001[Music] Good evening. I'd like to call this to order this meeting of the Jamestown Public School Board. Uh today is April 21st, uh 2025, 5:30 p.m. in the Thompson Community Room. Like to welcome all those in attendance, and I'd like to note that Mr. Roberts is attending by phone. Please rise for the pledge of allegiance. Owen, would you please read the school board norms? Certainly. The uh 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 North Dakota Century Code. Properly prepare for meetings. Commit to assess assessing board effectiveness and ensure high quality governance for all stakeholders. Thank you. Uh we have no public communications. Uh moving on to 1D conflict of interest. Um
002we do anticipate an exe executive session uh regarding negotiations later on. At this point, um, if there's no additional motion, uh, the two conflicts that have been declared would not be, uh, able to attend that. So, uh, if we'd like to move one way or the other, that I will entertain that motion at this point. Okay. Hearing hearing nothing. Are there any additional conflicts to be declared, Melissa? not a conflict, but just curious since one of the people that has a conflict is on that committee, how does that work? If he's are you talking about like if we went into negotiations, isn't isn't one of the people that has a conflict on the negotiations can lead? The only declared conflicts we have right now are are Jacob and Robert and Mr. Roberts. So, okay. Okay.
003So, no additional conflicts and no motion at this point. Okay. Moving on to item two, a consent agenda. If at any time you'd like to remove something from the consent agenda, move that to the regular agenda. Um, please request that now. Would you like anything moved? Hearing not, I'll entertain a motion for approving the consent agenda. So, moved by Jamie. Is there a second? Seconded by Owen. Any discussion? All in favor say I. I. Opposed. Same sign. Motion carries. Item three, regular meeting. Uh item A, recognition for winter sports. Uh at the Yeah, this when your when your name is called, uh Jamie will read the names. when your name is called, uh, please, uh, come up for a picture and, uh, recognition. And, uh, uh, parents, feel free to come up here and take
004pictures while Jamie's reading the names. For boys basketball, we have Thomas Newman, all conference. Okay. Okay. Okay. Girls basketball, Hannah add, all conference. Gymnastics team WDA and state runnerup Julia Scari all conference all-around WDA state runnerup state champ floor and outstanding senior athlete Sutton Van Gilder all conference for boys hockey Jackson Maddock all conference von Romdall all conference girls hockey Ellie Krueger all state boys Swim dive. Finn Moer, all conference all state. Kaden Fabian, second team all state. Zack Hansen, second team all state. Ben Smith, WDA and state coach of the year. Boys wrestling, Lucas Schloop Schlippets, all conference. And girls wrestling, Leah Torres, all conference. Cadence Golding, all conference, 124 pound state champion. McKenzie Stoddard all conference, Grace Burcier all conference and Hope Miller all conference. [Applause] Congratulations everybody on a good season and
005uh jobs well done. Moving on to 3B correspondent correspondence. We have no items here. um 3C reports, student council report. Okay, we can defer that if she shows shows up. Okay, then uh moving on to uh 3C2 health insurance report. Uh at this point um what I can tell you about the health insurance committee is is um our our our balance we have a minimum balance that we that we maintain before we trigger some additional costs. And right now we're in a in a healthy position as far as that goes. So our our funding balances in a good position for um you know predicting the costs and not triggering those additional expenses. Um Brown and Brown is in the is our consulting group who is in the process of knowing as we renew for next
006year what the costs are going to be like. And so we're um we're looking at what that would entail and using that as part of our budgeting process. So that is the next several meetings will be focused on on what that is going to look like. Um one of the areas we are looking at is and we've had fairly uh our membership hasn't increased. We haven't we've lost some members but that could be just a measure of uh demographics right now. Um it's just holding fairly stable um declining a little bit but at this point the reason for why that is is not really understood at this point. So that one thing the the insurance committee will be looking at is understanding what is driving um um the selection for this the school health insurance
007program. So I don't have a whole lot of other information if you want to add some context um at this point. No I I think you got it. the you know there is you know we do uh look to membership that's a big driver to our ability for co you know to cost control is membership and we want to have uh high membership so when we do see a slight even if it's a decline of any no nature even if it's uh you know relatively small we still want to understand what those drivers are are they drivers of adverse selection are they drivers of we have incoming staff that are coming in that are still eligible to be on their parents insurance and that's the driver for the decreased membership. We just need to look
008at at those factors and determine uh what is that you know what is the driver for that decreased membership. Okay. So if there are no further questions regarding that we'll move on to the next item. Um board education education of competency of open records. So Dr. public. So last uh meeting we talked about open meetings. Uh open records aligns pretty closely with that and we wanted to you know as we talked about open meetings uh open records is another one that is on a rotation for us to hear uh frequently. Uh so uh what is a record when we look at if if you uh are following along with the presentation that I provided uh every slide that references North Dakota Centry Code the citation is listed on the bottom of the slide. But the
009definition of a record a record is recorded information uh regardless of its physical form that's in the possession of a public entity uh and is used for public business. Uh it's important to note that that public record is not um your thought processes. It's not uh any impressions that you might have. Uh but it does include if you have a working draft, a working document or if you have notes, those would would all be considered into that op into that record. Okay. So we talked a very similar definition of public business here in in open meetings. We referenced uh public business and so we defined public business the same way. Uh all matters that relate or may foreseeably relate in any way to the performance of a public entity's functions uh or the the public
010entity's use of public funds. So any anything associated with that would fall under the caveat of public business. So when we looked at open meetings, I talked about sunshine laws. Uh North Dakota has some of the most open sunshine laws, meaning very few things are uh are not subject to open meeting and open records. Uh so you know, essentially if it is not specifically prohibited by North Dakota Century Code, it's open. uh there's uh if it's not specifically stated uh in century code, it's typically open. So that includes things like personnel files. Uh that could even be emails that relate to public business, could be records on a personal device that's used for public business. Uh and that of course would be contracts, uh things of that nature. everything from prices, costs, uh, and anything
011specific to that that is not specifically outlined as being closed. There are instances in which aspects of public contracts are closed if it's proprietary in nature or something like that. Uh, you might see a partial close to that record. Um, and like I said, just moving down the slide deck, any record that is assumed to be open unless it's specifically proh prohibited uh, and it needs to be closed. So uh but within closed there's two different definitions uh within closed or two different categories within closed. They fall into exempt and confidential. I've created you know just a on the next slide you know exempt on one side and confidential on the other. uh when we consider something to be exempt and I'll give you some examples in just a second, but there's sometimes discretion that
012it goes along with with uh exempt records and they may be called closed. Uh an entity might have a a procedure that looks to determine if something is closed or open. Uh but regardless, if it is shared, it's not a violation of the law if it's exempt. Uh confidential records on the other hand, it is illegal. It's a class C felony to knowingly release confidential records. There isn't discretion. Um they absolutely can't be released uh unless uh there is some kind of statute that requires it to be released or a court order of some nature. So some examples of exempt uh if you look at public employees in personal information if you look on one side we have exempt. That's things like address, phone number, photograph, payroll deduction info, uh dependent dependent information. All of
013that could be, you know, it isn't against the law to disclose. Uh but you can see why there would be discretion as to why you would not share that or why an entity would not uh want to share that exempt information. confidential information on the other side. Uh things like social security, medical records, computer passwords, if they've used an employee assistance program, for obvious reasons, those are illegal to share. You can't share that confidential information. Um so in terms of accessing public records um you can have a form requesting uh access to public records but any person has the right to access or make a request for a public record. They don't have to complete a form to do it. They could have a phone call and say I am act I'm requesting information uh
014you know and describe that whatever it be. uh they don't have to give their name and they don't have to give the reason for why they want it. They are an individual in the public and and they're making this request uh and they provide that and and you provide that and they don't have to give their reason or their name. Um you must provide the records u and I included this they shouldn't should not include opinions or explanations. Sometimes it's easy to want to provide an explanation. what you're looking at is this or we organize this information this way to show this. That's not appropriate. They're asking that information. Uh you give them simply the information that they request for. You don't try to editorialize it. And it's sometimes easy to want to do that,
015but that's not the intention of open records. Uh if they ask you for greater clarification, that's great, but it shouldn't be it shouldn't be included in there unless they ask for it. Um, as a public entity, you're not required to create new records or recreate records that no longer exist. Um, you don't have to if if those records don't exist, you simply say, "I'm sorry, but those records don't exist." You don't have to recreate them or and you don't have to place them in their preferred format. For example, I would like it in an Excel document with these five fields and I want it sortable to do X, Y, or Z. That's not what's required. If you have it in a PDF form format and that's the in that's the way you provide it unless
016it's reasonable to to um make that shift to that preferred format. You certainly could do that. Not required. Um and you only have to provide one copy and you only have to do it once. For example, somebody somebody couldn't ask uh I would like for document A and I want it in a PDF form format. You give it to them in a PDF format and then they turn around and say, "But now I want it in an Excel document or now I want it in this other format." They ask for it once, they ask for it one copy, one time. Uh you only have to provide uh records. I think this is kind of a no-brainer, but you only have to provide records that you have in your possession. Again, you don't have to recre
017you can't rec you are not required to rec recreate documents that you don't have or no longer have. uh you should uh when a individual is requesting it, they need to be able to articulate specifically what it is that they want. Uh so you can find that uh information. Uh if you are going to deny records based on North Dakota Century Code, you have to declare and and state exactly what the code uh North Dakota Centry Code and the reason why you're denying it. Uh it might be because it's confidential, for example. Uh one of the things that takes quite a bit of time when we do get open records requests is we must review it and redact that confident confidential information. That is uh a violation of law to provide conf confidential information. So
018somebody in the office then is going to have to take some time and go through review it all and make sure that anything that is confidential is redacted. Um, public entities should uh reasonably communicate with the requesttor, make sure that they have an estimate of time and costs. Law def has a kind of a vague term. It says within a reasonable time. Uh, and so what does that what is within a reasonable time mean? And that varies a little bit. Uh, but you should be able to give them uh some range of time. Uh and then if you are going to assess a cost uh which the attorney general's office has identified what reasonable costs are uh then you have then you should be providing that to them as soon as you could. So reasonable
019time really has a number of factors that might impact it. If you need to consult with an attorney uh to determine accessibility um you might have to that that's going to take additional time. If you have to redact confidential information, that could take time. Uh depending on what the request is, there are times when we get a large bulk requests and just the amount of time and staff that it takes to make find and make that request accessible uh is it might take a period of time. Uh and then just the workload that it does. Uh the basics of charging, again, this comes from the North Dakota Attorney General's Office. uh you are uh they they recommend 25 cents per page. Uh there's a kind of a first hour rule. If you are uh locating
020records and it takes an hour, you don't charge. If it takes more than an hour, it's $25 an hour. If you redact confidential confidential information, first hour is free. After that, $25 an hour. you you charge for cost of postage, maps, color photos, uh and you can ask for that money or part of that money upfront. If you're estimating a cost, you would estimate a a number lower than than what you anticipate uh and then ask for the rest uh once that has been sent. Um you can request that I call these serial requesters. So if you get somebody making multiple requests, you can lump those together and say that well these are all part of the same request. So first hour free after that you're charging rather than you know 10 different um requ
021individual requests by the same person and at any time access to records has no cost. It's the providing of records. uh if the if you do have um electronically maintained records, you have to maint you have to provide reasonable access to those. You can't circumvent uh open records by using a third party. Uh but you and you can't charge for an electronic copy, but you can charge for the work associated with gathering uh and producing that record. So with that, I would stand for questions on open records or if you had any for from open meetings from our last meeting as well. There any questions from the board? Oh, looks like you covered it. Thank you. Okay, next item on the agenda is strategic plan progress monitoring strategic focus number four, growth and learning goal
022two. Mr. Gayler. Thank you, Mr. Tweeten, and thank you, Dr. Le, for inviting me to present on this. Um, so this is strategic focus for which is that we strive to impact learning and growth daily and to prepare uh students for their future success. To do that, we use balanced data and evidence to monitor growth and in their knowledge and skills. And so, um, coming from that section of our strategic plan that is focused on growth, we have it's okay. I can I think everybody has access to it. The only we just wouldn't be able to show it on our adapter out there. Um, so I'm on slide three now. Um, but now we're to our goal, which is that if we've got balanced data and we're focused on student growth, then uh, we want
023to be able to take our priorities, we've got all of these state standards and some of them are identified as supporting standards and some are identified for as priority standards. Those priority standards are the ones that we go to the length of uh providing quality assessments and monitoring more closely than the supporting standards. And so uh this goal is really around identifying those priority standards and then being able to intervene on those 10 priority standards for a course for example or enrich. Um, and that's something that's pretty aspirational because we're just be really beginning and even at the elementary level with uh standardsbased learning. And so, uh, we wanted to provide an update where we're at. Um, the goal is timestamp for 2027. I feel uh that we're on track for that uh with the
024good progress that we've made and um and want to talk a little bit about some of the data that I gathered relative to this goal because I think it plays into uh our next phase of strategic planning too. So, when we're talking about intervention or enrichment with students, we use a process. Um, and the board um several years ago, maybe going on nine, eight, nine years ago, the board um support started to support the professional learning community model. Uh and so we have PLC's uh which is basically a way of interacting with our standards uh where we prioritize what those standards are. What do we want all kids to know and be able to do is the first of those correlary questions. And then how do we know if they've learned it, which is really
025around assessment. And then uh if students even despite our best teaching, if students still haven't learned something, then we want to intervene on those priority standards. And if they come to us already knowing that or they show mastery of that early on in the process, we want to provide enrichment. And so this goal took a little bit of explaining, but that PLC process supports us in intervening or enriching. So what I did um is recently gathered some data from uh in the last couple weeks from our PLC teams and just had them provide an update for the board with where they're at. I think we've got some good data and it's also uh some good things to think about as we're uh implementing. So the first question that we had asked was just did we
026identify priority standards uh for each of our courses and grade levels. So each each team works to identify those priority standards. Um some PLC teams might be one person if you're the only AP calc teacher. If you're the only AP Chem teacher, uh many of our courses have multiple people and in those cases we encourage them. Uh AP has a a pretty robust network of educators. Um there are a lot of AP teachers around the United States. Um, another example, we only have one uh library cyber security program at the, you know, elementary level or the middle school level, but they PLC across um vertically across K through 12. So they have uh everybody has somebody to collaborate with. Uh so it's not just me saying here's your priority standards. In some districts there, the
027curriculum director just sets here's the priority standards uh K12. We feel like our professional educators are um are closest to being able to identify those solutions and should be able to prioritize their work. The state has a list of priority standards with which they can work from. Um but they make a lot of those decisions um at their PLC level. So those teams 92% roughly have identified priority standards. There's a few courses that uh haven't ident fully identified priority standards and then even at the elementary level we've prioritize science and social studies uh but they're going through another process to rep prioritize those um as well. The next question we asked was what's your progress towards implementing interventions? So, we're talking specifically on if a student doesn't have a concept, a priority standard mastered yet,
028uh, do we have a plan to intervene? Um, and there we got a little bit more mixed results because we're still implementing at elementary. We're moving into implementation at the middle school and the high school is a little uh ways down the line. That doesn't mean that we're not reteing if students don't have skills mastered, but it does mean that when we're talking specifically about a standard uh priority standard that we may not have interventions um identified for all of those standards yet. It's a significant amount of um time and work to be able to do that. Uh then we move on to enrichment in slide eight which basically uh talks about um the team's progress or readiness um for implementing enrichment. You can see that we have less teams that are ready uh to
029go on the enrichment side than they are on the intervention. And um that's just logical the way that the process works. um teams identify first how are we going to help all kids reach that level of mastery and then they work towards um enrichment opportunities for our students. We did see some um barriers and challenges and I decided to just kind of separate that data uh from the PLC surveys. So these were teams that got together and um at the elementary level they really need more clarity um around the specifically a lot of the sentiment sentiments were around enrichment. Um they feel like they have a a system in place. As this year went on they wanted more systems to be able to better track um which students had mastered and which hadn't. And so
030recently uh we showed them the next layer that comes with the uh learning management system that we have uh which is to plan out their year essentially for next year uh and when they feel like students would hit goals at certain times. So then the program actually will support uh identifying small groups to target those interventions. um at the elementary level this year we also introduced more of a pushin model with our title uh one interventionists and so they're going into classrooms and identifying students that need the core content plus more um and supporting in the classrooms that way as well as some um pull out in some more extreme situations. um educators consistently at the elementary level um time there's said that there's not adequate time to uh plan deliver small groupoup instruction enrichment
031and interventions and that has to do with we've uh the state has required science of reading uh curriculum so they have a brand new English curriculum uh and they're implementing SPL and so uh time constraints are definitely a reality uh we did the board did add uh additional collaboration time and uh staff have been very appreciative of that. Um and then assessment consistency. So they meet as a district level and they talk about the tools that they use to assess students and they want to um ensure even more confidence and accuracy in those assessments. So those are all good things that the elementary is working on. Middle school challenges and barriers very similar. uh middle school did did identify some uh curriculum resources, especially in content areas like music and some other electives that they
032felt like would help them. Um particularly talking about intervention and enrichment. Um there are some staff members where uh you know they're more isolated in their implementation. So they're not they don't have a team to try to balance that workload and they're um so that isn't sh a shared workload. One of the things that they mentioned as well was that they wanted more clarity on what do those advanced or those level four or those enrichment activities look like um in this process. Uh they said that uh some of the supports of students remain a challenge because of scheduling constraints at the middle school which um we've talked about different scheduling solutions that are more in line with uh this process as well. And then motivation and engagement. They're seeking ways to identify uh how to
033help students engage in more higher level thinking and more self-directed learning. The high school comments basically mirrored the middle school um time time constraints again came up. Uh curriculum changes. So um we are at the um whim of the of any state changes or national changes in curriculum. And so some of our content areas have experienced where they've prioritize their standards um and then the state or national um content standards will change again. And so they've uh implemented that process and there was some a sense of some frustration uh because of the adjustments of curriculum or or standards over time. um the high school looking at uh how does this fit into grading and grades that ch translate into GPA um there was a lot of questions around that what does that look like uh
034letter grades versus scaled score um and then identifying proficiency levels so they're still working through what the elementary has gone through is which is identifying a scale that goes along with that priority standard um And that's uh one of the reasons why they're further out in the timeline as well. Implementation support. Um teachers at the high school were wondering specifically as the state shifts from P school which is our current um student information system and into Infinite Campus, how is that going to look different? Will there be different tools to be able to track by student by standard that would help them um implement a new system? Uh and then again um student engagement came up. How do we get um students um both attendance came up as well as uh getting students interested in
035higher level thinking tasks as well. Uh at the elementary level we've got a few um kind of action steps that we've identified in and some of those are in response to that data and some of that those responses we still need to work through. Um, but we do have coaching and we have we added that additional planning time at the elementary. Um, they have uh new resources in ELA. Um, and we've got a curriculum cycle for when the next resources would be adopted. Um, they also uh requested support with pair professional training. um both just bringing pair of professionals up to speed on the new systems that are in place, but then also um instructional strategies and supports so that they can have a higher classroom impact um which makes a lot of sense. Middle
036school has uh is in the process of implementing standardsbased learning. So they've been working on their units and uh with those priority standards. um their requests were to continue time for coaching and collaboration. Um there were some teachers specifically that didn't have someone to collaborate with and again they um requested uh time or connections outside of the district uh for their specific content areas. Uh they wanted to see some more exemplars and then um they want to um understand um how new resources and grading practice practices will fit together uh within standardsbased learning. high school action steps. Um request for more time and more focused collaboration. Um clear models and expectations. And then our career teched teachers were talking about specific CTE support in that area. Um and I know that Mrs. Eert has worked
037pretty hard with uh the CTE staff on that as well. So uh a lot of work. Um and you can see that this is an aspirational goal. You can see that this is a 2027 timeline. Um, but a helpful process because the board strategic goal uh drove us to dig into that data and identify some of those challenges and barriers. Um, I think that it it's worth noting that um none of those things were a shock to any of us as we looked at that data. um our coaches are very in tune with what's going on and so it was a validating process um to be able to see that come through that way. Um and I think we do need to look at our systems and our schedules to be able to better align
038with that strategic goal. Um I think we need to look at our intervention systems specifically uh starting with the elementary level as we've got are we're getting better data that is by student by skill. um it takes a whole new way of of thinking about teaching and learning and the resources that we have or the resources that we have. We can um choose to be smarter with those. Um and I think that um pretty consistently across the uh three levels there was a request for additional collaboration time and for coaching support which are um in a at a future board meeting. Our coaches are working on a coaching framework that I'd like to uh present to the board as well. So those are some of the updates. Um my request would be for recommended action
039to approve um this for uh the monitoring report for area 4 goal two and I stand for any questions you might have. Thank you. Uh board any questions you like to pose? Yes. Uh yeah this is a great update. I'm interested in the process this especially the early intervention at the elementary level knowing that we have multiple elementary schools limited uh pair of professionals um just and it seems like the push in model is newer uh do the pair of professionals have their own kind of PLC as well or um so there's a difference in the pair of professionals that are identified for title one uh supports and and those that are identified for special education support. Uh a lot of the comments were focused on u pair professionals that are assigned as one-on-one um
040and specific to that student being able to support that student's needs. Um but I think just generally um our development and support for pair professionals has been focused a lot on uh behavior as well as all of the uh special education awareness that they need to have. And I think this was really about more instructional skills and strategies for uh for them. And I think as we identify what our needs are uh we're going to be more equipped to support them better. Um we have invited pair professionals to any of the additional PD days that we've added. Um they're always invited. They're not um excluded from the opportunity to work and learn on those days. Some just have different schedules and and uh are able to attend those things and aren't. So u we need
041to maybe be a little bit more creative about how we uh reach them with those supports. long answer to your question, but you expected that Melissa with the the pair of professionals that I understand that they're invited to those, but they aren't contracted the same as with teachers. So is that part of their their contracts or is that would that be something that they would be needing to be paid additionally for to So we do we do have days that are required um for them in their work agreement on a contract but um and then we have the additional PD days that the board in the past has chosen to add. Those are the the additional ones are the ones that I'm saying are um they're invited to attend those not expected to. So we
042may have to just shift and focus more on the expected days if we want more universal attendance on those things. Um then you had mentioned too that there were some of the um some of the the teachers were feeling they didn't have a peer to to talk to and they were wondering if there was availability outside of our district. Are there other districts that um maybe there there could be some type of like uh doing some Zoom meetings or something with that have already got something established like that that we could join in. Yeah, absolutely. And it's it's happening. Um and I think um like anything, it's probably pockets of excellence. For example, uh even this Thursday again, we have some folks that are coming from Dickinson to work with our middle school and our
043middle school has gone to Dickinson, similar size. Um they're maybe a year or two further along in this process than we are. And so, but they also um see the instructional strengths at our middle school too and are uh coming to check that out. So, we have those types of collaborations. I think uh we've always offered, but I think it's maybe more um than offering and saying, "Hey, do you want us to connect you with somebody?" It might be more of, "Hey, here's the person that we think you should connect with." Um other districts that we work a lot with that uh are on a similar path um in Rugby and Oaks and Fargo and Northern Cass and Bismar. um less often but sometimes in Mandan as well. Um but uh Dickinson seems to be
044the best connection that I can that comes to mind immediately for me. Any further questions? So, kind of to follow up with with what was said about the Paris, at the elementary level, it seems like that is kind of our biggest asset and resource to move things along. Um, and I'm wondering if, you know, if we want to maintain that and progress that, do we need to adjust the way we as a district are applying resources to either give those pairs more time like you alluded to? Um, is or get more pairs in the classroom, a combination of both. Um, you know, just kind of looking through what the what the elementary action steps were and what some of their um roadblocks were. wondering what your thought on that or what the the district resources
045would be to provide that for elementary teachers. So, I think some schools uh correct me if I'm wrong, um had an increase in maybe onetoone supports that they didn't anticipate at the beginning of the year. And you might be hearing um I might be reading some of that into that. Um I'm not sure that um I think that they were getting at the preparation of our paras could be stronger, not that we needed a larger amount of paras. Um and I think what I'm talking about with the instructional strategies um training that we offered, we offered a couple times throughout the year. Um and we have I'd say maybe about 50% of those. So it'd be interested to know um from our educators if they feel like those paras are more equipped to support at
046the intervention level or not. Um I think we have very strong paras in the district and I think that they um uh each of them um several of them have many years of experience. Each of them bring their own skill set to a classroom. And I think sometimes it's almost as much um us thinking about how can they be a support um instructionally as the shift that's needed more so than than uh a quantity of them. Yeah. I mean, do you think it would be possible to collect some data at the end of the year? Um, you know, I'm thinking based on kind of what Owen and Melissa said that if we're able to provide the paras kind of a little more of this PLC style, you know, inclusion in the process that they might
047feel a little more involved, feel a little more successful in their roles and be able to continue, you know, year after year. One of the models heavy turnover that we've um that we've observed um that has been pretty successful is not thinking about PLC's as this separate set aside time. And so currently at the elementary PLC's are occurring um a couple times a week in within a building and then once at the district level. Um and so we're thinking about that time as as set aside time. Uh a model that we've seen is effective is okay, we're all in a classroom together and the three of us are um working together with these students and we uh put the students on a on a task that's maybe an adaptive computer task and we just to
048get get together and we look at the data really quickly and say, "Okay, this small group needs this, this small group needs that." Um and we have teachers that are doing that. Um or team teaching even together. Uh, and I think that that's a really exciting way to think about um using our para educators differently than maybe we have in the past to say can you take this small group and work on this specific skill with that group and it changes daytoday and so we need to maybe make that shift and we have some educators that are modeling making that shift uh that a PLC isn't just an event that happens at a scheduled collaboration time. it can happen right there in the moment when you have better data to look at in the moment.
049That makes sense. Yeah. I would be interested, you know, from the board's perspective to see if we can get some feedback from the pairs that are using that different model if it's more effective and they maybe if they enjoy their job more then hopefully they'll they'll stay around longer. Yeah. Thank you. And maybe just a minor add-on to that too. One of the reasons why we add this is one this whole discussion uh is one of the reasons we were so adamant about wanting to add pair of professionals to our professional development committee to make sure that that was a voice that we were hearing uh and and that we are building appropriate capacity in in those educators to be able to be effective in their roles. And so I think there's a piece of
050that that not necessarily related to the PLC aspect of it but uh it is adjacent to it at least anyway uh that we are gathering information from them on what types of training they need to feel comfortable and successful in their roles. Uh I don't know that we've always gathered that information. So so getting that perspective has been pretty valuable even though you know we're really still in our infancy of bringing that committee back. Uh but I think that'll bear fruit over time too. Jamie, um I appreciate all the effort going into this. I know the teachers and all staff have put in just a lot of additional work to switch over to the standardbased learning. Um one of the things and maybe I missed it being addressed the problems was having ready to use
051material for interventions. That seems like something that we could easily help our staff with. Is that something we have a plan for or So that question varies by level. Um one of the things that we heard louder in the middle school survey was a need for that. Um and so at the middle school um we're focused on intervention um as an additional class or a pull out class which is different than intervention at the elementary where we're supporting by student by skill in the classroom. And so I think that um while we haven't made that shift at the middle school yet, I think we're anticipating what they're going to need for that. So, I don't think it's an immediate request, but I think that they um have a pretty strong desire to have readymade resources.
052Um I don't know that there's a a specific product that you can um prescribe for that, but um we're glad to support teams to look through what's available. A lot of the the resources that we get are designed so that they can cover all of the standards in the nation. And so they're not designed the way that we're wanting to teach and wanting students to learn yet either. And so a lot of times it is the work of the teacher to be able to help uh support and create those resources. And uh if that's the case, we do provide curriculum writing time for teachers too. um you know, as soon as we know what our federal budgets are, we can make some of those decisions, too. But I I hear the request and um it
053came across stronger than I thought. And so I want to dig in with those teams that had that specific request to see what else do they feel like they need and maybe they'll have ideas about what exists that that I don't know of yet. Owen was was that that request was on the enrichment end as well, right? I think that to me the something that I'm interested in is that it seems like hearing a lot of these standard based learning updates that uh master or going above the fully um mastered uh level of the standards is kind of a abstract concept I guess. So I I think that's one where is there a similar process where they're putting similar levels of uh of detail into what it would take to get that four or yeah
054the highest level um or is it a little bit more open-ended? So it's both. A lot of times it's the application of the standard um at a higher level. And so, um, we, uh, what it could do is we can, uh, talk through those proficiency scales again at a future opportunity and and talk about what that looks like, um, in a classroom. That's that's something we haven't typically encountered. The student that's advanced, you know, works to get their grade, their A. Um, and in this case, they would be able to, if they've already got that mastered, they'd be able to move on to a task that's an application or, uh, okay, now, how would you apply this in your community? Um, this skill that you've just mastered. Um, one of the exciting things that I've
055seen teachers using is using AI to help generate those tasks. And it's it's pretty um I would say it's 80%. Uh if you put in a standard and you say uh write me a performance task for a level four on this standard, you'll get a response back of an activity. Um an even more exciting opportunity for those students that are advanced would be to turn that over to them and say, "Okay, how would you like to show a level four? What are you interested in? I'm in I'm interested in baseball." and specifically the Chicago Cubs and it will generate a performance task that's an application of that standard that has their interest incorporated. So I think both on the curriculum side um and the resource side uh we have some untapped resources and we're just
056really learning about what's available and how to empower students to uh use AI to challenge themselves rather than to um you know replace the thinking. So we want students that are you know equipped for future workforce and and we know that AI isn't going away. It's it's about uh how do we adapt um and support our kids in thinking about how the AI can advance their work um and not replace their work which is another policy topic u for a future year. Do you do you feel like the on the enrichment side so you have if there's parallels on the intervention side do are there ways that we can support teachers to be able to fully engage in in uh developing those sort of higherend more engaging critical thinking sorts of things. if their core
057is sort of the in between the two and getting kids up to uh up to those levels. Is there are there resources that you know for on the intervention as well? No, on the I'm thinking on the enrichment side that's par not parallel one to one but something similar to bringing para profofessionals in but more for enrichment. Um on the gifted and talented um and so um one of the interesting concepts that the board supported a few years ago was a innovation academy. Um and um so that was actually pulling students out of their core experience and what we're talking about in this process is how do we add that those enriching experiences within their core experience and so I would think that uh some of those same um approaches could be supported by our
058coaches over time but we're really just focused on right now how do to uh make sure that all kids have mastered at the three level and then adding in the four level over time. Um I don't know that we're asking us to be but I think we aspire to that if that makes sense. Very good. Thank you for the report and uh if any the board members have any further questions we can direct them to Dr. Le. At this point, I would uh entertain a motion for accepting the progress reporting u progress monitoring report for strategic focus area four goal two. Moved by Jamie, second by Melissa. Any discussion? Hearing none. All in favor say I. I. Opposed. Same sign. Motion carries. Moving on. uh superintendent's report. I'm going to start in the middle of
059my report. Really great questions uh from the board on this topic. Uh and also one of the reasons that we saw a need and based on some of the requests here from the board too uh to have that standardsbased learning work session. So we scheduled that for 4:30 on May 5th, so an hour before the next meeting. Uh not a mandatory session. And if that's not something that works for you, that's certainly understandable. What uh Mr. Gayler and I talked about is having a panel, a panel of teachers and administrators that are involved in this work now representing the elementary who are implementing middle school, high school, more planning to implement some they're at different stages of that implementation. So questions are different, levels are different, and having that panel of individuals that can that
060can be there to answer some of these very questions that you asked from their perspectives uh as a classroom teacher or as a building principal. And so if you're able to make those uh think of these questions uh and uh I think that could be a pretty engaging discussion. And I I can guarantee you that uh the administrators that will or the in the educators that will serve on that panel, a couple of teachers and an administrator uh will appreciate uh your uh your attention and your questions and your commitment to this idea. So uh so 4 4:30 on May 5th is that uh is that panel. So if you're able to make it, I think that would be great. I'm going to move back to the top of my report. Uh the written report
061is provided. Uh last week we held a financial retreat that's part of it's kind of a kickoff to negotiations for us. If you haven't had I didn't link the presentation. If you haven't had a chance to look at that, I do encourage you to do that. A couple assumptions that I think are important to consider when you do look through that. Uh and I believe that it was articulated fairly well in the in the in the presentation itself, but we built some assumptions. The assumptions were uh not where we anticipate the board ending or where we're recommending as administrators to end in negotiations, but just because we felt we had a place needed to have a place to start. Uh so we ran two different um budgets, one based on zero and then one based
062on 3%. And I and I again I I want to make sure that everybody understands we're not advocating for 3% not advocating for zero just giving context to the two different uh places to be at. And so our assumption was 3% for all staff. So you we have different employee classifications. So that's our support staff, our teachers, our non-eing professionals and our administrators. So in across all four of those employment classifications add a 3% increase to their salary plus benefits. So that's where you see those numbers if you dig into that uh that presentation. Now I will say the benefits do not include any change to the health insurance uh u appropriation. You know we the through negotiations that amount that annual amount is established through the negotiations process with teachers for all staff that
063take health insurance. So that doesn't include that, but that 3% across those classifications, that equates to about a $700,000 increase, just to give you context. And so, you know, and I bring that up to kind of re-reference some discussions and actions the board has had this year, some pretty big actions to rightsize our our sections, rightsize our building footprint. um those decisions when you consider the impact of that 3% declining enrollment uh our other uh decreases like to our federal uh and uh well even with the 3% increase we'll see a decrease in state funding. So all of those were very wise decisions to talk about right sizing from a facility footprint standpoint and from a section standpoint and that I think is represented in that finance retreat. Uh but really the purpose of that
064we just want to start in the same place. We want to start in a common understanding before we begin negotiations to start from a common understanding of the district's finances. Uh along with that we also talk about uh legislation that we should be watching that we're getting close to the end of session. So and but not only bills that we should be monitoring but what's the impact of them? What's the impact of special ed factor? What's the impact of three-year rolling average? What's the impact of EL? And making those changes and if we make those changes and if those are amended or it goes to conference committee and that gets added in that people could nimly look back at this these uh these um uh projections and say, "Okay, well that means an increase of
065about 180,000 or that means about a decrease of 180,000." And so we wanted to be able to get everybody to a place uh a similar place to start the negotiations process. That same day we had a co-curricular committee meeting and we have recommendations from that committee and they go as part of our my superintendent what I call the clerical memo for negotiations. Those are all the things that as we review the negotiated agreement, we have to have do date changes and sometimes there's grammatical things or just minor nonsubstantive changes and rather than spending time debating those and making proposals to change them. I just include them as part as part of a clerical memo. Those get approved by both sides. Uh and then we can just move on. It's a much more efficient use of
066our time. Uh and I consider the co-curricular committee recommendations as part of that as well. Um, moving on the board education updates we do uh annually and we've done it in different ways but annually we it's one of the most important pieces of board education we provide is assessment results. Now we've done that in this year uh as part of our strategic plan. Uh, and so you've touched on this already, but part of our board education was kind of a holdover from how we've done in the past where we break out elementary and we spend some time during one meeting and our coaches and administrators come in and talk about the elementary level, then the middle school, then the high school. Um, and so we've provided that board education in the past. What's different this
067year, we changed assessments. Uh, the state has gone to what they call the NDA plus. Um, that creates some level of challenge in the first year implementing a new assessment. uh it takes them a little more time to score. Uh and so what we anticipate getting uh traditionally in the spring now that it's pushed all the way back into the fall into the fall next year. So we won't have the the assessment results that we typically would provide as part of those elementary, middle school, and high school assessment results. Uh but we still think it's important to do it. Uh but we're going to use interim assessments. So for us that's fast brbridge at the elementary uh and the at the middle school and then star at the high school. So we'll still provide some
068of that for you. Uh but it'll have to be pushed off because that those assessments haven't been completed yet. We have to do those assessments. We have to analyze those assessments to be able to provide those to the board. So all of that will get pushed down a little bit. Uh how that impacts board education is those were the things that were scheduled towards the end of the year. So, if there are things that uh in board education that you would like uh to hear a little bit more about or learn a little bit more about, just let me know and and we will try to uh nimly react uh from an assessment standpoint uh or from a board education standpoint. From an assessment standpoint, uh one other thing that's impactful to this change is
069it we're essentially resetting our baseline. Now, we have a new assessment, which means we have to go back. We've had historical data that we've been able to track. We won't have that anymore because now we're changing tests. And so we we'll be establishing a new baseline with these NDA plus results. And then in the future, we'll be able to compare that as a as an apple to apple kind of comparison. Uh but in the future, I I see that weaving maybe a little bit more into our strategic plan reporting as opposed to two separate, you know, board education and then progress monitoring. But for now, uh, we still think it's an important piece to be able to, uh, provide education on and give, uh, those educators a chance to share what they see and what
070they do, uh, to generate those results. Uh, from it was requested to include some information on the Washington Elementary um, events. I've stated before, Emma Mickelson has really done a nice job taking, you know, the lead on this for Washington Elementary, uh, who have an open house that's scheduled for May 6th, a farewell fair for May 13th, and then a final program on May 21st. And the times are listed there as well. Again, she's done really a great job not just organizing these, but also reaching out and doing some fundraising uh to make sure that the these events are uh really first class for our kids and our staff. Um just a few updates on legislative session. Um the first one I have are 1540 and 2400. Those are our ESA voucher bills. If you
071would have told me at the beginning of session that 1540 was going to pass, I would have vehemently disagreed. I am unfortunately shocked that uh 1540 not only passed, it was close. It was 2427. It passed, but this morning it got concurrence from the house. So, that's now going before uh the governor. Uh if one was going to pass, that wasn't the one. Um and so I would assume what that means is 2400 will not pass and then 1540 will be uh the there's been a ton of different amendments to this. I couldn't begin to articulate all of them. Uh but in the first year of implementation 1540 I believe has a fiscal note of 21 million. Um so I assume that means that 2400 uh will not pass. Uh and it's not going to
072conference committee uh because there was concurrence. So this will be an interesting ride. I think 1540 um I could best categorize it as a bit of a hot mess. I think it's going to be really hard to implement. Um, but we will see where it goes. Uh, but I would assume that that becomes um the uh the the about the version of of this concept that that moves forward. Um 1369, I've talked about this before, our funding bill, uh it looks very very likely that you will see 3% 3% per pupil, but no changes uh to e special ed or three-year rolling average. Uh, I'm going to draw your attention again to that presentation and I have included the the dollar amounts that I'm estimating for each of those factors and it's pretty significant. Three-year
073rolling average. Uh, we advocated very very hard for this as as a declining enrollment school. This would have made a huge difference uh to our district. It's really unfortunate that it didn't advance. You know, in the past as a state, we have gone forward when we have rightfully supported rapid enrollment schools. Those that are seeing uh like West Fargo is is always the example that I use. They were growing by 500 students every year. When you have a formula that uh that was based on your previous year's enrollment, those are 500 kids that you need to be able to prepare for uh and and have costs associated with staffing and buildings. They should be funded on time. uh declining enrollment. Schools, however, need to have the same level of attention. Uh this was a great
074concept that I think could have um instead of falling off the cliff uh with declining enrollment, it's more like a slide where you kind of just gradually are able to prepare uh for that declining enrollment. For us, for Jamestown public schools, that difference is is is almost is about $700,000. Um, so a huge factor when you look at what the cost of that 3% is pretty much the cost of three-year rolling average or what the impact of three-year rolling average would have been for us. Um, I referenced this earlier, but projected outcome in state funding uh w when we're experienced declining enrollment without that ability to um take a three-year rolling average instead of a one-year look back. Um, so that means about a decrease of 260,000. So instead of seeing that 700,000, we're seeing
075a decrease of 260,000. Um, that's uh combined, you know, with we're also seeing a decrease in federal revenue. Some of that is are things like carryover. So we carry over from one year to the next and we've been do uh we have been spending down that carryover. So some of that is just this natural uh we're spending some of that uh a higher percentage of that previous year's carryover than the past. So that carryover is different is a little bit lower. Uh we also have a decrease in some grant funds. We have in the last seven or eight years had the benefit of having either the striving readers grant or the comprehensive literacy state development grant. Uh that brings a significant amount of revenue to the district and we've been able to do really really
076good things. uh improve our writing, uh commitment to literacy, uh instructional coaches, all of those have been directly impacted by CLSC, uh and striving readers, but those are no longer in place. And we still had a little bit from our previous budget related to ESSER. So, that's where you see the the biggest decrease uh in the federal uh and even though we fought hard for those changes, they just didn't have the support that they needed to advance. Uh and that's really disappointing. We'll continue to fight though uh for declining enrollment schools and I can tell you if I was if Jamestown was a rapidly enroll rapidly growing school, I'd be having the same conversations. This isn't about just Jamestown. This is about what's right. Uh and I think you need to uh I think as
077a state we need to support those schools that are declining in enrollment as as well. Um 1160 and 2354. Um I can't remember which one of these is advancing. Uh but um there is uh more detail coming out with um the bill that is I think it's 1160 uh that's going uh to that has been to conference committee now uh and um the recommendations coming out won't be um they'll be more closely aligned with districts have the ability to decide how they're going to uh implement the bell-to-bell u prohibition. uh it's not as open as it probably should be in terms of allowing school boards to make those decisions specific to a school district. Uh there there will be a little bit of overreach there, but I think it is reasonable. Uh it's and it'll
078allow the schools to decide how they're going to implement this bell-to bell uh and how they're going to implement the the the definition of no cell phones when there's instructional time. So that is at least a fairly positive outcome from what looked like was going to be a really tough bill to implement. Not a bad idea. Tough to implement when you're talking 700 kids uh at the beginning of a school day uh in the high school for example. Uh 1144 I've talked about before uh and that was the uh bill related to transgender students and communal sinks. So that uh amendment was eliminated in the Senate side and and so I think that is gonna I still have a little bit of a trouble some troubles with 1144. Uh but the the elimination of the
079communal sinks was the biggest concern that I had. Uh so we'll see what what happens as that goes to conference committee as well. Uh the last thing I have is the spotlight for Mrs. Redern uh and the eighth grade band. Uh they received a superior rating. Uh they had they were awarded outstanding trumpet section, outstanding French horn section, uh outstanding low brass, low woodwind section, and outstanding s soloist. So Elizabeth Hassabbrook and Sophie Snowbrook both uh specifically uh um noticed as having achievements in those u in the uh eighth grade band. So with that, I would stand for questions. Any questions from the board? Quick question about the um SPL kind of panel. Uh was that uh made available to teachers as well like to all district teachers or uh I believe there are correct
080me if I'm wrong Mr. Gayler but uh a classroom teacher at the elementary level classroom teacher at the high school middle school administrator. Correct. Okay. So, those are the people on the committee um on the panel um as far as attendance was like any notification given to the district as a whole or is it just for the board's benefit? Yeah, it was just at the board level. Okay. Yeah. Is a work session for the board? Okay. Okay. Just cuz it seems like something that might be beneficial for uh teachers as well. Certainly could. I hadn't considered it, but we certainly could. I know one teacher who's interested, so uh yeah. Okay, we certainly could. Since we uh got a panel together and we're asking for their time, should we get a headcount or some sort
081of like sense of who's going to show up or have you asked us to RSVP to that at all? We have not. Okay. Yeah. Okay, Melissa, I know that there's been several of the board members who have expressed an interest in attending the Washington events. Do you foresee there being an issue if several of us are there at the same time? Should we kind of coordinate so that we aren't I didn't know if there would be any issue with us like if if there's a quorum so to speak n it would not be public it would not be categorized public business so you would be there for the event you wouldn't be there to conduct business so all nine could be there and I hope you are all there okay any further questions thank you
082Dr. Select. Um, moving on. 3G. We have no old business. Moving on to new business. Number one, activities. Approval of a gymnastics cooperative agreement with Valley City Public Schools. Entertain a motion for that. Moved by Owen. Is there a second? Second by Jamie. Any discussion? Hearing none. Assuming roll call vote. All in favor say I. I. Oppose. same sign. Motion carries. Moving on. Nothing under buildings and grounds. Nothing under curriculum assessment instruction. Item four, finance. Uh item A, approval of budget revisions. Is there a motion? Moved by Melissa. Is there a second? Second by Jacob. Any discussion? Hearing none. Assuming roll call vote. All in favor say I. I. opposed. Same sign. Motion carries. Item B, approval of the 2025 2026 fee schedule. Is there a motion? Moved by Jamie. Is there a second? Second
083by Owen. Any discussion? Hearing none, assuming roll call vote. All in favor say I. Oppos? Same sign. Motion carries. Uh C and D general fund balance and monthly financial reports are there for your information. Moving on to operations. Item A, approval of the 2526 school year calendar revision. Is there a motion? Moved by Jamie. Is there a second? Second. Second by Owen. Is there any discussion? Jamie, this is just adding in the extra professional development days. Is that correct? Yes. Yeah. Okay. Well, they're replacing instructional days with professional development days. That's allowed by the North Dakota Central Code that shifted from days to hours. And this has been relatively consistent, if I may. Absolutely. Uh with what has what the board has done in the past in terms of identifying if there's particular needs for
084professional learning. We know the resource of time. You've heard that a little bit earlier that we want to make sure that we provide the appropriate amount of time. And so this flows through our professional development curriculum committee. They have a chance to look and make recommendations on what they feel like they need in terms of time. Uh so these were identified for that purpose. We we do try to look at days that uh are the least impactful uh to our our parents and students. So that's why we uh and are also advantageous for the u for the uh u for staff. But um you know that recommendation for those days is based on those factors. Okay. Any further discussion hearing? None. Assuming roll call vote. All in favor say I. I. Oppos same sign. Motion
085carries. Item B, approval of Madina Public School District for non-member status to JVCTC. Is there a motion? Moved by Jamie. Is there a second? Second by Jacob. Any discussion? Any discussion? Hearing none. Assuming roll call vote. All in favor say I. I. Oppose. Same sign. Motion carries. Moving on to item six, personnel approval of resignation at the conclusion of the 2425 school year. Um there are no objections. We'll take the four listed here. Brianna Adachi, Nate Purscell, Amber Rambo, and Nick Stoddel. Is there a motion? Moved by Melissa. Is there a second? Second by Owen. Any discussion hearing? None. Assuming roll call vote, all in favor say I. I. Opposed, same sign. Motion carries. We thank you uh before for your service to the district. Moving on to seven, policy and procedures. A approval of
086second reading of DFAA policy teacher evaluation. Is there a motion? It's moved by Jamie. Is there a second? Second by Melissa. Any discussion? Assuming roll call vote. All in favor say I. I. Opposed. Same sign. Motion carries. Item eight. Um 8A, approval of tuition agreements to attend Jamestown public schools for the 2526 school year. Uh for a A1 Montilier and A2 Barnes County North. Is there a motion? Moved by Melissa. Is there a second? Moved by Jacob. Any discussion? Okay. Has been moved to approve the tuition agreements to attend Jamestown public schools for the 2526 school year for Mont Pillar and Barnes County North. All assuming roll call vote. All in favor say I. Oppos. Same sign. Motion carries. Um, no nothing under other items for future agenda. Again, if you have anything, uh, let
087central office know and we'll get that worked out. Um, meetings to be SK scheduled. Uh, we have teacher negotiations meeting on Wednesday, April 23rd, 5:30 in the Thompson Community Room here in the middle school. We have the JVCTC open house on Thursday, April 24th at uh from 2:00 to 6:30 p.m. the insurance health insurance committee meeting on Monday, April 28th at 3:45 in the district conference room. We have administrator negotiations meeting on Wednesday, April 30th at 4:30 p.m. in the district conference room. Our next school board meeting on Monday, May 5th at 5:30 p.m. here in the Thompson community room in the middle school. We have the transition house graduation on Thursday, May 15th, 2025 and 11 a.m. at the transition house right now. I believe Melissa is attending. If others would like to attend,
088just let um let Amy know. and schoolboard meeting on May 19th at 5:30 in the Thompson community room here in the middle school and graduation uh JPS graduation on Sunday, May 25th at 2:30 in the civic center. Right now, we know Steve will be attending. Again, if others would like to attend, we'll let let Amy know. So, uh, the next item on the agenda is discussion and potential action regarding Elijah Jones pending wage claim. Uh, all or portions of this item may be held in executive session uh for the purpose of attorney consultation and andor negotiating strategy. So, um, at this point I believe we'll the item will be discussed in executive session. The legal authority for closing this portion of the meeting comes from North Dakota Century Code um 44-04-9.1 clauses 25 and 9
089and North Dakota Century Code 44049.2. The topic or purpose of this executive session is attorney consultation to receive attorneys advice and guidance regarding pending adversarial administrative proceedings and to receive its attorneys advice and guidance on the legal risks, strengths and weaknesses weaknesses of an action which if held in public would have an adverse fiscal ris effect on the school district and to discuss negotiating strategy or provide negotiating instructions regarding pending adversarial administrative proceedings. So at this time I'll entertain a motion to have this discussion uh in executive session rather than an open meeting. It has been it been moved by Owen to have this um executive session regarding Elra Jones pending wage claim. Uh seconded by Melissa. Any discussion? At this point, I'll call a roll call vote for this. Christie, if you could call
090that. Okay. Owen McKenna, yes. Jamie Bear, Jacob Meyer, yes. Dan Tweeton, yes. Aaron Roberts, yes. Melissa Gleason, yes. Six. Okay. Motion carries. Uh the executive session will be recorded. I I believe we can hold it in here or we'll move move in the central office conference room. Okay. Session will be recorded and all members of the school board are reminded to limit their discussion during the executive session to the announced topic. Uh any collective decision, collective commitment or other final action by the school board must occur after it reconvenes in an open meeting unless final action is specifically required by law to be taken during an executive session. Uh the pro prohibition on taking final action during executive session does not apply to providing guidance or instructions to our attorney or negotiator. So at this
091point uh we'll move over to the other conference room. And um we will be in session approximately 20 minutes. I'm get 20 minutes for half an hour. So at this point we'll ask the public who are attending the meeting to leave the room. We'll we come back here to exe this exe. Yep. This no this this particular one does not have a limit on that conflict. So So the Okay. Okay. So, the minutes will show that the executive session began at whenever time. Okay. 7 or 654. I have and was attended by Jamie Bear, Melissa Gleason, uh, Jacob Meyer, Olen McKenna, Aaron Roberts, Dan Tweeton, and Superintendent Rob Robert Le, business manager Christy Grounds, Adam Gayler, and attorney Rachel Bruner via telephone. Hey, hey, hey.