001[Music] Okay, it's 5:30. I'd like to call this meeting of the Jamestown Public School Board uh to order. It is October 6th uh 5:30 at the Thompson Community Room in the middle school. This time, please join me for the pledge of >> allegiance to the stands nationy for all. >> Owen, would you please read the school board norms? >> Sure. Uh the board developed norms are to share and respect opinions and speak with a united voice once a decision has been reached. Execute all duties of the school board in compliance with the North Dakota Sentry Code. Properly prepare for meetings. Commit to assessing board effectiveness and ensure high quality governance for all stakeholders. Okay. Thank you. Uh at this we we have no public communication and do we have any conflicts of interest to declare?
002Any conflicts? I'm seeing no conflicts. Okay. Moving on to item two, consent agenda. I entertain a motion. Is there anything you have questions on or would you'd like to pull off for further discussion? Anything to pull off or Okay. I would approve the consent agenda. >> Moved by Jason, second by Owen. Any discussion? All in favor say I. >> I. >> Oppos same sign. Motion carries. Moving on to our regular meeting. Uh 3A recognition. We have nothing under recognition. B nothing under correspondence. And C nothing under reports. D board education. I'd like to recognize uh Shelley Molson, Tim Random, Candace Sedler, Lynette Ryan, and something Jada Anderson there uh to discuss core plus more interventions. >> Well, hello everybody. Um I'm going to start us off just by talking about kind of the structure and
003the framework for Jamestown public schools and then we'll have some input from the elementary and the high school level. Um, so as it connects to the strategic plan, you guys are probably very familiar with how it's listed in the strategic plan. And so we just wanted to highlight that we have primary metrics at the elementary, the middle, and the high school. And so we'll kind of talk a little bit more about what those um metrics and how we're going to measure and how it relates to our data that we gather through our benchmark assessments. Any questions so far? Okay. Um, so Jamestown Public School, the MTSS framework starts with tier one, which is that core piece, which is our guaranteed and viable curriculum. Then um, we move into tier two. And so I just want
004to flash the um, other screen really quickly just to go to give you kind of like a visual of it. So that tier one, that core is that solid green piece that you see all the way across the triangle. And so when we talk about adding that tier 2 piece and that core plus, that's when you see a little bit of green and yellow is layered on top of the solid green. So that's how we identify that tier two and that plus core. And then we also have the tier three which is adding um the replacement curriculum and some of those other things that student needs for support. So um core plus is the the yellow area and then our tier three is intensive. It it comes down to really individualized interventions for students. Um
005higher frequency and more intensity. So usually you you phase in to say everybody gets this now we're going to try this with some students. Um and then if it doesn't provide the supports that we need or we see success with those students then we intensify it or or we provide a little bit more with the frequency and the intensity. Um and this kind of alludes to the fact that it is the entire framework of our system. So multi-tered systems of support is kind of how we move through identifying and helping support our kids through Jamestown. Um, I know Adam could probably talk a little bit more about this, but this has kind of been a movement that the whole state is going through and we have some schools that are really far into it, which
006Jamestown has been in it for a long time. So, we've gone through the process process of updating our framework a few times, but um, it's great to kind of keep you guys in the loop to see what it really looks like here at the different levels in Jamestown. So, then why does it really matter? And it means that our students have access. So every student is going to have access to the content that they need at their grade level, but it also means that we're tailoring that instruction to provide additional time, targeted instruction. So, um, I'm going to really talk about the connection to SPL. So, it's great because we know where kids are at specifically based on their grade level standards. And so, at the elementary level, we know that, okay, they're at a
007level two in third grade math. Well, how can we support their needs with the plus more because they're going to get the grade level content and now we can kind of back tailor it to to meet their needs so we can get them up to that level three and then continuing to exceed our expectations by pushing kids to level four. Um, but again, it's a it's a system of interventions. There's a process and kind of how we go through identifying as well as supporting kids and knowing that um it's fluid. It's not saying that if you're always at that tier 2 level and always always need that plus, you're not stuck forever. It's fluid. You can move up and you can move down as you need the support that you need because standards change, the
008focus changes in the instruction. And so it's it's allowing kids to get their needs at that moment. And then when their needs are met, then you go back to getting just what you need for core. And then if you have to come back in and you need more supports then you can have those supports. So at the elementary level that core plus is our curriculum instruction resources that are provided for all students. Um and then it's an additional targeted intervention. So um we look at how we can do small groups. So having students meet for um times to push in with our classroom teachers or our interventionists or even providing some supports with our pareducators when we can. Um but it's a retach to say this is something that you miss. So that's where that
009SPL component comes in. We've assessed we know this is where your skill deficit is. But also we're learning that it's really great for kids to get a pre-teach. So they get like exposed to it before and hoping that something is going to click for them. But then when they hear it with their peers and their classmates for the second time, it's like, "Oh yeah, now I really know how to interact with my peers. I can feel confident in knowing what I'm doing with my classmates." Um, but it looks like additional practice. So making sure that they have the repetitions because we've learned through a lot of our professional development is kids need lots and lots and lots of repetition, especially if they're in that level tier two or tier three. Um, and then we also
010go into tailor tailoring those interventions. Um, FastBridge has been a great resource for us because it is part of our assessment suite and so we can get based off of that data, it tells us exactly what some of those kids' needs are right in the moment and they can even help us group kids or if we need to look at a whole class intervention to say this grade level in second grade is really low on fluency. So, it's not just one or two kids, but it's everybody. So, how do we lift the entire grade level up? Um, so that's been a really good tool for us to leverage. Um, and again, the goal always is to close the gap, right? We want kids to feel confident and to see that they're making progress and they're
011learning, but it's at their grade level standard and the expectation. Um, some programs and products that we use at the elementary, um, obviously we are supporting with title one and the most bang for your buck is using teachers to connect with those kids. there's not a program that's going to do all the things that we need it to, but we know that that one-on-one or small groupoup instruction is what's best for kids to learn. Um, so that's where we see a lot of support at that core plus at elementary. Um, we use ESGI to help us with progress monitoring. 95% phonics is a program that we use with our three, four, and five grades to hit that phonics piece. Youly um foundations and the portal is available with our second grade students. Um, and then
012also as interventions, the portal has allowed teachers to put in their student data and kind of spit out some information to say like, hey, this is where you should target certain skills within your curriculum resource. So, we're starting to explore that more. And I think maybe Candace could say how powerful it's getting for teachers to be able to have something that's so right there in their hands, able to use quickly. Um, Steve done writing strategies. We know universally we're aligned K through 12. And so that's really good because they're hearing a consistent message on strategies and tools to be using, but then knowing um, we've aligned. So we know if they didn't get it in third grade and it's non-fiction, then there's probably something from second or first grade that we could use from non-fiction
013to help support those kids. Um, Wit and Wisdom is another curriculum resource that we have for ELA. And I've kind of talked about our fastbridge as well as how SPL is a powerful component in this. And then at the elementary level, we report our standards through empower. So that's a live portal for parents to access and they can constantly see the updated progress of their students and know specifically what standard or where they're at in the scale. Oh, one for one more for me. Um so who supports the core plus? Uh general education teachers in our tier one. Um and then they also do support students through tier two. Um so again depending on support availability if you have extra um teachers in your building to be to support tier 2 groups then you can
014use that through title one. But it also is part of the responsibility of the classroom teacher. So it really takes a collaborative team effort to make sure that we are hitting student needs with um all the teachers that work with those kids. So we provide um the core plus in reading and math interventions by targeted lessons and supports um special education teachers also help provide that core plus aligning to IEP goals um or replacing the core if necessary for some students. Um we have pair professionals that are reteaching and reinforcing. And then our instructional coaches meet um three times to review our benchmark assessments, but then we also have progress monitoring that's embedded. So making sure that again keeping that a fluid process so that we know some kids are going to need more at
015certain times, but they are able to come in and out as needed. >> Okay. I feel feel like Jada explained a lot of these already, so I'll just briefly touch them. So how do we identify kids that are in need of core plus more? We use our universal screeners, Fastbridge and NDA plus. FastBridge we use three times a year and NDA plus once for the diagnost for the universal screener. Um we use our intram test bridge and we're starting to use more NDA plus this year as well. Um teacher observations and the evidence they collect. Um, and then along with that, like FastBridge will give you a big ballpark of some areas that students might be in need in. Like for example, if it's the reading test, it'll give you one of the big five,
016whether they need support in phonics, fluency, comprehension, vocabulary, phmic awareness. But then we need to drill down a little bit closer to see, well, what exactly within that big umbrella do they need? So then we would pull in some of our diagnostic assessments to pinpoint the exact skills that students are in need of support of. Um we use the UFly intervention placement assessment or the coronic screener gives us the same information there as well and um different spelling inventories give us some encoding information as well. And then the benchmark data team meetings Jada mentioned that three times a year after the universal screener the coaches and anyone in the building that can support meets with those grade level teachers. We look through the data and then we plan those interventions and then we make sure
017during our weekly PLC's that we are watching that data to see where kids can be pulled in and out of those supports. Lynette and I are going to give you an example of what that would actually look like in action for phonics and for math based on FastBridge. So step one at the beginning of the year we give students the FastBridge universal screener. Maybe a student the report will say this student needs support in phonics. We know that's a big area. So what exactly do they need? So we inter um we would then put in a more diagnostic screener that tells us exactly what they need. So for example, the UFly intervention placement test would tell us where on the UFI scope and sequence they have mastered and where they're starting to see more errors.
018So we know this is where we need to target our instruction. The letter spelling screener is one that we use in several of schools too. Scholastic has one too that some schools you use too, but it gives us the same information with encoding. so we can see where the errors are in encoding versus decoding. After that, we would plan a tier 2 instruction that supports tier one instruction. Like Jada said, it could be pre-teaching ahead of time. It could be reteing after they hear it in their tier one whole group. Um, but that intervention gives more opportunities to respond, immediate error correction. It's usually in a smaller group so the teacher can hear exactly what every student is saying and how they're responding and give immediate error correction and individualized feedback based on student needs.
019they um would do conduct they would conduct progress monitoring to track student progress. That's every other week we take progress monitoring data based on their intervention and then we meet during those PLC's to decide okay who's making great progress who's ready to be dismissed from the group who's making slower progress and who's maybe not or regressing even and how do we need to adjust that plan right away before students are falling more behind. Lynette's going to give you an example of what that looks like in math. >> Our universal screener is the same. It's fast bridge. Um it would be the a math part. Um we do not have any diagnostics to drill down any deeper for math. So what we use is our standardsbased learning, our priority standards from the grade levels. Um the
020students have a pre-EST and then we look at where the needs are and that defines our group for that particular standard. Um then they uh go through instruction in their small group and then um they track their progress to the standard three. Uh the teacher and the interventionist track those um this really allows us to have real flexible groups. The math groups are constantly changing because the priority standard is changing. Um, so that's what we do for our math. So at the high school level, um, we too, ours is maybe a little bit different because when kids get into high school, they start choosing classes and so on and so forth. And Tim will talk more specifically about achieve 3000 and so on, but all students are getting that tier one instruction, but some students
021need more, right? Some students might need it uh with small groupoup retaching. A lot of the things the elementary people have talked about um additional practice for things. Um and then like I said, Tim will talk more about the achieve the adaptive resource that he uses. But we're trying to close those gaps that students come to us with. And as somebody said before too, if if a student is in a plus class, can they get back into the regular track? Right? There's always that goal or sometimes they might need to go into a more intense intervention, too. So, we've got those um tracks in place. >> Okay. Okay, mine's not as neat and organized as all theirs. Um, so at the high school level, so I've taught English one plus. This is my second year.
022So I had two periods of that class last year. I think I have 10 kids enrolled um now. And I would say that that is a kind of a population that's kind of at risk. I'm seeing kids already with absenteeism and um you know, just different struggles that they deal with. So some of the battle is just getting them there in class. Um, but we use Achieve 3000 kind of to drive, you know, instruction. So, um, you'll kind of see what that looks like here in a little bit, but the students, they take a screener right away that determines the Lexile, um, level. So, it's a short screener. I was even talking to a parent today and the, you know, parent teacher conferences that I don't know if they answered two questions, they guessed on
023one way or the other. Perhaps they start off at a different level. But um the idea is that achieve 3000 they tout you know an increase in in Lexile if it's run with fidelity. So they kind of say 40 plus um activities are done you should experience a certain amount of of growth. Um and then they G300 also kind of has a variety of lessons uh that address different standards. there's some grammar, there's some vocab in there. And then what I'm trying to work on is uh kind of doing a little bit more to kind of fill in some of these gaps. Uh for example, I have a student from like St. John's that came in. So they haven't necessarily experienced the same interventions in the past. So, uh what can I do to kind
024of supplement and and see where they're at? But, um, like long story short, we're just trying to get them to read, you know, better and better to enough level where they can go to a history class to succeed, you know, and and, um, just like I said, trying to minimize the gap, but also there's a couple different pathways they can go to. They can go from English one plus to English two the next year or English one plus to English two plus. And there's so many different pathways. And so one thing we've kind of noticed is like, oh, if a kid makes a jump from English one plus to English two, maybe they're reading better, but are they missing out on some, you know, figurative language terms or things that u, you know, the English
025one kids at at the core level maybe have addressed, but they're deficient at. So just kind of uh myself and the other English two plus teacher, we're kind of trying to identify those gaps um and trying to address those as we can. But anyway, here's some more on achieve Uh so you can see my highlighter there. Um if you look at the top says on average students attain more than 2.9 times their expected Lexile growth when completing one or more lessons per week with an average first try score of 75%. So, what each achieve article looks like is um they go in and it could be just totally whatever they choose or I can just assign them one specific lesson that each person works on individually, but you know, we're all in the same place.
026Um they ask them like a a prompt right away, like a pre-ereading, and then they read, and then they'll answer like eight comprehension questions, and then usually there's like a longer short answer that goes along with it. So it's a pretty comprehensive thing. I mean it's it probably takes most of a class period. Uh in highlight there it says it is fair and reasonable. It says because a text is max is matched to every student's read level is fair and reasonable to expect that they can attain a 75% average. I mean my perspect I'm a little more skeptical that it's uh I'm not always getting kids that get 75%. They say it's fair and reasonable, but for some of these kids that some of these questions even have difficult vocabulary. So, we're trying to find
027a way to kind of, you know, help them. So, a lot of times I'll I'll read the question, not tell them the answer, but just kind of explain what the question is, and then um see if they can get 75%. Uh, if we go back, this is what like a she 3000 will look like. So, this is kind of an outdated one, but it says like there's a pre-lexxile score, then they kind of like a growth target. Um, I got kids with a variety of different Lexile levels. So, one kid I looked is at like a 495 Lexile level. And if you compare that to like class grade level, it's like a thousand is what they should be at. And so they talk about their growth might be like 80 to a 100 is kind
028of what they're hoping is the growth. Well, that's still going to be a huge gap that they have to overcome. So it gets a little closer, but you know, then kids are supposed to be reading better at sophomore level, too. So again, that's just like we're slowing down the gap, but not always fully closing it. Um here's some key things they said that they tout is that uh higher than expected growth at every grade level achieve 3000 students obtain higher than expected. Uh on average students gained 89 Lexile uh points there. Um and again it talks about like fidelity again trying to trying to reach that like 40 times that we we do it. So, um, if you look at that bottom point, it says students see more than 3.5 times their expected Lexile growth
029when completing two or more lessons with the average first try score of greater than 75%. So, that's kind of where we are with English one and two is trying to do two of these per week. Um, some discoveries we made is that it really requires explicit instruction. So, last year I kind of inherited it. um, English 2 plus had done it and he had kind of just let them choose their own articles and we found like that was my kids were kind of struggling with that. It kind of ended up almost like an online class, you know, where they're each kind of driving their own instruction and this is a group that's maybe not going to be successful in an online class. Um, so we're trying to do it kind of more where I hand
030out a specific article and then we kind of go through it together each at our different reading level. Uh, that way it keeps us in the same place or the same pace. I'm trying to use kind of the gradual release model where we're doing some guided reading and then teach them some different answering techniques and and questioning and then kind of hopefully release my responsibility and then maybe they can start doing things more individually. Um, I didn't know I was the only one that was going to talk about weaknesses, but uh, like I said, there's some there's those gaps we have between the core plus and the core classes. So, like even like things like MLA citation and writing a five paragraph essay, you know, if a kid moves from English one plus to English
031two, are they going to be I feel like they haven't been equipped to do that? And that was partly on me um you know last year, but I'm going to make sure that we do essay and talk about MLA writing. They go from English two plus to English three, are they going to be able to read The Great Gatsby, you know, effectively and things like that. So, um figure vocabulary, figurative language, literary terms, uh even just like rigor, you know, making it difficult enough where they can handle it. We don't want them necessarily stuck in a core plus grouping. they start thinking that, oh, I'm just a, you know, with the same group of kids. It's a small of us. We're kind of get a label. We're trying to avoid that and hopefully push them
032to different levels as they go on. Um, and like I said, yeah, missing the base content that the core classes build on. >> Um, okay. So then just talking again about the core plus more strives for. So obviously we want to ensure that every student has access to the core instruction plus those targeted supports and we have that shared responsibility. It's not your kid but it's our kid and we've really talked about that at the elementary level and as well I'm sure at the middle school and the high school is it's not just that kid in your classroom. No, it's collectively our kid. So what are we going to do to support that kid? Um and then we use our data so it really drives what we're doing. And like I we talked about, we're
033starting to really drill down into specific targets and the SPL is going to continue to support that work because we know exactly where we're prioritized and how we can make sure that the kids are hitting those priorities when they need to at their grade levels. So questions, >> any questions from the board? >> I go ahead. Yep. >> Yeah, great overview. really uh informational stuff and you could tell that a lot of thought is going into this and um just really thinking about this this kind of linear process from elementary all the way to to high school and I think Mr. Random brought up a good point of, you know, not all these kids are going to we're not going to have them from K through. So maybe if pick them up in high school,
034they came from someplace else. Uh and so just thinking about like how do you control for that? or even as you're moving from building to building, are there kind of bigger um opportunities for tracking data or I'm thinking about those those uh deficiency gaps growing throughout time, I guess. Um and yeah, any thoughts on that? >> Um so, as far as when we have um incoming students, I know that the instructional coaches look really closely. I again I'm speaking to elementary because that's what I know. Um but the elementary coaches take in the data that we get from the school. So their file comes in and then we're able to see were they at a school that was standardsbased grading. Um if any other documentation comes with with them to see what levels they're at
035and then it's almost like we kind of go through and make sure that we follow the screening process. So, um, we try to keep it close to the benchmark windows, but we know that our data is going to give us the best information to support that kid. So, um, if they come in November or September or whenever they come after our benchmark window, we still assess them with our screener so that we can see where they're measuring up with their peers and find the best group for them. Um, and then what was the other part of your question? was just so >> the other piece was just yeah I guess are there as they're moving through time and maybe deficiencies are growing um are there are there certain time points between buildings that uh folks
036are really looking out for to make it so that when folks get to >> high school maybe they're mitigating that deficiency. So, one of the transitions that I know we've started and you might be able be able to talk a little bit about it for math is that we saw that there was success with one of the interventions at the middle school level and we talked about well how can we try to transfer that maybe into fifth grade and see if we can start that intervention a little bit sooner and we aligned it actually with some of our fourth and fifth grade standards. So, um, that program is called TransMath. And so, that's a replaced curriculum that we started using in fifth grade. And we also marked it to say as soon as we get
037to a certain point with our other resource or after Christmas sometime, we actually start our fourth grade in there so that they can start accomplishing unit one and unit two and get lots of repetition knowing that they might not go through it as quickly. But the goal is then when we come back in fifth grade and we start reviewing that, we can go faster so that it tracks them in math to be set up to be in a a higher level of that intervention with the goal that before they get to 8th grade and up to the high school that they've already tracked out. So that's some of the work that we're doing. it's maybe a little bit trickier with reading um because there's so many different types of resources out there that you can
038use and so that SPL really drives how we're trying to address that. Um, do you have any >> I I think Tim made a a good point that when they come to us, say as freshmen and they're reading at a third grade level, I mean, that is a lot to try and and make up for and then they aren't always, you know, maybe they don't come to school and so there's a lot of things going on and so I think hearing from what's being done along the way trying to close that gap sooner rather than later is really an important piece. I don't know if that really answers your question, but any other questions? C can you go back to I think it was slide three. There was a great graphic that you had in
039theres. >> That that was probably that was probably the best visual explanation of MTSS that I've I've ever ever seen. um those percentages, I'm sure they're kind of like nominal. Is that kind of what you're seeing in the actual execution of of this? Like the the 80%, the 15%, the 5% is that >> um so that's like the standard. That's where we want to get. And I think that's where um our strategic plan comes in is to know that um but I feel like also what um >> Dr. Le and Mr. Gayler did is they looked at like where our actual data is. And so we don't want to set ourselves up for failure knowing that we're never going to achieve the gold standard, but obviously we're working towards that. So if you look at
040like the elementary level, you know, we're at 70%. And um what's kind of interesting is all of this aligns through the work that we do day in and day out because right now um our teachers and our staff are going through um our title one reviews. And so we do our needs assessment and so we share this information out with parents to say like this is where our needs assessment is. These are the things that we know we need to target how we're going to move forward with action plans. But we pulled our data today and we were looking at we have classrooms that are there. We have classrooms that are exceeding some of those standards. And so it's doable and we can attain it. It's just we have to have the supports in place
041and we need to have that um guaranteed and viable curriculum to know that this is how we have to reach all kids and it takes time. But um the people that are doing the work, they're doing good work. So >> seems like it. So yeah, thank you. This was a great presentation. Anyone else? Okay, >> I just wanted to say thank you to our staff for coming, taking time, and I know some of you have parent teacher conferences and other things. Uh, so thank you for taking the time to come and share your expertise uh with the board and and to be able to answer the questions from a practitioner uh perspective. So, thank you. Okay, that's uh probably actually a good segue into the progress monitoring for uh the strategic plan. >> Yeah, so
042we have uh the progress monitoring dashboard there. Uh as noted, we don't have a progress monitoring until the 20th. Uh but our next board education will be on replacement core. So you heard core plus today. Our next board of education will be on well you heard priority standards and and and kind of the touching on the core a bit core plus today and then replacement core uh will be the board education for uh the 20th and then we'll progress monitor on uh this framework of the 80155. So, um, unless there's questions, we don't have any additional information there. Just we're sharing it every month or every meeting. >> Okay. No, no questions. I'm seeing. Very good. Move on to uh 3F. Dr. Le, your report, please. >> Yeah. So, you have the written report. Uh,
043one of the big uh topics that we're dealing with right now is our calendar. Uh our plan uh as the board is aware is that we create a two-year calendar. Uh we bring in a representative group of stakeholders to create those calendars. Uh we usually start with multiple drafts. We discuss each of those drafts, you know, what we like about them, what we don't like about them. Uh and then we uh look to one of those formats and we play around with the days. You know, as as u the work of the calendar committee is the democratic process and work. Uh so when we walk into a calendar committee that isn't a group that makes a recommendation to central office that makes a recommendation to the board. Uh the work the recommendation that comes from
044the calendar committee is what becomes the recommendation that comes before this board. Uh and so one of the things that we've done a little bit differently this year uh is we wanted to gather feedback from more than just that representative group. They do excellent work and it's tough work. Um, you know, making a calendar doesn't seem like a challenging thing uh until you get in there and you look at all the variables and and you try to make everybody happy. You know, a calendar can't be everything to everybody. Uh, and so you need to set priorities. You know, we can't have a late start, early graduation, two weeks off of Christmas break, a long spring break. You know, we can't do all of those things because we have uh statutory requirements. But uh the purpose
045of the of the survey and the purpose of the representative group is to talk about all of those different priorities and make the best possible calendar we can. It's not always easy. Uh but you know, we kind of have some standing uh rules that we look through. Uh but that's one of the reasons we wanted to get all of those variables. So we had 11 different variables that we sent out to staff uh and asked them to rank. Uh and so at our next meeting in my superintendent report, so that survey just closed last week. Um I will provide out uh the rankings and and a little bit of that analysis for you to review. Uh probably at least one meeting before we bring a calendar to you. Uh so we've just I I think
046we're just in the process of getting that uh calendar committee date in. But that's really what we're going to look at is those 11 um those 11 variables and try to prioritize what it is that uh the staff represents as the biggest priorities. Um and um uh you know this is because we're we're taking a little deeper dive and getting some feedback. I also took that responsibility to create we have four different calendar drafts uh for each year. So that's eight different calendars that we're going to look at. Uh and for each year we did an early start, a late start, a uh we've always started on a short week. So what what would it look like if we started on a long week and then what if we did an early grad? So those
047four options for both years. Now that doesn't mean that it's going to be one of those calendars. That's the format. So we start in a format and then we start playing with days and saying, "What if we moved this day here? What if we did this? What if we did that?" and that's when we'll come to the recommendation to the board. Uh, but we always enjoy this process and and to look at our two-year calendar. I am glad we do a two-year look. Uh, and I think it is it helps us kind of um, you know, get that work done, you know, for the two-year span, and I'm appreciative that we do it that way. But you can look for that um the kind of detailed analysis of the rankings uh on the 20th and
048then one of our meetings in November you'll have a recommended calendar. Uh moving on the you later on in this agenda you'll have uh a recommended a recommendation to approve an agreement. Uh we have continued our partnership or we're recommending to continue our partnership with the village to provide uh behavioral health counseling services for our JPS students. Uh what I really appreciate about this uh is working with families to provide year-long care. It's not just during the school year. uh the students that have needs uh can continue to see services and they come in during the summer uh and continue to see their their um their counselor uh if they are uh one of the students that's receiving services. I do want to point out that this is funded uh fully by the behavioral health
049grants. It's not a general fund expenditure and it's uh the last couple of years it's been 65,000 and that's maintained in this agreement. Um, also later in the agenda, you you'll have a recommendation to uh approve a schoolboard retreat. Uh, my recommendation based on the survey results uh that we sent out is Monday, December 1st. Uh, that would be at 5:30 in the central office conference room. I have talked in the past about a desire to um move forward with some financial wellness for our staff. Uh, and so right now we're working with uh the village. uh they manage our employee assistance program. So, you know, that's something we're still working through the specifics of, but really what we want to do is leverage those uh those um uh the trainings that they provide and
050tailor them to what we feel like our staff needs and allow them as choice. They wouldn't be required trainings, but it would be something at the end of the day that somebody could come and and choose to participate because they want to know more about say uh budget planning or they want to know more about estate planning or they want to know more about where they're at in their different uh levels of employment. You know, are they close to retirement? Are they quite a bit far away from retirement? And so, there's other planning that they should be doing financially. We just want to support our teachers and our and our support staff the best that we can. uh the title one allocation model study. I've I've had a lot of dialogue with the board and
051and the state about title one allocation. Um and sometimes you have to be careful what you ask for because you get put on a committee. So I I will be working on that committee. I'm happy to do that uh and looking to explore that funding mechanism uh and see if there's if this is the best model or if there's other models that fit our our rural state better. Um, I have included in the personnel hire forms and also in in the narrative report. Uh, as I stated in our last in my last border board report, Jerome Wagner uh served us well for 29 years. Uh, he his last day was Friday. Uh, and uh, so now we have uh, Mr. Terry Jones uh, has been hired to replace uh, Mr. Wagner as our facilities and
052grounds director. Uh and so he'll be starting his role as soon as all of that paperwork is completed. Um and lastly, I wanted to uh congratulate uh Mrs. Christy Grounds. She's uh later this week will be uh receive her commencement in um the North Dakota School Board uh business manager certification program. Uh so she's achieved mastery in all of her all of her credits. Total of 61 of those. That's the highest designation that she can receive. and she even managed uh to make it through two courses from a questionable instructor. So uh but she's uh I will be there to recogn to help recognized and I think Jason will be as well uh on October 9th when she gets that graduation ceremony. So with that I would stand for questions. >> Jason, the behavioral health
053grant um do we see that is that going to be running out anytime soon? Do we apply for that every year? >> Yeah, that that's been an annual uh grant that we will receive. Um I don't anticipate I I suppose just like everything else uh we always want to make sure that funding continues. uh but that has been the the uh funding source for this for a number of years >> and that's >> state >> and that is the I didn't say this but that's the equivalent of five days of uh throughout K12 uh for so every day the equivalent of every day I mean we have different counselors coming in different places uh but uh the equivalent of five days of service uh for our students since K12. Any other questions from the board?
054Okay, very good. Congratulations, Christie. >> I I would just like to thank the board for allowing me to go. It did um provide a lot of good opportunity for me to learn a lot of things in a short amount of time. So although two years is not really that It's really it really it really is a big commitment and and Christie jumped right on board as soon as she started started uh uh attending courses obviously to get through this as quickly as she did. So, it's a it's a big honor. >> Awesome. Okay. Uh moving on to uh there's no old business. Moving on to new business. Um nothing under activities, nothing under buildings and grounds, nothing under curriculum assessment and instruction. Uh number four, finance. Um we have approval of renewal of certificates of
055deposit. I'll entertain a motion for that. >> Moved by Jamie, >> second by Owen. Any discussion? Any discussion? Hearing none. Um it's been moved to approve the renewal of the certificates of deposit. All in favor say I. >> Opposed. Same sign. Motion carries. Moving under uh B. Um approval of the final budget for the 2526 school year. Is there a motion? >> Moved by Jamie. >> Seconded by Jason. Any discussion? The only addition I would or the only comment I would make is there has been no changes since we've heard this uh you know at our last meeting executive summary outlines all of the changes and and Mrs. Gr did a uh an overview of that at our budget hearing. So no changes since that point. >> Thank you. >> Okay. Any Yes. >> Could
056we get a sense of the unfilled positions thus far? I know it's wasn't as big of a number as last year, but just a sense of yeah, >> where that's at. >> We're doing actually really well this year. Um the last time I looked, which was probably a couple weeks ago, we had 12 unfilled positions, and they're all support staff, mainly cereas and maybe one or two custodian positions. Any further discussion? Okay, it's been moved and seconded to approve the final budget for the 2526 school year. All in favor say I. >> Opposed? Same sign. Motion carries. Uh item C, approval uh to submit the resolution for the 2526 tax levies. Is there a motion? >> I would move to approve the tax levy. It's been moved to approve the tax levy as presented here.
057Is there a second? Second by Jacob. Any further discussion? You know, similarly to uh the final budget, there's no change as uh to the recommendations for tax levies uh outside of what has been discussed in the past still at 102 mills as has been consistent for a number of years. >> Thank you. Any further discussion hearing? Seeing None. Um all in favor of approving of the sub to submit the resolution for the 2526 tax levies signify by saying I. >> Opposed. Same sign. Motion carries. Moving to item five, operations. Uh item A was approval to set schoolboard retreat for December 1st, 2025. That would be at 5:30 p.m. in the central office. All entertain moved by Jamie, seconded by Jason. Any discussion? Hearing none. Um, all those in favor of setting the school board retreat
058for December 1st, 2025 at 5:30 p.m. at the central office signify by saying I. >> Opposed. Same sign. Motion carries. Moving to B, approval of the 2025 2026 Wilson and Eagles Arena agreement with Jamestown Park and Recreck. Entertain a motion to approve that agreement. >> Uh moved by Jason to approve the agreement. Is there a second? >> Seconded by Owen. Any discussion? Dr. The only change that we've seen in here from the from this agreement, it's we've had a very similar agreement in the past is just in section 10 and concessions. Uh we change match practice. Uh this the practice that is what's represented here is what we do. Uh parks and recck determines who those concessions are. The the language that was in section 10 in the past uh was not accurate. That's not
059the practice that we followed. So we we changed this section to match practice other than that change other than that the agreement is the same. >> Okay. So no substantial operations will continue as the task. Okay. >> Cool. >> Okay. It's been moved and seconded to u approve the 2025 2026 uh Wilson and Eagles uh arena agreement with the Jamestown Park and Recreck. >> All in favor say I. I >> opposed. Same sign. Motion carries. Uh five uh 5C approval of the 2025 2026ou with the village for mental health programming. I'll entertain a motion for that. Moved by Jacob. Is there a second? >> Second by Jason. Any discussion hearing? None. It's been moved and seconded to approve the 2025 20226ou with the village for mental health programming. All those in favor say I. >>
060Opposed same sign. Motion carries. Moving to item six, personnel. Item A, superintendent evaluation timeline. Therefore, your uh information. Dr. Le, is there anything? Okay. Uh, moving on to seven, policies and procedures. Approval of the recommended policies. And I'd um if there's no objection, we'll take all four at at the same time. And unless there's an objection, I'm seeing that. Okay. So, I'll entertain a motion for the approval of the amended FDB regarding homeless students, amended FDH, students and foster care, the amended ABCA copyrighted materials and intellectual property, and to resend DGA grievance and associated forms. uh underneath here >> if I just make a >> point to clarify and resend DGA you'd also be conducting a first reading of a new policy DGAA teacher grievance procedure it's just to clarify so entertain a motion for
061to that effect so moved by Jamie is there a second >> seconded by Owen any discussion >> uh in the homeless student that was changed to Jade Anderson. That was just a clerical piece. I think it's Jada. >> All right, cool. Yep. Oh, yep. We will we will clarify that. >> Unless there's a Jade Anderson that's running it. >> It says Jade instead of Jada. >> Yep. We'll >> and homeless FTB. >> Just a minor typo. We'll change it. Thank you. >> I was just proving that I've read it. >> Okay. Any further discussion? Hearing not the mo hearing nothing. Um the motion on the table is to approve the amended FDB uh for homeless students. Approve amended FDH students in foster care. Approve the amended ABCA copyrighted materials in intellectual property to rescend DGA
062grievance and for the first reading of policy DGAA teacher grievance procedure. All in favor say I. >> Oppose same sign. Motion carries. Moving to item eight. um approval of the 2025 2026 tuition agreement for Kil and for Carrington. Is there a motion? >> I would move to approve the tuition agreements. >> Moved by Jason to approve the tuition agreements for council and Carrington. Is there a second? Second by Jacob. Any discussion? Any discussion? Hearing none. It's been moved and seconded to approve the 2025 2026 tuition agreements with Kel and Carrington. All those in favor say I. >> Opposed? Same sign. Motion carries. Nothing under other. Uh moving on to item four, items for future agenda. Items for future agenda. Okay. If you come up with anything, email Dr. Larson or Dr. Le. uh meetings to
063be scheduled under item five. We have the North Dakota School Boards Association School Law Seminar. That's on October 9th, 2025 at 8 a.m. in Bismar. We have the North Dakota School Boards Association convention um on August 10 October 10th, 2025 at 8 a.m. in Bismar. And our next schoolboard meeting is on Monday, October 20th at 5:30 p.m. in the Thompson Community Room at the middle school. Um, don't forget your monthly superintendent evaluations, section four and section five. There being no further business before the uh board, this meeting is adjourned. Hey, hey.