Grand Forks School Board Agenda For Oct. 12, 2020 PDF

October 12, 2020
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NOTICE OF REGULAR MEETING OF THE SCHOOL BOARD

GRAND FORKS PUBLIC SCHOOL DISTRICT #1
Monday, October 12, 2020 – 6:00 p.m.
Mark Sanford Education Center, 2400 47th Avenue South, Grand Forks, ND
The meeting will be broadcast live at https://www.youtube.com/c/GFSchools. Due to the COVID-19

public health emergency, this meeting will be conducted with social distancing consistent with CDC
recommendations and as allowed under Governor Doug Burgum’s executive order suspending NDCC 44-
04-19. As a result, space will be limited or not available in the school board meeting room. Members of
the public are strongly encouraged to view the Livestream through the District’s YouTube page.
For in-person attendees, face coverings are required to be worn when entering and moving throughout the
building. Once seated and 6-foot distancing can be maintained, attendees may remove their face covering
if desired. Hand sanitizer is available for use upon entering the building.
AGENDA
6:00 p.m. I. CALL TO ORDER & PLEDGE OF ALLEGIANCE

6:01 p.m. II. APPROVAL OF AGENDA
6:02 p.m. III. CELEBRATING SUCCESS
A. Indigenous Peoples’ Day Flag Ceremony
6:12 p.m. IV. APPROVAL OF MINUTES
A. September 28, 2020
6:13 p.m. V. CITIZEN COMMENTS (non-agenda items)
(Citizens wishing to address the school board are asked to complete a Citizen Comment Card
and submit it to the school board secretary before the start of the meeting. Citizens wishing to
comment on non-agenda items will be invited by the chairperson to speak during the Citizen
Comments item. Citizens wishing to comment on a specific agenda item will be invited by the
chairperson to speak when that specific agenda item is reached. Each person may speak for up
to three (3) minutes and will not be recognized a second time until all citizens wishing to speak
have been heard. The chairperson reserves the right to limit the discussion and the number of
speakers. School Board members shall not engage in a response or enter into a debate about
any issue(s) brought before the board during this portion of the meeting. Citizens’ comments
and concerns will be directed to the Superintendent of Schools, who will deal with them
according to policies adopted by the Board.)
6:19 p.m. VI. SUPERINTENDENT’S RECOMMENDATIONS FOR DISCUSSION
6:19 p.m. A. Review School Board Norms
6:20 p.m. B. Diversity, Equity, & Inclusivity Committee Update
6:40 p.m. C. School Reopening Update
6:50 p.m. D. Fall Enrollment Report
7:00 p.m. VII. SUPERINTENDENT’S RECOMMENDATIONS FOR ACTION
7:00 p.m. A. Shared Parks & Facilities Use Agreement for 2020-2021
7:10 p.m. B. Superintendent Evaluation Committee Report
7:20 p.m. VIII. OTHER
A. Announcements
B. Board Requests for Future Consideration
(There should be no discussion concerning an individual item that is requested for
future consideration. The Board President and Superintendent will determine the best
method of response to board requests for future consideration.)
C. School Board Norms - How Did We Do?
7:35 p.m. IX. ADJOURNMENT
Any person who requires an auxiliary aid or service to allow access or participation at a school board
meeting is asked to notify the superintendent’s office (787-4880) at least one day before the meeting.
October 12, 2020
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Mission Statement
Grand Forks Public Schools will provide an environment of educational excellence that
engages all learners to develop their maximum potential for community and global success.
Mark Sanford Education Center Dr. Terry Brenner

PO Box 6000 (58206-6000) Superintendent of Schools
2400 47th Avenue South (58201-3405) Phone: 701.787.4880
Grand Forks, ND Fax: 701.772.7739
www.gfschools.org tbrenner270@mygfschools.org
MEMORANDUM
TO: Grand Forks School Board Members
FROM: Dr. Terry Brenner, Superintendent of Schools
SUBJECT: Celebrating Success – Indigenous Peoples’ Day Flag Ceremony
DATE: October 12, 2020
_______________________________________________________________________
Several weeks ago, community member and parent Courtney Souvannasacd facilitated a meeting that
involved several administrators and community members regarding the possibility of North Dakota’s five
Tribal Flags to be positioned at the Mark Sanford Education Center. Through the work of Ms.
Souvannasacd, our woodshop personnel, and allocating a small budget toward this initiative, tonight’s
“Celebrating Success” will highlight yet another District step in the right direction to honor our history,
heritage, and Tribal affiliations.
Typically, a celebration like this would include a drum ceremony, however due to capacity and physical
distancing, we will forego that portion. Accompanying Ms. Souvannasacd will be Dr. Twyla Baker,
President of Nueta Hidasta Sahnish College, who represents the Three Affiliated Tribes - MHA Nation and
who will make the formal presentation to the school board/school district.
_______________Providing Equal Opportunities in Education and Employment_______________

October 12, 2020
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GRAND FORKS SCHOOL BOARD

REGULAR MEETING MINUTES
September 28, 2020
The Grand Forks School Board met in regular session on Monday, September 28, 2020, with Vice President
Eric Lunn presiding.
Board Members Present: Doug Carpenter, Chris Douthit, Amber Flynn via phone, Jacqueline Hoffarth,
Eric Lunn, Jeff Manley, Shannon Mikula, Bill Palmiscno, and Cynthia Shabb. Absent: None.
Student Board Members Present: Alicia Dela Cruz and Evan Whalen.
Others Present: Dr. Terry Brenner, Superintendent of Schools; Scott J. Berge, Business Manager; Jody
Thompson, Associate Superintendent of Elementary Education, Catherine Gillach, Assistant
Superintendent of Secondary Education; Brady Olson, Vice President, Grand Forks Education Association;
and Cindy Johnson, Executive Secretary.
__________________________________________________________________________________________________________
Call to Order and Pledge of Allegiance. The in a recent Teacher Advisory Council (TAC)
meeting was called to order and the Pledge of meeting, that high school teachers in the face-to-
Allegiance recited at 6:00 p.m. face hybrid are feeling overwhelmed with both
the face-to-face and distance-learning delivery
Introduction of Student School Board model.
Members: Alicia Dela Cruz, a junior at Red River
High School, and Evan Whalen, a junior at Grand Hoffarth joined the meeting at 6:08 p.m.
Forks Central High School, were introduced as
this year’s student school board members, and In response to comments from TAC members,
their oath of office was administered. teachers were given time at the end of last
week’s professional development to catch up. Dr.
Approval of Agenda. It was moved by Brenner reported other challenges and remedies
Carpenter and seconded by Shabb to approve in the areas of filling teacher vacancies,
the agenda as written. Motion carried supervision of students, keeping distance
unanimously. Absent: Hoffarth and Mikula. learners in attendance and engaged, all teachers
feeling overwhelmed, and a near-future
Approval of Minutes. It was moved by challenge to find space for distance-learning
Palmiscno and seconded by Carpenter to students who may return to face-to-face learning
approve the minutes of September 14, 2020, as at the end of the trimester/semester.
written. Motion carried unanimously. Absent:
Hoffarth and Mikula. Whalen and Dela Cruz reported students do
struggle with prioritizing their distance-learning
Citizen Comments (non-agenda items). None. day and students have a good attitude and are
willing to do what it takes to get back to a face-
Review School Board Norms. Lunn read aloud to-face school setting. They said their teachers
the school board norms. email a lot and provide a lot of tutorials and that
it is easier when the teacher explains
Mikula joined the meeting at 6:05 p.m. expectations for the off day on the day before.
Gillach said there was a lot of aggravation at the
School Reopening Update. Dr. Brenner start of the year because students did not know
reported Grand Forks Public Schools is one of the their schedules, but a lot of those kinks have
few large PreK-12 districts currently operating in been worked out. She said teachers are available
a face-to-face setting daily. He said, as reported at the end of the school day for students to come
GF School Board 9-28-2020

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October 12, 2020
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into the building for help even if it is the final budget. The changes include the preliminary
student’s off day but students don’t take deficit increased to $5.7M due to increased
advantage of the opportunity. expenditures related to additional teachers for
distance-learning and staffing isolation rooms
Mikula discussed her concern for teacher and additional supply costs. Revenues are
burnout. Lunn suggested district administration adjusted for additional CARES Act funding for
reintroduce in an email to staff that employee salaries and contracted services, the GE
assistance is available. Foundation donation, and a donation from the
City of Grand Forks. He said the most significant
Hoffarth said there is a lot of communication revenue change is a decline of just under $1.3M
between the teacher and the student but that in the anticipated per-pupil payment due to
there was not a lot of communication received as decreased enrollment, which is caused by a
a parent. smaller growth in enrollment projections than
anticipated and an increase in the number of
In response to a request from Mikula, Dr. Brenner students who choose to homeschool. Berge said
re-explained the district administration’s position the anticipated general fund balance at the end
on why the number of student COVID cases is of the fiscal year is $4.97M. He said there is
not released. He cited the district’s significant concern about the impact on cash flow and that
infectious disease policy, the district counsel’s during the school year one month’s expenditures
legal opinion about a violation of that policy, and can exceed $9M. Berge also discussed the impact
support by the North Dakota School Boards of construction-related expenditures on the
Association attorney to not release numbers as budget and the impact of 10 mills for the
he explained the district is trying to protect building fund.
student privacy relative to FERPA and HIPPA. He
assured the board that those who need to know, It was moved by Carpenter and seconded by
do know. Palmiscno to approve the 2020-2021 budget
with a property tax levy of 86 mills for the
Hoffarth said she thought part of the angst is a general fund, 10 mills for the building fund, 2
lack of understanding of legal matters and public mills for the special assessments fund, and 3 mills
health matters and a concern for checks and for the special reserve fund. Motion carried
balances. She assured the board there is a great unanimously.
deal of work and communication happening and
that there is so much happening it would be General Fund Financial Statement. Berge
overwhelming to communicate, but the checks explained that for the period of July 1, 2020,
and balances are present. through August 31, 2020, total general fund
revenues were $7,050,794 and total general fund
Mikula asked if there was any thought for expenditures were $5,908,614 resulting in an
hosting another district mass-testing excess of revenues over expenses of $1,142,180.
opportunity. Dr. Brenner said that he had just
received information on that and would share it It was moved by Shabb and seconded by
in the next issue of Friday Focus. Carpenter to approve the General Fund Financial
Statement for the period July 1, 2020, through
In response to a question from Shabb, Whalen August 31, 2020. Motion carried unanimously.
and Dela Cruz acknowledged the school hallways
are quieter because students are following what GFEA Petition for Consideration as
they told and not congregating in the hallways. Representative Organization for Negotiating
Students are following the guidelines to enter the Unit. It was moved by Douthit and seconded by
school and get into their classrooms. Manley to receive the petition from the Grand
Forks Education Association (GFEA) for
FY 2020-2021 District Budget & Tax Levy – recognition as the representative organization
Certificate of Levy. Berge highlighted the for the appropriate negotiating unit and
differences between what was approved in the authorize the posting of the notice as per North
preliminary budget as compared to the proposed

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Dakota Century Code 15.1-16 as recommended. APPROVED _______________________________________

Motion carried unanimously. (Date)
GFPA Petition for Consideration as ____________________________________________________

Representative Organization for Negotiating Eric Lunn, Vice President
Unit. It was moved by Hoffarth and seconded by
Manley to receive the petition from the Grand ____________________________________________________
Forks Principals’ Association (GFPA) for Scott J. Berge, Business Manager
recognition as the representative organization
for the appropriate negotiating unit and
authorize the posting of the notice as per North
Dakota Century Code 15.1-16 as recommended.
Motion carried unanimously.
GFDA Petition for Consideration as

Representative Organization for Negotiating
Unit. It was moved by Palmiscno and seconded
by Manley to receive the petition from the Grand
Forks Directors’ Association (GFDA) for
recognition as the representative organization
for the appropriate negotiating unit and
authorize the posting of the notice as per North
Dakota Century Code 15.1-16 as recommended.
Motion carried unanimously.
Announcements. Dr. Brenner made the

following announcements:
• Nathan Twining Middle School was named a
2020 National Blue Ribbon School.
• October 2 is National Custodians Day. Copy
of a letter sent by Dr. Brenner recognizing
the tremendous work the custodians have
done will be shared in Friday Focus.
• Flu shots for distance-learning students will
be offered on October 2 at Lincoln Park.
• The $100,000 check from GE Foundation is
received.
Carpenter pointed out the announcement in

Friday Focus of a school board work session on
October 21 at 5:00 p.m.
Board Requests for Future Consideration.

None.
School Board Norms - How Did We Do?

Douthit reported that the board did fairly well in
following its norms.
Adjournment. There being no further business,

the meeting adjourned at 7:19 p.m.

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Grand Forks Public School District #1
School Board Meeting Norms

The purpose of establishing school board norms is to ensure that all individuals have the opportunity
to contribute in the meeting; to increase productivity and effectiveness; and to facilitate the
achievement of its goals.
NORMS
1) Be prepared
2) Be on time
3) Value and respect each other
4) Exercise thoughtful deliberation and conversation
5) Be professional at the Board table and when visiting with the general public
6) Speak up when the norms are not being followed
7) Advocate on behalf of students and keep the community in mind
GOVERNANCE
1) Lead by policy
2) Serve as advocates for K-12 public education
3) Entrust the day-to-day operations to the professionals; Let the administrators do their work
4) Assist community members and stakeholders in following the chain of command
OTHER
1) Consider staff and District capacity in resources

2) Balance the meeting agendas so one meeting isn't heavier than the other
Board Approved 10.8.18
Mission Statement:
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Mission Statement

MEMORANDUM
SUBJECT: Diversity, Equity, & Inclusivity Committee Update
_______________________________________________________________________
At our meeting on Monday, members of the newly created Diversity, Equity, & Inclusivity Committee will
be present to share the work done between July and September. The purpose of the committee was to
create, establish, and sustain a Cultural Competence Action Plan for Grand Forks and Grand Forks Air
Force Base School Districts. Additionally, and prior to each meeting, we reviewed established committee
norms that were:
a) Always do your best
b) Be impeccable with your words
c) Don’t make assumptions
d) Don’t take anything personally but personalize the conversation to act upon it
Attached you will find an updated Strategic Plan with yellow highlighted portions that addresses crucial
conversations we had about Equity/Inequity, Inherent Biases, and Anti-ism(s). Each of the aforementioned
themes were led by members Katie Dachtler, Courtney Souvannasacd, and Dr. Tamba-Kuii Bailey as a
total of 5 meetings were held on July 9 & 30, August 13, and September 10 & 24. Between meetings, draft
versions of the conversations were created for the committee’s review.
Provided for you today is how the goals and strategies are embedded in the Strategic Plan; more work will
be done by our administrative team to operationalize the deliverables. It should also be noted that we plan
to engage the committee with future curricular studies, writing and implementation to ensure that we have
objective third party perspectives providing feedback on district level curricular work.
Below is a list of committee members:
Dr. Terry Brenner Michelle Rydz Dr. Tamba-Kuii Bailey Pete Haga
Catherine Gillach Katie Dachtler Thomas Mah Maura Ferguson
Jody Thompson Robin David Dr. Gabe Dahl Krishna Bhattarai
Amy Bartsch Stacey Barboa-Peterson Brian Loe Niema Mahamud
Marina Kojic Bella Hettich Dr. David Saxberg Dr. Hamzat Koriko
Karrie Bohan Courtney Souvannasacd Jeffrey Powell Geoff Gaukler
Luke Glasoe

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Grand Forks Public Schools

STRATEGIC PLAN 2020-2025 – FINAL REPORT
(10.12.2020 UPDATE)
Prepared for:
Grand Forks School Board and Dr. Terry Brenner, Superintendent of Schools
March 2020
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Grand Forks Public Schools Strategic Plan 2020-2025
TABLE OF CONTENTS
Executive Summary ....................................................................................................................................... 3
Our Strategic Plan 2020-2025 ....................................................................................................................... 7
Our Motto................................................................................................................................................... 7
Our Mission ............................................................................................................................................... 7
Our Vision .................................................................................................................................................. 7
Our Values................................................................................................................................................. 7
Our Strategic Priorities................................................................................................................................... 8
I. Academics – High-Reliability Schools Framework ..................................................................................... 9
Academic Engagement and Strategies for Student Success ..................................................................... 9
Professional Learning & Technology ....................................................................................................... 10
Innovation and Creativity ......................................................................................................................... 11
II. Comprehensive School District Mental Health System ........................................................................... 13
Mental Health .......................................................................................................................................... 13
Positive School Climate & Culture ........................................................................................................... 16
Social-Emotional Learning ....................................................................................................................... 16
Community Engagement ......................................................................................................................... 18
III. Resource Management and LONG -TERM Planning ............................................................................ 20
Master Facilities Planning ........................................................................................................................ 20
Long-Term Technology Planning ............................................................................................................. 20
Long-Term Financial Planning ................................................................................................................. 21
Human Resources ................................................................................................................................... 22
Continuous Improvement and Accountability............................................................................................... 23
Cognia (AdvancED) Engagement and Review Improvement Goals ........................................................ 23
Consideration for Future Study .................................................................................................................... 23
Study 1 .................................................................................................................................................... 23
Strategic Plan Annual Review ..................................................................................................................... 24
Strategic Planning Overview........................................................................................................................ 25
Why plan for the future? .......................................................................................................................... 25
Strategic Planning ................................................................................................................................... 25
Board Governance............................................................................................................................... 25
Strategic Planning................................................................................................................................ 25
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Operational Planning ........................................................................................................................... 26

Elements of a Strategic Plan ................................................................................................................... 26
Standard 1 - Leadership Capacity Domain .......................................................................................... 26
Standard 2 - Learning Capacity Domain .............................................................................................. 26
Standard 3 - Resource Capacity Domain ............................................................................................ 26
Strategic Planning Model ............................................................................................................................. 27
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EXECUTIVE SUMMARY
The Grand Forks Public School District Strategic Plan is a roadmap to ensure that our school district is
a lighthouse and destination district in the state for students, families, staff, and partners, and a plan to
drive the District's goals, strategies, and measures for educational excellence. This is an exciting time in
the school district as the school district has experienced a student enrollment increase seven out of the last
eight years following sixteen years of steady enrollment decline.
This Strategic Plan reflects the community's expectations, as evidenced by those who engaged in the
process, which included community leaders, school board members, educators, parents, and students.
The success of the plan depends on those served by it. The Strategic Plan highlights educational shifts in
contemporary times and how the District will respond to "new norms" in the educational arena in that it will:
• Chart a course for the District's future
• Guide the District's direction for growth and advancement
• Encompass strategic thinking, informed planning, continuous improvement, and financial
sustainability and accountability measures
History
The District wrote its inaugural Strategic Plan in 2011-12 that included four Priority Areas as follows:
• Demographics
• 21st Century Learning
• Hiring and Retaining High-Quality Staff
• Communication
While those priorities are now embedded as part of the District's cultural tenets and practices, a renewed
focus was necessary during the 2019-2020 school year, which was supported by the School Board.
As a precursor to the District Strategic Planning Committee's work this school year, Dr. Terry Brenner,
Superintendent, invited all staff to be part of Strategic Planning engagement meetings in April and May
2019 as he facilitated fourteen sessions at the school level (some schools were combined for efficiency
purposes) soliciting information based on the following questions:
• What do you value the most about our school district?

• Thinking about our overall school district, what would you say are two primary challenges?
• Thinking about our overall school district, what would you say are two primary strengths?
• What academic initiatives would you recommend in the next 3-5 years for the school district?
• What is the most critical decision our school district must make in the next one to two years?
• What trends or developments in the community should be considered when setting priorities
for the future?
• What two things should change in our school district?
• What two things should not change in our school district?
• If not addressed already, what ideas, concepts, programs, courses, facilities, etc. should be
considered when addressing the District's budget challenges?
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Themes that emerged from the school-based engagement sessions were shared with Dr. Jeffry M. Schatz,
a 32-year career k-12 educator and, most recently, the former Superintendent of Schools in Fargo, North
Dakota.
To that end, a District Planning Committee comprised of 38 interested stakeholders met five times under
the facilitation of Dr. Jeffry Schatz, Strategic Planning Consultant, to work through Mission, Vision, and
Values/Belief Statements and to identify immediate and emerging priorities for the next plan. Through small
and large group exercises, the committee determined the following themes to focus on:
• Academics
• Comprehensive School District Mental Health System
• Resource Management and Long-Term Planning
Each of the themes includes more in-depth specificity within this document.
Acknowledgments
By way of recommendation followed by invitation (see Attachment A), the following people served on the
District Strategic Planning Committee, members who devoted several hours throughout five evening
meetings with, at times, homework in between. The District is thankful for the sustained attendance from
start to finish as the committee met between August and November of 2019. Following the final face to
face meeting on November 4, 2019, the sub-committee Writing Team put the committee's work into action
with the facilitation by Dr. Schatz.
District Strategic Planning Committee
1. Dr. Terry Brenner Superintendent, District/Parent

2. Jody Thompson Associate Supt. Elementary, District
3. Catherine Gillach Assistant Supt. Secondary, District/Parent
4. Geoff Gaukler Mental Health Coordinator, District/Parent
5. Dr. Tricia Lee Executive Director Special Education, District/Parent
6. Jessie Erickson District Assessment Coordinator, District/Parent
7. Scott Berge Business Manager, District/Parent
8. Tracy Jentz Coordinator of Communication/Community Engagement, District
9. Amy Bartsch Chief Academic Officer, District
10. Lisa Vojacek Mentor Teacher, Valley MS
11. Ann Herbeck 6th Grade, South MS/Parent
12. Jon Strandell Principal, Central H.S./Parent
13. Shari Bilden Principal, Twining Elem/M.S.
14. Dr. David Saxberg Principal, Century Elem
15. Leslie Weigandt Principal, Wilder Elem
16. Alyssa Curren Special Ed Teacher, Century Elem
17. Tiffany Mannassau Instructional Design Coach, Kelly Elem/Parent
18. Becca Lord Instructional Design Coach, Valley MS
19. Eric Sanders Instructional Design Coach, Red River HS
20. Mark Rerick Athletics, District/Parent
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21. Brad Sherwood Fine Arts, District

22. Krissandra Pohl Math Teacher, Red River H.S./Parent
23. Katie (Hatt) Rokke CTE Teacher, Red River HS
24. Emily Johnson Science Teacher, Community HS
25. Jennifer Modeen Social Worker, Winship Elem
26. Leslye Thiery 5th Grade Teacher, Discovery Elem
27. Cassaundra Riewer Teacher, Wilder Elem
28. Bill Palmiscno School Board President
29. Eric Lunn School Board
30. Jackie Hoffarth School Board/Parent
31. Badera Muhanna EL Teacher, Winship Elem
32. Heather Lotysz Parent
33. Todd Feland City Administrator, Community
34. Jenny Bladow Teacher Education, UND (Community & parent)
35. Angi Aamodt Payroll Supervisor, District
36. Sarah Shimek Character Education and Prevention Coordinator, District
37. Temi Haastrup Student, Red River High School
38. Aidan Fire Student, Central High School
Community Leaders Group
1) Robin David Welcoming Community Facilitator/Director
2) Todd Feland City Administrator (he's on the "other list" as well)
3) Dr. Mike Brown City Mayor
4) Murray Hennessy United Way
5) Kathryn Kester Greater Grand Forks Young Professionals
6) Darin King ND University System
7) Kayla Hochsstetler SPECTRA Health
8) Ryan Riesinger G.F. International Airport
Writing Team
1) Dr. Terry Brenner Superintendent
2) Jody Thompson Associate Superintendent
3) Catherine Gillach Assistant Superintendent
4) Scott Berge Business Manager
5) Amy Bartsch Chief Academic Officer
6) Chris Arnold Buildings & Grounds Director
7) Eric Ripley Career & Technical Education and Technology Executive Director
8) Geoff Gaukler District Mental Health Coordinator
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The District Strategic Plan will be used to provide bi-annual updates to the school board. Those members
include:
Grand Forks School Board Grand Forks Air Force Base School Board
Bill Palmiscno President Lewis Isassi President
Amber Flynn Vice-President Michelle Shepperd Vice-President
Matt Spivey Board Member John DeLa Cruz Board Member
Jackie Hoffarth Board Member Ann O’Rourke Board Member
Cynthia Shabb Board Member Samantha Plemons Board Member
Doug Carpenter Board Member
Eric Lunn Board Member
Shannon Mikula Board Member
Jeff Manley Board Member
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OUR STRATEGIC PLAN 2020-2025

Grand Forks Public Schools Strategic Plan and priorities were developed by the strategic planning
committee in conjunction with the school district leadership team. The committee reviewed extensive
qualitative and quantitative data and engaged in multiple discussions to establish a motto, mission, vision,
and values/belief statement.
Our Motto
A great place to grow and learn.
Our Mission
Growing together to enrich the world.
Our Vision
We provide diverse and meaningful experiences for all learners in a safe and supportive environment by
fostering curiosity, inquiry, and innovation. We grow and learn together by embracing change and taking
risks.
Our Values
We believe strong relationships in our schools and community will result in developing connected,
innovative learners, grounded by strong character.
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OUR STRATEGIC PRIORITIES
The strategic priority areas were developed to guide the school district's focus and effective use of
resources to achieve student outcomes that will prepare students for their future. The following represents
strategic priorities, goals, strategies, and progress monitoring metrics for each of the identified priorities and
subcategories within the overarching priority area.
Strategic
Priorities
Academics - Comprehensive School District Resource Management &

HRS Framework Mental Health System Long-Term Planning
I. Academics – High-Reliability Schools Framework

1. Academic Engagement and Strategies for Student Success
2. Professional Learning & Technology
3. Innovation and Creativity
II. Comprehensive School District Mental Health System

1. Mental Health
2. Positive School Climate & Culture
3. Social-Emotional Learning
4. Community Engagement
III. Resource Management and Long-Term Planning

1. Master Facilities Planning
2. Long-Term Technology Planning
3. Long-Term Financial Planning
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I. ACADEMICS – HIGH-RELIABILITY SCHOOLS FRAMEWORK

Grand Forks Public Schools will offer a school learning environment that encourages each student to
engage in their own learning experience. By engaging students in the learning process, students can focus
their attention on reaching higher levels of critical thinking and participating in meaningful learning
experiences.
To ensure that each student will be provided a quality educational experience, Grand Forks Public Schools
has adopted the Marzano Research Group High-Reliability Schools™ framework. This framework
identifies best practices to implement in schools to improve student achievement. Grounded in research,
this model includes five levels of performance supported by twenty-five variables or leading indicators. The
leading indicators provide schools with a road map of best practices to follow and implement over an
agreed-upon implementation process. Reference: https://www.marzanoresources.com/hrs/leadership-
tools/introduction-handbook-for-high-reliability-schools
The five levels of performance are:

Level 1 - Safe and Collaborative Culture
Level 2 - Effective Teaching in Every Classroom
Level 3 - Guaranteed and Viable Curriculum
Level 4 - Standards-Referenced Reporting
Level 5 - Competency-Based Education
During the past two years, the school district has researched and begun the implementation of this process
by achieving certification of Level 1 – Safe and Collaborative Culture, High-Reliability School's framework.
Currently, the school district is engaged in the implementation of Level 2 - Effective Teaching in Every
Classroom. The following goals, strategies, and progress monitoring indicators outline this strategic focus
in the school district.
Academic Engagement and Strategies for Student Success

Grand Forks Public Schools believes that by implementing the High-Reliability Schools Level 2 -
Effective Teaching in Every Classroom, all students will receive high quality, equitable, and relevant
learning experiences through active student engagement.
Goal 1 - Effective Teaching in Every Classroom

Effective teaching in every classroom will be defined by a common language for
instructional practices and strategies. Effective teaching in every school is defined by the
myriad conditions a teacher creates for learning.
Strategies
1. School leaders (principals) will communicate a clear vision as to how teachers should
address instruction in the school. High-Reliability Schools leading indicator 2.1
2. Support will be provided to teachers to continually enhance their pedagogical skills
through reflection and professional growth plans. High-Reliability Schools leading
indicator 2.2
3. Predominant instructional practices throughout the school will be known and monitored.
High-Reliability Schools leading indicator 2.3
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4. Teachers will be provided with clear, ongoing evaluations of their pedagogical

strengths and weaknesses that are based on multiple sources of data and are
consistent with student achievement data. High-Reliability Schools leading indicator
2.4
5. Grand Forks Public Schools will provide ongoing and continued support to teachers
and administrators to attain High-Reliability Level 2 Certification.
Progress Monitoring
1. Each campus will create an instructional model by the end of the 2019-2020 school
year with full implementation in the fall of 2020.
2. Each campus will annually (May-June) reflect upon, revise, and recommit to the model.
3. Each campus will use a defined common language around their instructional
model, Professional Learning Communities (PLC), and the teaching and learning
process.
4. Administrators, teachers, and staff members will create professional growth goals each
year by October 15.
5. Administrators, teachers, and staff members will receive feedback using the district
evaluation framework to promote professional growth each year by April 15.
6. All campuses will attain High-Reliability Level 2 Certification by May 2021.
Goal 2 – Emphasize cultural competence in our K-12 curriculum.

Cultural Competence is a mindset, a worldview, a way a person or an organization makes
assumptions for effectively describing, responding to, and planning for issues that arise in
diverse environments. Cultural proficiency is a paradigm shift from viewing cultural
differences as problematic to learning how to interact effectively with a variety of cultures.
Therefore, as a result of our efforts, students and staff will accept and respect the diversity
of gender, race, culture, and age differences.
Strategies
1. Update our curriculum review process to include a section on diversity and
representation.
2. Utilize the existing Diversity, Equity, and Inclusivity Committee to serve in an
advisory capacity for the curriculum study review and implementation
process.
3. Develop diversity and inclusion initiatives for each grade to build students’
cultural competence to embrace diversity and enable a culturally safe and
respectful environment for students to value and practice inclusion.
Goal 3 - Provide district staff, principals, and teachers with professional

development to help them assess their own cultural viewpoints and biases and
effectively engage diverse families and community members.
Strategies
1. Identify cultural competency skills and incorporate skill development into the
district’s quarterly train the trainer model to ensure all staff are building their
cultural competency.
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Professional Learning & Technology

Grand Forks Public Schools recognizes that professional learning and technology integration are
cornerstones of effective teaching in every classroom, a guaranteed and viable curriculum, and
standards referenced reporting.
Goal 1 - Effective Teaching in Every Classroom

Effective teaching in every classroom will be defined by a common language for
instructional practices and strategies. Effective teaching in every classroom is defined by
the myriad conditions a teacher creates for learning.
Strategies
1. Administrators, teachers, and staff members will be provided with professional learning
opportunities and necessary supports to achieve professional growth goals.
2. Administrators, teachers, and staff members will be provided with opportunities to
observe and reflect upon effective teaching practices.
3. Administrators, teachers, and staff members will be provided learning opportunities to
utilize the identified technology to ensure effective teaching in every classroom.
4. The school district will identify and monitor the necessary technology at each grade
level or content area to ensure access to and effective use of technology for
instructional practices in every classroom
5. The school district will provide the financial resources to acquire, support, and maintain
the identified technology to ensure effective teaching in every classroom. (Long-Term
Technology and Financial Planning Documents).
Progress Monitoring
As a way to measure progress on the strategies listed above, data will be collected and
analyzed as described in the certification process for High Reliability Schools, to gauge
stakeholder perception on the following leading indicators:
1. Teachers will be provided with job-embedded professional development that is directly
related to their instructional growth goals. High-Reliability Schools leading indicator
2.5.
2. Teachers have opportunities to observe and discuss effective teaching. High-Reliability
Schools leading indicator 2.6
Innovation and Creativity

Grand Forks Public Schools believes innovation and creativity drive continuous improvement in our
classrooms, schools, and overall educational system. We embrace change and establish flexible
learning environments so that our organization remains relevant and responsive to contemporary
and future student needs and interests.
Goal 1 - Empower persons at all levels of Grand Forks Public Schools (students, support
staff, teachers, administration) to explore and develop ideas, passions, and leadership skills
as they align with the District's mission, vision, and goals.
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Goal 2 - Invest in building teacher capacity around innovative practices in a student-

centered classroom, acknowledging that an effective teacher is the most important factor
affecting student achievement and personal development.
Goal 3 - Ensure equitable access to rigorous, meaningful learning experiences for all
students, regardless of the schools they attend, their triumphs or challenges, or perceived
abilities.
Goal 4 - Challenge the conventional constructs of age, time, schedules, and other facets of
the traditional school day to ensure purposeful learning.
Strategies
Our strategies to accomplish these goals include students, teachers and staff, and the
district leadership team. They include:
All students will:

1. Regularly engage in relevant, technical, project-based activities designed to help them
develop salient/enduring skills such as creative problem solving, critical thinking,
communication, collaboration, and persistence.
2. Have equitable access to a rich spectrum of curriculum and coursework throughout
their K-12 educational experience.
3. Have opportunities to collaborate locally and globally; make choices relative to
individualized learning goals and interests, and create artifacts demonstrative of their
learning.
4. Be able to showcase their ideas and work in unique and creative ways.
5. Both contribute to and learn from our broader community through service learning,
mentorships, and action research.
6. Develop strong character, self-efficacy, and productive work ethic while engaging in
meaningful learning experiences.
All teachers and staff will:

1. Understand that students are unique individuals, each of whom come to our schools
with personalized, meaningful experiences that are factored into their education.
2. Create learner-centered opportunities that embed risk-taking, critical thinking, problem-
based learning, and real-world applications.
3. Customize teaching to focus on the vital, enduring skills needed for future success in
post-secondary education, a rapidly evolving workforce, or military career.
4. Feel empowered to take risks around redesigning the student experience as related to
learning curricular standards and developing applicable skills.
District leadership will:

1. Continuously evaluate academics, activities, and wellness-based programs from the
perspective of what is best for student learning, well-being, and development, and
adjust said programs and systems as necessary to remain relevant and supportive of
modern needs.
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2. Dedicate itself to examining and challenging the status quo while maintaining a growth
mindset when it comes to teaching, inspiring, and progressing our students and staff.
3. Create additional pathways toward graduation that may include career or theme-based
academies, cross-curricular coursework, and learning projects; community-based
mentorship and apprenticeship practices; multi-age classrooms; asynchronous and
blended online coursework; expanded A.P. and Dual Credit offerings; and other
standards-based learning opportunities yet to be defined.
Progress Monitoring
1. The Innovations Committee will create a process for soliciting "grand ideas," which will
allow a format and support structure for encouraging district-wide innovative practices
by the 2021-2022 school year.
2. Professional development and PLC work will promote learning focused on student
engagement and applicable knowledge strategies that will help teachers build capacity
in developing relevant, rigorous, and collaborative learning experiences.
3. Student data will be collected annually and analyzed through surveys and student
focus groups regarding their perceptions of choice, relevance, engagement, and
acquired skills and competencies.
4. Classroom observation data will be collected annually and analyzed to determine the
most common instructional strategies utilized district-wide. The data will be evaluated
by comparing actual strategies against goal strategies (improving engagement and
knowledge application), and to formulate professional development around identified
needs.
5. Multiple pathways towards graduation will be developed, including expanded dual
credit, A.P., CTE, alternative education, and academy-based options through which
students can best prepare for post-graduation schooling, work, or military experiences.
6. The District will create an online hub for showcasing student demonstrations of
learning.
II. COMPREHENSIVE SCHOOL DISTRICT MENTAL HEALTH SYSTEM

Comprehensive school district mental health systems provide an array of supports and services that
promote positive school climate, social and emotional learning, and mental health and well-being, all in
strategic partnership with students and families, as well as community health and mental health partners.
(Advancing Comprehensive School Mental Health, National Center for School Mental Health, 2019).
http://www.schoolmentalhealth.org/
Mental Health
Mental health is defined as the social, emotional, and behavioral well-being of students.
Goal 1 - Increase mental health literacy for all students, families, and staff. Mental health
literacy is defined as understanding how to foster and maintain good mental health,
understanding mental disorders, and their treatments, decreasing stigma, and
understanding how to seek help effectively.
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Strategies
1. Provide Sources of Strength training annually to peer leaders and adult advisors at all
middle and high schools.
2. Incorporate Sources of Strength activities into the health curriculum.
https://sourcesofstrength.org/
3. Research and explore expanding Sources of Strength into the elementary schools
following a pilot program for curriculum at Century Elementary in the 2019-2020 school
year.
4. Provide Youth Mental Health First Aid training to families and school staff. Collaborate
with additional trainers in the community to develop a plan to offer training in the Grand
Forks community. https://www.mentalhealthfirstaid.org/population-focused-
modules/youth/
5. Develop regular communication, in a wide variety of formats, for students, families,
and staff.
6. Develop a high school course focused on well-being to be introduced as an elective
offering in the 2021-2022 school year with the intent of making the class a graduation
requirement for the incoming freshman class of the 2021-2022 school year.
Progress Monitoring
1. Each school participating in Sources of Strength will track the number of peer leaders
and adult advisors involved in the program, as well as the number of activities and the
number of students reached for each event. Data will be reviewed annually.
2. The number of trainings, along with the number of participants, for Youth Mental
Health First Aid, will be tracked and reviewed annually.
3. Communication regarding mental health literacy will take many forms, and the mental
health coordinator and the communication and community engagement coordinator
will meet annually to review the most effective communication strategies.
4. The content of the new high school course on well-being will be reviewed annually to
ensure student engagement and best practices.
Goal 2 - Implement best practices for mental health screening to determine whether
students may be at risk for a mental health concern.
Strategies
1. Develop a district mental health screening committee to select a systematic tool or
process that can be used to determine whether students may be at risk for a mental
health concern.
2. Develop procedures to reflect screening best practices.
3. Once an instrument is selected and procedures are in place, select a small group of
students (e.g., a grade level at an identified school) to pilot the process of screening.
Progress Monitoring
1. The district mental health screening committee will meet regularly to monitor and
assess the screening process and determine improvements that should be made
before more widespread screening is put in place.
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Goal 3 - Provide mental health promotion services and supports for all students.
Strategies
1. A list of mental health promotion services and supports that will be utilized consistently
will be disseminated throughout the school district to support implementation.
Progress Monitoring
1. Each school's SHAPE team (School Health Assessment and Performance Evaluation)
will meet annually to assess mental health promotion services and supports.
2. The district SHAPE team will review data from each of the schools to make
recommendations regarding mental health promotion services and supports.
Goal 4 - Provide early intervention services and supports to address the mental health
concerns of students who are experiencing mild distress, functional impairment, or are at
risk for a given problem or concern.
Strategies
1. Members of the Unified Mental Health Team will use data to determine SMART goals
aimed at addressing the needs of students identified as needing early intervention
services and supports.
2. Evidence-based group interventions will be provided for students identified with similar
needs.
Progress Monitoring
will meet annually to assess early intervention services and supports.
recommendations regarding early intervention services and supports.
Goal 5 - Provide treatment services and supports to address mental health concerns for
students experiencing significant distress and functional impairment.
Strategies
1. Identify students in need of individualized treatment services and supports using
screening and referral systems.
2. Administrators and members of the unified mental health team will ensure that
students in need of additional supports and services outside of the resources provided
by the school, will receive referrals to providers in the community.
Progress Monitoring
will meet annually to assess early intervention services and supports.
recommendations regarding early intervention services and supports.
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3. The mental health coordinator will meet individually with each member of the unified
mental health team each year to discuss services and supports and our collaboration
with community partners.
4. The unified mental health team will meet four times each year as a group for quarterly
collaboration.
Positive School Climate & Culture

A positive school climate is the product of a school's attention to fostering safety; promoting a
supportive academic, disciplinary, and physical environment; and encouraging and maintaining
respectful, trusting, and caring relationships throughout the school community. (National Center for
Safe and Supportive Learning Environments, 2019) https://safesupportivelearning.ed.gov/
Goal 1 - Assess and improve school climate.
Strategies
1. Assess school climate with a wide variety of stakeholders (students, caregivers, and
staff).
2. Measure student and staff experiences of equity and inclusion in school to
gather actionable data to understand and improve the racial and cultural
climate on our school campuses.
3. Utilize equity and inclusion survey data to create an action plan to identify areas for
celebration and improvement and signal the importance of equity and inclusion to the
community.
4. Each school will develop and maintain a school climate and culture plan focused on
fostering safety, promoting supportive environments, and building relationships
throughout the school community.
5. A district team will investigate the potential benefits of an employee mental health
platform that could be utilized on personal mobile devices.
Progress Monitoring
1. An annual review of the school climate and culture plans for each building will be
completed.
Goal 2 - Assess and improve trauma-informed practices.
Strategies
1. Each school's SHAPE team will complete the Trauma Responsive Schools
Implementation Assessment (TRS-IA) annually. These teams will develop 3-5 action
steps each year to further develop their trauma-informed practices.
Progress Monitoring
1. The assessment data received annually from the TRS-IA will be reviewed and guide
each school's trauma-informed practices.
Goal 3 – Strengthen expectations of students and staff and ensure accountability of

students and staff to address any harassing, offensive, hateful or discriminatory speech
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directed at individuals or groups of individuals based on race, religion, color, national origin,
gender, sexual orientation or disability.
Strategies
1. Monitor student behavioral data to ensure that there are not disproportionate
disciplinary practices.
2. Train staff at each school in restorative discipline practices to use misconduct as a
learning opportunity, emphasize peacemaking and conflict resolution to focus on what
needs to happen to repair harm.
3. Conduct training for campus administrators and additional school leaders on
the district’s nondiscrimination and harassment policy and discipline policy to ensure
consistent application of consequences for discriminatory behavior.
Social-Emotional Learning
Social and emotional learning (SEL) is the process through which children and adults acquire and
effectively apply the knowledge, attitudes, and skills necessary to understand and manage
emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain
positive relationships and make responsible decisions. (The CASEL Guide to Schoolwide SEL, The
Collaborative for Academic, Social, and Emotional Learning) https://schoolguide.casel.org/
Goal 1 - Increase social and emotional learning skills for all students and staff.
Strategies
1. Create a district-wide team to address the alignment of social-emotional learning
programs and practices throughout the District. This team will work through the
Collaborative for Academic, Social, and Emotional Learning (CASEL) "District
Resource Center."
Progress Monitoring
1. The district-wide team created to address the alignment of social-emotional learning
programs will participate in semi-annual summits offered by the ND SEL NETWORK.
Goal 2 - Identify student strengths and developmental assets (e.g., school connectedness,
social skills, self-determination, decision-making, etc.) and commit to improving SEL-
related systems and practices continuously.
Strategies
1. Each school will create an SEL team that will use the CASEL website to set goals and
track progress.
Progress Monitoring
1. Each school's SEL team will review their progress annually.
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Community Engagement
Raising the next generation is a shared responsibility. When families, communities, and schools
work together, students are more successful and the entire community benefits. For schools and
districts across the U.S., family engagement is becoming an integral part of education reform
efforts. (U.S. Dept. of Education) https://www.ed.gov/parent-and-family-engagement
Goal 1 - Support a full continuum of care within a multi-tiered system of support by school
and community partners working together and maximizing their knowledge and resources.
Strategies
1. Grand Forks Public Schools will help lead the efforts of the Grand Forks Mental Health
Matters Community Collaborative by having representation on the group's planning
committee. We will work with our community partners to focus on achieving the
group's mission, "Promoting resilience, strength, and emotional well-being for people
in the Grand Forks community through education and collaboration to increase
awareness and access to mental health resources."
2. Grand Forks Public Schools will have representation at the Community Partners
meetings hosted by Northeast Human Service Center.
3. Develop a user-friendly, updated, comprehensive resource map or guide that includes
data such as the name of program/provider, description of service, website, address,
phone numbers, hours of service, eligibility requirements, insurance accepted, cost of
service, waitlist status, cultural considerations such as language, etc.
Progress Monitoring
1. Members of the Mental Health Matters Community Collaborative planning committee
will meet regularly to review the progress made as a result of the shared work with our
community partners.
Goal 2 - Involve students and families in all aspects of prevention, intervention, and
health promotion design, implementation, and evaluation.
Strategies
1. Each school will have students, and family members represented on school
counseling advisory councils, mental health focus groups, or any new input-seeking
groups assembled at the school or district level.
Progress Monitoring
1. An annual review of membership for the school counseling advisory councils and
mental health focus groups will ensure that there are members from each school.
Goal 3 - Ensure that all staff, students, families, and community members have a sense
of belonging at our schools and that we provide opportunities inside and outside of the
classroom where everyone can learn about each other’s diverse backgrounds.
Strategies
1. Create an annual “Strength in Voices” conference to highlight topics important to
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our students and community to help highlight that student and community member
voice is an important indicator of how our schools are doing on the journey to
create more inclusive and equitable learning environments.
Goal 4 - Build upon our existing school partnerships with diverse community
organizations.
Strategies
1. Increase opportunities for all stakeholders to learn about cultures and perspectives
other than their own.
2. Create a diversity calendar for year-round communications and event planning.
Goal 5 - Use multiple and diverse funding sources (District, local, state, and federal) and
types of funding (grants, private foundation funding, etc.) to support a sustainable,
comprehensive school district mental health system.
Strategies
1. The mental health coordinator will work together with the district grant writer and G.F.
Foundation for Education executive director to secure funds aside from the funds
regularly available through the school district for supporting a comprehensive school
district mental health system.
Progress Monitoring
1. The funding received and expended to support a comprehensive school district mental
health system will be reviewed annually.
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III. RESOURCE MANAGEMENT AND LONG -TERM PLANNING
Meeting the needs of all students by providing equitable opportunities across the school district will be a
priority in all decisions made to educate our students. The school district will secure and allocate the
resources needed to fund and carry out this strategic plan. We will accomplish this by ensuring that we
create and maintain current operational plans to include: A Master Facilities Plan, Long-Range Technology
Plan, and a Long-Range Financial Plan.
Master Facilities Planning

Grand Forks Public Schools will strive to build and maintain facilities necessary to carry out the mission of
the District with appropriate security and space available for all aspects of education.
Goal 1 - Grand Forks Public Schools will engage in a process to ensure long-term planning
for school district facilities and associated operational and maintenance costs.
Strategies
1. Grand Forks Public Schools shall examine, at five-year intervals, the current Master
Facilities Plan, which will coincide with the Long-Term Technology Plan. The plan shall
be used as a guide for annual project development.
2. Grand Forks Public Schools shall implement a five, ten, and fifteen-year outlook
Master Facilities Plan. Planning shall also include using appropriate resources
necessary to both maintain existing facilities and design and remodel or build new
facilities if needed. Planning shall be coordinated with the Long-Range Technology
Plan.
3. Annual Operational Maintenance - Grand Forks Public Schools will maintain the
functionality of District assets on an as-needed basis.
4. Deferred Maintenance - The Master Facilities plan will include a detailed list of annual
needs and schedules to ensure that designated projects are completed.
Progress Monitoring
1. A task force, including school board members and school administration, will be
developed to define the Master Facilities Plan further. The task force will review the
Master Facilities Plan document annually.
Long-Term Technology Planning

Grand Forks Public Schools will integrate technology within the curriculum to optimize the individual
learning of each student. Integrated technology transforms learning by allowing students to create, publish,
collaborate, and communicate with others. Technology helps all learners gather and analyze information,
solve problems, and develop higher-level thinking skills through authentic, real-world experiences.
Goal 1 - Grand Forks Public Schools will create a long-term plan for technology to
maximize digital learning opportunities.
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Strategies
1. Grand Forks Public Schools will commit to the integration of technology as a learning
tool for students and staff through professional development for teachers and support
staff.
2. Grand Forks Public Schools will utilize technology resources as an efficient and
effective mode of communication with school stakeholders.
3. Grand Forks Public Schools shall examine, at five-year intervals, the current Long-
Range Technology Plan, which will coincide with the Master Facilities Plan. The plan
shall be used as a guide for annual needs and project development.
Progress Monitoring
1. A comprehensive Long-Range Technology Plan will be completed on an annual basis.
2. The technology plan will outline professional development to support teachers and
support staff in effectively integrating technology within instructional practices and
classroom curriculum.
3. The Communications Coordinator and Technology Department will ensure ongoing
collaboration regarding the identification and utilization of technology communication
tools.
Long-Term Financial Planning

Grand Forks Public Schools will develop a sustainable, long-term financial plan. This effort is dependent
upon federal, state, and local funding sources aligned with federal and state education mandates.
Goal 1 - Grand Forks Public Schools will develop a sustainable, long-term financial plan.
Strategies
1. Prepare, on an annual basis, a five-year long-range financial plan. These plans will be
data-driven with historical, current, and future data projections.
2. Prepare a budget aligned with accreditation requirements and strategic initiatives with
a shared vision of the District's strategic initiatives.
3. Prepare an annual budget that addresses operational facility, professional
development, and technology needs to support effective instruction.
4. Prepare a budget for facilities deferred maintenance.
Progress Monitoring
1. Grand Forks Public Schools will prepare a Long-Term Financial Plan on an annual
basis.
2. Grand Forks Public Schools will develop an annual budget with final approval by the
school board. The budget will be prepared using data metrics provided by the long-
range financial plan, which includes historical, current, and future forecasted
parameters.
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Human Resources
Grand Forks Public Schools will strive to attract and retain the highest qualified employees at all levels of
the organization. As one of the largest employers in the region, Grand Forks Public Schools has a broad
range of human resources needs, including educators, educational support staff, operations staff, and
administrative staff. Grand Forks Public Schools will attract, support, and retain the highest qualified
employees at all levels of the organization through the following goals:
Goal 1 - Workplace Culture – Grand Forks Public Schools will create a culture and work
environment that makes the District an employer of choice. Several motivating factors
attract applicants and retain employees. It is vital to create a culture that recognizes human
motivators and allows for flexibility in meeting a wide range of needs facing our existing or
potential workforce.
Strategies
1. Develop and sustain regionally, competitive compensation, and benefits packages.
2. Provide high-quality new employee orientation programs for certified and classified
staff.
3. Develop a mentoring program for all new certified and classified staff.
4. Provide continuing education and professional development for all staff members.
Progress Monitoring
1. Compare and contrast compensation and benefits packages with regional and like
school districts correlating to the negotiating cycle years.
2. Complete an annual report on June 30 on the implementation of new employee
orientation programs that include survey feedback from participants.
3. Complete an annual report on June 30 on the results of the mentoring program.
4. Complete an annual report on June 30, the results of participation levels.
Goal 2 – Recruitment, Outreach, and Promotions – Grand Forks Public Schools will
promote the District as a major employer in the state and region and will continually review
recruitment efforts and expand efforts when necessary to attract the best candidates at all
levels. Also, the District will seek to recruit a diverse applicant pool for all openings.
Strategies
1. Create a marketing plan that promotes a broad range of employment opportunities
available at Grand Forks Public Schools.
Progress Monitoring
1. Review annual hiring statistics.
2. Disaggregate on-boarding and off-boarding data as it relates to new hires, resignations,
and retirements annually on June 30.
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CONTINUOUS IMPROVEMENT AND ACCOUNTABILITY

Grand Forks Public Schools is committed to making data-driven decisions to ensure continuous
improvement and accountability. The school district will engage in a comprehensive process of building and
district level evaluation and accreditation. This will be accomplished by using the Cognia (AdvancED)
School Improvement and Accreditation Model. Cognia (AdvancED) has defined three standards and
corresponding indicators to assess overall school district performance. The three standards are:
Standard 1: Leadership Capacity Domain

The capacity of leadership to ensure an institution's progress toward its stated objectives is an
essential element of organizational effectiveness. An institution's leadership capacity includes the
fidelity and commitment to its purpose and direction, the effectiveness of governance and
leadership to enable the institution to realize its stated objectives, the ability to engage and involve
stakeholders in meaningful and productive ways, and the capacity to implement strategies that
improve learner and educator performance.
Standard 2: Learning Capacity Domain

The impact of teaching and learning is the primary expectation of every system and its institutions.
The establishment of a learning culture built on high expectations for learning, along with quality
programs and services, which include an analysis of results, are all key indicators of the system's
impact on teaching and learning.
Standard 3: Resource Capacity Domain

The use and distribution of resources align and support the needs of the system and institutions
served. They ensure that resources are aligned with its stated purpose and direction and
distributed equitably so that the needs of the system are adequately addressed. The utilization of
resources includes support for professional learning for all staff. The system examines the
allocation and use of resources to ensure appropriate levels of funding, sustainability, and system
effectiveness.
Cognia (AdvancED) Engagement and Review Improvement Goals

Grand Forks Public Schools will engage in an external review visitation in February 2020. The
recommendations made by the Cognia (AdvancEd) report team will be identified in this space of
the plan – TBD.
Opportunity for Improvement #1

Place holder for your report findings.
Improvement Priority #1
Place holder for your report findings
CONSIDERATION FOR FUTURE STUDY

Grand Forks Public Schools will engage in the study of the following topics for future consideration as
strategic initiatives:
Study 1 – Least Restrictive Environment opportunities for all students
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STRATEGIC PLAN ANNUAL REVIEW

The Grand Forks Public Schools Strategic Plan will serve as a compass to maintain the priorities, goals,
and achievements of the school district. Engaging community stakeholders about what is the most
comprehensive approach to providing educational experiences for students we serve is essential to
understanding what is critical to the community. This plan responds to growth and opportunity, the
sustainability of programs, and community needs. In April-May of each year, the plan will be reviewed by
the administrative leadership team and presented to the School Board to consider annual adjustments to
the plan.
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STRATEGIC PLANNING OVERVIEW
Why plan for the future?

Planning for the future is an essential strategic process for all organizations. Planning for the future sets
the course for the future, embraces inevitable change, helps to keep the organization current and relevant,
and creates a proactive vs. reactive organizational environment. The following authors recognize the
purpose of strategic planning and state:
"All too often, we have behaved like bystanders, swayed by other's decisions, and constantly reacting
to a situational crisis. By merely reacting to demands for change, anarchy frequently results; we try to
be all things to all people, probably satisfying not one of those who we are attempting to serve. We
must relinquish our role as bystanders and become proactive planner to help create the kind of world
we want for tomorrow's children" Educational Planning: Strategic, Tactical, and Operational, 1999, by Kaufman,
Herman, and Watters (page XIV)
"Organizations that want to survive, prosper, and do good and important work must respond to the
challenges the world presents. Their response may be to do the same thing they have always done,
only better, but they may also need to shift their focus and strategies" Strategic Planning for Public and Non-
profit organizations, 2018, by John M Bryson (page 6).
"Strategic planning helps organizations achieve two critical outcomes: clear decisions about purpose
and strategy and commitment to those decisions. It is a process designed to support leaders in being
intentional rather than reactive" Strategic Planning for Non-Profit organizations, 2015, Michael Allison & Jude Kaye
(page 1)
Strategic Planning
As you engage in a strategic planning process, several definitions will help provide clarity for you and your
Board members. The three main tenants of the school district organization are board governance, strategic
planning, and operational planning. The following definitions help clarify the roles each play in a
strategically aligned school district.
Board Governance
The governance of a school district is provided by the School Board, which is tasked with supervising the
superintendent, overseeing the finances of the school district, setting the mission and vision, and monitoring the
results of the school district. School Boards across the nation differ in the methods used to govern a school
district, with options including a traditional operational oversight to an overarching policy governance model.
Strategic Planning
A strategic plan is a living document used to communicate the organization's goals, the priorities needed to
achieve those goals, and metrics used to measure progress on those goals. The plan outlines a mission, vision,
values, and strategic initiatives (focus) for the three to five-year period. A focused strategic plan strengthens
operations and ensures that employees, board members, and stakeholders are all working toward common
goals. Once strategic goals are established, the strategies for achieving the goals are developed. These
strategies are generally three to five-year strategies, depending upon the arc of the strategic plan.
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Operational Planning
An operational plan is a yearly plan that focuses on the work of the District during one school year. The
operational plan is the mechanism used to implement a strategic plan. It is directly aligned to the strategic plan
and includes metrics to measure the progress of the plan throughout the school year. A one-year operational
and action plan becomes the strategic assignments for administration and staff to address. The operational plan
emphasizes both the academic and operational aspects of the school district. This integration provides the
proper balance between planning and acting to assure the forward movement of the strategic plan. The key is to
make this challenging, yet manageable, as the school district still must meet its day-to-day responsibilities.
In short, an aligned district has a governing board that approves policy and budget while monitoring results
and helps to shape the vision of the school district by adopting a strategic plan. Then, the administration
executes an annual operational plan to carry out the initiatives listed in the strategic plan.
Elements of a Strategic Plan

A comprehensive Strategic Plan includes both the academic and operational aspects of a school district as
identified in the District's accreditation process; the (Cognia)AdvancED school improvement model. This
model consists of three domains:
Standard 1 - Leadership Capacity Domain

The capacity of leadership to ensure an institution's progress toward its stated objectives is an essential element
of organizational effectiveness. An institution's leadership capacity includes the fidelity and commitment to its
purpose and direction, the effectiveness of governance and leadership to enable the institution to realize its
stated objectives, the ability to engage and involve stakeholders in meaningful and productive ways, and the
capacity to implement strategies that improve learner and educator performance.
Standard 2 - Learning Capacity Domain

The impact of teaching and learning is the primary expectation of every system and its institutions. The
establishment of a learning culture built on high expectations for learning, along with quality programs and
services, which include an analysis of results, are all key indicators of the system's impact on teaching and
learning.
Standard 3 - Resource Capacity Domain

The use and distribution of resources align and support the needs of the system and institutions served.
Systems ensure that resources are aligned with its stated purpose and direction and distributed equitably so that
the needs of the system are adequately and effectively addressed. The utilization of resources includes support
for professional learning for all staff. The system examines the allocation and use of resources to ensure
appropriate levels of funding, sustainability, and system effectiveness.
The Domains are statements that define the capacity of a school district to provide quality student
experiences as measured by a set of standards and meet the rigorous demands of continuous school
district improvement.
The elements of an excellent strategic plan include a mission statement, vision statement, belief or value
statements, strategic initiatives, goals, and results and are aligned with the AdvancED performance
standards for continuous school improvement and North Dakota Department of Instruction (NDDPI)
requirements.
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October 12, 2020
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STRATEGIC PLANNING MODEL
Board Governance Policies
“Our Cause, Actions, & Impact”

“Transformational Change?”
Organizational
Focus
“What we do is what we value”
Proactive vs. Reactive

“Hope for the best is not a strategic initiative!”
Copyright © 2020 by Schatz & Associates, LLC. No part of this document may be reproduced in any form or by any means electronic,
mechanical, photocopy, recording, scanning or otherwise without the written permission of the author:
Dr. Jeffry M. Schatz, Owner/Consultant

Schatz & Associates, LLC
Strategic Planning and Leadership Development
jm.schatz@outlook.com
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October 12, 2020
Page 36 of 49
Mission Statement

MEMORANDUM
SUBJECT: School Reopening Update
_______________________________________________________________________
At our meeting on Monday, I will again provide new or emerging updates as it relates to our overall school
reopening plans. Talking points will be:
• The North Dakota Department of Health’s relaxation on close contacts attending school
• Timeline for a survey to go out to distant-learning parents regarding their intention to return or not
return to school campuses at trimester or semester time.
If there is anything information you would like in advance of Monday’s meeting, please do not hesitate to
contact me.

October 12, 2020
Page 37 of 49
Mission Statement
Mark Sanford Education Center Jody Thompson

PO Box 6000 (58206-6000) Associate Superintendent of Elementary Education
2400 47th Avenue South (58201-3405) Department Phone: 701.787.4882
Grand Forks, ND Direct Phone: 701.746.2205, Ext. 7121
www.gfschools.org Fax: 701.772.7739
jthompson270@mygfschools.org
MEMORANDUM

TO: Dr. Terry Brenner, Superintendent
FROM: Jody Thompson, Associate Superintendent
RE: Fall Enrollment Report
_______________________________________________________________________
Listed below are three comparisons.
• Table 1 compares enrollment from May 28, 2020 to September 30, 2020
• Table 2 shows enrollment from September 30, 2019 to September 30, 2020
• Table 3 compares the Demographic Report Projections to the September 30, 2020
enrollment
Spring 2020 to Fall 2020

TABLE 1 May 2020 Sept 2020 Change
Elementary Schools 3493 3422 -71
Middle Schools 1757 1739 -18
High Schools 2108 2252 +144
Overall District 7358 7413 +55
Fall 2019 to Fall 2020

TABLE 2 Sept 2019 Sept 2020 Change
High Schools 2153 2252 +99
Overall District 7459 7413 -46
Demographic Projections to Fall 2020

TABLE 3 Demographic Projection Sept 2020 Actual Difference
High Schools 2267 2252 -15
Overall District 7526 7413 -113
Demographic Accuracy Rate 98.5%
__________________________Providing Equal Opportunities in Education and Employment_____________________________

October 12, 2020
Page 38 of 49
Mission Statement
Mark Sanford Education Center Scott J. Berge, CPA

PO Box 6000 (58206-6000) Business Manager
2400 47th Avenue South (58201-3405) Department Phone: 701.787.4885
Grand Forks, ND Direct Phone: 701.746.2205, Ext. 7126
www.gfschools.org Fax: 701.772.7739
scott.j.berge161@mygfschools.org
MEMORANDUM
To: Dr. Terry Brenner, Superintendent
From: Scott J. Berge, Business Manager
RE: Renewal of Shared Parks and Facilities Use Agreement
Date: October 12, 2020
Attached is a copy of the Shared Parks and Facilities Use Agreement proposal from the Grand Forks Park
District.
The term of the previous agreement ended June 30, 2020. The attached agreement would begin July 1, 2020
and end June 30, 2022.
Net annual fees for locations listed on Exhibit A would increase from $5,200 for the year ended June 30, 2020
to $5,400 and $5,600 for the two subsequent years. Net annual fees for locations listed on Exhibit B would
increase from $102,500 for the year ended June 30, 2020 to $105,500 and $108,750 for the two subsequent
years. The Park District and School District intend to work with Xcel Energy in 2021 to physically split the
electrical lines related to Cushman Field so each entity has an accurate charge for their usage. Any other
changes from the previous agreement amount to minor language adjustments and do not materially impact the
intent or terms of the agreement.
Administrative recommendation is to renew the Shared Parks and Facilities Use Agreement with the Grand
Forks Park District for the period from July 1, 2020 to June 30, 2022.

October 12, 2020
Page 39 of 49
SHARED PARKS AND FACILITIES USE AGREEMENT
THIS JOINT POWERS AGREEMENT FOR SHARED PARKS AND FACILITIES USE,
made and entered into in the City of Grand Forks, State of North Dakota, this ____ day of _____________,
2020, by and between the Park District of the City of Grand Forks whose post office address is P.O. Box
12429, Grand Forks, ND 58208-2429, hereinafter called the Park District, and the Grand Forks Public
School District #1, whose address is 2400 47th Avenue South, Grand Forks, ND 58201, hereinafter called
School District, individually referred to as Premises owner and together referred to as the Parties.
WITNESSETH: The Park District and the School District for and in consideration of the
covenants and agreements hereinafter mentioned, hereby allows shared use of the Premises identified in
Exhibit A and Exhibit B (together referred to as Premises).
1. STATEMENT OF PURPOSE.
a. The Parties to this Agreement have determined that an intergovernmental approach should be
undertaken concerning the utilization of recreation parks and facilities in the City of Grand Forks.
b. This Agreement will permit the Park District and the School District to jointly utilize the parks and
facilities listed on Exhibit A and Exhibit B for the use of recreational and support facilities. It is
understood that the Premises will be maintained in accordance to Park District and School District
standards. Both parties realize that there are certain items that vary from each park and facility that
require additional responsibilities.
2. USE OF PREMISES. The Park District and the School District agree that all parks and facilities may
be open to the public, under the supervision of the other entity, or its designee, subject however to the
following conditions:
a. Priority for Park District. The Park District shall determine when the Premises they own will be
available for such use by the School District. It being agreed by both entities that the Park District
shall have first priority for the use of the Premises they own. The School District will have the next
priority, unless an agreement has been entered with another organization or private group. Park
District will have priority usage of Eagles Arena and Blue Line Club Arena locker rooms. Events
held at Cushman Field are not guaranteed locker rooms from the Park District.
b. Priority for School District. The School District shall determine when the Premises they own
will be available for such use by the Park District. It being agreed by both entities that the School
District shall have first priority for the use of the Premises they own. The Park District will have
the next priority, unless an agreement has been entered with another organization or private group.
c. Scheduling. The Park District and School District will meet annually to develop a master schedule
of Premises use for the upcoming year.
i. The Park District contact for scheduling is the Facilities Manager, or his designee, and the
School District contact for scheduling is the Athletic Director, or his designee. The purpose
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October 12, 2020
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is to schedule usage of Park District and School District Premises to provide quality
programs for the City of Grand Forks.
ii. Once both entities have met to schedule the Premises, it will be understood that the Park
District and School District will schedule with private groups to maximize Premises use.
If the Premises has been scheduled for an event, no other event will take precedence over
another.
d. Premises Supervision. Supervision of the Premises will be the responsibility of the entity that is
utilizing the Premises.
e. Concession Operations. Concessions will be operated by the Premises owner unless written
approval from the Premises owner states otherwise. No outside food or beverage shall be allowed
into the Premises without the prior written consent of the Premises owner.
f. Ticket Revenue. Ticket or admission revenue will be collected and retained by the entity utilizing
the Premises. Tournaments or other special events will be negotiated separately prior to the event.
g. Annual Agreement Review. Staff from the Park District and staff of the School District will meet
annually to monitor the implementation of this Agreement. If additional meetings are required;
either party may schedule them accordingly. They will specifically consider the following issues:
i. Whether the net fees charged by the Park District is adequate to cover the costs that are
being incurred by each entity.
ii. Whether the number of personnel assigned is adequate to supervise the public use of the
Premises owned by the other entity.
iii. Whether the Park District and School District have adequate liability insurance coverage
for the activities under this Agreement.
h. Discontinue or Re-Purpose Premises. Nothing in this Agreement shall be construed or implied

in such a way as to require either entity to preserve or continue to operate any Premises it currently
operates. Each entity reserves and shall continue to exercise the rights and prerogatives of an owner
of the Premises to discontinue, remove, or re-purpose any Premises subject to this Agreement when
and if, in the sole and unlimited discretion and judgment of the Premises owner, the Premises owner
shall deem it necessary or prudent to do so for budgetary, operational, or any other reason.
3. EXCLUDED PARKS AND FACILITIES. Certain parks, facilities, or other services will be excluded
from this Agreement. A separate charge will be negotiated for these parks and facilities. Excluded
parks, facilities, or other services are:
a. Tennis teams use of indoor tennis at Choice Health & Fitness
4. TERM. The effective date of this Agreement is July 1, 2020. The initial term of this Agreement is July
1, 2020 through June 30, 2022. This Agreement may be reviewed and renegotiated at the end of the
term.
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5. TERMINATION OF AGREEMENT. Either entity may withdraw from this Agreement upon sixty
(60) days written notice to the other entity.
6. BASIC PAYMENT. The fees listed below will be paid in advance by School District to Park District
at the beginning of each agreement year, which will be July 31st each year.
a. Net fees for locations listed on Exhibit A will be $5,400 for July 1, 2020 to June 30, 2021 and
$5,600 for July 1, 2021 to June 30, 2022.
b. Fees for locations listed on Exhibit B will be $105,500 for July 1, 2020 to June 30, 2021 and
$108,750 for July 1, 2021 to June 30, 2022.
c. Fees for King’s Walk Golf Course listed on Exhibit C will be $4,850 for July 1, 2020 to June 30,
2021 and $5,000 for July 1, 2021 to June 30, 2022.
d. Water charges at Williamson Field and Elks Park, 50% of internet charges for Purpur Arena and
Eagles Arena, electrical usage for Cushman Field lights, and cleaning supplies and labor for Eagles
Arena and Blue Line Club Arena will be an additional fee that the School District will pay to Park
District based on actual usage. This will be the same process as prior years. The Park District and
School District’s intent is to work with Xcel Energy in 2021 to physically split the electrical lines
related to Cushman Field so each entity has an accurate charge for their usage.
e. Special events (such as regional tournaments, state tournaments, or additional tournaments not
listed) a separate fee may be charged by either entity if it requires additional priority usage or
maintenance costs to one of the entities. These special events are not included in the normal usage
of this Agreement.
f. If additional sports or other recreational opportunities are added that significantly increase the usage
or maintenance costs to one of the entities, then any additional fees associated with a significant
increase will be mutually agreed upon by the Parties taking into consideration expense to maintain
the facility, increase in usage and operating expense, and any other relevant circumstances and
facts. Either Party may be separately invoiced by the other to cover these additional costs. On the
next renewal of the agreement, these additional sports or recreational opportunities will be added
to Exhibit A and Exhibit B and the net fees will be adjusted accordingly.
g. If additional sports or other recreational opportunities are added, by the Park District or School
District, that do not significantly increase the usage or maintenance costs, then no additional fees
will be charged by the Premises owner. This may include use of Cushman Field, gymnasiums,
parks, fields, and other related parks and facilities.
h. In the event of major repairs and maintenance items, which are not otherwise referenced or included
on Exhibits A and B of this Agreement, costs and expenses will be discussed in advance, and
mutually agreed upon, by the Parties in the event these costs are to be shared by the Parties.
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October 12, 2020
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7. INSURANCE. As of the effective date of this Agreement the Park District and School District agree:
a. For liability purposes, that the entity using the Premises shall be considered the owner of the
Premises during the period of use, as defined by chapter 53-08 of the North Dakota Century Code.
Any scope or determination of liability shall be limited by the provisions of Chapter 53-08 of the
North Dakota Century Code.
b. Both entities shall secure and keep in force during the term of this Agreement, insurance or
equivalent coverage from insurance companies, government self-insurance pools or government
self-retention funds, authorized to do business in North Dakota in the following amounts:
i. Commercial General Liability insurance, including premises or operations, contractual,

and products or completed operations coverage, if applicable, with $1,000,000 per
occurrence, with $2,000,000 aggregate.
ii. Workers compensation coverage meeting all statutory requirements.
iii. Property insurance for such Park District property located on or in the facility owned by
the Park District and property insurance insuring the full and true value of School District
property located on or in School District owned real estate.
iv. Increases of limits of coverage to be discussed as reasonable and decided upon mutually.
c. Park District and School District shall be named as an additional insured under each other’s policy
for the Premises. Additional insured coverage shall apply as primary insurance with respect to
other insurance afforded to the Park District and School District.
d. Each entity will provide the other with a Certificate of Insurance each evidencing the coverage
indicated therein.
e. Each party is responsible to insure their individually owned personal property.
f. All policies of insurance required to be carried by either party under this Agreement shall include
a clause or endorsement denying to the insurer rights by way of subrogation against the other party
to the extent rights have been waived by the insured before the occurrence of injury or loss.
8. INDEMNIFICATION/HOLD HARMLESS. Each entity shall protect, indemnify, and save harmless
the second entity from and against any and all liability to third parties incurred by any act or neglect of
the first entity, or any of its agents, servants, or employees, in, on, or about the Premises.
9. DAMAGES. It is the responsibility of both entities to inform the other entity of major injuries,
incidents, or damage to the Premises in a timely manner. Each entity shall be solely responsible for all
damage and replacement costs, excluding ordinary wear and tear, which are a result of their participants,
spectators, coaches, or teams use of a Premises.
10. PARK DISTRICT AND SCHOOL DISTRICT RIGHTS AND RESPONSIBILITIES.
a. Janitorial, cleaning services, or any related costs will be paid by the owner of the Premises whether
it is Park District or School District. It will be the responsibility of the Premises owner for basic
cleanup and set up. The only exceptions to this will be Purpur Arena and Eagles Arena where the
cleaning services of the high school locker rooms are the responsibility of the School District and
also any event scheduled at Cushman Field that uses Eagles Arena or Blue Line Club Arena areas
than cleaning services are the responsibility of the School District, including the public restrooms.
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October 12, 2020
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b. If the condition of the Premises is not returned to the condition as it was received, except for those
services provided by the owner of the Premises identified under paragraph 10.a., the Parties reserve
the right to assess an excessive cleaning fee. Parties agree to an excessive cleaning fee at a rate of
$50/hour.
c. Parking spaces are for the use, in common, with users of the Premises, Park District and School
District employees, other tenants, and their employees and invitees. No parking spaces will be
designated for limited use by the Parties.
d. Either entity may enter their Premises for inspections, repairs, alterations, improvements, or
additions to the Premises, and will make reasonable efforts not to interfere with the regular or
scheduled uses of the Premises. Additionally, either entity may enter their Premises at any time for
purposes of safety, protection, or preservation of the Premises.
11. SIGNAGE. No sign shall be erected on the Premises without the prior written consent of the Premises’
owner.
12. SECURITY. Each entity is responsible for security of their equipment, personal property and
exclusively occupied areas, as identified in Exhibits A and B. Other than regular or scheduled events,
entities shall have access to Premises owned by the other during normal operation hours or when the
Premises is staffed by the owner’s employees. Access keys or key fobs may only be issued by the
entity owning the Premises, as indicated on Exhibit A or Exhibit B, or if written permission is granted
to the other entity to allow access.
13. ALTERATIONS DURING TERM. Neither entity may make changes or alterations to the other’s
Premises without obtaining prior written consent.
14. NON-ASSIGNMENT. Either entity may not sub-let nor assign any portion of the Premises without
the written consent of the other entity.
15. AMENDMENTS. This Agreement may be amended upon the joint approval of both entities in writing.
16. NO LIMITATIONS. This Agreement shall not be construed, in any manner, to abrogate or limit the
rights, defenses, immunities, exemptions, powers, duties, or functions of either entity.
17. AUTHORITY FOR AGREEMENT. This Agreement is made under the authority and pursuant to
Chapter 54-40 of the North Dakota Century Code relating to joint exercise of governmental authority.
18. GOVERNING LAW. This Agreement shall be governed, interpreted, and construed in accordance
with the laws of the State of North Dakota.
19. PREVIOUS AGREEMENTS. This Agreement supersedes any other previous agreements related to
the Premises between the Park District and School District.
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IN WITNESS WHEREOF, this Agreement shall be effective when fully executed by both entities
as of the day, month, and year first shown above.
PARK DISTRICT OF THE CITY OF GRAND FORKS PUBLIC SCHOOLS

GRAND FORKS DISTRICT #1
By: ____________________________ By: ____________________________
Print Name: Tim Skarperud Print Name: Amber Flynn
Title: President – Board of Park Commissioners Title: President of School Board
By: ____________________________ By: ____________________________
Print Name: Bill Palmiscno Print Name: Terry Brenner
Title: Executive Director Title: Superintendent
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October 12, 2020
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EXHIBIT A
SCHOOL DISTRICT USAGE OF PARK DISTRICT PROPERTY
School Sport Park/Facility Purpose Maintained By

Central High School Baseball Apollo Complex - Kraft Field, Diamond #4 and #5 Games and practices Park District
Central High School Cross Country Lincoln Drive Park Meets Park District
Central High School Football Blue Line Club * Locker room Park District
Central High School Football Eagles Arena * Bathrooms and locker rooms Park District
Central High School Football Elks Park Games and practices S - paints, P - mows
Central High School Football Purpur Arena * Storage and locker rooms Park District
Central High School Football Williamson Field Practice S - paints, P - mows
Central High School Golf King's Walk Golf Course Meets and practices Park District
Central High School Soccer Blue Line Club * Locker room Park District
Central High School Soccer Eagles Arena * Bathrooms and locker rooms Park District
Central High School Soccer - girls Williamson Field Games and practices S - paints in seaon - P - mows
Central High School Soccer - boys Ulland Sports Complex - Soccer Bowl Games and practices S - paints in seaon - P - mows
Central High School Softball Apollo Complex - Diamond #1 and #2 Games Park District
Central High School Softball University Park Practice Park District
Central High School Tennis Altru Wellness Village - Wynne Tennis Complex Games and practices Park District
Central High School Tennis Riverside Park Games and practices Park District
Central High School Tennis University Park Games and practices Park District
Central High School Track Blue Line Club * Bathrooms, locker rooms, arena floor Park District
Central High School Track Eagles Arena * Bathrooms and locker rooms Park District
Central High School Multiple Sports Eagles Arena * Concession stand Booster Clubs
Central High School Multiple Sports Cushman Field Press Box A/C, heating, & scoreboard electricity costs Park District
Red River High School Baseball Apollo Complex - Kraft Field, Diamond #4 and #5 Games and practices Park District
Red River High School Cross Country Lincoln Drive Park Meets Park District
Red River High School Football Blue Line Club * Locker room Park District
Red River High School Football Eagles Arena * Bathrooms and locker rooms Park District
Red River High School Football Eagles Arena * Storage Park District
Red River High School Golf King's Walk Golf Course Meets and practices Park District
Red River High School Physical Education Apollo Complex Kickball and Softball Park District
Red River High School Soccer Blue Line Club * Locker room Park District
Red River High School Soccer Eagles Arena * Bathrooms and locker rooms Park District
Red River High School Soccer Ulland Sports Complex - Soccer Bowl Games and practices S - paints in seaon - P - mows
Red River High School Softball Apollo Complex - Diamond #1 and #2 Games and practices Park District
Red River High School Tennis Altru Wellness Village - Wynne Tennis Complex Games and practices Park District
Red River High School Tennis Lions Park - Register Tennis Courts Games and practices Park District
Red River High School Track Blue Line Club * Bathrooms, locker rooms, arena floor Park District
Red River High School Track Eagles Arena * Bathrooms and locker rooms Park District
Red River High School Multiple Sports Eagles Arena * Concession stand Booster Clubs
Red River High School Multiple Sports Cushman Field Press Box A/C, heating, & scoreboard electricity costs Park District
Schroeder Middle School Softball Ulland Field Games Park District
South Middle School Softball Ulland Field Games and practices Park District
Valley Middle School Softball Ulland Field Games Park District

Valley Middle School Softball University Park Practice Park District
* School District is responsible for cleaing after games

and practices
October 12, 2020
Page 46 of 49
EXHIBIT A - CONTINUED
PARK DISTRICT USAGE OF SCHOOL DISTRICT PROPERTY

Central High School Basketball Gymnasium City League School District
Central High School Basketball Gymnasium Grand Am Tournament School District
Red River High School Basketball Gymnasium City League School District
Red River High School Basketball Gymnasium Grand Am Tournament School District
Red River High School Multiple Activities Cushman Field Choice Health & Fitness Programs School District
Red River High School Track Cushman Field Summer Track Program School District
Schroeder Middle School Basketball Gymnasium Open Gym School District
South Middle School Basketball Gymnasium City League School District
South Middle School Basketball Gymnasium Grand Am Tournament School District
Century Elementary School Basketball Gymnasium Open Gym School District
Kelly Elementary School Basketball Gymnasium Open Gym School District
Kelly Elementary School Multiple Activities Hockey Rink and Warming House land leased Just for Fun and Outdoor Rinks Park District
Lake Agassiz Elementary School Basketball Gymnasium Open Gym School District
Phoenix Elementary School Basketball Gymnasium Open Gym School District
Wilder Elementary School Multiple Activities Classrooms and Gymnasium S.M.I.L.E. School District
PLAYGROUNDS/PLAY AREAS
School Park Property Owner for Playground/Play Area Maintained By

Ben Franklin Ben Franklin Park District Park District
Century Lions Park District Park District
Discovery Kiwanis Park District Park District
Kelly None School District School - Play Area and Ball Fields, Park - warming house
Lake Agassiz Exchange Park District Park District except fenced headstart area
Lewis & Clark Elks Park District Park District
Phoenix None School District School District
Viking Cox School District - Playground and Park District - Field Space Park District
West University School District - Playground and Park District - Field Space School - Playground, Park - Field space
Wilder None School District School District
Winship None School District School District
PARKING LOTS
Facility Location Property Owner for Parking Lot Maintained By

Apollo Complex North 1/2 of lot Park District Share repairs expenses, School - Snow removal only weekdays
Apollo Complex South 1/2 of lot Park District Park District
Century Elementary Northeast of school School District School District
Eagles Arena North of arena School District School District Mon-Fri, Park District weekend/holidays
Lake Agassiz West of school Park District School District
Lake Agassiz South of school School District School District
Lake Agassiz North 1/2 of lot north of school Park District School District
Lake Agassiz South 1/2 of lot north of school School District School District
Red River High School West of high school School District School District
South Middle School South of middle school School District School District
Ulland Park East of park Park District Park District
October 12, 2020
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EXHIBIT B
SCHOOL DISTRICT USAGE OF PARK DISTRICT PROPERTY

Central High School Cheerleading - Hockey Gambucci Arena Practices Park District
Central High School Hockey Gambucci Arena Practices Park District
Central High School Hockey Purpur Arena Games and practices Park District
Red River High School Cheerleading - Hockey Eagles Arena Practices Park District
Red River High School Hockey Eagles Arena Games and practices Park District
Red River High School Hockey Purpur Arena Games and practices Park District
Knightriders Hockey Blue Line Club Arena Practices Park District

Knightriders Hockey Eagles Arena Games Park District
October 12, 2020
Page 48 of 49
Mission Statement

2400 47th Avenue South (58201-3405) Office: 701.787.4880
MEMORANDUM
SUBJECT: Superintendent Evaluation Committee Report
_______________________________________________________________________
Pursuant to North Dakota Century Code 15.1-14-03, the school board shall conduct an evaluation of the
superintendent’s performance on or before November 15. A second evaluation shall be conducted on or
before March 15.
Pursuant to School Board Policy 2110, the Superintendent Evaluation Committee met on September 23
(see attached minutes) to mutually establish the specific evaluation criteria with the superintendent.
Committee members are Chris Douthit, Amber Flynn, Jeff Manley, Bill Palmiscno, Michelle Shepperd, and
me.
Superintendent Evaluation Instrument Talking Points
1. The evaluation/instrument/format may be the same as 2019-2020 school year
a. November 15 and March 15 evaluation date deadlines as per Century Code
2. Strategic Plan will accompany the evaluation tool
3. Superintendent Goals will accompany the evaluation tool
4. Superintendent will provide a narrative to board members
5. Board members are encouraged to visit with Superintendent for any clarification on unknown topics
(providing an “NA” response does not work with the evaluation tool’s metric)
Timeline
 September 23, 2020 Superintendent Evaluation Committee meeting
 October 12 School Board meeting: Introduce/Review/Approve the evaluation process
 October 13 Email evaluation tool and supporting documents to school board members
 October 23 Evaluations returned to Cindy Johnson for collating/scoring purposes
 October 28 Superintendent Evaluation Committee meets to develop draft evaluation
 November 3 School board packet for November 9 is distributed
 November 9 School Board meeting under “Action”: Superintendent’s Evaluation
The committee is recommending that the process for this year as noted above be used. This is the same
process that has been used in past years. Each Board member will receive a survey for individual school
board member input. The deadline to provide input is October 23. Survey responses will be reviewed by the
Committee and used to develop a draft evaluation for consideration by the Grand Forks School Board at
November 9 meeting.

October 12, 2020
Page 49 of 49
GRAND FORKS SCHOOL BOARD

SUPERINTENDENT EVALUATION COMMITTEE
MEETING MINUTES
September 23, 2020
A meeting of the Grand Forks School Board Superintendent Evaluation Committee was held on
Wednesday, September 23, 2020, at the Mark Sanford Education Center with Dr. Terry Brenner and Bill
Palmiscno presiding.
Committee Members Present: Board Members Chris Douthit, Amber Flynn (via phone), Jeff Manley, and
Bill Palmiscno; GFAFB School Board Liaison Michelle Shepperd; and Dr. Terry Brenner, Superintendent of
Schools.
Committee Members Absent: None.
Others Present: Cindy Johnson, Executive Secretary.

__________________________________________________________________________________________________________
Call to Order. The meeting was called to order Committee members agreed that the past
at 4:00 p.m. evaluation tool worked well, although because
of its length, requested a save function be added
Bill Palmiscno volunteered to serve as the if possible so that those filling it out could do so
committee chairperson. in more than one sitting.
Approval of Minutes. It was moved by Manley It was moved by Douthit and seconded by
and seconded by Flynn to approve the minutes Manley to recommend to the school board that
of November 4, 2019, and February 25, 2020, as the same process as last year be used for the
written. Motion carried unanimously. November evaluation. Motion carried
unanimously.
Mutually Establish the Specific Evaluation
Criteria with the Superintendent. Handouts at Adjourn. There being no further business, the
the meeting included Dr. Brenner’s 2020-2021 meeting was adjourned at 4:20 p.m.
professional goals, the district strategic plan with
revisions related to the work of the Diversity, Approved ________________________________________
Equity, & Inclusivity Committee, November 2019 (Date)
evaluation template, and superintendent
evaluation criteria and process. ____________________________________________________
Bill Palmiscno, Committee Chair
Dr. Brenner recommended using the same
evaluation tool as last year. In addition, he would
provide a narrative that is related to the
evaluation areas. In response to a past request
to add a N/A option to the evaluation template
for board members to use when they did not
have sufficient information about the topic, he
explained that would not work because it would
change the scoring mechanism to the negative.
Instead, he would ask that aboard members
contact him for evidence to help the board
member complete the evaluation.
Supt Eval Cmte 9-23-2020

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October 12, 2020

NOTICE OF REGULAR MEETING OF THE SCHOOL BOARD

The meeting will be broadcast live at https://www.youtube.com/c/GFSchools. Due to the COVID-19

6:00 p.m. I. CALL TO ORDER & PLEDGE OF ALLEGIANCE

Mark Sanford Education Center Dr. Terry Brenner

_______________Providing Equal Opportunities in Education and Employment_______________

GRAND FORKS SCHOOL BOARD

GF School Board 9-28-2020

GF School Board 9-28-2020

Dakota Century Code 15.1-16 as recommended. APPROVED _______________________________________

GFPA Petition for Consideration as ____________________________________________________

GFDA Petition for Consideration as

Announcements. Dr. Brenner made the

Carpenter pointed out the announcement in

Board Requests for Future Consideration.

School Board Norms - How Did We Do?

Adjournment. There being no further business,

GF School Board 9-28-2020

Grand Forks Public School District #1

School Board Meeting Norms

1) Consider staff and District capacity in resources

Board Approved 10.8.18

Mark Sanford Education Center Dr. Terry Brenner

_______________Providing Equal Opportunities in Education and Employment_______________

Grand Forks Public Schools

Operational Planning ........................................................................................................................... 26

• What do you value the most about our school district?

District Strategic Planning Committee

1. Dr. Terry Brenner Superintendent, District/Parent

21. Brad Sherwood Fine Arts, District

OUR STRATEGIC PLAN 2020-2025

A great place to grow and learn.

Growing together to enrich the world.

OUR STRATEGIC PRIORITIES

Academics - Comprehensive School District Resource Management &

I. Academics – High-Reliability Schools Framework

II. Comprehensive School District Mental Health System

III. Resource Management and Long-Term Planning

I. ACADEMICS – HIGH-RELIABILITY SCHOOLS FRAMEWORK

The five levels of performance are:

Academic Engagement and Strategies for Student Success

Goal 1 - Effective Teaching in Every Classroom

4. Teachers will be provided with clear, ongoing evaluations of their pedagogical

Goal 2 – Emphasize cultural competence in our K-12 curriculum.

Goal 3 - Provide district staff, principals, and teachers with professional

Professional Learning & Technology

Goal 1 - Effective Teaching in Every Classroom

Innovation and Creativity

Goal 2 - Invest in building teacher capacity around innovative practices in a student-

All students will:

All teachers and staff will:

District leadership will:

II. COMPREHENSIVE SCHOOL DISTRICT MENTAL HEALTH SYSTEM

Positive School Climate & Culture

Goal 1 - Assess and improve school climate.

Goal 2 - Assess and improve trauma-informed practices.

Goal 3 – Strengthen expectations of students and staff and ensure accountability of

III. RESOURCE MANAGEMENT AND LONG -TERM PLANNING

Master Facilities Planning

Long-Term Technology Planning

Long-Term Financial Planning

CONTINUOUS IMPROVEMENT AND ACCOUNTABILITY

Standard 1: Leadership Capacity Domain

_Providing Equal Opportunities in Education and Employment_

_Providing Equal Opportunities in Education and Employment_

_Providing Equal Opportunities in Education and Employment_

Providing Equal Opportunities in Education and Employment___

_Providing Equal Opportunities in Education and Employment_

By: By:

By: By:

_Providing Equal Opportunities in Education and Employment_