001basketball. >> Yeah. >> Okay. Okay. >> Okay. wouldn't have enough baby. Good evening. I'd like to call this regular meeting of the Jamestown Public School Board to order. It is Monday, November 3rd, 2025, 5:30 p.m. in the Thompson Community Room at the school. I'd like to recognize all those in the audience this evening. Please join me in the pledge of >> allegiance to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. >> Are there any conflicts of interest? Conflicts of interest. conflicts of interest. If not, moving on to schoolboard norms. Melissa, will you read the board the board norms tonight? The board developed norms are to share and respect opinions and speak with a unified voice once a decision has
002been 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, Melissa. We have nothing under public communications. Moving on to the consent agenda. Is there anything a board member would like removed or anything clarified from the consent agenda? Okay. If not, is there a motion? Motion by Aaron. Second by Jamie. Have a motion, 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 carried. Moving into our regular meeting. We don't have recognition correspondence under reports. Um we there were the school boards association was earlier in October. Um it was
003an opportunity for board members to attend. We had no new board members at the new board member meeting part and Jason Roar and Christy Grounds both received awards. Any questions or comments on that as well? Okay. If not, moving on to board education. We have educational competency state assessment overview. Mr. Ga Gayler and Mr. Connell, please come forward. All right. Give me just a second. All right. Um, thank you. Dr. Le asked us to come and speak about our NDA plus results. This would be normally in June. Um, and results were delayed a little bit this year because of the new state assessment. We'll talk pretty extensively about what that new state assessment uh was and how we experienced that. And then a little bit about um why it was delayed was they had to
004do all the scoring for writing by hand. um now that they've done that scoring and calibrating, they'll be able to automate that process and we should see these results more quickly, which would mean we likely could report in June again um on our updated scores. Um so I'm Adam Gayler, continuous improvement director for Jamestown Public Schools. >> I'm Justin Connell, assistant uh principal at the middle school. >> And uh Mr. Delzer could not be here, but he did uh help prepare this report for us. and he is the district assessment coordinator for the NDA plus. All right. So, um the state has adopted uh new standards over a period of time on a a cycle. Um and those newly adopted standards then different measures and so they partnered then with a different platform to update
005our state assessment. And um so this was our first time taking that new and updated state assessment. It breaks out the areas of ELA into different subcategory scores for us of comprehension, text analysis, and writing. And in math, it breaks it out into numbers and operations, algebraic reasoning, geometry, measurement, and data and probability and statistics. And I'd uh mention that as well as that science is broken out into three areas just because um what you see is the overall scores in this report, but we can break that out into subcores and that's how we did some of our analysis um into you know what we think maybe next steps might be for us. If you're interested in any of those sheets for analysis things that we referenced throughout this presentation or specific subcores, just let
006me know. Uh we wanted to keep this at the board level uh view, but there are lots of steps and processes that are going on behind the scenes to help support interpreting this data um and helping our district move forward. Okay. Um and I don't know if Dr. Le if you want to touch on this at all, but um or just jump in here. >> Yeah, I can. So the the next two slides are infographics that a superintendent and I worked on and put together another superintendent. Um it's just to make a point on proficiency. When we talk about proficiency or when it's reported in the media, there's some assumptions made. The assumption is that proficiency scores are the same everywhere. So what is proficient in Oklahoma is the same as what's proficient in North
007Dakota or Idaho or whatever. And that's simply not true. The reality is states determine proficiency scores. Uh so every proficiency cut score while they're reported as whatever district or whatever state has X level of students proficient, they aren't the same from stateto state because the cut scores are different. So because teachers in every state determine what those proficiency scores are. So what this infographic does is it coordinates around what is standard and what standard standard is our NAPE scores. That's what's uh you know is a standard assessment that's given in fourth grade and eighth grade. And so this infographic kind of shows or what it attempts to show uh is um that um it it's awfully easy to make proficiency when the cut score is very low. It's quite a bit harder to make proficiency
008when your cut scores are very high. And what you see in North Dakota is the the individuals and in and in our state it's teachers that help DPI set cut scores. They have set that standard very very high. And and what this infographic tries to show you is that um if you are looking at kicking a field goal, an extra point is a lot easier uh than a 50-yard field goal. Uh in the states that you see across the nation that have uh you know lower cut scores, their proficiency rates may be higher, but their their bar is very low. they're kicking field goal, they're kicking extra points or kicking a 25 yard field goal. In North Dakota, you look at those as much harder to to reach proficiency. So, I just want to make
009that point that this is coordinated with NAPE scores. So, when we do look at our proficiency and we say, boy, in our school, we're better than the state or we're lower than the state's average, that actually is anchored to something. Uh, for us, that's NAPE. Uh and so in with our NAVE scores in North Dakota, we we actually have achieved very high uh as high as second uh in the in the country, fourth in the country in a couple different areas. And again, this is the infographics, those two infographics in ELA and math are just trying to show that the proficiency rates uh are in North Dakota are very very high and and we will always push uh to have the absolute highest achievements uh and have the highest possible standards rather than kick that
010extra point knowing that we can have so many more students reach proficiency. Uh you know, that's just a number. what they're actually learning and showing uh is really what matters. So that I probably talked longer than you wanted me to on those two slides, but that's any questions about that. So just to reinforce proficiency is set state-to-state. NAPE scores are standard. >> Thank you. So now we have 27 seconds left in our >> presentation. No, I'm just kidding. Um but uh if you look at the infographic, the first one just references that reading in North Dakota we're kicking from the 40 yard line. So not exactly a chip shot. Uh and then in math um according to that comparison of NAPE scores and how we're doing in that and our uh the rigor of our
011state assessment, we're kicking from the 50ard line. Um when we look at at NDA plus and ELA over time, um what Mr. Deller's done with these graphs is just to kind of color code did we were we below the state average in a given year. Were we equal to the state average? And then were we above the state average? And these are the grades that are tested. Third, fourth, fifth, sixth, seventh, eighth, and then 10th grade. So these are the only grades that are taking that test. that's remained consistent, but over the course of time here, um, some of our assessments have changed pretty significantly when we've, uh, the state has partnered with different vendors to administer that state assessment. So, I'd love to be able to stand up here and say this is exactly
012apples to apples, but it it's definitely not. Uh but what we do see is the consistent thing is that we can compare to that state average and that those same grade levels have been tested. When you look at ELA, I'm going to have uh Mr. Connell kind of highlight some of the uh celebrations and then we'll talk a little bit about maybe where we're going to go next steps with ELA. So, as I was looking through to try to discuss some of the celebrations, I noticed a few trends. And I know that they kind of last within the same year, but you know, if you look at where we maybe excel in some of our um and our strengths in our different schools, I want to key on 10th grade. We'll hit that again in
013math, too. Um where it says all areas have a high percentage of increase over over the state. And I know we may not want to compete with the state all the time, but it's something nice to look at where you see in sixth grade, uh, writing is one of our strengths. Seventh grade text analysis back in eighth, we start reading and writing a lot more. And now we see 10th grade how, you know, from fifth all the way through that we have grown in our skills and now all of our areas are showing some of that success. You know, that's an important thing for us educators to see over time that it is a collective effort and um you know, it's not just ELA, but we're writing more in science, we're writing more in social
014studies, we're writing more in our reading classes. So, there's a lot of reading and writing that's happening and in our state scores. We're starting to see that in that 10th grade, which is a great celebration, I think, overall for our school system. Um, and that's So, I I I really wanted to holistically um discuss that for celebrations. Um so when you look at overall writing is definitely a strength across all the tested grades. Um text analysis was an area that kind of es and flows. Some years there's it was a strength for us. Some years it was um not and we need to have some vertical discussions about that sort of thing as well as comprehension because that was another one where increased quite a bit um in third grade than it was to a
015lower degree in fifth grade. we were behind the state average. So, we need to look at vertically aligning our curriculum and this re this uh assessment in those bands that they break it down do help us do some of that analysis to make um some of those decisions. Really, what's important for you at the board level is that we're going to take this teams are going to look at those analyses that we did and say, "Yeah, that makes a lot of sense." Um, like Justin said, we've got more emphasis on writing in certain grade levels. We've got more emphasis on text analysis where we're introducing those strategies at certain grades. Does that correlate and jive with what the teachers feel like is emphasized and prioritized in our curriculum? Or do we need to make some
016adjustments to be uh better in alignment with the state? Or are we just happy with the overall product by the time a student gets from third grade through 10th grade if we're achieving at those uh high levels in 10th grade. [snorts] Um so those are the kinds of the curricular discussions that we can have. writing has been an emphasis um through both of the literacy grants that uh the district has had in place for um and well they're both expired now but that's been that was a period of about seven or eight years that uh that was a real emphasis and we've seen those results that investment that professional development uh the time that teachers have taken to embed those strategies we've we're seeing those results so definitely a good uh way to help us
017measure um some of the impact of the things that we're doing. Um and then uh our PLC's while they can't use the state assessment results, they're kind of an autopsy. They're not really like a checkup uh where they can't use that for informing their instruction right now, but they can um make plans for curricular changes that they might need or resource adjustments, bigger scale things like that. All right, we'll jump into math here. Um, so you guys all have those tables in front of you as well. And you can see uh our current performance on the state assessment and some differences in fifth, sixth, and seventh grade. Um, all the other tested grades for this year did perform above the state average in math. Um, and so we did a little bit of analysis on
018that as well, and we'll talk about that in a second, but maybe Justin, you want to highlight some of the celebrations in math. >> Yeah, I can definitely do that. So, I have some other graphs up here that Adam mentioned he could uh print for you guys. He gave me nice color, but some of the things that you're seeing is vertical alignment at work. Um, I like to speak on this one because I was a part of this for a greater part of where kind of the middle schools aligned and then was a part of the high school conversations. And you know in some there's some dips in I believe it's seventh or eighth grade with geometry. You know there's certain areas where we might dip and that is because during that vertical alignment piece
019we said you know they're going to pick this up again in geometry or they're going to pick this up in algebra. So you see eighth grade heavy algebraic reasoning. You know it should be that that is what we work on largely in eighth grade. Um seventh grade numbers and operations that's a big that's a big part of seventh grade and then they get us into algebraic reasoning. So again, just that vertical alignment at work where we've been doing, you know, doing good work on that. And then along with these state tests to kind of reiterate math and English as well as the other subjects, we're seeing more analyze. We're seeing more explain and interpret. And those are big those are big concepts at the middle level and at the young elementary level. And it's it's
020very evident in the classrooms if you get to go in there and and see some of these teachers at work that these kids are analyzing. And then we learn how to write and we learn how to do that in math and these tests they they are pretty intense. Uh being a former eighth grade teacher, the probability and statistics are very high and the explaining is very high. Um it's it's no longer solving a math problem and writing x equals 5. We have to explain what five means and how it's interpreted within that problem. So there's a learning curve that as the math crew as we're starting to pick this up and get this and the new state standards have us analyzing interpreting more um you know we're anxious to see if we can continue you
021know to score above the state and and and improve on ourselves here. So again that all areas in math that 10th grade at work seeing grade percentage increases um throughout the grade levels is something great to see as a teacher. So, as we look at areas to grow, uh, and I know the board has, uh, we've had some conversations about things like vertical alignment before. Um, when it comes to math specifically, we have a couple of opportunities J coming up January 19th and March 11th, and the math teachers met early October uh, at the secondary level to discuss what would our major things be that we'd want to vertically align on. Well, one of them happens to be pretty simple. It's just vocabulary. What do we call it? Because on the state assessment, they might
022say, "We want you to show us the product of this." And really, what they're saying is multiply. And our kids have learned multiply that entire time. So, we don't want our kids to get tripped up on a state assessment by language. And the state uh Kim Carpenter uh has done a lot of leadership work with for math at the state level and they've actually produced documents that align those vocabulary for us all the way, you know, K through 12 with math um vocabulary. They've got alignment of which uh standards and skills precede a student's understanding and which ones come after. And so now we need to dig into those updated state documents and say, do we have that explicit alignment that we need? Um if we don't, are we okay with that and we're going
023to catch that up someplace else as Justin said or um making sure that we have that in place. Um so the uh the both the audit that we received from SEC's math um kind of guru this fall yielded that result as well as some of the analysis of this um when it comes to the different areas as Justin said we just need to make sure that that's uh our priority standards aren't putting our kids at a disadvantage for the assessment or for life. Um, and I think that um, any of you who've taken a math class understand that there's there's an infinite amount of depth that we can go in our math courses. Uh, and there's a reasonable amount of time for kids to effectively learn that. And we really put a lot of trust
024and autonomy in our professionals in the district to be able to make those determinations. And um we're committed to make sure that we have time set aside for those conversations and that we have resources that are aligned to support them and their decision- making in that. Anything else I want to talk anything specific on the I think you gave that example too. Okay. U so science assessment. Um, the only change that I guess I would make to this graphic, uh, and added an asterisk underneath that is in 2021, we went from 11th graders taking the science assessment back to 10th graders. Um, and I think I'm not sure the state's reasoning on that. I don't, Dr. Lack, I don't know if you recall why they did that. Just >> so much. >> Yeah. With ACT
025and work keys and that kind of thing. Yep. So the state made that change. That's the the only difference really. Uh but we did see a a huge increase um and and maintained that increase above the state average. You can see that the level of rigor um or the cut scores as Dr. Le described before must have changed pretty significantly from 23 24's version to the 2425. And um similar to what Justin said about uh math, our standards in science call us to do much more deep thinking, higher level thinking than maybe they have in the past. And that's something that our science teachers have really dug into um and are working through um as well as incorporating more writing into science and uh technical reading into science as well because that's so foundational for
026them to be able to interpret at that level. They have to be able to understand and they have to be able to communicate it at that level as well. >> And here's some of your basics. I mean, you can you can read through the science ones here. We go at 48 and 10, but again, it's we're consistently above, you know, our counterparts in the state. And I know that our I know that our science teachers take this very seriously and they enjoy seeing this. Um, and some of our hard work with through a Steve Dunn training has been very has been very good, especially in our eighth grade. um he's given us some strategies to help kind of push that engineering design process and how you make a claim hypothesis and explore it and reason
027through that and which is what science is all about. And so that's I don't want to say that that's new, but that's something that we haven't um pushed as much and which is why we brought Steve in and has been very helpful to our eighth grade science teachers as well as our ELA. So a lot of this is building on each other and you may if you don't see that celebration in science that may be where you see it you know in our ELA testing. So the way that the science standards are set up uh they're complex and they're there's like crosscutting concepts um and as Justin mentioned engineering is also a part of that. So that's something that uh was recommended in our analysis of this was that we look at those phenomena, how
028those are connecting and make sure that um where we're seeing growth that we can kind of capitalize on that and where we're not seeing as much growth in those bands that we can uh address that in our curriculum alignment. Um science does has uh multiple instructors at the secondary level that are focused on those science courses. So, they have pretty effective PLC's to be able to work through that. Um, in some ways, I think, um, [snorts] as a state, not necessarily just our science teachers, but as a state, we'd benefit from the same level of support and guidance that we've received from the state in math and ELA. there's been more emphasis on supporting and resources to support math and ELA um professional development and curriculum work and to a lower degree in science. Uh
029but still really satisfied with our results overall compared to the state average. Um but we want to keep keep getting better and just might need some different resources to do that. Okay. Um so useful information. Um, we talked probably longer than uh we intended to, but happy to answer any questions. Useful information for us to make curricular decisions, vertical alignment decisions, alignment of resources, uh, and by resources that that could be everything from textbooks to teacher time to work through u the results that we're seeing. But the NDA plus really gives us limited information on things that would make help us make instructional decisions for the classroom tomorrow on a by student by skill kind of level. Uh we do have some teachers uh math in our math department at the high school that are
030piloting um a spin-off of the NDA plus. It's actually a state provided tool. It comes at no cost to us called Navi. and those uh give kids prompts and problems from a question bank that are very similar to the state assessment. Uh so what our math teachers have found so far is that that um and you know Kim Carpenter would be a great person to come if we wanted to do a future board education on that or something. um uh they're finding that the level of rigor that's in those problems maybe didn't always align with how they were instructing on a particular standard or set of of u or strand within math. And so it's really helped her understand that rigor and it helps kids get practice with the technology and the terminology which we
031think you know we know our kids know uh a lot more than maybe what they show on a state assessment sometime. So we if we can remove those barriers, we feel like that'll help them achieve at higher levels both on the state assessment and uh in terms of their skills and in life. So the state has some really useful tools that they've added to the toolbox. Eventually they plan to have Navi available first for all the tested subjects. it's not available for science yet, but then really for any set of standards in the state. Uh Pearson is working on building that for the state of North Dakota. Uh so it will help with our common assessments and uh a data system to help provide um feedback to teachers and for kids too. >> Any questions
032from the board? Comments? Aaron? So yeah, I think I've made well known my uh opinion on comparing to state averages, but uh [snorts] just kind of building on that a little bit further. Um you know, kind of with the state average, you kind of wash out the the data to some degree. Would it make sense to look at a comparison say of the top three schools and then look at doing some benchmarking on what makes them the top school as opposed to just a simple comparison to an average? >> Uh certainly I think um you always need to consider uh schools size and demographic pool and that sort of thing, but we could definitely find those top three. Um, I don't it won't be available on the state website yet. This is all data that's
033only available at the district level at this point, but the state North Dakota Insights website would be updated and I'm sure the state would share with us who those top three are so we could compare to that. >> Yeah. And like I say, just kind of doing some benchmarking. What what what are the demographics that support that? >> How does that compare to ours? What are what does the curriculum look like? What's the approach that they're using? what's the interventions that they're using again just kind of with the goal of being able to benchmark you know what are the top schools doing um as opposed to again that national or the state average. >> Yeah. >> Yep. >> Any other questions from the board comments? Yeah. Go ahead. >> So then just a question on
034the data itself. So, when I see a a 32% to 48% uh proficiency, what what does that mean in real terms as far as um where are our students at? So, it's a it's a ranking or evaluation against a standard. Um but 30 if 48% meet that standard, what's where what's the rest of the 52% look like? And and what does that mean? Yeah. So, if you I'm going to pull this up again. There's two parts to that. The state does break it down in comprehension, text analysis, writing. So, they break it down into those strands. So, we can dial in a little more specifically there. But then in terms of achievement, there's advanced, there's proficient, and then there's approaching proficiency as well. So we could break that down further for you as well to
035show you how those play out in those different categories. For this one, we just took proficient and advanced, combined that number to produce the percentage that you see in these graphs. So this is only proficient and advanced and not the lower category. >> So just three categories. >> Yep. Yep. And you know, there's something to add too, and that was things that I used to look at when I was in the classroom, is how many of my partially proficients or near proficiencies, what that cut score was, and how close that was to the proficient cut score. Some kids are just teetering on the line in both ways, right? They may teeter proficient, they may teeter partially proficient. So, it's important to know, you know, if there was another metric you could look at was say,
036okay, how close were we to getting, you know, more of or higher percentage in that proficient mark? So that's that's something to look at too. And then it's, you know, it could be like we had mentioned a vocabulary barrier. So that's an easy one for the teachers. Let's let's push vocabulary and let's let's use it more. Um, you know, being able to peek over the shoulder at times of some of the kids taking that test, they are intense and it asks some high grade level questions where if you're not an eighth grade reader, that's going to be a very difficult question to answer, right? So we have many kids that are close. So that partially proficient mark is is another one I think to to look at to see where, you know, what our cut
037lines look like. So just kind of building on that a little bit more then is does the standardsbased learning model that we're we're driving towards will that help us in in getting u better results as far as you know being able to break that down to a finer level on a day-to-day basis and not just at these larger assessment levels. >> I mean that's that's ultimately the goal, right? Um with anything that starts new, we might see a dip, right? Our staff's working hard and it's a change in a lot of what we're doing and have done for for some for many right it's a whole new approach uh greater communication um do I I mean would I would love to say that as someone that pushes standardsbased learning yes that's absolutely going to happen
038but you know we may see a dip because it is a new initiative um eventually with the types of questions they're asking and the communication that we're looking for with our students and from our staff We can only hope and imagine that that's going to continue to go up because our standards are exactly what these kids are being tested on. So, as we see and hear that language more and that vocabulary more, that's what we're hoping for. Yep. >> I also go back to the example we gave Kim Carpenter using that Navi platform. >> Uh, our teachers are doing similar types of assessments and they're really looking at what is the standard asking and what is the depth of knowledge or the cognitive level of the of the standard. We haven't been having those conversations
039maybe in the same language in the past. Um we maybe would re rely more on a resource that we had in place to for those assessments. Now that assessment design um and the in combination with the state tool I think like Justin said gives you much clearer alignment between the standard and the state assessment which is the same standard. Any other questions from the board? Okay. Thank you, Mr. Gayler or Mr. Connell. We appreciate your time tonight and sharing this board education with us. Thank you. >> Thank you. Thank you. >> Moving on in our agenda, we have the strategic plan dashboard is there for your information. Any questions on that this evening? >> Okay. Not moving on to the superintendence report. Dr. L. you have my written report uh in your packets uh as
040as it you'll act on the calendar later but I did provide additional context to that. So as we prepared uh the meeting, we have a a staff centered calendar committee that reviews and makes the recommendations and the recommendation that they had by consensus on this two-year calendar is the calendar that you'll see uh as a recommended calendar. um when you have eight drafts, four different calendars over two years, eight drafts, I really anticipated a a lengthy meeting in and a lot of discussion. Uh and it was one of our most efficient committee meetings that we've ever had. Uh the reason for that, I believe, and just in talking with committee members too, uh we is that the calendar committee weighed pretty heavily on the survey responses. We had that survey I talked about last time.
041I think it was 133 responses that we had. Uh and the committee was very serious about wanting to make sure that they could meet the highest priorities. Uh and they were very pleased when they looked through the first those two calendars and were able to meet uh almost all of the well all of the high priority and almost all of the mid-level priorities. Uh and it actually was a very efficient meeting. Um, one of the things that I wanted to bring up related to that, we can I can answer calendar questions when we get to that on the agenda as well, but this is the first committee uh that we have this year that we're assessing. Uh, it's strategic plan goal 2.3. Uh one of the metrics relates to um you know some of the
042feedback we've had in our vital survey uh in in other surveys and other anecdotal situations in the district is people wanting to make sure that they feel like uh they have not always felt as if um they're able to u sway district decision-m uh that they have an opportunity and an outlet for that discussion. So in all of our committees, we're breaking down uh and asking for an assessment at the end of the year or the end of the purpose of that group. Uh so this committee, the calendar committee was the first. Uh so we had to go through and create that survey. But, uh, if you'll remember the strategic plan 2.3, uh, we want, um, at least that metric, we want 60% of our staff, uh, involved in committees that, uh, that impact dis
043district decision-m and we want uh, positive uh, ratings towards those staff feeling like they had have influence. So, we went through the process and and started targeting committees. I just kind of categorize them as schoolboard committees, district committees, advisory committees, and special committees. So, one of the things that you'll see when we get to that report, that progress monitoring is the listing of all those uh the membership and all those different committees and then ratings on how they're feeling. Uh do they have influence on those on those uh on district decisions or not? Uh so, that's one thing you can look forward to. I can tell you right now though, our goal of 60% of staff uh involved in committee assignments were well beyond that. Uh in most cases, it's uh people serving on multiple
044committees, not just one. Uh and so I did a little analysis on that, too. I'm still working on it, but uh we're we're pretty deep deeply ready for that to to be completed. Um the uh teacher of the year and support staff member of the year, those are two initiatives that we're starting this year. We've always had the ability to recommend for teacher of the year. There has not been a procedure or a defined process for it. So, it's been somewhat loose. Uh, and you know, it's it's come down to individuals making nominations. Uh, and so we've opened that up and and we asked uh Stacy Jamgard, I know Jada Anderson was involved in that, Brian Knox, I'm I'm sure I'm missing somebody, but they created a defined process and a timeline to ensure that
045we at every building have the the opportunity to have nominations for teacher of the year. they would go to the county uh as our recommendations for teacher of the year and then if they would advance from the county they would be part of the state. Really our goal is to make sure that we are having uh multiple individuals uh recommended for county teacher of the year every year. Uh and that just hasn't been the the case in the past. Uh and so we have teacher of the year nomination forms out now. We're doing support staff of the year in the in the spring. So we wanted to separate those two. So teachers in the spring support staff in the fall. Uh now anybody can nominate. We had a process for teachers and administrators to do
046that uh prior to and that's been out I believe out to the public now as well. So through November 12th uh you can seek out that nomination form and make a recommendation. That'll get paired down. It'll go to a central office uh a school board member, teacher representative and human resources will will interview our finalists uh and then uh make that final determination for teacher of the year. So, uh very thankful for Stacy for the and those others for their work to get a process that we've lacked in the past. Um after school programming at Gner, very happy. I I referenced this I think at our last meeting uh that Gustner now qualifies for the afterchool program through the 21st century grant. That's not additional money. We included them in the application initially. Uh so
047and that doesn't come from our general fund. That's all grant funded. Uh we did begin the process to survey our Guster families. uh and we already had enough uh to justify more planning uh for that after school program to start at Gusner. Um so we're going to do a little more information informational meetings with the Gusner elementary staff or Guser elementary parents. Uh and then our our goal is to start by January 5th. We don't know that we're hopeful to meet that that kind of self-imposed timeline. Uh but we certainly would like to make sure that we can provide that um provide that program to our Guster families. Uh as as far as the communications plan, that's another strategic plan goal. Uh that's 5.3. Uh so I am in the process of doing that. I
048just have the first finalized draft of that communications plan. Uh I've sent it out internally uh for some feedback and central office and I'll be sending it to the strategic plan committee just for another set of eyes. You know my goal would be at our second November meeting or our December meeting to have that communications plan go come before the board for approval. Uh it's fairly robust. I looked at uh those four different goal areas that we outlined in the strategic plan, but creating short-term and long-term goals. It really becomes a three-year communications plan. short-term goals, things that we want to accomplish in a year. Uh and then long-term goals, things that we want to look to accomplish in the next two to three years. Uh so that's something you can anticipate looking at. Uh
049the last in in the near future, the last thing ahead is the spotlight. Um I want to reaffirm the support staff members that we have. All of our support staff members are really amazing people that just care deeply for kids. Uh, and I wanted to um outline too, we have, it's very unusual to have certified teachers. If you talked across the state, um, it's very unusual to have certified teachers retire and come back and work uh, as pair of professionals. That's that tells me a lot about the culture of our schools, tells me a lot about them as professionals to retire and come back and work uh, in those support staff positions. And you know, all of our paras are are so valuable. Um, and when you have teachers that come back, uh, you know,
050so I just spotlight on Beth Fritz, Scott Fritz, Mary Stillwell, Mark UKstead. Uh, they're all elementary teachers by trade. Uh, and they are serving Louis Lamore and Gustner. But the flexibility that those individuals provide to us when we can come and and have a built-in um uh built-in substitute teacher, somebody that can really help uh a classroom teacher. Um it it is uh you know, they have a significant amount of experience and flexibility that comes uh and we just want to recognize those uh four individuals for coming back and working alongside all of our other outstanding pair professionals. So with that, I'd stand for questions. >> Any questions for Dr. Luck on the superintendent report? >> Thank you, Dr. Luck. Moving on agenda, we have nothing under old business, nothing under new business in the
051areas of activities, buildings and grounds, curriculum, assessment, instruction, or finance. Number five, operations. We have a approval of the 2026, 2027, and calendars. Is there a motion? Motion by Melissa, >> second by Aaron. We have a motion, a second for approval of the 25 or 2026 to 2027 and 2027 to 2028 school district calendars. Any discussion? Any discussion? If not, assuming roll call vote, all those in favor say I. I. Oppose. Same sign. Motion approved. And under personnel, we have the approval of the superintendent's formative evaluation. If you remember, we do this every November and March. Um, two evaluations a year. I um had an opportunity to sit down and visit with um Thank you everyone first of all for completing the evaluations. Um I had an opportunity to sit down and visit with Dr.
052Luck last Thursday and we walked through um the evaluations and and all the comments. I do appreciate the comments that board members make also so it gives a little more context to the scoring and I I mentioned to Dr. Lug I think this is one of the highest ratings that I think he's gotten um for for my recent memory. So it was a very good evaluation numerically and there was good things to um talk about. Number one um in the area um of the first section we talked a lot about the communications and the communication plan that is part of the strategic plan and the plan he's bringing forward um to to the board and and to the the strategic planning committee. We also got some good information if you remember we did that community
053survey about some different channels that our community also uses for for communication and and we'll use those as part of part of that plan. Also, um, area two, we talked about the strategic planning metrics are becoming more refined and and I think we're getting better at measuring what we want to measure. Area three, the finance committee um has been having discussions and will continue to have discussions on budget priorities along with the superintendent. And four, um, we have I an active curriculum committee and, uh, we have a board member that also sits on that and and I think that that is seems to be going very well. Number five, Dr. Le is very visible not only in our community and when we talk about community relations, I think of the larger community as well. he
054spends um quite a bit of time and um energy at the state level and I think that also helps our district all the different things that he's involved with um getting firsthand knowledge of um to help our district and um number six again I think um the strategic planning and the finance committee are are working with Dr. Le on on those areas as well as we go through this um and we just also like to thank Dr. Dr. L for continuing to work in our district as well. If you remember when we go through this, we go through each section and we need a motion for and a a motion and a second for each section and um there will be a roll call vote for each section >> and this is Yep. Yep. and
055and um part of our requirements as a board statutoily is to um the motion has to be either satisfactory approval or unsatisfactory approval for each section. So I'm going to read each the label of each section and the score out of four and then um the board can make a motion for satisfactory approval or unsatisfactory approval for that section. So the first section is goal and vision setting with a score of 3.68 out of four. Is there a motion? >> Motion by Aaron for satisfactory approval. Is there a second? >> Second by Steve. So we have a motion and a second for goal and vision setting for satisfactory approval. Any discussion? Any discussion? If not, Christy, roll call vote. >> Jamie Bear, >> yes. >> Heidi Larson, >> yes. >> Jason Roar. >> Oh, sorry,
056wrong one. Jacob Meyer, >> yes. >> Aaron Roberts, >> yes. >> Steve Velcamp, >> yes. >> And Melissa Gleason, >> six. Yeah. >> Motion approved. >> Moving on to number two, board relations. a score of 3.74 out of four. Is there a motion for satisfactory or unsatisfactory approval for board relations? >> Approval of relations >> for satisfactory or unsatisfactory of satisfactory approval. Okay. Motion by Jamie. Is there a second? Second by Melissa. We have a motion, a second for satisfactory approval of number section number two, board relations. Any discussion? Any discussion? Any discussion? If not, Christy, roll call. >> Okay. Uh Jamie Bear, >> yes. >> Heidi Larson, >> yes. >> Jacob Meyer, >> yes. >> Aaron Roberts, >> yes. >> Steve Bellam, >> yes. Melissa Gleason. >> Motion unanimously approved for number two, board
057relations. Moving on to section three, human resource management with a score of 3.58 out of four. Is there a motion for satisfactory or unsatisfactory approval for section three? >> Motion by Melissa for satisfactory approval. Is there a second? >> Second by Jacob. We have a motion, a second for satisfactory approval for section three. Any discussion? Any discussion? Any discussion? If not, roll call. Christie. >> Heidi Larson, >> yes. >> Jacob Meyer, >> yes. >> Aaron Roberts, >> yes. >> Steve Belcamp, >> Melissa Gleason, >> Jamie Bear, >> approval for section three. Section four, curriculum and student support services a score 3.50 out of four. Is there a motion for satisfactory or unsatisfactory approval for section 4? >> I move for satisfactory approval. >> We have a motion for satisfactory approval for section 4 by Jacob.
058Is there a second? >> Second by Jamie. So, we have a motion, a second for section 4, curriculum and student support services. Any discussion? Any discussion? Any discussion? If not, roll call. Christie. >> Jacob Meyer. >> Yes. >> Aaron Roberts. >> Yes. >> Steve Bellcamp. >> Melissa Gleason. >> Yes. >> Jamie Bear. >> Yes. >> Heidi Larson. >> Yes. >> Motion approved unanimously. Section five, community relations, 3.38 out of four. Is there a motion for satisfactory or unsatisfactory for section five? Community Relations by Melissa. Is there a second? Second by Steve. We have a motion, a second for satisfactory approval of community relations. Any discussion? Any discussion? Any discussion? If not, roll call. Christie. >> Jacob Meyer. >> Yes. >> Aaron Roberts. >> Yes. >> Steven Bellcam. >> Yes. >> Melissa Gleason. >> Yes. >>
059Jamie Bear. >> Yes. >> Heidi Larson. >> Yes. >> Unanimous approval for section five. Section six, operations and resource management, a 3.63 out of four. Is there a motion for satisfactory or unsatisfactory approval of section six? Is there a second? Second by Steve. We have a motion and a second for satisfactory approval for operations and resource management section six. Any discussion? Any discussion? Any discussion? If not, roll call. >> Aaron Roberts, >> yes. >> Steve Bellcamp, >> yes. >> Melissa Gleason, >> yes. >> Jamie Bear, >> yes. >> Heidi Larson, >> yes. >> Jacob Meyer, >> yes. >> Unanimous pass. unanous approval for section six. >> I was just gonna say thank you for the feedback uh uh on the on the evaluation forms. I always appreciate the comments. Uh the more direct feedback I
060can have uh the better work I can do. So I appreciate the time that you take every month to uh complete that uh that evaluation and for the feedback tonight. So thank you. >> Thank you Dr. L for serving our district. Moving on in our agenda, we have under policies and procedures, we have a approval of amended policies. There are six of them. Um would we like to do them all together or is there any you'd like to pull out for questions or comments? Okay, doing them all together. Number one, first reading of policy BBA, schoolboard elections and terms of office with the number one rescending policy BBA school board membership. Number two, amend policy BBC, method of filling a board vacancy and subsequent review of BBC-e school board application. Number three, second reading of
061GAB, human trafficking and exploitation prevention and awareness education. Number four, second reading of ACBD- AR, school medication program regulations. Number five, second reading of ABAA, school district organization plan. Six, second reading of ACCB, protection for student victims of sexual offenses. Is there a motion to approve one through six? Motion by Aaron. Is there a second? >> Second by Jamie. We have a motion, a second for approval amended policies 1 through six. Any discussion? Any discussion, Steve? Um, maybe it got moved. I guess I thought when I read through this yesterday, there was one that we were rescending also. >> Yeah, that's in BBA school board membership. >> Number one, >> it's under one >> and one >> one. >> It's just a Yep. I didn't >> new policy or replacement policy. >> Policy. Yep. Yep.
062And good question. Any other questions? Any other questions? Any other discussion? If not, We got a motion. If not, any you're good, Aaron? Good. Okay, everybody. Okay. If not, assuming roll call vote. All those in favor say I. I. Oppose. Same sign. Motion approved. Number eight. Under tuition approval of tuition agreement number one, Barnes County North. Is there a motion? Motion by Melissa. >> Second by Aaron. We have a motion, a second to approve the tuition agreement with Barnes County North. Any discussion? Any discussion? Any discussion? If not, assuming roll call vote, all those in favor say I. I oppose. Same sign. Motion approved. Nothing under other items for future agenda. Does anyone have an item for future agendas? If not, please let Dr. Luck or myself know. Under meetings to be scheduled, we have
063a schoolboard meeting on Monday, November 17th, 2025 at 5:30 p.m. in the Thompson Community Room at the middle school. There's a retreat scheduled on Monday, December 1st, 2025 at 5:30m in the district office conference room. We'll probably have a strategic planning meeting coming up once you're ready for the communication plan to be >> I think I'll just send it out for feedback and if there is no to the strategic plan committee and then we'll just provide it at a future meeting. >> If we feel like we need a meeting, we can schedule one. Is there finance coming up? Is there anyone any other meetings are missing? When is the finance? >> We haven't said it, but we will be setting one soon. >> Okay. I just don't want to miss any meetings on here. Any
064one any other I think um health care is meeting on the 17th. >> The I think 17th >> the 17th uh 35 >> 3:45 on November 17th. Okay. Anything else that we're missing? Okay. If not, um, complete your monthly superintendent evaluation, section two, board relations, and section five, community relations. There being no further business before the board, this meeting is adjourned. Thank you. Hey, hey.