[0:00] At this time, I will call roll to establish quorum, d'Ali-Trali. Don Clark is on his way, Alice Hawkins. Marty Bell. I'm

[0:10] atadundam. Steve Bareda. And I am Eric Vietal, a quorum has been established and we will proceed with

[0:17] the agenda. First up, we will have the invocation and pledge allegiance by Dr. Jennifer at

[0:26] his

[0:36] Father, as we gather here this evening, we thank you for the gift of this new school year.

[0:42] A new school year brings with it the excitement of fresh beginnings and the optimism for exciting experiences for all of our students and staff.

[0:51] Father, we are grateful for this great first day that we experienced.

[0:55] CCSD has so much to be thankful for as we open new school buildings this year and celebrated awesome growth for our students and staff.

[1:03] Our teachers and administrators have worked hard for today.

[1:07] Father, we ask that you guide our dedicated board members this evening to at least their

[1:11] powers of wisdom, compassion, and vision for our schools.

[1:16] They are role models and their expertise in their communities are an integral part of our

[1:21] work.

[1:22] May they govern so that every decision made will uplift our students and strengthen our community

[1:27] in your name or pray.

[1:29] Now for the pledges,

[1:34] pledge allegiance to the flag of the United States of America and

[1:38] to the Republic for which stands one nation under God and divisible with liberty and justice

[1:45] for all.

[1:48] Honor the Texas flag, I pledge allegiance to the Texas, one state, under God, one and

[1:56] indivisible.

[2:00] Thank you, Dr. Absmendi. Before we get going, I'm going to remind people of our no cell phone policy that we are modeling for the students.

[2:11] Would hate to have to call your parents if I see a cell phone and don't want to confiscate and find you. So please keep that in mind as we move forward.

[2:23] Ms Hawkins, can you give us or can you read our mission statement, please?

[2:27] Our

[2:32] mission developed the hearts and minds of all students, preparing them to be lifelong learners

[2:37] who continue their education, enter the world of work, and become productive citizens.

[2:44] Ms. Charlie, can you read us our vision please?

[2:49] Our vision is to be a world-class school system where every student is a learner, every learner is a graduate, and every graduate is a success.

[2:58] Thank you.

[2:59] As we continue with our meeting, let us keep that in mind as we make our business decisions

[3:07] for the district.

[3:08] At this time, we are going to move to item number 6, which is audience participation in

[3:13] reading of non-agenda items.

[3:16] As we begin the audience participation public comment portion of our meeting, we remind those

[3:22] who have submitted registration cards of the following board policy requirements.

[3:26] questions and comments must be addressed to the board, not to individual persons, but a minute

[3:31] shall be allotted to each speaker who wishes to comment on non-agenda items. Speakers or others

[3:36] who make personal attacks against individuals are used abusive or defamatory language or gestures,

[3:41] shall be ruled out of order and may be escorted from the board run by security staff. Expressions

[3:46] of hostility, including handheld placards and behaviors such as booing, clapping, or cheering,

[3:51] shall be prohibited before the board. The board shall not tolerate disruption of the meeting

[3:56] by members of the audience.

[3:57] If at least after one warning from the presiding officer,

[4:00] any individual continues to disrupt the meeting

[4:02] by his or her words or actions,

[4:04] presiding officer may request assistance

[4:06] from law enforcement officials

[4:07] to have the individual removed from the meeting.

[4:10] Lastly, those having public comment

[4:11] should not approach the restroom or members

[4:14] of the board during the meeting.

[4:15] Any materials for the board should be given

[4:16] to the board's administrative assistant.

[4:19] Okay, we have one person signed up

[4:21] and we've got Ms. Susie Seldanya.

[4:30] Susie Lernes al-Danya, first of all, I want to thank you all because of your

[4:36] convocation.

[4:37] It was a fantastic group that met there, and I heard nothing but positive from the teachers

[4:44] and staff.

[4:45] So congratulations on that.

[4:47] But I'm also going to remind you that I'm not going to let you forget that every year

[4:52] I'm going to come up here and say where the contracts.

[4:56] Our asking is that you take a look at the issue of issuing a beginning contract at least two years for teachers.

[5:06] That's our asking. Now I've got to cost you one more penny.

[5:10] So now I've got to cost you any headaches because I can believe you can take care of your business with the principles that you have.

[5:16] I ask you to please, please, look into that.

[5:22] Also, I want to remind you of one other issue

[5:24] before I sit down.

[5:26] And JROTC are your officers

[5:29] that do not get a pace race

[5:32] and I know all about them being split into

[5:34] and I know all about them doing

[5:36] but I get some research and under the state

[5:39] they are classified as teachers.

[5:42] So I'd like you to take a look at that.

[5:44] Thank you very much for your time

[5:46] and have a wonderful school year.

[5:48] Thank you, Ms. Al-Danya.

[5:51] OK, I have nobody else signed up for public comment.

[5:54] So at this point, we'll move on to item number seven,

[5:58] close session.

[5:59] The Board of Trustees will now enter into close session

[6:02] at 506 p.m.

[6:06] President to Texas government code sections 551.01

[6:10] and 551.074.

[6:13] And let the record reflect that Mr. Clark is in attendance.

[9:58] The board has now returned from close session at 524 pm, and there is no action.

[10:06] And so we'll move on to the next item of business.

[10:08] Item number eight administrative reports.

[10:11] We've got CCSD professional development plan by Ms. Cindy Perez.

[10:26] in President Villadell, Dr. Nondis, and esteem members of the board.

[10:31] I'm Cindy Perez, Director for Professional Learning.

[10:34] I appreciate the opportunity to present information regarding CCISD's full

[10:39] alignment to all three sections of Senate Bill 1267 as it relates to the professional

[10:45] development offered in our district.

[10:50] Before I begin, I would like to introduce my staff who are pictured here.

[10:55] From left to right, we have Ms. Valerie Gardinus,

[10:59] Program Analyst for Title II.

[11:01] Eva Onhodine, Senior Administrative Assistant to the Director,

[11:06] Diana Hibada, Coordinator for Recruitment and Retention,

[11:09] and Hi-Rosistada, Texas Reading Academy cohort leader.

[11:16] The Office of Professional Learning

[11:17] collaboratively crafted a mission and vision statement.

[11:21] These guiding principles shape our daily work

[11:24] ensuring a cohesive alignment of all decisions and actions with our mission and vision ultimately contributing to student success.

[11:33] As articulated in our vision statement, we are committed to designing professional development experiences that are relevant, engaging, authentic and long lasting.

[11:45] What's the support and collaboration of the curriculum and instruction team and assistance

[11:50] superintendent for school leadership?

[11:53] Our professional development offers learners the opportunity to close the achievement gap

[11:58] in build capacity for lifelong learning through authentic and engaging professional learning

[12:04] experiences.

[12:07] That bill 1267 amends the education code to require the state board for educator, certification to publish a clearing house of information regarding continuing education and training requirements for educators and other school personnel.

[12:25] The bill requires a public school district or open enrollment charter school to adopt a professional development policy based on an annual review of the clearing house.

[12:35] before August 31, 2022.

[12:39] The bill revises, updates, and consolidates various

[12:43] educator training provisions, including continuing education

[12:47] and staff development requirements.

[12:49] Related record keeping and report requirements

[12:52] and provisions related to recommended areas of educator training.

[12:58] There are no reporting requirements for school districts

[13:01] or open enrollment charter schools

[13:03] of the adopted professional development policy.

[13:07] Or the noting of any differences from the recommendations in the

[13:10] clearinghouse.

[13:11] All documentation is to remain at the local level.

[13:17] The clearinghouse list is the first requirement of Senate

[13:20] Bill 1267, and identify seven topics as best practices and industry

[13:26] recommendations regarding specific trainings at school districts

[13:30] provide for educators and other school personnel.

[13:35] All of the seven recommended topics are included in the CCISD Professional Learning Plan.

[13:42] These topics are provided at events such as new teacher orientation,

[13:47] making connections, tech to teach,

[13:51] our half-day PD days, campus and district PLCs and faculty meetings.

[13:56] The second requirement of Senate Bill 1267 is that districts are required to know any differences in the professional development policy from the clearinghouse recommendations.

[14:10] Very happy to report that CCI's D is again fully compliant with clearinghouse recommendations.

[14:17] CCIC uses a variety of online and in-person professional learning experiences to ensure that all employees receive the required training for their role in the district.

[14:30] Our district is also building capacity with the help and guidance of our hardworking teaching and learning team who provide training and support.

[14:38] To our instructional leaders and instructional coaches,

[14:43] they are able to provide job embedded coaching and support on campus

[14:47] to teachers and staff to increase student engagement and success.

[14:53] The professional learning office uses its weekly magazine to house presentation links.

[15:00] All the presentations provided by the district. When available, videos are available as well. This is a great resource for teachers who want to reference materials from sessions they attended or may want to attend in the future.

[15:19] All component Senate Bill 1267 is to include a schedule of all training required for educators or other school personnel.

[15:29] In an effort to over-communicate with CCIC employees, the Office of Professional Learning publishes schedules in a variety of formats and locations as noted in the slide above.

[15:42] Our goal is to provide the necessary support for professional growth and development in all our employees so that together,

[15:51] we can ensure that our students in CCIC are successful today.

[15:56] Tomorrow and in their future.

[16:03] Phase D professional development centers around the needs of our educators based on feedback provided in surveys as well as current instructional data.

[16:12] Our district advisory team also works very hard to collect and analyze data to determine

[16:20] and adopt the professional learning plan.

[16:22] This is a required action of the district advisory team.

[16:26] These areas, the IS committee to providing employees with the necessary training to help

[16:30] meet certification requirements, meet professional growth goals, and most importantly,

[16:36] provide strategies and best practices to meet the needs of the whole child.

[16:41] academic, health, safety, and well-being.

[16:45] As a district working to build our leadership pipeline,

[16:48] we offer opportunities to develop skills for

[16:52] teacher and administrator leadership.

[16:56] These ICC provides itself on the tiered support

[16:58] that provides staff at all professional learning opportunities

[17:01] ensuring that all teachers, regardless of experience,

[17:05] receive differentiated professional development

[17:07] to help meet the individual learning needs of our teachers.

[17:11] We also ensure that teachers who educate diverse student populations, such as special education and

[17:17] emergent bilingual students, receive a support they need to grow and foster student outcomes.

[17:24] Lastly, it is important to note that teachers who do not have a lifetime certification

[17:29] and are required to complete 150 hours of continuing education every five years.

[17:38] Librarians, counselors, and administrators are required to complete 200 every five years.

[17:47] The professional learning motto is to always keep learning.

[17:50] To do this, we must evolve, engage, and inspire others to want to keep learning.

[17:56] CCIC is very excited about some of the new things happening around our district

[18:01] to help build content, pedagogy, and leadership in our teachers, instructional leadership in our administrators and an increased overall positive culture and climate for all.

[18:14] Beginning with the integration of making connections and tech to teach on August 6th, which provided participants to time to learn,

[18:22] Collaborate and engage in the learning when hands-on applications to the inaugural onboarding for new principles and assistant principles that took place in July

[18:32] The district is working very hard to meet the needs of our employees with opportunities for learning

[18:39] We can all agree that the integration of technology and our customers is necessary to help prepare our students for a successful future

[18:46] As a district, we opted to combine the district-wide PD days in August with tech to teach

[18:54] so that all of our teachers and para professionals had an opportunity to learn the tools

[18:59] and value of technology integration.

[19:03] Every session that was provided to teachers incorporated one or more technology tools or

[19:09] platforms that are currently used by students and included and are included in our instructional

[19:15] guides. Content and use of technology are not separate things. We use technology to enhance

[19:22] lessons and engage students. Technology helps us to work more efficiently and effectively

[19:27] with academic monitoring and support. It's not another thing. We did have industry experts

[19:34] who offered sessions on how to use technology tools,

[19:38] like Google after education, we had Canvas,

[19:41] Canvas, Lumio, light speed, just to name a few.

[19:45] Our district had the pleasure of hosting some regional,

[19:48] state, and nationwide professor of development this summer.

[19:52] The first was a three-day lead forward mentor trainer,

[19:55] a trainer, straining, semouthful, with people

[19:59] from all over Texas, Louisiana, and Oklahoma.

[20:02] Not only did this opportunity put our district on the map, it allowed us to send a team of teachers at a discounted rate.

[20:11] These EISD also hosted the average regional pathway to day conference, with almost 200 participants from different districts in Texas.

[20:20] This was a great cost savings opportunity for our district to send teachers, since travel, hotel, and meal costs, typically associated with average training were eliminated as we were the host district.

[20:32] We also hosted a two-day inclusion academy for our special education teachers and paraprofessionals at our Instructional Resource Center.

[20:42] Lastly, CCISD used Title II funds to send teachers and leaders to several conferences this summer.

[20:50] The purpose of Title II part A funding is to increase student achievement consistent with the challenging state academic standards.

[20:58] To improve the quality and effectiveness of teachers, principals, and other school leaders, and increase the number of effective teachers, principals, and other school leaders, who are effective in improving student academic achievement in schools.

[21:14] The intent of the funding is to support educators in their work and to improve the overall quality of instruction and ensure equity of educational opportunity for all students.

[21:26] Some of the conferences that our teachers and leaders attended, or TASA, texts at FAST,

[21:33] ASCD in ISD, which is the Association for Supervision and Curriculum development, and

[21:39] International Society for Technology and Education.

[21:43] We had teachers go to Learning Forward for Accounts, which is the Conference for the Advancement

[21:48] of Mathematics, me by the C, get your teaching, and some ASL conferences around the state

[21:54] of Texas.

[21:58] These supported teachers and leaders are essential to ensuring student academic success.

[22:03] We provide comprehensive teacher support systems, including instructional coaches, professional learning communities,

[22:10] leadership development, mentor programs, and ongoing professional development.

[22:15] These elements are all vital for enhancing educator effectiveness and growth and foster

[22:21] a culture of continuous improvement and teaching excellence.

[22:25] Thank you very much for your continued support of our teachers, leaders, staff, and students.

[22:32] This concludes my presentation.

[22:35] Thank you, Ms. Petus.

[22:38] The

[22:41] moderator is not working, so I don't see any lights on for any comments or questions.

[22:48] Okay.

[22:49] Just had no idea you did all this.

[22:55] Just now, thank you to you and your team for always being purposeful and intentional with

[23:02] everything that you do.

[23:03] Convocation was not that out the park, like always making connections and the new teacher

[23:09] orientation heard lots of great feedback from all that, so thank you for always supporting

[23:14] our teachers and our staff and our students.

[23:17] Go, Hugs.

[23:20] Okay? Anybody else? Okay, here off the hook today.

[23:24] All right. Thank you, Ms. Peters. Thank you.

[23:27] So the great information to keep up the good work.

[23:30] Okay. Moving on to item number nine, which is the consent agenda.

[23:34] I have not seen anything or any questions.

[23:36] I just have a quick question on if you don't mind.

[23:39] On the purchase of our vehicles, the district wide.

[23:43] I want to be sure that it's that's a need.

[23:46] I mean we really if we really really need because I know that we're pretty

[23:51] tight budget constraint that maybe give another year out of them but and I'm

[23:55] assuming that that is a need versus a one on that. Correct. Yeah that's a good

[24:04] good question we knew that question would come out we had that conversation

[24:07] then are meeting with the staff and the team. There is a process they go through

[24:13] And these are vehicles that have been deemed either, I don't want to say this is time to put

[24:21] up to the art. And then if we were to hang on to them, it's just going to end up crossing

[24:26] this more to do any maintenance.

[24:28] Thank you.

[24:29] But you are replenishing the old with the new, and they're going to be there for a good

[24:34] several years.

[24:36] Yeah.

[24:36] I get it four towers of the engine. Let's go.

[24:41] Good question though.

[24:42] So is that something like a motion for approval for me?

[24:47] I have a question.

[24:48] OK.

[24:54] Well, I guess this is to Karen.

[24:57] I was just wondering, how many vehicles do we have in our fleet that are going to be coming up perhaps in the next two years if you can answer that?

[25:11] In the next two years, I don't know.

[25:12] I don't have that information.

[25:13] and I just have what he turns into me every spring.

[25:17] Kyle Pelishay goes through and tells us which ones

[25:20] are no longer salvageable.

[25:22] The average is about 13 to 15 years for all the vehicles

[25:25] that we're putting in.

[25:27] These are just the, like our maintenance trucks advance.

[25:32] We are bringing, you'll see a second one coming,

[25:34] which will be all the buses that we'll be coming next.

[25:37] We're still waiting on the quotes for the buses.

[25:39] So, but these are vehicles that have stretched their life and it's costing us more to keep them.

[25:47] Operational that would be just to replace them.

[25:50] So, if you say that perhaps the buses are coming?

[25:55] How far down the road will we be seeing a request to replace the truck?

[25:59] How we're going out for quotes.

[26:00] Now, it was approved in the budget.

[26:02] So, as soon as they were approved, we have started that process to try and get the best value for the district.

[26:09] So, do you have any idea how many we may be asked to approve?

[26:16] Well, we have a dollar amount.

[26:19] I've just had it up and I closed it when it

[26:28] looks like there are six.

[26:35] Three special needs, three regular and two activity lists.

[26:42] Okay, on those, on those special needs, those are the, what the, what the, what the, what

[26:49] Gates calls smart, the short best, is that the one, okay. And, and so, those buses tend to

[26:56] last longer than the regular ones for the big, the big buses in all of that.

[27:05] I, I know

[27:06] these are kind of specialized questions, but I know that they can't, I guess so, or mind

[27:13] everybody that the agenda item is specifically for the white fleet and so I don't want to

[27:19] get too off topic with buses and I'll I guess I'll let legal get their input on whether we can

[27:30] discuss this or not right now. Get the mic to hear. Yeah if you could relate the questions to

[27:37] specific contract here, it's important that it ties to these purchases.

[27:48] They pass a button.

[27:52] Mr. Rolling.

[27:55] Yes.

[27:56] I was asked a question and wondering about the vendors that we're using for the vehicles.

[28:04] And how we settled on the vendors and or I'm vendor and was there any other

[28:13] it's that we're obtained for these vehicles.

[28:16] I'm normally we do.

[28:18] We'll go out to the listing that we have,

[28:20] and we'll send it out to the vendors that we have on the list

[28:23] and ask them for the pricing.

[28:25] Some of them can't get them for a while,

[28:27] and so that goes into the factor

[28:29] when we put those together.

[28:32] I'm trying to find the page on that.

[28:38] Right, so that we did,

[28:40] that mean that this is the only one responded

[28:42] or had to be equals available

[28:44] the time frame needed.

[28:51] I'm sorry. Hold on, I don't know if we heard it.

[28:56] Yeah,

[29:00] we've been using this local vendor for the last four or five years.

[29:04] And they seem to be the only ones that could provide the vehicles in the

[29:07] allotted time. Most of the other vendors that we've been getting quotes from,

[29:10] it's taken over a year and a half to get vehicles in here.

[29:17] And so, from the time that we approved this, what is the turnaround time

[29:21] I'll be around 8 to 10 months from now if we're moving it.

[29:27] Okay.

[29:30] Okay.

[29:30] Thank you.

[29:32] Okay.

[29:33] We've got a motion by Mr. Bell in a second by, I believe it was.

[29:40] Okay.

[29:41] My Mr. Out of the bundle.

[29:43] Any other comments?

[29:47] Okay.

[29:47] Your deliberators are open to you vote.

[29:51] Okay.

[30:03] Okay, we've got 70 in favor, motion passes. Okay, moving on to item number 10, which is our action items, the approval of student code of conduct, student use of personal communication devices.

[30:20] We've got Miss Sonya Azaila and I believe you've got a brief presentation for us.

[30:25] Yes, aye. Great, thank you.

[30:34] I'm not driving the computer.

[30:42] Good evening, President.

[30:43] President, be ready.

[30:44] I'll members of the board and Dr. Hernandez.

[30:46] My name is Sonya Zayla, and I'm the Chief Officer

[30:48] of Accountability and Student Support Services.

[30:51] And I'm going to be bringing forth the student code of conduct,

[30:54] specifically for the student use of personal communication

[30:57] devices.

[30:58] I prefer the contents of the actual student code of conduct

[31:02] document over the next few slides.

[31:07] And in accordance with Texas House Bill

[31:09] 1481 and as approved in board policy, F-N-C-E local last month, a student will not use a

[31:17] personal communication device or PCD to find as a cell phone tablet, laptop, smartwatch,

[31:23] smart glasses, headphones, earbuds, or any other electronic device capable of telecommunication

[31:30] or digital communication, on-school property during the school day. While on-school property

[31:35] students must turn off and store their device in their backpacks, or the device must be

[31:40] turned into the front office to be securely stored until the end of the school day.

[31:45] And if a personal communication device that has been confiscated is not retrieved by the

[31:51] parentally or logged guardian within 90 days, the district may dispose of this device after

[31:55] providing the notice required by law, and that's out of policy.

[31:58] And

[32:02] personal communication devices must be turned off and stored 15 minutes before the first period.

[32:09] All personal communication devices must remain turned off and stored until the final bell after the last period of the school day.

[32:17] And on the slide, notice you'll see specific times by campus level.

[32:21] And just note the times for a zero period that Ray High School has as part of their IB program.

[32:27] And then adjusted start times for our branch and collegiate early high schools and in terms of doing that.

[32:35] After this was written, we have seen other school districts using language rather than 15 minutes before just saying upon entering the school building as another potential that this time our recommendation was beginning 15 minutes before just so that we can set a time when students entering the building should power off their device.

[33:00] And then we, as with other code of contact violations, we do have progressive discipline.

[33:07] So this chart will show that.

[33:09] So a student who violates our communication device policies shall be subject to the progressive discipline techniques shown on this slide.

[33:16] For all instances where a student violates the device policy, the student's device will be confiscated by an administrator,

[33:24] securely stored in the office and documented in our discipline management system.

[33:29] Excuse me, parents or legal guardians are notified by the administrator of the policy violation

[33:34] and any potential consequences as a result of that.

[33:38] The parent must pick up the device during normal school hours, and self-sequentive offenses

[33:43] include assignment into in-school suspension or ISS, a $15 fee, and up to a parent face-to-face

[33:52] conference with the administrator to discuss the policy violation.

[33:59] During the development of our policy, the Code of Conduct of the Policy and the Code of Conduct,

[34:06] various district and campus leaders provided input into the disciplinary consequences

[34:11] that we are recommending for approval today, shown here on this slide.

[34:18] This statute and our policy allows for only a few clearly defined exceptions that are written in law.

[34:25] if a student's individualized education program, or IEP, or their Section 504 plan,

[34:32] specifically designates the use of a device. The students shall be permitted to use that device

[34:37] in accordance with the accommodations outlined in those plans. Additionally, students may use

[34:42] the device if it is medically necessary and supported by physicians documentation. For example,

[34:48] if a student is a diabetic or needs a hearing device because they are hearing impaired,

[34:54] or any other medical condition, and then lastly, the use of a device is permitted when required

[35:00] to meet legal obligations, or to meet campus specific health or safety protocols.

[35:07] And again, these are written in law.

[35:10] And then in chapter 37, requires that administrators consider any mitigating factors when determining

[35:17] disciplinary actions of any conduct violation, regardless of whether the infraction is mandatory

[35:23] or discretionary solicit here are those mitigating factors that the campus behavior coordinator

[35:30] or the CBC administrator shall take into consideration when assigning consequences for a

[35:36] conduct violation. So thank you for your time. I welcome any feedback or questions that you may have.

[35:45] Mr. Stila,

[35:49] got Mr. Bell. First off, thank you. I know we're kind of inventing

[35:54] airplane is reflying it, and I get that.

[35:58] What I was going through this, I did write down some questions that concerns is, we have

[36:04] some very specific times when they had to be turned off and on, if at some point in time

[36:11] we change times, we're going to have to always come back and redo the policy, is that correct?

[36:18] Well, the policy of, well, it's in our code of conduct, do we do bring that back every year?

[36:23] And so, you know, we might find some wording that might be a little less specific that we don't have to come back and change all the time.

[36:31] Also, when I was looking at your committee of folks, I'm glad we ran across a lot of people's desk.

[36:41] I wish we could have got some teachers that were in the trenches, some veteran teachers that have been around and have to kind of deal with it and get their input.

[36:48] The good thing about this is that we can always come back and revisit this and I would hope some some point in time

[36:54] We have a survey where we we get some some input from our teachers and as like

[37:00] What do you think how to go? What do we do better and and then at the implementation of because

[37:07] The part in there where it says the administration has to take up the phone

[37:11] There's gonna be some some rub right there between the student and the teacher and then the administrator right there

[37:17] which

[37:17] I had that question answered before you even asked it.

[37:22] Okay.

[37:22] You want to?

[37:23] Yeah, thank you.

[37:23] Great question.

[37:24] Mr. Verk there.

[37:25] I had already asked it, but I'm glad you asked it.

[37:28] So remember that the law changed right as we were going into the summer.

[37:32] We didn't really get to see our teachers until we've started to school back up.

[37:36] These are the groups that we really counted on as well as other school districts and what they're doing.

[37:41] But the teachers' voices are most important because they're going to see it every day in the classroom.

[37:46] and we suggest that. Now that they're back, we can see how things are going. Now that the

[37:51] kids are at school, and we'll plan to get with them for their feedback, and then we have

[37:55] to make tweaks. We'll bring it back to the board to incorporate all that.

[37:58] And I appreciate that. I really do. But I know that we have teachers, phone numbers, and

[38:04] there were some that, that price, and the teacher of the year that we could have engaged

[38:08] and whatnot. And I know that that we'll come back and do that. I know we will. And the last

[38:14] is as the administrators, as they take up these phones, because I can see this being in August

[38:21] September, October being an issue as we figured out, that we have some place on their

[38:27] campus that they can secure these phones. And because the last thing we want to do is have

[38:34] somebody try to appear and talk about how, you know, their their son or daughter made a mistake

[38:39] can pull their cell phone out, and now that $800 cell phone has gone missing or something like

[38:45] that, so we need to be sure and have a place where we can secure the phones at all

[38:50] different campuses, whatnot.

[38:53] Thank you.

[38:54] This card.

[38:58] Excuse me.

[38:59] So, do you have a couple questions?

[39:00] First of all, I start with the comment.

[39:03] I think all of us were at schools this morning, and one thing that I saw that I think we

[39:10] and unequivocally agree on is a student

[39:13] so I'm gonna have a problem with this self-ob Policy.

[39:16] They were engaged face-to-face with each other

[39:18] and they were learning how not to do it.

[39:21] Our problem is gonna be adults.

[39:23] It's gonna be parents who are pitching a fit

[39:27] because they can't get hold a little Johnny during the day.

[39:30] And those are the people that we really have to worry about.

[39:32] Our students are gonna be fantastic.

[39:35] I mean, what's that?

[39:36] Probably well.

[39:37] Yeah, I mean, I think it really takes

[39:39] a incredible amount of pressure off of our 30,000 students across the district.

[39:45] So what we really need is parents and adults to buy in, and the kids are going to be

[39:50] just fine.

[39:51] That being said, what happens on the fourth event is the third event to repeat.

[40:00] And I guess I have a small problem, and I usually don't, I think that y'all bring wealth

[40:08] thought out policies just to look at and I certainly appreciate that, but the part about just

[40:19] on the school campus, as far as not using the cell phone at that point at 730. If we've

[40:25] got a junior higher sitting at 835 outside and not in the school grounds and they're just

[40:31] out killing time, because I've got technically another 10 minutes before they have to be in

[40:36] school, are we actually telling them that they can't use their phone outside?

[40:45] So we'll define that.

[40:47] And we've been.

[40:51] This is, we found the language that she mentioned earlier.

[40:55] And that was that other districts we just recently after this.

[40:58] And what you're maybe even consider, we could adjust it.

[41:01] And it was, they must turn it off from the moment they enter the building

[41:05] in the morning.

[41:07] They can turn it back on the last bell because they're, you know,

[41:11] I'm sitting outside or I can't pick you up or Grandpa's going to pick you up, but it was other districts have gone with not 15 minutes before, but the moment you walk into the building that phone must be off in the morning, regardless of what time school starts for you.

[41:26] If you want to consider, we can adjust that language there.

[41:30] I mean, I know Mr. President might be a little late to adjust it now, but, I mean, with high

[41:36] schools and junior highers sitting outside, I think it's, I think it's a little invasive to be

[41:43] very honest with you, to have them turn off at that time if they're sitting outside the school.

[41:48] And I would agree with you. I think that's a discussion that we had earlier when we're looking

[41:52] It's a general review because, you know, you think about all of these early morning practices right there on campus at 6 a.m. 630 and then they're done at 730 and they're there on campus in the building sometimes if it's volleyball or basketball or even football right if they're in the in the locker room.

[42:15] So, the way you would say, as soon as they enter, they would have to turn off their cell phone.

[42:23] And I just, you know, there's an hour there between, you know, let's say the end of practice

[42:28] and the beginning of the school that they're just in the locker room.

[42:32] You know, again, there's some, I think there's some great area there that we need to think about and really define.

[42:40] What was the 15 minutes before the school bell come from? Is that just other districts or is there?

[42:49] That was brought up also the districts are doing it that way but we also talked about it during the president's meeting.

[42:53] It was 15 minutes before that way they wouldn't be walking into the classroom talking right before the bell rang.

[43:01] Because there are, you know, there are students, they get there. I mean doors don't open at eight fifty, you know, and so they're going to be in there.

[43:19] We've got, we've got a list here.

[43:22] So that, I mean, that concludes my comments on my question.

[43:25] I welcome.

[43:26] I'm sorry.

[43:26] You have some to add to that.

[43:28] Let's,

[43:35] yeah, let's, let's go with Miss, Miss Hawkins. She's next on the list.

[43:40] Go ahead. I can go to the additional room.

[43:45] Thank you.

[43:48] I'm sorry,

[43:53] my question, well first of all, I just like to comment on the conversations

[43:57] going back and forth right here, I do believe that the students will self-regulate.

[44:02] I think that by the time they actually stepped foot through the threshold, they will

[44:08] probably have those phones off. Anyway, that's all I had said about that, but I wanted to

[44:15] question regarding those exceptions. So, you know, we do have students who have

[44:23] health issues and the rules and regulations are making exceptions for that.

[44:33] And I guess my question is, is there a way for these students to maybe signal that

[44:42] other than being a constant in the hallways on third floor, second floor, and when they enter the building that they can,

[44:50] you know that the staff and the teachers know that this child has a hearing problem or, or, you know,

[45:00] Some other issue that they have health wise, or maybe even, I don't know, are they having to wear this if they've got those ankle bracelets on?

[45:13] On those, I think those are more looped to their wife light held, but in terms of the student health, the student health.

[45:21] I can speak to the student health. Our students that have medical conditions do have care plans through our nurse's office.

[45:27] teachers, most of them have a 504 or an IEP because of their medical condition and all

[45:33] of that information is provided to the teachers of those students and so we talked about

[45:38] this.

[45:38] So if they're a diabetic student who's getting their glucose monitored, they could still leave

[45:44] their device inside their backpack, it would just be turned on instead of off because

[45:49] to track whatever there is or need to track for their medical conditions.

[45:53] So we could talk about that, there's no need for the student to have it out on the desk,

[45:56] they could still keep it in their backpack,

[45:59] while still monitoring their medical condition.

[46:01] But the teachers would be aware

[46:02] because of their care plan, or their IEP, or 504.

[46:05] Well, I know that.

[46:07] I think we also need to be careful with any type of privacy laws,

[46:13] but maybe they don't want anybody to know that they've got an issue

[46:17] and by making them wear something, and be like,

[46:21] well, I'm not asking to make them wear something.

[46:23] I'm just asking, was that discussed?

[46:26] And it's part of their student health plan, their 504, their IEP, the teachers have access to that.

[46:34] And we've had those conversations through the nurses office, through the 504 office at the special education office.

[46:41] So we're aware of who those students are who are needing some type of medical exception.

[46:47] Okay, that's all I wanted.

[46:51] I think we have a great plan that we're getting a school started today, you know.

[46:58] So we need to move forward if we start, you know, well, this campus we could do this time and things like that.

[47:05] Because I know we've had a lot of discussions with that.

[47:07] The only thing I, I would like to see or I'd like to ask is if we could give the administrators the discretion on the second offense for that 15 dollar fine.

[47:19] And the reason I, the, the rationale behind that is that I know the principles and administrators aren't going on to the campus looking for phones and they're going to warn the kids five, six time put your phone up put your phone up put your phone up put your phone up

[47:31] By the time they get to the official warnings here the kid would probably already been warned three or four times because I know they're doing a transition right now and announcing and doing all the kinds of things and it's like we said that kids are kids aren't going to have any problem whether it's the adults kind of thing but I would just like

[47:47] to give the administrators that discretion on the second offense for that $15 fee.

[47:55] I think that's what I'm talking about.

[47:57] We're just trying to get the language set and then we can work with that.

[48:02] Yeah.

[48:02] This is Charlie.

[48:05] Well, first of all, I wanted to go back to what you got the conversation about the, you know,

[48:10] maybe when we're entering the building, I mean, I do like and prefer that language.

[48:15] to President Villariel's point about sports starting earlier and there being

[48:21] downtime before the school. I do think that is a little bit of a slippery slope of

[48:26] allowing the kids to use the phones. I mean, I think about when we were kids and

[48:30] we were in that situation, we didn't have cell phones and we did fine with that

[48:34] blank time before even between sports and school and not having a cell phone we

[48:38] talked to each other. And I think that's the whole intent of the law. So I think we

[48:42] need to try to seek to the antenna the law, but I also admit we're in, you know, we're in

[48:47] recognizing, we're in a modern day times and there may be time that in that hour or 45 minutes

[48:52] that they need to breach their parents or make plans for work after school and maybe the

[48:57] compromise is step out of the building and take care of what you need to and then go back into

[49:01] the building. So then when you enter the building, covers those spaces and allows the flexibility

[49:06] we need rather than time constraints, so something to think about.

[49:12] Anyway, the other thing I was wanting to talk about was that the adults, again,

[49:19] we were just talking about, but a little more specifically, if we have policies

[49:26] that we're not really discussing today, but that are going to be implementing some

[49:30] consistency for the staff to one model of behavior just like we've talked about it here on

[49:38] our on our bias and modeling behavior ourselves, but for our staff, our teachers, everybody

[49:47] that works in the building to be modeling this same behavior, do we have a code, not a code

[49:51] of conduct, but a standard that they are also being held to and that we don't need to discuss

[49:58] that necessarily in public, but I guess it's just in general,

[50:02] is that, is that been talked about?

[50:04] And two, is there some sort of plan for consistency

[50:07] and enforcement?

[50:08] Because I know last year, some of the feedback we got

[50:11] when we started implementing our own policy

[50:13] that wasn't statement dated, a lot of the feedback we got

[50:17] was, well, this teacher's enforcing it strictly,

[50:20] this teacher is not, this teacher just turns the other,

[50:24] by six months in, this teacher turns the blind eye to it,

[50:28] is one doesn't, this one's really strict,

[50:30] and there's no consistency.

[50:32] And right now we're starting off strong.

[50:34] I mean, I've heard nothing but good reports about it today.

[50:37] And I'm sure there'll be like that for a while,

[50:39] but is there a plan to keep it consistent

[50:42] and to hold everybody to that standard

[50:45] and make sure we stay consistent?

[50:47] So from the adult standpoint, right?

[50:51] And it is not that we need to have discipline for the adults,

[50:55] But I mean just so that we make sure that if not just the parents, because that is, you know,

[51:02] the parents are going to be trying to text the kids and everything, but also our staff and, you know,

[51:07] that of course the staff needs to be able to check their phone during the day and deal with

[51:11] their families and things like that too. I'm not saying that they don't, but in the middle of a

[51:16] last period or as things get the novelty of the new year wears on, or eases up, is there a plan to maybe just make sure we stay strong and steady with this, is what I guess I'm saying, you know, and that we don't get four or five months in and start letting up off of this. And it's, oh, well, we're done with all of our work. There's three minutes left, you know, I mean that we don't, we don't start getting into that situation.

[51:48] We can work with our human resources and the assistance, and superintendents, and everybody.

[51:55] The supervisor is on what that looks like.

[51:56] It's making sure we're consistent.

[51:57] Yes, ma'am.

[51:58] And Dr. Alondas, when he had a super-touch leadership conference with all of the principles,

[52:02] and the assistance, superintendents, and the assistant principles.

[52:04] He made it very clear that as we're moving in the cell phone policy,

[52:08] this law, it applied to everyone.

[52:10] And he shared, what Dr. How the story of the outboard president has stated,

[52:14] even in the board meetings we are all putting away our own photos.

[52:17] That's a, as you go, we check what we inspect, right?

[52:21] And so it's going to continue to.

[52:23] We're sure we're going to have those people.

[52:25] We're going to have to remind of it with anything.

[52:27] But we will, our goal is to have everyone and not let up.

[52:31] With the law having teeth on it, it's has really helped you.

[52:37] Thank you.

[52:38] Let's try to London.

[52:39] Thank you.

[52:40] Thank you very much.

[52:42] And thank you for the report.

[52:45] And the couple of things, and Mr. Gonzalez, Charlie talked about, one of the points that I wanted to reinforce, and that's consistency in process.

[52:54] I think that's the other thing that principals are asking for, and how is the teachers, as far as getting direction from principals, that we be consistent.

[53:04] One in how we enforce the policy, but that again, that the issue, as I think, you know, she mentioned it, and you may have to.

[53:14] that at one campus this is being done at the other campus it's different and

[53:19] exceptional being made I've already heard of one story today but those

[53:25] exceptions you know well we're you know go ahead and just don't tell anybody kind

[53:30] of thing and how we enforce that I think that two points to that is our

[53:37] communication I think every campus has a website okay at a secondary school

[53:43] especially the high schools, they have very, very, what I call, the information and newsletters,

[53:50] and those newsletters have seen in three or four of those campuses where that aspect has

[53:55] been really emphasized. And I think all three are indicated to some extent that there was

[54:02] this transition period that was going to be happening this week. And then, but I mad, you know,

[54:10] about Superintendent's leadership conference where Dr. Nundus reinforced the issue of, here's what

[54:15] we're going to do. Everybody's got to be on board and everybody needs to be consistent.

[54:19] And I think that's the key issue there. In repeating that meetings, repeating in any direction,

[54:26] you know, what is the repetition as powerful? And I think that those are the things that we need to

[54:31] repeat. But the other, the audience that needs to really be reminded are the students themselves,

[54:39] especially at high school, you know, at high school where you've heard the stories about last year

[54:44] and even this year, well, no problem. I want to get a burner full, put it here or put it

[54:48] there and I'll have my other phone in my pocket or what have you. And, you know, these are the things that

[54:54] as our youngsters are being creative to see what they can do to extend the law. I think we just need

[55:00] to be aggressive in reminding them what the penalties are. And, you know, just what I talked about

[55:07] to the $15 fee moving it up to the second offense, Dr. Lennon, I don't know, that everyone knows

[55:15] all the community, all our parents. There may be a few exceptions. It'd probably less

[55:22] than 1% that don't realize this is a new state law. This is not something that CCISD has

[55:27] created. It's something that I'm glad that we got ahead of it last year, and I think we're

[55:33] ready for what has happened. So now things are, it's not a matter of transition time. Everybody knows

[55:42] about it. Everybody understands what it is. Everybody knows that we've got a law that we have to

[55:47] enforce to the credit of the discussion on the 15 minutes or the issue. You know, we hadn't really

[55:55] defined clearly what the school day was and that's the reason for the time that we put and took

[56:01] that 15 minutes as a recommendation.

[56:05] And, again, as students come on to understand,

[56:09] at elementary or in middle schools,

[56:10] you really have those that are there early

[56:12] because of parents working.

[56:15] And then at high schools, it varies

[56:17] because students want to be there early anyway,

[56:21] because then I'm going to school them start to lie.

[56:25] But I think I want to give it a time to see about whether

[56:29] We have to refine that, but the main thing is that whatever

[56:34] we're getting, that it ends up being at all high schools,

[56:37] it's consistent, at all middle schools, it's consistent.

[56:42] And you know, and down the line.

[56:44] But I think that we need to really reinforce to our student body,

[56:50] especially at our secondary schools, that this is,

[56:54] as they would say, for real, and we need to just comply

[56:58] on the law, we have some offenses, and at one point I thought are wanting to come in today

[57:04] and make it only two opportunities to be given a chance, but I'll certainly leave that

[57:13] to the, you know, to the, you know, what the total board would like to do, but it's not

[57:18] like, you know, how many times do we let a youngster know, you know, and especially

[57:24] as high school. You know, these are young men and women and I respect that and I treat them

[57:30] that way. These are not elementary pre-cations or maybe you're still having an aspect

[57:35] of learning, but we need to emphasize your being held to this. You're going to be given a few

[57:43] days to kind of work that out. Like today I saw a lot of ear buds. You know, and I'm going

[57:48] to put ear buds as far as a list. Because that's going to be something that I think

[57:53] as habit format, as that bandwidth, all our students at all our levels.

[57:59] That's what I'm going to be curious to see how that's going to go.

[58:03] But I know I give a lot of credit to our administrators in that.

[58:07] They know the things that they've had to deal with and challenge with.

[58:11] Certainly our teachers do too.

[58:13] But we just need to be aggressive to remind students, this is the law.

[58:19] This is your time limit.

[58:20] After that, it's no holes for you know what the consequences are and we need to hold it to that and again

[58:28] You know, you talked about adults, you know, our parents we certainly want to garden of their support and in reminding

[58:35] their children that their students and the young adults that

[58:40] You know, don't start asking me for some kinds of exceptions or allows because then I don't want to be part of breaking the law

[58:48] you know, and

[58:49] So, you know, I think the information, the discussion we've had is well-intended.

[58:57] I would consider that very, we look at just two offenses as opposed to three.

[59:02] We went from four to three, and I think that was good.

[59:05] As far as the financial part, I think that would open $15, $30, I'm fine.

[59:09] But making parents and students especially need to understand,

[59:13] you've got a commitment that you need to accept, and let's work through it.

[59:17] All of us are willing to make some kind of concession as far as tweaking this as we go along, but at this point, that's what we have, and we would want to have everyone hold to that.

[59:29] And beyond the third offense, I will, I will share that that's why we have the mitigating factors.

[59:34] So you, administrators have that discretion, like what happens after the third offense.

[59:38] And our high school principals specifically have been working with Dr. Wilson. They have a common flyer.

[59:43] created that online with this. They're waiting for border approval and then through

[59:47] just that consistent, like you said, the consistent reminders with the weekly news

[59:51] letter, just like we get the reminder about dress code every week, they'll get the

[59:54] reminder about the communication device every week as well. So you're right, the more

[59:58] we hear it, the more we hear it.

[1:00:00] Thank you. Thank you. We have all that. Thank you, Mr. Niel.

[1:00:03] And lastly, hopefully. My experience is that mostly kids are going to do the right thing most of the time.

[1:00:10] And there's always going to be some kiddos that are going to kind of push the gray area.

[1:00:15] What are we going to do when lunches or show mom and dad's children lunches? Because how are the care?

[1:00:20] They kids are going to order their lunches and they're on the cell phone.

[1:00:23] I will say that Mr. Clark and I were over, that's this morning when Mr. Walker gave his

[1:00:29] announcements.

[1:00:29] The only announcement he had was about cell phones, put him away, salaud, did the right

[1:00:35] thing.

[1:00:37] I've had some feeds on my social media where some other high schools, and I know most of

[1:00:42] our campus's high school campuses have a TV production opportunity that they, they, the

[1:00:52] PSA I saw was the campus leader saying, hey, it's just the right thing to do, put it

[1:00:57] your backpack, you know, and when you see your leader saying that, and they're walking around

[1:01:02] campus and, you know, hey, but put it, your backpack is the law, and it's not the school board's

[1:01:08] policy, it's the state of Texas policy, and so we need to follow that. And the next thing is,

[1:01:16] is I know Dr. Nandis is really telling us administrative staff, I'm just going to check

[1:01:21] down to the principles and the assistant principles, and what not. But as we're walking through

[1:01:29] the campuses, our ministrations walking through the campuses, and they do see the kids with

[1:01:33] the headsets on. There are buds in, and they do see kids that we need to bring that to the

[1:01:40] attention of the teachers. And so I'm going to tell you, if teachers know that this is real,

[1:01:46] and it's not only said the kid back, he's going to come back with the fall, and nothing happened

[1:01:51] to me, but he leaves and something happens to him, teachers will get on board, they'll start doing

[1:01:55] that.

[1:01:56] The only thing I have to say about teachers and cell phones is we have a lot of our teachers

[1:02:01] in high schools that wear two hats, either band or coaches or drill team or sponsors or

[1:02:08] something like that, and I'm going to tell you just from experience, they do a lot of work

[1:02:12] with their cell phone, in terms of just scheduling, comparing contacts and things like that,

[1:02:21] along that line. So we just need to be very careful as we say that, you know, we don't want

[1:02:26] our teachers to do this or do that, that, you know, they're professionals. And we need to

[1:02:32] treat them as professionals. And if it's something out of hand, then there needs to

[1:02:35] have a conversation about, hey, you spend more time on your cell phone than you are up and

[1:02:40] around and, you know, parenting our kiddos.

[1:02:45] But, and then as we go along,

[1:02:49] I collect data, as we collect money and we have, you know,

[1:02:54] people are being referred to the office and, and how it's going

[1:02:58] collect data and come back and let's have another conversation

[1:03:01] about this, because I do think there's some tweaks in terms of time

[1:03:05] or in entered into the school building, or one of the fans,

[1:03:09] or three offenses versus a second offense.

[1:03:11] I think there's a lot of engaging teachers in the discipline chart and stuff like that.

[1:03:18] I think there's some more conversation down the down the road for you guys and for the board here.

[1:03:28] That's all I have. Thank you. Thank you for your report. I appreciate it.

[1:03:32] Okay,

[1:03:38] since it's an action item, I assume that we could make amendment to the policy, is that correct?

[1:03:48] We don't know.

[1:03:48] No, I'm getting clarification.

[1:03:50] Okay, so we need a motion in a second.

[1:03:59] First, in that case, I would like to make a motion to approve the action item.

[1:04:04] Amended to say that cell phones will be turned off five minutes before the bell

[1:04:09] or upon entrance of school building, whichever comes first.

[1:04:24] In 15 minutes, if you're sitting outside the building, you're just trying to

[1:04:31] go.

[1:04:32] This is for themselves.

[1:04:33] As they enter the building, yes.

[1:04:35] Okay, it says.

[1:04:38] So what was the intent?

[1:04:41] 15 minutes inside the building?

[1:04:49] Yes, we did not.

[1:04:51] We didn't feel that it, we could cover that outside.

[1:04:55] There are too many spaces for people to be following.

[1:04:57] That was our apologies.

[1:04:59] the intent was 15 minutes when they were in the building, which is why we recommended entering

[1:05:05] the building as opposed to students using a phone inside the building even as a school day

[1:05:09] hasn't started.

[1:05:10] So the amendment was really, yes, we would be specific, thank you.

[1:05:19] Thank you.

[1:05:24] Well, that's, yes, because that's not the action item that I read.

[1:05:30] So I'll withdraw my amendment motion and get clarity of what the intent was by our administration for the action item.

[1:05:43] And of this action item, the way that it's read, was meant to state, and our apologies, is that 15 minutes before the first bell, the phone had to be turned off.

[1:05:56] Well, well, in some cases, our recommendations, their after would have been at pun entry in the building.

[1:06:04] So they could be eating cafeteria in the morning and while they're eating in the cafeteria, they can be on their phones.

[1:06:10] But in the whole intent is put the phone away and start communicating with your fellow students.

[1:06:17] It just seems to me that once you walk into the building, your phones away, there's no unless you have one of them.

[1:06:24] the three exemptions. It's putting your backpack, block it up, turn your phone off. And I think

[1:06:31] five minutes before the bell or just when you walk into the building, it's all off.

[1:06:49] And it's not as I walk through the door, I'm walking down the halls and I'm saying, oh yeah,

[1:06:53] yeah, but the devil's in the detail is that we have to have people, especially at the high school

[1:07:00] I will stand in front door.

[1:07:02] Remember, we got signage, we have somebody with the bull horn,

[1:07:06] screaming out of turn yourself on off, something like that.

[1:07:11] But that's probably the easiest thing to do instead of,

[1:07:14] in that way, we don't have to come back

[1:07:16] and amend any policies with the times.

[1:07:21] And this time, at the zero hour for Ray High School

[1:07:24] or Collegiate Branch, this is great for them.

[1:07:27] and you walk through a door of one of our schools,

[1:07:32] your cell phone is off.

[1:07:34] Put away.

[1:07:34] One of the things we want to do too,

[1:07:36] I think the reason, part of the reason,

[1:07:38] we were so successful with our safety audits,

[1:07:41] when they were sending visitors, random visitors

[1:07:43] to come into our schools and try to check all our doors,

[1:07:47] front sides, back, is because every morning,

[1:07:52] we made it part of the morning announcements,

[1:07:54] to remind the students not to let.

[1:07:56] any one in the doors, the area one had to come to the front, that's what we're going to do with the cell phones.

[1:08:03] It will be a reminder every morning that the cell phones are not allowed in the schools as part of the state law.

[1:08:10] Again, we sound to try to try, but some reminders are going to be what's happening.

[1:08:16] So what we really need to do is the amendment needs to be, once you enter a CCIC school building,

[1:08:24] if you're a student, you're phone needs to be off.

[1:08:30] As you're walking through that door needs to be off and in the backpack now,

[1:08:36] let me restake my amendment.

[1:08:39] Do it.

[1:08:40] I make a motion to accept the action item.

[1:08:42] amended to say, cell phones will be turned off five minutes before the ball rings upon entrance

[1:08:48] into a school building. What is the purpose of the five minutes?

[1:08:57] 15 minutes, it was really

[1:09:00] just to define arbitrary. So I think as somebody who discussed that 15 minutes, I'd be fine

[1:09:06] with getting rid of the time. I think we're all on board with that. Take the honest off of everybody

[1:09:12] enforcing it and encourage the socialization that it was going to

[1:09:17] have a lot. So would you withdraw your amendment or

[1:09:20] amendment or for the second time? I'll withdraw my amendment to the

[1:09:23] afternoon. And I will all create third and hopefully

[1:09:27] final amendment to the action item to say cell phones will be

[1:09:30] turned off from the time you enter the CCIP building.

[1:09:33] And I'm not going to repeat all that but I would like to

[1:09:35] amend to that to give the administrators the

[1:09:37] discretion on the second fence for that 50.

[1:09:46] Let's get control over the process.

[1:09:51] Let's have a motion.

[1:09:52] Let's have a motion.

[1:09:52] I need you to second.

[1:09:53] I'll second that.

[1:09:54] Now you've got a motion.

[1:09:57] Everybody clear about the motion.

[1:09:58] Main motion.

[1:10:00] Take it.

[1:10:00] Can I be repeated so we can make sure we know what we're doing.

[1:10:03] You want me to repeat it.

[1:10:05] The main motion is to prove the proposal subject to changing

[1:10:10] that is clear upon entry of a school building, selflessness, we put it away. Everybody under

[1:10:16] that's the motion now. That's motion by Mr. Clark in a second by Mr. Bill. Okay.

[1:10:22] Now, I think you have an amendment to that motion, and for the sake of the administrators

[1:10:28] to discretion, the second of Ben's to charge the 15 off. Okay, so now you have to see

[1:10:34] you have a second to this amendment.

[1:10:38] You need a motion.

[1:10:40] You need a motion.

[1:10:43] You have to have a second.

[1:10:46] Your second.

[1:10:47] May you vote on the amendment.

[1:10:49] So we have discussion before that, because I have something to say.

[1:10:52] You have a discussion on the proposed amendment.

[1:10:56] So the only discussion would relate to this issue.

[1:10:58] of discretion to the $15.50 that's all you can discuss.

[1:11:03] You can do that first.

[1:11:05] All right.

[1:11:05] That's right.

[1:11:06] Here is my struggle with that.

[1:11:09] When you have discretion, when we use that word, discretion, well, we're going to apply it at this school.

[1:11:16] But it doesn't get applied at this school.

[1:11:19] Or it gets applied at this school and it doesn't get applied with fidelity or it's applied at this school.

[1:11:26] sometimes most of the times.

[1:11:29] And I understand the discretion part.

[1:11:33] And so we're putting something to give our administrators

[1:11:38] that it will roll up and bite them.

[1:11:41] I feel.

[1:11:42] I would agree with that.

[1:11:43] I have a problem with just discretion in general,

[1:11:46] not so much the $15.

[1:11:49] But like you said, what if it's a good kid?

[1:11:54] And they don't get fined.

[1:11:56] And then on the second one, there's a bad kid and they get fined.

[1:12:01] I think what we've heard up here is all about consistency and trying to make sure that

[1:12:06] our teachers, our administrators, are able to enforce it consistently without having

[1:12:12] somebody question without a parent being able to question, hey, well, I heard, you

[1:12:17] know, they didn't get fined. Why am I fined? You know, and so, well, I agree with you.

[1:12:25] I think the whole discretion part of this, it gives some gray areas, which we don't want

[1:12:33] to die, right?

[1:12:35] The gray areas will get pushed.

[1:12:37] Just, let's tighten it out and take to the perspective.

[1:12:40] Just put $15 fee to retrieve device.

[1:12:44] On the second offense.

[1:12:46] So will you amend your amendment?

[1:12:49] I'm ending the amendment to the amendment that we add and remove discretion, but I add the $15.50

[1:12:57] to retrieve the device after the second offense.

[1:13:00] I'm just talking.

[1:13:02] Okay.

[1:13:02] So we've got a motion to amend the amendment of $15.

[1:13:08] So what we're going to do is add $15 fine to the second offense and it will not be discretionary.

[1:13:18] take out discretion so we're going to vote on that you're the Raiders we're going to vote on that

[1:13:23] amendment.

[1:13:27] No this is just that. $15 fee. Okay so you're to the Raiders are open. Okay so

[1:13:35] vote, hold. Yeah, yeah, yeah, okay. There we go. So seven o to accept that amendment. Okay,

[1:13:44] now we're going to vote on the main motion. Well on here's yeah the main motion

[1:13:48] We have a motion and a second already on the correct. Is there any discussion relating to that item or is there any discussion just to clarify that we have put in the recommendation time so we're going to eliminate that right that's correct. We're going to take times off of that. That's wanted to be sure that perfect. Thank you. Okay Mr. Clerk.

[1:14:18] Yeah, so before we vote, I will just say that as we've discussed here, the implementation and the execution,

[1:14:32] it needs to be consistent.

[1:14:34] And I know one of the things that you asked was the teachers, right?

[1:14:40] What did we get there input? And I think we all on this dice, no teachers, some more than others, and I've already had conversations with them.

[1:14:48] and what I've encouraged them to do is give us our give us their feedback because without that feedback we don't know what's actually going on.

[1:14:56] And so again we need them.

[1:15:00] We need to create an environment where teachers are welcome to give their feedback on this policy and not be afraid to say something that's going on or say, hey, you know, at lunch, you know, we see a bunch of kids with their cell phones, you know, we need to be able to take those that feedback seriously.

[1:15:22] So, again, I would encourage anybody who knows a teacher to ask them, you know, so I said we're relying on you to tell us how things are going.

[1:15:33] And, you know, because they're the ones in the classrooms every day and they're the ones enforcing it.

[1:15:37] And so, we need to be able to get that feedback in order to make sure that we know that our decisions and our policies are working.

[1:15:45] And I would, I would encourage, after we get done in this spring, because this is going

[1:15:51] to hear the school years just fly by, that we come back and have a conversation about

[1:15:56] this as well, and, you know, obviously, Dr. Nens is going to see what worked, what didn't

[1:16:01] work, and what can we do to make it better? And I think this, we've done two things to

[1:16:07] that the evening tonight that I think will as some consistency to make it easier for everybody

[1:16:19] to walk in and walk out, turn your phone off, turn your phone off and that type of deal.

[1:16:26] Okay, so we've got a motion in a second, your deliberators are open and we've got

[1:16:33] 7000 to approve the motion, so item 10 is approved.

[1:16:40] Thank you.

[1:16:42] Okay, thank you for all the input and conversation.

[1:16:47] Moving on to item 11 are calendar.

[1:16:49] You can see there.

[1:16:50] We've got a lot of stuff going on.

[1:16:54] So just make which can.

[1:16:57] Board of trustees and superintendent remarks.

[1:17:01] I'll start over on this in this trolley if you've got anything.

[1:17:06] Just welcome back to everybody and thanks to all of our teachers, everybody seems really excited today and enjoyed being out at the schools today and looking forward to everything kicking back in with our sports and supporting our students.

[1:17:21] Mr. Court, did Odomus Gonzalez-Trawley's comments, but I will repeat an earlier comment

[1:17:29] in the agenda item.

[1:17:32] Our kids are resilient.

[1:17:34] They're going to be fine, parents need to get on board, and all the adults need to get

[1:17:38] on board.

[1:17:39] Because in the end, this is going to be fantastic for the mental health of the youth of

[1:17:43] the city.

[1:17:44] That's all I got here.

[1:17:46] Ms. Hawkins, I just wanted to say I didn't get a chance to get to this in school this morning.

[1:17:50] I woke up and went feeling very well, but I do want to wish all of the students and the teachers,

[1:18:00] those are those that's the floor for what we do and my prayer is that we have a great year,

[1:18:08] a safe year and that even with this phone business come and hopefully going out the window that there

[1:18:15] be some improvements, not on just behavior but relationships with each other, learning how to

[1:18:21] visit, how to talk and how to have conversations. So that's my concern and that's my

[1:18:27] prayer for this year. And just let the teachers know that 100% had

[1:18:37] an opportunity to get out of

[1:18:39] several campuses and my observation was I went to Creek's side and all the little little

[1:18:45] So they're in the pre-kinder and kindergarten.

[1:18:47] They're all lined up and a lot of pink.

[1:18:49] A lot of pink today.

[1:18:52] And then I went over to a middle school and it's kind of a different vibe.

[1:18:57] And kids are a little bit older and trying to be a little bit more grown-up.

[1:19:00] And then I went to two high schools.

[1:19:02] And this is like, we're here.

[1:19:05] We've arrived.

[1:19:06] And so you get to see the Alpha and the Omega,

[1:19:10] which is kind of brings a full circle of what we're doing.

[1:19:14] You know, here we are, here we start, and here we finish, and that's really kind of

[1:19:19] was pretty cool to say.

[1:19:22] Dr. Nens and I were at Lexington Middle School today, and that went pretty smooth.

[1:19:28] I thought, you know, not too many traffic jams, and we got them out of the cars and got them

[1:19:33] going and organized and up and running pretty good.

[1:19:36] And Kudos to that staff over there as well.

[1:19:40] We still got a lot of work to do on the athletic fields over there, I mean, a lot of work, of course, triathlete.

[1:19:48] Just saying.

[1:19:49] Just saying triathlete.

[1:19:50] All right.

[1:19:51] But anyway, you know, it's day one of 174 days.

[1:19:55] That's crazy.

[1:19:56] It'll be here before 174, be here before you know it.

[1:20:00] Yes.

[1:20:00] Mr. Onanda.

[1:20:01] I really want to take the opportunity to congratulate our CCSD staff and the students.

[1:20:09] to put on the program, the news east of Jr. Attended Matt Neon, Sunday, and I already thought

[1:20:17] that it was going to be like, but the auditorium was packed. And let me tell you folks,

[1:20:24] you've never seen a Broadway play. This is as close as you can get here as a corporate

[1:20:29] school, even with a play bill. That was kind of cool. But the students were outstanding,

[1:20:35] I would just amaze, but scooters do all the car and what is it to the theater arts sponsors

[1:20:46] that put this all together, but especially to the young men and women who performed.

[1:20:50] It would just an amazing feat and you know, we just need to sign up, you know, to me aspect

[1:20:57] of that program can represent it at the next state conference as far as I'm concerned

[1:21:02] for the school board, you know, we go there and we're always taken back as to the different

[1:21:07] performances by students. Hey, that's the number one building that we need to take on the road,

[1:21:12] as far as I'm concerned. Then today I did have the opportunity to visit six campuses,

[1:21:20] a couple of entries, a couple of middle schools, a high school, but I made it a point to go

[1:21:25] to Lexington and middle school, I was heading out there a little after lunch, but then just took

[1:21:30] more time, and then went out there and got there just at the passing period. As many you know,

[1:21:39] at a secondary, especially in middle school, passing period, you can almost kind of want to

[1:21:44] lean up against the passing. I mean, the wall is just to see what happens. Folks let me tell you

[1:21:49] that I was one of the most oriented passing periods I've seen. I know that it doesn't have a full

[1:21:54] of student body, I think they had about 590 or 540 students today, but the comments by teachers,

[1:22:02] but not teachers, but the office staff was at everything, seemed to be so easy flowing

[1:22:08] that students understood which way to go left, right up and down, second and fourth,

[1:22:12] first, fourth, et cetera, and that everything just was really smooth, but had an opportunity

[1:22:16] to congratulate Stimary García, the new principal, a total asset I've made at a point

[1:22:22] visit just acknowledge the congratulations for that promotion, but didn't forget that she

[1:22:28] used to be in district to it as a principal of a costaurus. So, just wanted to go by and

[1:22:34] say thank you, the facility is awesome, and I was going to make it to Hamlin didn't. But the last

[1:22:40] point, again, as we've talked about this new amended policy, you know, we are going to count on

[1:22:48] administrators, quite a bit, to see about that consistency and reforming things for their staff

[1:22:55] and students, but I have to agree with Mr. Clark. What we've done and I'm glad that to

[1:23:00] proud to say that we started last year, I had a most, well, actually, well, most of the

[1:23:05] state, the few other school districts are doing that. But you talk about enhancing the mental and

[1:23:10] emotional, you know, lives of our students. I really think that that people and our parents

[1:23:16] probably realize that more so than ever, and I think it's going to be great to see students

[1:23:22] talking with each other as opposed to doing negative things in social media while at school,

[1:23:29] so I'm looking forward to that. Thank you, Mr. Bideon. That's it.

[1:23:32] Thank you. I want to give a shout out to Big Brothers Big Sisters. We had over 45 volunteers,

[1:23:39] the Chamber of different organizations of volunteer at various campuses.

[1:23:44] We were doing a big high-five, high-breeding student staff.

[1:23:49] They looked great at Shannon.

[1:23:51] It was a great transition for those kids getting there.

[1:23:54] All those smiling faces and beautiful shoes and outfits and bows.

[1:24:00] And that was a great day.

[1:24:02] Great start to the year.

[1:24:04] And then also just want to give a shout out.

[1:24:06] If somebody can text me the score, we do have many of our students who are going to be freshmen

[1:24:12] that representing our various high schools

[1:24:14] at the Pony League World Series.

[1:24:16] They're doing great, and I don't want to jinx that,

[1:24:18] but if somebody can text me in the score,

[1:24:20] I would greatly appreciate that.

[1:24:21] But thank you for all you do, and thank you so much.

[1:24:25] It means after the meeting,

[1:24:27] I went on through the meeting, after the meeting.

[1:24:30] We just spent an hour talking about Pony's

[1:24:33] and the last thing you say is text.

[1:24:34] Come on, come on, come on, come on, come on.

[1:24:37] Yeah, yeah, come on, come on, come on, come on, come on.

[1:24:41] Dr. Nunnis, just a real quick, Mr.

[1:24:43] but I had it right there.

[1:24:45] So many volunteers today.

[1:24:47] Every campus I went to,

[1:24:48] there were different groups there.

[1:24:50] Just happy to be a part of that first day.

[1:24:53] I also recognized as I was at the campuses.

[1:24:56] We had a lot of families who, for whatever reason,

[1:25:00] were just now checking their kids into those campuses.

[1:25:03] I understand, I like an ass that just be patient.

[1:25:07] While you're getting things coordinated,

[1:25:09] you're also taking in these students, which is a good thing we want to see. So just go

[1:25:14] to the process, get your paperwork filled, and we're so happy to have your kids in the district.

[1:25:19] It's just going to take a little time for the enrollment to start from the beginning.

[1:25:24] Yeah. Okay. Well, I want to say thank you to everybody for sticking with us. I know it's a little bit

[1:25:28] later than we're used to, but we're going to get used to it. And one of which everybody,

[1:25:33] We have a happy first day of school and looking forward to a great 2025-26 school year, and I

[1:25:41] love the excitement, love all the campus visits, and let's keep it up throughout the

[1:25:46] year.

[1:25:46] Thank you everybody.

[1:25:47] We are adjourned at 640.

Regular Board Meeting

Agenda

Transcript