GFPS School Board Meeting (January 20th, 2026)

001We'll call to order the regular meeting of the school board for Tuesday, January 20th, 2026. The first item on our agenda is the pledge of allegiance. Invite you to stand as you're able. Before we move on to item 1A, just a quick note that board member Joel Larson and board member Dr. Sheri Hodc are joining us by telephone for tonight's meeting. Uh 1 A, the reading of our schoolboard meeting norms, Mr. Palmino. >> Yes. Uh, be prepared, be on time, value and respect each other, exercise thoughtful deliberation and conversation, be professional at the board table when visiting with the general public, speak up when norms are not being followed, advocate on behalf of students, and keep the community in mind. Thank you. Item two, the approval of our agenda. I would seek a motion to

002approve tonight's agenda as outlined in your board packet. >> It's been moved by Mr. Palmino. Is there a second? Second by Mr. Manley, we'll take a roll call vote. >> Evan, >> yes. >> Larson, >> yes. >> Pomacino, >> yes. >> Slun, >> yes. >> Manley, >> yes. >> Flynn, >> yes. >> Kodak, >> yes. >> Anderson, >> yes. >> Burger, >> yes. >> Nine, yes. Zero, no. Zero absent. >> Motion passes. Uh, item three. These items are recommendations for discussion. 3A, the recap of last Friday, January 16th, 2026 board retreat. Uh, Mr. Bombach, do you want to kick us off? >> Yeah, President Burgerer, members of the board, um, the board did meet on January 16th, last Friday, at the First Presbyterian Church for approximately four hours to further the conversation around budget realignment.

003Um, there was it started the conversation kind of welcoming the group and setting forth a little expectation around board sets policy, administration executes or carries out that policy. It then went into really the bulk of the whole conversation was a discussion in more depth of a number of different policies. It was really a chance for board members to ask further questions, clarification on what had been presented at the last board meeting. Some of the concepts discussed there um included music music education, physical education requirements, credit requirements, low enrollment courses, uh a nursing position concept, virtual high school, uh student transportation coordinator position as well as multilingual instructional coaches, Mark Sanford administrative positions among others. Um, one point of clarification that I'll offer just before I hand it back to the group for more to contribute

004here. Uh, I want to explain a number associated with the KOD concept. That number because KOD contracts come throughout the year for this fiscal year. Um, a majority of the Kota contracts haven't been issued as most of those take place in the spring. So, when valuing that number, we looked at what we paid last year and used that. That's where the estimate of about $48,000 came into play. Um that's inaccurate and overstated just slightly. It's more like $38,000. The reason being out of the negotiations um there was adjustment to extracurricular contracts including capping some of the years of experience. So on aggregate that number changed down just about $10,000. So just wanted to um disclose that so it's understood. and on the sheet it's still reflected at 48,000 whereas the savings would actually be closer

005to 38,000. Uh otherwise President Burgerer just back to you as far as this agenda item. >> Sure. Thank you. And obviously we're going to get more in depth than in detail as we move along tonight. Anything others who were present participating in that retreat have to offer about u the highle overview uh of that time spent on Friday morning? Mr. Cleven, did you have something? >> Yes, thank you. Uh just if ask Mr. Bombach a followup, the Kota is still being funded for this academic year, correct? >> Uh that's correct. >> Okay. Thank you. Uh just something that that was kind of challenged at the end of our board retreat Friday that I just want to bring it back up to attention is the request to really look at ways to find the means to

006keep the virtual high school. And those thoughts recall were largely on kind of organizational thought that it's a new program. We're not even through the first year yet. We don't know its full positives or negatives and I think it's worthy of of keeping that intact to give us more at least one other acade academic year to evaluate it. Thank you for that Mr. Cleven. Anything else that participants wish to offer? Again, this is a recommendation for discussion to lift up for uh for our own benefit and for public consumption the uh the meat and potatoes, so to speak of of that discussion on on Friday morning. So, do others have anything they wish to offer? Yes, Miss Flynn. >> I would just say that um the board members did a good job at asking some

007um hard questions. Uh definitely had the perspective of um internal um perspectives based on emails, things like that, as well as external perspectives. Um certainly we appreciate public comment, but I also um gathered from that conversation that um a lot of this work is tasked by the administration, but also that includes principles and it was really evident that the principles have given this process a lot of extra work. Um they've been doing deep dives into various programs. It's not been easy. it has uh been hard work and they're taking the direction from the school board um to deliver uh a list of items that are uncomfortable to talk about. And so I want to acknowledge that I think the conversation and asking really tough questions um is a product of four to five months of

008their work. And so sometimes it feels like something comes on a list somewhere and we don't have all the understanding. So it's natural to question, well, did this just get thrown on there because they're looking for something? Um but our ability to ask questions and really dig into the details has helped give in some perspectives in terms of how things are funded requirements that exist academic goals be legendary goals and the thought process behind some of the conversation. So, while I think the public wants access to all of that, that is a lot of time and commitment and energy that um is not just thrown into a hat and one's picked out. It's a lot of process and conversation that we've entrusted them to do. So, I just want to acknowledge that because we did

009ask some tough questions. We've heard and brought the public perspective to to mind. I think there's still work to do. Um but just simple acknowledgement there. >> Thank you. Others we have two board members by phone. Board member Larson, board member Hodc. Anything from either of you on this discussion specifically related to the board retreat. >> Nothing from me. Thank you. >> Yes, Mr. Cleven. >> Thank you. Uh, and Miss Flynn mentioned the principles, but that's not everybody that was in the room, right? There's multi- language learner uh, director. I And now, excuse me if I get the titles wrong. Um, special education directors were there, K12 music director were there. I mean there were a lot of people in that room all of whom have deeply felt this topic for many many months and

010and doesn't mean everybody loves what's recommended but is certainly my kind of coming away from that that long meeting like we don't love it. In fact, we might not like it, but it's the sausage we got to make because we got to make a decision and it's, you know, we're it's as close as we're going to get it and kind of grudging understanding that, you know, this is the way it's going to look. Again, Miss Flynn also mentioned there's still some things going on, but by and large, that was generally the mood I read out of that room leaving on 12:30 or whatever it was on Friday. So thanks for the time. >> Thank you. Others, as you can see in the agenda, we're we're in a sense now drilling down on some more details

011as we move from 3A to to 3B as we continue this budget realignment discussion. Uh I know there's uh probably some some comments uh related to the the memo. Um you know, this this is now a second opportunity. We held a special meeting, as you know, last week. Um I just want to reiterate a couple of points uh and then the direction uh board members we can take however you would like. So just a reminder to those listening tonight's meeting one more step in this ongoing process. No action will be taken tonight. Uh, as a reminder to those assembled here and to those viewing online, the budget realignment section on the school district website has all of the information that we will be discussing this evening, including the presentation from Friday's board retreat and the

01252 concepts under consideration. Uh, I have to uh admit my age when I spoke last week about going on the website and it's the fourth tab over, I realized that most people are accessing the district website on mobile. Uh, and so, uh, gfschools.org, you'll want to click on the hamburger menu icon in the upper right hand corner, and it should be the fourth one down. So, evidently only people as old as I am uh, still use a desktop to find the site. Uh, but I do invite you all to follow along um, with those materials. Uh, again, the presentation from the board retreat and the concepts are all listed there in the budget realignment process link. During this time of discussion, school board members will have further opportunity to ask clarifying questions of building level

013administrators, directors, and administration. And finally, I would say that the school board will bring this process to a conclusion at our regular meeting on Monday, February 9th. We encourage all of you listening to continue providing feedback, whether that be via email or during our public comment period tonight. We'll also have a public comment period on February 9th. So with that, um, Dr. Brener, do you have anything to add related to the memo here before we get our conversation going? >> The only thing I would add because it's the same memo as at our special meeting last week is we uh we are in the process of updating. There's a few more questions on our website that executive cabinet, we were working through the responses and we should have those uh up and ready to go

014with within a couple of days. Thank you. Thank you. So board members, this is your time, our time, uh to to continue this conversation. So uh give me a sense of what you feel would be the most helpful. Mr. 11. >> I'm not a fan of microphones, but I am a big fan of of if we can just ask questions as they come up or because I I got one right now on top of my mind. And this was some there was some illusion to it on Friday about the school nursing position and the possibility there might be other innovative ways to fund that. And it might be premature to give specifics, but is there motion towards some resolution on the funding side of that? >> Dr. Brener, >> the the answer is yes. Um

015we're we're in conversations with the appropriate people, but that's as much as I can offer tonight. Uh it would it would provide the existing staffing with the savings as well. >> It's what they call a win-win perhaps. Sure. Thank you for that question, Mr. Cleven. Other board members, any do you want to weigh in on how you'd like to proceed with this time on the agenda? >> Mr. Larson, Dr. Hodc. >> Nothing in particular. >> This is Dr. Hodak. What I'd like to know is um if we on February 9th cut some of these positions or eliminate some of them, will that then um will we find out if um the administrative team and Brandon and them find money to fund um a position that we've eliminated, will they continue to move forward to put

016that position back in and will we be notified of that? a little tough to hear that question on the phone. So, I'll just reiterate briefly the concept. If the school board moves forward uh in whatever fashion, whatever choices to to realign the budget uh eliminate certain positions or FTEES at a later point there's funding available or an additional source. I think at times we've talked about grant funding or philanthropy. Um will we be notified if there additional funds? How does that play out? I think is Dr. Hodc's question. And if not, after Brandon's response, uh, Dr. Hodc, I'll have you rephrase. >> Yeah. Thank you, President Burgerer. Member Hodak, I would say that if the board passes a decision to allocate budgeting, they will follow that. We'll be consistent with the savings and the number

017there if there's new information that comes out. because as the list was published, not only did everybody internal to Grand Forks Public Schools become aware, but so did people outside of public schools. And so if there's opportunities to fund that, I think we'd be excited about those and they would you'd absolutely be made aware of that and we'd discuss that. But just to know the administrative direction we would take is from the board action. >> Dr. Hodk, is that an acceptable answer for now? Do you want to rephrase or or clarify? >> No. No, that was exactly what I was looking for. So that I would like to make sure that we let the board know or the administrative team know, please continue to look for funds that will support um either getting those back

018or or continuing with the purpose that we have. Thank you. >> Thank you. Other thoughts from board members related to this discussion? Miss Flynn? I um took some time to think about our conversation last week and um really tried to align that with the strategic goals and mission of the Grand Forks Public Schools. And I know that we're in a budget uh realignment process. I know that there's things that have to go. Um, and the last time I think things got a little wonky because we did sort of a red, yellow, green, and that was publicized and it's kind of, you know, pitting this or, you know, level of priority, things like that. My level of priority, what I'm really looking at is our strategic plan and our be legendary goals. And one of the

019things that is just really hard for me to continually wrap my head around is the notion of academic rigor as well as inclusive learning environments um in terms of providing intervention at all levels where we can. And um I'm I'm still struggling. I know enrichment is delivered to uh not as large of a population. and so probably could be in the category of like a low enrollment course. Um, but as far as core deliverables for rigor in academics, that one's hard for me to just really understand. Um, as well as intervention, um, specifically losing an interventionist at Trader Middle School and, um, some of the I think there was one more. Um, so I'm curious about those. Um, and then, um, I might have some other questions. Um, but we kind of left as well

020on I think elementary music, um, is sort of up in the air of we're recommending this to be cut, but we don't know how it will exist. And I think some of the things are like that, but that seems to have the biggest questions and variables like if we start or in fifth grade, what really is the impact? Has that been thought through? Has administrative met with those teachers to really understand their perspective of like how's it delivered? Travel time, when can that be in the master calendar, how do we shift that? Um and then KOD, what are the expectations of performances during the day? are they supposed to, you know? So, I want to make sure in full transparency that like we're not potentially adding on extra duties that were taking away or keeping

021some that were part of a extracurricular contract as well. So, I'd be interested to hear more about the enrichment and intervention piece, um, elementary music work. And then lastly, we talked about some potential creative ways that we're still uncovering because this process is a process. Um I'm curious if some of these areas that are being cut. Um if anyone has come forward with solutions on how to retain, we talked about one option at the a board retreat where we kind of figured out some monies with transportation. And so thank you Brandon for that. But I am a solution focused person. So I'm looking at has someone brought forward a creative solution for any of these options saying here's how we can make it work and it's not going to cost anything at zero. You don't

022need to cut it as a result of an efficiency and operational effectiveness that we found. Um because I think there's still some room for that creativeness to happen. So >> sure. I I think I took good enough notes to take these one by one and we'll see uh who has um the clarifying information that that might be helpful. Uh enrichment uh is there someone uh at the administrative level who wants to speak to that concept uh related to Miss Flynn's questions? Uh I remember some conversation about how it could be delivered in a different way, but I don't want to speak to it. So, um, >> possibly Amy B. >> Yes, Miss Bartch. >> Thank you for your question, Member Flynn. Um, enrichment would have to look different. Currently, we have two FTEEs serving enrichment

023at the fifth grade level in math. Prior to winter break, they were serving right around 33 students, and then we engaged in another round of STAR testing. And we now have qualified more. closer to 60 students will be served this second half in fifth grade math. Um they also were going to take on fourth grade math, but with this as a a potential reduction, they've taken the time that they were going to serve fourth grade to see, okay, how could we align ourselves to support teachers next year who would then be required to deliver enrichment services? So, what they're going to do is take each of the math and ELA standards within fourth and fifth grade and attach activities that would be enrichment activities for kids to engage in. That is the plan right now

024as to how enrichment would continue to occur. >> Yes, please. Miss Flynn. >> So, in terms of how that would look, I think the typical model that people are used to for enrichment services is a pull out of the classroom type thing. Would this be sort of what I know as a parent is they get together for the professional development learning days and they sort of group up the students in pods and rotate like different classes teachers or is it sort of up to each school how that's delivered? Is it within the whole classroom? >> Sure. Um up to each not only a school but then each grade level kind of comes up with a plan of how they support students. So we have some schools where the fifth grade teachers will get together and

025they'll give a unit assessment, a preassessment. They'll decide how students what needs they have and they'll group them according to those needs. They'll provide the tier one instructional services the same, right? So everyone has access to the same tier one content. But there are some groups where maybe they have the background knowledge that maybe it's a refresher or affirmation of what they know. then that group is is allowed then to go deeper right within the instruction. We don't take a fifth grade student and then put them in sixth grade standards. We go deeper kind of level four on the proficiency scale um real world application problem solving in that. So >> this is a really frank question but um I I appreciate that information. One might ask well why do we have interventionists in the

026first place then? If teachers are capable of delivering those services then why do we so trying to figure out what is the gap then that we might be losing? >> I think that what you might be at risk for deterioration would be the model of intense intervention or application. Right? the amount of focus that our two enrichment teachers can give when they have the opportunity to solely pull out that group for enrichment is going to look different than when we have a classroom model of maybe multiple groups happening at the same time. So I would say the level of support would vary and my assumption would be it would reduce. I will say however in Grand Forks the model has always been pull out but that isn't the same as all schools even within North

027Dakota. If you look at May not public school for example they have a classroom at one of their campuses where parents can transport their student to receive enriched services. They have halfday services one day a week. So the exploration of those models too could be something that we take on as we go forward and try to get really creative within our budget situation but still offer a really robust educational environment or service for students. >> The next point Miss Flynn you brought up was about the interventionist. I remember having some conversation at Friday morning's retreat about how one at one school could be funded and one couldn't as it related to title funds. Could somebody lift that up so that everyone has the same information whether that's uh Mr. Baky or uh I can't remember

028who else was a part of that conversation. Um Miss Bart, Dr. Glatch, I can't remember who who lifted up that conversation on Friday. >> Yes. Uh, President Burgerer, members of the board, um, I believe uh, Chief Academic Officer Bart did, but just as we recall the conversation, really what the focus was around was title funding, and some of our schools do receive title funding and do provide interventionists while others do not receive title funding. Shraider being one of those. And so um when we supply a interventionist with general fund dollars um and the other schools at Valley or South or whatever provide um without uh with their title funds technically we would be in jeopardy of a supplant uh supplement supplant rules. And so looking more uh closely at that making sure that we're following

029all the guidelines as the uh federal laws lay out um would be important in this note. And so uh through that process we would be uh looking specifically at the shraider interventionist process interventionist. Sorry. >> Sure. >> Thank you. >> Dr. Glach or Miss Bch, anything to add to that? >> Yeah, ju just to make sure to the public the positions that we're talking about as two positions. One is at Schrader. That person teaches, as I understand it, three sections of reading, um small group strategies and things of that nature, which is the dynamic that Matt discussed. Um, in addition, they teach uh two sections of North Dakota studies. So, some of the repercussions there is that those sections of North Dakota studies will make their way back into the social studies department at large,

030which means there are five sections of social studies will be condensed to four, which increases class sizes, and then they will teach North Dakota studies on the off team. That's a model that we used to have in place before. So, it'll drive class sizes up there. um as well as for those pull out um intervention times, the burden of that will go back to the uh combination of the classroom teachers to work on more robust differentiation strategies um as well as maybe some co-eing models through our special education department and and looking at how we can build up the toolbox of our current staff. So more on the classroom teachers. We did institute the concept of flex time as you are um aware and that gives another 20 minutes of opportunities that if we're strategic

031about that we can at least retach the standards in those classes at the time. That doesn't always target the skills however so it is a different instructional shift there. Um the other full-time position is um from South Middle School and that teaches three sections of math intervention. that was a residual from when South was on targeted school support and we kept that in place for an extra um bonus time to make sure they could get off of that status with the state. Um that person also teaches two sections of exploratory classes. So in the eighth grade um seventh and eighth grade when they have a chance to select what kind of interest classes that they might want to enroll in which will drive then those students who selected those classes into other choice classes which

032will drive those class sizes up a bit as well. So that will be the repercussion there. Do >> you have a followup, Miss Flynn? >> Um I think sometimes the supplanting rules are hard for general people to understand. Um, I think a question that might arise from hearing that is, uh, how do we get around a a school that's doesn't receive Title One funding from feeling like they're they're punished because they can't supplant or whatever. And we've we've done it up until now since that interventionist has been hired. So, have we just been risking supplant rules or has there been a way where we've able to to make it work? I think that's the hard part. It's it's hard to understand what that really means. >> Yeah, great question. So, I'm speaking specifically to the

033Shrader position. Some of that um expense was allowable back on the heels of the COVID relief dollars and were strategically aligned then to to help fill skill gaps at the time. So, there wasn't any sort of crossover there. Um the sunsetting of that position should have likely occurred as the sunsetting of those dollars occurred, but there were still data identified needs for that position. And so we um looked at it and it's not it's not orchestrated or um delivered exactly the same as the interventions are that are going on for example at Valley Middle School, but it's too close is what we analyze. And so um it is the right thing to do to take a look at doing that differently. Additionally, board member Flynn, one thing to just note is every um fall I

034give a presentation on our federal title funds and and I believe one of the terms I use every year is it's supposed to be the sprinkles on top of the ice cream. Um because of the fact that it's supposed to be added on top of um the services that are currently provided within the general fund dollars. And so when we look at it, it it's really for the title funds or for the schools that are funded through title funds, it's really supposed to be an add-on to what is provided because they need that additional support to provide equity across those buildings. And so whether that's a good analogy or not, really what it is is it's supposed to be those added sprinkles or whipped cream or whatever you like on your ice cream. Um that's

035what it's supposed to be on on top of to provide additional services that other buildings do not receive. Sure, I can understand that. I mean, I think it's hard to get around federal grant dollars and funding and things like that. I think the hard part, however, is if I was a parent of someone who needed those intervention support and the answer was we don't have an interventionist because we have title one funds and we can't do it here. You know, it's like well can then I open enroll my kid into one of those schools. I mean, you know, like it gets tricky to just tell someone we can't provide those services in a way that matches that, you know. So, um I think that's just a hard understanding for people to to undertake. I think,

036um certainly we have the people in mind. Um I have two follow-up questions. um as it results to instructional coaches could because there's not a reduction in really any of that population I think there's.5 that's been suggested could they take on a larger role of intervention support and and enrichment support in terms of the oversight the resource you know one of the things that Miss Bart said was that we're losing or could potentially risk risk um you know the support resources going away and so is that something where there's wiggle room to sort of trickle down if we're not able to deliver services can our instructional coaches absorb some of the enrichment or uh intervention supports >> someone want to answer that question role of instructional coaches miss BCH >> anything is possible as we

037go through I think what we need to do is a prioritization ation of duties and look at that job description. There are some of our elementary instructional coaches who are providing interventions especially as they walk alongside teachers and they try new models. Um so I think that's always something that we can explore. I think too the support that is provided. So, for example, when we go into an MTSS or multi-tered systems of support meeting and we're talking individual students or students within a specific classroom, part of the instructional coach's job, too, is to walk alongside and say, "All right, if this child needs an intervention, what's the best fit?" The same is true for extension. If a child needs an extension, what is the best fit? So, part of their role already is walking alongside

038teachers in that way. Okay, my last question just with the specific nature of the shraider position in the North Dakota studies classes are have those teachers as part of the process meaning the other social studies or or uh classes have they been talked to about a potential impact to their schedules increase in class sizes and then um it do we do they have room? Is it going to cause burnout? Are we going to have to issue a six-fifth contract because they're teaching more? You know, what's the impact there financially? And has that been figured into the dollar figure in this line item? >> Yeah, I I can't speak to uh to conversations that have or have not been had at the building level. I I don't know that there was consultation before the recommendation was

039made. It's really going back to a a model that was in place before. Um eons ago, I was the principal at Shrader Middle School. That was the model that was in place before. And so what it did is it took class sizes of maybe 18, 19 and pushed them up to 22, 24, 25 um which was getting towards tight but still workable. Um it puts an extra load on those teachers but we were able to fit it in um most years into their um five course assignments. There were odd years where um depending on the enrollment numbers that we may have had to issue a partial six-fifth or six-fifth contract, but that really is just depended um on enrollment. So that wasn't the norm. That was more of the exception. >> Uh yes, Mr. Cleven.

040>> All right. Thank you. Uh just couple questions. These probably are directed to Miss Bart or or an administrator. But regarding the enrichment, like we got a really good kind of recitation of what enrichment might look like. Again, these are ongoing process to figure out what the end end model will look like. But is it fair to say that that delivery will will be flexible will inherently incorporate the classroom teacher and rely on the classroom expertise of the teacher to deliver the enrichment component? >> Miss Bart. >> Yes. And I think that there are some online resources such as something like bird seed TV where actually through that mechanism there's an instructor that has recorded lessons and then there are supplementary or complimentary activities that go with and we have done the work or started

041to do the work now with aligning those to each standard. So, for example, if we're learning about area and perimeter, we could use that mechanism to teach the lesson, the enrichment lesson, and then have students do more of a self-exloratory with that. Does that mean that teachers won't ever have to walk alongside or help students? Of course, they will, right? I don't want to paint a picture that this is not going to be something else on the classroom teacher because it very much is. >> Mr. Cleven, did you have a second question? >> I do. Thank you. Uh and regarding intervention, is it fair to say that intervention will occur? It's just going to be delivered in a different model. And I say this because there's been phrasing that implies there will be no intervention

042services for our children. I have not heard those words. So I'm asking the question to clarify. Intervention services will still occur. they're just going to be delivered differently than we have from the last number of years. >> Uh so we've always had and you know we uh I I pause to use acronyms again, but I'm going to call it multi-tiered support systems. It's an acronym MTSS. We talk about that all the time, which means we really want every classroom teacher to be wellversed in high quality tier one instruction. And within the realm of that, a place that we know that we need to invest some more time is giving more teachers. So some many teachers already have them, but more teachers, more tools that allow all kids, even those with learning deficiencies, access to that

043grade level curriculum. That's our ideal. We still have work to do around that area, Mr. Cleven. Um, and so that's called tier one. Tier two is where these interventionist positions lie is that we have small groups of kids who benefit from more time. That will have to look differently. There is an opportunity within the flex model, but that we're not at a place where we have the people in all buildings to teach the skill strategies. So our flex time is typically around the content standards at the time. So there's a there's a crossover there because they will build skill when they are given extra time and repetition within that. But what's lacking in that model with these positions um going away um I'll use Dr. Brener's analogy that he's used in the past is somebody

044who wakes up in the morning thinking about interventions. um our teachers wake up in the morning thinking about how to differentiate instruction for a wide array of um learning interests and capabilities and things of that nature. It's a really complex profession. It's really fun because of that, but it's complex and the planning that goes into that is is um requires a lot of thought and then those on the spot re responses to what they what they see when students are either performing or not in front of them. It's it's um that's the art of teaching. So, uh, will we have that person who's waking up every day and this is what they're thinking about specifically and explicitly? That's what we're going to be losing. >> So, it will it will look different. Um, doesn't mean

045that we're going to give up on those efforts, however. >> Okay. Thank you. And that's I think that's a really good clarifying last statement. And then lastly, just shared experience. I had the luxury and the joy of putting daughters through Shrader under the educational model that model that uh Miss Kalatch was mentioning. Kids had a great experience and it was a great environment and they learned a lot and I offer that as proof that even if we might revert some systems back to the way they used to be, those systems were still very capable of what we felt as a family were very good outcomes. So, I think it's their success there. Thank you. >> Thank you. I want to go back. Uh, Miss Flynn raised a couple of additional questions that we haven't gotten

046to yet. And and I don't know u because of your questions. Uh, Miss Flynn, if you want to um lift them up together or separately, you had a question about orchestra starting in fifth grade rather than fourth grade and clarification around KOD and what that would mean. So, do you want to just phrase frame them either together or separately so we know where to take the conversation next? There was thought or maybe direct statements made on Friday and an email that there there is a ongoing thought process of how to deliver what I will call KOD or performances still during the day and move orchestra to fifth. But the how is not identified probably more so than some of these other areas. There was also some comments made that elementary because they don't have a

047self-study or there wasn't some studies going on that there just wasn't input um and decisions are being made that maybe there's some information that administration isn't as aware of. I don't know the truth to that, but it seemed like the conversation was largely around elementary music that we don't really know how it will be delivered or what it will look like. there's more to come and I think as Dr. Galat said there have been other evidence of like a straighter model that we talked before like we have evidence of how it was previously delivered. This is one where maybe we don't and so we're figuring out the blueprint and I think that causes great discomfort. I think there's a little bit more work that can be done. Um maybe some input and so I'm just

048curious if if there is a plan on how we can get more information because it's hard to understand. Yes, we're making this cut, but we have no idea and I'm these are my words, not anyone else's. We have no idea how it's going to be delivered. >> Uh Mr. Baky. >> Yeah, board member Flynn, members of the board, thank you for that question. Um, and we did discuss this a bit at the retreat um, in more great detail. Um, and so I'll highlight just a couple things that I think I'm hearing from your question and then um, Dr. Larson or uh, Mrs. Parkinson, if you have anything to add, feel free to to step up if if you have anything. Um, no, to answer your question, no, the elementary music group was not engaged in

049this process as you highlighted in your question there. Uh, Dr. Brener has led a high school and middle school group um through um, a music self-study. I don't know if I'm using the right uh term for that. Elementary did not have one of those and and we did not go through that process. Um obviously through that process there were identified uh different areas at the high school and middle school where they felt like there could could be some potential savings. Um and Dr. Rener has spoken to that. Um I think principles as a group that has been engaged in this process all along have some ideas themselves as far as how this could look differently. And I think this there is direct recognition that there it would look different and we would need to be

050a bit creative on how that could come to be. Um ideally we would be engaging with those groups um as soon as we can to to start those conversations relative to what that could look like. Um I know that um Mrs. Parkinson and I are currently um working to try to schedule something with the elementary PLC group um to talk through some potentials and possibilities. Um, ideally, again, we'll continue those conversations as we move forward. Um, I think you had used the word discomfort. I think there's discomfort in this process for everyone involved. Um, even myself and and the principles behind you who are part of this process from day one when it comes to coming up with these rec recommendations, which again I will say is not something any of us want to do.

051When we talk about any of these 52 things, these are not things we want to provide as recommendations. But as you indicated, it's a process and one of the steps in that process is to get the board to indicate where they're at with this and then for us to do our work and to take our work and go and solicit responses and feedback from the individuals that this will directly impact and go through that process with them alongside us. Um so we are going to be looking at creative solutions and how we can do that um with them. Um and again that's part of the steps in these processes and so we'll be going through that together. My main point in this and I'd be happy to hear from Dr. Larson and Miss Parkinson is

052have we have has there been enough look and conversations that we know this change will not result in a different unintended negative fiscal consequence? That's my that's my biggest question. Are we going to change something for a fiscal benefit that we perceive, but it might end up being a negative one? >> Yeah, Miss Parkinson behind you has got her microphone on, so we'll go there. >> And maybe it would be just helpful for me to give you some specifics to um it it's so tricky to know when to bring the music teachers in to problem solve, not knowing if this is going to move forward with a recommendation. But when I met with um the discovery music teachers and PE teachers to talk through this uh one of the scenarios that I that I shared

053with them and this might give you a perspective of how could it look not saying this is what it what it'll look like but um I will say that our elementary music teachers each of those music teachers have at least 30 or 60 minutes of extra prep a day beyond their prep time in their schedule. And so as music teachers, they help in a variety of other ways. They fill their schedule with interventions. They give support. If there was no KOD contract, my thought is that within those extra 30 or 60 minutes a day, how can you be doing how can you perhaps do music program doing those parent letters, arranging those music program lessons for those rehearsal times? Um there's other ways I think opportunities to creatively look at this. The other scenario I

054posed was if there is extra music blocks within your day, can you see choir kids from 8:00 to 8:30 and later in your day knowing you have an extra 30 minute prep have comp time for that? So I think there are some logistical opportunities within each school to look at schedules and look at ways that we can accomplish this within the school day. another scenario with elementary PE um without inter murals. I know you didn't ask about that, but um our PE teachers already creatively um this week we've had a lot of um last week we had a lot of indoor recess. They said from 8 to 8:20 kids are here. Can we start taking fourth graders and fifth graders on a rotating basis into the gym to shoot hoops to to walk laps? That

055was their own creativity. um as we look at other ways that we can reach kids in within the school day. So, I don't know if that answered your question, but those are the specifics. Not vetted with music teachers yet, but I think those are the conversations that we as elementary principles are having on how could this look differently, but still honoring, you know, what we want kids to to be a part of. Um because they're mostly shared with middle school and there's travel time. Is the prep time above like I'm assuming that it's not travel time. >> Elementary music teachers aren't shared. The only shared are orchestra. >> That's what I meant. Just in terms of that perspective if you move that to fifth grade. >> I will um be honest. Um I have met

056with the Discovery Orchestra teacher to hear her perspective, but we have not vetted a plan on how that would look different. So not to the same extent I think that becomes more complex because those elementary orchestra teachers many of them do share with the middle school. So it's a bigger conversation >> in terms of So I can hear I can understand the music perspective. um appreciate the creative solutions. That was an area orchestra specifically that my fear is are we are we pushing too much into fifth grade and potentially causing more of a fiscal impact than what we might save as as you know especially because they're stretched already. Like when you said 8 to 8:30, I was confused because I was like, well, they can't be there, you know, but it's different orchestra versus

057typical music teacher. So that's an area where I'm just concerned about there's really no solution or anyone can tell us for a fact that like the fiscal impact wouldn't be negative. >> Anything else to lift up in that conversation? And the one other piece uh Miss Flynn that I wanted to make sure we got to before we move on to other board members um if in any of these concepts broadly speaking there there have been other things come to the surface uh as as these conversations have gone on. I mean we've heard a bit of news about the nursing position. We we had a a bit of an update uh at the retreat related to transportation. You know the these kinds of things. Mr. Mr. Bombak, is there anything else that you would uh would

058lift up to Miss Flynn's question about perhaps, you know, from the time these 52 concepts came to be as a particular calculus that could get us to this budget realignment goal, have you heard anything or been in other conversations about other ways to to get us there? Does that question make sense? >> Yeah. President Burger, board member Flynn, um I I think that you highlighted a couple unique examples, the nurse example. The second one I'll just articulate quick for those who weren't in the room. Student transportation coordinator, a position that really runs a lot of the logistics between um the school district and all the information that Valley Bus needs to know to operate um back and forth. That that's unique in that that position directly deals with an outside entity. When the when the

059list was put out, conversation was had with Valley Bus and and Triangle Bus came to the microphone to share their thoughts too. and immediately they said they shared their value statement about that position and uniquely as an outside vendor they can bring resource to that conversation. There's been uh it was highlighted at the board meeting about a $15,000 credit associated with that and a willingness to rework some of the contract to still maintain a level of savings articulated as part of that concept but then get creative with operation to say how do we make this work? I understand fully that not all other concepts have that option of dealing with outside vendors. So when it comes to a creativity or creative solution, it usually is met with a forced choice like we've talked about. If

060we don't want to do so much that well what else needs to be done more and there's just a few less moves in that conversation. So to the question, there have not been further concepts outside of really what was discussed to the nursing position and the student transportation coordinator position. >> Miss Flynn, does that answer your question as you had brought it up earlier? >> Yeah. So I think um with any of these that we've found creative solutions for, I think the thought would be then do we revise our list? Do do those come off essentially because we would have a neutral sort of wash? But uh you know certainly we wouldn't want to put out a list if we found a way to keep that person with outside resources and then people think that

061person's being eliminated or that position is being eliminated. So do we refresh our list? >> Mr. Bomb. >> Yeah, President Ber member Flynn. I I think that we there may be a slight refresh. I think the the commitment of that level of savings needs to be uh maintained. But if it's less of a removal of that position so it's well understood that's no longer the case and the phrasing better reflect the you know the changing contractor. So I don't you know we'll work on the language. I think that's appropriate. Okay. >> I I again Miss Flynn I I tried to take notes and uh as you had a number of important things to bring up. Does it feel like we've we've touched we've touched on them for now? I mean, certainly we'll we'll revisit some

062of these um at other points in the conversation tonight. Mr. Anderson, did you have something or >> Oh, Miss Bart, you had a comment. >> I was just going to highlight a clarification for board member Flynn that a number of our orchestra teachers already have a six-fifths contract because they teach zero hour. So, I just wanted to elevate that there wouldn't be an additional for that zero hour. >> Okay. it this this is not this is this is a public meeting of the school board. Uh it's it's a meeting held in public but we are not to the public comment portion. Um so if if there's something that's been lifted up in error um we have public comment period. Uh we also have the avenues afforded to us uh through email and through the district

063website. Um but please wait for the chair to recognize. Um Miss Parkinson, did you have something to add? >> Just one other followup uh for Miss Flynn. Um, when you said I'm wondering if we're pushing too much into fifth grade, knowing fifth grade already has orchestra and band, just wanted to clarify what you meant by that. >> Um, I guess more so of just like if we're reducing staff and are we retaining the same amount of levels and does that still work knowing with travel time and stuff like that >> to get >> Yeah. to get to the school just for one grade instead of both. They would be coming just for fifth grade. >> If we're doing a reduction of FTE, >> yeah, and I think when we looked at the reduction, we looked

064at how many, you know, days are served with fourth grade and took that off the schedule to look at that FTE aotment. So, we didn't ever look at the fifth grade scenario in there. So, what is being recommended is based on the fourth grade instruction, not fifth grade. Yeah. Dr. Brener, did you have something? >> Yeah, I I can add to that because Mr. Slum and I met yesterday um at the end of the workday um and and he he offered um you know if there if there are other ways to achieve our financial goal um you know by by saving some positions is that is that worth a conversation perhaps it's worth a conversation when we when we talk about uh using a supply budget to save half a position that's not sustainable and

065he and I you know kind of talk through that or we work through that um he does have some uh some recommendations about, you know, if it's 2.0 uh FTEES that would be eliminated um for fourth grade orchestra to move to fifth, that might that might also affect fifth grade orchestra just based on how he does the schedule and he sees the schedule better than than I do. Um and so Mr. Seeum will be meeting with middle school principles on Friday uh to continue to talk about, you know, how do we bridge that that gap between what he's come up with uh in his schedule and having conversations with band orchestra and vocal teachers and what our middle school principles came up with with the plan. So, that's going to take a little bit more

066work. It's good work. It's good conversation. Um and I think they'll they'll get somewhere on Friday of this week. Maybe not a final result, but they'll get somewhere. So, just elevating that that that conversation is continuing. Dr. L, >> just to to go back about and Brandon just touched on this. I would I would have a a word of caution about decreasing the amount of savings that we're looking for. Uh um uh financially we're in we're in murky times right right now. I mean, if we have another decrease of 50 students or 100 students next year, that affects our revenue. if the federal government follows through on some of the things they've talked about, we have a decrease of of revenue. So, I would just a word of caution about all of a sudden saying,

067"Well, we saved x amount here. We can decrease the amount." I think we better be careful or we won't be doing this every few years. We'll be doing this continuously. >> Other comments from board members? Mr. Clever, >> I had the pleasure of meeting Mr. Seab Bloom on Friday. But just for the record, his position, if I understand it right, is the K12 music director >> coordinator. Okay. Thank you. >> Miss Flynn, did you have something? >> Yes. Um, I agree with Dr. Lun. I think to Brandon's point, there could be some just rewarding of, you know, not elimination of a position, but maybe what that entails. I also think to that point, um, and Dr. Glatch talked a little bit about it about the virtual uh uh high school um school is um you

068know we never really know the impacts of who's going to enroll or you know certainly there's a waiting list for now but you know the extent of which we can open it up or who's maybe going to leave us. But my biggest fear is that we will continue to lose money if we have something that has been working for a subset of students and a waiting list of students that could potentially then say I like being in a physical classroom is not for me. So either I'm going to NDCC or I um am going to go to home school. And so my fear related to that point exactly is that we are going to potentially lose students where if we kept that line item we would have an avenue to potentially gain and grow that

069program for more students. Certainly some of those students are already within our system and we'll choose a different option. Um, but I think as the world goes online, as there's some behavioral health impacts, as there's some physical impacts, that that creates a broader spectrum of of us to gain revenue from students that were outside our district. And I might just be talking out of thin air, but just learning more from Dr. Glutch about that program. Certainly, we can't have a crystal ball, but that is my fear is that we're going to lose more than we could potentially gain. >> Other comments from board members, Mr. Pomsino, >> I just want to piggyback a little bit on Dr. L on the older guys on the table. Uh just the two things that we know of in

070for the 26 27 school year is that we're going to get a 2 and a half% increase from the state on our per pupil payment and we have contract with staff. That's all we're sure of coming forward. We don't know what the federal government's going to do with the with the entitlement programs. And in the future, I have when I start hearing the legislators talk about free lunches and and free breakfastes, where are they going to get that money from? I have a fear that what we've seen from our legislators in the state of North Dakota is if they have to come up with money and provide that, it may come out of our per people payment. So now all of a sudden we're going down. So we can't be putting things back in. We

071have to have a conservative balance coming out of this so we can absorb some of those costs in the future. I know that's a very negative deal, but I was sick for a day, so that's how I can think about it. So thank you. >> Thank you. Other comments? I want to make sure we get to Mr. Larson and Dr. Hodc. Uh either one of you by phone. No comment from me. >> I would just I guess echo what Bill just said that we need to be we need to be wary of that. I think that another thing is these cuts while some of them sting less than others they all sting. And um I think that in an ideal scenario, if we find our way through this, that some of these things come back

072and that I I recognize that there are a lot of cuts that need to happen today, but that we we do have the future. And if things change and if if the state or federal government um does things differently and funds things perhaps appropriately, then we have a completely different situation. So that's it. >> Thank you. Other comments, Mr. Manley? Um, since the beginning of this process until even just today, this morning, I received emails about we should be looking for some cuts at MSEC. And I know on this list there are some, but could someone describe and not to go into super big detail about these, but can you go through some of those and maybe just give a rough estimate of what those savings would be? >> Mr. Bach out the public. >>

073Yeah, I understand the question, Mr. Mr. Balmach, do you have that list or that total? >> Yes, I appreciate the question. Thank you, President Burgerer. Um, member Manley, I'm just looking for the summary sheet here. Um, I just want to be thoughtful or confirm I got the right number. Yeah. So, from my calculation, and I would double check it, and anybody else can double check it, but I had just over $700,000 from the list associated with um Mark Samford related reductions. And so, I would qualify that as in folks who are posted uh positions that are posted here as far as our accounting system and what we call our DAC. It's where we would account for them here versus any other building. >> Do you have a followup, Mr. Manley, to that? Okay, Dr. Lun,

074>> Brandon, you you went into a little more detail on Friday about how there are some people that have their offices here, but they actually work out in the schools and that that group wasn't counted in that number. You're talking about people that actually are housed here and work here. Correct. >> Um, yeah, President um Burger, member Lun, that's a clarification. Yes. So, when we have uh although an instructional coach may have a supervisor located here at Mark Sanford Education or part of a department that's headed out of here, when they're assigned to a building per our accounting codes, they're they're assigned there and those costs are reported with that building when we do our state reporting. So, to put it plainly, yes, they're separate from what I just described. >> Is that fair, Miss

075Flynn? A followup to that would be um none of these positions are approved by the school board. So I'm curious from Dr. Brener's perspective um because there's four on here. I believe three or four that were a position added in recent years. Certainly some of them have been talked about or maybe run through leadership, but none of these are approved by the school board. So, what is the administration's position moving forward as it relates to adding more positions, hiring more positions at the MSSE level? I think that's part of the public concern is we have some of these on here that say added in recent years. Well, now we can get rid of it, but that money has already stocked up. And so, curious to hear your thoughts, Dr. Brener. >> Dr. Brener. >> Sure.

076Happy to respond to that. Uh as I mentioned on Friday and probably the previous retreat um you know we are building a system that supports our staff, our colleagues as much as uh we support our kids and part of that is making sure that HR is staffed up to respond to the needs of of our people who are on payroll uh you know whether whatever that might be. So when I came into this position position in 2018 and we had two and a half people in HR we have four now. So there there's been add added there and I would like to think there's added value as a result of that and some of that has shine through and during our health insurance committee meetings and how we can you know continue to drive down

077costs that continue to elevate with with health insurance. Um we've added another position in the business office uh for you know a a second accountant for additional oversight. Um, and and again, those those are some people might think they're value added. Some people might think Brener's building a kingdom here, but it's it's all about, you know, operating a large school district. So, typically if if we would compare, and I don't have the numbers in front of me, but when we compare to the other big five, we're still we're still pretty lean, you know, with some of those added positions. The custodial supervisor position when I first came to the district in '95, that position did exist. Um, and it was to streamline how things were purchased for custodians, professional development for custodians, making sure we're

078using the right supplies for the right type of gym floors, whether it's tile or wood. Um, and then that position kind of went away with a retirement. Um, we brought that back just probably by and large because of the churn that we've had uh with our custodial staff, particularly during COVID. We had just had a churn with all of our staff. Um and so that that position has been you know again value added for our custodial staff. That'll be pushed back to principles. Some of that will fall on some of us here as well. Um but the hiring and the uh the supervision and evaluations would would go back to the building principles where it's actually being done by the custodial supervisor. Those are maybe just some of the higher level ones. Is there any

079other specific you would like me to comment to comment to about? >> Yeah, more so just moving forward. You know, I know you've talked about taking a look at every position, you know, things like that. Again, I think the school board has the authority to approve, you know, the teachers and, you know, the hiring of the superintendent, the business manager, but your perspective on if someone comes to you and says, "Hey, this person is resigning. We need to put their position up immediately because we need to refill that." What is the thought process there? Thank you for the follow-up question. Um, since since we sent a communication out a couple of months ago, three months ago, that we're in a hiring freeze, um, there's still advocacy that comes from the building level, whether they need

080additional pair of professionals, another halftime custodian, a shift custodian, whatever it might be, an inclusion parah. And so on a weekly basis, uh, the four of us and Griffin Gillespie go through those positions. If the ask is for two more FTEEs for inclusion paras because we've got new students coming in, we we evaluate that. If principles are asking to replace a parah or support staff, we analyze that and Dr. Galach and Mr. Baky ask lots of questions of our principles before we say yes or no. Sometimes we say yes and sometimes we actually say no um to those positions even if they're budgeted for in this fiscal year. Um, another higher level example would would be the BNG director uh resignation that we had in October Octoberish. Uh, we have not filled that position. Uh,

081there was another uh position in it uh that was budgeted for and the person uh made the choice to discontin that role, go back to one of our buildings. We haven't filled that one either. So there's a couple I would call those higher profile positions that we're actually saving on this year as Brandon Dy Wilkinson uh Eric Holm try lead the B&G department. >> Did you have another followup to that? Miss Lynn, other comments, questions from board members? Yes. Oh, Miss March, >> I need to apologize. I misspoke. Our orchestra teachers do not have a six-fifths contract for a zero hour. I was confused with their additional string contract. So, my apologies to the board for the misinformation and to our orchestra teachers. >> Thank you for the clarification. Appreciate the opportunity to all have

082the correct information. Anything else from anything? Could I have one more comment? >> Anything else from board members? Dr. Brener, you have one more comment. >> I do just because there's been, you know, a lot of conversation about the the virtual high school and Dr. Galach and I just wanted to underscore something that she said in in one of the responses about the intervention uh positions that that would be going away. I I can I can say with 100% confidence that our principles and all leaders across the district make it virtually impossible for a student to fail. And they make it impossible for a student to fail because of all the runways on ramps off ramps that we offer so students can have success under the leadership of Dr. Glatch uh during CO and shortly

083thereafter we had the mentor center uh that really dealt with kids who just had a hard time getting back to the building but they wanted to connect somewhere. Um but again that was CO relief dollars that that paid for that. Um so that went away. Um we have the sale center for a certain population of students who for whatever reason have a hard time coming to the building or they might be coming out of you know some other situation where it makes sense for them to be in a different environment. Uh we have community high school. Our high school principal h principles have schools within a school um to to work with small groups of kids. Uh the rider time at Red River High School and the flex time that's been uh instituted at our

084middle schools that captures some of the interventions that might go away positionally. Now we have students who are actually going to their content teachers uh to get that extra support two times a week. So I think that's just worth highlighting uh that we have those opportunities for our students. And I just want to uh commend uh district leadership, our assistant associate superintendents working with principles uh to make sure that we do have uh pathways for students to succeed at all levels. Thank you. Other questions from board members? Thank you for the robust conversation tonight. uh every time we we gather and have an opportunity to dig deeper into these concepts, we're better for the conversation. Let's now move into agenda uh item four. This is our public comment period. The purpose of the open meetings

085law in North Dakota Century Code is to provide members of the public with access to the meetings of a governing board of a public entity allowing them to observe and monitor. By state law, every regular meeting of the board must include an opportunity for an individual to provide public comment. The law requires that an individual providing comment at a meeting provide to the governing body in writing their name and address. Public comments must be pertinent to the district and may not interfere with the orderly conduct of the meeting. May not be defamatory, abusive, harassing or unlawful. may not include confidential or exemp exempt information and may not be directed at personnel. At this time, I believe I have 10 public comment cards filled out. I'll count them again, but I believe it's 10. Each individual

086is allotted up to three minutes to speak. At tonight's meeting, we're also allowing space, as you can see, for building level administrators, directive directors, and or district leadership to provide additional information or clarity if applicable. As was the case at last week's special meeting, I'll be grouping these comments into themes so that we can gather feedback and information about each concept one at a time. So I have these first four and these uh look to be uh just under the general heading of budget realignment or budget cuts. Uh and so I'll give you the order of these four. Uh first up we'll have Eli Stevenson, then Jay Smith, Danette Smith, Steve Carrier. So, Eli, would you come to the microphone, please? Hello everyone. My name is Eli Stevenson and I'm a sophomore in college at

087UND. You may be wondering why I'm here speaking at a Grand Forks public school meeting when I'm not attending a school in GFPS. Almost exactly two years ago, I was standing in this same spot as a senior in high school at Grand Forks Central High School speaking about the same thing. I along with many other students am tired of having to worry about music programs and teachers being cut because of funding issues. Music is something that is so helpful to students not only emotionally but academically as well. Many students, myself included, relied on or still do rely on these programs to get them through the day. But we can't rely on something that's constantly facing cuts. This budget proposal seems to mostly affect primary and secondary music like choir and orchestra and elementary school and

088middle school. But in reality, any change to music programs at any level will have a massive impact on music at every level. Keeping music opportunities available in elementary schools makes it easier for students to find the music that suits them best. Think about some great music artists you've heard. Maybe it's a singer, a band, or even a symphony orchestra. No one is able to grow up and share this kind of music without having the proper education on it in the first place. So, taking these opportunities away from young kids is hurting everyone in the long run. As a person, I feel for the situation that you are all in trying to come up with the money needed to keep our sto our schools running. And I don't blame you for assuming that music is a

089harmless place to take from. I am here as a college musician urging you to find another way to do this. I found my home within the music department at every school I attended. I would not be a successful college student or musician without these programs and teachers we have here, and I feel confident in saying the same applies for many other students like me. Thank you. >> Thank you, Eli. Next we have Jay, followed by Danette and Steve. Uh my name is Jay Smith. Thank you for uh hearing me. Uh I actually was here to support my wife, which she's going to be second. So, um I would just like to um I I help in the school systems um with lunchroom and I in talking about uh music and and the cuts that are

090being made there. I I wish you could see the kids when they come up on a program day. They're asking, "Oh, are you going to compete there for our program? Can you come see our program?" They're so excited. I've had two children go through this um through the Grand Fork school system. One was in sports, one was in music and and theater. They both had a great time. They learned lots of things. My only hope is that if you're going to make cuts that you'll make them equitably across the board and in all areas. Um I don't I wish you didn't have to, but I understand it's it's not an option. So, I just hope that we can make them all equitable and I hope that we can make some also, you know, in in

091the upper administration that there will be some um people that will accept a uh either reduction or a um deny pay increase or whatever, but that that the administration would step up as well and and help us through this time. Um, thank you. Have a good night. >> Thank you, Danette. and then Steve. Um, my name is Danette Smith and I hope you bear with me. I'm not a person who's comfortable getting up in front of people. Um, so I'm definitely out of my comfort zone. My husband stole some of my thunder, but here we go anyway. Um, I am a parent and a grandparent and a volunteer on a very regular basis at one of the grade schools in town here. Like he said, our kids both went through the school system here. We

092have two of them who are currently um going to school in one of the grade schools. Um, music is a huge part of their lives. So, it's very important to us. Um, we've been here for 42 years. So, I'm invested in this. Um, I still don't understand how we ended up in this situation with a $4.4 million deficit. Um, I wish that it had been dealt with a year ago when it was about half that much. Um, I feel like the decisions that got us here were made by administration and the school board, um, not by the teachers. And yet the teachers are the ones who are dealing with losing the funding for their programs and some may lose their jobs. I understand the cuts need to be made, but I would much rather see

093a reduction in funding across the board rather than some programs being cut completely while others aren't even being touched. Um, salaries within the district are a matter of public record. members in upper administration are making a very good living. Yet none of us have seen anyone step up and say, "I'm asking my people to take cuts. I think maybe I could take a cut, too." Um, you know, these people are in the schools every day working with the children, making sacrifices. I just feel like that's what good leaders do is they stand with their people and they hurt when their people hurt and they do what they can to make things better all around. Um I've heard it referred, you know, that that this is not the school district. This is our school district. It

094should be up to everyone to stand behind it and do their best to make it work for everyone. Thank you. Thank you, Steve. Good evening everyone. My name is Steve Carrier. Um, I hope I will be a prelude for my colleagues who are going to be speaking later. I'm glad I'm going first. I've been teaching in Grand Forks uh for 36 years. I know I don't look a day over 40. I am also a parent. Have a daughter class of 24 from GFC who's sang. I have a son who's a junior at Grand Fork Central right now taking literally every music class that one can take and summer courses um every summer to make that possible. Um first I'd like to say that when we come to the podium and even before we're at the

095podium um we're passionate um and we speak with passion. Um passion for something that we've been involved with our whole life. passion that we try to pass on to our students, hoping that they too will stay passionate about music for the rest of their lives. Passionately about a program that in every budget cycle seems to be targeted for cuts. Um to quote Mr. Barter from the other week, it is frustrating, disheartening, and tiring when year after year, crisis after crisis, we are asked to justify our program. programs we have watched and helped grow year after year, decade after decade into what they are today. Programs that we are often asked to provide that are often asked to provide entertainment for district and community events. Programs that have gained national recognition. Programs that are valued by

096our community. Programs that for some students are the reason they show up at school. Programs that are now being slowly dismantled. Uh second, I realize that we are we have a budget crisis again and as with past budget reduction and riff attempts, music is being targeted. In the current 52 budget concepts presented by the administration for the board's consideration, music comprises 27% of the certified FTE cuts and close to 15% of the budget cuts overall. Once cut, things rarely come back. Finally, um, while the retreats were open meetings, I feel relatively few stakeholders had the chance to participate. Um, I don't feel I'm alone in this hypothesis. The Herald editorial staff on Friday commented that while they recognized that you, the Grand Parks Public Schools, were trying hard to be quote transparent and open, quote,

097they questioned if quote holding the retreats during the day from 8:00 a.m. to noon on a weekday could be perceived by some as limiting attendance. end quote. Um, I would suggest that it did limit attendance. Um, working parents, teachers, other stakeholders would certainly find it challenging to attend at that time frame. Um, when attendees are mostly administration and schoolboard members, you have to wonder just a little if it wasn't by design. Um, we've heard so much about the great conversations that were happening, yet we have no knowledge of these conversations. Um, there's no notes or minutes um that are shared, at least to my knowledge. Um we do get recaps at the board meetings the following week. Um but very little detailed information to come from that. Persons associated with any of the 52 concepts

098being discussed had no real opportunity to comment or clarify. We've seen some of that tonight I think. Um and that doesn't seem to be particularly open and transparent at least to some. Thank you for your time. Sorry I went over. >> Nope. Thank you. I'll take the liberty uh since uh you know these four public comments uh cards uh under topic were general but but all pertained uh to the same theme. Uh we have a few more uh also on music and the arts. So I'm going to call on them and then we'll open up for a discussion. Uh so we'll be looking to Sarah Harlo, Aaron Cummings, Ava Hager, Rebecca McFarland, Angie Black Ericson. So Sarah, >> hello. My name is Sarah Harllo and I'm a band director at Grand Fork Central High School.

099I'm speaking today regarding the effects on our district's music program from the proposed budget realignments. The reductions proposed at all levels, elementary, middle, and high school, are harmful to the entire district's music program by systematically taking away student opportunities, reducing the student teacher contact time needed to learn musical skills, and overall damaging the music education we at GFPS provide to our students. In music, we develop programs. It's not just about creating a single good band at one good high school. We're part of an ecosystem that all relies on each other to give quality music education to our students. And effects at the elementary school impact the high school ensembles and vice versa. When the choir sings well, the band plays better in tune. All of our choices in music education are like butterfly effects that

100impact the rest of the ecosystem. My own experience growing up at GFPS and coming through the music program is because of many small choices be made by my parents and teachers that culminated into who I am today. Because I was inspired by seeing concerts of older students, I wanted to learn an instrument. Because I practiced and worked hard and had teachers who believed in me and guided me, I became a music educator. Because I became a band director, I get the privilege of making music with students that hopefully inspires future children. This is my story and what I could hope to be the story of many students in GFPS. But because of this budget realignment, unfortunately, we're about to face the antithesis of this. Because you are choosing to eliminate fourth grade orchestra, students will

101have less time to learn their instrument and will have to choose between being in band or orchestra. Because KOD could be lost or not equitable between elementary school schedules, students will lose the opportunity to sing and choir until seventh grade when they're at their most vulnerable developmental time and are less willing to explore that opportunity. Because the amount of staff will be reduced at the middle and high school level, students will not always have a teacher available to help them strive for more or give them the support they need to learn. Because less students will start music from a younger age with these cuts, there will be less students in the high school to be in the ensembles that are meant to inspire the younger students who come after them. And because they're continues to

102be budget cuts aimed at music, we cannot recruit and retain quality music staff. Each and every small choice of a line item cascades and adds up to a large impact on our entire music ecosystem. Each of these choices leads to students having different opportunities and stories than what I had as a successful music student in GFPS. For some of you, this may sound like hyperbole, exaggerations to pull heartstrings. However, these are based on counting student contact hours, looking at FTE restructurings, comparisons to other school districts, and trying to figure out how to deliver an aligned curriculum from the youngest grades to the oldest. I don't envy the hard decisions you're trying to make, but because of the choices you make, you will either protect our students from bearing the burden of this financial storm, or

103you will create a butterfly effect that systematically dismantles the foundations of our music education system in Grand Forks. Thank you. >> Thank you. Next, we have Aaron Cummings and then Ava Hager. My name is Aaron Cummings. Maybe I will be able to answer some questions about the fourth grade orchestra program. I teach orchestra in the Grand Forks public schools at Wilder and Lake Agassi Elementary Schools and Valley Middle School. My orchestra position covers three separate buildings. If fourth grade orchestra is cut, my position will be expected to teach at more buildings, potentially being spread too thin. Because teaching at multiple buildings does not just mean different groups of students and their families. It also means multiple administrations and multiple groups of teachers to work with and communicate with. Each building has its own schedule which

104has to be navigated in order to create an orchestra schedule that works together for all the students. Due to shared and limited teaching spaces at my elementary schools and not being able to pull students during the Wit and Wisdom curriculum, I am traveling back and forth between buildings as many as four times in one day to utilize my time effectively and teach all of my students. This is limiting to my middle school students because traveling more often during the week equals fewer middle school lesson time slots. The only reason I was able to figure out a schedule that actually works is due to teaching fourth and fifth grade at the elementary schools when I couldn't teach fifth grade students due to untouchable curriculum time blocks. I could teach fourth grade in that block of time

105and vice versa. In our current model, which has been the model for at least the last 35 years, students can start orchestra in fourth grade and band in fifth grade. Many students are able to participate in both programs due to the altered start. If fourth grade orchestra is cut, beginning orchestra and beginning band would be pitted against each other. Some students and families would be able to support starting two new music instruments at the same time, but most students would be overwhelmed and confused by trying to learn a new band and a new orchestra instrument at the same time. Based on my experience teaching beginners, having a solid foundation in the beginning is the most important thing when learning a new instrument or any new skill. If students don't effectively learn the foundation from the

106start, it makes it nearly impossible to catch up later. The results of this would be seen in lower student enrollment in both orchestra and band. If student impact is the highest priority in this budget realignment process, then please know that cutting fourth grade orchestra has a large student impact in both elementary band and orchestra and it would follow into the middle and high school programs. Finally, please consider this as you make your decisions. Currently, we have seven full-time orchestra teachers. If the proposed cuts to fourth grade orchestra and subsequently two full-time teachers goes through, we would have five full-time orchestra teachers left. But we have six secondary buildings. The math doesn't work out and we wouldn't have enough staff to cover all the buildings due to building and class schedules. So, which students are you

107going to take orchestra away from? Thank you. >> Thank you. Next, we have Ava Hager and then Rebecca McFarland. Good evening, schoolboard members and fellow supporters of the arts. My name is Ava Hager. You may recognize my name or words from the email I sent to the board last week, but in case you didn't see it or would like to put a face to the name, I would like to speak publicly on my concern for the proposed budget cuts to music. I am a freshman at the University of North Dakota studying music education. Although I am no longer enrolled in the Grand Forks Public School District, I attended GFPS from kindergarten up to graduation. While these budget cuts may no longer directly affect me, the thought that future and current students might lose the same

108opportunities that I was fortunate to have is deeply troubling, especially as a future music educator. I chose to pursue music education not only because of my love for music and passion for education as I will be a third generation educator in my family, but because of the extraordinary teachers that have shaped me along the way. Music educators have had a profound impact on me in a way that no other educators have. They are not only outstanding teachers but wonderful people who worked incredibly hard to earn their positions. After completing my first semester as a music ed major, I can confidently say that it is not an easy path to take. I take many more classes than my non-m music major peers and have to balance heavy academic workloads, daily practice on multiple instruments, rehearsals, performances

109on top of working and making time for my family and friends. To see careers of these dedicated educators be put at risk, especially when this is likely not the first or last time that they have faced the risk of cuts is both unfair and disheartening. For me, music and theater were more than extracurriculars. They were where I found my sense of belonging. High school can be isolating and click driven, but the music and theater communities were always welcoming. In theater especially, students are accepted with open arms. Whether they have been performing since they were five or have never been on stage in their life, I have found lifelong friends and unforgettable experiences through these programs and increasing the cost of participation will inevitably prevent some students from being involved simply because they cannot afford it.

110At a time when so many young people are searching for connection and community, it is painful to think that these opportunities may be taken away from those who need them most. I am also deeply concerned about the possible elimination of harmony classes. I took Harmony my senior year of high school and it has been proven to be one of the most valuable courses in preparing me for my major. While enrollment may be small, small classes allow teachers to provide individualized instruction and help students truly understand the material, especially on difficult concepts such such as music theory, the smaller class size allowed us to succeed at our own pace. Students are encouraged to take courses that align with their future goals and removing harmony unfairly limits opportunities for those interested in music. Um, just students in

111students interested in the music fields have access to specialized courses. Music students deserve the same chance to explore and prepare for their field. I strongly urge you to reconsider these proposed cuts. Music and theater students and educators continually give so much to the school district through performances at school events, graduations, ceremonies, and community gatherings. It is deeply unfair that after giving so much, these programs are met with uncertainty and potential loss. Thank you for taking the time to consider my perspective. I hope you will choose to protect the programs that mean so much to me and other students. Thank you. >> Thank you. Next we have Rebecca McFarland and then Angie Black Ericson. >> Hello, my name is Rebecca McFarland and I teach fourth through eighth grade orchestra at Discovery and South and have been

112a member of the music self-study committee over the last year and a half. As clarified last week, the music self-study committee reached a clear consensus for high school music. However, no such consensus was reached for middle school music. The middle level subcommittee recommended leaving middle school music as is, and I hope to provide more detail tonight as to why, as well as potential impacts to teachers and students. Over the past 10 years, middle school music has rarely experienced a year without significant change. We have already absorbed increased workloads through several retirements, navigated schedule shifts, course requirement changes, and the addition and removal of special topics courses. After years of instability, our programs are finally functioning well again. At the request of district admin, the middle school subcommittee continued meeting this fall in hopes of identifying

113a ratio similar to high school, fully understanding that it would look different and possibly even the opposite of high school given that middle school music classes do not meet daily and lesson instruction is much more foundational. Unfortunately, that work was sidelined by the budget realignment process and now middle school music faces the largest of the cuts to music affecting the greatest number of students in the music department. A reduction of two and a half middle school music FTEEs would require band, choir, and traveling orchestra teachers to also teach sixth grade general music classes in addition to their primary responsibilities. This raises serious concerns. Under this plan, the number of music staff responsible for teaching sixth grade general music within a single building would double or even triple. It is unclear how shared access to classrooms

114and instructional equipment like pianos and guitars would be coordinated among multiple teachers. particular particularly in the absence of shared planning time. Equally concerning is how teachers will learn and effectively implement a curriculum that is both new to them and secondary to their primary teaching assignment, especially given that sixth grade general music PLC meetings directly conflict with PLC's for band, choir, and orchestra. This is a structural barrier to successful implementation from the outset, and hundreds of sixth grade students will suffer the instructional consequences. Middle school band, choir, and orchestra students will also be negatively impacted as lesson time and availability would be reduced. This will be harder on students as remaining lesson time will more frequently conflict with priority content areas such as math and language arts. Lessons are often incorrectly referred to here as private

115lessons, but approximately 70% of Grand Forks Middle School's lessons are already held in small groups and meet only a few times per quarter. Reducing lesson time further diminishes the efficiency and effectiveness of this highly targeted instructional model. With no plan in place to recover lost instructional time, our students will be placed at a clear disadvantage at the state and regional level. Comparisons are often made to other school districts that don't offer lesson based music instruction or that start band and orchestra in later grades. However, it is crucial to note that those districts offer daily music classes while ours meet every other day at best at middle school. Additionally, eliminating fourth grade orchestra will result in more instructional time loss at the foundational level, compounding the loss the long-term impact on student learning. This realignment process

116test high school administration to identify 1 million in reductions, middle school with 1 million, and elementary with 1 million. But it failed to account for the cumulative loss of instructional time that results from these disjointed decisions, and music is once again disproportionately impacted. Thank you for your work. I understand the financial constraints, but I hope there's a more equitable path forward. Thank you. >> Thank you, Angie Black Ericson. Hello, I'm Angie Black Ericson and I am honored to be in my 29th year teaching seventh and eighth grade choir at South Middle School and over 35 years teaching at Spa. For all of these years, I have seen this district and community celebrate our excellent performing arts. But today, I'm frightened for the future of that excellence. Yesterday, we spent time in professional development discussing the

117dire need for understanding students mental health issues and that students need empowerment, connection, safe spaces, grit, and teamwork. I hope to convince you not to make cuts in the very programs that teach those exact skills better than anything else I know. The current budget cut proposals suggest making cuts in music positions that, as you've heard, could equal up to 27% of the suggested district certified cuts. Obviously, these suggested cuts target music disproportionately. Even though our community time and time again has urged you to support music to the fullest so we can keep offering high quality music education, when you cut positions and presumably plan on combining jobs, you spread the remaining teachers dangerously thin. You force educators to teach outside of their areas of expertise just to fill a schedule. You are expecting performance groups,

118bands, orchestras and choirs to maintain their high standards while simultaneous simultaneously removing a great deal of lesson time. The instructional time where students actually learn how to play or how to use their voice correctly. There is a misconception about lessons that these are private one-on-one tutoring sessions. They're not. We teach multiple students at a time in two half period lessons per class period. This is the only time students learn the specific technique for their instrument or voice in that highly targeted instructional model. For example, in middle school choir, I would have to single out students in a large group rehearsal when their voice is changing and they need to learn what octave they're singing in and what notes on the page fit their unique voice. It also means not preparing students for solo and ensemble

119festivals or all state auditions. You can't teach these things in a large group every other day rehearsal with only one teacher. If we lose music opportunities for students, we widen the gap between the halves and the have nots. Families with means can buy private lessons and performing opportunities outside of school. But for the student whose family cannot afford the time or money for outside groups and lessons, school is their access. I know the pressure is on math and reading scores in our society. I wonder if that's the reason our district is not making across the board cuts. In my opinion, test scores measure how well you test. They do not measure the necessary skills found through music that are needed for success in life, which are how to work toward excellence, collaborate, empathize, create or

120lead. These are not extras. Music is not an extra. Not everyone participates in music, but wise people see the extreme value in offering these opportunities and appreciate how in some cases music keeps students engaged in school and life. I've always pied districts without strong music programs. They seem lifeless and struggling. I never imagined my amazing district would choose to be in that same position. People move to Grand Forks because of our quality arts. Please don't let Grand Forks become a district that prioritizes test scores over the actual humans taking the test. I urge you to reject these disproportionate cuts and protect the heart and vitality of our schools and our community. Thank you. >> Thank you. as we did at last week's special meeting. Uh since the other comment I have is about a different

121concept. Any questions or clarifying comments from board members about these concepts uh at at any level? Anything you want to lift up or have clarified? >> Yes, Miss Flynn. I might have some follow-up questions, but um I also want to recognize that our student board members weren't here last time and I think we have valued their position on the school board and while they don't have any voting privileges, I'm interested in hearing their perspective as we've navigated some of these conversations if they would be willing to ask or questions or comments. Is it on? Okay. Well, me and Michaela are both in a bunch of different musical programs, and I think we can both see the passion, the the work ethic, just the the amount of I don't know, just people are so passionate about

122music, and it's hard to see teachers and students getting so angry and so just frustrated with having to deal with just the same stuff year after year. I hear it from a bunch of different people all the time and I really like the just the culture of the music department at Central specifically is so it's so welcoming like some people have said and I'm just really passionate about it and I think that I would also recommend just revisiting some ideas and seeing if there's ways that we could can like shift the budget. But maybe Kayla has something else to say. Um yes, I definitely agree with everything that uh Adriana has said and every um all of the things that uh everybody who has come up to speak has said and um yeah, I've been

123a part of orchestra, I did choir, I've done spa, I've done all these programs and they're all very very very important and I think that yeah, things should be revisited definitely and um it's just the community that you find within these places. Uh like talking about like school can be hard for a lot of people. It can feel like you're isolated, but these groups bring people together. You feel very connected with others. You learn so many different skills that you wouldn't be able to um do within these other classes um that are um not related to music. And um sorry, I'm kind of like um I took a lot of notes, but now I'm speaking and I don't even know what to say. But um I just feel like we should really listen to um

124what the people have had to say and you can just see how passionate the people are about this and this like they said this is not just the district. This is our district. This is our community and it's important that we do what's best for everybody and um be fair to everybody as well. >> Thank you both. Miss Flynn, did you say you had something additional? I think this is more of a general question, but um we have got some emails and there were some comments made about we were here 2 years ago and now we're here again. How do we get here? Why did we get here? and and more so um I think a general understanding of uh there seems to be a lot of thought that this problem is mostly to all

125internal and I will say that at the end of the day the school board and the district own the responsibility for the financial like uh budget of the district and that's why we're here. Um, but I also am hoping that um, Brandon or Dr. Brener can speak on some of the external factors that we've experienced as to why we're having these conversations. I think it's important to continually highlight because a lot of the advocacy that's happening here um, I think could really benefit the school district if we use our voice with the state legislature as well. um because there are some concerns that have tied our hands and so I'm hoping that we can just like maybe have a conversation or revisit just to create a better understanding for people that have come and gone

126through the conversations. >> Mr. Bombach, do you want to take the first first go at that? >> Yes. Thank you, President Burgerer. Member Flynn, the world changes. Not an excuse, but it it has. And so you've heard me say that when it changes, we don't control our revenues. We can we have to look at our expenditures. So just to articulate that federal, state, and local generally are the contributions to your school district on the revenue side. Federal world has certainly changed. And what it means to us is on this year's budget alone, some of the federal grants have already been reduced by 8% with a great deal of uncertainty for future years. As far as state goes, it's twothirds of our revenue source and it's decided every two years that the state capital legislature gets

127together, not just on the per pupil payment, but all the rules we follow, unfunded mandates, etc. Um, special education, there's a lot that goes into that. And so they will tell us what we get. Last time two and a half% for each of the two years of bienium. And the third bucket being local is how much our community is willing to do for our school district and otherwise. And our community has done quite a bit. We've maximize the mill levy allowed for our community to do so. The state did weigh in at the last legislative session capping the amount of growth we can feel we can um we can earn within that bucket at 3%. um and that's their prerogative and certainly responding to local taxpayers um voices that are concerned, but they've capped what

128we can grow. So in previous years we recent years we've grown as much as 8% year-over-year and we're capped at 3%. So those things come to affect our budget. Then we turn to our expenditure side to try to control for all those unknown variables. One of those that greatly affected us this year was a drop in enrollment. So when you lose 150 students u or that's where your enrollment has adjusted downward you could take on average just the state component for each of those students would be about 11,500 not the exact number and so that affects your budget greatly and so there are uh a whole lot that we don't control and all the while I think administration and the school board would never want to go any deeper so to speak than you have

129to each one of these conversations is very difficult. So the last time there was a budget realignment conversation, it was in anticipation for what the world could change and how it could change as in we wanted the board wanted to get its savings account up, its carryover balance. That was the 15% of expenditures carryover goal. At the same time, we were coming off of the world of COVID. There were federal dollars that went away. And so even when those realignment concepts were actuated, not every one of them was. And so not everything was done uh as originally designed. So we didn't quite meet that muster. And then when you compound the enrollment drop, etc., we've gotten to a position where that carryover balance is is not strong enough to sustain uh where we're at for

130years in a row. So that's the urgency this time. Uh it has revisited certain conversations and it's difficult. But I would say the context is changed. It's not a savings goal. It's a reaction to where we are now and knowing that it can't continue. Just to lift up one thing that wasn't a part of the board retreat recap, but was very much uh real in the room. Um we had a conversation about the realities of our district may get to a point or would get to a point without this realignment process of not making payroll. uh and and what what those steps w would look like. And so I don't know if you want to lift up any of that, but but it is a different conversation uh this time around than it was two

131years ago. Certainly, I don't know if you want to lift up any of that that you shared in the in the room uh about what those possibilities obviously we don't want to go there, but but these are the real conversations that that we're having. >> All right. Thank you, President Burgerer. uh it's it's largely a sense of uncertainty to get to a place where if your school district wouldn't have sufficient funds to operate. There would be uh certainly outreach to the state as to far as what next steps would look like. Um there would be harder conversations than this. So it is unclear exactly what those measures would be, but it's safe to say that it would be harder conversations than this. >> Yep. Dr. Brener, some of you have heard me say this, but

132some of you haven't. Uh this isn't the board who hired me in 2018, but uh seven and a half years ago, you know, one of the final concluding comments that I had when the board asked whether or not they should hire me uh over the other two applicants, I I I didn't say you should. Uh I said, "If you want to have difficult conversations about the budget looming in front of us, facility conversations looming in front of us, then consider me as a candidate, but if you have no appetite, don't select me." So, I knew that in 2018 that we were going to have these really difficult times because the state had said in 2014, 2013, 2014ish that they were going to take over 80% of funding for public education. That lasted a year and

133a half. They're at 60%. So, if people are wondering how did we get into this situation, there in lies the answer. And the other thing that I I cautiously say, but I'm proud to say it is we want to compens compensate our people and we want people to come here and we want people to stay here. And I'm not tonedeaf. What I've what I've heard the last two meetings about people not wanting to come here or people wanting to leave here because of these really difficult conversations that that affect people's lives and affect people's mortgages. I'm ultra sensitive to that. Um but it's not it's not a brand new concept. uh anybody who was paying attention to what was going on in Bismar the last several legislative sessions and taking away uh what Grand Forks

134uh had as a luxury for uh the longest period of time until probably halfway through Dr. Nyblad's tenure between uh 2008 and 2018 was an unlimited me uh mill levy at the local level. So if additional cash on hand was needed for the general fund, it could be levied without a voter approval. So but those days are gone. But but I just I think it's important to highlight that many people saw this coming. Um I'm not saying that the people in the audience saw this coming. This wouldn't be your thing to be paying attention to, but certainly educational leaders across the state uh have anticipated this and we're not the only school district going through some difficult financial times. Thank you. We do have one more uh concept uh in our public comment period. Uh

135this is Christy Sandbeck related to the virtual high school academy and instructional coaches or instructional coach. Have you pause until we get the microphone on and we'll start the timer again. Here we go. >> Thank you. You probably all heard me anyway. I have a good coaching voice. So, hello. Good evening. My name is Christy Sambeck. I have been in the district for over 30 years. I have been in the classroom as well as in other positions supporting classroom instruction. I have enjoyed every one of the positions as well as the coaching and advising of student athletes and groups as well as many of you in our audience as well as here too. I am currently the mentor teacher of the Grand Forks Virtual High School Academy. I'm here to show support for the newly

136created program. We just go through the motions and do the same things sometimes day by day and that becomes such a traditional habit. However, this program has fulfilled something we have been missing for a while in the career or pathway of education. It provides students who may not be able to attend in person classes every day because of some circumstance due to medical reasons but want to continue learning so that they do not lose momentum. It provides a sense of hope to students who have had defeated circumstances and they are trying just to survive. I have witnessed firsthand students who now care about their academics and want to have conversation. They are becoming more than a student in the classroom who is afraid of asking for help, feeling out of place or is struggling with

137the dynamics of things out of their control. These students are becoming confident in their learning not only academically but becoming their own self- advocate and asking questions. The parents are seeing their behaviors changing, being responsible, being respectful. They know how to communicate effectively and being able to have once a week virtual meetings with somebody that has a human connection with them. Not all online programs have a human human at the backside taking on virtual connection weekly. The equity for all student is a must and the mentor teacher is the human connection each week not a lot of online programs would have included as a required piece for attendance. This allows for our students to talk about other options and the mentor teacher to support their educational opportunities or options. Some will go back to inerson

138learning. It might be traditional and for others it might be non-traditional. But it is the hope and courage each student has given to allow the success to show for each and everyone we serve in this program. What will this look like in the future for our district? And what could this be for so many who have circumstances which they cannot attend every day nor control? Which brings me to another equity piece I serve. If the instructional coaching position and staff for all buildings are equitable, community high school would lose their instructional coach. The position is part of source of strength, advisory groups, goal meetings, and student academics. So, furthermore, we are all enough. And like my mom says, I know we are in a mess right now, but messes can be cleaned up, but the

139people in our house are only here for a short time. So, treasure them. >> Thank you. comments or clarifying questions from board members related to the Grand Forks Virtual High School? Want to make sure we get to our members by phone. Uh, board member Larson, board member HODC, anything to add? >> Nothing to add. Thanks, Dave. Nothing to add, Dave. >> All right. Well, that will conclude our public comment period. As I said last week, uh I want to issue yet another commendation uh to everyone who has been involved in this process um during this time of discussion and public comment tonight, but really throughout this process from from August uh through today. Um as you've heard so many times in so many ways, these are hard and difficult conversations and no one wants to

140be here. No one wants to be involved in uh in these decisions. Um but I I believe what we have demonstrated to uh to our stakeholders and shareholders, most importantly to our students and staff and families, to our community, uh is that we are having these conversations out in the open. Um that we uh continue to strive for transparency and participation. So to all of you who have participated and continue to do so, who were here to speak publicly or or to uh stand next to or sit next to someone who did to offer your support, um thank you. Um it it means that all of this matters. Um and and my sincere hope uh to all of you here and all of you listening is that you can see how much all of the

141people involved in these conversations are are are pained by the thought of these decisions. We care deeply. Uh we're thankful for uh the ability to have these conversations civily um and the time spent between meetings, between retreats to contemplate, to process, uh to seek additional clarification. Um it doesn't make these decisions easy by any stretch, but we have been supported collectively in in what you've seen demonstrated here tonight. And so a heartfelt thank you to everyone involved for time uh and for your thoughtful consideration. Yes, Dr. L. >> I know we don't have much of an agenda left, but I wonder if we could take like a two or three minute break to allow people that want to exit uh rather than plot on. >> Sure. That's that's a fair point, Dr. Lun. Uh what

142we have after this point in the meeting uh we have a consent agenda which is fairly routine. We'll hear our financial statement. Uh we'll have a u a report from the finance committee and one action item related to safety and security upgrades at Central High School as well as announcements and and requests. Uh so in just a moment I'll give you free reign to move uh on to the next part of your evening. But please note um all of these meetings are not only livereamed but archived. Um, so to go to Facebook and Grand Forks Public Schools, uh, you can watch back, you can, um, you can find your way through the parts that that maybe you missed in transit or travel. Uh, but, uh, very well said, Dr. Len, we'll we'll take about a

143minute or a minute and a half if if you have, uh, if you need a stretch break or or you know, you're off to something else. And then, um, um, I'll I'll call for a motion for the consent agenda about a minute from now. All right. I'd ask that you settle back in. We're about to uh move on in our agenda. All right, before we move on into recommendations for action this evening, just one note. Um, board member Larson did have to excuse himself. He's no longer on the telephone. We do still have Dr. Hodc for the remainder of the evening tonight. 5A on the agenda is our consent agenda. I would seek a motion to approve the consent agenda as outlined in your packet. It's been moved by Mr. Cleven. Is there a second?

144Second by Mr. Manley. We'll take a roll call vote. >> Manley, >> yes. >> Anderson, >> yes. >> Kodak, >> yes. >> Cleven, >> yes. >> Larson is absent. Pomino, >> yes. >> Flynn, >> yes. >> Lun, >> yes. >> Burger, >> yes. >> HS0. >> Motion passes. 5B, general fund financial statement. Mr. Bondock. >> Yes. Thank you, President Ber, members of the board. This is a general fund financial statement for the period of July 1 through December 31st. So that's the first half of the fiscal year, first six months. The revenues were 57.6 million, expenditures at 52.9 million. That puts the revenues over expenditures of $4.7 million. Um, just in summary, you have the financial statement, which is the actuals against the budget. And so far, revenues are 44.3% of the budgeted amount, whereas

145expenditures have reached 39% of the budgeted amount. Um, just one highlight on that report that's just kind of exciting. Under sale of real property, that's under revenue from other sources. You can note that there's uh just over a half a million dollars there. That's related to the CTE house that ca that did sell in December and that sold for $525,000. and um net uh into the into the um school district for about $4.95. So, it's just an exciting project that each and every year, if you haven't seen it, when you drive by um you know, because it's located generally in a neighborhood, it's it's kids working next to trades professionals and completing that house. Now, if you'll notice, if you drive by on 42nd by the Career and Pat Academy, the house is actually being

146built on blocks outside of that facility. So, it's going to bring a little more presence to what they're doing each and every day there. The second part of that report is the year-over-year comparison. Um, one thing worth noting the revenues. So, you could see that the federal sources are down quite a bit and that's largely a timing issue too. Um, just of we just put a ton of reimbursement requests in for the second quarter of our fiscal year. So as December 31st wrapped up and I would expect in our next report that reflects January financials that will come up. Otherwise I offer a number of of comments associated with that report. Happy to answer any uh specific questions you might have within that. But uh otherwise I would say the administrative recommendation would be to

147approve the general fund financial statement for the period of July 125 through December 31st 2025. >> Questions from board members for Mr. Bombach. Dr. L, >> I'll ask my monthly question. Uh, ending fund balance, are we still on target to meet what we predicted at the beginning of this budget? >> Yeah. Um, board president President Burgerer, member L, I'd say we're on track there. We're hopeful with some early intervention of different hiring practices, etc., we can get ahead of some of those salary numbers. Um, we do see utilities that are driving higher than what we'd expect to see. So, it'll see how it comes out in the wash, but um looking at it, I'd say we're going to be right where we're expecting on that deficit. >> Other qu questions from board members for Mr.

148Bombach. >> Mr. Cleven. >> Thank you. Uh on what would be page one? Well, it's the first page after the memorandum. the revenue line total sum revenue percentage of 44.3. You see that number in there? How does that compare with like kind of where we think we're at for progression of the fiscal year? Like is is this report exactly a 50% of expected fiscal budget? >> Yeah. Um, board president Burgerer and member Cleven, I think that's a fair point and it's it's worthwhile articulating that. You think six months through we should be halfway just where we're supposed to be. I would say that really in accounting period, we're going to look at the whole year and it falls in there. So, for example, there's some large uh student tuition costs that just don't get reimbursed

149until the very end of the year. I just noted federal expenses that for the first six months of the year, we've spent the dollars. We're we seek the reimbursement associated with it. So, it's not you shouldn't compare and think that should be 50%. Um, I would think that this is honestly pretty normal outside of outside of those federal reimbursements. And a part of that too is we had a a resonation of an accountant with 30 years experience and we have somebody new in there and so we're we're tracking just fine. No concern at all. It's just a matter of timing. >> Okay. Thank you. >> Other questions from board members? >> Dr. Hodc, do you have anything for Mr. Bombach on this statement. >> No, thank you. >> I would seek a motion to approve

150the general fund financial statement for the period of July 1, 2025 through December 31, 2025. >> It's been moved by Mr. Cleven. Is there a second? >> Second by Mr. Anderson. Any further discussion? >> We'll take a roll call vote. >> L. >> Yes. >> Thomasino, >> yes. Flynn, >> yes. >> Anderson, >> yes. >> Cleven, >> yes. >> Manley, >> yes. >> Larson is absent. Kodak, >> yes. >> Burger, >> yes. >> HS0, no. One absent. >> Motion passes. 5C, Finance Committee report, and we'll get into the enhancements in a moment. Is this Mr. Bombach or Mr. Palmino? You chaired the meeting. So, >> I guess I can start. We did have a meeting on on January 8th and we came across with a recommendation to accept the guaranteed maximum price of $848,88 for

151a total project of 1,6,593 for the safety and security enhancements at Central High School. Uh it is under the under the projected uh bid that was estimated. So, we are uh tracking in the right spot and we have another bid coming up shortly on uh I believe is Viking. They're nodding in the back at Viking. So, we do have somebody here if there's any real questions on details, but our recommendation is to accept that maximum guaranteed maximum price. >> Thank you. Any other board members on the finance committee? I think it's Mr. Anderson, Miss Flynn, Dr. Lun. I think you're all committee members. Yes, Dr. line. >> I just want to give the opportunity to our construction people if they have any comments they want to make since they hung around for hours. >> Sure.

152Anyone wish to speak generally or specifically uh about how this bid package came together? Maybe for the people listening uh what what this might look like just broadly speaking or if we're at that point, please. >> Yeah, thank you. Uh Chad here, construction engineers. Uh yeah, bids came in relatively uh good on this project. Um obviously we can't anticipate that for the whole summer project moving forward, but uh I think this is a good starting point. Uh as you can see, we're uh quite a bit under budget from what we had priced out previously. Uh so that's a good thing. Um and then just a couple comments regarding some of the allowances that uh Brandon kind of had noteed in the memorandum there too. for what we kind of run into with a couple of

153the projects this last summer. We're carrying some smaller allowance items to cover some of that potential cost versus it going towards owner contingency as well. So, but I'm open to any questions if you have any. >> Any questions from board members? Yes, Dr. L. And then Mr. Palmino. Chad, can you just talk about construction revolving around the school school year and stuff and when when you're anticipating starting and finishing and things like that for the public? >> Yeah, good question. Um, obviously last summer, uh, we had a couple projects, Lewis and Clark, uh, and a few others that had significant, I should say significant, but additions that we were able to get started prior to school coming out. Most of the projects that we have coming up this summer are going to have a target

154start date of June 1st as soon as students are out of school. We'll get in there, get up our temp shelters and start the demo. So, it'll be a crunch for a lot of these coming up this summer, but uh we should have the staff available to take care of it. So, >> and finished by school start, >> correct? Yeah, depending on what the SCA uh the school calendar for for next year is, uh we're anticipating kind of the last last week or two in August of turning those over. So, >> m Mr. Palmino, do you you you had the same question? Sure. >> Any other questions from board members? Mr. Bomb, anything to add? >> I would just say that we're always happy when Chad comes to visit us with an under the number

155bid result and so keep them coming, Chad. >> Sure. Dr. Brener, >> if I could just add one comment just based on the previous conversation that we had about budget realignment that uh all this money is tied to the May 2023 referendum, the $79 million referendum, 18 million tied up in safety and security, different bucket of money. Thank you. >> Sure. Thank you for the clarification. Anything else related to this memo or the action item tonight from board members? Dr. Hodc, do you have any questions? No, no, I don't. Thank you, >> Mr. Palmino. >> I move I move this. >> There's been a motion on the floor from Mr. Palmino to approve the guaranteed maximum price of84808 with a total project of 1 million 6,593 for safety and security enhancements at Central High School.

156Is there a second? >> Second. >> A second by Mr. Cleven. Any further discussion? We'll take a roll call vote. >> Hodak, >> yes. >> Cleven, >> yes. >> Manley, >> yes. >> Larson is absent. Flynn, >> yes. >> Lun, >> yes. >> Anderson, >> yes. >> Thomasino, >> yes. >> Burger, >> yes. >> H, yes. Zero, no. One absent. >> Motion passes. Thank you very much. Move on to six. These This is our other category. 6A, announcements. Any announcements for the good of the whole? We'll go to Mr. Cleven and then Dr. Brener. >> Well, one related to what our special meeting on January 12th, and it's maybe not an announcement, but I want to emphasize that that was a specific meeting that was specifically called to increase the opportunity for public comment on

157the process. and and I I think that meeting achieved what our desired goal was. So, I think that's an important point to note. Um, and then just it's it's hard work, but it's been fun doing the work with people who really care what they're doing. So, thank you. >> Thank you, Mr. Cleven. Uh, Dr. Brener. >> Nice segue, Mr. Cleven. January is school board appreciation month, so I just want to express my gratitude for all that you've done. uh in my tenure um and and working through these really difficult conversations and the amount of time and service and leadership that you provide on behalf of the community. Uh I'm very grateful for that. Uh you have an envelope that's uh next to your chippers. Uh the envelope is addressed to somebody other than you. Uh

158so please bring that envelope to that person and you can fight over the chippers when you get home. Uh so thank you very much for all you do. >> Thank you Dr. Brener. Other announcements. Move on to 6B, board requests for future consideration. Miss Flynn, I told Dave I had one more comment about the item B and so he graciously allowed me to present this as a board request for future consideration. So, two things. Um, one, uh, I was able to ask for recognizing time for our student board members to, uh, give input. Um, certainly we have public comment and, um, faculty and and staff or teachers can, um, come to the mic, but we also have GFA sitting at the table as well. And so, I just hope that um, in the future before

159we move on, just a simple recognition of do they have any comments or something could be asked. Um secondly, um I know that this budget is going to come before us uh at our next meeting and um I'm not asking for us to pick apart this budget or not vote on it as delivered. Um I think one of the items specifically and and I'm you know probably beating a dead horse on this one is um the elimination of the virtual high school. I think it sets a precedence in a negative way that we will spend years creating a program and delivering a program that then we are just going to say because of a budget constraint we're going to take away. Everything else on this everything else on this budget has either a previous example

160of how things were done. we've created efficiencies or there's things where we've said it just doesn't maybe meet the standard anymore or we're not utilizing it at its at its core. This program we just have not had the chance to establish enough data in research. So, one, I'm concerned about the presidents that that establishes when the school board gets a request to implement something and then it just goes away after or when we have a a opportunity for a budget realignment that it's a recently established program. There's no real data behind why we're eliminating it other than a cost of a recently established program. Um, and when we've had conversations, when we negotiate contracts with teachers, whether it be a new thing that we're doing, whether it be uh u something we can't agree on,

161we've set a standard, doesn't have to be asis, moving forward, that we will collect data and put a study group together. So all I'm asking is that we consider removing this item and letting it flow out for a year or two so that we have data and can make an informed decision. If this was hundreds of thousands of dollars, I could I could maybe understand the rationale for losing it, but it's under $75,000 in the grand scope of things. So I'm just asking for an alternative pause maybe to let us collect the data as appropriate. Um and then alternatively Dr. Brunner did lead the self-study. He indicated in his notes that there was a sort of resolution and ongoing conversations at the high school level and then ongoing conversation with Jeff Seblum. but maybe there

162hasn't been a resolve at the middle school and so is there pause or is there opportunities for future conversation before the February meeting? So I'm just asking for either pause or more information before the February meeting on those areas. >> Okay, thank you. Are there other board requests? Yes, Dr. L. >> Well, just a comment. I I wish that had occurred earlier in the meeting because now we can't talk about it because I think we would be violating open meeting. just went on and like there wasn't a request for does anyone else have anything to say? So, >> we can talk about it at the February meeting, too. >> Sure. Yes. Yeah. And just a reminder, if to those listening or tuning in or checking back in, um the budget realignment package or process uh

163will be on our agenda as I would expect on on February 9th, but certainly doesn't mean that um we we don't have the room for for discussion. uh for for plenty of deliberation uh even if there's a motion on the floor at that meeting. So um there certainly is is time for that as well. So thank you both for your uh for your comments. Other board requests for future consideration. Dr. Hodc, one last time I'll I'll invite you for announcements or a board request for future consideration. >> Um thank you for asking, but I have nothing. Okay, move on to 6C. Schoolboard meeting norms. Mr. Paul Msino, how did we do? Would you turn your microphone on one last time? >> We did. Okay. >> Okay. Well, you you you heard it from Mr. Palmino.

164We are adjourned. Man, was hoping for a little more.