001Yeah, I already went to my two games. We had to watch them without a quarterback. It's rough. >> We will now call the meeting to order. Please stand and recite the pledge of allegiance with me. >> I pledge allegiance 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. [Music] Okay, our first item is approval of consent agenda or addition and removal of consent agenda items. Do we have a motion? >> Madam President, >> Vice President Schwarz, >> I move to approve the consent agenda as presented. >> Thank you. Do we have a second? >> I'll second. >> Second by Mr. Wilkey. Any discussion? Hearing none. All those in favor, please say I. I.
002All those oppos. And I do believe we have we are recognizing a few students. I'm not sure if everyone is able to read this. >> Can you see it? >> Five students from DHS that were um assigned to the uh youth commission for Dickinson, city of Dickinson. uh city of Dickinson seeks their guidance along with other high school students in the area on things that uh may impact youth in Dickinson. >> Is it a total of 12 students? >> Yes. Y >> All right. And congratulations to all of them. Thank you. Our next item is the approval of tonight's agenda. Do we have a motion? >> President, >> Mr. Seeks, >> I move to approve the agenda as presented. >> Thank you. Do we have a second? >> I'll second that. >> Second by Vice
003President Schwarz. Any discussion? Hearing none. All those in favor, please say I. >> I. >> All those post say nay. Motion carries. Our next item is our superintendent report. Dr. floor is yours. >> Thank you, Madam President. Well, first it's uh national principal week or month and I so I tried to pick a few things that you know they've had an impact on and last month and um it's probably immeasurable the impact principles have on students. um you know not just the big picture but the individuals and so thank you to them for all their hard work. Um it's not not an easy job but it's a rewarding job. Um some neat things that happened last month and I so I just went through this but uh we had DMS Constitution Day on September 19th
004where they also celebrate first responders and what happened on September 11th, 2001. Uh probably one of the best ceremonies that I've ever had the opportunity to go to. I didn't get to go this year. I was out of town, but um they just do a tremendous job, the the staff in those buildings of making that happen. American Legion was there uh along with first responders and I'm sure the National Guard was there. So, cool stuff. I went to hiphop for uh Hope on September 12th at uh Heart River where we had some uh individuals come from out of town and and use music and uh movement uh to inspire kids to make good decisions and and be good people. and uh it was kind of fun to watch. I had the wonderful opportunity to guide
005Mr. Wer's career in government class uh uh he has a class specifically where they look at different options for careers in their future that are related to government and one of them is public education. And so, um, we usually start at central office and I tell them how boring my job is and then we go over to, uh, ECP as an example and Berg Elementary and, uh, it's just fun to watch high school kids interact with, uh, young kids and teachers and ask them about their job. I think the highlight this year for me was uh we were at uh Optimus Park with Rhinestone Rhonda and an ECP class and uh read a book and those high school kids really interacted well with the young kids. So that was fun. Um DSU Bluehawks, thanks to
006Coach Stanton, they've been in our elementary schools and recess, uh helping out, playing with kids and being great role models. We're blessed to have DSU in our community and I'm just so grateful for the work they do for us. Our booster bash on September 4th, if you weren't there, it was windy and cold, but it was uh it was crazy the work or the amount of people that were there. Just amazing. Uh and then um last week on the 26th uh fifth grade explorer or two weeks ago, fifth grade uh explore careers day at the BAC was pretty neat. It's amazing the community comes together and um I was there for the helicopter liftoff and kids were excited and it was just really cool. So a lot of a lot of great things just one
007month that happened in our district. So just grateful for those things. So that's concludes my report madam president. >> Thank you Dr. L. Any questions for Dr. Luton? >> I wish we would have known you were hip hop or hope. >> Well that was Mr. uh muffly and he was dancing and it was entertaining. >> Thank you for your report. >> Our next item is our business topics. Our first one are schoolboard goals and we have principles Wiler and Patterson here today to report. Welcome. [Music] You can go to that first. >> Okay, perfect. And if you'd like to control it, you can certainly turn it on. Well, >> uh, good evening. We appreciate, uh, the time today and the opportunity to present. Our team is going to go over some, um, beginning of year
008assessment data, um, and then talk about some other topics tied into what we're seeing in the our our data here. So, on that first slide, um, a couple highlights, um, they're not shaded up there, but the very last column, the 1.5 and the 1.4, four. Those are um directly tied to schoolboard goals. Um so we're going to walk through some of those steps. Um but I wanted to highlight that piece. They'd be shaded if you had the uh the handout. Um and then the second piece, we had this exact same conversation last fall. If you're if you look at the kindergarten data, we really highlighted how how low that kindergarten data was at the beginning of the year. Um and then now we're circling back and we're kind of saying the same thing. It's a
009little bit lower um for that beginning of year assessment data. Um but that beginning of year is really just our baseline. Um you know students are learning school expectations um how to be a student again. Um and then it there's not a whole lot of explicit instruction done. So it really just gives us a student at right now. Um but it does allow us to identify needs and then plan some targeted supports early in the school year. Um again it it reflects where the students are um which that first data point for the year and then we are able to see their growth as we go through the year. Um one thing we wanted to walk through though as you look at the first three indicators up there um you'll see it's kindergarten first and
010second and just explaining that progression of of the learning goals leading up to that second grade um schoolboard goal there. Um so in kindergarten that focus measure is that letter sound fluency. Um so what that 21% tells us is that 21% of our students at or above benchmark of their phmic awareness and early decoding uh decoding readiness. Um and then once again we're back toback years of just seeing uh students entering kindergarten below the expected readiness levels. Um after that letter sound fluency then we shift to uh decoding in in first grade. um to coding profic proficiency reflects the students abilities to connect letter sound knowledge to reading a real um and nonsense words. Um and how we use this is that targeted phonics instruction um becomes a central focus of our tier one and
011two tier tier 2 supports uh to help those kiddos in the classroom. >> And as you keep looking at that progression of skills like Mr. Patterson shared um obviously we have our board goals but we have to start down at the kindergarten level and how do they all build upon each other in those foundational skill pieces that our dibbles assessment is really focused on. So when we get to second grade um you know we've done that letter sound fluency in kindergarten we've done the the coding in first grade hit really hard on those now we move into for second grade really that reading accuracy and reading fluency. So when we're looking at students that are are at or above benchmark, they demonstrate that strong application of those decoding skills connected to the text that they're
012reading. Um, and then as we continue thinking about what's our instructional focus look like in terms of that and how do we continue to support second graders now that they're moving away from some of those foundational skills in isolation and really um showing the application in their text. we're focusing on some of those repeated readings. Um, again, decoding of that nonsense words because we're working on that fluency piece and then that accuracy practice and building that automaticity and that comprehension begins to happen in a readiness sense at second grade. Um, and then if you continue looking at that progression, we move into third grade, which again, the focal point is that reading accuracy and reading fluency. But at this level, when we're thinking of students that are at or above benchmark, they're really demonstrating that
013proficiency and applying now those foundational skills to more complex text, which then leads us into our upper grades. Um, and we're really working to ensure that our third grade students at this moment in time are thinking about not just learning to read, right? We're hoping that all of those foundational pieces in K12 have really set our students up for success to be ready to learn or reading to learn. um which requires that strong accuracy and that strong fluency. So I think even last year when we presented we really focused on those foundational skills of that decoding and we had high accurate readers. Again, we should see that progression move forward with our kids as they move up the grade that now we can focus more on some of that fluency because that accuracy, we've sustained
014some of that, which is nice to see. In thinking about um what are our schools doing in terms of instructional actions and practices that we put in into place um as this is our baseline data for this school year, really looking at what are those tier three intensive supports. So focusing those interventions around those foundational literacy skills such as like in kindergarten they're focused on some of those high utility letters um for sound and letter and sound recognition decoding of those nonsense words and then working on some of that repeated reading. So, not always those cold reads, but as we um help our students become more fluent readers, they'll read a passage on Monday and maybe three times that week read that same passage and score themselves on how many more words did I read
015in a minute um to build that fluency and that accuracy growth with our students using some of those decodable texts. We've been intentional too at our elementary schools with how we're communicating with families. So, really bringing in that that family engagement piece. We're one part of this, right? Our families are another part. So, how do we continue to bring our families into understanding and having that knowledge of what we're doing? So, families are receiving um updates that are centered more around some of those specific learning targets. Um like when I referred that if we're doing high util utility letters, well, that seems like an educational knowledge of words. So, how do we help our families know what are those letters? There's a specific sequence that we teach in kindergarten. So helping our families understand that
016you don't just start at A and go to Z in that order. There's a reason behind and a science behind why we teach certain letters. So communing those communicating those with our families as well as helping our families understand the progression. So we just shared a little bit about our progression of how we're going to meet these goals. We're working harder at an elementary level to help our our families understand that progression of learning and ways to reinforce those skills at home. When we think about our professional learning community communities and how they play a role in this data districtwide, um they're really centering their short-term goals around some of those phonics awareness pieces and nonsense word fluency. And then that ongoing reflection and data analysis that helps guide our instruction and helps us provide
017in the moment interventions in a timely manner. Um then another piece of this too if we're thinking if we're reflecting back on that kindergarten day that 21% um for this year um is is how do we reach those kiddos before they get to us? How do we help support almost our our incoming future students? Um and we had a good opportunity where um we were awarded three legendary learning grants for all of our elementary schools and it's really targeted for those that demographic those students before they get to kindergarten um just based on the trends that we've seen. So, um there's some family involvement there. Um but really targeting a big need that our data is is speaks loud and clear on of what can we do to help build those literacy skills um before
018kindergarten to ensure those students are a little bit more prepared for the kindergarten rigor and academic um standards that they need that they are held to. Um these grants target early learning from birth to age three. Again, they they strengthen the literacy children uh in children the literacy skills. Um and it's nice because it benefits all schools. three elementaryaries were awarded, but we can really benefit all of our schools. So, it creates that systemwide approach um to early reading success and then hopefully with the outcome of long long-term student achievements. >> And as Mr. Patterson shared, this is our, you know, beginning of the year Dibbles data. So really, this data provides us a clear snapshot of where we're beginning for this school year, looking at that. But more importantly, it helps drive our strategic
019action plans on what are we going to do from this moment um and the rest of the school year with our our kids coming in dayto-day and how we follow this progression of learning that happens. And we feel confident as an elementary team that with intentional instruction, targeted intervention, and that strong family partnership that we just shared about that we're we'll see some steady growth across this school year in all grade levels towards hopefully meeting that 2027 goal that we're striving for. So, we feel really good about where we're at and coming into this year. Even though we shared a little bit about we've got our incoming kinders still below the mark, um we feel we have some solid things in place and really put some strategic actions in place to see some good growth
020this year. We're excited about this part. Thank you. Any questions for Mr. Patterson and I around Dibbles? Any questions for the board? Quick. Um with Head Start, how many do we know how many of our incoming kindergarten students participate in Head Start? random question, but I just don't know and I don't know if are we and I don't know enough about SRA research, but are they they work on some of that? So, in other words, is that a place that they could do some of that that that could come in? Is that such a small number? Would that even make a difference? >> I I'd rely on Miss Bishop to give us a little bit of an educated form uh conversation on that. So, Head Start, I'm not exactly sure what their numbers are sitting
021at as far um as incoming kinders, but I know if you look at ACP and Luton and I had a conversation a couple weeks ago, um if you look at ACP, our kinder students going in, we're at about maybe 50 ECP students going in. So when you look at that whole kindergarten number that is not even close to touching it, right? >> And so our conversation was how can we get it out that um preschool is very vital. >> Sure. I appreciate that. Thank you. >> Any other questions from that? Uh Miss Bergland, Miss Le, and Miss Francis now to cover the NBA plus. Thank you. [Music] >> Oh, sorry. Miss Francis is with Mr. Brand. [Music] >> All right. Well, thank you for having us. Um, this year we started our NDA plus interim.
022So when you look at the goal that we are looking at um you'll notice part of that goal the percentage is from the NDSA which was which was our North Dakota state assessment um that was given up to the spring of 2025 which was when it changed to the NDA plus um summitative assessment. So the assessments that we started our goal with is now different um as we move forward. So with that in the fall of 2025 now we gave the NDA plus interim to all our students in grades K through 10. So when we look at the percentages that we see up up there those are our interim assessments. Um you'll notice that there's only a goal in the third grade um part of the slide that you see there and that's because that
023was based on the assessment that we had started in 2022 when we started our goal. So, as we learn more about the NDA Plus, we will be able to see if we are on track to meet the current goal of that 55% or if we'll need to reassess um as we learn more about it. When we look at what's tested on in the NDA plus um the students are assessed on foundations of literacy, comprehension, and text analysis at the grade levels in the elementary. Um the interm assessment is given as I said for grades K through 5. Um in K through two they work at look at getting the same questions for all of the students and then three through five have different questions but they're on common standards. When a student comes into the
024grade level at the beginning of the year um we give our intu assessment in September. they'll just have started the grade level and they're assessed on the grade level standards for that grade. So, if you're a fourth grader coming into fourth grade, you've had a month of fourth grade, you're assessed on fourth grade standards. So, you know, a month's worth of work um and knowledge as the students progress in that grade level with that. then they'll be learning more at that grade level and then obviously we will see hopefully that progression of the knowledge that they've learned. Um so from this data because it's very new to us we are learning as we go. Um but with the data we'll continue to to provide HRS level 4 a guaranteed viable curriculum in all our schools
025and monitor our essential standards at all grade levels using our district resources. um CKLA, Heaggerty, 95 core for tracking our tier one student learning progress and then also providing those tier 2 and three interventions. Um we have intervention time built into our master schedule so that we can provide those timely interventions. And we also have some programs um we use N MClass UFly West Virginia phonics just a few that we use at those tier 2 and three um intervention levels. And as Tracy had said, this is a new assessment system, but now it's kind of nice because it's aligned. Um, and it it's a one snapshot of where we're at at the beginning of the year. through our PLC process. Um each grade level team um at all schools we make short-term smart goals and
026we're really trying to be intentional on um what we're working on and the students know exactly what areas to work on and we're hoping that we see that growth when they take the next interim at the middle of the year. So I know they talked a lot about with dibbles um that's what we do within our process is we progress monitor that. So, you know, in K1, you really look look at that phmic awareness, nonsense word fluency. Then in grades 2, three, you hope to progress to you might still have some nonsense word fluency, but you're starting to look at your oral reading fluency. And then four and five, it's that oral reading fluency. So, um, those are kind of the areas. So, if you have if you're looking at third grade and you want
027to make a short-term smart goal and you're looking at your dibles data and there's still kids that are in the red in that nonsense order quency, that's going to be where you want to be intentional and really focus in. So within your current practice, you might incorporate just short um stance of time where you practice those things to hopefully grow because those are the areas they're not going to be able to be fluent if they can't do those things, right? So, um, building on that and, um, just within what we're doing at Tier 1, being really tight, um, with our resources and our time and utilizing our time the best we can and aligning, um, the interventions that we're doing to help support that, then we're hoping we will see the same results and that
028growth and progress with our intern results. Um, and then all of these literacy skills, um, obviously they help us to become a better reader and that, um, leads to being choice ready as they move into middle school and high school. So hopefully we'll see those results by being very intentional. >> Any questions from the board? >> Quick clarification question. Sorry. the ND plus. So the test is to in the fall um I mean the let's just like so if you look at second grade for instance it'll say the percentage of second grade students on track to meet end of year grade level expectations. So is that in other words it's kind of priority test. So they say by the end of second grade we expect kids to know all this information. this many kids know
029as much as they should at the beginning of the In other words, you mentioned the um how's the timing of that work? In other words, what does the orange track mean? I mean, is that >> So, there's three different levels um in K2. And so, if you look at they have a scale score and then it says like level two, but really there's actually a Lexile range that they say level two you go halfway through and about halfway the top half of level two and level three are considered to be on track. So, if you keep learning and progressing at the rate you're supposed to, then you'll be on track to be um proficient by the end of the year. So that's and then there's five levels for grades three on up. So then they
030would say halfway through level three. So the top half of level three on up you would be considered >> okay >> proficient. Thank you. >> Or on track I should say. Sorry. Any other questions from the board? >> Thank you. That was great information. And we have two more. >> Uh so the middle school just kind of piggybacks off that four and five grade levels. um maintains the same with the same levels that they have. So the data that you're looking at um would be that sixth grade, 7th grade, and eighth grade reading data. Um some things that we're we're not necessarily implementing anything new this year to try to um impact that data. Instead, just getting really good at the things that we're already doing. So last year we started to implement uh literacy
031standards into all classes um without finest math as a focus. And so this year we're going to continue on with that with the importance of kids have to be able to read in science and social studies and pull information out um in their encore classes as well. And so those literacy standards are embedded. Uh we used a writing revolution book study last year that all staff was required to be a part of uh that just circulated through those PLC's that gave good strategies and best practices and teamed with an ELA group to help do some of that co-grading and continue to implement those standards that they are scored um in all of those content areas. And then some of the elementary mentioned too about that tier three support. So we'll continue on with that tier
032three support in uh the three I've identified three different areas in the middle school that we provide that to. So that's in addition to so a student does not lose the opportunity to be in that tier one class. They get that support in addition to tier one um instruction. >> Yeah. You got a question for me? >> Any questions? We don't have any right now. >> Yeah. Um so similar to K2, they have three three scoring levels. We have three scoring levels in the high school for interim assessments, too. Um you know, as Cassie said, they're not doing anything differently from a academic standpoint, how they're supporting their their students when they they're looking at their assessment scores. This is the first year we've given the NDA plus assessment, the interim at least assessment. And
033so our our scores are kind of a benchmark in what we're looking at and moving forward from there. Um when we looked at our NWDA testing data and we looked at where our 9th and 10th graders were struggling, a lot of it was with identifying main idea and key points. So we've worked with our instructional coaches on providing time for them with our with each content area and developing some literacy related content area instructional strategies for for each content area within the building. So, we're carving out time during that PLC time for our um content areas to work with our instructional coaches on that. Um really they're focusing on vocabulary and then annotating. Um we found that that students who annotate actually take notice of the things that they're they're reading and um things they
034want to learn more about. Um helps them think more about key main idea and key points. Some of the lit literacy skills that we're trying to build towards, especially from a choice ready standpoint, center around deciphering meaning on standardized assessments. You know, once you get into high school, we're we're taking ACT, work keys, ASVAB. Um, and so trying to find meaning in the questions that they're being asked is important and then identifying main idea and key points in those questions is obviously important to being successful on those tests. Um, skill building towards college, career, and military readiness. uh critical critically thinking about what you're reading and what that means and then being able to discuss that within groups and then translating what you've read um into writing is also a key part for for our
035high school students. Um so those are some of the things like like from a tier three standpoint. We've established tier three for our ninth and tth graders, but I think we can improve on that and do some things differently from a actual class standpoint and implement our tier three instructors a little bit better. So, we're looking at that, too. Um, those are just some things that that we're doing as a high school to to improve our literacy scores. So, I'm happy to take questions, too. >> Any questions from >> I think it's so new, we don't really know what to ask quite yet, but I think intentionality by each group, you guys have all mentioned that. I think with that, you'll see the success we're looking for. Thank you for your report. >> Yeah. Thank
036you. >> Our next item on the agenda is our summer building and grounds update. Assistant superintendent, Mr. Dennis, [Music] >> Madame Chair, members of the board, uh we have just completed a pretty busy summer. Uh we uh some uh highlights from our uh summer uh maintenance. Um as you know, we had three elementary projects or were part of our bond uh that we passed. Those three uh projects have now all been completed as of this summer. Uh all three of those elementary projects were completed. uh we were able to uh use some grant money uh to to help our our uh facility budget go a little further. So, we were able to utilize about $130,000 worth of grant money as part of our uh upgrade to the Roosevelt Elementary School. So that that was certainly
037helpful and something that uh a benefit and a blessing to being a part of a great community. Um we we had about probably 30 to $45,000 of concrete work that uh that was either donated or uh part the uh city as a partner was made uh possible for us which helped our dollars go much further. and and I I'd be uh I'd probably be I don't know what the word is for it, but it would it would be wrong for me not to acknowledge the the great supportive community that we live in that that made some of those projects possible. With that, uh we we spent approximately $1.7 million uh this last year in uh in projects. Uh some of the large projects uh as you know our Hart River project that included a redo
038of the roof as well as the siding um uh is now near completed. We're we're having final conversations about punch uh lists on on that project. uh we did uh uh our Hagen uh gym roof was also a large project that we completed and then probably a list of about a dozen smaller projects that we completed across the district. Um that's our that's the report of our summer maintenance projects. I'm open for any questions. >> Any questions for Mr. Harris? >> Thank you for the report. I know people stop me and they talk about how great each of our schools are looking. So, thank you for putting the time into that and for providing the report to us. >> I hope you have more people stopped here. That's much better than uh the alternative. >>
039Good things. Thanks. Thank you, Mr. Harris. Our next item is the student mobility report and that would be you, Mr. Harris. Yes. again. >> Um, as you're aware, uh, we have an interesting dynamic in our district, uh, that it's kind of been a tradition where we have about just south of 25% of our students that we start the year with, we don't end the year with. So, we have a a pretty uh high mobility rate within our district. What's interesting about that is as a general rule in the past, we've almost went one for one. Uh when we have a student lead the district, it seems like we always have one come in and it's always very close uh um that we replace everyone that we have leave. This year, uh, we have a little
040bit of a different report. Whereas we still had about a 25% just shy of 25% mobility rate, what we did notice was we had about 144 more students leave than came in. And so when we take a look at our overall student population, that's uh that's a trend that we probably want to keep our eyes on. Uh when we talk about that trend, one one thing that uh caught my eye, 91 of those students, so about 25% 20% of those students who left our district chose to leave to be homeschooled. That's also something that we probably want to be aware of and keep our eye on. How can we reach out and and communicate and work with that population of our community that is choosing to take their kids home to educate, but about 91
041kiddos left our district but didn't leave our community. They just chose to homeschool those kiddos. Um, an area of interest on our incoming population, we had students that speak 13 different foreign languages that moved into our district. And those included language from different African countries. They included language from the Middle East. They included languages from South America. We've had uh from uh Eastern Europe. Uh so it's it was 13 different languages of those students who moved into our different uh schools uh were spoken which is an interesting opportunity for us to to meet the learning needs of those kiddos. Uh, another uh interesting statistic when it comes to mobility that that I thought uh was maybe worth noting uh tonight, 125 students didn't leave our district but did transfer buildings. And so within our district,
042we had a a pretty high mobility of students within our district. And whether your your kiddo comes a new kiddo comes to a new classroom from outside the district or from within the district, much of those transition challenges that that kid and our staff face are the same whether they come from within the district or uh from without the district. So um 125 kiddos that uh and then they of course would have been the majority of them would have been elementary kids. So that would have just been in our K5 student population. >> I'm open for any questions. >> Any questions from the board? >> Quick comments. I'm on the Ruff Rider area career tech center. It's a group of board members that serve the small class B districts in our area and they that
043last meeting was brought up quite a bit that that homeschooling is affecting all those as well. I mean, at least the ones that spoke up. So I don't believe that's just a unique to Dickinson situation but more across our area perhaps. >> Absolutely. And with with societal trends um I think it's something that that may continue. I I think it's something that we do need to pay attention to and address um at least at least how do we partner with and and uh address that reality that that seems to be occurring. Any other questions for Mr. Harris? Thank you for the report. Let me >> just ask Mr. Harris just to stay because he's he's on deck, too. >> Oh, he is. >> Yeah. After me >> after Okay. >> Yeah. >> Our next item
044is our superintendent's eval formative evaluation. And I did you want to speak to that? Yeah, you guys uh normally we will send out that that link or the board president sends out that link, not me. And then she asked them to be done by Right now it says Friday, October 24th. >> It has to be on the November uh board agenda that you critique me. >> And that has been sent and I'm currently working on that. >> Our next item is our self-funded health insurance committee update. Mr. Paris, you are. >> Yeah. Uh again, last uh this past week, we met as a self-funded committee and took a look at the recommendations of Brown and Brown. Brown and Brown are kind of our uh consultants that we use to to track our insurance usage and
045make a recommendation uh for how we can move forward uh in a in a judicious way. Um after listening to uh the recommendation from Brown and Brown and uh and taking a look at the data, the committee uh made a a a recommendation that we uh continue with Blue Cross Blue Shield. uh with just a slight variation. Uh we want to go with a renewal with a net result which just simply means that instead of looking at the medical side and the pharmaceutical side separately, we bring those two sides together and look at it as a complete picture. And then uh the other thing that that committee took a look at really carefully was how do we continue to be good stewards of that uh tr that uh insurance fund that that are that we
046try to carry to make sure that our insurance self-funded insurance program stays solvent. And after taking a look at all of those things, the recommendation is as as you'll see on the uh suggested motion uh later in in there, but it's to stay with Blue Cross Blue Shield uh transition to a net results uh policy and then uh with a 6% uh increase uh to our rates, which is uh uh over 3% better than what the rate increase was last year. So, we're overall we're pretty pleased with with uh where we're at with our insurance. Happy to take field any questions on on that. >> We do not have any at this time. >> Great. >> Thank you, Mr. Harris. >> Our next item is the update on the Dickson Height rebuild. >> Yeah. And
047I think there's a projector. We'll have a screen here. Uh first page is just a rendering of the high school. Little bit of a adjustment there. This rendering is old and it doesn't have remember we returned back to that uh adding egg nine. Uh now we don't have to send them up to the north campus and we're out of space really anyways up there. That saves us money. But that goes right behind that auditorium. So it kicks that out a little more. And then with that grant and some other dollars, we were able to add a few classrooms on the academic wing on the west side. So through this, you can kind of see the stairwell, there's an additional uh section of CLA or additional classroom uh first, second, and third floor essentially uh up
048on the west side of that. So if you turn to the second page, uh just kind of an overall some key points right now. complete project 22%. Uh structural and miss simultaneous steel is at 60%. It's north of that now. Uh and the uh interesting thing pre-cast concrete's 96% done. Uh but it's not all here. But if you go there right now, you'll see that auditorium. They're starting to work on the different elevations in there. There's some pictures uh here later. But uh we're we're we're working on that right now. We'll wrap ourselves. We'll finish that building D part that area D part then we'll move which is the auditorium music and egg and then we'll move on to the academic wing. Uh if you move to the next kind of the big part just
049want to outline is the roofing part. Uh we will be able to uh re-roof the part of the gym or part of the building that we're keeping. So that 97 edition, uh, we're working on fixing that, but then next summer, uh, we'll actually, uh, be re-roofing that part, which is in dire need of it. Uh, the next page, you can kind of look uh, and we're even further along than that now, but that's the auditorium and the music area, and that is west looking east. If you flicker on to the next page, you'll see a wall now dividing that. It looks smaller than it is. uh just like kind of the academic wing. I know Mr. Harris and I one day were looking at it and we're like we should go step that off. We
050don't think it's wide enough. Uh but it is uh engineers and architects are smarter than me. And uh um so the right side is essentially your music. You see the hallway there and then the left side is the auditorium. If you turn that page, the next page you're just looking uh at the auditorium wall from the outside. Uh the following page is interesting. You're starting to see they got decking on the first and second floor. Uh that's the academic wing. So uh that is looking from the north uh west looking southoutheast at that academic wing. You flip the page again. Uh interesting. I was over there today. We have three cranes now. There's literally three cranes moving uh uh structural steel and pre-cast. So it it takes a a great uh orchestration to make that
051all happen. So uh they're just putting structural steel there. You kind of see uh that's the academic wing. Uh the next uh is just showing the decking of that academic wing. So this is the bottom floor of the academic wing. You kind of start to see, you know, what it's going to look like. That building really uh will start to look uh longer now uh as you get that decking on and you're on each floor. Uh, and then the next page just goes over uh the next few pages aren't aren't as important. Those are just uh you've seen those before. So, a couple other updates maybe. Uh, as they finish that or that band and then that that uh uh uh auditorium and egg area, they'll move to the academic wing and that'll probably start
052in about a week and a half. Once that happens by the middle of October, end of October, you're going to see most of the pre-cast done. Um, so that that'll be exciting. A couple things. I know there was some worries with lighting. Uh, we are aware of that. Jun, to their credit, the next day they got out there and started putting some lighting in that parking lot. Obviously, it's not as good as it will be when we're finished. Uh, but they got that done. Another thing that was brought was um the yellow building. Obviously, we still have to use that. Um the sidewalk out there, we got some classes going on. Uh they were meant to pour concrete already for that sidewalk. Uh some stuff came up with weather and and crews. I talked to
053uh J Dunn today and they're looking at either Friday uh or more than likely they'll wait till it'll be when we don't have school the following Thursday and Friday for conference. uh as it's not easy to put forms up and rebar and concrete when you have students using that area. So, more than likely it'll be next Thursday when we're out. So, it'll have a chance to cure then, too. So, uh still waiting on that yellow building as you know. Uh that was budgeted to be skinned and uh some minor updates in there. Uh looks like we might be able to do a little more than that, but we're still waiting on some final numbers. Uh we will uh put that west parking lot in uh the yellow building. We know that uh uh girls wrestling's
054out there right now. We know that we need storage room for facility operations. Um we know that we need storage. We knocked down uh our football storage. Uh so we're really just um holding back uh and slowing down to go fast maybe just to make some good decisions. So, uh, hopefully by the December, January, we'll have more knowledge of of what that space looks like. So, I'd entertain any, uh, questions from the board of the president. >> Any questions for Dr. Luden? >> Okay. Thank you, Dr. We. We will now move on to our action topics. Our first one is our annual financial report. Do we have a motion? >> President, >> Mr. Seeks, >> I move to approve the annual financial report for the fiscal year beginning 2024 as presented. >> Thank you. Do
055we have a second? >> Oh, second. >> Second by Vice President Schwarz. Any discussion? >> It's just a report, Madam President. Sorry, that goes to DPI. It aligns with uh uh business manager Hunter's report last month. It's just in more detail and it's how they pull out all their numbers and it's reported on insights. >> Okay. Thank you. This calls for a roll call vote. We will start with Mr. Wilkey. >> I >> Mr. Orowski. >> I. >> Vice President Schwarz. >> I Mr. Seks. Hi. And the chair votes side. Motion carries. Our next item is our final budget and certificate of leaving board 2024 2025. Do we have a motion or levy? My apologies. Madam President, >> Vice President Schwarz, >> at the recommendation of the budget input and development committee, I move to
056approve the final 2025 2026 bud budget expenditures for the fiscal year ending June 30th, 2026 in the amount of general fund expenditures of 70,477,814. Capital projects fund expenditures of 46,48 $48267 debt service fund expenditures of 10 million 80,890 and food service fund expenditures of $2,200,000. >> Thank you. Do we have a second? >> I have a second. >> Second by Mr. Wilkey. Any discussion, >> Madam President? Okay, >> just to make sure this aligns with uh business manager Hunter's presentation during the budget input meeting last month. Uh the numbers at the mills that'll be levied are exactly uh what she uh proposed uh from the bud from the budget committee uh at that meeting. So no changes. >> Okay. Thank you. This calls for a roll call vote. We will start with Vice President Schwarz.
057>> I Mr. Wilkkey. >> Hi. >> Mr. Ricowski. >> Hi. >> Mr. Seks. >> Hi. The chair votes I. Motion carries. Our next item is Department of Public Instruction annual certificate of compliance. Do we have a motion? >> Madam President, >> Mr. Seeks. >> I move to approve the Department of Public Instruction's annual compliance report for the 2025 2026 school year as presented. >> Thank you. Do we have a second? >> I will second. >> Second by Mr. Wilkey. Any discussion? >> Hearing none. All those in favor, please say I. >> I. >> All those opposed say nay. Motion carries. Do we need >> to do the final certificate of money or not? >> Yep. Yeah, that was yours. >> Was that not it? >> That was underneath the >> Oh, did I skip one?
058>> There two. Well, there's actually two motions. Two motions. >> Okay. So, we did the final >> Oh, yeah. Yeah, you're right. Good catch. >> Yes. Thank you. Vice President Schwarz, would you like to make a motion? I will move to approve the final certificate of levy for 139.40 mills for the fiscal year ending June 30th 2026. >> Thank you. Do we have a second? >> Second by Mr. Wilkkey. Any discussion hearing? None. We will start with Mr. Sigs. >> I. >> Mr. Ricowski. >> I. >> Mr. Wilkkey. >> I. >> Vice President Schwarz. >> I. >> And the chair votes I. Motion carries. And we are Did we We voted on DPI, correct? >> Yep. >> Okay. >> Self-funded health insurance committee recommendation. Do we have a motion? >> Madam President, >> Mr. Wilkey,
059>> I move to approve approve the recommendation of the self-funded health insurance committee as per the attached October 2nd, 2025 committee meeting summary page with the new premiums to become effective on January 1, 2026. >> Thank you. Do we have a second? >> I'll second that. >> Second by Vice President Schwarz. Any discussion? Hearing none, we will start with Mr. Burkowski. >> I, >> Vice President Schwarz. >> Hi, >> Mr. Sigs. >> Hi, >> Mr. Wilkkey. >> I chair votes I. Motion carries. Our last item is the school board policy revisions, second reading and final adoption. Do we have a motion? >> Madam President, >> Mr. Wilkkey, >> I move to approve the new recommendations andor revisions to board policy ACCB, protection for student victims of sexual offenses. Board policy FFD, possession, possessing weapons. Board
060policy FFE, extracurricular participation requirements. Policy FGA, student education records and privacy. Policy GABA, human trafficking and exploitation prevention and awareness education. Policy GACB, patriotic exercises. Policy GAC, alternative methods of credit for high school graduation and the curriculum requirements at policy K A weapons prohibited on school property public for second reading and final adoption as presented. >> Thank you, Mr. Wilkkey. Do we have a second? >> I'll second. >> Second by Mr. Seeks. Any discussion? Hearing none, we will start with Vice President Schwarz. >> Hi, >> Mr. Ricowski. >> I, >> Mr. Wilkkey. >> Hi, >> Mr. Seks. >> Hi. And the chair votes I motion carries. Our final item is Mr. Do we have any requests for public participation? Thank you. Hearing none, meeting is adjourned.