001[Music] Good evening. I'd like to call this regular meeting of the Jamestown Public School Board to order. It is Monday, October 20th, 2025, and we're in the Thompson Community Room at the middle school. I'd like to thank all those who have joined us tonight in the audience. Please join me in the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for it stands nationy andice for all. Does anyone have any conflicts of interest to declare this evening? Any conflicts of interest? Any conflicts of interest? If not, moving on to schoolboard norms. Owen, would you be willing to read the school board norms? >> Sure. The board developed norms are to share and respect opinions and speak with a united voice once a decision has been reached.
002Execute all duties of the school board in compliance with the North Dakota Century Code. Properly prepare for meetings. Commit to assessing board effectiveness and ensure high quality governance for all stakeholders. >> Thank you, Owen. We have nothing under public communication. Moving on to the consent agenda. Would anyone like anything removed from the consent agenda for further discussion or any clarifications? If not, is there a motion? >> Motion by Jason. >> Second by Dan. We have a motion and second to approve 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 nothing under recognition. Under correspondence, we received a letter um just informing us that Christy Grounds has completed the 61 credits
003needed for certification through the North Dakota School Business Manager Certification Program. She scored mastery in all the courses. Congratulations, Christie. And the program's highest designation. On behalf of the North Dakota School Business Manager Certification, we commend Christie for her dedication and accomplishments. And we also had a schoolboard member recognized um last week, Jason Roar. And Dr. Luck will cover that more in his spotlight in the super superintendent report. So, congrats to both of you. Under reports, we have our we have a couple people from student council here tonight. So, please come forward and um the microphone's right over there. State your name. Are you all coming forward or just one? Okay. >> Just one. Okay. And go ahead and state your name and and give us the information. Good. My name is Bel Shustrom. I
004am the executive board president for student council. Um, first I would just like to talk about homecoming a little bit. Really successful week. We had dress up days, all the fun stuff like that. I heard a lot of positive feedback about the pep rally itself. And following the football game, we had the dance and that broke attendance record with over 300 people. I heard even 350. So that was really successful for us. Also breaking attendance record I want to touch on really quickly. FCA was a club that we've um initiated more in the high school in the last two years. Last year we had only 10 members. This year we're going on 30. So that has more than doubled this year. And if there's no questions about that basic stuff, I was going to mo
005move on to peer-to-peer support program stuff. Jason, what is FCA? >> Fellowship of Christian Athletes. Sorry, should Yeah. >> Any other questions from the board? Okay, go ahead, Mel. >> Okay, so peerto-peer program, something that we are very excited to propose to you guys, has been in the running, at least in my mind, for a long time. It was one of my main campaign points when I thought about running for student council, specifically as executive board pres president. But just for a little summary for you guys, the peer-to-peer support program at Jamestown High School would be designed to promote inclusion, friendship, and mutual understanding between students with special needs and their general education peers. Although this program has already been approved in our coursebook offering, which in the third uh page of your little handout
006that I gave you guys is stated in there as well. Um, our proposal seeks to actually launch and strengthen this program underneath the student leadership of student council and the support of faculty and administration. The peer-to-p peer program will pair student volunteers with special education students to participate in shared classroom activities, social events, and promote additional support that they may need. These partnerships aim to reduce the social isolation, increase empathy, and provide meaningful opportunities for students to learn from one another. Personally, I've had the privilege of working and volunteering in the special education department for the last two years. I spend one hour of my day there during third hour and I work with the students one-on-one. Everything like that firsthand. I've got to see the joy and talent and potential that all of those
007students have along with having a brother with special needs has really motivated me to bring this up to you guys. And I didn't know until this year that it was already approved in the course offering book, but I would really like to see it put into action. I know that my other student council board members share the same interest and commitment with McKenna Pettis and Ivy Cordell joining us here today just to represent. But we have seven members that uh stepped up and said they were interested in helping with this program get rolling. The ones that are not here today, they're all sophomores, which is really promising because it shows that the program will be longerlasting and continue through their years as well. So that would be Miles Curtis, Annabelle Pollson, Clear Marker, and Riley
008Wolf. Having students of all grades will ensure the program continues for years to come. By starting the peer-to-peer program, we can make inclusion an active part of Jamestown High School's culture when built on kindness, respect, and shared growth, where inclusion is not just encouraged, but lived out daily. The program itself would involve peer mentors being recruited through student council members and teachers recommendation also volunteer signups. Each me mentor would be prepared paired with one or more special education students depending on the need and availability that we would have and the program would operate through the throughout the school year with participation tracked and supported by a staff advisor. some activities that I personally think would be really important. Eating lunch together. I um eat lunch with one of our sophomore students every single day. It's
009such a joy to me and I also just want to give these students an opportunity to meet more people and when I'm gone, you know, I really want them to have people when I'm gone as well. So, I think this program would really give everybody an opportunity to step up like that and not I didn't know that there would be an opportunity like this. I kind of went in and asked, you know, like is there a way that I can volunteer with this as where this would be promoted. Um, they would also participate in classroom activities such as a joint fed class would be interesting and provide guidance between classes. may include transport from the special education room to the choir room or the special education room to the CTC which our main teacher has
010to do every single day because we don't have enough paras right um the peer-to-peer course itself the description is in the on the third page but it's all peer mentors learning would learn about the dis disability awareness confidentiality would be really important and communication strategies But yeah, I have a full proposal that I made up and my board members have been helping me that I can send to anybody electronically or a physical copy. But I just really think this program is important and that's all I have really. >> Thank you, Bill. Any questions from board this time? Erin, go ahead. >> Thank you very much for bringing that forward. Um, just kind of on the on the face of it here, it seems like uh this type of program would be fairly low overhead from
011a school administration standpoint. Uh, kind of a no-brainer in my opinion. I think it's a great idea and glad that you guys could are willing to step up and uh, you know, um, try to get something started and engage in it. So, um I'd be interested in seeing uh the proposal if you would could send it to me. >> Of course. >> Um and then uh yeah, I would think this this is a great idea and thank you for bringing it. >> Yeah. >> Yep. And Belle, if you want to just share it with um Superintendent Le and he can share it out with all the board members. >> Jason, did you have a question? >> Yeah, my question might be kind of I don't know, not smart, but thank thank you for for bringing
012this. So when it says not offered in 2526, is that dependent on enrollments or staffing or both or? >> Well, right now it's both. Um, we had uh I if memory serves, we talked about this earlier today, but I think in 1819 we were this course was approved uh and we had uh an individual or maybe two individuals trained uh to teach the course but they left the district or at least the one that I'm thinking of left the district. Uh but uh the the two hurdles we have right now are ensuring we have enough students interested to be able to offer the course just like any other course. uh and then a teacher, you know, staff member to cover the course. But if we can get both of those, which it sounds like we're
013we're uh well on our way, uh then, you know, there's there's no reason we wouldn't offer. Like I said, it's just like any other course. If there's interest for enrollments, then we fill the spot. >> And when do we determine throughout the year if a course is offered? Is that be is that before the end of the prior school year after registrations? Um, does that make sense? What What would be like the deadline when we would say, "Well, there's not enough students." >> Well, I would assume we would be looking in the spring unless unless we could escalate in second semester, but I'm guessing that we're looking at spring for the next year. >> Next year. >> Melissa. Bill, were you thinking you were talking this year, next year? >> So, when I started thinking
014about this, I didn't know what it would fully involve like actually hiring a faculty member and all of that kind of stuff. Um, so I wanted to see some of the basics at least this year. Um, just to get the program kind of started running and then the actual course itself, yeah, might be something that comes next year. Yeah. >> And and just for clarification, we would need to hire we wouldn't need to hire a new staff member. It would be >> assigning a staff member, >> you know, that we already have in place >> that would have the interest. Yeah. And and it's helpful that the student council is involved to to get um you know, the word out and students interested. >> Melissa, go ahead. >> Thank you very much for for bringing
015this um to us. it it's something that's very near and dear to my heart as well. Um, back to being able to start it this next semester. Is the the staff, the faculty that's going to oversee this, do they need special training that is not there in the district or is it something if you found that there was a faculty that was able to do that and you had enough students that we would be able to start that next semester? >> I'm not entirely sure. That's something I might have to look into a little bit more. Uh but um you know, it would just depend on when the enrollment and the staffing is available. You know, then then we could then we would start. If there's interest and there's training in a program supportive, you
016know, that's ready. I don't see any reason why we wouldn't start. I would just say it's most likely in the next school year. Just thinking about what it takes to plan for the course. Dan, >> is there any option for a nonredit option that could get fired up fairly quickly? >> Yeah, we could certainly look into that. >> I suspect that's kind of what you were angling. Yeah. How how fast could we get this rolled up? >> Yeah. Um and I know that there would I'm sure there would be a lot of students interested. We have a lot of an Carlson um people that work at Anne Carlson and already have experience and a lot of NHS members that um are looking for volunteer hours as well. So >> I think one one way or
017the other we can expedite things. >> Any other questions from the board? Okay, great. Thank you Belle for bringing this forward and good to hear that homecoming we had great weather also which is great and that you've had a good participation and engagement from the student body. So thank you for your work. >> Thank you guys. Moving on to our board education educational competency replacement core, we have Tracy and Satie Le. All right. Well, thank you for Can you Is this good enough? All right. Well, thank you for letting us speak tonight on this. Um, like um Heidi said, I am Satie Le. I'm a special education strategist at Gusto Elementary. >> I'm Tracy. I am a title one interventionist at Guster. >> So, the connection to the strategic plan, these are kind of the
018demographics and some of the numbers of students that are in the different tiers of our MTSS framework right now. If you look um at the elementary right now 5% of our students are in replacement core with an inclusive experiences at the middle school that number goes up a little bit to 6% and then at the high school that number is at 11%. Um you might be wondering why is there a significant increase from the elementary to the high school. Some of the reasons for that could be the rigor of the curriculum. When the students start out kindergarten, first grade, it's a lot easier to accommodate students in that core curriculum and meet their needs educationally at that, you know, the core level. As that rigor increases and credit requirements change, the need for those replacement
019curriculums for those students does increase at the same time. So, it's just kind of a natural progression with that, right? And supporting those students with intensive needs. You might be asking, why are students put in replacement core curriculums? And some of those students have various needs. Sometimes it's a student with a significant disability that causes their um instructional level and where they're functioning at to be a lot lower than their peers at that grade level. Sometimes it's a learning disabilities. Sometimes it's other needs that are just identified for that individual. So when that is the case, we look at a replacement core. It might be in English language arts. It could be in mathematics. It might even be in science and social studies and in social skills and social emotional learning. And when that happens,
020we look for an alternate curriculum that meets that student's needs. And we find one that is an evidence-based curriculum. Most of these curriculums, which I'll talk about a little bit later on a different slide, they're very based in, you know, research and evidence. So it's just not some, you know, a program that we found online and decided to teach. There's a real purpose behind each of these curriculums that we choose. And it does ensure that access to the curriculum. So they are getting that literacy instruction. They're getting that science, social studies, math instruction that we want all of our students at JPS to be getting. All right. What is replacement core? CD touched on this um a little bit, but it is an alternative curriculum that would fully take place of the general education curriculum
021in that specific subject. Um it's designed for students with those significant gaps or persistent gaps. Uh those students typically most often are on an individual um education plan or an IEP. And then that replacement core would be specifically related to those individual goals that are determined at uh the meeting for what the the need is for the student. Um and like she said, it could be math, it could be reading, it could be science, social studies, social skills. It it really is individualized. So it depends on what that student needs. Most often these are done in smaller groups or even individual settings. um big purpose of the IEP is for it to be individualized. So whatever that need is and then again the focus those foundational pieces um foundational literacy, numeracy and then functional skills
022as needed. Um funny that we're piggybacking off of the inclusive experiences here because we also want to keep that at the elementary level. um a lot of activities um that take place once uh one for example when the artist comes in um from the art center those students get to be a part of that if there's a special activity they are doing um science social studies usually we see that a little bit more or if there's a specific reading activity that it's like yeah I want the teacher will voice I want everybody to participate in that um so still providing those inclusive experiences as And then again, where does it fit into our framework? So these would be um it would be tier three. So uh last meeting Jada kind of touched on the she
023had the visual of the different tiers. So this would be that very tiptop um tier where we want to see the least percentage of students. Um again, we're going to focus on the mastery of those foundational skills. We don't want to move on if they don't have the foundation. And it'd be really hard to, you know, I kind of referenced like swimming. You're not just going to dump somebody in there because this is where their peers might be performing. They need those foundation skills first. They may they might need to start at a lower level before we can transition to the next skill. and then again balanced with opportunities to be with their peers um as much as possible which takes a lot of coordination with all the teachers involved uh general education teacher PE
024teacher special education teacher really anybody who would be involved with a student um a really team approach. So, some of the resources that we may use at the different levels and the different um discipline areas for English language arts, we use a variety of different programs and that really is geared towards that individual need of the student. Like um Tracy said, once this a student reaches this level in our MTSS tiers, most of the time, not always, but most of the time, that student is on an individualized education plan through special education. And then once that happens, you know, the name individualized it, it's based on that student's needs, their strengths, their areas of need, their areas that they need to grow in. So it may be a program like reading mastery, which is a
025direct instruction. That is a program that's often taught one-on-one or in a very small group. And it's very explicit instruction in reading, whether it's in comprehension or reading fluency, those phonics skills. Um there's programs called Orton Gillingham based programs. You maybe have heard of this referenced with people who have dyslexia. It's a very um phmic sequencing program that talks about um you know manipulating sounds and words really at that phone sound level you know. So there's a variety of programs and like I said they're very um specific to specific needs. Does that make sense? And in math, we have similar programs. And like I said before, these are evidence and researchbased curriculums that um we know have good results for students with very specific needs. So in math, connecting math concepts is one. Um number
026worlds is one that we use at that very, you know, lower elementary level. We have transmath. And then I know the middle school uses some different programs as well. I think transmath is one that they use at the middle school. Now when you look at like the high school level when you're wanting some replacement core that is where you might have some programs like B well I don't want to say business math but different programs they might be on a different track for that alternate diploma and some of those pro or courses take the replacement of you know algebra 2 or those higher level math classes. We still want them to have those foundational math skills to be able to go on and enter the workforce and go on with their next plan. And then
027the other ones that meet different needs, we have a star um curriculum that are more of the adaptive skills. News to you is a program that we use a lot at the middle school level and it's a science and social studies based and it's uses current events. And then zones of regulation would be one that we use for that social emotional regulation and and learning. Any questions on those? It's very specific stuff, I know, but okay. So, an an example of what this might look like for a student. So, say you have a third grade student at one of the elementary schools and they've started out kindergarten, maybe getting pulled out for, you know, services, what we would call title one services, getting that little bit extra, that core plus more. And then maybe they,
028you know, that wasn't um enough. So, they they increase the time that they had that that intervention. And so then by third grade, we've realized that, you know, the student hasn't made adequate progress. We use our fastbridge testing. We progress monitor that student. We look at you know where is their progress related to their peers and where is their progress on their trajectory for their own progress monitoring you know goals and we say you know we either we need to have a different approach to their learning. So then we probably at that point have done a referral for special education and that student goes through the referral and the assessment process to look at do they have a disability that we can meet through our special education program and if they do then we move
029on to that individualized education plan and that's where we would identify a replacement core. Now, there are times that the students are not on an IEP and they may need that replacement core because they didn't have that instruction or they didn't respond to the instruction but don't have an underlying disability that we can provide them special education services. So, say they come out for their English language arts, they might come to the resource room and I would teach them, say, reading mastery and we do an alternate writing program. And then they would go back to the classroom and in the general education curriculum have their other courses. They probably will need, you know, some accommodations and some modifications. If they're reading like two levels below grade level, they're going to need that work modified. They're
030going to need their material presented in a a different format, maybe audio, maybe it needs to be an alternate text, um same subject, a lower readability, and they would participate in all the other general education um areas than that one identified. Sometimes a student comes out for reading and math. There are times that, you know, some students come out for more than that, but like Tracy was mentioning, if they're having a speaker in the classroom or they're going to do a special project based on something that they're studying, we would make sure that student participates in that along with their general education peers. All right. So looking at how it kind of aligns with um SPL and the core plus more so how do general ed teachers title special education teachers how do we all
031work together to serve that student um I talked briefly that we obviously it's a lot of conversation it's a lot of communication um but again if they're following the pathway SDI touched on this if we feel that those interventions are not meeting the student needs that's when we would consider the special education referral Um, and then once they are at the level of needing that replacement core programming, that's when it kind of shifts and those goals aren't necessarily grade level based. When you create the IEP goal, it has to align with a grade level standard, but more times than not, it's going to work on the foundational skill, meaning like a level one or a level two. So then when that's reported out, um, their progress reports are going to be pretty specific about that
032skill and how they're progressing towards the grade level standard itself. And these main takeaways, um, I think we touched on all of these pretty well. Um, any questions? Burning questions. >> Any questions? And Jamie, go ahead. Um, so how long generally like say you have a kindergartener, someone who comes in at kindergarten level and you are starting to realize that this kiddo might need some extra help. How long does that process generally take from we've noticed to we're in core plus more or we're working on a, you know, reading mastery or a pro a specific program. >> I feel like it kind of depends on the situation. um well, we for sure want to go through like increasing the intensity or the frequency of the intervention, trying a different intervention. Um and then if they're
033responding to that, then it's looking at are they making enough progress. Um also looking at over the summer if there's a lot of regression when they come back, that can be difficult. Um well, not difficult, that can be an area that really points out like we might need to offer more support. It can happen within one school year. Some students it takes a couple more years. >> Couple of years. >> Yeah. >> Um and depending on if you have a student come in and you know they have a cognitive disability which maybe they weren't in an early intervention program of course that would like kind of supersede >> you know the need for trying different interventions >> but you always want to do your best to use that core curriculum with modifications and accommodations. So,
034you know, like Tracy said, it could be months >> or it could be a couple school years. >> It all depends on that student and how much progress they make in those interventions. >> I will say we tend to see maybe like a shift as obviously each grade level the demand gets higher. So, I feel like for some reason between like second and third grade it's like that's kind of a for sure we can tell by then almost I would say if that referral is needed. Sometimes you can see it right away in kindergarten. It's really just based on the student's progress um which can vary. We might see an incline and then it might dip down a little bit and really looking at what other factors play into that as well. Family situations um
035instructional days that they've been in attendance, things like that. Any other questions? >> Yep. Go ahead, Jacob. So, this is really good that our student council members were here earlier. Um, so yeah, you brought up that uh at the high school level, we have more students that need the core plus more in the core replacement. Um, do we feel as a district that we are applying the needed resources from teacher and staff level to accommodate that extra or that increase in students in these levels? >> You know, I do think that we are providing that for our staff. I think it really comes down to those students just needing something different. You know, when you think about the high school, you want that student to be successful and you want them to leave that course
036with skills they've gained. If we modify and modify and modify a curriculum like say algebra 1, would it beneficial to modify that to a point for that student to be in it and just saying, okay, they took algebra 1, but they were essentially doing eighth grade math. would it be better to put them in a designed program and a designed course that meets their needs and gives them those skills at that? So I do think that that we are giving the teachers adequate resources for that. I think it's just the nature of high school. >> Yeah. So that was kind of my concern is it sounds easy like oh we'll just make a class for the people that need it and it's great then that's additional curriculum we need you know are we giving our
037teachers the adequate resources to come up with those curriculum and then you talked about the IEP that what if we have all of a sudden we're dumping 20 kids into this new curriculum class they all have IEPs now that's 20 IEPs that a single teacher >> has to navigate which I know that can be a stressful level like >> on its face it Sounds like a simple but then my concern is are we providing you know do we have enough intervention specialists at the high school level to apply those extra needed resources to >> I think when >> lot going on >> like that that number probably is pretty broad if you look at the number of students that are in that are the most highest needs is probably a lower percentage and when you
038think about the students that are in maybe let's say it's um essentials for algebra would be one I don't know if that's still offered offered, but it is one that was offered when I worked at the high school. And you might have eight students in that and you teach them, you know, it because it's more at their instructional level. It would be like teaching an algebra 1 class to a group of students ready to be in algebra 1. Does that make sense? So, yeah. So, when you it would be much harder for a teacher if you took those students that should be in essentials for algebra and put them in an algebra 1 or an algebra 2 and said, "Okay, now these students are in your course. here are the modifications they need. That would
039be more taxing on a teacher than having them teach a class that's more at the level where those foundational skills are at. >> Does that make more sense? >> Yeah. >> Okay. >> Yeah. I mean, that's just my concern is I think we're getting to the level where teachers are getting overwhelmed in those right >> um levels. So, I know the essentials of algebra teacher. Um yes, good question. >> Yeah. And I and our hope is, you know, when you have students at the elementary level and we're in a good replacement core, we're giving them good foundational skills. When they get to that middle school and high school, even though they're in a replaced core, they're still a very engaged, a very um a student that's able to learn at that level that you're putting
040them in. So, I think, you know, we're doing a good job at the elementary and middle school level to prepare them for that, even though we have a higher percentage of students in those courses. Any other questions from the board at this time? Okay. And speaking of staffing, thank you to Sadi also who um was in special ed, went into a traditional classroom and because of the need we had um in special ed was willing to move back into that space. So that was >> we're thankful for her too. >> Yes. Yes. because we do need those positions filled and you know for our district to be able to do these kinds of things even thinking about the peer mentoring I mean we're you know it's an area that we need staffing in and so
041thank you for for being willing to do that anything else from rest of the board okay if not then we're going to move on Thank you if not we're going to move on to our strategic plan progress monitoring dashboard strategic focus is 4.0 4.1 participation in core instruction. >> Mr. Gayler will come up and give a little presentation, but we I did add some things to the dashboard. Just a reminder with this particular goal uh that this is a one we assess annually, but our ultimate goal is in 2030. I did mark that as goal on track. Uh although as you'll see uh some of the data supports uh that we haven't quite met those targets. uh and there's some rationale and understanding that I think is necessary around those two. Uh but Mr. Gayler
042will have a you know a followup with that as well. >> Sure. Thank you Dr. Dele. Um and I think that you guys have spent the last couple of meetings learning a little bit of the context that goes into this goal and u maybe have an appreciation for how complex um this particular goal is. It seems straightforward because we're just looking at those numbers and percentages that kind of reflect a a healthy system. Um, and that's where that goal um is driven from is what does, you know, if we were truly serving kids in a ideal MTSS system, 80% would be in core, 15% in core plus more and 5% in replacement core. Um and um what becomes complicated is that each level is a little bit different in their approach to that. Um and
043the system that we have in place um we're redesigning that as we're setting the same target each year. So we've had a little bit of a shift in the numbers. Um and so we're we need to do a little bit more digging into that. Uh as Dr. Lex said on track would be a good way to describe it. It's still um feel like we're on track for the goal but not having met the goal in all areas. So this was a slide that we used last year and updated then this year with the updated numbers. So you can see 23 24 in the blue and 24 25 in the red and 25 26 in yellow. uh again trying to reach a little bit more towards a dashboard feel where you can get a sense are
044we headed in the right direction. If you look at elementary um we've actually had an increase in replacement core an increase in core plus more and a decrease in the percentage of students that are only getting core. Uh so when you look at that at at the surface you're like oh we're going backwards. Well, we've just implemented a new um standardsbased learning model at the elementary last year and this year, and we are getting more surgical about uh the students that would receive a core plus more experience. You heard that from the group that spoke last time about how we're identifying by student by skill. And so, we're not saying categorically, sorry, categorically this group of students needs a a different class. It's how do we support them in their core? So, you could include
045that core plus more in your core amounts. They're still getting core instruction. We're just intervening more surgically with them. Math looking uh the same way, although to a lower degree. Um and then um our replacement core, we're identifying more kids that are um starting off u maybe behind where we think they should be. And so we've got kids that are we're trying to catch up. Uh we also have have moved uh some of our math replacement core that is finding success in the middle school actually into fifth grade last year and then into um the beginning or the end of the year with fourth grade to make sure that those students are on track for fifth grade math which we know is kind of a key uh piece for them. If you break down elementary
046um just by the numbers that support that graph, that's what the next slide is there. And then I did break it down by school. Um and when I spoke to at least one of the principles the end of last week, they feel like some of the numbers that that were pulled are more reflective of the students that qualify for those tiers than the actual students served. So, I do feel like I need to verify um those as well. We have a principal meeting tomorrow. So, I want to ask that question to make sure that we're tracking the um on the same question, I guess, which is how many kids are actually being served in those tiers, not how many kids qualify. Um the title teachers were really helpful in helping to gather that data and
047had it, I mean, instantaneously available. So, it's it's real that they're taking your strategic goal uh very seriously and monitoring that both as part of the title process and because um we're monitoring it here as well. Middle school um an increase in ELA replacement uh had a big class come in from uh fifth grade into sixth grade. Um that makes up for some of that difference. Uh you'll notice at the middle school the core plus more model in both math and ELA. Something we reported last year that we don't have a structure or mechanism. Uh but they do have um stars which is kind of like a support a wellsupported study hall and then they have J time at the end of the day. So theirs looks different. We don't have a categorical uh core
048plus more class that's scheduled. Um and that's something that I think we need to think about uh systemically as well. Uh high school similar situation. High school actually trending towards more kids in core. Um one of the um challenges that we have at the high school level with credit bearing and transcripts and university admissions is making sure that we're always monitoring uh how do we make sure that we're opening doors for students and not closing doors. And in some cases, if a student gets on a a math pathway that doesn't get them to algebra 2, um, or if a student gets into a replacement core, uh, English class, those are not always meeting university admissions requirements. That's not to say that they couldn't take an additional credit or they might have to start at a
049remedial level at the college level. Uh, but I think that there's some of that at play in the decision- making that goes into um are we intervening in getting kids the skills they need or are we building a transcript that that opens a door for them for the next level. Similar to the middle school, the core plus more model, although we have in place for that in place for the English department at the high school, we don't have that option set up yet for uh the math department. Uh the math department does do um some I guess you could call intervention or support for kids. If they let's say they have a course failure and um then they would go to summer school. They're not working they're not repeating the entire course. They're working just
050on the competencies that they haven't shown mastery in. And so, uh, you know, that's a pretty surgical level for a high school to be able to go back and say, "Well, here's the skills that you're still missing. We're going to work on those skills to replace that that uh course credit." Um, so takeaways, I think we're on our way at the elementary to a more precise model of intervention, even though the numbers get a little bit more complex. Um, one of the things that I think we need to do, just hearing the last uh, couple of presentations from teachers again, is how do we um, how do we build a team support model or leverage where that's being successful in different schools so that um, our core instructors are uh, as in tune to the
051student needs as maybe the title instructors. I think that's something we need to continue to discuss administratively and then uh figure out what's a a better structure or system that supports that. And then high school and middle school, one thing that we could do is analyze our scheduling uh to see are there ways that we could be intervening uh core plus more. So kids are still getting that core experience on grade level uh standards work, but then they're also getting the plus more specific to math and reading that they might need. uh just because those are uh skills that we know are are gateway types of skills. Um so overall elementary goal um by the numbers not met uh but possibly a little bit misaligned. Um just a note for future strategic planning to I'm
052not sure if I have a good idea if I wrap my head around um how we could do that differently to meet that complexity. And then as middle school, we're um needing to look at schedules. Uh that again has not been met. High school, the goal was met. Um but I think that there's probably scheduling things that are at play with how kids are selecting courses and opting out of those replacement courses at the high school level. So uh with that, I stand for any questions board might have. And >> any questions from the board? Go ahead, Jamie. >> Um, just to get some clarity on like the numbers that you feel it might be a little off on the elementary level. >> What if these are reflecting kids that maybe qualify but aren't served
053in that? And why wouldn't we be serving them if they qualify, I guess, is my question. >> Yeah. So, uh, great question. And so it's only one of the principles that I talked to that that said um in the fall we do a a benchmark screening. And so that screening result will give us a list of kids that might be below uh the 20th percentile for tier three math rep. You know, they'd be qualified for the replacement core, but they know that that student actually has the skills for success. They maybe just didn't test well in that case. And so the numbers that we're actually serving might be different. Um was the information I got. So I need to dig into that with all the principles to say that that same question. You know, if
054we're not serving them, how are we making that determination? And then what can we report that's more accurate? >> Other questions? >> Same question. Okay. Okay. Good. Right. It's all in progress here, right? Some of the as we get the data and >> Yeah. I don't we didn't >> Yep. >> you know, we can >> update those numbers and bring it back too. I mean, I don't know what >> another time. Any other questions? Um, so we have strategic focus 4.1 participation and core instruction. Is there a motion to approve? Motion by Melissa. segment. Jamie, you have a motion, a second to approve strategic focus 4.1, participation in core instruction. Any discussion? Any discussion? Aaron, go ahead. >> So, with these action steps listed, how are we going to be monitoring the progression of those
055actions uh from a board level? >> That's a good question. Um I mean this is a goal that is um you know the the end the end is 2030. >> Um so um I think when we update and get additional information uh we could update the the the um >> dashboard. Thank you. >> The dashboard. So we could add additional information in there. uh are you wanting a or asking or or be suggesting that we could have another progress monitor report later on in the year uh to see how these are going? Like I said, this is a long-term goal. It's a 2030 goal. >> I guess I was just looking at this. So, in the uh dashboard uh in that spreadsheet, there's separate tabs in there for that that kind of is intended to
056carry the details. >> Yep. >> Um I'm suggesting is probably include that in Yep. uh there and then have some estimated date of when you'll have an update on how that action is progressing in there and then just hit us again whenever that comes due. >> Okay. >> Um >> and something also we could take to the strategic planning task force also just to dive in a little bit more as well if we feel like we need to. Yeah, I think the structure that we have in place right now is is I think much improved and kind of gives us >> a better idea uh to get down to this level of detail that I think is is is helpful um to understand all the inner workings of >> of this because I know next
057month we're going to get into proficiency levels and we can kind of >> you know see there's a level correlation between these interventions and how we're doing on on proficiencies. Um, and we'll see that more in the in the trending as we go year to year to year. Um, but um, you know, I think this is this is good to I just don't want to lose sight of of these actions and you know, how effective are they? um you know and I just in general looking at the the model that we have within the elementary versus high school and middle school I think there's just a level of complexity at the elementary level in terms of administrating those interventions and and making all that happen >> with the coaches with the special ed with the
058title one there's just a lot more things they can do that you can't do with scheduling of classes and and you know with with progressing the student through the through the academic career there. So, um >> yeah, Mr. Roberts, my thought was to where you see if you look at the dashboard, there's a last update. >> Yep. >> That's what I would update when we add any additional information, I would probably draw attention to it in a month. If it's not in our um reporting date >> and it was updated, we added some additional information or saw something new, I would just add it as the I would update that date from if it's say it's January 5th >> and include it. >> Then I would update that as a January 5th update and we
059would just include the additional information, make it available. If there's questions, we can talk about it. Uh we probably wouldn't do another progress monitor report uh unless that was requested or desired just to keep us on track. Yeah, I was just if there's a major minor, >> you know. >> Yep. Something you can touch on just including your superintendent report. Also, just touching on it. So, okay. Good discussion. Any other questions, comments? >> So, we do have a motion, a second for >> Melissa, did you have something? No question. Okay. We have a motion, a second to approve strategic focus 4.1. Any other discussion? Any other discussion? If not, assuming roll call vote. All those in favor say I. I. Oppose. Same sign. Motion approved. >> Okay. Next on our agenda, we have the superintendence
060report. Dr. Luck. >> So, thank you. You have my written report here as well. Um the calendar committee, the survey, and the timeline, those are things that I talked about at our last meeting. uh but I did include the responses of the survey kind of just a very very basic analysis uh that broke those uh ranked variables into low priority medium priority high priority based on you know where those rankings were from staff. We had a pretty good response rate 113 respondents out of you know probably around 350 total that were would have been eligible to to complete the survey. So I think we had a pretty good response rate. Um, and the recommendation will come back. Well, I'm sorry, I'll go back. We're going to meet on October 27th as a calendar committee. I
061think I referenced this last month or last meeting. Uh, there's actually four different options for both years, so eight total calendar options, more than we would typically have. Uh, but the calendar committee will work through those uh, and have a recommendation to the board uh, uh, at our November 3rd meeting. uh so you can anticipate seeing that calendar for the next two-year span uh in uh in our first meeting in November. So, good news from uh from the afterchool programming, the grant that was written um mostly by Christy, also Adam and and Jagger, Ganji, uh Tammy as well. Um Tammy Nelson as well. Um we included Guster Elementary in that grant application and uh they are uh eligible now. We did get notification they're eligible to receive that. So once we can get planning uh
062once we can get staffing and organized uh Guster Elementary will also have the afterchool program. So all of our elementarymentaries would or all of our students elementary students K through 12 or I'm sorry K through five would have eligibility for the afterchool programming now. Um so that's certainly good news. That's what we had hoped and planned around. Uh but that's good news that that's come to fruition. Uh I shared some information uh that is uh important for you as board members. There are different filing requirements. Now uh and I've included links to all of those along with a guide. Uh Christy in particular has received a little more information than uh others in terms of the uh what's required. So if you have questions that aren't clear uh on this section or uh in the
063the disclosure requirement guide, I'm sure Christie would be more than happy to help. and and probably ask answer some questions here if you had any, but just I wanted that to be in front of you in terms of what the responsibilities are for uh as it relates to the statement of interest and the campaign finance tolo disclosure. Uh, as far as the wellness initiative, I believe I spoke about this in the past that we're focused on some different wellness initiatives, trying to take more advantage of our EAP through the village to provide uh some optional training, optional opportunities for staff. And so looking at our vital network uh responses uh and what our staff has said they needed uh as well as uh looking at the offerings and in trying to align with financial wellness.
064So we looked at maximizing those in monthly opportunities um as I've outlined in the schedule. The only one that's not through the EAP is one that I'll be doing uh myself just around the my TFFR portal. a new portal uh was a new platform uh was opened by TFR. I just want to get our teachers in front of that so they know how to operate. It's a great platform. A ton of information, a ton of options and functionality through that platform and I want to make sure our staff is aware of what of all of those resources. So, we'll do that as well. Uh I included the SEC usage report. Um so uh the SEC for those that may not be familiar uh that's a cooperative. So um that's 40 plus school districts working together
065uh access or leveraging ourselves through uh seek ours is the Southeast Education Cooper Cooperative. Um we've mostly taken advantage of training that aligns with our strategic plan. We haven't really uh taken any other opportunities. Uh you know, we we know that our staff is busy, so we want to you know, keep very focused on our PD that aligns with our strategic plan. There's other services that we've taken advantage of, specifically Medicaid billing. It's a great opportunity. We have seen uh well this has been years in the making but every year uh we are able to access far more uh in in medic or bill more to Medicaid than we would have been in the past. Uh and that's a uh you know certainly a cost savings but there's generating uh revenue that we wouldn't have
066been able to in the past and that's been a great program. Other things we've done with frontline that is our HR management uh title three that is our EL consortium that funnels through seek uh and choice ready dashboards you saw some board education last year on the choice ready dashboards that uh people can access to see if they if their students are on track with students and families can can uh uh log into to see their progression towards being choice ready. And that's really important when you think about the North Dakota State Scholarship because those align to the same thing. Um, so the last thing that I had is just a recognition and and Dr. Larson referenced this already, but just congratulations to Mr. Roar. Um, earning a veteran board member with distinction award through
067the North Dakota School Boards Association service program. That is a pretty prescribed process. So you you get assigned points for all of the different activities that you're in, trainings that you're in, responsibilities you complete uh as a board member. Uh those things that are done for North Dakota School Boards Association. Uh so you know whether that is on the board or committees or serving on the NDSBA board. Uh I know that Mr. serves on government affairs and ballot counting that should that's in county ballot counting committees. Uh so just a recognition of a job well done. >> So with that I would stand for questions. >> Any questions for Dr. Luck? >> All right. If not um moving on for the rest of our agenda. We have nothing under old business under new business. Nothing
068under activities, buildings and grounds, curriculum, assessment, instruction. Under finance, you'll find the review of general fund balance and monthly financial reports. For your information, any questions for Christie at this time? Okay. Nothing under operations. Um, under personnel, note that in your drive there is a superintendent evaluation timeline. And so, um, we want to complete that this week and then I will meet with Dr. Luck next week. under policy and procedures. So we have five policies, two of them, one has one um attachment and then there's several others. How would the board like to proceed with this section? >> I did have a question about the first policy, so I don't know if we want to pull ahead. Um yeah, so the teacher grievance policy um we've indicated I don't know what the it was changed
069from that there's 30 days to apply a grievance. How did we come up with that number? >> So that's the school board's association in the past that was 10. >> Okay. >> So this is actually an expansion of what existed before. >> Okay. My concern was even the 30 was a little short. So if we're at 30 >> previously was 10. Yeah. >> Um yeah, just based on all the other things below I was like that's still a short timeline in my opinion. So good. >> Any other questions? Would you like to do all of them at one time or are there other questions for pull out to get clarification? Good. Good to go. Okay. So, I'll read through them one time. Um, we have number one, a second reading of policy DGAA, teacher grievance
070procedure. Number two, amended policy GABC sex education with the attached review of GABC-e sex education law. Three, first reading of policy GAB, human trafficking and exploitation prevention and awareness education. Number four, amended policy ACBD, school medication program. Number five, first reading of ACBD- AR school medication program regulations with and now these are the attachments. A review of amended ACBD-E1 school medication provider opt out or opt in and verification of eligibility form. B review of amended ACBD-E2 authorization parental consent for school to provide medication or student to self-administer medication. C. Review of ACBD-E3 medication check-in form. D. Review of ACBD-E4 record of over-the-counter medication. E. Review of ACBD-E5 records of controls medication. F. Review of ACBD-E6 medication incident report. G. Review of ACBD-E7 medication pickup notice. H. Review of ACBd8 medication disposal destruction log. Is there
071a motion? >> Motion by Aaron for approval. Is there a second? >> Is it Dan? A second by Dan. We have a motion, a second. Any discussion? There are more clarifications. Any discussion? If not, assuming roll call vote. All those in favor say I. I oppose. Same sign. Motion approved. Number eight. Under tuition, we have approval of 2025 to 2026 tuition agreements. Number one, Montilier, number two, Pinger Bannon. Is there a motion? Motion by Damy. Second by Melissa. Motion a second for approval of 2025 to 2026 tuition agreements. Miel year one. Number two, Pinger B Cannon. 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. Does anyone have items for future agenda? If at any time, please let Dr.
072Lock and myself know. Under meetings to be scheduled, we have a district improvement committee meeting Thursday, October 30th, 2025 at 3:30 p.m. in the high school library. The next schoolboard meeting is on Monday, November 3rd, 2025 at 5:30 p.m. in the Thompson room in the middle school. Any other meetings that we're missing right now? Finance, strategic planning, facilities, anything that we're missing? Okay. If not, your monthly superintendent evaluation is section 4, curriculum and student support services, and section six, operations and resource management. There being no further business before the board, this meeting is endured. Thank you. Hey, hey.