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From YouTube: School Board Meeting - May 13, 2014
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - May 13, 2014
A
Second,
thank
you
all
those
in
favor,
please
say
aye
any
opposed
same
sign.
Thank
you
agenda
passed
correspondence.
I
have
two
pieces
assuming
we.
We
have
all
been
invited
via
two
of
the
carl
ben
eilson,
eighth
graders
to
their
talent
evening
on
friday,
at
seven
and
I'll
pass
that
around
for
everyone
to
see
and
also
I
was
copied
today
on
an
exciting
letter
from
neil
howe
who's.
A
The
coordinator
of
the
north
dakota
studies
program,
one
of
our
north
high
history
teachers,
mr
colin
closter,
has
been
named
the
north
dakota
history
teacher
of
the
year.
So
that's
really
exciting
for
us.
So
I'll
pass
the
letter
around
for
you
guys
to
see,
and
then
dr
schatz,
do
you
have
anything.
I.
A
Anyone
else
with
correspondence
to
share
okay.
Thank
you,
recognition
of
the
audience
tonight.
We
have
two
people
who
have
signed
up,
so
it
is
my
obligation
to
read
a
few
instructions
for
you.
So
at
this
time
the
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
state
their
name
and
address
for
the
record.
We
would
also
ask
that
speakers
refrain
from
using
this
forum
to
criticize
or
complain
about
a
specific
employee
by
name.
A
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
to
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
four
minutes
and
first
we
have
eric
christensen.
E
I
would
like
to
speak
about
the
boundary
adjustments.
I
have
two
children
at
clara,
barton,
hawthorne
and
one
thing
I
found
concerning.
I
understand
we
need
to
make
adjustments
and
that's
that's
fine,
but
I'm
concerned
with
the
splitting
of
the
jefferson
school
and
the
clara
barton
hawthorne
school
as
the
kids
go
to
middle
school
at
claire
barton
hawthorne.
We
work
very
hard
to
foster
a
sense
of
community
and
you
know
we're
really
quite
a
tight-knit
family
and
particularly
when
going
to
middle
school,
I
mean
that's
a
very
difficult
time
for
kids.
E
F
F
Don't
really
have
anything
formally
written
because
I
understand
the
job
you
have
to
do
and
we
knew
this
was
coming.
You
have
to
move
boundaries,
fargo's
move
south,
we
understand
where
everything's
going,
but
after
today's
paper
came
out.
Of
course,
I
heard
from
several
people
saying
how
can
they
split
our
neighborhood
in
half,
because
we
don't
see
ourselves
even
though
we
might
have
two
buildings,
we
don't
see
us
as
two
separate
groups.
F
We
are
one
big
group
k
through
five
one
big
family,
and
so
when
they
saw
that
we
might
have
to
take
each
other
and
divvy
up
and
kind
of
go
about
our
lives
separately.
But
together
it
didn't
really
sit
well
with
a
lot
of
of
our
parents,
so
I'm
looking
at
the
drawings.
I
know
that
we're
a
long
skinny
city,
but
does
our
lines
have
to
be
completely
horizontal?
Can
we
look
at
some
verticals?
F
H
Sure
I'm
lynette
chrisman,
I'm
a
counselor
at
ben
franklin,
middle
school
and
on
behalf
of
our
education
association,
a
couple
things
dave
wanted
me
to
report.
We
had
a
great
teacher
appreciation
week,
lots
of
goodies
and
goodies
and
goodies
in
our
schools
and
signs
and
thank
yous
from
students
and
parents
as
well
and
right
now.
Our
executive
board
subcommittee
is
interviewing
for
the
candidates
for
school
board.
They've
done
some
monday
night
and
they'll
do
some
more
interviewing
next
monday
and
then,
as
a
group,
our
fea
is
going
to
the
red
redhawks
june
10th.
H
A
D
Thank
you,
as
was
noted
earlier,
the
policy
ap77110
donations
and
gifts
to
schools.
What
we
did
was,
after
a
suggestion,
from
board
member
johnson
to
take
a
look
at
our
policy
to
look
at
updates
regarding
donations
or
gifts
that
would
be
given
to
the
schools.
We
did
that
and
we
added
some
things
and
readjusted
a
few
things.
So
what
we're
doing
tonight
is
just
making
you
aware
of
those
adjustments,
there's
no
action
needed
on
it.
A
D
I
I
As
we
look
at
the
proposals-
and
I
share
them
with
you-
just
wanted
to
make
note
that
we
certainly
spent
a
tremendous
amount
of
time
looking
at
multiple
opportunities,
a
variety
of
possible
alignments
and
what
we
think
that,
as
we
are
presenting
you
tonight,
is
that
one
of
the
best
fits
that
we
could
find
at
this
time.
That
would
meet
the
academic
needs
of
our
students
and
our
families,
as
we
think
about
boundary
adjustments.
I
The
long
facility
plan
task
force
that
met
this
year
created
a
final
report
and
in
that
final
report
on
page
13,
they
said
this
that
certainly,
as
a
district,
we'll
need
to
look
at
evaluating
our
boundaries
for
middle
schools
and
high
schools.
Balancing
the
enrollment
decreases
at
ben
and
north
and
the
enrollment
increases
at
discovery
and
davies,
and
the
true
feeder
system
of
our
elementary
schools
to
middle
schools
do
create
some
unique
challenges
and
that
we
would
need
to
take
a
look
at
these
boundary
adjustments.
I
I
When
we
looked
at
the
boundary
adjustments,
we
looked
at
the
guiding
principles
that
were
in
the
long
range
facility
plan
document
and
just
to
very
quickly
readdress
them.
What
we
looked
at
is
one
to
provide
that
quality
education
for
all
students,
providing
that
equitable
space
and
resources
to
the
students
and
staff
in
our
district,
striving
for
that
equitable
number
of
students
in
each
of
our
classrooms
and
striving
to
balance
the
socioeconomic
mix
in
our
buildings,
especially
at
the
secondary
level.
I
When
we
set
those
attendance
areas,
we
wanted
to
make
sure
that
we
were
setting
the
the
boundaries
to
best
utilize
tax
dollars
that
are
available
to
us.
As
we
looked
at
the
different
proposals,
we
certainly
thought
about
transportation
and
the
cost
of
transportation.
That
would
be
ensued
by
any
of
the
different
proposals
and
that
we
wanted
to
certainly
anticipate
growth
and
change
in
our
community
by
working
with
different
agencies
across
the
city,
and
the
plans
that
I
will
share
with
you
tonight
do
provide
for
future
growth
in
some
of
our
buildings.
I
That
we
anticipate
will
need
that.
Space
certainly
recognize
that
this
is
a
continual
process,
and
boundaries
will
need
to
change
many
times,
probably
in
my
academic
career
or
my
career,
because
our
community
is
growing,
and
this
is
just
a
natural
process
that
our
district
will
need
to
go
through
when
we
built
the
boundaries
or
the
proposals
that
we're
going
to
share
with
you
tonight,
we
tried
to
use
natural
boundaries
whenever
possible,
major
thoroughfares
and
other
natural
boundaries
to
set
those
parameters.
I
We
have
many
students
in
our
community
who
are
on
petitions
where
they
have
asked
to
go
to
a
school
outside
of
their
attendance
area.
To
build
the
proposals
we
have
the
software
move
them
back
to
their
home
school
so
that
we
could
see
truly
how
many
students
there
were
in
each
of
the
different
neighborhoods.
That
would
build
the
different
proposals.
I
That
would
mean
that,
once
a
boundary
adjustments
were
approved
by
the
board,
all
students
on
petitions
would
be
asked
to
return
to
their
home
school
for
the
1516
school
year.
But
there
certainly
would
be
an
opportunity
to
submit
a
new
petition
to
ask
to
go
to
a
school
outside
of
their
boundary
area
and
that
would
just
be
processed
as
part
of
our
normal
petition
cycle
or
process,
and
we
would
do
that
for
that
15-16
school
year.
I
I
We
wanted
to
reduce
the
number
of
students
at
two
of
our
buildings,
lewis
and
clark
and
lincoln
elementary
because,
as
I
get
through,
this
presentation,
you'll
see
that
they
are
near
their
capacity
at
this
time
and
wanting
to
provide
some
additional
space
in
those
buildings,
and
we
wanted
to
provide
for
that
future
growth
at
kennedy.
Elementary,
where
we
know
much
growth
will
happen
in
the
immediate
future.
I
At
the
secondary
level,
we
tried
very
hard
to
accommodate
fargo's
growth
pattern
in
population
by
shifting
the
boundary
lines
to
create
three
similar
size,
middle
schools
and
three
similar
size,
comprehensive
high
schools
and
the
data.
I
will
show
you
in
a
little
bit
will
show
that
the
alignment
that
this
will
cause
at
the
secondary
level
will
allow
for
growth
at
discovery
and
at
davies
and
should
meet
the
academic
needs
and
the
offerings
of
our
students
at
the
middle
schools
and
at
our
high
schools.
I
The
proposals
that
we're
going
to
share
with
you
tonight
change
the
feeder
system.
The
way
it
is
currently
meaning
that
not
all
elementary
students
in
one
elementary
school
would
go
to
the
same
middle
school
and
in
fact,
in
the
proposals
I
will
share
with
you
tonight,
jefferson
and
claire
barton,
hawthorne
elementaries
would
have
students
attend
two
different
middle
schools.
I
And
with
that
I'd
like
to
share
with
you
the
the
different
proposals,
the
first
one
looks
at
the
elementary
you
have
in
your
packet,
a
document
in
landscape
form
and
those
will
be
the
same
maps
that
I'm
going
to
share
with
you.
You
also
have
at
your
desk
a
packet
of
excel
spreadsheets,
and
I
will
refer
to
that
data
as
well
as
we
go
through
this
presentation.
I
I
As
we
look
at
this
set
of
boundaries,
and
then
we
apply
that
one
parameter
of
sending
all
students
back
to
their
home
school.
This
is
the
type
of
data
or
demographic
information
that
would
be
for
those
students.
So
now
I'm
referring
to
that
data
packet
on
that
first
page,
what
you
will
see
is
over
on
the
left
hand,
side
of
that
chart
would
be
our
elementary
buildings
in
alphabetical
order
across
the
top.
I
I
B
I
At
the
elementary
level,
where
space
is
sometimes
more
of
a
concern,
that
petition
is
looked
at
each
year
at
the
secondary
level.
Once
a
student
petitions
into
let's
say
the
middle
school,
they
are
there
until
the
end
of
that
middle
school
career
or
once
they
petition
the
high
school
to
the
end
of
that
career.
C
I
I
A
C
A
C
J
G
J
I
I
The
first
one
would
be
the
creation
of
the
boundary
area
for
ed
clapp
school
that
would
use
17th
avenue
south
as
the
northern
boundary
25th
street,
as
the
eastern
boundary
32nd
avenue
as
the
southern
boundary
and
then
I-29
as
that
western
boundary,
and
that
would
be
the
catchment
area
for
that
school.
So
I.
J
Know
my
question
really
specific
to
that.
If
I
can
ask
so
with
the
with
the
change
for
edclap
boundaries,
we've
got
a
couple
of
different
things
going
on
there,
we've
got
the
the
area
is
right,
south
of
I-94,
which
is
currently
going
to
lewis
and
clark,
and
we've
got
the
prairie
wood
area
which
is
currently
going
to
lewiston
park.
How
many
students
would
be
north
of
I-94
catchment
area
for
edclap,
approximately.
J
To
find
that
data
for
something
to
figure
that
out
and
the
reason
I
asked
bob-
is
because
we're
looking
at
you
know,
pulling
kids
south
or
north
of
I-94
across
I-94
and
we're
also,
but
we're
also
picking
up
a
fair
amount
of
catchment
area
on
the
north
side
of
blue
mountain.
I
just
kind
of
get
some
idea
what
the
split
is
between
the
students
north
of
I-94
and
then
the
south
of
94-piece
service.
I
I
can
certainly
find
that
for
you,
as
we
looked
at
the
different
scenarios
or
the
different
possibilities,
a
little
bit
further
into
the
presentation,
I'm
going
to
show
you
the
impact
that
this
would
have
by
grade
level
at
the
facility,
and
that
was
critical
that
we
look
at
that
as
well.
I
I
have
that
data
as
we
move
forward.
I
I
I
I
I
I
I
I
I
You
would
see
we
would
need
approximately
four
sections
of
kindergarten,
four
sections
of
first
grade
and
so
on.
So
the
building
would
start
out
at
three
or
four
sections,
but
what
this
would
do
is
it
would
allow
the
larger
sections
of
kindergarten
and
first
graders,
as
they
progressed
through
the
building,
to
turn
to
from
the
current
three
sections
to
four.
So
it
would
appear
that
over
the
immediate
future
that
this
building
would
be
serving
at
its
capacity.
I
K
D
Pre-K,
I
can
answer
that.
Yes,
okay,
because,
as
your
growth
goes
south
you're
going
to
have
to
do
something
to
adjust
that
for
that
growth,
so
your
move
is
going
going
to
be
to
move
further
south
to
go
north.
If
you
will
you're
back
filling
in
and
with
this
plan
here,
we're
thinking
you
have
a
window
of
three
to
five
years
and
it's
that
would
then
also
give
you
more
time
rather
than
having
to
build
another
elementary
school
fill
in
the
elementary
schools.
J
I
don't
think
it's
ever
been
below
400,
kids
at
lewis
and
clark
and
that
I
can
recall-
and
I'm
thinking
we're-
have
a
excess
capacity
at
lewiston
park
as
jim
is
talking
about,
and
that's
why
I
was
curious
as
to
what
that
the
student
population
would
be
in
that
northern
blue
month
here.
If
we're,
if
we
take
just
that,
what
does
that
do
to
the
lewis
and
clark
and
what
does
it
do
to
the
ed
class?
D
I
can
answer
that,
john
right
now
we
haven't
had
that
discussion.
We've
talked
at
one
point.
If
you
look
at
the
map
and
where
eagles
would
be
right
out
right
around
that
hardwood
groves
area
is
that
as
bennett
grows,
which
it's
going
to
and
it's
going
to
reach
capacity,
would
there
be
the
opportunity
to
take
eagles
and
make
it
into
an
elementary
school,
and
you
know
kind
of
a
pocket
elementary.
L
L
D
It's
really
hard
to
not
make
it
super
messy.
If
you
will,
because
it
all
depends
again
on
the
bennett
area
and
how
much
that
grows
and
how
fast
it
goes,
and
then
how
much
of
the
northern
tier
of
bennett
would
have
to
move
up
in
order
to
accommodate
that
growth.
So
what
does
that
mean
for
centennial?
What
would
that
mean
for
ed
clapp?
What
would
that
mean
for
lincoln
and
then,
if
you
were
to
put
that
pocket
elementary
in
there?
How
would
that
impact
those
four
tenants
areas?
A
M
Just
curious,
if
you
ran
this
scenario,
bob
and
it'd
be
easier
to
show
you
but
I'll
try
to
walk
through
it,
but
the
yellow
area
right
now,
north
of
the
interstate.
If
that
stayed
at
lewis
and
clark
at
clap,
if
you
would
move
that
boundary
to
the
east
of
25th
street
and
say
just
over
to
18th
street
and
then
that
little
area
down
south
that's
going
to
centennial.
If
that
would
stay
at
lincoln.
I
C
Dr
gross,
I
happen
to
be
last
night
at
the
carl
ben
eilson
parent
night.
We
have
a
student
that
will
be
starting
sixth
grade
next
year
and
the
principal
said
that
it
we
will
be
at
capacity
at
carlben,
niles
and
soon
and-
and
he
wasn't
factoring
in
to
the
best
of
my
knowledge-
the
ed
clapp
park
student
students,
ed
ed
clap
park,
school
students
who
will
be
attending
carl
ben
eilsen.
I
When
I
share
the
middle
school
and
the
high
school
scenario,
we
were
very
careful
not
to
add
too
many
students
to
that
central
part
of
town
at
south,
high
school
or
carl
ben
allison,
and
the
reason
is
at
carbine
isleson
in
particular
just
the
way
it
was
designed,
the
number
of
classroom
spaces
that
are
available.
We
want
to
make
sure
that
we
stay
under
its
capacity
as
well.
C
I
L
How
could
somebody
address
that,
dr
gross,
if
there
was
if
there
were,
if
the
desire
existed
to
to
find
that
balance?
How
could
it
be
done?
I'm
just
not
sure
what
the
options
even
are
or
not,
but
but
I
agree
that
it's
a
principle
we
all,
I
think,
adhere
to
as
much
as
possible,
and
yet
we
have
other
schools
like
with
much
higher,
even
jefferson,
for
example,
with
free
and
reduced
population.
So
it's
not
like
an
anomaly
entirely,
but
how
could
it
ever
be
done
if
it
were.
I
I
I
I
I
I
I
But
what
you
would
notice
is
at
ben
franklin.
We
would
actually
add
over
110
students.
Discovery
would
become
smaller
by
about
120
students,
and
we
would
get
closer
to
three
similar
size
middle
schools,
which
would
definitely
help
as
we
talk
about
programming
and
the
middle
school
philosophy,
and
would
also
provide
for
growth
in
the
future
at
discovery.
Middle
school.
K
I
If,
then,
you
look
at
the
high
school
again
here
are
existing
boundaries.
The
same
as
the
middle
school
here
would
be
the
demographic
information
of
our
high
schools.
If,
again,
we
moved
all
of
our
students
back
who
had
petitioned
out,
you
would
see
we
have
a
difference
of
about
240
students
from
our
smallest
high
school
at
north
to
our
largest
at
davies.
I
Again,
trying
to
create
those
three
similar
size,
comprehensive,
high
schools,
we
would
suggest
the
same
boundaries
as
the
middle
school.
So
again,
there
are
the
existing
boundaries,
it's
that
same
line,
25th
to
5th
university
to
13th
avenue
and
that
same
line
of
shifting
to
32nd
avenue
to
18th
to
35th
avenue.
I
J
When
you
and
we
talked
about
this
at
governance,
I
think
we
talked
about
it
at
planning
as
well,
and
chris
alluded
to
it
earlier
and
john
talked
to
it
as
well.
But
when
we
take
a
look
at
the
demographic
piece
of
this,
oh
and
is
it?
Is
it
easy
to
spin
it
out
a
little
bit
because
right
now,
there's
quite
a
bit
of
demographic
disparity?
I
would
call
it
between
not
only
free
and
reduced,
but
also
esl.
J
Students
at
south
is
is
quite
a
bit
more
than
the
other
two
schools
in
both
of
those
categories,
and
I
know
we've
got
the
the
high
schools
and
the
middle
schools.
Are
nice
square,
manageable
blocks
right
now
for
transportation
purposes
and
for
neighborhood
purposes
that
type
of
thing.
It
makes
a
lot
of
sense
and
we've
had
this
discussion
numerous
times.
J
It
may
not
even
make
sense,
but
at
when
you,
when
you
put
everything
together,
but
I
think
it
would
be
appropriate,
at
least
for
the
district,
to
try
and
provide
some
type
of
modeling,
which
would
anyway
and
then
and
if
we
take
a
look
at
it,
the
modeling
says
this
just
can't
work
from
a
lot
of
different
reasons.
At
least
we've
tried
to
look
at
it
and
made
an
attempt
to
improve
that
disparity.
I
don't
know
if
you've
gone
there
yet
or
if
you've
been
working
on
that
or
okay.
That's
a
question,
dr.
D
I
We
would
need
to
develop
some
type
of
boundary
system
like
this,
where,
instead
of
25th
street
being
the
boundary,
we
may
need
to
move
it
over
to
23rd
street,
which
gets
that
boundary
close
to
carl
ben
eilsen.
But
we
could
provide
a
boundary
like
this
on
the
north
side
on
the
south
side
of
this
area.
I
I
C
How
did
you
come
up
with
that?
I'm
just
curious,
like
I
don't
understand
why
that
red
chunk
was
to
the
left,
and
I
mean
what
was
the
whole
green
space.
Not
only
am
I
having
trouble
identifying
the
streets
from
the
map,
but
wouldn't
be
instead
of
jogging
over
to
that
area,
to
the
left,
where
there's
that
green
section,
wouldn't
it
make
sense
to
just
go
straight
south.
A
If
you,
if
you
wanted
to,
oh
I'm
sorry,
if
you
want
to
have
spread
out
the
socioeconomic
you
have
to
move
where
the
the
economic
where
they
are,
you
have
to
move
that
part
of
the
thing
from
one
district,
one
attendance
area
to
the
other.
Anyway
I'll.
Let
you
answer
this
demographic.
You
have
to
be
specific.
G
L
Dr
gross
I'm
curious
about
an
anomaly
I'm
noticing
and
I'm
not
sure
it's
boundary
related,
but
what
what
rick
and
chris
are
getting
at
is
this
question
of
of
when
you
have
economic
socioeconomic
parity.
Do
this?
Do
the
students
and
from
families
with
less
social
capital
elevate,
further
and
farther,
and
then
I'll
connect
it
to
the
dropout
rate?
L
D
D
G
G
J
Can't
attribute
that
change
just
to
self-reporting
I
mean
there
are
issues
obviously,
with
I
think
dropout
issues.
I
we
probably
don't
track
it.
Maybe
we
do,
but
I
think
you
know
I
all
agree
with
what
your
comment
about
it's
part
of
it.
You
know
you're
the
the
self-reporting
there's
other
parts,
obviously
as
well,
but.
A
And
I
guess
it's
more
noticeable
in
a
high
school
level,
when
you
go
through
the
lunch
line,
your
friends
notice
more,
whether
you're
being
charged
the
full
or
the
reduced.
Where
is
it
in
elementary
and
middle
school
level?
Perhaps
the
the
parents
are
more
in
control
of
filling
out
the
forms
and
the
kids
are
maybe
less
sensitive
at
that
age
level
to
the
difference.
But
it's
just
an
observation,
paul
yeah
paul
first.
B
And
I
think
one
of
the
other
problems
that
we
face
is:
it
is
very
difficult
to
design
the
boundary
system
that
will
work
for
the
fargo
public
schools,
depending
upon
which
set
of
factors
we
use
to
try
to
define
that
boundary
system.
If
we're
going
to
be
guided
only
by
esl
numbers,
or
only
by
free
and
reduced
lunch
numbers,
or
what
other
things
will
impact
us,
I
think
the
reality
is.
We
can't
be
can't
hold
ourselves
in
advance
of
those
particular
set
of
data,
because
it's
a
moving
target
this
year.
B
The
the
esl
may
be
a
little
more
concentrated
here
and
this
year
next
year
it
may
be
a
little
more
concentrated
somewhere
else
and
we're
not
going
to
keep
adjusting
the
boundaries.
So
I
think
we
have
to
do
the
best
job
we
can
without
letting
the
esl
and
free
and
reduced
lunch
totally
dominate
where
our
boundary
lines
are
going
to
be.
We
just
have
to
do
the
best
we
can
based
upon
what
we
see
right
now,
and
I
really
don't
think
that
we
can
necessarily
make
each
school
equally
balanced
as
far
as
those
areas.
B
C
C
D
Summer
project,
but
we
will
be
looking
at
you
know
this
summer,
once
we
settle
on
what
our
boundary
lines
are
going
to
be,
so
we
can
move
forward
with
that.
Then
we're
going
to
look
at
okay.
What's
the
next
step,
the
eagle
center,
looking
at
land
out
by
walmart,
looking
at
you
know
the
davies
site,
looking
at
the
data
as
it
comes
to
us
next
year
and
we
see
what
we
have
coming
in
trying
to
project
out
to
the
next
four
or
five
years.
So
yes,
that's
all
part
of
the
plan.
G
K
K
We're
dealing
with
a
zoning
issue
here
and
what
we
really
need
to
think
about
is
where
this
district's
going
to
be
20
years
from
now,
just
as
much
as
we
have
to
think
about
it.
Today,
when
I
drive
into
south
fargo,
south
west
fargo
and
probably
west
fargo,
it's
new
areas
and
I
start
seeing
apartment
buildings
that
look
like
they
probably
have
2
000
units
in
them
you're,
seeing
a
future
school
socio-economic
problem.
Neighborhood.
K
L
I
have
my
simplest
question
that
I
just
need
to
ask
cause
just
cause
when
I'm
wondering
you
know,
when
you
take
these
maps,
why
we
why
we
don't
do
a
compass
and
run
circles
around
schools,
and
I
know
some
of
them
are
near
edges
of
boundaries,
but
you
go
out
with
those
compasses
and
you
go
out
a
ways
and
go
out
of
ways
and
go
out
of
ways
and
pretty
soon
you
see
some
areas
of
overlap
where
you
have
options,
but
you
also
have
centralized
schools.
Is
that
ever
done.
B
And
bob
this
data
is
probably
submerged
in
here
somewhere,
but
to
me
I
always
like
to
see
well
where's
it
at
now
and
where
will
the
change
be?
I
mean
we
could
probably
find
that
and
much
of
it's
probably
in
here,
but
that
to
me
is
real
clarity.
When
I
say,
oh,
that
school
went
from
582
kids
down
to
476.
B
J
The
furry
wood
area
north
into
lewis
and
clark,
the
numbers
you've
just
gave
me
it
seems
very
doable.
I
think
the
biggest
issue
we
have
then
is
the
ed
clap
population
isn't
high
enough
is
what
it
looks
like
and
when
I'm,
when
I
take
the
numbers
and
divide
them
up,
but
then
you've
got
lincoln,
which
is
still
very,
very
high
compared
to
the
rest
of
the
schools
and
you've
got
some
boundary
issues
there.
So
just
ask
you
to
take
a
look.
I
mean
I
don't
even
know
a
lot
of
different
generations
going
on.
D
Just
I
can
just
answer
one
quick
thing
for
you:
rick
is
that
we
do
have
a
need
in
that
school
for
a
few
special
programs
that
we
have,
and
so
that
would
take
up
more
space,
and
the
other
thing
is
is
that
as
we
look
at
that
prairie
wood
area,
we
can
certainly
look
at
you
know
a
below
94
type
model.
But
then
we
got
to
think
about
the
relief
at
lewis
and
clark.
Then,
where
does
that
come
from?
D
J
J
D
And
I've
asked
that
question
as
to:
why
is
lewis
and
clark
and
lincoln
all
of
a
sudden
experiencing?
You
know
such
robust
enrollments
and
it
really
the
turnover
in
the
apartment
buildings
in
those
areas
and
then
a
little
bit
of
flipping
going
on
in
the
neighborhoods
of
younger
couples,
moving
in
older
couples
moving
out
and
that's
what
we're
experiencing
there
and
projected
to
experience
that,
probably
for
the
next
couple
of
years.
So
that's
why
we're
trying
to
be
sensitive
with
those
numbers
too.
C
Chris,
had
one
last
comment:
it's
her.
I
can't
let
the
phrase
force
blessing
go
by
without
saying
something
about
it.
You
may
have
left
the
planning
meeting
before
we
had
this
discussion,
but
we
had
a
really
thoughtful,
very
measured
discussion
about
making
small
tweaks
that
nobody
was
talking
about
forcing
kids
to
you
know,
bus
here,
bus
there
just
to
get
a
equal
mix.
C
I
don't
think
anybody
was
aiming
for
exactly
equal,
just
improved,
and
so
I
just
wanted
to
say
that
the
force
busting
is
not
a
topic
that
really
was
ever
discussed,
because
it's
not
really
what
I
think
anybody
that
brought
up
a
socioeconomic
mix
was
aiming
for.
So
just
to
be
clear.
That's
what
took
place
at
the
planning
meeting.
B
And
to
piggyback
on
that,
I
would
like
to
re-emphasize
that
I
I
don't
think
we
can
allow
the
outcome
of
the
boundary
discussion
to
be
ruled
by
any
one
of
those
subsets
of
data,
including
socioeconomic
esl,
and
other
things
like
that.
It's
I
think
that
would
be
a
mistake.
I
think
we
have
to
look
at
natural
boundaries.
B
This
is
not
something
that
will
then
go
to
a
second
reading
next
meeting
and
be
voted
on
necessarily
may
be
voted
on,
but
we
certainly
have
new
iterations
to
come
forth
in
the
future,
and
I
think
it's
good
to
know
that,
because
it
may
get
reported
as
if
this
this
is
first
reading
and
then
next
week
we're
going
to
we're
going
to
vote
on
this
and
that's
not
necessarily
the
route
we're
going
to
go
down.
At
least
as
I
see
it,
I
don't
know
how
other
people
feel.
G
D
A
One
thing
I
think
that
would
be
helpful
going
forward
is,
as
you
bring
additional
pieces
of
information
that
modify
what
we
already
have
to
show
us.
What
you
told
us
originally.
This
is
how
we
adjusted
it
based
on
what
you
asked
for
or
whatever,
so
that
people
can
compare
what
it
looked
like,
because
two
weeks
from
now
not
all
of
this
will
be
fresh
in
everybody's
mind
and
what
questions
arose
today
might
be
forgotten
when
the
next
plan
comes
up,
and
I
think
that
would
be
very
helpful.
A
A
A
K
A
J
Governance-
maybe
these
are
some
real,
some
real
basic
assumptions
where
we're
currently
at
and
we're
the
budget
is
obviously
still
in
progress.
I
think
there's
actually
a
a
meeting
this
thursday
coming
up
thursday
with
the
administrative
council
next
thursday
22nd,
when
I'm
not
of
planning.
I'm
talking
about
the
internal
group
group
yeah
coming
up
to
work
on.
J
And
so
these
are
some
items
here
that
that
are
currently
in
the
in
the
budget
that
they're
after
the
budget
that
we
just
want
to
cover
and
let
people
know
where
it's
at
and
brock
jump
in.
If
I
misspeak
and
correct
me
right
now,
the
significant
change
is
not
every
change.
The
significant
changes
start
out
with
the
revenue
side,
the
property
tax
and
we're
looking
right
there,
a
net
of
about
3.2
percent
increase.
J
Now,
we've
gotten
some
preliminary
numbers
from
the
city,
which
would
indicate
perhaps
a
little
bit
higher,
but
then
there's
the
whole
back
piece
so
that
that
number
is
is
again
pretty
preliminary.
It's
fairly.
I
think
it's
somewhat
conservative
right
now,
but
we'll
find
out
more
as
the
city
refines
its
numbers
for
the
for
the
property
tax
values
going
forward.
J
O
On
that
subject,
members
of
the
board,
I
would
tell
you
that
remember:
we
typically
budgeted
about
a
95
collection
rate
as
well,
so
we
never,
we
typically
shouldn't
say.
Never.
Typically,
we
don't
realize
a
100
collection
in
a
given
year.
There
is
a
line
in
our
budget
for
prior
year
property
tax
collections.
So
whatever
that
growth
is,
we
generally
do
not
collect
100
of
that
in
any
one
year
as
well.
J
That
just
rolls
forward
year
to
year,
and
so
we
try
to
take
that
into
consideration
the
second
line
of
there's
the
snl
tax.
I
think
we've
talked
about
this
as
well.
There's
been
an
sl
snl
tax
has
been
part
of
the
district's
revenue
in
past
years
in
1314
an
estimated
about
1.6
million
with
legislative
changes.
J
The
district
no
longer
will
receive
that
snl
tax,
so
there's
a
shortfall
of
1.6
million
for
2014-15
and
the
state
per
pupil
aid
projected
our
revenue
has
increased
almost
4
million
to
3.9
million
for
1415
for
a
net
increase
of
those
three
major
topic
items
of
about
3
million
hundred
forty
eight
thousand
on
the
expense
side,
most
everyone's
aware
of
the
fact
that
we
have
negotiated
to
your
contracts,
so
within
that
two
year
contract.
Given
this
the
increase,
the
attrition
some
changes
we're
looking
at
about
a
3.4
percent
increase
in
salaries,
health
insurance.
J
J
J
The
current
year
increase
then,
is
estimated
at
242
000
and
then
by
design
of
the
board
through
the
long-range
facility
process
and
and
additional
discussion.
The
board
has
decided,
at
least
at
this
point
through
administration's
recommendations
to
increase
the
annual
maintenance
in
1415
to
3
million
and
that
results
in
850
000
increase.
J
So
with
that,
the
total
expenses
of
just
of
those
significant
items
increased
five
million,
seven
hundred
and
seventy
six
thousand,
so
the
shortfall
between
the
increase
in
the
revenue
and
the
increase
in
the
expenses
is
about
two
point:
three
million
currently
in
brock.
How
does
that
actually
tie
into
the
current
budget
estimate
bottom
line
of
the
budget?
I
mean
that's
the
major
items.
O
J
O
O
Our
general
fund
budget
has
several
line
items
some,
ranging
from
you
know
as
little
as
maybe
2
500
up
to
probably
the
biggest
one
of
77
million
dollars,
and
so
obviously
what
I
try
to
do
is
show
those
ones
that
had
the
most
significant
impact
so
right
now
we're
sitting
between
2.5
and
2.6
as
a
deficit
today,
but
as
work
continues,
and
we
bring
that
for
preliminary
review.
We
have
an
obligation
to
bring
you
a
balanced
budget
and
we
will
do
everything
in
our
power
to
do
that.
J
And
some
of
the
some
of
the
future
changes,
as
we
indicated,
would
be
in
refinement
of
the
property
tax
revenue.
We
get
a
better
idea
where
that's
at
attrition
savings
and
our
salary
costs
we'll
have
a
better
idea
where
that's
at
as
time
goes
on
here.
So
those
are
two
of
the
like
two
of
the
major
major
areas.
J
The
piece
on
the
very
bottom
of
that
schedule
that
you
have
is
net
changes
really
due
to
statute
changes
and
something
that
we
really
don't
have
a
lot
of
control
over
the
first
one
is
the
snl
loss
of
the
snl
tax
revenue,
1.6
million
the
tffr
increase
in
the
north
dakota
pers
increase
the
those
three
items
alone.
We
have
an
increase
or
an
increase
in
our
a
decrease
in
our
revenue
and
increase
our
expenses
of
almost
3.1
million
dollars.
G
B
B
O
Through
the
counties
from
the
savings
and
loans,
they
do
see
a
loss
as
well
with
some
of
that,
but
they
do
pick
up
some
additional
revenue
in
another
manner.
As
I
understand
it
from
our
county,
commissioner,
but
the
school
districts
no
longer
will
be
receiving
any
of
those
dollars
due
to
the
elimination
of
that
savings
and
loan
tax.
So.
O
K
B
Well,
the
savings
and
loans,
however,
will
probably
pay
less
in
taxes.
It
sounds
like
if
they're
not
paying
it
to
us
and
they're
only
paying
a
modified
model
to
the
county
they're
getting
a
little
less.
That's
fine,
I'm
just
trying
to
get
dig
deeper
into
it.
The
second
one
is:
you
mentioned
that
blue
cross
has
threw
out
a
number
of
17,
but
now
they've
settled
at
a
very
moderate
10,
or
something
like
that.
What's
our
health
experience
been
as
far
as
our
health
losses.
J
O
Members
of
the
board
paul,
as
rick
indicated
last
year,
we
had
a
very
a
very
fortunate
year
as
far
as
an
increase,
we
increased
our
health
insurance
premium,
1.9
percent,
currently
our
funding
compared
to
our
claims
paid
as
a
self-funded.
Of
course,
we
really
are
paying
those
claims
through
our
funding.
We
are
running
just
slightly
ahead
from
a
from
a
collection,
standpoint
versus
payment.
O
All
projections
are
that
at
the
end
of
the
year,
that's
going
to
probably
be
within
a
half
a
percent,
probably
to
our
favor,
so
we
are
having
a
better
year,
which
is
good.
Obviously
we
have
claims
less
currently
than
what
we've
paid,
and
I
would
like
to
reiterate
something.
Rick
said
that
the
initial
number-
and
we
see
this
nearly
every
year
and
one
of
the
challenges
we
have
is
we
get
the
projections
from
blue
cross
blue
shield
so
late
in
the
game
and
their
first
projection
is
typically
high
and
it
is
this
year
it's
17.
O
O
That
so
I
do
believe
it
will
be
less,
but
we're
trying
to
be
realistic
when
I
first
started
this
modeling
based
on
our
current
exist.
Our
current
experience,
I
had
four
percent
and
when
I
saw
the
17
I
clearly
understood
I
needed
to
adjust
that
so
I
picked
10
and
realized
that
if
I
can
balance
at
that,
then
we've
got
some
room
on
either
side
of
that,
and
I
don't
know
where
we'll
end
up.
Ultimately,
I.
B
So
that's
just
a
thought
for
our
health
people
to
take
a
look
at
as
they
go
forward.
The
last
one
is,
you
know,
I
don't
know
if
we've
ever
said
it,
but
we
as
well
as
the
city
of
fargo
and
anybody
else.
That's
a
part
of
the
any
of
the
state
investment
programs
are
mandated
now
to
pay
higher
tffr
and
north
dakota
pers
payments,
not
because
those
people
are
getting
a
better
retirement
or
because
of
any
other
changes
other
than
the
fact
that
the
state
and
its
investment
board
underperformed
in
their
management.
A
L
Adam
president,
members
of
the
board,
I'm
guessing
paul
with
insurance,
there's
a
72
million
dollar
loss,
that's
going
to
subscribers
and
and
so
some
some
notices
with
this
budget.
Overall,
we
we
we're,
focusing
we
see
the
snl
loss
and,
and
then
we
are
looking
at
a
2.2
percent
valuation
increase.
We
have.
Is
it
up
to
three
point.
L
Okay,
I'm
assuming
I
know
you
can't
assume,
but
I'm
guessing
in
our
increase
in
state
per
pupil
aid
that
we're
calculating
in
maybe
a
couple
hundred
thou
a
couple
hundred
new
students
which
is
in
each
year
we're
having
a
population
growth.
So
so
that's
in
there
I'm.
What
I'm
curious
about
brock
is
the
the
bigger
picture
of
the
1314
budget
versus
the
1415
budget.
L
I
believe
the
last
I
heard
and
saw
was
that
with
the
125
mills
in
property,
tax
reductions
in
the
last
two
legislative
assemblies
that
we
had
gotten
up
to
about
69
state
funding
of
our
budget,
I
believe,
is
the
last
number
I'd
heard.
Do
you
know
what
that
picture
will
look
like
going
into
the
next
budget
year,
the
federal
the
state
and
the
local.
O
Members
of
the
board,
john,
I
do
not
have
an
exact
calculation
of
that.
What
I
would
give
you
just
from
what
we're
looking
at
here.
You
obviously
see
the
94.3
million
in
foundation
aid
we're
going
to
receive
just
shy
of
900
000
in
transportation
aid.
So
you
know
that'll
bring
us
to
a
little
over
95
million
our
current.
O
O
You
recall
that
we
receive
foundation
aid
based
on
prior
year
enrollment,
and
so
we
will
receive
that
that
number
that
that
we
have
there
is
a
projection
currently
from
dpi,
based
on
the
last
biennium
and
the
reports
that
we
submit
and
all
the
demographic
data
that
they
use
to
project.
Okay.
What
do
we
think
the
growth
will
be
in
fargo?
What
have
the
trends
been
based
on
the
new
foundation,
aid
of
90-92?
O
That's
a
projection
we're
using
based
on
what
we've
gotten
from
dpi
they've,
considered
whatever
they
determine
those
birth
rates
will
have
been
six
years
ago,
and
what
do
we
think
will
report
for
at
year
end
and
that's
so
we're
basing
that
number
purely
on
those
projections
today.
So
there's
some
growth
in
there,
but
it's
not
a
pure.
We
think
we're
growing
about
200,
we're
really
counting
on
dpi's
number
and
once
we
report
out
our
final
number,
that's
how
we
get
paid
on
the
prior
year.
A
K
There
are
several
topics
that
we
are
well
aware,
may
surface
in
bismarck
and,
as
we
have
in
the
past,
thanks
in
large
part
to
the
administrative
team's
work
and
brock
in
particular,
they'll
be
tracking
every
bill
that
comes
forward.
That
could
have
an
impact
to
the
district,
and
there
is
no
doubt
in
my
mind.
We
will
be
asked
as
a
board
to
take
positions
on
bills.
K
As
you
can
see,
we
have
taken
the
position,
at
least
from
a
gac
recommendation,
that
we
would
oppose
those
type
efforts
if
they
start
to
surface
out.
In
bismarck
obviously
subject
to
the
specific
language
of
a
bill
just
for
reference
point
on
private
school
vouchers,
the
north
dakota
association
of
school
administrators
also
has
a
position
against
it.
K
Building
fund
levy
restrictions.
Again
both
organizations
are
on
record
in
opposition
to
any
restrictions
on
the
current
property
tax
or
taxing
authorities
of
school
districts
and
the
elimination
of
the
north
dakota
state
standards
sometimes
referred
to
as
common
core.
The
administrators
association
has
taken
a
position
to
oppose
any
significant
modification
to
them
and
it
is
not
currently
got
a
resolution
of
any
type
at
the
state
school
board
association,
although
that
too
could
change
come.
This
fall
the
seven
topics
yep.
N
K
K
It's
a
little
more
difficult
process
then,
but
can
bring
to
the
floor
themselves
any
any
item
they
want
to
at
the
annual
conference.
So
yes-
and
that's
in
part,
why
we
wanted
to
get
this
work
done
out
of
the
gac
committee
and
to
this
board.
So
if
we're
going
to
address
something
back
to
the
state
school
board
association,
we
can
get
it
put
together
and
submit
it
on
time,
because
that's
going
to
have
to
happen
in
the
july
time
frame
and
hopefully
we'll
have
a
head
start
on
it
after
tonight.
L
He
I
think
his
kids
are
maybe
in
private
schools,
and
I
said
my
our
job
as
as
stewards
of
public
education
is
to
not
contribute
to
anything
that
would
erode
our
position
relative
to
our
our
mandate,
to
to
deliver
education
to
the
public
and
to
sectors
of
the
public
that
might
not
be
serviced
by
private
schools,
because
we
have
a
general
mandate
to
educate
all
children,
but
but
where
we
kind
of
ran
into
a
little
discussion
that
I
would
throw
out
there
just
is,
is
the
notion
of?
Would
there
be
a
trade-off?
L
I'm
guessing
that
if
there
are
people,
incented
families
incented
with
a
tax
credit
to
send
students
to
public
to
private
schools,
I'm
guessing
there
would
be
a
loss
of
some
numbers
in
the
public
sector.
I'm
guessing
this.
I
don't
know
the
data
but
and
I'm
guessing
then
that
that
fifteen
hundred
dollar
tax
credit
could
conceivably
translate
into
a
nine
thousand
dollar
plus
diminished
per
pupil
aid
reimbursement
to
district.
K
Just
to
clarify
the
the
private
school
voucher
is
different
than
a
tax
credit
for
private
schools,
and
we
did
talk
about
both
of
these
at
gac
and
didn't
at
this
point
in
time
have
any
recommendation
to
the
board
on
the
tax
credit
side,
the
vouchers.
However,
we
believe-
and
I
don't
disagree
with
your
theory-
that
it
could
end
up
costing
us
a
student,
but
this
position
is
on
vouchers,
not
on
tax
credits,
at
least
the
recommendation
for
this
position.
K
The
second
one
is
a
change
to
use,
fall,
actual
enrollment
numbers
for
the
state
aid
formula,
that
very
topic
that
was
just
getting
talked
about
at
the
end
of
the
last
budget.
Assumption
discussion.
We
currently
will
use
our
spring
number
of
this
year
and
that's
what
will
be
paid
on
next
year.
There
is
a
catchment,
a
catch-up
formula
for
districts
that
have
growth
greater
than
four
percent,
the
larger
your
district,
the
more
difficult
it
is
for
you
to
meet
that
four
percent
threshold
and
we
have
not.
K
And
then,
if
you
do
meet
the
four
percent
threshold,
you
don't
necessarily
get
the
full
foundation
aid
payment.
There's
an
offset
formula.
It
equates
to
about
50
of
a
foundation
aid
payment.
This
change,
you
know.
Currently,
we
in
part
use
this
year's
number
next
year
to
help
school
districts
that
are
having
declining
enrollment.
They
basically
get
paid
for
phantom
students
and
districts
that
have
actual
students
above
their
spring
count,
get
to
absorb
those
students
into
their
budget.
K
Somehow,
and-
and
you
know,
I
get
the
fact
that
if
there's
an
empty
chair
in
one
of
the
classrooms,
that's
easy
to
do
if
you're,
adding
200
students
and
you're
adding
some
staff
to
teach
them,
you
didn't
absorb
them
without
absorbing
increased
costs.
So
we
are
suggesting
that
we
advocate
for
a
fall
enrollment
number
to
be
used.
K
The
actual
number
of
students
in
seats
is
what
you
get
paid
for,
or
we
could
try
to
work
with
other
organizations
and
see
if
there's
some
way,
we
can
modify
the
language
on
the
growth
formula
right
now,
the
four
percent
threshold.
I
know,
that's
the
position,
one
of
the
positions
that
the
administrators
association
is
looking
at.
K
Our
third
one
is
increased
state
funding
for
ell
students,
and
I
apologize
to
the
board.
I
did
not
have
adequate
time
to
one
of
the
things
I
would
like
to
have
had,
for
you
is
a
break
out
of
what
we
actually
are
spending
for
ell
students
versus
what
the
additional
allocations
that
we
get
from
the
state
are
because
we
do
get
extra
money
because
we
have
people
identified
as
level
one
two
or
three
ell
students
and
the
formula
drops
depending
upon
what
the
level
is.
K
That's
I'm
going
to
guess
in
part,
because
there
aren't
that
many
districts
that
deal
with
this
issue,
although
that
being
said,
it's
the
bigger
districts
that
are
dealing
with
this
issue
and
there
are
going
to
be
more
of
them
going
forward
with
what's
going
on
out
in
western
north
dakota
and
the
population
that's
been
moving
in
there
to
go
to
work
in
the
bakken
oil
fields.
Let
me
just
get
through
all
four
or
all
seven
real,
quick,
then
we'll
open
it
up.
Questions
number
four
increase
state
funding
for
special
education
students.
K
Again
I
don't
want
to
mislead.
We
certainly
get
additional
allocation
on
somebody
identified
as
a
a
student
receiving
special
education
services.
But
again
we
do
not
believe
that
it
is
adequately
covering
the
costs
that
we
experience
as
a
district.
In
all
fairness
to
the
state.
This
is
more,
in
my
opinion,
a
federal
issue
than
a
state
issue,
but
at
the
end
of
the
day
the
feds
aren't
going
to
give
us
any
more
money,
so
we're
going
to
have
to
advocate
for
the
state
to
give
us
some
money
and
that's
what
that
one's
about
again.
K
Eventually-
and-
and
you
know,
this
is
my
dropping
the
ball,
because
the
administration's
been
pretty
busy
getting
a
budget
put
together,
we
will
have
the
hard
data
of
what
are
we
spending
on
our
special
education
students
versus
what
are
we
receiving
both
in
federal
funds
and
additional
state
funds.
So
we
can
see
what
amount
of
property
tax
or
other
foundation
aid
is
going
to
these
students
that
are
not
going
to
be
fully
funded.
For
this
particular
mandate,
number
five
is
a
replacement
or
reinstitution
for
the
s,
l
taxes.
K
K
The
north
dakota
administrators
association
has
taken
a
position
to
address
this.
It
has
not
been
a
topic
in
the
past
for
the
north
dakota
school
board,
association
and
again,
just
so
everybody's
aware
of
it.
Not
all
districts
were
receiving
this
money
because
not
all
districts
had
savings
and
loans
located
in
them.
Obviously,
it's
a
bigger
city
issue
again
and-
and
I
think
fargo
was
far
and
away
the
biggest
recipient
of
this
particular
tax
changes
to
tffr
and
pers.
K
There
are
two
possible
positions
that
we
might
consider
to
advance
here.
One
would
be
to
have
the
state
infuse
one-time
funding
to
try
and
get
these
particular
plans
back
to
whatever
level
of
solvency
they're
shooting
for
and
relieve
some
of
the
mandatory
assessment
coming
to
districts
and
potentially
districts
employees.
K
As
you
might
imagine,
there
is
no
position
by
the
administrators
association
to
do
either
of
those,
although
I
don't
think
they
would
oppose
a
one-time
funding
brought
by
the
state
to
relieve
some
of
the
assessments
going
into
the
system.
They
are
adamantly
opposed
to
changing
to
a
defined
contribution
plan.
K
North
dakota
school
board
association,
sort
of
has
a
position
on
this
and
that
we
would
like
the
state
to
not
increase
and
not
allow
an
increase
to
the
benefit
formula
until
this
thing
is
fully
solvent
and
to
fully
fund
any
future
increased
assessments
that
come
because
of
it.
Those
two
percent
increases
we
experienced
right
now
the
one
percent
going
forward,
we're
going
to
see
in
pers,
so
two
possible
positions
we
could
advocate,
for
there
will
be
bills
in
the
legislature,
at
least
on
one,
if
not
both
those
positions.
K
From
what
we've
been
told
and
finally
support
increased
funding
for
the
school
construction
loan
program.
I
think
you're
all
aware
of
the
fact
we
would
have
loved
to
have
been
able
to
get
some
of
these
dollars
and
we're
still
hopeful
that
maybe
we
can
for
the
ed
klopp
elementary
school,
but
the
demand
outstripped
the
allocation
that
came
in
the
last
legislature,
which
was
a
pretty
big
increase.
K
I
mean
I,
I
got
to
give
a
tip
of
the
hat
to
the
legislature,
but
with
the
increased
growth
out
in
western
north
dakota,
the
increased
growth
in
some
of
our
big
cities
that
money
evaporated
about
as
fast
as
it
was
made
available
and
again,
the
administrators
association
has
a
position
supporting
increased
school
construction
loan.
There
is
no
position
currently
by
the
north
dakota
school
board
association,
so
those
are
the
seven
that
gak
is
recommending.
L
Madam
president,
jim
this
isn't
a
question.
It's
information
to
share
a
prominent
large
business
in
town
recently
indicated
to
me
that
that
their
employment
base
reflects
27
different
countries
and,
and
they
have
a
wall
of
these
27
flags
of
representing
the
employees
of
of
that
company.
I
I
was
curious
about
the
school,
district's,
reflection
of
of
cultures
and
countries
and
and
after
asking
anne
marie
what
what
we
know
about
the
current
information.
K
K
This
is
a
federal
mandate
that
has
went
unfunded
by
the
federal
government
since
the
day
they
gave
us
the
mandate
and
the
state
has
stepped
to
the
plate,
just
not
enough
to
make
up
the
entire
gap
that
the
fed
has
left
us
with
ell.
Again
we
get
some
dollars
from
the
federal
government,
but
they're
because
of
our
community
because
of
employers
like
cardinal
glass.
K
Those
students
are
really
spread
throughout
the
buildings
and
are
getting
services
delivered
depending
upon
their
level.
We
get
a
an
additional
allocation
of
money
for
everyone.
That's
identified
as
level
one
a
less
amount
for
level,
two,
a
less
amount
for
level
three
but
and
dr
gross.
I
I've
heard
it
from
him
many
times
before.
I'm
sure
he
can
correct
me
if
I'm
wrong
just
because
you
graduated
from
level
three
doesn't
mean
you
didn't
still
need
services,
it
just
meant
we
weren't
getting
any
funding
for
the
services
additional
funding
at
that
point
in
time.
A
D
I
just
wanted
to
make
one
comment
about
ell
students
in
particular,
and
that
is
right
now.
The
amount
of
services
that
we're
able
to
provide
are
very
basic,
very
basic.
It's
it's
english,
maybe
it's
a
science
or
math,
but
I'm
not
only
thinking
funding
just
to
meet
those
needs,
but
funding
to
expand
upon
the
needs
that
we
have.
Many
of
those
students
have
to
go
into
regular
ed
classrooms
for
those
other
classes
without
any
support
at
all,
because
we
don't
have
the
money
for
it.
D
We
don't
have
the
support
systems
in
place
for
it,
and
so
that's
the
challenge
that
we
have
with
our
new
american
population
for
those
kids
that
everyone
knows
particularly
level
one
and
two
really
is
a
challenge,
and
so
it's
more
than
just
additional
funds
to
kind
of
supplement.
What
we're
doing
it's
so
that
we
can
provide
what
I
would
call
an
adequate
level
of
education
for
those
students
in
services.
So
that's
all.
A
L
L
K
It
isn't
just
maybe
the
investment
funds
didn't
do
as
well
as
they
could
have
or
should
have,
but
it's
also
a
longevity
factor.
The
longer
our
retired
teachers
that
are
already
retired
live
the
more
dollars
are
drawn
out
of
this
defined
benefit
system
too.
So,
with
life
expectancy
improvements
that
sanford
is
doing
with
whatever
they're
going
to
genetically
be
able
to
figure
out
they're,
pushing
this
solution
farther
and
farther
down
the
road
rusty,
and
I
attended
a
tffr
presentation.
I
think
it
was
at
the
last
state
association
meeting.
K
K
K
So
I
think
we
probably
want
to
be
able
to
be
in
a
position
to
support
either
of
these
approaches
going
forward
a
grandfathered
approach
to
current
employees,
but
a
new
plan
for
new
hires
or
some
help
from
the
state
to
get
these
things
more,
more
fully
funded
and
maybe
back
a
little
bit
off
the
percentage
assessment.
That's
coming
at
us
right
now,.
B
And
I'm
wondering
jim
if
it
would
be
appropriate
for
the
board
to
designate
someone
like
yourself
to
meet
specifically
with
members
of
the
legislature
to
help
get
some
of
these
bills
drafted
rather
than
just
waiting
to
see
what
pops
up.
I
would
think
that
as
a
board
we
could
we
can
be
proactive
along
those
lines
and
I
think
that
would
be
a
nice
change,
perhaps
from
where
we've
been
in
the
past,
where
we
just
wait
to
see.
What's
going
to
pop
up
that
we
be
proactive
and
I
suspect
they
would
they'd
probably
appreciate
that
proactiveness.
A
K
Well,
it's
actually
gak's
intention
to
come
back
with
a
recommendation
to
either
either
end.
I
guess
either
make
resolutions
to
the
state
school
board
association,
so
they
have
to
craft
the
legislation
and
or
try
to
identify
possible
bill
sponsors
for
what
we
want
to
accomplish
with
the
goal
of
working
in
the
fall
with
that
group
to
be
in
a
position
long
before
the
legislature,
the
legislative
session
convenes
to
actually
know
how
might
we
have
success
with
these?
Some
of
these
already
have
bills
being
written
and
others
do
not.
K
So
I
I
think,
paul's
spot
on.
I
think,
if
we're
going
to
have
success,
we
have
to
do
more
than
take
a
position.
We
actually
have
to
have
a
game
plan
and
then
try
to
execute.
It
doesn't
guarantee
us
that
we'll
have
success
but
increases
the
likelihood.
So
that
will
be
part
of
our
recommendation
for
certain.
A
Okay,
thank
you
very
much,
jim
you
and
gac
have
done
a
lot
of
research
and
a
lot
of
discussion,
and
I
think
it
made
it
more
clear
and
helpful
for
the
rest
of
us
to
understand
who
aren't
always
part
of
all
of
the
discussions,
and
we
look
forward
to
seeing
what
our
little
numbers
came
up
with
we'll
now
move
on
to
policy
monitoring.
We
have
three
els
789.
A
A
C
K
A
C
C
Raising
all
the
kids
for
just
making
exceptional
strides
with
their
reading
goals,
and
I
visited
with
him
quite
a
lot
about
their
school
school
climate
and
culture
and
some
of
the
changes
they've
made
positive,
behavior
and
reinforcements,
and
I
was
just
so
impressed
just
a
great
building,
great
sort
of
vibe
there
and
he's
just
doing
amazing.
Things
like
to
go
paul.
K
Gak
met,
as
you
might
imagine,
and
we've
covered
all
that
very,
very
important
request.
As
you
all
know,
come
august
we're
going
to
be
having
a
picnic
for
our
year-round
staff
and
it's
never
too
early
to
start
getting
door
prizes
if,
by
chance,
your
term
of
office
is
up,
keep
in
mind,
we're
thanking
them
for
this
year's
work.
A
L
Madame
president,
members
of
the
board,
you've
heard
some
information
relative
to
the
health
insurance
committee
meeting
they're
scheduled
for
thursday
again
this
week
to
I'm
not
sure
if
there's
any
knowledge
coming
about
the
projected
change
in
rates
from
blue
cross
blue
shield.
But
I
think
there
were
a
lot
of
jaws
dropping
when,
when
we
were
trying
to
digest
the
concept
of
a
17
increase
and
and
they're
they're
gonna,
I'm
sure
roll
up
their
sleeves
and
look
at
every
avenue.
L
J
A
El
paso,
too,
mostly
full
of
reminder
dates
for
you.
I
attended
several
things
in
the
past
weeks,
but
this
morning
I
was
at
agassi
for
a
couple
of
hours.
I
was
invited
by
jennifer,
frey
and
carrie
reggie
to
visit
their
programs,
and
it
was
fascinating
to
go
in
because
it's
already
been
mentioned
about
the
different
levels
that
we
offer
in
english
language,
learners
for
adults.
A
I
went
into
all
five
classrooms
today
at
all
five
levels
and
saw
the
difference
between
the
the
people
who
have
nothing
to
the
p
to
where
they
come
and
in
the
top
two
classes.
She
introduced
me
and
told
them
who
I
was,
and
I
guess
there's
been
some
direction
about
the
school
district
and
how
we
operated
and
did
they
have
any
questions
and
the
they
were
very
articulate
questions.
So
I
was
very
impressed
so
we're
doing
a
really
good
job
and
I
got
a
a
really
nice
feeling
in
all
of
these
classrooms.
A
You
know
this
is
these:
are
people
who
really
want
to
learn
who
are
really
interested,
and
it
just
was
a
really
nice
experience?
Plus
it
was
very
nice
to
see
again
having
not
had
that
tour
since
our
initial
restructuring
of
agassi
to
see
how
all
the
pieces
that
are
in
that
building
fit
together
really
nicely,
and
everybody
was
commenting
on
the
interaction
of
one
program
to
another
and
how
positive
that
is,
the
woodrow
kids,
working
with
the
little
kids
or
with
the
ell
parents
and
and
the
interactions
the
invest
program
everything.
A
A
One
thing
I
forgot
to
put
on
here
is
the
next
governance
committee,
which
is
wednesday
june,
the
4th,
rather
than
our
usual
tuesday,
but
I'll,
make
sure
that's
on
our
next,
when
we
have
another
board
meeting
before
that,
and
of
course,
governance
met
prior
to
this
meeting,
and
you
see
the
evidence
of
what
we
discussed
as
we
have
our
board
agenda.
So
I
think
that's
it.
L
O
O
There's
really
been
no
hiccups.
To
date,
there's
been
a
small
issue
that
we
addressed
at
roosevelt,
which
really
just
had
to
do
with
better
ventilation
and
actually
we're
going
to
shut
that
project
down
in
the
pre-construction
pieces
until
the
end
of
school,
and
we
had
that
conversation
today
and
it's
going
to
not
affect
the
outcome
of
that.
O
The
rest
of
them
are
progressing
nicely.
There's
work
happening
in
the
tunnels
for
those
buildings
that
have
the
tunnel
systems.
We
feel
like
everything,
we've
done
anything
we
get
done
prior
to
the
end
of
school,
really
advances
our
cause
to
meeting
our
deadline.
The
o
e
has
been
very
clear
again
today
that
they're
very
comfortable
with
those
deadlines
and
feel
like
we're
in
good
shape
there,
and
there
have
been
very
minimal
change
order,
requests
that
have
come
forward
with
this
project.