00:00:10,170	Josh Hager, vice president of the Bismarck School board. It’s 515 on Thursday. April 11th. I called this meeting to order Uh, Mr eastgate could not join us tonight. So I. Guess. I would be your guest host. Uh, Miss. Miss Peterson, uh, is not here, but she did call in. So. She’s on the phone there.

00:00:28,600	Uh, welcome to those of you who are joining us here and also online, you can find our agenda and follow along online under the Bismarck School board tab at Bismarck, schools.org. Mister Sher, What, Do you call the roll, please. Mr Hager here, Mr Lee. Here, Mrs Peterson. Here, Miss preskey. Dr. FSN.

00:00:53,530	Would you lead us in the Pledge of Allegiance. Pledge allegiance to the flag of the United States of America, and you see the Republic for which it stands One Nation under God, indivisible. Justice for all. Item one C on the agenda is BPS is a mission vision, vision and values. BPS mission is to empower every learner to thrive.

00:01:29,470	The bps Vision states together are strong relationships, build inclusive, collaborative and in innovative environments to create agency and inspire a passion for learning excellence and discovery. BPS values are inclusion, excellence, innovation and leadership. You’ll also find a link in the agenda to BPS to the BPS strategic plan. Uh, item two is to adopt the gender.

00:01:50,370	What are the wishes of the board boom that we adopt the agenda. Second. We have a motion in a second, Mr Chair. Le Yes, Peterson. Yes, preskey. Yes, yes. Item three. Focus on success, K 12. Vertical math alignment. Dr.

00:02:19,900	fo Uh, yeah, Tonight, I will let uh Miss Inger introduce her team, but we have a, uh five members or four members of our, uh, BPS community with us to talk about math alignment. So Good evening, Andrew. My name is Angie Ettinger and I am one of the assistant principals at Walker Middle School, um and also hold their middle school math portfolio. Um, along with me.

00:02:46,200	I have Taylor Wetstein, who is 1/5 grade teacher at Elkridge and then Carly Klein, Who’s 1/5 grade teacher at sunrise. Um Math is a big lift. Um K 12, and it’s not only a big lift, but then you bring in, um new standards to the state. And. So that has been a lot of work for us this year.

00:03:07,970	Um not only, um As a portfolio holder, Um K through 12, But I. Think of all of our math teachers. Um, it has been a lot of time a lot of brain work a lot of PC time to put together and to adopt standards. Um And, So I just want to take the opportunity to share success. Um, that’s an easy thing to talk about. Right.

00:03:22,430	All the all the wins that we’ve done, And so I’m just gonna walk you through a little bit about, um what Daphne Hyde or LD? Um, guide sued the instructional coach from Wachter. Ryan Re, Um mark Lardy from NHS, um, and all the work that our team has done over the past year.

00:03:44,370	Um, so when new standards roll out, you just don’t pick them and and and go. There’s a lot of behind the scenes work that goes to this. Um and I can’t credit.

00:03:58,370	I wish I could have all I don’t know 4040 math teachers in the room right now to just talk about the process that we’ve gone through, Um and how we did it is we followed, Um it’s called the real process. Um, along with some teacher judgment, and so how how This works is the first thing we looked at. It was was endurance.

00:04:16,370	So what are what are the math skills that not only Our students need to learn in 1/5 grade classroom or 1/7 grade classroom or an algebra two. But what skills take them beyond that classroom. And so that was one of our first focuses. Um, the next thing we looked at is leverage. So. What standards may, um do we need to prioritize that or across multiple content areas? For example.

00:04:35,600	What standard might also, um overflow into a science or stem class. Um, the next thing we looked at is readiness. So, um, when, when the fifth grade teachers talk. I think this has been Huge growth that we have done this year.

00:04:52,100	It forced us to talk, not only in our sixth grade PLC not only in our high school geometry class, but now we’re talking fifth grade, is talking with sixth grade eighth grade, is now talking with ninth grade. Um, third grade, is talking with fourth grade. And so that has been a huge, um, talking piece that we focused on this year. And. Lastly, um, was assessment. So When. You. Start looking.

00:05:07,870	Um you know, right now our kids are in the thick event. Some NSA testing. How many how many problems How much? Geometry gets pushed at these kids on these tests. How much, um, you know, ratios and percentages in number of fluency gets pushed on these kids. And.

00:05:25,030	So then we wanted to make sure that we were teaching kids things that they were gonna see on some of these high stakes assessment pieces, um, down the road. Um so the prioritization process again. This was a lot of teacher manpower teacher brains time away from their classrooms. Um, and so how we did it. Is we first, um, looked at the new state standards along with what? What’s our current reality.

00:05:50,530	Um, we relied on Dr. war to help us quite a bit on this. We also found out that Oh. My gosh, you know, maybe sixth grade has 15 standards, but eighth grade might only have seven standards. And, so we worked with Dr. Warrick to figure out what’s that sweet spot for the right.

00:06:04,770	A prior tr standards, um so we use the crosswalk of the new standards along with what we currently have prioritized. Um we worked in our PL CS and the PL CS went back to the their buildings brought it back together. Um, so it was a lot of a lot of time.

00:06:22,370	It wasn’t just a quick process, um, to make sure we were a prioritizing the right things for our kids. Um, again. We talked about the priority standards our work with Dr. Warwick. Um, we’ve had the opportunity to work with him. Um not only as administrators but coming to our buildings.

00:06:39,070	Um so we were able to pick his brain a little bit on guiding us through this next process. Um I’m gonna let you know the fifth grade teachers talking a little bit, but number six. I think really needs to be highlighted here. Um, we had an afternoon this winter, where our sixth grade teachers got to meet with fifth grade teachers, And.

00:06:58,270	That never happens right it, it’s it’s kind of like your secondary and your elementary and we felt there was a big big gap, um, of having fifth grade talk to sixth grade, having eighth grade talk to me being in algebra class have algebra two classes talk even beyond that, And so, um, we worked really Hard to prioritize and

00:07:15,370	find time for us to vertically, Um, have those conversations All. Right, so we use the criteria that was shared, Um, to assess all of the new standards for our specific content areas for our grade levels, our courses, whatever it was, um and then the next step was to compare the results. So.

00:07:42,500	Our guiding coalition teams in elementary raided ours, um, rated the standards and scored them individually. First, Then scores were compiled to give us more information about which standards held the most weight for our teams. Um, and we group these standards based on their scores into categories of like for sure we want to prioritize. For. Sure.

00:07:59,100	This isn’t a priority, And then there were a handful of Sanders that were borderline. Um, so based on all of that, scoring from our coalition team, we then, uh, sent out a survey to teachers in the district so that we could hear back from them.

00:08:19,930	Um, in particular, we really want to figure out um, those borderline standards we wanted to hear back from teachers in the classroom and how they felt about the standards. We also shared that, um, prioritization process that we went through so that teachers would understand like how we came to the decisions that we came to, um, but then didn’t want to make any final decisions without their Input. So.

00:08:37,970	Finally I coalition leaders like myself and Taylor, um, synthesized a lot of the feedback that we were given from the teacher survey. We cross referenced it with the standards that were prioritized by the regional education associations as well and we took this information back to our guiding coalition teams.

00:08:57,800	Um, so that we were able to have discussion and then make informed finalized decisions on priority standards for this upcoming school year. Um, we provided comment on all of the standards that were up for debate, so that we And share back to, um teachers kind of why a decision was made the way that it was made.

00:09:20,100	Um, as Angie said, then we worked really hard on that, Um K 12 alignment and the guiding coalition leads reviewed the standards that were prioritized by our teams and by the RE A and we had conversations around the K 12 vertical alignment to ensure that, um, our students at BPS have mastery of all standards. Um, and that was really important to us.

00:09:37,770	And so we took a lot of time to do that, uh, after completing the vertical alignment process, we did start finalizing, Um And working on the new proficiency skills. First. The Guiding Coalition leads reviewed the new look for the proficiency scales and offered feedback on the format.

00:09:59,100	Um from there, our teams work together on one new EL, A and one new math standard, and we used the proficiency skills that were created by RE A to help jumpstart our work. Um the teams created and reviewed scales for all priority standards.

00:10:15,900	In both EL a and in math, and our goal was to have all of this work completed by May 2024 so that these Sources are available for all stakeholders before the new school year begins. OK. This is probably, um, Well, not probably, it is because I was just out of the building on Tuesday. We were working on this. Um, this is the most recent work we’ve been doing.

00:10:42,900	Um, you know, we have had proficiency skills in place for For for a long time. Um, but specifically with middle school with the shift to the new grading practices. Now, those all have to get revamped, like new standards have to get revamped.

00:10:59,930	Um and so Tuesday we spent again We pulled all of our our math brains out from middle school and high school and beyond and are now working on recreating proficiency skills. Um so that we can communicate with our stakeholders. Our parents, right? The kids, can we get them in student friendly format? Um, and so the target obviously, is Um And. Then From there, you’re progressing And.

00:11:21,300	Then, The complex would be those, Um, those high achiever, um type skills. We have worked. Um I’m gonna brag a little bit more on math vocabulary. Um I don’t know how many years maybe two or three years ago we really felt that was a gap to in our instruction is that kids are getting hung up on.

00:11:38,430	You know maybe something on a map test or an NBA test because they don’t know the word or we’re not teaching the word. The right definition. And, So. We put a ton of focus. Um, who knew math teachers could be so passionate about about what? You know the word very well means. Um, but it is it.

00:11:56,030	It’s quite passionate When you get a room full of, um educators in there, and so we really wanted to make sure. Um, we were teaching kids. What we said we’re gonna be doing and making sure it was in the right spot. So again. You will see on the bottom. Um all of our work from vocabulary again with Dr.

00:12:13,630	Warwick from two or three years ago is not forgotten. It is not lost. It is now just gonna be incorporated right into our new proficiency skills that are in draft form. So Um, Lastly.

00:12:35,670	Um and I mean I touched on this before and I think and I and I Um, can’t speak on behalf of the fifth grader, fifth grade teachers, but, um, I, think something we are most proud of is is having that vertical conversation that gets really, really tricky. Number one. You have to find the time. Um you are making yourself very vulnerable because now we’re gonna have you know, Sixth grade teachers have tough conversations with fifth grade teachers and and and so on.

00:12:54,800	And so I, would we got together this winter and again, um in the spring and really our new focus is on those transition pieces. From fifth to 6th 8th to algebra and algebra two and beyond. Um So On behalf of I.

00:13:14,970	Guess, all the math people, the 40 math teachers that that aren’t in the room right now, Um, you know it is a big lift, and it’s a lot of work. And, um, thanks to LD representatives aren’t guiding coalition team. No questions we’re done. No, I’m joking. Thanks miss heading your board members. Questions, comments. It really? Thank you, Vice President Hager, Uh smith setting your, um thank you for this work.

00:13:41,230	Uh, thank all three of you for this work and everybody else who is involved. I know it’s a lot You said something um that that I kind of like to unpack a little bit is, um How did the degrading practices changed the the standards or the redoing of the proficiency scale? Um, you know, for middle school? Of course we

00:14:00,430	were standards based, um, reporting last year with the with the 432. And. Now. That’s just shifted, right. Um, so now we’re not gonna be doing the proof until its gonna more be on. This is your target. This is where we want you to be. We’re just not using the same language, Nothing Necessarily has changed.

00:14:18,570	Um, it’s just We’re rewarding it, I guess and we’ve changed our format. Quite a bit. Um Sim simplifying it, I would say so. It’s a little more teacher and parent friendly student friendly as well. So. Would you say it.

00:14:33,670	We talked vertical alignment, which was kind of been at the heart of the board’s work over the last couple of years. Can. You speak to how that it doesn’t mirror what we do in high school. Are you meaning from middle school to high school, you know, and I don’t know if it’s neces. It’s not changing our teaching, right? It’s just how we report out. Um I.

00:14:50,570	Don’t think I see a big shift in you know, because now we’re giving a letter greater percentage. That’s changing things. Um It’s just how we’re reporting out to parents. Nothing is changing. Our. Teachers are still making sure we’re assessing what needs to be assessed and our kids are learning what needs to be learned.

00:15:07,230	And, So it’s a It’s a function of communication more than anything. Um, I guess what the board had talked about was just that alignment with high school. What. Can they expect, um, an A and a B and AC to look the same in middle school as it does high school. Yeah.

00:15:24,870	I think some of those best practice things don’t go away, no matter how you’re communicating, right, like our kids still can take retakes. They. Can. Um you know we’re not necessarily grading on homework. None of those things went away. It’s just how we’re reflecting Right that that final score for the parents and the kids. So would you say the I’m sorry to Keep doing this. I just want to understand, But.

00:15:42,030	Would you say we’re we’re Are. We doing any more to build soft skills in with kids like is the grading reflecting, uh, homework that isn’t turned in on time. Um, you know, I don’t even know if that’s necessary necessarily changed Just because we’re giving like an 88% or like a 93.

00:16:00,570	I think some teachers are still attaching even standards to that, right? We still need to communicate what that means. Um, I guess you I We’d have to ask our teachers. If they’re seeing an uptick. I. Think parents, um, maybe understand what is 67% means maybe more so than a two. So.

00:16:19,970	I’m wondering if you’re getting a little more sense of urgency from parents, um on that, but I think teacher I. I don’t want to say that our teaching or grading practice if any of that has changed, and I and I do think you you hit the nail on the head there.

00:16:34,230	There is much more of an urgency with parents because parents understand it better and you know, and and that’s a good thing. I think we’ve We’ve all heard stories back or so thankful that we can be engaged and help our kids again because many parents, including myself, who was on the school board were kind of lost in those middle school years. So a ton of work, um and I, and I, do appreciate it.

00:16:49,270	I Love the vertical alignment, one of the things I’ve heard over my Years on the board is just a continually, you know, Fifth grade needs to talk to sixth grade and middle schools need to talk to high schools because there were there were some gaps and I do feel we’re tightening those gaps and our students are

00:17:02,570	better prepared than ever to make that jump from elementary to middle and middle to high school. So thank you to all of you for that. Appreciate it. Thank you. Ms preskey. Thank you thank you for your work. Um, I.

00:17:20,630	Guess when I was listening to this, it’s really hard to, um, envision all the detail and work that goes into um You know what you guys are doing? Um, it’s OK. Um, but I think what it this really does is highlight the background work that that the teachers and instructional leaders are doing to ensure that the kids the students have an easier transition.

00:17:45,770	Um, as as Mr lee, um, highlighted as well and that also that they are you know, this is the work that is being done to determine what our kids are being taught and how it’s being taught. And. You know, I’m sure, a lot of parents out there don’t understand.

00:18:03,470	The level of detail that goes into making those decisions, so I appreciate your work and sorry. No, it’s OK. No. And, I think, um, you know, I almost feel not worthy, You know to to come up here and share this work because, man we see teachers right? And parents see teachers up there and they’re teaching their science or their math.

00:18:22,000	But man, the the work they do outside to To help the kids and and drag the kids along and and differentiate for all 28 or maybe 30 kids that you guys have in your classrooms. Um, it really is quite remarkable.

00:18:38,570	Um, the the lift that we require of our of our teachers in our district, and it does not go unnoticed because, you know, we just have to find the spaces and facilitate it so and I think it’s also important to highlight that curriculum isn’t just like something that you tear out of a book. You know like you. You. You’re working together across all sections to To determine that curriculum, So. It’s.

00:18:57,800	It’s the same whether you’re 1/5 grader, you know, at at Elk Ridge or your 1/5 grader at sunrise, you know, so it’s um Yeah, I appreciate it. Thank you and thanks for bringing this to light I’ll let the group sit down because they obviously want to sit down really quickly and because my comments don’t require response. Thank you very much, all of you.

00:19:17,600	Well done. Um, I do want to hit upon kind of this preskey what you were saying, and I and I hope the audience is hearing. This is that teaching is not just about opening a book or ripping a page out of it and teaching it and saying Here’s the worksheet.

00:19:35,170	There are so much more to high quality instruction, high quality. The educators. We have that do the Background work. Um, as you saw in the example. And, If you think back? I don’t think we have to think too far back. Where? Every, Uh, pick on fifth grade because they’re here tonight.

00:19:52,230	Every, fifth grade teacher in the district could be looking at the homework coming in and really flying their own individual lens to that what was turned in and maybe even assessing communicating to our parents differently about how well their kids are doing when you create these scales, and they actually there’s an importance to that. That Know exactly. Show me the skill demonstrate it to me Now.

00:20:12,430	That means you you got there. It’s not just about getting you know 80 out of 100 right on the on the test. It’s show me the skill and that is what has tightened up over the last 15 to 20 years of education that we are all talking the same way when I go to every fifth grade class.

00:20:27,070	They’re looking at the same scale to evaluate if a kid knows what they’re supposed to know. I really appreciate that work. Thank you, um very committed educators, obviously, and and how we communicate that. To to your questions, Mr Lee. We’re we’re still teaching to the standard.

00:20:46,270	We’re still saying, Here’s the the the important elements that you have to learn how we communicate with that with our parents. Is that part that you’ve reflected upon if we’re not if we’re communicate If we’re trying to communicate and they don’t understand. Then it’s not working.

00:21:02,730	We gotta communicate in a way that people that our parents understand and then wanna engage in the process with us, So I think we’ll get there. I appreciate the work. They’re doing. The. Other one is, um if I can add my other one it which I really appreciate. Because this time of year where I get, um Correspondence or people going. Where’s my voice. Where did Where do teachers have a voice in the district.

00:21:16,670	You just heard it right there. OK? You. Have. I really appreciate this that this group included many and they communicated with all That. It wasn’t done in isolation. And.

00:21:37,970	We have opportunities for our staff to to voice on where we’re going, what we’re doing, Um, it is a very hard task to do that with over 3000 employees and lots of different parts, But. I really appreciate what they did so Well done again. Yeah, that was going to be my kind of my 11 comment as well. I I wrote down here.

00:21:57,100	Feed feedback loop that that you’re getting that feedback from from kind of all the stakeholders within the math community mass important in our house and setting your nose at, um, but to to get All, the stakeholders that are involved in having that feedback loop to to make sure that we’re we’re moving things the the right way. And, then, um, one of the things my Mr Lee had touched on to that fifth to sixth grade gap.

00:22:12,700	You know it’s one of those things that unintentionally is just there. You’re moving from middle school to you know, from elementary school to middle school, and just you kind of have just naturally that separation so to to hear that vertical alignment taking place and all the work that’s going on behind the scenes, it’s it’s It’s exciting to hear.

00:22:29,770	So Um Miss Edinger, Miss Wetstein Miss Klein appreciate. Sharing a night. Uh, with that we move on to item. Four public comment. The board recognizes the central role that parents play in the education of their Children and supports active parent involvement in the education process.

00:22:51,300	The board’s practice of public comment reflects and aligns with, uh, policy. BC B, a And the spirit of its intent, uh, for classroom issues, it’s best to follow the chain of command. Uh, teacher, principal Assistant Superintendent superintendent, uh for district issues, please reach out to Dr. fos, not Um, we didn’t have any public comment. Request response last time. Um OK.

00:23:13,170	Uh, if you do wish to speak tonight, we simply ask that you be responsible. Be helpful and be respectful. Our BPS students deserve to have adults Model model the expectations that we have for them, Uh, groups are urged to select one spokesperson.

00:23:34,370	In individuals be a limited to no more than four minutes and we will notify you with 30 seconds remaining to conclude your remarks. The board will not debate issues as presented both take such matters under advisement. With that, uh please stand and approach the podium if you wish to speak to night. OK, nobody. So with that, uh, Public comment is closed. Uh, takes us down to Item five monitor district operations.

00:24:06,300	A, R, 21, academic achievement and math. Dr.. I will introduce Dr. Johnson, who will present the report for us. Vice president Heger appreciate you and the rest of board members, um, who are able to be here and I need to apologize because I’m gonna ask you to approve this with a revision that, um I did not

00:24:30,900	quite catch, um, as many other team members here. You have a Miss Arnold and Miss hayde and Miss sel Help me prepare this report. And ultimately, as I reviewed it, I miscounted, Um, the number of, um Indicators that we’re making reasonable progress and I mislabeled indicator eight.

00:24:52,970	I would ask you to consider making, uh, approving this with Uh, making re overall making reasonable progress, with exception in five areas making reasonable progress in one area, making regional progress, with the exception and to demonstrating that we’re failing to make reasonable progress on I’ll outline those the the the one that I would ask you to change is indicator eight that deals

00:25:14,170	with, um, taking advance. Uh, mathematic courses beyond that, Um, we did increase in there and we’ve been really hovering at that target of 50% there, so I would ask you to consider approving this. With. Um the change in indicator a to just be making reasonable progress.

00:25:34,700	Um So with that, Um, I do really appreciate the insight and we we look at data and obviously, math teachers like to look at data and can do that in way as we’ve shared before. We really see that the power occurs at the professional learning community level and what that means is just when teachers get together and help each other out. And.

00:25:52,630	Uh, sometimes, Miss Ainger has several different grades, and there’s multiple teachers teaching mathematics like your wife as you’ve referenced to that walker so again that ability to collaborate Someone who day out day in and day out, is teaching the same subject area again. There’s some professional autonomy, But how do you do it? What’s your trick of the trade. This didn’t work.

00:26:10,400	I tried this that sharing that collegial dialogue works at the elementary level. It also works in grade levels, too, with being able to share and come together.

00:26:27,830	Um, even at the schools, where we only have one section, there’s ability to connect, uh, virtually as well as when we bring guiding coalitions together and to be able to talk about strategies as well as have conversation. With that next grade level up, so we know that as we take a look at the data, um, data tells us part of the story. Um it shows us a quantifiable. Area of where our students are achieving. But.

00:26:45,500	There’s also a story to each student in that snapshot of time, and so we’ll talk about that a little bit as we go through. Um, But, as you say that we we see that we continue to do a nice job across many of the areas I first. Look at our, um Our N DS a.

00:27:01,030	Our, North, Dakota the state assessment and you continue to see that we other meeting or exceeding on all grade levels. Grade three through eight that we saw that and so that’s doing outstanding. So.

00:27:23,400	We mark ourselves meeting, uh, making reasonable progress and indicator to the board is always talked about and in past had some, um, some input, uh from, uh parents and stakeholder groups and again, Uh, a board member. Peterson and doctors are bringing on With your guys’ blessing.

00:27:42,700	Some of that conversation to our, uh, Learning Excellence Committee and to be able to just reaffirm or get input on what direction do we want head regarding the role that AC T plays in our, um in our Response and our measurements there so What, I. Think is important when you see these numbers that look like it’s just a few decimal points. I’ve shared this with you in the past, I believe, but also for those that are listening, um, statistically significant for the AC T. Research. Not. My Opinion Research has showed that even a 0.2 So.

00:28:04,500	The difference between the state average of a 19.8 and we at BPS having an average of a 20.02 is above a two point Differential. That’s statistically significant to have that across. Now I. Add that to you, as I’ve shared with a few people recently at BHS.

00:28:25,770	We were able to highlight some of the great work that they’re doing there. And when you add into that that, um as Dr. Townsend told me once one in nine students is attending Bismarck Public schools, one in nine North Dakota K 12 students attends Bismarck public schools, So for us to beat the state average, oftentimes means that we have to beat ourselves.

00:28:45,570	Adding to that Dr. F and and I know we’ve tried to share this a little bit. Is that several, Um I would say many districts have moved away from requiring the AC T for all and have moved to some districts and now even fewer districts are requiring or having all their students take it, which means again back

00:29:02,630	to this if we’re beating the state average when we’re putting all students into the AC T, and for some districts, it may be only those that are anticipating a four year or even That are anticipated in a four year that may be out of state or for whatever reason, they’re choosing to take the AC

00:29:20,700	T as there’s been options, so I want to share that That point, too, is a big darn deal. When. You put those, um elements there and again. It’s only one test, but it is a culminating that I think helps indicate to students and, um Their parents, uh, that this young man or woman is ready for the next

00:29:40,670	step in their life and to be able to be successful in college. When we take a look. The board has talked about the map and so indicator three we presented in two different ways.

00:29:54,670	One is by that cohort data, So the easiest way to look is if you see the second graders, there’s only one data point because they just had this in the school year and then you move all the way to eighth grade and we have many data points because we’ve been able to track them all along, Um their time there, and so you can see really strong.

00:30:15,700	Uh, overall green, um, meaning we’re making or we’re increasing and so we’re Actually right above the target of 60% in all but one grade level, and that did increase, too. But that being said we’ve talked about before when you ST the cohort data means that they were in our system the whole time. So that’s important for us to highlight and I know, Miss preskey.

00:30:32,830	You know you’ve highlighted that a few times as we’ve talked, and others to about like, if you’re part of our system and you’re able to be here we’re able to help your students better because they have that continuity of learning the progression in those transitions about what are essential understanding so that as kids move from second

00:30:50,170	grade, third grade, so on so forth, they’re learning what they need to learn to be able to be successful. So again. That’s a big darn deal. Um, if you’re able to that being We’re responsible and glad to welcome all students. So then the chart at the bottom is about all of our students and again.

00:31:05,370	This helps us look at our system because we care about each and every student by all means, and we still have a majority of making, um, reasonable progress or exceeding that, uh, targeted percentage but almost all this data is hovering right at that 60%, So.

00:31:23,770	That’s really strong data for me when I look at that, and when I look at the last couple of years again, we’re just making some good growth and progress there. So, um That, uh That grade level and the ability to be proficient. Um, is important. That’s one side of the coin, the other side of the coin is making growth. And.

00:31:44,430	Unfortunately, Uh, this is the two indicators where we would mark that We are failing to make reasonable progress. Oftentimes I’ve had the ability to come here and say we’re making a great job on where kids are growing as well.

00:32:02,270	So our team at the district level as well as the district teams and ultimately, um, Mr Barnhardt and I along with other uh LD. I members talked with all of our head principals and some of the instructional coaches, and each team is obviously not waiting until we have these reports to be responsive. But. They’re trying to dive in and look at.

00:32:17,630	Why are some students maybe not making as much growth this last, uh, year or two as we would have expected. Part of it is we don’t know if there’s some covid fatigue. Um Mr Koda who’s uh, the principal at South Central High School, um, talks about.

00:32:36,230	He’s seen now in this graduation class, uh, and some of his older students just a little bit more gaps even in some of the basic, um, mathematics that probably were impacted when students were going Model every other day, or they maybe weren’t experiencing that in person learning, so we know what’s best is to be able to have our students every single day in front of us and be able to engage with that. And again.

00:32:51,230	We can only control the things that we can control. But that being said. We believe that that’s part of this. But again. We’re that’s the importance of looking and making sure that we have, um, standards that are being taught being taught to completion being able to have multiple opportunities to fill in those gaps.

00:33:09,930	Miss, Ger and others were referring to that and so I think that as we continue to do that work, we hope that we can make sure that each student is making their um own reasonable progress and growth that being said one of the areas in Indicator five.

00:33:25,470	That might be a little bit of a struggle for us and we see the day to dive and Mr Bernhardt might be able to allude to this, but I believe I’m, echoing what he has shared with me and others in the past, If you look at our gifted and talented students and you look at just the raw N number.

00:33:39,930	You’ll see, Um, a We’re going from the previous year of 257 students down to 100 and 81 students, and I believe that part of that is a tightening and a more accurate representation on who is truly gifted and receiving that so again within Subpopulation If.

00:34:01,700	You’re a gifted and talented kid, and you’re Exceeding grade level instruction and you’re out achieving it’s harder to make a year’s worth of growth. So. Sometimes, You may have students that are in upper elementary that are kind of actually doing almost algebra or higher, and it’s hard to make a full year of growth.

00:34:19,900	We want that We desire that likewise when we have students that are in middle school who might be doing high, high level math, they may still be growing, but they’re not getting that full year’s worth of growth or that expected growth.

00:34:37,430	But again, um It’s one test on one date, but we are Do care about looking at that and then being able to have that conversation as I as a parent and many of you to recognize too, that you can have that same conversation with, Where’s my child. And if you miss it by one point, you miss your growth by one point doesn’t mean that you didn’t grow doesn’t mean that you weren’t engaged in a really great curriculum that year, but perhaps you just missed a growth point.

00:34:54,030	But that being said, it’s accurate and you see the red there that we were failing to do that if we see this with a trend, um we’re going to have to, uh Test out a few more theories, but they will have a few recommendations about things that we believe that we’re already in the process of doing that we hope can address potential issues

00:35:10,800	there. The pre I talked to you about before it is going away. But here again. We kind of had some mixed results. And there’s some, uh Some data there that we see that in alignment and again, we’ll get some input on what that looks like. But again.

00:35:26,070	This is in the ninth and 10th as we’re trying to anticipate we will be replacing that with the stars data we think is the best measure. It’s something we currently do. With, Uh, North Dakota requirement for interim testing again. We’re giving feedback along the way. How. Are, they most likely to be able to be achieving similar to map data.

00:35:42,370	And again the reports there I think are more beneficial for the teachers and students. Um, last two things, then we’d say is again we alluded to him. It’s uh Remember lee alluded to it again with the San space grating going away. So. Uh, indicator.

00:36:01,700	7 may shift but again, the the idea was, uh, relatively speaking around a a grade level. Um B minus or or B or what have you there? We continue to see, Um students doing pretty darn well on those classroom based assessments with teachers giving that feedback. Um again.

00:36:21,500	Uh, the specificity there, Um I think is important because again, that’s a way that we can have that dialogue back and forth with the student. Lastly indicator. Eight was the one that I had asked you to consider, uh, mark this as making reason. Progress. Full stop! And there, we see that we just continue to hover right at that 50% mark, and that’s what the indicator is looking at. We’re at we grew.

00:36:39,930	Um uh, by about 1.3% and again, This is a tough deal and something that I think you bored in your retreat with Dr. fs, not the summer can maybe re evaluate it. What. Do we want that to be.

00:36:55,330	How might we measure that? Because again? We’re asking for this in every core area as well as CTE as well as electives. Um, so it’s great when students find their passion, they take those additional courses, but it’s hard. Take, additional courses and everything and be involved in the fine arts, music, et cetera. So. Um, we know that it’s not reasonable to hit 100% there, too.

00:37:11,170	Um, lastly and this is part of what I would say is we don’t wait until next year, as we often are looking at a year’s worth of data behind. We’re we were looking at current data. This year’s data with This Week’s data last month were always trying to take a look at that.

00:37:28,830	But in that we’ve done some response to the North Dakota state standards again, just clarity because sometimes people you know, we talked about common core, and some people had some misunderstandings. There may be similar language. Because there’s only so many different ways to talk about dividing and and solving for a fraction or or whatnot, or Our.

00:37:49,370	Teachers, though, are involved in writing our North Dakota state standards for mathematics and we have a high amount of representation on those committees. And so that’s really important that I want you to hear.

00:38:07,800	And when the state has adopted new standards, there’s a roll out process and your committee of three came up here and shared some great work that represents truly the work of all but our learning design innovation members, the guiding coalition that are instructional coaches, a PS, um Miss sel from that MTSS, a Systems has been pretty involved in that that when we have new standards we need to be able to have conversation and make sure we have alignment.

00:38:24,830	We also need to make sure that we’re offering appropriate courses for our students as they move through at the high school level as well. So. We have some new standards and, uh, I won’t reiterate what you heard them talk about. But again.

00:38:39,170	There’s a process with those prioritized standards all the way to making sure that everyone is preskey you talked about no matter which elementary you’re going to should be a similar. We’re tight on the standards. But yet we also have teachers who Or Uh, well equipped with some professional autonomy to have some ability to be meet their students where they are and put their own creativity and their own flavor into how they design those learning experiences on a particular day.

00:38:57,900	Um, I talked about the alternative pathway again. Those are for a few exceptions who aren’t maybe taking the normal, typical college preparatory mathematics route there. Um, we continue to look where we can support interventions, and we know that professional development is needed at times, but the best professional development also hinges upon not only external factors are going to

00:39:18,330	conferences are here in the latest practices, but really spending time where you can work with other professionals that are responsible for teaching and developing. Um North Dakota standards into actionable lessons and assessments and feedback, Uh, for our students, and ultimately for the parents and kids to understand where they’re at relative to that, So.

00:39:38,630	We look forward to, um, seeing some pilot in work at, uh, at the Walker Middle School for sixth grade as we take a look at what we might be able to better do. We’re always trying to test things out. And. If it works.

00:39:53,900	Then Look at how we might scale that so that being said we talked about PD, but the last part I would say is, we do believe That there needs to be some continued emphasis on work about scaling a PK 12 math leadership team. So that is part of the work. I think with LD I that we’re considering. We’ve done this at different times.

00:40:10,230	And I think that we need to Maybe resurrect that and be a little bit more systemic, Especially as we look at some of that data regarding the the growth from year to year, making sure that we are tightening, um And understanding on why we might be slipping and where we might be able to provide that challenge for kids and which

00:40:28,700	standards might help our students stretch. Um so with that being said, I’d stand for any questions at this time. Mr preskey. Um, thank you, Um, really interesting data there. Um, I. Guess.

00:40:51,270	One of my questions is do the teachers know what is going to be on the map testing tests? Um, they would know that the areas and the concepts that are being covered and, um There’s lots of practice problems, etcetera, but they that’s a internal test that’s not like a sealed test, but they don’t necessarily have the questions and are looking and then teaching to the test from that format, But it’s It’s again.

00:41:10,000	Just a A dipstick and the measure, but they would know the types of questions as they generally don’t change. Um The numbers change, and thus the answers change at the same type of questions occur. I.

00:41:28,500	I think it’s important like what you said with it’s one test on one day, and then that’s the measurement that we’re plugging in here, right? So when I look at the growth for the map test, you know Before. I got to comparing that to the classroom based scores it was, you know, it’s it’s a little concerning, but then when you look at the classroom based scores that’s really based on the work that they’re doing in the classroom.

00:41:48,230	We’re meeting our increasing across the board. So, Um and I would also link as you’re saying, Not. Only in class. They’re doing well, but in overall proficiency, Remember we talked about too is that’s where we’re really hitting it. Our growth was lower. Sometimes. We.

00:42:04,230	See that Hey, we’re making really good growth, but we don’t have as much kids profession and here there’s ways that Mesa, for example, will set will sort and say, Hey, we want kids to be making the growth and be proficient. But here. We have a lot of kids that were proficient and maybe Not as many that were growth. But.

00:42:19,630	Remember that also nationally we sorry too much data we throw at you at times, but nationally, they say only 50% of students will make growth. It’s. It’s designed that way. So sometimes when we’re in the forties. We. Wanna be the fifties. We wanna be The sixties but put all three of those things together. As you’re saying Miss preskey doing well in the classroom.

00:42:38,670	Teachers are saying you’re getting what you need to get. Many of you are proficient at a high level. That’s great Some of you, unfortunately, didn’t make the growth that we wanted, and there may be multiple reasons And if you as a parent are concerned about that I would really encourage just to have that individual

00:42:53,900	conversation with the teacher and they might be able to calm you and understand your particulars. Young, uh, students. Circumstances. Thank you. OK, um, the only Yes, it’s more of a comment as as I kind of look through the indicators and Indicator four and five together talking about and and you guys have touched on some

00:43:17,470	of this, the the growth perspective as as you think back and looking at the data and the covid year and and and you see The spring 20. In 21. You. See this this really high growth number and then just kind of naturally to me in my mind, II I look at it and go. OK? Yeah.

00:43:35,570	There’s probably going to be a growth low if you will. So I’d be interested to see what the what the data looks like when we get the next next set to see if that kind of starts to we’ll call it normalize around that 50% number If it’s just one of those where you had such high

00:43:48,300	growth that it’s hard to to continue to grow at that rate. Um So that was kind of the one thing that kind of stood out to me beyond what’s already been touched on. Vice president hangar. Yeah, Ms Peterson. So sorry.

00:44:07,730	I wish I could have been there been here in in person to both. Listen to the focus on success and, um Dr. Johnson’s presentation and I have a comment that just kind of echoes. What? Um uh What vice president Hanker just said. I do think it’s important and I heard Dr. Johnson say this as well.

00:44:23,600	I think you want to always look for trends and you want to continue to do it, so I really appreciated hearing that even though we’re seeing kind of the data you know from before we’re seeing that the teachers, the administrators, the instructional coaches are leaning in as we speak to look at the data and look at individual students and where they are and intervene

00:44:41,870	appropriately, But I do think, and I think I heard you say this, um Is that we do need to keep An eye on it, You know if it’s trending in the wrong direction. If. It’s an outlier that’s something to note and then continue to just make sure that all of our kids are experiencing growth.

00:44:59,900	I have had a lot of educators, um, who have who have kind of have the mantra that every every student regardless of where they enter into your classroom, whether they enter in behind or above that they are entitled to at least a year’s worth of girls.

00:45:16,900	And, so if that’s not occurring for whatever reason on a system wide level, it’s something to ask questions about, but And as you see the outliers and as you determine, I think that something to highlight is not only what Dr johnson said about the participation of the Bismarck teachers on in the state standard committees but then also in that focus on success that they’re continuing

00:45:36,230	to dig in and immediately be responsive to any of those changes and knowing that those changes that they’re doing in that committee work also leads to changes that have to happen structurally in the classroom to meet the needs of The new standards, but also the just different curricular needs that need to occur.

00:45:55,530	It is it is daunting Work. It’s good work, and I just really appreciate all the time and energy that the educators are doing consistently and constantly to adapt to those to those changes. And so I think it’s just Hopefully.

00:46:12,570	We’ll continue to see a lot of growth in this area, and I think Bismarck should be commended for the growth and the and the stability they’ve seen in math because that is not a trend that we are seeing nationally and post It is taking some really hard dips.

00:46:29,870	And when I looked at this data, the fact that we are able to maintain and stay steady in a time where a lot of people are going very far in the other direction is commendable. That’s my only comment and I’m so sorry. I can’t see you guys in person. Thanks. Thanks. Ms Peterson. Thanks, Dr.. Johnson. Um Just really. Vice President Haar. Thank you, uh, just to Miss Peterson’s point, Um I. I just I.

00:46:50,530	Just Wanna connect these dots because I do believe 100% in what she said that every child every student is entitled to a year’s worth of growth. Um, the the The thing I struggle with is I can’t possibly just be put on the the shoulders of the classroom teacher? Because my kids are entitled to carry out the garbage every night, and that doesn’t always happen.

00:47:06,430	You know, but but the fact that we if we have the opportunities, that’s what we need to remember, right. So with that, Uh, I’m going to say that, uh, in regards to our two academic achievement, mathematics that we accept this report as making reasonable progress, with exception, uh, noting that we accept the recommended change

00:47:27,600	to Indicator eight making reasonable progress second. We have a motion in a second, Mr. Chair. Would you call the roll? Le Yes, Peterson. Yes. Preskey hager? Yes. OK that, uh, takes us down to item B. Uh, Board Policy BS R one single point of connection, uh or read the policy. And.

00:47:59,330	Then we’ll determine, um Whether or not, we want to retain or amend or and then if we’re in compliance and in compliance with exception or out of compliance. Um so board policy single point of connection. The superintendent is the board’s sole point of connection to the operational organization.

00:48:23,330	The board will direct the operational organization only through the superintendent functioning as the chief executive officer. Uh, that concludes the reading. Of BS R one single point of connection. Board members. Yeah I. I would, uh Move that we retain it. BS R one single point of connection. We have a motion. I’ll make a second with comment.

00:48:51,030	Um, actually, I second that I do wanna give some clarity to this because sometimes I think people might, um not understand what this is all about, And having gone through the governance process, this is the right work.

00:49:13,070	This is a great policy and really, we have put the superintendent in charge of all operations, and we we methodically, uh, go through our reports and and, uh, essentially review him on how the operations are It would be completely unfair. Um, to say you’re in charge of operations and have board members running around, um, meddling in operations. I think we all understand that, but but but really, the heart of this is fairness like we we turn this over to you, Superintendent.

00:49:34,330	We’re gonna hold you accountable and we’re gonna stay out of your way. Right. We’re going to govern by policy. So. It’s. It’s great, I absolutely Would like to retain this. So I second your motion. Thanks. I appreciate the clarification there. Um, we’ve got a motion in a second. Uh, Mr Chair. Peterson. Yes, Yes. Lee? Yes hager? Yes.

00:49:59,430	Uh, second part of this is to determine as if we’re in compliance and compliance with exception or out of compliance. And Mr vice president, I would move that we find ourselves in compliance with BS R one second A motion second, Mr Chair. Preskey lee? Yes, Peterson. Yes, yes.

00:50:28,900	Uh, with that we move on to item six matters reserved for board action item. A career academy bid. Dr. F. All, right. Thank, you and I will echo. I didn’t need to weigh in on the last one. But. Thank you for letting me do my job and then hold me accountable for doing my job. I do appreciate that very much.

00:50:45,870	So. Um so in in front of you, you have the career and technical education project. Um, Grant, the capital projects grant I did in the, uh uh, for your sake and for the viewing public, Um, just want to remind you where this came from, And.

00:51:03,430	So if people want to look at the notes, this project is really stemming from that request or that grant pro Or that came in, um in 21 late 2122 in regard to CT projects and building out those that capacity. Uh, as I put in my notes, Remember.

00:51:25,770	That was on March 15th of 2022 that the North Dakota career and tech ed board, um allocated $68 million over $68 million to 13 projects across the state to build out career and technical opportunities for kids. Bismarck is one of those recipients and at that time Bismarck received A word of $5.3 million. That’s an important thing for me, because as you know, I was on the board.

00:51:45,030	I was one of those people that got to vote for. Um, uh, Bismarck getting this grant and I, probably at this point, knowing where I am now I should have voted to give you more but Uh, we’ll let it sit at that, but that’s where this project came from.

00:52:02,300	And then part of that pro, uh that Grant was outlining our pro or the what? Bismarck did. It wasn’t here then to outline the scope. What the what? The project was gonna encompass, and that was pitched to the the CT board. And. Then they weighed that and then made their allocation. So in addition to that $5.

00:52:21,300	3 million, I didn’t also note on here for you that the North Dakota Legislature do the inflation right after covid because that was covid. Um, did allocate and and provide some inflationary moneys to that. To get that allocation from 5.3 million up to about 7.3 a little over. Um, so our allocation actually increased from the day it was authorized. So.

00:52:41,300	Um, please remember to that this grant because it was federal money that now has been given to North Dakota, but the North Dakota Legislature put a timeline on that We have to spend that allocation that 7.3 million.

00:53:01,500	We have to spend that by and have it expended by December 31st of 26 that used to be 24 but again due to inflationary and covid, the Legislature pushed that date off for all the 13 schools, So, there is a timeline ticking on us expending these dollars. That’s why It’s important for us to take action and move forward or risk returning all those funds to the state of North Dakota and to North Dakota CTE.

00:53:17,970	So our proposal right now, as you saw in front of you, and you’re aware of this because we submitted and asked for bids is to fund a shell out building in northeast area. Bismarck provide instructional spaces for carpentry, egg mechanics and some shared office and, uh, operational space. And. So that was part of the fund.

00:53:36,700	I think you have diagrams in front of you to remind you what that Project was, but then I provided the funding outline. So, um, taking in the CT funds that were on there. Um, the guaranteed maximum price, as quoted was 8.5 $8,511,822. After You take out the CT funding that we’re just talking about.

00:54:01,370	That leaves a a local commitment of $1,142,334 and our recommendation for Mr Share, Um Dr. Johnson. I’ll add him in because it’s important to all of them as well. They were in the application and myself would be to recommend approval. Miss preskey. Thanks, um Dr. Foss nut.

00:54:23,730	Is there a downside to scaling the project down? Um so that we’re in line with the dollars that we that are provided in that state CTE Grant funding. Um Good question. M preskey I. I mean and I. I will tell you there’s probably a little bit even on in my desk little Indigestion about the cost of these projects, particularly when I think a lot of these schools uh, my experience a man end.

00:54:43,430	That’s where I was before we got it. We were awarded a grant. Um, and saw those costs escalate during that time based on the scope of the project.

00:54:58,900	We all had a dream and we we budgeted for the dream, and then we saw reality change on us, Um and even with the inflationary dollars, they probably don’t match the reality of having to pay for it. I think that’s your question? So If you were gonna Pull it back in. I’d have two concerns one Can we still satisfy what we promised CTE. Can. We still do the Can.

00:55:17,670	We still offer the the course offerings cause CT if you ever been the cruise center, and I know you have, but for the general audience takes some space that it can’t be done in a little tiny box. Um my other concern would be, um Because. I had a working relationship with, uh, Mr sick on state CT board as he is the executive the director of N DC T.

00:55:40,200	There was definitely direct questioning of, if any of the 13 projects would scale back what they promised CT and their proposal. Um That state. CT could say Well, we’re just taking the money back because you’re not living to your promise. We approve your proposal. You promise to do the proposal. We gave you money.

00:55:57,300	That’s the promise that they commit us to, so I think we need to move forward with that I. I would not want to put these funds. In totality in jeopardy. So if I don’t know if that answers your question, so and then I mean there are opportunities to Um, well, we can’t commit those right now. But.

00:56:17,870	There are opportunities for our community to find community partners for that $1.1 million That is remaining correct, I I would offer to all the board that that work was being done before I started my job here, Um, by, uh, Mr her off the The esteemed on a pinnacle on the mountain top, Mr. Hoff.

00:56:38,170	That is a great, uh, The, godfather of CT by Dr. johnson and by Mr share, uh and we’ve continued to do that during my time here. All. Three of us continue to meet with community partners trying to find ways to address this funding gap and we will continue to do that, regardless of what you approve.

00:56:53,200	So if I can continue to if it you know, when you look at the plan was sitting on my desk here when I got in, Um, when you look at the programs that the CTE will Provide HVAC plumbing electric electrical, uh, carpentry, agriculture and I. Think. What That.

00:57:14,500	Highlights to me is that these are great opportunities for our community to step up and invest because they will be the benefactors in the end. We we all are familiar with the workforce challenges that we have in our community across the state nationally, and, um, this really could get kids students.

00:57:38,500	Kids students Workforce ready? Uh, for those that you know, might not want to pursue a a tour four year degree, they can walk out the door and probably have a job with any of those kinds of companies and And and have plenty of work ahead of them.

00:57:57,700	So, we we continually meet Sergeant, if I, um we continue to meet with our community partners that are asking for workforce. Uh, there isn’t a business in town that’s not looking for workforce, right? But when you talk about the big industries, Uh HVAC who are looking for technicians can’t find enough technicians. Um, that’s a That’s an obvious need that we have addressed in this building.

00:58:15,830	Uh, you see a lot of that’s just to be really precise is precision egg and Automated, um, like what you see in a construction site when you have large equipment doing GPS, um GPS type enabled, Uh, precision. Um Um, groundwork.

00:58:34,670	I’m gonna get that term wrong, but that’s the kind of projects we see out there and those are absolutely high demand jobs for our kids. So, Um we feel the pressure from workforce to address their workforce needs. We just need some help from some people to help address their workforce needs so Just really. Thank you, Vice President Hager.

00:58:54,300	So you know, just to make it simplistic because this these these numbers, um always look big when they’re in the millions of dollars and, um, but it in perspective, if in my personal life uh, I. I found a home that was absolutely perfect for me and my family, and it was $850,000 and someone came along, you know? Hey. We’ll give you a grant for 750,000. You just have to come up with 100,000. It’s like a no brainer.

00:59:10,900	It’s kind of what this is, You know we would be silly to to turn this down. We’ve we’ve We’ve got the grant. Um, we do have to spend a little more, but it is our dream home.

00:59:29,030	This is a beautiful facility It’s gonna meet industry needs, which I think we all agree with, um, our CTE programming is is exploding and rightfully so, and we are perfectly aligned with the Polytechnic mission at BS C.

00:59:46,100	I think there are a huge things to come in this community through CTE and and and the foresight many people in this community had when they Started their career academy and to see what it’s grown to and where it continues to grow is extremely exciting. So with that I would move that we award the career and technical education guaranteed maximum price for the base bid of $8,511,822. I would second We have a motion to second Mr Chair before you call the roll.

01:00:05,300	Just a quick comment to Mr lee kind of hit hit it spot on there when it comes to to this facility when you when you think about it, and we’re gonna touch on here a little bit later where it’s going to be cited. We’re not out buying the land for that as well.

01:00:21,470	So when you’re when you’re talking about the all in cost of this facility in in the potential that right now it could be less than 10% of what this would cost us to build on our own plus. There’s still opportunities for community partners When You, Think, HVAC, plumbing, electrical the needs that we have in our community, we can be turning out students that could be walking out the door and getting a job in the

01:00:35,900	community that You know some of some of probably our industry partners. See that and see the opportunity to come in and and and support this as a potential opportunity for them to to gain workforce in the in the future. Um, we have a motion a second MS. Chair. Lee? Yes, Peterson. Yes, preskey. Yes, yes.

01:00:59,330	Uh, item B. State and local Cyber Security Grant program bid Dr. Foss not and this one you received before. If you remember it? We brought that in with? Uh um again. We had a grant that was going to cover a lot of these costs.

01:01:19,500	We have a small local contribution, but N again Kind of like what? We Just approved. There’s nowhere. We There’s no way we’d be addressing all these hardware upgrades. Security upgrades inside of our infrastructure without this federal and state level Grant, So our recommendation Is to award the bid for project a chromebook management licenses to, um Right sent for a total cost of $97,370.

01:01:44,630	50 and, um The bid for Project seed B CD E and would go to high point networks for a total of 7, $6065 and F would go to Marco for a total cost of 59,073 and again remember, we have only the 10% cost, and I think it was asked last time, actually Miss skate.

01:02:03,230	Think You asked that question This would not be new cost. We’re gonna take these out of existing budgeted dollar so it’s actually nothing added to our budget. So Board members. Miss preskey.

01:02:27,300	I will move that we award the bid for the project and I’m not going to read all the specifics that he just did, if that’s all right for the state and local cybersecurity grant program. We have a motion. Clarification, Mr Vice President. Uh, I would like, Um, a resident expert, Mr share. Are. You OK with us not reading that. I think if if Miss preskey would just say S So moved as Dr. FS not stated and then that’s in the minutes. So moved as Dr. Foss not stated.

01:02:52,970	We have a motion in a second. Mr Share. Lee? Yes, Peterson. Yes, preskey? Yes? Uh, Item C donation agreement on that one. The Vice President hager. I’ll kick it over to Mr Sher. Alright So I.

01:03:22,300	I Wanna Start this first, um You know it’s exciting times to to start expanding our CTE programs and adding some programs. But, you know, I think when we initially did this grant somebody that stepped up to the plate was Chad and Stacy Wachter. So I I feel like I would just would like to publicly thank them. This is a a large tractor of land that’s gonna work very well for us that they donated.

01:03:38,830	Um, the donation agreements attached. Um So I. I. Guess. I answer any questions that you would have in? Maybe in relation to that? And and, uh, I just talked to Chad multiple times this week. He’s ready. He’s ready. Let’s get the sign. Let’s get the transfer done and And, uh, so exciting.

01:03:57,130	Board members M preskey. Um, I move that we approve the donation agreement and direct the business manager to complete all paperwork to transfer the property to Bismarck Public schools second She. We have a motion in a second. Peterson. Yes. S Lee hager? Yes. Item D board member visits. Mr Lee.

01:04:25,300	I believe you have one to share tonight. Thank you, mister Vice President. I do I had the pleasure of visiting Wilmore Elementary. Home of the Wildcats. I was met at the door by a a fifth grade ambassador. And. I was, uh I did kind of redact this. I’m Just gonna I’m gonna Say. Her name is Miss J.

01:04:47,830	But she was, uh she was an absolute delight. Um, she handled herself very professionally. I mean I was seriously blown away. This is 1/5 grade girl. Um, right. When I came in. She greeted me asked me if I wanted a water or coffee. I politely declined, but Never had that happen before, um very hospitable.

01:05:04,800	Miss Jay showed me around the different wings of the building. Uh, occasionally stopping to give hugs to younger kids. Uh, she is truly a bright light and I enjoyed every minute of our tour. So she spoke to me about the ambassador program, of which she is a part and because of her leadership role was giving me the tour.

01:05:22,430	She showed me the extensive application that needs to be filled out to become an ambassador, and, uh, seriously looking at it. I’m like Why. Did you want to go through this process to be an ambassador without flinching, Miss, Jay said. I like to help people. I’d like to help people. Uh, Just warm my heart.

01:05:41,770	Um She also showed me the work that ambassadors do, which include a number of different activities in the school greeters being a buddy to new students. I thought that was so cool, Uh, hanging up posters. Um, I think her favorite was office assistant, Uh, principal Vallejo can probably attest to that.

01:05:59,770	Um, she likes hanging around at the office. Miss J, uh, but many other things. Ambassadors also get involved in the community. So the day I was in there. Um, they were all out of the building except Miss Jay, helping community action. Fill backpack.

01:06:19,030	For kids, which is one of the great local programs that addresses hunger, uh, really cool program, the ambassador program at Wilmore. Um I also had the pleasure of of running into Mrs Don You might recognize that name especially Miss preskey. She’s married to that guy who served our community so admirably and we shared a great conversation. Uh, about a different guy.

01:06:38,400	Her, Dad, um, who I was very close to for a number of years before he passed. And it was, uh, it was great to talk about my friend Joe, and how proud he was of his kids and grandkids. We had many smiles and even a few tears and joe had a big impact on my life. For. Sure, Uh, he added.

01:06:56,530	Such a servant’s heart, So we get caught up in this adult conversation and I look down, and there’s Miss J, just smiling and waiting. Waiting patiently, uh, displaying, um, a real high degree of maturity and this is all going somewhere, I promise, but, um Very impressed with with Miss Jay. We were able to visit.

01:07:16,630	Uh, Mrs Williams fifth grade class. Um Which again, uh, an absolute delight. She spoke highly of the the new reading and phonics curriculum was very excited with how it really meets kids where they are at and I can’t tell you how excited I was about this when I came on the board of the district was moving away from

01:07:36,600	Pons and I had talked to so many reading specialists who said. It’s a mistake. It’s a mistake. It’s a mistake and we’ve slowly brought phonics back in and it does make a difference. I’m a huge Proponent of phonics.

01:07:56,930	Uh, we know reading and comprehension is so foundational to to education and being a lifelong learner. Um, fun to see how excited she was about the curriculum and I. I had a chance to kind of go over a little bit with her in it and it just it looks fantastic. So, um We talked about some struggles with an older building.

01:08:15,430	Um, so Mrs Weldon Williams kind of shared with me that she’s had, uh, respiratory problems, and she teaches on the second floor and and without an elevator, it it it she’s had some difficult days, but she’s managing So we had a chance to talk about the facilities plan and how it informs us when we need to update our older buildings, and

01:08:30,370	I assured her. This is a high priority, and Wilmore is on the list with a A couple other elementaries. Um, of course it it all comes to funding, but I have every confidence we will get to that. Um, and, uh, and solve these problems.

01:08:50,030	So, um Fun to talk with her walking down the halls. I ran into one of my favorite people. Mrs Hoffner. I had no idea she was that Wilmore. Uh, it’s fun when you get in our buildings. You’re just like Oh. You’re here.

01:09:06,630	I also popped my head in to say hi to Mrs Krantz who who I believe had a teaching degree, but she served our district for many years as a wonderful secretary at Northridge, and it was just fun for me to see the positive energy she brings into her classroom.

01:09:24,230	Um, just fun to see someone who moved, Uh out of the office back to the classroom and is really, really enjoying it Caught me off guard because she shaved her head. She was part of brave the shave. I didn Know that till later, But. I was like, Oh. That’s bold but, uh thank you. Uh, what a wonderful program and appreciate her doing that as well. Um So. What do II. I talk about people, IN our buildings.

01:09:43,000	I talk about it a lot because I’m always just blown away at the quality of our people. We have so many great people working in our buildings and every day with our kids and and I’ll say it again and again and again, But, we are truly blessed. As a community. We are blessed by our educators by everybody in our building.

01:10:03,230	Our administrators are kitchen workers are custodians. It is just our people are phenomenal. Um And. It’s a joy to be out there with them. So, Miss J. She finally passed me off to to Principal Vallejo and we said our goodbyes. And. I. Wanna say this. I. I’ve never been given a tour of a building by a student.

01:10:25,700	It never even occurred to me. That that could be done. Of course it can be done, but it’s always the principle that takes you around, But. It was so refreshing and so awesome and it says a lot about the leadership, uh, in that building when they allow a student Ah, to give the tour to a school board member.

01:10:44,430	We All know, kids can and will say and share everything. Um, it shows a high level of confidence in your building. Uh, it was just refreshing. So so my last, uh, visit with principal Vallejo was down in Lincoln.

01:11:03,700	And, so I started to talk to her about her move into the center of town, and she seems to really like the change a much different feel that Wilmore which, uh, we can all recognize being smaller. It’s a little more intimate in relationships are easier to manage. Um, it’s important for me that, uh, to to relay that she just she spoke glowingly of her. Whom she said, operates as a team.

01:11:21,800	Everyone’s willing to pick up the slack when needed, and and it’s a very tight knit group. They are all focused on kids first, um Which is awesome. I. I believe all of our buildings are are focused on kids first, and Wilmore is no exception, meeting their needs as humans as she put it, which I loved our little humans and looking

01:11:41,530	for ways to help in many situations, many difficult situations at time. Um, Principal. Vallejo is very proud of their career cafe. Which is a part of the CTE journey. It’s student led and they have the opportunity to dive into many different occupations.

01:12:01,770	Uh, the biggest challenges to her and her building are are the building itself for sure. And she felt the need for early childhood education. And, we We hear that a lot. But really trying to make sure all of our kids are ready when they get to kindergarten and can hit the ground running. Um, that’s admirable, and it’s a goal.

01:12:20,500	We should all have also setting those classroom behavior expectations, which is so important, Um, when our new kids get in the building at an earlier age would be a huge benefit. So those are two things that we touched on that We had good discussions on And as I wrapped up my visit. I kept thinking of Miss Jay. So impressed with her.

01:12:41,570	So impressed with The trajectory she’s on. Right. It’s It’s It’s headed up. Um And it, it may be reflect. And it’s It’s Something. I’m still reflecting on does BPS have the right programs in place? Curriculum and supports Academics and behaviours to challenge her throughout her years with BPS.

01:13:11,170	To limit the interruptions in our own very personal education journey to keep MJ on that trajectory. And. It’s It’s Something about continue to ponder as we look at our system. M J’s trajectory. Keeping in mind. It’s It’s not just the academics, but also how the academics get delivered.

01:13:38,430	Free from distractions in a learning environment that is safe and empowers our teachers and our buildings to address complex issues surrounding a few that impacts the learning of many. BPS Just. So many great things. So. So many great things. Um, but we are on a never ending. Insatiable pursuit to get better, and we always have been, and that’s what has made us so strong so I know for certain that we have work to do.

01:14:05,200	Um, despite all of the wonderful things that we do in making our classrooms manageable, our buildings manageable so that miss J And many of our Bismarck kids maintain that trajectory. It’s a trajectory where we truly the sky is the limit. Obviously. I enjoyed my visit to Wilmore.

01:14:27,700	It touched me deeply, and it’s one that will stick with me for a long time. Thanks. I really want to applaud that. That was a super report. Thank you? It was it was very moving. Thanks, John. Yeah. Thanks. Thanks, Mr Li, That was a That was a great report. Well, well, said. I said. OK with that, Uh, On. The. Item seven, the center agenda.

01:14:49,830	What are the wishes of the board. I move that we adopt the consent agenda. Second we have a motion a 2nd 2nd Mr Chair. Preskey lee Peterson. Yes, yes. On. The Item eight Superintendent’s report Dr. snot. Um, thank you, Vice. President Haar First one major projects. I’ll kick it over to Mr share. Yeah.

01:15:19,830	Thank you S so in the near future, we’ll have start having progress. Uh, updates on the new CT Center, Um Lincoln’s Progressing great I. I have absolutely no concerns that we’ll have plenty of time. Um, to do the work we need to in the summer to make sure we’re ready for students. Uh, Legacy is officially done.

01:15:40,730	Um, so that will drop off this year. Um, and then we’ll have, um Lincoln Edition will be done, of course, but it bills and everything else trailed by a couple of months, so we’ll we’ll still see the financials on that. Um and, uh so I don’t know if the board has any questions concerns.

01:15:59,370	Thoughts about Lincoln. I try to answer him now. It really? Thank you, Mr Vice President. Um I just I was out in Lincoln. Uh, I do have a day job and, uh Let’s wrap it around, and, uh it looks phenomenal.

01:16:22,270	I mean, you know a lot of times we do these building projects it just it just, uh um It’s it’s not easy to make it look like it was designed that way. It looks like it was designed that way. And. Um, I do wanna give Mr share.

01:16:39,470	Some props, he has added so much value over the years to our building projects because of his engineering background because of his know how, because of his diligence because of his, um, tight wallet, Um, but we all have benefited and I just want to publicly say thank you. Job well done. Thanks, Mr Chair. I’ll say thanks to he keeps he keeps me on the straight and narrow, too. Of all those projects So. Thanks, Darren.

01:17:02,930	Um, uh, We have exhausted those if I, but if I can add one comment just honestly, a little bit for looking at public knowledge on this. It was brought to my attention of the day and it just for public awareness because we talk about school lunches, school lunch accounts a lot as in the last legislative session.

01:17:20,970	Uh, we talk about those, um Just We have a We have a practice. We have a policy on collecting lunch balances. We try to be very, um Patient with families. We try to overly communicate at the school level and at our central, um, food service level trying to communicate, um, outstanding lunch balances with their families.

01:17:39,930	Um, we’re gonna do everything we can to find a middle ground for a family to do that. I just wanna let Patrons know we’re broaching $40,000 in unpaid lunch debt. That comes from somewhere. Um, and board members. I know you know this right? It comes from somewhere. Uh, we’re all paying that a little bit.

01:18:01,030	I mean It’s like almost out of a foundation payment. It’s $3 a kit. That we’re paying for unpaid lunch debt. Um So. You know I’m using the policy as a guide, and part of that is going to collections at the at the absolute end a couple times a year. We do that. So. Um I will my team I’m sure will be reaching out.

01:18:17,730	We will be offering some of those up to collections. Not something we want to do not something we like to do. But it is part of the process that’s outlined and I.

01:18:32,700	Just think patrons should be aware that that’s something we will do if we have to to go try to collect that, But, um I also so you know there isn’t a kid that’s gonna go hungry. We. Don’t refuse a plate. We feed our kids. We make sure we feed them every day. Um, they’re not gonna get an a second offering there and get They’re going to get their meal.

01:18:47,630	Um But we do need to take care of the debt to the payment, So just so you know, just to keep you up to date. Thank you. Dr. FSN All agenda items have been considered. I declare this