001I'll call this meeting to order. Tuesday, June 16th, 2026, 7 a.m. in the Oaks public school central office conference room. Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Uh confirmation and approval of agenda. Do I have a motion to approve as presented? >> Move. Do I have a second? Second. Second. All in favor say I. >> I. Oppose. Same sign. Motion passes with u welcoming of visitors public comment and communications. I don't think we have any communications in our packet. We have Mr. Schneider, Mr. Dit, Mr. Drew Courtney, and Mr. Lynch today. U moving on to item two, student outcome goals. I will hand that over to Miss Cell for our progress monitoring for goal number two. Awesome. Hope is going to pull that up to
002you. So uh this month we're goal progress measuring um goal number two which is math as we know that um and our goal was 53%. That was our annual target. So if you look at 2.1 the percentage of K2 learners that scored at 65% were above star math will increase from 46% in September to 75% by May 2030 2030. Same thing for our three through six. If they start, uh, they'll be at 75% also. So, um, since our goal reset this fall, we are beginning to see early signs of recovery and stabilization. Remember at the beginning when we dropped down there and it was like, but we're we're recovering. We're doing the things that we um have meant to have happen. We're not yet meeting our long-term target, which is 75, but the trajectory is
003moving in a positive direction for that for both two one and 22. and we have exceeded our target for both of those for this year. So what is next? Um we're going to strengthen our core instruction in the elementary through our math frameworks. Um we have been intentionally using our data. We'll continue to use our data to um provide targeted interventions which um Greg and Jordan are going to present to you like they did last month too. So they'll be able to talk a little bit more in depth on that. and then supporting our staff through uh staff develop professional development and collaboration. We just got that from Northern Cast and we took 20 people up to Northern Cast for the personalized learning institute. So that that piece of professional development we're um investing in
004those things and making sure that we're building on the guard rails that we have set forth and also our goals and the data is showing a foundation that we're building on. So, we're remaining committed to steady, measurable growth in that student math achievement. And next month, we'll start to start to summarize for our our goals and um we're seeing that our goal progress measures are actually aligning much better this year even though, you know, we raised that target up and um had those conversations about, you know, that higher demand on on what we're doing, but it's aligning a lot better. So, I'll have some of that data for you next month. um 2.3 we met our target in the high school. So um we were increasing from 60% in September 2025 to 75% again same
005thing. Um all the same things um that we are doing in the elementary. We we're working on strengthening our tier one math instruction. Um as you know we've talked about our tier one interventions at get more math at the high school and spring math in the elementary. We're using them as tier one interventions. So to strengthen those concepts and to and strengthen our fluency using those as tier one um interventions same the high school is building their MTSS um they're using their data cycles and looking at that and building those pathways to target student needs again the professional development they had high school teachers that went also to Mar was our bus driver so >> very early in the morning at 6:00 a.m. We left each morning and we returned one night. It was close
006to 7 and um so whole days of learning for the teachers. Um and then in the fall, if you remember right, this year the kids' incentives were built on that 50% just to kind of in fairness to we switched that up at when we looked at our data. This year their incentive is going to go up to 65%. So um but I mean they met our expectation when we move from 40 to 50. And sometimes, you know, if that target's there and they know that, we've seen our kids rise to the occasion. So, we're expecting higher proficiency rates based on our expectations. So, >> all right. What these gains are the result core instruction rather than temporary intervention support? >> Right. So, um, you'll see that when the principles talk to you, you'll see that
007it's across the board. So, we're seeing a more consistent growth on our entire classrooms, not just those students that are receiving interventions. So, um, our actually our pool of students that receive math interventions has been very, very small historically. And we're realizing now, you know, our title one in the elementary, we've been mainly focused on reading for years. And now we're starting to get more of a balance for that. But we're seeing not just growth in those kids that are getting those interventions. We're seeing growth all the way across. And I think big part of that, and the principles might speak to this too, is the fact that we're doing that tier one intervention again to increase that fluency um and also to increase the content knowledge and their skills on those pieces. Uh our
008our I talked about our progress monitoring summitive assessments are showing better alignment and I'll report on those next month. uh guardrail number two that requires that we anchor in PCBL instruction, but that's for all of our kids, right? That's tier one. That's not just our kids that are receiving intervention. And our teacher monitoring and evaluation data supports this implementation. Again, you'll see that data here in just a second. And then our universal assessment, so um shows fewer students requiring intervention over time, indicating that more students are accessing grade level content during that core instruction time. So they're not needing the interventions. Um we talked a couple months ago about how well our kids performed at the M not Olympics for the L. Yeah. Yeah. How well our kids performing. You can just see fourth grade
009and then fifth grade and then sixth grade. So you can see that you know across the board that our kids So obviously it's not just our kids that are having interventions right or we just have a few kids coming but it's the the kids as a whole. So >> right and on 2.2 to what evidence indicates the district is building a sust sustainable elementary math school. >> Um so we're we're focusing more on the system and not just at the micro level. We're looking you know at the macro level too to make sure that we can sustain that. So, um, our curriculum is consistent, our expectations are consistent, you know, the PCBL, uh, we have ongoing professional development that is aligned to our goals and our evidence-based instructional practices. And then our progress monitoring, our
010constant progress monitoring and looking at our data is and that data is being used to guide that instruction. So, these are those foundations that, you know, give us the solid base no matter, you know, who's in who are the teachers, who's the principles, who who's the superintendent. Um, and another thing that we've been making sure that we've been protecting is that teacher collaboration time. So, our late starts on Wednesdays are very protected, right? That's 45 minutes for those teachers to um be able to look at data um all all the different pieces even the PD uh in order to keep that base solid. And then another thing is um uh there we try the principles try really hard to get their prep time together and to preserve so that they can have those conversations if
011they so choose to get together and have those conversations. >> Um how will improvements in grades three to six translate into stronger middle school performance? Okay. So, if you look at our data, our data supports that our students are entering junior high um with stronger concepts, conceptual understanding of math. Um they have a stronger foundation and they are performing. I mean, as we we can dig into STAR and we can dig into state assessment and we can look at how our kids are doing on the individual strands for math and when they are going into junior high, they are going in with better problem solving and mathematical reasoning. reasoning than in the past that that data is there. So those strength areas they create better success for pre-alggebra algebra and you know the steps that
012they need in order to perform better in high school math. So we know that they have those. It's just a matter of sustaining and building on those in school. So >> uh 2.3 why are grades seven to 10 showing less consistent growth than B6? Okay. So, it's going back to reading and we talk about how that to teach it isolated in content, right? You know, the teachers teach reading, but we have to start doing a better job of teaching those concepts across content because they're getting to the point where they're not just learning to read. Um, they're reading to learn. Same thing with math, right? That the math can be taught in isolation. like Liz and Ryan and our junior high math teacher can teach in that isolation. But if it's not carrying over to
013the others, we don't see the growth that you would see because it's just taking that one more step. I guess you could say they're learning to do math and then they're using math to learn as they get to high school. So, we have to do a better job of aligning and being consistent with our instructional practices, even if it isn't just um in in math class. It's got to be across the board in order to, you know, when they're in science, they're using those skills. a practical application. >> What system barriers exist at the secondary level that may be limiting growth? >> Um so inconsistent use of common assessments. So um if you think about in the elementary um Sid and Jordan both teach math, right? So they can have those common assessments and they
014can compare and they can talk and then but in the high school those teachers are teaching in isolation. So Liz might be the only one that teaches a math class. Ryan might be the only one that teaches that math class. So that maybe could be limiting some of the growth or that's up there. So um data driven instructional adjustments. Um there's also challenges with scheduling. So if I when I was in high school even okay full-time, you know, like I wanted to take I wanted to take advanced math. I had to take advant I wanted to take advanced math but it was opposite of choir. So I had to make some of those choices. So some of the things for and then and then those are just those um scheduling conflicts that take place. Now
015are we breaking down some of those barriers? We are. Right. We're giving them alternate pathways. Um Jordan has been working really hard on trying to find ways if a kid wants to take class they can take it. We try to figure that out. Um so because we don't want to limit our kids. Um but sometimes there's also misalignment between elementary skill development. You know they develop these skills and then they get over in the high school and the demands of high school. There's a there's a difference between those two, right? In the elementary, there's no homework. You know, there's that we have certain processes that have been set over there, but in the high school, the demands are different. Junior high, the demands. So, the kids are having to meet those higher demands, not only
016in just the content, but also in practices that, you know, align or work together with content. >> All right, last one. Okay. What evidence gives you confidence that our current strategy will achieve 70% efficiency by 2030? And that's overall, >> right? >> So, we made that adjustment, remember last year, because we felt like our 80% was was an unrealistic and we wanted it to be a realistic goal. So, here's some of the reasons. We have success at the elementary level and we know that those strategies are working. Um, the development of coherent instructional system, but it has to have those clear expectations for teaching and learning, which we're doing that, right? We have our guard rails. We have these. We're switching over to a new teacher evaluation system. We're using a marzano which is a
017line you those are the we use those for our guard progress measures um for 1.3 or I'm sorry 2.1 2.2 we use the marzo framework. So now we're going to have an instructional framework for our principles when they go into the classrooms. They're going to be able to follow that instructional framework. So we've got that consistency all the way along. Um and now we're moving from isolated improvements to systemwide. Like I talked about the micro to the macro, right? We we make changes in our classrooms which for eight years we've been on this PCBL journey. So you we started really small and I mean if you've been with us all the you've seen it or if you have kids you know we started with a teacher maybe two teachers then we moved up to a
018grade level and then schoolwide and now we're looking at system changes and with the B legendary that has set all this stuff up. So, we've got our system, right, that that we'll hopefully be able to sustain. And I believe, okay, there's going to be challenges obviously, right? But I believe that um because we're aligned and we're sustainable and we're looking at that and everybody knows our targets and we're slowly, you know, um monitoring and moving ourselves up with our incremental goals that with continued focus, I think we can reach that 70% proficiency by 2030. Now, that's our goal, right? But that's still out of every 10 kids, we're saying three of them aren't going to make that, right? So 70 is our goal, but obviously we want to exceed it, right? Because we don't want
019to have seven out of 10 kids that are reaching our goals. We want to have our goal would be 10 out of 10 kids, but set that realistic goal. So >> good. Scores are looking pretty. >> Yeah. I'm I'm excited to present our um DSA information. >> So when you were principal, how often did you guys diagnose students with that? >> We did not. And you know, we've we had MTSS. We had started converting over to um standardbased you know well uh eight years 10 years ago we started switching over to standardsbased slowly but incrementally. Um but we we didn't get down this deep, you know, that we can see like why is that transition from elementary to high school? It was always well they're not prepared. But now we're looking at like how are
020they not prepared or are they prepared but yet what we're doing in the high school needs to align with what we're doing in the elementary that system long you know versus elementary high school. Now we're looking at it as >> there and aligning between as a board member. I never saw star results or anything. >> No, because we we really >> we probably talked about toilet paper and we did student achieve. Yes, that's right. >> We progress progress monitoring I mean we have those progress monitoring in place but did we do that predicting and did we look to see you know a line? Did we really evaluate it? No, I mean we had that data. We used data, but now it's just a different level, >> right? >> It's just And I mean, that's these
021two guys and all the people in the classroom doing that. You know, my point is that you come along. >> Oh my goodness. Yeah. >> Y questions on progress progress. Now you get to see the motion to accept the full progress monitor reported. I move second. All in favor say I. I. All same. Motion passes with Kelly absent. Um Mr. Cell, would you like to turn it over to your princip? >> Yeah. So, um, like last month with reading, I mean, I can tell you from my area, but these guys really know because they do the dayto-day and they're the ones that are the champions. I just I try to clear the path and I'll let them. Well, when Anna says that though, like it's really just Ryan, Liz, and um all of our math
022teachers that in terms of this um so kind of looking at those scores, you can kind of see again like this past spring, we were kind of looking at some of the irregularities that took place and just had some retesting there. But um the work that our math team has done, specifically Ryan and Liz, because they've been kind of our consistent ones over the past, uh few years, um they've looked at and kind of see what like what are those standards on the NDSA test. Um how can we like I mean we're we're aligning our standards to it. And um one thing that is kind of uh a little bit frustrating with that is when you look at the blueprint of from the state it says well you're covering these standards and this one's at
02316% 16% 16% 30% 30. So it's like it's an equal breakdown like okay this is every single standard that you've given us and you're saying that they're all important and so like yes they are all important and so that's why they have a gamut of standards that they're going through and they are making sure that they um they know those and so like when you come to like the star test it might not be some of those that are aligned with like the state um that we have but um when they're when they're doing like their their assessments they're checking to make sure that they know them. they have to go through level level two and make sure they get up to that level three. And uh when when they know that standard, then they
024come back to it at some point later just to make sure the kid understands like, hey, did they retain their score? Is it like a quick fix here? Um and then you can kind of see like with with our I mean our current trends of the scores we have there. I mean there there there's a little bit of an eb and flow with um some of those but again it might be some of those bubble kids that they were right at that 65 66 one um one one testing window and all a sudden they're just bumped down to a 60 so then they don't make that cut and there's a lot of those kids that are right in the mix there. Um, but again, kind of speaking to what Anna talked about with like the
025pathways, like we have kids that um, like we have to meet the demands of the state, they need to get credit. And so, how can we get them credit? And sometimes they're not being exposed to those upper level maths that they might um, like these other peers might be where whether like they're getting some testing from the ACT or different things like that. They just need to get the math credit to graduate because some of them like that's their goal when they come they they enter the building over here. is like, I need to graduate. I need to get my diploma. Are you going to go to school? Nope. I'm not going to go to school. I just need to do this to do X, Y, and Z. And we got to make sure we're
026gearing those kids to be success. And that's where our math department is like, all right, hey, here's kind of like a path, a trajectory that we can set them on to be success. And some of those kids might be in that on watch, but again, seeing that the growth that they made is just it's awesome. And then like even to recognize like I remember even talking to one kid is like I was here and then I got to this, I got to what I need. just like hearing that excitement. Again, that's one kid out of all of them that we've we deal with. And some of them, they're used to being I'm at a 75, 76, I'm always going to be up here. But some of them just seen that going from that 40 to
02750 to 55 even just that incremental growth. It is just phenomenal. And um some of that is like doing like the freckle practices that they can directly practice the standard, but I mean a lot of it is with our teachers doing the time that they put in because I mean I've seen Ryan here even with kids at 7:30 in the morning that they've come in um and wanted to get some things done or even staying late after school and even going on their prep. I mean there's constantly kids in in our math classrooms here and there. So, uh, it's just again, we are making growth, we're making gains, and next year we'll kind of see how that goes. Changing up that that incentive mark there with some of our kids. But >> any questions from
028you guys? Anything there? >> Remember, right, you remember Liz started um pre-alggebra. >> Yeah. >> And ninth grade. Okay. So, being realistic, we know that those kids take pre-alggebra algebra and then they're tested on the state assessment. those kids haven't had geometry and a big part of the state assessment is geometry. So we have to weigh. Okay. So do we personalize and do what's best for each of those kids or or is our marker in the state. There's a big weighing game there, you know. So I guess we've decided our philosophy is we have to do what's right by our kids, right? Our kids that are here and we know that there's going to be that fluctuation in there, but then we put those higher demands on the other kids, you know? But we we
029just feel like that we have to do what's best for our kids that are right here. And we'll share that next time too like to see like what our state test results are but again like I mean we reviewed the state um but again kind of exposing a little bit right now it's like the state there's some questions there like with like what that test looks like and I mean yeah we'll go kind of share more later but like just the information that we got it's like okay we're doing well in the eyes of the state but we want to continue this this trend forward here. >> What if you see in the newspaper what are they talking about? They say that the kids in North Dakota are not performing well on map. Okay. That's
030at the state level because our bar has been set pretty high, but if you look across the nation and NATE and ACT, our kids score at the top of the nation. Yeah. >> And so in the state knows, you know, with these high expectations, we the way our math is structured that our kids are not reaching some of those. So they're you're going to see things. They're going to be going in, they're going to be looking at it, they're going to be analyzing, use the data just like we do, you know, >> but there's multiple states that are that I mean that >> Yeah. processing become >> and that's and again like that's they're not performing well in math but again like well I think we're killing it. I think we're doing great but again
031when we get the state test that's from a company outside of the state that is creating this test knowing what our state test standards are. So I mean are there really are educators that know our kids here in the state? It's it's coming from an outside source. But again, that's what we go off of they give us that we need to do to measure. Thank you. Um, so I would just like to kind of share the the visual very similar to what I shared with you guys last month with our reading. Um, just to show our system is healthy. Um, when you look at our intervention um, and urgent kids, those are the kids that score below the 25th percentile. Those two sets of four bars there. um they're low to begin with in the
032urgent um but then they get lower throughout the year, right? Which means our system is working. Um we're identifying kids that are struggling. We're offering the interventions that are needed. Um and then we are moving them across the board um into that on watch or at or above our benchmark. Um you know Sheila you asked the question is is our system working or our interventions working? I believe our interventions are our system because that's how we like any any business whenever you identify an issue you have to intervene so that you can um you know take care of whatever that issue is and improve right like that is our system um I think any healthy school if you're not using interventions you're not a healthy school so um you know I then you look at
033the far right we have we have um you know 130 students at the end of the year when we started with 100 students roughly um that are at or above the 6 is it 60 65th percentile there's a lot of numbers for it now right um I and you know when you look at at um at that that's that's just super positive for for the healthcare system I I I don't know another better visual to show you Um, you know, next week like Mr. Lynch said and Anna also said, we're going to look at scores that that that compare us to the state. Um, we also then ran comparisons. Why did we move to this 65th percentile? Why does the high school have to move the 65th percentile next year? And and had this discussion
034all year long with our teachers. That's a prediction. We're trying to say on this test, are we showing that these kids, which kids are going to score well on the on the NDSA? Are we predicting that they they are going to score well? And and in the elementary, um I think in the math we're 85% correct. If they scored 65th percent or above, 85% of them scored proficient or advanced substate tests. overall ELA and math we're at about 83%. So that was the correct number for us to choose um with our set of students that we have now and and that I believe should be a moving target as we as we go. Right. But um yeah, I I just feel really super positive about our direction. Um I just completed our um title one
035report uh which which shows um in the past right our title one was 100% focused on ELA and reading and two years ago we looked at our math scores we looked at our data and we said we've got a problem here what's what's something we can do and well title one is for math and reading but we were just so focused on our reading scores, but we said, "No, we've got to make a change. We have to we have to pivot a little bit and we've got to include more math intervention um in the title one route." And we've done that. Again, I I don't know a better visual to show you. Uh but I mean, we're looking at at three or four kids there in the urgent intervention. You know, less than 20. Can't
036really tell what that is. Is it 14 or 15 kids that are in intervention? So, we're we're less than 20 total kids at the 25th percentile or below. That includes all of our special ed kids, all of our kids that are, you know, ELA, uh, sorry, EL, um, it's all those things. So, I just believe we have a very healthy system. Um, and we just need to continue to to find ways as as you know we we have staffing issues, as we have budget issues, as we have all kinds of things, we have to continue to find ways to um support our educators and support our system. Um, and we've gotten questions from you guys in the past like how how does this system continue when leadership changes? and and I think um and and
037as teachers change too and and I believe we can do that. It the system is sustainable and and it doesn't need me to run it. We need really good quality teachers and we're going to continue to try to hire as many good quality teachers as we can and we're going to train them. Um you know, all that stuff that Anna talked about at the beginning, but um I'll open any questions that you guys have. One thing I was thinking about so this is star right this is star like is that is given across the nation to I don't >> it's the largest benchmark um universal screening uh platform in the nation so millions of kids are taking this test >> and they consider at that level 40th percentile to be a grade level we are
038using the 65th percent we still have 130 of our kids that are scoring above the 65th percentile nationwide that's considered kids nationwide that's how well that our kids are doing. So, I'm sure sorry ask you one question. >> No, I was just going to say that yeah, the system is obviously working and you guys have done a great job of finding us. So, thank you guys. >> It's very rewarding to see it all come together. >> Yeah, I'm sure it is. Especially when they're moaned and grown about be legendary. >> Well, and I remember those first trips too when we had that goal set. But I I feel like teachers felt so deflated when they did those goals. >> This is why it's a fiveyear. That's why we're building. >> All right. No action to
039take on that. So, we'll move on to the consent agenda. Um I'm looking for a motion to approve it as presented. I'll make a motion. >> Rosen moves. Do I have a second? She can open >> Sheila Eagle. >> Yes. >> Brian Sire, >> yes. >> Brian Rosen Doll, >> yes. >> Kelly is absent. Monica, >> yes. Motion passes 40 with Kelly absent. We're moving on to item four reports. You have those for information only. Um item five, items for discussion and possible action. Item A under that referendum unofficial results discussion. Um I'll just pass that off to you, Mrs. >> Sure. Yeah. So I thought I would best put this on the discussion. Um I had a meeting yesterday with um Kyle and Icon and um just a a short little meeting to talk
040about our next steps. And Kyle is here and he's just going to walk you through there because we're going to have some decisions to make and um we'll kind of talk about the timeline. Um, no approval needed or anything. Just let's just talk about what the Morning Kyle >> Oh, you're muted maybe. >> Yeah. >> Huh? >> Volume up. >> Okay. How about that? >> Perfect. >> All right. Perfect. Awesome. Uh, all right. Thank you. Good morning, guys. Yeah, a couple decisions to make. We, you know, we had a great discussion yesterday and we really wanted to kind of put a thought in your guys's ear. Nothing that has to be decided today, but we were internally discussing what the best course of action would be as it relates to the construction delivery model. And
041you know, with North Dakota public education, there's two primary ways that you can go about building. the traditional way um of you know the the way the the whole industry works for the most part is that there's design bid build where we design it then we bid it out publicly. Um it's also called multiple prime because generally you get three uh bids back your general contractor, your electrical and your mechanical. And so then they would bid it and then or they we would bid it, they would respond to it and then they would build it. Um we don't generally do this with large projects um with complex projects. Um we we've talked about this before with K12 actually um moved in a different direction and and that's the way of going construction manager at risk.
042And so with that way you you put out um you know a request for qualifications, you interview different firms, you select one firm, you have one contract and then they go and bid everything out. and sometimes they bid things out and they break them out a little bit further and then um all the contracts for the construction are then with them versus with you guys. Uh and and generally that's the way that we've been working with K12. Um however, when projects are um smaller, sometimes you don't get the value of of having and hiring a CM and you actually sometimes can end up spending more dollars. And you know, I think it's crazy to think about that, you know, uh your project, you know, specifically in the high school is primarily ma um mechanical. Actually,
043most of the projects really primarily mechanical. And it seems like uh that would be a messy project, but in reality, you know, it is it is going to be, you know, a messy to actually get in there and do it, but the execution of it, the decision-making process is actually relatively simple. You know, we we had a discussion with Anna yesterday and and and Travis and and and our architect and we're just talking about all the questions that come your way during a project that CM can be really helpful for. And when you look at a mechanical project, there's not really a lot of those decisions. There's not an opportunity to go to Anna and say, you know, are we going to move this, you know, venting system this way or that way or are
044we going to do different louvers? you know, those aren't decisions that generally um the school really has input on one way or the other. They're normally just, you know, engineers, you guys tell us what the best solution is. And and so for us, we wanted to take a moment and pause and just state that I think that while we've talked about construction manager at risk before, I think in an effort to drive value, um we we think that it might make more sense to just traditionally bid this project Uh again, the the market is pretty hungry. It it um allows us to uh I'd say just leverage the the people that we're already working with with our engineering team, with ICON. It doesn't change um you know, the product. I think the difference is that
045you wouldn't have someone that's full-time that's just their job is to be at Oaks and kind of manage the construction. And in this scale of a project, we just think that might end up costing the district more money. And at the end of the day, you know, the mechanical system and if you think about it, the kitchen, I mean, there's so much of those parameters of that program is already set, right? It's just actually going through and executing with construction documents and then getting those built. Um, we don't foresee, you know, a ton of walls moving around in the in in the kitchen. We don't, you know, beyond what we've already identified. And same thing with mechanical. we just there's not a lot of room for um you know Anna to be you know busied
046with you know 20 decisions a day as if we were adding on classrooms or you know building the link or things like that where there's just there's so many more pieces that have to be decided and you know placement of doors and and placement of of outlets and all these different things that just don't have to be they're just not part of this project. Uh, so we just wanted to to kind of put that into your guys' um, you know, heads of, you know, would would you be willing to entertain that? We think that um, you know, our support it'd be very similar to some of the the support level that you saw when you redid the classrooms. So again, you know, we would have icon staff out every couple weeks, but we would have
047um either a general contractor or the mechanical contractor would take lead. And so any pay applications just like with CM they go through us. We have to approve them. Um you know there's there's still coordination. There is still a primary contractor whether it's the general or the mechanical. There will be one contractor that kind of is in charge and and that doesn't change. It just uh you you lose some of the I would say safety net of having someone just there. And so it might be that you guys want to do that and and we will fully support that. I would just want you guys to know that we think that the best value is probably just just to do, you know, bidding it out. Uh so anyway, I'll pause for a second because I
048know some of you guys, you know, know quite a bit about this and some of you guys are a little greener. So what kind of questions or what thoughts do you guys have? >> Well, my first thought would be is what what kind of a cost difference are you looking at between those between the two? I mean I mean a percentage wise I guess would be a way to put it. >> Yeah. You know they're you know a sem you know generally is you know like 3 4% somewhere around there. Um and and and that's their you know their profit overhead. Um the difference between that and a GC is that the GC has that fee built in. We just don't see it. It's not exposed. So I think that the the project itself will
049cost the same. The difference I think will be in the general conditions and that's during construction. General conditions are items that sometimes are bid, sometimes aren't bid. So it's your staff that that are actually working the project. Um it's all the, you know, the job trailer, all the different things that I think you'd end up just having more of it with a CM. You'd have more administration. you'd have more stuff. So, you know, if you think general conditions might be, you know, 30 or $40,000 a month. So, if if the project runs a year, you know, I'm thinking it could be 300 $400,000. So, it's it's not um it's not going to probably break the project, but I think that's probably the wiggle room that we probably want to have with, you know, unknown bidding
050markets and and and things like that. Again, you know, I think, you know, it could work, but it's just uh the cost. we just don't know if you're going to see the benefit because there's just not that much that's going to change throughout the process that is going to require, you know, someone there. So then the other option that we talked about with Anna, and we have had a couple districts do this, um Hatton did this, Northwood did this, uh Grafton, it's actually one of the the staff members out of Grafton is one person that does this that kind of moonlights this but as a owner's rep. So, the other option is that you could spend, you know, probably 30 or $40,000. Uh, it might be a little bit more, but you could hire an
051owner's rep that would be the person that is going through and helping decisions, you know, get made in a timely fashion that should something actually, you know, go and require Anna's attention, you know, just an extra level of site observation, an extra level of of, you know, having a presence on the site. And so that is another option where you can kind of have it in between where you hire somebody that's independent of ICON, independent of your of your contractors, independent of the school district. Their whole purpose is just to make sure everything's done right by the school. And generally there's some people out there that you could try to to to hire for that. Uh we've seen it a few times, not a ton of times, but we've seen it a few times. Uh
052I would just, you know, stress again, we we could make it work. It's just we think that, you know, there's probably if it ends up being a couple hundred thousand, we just think we'd rather have that for the project. >> What type of projects did those other schools do, Kyle? >> Um the other one that I spoke with that um those were uh both like classroom additions. So, same thing like more there's more decisions. One was the classroom edition, one was the classroom edition with a gymnasium. So, it's just it's more decisions. You know, if you look at Bismar public schools, you know, they have their pick of the litter. They can do whatever they want. So, we completed some new schools, new construction with them. We hire had a CM then and project went
053fine. Then the next year, we did an addition onto an elementary school, added a wing, and we just bid that out, you know, and they they you know, they have all the relationships in the world. They can do whatever they want. But it was a very straightforward like, you know, the classroom wing is what it is. You know, we're not we're just we're putting it up. We've already kind of set what the design is. And so they just bid it out. You know, they so it it's just a mixture of once you get to that $5 million mark, that's when we, you know, and I know we've talked about this before, that's where the the switch is kind of flipped where, okay, 5 million, you know, it's a messy renovation. Okay, let's let's look at
054CM below that amount, then it gets to be where it just is um you just pay more, right? So, you know, we did a a music room um addition to uh uh Emo and we just bid that out. We did a $3 million classroom or or gymnasium addition to Laramore. We just bid that out. Uh it's just you're right on the cusp and the reality is even though I know we all we know that the the getting the work done will be messy the details of the project are really not messy because it's just it's mechanical you know it's not it's it's not that like Anna is going to be pressed and the project will be ruined because she didn't make a right decision like it's going to be mechanical you know it either works
055or it doesn't Right. So, that's the other reason that we're like, man, maybe maybe we could save money and we could push through this. And and this is really my my architect as well as as my gut feeling. You know, we both kind of had the thought and and had that discussion before we presented that to Anna yesterday. >> How do you feel about that? >> Every superintendent that said, I would never do it without. So, we yesterday when we met and Travis was like still kind of dragging his feet and I'm going up to Valley City today and I'm going to talk with Josh just to >> um if you remember right the floor project that we did um that was the you know that we just went with the architect that ran and
056uh really the only thing that they came to me was very for a very large charge or change order and that that was about the only detailed flooring there was some stuff but I mean it was it didn't eat up my days on that and that's more of my concern is I mean I can make those decisions on those little details but my job is to take care of instruction and um uh first right so um I here's what I was hoping to do is we would have a facilities meeting with um Brian and Patty we'll have and then with my guys and we'll have a facilities committee meeting and then we'll come back to you with a recommendation by our special board meeting and then that committee will come to you with a recommendation
057and then it's special board meeting next Tuesday I think is that the day that we have that Monday we'll put that in on that special board meeting and then at that time you can decide because we'd like to move forward so that they can get to work you know whichever way that we choose to go um I mean when they talked about that about 500,000 we kind of talked about that as a target that if that money could be used for let's say the bids come in higher or you know we can't do both projects I mean a half half a million could do a lot for our kitchen, right? Um, so yeah, I I want to I I'll talk to the committee when we meet with the facilities committee, but I do want I'm
058going to talk to a couple superintendents, but yeah, um the mechanical piece of it, we've been through it with the science room floor. So, and knowing that icon will be there and prairie engineering and they've been really good about so understanding so that everybody understands Icon is our architect, right? So, we don't have to go out and get our architect. we have our architect and then also prairie engineering will have input also on that piece of this. So if you guys are okay with that plan that's what I'd like to do is meet with the facilities committee. We'll come up with a recommendation to give you guys special board meeting next week and then you can make a decision moving forward on what you want to do. But I don't know the tile is a
059little bit comforting or pretty comforting on that they would be there to support us. And um again with the science room floor, the architects were there. Ryan, I could call Ryan on the phone and Ryan was answering questions. So >> yeah, and and if we're not present, there's we're never not available, right? Unless, you know, obviously we're in a meeting or something, but we're going to answer questions. Like it's still our responsibility to execute the project. Um so, so I would strongly encourage, you know, and it's so funny because Anna's right. Travis is very adamant that he's like, "I'd never do a project without CM and and we're telling him the same things we're telling Anna and he's like, "Ah, I don't know anymore." He's like, "I'm 50/50 now." You know? So, I I do
060feel like you should Yeah. talk to Josh, you know, talk to Darren maybe in in Bismar. He he is a wealth of information, right? And I know you guys have a relationship. So, um just ask around. You don't have to make the decision, but it would be good if in the next couple weeks you could have that decision just so that we can move forward. >> Would there be any legalities that we would be missing as far as holding contractors accountable for mishaps or late or anything like that? >> So, so the construction manager at risk, you know, what they're at risk for is performance. And so, you you will you do lose that, right? So you pay for that and that's the other piece. So if a contractor fails or fails to perform, you
061know, it's not your problem, right? CM, they have to figure it out. They have to go find another contractor. They have to do something. So so they are at risk of um you know making sure that that the project actually gets done. Um so that being said, you know, if we're halfway through a project and the contractor folds, you know, you guys you know, well, you know, there there's licensing and bonding that will protect you, but at the same same, you know, instance, you guys h you guys with us have to figure it out. It's not like icon's just like, well, you know, good luck to you guys. No, I mean, we we would figure it out just like we would with the CM. It's just you don't have that guarantee of Yeah. You know,
062and you know, CM has a guaranteed maximum price and and then a a guarantee to perform. Well, the guaranteed maximum price, you know, again, it's not set until after bids come back. So, you'll have that as well. You just don't have, you know, the guarantee on the box that says we're going to get this done. You have the prices and then you have your contingency and and you just know that, hey, we're we're going to get this done. If something comes up, you have to figure it out. >> But again, go ahead. Sorry. Will you join? I'll I'll get Icon on when we have our facilities committee meeting, too. So, yeah. Absolutely. >> Sorry. Go ahead. You're done. >> So, as far as change orders go, um, if that construction manager and risk, that's all
063covered in their maximum price or change orders are in addition to that. Something changes. >> No, no. Change orders are a different addition. Yep. So, so generally you're going to have a bucket of contingency dollars no matter what. Um, in with the CM, they hold the contingency dollars. With a design bid build, it's still in your account regardless. it's still your money and and I I would say that every project they have a statutory amount that they set where the superintendent can take action without the committee or the board's approval. And a lot of times that's 50,000 or 25,000 or something where if there's something that needed that's needed, we don't want to hold the project up. Um so then you you kind of empower your superintendent to just roll with it if it's within
064scope. That's up to you guys to handle however you want. You could also have a special board meeting. you know, for anything and have a phone call and approve it. But, um, generally that gets tedious, right? So, you want to kind of set some sort of amount that can just move forward. >> Well, yeah. But still, a construction manager at risk any change order, they get percentage of that as well. Correct. >> Correct. >> Uh, is it a larger percentage or is it the same type of >> Generally, it's the same. It's just it's the same. Yeah. >> Okay. And and to be clear, if this was $8 million or $9 million, we probably wouldn't be having this discussion. You know, it it's just because we're right on that point of man, I just I
065want to try to save the district money. >> Is this something we should discuss more after we get a scope of work completed to know exactly what we're doing, do you feel? >> Uh, I mean, I I think we're going to get started with engineers right away. That's a great a great question. Um we could absolutely have that discussion with Prairie Engineers and see what their thoughts are. Um the only reason we we're trying to get the discussion a little sooner than later is just because the CM process takes about six to seven weeks to um go through. We have to advertise it for three weeks. We have to wait a week. We have to interview. Then it has to come to you guys. So um if we're going to go that path, we just
066want to go as as sooner than possible. Here's here's the other thing though is that we can say, "Hey, we're going to just hard bid. We're going to bid this and then we can have the design done and we can say, you know what, let's take the se the six weeks and let's get a CM." You know, there's nothing precluding you from halfway through the design changing course. really either way. You know, the problem is, you know, if you hire a CM, um they'll there'll be a little bit of a fee before you go to bid that you could be out that fee, but you could still cut ties. And and what's interesting is Valley City State, that's actually exactly what they did with that athletics project is we hired a CM, we got through
067design um probably two twothirds of the way through the design and then they decided just to hard bid it. So, they paid the CM kind of the pre-construction fee and and contractually they were able to just kind of walk away. Um, but that's a very good point and I think we should probably have that discussion with with our engineers. Uh, and for sure you guys could say, "Hey, let's bid it." And then we could get through design and say, "Well, maybe we shouldn't." And we can just do CM. moving forward with that facilities meeting and then we'll on the 29th I think 25th or 28th whatever that be and then I gave you that letter from Levi Bachmire and I talked to Adam Tesher at the state we've already have our application in we have
068all of our paperwork you know they were waiting till after the votes um unfortunately for other schools there were only two of us that passed a bond so um ourselves and I don't even remember what the >> what Ray >> oh Ray both both icon icon clients, too. Just to point point out, the only votes that passed were icon. >> And then West Fargo, you know, they passed theirs earlier. We're all the ones that'll be buying for that money for the lowcost loans, but they rank and they prioritize. And Adam said unless something goes wrong um with the Bank of North Dakota, we're ranked pretty high. And so he fully expects that we will be able to get the 2% loan, >> which huge. That's huge. um over $2 million saved in interest. So, thank
069goodness we passed this referendum now because it's just hopefully falling all into it's just it's huge for us that you know that we get those low cost loans. So, and I'll let you know for sure as soon as I hear from Adam then I'll I'll let you know that was so thanks. >> Absolutely. Thank you guys. Any questions, don't hesitate to reach out and we'll we'll be on the next call. >> Have a good day. Thanks. >> Yep. You too. Bye. >> Just to point out that that's still unofficial results. I don't think we have any reason to believe that'll change, but the county is going to canvas those on the 22nd official results. >> That's another reason for waiting until the 29th or 28th 29th 8:00. Yeah, but I'll be in my house. Okay.
070Uh, moving on to item B, the unofficial schoolboard election results. Um, congratulations to board member Sire for another three years on the rural at large and Mr. Drew Courtney for the west of Highway One three-year term. Um again unofficial results those will be canvased as well on the 22nd through the county and then we meet on the 29th to just accept those results. Yes. >> Um anything else to add? >> No I don't Shannon you have anything on that? Okay. >> Thank you to board member Nagel for your six years and your financial expertise. Nine >> nine years six. Nine years nine years of expertise. Thank you. Thank you for all you've done um for the school and all of your help in this legendary process. You've been there from the beginning with this and
071been a huge um advocate and support of it. Thank you. Do it all over again, but unfortunately I can't. So, moving on to item C. approve the 2026 Hall of Fame inductee. Um, I have a recommendation here from our Hall of Fame committee that was formed and led up by former board member Sonia Meal. This is near and dear to her heart. So, I thank her much for taking this on. Um the recommendation reads as on behalf of the recommendation team I am pleased to report that we recommend longtime Oaks Elementary teacher Mrs. Carolyn Crane for induction into the Oaks Public School Hall of Fame in 2026. As evidenced by the nomination, Mrs. Crane truly cared for her students and was committed to building the strong educational foundation needed for long-term success in school and
072life. Mrs. Crane's dedication to her school and community extended well beyond the final bill. After her retirement, she served on the public library board and was a founding me member of Friends of the Library. She remains an active member of Grace Lutheran Church where she has made many quilts for high school graduates. She has been a member of both the local PEO chapter and Oaks Active Arts. Inducting Caroline Crane into the Hall of Fame is a fitting tribute to a remarkable educator whose impact on our students and community will continue to resonate. We unanimous unanimously and enthusiastically recommend her for this honor. Um, so I am looking for a motion to approve the recommendation to induct Mrs. Caroline Crane into the Oaks Public School Hall of Fame in 2020. >> I will make that motion.
073Make a move. Do I have a second? >> Seconds. All in favor say I. >> I. All post same sign. >> Motion passes with Kelly absent. Um, the The nomination form was blank. We don't know who nominated her. Um I don't have the privilege of knowing Mrs. It was there's on the bottom. >> Yeah. Darcy. Right. >> Oh, there's the Okay. So, I will reach out to Mrs. Raph and see if she would like to contact Mrs. Green and let her know um of this. She will be inducted during our homecoming as of the past. Any other questions, comments on that? Item D, receive 2026 2027 preliminary budget. Any comments? Anything on that, Shannon? >> Um, I'm just going to pull it up here for a second. I made the changes to um the high
074school uh junior high school counselor. There was a change to the high school uh high school principles column and it changed the carryover a little bit. It wasn't the princess, was it? Wasn't it just No, it was him. trying to get it share but for some reason >> it's not the highest $18,000. >> Yeah. >> Thank you very much. Oh, and then you remember that was Yeah, >> there was something in the elementary instructions that had gone up and question was questioning because >> we had dropped one of the our our teacher one teacher went um elementary instruction. Yep. They still went up um 20. No, from >> it went down to the first year. Yeah. But prior increase >> and then I changed the per pupil aid. I had had the wrong year on
075there for the income um or for our how many students we had. Was that it? >> Yes. >> Yeah. >> The did you the percentage carryover is the one that makes it feel kind of easy? >> I haven't had any conversations with the tax evaluations. Um, I know there was the uh there was a meeting where uh residents could go and argue their their taxable value. Um, and I know there were going to be some I don't know if they were houses or businesses that were going to be re-evaluated or at least looked at and I haven't heard if there's been a big change in that. So I haven't changed any of the tax evaluations which then again obviously affects our property tax um the mills and the the 60 mills and the 10 mills
076and special reserve the transfer to general funds that did that stay the same from last time this time or that change after the >> special reserve >> the transfer to the general fund. So, uh, let's see. >> The budget that >> that stayed the same is we can Yep. We can only do >> half of it. We can do a one time transfer and it has to be half of the balance. >> It can be any amount up. >> Oh, yes, that is that is true. So then that's the effect we see in the percentage carryover ending fund balance those two questions comments on the 2026 27 preary budget. >> This does not include any um of the activities. I've kind of been holding off on the activities uh transfer uh and the activities budget
077in its poll. As you see, it's all blank at the bottom. Um simply because that was just harder to gauge and we haven't necessarily heard what we're going to be required to pay for the refs and that's a huge expense. Um, and then also I we're kind of we're uh Anna was discussing with me yesterday that we probably increase the gate fee. So then that'll kind of change and I need to kind of drill down on the schedule to see because I think most sports have like four home games this year, five home games the next year. I got to drill down on the high attendance, the girls basketball, boys basketball, football, wrestling to see what those what those budgets look like. What those changing the fee, which you guys will approve, but um making
078the adults $10 and the students $5. It'll still be the same dollar, you know, that but I'm charging more for adults and less for students to get more students to come. >> I don't know. >> I haven't we're waiting to do all that till July one because last year's was so we kind of want to try and keep it one year. Y >> so I haven't seen any of Yeah. Yeah, the activity is going to be my next question. So that answers that. So basically once you do that, it's going to look even worse the next few years. >> Just just be worse. And again 20 uh 26 27 that incorporates um the raises that were you know their budgets that their their contracts that they've signed and what was negotiated and their negotiated agreement.
07927 28 28 29 has absolutely no raises for anybody and it also um has 15% increase for health insurance each year over and most of the expenses I did I had eye involved 2% increase for all the expenses >> saying no in wage increases for anybody is actually inaccurate because the teachers just don't get >> they will get their $450. Yeah. >> But the base will not be >> right. They do get >> and then that'll also then there's no change in their TFR, you know, it's not we're not I didn't change picking up more, picking up less, anything like that where they are on that scale for the bonuses. >> Yep. Um, we have the we receive it just so we've got that on record because you've already legisl you put it on record
080as receiving in a sense. Do I have a motion to receive the 2026 27 preliminary budget? >> I'll make a motion. >> Moves. Do I have a second? Seconds. All in favor say I. >> I. All same. >> Motion passes with the absent. Um, moving on to future meetings. We've got our special meeting Monday, July 29th at 800 a.m. Um, please watch your emails over the next couple days. Like I said, I reached out to Chris with the post boards just to see where we're at with the seating because we have our two new members potential well potentially gone. One of them, the other one will be gone um for the seating of that. So now I have that as virtual but I almost feel like with um I mean some people have to do
081virtual but we'll be here and I think it might be a really good idea because we'll be talking about um the decision for um the whether we go with the CM or we you know go with the general contctor. >> Okay it's possible be here in person. >> Yeah. um our regular meeting Tuesday, July 7th, 2026 at 7 am. Um this showing the reorganization meeting again, just please be on the lookout for emails for that and respond right away if you can. Um we'll try and get this figured out in the next day or two. And then our regular meeting Tuesday, August 18th, 2020 at 7 a.m. right before school starts. >> Yeah, looking at the seventh, I've started working on the um agenda. really don't I mean we'll be done with talking about construction
082for a while unless something gets thrown at us but you shouldn't have to make any decisions at that so consent agenda will be full of all of the little details but yeah election of president vice president that's good all right any other business for the complete order hearing none I'll adjourn the meeting at 8:09