001We'll call to order the special meeting of the Grand Fork School Board for Monday, January 12th, 2026. First item on our agenda is the recite recitation of the pledge of allegiance. Invite you to stand as you're able. Just one more item before we move on to 1A. Board member Larson is on his way but he will be a bit late this evening. Uh the reading of our schoolboard meeting norms. Dr. Hodc. >> Yes. Number one, be prepared. Two, be on time. Three, value and respect each other. Four, exercise thoughtful deliberation and conversation. Five, be professional at the board table and when visiting with the general public. Six, speak up when the norms are not being followed. And seven, advocate on behalf of students and keep the community in mind. >> Thank you. Item two, our
002budget realignment discussion, criteria, conditions, and ongoing deliberations. Uh Dr. Brener, do you want to start with your opening memo? I've got a few thoughts then before the broad conversation, but please go ahead. >> All right. Thank you very much, uh, Mr. President. I'm going to just read the memorandum word for word because we're being recorded and I want to have a a public record of this as well. Uh this memorandum formally outlines the criteria, conditions, and process guiding the district's ongoing budget realignment work as well as to provide clarity for both schoolboard members and the public regarding the extensive engagement and transparency that has occurred to date. The origin of the budget realignment framework. The budget realignment process formally began with a school board retreat on August 14th, 2025 during which the board collectively identified
00312 broad concepts or umbrella headers using a force choice exercise intended to frame and organize potential areas for fiscal realignment. These headers were not decisions but rather guiding lenses through which ideas, recommendations, and ramifications could be examined thoughtfully and consistently with the following impacts in mind. student impact, operational impact, financial impact, and community impact. The engagement in process to date. Since the initial retreat, the district has engaged in deliberate, inclusive, and multi-layered processes, which has included four schoolboard retreats involving schoolboard members, principles, directors, district leadership, and GFA representation. Each designed to deepen understanding, surface questions, and refine thinking. There was a force choice activity between and among schoolboard members and administrators that illustrated shared and departing perspectives. Multiple pre through K through 12 joint administrative meetings ensuring representation and perspective from across grade spans. Assistant
004Superintendent Baky and Associate Superintendent Dr. Galach held ongoing meetings with elementary, middle, and high school principles and applicable directors to understand site level realities and impacts. During the 202425 school year, Dr. Brener uh facilitated a secondary music self-study committee which included music teachers and principles representing middle and high school levels. Following several meetings, the committee reached consensus on a music delivery model at the high school level. Full implementation of the new model will be in the fall of 2026, although some teachers have already implemented the new model, complete with the use of newly developed software for scheduling purposes. This year, I met with secondary middle level self-study committee members, examining alternative delivery models for music education at the middle level and commission that group to work through an updated delivery model that would gain efficiencies.
005I along with business manager Brandon Bombach held two meetings with GFA leadership and GFA building representatives to discuss the process and to provide clarifying information. A district-wide survey distributed to approximately 1,700 employees inviting input and ideas uh that had an approximate 11% response rate. Numerous executive cabinet and administ administrative cabinet meetings were scheduled to vet concepts, explore feasibility, and assess alignment. public report outs at subsequent schoolboard meetings following each retreat uh ensuring full transparency and consistent communication with our community. This process reflects our shared commitment to informed governance, professional engagement, and public trust. Concepts tonight are for consideration, not action. At tonight's meeting, you will hear approximately 52 concepts presented for consideration. concepts that have been agreed upon and recommended by elementary, middle, and high school principles, directors, and district leadership. These concepts are aligned
006under the previously identified 10 out of the 12 umbrella head headers. They represent ideas and areas for exploration at this time and they address and align with student operational, financial, and community impact. And again, they do not require board action this evening. These same concepts will be brought forward again at the January 16th schoolboard retreat for continued discussion, clarification, and deeper analysis. Further, the school board will meet on January 20th and again on February 9th, 2026 to bring this process to a conclusion. This intentional pacing is designed to allow time for reflection, questions, and additional refinement. Under the header administrative representation and clarity to support transparency and understanding, members of our administrative team will serve as spokespeople regarding the concepts. They will be available to provide clarification as needed for the schoolboard members and/or for
007the public should questions arise regarding intent, context, or potential implications. And I'll review those uh concepts shortly. The closing comment. The budget realignment realignment process is by necessity complex and challenging. Our collect collective goal remains to approach this work with thoughtfulness, clarity, and respect for the people and programs that define our school district while maintaining while remaining fiscally responsible and aligned with board established priorities. Thank you for your continued engagement, professionalism, and willingness to participate in this process that pri prioritizes transparency and a shared understanding. Thank you. Thank you. Before we get into these recommendations and concepts, I would just like to reiterate what I think are the key points for this evening. Tonight's special meeting is one more step in this ongoing process and no action will be taken tonight. The intent of this
008meeting is for our administration to present detailed information about these various budget realignment concepts and to provide a comment period to hear concerns and perspectives from the public. Schoolboard members will have the opportunity to ask clarifying questions of building level administrators, directors, and administration during this meeting. Although tonight is mainly for board members to receive all of this information with the bulk of our discussion scheduled to take place at this Friday morning's board retreat which is also open to the public. The school board will also take up this discussion at the regular meeting of the school board as you heard next Tuesday, January 20th before bringing this process to a conclusion at our regular meeting on Monday, February 9th. I'll have more to say about the comment period when we get there. But for now,
009let's head into the recommendations. >> And I'm going to tag team here a little bit with business manager Brandon Bombuk. The next couple of slides are yours. >> Thank you, President Ber, Dr. [clears throat] Brener. Um I wanted to provide just some broad contextual comments, excuse me, [clears throat] comments related to um this slide here. Mainly three points describing briefly about the revenues of a school district. Two to the question of how did we get here in the first place and then three just some notes of distinction from how funds work within a school district. So number one, [clears throat] revenues are controlled um outside of the school district, outside of the school board. They primarily come to us from three different venues. federal, state, and local. And you can see the the rounded um
010percentages of where they do come from. Um when changes take place at any one of those levels, it it greatly affects the direction of a school district. So, with the federal level being 10%, there's a lot of changes at the federal level. Um we saw, for example, just this past year for this budget a 8% reduction that was largely unannounced, but showed up um late in the game. the state meets on a you know every other year basis where they make decisions about um not only school district budgets across the state but a whole number of other things and so we wait and receive 60% of our budget that news comes from the state legislature for a bianium and then locally we have that ability to make decisions about levying uh local property taxes um
011where the state has recently taken some action that I point out here too to limit exactly the growth there. So the the only point here is to demonstrate a school district does not control its own revenues. It really only has the most control over expenditures, which is the concept that led um the conversation early on as a board. A term we've been using is forced choice exercise. When you don't have the opportunity to grow out of something or to increase revenues, then when you look at the expenditure side of the budget, you make a choice between more of this, which could lead to less of that. It's a forced choice. And it's through that context that the whole conversation has been um started off and framed. So I make that point. We don't control our
012revenues. We're always looking on the expenditure side. Um how did we get here? Uh first and foremost, I would say growing student need. It's been discussed too on last year's budget when we came um expenditures over revenues. So in a bad we had uh ended in red was largely due to uh growing student need. So more positions were added and resources allocated. That really pushed that in [clears throat] that direction. On top of that, property tax revenues did uh slow their growth that we had experienced for some prior years had slowed down quite a bit. And then into this year's budget, like I mentioned, the state capping at a 3% growth rate styied that where in prior years we had gotten growth rates of 8%. Federal changes I mentioned, we saw a reduction there as
013well. But one of the biggest things is depending on uh when we come to school in the fall, how many school children come with us, the enrollment, we saw a decrease sharply. That was on the heels of a large increase in enrollment. What [clears throat] that did though was we had staffed up for the larger number. And then um with contracted employees and contracts extended, by the time we had counted our students in the fall, enrollment decreased. And that's the state revenue associated with it decreased. where we had a number of positions already on contract. So, it was that blend of things that really put us in the position that [clears throat] got talking about all of this realignment. Just some last and final notes I make would like to make clear. Um, you know,
014there are other school districts who are in very similar boat. Uh, you could read about Fargo is probably the most close example. Um, I know Minot has had similar conversations. Just means to I think articulates a broader landscape of changes taking place locally though. We have built constructed a new valley middle school. We have a new twining school coming on board and those are funds from a different bucket alto together. Those funds um for the valley middle school as a part of the public referendum to build that building and we legally can't move funds from that bucket of funds to the general fund. So operational costs are different. Same goes with twining. Those are federal dollars that we cannot um mix together with the operational bucket. And even on the fraud that the school district
015was a victim of last fall, that was a building fund. That's capital projects and it can affect um capital projects that were planned out within the district, but it does not affect the operating budget, which is what the conversation is about tonight. So, I just want to make that clear. There's different buckets that legally do not mix. I'll just comment here. So the board through its retreats like I mentioned had gone through a forced choice exercise. It was philosophically putting different concepts against one one another and asking the question would you rather so to speak. And these 12 concepts were developed early on and may not be exhaustive but it began a healthy conversation and facilitated the conversation about board priorities reflective of community priorities of a would you rather. So early parts of the
016retreat were based around that. tonight are the first times we really start to get into very specific concepts um that'll be further discussed even on Friday at this board retreat. But I wanted to bridge where we have been to where we're going now. These concepts put out um in tonight's agenda and discussed have been associated with one of these 12 buckets and you can see where they lay. The difference here too is that in the force choice exercise they were phrased in such a way to force a decision. So you can see a couple examples of close or combine buildings that was deliberately phrased that way. Although quickly in conversation, I think if you were at the retreats, uh you'd realize it was never really a conceivable conversation to close a building, but it was
017meant to again force a phil philosophical decision to have board members and others weigh in and say, "Would you rather?" In the end, you can see no concepts tonight are associated with a closing or combining of building. Similarly, you can see revenues at the bottom. There are unique or some small opportunities to increase revenues for a school district, not to the order of balancing a budget of $130 million, but you can see there were certainly concepts um investigated to increase revenues where possible. Those didn't fall into those original 12 buckets, but eventually were wanted to be stated as separate. So, you see them at the bottom of this table. One example that's on that list is if you were to charge for general education busing like we had done in the past [clears throat] just
018another example of the force choice you see decrease busing again through the board retreats it was meant to force a decision of would you rather and ultimately through conversation it was not a viable concept to decrease busing excess or busing but rather investigate the increased revenue component associated with that but here is a summary of of the 52 concepts that roll up into the associated buckets. It's not perfect fit, but if you were to bridge where we have come from as a board and conversation to where we are going, this would be the slide to do so. And now I will take you through those 52 concepts um starting working from the left to the right. And you will see and maybe you can't see all the way to the left. Um so I will
019I will tell you uh which conceptual buckets uh these come from. Uh the first several several are coming from the Mark Sanford Education uh support services and eliminate award co subscription that has to do with our uh staff recognition program. Uh that would be uh a financial impact of $15,000. The next one is also attached to MSEC eliminate paid uh employee assistance program at 30,450. It's uh the program is relatively underutilized and we do have a free program uh for our staff. The next one falls under MSE as well. Eliminate the RSP demographer Rob Schwarz at $29,000 a year and we would just simply not use a vendor for demographics. And I should note that that would be operational and the first two were financial. Uh the next one, eliminate Sprout Social subscription at $2,400.
020Uh we will manage that internally without an outside vendor and that is operational. Uh the next one continues to be under MSEC lower communications budget at $5,000. That's a budget reduction. That's operational. Uh the next one, eliminate business office uh position. Uh $65,000. That's one FTE. Uh this was a position that was added in recent years. That would be operational. Also under MSEC eliminate an HR position at $54,000. That's one FTE. That position was added in recent years and that would be operational. Also at MSE, reduce overtime at $65,000 a year. Uh enhanced oversight and tighter restrictions. Uh so that doesn't continue to occur. That is operational. The next one is eliminate the Greater Grand Forks Young Professionals Corporate Sponsorship at $2,500. That's an underutilized membership. Most of their meetings happen uh over the noon
021hour when all of our folks are working. That's operational. Another one at MSEC reduce the IT manager position by 20%. Uh that's a $14,000 savings. Uh the rationale is continue managerial strategic duties and assist with technical support and that also is operational. aligned with that at MSC under technology reduce the technology administrative assistant um by 25% and that would be an $18,000 savings that would align with seasonal workflow and the reduced IT manager availability. The next one is eliminate custodial supervisor here at MSE. That's $72,800. Uh that's one FTE. The position was added in recent years, although the position long ago when I first came into the district, uh there was a position and then there was about 25 years or more when we didn't have it. Uh the next one, eliminate the recruitment advertising
022at $23,310. That's a budget reduction. Fewer positions would be posted. That would be operational. Uh the next one, eliminate the transportation coordinator position at $85,650. That's one FTE. Uh that position was added in recent years to help with our transportation uh workflow even though we have that contracted with uh an outside agency. The next one uh reduce the IT application specialist from full to halftime. It was a position that was added in recent years. Presently it is unfilled. And the final one at MSE support services would be eliminate enrichment. That's two positions at $200,000 a year. Uh low percentage of students who are served and the impact is student. The next cluster is smaller. Uh certified support staff eliminate a multi-tered support system coordinator at the secondary level. That's at $117,631. That's one FTE. uh
023the support position providing comprehensive building support yet not directly instructing students. Uh that position was really uh did a lot with our Cogna process and our school improvement process. Uh also reduce ML multilingual teachers at 2.5 uh that's $218,500 and that would be adjusting the ML staffing to ensure equitable case loads and align with highest needs areas. And the impact would be student. And the final one in that bucket, uh, reduction in instructional coaching staff at.5, that's a $50,500, uh, saving does not impact direct student services. Um, but the impact would be under the student header. Next one, we have uh two clust two clustered in class sizes, reduction in class sections across elementary schools, a savings of $255,000. That would be three FTEEs, and that would create equitable, consistent class sectioning districtwide, and there
024would be a plan in place uh to help with students who are new to the district, who might live in a certain neighborhood. Um, but let's just say for example that fourth grade already has 24 students, but another fourth grade at another building only has 17. Uh, we would work with that family um to go to the school where there's more room. And we're calling that leveling. Uh, the next one, reduce middle school music teachers by 2.5 positions at a cost of 212,500. And that would be to maximize staffing efficiencies aligning with a district model being put into place at the secondary level at the high school level, excuse me. The next grouping all falls under classified support staff. Uh the first one reallocate Native American liaison position. That's really reallocating funds. It has nothing
025to do with the position itself. Uh that would be a $20,000 savings to the general fund. And we would fully f fully fund that position with grant dollars. Reduce custodial staff across the district by nine. That would be a $320,000 uh savings. And the budget reduction and operational adjustments would be operational. The next one for classified support staff reduce school nurses by one. That would be an $85,000 savings. and that would adjust the current supports across buildings. That would be operational. The next one, reduce classroom specialists at $75,000. That would be 7.5 positions. And we'd return to more reliance on daily substitutes rather than the classroom specialist. And in case you're wondering a little detail around that, uh it would be for one classroom specialist reduction, that would be a savings of approximately $10,000 because
026we would know a substitute would be coming in or be we'd be paying somebody their hourly rate um to cover for a teacher who might be absent. Uh under classified support staff continuing reduce a 504 parah. Uh that's one position at $53,900. uh and the student who has been working with this person will be served through other staff and that is operational. Reduce a security position at 50,000. This is unique to Valley Middle School. That's one FTE. That's not the safety uh that's not the SRO. It was an additional person assigned to that building. Reduce ML Paras a total of eight FTEES at $350,900. and we would change we would have a change in the current ratio and the impact would be students. The next bucket falls under co and extracurricular activities. Eliminate kota. If
027you're not familiar with that term, that would be the after hours music programs at the elementary level that uh teachers are paid for. I would say music teachers are paid for. uh that would be a savings of 48,000 and the programs would now be embedded during the school day and there would not be an evening uh opportunity for parents and the impact would be community. We would add facility uh increase facility rental for the building use for building use, excuse me, at $4,000. We would simply increase rental rates to keep up with our costs and that's a financial impact. The next one, further utilize Grand Forks Public Schools bus to reduce outside vendor expenses and that would be at uh $47,18 savings. That would be an efficiency opportunity and the impact is operational. The next
028one, drama music supply reduction, $4,86 and that would be simply a supply budget reduction and that would be operational. The next one, uh, excuse me, the next two under co and extracurriculars, drama music fee increase, um, the estimated amount would be $5,74. Um, and you can see that is a financial impact. And the final one is eliminate elementary intermerals at $40,000. And the rationale would be availability of community offerings and that would be a student impact. Um we'd be working with other community partners to run those programs similar to what we have in place with a couple of other uh programs at the elementary level. The next three have to do with curriculum adoptions. Uh the first one curriculum adjustments. Um 6 $62,500 would be a savings from switching from really great reading to UFly
029curriculum adoption. Um and from what I understand there wouldn't be a loss in fidelity uh with the use um of this new curriculum platform. The next one curriculum adjustments $233,000161 that would be to delay the math curriculum adoption. And the final one under curriculum adoptions is reduce Elba funding at $18,680 and we would use alternative funding sources for that and that would be a financial impact under diverse diversity of course offerings eliminate interventions and classroom teacher that would be two two FTEES at $195,41 uh under the rationale North Dakota studies will need to be taught by another teacher. It's a required course. Discontinue reading and math interventions would thus happen and that would be a student impact. Also, under diversity of course offerings require in-building face-to-face attendance for North Dakota Center for Distance Education courses
030uh would likely reduce enrollment. uh the estimated uh savings would be $112,000 and we would have improved student engagement and outcomes in addition to achieving financial savings. That would be a financial impact. The next one under diversity of course offerings start orchestra in grade five rather than grade four. That'd be a savings of $183,500. That would be a 2.0 FTE. And again the course um orchestra would be offered in fifth grade um along with band also with diverse the diversity of course offerings reduced graduation credit rate and that would be a savings of $36,500 FTEES and that would maximize staffing efficiencies and we'd be looking at the area the content areas of physical education and speech. The next one is eliminate elective classes with historically low enrollment. Historically with low enrollment, $36,500 savings, 3.5 FTEES.
031We would maximize staffing efficiencies. Also, under diversity of course offerings, reduce a section for atrisisk students at the high school level. It' be a $95,000 savings. That would be one FTE. And again, we would maximize staffing efficiencies. It would be a financial impact. And the final one under diversity of course offerings, eliminate the virtual high school. That would be a $70,000 savings, a.5 FTE position. It was a recently established program this academic school year. Thank you for hanging in there with me. We're getting down to the final few under educational technology tools. reduce the technical debt and establish sustainability. That'd be a $210,000 savings. And the cost to maintain a onetoone environment in K8 is $420,000 per year in hardware alone. Reduce professional support uh i.e. tech partners doesn't support or expand usage to justify
032the hardware cost. That would be a financial impact. Uh the next one is educational technology tools as well. Eliminate power school add-on products be a savings of $60,000. Functionality will be provided as part of infinite campus which launches July 1 this coming summer. That would be operational. We would eliminate a Zoom license at $3,500. Google Meet now has all of the features of Zoom. And the final one under educational technology tools reduce panorama data warehouse features to $7,500 savings. The variability of use some items could potentially be housed in infinite campus and that would be under an operational impact. And our final four happen to be revenue generators. Implement a three- tiered system of activity fees that would increase uh that bucket by $42,941. Some sports require more resources than others and the fee structure
033should reflect that. Uh the next one is Medicaid billing, MAC. Uh this is something relatively new to the school district over the last couple of years, but it is a revenue generator. Uh we are anticipating being able to generate $250,000 in revenue. Um and that's simply captured through expanded Medicaid. That is financial uh charge for busing, which is something we used to do before COVID. Uh that would be a $100,000 increase to our revenue stream. And the cost of providing transportation simply continues to increase. Uh that would be financial and I should say that's for general ed busing not for special ed busing. And the final one in revenue is increase spa fees at $49,495 and that would simply be an updated revenue stream and that would have a financial impact and that takes us
034through all 52 concepts. Mr. Chair, >> thank you. Uh Mr. Bombach, could could you be clear so we know what was up on the screen in those slides? um the addition of the 48 budget reduction concepts as well as the four revenue concepts. What's that total number? What is was the goal? Uh just a sense of uh of where we're looking at in dollars and cents. >> Sure. President Burgerer, happy to answer the question. So the goal [clears throat] that was set out was a minimum of $4.4 4 million based on where this budget is projected to end up. [clears throat] There are more variables as you enter next year, but 4.4 was articulated. Some of the other variables that include is again uncertainty at the federal level, etc. So, the administrative team did work
035to provide a larger number than 4.4 and ultimately totaled a reduction of $4.54 million on the expenditure side. when you add in the additional revenues of 442,000 is where you get to the bottom line number of just under $5 million. >> Thank you. Uh board members, I'm not certain how you wish to proceed with this discussion. If you would like to hear from building level admin at various levels, directors, uh, district leadership, or if you want to direct specific questions, if you want to have, uh, some conversation here, of course, we also have the public comment period as a part of tonight's special meeting. There'll be an opportunity for clarification during that set as well. But I want to make sure that this time serves our purpose in moving this conversation forward. So, uh, do
036any of you specifically want to weigh in about how you want to take this discussion next? Dr. L, >> I'd like to hear from the public. >> Okay, that's Do any other board members agree generally with that sentiment of moving into the public comment period knowing that um, we'll provide some structure for that? Um, I I'll I'll get to some more of those thoughts in a moment. Some opportunity for a bit more clarity and sharing and perhaps um some additional information that may be helpful at that point. But is there anything board members would need? I'll ask it this way. Is there anything that board members would need in this conversation before we enter into the public comment period? That may be more helpful. >> Yes, Dr. Hodc. when the public speaks, will we as
037board members be able to ask them questions as well? >> Yeah, it's a great question, Dr. Hodk. The way I intend uh to to facilitate the public comment period is to uh in a sense group public comment um by topic. Uh so if we've got seven people who want to talk about the virtual high school, three people who wish to talk about KOD, etc., uh we'll try to uh put those together and then before any board discussion we'll ask uh those staff members at the district level uh building level if they have anything to add clarify that's not quite right etc. Um and so we'll take it by topic rather than trying to move our heads around you know just in the way they they've turned in. We'll get to all of them but I
038think that serves the conversation better. uh at least at my perspective if we unpack one concept, take it through conversation and discussion and then move on. Does that does that help? >> Anything else, board members? Dr. Lun, >> just one clarification. I have a 99year-old mother-in-law. I'm moving into into uh assisted living. So, if you see me texting here, it's got nothing to do with this. I'm coordinating five different things at one time. So just just so you know. >> Understood. And well wishes to you and to her. >> Anything else from board members. Okay. We're about to enter into our public comment period. The purpose of the open meetings law in North Dakota Century Code is to provide members of the public with access to the meetings of a governing board of a public
039entity allowing them to observe, monitor, and participate. By state law, every regular meeting of the board must include an opportunity for an individual to provide public comment. As board leadership, we have also elected to hold a public comment period during this special meeting of the school board. The law requires that an individual providing comment at a meeting provide to the governing body in writing their name and address, which you all have done here. 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 exempt information. And may not be directed at personnel or discuss personnel matters. At this time, I believe I have 18 public comment cards filled out and turned in, which I
040believe to be a manageable number for our time this evening. Each individual is allotted up to three minutes to speak. At tonight's special meeting, we will also allow space for building level administrators, directors, andor district leadership to provide additional information or clarity if applicable. I said earlier that I'll take the liberty of grouping these comments into themes so that we can gather information and feedback about each concept one at a time recognizing that we may have folks out in the hallway or in the overflow room. I'll also try to indicate we're inviting to the podium this person uh such and such a name you're on deck such and such a person you'll be after that etc. Um I also want to remind you before we enter into this uh that we um we have a
041couple of other mechanisms as well. Um you can always submit your comments to the board via email and yes we do read them. Finally remember and this is for everyone listening whether you're present here tonight or not. Uh we invite you to continue to be involved in this process through our district website. The specific information about this budget realignment process can be found at gfschools.org. org. I believe last time I looked the budget realignment process tab is the fourth of the main header tabs. So, we'll go ahead and um just quickly sort through. It looks to me um that we have a few that are um at least we'll get through these first three as I'm sorting through the rest and my apologies for doing these two things at once. Uh Michelle Kmers speaking on
042the physical education credit reduction. Uh, I believe Mark Variano, high school requirements, you'll be next. I think that's similar. Uh, Jeff Baky, proposed budget cuts to physical education. So, Michelle, Mark, and Jeff, uh, we'll have you go. And if we find others related to this, uh, maybe Bill Loren, the same, uh, Andrea Charoy, uh, and we'll see, uh, Stson Carr. Uh, so we've got a few of you here. Um, I'll we'll go in that order. Uh if there are others, I'll find them in in the packet as well. Uh Michelle Kmers. >> Yeah, we'll ask all speakers to use the microphone and it's not just for the folks in this room, but it is being recorded and broadcast as well as archived. So, it helps everyone to know that that everything is uh is recorded.
043So, thank you for that. >> Good evening, school board members and President Ber. Thank you for letting us speak this evening. My name is Michelle Kramers. I teach at Red Verbber High School physical education and health. Um I am here tonight to speak to the possible half credit reduction in physical education is it in the best interest of students physical, mental and academic health to sit for 50 minutes a day for seven semesters and receive structured movement for only one semester of high school. High school physical education is not just about athletics. It is about public health, academic readiness, and long-term care cost prevention. If we do not teach students how to move their bodies and fuel themselves before graduation, most will never learn it later. The result is declining physical health, rising mental health
044concerns, increased injury, and higher long-term health care costs. Outcomes that schools are uniquely positioned to prevent. In 2008, this district received a $1.6 million Carolyn M. White PEP grant because it recognized the importance of fitness choice and student engagement. We built facilities, redesigned our curriculum, and expanded access. Cutting PE staffing now undercuts that investment and leaves those resources underused. The district has already spent the money. The infrastructure exists. Reducing staff makes that investment inefficient. Reducing physical education to a half credit means fewer course options with a possible consequence of less student buyin. Larger class sizes reduces safety, individualized instruction, and elimination of adaptive and non-competitive movement options for our students. For many students, especially those who are not athletes, physical education is their only consistent physical activity. Movement is medicine. Movement is one of the
045most effective evidence-based supports for mental health. And physical education is where it happens consistency and equitably. Outside of school and all else, students have access to gyms, sports, or safe spaces to move. Physical education is the equalizer. High School is the last guaranteed point of access to physical activity education for all students. We understand the district is facing a 4.4 million deficit, but cutting physical education staffing is a short-term savings with long-term unintended consequences for student health, engagement, and school climate. The question before the board is not whether physical education can be reduced, but whether it should be. If we graduate students who can analyze literature, solve equations, but cannot care for their own well-being, we have missed a critical component of education. Physical literacy is not optional. It is foundational. Thank you. >> Thank
046you. [applause] Next we have Next we have Mark Vaniano. And reminder uh after that Jeff Baky. Uh just so that you're aware, Bill Lorent. So Mark, Jeff, and Bill. >> Hello school board. My name is Mark Vaniano. Uh, I've been teaching at Red River High School for 24 years. Uh, thank you for having me tonight and I appreciate you guys that have read uh, my email I've sent before. Uh, I appreciate the the comments I I received back from several of you. So, thank you very much. Uh, Michelle covered quite a bit there. So, I'm not sure this be they'll be just rehash things that we've already talked about, but um, you know, I think Grand Forks um, values things and I think it all this all comes down to value. Um, obviously we value
047movement, we value fitness, we have choice, and now we are val or we are building an aquatic center out in 42nd. So, obviously we value movement and things of that nature. And those are things you have to pay for while the kids at school here wouldn't have to pay for any of that stuff because they're going to get it right in class. Uh, like Michelle said, uh there's a possibility of a incoming freshman taking FID that first se that first semester and never doing anything else again for the the next uh seven out of the eight that she they may have. So, uh, I can't see any, um, health professionals that would agree and say that less is more. Okay. U, where we at right now, we we still want to be more. You know,
048there's there's there's larger districts around the, uh, around North Dakota that have many more um, requirements than we than we do. And we don't want to fall behind them. Uh, if we're going to be a beacon, you know, let's be a beacon in everything. And I and I hope at one point in time that we you know make the right decision and uh and keep what we have so far because once you go backwards it's been in my experience we never go back you know we never go back from where we started. So uh if we can keep that one requirement and not lose another one that would be fantastic. We appreciate that greatly. So thank you for your time. >> Thank you. Next we have Jeff Baky followed by Bill Loren and Andrea Charavoy
049would be after that. >> Jeff, good evening members of the board. Thank you for the opportunity to speak. I just want to stress that I acknowledge what a difficult position you're in with this process. Um so for my position as a physical education teacher, I want to focus on not just the uh the physical or the mental health benefits. Others will or have addressed that already. But I also want to talk about how this defi uh decision affects our district standing, our leadership role, and our public perception. Grand Forks is the fourth largest district in North Dakota, and we are home to the state's largest university. That places us in a unique position. Other districts look to us as a model, and future educators observe how we operate, and families compare us to private, alternative,
050and neighboring districts when deciding where to send their children, their children. Two years ago, this board reduced PE requirements to one credit. And now we are considering reducing them again to a half credit, which would mean a student needs only one semester of PE across four years of high school. This change passes, we will fall below many comparable districts and further away from national expectations. More importantly, it sends a message that when faced with challenges, our solution is to scale back core educational programming rather than protect it. This also [clears throat] affects competitiveness. We are competing with private and alternative schools for enrollment. Parents look at graduation requirements and course offerings. And when public schools require less, not more, it weakens our case and our credibility. There's another group watching us closely today, and that's
051future educators. As a university town, our decisions also shape how future educators and coaches view this profession. Reducing requirements and eliminating positions sends the message that this field is unstable and undervalued, making recruitment harder in the long run. Graduation requirements are not just about credits. They reflect our priorities. and as a large visible district, we should be setting the standard, not lowering it. I urge the board to maintain our current PE requirements. Thank you. >> Thank you. Next, we have [applause] Bill Loren, followed by Andrea, and I believe I had Stson Carr also. Bill, >> good evening board members, and thank you for giving me the opportunity to speak in front of you all tonight. My name is Bill Loren. I teach physical education over at Grand Fork Central. It's my 24th year at Central
052and 31st year overall in education. I'm here to speak about the possibility of reducing the number of PE credits needed for graduation and the possible reduction of staffing due to this and the negative impact it will have on our students. Our physical educa education department takes pride in offering a number of different courses for our students to appeal to everyone. Not all students want the competit competitive nature of a sports and games class or a team sports class. Some have interests in other components of fitness such as flexibility, muscular strength, muscular endurance, and body composition. These are all important components of a healthy living style. We offer courses that f focus on all these. For example, we offer breathe and stretch. We offer personal wellness, strength and conditioning, advanced strength and conditioning, and dance. We
053pride ourselves in offering a variety of classes to try to meet the varying needs of all of our students. By reducing the required credit for graduation and/or staff, we fear that we will no longer be able to offer this variety of classes. We believe that this will result in students being forced into courses that they're not interested in. This will increase class sizes, present participation and behavior problems, further stressing the staff. The physical education classes that we offer provide structured instruction in teamwork, resiliency, goal setting, leadership, conflict resolution, and personal fitness literacy. All these things are taking place in a safe, supportive, structured environment. Why? Why does this matter? Colleges colleges employers increasingly want students with strong social emotional skills. Physical education is one of the few classes that develops them through experience, not theory.
054Physical education ensures equal access to health and fitness opportunities. Students from lower income families are less likely to have access to safe recreational spaces outside of school. Cutting physical education disproportionately will harm the district's most v vulnerable students. As educators, we strive to get the best out of our students. We want them to be the best version of themselves and do more than the bare minimum to get by. By reducing the number of PE credits for graduation, we are lowering our standards to the minimum credits required by the state. My question to the board administration tonight is, do we want to do the bare minimum just to get by or do we want to strive to be better? Let's strive to be better. Thank you. >> Thank you. Next, we have Andrea Charloy, [applause] followed
055by Stson Carr. Good evening, President Burgerer and members of our school board. Thank you for the opportunity to speak tonight and your continued service to our students and our community. My name is Andrea Charlie Boy. I've proudly served Grand Forks public schools for 27 years, including 24 at Grand Forks High School. I'm here to speak about something that goes to the heart of what we value in education and how we prepare our students for life after graduation. Graduation requirements reflect what we value. Physical education is not optional to student success. It is essential. We are living in a national health crisis. In 2022, the United States spent $4.5 trillion on health care. Much of it to treat chronic physical and mental health conditions tied to inactivity. Today, over 40% of US adults and more than
05620% of youth are obese. And over 1.4 million people die each year from heart disease and cancer. By 2050, heart disease alone is projected to cost more than $2 trillion annually. These numbers affect not just individual health but our workforce, our economy, and our communities. Healthy people are essential to healthy society. As physical education is one of the most direct and effective ways that we can help build a healthy society, schools are uniquely positioned to be part of the solution. Health experts recommend that young people get at least 60 minutes of moderate to vigorous exercise every day. And for that many students, physical education is the only consistent place that that happens. But physical education is not just about physical health. It directly supports our learning. Research shows that regular physical activity improves memory, problem
057solving, and executive function, which are critical for success in math, reading, and complex thinking. Students who move regularly have better attention, stronger focus, and greater classroom engagement. Physical activity is also one of the most effective ways to reduce anxiety, depression, and stress. All of which have risen sharply among today's youth. High school is a pivotal time. Academic pressure is increasing, screen time is rising, and physical activity is declining. When we reduce physical education requirements or staffing, we are not saving money. We are shifting the cost of future health care, employers and family will take up that cost. We are telling students that their health and ability to learn are less important than other priorities. Our schools are responsible for educating the whole child. Mind, body, and character. Physical education is a critical part of that
058mission. Our students deserve a system that prepares them not just to graduate, but to live long, healthy, and productive lives. I respectfully urge the board to keep physical education credit at one full credit as part of our graduation requirements and continue standing for a strong well-rounded education for every student in Grand Forks Public Schools. Thank you. >> Thank you. [applause] Next, we have Stson Carr. Good evening, school board members and President Berger. My name is Stson Carr. Uh I've had the privilege of teaching the past seven years at Grand Fork Central High School. Uh two years ago, our district reduced their physical education credit, as you've heard, by half a credit. Um and eliminated one teaching position at each high school. Now, that was disappointing. But while the reduction of staff was disappointing, uh it
059was equally concerning what I felt was the rationale behind it. My primary concern is the decision-making process didn't clearly align with the student staff financial and community impact. After seeking clarification on how these decisions were made, I failed to really understand the decision considering the criteria that was being used. This lack of transparency to me raised concerns about whether the decision was being driven by consistent data-informed standards rather than short-term pressures. Decisions of this magnitude should not be made based on how many people come to the microphone and the emotion they carry. Physical education is unique in that it directly impacts every student. Few other reductions, if any, at the high school level have such a universal universal reach. Given the wellocumented and far-reach benefits of PE for student learning, mental health, and long-term wellness,
060this is an area we should be strengthening, not reducing. Board members received an email last week containing comparative data, some of which were referenced tonight. Thank you for those of you who responded. That information shows that the further reductions our district would rank us among the lowest in PE credits in overall staffing across the state compared to similar districts such as Fargo, West Fargo, Bismar, and Mandan. Some of those data points were West Fargo at one and a half required credits with five teachers, Bismar with two required credits with teachers uh staffing at 87 and six between the three of them and Mandan at two required credits as well. But that should not be our standard. We should be striving to be the best. It's troubling that a research supported program with clear benefits to
061students in broader community continues to be diminished. These decisions should reflect student and community needs, not serve as a means to relieve pressure in other areas. I respectfully ask that future decisions be made transparently grounded in clear criteria and guided by the best interest of students and the educators who serve them. I urge the board to prioritize enhancing our students health and well-being rather than reducing it. Thank you. >> Thank you. [applause] Uh unless I have missed something in these comment cards, I believe those were the cards filled out to discuss this particular topic. So, is there a member of the public who has filled out a comment card who wished to speak on this budget concept before we ask for further clarification and information? Fairly certain we got through those. So I would open
062it up next uh to district leadership uh perhaps building level administrators uh who would be most impacted uh by this particular concept if there's any further information to share uh anything that you could add clarity to anything that went into the decision uh to have this on the list. Uh and maybe before I go any further, uh hopefully you've all heard this by now, those of you here and those of you listening, no one at any level in any of these conversations wants to do any of this. Uh this was a matter of we had greens and yellows and reds and we collectively tried to lift up uh what could get us to this mark. Uh so these are not easy conversations. Um but again uh is there anyone here who has anything else uh
063to share from an information standpoint uh among district staff before we open up uh to board members? Dr. Glatch. >> Yeah, just to make sure that our viewing public is clear, the recommendation is to reduce graduation required credits from 24. the state requires 22 credits for graduation and we would still by going to 23 um make sure that all of the state requirements were encaptured or encapsulated in that reduction. Um students still would have the opportunity to elect into courses such as physical education. It just wouldn't be required beyond that half credit that's been mentioned. >> Thank you for that. Any other information to lift up regarding this particular budget realignment concept? Questions from board members related to this concept on your list? Mr. Cleven, >> is there a sense of how many students do
064elect take a PE credit on their own and not mandatory? Like do we have any sense of that? >> Would anyone have that data? We could pull that data for the board retreat. >> Okay. Thanks. >> Thank you, Mr. Cleven. Other board member questions, clarifications. >> Miss Flynn? >> I have a couple questions. Um, there was mention of a grant in 2008. Um, has there been any other work recently to secure a grant of that size or any other funding to help support physical education programs. >> Does anyone have that? Mr. Bombach, >> I would just [clears throat] uh President Burger member uh Flynn, I would just comment that there has been a grant to that magnitude received. I can't comment on the work done. >> Can you say that again? >> Sorry about that.
065I would just say that there hasn't been a grant to that magnitude received. Uh I can't comment on any work that's been done to pursue that PEP grant any further. >> Does anyone else have that information? Dr. Glad >> the only other significant grant of which I'm aware um occurred through the base project fit if that rings a bell. Um so that was specific to the base through um DODIA dollars. >> Thank you. And you had another question this one. >> Yeah. Um there was mention of elective credits that students can take. Is would would an additional course of physical education be an elective credit? And then what additional elective physical education credits exist like I'm assuming weightlifting you know some other strength and conditioning but what are what is the portfolio under >> yes
066I'm going to answer this more broadly and I'd ask the principles or even the physical education teachers to uh correct me. So anytime students are registering for classes we have our entire course catalog that was shared with the board I believe in the October retreat. Um there are hundreds of classes listed there and the principles make decisions according to if you want to call it popularity of enrollment and so I don't imagine the menu would decline. However, the number of sections that would be offered in the end would have to um skinny up according to staffing if that makes sense. so that the menu that was described um that the physical education department has worked hard at um adding that variety to make sure that something appeals to all students would still be offered but
067the actual courses that would be delivered in the end would depend on enrollment. Um I anticipate there would be a strategy that could be um employed that would have like a rotation as well. So students who might want um a certain class because it appeals more to their interest level um could maybe wait and take at a different year of their high school career um a lot of class B schools um kind of facilitate that way to make sure that there's a a broad array of appeal to our students. >> Did that get to where you wanted to go, Miss Flynn? Do you want to ask it a different way or >> um my question then would be so let's say there's less of a required uh a requirement. But let's say that same number
068of students opts into elective credits. How would that be a reduction in staffing then? Or would we just assume that we don't have the capacity and the class sizes would be capped? >> It would most likely, and again, I'm looking to my high school people to correct this, um tie into the recommendation for reduction in staffing through low enrollment courses. So if all of the FIAD offerings capped out um I believe we would still be driven by student interest. That's what we are we desire to do as a system is to be largely driven by student interest. So that would mean that students would not be electing into different courses and that's where the efficiencies would be gained. >> I I don't know if you saw this, Miss Flynn, but we have a couple high
069school uh building level principles nodding behind you. I don't know if you want to >> I don't have eyes on the back of my [laughter] head actually. Do either of you want to speak to this conversation while we're uh putting you on the spot? >> Um we do it just like we do all other classes. We would have to cap numbers, right? You know, we can only have if we have four teachers, three teachers that can only have so many kids in their class. We would have to cap. Some kids, as Dr. Glad said, may have to take it the following year. Um we have that in medical careers all the time. you know, there's slots for 80 kids and we have 110 register and so we just base it usually on grade level or
070schedules, whatever works. So, it's not uncommon where some classes we have more than we can handle and it's rotated. For example, medical careers, um, interned careers, if a sophomore registers for it, they have to wait till their junior to take it. So, we prioritize grade level. Same thing with autos. We usually have too many kids register for autos one and they just have to wait um to their junior year to take it. So, um if we ended up in that position, we would just have to have a waiting list for class and work around the numbers that way. That answers your question. Thank you. Any other board members have questions about this concept that's on the list for discussion? >> I had one last. >> Yes, Miss Flynn. No worries. Um our one of the
071strategic plan um headers is behavioral health and wellness. Um I'm curious if we have any data from the last reduction cycle when it went it went from two to one and a half. Is that right required fizzed? Um I'm wondering if we have any data related to some of the um youth behavioral assessment survey or like panorama that could be assumed that there's a causation of maybe less required offerings for fizzed as it relates to behavioral health and wellness. >> Does anyone have that? I'm sure data I'm sure not but a question to >> sure question to ponder and perhaps yes Dr. L >> just a correction I think it went from one and a half to one um and I I suspect it might be difficult with all the variables to figure out if
072it had anything to do with that or not just because of all the other variables including co >> agreed and then the other half credit is health that's required >> we can we can still look for the data but I agree with Dr. L. I think it would be um challenging to tease that apart >> and health is not uh redu is pros for reduction. It's just the visa. Okay. >> Anything else to lift up for clarity sake or information sake on this concept before we move on before we go much further. I I hope this feels like the right approach and the right process to take a topic, open it up, give it its due weight, and and move on. Um, please speak up if there's an exception uh to to the way we're
073currently handling this. Again, we are going to get to all of these comments. Uh, I just think we're better served to to lump them together. Uh to that end, I have three that are um I would say just uh not not pinpoint specific. Uh so I'm going to take these three. I don't know where you're going to land with your comments. Uh but I want to get to them here rather than at the end because they might pertain to to another topic. Um so generally speaking, um these comments are about the proposed budget adjustments, budget cuts, budget saving measures. Uh, so we'll take Tyler York and then Miley, I believe it's Pino or Peno, I'm sorry. Uh, and Bricker McGillicuy in that order. Tyler, Miley, Bricker. Uh, we'd like to invite uh Tyler first to
074the podium. I recognize some of you may be listening from a different room. Uh, but Miley and Bricker, if you uh want to be ready for us, uh, those three, I don't quite know yet exactly where we're landing, but but we'll take them at this time. Yes. Um, sorry. Let me get my notes up here. Uh, thank you, President uh, Burgerer and, uh, Dr. Brener and board members. I I do apologize. I probably should have been a little more specific about what I wanted to talk about. Um, but, um, yes, my name is Tyler York. I'm not a uh teacher or an employee of the school district, but um I guess I'm just here as a concerned citizen. Um and uh before I go on, like uh President Burgerer said to uh don't be hesit
075hesitant to email. um two years ago a similar thing came up with uh the the board wanting um uh information from the public and uh he uh amongst some other board members were more than happy to engage with me even though I'm not like a teacher or anything like that. So, with that being said, um uh so this uh proposal um wasn't made public uh too horribly long ago. Like I I uh read about it on Thursday, so I didn't have like a a large amount of time to go through it. But I guess uh for me uh music education is uh a very high on my list of things I would like to to uh see the school district uh um you know how how they wish to uh uh run things. And um
076I guess um I'm sure there'll be plenty of people who will be talking about the um the awesome music staff that we have and how important music is. And I'm not trying to belittle that. Um but um I think more importantly just to look at the hard cold numbers. Um and uh when we get to if you want to wait until you get to the music side to you know engage with this I totally understand that. Um so on that spreadsheet uh that was made public um as uh Dr. Brener kind of pointed out there were uh four and a half FTEEs that are being cut from the uh elementary music and the middle school. Um in addition from kind of like what I've heard grumblings in the rumor mill and if you uh would
077care to clarify I would love to hear this. Um, but in the section about the historically low attended classes, uh, of the 3.5 FTEES that are going to be eliminated or, um, readjusted, uh, two of them are, uh, high school music FTEEs. So that brings the grand total up to 6.5. Um, so, uh, there are 40.1 music FTEEs, um, in the district. So, if you take away six and a half of those, that's a 16.2% reduction in staffing. Um, [snorts] and oh, is that my time or >> just go ahead and quickly finish that last? >> Yeah, I'm really close to being done. Uh so like that just seems to be a disproportionate high uh amount of the uh budget that is falling on the music program. And even if you just look at the
078number in savings uh that it would be with the two high school ones that aren't specifically mentioned $811,000 uh that's 18.4% of the $4.4 million budget deficit. So, um I don't know. I guess it would just um would like some clarification as to why the uh administration thinks that such a high percentage from uh one specific program is uh an acceptable number considering um the music program has definitely been no stranger to budget cuts over the years. And you know, music is important and uh everyone is already doing such a good job with the the workload they have and it's just you know how much more efficient can we really make things before uh you know there's no more engine in the car. So >> Okay. Thank you. >> That's it. Thank you. >> Next
079up, Miley and then Bricker. Miley, are you There you are. Thank you. >> Okay. I'm sorry I didn't specify, but I am going to talk about music and theater program. So, [snorts] hi, my name is Miley Pacino. I'm a senior at Red River High School and a part of the arts programs. I was here two years years ago as well speaking in defense of music and theater. So, I'm getting a little deja vu. I feel as though I have extensive involvement in these subjects as I have been in over 10 productions in high school alone and am the choir vice president at Red River. I'm a part of the Magical Singer Concert Choir and in one of the two people who run Velvetones. I want to keep this specific and short. So I have chosen
080a few points I think are important to discuss. I'll start to with how I have significantly benefited from harmony that is under the category of historically low enrollment classes. I'm currently enrolled in this class and have learned more in this one semester that I have than I have learned in any class since elementary school. I have learned so much that will benefit me as I go into college as a double major in musical theater and accounting which I could not do if it wasn't for this department and all these opportunities I have been given. I have been offered scholarships for both musical theater and choir. Without these scholarships, I wouldn't even be able to think about double majoring or getting in getting to move away to go to college. I have been pushed to get
081better and work to get where I currently am by the teachers who teach these classes like harmony, specifically Mr. Hovy and Mr. Barta who both took harmony in high school along with many other music and or theater teachers in this state who took classes during high school at either Central or River, showing that these programs truly do benefit its students as they go through life. I will list a few of these people. Alex Hovie who teaches choir at Red River High School. Alex Barta who teaches at Red River High School. Jeff Mercer, Grand Fork Central. Paul Bart Paul Barta, Grand Fork Central. Sarah Harlo, Grand Fork Central. Jeff Seboom, Red River High School. Brady Zimmerman, Grand Fork Central and Red River. Leanne Ber Lake Agassy Elementary. Charles Rick Mirick, Phoenix Elementary. Kayla Berger, St. Michael's
082Elementary. Chris Laughler, Grafton. Tony Peterson, West Fargo Cheyenne, Brady Rittland, West Fargo High Packers, Seth Brindle, Oak Grove, Eric Stari, Fargo North, Annette Hovie, Carrington, Joanne Miller, NDSU, just to list a few. Now, I would like to talk about raising the activity fee for both shows and spa. If these prices were in place during my time in high school, I would not have been able to be part of any production of any kind simply because me nor my family can afford that. And lastly, I would like to tell you about all the achievement our music department has made through my time at Red River alone. Our Red River Magical Singers was given the outstanding performance award at award at EDC festival this year as well as our Red River Chamber choir was chosen to perform
083at this year's AD ACDA event. Last year, Red River Concert Choir was chosen to sing at All State, but the list goes on and on. I think it is odd that the ones who get to make the recommendations about what is disposable in our department, never attend any of our band, choir, or orchestra concerts, as well as never attending any of our playing musicals that we put on. And I'll end this speech the same way I did two years ago. Thank you for listening to me and hearing the voice that the arts department gave me. Thank you for your time. >> Thank you. Bricker McGillicuy [applause] Bricker. Bricker McGillicuy. Hello. Okay. Um [clears throat] uh my name is Bricker McGillicuy. Thank you for letting me speak to you here today. Uh what I might say
084may come off a little critical, but please understand I'm simply coming from the place of a student who wishes to have the students who come after me get the same experience and uh same opportunities and experiences I was offered and that of course I may be wrong. Uh in August of 2024, the district experienced an unprecedented case of fraud when approximately $2 million was stolen through fishing. Uh the administration claimed that even though protocols were protocols were followed, the fraud still took place and almost a million dollars was lost. And following that in July, a new compensation package for the business manager was approved. These facts really make you question whether there is adequate accountability. >> I'm gonna caution you not to bring up a specific personnel and speak generally about these these difficult conversations.
085>> Of course. >> Thank you. >> Of course. [snorts] >> Uh and public funds and uh in 2025 expenditures were approximately 1.7 million above budget. The administration stated that the overrun was largely because salaries and benefits ran higher than anticipated. Uh, as of now, the Grand Forks Public Schools employs roughly 850 supportadministrative staff. Uh, this information comes from the about us section on the Grand Forks Public Schools website. Uh, and roughly 750 teachers. This is an unusual 1.3:1 ratio of support to teachers in schools. Many school systems target closer to a 0.7 to 0.9 ratio to maintain a sustainable overhead. Uh all of that to say basically that when you're looking at budget restructuring and sources of potential income, maybe explore every possible avenue and of I mean of course you guys have but explore
086every possible avenue and maybe check if the call is coming from inside the house. Thank you. >> Thank you. Since we've heard [applause] since those three general comment cards uh all fell in the same topic, we'll go to the others that uh that have filled out uh wishing to speak about the arts. So I have Paul Barta and I'll look for others as we invite Paul to the micro. Good evening. I'm Paul Barta. I'm here today wearing three different hats. I am the product of a tremendous education here in Grand Forks, especially in the area of music and theater. I've been a choir and theater teacher at Central for 20 years. I'm also a proud father of two sons that had the privilege of being students in this district, again, thriving in the areas of
087music and theater. One son, Alex, currently serves as a choir and theater teacher at Red River. I essentially said this very same thing nearly six years ago. Alex had just completed music directing his first musical at Red River with tremendous success. Not to mention being nearly done with his very first year of teaching choir in the same room I sang in as a proud graduate of Red River. His reward for his hard work at this time was me standing at this podium giving testimony to help him not lose his full-time job to a rift process. I stand here again today in a potentially similar situation. Ironically, less than one month from now, he will direct his chamber choir as an audition showcase choir for the North Dakota ACDA conference, taking place on the stage he
088currently calls home. Quite an impressive accomplishment for him and his students to be selected for this honor. Two years to the weekend, he was selected as the young choir director of the year for the state of North Dakota. His [snorts] reward from this district yet again is having to wonder if he will have a job here next year. I say these things to highlight something this district should be very proud of. For years in this district, students like Alex, like me, like Mr. Alex Hovy, like Mr. Jeff Mercer, like Mr. Jeff Seblum, like Mrs. Sarah Harlo, like Mr. Brady Zimmerman sat in the music classrooms of this very district, dreaming of the opportunity to impact students in a way that our Grand Forks music educators impacted us. We had the privilege of living out that
089dream not only because of their impact on us, but also because of the pride we had in our successful and renowned district music program and the opportunities we had to go above and beyond with classes such as harmony. A class that we all took and got to brag to our college classmates about having the opportunity to take as it's a class very unique to this district. This class that caters to our music students wanting to dig a little deeper into the field could no longer exist with this reduction plan. The people I just named comprise seven of the nine teachers who teach high school music here in Grand Forks. We are the all products of this historically strong music program who came back because we wanted to continue the tradition we are all so proud
090of. All seven of us are going to feel the impact of the proposed plan in one way or another. Some of us might not be here. Some of us might have different different job descriptions. What does this say to future educators? Does it make this district or even this profession desirable? Are we as a district attracting and retaining quality teachers? Some of us are struggling to tell current students similar to our younger selves who dreamed about having are being in jobs like this in this district to follow their dreams because right now it feels like we'd be lying to them. That is gut a gut-wrenching feeling. Our fire is burning out because our once bright gold standard program is being slowly dismantled by leadership telling us that gold is no longer the color we should
091be striving for. The ones that remain in the district might not ever recover from this seemingly continuous fight. We are exhausted from constantly having to fight for a storied program that this district doesn't value the way it deserves to be valued as a pillar of this district and this community. It's a shame. It's frustrating. It's disheartening. It's tiring. It really hurts. It really hurts because of decisions that have been made and potentially could be made soon by this administration and this board. Decisions that will forever impact the future of the music, theater, arts, and spa programs at GFPS. Programs that we are all very proud of. You will make the decisions you need to make, but understand the messaging of these decisions. You're telling us the impact of the education all of us as students
092of this district didn't matter. You're telling us the pride and positive feelings we experienced here that drove us to do what we all do now didn't matter. You're telling us the indescribable joy that we felt when we knew we'd get to come back here as teachers didn't matter. And lastly and presently, we're telling us that the countless hours and sleep at the sites we've devoted to do our best to preserve this benchmark music program that shaped who we are doesn't matter. Yet again, you're [clears throat] telling us none of it mattered. Thank you. >> Thank you. I have two more under the uh the category of the arts. [applause] So we'll take excuse me, excuse me, we'll take Amy Dwit and Nisa Kempenich. Amy and Nisca, please. We are going to need to hold to
093this time limit. I I do not wish to cut anybody off, but this is how we make space for everyone. So, um we're doing our best. Please, Amy. >> Thank you. Good evening and thank you for the opportunity to speak. My name is Amy Dit and I'm currently in my 17th year of music education, 12 of which I've spent at Century Elementary School. I'm speaking be on behalf of the Grand Forks Elementary Music Department, many of whom are here tonight, regarding the proposed elimination of KOD compensation. Historically, our second and fifth graders put on programs that serve as essential academic capstones showcasing cumulative student mastery of musical concepts, social emotional skills, and performance etiquette. These inclusive events are uniquely designed to reach every student regardless of academic or cognitive ability. The proposed elimination of Kota
094pay directly threatens the viability of these programs. The KOD formula does not merely compensate for a single evening performance. It covers the extensive expertise required for repertoire selection, logistical coordination, family communication, and extracurricular rehearsals. Without this compensation, these capstone programs, and our district-wide choir program cannot continue. Furthermore, the suggestion to embed choir within the standard school day is not a viable or equitable solution. For some of the elementary music teachers in the district, there's no room in their schedule to fit another class. It would also create insurmountable scheduling conflicts. Our band and orchest orchestra students already face difficulties when it comes to scheduling lessons within the school day. So, it isn't efficient to add something else that would pull students out of class. None of the elementary music teachers were consulted on this proposal. And
095to be clear, if you eliminate Kota pay, you eliminate these programs and these opportunities for our kids. While the district may see a $48,000 savings on paper, the long-term deterioration of student engagement and the elementary experience will be far greater. When the list was read, it said that the impact would be on the community. Make no mistake, this decision will impact students. We urge the district to maintain this investment in our students artistic development. Thank you. Thank you. Next we'll have Nisca Kempenich. Nisca, are you there? [applause] [laughter] Hello everyone. It seems like I'm getting deja vu from about 2 years ago when I was a sophomore, 16 years old. My name is Niska Kempenik. I'm now a senior and 18 years old. We students came to discuss the budget cuts to the music and
096drama program that have been s similarly proposed this year and I acknowledge that these are only concepts of the budget cut. So I hope that my speech will stay with you as we as you go forward with these discussions. Even though I will be graduating this year, I still hold this music and theater program very close to my heart and I want to give this new generation of high school students the same chances I had been graciously given. First, I want to talk about the possibility of drama and musical fees going up. I know personally from being involved and hearing conversations that a lot of these students have to pay their own activity fees. Not everyone is very fortunate to have parents pay and have to use their own money that they have saved to
097be in these shows that keep them happy and involved. Many people use the shows as an escape from their personal lives or just a way to keep busy. If these fees goes up, if these fees go up, there's a possibility that these students won't be able to afford being in a show that they rely on being in and won't qualify for the reduced price. The second thing I want to talk about is removing classes that have historically low rate of people joining. The class I have worries about specifically is harmony. I have friends in this class and originally I had planned on being in this class because I had been told how fun and enriching it is by past seniors. But unfortunately, it had not worked with my schedule because I had the med the
098medical careers class at the Career Impact Academy. I think classes like Harmony can be very important to a student's school life. Even when the amount of students aren't in large numbers, I think that can provide a great opportunity for students to become a close-knit community they may not get in larger classes like concert choir, which has around 60 students in it right now. Yes, in those types of classes, you can gain friends, but a smaller class has a more likely chance of being a close group, creating lots of memories on which students can reminisce. Not only that, but just because there's a lack of students signing up for these classes, that doesn't make them any less valuable. I have heard from my friends that these classes challenge them in different ways compared to the required
099curriculum classes like math or English and helps them prepare for the future when it comes time to problem solve ways they haven't before. I've also heard the suggestion of removing two high school music teachers and was extremely saddened why when I imagined the future possibility of students not getting the chance to know my choir teachers I have known as my trusted adults for the past four years, Mr. Alex Barta and Mr. Alex Hovie at Red River High School. These two adults have single-handedly made my high school years the best they possibly could be. I've turned to them countless times when I had something I was deeply struggling with in my personal life, and they helped me navigate around it. And I've created lots of memories I frequently think back to and laugh about with my
100friends. I find myself constantly in a state of sadness when I think of graduating this year. And every time I trace back to why I feel this way is not because I will miss math class or English, but I will miss I will miss Mr. Barta and Mr. Hovi. I want future high school students to have the chance of having these teachers in their lives as well. Thank you for listening and I hope you remember what I and my peers have spoken about today in future conversations. Thank you. >> Thank you. [applause] >> If I have sorted these correctly uh that those speakers were the ones who wished to talk about the arts at various levels. So we'll do the same thing again. Uh questions, clarifying comments from board members on these budget realignment concepts.
101>> Mr. Mr. Pomino, >> my only question, we had a couple people talk about fees increase and we've always made adjustments for students who cannot afford fees to be participate in program that that would still be available and they would still have an opportunity to participate. >> Does anyone on district staff want to comment generally about how that works at your level? Yes, >> there are mechanisms in place for athletics, for activities of all sorts. So those those would still be in in play. So if someone cannot afford, we we can find out a way to help them make sure they can. Thank you. Other questions from board members? Yes, Miss Flynn. >> Um couple questions. Um so I might just I I've gone through this like a million times and I think sometimes your
102eyes get blurry. Um, but there was mention of in the memo there's mention of sort of a agreed upon high school model, but in the numbers it appears as though the music shifts are are only elementary. Is that or could someone point me to where reference to high school reduction is in the line item? >> Do you want to take that first, Dr. Brener or do you >> I I can take the first part but I don't know if it's going to answer your question fully. >> Um the the new high school model the instructional model that will be in place in the fall of 26 would be uh music teachers being in front of large groups three and a half periods a day and then lessons the other period and a half a day.
103That's that's what that group agreed to for the high school level. But your question is beyond that I believe. >> Yep. So in addition to that um shift which would add more um large group instruction time to some of our staff who aren't at that model yet um in the elimination of low enrollment courses is where you would find the representation for additional music. Um we are offering currently music classes to fill out teacher schedules that run like four, five, six kids. Um some examples include I believe guitar class, harmony class which was mentioned tonight. um some other courses of that nature. >> Okay. Um >> do you have a follow-up, Miss >> with that specific like low enrollment courses? I think for me personally, it would be helpful to understand what those are and
104where they come from just a little bit better. Certainly, you don't want to like we're not pegging like each individual, but um I just I don't know where those come from. So, >> yeah. And I don't expect anybody to remember all the things. we could go back and revisit the October board retreat information. You're provided a list of um historically low enrollment courses. Um it doesn't run just in the music realm. There are also classes um I'll give an example, AP chemistry. Um it would qualify as a low enrollment course at one of our campuses. Um some of our CTE courses that are um coding and things of that nature, kind of those some people call them capstone type projects when you get up to that level four. um uh German three and four for
105example, we currently offer a combined three and four and it still would re qualify as a low enrollment course below 10. So there are many examples beyond music that fall underneath that category. >> So this >> and I if I if I may I just want to reiterate again what what doc uh Dr. Brener has said, what board chair um Burgerer has said, none of this decision-making, none of these recommendations have come without um lots of consternation. We agree that everything that we offer right now, we offer for a reason. It it adds value to our student experience. Everything, every position on that list is there because it has a purpose. The bottom line is we have a job to do to make our budget reduction goals. And what we did in approaching that was
106looking at the data and that's from where our our decisions came. It's it's not the um the beauty of the teachers and the things uh we have amazing educators uh who have spoken tonight. Um so I want to say again this was not an exercise that was undergone lightly. Um and it's not an exercise that was undergone with a cold-hearted um nature in mind. It's it um I just I have to state state that again. Can I ask one followup to that point, Miss Flynn, and then I'll turn it back over to you. Is it possible with some of these uh much like we talked about during the physical education requirement that something like this would be offered simply on a different rotation rather than not at all? I do one of you want to
107take that? Thank you. In terms of harmony, and we haven't flushed this out totally, so I'm I'm kind of speaking off the cuff here, but I think our goal would be to offer it one semester at Central and one semester at Red River. And then combining those two gets us above the 10 threshold and then offer students the opportunity to travel, which isn't always the best. Not every student has transportation, so that be it is a barrier, but our our goal is to find a way to make that offerable. >> Thank you. >> We do. Go ahead. >> Oh, did you have something to add? Well, I was just going to say we do that with other classes between Central and Red River, whether it's um we have a couple AP classes where kids might
108travel back and forth. So, with Harmony, that might work. That would get the number at a at a high level. Right now, we're running Harmony at about Oh, right now we're running Harmony at about eight kids. And so, we combine the two schools, we'd be about 16, which would be a manageable class and a manageable FTE between the two schools. >> Thank you. Turn it back to you, Miss Flynn. Yeah, part of why I asked that question um with this specific line item um because it is broad or encompasses like a variety of potential positions. When I look at certified FTEES or when the public looks at certified FTEEs as saying 3.5 to me if if if the lay person or someone would just read this they probably think 1 2 3.5 position instead of
109it's it might be comprised of a 0 2 of someone's a 0.1 a 3 a.5 and so it gets difficult to understand you know so then when we do have individuals come and they do add up and say Okay, so now we have five and a half positions out of the 40 music. That's 16%. That's a lot. And so if we're not clear about where some of these adjustments are occurring, it could be seen as 1 2 3.5 people. And so, um, I just wanted to classify that or clarify that as, uh, maybe needing more information on my end. Um, I also, um, there's a couple adjustments to the elementary. Um, I know that this has been looked at. Um, there was reference to the high school model. It looked as though the elementary um
110maybe even the middle school section related to theou is kind of still a work in progress though. um there was sort of a reference to that there's been sort of a commitment to kind of figure something out, but then it looks like we're maybe putting them in maybe mirroring or matching what the high school model is. So, I'm only asking these questions because I know there's been a lot of work done and I also recognize that there's differences in how our music programs function at elementary, middle, and high school. Um, I also, um, do want to reference that I while a lot of these decisions have not been made in a vacuum, it is concerning to me as a board member that a there seems to be a disproportionate related to music. So, I wanted
111to give the district opportunity to talk about some of that. Also, >> anyone want to take first go on the process or how this maybe informs each each level, elementary, middle, high school, where we're at, where we're headed. Dr. Brener, >> I I can start. Um, again, last year we we had the uh middle and high school self uh music self-study committee work through the process and we landed on what everybody agreed to in consensus uh into a formula for high school. And at that time I also suggested to the milit uh to the middle school folks we'll need to work on this next year as well at the middle level uh in preparation for 2627 school year. There are vast differences between the middle school philosophy model and the high school. So, uh, and
112just working closely with, uh, Jeff S. Bloom, you know, my my charge to to him and the the subcommittee was get to three, get to three FTE savings at the middle school in all music areas, vocal, band, orchestra. Um, our our middle school principles were advocating for three. They came down to 2.5. Uh, Mr. Seblum and and the subcommittee worked and they got to 1.5. and 1.5 was with some constrnation as well. Uh so there's a gap right now. There's a gap between what the district desire is and and what the middle school band vocal and orchestra would desire. So we're still we're still working on it. >> Any others wish to add to that? Dr. Glatch? >> Yeah. And and I again I hope I'm representing this correctly. So I ask my uh my
113principal colleagues to intercept anything that I misrepresent. But as I mentioned before, really it was just driven by the data. We we looked at our overall program of studies and where could we make efficiencies occur without completely eliminating opportunities for kids. Um my understanding is that despite the recommendations for efficiencies, um kids will still have the same course offerings largely. Does that mean that we in the end run all the sections again? No. We we never have at the high school level. I'm talking about specifically now in the overall scope of the of the registration handbook. Um we haven't offered every course or run every course. It's all driven by enrollment. Um but there will still be vocal music, instrumental music, orchestral music. Um there will still be um specialty music groups that uh students
114can enroll in. All of those things will still be offered. What is actually run in the end? there will still be efficiencies gained by getting to that 3.5 and looking to not offer courses that fall be below that double-digit threshold. Um the recommendation from the middle level came this in the same under the same opaces. Um students will still have general music, they will still have vocal, instrumental, orchestral offerings. Um the the time spent on individual lessons will be reduced. Um, and those models may have to shift to even some small group lessons, but there will still be time for lessons to be offered in like that 3.5 with large groups and 1.5 um of the day dedicated to lessons. So, that's from where the decisions made. It is not it does not mean that
115we do not appreciate and enjoy and admire all of the great work that has been done in our drama, in our music productions over the course of time. We are um known for our music um again statewide if not nationwide for a reason. It comes at a a cost, a financial cost for us to be able to run a model like this. And when we're looking to find efficiencies, it's either that or it gets back to that would you rather. Would you rather eliminate more interventions classes for kids who are struggling with their academics? would you rather push more kids into our core classes of English, um, uh, science, etc. Um, they're already in the high 20s. It really comes down to the data and the logistics. That's what drove our decision-making. That's what drove
116the recommendations today. >> Other questions, Miss Flynn? Two more. Sure. >> One more question. >> Oh, I'm sorry, Mr. Baky. Can I add to that just from the elementary's perspective since you um referenced that, uh, board member Flynn? Um, and I I know you heard this at the board retreat relative to elementary. Um, but really the conversations around elementary principles were context around and the rationale behind all of our conversations were about um our B legendary goals and how do we accomplish our B legendary goals. And so really looking at what were the extras um that were happening outside of the confines of the school day. And so you you heard reference to Kota um which is again the elementary um additional payment pay or stipen that happens for additional concerts outside of the school
117day. And so as an elementary group we talked a lot about what can we do inside the school day and how do we look at it a little bit differently and that hasn't been completely fleshed out just like some of the high school and middle school concepts but we need to look at it a different way rather than looking at the extras. So again, when we focus on our academic needs and and back to what Dr. Glatch said, we don't want to do any of these, but we also need to look at what our ultimate goals are and what can we make sure that we fit within our school day and how do we look at it a bit differently? >> Is is KOD um just for elementary or is that everyone? Okay. And so
118can you talk about how it would be different um just eliminating that after school concert component? You know, there is reference to someone saying, "Well, we're still doing the work. We're still putting together the concert. We're still doing it during the day." So, it could be choir, which is not maybe a part of the general curriculum. So, like would it be a reduced contract and they would still get credit for that, just not an evening performance or how is that worked? >> Yes. >> So, um, elementary principles feel free to jump in if anything I say is incorrect or feel free to jump in if there's any clarifying comments. Um but primarily the kota is for the after after school concert the evening performances and so right now we currently put in a concert at
119again with second grade and fifth grade that primarily happens during the school day as well as in the evening and that kota primarily is for the afterchool uh concert. Yes, there's some planning and organization that goes into that as well too. Um but we also have to look at it from an equity lens. We also have second grade and fifth grade uh teachers that show up and help support that concert that occurs and they are not receiving any of those KOD contracts as well too. And so when we look at it, we looked at how can we provide the same opportunity for students but during the school day. Providing a concert during the school day is an option that we want to further explore and provide that as an option. Okay. >> Do we have
120any um >> any administrators at the building level? Yep. Please. >> Thank you, President Ber um and and Mr. Baka for your comments. Just quickly add uh board member Flynn, our elementary group. I'm going to use Phoenix as an example and I and I Mr. Raric is here tonight. So, thank you Charles for being here. um he approved of these comments because he and I work closely together. We've had conversations and um I would much rather have Charles at our school full-time and not have him at two schools combined and sharing schools and serving other. And we have the flexibility and the beautiful schedule that we could potentially have some possibilities. And I would like to mention that it's our hope as elementary principles that we could collaborate with our teachers now moving forward to
121look at how can this be restructured? how can we make this work? Um, some of those budget decisions have to be made before that and then conversations have happen after that after it's public and after we have a little bit more of the detail. Um, but my reference to his schedule, we could potentially make that work within our school day. I realize that's not feasible for every school, but it could be feasible where Mr. Mr. Ric was offered to another school to provide some assistance with their choir program or some things that they're offering rather than sharing his daily schedule teaching our elementary general music classes in two combined schools. So when we talked about would you rather this or that he and I talked about that's one of the things that would be very
122important is prioritizing him to be 100% at Phoenix. Thank you. >> Thank you. other building level administrators wish to weigh in at any level as we talk about these various budget concepts. Yes, please. Dr. Harrison, um just want to go back to low enrollment classes and um one thing that we talk about and I'm looking at list from last year. Um I didn't offer dual credit government because I had seven students. I didn't offer um Great Wars. There was 15 kids enrolled. We didn't have FTE space. Um, right now we are running a a guitar class with two kids in there because we had room in that teacher schedule. So, >> bring the mic just a little bit closer. Thank you. >> Yep. So, right now we're offering a guitar class with two kids in
123there because we had room in that teacher schedule. So, we make decisions throughout our curriculses to all of our electives. I could go through CTE list and name five classes we didn't offer last year because of low enrollment. So, um, what we're looking at is trying to get to that number that the school board has asked us to get to. When we talk about the classes that we offer and we talk about the music, nothing's going to change at Red River High School and I don't think Central High School when it comes to the dramas, the musicals, the jazz bands, the magical choirs, all of our small ensembles, all that is going to say the same. We're just looking at a few low enrollment classes that we're trying to get to efficiency at to be
124sure that we can meet the goal that the school district asks us to meet. We start out by saying,"I don't want to cut any of these. There's not one class on this list that we want to cut." But when we come down to and we look at what it is we need to cut and how we get to the goal that we've been asked to get to, that's some of the things that we look at. >> I'm going to weigh in and then perhaps this is going down down the line here. I you've heard this sentiment from a few speakers and and I appreciate them naming it feels like we were just here. It feels like we were just here. You know, the one thing that hasn't been stated about any of these concepts is
125two years ago we were talking about these possible concepts or building our reserve fund. Uh that's a completely different conversation than looking at these concepts. We don't have the money in the budget. And so that's why you we we're feeling this being pressed up against having to do let's just say for now most of these and I don't know where the board is ultimately going to land. Um but it it is different this time around. Uh as as Mr. Bombach alluded to right at the outset, this is this is the picture. These are the numbers. This is the budget reduction goal. So I I appreciate that comment. Any others on the building level side of things? [cough] Other questions from board members? Miss Flynn, your microphone is on. Are you >> Yeah, I just comment.
126I think it's important to talk about um the facts and I think this allows us to have good clarification and this is not an attempt to correct anything that the public said, but I just want to state that um I think it's fair on this side to defend the board members and administration that I have probably seen everyone sitting at this table and everyone behind me at a musical or a concert or anything. And so I just want to state that um because I think it's important that um you know reference being made to people who don't show up to things are making the decision. That's just you know these people have been there um and I've seen every single one of you at a function. So um I hope that there was a couple
127different comments made. I think um sometimes when we talk about uh Dr. Seab Bloom. It it feels like that's more of a context of high school, middle school, and he might have oversight into elementary, too. But then we're hearing um that maybe there's some elementary feelings of not being involved or like things like that. So I hope through this process that it creates better understanding of maybe some of the decisions for elementary but that maybe those elementary individuals can help identify a solution if there's different ideas that they can come forward with. I I do, as a personal example, I know that um it's my daughter has personally told me who's in fourth grade orchestra that she's had to had to kind of move around when orchestra happens um either two or three times. And
128that's that causes frustration with the orchestra teacher and that probably causes frustration with the the her teacher or whatever specials class she's in. And so I I do think that um there's some workarounds that can happen, but I hope that the elementary individuals if they have ideas can share those and that those will be heard. Dr. uh Mr. Onsaid talked about engaging um one of his teachers. I know a lot of the other professionals try to do that, but hopefully there can be some maybe meetings of the minds in a little different way as we're talking about concepts. >> Mr. around. >> Just to be clear, I'll make sure that mic's on. Mr. Raric does not support removing KOD. [laughter] If I spoke that way, he wanted me to clarify that to make sure that
129I was on record to say he does not support that, but we've had conversations. >> Does someone want to clarify Mr. Seablum's role in the district and role in this process? I think there's maybe a bit of uh >> Sure. Thank you. >> Uh Mr. Seeum is our K through 12 music coordinator. Uh so he does interface with everybody in our in our system and I will say he is an ambassador for music education, vocal, strings, band. Uh sometimes he's put in a in a position where he's trying to balance administrative uh recommendations or desires and what teachers wish for uh because nobody wants to lose an ounce of of what we have in place right now. So, um, he's just a a true professional trying to balance all of these conversations. >> And related
130to that, his role in this process when he came alongside, you know, starting last August, just to lift that up. >> Yeah, he's uh he was part of the self-study work last year, again this year with middle school. Um, and, uh, he and I talked the other day and he's going to be at the retreat on Friday as well. >> Thank you. Other questions from board members? We have I'm looking somebody pointed somewhere. >> Oh, yes. Sorry. I was the the I was looking all the way over here and I said, "Nope, none of those, gentlemen." Mr. Olsen, >> um well, I I will be at the retreat on Friday and I hope that we get a chance to talk a little bit about uh some of the things um that were discussed today a
131little bit little bit more. So, I was um holding back from some of my comments and I do have some specific things to talk about with my role as a middle school music teacher. So, I I can wait until then if that's more appropriate. Um but the the one thing I will say that um you know the comment that made that was made that all these things will still be offered but the the burden of offering them will fall on fewer people and uh the they'll increase the workload uh quite a bit for some of these teachers like uh and uh the concern of of what what is uh asking too much of our teachers to do um is is a question that I've that we've been grappling with with GFA with the the music
132teachers because a whole another uh class is being dropped on uh the the middle school for sure. Um that is is not just a small ad to our schedule. It's a it's a it's a big-time ad. And I know that the district has made a uh a concerted effort on mental health and having balance in the workplace and and things of that nature. And I'm wondering how that is going to happen for some of these teachers who are going to be shouldering uh a lot more responsibility and trying to do uh um all these extra assignments that um that that it feels like the that are just being added to to our to what we are doing already. Um and and just with with the feeling that you can do this, this will be an
133efficiency. Um uh maybe in one way, yeah, but not not for the people having to do the job. So um there's there's some concern about that. There's also been concern at the middle school level because um some other uh we understand that we're we're in a budget crisis. We do understand that. and some other um uh other ideas on how to get there have been proposed especially at the middle school level and it feels like they they were just not not really explored. So, so I'd really look like like to see um a a little bit more spirit of collaboration on that because I know that the middle school people in the the group in the the the teachers who were in that self-study group were repeatedly saying that this isn't going to work at
134the middle school level. I mean the high school model that was adopted. This isn't going to work. This is a this is a crucial time. This is an important part. This is this is uh not not the best way. what if we compromised here and and did the 1.5 that sort of thing and it just seemed like it wasn't being wasn't being really heard. Uh so we're concerned about that. And then I believe that I'm going to speak for the orchestra teachers here in the at the at the elementary level that they did not know that this was coming the cutting of fourth grade orchestra. And for both orchestra and band um teachers in the in the elementary level, we have a very big concern of the impact of trying to start both orchestra and
135band at the fifth grade level. Um that it will hurt both programs, band and orchestra, because it's tough for um families to take on two instruments at one time. Um, having that staggered start has definitely made it possible for students to be in both, but to to do both to take to to start a a new instrument from scratch, two of them at the same time, we're we're very concerned, but um, we'll we'll look forward to talking about this more on uh, Friday at the board retreat. >> Thank you. As some of what you're articulating, Mr. Olsen, is this gap that Dr. Brener referred to about is 1.5 tenable, is 2.5 tenable, what does that look like in the middle? I do want to just clarify one thing um and and others uh who have
136more experience in the the contract world than I. [clears throat] Teachers who teach beyond their contract are given a six-fifths contract for that. That's that's not quite I know it's not what you're saying, but I just I just want to talk about the difference between a different allocation of those five class periods, you know, 3.5 and a and a 1.5 within that regular contract and asking a teacher to teach a sixth period. There there is in our contracted agreement additional compensation for teachers who are asked to go above and beyond in that way. I know again that's not what you're saying, but sometimes it might beg the question of what does that mean? Are they are they asking to teach more without being compensated? So what we're talking about here is a different model of
137how to fashion those five uh education periods. Uh is that fair to fair to say for now? I look forward to continuing conversation, but is that a fair and accurate representation? Yeah, I think I think just the added class that we would now be taking on is not just uh walk through the door and uh and teach the class cuz it would be um it it's a lot it's a lot more to add with what we're already trying to do. And we all have a a high standard and what's going to end up doing is uh because we want to maintain the standard here in Grand Forks because we're very proud of it. it's going to end up that we're gonna run ourselves into the ground. >> I think that's a fair concern to share.
138Otherwise, uh, other questions from board members about these concepts? I know there are several related to the arts that we're taking on all at once during this public comment period. Other questions from board members? Any other information you're looking for? Final thoughts from district staff. Fair to say this is an okay place to land for tonight. Okay. Uh I think we have four more topics. Uh but the number of speakers is is a bit less. We have uh I think a total of seven speakers remaining. Um the next three will [clears throat] be talking about uh the German 34 offering at uh at Central it looks like uh or combining that with Red River. They're all uh various iterations of the same comment. Uh so first Alexander Humble and then Patricia Humble and Erica Fel.
139So Alexander, Patricia and Erica please. Hello, I am Alexander Humble. I've been a student at Grand Fork Central for three years and I've been in the German program for all three of those years. I would really love to continue taking German and as it would assist me in my further in further academic studies. Taking German three and four even though it's a condensed class can help massively with other academic growth. I know several students, several underclassmen in German 2 who would love to take German 34 and may not be able to due to the budget cuts. German 34 may have been stated to be available on egeneuity. However, Egeneuity does not offer German 3 anywhere. It offers Spanish and French 3, but German 3 is nowhere to be found on that list. Taking German three
140or four can also assist with classes at UND and can grant through the seal of biiteracy a possibility to skip certain semesters. Being able to jump immediately into a 2011 or 2012 course from German 3 or 4 with the prospect of saving lots of money and time for students at GFC and Red River. The possibility of cutting only the class at GFC and the possibility of having students drive from GFC to Red River is honestly unfeasible because due to the five-minute passing period, driving from central central to Red River in a five-minute passing period during the day would really not be possible. And for those who don't have a car and have to require busing, the reduced busing would make that unfeasible. I would like to continue liking to comment on the prospect of reducing
141the overall credits and electives while increasing the electives and still maintaining foreign language. That would basically shoehorn people into not taking German and eliminating the German 3 classes even though they have low enrollment. The possibility of removing them may influence other students taking German one and two to not continue going down that path. Thank you for your time. Thank you. Next we have Patricia Humble [applause] and then Erica. Patricia and Erica, please. That's my kid. Um, good evening. Thank you very much for the opportunity to be heard. My name is Patty Humble. My son Alexander is currently a junior at Central. I can certainly understand the need to address the budget deficit and I can appreciate the difficult disc discussions that must have been had. But despite the amount of administration and other official personnel
142involved in these discussions, I feel as if the actual needs of the students are being chosen by those with the least involvement with those students. Aside from the district-wide staff survey that yielded only an 11% response rate, who else has had input on these ideas? In regards to the eliminate electives with historically low numbers proposal, it appears that while it is a small number of students, those students tend to be on a higher or more advanced track in regards to levels three or four are of foreign language or AP classes. discontinuing German 3 and four at central is doing these service doing these students a huge disservice. It is also very important to note that the low numbers may be may be low due to scheduling conflicts and not lack of interest. Discontinuing their ability
143to study a language for three or four years at their home school will preclude them from transitioning smoothly from high school language to university language classes. For example, if Alexander is unable to take German 4 next year, but wishes to take it in college, he will have lost a year of fluency and practice. While I can only speak for my child, I cannot be the only parent with a student in this situation. Not being able to continue German also affects his ability to earn his seal of biiteracy and prospective scholarship opportunities. We are an army family. This is a military area. Alexander was born in Germany and I'm sure he's not the only student in Grand Forks public schools who was born in a foreign country. He has loved having the ability to learn this
144language and we look forward to going back to Germany after graduation. Uh sometimes the opportunity the sometimes the only opportunity that these kids have to experience a different culture is through the language studies. Thank you for your time. >> Thank you. Next we have Erica Field. [applause] Hi, thank you for allowing us to speak today. My name is Erica Fol and I am the current current German teacher at Red River High School. I am here to support foreign language in particular upper levels German at Central High School. The current proposal is to cut German three and four from offerings at Central High School. Level one and two would remain. The proposed alternatives are to take levels three and four online or travel to Red River for these classes. The North Dakota Center for Distance Education
145does not offer three or four and Imagine Egenuity also does not offer three or four. That leaves traveling to Red River for these classes. Transportation can be difficult for students to arrange since there is not a school bus that transports students between schools. I worry for the students who live on base and take the bus into town or for the students who don't have reliable or any transportation. Some of the students who reside on base may have even lived in Germany, but their homeschool doesn't or won't offer upper level German. This proposed cut would reduce the opportunities for students to achieve the workforce ready component of the North Dakota choice ready since that requires three years of the same language or be prepared to take the test to earn the seal of biiteracy. Students who
146wish to attend an Ivy League school are highly recommended or required to take three or four years of the same language. While this proposed cut isn't a cut for all students who wish to take German, it is the proposed cut for those who want equitable opportunities regardless of which side of the boundary line the student resides. Thank you. >> Thank you. [applause] Okay. questions from board members regarding this concept. >> Yes, Mr. Cleven. There in not just German but other classes either are currently are proposed to be shared between both high schools. Is that correct? So a student could still take the course. Correct. >> Okay. >> Yeah. Is there would there be a a short list of some examples of of others, Dr. Glatch, or looking at our high school principles, how this has
147worked before? >> It just happens periodically, quite honestly, depending upon a student might not be able to fit the the course in at their home school. So, in other words, the course is offered this period. They have a conflict. It's offered at Red River a different period. So, they have the the ability to provide their own transportation to take the course at Red River. But there are courses that are only offered at Central High School. For example, graphic arts, the graphic arts um strand, all at Central High School. So, anyone in the district who wants to take it does need to come to Central and provide their own transportation. There have been similar courses at Red River in the past. Autos was one, right? So, uh this isn't a new concept. >> Thank you. >>
148Yes, Dr. Glattach, you have something to add? >> I do want to validate what what Miss Field um stated. there is not a German three or four offering online of which I could find. I'm not sure um how that bled into the conversation, but I I do want to confirm that that is factual and unless they enroll in a University of North Dakota course that there is an offering online through them that comes with additional contingencies. >> Yes, Miss Flynn. Um, I know it's been stated, but I I also think it's important to reiterate that just because something can be offered doesn't mean that someone has the ability to access it, right, through transportation. Um, could there be an option for us to provide it online? So like could someone who's teaching at Red River
149for example offer it in a virtual way in that classroom while not ideal but to people at central so they don't have to travel. Has [clears throat] that been done? I mean, I'm just thinking about more creative ways. If it's not offered online, obviously not ideal, but if someone really wanted it, could they essentially be in a classroom? >> Someone want to speak to that possibility or if that's been explored? Dr. Hod, do you want to weigh in? in many of the smaller schools in this state when there are courses that students want especially the small class B schools and those administrators then visit with one another and um you know a Manville will say I can produce four students you know Laramore says I can have six another school district Northwood might say I
150have the teacher that can do that and then the capabilities of being able to offer that course um for the students to do that. So yes, a lot of that does go on, but I would say that it's a lot of times driven by the teachers as well because the German teachers in Grand Forks know the German teachers generally in West Fargo or or some other place. And so when they have their conferences or they get together, that's those are the groups that tend to drive those solutions. >> Anyone at the building level want to speak about that possibility? >> I I can speak a little bit to the online where where that's coming from. I think our hope was we don't know of an online vendor where this would work. I I still haven't
151heard of one, but it was something we'd be open to if if an individual found an option. So that's where that that conversation's coming from. I I'll speak to the kids at Central right now. So I will say anytime I have to say to a kid, your option is to go to Red River High School, I don't like it, right? Doesn't feel right. It's on their shoulders and they may have issues with that. It it never feels good. Um right now we have six students in that combined three four class. Two of them are threes. So those are the students I feel like we owe something to those two to be able to finish out. Um hopefully they can provide trans have their own transportation to Red River, but we're really open to options to
152being creative to be able to allow them to finish out through level four. Um our German 2 students right now sit at 21. Typically that number drops off pretty hard between level two and level three. um just because there's limited there's not the need as there was before for students to take multiple years of foreign language unless that's a real interest for them beyond post beyond high school while I've got you could you clarify the other piece of that conversation about only having five minutes the passing time what kind of accommodation you have made would make will make for those students who are traveling >> students that are traveling are allowed to leave their previous period early at their home school, allowed travel time, and they're allowed to arrive late at the school they go
153to. So, they have 20 minutes, >> 15 minutes at least between for travel between the two schools. >> Thank you. >> Yeah. >> Yes, Dr. Erison. >> Yeah. One other thing to add to that too, we have for Red River students that are coming to or for central students that are coming to Red River because parking is tough. Our building is really big and long. We have allowed them to park in staff parking and received a fob for the building. So, it gives them a really tight window of when they can enter the building, when they can enter the building to make that a little bit more convenient for them as well. >> Thank you. Other questions from board members regarding this concept? Any other clarifying information from district staff that would be helpful? All
154right, my next pair, I'll give you the names first and then we'll talk about what we're about to talk about. Uh Joanna Helms and Dale Helms related to transportation in the district. Joanna and Dale Hi, good evening members of the school board. Thank you for the opportunity to speak. My name is Joanna and I work at Triangle Coach Service, coordinate directly with Allison Gregoire on transportation for extracurricular activities, class trips throughout the district. For the for this from this professional perspective, I can say that the transportation coordinator position is vital in keeping excuse [clears throat] me in keeping the district-wide transportation running smoothly. Allison serves as a central point of coordination ensuring routes, class trips, extracurricular activities, uh drivers, schools are all aligned when schedules change, issues arise, or safety concerns need immediate attention. She
155provides timely decisions and clear communication that prevent disruptions from teams, students, and staff. The work handled by this role does not disappear if the position is eliminated. Instead, it becomes fragmented, increasing the likelihood of miscommunication, delays, and safety risk, particularly for extracurricular and field trip transportations that require careful coordinate coordination [clears throat] beyond daily roads. Based on my direct experience working with Allison, eliminating the transportation coordinate coordinator position would be detrimental to the district's transportation operations and the reliability schools and families depend on. I respectfully urge the board to reconsider the the decision to retain the transportation director coordinator coordinator position. Thank you for your time. Thank you. Uh Dale Helms. [applause] [cheering] >> Yeah, thank you. I'm Dale Helms. I apologize for the way I look, but I left work early to get here
156waiting for two and a half hours to get here. So, uh thank you very much. And uh I have to say I've never been in front of so many doctors at one time. But but uh anyway, I have to tell you that uh I've been in I own Triangle Transportation or Triangle Coach Service in East Grand Forks. Uh we've been busing Grand Forks kids for quite a while now. Uh I have to tell you that when Janette Dah was here, um we had such a relationship that it's almost like we knew what each other was going to ask and say and do. Uh, so when she retired and you brought in the other people for that job, it took a little while for that to happen, for that to get to that point because, you
157know, I don't know if most people know how much busing Grand Forks actually does. I mean, it's it's a ton and it's a big job to keep all this stuff straight. And uh, so we always take and we we put pride into hauling Grand Forks. Although we're in East Grand Forks has probably got priority over East Grand Forks in most cases uh because they've been good to us and we've tried to been be good to them. Uh so eliminating this position for somebody that has been there and just just kind of got this all straightened out, knows what to do and how to do it and and what what to do next. It's it's uh it's it's really important. Uh if if this gets eliminated, we're going to be probably right back to where we
158were when Janette left and we're going to have to kind of start all over and get everybody to learn this. In my position, uh our buses fill up fast. Okay. So, we can't wait until the last minute. You know, most times u for somebody to make a a rent the bus from us. Our schedule is booked out for a while. So what what we do is we've we've had meetings with the Grand Fork school board or with the bus and transportation and we've told them to get us their schedule, you know, like for the year like their fall, winter, you know, spring, whatever, you know, get us their schedule, get on the list and and we can always make changes. Okay. So, we finally got to that point where we got that to happen. And
159and uh most of the time, uh there's the only thing that really changes is maybe leave times or something, but uh as far as the schedule itself has been good. Uh we've tried to work with the Grand Fork school system. Uh we've had like Grand Fork Central calls us and wants something done. You know, we try to do some favors here and there as much as we can. Uh but we have a business to we have to pay bills and stuff too. So, we help out as where we can help, but maybe not, you know, not as much as we should probably, but sometimes it gets hard to do that. But this this position is is a is a very important position that you're looking at. Um, and like I said, it gets to be
160tough because back before COVID hit, I'm going to just throw some numbers at you. I'm going to say there's like 3,000 bus companies in the United States, charter bus companies. When COVID hit, there was like475. Over half of us went out, left, gone. So, the busing has gotten so much tighter. It's so much hard to get harder to get busing. So, I would like to, you know, at least, you know, I think it's a position that you want to maybe, you know, keep up. I know where you're at. >> Finish this last thought if you >> I'm on I'm on the East Grand Fork City Council. I know what you're going through. trust me because it's hard. Uh but you know, you've heard a lot of really good comments here tonight. A lot of people
161talking about different things and I would hope that you people would sit there and take them to heart and and really look at them. Uh I know these things are tough. Uh but things just got to be done. But this this position is really an important position to that I I think you should look at really hard. Okay. >> Thank you very much. Y [applause] questions from board members related to this budget realignment concept. >> Yes, Mr. Cleven. >> Just remind remind us what the dollar figure attached to that is, please. >> Uh, as I'm if I'm looking at it correctly, 85,650 for one FTE. Is that correct? Somebody else who has their eyes on it. 85,650. Other questions from board members? Just have one clarifying question and and I don't know who who this
162will will land on. We heard a bit of a concept about this being fragmented if it isn't one position in the interim between Janette Dah and this position or looking forward if this concept is adopted as a part of the process where does that fall? Is it shared? Is it split? uh is it uh looking at Mr. Bombach looks like he's at the ready. >> Yeah, President [clears throat] Burgerer, members of the board. So, the position was relatively new about 3 years ago was when it first uh was designed and a part of that was in response to continued busting challenges and and the concept was was saying instead of having that fragmentation because at the time it was split the responsibilities were split primarily three-fold. The first would be general um student transportation. General
163education fell to a a secretary in the buildings and grounds department. Special education fell to a secretary in the special education department. And then the activities fell to a secretary in the activities department. At the time that position was that third position was filled by Janette Dah. So that's what the reference was. So this position didn't exist prior, but it was brought to come together and said if somebody woke up each and every day thinking about student transportation, we would get ahead of things and become more strategic. Uh I I agree uh with the the some of the commentary about how um the person who's in the position today has really began to hit the stride and we finally start to see some of that strategy out of that position versus the first couple years
164we're so short on drivers. uh that person was in the cab of a bus helping in that lift. And so the the context of this is difficult and and um like so many of these I would say a fantastic position and and person invol involved with that but there was a model prior too. So Janette didn't fill this position as mentioned. She filled in one of those three secretary roles. And so the concept would be to revert to that fragmentation and you may lose some of that um aligned strategy involved with that. But there's a model that we conceivably could go back to. >> So I just have one followup to that and I think you answered most of it. Um, is it possible that in the fragmentation we don't realize this entire savings because
165it's three people who maybe aren't finding the efficiencies? I I don't I just don't know this world. Or are we certain that a these three individuals uh you know the buildings and grounds special ed and activities can can handle this workload and that we we still can can stay neutral on the the bill we get from Triangle let's say just just as an example has that been a part of the conversation? Um, yeah, President Burgerer. So, there's there's there's plenty to go in there and try to unwrap. Things have changed even from three years ago in in in busing transportation to today. So, there's a lot to if you try to compare at that time period till now. But one thing that has changed is we have a new product with Tyler Technology to help
166with some of the busing routing. Um, certainly when when this concept was brought forward as administrative recommendation, some of the first call was to Valley Bus and saying, "Hey, you know, what can we get?" And and just for the the record too, Valley Bus wouldn't be thrilled is not thrilled with the elimination of this position either. And so we need to work together between the you know the resources we have the primarily those three secretary positions uh inhouse but also with our external vendor to really figure it out because truly stated the work couldn't go away without impact. >> Thank you. Other questions from board members? Any other information for clarity's sake from district staff related to this concept to eliminate the transportation coordinator? Okay, I believe I have two comment cards left and they
167are not aligned, but I am going to let you know both of you. Uh, I don't know how long each of these conversations is going to last, but uh, Jimmy Sweat and I believe this is Carly Hoffman. I'm sorry I can't quite read the writing. Uh, Jimmy Sweat on the Grand Forks virtual high school program. Carly Hoffman, reduction of school nurses by one position. So perhaps if you can both be here. Not quite sure how long the virtual high school conversation will take, but uh, Carly, you'll be on deck as soon as that finishes. Uh, Jimmy. >> Good evening, uh, Mr. President and board members. I am uh Jimmy Sweat. I'm active duty Air Force stationed here at Grand Forks uh for about the last 5 years and most importantly father to a 14-year-old daughter
168who is currently enrolled in the Grand Forks virtual high school program. Um I just want to start with uh a little background. Um so my daughter was born with a very rare uh genetic heart defect that directly affected her immune system. Due to this, this prevented her from being able to interact with uh schooling, daycare, things of that nature where she was uh in close contact to high sickness probability areas. Um and due to this is very possible that this has affected her ability to uh learn social norms and such as she progressed and and aged. Um, so now as a a 14-year-old high school student um who missed out on a lot of opportunities to to grow in those social norming uh activities, uh she suffers heavily with uh depression, anxiety and just overall
169general um social interactions. Um, and due to that she is, uh, while being in resident or in school in person, uh, she's been considered, you know, maybe one of the weird kids. She, uh, is been bullied daily. Um, she's ostracized and basically made to question her own personal worth. Um, I'd like to read a couple things to you very briefly. These were assignments that were actually handed in at school. Um, so we can kind of address a potential oversight uh missed issues with my daughter from the staff that uh she was being taught by um that were were very concerning. So the assignment was, "If you could meet anyone dead or alive, who would it be?" She goes on to speak about a a surgeon that she looks up to, and if I cut down
170to about 2third of the way through, it says, "If I could see him in person only once, I would be happy. I'd be happy knowing I had met him, that I had seen and been next to him, the man who saved me. Several nights so far, I had thought of death. I am weak. I would think these pills could kill me. This was assignment that was a graded by a teacher. It says, "Great job, 10 out of 10." This was never brought to the principal's attention. This was never brought to the schoolboard's attention. And it was never brought to her parents attention. Myself or her stepmother who works in the same building. only a couple doors down from that uh teacher that this was uh provided to. Um so there's a a big concern there
171of my daughter's needs and those being met within >> You have 20 seconds to talk about the virtual high school program. >> Yes, sir. Thank you. >> Uh within that. So um she uh she has the need for that virtual high school program. Um, she would lock herself in their rooms, couldn't be found, had no interactions with anybody. Ever since being enrolled in a virtual high school program, she now is found laughing and joking, dancing around the house, singing at the top of her voice. Every day she comes up, jumps in my arms, hugs me. She comes out and plays with her her newborn baby sister every day. Um, her entire life has been changed by this program. and if the program is taken away, um it's going to be highly detrimental to her and
172any other kids who potentially partake in it. Um it's possible this program saved her life. >> Thank you. Uh before we open up questions to board members, I just want to remind the public that that there are avenues to bring Hold on, please. There are avenues to bring concerns at the building level before they reach the public comment period of the school board. So, if a parent or guardian or trusted adult has a concern about a student or a staff member, please use the appropriate channels. Uh, it's difficult for us as a school board to hear this during the public comment period of a budget realignment process that there may have been a miss or someone uh has a a question about how something was or was not followed as it relates to procedure at
173the building level. So, there are lots of folks to to escalate that concern. Uh I would just hope that in this case uh that you have reached out I don't know if you're still listening sir uh that you have reached out to those people who should have heard this concern uh before we got to tonight. Okay. Just want you all to hear that as it relates to the virtual high school program. Any questions from board members regarding this concept in our realignment? Yes, Dr. Lun, >> Dr. Galach or maybe your your colleagues next door being a physician there are people who have medical reasons that they can't go to school. Uh um [snorts] I'm pretty sure we have alternative ways for educating them. I'm wondering if you could elaborate on if if if somebody has
174a condition that they can't attend school uh what alternatives are are there available besides this virtual high school? Yeah, in the past we've uh set up a variety of opportunities. Uh it could be through different online platforms. It could be through the North Dakota Center for Distance Ed. It could be through um classroom assignments facilitated through our um Google classroom and graded by the teacher. So, it really has been tailored to meet the the needs of the child. Um currently, as you already alluded to, they are enrolled through the virtual high school. So, they have that virtual high school mentor there um guiding them along the process. But we have uh stood up other options in the past. >> Questions from board members about Grand Forks Virtual High School. >> Miss Flynn, >> how many
175students are enrolled? >> We currently have 26 students um taking their whole load of courses and then a 0.5 teacher assigned to be their mentor teacher. What? And when we started hearing about the virtual high school like a couple years ago, the idea was that it would be costneutral, but there's a cost here associated with eliminating it. So, can you talk about why that is? Uh, yeah, the presumption is that students would remain enrolled in our district through a different means. Um, so right now the cost of educating a student in the virtual high school is quite honestly more efficient than it is in a face-to-face environment. um when you when you prorrate out the um amount that we pay the staff compared to the number of students, it's it's less than $5,000. Um but
176there are staff assigned to that. So the savings is comes from eliminating the uh the the 0.5 staff and then the stipens for the manager and the special educator who are helping um progress student learning through their roles as well. to clarify. Um, so yes, there's someone hired, but the idea might be that if this goes away, those students would seek other means of education, which means we would lose that revenue per pupil. Correct. >> Well, ideally, they would reenroll in a diff back into our campuses and we would continue to have them on our um on our roles to gain that per pupil reimbursement. >> Yeah. ideally, but the way that it was talked about when we when we heard the concept and we voted on it and supported it and then even Dr.
177Lun saying there's kids who who can't who don't have another option. The the idea has always been that we would there could be a potential loss of revenue and that it was that it was kind of costneutral at that point because there may be students who may not be able to be enrolled through >> yeah we don't know the pathways our goal would be to get them reenrolled in our campuses and then to take care of the students who are home for medical needs through the means that we provide those services prior. Sure. >> I'm gonna ask one followup before you go on. Is it possible though that if they find their way to Grand Fork Central to Grand Forks River to Community High School that it does cost the district more than we than
178we have invested currently? Is that maybe the other layer? >> Thank you for asking. Well, so the cost to educate a child on average, I'm looking at Brandon down here. I want to say is right around $11,000. That that's our reimbursement for a student. Uh, and I don't remember the cost to educate. I'd have to get you those metrics, but I do know >> 17,000 17,000 >> somewhere around there. I know the cost when we calculate out the cost to educate a child in the virtual environment. It's what I described. So, it's it's it's more cost effective um that way. However, there would be a savings to the general fund because it would be an elimination of those positions. And I suppose it isn't it isn't exactly true that each one to re-enter Central or
179Red River uh has has a cost to the district of that amount because if they find their way into five classes that are already being offered and those teachers are already hired and the building's already lit and and heated, right? I mean it isn't it isn't quite that. Um it would all depend. Um there there are lots of levers to be pulled. Is that fair, Mr. Bombach? >> Yeah, I would I would say it's entirely fair. all that is accurate. I mean, on average, um, you get to a $17,000 figure when you take into the whole apparatus. This is a state reported number. And so, just the same, there are support networks, I I would presume, that are available to these students, even not directly related to the virtual programming that theoretically those variables would
180be included in that calculus. But you're right, this is a um just like when it comes to low enrollment courses and such is that or even at the elementary level when you have a number of sections in the same building, you can then allocate any additional students across the existing sections is where you find savings. And so as we stepped into the virtual academy, the ambition would be, you know, there could have been new students introduced to our system. there could there's there's likely much more to pursue in that business model component that we we're just not getting to given the context of this budget realignment. And so in the immediate there's this savings that I think could be you could um defend. >> Thank you. Miss Lind, do you have more? Yeah, I just
181I I think I struggle with this one and I know it's a concept, so I appreciate you bringing it forward, but I struggle with completely eliminating a program that took two to three years to get up and running and resources were put into it and then it's efficient. And the idea is that it could potentially become more efficient and actually save us monies if we have students who are currently not in our district. Again, that's an assumption. But to eliminate a program after it's only 6 months concept of elimination after only 6 months in existent, we don't have data. we don't have. And so I think part of that is not only I support that work and I believe we're reaching students that maybe we wouldn't have had in the district and actually creating efficiencies,
182but I also want to caution us as a school board in a district to say we spent two to three years getting a program up and running and and Dr. Glutch did a lot of work with that and then to say, well, we're just going to eliminate it. Again, I know we're in a a budget time period, but I just think the optics of that is not fair to when we have all these conversations and we do a due diligence and hearing things out and understanding the concepts and then the board supports it and then it's like, well, well, we need to cut something, so we're going to cut this. and and I I just I think this one directly impacts students and um I I just feel like this one specifically among others, but
183as we're talking about this one um is a direct facing impact to the student learning process that would be a detriment to cut. >> Thank you. Dr. Lond, did I see you over there or was it Mr. Palmino? Yeah. The other piece and you've mentioned a bit of this Mr. Bomck you have too. Dr. Glach um we don't know what the upper limit is of this virtual academy you know I I don't know you know at a certain point of course it scales and then you you hire uh an additional staff person because you've got those number of students but but we just don't know. Um anyone else want to weigh in? Um >> oh yes Mr. Manley. Thank you. Um, just a quick question on the students that we have, 26. And how many
184of those did we happen to pull away from the homeschool crowd? And if this does go away, do you think we could I suppose you don't have that data yet, but what are your feelings on can we keep those in uh Grand Forks Public Schools or do you think they'll go back to that home school setting? Uh we only recovered one from home school at this point. We have um another open enrollment uh request for next year from an out of district student and another home school request for next year for another student. We just didn't have space this year for them. Um but otherwise they are all otherwise students that are currently enrolled in our district. >> Other questions from board members related to the virtual high school? Any other information from district staff
185that would be helpful? All right, Carly Hoffman, thank you so much for your patience. This is reduction of school nurses by one position. >> My name is Kari Hoffman and I'm a school nurse for Grand Forks Public Schools. I'm here speaking today on behalf of all Grand Forks Public School nurses to express our serious concern regarding the proposal to eliminate a full-time school nursing position. We understand the financial pressures facing the district. However, reducing nursing staff is not a responsible or cost-effective decision and places student safety, staff workload, and district liability at risk. School nurses are a core part of school-based mental health teams and are often the first to recognize when physical complaints such as headaches or stomach issues or signs of anxiety, depression, or other mental health concerns. Early identification matters, and it
186prevents small problems from becoming crises. School nurses also collaborate with teachers, counselors, psychologists, social workers, and administrators to assess students and provide interventions, make referrals, and follow up. These systems rely on adequate staffing to function safely and effectively. The medical complexity of students continues to increase and evolve daily. Everyday, school nurses are responsible for managing students with asthma, diabetes, seizure disorders, severe allergies, mental health conditions, and other chronic health concerns. We administer medications and specialized services like insulin administration, tube feedings, catheter care, injury and emergency intervention, and more. If fewer nurses are asked to take on the responsibility, it would heighten the risk of medical errors and raise the district's liability. Research shows that students with access to a full-time school nurse experience significantly fewer illness and injury related absences and early dismissals, allowing them
187to stay in class ready to learn. Studies show that when a school nurse is present, principles, teachers, and office staff save significant time that would otherwise be spent managing student health concerns. One analysis calculated a savings of over $133,000 per school annually, representing a return investment of $1.84 for every dollar spent on school nursing services. Some of our services are also reimbursed by North Dakota Medicaid. According to the district's proposed document, they estimate approximately $85,000 in savings by eliminating one full-time school nursing position. However, the individual salaries of the district's nurses are roughly half this amount. We fear the actual savings from removing a position would be significantly less than what's suggested. School nurses are not a discretionary expense. They are a proven investment in student health, academic success, staff efficiency, and district safety. We
188urge you to reconsider the proposed reduction in nursing staff and to include school nurses in discussions about budget solutions that do not compromise student well-being or increase long-term risk. Thank you for your time and consideration. >> Thank you very much. >> [applause] >> questions from board members about this concept. >> Yes, Miss Flynn. >> Um, one of the things recently um that was done was the nurses are starting to conduct hearing assessments. Um, that was previously a a another person. Um, so in reference to some of those in terms of like assessments and things like that, would that put more strain on like has that been added into the nurs's job description? Like is there a lot of those happening? Not just hearing assessments, but other type of assessments that is getting put on the
189nurses that is causing more strain, losing an individual. And then um curious about the dollar amount um given like is that just an average that we're using if nurses are on the teacher salary schedule where's that figure coming from? >> Sure. Uh Dr. Glatch, Mr. Baky, Mr. Bombach line you three. >> Mr. Bombach is checking the dollar figure. Teachers are not on the on the or nurses are not on the teacher salary schedule. I believe that's a misnomer to be honest with you. Um, as far as the duties that you described, there would be fewer of them still conducting those screenings. So, it would take more time from the building startup uh duties etc etc at the various campus. So, it' be they'd be spread more thin to put it in layman's terms. >> Mr.
190Bomach, do you have a figure to offer? >> Yeah, President Burgerer. So, what goes into the calculation is an average across an FTE. So if you have a halftime nurse for example, it would still average up to a full FTE to find your equivalent. But in the case um you you would take your on average the salary compensation is right around 70,000, but then you factor in the benefit costs that go on top of that that bring that up a little bit higher closer to the 85,000. Thank you. I had one question related to the liability. Uh I'm assuming and I hope somebody can lift this up. Um there of course generally speaking in a school building you're going to have a certain amount of those various medical episodes as described but related specifically to
191uh 504 plans and IEPs. There must be some sort of guideline guard rail about how many school nurses per student population, how many school nurses related to say an above average number of of 504 medical uh plans? Can anyone talk through the process? Are we still within those guidelines? What what do we use for ratios? How does that look as we in here? I think it says something like adjust the current supports across buildings. Are we able to do that and still limit liability? Because that was one of the speakers points. >> Yeah. So staffing ratios are all determined as you surmised by the medical care needs at any given building. And so they shift year-over-year um and they may be reortioned as a student moves from elementary to middle school, middle high school. Um
192as medical carees come and go, students move in and out. So it's really highly variable is what I will give is the best answer. We've also um tried to fill some gaps by employing what are called unlicensed UAPs, unlicensed assistant professionals um who work underneath the opaces of a nurse's license. But there are an awful lot of medical cares that they are not allowed to perform because of liability purposes. So it is a delicate balance to to answer the question straight up. Um and it just depends on the students that we're serving. >> Sure. So I'll ask it more directly to whoever wants to to answer. Are we confident that with this reduction, we're still able on a year-over-year basis to meet those needs? I don't know who wishes to take that. No one's microphone
193is turning on. >> Dr. L. >> I mean, I can comment that there are some small school districts that don't have a nurse. It's not it's not a uniform thing. All the bigger school districts do. So, we live in a latigenous society. you can be sued by anybody for anything any time. So, I don't think you're going to get anybody that's going to tell you that that [laughter] the risk is is zero because the society we live in, but there are there are smaller school districts that that don't have school nurses. >> Thank you. I think that's fair. Any building level administrators want to speak about this impact the impact of this concept? Any questions? Are there further questions from board members? >> Yes, Dr. L. >> I just have kind of just a quick
194statement in general, not about nursing, but about this this process. I I think the vast majority of us in all of these rooms tonight will probably go home a little nauseated. Uh, as has been spoken by several people, this is not an easy process. To put it in a more crude crude analogy, um we've cut the fat off with previous budget cuts all the time and now we're cutting into meat. We're we're we're cutting into programs that none of us want to see. Uh uh and most of it has been out of our control. in particular, state and federal government not meeting their mandates and not it it still baffles me that we can pay professional athletes $20 million a year, yet we don't value the education of our children in prek through through through
19512th grade. Uh um but that's not a problem that we unfortunately can solve at this table. We've tried we've tried really hard and we've given what I think are our our increased salaries over the last several years very good. Um, but that that's a state and a federal and a society kind of kind of issue. Uh, what I am really thankful for tonight is the process that's been used and all the people that have come out tonight uh and spoke to us, but also the people that have through last August. I mean, and I'm thinking about our central administrators here at MSEC, the administrators in the schools, the the staff in the schools that have given feedback. I mean, it's I'm I'm sure if we ever added it up, it's over hund there's hundreds of
196people that have been involved in this process. And I think if you add up the number of hours that those hundreds of people, it's thousands of hours that our educational experts have been working on this process. Is everybody going to be happy with with the results? Obviously not. None none of us will. Um, but I really want to thank the people in this room, in the other rooms, and the people that aren't here listening that have worked in this process because it's been it's been lots of hours, lots of time. And and I really appreciate that because let's face it, we're not the nine educational experts in the world. They are. And and and I appreciate all the information that we've gotten and thank you for all of that. >> Thank you. Before we move
197on uh from this concept, um anything else? Reminder to board members, we have a retreat this Friday morning. Gives us uh from now until then to process information about these concepts uh to engage in further discussion that morning. Uh we'll come back next Tuesday uh for more discussion. uh uh a reminder that uh that the action on these items for for those in in the rooms and and for those uh listening uh will be scheduled for Monday, February 9th, just so you know where we are in this process. Anything else board members that you wish to comment on, ask about, or have clarified before Friday morning's retreat? Mr. Cleven, >> will this presentation be posted on the realignment website? >> Go ahead. Yes. >> And just one more reminder since since you asked that question,
198Mr. Cleven, uh that we're talking about gfschools.org and of course you can do the backslash and type in the words, but to go to gfschools.org, the fourth tab on the top, that would be the budget realignment process. Other questions? Miss Flynn? No. Yes. >> Okay. Miss Flynn >> um >> uh reduce a section for at risk students at the high school level. What does that mean? >> That is uh directly related to the school within a school program. There would be fewer sections offered of that um intervention support service for students. >> Okay. Is that more behavioral? >> Yes and yes. Behavioral and academic. There's an A and a B program. >> Okay. Um and then uh reduce elbow funding, utilize alternative funding sources. What is that? >> Yeah. So, thank you me uh board
199member Flynn. So, that would be we would be looking at other opportunities to to fund that um through grant dollars, but also through some of our supply dollars. Currently, right now, Elba is funded as a standalone and is not included as in their supply budgets um when it comes to library uh supply budgets. And so we'd be looking at either the combination of that or looking at other grant opportunities. >> Okay. Um eliminate interventions classroom teacher. This one specifically North Dakota studies will need to be taught by another teacher. Discontinue reading and math interventions. Those are positions specifically at Shrader Middle School, the reading interventionist and um South Middle School, the math interventionist position. Both of those individuals currently serving in those capacities teach additional courses at Shrader. The courses are North Dakota studies at
200South. They are um some of the elective courses that students might engage in. >> So just to clarify, North Dakota studies will need to be taught by another teacher because it's required, but it would need to be taught by another teacher because we're recommending these positions. >> Correct. So, what has happened in the past is that uh I think you're familiar with the team concept. So, the eighth grade social studies teachers um instead of teaching five sections of eighth grade social studies, they then teach four. So, their class sizes go up and then they have to teach a section of North Dakota studies on the opposite team. So, their class sizes are driven up and they're teaching more than one prep is how we've managed that in the past. Um, just so you know, those
201intervention positions are in place because um, Shrader and South don't have access to title um, intervention dollars to help support students at a tier 2 level in the MTSS process. >> Uhhuh. Um, how does that conflict with our B legendary goals? >> Yes. Um, I again, I know we're trimming the meat, but I would not be in favor of cutting anything related to math or reading intervention because every single time someone has come up to this microphone and celebrated success and I've asked the question, if you had a wish list, what would you have? probably eight out of 10 of those said a reading interventionist or a math interventionist and if they didn't have title one dollars probably would have been the same but they had already spoke for a half hour about how great
202those positions were. So that that's not a criticism. That's just a I think if we're looking at this or that, I would be completely against cutting any of those. Um the uh enrichment that is under an MSEC support services um low percentage of students served. Um, I know we previously saw a reduction at the elementary level for enrichment, but just curious about that. >> Uh, yes, board member Flynn, the reason you see that under the MSEC sports services is because that falls under the curriculum and instruction uh, department um, led by chief academic officer Amy Bartch. >> Okay. So, would there be no enrichment at elementary at all? the model would be different. So rather than have pull out services, so right now I believe we serve between 33 and 35 students across all 11
203elementary campuses and fifth grade mathematics. So rather than have a person pull students out, we would provide opportunities for teachers to have access to things like bird seed TV. So if I'm teaching a unit on perimeter going to that resource that we can then allow students to engage with that higher level of thinking or enriched activities through that that method. Is it also true that um uh moving to wit and wisdom has created some opportunities for the teacher in the classroom to deliver enrichment in terms of uh different levels of curriculum or familiarity with that program? >> Sure. I think that um with a curriculum like Wit and Wisdom, it's primarily student driven, right? So when you have conversations and you're making connections, those conversations tend to have no balance. So you have the ability
204to have deeper conversations than maybe a curriculum that was like the past. Okay. Um then I just have one more or two more. Um reduction in instructional coaching staff that's 0.5. Um so again as we talk about this or that and you know we have a force choice um if I'm looking at math reading interventionist as a two and instructional coaching staff as a five can you talk about what that role does what it provides? It says it does not impact direct student services. Um so just curious on that. Uh so the transparent answer is that there was a lot of discussion around instructional coaches and the value that they add. I think not everybody in the public understands the services that they provide that directly um or that have a ripple effect into student
205learning. So I'll start there. Um this position um really came down to not having many options or many cards to play from the building. It's coming out of community high school. Community high school has a small staff. we've been tasked and I tasked all of the principles as did Mr. Rocky to reach some targets for lack of a better word so that we were spreading across the system um the recommendations for efficiencies. And so this came from a recommendation from community high school. Um it's I I want to say perhaps one of the only positions if not the only position that does not directly serve students or work with students um but works with the staff, works on the back end, works with the technology, the testing, the assessment and things of that nature. So
206there really weren't very many um cards to play for lack of a better word from that building. >> Would that be true with other instructional coaching staff that they don't interact with students that you know there's different things that they're doing in the back end versus direct student contact. >> Uh I'm going to ask uh Amy to probably respond to that better since they fall underneath her department. So really there is um more coaching support provided for our instructors. We have a you know you think about your curriculum adoptions you think about trying to get curriculum um delivered with fidelity that doesn't happen magically it happens with supports provided to teachers who are learning that curriculum for the first time that's some of their roles some of their role has to do with other um
207facets of professional development either working with individuals on coaching cycles working more broadly with the staff on their strategic priorities around literacy and math that be legendary goals um they they really have a a large menu of duties of support that they provide to the building. Um, I'm going to use there's still words I think from Kevin Onstead from the past. Um, although he had he had had to leave the meeting tonight. um you know or maybe it was Travis that said I would love to be the instructional leader of my building every day if I could but there are lots of other things that pull principles times from being an instructional leader or um IC's allow for some of that full-time attention to um arguably what is what we're committed to do is to
208provide high quality instruction in every classroom. So I said Amy was going to answer and then I started babbling. So I >> did you say to add to that? Um to answer your question, it's both and and it depends on the building and then the capacity around the resource. So at the elementary level, a number of our IC's do have some intervention groups. They also do maybe get the intervention group up and running, model it, and then release it to other staff members too. So they are sometimes pro providing direct instruction but really they if it was a peer instructional coaching model they would be supporting and walking alongside teachers more than directly serving students. So I suppose you could say it's an indirect support of students right if someone helps me get better at
209my job or use my products more effectively students benefit. So, um, that is helpful. And I apologize to the instructional coaches because I don't want to make it sound like this, but I'm trying to wrap my head around the the ratio. If we're if if that is a support position that has an indirect benefit and we're recommending to cut other positions that have a direct benefit on students, then wouldn't the ratio mean, for example, we cut two interventionist positions, but we still retain the instructional coaching line. Wouldn't it, you know, is is there a ratio then to say, well, we're cutting direct contact and so then there wouldn't be a need for that support for those interventionists or that teacher, so there would be an like a little bit more on the instructional coach side
210that's proposed for reduction. Is that accurate or is in terms of a ratio, is that not how it works? Maybe too it's helpful to understand where the funding comes from. So every secondary instructional coach is paid out of a the federal grant title two. So really if you reduce title the expenditure it has no effect on the general fund if that makes sense. Our elementary coaches are paid out of the general fund. However, century code requires student performance strategists one for every 400 K through3 students. So that allocation unfunded mandate is 6 FTE for Grand Forks public schools and that wouldn't include u a consideration for travel time if we obviously had to spread them over 11 campuses but that would be the minimum. So I think that's why instructional coaches too were largely not
211considered because of the niche allows of expenditures within title two coaching fits there professional development support where other expenditures like an interventionist would not fit into title two. >> Sure. >> Okay. >> Before we go on I think we had a comment from Mr. Olsen. Is that correct? Did you have something? >> Can I add something to that President Burgerer before we move on to it relates >> relative to this topic? Sure. Mr. Thank you. I would also stress just the importance of what uh uh chief academic officer uh Bart mentioned in the fact that every building it looks a bit differently um when it comes to instructional coaches. And so when we say that instructional coaches don't maybe have direct services with students, I think that depends on the building. Um in some of
212our smaller buildings, I see our uh instructional coaches coaches work directly with students on a daily basis. And so um it just depends on the building. Um and um not saying that at the larger campuses that doesn't happen. Uh but it happens more frequently at the elementary and the the smaller buildings. Um it does happen at the bigger buildings as well, maybe just not as as consistently as it could um because they have more uh staff to support across their building. So I just want to make sure to mention that and stress the importance of it looks differently at each building. >> Okay, we'll go to Mr. Olsen. I didn't have a comment on any of that, but I was uh wondering where the retreat is on Friday. >> Yeah, that'll come in announcements that
213the the time and location will come during the announcements. >> Thank you for keeping on top of it. And if I try to adjourn, will you throw something at me? >> Other questions or comments? Back to Miss Flint. >> I just had one more. Um ML Paris, we haven't talked about those. We heard a couple months ago how much lack of funding we get, how much of an increase ML students were getting. Um and I just want to hear about that. >> Yeah, overall um this year we've seen a reduction in some of our ML numbers um for whatever reason that may be. Um as a result, what this would really look at is relooking at our current formula. Um and we'd engage with um our building levels to do that and to make it
214more um as equitable as we can. Um ultimately right now the way our formula is set up is primarily we have one parah for every one teacher that we have. Uh a teacher serves roughly around a 30 uh student case load 30 to 40 sometimes. Um we've seen a reduction in our ML numbers this year um which falls below our our 30 threshold. Um and and in some cases we need to readjust that. Um we anticipate that this formula may change from more to a one to two um so one parah to two teachers uh formula. But again looking at how do we provide services uh across our district um to make sure that we're providing equitable services. Additionally it's important to note that we are going to take account the number of where our
215uh student need is. Um, so looking at a level one student is very different than looking at a level three. Um, Evvona Tadorovich, our current ML coordinator, will be engaged in those conversations moving forward. Um, and we'll be at our board retreat. Um, we'll be a bit late, but she'll be able to uh be there to help with some of those discussions and conversation as we move forward. So, thank you. >> Other questions from board members? Dr. L. It's been been a long night. So, if this has already been answered, just tell me. My Alzheimer's is kicking in. Um, but you know, we we 86% of our budget is people. Um, and we've got a number of FTE positions that we're talking about. Can somebody describe how that happens? I mean, I'm I'm thinking like
216there are people that are going to be retiring. There are going to be people that are going to be moving. Um, so we don't really know if if if we're going to have to to to eliminate positions where people are still in. Could somebody just describe that process a little bit because I I don't know if we've talked about it publicly at at this at this meeting for the public to hear. >> I'll go ahead and take a swing at that. You know, we certainly would like to accomplish the the reductions through attrition. Uh that's not always the case. Um, as you know, we experienced a couple of rounds ago. Um, we did uh we did ask GFA leadership and and building reps uh what they thought about us putting out just a questionnaire or
217a brief survey. Do you plan on returning or not? And we gave them a deadline and and they were supportive of that. And we certainly didn't want to put pressure on anybody. And just because they sent in a communication to our HR director, Griffin Gillespie, didn't mean that that was a resignation or a retirement. Um and and and we said that would be confidential and it's still confidential. So uh me sitting here I don't even know you know how many people responded to that but at some point you know we would need to know uh if there is a list that's going to help you know with some of the chess moves that we would make. So that that's piece number one. Uh the second piece without saying reduction in force because none of us
218want to go through that process is uh you know we do have an exhibit that goes with our policy that we're having uh legal take a look at because it was a it was a little bit messy last time and we want to have Pearson Dirk uh take a look at that and give us some feedback in the in the case that we would need to use that. So uh between March 1st and and the middle of April those are that's an important window to remember. Uh but again, it would be our desire not to have to use that process. Um and if people are multi-certified, uh and if there's a desire that they would consider moving into another position, um so they can continue to work here, continue to pay their mortgage, continue to
219raise their family, uh that's what we would like to do. Uh and in on the on the PAR side, you know, PE people find their niche. uh whether it's a library para, MLA parah, special ed parah, uh program parah, inclus inclusion para, whatever it might be. Uh we have we still have a number of parah openings, but not every parah, let's say a ML parah desires uh to work in a pro program for students with autism. Um but we would offer that, you know, we would want to make sure we do everything we can to keep people whole as we move into the uh into the next school year. Dr. London to answer your question. >> Yeah, I just think the the p some some people in public might be confused thinking, well, you're going
220to fire X number of people, but but each year and it varies from year to year. Uh we have people who retire or people whose families move because their spouse takes a job somewhere else and stuff like that. So, it's not necessarily that. >> I I do want to remind and everything you said is 100% accurate. There are a couple of positions that don't have transferability that are on the list right now which is even harder. >> Thank you. Any other questions? Oh, Mr. Baky and then I'll come to Dr. Hodc. >> I would also like to answer Dr. Lund. We also have attrition that happens on a regular basis and and we have those reductions that happen from time to time like if we talk about uh this school year uh due to our
221lack of enrollment, we reduce three sections at the elementary level. um that's a normal thing we do every single year um through attrition through the process um and we anticipate being able to do that moving into next year as well too. So >> Dr. Hodc, first of all, I'd like to really um make sure that the um school administration understands how I so appreciate what you have been doing because this is a difficult time, one of the toughest times in education. At the same time when I went through all of these 52 concepts, I dug into them very deeply. In fact, I have nine pages um for every question that I would be asking to be answered um per each line item that we've discussed or will be discussing. The part that I will be
222looking for most between now and February 2nd is we all value education from our community to our staff to our employees all of us sitting around here. We we value this when we are now talking about eliminating. I don't believe that we hired just on a whim. Um so that there had to have been some value in these positions um and programs that we are looking at eliminating because we have no choice. But I would be seeking um like I said by that February deadline or whatever to understand if someone else is going to be picking up those duties um becoming responsible. We mentioned the three secretaries versus the one. Um, I would anticipate or assume that people are being talked to about these added responsibilities or these added duties. Um because I do believe
223that an employee that we offer a position to needs to understand exactly if there are new added duties or responsibilities coming so that they can either agree reject um will they be seeking additional salary or time because of these duties which then impacts what we have just cut. So, and I would believe that all administrators have done that and started looking at this and I wouldn't doubt that with each line item if I said who's going to fill in that responsibility or are we completely wiping it out and it's okay to say goodbye to it. um that student impact and teacher impact and employee impact is very important to me that we don't forget to address that um that personnel that students issues that might arise from this. Thank you. >> Thank you. Other questions
224or comments from board members? Anything else from district staff to prep us for Friday morning? Uh we've got a lot to process. We've got a lot to think about. Um anything else to lift up? >> Concluding comments. >> Sure. Uh I I know I might steal a little bit of Dr. Hodex's thunder because she's going to review our norms at the end. Uh but I want to commend everyone involved in this process uh specifically tonight, but throughout this process. Um these these are hard difficult conversations. Uh we are better for having them together out in the open and transparently. Uh so to those of you who participated, who listened, who came here to advocate, who provided support for others to do the same, for those listening, um it means a lot. Uh we would rather
225this than apathy, let's say. Um we we care deeply, as Dr. Hodc said about our schools, most more specifically about our students and staff. Um, and so we're we're thankful for this time. Uh, it gives us a lot to think about as we weigh these various decisions and and the levers that we're that we're looking to pull. Um, Dr. Brener, your concluding thoughts. >> Thank you, Mr. Chair. Uh first of all to answer the question uh Brady uh Friday morning 8:00 First Presbyterian Church uh where we've been before uh 555 that should be four fives uh South Washington. Uh we'll be in the great room again uh starting at 8:00 and we'll uh conclude at noon uh for board members if you would take the handouts at your uh workspace tonight and bring those for
226Friday because that will probably be part of the conversation as well. And then finally, I just want to thank all colleagues who are in this room tonight from uh from our principal group uh sitting and waiting and responding to questions uh that perhaps some of us couldn't respond to here at the board table. Uh to our administrative colleagues sitting in the audience and to everybody who who came and participated and shared your voice and your concern. Uh I'm glad this is recorded because I think uh this was a democratic discourse at its best. Uh so I just want to thank all of you for your professionalism, for your collegiality, uh and for engaging with us. Uh we laid this out intentionally and purposefully so that there would be space for people to bring their voices
227and we know we have more work to do and we will begin that work and continue that work on Friday of this week. So thank you everybody. All right, let me pull up this agenda one final time. I believe uh even though it's not specifically listed, we should go back to check in on our schoolboard meeting norms. Dr. Hodak, how did we do? >> Well, I think the public as well as we um we were prepared. We were all on time. I think that we valued and respected each other. I think that there has been very good deliberation and conversation. I believe that we've all been professional. I believe that we didn't have to speak out about norms not being followed because we did very well. And I think bottom line is we all are
228advocating on behalf of students and we are trying to keep the community in mind but cutting 4.2 4.5 will be difficult. Thank you. We got an A. >> Thank you Dr. Hodc. We are adjourned.