Grand Forks School Board Agenda Packet For Nov. 9, 2020

November 9, 2020
Page 1 of 110
NOTICE OF REGULAR MEETING OF THE SCHOOL BOARD

GRAND FORKS PUBLIC SCHOOL DISTRICT #1
Monday, November 9, 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 at
all times while in the building. 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. APPROVAL OF MINUTES
A. October 21, 2020
B. October 26, 2020
6:03 p.m. IV. 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.)
6:09 p.m. V. SUPERINTENDENT’S RECOMMENDATIONS FOR DISCUSSION

6:09 p.m. A. Review School Board Norms
6:10 p.m. B. Finance Committee Report
6:25 p.m. C. NDSBA Seminars Attendee Report
6:35 p.m. D. Reminder of Upcoming Joint School Boards Meeting
6:37 p.m. E. Timing of Distribution of School Board Agenda Packet
6:47 p.m. VI. SUPERINTENDENT’S RECOMMENDATIONS FOR ACTION
6:47 p.m. A. Consent Agenda: Open Enrollment Application
6:48 p.m. B. Distance Learning Plan Updates
7:15 p.m. C. Resolution Granting Emergency Powers to the Superintendent
7:25 p.m. D. Title I Look Alike Program
7:30 p.m. E. Policy Review Committee Report: Reading of Policies
7:40 p.m. F. Superintendent’s November Evaluation
7:50 p.m. VII. 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?
8:00 p.m. VIII. ADJOURNMENT
Persons with disabilities who may need assistance to access or participate at the meeting should
call the superintendent’s office at 787-4880 at least 24 hours prior to this meeting.
November 9, 2020
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GRAND FORKS SCHOOL BOARD

SPECIAL MEETING MINUTES
October 21, 2020
The Grand Forks School Board met in special session on Wednesday, October 21, 2020, with Vice
President Eric Lunn presiding.
Board Members Present: Doug Carpenter, Chris Douthit, Jacqueline Hoffarth via phone, Eric Lunn, Jeff
Manley, Shannon Mikula via phone, Bill Palmiscno, and Cynthia Shabb via phone. Absent: Amber Flynn.
Student Board Members Present: Evan Whalen. Absent: Alicia Dela Cruz.
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; and Cindy Johnson, Executive Secretary.
__________________________________________________________________________________________________________
Call to Order and Pledge of Allegiance. The

meeting was called to order and the Pledge of APPROVED _______________________________________
Allegiance recited at 5:00 p.m. (Date)
Facilities Taskforce Update and a Timeline of ____________________________________________________

Deliverables Moving Forward by SitelogIQ. Eric Lunn, Vice President
Representing SitelogIQ at this meeting were
Tom Weber, Brian Grenell, and Darren Overton. ____________________________________________________
Introductory comments were made by Dr. Scott J. Berge, Business Manager
Brenner and Weber.
Hoffarth joined the meeting at 5:08 p.m.
Weber continued with a PowerPoint

presentation about the progress of the Facilities
Taskforce and a look at its future work. Topics
that were highlighted included a review of what
the Taskforce has been engaged in, a timeline
for its continuing work, a review of the master
planning process, and expectations for the final
report to the school board, and referendum
planning and support.
Board discussion topics included the timing of

the final report to the board, timing of the
referendum and board work leading up to it,
responsibilities of a program implementation
partner, and the attendance of Taskforce
members throughout the COVID pandemic.
Adjournment. There being no further business,

the meeting adjourned at 6:02 p.m.
GF School Board 10-21-2020

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November 9, 2020
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REGULAR MEETING MINUTES
October 26, 2020
The Grand Forks School Board met in regular session on Monday, October 26, 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. Absent: None.
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 Kenneth Carlsen. The first question was about
meeting was called to order and the Pledge of the district’s policy to not publish COVID rates.
Allegiance recited at 6:00 p.m. The second question was about wearing face
coverings and social distancing in the classroom
Approval of Agenda. It was moved by Manley and close contacts and quarantining guidelines.
and seconded by Douthit to approve the agenda
as written. Motion carried unanimously. Absent: Dr. Brenner reported on the district’s reaction to
Carpenter, Hoffarth, and Mikula. the Grand Forks County going into the red
(severe risk) category on their dashboard last
Approval of Minutes. Shabb requested the Tuesday. He explained the reasons that the
October 12, 2020, minutes be corrected to district did not immediately pivot to distance
indicate that she was present via phone. It was learning. He reviewed what has been learned
moved by Douthit and seconded by Manley to since the district wrote its smart restart plan last
approve the minutes of October 12, 2020, as July/August and multiple points of consideration
corrected. Motion carried unanimously. Absent: the district will use going forward to manage the
Carpenter, Hoffarth, and Mikula. pandemic, including monitoring student and staff
positive COVID numbers (the previous week to
Hoffarth joined the meeting at 6:01 p.m. last week was less than 1%). He reported Public
Health leadership agreed that using a two-week
Mikula joined the meeting at 6:02 p.m. rolling average would be wise for decision-
making about an immediate pivot to distance
Citizen Comments (non-agenda items). Julie learning. He reported the Grand Forks County
Rodriguez, 717 South 18th Street, Grand Forks, Health Officer was not prepared to close down
ND, addressed the board regarding para- the district at the time. It has been suggested by
professional pay scales. health experts that COVID is more community-
based than at the school level and to that end
Carpenter joined the meeting at 6:05 p.m. and as long as the schools are open, the district
is instituting a requirement that face coverings
Review School Board Norms. Douthit read be worn at all times, except for during lunch.
aloud the school board norms. Brenner reported that he sent a letter to the
mayor and city council asking that they consider
School Reopening Update. Lunn read two a city-wide mask requirement. With an updated
questions that were submitted via email from opinion from our legal counsel, the district will

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begin posting its two-week dashboard of doesn’t end until January, 62 distance learners
positives and closing contacts on its website. The want to return to face-to-face learning at the
district’s health and safety plan will be updated middle schools and 15 distance learners want to
to reflect changes in the decision-making return to face-to-face learning at the high
process. Brenner reported that all principals want schools. Discussion continued about the
to stay the course at this time. He explained staff possibility of repurposing early release dates,
resources and staff self-reporting requirements. revisions to the distance learning and health and
Following the week of November 2, district safety plans, assigning/re-assigning distance
leadership will again review all data to determine learning teachers, placement of students whose
the district’s next steps. educational delivery model is changed, and a
reminder that the need for flexibility and fluidity
Michael Dulitz, COVID-19 Data Leader for GF continues.
Public Health gave a SWOT analysis as follows:
Strengths include a robust testing program in Consent Agenda. It was moved by Palmiscno
Grand Forks County, low hospitalization rates, and seconded by Shabb to approve the consent
low incident rates in the 0-19 age group. agenda as follows: Open Enrollment Applications
Weaknesses include near-exponential case as presented. Motion carried unanimously.
growth in all age groups. Opportunities include
how to get back out of the red on the County Authorization for Sale of Building Trades
dashboard. Threats include an overall increase in Project House. Eric Ripley, Executive Director of
the number of COVID-related hospitalizations Career & Technical Education and Technology,
that are driven by the region and a high increase explained this request to authorize the sale of
in positivity in unique tests (first-time testers). At this year’s building trades project house. It was
last look, Grand Forks County has 121 positive moved by Carpenter and seconded by Manley to
cases today. authorize the school board president or their
designee and the business manager to sign the
Allen Anderson, family health team leader and required closing documents for the sale of the
registered dietitian at Grand Forks Public Health, 3113 44th Avenue South residential property.
reported on the contact tracing process in the Motion carried unanimously.
schools.
General Fund Financial Statement. Berge
Discussion continued about case rates, keeping explained that for the period of July 1, 2020,
the schools open, concern for staff stress and through September 30, 2020, total general fund
exhaustion, community behaviors, using local revenues were $14,182,661 and total general
numbers in decision-making, and after-school fund expenditures were $14,786,963 resulting in
behaviors. an excess of expenses over revenues of
$604,302.
Dulitz and Anderson left the meeting at 7:11 p.m.
It was moved by Palmiscno and seconded by
Linsey Rood, Human Resources Director, spoke Douthit to approve the General Fund Financial
about how the staff was feeling and how staff Statement for the period July 1, 2020, through
absences were being filled. Discussion continued September 30, 2020. Motion carried
on the student experience in light of staff unanimously.
absences and other steps that the administration
is taking to help staffing resources. Recognition of GFEA as Representative
Organization for Negotiating Unit. It was
Thompson and Gillach discussed the survey moved by Shabb and seconded by Carpenter to
results and reported that 132 distance learners recognize the Grand Forks Education Association
want to return to face-to-face learning and 23 (GFEA) as the representative organization for the
face-to-face learners want to go to distance appropriate negotiating unit as per North
learning at the elementary schools. The trimester Dakota Century Code 15.1-16-11 as
ends November 23. At the secondary level, recommended. Motion carried unanimously.
although premature because the semester

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Recognition of GFPA as Representative Title IX Sexual Harassment Grievance Procedure,

Organization for Negotiating Unit. It was and adopt it as an official policy of the district.
moved by Manley and seconded by Hoffarth to Motion carried unanimously.
recognize the Grand Forks Principals’ Association
(GFPA) as the representative organization for the NDSBA Resolutions. Resolutions that are four
appropriate negotiating unit as per North years old, one new resolution, and the standing
Dakota Century Code 15.1-16-11 as rules for the 2020 NDSBA Delegate Assembly
recommended. Motion carried unanimously. were provided in the agenda packet. Dr. Brenner
reported that Carpenter, Douthit, and Shabb will
Recognition of GFDA as Representative be representing the Grand Forks School Board as
Organization for Negotiating Unit. It was voting delegates at the North Dakota School
moved by Hoffarth and seconded by Manley to Boards Association Delegate Assembly.
recognize the Grand Forks Directors’ Association
(GFDA) as the representative organization for Announcements. None.
the appropriate negotiating unit as per North
Dakota Century Code 15.1-16-11 as Board Requests for Future Consideration.
recommended. Motion carried unanimously. None.
Policy Review Committee Report: Readings of School Board Norms - How Did We Do?
Policies & Regulations. Shabb reported on the reported that the board has followed its norms.
October 15, 2020, Policy Review Committee
meeting and continuation of its work toward the Adjournment. There being no further business,
adoption of the North Dakota School Boards the meeting adjourned at 8:43 p.m.
Association (NDSBA) policy templates.
APPROVED _______________________________________
(Date)
The NDSBA has separated the Policy
Dissemination and Training section into two
____________________________________________________
sections on Policy AAC. It was moved by Shabb
Eric Lunn, Vice President
and seconded by Douthit to complete the first
reading of Policy AAC, Nondiscrimination and
____________________________________________________
Anti-Harassment Policy as amended. Motion
Scott J. Berge, Business Manager
carried unanimously.
The NDSBA has revised the North Dakota

Century Code reference in the definition of
Reasonable Accommodations on Policy ACBB. It
was moved by Shabb and seconded by
Palmiscno to complete the first reading of Policy
ACBB, Significant Contagious Disease as
amended. Motion carried unanimously.
Board Regulation AAC-BR2 complements Policy

AAC. Per the NSBA, districts have discretion as to
whether to calculate days by calendar day,
business day, school day or other reasonable
method that works with administrative
operations. The committee is recommending
that days should be calculated by school days.
Other minor language edits were also
recommended. It was moved by Shabb and
seconded by Mikula to complete the first
reading as written of Board Regulation AAC-BR2,

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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:
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.
November 9, 2020
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GRAND FORKS SCHOOL BOARD FINANCE COMMITTEE

MEETING MINUTES
November 2, 2020
The Grand Forks School Board Finance Committee met on Monday, November 2, 2020, with Doug
Carpenter presiding.
Committee Members Present: Voting Board Members Doug Carpenter, Shannon Mikula, and Bill
Palmiscno; GFAFB School Board Liaison Ann O’Rourke; Dr. Terry Brenner, Superintendent of Schools; Scott
J. Berge, Business Manager; and Jody Thompson, Associate Superintendent of Secondary Education.
Committee Members Absent: Voting Board Member Amber Flynn and Catherine Gillach, Assistant
Superintendent of Secondary Education.
Others Present: Cindy Johnson, Executive Secretary.

__________________________________________________________________________________________________________
Call to Order. The meeting was called to order Berge explained that the COVID funding will
at 5:01 p.m. have an impact on the district’s budgets for
multiple years.
Approval of Minutes. It was moved by
Palmiscno and seconded by Mikula to approve Discussion continued on basic assumptions and
the minutes of September 21, 2020, as written. scenarios relative to the district’s five-year, long-
Motion unanimously carried. Absent: Flynn. range financial planning. Topics discussed
included what-ifs related to an unsuccessful
Five-Year, Long-Range Financial Planning. referendum, a successful referendum, an
Berge informed the committee of information additional 10 mills for the building fund, and the
received last week about the availability of state per-pupil payment. An unsuccessful
additional grant dollars through the State of referendum means construction services
North Dakota. This new grant, called the expenditures will continue to be paid from the
Resiliency Grant, is for $1,937,050. Its allowable general fund. A successful referendum means
uses include technology and physical construction services will be paid from outside
environmental improvements such as ventilation the general fund. Money from a successful
systems. The grant approval also retroactively referendum would not help the district
broadened the use of the K-12 Education Corps operationally until two years later. Increasing
funding to include these same items. The mills for the building fund requires a public vote.
spending deadline is December 31, 2020.
Berge reported revenue projections were not
The administration has identified HVAC projects favorable. He said classroom salaries and
totaling $2.95M at Grand Forks Central, Red benefits per pupil are the highest compared to
River, Century, Ben Franklin, and the Mark other districts, even though our individual
Sanford Education Center for which the salaries are typically lower than the other
equipment and controls can be ordered and districts and that total expenditures per pupil are
received before the December 31 deadline. The the second highest. He said the general fund
administration has also identified failing or balance will likely be at a critically low level by
broken active panels and projectors in June 30, 2021.
classrooms at several schools totaling $369K that
can be replaced. Committee members discussed that the district
needs to consider reductions of approximately
$3.2M and agreed that discussions about any
potential reductions need to start now.
Finance Committee 11-2-2020
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The next meeting was scheduled for Wednesday,

November 18, 2020, beginning at 5:00 p.m.
Adjournment. There being no further business,

the meeting adjourned at 6:52 p.m.
Approved _________________________________________
(Date)
____________________________________________________
Doug Carpenter, Committee Chair
____________________________________________________
Scott J. Berge, Business Manager
Finance Committee 11-2-2020

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November 9, 2020
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Mission Statement
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
FROM: Dr. Terry Brenner, Superintendent of Schools
SUBJECT: NDSBA Seminars Attendee Report
DATE: November 9, 2020
__________________________________________________________________________________________________________
As many of you know, Board Members Doug Carpenter, Chris Douthit, Jeff Manley, and Cynthia Shabb, Business
Manager Scott Berge, Assistant Superintendent Catherine Gillach, and I recently attended the North Dakota
School Boards Association (NDSBA) New Member Seminar, School Law Seminar, or Delegate Assembly that
were held virtually on various dates between October 5 and 30, 2020.
At the November 9 school board meeting, we will debrief and share lessons learned from the event(s) we
attended. This discussion is intended to be conversation and comments in general. Should board members have
specific questions concerning a topic of interest that came out of any of the NDSBA events, they may ask for the
topic to be brought forward as an agenda item at a future meeting.
cj
_______________Providing Equal Opportunities in Education and Employment_______________

November 9, 2020
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Mission Statement

MEMORANDUM
SUBJECT: Reminder of Upcoming Joint School Boards Meeting
__________________________________________________________________________________________________________
The annual joint meeting of the Grand Forks and Grand Force Air Force Base school boards will be held on Monday,
November 23, 2020. The meeting will be held at the Red River High School Performance Hall, located at 2211 17th
Avenue South and begins at 6:00 p.m. Guests should enter the building through the Performance Hall Door #22.
When available, the agenda for the meeting includes a state-of-the-base presentation by the Base Commander.
cj

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Mission Statement

MEMORANDUM
SUBJECT: Timing of Distribution of School Board Agenda Packet
______________________________________________________________________________________________
At the October 28, 2020, meeting of the Superintendent Evaluation Committee, a discussion took place on
the timing of the distribution of the school board meeting agenda packet. Specifically, whether the board’s
request to have the packets six days in advance of a meeting might contribute to having less information
provided in the packet and whether reducing the distribution to four or five days would provide more time
for the administration and staff to finalize supporting information for the packet.
Board President Flynn requested this item be placed on the agenda for board members to further discuss.

November 9, 2020
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Mission Statement

2400 47th Avenue South (58201-3405) Department Phone: 701.787.4880
MEMORANDUM
SUBJECT: Consent Agenda
______________________________________________________________________________________
Many items of a routine nature can be handled as one item rather than spending additional time on each
individual item. Therefore, the Consent Agenda has been developed for the school board’s use in order to
speed up the process of conducting its meetings. Items that may be listed on the Consent Agenda include:
Appointments (excludes administrative appointments)

Leave Requests (excludes requests for extension)
Open Enrollment Applications
Resignations
Student Placements
Student Travel Requests
There should be no discussion concerning an individual item on the Consent Agenda. However, during the
approval of the school board meeting agenda, any board member may request an item be removed from the
Consent Agenda for further discussion. Once the school board meeting agenda has been approved, all items
listed on the Consent Agenda are handled as one item.
Items appearing on the Consent Agenda at the time of the publishing of this agenda packet with their
requested considerations are:
Open Enrollment Applications
Administrative recommendation is for approval.
cj
Attachments

November 9, 2020
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Mission Statement
Mark Sanford Education Center Jody Thompson

PO Box 6000 (58206-6000) Associate Superintendent of Elementary Education
www.gfschools.org jthompson270@mygfschools.org
MEMORANDUM
TO: Dr. Terry Brenner, Superintendent
FROM: Jody Thompson, Associate Superintendent of Elementary Education
RE: Open Enrollment Application
Pursuant to North Dakota Century Code and School Board Policy, administrative
recommendation is to approve the following open enrollment application(s) for the 2020-21
school year because a deadline waiver was requested due to moving:
Name Grade Level App Type Co No Dist No District Name

S.S. Kindergarten Individual 18 127 Emerado
JT/ls
__________________________Providing Equal Opportunities in Education and Employment_____________________________

November 9, 2020
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Mission Statement

MEMORANDUM
SUBJECT: Distance Learning Plan Updates
______________________________________________________________________________________________
Last August, the school board approved the school district’s Distance Learning Plan for submission to the
Department of Public Instruction. Over the last week, revisions have been made to the plan which also includes
updates to the Health and Safety Plan. In the Distance Learning Plan, notable updates can be found highlighted on
pages 3, 5, 9, and 11. In the Health and Safety Plan, the significant adjustment was moving to all people in the
schoolhouse required to wear masks at all times, even when physical distancing can be maintained. The only
exception to the requirement is breakfast and lunch where principals continue to create environments that allow for
physical distancing.
Additionally, an updated decision-making matrix is attached that includes a supplemental grid listing out the
percentages of students and certified staff totals per building which will be used as a guide to support decisions when
shifting a school or the entire district to distance learning.
Please find a copy of the updated Distance Learning Plan with administrative recommendation for approval.
Attachments

November 9, 2020
Unfilled Certified Staff Unfilled Certified Staff Unfilled Certified Staff Unfilled Certified Staff PageCertified
Unfilled 15 of 110Staff
Absences Absences Absences Absences Absences
Unfilled Classified Unfilled Classified Unfilled Classified Unfilled Classified Unfilled Classified
Staff Absences Staff Absences Staff Absences Staff Absences Staff Absences
Absences Due to Absences Due to Absences Due to Absences Due to Absences Due to
Staff Absences COVID-19 COVID-19 COVID-19 COVID-19 COVID-19
Absences Due to Close Absences Due to Close Absences Due to Close Absences Due to Close Absences Due to Close
Contact Quarantine Contact Quarantine Contact Quarantine Contact Quarantine Contact Quarantine
Available Building Available Building Available Building Available Building Available Building
Coverage for Unfilled Coverage for Unfilled Coverage for Unfilled Coverage for Unfilled Coverage for Unfilled
Absences Absences Absences Absences Absences
Staff Capacity for Staff Capacity for Staff Capacity for Staff Capacity for Staff Capacity for
Coverage Coverage Coverage Coverage Coverage
Capacity for Contact Capacity for Contact Capacity for Contact Capacity for Contact Capacity for Contact
Tracing and Tracing and Tracing and Tracing and Tracing and
Point of Contact Input Notifications Notifications Notifications Notifications Notifications
Overall Wellbeing of Overall Wellbeing of Overall Wellbeing of Overall Wellbeing of Overall Wellbeing of
Staff and Students Staff and Students Staff and Students Staff and Students Staff and Students
New Cases per New Cases per New Cases per New Cases per New Cases per
100,000 100,000 100,000 100,000 100,000
Tests Completed Last Tests Completed Last Tests Completed Last Tests Completed Last Tests Completed Last
7 Days per 100,000 7 Days per 100,000 7 Days per 100,000 7 Days per 100,000 7 Days per 100,000
Average Percent Average Percent Average Percent Average Percent Average Percent
Public Health Input Positivity Last 7 days
Percent Change-New
Positivity Last 7 days
Percent Change-New
Percent Change-New
Percent Change-New
Percent Change-New
COVID-19 Cases COVID-19 Cases COVID-19 Cases COVID-19 Cases COVID-19 Cases
Hospital Capacity Hospital Capacity Hospital Capacity Hospital Capacity Hospital Capacity
Severe Risk 2.26-3 High Risk 1.51-2.25 Moderate Risk .76-1.5 Low Risk 0-.75 New Normal
Building Percent Building Percent Building Percent Building Percent Building Percent
Positive Positive Positive Positive Positive
Student and
Certified Staff >10% 8%-9.99% 6%-7.99% 4%-5.99% <4%
Percent Positive
*14 day average
Points of Consideration
November 9, 2020
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GFPS Students & Certified Staff

1% 2% 3% 4% 5% 6% 7% 8% 9% 10% 11% 12% 13% 14% 15%
Ben Franklin 296 3 6 9 12 15 18 21 24 27 30 33 36 38 41 44
Century 367 4 7 11 15 18 22 26 29 33 37 40 44 48 51 55
Community 113 1 2 3 5 6 7 8 9 10 11 12 14 15 16 17
Discovery/West 520 5 10 16 21 26 31 36 42 47 52 57 62 68 73 78
ESMS 538 5 11 16 22 27 32 38 43 48 54 59 65 70 75 81
GFC 1013 10 20 30 41 51 61 71 81 91 101 111 122 132 142 152
JNKES 475 5 10 14 19 24 29 33 38 43 48 52 57 62 67 71
LakeAg ES 329 3 7 10 13 16 20 23 26 30 33 36 39 43 46 49
L&C ES 176 2 4 5 7 9 11 12 14 16 18 19 21 23 25 26
Nathan Twining 266 3 5 8 11 13 16 19 21 24 27 29 32 35 37 40
Phoenix 222 2 4 7 9 11 13 16 18 20 22 24 27 29 31 33
Red River 1012 10 20 30 40 51 61 71 81 91 101 111 121 132 142 152
South 546 5 11 16 22 27 33 38 44 49 55 60 66 71 76 82
Valley 435 4 9 13 17 22 26 30 35 39 44 48 52 57 61 65
Viking 301 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45
Wilder 155 2 3 5 6 8 9 11 12 14 16 17 19 20 22 23
Winship 197 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
District-wide 6,961 70 139 209 278 348 418 487 557 626 696 766 835 905 975 1,044
as of October 29, 2020

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Grand Forks Public Schools

2020-2021 Distance Learning Plan
Current Draft: 10-27-2020 AM

Approved by Grand Forks School Board
November 9, 2020
Page 18 of 110
Table of Contents
Goal Statement Page 2
Collective Commitments Page 2
Attendance Procedures Pages 3-5
Educational Staff Expectations Pages 5-8
Human Resources Procedures and Supports Pages 9-15
High-Quality, Effective, Standards-Based Education Provisions for Instructional Support Pages 15-18
Ensuring Equitable Services Pages 19-21
School Counseling Services Pages 21-22
Assessment and Grading Practices Pages 22-23
Health and Safety Plan Page 23
Grand Forks Public Schools - 2020-2021 Distance Learning Plan Page 1

November 9, 2020
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Goal Statement
Grand Forks Public Schools (GFPS) is committed to ensuring ALL students receive engaging instruction
around relevant, standards-based learning experiences whether through face-to-face (F2F) instruction,
distance learning, or fluctuation between the two. Equally important, all students should feel safe,
supported, and connected to a caring adult whether virtually or in school. A systematic approach to our
delivery will ensure integrity of the teaching and learning process for all students and educators alike.
Face-to face instruction for all, once safe, is our ultimate objective.
We recognize that teaching and learning is not a “one-size-fits-all” prospect whether in a classroom,
laboratory, or at-home environment, and that each learner has unique strengths and needs. Our dedicated,
professional, creative employees submit the following distance plan for approval from the Grand Forks
School Board. This plan outlines a systematic approach to our instructional delivery for the sake of
promoting the health and wellbeing of all constituents, maintaining integrity of the teaching and learning
process, and ultimately for the benefit of our learners.
Collective Commitments
Mission: Growing together to enrich the world.
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.
Values: We believe strong relationships in our schools and community will result in developing connected,
innovative learners, grounded by strong character. We value innovation, character, community of learners,
and innovation.
● GFPS will ensure robust safety measures including protocols, procedures, and supplies are in place
that provide for the safety and well being of our employees and students. The North Dakota
Department of Public Instruction-required Health and Safety Plan can be found here
● Building staff will teach students new behavioral expectations and procedures approved by public
health experts and designed to promote health, safety and wellbeing (ex: physical distancing,
masking, personal hygiene). These expectations will be reinforced during classroom instruction and
throughout the school day.
● All employees and constituents of GFPS will be prepared to flexibly and fluidly navigate between
face-to-face and distance learning throughout the school year as there is a strong likelihood that
rolling school closures will occur as positive COVID-19 cases occur in our school buildings or in Grand
Forks County.
● Decisions on classroom, school, or district closures will be made in collaboration with Grand Forks
County Public Health.
● The district will provide 1:1 technology for students in kindergarten-12th grades. Students in grade
K-2 will receive iPads and grades 3-12 Chromebooks. All families will be supported in procuring high
speed internet access at home.

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Attendance Procedures
● Statement of Best Intentions: Despite taking every reasonable precaution, there is no guarantee
that our schools, students and staff will be without risk as it relates to COVID-19. The virus will
potentially be present on our buses, in our classrooms, and at our activities. In certain situations
physical distancing is not fully achievable in a school setting. Our actions, as outlined in the
comprehensive plan, cannot guarantee that any student or staff member will not come in contact
with the virus or contract the virus.
● Families will be provided a choice between face-to-face and remote instruction for each student.
The school system will provide licensed teachers and paraprofessional support to students working
remotely according to individualized plans developed with their family. Virtual academies will be
offered at the secondary level, and grade level school system-wide remote classrooms developed
for elementary students. Students with specific learning needs will be further accommodated
through the IEP, 504, or Language Instruction Educational Program (LIEP)process.
● Daily Student attendance will be recorded and monitored through a combination of mechanisms
including but not limited to:
○ Face to Face Learning Environment: Student being physically present in the learning
environment. Teachers record attendance daily or course by course using PowerSchool.
○ Distance Learning Environment: Each school will identify the teacher / class period
responsible for recording student attendance should students be engaged in distance
learning. Attendance could mean any of the following:
○ Student attendance in synchronous and asynchronous learning sessions,
○ Student logins to communication application systems such as SeeSaw and various
Google applications,
○ Student work completion of a class prompt, question, daily log, or assignment.
Students not meeting attendance or participation expectations will be directly contacted by school
officials and school support teams. Additionally, the district’s “stay in school policy” will make
allowances for COVID-related quarantine and illnesses.

Required COVID-19-Related Reporting Procedures for Students / Families (updated 10/27/2020)
In accordance with the guidance from the North Dakota Department of Health (NDDoH), the following
procedures must be followed by students and families of Grand Forks Public Schools in relation to
COVID-19.
Masks will be required in all Grand Forks Public School District buildings at all times (updated 10/23/2020).
Parent(s)/Guardian(s) should NOT send their student to school if ANY of the following symptoms are
present:
● The student has a fever (100.4°F or higher), OR
● Loss of taste and/or smell, OR
● Two or more of the following symptoms: fatigue, headache, muscle/body aches, chills, cough,
shortness of breath, sore throat, congestion/runny nose, nausea, vomiting, diarrhea, abdominal
pain (NDDoH, 9/3/2020).
● Individuals who are ill should contact their healthcare provider for additional guidance.

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Student is ill, has seen a healthcare provider, and has tested positive for COVID-19 OR Student is ill, has
seen a healthcare provider, and has been diagnosed (not tested) with COVID-19:
● Parent/Guardian immediately informs their building principal.
● The student:
○ Must stay home at least 10 calendar days from onset of symptoms, or collection date of test
if no symptoms, AND
○ Be fever-free (100.4°F or higher) for 24 hours without the use of fever-reducing medications,
AND
○ Have improvement of symptoms, whichever is longer (NDDoH, 9/3/2020).
● The NDDoH or Grand Forks County Public Health will provide guidance to the school and the
student/student’s parent(s)/guardian(s).
● The NDDoH or Grand Forks County Public Health will lead the contact investigation.
● Student’s classroom(s) will be closed off for a minimum of 24 hours/as long as feasible, prior to
cleaning and disinfecting.
● Common areas (bathrooms, breakroom, etc.) will be cleaned and disinfected.
● The student is required to submit documentation before returning to school. The documentation
will be submitted to the main office at the school, who will inform the student’s teacher(s) of the
student's clearance to return to school. If the student submits directly to their teacher, that
individual must send the report to the school office prior to allowing the student to return.
A student is ill but has not seen a healthcare provider:

● Parent(s)/Guardian(s) should not send their student to school if:
○ The student has a fever (100.4°F or higher), OR
○ Loss of taste and/or smell, OR
○ Two or more of the following symptoms: fatigue, headache, muscle/body aches, chills,
cough, shortness of breath, sore throat, congestion/runny nose, nausea, vomiting, diarrhea,
abdominal pain (NDDoH, 9/3/2020).
○ The student should stay home at least 10 calendar days from onset and for 24 hours with no
fever (without the use of medication) and improvement of symptoms – whichever is longer
(NDDoH, 9/3/2020) (updated 8/26/2020).
Student appears to have COVID-19-related symptoms at school upon arrival/become sick during the day:
● Students who meet the following criteria will be sent home:
○ The student has a fever (100.4°F or higher), OR
○ Loss of taste and/or smell, OR
○ Two or more of the following symptoms: fatigue, headache, muscle/body aches, chills,
cough, shortness of breath, sore throat, congestion/runny nose, nausea, vomiting, diarrhea,
abdominal pain (NDDoH, 8/27/2020).
● The student informs their teacher, who will inform the building principal.
● The student will be immediately isolated from others.
● Building front office will immediately call the student’s parent(s)/guardian(s). Pick up your student
immediately if the school contacts you. If it is deemed an emergency, 911 will be called.
● The student should stay home for 24 hours with no fever (without the use of medication) and
improvement of symptoms – whichever is longer (NDDoH, 8/27/2020).

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Student was identified by public health or other as a close contact to someone with COVID-19: (Updated
10/23/2020)
● Close contact is defined by the Centers for Disease Control and Prevention (CDC) as, “Someone who
was within 6 feet of an infected person for a cumulative total of 15 minutes or more over a 24-hour
period starting from 2 days before illness onset (or, for asymptomatic patients, 2 days prior to test
specimen collection) until the time the patient is isolated” (CDC, 10/21/2020).
● Close contacts will still need to be quarantined for 14 days from their last exposure unless both the
infected person and close contact were wearing a mask at all times during the exposure, this would
exempt the contact from being quarantined (ND Dept of Health 9/30/2020) (updated 10/5/2020).
● If a parent/guardian or other household member tests positive for COVID-19, the student may need
to stay out of school for the case’s (someone positive for COVID-19) isolation period (10 calendar
days from onset) plus the student’s quarantine period (14 calendar days) (NDDoH, 8/27/2020).
● If a parent/guardian is a contact to someone confirmed to be positive for COVID-19, the student
may attend school if the student did not have direct contact with a case (NDDoH, 8/27/2020).
Student is healthy but has a household member undergoing testing for COVID-19:
● The student or their parent/guardian must notify their building principal.
● If the student has symptoms, they need to stay home and isolate.
● If the student is not a close contact, doesn’t have symptoms, and is being tested COVID-19, they
need to practice physical distancing. Physical distancing means remaining out of congregate
settings, avoiding public places, mass gatherings, and maintaining distance (approximately 6 feet)
from others when possible. Isolate immediately if symptoms develop (NDDoH, 7/20/2020).
Student is healthy but has a household member who tested positive for COVID-19:
● The student or their parent/guardian must notify their building principal.
● Student may need to stay out of school for the case’s (someone positive for COVID-19) isolation
period (10 calendar days from onset) plus the student’s quarantine period (14 calendar days).
Travel
● We are following the recommendations of the CDC and the NDDoH regarding travel restrictions.
● Information for travelers can be found on the CDC’s website,
https://www.cdc.gov/coronavirus/2019-ncov/travelers/index.html.
● Upon your return from travel, please visit the North Dakota Department of Health “COVID-19
Survey for Travelers” and fill out the form available at
https://ndhealth.co1.qualtrics.com/jfe/form/SV_eb7sJjKhR2UfB7n.
Note: failure to adhere to quarantine is a Class B misdemeanor, which could result in 30 days imprisonment
and/or up to a $1,500 fine (NDCC 23-07.6-02(3)).
Educational Staff Expectations
Grand Forks Public Schools takes pride in having been Level One Certified through the High Reliability
Schools™ process at all nineteen campuses in Spring 2019. Level One certification revolves around having
safe, supportive, and collaborative school environments, and our staff is fully committed to maintaining the
supportive relationships established this school year. Our plan includes:
Primary focus areas during the first week(s) of school (whether face-to- face or distance learning):

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● Establishing strong, meaningful relationships as the foundation to effective teaching and learning
(SEL priority areas defined by building)
● Teaching students HOW to learn remotely (digital competency): modeling and practicing effective
procedures and protocols; familiarizing students with technology-based platforms; learning
problem-solving strategies and resources, etc.
● Assessing student knowledge and skill gaps and needs
Professional Responsibilities and Job Duties in Distance Learning*
● In the event of a transition to distance learning, employees will be allowed to access their
classrooms in a systematic manner that maintains physical distancing guidelines to collect ancillary
materials.
● If in a distance learning model, employees are expected to work typical contract hours, yet the day
/ times may be structured differently as agreed upon by building administration. The work day will
include designated office hours, student contact via technology, phone, etc., creating / hosting
regular online teaching sessions, providing feedback, etc.
● Staff will identify when a synchronous vs. asynchronous approach to instruction would be most
effective. This may depend on what is best for the age of a student, content area, etc.
Definitions follow:
● Synchronous online learning: scheduled times when a class is required to meet online.
● Asynchronous online learning: learning that can be completed at any time with capability
for remote communication and assessment (e.g., email or learning management systems
that deliver, track, and manage classes or projects for learning at various times / preferred
access times for learners).
● Regularly scheduled times for Synchronous online learning (e.g., scheduled times for chat,
streaming, video, instant messaging, web conferences, etc. when a class is required to meet online)
are an expectation at every level.
Synchronous Learning Expectations by Level
● High School:
Each class must have a synchronous learning / meeting opportunity at least
20% of the time (one in five sessions)
● Middle School:
Each daily class must have a synchronous learning / meeting opportunity at
least 20% of the time (one in five sessions) and each every other day class
should have a synchronous learning / meeting opportunity 25% of the time
(one in four sessions)
● Elementary School:
Each class in grades K-5 must host synchronous learning / meeting
opportunities at least 20% of the time. We encourage additional meetings
when new content is delivered, and individual student connections to occur
regularly.
○ Staff should establish online classroom expectations for participation and behavior just as
done during face-to-face instruction. This will assure continued building upon positive
relationships and foundational SEL skills.
○ Students unable to attend synchronous learning should not be penalized grade-wise for not
attending, just as students absent during typical school are not penalized for being absent.
Students can and should be held accountable for completing work assigned during the class

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period whether or not they attend synchronous sessions. Attendance should not count as a
form of assessment.
○ If new information is being presented or demonstrated, teachers will record that portion of
the session and post it so absent students may view and benefit from that instruction.
○ Class discussions should not be recorded in order to protect student privacy. If participation
in a class discussion is part of the student’s assessment / grade, then the discussion
questions should be digitally posted so that absent students can answer the questions to
teachers directly. Staff are advised to establish a shared Q and A sheet on which students
can ask questions and the rest of the class may access the responses should they not be able
to attend the synchronous session.
○ Synchronous sessions may be formal and include content-related materials, or more
informal in the form of a “class meeting” where they simply connect over relevant topics and
current events. Either approach is a way to maintain community and meets the
social-emotional goal.
○ Synchronous meetings do not have to run a full class period. A 15-minute check-in can be as
advantageous as longer periods of connection. Teacher judgement and discretion should be
exercised and length dependent on the type of activity facilitated.
○ Online meeting platforms allow teachers to reconfigure a class into small groups or partners.
This option is strongly encouraged as an engagement strategy.
● Regularly scheduled homeroom / advisory time at the elementary and middle school levels where
teachers facilitate lessons around social-emotional learning, gage student progress, and continue to
foster a sense of community.
● Teachers will communicate regularly with each learner surrounding their progress and needs.
Students should receive ongoing formative feedback just as they do in face to face instruction prior
to a summative assessment / grade being assigned.
● Daily office hours, when teaching in a remote setting, will be established where teachers will be
available for questions, tutorials, support services, and to contact students not keeping pace with
course requirements. Best practice in e-learning includes ongoing teacher-student contact. A
minimum of 10 weekly “office hours” are expected during the regular contract week so students
can reach teachers by phone, email, messaging, or video conferencing. Teachers will use this time
to dually reach out directly to students who are not keeping pace with assignments.
● Teachers and students will utilize SeeSaw and Google Application for Education (including Google
classroom, Meet, Hangout, and all affiliated applications) which will allow for seamless information
exchange in both the face-to-face and distance learning environments.
● Voicemails will go directly to the employees member’s email address to ensure students / families
are able to reach a teacher. We expect staff to return phone calls and emails within one business
day.
● Employees are advised AGAINST using their personal social media accounts to communicate with
students and families. It would be better to create unique professional accounts if this modality of
communication may be helpful.
● All teachers at all levels will make ongoing attempts to contact students AND their families when
they notice a student is struggling or disengaged. This includes students not attending synchronous
sessions regularly, students repeatedly absent, students not turning in assignments, students
receiving low scores, etc. Teachers should engage their building’s support team (administrators,
counselors, social workers, etc.) to problem-solve barriers that might be present.
● Specific student / family support will be provided through case managers, counselors, social
workers, behaviorists, administrators, school resource officers, and other ancillary staff as needed.

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● Staff will consider multiple modalities (technology, paper-pencil, recording lessons, video or phone
conferencing, etc.) in which they can deliver content to students learning at home. This will look
differently depending on grade level and where they are in the learning process:
○ Introducing new content, ideas, or skills,
○ Providing students opportunities to practice and receive formative feedback,
○ Assessing their level of mastery,
○ Re-teaching or extending learning as necessary.
● Ensure differentiation / modifications are made for students on IEPs, 504s, English Language (EL),
etc. Please see specific guidance under the Ensuring Equitable Services section of this plan.
○ Consider creating video tutorials students can reference to review a specific skill or concept,
○ Consider individual tutorials via google meet, Google, phone, etc.,
○ Consider electronic read and write programs, resources that allow content modifications by
lexile level, pictorial supplements, etc.,
○ NOTE: Special Education Case managers will be explicitly working on students’ IEP goals; it is
incumbent upon classroom teachers to provide modifications and case managers will reach
out to general education teachers to ensure implementation.
● Chunk and distribute content in manageable segments. This can be done by lesson, unit, etc. at a
pace similar to your regular classroom format.
* Virtual academies may have components that differ slightly from the aforementioned to meet individual
student needs.
Professional Development for Staff
● Each teacher is equipped with a district-issued MacBook Air or HP Laptop that allow video
streaming, network access, access to various applications and resources, etc. Technical support is
available for teachers through the Curriculum, Instruction, and Technology Department.
● Our Curriculum, Instruction, and Technology Department will respond to the professional
development needs of our staff for established online communication and educational platforms,
and will provide webinars, tutorials, and other supports according to request and identified needs.
● Grand Forks Public Schools is a Google Apps For Education (GAFE) school system. Teachers and
students will utilize SeeSaw and Google applications including Google classroom, Meet, Hangout,
and all affiliated applications which will allow for seamless information exchange. In order to
streamline communications for families staff will not use other applications, i.e. Remind.
● Resources have been established to assist all employees with creating video conferences and
meetings to allow virtual contact.
● School sites will establish meeting times during which employees will troubleshoot, share best
practices, and learn new strategies around effective distance learning from instructional design
coaches and other colleagues.
● We have worked with the State of North Dakota to both allow printing requests to be submitted
from home and establish VPNs as necessary to protect data and applications.
Human Resources Procedures and Supports

Required COVID-19-Related Reporting Procedures for Employees (updated 10/27/2020)

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In accordance with the guidance from the Centers for Disease Control and Prevention (CDC) and the North
Dakota Department of Health (NDDoH), the following procedures must be followed by employees of Grand
Forks Public Schools in relation to COVID-19.
Employees should use this screening tool from the North Dakota Department of Health to screen for
symptoms and exposure to COVID-19.
Masking will be required in all Grand Forks Public School District buildings at all times (updated
10/23/2020).
Employee should not come to work if the following symptoms are present:
● Has a fever (100.4°F or higher) or feel like they have fever/chills.
● Have new or worsening symptoms of cough, sore throat, muscle/body aches, severe headache with
fever, shortness of breath, vomiting, diarrhea, or loss of taste/smell.
● Individuals who are ill should call their healthcare provider for additional guidance. The healthcare
provider should assess the employee for a COVID-19 infection.
○ If tested for COVID-19, the individual should be excluded from work until test results are
available.
○ If not tested for COVID-19, the individual should stay home until at least 24 hours have
passed since recovery, defined as resolution of fever without the use of fever-reducing
medications and improvement in symptoms (NDDoH, 7/30/2020).
● Employee may be eligible for Emergency Paid Sick Leave under the Families First Coronavirus
Response Act (FFCRA) through December 31, 2020. If Emergency Paid Sick Leave is exhausted, the
employees are able to utilize leave accruals excluding bereavement leave.
Employee has tested positive for or been diagnosed with COVID-19 and will need to isolate (10 days from
symptom onset or if asymptomatic, 10 days from test date) as instructed by public health or health care
provider:
● Employee must stay home for 10 days from onset of symptoms and be fever-free for 24 hours
without the use of medication and have symptom improvement.
○ If the employee does not have symptoms, the employee must stay home for 10 days from
the date of the test (NDDoH, 7/30/2020).
Employee had close contact with a person who has tested positive for or been diagnosed with COVID-19:
● Close contact is defined by the Centers for Disease Control and Prevention (CDC) as, “Someone who
was within 6 feet of an infected person for a cumulative total of 15 minutes or more over a 24-hour
period starting from 2 days before illness onset (or, for asymptomatic patients, 2 days prior to test
specimen collection) until the time the patient is isolated” (CDC, 10/21/2020).
● Close contacts will need to be quarantined for 14 days from their last exposure unless both the
infected person and close contact were wearing a mask at all times during the exposure, this would
exempt the contact from being quarantined (ND Dept of Health 9/30/2020) (updated 10/5/2020).
● For household contacts who are continually exposed, the employee should stay home during the
case’s (someone positive for COVID-19) isolation period (10 calendar days from onset) plus the
employee’s quarantine period (14 calendar days) (NDDoH, 8/3/2020).
● Close contacts should be tested for COVID-19 7-10 days after last exposure to a case.

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● Consideration may be given to a task essential employee identified as a close contact to continue to
work, provided practices as identified by the CDC are followed. Supervisors will contact the Director
of Human Resources or Workforce Safety Coordinator for additional information.
Employee appears to have COVID-19-related symptoms at work upon arrival/become sick during the day:
● Immediately inform their direct supervisor.
● Immediately isolate from others and go home if they:
○ Have a fever (100.4°F or higher) or feel like they have fever/chills.
○ Have new or worsening symptoms of cough, sore throat, muscle/body aches, severe
headache with fever, shortness of breath, vomiting, diarrhea, or loss of taste/smell (NDDoH,
7/30/2020).
○ Individuals who are ill should call their healthcare provider for additional guidance. The
healthcare provider should assess the employee for a COVID-19 infection.
■ If tested for COVID-19, the individual should be excluded from work until test results
are available.
■ If not tested for COVID-19, the individual should stay home until at least 24 hours
have passed since recovery, defined as resolution of fever without the use of
fever-reducing medications and improvement in symptoms.
● Employee's workspace will be closed off for 24 hours, or as long as feasible, prior to cleaning and
disinfecting.
● Employee's workplace common areas (bathrooms, breakroom, etc.) will be cleaned and disinfected.
● Employee's coworkers will continue to work as usual if asymptomatic.
Employee is confirmed (through a positive COVID-19 test or been diagnosed by a healthcare provider) to
have COVID-19:
● Employee will self-isolate in their place of residence until the following three are met:
○ Must stay home at least 10 calendar days from onset of symptoms, or collection date of test
if no symptoms, AND
AND
● NDDoH or Grand Forks County Public Health will lead the contact investigation.
● The employee may be eligible for Emergency Sick Leave under the FFCRA (through December 31,
2020) or traditional Family Medical Leave (FMLA).
● Employee's workspace will be closed off for 24 hours, or as long as feasible, prior to cleaning and
disinfecting.
● Employee's workplace common areas (bathrooms, breakroom, etc.) will be cleaned and disinfected.
● Employee's coworkers identified as close contacts will be contacted by Grand Forks County Public
Health. If the employee's coworker is not contacted by Grand Forks County Public Health, the
coworker was not considered to be a close contact.

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○ A close contact is defined by the Centers for Disease Control and Prevention (CDC) as,
“Someone who was within 6 feet of an infected person for a cumulative total of 15 minutes
or more over a 24-hour period starting from 2 days before illness onset (or, for
asymptomatic patients, 2 days prior to test specimen collection) until the time the patient is
isolated” (CDC, 10/21/2020).
● Co-workers will self-monitor for symptoms and continue to work unless notified by Grand Forks
County Public Health to stay home.
Employee thinks they may have been at the same location as a person who was diagnosed with
COVID-19:
● People who are identified as close contacts will be notified and will receive instruction on
quarantine and monitoring (updated 9/3/2020).
● Being in an indoor environment (e.g., store, workplace, restaurant) with someone who has
COVID-19 is not necessarily considered having close contact.
● An employee who has not been contacted by the NDDoH, Grand Forks County Public Health, or
other as a close contact will report to work as usual.
● Close contacts will need to quarantine for 14 days from their last exposure unless both the infected
person and close contact were wearing a mask at all times during the exposure, this would exempt
the contact from being quarantined (ND Dept of Health 9/30/2020) (updated 10/5/2020).
Employee has completed the COVID-19 isolation period after testing positive, has met the following
criteria, and is prepared to return to work:
● The employee must have:
○ Stayed home at least 10 calendar days from onset of symptoms, or collection date of test if
no symptoms, AND
AND
Employee is healthy but has a household member undergoing testing for COVID-19: (updated 9/3/2020)
● If the household member does not have symptoms, employee can continue to work.
● If the household member or employee has symptoms, they need to stay home and isolate.
● If the employee is not a close contact, doesn’t have symptoms, and is being tested COVID-19, they
need to practice physical distancing and wear a mask at all times. Physical distancing means
remaining out of congregate settings, avoiding public places, mass gatherings, and maintaining
distance (approximately 6 feet) from others when possible. Isolate immediately if symptoms
develop (NDDoH, 7/20/2020).
Employee is healthy but has a household member who tested positive for COVID-19:
● Employee may need to stay isolated for the case’s (someone positive for COVID-19) isolation period
(10 calendar days from onset) plus the employee’s quarantine period (14 calendar days).
● Public health will advise employees as to how long they will need to stay home (NDDoH, 8/3/2020).
Travel
● We are following the recommendations of the CDC and the NDDoH regarding travel restrictions.

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● Information for travelers can be found on the CDC’s website,

https://www.cdc.gov/coronavirus/2019-ncov/travelers/index.html.
● Upon your return from travel, please visit the North Dakota Department of Health “COVID-19
Survey for Travelers” and fill out the form available at
https://ndhealth.co1.qualtrics.com/jfe/form/SV_eb7sJjKhR2UfB7n.
If you have an underlying health condition that prohibits you from returning to work, please work with your
primary care provider on providing documentation to be submitted to Human Resources so we can make
appropriate accommodations for you. Please contact Linsey Rood, Human Resources Director with any
questions.
Any employee member who does not comply with these procedures will be subject to disciplinary action to
include termination.
Note: failure to adhere to quarantine is a Class B misdemeanor, which could result in 30 days imprisonment
and/or up to a $1,500 fine (NDCC 23-07.6-02(3)).
Grand Forks Public Schools - Compensation and Work Expectations
Following is information regarding compensation and work expectations for employees of Grand Forks
Public Schools related to changes in working conditions of schools and buildings in the event of closure due
to COVID-19 related circumstances.
This communication supersedes any previous communication relating to compensation and work
expectations. This information is effective August 1, 2020 and is subject to change at any time as we react
to a constantly changing environment.
In the event a building is shut down, the Grand Forks Public School District will make every effort to keep all
employees working in a similar capacity however is unable to guarantee work. The employee(s) impacted
will utilize their applicable leave or leave without pay if applicable leave options are exhausted. If the
impacted employee(s) is reassigned during a closure and unwilling to perform the duties of the
reassignment then the employee(s) will utilize their applicable leave or leave without pay if applicable leave
options are exhausted.
Please contact Human Resources or Payroll by email or phone if you have any questions:
● Linsey Rood- Human Resources Director - 701-746-2205, Extension 7112
● Angi Aamodt, Payroll Supervisor - 701-746-2205, Extension 7125
● MaryJo Sturman, Human Resources Assistant - 701-746-2205, Extension 7119
● Les White - Human Resources/Payroll Assistant -701-746-2205, Extension 7169
● Dardi Olson - Payroll Specialist - 701-746-2205, Extension 7100
Administrators
All District and School Administrators are considered Task Essential Employees and will be working
according to contract agreements.
Certified Staff Represented Under the Teacher Negotiated Agreement

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Grand Forks Public Schools intends to open with face-to-face instruction with the ability to transition to
distance learning when necessary. All teachers will be expected to work as outlined in the applicable
Learning Schedule provided throughout the Distance Learning Plan.
Full pay per your contract will continue under the Distance Learning Plan format as long as you are working
in this format. However, if a staff member will not be able to work on a contract day, the applicable leave
will be required to be taken. The staff member must notify their Principal/Supervisor and enter their
absence in Absence Management.
If an absence is related to COVID-19, Federal legislation includes additional sick and family leave that an
employee may be eligible to use for specific reasons. The notice of that law can be found at the end of this
document. Please complete the leave request form and submit it to the Human Resources. The form will be
reviewed and Human Resources will contact you.
If Leave qualifies under the guidelines, select the applicable COVID-19 specific absence reason in Absence
Management.
If a staff member wants to apply for the new 12-week expanded family and medical leave due to caring for
a child whose school or place of care is closed (or child care provider is unavailable) due to COVID-19
reasons. Please complete the leave request form and submit it to the Human Resources. The form will be
reviewed and Human Resources will contact you.
Classified Exempt Employees (Task Essential)
Includes Accountant, Accounting Supervisor, Communications & Community Engagement Coordinator,

Computer Technicians, Maintenance Supervisor, Mechanic/Grounds Supervisor, Print Shop Supervisor,
Safety Coordinator, Supply Supervisor, Psych Interns, School Nurse, Student Behavior Facilitator.
You will be required to report to work daily for your normal scheduled hours or as directed by your
Supervisor. There may be circumstances that require you to work outside your regular hours or on a
weekend to ensure continuity of services. If a building is shut down due to COVID-19, your supervisor may
authorize you to work at home. Your normal job duties may change or be modified by your supervisor or
district administration.
If you will not be able to work on a scheduled work day, applicable leave will be required to be taken.
If the absence is related to COVID-19, Federal legislation includes additional sick and family leave that an
employee may be eligible to use for specific reasons. The notice of that law has been provided.
Please complete the leave request form and submit it to the Human Resources. The form will be reviewed
and Human Resources will contact you.
If leave qualifies under the guidelines, select the applicable COVID-19 specific absence reason in Absence
Management.

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If you want to apply for the new 12-week expanded family and medical leave due to caring for a child
whose school or place of care is closed (or child care provider is unavailable) due to COVID-19 reasons, you
must notify Human Resources so proper paperwork can be processed.
Classified Exempt Employees (Non-Task Essential)
Includes Encore Director, Grant Writer, Mental Health Therapist, Prevention Coordinator, Substance Abuse
Counselor, Theater Technician
You will be available to work during your scheduled work hours. If a building is shut down due to COVID-19,
your supervisor may authorize you to work at home. Your normal job duties may change or be modified by
your supervisor or district administration.
If you are unable to accept these provisions due to a situation related to COVID-19, please refer to the
leave information state in the above section and the provided notice.
If you want to apply for the new 12-week expanded family and medical leave due to caring for a child
whose school or place of care is closed (or child care provider is unavailable) due to COVID-19 reasons, they
must notify Human Resources so proper paperwork can be processed.
If you are asked to work and unable due to another reason (bereavement, family illness, etc) you will be
required to use the applicable leave.
Hourly Paid Employees
All hourly employees will be expected to work as scheduled by your supervisor and will be required to
record their actual time worked.
If an hourly paid employee is unable to work when requested by a supervisor on a regularly scheduled day,
they will be required to use applicable leave and request through TimeClock Plus.
If the absence is related to COVID-19, Federal legislation includes additional sick and family leave that you
may be eligible to use for specific reasons. The notice of that law is provided to this document.
Please complete the leave request form and submit it to the Human Resources. The form will be reviewed
and Human Resources will contact you.
If an hourly paid employee wants to apply for the new 12-week expanded family and medical leave due to
caring for a child whose school or place of care is closed (or child care provider is unavailable) due to
COVID-19 reasons. Please complete the leave request form and submit it to the Human Resources. The
form will be reviewed and Human Resources will contact you.
Task Essential Employees
Includes Building Secretaries, Facility Managers (HS), Head Custodians (MS / ES), Lead Custodian
Night Shift (HS), Lead Custodian Day Shift (HS), Shift Custodian (HS / MS / ES), Carpentry, Custodial,
Electrical, Mail, Maintenance, Mechanics, Print Shop, Supply, MSEC Receptionist, CIT Secretary,
Technology Secretary, Business Office Administrative Assistant, Administrative Assistant to the

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Associate/Assistant Superintendents, Buildings & Grounds Administrative Assistant, Accounts

Payable, Payroll Supervisor, Payroll Specialist, Accountant, Human Resources Assistants, Executive
Secretary to the Superintendent, Special Education Office Manager, Family Service Specialists,
Special Education Assistive Tech, COTA, Child Nutrition Staff as determined by Child Nutrition
Director.
If you are deemed a Task Essential employee, you will be required to report to work daily for your
normal scheduled hours or as directed by your Supervisor. There may be circumstances that require
you to work outside your regular hours or on a weekend to ensure continuity of services.
You will be available to work during your scheduled work hours. If a building is shut down due to
COVID-19, your supervisor may authorize you to work at home. Your normal job duties may change
or be modified by your supervisor or district administration.
Non-Task Essential Personnel
Includes Athletics Administrative Assistant, Career Education Secretary, Textbook/Title, Cataloger,

CIT Purchasing, SIT bus driver, SIT bus monitors, Native American Liaison, Safety Officers, Site
Coordinators, All Paraprofessionals
You will be available to work during your scheduled work hours. If a building is shut down due to
COVID-19, your supervisor may authorize you to work at home. Your normal job duties may change
or be modified by your supervisor or district administration.
If you are unable to accept these provisions due to a situation related to COVID-19, please refer to
the leave information under the Hourly Paid Employee section and the provided notice.
If you are asked to work and unable due to another reason (bereavement, family illness, etc) you
will be required to use the applicable leave.
High-Quality, Effective, Standards-Based Education
Communication
● Communication and support to all families, including those families whose native language is not
English.
○ Grand Forks Public Schools uses a district-wide notification system (Blackboard) for website,
mass notification (telephone, email, SMS/text messaging), and smartphone app notifications
in an effort to communicate with families and employees quickly through multiple channels.
These systems seamlessly integrate with our student and employee information systems so
we can personally contact families and employees with vital information. Emails and
SMS/text messages sent through this notification system are able to be translated into the
five most common languages in our school system: English, Nepali, Somali, Arabic, and
Spanish.
○ Our district and school websites also feature an integrated translation tool, which allows our
websites and webpages to be translated into dozens of languages.
○ As part of our continued work in adhering to the Americans with Disabilities Act (ADA) and
web accessibility standards, we use Smore for district / school-to-family newsletters. Smore

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is a web-based newsletter program that works seamlessly on tablets, smartphones, and

computers. It is customizable and has a variety of features available, which include language
translation and contrast adjustment. We routinely share the content of our emails in a
Smore newsletter, which is then texted to families and/or employees.
○ We have expanded several areas of our website to provide resources to families, including
dedicated COVID-19 and Remote Learning pages and have expanded resources and
information on our Mental Health Hub. This information is also available through dedicated
buttons on our smartphone app. In addition, we added the Ally accessibility tool to our
websites during the summer of 2020 which allows users to download PDF files into
alternative formats, including HTML, ePub, electronic braille, audio, and BeeLine Reader.
○ The district and individual schools will continue to communicate with students, families, and
employees using the resources above as we navigate through COVID-19 and its varying
effects on our school system.
Access for Students
● The district will provide 1:1 technology for students K-12. Students in grades K-2 will receive iPads,
and students in grades 3-12 will have Chromebooks. All families will be supported in procuring high
speed internet access at home.
● Elementary schools will utilize Chromebooks and iPads to deliver lessons. They will use Seesaw and
Google Classroom to ensure students receive both consistent instructional content and learning and
social emotional support from teachers and support staff.
● Secondary schools will utilize Chromebooks to deliver lessons. They will use Google Classroom and
Google Meet to ensure students receive both consistent instructional content and learning and
social emotional support from teachers and support staff.
● The Curriculum, Instruction, and Technology Department has created resources to help students
and families utilize the devices, Google Classroom and SeeSaw.
● Assistive Technology documented on a student’s IEP for learning will go home with the student.
Examples include pencil grips, specialty paper, slant boards, specific sensory tools, adaptive scissors,
iPads with specific apps, etc. Large shared equipment would be an exception, and IEP contingency
plans will reflect additional options or compensatory services as needed.
Teaching and Learning
● Priority areas for both face-to-face and distance learning include: relationships (social-emotional
learning); teaching remote learning skills (digital competency); skill assessment during the first
week(s) of school. We must capitalize on uninterrupted face-to-face instructional time to establish
foundational relationships and teach our students foundational skills that will allow them to learn at
home or at school.
● Academic instruction will focus on grade level / content essential/priority standards as identified
by grade level / department. This will allow time during the calendar year to assess and revisit “gap
knowledge and skills” from the previous year while ensuring grade level / content level standards
are acquired. A quick start guide was developed to guide this work including a scoring rubric to
track progress.
● Staff will use authentic assessments for both engagement, progress monitoring, and integrity’s
sake (students doing their own work). For example, a teacher would better gage student

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understanding on constructed response questions vs. only multiple choice. Explicit Rubrics and
Scales will empower and guide learners.
● We expect students to produce and submit weekly artifacts of their learning and progress for
feedback and assessment for each course / content area. Progress should still be tracked and
communicated to families via PowerSchool and other mechanisms.
○ Student Artifacts could include: journals, logs, tests / quizzes, papers, constructed
responses, video responses, video demonstrations, project work / drawings / etc. submitted
in-person or by picture / video / online application, virtual sketch boards, scheduled class
discussion, etc.
● Staff may also include project-based / unit-based / theme-based work that would be malleable
between home and school. Examples include research that can be conducted at home; lab work and
presentations better face-to-face; reading / listening / learning about a current event at home,
debating and discussing the event face to face; etc. Here are ideas on how to structure deep
learning experiences from Retool School. This article includes thoughtful and practical foundational
differences between face-to-face versus remote learning constructs to support educators.
● Regularly scheduled student contact will occur from teachers, counselors, case managers, etc. to
meet individual student needs as outlined in other areas of this application whether learning is
occurring face-to-face or remotely.
● Teachers will accommodate instruction according to grade and individual student developmental
levels, course content, and individual student needs. Students will have direct access to teachers on
a daily basis (Monday through Friday on calendared school days) to receive the support they need.
● Physical education (PE) teachers will implement GFPS safety protocols during class time. Outdoor
activities are strongly encouraged while weather permits. PE teachers will execute their priority
standards through non-contact activities that focus on individual skill development and the five
components of physical fitness.
● Music Teachers: Please visit “Music Department Guidelines/Suggestions for Fall 2020.”
Academic Summaries by Level
● ECSE (Early Childhood Special Education): Families will be supplied with home-based activities
specific to goals that support their student’s unique educational needs. Families will be supplied this
information through email, U.S. mail, or through SeeSaw. Teachers will be communicating with
families a minimum of one time per week on a platform preferred by families to include SeeSaw,
Google, phone consultation, or email. In addition, related service providers will also be providing
families with activities and will be making contact a minimum of one time per week.
● Pre-K Education: Head Start teachers and students will communicate daily and exchange
information through SeeSaw. Learning opportunities will include scheduled learning videos,
recorded demonstrations, Google Meet, and phone consultations. Additional learning opportunities
will include home activities from Creative Curriculum. These expectations follow The Head Start
Child Development and Early Learning Outcomes Framework and are aligned with our School
Readiness Goals.
● Elementary School (Grades K-2): Primary grade teachers and students will communicate and
exchange information through developmentally appropriate measures such as SeeSaw. Additional
mechanisms will include scheduled synchronous learning and asynchronous learning videos,
recorded demonstrations, Google Meet, phone consultations, and other apps and modalities as
outlined in other sections of this application. These expectations apply to all core courses in

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accordance with North Dakota and local course standards and assessments. Students in grades K-2
will be provided a district-owned iPad.
● Elementary School (Grades 3-5): Elementary school teachers and students will communicate and
exchange information primarily through SeeSaw and Google applications (Classroom, Meet, etc.).
Additional mechanisms will include scheduled synchronous learning and asynchronous learning
videos, recorded demonstrations, Google Meet, phone consultations, and other apps and
modalities as outlined in other sections of this application. These expectations apply to all core
courses in accordance with North Dakota and local course standards and assessments. Students in
grades 3-5 will be provided a district owned Chromebook.
● Middle School (Grades 6-8): Middle school teachers and students will communicate and exchange
information primarily through Google applications (Classroom, Meet, Hangout, etc.). Additional
outlined in other sections of this application. These expectations apply to all core, exploratory,
Multi-Tiered Systems of Support (MTSS), and advisory courses in accordance with North Dakota and
local course standards and assessments. Students in grades 6-8 will be provided a district-owned
Chromebook.
● High School (Grades 9-12): High school teachers and students will communicate and exchange
information primarily through Google applications (Classroom, Meet, Hangout, etc.). Additional
outlined in other sections of this application. These expectations apply to all required, elective,
applied, and Career and Technical Education (CTE) courses in alignment with North Dakota
standards and assessments needed to grant credit. Students in grades 9-12 will be provided a
district-owned Chromebook.
● Career and Technical Education (CTE): CTE classes will be utilizing several remote learning delivery
strategies to continue to provide a high-quality, engaging, and relevant curriculum. Through a
combination of Google Classroom and Moodle as learning management systems (LMS), CTE courses
will be delivered primarily in an asynchronous fashion, with instructors making direct contact daily
with students through a variety of methods including LMS announcements, e-mails, phone calls,
messaging, and video conferences. CTE courses will be utilizing online and web-based resources to
provide specific software and virtual simulations for lab-based activities including Virtual Business,
Competition University, Office 365, MindTap, and many others. Several courses have already
utilized web-based, industry provided curriculum (e.g., Cisco Networking Academy). For lab-based
activities, instructors will be assessing student's learning through demonstrations via photos, videos,
and presentations. CTE courses will continue to adhere to the program standards set forth by the
North Dakota Department of Career and Technical Education.
Ensuring Equitable Services
Grand Forks Public Schools is poised to ensure all students have access to all courses provided to them
during typical operations. Teacher teams, grade levels, and departments have identified their priority
standards and skills for each course / grade level, and will continue to use the district-provided curriculum

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and resources along with technology-based applications to augment and deliver distance learning when
needed.
Special Education Considerations
Individualized Education Plans
Individualized Educational Plans (IEPs): All educational decisions for students with IEPs must be made on an
individual basis and be consistent with the Individuals with Disabilities Education Act (IDEA) and the North
Dakota Department of Instruction’s Office of Special Education guidelines. In order to meet individual
needs and to respond to updated information as it becomes available, guidance documents on programs,
staff responsibilities, and IDEA compliance are continually updated and available online via Special
Education Unit and District websites. Procedures will be implemented to ensure that Free Appropriate
Public Education (FAPE) is provided and IEPs, including contingency plans, are implemented.
Special education case managers will be collaborating with families to review and revise (as needed) the
student’s Individual Education Plan (IEP) and to create Contingency Learning Plans for all students on an
IEP. Plans will outline how services will be provided during distance learning, as well as necessary
accommodations, assistive technology needs, and available resources that will be provided to families.
While the contingency learning plan is utilized during school closures, the student’s IEP will remain in place
and services defined in that document will be resumed once students return to school.
Documentation of the Contingency Learning Plans will be completed and shared with parents on a Prior
Written Notice of Special Education Action. These forms, along with a copy of the Contingency Learning
Plan, will be sent digitally or by U.S. mail. Further changes to services can be discussed and documented as
needed. The Contingency Learning Plan can be found at GFSEU Contingency Plan.
In addition:
● IEP meetings and other meetings will be hosted through phone or video technology.
● Case managers will continue collaborating with general education teachers to ensure scaffolding
and other accommodations are in place for general education instruction.
● Individualized lessons will focus explicitly on student goals as outlined by students’ IEPs /
Individualized Learning Plans (ILPs) / identified needs. Those lessons will be conducted individually
or in small groups using phone or face-to-face technology to meet required minutes.
● Speech services will be provided remotely through a digital platform.
● Students receiving Occupational Therapy (OT) services will be provided a variety of opportunities
through exercises and activities provided for use in-home settings, remotely through digital means,
or through alternatives, such as providing services at an off-site location.
● Because Physical Therapy (PT) services are not approved through TeleHealth in North Dakota, we
are exploring providing services through outside providers, or we would provide services by district
staff at alternate off-site locations, as appropriate..
● Additional services may be considered for students that were not able to benefit adequately from
distance learning. The need for additional services would be determined by the student’s individual
education plan (IEP) team through review of data collected during the distance learning period and
in light of the student’s unique circumstances.
● Students participating in school-wide enrichment (SWEP) will receive extension activities and
assignments in qualified content areas.

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● Services required to be provided in residential facilities will be determined through consultation
with these facilities (i.e., Ruth Meiers Adolescent Center, Juvenile Detention, Altru).
● Assistive Technology devices and materials that are documented on a student’s IEP for learning will
go home with the student. Examples include pencil grips, specialty paper, slant boards, specific
sensory tools, adaptive scissors, iPads with specific apps, etc. Large shared equipment would be an
exception, and IEP contingency plans will reflect additional options or compensatory services as
needed.
● For the parochial schools in our community (Holy Family-St. Mary’s School, St. Michael’s Catholic
School, and Prairie Voyager Adventist School), which are part of the Grand Forks Special Education
Unit, our special education staff will be working with families to develop contingency plans for all
students on IEPs. The process mirrors the work being done at our public school settings.
Contingency learning plans will outline how services will be provided during distance learning as
well as necessary accommodations, assistive technology needs, and available resources that will be
provided to families. While the contingency learning plan is utilized during school closures, IEPs will
remain in place and services defined in that document will be resumed once students return to
school.
● Ensure differentiation / modifications are made for students:
○ Consider creating video tutorials students can reference to review a specific skill or concept,
○ Consider individual tutorials via Google Meet, phone, etc.,
○ Consider electronic read and write programs, resources that allow content modifications by
lexile level, pictorial supplements, etc.,
○ NOTE: Special Education Case managers will be explicitly working on students’ IEP goals; it is
incumbent upon classroom teachers to provide modifications and case managers will reach
out to general education teachers to ensure implementation
● Staff Expectations for Special Education Teachers during distance learning can be found at
https://drive.google.com/file/d/1U2xDIQZ8wkKkBPllbD8b1sJHI8E7BV-6/.
504 Plans
For students with 504 plans, classroom and general education teachers will be ensuring the
accommodations are provided. Additional aides or services needed to meet the 504 during distance
learning will be considered. Students will have equal opportunities to participate or benefit from any
face-to-face or distance learning activities or lessons provided by the district.
English Learner Considerations

English Learners (EL) students and the services they receive are unique. Educational opportunities will be
provided and EL staff will continue to communicate with each EL student’s family to address individual
supports necessary. In addition, translation services shall be provided, when necessary, to EL families.
● GFPS will utilize a face-to-face screening process as outlined in the GFPS English Language
Handbook. When face-to-face screening is not possible, GFPS will utilize the newly released WIDA
online screener. All screening processes will continue to identify English learners within 30 days of
the first day of school or two weeks of enrollment during the school year.
● GFPS will continue to use an integrated EL program throughout distance learning that provides
language services in the “mainstream” classroom as much as possible. The EL teachers will
collaborate with classroom teachers to develop instructional plans for students who are limited in
their English Language Proficiency because they come from different language and cultural
backgrounds. Classroom teachers will modify materials. Paraprofessionals will provide supplemental

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services. Additional instructional support is provided through additional tutoring and supplemental
reading, writing, listening, and speaking supports.
McKinney-Vento
Our students who qualify under the McKinney-Vento Act and students in foster care will be contacted and
supported through school social workers and counselors. Specific student / family support will be provided
by staff as needed regardless if learning is taking place face-to-face or via distance education.
Federal Title Considerations
Grand Forks Public Schools has nine school-wide Title I elementary buildings and two school-wide middle
school buildings. These students are receiving supplemental services through small groups and one-to-one
instruction using technology and/or paper and pencil instruction. Staff will provide support whether we are
providing face-to-face instruction or via distance learning. Students identified with a need for behavior
interventions will receive services via daily or weekly check-ins with students and families. Each School’s
Schoolwide Plan allows for any staff paid with Title funds to provide support to any student who needs it.
This will be done in compliance with GFPS Smart Restart work.
The District Title I Coordinator / Associate Superintendent has met with the Title I private school
administrators to assure they have created plans to serve identified students through their staff paid with
Title I funds. These include a reading specialist assigned to private schools who will provide supplemental
services to Title I students through preparing materials and resources for each Title I student on their
caseload. These will be sent home at the end each week and staff will connect with each student one time
each week to answer questions and provide support. The reading specialist will connect with their
students’ classroom teachers to provide extra support.
School Counseling Services
The Unified Mental Health Team of Grand Forks Public Schools is committed to ensuring that students
continue receiving support for their mental health and well-being, their social and emotional learning,
career, and academic planning for their future. The Unified Mental Health Team includes 24 school
counselors, 12 social workers, six school psychologists, and five mental health specialists (mental health
coordinator, mental health therapist, licensed addiction counselor, social emotional learning specialist, and
Head Start mental health coordinator).
The following supports will be offered to our learners and their families:
● The Mental Health Hub on our district website offers a wealth of information and resources related
to mental health supports and services, which is available at
https://www.gfschools.org/mentalhealthhub.
● Social-Emotional Lessons and resources will be provided through a variety of formats: Seesaw,
Google Classroom, or the Mental Health Hub.
● Social-emotional resources teaching resources will be provided to support student learning.
● Our Unified Mental Health Team will have office hours with two hours per day available for direct
services through email, phone, or video conference.
● We will continue to work with our community partners, including Lutheran Social Services, the
Village Family Service Center, Northeast Human Service Center, Northern Prairie Community Clinic,

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Community Violence Intervention Center, etc. to make appropriate referrals for students requiring
more intensive support.
● Our team will consult with teachers in support of their work with students who may experience
struggles while working remotely.
● Our team will work to help families remove barriers they may be experiencing while trying to help
their students access the tools needed for their education.
● Our team will follow ethical guidelines and practices for distance counseling as guided by ASCA. A
link to our guiding principles can be found at GFPS Virtual School Counseling.
Assessment and Grading Practices
K-12 Reading and Math Skills Assessment
A required component of the ND Smart Restart plan is to assess all students within the first four weeks of
school. Research indicates that learning gaps will be widened and more prevalent due to the effects of
COVID-19 on instruction. Assessments can be used to help identify learning gaps and will be used to guide
the teaching and learning process for the upcoming school year. GFPS assessment plan for the first four
weeks can be found here.
Assessment of Ongoing Progress and Understanding
● Teachers will determine the number and type of assessments appropriate for measuring student
mastery on identified priority standards. Formative feedback must be given prior to any summative
assessment.
● Staff will use authentic assessments for both engagement, progress monitoring, and integrity’s sake
(students doing their own work). For example, you would better gage student understanding on
constructed response questions versus only multiple choice.
● Explicit Rubrics and Scales will empower and guide learners.
● We expect students to produce and submit weekly artifacts of their learning and progress for
feedback and assessment for each course / content area whether face-to-face or engaged in remote
learning. Student Artifacts could include: journals, logs, tests / quizzes, papers, constructed
responses, video responses, video demonstrations, project work / drawings / etc. submitted
in-person or by picture / video / online application, virtual sketch boards, scheduled class
discussion, etc.
● Progress will be tracked and communicated to families via PowerSchool, See Saw, and other
mechanisms.
Grading
● Explicit Rubrics and Scales will empower and guide learners and should be used to establish
learning goals during both face-to-face and distance learning. Teachers should focus on feedback
and growth to guide students towards mastery of priority standards. Rubrics and scales can then be
converted to percentages at the secondary level to determine a student’s grade, which will allow for
an accurate report of content mastery. A conversion scale can be found here. Elementary teachers

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will continue to report on academic progress through the use of the standards referenced reporting
tool (report card).
● Grades will still be tracked and communicated to families via PowerSchool, See Saw, and other
mechanisms.
Note: Instruction during the spring of the 2019-2020 school year was disrupted by the Novel Coronavirus
Pandemic (COVID-19) and to acknowledge the unique challenges that students, their families, and teachers
experienced the decision was made to not assign grades at the elementary level and to add inflations or
bonuses to secondary grades. During the 2020-2021 school year, grades will be assigned at all levels
without distance learning-related bonuses or inflation.
Health and Safety Plan
Please visit
https://docs.google.com/spreadsheets/d/10E20pbaaaDMnOVbsmfWSxHreiaicSbaWuBF7nB757M0/ for the
most current draft of the Health and Safety Plan.

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Mission Statement

MEMORANDUM
TO: Grand Forks School Board Members
SUBJECT: Resolution Granting Emergency Powers to the Superintendent
_______________________________________________________________________
At your March 23, 2020, school board meeting, and under the Governor’s Executive Order, and through a
school board resolution, you granted me emergency powers to make decisions in absence of a school board
meeting as it relates to all things COVID-19.
Noted on page 2 of the attached document in the second to the last paragraph, it states, “NOW, BE IT
FURTHER RESOLVED that the temporary powers authorized by this Resolution are in effect for the
duration identified in the Governor’s Executive Orders of March 15, 2020 and March 19, 2020, and any
subsequent extension of those orders, unless otherwise rescinded or extended by the Board upon a majority
vote.”
Given the resolution has not been formally extended nor rescinded, I would ask the Board to officially
motion and approve an extension of temporary powers to me as superintendent so I can continue to make
daily operational decisions in this pandemic environment.
Enclosure

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Mission Statement
Mark Sanford Education Center Jody Thompson

PO Box 6000 (58206-6000) Associate Superintendent of Elementary Education
Grand Forks, ND Fax:701.772.7739
www.gfschools.org jthompson270@mygfschools.org
MEMORANDUM

TO: Dr. Terry Brenner, Superintendent
FROM: Jody Thompson, Associate Superintendent of Elementary Education
RE: Title I Look Alike Program
Section 200.79 of the federal regulations makes a special exception for supplemental state and local
funds from the supplement, not supplant requirement. The regulations further state that a district
may exclude supplemental state and local funds spent in any school attendance area or school for
programs that meet the intent and purposes of Title I. A program meets the intent and purpose of
Title I if it:
 Uses the state’s assessment system under Section 200.2 to review the effectiveness of the
program,
 Serves only students who are failing, or most at risk of failing, to meet the state’s challenging
student academic achievement standards, and
 Provides supplementary services designed to meet the special educational needs of the
students who are participating in the program to support their achievement toward meeting the
state’s student academic achievement standards.
We currently use a Look Alike program at Discovery Elementary, Kelly Elementary and Nathan
Twining Elementary and Middle Schools since they do not meet the Title I criteria. We provide
assistance to at-risk learners through four Reading Specialists to support their achievement toward
meeting the state academic achievement standards.
Administrative recommendation is to approve the supplemental, local funds, in the amount of

$211,532.34 for the 2020-2021 school year to provide a Title I Look Alike program at Discovery
Elementary School, Kelly Elementary School and Nathan Twining Elementary and Middle School.
__________________________Providing Equal Opportunities in Education and Employment_____________________________

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Mission Statement

MEMORANDUM
TO: Grand Forks School Board Members
SUBJECT: Policy Review Committee Report: Readings of Policies
______________________________________________________________________________________________________________________
Following the completion of the first reading as written of Policies AAC and ACBB at the October 26, 2020,
school board meeting, the policies are recommended for completion of their second reading as written and
adoption as official policies of the district:
1. Policy AAC, Nondiscrimination and Anti-Harassment Policy

2. Policy ACBB, Significant Contagious Disease
Additionally, the Policy Review Committee met on Thursday, October 29, 2020, to continue its work toward the
adoption of the North Dakota School Boards Association (NDSBA) policy templates. Included herein are the policies
and board regulations that are forwarded to the school board for their appropriate readings and/or adoption.
The following policies are recommended for their first reading:
1. COGNIA (AdvancEd) Accreditation Policy Templates: Per the NDSBA, for purposes of Cognia (AdvancED)
accreditation, school boards should have policies on policy adoption; fiscal oversight; curriculum, instruction,
and assessment; staff development; and board ethics and conflicts of interest. Based on these accreditation
standards, the NDSBA recommends the adoption and enactment of the following policies. Many of these
policies were adopted by the board long ago and several years ago subsequently rescinded and in some
cases moved to the administrative manual to pare down the policy manual.
A. ACF, Whistleblower Protections Policy: Prohibition Against Retaliation

B. BA, School Board Ethics
C. DFAA, Teacher Evaluation
D. DGGA, Professional Development Plan
E. GAAB, Curriculum Adoption
F. GAAC, Review & Complaints of Instructional & Resource Material
G. GABDA, Student Achievement
H. GCAA, Grade Promotion, Retention, & Acceleration
I. HEBB, Cash in School Buildings
J. HEBC, Fraud Prevention & Investigation
K. HEBD, Audits

November 9, 2020
Page 46 of 110
2. Complementing Policy Templates:

A. DIB, Review of Material in Teacher Personnel Files
• Complements DFAA, Teacher Evaluation
B. DFAB, Teacher Supervision
• Complements DFAA, Teacher Evaluation
Complementing Administrative Regulations and Exhibits (provided for information only):

1. GCAA-AR, Grade Promotion, Retention & Acceleration Procedure
2. GAAC-E1, Request for Reconsideration of Instructional Resources
3. GAAC-E2, Library Bill of Rights
4. GAAC-E3, Access to Resources and Services in the School Library Media Program
5. GAAC-E4, Hatch Amendment Sample Letter
cj
Attachments

November 9, 2020
Page 47 of 110
COGNIA (AdvancED) Descriptor Code: ACF
WHISTLEBLOWER PROTECTIONS POLICY:

PROHIBITION AGAINST RETALIATION
Protections: Employees
The Grand Forks Public School District prohibits and will not tolerate any form of reprisal,
retaliation, or discrimination (including, but not limited to: discharge, discipline, threats, or
penalizing compensation, work conditions, location, or privileges of employment) against any
employee because they:
1. In good faith, made or intends to make a report that the School Board, school employee, or
an entity/person with whom the District has a business relationship has violated federal,
state, or local law/administrative rules or school district policy through practice, policy,
act, or omission;
2. Participates in a Grand Forks Public School District-related investigation, hearing, or
inquiry; or
3. Refused to carry out a directive that the employee believes is a violation of state or federal
law, rule, or regulation or poses a substantial or specific danger to public health and safety
provided the employee has an objective basis for that belief and informs the employer
that the directive is being refused for that reason.
Protections: False Claims Act (FCA)

The District shall comply with the FCA and prohibits any district employee, contractor, or other
district agent from knowingly submitting or causing the submission of a false or fraudulent claim
to the federal government in the district’s name. The District will not tolerate any form of reprisal,
retaliation, or discrimination (including, but not limited to: discharge, discipline, threats, or
penalizing compensation, work conditions, location, or privileges of employment) against any
employee, contractor, district agent, student, or community member because they filed a
complaint in good faith under FCA against the District and/or any of its employees, contractors,
or agents.
Protections: Students & Community Members

The District will not tolerate any form of reprisal, retaliation, or discrimination against a student
and/or community member because they, in good faith, filed a complaint against the District (or a
district employee, contractor, or agent) under district policy or when authorized by law.
Furthermore, the District will not tolerate any form of reprisal, retaliation, or discrimination against
a student and/or community member because they participate in a district-related investigation,
hearing, or inquiry.
Grievance Procedure
Anyone covered by the above protections who reasonably believes that this policy has been
violated by a district employee, contractor, or other authorized district agent may file a grievance
in accordance with the district’s applicable complaint or grievance policy. In the absence of
policy, or if policy is not applicable given the nature of the grievance, the individual should report
to the Superintendent who shall investigate. If a grievance under this policy concerns the
Superintendent, Business Manager, or a school board member, the complainant should report to
the Board President or Board Vice President (if the report concerns the Board President) who shall
investigate.
November 9, 2020
Page 48 of 110
COGNIA (AdvancED) Descriptor Code: ACF
Grievances not otherwise covered by deadlines in the applicable district policy must be reported
within 180 calendar days unless state or federal law specifies otherwise.1 Failure to timely present
the grievance shall be deemed a waiver of the grievance. Investigations of grievances filed
under this policy shall be completed within 60 days unless the investigator documents in writing
reasonable cause for extending this investigation deadline. Upon completion of the investigation,
the investigator shall issue their findings to the complainant in a written report.
Complainants may also report grievances under this policy to the state agency with jurisdiction
over the subject of the grievance (e.g., ND Department of Labor or ND Department of Public
Instruction), the appropriate federal agency 2, and/or, if applicable, law enforcement.
If necessary, the Superintendent or the Board President/Vice President may take reasonable
steps to protect the complainant from retaliation during and/or after the investigation. Reports of
suspected employee impropriety under this policy shall be treated as confidential to the extent
permitted by state law on administrative investigations of school personnel. All individuals
involved in an investigation shall be advised to keep information about the investigation
confidential and should be advised of the protections contained in this policy.
Policy Violation Consequences

Any employee, district contractor, district agent, or student who is found to have engaged in any
of the prohibitions contained in this policy may be subject to disciplinary action including, but not
limited to, dismissal or expulsion in accordance with applicable policy and law.
Prohibition of False Claims

The District may take appropriate disciplinary action against a district employee, contractor,
and/or other district agent and/or may take legal action against anyone who knowingly files a
false claim of reprisal, retaliation, or discrimination under this policy.
Notice of Policy
Each employee, contractor, volunteer, school board member, and student should receive a copy
of this policy and should sign a statement verifying their receipt and understanding of this policy.
End of Grand Forks Public School District Policy ACF ................................................... Adopted:
[06/2016]
1
FCA has a three year statute of limitations.
2
State and federal agencies may have reporting deadlines in place after which the grievance may be
denied.
November 9, 2020
Page 49 of 110
COGNIA (AdvancED) Descriptor Code: BA
SCHOOL BOARD ETHICS
School board members are to be:

1. Champions of the public schools.
2. Committed to high quality education for every student.
3. Honest and sincere, having the courage of their convictions.
4. Willing and capable of assuming board responsibilities.
5. Able to work cooperatively with others.
6. Non-partisan in dealing with all school matters, because the Board does not wish in any
way to subordinate the education of children and youth to any partisan principle, group
interest, or personal ambition.
7. Willing to maintain confidentiality of privileged information.
8. Aware that the strength of the Board is as a board, not as individuals. (Individual board
members have no authority or power to act on behalf of the Board; therefore, a board
member should never make out-of-meeting commitments.)
9. Informed concerning state and federal laws and regulations concerning education.
10. Faithful in attendance at board meetings, and diligent in preparation and study to become
informed concerning the issues to be considered at those meetings.
11. Willing to conduct school business in an open meeting when required to do so by law, even
when the subject is controversial or personal.
12. Cognizant that the primary function of the Board is to establish the policies by which the
schools are to be administered, but that the administration of the educational program
and the conduct of school business must be left to the Superintendent.
13. Eager to learn from association with other school board members around the state and
nation, and open to personal development through reading publications of the National
School Boards Association and the North Dakota School Boards Association and attending
seminars and conventions of these and similar organizations.
14. Aware that it is as important for the Board to understand and support the administration
of the educational program of the schools as it is to plan for the business of school
operation.
15. Vigilant against even the appearance of conflict of interest. (Board members should
become familiar with the laws governing contracts and purchases as they relate to board
members, and carefully avoid any violation.)
Complementary Documents
• BA-BR1, Board Ethics Regulations
• BA-BR2, Board Member Internet and Social Media Use
End of Grand Forks Public School District Policy BA...................................................... Adopted:
[01/2017]
November 9, 2020
Page 50 of 110
COGNIA (AdvancED) Descriptor Code: DFAA
TEACHER EVALUATION
Immediate supervisors shall evaluate the professional staff by use of instruments adopted by the
Board. The evaluation process will be based on the supervisory process. These evaluations shall
be conducted in conformance with North Dakota law, including the dates specified in the law. The
evaluation shall become a part of the employee's personnel file. The employee shall have the right
to review the evaluation and may attach a statement of disagreement if they so wish.
Complementing NDSBA Templates (may contain items not adopted by the Board)
• DFA, Supervision & Evaluation
• DFAA-AR, Teacher Evaluation Procedure
• DFAB, Teacher Supervision
• DIB, Review of Contested Material in Personnel Files
End of Grand Forks Public School District Policy DFAA................................................. Adopted:
[06/2016]
November 9, 2020
Page 51 of 110
COGNIA (AdvancED) Descriptor Code: DGGA
PROFESSIONAL DEVELOPMENT PLAN
The Board requires all licensed and ancillary personnel to participate in professional development
contained in law and required by the district.
Professional Development Plan

The Superintendent or designee shall develop a professional development plan that is based
on the District’s strategic plan. Professional development activities may include inservice
workshops, a professional library, short-term professional leave, and assistance from
consultants. All professional development activities shall be within district budgetary parameters.
The professional development plan shall be evaluated based on specific plan evaluation criteria
developed by the Superintendent or designee.
End of Grand Forks Public School District Policy DGGA ............................................... Adopted:
[08/2017]
November 9, 2020
Page 52 of 110
COGNIA (AdvancED) Descriptor Code: GAAB
CURRICULUM ADOPTION
Annually, after reviewing the recommendations of the curriculum committee, budgetary data,
other pertinent information, and ensuring the curriculum meets all requirements under district
policy and law, the Board shall vote on the curriculum adoption. The Superintendent or designee
shall assist in this process to ensure the curriculum is comprehensive and meets all applicable
legal requirements.
End of Grand Forks Public School District Policy GAAB ................................................ Adopted:
[06/2016]
November 9, 2020
Page 53 of 110
COGNIA (AdvancED) Descriptor Code: GAAC
REVIEW & COMPLAINTS OF INSTRUCTIONAL & RESOURCE MATERIAL
In order to consider the opinions of those persons in schools and the community who are not
directly involved with the instructional and resource material selection process, and to avoid the
possibility of a biased or prejudicial attitude influencing selection, a board-appointed district
review committee shall deal with formal complaints about and/or requests for reconsideration of
library and instructional materials.
This committee shall be responsible for reviewing all selection standards and procedures and shall
work with all departments in clarifying selection criteria.
All citizen requests for reconsideration of and complaints about instructional and resource
material will be processed through the District Review Committee.
A procedure for processing and responding to criticism of approved material shall be established
and followed. This procedure shall include the use of a formal signed "Request for
Reconsideration of Instructional Resources" form.
The District subscribes to the philosophy stated in the School Library Bill of Rights.
___________________________________________________________________________________
• GAAC-BR, Procedure for Reviewing Complaints about Instructional/ Resource Material
• GAAC-E1, Request for Reconsideration of Instructional Resources
• GAAC-E2, Library Bill of Rights
• GAAC-E3, Access to Resources & Services in School Library Media Program
• GAAC-E4, Hatch Amendment Sample Letter
End of Grand Forks Public School District Policy GAAC................................................ Adopted:
[06/2016]
November 9, 2020
Page 54 of 110
COGNIA (AdvancED) Descriptor Code: GABDA
STUDENT ACHIEVEMENT
The Board recognizes that the key work of school boards is to establish and promote a clear vision
of student achievement as the top priority of the District.
The Superintendent will ensure development and implementation of a district-wide program for
student achievement improvement that engages district stakeholders in a continuous
improvement planning process that provides for annual review, revision as needed, and reports to
the community. The district’s program will be reflected in school and district improvement plans
if applicable and will include, but not be limited to, the following:
1. Self-evaluation of current and prior student achievement and behavioral data, including
student and community demographics, student access to and utilization of educational
opportunities to meet standards, district progress toward development and
implementation of improvement programs, and stakeholder satisfaction.
2. Data-driven goal setting utilizing methods recommended by the Department of Public
Instruction or local methods.
3. Action planning including provisions for accountability, professional staff development,
steps to assure a safe educational environment conducive to learning, identification of
local efficiencies and resources, steps to assure all students have access to the
educational opportunities needed to meet the high standards of the State and District,
resource allocation and realignment strategies needed to support improvement efforts,
and steps to improve methods of student assessments and/or to better utilize student
assessment results.
The district’s program will be consistent with any North Dakota Department of Public Instruction
requirements and reflected in school and district improvement plans if applicable.
The Board will, in striving for continuous improvement of student achievement, annually review
district and individual school data on student achievement. In addition, the Board will prioritize,
allocate, and realign resources as necessary.
End of Grand Forks Public School District Policy GABDA ............................................. Adopted:
[06/2016]
November 9, 2020
Page 55 of 110
COGNIA (AdvancED) Descriptor Code: GCAA
GRADE PROMOTION, RETENTION, & ACCELERATION
The Grand Forks Public School District is committed to fostering the continuous educational and
personal growth of its students. Student progress shall be continually evaluated based on state
and local achievement standards, course content standards, and education goals and objectives
as established by administration and the teaching staff.
The Board recognizes that at every grade level there are differences among students in their
intellectual and personal development and that individual students may be more proficient in
some content areas than in others. Therefore, assignment of a student to a grade level shall be
based on the best educational interest of the student, which shall be determined by using the
criteria established below.
Criteria for Determining Promotion & Retention

The decision to promote or retain a student shall be based on at least the following criteria:
1. Whether or not the student has completed course requirements at the presently assigned
grade.
2. Whether or not the student demonstrates proficiency in enough course content areas to
warrant promotion.
3. Whether or not the student has sufficiently met achievement standards and other
educational goals/objectives established for the student’s current grade level.
4. Whether or not the student demonstrates the degree of social, emotional, and physical
maturation necessary for successful learning experiences in the next grade level.
5. The decision to promote or retain a special education student shall be made by the
Individual Education Program (IEP) team in accordance with applicable law.
Under no circumstances shall a student be retained for the sole purpose of improving the
student’s ability to participate in the district’s athletic program.
Procedures for promoting and retaining students shall be developed by the Superintendent and
delineated in administrative regulations.
Acceleration
The Superintendent shall develop grade acceleration criteria and approval/denial procedures,
which shall be delineated in administrative regulations.
• GCAA-AR, Grade Promotion, Retention & Acceleration Procedure
End of Grand Forks Public School District Policy GCAA................................................ Adopted:
[06/2016]
November 9, 2020
Page 56 of 110
COGNIA (AdvancED) Descriptor Code: HEBB
CASH IN SCHOOL BUILDINGS
All monies collected during the day for any purpose shall be turned in to the office as soon as
possible, properly receipted and kept in locked safes provided for safekeeping of valuables.
Accounting to the Business Manager for monies collected shall be done daily and all monies shall
be promptly deposited in the proper account.
In no case shall large amounts of money be left overnight in schools. All schools shall provide for
making bank deposits after regular banking hours in order to avoid leaving money in school
overnight.
• HEAC, Management of Student Activities Funds
End of Grand Forks Public School District Policy HEBB ................................................. Adopted:
[06/2016]
November 9, 2020
Page 57 of 110
COGNIA (AdvancED) Descriptor Code: HEBC
FRAUD PREVENTION & INVESTIGATION
The Grand Forks Public School District prohibits board members, employees, vendors,
contractors, consultants, and others seeking or maintaining a business relationship with the
District from committing or participating in fraud and financial impropriety as defined below.
Fraud and financial impropriety include, but are not limited to:
1. Forgery or unauthorized alteration of any document or account belonging to the District.
2. Forgery or unauthorized alteration of a check, bank draft, or any other financial document.
3. Misappropriation of funds, securities, supplies, or other district assets.
4. Impropriety in the handling of money or reporting of district financial transactions.
5. Profiteering as a result of insider knowledge of district information or activities.
6. Unauthorized disclosure of confidential financial information (e.g., account numbers).
7. Inappropriately destroying, removing, or using records or equipment.
8. Failure to provide financial records required by state or local entities.
9. Any other dishonest act regarding the finances of the District.
Financial Oversight and Controls

The Superintendent and/or Business Manager shall maintain a system of internal controls to
identify potential risks, manage potential risks, and deter and monitor fraud and financial
impropriety in the District. Internal controls shall be subject to board review.
The Superintendent is authorized to order a complete forensic audit if, in his/her judgment, such
an audit is necessary or would be beneficial to the District.
Reports
Any person who suspects fraud or financial impropriety in the District shall report this information
to an immediate supervisor, principal, Superintendent, or, in instances where the Superintendent
is suspected of committing such acts, the Board President. Individuals may also report suspected
fraud/financial impropriety activity to local law enforcement.
Individuals who report potential fraud/financial impropriety shall not be retaliated against,
including instances when a complaint is not substantiated. However, employees who knowingly
make a false fraud/financial impropriety report may be subject to disciplinary action.
Reports of suspected fraud/financial impropriety shall be treated as confidential to the extent

permitted by state law on administrative investigations of school personnel. All individuals
involved in an investigation shall be advised to keep information about the investigation
confidential.
Investigation
The Superintendent shall investigate reports of suspected fraud/financial impropriety. If the
Superintendent is suspected of fraud/financial impropriety, the Board President shall investigate
the report.
The investigator shall coordinate investigation efforts with appropriate district personnel, legal
counsel, the state fraud auditor, insurance carrier, and other internal and external departments
and agencies as deemed necessary.
November 9, 2020
Page 58 of 110
COGNIA (AdvancED) Descriptor Code: HEBC
If an investigation substantiates the occurrence of fraud/financial impropriety, the investigator

shall promptly notify the State Bond Fund and shall recommend responses to the investigation
findings, including disciplinary action up to and including termination from district employment.
These recommendations shall be documented in the investigator’s report. The report shall be
submitted to the appropriate district authority for action. The District may file a criminal
complaint in cases where fraud/financial impropriety is substantiated. In cases involving
monetary loss to the District, the District may seek to recover lost or misappropriated funds.
Analysis of Fraud
After any investigation that substantiates a report of fraud or financial impropriety, the Board shall
appoint an individual to analyze conditions/factors that allowed for the activity to take place. This
individual shall update internal controls to ensure measures are put in place to better protect
district assets and deter future fraud/financial impropriety activities.
• HEBD, Audits
End of Grand Forks Public School District Policy HEBC ................................................. Adopted:
[06/2016]
November 9, 2020
Page 59 of 110
COGNIA (AdvancED) Descriptor Code: HEBD
AUDITS
All financial records of the District will be audited following the close of each fiscal year.
The Board will appoint an independent auditor upon the recommendation of the finance
committee, who shall be a Certified Public Accountant, to conduct this audit in accordance with
law. The audit shall be presented to the Board upon completion and submitted to the state
auditor in accordance with law.
End of Grand Forks Public Schools Policy HEBD............................................................. Adopted:
[06/2016]
November 9, 2020
Page 60 of 110
RECOMMENDED Descriptor Code: DIB
REVIEW OF MATERIAL IN TEACHER PERSONNEL FILES
Teachers may, upon written request to a district administrator, review any material in their
personnel files. Teachers may be required to pay any copying costs in accordance with state law.
Teachers have the right to request an administrative review of any material in their files that they
consider to be inaccurate or inappropriate, other than performance evaluations.
If the teacher is dissatisfied with the initial review, the teacher may have the file reviewed, upon
written request, by the Superintendent. If the teacher is dissatisfied with the outcome of the
Superintendent’s review, the teacher may have the file reviewed, by the school board. This review
shall be conducted at an open public meeting of the board.
A teacher may provide the Superintendent with a written response to any document in their
personnel file. The Superintendent receiving a written response shall attach the written response to
the appropriate document and return both to the teacher’s file.
___________________________________________________________________________________
• DI, Personnel Files
• DI-BR, Personnel Records Review Procedure
End of Grand Forks Public School District Policy DIB .................................................... Adopted:
[06/19]
November 9, 2020
Page 61 of 110
SUPPLEMENTARY Descriptor Code: DFAB
TEACHER SUPERVISION
Supervision is a continuing process in which the teacher and supervisor cooperatively identify
major strengths and weaknesses in the teacher's effectiveness as a professional educator.
The objectives of supervision are to observe teaching performance, improve teaching

performance, encourage professional growth, promote positive behavior, and to facilitate
attainment of district goals and objectives in order to benefit the students of the District. Each
staff member will be observed and evaluated according to board policy and state law.
Administrators will visit classrooms on an announced and also on an unannounced basis. The
length of time will vary from a few minutes to an entire class period. When doing something
particularly interesting, teachers are encouraged to invite administrators into the classroom.
• DFAA, Teacher Evaluation
• DFAA-AR, Teacher Evaluation Procedure
End of Grand Forks Public School District Policy DFAB ................................................. Adopted:
[05/09]
November 9, 2020
Page 62 of 110
ADMINISTRATIVE REGULATION Descriptor Code: GCAA-AR
GRADE PROMOTION, RETENTION & ACCELERATION PROCEDURE
Procedure for Determining Promotion & Retention

If a teacher believes retention is a possibility, s/he shall contact the student’s parent(s) and inform
the building principal as early as possible. The principal shall inform the parents of remediation
options. Advancement to the next grade may be made conditional upon successful remediation
or demonstrated proficiency within a timeframe established by the principal.
Teachers, in consultation with parents, are responsible for making promotion and retention
recommendations based on promotion and retention criteria contained in policy.
Recommendations shall be submitted to the building principal for approval.
A parent who is dissatisfied with the principal’s decision may appeal to the Superintendent. The
Superintendent’s decision shall be final. Appeals must be initiated within 30 days of receiving
notice of the principal’s promotion or retention decision. Failure to timely present the appeal shall
be deemed to be a waiver of the appeal process.
Promotion & Retention of Special Education Students

The decision to promote or retain a special education student shall be made by the Individual
Education Program (IEP) team in accordance with applicable law. Parents wishing to appeal the
IEP’s decision shall follow appeal procedures under the Individuals with Disabilities Education Act.
Acceleration
Decisions regarding acceleration shall be made by the principal in consultation with the student’s
parent(s)/guardian(s), teacher(s), enrichment specialist, and guidance counselor. The principal’s
decision shall be binding but may be reversed by the principal should new evidence indicate such
a need.
When making acceleration decisions, principals shall take into account at least the following
criteria:
1. Whether or not the student has completed course requirements at the presently assigned
grade.
2. Whether or not the student demonstrates proficiency in enough course content areas to
warrant promotion.
3. Whether or not the student has sufficiently met achievement standards and other
educational goals/objectives established for the student’s current grade level.
4. Whether or not the student demonstrates the degree of social, emotional, and physical
maturation necessary for successful learning experiences in the next grade level.
5. The decision to promote or retain a special education student shall be made by the
Individual Education Program (IEP) team in accordance with applicable law.
6. The Iowa Acceleration Scale.
End of Grand Forks Public School District Administrative Regulation GCAA-AR ..... Approved:
[07/2009]
November 9, 2020
Page 63 of 110
EXHIBIT Descriptor Code: GAAC-E1
REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL RESOURCES
Material Information
Author: _________________________________________________________________________________
Title:____________________________________________________________________________________
Publisher or Producer: ____________________________________________________________________
Copyright Date:__________________________________________________________________________
Type of Material:  Library book  Periodical  Movie  Textbook

 Other learning aid: ________________________________________________
Requestor’s Information
Name: __________________________________________________________________________________
Telephone numbers
Home: _________________________________________________________________________________
Work: __________________________________________________________________________________
Cell: ___________________________________________________________________________________
Address: ________________________________________________________________________________
City: ____________________________________________________________________________________
Requestor represents:  Self  Group/Organization: ____________________________________

Reason for Request
 I do not feel material is educationally suitable for the following reasons.
 I do not feel the material is age-appropriate for the following reasons.
 The material is part of the curriculum, and I feel it violates students’
rights for the following reasons.
 I feel that the material is vulgar. Explain.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Familiarity with Material

Did you read, listen, or view the work in its entirety? If not, what parts?
 Yes No: ____________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
November 9, 2020
Page 64 of 110
What are the benefits to be derived from study of this material? _______________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
What do you believe is the theme of this material? ___________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Are you aware of the judgment of this material by professional critics? If yes, explain.
 Yes No: ____________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Proposed Remedies
What would you like the school to do about this material?
 Do not assign/lend it to my child
 Withdraw it from all students
 Other: ________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
In its place, what material of equal literary or scientific value would you recommend that would
convey as valuable a picture and perspective of the subjects treated?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Signature of Requestor: ___________________________________________________________________

Date: ___________________________
FORM MUST BE RETURNED TO THE BUILDING PRINCIPAL
End of Grand Forks Public School District Exhibit GAAC-E1 .........................................Approved:
[02/2009]
November 9, 2020
Page 65 of 110
LIBRARY BILL OF RIGHTS
The American Library Association Affirms that all libraries are forums for information and ideas,
and that the following basic policies should guide their services.
1. Books and other library resources should be provided for the interest, information, and
enlightenment of all people of the community the library serves. Materials should not be
excluded because of the origin, background, or views of those contributing to their
creation.
2. Libraries should provide materials and information presenting all points of view on current
and historical issues. Materials should not be proscribed or removed because of partisan
or doctrinal disapproval.
3. Libraries should challenge censorship in the fulfillment of their responsibility to provide
information and enlightenment.
4. Libraries should cooperate with all persons and groups concerned with resisting
abridgement of free expression and free access to ideas.
5. A person’s right to use a library should not be denied or abridged because of origin, age,
background, or views.
6. Libraries that make exhibit spaces and meeting rooms available to the public they serve
should make such facilities available on a equitable basis, regardless of the beliefs or
affiliations of individuals or groups requesting their use.
End of Grand Forks Public Schools Exhibit GAAC-E2 ..................................................Approved:
[02/2009]
November 9, 2020
Page 66 of 110
ACCESS TO RESOURCES AND SERVICES IN THE SCHOOL LIBRARY MEDIA PROGRAM
An Interpretation of the LIBRARY BILL OF RIGHTS:
The school library media program plays a unique role in promoting intellectual freedom. It serves
as a point of voluntary access to information and ideas and as a learning laboratory for students
as they acquire critical thinking and problem-solving skills needed in a pluralistic society. Although
the educational level and program of the school necessarily shapes the resources and services of
a school library media program, the principals of the Library Bill of Rights apply equally to all
libraries, including school library media programs.
School library media professionals assume a leadership role in promoting the principals of
intellectual freedom within the school by providing resources and services that create and sustain
an atmosphere of free inquiry. School library media professionals work closely with teachers to
integrate instructional activities in classroom units designed to equip students to locate, evaluate,
and use a broad range of ideas effectively. Through resources, programming, and educational
processes, students and teachers experience the free and robust debate characteristic of a
democratic society.
School library media professionals cooperate with other individuals in building collections of
resources appropriate to the development and maturity levels of students. These collections
provide resources, which support the curriculum and are consistent with the philosophy, goals,
and objectives of the School District. Resources in school library media collections represent
diverse points of view on current as well as historical issues.
While English is, by history and tradition, the customary language of the United States, the
languages in use in any given community may vary. Schools serving communities in which other
languages are used make efforts to accommodate the needs of students for whom English is a
second language. To support these efforts, and to ensure equal access to resources and services,
the school library media program provides resources, which reflect the linguistic pluralism of the
community.
Members of the school community involved in the collection development process employ
educational criteria to select resources unfettered by their personal, political, social, or religious
views. Students and educators served by the school library media program have access to
resources and services free of constraints resulting from personal, partisan, or doctrinal
disapproval. School library media professionals resist efforts by individuals or groups to define
what is appropriate for all students or teachers to read, view, hear, or access via electronic means.
Major barriers between students and resources include but are not limited to: imposing age or
grade level restrictions on the use of resources, limiting the use of interlibrary loan and access to
electronic information, charging fees for information in specific formats, requiring permission
from parents or teachers, establishing restricted shelves or closed collections, and labeling.
Policies, procedures, and rules related to the use of resources and services support free and open
access to information.
The School Board adopts policies that guarantee students access to a broad range of ideas.
These include policies on collection development and procedures for the review of resources
about which concerns have been raised. Such policies, developed by persons in the school
November 9, 2020
Page 67 of 110
community, provide for a timely and fair hearing and assure that procedures are applied equitably
to all expressions of concern. School library media professionals implement district policies and
procedures in the school.
[02/2009]
November 9, 2020
Page 68 of 110
HATCH AMENDMENT SAMPLE LETTER
[insert Date]
Dear [insert Name]:
This letter is written in response to your request that your child not be involved in certain school
activities or in the use of certain instructional materials without your prior review and written
consent. This request has been submitted to us under the terms of 20 U.S.C. 1232h, Protection of
Student Rights, commonly referred to as the "Hatch Amendment."
It is the policy of the School District that parents and other members of the public have the right
to inspect instructional materials used or being considered for use in the schools and to comment
upon these materials. The establishment of curriculum and the decision to include or remove
particular materials within the curriculum are the legal responsibilities of the School Board, acting
as the representative of the local community.
The School District has a procedure for parental complaints about curriculum and instructional
materials. If there are specific matters which you believe are improper or objectionable, you may
submit a complaint through these procedures. However, the law does not give each parent the
right to condition his or her child's attendance at school or any particular activity upon prior
approval of the content or teaching technique used.
The School District acknowledges and complies with the Hatch Amendment requirement for
parental consent prior to psychiatric or psychological examination, testing or treatment in any
program funded by the United States Department of Education. The School District does not
construe this provision to require parental consent to ordinary classroom activities or teaching
techniques.
The public schools are not interested in undermining the efforts of parents or in manipulating the
beliefs of their children. All aspects of the curriculum are open to inquiry and discussion by
concerned members of the community. However, the schools are charged with the duty of
providing an educational program and, in fulfilling that duty, are empowered with significant
discretion in setting curriculum.
The request set forth in your correspondence cannot be granted. This is not to say that any of the
described activities occur at the schools, but merely recognizes that the request fails to account
for the public interest and function of the schools as a community institution and overstates the
purpose and effect of the Hatch Amendment.
[02/2009]
November 9, 2020
Page 69 of 110
Mission Statement
Mark Sanford Education Center Office of the School Board

PO Box 6000 (58206-6000) Grand Forks Public School District #1
2400 47th Avenue South (58201-3405) Ms. Amber Flynn, President
Grand Forks, ND 58201 Dr. Terry Brenner, Superintendent
www.gfschools.org Phone: 701.787.4880
Fax: 701.772.7739
Superintendent’s November Evaluation

November 9, 2020
The Superintendent’s Evaluation Committee met on October 28, 2020. Committee members in attendance were Chris
Douthit, Amber Flynn via phone, Jeff Manley, Bill Palmiscno, Michelle Shepperd via phone and Dr. Terry Brenner. Agenda
topics included developing a draft evaluation of the superintendent’s performance as per North Dakota Century Code
15.1-14.03(1.a.)
The six domains and their respective expectations and suggested evidence are as follows:
1. Goal and Vision Setting

• Expectations: Superintendent assists the board with data-informed goal development and takes actions
necessary to accomplish these goals. District data include student assessment results, student achievement
indicators (e.g., remediation, attendance, graduation, and college placement rates), demographic data,
economic reports, staff satisfaction surveys, aggregated results from staff evaluations, and
facility/equipment reports.
• Suggested evidence: Strategic plan, board minutes, board meeting packets, district newsletters, the district's
website, and news stories/articles.
2. Board Relations
• Expectations: Superintendent carries out roles and responsibilities as assigned by the board and takes steps
to assist the board with understanding and executing its role. Superintendent has the board’s confidence.
• Suggested evidence: Board agendas, board minutes, board meeting packets, superintendent’s written
correspondence with the board, and superintendent’s weekly email update to board.
3. Duplicated Domain #1
4. Curriculum and Student Support Services

• Expectations: Superintendent oversees the development, review, and implementation of academic and
support programming that fosters the growth and success of all district students.
• Suggested evidence: Board meeting minutes, curriculum committee meeting minutes, curriculum
presentations made at board meetings, policies on student services and programs, compiled test scores, staff
newsletters, and news articles on student assessments.

November 9, 2020
Page 70 of 110
5. Human Resource Management

• Expectations: Superintendent oversees qualified, high-quality district staff and maintains positive and
professional working relationships with them.
• Suggested evidence: Employee job descriptions, personnel policies, board meeting minutes, list of staff
training/professional development opportunities, staff evaluation forms, de-identified reports on plans of
improvement, staff orientation, checklists, negotiated agreement, staff newsletters, reports on trends from
personnel evaluations (aggregated and de-identified), and staff meeting minutes.
6. Community Relations
• Expectations: Superintendent is engaged in the community and takes steps necessary to ensure the
community is engaged in district schools.
• Suggested evidence: Superintendent reports to the board in board minutes; board agendas; media coverage of
district school(s); and district newsletters, website, and social media pages.
7. Operations and Resource Management

• Expectations: Superintendent efficiently and prudently oversees school district finances and facilities,
equipment, and supplies; operational decisions are aligned with the district’s goals and strategic plan.
• Suggested evidence: Superintendent’s budget narrative (submitted to board with proposed budget
spreadsheet); budget calendar; monthly board reports on the status of the budget, special reserve fund, and
returns on investments; board meeting minutes; district policies governing purchasing and school finance;
finance committee meeting minutes; district insurance policies; and deferred maintenance and transportation
replacement plans.
Upon review of Board member input and a satisfactory rating in all of the aforementioned domains, the
Superintendent’s Evaluation Committee and Grand Forks School Board find the superintendent’s performance to
be SATISFACTORY in all areas.
Approved by the Grand Forks School Board on __________________________________ .
___________________________________ ___________________________________ ___________________________________

Amber Flynn, President Michelle Shepperd, President Dr. Terry Brenner
Grand Forks School Board Grand Forks AFB School Board Superintendent of Schools
Grand Forks PSD #1 Grand Forks AFB PSD #140
____________________ ____________________ ____________________

Date Date Date
Providing Equal Opportunities in Education and Employment

November 9, 2020
Page 71 of 110
SUPERINTENDENT EVALUATION COMMITTEE

MEETING MINUTES
October 28, 2020
A meeting of the Grand Forks School Board Superintendent Evaluation Committee was held on
Wednesday, October 28, 2020, at the Mark Sanford Education Center with Bill Palmiscno presiding.
Committee Members Present:

Voting Board Members Chris Douthit, Amber Flynn via phone, Jeff Manley, and Bill Palmiscno.
Nonvoting Members: GFAFB Board President Michelle Shepperd via phone 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 • A good chunk of time is spent in community
at 4:06 p.m. relations, which has been very beneficial.
• Repair and maintenance items will be passed
Approval of Minutes. It was moved by Douthit along to the business manager.
and seconded by Manley to approve the
minutes of September 23, 2020, as written. It was the consensus of the committee to
Motion carried unanimously. forward a draft evaluation that finds the
superintendent’s performance to be satisfactory
Develop Draft Evaluation of the in all areas to the school board with a
Superintendent’s Performance as per NDCC unanimous recommendation for approval.
15.1-14-03(1.a.). Committee members were
provided a summary of the responses to the Adjourn. The meeting was adjourned at 4:39
individual board member input survey. Eleven of p.m.
fourteen board members completed the survey
with a satisfactory rating in all domains. Approved ________________________________________
(Date)
Brenner shared his impressions about the
narratives that board members provided and ____________________________________________________
said that he always finds value in them. Bill Palmiscno, Committee Chair
Takeaways included:
• Updates to the strategic plan may be
provided via Friday Focus.
• Discussion on the timing of the distribution
of the school board agenda packets will be
placed on the next GF School Board agenda.
• The Diversity, Equity, and Inclusivity
Committee will reconvene after Christmas
and will have a role in curriculum review.
• The hiring of Linsey Rood was a big lift in
Human Resources and our clients are seeing
new responsiveness from that department.
Supt Eval Cmte 10-28-2020
Page 1 of 1
11/3/2020 Superintendent's Evaluation - November 2020 November 9, 2020
Page 72 of 110
Superintendent's Evaluation - November

2020
11 responses
Publish analytics
CATEGORY 1, GOAL AND VISION SETTING:
SCORING:
The superintendent assists the board with developing or updating a

district-wide strategic plan that is based on district data, the district's
mission, and other identified district needs; the plan outlines both short-
and long-term goals.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
https://docs.google.com/forms/d/1pJOOdS9q-yapxfcIWbRNo9PUEjhRIkfbSKalYj3bF0Q/viewanalytics 1/39
Page 73 of 110
The superintendent provides for regular reports to the board on steps

taken to accomplish short-and long-term goals and demonstrates
progress toward accomplishing district goals.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
COMMENTS - CATEGORY 1
6 responses
Dr. Brenner has lead us as we have put together our strategic plan during these trying
times, with the addition of the Diversity, Equity, Inclusivity section we have a very
complete plan.
Dr. Brenner's focus has shifted to COVID-19, which is to be respected and understood.
I believe district leadership continues to work on the strategic plan, however
recognizes the priorities have shifted, thus the strategic plan has not received the
attention it would if the current situation were not present.
Dr. Brenner, is always looking for improvements in the District.
The superintendent is reporting on the progress of the goals within the strategic plan
to the best of his ability--especially given the current situation with Covid-19, where
figuring out where we are going as a district with that takes priority.
Keeps us well informed as to actions taken and status of progress
help prioritizing short term with long term
Page 74 of 110
OVERALL RATING - CATEGORY 1
Please total the scores in Category 1 and based on 8 total possible points,
select the appropriate rating below:
11 responses
Satisfactory (5 or higher) 11 (100%)
Unsatisfactory (4 or lower) 0 (0%)
0 5 10 15
If rating the superintendent as unsatisfactory, why is the performance

unsatisfactory and what are your recommendations for improvement?
0 responses
No responses yet for this question.
CATEGORY 2, BOARD RELATIONS
SCORING:
A. DOES THE SUPERINTENDENT FOCUS ON POLICY IMPLEMENTATION AND OVERSEEING THE

DISTRICT OPERATIONS? DOES THE SUPERINTENDENT TAKE STEPS TO ENSURE THAT THE
BOARD'S PRIMARY FOCUS IS GOAL SETTING AND POLICY ADOPTION?
Page 75 of 110
Board agendas, as set by the board president and superintendent, contain

"big picture" items with some items relating to the district's goals and
strategic plan.
11 responses
15
10 11 (100%)
0 (0%) 0 (0%) 0 (0%)

0
1 2 3 4
Superintendent executes all roles and responsibilities in the job description

and in policy.
11 responses
15
10 11 (100%)
0 (0%) 0 (0%) 0 (0%)

0
1 2 3 4
Page 76 of 110
Superintendent reports to board on policy implementation and

amendments as needed.
11 responses
15
10 11 (100%)
0 (0%) 0 (0%) 0 (0%)

0
1 2 3 4
B. DOES THE SUPERINTENDENT SERVE AS AN ORGANIZED, INFORMED, AND RESPONSIVE

RESOURCE FOR THE BOARD?
Superintendent ensures that board packets contain information necessary

for board decision making.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
11/3/2020 Superintendent's Evaluation - November 2020
Superintendent submits meeting packets to board at least six days prior to

board meetings.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
Superintendent answers board questions in a timely manner.

11 responses
15
10 11 (100%)
0 (0%) 0 (0%) 0 (0%)

0
1 2 3 4
C. DOES THE SUPERINTENDENT HAVE THE CONFIDENCE OF THE BOARD?
Information superintendent provides to board, staff, and public is accurate.

11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent communicates with board throughout the month via

updates - not just at board meetings.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent complies with state and federal laws.

10 responses
10.0
9 (90%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (10%)
0.0
1 2 3 4
Superintendent complies with district policy.

10 responses
10.0
9 (90%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (10%)
0.0
1 2 3 4
Superintendent upholds the ESPB Professional Code of Conduct. (See

https://www.nd.gov/espb/professional-practices/code-ethics)
10 responses
10.0
9 (90%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (10%)
0.0
1 2 3 4
The Board trusts the superintendent's decision-making.

11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent takes final responsibility for execution of any duties that he

delegated.
11 responses
15
10 11 (100%)
0 (0%) 0 (0%) 0 (0%)

0
1 2 3 4
5 responses
I greatly appreciate the time spent on the Friday Focus and weekly updates. I feel that the videos demonstrate
and give a sense of community and leadership we can trust. And it is always fun to hear the "shout out's" to
amazing colleagues because we can share in their success and accomplishments. It inspires me to do more
greatness.
Dr. Brenner has provided the board with all the information that has been needed to navigate through the 2019 -
2020 school year.
Dr. Brenner makes himself available to board members whenever asked. In my tenure I have yet to be denied
his time, and I'm certain this is true for the other members of the board. Dr. Brenner does not shy away from his
leadership role and responsibilities - I have never heard him place blame on others when issues are faced or
take place. In my opinion, the board trusts Dr. Brenner's decision-making, and when asked as to why a decision
has been made he answers those questions honestly.
I would like to comment on the following: "Superintendent ensures that board packets contain information
necessary for board decision making." The board's requests to have the packets six days in advance may
have contributed to having less information provided ahead of time. Plus, with Covid-19, our school restart
updates have often been largely provided to us verbally. Given the District's efforts on enhancing diversity and
forming a committee to address equity and inclusion needs, Covid-19 restart plans, the facility task force
updates, information provided to the board ahead of meetings, in my view, would be helpful. The District has a
very full plate, given everything that is going on, I recognize this, but I prefer more information in the board
packet instead of, "The board will receive information about ...." at the meeting.
I would also like to comment on: "Superintendent communicates with board throughout the month via updates
- not just at board meetings." Dr. Brenner has excelled in this area. His weekly written updates to the board,
his video messages to the staff, his responses to my emails, his text messages regarding important events
and issues, and his calls, make me more informed to respond to the public when asked questions.
Board packets could have a bit more information at times related to memos updating significant items of public
interest or board interest. Understanding that submission 6 days in advance can be a burden to accomplishing
the request for detail.
11 responses
0 5 10 15

0 responses
CATEGORY 3, GOAL AND VISION SETTING:
SCORING:
The superintendent assists board with developing or updating a district-

wide strategic plan that is based on district data, the district's mission, and
other identified district needs; the plan outlines both short- and long-term
goals.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
Superintendent provides for regular reports to board on steps taken to

accomplish short- and long-term goals and demonstrates progress toward
accomplishing district goals.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
4 responses
Dr. Brenner has provide short and long term goals during a very interesting time.
This year we have not received as much data as year's past, and I attribute this to the
focus on COVID-19, which places his time in providing the many supports to
administrators, employees, faculties, and staffs of GFPS. Due to COVID-19 a number of
annual state and federal requirements were waived, thus limiting much of the data we as
a board would receive.
Given Covid-19 and all of the issues that encompasses I think some of the district's goals
have had to wait. Maybe there is a way to communicate progress if more is able to be
done.
Keeps us informed
11 responses
0 5 10 15

0 responses
CATEGORY 4, CURRICULUM AND STUDENT SUPPORT SERVICES
SCORING:
A. HAS THE SUPERINTENDENT OVERSEEN THE DEVELOPMENT AND IMPLEMENTATION OF A

CURRICULUM THAT PREPARES STUDENTS FOR ADVANCEMENT TO THE NEXT GRADE LEVEL
AND FOR SUCCESS BEYOND HIGH SCHOOL?
Superintendent presents the board with data on indicators of student

achievement and post-secondary preparation (e.g., graduation rates,
remedial coursework enrollment trends, college acceptance rates, grade
remediation trends, number of scholarship recipients, etc.) to help identify
curricular needs and inform the district’s strategic plan.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
Superintendent brings curriculum changes to the board for approval as

needed, explaining how these changes support the district’s mission,
strategic plan, and goals.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
Superintendent regularly meets or corresponds with building

administrators to discuss implementation of curriculum, including
instructional strategies and challenges associated with implementation;
the superintendent shares these discussions with the curriculum
committee.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
Superintendent recommends to the board for approval programs that

allow for research-based instruction and course offerings; such programs
include plans of implementation.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
B. HAS THE SUPERINTENDENT ESTABLISHED AND EFFECTIVELY MANAGED PROGRAMS TO

SUPPORT STUDENTS' ACADEMIC SUCCESS?
Superintendent ensures that all school buildings have and use intervention
programs to identify students in need of additional assistance
academically, socially, and emotionally.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent recommends to the board for adoption policies and

programs designed to make the overall educational environment safe and
to encourage student engagement including policies and programs on
safety, conduct, recognition programs, and extracurricular activities.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent schedules annual board review of district policies on

student support services for special categories of students including
disabled, migrant, English Language Learners, and homeless students to
ensure these policies are meeting these students’ needs.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
C. HAS THE SUPERINTENDENT OVERSEEN ADMINISTRATION OF ASSESSMENTS DESIGNED

TO MEASURE IF STUDENTS ACHIEVED GOALS IN THE CURRICULUM AND COMMUNICATED
PROGRESS TO THE BOARD?
State assessments are completed in accordance with law, and required

data are reported in PowerSchool at the time and in the manner required
by law.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent reports aggregated student assessment results and other

student achievement indicators to board, staff, and community as
available.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
5 responses
Dr. Brenner has lead his team from face to face instruction in 2019-2020 to the current models we are using in
the 2020-2021 school year. Providing students the best possible education during this covid time.
This past summer an event took place that was concerning to our community as a whole - Dr. Brenner was
upset and took action by creating a committee to understand relationships in our schools, which in turn provides
safe learning environments - Our schools strive to provide this, yet through Dr. Brenner's leadership the district
is showing a willingness to get from good to great. There have been many challenges at all grade levels, yet Dr.
Brenner works tirelessly with his administrative team in providing sound teaching and learning environments
despite all the challenges given the district since March.
For the "brings curriculum changes to the board for approval as needed" section, I have issues with the
Harvard "bias tests". I took several of these and found that although I scored the test perfectly, my bias was
based on my demographics entered before the test. It seems these tests are biased into finding biases. Under
the "reports aggregated student assessment results and other student achievement indicators" section and with
the current pandemic situation, I would like to see reports of student achievement more often to make sure that
we are keeping our students engaged.
This category is harder for me to address. When I wasn't quite sure, I rated a "3" as we weren't able to add a
category of unsure. So, my rankings reflect more of what I'm not sure about rather than Dr. Brenner's actual
performance. For example the statement: "Superintendent regularly meets or corresponds with building
administrators to discuss implementation of curriculum, including instructional strategies and challenges
associated with implementation; the superintendent shares these discussions with the curriculum committee."
I'm not sure how to know this exactly. We hear reports of Dr. Brenner meeting with the cabinet, but I've not
heard about meetings with curriculum committee. One of the evidences suggested is curriculum committee
meeting minutes. Should I be accessing these somewhere?
Keep it up!
11 responses
0 5 10 15

0 responses
CATEGORY 5, HUMAN RESOURCE MANAGEMENT
SCORING:
A. DOES THE SUPERINTENDENT HIRE OR RECOMMEND FOR HIRE QUALIFIED EMPLOYEES?
Superintendent ensures development of job descriptions for district staff

and ensures hiring policies, procedures, and laws are followed to select
and retain qualified employees.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent's recommendations to the board to nonrenew for cause or

discharge licensed staff and superintendent's reports to the board on
ancillary staff dismissals occur infrequently, typically after efforts to help
the employee improve.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
B. DOES THE SUPERINTENDEN ENSURE THAT ALL STAFF MEMBERS ARE ENGAGED AND
PROVIDE OPPORTUNITIES FOR QUALITY TRAINING/PROFESSIONAL DEVELOPMENT AND JOB
PERFORMANCE FEEDBACK?
Superintendent plans and executes staff training/professional development

as evidenced by reports to the board, including reports on the outcome of
staff training/professional development.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
Superintendent manages personnel evaluation system including

developing and reviewing personnel evaluation forms and ensuring
completion of evaluations by applicable deadlines in law and/or district
policy.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
Superintendent oversees system of employee remediation including

ensuring that professional development is provided to teachers and
principals who need to improve their instructional performance or
administrative skills; superintendent reports to board on impact of
coaching programs without referencing specific staff members.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
Superintendent ensures that district administrators hold orientation for

new staff to familiarize them with policies, procedures, and job duties.
10 responses
10 (100%)
7.5
5.0
2.5
0 (0%) 0 (0%) 0 (0%)

0.0
1 2 3 4
Superintendent recommends to the board programs to recognize

outstanding staff members and to encourage staff engagement.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
C. DOES THE SUPERINTENDENT SERVE AS A RESPECTED LEADER TO DISTRICT

ADMINISTRATORS AND OTHER DISTRICT STAFF?
Superintendent recommends to the board policies and negotiated

agreement amendments designed to promote a fair, equitable, safe, and
productive workplace, including policies on employee conduct, benefits,
safety, and workload distribution.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent seeks input from and regularly communicates with staff on

district goals, needs, issues, and changes to
programs/policies/procedures.
10 responses
10 (100%)
7.5
5.0
2.5
0 (0%) 0 (0%) 0 (0%)

0.0
1 2 3 4
Superintendent encourages and empowers principals to make decisions on

behalf of their buildings and to implement innovative programs and
services in their buildings.
11 responses
7 (63.6%)
6
4 (36.4%)
0 (0%) 0 (0%)
0
1 2 3 4
3 responses
Dr. Brenner has included his team in many decision that had to be made to move forward
during the pass and present school years. His addition of our HR director will help kept
our staff up to date on district polices.
Dr. Brenner has a committee of teacher's he meets with regularly to have "real
conversations;" Under his leadership outstanding faculty and staff members are
recognized quarterly; He trusts building leaders to make decisions that are best based on
the needs of a particular school; and gets out of the office as much as he's able to visit
the employees of GFPS,
I am unsure about this statement: "Superintendent encourages and empowers principals

to make decisions on behalf of their buildings and to implement innovative programs and
services in their buildings." It would be helpful at some point to gather some information
from principals about how they are feeling supported. We have the advantage of Melissa
Buchop representing teachers at the board meetings, but we don't often hear anything
from principals. I think the HR team is doing well under the direction of Linsey Rood.
Please total the scores in Category 5 and based on 40 total possible

points, select the appropriate rating below:
11 responses
0 5 10 15

0 responses
CATEGORY 6, COMMUNITY RELATIONS
SCORING:
A. IS THE SUPERINTENDENT ACTIVELY INVOLVED IN THE COMMUNITY?
Superintendent attends the meetings of, or is involved in the activities of,

community and civic organizations as directed by the board.
11 responses
15
10 11 (100%)
0 (0%) 0 (0%) 0 (0%)

0
1 2 3 4
B. DOES THE SUPERINTENDENT FIND WAYS TO ACTIVELY ENGAGE THE COMMUNITY?
Superintendent oversees implementation of a community communication

plan, which includes a district newsletter issued to parents [and
community members]; regularly speaks to the news media about school
activities, successes, and events; and uploads information about district
schools and initiatives on the district’s website [and social media].
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent works with key community stakeholders to help further the

district’s mission and support district schools (e.g., law enforcement and
social service agencies).
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent recommends to the board, as needed, public hearings to

receive input on district issues.
11 responses
6 (54.5%)
5 (45.5%)
4
0 (0%) 0 (0%)
0
1 2 3 4
Superintendent identifies ways to invite the community into district

schools for programs, activities, and events.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
5 responses
Dr. Brenner has kept the community informed on the direction of our school district.
Dr Brenner makes time to be interviewed on a regular basis on a local radio station and
meets regularly with the members of the print media; He attends multiple events
throughout the community as asked and required; He is diligent in the expectations of his
work "outside the office"
I believe that he has done well with passing along information during the COVID
pandemic.
The superintendent excels in getting the word out about what is going on in the District--
meeting with the Herald over Facebook, doing radio talk shows, attending meetings with
City and County leaders and staff, being a part of the City meetings regarding Covid
under Mayor Brown, and more.
Opportunities for the board to engage and strengthen Gf partners support of district
could be identified.
11 responses
0 5 10 15

0 responses
CATEGORY 7, OPERATIONS AND RESOURCE MANAGEMENT
SCORING:
A. DOES THE SUPERINTENDENT MAKE RECOMMENDATIONS NECESSARY TO ENSURE THE

DISTRICT MEETS ITS FINANCIAL NEEDS? DOES THE SUPERINTENDENT MANAGE DISTRICT
FINANCES IN A MANNER THAT MEETS THE DISTRICT'S SHORT- AND LONG-TERM GOALS AND
NEEDS?
Superintendent’s budget recommendations take into account ending fund

balance requirements in NDCC 15.1-07-29 and 15.1-27-35.3.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
Superintendent ensures that the special reserve fund does not exceed
limitations in NDCC 57-15-14.2; superintendent assists the business
manager to ensure that these funds are invested in accordance with
restrictions in law and in a manner meant to maximize return.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
During board discussions of budget, superintendent explains how it

supports the district’s strategic plan and goals.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
Superintendent’s mill levy recommendations are based on actual needs as

clearly explained to the board during budget discussions.
10 responses
10.0
9 (90%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (10%)
0.0
1 2 3 4
Superintendent’s recommendations related to the building levy are based

on justified needs, including long-term demographic information and/or a
deferred maintenance plan.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
Superintendent assists the business manager and board with ensuring that
the budget is approved and mill levies are certified in accordance with
deadlines in laws.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent oversees a district-wide system of purchasing that helps

the district stay on budget and brings cost-savings recommendations to
the board.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent seeks and recommends to the board new sources of

revenue (e.g., grants, loans, donor contributions) appropriate for the
district.
11 responses
15
10 11 (100%)
0 (0%) 0 (0%) 0 (0%)

0
1 2 3 4
B. DOES THE SUPERINTENDENT TAKE APPROPRIATE STEPS TO ENSURE THAT SCHOOL

FACILITIES, EQUIPMENT, AND SUPPLIES MEET THE NEEDS OF STUDENTS AND STAFF?
School buildings, grounds, and equipment are well maintained and typically
in proper working order.
11 responses
8 (72.7%)
3 (27.3%)
2
0 (0%) 0 (0%)
0
1 2 3 4
Superintendent ensures that insurance carrier has up-to-date information

on all district-owned buildings, equipment, and supplies, and insurance
coverage is adequate to cover potential loss.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent has developed, or assisted the business manager with

developing, a deferred maintenance plan for school buildings, which is
discussed with the Finance Committee, Facilities Committee, and Board.
11 responses
10.0
10 (90.9%)
7.5
5.0
2.5
0 (0%) 0 (0%)
1 (9.1%)
0.0
1 2 3 4
Superintendent has established a process for administrators to request

needed equipment and supplies and developed timelines for submitting
these requests consistent with budget cycles.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
Superintendent performs or requires building administrators to perform a

risk management assessment [with the assistance of its insurance carrier]
to determine facilities and equipment that need repair.
11 responses
10.0
9 (81.8%)
7.5
5.0
2.5
2 (18.2%)
0 (0%) 0 (0%)
0.0
1 2 3 4
5 responses
Br. Brenner has made great additions to his team in the Business and Facilities Manager positions,
they have both been great additions to the GF School District.
The financial challenges are most evident and a priority for Dr. Brenner - He has led the effort to
solve our financial concerns which must be resolved. Through the creation of the task force he
has invited the community in to better understand the district's financial situation; Because of this
and other efforts, which must have the public's support, he can lead us to a balanced budget.
"School buildings, grounds, and equipment are well maintained and typically in proper working
order." Several building have had issues. Downspout issues, brick/grout issues, exterior
paint/caulking on windows or door that may lead to wood rotting.
Small issues that could be considered routine maintenance. These small items should/could be
taken care of with little effort.
Dr. Brenner has an excellent team with Chris Arnold and Scott Berge. They have helped
communicate the needs of our facilities and budget. I believe Dr. Brenner has a good working
relationship with both of them. Our deferred maintenance issues are a huge challenge as we all
know (I'm not saying anything new here). We need to continue to communicate needs to parents
and the general public. Communication is key.
Clarify the expenditure relationship to strategic plan.
11 responses
0 5 10 15

0 responses
GENERAL COMMENTS
6 responses
Dr. Brenner - I appreciate your continued support in ensuring that our schools, staff and students
are delivered only the best to further their educational and personal growth and development. It is
a pleasure to work aside you in making a difference in the schools, community and the lives of all
those who are involved.
Great job during the last school year as well as the beginning of this school year.
Dr. Brenner's charge this year has been monumental with the continued budget concerns, COVID-
19, and the day-to-day challenges always present for a superintendent. He has remained steadfast in
his beliefs, care of others, and providing for the needs of Grand Forks Public School students. His
leadership is to be commended.
Dr. Brenner is helping to lead the District at a difficult time. He puts in a lot of time and effort to
make the District strong. He keeps students and student learning on the forefront, but also
remembers to consider behavioral and social needs. He is also making strides in helping the
District be more equitable and inclusive. We must recognize the challenges that Covid-19 has
brought on all schools across the Nation. No one is perfect, challenges are great, listening to
others is essential and key and we must constantly try to improve. This is a huge challenge and in
my opinion, I believe that Dr. Brenner is giving it his full effort. We can always do better--and as a
board member I will try to assist.
Great leadership during a demanding, challenging and stressful time.
This has been a challenging year and the balancing and communication from the superintendent
has been imperative to how successful the district has been.
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Grand Forks School Board Agenda Packet For Nov. 9, 2020

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November 9, 2020

NOTICE OF REGULAR MEETING OF THE SCHOOL BOARD

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

6:09 p.m. V. SUPERINTENDENT’S RECOMMENDATIONS FOR DISCUSSION

GRAND FORKS SCHOOL BOARD

Call to Order and Pledge of Allegiance. The

Facilities Taskforce Update and a Timeline of ____________________________________________________

Hoffarth joined the meeting at 5:08 p.m.

Weber continued with a PowerPoint

Board discussion topics included the timing of

Adjournment. There being no further business,

GF School Board 10-21-2020

GRAND FORKS SCHOOL BOARD

GF School Board 10-26-2020

GF School Board 10-26-2020

Recognition of GFPA as Representative Title IX Sexual Harassment Grievance Procedure,

The NDSBA has revised the North Dakota

Board Regulation AAC-BR2 complements Policy

GF School Board 10-26-2020

Grand Forks Public School District #1

School Board Meeting Norms

1) Consider staff and District capacity in resources

Board Approved 10.8.18

GRAND FORKS SCHOOL BOARD FINANCE COMMITTEE

Others Present: Cindy Johnson, Executive Secretary.

The next meeting was scheduled for Wednesday,

Adjournment. There being no further business,

Finance Committee 11-2-2020

Mark Sanford Education Center Dr. Terry Brenner

_______________Providing Equal Opportunities in Education and Employment_______________

Mark Sanford Education Center Dr. Terry Brenner

_______________Providing Equal Opportunities in Education and Employment_______________

Mark Sanford Education Center Dr. Terry Brenner

_______________Providing Equal Opportunities in Education and Employment_______________

Mark Sanford Education Center Dr. Terry Brenner

Appointments (excludes administrative appointments)

Open Enrollment Applications

Administrative recommendation is for approval.

_______________Providing Equal Opportunities in Education and Employment_______________

Mark Sanford Education Center Jody Thompson

Name Grade Level App Type Co No Dist No District Name

__________________________Providing Equal Opportunities in Education and Employment_____________________________

Mark Sanford Education Center Dr. Terry Brenner

_______________Providing Equal Opportunities in Education and Employment_______________

GFPS Students & Certified Staff

as of October 29, 2020

Grand Forks Public Schools

Current Draft: 10-27-2020 AM

Goal Statement Page 2

Collective Commitments Page 2

Attendance Procedures Pages 3-5

Educational Staff Expectations Pages 5-8

Human Resources Procedures and Supports Pages 9-15

Ensuring Equitable Services Pages 19-21

School Counseling Services Pages 21-22

Assessment and Grading Practices Pages 22-23

Health and Safety Plan Page 23

Grand Forks Public Schools - 2020-2021 Distance Learning Plan Page 1

Grand Forks Public Schools - 2020-2021 Distance Learning Plan Page 2

Grand Forks Public Schools - 2020-2021 Distance Learning Plan Page 3

A student is ill but has not seen a healthcare provider:

Grand Forks Public Schools - 2020-2021 Distance Learning Plan Page 4

Educational Staff Expectations

_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___

_Providing Equal Opportunities in Education and Employment_

Assessment and Grading Practices

Assessment of Ongoing Progress and Understanding

Health and Safety Plan

_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_