001Um, I'll call our meeting to order. Tuesday, November 18th, in the central office room, we will stand to say the Igian to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you guys for that agenda for you. I'm looking for a motion to >> make the motion. Do I have a second? >> Kelly. All in favor say I. >> All oppose. Same sign. Motion passes. Sire absent. Um welcoming the visitors public comment and communications. We did not have any communications this month. Correct. Thank you. So, welcome Mr. Schneider to our loan our lone guest and Sue um on Zoom. >> All right, we'll move along to item two, student outcome goals. Um item eight in the
002summit reports. They're off on a training for observations and evaluation. So they look good this morning. So this month um we have summative report for goal number two which was math. And we've talked quite a bit about this, but just here at the meeting, we changed the um student outcome goal to be OPS will increase the percentage of students who are proficient above in grades 3 through 8 and grade 10 math as measured by the North Dakota state A+ summitive assessment from 51% in May 2025 to 70% in May 2030. Um, and then I made the goal. Sorry. So, there's the student outcome goal pending. And then here's the graph. And just like with the reading or the ELA assessment, um, I am breaking it starting with the new A+ assessment. So, I made that
003clear line there so that you could see that. and then started with our new scores and our new goals and adjusted those so that our goal increments in the beginning are smaller those steps just so we get used to the A+ assessment and where we're at and then increasing as we get further along and um plan for that as we you know get farther and farther into this journey and our kids understand the assessment we understand the assessment better than having bigger steps at those times See, I think one thing to point out compared to the state of North Dakota, we scored an average of 11 points higher in each assessed grade. I I believe this is because our focus on personalized confidence based learning has been the key in our performance. Um the scores
004on the Indie Insights will be out on December 1st. They're just finalizing those. So then once those go live with this year's NDSA goals, I'll I'll share that with everybody um and let you know that and then we'll share it with the public and we'll send out reports. We're just waiting for to get the okay from them. >> They didn't they didn't even get any any I'm not going to call them complaints, but you know, they didn't get any anybody that said, "Hey, this is wrong. They need to make changes." So, actually, I thought our numbers would be different, but they're very very very close to what we have from our preliminary. So those will be out and we'll be able to and then once those are done I'll print out um what I want
005to print is the dot graph that the matrix if you've looked on any insights I know some of you that were on the board before it has four different quadrants and we are in the high growth high achievement quadrant which is our goal being there. So, um, I'll print that off for to share with the people. And if you have been in the gym, I have got the guard rails. I've got the goals, the goal progress measures, and I'll just keep adding to that. But like I said, I've just been waiting to get that. >> That's for any conversation. Asked you anything? >> No. >> Any other board members been asked about those? >> The only thing I heard from a board member was, "Have you hung that up there yet?" And yeah, it's it's
006hanging there. But, you know, now we're just getting into our winter season. >> I was going to say that other activities >> tonight. They're hosting Halo. So, it'll be interesting to see if I was hoping Indians sites could be live by this time, but that up there. >> Yeah. >> And I think I really do want to put out our grade how each of our grades did even though I know that, you know, one grade is going to have some angst with that, but you know, just to show that how we're achieving compared to the state because again, right now that's our only marker, right? because we've got cut scores but those are not really defined like we are not sure but our thing that we pull from it is that our comparison to other
007schools stay um maybe just for what's next which is on here is um we'll continue to improve our alignment assessments to our standards which is one of our guardrails right our and for teachers too our professional development um we'll continue to remain focused on those things superintendent guardrail number who guarantees this. And this year, our late start Wednesdays are super dedicated to digging into that data, especially now that the high school has been they're starting to create their MTSS, their multi-tiered systems of support. Shannon Room, I mean, I should say what those are. I'm sorry when we use those words. Come try to be better about that. >> Yeah, you haven't spelled out one, but I thought you did. >> Yeah. And um but we're just starting that, you know, in the high school and
008getting that set up. high school is at a different level or I'm sorry the elementary is at a different level because they've been using it but we are really going to be dedicating a lot of our time for that because we have everybody here and they can be led and have time to work on it. So we'll be doing that. Um and so I believe that with that creation of that that's just going to help us you know to start to be able to dig even deeper. So, >> any questions on I just are super impressed with the teachers and the staff and everything with all the work that they >> Yeah, I was thinking back well and Ryan's in here, but like okay, so when the math department started to convert over to doing,
009you know, the personalized learning and you know, they were given chances and they we took heat for it and, you know, not everybody loved change. Um, but you know, the chance the chances that they're taking and and then if they didn't see success, they made changes to it or if they saw success, they just built on that and so we've gone through some reiterations of it, but they're very focused on those pieces. So, was it two years ago when our math scores were so low and we understand about cohorts who talked about that, right? But also the fact that I mean we've seen that much growth that we're actually performing better in math than we are in ELA at this point. So, you know, but I I don't want one to totally outperform the other.
010So, we're starting to balance that out and see, you know, that our kids are going to do well. I have no doubt in my mind that I I think we can make next year's goal of 53% because we are so focused on that. And when I show you the progress monitoring data, um well, let me go to that. I don't want to get too far ahead here and I'll I'll share something that weird. So we'll move on to the progress monitoring data. Okay. So we're leaving behind the goal because that was last year's, right? So now we're going to move to this year's and the things that we're seeing. It's sorry of Why you just ask for me to edit that out? Sorry. >> Okay. So, now we'll move on to go progress measures 2.1,
0112.2, and 2.3. Um, in your packet, and anybody get something, it's in the packet. There was a deeper dive from the principles on that, but So we changed this just like we did for um outcome goal two. we uh we changed it from the 50th percentile to the 65th percentile as our just because for 50% we were having some great numbers right and which feels good and in house we're still using that but um the 65th percentile we felt like or I felt like was a better predictor or hopefully will be a better predictor of how we're going to do on next year's NDSA. So if you look at 2.1, I've got the graph there. I have that line of delineation between the old assessments and the new assessment. Of course, we dropped on it,
012right? Because we bumped up to the 65th percentile, which was a pretty big jump and that that dropped down. So um I have predicted that we are on track for 21, 22 and 23 just simply because if you look at our um historical we always have had that summer slide after at the beginning of the year but we we recover especially on 21 and 22. Now 23 we haven't recovered quite as well. affecting last year was the first year in 23 that we um I'll pop up here to 23 so that they're jumping around here. So on 23 last year was the first year that we did assessing four times to align with the elementary and also align with our um our goal progress measures. So last year we went up slightly for the first
013winter and then we dropped down. But I believe now that we have our focus on there talking to the kids about the 65th even though the rewards are whatever that they have this year are at the 50th when you dug deeper into high school and I don't have this to pull up but if you look at the high school data it's amazing because there are not that many kids that are on urgent and intervention. We have a lot of kids that are at or above. So we know when you have kids that are attaining that also our focus on that piece of it you know we know these digging in to look and see um one of the questions from one of the board members which was on the Q&A was what are the standards
014that we're looking at right what are where are the areas that we're falling down which is hard to track in the high school just simply because those bands might be different for each of the grades so eighth grade might be getting different standards they might not touch on some of those those bands like geometry algebra probability statistics, they might not be touching on that, but in ninth grade, they might touch more on it, but less on something else. And then as sophomores, they're touching more on something and less on others. So, it's really hard to predict that band. But I think that our teachers focus and we know as admin that we need to um make sure that we're covering that span and we're making sure that the kids are getting the things that they
015need in order to be successful. that that to me that focus I believe is going to um reap benefits for us as we move forward. Just the awareness of it, you know, nobody wants to see our math teachers, I guarantee you don't want to see that, hey, we're going to drop downs. They're going to want to be that those odds, right? And they're going to want to make sure that their kids well. So, it's just bringing it into focus on on that. Um I think I talked about we're not changing it. They're they we're building an MTSS um structure in the high school. We're dedicating time at staff meetings and our late starts and we're going to continue to look at our standards um and make sure that we're implementing them. Now, I'll go back
016again to the uh elementary. So, we're implementing spring math now it to the entire elementary to provide tier one and as an intervention. So, those are some of those skills, you know, number sense. Um, and it's just going back and it's cycling and we're just learning how to do spring math and K through three. So, there's a process to it and there's a way of doing it. Four through six has been doing it, but we're we're having some of those growing pains, but we're talking about it and we're doing things about it and we're we're not changing the program, but we're talking about ways that we can make sure that we're doing it with fidelity. That was one of the things that um Greg and I talked a lot about and in one of the
017Q&A the question it was what are you going to do to make sure you know that spring math is um successful and with MTSS they talk a lot about fidelity of interventions which means that you have to follow the intervention the way it's supposed to be not the way you'd like it to be in order for it to be successful because you could buy every program under the sun that's got research backing um and you know it's high quality instructional material, but if you're not doing it correctly or using it correctly, you're not going to get the benefits at the level that are expected to be. So, um let me see if I missed anything. We'll still use our time again. I said that. Um so, that's Yeah, I think I said everything that I
018wanted to say. >> Oh, wait. There might be more. >> Yeah, there might be. >> Just quick question. spring map was that the one that was implemented in four through six to begin with? >> Yes, we started in four through six and just wanted to see you know pilot it and see how it is because we've been working with SDC and one of the guys his name is Ryan Leon he works for them he was a big spring math person and he had seen it in other schools and the data that came out of those and the effect the positive effects that were on that. So then we decided let's do that aligns with our goals and then we did get more math on the high school. So similar like they're going over those skills,
019those daily skills. Um but the yeah, spring math and then we decided we need to start doing in K3 because you know our scores were not where we wanted them to be. So we implemented it and it isn't easy because I know some of our primary teachers right away went this is hard. This is really hard. So it's a learning curve and but you you know the expectations right. So, like I said, we rejust, you know, the teachers make changes at adult behaviors. Um, and now we have those expectations for the kids. So, I see it just growing, right, as the kids learn how to do it. Um, if you have you did any of you come, did you get to see spring math or have you seen spring math? I don't know if you
020ever want to have a chance to come in and see it. It's it's really interesting because they work in pairs. they do um basic facts. You know, it goes back to some of that wrote stuff that we left behind there for a while. It's like we didn't think kids needed to have that rope, but we do know that they need rope to make sure that they're accurate, right? And then they can they can solve problems with um confidence because they know those things. >> Did it say on that? >> Yeah. Yeah. Um Um, do you feel that spring map alone has kind of >> right? Yeah, that's okay. That's a really hard question because it's just one tool and we might see that that it gives us that boost that we need. But then there's
021always going to be kids that are going to need this is that tier one. So you remember there's tier one and that goes to all the kids. And then you've got tier two, which is more less kids, you know, but more than tier one, which is more your special ed kids that need or tier three that need the instruction that special instruction, specialized instruction. But tier two would be those kids that maybe need other interventions besides spring math because spring math hits all of our kids, right? So we might need to find some more tier 2 interventions, which in the past we haven't needed those, right? because we've done um Saxon with Fidelity with Fidelity and then we've added in Spring Math now. But we we're going to have to find some tier 2 interventions
022because we have those. I mean, we have kids that we know we know aren't going to reach that, you know, but we want to get them as far as or as close to that as possible. So, we might need to be looking for some more interventions. We're keeping our fingers crossed. And again, I think when Greg and I talked about it, it it's that fidelity piece, right? So Greg said our responsibility or his responsibility or one of his focuses is to make sure that the teachers are doing it with fidelity and that's where we're seeking out like Ryan Le to come and help us along like he's come and sat in our classrooms and given feedback of here's what you should be doing, you shouldn't be doing this. So he'll we'll bring him back in
023and help help us out. So through SEC we don't have to pay him. um he just is an expert that we're able to tap into that we're very lucky we've got >> Were there any on that? So you talked about that quadrant thing that focuses on there. Um are there schools in there that you like talk with and and see what they do to get their to perform at that level too? >> Okay. So I probably won't divulge who those schools are but until that comes out for a release but we always do that you know. So, here we are, right? And and then we want to look to see who these are that are further over in that quadrant. We're looking to see and um we know those schools. Um some of them are
024very small, which you know we you get this really small group of people, you know, so you can do things like that or a small group of learners. Um but and some of them are just an elementary or some it's kind of weird how the data pulls in together because we pulled it in as our whole district. So that is affected by every one of those cohorts. So the recruiters, you know, all the way through. Um, but yeah, we're looking at those. You want to talk to those schools or at least especially those two guys, right? They know those principles intimately and they know instruction, they know curriculum. So they'll reach out to those people or I'll say, "Hey, I know that superintendent. Let me talk to them." So yeah, we definitely look and see
025who those those are. Yeah. And I think people will look and see us in there, too, you know, and ask questions. Um, what is our long-term strategy to ensure that gains made in K2 persist through middle school? >> That would Yeah, that was a really good question. um continued of looking at those bands, right, and tracking those kids and making sure that the conversation doesn't stop because that does happen where you know the they we work intimately together over there, they work intimately over there and then when you get in the middle school, you're talking about content areas versus just K through three teachers teach everything, right? So they're having conversations with each other and then with four through six then you well kind of get into content over there but that those conversations are
026taking place of like okay so these kids are struggling here's what we did for interventions you have to make sure that you follow through and in the past not just our high school it's high schools in general right you tend to say well here's what your grade is you don't pass that class you don't get credit for it versus we need to start doing interventions and that MTSS is going to make us more aware of that piece because we're going to have a structure in place that if these are the kids that you see on here that are urgent intervention, then we will have a path that they'll follow and we'll have an intervention that we need to do with them in order to try to get them. You know, even seeing um the way
027that we're restructuring our classes up there. You know, we know that there's kids that are down in this area that don't have the skills to take algebra. So, the math teachers have designed their um department that now we have the pre-alggebra. But then again, that has its backsides, right? Because if you're in pre-alggebra, you're not picking up those skills that you need in order to be successful on NDSA plus because you're not going to get into geometry until you're a junior. So, they're going to be missing those skills. But I we have to try to balance things out, too, right? So, do we give the kids what they need or are we just pushing to get those high scores in math? and you're trying to find that fine balance, right? Because there might be kids
028that are not going to be ready for geometry until they're juniors. And we I think and I that's what I kind of tell the principles and I think they communicated that we need to focus on what the kids need because it does no good to put somebody that is not ready into a class and have them fail because they're just going to have to take it over again, right? Let's get them the skills so they can be successful because none of our teachers want to see their kids um not do well in those classes. We've seen pretty good results with that pre-el. >> I can tell you that there's three kids from last year's pre-el now in doing very well in there's also a handful who choose habits. Those are the ones that are still
029struggling because of their choices, >> but there's a select few that is absolutely you can see that they put in the effort. One of those kids actually help geometry at the same time. >> It's the work is a lot for that kid, but tell she's ready for it. >> Pretty good lift. >> You know, and it's it's so funny like some of the things that I've been watching and reading lately is how we do our education system in the United States is okay, you're five, you're going to kindergarten. this is what you're going to learn because you're five and you're in kindergarten. Well, now you're six, so here's what you're going to learn as a six-year-old, but you might have a child, especially boys, you know, they're just not I mean, it's biological that they're
030maybe not ready to come to kindergarten when they're five, right? But yet, we define this as what they have. So, maybe those kids that needed pre-alggebra were just not ready for it. So, but we say, well, you're a freshman. You're going to take algebra, but maybe they're still functioning at a seventh grade level or sixth grade level or whatever, you know? So, we're we say we're personalizing, but we're not really, right? Because here's our canned ninth grade, 10th grade, 11th grade prescriptive thing that we do. And to break that mold and get to doing what's best for kids is understanding that just because you're five doesn't mean you're ready for kindergarten or just because you're 12 doesn't mean you're ready for junior high. You might be ready still, you know, needing something different. Any other
031questions on progress? Okay. Um, so welcome by and I'll for a motion to accept both the summitative report on number two math and the full progress monitor. Motion motions. Do I have a second? No second. But um take the role in this. You don't. >> All in favor say I. >> I. >> All oppose. Same time. >> Motion passes with sires of absent. Um moving on to quarter three board self evaluation. Did get this to you. What? You did. I did. Plenty of times later. Okay. So looking at the current quarter um framework uh object objective number one the board has adopted student outcome goals. Uh one quarter ago we were at a 12. Like to jump in with where we're at on the current quarter and why? >> I think at 12 just So
032they'll have a lot of the broad um and then looking forward to next quarter. Um if anybody has any brilliant ideas of community engagement and on what to do there anything I am really really struggling with this piece of it. So I think the next step would be the form committee which I know you're all jumping to. >> Okay. >> You're slacking Ryan. is wonderful. >> So that that is my personal goal um before our next quarterly self evaluation is to get moving on something and um to get some sort of a community meeting plan whether we get five people or 10 or 100 um it is what it is. So, any comments on objective one? Um, objective two, we were at a 12 the last time. >> Same thing. >> Same. Um, think we
033all know that we're somehow remember that that broad community ownership. Um, yeah, setting that goal for ourselves for the next quarter. Uh with that we would still be at 12 in agreement on that. >> Okay. Uh number three, the board has adopted guard rails. We were at a 13 previously. Does anybody have any different opinions or we're getting there just because we have the posters up during, you know, like uh sports seasons, people will see it. Maybe it'll bring that communication, but at least we're starting somewhere. But no, I still think I think we agree that we'll probably still be able to change because that's not going to happen in one quarter. Being as we're already one quarter. Uh number four on the monitoring calendar for each student goal and go progress measure. We were
034at a 16 before. Um in this current quart. Anybody in disagreement there? >> Objective number four. the uh percentage >> um down at the bottom in that little box 10.84 >> and we've identified that that that's from those facilities meetings. We know that we're not going to have those moving forward and I think if we went back and broke it down Sheila maybe you could speak to it a little bit more but when we are in our actual board meetings the majority of our time is focused on student health goals. Uh last quarter though there was one month where we didn't actually discuss the goals. So there so that brought it down. >> Yep. >> Yeah. Yeah. >> So is everybody in agreement that we're at a six. >> Um >> I don't think both
035meetings should count towards me. We've argued that a lot. We shouldn't have those hope for then. >> Okay. >> Um yeah, I think you're right. I don't think it'll go back to the committee and I don't think I mean even if it's just one meeting or whatever, but I don't think it'll be like >> it's not going to be like it was. >> Um so looking forward to the next quarter. Anybody have any comments on that? >> I think we go back to 16. >> And I adjusted the progress monitoring calendar which you guys accepted was every month has got a reporting so we don't have any gaps, >> right? I would love to say it's going to go back to a 16, but your board president dropped the ball last month and we did
036not perform self 45 days prior to most recent superintendent evaluation. So I take full responsibility for that because people want to do it. So I will I will be more cognizant of that in the future that any other questions or comments on item four or objective four. Moving on to objective number five. We were at 15 and previous quarter quarter. I think it's up again. We adopted the different insurance calendar. Correct. >> We did. And we also edited the board's regularly scheduled meeting agenda in three days prior to or during the meeting in one of our >> in our I believe it was our >> Yeah. >> So I do think that we dropped down to a 12 on there. Um but I feel like we could be back to a 15 by next quarter.
037>> You think we're at a four? Now shoot the catch accountant. Does everybody agree on that? >> Are we in agreement that we can get back to? >> Yes. >> All right. Um, moving on to objective number six. We were at a six. Um, you have any question comments on this one? >> I think because when was the last meeting? >> It was in September. So, I feel like for this quarter, >> it was September. >> I feel like for this quarter we would be at a six, but for next quarter we will be at a two because we did our that community meeting 12 months. Okay. Any questions, comments, concerns on that? I got sticky notes. >> I know. So, with that, um, do we agree that all board members have adhered to the
038board guard rails in the last quarter? Our board guard rails are operate without a statement of ethics which includes conflict of interest, unity and preparedness. Operate below the proficient level and any of the legendary governance objectives. Operate without engaging in continuing education and training which includes both effective governance statutoily required responsibilities. >> Right. We knew that community engagement was going to be a huge lift. Um, but I think that we can do a better job at attaining that. Um, personally, you guys saw at the last meeting that I wasn't put there some more responsibility for that. Um, Anna has said that there's been a lack in questions some months for response in even receiving the packet and saying that there was no questions. So, just a reminder to board members that if you have them
039through the packet um to respond that you just don't have questions and then she post that going forward that you read through everything and know what's going on. Any other questions or comments on that? >> Um is there anyone that doesn't agree with these third rounds and think that we need to make changes? I agree that we need ourselves to that level as well. Um, madam, do you have the tallies on those two columns? >> I didn't first. >> She was going to ask me obviously. I'd be very proficient at battery. >> How are your time tracking skills? >> Sue, do you have any input on our board self-evaluation? >> Um, you guys are doing a really great job. I really love listening to your conversation and how you guys are collaborating on all this
040work. The two notes, excuse me, the two notes that I made, one is on objective four as you're setting your target. Note that under advanced, the last item, consider superintendent performance as indistinguishable from system performance by evaluating the superintendent only on results and progress toward the student outcome goals and guardrail. student outcome goals and superintendent guardrails using information on monitoring reports according to the monitoring calendar. My recollection is you are phasing out that more objective instrument and put leaning to over time put more weight on your student outcome goal and guardrail aligned instrument and that that was about a fiveyear phase out. So you may not get too advanced for a couple of more years unless you accelerate your plan on your process for your superintendent evaluation. The other thing that I noted was under
041objective six under novice that the board has a two-way communication system in place where the board members at least once per year listen for and discuss the student outcomes and the superintendent goals. Basically that is you letting the community know this is what our goals are, this is what our progress is and hearing from them on their vision and values. Um so that when I look at your objective six actually when I'm looking at any of the objectives as you have already noted the one thing that would be sort of your last big bucket of implementation would be to to develop what does that two-way communication system look like right are we going to do it once a year do we want to do it more than once a year but starting with at least
042once a year and as Monica said, whether five people show up or a 100 people show up, getting a start on that and establishing a practice and then figuring out what works because you can always modify it over time if you're not getting if nobody shows up at all or if you get some feedback that hey, if it was at this time of day instead of at that time of day, that would work better for people. But to to have a start would help you in in several of these bases. And I'm happy to support you on developing that plan. whoever wants to to dive into that, >> you know, once you get those results instead of me sending them out, it could come from the board because we kind of talked about that and
043putting it in there. >> Yeah, >> the key word there is two-way communication, right? not just how is the board communicating out to the community, but what does it look like to hear back from them? Whether that's an a meeting or maybe you're sending it out in an email and have some kind of a form that they fill out if they're interested. But the idea is it's two-way. You're sharing something with them and you're hearing back and there's a process to hear back from them. We can >> it's it's more intentional than just let us know, >> right? >> Yeah. Like we can like you email that out or what to the parents. We could do some attach some kind of a survey to it or something then you know see feedback or questions answer.
044Um, if I if I may add, there was a district that did something online and even my own district when we did it obviously were much much bigger. But one of the components in addition to in-person meetings that given our size were actually very poorly attended. We actually just put out a video where we had a video, but then there was a form that people could give out. you know, we're we're explaining what all of this is and then a form that people could submit their feedback and thoughts to. The idea here is that the board is on a regular basis listening for the vision and the values of the community because those can change over time and you don't want to miss that. Maybe there's there's a goal that you might want to add
045at a future point because you're hearing a lot of conversation from your your community on we want students to know or be able to do this thing. Um it might be a subset of being choice ready. Um, and same with community values. And if you're not listening regularly and if you haven't communicated to them what you're already doing in this process, you're you have run the potential of missing something that maybe should be a guardrail at some point. Any other questions, comments on the board self evaluation? We're on the agreement on those. Okay. So, I'm looking for a motion to approve the quarter three board self evaluation. Make a move. Do I have a second? Seconds. All in favor say I. >> I. >> All same. Motion passes. Say abs. Uh, moving on to item
046three, our consent agenda. You got everything that you needed in the packet, the opportunity to ask questions. I'm looking for a motion to approve the consent agenda. Ros motions. Do I have a second? Seconds. Uh, Shannon, can you call the RO? >> Hey, Kelly. Brian sireers absent. Sheila Nagel, >> yes. >> Ryan Rosen Doll, >> yes. >> Monica Hebach, >> yes. Motion passes 40 absent. >> Uh, moving on, reports. Item four. Everybody have that for information only. Um, item five, items for discussion with possible action. We have none this month. Um, any other any other business for the good of the order? Uh, future meetings are regular meeting Tuesday, December 16th, 2025 at 7 a.m. I believe at that meeting we'll have the final survey to approve that day. >> Remind me again what their
047name is. >> Uh, school perceptions. >> School perceptions. Um, and then our regular meeting in January is on Tuesday, December 20th at 7 a.m., 2026. Yeah. Pretty well. All right. Anything else? All right. I will adjourn the meeting at 7:44