001We will now call this meeting to order. Mrs. Peterson, do we have any requests for public participation? Okay, thank you. Hearing none, we will move on to the approval of our consent agenda. Do we have a motion? Madam President. Mrs. Schwartz. I move to approve the consent agenda as presented. Thank you. Do I hear a second? Second. Any discussion? Hearing none, all those in favor, please say aye. Aye. All those opposed, say nay. Motion carries. And we do have, I apologize, we have a video, short presentation. Next item on the agenda is the approval of today's agenda. Do I have a motion? Mr. Wilkie. I move to approve the agenda. Thank you, Mr. Wilkie. Is there a second? I'll second that. A second by Mr. Schwartz. Any discussion? Hearing none, all those in favor, please
002say aye. Aye. All those opposing me? Motion carries. The next item, we have the superintendent's report. Dr. Luton. Yeah, and my super intense report was really all those celebrations, and so I'm not going to go through them, but sitting here watching that just makes me think of all the great things that are happening in education. And I think as educators, we just naturally focus on fixing problems all the time, because that's what we do. I was always concentrated on the kid that wasn't getting it. and trying to help that individual. But what a lot of great things that our community gets to experience in our schools. And I think it probably really comes down to people just continue to give. People continue to give and make Dickinson a great place. So awesome, there's so many
003great things. It's funny, you don't realize all the things that are happening every day that are great until you sit here and look at a... a dozen things up there that happened last month, a dozen, and that's crazy. The other item on my report that I'd like to add, I guess, is that we have been working with a survey company just to try and figure out what we're going to do with our enrollment and facilities and engaging our community in that process. We know that we have increasing enrollment. We know that we'll graduate 225. seniors this year and that there's 325 kindergarteners in the district right now or 315 so we know that we continue to have space issues we'll have a survey our hope is to have a survey for the board in March
004to approve and then be sent out in April to our community so we're hoping that we can have that for you next month and that would conclude my report madam president And then we will move on to our business topics, informational topics only. The first one is our elementary enrollment challenges and facility space. Yeah, I would ask Ms. Peterson to start preparing the elementary boundaries, and I'd ask Mr. Harris to come up and to the presenter table. As I just spoke about, we continue to have... Enrollment increases in our elementary. We're up about almost 70 kids right now over last year. We know that we have large elementary classes. Four of our six elementaries right now are pretty much at their max capacity. And we have two elementaries that have a little bit of space
005left. Part of the problem is trying to balance those six schools and make sure that we don't have all make sure we utilize the space we have for our public and so Mr. Harris and myself and Miss Myron looked at what are some things we could do and this is really preliminary It's up to the board if they want us to bring this back next month investigate more options table it for a year but we feel that it's pretty important that the board start looking at solutions to some of our overcrowding in our elementaries and so I guess what we did or really what miss Meyer and mr. Harris did they just looked at there's some small micro adjustments we could do that would free up some space and some of our schools that are
006experiencing overcrowding And so I'll let Mr. Harris talk about a couple of those examples. Again, these are just preliminary examples that might be some short-term solutions for us. So I'll let you go ahead, Mr. Harris. I appreciate that. I don't know how much I can add to what Dr. Lewin said. We do have a capacity issue in a couple of our schools. When we created these attendance boundaries, it would have been five years ago, RSP at that time, I wasn't part of that, but Ms. Catherine reminded us that part of that process was RSP said, this is a good solution for now. In two years, you're going to have to come back and make some micro-adjustments to make sure that these boundaries still work for your current enrollment. As strange as it might sound, five
007years later, what we have is we have some elementaries that are bursting, and we have an elementary that actually has capacity, but absolutely no opportunity for growth to bring students in. And that would be our Berg Elementary. And so what we tried to do is say, okay, how hard would it be? for us instead of just blowing this whole thing up to go in and just make some micro adjustments, some minor straightening of some borders and stuff like that that would maybe address the fact that we have an elementary here in town, Berg, that in two of our grades is a one-section school. and relieve some of the capacity issues we have on two of their bordering elementary districts, that being Jefferson and Lincoln. And so we came up with three suggestions or examples of
008what we could maybe do just to kind of show you what would be possible to maybe meet those objectives. And so one of the, we came up with, and I don't know if you want me to get into detail what those were, but with three minor adjustments to the Berg attendance boundary, we were able to, without changing bus routes, without changing, you know, making big changes, we were able to transfer about 40 students to Berg. which would make them a true two-section school. It would get them up into that 220, 230 number where we want them to be, and it would allow us to take some students, a couple of students per grade level out of our schools that are experiencing that. So I could explain what those three things would be as examples. What
009would you guys like? Do you want to hear the examples? No? Okay. ago and look at the plan and the growth you know that covid spelled that out a little bit and we're back on track for that growth i guess my question would be this is for all of us too is that um how long will we be able to get by with micro adjustments before we have to maybe do build a new elementary school or maybe add two sections onto heart river or you know maybe have a drastic boundary change and that's that's a great question and probably dr lee do you want to take a shot or you want to answer that um you know i think Some variables that the board needs to consider. We're going to start talking about this eventually
010because it's coming. One is the survey, right? So the survey this spring and will the community want us to add or build or what will they want us to do to solve some of the facility and enrollment issues that we have? That's one thing. The second is staffing. Some of those things have to be made earlier than later for us to really look at staffing in each of those elementaries as we move students. So the later we wait, the longer or the more challenges we have in moving staff around from one elementary to another. It's really up to the board. I mean, we could come back with some examples. We could come back with a timeline. We could table it until after the survey. we're not going to be able to table it much longer
011my recommendation would be it doesn't go past after the service or next year what are the wishes of the board to move forward with it I think in my mind too it's important I think it's easy sometimes things are out of sight out of mind and if you don't have kids in the school district right now you might not realize the growth that's happening and what that means and the plans that were set before but the reality is as we all know it's the day of I'll call it the day of reckoning it sounds so serious but we we need to be forward thinking and know what we're going to do so we have space to properly accommodate our teachers and students so I think that's a micro adjustment makes sense for now but the
012idea that we're going to let we are so long-term planning so we know where we go from here and I think that is what we're doing yeah I could bring some options I guess without specifics on them and maybe a timeline and you guys could choose the timeline and the options sounds good uh thank you mr harris and miss myron for getting that work done so you appreciate it and i realized so i know when we say like micro adjustments to us it sounds like a little thing and i know every time there's a boundary change even a little one people are affected and that's you know people love their schools that's a change i remember five years ago that was a huge thing i realized it's micro so it's not a whole lot of
013students but we recognize that that these aren't easy things they have consequences but they're really necessary really that's how we have to do it to make things fit anything else thank you mr harris next item is our board goals and i believe miss lico and miss weiler you can both come forward please well first off um happy valentine's day And also, I just want to, on behalf of the elementary principals and the administrators, thank you for your hard work and dedication to our DPS students, staff, and stakeholders. I know you are all very busy individuals, and I just appreciate everything that you do for our district. Tonight, we are going to focus on board goal of increasing the percentage of third grade students who score proficient on the NDSA reading assessment. to 55 by the
014spring of 2027 and i believe you do have the visual in front of you that we will be referring to so before we get into our progress monitoring goals i want to share the definition of fluency with you fluency is the ability to read with speed accuracy and proper expression so as we look at our progress monitoring goals you'll notice that our school district will increase the percentage of students who are proficient or above in third grade reading fluency as measured by gibbals from 46 percent in winter of 2023 to 80 percent by spring of 2027. we want students at or above 80 proficiency in order to move on to that next skill so that's where we came up with that 80 proficiency Our next progress monitoring goal, our school district will increase the percentage
015of students who are proficient or above in second grade reading fluency as measured by the DIBELS from 50% in winter of 2023 to 80% by spring of 2027. So if you turn your visual over, as we're looking at our who, we want to focus on our second and third grade students. We know that our board goal is focusing on that third grade, so we want to not only look at this year but also prepare for next year as we move forward. Our what is to increase fluency to reach that 80% by the spring of 2027. so on the flip side again miss weiler will also be talking more about the charts and visuals that we have there but we're looking at the percentage of second grade students to be at or above benchmark on reading
016and reading fluency will increase six percent yearly to reach eighty percent by the spring of twenty twenty seven so from where we are now to where we want to be we'll need to increase that by six percent each year percentage of third grade students at or above benchmark on reading fluency will increase 7% yearly to reach that 80% by spring of 2027 so our third grade will have to increase by that 7% so you might ask why are we looking at this reading fluency impacts reading comprehension so if our kids don't know their letters and their sound they won't be able to decode a nonsense word or a multisyllabic word as they get further into their reading. Also, as we transition from second to third grade, from learning to read to reading to learn. So
017if a kid can't decode words, their comprehension will suffer. They need to learn to read in order to read to learn, and you've probably heard that a lot in third grade is that transition grade. Why the importance of reading at proficiency by third grade is important. The reading level at the third grade has an effect on future success. And if you do any research, there's many indicators out there showing that your third grade reading level really does determine a lot of your success throughout your life. then i will move into kind of the how so how are we as an elementary team looking at getting to that 80 and ultimately achieving that third grade board goal that was identified one of those things if you look at that front chart it shows the oral reading
018So we are looking at DIBELS. Mrs. Steiner and Mrs. Catherine had spoken earlier in the school year regarding about DIBELS and how that's a new assessment for our teachers to use as well as for our students to be involved in. So when we're looking at oral reading fluency, it's really two pieces. You're looking at accuracy and fluency, which Mrs. Leeko described what fluency was, but it's that decoding and that accuracy piece as well that makes up the total fluency score. So when we started out in the fall, you can see by our data, we're a little bit higher than we were when we gave the winter assessment. One caveat to that was we didn't start necessarily at the beginning and in the same window, so our time frame between the fall assessment and the winter
019assessment wasn't as long as a typical assessment window would be. So we dipped a little bit. and we want to be transparent with that of all the hard work that our teachers are doing but then some of the pieces the nuances that fall into place with that so what why did we dip and what are we doing to focus on and then the rest of that chart shows our goal of meeting that seven percent increase and what it would look like as as we monitor and progress monitor our students moving forward and reaching that 80 percent where we want to do a plural fluency So if you look at, I think there is on that other page, Twilight in the How, there might be another link. this kind of breaks it apart of where we're
020looking at and what we are focusing on as our classroom teachers especially in k2 so it's not just second grade that's doing some of this work but focusing on k2 when you're looking at nonsense word fluency and this is where the nuances happen of things that we focused on to get to increasing that fluency and some of those skill sets are the letter sounds decoding those two pieces that make up that nonsense and increasing those strategically and automatically with our students will ultimately lead us to having that reading fluency and that reading comprehension so focusing on these two pieces the letter sounds and decoding is what we went back in as admin from our winter score and that we're looking at progress monitoring with our teachers they're really focusing on that letter sound and that
021automaticity and we ask them to go back as clc teams and really look at those kids that were in the well below or falling short of the goal and look at what can we do as a team at tier one not necessarily just pulling groups and always intervening, but how can we look at Tier 1 and throughout our day put in some of those Tier 1 high leverage practices to expose our kids more to that letter sound so that we grow that automaticity and build that fluency within that tiny piece that will then translate into ultimately being a fluent reader. A couple other things that we talked about with how some of our action steps. So in the past, we really had focused professional development. So our coaches, along with our instructional leaders, have all
022focused on some of those really specific pieces of honing in on those phonics and synonymous awareness pieces that will lend us to fluent reading. We've also added benchmark phonics to grade two this school year. So K1 had that curricular resource previously, and this year we added that in second grade. So now K2 has a really strong foundational curricular resource to help them build some of those pieces that lead to fluent reading. Phonemic awareness, we've added that K5 using Hagerty. Again, it's that fluent oral reading. You've got to be orally hearing it. repeating it and just those little quick things that you can do as teachers and expose kids to that piece to increase their skills. We've also added for our interventionists that Tier 3 support, the M-Class DIBELS assessment, about supporting those kids that get
023plagued when the teachers give their benchmark assessments within DIBELS. Those were things from the past that are leading us to how will we make these goals. Some of the current things, our PLC teams are having more intentional collaboration centered around really those looking at your data and focusing on what can we do at Tier 1. How can we bring some of these high leverage pieces into our Tier 1 daily instruction? And then again, it went back to kind of what we went back as elementary admin and talking with our K-2 teachers to really focus on just a little. small piece that letter sound fluency that then leads it into the nonsense word fluency that you see is made up of letter sounds and decoding on that chart that's still up there on the board future
024what will we do um just continued professional develop really honing in on some of those specific skills that we know our kids are lacking in and closing those gaps and then being responsive so really looking and responding as our field team In the moment, what are we going to do? Kids are falling here, so how do we respond in this moment and work together? Any questions for us? I'd like to start out with what's the definition of nonsense word fluency? So it's really nonsense word fluency is those words that are made up when you're looking at letter sounds. So each letter makes its own specific sound and we teach that. But then it's part of that decoding. So for example, kids might see a word that's N-A-W, which is a nonsense word, and have to
025say naw right away. So that's what a nonsense word fluency is. And the purpose of that is in the younger grades when they're looking at that and doing that in isolation. that supports them when you get to multisyllabic words in the upper grades because when you're trying to break those apart and kids are trying to decode those multisyllabic words they're going to see little chunks that are truly nonsense words in there and so that'll help them automatically see that and nonsense is exactly what you think it is it's not a word it is a nonsense word and kids will say that's not a word and they're right but it is just practicing those letter sounds I have a question, and I think you might have answered it, but it has to do with collaborating. So
026when you talk about the grades K-1, is that part of, I think you mentioned the benchmark, is that how with professional development and collaborating with the other grades to get them to that point, is that part of that benchmark that you mentioned, the phonics, the grade 2? Did I understand that correctly? Are you looking under the how? Yes. The grade two benchmark phonics. That's just the curricular resource that we added. So kindergarten and first grade had that specific resource in the past. And in this school year, we added that resource to second grade. But within that, it has all of those different pieces like decoding, accuracy, letter sound, phonemic awareness. And those are the pieces that have been developed like on our early releases at the elementary. So those specific pieces are what our teachers
027cycle through to get more in-depth and do a deeper dive in. What does it look like to teach phonemic awareness at a kindergarten level? What does that now look like for a fifth grader who's struggling, and how do I teach phonemic awareness that's typically not in their wheelhouse as a fifth grade teacher? But knowing that we have a lot of those foundational gaps in our upper grades, and then what does that look like? and how do I teach that as kind of that more structured professional development that we've offered and provided for our teachers this year? And I imagine it's difficult to do, but are you able to get your K through second and third grade teachers to meet, the teams to meet? to kind of work on so i got you both giggles yeah
028most of um we mostly meet separately with like our instructional coaches so the instructional coach has that k-5 range where she's met with those teachers and then she's kind of the messenger and bringing what their discussions have been a part of thank you I want to frame this the right way because I don't feel like because we drop the scores that it's a failure or people are doing things right. That's not the case. But it's curious and interesting and I imagine as we go through the whole process of our goals, it's not always going to be this straight shot up. We can all just high five every board meeting. So it's kind of interesting. So I guess I'm curious, I mean it's early, do we have any guesses? Maybe why that's a setback to my
029follow-up question is, is it... tricky with morale because the one thing I think about too is I hate the idea that we're trying new things and then you go back a little bit and you find it harder to kind of keep people positive when we have. things like that yeah when you just i like that question that's a great question so twyla if you go back to the one where you on the nonsense word fluency and then go down to the second one the oral reading fluency so really um no because this shows so one of the reasons that we dropped in fluency if you look oral reading fluency um kids are scored on two sub tests within that so the accuracy and the fluency piece So when we go back and we look at
030why we're focusing on some of those nonsense words, the letter sound fluency, those contribute to accuracy. So if you look at second grade in the fall, we were 49. We jumped up to 65 when we did a winter. So our kids are being more accurate as readers, which is then in turn probably limiting their fluency. So their speed is less because they're becoming more accurate. Now we need to look at how do we continue to focus on that nonsense word piece and bring the two together because the two of them make up that full score, which is where we got our baseline data on. You can't just pull out fluency without some of those other sub-tests that happen. I think this is important to look at that in both second grade and third grade. The
031accuracy scores jumped up significantly in the winter. Because what we would hope to see with the work that we looked at was the community awareness that we pulled in non-censoring. Great. Thank you. Any other questions? One more thing. It's nice that the board has a goal. adding the dibbles assessment in our district has been very helpful to just look at those specific skills that we're maybe lagging on and need some extra support in i've seen some great collaboration as far as what can we do to to get this going and boost this not only in our buildings but also as a district so just continue to provide those supports and those resources so that we can move that needle forward It's us as the admin or the leader. having a good understanding of the work
032that they're doing and that this is one little data point that we're showing but there's all these other pieces that lead up to that that data point that we're truly tracking in terms of the board goals i think it's knowing the nuances of what's happening in the background that you don't always see when we showcase this like we're looking at a bigger goal and where we want to get our teachers and our students are working really hard on some of these little pieces that we don't necessarily but I think it's just having a reference around what does this assessment mean, and when we're talking fluency, what truly makes up a fluent reader. Any other questions? Okay, thank you both. Thank you. The next topic we have is superintendent's evaluation, and it's just a note on
033that. We'd like for that to be completed prior to March 15th, so I'm asking that we complete the evaluation and submit prior to the 24th, February 24th. so that we have ample time to compile all the evaluations. The next topic is the announcements. And we have on here, we will attempt to review one or two policies related to the school board at the end of each board meeting. This month's board policy review is policy BDE, membership and association, and policy BE, board member development. Policies BDE and BE were adopted in 2010. Next month's policy review will be BEA candidate orientation. This policy was originally adopted in 2010. The next topic is our data from our survey on AB student schedules at Dickinson High School implemented in 2021-22 school year. And I believe we have Mr.
034Brandt here to present. Welcome, Mr. Brandt. I probably have some time to digest that a little bit. If you guys have any questions on that, I'd be happy to answer any of those you have now. Just a recap, I guess, if you remember, Mr. Brandt's recommending that we continue the AB. But correct me if I'm wrong, Jeff, but Mondays and Thursdays would be A days, Tuesdays, Fridays, B days, and then Wednesday would be all classes, like a traditional schedule. And the reason for that is we've identified some kids miss a large amount if they're in an activity or a sport, just the way the days fall sometimes. Yeah, and I can expand on that a little bit, too. When we surveyed our staff, the number of things stuck out. One was the consistency of the
035schedule. It's an alternating schedule. If there's a roll game on Tuesdays and Thursdays, the students miss that. Wednesdays was obviously the only day where there's no activities. I did look at the breakdown from this school year up until this week of what days our activities fall on. Mondays, there were nine Mondays this year where we had road games. 15 Tuesdays, 15 Thursdays, and 17 Fridays. If you break that down, if you do an alternating schedule, those are always going to be kind of a mixture of what you get with that. if you at least have consistent days you kind of know what you're getting now there's no real way to break that down so it's completely even when students are gone for activities or absences but i feel like we can make it more consistent
036so that when students are going to be gone they can work around that a little bit better i believe the wednesday everyday traditional schedule or every class period meets i think it allows for teachers to see kids you know if they're gone for activities or gone for absences you at least have that one day in there for sure that you're going to see those students and so i think that this schedule does provide more consistency around our school day school year yeah i thought that was on the agenda later on in the agenda i can i can talk about now if you'd like yeah so a couple things when it comes to the late starts The feedback that I've received from staff members and students really, one, the late starts allow time for students to
037work with paras or get help on work or catch up on missing work that they're missing, whether it's from absences for being sick or activities. Our schedule really doesn't allow much time in the contract and teacher's day to meet with students before or after school. So that late start does allow for some of that. It allows for when some of our paras or our teachers who are working on interventions, it allows some of them to work with students outside of meeting time. So it provides our students opportunities to get caught up on things. Another factor of the late start, and I'm just going to read this. This is coming from one of our teachers. Being allowed to meet on Wednesday mornings is for some of us the only common planning time that we have. During
038this time we are able to plan and implement our common formative and summative assessments as well as plan our instruction so that we are very close if not identical to each other when it comes to topics that are taught and standards that are covered. Having this common planning time is extremely valuable to me as an instructor because it is the only time during my week I'm able to sit down with other teachers of similar classes to plan and implement quality instructional practices. That's just one staff member, but that's the feedback that I received from many staff members about the weight stuff. Within a high school schedule, it's challenging to get common prep time for all your content areas. That's something that we'd like to work toward moving forward, but right now that's not where we're
039at. So this does allow for our teachers to have common planning time. The third factor, and we don't have a lot of this right now, and that's data showing that the late starts are working. We've really tried hard over this year to implement processes in our PLC and making sure that our teachers are doing the right work in their PLC. and I see that that's starting to happen and I think as that becomes more and more consistent I think the data will show that our late starts are working so as of right now we don't have much data that would show that our late starts are really effective when it comes to instructional practices and student achievement but I do believe that will happen as we move forward. in the morning to seek extra help
040or get caught up or things like that. Do you have any guess what percentage of that is? Is that 1 out of 10? Is that 5%? I don't have a hard number on that. I would say it's between 20% and 30% maybe. I would say that a lot of our students who take advantage of those things, our student athletes. students who miss school because of illnesses, things like that. Now, it's not every student, and there's probably more students who should be taking advantage of that, but there are quite a few students who do take advantage of it. Is that generally... Is it student initiative? So in other words, if the student is taking advantage of it because they say, gosh, I need help, so I'm coming in, or do teachers request? It can be both.
041There can be times where teachers will say, hey, I want you to come in Wednesday morning. This is your opportunity to do that, and they'll do it. Otherwise, students will take initiative on that. I know the board realizes in the past several years we've had a lot of schedule changes, and we appreciate what we're doing right now. And I also think it's important that even though it's one more change that we're tweaking the schedule for the betterment of the students and the teachers. And we appreciate that. I appreciate you saying that. That was one of the things that came up in our feedback when we were looking at the schedules is we've changed a lot in the last few years. Do we want to just keep it consistent? And I appreciated the comment on that.
042I also think... that this isn't such a drastic change where it flips everything on its head and we have to get used to something new again. It's a subtle change that is still incorporating the AD schedule, but it also takes into consideration some of the criticisms of the AD schedule that we heard, too. Any other questions? My son likes it because Wednesday morning he goes to his job placement. And there's those kids, too. Right. Thank you, Mr. Dillon. Thank you. We are now moving on to our action topics. The first one on the agenda is our 2023-2024 DPS calendar. do i hear a motion mr seaks i move to approve the 2023-2024 dickinson public schools calendar with the starting date of august 24th 2023 the last day of school scheduled for may 23rd 2024 and
043graduation scheduled for sunday may 26 2024. thank you do i hear a second i'll second that second by mrs schwartz any discussion any none all those in favor please say aye all those opposed say nay motion carries the next one is our wednesday late starts at dickinson high school do i hear a motion adam president mrs schwartz i move to approve the 2023-2024 dickinson high school calendar to include late start wednesdays as presented thank you do i hear a second by mr wilkie any discussion hearing none i'll call for a vote mr rojkowski mr schwartz aye mr wilkie aye mr seach aye the chair votes aye motion carries the next topic is the considering our five additional positions funded through the school-based mental health grant do i hear a motion i move to approve the
044hiring of one behavioral health coordinator and four behavioral health specialists as identified in the school-based mental health grant program effective immediately thank you do i hear a second i'll second that second by mrs schwartz any discussion i would just add that mrs smith and this mr smith and ms twist have done an amazing job making this thing happen and we're going on it fast so I'm excited about it. That's a great thing. We will start with Mr. Wodekowski. Aye. Mr. Wilkie. Aye. Mrs. Schwartz. Aye. Mr. Seek. Aye. The chair votes aye. Motion carries. The next topic is considering our three additional positions funded through the Southwest Area Career and Technical Education Academy. Do we have a motion? Madam President. i move to approve the hiring of one agricultural teacher one culinary arts instructor and one
045heavy equipment operator instructor to be funded through the southwest area career and technical education academy effective 2023-2024 school year thank you mr schwartz do we have a second i'll second second by mr sieg any discussion any discussion hearing none we'll call for a vote mr wilkie mr schwartz aye Aye. Mr. Rudakowski? Aye. Mr. Cherubos? Aye. Motion carries. The next item is our Southwest Area Career and Technical Education Academy Bid Awards. Do I hear a motion? i move to authorize the general contractor to construction the mechanical contractor central mechanical and electrical contractor magnum electric to move forward with the renovation of building c that includes the alternate one and alternate two of the southwest area career and technical education academy submitted in november 23 November 23rd, I'm sorry, 2022, bids submittal and the combined amount of
046$3,611,596 with a 15% contingency of $541,739.40. We have a second. I'll second that. Mrs. Schwartz, any discussion? I would just add, Madam President, that I speak, I think, for Mr. Anderson, too, in that on Building B, those three contractors, Central, Two's, and Magnum, have done an awesome job, and they're ahead of schedule. They're doing great work. Thank you. We will start with Mrs. Schwartz. Aye. Mr. Wilkie. Aye. Mr. Rudikowski. Aye. Mr. Seek. Aye. Chair votes aye. Motion carries. Next item is the board's determination of appropriate negotiating units submitted by administrators. Do we have a motion? Madam President. Mr. Schwartz. I move pursuant to North Dakota Century Code section 15.1-16-10, the school board of the Dickinson Public School District number one recognizes as the appropriate negotiating unit all administrators licensed by the North Dakota Department of
047Public Instruction and employed primarily as an administrator. Thank you, Mr. Schwartz. Do we have a second? Second by Mr. Wilkie. Any discussion? Hearing none, all those in favor, please say aye. Aye. All those opposed, say nay. Motion carries. The next item is a board's decision and notice of recognition of the Dickinson Education Association. We have a motion. Madam President. Mrs. Schwartz. I move that the Dickinson Public School Board has investigated the petition filed by the Dickinson Education Association requesting that the association be recognized as the representative organization for the negotiating unit and has determined that the Education Association does represent a majority of the teachers within that unit. I further move the board recognizes the Dickinson Education Association as a representative organization for a minimum of one year beginning February 15, 2023. Thank you. Do
048we have a second? Second by Mr. Wilkie. Any discussion? Hearing none, all those in favor, please say aye. Aye. All those opposed, say nay. Motion carries. Next item is early resignation benefit. Do I hear a motion? Madam President. Mrs. Schweitzer. I move to approve the early resignation benefit for Sheila Halipacek, English language arts instructor at Dickinson High School, Lisa Naumann, Title I instructor at Berg Elementary, and Julianne Skopf, music specialist at Prairie Rose and Lincoln Elementary Schools. all with an effective date of may 26 2023 i further move to approve the early resignation benefit for miranda gresser paraprofessional at lincoln elementary with an effective date of may 25 2023 thank you mr schultz do we have a second i'll second a second by mr seats any discussion hearing none all those in favor please say
049aye aye all those opposed say nay motion carries the next item is dissolve open enrollment do we have a motion How about I? I. Did I skip I? You want I and then you want J. Open enrollment applications. Madam President. We have a motion. Mrs. Schwartz. I move to approve the open enrollment applications for two children of Kayleen Wentz from South Park Public to Dickinson Public in the open enrollment application for a child of Cassandra Collins from Kildare Public to Dickinson Public as per the open enrollment policy. Thank you, Mrs. Schwartz. Do we have a second? Second by Mr. Wilkie. Any discussion? Hearing none, all those in favor, please say aye. All those opposed, say nay. Motion carries. J, dissolve open enrollment. Do we have a motion? Madam President. Mrs. Schwartz. I move to dissolve
050the open enrollment for a child from South Park Public to Dickinson Public. Thank you. Do we have a second? I'll second. Second by Mr. Seeks. Any discussion? Hearing none, all those in favor, please say aye. Aye. All those opposed, say nay. Motion carries. The next item is our board regulation revisions, first reading and final adoption. Do we have a motion? Mr. Wilkie. Move to approve the first reading and final adoption. All these for classified staff. Thank you, Mr. Wilkie. Do we have a second? I'll second that. Seconded by Mr. Schwartz. Any discussion? Hearing none, we'll call for a vote, starting with Mr. Seeks. Aye. Mr. Wilkie. Aye. Mr. Rudikowski. Aye. Mr. Schwartz. Aye. The chair votes aye. Motion carries. The next item is to reaffirm board policy's first reading and final adoption. Do we have
051a motion? Madam President. Mr. Schwartz. I move to reaffirm board policy BDC, insurance for board members, and board policy BDD, compensation and expenses for board members with only grammatical revisions. Thank you. Do we have a second? Mr. Wilkie. Any discussion? Hearing none, we'll start with Mr. Rodakowski. Aye. Mr. Schwartz. Aye. Mr. Wilkie. Aye. Mr. Seeks? Aye. Chair votes aye. Motion carries. The next item is Board Policies Revisions, First Reading and Final Adoption. Do we have a motion? Mr. Wilkie? I move to approve the first reading and the next reading. Mr. Wilkie, do we have a second? I'll second that. Second by Mrs. Schwartz. Any discussion? Hearing none, we'll call for a vote, starting with Mrs. Schwartz. Aye. Mr. Wilkie? Aye. Mr. Seeks? Aye. Mr. Rudikowski? Aye. Chair votes aye. Motion carries. The next item is
052Board Policy Adoption, Second Reading and Final Adoption. Do I hear a motion? Madam President. Mr. Schwartz. I move to approve the second reading and final adoption of board policy GAAE, critical race theory as presented. Thank you, Mr. Schwartz. Do we have a second? Mr. Seeks, any discussion? Just a reminder, this is that policy recommended by NDSBA to correlate with Century Code banning, prohibiting. No discussion. We will start with Mr. Wilkie. Mr. Wodekowski. Aye. Mr. Seek? Aye. Mrs. Schwartz? Aye. Mr. Chair, both aye. Motion carries. And the last one is our board policies revision, second reading, and final adoption. Do I hear a motion? Madam President, I move to approve the second reading and final adoption of the revisions to Board Policy BDBD, Parent Advisory Council Act, Board Policy DEBC, Gifts to District Personnel, and Board
053Policy FGDE, Student Distribution and Policy of Noncurricular Material in School, as presented. Thank you, Mr. Schwartz. Do we have a second? Mr. Wilkie, any discussion? Hearing none, we'll call for a vote, starting with Mr. Schwartz. Aye. Mr. Wilkie. Next we have administrative and teacher negotiation strategy. Executive session will be anticipated so I will read our executive session format now. The next item is our administrator teacher negotiation strategy. This item will be discussed in executive session. The legal authority for closing this portion of the meeting is North Dakota Century Code section 44-04-19.1, section 9. The topic or purpose of this executive session is discussion of administrator and teacher negotiation strategy. At this time, a motion would be in order to discuss the next topic in executive session rather than an open meeting. Is there such a
054motion? Madam President. Mrs. Schwartz. As per North Dakota Century Code, NDCC 4404, 19.1, Section 9, I move to close the meeting and go into executive session for the purpose of administrator and teacher negotiation strategy. Thank you, Mrs. Schwartz. Do we have a second? I'll second. Second by Mr. Steeves. Any discussion? aye The executive session will be recorded and all members of the governing body are reminded to limit their discussion during the executive session to the announced topic. Any collective decision, collective commitment, or other final action by the governing body must occur after it reconvenes in an open meeting, unless final action is specifically required by law to be taken during the executive session. The prohibition on taking final action during the executive session does not apply to providing guidance or instructions to negotiators. Board Policy
055BCAD Executive Session allows certain individuals to be in attendance at the closed meeting as directed by the Governing Board. The following have been asked to be in attendance. The school board members Mrs. Kim Schwartz, Mr. Jason Rudakowski, and Chair Michelle Orton. I also request the following be in attendance. Superintendent Marcus Lewton, Assistant Superintendent Keith Harris, Business Manager Stephanie Hunter, and Recording Secretary Twyla Peterson. At this time, we will convene an executive session. We will now ask the members of the public...