[0:48] okay we're going to start tonight off with our recognition so we have an exciting [0:55] recognition tonight and I'm going to turn it over to Dr funk to introduce [1:00] want to bring them up okay i didn't know that well you can since you [1:08] We got Mr lindsy and the rock and rollers here band come on in here guys come [1:16] around yeah either way either way into the circle yep but what I'll do is I'll just stand [1:22] in the center of you and I'll tell you a little story um the neat thing about this crew is that this is a unified [1:29] ensemble you're going to see quite a few people that I'll introduce here that are part of our trust club as well as part [1:35] of our special ed department and some of the wonderful parents that I get chance to work with but people always ask why [1:42] did you start this well when I was in high school that was a little while ago [1:49] I a little while ago when I was in high school my friend set had one of my [1:55] cousins in it who happened to be a high punching autism spectrum student who always was with us i mean Tracy was just [2:02] always with us he call her out and the same kind of environment where you see out in the pony stand exist in my high [2:08] school where they were everybody was just part of the club that that was a thing we've never really been able in [2:14] our music department to unify those elements together we I've had bands [2:20] where kids were in the backing but we said you know it'd be really nice if we could include them and truly bring them [2:26] into our fold and I said well I'm supposedly somebody that knows something about this but I'm really really happy [2:33] to say I get a chance to work with these incredible people if you don't know Lori and Aaron or some of our par staff are [2:40] just amazing with what they're able to do with these kids so combined with that and then you'll see a whole bunch of our [2:47] raise your hand if you're a trust club trust club is a club that is inclusive [2:53] and really brings everything from cheerleading to just being in a pony sport to being a trusting friend and I [3:00] think that's really important too so the rock and rollers have been formed and we we enjoy this is how I start my morning [3:07] every first hour every morning so we have one thing we'd like you all to do because You saw the video right yep okay [3:15] that's a concept of just two and one so we get everybody to go two and one all [3:20] right so what I'm going to ask you guys do can anybody join us just for a second just to see if you can do it as well [3:26] thank you so it's just real simple ready go [3:32] yeah get the idea then we'll control [3:37] things everybody okay you get a general idea [3:43] how we do the conducting and how everything works if you want to see what we do with that next time we've got one [3:50] more concert that concert's on June the second it's always the day before the last day of school it's our what we call [3:56] Bang on a Drum and Bang on a Drum involves all of our percussionists at the high school including these guys and [4:03] they start the concert and you get to hear the premiere of the rap that goes with that because we don't just let Eddie Mercury sing it has to be amazing [4:11] oh no that'll kind of be interesting but it introduces everybody and then they're doing several other things that are integrated at the other ensemble so we [4:18] What time is What time is that concert 7:30 concert it's that concert's probably about 45 minutes 50 minutes [4:24] tops it usually is because by that time they hear everybody but we see a lot of our top soloists as well as our [4:31] percussion ensemble different ensembles doing you'll hear the [4:36] warjac i mean that's a pretty pretty pretty wide mix do you buy tickets for [4:41] that just for the community that might be watching it's a general ticket and it's up on the website so you can just [4:47] go ahead and grab it and come one come all and just a fun way to end the year [4:52] that's our last class of the year so thanks very much [5:01] i say over the years we've seen the um the trust club come a couple times whether it's for cheerleading or now for [5:08] band and we're just so proud of all the work that our students are doing and all the growth that we see in the unified [5:14] programs in the trust club so thank you guys for your commitment and dedication um Pete you had a question oh when [5:21] you're when you're done yeah go ahead oh so you know this this is great and I did not watch video because I was there i [5:26] saw it in person so and it was really good and I just love the way you incorporate [5:31] it into the whole big picture there without all of these people well then that's what I was going to say because [5:38] like Mr rogers would say look for the helpers and you have all these people giving some one-on-one help and I'm [5:44] going to call out sorry I said I would do this Ava Wilmus there um these people [5:49] this isn't the only thing they do usually if they're doing this they're doing a lot of things so for instance I see you at softball i see you in the [5:55] National Honor Society events i saw you at the uh courage retreat and [6:01] um and you're always with with a smile so um I just want to say you're one of [6:07] all these people that are very very much like that you probably get good grades too so if I'm wrong I'll make a [6:13] correction at our next meeting but uh but otherwise so thank you you guys for [6:18] your help too did did any of the students want to say anything like what do you like about trust club or what do you like about band or it's so much fun [6:25] i met so many people yeah and I've built strong relationships that don't just happen in the classroom [6:31] but outside of school so that's awesome well thank you so much and thank you in [6:39] the back to our to Aaron and to the I can't see everyone who's here oh hi there you are thank you for all the work [6:46] you guys do to make this happen so it wouldn't happen without you guys so thank you thank you great [6:52] [Applause] [6:58] well some awesome shots [7:07] promoters and seniors had some really nice prom shots oh nice [7:14] nice we'll have to look on the Facebook page you bet you bet [7:19] yeah wow thank you for coming thank you guys appreciate it [7:28] thank you [7:33] all right hard act to follow we're going to move into public comment now we'll [7:39] give everyone a couple minutes to clear we have three public speakers [7:44] tonight while everyone is uh leaving we will read I'll read the public comment [7:52] expectations the school board encourages community input while comments and questions are welcome law prohibits the [7:59] board from discussing concerns about individual employees or students in a public meeting the board will not [8:05] deliberate discuss or engage in conversation with speakers however the board may ask administration to review [8:11] the concerns presented speakers must present their testimony in a respectful manner vulgarity character attacks [8:18] malice or specific complaints identifying staff or students by name or implication will not be permitted we [8:25] will stop the proceedings immediately if employee or student privacy issues are raised and direct the speaker to forward [8:31] comments regarding individual employees or students to the superintendent um we [8:37] have uh director Hawker here who's going to keep time for the three minutes for everyone she'll flash kind of some time [8:44] cards for everyone and our first speaker tonight is Mike McCarthy [8:55] welcome [9:10] media policy 606.5 intentionally hides what's being done to our children give us your kids [9:18] give us your taxes but if parents see the progressive political agenda some might not [9:23] cooperate students here are taught that America is riddled with white supremacy that bipok children are helpless victims [9:30] who must enlist in the progressive political activism or face impoverished oppressed [9:36] futures students here are taught that unlimited sexual exploration as we've [9:42] discussed in previous meetings is the key to self-fulfillment taught with picture books to [9:47] preschoolers and grade school kids so they can absorb those beliefs before the [9:53] age of reason before they can think critically here students are taught that [9:58] there is no one objective truth that you must self-identify as part of one or more victim groups to have power voice [10:05] and opportunities and to get that right to take those things from others accused of having [10:10] privilege this is what policy 606 hides in the classroom and what now policy [10:17] 606.5 will hide in the media center media policy 606.5 facilitates putting only [10:25] politically progressive propaganda in the hands of our children everything to the contrary you [10:32] hear tonight is a lie pretending that highly sexualized picture books for preschool and early [10:38] grade school children fosters critical thinking well before the age of reason is blatantly dishonest it's a program [10:46] for universal indoctrination it's an insult to limit media challenges to nine per year while adding dozens hundreds or [10:52] even thousands of new propaganda media titles limiting those nine requests to only one parent with one child in one [11:00] building with one book of concern tells taxpayers that what is done with our children and our money is simply none of [11:07] our business the proposed insider review process is intentionally a charade [11:12] pretending to remedy to be a remedy progressive media experts buy books to further progressive indoctrination and [11:19] they will never find them inappropriate blocking donations except for money to [11:24] buy progressive propaganda or duplicates of those already purchased ensures Stillwater students of all ages will be [11:32] safe from exposure to other worldview values or culture and group think is [11:37] ensured fixing Stillwater Schools our local parent group has never asked to [11:43] ban or to remove a single book we've simply asked to have you stop promoting progressive sexual materials to children [11:50] whose parents don't want them to have it this is called book banning and that is [11:56] also a lie now go ahead and pass policy 606.5 to hide what you are rightfully [12:02] ashamed of to be seen doing otherwise vote no to the new media policy for [12:09] those that want to see what is being taught here I highly recommend the book The Religion of the Day by University of [12:15] Mary religion of the day it will be quite the eye openener thank you very much for your time [12:22] all right our next speaker is Mary Adamley [12:38] welcome thank you good evening my name is Mary Adam Lee and I'm [12:44] a school counselor at Oakland Middle School i speak today on behalf of the entire social emotional learning team at [12:49] Oakland which includes my fellow counselors our school psychologist our special education facilitator and our [12:55] bar coordinator we appreciate the opportunity to address the recent elimination of school social workers at [13:00] the middle school level a decision we understand was financially driven but one we strongly urge you to reconsider [13:06] as a long-term priority the need for social work support is not shrinking it's expanding and without this role our [13:12] system of student support has a critical gap our school uses multi-tered systems of support to meet student needs tier [13:19] one supports all students through classroom strategies and school counseling tier two addresses moderate [13:24] concerns with more targeted interventions often through collaboration between counselors teachers and psychologists tier three is [13:31] for our highest need students those facing challenges far beyond the classroom this is where school social [13:37] workers are essential we've heard it suggested that our contracted partner Family Means can fill this void that is [13:43] a dangerous misunderstanding while we consider the relationship with family means to be invaluable they can only [13:49] serve a limited number of students fewer than 40 out of 962 and they often have a [13:54] waiting list they also can only work with those they are actively billing and only during scheduled appointments they [14:01] are limited in their ability to collaborate with teachers and school counselors and do not have the capacity nor are they permitted to step into [14:07] crisis intervention which is the exact moment help from a social worker becomes crucial our school social workers are [14:14] often the ones who facilitate enrollment with family means because families frequently face logistical and systemic [14:19] barriers to accessing outside help without an in-building social worker many of those connections simply won't [14:26] happen it's also important to understand that counselors psychologists and social workers are not interchangeable [14:32] counselors are first responders during the school day we focus on academics college and career readiness and [14:37] short-term social emotional concerns we are not licensed to provide clinical treatment school social workers focus on [14:43] the whole system home school and community as licensed mental health professionals they are uniquely equipped [14:48] to address complex mental health concerns systemic barriers and chronic absenteeism they conduct risk [14:54] assessments and connect families with both long-term supports and urgent crisis resources their expertise in [15:00] linking families to housing food therapy and outside agencies is unmatched filling a critical gap no other team [15:06] member is trained or positioned to meet their support is not only comprehensive but often life-changing our social [15:13] workers recently completed a 5-day time study which will be shared with you even on fully staffed days the data shows [15:19] their impact is immense and not something our contracted outside providers or school counselors can [15:24] replicate here's the bottom line when school counselors and school social workers work together students receive [15:30] layered holistic support losing that partnership puts our most vulnerable students at risk we ask you to reinvest [15:36] in school social workers not just as a line item but as a lifeline thank you for your time and your commitment to [15:42] student well-being thank you our next speaker is Katherine Hobbs [16:06] hello Katherine Hobbs i'm a Stillwater parent and resident um I've come to talk [16:12] about the media policy um I don't know why it seems to be [16:19] controversial to bring up the fact that there's a line where that should be [16:24] drawn for objectionable material um even your own policy says [16:31] um sorry I ended [16:37] it mature it needs to consider the maturity levels of the pupils served [16:43] um I don't care what people think about my politics but I mean this this [16:50] question needs to be discussed um because materials like this are [16:58] getting through and the new policies that are going to be voted on today [17:04] are going to put a blockade in front of people objecting to materials like this [17:10] which shouldn't be happening um I'd like to also remind you that there was a book [17:16] in the high school library called Push by Sapphire that described um repeated [17:23] pedophilic incest rape um in very graphic detail i read [17:28] excerpts from it it was disgusting [Music] um I students aren't seen by this [17:38] um and as people from the school like to say what we permit we promote if you vote for this policy as it stands you're [17:45] voting to promote this and to keep people from asking it to be removed from [17:51] the school libraries it's a free society people are free to go out and buy this book or even get it at the public [17:57] library for their kids a public institution that serves minors should not be putting stuff like this in their [18:03] library and if you guys don't follow your own policy like what if this is in [18:09] the library and pedophilic incest rape is in the high school library like what what maturity level are you guys even [18:16] considering [18:24] have a good day that concludes public comment and we will now call the meeting [18:32] the business meeting to order joan roll call dr gman here dr hawkins here [18:39] here [18:46] let's stand for the pledge of allegiance i pledge allegiance to the flag of the [18:52] United States of America and to the republic for which it stands one nation [18:58] under God indivisible with liberty and justice for all [19:07] all right um I'm going to go ahead and make a motion to approve tonight's agenda can I get a second i'll second [19:14] great director Theelander with the second all those in favor of approving tonight's agenda raise your hand and say "I." I [19:21] opposed motion passes [19:27] okay and we'll have our student report hi who's first um I guess I'll also be [19:32] starting today um this past weekend we had our junior and senior prom at the high school it was whimsical wonderland [19:39] was a theme and there was a great turnout it was at the Inwood Oaks Event Center i don't know it seems like all [19:45] the students had a great time i know we definitely had a great time this year they had like a 360 camera so the [19:51] students love that they thought that was fun and then moving on to um our music program our concert season is kind of [19:57] coming to a close so our bands orchestras and choirs at the high school have been having their final concerts of [20:03] the year over the past few weeks and I believe yesterday the top concert orchestra at the high school was the final concert of the season before um [20:10] well besides the choir's kind of pop concert where they sing a bunch of pop songs next week [20:15] um and the boys track and field team took first at True Team State last Friday so we're super proud of them and [20:22] all their great accomplishments there and then student council is hosting um a senior kind of sunset event um this [20:29] Thursday um this is just for seniors to kind of celebrate a great year with some yard games music and ice cream and then [20:36] on Friday is our seniors decision day where all the seniors wear their collegiate gear and they celebrate where [20:43] they're going and their plans after college and then that evening we also have a pickle ball tournament [20:49] our National Honor Society hosted their spring coffee house on May 9th so [20:55] students at the high school um showed off their musical talents to their peers um families and community members and [21:01] then our girls synchronized swimming team is also headed to state they took first place at sections and will be [21:06] competing at the University of Minnesota in the state competition next week and then AP testing is now over so over the [21:14] past two weeks all grade levels of the high school have been taking advanced placement um tests and now they can finally take a deep breath and finish [21:20] off the year stress free in their AP classes other than that students are just kind of wrapping up the last nine [21:27] days at the high school seniors are definitely ready to move on um but everyone's count on days and yearbooks [21:34] are being distributed so yeah great lots of closing activities yeah it [21:40] sounds really busy but the end is here so great thank you for that update appreciate it um Superintendent Funk [21:50] so tonight I'm going to provide a legislative uh update as far as my report [21:58] um what I can tell you is that their business is not done constitutionally [22:03] they were supposed to have been finished by I think midnight last night did not happen um I'm going to share with you [22:09] what has happened and you know all indications are either by Friday or [22:17] sometime next week they will be back in session to finish out uh what they have [22:22] not completed so I'll give you an update right now on where things currently sit um there's a lot of financial questions [22:28] when Marie comes up to present here in a little bit we had hoped to have some more financial answers for you um we'll [22:35] tell you what we know at this point and then we'll have a better sight picture here um in a couple weeks so go ahead um [22:43] first one is uh great news for anybody who is a member of TRA um they uh have [22:49] removed or or changed the uh um early retirement language for teachers from 62 [22:55] and 30 so you can retire at that point so 62 years and 30 years of experience [23:00] there is a reduction from your full retirement at 65 but it's less of a reduction um than if you were not [23:07] meeting that criteria and they've shifted the criteria to now to 60 and 30 years of experience um and so that is uh [23:16] you know for a lot of people near my age depending on when you started um you may [23:22] have missed the rule of 90 by a year and if you made the rule of 90 you'd get your full full pension at 60 and 30 um [23:30] or any combination reaching 90 90 uh the number 90 um now they're moving it in [23:37] that direction it's still a uh reduced pension but it the penalty is not as severe um how are we funding that it's [23:44] through an increase to the district contribution um um on employers of 31% but we will be [23:54] reimbursed or um I'm not sure if it's reimbursement or we'll just get straight state aid on it for that difference so [24:01] it will be no cost to the district at the end of the uh um at the end of the year so that that's a positive for uh [24:08] those who have uh um are members of the teachers retirement association i didn't [24:14] see any movement for the public employees um retirement association i think that's status quo at this point um [24:21] unemployment for hourly insure for hourly school employees they are going to maintain that they're going to fund [24:26] it through 2627 um I believe one of the houses has a sunset clause in it i don't think [24:32] that's going to happen um so they'll probably have that removed and uh so we [24:38] will receive an extra hundred million statewide in funding to fund that um through [24:43] 2627 so that should make us whole we're hoping as a district as we fund the uh [24:50] hourly um employees summer unemployment that's through both years of the bianium that's [24:57] yes okay yep it's through 2627 okay fully for 25 26 and 26 27 yep and again [25:03] it's a hundred million from what I've seen um I think it's just waiting for the signature of the governor next uh [25:10] this is interesting data request a government entity can suspend its response to a data request after five [25:17] business days if they fail to inspect or retrieve the data prepared for them so we put all the data together we invite [25:23] people to come in and they don't come in in five days we can say well hold on here um law says we don't have to show [25:29] it to you now uh I don't know how the practicalities of that are going to work out because they could make another data [25:35] request um but um so that's a change um [25:41] remote meetings this should help you um does away with the requirement to notify three days in advance the location of [25:47] remote board members you used to have to put your address and where you're going to be uh won't have to do that anymore but we will still have to do roll call [25:54] votes um if somebody is virtual at the meeting uh directory information i'm [25:59] still trying to find specifics on this um they've changed it they're saying parent directory information is private [26:07] so I'm assuming that if this means that students have multiple sets of parents [26:12] then some of the parents are information is private but I got to get a final answer on that um so those are the um [26:22] changes that we know the House has got some finance and policy bills the Senate [26:28] does and uh I'm sure they're naming the conference committees if they've not already been named and that's what has [26:34] to meet and iron things out over the next few days before they bring everybody back for a special session um [26:41] which should be a one day once they get get the work completed um so that's [26:46] pretty much what I have as far as that tonight great any questions for the superintendent [26:54] great um I do not have anything for my board chair report um so with that we'll [26:59] move on to our consent agend agenda item i'm going to turn it over to Director [27:05] Theelander yes uh thank you Chair Sherman as I had uh made mention to before the meeting u I would like to [27:12] make a motion to approve the consent agenda with the exception of removing uh [27:17] item J uh the human resources personnel report great um so um I will second the [27:24] motion to approve all items on consent but Jay so just um so people remember [27:29] because we don't usually have consent items pulled there's no second required to pull it we pull it and we'll address it immediately after the vote um and [27:37] we'll let Director Theelander explain why he's pulling it um so anyway we have [27:42] a motion and a second to approve all items on consent with the exception of Jay all those in favor raise your hand [27:47] and say I i i opposed consent agenda minus J passes and then um Director [27:54] Theander I'll let you explain why you're pulling this yes so thank you i'm in support of the uh approval of the report [28:00] but uh just due to a personal conflict of interest that my spouse is uh is listed best to abstain from the vote [28:07] great um and uh so right now we have this separate item to um to take action [28:15] on so I don't know if we need a motion i'll go ahead and make a motion to approve j is there a second second great [28:21] director Hawker with the second so all those um voting in favor of approving item J raise your hand and say I i i no [28:30] and abstain abstain great thank you okay tonight we're moving on to [28:38] strategic direction C which is utilizing systems and aligning resources in an efficient manner to support learning um [28:45] we're going to have Chris come up and talk to us a little bit about the pair professional master contract this is an action item this [28:57] evening good evening board members happy to be here today um so [29:06] um I have been meeting with the paras I think since um I want to say maybe November um and [29:14] so before I get too far into the specifics of what we agreed to I just wanted to make sure that I take a moment [29:20] to acknowledge um the professionalism the mutual respect and the shared [29:25] commitment to our work together that was evident every step of the way throughout our negotiations process um it's never [29:31] easy but we built trust in each other and we were able to achieve an excellent result i think both parties will agree [29:39] to that um and this was my first round of negotiations with this PAR group so I [29:44] think you know hopefully that bodess well for the future um so things that we [29:49] um that we um achieved in this agreement um we extended the work year by two days [29:55] um so that pair of professionals can attend to personal or sorry professional development [30:01] um we provided one floating holiday um due to the way that the schedule is going to come out next year the Memorial [30:06] Day holiday would be removed and so rather than just pick another one we've offered the chance to they can choose so [30:13] um they were um very interested in that um we converted emergency leave which is [30:19] um something that has been in their contract for a long time but it had a lot of restrictions around how they could use it um and it was actually [30:26] rather challenging for them to use it at all so we converted that to um discretionary leave um which gives them [30:33] the same number of total days but now they actually have a little more freedom to use those um and then um we in uh added insurance [30:42] language um representing the 6% of the increase um and then we also negotiated [30:49] language um for placement on the wage schedule um and this new language is at the discretion of human resources uh [30:56] with notice to the SCPA if we go above um class three so this gives us a little [31:03] more freedom to um hire people and recognize their previous parah experience um the sick leave allocation [31:10] is aligned to um the earn sick and safe time um we also got agreement to split the um paid family medical leave premium [31:18] um and then uh we had paras um they're getting steps in both years so we switched in the old contract those were [31:26] steps and in the new contract those are called classes that's why that's in parenthesis [31:31] there so um this settlement um as you can see above is mutually agreeable [31:38] between the St ripera association and the district and um it's well within the [31:44] financial parameters set forth by the school board and so we would recommend that the voters sorry that the board [31:50] members vote to approve it great thank you very much um I'm going to go ahead [31:57] and make a motion to approve if I can get a second and then we can ask Chris any questions i will second great director Theander with the second [32:03] questions or comments for Chris [32:09] seeing none um oh yep i just want to commend both uh you and Marie for and [32:16] Ashley the three of you for uh working and getting this done and uh and also uh [32:24] appreciate the uh the comments on the professionalism on both sides so uh that's uh great news thank you and [32:32] that's all I was going to say so now I really don't have anything except to call for the vote but thank you again for all your hard work um all those in [32:39] favor of approving the master contract for pair professionals raise your hand and say I i opposed motion passes thank [32:48] you Chris thank you all right we have Cararissa coming up [32:54] for a report on our phone policy implementation kind of an update for our [33:00] phone free schools starting next year good evening board chair Sherman Superintendent Funk and members of the [33:06] board i have had the privilege I'm going to call it that of um working with our staff on the implementation of our [33:12] device free schools policy um and I joke about that but really this is a big not just policy change but culture change in [33:19] our schools and in our community and so as we've been having conversations with our staff about it there are a lot of [33:25] concerns a lot of questions a lot of wonderings of what this is really going to look like in action um so I just [33:31] wanted to give you an update of where we're at with our planning and know that there is um more to come [33:37] certainly so as you know as the board but this is more for our community uh policy was approved earlier this year [33:43] for a devicefree school and that really means that we are prioritizing students [33:48] academic success their emotional well-being we are getting them um to just put those phones away so that they [33:54] can focus and be really engaged in their learning and there are some really great reasons why we're doing this and I think as a whole staff really appreciate this [34:01] and are thankful to the board for making such a priority on students um well-being and that said um they are [34:09] excited about it but also just a little nervous about what this is going to look like in action [34:15] in your policy you say that it's bell-to-bell so there are no schools uh no use of phones or devices and that [34:21] includes the watches the earbuds all of the things um from the first bell of the [34:26] school day to the last bell that means phones are put away and out of sight during learning time and the policy also [34:34] says that they should be kept in a designated area so as a committee we had a lot of conversation about what that designated area looked like um we we [34:41] looked at yonder pouches and the equivalent we looked at storage lockers we looked at lock boxes in classrooms um [34:48] we talked about just the lockers that are already already exist in schools a lot of a lot of good conversation about [34:54] that and the staff really ended up on kind of a locked box in classrooms as well as in offices and so that's the [35:01] direction that they want to go um not a lot of interest in the pouches and some of those things what's nice about that [35:06] is it's a little bit more cost-effective but it also um is maybe a little bit some of the problems with pouches are [35:12] that they can break um kids find out how to manipulate them the locking [35:18] mechanisms and things like that can be challenging and then just the logistics especially when you think about a high [35:24] school of 2,800 or a middle school of a thousand just trying to get kids through in a matter of minutes to get those [35:30] devices locked you have to actually hit a physical lock on the way through um the doors was just really challenging [35:35] and so that's why we got away from that and focused more on like a classroom kind of locking [35:42] area so a big part of this is going to be the implementation is the accountability of people really holding [35:48] to the the policy as well as communication and making sure everybody understands what this looks like and so [35:54] what we are saying is that devices should be off and away all day so that we can focus on learning so what we will [36:00] be telling families at the start of the year and even now is that um phones just shouldn't be in schools at all and if you have to have them then there are [36:07] some processes that will follow the why behind it you've had a lot of conversation about this it really is about students mental health it's that [36:13] ability to stay focused um avoiding some of the the drama that comes with cell phones we know that there's cyber [36:19] bullying we know that there's um sending messages to to meet up during the day for maybe some nefarious activities um [36:26] there's just the less engagement you're distracted we all know that our phones beep they ding they're they're we just [36:32] have that need to know what's going on on our phones so having them out of sight helps with some of that and we're [36:37] also hoping what we've heard from other schools is that there's just more engagement more face-to-face interaction between staff and students and between [36:43] students um and other students and so we're hoping that we will see that as [36:49] well number one as we are implementing this policy is we are encouraging families to just leave those devices at [36:55] home this is easier maybe at an elementary level than it is at the high school and we realize that um and so we [37:01] will talk about that a little bit more but whenever possible our first message is just leave them at home keep them out [37:06] of our schools to begin with so that kids can focus on learning if we need to bring a device [37:12] it's going to be locked up during the school day um we've also checked with our attorneys we've had legal advice on [37:18] this in our messaging um phones people who bring devices to school are doing so at their own risk there's no liability [37:23] on the district's part if something happens to your phone during the school day um we're not liable if it's lost or [37:29] stolen or damaged students who decide to bring their device with them to school will have an opportunity to have it [37:35] locked up at the start of the day um this is really going to be building specific as far as what the logistical process will be there's been [37:42] conversation about maybe it's they go to their first hour class and just turn in the phone there and then there's time at [37:47] the end of the day to go back to first hour or there's even conversation about at the last hour of the day so you actually start your day at so your last [37:53] hour so those are things that schools will work through but ultimately um if you bring your phone it's going to be [37:59] locked up if you bring your device it'll be locked up and then that students can res uh retrieve their phone at the end [38:04] of the day we talked about what non-compliance looks like we know that there are some [38:10] kids who are going to especially at the beginning kind of struggle with this and um the biggest thing that we are hearing [38:16] even from our staff is this is about consistency it's about everybody being allin on this everybody's going to be [38:23] responsible for making sure that if we see a phone the phone's going to get locked up um that's usually the biggest [38:29] challenges with something like this it's I've heard Dr funk say it's usually your weakest link that's going to decide how well this works and so as we've been [38:35] talking with staff um that's going to be our main focus is really making sure everybody's on board understands the why [38:41] behind this why we're doing this and we know it's going to be much more effective if we just are all from day [38:47] one committed to making sure that this works um as far as the the response uh [38:54] the first time we're going to take that phone away and we're going to bring it down to the office and it's not coming back until a parent comes to pick it up [39:00] um part of the reason why we talked about this is because this is really a culture change for families as well [39:05] families are really used to being able to get a hold of their kid at any time um and so they have to really understand [39:10] to what this means and have a little bit of skin in the game and so we will be asking families to work with us through [39:16] the implementation by the time we get to a third offense that's when we're going to have a mandatory conference with students parents guardians and the [39:23] administration just to talk again about why we're doing this why this is important and how we need to really work [39:28] together there'll be some sort of response plan developed with the family depending on the needs and what that looks like and then we've had [39:34] conversations about creating an education program to really address those patterns of inappropriate device use um we talked about this being maybe [39:41] a module or something that a student can go through to just talk a little bit about um some of the negatives of phone [39:47] use i mean we know that some of the apps and things are meant to be addictive there are there are things that are um [39:52] just good to educate kids on so we're going to work on that [39:58] during the school day if a student has decided not to turn in their phone but they're using it at some point that [40:03] phone will be taken away from them by a staff member and brought to the office to be locked up um so that's something that people need to be aware of and then [40:10] those violations will be documented and then eventually if it happens enough there will be [40:16] consequences of course as we talked about there are exceptions um what we do want to stress is that these these are [40:22] truly going to have to be determined to working with student support services and it's not simply well I really think [40:28] I should not have to follow this policy so I should have an exemption it needs to be really documented and proven that [40:34] there's a medical need or there's um some other need through an IEP or a 504 [40:39] plan so our student support services staff will be working with families to determine if that need is justified and [40:44] then what that would look like moving forward we do get a lot of parents [40:50] asking just well then how do I communicate with my child if I don't have a phone that I can reach them i [40:55] mean number one is kids will get their phone back at the end of the day so if it's something where they just need to adjust schedules they will see that [41:00] before they leave school at the end of the day but if it's a more urgent need they can always call our main office and [41:06] we'll be working with our office staff um just to make sure that they're aware that they might be getting more calls and then what that process would look [41:12] for like that for them to get messages this already does happen i mean there are parents who are are working through [41:17] the main office to get messages and as I know I heard Dr funk say before we this is how we did it when we were in school [41:24] too so it's a little bit of a shift it's maybe not as instantaneous but messages will get to students and there's also a [41:30] phone available in the main office if students need to make a call um during the day they can certainly do that as [41:37] well we have heard through our feedback the idea of safety and emergency concerns i think that's the number one [41:43] issue that parents have brought up is what happens in a school emergency if there's a situation um that I need to be [41:50] able to get a hold of my child and there's this is a really sensitive subject and I think there's different opinions on it but we have heard from [41:56] many safet school security experts that having a phone actually can make it harder for school staff and emergency [42:02] responders to respond to an emergency um if a kid has a phone and in an emergency [42:08] situation like that they're paying attention to their phone they're sending text messages they're trying to get a hold of their parents their parents are [42:13] getting a hold of them they're maybe not hearing what's happening around them they're not hearing the directions or instructions that they're being given [42:19] from their staff um we've seen this already in not even true emergency situations but rumor control there can [42:26] be something that allegedly happened or is going on and all of a sudden it's blowing up into the whole community that [42:31] something bad is going on at the school when really it's not so the rumor control is really um challenging when [42:36] kids have phones in their hands all throughout the day there's public safety response just the number of phones and [42:42] calls trying to go through can block circuits um and then there's also the situation where people are communicating [42:47] and then rushing to a a place where they really can't be when we're trying to evacuate or bring in emergency [42:53] responders so there are many who would say that it's actually safer for kids not to have a phone in that emergency [42:59] situation i know that's a hard message for parents to hear um and there'll be parents who will hear me say that and come and argue with me about it and I'm [43:06] sure there are certainly um reasons why as a parent you want to be able to reach your child in that situation but this is [43:12] really what we're basing it off of and also from our experience we've heard our staff just talk about there are safety [43:19] concerns less less big than the ones we're talking about here um kids having [43:24] phones and they're they're organizing fights in school they're taking video of [43:29] an altercation in the school and those things can have really long-term um impacts as well that we're trying to [43:35] avoid so there are a lot of reasons why those phones being out of our hands would actually again help us focus on [43:41] learning and not get distracted by the other things next steps we are continuing to [43:47] have conversations with our staff about what this implementation really looks like at a building level i met again [43:53] with our secondary principles today and had some conversation they are meeting with their um staff to talk about the [44:00] expectations for a staff member what does this really look like in theory if a kid shows up with a phone I see it i [44:05] have to take it away what does that look like how do I even have that conversation with kids as our teachers um have said they are work really [44:12] working hard on building relationships with students and to be the bad guy taking away the phone is something that they're just fearful that that might [44:18] hurt relationships so we're going to work through how that can look and what that um conversation can look like we [44:24] are making updates to our handbooks and creating a communication campaign to really help families and students and [44:30] staff understand what this means and we'll do some staff training in the fall as people are coming back and then [44:36] finally we will be doing ongoing feedback and evaluation figure out what works what doesn't work what we might [44:41] need to tweak along the way in our messaging or even in how we're just enforcing some of these things it will be a learning process for everyone and [44:48] as again one of our teachers pointed out so well today this is not a policy change this is a culture change and [44:55] therefore it's going to be messy it's going to be difficult but we all know that it's for the right reasons um and [45:01] so we just want to work together to make sure that we are getting through this and doing it [45:06] well any questions i'm sure there are questions yep sure [45:12] director Kenberg um watch no go no go watch earbuds um tablets so students can [45:20] have like their schoolisssued Chromebook is really what we're asking them to bring to school and all other things can just stay home [45:28] yes are we going to rebuild i know you said uh school issues Chromebook are [45:33] MacBooks then also going to be banned because you can access like text and phone number and other apps through [45:39] MacBooks or is that like a logistic we're still working out um technically it's any device and that would be [45:44] included in that now if you work through and it's being used for another purpose maybe but no if you're bringing home a [45:50] device from home we're asking that you would have to lock those up if they come to school would that shift then probably [45:56] impact like more paperwork in classes and less online as well um I don't think [46:04] so i mean I haven't heard that concern i think teachers are assigning things that students can do on a Chromebook so I [46:10] wouldn't think that that would be a problem i haven't heard that concern come up okay um I see in the other ways to [46:16] communicate at it's mostly just looking at like the main office and like calling in will are students going to be able to [46:21] like email their parents is that like that going to be allowed i think we've talked about that i'm looking for Eric if I remember right is that available [46:28] we've talked to some some school districts that have opened up an email address public email address that the [46:34] kids could so that's something we could definitely take a look into so that they'd be some sort of [46:41] That was one of my questions so thank you [46:47] yes um just um wanted to say this seems like a really um common sense and [46:53] wellthoughtout approach and I think um sort of uh focusing on schoolbased [47:00] implementation um with the backing of the administration I think is just an [47:05] approach that I think is is is really needed and good so I'm excited to see [47:11] this and yeah thanks for all the work good thank you we talked a lot about the need to be consistent so there are [47:16] definitely some tights but leaving it loose because every building's different obviously the high school has very very [47:21] different um logistical challenges than an elementary school does but having that consistent I think [47:27] backing from um knowing that the administration's going to step in at some point having the parents um you know kind of responsible too i think all [47:34] of that's just really good great questions yes Director Parker um on that [47:41] same sort of topic yes I think this is great work i do have a question about the implementation at the different [47:48] schools if they were allowed different um makes sense to have different rules at the high school than it does at the [47:54] elementary school however we have two middle schools and making sure that we have similar experiences in those middle [48:01] schools seems incredibly important how are we addressing that yeah we did talk about that as a committee in fact um [48:07] when we first started I think there were different approaches that the middle schools wanted to take and as we had more conversation um I think it with [48:15] some emphasis from the district that it is important for us to be consistent as I like to tell our committee people talk [48:21] and um they talk on the soccer fields they talk at baseball they know if something's different at Stillwater Middle than it is at Oakland and also [48:28] our teachers talk and if it's a a difference in how things are being implemented and what's expected as a teacher that can raise a lot of [48:33] challenges too so what we ended up in is a lot of consistency between levels um [48:39] so the middle schools are working obviously we weren't as concerned if I decide that I want to collect phones in [48:45] the sixth hour class versus a first hour class that's fine but we're not going to have different types of storage devices [48:51] and like this group's going to have this kind of thing and this is going to have that was going to be provided at the district level so that was one of the [48:57] tights thank you mhm [49:03] um kid puts the phone in the backpack turns it off never sees it to the end of [49:09] the day any consequence with that because you wouldn't know it right right that's what we talked about i mean there were there were a lot of questions about [49:16] that like how far do we have to dig to find out if they have a phone i mean do we what's that boundary and what we [49:23] discussed is the impet I mean the real point behind this is that we don't want kids to be distracted during the day [49:28] that we need phones locked and away um and so no we're not going to be [49:34] searching students looking for phones if a phone is an issue it will be addressed if a phone is not an issue um then we're [49:40] not going to be as concerned about it we are going to strongly encourage again kids to not bring their devices and if they do we have a locked place for them [49:50] another question mhm teacher sees the phone or sees the head down is the [49:57] teacher enforcing that or is the teacher calling security how deep does that go [50:03] those are some of the conversations they're still having at the school level really the intent is um especially in a [50:08] school like the high school there's a lot of kids there's not a lot of security or principles to deal with [50:13] things so we're really trying to empower teachers to handle this as much as they can with support from administration [50:20] right not only empower teachers but support we want the social expectation [50:26] to be no phones so if peers are saying wait a minute I can't have my phone why does this person have their phone over [50:32] here so I I think it just becomes a shift in culture whether that's reality [50:38] or not we'll see uh but that's that's the approach is they just they need to [50:45] be away and I'm glad you said that too because the other thing I've um wanted to say is it's not just teachers either [50:50] we've talked about really anybody in the building is responsible for helping to enforce this so if I am um a pair [50:56] professional if I'm a custodian if I'm in the lunchroom and I see a phone I mean we're really trying to encourage [51:02] all staff to own this and take um responsibility for helping with this and that's what we talked about with staff [51:07] training of really helping to show them how to do that in an effective way and providing that support [51:15] was Oh sorry i just wanted to add ask a question well I was just going to ask I know we talked a little bit about PSO [51:21] students and having like a designated area because they may have [51:26] different technology needs how did you guys talk about how that might The high school is still working through all of [51:31] them yep okay i didn't really have a question so I was waiting for the end um [51:37] thank you for all this work this has been um something I've been anticipating to see how this would all unfold um and [51:42] it really is very much a culture change and I know that that was part of the reason I supported this policy the way [51:48] it was written is because of the culture change that's the whole point so um I'm really appreciate that staff is grasping [51:54] that and um and embracing it and hopefully have good plans and that consistency piece is the key and hearing [52:00] from other districts that did not do bell-to-bell um and we're attempting to thread that needle they were so [52:06] frustrated that consistency was just all over the board and it was so much more work for everybody um so I even though [52:12] it's going to be being the bad guy I mean if everybody's the bad guy then I mean hopefully short-term pain long-term [52:18] gain and that culture will shift um and we'll be able to really get a different [52:24] atmosphere of learning in our schools so I really appreciate all the work and it's I like the school-based kind of [52:30] flexibility too so thank you for this this is exciting can I Oh did you have a [52:36] question go ahead i was just going to ask was there any conversation about I mean I understand the first and second offense that's probably going to be a [52:43] little bit of a shock for parents at a first offense they're going to have to come to the [52:49] school and pick it up was there conversation about how you know should that be for a first offense should there [52:55] be a phone call or There was a lot of conversation about that and honestly I think from the staff perspective um they [53:02] feel like this is going to have to be a partnership with families because this is such a part of our culture and so [53:07] they felt very strongly that we needed to get parents involved from the very beginning and make this you know [53:13] unfortunately we need to make people realize that we're very serious about this and by having a parent have to come [53:18] in and physically pick it up and have that conversation with a staff member um it's going to hopefully reinforce that [53:24] we take this very very seriously so that came from our staff um okay and just so you know for our committee we had [53:30] administrators and teachers on the committee working through this with us and we met probably five different times [53:37] great did you Yeah i was curious about uh other ways that um students can raise [53:43] an issue if there is an emergency in a classroom um what is the availability and access [53:52] training for phone use or other technology use or other ways to share [53:57] and communicate emergency in a classroom um interesting question we didn't talk about that too much i mean I think our [54:04] standard practice is if there's something happening to alert a staff member right away all of our staff members um have access either to a phone [54:11] in their classroom most of them have a cell phone a lot of our schools have a system in the building again that's building specific of how they handle a [54:18] emergency and how they communicate that to the office um so those processes are kind of already in place [54:26] i'm assuming that our safety and security policies don't rely on individual cell phones all of the [54:32] classrooms or all the classrooms and do we all is there intercom systems that [54:38] alert you know I'm assuming we have the common language now that we have identified that gets announced or and [54:44] for better or worse that's part of actually I think our um improvements with some of our we have some intercom [54:50] systems that are still pretty old that are getting updated but yes they do have the capacity to do that [54:57] um looking at the implementation of the policy I'm wondering for the high school I know um one of the big ideas right now [55:03] is having them be like put away in their first hour or sixth hour and I'm wondering if there are any ideas of how we ensure that students will do that and [55:10] how we make sure that they will go to their first hour or sixth hour class at the beginning of the day and put their phones away there i'm wondering if there [55:15] are any ideas those are things that staff are talking about i know the high school um staff actually has a staff meeting on Thursday just on this topic [55:22] they're dedicating an hour just to talking through this um I'm also hoping to tap our student leadership to help us [55:28] with this as well um we have talked about creating some videos and some um other messaging to go out in the fall so [55:34] I'm hoping student leaders can help us with that if you have great ideas let me know too [55:40] yeah I was actually just going to touch on that um I would definitely recommend I'm sure you guys have already talked [55:45] about this um about making it more educational and including the information of like the benefits from [55:52] this and how it's a culture shift and where it's coming from because I know Mason and I have struggled this year [55:58] with the culture and the climate of our school of like attendance involvement in um activities and so we're very excited [56:06] about the new phone policy but having it come out of a place from student representation [56:12] or out of like an educational helping hand instead of being the bad guy [56:17] because I know that's a big fear from being the administration and authority [56:23] in the situation definitely that's great that's great feedback one of the things we just talked about with our staff um [56:29] today when we were meeting with secondary was the idea of not just making this a you can't have it take it away like a really negative thing trying [56:36] to promote this more for the the reasons why and give kids other things to do like there were some schools um that [56:42] have included more of a engagement goal around this too so we you put your [56:47] phones away you go to lunch there's like board games on the table there's card games there's things for kids to do to just interact and engage with each other [56:53] a little bit and making it um just now you have time to do some fun things you're not stuck on your phone trying to [56:59] see what's happening out in the world you can actually engage with the people around you so they were talking about those sort of strategies too to really [57:05] make it kind of fun like let's replace it with something else yeah um I know in lunches for like homecoming we've done [57:12] bingo and stuff um we could definitely work with the student body to involve [57:18] that more or do more lunch activities because there was a high level of engagement for those as well awesome [57:25] good thank you yeah i just like to extend my gratitude as well to you and the committee for the [57:31] work i know when the board um you know went through this process and approved this policy it's always uh challenging [57:38] to not know what that might look like from an implementation standpoint but uh with the update today I think it more [57:43] than met my expectations and provided some really clear good framework for [57:49] what this is going to look like and I know there's still work to be done around the details and the procedures but I think this is a a really great uh [57:56] starting point um to get implemented for this fall so thank you [58:03] um I think I just want to talk a little bit about the rollout plan because a lot of it was you know training in the fall [58:09] communication in the fall but is there anything that can be rolled out sooner i [58:14] know people are disengaged in the summer right i mean everyone wants to just go and have their summer off but even if [58:20] it's just something like an FAQ or you know for people who have IEP needs are we going to reach out to them so they [58:26] can start processing with their physicians or whoever i guess just to so we're not coming at the fall and it's [58:32] like okay this is how it's going to be and I don't know yeah we talked about having some sort of message just at the [58:39] end of the school year which is right around the corner 10 days nine days nine days I think we're down to um so we will [58:45] definitely have a little bit more information but the bulk of it will come through in our back to school messaging so people will be getting it um in [58:52] August as they're starting to think about school it's always tricky during the summer nobody's really paying attention to us after June 3rd we're [58:58] just kind of forgotten for a little while as it should be and then as they start thinking in late July early August about the new school year they're going [59:04] to have a lot of information at that time i just want to be able to have I I totally support the parents need to [59:11] engage and come in and pick up the phone but I can't I just want to be able to stress that so that families can be [59:16] starting to have those conversations in the summer special educators are aware of the change they are okay yep and [59:22] student support services has been a great partner in this and they've been having kind of already starting that work and just so we can minimize some of [59:29] that and hit the ground running because this is going to be it is a culture change it's going to be I mean the best [59:34] laid plans it's going to be a mess i mean I'm looking at this and I'm thinking I mean this is going to be [59:40] touchandgo but I hope the I I believe in the weakest link so I hope that the staff is on board and I know that the [59:48] board feels really strongly that this is the right direction to go in and I know the community does too but I also can [59:55] envision a parent getting a phone call saying I have to come in how am I going to get off work what time do I come yes [1:00:01] and so even if we just had some of those like hey these these are the time frames that you're going to have to come there [1:00:07] is you know letting people know that so they can say to their kids you know this is a big deal if I'm coming in yes um [1:00:15] but I'm going to suggest it'll be a culture change for the staff as well and will [1:00:21] that be addressed over the summer because I imagine teacher A uh Joe put the phone away teacher B give me that [1:00:27] phone i'm turning it in there be an inconsistent uh enforcement is that being thought about they're already [1:00:33] having those conversations so we shared our implementation plan um with principles of maybe a month or so ago [1:00:40] and they've been going out to their building now and sharing it with them and asking for feedback working through [1:00:45] some of the problems and challenges that they're seeing so our staff has been pretty engaged already especially at the secondary level um this is obviously a [1:00:52] bigger concern there than it would be at the elementary but all of our principles have the plan and have been talking about it with their leadership team and [1:00:58] their teachers and I just personally want to say I love the FAQ sections that you've been [1:01:05] putting out lately from a communication standpoint so um I know they change and they get added to but I think the more [1:01:11] we can even put something like that on the so that you can get questions from parents and students and get that [1:01:16] interaction because obviously they're not going to be at these staff meetings but they might be able to what are your [1:01:22] questions what are your concerns and just giving ideas for staff to be [1:01:27] thinking about um because this is a community effort and so I don't want to undervalue the safety aspect and the [1:01:33] concerns and the parent concerns and the I don't want this to feel like a top down on students either so to be able to [1:01:40] get that dialogue generating would be nice we've had conversation about beyond just um the policy itself talking to [1:01:47] parents about social media phone use technology use and so um we had a conversation even today with Eric [1:01:54] Simmons about some parent trainings in the fall to go along with this of like how do I lock down certain apps on kids' [1:02:01] phones or on my computer or things at home or um you know really why why is [1:02:06] social media a big deal or what about some of these apps that are made to be addictive and just giving parents some of those resources and um education [1:02:12] along the way so that's definitely going to be part of this it's not just a cell phone ban it's really helping our [1:02:18] community understand how we can best take care of our kids just as a quick update on that we had an anxious [1:02:23] generation book study through community ed this spring and I think there were 80 some people that participated and the [1:02:29] feedback from it was great they want more of this kind of thing so we're working on building that out great [1:02:35] awesome this is really good work we look forward to future updates so thank you any other questions great thank you [1:02:45] all right we have a brief budget and legislative [1:02:51] update for [1:02:58] Marie good evening board members superintendent community [1:03:04] so this evening um I'm presenting a brief um budget update um and then also [1:03:12] just going to give you some highlights of um just some of the legislative um [1:03:19] information that the superintendent um provided and just some of the things [1:03:25] that we included already in the budget so again um some of the influencing [1:03:31] factors um that kind of play into our our budget that we're planning um again [1:03:38] the priority based budgeting framework again aligning those resources to our [1:03:43] strategic plan um again making sure that framework um is the baseline um for our [1:03:52] budget um and then also our projected versus actual um you did see that in [1:03:59] April as we presented um just kind of that first blush of what uh June uh 30th [1:04:08] or as we close the books which goes into the summer um what those revenue and [1:04:13] expenditure projections look like and how that impacts our fund balance and [1:04:19] then enroll any enrollment changes can impact our revenue um and also our class [1:04:25] size and building capacities so as we look at that um how that impacts our [1:04:30] budget and how we have to plan uh any contractual settlements um like Chris [1:04:37] presented uh this evening um those we have to take in um to account um as we [1:04:45] plan this budget and then legislation um and then the bond ratings so um our bond [1:04:53] ratings uh again even though they're part of a different fund um those our [1:04:59] overall financial picture can impact our bond ratings and our interest rates so [1:05:05] that can be an additional cost to the overall budget itself and uh getting [1:05:11] good rates um means uh we can get you know additional premiums lower our bond [1:05:17] costs overall so it it's important that um we do have a strong um fiscal [1:05:25] um budget and um financial picture and then funding that's one time only um or [1:05:34] expires um those are grants those are federal dollars those could be just [1:05:39] carryover dollars we're spending keeping track of those making sure we're planning for those and are aware of [1:05:46] grants that may be one year only making sure we're pulling those out and pulling [1:05:51] out the revenue and expenditures so it's it's our accounting team that is really [1:05:56] keeping tabs on that so we're not um not planning for those events so again there [1:06:04] are things in the budget that we just watch before you go can I flip you back um in [1:06:11] terms of bond ratings how often are we getting re-evaluated in our bond ratings annually usually I mean it seems like [1:06:18] it's annually uh it's when we issue bonds so it's it's been annually i I [1:06:24] believe here it's every couple years but we'll be um doing that again um this [1:06:30] fall so it's it's been I think a couple years here um year and a half yeah and [1:06:38] sometimes they'll have you just update your bond rating too so um Okay i think [1:06:45] it's couple years year and a half right thank you [1:06:52] so uh the legislative update and just to kind of give a little bit additional um [1:06:59] insight here into the budget um so our budget assumptions um are based on [1:07:06] current law um and one also additional piece is uh we [1:07:13] um have the inflation adjusted uh gened revenue uh formula increase uh in our [1:07:20] current budget we plan for that 2.74% um again I think that amounts to [1:07:28] an additional uh $200 per pupil um we [1:07:33] also included in this budget the decrease to the compensatory uh [1:07:39] education revenue that was about $300,000 so whatever happens in the [1:07:45] special session um let's hope um that that we'll see the increase just to [1:07:52] comment on that the Senate has and the governor have districts held harmless on [1:07:57] that so we would receive that 300,000 the House has a different funding [1:08:02] mechanism where they would increase local optional revenue which would probably equate to something very [1:08:09] similar to that so it looks like the conference committee is going to work out the differences so I'm hopeful we [1:08:16] will see something to offset the compensatory decrease we're currently facing [1:08:24] and then we also um within this budget we have planned um the readact literacy [1:08:32] curriculum implementation it is not fully funded um by the state um we're utilizing our [1:08:41] operating capital fund balance for the purchase um that amount is little over a [1:08:49] million dollars uh we currently I think we receive about just a little shy over [1:08:55] about $300,000 um so that is a significant [1:09:00] hint on our um operating capital fund balance at this time so if we are to if [1:09:08] we receive um funds for the readact um additional funds through the legislature [1:09:14] um that's certainly we can restore that so again we're we're counting for [1:09:19] receiving nothing more than what we know correct and I know there are conflicting ideas around that so it could the [1:09:26] situation could improve y and then Yes um so the implement is that that's [1:09:32] beyond the purchase this is the actual implementation this is the purchase and [1:09:38] um there's uh PD included in that implementation as part of um the readac [1:09:44] too okay so yep and then um also we have the new [1:09:50] paid uh family medical leave payroll tax um it's there's an employer and an [1:09:57] employee share um what I'm referring to here is the employer share that's [1:10:02] effective January one of next year there's a payroll tax that um we have [1:10:08] builted to this uh budget uh for half of the fiscal year so that's another piece [1:10:16] um that we have added um as part of this budget this is still being discussed though legislatively right they've from [1:10:23] what I've seen they've you know when they started they talked about 7 or8% now last week it was 1.2% 2% um I [1:10:33] think it's down to 1.1 um and so again this is what we just settled with the [1:10:38] Paris that you know that the current law says the districts shall pay at least [1:10:45] 50% of that increase or that that percentage um and what we were trying to [1:10:50] do is to say it should be split evenly between the employer and the employee i don't think that has I don't think that [1:10:56] language changed so that'll be a negotiated issue with our bargaining units moving forward okay [1:11:04] and as the superintendent um had in his report the House and the Senate passed a bill to invest a h 100red million um [1:11:11] into that unemployment insurance so um we should be seeing that revenue um come [1:11:17] in um at least for that bian bianium um for the hourly worker um [1:11:26] unemployment so those are just some updates um as we plan accordingly and [1:11:32] we'll continue to update um for the budget going forward [1:11:40] so again just highlighting um that fund balance history and that projection um [1:11:46] was right around the same level um higher i think it was around 1.2% for [1:11:53] our uh current fiscal year um just to keep um just to remind everyone where we [1:12:00] are and um our goal is to get uh at that 5% or greater um in the future [1:12:10] so priority based budgeting uh framework we are um at the point uh in uh [1:12:19] row number four arrow uh we are at the point of the budget document or [1:12:25] approving that uh plan uh within the next month and then um we will be um [1:12:34] continuing some work with um sustainability and implementing um and [1:12:41] evaluating i know we'll have some additional reports um coming throughout [1:12:47] the year on some different programs so just to highlight where we [1:12:53] are and again this is fluid because we will be um continuing to work with [1:12:59] different programs and where they're allocating funds uh with the budget um [1:13:05] but again the revenue uh for the preliminary budget in the blue column um [1:13:12] is about 152.9 million and again this is just general fund we'll give you a [1:13:18] picture of the other funds um at the next meeting and then our expenditures [1:13:24] right now are projected at 154 million [1:13:30] and that variance there or that um um is the uh readact literacy [1:13:38] um and that curriculum uh it was also the music uh equipment or material [1:13:44] purchase that we were using our operating capital so that is um what [1:13:51] we're putting um as our balance for uh [1:13:57] we're utilizing the fund balance uh to balance our shortfall and this will [1:14:02] change in a few weeks when we get final numbers correct correct so it's it's [1:14:08] pretty it's pretty fluid it it will change um and just to kind of highlight [1:14:15] the revenue side um and again I'll just kind of walk through the blue area um [1:14:23] the property tax uh levy again is 46 [1:14:28] uh.5 million again that was what was approved by the board back in December [1:14:35] um and then the state aids and credits it's just shy of $100 [1:14:41] million um couple things to note there that does include the um that additional [1:14:48] 2.74% um on that uh gened formula and then [1:14:54] that comped decrease there um the federal the grants and the title [1:15:00] programs again highlighting that change there of about 900,000 those were some [1:15:07] of the grants that um we had carryover in and also um some [1:15:14] grants that we um currently don't have in the budget we come with um to the [1:15:21] board with revised numbers mid year when we uh have other grants that um the [1:15:29] district seeks uh throughout the year so you're seeing that uh first picture of [1:15:36] our main uh federal sped and the title program grants that we're bringing [1:15:41] forward to you and then the other revenue um that includes some of our [1:15:47] estimated uh donations uh building um miscellaneous revenue interest um [1:15:56] what we're estimating those amounts to be um and again some of those other uh [1:16:02] donations that would be like your partnership plan grants that haven't [1:16:08] been awarded yet so um so those numbers are also those come again as a revised [1:16:14] budget so we do not plan for that or the expenditure side up front and just so [1:16:21] I'm clear on the the grants and the federal the grants and title programs that's the elimination of all of the [1:16:26] one-time funding we got from kind of the pandemic era um that was the prior year [1:16:32] this we had some additional um carryover in our federal sped um categories and so [1:16:40] that will not be coming back we are just we're kind of we're at the [1:16:45] tail's end of the carryover okay in our in our federal dollars but we we do have [1:16:53] continuing funding um in federal sped and our title programs as far as I know [1:16:59] right [1:17:05] And then on the expenditure side um you can see um we're starting with the [1:17:12] revised budget of 152 million and then you'll [1:17:18] see the inflation in the second column uh salaries uh inflation amount for the [1:17:27] general funds about 3.4 4 million benefits this includes um not only [1:17:34] insurance um but this includes um benefits uh TRA did go up a little bit [1:17:43] um but it also includes our paid uh family medical leave benefit that [1:17:49] increased um any benefits that are associated um with salary inflation also [1:17:57] so um that is um again 1.7 million and then purchase [1:18:06] services on the general fund so if you think about uh utilities um any of the services uh like [1:18:14] our insurance our liability insurance we had a a slight increase that'll be coming to the board uh next month and [1:18:23] then also um some assumptions for our transportation so that those are some of our purchase services and contracts and [1:18:31] then um supplies materials and other those are some um areas director Low has [1:18:37] a quick question just wondering where where do um sub salaries that would be [1:18:42] under purchase service under purchase service so that's correct and then the next column [1:18:49] priority based budgeting adjustments so these are areas that we've been um [1:18:54] updating you um with our grid that we've been coming to the board um the original [1:19:01] amount um was 5.4 million um it was then [1:19:08] adjusted down to about I I believe it was 4.3 million and so you can see there [1:19:15] that bottom line is 3.7 um of adjustments that were made a lot [1:19:21] in the salary and benefits um of different positions that some being [1:19:27] enrollmentbased some being programbased some being [1:19:33] administrativebased um other areas like the supplies materials and other those [1:19:39] relate to say long-term facility maintenance projects um we spend dollars [1:19:46] based on um the revenue that we receive um grants expiring um some apps uh [1:19:55] licensed apps and curriculum we had um some areas on our priority based [1:20:00] budgeting document um when we did the presentation so that is about $3.7 [1:20:08] million of reductions that does not take into account the million dollars from operating capital which is a different [1:20:15] fun correct that is paid talking closer to five there's another million dollars [1:20:20] in there folks that we're not correct we're not covering on this slide okay correct so if you add another million to [1:20:26] that which is paid for on the 110 here on the front you're at [1:20:32] about 4.7 4.8 million and our original [1:20:38] reduction was about 5.4 is where we were [1:20:43] so in looking at the blue column that is the preliminary budget for the [1:20:50] expenditures um salaries benefits purchase services and then the supplies [1:20:57] materials another for a total of 154 million and you can see the difference [1:21:02] column um those changes there um compared to [1:21:08] our current year so um just a little over $2 million and um [1:21:16] when you have $900,000 and a little over a million [1:21:23] dollar use of fund balance that's how you get to your $2 million of expenditures so you have revenue and [1:21:31] your use of fund balance to make up your expenditures [1:21:37] so um on our timeline uh our early June meeting uh we'll have another just [1:21:44] another update to to provide additional information and then we'll be be [1:21:50] providing uh shortly after that a uh budget summary book um that will have [1:21:56] additional detail and narrative and lines in it uh with detail on the budget [1:22:03] so that's where the board will see line item because we're paying for transportation object um salary object [1:22:09] lines um things like that enrollment detail additional information and then [1:22:16] the June 17th meeting will be another uh final budget update um for the board [1:22:23] to consider approval of the budget so that was [1:22:29] uh the update for uh tonight's um we'd [1:22:35] hope to provide you more information but legislatively we're kind of waiting i [1:22:40] think the intent will be the next meeting we'll have um clarity clarity on [1:22:46] what we're doing sorry two questions first question uh what's the implication of that $2 [1:22:52] million uh difference at the end of slide eight [1:23:00] we need to Does that mean there's two more million dollars that need to be found no be found from reserves the $2 million [1:23:09] there uh we have balanced it with um just shy of a million in revenue there [1:23:17] and then a million we're using with fund balance so we are currently balanced [1:23:24] right now okay thank you second question um on slide seven there's the the 46 and [1:23:32] a half effectively million dollars that are we that the board approved in [1:23:37] December yes what if the board wanted that number to be 47 million we have a [1:23:44] you can answer that um if you wanted it to be 47 million [1:23:51] that would be next year's levy so so the state what well here's kind of the [1:23:56] process you were So in September the state will come out and [1:24:02] then we'll run all of our numbers that go into our local levy which includes Q comp which includes our long-term [1:24:09] facilities um there's a number of different pieces there and the state will tell us here's the maximum amount [1:24:17] that you're allowed to levy for and so typically in September we will ask the [1:24:22] board to provide we will have a estimate of where we think we're going to land in [1:24:28] in uh December and we will ask the board to allow us to [1:24:34] um certify the levy to the maximum okay so whatever the state tells us this is the max you can do we'll ask for that [1:24:42] and then um people will get their tax statements saying here's what your exposure is as a as a property owner and [1:24:50] then um we have a truth and taxation hearing in December where the community can come in and they say I don't like my [1:24:56] taxes they're going up too much can you explain what what's going on and then we will certify um at a later meeting in [1:25:04] December whatever that amount that the state authorizes us to to uh um to levy [1:25:10] for and it can only be up to a certain amount number it can't be over um so [1:25:15] they they can't put the parameters around there for us miss [1:25:23] anything that's it great any other questions i know there's [1:25:29] a lot of um finalization that needs to happen at the capital so that could change this [1:25:36] picture hopefully for the better maybe hope so [1:25:41] thank you thank you all right now we're moving on to our [1:25:48] policy section of tonight's meeting so Paul get comfortable all right and we'll [1:25:54] start with a first reading on policy 524 internet and technology acceptable use [1:26:01] and safety policy yes good evening Chair Sherman and members of the board um so [1:26:07] for this is the first reading of a policy that uh we do have on the books [1:26:12] it's a revision uh based on updates from MSBA [1:26:17] um with that piece um the one of the things you'll see as we as we kind of [1:26:24] kind of look at this it's um in the revision one of the big pieces is that it's removed um the language that's [1:26:31] related to 524.5 or the personal electronic communication devices since [1:26:36] we have now adopted that as a a standalone policy so that's one of the big changes that that's been removed the [1:26:42] language from this policy uh the policy also has been kind of reorganized a bit [1:26:48] um from the previous uh policy but but the um content is is much the same and [1:26:55] uh the the committee had the opportunity to have uh Eric Simmons uh join the [1:27:00] committee um to go through this policy he's reviewed it uh he does recommend it for a first reading with that piece but [1:27:07] with that I'll just highlight a few pieces um uh with the policy so um the [1:27:14] purpose of the policy is to set forth policies and guidelines for access to the school district computer system and [1:27:20] acceptable and safe use of the internet um so in general statement of [1:27:25] policy and making decisions regarding student and employee access to the school district computer system and the internet the school district considers [1:27:32] its own stated educational mission goals and objectives electronic information research skills are now fundamental to [1:27:40] preparation of citizens and future employees access to the school district computer system and to the internet [1:27:46] enable students and employees to explore thousands of libraries databases bulletin boards and other resources [1:27:52] while exchanging messages with people around the world the school district expects that faculty will blend [1:27:57] thoughtful use of the school district computer system and the internet throughout the curriculum and will provide guidance and instruction to [1:28:04] students in their use um so as we I'm not going to read the whole policy you'll be able to do this [1:28:10] as a first reading so uh with that piece but um it does it does go through the [1:28:15] core component so there is limited educational purpose uh that is focused on um the activities of the educational [1:28:24] classroom activities and um those things that are aligned with the mission of the school district um it does specify that [1:28:31] and again this this isn't new but that the use of the system is a privilege um for staff and for students um and that [1:28:40] appropriate use is accepted there is it kind of goes through the unacceptable uses um which is consistent with our [1:28:49] procedures and policies that will be would be found in a handbook um and those pieces [1:28:56] um there is a component in the if you in section four um around the filtering [1:29:04] systems and and if you were look if you were to look at the MSBA policy there's [1:29:09] like three different options and it really has to do with how the district um follows its filtering process and [1:29:16] some of the funding actually for that and so Eric has indicated that um the [1:29:21] alternative to which is what's indicated within this policy under the filtering system is what is included for our uh [1:29:30] policy um then the one change I will highlight from the MSBA policy would be [1:29:39] found in section nine uh under internet use [1:29:45] agreement so we'll put that up there right there so under um section C um the [1:29:53] MSBA policy as it's written um states that the internet use agreement form for [1:30:00] students must be read and acknowledged well for students must be read in short [1:30:06] it states that the classroom teacher had to sign off every year on the agreement [1:30:12] um we did have uh Joan actually checked with MSBA's legal counsel and they stated that that's not a requirement um [1:30:20] that um the teachers sign off on the agreement and so um to to align it with [1:30:26] our current practices and policies and to keep it a little bit cleaner um we [1:30:32] added well we we changed the language a bit to what is there and it states the internet use agreement for students must [1:30:38] be read and acknowledged by the user and parent or guardian and that happens every year at the start of the year with [1:30:44] the sign off based on looking at and reviewing the the requirements and policy and handbooks um so we aligned it [1:30:50] there and then that change is also uh represented in section uh 12 under [1:30:57] parents responsibility notification of student internet use and that change is [1:31:02] under subp part B item four in which um [1:31:08] there's a change to that which again removed the requirement for the supervising teacher um to sign off on [1:31:15] agreement there um let's see i think with that said [1:31:24] um I think that summarizes for the first reading um I don't know if other members [1:31:29] of the committee have anything they would like to add i'm just I mean thanking Eric for his [1:31:36] time um in reviewing this and making sure it's in line with what their practices and procedures are and [1:31:44] um yeah so just a first read so as you read through it to the board copy on [1:31:51] this case I would probably CC Eric on your email as well because he'll have a lot of the content knowledge on this as [1:31:58] well absolutely great all right so we'll move on to uh [1:32:06] our second reading of policy 516 and this is uh student medication [1:32:14] and teleaalth um there from the first reading there [1:32:20] are no changes um regarding the language that you'll find here um in this [1:32:28] component i know there had been a question and the committee discussed uh regarding the section [1:32:36] um three um subp part C regarding the [1:32:42] use in that in that terminology there of um on let's see on non-escription [1:32:49] medication uh that a secondary student may possess and use nondis [1:32:55] nonprescription pain relief in a manner consistent with the label if the school district receives written authorization [1:33:00] from the student's parent um so we did look into that the word pain relief and [1:33:05] um and and looked at that compared to like say a allergy medication and that [1:33:10] was reviewed with our nursing supervisor Paula McDonald and and she felt that she was very comfortable leaving the [1:33:16] language in this way um and she really encourages that things like um allergy [1:33:21] medications are things that um last throughout the day and that they encourage those students to take those [1:33:27] at home before they come to school um with that piece and then she also [1:33:32] kind of felt that again there she would read this as a fairly broad um the pain [1:33:38] relief as a fairly broad definition of things that would relieve pain that that [1:33:44] would you know be really the intent would be ibuprofen and um the [1:33:49] cetaminophen um is kind of the intent there of those kind of medications so um [1:33:55] so at this point there isn't a recommended change to the language um on that [1:34:01] component um and I think that was the only the only thing that I think as [1:34:08] input and we discussed that component [1:34:13] and thank you to Paula for looking at that and kind of being on call for those questions and concerns [1:34:22] yeah any other questions or concerns on this okay and [1:34:30] go ahead yeah I was going to say so this one is actually being moved to be voted on tonight it's after a second read [1:34:36] which is pretty typical for us so if you don't have any other questions um I'm [1:34:42] looking for a motion to approve sorry point of order is this including the [1:34:47] teleaalth portion or is this just the this is policy the policy 516 the [1:34:52] student medication and tellaalth and tellahalth okay I do have a question on tellahalth we can keep going y um I [1:35:01] apologize I forgot the answer to this question so apologize for that and thank you for talking about the the non mei [1:35:07] language uh not talking about benadryil um while I disagree with the outcome if [1:35:14] the nurse is comfortable Well then whatever I guess um um I forgot the answer to why was this [1:35:22] only for mental health and not for other teleaalth visits that I mean it's a it's a good [1:35:29] question i know that the teleaalth um component was um passed through [1:35:35] legislation um I think in the last legislative session that they specified [1:35:40] regarding the mental health um for that the the requirements for the district to [1:35:46] provide the space for students to receive um mental health support or or [1:35:51] or therapy through teleaalth within the within the school so the policy adds [1:35:56] that language that's specific from that statute requirement thank you [1:36:07] so um any other questions from 516 okay um so going back to approval is [1:36:16] there a motion to approve i'll move to approve great second great we have a [1:36:22] motion and a second any other comments or questions for [1:36:28] Paul all those in favor of approving policy 516 raise your hand and say I i i [1:36:36] opposed policy 516 passes and now we're going to have our [1:36:43] third reading for policy 606.5 library materials [1:36:49] yes so this is the third reading and and as a reminder it's a new policy for the district and it is mandatory and I [1:36:54] should say this is we had an additional read on this just because of the um interest in the community and um [1:37:02] typically we would have two but we've had multiple readings on this and kind of extended that process which we're [1:37:07] allowed to do as a board when there's um great community interest so yeah yep [1:37:13] um since this is the third third reading um as the board would recall at the [1:37:19] second reading uh we discussed and um there was a change made to um the uh [1:37:27] part three initial selection library materials uh part D under donations um [1:37:33] in which it originally stated in the first reading no donations in the second reading um the the language um was um [1:37:42] edited to the district will not accept donated materials for inclusion in its libraries unless the materials are re [1:37:48] are already part of the existing library collection um and that was reviewed at [1:37:53] the second reading the the only uh language change uh for this third [1:37:59] reading is found in section [1:38:04] uh four um subp part E under the appointment of review [1:38:10] committee uh the second reading um stated within a reasonable period of [1:38:17] time after receiving the request for removal the superintendent or a design will appoint a review committee to [1:38:24] consider the request for removal the superintendent or designate is encouraged but not required to include [1:38:29] the following individuals on the review committee that was changed uh based on input um two on an annual basis the [1:38:40] superintendent or designate shall designate potential members to be part of the review committee the [1:38:46] superintendent or designate is encouraged but not required to include the following [1:38:52] members so that was a change in language under that [1:38:57] section and that was the only change oh yes Dr funk so a little historical [1:39:03] perspective on this so typically um the committee is named at the beginning of [1:39:08] the year and they are aware that if there's any challenges um whether it's a [1:39:14] media person uh a teacher um at the elementary or or the secondary level [1:39:19] principal at either one of those levels that they kind of like jury duty okay you need to be available um for this [1:39:26] calendar year um to be uh part of this committee so I I think it's important [1:39:32] for the public to know that this committee does not just change on a whim we we put it in place at the beginning [1:39:38] of the year and that's the committee that moves forward with it um the only [1:39:43] potential is students and we may have um you know again I think they'd be similar [1:39:49] to this to the teacher or the or the principal depending upon the level of of what we were doing with it so um that's [1:39:57] the uh little bit of the the uh administrative nature of that [1:40:06] just a clarifying question on that committee um so if you are appointed to this group does everybody from that [1:40:11] group have to show up no or is it if it depends on the level of the challenge okay thank you yep [1:40:20] what does that mean so it's an elementary challenge so then the secondary principal doesn't have to be [1:40:25] on the committee it'd be the elementary principal that's on it so but there's a pool that is available [1:40:33] so if it's an elementary issue the elementary team moves forward if it's a secondary issue the secondary is there a [1:40:39] minimum number i mean it's that's the list so it could just be [1:40:45] you and a guy what's that it could just be you and I'm not going to be on it but but uh yeah but it should be I they're [1:40:54] encouraged but not required to follow to include the following members and so the question becomes okay if that's your [1:41:00] policy and myself or my design is appointing people why aren't you [1:41:06] following that policy that's the that's the check and you know [1:41:12] so this is the policy I will follow or or you know again the only discretion [1:41:19] would be this probably the students uh but this will be the and and I think [1:41:25] that the pol the annual basis came up in part because of a comment from director [1:41:30] theander at the last meeting and then just just to provide clarity we don't want it to be give the impression that [1:41:37] this isn't a planned I mean this is a purposeful planned committee that's out there on an annual basis so [1:41:46] I know um well you already heard it tonight you already heard it from one of our speakers tonight okay this is going [1:41:51] to be I don't remember what the term was but it's going to be a you know an insular committee that's going to be no [1:41:57] we're setting up a professional committee at the beginning of the year with professionals from the uh uh [1:42:03] district with members of the community and um you know this is the process we [1:42:09] will follow and of course this is the policy that there will be accompanying procedures [1:42:15] I'm assuming that staff will fill in the gaps here in terms of how is that community member selected [1:42:21] how you know there maybe there needs to be a process in place that would all fall under management [1:42:27] um so this is just our comfort level with the policy [1:42:35] uh can you walk through the process that this went through and um how we gathered [1:42:41] input from various parties or various stakeholders [1:42:46] i don't know if you want to I mean we we had You know I I've been this is my third [1:42:53] year here on the policy committee and this is the first time we have actually had members of [1:43:00] the teaching staff really sit down and and in this case it was our media specialist sit down and uh um go over [1:43:08] the policy with them and and seek their input um so we took a look at a number [1:43:14] of different policies from different areas and we also had our legal council provide us pretty much this is the [1:43:20] baseline document for us and um so we [1:43:25] had um I think and Katie you've been on this you know many years um as much [1:43:31] input from from uh um other professionals than than I've seen here since I've been here [1:43:39] yeah I I would concur with that and this was um usually when we ask for input [1:43:44] from our our staff we email like we did for Paula um and they'll give us feedback that way so to have people in [1:43:50] the room with us was um a step above then and then we had them come back a [1:43:55] second time once we actually had done the um some of the tweaks and decided kind of what direction we were going in [1:44:01] and we ran ideas by them again so it was a lot of working with our media specialists um to ensure that this was [1:44:09] um well understood that we were trying to really work through the process and then the policy goes through just the normal process with teaching and [1:44:16] learning and principles and and community feedback as well um where we have well we're doing a third read for [1:44:22] this one for example so we're always asking for email feedback um and public comment every time we are having a [1:44:28] reading so um in that sense it was the normal um but it was just in committee we got some more direct input from our [1:44:35] staff thank you [1:44:40] i know that um I feel like this is a policy that is necessary for us to have because it's I mean well one it's [1:44:47] required but it is very different I think as we delved in than the curriculum process that we have um it's [1:44:53] heavily based on state statute i mean there's not a lot everything that we're doing here is really heavily based in [1:45:01] state statute and case law um so I know that there are opinions on this can be a [1:45:08] very political issue on um on the both sides i think this does a really good [1:45:13] job in my opinion of threading that needle um and through this process we [1:45:19] did learn that there are there are parent options already in place for [1:45:24] parents that have concerns regarding what their students can and cannot check out in the libraries and the media [1:45:31] centers so I think that we'll kind of put that more maybe at the forefront but our media specialists were able to say [1:45:37] "Hey we we already put notes for people for parents who want certain um maybe [1:45:44] want their children not to have access to certain books or certain subjects um and that's already a process that's in [1:45:50] place and available to our families which um would meet the state statute that's referenced in this policy so um I [1:46:00] I feel satisfied having looked at this process and knowing what is in place um to respect parent rights but also um be [1:46:09] an inclusive um mirror and window um is our media specialists like to say in [1:46:15] terms of the stories that are on our shelves but it does codify the age [1:46:21] appropriateness it does address I mean most of the issues that have come up as a part of the public um process here so [1:46:31] um I agree I I mean in general I think um this policy is you know pretty well [1:46:38] balanced and I think um addresses things from a lot of different perspectives um [1:46:46] I want to just talk about um the appointment of the review committee um [1:46:51] again the purpose of adding or at least my understanding of the purpose of adding um the on an annual basis [1:46:57] language was to sort of preemptively address concerns that there may be too [1:47:04] much um or at least like optics that there might be you know too much uh discretion [1:47:12] allowed in picking committee members um and so uh when Director Lowour had the question [1:47:19] it it just made me think I if if you have that question about how that is actually going to look I wonder if if [1:47:25] members of the public are also going to have that question if there could be confusion about what the standards are for the [1:47:33] review committee appointments wondering if that warrants um more discussion [1:47:40] the standards are in front [1:47:47] so I guess my question we want to take out but not required is that what you're Well I I liked I mean the the the [1:47:53] question about should there be a [1:48:02] minimum i think the the the potential concern is that okay so it could just be [1:48:07] two people and it's sort of that's still at the discretion for each particular review so the potential members are set [1:48:15] in an annual basis but for each particular challenge that could vary from two to five to seven um [1:48:24] and you know maybe having a little bit more um something more established in terms of a parameter might quell some of [1:48:32] those questions other thoughts [1:48:44] well if the superintendent telling you that this is the list he's going to pick from isn't enough then I don't know what is right okay so if you think I'm going [1:48:52] to pick two people then I think that um I've got a concern there [1:49:01] yes just trying to remember back to our conversation when we had this in policy committee because we did definitely talk [1:49:06] about this quite a bit and we spent a while trying to figure out how to massage the language to make sure it was [1:49:12] a little more clear um and I think one of the the challenges that we ran into is the logistics of having every single [1:49:21] one of these people listed at every single one of the meetings at potentially what was it nine nine different meetings um so we were trying [1:49:28] to thread that needle of okay so we'll add a couple people to the committee in [1:49:33] case it's different like leveling um but also not be so restrictive that we have [1:49:39] to have every single one of these members in case it's not feasible so I think we were trying to leave a little [1:49:45] bit of wiggle room for flexibility um and where I'm sitting right now kind of hearing the concerns coming forward um I [1:49:52] think what we have is good to start with and this is this is a policy that we can come back to as well so if this really [1:49:59] is an issue um where we are not having enough people on these committees once it's put into practice um I think it it [1:50:06] would be definitely something we could come back to and clarify that language um so I'm not sure if other people on [1:50:12] the board are comfortable with that at this point moving forward with this um and just maybe making a note for us in [1:50:17] policy committee that becomes a a problem um and also for our staff as [1:50:22] well if this is an issue like let us know we'll revisit clarify um but we [1:50:28] were trying to keep it flexible but within parameters at the same time i would agree what yeah no I appreciate [1:50:35] your comments uh Director Gertovich uh and that kind of that goes back to my question I had last board meeting and um [1:50:41] I do like the idea though that there is kind of the standards of what's being set you know uh by Dr funk in or or his [1:50:48] design in terms of what this committee will consist of i do like also like the idea of some flexibility because maybe [1:50:54] six people are invited but life events happen and only three of them can attend and you know they're trying to work [1:50:59] through this process and be thoughtful um it just gives some um agency to the committee to still [1:51:08] fully vet and and I do trust that these people will be very mindful because obviously it's going to be a very [1:51:13] high-profile committee that I would imagine is going to be very diligent um in terms of what is you know the process [1:51:20] how is it being communicated um and make sure there's the proper checks and balances so um from my end I'm I'm [1:51:27] comfortable with the language uh as it is and to your point uh Director Hawker you [1:51:33] know I think this is something that can obviously be revisited if it feels like there's some inefficiencies but I'm I'm [1:51:40] comfortable with how it stands [1:51:46] yes and I would say I I don't have a problem with any of [1:51:51] those people being being chosen that's all fine looking at it more from the [1:51:58] outside I could see where people without a minimum threshold it's not so much you [1:52:06] know who as even if it's just you not having [1:52:13] any you know we're trying to set a standard but I don't know that you that [1:52:20] we're doing it by saying that these people are encouraged but not required [1:52:26] to so what happens what happens if they don't show up oh no [1:52:33] Well that's that's exactly my question should there be a a quorum of some [1:52:39] number i and I don't know what that number is and I'm not I'm not trying to I'm I'm looking at this from the the [1:52:45] public's point of view and so am I as your superintendent okay if you think anybody on this board thinks that I'm [1:52:51] going to create a committee with two people on it right when books are a hot button issue and I've been doing this [1:52:57] for 20 years let's get realistic all right this provides us the parameters of [1:53:05] what we should have on our committee and as your superintendent I'm going to ensure that we follow these parameters [1:53:12] um this is coming from our legal counsel if you were to go and look at 606.5s all [1:53:17] over the state you're going to see similar language of this in almost every district [1:53:25] and Oh go ahead go ahead please oh no go ahead i was going to say I I find this language a little imperfect i thought [1:53:31] your example was uh Director Lowour's example was um highlighted a concern i [1:53:38] think it's a a reasonable concern from a public point of view um I think it's imperfect but I like uh Director [1:53:45] Hawker's point of view that you know let's we can put things out and we can [1:53:50] revise as needed if um if it is um if that imperfection is not great as a [1:53:57] policy newbie I guess um I guess I'm not even I'm not on the policy committee so I'm not even sure if I'm a policy newbie [1:54:04] uh as a policy outsider maybe um you know my thought on policy is that [1:54:11] its purpose is to have [1:54:17] process and to have an oversight so [1:54:23] that I guess my main concern [1:54:28] is policy helps ensure that we don't just have to trust people is that a fair representation of [1:54:36] what policy is um I guess that's up for discussion because I do have some concern that if the answer is if you [1:54:44] don't trust me we don't need the policy i find that somewhat problematic so I [1:54:49] thought that was the point of policy was to help give a pathway and a guidance [1:54:55] guidance guidance and the procedures are what we [1:55:00] follow policy provides guidance for the district administration to implement [1:55:11] and the way I read this I guess in I'm looking at this is every review I [1:55:17] and this might be me and I know this kind of gets procedurally but I'm assuming that on an annual basis when [1:55:24] the superintendent or his design is looking at these people i mean it's at least it's encouraged to include people [1:55:30] so he's probably going to pull when it says a teacher he's probably going to actually pull a secondary and an [1:55:37] elementary on an annual basis but only pull them in that's how I was [1:55:42] envisioning it then he says "Okay I've got two teachers i've got I mean all the [1:55:47] principles are on the you know are somewhat engaged and he's kind of pulling." So the committee itself might [1:55:53] be larger but as a review comes up then he's saying you're most appropriate for [1:55:59] this one well you don't need to be here a secondary teacher because this is an elementary book [1:56:05] um you know this is something that I I guess I just assumed it would be a [1:56:11] larger pool annually but then you're picking and choosing because it would be I mean the superintendent is right in [1:56:17] the fact that this does no one any good if we have two people in a room because it's a public process and it's going to [1:56:23] come back and it's going to come back to him or the future superintendent so there's no [1:56:30] It doesn't it doesn't do anything to have two people in the room i just don't [1:56:36] see that happening um but what I do see happening is no matter what we do this [1:56:43] is a divisive issue and people will be complaining no matter what we do because [1:56:49] we're not going to be making people happy when we have a review like this um [1:56:54] and the one thing that the media specialist did tell us is there's a lot that we're very focused on this there is [1:57:01] a lot more that goes on behind the scenes with our media specialists who do some amazing work to avoid this [1:57:09] process i mean this is not something that could that may be happening nine times a year i mean I think what did [1:57:16] they say this has never happened um under c certain media specialists i [1:57:21] think they said that to us like I don't want to but the ones that talked to us said that their goal is to have [1:57:28] conversations with parents educate them what their um individual uh abilities to [1:57:35] restrict are on an for their child um so this isn't happening all the [1:57:41] time in this process what can the public see can they just see what the result is [1:57:47] of the meeting or can they is it open to the public or are the any of the discussions it's just [1:57:55] whatever the result is is what they get correct okay [1:58:01] and there's the appeal processes are in there too yes and I would say I I think you're right as far as process goes [1:58:08] pulling different people for for different things and I think that's how it would work in process i don't know [1:58:14] that that says that and because it's an assumption that that's how that'll work [1:58:20] and I I would I too would assume that that's how it's going to work i think that the public sees this process as the [1:58:26] bull work and and by you know the the public people that want to well I guess [1:58:32] would challenge books either way doesn't matter um see this as a bull work against you know just us ramrotting [1:58:40] through whatever what whatever we want and so that's why I think clarity is [1:58:46] helpful all that said I'm I'm just fine with letting this play out and seeing [1:58:52] because at least the outcome is a public thing and [1:58:58] so you know there'll be push back you know if if we're [1:59:04] not you know doing what whatever right you know and [1:59:11] even if we do everything great and somebody's going to complain right i mean you're this is someone's going to leave this process unhappy no matter [1:59:17] what the outcome is and it is and it is just so the board knows this is consistent language with other [1:59:24] districts and you know approved through our legal vetted through our legal [1:59:33] um I guess I lean more towards a philosophy that these provide guard [1:59:40] rails and um and intention for the board but how it gets implemented that process [1:59:47] is definitely on the management side of the fence and I would prefer to this is [1:59:52] more than we have right now for the process so you know we review these on a [1:59:59] you know fairly consistent basis and we can mark this designate this as a yearly review you know we can review this next [2:00:06] year it's a new policy and I guess I would lean more towards director Hawker [2:00:11] to say this is better than what we have let's see how it played out and um make [2:00:17] changes as appropriate um but it seemed like the media specialists were also [2:00:23] comfortable with this language um so I mean I think we've checked but again if [2:00:29] the if the board as a majority wants to be more p prescriptive here we can uh [2:00:36] just a follow-up question um I again just I think I said this before but I I [2:00:42] like the concept of if move forth imperfect and and revise if we needed and I don't know if anybody has any [2:00:48] issue with the language of imperfect but I don't mean that as a slight I just mean it's not perfect um my question is [2:00:55] if the if the information that we receive [2:01:01] after a process happens is just the result that's the public do we see [2:01:06] anything that's different than that to help us understand the process that it [2:01:11] went through and to see if the process was problematic or if how this was [2:01:19] implemented um will we have the information that we need to then revise or uh assess if [2:01:28] there's a revision needed of an imperfect plan or I guess comment on that of what what [2:01:36] will we see to help us revise and make what do we have information wise [2:01:42] coming can I just Yeah I was going to go I'm sure you're going the same place I am so [2:01:47] go ahead totally um in terms of getting the information I think that is part of something that we [2:01:53] do in the policy committee like when we ask for information that's kind of what we're trying to do is figure out what is [2:01:58] working what is not working that's why we pull staff in so in terms of accessing that information and I'm not [2:02:03] sure if you mean for the whole board to get that review um of that information or just at the policy committee level [2:02:10] I'm I'm totally confident policy committee would get what they needed to make the revisions necessary um but in [2:02:16] terms of if we wanted to then share that with the rest of the board in terms of what changes we have made based on that [2:02:23] feedback I feel like that comes out in our readings as well um so is is that kind of I feel like you're asking [2:02:29] something different and I think it might be a little bit under K um under appeal so the way that we have [2:02:36] this written and this was with intention um the super so you have the committee [2:02:42] the superintendent is outside of the committee if it gets appealed which I could see a situation in that being [2:02:49] appealed the superintendent decision is final it can be um it can come back to [2:02:56] the board if a quorum of the board wants to take that up um but this a deal this [2:03:03] I think this might be the section that deals with perhaps with what you're asking so the committee will make a [2:03:09] written report i can certainly provide that to the to the board you know that's certainly here's where things are at and [2:03:17] uh you know by default um unless procedures weren't followed properly I'm [2:03:22] going to default to the committee um as far as what the decision is uh but uh um [2:03:29] they will um send that information to me and then you know if I hear that there's some dissension in in the discussion [2:03:37] okay that's something that you know we can take a look into but you'd be aware of it as at the board because again [2:03:43] folks the political realm we live in right now where we've had people in the [2:03:49] last few months talking to us about how dare you take these books from the shelves how dare you have these books on [2:03:57] the shelves this is a significant issue in the lives of our [2:04:04] community and as you are representing our community it is my responsibility to [2:04:10] make make sure that you are aware of what's going on with our processes so [2:04:16] that you are prepared um as board members so that's my my thoughts on it [2:04:25] and we do because there is a fine line between the policy and the procedures we did I think we discuss this in committee [2:04:32] and and I think we discuss this often in committee so maybe we didn't but the [2:04:37] procedures are good for us to know and good for the community to know there will be procedures tied to this policy [2:04:46] um that will be flushed out after we approve this policy and um do did we say that we were going to I [2:04:53] thought we said we were going to and Chrissa might know this we were going to treat this like other procedures and [2:04:59] have access to the procedures kind of accompany this policy similar to how we do for other policies [2:05:06] did we say that okay but we can talk about that because we have we have a history of kind of [2:05:13] embedding some procedures that the public would want to know as a part of [2:05:18] some of this not embedding it in the policy not in the policy as a but as a linking it policy mhm [2:05:26] um so maybe this is more we need more once we approve this part of this is understanding what the procedures will [2:05:33] be from staff's end and then have that be a part of our annual when we take this up in a year to see hey how's this [2:05:39] working we can have that be a part of the process [2:05:45] this gets approved the board never touches anything here until unless [2:05:50] there's an appeal right a decision is made somebody doesn't like it uh there's no board involvement right until there's [2:05:57] no appeal there's board involvement if a quorum of the board requests a review of [2:06:03] a book that's what I mean so the there's a challenge after that's that's the time [2:06:08] when the board is involved the the appeals process if the board is not involved ends with the superintendent [2:06:17] okay okay I guess that answers my question because uh we are not involved unless this unless we decide to get [2:06:24] involved somebody raises it and says I want to appeal this process and if three others Exactly go along with it now you [2:06:31] got a quorum and now it's a new discussion yep okay and that's kind of how that K works that [2:06:38] section on appealing but again I I I do want to say I mean I [2:06:45] don't do I don't remember a last time that we've had this extensive of a up to [2:06:50] this point i don't think anyone could really point to a book challenge yeah i mean I think that the the media c [2:06:56] center's role is to partner with stakeholders with those are the parents [2:07:01] families guardians um you know and students 18 or older [2:07:09] um to educate what are your what are your options before we get to this point [2:07:15] um and that's how they explained it to us [2:07:21] so this is the pol this is how the policy reads currently if there's a simple change [2:07:28] that someone wants to propose we can do that i otherwise I am completely [2:07:33] comfortable with this policy as is but I want everyone to be comfortable um we can put on there that [2:07:41] we will approve it this way we can have that year review connect with staff how's it going what's missed the mark [2:07:48] what do you what's missed the mark for the board [2:07:54] um thoughts i'd make a motion to approve it great [2:07:59] thank you Director Lowour is there a second i will second [2:08:05] okay any other comments well this will be good to have [2:08:10] on the books as you can see and to see how it works in action um seeing no other comments can we mark [2:08:17] this to review in a year can we put that on our calendar joan um for whatever the [2:08:23] policy committee looks like just to touch base quick question yeah um just next year or [2:08:30] like change it to a three no I thought just let's start with next year see how it goes because it's a new policy we've [2:08:36] never had it let's keep the language on the frequency yeah keep the frequency language but but just informally let's [2:08:42] touch base on this in a committee um in a year and see or Sure yeah we'll put on [2:08:47] the agenda then we don't do anything to the policy yes yeah don't change that every 3 years good great [2:08:55] okay um any other comments or questions all those in favor of approving 606.5 [2:09:03] raise your hands say I i opposed okay we have a library materials [2:09:08] policy great thank you i got to revoke the old one yes now [2:09:14] we're revoking the old old old policy this is 1971 1971 policy 625 [2:09:23] exactly i was alive then so um barely but um yes so this is uh media center [2:09:31] library policy 625 um very outdated um completely replaced with 606.5 [2:09:39] um as you can see and so the recommendation for from the committee and the administration is to just revoke [2:09:46] this um as it's redundant to 606.5 [2:09:51] i will make a motion to revoke policy 625 can I get a second [2:09:56] oh go ahead i saw Pete first with Pete for the second all those of in favor of [2:10:01] revoking policy 625 raise your hand and say I i opposed [2:10:08] okay that policy is revoked and with that we're adjourned [2:10:14] thank you