is the appropriate level. >> No. Well, they they sort you out. So, when it's your first one, like last year was my first and then based on your times year to year, they do it. >> Yeah, that's
Okay, it is 6:30 and I will call the February regular meeting of the Sartell St. Steven School Board to order. Thank you to all the community members that are attending in person as well as online. We appreciate your interest and engagement in our school district. The expectation of our community is that all
participants and attendees will conduct themselves professionally and with respect for other members of our community. And the first item on the agenda is the pledge of allegiance. >> To the flag of the United States of America and to theublic for which it
stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. Um, next item on the agenda is approval of the agenda. And before I ask for a motion, um, Dr. Revard and I do have one addition. So when we ask for
the motion, it will include this additional action item. We're going to put C6, approval of the contract for the director of learning and teaching. So is there a motion to approve the agenda with the addition? >> So second motion by Jen, second by
Chelsea. Any discussion? Hearing none. All in favor say I. >> I. Any oppose? >> Okay. agenda is approved. Um, recognition of visitors and public forum had nobody sign up. So, we will move
right on to the consent agenda. And again, before I ask for a motion, I wanted to bring everybody's attention to the sheet that should be in front of you. There were just two words added to the minutes of the February 5th work
session. The last bullet point in the cell phone policy section said or we added the words if necessary to that last sentence. Is there a motion to approve the consent agenda? >> So move second.
>> Motion by Emily, second by Chelsea. All in favor say I. >> I. >> Any opposed? Right. Consent agenda is approved unanimously. onto our reports section and we will
begin with the Saber Star report which this month is being presented by Sartah High School principal Shane Kryler. Welcome and members of the board. It's my privilege and honor to present this year's this month star Jennifer
Richardson. Um she's been in the district for a long time. We've had the privilege of having her at the high school the last four years. So, u the nominations were lengthy that came in for Miss Richardson, but looking to bring those to a summitative point. What
I want to share with you is that Mrs. Richardson goes above and beyond for not only her students, but her colleagues as well. She invests countless hours outside of the classroom to make sure her students gain the best education possible. Her content, knowledge, commitment to students, and the ability
to inspire students to be their elves unparalleled. She's meticulously organized, always willing to help others, and the definition of a student centered teacher. Her ability to build meaningful relationships and make students feel valued is something noticeable on an everyday basis. She
creates a welcoming environment and is always willing to help. Her expertise and her content is incredible and an asset to her department. Her devotion to AP research has a massive impact on these students where she has inspired students to dream bigger. push further
and successfully take on things they never thought they were capable of. Maybe some of the testing right there. Mrs. Richardson is an amazing colleague, teacher, mentor, and advocate for students who cares immensely for students and supports them while also holding them to high standards. So,
congratulations. >> Thank you very much. >> Congratulations. Thank you. >> All right. Next report is from our schoolboard student representatives. >> Okay. So, starting with Oak Bridge, the school celebrated I love to read month
with a variety of activities including themed dress up days. Families went to conferences providing an opportunity to strengthen homeschool connections. In addition, the school hosted the rescheduled Frosty Fun night on February 10th, an designed for caregivers and
children to explore multiple activity zone throughout the early learning center while building collections with um Oakidge staff and for Pine Meadow. Uh they they recently had a strong turnout for parent teacher conferences alongside a
book fair. These events provided um provided valuable opportunities for families and teachers to share student growth and collaborate on goals for the second half of the school year. First and second grade students have actively been engaged in the steam labs. Participating in a hands-on science
activity focused on creating crystal snowflakes using pipe cleaners, borax, hot water. They shaped snowflake designs and created super saturated solutions and observed crystal formation firsthand. This offered example of science and action for these students.
In February is I love to read month. So it brought a vibrant celebration of literacy throughout the school. Members of River student council visited Pine Meadow classrooms to teach to read stories while the Sartell St. Steven and Sock Rapids princesses joined each
student um for each class for Wednesday reading sessions and community leaders also shared favorite stories through recorded videos. In addition, first and second grade book buddies met together to read and create bookmarks. The month will conclude with a schoolwide book
tour, allowing each student to select a story of interest and visit another class to read by a different staff member. Overall, the school community has embraced reading with a remarkable enthusiasm. And for Riverview, Riverview also celebrated I Love to Read Month with a variety of engaging schoolwide
activities. The month began with a winter themed Olympic open opening ceremony where students created country flags and that Sartell High School band performed and staff participated in events such as a hockey shootout and balling. Throughout the month, students
enjoyed dress up days also including dress like your favorite book character and classes earned medals based on reading minutes engagement which demonstrated saber strong behaviors. The celebration will conclude on February 27th with a closing ceremony featuring a
visit from a paralol Olympic athlete. Fourth grade students also participated in a field trip learning about and St. Benedict's learning about water where they engaged in hands-on activities and interactive learning experiences that deepen their understanding of systems
and science related concepts. At Sville Middle Schools, family teacher conferences were recently hosted and well attended. It provided valuable opportunities for families and teachers to connect and discuss student progress. The book fair was open during
conferences, creating additional excitement and promoting a strong culture of reading throughout the building. The school also hosted the eighth grade registration meeting in the performing arts center to support students as they prep for the transition to the high school. And as winter sports
and activities begin to conclude, the school community recognizes and celebrates the dedication and accomplishments of student participants and looks ahead with enthusiasm for the upcoming spring season. Over to the high school. This year, the high school introduced a new
registration format. An open house night was offered to students and families on February 12th. Faculty from each department were present to offer a more personalized and in-depth opportunity to discuss questions about registration and course selection. And additionally, for the first time, there were college and
military representatives present withformational tables to allow students to explore postsecary options. Additionally, conferences are available at the high school on February 19th for those who chose to attend. And finally, we'd like to highlight all the teams that will be sending or have sent me to
state, including dance, sports, skiing, gymnastics, wrestling, and >> questions. Can you just repeat the team? These have gone and will be going dance, Nordic skiing, gymnastics, wrestling,
>> and catch. There you go. And I think we still have section tournaments ongoing for a few sports, too. >> Great. Thank you. >> All right. Uh, next report on the list is Superintendent Mike Revard.
>> Good evening, members of the board. So, I just have a few things as we're talking about. We have exciting things continuing as we wrap up winter season for both athletics and activities. One of my big celebrations over this last month was being able to go down to St. Gates and see our
students performing one play. Often times those those shorter seasons for our theater department really intense something really go and watch because they put a lot of effort in a short period of time and the fact that they're making it down
the same case as a is truly a celebration of our arts. Wanted to highlight a little bit about our partnerships right now with businesses in Sartell St. Steven and St. Cloud. Um right now I see our our business community doing a lot of amazing things in developing career
pathways for our kids. and I had the opportunity to go down to the Minnesota Chamber of Commerce as a guest of Nirron. It was an amazing opportunity to see how so many businesses are interrelated with our school districts across the state and how we can continue to do more and try to create those
partnerships with many businesses both in Sartell St. Steven the central Minnesota area. So that was really exciting for me to have that opportunity with the mayor and city administrator to think about other creative ways that we can be partnering not just with the city but with
businesses around it. And uh lastly did have some opportunity to spend time with Optimus Club um versus my friend across the river um sorry Rapid Superintendent Birkstrom. Um, I had lots of questions and they
kind of highlighted the idea that while there's still competition going on between Sock Rapids and Sartell and so fun to see both of us come and highlight the great things that are happening in both. Uh, last thing, board chair, if you just let me go through these. I do have a
couple of certificates from the Minnesota School Boards Association. One is for Trisha, her leadership development certificate for presented excuse me, upon completion of the Minnesota School Boards Association phase one, phase two, phase three, and
phase four. Congratulations, Trisha. And the other one I have is for Emily, the director's award for successfully earning 100 points, 100 points from the Minnesota School Board Association sponsored session to improve individual performance. So, I applaud you both on
your continued Congrats to both of you. >> Congratulations. >> That's why we don't put the diploma in the right >> in the folder. Right. >> Thank you, Matt. >> Great. Thank you. Any Well, I should say any questions for Dr. Revard.
>> Okay. Thank you. U next report on our list is the district finance report from Joe Crown. Not a lot to report on this month, but the district um monthto day or year to date uh budget report for January is attached to the agenda. Um the general
fund budgets are tracking um almost identical to where we were at this point last year. Um same as food service um community is a little behind that. Um so no real concerns there. It's also the big um our debt service is always due at
the end of January. So those get the funds get wired out last week in January. So if you look at our debt service fund on how it's 100% spent, I think there's $350 there for me. Um that's um the big principal payment and our second interest payment of the year
is always due at the end of January. So it's always kind of a cash flow something we plan around with our um investments when they turn over. So that's that's why that one is 100% out spent always at the end of January.
um upcoming within our um department within the district office. We'll have a finance and personnel committee meeting um upcoming this Thursday morning and we'll talk about the staffing for next year, budget projections for next year, enrollment, what we what we're kind of looking at big picture and what the
process will be planning that. um also be going over we did receive um some quotes for transportation for our contracted transportation. Um received those in the office last week. So I've been reviewing those and have a couple
questions back and forth with a couple of vendors that so I'll be kind of going over the results of those as well. Put the full contract on the March agenda. Any questions? Thanks a lot.
>> Thank you. >> Okay. >> Uh last report is our schoolboard committee reports. So uh starting with Benton Stern's Education District. Um I did have one meeting since our last regular meeting here. I would say quite uneventful. was
besides accepting some donations and um you know doing typical approval of new hires that sort of thing there wasn't really anything on the agenda there we have not had any facilities committee meetings so I don't have any further input on or further update on the search
for new facility um and on to career and tech ed okay communication and technology What's that? >> We did. >> We did. >> Yeah, we met.
>> Um, we met on January 28th. >> Um, I can go through my notes. You guys can add anything that I might have missed. Um, so Sarah kind of went over just accessibility as it pertains to the websites, um, documentation that the
school electronically and just one of the initiatives a deadline for compliance. So this is a regulatory requirement to make sure that all electronic messaging and websites are accessible. Um and so that is due date of April 2027. Moving to the new
website, a lot of that kind of has some built-in tools to help do that, but they're even learning the way of like not um not putting lettering or verbage in like the kind of tiles across the websites to make them. So like if
someone's using a reader to help view them that they can do that. So they also our printers have where you can if you're going to like scan something you can scan in an accessible way so that things that we're saving electronically can be saved as well. Um videos being
captioned. That's just one of the initiatives that she's been working with admin assistants and committees on. um uh and just acknowledge to people part of that um and making sure that we are saving things or doing things in the
compliant manner will be one of the more uh challenging pieces that change management piece. Um and then anything on schooly is already should be already ADA compliant just because of how it is built in. Um, and then let's see, Kyle
kind of took us through just some um like screen time Minnesota and national updates um really around like kind of device filtering and accessibility. So again covered that our devices are are already filtered um on
our Wi-Fi. So when connected to our Wi-Fi, certain things are filtered out. Um talked through kind of those settings. Um, we discussed like whether or not like would it be, you know, helpful to like
even how devices are handed out with the type of, you know, not having restrictions on them or providing more maybe communication or instructions to how parents can also help set restrictions at home. Um, because once it's off of our Wi-Fi networks, those
restrictions are no longer on there or applicable. Um, well, kind of a couple things I thought were interesting to your last point. Um, the school issued iPads at the middle school, um, parents are able to go in and put screen time limits on those.
>> Um, it just requires the parents to go into the settings and set up a four-digit code when they first do it. So, um, we talked about how that can better be communicated >> to the parents in our community. Um, and that the same technology or same
capabilities do exist for the MacBooks. It's just a little tougher because you have to actually ask district IT staff to put those limits on the MacBook. You can't do it yourself as a parent. So, um yeah, I thought those were interesting. And then we >> So, can I just add to that? Not only can
you put that on if you find that your child has already put in a code, you can make a phone call to the district and they will help you reset that so that you can as a parent can make that screen time restriction because some of our kids are pretty techsavvy and we'll know that they can do that. So like
first um there are works for the parent to be able to have that change. >> Yeah. Well, forgive me. Did you mention the um signage for visitors, the ID checks? >> No. >> Yeah. So, um I didn't write down all the
details, but I recall us talking about how an ID will be required for every visit instead of being able to keep ID information on file specific school. So, visitors showing up will need to show ID each each visit.
>> Yeah. And that that was already policy. It's just they're adding additional signage to help reinforce >> that those IDs are checked and that just to set the expectations of visitors coming in that they have their ID ready. >> I would just also add like when our
children are students are in the building at school, YouTube is set to 13 and younger. And then I I mean I knew this but I think it's just important to say like you are supposed to be 13 years old to be on social media. I think a lot of parents might not always know that
information. So, just wanted to make sure we said that. That was shared with us at the meeting. And a lot of the national update that we did talk about about screen time was more about personal devices than it was about schools. >> Okay. Thank you. Um, next one on the
list is community education advisory committee. >> Sounds good. Then finance and personnel. >> Thursday. this week. Okay. City School Ad hoc committee. Our first meeting ever for that committee is March
13th. Um, next one is legislative network and schools advocating for fair funding on Friday. >> That's this Friday. Um, comprehensive achievement and civic readiness. Case sir,
>> we met just under two weeks ago I think. February 10th here. Does that sound? >> Yes. >> Um well, I'll go through my notes and you want to add >> to that. So, there's quite a bit, but um
we spoke about the math curriculum. Um we will be looking at getting a new math curriculum to meet new approved standards. So just as we did with the reading curriculum or the ELA curriculum, um there is a review
committee that has been put in place. They've held one meeting so far. Um and during that meeting, they analyzeed feedback from the teacher survey. Um reviewed the current K through5 math curriculum and use. um brainstormed
additional tools and supports teachers may need and discuss options for curriculum adoption and possible implementation strategies and kind of mirroring something similar to what we did with CKLA when we implemented that.
Um and then we talked about the Marzano teacher evaluations that have been in place for this current school year and then going forward into the 2627 school year. Um That was interesting because
kind of similar to what we do with the superintendent evaluations. There's actually well there's four domains I believe. Um standardsbased planning, standard based instruction, conditions for learning and professional responsibilities. There's 23 total
elements within that that you could evaluate, but administration staff has chosen to do uh six evaluate six of those. Um to make it a little more targeted and realistic. >> Um, and so there was a recap on this
year's evaluation elements. They there were teachers present in the committee that kind of gave their feedback on how the Marzano evaluations have been going. Um, some of the things mentioned where the evaluations are more focused. Um, this model focuses more on the students
and how they respond to teacher instruction. um formal observations. They liked the format because there's really no room for personal opinion. It's based only on what was seen in the classroom. Um
clear expectations and then elements that will be added for the next school year. So correct me if I'm wrong. The six elements will remain but we'll add additional. So the initial six elements will remain. Okay. So the additional elements that will be added for evaluation next school year 2627
would be aligning resources to standards, using questions to help students elaborate on content, reviewing content, using formative assessments to track progress, organizing students to interact with content, and promoting teacher leadership and collaboration. So
those will be in addition to the six that were chosen for this year. Um and then most of the rest of the meeting we spent talking about the new 18 to 22 year old program that has now been in place um that's being housed at Oakidge
and I believe it's called Elevate >> which stands for empower and recreation explore vocation achieve transition and excel. Yes. And um
there's the capacity for 12 to 15 students all um and they do a lot of focus on well I guess multiple things. They have um whole group lessons, activities of
daily living, motor, movement, recreation and leisure and then community engagement school. So school jobs um individualized learning um independence and activities of daily living. And then they also have a big focus on workbased learning. So um
intrad district mail routes, community center, country manor, um special event sales, bake sales, pie sales, etc. Um and then they do community outings. Um examples were like movie theater, parks,
etc. Um and the next steps would be just looking for long range workbased learning and job placement. It's kind of neat to learn more about that program. That was that was it. >> Yeah, that was a really great recap. The
only thing like I would add is just reiterating what you've already said that the teachers um that were there again just complemented how well the roll out for the Marzano elements went. Um so there's a lot of phenomenal um
feedback on that and really also commenting on previously they were using the Marshall Marshall for the focus evaluation and that had six domains and like 60 or so elements and so going down to something and how the district is starting it off with like kind of the
six and then adding six more just helped to make it um allowing teachers to really get a feeling for what those elements are in learning. And then Um yeah, just also very impressed. I've had the opportunity
to learn about the elevator program because um my daughter Emily volunteers with it, but it's really fun to hear about everything that the district is doing and um helping support our students even beyond that graduation from 12th grade.
>> Thank you. uh Minnesota State High School League. My uh region AAA committee does not meet until April. I don't know if you >> I did um at the beginning of February.
They had a meeting um couple things. The baseball bench to quorum, they did pass that. So that will go into effect this season. Um and that's for baseball only. And again, that's the bench to quorum. um the chanting and whatnot during the
pitch. And um the one thing that was pointed out is there may be supervisors that are needed to enforce this, but I don't know if that would be for a bigger district or if it was just thrown out as an idea. >> Yeah. So,
um they also passed the classification and competitive section placement process and timeline. Um, so that will start this year for the classification and and placement for 27 28 and 2829
because it's two-year cycles. Um, so I would imagine there would be communication that has come out or will be coming out soon. >> Remind me again of what that is. I know that you mentioned it last time, but >> it has to do with like your section placements and your and how the compet >> overall for the season, not just in your
tournaments. Well, it's for each sport they classify what schools go into what class. >> So for the year for two years, sorry. >> No, I I was just going to say I think the way they do it is first they figure out classes and then they break those
classes down into sections. >> I know a lot of it has to do with your enrollment. that has to do with your section placement has to do with your >> um and then what I had mentioned I think at our work session they had a presentation on that esports I haven't
received any communication from fen works have you no um again I think it might be interesting to check into to see if it's something that we could offer um students but we'll
So that's all I have. >> Thank you. Um negotiations, we'll cover that in our action item for approving contracts. Uh facilities meeting on March 10th. Policy looks like you met February 5th.
Yes. Um I think for ease I'll just go off of what we reviewed first. So, we reviewed the following um policy 510, 526,
uh 529, 530, 722.1, which is um the form for the data requests. So, those were reviewed and no changes.
um 527 we revised and we added MSBA language under section 4 is what I have um 527.1
because it's a form we are asking to resend that and keep that as a procedural and not in the policy and the same with 529.1 one again because it's a form and a procedure. Um we are looking to resend that from the
policy. We have a revision for 7:22 and we took the administrative recommendations which were those legal I have legal and we just need one. >> So that's one that's up for approval
tonight on must be on other revisions >> which is up for approval for that. >> Okay, I see. Got it. Um 806 we also um revised we renamed the policy to match statute. There were some
legal changes um some admin recommendations that we put in there as well but most of it was legally based so it's only one reading so that's should be on there too for tonight. Um and then our sponsorship meeting or our sorry our
sponsorship policy um should also be on there for the first reading. So we got that completed and then we're meeting if necessary um next week to discuss cell phone.
>> There was one other form 806.1. Thank you. uh Sartell senior connection. >> Yes, I got to join my first senior connection meeting on February 2nd. Um so that was wonderful to get to connect with them. Um I would say let's see from
um kind of high level uh Jen or Mike talked about I gave updates from the board. and I kind of talked about the survey that was going to be um coming out. Jen went over the community edems
um and the summer planning that they're hiring. Um talked about Funfest on April 18th and the Startell Senior Connection is going to have a table at it this year. So, we're excited about that. Um, one of the big topics from the
community center perspective was the tournament that they actually just hosted this past weekend for archery. Um, so they were excited to be able to use that space. Um, they also just talked about
their upcoming events. Um, so guess who's coming to dinner that happened on February 12th at Drake's. March 12th will be the next one that'll be in this poor house. in Rapids. Um puzzle contest will be on April 25th. So the excitement
of this meeting is that the puzzle has officially been chosen. Um so encouraging those who are interested or puzzle lovers to check that out and sign up for that. Trucks and tunes will be hosted June 9th. So we'll be starting a plan for that. Um, bingo for the senior
connections starts in March on the first Wednesday of each month at 3 pm and then they just went through they're mixing it up Mondays and different topics which a lot around technology um February was iOS March it'll be Android April Facebook marketplace also doing chair
yoga menshed um and yeah I think it >> yeah thank you uh resource training and solutions. >> Yes. So, you should have had placed at
your seat tonight the ballot for the election of um board members. There are six open positions um and six people running. Um but the ballot needs to be submitted no later than March 13th. Um
obviously participation is optional. Um, but if you could get that to me leave and she'll send it in. Um, there's bios that are attached as well if you're looking for more information about the candidates that are running. Um,
otherwise, a lot of our meeting last week was kind of some internal stuff that we have a new chair, so there were some things internally that were getting kind of cleaned up, I guess, for a lack of
better description. That's about it. >> Thank you. That is it for schoolboard committee reports. So, we will now move on to our action items. Um, first one I have is approved
resolution accepting donations. Is there a motion? >> So, move second. >> Motion by Jen, second by Trisha. Um, in the discussion, I believe Jen, it's your turn. >> I think I'm reading. Yeah. So, thank you to all those who had
donated this month. Um, starting at the top, Colorful Concepts painting donated to the community education um department in the donation of $500 for the summer program sponsorship. J-Bird Mechanical Contractors donated to
Sartell High School in the amount of $150 for Saber Robotics. Park Industries donated to Sartell High School in the amount of $1,000 for Saber Robotics. Blue Line Sports Bar and Grill donated to Sartell High School um 200 in the
amount of $200 for Saber Robotics. Um Plumsky Engineering and Repair donated to the Sartell High School in the amount of $250 for Saber Robotics. Pelco Machine donated to Sartell High School in the amount of $1,000 um for Saber
Robotics. Uh, Bernick donated to Sartell High School in the amount of $500 for Saber Robotics. JLT Architects donated to Sartell High School in the amount of $500 for Saber Robotics. Team Foundation donated to Sartell High
School in the amount of $1,000 for Saber Robotics. Great River Rotary Club donated to Sartell High School in the amount of $500 for Saber Robotics. Northern Lights Junior Volleyball donated to Community Education in the
amount of $200 for boys volleyball. Sartell St. Steven PreK through five PTO donated to Oakidge Early Learning Center in the amount of $2,180 um for the Great River Children's Museum
trip. Blue Line Sports Bar and Grill donated to Sartell High School in the amount of $200 to the student council. Saber Dance Team Booster Club donated to Sartell High School in the amount of and $49.83
um for the state or for the team state dance tickets. So that's everyone. >> Thank you for those donations. >> Absolutely. Much appreciated. Um any further discussion otherwise go to a vote.
>> All in favor say I. >> I. Any opposed? >> Resolution passes. Um, next action item is to approve the schoolboard handbook. Is there a motion to approve?
>> Second. >> Motion by Emily, second by Jen. Um just for discussion purposes, I'll start out by saying um our plan is going to be now that the handbook was first approved last calendar year. The plan moving forward will be to put it on February's
regular meeting agenda for approval each year, which will give at least a few weeks for any new members who might come on board at the start of a year to get used to the board before suggesting any changes that might need to be made. And if changes need to be
made, if they're extensive or require discussion, maybe then we can just bump them on to the next work session or or if they're not so extensive, just take care of them at the meeting. But I haven't nobody's approached me about any changes that need to be made. Does anybody have any? >> I just have a really simple one.
Leadership is the >> Yeah, the leadership directory just needs to be changed to our current leadership. >> Oh, sure. >> All right. Um >> this >> so basically everything on this page
handbook >> just update the information. So assuming that gets done, I I don't think we need to make a motion to amend or anything. >> Any other moving forwarding district administration?
>> Yes, please. >> Absolutely. >> Thank you. >> All right. If there's no further discussion, um, all in favor of approving the handbook say I. >> I. >> Any opposed? Right. Passes unanimously.
Action item number three, approve a resolution allowing for potential budget adjustments. Is there a motion to approve the resolution? >> So second. >> Motion by Jen, second by Chelsea. Dr. Do have any discussion? No, this is
an annual seeking approval from school board looking at any budget adjustments whether up or down. We would always appro knowing that we have some timelines that we have to continue to maintain. So we'll be coming back to you, but this is
your approval for us. >> Any questions, comments with that? Um, it looks like this is a roll call vote resolution. So Larson, could you conduct a roll call, please? >> Yes, I will just start with myself since I'm on the end and work our way around.
So Larson, yay. >> Oh, Matt. >> Hi, >> Jen. Chelsea, >> hi. >> Hi. >> And Scott is not here tonight, so
>> passes five to zero. Thank you. All right. Um action item number four is approval of bargaining group contracts if any. We know by now we'll >> have at least some to consider.
>> Yeah, we have um three tenative agreements to consider tonight for approval. Thanks for >> otherwise money without you. I'm going to just pass this around. Um so I will start with the start principles association
and I don't know I have just a summary of the language and um the financial changes I don't know if you would prefer to go through them or if you would like to >> yeah I'm happy to >> great you want to start
>> um I'll go through the financial part first. So the total uh the total package increase is should say 7.23 for the contract. Um so it's 7.23% uh total package for the for the twoear
total. >> Um the highlights are a 2.5% increase to all employees across the board. principles don't have you know the teachers
basically they start negotiated changes to that every time the contract is open so the salary increase this time was 2.5% across the board to all of them increase in longevity pay by $1,000 each year and then an increase to the 403b
match amount that table in their contract. >> Yeah, basically the amount uh it was $1,000 on each step in the in the tier. So the
years one through three used to be 2500. Now they're 3500. Four through eight used to be 3,000 4,000. N years or more used to be 4500. So that's a match that has the employees have to match that as well. >> And then as for language changes, we
actually made some significant changes in this contract um at the request for the district. Um clarifying our seniority language as this bargaining group has gotten larger. We've gone from just head principles, which is what initially um made up this entire group to having head principles, assistant
principles, and then activities directors all incorporated into this bargaining group. So we cleaned up some of our seniority language um and language, which is unrequested leave of absence um if we would ever have to lay off someone from this bargaining group. Um we also clarified the retirement
language um and that it pays out any of the retirement benefits which are sick and vacation to a health um reimbursement account um which is to benefit of both the district and our employees. And then finally, we added you'll see this in all three contracts. We added the language regarding
Minnesota paid family medical leave. Um the district and the employee will be splitting the cost of the premiums 5050 questions and that has been approved by >> I do have one question. There was
discussion about buyout for days. >> Oh, >> but that's not that one. >> That's not on here. >> Yes. And they currently have I will we will add that. We'll make sure we get in the minutes. Um uh they currently have each year they can buy back five days of that increased to seven.
Thank you. We'll be seeking approval of each of the contract individually. >> Okay. Uh since we have the background I think right now that is time to ask for the motion or Yeah. So, does anybody have a motion to approve? >> Move to approve.
>> Second. >> Motion by Trisha, second by Emily. Now, is there any further discussion or questions? Hearing none. Um, all in favor of approval say I. >> I. Any oppos say nay.
Principal's contract is approved unanimously. Next up, I will pass out summary. Um, this is the agreement summary with the Sartell Education Association, which is our largest group that is all of our
certified staff, including all of our teaching staff. Um, this was approved by their membership last week and I will again let Joe start with the >> Can I interrupt you though? >> I think I want to do this one. Oh,
absolutely. >> Because director Wshaw is the spouse of a teacher and I think it's up to the board chair >> to read off the summary of the agreement for per statute. I think the statute is 1228.40.
It's close to that if it's not. >> Um anyway, so this is the required reading since we have a spouse of a teacher on the board um who if you were here would be instructed not to vote on this contract. But we are at the same
time required to state a summary of the um contract agreement. So uh the total package cost and again this is across both years to the district is 8.49%. Uh as compared to recent settlements
with the teachers group u the percentage last time around for 23 to 25 was 16 or 13.6. Uh the contract from 21 to 23 was 12% and contract from 19 to 21 was 8.66%.
Um so the financials um here for both years of the contract there will be a 2.5% increase to the salary schedule. So that's for the 25 to 26 year which is our current year and then 26 to 27 year.
We are removing two steps from the salary schedule. Steps 11 and 16, which reduces the overall number of steps in the contract. And if you'll recall, two years ago, we had removed, I believe, one. So, this is the second year in a row of doing that. Uh, we increase the
health insurance premium contributions for teachers married to teachers by $1,000 for the term of the contract. Uh, longevity pay increased as follows. Um, for a teacher in years 16 to 19, the
longevity went from 2700 to 3,700 per year. Uh, for years 20 through 23, the longevity pay went from 3,500 to 4,700 per year. In years 24 and above
increased from 4,300 per year to 5,700. We are now allowing for longevity pay to begin year 16 starting with this school year 25 to 26. And we froze the extracurricular pay
schedule in this current year 25 to 26 um but revamped that pay schedule um both in terms of structure and numbers for next school year 26 to 27. Um so then the summary of the language
changes. We added an additional day for new teachers um which increased to 184 days. We clarified parameters for use of flexible days. We added two days of due
process time for special education teachers who regularly work with students. We clarified the rate of pay for summer ESY and IEP work for special education teachers. We reduced sick leave maximum
accumulation. We added language regarding the Minnesota Paid Family Medical Leave Act. Um and the cost of premiums is split 5050 between employer and employee. We added an additional day of professional development and teacher uh workshop for
teachers pre-K through 8th grade. We incorporated a prior memo of understanding regarding early retirement incentives. We incorporated another prior memo of understanding regarding what qualifies as experience
when hiring new staff. Finally, we renewed CTE College in the schools and read Actus. If you guys don't have anything to add, I'll ask for a motion to approve the SEA
contract. >> So, move second. >> Motion by Chelsea, second by Jen. Any further discussion amongst the board? Uh if there's no discussion then I'll ask for uh all in favor to say I
>> I post same say name. >> Right. The SCA contract is approved unanimously. Thank you. >> So we're uh we're looking at these in the order that they were approved by the respective groups. Principles was on first and the teachers now.
>> All right. This one >> was minutes ago. We got the word >> good. So this is um next we will be passing around the summary of the SE seie local 284 multi-unit group um which again just for reference includes our
transportation personnel uh nutrition services and custodial and ground staff. And this is a this was a three-year contract um which was part of the negotiation process. Um it was up for it's always for this group it's up for
negotiation. Uh teachers usually are required to be two years. This one has has been three and we went back and forth on that a little bit but we did end up agreeing on a three-year term in the end. Um the total package cost increase in an average of 4.41
per year on this one as a opposed to the previous two um in 2020. The previous contract was 5.29 per year and the one before that was 4.27. Um the changes in here we're adding 2% to the salary schedule each year. Um
increasing the night shift pay differential from 60 cents to 75 cents per hour. Right now there's only applies to custodial staff that work those shifts. um increases to the annual employee health insurance contribution uh increase of $800 annually for single
policy and then $2,000 annually for family. Those have previously been all at the same level. So this separates the family one a little a little higher than the single. And then we increase the 403b contribution for employees with 11 plus years of service. And right now um
if you're below 11 years you get a 2% match and this will go make everybody 11 years service more So there's basing hours. >> Okay. So then moving on to language changes. Um there's some allowances for
the union to do orientation and that we would share some information with them. Um we added the Riverview League custodian um will now receive that's a bit evening statement as our middle school high school evening rates do. Um we
agreed to um provide longevity p um pay based on years as a regular employee in the district um instead of just years in the bargaining group. Um, we aligned all of our sick leave language to reference Minnesota law. Um, and we added again
that Minnesota paid family medical leave language regarding the cost of premiums being split between employer employee. We also change break times to align with changes in Minnesota law. Um, we added language from a priorou regarding snow days, e-learning days, late starts,
early outs. So that's now part of the contract. We added the Junth holiday to the contract which was also in the previous memorandum of understanding. And we also added New Year's Eve as a paid holiday for transportation and nutrition services employees that previously was not one. And then we
finally we implemented a timeline on obtaining required certifications. Um if you advance to a different position within the bargaining group, you may be required to certifications and we previously did not have a timeline on that. So we were able to get that implemented. I believe that
is all of the language changes. >> Again, this multi-unit contract um the employees covered by this are nutritional services, mainten by Jen, second by Trisha.
Any discussion? I have a question >> and really it could apply to any of these contracts. I just thought I know when we're adding the language regarding to the Minnesota paid family leave medical leave if there are language changes or statuto changes to that just
like there's been veterans sick and save time within the time of this contract. Is that is that just something that can be updated then or how does that work? >> We did so that's a great question with the Minnesota family leave. The only thing we're required to have in the
contract is how we're splitting the cost of the premium, which is 50/50. Other than that, we say we will follow Minnesota paid >> leave um law. So, nothing else is contractual. Everything else is this is something that Matt and I have been after for years, not including statutory language in the contracts because if
statute changes, it makes it we don't want to contract, >> right? Right. Just follow the law. So, no, we great question, but we the only thing we did was put in the language that was required. >> Got it. >> I would just add that this This was the one that we reached agreement via
mediation. So want to thank everybody on both sides because it was a long day. It took a lot of patience but glad to see it worked out. So right if there's no other questions or comments >> I was just going to thank you and Jen for all the work you did on this committee and the administration work on
both sides. >> Then we will call for a vote. All in favor say I. >> I. Any oppose say nay. SEIU 284 multi-unit contract is approved unanimously.
Thank you. Okay. Next action item is approval of policies 540, 704, 905, 722, and 806. Is there a motion to approve?
>> Second motion by Jen, second by Emily. Um, discussion. I believe you said earlier today 722 and 806 are the first and only reading. They're statuto changes and then the others must be our final readings and approval.
So any questions, comments, discussion? Okay, hearing none. All in favor say I. >> I. Any oppose? Say nay. Policies are approved.
Uh action item number six, approval of contract for director of learning and teaching. Is there a motion to approve? >> So moved. Second. >> Motion agend second by Chelsea. Um for discussion, I'll ask Dr. Do you have any discussion? Uh this evening, district
administration is seeking approval from the board uh for the appointment of Angel Saffron as our next director of teaching and learning effective July 1st, 2026. Miss has been instrumental for helping us throughout the years, but she has more than a decade of administrative and curriculum
experiences. She's led our standards work. She's got great focus on our teachers in terms of providing professional development. She understands our assessment systems. So, this evening for middle school position tomorrow
morning and watch for resation in a week or so as long as you guys approve this evening appointment very questions questions any discussion
>> I think so All right. Uh, all in favor say I. >> I. Any oppose say nay. If the contract for director of learning and teaching is approved. Thank you, Dr. Revard. >> All right, we're on to discussion items
then. Uh, first item is the first reading of policies 527 and 999. I believe 999 is the brand new policy. sponsorship. >> I guess when I was looking over 537, I did ask Dr. I just thought it would be
helpful for everyone to hear his answer about section um sorry for B, which is the highlighted section that you guys included. Um I guess I read it and was like, "Oh my gosh, are we going to be like towing students car?" So I
just wanted you to clarify like kind of what you had shared with me about putting this in like what circumstances they might. >> So these are these are those areas that vehicles are unattended lines to remain unattended for a while. I see
principal in the the audience he may choose to have that vehicle towed as it would be impacting the flow of traffic. It also we also can just watch and see if there's unauorized people that are on campus. Our campuses are open to the public but we also have to ask
there's any concerns with that. But it's mainly for traffic, a parent or a student getting out of their vehicle going into the school and leaving it there while we're trying to pull our lines through. There's just vehicles parked in handicap
stuff that are not supposed to be fire lanes, emergency are called law enforcement. Any other questions or discussion on 527? Okay, then we can move on to 9 999 the
sponsorship policy. So, I have a couple I guess I am not super concerned about um limiting our signage. I just wonder if there was any thought given to any athletics that can't have inward facing.
I guess I instantly thought of tennis with their wind screens. It is a little bit more thought differently. >> Yeah. Yeah. No, I think it wasn't necessarily a because not even all of our sports spaces would have like even
indoors and stuff too would be hang stuff. So I don't think it was necessarily like a sport by sport conversation more so just collectively looking at >> what would even be usable space. And then for letter, let's see, section
three E. Um, we've I guess we've never gotten to specifics in policy, but I well, I was on the policy review policies, but we've talked about not letting people use our name or logo. So, I just wondered why why we had put that
in this policy. We did talk about this. Um, it was the way that it was worded. We had to talk through the in it a lot to kind of understand what it was actually getting at. But I think what we said is if it was going
to be for like a sponsorship for an event or something, you could potentially use the school's logo for that specific signage if you had approval from the superintendent
design. You guys back me up on that or tell me if I'm wrong. I feel like that's kind of what we landed on for that one. >> Yeah. >> Yeah. And I think it's because of it's coming after D. So we would have
sponsored by and then it's not us saying that we are part of that organization or endorsing that organization. But um I think even currently now we have logos on the sponsored banners. So I think it's just more it's not an
advertisement. of sponsorship. >> If you were going to sponsor some event for the baseball team and you were going to use our logo along with whatever other, you know, images you wanted on there if there was approval received from the superintendent if you
were going to do that for an event. There's potential to do that, but you would have to ask permission to do so first. You couldn't just do it without first applying for that. So >> So would that be more of a procedure? Does that need to be in the policy? I guess I'm kind of confused because as of right now, anybody is allowed to use our
name and logo. We don't have like a trademark or any kind of stipulations under so like is that more of a procedure that we'd like to be seen or is that something that does policy? I don't disagree. I just don't know if I agree. I think anytime anybody's going to use
our name or likeness and for any purpose advertising or sponsorship, they should be getting approval, which I think is what our advertising policy says. >> I do I do think we copied some of that from our advertising. >> I do think when it comes to using our logo that it is supposed to come with permission
>> um >> specifically for the purpose of advertising sponsorships. like you're saying, right? Like we can go like we have the kind of brand guides available out there online where if you know I'm want to put together a graduation card
invite, I can take our school logo and put it on there and send it out. But because it's not a advertisement or sponsorship, that's okay. >> Or being used in a form of marketing because anytime you use our logo or likeness in any form of advertisement, >> um it can appear that we are promoting
that. So anything that is in that way if it's being used in that way we do require that you get permission if you're putting it on your graduation card I think that being we have given you a diploma we are promoting your graduation at that point we are supportive so I think if that refers
mainly to um advertisements and what the school district logo is being used for if it's promoting a certain event or product or business >> did you say you pulled up our advertising >> I was Yeah, it's earlier in our packet.
>> Um, while you're looking at that, can I ask um so for part D under that same it section three? Part D. Can we clarify that by saying sponsorship recognition received from an
organization? >> Yes. >> Because >> or sponsorship recognition to to be displayed or something like that because this is really only talking about when you put up a banner or a sign or poster or something, you have to have those
words on it, right? >> Okay. >> So, I wonder if we can just tweak the language there to make it clear that that's >> I agree. I think earlier sponsorship recognition is the term that's been used. >> Yeah. Throughout the entire thing. So I think that was just oversight on our
part that we did not include it in that one. >> And then just going off memory here, but I'm trying to think of the banners facing Pine Cone at the high school along the soccer field. I don't know. I
don't think they all say sponsored by, sponsored in part by >> or anything similar. At least a couple of them don't say anything but a company name. >> So, do are those just advertisements then that fall under 905?
>> Okay. So, >> in the future and I >> Yep. And I know there's a grandfather clause here. Um, but in the future, anything like that would have to have the words that we're putting in here, >> right? And I think one of them says, you know, proud supporter of. Is that going
to fly or does it have to be the exact language that we list in the policy? >> Okay. Sponsorship recognition from an organization. We're just changing the word receive. recommendation from the board.
>> Yes. >> I think the in agree Matt I think there's even though we covered like the sponsored by or sponsored and part by were the two exact phrases we used because we went back and forth because I think it initially it was like sponsored
by like similar and we didn't also want to not leave it like too vague and open for but I agree with the verbage that you used to >> Oh yeah, I'm not saying we need it. I'm I guess I was just wondering
>> you're just clarifying that that was >> wondering if there was any leeway, but if if we want to keep it just to the that's fine. gets the point across and like you said it doesn't make leeway for maybe language that isn't direct enough >> and then Trisha is correct so our
advertising one doesn't specifically say logo it just school district and prior approvals obtained from the school if obtained. Could you read it again? Sorry. >> Yeah, I can read it. Um, it says that
nonprofit entities and organizations may be allowed to use the school district name, students or facilities for purposes of advertising or promotion if the purpose is determined to be educationally related and prior approval is obtained from the school board. So, it is saying that you can use it if you
obtain approval. Am I hearing that correctly? >> I think Chelsea was saying that it doesn't say the same. >> The last time that we approved this
policy looks like was in 23 905. So I would say that's an update when it's up for review again on our cycle that we would probably want to look at to include similar language.
>> I just noticed the last approval date which is probably why this has a little bit of conversation today. >> Yeah. >> Yeah. We just approved 905. >> Oh that's why it's not update. Okay. Yeah. >> Okay. So then we needed to probably pull
that one back, I would say, right? Or pull it back in our next cycle and just match that language because we were really trying to match the two as much as possible with their own nuances when we were doing them. So if we want to include logo, if we feel like that's important,
then we would need to probably pull that back for radio again. >> And I guess I like I My intention is not like by putting logo in these or name to me there's the
intention and looking for feedback from administration experience of that doesn't restrict it like across the board but hopefully just in regards to sponsorships and advertisements it's used. >> Yes. Because that would be the times in which it's being used in a way to market
something. >> Yes. >> And I think it's helpful from a sponsorship perspective. um because we are asking them to put like a um kind of using our name. I just I
think it's helpful. >> I don't think our logo should be on advertisement if we're not aware of it either. >> Right. >> Anytime we could be promoting something, our logo probably should not be used
without permission because it's going to appear to the public if it's a public facing anything it's going to appear to the public that we are advocating for that if we allow our logo or our name to be used on that. So I think that
anytime it's going to be used in that manner, it should come with private approval. >> And I mean, granted, it does say that in 905, but it does not say logo. It says everything else except for advertising, which we don't have any
sponsorship, which is what we're trying to clear up this evening. At this point, the committee has indicated that sponsorship would be approved by the superintending paid advertising indicated there's a couple examples of
school districts and myself and they have advertising going on and those things do go before a committee at the And there's discussions that are happening because sometimes those are bigger larger contracts when we start talking about sponsorships. Those are
contracts that we're entering in with folks in our communities. They're usually a little bit smaller. And this evening's reading for 999 is indicating that approval would go through myself or so
right now on the books you're approving. Either way, those would be contracts that we would go into where yourselves or me would be proving that they can use our as part of our contract. In the end, if they don't enter into a contract with
us, they can >> they can one of those challenges that I don't somewhat of a point because I would recommend I recognize if we go into a contract with a sponsor or an advertiser for them to use our local,
but maybe not. How does that play out legally if somebody were to use our logo in a fashion that we would not approve of? I mean, if it if they were just because it's not trademarked, if they were just to put our logo on an advertisement without
following our policy, but they didn't ask for, you know, they didn't ask to be advertised or to do an advertising contract with us, but they use our logo. Our logo is not trademarked. >> How does that utilize our our own attorneys that represent us.
>> Okay. Not anymore. >> Sure. Sure. Okay. >> It doesn't have to, >> right? I guess when we say it's not trademark, it's like, yeah, but also there has to be some sort of avenue in which we would have the ability to say, well, no, though, we aren't going to,
you know, be seen publicly as promoting whatever it is that you're putting out. >> I will look to council for >> Yeah. Okay. So then it sounds like we can just leave as is. >> Yes. >> Are you comfortable with that? >> I don't I just I guess if it's going to be doesn't really matter, but like if
it's going to be something that you're going to procedurally do, I don't know why it would be like that was I'm not against it. I just like I don't understand why it needs to be a policy if that's going to be a procedure thing that does. >> And I think when we were reading it and we were like name in week three, we like would even want student like misuse.
We're like oh we're missing logo and put that this missing that we should have probably added it then as well to the tax. >> I'm yeah I'm comfortable leaving it just because if nothing else it clarifies that you need authorization
comes from the superintendent or a design. So that as much as it tells potential sponsors what they can do and can't do, it also tells other school district employees who don't have that authorization what they can and can't do and they can't approve anything like that.
I'm I'm fine leaving it in. Um, can I ask one more thing? I think in 3B, the first sentence I just I read that and I want to be more direct
like saying something like the school board >> has approved, >> shall approve or or must approve. >> Well, in our overall like goal was to say like we approve of sponsorships
here's the guidelines and then we're letting Mike and and or design do anything but this was like instead of it having to come before us each time it was meant to be like yep we approve of sponsorships >> yeah so that's why I was asking would it make more sense if it were past tense
like the school board has approved sponsorship recognition in school district facilities but approved really makes the most sense >> because we have approved allowing sponsorship recognition in school facilities and then we specify
placement. >> Yeah. Okay. >> But I see what you're saying. >> That makes sense. I I was reading it differently. What if approval is limited to the field of feline?
This approval is reaction is that it all gets same point across. Have you read it the first time I looked at it? I know. It seemed unclear. I just wonder if we should make sure >> I mean we could shorten it all the way too. The school board approved
sponsorship recognition to be displayed in or to be displayed on athletic field fences, inward facing gymnasiums, the activity center, the high school. Yeah. Yeah. We could shorten that first sentence to flow right into the second one
>> if that would clean that up. There's not confusion between the first and second statements. Can I give a stab at it? How about we say by enacting this policy, the school board approved sponsorship recognition
in school district facilities or on school district property, comma, but placement will be limited to >> let's not comma that though >> because that is a pretty clear end of that sentence. It's a long run sentence otherwise but I don't mind the beginning. >> Yeah. by enacting this policy the school
board approves. Yeah. >> And I do think that placement will be limited verbiage does give special attention to the current limitations and I think it's direct. >> So we want to add by enacting this policy the school board
approves sponsorship recognition in school district facilities or on school district property and continue on as it is. >> I think that then avoids anybody reading it the way I read it for sure. And this was the last policy we did at the last meeting and we I feel as though
we're really just trying that sense of the time. >> Yes. >> The new ones are always the most difficult. We don't have something to work off of. >> We appreciate all the work for administration.
Uh by enacting the policy, the school board approved sponsorship recognition on school district facilities or on school district property. >> Yeah. And but by approving this policy >> or by sorry by
Y the rest can be the same. Thank you. Thanks. Anybody else have comments, discussion? All right. Then we will move on to discussion item two, first reading to
resin policies 527.1, 529.1, and 806.1, which are all procedures from what I understand. >> Correct. They're all forms. >> Yes. Okay. So, it's consistent with our recent history of removing those from policy and just having them available
through administration. Any further discussion on those? Okay. Hearing none, discussion item number three, cell phone policy. And um I'll kick this off just by giving a high level administrative view of this
and an explanation for why this is on this month's uh agenda as a discussion item and maybe why I'm thinking differently since we're missing a board member tonight. So, um my plan and I announced this at last week's listening
session that we had on Thursday at the high school was kind of working backwards knowing that if there was going to be a policy change, we need three readings for it. So, I wanted to and we talked about this also at the work session in early February.
I wanted to have a discussion tonight and if the discussion led to perceived need to change the policy in any way then policy committee could tackle it at their next policy meeting which is right first Thursday in March
which would allow the first reading of a new policy to be on March's regular meeting agenda second reading in April third reading in May and approval at that time which would then give Dr. Revard and the rest of administration. Time to change the
handbook, implement any changes at the school level in time for the new school year to come um in the fall. So, um, now that we're sitting here and we only have five of us instead of six,
I personally feel like this is a topic that should include all six of us in the discussion because um, I don't know that we've had an entire discussion with all six of us on this topic. I'm wondering, and I did run this by Dr. Revard earlier just to make sure the timing could work.
If we have an extra month of leeway, maybe we can push this discussion to a later time, whether it be the March work session or the March regular meeting, as long as any policy change would get to a first reading by April, then the
approval would be in June. Um, so I just want to throw that idea out there. I'm not saying I'm decided on what to do, but I think with a member being absent tonight and not all of us being around to have the really in-depth discussion of where we want to end up,
at least in a general sense, we're not here to write the actual policy. That would be up to the policy committee if that's the direction we're going. I'm wondering what the group thinks about the timing of putting it off just for a short time longer. And reversing back to my initial
comments, one of the main reasons I wanted to get this moving quickly and have it, you know, have a first reading in March was we are planning at the March work session to get our survey results from the Leatherman Company, the
phone survey that's going out to the community, which I think is going to switch our gears pretty quickly to questions about possible referenda to hit the November ballot, which will cause us to have and us and administration uh to have quite a bit on our plate relating to that. So, sooner
we can get the cell phone policy figured out, the sooner we can move on to those other important issues. So, with that, I'll stop talking and ask if anybody has any input on at least the timing of this and whether we want to try to still tackle this tonight or hold off just for
a short time longer. >> Can I ask a question right away? I believe when you had originally talked to us at the work session that your goal was to have it by April, correct? like to have it like meeting with policy committee. >> The policy committee does their work
into the first regular board meeting in April April second reading and approval of anything that you may or may not change in our handbooks which you approve in July especially now that it's mainly
electronic. We're not printing a lot of handbooks anymore. So that stills a little bit more. >> That's why I just wanted to confirm. So we would still be within the time >> which remind me has he been in on any discussion because we've discussed
policy or cell phone several times. >> Yeah, I would have to go back and look. I'm thinking since we've typically discussed them at work sessions, um, no, Scott has been absent from a couple work sessions. So, it may be the case
that he has not been with us for those discussions. But I would have to I you can't quote me on that. I would have to go back and look at who was at what work session and what got discussed. I I know we've discussed cell phones in general and I think to me it's been more
of um also like on evaluating research feedback or or what we've heard from others. I guess I would feel most comfortable whether it's scheduling time where all six of us are
or scheduling that for March when all six of us can talk because I would before we start drafting the language like to have an understanding um to see where we can I just don't want to go into drafting
language that then is maybe completely off base from where as a board Can I speak candidly? >> Sure. >> I also want to be very careful that we're not pushing off. I I appreciate where you're coming from in making sure
that Scott is here for that, but I also don't want to be pushing things off and that's been my stance on everything. I don't like to keep kicking the can. Um, so I personally am not comfortable waiting until April to work on it. Um,
that with that said, I'm not saying that we have to do it next week. Um, but I personally am not comfortable pushing it off to April's policy committee meeting knowing that we would have cell phone to tackle plus the list
of policies that we would have in front of us that we would typically be reviewing. So, I personally would uh not like to push it back another month. >> I would have to imagine that he's been here for we've had a cell phone
discussion since 2023 fall maybe. I mean, I would say we've discussed cell phones, changes to personal device policies six to seven times in our time on the
board. That has definitely been present for some of those. But my bigger concern is if even if we were to go into a work session or go into a policy committee meeting next week before our work session and just start drafting much like the sponsorship policy, we then
have to put that out to the to give you guys all an opportunity to review it, find weird language, you know, point out things, um, changes that even if we did that and got a rough draft going on Thursday next week, we still may not
even be ready to put that on the March meeting. And that's if we would start that work on Thursday next week because there may be substantive changes or things that we need to discuss at the March meeting. That would be a change to the rough draft of the polic. So it may not even be until April even if we
started it then. So I think it's unrealistic for the most part to say we'll just push the whole discussion to March push that policy drafting to the April policy meeting in which we have all of our other policies we're also working on where March would be it was
put on the calendar specifically dedicated for this purpose be the only thing we're working on. So, I do see that timeline is unrealistic to come to the April meeting with that if we don't start working on it until the April work session. >> And I think it's still like we scheduled
an hour next week for it. I think we would I think it would still be doable. I understand it adds more to our our April meeting, but we've done that before. We can add an extra half an hour on plus we would have some extra time. So, I I'm all for still
working on it next week, but then I would like to have discuss tonight about it. >> Oh yeah, I'm that's I'm on board for having discussion about it. I just think that the discussion needs to lead us in a direction for next week so that we can begin whatever work needs to be done because I don't think if we begin that
work in April, we are completing anything for the April meeting not in full and not probably to the standard that we'd like. So >> couple of the thoughts I've had since I've heard different thoughts being said. Um, first I have a question. If
March policy meeting is dedicated to this, but if we wanted do that at the April policy meeting, could the whatever is going to be done at the April policy meeting be moved up to March? Is that possible or is that not is that already too close to the meeting?
>> Okay. Um second comment is one of the main reasons I once got involved in this discussion is a lot of the parent concerns um from parents who do not want to see a change to our current policy centers
around emergency response and Scott is the of the board members here one most knowledgeable about emergency response and students capabilities of using their cell phone in an emergency. really appreciate his comments on a few
of those things. But >> Dr. I think or even Shane, you're here um speaking to that though as far as what is the protocol if there was an emergency at one of our buildings
and it requires law enforcement response. How does that how does a student cell phone function then? Does that >> do you know that? a little bit more content to that question because the reality is that students what we recognize is that
students will have their cell phones will be calling their parents all sorts of different things with their cell phones. That's that's a piece of the puzzle in determining this discussion also but it's just a piece of
but I do appreciate where Matt's coming from that Scott is law enforcement veteran a long time a different contextation I don't have a great answer. We just know that children will take out their
cell phones if they have available availability of them. >> So, can we potentially look for a compromise then? And >> maybe not meet next week for the cell
phone policy, but also not kick it to April. So, can we look at the following week or the week >> and add it to the work session for a discussion? Correct. Yeah, I'd be fine with that. >> What does our time wise? What does our agenda look
like? I know we have leatherman here. >> Yeah, and that might take an hour survey results, >> correct? We would suspect that we have an hour set aside for those areas and then
possibility obviously to answer your question. that the second agenda item could utilize what would be substante results. pertain to that. We're talking not pertaining to cell phon.
>> So the cell phone discussion >> would be a third item on the work session agenda. >> So is that really realistic? >> Well, I'm looking for a compromise because >> I'm just asking realistic. >> I don't >> Yeah, I appreciate the effort. Um
well yeah in that scenario we're creating a long work session and we need to reschedu policy. So that's two hurdles that aren't the easiest to overcome. Do we want to
just jump into the discussion right now and see if we >> if we hit any roadblocks that >> we would need Scott's input on or anything like that? Well, I think if we add it to the work session with a little
bit more direction as far this is this is the summary of I mean watch this too but this is the summary of what was discussed some of the concerns that came in were more in your wheelhouse. So the
conversation would be more directed at the security aspect at that point. Everybody comfortable with that plan? Okay. All right. So, that's it. Um, then back to my original plan for the evening is
to have the discussion to see where everybody's at, give policy committee direction if needed on what changes might need to be made. So, um, my thoughts start at the question of
security and parent contact with students because of any concerns with changing the policy that we've heard. Those are by far top of the list from the group of parents who have written to us um, talked to us. I've talked to several in
person with those type of concerns. Until just recently, I had really only heard um emer like from the standpoint of emergency responders or people with experience in those areas um the
viewpoint of it's better and safer to uh have an away for the day policy for students so that in an emergency situation they're not distracted by their personal device when they should be taking instruction. and that sort of thing. Um,
so the I mean frankly, you know, somebody had written into us a week or two ago saying that the National Re National Association of School Resource Officers is pro away for the day for the reasons of, you know, XYZ, which Dr. Revard
covered, the distraction in emergency situations, that sort of thing. But then we recently got um a communication from somebody who's involved in local Cerns County emergency response saying we are very much against
a policy change because um students have and not necessarily at Sartell but in other schools in the county have used their cell phones in emergency situations not catastrophic emergency situations but the ones that are more common that we've frankly seen
in our schools which are health emergencies um for instance finding somebody unconscious in a bathroom or something or um reporting threats that students are making, not necessarily that they've acted on them yet, but that sort of
thing and using cell phones as an emergency tool uh in those ways. So, Dr. You said you talked even today with people in law enforcement that I was directly related to what our systems
can handle in terms of when there would be tragedy or something in communication because there's an overload that happens within the system what the towers and the sheriff's and I don't want to quote
him rather what he was saying was that our hope would be that they're going to follow the directions of the adult personal safety and not necessarily thinking we also recognize
part of this parents was going on and they answer that because it could be a great tool sometimes, but other times it won't be a tool that will be useful at all. just based on the situation.
>> Well, I mean, you're also risking the the potential of there being an influx of people that come to the building that when we're trying to get away from the building. So, >> they talked about water. >> Yeah. So, I mean, there's more than just
>> Well, and typically I mean, as you hear from other districts who have had to deal with a more catastrophic event, law enforcement limits the usability of cell phones for that reason. Um, essentially the service is extremely limited. So, there's not going to be a
lot of opportunity to have a call in or out because they don't they need to be able to monitor and control the chaos that's occurring. So, you don't want people coming. You don't want people calling parents and parents showing up at the school when law enforcement is
trying to Now, again, this is a catastrophic. I know the example that was given with a spouse that that deals in that world being one off, you know, more of a, you know, coming across a medical emergency or something like that and having that accessibility.
I think we're talking about more of a catastrophic thing. I don't think there's going to be a ton of access and availability to be using your cell phone intentionally just because it can add to the chaos and sometimes create more of a
it can create more problems. So, typically I think they usually limit that. >> Um, just as a side note, I just wrote a chart down. I'm I'm not going to be like so regimented in this discussion that I have to recognize each board member, but I am keeping track of how many times
each of us speaks to make sure everybody gets a chance. So, Chelsea or Trisha, any thoughts on that or if you want to change it to a different part of this discussion? I'll be probably pretty honest. I feel
like I'm I'm very clear on where Emily and Jen fall on the topic just between policy conversations, conversations on cell phones, um how they've answered questions or responded in situations. So, I feel like I have a clear understanding of where they lie and
probably more um interested in it as well. And and I get John and Emily completely correct me if I'm wrong, but I feel like you're very much in favor of an away for the day policy. Um, so Matt and Trisha would love to hear your feedback and then I think just mine I've
been really trying to just I haven't like because um trying to view it from all all sorts of different viewpoints. I think my largest concerns um are one yes uh protecting our students. So, I am in favor of having
some sort of cell phone. I think for me at this point, probably away during instructional time. Um, I'm concerned about getting putting something in in policy straight out that is so probably more so in favor
of adapting what we currently have in our handbook. um for inputting that for the high school use which would also kind of mimic what they're talking about at the state Minnesota level with maybe the opportunity of we evaluate how it goes
the first year and maybe next year we review and then we do take it a step further. I'm just concerned about going full bell to bell away. Um, and then either that not being fully enforced or walking it back because I do
I feel like that's also a bit of a um demonstration of of hearing different sides of the community. But I do very much support and agree and a lot of that feedback you know, ensuring they're not
distracted during class time, that teachers aren't having to deal with those distractions that um that they're definitely away out of sight, not at all seen in the classroom. So, that's just me. So, I don't think about there. >> Just so I think you just clarified it at the very end, but I was going to ask you
to clarify what you mean by away for instructional time. You're you're talking the entire class period, >> correct? >> No exceptions. Not even like, oh, if you're done with your stuff, you can take out your phone like they are not seeing their like they're not at all >> because I know that's a current practice where you just described. >> Correct. And not saying it's in every
classroom, but in some >> Can I Can I ask a clarifying question since my name was directly brought up? >> Sure. >> Um, are you asking that I don't participate in the conversation then? Because you said that you want to hear more from Matt and Trisha. So I just
want to make sure like what is your expectation of my participation in the discussion? >> No, I'm not saying you guys can't participate. I'm saying I feel like I have a good understanding of where you fall. I don't have a good understanding of where they fall in going into writing a policy. I would like to have more knowledge on where the whole board
stands. >> Okay. Thank you. I just wanted to make sure I understood. >> No, I would never participate. >> No, I just wanted to know like what your expectation was as all. want to share any thoughts?
>> Well, um I guess I still have not made like a definitive decision on where I stand. I've been really trying to like listen to what our community has said, read all the emails, talking with parents, talking to staff. Um I did go
back to the high school handbook and I do have a lot of questions and Mr. wants to be put on the spot like are we confiscating them. Are they getting like a first offense or second offense? Like I mean I can read them so that everyone's on the same page with me but
like if abuse of misuse occurs the first offense an item is confiscated by the classroom teacher given back to the student at the end of the block. The second offense item is confiscated and given to the office items are returned to the student at the end of the school day. Third offense item is confiscated and given to the office. Items will
return by to the parent or guardian at the end of the school day and two hours of detention will be assigned to the student like I guess I would love to know, sorry Mr. asking, but like or Dr. like how often are we doing any of those things and would it be more helpful if
that was in policy? >> I wouldn't be in favor of putting enforcement in policy. >> I did Shane and I did some conversing over the last week or so and I did want to add a little bit of information for you guys. I want to make sure when I put this into the room, this is SHS staff or
SHs licensed staff information all staff. So right now Shane did do some surveying and this is not this and right now the two questions that Shane had asked was number one I'm in
favor of continuing our current practice where students devices are away during instructional time. Number two, I'm in favor of moving towards a practice where student devices are awake during the day. This would be from the beginning, excuse me, from the beginning to the end
of the day would include passing time at this point based on 57 responses. 47% were in favor of continuing our practice. 52 and a half% were in favor of moving forward on a different practice.
>> Can you repeat those numbers? Sorry. >> Absolutely. 47 where we're at right now 52 more away from you have a standard measurement probably in the neighborhood
of 13% >> and you said 57 responded >> 57 >> and how many staff do we have >> that would have gone out to about 120 or you went out Friday morning. >> Sorry, I'm not trying to interrupt you.
>> Oh, no, no, that's all that's that's okay. I think that the challenge I would have is if the board needs to look at this as a policy instrument for our community and our students. our enforcement of infractions and things
like that would be something of conduct at which time you would have an opportunity to give us feedback versus my recommendation. I think I brought that up because I knew Jenny you were at the um still water but
I want to say they had that >> they did >> and that's I guess I >> that was in their handbook in their policy. I think that's why. I do just wonder if having it is is
there any is there any desire to have it more explicitly like what like to more of what like Chelsea had said like there will be no cell phones at any time during class like it doesn't matter if you're done with your classroom work doesn't matter like I don't know just
more clear black and white policy >> and that's the only I think difficult thing is when you put that like in favor of our current practice not having them in the classrooms. That's not what's happening to them. So, I think that's the tough part is that it's I think in
speaking to the students um it varies by classroom and that makes it difficult. So, I'm not in favor of that, but either with either getting
putting something a bit more direct in policy around that. And again, I'm open to discussing. I I certainly understand and recognize that from um what we see in studies what we've seen
other districts move to what we've received from feedback and you know both teachers and the community of of discussing away for the day. Just my own personal initial thoughts were on taking a step forward being more during
classroom time. Can we um can we go to the healthc care responses that we got >> as far as like some of those discussions because we we kind of started with security and safety, but >> Scott's not here.
>> So, that'll be the next one. But >> I do think that we had some healthcare professionals that kind of weighed in. And if I remember correctly, we had some that were in favor of going away completely for the day and one or two
that were instructional time only if I'm recalling that. >> I think I remember that also >> accurately. >> Yep. >> I know there was one that recently came in mother of students who's a nurse practitioner who said she'd favor keeping more like
the current polic for instructional time. There were some other medical professionals who emailed a week or two ago and more in favor of been away for the day for reasons of student distraction, um, anxiety, depression, mental health,
all the reasons you typically here for, less exposure to screen time, especially in school. Um, yeah, that's that's a good place to take the discussion. That's I mean I was going to share that where I'm at personally I'm leaning toward away for
the day. That's but I have to recognize that there are very valid points on every side of this. It's been a very difficult issue for me to consider because and like you say like you pointed out let's talk about healthcare. We already talked about security. There are so many
different categories of issues that are all baked into this question of should kids have access to cell phones at all during the school day and it is hard to keep track of where even personally where I fall on each one of them because there are so many different issues. But
um yeah, I one of the main reasons I would want um an away for the day type policy is for the mental health reasons and not so much in the broader sense of why cell phones in general and say social media
in general for teens are thought to be harmful. I try to keep focused on just the academic side of things, the education that we are tasked with providing because we don't control a kid's behaviors after the bell rings or after the end of the day they go home.
Um, so to me though, that distraction that they have in school, even if it's during passing time or lunch, um, the constant dings on their phone, um, to me is something that I think our student body as a whole, and of course there's exceptions to that, but as a whole, I
would think it would only improve the educational atmosphere in our buildings. the problems I have with that and the reason I struggle so much is that there are very valid points being made about um you know convenience student contact um we've had a lot of
parent feedback about you know not only do my kids need to figure out their own ride home but sometimes they're responsible for siblings and sometimes they have jobs that have changes to their work schedule that need to be made or communicated at that moment that sort of thing
I get those concerns I think those are more workable though. I I on balance I think you know we could figure out a way to allow kids some sort of communication that wouldn't be on a more disruptive personal device whether it's through the
schoolisssued device whether it's a system through the office I I don't know that's my hunch but that's something that even if we go with through with this policy change needs to be really strongly considered and whether that's something that goes in policy or whether that's something that goes in the
handbook I don't know but I I think those Since those are the strongest concerns I've heard from parents, I think that's something we definitely need to give a lot of thought to a piece of information that I' ask the board to consider. While you might hear different comments
related to enforcement, whatot the code of conduct that you've approved, we're implementing, we're seeing a reduction this last year over referrals based on cell phone use this year. We currently are only at 47 referrals.
students and it's primarily some of the same students that happens to you still pres50 of our students. the numbers of referrals that are
actually coming forward not that significant along coupled with some of the information we're hear about 47.5 but this is one of those areas where you wanted more specific information I would at this point if you want to add
anything to what I share please do >> just similar as we are enforcing but that's the 3% reduction from last already in cell phone referral and we
personally added a phone to a parent at the end of the day and we put very few students on a plan when they drop in the office. >> I guess my reason for asking that was more to know is it is it being effective
having it just book or a need for you guys as that building to have it more time. I think that I would say that we can continue to get better practice that's in place as a
staff and certainly will need more than the attention already >> from the listening sessions that we had with the students. I think that was pretty common theme is that it's not it wasn't consistent from classroom to
classroom as far as um how devices were managed and enforcement and all of that. So I think we heard that pretty much across the board from both groups of students which is where I think the question maybe came from. my nutrition right there. But it
is something that we've heard from students before too is that it does differ from classroom to classroom as far as what use is restricted and how much and and all of that. So I think that was probably part of that question um
as far as the in passing or lunchtime. I mean, for me, this has always been about mental health, which I've made extremely clear, and I especially put a focus on that when last year, we had to do a reduction of a guidance counselor, and a lot of
the feedback from students and staff was there's a big concern about mental health. It's clear in the data, too. We've seen a decline in mental health in that age group for a decade or longer, but roughly a decade. And um
if that's the concern, and I absolutely believe that it is, well, there's a ton of data that shows that there's a tie between the constant access to social media, the ability of negative comments filtering in when you're just in passing between class. Now, you're going to go
take a test, but you're going to, you know, pop on Facebook, pop on Instagram. You're going to see something that's going to have an effect on you. and whether or not a student is even aware of the effect of it, you know, what it's having on them, it's clear that it's having an effect because it's showing in
the data. Um, bullying, the reduction of it, um, during school hours at least, I mean, that's been something that's been tracked. It's anecdotal in the in the example of Still Water, but you know, they were able to say there's been, you know, a massive reduction in fights um
you know, at school because a lot of them start on social media or on phones and so there's just not that access or ability to do that. So for me, this has always stemmed from the mental health perspective. And if that's a big concern, which it appears that it is for students and staff at that age, well, we
already have the data showing that one of the number one contributors to declining mental health is the constant access to social media. It also is an attention thing. It it has greatly affected the development of the brain and how long an attention span is of
that developing mind. And when it's constantly fed with the instant on screen time, it has a long-term effect on how well they're able to concentrate long term. So sitting through a class focusing on a test, we know that the data has already shown that. So for me,
and and then that goes back to mental health. If you struggle academically, what is that going to do? Is that going to raise your anxiety? Is that going to drop your, you know, is that going to drop your confidence? Will that affect your mental health? Common sense. I don't need any more than common sense to
tell me that yes, it will. So for me, this has always been from a mental health standpoint, which is why I'm in favor of a wait for the day because even in passing or at lunchtime, I think it's having a negative impact. Students aren't going to necessarily even realize that because it's the world that they
know. They don't know different. So their brain and everything else is completely adapted to that. But the data shows that what they have access to passing while they're at lunch does have a negative impact on their development. So, and their mental
health. So, that's that's where my position has always been and no, it hasn't moved because I have statistics and numbers to show me that that's the case. So, I guess that's typically what I try to base my decisions off of and that hasn't changed. That is a lot of the feedback that we did get in favor of
a way for the day did tie back to that from the medical professionals and others, just parents in general, community members. And I mean, we could all that the majority of the feedback that we got from the community was heavily in shouldn't say heavily was more in favor of a wait for the day and
a lot of the reasons behind these extremely well thoughtout emails. I was actually very surprised with how much people put a lot of time and information into those emails which I greatly appreciated but they have taken the time to research it as well and uh a lot of
the reasons behind it were mental health related so I that and I still think that that those statistics and that data hasn't changed. So >> well so I am a mental health first aid provider. It's a huge passion of mine
throughout my life for a lot of personal reasons too. So very much I think the tough part is that cell phones, smartphones and social media have also right there can be a correlation to cell phones but I think a lot of the data out there specifically too is around social media.
>> Correct. >> Right. And I get that smartphones allow easy access to social media, but I think that's where I do try to separate it a little bit. And again, I can I think the tough part for
me like it was helpful to hear the community and grateful for those that came at the listening session. None of them had or one of them had high school students. The other ones were all younger. And I think it does
having high schoolers myself, it does shape a little bit of my opinion, not just not from a me wanting to communicate with them, but more from like um we have amazing students in our district. And I think I felt that that was demonstrated
by talking to both groups of students at the school too that I think I'm not sure and from what I've heard and what they Shane and Dr. have even shared with the numbers I I know you guys said you witnessed in the hallways
most students on their phones, right? We didn't we didn't see what they were on social media or not. But I that's where I'm more so in favor of taking a stepped approach and saying first absolutely no cell phones in classroom time because I also
do understand that part of our what we're doing at a high school level is preparing students to go out into college in the world and placing a little bit of that level of
responsibility at them. as young adults I'm comfortable with. >> And I Yeah, I guess and my examples have typically been not everybody was on their phone. Everybody had it. Some people were on it,
>> but it was like an item sewn to their hand. It was here in case something happened, you know, like it's here and it's it's initial thought on the mind. I mean, it's if that thing goes off, it's right here. Um, so that it just kind of shows you it's a physical example of
priority. >> You know, it's out at all times. Um, in passing. I'm not saying in every classroom, but I mean, I have a 23-year-old stepdaughter who I got a smartphone, an iPhone for when she was 12 years old. I learned very well from
experience what that can do to the development of a young mind. And for that reason, my son won't have one. You know, that's my personal choice. But I have seen difference in one having access to and one not and just the
>> even in behavioral and mood changes and one's a boy and one's a girl so I mean I can weigh that into it too but to this day there's an attachment to that device unlike any other um and so big regret there one I would never
and I wouldn't I would never do that again but the other like just the other part of it for me too is when people go to college and go to the railroad. I know and I have to interview and employ these people. >> And one of the things that I have a very
hard time with is that during interviews there is a cell phone out on the table, during job shadows and during there is a cell phone out and to the point where they will look at it if it goes off. >> So I don't think we're doing any favors
by not teaching that during a time in which when you're working, unless you have a job that really pertains to you using your cell phone throughout the whole thing. You actually shouldn't have it out. There shouldn't be a reason for that. I don't have mine out all day at work. I don't answer the phone. I
because I have a job that phone a desk phone, but I have a job that does not require that cell phone. I think that's extremely important. So, when people say they're going out into the real world, they're going to be able to use that phone all the time. Yeah. They use it too much a little bit already though. So I think teaching restraint on that and
learning that during business hours or during school hours is actually not a time for cell phones. That would be appropriate to teach that at this age because you are you shouldn't be going into workplaces, interviews, job shadows or first days of work with your cell
phone out. That's not going to be a beneficial thing to anybody. It certainly doesn't help anybody get a job if that's the practice that you're used to. So for me, I don't feel like we're doing them a favor by saying have it on you, but use your best judgment, but it doesn't seem like best judgment is
always what's instilled there because I don't see it playing out. >> So, I was going to share a couple thoughts, but I wanted to give you the first chance because I'm looking at my tallies. So, if you're going to say something, go ahead. Um my stance personally
I don't want anybody any child parent administrator teacher staff to think that because I don't want students to have their phones during the day that the students aren't amazing and that the staff aren't amazing. Um, I want to be
very careful about how um, statements like that get placed in the discussion because at no point in time do I think that there's one child who can navigate a cell phone probably more responsibly than another is better than the other
because I don't think that's fair. Um, that's that's really all I had right now, which isn't really anything substantial, but I do feel like comments like that do potentially pit people against each
other. I don't want that to be part of our discussion or be part of the messaging to the community or students or staff or teachers pressure to put on anybody. You're amazing. If you can navigate this well and But you're not if
you like >> and I don't and I don't think that's the intention. I just for me like that was something that I I've heard and I don't like that's not coming for me and I don't want that to be a message because I'm looking to take the cell phone away
during for bell to bell um because of the mental health reasons the academic reasons that doesn't make you less of somebody um it makes you equally as important as as the person who is able to probably navigate that a little bit >> better anybody else,
>> right? So, >> can I just respond to how I feel about my comment though? Sure. >> Yeah. I think I was I was not at all talking about when it comes to cell phone usage and our amazing students. I'm basing that off of >> um you know our state test scores. I'm about our low fighting rates within the
schools about um you know our our graduation percentages. So, I'm just talking about our student body as a whole. And I think yes, it would play on me differently if we were having a lot of issues within our district with fights with,
you know, being in a low percentile for state scores or graduation like that that would influence my decision on this. And so, that's where I'm just saying that when we have amazing students, it has nothing to do with cell phones. It has to do with current
statistics and numbers all over our school. >> But when it comes to mental health, how many people are silently suffering? How many knowy like I >> and it's a rhetorical question like I don't but I do worry like there are kids
even before cell phones that were silently suffering from mental health issues and now you not you but I mean even social media moguls have admitted that the algorithm is not good
and it still gets to our kids and we can't monitor everything that they're doing on their cell phones and saying, "Well, you can't have access to social media, but you can have access to your email. You can be on this, but you can't be on that." Like, that's just not a
reality. So, for me, it's just easier. >> I was going to go back to a point that Chelsea brought up, which is teaching kids responsibility with their device. Um, to me I still see that being part of the
equation even if we have an away for the day policy because of this. Every student at the high school gets the same one we get as schoolboard members. And part of that part of my thinking on that topic is lived experience. Just I started law school in
2002 and in college I didn't have a laptop and I didn't know a single fellow student who did. When I went to my classes, everybody's writing on paper. Nobody's got one of these in front of them. I get to law school in the fall of 2002, and I was basically told by the
school, you will want a laptop. So, I show up to a big lecture hall with U-shaped seating, three or four rows, Wi-Fi available, every single student behind a laptop, and I'm looking, and if I'm sitting in one of the back rows, I can see what's on everybody's laptop. And it usually
wasn't school related. And I mean that was a and I I struggled with it as much as anybody did. So learning that personal responsibility between ages 22 and 25 was incredibly hard for me. So I just think like since we're already
issuing them a device that yes, we have some controls on it where they will have to learn self-restraints. I don't see that we need their personal device in front of them for them to learn those lessons entirely. So I I do
get the point and I do get that when the kids go off to college, they are going to be the ones in control. But I I would hope that if we do an away for the day policy, it would just make it the habit that they don't have them out during their times where
they don't need them or don't need to be distracted. So that's kind of where I am on that. I I I hear that argument, but I think the kids will still learn those lessons just based on the technology used in the classroom. >> May I ask just a question about like
receiving outside emails as students? Are they able to receive outside emails? So parents could even now like as of today could be emailing their student if they needed to >> but and there's no filter that wouldn't
allow Okay. So there is the ability for parents to communicate with their students via the device that the district is providing. >> Correct. >> Yeah.
>> Preferably email. >> They can't set up like text. >> We would have to evaluate. I mean there is computers available to evaluate that. >> Sure.
>> Right. And I I guess I just am because some of that feedback is well I need to be able to communicate. Well, you can even now we can communicate with those high school students if they forgot their cell phone or if there wasn't a cell phone in their hand because we
could email them. >> Correct. You can email them to their MacBooks. >> Yeah, >> kids are textavy. That's why I'm asking like is there because I know you can do it on my personal laptop you can do it.
So I just didn't know like what are those capabilities? If you connect to your um individual iPod account, you can text me. >> All right. >> Thank you. >> Yeah. Thank you. Appreciate the honesty.
>> Trish, I'm looking at my tally. Anything more you want to share at this point? Just want to give you the next chance. You want to act. I guess I was when I was listening I did think like to Emily's point of like having a phone out like I definitely have seen that but I also do kind of see
your point of like well if we actually had a more strict or just more of a higher expectation of them not being in the rooms like I don't I don't know why I would need to as a board member regulate what they're doing in between
one room to the like if I'm at a job and I'm walking like I'm allowed to look. Um so I think that there is some benefit. I also think I also do worry about mental health. I think the thing that I don't think we've talked about maybe it's just me
switching the subject is I have I have a 17-year-old and I have an almost 16-year-old and I can tell you right now like they're not going to leave my home driving a motor vehicle without a car. So if something happens they can contact me and still water. I thought they had some
really great points and like I really value some of the things I heard from them, but like is it really realistic to say that they're not bringing them because I'm telling you right now as a parent of two that are almost driving like my kid is not leaving the house with a motor vehicle that I pay for without that cell phone. So like yes, the daughter said I don't know that
that's what we're doing or like is it really realistic to say that they're either leaving them at home or leaving them in their car and we also know how expensive cell phones are right now. It's very expensive. Like I'm not going to ask my child to leave it in the car. And I know that solar also said
we're not whatever. >> Yeah. I think they whatever that whatever that answer is. I think it just needs to be more like because I think like to me like when they they talked about like well we gave you two options like to me I was like those aren't realistic options in Minnesota. Like I'm not not going to send my 16-year-old and
I'm also not going to ask them to leave it in their car when it's you know 20. >> Yeah. >> Like I would love to get like I mean >> I think admitted to like they basically said with I mean >> it's in the back pallet or it's in your pocket. We're not searching your backpack when you come into the school
and we're not >> like checking we're not scanning your pockets or anything. It's so I mean realistically they understood it was somewhere potentially on their body. It just could never be out. So as long as they were abiding by not ever taking it out, they weren't going to, you know, do
a search and seizure on everybody walking in the door. I think they gave those suggestions as probably the easiest way to not allow yourself the distraction and the temptation of taking it out of wherever it is on you or near
you. That' be the probably the best way to do that. But they were realistic in saying that they, you know, of course they can't search everybody when they walk in the building. So >> So I'm glad you brought that up. >> Well, but I mean I think the point I'm trying to say is I don't think it's realistic to then say that those are two
valid options for with drivers to say that they're going to do either of those two things. So to me, I feel like the if we were to go to a policy that would be away for the day, like we have to give realistic options for our kids and where they can actually safely do like if it's not the other
person. So I can also tell you like I have a child that is very easily distracted. So we my husband and I have taken like a lot of steps to make sure that he does have screen time options that he doesn't have those distractions. he can only get receive text messages from my husband and I during the school
day like so there are options for parents to be able to restrict some of those things like I just wonder if we're the third option for Still Water was actually >> what you should do is leave it in your sixth period class your last class of the day so then you just take it when you leave your last class of the day so they had boxes in every classroom for
that reason so technically it was three options if you enter the school building with it leave it in your sixth grade so that you can just take it with you when you land your last class of the day and it's stored in one of their boxes in that classroom or whatever. So, technically
three options, but still with the caveat realizing that there may still be kids that have it in a backpack or in a pocket and they aren't going to, you know, do a search and seizure of every child walking in. So, that was I think they acknowledge that, but those were the three options
given. I think they're I would I guess I would wonder if their legal weighed in on that at all to help cover for liability for those devices. >> Their legal weighed in on damage to it. >> That's what I mean. They did. >> Sorry. The damage or potential damage
because it sounded like because of those three options, their liability >> was not there if there was a report of damage or potential damage. And I guess that that's more where I was going. Like I think realistic
things. >> Yeah, I was going to say, Trish, I'm glad you brought that up because I I don't think I'd have any interest in a policy that said you have to leave it at home or even in your car. Minnesota winter. That's not realistic. That'll damage the phone. But yeah, kids after
the bell, kids need to coordinate rides, especially if they're in extracurricular activities that might un unforeseen time. Um, so I think that's important having the phone on them while they're driving, especially in bad weather. I think that's important, too. So, I would Yeah, I would say if we go
away for the day that I'd want the policy to reflect reality, not >> not give a like not give an option that just we know is not going to be followed, but so have to be some sort of story at school
type of option. >> Some kind of understanding of like so I know like we had basketball and it changed and was it basketball? Something this year changed at the like the last minute and like all of a sudden my sophomore who's not driving did not have his basketball stuff because he was supposed to have a
break between after school and practice and now all of a sudden he doesn't have what he needs. He doesn't want to wait till 3:30 and he's still not going to have what he needs. >> So are there going to be any kind of exceptions like okay I can go to the office and I can make that phone call. Yes. Or can I go for my teacher and have
that conversation of like I need to call my parents like my phone is with me, >> right? It's also like if you have 20 basketball kids in your classroom, is it realistic to say nope or is it other
options for those moments? That was the question asking about the email. Correct. >> Yeah, there's email. But I mean to your point, yeah, we did it prior to I mean not to go back to back in the day, but back in the day we would you'd either go to the office or you would use your teacher's phone in the classroom and
make the call. I mean, is it convenient? No. But if there's a change like that, there are resources available to the kids to be able to call. And who's to say that they try calling you and you can answer the phone and
they have to leave a message. But I mean we can what if it but there are resources available. They can use the phone in the office. They can use the phone in the classrooms and they have email. So I mean I'm not trying to like diminish your point. I get it.
>> I think it's everything that we're accustomed to now versus what we were accustomed to then. We built lifestyles around the ease of this. That doesn't mean that we're not capable of doing something different. It's just >> it would be an adapting. >> I think we also live in
societal age though, but like when I get a phone call from the school, it's usually caused for some potential like oh my gosh, what's going on? Because it's not common place anymore. Like when I called my mom, like it was common for me. That was the only way I could communicate with my parents. But now
like where we are in our society like if I get a phone call from school it's usually because something happened or my lunch balance is low or like my kid missed something or like it's usually more of a behavioral issue. I mean, I think sometimes also like
>> if you knew that that was if you knew that the cell phone wasn't going to be the option to call you during the school day though and you got a call from the school, you would register that as a potential option of what that call is about. Correct. I mean, knowing that that might be the way that your student
is contacting you, that could just be another option on the list of what that phone call is for. I mean, I I get calls from the school for multiple things, too, but I would just I would assume that That could be my child telling me that they need their basketball stuff or whatever as well. It's just added to the
list of things that they might be calling for, right? I mean, I would say 99% of the time it's not an emergency when the school is calling me. It's typically that my lunch account is under $25 and they call me every day to let me know.
>> Put money. >> Thoughts, Chelsea? I'm looking at my >> No. And I think just again I and why I appreciates the appreciate the board's discussion is because I think there are a lot of different sides on this and I can
come at it from any of them. I think the again the the other contributing factor to where I'm like well it's start with not seeing the classroom is because it still gives a level of
um decision making to the And I think that that is somewhat important and I think we've heard that feedback too from our community before as well when it comes to decisions is not necessarily wanting the district to make parenting
decisions for them in some regards. And so I I think like right my students didn't have a cell phone till high school. They didn't have social media till 16. Like there's some students don't have cell phones at all. Like some have them and are have no restrictions
on them. And I think us first taking an approach to just saying, "Okay, we're going to say not at all in the classroom, not during time." Still allows some space for
parents to put things and restrictions in place as you know, yet they have their phone and maybe then they are still using it. Yes, they can use email. Yes, they can use the school phones. There's also a certain level of convenience. Um, and At times for children who do
struggle with anxiety, it's an easier way of communicating than having to go to the office or to a teacher and ask. And whether or not you're like, well, they need to learn to do that. I think it's still that's a very still real thing. There is still levels that um
being able to personally reach out on a cell phone provides a level of comfort. Now, again, I can support that from both sides, but that's just where again my I feel like it's still because we haven't seen Yes. the majority of
all the feedback that we got at the listening session. Um, you know, probably threequarters of the emails that we've received and 50% of the individuals who voted in favor on the community survey. We've seen a stronger showing of those in support. But to me,
it hasn't been from a data perspective strong enough to feel comfortable saying we're going to make this decision as it pertains to all families and parents and respecting that there might be some things that we're not considering. So, kind of trying to find a middle ground
on that. >> Shane, you mentioned the number of did you call them referrals? referrals. What exactly does that mean? Referral >> that would mean a teacher initiated a response to the office of through communication. >> Okay.
>> So it's beyond the teacher handling whatever issue is going on then they so they're calling the office in. >> There are some teachers that document through through Skyward the first time when they >> Oh okay. >> There's some who choose to I we didn't parse that out yet. >> Sure. >> Um so that could be for some within
that. >> Some choose to their own way in that sense, but some are potentially doing that. But >> yeah, >> I would say those are more often times when they're seeking an administrative intervention. >> Okay.
>> Because I'm I might be switching the topic here, but I'm trying now to think about from the teacher perspective. And we've gotten emails from teachers, whether they be high school teachers themselves. We even had a high school teacher, not from our system, but from a neighboring district, show up to a listening session. We've had teachers at
younger grades in our system write in with their opinions. And I'm so what I'm trying to do in my mind here is figure out how the staff at the high school can be I'll call it roughly split well within the error rate to call it a split
um when there's so few referrals. So, I'm I'm thinking and I'm maybe I'm stretching this too far, but I'm thinking it has more to do with focus and attention and ability to
teach these kids most effectively as opposed to the phone being out and being such a problem that they need to contact office staff for help with the issue because that we've heard that that's not so much the issue right now. Does anybody have thoughts about the
from the teacher perspective and what we've heard um you know just the quality of instruction that you're able to give the um level of engagement in the classroom seems like I guess I'll start the discussion by pointing to um you know you all reported what
Stillwater said I went to the presentation in January about smaller school than United South Central and it seems like anecdotally teachers report that there's much better student engagement when you remove cell phones um even in away for the day as compared
to like away for instructional time. Um I looked into New York State how they've imposed their K through2 phone band statewide starting this year and they've got some survey results showing you know that strong majority twoirds or more
says that teachers report better engagement and better ability for students to learn and um be part of the classroom environment. So what are people's thoughts on on the teaching aspect of this and you know now and keep
in mind like >> we already have a way during instructional time whether that's >> that doesn't mean opening bell to closing bell in each classroom with every teacher I know that from folks I've heard from other students I've heard from but
is there any difference that you see between an away for the day policy and the way for instructional time policy on the impact the classroom environment or what do you foresee? >> I can start. I when I meant like I
didn't feel like we were follow like following our handbook because our handbook just says that they're like they're restricted from use during class and I from what we heard from the students that it seems like
there's still teachers that allow use during class and stuff. I don't know with like the referrals if that's teachers reporting students using phones in a way that they didn't approve or like teachers who are more strict on I don't want to see our cell
phones at all. Um versus teachers that maybe might be more comfortable with it. And so part of my concern would be and I do agree in there being something in the policy that provides a level of
consistency across the classrooms with there still being if if we say away for the day. My question is who's responsible during time
like for monitoring that as well and is that an added layer on the teachers? >> Matt, I think you have something from United Central on what they said about that. I don't remember >> as far as enforcement and who's required
to do it >> or whatot. >> Yeah. And um as much as we can compare to a school that's K12 under one roof um they said that when they impose their away for the day phone policy they made it very clear
to their staff um and I think I could buy in with it but they made it very clear to their staff any staff in the building I think the way they said it was any adult is expected to enforce their policy which is if I remember right to take it
first time they see it. >> Still water too. >> Okay. >> Well, Still Water was if you see it, you have to send a message to the office and a member of from admin or school resource office. Somebody from one of those groups comes and just takes the
form from the class so that the teacher isn't actually physically doing that. >> They didn't want to burn or how did they had it worded differently? So I'm paraphrasing kind of but they didn't want to burn relationships I believe between student and teacher >> right
>> so the message >> the admin got to do that >> and that sounds consistent with and again she didn't identify what school but a parent of students in our district who came to the listening session and said she's a high school teacher nearby
and she explained that same sort of process where they just send an electronic note to the office and that's the person office that comes and retrieves it, which seems to make sense that it's less disruption to the teacher themselves.
>> You asked um how the culture or the climate would be different potentially in the classroom. Correct? >> Yeah. Yeah. I'm looking at it from the trying to look at it from a teacher's perspective. In my mind, >> I would think that the engagement would
go up, which is what we've heard anecdotally. I would think that the um interpersonal communication skills would also go up. Um both with an adult and then with peers
um which I think are two especially the interpersonal communication going out into the world of being an adult. I don't want to say real world because we've heard that that's not
that's not a fair term to label the world. Um, I just think that that students and kids would be better equipped to having um conversations and learning to
navigate conflicts and um be able to provide feedback, which is a lot of things that come with the job. I mean, evaluations and self appraisals and being able to reflect on that and be able to communicate that both verbally
and in writing. Um, and then there's conflict every day that we're constantly working through. And unfortunately, I think that it's really easy to be the keyboard warrior um versus the face-toface
conversationalist. And kind of going back to that face to face interaction, I think it's going to be very positive for kids, but also, who knows, maybe it'll change adults and we'll all reflect and realize that we don't need
our cell phones as much as we probably use them, too. >> I'm looking at my score card. Any thoughts? >> I don't know. I've been more a lot at the middle school and it is
nice to not have that added part of like having to worry about whether or not a child is and watching on their cell with their cell phone since they're completely outside of being. Um
but I also think that I just I don't know if it really helps the I I have mixed feelings of whether or not I think it helps the teachers. I think when I've when I've subbed at the high school, I think the hardest part is knowing which teacher that it's not
necessarily a bad thing like knowing which teachers policy because they are different. It's not teacher, their own player and how they do things in their classroom. And I think that's awesome. But like sometimes that's really hard to come into
to make sure that you're following those same rules and expectations. I think that knowing that personally, I think it makes it really hard for our students to know what those expectations are. So whether it's awake for the day or just making it more clear that it's going to
be during nothing both of those issues anybody have any further thoughts like I said there's so many components to this issue this main issue. I don't know. Don't even know that we've covered them all. But
>> um >> well, if there's one thing to be said, no one can say we haven't given this a lot of thought. >> Y >> and the scorecard of Matt is even as >> pretty close. This one little down there.
>> Oh, I got an extra. Oh, sorry. Everyone else trying to >> Yeah. I'll leave you with just some thoughts area responsibility for the school board under policy 506 you're supposed to framework policy
weapons policy one of those in place that impacts our policy obviously it's my respons guidines and directives and then we have to get your approval for that.
So you think about macro level what you're thinking for a policy. We know that the state right now is looking statute that we have to have a policy what's living in that is still going to be kicked around at the legislative level during the session about what
they're going to ask or what they may require. But you're still right now. I think you know you talked about practice allowing teachers to manage their own classroom. through our operations.
>> And I'm not trying to say like anything negative. I'm having really great experiences. I come back and stuff again. It's just sometimes really hard to know what the teachers comfort comfort is on something that I think should be more black and white personally. And that's just my personal opinion.
>> And I just give you a flavor of policy versus guidelines versus the responsibilities that you have already put into policy. What our responsibility Matt, what did you say? Is it New York State that went to what?
>> I think they call it Bel. >> Yeah, I think that was enacted this school year. >> One statement I come back to a lot was so long ago in one of our I don't know how many conversations ago about this, but you had said something in one of our
discussions and I thought it was a really good point is you know in this discussion we're talking about it like taking something away, but at what point did we at what point did we explicitly say you can have it? It just kind of happened. So, it's like where did we
ever explicitly give permission for it and it appears that we're just wanting to take away this device, but this was something that just kind of entered without approval anywhere along the way. Just became part of our daily lives. And I go back to that a lot. It's like, yeah, we didn't At no point did the district say,
"Yeah, bring them on in. it just kind of filtered in and we adapted around it. But I don't think we ever really gave it the thought that because none of us really knew the impact or the effect that it would have at the time. But now with its advances, I think that we're all forced to look at it and say, "Well,
we never really said okay to this." So >> yeah, I right. I I think the comment I had made was something along the lines of, you know, what if we didn't allow cell phones in to school currently to the high school
level at all and somebody was proposing that we allow them >> passing time of lunch? The question is then what's the benefit, >> right? >> What would be the benefit to moving to a system that we currently have, right? >> What would be be the benefit to our
students? And yeah, I still struggle with that. Sometimes when I have the hard conversations with people one-on-one, I kind of ask it in that way. You know what what if we had a policy right now that was bell to bell, no cell phones at the high school level. What would be your argument for moving
to the policy we have now? >> So that's >> beyond the documentation to support it. >> Thank you. >> You didn't want to be out by yourself. No, I'm supportive. >> Um, before we probably wrap up this
conversation pretty quickly, I do want to ask our student representatives since you're at the table with us, do you have any thoughts that you want to share with us? And I'm not in any way rushing you. I know it's getting late, but >> we're all ears if you have any thoughts for us. >> Can I ask were either of you, my
recollection isn't clear as it once was. Were either of you part of the student groups when school board members came in? and we >> and presentation. We had a presentation too, >> right? But not all five of us were there. So I know >> um I believe it was Trisha and I that
were not there. >> Have to look over some of the notes that I wrote. Do you have anything right now? I think overall my personal stance and what I say talking to people who I talk to and
reflected is that I'm okay. We're okay. I probably not having fun in the classroom. Right now, like said, we have a variety. Like right now, my classes are split. I have two phones are taken away full time
and then I have two where they're expected to be away during instructional time and then once we're done, it's kind of if you're done, if it's okay, the teacher can be out and
during class time is fine and we get stuff done. I think I probably during passing time and during lunch having them still I could be biased because I grew up like having a phone
and having that but it is like there is a comfort to it and another point is activities being a part of both students national among others we communicate throughout the day as well. I mean it's
been there are other ways to do that is we always that is a quick way to do that there is other ways but it is the convenience of it there as well. >> Yeah and I do have to like I agree with
like having it like in like a bin or like on a cart during the instructional period has been very like it's been beneficial. It's kind of brought a sense of like a routine. You know you come to class and you put it on a cart and then like from the beginning of class to the end of class and having that for like a
good handful of classes has kind of implemented a routine and I like it and it it allows me to be a productive student but I almost can't imagine having it away during passing time and during lunch because like what you were saying like the convenience aspect of it
um like like connecting with schedules connecting with um like work changes stuff like that and like you I remember Matt was saying like there are workarounds and yeah I agree there are workarounds like I guess like emailing emailing your parents but another thing
that was brought up was mental health and another thing that's very prevalent among teens when it comes to mental health is stress and already having a whole bunch of things stressing about like academic pressure um works activities and almost like not having
those like balanced out on like really small like it kind of brings you like that sense of security. So like in terms of having personally for me having like my schedule like planned out if like um I have needed someone to take my shift
because like I had an unexpected like concessions shift to like work. So I have needed to take someone to take my work shift which has happened before. So I feel like that kind of brings that sense security. It like decreases stress because having to do that over email or having to do that like after school when
I'm trying to run to my texting that just adds more stress. So your like argument with mental health being an important part of it, but there's more to mental health than just social media usage, it's like anxiety. It's stress. And I feel like when it comes to that
schedule part does it has like an impact on stress from me and from like talking to peers and reflecting on that. >> Thank you. Thank you.
>> It looks like our other board rep is in the audience. Can we ask her to come up and contribute? >> Yeah, that's a great point. Yeah, Emily, if you want to >> as another student representative, if you want to join us at the table, I appreciate hearing your thoughts. >> Thank you.
>> Honestly, I don't have much to add. I personally if I got to input my opinion on this I think that it would be beneficial to at least start with a full like during class it's not out. I have a
couple teachers through previous years and quarters who very smartly have used cell phones in like a cart as attendance. You have a specific number and if your phone is not on that number you are marked absent and that makes excuse absence which I feel like the
classes have been and where it's happened. It has been beneficial. And then the only other part I'll bring up is I think that we very well could go without our phones all day. Everyone's possible and capable of doing it. Um, as someone who does have mental health
issues and severe social anxiety, even with teachers that I'm very close with, if I had like even thinking of the idea of being like, "Oh, I forgot something. I need to go ask them to go to the office and call my parents." I would probably in tears and unable to speak like
>> so that's my >> one thing um like you said like the kind of being in tears when you like call your parent about something it also takes away kind of like a privacy aspect almost like you have something you like either an emergency or something like that and you have to go up to your
teacher tell them you have to like call your parent it kind of takes away that privacy and kind of like yeah that's all I have to say just the privacy aspect Thanks. >> Something I hadn't considered. >> That was one aspect though that really
kind of I had thought about like as a negative like you did have a parent email and say that like the attendance thing was an issue because it caused anxiety for their child that didn't have a phone or the phone was broken. Now like what am I going to do? My teacher's not going to believe me. So as much as I >> Oh yeah.
on them to turn. >> Yeah. So, as much as I can appreciate like using it as a tool, I also think that that's like needs to be with our staff to make sure that they understand the negative implications that that could also have to students with mental health and >> um
obviously there's no vote being taken and on this issue there wouldn't be a vote being taken until policy is approved. So, um, knowing I mean Scott's been pretty clear about where he stands on the issue. I think we can assume that even after watching this
that he'd be away for the day, a proponent of it. >> Um, I'm still leaning that way. I I still have concerns as far as how that sort of system would be implemented. I want to make sure we're very careful about it. I
think personally I'm at the point and I think looking at who shared where they everybody on the board who shared where they're at on this issue. I think we're at a point where we should draft up a new policy. That's generally a way for the day. I mean
months ago we talked about the exceptions that need to be part of it. Obviously medical device monitoring emergency situations that sort of thing. There needs to be and I'm sure every model polic gets looked at. We'll have those in it. But um yeah, I think my
biggest restriction is I don't want anything that requires them to keep it outside the building. I think that just for convenience. I I think that Yeah, I think it's unrealistic. I think you're going to if it's like Still Water, you're going to say it's what you want to do and it's not going to happen anyway. >> I'm not really interested in writing
policy that we don't intend to be followed. >> Um >> I would like legal's as far as um like what are ways or what should be implemented to protect us for damages.
I mean I really don't think anyone is intentionally trying to damage anything but I also want to make sure that the district is protected legally. >> Sure. >> Yeah. And what Stillwater had said from their legal counsel was because they had given them three ways in which to first
three chances essentially to put the one away that they weren't, you know, that they were liable. I don't know if that three chances was the magic number. That was just specifically what he said in that presentation. So, it would be more information on what
actually specifically needs to be stated for that to be the case. I he didn't say like just because we said it's three then it's fine. It just that was part of the >> I would also like just want to know like if
some kids might not be willing to put their phone in a sixhour or their fourth period classroom like what would be the policy written if it was just that you either keep it away or we'll give you a space in every classroom like obviously if I'm taking it out and putting it directly in my pocket like to me that
would be infection but like policy that that opportunity like we're still going to provide a space. >> Well, Still Water said they're not even utilizing all of theirs because they know that kids are not putting it in there and there's not a penalty for that.
>> Not putting the penalty there to still be a space in every room, but I don't know that I think that it has to be a lock box. Like it still could be the cart for whatever that classroom teacher has. Dr. You and I talked about potentially just having like four options, whatever that might be, but like it doesn't have
to be like providing space because there might be kids that like just know that about themselves. Like I know that if it's not where I want it to be, I'm still going to like want to be tempted to check that vibration. So giving that
space safe space that they can put it back. >> And I think every classroom in water had because it was >> but the expectation for them to put it in that last hour class. I guess what I'm asking is that it doesn't have to be the expectation that it goes in their last hour class. It could go in that
safe space in any of the classrooms. >> Well, it could sit in their backpack too, >> right? >> I mean, I think you're splitting hairs in some ways, but >> yeah, >> which is where they live. >> I see the point of solar system having it off their person. So, like you said,
they don't vibration permission to have it on your person. They're saying, "Put it in your sixth period class." >> That's what the policy says. They are also not searching every person that walks into the building. So, they're
realistic to a certain I want our policy more realistic kind of mask. Like, I don't want to say that we're going to have it at home or in the locker lockers or in a car. that's not realistic. So, like I want whatever that is >> to be as realistic as possible,
>> but I just don't want it to be so open-ended that like you can leave it at any class. It's like, well, here's here's what our policy is saying. We're not going to strip you down when you get into the building, but technically if you take your phone out and we find out it was in your backpack, you're not following the policy, you know. So, I
think we need to have some clear guidelines, whatever that is. I'm not saying it boxes in the sixth period, but it just needs to be clearly defined for the sake of students and for staff. so that there's clear boundaries and you know from there. So if we say it needs to be in your backpack then I mean what
however we want to word that it just needs to be clearly defined and that's what we stick to. >> Yeah. I think the intent of keeping distraction away as much as possible needs to be the ultimate goal there is. >> I think personally I'm comfortable with
the policy committee tackling the nuances of that and in consultation with whoever you need to talk to. >> Can I ask a clarifying question? >> Yeah. So cell phone is very specific >> and Stillwater um I believe if I'm
remembering correctly it's all personal devices. So I know that a lot of our discussion has been on cell phone but we all are very aware that Apple watches exist and there's devices that can communicate. So, are we talking about cell phones
specifically or is this going to be broadened to personal devices to include Apple watches so text messages aren't coming through on their wrists and causing the same distraction?
>> I guess that's a good point that we didn't talk about it specifically. I guess I was just assuming our discussion was any type of smart device. >> I did too, but I want >> Anybody has other thoughts? No, that's a good question. >> We are very specific on cell phones and most of our discussion has been on cell phones and not
>> like I don't want to come to the board >> out of committee and say, "Oh, we changed this to personal devices and then somebody say but we didn't talk about that. That's not like all of our discussions." >> I guess I was expecting that would be included in the definition of like you
said personal devices. Anybody think the same as what we have at the other build because I know at the middle school like they're still allowed to use and utilize their smartwatch but if they are using it as a smartwatch and not just for time it can be taken and removed from their
person. So I guess that would be >> how do they monitor that? How do they >> you can kind of I mean if I'm sitting here like scrolling on my watch I think you know it's it's pretty obvious >> I guess but like if it's dinging like it's going up with phone calls or text
the point extraction, right? you were going to share. My initial thinking on this is as we move forward this is going to come back to policy and it's going to be March I would invite you to be part of our
policy discussion as we're establishing guidelines based on your discussion and the more I see that policy sometimes starting procedures and guidelines I would push back a little bit but have hearing your guidance conversation so that we do establish guidelines that we
know is going to be approved by the full board as part of the code of conduct that hopefully recognize that the language that you would use within the policy. >> Would it be advantageous to have Angela there as well >> being that we've kind of implemented
some version of this at school? >> I guess my only question was when it came to the question of how is that monitored? Not because I want to be deeply involved in that. I just meant generally like if that's going to be if we're saying we want to mirror the middle school
I was just curious how that's >> I think having Angela be there at the middle school part of the conversation we give information to the board committee members but then I would still reserve the opportunity to ensure
that we're putting guidelines together operations of our building while you're establishing policy needs of our So then are we meeting on Thursday? >> You're talking policy committee now. >> I think so.
>> That makes sense. >> Um, yeah. That being said, those of you on policy, do you feel like there's any specific questions you need answered before we close discussion? >> I only have one last question. >> Yep. because we did get into the weeds
here with the boxes and where the phones are going to go. I actually don't remember and I own I might have it with me. Did Still Water even get into that in their policy? I think that was in their handbook where the phones actually are stored. They
just the policy just says not on your person. >> But could that be could that be committee versus full board discussion? >> Well, yeah. No, I just want to know because if that's an expectation that we're coming back from policy with something clearly defined, I just don't want to set an unrealistic one if that's
actually not a policy decision that that may not be in policy. That's more of a procedural thing. That's all. So all >> their policy says that all students are prohibited from using personal electronic communication
devices on school premises from Bell. Yeah, >> it does not have like the storage. >> I think it's all I think the storage is actually in your handbook. >> Just I'm throwing that out there. That's
>> Yeah. And that that sounds like the give and take that you'll have. >> Yeah. >> In the policy discussion of what's >> policy and what's administrative. >> Yes. So, can you and if it's not appropriate for me to
ask this, but can you reach out to Bane and Angela? Make sure Thursday works for both of them. And if it doesn't, then we'd want to try to reschedu that. >> All right. Any other discussion? All right. Thanks everybody for
a thorough discussion and we will move on to the last item uh under discussion which is the three takeaways for tonight. I'm guessing I know what number was >> contract >> if we go by how long it took.
>> Contracts. I was taking notes. >> Oh yes. >> Well, I expected them to be on there. >> Oh, okay. >> See, we'll see what he I have approval of school board handbook. I have collective bargaining agreements. I have
appointments. >> Thank you. Thank you. All right, a few announcements. Upcoming meeting meeting dates, excuse me. Uh, finance and personnel committee, Thursday, February 26th. That's this Thursday, right here at 7 a.m.
Policy well policy committee, which likely will be rescheduled, but is currently scheduled for Thursday, March 5th, um, right here at 5:00 pm. And we do have a work session right after that. Thursday, March 5th, right here at 6:30 p.m.
Uh facilities committee, Tuesday, March 10th, right here at the district center, 5:00 pm. And then our first uh school city government ad hoc committee meeting is Friday, March 13th. We are hosting
that here at the district center at 8:00 a.m. And our next regular board meeting is we're back to the third Monday of the month, Monday, March 16th, right here at the district service center, 6:30 p.m.
If anybody has any other meetings that I didn't announce, I will ask for a motion to adjourn. So >> Okay, Jen's got the motion. Trisha Beach has a second. Any discussion? Uh just can I remind people to turn this in if you so choose
to vote? >> Yep. The resource training ballots to merly please after meeting. >> Otherwise hearing no further discussion. All in favor of adjourning say I. >> I. Any opposed
passes unanimously. We are adjourned at 9:30. >> Thank you. >> Yeah. Thanks everybody.