00:00:07,970	And of the Bismarck School Board, it’s 5:15 on Monday, October 13th. I called this meeting to order. Welcome to those of you who are joining us both here and also online. You can find our agenda and follow along online under the school board tab at Bismarckschools.org. Uh, first item of business, roll call, Dr Cher.

00:00:30,500	Mister Hager, here, Mister Eastgate, here, Mr. Lee, here, Mrs. Peterson, here, Miss Preskey here. Dr Faussaut, would you lead us in the pledge? My pleasure. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God indivisible with liberty and justice for all. cheerleader Oh, that’s good though.

00:01:02,500	You have good posture Never seen that I 1 C BPS, Mission vision and values, the BPS mission is to empower every learner to thrive. The BPS vision states together our strong relationships build inclusive, collaborative, and innovative environments that create agency, inspire a passion for learning. Excellent discovery.

00:01:32,900	BPS values are inclusion, excellence, innovation, and leadership You’ll also find a link in the agenda to the BPS strategic Plan. Item 2 is to adopt the agenda. What are the wishes of the board? I’ll move to adopt the agenda. Second. we have a motion to second any discussion? Seeing none, Dr Sher. Eastgateate? Yes. Lee. Yes.

00:01:53,230	Peterson, Presky, Hager, yes, that brings us to item 3. Focus on success. Dr Fossna, do you want to do introductions? I will. I’ll do introductions, but, uh, first of all, good afternoon board members. Nice to see you.

00:02:09,970	Uh, tonight we have Lauren Oster as a city planner for the city of Bismarck’s Community Development Department here with us tonight to talk about their city’s arts and culture plan, as I was in the instructions today. She’s gonna, um present the plan and provide information, provide a time for you to ask questions and then if you could, um, she’s seeking your feedback, the district’s feedback on the plan.

00:02:29,070	So if you have input thoughts. what you’d like to share, please email that to me before Friday because I’m gonna compile that into one response for BPS and then send it to Miss Oster. So welcome. Uh, good evening, uh, President and other board members.

00:02:52,100	I appreciate you having me here tonight, um, as Dr Fassnak, uh, provided, I’m here to provide a brief overview of the City of Bismarck Arts and Culture master plan, and we’ll be asking for final input from this board.

00:03:09,070	Um, the Arts and Culture master plan, uh, aims to develop a community-driven, uh, vision for the role that arts and culture plays in the community to achieve this initiative, the City of Bismarck P partner ed with Dakota West Arts Council, Bismarck Parks and Recreation District in Bismarck Public Schools. Um, we contracted with designing local and nationally recognized firms specializing in arts and culture planning, um, to help with the community engagement as well as the plans, uh, creation.

00:03:28,800	um uh, there are 5 chapters to the plan, um, and can I get the next slide, please. Thank you. Um, so the first, um, chapter just uh provides an overview of the plan.

00:03:50,730	And so just a little bit of background in 2022, the city of Bismarck was awarded an our Town grant from the National Endowment for the arts, um, to create an arts and culture plan for Bismarck. Um, the effort to create this plan stemmed from several factors, including the city’s 2019 strategic plan, um, which included a, an objective to create a vibrant local arts community.

00:04:13,630	Um, additional series of community arts conversations among artists, performers, cultural bearers and arts administrators in 2022, as well as the creation of Bismarck’s 20 or 2045 Comprehensive plan in 2022. Um, the chapter just describes what an arts and culture plan is, what it should do for a community. and identifies key project partners, um, which include Bismarck Public Schools. Can I get the next slide, please.

00:04:38,900	Thank you. So the next, um, chapter of the plan, uh, had multiple opportunities identified here that include, um, different engagement aspects that were part of this plan. Um, so there were 23 1 on one stakeholder interviews with representatives from the Arts and Culture Organizations in the community.

00:05:06,470	Um, and those also included members from Bismarck Public Schools for those, and there were 6 small focus group conversations, including one specifically with arts educators. uh, non, uh, scientific online survey, um, just to gather the community’s arts and culture. arts and culture related preferences. And then a public workshop with members of the community.

00:05:33,170	Uh, can, thank you So from those, uh, different engagement opportunities, several occurring, uh, reoccurring themes emerged from that. Um, so there’s 4 on the left here opportunities for the arts and culture barriers to experiencing the arts cultural programming opportunities and desires for or for planned outcomes.

00:05:57,900	Um, these were then compiled into a series of values that could be used to guide the development of the plan recommendations. Uh, those values are included on the right there, so send in place an identity, community building and connection, personal expression and creativity and educational enrichment and development. Can I get the next slide, please? Thank you.

00:06:24,430	So, uh, typically with plans like this, um, it helps to, uh, have a way to gauge the relative success of the efforts that you are implementing. Um, so part of that was including a comparison with a peer cities to Bismarck. Um, this is just a quick graph from the plan, but that chapter goes more in depth than that.

00:06:46,430	Can I get the next slide? Um, so the fourth chapter provides an introduction to various ways the arts can present themselves for the community. It highlights multiple examples under four main areas. So the visual arts, public arts, uh, performing arts and literary arts, and they provide multiple examples within that. Can I get the next slide, please? So this is the main component of the plan.

00:07:06,800	This is where you’re going to see the recommendations, um, it provides multiple strategies to implement the overarching plan recommendations. Um, it’s laid out in a now soon next framework, um, uh, providing uh different flexible strategy or strategic timelines, um, it prioritizes projects and foundational elements, um, so that future investments can best lever age uh the momentum and

00:07:37,070	increased capacity uh built through the prior phases of the plan. Uh, it also includes different funding opportunities as well as arts activation and discovery opportunities that relate to certain strategies identified in that area. Um, can I get the next slide? Thank you.

00:07:57,330	So how could this plan relate to and support Bismarck Public Schools. um I have a couple strategies on here, um, and those ones are more related to how arts education and programming uh is called out specifically in the plan.

00:08:25,700	Um and through those various strategies that are called out here um it could, uh support uh specific uh drivers of excellence that are called out within your strategic plan. Um, for example, strategy 2.6, which is related to an artist in residency program could support nurturing well-rounded individuals through inclusion and extracurricular opportunities, which is part of the personal excellence driver of your strategic plant.

00:08:51,170	Um I just want to note that the strategies called out here highlight the potential collaboration opportunities. However, there are no way. foreseen or, or pushing Bismarck Public schools to do anything. It’s just an opportunity for collaboration between our two organizations. Um, at this time, I’ll ask for any questions that you may have. Board members, questions, comments. Mister Regate Yeah, thanks for the presentation.

00:09:20,000	Um, looking at, like, for instance, the action plan, I guess the question that would maybe pertain most to BPS, um, underneath the action plan Ars activation, the discovery opportunities are there, are there a lot of opportunities for maybe BPS students to be involved in some of the different art projects that might be going on and what would those look like?

00:09:35,000	I think, uh, with those arts activations that you’re, you’re referring to in the the back of the plan, um, and specifically, I believe 2.1B for that strategy, um, where it would more likely relate to Bismarck public schools, there would be an opportunity for collaboration. Um, you know, if Bismarck Public Schools is doing their own activities.

00:09:57,430	There could be an opportunity for other, um, nonprofits or other uh organizations within the community to collaborate with Bismarck Public Schools. Um, the point of having those called out and uh identifying those uh potential project partners for that is not only for the city of Bismarck to implement those activities, but other

00:10:21,370	organizations and to make it easier for, say, Bismarck public schools if they’re doing something to already have an idea of where they can look for those connections. OK, awesome. Well, thank you very much.

00:10:35,370	Yeah, the art and culture, you know, obviously, the more we can get that in the community, the more vibrant it makes Bismarck and Bismarck man end. So I appreciate you guys’ work with this and uh the work of the artists that’ll be doing it as well. Thank you. Mr. Lee, uh, thank you, President Hager. Um, yeah, thanks for this report. It’s great.

00:10:49,170	There’s a, there’s a lot to digest, right? Just wondering if you could um and maybe this isn’t fair, but could you, could you maybe speak to the impact, like in a rapid city, um, it says the arts impact is 204 million where it’s 58.1 million in Bismarck.

00:11:06,800	um what separates them from us? What are they doing that we’re not doing or I, I assume we’re trying to get to catch up to that level. Is that correct? Uh, thank you for that, uh, board member Lee. Uh, so you are correct, they are doing some uh things that we aren’t.

00:11:22,900	I believe they do currently have an arts and culture plan in place. It does help. Um, a lot more with that connection and collaboration opportunity for the organizations within their community. Um I believe they’re also more active. I, I wanna say on, on the nonpublic sector as well, um, or at least they’re more openly active.

00:11:48,100	uh, in that sense, uh, beyond that, I, I can’t say more than that, but hopefully with this plan here, um, we’ll be able to start jump driving that forward. So I would assume that impact is the economic impact on the city as a whole, right? The money it brings in the events, that type of thing. That is correct, yes. That’s awesome. Yeah, thank you so much.

00:12:08,170	M. Peterson Yeah, thank, thank you, President Hager, and then board member LedaBuildoff, the question that you just asked. Um, are you also presenting at any of the other political subgroups and, and what will that, are you looking for that same type of feedback kind of from various entities.

00:12:23,800	Uh, thank you for that question, board member Peterson. Uh, yes, uh, so tomorrow we are, I will be presenting to the City Commission on this. Um, we will be looking for adoption at the end of the month, not at tomorrow’s meeting.

00:12:41,900	Um, and then we are present ing on Thursday as well to uh the Park board. Um they are another key, uh, member, uh, Dakota West Arts Council has been heavily involved with this. I believe there’ll be speaking a little bit tomorrow night as well at City Commission. And then just one other follow up.

00:13:01,630	What if, if we’re going to provide feedback and and things like that, um, and you know, to Dr Fossnot, what are, what are the things that you’re looking for the most in terms of us like kind of looking through it looking for collaboration, partnership, at its, what are you, what do you want us to kind of like gear towards as we

00:13:17,600	as we look through it and um and, and really think through. Obviously, we have, we have some participants on the steering committee, um, that I see from school representation, so I appreciate that but from a board perspective, what would you like to see from our feedback?

00:13:32,530	Thank you again for that. Um, so what we would be looking for overarching is, is there any way, uh, or if it’s currently in here, um, that this in some way could support your organization.

00:13:56,600	If it’s not currently doing that, and, and if there’s an opportunity for us to adjust it to better support you in your endeavors, um, that would be a great comment to to include in there, um, as well as if you notice any other potential partnering opportunities that aren’t specifically called out right now. That would be another opportunity for a comment there. Thank you. Board members.

00:14:24,800	Any other questions? OK, see none Thank you. Thank you very much. I appreciate you taking the time to come and present today. Thank you very much. Brings us to item 4 on the agenda, which is public comment Uh, the board recognizes the central role parents play in the education of their children and supports active parent

00:14:44,630	involvement in the education process. The board’s practice of public comment reflects and aligns with policy BCBA. and the spirit of its intent For classroom issues, it’s best to follow the chain of command. Teacher, principal, assistant, superintendent, superintendent. For district issues, please reach out to Dr F Fassnut.

00:15:05,630	If you do speak tonight, we simply ask that you be responsible, be helpful, and be respectful. Our BPS students deserve to have adults model the expectations that we have for them. Groups are urged to select one spokesperson, individuals will be limited no more than 4 minutes and will be notified with 30 seconds remaining to conclude their remarks.

00:15:24,370	The board will not debate issues as presented or take such matters under advisement. With that, please stand and approach the podium if you would like to speak tonight. OK, seeing, uh, nobody public comment is closed Um, down to item 5. monitoring district operations, OE7 asset protection. Dr Sheer Thank you, President Hager, members of the board. Tonight, uh, we report on OE 7.

00:16:02,070	this is one of those that we always talk about that we consider evergreen, right? Do this, make sure we got this. We don’t want to even think about it, right? So we can focus on the things that we should be, um, so that’s really what this is. Unfortunately, uh, 7.

00:16:18,630	4 indicator 2, we did have a, we had a couple issues, uh, this past year. So um, one of them, I feel like is, was a little bit out of our hand. It was the national PowerSchool data breach, um, that we just had to work through.

00:16:36,800	And the other one was um it was, um, internal error, human error on our part, um, and I will say that we have put uh correction, corrective action plans in place. Um, I would hope that it wouldn’t happen again.

00:16:57,070	Um, we’ve made lots of steps, and we are going to a new student information system, um, that’s gonna help drive maybe even some additional coverages that maybe we didn’t have before. Um, just overarching on OE 7. I’ll answer your questions that the board has, but essentially it’s, it’s kind of, we always balance our risk um for the district. Um, so this is a lot about the protections we have in place and all that.

00:17:14,100	So, um, we don’t have any recommended changes to the coverages we currently have in our district. So with that, I would answer any questions that the, the board may have related to OE7 asset protection. For members questions Mr. Regate, thanks, President Hager. No questions, Dr She necessarily, but, um, as taking over the operational excellence portfolio this year.

00:17:37,630	Just wanted to point out some of the things that were talked about from us and, and I certainly think we’re in compliance, but I, I think it’s just important to note for everybody that on some of the um the other work that goes on before we get to the school board meeting, right?

00:17:47,330	Is that the long-term facility plan that we have in place as well and that we all know we’ve had principals in here to discuss in the past and that although at 7.

00:17:59,800	5 talks about allowing facilities and equipment, you know, that we have sufficient maintenance I think we do have sufficient maintenance, um, that we have an, we’re a big district and we have ongoing needs that go on just like people do in their own homes and so just to kind of bring that up that although I, I believe we’re sufficient, I think we’re in compliance, so thanks, Dr Scherer for, for noting that.

00:18:12,430	I’m sure we have all the evidence we need for behind that, but at the same time, just, I want to continue to put that in front of our board to know that they, you know, at some point, we’re gonna have to do some more things to keep our buildings where we need to keep them, because it’s just an ongoing

00:18:24,800	deal and um when we talked about the budget earlier this year, Dr Faus not provided the the visual of the dollar, right, and how far we can stretch that dollar and so I just think that that’s one of those things just to be for the community to

00:18:34,730	continue to know about that we need to make sure that we’re at least discussing the fact that our, we need to make sure we’re keeping these facilities here so we can stay in the green, right? So we’re in compliance. So thank you, Dr Sheer. Thank you, Mr. Eastgate Great, thanks, Dr Cha Oh.

00:18:53,900	with that, oh, Mr. Lee, President Hager, I would, uh, with respect to 7 asset protection, I would move that we accept the report as fully compliant. And second, We have a motion and a second any further discussion? Seeing none, Dr Sheriff. Lee. Yes. Peterson? Yes. Pressy? Yes. Eastgateate? Yes. Hager? Yes. That brings us down to item B.

00:19:19,800	Uh GC4 Officer’s roles, so this will be, um, the public reading of GC4 officers’ roles. The officers of the board are those listed in this policy. Their duties are those assigned by this policy and others required by law. President. The president provides leadership to the board, ensures the faithful execution of the board’s processes.

00:19:51,530	exercises interpretive responsibility with integrity reflecting the spirit and intent of the board’s policies and normally serves as the board’s official spokesperson. The president has the following specific authority and duties one.

00:20:17,270	monitor board actions to ensure that they are consistent with the board’s own rules and policies and with other obligations imposed by agencies whose authority supersedes the board’s own authority. A conduct and monitor board meetings, deliberations to assure the board’s discussions and attention are focused on board issues as defined in board policy Assure the board meetings discussions are productive, efficient, and orderly C. Chair board meetings using the authority normally vested in the chair as described in Robert’s Rules of Order, newly revised.

00:20:43,370	Le timely board me meeting debriefings and periodic self-assessments to ensure continuous process improvements. 2 assure the compliance of the boards summative evaluation of the superintendent.

00:21:07,370	3 represent the board as its official sportsperson about issues decided by the board and other matters related to official board business for execute all documents authorized by the board except as otherwise provided by law. 5 On behalf of the board and in concert with the superintendent developed proposed board meeting agendas consistent with the board’s annual calendar. 6.

00:21:30,900	Make all interpretive decisions of the board policy in governance culture and the Board of Superintendent Relationship sections using reasonable judgment The president is not authorized to a make interpretive decisions about policies created by the board in the results and operations expectations, Policy areas Interpretation of these policies is a responsibility of the superintendent Ber exercise any authority as the individual to supervise or direct the superintendent. Cerve as a barrier between the superintendent and the board.

00:21:56,000	Vice President, the Vice President’s role shall serve as president in the event of the president’s absence or inability to perform the duties. This concludes the reading of GC 4, Officer’s Rolls. Mister Lee, President Hager, I would move that we retain GC 4 officers’ roles. Second.

00:22:23,100	we have a motion and a second any further discussion? Seeing on Dr Sher. Peterson, Pressy, Eastgateate? Yes. Lee Hager? Yes. I would also move that we are in compliance of GC4 officers’ roles. Second. we have motion to second, any discussion? Seeing none, Dr Scher Pressy, Eastgate, yes. Lee? Yes. Peterson, yes, Hager. Yes OK, moving on to item 6 matters reserved for board action.

00:23:06,970	R3 behaviors revision, uh, Dr Fassnt, you had a question you wanted to address. I, I will just add two before I hand this over. This is, uh, a, a policy and indicators that we talked about last year bringing forth some recommendations.

00:23:24,170	My apologies, it took us a little longer to get those in front of you, um, but we have them before you tonight, and because, uh, Mr. Barnhardt, this is a large cross section of his portfolio of work.

00:23:37,070	I’m going to let him present and he’s, uh, asked to present from his desk tonight, so we’re going to let the camera swivel around and catch him over there because he’s maybe running the slides and, and giving your, um, you the, the insights of why we’re recommending those changes, so. Mr. Bernard thank you, Dr Fasnot. Uh, good evening, President Hager and and board members, uh, tonight I would like to share considerations for our 3 personal development.

00:23:58,800	The first document you have linked is the R3 policy. If we can get that on the screen, please. You’ll see the two indicators, 3.1, manage his or her behavior appropriately and 3.2 resolve interpersonal conflict.

00:24:16,500	The next document that we have for you tonight to review and we’re all spend most of the time just discussing with the board and those at home is the red line indicators. I will share our rationale for the proposed changes you and our community will see and hear tonight.

00:24:35,700	In addition, the proposed changes were also vetted through the personal Excellence Committee overall the proposed changes before you intend to better align our reporting with our data collection practices systemwide, continuous growth and improvement are better tracked through ana ly z ing data around students who meet intended targets, the changes before you reframe indicators to better align with that practice. And so with our first edit or consideration is underneath the superintendent interpretation 3.

00:25:01,800	1, as you can see, we removed and and you and included the word including this change uh improves readability and makes it clear that respect across differences is not separate, but part of how we define respectful interactions. moving past our definitions down into the indicators, Superintendent indicators of compliance indicator 1, respect. this edit removes the fixed 85% goal instead refers to an identified target.

00:25:31,170	This provides flexibility to adjust targets over time if the board chooses without revising policy, the intent remains that a high percentage of students would demonstrate respect but the specific benchmark will be set in monitoring reports, and I’ll share that with you in the next attachment.

00:25:53,170	Go through with Indicator 2, the expectation remains at 100% of students refrain from bullying. No recommended changes at this time. Indicator 3. under major infractions, this change reframes the indicator to report students without major infractions. It emphasizes overall system health and aligns with our PBIS MTSSystems by highlighting the success of majority.

00:26:18,100	while still allowing us to monitor and support the smaller group who struggle, the language addresses the affirmative, and some examples of major infractions, alcohol, drugs, tobacco, physical aggression, bullying, harassment. Vandalism of weapons fall underneath that category. for those at home Underneath indicator 4. uh indicator 4 now reports the percentage of students without suspensions instead of those with suspensions.

00:26:42,800	This aligns with our affirmative framing approach and gives aboard a clearer sense of system health It shows how many students make healthy choices while also recommending to us, um, reminding us that avoiding OSS and ISS doesn’t capture all aspects of success. It specifically reflects discipline data.

00:27:06,630	This revision to the indicator now captures in and out of school suspensions together, and they are both considered disciplinary removals, and both are captured through our state reporting as well. In cater 5 then rolls up into indicator 4. and that indicator 5 is the out of school suspension. So those both roll up into indicator 4. And then the new indicator 5 restraint and seclusion.

00:27:31,800	a recommendation that is for uh the board to consider. The focus remains on tracking restraint, seclusion as own indicator, showing that nearly all students manage behavior without needing these interventions.

00:27:50,000	Uh, we wanted to make sure that we included our restraint seclusion data, although it is typically been around 1% of our overall incident data. Students who are supported by restraint and seclusion are afforded tier 3 supports, which includes individualized plans and strategies support each student. Uh, you will see with the next attached document and overall chart that has been added for your consideration to show percent of students with no incidents.

00:28:11,370	In addition, we have kept the same data data collection as we’ve had in years past with reporting. And then the final indicator a recommendation for expulsions to be removed since they are very rare and governed by law.

00:28:34,730	So they don’t provide meaningful reflection regarding the health or system progress Our recommendation for the board will be to focus on more actionable measures like Tier 3 supports and equity in Discipline. Moving on to the second indicator within the policy 3.2. Again, scrolling down underneath the definitions indicator 1, conflict management. This edit simplifies the language so that the indicator clearly tracks whether students resolve conflict without major infractions.

00:29:06,470	Uh, areas that are flagged that fall into the area of conflict with others, resulting in major infractions or assault, threats, bullying, and harassment to provide examples as you’ll see overall our students do a really good job in this area, and you’ll see that, um, in the upcoming, uh, monitoring report that I’ll show you here in just a moment. Indicator 2 under 3.

00:29:27,070	2, tier one behavior, this edit shortens the wording, but keeps the goal the same, tracking how many students are supported successfully at tier one. These results or outputs are a clear indicator of the work in OE 10, which is reported out in May. and those that report talks about the inputs to our system.

00:29:43,630	and then the final indicator 3 is a student survey. No edits were made here. The survey measure remains the same with the survey question of I interact with others in safe ways. And so moving into the red line. monitoring report just to walk the board and those at home that are listening what this potentially could look like.

00:30:07,070	the beginning of the report obviously looks the same moving into uh the data analysis overarching of, of what is happening within this report and then going to start here with 3.1.

00:30:36,530	and looking at again um, students will show continuous improvement or toward attained target, removing that 85% students meeting expectations in each grade level assessed on the progress report in the area of respect. and you’ll be able to see the rubric for respect for both elementary and middle school at the in the appendix at the end of this document as well, just for your reference. But as you can see we would have an overarching goal for K-5.

00:30:54,630	Recommendation would be the, the 85%, which I believe we’ve used in the past, as well as an overarching goal for middle school 6 through 8, but then you’d also be able to see the individual grade levels, um, as well. moving into Indicator 2.

00:31:17,100	Again there were no recommended changes for bullying, so we would report out as we have in the past. Indicator 3 cleaning up some of the language and again with the affirmative, students without major infractions. and as you scroll down into the graph, uh all three graphs, you’ll see that that second column would be eliminated. It’s redundant.

00:31:42,870	Each graphic is already has a heading elementary, middle school and high school. And again, just uh bring to your attention this this graphic and the percentages here are students without incidents and the target would be recommendation would be 85%.

00:32:05,230	And again, looking at our MTSS systems, when you think about capturing a good healthy systems. You’re looking at that 80 to 85, and so 85 is at the upper end of a tier one, very good solid ier one program. Indicator for the percentage of students without. and in school or out of school suspension, again rolling those into one.

00:32:30,370	is our recommendation and so you’d see the elementary here again, that second column is redundant. Pull that out, and then the target for elementary recommendation would be at 95%. and then you see the total number of students without. incidents moving it to the middle school Our target would be 90%.

00:32:59,600	E students without incidents and the feeling there was that there is a huge challenge when you have middle or elementary kids rolling up into the middle school. You have students that coming from schools of a little over 100, 200, 300, 400, and they come into these large middle schools of 1100 to 1200. The environment is absolutely different.

00:33:20,000	There are many different things for a middle school students to navigate as well as the number of teachers and expectations that each teacher has, um, at the middle school level too. um, moving down into high school, target, uh, very the same as elementary at 95%.

00:33:49,730	Again, students without incident and then continuing on to that indicator 5, which we had recommended to remove because that’ll all be captured into uh indicator 4 and then restraint seclusion with the new indicator 5. Again, we would keep the overall data that we’ve reported out in the past, the change or the recommended change would be the graphic at the top of that report where it would show the school year, again, the target, as we said.

00:34:12,170	about 1% of, of, of our total total incidents result in restraint and seclusion, so the total number of students you see within the district percent of students with no incidents and then a number with an incident involving restraint seclusion, and some of these are just plug numbers just to give you an idea of what that would look like. This, this hasn’t been updated yet, but.

00:34:30,330	and again the graphs that we’ve had in the past for restraint seclusion, so we kept that whole. and then down to uh indicator 7, which our recommendation would be to eliminate indicator 7 with the board’s approval of incidents of expulsion and then 3.2 indicator 1.

00:35:01,330	Again, the affirmative percentage of students without conflicts with others, resulting in major infractions and you’ll see the graphic down below of what that would potentially look like school year. target told students percent without incidents and that target. is at 95%. and that 95% would be solid across those at middle school, high school. um, as well Indicator 2 tier 1, level of behavior.

00:35:31,230	some edits there, uh, just to clean up some of the language, but then the reporting graphs would look very similar to what we’ve had and shared a top eliminate that second column, target 85%. Total number of students, percent of tier 1 students.

00:35:48,470	and you can see some of the data that we’ve had in the past that were far exceeding that target of 85%, which I had already mentioned when you look at the MTSS systems, 80 to 85% with a really well-oiled machine or healthy system should fall within that percentage to capture our tier 1 students, and we’re on the upper end of that at 85%, and

00:36:08,730	that would remain the same for middle school and high school. and then indicator 3 is the survey. I interact with others in safe ways. and overarching goal of grades 3 through 12 because their grade is the first year that they take that survey, and then you have your bands that would break that data out um as well.

00:36:28,900	And then in conclusion, the appendix is um, are listed here as well as far as our rubrics on respect. And in this, um packet here, we also have thele indicators to give you an idea of what that clean monitoring report would look like too if you’d like me to go through

00:36:53,270	that, but I think you get a point on the idea of what our recommendations are for the board. I’ll stand for any questions. Thank you, Mr. Bernhardt Board of members, any questions, comments, Miss Peterson, I just have one question. I know, um, first of all, thank you for all of the work on this.

00:37:10,530	I think the intent when we’ve looked at any of these monitoring reports, the, the hope was that we were still collecting data that um align to kind of the the intent and the spirit of the the policy and make sure that we see results and we see um longitudinal data, but that also that it would ease the um

00:37:31,900	reporting burden. on the, the side of the administration, and then I like the, the wording that kind of went into the affirmative. So my question to you, um, Mr.

00:37:45,330	Bernard is just like, do you feel like, I mean, with those recommendations, obviously it was a lot of work putting those those together. Did you feel like even when you, you know, this, this report will come out in November or whatever is it going to make it easier for you and your team to put this, and I don’t want to say easier as if, you know, but, but more intentional to put the data together? Do you feel

00:38:02,800	like it’s serving you well, or do you feel like there’s, you know, still additional reporting burden that you have No, I, I appreciate the, the question Board Member Peterson.

00:38:18,330	I, I think especially in out of school and in school suspensions, when you combine those because that’s a removal of the classroom no matter which way you slice it, and I think it would really help the board as well as our public to be able to see how much time kids are spending outside the classroom, whether it’s out of school suspension or in school suspension, so I think it’s clear for stakeholders by far,

00:38:33,270	and then just the conversations that Dr Johnson and Mrs. Nelson that I’ve had going back and aligning things in the affirmative practice that we use with MTSS and those benchmarks are our targets as 85%. I feel like that’s more aligned than what it has been in the past, yes. Thank you Thank you, Mr.

00:38:56,700	Bernhardt Seeing no other questions or comments, Mister Eastgate. Nak a present Hager, uh, with that, I would motion that we approve the revised Coherent governance results Policy R3 Personal development behavior, and the revised Supporting Indicators as presented for first reading. We have a motion in a second.

00:39:21,170	Any, any comment? Mister Lee No, OK Dr Sheriff, if you could call the roll, please Eastgate? Yes. Lee? Yes. Peterson. Yes. Presky? Yes. Hager? Yes. Uh, item B OE 4. It’s got a little ahead of myself.

00:39:46,000	This is where you get the, the, the question to, that’s a, that’s all right, uh, uh, Chair Hager, um, and I will say I do appreciate the work Mr. Barnhardt’s team’s done on this. They did a lot of work to get the last one ready.

00:40:00,270	So, um, e4 I know it’s up for 2nd reading, so that’s usually pretty quick, but I did want to take a moment to respond to board member Lee’s questions. He was asking about some of the, the evidence that we provided and for helping clarify the evidence for the board. Um, so I do want to just respond to your questions about the conflict of interest indicators, and be known that I agree with Mr.

00:40:16,900	Lee that providing the board the evidence to support that is really important for you, so you can quality check this new um indicator and this policy.

00:40:36,270	Um, I do think it’s very reasonable for us to provide a verification of how many um designated staff have been asked to fill out a um uh conflict of interest documentation. Um, so I think that’s something we should provide you as evidence when the report comes out again, what number or percent of those employees that completed that, that, um, conflict of interest documentation.

00:40:55,500	We had to mitigate and maybe even to the point of which ones identified their conflicts and and provide a list to the board. I think that should be um able to be seen by the board if you ask for it. I mean, we can provide that to you. Um, I would say probably not giving individual data at a board meeting, but I think behind the scenes that’s there. It’s a public record.

00:41:06,730	You can see it, um, but sharing with you in this record how many we had to navigate. I think it helps you understand to what degree we’re navigating or mitigating those conflicts.

00:41:24,800	Um, even the, even the number that we’re doing with that, um, and then what percent of staff have completed the training because the last indicator just talks about we’re gonna try to raise everybody’s level of awareness, so a conflict of interest is and how to navigate it, prevent it, get, um, and, uh, address it.

00:41:41,730	And so I think that’s reasonable to provide you with training like we do with other things inside of coherent governance, we provide you with the number or percentage of staff that had completed training. So I do think that’s very reasonable to your questions. They’re very good last time and helped us go back and refine some of our thinking about how we’re going to provide that evidence. So, um, just thought you should know that before you, you consider second reading.

00:41:57,170	Thank you, Dr Fossnut Um, so this is our second time considering these policy changes, any comments on them. seeing that I would entertain a motion, Miss Pearson, yeah, I would, um, move to approve the revised coherent governance Operational expectations Policy OE4 Personnel administration, and the revised Supporting indicators as presented for the second reading. 2.

00:42:27,600	we have a motion in a second and discussion. Seeing none, Dr Scher Lee Peterson, yes. Presky? Yes. Eastgateate? Yes. Hager Yes Item C. Board member school visits, and I know we have one Mister Lee I do have one, yes, thank you, President Hager.

00:42:59,100	Um, so I had the pleasure of visiting, uh, Lincoln Elementary, home of the lightning, uh, just always enjoy being out there. It’s, you know, it’s really our only school that kind of is surrounded by its own community.

00:43:12,170	I suppose you could make a case for neighborhoods around elementary schools or community as well, but this is an actual city that it’s in, and it’s uh, it just has a different feel, and I think you’d all agree you’ve all been out there.

00:43:30,630	Um, so, uh, up until this year, um, Lincoln was the largest elementary school in North Dakota and even now it remains one of the largest, uh, so the first thing you notice is this big beautiful addition and no more portables and um it’s just, it’s a great look. There’s a, uh, there’s there’s a little bit of space to grow there.

00:43:44,530	I’m not gonna say a lot, but um, I, I know it’s, uh, it’s been very helpful to administrators out there that they, they’ve got this extra space and it, uh, and it really, it really does, uh, just look amazing, um. I would guess that even though population-wise, it’s not the largest. I think the footprint’s got to be close. Uh, one of the largest in the states for an elementary.

00:44:03,900	Um, it’s an expansive building, but it doesn’t feel like that as you matriculate through the building with the wings and things that, uh, it just has a really, a really, really good feel. It was a well, well designed. So, um I met with uh Principal Missy Hurt and assistant principal Nicky Schaoff, and it was, uh, I did that intentionally.

00:44:21,330	I wanted to, uh, M Shooff to be there as well, and it was really great. Uh, I’ve, I’ve heard this before, but it was great to see firsthand how well those two specifically worked together and work together as a team.

00:44:38,470	Um, they complement each other extremely well, and they’re, uh, I can’t say emphasize this enough, their leadership and care for students and staff in that building are just are very evident. Um, it’s palpable when you’re in there. So, I had the pleasure, we stopped into Mrs. Weiss’s 3rd grade classroom. and what a treat that was.

00:44:57,730	Um, it’s just always fun to get in those, those classrooms with those kids. Uh, Miss Weiss is a former Chamber EDC Primary Teacher of the Year. Um, she had her students completely engaged in the lesson.

00:45:16,500	Uh, I, I think it’s by design that may they brought me in there, right? Um, but I’m, I’m happy they did because uh it was, it was incredible. The kids were focused, respectful, and clearly enjoying the learning. I was a great example of what effective teaching in a positive classroom culture look like. Uh, it’s really cool.

00:45:33,970	Um, we also talked about the new Bell Sche and bussing changes this year that, you know, gonna say it took up a lot of my hour, um, um, but they had some great insights and uh they felt while it took some adjustments, um, both administrators shared that the new schedule has made a big difference, E especially with shorter wait times for buses at the end of the day.

00:45:50,600	Um, it was good to hear that. Um, it’s not perfect for everyone, um, and they, they attest to that. But overall, the feedback from staff and families in Lincoln anyways has been overwhelmingly positive.

00:46:08,870	So, after what we went through at the beginning of the year, it’s really great to hear, um, it’s positive affirmations and things that are coming out of those pill times. Um, another highlight was hearing about, uh, Lincoln’s strong relationship with Lincoln PD. So I asked about SROs and things. I know it’s kind of changed out there over time. Um, um, they do not specifically have an SRO dedicated right now.

00:46:28,430	They’ve had a change uh at, at the PD uh their SRO left and they don’t have one filling that position yet, but they did say, um that as a school, they feel very supported and connected to local law enforcement.

00:46:47,100	um, safety and communication are clearly a shared priority between the two of them, um, and they, they couldn’t say enough good things about their relationship with Lincoln PD. Um, I think the power of an SRO, having an SRO is just that relationship building, right? Knowing the kids, knowing the families, that sort of thing. Smaller place like Lincoln, um, they probably already know a lot of the kids, a lot of families.

00:47:03,100	I mean, it’s kind of insulated out there. So, so it was, it was really good to talk through that. Um and finally, it was, it was inspiring. to hear how excited the staff are about the new elementary curriculum and their continued focus on improving instruction.

00:47:23,900	Um, the other cool thing about Lincoln is many of the teachers, the Per, uh, staff members, kitchen workers, custodians, uh, bus drivers even are also, they’re also parents of students, um, which I think is kind of unique there. I, I dared about the percentage is much higher out there than any of our other elementaries.

00:47:40,730	So, it creates a real sense of community pride and and investment. So that was, it was cool. It was just, it was a fantastic visit. And Lincoln is truly living up to its model, I should say Lincoln Elementary because this is uh uh Murts and Miss Schaoff’s motto, uh, 1% better every day. which I thought was pretty cool.

00:47:59,630	A big thank you to Mrs. Hurt and Mrs. Shaw for taking the time to visit and share all the great things happening at Lincoln Elementary. Thank you, Mr. Lee Great school visit Yeah, oh, sorry, Amanda. President Hager if I may. Yes, Mr.

00:48:15,500	I knew we, I didn’t report that I had a school visit, but I just wanted to touch on a couple other things. Um, Mr. Lee, thank you for that great report. 1% better everyday, something we can all hold onto, that’s for sure.

00:48:26,530	Um, just a couple of things happening in the, in the districtville that I think are important to note it’s indigenous Peoples’ Day to day and just last month, um, our own indigenous education department invited board members out to, to get to be a part of seeing some of our students dance, um, when we had the Pao here in town last month, so I just wanted to point that

00:48:39,430	out. That was just such a great deal. Um, it’s something that they’re growing, they’re looking to get into more feeder schools next year as well.

00:48:50,430	It was really fun to get to celebrate some of our indigenous students, and they had us out on the floor for an honoring dance at the end and, um, it was just fun seeing some more central office I know was there and um just really proud of our, our department for doing that. Also, I just wanted to say a thank you to um Century High hosted a 3 on 3 basketball tournament this weekend.

00:49:07,470	And, uh, to coach Matt and to his entire staff for having an inclusive sports as well. They incorporate an inclusive basketball right into the entire tournament, um, Joe, I happen to be there most of the day cause I had a son playing in the inclusive team as well as the son playing in the 8th grade division, but, um, if anybody has not been to an

00:49:20,430	inclusive, uh, sporting event where I was talking with some of the board members here at the beginning before the meeting got started, but, um, every parent who has kids, there’s no question that activities in sports are important to a lot of families in our district and if you believe in new sports and supporting it, go watch an

00:49:36,430	inclusive sport. It is how every parent should coach and teach their kids to, to look at sports. And, and I say that because when you go and you watch and anybody that is watching right now that was there, I guarantee you they’re nodding, is that those kids play with an incredible amount of competitiveness, um

00:49:55,500	I was, I was picking on board member Lee because his nephew Riker Hinder was, uh, dominating yesterday, um, because he can shoot. And, um, but he was playing against some of his best buddies out on the court.

00:50:11,630	And they went to overtime and it’s a do or die moment, you know, and, and he’s sure enough gave him a good little, as his dad said, maybe, maybe a little physical there at the end, um, but created some space and hit a 3 for the game winner. Um, and, and his buddy who he just scored on just immediately started clapping for him for the game win.

00:50:25,370	And, and then all the, the jimm just erupted. But I just want to say that that’s, that’s really what activities are about.

00:50:35,730	It’s about being great competitors, and I think it’s OK to want to win and to try to get that, but at the end of it, to still plot each other and to, to have that good sportsmanship. So it’s a great example, it was a great example for me as a parent.

00:50:46,230	Um, I hope my, you know, like I said, one of my sons was out there, but I hope they’re all paying attention because that’s, that’s what we want to see in our kids. So I, I mainly just wanted to say thank you to the staff for putting that on, for, for Bismarck Public Schools for having, um, for Mrs.

00:50:59,530	Boher for helping put that on and that they have this, this vision for where we’re going for activities in our district. It’s a, it’s a big deal. Uh, Dickinson, I don’t thank you to Dickinson for coming out and partaking. They brought a whole busload of inclusive basketball teams yesterday. Um, what a cool deal. So I just appreciate that our district, it’s again one of those things that I’m just really proud of.

00:51:14,100	Um, so it’s not a school visit per se, but I think this is a good moment to highlight some of these things. So thank you for the extra time, President Hager. I appreciate it. Yeah, thanks, Mr. Eastgateate. Ms. Peterson.

00:51:27,870	Yeah, uh, thanks, um, board member Eastgate and then to pick you back off that, I don’t have a school visit, but I want to thank, um, uh, Dr Sharon, Dr Fassnnatt for allowing us some professional development. Last week there was the North Dakota School Boards Association and several of us were in attendance to learn, but I also, even though this is like the school visit update.

00:51:43,970	I, I just was really impressed by seeing how much um Bismarck Public Schools was featured. And, um, in various presentations, so the, the first that actually had um. something to do with kind of when we talk about arts, we had our, um, you know, the, the national anthem was sung by Joe Joe from Bismarck High, the, the, uh, screaming Demons Jazz

00:52:03,800	Band played the next day at, um, you know, just to as as morning, as a welcome, and then we had the sterling strings, who I know we have many of our students apart, you know, that partake in that, that was for some of the events.

00:52:16,600	So that was really cool just to see our kids featured, um, but not only just that, we had, um, Dr Sher was helpful and not only uh helping at the at the gate, um, to, to sign everybody in, but also presented and is, is definitely an expert in, in his

00:52:31,900	field for the business managers and on the other side we had a school safety panel that was led by um it it was a it was a panel that um was led by the School Boards Association, but it had an SRO from we had board member Eastgate served on a

00:53:13,070	panel and talking just about kind of just board membership and and he served alongside two other, um, two others. And so just it was, it was really um something amazing to see all of the different ways that Bismarck could not only be a learner in those spaces, but also um

00:53:30,270	sharing the information. And then just to cap it out, um, uh, board member Lee was awarded kind of an award for his service, um, as I think a master board member, and so that was really nice to see him honored for all of the the time

00:53:45,230	that he spent not only in the presidency, but in the role of a board member, but also just an active board member, because I don’t think you just get that for, for serving, you also get it for, for the learning that um participating in those events, continuing to to learn.

00:54:00,230	So I thought that was really amazing as well. So thank you for um the leadership for allowing us to go and registering us and, and then um for the, the active engagement and just, uh, thanks for everything and for Bismarck for being great. Thanks, Ms.

00:54:17,170	Pierson I might as well chime in on something too. Um, I went to state tennis in Grand Forks, and, um, congratulations to Legacy, um, head coach Scott McPherson. He was named the boys tennis coach of the Year.

00:54:40,630	Um, and the team legacy team took 5th in the team, um, competition, and I am in no way an expert on tennis, but lots of Bismarck kids competing in the singles and the doubles, um, and, um, I believe the only Bismarck team that was competing in the team division was legacy. So good to see them, um, get a plaque at the end of the day there.

00:54:59,470	Thank you, Miss Presy, Dr Scher, yeah, I just want the minutes reflect it was master board member with distinction. So corrected. That was the gray hair. Congratulations, Mr. Lee. Uh, with that down to item 7, the Casent agenda, what are the wishes of the board? I’d move approval of the consent agenda. Uh, with, with one comment, please. if I may. Yes.

00:55:27,070	Um, Steve Penney, uh, his resignation’s on here. Um, he was, uh, someone I grew up with opposite sides of the town. He was, uh, Dorothy Moses. I was northward. She was Walker. I was Hughes, Bismarckay. I was BHS by that time. I moved to Bono High School.

00:55:42,600	But even in high school, I competed against him in the javelin. Um, I saw him a lot as NDSU played UNDM football, uh, in college, um, but he’s also been a teacher for all of my kids, um I think he said 32 years in in BPS but uh much longer than that, of course, his dad was a

00:56:02,330	legendary coach Bob Beanie. Um, just a remarkable career, um, he’s had some, some health issues. I just, I just wanna uh thank him for his service and wish him health and happiness. He’s also my neighbor in the, in the many years to come, just a great career with BPS and I’d be remiss if I didn’t notice that.

00:56:21,470	Well, said Mister Lee We have a motion. A second. And a second. Doctorctor She Peterson Yes. Pressy, Eastgate, yes. Lee? Yes. Hager? Yes. Adam mate, superintendent’s report. Dr Frostnut.

00:56:45,970	We’re going to make this even quicker, cause several of the nice items I was going to tack onto the bottom of the agenda. You guys just knocked them all out. So, quicken this up. Um, first thing is, and if we have the slides for that, uh, Mr.

00:57:05,270	Barnhart, I wanted to give a little information to you and the community about our strategic facilities plan update, um, we’re just starting this work, uh, next week, uh, across the district and I just wanted to help inform everybody. Um, I provided a QR code if people are watching, if they can pause their TV or what snippet, put their camera, take a look at it.

00:57:20,900	The plan has been in place for quite some time, but we just realized through operational excellence that it needs a refresh. It needs updating as uh board member Eastgate mentioned earlier. So we just, uh, operational excellence thought we should have an intentional process to get out the key schools that are really big.

00:57:40,700	needs as far as facilities in our district and talk to stakeholders, staff members, parents, people closer to the school to make sure we’re seeing the needs. So what we’ve done on the next slide is, uh, we’re going to focus on three areas and, and first of all, getting um the right stakeholders at the table engaging with them, having them review the present plan and just look at it with the second

00:57:57,630	questions in their mind, um, does the plan, uh, present plan address the facility needs you see within your child’s school. like we’ve, we’ve identified programmatic needs in schools that need some additional um equity work maybe between the schools where they’re, they’re not up to the same standard as we’d have across the other schools in the district, but

00:58:19,000	also some deferred maintenance, and we’ve ranked those deferred maintenance kind of at the critical end all the way down to would be nice to have, but we don’t need to have, um, and we just want to review that with the stakeholders in the building and say are you seeing the same thing? Do you see

00:58:33,000	something we don’t see? to make sure it’s included or excluded from the list and, and have that dialogue. We also want to ask based on that, those items, are we prioritizing them right? because something we see as, oh, I could wait till later, maybe the parents in there say nope, that’s a, we need to get this

00:58:50,530	fixed. This is a major problem that that fence condition or maybe the the HVAC’s not working, what do you think, OK, let’s, you, where you want your voice to see where they’re prioritized.

00:59:09,100	And then, um, the programmatic needs, again just to ask the staff and the, and the parents in there is like, do you see this gap as well? Um, the evolution of schools has changed. So what schools do and what we’re asked to do has changed.

00:59:27,430	Some of the instructional areas in some of our schools have been adapted for other needs, as we’ve talked about multiple times, uh, on student support services or or the learning or behavioral needs of our kids, so we just want to have that conversation. Do those things seem to be meeting what you think your kids’ school should be doing for you.

00:59:42,270	And then, uh, that information will be gathered and then given back to our operational excellence to say here’s the revisions we want to see come forward inside of our facility plan. And on the last slide, uh, we’re listing the, the locations are going to be in the next month.

01:00:01,530	Um, these are, again, really schools that have a long list of deferred maintenance or have a programmatic um project that I kind of pre-identified or identified in those. And again, those were in the previous plan. We’re just bringing them forth, um, and so we want to make sure to get to Grim’s root that has some significant deferred maintenance projects and programmatic projects.

01:00:17,470	My, um, a lot of these you’ll notice are, are downtown schools. There are center town schools that need, need a lift, um, they, well, if you have the privilege of entering those schools and then being able to enter one of our newer schools on the edges of town. Um, I’m just gonna tell you they don’t match.

01:00:35,700	There is a, there is a discrepancy in what those uh schools are conditions are like and and keeping them all up to, I think what we say is the BPS standard. Um, the starred items at Century, Bismarck, and Simile are designed to be feeder meetings.

01:00:50,530	So if you’re a parent in the feeder, maybe your school’s not listed on here, but you want to have a meeting where you can see all the schools represented in your feeder, we’ll have information for all the schools, not just the specific school we’ve identified.

01:01:08,170	So that way you can not only hear about Bismarck High School, but you can hear about all the middle school and the elementary schools within the Bismarck high feeder. And so again, um, they’re gonna be very informal. I don’t think board members aren’t intended to be present. I don’t think of you said you’re going to be president.

01:01:23,100	It’s really going to be be the principal, myself, uh Dr Scher, uh, just again having in a very informal meeting with parents and stakeholders to see if the plan’s hitting the mark. Uh, you might say, so again, just wanted to share that for everybody so you know those are coming. Uh, we should have had a social media post last week on that to help inform parents.

01:01:40,730	This week we’ll be sending message s directly to those schools like a week out, so parents are getting a direct message this meeting’s happening, along with social media so people can keep on top of it.

01:01:55,530	So, and if they don’t hit the one that’s their school and they want to hit another one that’s close, uh, particularly the feeder meetings. They could go to the feeder meeting and catch up what’s happening at their school. So, uh, any questions? OK. Uh, I wanted to give you a quick transportation update. We met with Transpar two weeks ago. We met with them last week in person here.

01:02:14,600	They’re the company that did our route analysis leading up to the recommendations. They’ve come back to do a yield, a route yield analysis. They were riding routes, visiting stops, and the intent is they’re gonna redo that route analysis again, see where we’ve missed the mark or hit the mark and then give us a summary report on that in the future.

01:02:32,600	We want to take that information and roll that into November, where the intent is we’re going to be gathering stakeholder input again from parent staff. Roll that all together so by October or December, early January, we can give you a recommendation on where we think bell times and transportation recommendations for the upcoming school year because we

01:02:51,270	need to do that pretty soon. So it’s all kind of continuing to roll. We’re we haven’t left that out off of many working meetings for a while, so we continue to talk about transportation bell time. And I guess, um, I was gonna mention the convention. Thank you, Ms.

01:03:07,900	Peterson, for taking my thunder on that, and but it was a good convention. I actually um went up to, um, the school board, the school board association executive Director, uh, Mr.

01:03:27,630	Cook and just thanked her, thanked her for recognizing the many good things we have going on in BPS and using that to help build up other school board members across the state, but then just showcasing her kids, showcasing her kids’ talent. that’s always really good. And lastly, um, and again, thank you for stealing my thunder on indigenous, uh, educate indigenous day.

01:03:49,100	Um, but I don’t think officially at a board meeting I’ve provided a congratulations to two entities that really proud of the work they’re doing to help support our indigenous students and uh we were informed at the end of last month, September, that Region Five for Johnson O’Malley. Johnson O’Malley’s federal funding that goes to schools with a high indigenous populations. We have a partnership with Standing Rock to receive those funds.

01:04:12,370	Region Five is our upper plains part of the uh country that administers Johnson O’Malley funds. Each year they they um they select a program of the year, kind of a district of the year, you might say, and then a teacher of the year and this year they uh selected Bismarck Public Schools Indigenous ed program as the program of the year.

01:04:29,730	So that’s, uh, we’re really proud of that work that they’ve done, and Mrs. Simeasti and her team, but then also we are fortunate enough to have Mr. Donovan Lambert, uh, selected as JOM or Region 5 Teacher of the year, and that’s even better if you know Mr.

01:04:47,100	Lambert, he’s top - no t ch He’s a top-notch person for our kids, all kids, um, and does a good job of uh of supporting all of our kids in our district and uh I’m really proud of him and the work that they’ve done. So that concludes my remarks, unless you have anything else you’d like to question me on.

01:05:01,530	Thanks, Dr Vossett. Donovan is, he is great. He’s top-notch. Uh, so just back to the transportation update. Your information that you’re gathered from Transpar.

01:05:26,530	Do you see, like, did they give you any information on anything that can be quickly changed for as we move into winter, or is that something that your team is still evaluating? Uh, thank you. No, they, they didn’t give us anything at the instant. They were here to look. They’re here to watch. They’re here to record, and then they went back to their offices and we’ll get a summary report from that.

01:05:43,170	Um, thank you that further reminder, um, we are having F&T staff right now. Um, they have been for several weeks and continued to drive all routes, so not all in town routes, but the rural routes.

01:06:01,430	We’ve been driving all the rural routes using that criteria I shared with you, I think in September to evaluate all those rural stops and then make changes as necessary. So I think it was just good to process to check ourselves, to put eyes and tires on each of those routes to make sure we’re doing the best we can before winter started. So that’s in process right now.

01:06:19,530	I, I think it would be good to get some sort of follow up update on, you know, from, from, uh, yourself or FNT on just what some of those changes have been just, especially, um, as we go into winter or um uh. just some sort of summary report. Um, yeah, let me think of how to do that.

01:06:41,900	I would tell you we were making a lot of adjustments and considerations in August that we probably didn’t record well because we were just making them on the fly, helping people, um, since the 1st to 2nd week in September, that’s really slowed down. Uh, we’ve had a, um, I think we’ve, I’ve helped a few parents and I, I can, let me ask, uh, um, Mr.

01:07:01,270	Schaffer, if we could have some, some way of capturing that to provide you some feedback on that. Thank you, Dr Frost Uh, all agenda items have been considered. I declare this