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[00:00:04]

ALL RIGHT, GREAT QUESTIONS.

ANY ADDITIONAL COMMENTS, QUESTIONS?

[Regular Board Meetings Spanish]

SO WHEN WE GO TO VOTE FOR THIS, WE ARE VOTING FOR OPTION ONE.

WE'RE NOT VOTING FOR EITHER OF THE TWO.

WE WILL BE VOTING FOR OPTION ONE.

FOR OPTION ONE.

WHAT MS. BRANUM HAS RECOMMENDED IS OPTION ONE.

AND IT'S SPRINKLED THROUGHOUT.

AND I'M GLAD YOU TOLD US WHAT SPRINKLED THROUGHOUT WAS.

THANK YOU. AND OUR APOLOGIES FOR MAKING THIS SO CONVOLUTED, BUT WE WANTED TO MAKE SURE WE PUT IT ALL OUT THERE SO EVERYBODY UNDERSTOOD THE OPTIONS ASSOCIATED WITH THESE.

WE APPRECIATE THAT. THANK YOU SO MUCH.

ALL RIGHT. AGAIN, WE DO HAVE A MOTION BY MR. EAGER, A SECOND BY MISS TIMME.

ALL IN FAVOR FOR OPTION ONE, RAISE YOUR HAND, PLEASE.

MOTION PASSES 6 TO 1.

SIX ZERO, I'M SORRY, GEEZ.

THANK YOU, MR. WATSON.

THANK YOU VLK FOR BEING HERE.

THANK YOU, MRS. HAYES, FOR YOUR EFFORTS ON THIS PROJECT.

OUR NEXT ACTION ITEM IS TO CONSIDER A REVISION TO POLICY FNC LOCAL.

MRS. BRANUM.

MR. OH, SORRY.

OH, WE ARE GOING TO GO AHEAD AND TAKE US A QUICK BREAK.

THIS IS A GOOD TIME TO DO THAT.

WE'LL GO IN AND TAKE US A QUICK BREAK.

WHAT DO WE WANT TO DO? TEN MINUTES, 6 MINUTES? 7:25. OK.

THANK YOU. WE ARE NOW BACK FROM OUR BREAK.

WE WILL GO AHEAD AND BEGIN WHERE WE ENDED.

OUR NEXT ACTION ITEM IS TO CONSIDER A REVISION TO POLICY FNCE LOCAL.

MRS. BRANUM THANK YOU, MS. HARRIS. I HAVE ASKED DR.

GIVENS TO LEAD AN EFFORT THIS SUMMER TO REVISIT OUR CELL PHONE POLICY AND OUR GUIDELINES.

I THINK IF I CAN TAKE YOU BACK ON A LITTLE BIT OF A JOURNEY WITH ME THAT IN OUR LAST JUNE MEETING, AS WE WERE REVIEWING OUR CLIMATE SURVEY, I BELIEVE I ENDED THAT PRESENTATION BY HOLDING UP MY PHONE AND EMPHATICALLY SHARING WITH THE BOARD AND THE COMMUNITY THE NUMBER ONE CONCERN THAT WE CONTINUED TO HEAR THROUGHOUT THE COMMENTS OF OUR CLIMATE SURVEY FROM TEACHERS WAS, AND I WOULD SAY ALSO OFFER PRINCIPALS WAS THE REAL CHALLENGE THAT WE WERE EXPERIENCING AROUND DISTRACTIONS OF CELL PHONES.

AND WE WHEN WE BEGAN TO RESEARCH WHAT ARE SOME THINGS THAT WE NEED TO DO TO ADDRESS THESE CHALLENGES? THE FIRST THING WE NOTICE IS THAT OUR BOARD POLICY AROUND ELECTRONIC DEVICES SUCH AS CELL PHONES, THAT POLICY WAS LAST UPDATED IN 2012 AND WE NEEDED TO SPEND SOME TIME UPDATING THAT POLICY AND REFLECTING THE CURRENT ENVIRONMENT AND THE CURRENT CHALLENGES.

SO I'M GOING TO ASK DR.

GIBBONS TO KIND OF TAKE US THROUGH A LITTLE BIT OF A WHY BEHIND SOME RECOMMENDATIONS THAT WE'VE MADE TO THE POLICY, HOW WE'RE GOING TO IMPLEMENT, HOW WE'RE GOING TO ENFORCE.

I ALSO REALLY WANT TO THANK AND AS YOU CAN IMAGINE, AS WE PREPARE FOR AUGUST 16TH, THE NUMBER OF HOURS THAT OUR TEACHERS AND PRINCIPALS ARE SPENDING ON THEIR CAMPUSES TO PREPARE FOR AUGUST 16.

AND YET, IF YOU LOOK ON THE AUDIENCE, ESPECIALLY TO MY LEFT HERE, YOU'RE GOING TO SEE ROWS OF PRINCIPALS AND ASSISTANT PRINCIPALS THAT ARE HERE TO REALLY HELP SHARE THE STORY OF WHAT IT MEANS AS AN ADMINISTRATOR TO LEAD A CAMPUS WHERE CELL PHONES ARE SOMETHING THAT THEY ARE DEALING WITH ON A DAY TO DAY BASIS.

AND SO WE'RE GOING TO WEAVE THEM INTO THIS PRESENTATION.

AND THEY LOVE WHEN I DO THAT, BUT WE ARE GOING TO ORGANICALLY WEAVE THEM IN SO THAT BECAUSE AGAIN, AS MUCH AS I KNOW THAT YOU TRUST THE INFORMATION THAT WE BRING FORWARD TO YOU, THEY ARE THE CLOSEST TO WHAT IS HAPPENING THERE.

THE PRACTITIONERS WITH THE BOOTS ON THE GROUND AND TO HEAR THEIR VOICE AND THEIR CONCERNS I THINK IS VERY JUST IMPORTANT IN THIS JOURNEY.

SO, DR. GIBBONS, I'LL LET YOU KICK US OFF.

ALL RIGHT. THANK YOU, SUPERINTENDENT BRANUM.

GOOD EVENING, BOARD. YES.

AS MS.. BRANUM WAS SAYING, ONE OF THE THINGS I KNOW THAT MS. MCGOWAN, AS OUR NEW LEGAL COUNSEL, HAS REALLY PUSHED US AND CHALLENGE US, CHALLENGED US AS A SENIOR CABINET IS TO REVIEW POLICY.

AND THESE ARE ONE THIS IS ONE OF THE POLICIES THAT WE WANTED TO LOOK AT AND EVALUATE FROM JUST FROM A USABILITY STANDPOINT.

SO MR. BRANUM IS RIGHT.

WE DEFINITELY HAD A NEED TO TO UPGRADE AND UPDATE THIS.

SO IF YOU'LL MOVE TO THE NEXT SLIDE.

WELL, WE'RE GOING TO JUST GO THROUGH BRIEFLY THE WHY BEHIND WHY WE'RE DOING THIS, WHAT THE CURRENT POLICY IS, WHAT THE UPDATED POLICY WILL LOOK LIKE, HOW WE ENFORCE THAT, AND

[00:05:09]

THEN ALSO WHAT THE OUTCOMES AND OUR MEASUREMENT TOOLS WILL LOOK LIKE AS WE PROCEED THROUGH THIS PROCESS.

NEXT SLIDE, PLEASE. SO I THINK IF YOU TALK TO ANY EDUCATOR, YOU WOULD PROBABLY NINE TIMES OUT OF TEN GET THE SAME OPINION.

THAT CELL PHONE USE DURING THE INSTRUCTIONAL DAY HAS BECOME PERVASIVE.

IT'S A REALLY PERVASIVE ISSUE AND PROBLEM WITHIN OUR ON OUR CAMPUSES.

WE'VE HAD AN INCREASE IN CELL PHONE RELATED DISCIPLINE INFRACTIONS.

AND WHEN THAT HAPPENS, OF COURSE, OUR ADMINISTRATORS ARE TIED UP IN SOME INSTANCES A FULL DAY DOING AN INVESTIGATION THAT REVOLVES SIMPLY AROUND CELL PHONE USAGE AND WHAT'S HAPPENING VIA SOCIAL MEDIA AND THOSE TYPES OF THINGS.

SO WHEN WE HAVE PERVASIVE CELL PHONE USE, YOU KNOW, WE ALWAYS KNOW WE KNOW THAT IT DOES TAKE AWAY VALUABLE INSTRUCTIONAL TIME.

WE LOSE THAT FACE TO FACE INTERACTION.

I THINK WE CAN ALL AGREE THAT WE REALLY WANT OUR KIDS TO HAVE THOSE SKILLS OF FACE TO FACE INTERACTION AND BE ABLE TO INTERACT WITH EACH OTHER AND JUST THE TEACHER EFFICACY.

YOU KNOW, THE SUPPORT PIECE THAT WE NEED TO HAVE IN A POLICY REALLY DOES REVOLVE AROUND SUPPORTING OUR TEACHERS AND MAKING SURE WE HAVE THE MOST OPTIMAL LEARNING ENVIRONMENT.

SO THAT'S KIND OF THE WHY OF WHAT WE LOOKED AT THIS POLICY FOR.

AND RIGHT AT THIS MOMENT, I WOULD LOVE WHETHER IT'S MS. JONES OR MS.. CAGE OR MR. CHOATE, IF ONE OF YOU WOULD LOVE TO STEP UP AT THIS MOMENT AND JUST SHARE A LITTLE BIT, IF YOU COULD JUST SPEAK, I THINK, TO JUST REAL EXAMPLES OF WHAT YOU HEAR FROM TEACHERS, WHAT YOU MIGHT HEAR FROM YOUR TEAM AROUND THE CHALLENGES OF CELL PHONES AND WHY YOU ASKED US TO ALSO LOOK AT WE'VE GOT TO WE KNOW THIS IS A PROBLEM.

WE CAN'T JUST KEEP ADMIRING THE PROBLEM.

WE HAVE TO BE WILLING TO ADDRESS AND DO SOMETHING DIFFERENT IF WE WANT A DIFFERENT OUTCOME.

SO IF ONE OF YOU, MR. CHOATE, YOU WANT TO COME UP FIRST.

YES. THANK YOU.

SO IN WHEN THESE CONVERSATIONS STARTED BACK IN THE SPRING AND YOU TRY TO PINPOINT THE THE RESULTS OF CELL PHONES AND WHAT WHAT IT'S CAUSING IN OUR SCHOOLS, THERE'S SO MANY THINGS THAT CELL PHONES ARE CREATING, SO MANY PROBLEMS THEY'RE CREATING.

YOU LOOK AT STUDENTS, THE NUMBER ONE IS LEARNING THE STUDENT ENGAGEMENT AND LEARNING.

I THINK WE'RE SEEING RESULTS FROM STUDENTS THAT ARE NOT AS GOOD AS WHAT THEY WOULD BE OTHERWISE BECAUSE WE DON'T HAVE STUDENTS ENGAGING IN THE CLASSROOM LIKE WE NEED TO GET THOSE RESULTS.

AND THEN IF YOU LOOK AT THE SOCIAL AND EMOTIONAL ASPECT OF WHAT CELL PHONES ARE DOING, AND THIS IS SOMETHING THAT'S BEEN THAT'S TAKEN ME SOME TIME TO UNDERSTAND BECAUSE I DIDN'T GROW UP IN AN AGE WHERE MY SUCCESS WAS DEPENDENT ON HOW MANY LIKES I GET.

BUT THE STUDENTS THAT WE HAVE TODAY, THEY ABSOLUTELY ARE IN A TIME WHERE HOW MANY LIKES THEY GET IS DEPENDENT UPON THEIR POPULARITY, UPON THEIR SUCCESS.

AND IF THEY'RE NOT GETTING THOSE LIKES, YOU YOU SEE IN OUR COUNSELORS, SEEING OUR ADMINISTRATIVE TEAM AT RICHARDSON HIGH SCHOOL SEES ANXIETY.

THEY SEE DEPRESSION, THEY SEE ALL SIDES, ALL TYPES OF MENTAL HEALTH ISSUES BECAUSE OF THAT.

AND WE HAVE TRIED THINGS IN THE PAST.

WE'VE TRIED TOOLS TO GET RID OF CELL PHONES.

BUT WHEN YOU'RE TALKING ABOUT THE NUMBER OF STUDENTS WE ALL HAVE IN OUR BUILDINGS, WE JUST THOUGHT WE NEEDED TO TAKE THE NEXT STEP BECAUSE WHAT WE WERE TRYING IS NOT EFFECTIVE.

WE'RE CONTINUING TO SEE ANXIETY AND DEPRESSION AND NOT TO MENTION THE BEHAVIORAL PROBLEMS, I WILL SAY FOR MY ADMINISTRATIVE TEAMS AND MY ASSISTANT PRINCIPALS, WE'VE HAD LONG CONVERSATIONS ABOUT THIS.

AND AND ALMOST 90% OF THE DISCIPLINE ISSUES THAT WE DEALT WITH LAST YEAR STARTED WITH A CELL PHONE.

NOW, SOME OF THAT STARTED AT HOME BECAUSE YOU CAN STAY CONNECTED WHETHER YOU'RE AT SCHOOL OR NOT.

BUT A LOT OF THAT TOOK PLACE RIGHT ON CAMPUS AS FAR AS SOCIAL MEDIA AND CONVERSATIONS BACK AND FORTH AND FOLLOWING THAT INTERACTION ON THE CELL PHONES, WE'VE SEEN FIGHTS.

YOU SEE STUDENTS MEETING UP FOR ACTIVITIES THAT THEY SHOULDN'T BE DOING WITHIN THE SCHOOL.

BUT IT'S EASY FOR THOSE STUDENTS TO CONNECT WITH ONE ANOTHER AND, YOU KNOW, MEET UP AND DO THOSE THINGS.

AND IT ALL HAPPENED SO QUICK.

THE ONE THING I'VE ALWAYS SAID AND TOLD OUR STAFF THAT WE CAN'T OUTRUN SOCIAL MEDIA AND WE CAN'T KEEP UP WITH SOCIAL MEDIA.

[00:10:04]

IT'S JUST SIMPLY IMPOSSIBLE TO DO THAT.

WHEN STUDENTS HAVE ACCESS TO THOSE PHONES THE ENTIRE DAY THROUGH SCHOOL, YOU'RE GOING TO HAVE PROBLEMS AND KNOW NO MATTER WHAT YOU DO, YOU CAN'T STOP THEM BECAUSE IT'S SO FAST.

THE ABILITY FOR THOSE STUDENTS TO COMMUNICATE AND CONNECT JUST OCCURS SO FAST.

AND THEN OUR TEACHERS, THE TEACHERS GET WORN DOWN BY IT.

THE TEACHERS HAVE IF WE TOOK CELL PHONES OUT OF THE CLASSROOMS, THE TEACHERS JOB IS STILL VERY HARD TO GET THOSE DESIRED RESULTS THAT WE ALWAYS TALK ABOUT AND THEY JUST GET WORN DOWN BY IT.

EDUCATION IN GENERAL RIGHT NOW IS KIND OF A PROFESSION THAT'S ATTACKED, AND IT CERTAINLY DOESN'T HELP WHEN THE TEACHERS ARE TRYING TO TAKE THOSE DEVICES.

AND THEY THERE'S A POWER STRUGGLE THAT ENSUES BETWEEN THE TEACHER AND THE STUDENT.

SO THE ENTIRE CLASS IS DISRUPTED.

AT THAT POINT, THE RELATIONSHIP BETWEEN THAT STUDENT AND THAT TEACHER IS VERY HARD TO REPAIR AFTER AN INTERACTION LIKE THAT.

SO THE CONVERSATIONS WE HAD IS HOW DO WE SUPPORT OUR TEACHERS AND HOW DO WE TAKE THAT AWAY, LIKE REMOVE THE ABILITY FOR A RELATIONSHIP TO GET NEGATIVELY IMPACTED FOR THOSE TEACHERS? I THINK THE SURVEY DATA I ALSO LOOKED AT IT FOR MY CAMPUS SPECIFICALLY IN THE SURVEY DATA OVERWHELMINGLY SAYS THAT'S THE NUMBER ONE THING THAT IS DIFFICULT TO MANAGE IN THE CLASSROOM IS THE CELL PHONES.

AND I THINK IT'S THE REASON WE'RE LOSING SOME OF THE TEACHERS THAT WE'RE LOSING BECAUSE IT IS VERY HARD.

THEY'RE GETTING THEY HAVE TO MANAGE THE PARENTS AND THEY HAVE TO MANAGE A GREAT BOOK AND COMMUNICATING AS WE EXPECT.

AND THEN YOU PUT THE CELL PHONES ON TOP OF IT.

THAT'S THE NUMBER ONE CLASSROOM.

MANAGEMENT CONCERN THEY HAVE AND THEY JUST WEAR DOWN AND THEN AT THE END OF IT, THEY JUST STOP ADDRESSING IT BECAUSE THEY'RE THEY'RE TOO TIRED TO DO SO.

AND THEY THEY HAVEN'T SEEN THE RESULTS.

THEY HAVEN'T SEEN STUDENTS COMPLYING WITH WHAT THEY'RE ASKING.

AND SO INSTEAD OF CONTINUING THAT DAILY FIGHT, THEY GIVE THAT FIGHT UP AND STUDENTS INCREASE THE USE OF THE CELL PHONES. SO THANKFULLY, THERE IS SO MUCH THIS IS A VERY COMPLEX TOPIC.

SO HOPEFULLY I MESSAGE THAT TO WHERE, YOU KNOW, BECAUSE WE COULD TALK ALL DAY ABOUT IT.

THANK YOU, MR. CHOATE, SO MUCH.

AND I DO THINK IT'S JUST IMPORTANT TO RECOGNIZE THAT THE WE KNOW THAT CELL PHONES THERE HAVE BEEN SO MANY STUDIES THAT HAVE SHOWN THAT THE USE OF CELL PHONES, IT'S IT'S AKIN TO AN ADDICTION.

YOU KNOW, WE KNOW THAT THERE ARE ADULTS, THERE ARE STUDENTS WHO HAVE TO CHECK THEIR PHONE, YOU KNOW, MAYBE ONCE EVERY 4 TO 5 MINUTES TO FIND OUT.

IS THERE A NEW PIECE OF INFORMATION? IS HAS SOMEONE LIKE, DO I NEED TO I NEED TO DOCUMENT WHERE I'M AT OR WHAT I'VE EATEN OR WHAT WHAT'S WHAT I'M WHAT I'M WORKING ON OR RECORD THAT TICK TOCK OR WHATEVER IT IS.

AND, AND SO TO TO JUST ASSUME THAT A STUDENT CAN MANAGE THAT WE AS THE ADULTS HAVE TO DO SOMETHING TO HELP THEM LEARN HOW TO MANAGE THAT, BECAUSE IT'S JUST TOO TEMPTING.

AND I WILL BE HONEST, AS AN ADULT, I DIDN'T HAVE A CELL PHONE AS A STUDENT, BUT AS I'M AN ADULT AND THE AMOUNT OF INFORMATION THAT I HAVE TO MANAGE, THE IMMEDIACY THAT PEOPLE HAVE TO BE ABLE TO GET IN CONTACT WITH ME, I KNOW THAT I AM SOMETIMES FIND MYSELF ADDICTED TO THE CELL PHONE WHEN I WAS ON EVEN ON A VACATION THIS SUMMER.

I KNOW TO PUT IT DOWN AND I HAVE TO BE HELD ACCOUNTABLE TO PUT IT DOWN AND PUT IT OUT OF SIGHT.

IT IS A DISCIPLINE.

IT'S A DISCIPLINE.

AND WE AS THE ADULTS, OUR STUDENTS COME TO SCHOOL TO LEARN.

AND WE NEED TO HELP CREATE AN ENVIRONMENT IN A DISCIPLINE THAT LETS THEM KNOW THEY ARE GOING TO BE JUST FINE IF THEY DON'T SEE THAT CELL PHONE DURING THAT THAT THAT LEARNING TIME.

DR. GIBBONS, KEEP GOING, PLEASE.

YES, MA'AM. NEXT SLIDE, PLEASE.

SO JUST A QUICK REVIEW OF WHERE OUR CURRENT POLICY IS BEFORE WE WOULD LOOK TO MOVE FORWARD WITH THE NEW ONE, JUST TO JUST TO REMEMBER THAT THERE EVEN IN 2012, WE DID RECOMMEND A CELL PHONE FREE LEARNING ENVIRONMENT, IF YOU'LL SEE THE TOP THE TOP SENTENCE THERE WHERE WE WERE PROHIBITING THAT UNLESS UNLESS WE HAD PERMISSION, UNLESS THE STUDENT HAD PERMISSION.

WE ALSO AGAIN, IT WAS UPDATED IN 2012.

WE ALSO HAD MULTIPLE ELECTRONIC COMMUNICATION DEVICES.

IF YOU WANT A BLAST FROM THE PAST, YOU'RE WELCOME TO READ THROUGH THAT BECAUSE IT MENTIONS BLACKBERRYS AND TWO WAY RADIOS AND PAGERS AND IPADS AND PODS AND ALL THOSE.

[00:15:03]

SO WE WANTED TO MAKE SURE THAT WE UPDATED THAT AND JUST WAS MORE CONCISE WITH WHAT WE HAD FOR THE KIDS.

AND THEN WE ALSO IN THIS POLICY ADDRESSED BRING YOUR OWN DEVICE.

SO TEN YEARS AGO, WE WERE REALLY TRYING TO ENCOURAGE ELECTRONIC COMMUNICATION DEVICES TO GO INTO THE CLASSROOM SO THAT THEY COULD BE A TOOL FOR INSTRUCTION.

BUT NOW THAT WE'VE GOTTEN 1 TO 1 AND WE HAVE THOSE ABILITIES FOR OUR TEACHERS AND OUR STUDENTS TO ACCESS, WE DON'T WE DON'T NEED THE BYOD PART OF THAT POLICY ANYMORE.

SO THAT'S WHAT WE LOOK TO REMOVE.

SO IF YOU'LL GO TO THE NEXT SLIDE.

THIS IS JUST THE RED LINE VERSION OF THE NEW POLICY.

SO AS YOU CAN SEE, WE'VE DEFINED WHAT AN ELECTRONIC COMMUNICATION DEVICE IS.

IT'S JUST ONE SENTENCE, I THINK TWO OR THREE SENTENCES DOWN THERE.

WE PUT IN THE VIOLATION GUIDELINES FOR EVERY WE WANTED SOME UNIFORMITY AROUND WHAT THAT LOOKED LIKE FOR OUR CAMPUSES.

SO YOU'LL SEE ONE, TWO AND THREE DISCUSSING WITH THE VIOLATION WHAT THE GUIDELINES WOULD BE FOR THAT.

AND I'LL MAKE SPECIAL NOTE THAT IT DOES SAY WE WILL NOT BE CHARGING CURRENTLY.

WE WILL NOT BE CHARGING FOR STUDENTS TO GET THEIR CELL PHONE BACK.

THAT'S NOT SOMETHING THAT WE WANTED TO PURSUE AT THIS TIME.

AND WE JUST, LIKE I MENTIONED, REMOVED OUTDATED VERBIAGE OF PAGERS AND IPODS AND THOSE KINDS OF THINGS.

SO WE JUST WANTED TO UPDATE IT FOR THE MORE OFFICIAL TERMS OF WHAT WE'RE USING RIGHT NOW.

BUT THE PRINCIPLE OF THE POLICY IS, YOU CAN SEE THERE ON THE LEFT STAYS THE SAME.

NEXT SLIDE, PLEASE.

AND DR. GIBBONS, I THINK IT'S IMPORTANT TO NOTE THAT WE DID HAVE CONVERSATIONS AROUND CHARGING FOR THE INAPPROPRIATE USE OF OF CELL PHONES OR VIOLATING THE POLICY.

AND WE HAD A SEVERAL YEARS AGO A BIG COMMITTEE THAT STUDIED THAT.

AND ONE OF THE FINDINGS WAS THAT WAS A SITUATION IN WHICH WE PRESENTED A GREAT INEQUITY FOR OUR FAMILIES WHO POTENTIALLY COULD NOT AFFORD TO COME AND PAY THAT FINE TO PICK THAT UP, THAT IT WAS SOMETHING THAT COULD NOT BE NECESSARILY APPLIED FAIRLY TO ALL FAMILIES BASED UPON ECONOMIC STATUS.

AND THAT IS ONE OF THE REASONS WHY WE DO NOT HAVE THAT CURRENTLY IN OUR PROCESS.

YES. THANK YOU, MS.. BRANUM.

SO THE NEXT PART HERE, WE'RE JUST TALKING ABOUT CAN YOU CLICK ONE MORE CLICK THERE FOR ME, BRIAN, THE ENFORCEMENT.

THANK YOU. SO WHAT WE WHAT ARE WE DOING TO SUPPORT THIS CHANGE OR THIS RENAMING, IF YOU WILL, OF THE POLICY? SO, OF COURSE, WE NEED TO RE COMMUNICATE EXPECTATIONS AND THE VIOLATIONS.

I MEAN, THAT'S PER POLICY.

THOSE ARE THINGS THAT WE NEED TO DO AND WE NEED TO BE UNIFORMED.

AND HOW WE DO THAT ACROSS THE DISTRICT AND ACROSS OUR CAMPUSES, WE'VE REVAMPED THE GUIDELINES.

SO IF YOU'LL CLICK ON THAT CELL PHONE GUIDELINES, BRIAN, IF YOU DON'T MIND, THIS IS OUR DRAFT, OF COURSE, DEPENDENT UPON APPROVAL.

BUT YOU CAN SEE WE'VE GOT OUR STATEMENT OF EXPECTATIONS.

WE'VE GOT WHAT THE CONSEQUENCES MAY LOOK LIKE.

AND THERE'S I THINK IT GOES THROUGH SIX, SIX INSTANCES OF WHAT WE WOULD DO FOR A CELL PHONE VIOLATION.

I WANT YOU TO JUST REMEMBER, WE ARE NOT LOOKING TO EXPEL STUDENTS OR ANYTHING TO THAT EXTENT OVER A CELL PHONE.

THOSE ARE NOT THAT IS NOT OUR INTENT.

AND SO WE'RE THROUGH EACH OFFENSE.

WE WILL BE WORKING WITH THE CAMPUS, WORKING WITH THE STUDENT, WORKING WITH THE PARENTS TO MAKE SURE WE'RE ALL ON THE SAME PAGE AS TO HOW THAT LOOKS.

BUT THEY'RE ALL GOING TO BE CATEGORY ONE, IF YOU WILL, OFFENSES, WHICH IS A CAMPUS BASED DISCIPLINE.

WE WANT OUR CAMPUSES TO HANDLE THAT AND BUILD THE RELATIONSHIPS WITH THEIR THEIR COMMUNITY AS BEST THEY CAN.

I THANK YOU, BRIAN. YOU CAN GO BACK TO THE THE SLIDE.

WE HAVE CAMPUS CAMPUS SIGNAGE COMING OUT.

IF YOU DON'T MIND GOING BACK.

THANK YOU. IF YOU'LL SEE THERE AT THE BOTTOM.

RIGHT, WE HAVE A CELL PHONE FREE ZONE THAT WE'RE GOING TO BE POSTING IN ALL OF OUR CLASSROOMS AND OUR HALLWAYS AS WELL AS BEST WE CAN AND PUSH THOSE OUT.

SO THAT WILL BE JUST SOMETHING AS A VERBAL AND A VISUAL REMINDER THAT OUR TEACHERS ARE ABLE TO USE AND THEN ALSO THAT OUR OUR STUDENTS CAN SEE.

WE DO HAVE WE'RE GOING TO RUN A PILOT THROUGH FOREST MEADOW AND WE'LL TALK ABOUT THAT A LITTLE IN A LITTLE BIT MORE DETAIL HERE AND A LITTLE BIT WITH OUR WITH YONDER POUCHES, WHICH IS A PRODUCT THAT HAS BEEN USED TO TRY TO CONTAIN CELL PHONE USAGE AT CAMPUSES AND PUBLIC VENUES AND THINGS LIKE THAT.

SO WE'RE GOING TO PILOT THAT AND THEN WE'RE PRODUCING AS WE SPEAK OR AS WE'RE MOVING FORWARD TO THE FIRST DAY, SOME TEACHER TALKING POINTS JUST TO MAKE SURE WE HAVE UNIFORMITY ACROSS THE DISTRICT AS TO WHAT TEACHERS COULD BE TELLING AND TALKING THROUGH WITH THEIR STUDENTS DAY ONE THROUGH DAY, YOU KNOW, THE FIRST FEW DAYS.

AND I KNOW I'VE I'VE TALKED A LOT ABOUT VIOLATIONS AND WHAT THEY'RE GOING TO BE DOING.

BUT I WANT YOU TO KNOW AND BE ASSURED THAT THIS IS NOT SOMETHING WE'RE GOING TO FOCUS ON THE NEGATIVE AROUND.

I MEAN, THIS IS GOING TO DEFINITELY BE A POSITIVE A PBIS TYPE INTERVENTION, THE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS WHERE WE'RE GOING TO FOCUS ON THE POSITIVE.

SO WHEN STUDENTS ARE DOING THE RIGHT THING AND THINGS ARE GOING WELL AND BEING CONSISTENT IN THAT MANNER, THEN WE'RE GOING TO REWARD THAT AND WE'RE GOING TO OBSERVE THAT AND RECOGNIZE THAT. SO THAT'S GOING TO BE OUR BIG FOCUS.

[00:20:04]

SO HOW WE ENFORCE THIS IS GOING TO BE CRITICAL.

DR. GIBBONS, I JUST WANT TO PAUSE THERE FOR JUST A SECOND AND HIT A COUPLE OF THINGS.

FIRST OF ALL, I THINK IT'S IMPORTANT THAT YOU NOTED THAT SEVERAL YEARS AGO THE BOARD OF TRUSTEES IS A PART OF THE WORK THAT WE WANTED TO DO AROUND ENSURING THAT EVERY STUDENT, WHILE WE WERE A PRETTY STRONG BEARD DISTRICT, THE BOARD DID RECOGNIZE THAT THERE WERE STILL GAPS IN FAMILIES, MAYBE WHO COULD NOT PROVIDE A DEVICE THAT COULD FUNCTION IN THE WAY THAT OUR TEACHERS WERE ASKING STUDENTS TO DESIGN EVIDENCE OF LEARNING.

SOME STUDENTS MAY HAVE A DEVICE THAT WAS TEN YEARS OLD AND COULDN'T DOWNLOAD A CERTAIN APP, OR THERE WERE MULTIPLE DIFFERENT PLATFORMS, AND OUR TEACHERS WERE TRYING TO MANAGE A CLASS IN WHICH THERE MIGHT BE THREE OR FOUR MODELS OF PHONES AND DIFFERENT, AND THEY COULD NOT USE ONE SOLUTION TO HELP TEACH THE ENTIRE CLASSROOM.

AND SO AS A BOARD, THEY DID INVEST AND USE BOND DOLLARS TO PROVIDE A 1 TO 1 ENVIRONMENT, WHICH MEANS EVERY STUDENT IS ISSUED A DISTRICT DEVICE. AND I BELIEVE THAT WAS A BIG PART OF THE CONVERSATIONS THAT WE HAD AS A LEADERSHIP TEAM.

AND OUR CABINET TEAM WAS WE KNOW THAT OUR PARENTS HAVE BECOME ACCUSTOMED TO BEING ABLE TO COMMUNICATE WITH THEIR STUDENTS.

AND SO AS WE WERE DEVELOPING THIS UPDATED POLICY, WELL, I KNOW IT'S GOING TO BE A SHIFT IN THINKING AGAIN, I'M A MOM OF A TEENAGER, AND I KNOW IT'S GOING TO BE A SHIFT IN THINKING FOR ME AS WELL.

THERE IS, THERE ARE ALTERNATIVE WAYS THAT OUR PARENTS AND OUR COMMUNITY MEMBERS CAN GET A HOLD OF OUR STUDENTS, WHETHER IT'S THROUGH EMAIL OR OTHER CHROMEBOOK TOOLS THAT ARE SECONDARY STUDENTS HAVE WHERE THAT COMMUNICATION CAN STILL OCCUR.

IT MAY NOT BE INSTANT LIKE IT IS ON A TEXT MESSAGE.

THERE MAY NOT BE AN INSTANT NOTIFICATION LIKE THERE IS ON A TEXT MESSAGE, BUT THERE IS STILL A WAY THAT IF THERE'S A SCHEDULE CHANGE OR A REMINDER ABOUT A DOCTOR'S APPOINTMENT, ALL OF THOSE THINGS CAN CAN STILL BE DONE USING THEIR CHROMEBOOK.

THE OTHER THING THAT I'VE READ A LOT OF AND I WANT TO THANK, I REALLY BELIEVE THIS PROCESS HAS MODELED THE WAY THAT WE WOULD WANT TO HAVE ALL DECISIONS COME FORWARD.

WE IDENTIFIED A PROBLEM, WE RESEARCHED A SOLUTION.

WE BROUGHT FORWARD A RECOMMENDATION, WE RECEIVED FEEDBACK, AND WE ADJUSTED BASED UPON THAT FEEDBACK WE RECEIVED PROBABLY CLOSE TO BETWEEN MY EMAIL AND LET'S TALK PROBABLY ABOUT 400 INDIVIDUAL COMMUNICATIONS.

THERE WAS ALSO, I KNOW THIS SURPRISES YOU, SOME SOCIAL MEDIA CONVERSATIONS THAT HAPPENED AROUND THIS RECOMMENDATION AS WELL.

AND ONE OF THE THINGS I HEARD A LOT THAT WAS IT WAS SUGGESTED BY MANY COMMUNITY MEMBERS WAS, WELL, WHY CAN'T A TEACHER JUST HAVE A BIN OR USE THE SHOW THE SHOE BIN HOLDERS AND JUST COLLECT PHONES EVERY CLASS PERIOD? AND I WILL TELL YOU, IT'S PROBABLY IN THE PRINCIPLES YOU CAN SHAKE YOUR HEAD YES OR NO.

IF I'M WRONG, I CAN'T TELL YOU.

I HEARD EQUALLY PASSIONATELY FROM TEACHER AFTER TEACHER AFTER TEACHER SAYING, PLEASE DON'T ASK ME TO DO THAT.

WHEN YOU ASK ME TO COLLECT THAT PHONE EVERY CLASS PERIOD, THEN I'M WASTING INSTRUCTIONAL TIME ASKING THEM TO PUT IT IN.

AND WHY, AS ADULTS, IN OUR MINDS, WE CAN'T IMAGINE THAT A STUDENT'S GOING TO PUSH BACK.

JUST TAKE THE PHONE. THE STUDENT AGAIN IN THAT MOMENT, THIS IS THEY WANT TO CLICK ON IT EVERY 4 MINUTES.

AND I DON'T WANT TO GIVE YOU MY PHONE AGAIN.

WE'RE NOT TAKING YOUR PHONE.

WE'RE ASKING YOU TO GIVE IT SO YOU CAN FOCUS ON INSTRUCTIONAL TIME.

AND THE TEACHERS HAVE HAVE BEGGED TO NOT BE THE ONES THAT HAVE TO, AS MR. CHOATE SAID BEAUTIFULLY, BE THE ONES TO HAVE TO BATTLE THAT.

AND SO, AGAIN, OUR TEAM WAS COMMITTED TO DOING EVERYTHING WE COULD TO PUT IN POLICY.

AND THEN AS WELL AS TO ADDRESS WHAT HAPPENS WHEN A WHEN A STUDENT DECIDES TO NOT FOLLOW THAT POLICY, TO PUT ENOUGH MEASURES IN PLACE SO THAT THE TEACHERS DID NOT HAVE TO BATTLE, THAT EVERY CLASS PERIOD.

NOW, THAT DOES NOT MEAN THE TEACHER IS FULLY REMOVED FROM WHAT WE'RE PROPOSING EITHER IN THIS BECAUSE TEACHERS ARE STILL GOING TO HAVE TO MONITOR A STUDENT EVEN IF WE HAVE IT, AS WE HAVE RECOMMENDED NOW, EXCEPT FOR ENFORCEMENT OF JUNIOR HIGH AT OUR OTHER SITES.

IF A STUDENT HAS IT OFTEN IN THEIR BACKPACK, WE KNOW THAT TEMPTATION IS STILL GOING TO BE THERE.

AND WE'RE GOING TO HAVE STUDENTS WHO SAY, I'M JUST GOING TO CHECK MY SNAPCHAT REAL QUICK TO SEE WHAT RESPONSE I HAD.

IT'S STILL GOING TO HAPPEN.

AND SO WE WE TEACHERS, PRINCIPALS, ASSISTANT PRINCIPALS, OUR ENTIRE STAFF IS GOING TO HAVE THE RESPONSIBILITY OF HELPING TO MONITOR AND ENFORCE THIS.

BUT THAT PERIOD BY PERIOD EXPECTATION WAS JUST SOMETHING THAT THEY BEGGED FOR US NOT TO PUT ON THEIR PLATE AND ADD ONE MORE THING.

SO I JUST I WANTED TO BE VERY CLEAR AND AND AGAIN, I APPRECIATE THE SUGGESTIONS OF THE COMMUNITY, AND I ABSOLUTELY UNDERSTAND WHY WE BELIEVE THAT THAT MIGHT BE AN EASY SOLUTION.

BUT JUST WANT TO SHARE FROM THE PRACTITIONER'S POINT OF VIEW WHY THAT THAT IS A CHALLENGE.

AND I DON'T KNOW IF MS..

[00:25:01]

CAGE OR MS..

JONES, IF YOU ALL WANT TO ADDRESS AT ALL THAT COMPONENT OF TEACHER FEEDBACK.

THANK YOU, MS.. JONES.

I'M JUST LOOKING AT THROUGH THE EYES OF A TEACHER, I WOULD JUST INVITE ANYONE TO SPEND A DAY ON A SECONDARY CAMPUS TO SEE WHAT IT'S LIKE.

AND WE'RE NOT DOING THIS JUST TO SAY THAT WE WANT PHONES TO BE PUT AWAY TO PUNISH KIDS.

IT IS JUST KIND OF OUTRAGEOUS WHAT WE'RE HAVING TO DEAL WITH.

THE PHONES NEVER GO AWAY.

THEY PUT THEM IN THEIR THEIR POCKETS.

THEY HIDE THEM. THEY'RE ON THEIR PHONES DURING PASSING PERIODS.

THEY'LL THEY'LL BE ON THEIR PHONES TO GO TO THE RESTROOMS. IT'S JUST VERY, VERY DIFFICULT.

AND FROM A TEACHER'S EYES, THEY WANT SUPPORT.

THEY WANT TO BE ABLE TO TEACH.

THEY WANT TO BE ABLE TO HAVE ENGAGING LESSONS AND TO HAVE TO PUT THIS ON THE TEACHERS.

IT'S JUST ONE MORE THING.

AND IT'S JUST VERY, VERY DIFFICULT BECAUSE AS SUPERINTENDENT BRANUM SAID, KIDS AREN'T GOING TO GIVE YOU THEIR PHONES AND THEY'RE NOT IT'S NOT AS SIMPLE AS PUT THIS IN THE BOX.

THEY WON'T. AND THAT BECOMES A FIGHT.

AND THEN THINGS GET RECORDED AND CONFRONTATIONS GET POSTED AND IT JUST GOES VIRAL.

AND IT'S ANOTHER ISSUE THAT YOU HAVE TO DEAL WITH.

SO SPEAKING FROM THE TEACHER, IF WE COULD GET SOME SUPPORT, ANY SUPPORT WITH A CAMPUS WIDE, DISTRICT WIDE SYSTEM TO TAKE SOMETHING OFF OF THEIR PLATE SO THEY'RE NOT HAVING TO MANAGE IT IN THEIR CLASSROOM.

SO WE'RE NOT HAVING TO WORRY ABOUT TEACHERS WHO DO FOLLOW THE RULES, TEACHERS WHO DON'T FOLLOW THE RULES, AND THEN LISTENING TO KIDS, WELL, I CAN USE IT IN THIS CLASS, BUT I CAN'T USE IT IN THIS CLASS.

IF WE CAN HAVE A BLANKET STATEMENT, A BLANKET PROGRAM TO USE THAT, THAT'S REALLY WHAT THE TEACHERS WANT, BECAUSE THEY ARE THEY'RE EXHAUSTED AND THEY REALLY WANT TO BE ABLE TO TEACH.

SO. I FEEL LIKE I'M JUST ECHOING WHAT CHOATE AND JONES HAVE SAID.

BUT OUR TEACHERS ARE SO TIRED OF HAVING TO DEAL WITH CELL PHONES, IT BECOMES VERY COMBATIVE IN THE CLASSROOMS AND IT TAKES AWAY FROM INSTRUCTION.

THEY CANNOT FOCUS ON WHAT THE TEACHER IS TELLING THEM BECAUSE THEY ARE HIDING THE PHONES IN POCKETS.

THEY'RE HIDING THEM IN BOOKS.

THEY ARE UTILIZING THEM BEHIND THE CHROMEBOOK SCREENS.

AND, YOU KNOW, UNLESS THE TEACHER IS STANDING BEHIND AND CAN SEE, THEY DON'T REALLY KNOW WHAT IS ACTUALLY BEHIND THAT CHROMEBOOK SCREEN.

IF WE HAD LIKE LIKE SHE JUST SAID, IF WE HAD A BLANKET STATEMENT THAT SAID IN THE CLASSROOM, AT THE VERY LEAST IN THE CLASSROOM, THAT THE CELL PHONES ARE NOT BEING USED.

THAT TAKES A LOT OF PRESSURE OFF OF THE TEACHERS.

AND THAT'S JUST ONE BATTLE THAT THEY DON'T HAVE TO FIGHT EVERY DAY.

AND SO I JUST IN BEHALF OF THE WHOLE SECONDARY TEAM, I THINK I'M GLAD THAT WE ARE MOVING IN THIS DIRECTION AND I'M VERY EXCITED.

THANK YOU. THANK YOU BOTH SO MUCH.

THE OTHER THING THAT I THINK I REALLY DO WANT TO SPEAK TO AS WELL, AND AGAIN, I'LL BE VERY HONEST, WHEN MY DAUGHTER ASKED THIS QUESTION TO, YOU KNOW, MOM, IS THIS FAIR THAT I MAKE GOOD CHOICES WITH MY PHONE, I MAKE I HAVE GOOD GRADES.

AND, YOU KNOW, I TRY NOT TO BE A DISRUPTION IN MY CLASS.

AND, YOU KNOW, I TRIED TO DO ALL THE RIGHT THINGS.

SO WHY AM I HAVING TO GIVE UP MY CELL PHONE? AND I THINK THAT THAT IS A LEGITIMATE QUESTION.

BUT ALSO, WHEN I WAS ABLE TO DIG IN AND ASK HER SOME QUESTIONS, YOU KNOW, SHE IDENTIFIED OPPORTUNITIES WHERE IF THERE WAS 15 MINUTES AT THE END OF CLASS TO TO WORK ON HOMEWORK SO THAT THEY COULD WORK ON HOMEWORK.

AND IF THEY HAD CHALLENGES WITH IT, THE TEACHER WAS THERE TO HELP THEM.

WHY THEY BEGAN THEIR HOMEWORK.

SHE WOULD ADMIT THAT THERE WERE TIMES WHEN SHE WOULD BE ON HER PHONE INSTEAD OF DOING THAT HOMEWORK.

AND I SAID, IMAGINE IF YOU HAD WORKED THAT 15 MINUTES ON YOUR HOMEWORK AND YOU WOULDN'T HAVE HAD TO DO IT AT 11:00 AT NIGHT, YOU KNOW, WHEN YOU WERE STUDYING.

AND THEN THE OTHER THING THAT I THINK IS IMPORTANT IS THERE ARE TIMES AS I THINK A COMMUNITY WHERE WE SOMETIMES DO THINGS FOR THE GOOD OF THE COMMUNITY.

ONE OF THE ONE OF THE ANALOGIES THAT I THINK I'VE TALKED TO A COUPLE OF YOU ABOUT AS WE'VE BEEN ON THIS JOURNEY IS, YOU KNOW, WHEN WE I DON'T I BELIEVE THAT I'M A GOOD PATRON OF OUR AIRPORTS.

I INTEND NO HARM EVER.

WHEN I FLY ON AN AIRPLANE, I DON'T CARRY CONTRABAND ON AN AIRPLANE, NONE OF THOSE THINGS.

AND YET WHEN I GO THROUGH AIRPORT SECURITY, I'M GOING TO TAKE OFF MY SHOES.

I'M GOING TO TAKE OFF MY MY BELT OR ANYTHING ELSE THAT NEEDS TO GO THROUGH THE SECURITY.

I'M GOING TO PUT MY LUGGAGE UP THERE AND I'M VERY INCONVENIENCED.

IT TAKES ME LONGER, I MEAN, ALL OF THOSE THINGS.

BUT I KNOW THAT I'M DOING THAT BECAUSE IT'S FOR THE GOOD OF THE OVERALL COMMUNITY, IT'S FOR THE HEALTH OF OUR COMMUNITY.

IT'S TO ENSURE THE SAFETY OF ALL OF THOSE THAT ARE AROUND ME, NOT JUST MYSELF.

AND I THINK THAT THAT IS AN OPPORTUNITY THAT WE HAVE TO MODEL FOR OUR STUDENTS AS WELL.

SO JUST WANTED TO SHARE SHARE A LITTLE BIT OF THOSE PERSPECTIVES AS WELL.

DR. GIBBONS, PLEASE KEEP GOING.

YES, MA'AM. THANK YOU. CAN YOU GO TO THE NEXT SLIDE? SO AS YOU CAN SEE, AS THE PRINCIPALS HAVE MENTIONED, THE ANTICIPATED BENEFITS THAT WE SEE WHEN WE LOOK AT THINGS THAT WILL INCREASE.

[00:30:02]

OF COURSE, WE WANT INSTRUCTIONAL ENGAGEMENT TO INCREASE A BELL TO BELL TYPE INSTRUCTION HAPPENING.

WE WANT TO INCREASE FACE TO FACE STUDENT INTERACTION.

WE WANT THAT TO BE A PRIORITY THROUGHOUT THE DAY.

AND THEN, OF COURSE, ACADEMIC SUCCESS, WHICH IS THE FOCUS OF LOTS OF OUR WORK AND OUR NORTH STAR IS STUDENT LEARNING AND THEN TEACHER RETENTION.

AS THE PRINCIPALS HAVE ALSO MENTIONED, IT CAN BECOME A VERY VOLATILE SITUATION THAT TEACHERS SOMETIMES JUST IT'S TOO MUCH AND THEY GIVE UP ON IT.

AND WE WANT TO DECREASE THE SOCIAL MEDIA DISTRACTIONS.

WE WANT OUR STUDENTS FOCUSED DURING THE INSTRUCTIONAL DAY IN STUDENT CONFLICT, AS OUR PRINCIPALS HAVE MENTIONED AS WELL.

SO THOSE ARE OUR ANTICIPATED BENEFITS AND OUTCOMES.

GO TO THE NEXT SLIDE, PLEASE.

SO THIS IS WE MENTIONED EARLIER THAT WE HAVE WE'RE MOVING FORWARD WITH A PILOT PROGRAM AT FOREST METAL JUNIOR HIGH, AND WE DO HAVE OUR FORCE MIDDLE JUNIOR HIGH ADMINISTRATIVE STAFF HERE. AND WE WANTED TO JUST KIND OF SHARE WHAT ARE THE DIFFERENT THINGS THAT WE'RE DOING IN ORDER TO SUPPORT THIS.

SO FROM A DISTRICT AND A CAMPUS SUPPORT, WE'RE GOING TO HAVE SEVERAL DIFFERENT DEPARTMENTS WITHIN OUR DISTRICT THAT ARE GOING TO HELP SUPPORT.

WE HAVE OUR STUDENT SERVICES.

WE HAVE THE AMAZING JENNY BATES, WHO'S THE LEARNING COMMUNITY EXECUTIVE DIRECTOR FOR LAKE HIGHLANDS, WHO IS GOING TO WORK ONE ON ONE WITH THE ADMINISTRATIVE STAFF.

WE'LL, OF COURSE, HAVE OUR SAFETY AND SECURITY DEPARTMENT INVOLVED.

WE'LL HAVE CAMPUS ADMINISTRATIVE SUPPORT.

WE'LL DO IMPLEMENTATION AND PLANNING, AS WE DO WITH ANY OTHER PILOT TYPE PROGRAM.

AND THEN WE'RE GOING TO RECEIVE ONGOING SUPPORT AND FEEDBACK, AND WE'RE GOING TO GET A MECHANISM GOING FOR OUR CAMPUS CAMPUS TO THE DISTRICT AND ALSO A CAMPUS TO PARENTS, HOW IT'S GOING, HOW WE'RE PROGRESSING THROUGH THAT.

AND AS FAR AS YONDR GOES, THE THE COMPANY THAT WE'RE USING, THEY HAVE SUPPORT, PLANNING.

THEY WERE ALREADY HAVING SOME MEETINGS TODAY TO EVEN START TALKING THROUGH THE IMPLEMENTATION PROCESS.

THEY'RE GOING TO HAVE ONSITE SUPPORT WHERE THERE'S PEOPLE FROM YONDR, STAFF FROM YONDR WHO HAVE IMPLEMENTED THIS IN MULTIPLE CAMPUSES ARE GOING TO BE ON CAMPUS FOR THE FIRST FEW DAYS AND THEN THEY'RE GOING TO HAVE REGULAR FOLLOW UP.

OF COURSE, WE'LL HAVE RESTOCK OF ANY DAMAGE POUCHES, ANY OF THOSE THINGS.

WE'RE NOT GOING TO HAVE TO WORRY ABOUT A LACK OF SUPPLY.

AND THEN THEY HAVE AN ONGOING SUPPORT CUSTOMER SUPPORT SERVICE PROGRAM WITH THEM ON THEIR WEBSITE.

AS YOU USE THEIR PRODUCT, THEY HAVE A TON OF DIFFERENT RESOURCES FROM POLICIES TO SITUATIONS, QUESTION AND Q&A TYPE DOCUMENTS.

SO WE FEEL COMFORTABLE WITH YONDR AND THE SUPPORT THAT THEY'RE GOING TO GIVE US AS WELL.

I KNOW BERT LOVES THIS SO MUCH, BUT I AM GOING TO INVITE HER TO COME UP AND JUST HAVE HER SHARE FOR JUST.

AND YOU CAN BE BRIEF.

BUT WHY WAS PILOTING YONDR SOMETHING THAT, YOU KNOW, IT WAS SOMETHING THAT YOU WERE WILLING TO DO AND WHY? I MEAN, AND REALLY, YOU WERE ONE OF OUR FIRST JUNIOR HIGHS THAT SAID, PLEASE, I'LL PILOT THIS.

IF YOU COULD JUST SHARE A LITTLE BIT ABOUT YOUR WHY.

YES. THANK YOU FOR THIS LOVELY OPPORTUNITY TO SPEAK TO YOU ON A WHIM.

YES. SO FOREST MEADOW HAS AGREED TO PILOT THIS PROGRAM.

AND I CAN TELL YOU WITH CERTAINTY THAT 100% OF OUR STAFF IS ON BOARD.

WE HAVE SPOKEN ABOUT IT AND WE HAVE MADE COLLECTIVE COMMITMENTS TO EACH OTHER AND TO OUR COMMUNITY, AS WELL AS OUR STUDENTS, THAT WE, TOO, WILL MIRROR THOSE EXPECTATIONS.

WE BELIEVE IN OUR STUDENTS SUCCESS.

WE PRIORITIZE OUR STUDENT SUCCESS, JUST AS I KNOW THE OTHER SECONDARY CAMPUSES DO.

BUT WE ALSO PRIDE OURSELVES IN OUR INNOVATION AND OUR OUT-OF-THE-BOX THINKING.

AND WE KNOW THAT CELL PHONE USE WITH OUR STUDENTS IS A BIG BARRIER TO THEIR SUCCESS.

WE HAVE MADE INCREDIBLE GAINS ACADEMICALLY OVER THE LAST TWO YEARS AT FOREST MEADOW THAT WE'RE INCREDIBLY PROUD OF, AND WE WANT TO CONTINUE THAT MOMENTUM.

AND WE KNOW THAT THIS IS A DISTRACTION THAT WE NEED TO REMOVE IN ORDER TO CONTINUE THAT MOMENTUM.

SO WE ARE EXCITED AT THIS OPPORTUNITY TO PILOT THIS PROGRAM.

WE ARE KIND OF, I DON'T KNOW, A LITTLE GIDDY ABOUT IT BECAUSE WE REALLY ARE INTERESTED TO SEE HOW EXACTLY THIS CAN BENEFIT OUR CAMPUS, OUR STUDENTS, OUR COMMUNITY.

I KNOW THERE ARE SOME HESITATIONS.

I'M A PARENT MYSELF, SO I UNDERSTAND WHERE THOSE ARE COMING FROM.

BUT I HOPE THAT OUR COMMUNITY TRUSTS US AND KNOWS THAT WE WOULD NEVER DO ANYTHING THAT WOULD PUT THEIR KIDS IN HARM'S WAY, THAT WE TRULY FEEL THAT THIS IS A BENEFIT TO THEIR OVERALL ACADEMIC SUCCESS, WHICH COMES IN MANY FORMS. IT'S NOT JUST ACADEMICALLY SPEAKING, IT'S SOCIALLY, IT'S EMOTIONALLY, IT'S FINE ARTS AND ATHLETICS.

AND WHEN WE REMOVE THE CELL PHONE THAT THEY WANT TO CHECK EVERY 4 MINUTES AND THEY WANT TO GET THOSE LIKES AND THEY GO INTO THE BATHROOM AND THEY TAKE THOSE SELFIES IN THE MIRROR AND THEY POST THEM, AND THAT BECOMES THE FOCUS, NOT WHAT'S HAPPENING IN THE CLASSROOM.

AND WE NEED TO CHANGE THAT FOR OUR STUDENTS BECAUSE THEY DESERVE THAT FOR US.

[00:35:01]

JUST EVERY STUDENT, EVERY DAY, EVERY LEADER, EVERY DAY.

AND AT FOREST MEADOW, WE REALLY, TRULY BELIEVE IN THAT.

AND IF ONE STUDENT AND ONE CELL PHONE IS DISTRACTING THE LEARNING, THEN WE'RE NOT GIVING OUR BEST TO ALL.

SO FOR US, IT'S REALLY IMPORTANT FOR US TO AT LEAST TRY IT.

IF IT DOESN'T WORK, WE'RE OKAY TO SAY IT DOESN'T WORK, BUT AT LEAST WE CAN MOVE ON TO THAT NEXT STEP TO FINDING A TOOL TO BENEFIT ALL OF OUR STUDENTS AT THE SECONDARY CAMPUS.

THANK YOU, MS.. BART. AND I LOVE WHAT SHE SAID THERE AT THE END.

YOU KNOW, THIS IS AN OPPORTUNITY FOR US TO TRY SOMETHING.

WE DID EXTENSIVE RESEARCH ON THE UNDER POUCH.

IT HAS BEEN USED BY MANY HIGH SCHOOLS, SECONDARY CAMPUSES AROUND THE COUNTRY.

AND WE TALKED SPECIFICALLY TO THOSE PRINCIPALS TO UNDERSTAND THE OUTCOMES AND IT WAS OVERWHELMINGLY POSITIVE.

YES, WE ARE AWARE OF THE DIFFERENT HACKS THAT WERE OUT THERE AND HOW STUDENTS TRY TO CIRCUMVENT THE SYSTEM.

BUT EVEN WITH THOSE, AGAIN, YONDER HAS IDENTIFIED STRATEGIES THAT HELP MITIGATE EVEN THOSE HACKS.

SO AGAIN, THIS IS, I THINK HOW WE ADJUSTED BASED UPON FEEDBACK WAS WE'RE GOING TO TRY IT AT ONE CAMPUS BEFORE WE INVEST A SIGNIFICANT AMOUNT OF FISCAL RESOURCES.

WE'RE GOING TO TRY IT AT ONE CAMPUS.

WE'RE GOING TO EVALUATE THAT AND THEN WE'RE GOING TO MAKE DECISIONS MOVING FORWARD.

I THINK THE OTHER REALLY IMPORTANT THING THAT MS. BERT MENTIONED IS THE SHARED COMMITMENT OF THE ADULTS IN THE BUILDING.

AND I KNOW I HAD A CONVERSATION WITH ALL OF OUR SECONDARY PRINCIPALS AND SO PROUD OF THEIR LEADERSHIP THAT THEY ALL HAD REALLY HARD CONVERSATIONS WITH THEIR STAFFS AROUND HOW ARE WE MODELING THINGS AS ADULTS? AND THAT IT IS IMPORTANT THAT THEY ARE CONSIDERATE AND THOUGHTFUL ABOUT THEIR CELL PHONE USE DURING THE DAY THAT WE THINK ABOUT.

IF WE WANT STUDENTS TO BE ENGAGED, THEN AS THEY SAID, WE NEED TO HAVE ENGAGING INSTRUCTION.

AND SO HOW ARE WE TEACHING BELL TO BELL AND HOW ARE WE ENSURING THAT STUDENTS HAVE A REASON TO FOCUS ON LEARNING BELL TO BELL AND SO PROUD THAT OUR PRINCIPALS HAVE HAD THOSE CONVERSATIONS, THE COMMITMENT TO ENFORCING THIS, THAT WHILE WE'VE TRIED TO DO AS MUCH AS WE CAN TO PROVIDE COVER FOR TEACHERS, THAT THIS IS THE DISTRICT POLICY, THIS IS HOW WE'RE GOING TO ENFORCE IT.

WE STILL NEED ALL TEACHERS TO HOLD OUR STUDENTS ACCOUNTABLE FOR KEEPING THOSE CELL PHONES PUT AWAY.

AND I BELIEVE THAT WE REALLY.

HAVE THAT SHARED COMMITMENT IN THAT WORK.

AND I JUST SO APPRECIATE THE PRINCIPALS LEADERSHIP.

KEEP GOING, DR. GIBBONS.

YES, MA'AM. THANK YOU. CAN YOU GO TO THE NEXT SLIDE? SO LASTLY, THIS LAST SLIDE, IS THIS REALLY TALKING ABOUT WHAT WE GOING TO USE AS MEASUREMENT TOOLS? SO AS WE LOOK TO COLLECT DATA WHICH WE KNOW IS GOING TO BE SUPER IMPORTANT FOR US TO BE INFORMED AS HOW THINGS ARE GOING, WE'RE OF COURSE, GOING TO HAVE SURVEY TOOLS FOR THAT.

WE'RE GOING TO EXAMINE OUR DISCIPLINE REFERRALS AND WE'LL LOOK AT THAT AND HOW THOSE ARE TRENDING, BOTH AT FOREST MEADOW FROM A PILOT STANDPOINT AND OUR OTHER JUNIOR HIGHS AND HIGH SCHOOLS. WE ARE GOING TO, JUST AS A SIDE NOTE, WITHIN OUR FOCUS REFERRAL SYSTEM, WHICH IS OUR STUDENT DATA SYSTEM, WE'RE GOING TO ADD A CELL PHONE, BASICALLY A CHECKBOX TO WHERE IF THERE IS A DISCIPLINE REFERRAL OR AN EVENT THAT HAPPENS ON CAMPUS AT A SPECIFIC TO AND INVOLVES A CELL PHONE, WE'LL HAVE THE ABILITY TO CHECK THAT SO WE CAN REALLY START TRACKING DATA SPECIFICALLY FOR THAT.

WE'RE GOING TO GET PILOT CAMPUS FEEDBACK FROM ALL OF OUR STAKEHOLDERS.

WE WANT ALL STAKEHOLDERS INVOLVED IN THAT FEEDBACK AND WE'RE GOING TO SHARE DATA, OF COURSE, AT OUR FUTURE BOARD MEETINGS ON HOW THOSE THINGS ARE GOING, AND THAT DATA WILL HELP US INFORM US FOR NEXT STEPS OF WHAT THE IMPLEMENTATION PLAN MAY LOOK LIKE MOVING FORWARD.

SO IF YOU GO TO THE NEXT SLIDE, PLEASE.

SO ANY QUESTIONS OR REFLECTIONS? BEFORE YOU GET TO QUESTIONS? AGAIN, I REALLY APPRECIATE THE FEEDBACK.

I DON'T KNOW THAT, ESPECIALLY IN THE PAST PROBABLY MONTH, THAT THERE HAS BEEN A DAY WHERE THE SECONDARY PRINCIPALS AND I HAVE NOT BEEN IN COMMUNICATION AROUND HOW DO WE MOVE FORWARD.

AND AGAIN, I KNOW THAT, YOU KNOW, AS IS BEING ASKED TO SERVE AS THE LONE FINALIST AND BEING THE SUPERINTENDENT, THAT THIS WAS SOMETHING THAT WAS PRETTY BOLD TO ADDRESS IS ONE OF MY FIRST RECOMMENDATIONS.

BUT I THINK YOU CAN HEAR FROM OUR PRINCIPLES THAT I COULD NOT IGNORE THEIR REQUESTS, THAT WE KNOW IT'S A PROBLEM.

PLEASE ADDRESS IT AND PLEASE BRING SOMETHING THAT'S GOING TO HELP SEE THE CHANGE THAT WE NEED TO IN OUR SCHOOLS.

SO WITH THAT, I AM RECOMMENDING TO THE BOARD OF TRUSTEES THAT YOU APPROVE THE PROPOSED REVISED LOCAL POLICY AS PRESENTED.

THANK YOU, MISS BRANUM.

SO IS THERE A MOTION? SO MOVED. THANK YOU, MS. TIMME. IS THERE A SECOND? SECOND. THANK YOU, MR. EAGER. THERE IS A MOTION BY MS. TIMME, A SECOND BY MR. EAGER. IS THERE ANY DISCUSSION, COMMENTS OR QUESTIONS? OR REFLECTIONS RIGHT REFLECTIONS.

[00:40:01]

SO DON'T ALL JUMP. I'VE GOT TO.

MR. POTEET, ARE YOU ARE YOU TAKING THE.

IF I COULD, I'LL TAKE THE LEAD IN THIS AND..

ABSOLUTELY. SOME THOUGHTS AS OBVIOUSLY WE'VE ALL BEEN TALKING ABOUT THIS FOR SOME FOR MONTHS AND WEEKS.

AND SO I THINK WHAT'S VALUABLE AND I APPRECIATE THE STAFF THAT SHOWED UP TODAY, I THINK WHAT'S VALUABLE IS GETTING THE PERSPECTIVE IN THE CAMPUS.

I'M A PARENT.

I'VE GOT TWO KIDS, ONE IN SECONDARY.

YOU KNOW, I HEAR I HEAR THE ANECDOTAL STORIES FROM MY AS A AS A DAD.

BUT IT REALLY DOESN'T GIVE ME THE CONTEXT OF WHAT THE TEACHERS AND WHAT THE ADMINISTRATORS IN EACH OF THE BUILDINGS ARE HAVING TO DEAL WITH EVERY DAY.

AND SO THAT'S VALUABLE HAVING THAT PERSPECTIVE.

SO I REALLY APPRECIATE, I THINK THAT'S GREAT HAVING YOU ALL COME IN AND YOU'RE MORE THAN WELCOME TO COME UP HERE AND FIELD QUESTIONS IF YOU'D LIKE.

SO NO, I'M JOKING.

I THINK THAT, YOU KNOW, SOMETHING THAT JUST KIND OF RESONATED WITH ME WAS, YOU KNOW, WE'VE REALLY STRESSED A COMMITMENT TO TEACHERS OVER THE LAST YEAR, COMMITMENT TO STAFF.

BUT THIS ALSO GOES BACK TO WE CAME UP WITH A GRADUATE PROFILE AND WE'RE TALKING ABOUT STUDENT OUTCOMES AND INCREASING THOSE STUDENT OUTCOMES.

AND THERE'S NO BETTER WAY TO GET TO WHERE I PULLED UP THE GRADUATE PROFILE A FEW MINUTES AGO AND LOOK THROUGH AND YOU CAN TIE THIS POLICY AND IF IT'S EFFECTIVE, IT WILL IMPACT POSITIVELY ON A NUMBER OF PLACES ON THAT GRADUATE PROFILE.

WELL, THE QUICKEST WAY TO ACHIEVE THOSE GOALS ON THAT GRADUATE PROFILE IS TO TAKE CARE OF THE TEACHER IN THE CLASSROOM.

AND SO I THINK THAT THIS ALL LINKS BACK TO WHAT OUR OVERALL GOALS ARE.

AND THIS IS A TOOL.

THIS IS A PATH THAT'S GOING TO HELP US GET TO THOSE GOALS.

SO, I MEAN, THAT MAKES TOTAL SENSE TO ME AND I THINK WE'RE ON THE RIGHT TRACK THERE.

I WROTE DOWN, THIS WON'T BE EASY, SO IT'S NOT GOING TO BE EASY FOR STAFF.

IT'S NOT GOING TO BE EASY FOR THE ADMINISTRATION.

IT'S NOT GOING TO BE EASY FOR STUDENTS.

IT'S NOT GOING TO BE EASY FOR PARENTS.

BUT ALL THOSE PARTIES THAT I JUST MENTIONED, WE'RE ALL IN THE SAME TEAM.

WE'RE ALL ROWING THE SAME DIRECTION.

AND SO I THINK WE'VE GOT TO REALIZE THAT AND WE'VE GOT TO LOOK AT EACH OTHER AND WE'RE ON THE SAME BOAT AND WE'RE ALL HEADING TOWARDS THOSE STUDENT OUTCOMES AND THAT GRADUATE PROFILE AND TAKING CARE OF STAFF.

SO I THINK THAT THAT'S JUST SOMETHING THAT WE NEED TO REMIND OURSELVES OR REMIND REMIND IN THE ARMY THAT CALL YOUR BATTLE BUDDY NEXT TO YOU, REMIND EACH OTHER DOWN THE HALL AS WE'RE GOING THROUGH THESE TOUGH TIMES AND TRYING TO FILL THROUGH THE GROWING PAINS TO STAY POSITIVE, WHAT ELSE I WROTE DOWN? STANDARDIZATION EQUALS CONSISTENCY, EQUALS PREDICTABILITY.

I MEAN, THIS WILL GROW.

THIS ISN'T GOING TO YOU KNOW, WE GET A WEEK OF THIS BEHIND US.

WE GET A MONTH OF THIS BEHIND US.

WE START GETTING THAT CONSISTENCY AND THEN WE START GETTING THAT PREDICTABILITY.

AND THOSE STUDENTS KNOW WHAT TO EXPECT.

THE PARENTS KNOW WHAT TO EXPECT, THE STAFF KNOWS WHAT TO EXPECT.

BUT IT DOESN'T. WE DON'T GET THERE WITHOUT STARTING OUT.

AND THIS IS THE STARTING POINT.

SO YOU GO THROUGH THE GROWING PAINS.

WE'LL GET THERE. YOU KNOW, THERE WAS A JERRY MAGUIRE.

THE THE HELP US HELP YOU HELP ME.

I FORGET WHAT THE QUOTE WAS, BUT SOME HELP ME HELP YOU.

SO I THINK THAT TEACHERS ARE THE KEY IN THIS WHOLE THING.

AND, YOU KNOW, THIS STARTED KIND OF A GRASSROOTS CALL FROM THE FROM THE CLASSROOM FOR HELP.

RIGHT. HELP IN IN DOING OUR JOB.

I MEAN, WE'RE TRYING TO TAKE SOME SOME ADDED TASKS OFF OF THE TEACHER'S SHOULDERS.

AND THIS IS ONE THAT THIS ISN'T THIS SHOULDN'T ENTIRELY BE IN THE JOB DESCRIPTION.

SO LET'S DO THAT.

BUT THE TEACHERS ARE THE KEY.

AND I LIKE WHAT YOU ALL SAID ON ON MAKING SURE THAT EXPECTATIONS ARE CONSISTENT, MAKING SURE THAT TEACHERS, YOU KNOW, MY MY DAUGHTER TOLD ME THAT THERE ARE DIFFERENT WAYS THAT TEACHERS EXECUTE THE CURRENT POLICY, BUT WE HAVE TO HAVE THAT CONSISTENCY.

AND I KNOW THAT THE TEACHERS THAT'S WHERE THE HELP ME HELP YOU EXECUTING ON THAT CONSISTENT EXPECTATION THAT YOU ALL ARE LAYING OUT IN YOUR BUILDING, I THINK IS CRITICAL.

AND WE'LL HAVE WE'LL HAVE TRIPS, TRIP UPS HERE AND THERE.

BUT I THINK LAYING DOWN THAT GROUNDWORK WILL HELP HELP THIS, BECAUSE WITHOUT THAT, I MEAN, IT ALL FALLS APART, RIGHT? SO I THINK WE NEED THAT.

ONE OF THE THINGS THAT I AND I'LL LEAVE IT WITH THIS FOR NOW, UNLESS SOMEBODY SPURS OTHER QUESTIONS.

SO ONE OF MY COLLEGE ROOMMATES IS A HE'S A HEAD FOOTBALL COACH AT A6A HIGH SCHOOL DOWN TOWARDS HOUSTON.

AND SO I CALLED HIM THIS WEEK.

AND AND HE WAS JEALOUS, BY THE WAY, THAT WE WERE TAKING THIS JOURNEY AS A DISTRICT BECAUSE THEY'VE BEEN FIGHTING THE SAME THING.

I MEAN, IT'S FUNNY, EVERY FIGHT WE HAVE AS FAR AS STAFFING NUMBERS AND EVERYTHING ELSE, THEY'RE SEEING THAT THEY'RE TO THIS END UNIQUE TO ALL.

STING, BUT HE'S JEALOUS THAT WE'RE ACTUALLY TAKING SOME SOME MOVEMENTS TOWARDS DOING SOMETHING ABOUT IT TO SUPPORT THE STAFF.

AND WHAT HE DID, HE TOLD ME.

HE'S LIKE, LOOK, WE DON'T HAVE POLICIES AT A DISTRICT, BUT AS A HEAD FOOTBALL COACH, HE PUT POLICIES IN PLACE WITH HIS TEAM.

AND LIKE ON GAME DAYS, THEY LOCK THEIR CELL PHONES UP IN THE LOCKER ALL DAY AND THEY SPEND TIME TOGETHER.

[00:45:02]

THEY HAVE DEVOTIONALS TOGETHER, THEY HAVE MEALS TOGETHER.

AND HE SAID THOSE FIRST COUPLE OF WEEKS THAT THEY DID THIS MAN, IT WAS LIKE YOU'D CUT AN ARM OFF.

EVERY ONE OF THESE GUYS AND THEY DIDN'T KNOW HOW TO INTERACT.

HE SAID, YOU WAITED ABOUT TWO OR THREE WEEKS.

HE SAID THEY STARTED TALKING TO EACH OTHER.

THEY STARTED HANGING OUT.

HE SAID A BUNCH OF THEM START BRINGING DECKS OF CARDS AND PLAYING UNO IN THE LOCKER ROOM.

AND HE SAID, RIGHT NOW, IF HE WENT AND ASKED ALL OF THEM, HE DOESN'T THINK ANY OF THEM WOULD GO BACK ON THAT POLICY AND CHANGE IT.

IT'S MADE FOR A BETTER INTERACTIVE ENVIRONMENT AMONGST THOSE TEAMS. SO I SEE POTENTIAL TO EXTRAPOLATE THAT.

AND WHEN WE TALK ABOUT SKILL AND AGAIN BACK TO THE GRADUATE PROFILE.

THERE'S SO MUCH OF THIS THAT TIES BACK INTO THERE.

THERE'S SO MUCH OPPORTUNITY FOR US TO IMPROVE A LOT OF THOSE AREAS.

AND I THINK THAT THIS IS A GREAT STEP, A GREAT TRY.

IT'S NOT GOING TO BE EASY. BUT I THINK THAT THAT THIS IS A STARTING POINT AND I'M GLAD THAT WE'RE TAKING A BOLD MOVE.

THANK YOU, MR. POTEET.

THANK YOU.

MS. RENTERÍA. I GUESS I'LL GO NEXT.

YEAH. A WHOLE, WHOLE LOT HERE.

A LOT OF NOTES. SO I'M, FIRST OF ALL, VERY GRATEFUL FOR THE FOR THE UPDATE ON THAT.

I, TOO, WANT TO SAY THANK YOU FOR THE COMMUNITY THAT CAME OUT AND REALLY GAVE A VOICE TO EVERYTHING.

WHAT MS. BRANUM SAID ABOUT, YOU KNOW, THAT'S WHAT WE'RE HERE FOR, TO REEVALUATE, RIGHT? WE HAVE SOMETHING OUT, THERE'S A RECOMMENDATION, BUT TO REALLY HEAR THE INPUT OF EVERYONE.

SO I'M REALLY GRATEFUL FOR THAT.

GOSH, I WAS TRYING TO WRITE AS FAST AS I COULD BECAUSE I HAD COMMENTS TO MR. POTEET ALL GOOD, BUT ALSO OF WHAT I HAD.

I THINK THAT I KNOW ALL OF US HERE AND I KNOW NOT ONLY MYSELF, BUT ALL MY COLLEAGUES.

I MEAN, WE WILL ALWAYS DO EVERYTHING TO SUPPORT OUR TEACHERS AND OUR ADMIN.

I TOO WORKED IN A CLASSROOM, SO I GET IT.

I WORKED IN THE CLASSROOM BEFORE THERE WERE CELL PHONES THAT MUCH SO.

BUT ABSOLUTELY ALWAYS HEAR THE VOICES OF OUR TEACHERS AND OUR ADMIN AND TO DO EVERYTHING WE CAN TO ALWAYS, ALWAYS SUPPORT THEM WHERE THEY NEEDED. BUT I THINK THAT WHAT COMES TO MIND FOR ME IS I HAVE ALWAYS BELIEVED THAT WHILE WE HAVE EVERYTHING THAT WE DO TO SUPPORT OUR TEACHERS, OUR ADMIN, OUR PARENTS OVER HERE TOO, OR WITH ACADEMICS AND JUST EVERYTHING ACROSS THE BOARD, THE COMPONENT OF PARENTS TO ME IS ALWAYS SO, SO BIG IN EVERYTHING.

AND I THINK THAT IF WE CAN REITERATE THAT, WHERE WE'RE SAYING, PARENTS, PLEASE, PLEASE, PLEASE, WE NEED YOUR HELP ON THIS, BECAUSE I KEPT THINKING ABOUT MYSELF.

I, TOO, HAVE, YOU KNOW, TEENAGERS THAT ARE NOW IN THEIR EARLY TWENTIES HAD THE SAME CONVERSATIONS ABOUT, HEY, THAT WAS NOT A CONVERSATION WE HAD WHEN THEY WERE IN SCHOOL.

I DIDN'T HAVE ISSUES WITH MY KIDS.

THE CELL PHONE PART, RIGHT.

SO BUT I ASKED AND ABSOLUTELY, LIKE MR. POTEET SAID, THAT, YOU KNOW, IT WAS KIND OF THEY SAID, WELL, YOU KNOW, EVERY TEACHER HAD A DIFFERENT PHILOSOPHY.

AND SO I THINK THAT IF WE CAN AGAIN THAT ENFORCEMENT RIGHT THAT THAT COMPLYING AND WHAT THE VIOLATIONS ARE BECAUSE I KEPT THINKING ABOUT MY OWN PERSONAL LIKE EVERY DEVICE OR ANYTHING I GIVE MY CHILDREN, IT WAS VERY CLEAR, MY HUSBAND AND I TO OUR KIDS, IT WAS LIKE, I PAID FOR THIS PHONE RIGHT.

AND I'M LETTING YOU.

I'M BEING NICE, AND I'M LETTING YOU HAVE A PHONE.

BUT THERE WERE RULES WITH IT.

AND I THINK THAT AS PARENTS, IF WE CAN HELP OUR TEACHERS, I KEEP THINKING ABOUT THAT.

I THINK PARENTS WILL ALSO ALWAYS COME AND HELP TEACHERS WHERE THEY NEED.

RIGHT. DO YOU NEED MORE TISSUES IN THE CLASSROOM? DO YOU NEED PAPER? YOU KNOW, CAN I CAN WE BUY LUNCH FOR YOU GUYS? I MEAN, WE'RE ALWAYS WILLING TO TO HELP.

BUT THIS IS ONE THING WHERE IF PARENTS THIS IS WHAT I NEED.

THIS IS WHAT I KEEP HEARING FROM OUR ADMIN AND OUR TEACHERS.

SO WHY NOT HELP OUR TEACHERS THIS WAY? YOU KNOW, IT'S LIKE, I NEED YOU TO HELP ME.

YOU KNOW, WHERE WE CAN REALLY IMPLEMENT THIS BECAUSE IT'S SO IMPORTANT.

OUR TEACHERS JUST WANT TO DO THEIR JOB.

OUR TEACHERS ARE THERE TO ALSO I THINK IT'S HELP OUR KIDS TO BE PRESENT, BE INTENTIONAL ABOUT WHY THEY'RE IN SCHOOL.

AND I THINK THAT AS PARENTS, I THINK AS A PARENT, I'D BE ABSOLUTELY.

WHAT DO YOU NEED, MR. SO-AND-SO? MRS. SO-AND-SO? SO I HOPE THAT THIS IS SOMETHING THAT, AGAIN, WE CAN PARTNER WITH AND BE LIKE, THIS IS WHAT WE'RE GOING TO DO.

WE'RE GOING TO START OFF FRESH.

WE'RE GOING TO DO THIS AND MOVE FORWARD.

SO THAT WAS REALLY IMPORTANT TO ME AND I APPRECIATE ALL THAT.

[00:50:04]

I DID HAVE A COUPLE OF QUESTIONS.

WAS IN THE FOREST MEADOW THE COMPLIANT LET ME JUST HAVING THAT PILOT ONE OF THE THINGS I HAD WAS, WILL THIS BE COMMUNICATED AND I'M ASSUMING TO ALL PARENTS? I THINK IT WILL BE TO EVERY SINGLE PARENT AS TO WHY THEY PICK THAT SCHOOL.

WAS THAT DONE THROUGH LIKE WITH PTA OR SOME KIND OF LETTER GO OUT OR HOW DID THAT WORK? MRS. BERT, WOULD YOU LIKE TO COME UP AND ADDRESS HOW YOU COMMUNICATED IT WITH YOUR.

YES. SO RIGHT NOW WE HAVE COMMUNICATED TO THE STAFF BECAUSE IT HAS NOT BEEN AN APPROVED ITEM.

AND SO WE HAVE TALKED TO THE STAFF AND MADE THOSE COLLECTIVE COMMITMENTS TOGETHER AND THEY'RE AWARE AND ON BOARD WITH THIS.

ONCE APPROVED OR IF APPROVED BY THE SCHOOL BOARD, IT WILL BE COMMUNICATED TO THE COMMUNITY WITH SPECIFICS AND TO HOW IT WILL LOOK, AS WE KNOW RIGHT NOW AND HOW IT WILL AFFECT OUR CURRENT SITUATION WITH OUR MIDDLE SCHOOL TRANSFORMATION AND KIND OF THE WHY BEHIND WE AGREED TO PILOT THIS.

THANK YOU. BECAUSE I'M THINKING I MEAN, IT'S ALWAYS HARD TO DO A PILOT LIKE THAT, RIGHT? BECAUSE IT'S LIKE, WOW, WHY DID WE HAVE TO DO THAT? BUT I WOULD LIKE TO KNOW THAT AGAIN, THE PARENTS ARE BEHIND IT IF THEY UNDERSTAND THE WHY, IF IT'S WELL COMMUNICATED.

SO AND THANK YOU. THANK YOU FOR FOR TAKING THE LEAD IN THAT I, I APPRECIATE THAT.

I DO JUST I THINK IN ALL TRANSPARENCY, NEITHER MS. BURTON OR I CAN GIVE YOU WITH 100% CONFIDENCE THAT 100% OF THE PARENTS AT FOREST MEADOW JUNIOR HIGH WOULD SAY YES.

OH, YEAH. OKAY. JUST WANT TO KNOW, I GET THAT I'M NOT, YOU KNOW.

YEAH, I'M NOT SAYING, HEY, YAY, WE'RE GOING TO GET SO IT'S IT'S ALL GOOD.

I DID HAVE A QUESTION ABOUT WHAT IS CONSIDERED LIKE THE SCHOOL DAY IN THIS NEW POLICY.

LIKE IS IT JUST FROM THE MINUTE THEY WALK IN TO LIKE AS DISMISSAL.

BUT WHAT IS THE THE SCHOOL DAY LIKE AFTERWARDS? WE WERE TALKING ABOUT COACHING, RIGHT.

WELL, MY KID SAYS, WELL, GOSH, I HAVE NOT HAD MY PHONE SINCE 745 THIS MORNING.

AND NOW MY TENNIS COACH, I YOU KNOW, SO I WONDER WHAT IS CONSIDERED A SCHOOL DAY RIGHT NOW.

WE ARE CONSIDERING A SCHOOL DAY.

THE HOURS OF OPERATION FROM THE YOU KNOW WHEN THE FIRST BELL RINGS UNTIL THE LAST BELL RINGS.

HOWEVER, I BELIEVE THAT WE HAVE CALIBRATED THAT AT THE SECONDARY CAMPUSES, AT LEAST IN THIS INITIAL WHILE WE'RE IMPLEMENTING THIS INITIAL PHASE AND WE'RE GETTING THAT INITIAL FEEDBACK AS A TRANSITION, WE WOULD ALLOW STUDENTS TO USE THEIR PHONES AT LUNCH ONLY AND THEN TAKE IT OUT AT LUNCH.

USE IT AT LUNCH. YOU CAN IF MOM IS UPDATING YOU ON A SCHEDULE, WHATEVER, CHECK IT, THEN PUT IT AWAY BEFORE YOU HEAD BACK TO CLASS AND THEN WE WOULD NOT WANT TO SEE IT FOR THE REST OF THE DAY. NOW AGAIN, WE'RE GOING TO SURVEY THAT.

AND BASED UPON IF WE SEE THAT THERE ARE YOU KNOW, THE STUDENTS GET THAT MOMENT WITH IT AND THEY CAN'T PUT IT AWAY AFTER THAT.

YOU KNOW, WE MAY HAVE TO MAKE SOME ADJUSTMENTS, BUT I BELIEVE WE ARE ALL CALIBRATED ON THAT IS HOW WE WOULD AT LEAST IMPLEMENT THIS FIRST PHASE.

GOTCHA. THANK YOU.

AND I THINK ONE FINAL THING, BECAUSE I KNOW MY COLLEAGUES HAVE ALSO QUESTIONS IS THAT I DID WANT TO ADDRESS THE STUDENT VOICE.

I THINK THAT IT'S SO, SO IMPORTANT TO REMEMBER AND I LIKE WHAT YOU SAID, MS..

BRANUM, IS THAT NOT ALL STUDENTS I AM NOT I AM NOT A FAN OF LET'S PUNISH EVERYBODY FOR JUST A FEW.

AND SO I WANT TO MAKE SURE THAT OUR STUDENTS ALSO HEAR OR UNDERSTAND AND KNOW THAT THEY HAVE A VOICE AND THAT THEY DO MATTER AND THAT WE VALUE THAT.

AND WHILE YOU SAID, YES, THAT SOMETIMES THE ADULTS IN THE ROOM HAVE TO MAKE THE DECISION, BUT I DON'T WANT TO EVER BELITTLE OR TO THINK THAT YOU GUYS ARE KIDS YOU DON'T KNOW.

YOU KNOW, I THINK THAT THEIR VOICE IS JUST SO IMPORTANT BECAUSE I WOULD LOVE TO SEE THEM, YOU KNOW, AGAIN, CONTINUE TO SEE THEM IN THE SENSE THAT THAT THEY'RE TREATED WITH LIKE YOUR VOICE MATTERS.

AND MAYBE WITH THIS HAVING THOSE CONVERSATIONS AGAIN WITH PARENTS THAT WE CAN SAY THIS IS WHY IT'S IMPORTANT IN ORDER TO CONTINUE TO DO THE THINGS THAT YOU WANT TO DO, WE HAVE TO COMPLY WITH THIS. AND SO THAT THEY WILL KNOW.

BUT I DO VALUE THE VOICE OF OUR OF OUR STUDENTS.

AND I HOPE THAT THEY CONTINUE TO GIVE US FEEDBACK ON EVERYTHING.

I MEAN, THEY ARE THE GENERATION THAT'S LIVING NOW, YOU KNOW, SO I DON'T EVER WANT TO HAVE THEM FEEL LIKE LIKE IT DOESN'T MATTER.

ALL THESE ADULTS ARE MAKING DECISIONS FOR ME.

I KNOW AS AS THE PARENT, AS THE ADULT WE DO, WE DO HAVE TO DO THAT.

BUT IT'S BECAUSE WE LOVE THEM AND WE WANT THE BEST FOR THEM.

AND, YOU KNOW, OVERALL, AGAIN, I'M JUST IN SUPPORT OF THIS AND I THANK EVERYBODY AGAIN FOR ALL THEIR INPUT, ALL THEIR HARD WORK.

[00:55:03]

THANK YOU, DR. GIBBONS.

AND YEAH, THANK YOU.

I WILL JUST SHARE THAT.

OF THOSE OVER 400 COMMUNICATIONS THAT I RECEIVED, THE FIRST ONES THAT I WENT THROUGH AND LOOKED FOR WERE FROM STUDENTS.

AND WE DID HAVE A LOT OF STUDENTS WHO PROVIDED A VOICE AROUND WHAT DOES THIS LOOK LIKE? AND IN RESPONDING TO THEIR QUESTIONS AND LISTENING, BECAUSE I THINK IT'S VERY IMPORTANT THAT THEY FELT HEARD.

AND I KNOW THAT THIS IS OF ALL THINGS, IT'S THE CHANGE THAT MOST IMPACTS THEM.

AND WE NEED TO ALWAYS BE COGNIZANT.

THERE'S NOT A THING THAT WE DO IN THIS DISTRICT THAT ULTIMATELY ISN'T ABOUT THEM.

THEY ARE OUR WHY.

AND SO ABSOLUTELY, SOMETIMES WE DO HAVE TO MAKE A DECISION THAT WE KNOW IF IT CAME DOWN TO A VOTE, THIS MIGHT BE A, YOU KNOW, A ZERO TO A 3000.

I THINK WE HAVE 17,000 STUDENTS.

SO THERE MAY NOT BE 17, NOT ONE OUT OF 17,000 STUDENTS THAT WOULD VOTE FOR THIS.

BUT I HOPE THAT AT LEAST IN THOSE WHO HAD REACHED OUT TO ME, THAT I WAS ABLE TO EXPLAIN THAT WHY.

AND I KNOW THAT THE PRINCIPLES THAT IS SOMETHING THAT IS THEY'RE RETURNING TO SCHOOL ON THE 16TH AND THEY'RE HAVING THEIR GRADE LEVEL MEETINGS THAT THEY'RE GOING TO REALLY COMMUNICATE THE WHY. AGAIN, UNDERSTANDING THAT THE STUDENTS MAY NOT LIKE IT.

BUT AT LEAST THE STUDENTS KNOW THAT AGAIN, IT'S NOT ABOUT A PUNISHMENT.

IT IS ABOUT TRYING TO CREATE AN ENVIRONMENT WHERE WE ARE SETTING THEM UP FOR SUCCESS.

AND THAT'S REALLY WHAT WE'RE ABOUT.

THANK YOU, MS. RENTERIA. WAS IT? THAT WAS IT.

THANK YOU SO MUCH. THANK YOU SO MUCH.

MS. PACHECO? THANK YOU. SORRY I HAD TO.

THANK YOU SO MUCH FOR THAT PRESENTATION.

I REALLY APPRECIATE THE EFFORT, THE FEEDBACK THAT EVERYTHING THAT EVERYONE RECEIVED AND THE ADJUSTMENTS THAT WERE MADE TO CREATE THIS PILOT PROGRAM AT FOREST MEADOW.

I FIND THAT TO BE A VERY POSITIVE IMPROVEMENT AND ALSO TO THE POLICY ITSELF.

I WANT TO JUST BE I'M REALLY HAPPY THAT THERE'S GOING TO BE POSITIVE REINFORCEMENT FOR OUR STUDENTS AND TO ECHO MS. RENTERÍA. I THINK IT'S GREAT TO HAVE THE STUDENT VOICE.

AND I WILL SAY HERE TO OUR STUDENTS, I AM HOPEFUL AND I BELIEVE THAT THEY CAN MEET OUR EXPECTATIONS TO FOLLOW THE NO PHONE POLICY IN OUR SCHOOLS.

THIS IS REINFORCING A HEALTHY HABIT FOR THEM AND TO REFRAME IT IN THAT WAY, NOT AS A PUNISHMENT, BUT AS HABITS AND CHANGES FOR THEM TO BE ABLE TO PARTICIPATE MORE FULLY AND MORE PRESENTLY IN THEIR CLASSROOMS. IT'S IMPORTANT, AND I HOPE THAT THEY SEE THAT AND EMBRACE IT.

I HOPE OUR COMMUNITY AND OUR PARENTS ALSO EMBRACE THAT AND AS THEY SEE THEIR STUDENTS OFF TO SCHOOL EVERY DAY TO REMIND THEM, BECAUSE THIS IS ABOUT MUTUAL RESPECT, DISRESPECTING OUR TEACHERS.

RIGHT. FOR THE WORK THAT THEY DO TO GIVE THEM THE ABILITY AND THE TIME TO FOCUS ON TEACHING OUR STUDENTS.

BUT IT'S ALSO OUR STUDENTS RESPECTING OUR TEACHERS AS WELL AND OUR STUDENTS ALLOWING THEMSELVES AND GIVING THEMSELVES THAT PERMISSION TO BE AND MEET THOSE EXPECTATIONS THAT WE'VE GIVEN THEM AND BE THE POSITIVE STUDENTS THAT THEY CAN BE BY FOLLOWING THESE POLICIES.

SO I SUPPORT OUR TEACHERS 100%.

I SUPPORT OUR STUDENTS.

I THINK THIS IS REALLY GOING TO IMPROVE OUR STUDENT OUTCOMES IN SO MANY WAYS, ESPECIALLY EMOTIONALLY AND SOCIALLY FOR THEM.

AND I AGREE WITH THE PHASE ONE WITH [INAUDIBLE] I'M EXCITED ABOUT THAT.

I DO HAVE A QUESTION, THOUGH, BECAUSE IT SAYS NO PHONES OR OUR PHONES TURNED OFF AND PUT IN THEIR BAGS OR ARE THEY ON SILENT? I WAS JUST KIND OF CURIOUS ABOUT.

I KNOW IT'S NO PHONE, BUT LIKE, IS IT OFF OR IS IT ON SILENT? WE ARE REQUESTING THAT THE PHONES BE TURNED OFF.

OKAY, GREAT. I'M GLAD.

I WAS HOPING THAT WAS THE RIGHT ANSWER, BUT.

OKAY, THAT'S GOOD.

I'M GLAD THAT IT'S TURNED OFF COMPLETELY BECAUSE THAT WAY THEY DON'T HAVE CURIOSITY AND FEEL ALL THE BUZZING HAPPENING.

SO THANK YOU SO MUCH FOR ALL THE HARD WORK.

THOSE WERE MY COMMENTS AND AGAIN, I JUST REALLY WANT TO MAKE SURE OUR COMMUNITY BUT IT'S DESTROYING OUR STUDENTS WHO HAD A LOT TO SAY THAT I AM I KNOW THAT CAN MEET OUR EXPECTATIONS.

I KNOW THAT THEY CAN HAVE BETTER HABITS.

AND THIS IS ONE VERY HEALTHY HABIT THAT THEY CAN START FORMING.

AND WE'RE MORE THAN HAPPY TO HELP THEM.

THANK YOU. THANK YOU, MS. PACHECO. MS. TIMME. OKAY.

DID YOU WANT TO GO? IF YOU.

I'LL DEFER. OK.

[01:00:02]

THANK YOU, MS. HARRIS. THANK YOU.

MR. EAGER. I JUST I WANTED TO SHARE MY THOUGHTS AROUND THIS AS WELL, AND I'LL TRY TO BE AS CONCISE AS I CAN, ALTHOUGH I AM GOING TO ADMIT I'M GOING TO BE A LITTLE A TOUCH LONG WINDED, BUT I HAVE A COUPLE OF.

WELL, FIRST, LET ME SAY I DO WANT TO THANK EVERYBODY WHO WEIGHED IN TO THIS TEACHERS, PRINCIPALS, OUR COMMUNITY, ALL OF THAT.

I THINK ANYTIME WE'RE CONSIDERING ANYTHING, I AGREE THAT EVERY VOICE IS IMPORTANT AND IT HELPS US REALLY UNDERSTAND THIS PROBLEM FROM ALL SIDES OF THAT TO ENSURE THAT WHATEVER DECISION WE'RE MAKING, IT'S THE DECISION FOR THE RIGHT REASON.

I DID WANT TO I DID HAVE A QUESTION.

MS.. BRANUM, I KNOW THAT WE HAD A LOT OF DAMAGE FROM SOME OF THE SOCIAL MEDIA CHALLENGES FROM LAST YEAR.

CAN YOU REMIND ME HOW MUCH WE SPENT ON THE DAMAGE FROM SOCIAL MEDIA CHALLENGES THAT HAPPENED? MS. HAYES I BELIEVE WHEN WE WERE EXPERIENCING THE DEVIOUS LOOKS, IT WAS CLOSE TO $1,000,000 OF WHETHER IT'S BETWEEN REPAINTING, FIXING WHEN WE HAD TO REPLACE WATER FOUNTAINS.

I CANNOT REMEMBER.

SO I'M NOT GOING TO VALIDATE.

I WILL SAY IT WAS DEFINITELY OVER $100,000.

WE CAN RESEARCH THAT AND BRING THAT UP.

I DO THINK WE HAD A MEETING WHERE WE HAD TALKED ABOUT IT WAS OVER A MILLION, IF I REMEMBER CORRECTLY, OR RIGHT AROUND THERE.

BUT I DO I WOULD LIKE TO KNOW THAT.

BUT IT WAS A SIGNIFICANT AMOUNT.

IT WAS A SIGNIFICANT DOLLAR AMOUNT.

YES, I DO REMEMBER THAT.

AND ALSO TO I JUST WANT TO CONFIRM, WE'RE REALLY TRYING TO SOLVE TWO ISSUES HERE.

RIGHT. WE HAVE AN ISSUE OF CLASSROOM ENGAGEMENT WHERE WE WANT THE STUDENTS LEARNING.

AND THEN ALSO TOO, THE DISCIPLINE CONCERNS THAT HAPPEN IN BETWEEN THE CLASSROOM AND AT LUNCHES AND IN OTHER AREAS OUTSIDE OF THE CLASSROOM.

THAT'S CORRECT. RIGHT. AND SO I HAD HEARD SEVERAL OR REALLY MORE THAN SEVERAL, AS YOU SAID, A VOLUME OF FOLKS WHO HAD SOME REALLY GREAT IDEAS THAT THAT MAY HAVE ONLY ADDRESSED ONE OF THOSE ISSUES, BUT NOT REALLY LIKE MAYBE THE CLASSROOM ENGAGEMENT.

AND IT MIGHT HAVE BEEN A GREAT SOLUTION FOR THAT.

HOWEVER, IT WOULDN'T SOLVE THE ISSUE OF WHERE WE WERE HAVING THE DISCIPLINE ISSUES, WHICH IS A FINANCIAL AND TIME SUCK FROM OUR FROM OUR STAFF.

SO I APPRECIATE THAT.

AND I ALSO WILL SAY WE'VE HAD A CELL PHONE POLICY.

DID YOU SAY FROM 2012? IS THAT IS THAT WHAT YOU ALSO.

I'M SORRY. YEAH. 2012.

SO WE'VE HAD ONE FOR FOR TEN YEARS.

AND I'M GOING TO GUESS THAT YOU ALL HAVE REALLY TRIED TO IMPLEMENT IT IN SOME WAY, SHAPE OR FORM.

AND MR. CHOATE, I BELIEVE THAT YOU SAID THAT THERE COMES A POINT WHERE YOU EITHER THAT SOME OF THE TEACHERS GET WORN DOWN TRYING TO SUPPORT THE POLICY THAT WE HAVE RIGHT NOW.

SO I APPRECIATED THAT PERSPECTIVE.

AND I ALSO APPRECIATE THE TIME AND CONSIDERATION THE STAFF TOOK ON THIS.

SO I DID WANT TO JUST A COUPLE OF POINTS I WANTED TO MAKE.

SO AS A PRINCIPAL, I WAS A PRINCIPAL MYSELF.

AND WHEN ANY TIME THERE IS A DISCIPLINE ISSUE WITH A CELL PHONE, I REMIND YOU I WAS ON THE BEGINNING SIDE OF THAT.

WHEN I TELL YOU THAT I WOULD HAVE HAD THIS BEAUTIFUL CALENDAR OF EVALUATING TEACHERS, GIVING FEEDBACK, CELEBRATING OUR STUDENTS, TRYING TO HELP SUPPORT WHETHER IT WAS SUBBING, WHETHER IT WAS GOING IN AND SUPPORTING OUR TEACHERS, WHETHER IT WAS IT WAS SUPPORTING OUR STUDENTS OR HAVING MEETINGS WITH PARENTS OR ROLLING OUT A COMMUNICATION PLAN, WHATEVER IT WAS. AND THEN SOMETHING WOULD HAPPEN WITH A CELL PHONE LIKE THIS AND IT WOULD TAKE HOURS.

AND I'M NOT KIDDING HOURS.

WE WOULD HAVE TO GET TECHNOLOGY INVOLVED.

WE WOULD HAVE TO THEN, YOU KNOW, ASK THE TEACHERS THEIR SIDE, YOU KNOW, TALK TO THE KIDS ABOUT THEIRS, TALK TO ALL OF THEM THAT MAY HAVE BEEN INVOLVED IN SIX DIFFERENT GRADE LEVELS, POTENTIALLY FOR DIFFERENT GRADE LEVELS AT THE HIGH SCHOOL LEVEL OR WHATEVER IT WAS TO GET ALL OF THAT STORY.

AND THAT WAS FOR ONE INCIDENT.

AND NOW I THINK OF THE THOUSANDS OF KIDS THAT YOU HAVE AND WHAT YOUR CALENDARS LOOK LIKE EVERY TIME ONE OF THESE THINGS HAPPEN AND WHO SUFFERS WHEN THAT HAPPENS ON THE BACK SIDE? SO I DO THINK THAT'S AN IMPORTANT PIECE.

I DO FEEL LIKE OUR TEACHERS ARE ASKING US BECAUSE THEY WANT TO TEACH.

THEY WANT TO TEACH. WE WANT TO HOLD THEM ACCOUNTABLE.

WE WANT TO GET THESE WE NEED THESE OUTCOMES FOR OUR KIDS.

AND IF WE WANT TO HOLD THEM ACCOUNTABLE FOR THAT, THEN WE NEED TO GIVE THEM THE TOOLS TO BE ABLE TO DO THAT JOB.

I DO NOT BELIEVE THAT IT IS THE BUSINESS OF OUR TEACHERS OR OTHERS TO TEACH OUR KIDS HOW TO USE THEIR CELL PHONE DEVICES AS PART OF THEIR EDUCATION.

I BELIEVE THAT IF PARENTS WERE I AM A PARENT OF THREE, TWO OF WHICH YOU'VE GRADUATED AND I HAVE ONE IN HIGH SCHOOL.

I BELIEVE THAT IS MY JOB TO SUPPORT AND TALK TO THEM ABOUT HOW TO APPROPRIATELY USE THEIR DEVICE AND WHERE IT IS.

AND IT IS MY JOB TO SUPPORT THE SCHOOL WHEN THAT DOES NOT HAPPEN.

SO I FEEL PRETTY STRONGLY ABOUT THAT.

I ALSO WANTED TO JUST I'VE HEARD A LOT OF THIS IS A GOOD KID AND A BAD KID ISSUE.

AND I JUST WANT TO SAY THAT I THINK IT'S A LITTLE BIT MORE THAN THAT.

CORRECT ME IF I'M WRONG, BUT LISTEN, IF A KID FILMS A FIGHT OR FILMS A DEVIOUS LOOK OR WHATEVER IT IS, AND THEY PUT THAT VIDEO UP AND AND A GOOD KID IS JUST SITTING THERE IN THEIR PHONE AND THEY'RE LOOKING AT THAT VIDEO.

AND NOW THAT VIDEO HAS A LIKE OR A LOOK.

AND NOW ALL OF THE KIDS ARE LOOKING AND LIKING NOT BECAUSE THEY'RE BEING BAD.

BECAUSE THEY'RE LOOKING. THEY'RE JUST BEING KIDS.

THAT IS ENCOURAGING MORE OF THOSE THINGS TO HAPPEN BECAUSE I BELIEVE, AS SOME OF OUR PRINCIPALS STATED, THERE IS A LOT OF CREDIT FOR THEM ON HAVING SOMETHING LIKED.

[01:05:10]

AND SO IT PERPETUATES THIS ISSUE WITH INSIDE THE SCHOOL AND THEN THEY DRAG THAT INTO THE CLASSROOMS AND NOW YOU'RE HAVING TO DEAL WITH WHATEVER THAT BULLYING ISSUE MAY BE OR OTHER THINGS THAT MIGHT HAPPEN.

AND IT REALLY DOES HAVE A BIGGER IMPACT THAN JUST HAVING YOUR CELL PHONE.

I'VE ALSO HEARD A LOT OF PEOPLE TALK ABOUT WANTING TO BE IN TOUCH WITH THEIR KIDS AND LISTEN, I'M NOT ORGANIZED ENOUGH TO HAVE ALL MY REMINDERS OUT TO MY CHILD IN THE MORNING.

AND CERTAINLY IF SOMETHING TRAGIC WERE TO HAPPEN, I WOULD CERTAINLY WANT TO TALK TO MY KID.

AND SO I REALLY UNDERSTAND THAT.

BUT I REALLY ALSO NEED MY KID TO BE EDUCATED AND I NEED MY KID TO LEARN.

AND I KNOW JUST AS A PERSON THAT WHEN I AM DOING MY WORK WITHOUT MY CELL PHONE THERE, I AM MUCH MORE APT TO GET THINGS DONE.

AND I CANNOT IMAGINE THAT OUR STUDENTS WOULD NOT BE THE SAME WAY IF THEIR CELL PHONE WAS OFF AND THEY WERE MORE ENGAGED IN CLASS.

AND SO I PLAN ON SUPPORTING THAT BY DOING A BETTER JOB OF MAKING SURE I DON'T NEED TO CONTACT MY KID AT ANY GIVEN TIME, THAT I AM BEING ORGANIZED ENOUGH SO THEY CAN'T HAVE THEIR CELL PHONE OFF. AND IF I HAVE CHANGES TO MAKE, I'M GOING TO FIND A WORKAROUND FOR IT.

I HOPE OTHER PARENTS WILL DO THAT TOO.

I'M ALSO NOT GOING TO ENCOURAGE MY PARENTS.

I'VE SEEN SOME DO THIS AND IT MAKES ME SAD THAT SOME PARENTS ARE ACTIVELY LOOKING FOR WAYS AND SUPPORTING WAYS FOR THEIR KIDS TO WORK AROUND THIS POLICY, WHETHER IT BE BUYING BURNER PHONES OR DOING OTHER THINGS.

I WOULD BE VERY SAD IF OUR COMMUNITY DIDN'T SUPPORT OUR TEACHERS BETTER THAN THAT.

I THINK THERE IS A REAL CHALLENGE WHEN YOU SAY YOU SUPPORT TEACHERS IN THEORY, BUT YOU WILL NOT WITH YOUR ACTIONS.

AND I'M ASKING OUR COMMUNITY, I WOULD HAVE SUPPORTED THE MORE EXTREME OPTION.

OUR TEACHERS WANTED IT.

OUR PRINCIPALS WANTED IT.

A LARGE AMOUNT OF DAMAGE.

AND THE FACT THAT MY KID WOULD LEARN BETTER, I WOULD HAVE SUPPORTED THAT LARGER OPTION.

BUT I AM I PLAN TO AND I HOPE EVERY OTHER PARENT WILL SUPPORT WHAT THIS STAFF NEEDS.

OUR TEACHERS HAVE ASKED FOR IT.

OUR PRINCIPALS ASKED FOR IT.

THERE'S NOTHING THAT WILL MAKE A BIGGER DIFFERENCE IN OUR CHILDREN'S EDUCATION THAN IF THEY ARE ENGAGED LEARNERS IN THAT CLASSROOM.

AND IF THEY ARE ENGAGING IN THE VILLAGE OF TEACHERS WHO ARE HERE TO SUPPORT THEM AND GET THEM TO WHERE THEY NEED TO BE, THEY ARE THERE TO HELP THEM.

THEY'RE HERE TO THERE TO WORK WITH THEM.

I KNOW THERE ARE EXCEPTIONS AND I UNDERSTAND THAT WE WOULD WORK THROUGH THAT.

BUT MY KIDS, WHEN THEY COME HOME, THEY COME HOME AND THEY WANT TO SEE THEIR TEACHERS, THEY WANT TO TALK TO THEIR THEIR OLD TEACHERS IS PART OF THE COMMUNITY.

AND WHAT MAKES THEM FEEL LIKE THEY HAVE A COMMUNITY HERE.

I WANT TO SUPPORT THOSE PEOPLE IN HAVING THOSE RELATIONSHIPS, NOT ONLY WITH MY KIDS, BUT WITH YOUR KIDS AND WITH OTHERS.

AND I HOPE THAT WE WILL SUPPORT TEACHERS IN OUR ACTIONS AND NOT JUST IN OUR THEORY.

AND THAT'S WHERE I STAND.

* This transcript was compiled from uncorrected Closed Captioning.