Grand Forks Public Schools School Board Meeting (March 17, 2025)

001e e e y I'm here we've got both Joel we'll call to order the Monday March 17th meeting of the Grand Fork school board our first item is the Pledge of Allegiance ask you to stand as you able the flags are in the Southeast corner of the room I pledge to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all 1A the reading of our Schoolboard meeting Norms Dr hodek yes be prepared be on time value and respect each each other exercise thoughtful deliberation and conversation be professional at the board table and when visiting with the general public speak up when the Norms are not being followed Advocate on behalf of students and keep the community in mind

002thank you before we move on to item two just to note we have board member Joel Larsson and Dr Katherine glatch by phone this evening item number two on our agenda is the approval of the agenda I would seek a motion to approve the the agenda sove it's been moved by Dr L is there a second second by Mr Manley any discussion we'll take a roll call vote Len yes Flynn is absent Pino yes Larson yes clevin yes hodak yes Anderson yes Manley yes Berger yes H yes zero no one absent motion passes uh item 3A this will be celebrating success Nathan Twining Elementary and Middle School Mr Chad cka and team take it away good evening everybody and uh third time's the charm I guess I thanks for having us all um I really

003do want to thank Jess bber she helped us really put our data together when you're looking at data for Nathan Twining it's really unique we have our elementary school and our middle school so depending on what platforms you really have to dig and get some of that crucial data split that apart um of course the staff that is here presenting Lori gangle our literacy specialist uh Kyle DT our instructional coach and Laura Vorhees our mental health specialist and you know when you look at a team that's going to come and present initially was that week over our uh conference week so we tried to keep the team simple small understand that we're going to have to give up some personal time now this is uh you know they're here tonight with us um also want

004to thank my staff out at Twining when you look at the data that this produces um that's a lot of hard work we sit and have meetings where we really dive down to specific students what this data means for those specific students even getting students in the building have to obviously thank the uh Air Force based community they really do prioritize education we feel that at our school and and it really is a very tight tightnit community so we will celebrate our uh be legendary data for the night so Nathan Twining Elementary Middle School SAR so the sore we are safe we are organized we are accountable we are respectful under that acronym Falls all the other work that we do with our students and our staff so as we kind of dive in we're

005emotionally mentally physically strong we're going to take a look at our demographics we'll look at attendance and our PBIS goals inputs outcomes um e Ela and our math analytics and then at the end just a few things that really do make Twining uniquely us and kind of share a little bit of those success stories so you look here this is a great social studies activity that our teacher does and there's a lot of pins we have 32 different states pinned down there over 10 countries so when you think about the type of student that is at Nathan Twining we have to understand they are coming from a lot of different experiences not just educationally but personally as well our elementary population is 21 students just had someone come in the door so as of Thursday

006it'll be 212 in elementary um again unique demographics where uh you know 61.6% white uh 16.2% Hispanic Latino uh 13.1% black 5.1% Asian and then 4% others represented so if we had populations of students in a subgroup under 10 we put them in others represented so they weren't easily identifiable that looks a much different than when we get to our Middle School only 71 students many of those subgroups populations were less than 10 but again still represents 35% of our of our student population with uh 20% there of uh I and 504 students served so to break down what our school looks like again 21 Elementary 71 middle school for a total of 282 um in in our elementary that's two sections per K through five where it gets really interesting is that middle school

007where you really right now we have one section per sixth seventh and eighth grades now you do have to break that apart and make sure that in some of those classes they are specific specifically where they need to be um but there are some like our our uh science class that has that full section of students in there um you look at uh percentage of students receiving special ed services 15% of our elementary students receive those special ed services Middle School sitting at uh 133% and again looking at that representation more than 10 countries representing by birth outside of the US this was a point of data that when we met as a team thought there was something that was just really unique to Twining when you look at student Mobility so new to school

008students when they come to us um and that percentage so when you think just this year 39.3% of our student population in elementary was new to us now we are all about relationships if you're going to have any learning those relationships have to happen so that when you look at a number like that what are we doing as a staff to get to know those kids what are we doing as a staff to get to know those families and that's some of the data that we will dig into later um and you can see the trends um it's been as high as 42.5% when you look at our Middle School student percentages it has been very high our last three years over half of new to us students to start the year now again it

009comes down when you're a middle schooler you really need that group um that's an important part of their development so the the work that our teachers do to make sure when those middle schoolers are coming in in that intertwining time so our advisor time uh making sure that they're making those connections uh it's just one way that we have to think about how do we get them to achieve not only in English language arts not only in mathematics but then in our positive behavioral supports but just how do we make them part of the Thunderbird Community so we're going to move on to our Ela and math data but again I think gr Forks Public Schools just made so many great strides in ensuring that every students every student has an equal opportunity to curriculum

010that is you can get in any of our buildings so our Invision mathematics for our Middle School our Everyday Mathematics that we've had for a while now in in our elementary um piloting wh wisdom and to see the conversations that our teachers even in a piloting year are having around literacy because of that curriculum is phenomenal so much fun to see um really great reading and our Ben Mark advance so to dive into that Ela data I'm going to invite Lori gangle our literacy specialist hello good evening okay all of our Ela inputs are results of District initiatives with the exception of our grant funded initiative that is down initiatives plural at the bottom of the first column there and those will be shared out towards the end of our presentation so I'll jump around

011and touch on each of our inputs so for our tier one instruction we're using District adopted curriculum and we work hard to make that solid considering the mobility of our students especially then for our tier two and three interventions we're working to align more by using that same curricular resource and resources for our interventions so that has come from our CIT Department our leaders have shared that research is supporting using the same materials for all those tiers of instruction to help achieve better proficiency our targeted small group instruction that is when a classroom teacher will pull back a small group or an individual and give them that additional instruction or opportunities for more practice or maybe an altered pace and we're also having that same conversation to be using those same resources the up updated

012standards and proficiency scales those have become available this school year in our District's digital grade level folders so what some of our grade level teams have done is bring those documents into their intentional PLC conversations so they will put uh those documents side by side with our curricular resources and uh look to see what are we teaching when are we teaching where are we teaching that and then also triangulating that with our new report cards so um how are we assessing that and how are we sharing that out with our families um we have an instructional coach this year and we're pretty excited about that and it's been wonderful to H have that person in our building to help us deepen our reflection and focus and it gives us that opportunity to zero in on

013areas of our teaching and refine our practice and be more effective in what we're doing and as a result that of course will affect our student proficiency as well our data digs those are intentional times when we get to focus on our newest data collection after a district screening window and then we can look at students through different lenses so a whole grade level or a single classroom um individually and look at our instructional groups so we're constantly looking at our groups and monitoring those and making changes but after uh those screening Windows it gives us that time that we usually don't have to dig deeper into the data CBM progress monitoring so we're military connected and we have that Mobility piece of our students and that's the norm so when our new students come

014in we not only capture that broad perspective of where they are in reading and math but then we can also use those and that's through the the cat data the computer adaptive testing but then we can use those cbms um that are available to us and those are one minute probes one minute screeners and then that digs into the foundational skills so our students most often are coming for to us from far away and we don't know what they've been exposed to in their previous curriculum or instruction so those curriculum based measures are quick and easy get down to the foundations and then help us determine those gaps in Concepts that then we can Target more precisely with our instruction be more explicit more targeted for our wit and wisdom pilot um our elementary students

015we have onethird of our students piloting currently and then we're replicating in our building what many of our buildings are across the district are as far as exposing um our non- piloting teachers to start wrapping their head around what that's going to look like next year so walkthroughs to look at artifacts in classrooms giving them time um for observations uh having those conversations and then teaching a module in the spring for everybody and then also Whitten and wisdom is currently taught to all of our Middle School grades six seven and eight so and a lot of that wit and wisdom is coming through our instructional coach all the uploading that he's receiving this year and then being able to schedule all of those things to work in our building and then the last one I'll

016mention up there is the Elba program which I'm hoping you're all familiar with because it's about 40 years old so the acronym is um the elementary library book award but there is another acon acronym that I kind of prefer myself but it's called everybody loves books a lot so that has been started and is run by our school librarians so they curate a collection of three divisions of books from picture books to chapter books and then they challenge the kids to read all the books in a division and uh staff do it as well um but it exposes kids to more diverse characters to genres that they might not normally pick up and we just put that on there as just a small piece that shows the importance of reading to our whole staff and

017how we want to build that in our students okay so we'll take a look at some numbers so these are our be legendary goals for elementary so we have two years of Baseline scores and then our goal is to grow to the 65% proficiency rate by the year of 2028 and that is as measured by our North Dakota State assessment which is going to be called NDA Plus or is called and then what we do is we take that data and break it down into those grades that do test for that North Dakota State assessment so grades three four and five for elementary so if you look on the chart on the right there are two years of prior data so 2021 2122 and then that third year 22 to 23 you can see our

018third grade classroom there met the district goal of 48% but not our Twining goal of 59% and then if you follow that same class diagonally down to the next school year um you see that they didn't meet either the district goal at 50% they were 46 or our Twining goal of 60% so interestingly this is the class that would have been in kindergarten when Co hit 2020 and then first grade for 2021 as you might expect data is somewhat difficult for us to navigate sometimes because we have such a change in our student body from year to year and even within a year um but you can see that our Twining goals are 11% and 10% higher in the district school um that's that let's go to the next one okay here we take our

019state assessment scores on the top two lines and then also our star reading scores which have that turquoise header at the front and then break our scores down into our student groups so if we look at our reading scores for 2 through fifth grade we can see that all of our scores in those bottom two lines improve from fall to winter and all scores are green except for two student groups so the state goal which you've heard in other presentations is 50% so that's the magic number that helps us have the foresight to see if our kids might be successful on that state assessment in the spring um and that's that indicator so we're encouraged to see growth still in our red scores there and we're especially excited about that last column where our IEP

020students quadrupled their scores from 6% to 24% so now let's jump to middle school so our be legendary data our goal is to grow to 80% proficiency by the year 2028 and again as measured by the North Dakota State assessment and then we break those scores down by grade level so sixth seventh and eth and we have those two years of Prior data for 2021 2122 and then if you look at that third line the year 22 to 23 the sixth grade um met the district goal of 48% they're at 67% but not the Twining goal of 75% and then that same class if you follow them diagonally down to the next school year they had the same result Again by meeting the district goal but not they're just shy of the Twining goal and

021then that was true that same year for our sixth grade class for some perspective um our red scores they're red but they are 19 to 21% higher than the district goal and then in the last column if you compare our buildings schools of 75 and 76% to the district schools of 48 and 50% you can see that Twining schools are half again higher than the district schools so even with our transient po population we're still exceeding the district schools and that's because our students dictate that not because of us um so we're helping pull that District's percentage of where our students are at so we work really hard to know our population because we know time of the essence so we know that we don't know actually we don't know how long we have with

022students so we have to make every minute count when we're with them and then in the next chart we break down our data into our student populations our student groups and you can see that some years we've had enough that we can report out and then others with our change in in numbers uh drop below reportable scores so if you look at those um turquoise colored lines there too at our star reading scores um for middle school and use them as predictors for Success on that Spring State assessment test we can see that all of our percentages are green and that meet they're meeting the goal of 50% or higher for the state and our lowest score there is 55% so hello everybody Kyle D the instructional coach uh we're going to dive into math

023now and I won't Bel labor a lot of the data inputs that we have or inputs that we use for math in our uh Elementary and Middle School U because they mimic and match a lot of what we do for ELA maybe not at the same intensity level and you're going to notice that in some of the data that you're going to see in our mathematics but you are going to see that they are fairly similar um looking at the tier one instruction tier 2 and tier three interventions um the updated proficiency scales and standards the targeted small group instruction and the use of data digs with student uh grouping and CBM progress monitoring uh some of the differences that we one difference that we have is that we do have Enrichment Services that are

024provided through the district at our school um once a week and and that's a uh service provided for students who are uh excelling in the areas of math in our elementary and who uh receive uh elevated uh levels of instruction um for their area of performance uh and then also Grant funded initiatives which we'll talk about at the uh end of this presentation so the same format that we looked at all of the ELA data we'll look at the math data so looking at our elementary our K5 be legendary data and our goal is to go from 65% in 2223 up to 70 by September of 2028 also using the uh NDA plus uh as our measure for state so looking at the data from uh Elementary 3rd through fifth grade we can see that

025in two years again as Lori had mentioned of data that wasn't a part of the be legendary and then going down to 2223 data listed did for uh our Elementary in mathematics so again working across the 5080 and 73 um averaged out to 68 same kind of matching uh data points and numbers we have with Ela that if they're green they're green because they met district and our Twining goals but uh Red is because they did not meet our Twining goals 2023 you can see though 50% for that third grade year they did um achieve the district goal uh above 40% working diagonally you can see there was a significant drop from our third graders in 2223 uh to becoming fourth graders in 2324 and then again in 2223 are fourth graders becoming fifth graders

026in 2324 as somebody who is new to twinning and somebody who has seen this data for the first time or even just uh not new to Twining this can be discouraging because it signifies that something has changed now whether it is the demographics that we do serve that has changed and we that's changing or something else it's helpful because if we're going to set goals and we're going to progress monitor then we need to look at the data because the data tells the story and provides the road map so when we look at our declining scores from diagonally year after year we know something is wrong we know that there's areas of improvement for tier one tightening up tier one or targeted skill development in our tier two and tier three the encouraging part is

027that again at districtwide they're just below the district standard um but discouraging they are significant below below the Twining uh goal as Lori mentioned for ELA um our standards for or our goals for U math are also 20 to uh 25% higher uh than the district encouraging also our third graders from last year achieved very well on our ndsa so looking at our predictors again in the exact same format we used Ela we can see that there was growth in almost every single area from fall to winter using that 50% Benchmark to predict a three or a four or proficiency or Advanced on the NDA plus assessment uh again highlighting our IEP students going from 13% to 36 um almost three-fold as as well uh but also highlighting our Asian population uh going down from

02840% to 27% again data like this can be discouraging but with the team that we have behind me and at Twining um it is encouraging because it provides us with an opp opportunity to grow looking at middle school now uh our goal was to go from 40% in 2223 to uh 28 or 52% in September of 2028 so again looking at the data two rows from ndsa that are we not part of RB legendary to the two rows that are we can see some numbers that are green of course Green in this instance means that they met our Twining goal but not necessarily met our district goal in 2223 you can see that everybody except our eighth graders met our district goal um but not our Twining goal the average however did meet twinings and

029our district goal following all the trend lines diagonal again you can see some discouraging numbers but I'll reiterate again like I said before data tells a story and provides the map so with the team that we have at Twining with uh Chad's leadership with our Middle School staff and Elementary staff me being brand new um we're excited to see where we can go because what we've seen in ela with the services that we can provide for literacy we can do the same thing at least on some scale with math and that's going to be a a very targeted point of where this team and our school will will look to moving forward again looking at our predictors from Fall our our uh our star predictors from fall and winter uh everybody improved uh from the

030fall predictor to winter we've got some work to do in our entire we just missed that 50% total by one percentage point but our growth in our uh White Caucasian population was great the thing that I do want to mention is that the three dots as lauia said before those are just non we have students in our building that do identify and Report under those areas but because the population is so limited it's non-reportable data so it's not like they they didn't count no they did Count it's just that our population was so low it's non-report aable so that in a nutshell is our math and our Ela data uh from Twining and moving forward I will now pass the microphone over to Mrs Vorhees thank you hello at Nathan Twining we pride ourselves on

031fostering a holistic approach to student development our commitment to regular attendance ensures that students are well equipped for academic success through our PBIS program we cultivate a positive and supportive environment that creates a safe and effective learning Space by teaching positive behavior strategies we integrate social emotional learning through the second step program which focuses on the five core competencies identified by Castle additionally programs like sources of strength and zones of Regulation enhance our students emotional and social skills further promoting a positive School climate that supports our attendance our military connected students at Twining demonstrate resilience due to the unique challenges that they face such as frequent reloc ations and their parents deployments these experiences Foster adaptability and essential life skills like coping emotional regulation and self- advocacy our Medal of Honor character development initiative reinforces

032these values through a familiar military code but what truly sets us apart Is our commitment to attendance we recognize that every day counts every lesson matters and every interaction shapes our future so at Twining we proactively monitor our attendance through Power School this information is seamlessly integrated into Panorama which allows us to analyze and track attendance effectively Panorama not only helps us identify opportunities for improvement but it also ensures that every student has the support that they need to stay on track we leverage Panorama to enhance our progress monitoring efforts guide us in recommending targeted interventions and provide a holistic overview of student engagement and development our daily attendance rate is a testament to our commitment our goal for elementary is to achieve a 95% attendance rate and I'm proud to share with you that

033we are currently at 95.5% year-to dat so as we look at our attendance data we do see more than just numbers we see the heartbeat of our community pulsing with unique rhythms of military life our attendance story is painted in Broad Strokes across the canvas of the school year with certain months standing out in yellow September often marks the beginning of a difficult period for our students as their parents often prepare for deployment and they'll take leave to spend these Precious Moments with their families then comes the month of October this adds depth and complexity to our attendance picture as the leaves change outside so to to does the composition of the classroom October marks the beginning of a new deployment cycle and we see this reflected in our data some seats will remain temporarily

034empty as families prepare for the separation While others fill with students whose parents have just returned it's a time of transition painted in shades of anticipation and adjustment the holiday season you will also see brings its own unique pallet to our attendance at canvas we will see dips in the data as family sees Precious Moments to reunite with the loved ones across the world these absences while challenging from an educational standpoint paint a picture of strong family bonds that are the backbone of our military community so just as our elementary students have shown remarkable dedication to attendance our middle school students are following suit our Middle School goal is also to achieve a 95% attendance rate and I'm proud to share that we are currently at 96.1% year-to dat so this high level attendance is

035a testament to the strong sense of community and commitment to learning that exists across all grade levels at Twining and again you will also notice that common theme uh were specific times of the year correl with our military Mission at gr Forks Air Force Base at Twining we understand that attendance is not just about showing up it's about being present and engaged in the learning process our commitment to attendance is reflected in our overall attendance rates but we also closely monitor The Chronic absenteeism to ensure that every student has the opportunity to succeed chronic absenteeism is missing more than 10% of enrolled school days this year our element Elementary School we have a chronic absentees rate of 133% which translates to 29 out of 215 students When comparing our current rate to this time last

036year we see a notable Improvement our 10day moving average has decreased by 6 percentage points indicating that our efforts to support students and their families is yielding positive results so as we continue to focus on attendance let's examine the trends across different grade levels here we look at Chronic absenteeism rates from our for our elementary students last year our kindergarten rate was lower however this year we have seen the increase of 24% which does represent a 16% rise from the previous year however in contrast our first grade students have shown remarkable Improvement this rate has decreased from 24% to 16% marking an 18% reduction our second grade students have also seen a decrease in sec in their chronic absenteeism from 29% to 133% this is a 16% reduction our third grade students have shown remarkable

037Improvement this year their rate has dropped to just 3% which is a significant decrease of 23 percentage points from the previous year and as we move up to fourth grade we do see a little bit of a different picture here the rate stands at 22% which represents just a slight increase of 3 percentage points from last year last year in fifth grade we're seeing a rate of 12% this is up by two percentage points from the previous year as well our fourth and fifth grades show a small increase that we are keeping a close eye on to ensure that all students regardless of their grve level or family circumstances have the support that they need to maintain a strong attendance and Achieve academic success so now let's look at the middle school data this year

038our chronic absentees rate stands at 8% which means that only six out of our 71 middle school students have missed more than 10% of their enrolled school days so what's even more heartening is the progress that we've made compared to last year when we look at this 10-day moving average we see a 2 percentage Point improvement from the same time in 2023 to 2024 school year taking a closer look at our Middle School data we can see the rate for our sixth graders stands at 5% and interesting this rate has remained stable showing no change from last year in seventh grade we see a rate of 12% this represents just a slight increase of two percentage points from the previous year and out of all Middle School grade levels 8ighth grade students have shown the

039most Improvement in their attendance their rate is just at 8% which marks a decrease of 9 percentage points from the last year so as a school serving military families we understand that factors such as deployments relocations and other unique challenges can impact our attendance moving forward we are committed to continuing to analyze these Trends in Panorama and to continue to celebrate our success at Twining this information is not just data it's a badge of honor that reflects our dedication to learning and our belief in the power of resilience and the unique strength of our military connected Community thank you so I'll come back to the mic now and I'll talk about what our PBIS Prof or positive behavior interventions and supports as well as our SE social emotional learning programs look like at Twining so

040they're all sented around as Mr kka stated sore which is safe organized accountable and respectful when I came on board um Mr kka presented to me the desire that he wanted staff committees the recommitment to having staff and Stu or staff voice um Drive the changes and the um initiatives that happen at Twining and so we formed our PB committee initially this year with nine members since then it has grown to 12 members which includes our entire mental health Team and representatives from our special ed Department our primary K2 our intermediate 35 as well as our Middle School 68 we've done a lot of work to bridge the gap between how we celebrate success in our elementary and in our middle school to be a unified process not a separate process some of the inputs

041that we have for our PBIS andal include our part-time counselor uh Miss Kelsey yanish our part-time social worker which is Chantel berquist our mental health specialist andal specialist Mrs Laura Vorhees um we have a military family life counselor or an M Flack we also provide tier one instruction which is our second step program and tier two and tier three interventions which we'll speak to in a little bit our PBIS programming is also based on a military connected program called the Medal of Honor character education Medal of Honor character education is based on the pillars of the military family and the military life which are courage Integrity patriotism citizen ship commitment sacrifice leadership and perseverance we recognize this and celebrate these things through monthly Monday and Tuesday Morning openers so again when we come together as

042a staff to talk about behavior and creating a community where it doesn't matter where you were born it doesn't matter where you're coming in from you belong we send it around sore and all of our students at every single assembly and within their classrooms recite our pledge and what sore means in action is that safe we will act in a way that protects ourselves and others we are organized we will be with our class we will take turns and take care of our belongings we will be accountable we will take pride in our actions knowing and doing what is right and we will be respectful we will be kind and helpful to others as well as to ourselves this is what we commit to behaviorally academically uh on the playground in every aspect of our

043building and it's not just our students it's our staff as well this is a pledge for our entire building we have our class or our expectation posters or our or these are our expectations or our standards in common areas around the building that all uh fall in line with soar so if you walk across the grid um for classroom hallways and lunchroom that's what it means for our students to be safe what it means for students to be organized accountable and respectful the same thing with bathroom playground and arrival in dismissal what it means to be these things in action in our building so how do we recognize when students are doing the right thing classic pbas strategy is that we provide um some tokens initially our small our tokens are called lightning strikes so

044these are given frequently when a student is recognized doing something that is in line with SAR they are collected at the end of each week by our Middle School student leaders uh and they could lead to small celebrations and recognitions within individual classrooms but no matter what a student knows that when they receive a lightning strike it goes to towards a total goal for our entire school which leads to a schoolwide celebration we aim to have one schoolwide celebration per quarter last quarter we did take Mr kka to a gym wall most excited the kids have ever been uh we also have bigger pictures so the idea that when a student goes above and beyond what it means to soar at Twining and so these are called Thunderstruck cards these are recognized at assemblies um

045students who win the these get a special turn at spinning a wheel to earn even a bigger prize uh and they are are also a source of good news calls to parents by Mr kka um our minimum goals have one of these given to every single student per year and that's a minimum uh we encourage our staff frequently to give out more when they see it so more student recognitions these are our Monday and Tuesday Morning openers we worked really hard to get our middle school and Elementary on the same page for celebrations however in this aspect it didn't quite work so uh the Monday of each week of the first Monday of each month we have a Monday morning opener which highlights our medle of Honor character Ed program and then a Tuesday Morning

046opener which is the same thing for middle schoolers every one of these assemblies is opened up with the Thunderbird pledge it is sented around a medal of honor character development program uh monthly character Pillars that I read earlier are highlighted and these are are led by student presentations one per grade level and then put into practice for the entire month we also have school pride uh initiative at work with these schoolwide celebrations and we always close with our school song the additional student recognition are Thunderbird rallies this is an entire K8 rally and celebration this is where we uh recognize our students of the quarter on the academic level where our middle school athletes are recognized where Middle School arts and theater are recognized and where staff and student competitions are held these are also

047both the MMO TMO and these Thunderbird rallies are great opportunities to rein invite our military family back into our building uh and kind of erase the stigma of having people in your buildings that Co presented and it's been really fun to see families back in our building next what we did as a committee is we put together uh with the help of some free work done by our mental health Team the Twining Behavior flowchart and what this does and it's super small on the projection so I understand it's going to be hard to read but what it does is it carefully organizes what we recognize as level one or level two behaviors that go against what sore means and what our character uh of Honor words mean and then it also outlines how staff respond

048and how parents are notified and then on the right side in the red are bottomline behaviors is what we call level three level four what they are in specifics and then how they are dealt with as a staff and as a team of responders when certain specific Intense or elevated behaviors occur there are also areas of interventions at the bottom for minor behaviors but more importantly it also highlights an uh a retooled a redesigned mtssb process where we work as hard as we can as a mental health Team and as an organizer to get ahead of certain behaviors when a behavior happens getting it documented in Panorama knowing what the teacher is doing intervention wise was it successful was it not successful uh filling out the mtssb form which is also in Panorama and then

049having one of our mental health Team address it initially that way we don't have to bring it to an entire team of ideas and people because the behavior hasn't worked we can address it on a smaller earlier scale so that if Behavior increases to a point where the interventions that we have been trying have not worked we have data that shows it doesn't work here are our next steps to intervene and to help all of this is outlined and our staff has had multiple trainings on it and the implementation of it has been well received and successful at Twining so to talk about interventions these are interventions that are imp input in Panorama at the time this data was collected we had 28 plans in place of the 28 20 20 of them were marked

050successful 71% had met their goals because of this mtssb process and this way uh the way that we've outlined intervening in Behavior a lot of this is revolves around Castle's seal self-awareness self-management social awareness uh relationship skills and responsible decision-making but a lot of it has to do with the hard Andre less work of our mental health Team on the right side you'll also see completed plans with goals per grade level um and just shows a bit of a breakdown as to how many uh plans we have per grade level and then um those that have are successful are in blue those that are still ongoing or have not met goal are in Black so what makes us uniquely us thank you team that's phenomenal so what makes us uniquely us well separate but United

051a co-terminus school right so school boards the amount of work that you all do along with our gr Forex Air Force Base School Board very very thankful for 100% military connected aside from staff children now those staff students that come is just one more way to retain quality Educators at Twining and entice them hey you want to be a part of this community um finding ways to include mil military involvement now if you come to our school to start the day I'm lucky enough to have Security Forces at the start of our school zone and at the end of our school zone their lights are on those students will be safe coming to our school now those same security forces have come into our building and done a lot of fun uh in activities with

052our students so just one of our last Thunder rallies I noticed how many parents were in there and during our staff versus Student Activity we decided to take it up a notch and do staff versus parents uh some of those parents were a little reluctant to to uh participate but they had a blast um our team time for our Middle School staff so with a middle school as small as we have you have multiple disciplines multiple grade levels for one teacher teaching so that just essentially means they are prepping for more students across different disciplines where a lot of teachers in town would have their one level of grade in their one specific discipline um and then you know looking at having a part-time counselor social worker supplementing with the mental health specialist now with

053a grant but then you know we had to be really intentional with how we scheduled that so this year we went to a move towards having a Monday Wednesday Friday and our social worker Tuesday th Thursdays again some tradeoffs with that where they're not in the building at one time so sometimes communication you really have to be intentional and ensure that that all those uh small communication Pathways that make a big difference are happening um I'm not going to go into this a whole lot but just one thing that makes us uniquely us are our doia grants so at the bottom there project Heroes that is sunsetting for our uh focus on our stem and Military connected students project fit which is promoting academic achievement through movement but also for our teachers they are getting

054some movement and mental health out of that um and then project bit which is going to help us with our social emotional and student Behavior some of the things that Kyle was just talking about um so our stem uh Grant are our uh was just uh sunsetting this year um has involved a lot of different things mainly that teacher education with a new stem or science curriculum we were able to bring in in fact we are bringing in more uh training tomorrow um for all teachers and it's much smaller it's a one-on-one or two-on-one application um they get uh they get to dive into real world stem connected classroom Concepts uh life applications if you walk into one of these lessons they are getting dirty they're hands on um even the labs that they are

055doing these uh experiments in are a part of this grant um and really the impact is a strengthening that stem culture benefiting that military connected student and knowing that stem is a very high priority among this population and there they are just getting down and dirty having a great time in our stem project fit now we have some great benefits for our staff a collaborative space feels like a coffee shop but it allows them to come in collaborate lesson plan um extra gaming room if any of you other ever come out to Twining you need to take a look at this extra gaming room it's a way to get movement in a a lot of different ways it can utilize academics but then there's exercise bikes um there's a tap wall just for hand eye

056coordination that I know Mr baky and myself went toe-to-toe one time I'll have a rematch anytime um but then community events and I think that's really where we've seen the payoff we had a color run last year that really made an impact on the community and when you're talking about the different squadrons coming in and supporting it um our fire department um Security Forces but it was beyond on that um there was a couple of families that have come and talked about the impact that that specifically had uh on their family um so again our outcomes 10,25 minutes of targeted interventions using that uh extra gaming room strength and Community ties that's been a huge goal of mine I want to be a part of that community and then uh sustainable classroom tools like uh

057reading bikes Active Learning equipment there you go that says it all that's why we do it right up there then the grant that is just taken off right now is our uh project bit behavior intervention at Twining so again goal of building a positive School climate reduce that behavior issues improve academic performance um and again that's going to take us into 2029 um we're lucky the budget breakdown is almost half of it's going to Personnel because with these grants if you don't have someone to run them and work in them they really won't be successful all the data we showed you tonight takes an awful lot of personal commitment from our staff it takes an awful lot of time and it takes a lot of man and woman hours it we we want our students

058to succeed so thanks for letting us share our be legendary data shanes for thanks for letting us celebrate our successes um do we have any questions any questions from board members Dr l i I've noticed Through The Years in my day job that there's some variation in what and when things are taught across this country and from state to state so from Texas to to South Carolina I'll give you an example so last week I was seeing a patient and and I asked him I said well how's your math du going this year he's in Middle School not not at 20 but somewhere else and he said oh it's really easy cuz I L I learned this last year in California I'm wondering how you know you've got in middle school you got 50% new

059students how much of that is an issue for kids that have already learned something or haven't even been exposed to it and then how do you how do you all adjust to that yeah and that that really is going to using our computer adapted tests and our cbms to look at where they are specifically speically at as well as looking at uh you know their transcripts when they come in but that then too has to uh we have to provide more options specifically in middle school so um you know what does that look like we do have some smaller class sizes in a class like geometry because military compact dictates that they have the right to that class um so it's it gives us some unique challenges to work around but we do have to

060be very cognizant of it specifically and uh middle school but again in elementary we're doing the same thing when they come in we're giving them that computer computer adaptive test those uh cbms that are just those one minute quick hits so what are your skills so that that teacher can hit the ground running because again we don't know if we have them for six months a year two years four years and we want to really uh impact not just that student but their families as well they notice it thank you other questions board Dr hodek I'm going to kind of piggyback off of um Dr Len there um what interests me here is the fact that you're going to get all these transient students and in most school districts Most states you have standard curriculums

061and you also have state standards that are often embedded in those curriculums so is there something out there that's an Avenue um that goes towards looking at the different curriculums around the different be air bases where these students might be coming from so a school in my not and their curriculum versus our curriculum then if you even go to other states and other countries and such is there any way that you are able to look at that curriculum or um be able to discuss it conferences together anything like that so there isn't a specific program or specific uh outline for that in fact it was a conversation I had at a doia conference where I was with a principle um outside of a a mini session and we were talking the same thing now we

062do make calls when there are instances where we're finding big discrepancies in their learning make a call to the former school and again sometimes those calls are met really well and sometimes depending on where that school is they really AR don't take that time but again it's us reaching out um but that is a very good point and it's something we try and dial down more to um just not really well outlined now thank you thank you Dr HK others yep Mr cev thank you um are you going to present this to the district 140 board um we haven't been asked to yet could easily and would be happy to I I think they'd probably appreciate here in as much as we do uh and then just a a a commendation uh for being able

063to matriculate all those new students constantly um that is a remarkable achievement and I love what you said about the students being resilient and adaptable to the change uh that is a tremendous character attribute to those young people so them and their parent should be very proud of that and your work helps that so thank you yeah it's something that I've noticed my two years now that I've been out there and i' I've learned a lot and it's really humbled me and again it's I'm I'm blessed to be able to serve that Community when we celebrate the month of the military child often times the T-shirt when you when we celebrate the month of the military child in April oftentimes we will have a dandelion on our shirt because a dandelion can prosper almost anywhere

064thank you uh Miss Flynn did you have something um I have the privilege of being a Twining alumni um and I think while you attempted to share the story of Twining you don't quite know until you're really in it and you know I'm sure um Kyle you probably had an idea but uh you know until you're there working you you see it in a little different way so when we talk talk about resources and kind of this uniquely us and and I usually ask this question to the other schools that present but um sometimes it might be more difficult uh for you to um tell us what resources you need because it may not be just alike you know you get the privilege of having access to certain resources that maybe the schools in town

065don't with the military grant funding um we uh uh saw some reductions in how we deliver um enrichment in town but you know the airbase school has a little bit of of that and so there's some things that maybe you don't have that you know um the schools in town don't but if you could um maybe tell us something on your wish list um that would be important for us to know specifically about what Twining needs um that maybe don't have access to resources for right now what would that be um I'd say 100% people and specifically our mental health Team when I share a counselor and I share a social worker when I was at Discovery um just after covid we invested our money in ensuring that we had full-time counselors and full-time social

066workers because we know the impact that that has so when you look at uh students and our are populations of students coming in the amount of work that that mental health team has to do to not only ensure that they're coming in they're comfortable ensuring that we're meeting our goals of attendance but again just addressing all the little needs if we have a student that uh has a mom or dad deploying you know a lot of those little things so anytime I will say Personnel even you know you look at my budget breakdown there I maximized as much as I could put in there for uh for a person okay thank you others uh Mr lson you're on the phone anything to add yeah thank you um well first of all I'm sad that I

067missed being there in person to see principal gtia um but I'm glad I got to hear how well he and the team are doing and um just looking at slide I think it was slide four um with the all the parts of the country and the world where these kids and these families are coming from I just feel like we as a board and a community are lucky to have Chad with his kindness and empathy and how much he cares about people being sort of the face of us the face of North Dakota to welcome these folks into our community and I just think that we're lucky and so thank you Chad and team keep it up thanks thank you Joel anything else I'll just close by saying uh two key things that haven't been

068stated uh just two commendations two thank yous for listening to the data uh and for seeking continuous Improvement it shows and it matters so thank you for your time tonight thanks for having [Applause] us item four on our agenda is the public comment period we're about to enter into the public comment period for our meeting although state law does not require us to hold a public comment period we have chosen to do so because we believe it is crucial for us to hear from our community members about their concerns and issues having said that please note that the board is here to listen the public comment period is not designed to be a discussion accordingly please do not expect board members to respond to your concerns or questions now this is because we take your

069concerns and questions seriously and want to have sufficient time to process and research issues if need be we will however respond to your questions and concerns at a future meeting or have proper staff get back to you at the appropriate time I also want to point out that under state and federal privacy laws we are unable to entertain any comments or questions about school district Personnel please know however that we take Personnel concerns very seriously on these matters we would ask that you would go through the appropriate administrative channels finally we recognize that right now in our nation and in our community we are polarized on a number of issues that said we want our Schoolboard meetings to serve as an example to our students that members of our school board and members of our

070community can deal with controversial issues in a civil Manner and demonstrate mutual respect for one another in that Spirit we will insist that all speakers and members of the audience maintain Civility and respect for any Divergent views that others possess we ask speakers to please address their comments to the board directly finally I want to remind everyone listening that you may submit written comments to the board in lie of speaking during the public comment period if you so choose the board will now entertain public comments each individual speaker is allotted up to three minutes at this time I have one public comment card are there any others if so please bring them up now I have Mr Clark pepcorn I'm Clark pepcorn I'm part of the committee that's helping redraw the school lines I have

071been I've got a couple kids background is they both went to Kelly went to Shader one went to Central one went to Red River I'm currently in the Red River District I'd like to consider myself impartial in this process I start out with the elementary schools and some things that we did as we know some of our elementary schools are underutilized and some that are busting at the seams one of the things we looked at uh pretty specifically was that making sure kids don't travel over major thoroughfares currently that's not always happening the other things is we tried to make sure that all the kids going from an elementary school are going to the same middle school at the middle school level we tried to make it we're only one of our current three middle

072schools gets split between the two high schools we felt this is very important kids develop lifelong friendships at this age in our map it would be the new Valley Middle School at the high school level that's where you saw the biggest change right um first of all I'd like to challenge all board members to drive the current boundary lines and see if you think it's a true representation of our city I'll be surprised if you're not shocked at the discrepancies in the current boundy line Central's newest housing area is a berck Edition it's already 25 years old in the current boundary line it would hard to even build a new house in the Central District as a we looked at the current boundary lines that have kids living four blocks from Red River that are

073in the Central District as a committee we said no according to public information provided to the committee going back to home sales from October 1st of last year back a year of the top 100 valued homes sold in grandforks for that year 96 of the 100 were in the Red River District 99 of the 100 lowest valued homes we're in the Central District we should be ashamed that as a district we've allowed this to occur are we okay as a community having our schools with such a drastic contrast and real estate evaluation our committee said no are we okay as a community having one school where there's no development occurring or even planned to occur our committee said no as a community are we okay with some of the lives in the southeast part of

074town after them commute an additional two minutes to get to their high school we said yes do I think we need different representation on this committee yeah we need some school board members Sher I agree with you we need to somehow remove the motion we have great great schools in our community as a community we decided that drawing that boundary line for the high school going everything east of Washington and north of Demers of Columbia it's the simplest most logical and safest for all that are involved one that works for our future let's not keep kicking the can down the road let's do something meaningful thanks for allowing me the time thanks for allowing me to be part of the committee I'd love to visit with any and all of you thank you item 5A

075demographers enrollment analysis right to Rob Schwarz now it's on good evening I think we need a larger Podium up here put that in all right so thank you this evening to have your time to give you some background information on your enrollments demographics and developments that all lead its way into the conversations that we've had about future boundaries so tonight I'm have two pieces of information I'm first going to go over the enrollment analysis and then we'll dig into some of the things that you all requested at the last board meeting that I was with you um for context for everybody we've been working in North Dakota specifically Grand Forks we exclusively work with school districts you see a list of some of our team up there again our focus is how do we create

076Solutions through the use of our data that's happening in your District in this report I will not go over I think there's roughly 75 Pages could you imagine that would be over an hour of me talking just about enrollment I want you to dig in and use this resource that when people start to say hey I think there's this happening with demographics or this with development you have a tool by which you can go to to help them understand what we've discerned looking at your data generally speaking this report is broken up into four parts the first is your enrollment and demographics part two is the developments part three are the projections and then part four is our next steps page five is all you need to know in this entire reports um this tells

077you what's happening with your enrollment we believe you're going to continue to increase um by about 200 students over the next 5 years if we kept our existing boundaries we've listed off some of the buildings that would have issues based on the reside projections or the attend projections or in some case both of them I'll talk a little bit about that as we get to the projections portion and then thirdly we have developments predominantly in the South we're still watching stuff that's up by the Walmarts um we could see some things there um and so there's some things that may happen that's atypical of what we've been seeing um with the growth move South right so that's that's generally what's happening in your District so everything has geography everything that we look at with our

078data ties back to the geography we zoom into the city limits you'll see the full extent of the district in the bottom leftand portion of all the maps so again it's much larger than where we zoomed in but most of the action is what's happening in the City of Grand Forks you'll see our existing Elementary attendance areas Middle School attendance areas High School attendance areas and then ultimately how we model looking down to a smaller subset planning areas smaller than census blocks um small enough that we can look at even the parcels of what's happening with the data to understand what that means in future years all that ties back to this model every single map every piece of information that I'm sharing with you tonight somehow ties back to this statistical forecast model so

079as I get to the end of this you can consider yourself experts in statistics if you understand what I'm talking to you about with the solutions understanding that model just in simplistic terms is what's on page 13 so when our projections are either over or under come back to some of this information for instance one of the things we don't know what will be the impact of tariffs on how fast housing is built what will be the impact of mortgage interest rates we've seen them decline a little bit that creates more affordability of whatever is up for sale what does it mean as the value of homes increase all of these things some we can kind of speculate some of this we can tie to some known variables other things um it's a wait and

080see everyone um would have to speculate to what your expertise is we always talk about live birth information this is the largest variable for us to have a understanding of future kindergarten classes what you see here is gr Forks County's live birth data from 2009 through 2023 you'll notice that we've had four consecutive years under 900 live births that has an impact on the number of kindergarteners that we can have in the future what would need to happen for us to be on the high side that orange parts of what we're labeling in those columns the far right column we need to have a greater market share of live ver that were born 5 years previous or we need to have families that are moving into our community have children that were not here and

081not in the live birth data so things that relate to a subdivision life cycle some of that visual same information but maybe more of an infographic here on page 15 um one of the things that we found a little bit concerning um that may be an anomaly of census data is in this bottom visual so we're showing you two different things you have to look at the y- axis for live burst on the left hand side and then the right side is population under 5 years so we're looking at Census Data we're looking at live burst and what we really want to see is that the population of under five would be greater positive separation from our live birst this gives us an understanding with census data that there's a lot more kiddos out there

082that would be coming into our system right now it's kind of a little bit of a Heckle and Jackal type situation here um what what's happening in the community with households and the number of children that they have under the age of five is something that's again we're trying to to fully understand there's some um gaps I believe in what this information might mean when we look at your enrollment by grade uh the top thing that I want you to look at on page 16 is our senior class so when I look at 23 24 school year take that row go out to the senior class it's 546 when I come down to the kindergarten class here in 2425 it's 587 having that positive growth from a senior class graduating to an incoming kindergarten class

083helps give greater certainty that we should grow that's one aspect that we look at the other is this cohort change so simply stated how does a grade change over time when I see black numbers which are the majority of your numbers across the row from 23 24 to 2425 that leads us to have a variable that says you should grow because we're seeing Positive Growth um is that related to the Air Force Base is that related to the university is that related to the general economic conditions here in Grand Forks and the answer is yes all of the above the other thing that I want you to look at on this visual is if you go up the columns this gives you an understanding of a trend what happens from grade to grade um 10th

084to 11th look at that grade we typically lose students but you've seen the last couple years it's under 10 students so remarkably better than what we've seen in years past I can't tell you the specific reason of the why we just see it in the data a lot of times this gets into things related to um credit recovery for high school credits um sometimes it could be special education and how we reclassify them based on where they are in their academic progression um but generally that is a positive trend that we've seen that decrease in the number of loss that we see so that's a positive um and again most of the grad show a growth intradistrict transfers um this is a piece that you'll want to come to that gives you an understanding of

085with our existing boundaries how our kids potentially making some different choices some of these choices might be the the household some might where your programs are right we have different programs in buildings that are not in different buildings so um take that into account as as we look at this but this shows you the flow of students based on where they reside and where they're actually attending um this helps us understand that when we create a boundary there's still some flexibility and if we talk about our two pieces of of the high school um you get into some of the specific choices of understanding why are are they making that is it Athletics is it activities um is it where their parents are teaching right and that even drills down even into the elementary level

086so again this gives you that flow even with the secondary um to understand that there is some opportunities um for students where they can go to different buildings we also look at migration so the movement of students so I loved hearing about the well I didn't like hearing how much transiency there was um at uh twinning but um or Twining but that's throughout your entire District we see a lot of movement of kids right so what this is visualizing for you here is the green bars represent where students were there the previous year as K through 11 but then as first through 12th graders the next year and they left the district you I don't know the reasons why they left the district but we know they're no longer there because that unique student ID

087is not being served the orange part represents who's new to the district so the previous year they were not here and then they are in that um particular year so what we try to understand here is what's the trend data indicating to us well we see some positives um look at that out migration of Elementary over the last 3 years it's dramatically reduced that's influenced why when we look at our net migration being a positive of over a 100 students a lot of that's related to the decline of the out migration that we see at the elementary level what's good about that if I think about this from a forecasting perspective is if we reduce the outflow at the elementary that means we maintain more kids in the system and as we move forward that

088creates a wave of more kids that then move from elementary into middle school middle school into high school so again that's just one piece to understanding what's happening with your enrollments we've also analyzed those students where their address is not within the District boundary and it's clearly declined um over the last 6 years where we were roughly at 190 and it's now at 140 and you can see that breakdown in that bar by elementary middle school and high school and then you can see the top three districts where um those students that that were receiving outside of the district into our district for services in the am mortar um worlds we also had some information about homeschool student analysis and how um they might be served whether it was um in the brick and mortar

089or home school again this is an interesting aspect again we're trying to understand how are people um making some choices as we change what the modality is that the students can receive um their services from we also did did some analysis on your elll or MLL um student population um to show that in 2021 about 4% of our enrollments um qualified for those Services here in 2425 it's over 6% um so quite a bit of an increase the services that those students need in those buildings is uniquely different that gets into some of our capacity challenges that at the committee level we had quite a bit of conversation that there's different things that happen in these buildings and as we have these opportunities to move these students into a neighborhood school um there's the ability

090for how those students receive services to be a little bit different and to be maybe more positive than what they're experiencing now next few pages give you some visuals of what's happening at that planning area level so on this page um where is a planning area increasing or decreasing orange is an increase green is a decrease this changes year toe as um people move in and out of the district or move in and out of different housing inventory where our students are based on the um students being geocoded are represented here the the darker the red the greatest density of students it's again take some time and study some of those Maps um overall we think there's there's positives with our enrollments um we do want to watch um what's happening with um the live

091burst because that is one of our variables that gives us a window into understanding the future of what we could see for kindergarteners so then we transitioned into enrollment um from now into uh developments this one visual on page 28 is to help you understand is there a correlation is there a connection to a overall population change so census population which is the green line um a dramatic change when we had the desial census I reported to this to you last year um so you shouldn't be alarmed we still have more people moving into the community but it's at a lesser rate with the newer desial census data and then how they move forward with um their Aggregates of population change the Blue Line represents our certificate of occupancies different than building permits this is

092when we can actually move into that housing so when can we actually have people there and when does that actually translate into having students um we can see that that's um with the current data seems like wow we've really gone down um we anticipate with um when data gets registered with the county some of that will come up a little bit but it's not going to go um towards some of our years where we've had close to 300 or more units the red line represents our actual enrollment headcount change year toe and so that's above zero uh for two consecutive years years I'm indicating again we're we're starting to see the impacts of new development and households that have schoolage children and people in the community continuing to choose gr forks for their education of

093their students demographic summary so you can understand who is the typical person in our School District boundary use this for some of your grants just your understanding of of what's happening in your community it's census data for the most part we look at yield rates for the type of developments um here we're focused on Elementary K5 and we're looking at for every 100 units how many K5 students do we generate stayed pretty similarly when I look at that District row of 17 went up to 18 and now it's back to 17 and when you look during this time period we built over 800 single family units so that's really nice that we've stayed the same and that's partly why we're seeing the growth um that we've seen over this last decade the shading as we're

094showing this by each Elementary building is where it would be greater than that District average by more than three it's going to be an orange and if it's lower than that District average by more than three it's in the green so we have quite a few of our attendance areas that are currently under what that District average is and no surprise where we're seeing the bulk of our growth guess what we're exceeding what that yield rate is is typically new shiny units Drive having more kids initially um we look at our multifam um we've built a lot of multifam in this time period over 2,000 right but not all of these units are have enough bedrooms for us to have families and so we yield definitely different um almost 40% less than what we do

095with single family when we look at this from the district average so we're at about 10 K5 students for every 100 units um for multif family units and it's declined a little bit to nine but again we've built over 2,000 units next few Maps help give you a visual of where the housing was was built so here the average year builts so looking at that County data um where are we seeing um the unit's age and again no surprise to the South right not telling you something you already don't know we look at our median home values um you heard some in the public comment this helps illustrate when we look at the assessor valuation of properties um generally as we move to the South and Southeast um the value of the homes go up

096um generally speaking where we have our building activity is represented by the dots again all moving towards um 62nd Avenue um where we see the bulk of those those dots just to give you perspective of build building over decades um except for the last column where it's really just three years um just to give you a sense of hey in three years if we've built 1,000 units the previous decade we built 4300 units are we tracking towards that well right now I'd say we're probably going to be um close to that um again that's that's if we continue on some of our 150 to um 300 units um if we track more towards the Lower Side um we're going to be short in being able to hit the number of units um in the previous

097decade so the orange part of the bar represents what was built at the start of the decade um that maroon color what was is what was built during that decade the other element is through conversations with the city doing the tour of your District to to apply a qualitative measure into our statistical analysis we've determined the areas you see on this map Green being current activity or we should be seeing some um and then we have um purple which represents the out towards 10 years and the yellow closer to 5 years so again lots of um different activities um that are happening in the district all that map is tied to this tabular data to give you a sense of what's available now so when look at those last four Columns of this table there's

098about a, units that are available to be built now in that 5-year period another, 1300 almost 1,400 units and in that 10-year period um almost 2200 units if you go back to the the build out of what we've experienced between 150 and 300 units this gives you perspective that even in the green areas we have at least three years of building inventory that would be a he building inventory when we start to get under 3 years of building inventory that's where the cities start getting concerned about will we be able to sustain what maybe the economy is indicating we need for housing the other question that's not answered in this and it wasn't part of our study but it's indirectly part of it and that's affordability right that's that's a very different question we don't

099get to drive that whether it's RSP or you as a school district um happens outside of our purview this is a a city driven element and they are trying to find ways in which they can have affordable housing and so um that's a different question and that's something that um all the cities here in North Dakota are stressed with and trying to find some answers um we also looked at the University enrollment and look at this man we've really been on an upward swing um back from um where we had layoffs a few years ago remember when I reported that and the next year we saw an enrollment decline so um this is really nice to see that we're over 15,000 students in 2024 so some Regional projects um that we kind of Spotlight here

100um just to indicate there's a lot of really cool things that are um helping drive people move to this community and why some of the housing is being built and why we're seeing some of the change over so this is just um a small part I'll tell you that the airport report if they can get United here boy that'd make my life so much easier coming up here particularly my daughter ends up coming here um so yeah I'm pushing for the United but we have also had conversations that in order for that to happen there's going to need to be some changes to the airport right you guys have flown out of there and um those two gates is um pretty cramped at times so things with the airport are going to drive um some

101of the economic drivers here that's why we listed that up there obviously with the hospital those are drivers were a hub um for this area and surrounding for people to receive those services so again just a few of the really cool things happening in your community overall with development we think it's a positive trend so getting into the projections um where are things happening so back if you go back to covid and covid hits um we've been really trying to calibrate things because things are quite a bit different and so again just being transparent of of where the accuracy is some things have been under project projecting what we've saw in years past and so in this year's projection we made some adjustments um some significant adjustments um with some of the other variables that

102we um feel a little more comfortable with as it relates to some of the live birth data some of the housing product and what we're yielding um to to Really drive that um moving towards um a 99 to 100% accuracy some of those things that um we're starting to see in uh your enrollment are showcased on this page so the top visual is that um blue column represents the seniors and then the diagonal Red Line represents kindergarteners and you can see that we're starting to Plateau out where we can't expect the senior class to be um small or to be smaller than the incoming kindergarten class it's kind of plateaued and we're very similar and so we're going to have to get our growth differently and so this starts to get into things with the

103cohort change um or something that um some districts um we've classified as destination districts so when we see that cohort growth um stabilizing where there's always black numbers across that row we would say you're a destination District we're close but we have some some grades where we continue to see um some decline the bottom table gives you a visual of where we've been for average class size at the elementary middle school and high school levels and then with that black line it divides and shows um where things are headed so you can see that um when you look at this kind of looks a little bit washed out on the screen but if we follow the the red line um it's starts to stabilize and have some slight declines at the elementary level when we

104look at the middle school it starts to increase and as well as the high school starts to increase if you go back to the tables of the number of students by grade as they start to move up into the middle school and then into High School in order for us to move to the next level Elementary enrollment has to pick up more than what it is so I'm saying we're basically becoming a mature District but we have challenges with where that enrollment change is occurring and we'll continue to be challenges as we look at that from capacity and as we look at this where our buildings are located and where the development is happening that's driving where we see students this visual here with the columns red being Elementary blue being the Middle School Green

105being the high school purple line being the aggregate of all three of these helps you see over the next 5 years what's happening at the grade bands of elementary middle school and high school that's how we get that roughly 200 more students um in 5 years than what we currently have all the notes on page 45 correlate with what you see in the ensuing pages with the projections Broken Out by building so here is the existing boundary an existing boundary this is not anything that we've spoke about with the committee if we move forward with these current boundaries um what would enrollment look like lots of information on this page we have our district functional capacity in the second column and then as we move to the right for the past enrollments we show you

106that enrollment three ways the middle row green font is reside that's the one I like the most because once I geocode students I know where they live and I know how that aligns with any of our boundaries the bottom row for every building blue font is attend and that is related when we get the school student data where are those students actually attending I like that row as well when it gets to what's happening with your programs that may be driving why we're seeing some changes between where students reside and where they attend the greatest number of students that's going to drive this is going to be our MLL students and some of our special education programming students because they are in selective buildings the top row purple fonts is a subset of reside that

107is they reside and actually attend that building so when we look at alphabetically we'll look at Ben Franklin we have 318 K5 students these are in our system the this there's other kids in our our district that live in Ben Franklin's boundary that go to private or homeschool um parochial this is our kids that are actually in our brick and mortar 318 um reside there and would be attending there if they didn't go to another building when you look at that 314 you say wow we just um had four kids that went to one of the other Elementary buildings very different than that we have to look at that purple number of 268 of the 318 resided and attended that building we picked up from 268 to 314 other kids from other buildings in our

108district so this gives you that flow of students this is pretty typical if I had um Williston up here um bismar Fargo this this would be similar we see movement of kids no matter how any District tries to say you live in this boundary you go to this school it doesn't happen that way when you move to the right you see the projections for the reside and the attends you see shading that represents where buildings are greater than 100% capacity shaded in Orange when it's under 70% we shade it in the green the significance of green becomes an efficiency where the district may start to say um we need to share art music counselors um it's usually driven by dollars most districts try to hold everything steady regardless of what the enrollment is in the

109building so I'm not trying to suggest you are doing that or you need to do that I'm just saying those are are the things that if a building is underutilized we want to get more kids there much like if the building is over utilized um there may be services that are negatively impacted um for what the student experiences day-to-day in those classrooms again you see this is as we pull into the second part of the elementary alphabets and then our secondary buildings and then this all ties back to the the visual of the red green and blue or red blue and green if I go in order of elementary middle school and high school um so overall projections we think it's a positive and hopefully I've laid out the framework that you can see this

110with the demographics the developments the live burst all that really cool stuff really our next steps um not going to read all these poll points really here's what it comes down to this has been the foundation to how the committee has been looking at the questions that you gave them to try to solve right so um think about this as a lever and what we got from the committee we really pushed the levers down right and we heard some feedback from you from the community on hey that might be a little bit too fast okay if it's too fast when I segue into my my second section we'll talk about that right so we we kind of pulled back a little bits But ultimately how do you get to the understanding of how far you

111need to go it's really two things the data and then how far will the community allow the change to be met you know what is that speed if we're initiating this in 26 27 is that too soon do things going to have do they need to be phased um those are the the elements that um we get to talk about here this evening in in part two so I want to stop there see if there's any questions you might have have about enrollments demographics and the projections and again feel free in your other time read through this there's other cool things in the appendix um that drill into some other aspects of what's happening I just try to keep it at a a fairly high-end level but any questions about enrollments developments or the projection

112Outlook questions from board members Mr Paulino on your potential Solutions you say Elementary challenges will be difficult to address with boundary adjustments uh without additional capacity are you talking additions to schools new schools what are you referring to yeah so one of the things that became clear in the conversations with the committee as we're we're digging into the data and and you'll see that in the the next segue section is what do we do in the South seem to be tied to um even conversations we've had here at the board do we have additions at Century do we build a new building do we look at Viking is there some sort of addition there um do we look at um some of the other conversations of uh buildings on the North side um do we

113have a tear down rebuilds is there another building on the North side so there was a lot of things that when we look at what's available for capacity in the conversations specifically in the South part of the district um we don't have enough facility space for the students that are there which is why the solutions always had some typically Lake Agy coming down um South to I believe about 17th Avenue um to pick up kids we even showed it coming even further south um just so that we can have some adjustments and that's why when we segue into what you all may need to consider or what the next steps are um I think that's probably part of it is how we're using space um specifically um even tonight you heard some conversation about the

114social well-being of students well how do we use space is very different here in 2025 and I I likely suspect it'll be different as we move forward um not only for that but for um our special education program so um our ASD programs um they need different spaces and so when we look at some of these buildings um the community may say we've had significantly more kids in that building and I would agree we we clearly did but how we program those buildings very different today it's a kind of a long question but the capacity is is a really big components um that we've been challenged with here right um part of the conversations with with the bonds and everything have have all related to we know we need some some different and in some

115cases better space um but we need to start advocating that with the community I think that starts with this boundary plan other questions from board members Mr clevin just a followup for just clarification uh the statement about not have enough capacity at elementary school that was based on a kind of a region in The District boundary not overall capacity of currently what we have in total correct based on an area where there's capacity challenge not overall challenge in the district elementary school only no I think our our challenge we have to look at our capacity two different ways at the elementary so um with Twining we have quite a bit of capacity so when I look at that Elementary total and you you'll see with the realignment where we take that out our capacity gets

116really tight with the city schools and so we have Capac but we can't send the kids up there right so there's limitations where we have the most available capacity and when you look at this um by building um you see more of our facilities where if they are overc capacity so in this this Orange um look at this most of the buildings have orange right and so depending how far over the orange when you start to add them up um we're at a point and let me give one other clarification of capacity cuz and it's it's capacity is just an amazing thing because if we brought teachers up and they started to talk about how spaces are used I guarantee you buildings where it looks like there's capacity they're using the space there there's no

117doubt in my mind so so don't take where there is space in buildings that they're misusing the space they're just using it differently it may not be to its highest function of what you would do in a full building where we start to look at things um is Art on a cart is music music in a different space are the hallways cramped um what's it like when I come to school leave school what's the playground like what's the lunchroom like there there's lots of issues there typically what you want with your buildings is to be at a when we talk about this functional capacity you want to be in that 85 to 90% that gives us flexibility when a grade may have enough students to add a section that we have a classroom and it

118also allows us some flexibility where if let's say a program needs to expand for a year we can expand in that building if we don't then we get into the situations of hey this program's been here at Ben Franklin and now we're going to move it well we would never move it to Kelly it's full right but you you get the point it's like we we end up trying to find spaces and so part of the functional capacity is for us to be thinking about space more in an infinite way of how can we out ocate our space so that the programs can effectively work within the the space and the ability of where the students are very different than the way we've managed capacity before where if we have space we're like hey can

119we move can we move this program here and that's how how we operate in fact that's how almost every District does so using the data of functional capacity how that aligns with our enrollments with these programs helps us better align um how we can um educate these students Mr baky I would just like to ditto what Rob just said because we're already there when it comes to functional capacity we are running into problems and issues with our programs um where we are having to move them because we don't have room in the buildings um right now I will be honest and and Tracy's in the uh in the audience as well we are at an issue where we do not have space for Head Start we are having to find space for the programs that

120we have we're adding additional programs when you look at our annual report and you see an increase of 6% in special education that's not just in special education at the elementary level that's across the district I recognize that but when we talk about setting C's each one of our setting C classrooms needs its own classroom and space designed for those students to help the students special individualized needs and that is putting a burden on our elementary schools as we see increases in setting C uh needs for students as well as our ecse early childhood special education head start programming it just continues to be an ongoing item as it relates to capacity functional capacity and what Rob just stated we're there we're not going to get there we are there um we are having to

121move programs constantly because we don't have room where they're currently at and we need additional space questions from board members Dr Len Robert are you able to factor in potential policy changes at the state level or hav I heaven forbid I even mentioned at the federal level and and how do you how can you do that until it's until it's done and you know what it is yeah that that's probably where I leave you with how I started right we don't know what the impact of terorists are going to be for some of things like Lumber um does that mean there's a transition of hey we're not getting our lumber from Canada so we start um deforesting areas of the United States to be able to supply Lumber well there's some time for that to

122pick up right um so we have to look in our crystal ball and make some assumptions that there's going to be some things that are to the advantage of the development community and then there's going to be some other things that will be a disadvantage and then it's going to shake out something that's going to respond um to what we see for developments and it's really tricky because how many of the dollars that are being promised right now how long does it take for any of those Industries to build um what they're saying they're going to build right so again I'm not trying to get into the politics Beyond hey once I say I'm going to build something we can start with a data center um there's lots of data centers that we see through

123the Midwest that they're going on 5 six years just trying to get built and that's before anything with um Administration changes um tariffs right so um again we just try to take what some of the city folks are saying that they're seeing because they're the first eyes and ears to what people may do with the developments um and try to apply that into our numbers so it's I would we're not being crazy and saying you're going to have 35 400 units being built um we've kind of uh ramped that down a little bit um just to be sure that um we're not too liberal in our application Dr L I'm sorry I wasn't clear enough to you I apologize I'm was thinking more specifically about education like policy changes in North Dakota uh school choice

124or the doe being eliminated federally or things like that and I'm assuming it it's similar to what you talking about until it happens we probably really won't know what kind of impact we would have at a local level for sure so let's just break two of those down so people can can hear this if the doe is dissolved at some level a portion or all the question is what happens with those dollars right so does it come down as a grant does it come down where people would start applauding if we would fund all the unfunded mandates um how does that change things right so we can look at this optimistically or pessimistically from that front as far as open enrollment what what I tell of our clients across North Dakota if we do what

125we're saying we're trying to do for kids um we're going to minimize um people making those choices to go to other programs I also am not putting my head in the sand when you start to apply dollars that may go with opportunity to choose other things we'll just look to another state where we do a lot of work and that's Iowa and they've moved from an open enrollment to something that's transition that was based on socioeconomic so what what your household income was to the wild west where that doesn't matter well we've done enough work in Iowa do you know what that's changed it changes if you are sending your kid to private or parochial what you pay we've not seen it really change statistically the number of kids that make that choice so kind

126of an interesting thing no one thought that when they um pushed that forward they thought there would be more of a movement of the have not saying hey now we have the ability because there's money that goes with us to a building um we haven't seen that in Iowa statistically speaking so again we're watching that because just because it happened that way in Iowa doesn't mean that's the way it'll happen here other questions Miss Flynn um I have a couple questions so um more so on the data um one of my questions was open enrollment more so like if we have 100 Plus open enroll from Manville Thompson can we cut that off you know I mean I think that that's something for our board to consider as a policy changes like what do we

127do with that you know obviously we can't do that for special ad services but um if someone you know I want to be a good partner for the local rurual schools but if it's putting more of a burden on us then I don't know that that's you know something that can continue um relocates uh was my next question um more so within the functional capacity discussions if relocates are considered in functional capacity and and if so should we be operating off of trying to get rid of those and what is our function functional capacity of just buildings right two questions I'll start with the out of District so um you you can see it's decline from where we were um six or 5 years ago the bulk of them are high school students so a

128totally different question we have space at the high school for um those out of District students and I think they're making a choice again this is one of those things that when we talk about if we have open enrollment here we have opportunities where kids they they want to be in our district right um I think if we drilled into some of this data we would find there's a good number of them that are staff um kids um so it's a retention retainment opportunity for some of them so I know I'm very Pro with some of this this out of District because um not knowing where the future goes um we want to make sure that we have that happening now the other thing to talk about this um you keep hearing me talk about

129levers so open enrollment is is much like that if if you just let It Wide Open um we can have some really serious challenges kind of like a a tsunami effect of kids in the system so when I look at this you can see that just generally we're under 50 students for um Elementary Middle School for this current school year now I don't have the exact number up there but if you just take that 50 um you spread that out across our elementary buildings the next question would be well what buildings are they at um then the final question to that are they staff members right so so there's some other layers in here to to help you with that so so um yes we need to watch that you just can't let it just

130go unchecked your next question was give me a couple words what was it about relocates functional capacity so relocates and Portables I think in our two buildings that we have them at they're part of the capacity cuz we're using it but we've we've made known that that's not ideal they're there and think how badly it would be if we didn't have those now if I recall um the majority of those students Matt you might be able to speak to this I think the programming that we've done is to minimize how many students would be out there at any given time um I don't know if you want to speak to that but I think that gets into they're not ideal and so we try to use them um in a way that is beneficial yes

131uh they are they're full-time classrooms though we use them every day um four classrooms both at Wilder and Viking and if we didn't have them right now we wouldn't be able to hold the classrooms we have currently there um so it's one of those things where we have to build that if before we get rid of those relocatable so well and I think part of that discussion um and you know I'm I'm going and looking at our our um our ask so to speak to the committee um I think part of these conversations and hearing the public talking is really good to say maybe this is not what we should be doing like it's good to check options off the list too right um but I also think like you know uh Bill brought up

132last time the addition to Sentry potentially you know that might not have been a directive of the board but what I'm looking for is to not treat the symptoms but rather treat the root causes of some of these issues and I I think we we start to get a little bit more of like well what's the symptom you know if we're planning for 5 10 years down the road we should be planning for not functional capacity in my opinion without relocates and um certainly that probably adds you know three more slides to your 75 slide presentation um and we could go Every Which Way But I I am having a hard time maybe making decisions or understanding these numbers I love seeing these because it's so cool to see how the numbers play but but

133we do have some limitations we have some barriers we have a very gritted city with a lot of rural cities around it we have growth to very certain parts of of the city um but I also am thinking at this point are the boundary lines shifting treating the symptom and putting a Band-Aid on a problem or should we be looking at do we have more more space in the land next to Viking that we can expand on what about Shader and Kelly what about Lake agasse are we working with the university to you know do something can we take over one of their buildings you know do do one of the schools become an ml Center you know I mean at this point um I think we can't talk about your enrollment projections now without

134talking about boundary lines right we're here um should we have been talking about the school district land 7 years ago maybe you know on 62nd um and certainly we learn new things all the time but um you know I'm I'm hearing these and all these questions are popping up of just you know where where do we go from here which is a good segue um but um I just I have a hard time looking at functional capacity now when you you know you look at pictures from the the 40s where kids didn't have stuff there's not technology they're all sitting in rows you know there's 30 kids to a classroom certainly things have evolved now um where we need to consider that but what is the definition for us of our functional capacities is it

135with or without relocates is it with or without expansion you know I don't know but there's probably more comments in there than questions but just going to piggyback on that and then to Mr clevin uh to Amber's point and I think rob you touched on this uh these two these two points of looking at the data and then looking at what the community collectively uh is willing to absorb accept how how much change how fast however you characterize that I do think the Third Leg of the stool is the community's appetite to support at the elementary level expansion uh new new construction um I don't know how to get at that in a timely fashion as we wrestle with boundary lines but some of these discussions bring that to the surface in other words if

136these lines aren't acceptable if this solution and whatever palatable means or or what we however we want to talk about these Community conversations um then would you support um this plan that plan both uh and in what timeline certainly we have to look at when we could um uh go forward with a referendum what that would look like but I do agree that it has illuminated some of these longer term conversations at at the elementary level uh Mr clevin I just listening to Amber's questions those are the policy debates we all get to settle like those are all s like policy questions that we're going to be challenged with so this is great data to help us get there and that's very much appreciated uh one more clarification I think I know the answer but

137I want to ask just to make sure we get it clear on your slide page 46 perhaps there's a statement that says in the purple box in the lower rightand corner it says six to seven Elementary schools with experienced challenges and then it says 87.1 capacity does that include Twining yes okay thank you I believe it does and I'm going to check that just to come back to make sure with the numbers but I believe it is um because everything should be correlated to this I want to also segue of how this transitions but first is there any other questions about this and then I then I can kind of take what you said Amber and that pulls into the next sure I just want to be respectful of board member Larson in case he's

138got a a question so uh Mr Larsson no questions thanks Dave so again these are uh these are all recommendations for discussion so I I think uh it's wise if you have a good segue into uh 5B uh why don't we go ahead and this one may take longer oh no I oh no but no it's it's so let let me talk a little bit about Amber as I I fastly moved to this point so what what you're getting at is what I would call the question behind the question there's a book um by John Miller that gets at this particular component if you go back to when we set out on this journey if Brandon was here we we have no dollars right in order to go out for our next Bond referendum I

139think it's 28 29 if I'm not mistaken it it's more when we would free up some cash because we'd have some capital paid off there you go so so how how we can structure some of our dollars is is an important piece to that so when we started on that Journey um it was hey we're not building anything more use the existing inventory now the value of that is now it's come back to you all and you're starting to say well when we look at this from a longer Focus longer term focus is there maybe a different solution that we should be work working toward rather than just moving kids from one building to another building knowing that we're at this um position that Matt said were our functional capacity we're we're we're already busting

140we're already using spaces that we would ideally say were not needing to use but we have to use them right all these portable spaces so how does that position Us in the conversation um is kind of how we moved uh some of the the talking points for this portion of the the presentation and and when I say we may go longer it'll be not for me it'll be if you guys have questions um very different um so here's kind of the process that was mapped out as we get here to U March 17th what I wanted to highlight on this this page four is the these were generally things that we started to hear from you and as we looked at um how could we accommodate what your thoughts were also laced with what we

141were hearing from the community inputs and the survey and so we started to think there's more questions on the south side and so anything we change on the south is almost if you take something full and move it to something else full but we've just moved some kids that maybe um we were hearing hey we're already at this building or we're at a building that is let's say a nicer building and now you're going to move us to a building that has Portables that's not fair well I wouldn't disagree from that particular Viewpoint from the district Viewpoint we're like we're having to use this space because this is what we have and it's happening so we started to look at the elementary in two phases so kind of a North and South um perspective but

142knowing that when we decide to make that type of move that means we're saying that discovery Kelly are going to be extremely full and specifically for um discovery that may be a 50 student difference when we look at Lake Agy where it would come South in the revised plan um now that it doesn't come South um there's more kids at Century right and so because there's more kids at Century it can't wrap down and help pick up things that we're going to be inv viiking it also doesn't then fully address some of our conversation of having more of a complete feeder um as we look at the the elementary schools and and what that means because um we were trying to have breaks on Washington right so so there's some things that we start to

143have some trade-offs like hey we we don't want to make some moves because we're not yet comfortable with what we're going to do in the South with Portables and the additional capacity as we move to the Middle School we're saying we keep that the same but because of the phased plan and um we naturally have splits that I just mentioned with Vikings staying west of Washington well it now would be split and I'll show you this stuff on the maps too if um as I'm talking it doesn't make as much sense um the high school um what we heard was moving all the way down to 62nd Avenue that that was too much um for the community or maybe even some board members and administration to to to Really swallow and so we went back

144to some of the things that we heard starting at the committee things that we heard from the public of hey maybe 32nd Avenue is is the starting point of a transition that shows some things so we're going to look at some numbers on that part of the high school to we know that that's um quite a dramatic change when people are are changing from um one system to the other system and so what we integrated into this was a grandfathering student option that would take 4 years for the change of moving Central South to 32nd Avenue for it to officially take place for all grades and I'll explain that again to you it's the same thing that I I showed last time but I want to make sure you all understand that and then um

145we heard a lot of conversation about the Air Force based kids um remaining at Central and so all this is layered back to what's happening with enrollment what's happening with our functional capacity um one thing that I do know if there is no other space that's closer to 62nd Avenue all of the same challenges that we heard in this go around are still going to come up because we're going to have to move kids around in the South and so when you're on um that east side of Washington um north of 62nd Avenue um that's at Discovery um basically this this is putting everyone on notice we can't keep you at Discovery we can't keep all the stuff that's at Kelly right so there there's some changes that that we're saying will have to happen

146at some point even if it isn't in Phase One there's some some realities of what that means whether it's a new building it's additions or fill in the blank what whatever you guys are are thinking so that's that's kind of phase two um where we say hey what I should have put success of a bond failure of a bond No we want a successful Bond but the the point being is if we don't get dollars how are we going to be able to do it right so um those are some of the things that we were thinking about on why there would be two phases to the elementary moving forward with the middle school and then the high school making a slight change where it comes to the South but a student option grandfathering so

147again visually what you see here Discovery Kelly Viking Lewis and Clark Phoenix Ben Franklin and centry all stay the same in Phase One um our only change is the Wilder wind chip or the lake Agy um windship area um and we already have a lot of kids that are in that area that are going one way versus the other so um we've had a lot of conversation with the district on where do people think that boundary is and where a kid's going to school there right um again some of the application in this is that the ml kids would be going to their neighborhood school um so this is Phase One of Elementary not not a lot of change because there's some questions that the board would need to either redirect back to the committee

148saying we're committed to a addition or we're committed to a new building and it would happen approximately at X time frame based on Dr brener Brandon Matt Katherine's input right on on those elements nothing changed with the Middle School um this is um that initial revised committee so there's been no updates um with this boundary and then with the high school you can see the the slight area that comes down to 32nd Avenue that's now in Central and then you see what the impact is for students so initially when when I look at this um I look at Discovery right we we can we wait for that building to be at 620 650 students so if we can't make a decision till 28 29 can we wait that's that's to me the first question you

149have to ask um is there other things we can do in that building and is that the right thing to do for the building for the staff for the students right you see where that drills um the other component to this is when you look at these capacity functional capacity numbers as I told you last time this isn't an absolute number of 204 and I think in the last projection I said hey or presentation it can go a little bit higher than that it's how much higher and how long will you be able to do that without there being some sort of negative impact on the student experience and specifically the academic experience right um so that that's one of the things that stands out here the other thing that is really interesting with the

150slight change of the High School boundary when we get out to 2930 when it's fully implemented we're right at almost equal enrollment now there is one other thing that's going to happen here right our Community High School um tends to draw more kids out of the current central than Red River so those students would come out of of these numbers um and there's roughly what 80 students roughly total um so that that gives you some persp perspective that we we have um some space and again the other thing that we have to talk about um where I'm showing that Central at 1200 they're over their 1183 capacity um so there's some questions there how how does this relate to the programming right so again a number gets us to a conversation but is it the

151right number for the way the building is programmed so that there's some conversations that Administration has to have there but overall the number is like 1,200 um we come back to this um diversity index so you have the perspective of what this looks like and the goal would be that everything's within the district average that's not possible right so I I stated that probably several times I'm probably a lot more succinct in it tonight we're not going to have all of these in whites without it being a checker board where we just start looking at each individual student and assigning them to a boundary it's just not possible to have everybody right at that District average here with the students that would be um impacted by the boundary change if you made it effective um

152across um all of the grade bands for each of the grades so at the elementary um we're only moving that that one area so we have um those students um going over into windship there's 63 students again this is two years out so we're just using K through third grade right it goes up as we get one year year before the boundary change then when you look at the middle school um there are about 49 students that are impacted again that's um just um the current sixth grade um when we're one year out we'll have two grades so it goes up a little bit high school again if we look at that top um table where we're just looking at the current n9th and 10th graders it's about 41 students I went back and we

153look at the existing 8th through 10th and it's 73 students again just trying to give you a segue of what that would look like the year before well one of the things we heard from you was we don't want to um impact the high school students so could we do something with some grandfathering or student options um in the next slide I'll I'll show that to you here gets at that same visual we showed you last time with um the feeders so that you can get a sense of what that percentage of kids are that would flow through based on their reside um as they move from elementary to Middle um if we look at the elementary to high school and then the Middle School to high school remember in the revised plan the elementary

154to high school was 100% right so when we make a choice to to lay what could happen on the south um we have an impact on the feeder so if you are like I want a complete feeder um you're not getting it here um the demographics um piece to this again um just to give you perspective of of how that relates with what this plan looks like like and then let me talk about the phasing so when we look at what a phasing would look like if we applied this um for 2627 um what would occur is the 10th and 12th graders they would that are are that are already in the building um they're going to stay in that building that year incoming ninth grade would be applicable to um the new boundary and

155so um I would calibrate this based on the year that we want if you want this delayed or if you want to start it sooner but I chose 26 27 because that's when the middle school goes into effect it just makes sense if we're doing something at the secondary if we're going to make this change um we're giving people time to know what this looks like um so in 26 27 if you're an existing 10th and 12th grader in that area that's changing to Central you would still have the option of staying at Red River incoming 9th grade you would go to the new boundary with the exception if you have a sibling that's physically as a 10th through 12th grader that year at Red River that freshman would be able to go to Red

156River um year two you can see how it starts to phase out that it's only that Year's 11th and 12th graders and the ninth and 10th graders are applicable to the boundary with the exception that if I have a sibling that's 11th or 12th grader I can stay a Red River um and then 28 29 you can see then it's only the 12th grade and then by 2930 um it's fully implemented so um again this gives um time if if we're wanting to give time rather than saying 26 27 all of you in this area you go here um so that's how that student option grandfathering would be um the logistics of it would be um the students that were in attendance we would select a date and this would be part of like your

157policy and um let's say we make it March 17th since today's March 17th whoever's in attendance on March 17th in this area here's these students that are in this Collective of where the student option grandfathering could be and then that would be what you would use in the future years to know are you eligible for that grandfathering student option we've done this in many districts where it's a challenge to do things like at the high school level last thing and then questions comments that you all have a lot of this is is reiterated we talked about this um at the beginning um I want to repeat it again just so people understand um the collective of where your thoughts are and I think of of value to say hey where do we need to go

158what other direction should we provide and so what you asked for I wanted you to know how was it delivered so um we wanted to lower the impact in elementary students clearly did that with two phases with the Middle School um we maintained what we had so we have this balancing of enrollment when Valley opens High School you wanted us to lower the the student impact um we're able to do that with this grandfathering student option um we're still able to start moving the the dial when you think about this from a a dial clockwise of how something would move um further south um east of Washington um some other things to consider for phase two um again are what do we want to see happen how uncomfortable are we with functional capacity in some

159of these buildings that's going to dictate along with the dollars how fast can we resolve some of these situations how much does it revert back to more of what we showed you with a complete plan um that came out of the committee and that revised plan so we need to consider some things that might be additions at Century building a new Elementary building and then continuing to monitor what's happening with um the enrollments as it relates to the new developments on the south side of town that concludes everything probably answered all your questions you have nothing to ask probably so we'll see questions from board members Mr Paul M can you can you go back to your Middle School map okay my my my question is is if you look at where Century Elementary is

160and now we've added kids down from 11th to 17th that were taking them over deur and the railroad tracks to go to Valley and yet when I look at the projection tables here they're currently at South Middle School South Middle School is going to be at 78 to 79 to 82% in projections on the deal why are we moving those kids across that barrier and not letting them stay where they're at because then next when they hit high school they go to Red River yeah so this gets into the opportunities of increasing enrollment at a new building right so we have a new building and um some of the opportunities the committee looked at was how can we potentially have a a different um mix of students different opportunities in this new building that um

161could change what we see happening in that facility so it's a combination of of that we have a new facility and with this idea that with our two high schools there's an idea of how we move South um it's easier to move South at the high school level when we're on the east side of the district and when I say easier not easier for how it impacts a family but with where the building things are located um it's a challenge um and it's a Challen it's easier on the south side to move areas that are on the north side of its attendance boundary up than it is as we come further south and try to move things that might be on the west side of Washington so again not a great answer but it was

162how the committee as we we looked at opportunities of of balancing students type of student students and and making a good mix in these buildings I think we're just kind of picking out a group of people if you we want to balance kids maybe we put out a notice that we need kids to go to Valley because we got a brand new school who's interested you might get more kids that way than forcing these kids who you know are going to cross an intersection and we all know for the next 3 years 42nd Avenue 42nd is going to be closed once they start the overpass so there's going to be one option for those parents to get their kids to school and that's going to be going to Columbia overpass you know that's where I'm

163thinking but it doesn't make a lot of sense when you then have a school with less than 80% you know full on down at South and you're putting them into a new school just to address different type of students that the other opportunity with South is where we have the potential to see more of the new developments so you can see that some whether you come down on the west side or you come down on the east side um there's there's a desire to move more kids from the south to the north so whichever kids there there's going to be a perspective if you come to the east side closer to um Trader um you're going to have the same impact right like we're we're getting closer to where a building is um at this

164particular location bar ing what changes happen with construction which um is is temporary um you're almost equidistance between those two buildings yeah but you're not Crossing to mer and railroad tracks you know one way you're owning doing that my other question is is did your group ever look into parking at Central High School Is there going to be issues with parking bringing more kids from the East side to Central you know with the Franklin on first is going to take a lot of the street parking around Central High School away from the students and you know for high school students have to park on the second third or fourth level of the parking ramp isn't ideal you know so I'm just wondering have we looked at the parking issue at Central you know when before

165we bring kids down there so we're not having to race down there and create you'll solve a problem after we've created it so I'm going to I don't have have all the answers but what I'm going to bounce back is where do kids park now right they're parking there so so the the questions that we need to ask is is the parking a challenge is it something we want to resolve how do we resolve that at Central right so that that's very different question but using what we know where those kids are is there adequate parking if they go down there that's one question but then is it the parking we ideally want we can't change that the only way to change that is if we move the school to another location that's not happening

166anytime soon right so how how do we balance that looking at all of the different levers that we have available so parking is one of them I'm not going to say it's not important but we can't change what that situation is from where they Park and I haven't heard that there's not adequate spaces it's maybe not desirable space other questions from board members Dr L I have zero answers for you tonight so just just to preface it uh um I I think everybody on all sides of these issues want to do what's best for kids there's a little of not in my backyard but and that's expected and I don't blame that I've done that myself on C certain things uh um uh but I look at where is our urgency and you know what

167what needs to be decided yesterday what needs to be decided today what can wait till till next week and it sounds to me like the the issue is elementary and and and capacity and the elementary things and and and I I'll remind board members half of you weren't born the rest of you are probably in your teenage years but back in 1997 this city and this school district did some remarkable things after a massive flood I mean we had we had we had whole schools in in churches we had all sorts of things so so we may have to look at some temporary kinds of things if if the urgency what I'm hearing from Mr baky is true because we're not going to have a new school built or an addition built or probably done

168talking about boundary line changes in in time for some of the so I think we're of this is going to have to be talking a little out of the box I think we need to prioritize things and I I I like what you're talking about phase one and phase two my question to to you and probably to our our administrators is would it be reasonable to try and get the the demographic task force committee together with the board to talk about some of these issues because I don't know how many hours they've spent on it but I I suspect it's a lot more hours than most of us have and why why wouldn't we use some of their knowledge and stuff and and I just don't know if that if that's something that would be

169worth people's time or not but I think we've got a group that's done a uh I'll say it a hell of a lot of work on this a lot of time a lot of effort um and and I I I would I would like to hear some of the conversation that goes on not only among our us the nine of us but but the top administrators but also that that committee I just don't know if it's worth it but you guys are probably in a better position than I am to to to help me decide that I I think based on the conversation that happened on February 24th at the board table um I think uh the committee the task force felt like uh I don't want to say their Authority but their recommendations were

170a bit usurped at the board table and that's that's not uh that's not to anybody's fault everybody has an opinion uh Based on data based on emotion uh based on a number of things to Dr Len's Point not in my backyard so I they have uh you know they they have done the leg work uh to make the recommendations not everybody not everybody in the community is happy with those recommendations um but I think for the board to hear from the people who really dug in and did the work um we could call that a work session uh where conversation can be free flowing between board members and task force members I think that would be helpful I think that would actually be more helpful um then than having another uh having a public for

171in May for example where maybe 200 community members would come maybe that would still be part of the plan um time time will tell uh but I think that would be a a good next step for everybody's voices to be heard from board members to demographic task force members um I I just highly respect the people who have done the work um I I think their uh their location and proximity and serving on the board serving on the committee was questioned how to how were they selected U all the people were selected based on being good ethical people uh who were going to use data to make decisions um so I I think it would honor their work uh to bring them to the table and have a conversation Dr L and then Mr clevin

172just want the only other thing I I would say is I I think Administration needs to be honest with us about how urgent is this is the elementary area and I think I mean if we're talking that we need to have some things in place by the fall of 25 then we start then we need to start looking at well do we have some empty building somewhere or something like that so I think I think we need we we need to know how urgent some of these some of these things are because then we can then we can be part of the solution too sorry j Mr clevin no need to apologize Dr L ever um just to follow what Dr brener said I don't it not only honors the committee I think it's essential

173that they see this thing through with us so bringing this back to get with the committee is an excellent idea thank you other questions Dr hodak and then Mr Manley I continue to concur pretty much with everything that the board members are saying here tonight and I appreciate all of that as well and even with your comments Dr brener however I am concerned and I think that just coming up with the solution of meeting with those people that served on that task force as well as I think we still need to hear from the internal we need to hear from building principles I'm concerned that in the last couple of weeks I've heard from internal now School administrators and they have shared with me that well is it this plan is it this plan is

174it this plan where did these this third plan are we on our third plan now um come from and do the administrators agree with what the task force has shown so if they didn't serve on that committee I think it's vital that we do hear from them um because they're in the trenches they know their schools we listen to all of those reports and everything else Amber asks about the challenges that they face and such and so I'm I keep kind of pulling back because I think one the data here is outstanding we have really good numbers to look at and everything else but there is something Beyond in a school there is something Beyond in a district and that's not just the numbers we are looking at um I was coming tonight to suggest

175that okay um let's get a bus for one thing and let's us get on that bus and do those lines those boundary lines and let's have when we go to Discovery let's have Ally Parkinson say okay this is where I'm at and you can see and she's actually living it as a principle and yes it might take us more time but then we are hearing from the people that are in the trenches and I'm thinking that that's going to help me understand even when somebody says 2 minutes more in driving from the south end to Central all right to some of us that doesn't make any difference but to some parents and some students and such I think that we keep hitting on issue after after issue after issue I think we're all being very

176conscientious of the fact that we want to look forward to meeting those needs that we're going to have I am concerned about when I listen to internal administrators talking about how tight their space is and how tight it is due to the programs that they have and that they are offering and will they be able to do that and um from from Head Start all the way up I think that I think we're on that very good edge of saying okay this is what we can do together collectively but we've I just think that we need to continue to look back if we don't do a public form but I want to hear now from the internal administrators and I want them to walk the walk with us so that they can say this is

177what it is I do believe that um in convers ations that we have a lot of other issues that I personally am um contemplating how do I deal with these issues that have come up because I am only one and yet um I know that um if if a school needs if a district needs to move forward we have to address all issues we can't just put it under and I know that that seems you know huge in our you know how can we ever do that but we need to get at the root of the problems and we need to get at the purpose of what we're doing and why we're doing it that's all I'm going to say you Mr Manley it's been touched on but I want to be just a bit

178more direct that um a lot of hard work went into this and I want to thank uh Rob Schwarz uh Clark and the whole entire demographic task force appreciate it all the entire stud for 5 years trying to figure out that intersection and that is a concern for me not only parking but what are we going to do in terms of overloading that area and so do we need to get Mo involved do we need to talk about you know do we have data that says what 60 more cars would do to this intersection um I just threw a number out but I think to Sherry's Point getting the building admin involved and you know one perspective for example we haven't heard of is when we see those numbers at Wilder I think they're the

179only building that has one space for a gym and a lunchroom so they have to completely flip their gym and lunchroom and work around their master schedule like I think we need to be very dialed down at okay so some of the buildings and here from that building admin here's how they navigate that functional capacity here's what an additional 40 students would do Thompson just experienced it a couple years ago there were kids eating at 10:40 a.m. and kids eating at 1:20 p.m. so I just think those extra pieces of data would be helpful for all of us and you know I certainly don't want to make this a three-year thing but maybe we should have been talking about this three years ago you know I mean certainly we had different issues at that time

180but the the other piece is the um I think understanding and really dialing down to who are the students that we serve in the socioeconomic piece I think we kind of breezed over that a little bit last time Dr brener posed the question we didn't really you know take strapple vote on it but I think it's important but I think we need to understand what socioeconomic status means and how that impacts our schools in a very privileged way and also in a way that may be lacking of access and resources and so busing is a huge component of access and I don't think that we can make decisions and then go to our busing people and say Here's the decision we made can you retrofit a plan I think that that is another piece of

181data that that that our new busing system is probably familiar and able and willing to help us navigate because if we make a plan and then you know okay yeah kids from Red River are four blocks from it and have to go to Central but those kids are 17 blocks closer to Central than the kids down south you know I mean we even at a high school level we need to have busing and so I just think that we can't retrofit a plan to then say okay well we'll just make it work like we have to honor that and do what's in the best interest of those kids so like do I think we're going to please everybody no um but I also think that we need to tell the story to the public a

182little more about the why behind the decisions because the committee does the work and and I appreciate the work that they're doing I'm glad that Clerk came and gave us a little bit of insight into their thoughts but absent of them kind of doing it behind closed doors in a positive way I mean right it's not public right there's no minutes there people start to wonder and ask questions and so I want to honor and give them the the ability to speak to the why but we also have to tell that story to the the public I mean I think we can do a better job there other questions from board members Dr hodak your mic is on does that indicate any sorry yes Dr L I'm just wondering if if board members have I'll

183just say their pet projects but if they have particular interests of things is that something that we should try and get to Dr brener or something so that so that at a subsequent meeting me it can it can be discussed like like busing or or or things like that I just I I just I hate for for us to keep going and then the next meeting there's another three or four things that people think are important I mean I'm glad Sherry felt that it was important to get the the the some more administrative input but are there should we if we have other concerns like that should we address it to somebody or do we just wait for the next meeting and then bring it up and nobody's prepared for it it's a good question

184I uh in one sense and I know we're not nearly at 7B board request for future consideration but I have been taking notes about some of the other parties to involve in in the conversation and so while not an exhaustive list uh building level administrators Safe Kids uh some type of Transportation survey or study uh Valley bus um certainly if there are others um now to your point Dr L now would be the time rather than uh at the next meeting you know what about this threat of the conversation what about that threat of the conversation uh we're all here to serve on the board until uh June of 2026 uh and hopefully we can get somewhere and and make a decision uh long before that but but you're right it it can start to

185feel like um here's another request here's another request so just to open the air before we close this portion uh board members other threads of that conversation as we move this forward that we're not on my less than exhaustive list Miss I'm happy to uh not add any more to the list but in all fairness all those people that I said this time I said last time so you know I think the you know I'm just one person on the board but when when we're saying there's people coming to us and there's people with concerns and there's people saying it it's us trying to bridge the gap between the task force and us and what's going on as a as a positive Bridge not and and I know it comes off as a criticism but

186it's very much of like I need if if I have to make informed decisions I as a board member do not know the why and I need more and so um at this time I don't have anymore but I just I wanted to make a point to Dr L Point like you know I don't want to continue to ask or add either thank you others M I'll send mine out for more thoughtful phrasing I'll Dr hodak um Echo again what Amber said because where mine are coming from it's the same it's the same issues it's just that when I started with the concerns about the inequities on the opportunities that were not the same within schools and such and everything else I was bombarded with what are the differences and such and so when I

187look and I hear those things I'm thinking does this really have to deal with the boundaries will the boundaries actually if they change solve some of these issues and everything else and that's why I just think that it's time that we do hear from the people that are in the trenches and and if we give them that opportunity and they don't tell us or they don't step up to what they've said then we've we've tried to give them that and I'm not I don't want to prolong this either I think that tough decisions are hard to make but I still think that we need to address some of these issues others Mr clev and then Dr L just just to again I ask a lot of questions to clarify and hopefully just address them as

188they come up on the topic of systemic differences in program offerings at the high school and this is a question for Dr brener does a systemic difference exist one example uh Mr strandell and I had a conversation last summer uh was over whether or not an AP course could be offered at Central High School because not enough students enrolled maybe only one student enrolled um but the the Equity would be access to the course uh and that student could take the course via Google Classroom hangout Google hangout or the student could transport themselves to Red River to take the class that would be in in in equity and let me just share a couple of other data sets that uh athletic director Tony Bina shared to our broader administrative group uh at a meeting maybe

189six weeks ago uh three three years ago when Central High School won the boy State hockey tournament I know they just won it here a couple of weeks ago but three years ago when they won it uh Mr Bina indicated that only four students on that team four players on that team resided in the central attendance area the rest were from the south um I also had a conversation with Max Weiser tennis coach boy tennis coach at Central High School who has recently resigned uh in the fall of 2023 when they won the state championship zero students lived in the central attendance area all came from the south so those are things that that the task force looked at as well and are trying to balance I'm not sure if I answered totally your question

190Mr cin no but we're getting there um so but the point I'm trying to make is an AP class is offered at Central the same AP class is offered at Red River correct but from time to and there's other examples but from time to time they can't be hosted in the Central School building because there's not enough participants correct and and participation in such things Athletics AP there's numerous examples I would propose are largely proportional and related to all the diversity index that Mr Schwarz has presented to us uh and i' I've asked this question of of several people whose lives that are involved with statistical analysis of data uh and they've all said yes participation in those activities is highly highly related to socioeconomic status of a family and I'm only bringing this up

191to justify to a degree maybe to a large degree depending on how we each observe it why those diversity index conditions were important and remain important in this discussion cuz one set of data it does lead to positive outcomes in participation and I wouldn't respond to that because I wasn't part of the demographic task force but I would defer to if Mr baky if you were part of the conversation or certainly Mr Schwarz I think there's going to be a lot of questions that are answered at some future meeting that's the first statement I think what has to be clear is to what Amber was saying what what are the problems that we feel at this time need to be addressed right this has been a journey and everybody's learned something along the way so

192what I'm going to challenge our team to give to Dr Brer are some leading questions for you as board members to answer and they're going to be specific to the grade bands high school middle school and Elementary because here's the natural tendency if you look at where what was presented to you from the committee as they took the parameters that you gave them right you the board gave them and they came back with something and so they're many of them feel that it's not been honored why is it not been honored it's it's the natural tendency that when we get to making the decision and you as the decision makers you're hearing more and more and there's always another reason to not do something and so what have you started to see here was the

193the dial we turned it here's how we were solving it and then as each two weeks goes back we keep moving it back and then you look up at the map and you're like we're not changing anything so hey this Middle School we can't come down by Century okay well why why would we be coming down by um century rather than coming down by straighter Middle School well look at the map where's South Middle School the more that we take from straighter we got to find something else to give to them right so where do you take them um at some point you're right next to South right so there's not one variable is going to solve this complexity what you all and where I'm going to try to have some leading questions that will

194help us drive into knowing is like at the high school is parking an issue um I can't speak to the number of spaces other than I can tell you when I stay at that hotel I never have an issue finding a space but I'm also maybe not there at the time when people are parking right um or having different issues that are happening down there um I have more problems slipping on ice than I do anything else um but I want to give you specific questions so you can give some answers that when we come back that it's not as you all have said hey here's this issue or here's this item um we're not going to have everything in the bucket right and there's going to be some of these things that are more

195important than others but I want us to come back to what are we trying to solve at the high school what are we trying to solve at the middle school and what are we trying to solve at the elementary and and I think all of the information is there in concert with the data that we have been putting together what you could hear from the committee and for sure from from your admin team um and there's a lot of input that I can give you that even when you're talking to administrators I would be surprised if any one of your administrators said hey we want this program gone or hey there's these kids that live over here move them out of my building I guarantee you're not going to hear that right so they're going

196to do the same thing that you as board members are going to do they're going to try to preserve what they have because that's what they know and that's those kids are there and they love on those kids right the things we're talking about are how do we make things better for the student experience knowing that it's going to change it's going to be different and how comfortable are you as a board and how receptive is the community to what that change is that's all I got to say hopefully that'll help drive you to a good a good conversation anything else Miss Flynn I just want to comment on maybe like one piece of that that is maybe missing I am one person on this board but I hope that others would share the same

197sense intimate that if we gave a directive and this is what we asked because our highlevel conversations at the time were coming up with what these priorities are and the committee then tasked with the work through their conversation is thinking I don't know that what we can put together on paper is meeting the board's narratives I also want to give give permission to the district and for that committee to come back to us and say we think that your scope is too narrow we feel like we can't answer this question we feel like we can't accomplish this but here's what we can do I think sometimes there seems to be the board has issued a directive and that's xross the line that's it and I think if we have conversation about that as a board

198like if we're giving a committee a task I I and and we're saying we've entrusted the people and now they think we've usurped the well part of that is what is the latitude and have we do we have the relationship in trust where we are saying to them we trust you enough to do the work but also to tell us if our scope is too narrow or if we need to revisit something or if we need to add something I don't I don't know that we've really that's occurred I don't know what the this the internal stop Gap conversations are but I'm saying it here and now I would much rather appreciate not dedicating three meetings and wasting Clark's time and other people's time for them to try to fit a square peg in a

199round hole instead how do we make the round hole square and for them to come back and say this is what we are suggesting other comments questions okay a reminder this was another recommendation for discussion uh before we move on though any final thoughts from you rob before we no you are my most and best final thought just about a minute ago so again more work to be done we appreciate the time and any of the responses that I give um hopefully our seen um in a positive light of hey we're trying to get to this solution and and I think we're close we just got to do a few things to help hammer it through so we we're there to help you get there thank you 6A consent agenda I would seek a motion

200to approve the consent agenda in tonight's board packet been moved by Mr clev a second by Mr Paulino we'll take a roll call Vote Yes Larson yes Manley yes clevin yes Anderson yes Flynn yeso yes Lun yes Berger yes nine yes Zer no zero absent motion passes 6B Head Start second year of the five-year Grant approval Tracy Johnson and Matt baky all right I will have the opportunity to um in another board meeting just like last board meeting um introduce uh Miss Tracy Johnson uh director of Head Start um she's going to discuss with you today um the second year of the 5-year Baseline grant funding application and uh just the continuation of the grant um and answer any questions you may have um and again I just want to reiterate the administrative recommendation is

201to approve uh the 2526 Baseline second year of the 5-year Grant application budget and supporting documents in the amount of $3,133 277 thank you Mr Johnson it keeps going on it's on oh yeah where's Brandon to help me with that right uh thanks for having me um so I am here seeking approval for the second year of our five-year Grant not much has changed since last year our program goals have remained the same and we have the five years to um follow through and work on those I will talk about the gains that we have made with those um one change that we are making yep sorry start here I'll move to my PowerPoint there we go okay um The Head Start performance standards were updated last November so a couple changes were made to

202the federal performance standards and those are the changes we're making to our um enrollment recruitment selection um enrollment and eligibility recruitment selection enrollment and attendance policy there are many places in the country where housing costs are considerably high and So within the performance standards they are saying that we can figure in families um cost of living if it exceeds 30% of their income um in Grant Forks we've not had to um use that at this point but it's an option within the performance standards to do it and then also um they are giving extra points to Head Start employees again they have to income qualify um for the program as you know we're federally funded program for family Ames that fall within those poverty guidelines um however just with retention of Staff it is kind

203of a perk um to give them some extra points so we have made some nice progress um with our goals all of our staff have completed a class training the class tool is something that um are teachers use to strengthen the relationships in the classroom with um the students and the teaching staff we have staff um and assistant teachers on coaching plans we have monthly TLC's book studies professional development um that we're going through we are following the district's mtss intervention framework um with great success in tier two and tier three um one of the things that we really want to focus on is getting our families a medical home and at this point 95% of our families do have a medical home so that's huge um in year two of the fiveyear grant um

204we provide on-site examinations we have um Dental partners that come in and provide some dental um examinations to our students and then we're able to have families bring students into to their offices as well um just to kind of brag we are one of the only programs in North Dakota that has these strong Partnerships with with dentists to provide those um we have a great partnership again with Safe Kids and with the school district with the homeless lays on again we're talking about um some collaboration time and some professional development that we're using on those early outs um we have been accepted into the Head Start Wellness Institute which again is a big deal um there were hundreds of applicants Head Start applicants that applied for it and we were able to get it the

205wellness Institute again is focusing on the updated performance standard um about staff wellness and again staff retention we have implemented some Behavior plans with with children with that mtss framework and we've had staff report that they um are feeling supported and um safer at work with um aggressive behavior as of December we did have um 15 less staff illness days compared to previous years and we um are getting just great family involvement with our family engagement activities so those are some things that um we've done within the last first year um that has been working well towards those program goals we did complete self assessments through with every component um throughout this first half of the year and so the things that we um want to work on in the next years of this grant

206um again classroom space recruitment of qualified staff and I'm happy to say that as of right now we will be fully staffed next year um we have been down a classroom because we haven't been able to find a teacher um so excited to say that we'll be fully staffed next year um We are continuing to work with Encore and figure out some after school Child Care communication with families we're always trying to find um better ways to um have that open communication with families we have um a lot of ml students in our program and one of the things that Staff feel that they need is um some more training um on how to best work with um ml students and help them Reach their School Readiness goals um and with the parents as well

207we'd like to replace the playground fence at our main site and um families would like some more education um regarding nutrition so those are um the things that we've talked about through the self assessment that we want to continue to work on centers and Facilities just wanted to talk about that so um have the main site which is connected to Lake aacy we do have the intergenerational programming at Valley Senior Living and a classroom up Ben Franklin and as Mr baky said We are continuing to work on Space um for three other classrooms for next year and that is all I have unless you have some questions questions from board members Mr clevin the uh 780 $4,000 I thought I saw in there that's a program expense that we have to spend or is that

208contingent on award of the grant sure so because we're a Federal grant we have to have 20% of a non-federal share or we call it in-kind um that we get back from the community and our families other questions mind you my question has nothing to do with the the merits of the grant I'm just curious and I will I'm proud to say that last year we were almost $300,000 over um the in kind amount that we require were required of other questions Mr palino yeah on your three classrooms you're looking for does it have to be in a school could it be in a church in town are you do you pay rent to the school or do you get school free um I do not pay rent to the school because um we can

209be charged rent from our grantee but yes there's about a $22,000 cost to have um a classroom within the elementary school and then our main site classrooms um cost us about 120,000 as well other questions Miss fln C can I just also respond to uh board member Paul mso's question um so we are currently continuing to look at all options um I will say one of the re reasonings why we are at this predicament is because of the fact of the influx of students at centry Elementary School uh we had to take two classrooms offline at for Head Start at least uh to provide for additional classrooms at at Sentry Elementary School um additionally um Lewis and Clark is uh another one that we're currently looking at um right now we have a classroom at

210Head Start or at head start classroom at Lewis and Clark um and depending on enrollment numbers that come in at Lewis and Clark may or may not allow us to have a classroom there so we're looking at all contingency options right now um and so when I talk about the functional capacity of buildings or you hear me talk about that right now it's very real with Head Start because we don't have classrooms designated for next school year Miss Flynn I'm just curious is the is Head Start under the Department of Education no we're under the Department of Health and Human Services okay other questions on the phone Mr Larsson no no questions from me all right as you can see uh this this did receive unanimous approval uh from The Ground Forks policy Council it

211is now before us uh for our approval the administrative recommendation is to approve the 25 2026 Baseline second year of the 5-year Grant application budget and supporting documents in the amount of 3,133 277 ises there a motion y it's by Mr move to accept that recommendation and a second by Dr hodek any further discussion we'll take a roll call voteo yes Anderson yes L yes Lynn yes Larson yes Manley yes Clin yes hodak yes Burger yes nine yes Z no Z abson motion passes thank you thank you Mr chair point of order yes I have a child care issue so I need to leave um so I'm sorry I have to sneak out but no worries I'm sans's sans's a husband so thank you we move on to 6C a finance committee Report with considerations

212uh we'll move first to uh finance committee chair Mr palino and then perhaps Jonathan elwi will hear from you as well but you want to kick us off yeah I could just take the first part of it uh was mainly the uh Safety and Security enhancement at Trader middle school and we had heard the information we do have people here if you have any questions uh the maximum price was uh guaranteed maximum price was 1,1 14,870 and that was to upgrade their entrance and it's the entrance is moving it is not going to be off of 32nd Avenue South it'll be around the corner on the northeast corner of the building so I think if you have any questions on the cost or anything johathan can help with that all right before we do that

213any comments from other finance committee members about this point Dr L um Jonathan and his team and the construction team do such a wonderful job at the meetings it it just it makes perfect sense I I just commend them for their professionalism any other comments Jonathan did you want to weigh in on any points um no I just want to just point out that we continue to come in under budget um you know we we just got the bid book in for Kelly as well and those look favorable so we uh look forward to presenting those to the next finance committee great so as you can see the finance committee and administrative recommendation is to approve the GMP of 1,1 14,814 1928 for Safety and Security improvements at Sher Middle School seek that motion it's

214been moved by Mr palino is there a second a second by Dr Lun any further discussion Mr Larson before we move right past nothing from me I'll take a roll call vote LaRon yes Hino yes clevin yes Len yes Manley yes Anderson yes Kodak yes Flynn is absent Berger yes H yes Zer no one absent motion passes uh C2 consideration of career impact Academy remaining soft cost approval from the building fund uh we'll see we're g to WR right to Mr line thank you president burer uh I just kind of want to walk you through the discussions we had in finance committee uh really the ask is to uh allow us to spend these monies as listed on the memorandum from the building fund and I just want to uh remind everybody that these aren't

215increased costs uh and this is really just a uh because we changed on where we funded the building or funded the CIA from you know before we had it in a separate accounting bucket we moved the entire project into the building fund so now anytime we spend um money outside of the GMP we have to come to you as the board for permission uh just kind of outline this we've got Furniture uh technology and security which was a piece we pulled out of the GMP simply to save some money as well as match our existing systems CTE equipment which is everything that going to be the larger equipment in uh say the Aviation Space in the autos and Building Trades Labs anything that's um program specific and there is an an element of um payback

216on that from uh some federal programs I don't have the the numbers in front of me that's more on Mr Ripley's side but there is uh there are there is an element of refund on that uh custodial equipment is $100,000 that may seem like a lot but I will say uh about $770,000 of that is TI TI up in the actual equipment we've got floor scrubbers we've got carpet machines vacuums um those kinds of things are expensive so uh just to reiterate this isn't an increase this is just us asking for these uh specific numbers so we can move quickly because uh substantial completion is at the end of April that's very exciting because what one of our big projects is starting to wrap up so we want to be able to make sure that

217we can move in a way that allows us to be ready and open in the fall for students um so the administrative recommendation is to approve uh$ 1,95 th000 for remaining soft costs associated with the career impact academy uh I'll stand for any questions any questions for Mr elwi yes Mr cevin and these are capped amounts so if the bids are lower right there's a possibility that these numbers will be less but not higher correct yeah for example Furniture I don't expect to be 650 or 750 we got uh bids in we're working on finalization but I expect it to be quite a bit lower than that and then on the technology and security is it best to come out the building fund or could it be the same money we're doing the security and

218safety upgrades um that that's a possibility uh we hadn't we hadn't made that determination um but at this point the ask is just to take it out of the building fund and that was the ask we brought to the finance committee so I don't feel comfortable amending it at this time thank you any other questions from Mr elwi Mr Larson do you have anything nothing from me thanks as Mr alwi said the administr recommendation is to approve this but also it came out of finance committee uh with a recommendation to approve up to 1, 95,000 for the remaining soft costs associated with the career impact Academy do I have moved to accept the recommendation it's been moved by Mr cevin and a second by Mr Anderson any further discussion take a roll call Vote clevin

219Yes Manley yes hodak yes Anderson yes Flynn is absent Larson yes Len yes thomasino yes Berger yes eight yes zero no one absent motion passes I think you're done for now Mr elne but there may be one one more later uh we'll move on to 6D policy review Dr Lun would you like to kick this off thank you just just as a a reminder the policies are always reviewed by the Cadre of Attorneys at noro School Board Association by the executive cabinet of our Administration and by the policy Review Committee and we lost a third of our policy review to daycare so we're down to the two of us here so um uh the first one is is the uh policy dke EA that we completed the first reading uh in November um but there

220were some questions about some things so it was brought back and the executive cabinet looked at it and realized that this really is an administrative function and not a board function so they recommended that uh that the first reading be resented and that this become an administrative Duty and not uh not um a board Duty and the committee was in agreement with that so I'll go ahead yeah I was just just going to ask to clarify um these five uh bold headers in the memo uh would it be your preference Dr Lan to take this resend as its own motion and then completing the second reading of those two as one is that the intent that was that was my intent I think we can't just do the whole page or once because it's too

221too different yeah so uh for for purposes of this discussion any any clarifying questions from board members related to resending policy DK EA I would move we resend it's been moved by Dr L is there a second second by Mr clevin any further discussion Mr Larson I just uh just in in trying to keep you in the loop um do you as you look at these bold headers um do you have any clarifying questions about um any one of these five would you like me to to call on you each time I certainly can uh no questions for me on any of the five thanks Dave okay uh any other questions from board members we'll take a roll call vote Manley yes L yes Lon yes Pino yes hodak yes clevin yes Flynn is absent

222Anderson yes Berger yes H yes Z no one absent motion passes uh this next section completing the second reading and Adoption of these following two policies as amended FF and abdb Dr Len yeah these two policies have been amended slightly from the first reading so that's why I think they should be separated FF the student conduct and discipline the only change is on number three where it said be identical in contact for all school districts we added accept Alternative High School programs as Allowed by state law and and I would move that we well I I'll I'll I'll do the second one too the the second one is policy abdb which is the generative artificial intelligence in education the only change from the the approval of the first reading is on the second page where

223uh and I think Dr hodek was the one that was questioning this was it it did say the district also encourages also encourages staff to explore generative AI to discover lesson plans ideas create templates or assessments and to generate General generate ideas for the personalization in student learning um it was felt that that is just too nebulous so they the uh they we elected to eliminate that and just says the staff shall use generative uh AI Tools in accordance with applicable laws regulations and board policies so I would move that we approve the second reading of both of these policies as amended so there's a motion on the floor to uh to approve these two with with the Amendments that being FF and abdb is there a second call second a second by Dr hodek

224any discussion take a roll call vote Anderson yes hodak yes Flynn is absent Manley yes L yes Pino Larson yes clevin yes Berger yes H yes Zer no one absent motion passes uh your third heading uh to complete one reading of ba- br1 and AAC dbr2 Dr L thank you um the first one uh br1 the board uh ethics regulation uh really this was changed uh by the North Coast School Board station adding clarifying languages and then several non-re substantive uh changes and uh we had initially adopted this policy in 2020 and the policy Review Committee agreed with the changes that were outlined for that the second one was the uh tit line sexual harassment grievance procedure um and our legal council advised increasing the number of days on page six uh uh used to

225say that must be completed within 20 school days uh that our Council recommended 30 business days and then on the next one under the formal resolution procedure our Council recommended increase in from 40 uh business days to 60 business days which CU she just said that that's not enough time frame to work through some of those so policy uh committee agreed with those recommendations and I would move that we approve both of those BRS as changed uh so again there's a motion on the floor to complete one reading of ba- br1 and AAC dbr2 as amended is there a second a second by Mr Anderson any discussion just a comment on the ethics thing uh I know this group all knows that's the bare minimum standard of conduct and by just our Norms of our

226meetings we know we're going to be better than that so any other discussion we'll take a roll call vote Lyn is absent clevin yes Anderson yes hodak yes pomino yes L yes Manley yes Larson yes Berger yes H yes Zer no one absent motion passes section four resending the following two policies policy 4105 and hdb Dr Len thank you uh policy 4105 is really administrative work and uh uh not board work at all and so we were in agreement with we sending that and the PO policy hdb the revenues from school owned properties is redundant as it's in other policies and unnecessary so uh I would move that we resend both of those policies there's a motion to resend those two policies outlined 4105 and hdb is there a second second by Mr Manley any

227discussion we'll take a roll call vote Anderson yes L is absent hodak yes clevin yes LaRon yes Len yes Manley yes pomino yes Berger yes H yes Zer no one absent motion passes Fifth and final section of this memo to complete the first reading of the following policies as amended Abad dfaa d k a f g DB k a CA k a CB k a d a Dr L sounds like a song so uh I think we probably could approve these all at at one time although I'll talk a little differently about them the the the first four virtual school teacher valuation reduction en force and student handbooks all had substantive edits uh by the North Coast Schoolboard Association attorneys due to changes in state law um uh policy the patron complaints and the complaints

228about Personnel also had some substantive edits and also non-substantive Ed edits for clarity from the North Coast School Board Association and then the last one weapon prohibition um they the school School Board Association added a a footnote reference to relevant state law uh for more information and corrected a legal reference that was that under the definition of school property so I would recommend that we approve all of these for their first reading and then they'll come back for their second reading next meeting uh so I heard a recommendation but not a motion so well it was a motion I said recommendation but I meant motion all right so there's a motion on the floor to complete the first reading of those seven policies and second by Dr hodek any discussion we'll take a roll call

229vote Pino yes Manley yes Lun yes Larson yes clevin yes Kodak yes Flynn absent Anderson yes Berger yes H yes zero no one absent motion passes I want to thank the board for for allowing the policy Review Committee to to do this work we can take an hour and a half of work and narrow it down into a smaller time frame so thank you yes thank you thank you uh we're on to 6E consideration of petition and recognation recognition of gfea as representative Organization for negotiating unit Dr brener thank you president berer I'm just going to for this first one I'm going to go through the entire memo but when we get to the principes and directors I'm just going to highlight the the date ch uh just to save us some time so on

230February 10th 2025 the board acted to accept a petition for recognition of appropriate negotiating unit as submitted by the gr Forks Education Association otherwise known as GFA on February 27th 2025 in accordance with North Dakota Century code uh the gr Forks Education Association filed the attached P petition asserting that the organization represented a majority of the certified staff in its negotiating unit with the board's secretary petition reports there are 620 signatures thanks to president Olson and his leadership team for collecting those which is 73.4% of the certified staff in accordance with uh another North Dakota Century code and board action on March 4th 2025 the attached notice of the board's intent to consider the petition was posted in each school on March 5th 2025 under an additional North Dakota Century code if any organization had

231an interest in representing a group of Administrators uh and wish to contest the claim of representation made the petition the contesting organization had to file within the gr Fork School Board a petition containing a written statement of the contest uh together with substantiating evidence within 10 days of the date of which the board posted the notice of intent to consider the original petition no contesting petition has been received um next and no sooner than 10 nor later than 20 days after posting the notice of intent to consider the petition the board shall investigate the petition determine the question of representation and post notice of its determination in each School wherein the members of the negotiating unit are employed um and finally if the petition is not contested the board shall recognize the petitioner as the

232representative organization of the negotiating unit unless the board rejects the petition for recognition of the negotiating unit under section 15.11 16-10 or the board finds in good faith that there is reasonable doubt the representation exists in light of no contest the administ of recommendation is that the school board approved the petition and recognize the grant Forks Education Association as the representative Organization for the appropriate negotiating unit per North Cota Century code 15.11 16-11 parenthetically 1f questions for Dr brener Mr Larsson do you have anything no questions I would seek a motion to approve the petition and recognize the gfea as the representative ative Organization for the appropriate negotiating unit so moveed it's been moved by Mr cevin is there a second second by Mr Manley any further discussion we'll take a roll call vote Manley

233yes Anderson yes Kodak yes clevin yes Larson yes pomino yes Flynn is absent Lun yes Berger yes H yes zero no one absent motion passes 6f consideration of petition of gr Forks principal Association as appropriate negotiating unit Dr Brent thank you on February 10th 2025 the board acted to accept petition for recognition of appropriate negotiating unit as submitted by the gr Forks principal Association otherwise known as gfpa uh the only difference between uh this document and the previous one is on February 28th 2025 uh we received the uh petition with a signature so moving all the way down to the final paragraph in light of no contest because nobody contested it the administrative recommendation is at the school board approved the petition and recognize the gr Forks principles Association as the representative Organization for the

234appropriate negotiating unit as per you know the North Dakota Century code that's listed there appr this has been moved by Dr lond is there a second second second by Mr Anderson any discussion Mr Larson move to approve we'll take a roll call Vote Yes pomino Yes Flynn is absent Anderson yes clevin yes Manley yes Larson yes hodak yes Berger yes H yes zero no one absent motion passes we have 6G consideration of petition and recognition of gr Fork's director's Association as representative Organization for negotiating unit Dr brener thank you again on February 10th 2025 the board acted to accept the petition for recognition of appropriate negotiating unit as submitted by the gr Forks Directors Association otherwise known as gfda on February 28th 20125 um they did submit um that in with their signatures so moving

235all the way down to the final paragraph in light of no contest the administrative recommendation is that the school board approve the petition and recognize the gr Forks Direct Association as the as the representative Organization for the appropriate negotiating group as per North Dakota Century code questions for Dr brener seek a motion to approve the petition and recognize the gfda as the representative organization it's been moved by Mr Anderson second by Mr palino any discussion Mr Larson none we'll take a roll call vote H yes Clem yes Manley yes Larson yes Flynn is absent Len yes Anderson yeso yes Burger yes H yes Z no one absent motion passes 6h consideration of Transportation routing software and student ridership tracking proposals Mr elwi thank you president burer um as we've got gone through and we've discussed

236the Safety and Security of our district uh one thing that continually came up was we don't have a good way to track what students are on buses we don't have a complete way of streamlining communication with parents and we don't um have a way for the bus drivers to see our students getting on on the bus the right bus are they getting on the right stop are they getting off the right stop so through these conversations we uh worked with stakeholders at the building level we worked with Administration we worked with the district at at the district level and we came up with list of priorities uh of and things we wanted to see in a software solution um through that we uh talked to four different um four different vendors and quickly found out

237we were going to be above that threshold where we need to go out for bids so uh Mr bombach worked and he put out a request for proposals to uh for these for these software applications um as you can see in the board document um he outlines that we wanted routing capabilities RFID uh to improve parental communication anticipate buff Bus arrival and to uh automatic and have automatic and immediate awareness if a student is on the wrong bus um so through this process we got six I believe six um companies submitted packets uh and we went through with myself and I have um a few of our other experts here today that were on the committee and and Brandon uh as well as some members from Valley bus to make sure that they would work

238with their systems and we uh we we created a rubric and scored them and came up with having Tyler technology as the most responsible bidder now they weren't the lowest bidder but there were some other considerations one of them being uh Tyler technology has unprecedented language capabilities they can do almost any language we ask them to do whereas the most any other had was three um and another piece is I'm not quite sure how it works maybe um M Rodriguez can explain it better but uh this will also uh replace another piece of software that we use use within um within her department so um in addition to that we uh worked with CI Solutions uh to provide an RFID badge which will be a student ID for all students in the district um so

239that will allow students to have that student ID they'll badge in badge out on the uh on the bus but we don't see it as just just for students that ride the bus we see this is a more holistic thing and this is something uh that will touch every single family and even with the busing touch a lot of families with this uh this specific move uh there may be other capabilities in the future but at this point we're only looking for it for a a uh uh pictoral representation on an ID and be a essentially a bus pass um so between those two um the administrative recommendation is to select Tyler techn ology is a vendor of choice as well as uh CI solutions for the uh for the badges and to pay for

240both of these out of fund 41 uh and just a reminder fund 41 is our referendum fund which uh we would see this as connected to the Safety and Security referendum um you know I'd stand for any questions I'll answer those I can but I'll call on the others um if I can't any questions for Mr elnd Dr Len ju just a quick one are some of those applications potentially getting into sporting events or even using it for like lunch money or things like that down down the road the badges U possibly you know we we had we had high level discussions but that was really more outside of my purview you know mine was really more directly related to transportation and just for the record and for those viewing online we have a couple

241members of the committee nodding in the background I don't know if either or any one of you want to come up and at least we have the ability to see you but there are plenty who are watching or may watch so could I convince you to come up together and perhaps just speak briefly to that as well as anything else that may come up thank you yeah I'll step aside and let the experts answer oh not experts um I'm Hana Rose Rodriguez for those that don't know I'm our it application specialist as of about November um and then we were working together with Ally um the application we had talked about earlier that was saving some money is our current um on online your area search that we use right now um if we go

242through Tyler technology and this program we'll be able to utilize that together um Brandon thought that would save us about $15,000 a year to move from the current Frontline program to do into Tyler technology and then what was the other question yes down the road we've talked about those ID cards doing other things it is fully capable for all the entities that we have right now lunch Library all the way down to checking in and out at the high schools if we went that far um with attendance um obviously the the busting capability if you're forgetting anything else that's it yeah we talked about potentially even like this would be years years down but even um activity events like my school bucks will link right away it's your lunch money but the student ID cards

243that we have those activity passes that are paper and we lose them all the time and we have to repay for them we wouldn't have to do that so and we do have a plan in place to to recoup some of that money for lost cards replace cards stuff like that so off some of that if we need to yeah thank you if you would just stay right up there there might be another question or two I it's just helpful I think for the public who might check in and be curious I don't know how many have stuck with us for three and a half hours but some people may just scroll right to this conversation so it's helpful to have you any other questions from board members Mr Larson for the last and final

244time nothing for me I like this this is good thanks uh I just have a couple of comments this checks all of the boxes for me I looked at the scoring Matrix and so glad that you put this in the board P packet also so glad that we're yes watching dollars is important but this company you look at every single category and they were the top or tied for the top and just hitting all of those aspects ready to go by this fall it's absolutely an extension of Safety and Security these buses are a rolling campus and we have to protect these kiddos uh so this is um this is just a win all the way around round um and that's the last thing I have I would seek a motion to approve let me

245make sure I get the wording correct I got to find the right page I would seek the administrative recommendation is to select Tyler technology as the vendor of choice to provide software used in routing and tracking student ridership on school buses as well as to pay for this uh the quote in your packet and the CI solution student ID quote out of fund 41 it's been moved by Dr Mr hodek is there a second second by Mr palino any further discussion we'll take a roll call vote Flynn is absent Kodak yes Anderson yes Manley yes Lun yes clevin yep pomino yes Larson yes Berger yes eight yes zero no one absent motion passes thank you thank you all on to 7A announcements it's late it's late Dr Len says so I'll be brief it is

246board member Mr larsson's birthday today so happy birthday and thank you for spending most of it with us uh any board requests for future consideration yes Dr L just one quick one I'm wondering why uh a lowly School Board uh has to record every single vote that they ever make but a high legislature can vote secretly and not and not announce how they voted on certain things it's it's I find it embarrassing and ridiculous I'm just curious how that can happen thank you thank you Mr cevin I think well no I I'll I'll refrain my private thoughts to my own private mind any other board requests for future consideration 7c Schoolboard meeting Norms Dr hodak how did we do I think we did very well except theond time we did as well as we could

247I I think what you might be referring to is the stated rough idea of the timeline for conversation we didn't start late necessarily okay just to clarify yeah I wasn't talking about starting I was clarifying that we needed the time and I can't imagine who's putting those times on here and how difficult that must be if you're throwing up the coin and saying okay it's an hour it's but good I think we did great thank you we are adjourned