001Call the meeting to order her when she comes in and is ready. Good evening. I'd like to call this regular meeting of the Jamestown Public School Board to order. It is Monday, January 19th, 2026, 5:30 p.m. in the Thompson Community Room at the Jamestown Middle School. We'd like to recognize all those in the audience, including our music students and families. So, welcome. Please join me in the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Does the board have any conflicts of interest? Any conflicts of interest? Any conflicts of interest? Okay, moving on. Schoolboard norms. Jason, would you read the schoolboard norms? The board develop norms are to share and
002respect opinions and speak with a united voice once a decision has been reached. execute all duties of the school board in compliance with North Dakota Sentry Code, properly prepare for meetings, and commit to assessing board effectiveness and ensure high quality governance for all stakeholders. >> Thank you, Jason. Nothing under public communication. Moving on to the consent agenda. Would any board member like something removed from the consent agenda or have anything clarified? Okay. If not, is there a motion? >> Motion by Steve. >> Second by Aaron. We have a motion and a second for approval of the consent agenda. Any discussion? Any discussion? Any discussion? If not, assuming roll call vote. All those in favor say I. I. Oppose. Same sign. Motion approved. Moving into our regular meeting. We have our music recognition tonight. And Aaron,
003if you would please read them off slowly. And as your name is called, please meet me over here. We have a little item for you. Once you come to this spot, just line up along here on the steps because we'll take one big group picture. And parents, don't be afraid just to come right up in the middle and get a really good picture right in the front. >> Okay, there's uh four separate categories here. Um, so students accepted into UND Honor Orchestra, Mia Tyson, Maggie Stegmiller, Marissa Moltzen, and Eliia Tyson. Students accepted into the UND honor choir. Aiden Lauren, Shelby Dunwy, Emma Hul, Eden Ellingsson, Joey Taylor, Siri, Brighton Gertis, Sierra Pearlyberg, Ria Halaman, Halimma, sorry, and Lily Reinards. Students accepted into the Midwest ACDA Honor Choirs in Milwaukee, Wisconsin. Brillin Gertis, Joby Taylor, Ellen,
004and Shelby Dunwy. And the students accepted into North Dakota ACDA honor choirs. Alice Sundine, Ellen, Clay Bingham, Micaia Renovik, Ethan Ericson, Brighton, Brighton Acriman, Aiden Loren, Even Loren, Tyler Buckton, and Ian Lean. Go right. Under correspondence, we received a holiday greeting from the North Dakota School Boards Association. Under reports, student council report. >> Hi, state your name. >> My name is Maketta Pettis. I'm the executive vice president. >> Thank you. >> So lately at student council, we've been planning for snowball, which is this week. So it starts tomorrow. We have some dress up days that we have aligned up. So Tuesday we're going to do pajama day. Wednesday is holiday spirit. So you just dress up as your favorite holiday. Thursday is like a decade day. So where the seniors dress as senior citizens, juniors
005dress as like middle-aged adults, sophomores as teenagers, freshman's as babies. And then Friday is Jersey Day. The dance is going to be Saturday from 7 to 9 7 to 10:00 p.m. I put the wrong date. And then the pep rally is going to be on Wednesday during 7th period so it doesn't conflict with any sports. And then also during snow week, we have our eighth grade orientation where the middle schoolers come to the high school and tour it and learn what different opportunities we provide. Student council oversees like giving tours and giving information about different teachers and classes to the students. That's all I have. >> Thank you. Any questions from the board? We're really excited about that eighth grade orientation that you do. I hear really good things about about that and the student
006council does such a phenomenal job putting those eighth graders at ease for moving to the high school the following year. So, thank you for all your work and thank you. Thank the student council as well. So, thank you. >> All right. under board education. We're going to start with the internship portion. Good evening. I'm Veronica Ascu. Can you guys hear me? Okay. >> Yep. Okay. Uh this is my fifth year teaching at Jamestown High School and this is my first year with the internship program, but Adam gave me some really good information about how it got started. Um, so I believe all of you may have gotten the handout. Um, it began in 2017. Um, and uh, we have pretty much had it every every year since. We typically offer it in the fall. Um,
007this past year I was kind of told, hey, you're going to do this with very minimal notice. So, usually students apply to it in the spring and there's somewhat of a vetting process. Um, but this year we only had about five students um who took the class. Um, but the requirements, they have to be a senior, they have to be in good academic standing. Um, they have to be able to complete 60 hours at a given uh internship site and then they meet with me once a week, usually on Wednesdays during period 7. um the rest of the week during period 7 they're expected to be at their internship. So minimum four hours a week. Um the program philosophy really we're trying to give students the opportunity to explore a potential place that they would
008like to work whether that is someplace that they only need a certain maybe an associates or in a training program or if they want to do a 4-year. Um really that we just want to give them the opportunity to get their feet wet. um build relationships in the community as well. Um but then also have structured activities within the classroom with me. Um doing different activities, building skills, relationships, things like that, which we'll talk about here in a second. Um the objectives of the program, uh that career awareness is huge. develop uh employment readiness because a lot of seniors, a lot of them do have work experience, but still they're not quite ready for the transition from high school student maybe working part-time to a full-time employee. Um and then identifying and progressing towards co
009career goals that they have. Um a lot of students come in and the first thing I asked them is what do you want to do? What like what placement do you want? was we we got to get going on that pretty early and the look of panic in some of those kids' face is like oh I knew this is what this class was for but now I really have to think about it. Um so once we identified what they're interested in progressing towards a goal within that um the requirements for the course they do weekly time logs um just to make sure they're hitting their base numbers. Uh they do journal entries to describe what they do at their internship site. um participate in the weekly seminars with me and then at the very end
010they complete an individual reflection and a portfolio. Um I do have a couple of them because I just ended so I haven't put them away for the year yet. Um but typically the girls like to get very artsy and the boys because of their handwriting they will make powerpoints. So you know that's just how it goes sometimes. Um, but then the only other thing that I really have to leave you with is some of the things that we talk about in our weekly Wednesday classes. Uh, we talk a lot about collaboration. Um, it's really fun to do collaborative exercises, especially with a small class and usually they are from all aspects of the school. So, there's usually like a music kid, there's an athlete, there's maybe a quieter student, and then they get brought out
011of their shell. A lot of those collaborative activities are really fun to do. um talking about etiquette and then um within the workplace, what does etiquette look like? Um goal setting, we do a lot of interest inventories as well. Um we do career clusters. We take personality quizzes so they figure out who is maybe on the shire side, maybe who is way more outspoken. Um all of that fun stuff. And then I was able to accumulate quite a decent list of past internship sites uh from our inception to most recently my five students in the class this past semester. I had two at Jamestown Police Department, one at Interstate Engineering, one was at the high school and another was at facetoface salon completing their hours. So overall the students really do enjoy it. Uh even
012some of the students that I've had this past year, they really were surprised at how much they enjoyed it and they're like, "Okay, yeah, this actually like reaffirms what I wanted to do." And then I had one student in particular who completely like changed what she wanted to do for college. Um changed her potential major. So it was uh it's pretty impactful and they have honest conversations about what their future could look like. So yeah. Are there any questions? Thank you, Jamie. Go ahead. >> It's a great program. I love this. Um, I was wondering if there's a local business that wants to get on this list and and work with you guys, how who would be their contact or how would they go about that? >> Um, honestly, I'm the one that does a
013lot of the contacting. When I first started out, I reached out to our counselors and they were able to help with some. Um, but at the time I didn't really know that Jerry does a lot of the work-based learning and he has a lot of those relationships built with businesses as well. So I think in the future he and I will work very very closely with the workbased learning and then this is just slightly different from work-based learning um to reach out to different businesses because it's absolutely phenomenal when you can have students in the community and a lot of the sites are like can they keep coming back please like you can keep coming back. back. I know your hours are done, but we would really love to keep you. So, yeah. >> So,
014Veronica, do you think if some if a business was interested in maybe wanting more information on how to have an if they called the the CTC center, that's probably a good >> Absolutely. CTC or they could absolutely call >> central office here and we can get them connected with you. And depending on what type of services they have or what they what that business does, it might be a better fit for work-based learning, which Jerry will talk about here in a second, or it might be a better fit for internship. Um, so at least if it's on one of our radars, I think that would be awesome because it's definitely a fantastic program. >> Sounds great. Any other questions from the board? Aaron, go ahead. >> Are there grant opportunities or tax incentives for businesses
015to engage in this program? I have not looked into it honestly because I got this very last minute in August that I was going to be like on an overload with this course. Um so it's kind of been a little bit of a run and gun to sort of a semester but I definitely I would love to talk with Jerry and I'm sure Adam would have a lot of information about it. Yes, >> we'll look into that. >> Yes. >> I just as a means to you know engage the incentivize it. Yeah. And then the demographics of the students that kind that are engaged in this, are they primarily uh collegebound students then? >> Yes and no. I think of the five students that I've had, I would say three of the five were are
016definitely collegebound. One is definitely going towards the trade route and then one isn't quite sure what she wants to do. um she had her mind set on like something and then this experience kind of shifted her a little bit. So, she's actually been talking about a gap year. Um but it's been a mix of students cuz um one of my colleagues did it in past years and I was talking with him and it's kind of a mix of trades maybe going straight into the workforce but then also four years traditional Any other questions from the board? >> Well, thank you very much. We appreciate you coming in tonight. >> So, next we're going to hear from Jerry with the and Teresa Olsen from the workbased learning aspect of it. >> Good evening everybody. Um, I'm
017Jerry Wagan. This is I'm the workbased learning coordinator and I've been doing this for three and a half years. Um, I can't believe it's already been that many years. uh it goes very quickly and um this program it's it's a great program where basically the students are going to take a chance not take a chance that sounds bad but they're taking their um information they've gained and their knowledge and skills that they've learned within the classroom within the CTE setting whether that be business welding or some other pathway that CTE has and they apply it in the real world and get that hands-on experience as they would say and the great part is is that they're going to get a chance to go out, try an experience, and find out is that something they would
018like to do before they make a commitment to uh like a technical school or four-year college or just going straight into the workplace. And so, it's a really great program that we've uh got going here. Um, and it's also part of the uh choice ready, getting every our students ready to be workplace ready and because we're trying to get our students to be ready to be good employees uh for the state of North Dakota. And so I think it's a fantastic program in that way. Um, as far as students and how they get in, uh, they there's an application process, um, and they're looking for a couple references from teachers. They need to do that, but they also have to have at least one full credit of CTE uh classes related to what they're going
019into. And we say one, but I ideally we have more than that. And vast majority of our students have well two or more credits in that as they go out into the workplace. So that kind of sets them up. Um we we meet in the fall. We do an onboarding process. there's so many aspects of the job um site that you really can't cover it all, but we want to keep working and we're trying to expand upon that. And so hopefully that's something we can work with as well. Um one of the big things that I really want to point out tonight is this work-based learning program cannot happen without our businesses. Our businesses are a key component. Without them, we couldn't do it obviously. And so we got to have them. And I think
020you guys had aformational sheet that I was sent out to you earlier and we've had like at least 54 uh businesses participate in our program. Many of them have done it more than once and had multiple students there sometimes at the same time. And uh we we like I said they're totally invaluable to us and we have to have them there. And because we've been together and I've been doing this now for three and a half years, I really think I've forged some really great relationships with the businesses and if I need to get a hold of somebody and you know sometimes the students will come in going oh by the way um you know and I have connections and that's very helpful. Um but the students I'm surprised some of our students take the
021u uh initiative and start it themselves. I had one student come in this, you know, before the winter session and he said, "Hey, well, why don't I reach out?" Holy cow, that's that's the kind of student we really want. And I'm so happy to have that. Um, as far as the business types that we've had, you name it, we kind of have done it. But anything in the relate to CTE, we've had child care, we've had HVAC, elder care, uh, welding, you name it, we've done it. and the businesses give a chance for our students to come there and our students are there to give back to the business as well. So, it's a great win-win relationship for everybody and I'm always looking for feedback from the businesses and so when we're all done, I
022always do a exit thing and one of the most common things that I hear when I go to the businesses, geez, I wish I would have had this when I was a kid. That's the most common phrase I've heard and I couldn't agree more. How do you disagree with that? But having businesses are huge. And I have Miss Olsson here. She's just going to speak briefly about what her experience is having the students come into the Little Blue Jay Nest. So, Miss Olsson, >> as Mr. Wagen said, my name is Teresa Olsen and I'm the coordinator for the Little Blue Jay's Nest. Um, this is my first year where I've actually had students come into the Little Blue Jays Nest where um I'm their supervisor there. In the past, I've had students go to other
023businesses that I've worked with Mr. Wagen on. Um this um fall semester, I had nine students who were part of work-based learning who came and helped us out in the nest. And it was amazing to have that we to have the extra hands to help out with our littles or to go do dishes, you know, just that extra set of hands there of people who care and want to be there. We've had a couple students who stay two, three hours after their time because they enjoy being with the kids. It's just that chance for them to explore and affirm that yes, this is what I want to do or nope, I think I need to look at a different career path. One of the huge benefits for us too is that we have Mr. Wagen
024who meets with us and we can talk about those hard things of the we call them in career and teched the CRPS the career ready practices and those are things that employers are looking for the timeliness the integrity the you know do you show the initiative to do things so if we have students who aren't necessarily at that level we want we can have those discussions with them they can meet with Mr. wagon to help build some of those skills. For us as the Little Blue Jay's Nest, another benefit to us has been we've been able to hire two of our work-based learning students to work for us after school is out. So, that helps with our workforce situation there, too, to keep within ratio. So, it's been a an amazing program for us, and
025we've really appreciated the opportunity to have our students earn that credit and to be able to spend time with us. Thank you, Miss Olsen. Appreciate that. Um, just the number of students that we've had over the years. I mean, I think you saw we have like over 94. This next upcoming semester, um, I've had the I'll have the biggest number I've ever had, and that's 36 students, which is awesome. Um, and they'll be coming and going, and that's that's a good thing. I'm glad a lot of them are in the Blue Jay nest. that helps. Um but um I've also been working with I've had um probably I think I want to say five students now from Pingry Buchanan which is also part of our co-op and um our consortium I should say at the
026current tech center. So that's valuable too and we always want to look to expand that. I think that's important. So uh with all that being said I'm I'm really happy with the workbased learning program. I'm looking forward to it growing um which I think it will for sure and always looking ways to improve. We're looking for feedback from the businesses and I can't say enough about that and so I want to thank you for the opportunity to be the workbased learning coordinator. It's been a real joy. I it's every day I enjoy coming to work because nothing makes me happier than seeing students get a chance and come back and just glow about their opportunity, you know, to make somebody in a a care center smile. That make my day. And so anyway, with that
027being said, I'd be happy to answer any questions that you may have. >> Jason, go ahead. >> Yes. Thank you for coming and all you do. Um, I think I think this internship slashworkbased learning CTE model is going to be the future of education. I I just think that the choice ready um is going to be where it's all at in my opinion. My question is, have we locally thought about expanding this to under when I say, I mean like juniors um per se or even down to sophomores? We heard Miss Miss Olsen talk about like the um workforce ready skills. Um uh are we looking at doing anything at some of those lower grades maybe to look at those types of things and even get them on some sort of uh trajectory to maybe
028what they'd like to do before their senior year? >> Uh that's a great question. Uh we do allow juniors to be in the workbased learning program as well as long as they've had those uh the credits that they they will need, you know. So some of Miss Olsen's students are actually have that as well. Um we do the um uh compass profile is one of the things that are required and the and our counselors are great about getting that out there now so the students have a chance to take a look at what they might be interested in. So that kind of sets them up a little bit. So they um and I believe they're actually starting down here at the middle school and working their way up. But yeah, so hopefully they start exploring.
029You can never start too early when it comes to a career. Of course, we're going to change our minds six times, but that's all right. >> Yeah, you're welcome. >> Any other questions from the board? Aaron, >> I just like Yeah, I'm a big fan of the program, too. I think it's uh like you had said a win-win um between the uh the students and the employers um and you know get to learn from each other and get to leverage that workforce. Um I think it would be interesting to capture some testimonials after going through this year and seeing you know do employers and mentors have any you know um things to contribute to the program uh to get uh um some input because I think it is very beneficial. So um yeah be I'd
030be interested in supporting that. >> No I think that's a great idea. I I always like to do that exit survey kind of at the end of each year and um I one of the piece of information was make sure the students know how to do professional email you know because you know we're so used to just texting that was one of the best things and so we talk about that I really emphasize talking about communication uh because well it's everything to us you know that so yeah thank you >> any other questions or comments from the Okay. Well, thank you. >> Thank you very much. Have a great night. >> Thank you to Teresa, Jerry, and Veronica for all all that you do. And also, I just want to give a shout out again
031to all of our businesses in the community. Um, I had a chance to be up at the Curt Center when the Lieutenant Governor was here, and they had a list on the wall of all the businesses in our community that are involved and support our students for the workbased learning and internships. And it was it was a very impressive list. And so, um, thank you. Shout out to our community and our businesses that that help support this. Moving on in our agenda, we have Mr. Gayler, the strategic plan progress monitoring. So, do you want to um do a motion or do you want to wait and hear the presentation first? the presentation. >> Okay. All right, Adam, we're ready for you when you're ready. >> So, while I'm getting this pulled up, just to answer
032um one question about resources related to internship, there is a state-run program through Department of Commerce that is called Operation Intern, and it does apply to high school age um internship and work-based learning experiences as well. And that's a $5,000 match for companies. The window is typically opened early in the after the bianium if the legislature authorizes it and it fills up almost immediately. Um so I know that there's a there's a lot of interest in that. Um and you can get your name on a wait list which essentially means if there's funds available at the end of the bianium that they would um that'd be available for businesses as well. But you know a lot of our businesses you know just see that benefit providing it for students and and future employee potential employees
033as well. Okay. Um so we are progress monitoring uh one goal in culture of learning and then one in leadership of learning. So it's kind of a two-part uh presentation here. You guys are aware of our emphasis on culture of learning and how that helps us that culture helps us meet our mission and vision. Um goal 1.1 particularly we pulled out a primary metric in this um that has to do with families and community perspective. So maintaining a four of a five rating on the Cognia family survey and then maintain or exceed 45% of students classified as emotionally committed on the Cogna engagement survey. So the student engagement survey will be administering that again here at the end of January, February and these are um results from last year. The parent survey um was or
034the family survey rather was one that was administered this fall. um our our metric or our goal was 4.0 out of of five and our district average was 4.3. So anything when you're averaging, you're looking at multiple buildings feeding into an overall score. Um that overall score did meet the goal. And then if you look at some of the subcores underneath, you can see different areas where we scored higher or lower as an average as a district. Um, I think what's really important about this data is that this data then goes to our district school improvement and they look at their school's data because not every school is the same in that data set. uh and some have areas of of emphasis um that maybe didn't meet the goal and some have um areas of
035excellence to celebrate with their staff. So the the survey is pretty straightforward. They ask you to rank on a liker type of scale and it's just those statements that are written there. The adults make us feel welcome. District average 4.48. Another example, the adults are committed to trying new things to improve the school rating of 4.32. So then those district school improvement um groups by building are able to discuss their results and makes a set of findings which then they put into what they call a theory of action which is a action step essentially you what's the most important thing to for us to work on next. Uh when it comes to the student engagement survey, we pulled out in different areas um of as metrics within the strategic plan, there's three areas that are
036assessed in that student engagement survey. There's cognitive, behavioral, and emotional. Our emotional engagement is what falls into the cultural learning. And our um goal was uh 40% as a district. And uh we did not meet that goal. We're just shy of that district goal in 2425. So we don't have this year's results yet, but those will be coming uh hopefully sooner this year. When you um you can break this down at North Dakota Insights and look at different uh demographics. You can look at the school level. And so I provided that as some context to the overall um emotional engagement. Um also on this slide you can see the definition that the state uses which is a student's feelings towards his school his or her school uh learning teachers and peers. So um a series
037of questions again that come together to form that overall emotional engagement score. Um this has been the same set of questions um by level. So the you know the middle school students have gotten the same set of questions over time. The elementary same uh set of questions. Elementary is only asked from third through fifth grade to participate in this um engagement survey. And so we've had a pretty steady metric with this uh to look at. And uh my understanding, I'm not sure if this is uh completely done yet. We haven't seen the new survey, but that it's going to be an updated survey. So, we don't know how the metric will compare in years uh in future years. Um but we know that there's going to be an assessment of student engagement for this year.
038Again, when you look at um each of the different schools, you can see um one of the things we, you know, like to look at is comparison to um state average. If you look at North Dakota Insights, it's important to click filter to the appropriate level. So, what I'm saying is uh you know, if you're clicking around in there, um you want to compare to high school students to high school students. You want to compare middle school students to middle school students, elementary to elementary. And the reason is that our district average is going to in this case is going to represent just the high school if I filtered to high school. And the state average is going to represent other high schools. Um middle school, you can see uh slightly above the state average
039there and closer to the um district benchmark. Um and then each of the elementaryaries some very high performing um results and uh above the state average in most cases. Um but this does give good conversation. Again um the best use case for these results is for each of the schools to take a look at their individual results and their goals and their uh trends over time and then try to react to that. um as a district school improvement committee and set some priorities based on that. That's the um I guess the end of the of 1.1 and culture of learning. Any questions on that section before I move on to two? Yes. Could you give some examples of intervention or like uh you said like the this the schools in the district improvement committee look
040at this >> type of data. >> What would be a example of an intervention? So, so um some of the elementary schools have really focused on the parent engagement aspect of it um and trying to not just increase the participation in those but the satisfaction with those events and so adding additional metrics that can get them a little bit closer to what it is that parents uh want. We you also used them last year that helped spin off a couple of groups to communicate with parents better about standardsbased learning. Um so those are a couple examples that come to mind, but I certainly could easily pull those because we just did that analysis in November and have that available for you. >> We can include that, Adam, in our next superintendent report if you gather
041that and we can include links uh to the different strategies that they've looked at already. >> Yep. Other questions? Okay. Uh the second area then would be leadership for learning. Um and we value strong relationships learning for all including us as um education educators and leaders. Um so this one uh is broken down into two primary metrics and then um three secondary metrics. So, there'll be a few different chunks to this. The uh first one has to do with a community survey. This was a survey that we sent out uh in November and uh it's on a four uh would be the highest rating that you could possibly get. Um and our goal was a three on that community survey. We had about 150 participants in that. Uh the second metric is actually a repeat
042of uh another area, but we're looking at that cognia family survey wanting a four or five again there. And then um a secondary metric on what we just talked about, percentage of students involved in work-based learning and internship experiences, percentage of students graduating with 25 hours community service, and then um businesses positively rating their experience with the school and community relationship. when we look at our overall uh rating as a district in our community survey. So this was filled out by community um members that participated in the survey again 140 about um we did not meet our goal of three across any of the areas. Um particularly um there were a couple of things that we pulled out that were important that are going to be important conversations for DSI. Um one of them has
043to do with volunteering and uh clearly communicating what volunteering opportunities are available um in the district and then providing training for volunteering was another um pretty pronounced low area for us. um still not um not something to feel entirely bad about. I think that we're very close on some of these metrics and I think we need to maybe cast a little bit wider net or uh try to incentivize more participation. Um that survey was sent out to I'd say about 3,000 people and we got about 140 responses. So, um it pretty good for the first time we've administered that survey, but definitely something we want to increase participation on. Um if you get a little bit more granular into it, you can um look at not just these results, which are an aggregate of several
044questions that combine into the uh or an average of several questions that combine, but you can look at the score per question. Um, and that's where you start to get a little bit um, deeper into it. Again, we did this in November and DSI, this will be part of our task to analyze next week um, as a district. So, you can look through um, when it comes to the district average with the Cognia family survey. This is a repeat of what we just looked at and analyzed in the community survey or in the U culture of learning goal. In our secondary metrics, um we um as Mr. Wagan just presented on, um you know, he said he has 36 students currently. Well, 30 of the students participating are seniors. And the way our metric is
045written is we want 30% of seniors uh to participate in work-based learning. Um so some of them some of the limitations with that have to do with um schedules and then also uh I guess maybe the question that uh Mr. Roar had brought up which was you know what's our continuum of experiences that help prepare students to take on work-based learning. Um it is a little bit of a act of courage. You wouldn't think a high school student who's got a job. Uh but going into the professional world is definitely a big leap. And some students are just more comfortable staying in the high school environment than taking that leap. Um we do believe that if we had a continuum of job shadows and a little bit uh different types of career exploration activities maybe
046in the middle school and then job shadows as a freshman, sophomore that we might see a little increase in involvement. But the biggest bottleneck would be uh access to for work-based learning is getting your credits in CTE and having space in your schedule to do that. Um uh and then as in your senior year having time in that schedule or um wanting to take on that extra beyond the minimum requirement as a senior. Another metric there, 75% of high school seniors graduating with 25 hours community service. um for class of 2024 that was 64% and then currently um in educal which is where we track that we have uh almost 70% of students for 2025 um we're projecting that we would meet that metric by the time students all u put their hours in by
047the end of the year u but currently we have not met that metric either based on last year's graduating class >> Mr. Gayler Dr. Luck has a comment as well to add. >> Yeah, Mr. Gayler, I I wanted to just clarify from what Mr. Wagan has said already. I think the intent when we discussed the goal uh for work-based learning and internships would be that students would graduate with those experiences. That's not what we wrote for a goal, but had we written it like we did the community service goal, >> that goal would have been easily met and surpassed. >> It would Yeah, definitely be closer. Yeah. Thank you. >> Um and then the last one um was of the surveys that were administered for this year. Um Mr. Wagan has a very specific question
048that says yes, this was a worthwhile experience and 100% of those businesses that responded that um said that it was worthwhile. So that metric was met. Um again with with uh 1.1 DSI reviews and sets um those goals and action steps based on the family survey um and the student engagement survey and I can offer those specifics um in a report to you as well. Uh with with 2.4 there's a couple of things that are going on. Um, one we will be analyzing um and we have begun to brainstorm administratively and then also with the elementary um teacher leadership team uh discussing how can we increase volunteering opportunities. We've found some pockets of excellence. Some schools that have quite a bit of volunteering uh going on that's pretty well communicated, but uh a gap might
049be something um that I'd like to take on is is how do we provide some volunteer training? So people again just like the students feeling confident about going out into work-based learning, what training could we provide that could uh help people get more involved? Um, but elementary uh and the admin teams have come up with some good ideas for adding volunteer opportunities and I know Dr. Luck has talked about how do we communicate that better on a website so that people as they're interested could be referred to that. Um, the community engagement uh survey also um shows that we have a little bit of a gap with communication uh and where people get their news and information. Um, I know that you guys had the survey last spring related to the referendum that said that
050a lot of people still get their news from the Jamestown Sun. Um, and so I know that there's a communication plan that's been developed and is being implemented this semester. We hope that that'll make a difference in that as well. Um, I talked about how do we determine what are the limiting factors in students completing community service, internship, and workbased learning to try to increase those numbers even more. And then um uh we've um need to set up maybe some focus groups um as uh was pointed out earlier that could help us understand what do businesses need from that to um try to take on even more students. We have a limited number of businesses locally, but I think that we have some that just haven't been approached or engaged in it yet. Um one
051of the things I was talking about before I came up here with Mr. Wagon was um kind of a GIS software that you could map out. I mean, showing a map of those 54 businesses would be pretty powerful and a nice illustration to for somebody to say, "Well, why isn't my dot on the map yet?" Um, so with that, I'd answer any questions you might have on goal two and u >> any questions from the board? Okay. If not, um, approval of strategic plan progress monitoring number one, dashboard number two, goal 1.1, stakeholder engagement, and goal 2.4, improve and expand partnerships. Is there a motion? >> Motion by Aaron. Is there second by Jason? We have a motion, a second for approval of strategic plan progress monitoring one and two. Any discussion? Any discussion? Any
052discussion? If not, assuming roll call vote. All those in favor say I. I. Oppose. Same sign. Motion approved. Thank you, Mr. Gayler, for taking the time and look forward to hearing more about some of the opportunities that we have for this. So, thank you. >> Thank you. >> Um, superintendent's report. Dr. Le, >> thank you. You have my written report. Uh, wanted to start off. We had uh as you're aware, we had a couple of executive branch uh visits scheduled in January. Uh the first occurred last week on Thursday. Uh Lieutenant Governor Michelle Strren, a number of members of the Department of Commerce, uh specifically related to the RWHIP grant. Uh and state CTE Wade Sik uh was the director was also present. Uh I included a link to the presentation that we provided. Uh
053we had a wonderful visit. Uh Lieutenant Governor Stranden was very very engaged um with what uh is happening at Jamestown public schools related to the ability to offer child care, how that works. Uh we had great discussion about the program in general. Uh we shared a little bit about how we went from ideiation to operationalizing all of the different discussions that we had to have. Uh, and I I thought it was a a really great uh opportunity to share about that program. And I just want to reinforce too uh the same thing that I said to the lieutenant governor uh and other members of state government. You know, really without the flexibility of the state CTE board with our program grant and without the RWHIP grant, uh we're still talking about this. We're having discussions
054about how great it would be if we could. uh those two programs and their flexibility uh really made this happen. Uh and we're very thankful that programs like those exist. Um and hopefully things with like the RWIP grant can uh include child care again uh moving forward so other districts and communities can take advantage of of this kind of thing. Uh but again, a wonderful visit. I've included the presentation. Happy to answer questions about it. Uh but we also have a meeting scheduled this week. You maybe you may have heard this already, but this new superintendent of public instruction, Levi Bachmier, former business manager at West Fargo, uh he is embarking on a visit to every public school. Uh so he's on the road a lot and we're happy that Levi uh has scheduled us
055as one of his first visits. Um so he'll be here on Friday. Uh so the schedule for him includes an observation. Of course, he wants to see teaching in action. Uh he wants to see kids. He wants to meet teachers. Uh and so we're doing a school visit, a classroom observation. Uh we're also going He also wants to see uh the JVCTC and the Little Blue Jay's Nest in action. And then we've set up a visit with community leaders. That includes school board uh central office administrators um uh when did I say schoolboard members? who might miss different community leaders we had uh that we asked to come and and sit in on that uh with us and we're looking forward to that. Uh Mr. Bachmire is doing a fantastic job and and looking forward
056to hearing what he has to say and to showcase our district. Um I'm sharing even though the minutes were included uh in your packet uh and and obviously you were all a part of it. I you know it's important that we revisit uh our school board retreat uh on December 1st. Big topics at hand and I think it's important that we continue to go back to those topics. That's not just something that we did. Uh there's something that needs to come from that retreat. Uh and really the purposes of that of that retreat was uh focused around long-term planning. Uh specifically we had conversations about downward trends and enrollment trends. uh and then a prioritization uh framework that was established and reviewed by the finance committee. So declining enroll or the enrollment projections are important
057because they are the biggest variable in state funding. Enrollment is the major driver as the board is aware on state funding. State funding is our biggest source of revenue. So declining enrollment is a big deal uh for the district and and when we're thinking about planning and we have to be uh able to pivot. We have to be able to think about what are those declining enrollment trends going to mean for us as a district, as a community, as a board. We've already made a decision at the elementary level. Uh we closed a building. We uh restricted some we we compressed sections from 8 uh to 7. uh we might have to think about doing that again as enrollments continue to decline. That's another point of conversation we had. But now we're also thinking about
058uh if that declining enrollment is happening at the elementary level, it's going to advance into the middle level. It's going to advance uh into the high school level. And rather than be reactive, uh we want to be proactive and we want to start having those conversations now. Um, so enrollment trends declining, meaning changes uh have to come from declining enrollment. Operationally, we just we can't continue down the same pathway. It's just not realistic to do that. As uncomfortable as that is. That's our job. We have to start looking at that proactively. And again, not to just react to what's happening right now, uh we need to be thinking about what's happening moving forward. That's one of the reasons why finance priorities uh was important. The board engaged in an exercise. Well, the finance committee initial
059initially uh we coded every expenditure into a couple of different categories. Core, what is statutoily required uh for us to do. You know, priority one, what isn't statutoily required, but it does feed into those core areas and it feeds into our strategic plan. Uh priority two and priority three. Uh so the board uh identified some or com conducted some hypothetical scenarios not that these are scenarios we are intending to implement but just to engage in the conversation uh to have those hard conversations just to really look uh because we want to make sure again if we are making long if we're making change that we're making the right change and we're being thoughtful about the changes that we need to make. you know, we can't uh just do nothing. Doing nothing isn't an option. Uh
060but we need to be thinking ahead and the only way we can do that is if we if we plan, if we have these uncomfortable conversations so uh we can move forward with uh where we are uh from that standpoint as well. That feeds into u the design challenge that was done with all of our staff. They use the engine engineering design process looking at researchinformed creative practical solutions uh that improve student experience. Uh and um we've talked about it in the past. The board had a couple of different examples uh of the design challenge um uh from one from the middle school, one from the high school. um and to operationalize some of these conversations that we need to have. You know, um I they were partially informed by some of the survey results
061we had back with the community wanting to be engaged, our staff wanting to be engaged in district operations and how district decision-m is made. You know, the the staff perspective comes from the vital network, the community survey uh informed us from the community side. uh and so thinking about how we need to be future focused and how we need to engage different stakeholders. Uh we established the guiding coalition. Uh we we made a change at the elementary level that was it was there and we needed to make that change. But what are the other changes that need to come uh at the secondary level? They aren't feeling that squeeze yet, but they will be. And we have finite resources, right? Dollars are finite. We know what funding is, and that's finite. Time is finite. uh
062we know what our schedule is from the beginning of the day to the end of day but but how do we think about our use of those finite resources and those are the conversations that we need to have at the board level but also this guiding coalition uh is looking at those different variables and and and I've outlined the schedule uh we had we met on January 8th I've included some minutes in there notes from that meeting we're meeting again on January 29th uh two times in February and our final meeting in March is going to have uh recommendation for a schedule redesign and innovative uh priorities uh that'll come before this board. So, a group of stakeholders examining this um and then scaffolding through analyzing all of the outcomes or all of the potential
063things we could do and narrowing that focus down uh to some recommendations that'll come before this board. Uh, I'm looking forward to it. The initial meeting was great. Very engaged stakeholders. Um, these are difficult conversations and I'm glad that we're having them. I'd rather be proactive than than be bringing recommendations to the board uh that are just reactive to situations. So, kind of two bigger topics. I'm just going to pause if there's any questions. Aaron, >> with that recommendation that's coming forward in in March, there is that going to include a timeline then a recommendation on timeline or is that something we're going to have to hash out after you the scope of the >> Yeah. >> is defined? >> Yeah, thanks. I had a mental note to make sure to include this and I
064didn't. Uh but um what the recommendation would be would be not next year but the the following year uh would be a recommendation. uh we would need a year to plan. Uh so really you're not looking at a recommendation that comes in the 26 27 school year would come for the 2728 school year. Okay. So I was under the impression that there's going to be some levels of some lowhanging fruit that don't require large initiatives. It's simply, you know, prioritizing on our spending and what we want to scope for that spend. looking specifically at the the deficits that's projected for next year and being able to do something to reduce those. >> So that's not specifically rel related to the guiding coalition that has more to do with schedule analysis. uh we will be ha
065we will need to look uh at from a finance committee standpoint on other things like that and we'll be having recommendations that come forward that help to to um uh compress the the budgetary impact. We'll have more recommendations coming too uh from central office but the guiding coalition relates specifically to a schedule discussion. >> Okay. Okay. So, that's more of the larger initiatives that need to happen versus the >> uh breaking down those priority uh categories for >> correct. Okay. >> Yeah. >> And then Aaron and just to add to that and Aaron, the finance committee will also continue to do their part and just looking at overall big picture and some things that we can we can continue to to work on for >> Jason. So, I may have missed it, but the guiding
066coalition um group is going to be ongoing or um will that be something we keep in place as a district um for the near future or will they be done in March? >> So, what how we have established the guiding coalition as a is as an ad hoc committee. So, they would meet through these meetings through March 5th. uh if there's a need to continue those conversations uh we may ask those individuals uh to continue although they've made a commitment on x number of meetings but uh you know there's certainly potential that it could expand beyond that but uh we have we have asked them to meet for these purposes >> any other questions >> continue >> so we had a a we reached some alumni reached out to us and I'm I'm not ready
067to share their names yet. I didn't get their approval to to share their brand yet. Uh but we had some alumni reach out to us and and really just wanting to co-plan and work alongside of the district to identify ways that we can support at risk families, at risk students to make sure that they are comfortable and prepared uh for school and um really exciting opportunities and discussions have come from that. uh very very early stages for us now. Uh but really it focuses around engaging the community in corporate sponsorships uh around making sure that families and our students have all the things that they need to begin the year that they have access to highquality literacy and that we develop uh what we've called care closets at all buildings. The things that kids might
068need throughout the course of the year, not just um what they need at the beginning of the year. for their their you know school supply lists, but also what are the things they need throughout the year? Uh just again to help them be connected and feel comfortable and have all the things that they need uh to be successful at school. Those are things like um you know like I listed uh in my report, shoes, hygiene products, snacks, clothing, those types of things. We have that at different levels. uh but doing something as a district and engaging not only the community but also courtner part corporate partnerships uh and and uh really get that going at a higher level than than uh the pockets that we have it working in now. I I think it's a
069great idea. Uh our focus right now is identifying the number of students we can help. We want to do this the right way and not do it as necessarily as fast as possible. We want to do it the right way first. So maybe starting with the smaller subset of students first uh bringing a lot of awareness to the needs uh and particularly without stigmatizing families. But what are the things that we can do to to bring awareness to this? What uh in our community there are a lot of folks and a lot of communities, a lot of community members, a lot of businesses that want to help but bringing together around purpose. Uh I think we have a lot of people willing to help. Uh and our roll out is designed for the beginning of
070the 2627 school year. So a little bit more to come as we um get around the all of the things that we want to get accomplished for this year. So information for now. I'll share more as it goes along. Uh Adam talked about our communications plan. I've also I have included that which you the board approved in December. Uh but also one of the goals, goal three attaches to what you heard in board education, what you heard in um uh the progress monitoring. Uh we put together a a social media cadence. So what that is is a a district message on Monday, a school specific Monday message on Thursday and they are designed around topic areas to ensure that we're covering everything. We really need to make sure that our community is understanding what we're
071doing as a district, why we're doing it, what our teachers are doing in their classroom, what our strategic plan is, uh how it's impacting students, how what we're doing about that at at the classroom level. And so I we're learning a little bit more about the best ways to message uh and um you know I think it's a good uh first start for us uh in operationalizing that communications plan. Uh we've got some good feedback already on it, but again it's the goal is to promote strengthen transparency and engage with our community. Uh that's what we're looking to do. So, um, if you're following the JP and it'll all come through the JPS Facebook page. So, if you are noticing those messages on Mondays from the district, Thursday from a specific school, please engage with
072those. Um, as community members, take a just a couple of just take a minute to read through that to make sure you see what's happening at the school, how we're allocating our resources, all of the great things that our teachers are doing. uh we're trying to to uh give you a little taste of what it's like for our teachers in school and where we're where we're uh focused on. So, uh moving into my the communication committee notes, as the board's aware, we had um we tasked the communications committee with uh seven key themes that came up uh in negotiations. Uh and we we've spent a lot of time talking about those, gathering perspectives, uh central office perspective, board perspective, teacher perspective. Uh and now we're to the point where uh we problem solved and you
073know brought different ideas to the table and now we're at the point where we want to identify a couple of strategies that we can prioritize and focus on. Uh that and some of these um you know we feel really good about that. We've moved the needle on some and others we you know there's maybe more that we should be looking at. Uh so that's uh the next piece for us is identifying those strategies as a communications committee. Um and looking forward to to seeing where we go uh with that. Uh on uh I've included an interview schedule for a Louis Lmore principal. Uh we're meeting later this week to identify finalists and looking for a recommendation to uh for hire to the board by February 16th. Um I'm going to come back. I had a
074couple of different information items uh on there, but I wanted to spend a little bit of time with the solar project. Uh you may may have seen that uh in the media uh what is a $370 million uh sonal solar panel farm uh and it's located within the school district. So that has some implications for us. Uh if it's at uh if it's completed to the projected capacity, that's 246 megawws of power. Um, so what you may have seen uh identified in the media is there's the school district would have the biggest impact uh from a taxation standpoint uh from this farm. Uh at 8.8 million, a couple of things that I want to make sure that the board is aware. When they say 8.8 million, uh that is over the life of the program.
075The life of the program is 30 years. So, if you do the math, that's about $300,000 a year. And certainly a lot. We're the biggest impact. We're we're uh by that me measure the largest impacted political subdivision. Um at, you know, $296,000 annually. Um so it impacts our taxable value. Uh my assumption is centrally assessed property. I haven't been clarified on that, but but my assumption is that. But it also has access then to uh a generation tax. Uh and I've given you I've cited the century code in there. One of the things that's different about solar uh generation uh in uh in century code is it's about capacity. It's not about production. So other electric generation taxes are based on production. Coal conversion you know electrical conversion from coal uh is on a conversion
076metric. Uh this is based on capacity. So, it's based on that 246 megawws of power. Um, the good news of the good side of that is it's consistent. It'll be very easy for us to budget around. We'll know exactly how much is coming in because it's based on capacity. Uh, where it's a little more given give and take when it's on generation. The downside of that is conversion uh is generally at a higher rate. So, we see less uh but it's more consistent. So that's the um the capacity generation tax side. Um what I want uh for the community and the board to understand um and I know that the board is aware, but we have a number of equity adjustments that come from our state funding formula. So although on paper we're the largest
077benefactors of the political subdivisions, uh we don't receive that $296,000 uh or that $ 8.8 8 million over the lifespan, we won't receive that uh in in the same way that other political subs do because of those deductions. So, as the as the board has heard me talk about the the state funding formula before, but I think it bears repeating, uh there are adjustments that happen across every school district to um to equalize some of the different funding sources that become available. So districts aren't halves and have nots. So one of the ways that happens is with taxable value uh and that's on 60 mills of the general fund. So those 60 mills of the general fund are deducted from our state funding. Um so some of this $296,000 annually we won't get we won't
078receive because it's deducted from that 60 mills. Um, additionally in lie of tax is deducted from our state funding formula to equalize at the rate of 75%. So 75% of the the generation tax we don't receive. So what you know so maybe some takeaways from that when when I look and kind of do some rough math. So that almost 300,000 what we could expect to actually receive is about $100,000 a year. Nothing to shake a stick at. I'll take the $100,000. Uh, but I just want to put it into context. That $ 8.8 million uh seems like a lot. You're spreading it over 30 years. Uh, and you're seeing some other state level deductions that decreased that for us a little bit. Now, those are things that other political subs don't have. They don't have
079that power equalization, but I think it's important that we recognize that we do. Uh so some of the things that it doesn't impact like our building fund anything but the general fund uh is is not impacted by those deductions right so our building fund tuition levy miscellaneous levy special assessments all of those things those see that positive impact from that taxable value increase. uh any mills between in our general fund between 60 and 70, those additional 10, those aren't impacted by the by these deductions. Our first year of these larger taxable values coming on the books won't be impacted because that's always a year behind. Those 60 mills are deducted on the taxable value from the previous year. So for one year we get 300,000, subsequent years we get a 100,000. Um and then like
080I said that uh generation tax 25% uh we still do receive that's that's uh only the 75% deducted. Uh I I have been asked this question. Uh some construction jobs probably around 200 are expected. Uh but u regular employment opportunities are are minimal uh about two to five regular employment opportunities are my understanding of the project. The last thing I have I just wanted to to for my spotlight, I wanted to welcome Terry Jones. He's our district's new facilities and maintenance director. He's really quickly acclimated himself. Uh has done a fantastic job getting to know our systems. This is a big job uh getting to know our systems and more importantly getting to know our people and what the needs are at every building, what the people's needs are, whether they're teachers or administrators. Uh
081he's been very very active. He's also taking on a sup supervisory role for all of our district custodians and uh we're just very very happy that uh he's working with us and uh look forward to many years to come with Terry. So with that I would stand for more questions. >> Any questions from the board at this time? >> Okay, go ahead. >> Going back to the communications plan. Um I I liked Adam's term of pockets of excellence. So I think you highlighted some new initiatives focused on kind of that central Facebook JPS. Um is there a way I know teachers individually communicate with families in different ways? Uh are there ways to kind of gather information about ways that might be working, not working? um kind of close those feedback loops to see um
082if there's ways to make, you know, experimenting with those ways of communication more effective or nimble. >> Yeah, I we don't have like we we don't have a specific study to what every level is doing. I do think it comes to the DSIC, the district school improvement committee discussions around the engagement. I think that's where that comes in. uh and uh those specific strategies that have been effective at different levels. Uh but perhaps we need to take a deeper dive about what some of those specific classroom level strategies are uh gather some information and help uh you know help our teachers understand what is happening and communicating at different levels you know so a little bit more study needs to happen there. Yeah, I think one example comes to mind at the elementary level of
083like newsletters with teachers and parents and hearing feedback from teachers that, you know, I send out a thing and ask parents to reply via email and I get three responses and then they are frustrated and then still continue to use that same newsletter, but they're frustrated and they know it's not reaching anyone. So it's like a way that you know as we're starting to set up and operationalize the communications plan understanding better ways of intervention or identifying some of these areas where could support because then >> yep >> not up to the teacher to kind of >> go out and be an expert in ways of communicating or ways of reaching >> uh families but uh also you know >> yeah I think there's something there's a little bit Owen we can do related to
084gathering the different strategies that are in place you know kind creating a a buffet of different ideas that people could implement if they're if they're not seeing effectiveness in this. Maybe there's a different strategy. uh Adam identified um you know a survey that we conducted through uh the the survey we put out last year and um it was very interesting to see at different age levels uh what how you know how people connected to the work of the school and we were limiting oursel uh to a very narrow band of stakeholders uh and I think we need to continue to make sure that we're looking uh across different stakeholder groups who want that information in a different way. Uh we know our parents might want uh one way, our community expects it, needs it a
085different way. Uh and so a collection of different strategies that are effective um is a good idea. >> Good conversation and the district improvement committee will continue with that and there is um representation on that from every every building. So that's helpful as well. But any other questions or discussion? Okay. If not, moving on in our agenda, nothing under old business, under new business, nothing under activities and buildings and grounds. Under curriculum assessment instruction, we have a approval of dual credit speech high school course for the 2026 to 2027 school year. Is there a motion? >> Motion by Jamie. Is there a second? >> Second by Owen. We have a motion, a second for approval of dual credit speech high school course for the 2026 to 2027 school year. Any discussion? Any discussion? If not,
086assuming roll call vote, all those in favor say I. >> I. Opposed, same sign. Motion approved. Under finance, we have the general fund balance for your information as well as the monthly financial reports. Any questions for Christie at this time? Okay. If you have ever have any questions, please feel free to reach out to her. Under personnel, a approval to accept the resignation in lie of discharge of Mike Romans. Is there a motion? >> Motion by Jason. >> Second by Aaron. We have a motion, a second for approval to accept the resignation in lie of discharge of Mike Romans. Any discussion? Any discussion? Christy, would you do a roll call vote? >> Jamie Bear, >> yes. Heidi Larson, >> yes. >> Jason Roar, >> yes. >> Jacob Meyer, >> yes. >> Aaron Roberts, >> yes.
087>> Steve Belcamp, >> yes. >> Owen McKenna, >> yes. >> Motion approved unanimously. >> Under B, we had notice of intent to consider a petition for recognition of representative organization for the Jamestown Educational Association. We have not received that yet, so we'll leave that on for the next agenda. Under C, approval of notice of recognition for number one, Jamestown administrators. Is there a motion? >> Motion by Steve. Is there a second? >> Second by Aaron. We have a motion, a second for approval. Notice of rec re recognition of Jamestown administrators. Any discussion? Any discussion? Any discussion? If not, assuming roll call vote, all those in favor say I. I. Oppose. Same sign. Motion approved. Under policies and procedures, we have approval of recommended policy update number one, second reading of policy HCVA, which relates to
088vendor conflict of interest disclosures. Is there a motion? >> Motion by Jamie. >> Second by Jason. We have a motion, a second for approval of recommended policy update, second reading of policy HCBA. Any discussion? Any discussion? If not, assuming roll call vote. All those in favor say I. >> I. Oppose. Same sign. Motion approved. We have nothing under tuition. Under other, we have election information. Christy, you want to just review that for us? Okay. So, um, for the coming election in June of 2026, we have three city seats open. Heidi Larson's seat city three Jason Roar city five and Dan Tweeton city six and in the rural Mel Melissa Gleon rural 2 and Steven Velc camp rural three election will be held June 9th 2026 to elect two representatives to rural and three to the
089city of Jamestown. Uh the deadline for uh candidates to file intent with myself at um our central office is April 6th at 400 p.m. So um all the forms are online or you can email me at christy.gggroundsk12.nd us or call 2521950. >> Thank you Christie. Any questions? All right. Any items for future agendas? >> Owen, >> the tonight the uh capital projects plan summer projects got moved to get more information, but uh it would be great to kind of round out the process of that and um yeah, what what's on it? Yeah. Yeah. I'll have uh uh you know, for board awareness, Owen shared, you know, we have an executive summary for the uh the budget. It might be a good idea to have one for uh the capital projects plan as well. Make that
090a little easier to look at. Uh so I'm working on doing that as soon as we get some of our roofing uh projects finalized. So, >> okay. Any other items for future agenda? Okay. If you would like an item for a future agenda, please feel free to reach out myself or Dr. Luck. Meetings to be scheduled. We have the district improvement committee, which is Thursday at 3:30 in the media center at the high school. Finance retreat for negotiations on Wednesday, January 28th at 4 p.m. in the district office conference room. Schoolboard meeting is on Monday, February 2nd at 5:30 p.m. in the Thompson community room. the North Dakota Schoolboard Association Winter Summit on Thursday and Friday, February 5th and 6th. Um that is located in Bismar. Are we missing any meetings on there? The committee
091meetings. Okay, just making sure. Next on the agenda is possible executive session to discuss negotiation strategies. Okay, no motion. and monthly superintendent evaluation section 4 curriculum and student support services in section 5 community relations please complete those there being no further business before the board this meeting is adjourned thank you everyone Hey, hey, hey.