--------- United States of America to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. Amen. >> Okay. I will look for approval of today's agenda. So move.
>> Is there a second? >> Second. >> Is there any discussion? Seeing none, all those in favor in favor signify by saying I. >> I oppose the same sign. Motion carries 6.
Okay. So we have a full open session tonight. It's a on um priv says private educational data of a student. So I need a motion on that also. to approve that we will uh be in open session for the student data.
>> So move. >> Is there a second? >> Second. >> Is there any discussion? Seeing none, all those in favor signify by saying I >> I >> oppose the same sign. Okay. 6. Okay.
All right. Few things for it to read. Okay. Today is October 14th, 2025. I have 5:20 p.m. And I'm Dave Clott, the chair of the School Board of Independent
School District 241 Albertly Area Schools. I will be serving as a chair for purposes of this expulsion hearing. I hereby call this hearing to order to consider the expulsion proposed expulsion of Gemma Beckman from Albertly Area Schools. This hearing is being
conducted persuant to the pupil fair dismissal act which is found at Minnesota statute section 121A.40 to 121A 56. The record shall reflect the student and
her uh father and grandp and grandfather are here are present at the uh hearing. The record should also reflect that the hearing is taking place before the school board of the Albertly Area Schools as authorized by the pupil fair
dismissal act. After the conclusion of the hearing, the board will deliberate and make a decision as to the proposed expulsion. The hearing is being held at the district's Brookside Education Center, 211 West Richway Drive, Elbertly, Minnesota, 567. The student is
currently enrolled in the district schools. Okay. The student is again appearing today with the support of her uh father Christopher Wessles and grandfather Roger Wessles. The school's administration is
represented by Will Syler and Jordan Klein Schmidt. It's legal council from Squires Waldsberger and Mace PA. To ensure today's proceedings move forward without unnecessary delays, I want to make everyone aware of a couple ground rules. Number one, this hearing is an
opportunity for the district's administration and the student to present facts and information and for the board to accept witness testimony and evidence. Only individuals who are involved in the proceedings or called as witnesses may participate in the hearing. There will be no opportunity
for public comment relating to the matters discussed during this hearing. There will be no demonstrations, for examples, cheering, booing, clapping, etc. during or at the conclusion of any portion of this hearing. Any person who violates these rules will be given an
oral warning to refrain from disturbing or disrupting the hearing. If the person continues to violate these rules after receiving the warning, the chair may order him or her to leave the hearing or the hearing will be conducted in the
following manner. Each party will be given an opportunity to make a brief opening statement. Then, in support of the proposed expulsion, the district's administration will present its evidence, including testimony of witnesses, the students records, and any
other documents or records related to the proposed expulsion. The student and her representative will have the opportunity to cross-examine each of the administration's witnesses. After the administration has concluded the presentation of its case and chief, the
student will be given an opportunity to present evidence in opposition to the proposed expulsion. The student may choose to testify, but is not required to do so. The administration will have an opportunity to cross-examine all witnesses called by the student,
including the student, if she chooses to testify. At the conclusion of the te of all testimony, the administration and the student will each have an opportunity to make a brief closing argument to the board. The closing statement should not exceed five minutes
in length. The district is recording the hearing using a digital audio recorder. All testimony will be given under oath. I will administer the oaths in recognition of the fact that there is an audio recorder. Only one person should speak at a time and each speaker should
identify himself or herself when he or she begins to speak. The parties should not interrupt each other unless they are making a legal objection. All all legal objections should be limited to the legal ground for the objection unless the chair gives the party permission to
explain the objection. At this time, I would entertain a motion from someone on the board. As chair for this hearing, I will rule on all points of order and questions of evidence and procedure raised during the hearing. >> So,
>> is there a second? >> Second. >> Second. Any discussion? Seeing none, all those in favor signify by saying I. >> I oppose the same. Okay. This case will be considered by the
school board in its role as a factf finding body based upon evidence introduced and raised by the parties at this hearing. It is the responsibility of the parties to present all pertinent information. It is inappropriate for questions other than procedural questions to be directed to me or any
other board member. In general, it should be unnecessarily for the board or any member to ask questions of the parties. After the conclusion of the hearing, the board will evaluate the facts presented and make a determination as to the proposed expulsion.
If any party or board member needs to take a short break during this hearing, the party or the board member may request a short recess. No board member should discuss any of the testimony or evidence presented at this hearing with any other person during any recess. If
any person approaches a board member or attempts to discuss testimony or evidence during any breaks that are taken during this hearing, the member shall decline to do so and immediately advise me, the administration, and the student. Okay, we will now proceed with the
expulsion hearing. The parties may begin by making a brief opening statement. The administration will go first and after the student has had an opportunity to make an opening statement, the administration will call its first witness.
So, administration opening statement. Thank you, chair. As the chair introduced, my name is Will Syler and I'm the attorney representing the district's administration with regards to today's expulsion hearing. Thank you all to the board member for your time
this evening and for your deliberations in this hearing. Over the course of the hearing, you will hear witness testimony and you will be looking at documents that are going to hopefully be entered into the record as exhibits. Through that testimony and
those exhibits, you will come to understand that today's case meets the three statutory grounds that warrant expulsion. The first ground of which evidence will be presented is that the student engaged in a willful violation of reasonable
schoolboard policy. Specifically, school district policy 506. That policy specifically prohibits students from engaging in certain behavior. most pertinent here behavior which relates to a student knowingly making a false claim about a violent
situation or a hazardous situation which is what occurred in this case here when the student sent two Snapchat messages related to an alleged school shooting plot which was a fabrication was non-existent and resulted in a sub
substantial disruptions to the school's operations. You also hear that this um board policy was clear and definite and provided the student with notice of those conduct requirements under district policy. You'll also hear testimony and evidence
today about the students conduct being willful conduct that significantly disrupted the rights of other students to an education. Evidence presented will demonstrate that because of the students conduct, a large large number of district students chose to remain home
from school on the day of the false report of a potential school shooting, which resulted in those students not receiving the district's educational services on those days. You also hear testimony that several members of the community reached out to the district both on the day of the false message the
day after and in the following weeks regarding the school shooting and that it continues to be a issue that the community feels strongly about. Specifically, you'll also hear testimony that because of the students messages, those who were implicated in the alleged
school shooting um plot were very distraught over their alleged involvement in this fabricated plot and that specifically some students who were implicated were afraid to go back to class because of it. You'll also hear that in response to the students
conduct, several district educators and administration were taken away from their reasonable job duties and forced to respond to this conduct, taking time away that they could have otherwise been spending to their regular job duties, such as providing education for students and overseeing other behavioral issues.
Finally, you'll hear testimony and evidence today that the student engaged in willful conduct that endangered both herself and other pupils. We've all heard of school shootings on the news. We know that they are a violent, deadly plague in the United States right now and that threats of a
potential school shooting are not to be taken lightly and that people do react strongly to those. Even though this was a false and fabricated plot, the student choosing to send out a false message like that not only put herself in danger from reprisal, but other people that were implicated in that plot and in
danger of reprisals because of that. Also, just because of the nature of school shootings, those individuals are potentially perceiving a threat and it resulted in several students staying home because of that threat. This will all be evidence that you'll hear over the course of the administration's case
today. Thank you for your time this evening. >> Okay. Opening statement by the student or the representative. Um, is now is now the time to put something uh on the record for the exhibit like pull up the exhibit on on
that? Can we do that? The text messaging question? >> Uh, no. I so what I would recommend at this point in time is if you want to say an opening statement perhaps similar to something that I said then it'll be the administration's turn to present evidence and I'll be presenting what's
in the book in front of you there at the conclusion of when the I'm done and conclude the administration's case. You're more than invited to put into the record any exhibits which you would like to at that point in time. >> Okay. My father's got something to say. I
don't know if it is a opening statement, but he was he needs to say something. So, >> yeah, I just got some things I want to bring up. I'm sure everybody read the newspaper that day, right? >> Everybody did read that newspaper. December 24th
looked very serious to me. uh questions I want to ask and probably I don't know if to ask you or who but um it says however one of the investigators on Monday morning which would have been September 22nd
acknowledged there was a previous knowledge that he allowed him to identify who the individual was that law enforcement should act on this that was on that Monday morning of the 22nd. Um so they went down to the uh
school bus and took this individual off the school bus. And I'm sure many of the students seen what was going on. Probably some took pictures, I don't know. But as soon as they went back to school, you know, as soon as they got in the
door, this is story was going to run rampart through the whole school. This is where Jim heard a lot of these things at. And um it wouldn't take long to go throughout the whole school.
Um the question I want to answer is if they knew bus on the bus. So I imagine I would take school all morning. My granddaughter, by the way, did not
have her phone in school that day at all. So I would thought then they would have cancelled that threat and um notified like I say all the parents, the staff, there's no threat
anymore. And the thing I want to know is um there's a lot of students I understand that went home on Monday, but if the threat was there no more, why do they go home on Monday? A lot of parents come and got them. They must have heard about it somewhere.
And if the threat was already dissolved on Monday, why did so many students and staff not come to school on Tuesday? There was no threat anymore. You've determined that on Monday already. That's all I got to say.
Okay, let's uh move on then. schools administration will now call their first witness. >> The district administration will call Mr. Saw to the stand. If I could go out and get in from the hallway, please. >> Yep, sure. >> Thank you. Make sure
you go there. Please um state your you state your name and the spelling of your name please. Uh, my name is Sat. Spell that too, please. >> S A first name, middle name B A, last name T A W. Okay.
>> Okay. And um I will administer the O. So, all right. Please stand and uh raise your right hand. Under penalty of perjury, do you swear to tell the truth, the whole truth, and nothing but the truth? >> Yes.
>> May be seated. I apologize here, Mr. Todd. It will be me addressing you here. You've already stated your name for the record. Could you please state for us what your position with the district is? >> I'm the dean of student at ALHS High School.
>> How long have you been in that position for? >> Three years. >> What are some of your job responsibilities in that position? My duties to check student attendance, student behaviors and communicate with parents
and also working with admins, teachers, students and school SRO. >> Would it be fair to say that you generally deal with student behavioral issues in your job? Yeah, mostly student
behaviors problems and student attendance in >> Are you familiar today with the student who's the subject of today's hearing, Jimma Beckman? >> Yes. >> How so? >> I received a report for one of the
student at high school there, the ninth grader. She came to my office reporting that Jeremiah posted something on social media about her family. >> What day did that happen?
>> She came down on September 23rd >> in the morning. >> In the morning before school start. >> Could you just in the most detail you're able to pro provide explain to us what happened when the student came into your
office? She came to my office. She was crying. She told me that a student spread rumors in on social media, Snapchat. And she showed me the snap post and she was afraid to go to class.
She asked me to stay at my office the whole day to work there. So I sent out an email to all her teachers, let the teachers know that she's going to be down in the office working there. She's not in trouble. She just need a break
time and I keep her at my office there the whole day. >> Mr. T, I'm going to have you open up that book that's in front of you there to the document that's marked as exhibit number one down in the right hand corner. >> Are you there?
>> Yes, I'm here. >> Do you generally recognize what's portrayed on this document? >> Yes. >> Could you just briefly explain to me what your understanding of this is? Uh that there that is a post that that student the ninth grader show me. She is
one of the uh relatives. She's related to moola. So she came down and her dad also reached out to me about the post and told me that you know there is a social media post about you know my
family my my daughters. So she was crying the whole times while talking to me and she asked permissions to stay there because she was a you know she was afraid that someone's going to think that you know she's going to do something stupid
>> and so and Mr. Todd I'm going to ask you some questions about that but specifically regarding did am I correct that you testified that this is the message that that student showed you on September 23rd? >> Yeah that is correct. That is a post that student show me also the the day
before on uh se September 22nd her dad sent me the same message did they suppose that his dad sent me in the messenger >> Mr. Looking at this document here, does this appear to be a true and correct
copy of the message that was provided to you sent by the student? >> Yes, that is exactly the same post. >> Any reason to believe that it's been altered or modified in any way between the time that you received it and now? >> No. >> I would move to admit the document that's marked as exhibit one into
evidence. >> Mr. Chair, I made a motion to admit the document that marked as exhibit one in that binder into evidence. If you have a order that you'd like to either admit or decline to admit it into evidence, you can make that
decision. >> Okay. >> Admitted or not admitted is >> admitted. Yes. >> Okay. Great. Thank you. And there will be three more documents that I intend to introduce and I'll do that in a similar fashion just for future reference.
So, Mr. Tom, am I correct that you said that this message was originally sent to you on September 22nd? >> Correct. >> And who was it that sent you this message? >> Oh, that student, the ninth grader parents. >> And did you know that student's parents
beforehand? >> Yes, we know each other. >> Um, I see here that this me message references a student, as you would said, named Moola. Is that person a district student, former district student?
>> Yes, she is an eighth grader at high school. >> And um is that student who or the the parent that sent you this message, were they related to moola?
>> Yes. >> Um specifically in relation to the parent that contacted you, what familiar relation to moola, if you know? Mulad dad and
the ninth grader student that I'm talking about mom their siblings. >> So would it say that the parent that contacted you was Mula's uncle? >> Correct. >> And the student that came into your office the next day was Mula's cousin.
>> Correct. Just generally speaking, when the did the parent send you an email on September 22nd? >> Uh messenger. >> A messenger message. >> Yes. >> Okay. And just briefly, if you could explain what that parent expressed to
you in that message. >> She was frustrated. She was uh a little bit angry because it was something she was he was expected because it was
he's not planning anything and someone just spread rumors on social media. So he was not happy at all. >> Did you report receiving this message to anyone in the district's administration? >> No.
>> Okay. On September 23rd, you had testified about a student coming into your office. What did you do after the student was in your office? So after that uh when I got
a report the ninth grader she told me that Germa was the one who posted and then I went to Jerma first hour class escort her down to the back office
>> and what happened when the student got into that back office >> and then there was a law enforcement interviewing JMA. >> And were you present for that interview? >> I was there for a portion of times.
>> Generally speaking, what did law enforcement talk with Gemma about? >> Uh, he asked Germa about the post. >> Did Gemma say anything about doing the post herself? First he asked about the snap account
and then he follow up with another questions like if she is the owner and then admitted she was the owner and she also admitted that she posted Snapchat.
>> Were you doing anything at the time of the interview yourself? I was there uh check in security camera, check in hallways, check in school exit, who's coming in,
who's going, who is leaving the building and checking uh the the whole cameras. >> Why were you doing that? Because we have a lot of student leaving that day and a lot of parents came into school pick up
their kids and also the social media post that someone's going to come and shoot up the school parents concerns student was afraid and there was you know people leaving and coming so just
tracking if there is going to be you know a shooter based on your and so to continue did you have any more involvement with the student that day after the police interview? >> No. >> Did you have any discussions with any district administrators after that
interview? >> No. >> Okay. Based on your observances around the district that day, did you observe any disruptions to students educational days? >> Yes. Could you just describe a little bit about what you were seeing?
>> Uh we have a lot of student and they up going homes and a lot of parents uh keep calling. Student email set an email parents send an email and asking to pick up their kids.
>> When parents pick up their students from school, are they able to attend class during the day? They can, but they choose not to return it. >> Um, regarding yourself that day, did the
responding to the student's conduct take you away from any of your job responsibilities? >> Absolutely. Yes. >> Would you have spent spending time doing other things but for sitting in that police interview? >> Yes. >> Did you observe any other disturbances
to stab's days because of those messages? Can you please repeat your question again? >> Yeah. Did you witness any other disturbances to district staff's days because of those messages that were sent? >> Yes.
>> Generally speaking, did staff seem nervous at all? >> A few stamps nervous? Yes. >> Did you believe generally that there was a potential of a school shooting at any point in time?
I don't know. >> Okay, those are all my questions for you. Thank you for your time. >> Thank you. >> Would um do you guys like to cross-examine some questions? >> I'd like to ask um how many people would
you say called the school if they should come pick up their kids the day that girl was arrested? Uh because I work as a dean of students. We have her attendants uh Jasmine. She work
at the front office and uh we have parents calling me, parents calling attendants, parent calling other teachers. So for me personally, a lot of current families.
>> Yep. a lot of because uh most of the current family who don't speak English they call me and I just explaining what happened and then they some of their email me >> this was on the day that the girl was
brought off the bus first day >> that is October 23rd >> the day she was arrested off the bus >> uh the on the bus October 22nd So the day that she got the girl got
taken off the bus, there was people calling the school wondering if they should come pick up. >> I don't receive any call on October 22nd, but October 23rd, I received a lot of calls.
>> Some call, some uh send an email. >> Some people leave on >> that. I don't remember him. >> He lost a lot of the school went home on the day that she was taken off the bus.
>> The 22nd, I don't remember exactly, but the 23rd more than half of the students leave the school building. >> But you would say students went home. the 20 seconds.
I can't really recall how many >> I can't hear very Did you say somebody come into your office on the 22nd in the morning? >> 23rd. >> 23rd. >> Yes. On the 22nd when this was all squatchched, wasn't all the parents
notified and staff notified that this was no more longer a threat? the 22nd I don't really remember what happened but the 22nd after school over in the
evenings and then the next day the 23rd there was a lot of calls I received no longer the police department school says no need for went out all the staff.
>> Can you repeat your question again? >> On the 22nd girl school bus, there was no longer a threat. officers around the school bus. I'm sure they contacted the offices in school and told there is no longer a threat. You
can take the school off of lockdown. I'm sure that authorities in school notified all the schools, parents and the staff that there is no longer a threat. I believe uh the district sent out the emails to all the
parents regarding uh about the threat. >> The 20 seconds >> and the teachers knew that right off the bat no longer a threat. >> We have a lot of teachers.
So I don't know if all of them are aware but I'm pretty sure the district set email to all the parents to all the teachers teachers should all right there's
no more There's no more threat on Monday. But the threats is uh about the posted that the following dates that the relatives will comes that is what makes the parents and student afraid to come to
the school. >> Yeah. A lot of them come to school on Tuesday. A lot of teachers, the staff didn't come to school on Tuesday. But get back to Monday when the threat had dissipated. Staff knew that, parents knew that.
There's no reason for her to stay home Tuesday. >> They have the right to stay homes. They have the rights to come to school. We can't force them to come to school. there's no longer a theft regarding
about German post the following days their relatives cousins uncle will comes that is there that makes the family concerns >> I have no further questions >> no redirect okay >> you're excuse Mr. Yep. Thank you.
>> No, you can leave that right up there. Thank you. >> I'll walk you up here for the chair here. The administration is going to call Mr. Sean Gustan uh to the stand. I'll go up and grab him from the hallway here.
We're going to have it right up in the middle there in front of that black book. Thank you. Ple please uh state your name and spell it for us. >> Sean Gaston. Sean S A N Gaston. G A S T O N.
>> Please stand. Please stand and uh raise your right hand. Under penalty of perjury, do you swear to tell the truth, the whole truth, and nothing but the truth? >> I do. You may be seated.
>> Mr. Gasson, thank you for your time this evening. Could you please state for the board what your position with the district is? >> My position is the principal at Albertly High School. >> How long have you been in that position for? >> This is my first year as principal, fifth year on the administrative team. >> What's the highest level of education
that you've obtained for that position? Uh >> I have a master's degree and an administrative license. >> What are some of your job responsibilities in that position? Uh I'm responsible for the management of the 160 plus staff. I am also in charge
of instruction and curriculum inside the building and I serve as sort of the lead administrator when it comes to student discipline matters. >> Are you generally familiar with the student who's the subject of today's expulsion hearing? >> I met the student during the
investigation of the incident. >> Let's talk a little bit about the investigation of the incident. When were you first notified about any conduct that the student was involved in? >> Uh sometime between 4 and 5:00 pm on September 22nd.
>> Who were you informed by? >> Uh Tyler Wilson, investigator from the Freeborn County Sheriff's Department. >> What did Mr. Freeborn or what did the Freeborn Sheriff's Department tell you? Uh they shared that they had started looking into a series of social media
posts that were hinting at a uh possible threat to our building. >> Did that they identified any students at that point in time? >> Uh at that time they were still looking through but that the initial
uh message seemed to be connected to uh the student in question tonight. Okay. Just generally for me, can you walk me through what happened on the afternoon and into evening of the 22nd? >> Yes. So about in between 4 and 5 heard
from uh investigator Wilson at that point he came out to the high school and met with myself and Dr. Hy and sort of laid out what they had seen at that point. Um it was a series of a Snapchat
screenshot that u made mention of a continuation of a threat that we had uh contained and dealt with earlier in the day. Um Mr. Wilson shared with us that they were at the time still determining if it was a credible threat and looking
into that. Um he basically at that point started his uh his investigation like I said between that four and five range. Um from then until about 900 p.m. we received periodical updates and by we I mean Dr. Hy and myself uh were at the
high school along with um our assistant principal and basically uh investigator Wilson passed us along throughout the evening that uh they had recognized that the messages had originated with Jimma and had been shared out with a friend
and then through that had spread throughout the community. Um I shared with Detective Wilson at that time that throughout the evening I had received between 30 and 40 emails myself from students. Um, also had a series of students uh call parents text. I
actually had a series of parents who drove kids in to show me uh the screenshot that had sort of sparked the whole thing. >> I'm going to have you open up that book in front of you and turn to the document that's marked as exhibit number one in the corner. Are you there? >> Yes.
>> Is this uh generally a copy of the messages that you referenced earlier? >> It is. Um, I want to talk with you just a little bit about this document in specific here and your understanding of it. So,
it looks like there's on the left hand side sort of two blue lines. Do you see that? >> Yes. >> And then there's a series of text after that. Generally speaking, do you recognize what that text is? >> I do. This was the uh screenshot that
was shared to me by investigator Wilson and by various students, family members, staff, community members. >> Do you know who authored specifically that text next to the blue lines? >> My understanding is that was Jim Beckman.
>> There's also sort of a black banner here in the middle that says, "Guys, please don't go to school tomorrow and spread the word." Do you know if that was written by the student? >> It was not. Um we actually saw many iterations of that message uh depending upon who shared it
with us >> and so were those just shared by other students, >> students, parents, staff, community members. Yeah. Um that middle bear in their message seemed to change multiple times. >> Do you know if this message was posted on social media at all?
>> It did did appear that yes, it spread through social media. Do you know just from looking at this document whether the student posted this on social media or was this a message specifically to another student? >> I am not an expert snap by any means.
>> Do you know if the student told anyone to spread this message? >> Uh my understanding from talking to the investigators was the student did give permission to another student. Uh and by that I mean Jimma gave permission to a student to share a message. Yes.
And just to walk through here, it sounds like the student is referencing another student. Um, is the student referenced here, the one that you referred to as a situation that was handled earlier that morning? >> Yes. >> Looking over the
second sort of speech blob here, is a student referencing a shooting that was going to take place the next day? >> Yes. And so is your understanding if this message is sent on September 22nd that that shooting would take place on
September 23rd? >> Yes. >> And looking here, does it seem like the student says that the shooting's going to happen without the student who had previously been handled? >> Yes. >> So this was going to go on no matter
whether the student had been picked up by police or not. >> Correct. It also references some of the perpetrators being the uncles and cousins of um the student who was apprehended earlier in the day. Are you familiar with any of those cousins or
uncles? >> I am familiar with the cousins um as students in our building. >> Did those cousins ever express to you any concern about being implicated in these messages? >> Yes. Um, on the night of the 22nd, one
actually emailed myself and our school resource officer, Adam Khan, asking for an opportunity to meet to um, quote unquote clear her name. Um, I also had the opportunity to meet with one of those cousins uh, the next day uh, it
because she was unable to go to class because of fear of retribution for the message. So, you testified that you were with police until approximately 900 p.m. on September 22nd. Correct. >> Yeah. In contact with them? Yes.
>> Um, over the course of that evening, did police tell you one way or another the credibility of the threat that was in those messages? >> Yeah, by by that 9:00 hour, um, they had completed enough of their investigation
to relay to Dr. Hy and myself that they did not deem the threat credible. >> Did they tell you anything about where they believe the origin of the story in those messages was from? >> Yes, they shared that they believed that the origin of the message came from
Jimma. >> Did they say anything about where that information Gemma may have gotten that information? >> Uh yes. So they shared that throughout the evening uh they had initially and you know interviewed Jimma. She had
raised the idea that it came from a couple other students. Uh we helped in identifying those students for them. The interviews with those students pointed back to Jimma being the creator of the message and the creator of the story. >> Did they say anything about the student
being told to post that message or send that message? Uh nothing about Jimma being told to post that. No. >> Did it seem from their your understanding of their investigation like the student willfully posted that message? >> That was what they determined was the most likely. Yes.
>> Did you and law enforcement discuss any plans for the next day on September 22nd? >> Yes, we discussed that they would uh basically serve two purposes on the 23rd. they would be present at the school as a sign of safety for our students and our community, but that
they would also like that opportunity to uh visit with Miss Beckman again. >> So that morning were police present at or the morning of September 23rd, were police present at the district's high school? >> Yes. >> Tell me about attendance that day for
students. uh attendance that day. Um we had 815 of our 1,26 students out that day. >> Would it be fair to characterize that as over or approximately half of the students? >> Yes. >> As being out that day? >> Yes.
>> Is that across the whole district or any building in specific? >> Across the whole district, uh we had around 53% of the students out. Um, just in our building was more around that, like I said, almost that twothirds mark >> and that was at the high school building,
>> correct? >> Do you know whether police spoke with Gemma that morning of the 23rd? >> Uh, they did. >> Were you present for that meeting? >> I was not. >> Were you ever told anything about that meeting? >> Yes. Uh, Mr. Sata, our dean of students
and our school resource officer, Adam Khan, filled me in on what was discussed in the meeting. >> They tell you anything about the student admitting to posting the messages? >> They did. >> And is it your understanding that the student posted the messages? >> It is my understanding. Yes.
>> You talked about students being out of school that day. Why do you believe the students were out of school? >> Without a doubt. I think the belief was that despite the investigation, the threat in this message was actually real.
>> And that's despite the student reference in the message already being apprehended. >> Correct. And that was feedback from both parents and students we received throughout the day. >> And that was because the messages reference the attack taking place the next day without the student. >> Yes. The the general concern was the
reference to the uncles and cousins. Did you ever meet with the student that day? >> I did following the interview with law enforcement and Mr. Sata. >> I'm going to have you flip to what's marked as exhibit number two in that book. Please let me know when you're there.
>> I'm there. >> Do you recognize this document? >> That is a suspension report written by myself. >> So, you recognize this document? >> Yes. Does it appear to be a true and accurate copy of the suspension notice that you authored that day? >> Yes. >> Any reason to believe that it's been
altered or modified in any way since you authored it? >> No. >> I would move to admit the document marked as exhibit number two into evidence. >> Thank you. Let's talk a little bit about this document. So I see here in about the middle it says incident date
September 22nd. Is this in relation to the student's conduct on that date? >> That is the time that I was notified by uh investigator Wilson. >> Okay. Um you said here that the message that the student sent implied that law enforcement had not fully addressed the
situation and that an attack could occur the following day. Was that in relation to the student's message? >> Yes. >> And that was in reference to the student's message that the attack would happen the next day despite the student being apprehended? >> Yes. You say in here that the student
encouraged friends to share her message. How did you come to that belief? >> Uh it was shared with us from the investigators and from Mr. Sat's interview. His relay to me was that um a another student had asked Jimma if she could share the message and Jimma told
her yes. >> You said that it was widely circulated and screen captured spreading quickly across multiple social media platforms. Did you see that spread yourself? Uh I did through the 100 plus individuals who contacted me with the message
>> and that was on both the 22nd and 23rd. >> Correct. >> You say here that this created significant unrest among students, staff and parents. What does that mean? >> Um you know besides the impact well go directly to the impact the 815 students
out um you know we fielded dozens of phone calls about safety. uh you know we had to intervene with students who were having emotional breakdowns in class because of safety uh and uh you know an overall pretty much a disruption based
upon fear that the threat from the day before was not done. >> In your opinion when people expressed fear about a school shooting was that real fear? >> Yes. >> People actually believe that there was potentially going to be a shooting on the 23rd? >> Very much. Yes.
You say in that next paragraph that law enforcement investigated and determined that Jima's message was a fabricated threat and that she was the originator of the rumor. Is that based on your talks with law enforcement? >> That was on my Yes, based on my conversations with investigator Wilson. >> And then you say that Gemma confirmed that she was the creator of the post
during a second interview. Is that the interview you referenced that took place on the morning of September 23rd? >> Yes. >> Finally, you say in here that the resulting fear and disruption had a direct impact on school attendance. Is that when you were referencing almost over half of the district's total
population being absent on the 23rd? >> Yes. >> And then you said here that law enforcement and the school district are continuing to review the incident for the disciplinary actions pending. What was the future disciplinary action that you were considering at that time? >> Uh we were looking at expulsion.
>> Did you and Dr. Hy discussed expulsion that day? >> We did. >> Did you have any meetings um with the students guardians that day? Uh I had a conversation with uh the father on the phone uh but he was out of town and then
um also connected with grandfather along with student. >> Did you discuss this suspension notice at all? >> We did in the sense of I I raised the initial 10-day penalty and the possibility that the consequences could include up to expulsion.
>> Okay. Let's talk generally about the amount of time that you committed to these responding to these incidents. Did this take you away from any of your job duties on September 22nd and 23rd? >> Yes.
>> Um approx. Did you spend between the hours of 400 p.m. and 900 p.m. on September 22nd responding to this? >> Correct. That was uh Dr. Holl and I were at the high school working on that during that whole time. >> Is that time that you otherwise would have spent on job duties or your free personal time?
>> Yes. >> Would you say that that took you away from generally other things that you would be doing? >> Yes. >> Um did you observe any other staff on September 22nd or 23rd being taken away from their job duties? uh assistant
principal Amy Steele was with us uh from about 6 pm to 900 pm as as part of the team working through it. Um I'd also say on the 23rd um while our social workers worked with multiple students connected directly to this incident. Um many of
them which would not be on their case load on a regular basis as well as administrative staff trying to support students that were uh having a a rough time working through the day. Did you believe that in response to the student's message any students
educational programming was disrupted? >> Yes. >> Why do you say that? >> Uh, you know, I think we could start with the 815 who weren't there. Um, obviously, yes, you have options to access education online, but you're not in a classroom working with a teacher.
Um besides that like like I mentioned um we did have multiple incidents with students who did come to school who were unable to stay in class. Um you know I personally for example walked a kid around who just needed to be able to talk about the incident. Um many of many
of the classrooms were at least half empty to 80% empty and so a lot of instruction did not take place that day. I'm going to have you flip open in that book to what's marked as exhibit number three. >> Okay. >> Exhibit number three. Could you let me
know when you're there? >> I'm there. >> Okay. Do you generally recognize this document? >> Yes, that is a secondary suspension report written by myself. >> Okay. And when was this given out? >> Uh this one was written on um
October 6th, I believe. um in response to the end of the 10-day suspension. >> And does this document and the other pages generally identify that the student is an eighth grade student? >> Yes. >> Do you happen to know whether the
student is a special education student? >> I do not believe they are. >> Okay. Now, I'll have you flip to exhibit number three in that book, which is after that green page there. >> Okay. >> Do you generally recognize this document? >> This is a policy document from a area
schools. Um, are you generally familiar with this district policy number 506 as it's marked at the top there? >> Yes. >> I'll give you a little bit of time to flip through the document to familiarize yourself with it, but once you've had an opportunity to, does this look like a
accurate and correct copy of district policy number 506? >> Yes. >> Any reason to believe that it's been altered or modified in any way from the way the district currently maintains it? >> No. I'd move to admit the document marked as exhibit number three into
evidence. >> That's admitted. >> Thank you. I'm going to have you look at the top here of page number one. Does this state the purpose of the policy? >> Yes. >> And is the purpose of that policy to make students aware of and comply with
the school district's expectations for student conduct? >> Yes. Now I'm going to have you turn to page number five of that exhibit under paragraph or section five there does that identify student responsibilities?
>> Yes. >> And is the A prong of that for students um to know and obey all school rules, regulations and policies and procedures? >> Yes. >> Having you flip to the next page, page six here.
Is this a student code of conduct for the district? >> Yes. >> And does that generally require students to comply with that suit of conduct? >> Yes. >> Does it identify generally behavior that's prohibited by the code of conduct? >> Yes.
>> Now, I'm going to have you flip to page number 10 in that book, please. 10 in exhibit three. >> Okay. Are these some of those behaviors which are prohibited by the policy? >> Yes.
>> I'm going to have you look at number 39 specifically. Does this prohibit students from violations against persons including threatened assault? >> Yes. >> Now looking at paragraph number 40. Does this prohibit students from engaging in behavior such as verbal assaults or
verbally abusive behavior including the use of words which are threatening or intimidating? >> Yes. And finally, looking at paragraph number 41 there. Does this policy prohibit students from engaging in physical or verbal threats, including but not limited to the staging or reporting of a
dangerous or hazardous situation that do not exist? >> Yes. >> In your opinion, did the students conduct by sending those messages on September 22nd constitute a physical or verbal threat uh of a report of a dangerous or hazardous situation that does not exist?
>> Yes. Did the students conduct constitute verbal assault or verbally beus excuse me verbally abusive behavior? >> Yes. >> And finally, did it constitute a violation against persons, including threatened assault? >> Yes.
>> Specifically speaking, do you think that the policy engaged in paragraphs 39 and 40 by implicating other district students as potential perpetrators of a school shooting? >> Yes. Would you consider that to be
threatened assault based on those students fear of reprisal? >> Yes. >> And do you think that it was threatening and intimidating words that were used at those students? >> I do. >> I'm going to have you flip now to the next page. So, page number 12 here,
please. >> Okay. >> Are these some of the disciplinary actions for violations of the student code of conduct? >> They are. Does it generally say that the district is to utilize progressive discipline to the extent reasonable and appropriate based on specific facts and circumstances of student misconduct?
>> Yes. >> Are you generally familiar with Minnesota statutees requirement that districts engage in what's called non-exclusionary discipline unless the conduct of the student creates an immediate and substantial danger to themselves? >> I am aware. Based on the student's
conduct on September 22nd, do you believe the student created an immediate substantial danger to herself and others? >> Yes. >> Therefore, did you think, excuse me, non-exclusionary discipline was warranted? >> I did not believe non-exclusionary discipline was warranted. >> Did you believe moving straight to
expulsion was warranted? >> I do. Yes. >> Looking through here, it lists some of these disciplinary options. On page 13, paragraph S, does it list expulsion under the People Fair Dismissal Act as a potential form of discipline for
violations of the policy? >> Yes. >> And looking at the previous page, does it also include suspensions as a potential consequence? >> Yes. >> Finally, here I'm going to have you flip to page number 16 in that book, please.
Under paragraph B, does it outline for students the grounds upon which students may be dismissed from school? >> Yes. >> And are those three that are listed under paragraph there generally the reasons that student may be um dismissed from school?
>> Yes. Based upon your review of this district policy and the student's conduct on September 22nd, do you believe that the student engaged in a willful violation of district policy 506 code of conduct? >> Yes. >> Based on the student's conduct on September 22nd, do you believe that the
students um contact significantly disrupted the right of other student education? >> I do. >> Do you believe that it significantly disrupted the ability of school personnel to perform their duties? >> I do. Finally, do you believe that the student's conduct was willful contact that endangered the student or other
students? >> Yes. >> In the most general terms as you're able, could you just describe for me why you believe the student's conduct was willful conduct? I believe that the student knew that the message
created was not accurate and I believe that they released that message knowing it would create a response. They may not have understood the severity, the impact of that response, but I do believe it created they knew that it would create a
response and that that severely disrupted the rights of others to an education or the ability of our school personnel. >> And finally, do you believe that the students conduct actually endangered other students? >> Yes.
>> Do you believe that the students perceived there to be a danger from a school shooting? >> I believe yes. Do you believe that the students that were implicated in the fabricated school shooting plot were also in fear of danger? >> 100%. >> Do you believe that any school district
employees were afraid of the potential for a school shooting? >> Yes. >> After you suspended the student on September 23rd, did you have any talks with any other district administrators about pursuing expulsion of the student? >> I had that discussion with Dr. Hy. Did
you between the two of you come to the decision to pursue the expulsion of student? >> We did. >> I'm going to have you flip to what's marked as exhibit number four or excuse me, exhibit number four in that book, please. >> Do you generally recognize this document?
>> That is a notice of expulsion, proposed expulsion. >> Was this a document that the district provided to the student? >> Yes. And was this a document that the district provided to both Christopher Wessles, Beverly Wessles, and Roger Wessles? >> Yes.
>> I'm going to give you a second to look through the document here. Do you believe that this is an accurate and correct copy of the notice of proposed expulsion that was delivered to the student and the student's family? >> I do. >> Any reason to believe that it's been altered or modified in any way between
the time it was delivered to the family and now? >> No. I'd move to admit the document marked exhibit number four in evidence, please. Says up at the top here that the date of this letter is October 8th, 2025 and that it was done via hand delivery was
delivered, excuse me, was the letter delivered to the parents on those days. >> Yes. >> And also that included the student's grandparents. >> Correct. >> Up in that top paragraph, does it generally notify that the district was taking action to expel the student from the school of the district for 12
months? It does. >> Did it identify the independent statutory grounds for the proposed exclusion? >> It does. >> Did that include as a willful violation of reasonable schoolboard policy the policy that we previously talked about, school district policy 506? >> Yes.
>> And when it says it was willful conduct that significantly disrupted the others and willful conduct that endangered the people or other people, are those both reasons that the district chose to pursue expulsion in this case? >> It is. Does this letter down towards the bottom there start to begin the factual basis
for the proposed expulsion? >> It does. >> On the next page there, does that identify policy 506 as the policy that was violated? >> Yes. >> Did it inform the student and the family that the student was not entitled to receive non-exclusionary interventions
prior to the expulsion? >> It does. >> Did it identify the time, place, and uh date for the hearing today? >> Yes. Did it provide the student generally with options regarding the hearing? >> It does.
>> Did it inform the student of the ability to examine the students records, um, compel witnesses, and have legal counsel at the hearing? >> Yes. >> Did it generally tell the student that they had a right to wave the hearing today? >> It does. >> Did it inform the student of the
potential witnesses that would be called by the district's administration? >> It does. Did it provide a description of the potential testimony that those witnesses would provide? >> Yes. >> Um, did it tell the family that they had the right to call witnesses of their choosing?
>> It does. >> Um, and finally, did it inform the student of the alternative learning which would be provided to the student in the during the period of exp or excuse me, during the period of suspension and expulsion?
>> Yes. Do you know what educational services were available to the student during the period of suspension? >> Gemma had access to the Google classroom that she would have had um while in the in the classroom um and she was reminded to actually complete all of her work
during her suspension for she would receive full credit. >> Is that usually what the district does when it suspends a student? >> Yes. >> Finally, at the very end of the document here, it references enclosures. Were all those enclosures given to the family at the time that this notice was delivered?
>> Yes. >> Generally speaking, having gone through your testimony today, do you still continue to recommend the student for expulsion? >> I do. >> Why that? Why so? >> I believe the impact on our building and the district at large was significant um
and is still being felt. I you know I know that you know the implicated students continue to have some some fear of being in the building. I also know that we continue as a staff to even into this week receiving phone calls uh
regarding whether if there is a current female in the office it's one of the cousins. So, we're still working through um those messages from the community that uh you know there's still some unsettled feelings about that message and what it was portraying could happen.
>> You had spoken earlier about specifically one of the students who was apprehended actual cousins. Do you know how long it took for that student to return to class? >> Uh to get through all eight periods took three school days. >> Those are all the questions that I have
for you. Thank you. Would you like to cross examine? I just got a couple questions here. Monday the 22nd and they took a girl off the school bus 738.
The girl in question, >> uh, the student from the first threat, >> the girl in question, she took her off the school bus on Monday between 7:30 and 8. >> Yes. And that did the police officers then
contact you as a school and say we have exper. >> We were aware of that. Yes. >> Did you take the um did you take the school off? >> We did uh after that student was no
longer in our building >> in the morning. >> Correct. >> And do you notify parents and staff who in the messaging system that there is no longer a threat.
>> Parents received multiple communications via email and text and I made an announcement to the entire building at 10:00 that the threat had been contained. >> And how many students went home on the Monday?
Uh, I would say somewhere between it was a couple hundred. That's what I'm going to go with. I couldn't give you the top number. I'm sorry. >> Okay. You know how many was going on Tuesday, but you're saying a couple hundred on Monday? >> Yep. >> So, um,
Monday then. Yes. >> Yes. >> Gemma did this texting at 3:48 after school. So, why were they all home already that day when they didn't know about this.
>> Are are you asking me why they went home at 3? >> Why were they all missing so many of them that day when she texted this other girl at 3:48? >> Many of those students who left day one are from the original threat. Yes, >> they heard it somewhere.
>> Uh many of those students left after the announcement I made. A lot of them were gone that day before 3:48 during during the school day. So they had some inkling that something was going on
and then like I say 348 GMA text that girl and then uh you said that gave her permission to um what what do you say? She gave her permission to what? to share the message out. >> Now that
did that girl doesn't she know that she shouldn't do that? >> I would say that you know it's a little bit like >> did you have a tell her to do that? >> That I guess I would my question there Roger be are we it'd be like us asking every person who shared it out
tell her to go and do that. >> She shared to she could share it out. Um there's nowhere in the messages um where it's asked to be a private conversation or anything. >> Yeah, the conversation with Jim and this girl was private at first.
>> Nobody got a hold of that message. That other girl >> that I can't tell you. >> I believe that's how that works. Yes. But then Gemma gave that girl permission for that girl. She should have known then that no I should be
doing this. Right. >> I would hope that our students would think that way. Um, but I would also say that, you know, this is again something that Jimma did ask her to share out and agreed to have
her share out. >> She didn't ask her. She said she could if she wanted to. >> She didn't tell her. I will I will uh I will stick with what I said.
>> How do you get a hold of the How do you find out how many people are in school >> that day >> on the 22nd or 23rd? Um, >> how many people >> generally we run we can run a report and pull it up. It'll show who was how many
absences for each hour. >> So it's it's not just done in the morning. It's not done. >> No, we take attendance eight times a day. >> You said >> how many people are in the school >> on that day? There are 1,27 enrolled students.
net schoolers that >> Yes. >> in the high school. >> Yes. >> And you said 200 of them left in Monday. >> I would say between I'd say two to 300. Yes. >> 300. >> That would be my my best guess. Um
>> so that's like almost a quarter of the >> correct. Yeah. >> On Monday. >> Correct. >> Because of things that they heard. >> I think it was in reaction to the event itself. Um, >> would you say that they were talking about it? People knew what happened.
>> Oh, I I mean, >> you say somebody none of them knew what happened or do you think some of them knew what happened and were talking about? >> Oh, I think many of the students knew what happened as we shared out that communication. Um, >> say that again.
>> I mean, we by 9 in the morning, we already had communication out. Um, so I think many of our students knew what had taken place between 7:30 and 8 very early in the day. Yes. >> There's people that were on the bus when they got the girl got taken off too. So >> correct. >> And they ended up at the school.
>> Correct. >> They were talking >> like about what happened, right? >> Spread like wfire. Correct. >> Um, yeah. I mean I I think again >> I'm something like that magnitude. >> Yeah. >> Everybody's going to be talking about
every single person. No denying that, >> right? Rumors are spread, rumors are made, people are talking about it, right? Already that day. >> Yes. >> And then >> over let's say a quarter of the the students left that day, Monday.
>> Yes. >> Before there was any posting on >> I understand this is a serious matter, but you know the between like a text and a post. What's the difference between a text and a post?
>> So, a post is generally a share out to the general community. Um, I would call this I think the terminology is the investigator share with me a snap. It's a snap. Um, and that is generally sent to an
individual. >> What is a text? That would be a similar type message but in a different app. >> So would you say when somebody posts something it's meant to reach the hundreds
everyone? >> That would be the intent I would believe is to share it out. Yes. >> And a text message would be just me texting you. >> Yes. You said there was a series of messages
that were added to that message. >> Yes. >> Can you tell me what they were? >> There were probably six, seven of them that ranging anywhere from um the one you saw there. We have a couple others that
said, you know, it's not over. Um others that said, you know, please pray for the school. Um, you know, very similar general theme, but the wording was different. Like I said, half dozen or more of those.
>> That sounds pretty That sounds pretty crazy. I mean, if I would if I had seen all the different different additions to that text message, I would have been a little worried, too. And I'm sure obviously the whole school is worried about but So Jeemma's attendance,
what was Gemma's attendance on 22nd? >> Jimma was at school on the 22nd. >> 21st was a Sunday. >> So the 22nd was Monday. >> Correct. >> So she was there on the 23rd also. >> She was >> that was the day that everybody didn't show up.
>> Correct. You think she had a motive for writing that? Like she didn't want to go to she wanted to not go to school. >> Objection. Calls for speculation. The witness has no way of knowing the student's mental impressions. >> Sustain.
You restate if you'd like. You think John intended to have it. So, she wanted to go to school. >> Same objection. >> You uh you It's an opinion at this point. Um
Sean, I'll let you go ahead and give your opinion. Overruled then. >> My opinion wasn't Jimma's desire not to be in school. My opinion was that I think Gemma understood that this was not
a real event, hence her attendance in the building. I think she understood that the message she shared did not represent a credible threat and that's why she felt comfortable being in the building. I believe based upon her reaction during my encounters with her
that day was that it was a message generated to create attention. your opinion. >> That is my opinion as you asked. >> She was at school on that Monday. >> You think she was hearing all kinds of
people talking about what happened? >> I would guess she did. Yes. >> Everybody did. >> Yes. Do you think if that message was only sent to one person, it would have the effect that it had?
>> No. And you do admit that a text message is a private message. >> I think a text message >> heard >> I think a text message that I do not give permission to someone to share as a
private message. If I was texting, you would be private. >> And if I asked you if I could share it and you said yes, I would no longer determine that a private message. >> Questions. Again, thank you for your time tonight,
principal. Based on your discussions with law enforcement on September 22nd, did they indicate to you one way or another whether the student Gemma told the student to share the message? >> They indicated that
Gemma gave permission for it to be shared out. >> You referenced at one point in time during your crossexamination that this If you want to flip to exhibit number one there, this language in the middle of that page
where it says, "Guys, please don't go to school tomorrow and spread the word." That that sort of writing had been changed depending on the messages that you saw. >> Correct. >> But these were all all iterations were of the same text from the student.
Correct. >> Yes. So multiple people were sharing and reposting this message as you believe. >> Yes. >> And they all reported that to you on the evening of September 22nd. >> Yes. >> We had a little bit of talk during your
crossexamination of students leaving the district on September 22nd and becoming absent. Was that all in the afternoon or was that at multiple times during the course of the day? It started almost immediately.
>> And approximately when was this student's message sent out if you know >> um based upon this screenshot looks like 3:38. So after the school day was over. >> And so students wouldn't have even begun to have heard about this message because it wasn't sent. Correct.
>> Correct. >> And so you were getting specifically this message sent to you on September 22nd. >> Correct. Did anyone report to you just general rumors that they had heard from other students that day? >> No. >> Those are all the questions I have.
Thank you. >> Thank you. >> Do you have do you have any other witnesses? >> The administration. Thank you, board chair. Part: 2
Do you have do you have any other witnesses? >> The administration dur Thank you board chair. >> Yep. >> So now the other side can for evidence should they choose? >> So do I have to admit anything into evidence or since he admitted it is it
already evidence? >> I'm sorry. Say it again, Chris. >> Do I have to admit something into evidence or since he admitted is it already evidence? Like if I wanted to pull up exhibit 10, do I have to admit it to evidence or >> and so you can generally reference
anything that's been admitted in those books in front of you there? Do you have uh something that's not in the books that you want to admit into evidence? >> No. Um can I call the superintendent up to >> No. No.
Can I ask who typed up exhibit four? One. >> I would object to the extent that the question calls for any attorney client privilege, but generally speaking, this document was drafted in consultation with the district's legal council.
Will someone in your firm type? >> I would object on the basis of attorney client privilege. >> Yep. >> Sustained or overruled. >> No, I sustain. >> So that's what you're saying. It came from a law firm, the school in Texas.
That's I just want to know who wrote that. >> The document was drafted by the district in consultation with its legal counsel. I can >> and everything on here you've read it fully >> this letter >> this page you're talking about exhibit four 104
>> and to be clear I'm not intending to testify myself here you're more than invited at this point in time if you want to sit in the chair and testify yourself you don't need to ask yourself questions or have anyone ask you a question but if there's something that you want to say
you're invited to at this point in time >> I'm just trying to I'm trying to find out who who typed this up This is what I want to know because it says factual basis on here. The factual basis. I mean, do I need to talk to them or do
I talk to you or how I don't know how this court stuff works. >> If >> I just want I just know that this page says the factual basis for the proposed >> exclusion is as follows. >> And what is written under that? Can you read that?
>> Yeah, I'm familiar with that there. So, do I have to have you read it or can I read it or >> and I is there a question based on that that you have >> or >> Yeah. Well, it says the factual basis
for for that says that she wrote that whole paragraph here. She posted the following message on Snapchat. That whole paragraph. This is the factual basis right here. >> Correct. That's what it says. >> That's what it says.
>> Correct. So then you would we've already heard that she did, right? Guys, please don't go to school tomorrow. >> Spread the word. We've already heard that. >> That's correct. >> Right. So why does this say that she said that? >> Because this document was drafted on
October 8th, 2025, and today is a week later approximately. This document was drafted using information available to the district at the time the document was drafted, >> right? >> But that's not accurate.
>> It was merely providing the factual basis for the expulsion. There's a lot of things that were discussed today, >> but it's not the factual basis. >> It's been altered. It's changed. It's not the facts. It's >> it's just clearly not the facts. Factual
basis right here. You have to have if you're going to argue something, you got to have the facts and that's false. >> I >> clearly people already admitted that it's been changed. It's been altered. That message was sent up. She sent a text message to one friend.
Understand? >> I I understand that you're saying that this document says she authored that, but we've heard testimony regarding the actual That's >> he said he said that she didn't say that part. But this piece of paper right here, this factual basis that's been
admitted in evidence says something totally different. >> And the board can consider that fact when deliberating regarding the expulsion. >> Okay, >> that is all I need to say. I would just Is there anything else that
you would wish to present to evidence or testimony you'd like to give at this time? >> Okay. If we're going to if this turns out to being that she gets expelled >> I was just going to say I'm reading here
about uh however on one of the investigators on Monday morning had a previous knowledge that allowed him to identify who the local individual was situ They would ask them
My understanding is that at the end of today's hearing, we will conclude all evidence to be provided. If it was your intent to submit the police reports, those should probably have been present for tonight's proceeding. >> I try to get police reports. It's still
an open investigation. They won't get them. Not to me anyways. >> Then I I can't be of any assistance in providing those and it it seems to be documents that we just don't have before the board tonight. >> Right. So, we don't have all the information. We don't have all the
evidence. It would be nice to have police reports. >> We could go off and stuff, right? You can make a statement or testimony in your closing argument regarding the absence of information, but the board my understanding in the board's discretion will be closing the evidentiary portion
of the hearing before its deliberations >> as long as it's noted that I said that. >> Yeah. I mean, my my understanding is to when we come to a hearing that we've got the information, all the information that we're going to have to make that decision when we make that decision. So,
I mean, that's the way I would look at if we don't have a police report for tonight's hearing, then we don't have a police report to use as a basis for our decision. So, options of Hallelujah.
First of all, Anybody want to hear? I just want to know. She sent one message. She went to school the next day. Yeah, thank you. Make sure I get
uh Does the uh administration have any closing statements? >> Closing statements. Yes. >> Okay. I'm They should be closing first, right? I make sure I do this right for everybody.
>> Yep. Yep. So, go ahead. If you've got anything else you'd like to say for the closing >> Okay. Okay. Thank you. Thank you. All right. There we go. Members of the board, again, thank you for your time this
evening. You've heard evidence and testimony presented over the hearing this evening regarding the students conduct on September 22nd. That conduct included those messages that you saw in what's marked as exhibit number one. While that's correct that those the
district's belief is that those two messages were sent to an individual student, based on the testimony that you heard from the principal, the student did give that student other permission to share that information more wildly available. And based on the uh testimony that you heard, that information was
shared wildly across the community. Indeed, the principal testified that he received multiple iterations of that same message from different district students, parents, and community members. Clearly, that is showing that there was cause and concern regarding those messages. And as the family said,
messages like this do spread like wildfire and cause panic. There was a little bit of discussion um over the course of the hearing about when students were leaving in regards to September 22nd and September 23rd, but as you heard the principal say, students were leaving all day over the course of
September 22nd. And the student's message didn't come out until the end of school that day. Moreover, in regards to the messages that the principal was receiving, he was specifically receiving reports regarding this message. He did not testify that he was generally
receiving reports regarding talks of another school shooting that next day. He specifically received information regarding what student put in that message about another stu another school shooting being perpetrated the following
day regardless of the fact that the original student had been apprehended that morning. That's why the panic was caused in September 23rd because the message referenced it happening regardless of the fact that the student would be involved or not. You also heard
testimony that in addition to over 50% of the district students choosing to be absent from the district schools on September 23rd, this message which referenced another student's uncles and cousins personally affected those individuals. One of the students uncles
called Mr. Todd to personally express that there was no plot to commit a school shooting and that he was confused and concerned about that message. The message that students sent that implicated him in a school shooting. You also heard testimony that one of the cousins who was referenced in that
message came into school concerned about reprisals that were going to happen because she was implicated and being part of a plot of a potential school shooting. All of those individuals were personally affected by this message and frankly feared for their safety based on
the implication of the message that student public sent to an individual and was subsequently published. You've heard evidence today that the student's conduct on September 22nd meets the three statutory grounds under
Minnesota statute for expulsion. You heard that district policy 506 explicitly prohibits students from engaging in threatening and violent behavior, whether it be verbal or physical. In this case, the student engaged in verbal conduct. You also
explicitly heard that district policy 506 prohibits students from sending out reports of false claims of hazardous condition, hazardous events which are fabricated and untrue. District policy
clearly publishes to students policies that are available online for students to view that expulsion and suspension are possible consequences of conduct like that. You also heard extensive testimony and saw evidence today that because of the
students messages on September 22nd, multiple district students were gone from school on the 23rd and that it significantly disrupted school district staff's job duties to respond to the conduct. Teachers were nervous about this. Both the principal and the dean of
students had to commit significant time to responding this not only the student's behavior with the student but also answering community outreach and concern about this incident taking those employees and staff members away from their responsibilities if they otherwise could have been spent providing
educational benefit to the district students. Finally, you heard testimony and evidence today regarding the student's conduct being willful conduct that endangered herself and other individuals. There's no indication that the student was coerced or told to send
a message like that. Indeed, the evidence presented today establishes that the student willfully made that. As the principal said, for whatever reason, you know, perhaps the student wanted the attention from it. He wasn't totally sure, but the end result is that the
message was published and it had the effect it had. It put student herself in danger because school shooting is no small threat and there's always a risk that individuals are going to come after a person who makes a threat like that. You also saw that the student implicated
other individuals in this. There's no uncertain there's no established certainty of whether individuals would take it into their own hands to try and stop a shooting that they thought was going to be perpetrated by those individuals. Finally, you heard testimony that staff and students themselves were scared and in danger
themselves of the potential for a school shooting. Based on the three statutory grounds being melt, I would encourage this board to expel the student for 12 calendar months. Thank you. I thought the defendant
supposed to go. >> If if you would like to speak now, you can speak now. >> Sure. >> You were saying a lot about Uh, thank you for your arguments. Uh, under the pupil fair dismissal act, the board's decision and controlling facts
on which the decision is made must be in writing. That document will be classified as private educational data under the Minnesota Government Data Practices Act in the Federal Family Educational Rights and Privacy Act and may not be released to the public. Does
either side wish to provide any proposed findings and conclusions for the board's consideration? >> Yes, the district's administration will be providing proposed findings of fact for the board. Okay, thank you.
>> If you and we can go into deliberation and during the deliberation period, we'll provide each board member with a copy of those and we'll also provide the students family with a copy of the district's proposed findings. Okay. So, um the board will now deliberate in close session. After
deliberations are completed, the board will readjourn into an open session, proceed to vote on the resolution to deter Dave, I believe that it was requested that we wouldn't go into close session. >> Yeah, >> for deliberations, we will.
>> No, but we're just going to stay open the entire time. >> Okay. I thought we needed to for that because of this privacy act. Okay. >> All right. Well, that will open up deliberations. Um, do I need a motion to start a
deliberation? I don't I don't think we do. Um, I I can start. Yeah. So, we heard in my opinion, we heard um questioning questions of the authenticity of this post as it being factual. And so what I know about
Snapchat is the blue line is of the person who in our copy the blue line is who um in my opinion would have been the the editor or the the the person who did the initial post. The middle part is
response to from this specific person. So that's why that middle part can change depending on who's receiving the message. my >> so who'sever receiving whoever whoever received the messages that's their response so >> it's not >> during the
>> hang on during >> you look underneath >> during my deliberations I I I think we'll we'll pause and that's why I said I think this is what it is but that what it leads to is my point my point is um Gemma's the author is our
understanding the first blue area is what Gemma provided the response is the next blue area that Jenna Gemma provided. She indicates, yeah, basically her response, yeah, and they never got her uncles and cousins, blah
blah blah. She says, I'm scared and I don't want to go, but we heard in testimony that she did go to school the next day. Right. I'm understanding. Okay. So, >> so the next the next thing though that I wanted to say in my deliberations if you
go part of our responsibility as board members our our main responsibility is to uphold policy. Okay. And so policy is not is not up for it's not subjective. Um it is it is there. And so if we
believe and I which I do that in our section here I had it marked. Sorry about that guys. Um um if you go to I'm on page 20. Sorry, I had notes. Sorry about that, guys.
If you go to page 10, there's a staging word that I'm hooked on. Staging is setting up for interpretation or viewing. There was staging that took place on
Gemma's part. And I I get I I hear I hear the defendants talk about the facts piece, but I don't think we can argue with the fact that we had two to 300 students gone at the high school on a day that law
enforcement was present and there was there was a threat was was it ended to not be credible or it was taken care of. This this this made it's 500 more students that were affected by
this whether it was intended for one person or not. It it started the rampage of of people not feeling safe and it disrupted it is the definition in our policy of disrupting the district. And
so I I th this is not light and you we understand the seriousness of this, but our responsibility as board members is up to uphold policy and whether you know we can
tit for tat on what how many people were involved or how many times iteration happened, the staging of the initial text took place or message or what Snapchat See, I just wanted to comment on exhibit one. I think
um there might be a little bit of confusion about how this works. If you look um in between the area where the blue lines are, you can see a very faded uh what and I think that is what the
person Gemma was texting with responded with. And so I could be wrong. You're right. >> Um the guys, please don't go to school tomorrow and spread the word. That would have been added by a third party. >> Correct.
>> So >> response, >> the response below is her response. >> You got to look deeper. You see it says >> I would generally encourage the parties to refrain. The the evidence has been closed for this time. We can maybe
answer small questions directed at us from the board, but I would prefer that neither side present any evidence following the close of the evidentiary. >> I don't I don't see what >> and I understand that. But the board is deliberating amongst the board and not
with the parties at this point in time. >> If the meeting wasn't open, we wouldn't be here right now. >> I I I So, if I could clarify, I don't my my comments aren't about what's in the middle. My comments are about we for
sure know what Gemma's response was and she's saying that she's scared and she doesn't want to go. She's very she's providing that staging that we talk about in that policy is my point >> and I just want to clarify I'm not
really disagreeing with you. I just thought possibly we missed seeing that what there in light have misunderstood what was happening. Um yeah, I think this is a screenshot. Other people have added different messages in the middle and you know I I
clearly the results of this were very serious. I think maybe the intention from Gemma was less malicious than what I initially thought, but you know it I'm not at all disputing
the results of what happened. So I'm thinking about it >> direct Nelson you're saying I think um is that we really have two two responses initiated by the student. There's the initial statement and inquiry that
Angie's pointing out and a follow-up statement. We have two rel two two pieces of communication. Um, you know, the question that I have, and I've been through this before at a collegiate level, is the question I have, and Dave would know that um
because you were giving us initial communication on Monday, but I believe we have a high confidence level as a board that district policy was was applied,
followed, and applied. That's where I'm at tonight is that I have a very high confidence level that we followed our policy and applied our policy. It looks like you concur as a board. >> And just to just to add to the policy
situation, which as director Nelson said is our job here that there's nowhere in the policy that it says one time, 500 times, a thousand, thousand times or two. So policy
being violated is policy being violated regardless of how many times in my opinion >> and exactly what Director Nelson said. You know the school board we're we're responsible to create follow and enforce the policies
>> and we heard a lot tonight from the administrators the school. We haven't heard we haven't really talked about the community. this affected the community and the calls that we got from parents, from
just concerned citizens. Um, you know, I brought some of those comments tonight. This was, and let me, let me back up. I think when it initially came out on the morning of September 22nd that it was a viable
threat, it's been cleared. The sheriff sent a message, ALPD, the school, the community messages were great. Even even people when you were, you know, among the community on Monday, great job that
you know what a coordination of our community services and um sure students were were scared. You hear that? And it was a viable threat. That is scary. any use of the word school shooting scary. Just like
you yell fire in a a theater, you yell hijack on a plane, you yell bomb here. Unacceptable social norms. It causes disruption, fear. It's not what people deserve. And um you know some of these
parents their their comments I brought tonight um you know a lot of them just my student is afraid to go to school tomorrow because of the snap. It was the snap. You know Gemma's post of and they're going to do it again tomorrow. Well she's referring to the start
shooting. So again we're you know perpetuating that there's going to be a school shooting. Other parent comments. I'm not going to send my student tomorrow as school shootings aren't to be played with. They are threats and I'm not risking my child's life. They will not be in school tomorrow. Another
parent said, "That post is too scary to ignore. My child won't be attending tomorrow. As you are a board member, please do your job and ensure the severity of this is taken seriously and policies are followed." Another parent said, "I appreciate the communication from the school, ALPD, and the sheriff,
but we were told the threat was taken care of." If I may proceed. >> Okay. >> Okay. >> Okay. >> I think as a board member though, we represent the community and I want it known that this just didn't affect the
schools. This affected Freeborn County. So, I'll I'll end with the comments there. Um, and I agree it's a clear violation of policy 506. >> If I may at this point in time, I have paper also.
I may approach >> and and you gave it to them already. Yes, >> I've already then. Sure. Go ahead. >> While it's while it's being handed out, I think you know the high school was impacted. I want to just add that my the
communication I had and I know it's deviating was from a preschool parent. So this had in this put this put fear within our preschool community as well. So it's this it's it's beyond just the high school.
And I just I would like to just speak one more time to the the concern about the um the initial um letter to or the the letter of proposed expulsion about the facts um the factual basis. So basis
means what we have in front of us, right? And at the time of the letter, I think if if the the facts were that we the district had in our possession snaps that looked like this. Now, um Gemma
posted the following message on Snapchat. It it it's not disputing that Gemma did post other than so we can we can put that in record, guys. Please don't do don't uh go that that middle section, right? We know that she didn't snap
that. But my I'm not really looking at that when I'm saying about our policy um what I believe is a policy infraction. I'm looking at the staging pieces of setting the stage of the initial snap
and then actually following up and staging again with the snap. So, I just wanted to clarify that because it came up in the conversations about, you know, the who wrote the letter and the factual basis, but you could take that line out and the facts are still the facts that
policy was in fact. >> Chair Claude, >> uh, relative to the exhibits presented in front of us, I have a question. Exhibit one, the actual text of the Snapchat.
Uh, when was that posted? >> To the extent that the board has any questions, just before I answer here, I would also give the family an opportunity to respond as well to that question. roughly 4:00 Monday afternoon >> 3:36
>> on and and when was that relative to the time that the uh that Gemma was removed from the school bus? >> Gemma wasn't removed from the school bus. All >> the first threat
>> the first threat happened >> that day early morning >> 7:45. >> Okay. So, this this uh Snapchat was out there
uh before all of the consequences were present in our district. >> I mean, you you the the students Tuesday is the day that >> Okay. So, was this Snapchat out there
uh before students started becoming nervous and leaving school? >> People were people were leaving school before this chat on Snapchat was out. >> Over a quarter of the district or the quarter of the left before that message was sent.
>> Are you explicitly addressing questions to the parties now, sir? >> I'm ex posing questions to anybody that can answer that. So, I'll I'll I'll answer what I think you're asking. >> Well, I would that's not that's not what he's asking. >> I'm going to give a a point of order
here. I would allow the board to continue deliberations until a question is specifically posed to one of the parties. I would ask that the parties refrain. >> So, so >> until he specifically addresses one of us, please. >> So, just to give you, it sounds like you're asking about timeline. So, an
event happened on Monday morning where they took a student off the bus. This this posting is referring to that same incident and it was posted that afternoon at about 3:38. So that morning was the bus incident. We
got the all clear at the school that Monday morning the 22nd. This was posted Monday afternoon 3:38. And is that what you were asking? But still hundreds of people. >> Do you you do not provide any?
>> Well, that was that was my inquiry. I'm just concerned about timing and we several events have been uh have been uh presented to us and I would just like to have some kind of a a timeline and some
kind of a an understanding of uh what caused what. And uh and then one other comment relative to the uh climate that we live in. Uh the the
timing is not good. We have just been visited by all kinds of accounts of grievous occurrences in this state and the entire nation. And so,
uh, the severity of of comments which are potentially explosive, uh, is is pretty significant. >> Dave, just one more comment. I would I would caution the board to make the decision on this single incident and not
outside factors. um this is a a we're dealing with a situation um that and it's about a policy. It's not about necessarily how you know like we heard what how maybe what's happening in the world. Not that I discount that but I I
would encourage us to only take the facts of this and not what's happening happening externally. Any other comments appear from the board? Have you looked at the resolution fully yet? I think the second paragraph of exhib
exhibit 4, page 204, just outlines it with all the um uh the what am I trying to say? Policy 506. all the ways that that policy was not
met and lays it out as exactly why we're proceeding with what we're doing. Sure. Go ahead. There's people that said that she question
She's the one that said he said he Snapchat. the guy that said she >> point of order was somebody else. I I just got this
message the other day. >> Point of order. >> Hold on one sec. Y >> we asked for evidence to be submitted or and we we were told there wasn't any. So I don't think that we need that we can provide it at this point. That's >> true. Yep. Sustained, but it's point of
order, so we just accept it. Thank you. I mean, regardless, I mean, we we look at a lot of things in life and um we all make choices and sometimes the choices aren't the best choices in the world. I've done it myself. can tell you when I was 16 years old and I'm going to
say this, but when I was standing in an airport and I talked about my plastic gun and my pants and I was going to Washington DC in a 4 trip, guess who didn't go to Washington DC in a 4 trip? Parents weren't very happy. Now, it wasn't. It could have been serious. And
this was way before Coline and everything else, but you know, again, like the policy stated, you know, it it happened. It went on. It hasn't been denied. It did cause something. If it happened already on Sunday night and Monday, and we talked
about all this stuff, regardless of timeline, it happened. It's something that if it's not addressed, it could happen again. And I'm not willing to see that in this district because uh and and the
intention may have fully been to one person. Uh unfortunately, it got blown up out of that. Um and and uh it it affected a community, it affected a school district. And I think we write policy for a reason. You can see this was even written back in 95 95. This
policy hasn't been changed because it still stands today with the things that went on. So appreciate the thoughts. Um, I guess what I'm going to do is I'm going to look for a uh we need a motion on the resolution
uh which comes from the uh findings and the fact the facts and conclusions that have been handed out and everyone's looked at it. Maybe I better ask before we get Well, no, I can take the motion and then we can discuss if we have any more discussion.
Chair Claude, I will move to accept the findings of facts and conclusions on this matter. >> And do you also include that based on those fact and conclusions set forward that um Gemma would be excluded from
this district school for the next 12 months? Last page. >> Yes. With the determination. >> Yep. Okay. With the determination. >> With the determination. Okay. >> Is there a second at all? >> Second.
>> Second by Mary Joe. Any other final comments before a vote? >> Seeing none. >> Uh only that. >> Go ahead. Yep. only that um I don't think anybody here wants this
um it has been uh suggested that u this electronic communication was intended to be private. Well, there's no such thing as a private electronic communication and people should know
that. And and again, it's it's a it's a very unfortunate you pointed it out. It's a it's it's very unfortunate very serious matter and we can we cannot ignore the severity.
So, it's a it's it's it's with a heavy heart. It's it's very unfortunate, but u I see no alternative, but uh uh rendering a verdict that's consistent with our policy and with consistent with
the with the possible repercussions if we do if we do not apply that policy. Andrew, >> um I would agree with Neil's comment and um I wanted to say that I I believe that
Gemma did not mean for the results that did happen to happen. Um there was probably a lapse in judgment there, but we did get quite a bit of harm from that and I would be um concerned that we need to send the message to the other
students that we can't let this happen in the future. Anything else? Any other comments? Seeing none, all those in favor signify by saying I. >> I oppose the same sign.
Determination of motion carries. And that brings us to the uh bottom number six. So uh meeting is adjourned. >> Hold on a second there before we adjourn. >> So my understanding is that the board just adopted
>> the proposed findings um of fact and conclusion which will be the basis for the board's decision to expel the student. I have drafted and I'll provide the family um and student with a copy of the resolution. Um, but the district has also prepared a resolution for the board
to consider regarding the expulsion this evening. >> Yeah, >> I did. >> If we want to reopen the meeting, we can do that just to pass this resolution based on those proposed findings of fact and
conclusions. Now, provided this. >> So, this isn't considered the official document. It's just the findings. Those are the findings based on the board's deliberations regarding the basis for the expulsion. This is the resolution expelling the student. >> So that's what I would read then. Now
>> I'll move to reopen since we adjourned. So >> I'm sorry. >> I'll move to reopen. Okay. >> Since we adjourned >> and Gary second it. So uh reopen. All those in favor signify by saying I. >> I oppose the same sign.
Okay. Okay. Where? Let's see. So, who did you did second right on the motion? >> Gary did. >> Gary did. Okay. >> Okay. All right. I will read off the resolution. Whereas the administration served a
student and the students educational decision makers with written notice that the administration was proposing to expel the student persuant to the Minnesota Pupil Fair dismissal act. Whereas a fair and impartial hearing on
the proposed expulsion of the student was held before the school board on Tuesday, October 14th, 2025. Whereas the school board has drafted findings of fact and conclusions. Whereas the written notice of the
proposed expulsion, the name of the student proposed for the expulsion and the findings of fact and conclusion are private educational data under the Minnesota government data practices act. Now therefore be it resolved as follows.
The school board hereby adopts the findings of fact and conclusion as a basis for his expulsion decision. The school board hereby expels the student from Independent School District number 241 Elbertly Area Schools for 12 months
from date from the date of expulsion. The superintendent or his design is directed to mail the following to the student and the student's parent or guardian a copy of the resolution. a copy of the findings of fact and conclusions and a letter stating that
the student has been expelled effective October 14th, 2025 and may apply for enrollment anytime after October 14th, 2026. Number four, the student or his I'm
sorry, the superintendent or his design is directed to identify the alternative educational services that are available to the student during the period of expulsion if the student wishes to take advantage of them. Number five, the superintendent or his designate is
directed to make an electronic report of this expulsion to the commissioner of the Minnesota Department of Education within 30 calendar days as required by the Minnesota statute section 121A 53. The motion for the adoption of this
resolution is made by director Nelson was duly seconded by director Schindler and we will do this on a roll call vote the following vote voted in favor of the resolution. So I will recall for the um the uh on a
roll call vote uh as far as if we were adopting the resolution for expelling of the student and I will start. >> Do we need a motion again? >> So we >> Yeah. So point of order. Yeah. So we didn't we didn't vote on this. We voted
on the findings and so I I'll make the motion for the resolution if someone wants to second it. So you can keep that the same and then we can vote. Yep. >> Okay. And Gary seconds it. All right. And so let's go ahead and we'll start
then with uh Director Schindler on the roll call vote. >> I. >> Director Hoffman >> I. >> Director Clott I. >> Director Dorman >> I. >> Director Score >> I. >> Director Nelson >> I.
Whereas this resolution was declared duly passed and adopted. It was a sixole vote. All right. Anything other procedurally that I've missed? >> That's not my understanding anything at
this point. >> Okay. Well, again, uh thank you for attending tonight and uh now I will adjourn the meeting. Thank you.