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From YouTube: School Board Meeting - November 12, 2014
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - November 12, 2014
A
A
Motion
and
second
any
other
discussion,
all
those
in
favor,
please
vote
by
saying:
yes,
yes,
any
opposed,
no
recognition
of
audience.
There
has
been
nobody
signed
up
to
address
the
board.
We
don't
want
to
assume
that
everybody
knows
our
protocol,
so
if
anybody
wishes
to
address
the
board
at
this
point,
please
let
me
know
now:
okay,
next
item
staff
reports
dave
go
ahead.
C
Yes,
thank
you.
I
have
with
us
tonight
joelle
johnson.
She
is
a
veteran
teacher
that
has
been
in
our
district
for
many
years
as
a
classroom
teacher
and
has
worked
as
a
curriculum
teacher
leader
in
the
elementary
ranks
and,
most
recently
she
is
serving
as
the
new
teacher
induction
program
facilitator,
and
she
is
here
to
share
with
us
tonight
about
all
the
great
work
going
on
with
our
mentors
and
our
new
teachers
to
our
district.
C
D
You
for
inviting
me
tonight
so
we're
first
going
to
to
do
an
overview
of
the
induction
program
and
then
we'll
go
into
more
detail
of
the
mentor
program
and
then
we'll
wrap
up
with
some
fabulous
data
that
we've
collected
over
the
last
few
years.
So
we'll
be
sharing
that
with
you
and
I'd
like
to
start
off
with
just
defining
the
difference
between
induction
and
mentoring,
because
those
two
terms
are
used
interchangeably
so
much
that
sometimes
they
can
be
confused
with
one
or
the
other.
D
So
to
look
at
induction,
it's
what
we
consider
the
entire
spectrum
of
support
services,
a
district
offers
to
new
hires,
it's
that
period
of
enculturation
for
new
hires,
basically
to
a
new
district
in
our
district.
Specifically,
the
induction
has
multiple
layers
and,
like
I
said
before,
mentors
would
be
a
piece
under
back
up
under
the
umbrella
of
this
induction
model.
D
But
besides
mentoring,
though
we
have
a
two-day
new
teacher
orientation,
that's
offered
multiple
times
throughout
the
summer.
We
also
have
new
teacher
meetings
that
are
throughout
the
year
around
strategies
and
what
what
is
about
fargo
public
school
services
and
that's
put
that
those
new
teacher
meetings
are
differentiated.
D
D
That's
just
another
layer
for
them
and
then
and
then
other
layers
of
support
outside
of
the
induction,
but
still
are
intertwined
with
everything
that
we
do
in
the
induction
program
and
that's
your
plcs,
your
content,
pd
study
groups
and
other
district
pd.
So
that's
the
gamut
of
the
induction
program
and
then
specifically
we're
just
going
to
talk
about
mentoring.
Tonight
you
received
a
handout
that
looks
like
this
prior
and
down
in
the
bottom
right
hand
corner
of
the
powerpoint
slide.
It
will
refer
to
a
page
number
in
your
handout.
D
So
why
the
comprehensive
induction
program,
a
lot
of
people,
ask
that
first
of
all
what
is
comprehensive,
meaning
a
lot
of
it
has
to
do
with
that
mentoring
piece
again,
that's
the
most
impact
that
you
can
have
on
a
teacher
practice
and
research
indicates
this
isn't
the
first
time
we
probably
heard
this,
but
teacher
effect.
Effectiveness
is
recognized
as
the
most
important
school-based
determinant
of
a
student's
success,
they're,
really
new
teachers.
D
D
If
we
didn't
have
that
this
is
what
they
say
occurs
so
that
double
barrier
is
those
new
teachers
are
really
hesitant
to
request
assistance
everyone's
busy,
even
though
they
might
have
a
mentor,
and
they
don't
have
that
specific
time
they
are.
They
just
don't
want
to
ask,
because
they
don't
want
to
bother
anyone
we're
all
busy
and
then
the
experienced
teacher,
on
the
other
hand,
is
reluctant
to
interfere
with
them
because
they
might
be
feeling
like
they're
overwhelmed,
etc.
So
then,
sometimes
they
just
never
meet.
D
Overall,
our
induction
goals
are
are
pretty
big,
but
I
think
we're
well
on
our
way
to
them
to
reaching
them.
First
of
all
that
culture
of
collaboration-
again
that's
with
our
plcs
or
anything,
are
these
all
interlaced
between
our
induction
program
and
the
initiatives
of
the
district.
But
we
really
want
to
build
that
collaboration
of
teacher
practice
and
reflection
and
coaching
for
that
matter,
which
again
hand
in
hand
with
mentoring.
D
They
also
that
other
one
is
the
habits
of
mind,
so
our
mentors
are
well
trained
in
protocols
and
tools,
and
these
tools
provide
this
habit
of
mind
so
that
teachers
carry
on
what
is
a
good
way
to
lessen
plan.
What
is
a
good
way
to
look
at
student
work
and
they
it's
kind
of
this,
a
repetitive
practice
that
they
do
with
their
mentors,
so
that
they're
able
to
do
it
on
their
own
after
their
mentoring,
is
released
to
them
and
they're
on
their
own
and
then,
of
course,
this
ensures
increased
engagement
and
academic
achievement.
D
The
new
teacher
center
is
a
national
organization
and
if
you
have
any
work
to
do
with
new
teachers,
they're
very
well
known
they're,
one
of
the
leading
organizations
around
new
teacher
support
and
we're
fortunate
enough
to
be
partners
with
them.
They
are.
They
mainly
help
us
with
mentor
training
and
they
come
in
and
they've
done.
Lots
of
training
with
us
with
our
mentors
this
year
is
a
little
different.
We
are
trying
to
be
self
self
sufficient
in
our
district
and
myself
and
another
facilitator
are
being
trained
as
part
of
the
train.
D
The
trainers
and
we'll
continue
that
training
and
then
just
have
a
new
teacher
center
consult
with
us
and
I've
been
our
second
partner
is
the
north
dakota
teacher
support
system
they're
huge
and
that
they
provide
funding
for
our
program,
the
they
there's
a
legislation.
The
century
code
on
first
year,
teachers
in
the
in
the
state
receive
instructional
mentoring,
and
in
doing
so,
if
you
follow
their
guidelines
and
requirements
which
we
will
I'll
share
in
a
second,
they
provide
funding
for
the
program.
D
And
if
you
come
to
the
district
with
five
plus
years
experience,
you
can
request
a
mentor
and
we're
fortunate
to
have
some
capacity
where
we've
had
lots
of
requests
this
year.
For
that,
and
that's
just
with
experience,
so
it's
great
and
then
teachers
who
switch
jobs.
If
we
have
the
capacity
we
will
be
mentoring,
we
will
mentor
them
those
teachers
that
are
in
title
roles
that
will
go
to
the
classroom.
D
These
are
the
numbers
that
we've
had
for
those
who
have
been
in
our
program
started
in
11,
2011
12,
with
this
comprehensive
approach
for
induction
and
right
now
we're
at
292
total
that
have
been
part
of
the
mentoring
program
and,
of
course
those
numbers
will
only
increase
year
to
year,
and
our
hope
is
that
those
goals
that
I
shared
with
you
at
the
start
is
that
that
will
just
continue
to
build
and
those
numbers
get
longer.
Yes,.
E
D
D
D
F
If
I
might
is,
if,
if
you
have
a,
if
there's
a
teacher
that
is
pretty
seasoned
and
isn't
really
up
to,
the
new
technologies
like
some
new
teachers
are,
is
that
an
area
where
you're
you're,
seeing
some
mentorship
potential
opportunities
where
the
young
tech
savvy
teachers
can
help
the
old?
Like
I'm,
I
call
myself
a
dinosaur,
a
digital
dinosaur,
they're
digital
natives.
D
D
It
would
be
on
a
more
informal
basis,
but
because
this
I
mean
there's,
we
have
like
strict
guidelines
because
we're
trying
to
collect
this
data,
so
we
can
show
that
impact.
They
probably
go
more
to
that
coach.
Coaching
role
and
some
of
them
are
the
same
people
and
I'll
share
that
with
you
in
a
few
slides.
D
So,
then,
our
our
second
year,
we
have
second
years
in
the
program,
and
that's
I
think
I
know
where
you
were
trying
to
get
at
yes,
so
we
obviously
provide
more
intense
support
for
our
first
year,
teachers,
which
includes
two
years
in
the
program
and
again
going
back
to
research,
saying
that
that
has
the
most
impact
and
effectiveness
on
teacher
practice
is.
If
you
can
do
two
years,
then
please
do
it.
They're
saying
and
our
own
personal
data
has
shown
that
as
well.
So
we
do
try
to
provide
that
second
year
support
as
well.
D
D
D
We've
always
stayed
true
to
using
this
protocol,
even
though
it's
not
a
state
guideline,
and
this
one
is
one
of
my
favorites,
because
it's
almost
when,
especially
that
first
year
teacher,
it's
like
the
light
bulb
turns
on,
because
before
it's
okay,
I
got
through
the
lesson
and
I'm
still
standing
that's
their
goal,
and
this
one
is
okay.
Now
I
now
that
I
can
get
through
all
my
lessons
and
I'm
standing
through
all
of
them
now
are
my
kids
actually
learning
and
what
are
they
learning
and
who's
learning?
And
then
what
do
I
do?
D
Next
with
that
information?
And
it's
that
light
bulb
switch
so
earlier
in
the
year
that
we
can
get
to
that
light,
bulb,
switch
the
better
and
then,
of
course,
goal
setting
and
reflection
big
piece.
We
want
goal
setting
and
reflection
to
be
tied
even
with
their
evaluation
of
their
with
their
principle,
and
so
it
all
comes
together.
D
D
D
D
H
D
Asked
a
question
about
mentors:
so
a
lot
of
our
mentors
are
facilitators
or
student
performance
strategists.
So
john,
when
you
asked,
would
they
coach
on
tech
and
if
it's
a
person
who
doesn't
really
officially
have
a
mentor
a
lot
of
the
times
it
it?
Yes,
they
are
mentors,
but
then
they
are
also
facilitators
or
performance
strategists
that
would
fall
under
the
other
umbrella,
so
they'll
get
that
support
different
capacity.
D
D
We
also
have
special
ed
coordinators,
who
fall
under
that,
and
we
also
have
people
like
rachel,
agary
who's,
a
mentor
and
a
kindergarten
teacher.
So
she
can
get
her
feet
on
the
ground
and
really
know
what's
going
on
with
what
we're
asking
teachers
to
do
so
that
wraps
up
the
specifics
on
mentoring
and
then
we're
gonna
go
look
at
some
data,
any
questions
so
far.
D
D
D
So
this
is
a
half
the
list
that
was
given,
but
this
is
just
a
gives
you
an
idea
and
the
mentors
were
asked
the
same
question
out
of
the
five.
What's
the
top
five
that
you
did,
the
principals
were
asked
the
same
question,
but
since
they're
not
part
of
the
meetings,
they
were
asked.
What
should
the
work
be
focusing
on
and
this
was
found
on
your
appendix
in
your
handout?
D
So
if
you
can't
read
that
slide,
you
can
look
at
your
handout
as
well,
but
if
you
notice
that
top
piece
all
three-
the
new
teachers,
the
mentors
and
the
site
administrators
all
saw
that
classroom
management
is
happening.
That's
the
work
that
we're
most
often
focusing
on
and
that's
what
the
site
administrators
said
that
should
be
focusing
on,
because
what
we
do
know
is
you
have
to
have
a
balance
of
classroom
management
and
content.
D
Kids
can't
learn
content
unless
there's
that
classroom
management
piece
there
and
then,
if
you
go
down
the
next
question
was
which
most
impacts
teacher
practice.
Yes,
the
mentors
and
site
administrators
for
some
reason
were
not
asked
that
question.
This
came
from
the
new
teacher
center
in
the
state,
but
again
new
teacher
said
classroom
management
and
then
which
of
the
activities
most
impacts.
Teachers
ability
to
foster
student
learning
again
that
classroom
management
piece
across
so
not
only
are
new
teachers
and
mentors
focusing
on
that
piece,
but
it's
also
what
they
deem
as
impacting
student
learning.
D
D
And
again,
when
principals,
mentors
and
teachers
have
the
skills
they
need
to
improve
instruction,
students
succeed.
So
just
just
remaining
questions.
There's
three
other
questions
that
were
asked
and
these
questions,
sorry
that
middle
line
should
be
2012
to
13.,
but
they
were
asked
three
questions
and
every
year
it's
the
same
question
so
work
with
my
mentor
has
influenced
my
teaching
practice
86
in
the
first
year
agreed
and
it's
increased
every
year,
we're
at
92
percent
where
they
see
it.
D
I'm
going
to
end
here
this
quote
here:
we
want
to
develop
teachers
who
are
thinkers
and
problem
solvers,
who
ask
questions
about
their
practice
and
constantly
seek
solutions
who
are
committed
and
passionate
advocates
for
learning
for
all
children.
This
is
a
quote
from
the
new
teacher
center.
This
is
also
the
goal
of
north
dakota
teacher
support
system
and,
of
course,
this
is
our
overarching
goal
as
well.
D
E
Well,
first
of
all,
thank
you
for
coming
out
mine's
more
of
a
comment
later
on
you'll
hear
that
I
had
my
first.
I
went
to
the
elementary
schools
to
have
my
engagement
and
it
happens
that
the
strategist
that
I
was
with
is
also
a
mentor
and
he
was
meeting
with
his
his
mentor
teacher
that
day.
So
some
of
this
was
not
new
to
me
because
he
explained
it
all,
but
it
was
fun
to
actually
see
it
in
action,
and
so
all
of
the
things
that
you
mentioned
he
was
doing
and
the
interchange
between
the.
E
In
this
case
it
was
a
new
teacher
to
the
district,
but
not
a
new
teacher
to
the
profession
and
she
taught
outside
of
fargo,
and
it
just
was
really
interesting.
So
I
saw
as
a
board.
You
know.
We
always
need
to
hear
these
kinds
of
reports
to
know.
What's
going
on,
it's
hard,
sometimes
to
observe
these
things,
and
it's
just
a
coincidence
that
I
got
to
do
that
this
week.
So
thank
you.
B
Thanks
for
coming
out
also,
I
noticed
that
you
know.
Probably
a
lot
of
your
feedback
comes
from
the
new
teacher
center,
the
the
data
questions
that
they
ask
and
so
on,
and
if
you
don't
already
do
this
and
you
maybe
do
I
just
recommend,
you
might
want
to
add
some
anecdotal
remarks
from
the
participants
which
would
make
a
great
collection
for
future
participants
to
reach
to
read.
D
A
I
D
So
they
do
have
to
provide
that
support.
Do
they
have
to
do
it
with
the
north
dakota
teachers
support
system?
No,
so
some
districts
elect
to
be
a
part
of
that
system,
but
not
all,
but
they
do
from
my
understanding
is
they
have
to
have
some
type
of
support
defense
and
then
what
was
your
second?
Oh,
are
you
going
to
jump
into
my
job.
C
I
would
just
say
that,
prior
to
this,
this
program
has
been
it's
in
its
infancy.
Four
years
prior
to
this,
when
I
was
a
classroom
teacher,
we
worked
through
the
north
dakota
lead
center
20
years
ago,
and
it
was
not
a
comprehensive
mentoring
program.
We
had
training
in
the
summer
and
then
it
was
kind
of
as
needed.
If
the
teacher
reached
out
to
me,
she
wasn't
even
in
my
building.
C
Nice
brochure
that
human
resources
use
and
the
principles
as
we
are
interviewing
teachers,
they
share
the
requirements
and
they
are
told
up
front.
This
is
a
part
of
your
teaching
contract
year,
one
and
year
two,
and
I
think
a
benefit
to
the
program
has
been
that
it
sold
itself
that
we
have
teachers
coming
in.
With
experience
saying
I
want
that
mentoring
and
I'm
choosing
to
do
that.
G
Well,
probably
not
too
much,
I
noticed
we
put
that
on
here
and
then
I
was
going
like
what
was
that
on
there
for
again,
no,
but
I'm
just
kidding.
Well.
Last
thursday
we
had
our
gathering
up
at
fargo
north,
and
we
had
a
really
good,
showing
we
had
a
number
of
people
come
out.
We
had,
I
would
say,
along
with
our
facilitators
and
resource
people,
folks
from
the
public
that
showed
up
teachers
around
250
people
total.
G
G
So
currently,
where
we're
at
with
that
is,
we
gave
everybody
the
opportunity
to
write
down
their
thoughts
if
they
had
thoughts
that
they
wanted
to
be
represented
and
anne-marie
and
her
team
are
going
through
that
right
now
and
transcribing
all
that
information.
Once
we
have
that
we'll
put
a
report
together,
we'll
make
that
available
to
board
members.
We'll
make
it
available
to
the
steering
committee
and
then
we'll
also
post,
that
on
our
strategic
planning
website,
so
we're
in
the
process
of
gathering
all
that
information.
But
again
it
was
very
successful.
G
I
thought,
and
I
appreciate
the
efforts
of
board
members
and
other
administrators
directors
and
people
who
came
along
to
help
facilitate
the
whole
process
and
anne
marie
and
her
team
did
a
great
job
of
organizing
the
everything
and
getting
everything
to
work
so
so
anyways.
The
next
step
in
our
strategic
planning
process
is.
We
will
have
our
first
meeting
this
coming
monday
at
six
o'clock,
we'll
be
meeting
in
the
loft
at
legacy.
We
have
58
people
now
identified
to
be
part
of
the
steering
committee
and
we
will
have
our
first
meeting.
G
The
first
meeting
agenda,
which
I
believe
you've
seen,
will
be
primarily
that
orientation
to
the
whole
process
and
what
we're
going
to
be
doing
and
how
we'll
be
doing
things
and
presentations
from
bob's
group
and
the
teaching
and
learning
presentations
from
brock
and
his
side
of
things
with
finances
and
then
we'll
just
continue
to
work
through
our
process.
So
it's
exciting
to
be
at
this
point
and
we
look
forward
to
the
work
ahead
of
us.
So
that's
really
my
update
on
strategic
planning.
G
On
monday,
I
was
made
aware
of
a
legislative
bill
that
is
going
to
be
brought
forward
regarding
content
standards
and
assessment
in
the
state
of
north
dakota,
and
this
bill
significantly
would
change
the
landscape
of
what
we
currently
do
within
our
schools.
And
I
wanted
to
bring
that
to
your
attention
tonight
and
just
point
out
a
few
of
the
highlights
in
there.
I
would
encourage
you
to
read
the
bill.
G
Currently,
I'm
working
with
other
superintendents
across
the
state
and
with
our
own
organizations.
Administrative
organization,
as
well
as
some
others
to
go
through
the
bill,
take
a
look
at
it
and
then
to
create
a
strategy
to
discuss
where
we
think
we
need
to
go
with
how
we
feel
about
the
different
things
that
are
in
here.
G
So
I'm
going
to
just
kind
of
walk
through
real
quickly
in
a
few
of
the
pages
here,
but
I
would
bring
your
attention
to
page
number,
two
superintendent
of
public
instruction
authority
and
limitation.
What
this
provision
would
do.
It
would
take
a
lot
of
the
power
away
from
the
state
superintendent
to
make
decisions
about
content
standards
assessments
and
how
we
do
business
in
the
state
of
north
dakota
number
three
in
that
provision
would
add
a
level
of
bureaucracy.
G
That
would
be
a
whole
new
process
of
grading
for
us
and
with
the
way
that
we
report,
and
if
you
remember
the
reason
that
we
do
the
abcd
type
grading
system
is
because
colleges
require
that,
for
college
transcripts
and
for
for
school
transcripts
for
students
to
be
determined,
whether
they're
going
to
college
what
their
gpas
are
and
all
those
types
of
things
that
would
be
a
major
change
across
the
landscape
and
without
engagement
with
the
university
systems.
I
would
really
see
that
to
be
a
challenge.
G
G
What
this
is
it's
a
concern
or
an
issue
with
a
particular
bill,
writer
on
project-based
learning
and
they're,
not
not
understanding
the
need
for
us
to
do
those
types
of
engagements
with
students
to
develop
those
communication,
skills,
collaboration
skills
and
those
types
of
things.
It
also
would
change
again
how
teachers
evaluate
student
work
and
significantly
could
impact
that,
and
so
that's
a
concern.
G
One
of
the
biggest
concerns
of
the
bill
would
be
the
commission
on
north
dakota
standards
and
assessments.
It
starts
at
the
bottom
of
page
eight
and
it
goes
through,
and
what
it
identifies
is
a
new
commission
that
would
be
developed
of
three
higher
education
people,
three
teachers,
two
administrators,
two
legislative
legislators
and
the
governor
would
be
the
chair
of
the
committee.
G
This
would
be
a
10
person
group
and
basically,
when
you
read
through
the
legislation,
this
group
then
would
become
the
group
that
would
determine
standards,
assessments
and
everything
else
across
the
state,
so
would
be
hiring
a
whole
new
level
or
putting
in
place
a
whole
new
level
of
bureaucracy
to
go
through
the
process
of
developing
content
standards.
Assessments.
How
we
do
things,
and
also
chaired
by
the
government
governor,
so
not
quite
sure
how
that
would
work.
The
other
thing
is:
all
members
would
be
selected
by
the
legislature
through
a
process.
G
G
G
G
G
G
What
this
would
say
is
that
if
a
student
did
not
demonstrate
proficiency
on
this
one
assessment
at
to
a
certain
level
that
they
would
be
automatically
retained
in
the
grade
that
they're
in
in
grades
three
and
eight,
so
as
a
parent,
you
wouldn't
have
a
choice
anymore
of
whether
your
child
was
retained
or
not.
You
would
have
to
by
state
law,
keep
your
child
in
the
grade
that
they're
in
until
they
demonstrate
a
proficiency.
G
Not
their
coursework
throughout
the
year.
The
other
formative
assessments
that
teachers
use
to
gauge,
whether
or
not
students
are
are
succeeding
in
school
and
all
the
other
measures
that
we
use.
It
would
be
on
this.
One
state
assessment
grade
12
same
thing.
If
you
did
not
meet
proficiency,
you
would
not
graduate.
You
would
have
to
continue
to
do
whatever
it
is
that
this
would
demonstrate
in
order
to
demonstrate
proficiency
on
one
assessment.
G
Continue
on
as
you
go
down
further,
the
next
thing
is
withdrawal
for
smarter,
bound
balance
consortium.
It
says
here
that,
on
the
first
of
july,
the
governor
and
the
superintendent
of
public
schools
would
provide
written
notification
to
smarter,
balanced
consortium
indicated
the
state
is
no
longer
a
participant
in
the
smarter
balanced
consortium.
The
state
has
spent
the
last
three
years,
developing
and
working
with
this
whole
process
to
develop
the
syst.
The
assessments
that
we're
going
to
currently
use
you'd
basically
be
scrapping
that
and
putting
it
to
the
side.
G
So
then
there's
a
whole
other
part
about
interim
assessments,
and
the
interesting
part
about
this
is
that
there
has
been
a
debate
about
whether
we
should
have
homegrown
tests
assessments
that
are
developed
within
our
state
or
have
other
consortium
creating
those
assessments.
The
examples
given
in
here
are
examples
of
assessments
that
are
out
of
state
that
could
be
used
in
lieu
of
not
having
the
smarter,
balanced
consortium,
and
so
I'm
not
quite
sure
what
that
means,
and
if
anything,
the
iowa
test
of
basic
skills
is
also
listed.
That
was
something
we
did
in
the
70s.
G
There's
also
a
mandate
in
here
to
do
a
legislative
management
study
on
teacher
preparation
programs
and
when
you
read
through
that,
that
also
would
be.
It
would
be
interesting
to
know
what
commission
would
do
that,
what
types
of
research
would
they
look
at
and
what
are
they
really
trying
to
do
there?
Is
that
the
intent
to
change
something
at
the
university
level?
I'm
not
quite
sure.
So
it's
pretty
unclear.
G
A
J
F
F
J
Yeah,
this
is
really
directing
the
administration
to
talk
to
the
two
firms
that
we've
used
in
the
past,
for
this
determine
from
their
perspective,
who
best
would
they'd
like
to
move
forward
with
and
then
they'll
come
and
present
that
to
us
with
the
financials
on
it
for
our
ultimate
action.
Thank
you.
A
J
A
A
A
J
J
A
J
J
J
H
H
F
J
H
G
H
G
H
F
B
A
J
K
B
J
A
J
J
One
of
the
things
we'll
be
looking
at
probably
in
earnest
at
the
retreat
will
be
what
the
future
of
the
eagles
building
is
going
to
be
with
the
opening
of
davies,
we'll
no
longer
be
using
that
as
we
are
today,
although
there
may
certainly
be
other
needs,
the
district
has
and
we'll
be
exploring
those.
I
think
I'm
discussing
those
at
the
retreat.
J
J
We
talked
a
little
bit
about
the
land
that
we
just
took
action
on
making
an
offer
on,
and
then
we
really
spent
a
bit
of
time.
Looking
at.
What's
happened
to
us
over
at
lincoln
elementary
as
it
is
now
one
of
our
bigger
hot
spots
for
enrollment
busting
out
the
seams,
primarily
due
to
some
reclassification
by
the
city
on
apartments
that
I
believe
are
west
of
kmart
that
are
now
eligible
for
subsidized
housing
that
the
city
provides
to
families
in
need,
and
that
has
brought
a
whole
lot
more
youngsters
into
that
attendance
area.
J
Those
will
be
forthcoming.
As
we
look
to
the
reality
of
what's
going
to
look
like
the
map
when
we
open
up
ed
clap
and
what
can
we
do
to
take
some
of
the
pressure
off
that
building
either
doing
a
remodel
to
it
or
perhaps
changing
the
attendance
area?
If
we
do
something
with
the
eagles
that
might
help
us,
we
also
got
an
update
on
where
we
are
with
our
central
facilities,
building,
which
is
often
referred
to
as
our
warehouse
right
to
the
east
of
this
building.
F
I
I
It
was
extremely
interesting
I
enjoyed
listening
to
dr
schatz
present
his
program,
titled
social
capital,
networking
for
success,
and
the
seminar
seemed
to
focus
on
mainly
trauma
poverty,
mental
illness,
substance
abuse
for
our
youth,
and
it
was
really
a
reminder
to
me
that,
especially
after
we've
reviewed,
the
we've
took
a
look
at
the
at-risk
survey
and
tried
to
figure
out
what.
Additionally,
the
district's
role
is
in
the
community
to
address
some
of
those
issues.
I
I
Saturday
evening,
I
attended
fargo,
south
musical
south
pacific
and
it's
always
fun
to
just
see
what
the
talent
is
in
the
district
and
not
only
the
talent,
that's
on
the
stage,
but
the
pit
orchestra
as
well
and
the
crew
and
my
student
engagement
is
going
to
be
at
davies.
I
am
awaiting
the
date
on
that,
but
I
have
sent
information
out
for
a
request
on
that
and
will
be
ready
to
present
that
information
by
the
25th.
L
L
B
B
I
had
a
conversation
with
one
of
the
organizers
at
that
frazier
event,
because
I
think
she
had
sent
us
some
emails
and
wasn't
getting
too
much
response,
and
so
I
told
her
I
couldn't
go
to
that,
but
I
was
able
to
send
one
of
my
assistants
to
that.
Who
then
reported
back
to
me
and
couldn't
stop
raving
about
what
a
great
job
dr
schatz
did
that
I
know
we
get
to
listen
to
him
all
the
time
but
seriously.
B
She
was
impressed
with
that,
and
I
also
had
an
opportunity
to
refer
that
lady
to
another
social
organization
in
town
service
organization,
in
town
that
hopefully
will
be
able
to
help
spread
their
message
somewhat
going
farther,
and
I
think
I'm
going
to
be
with
rebecca,
probably
doing
that
engagement
out
at
davies.
I
hope,
although
I
do
note
that
I
will
not
be
here
in
attendance.
E
Okay,
the
communication
committee
is
meeting
on
monday
at
noon.
The
17th
I
attended
a
lot
of
stuff,
some
of
which
some
of
you
have
in
the
last
two
weeks,
the
ben
franklin
calendar
presentation
committee,
where
the
students
developed
their
own
calendars
and
dr
gross,
and
I
sat
next
to
each
other.
It
was
the
day
before
the
election
going,
oh
well.
We
can't
use
that
one,
because
that
starts
in
the
middle
of
august.
E
So
I'm
pleased
to
say
that
all
of
the
proposals
are
on
the
table
and
that
anybody
who's
on
the
calendar
committee
might
might
see
them
all.
I
suggested
that
they
all
be
brought
to
the
calendar
committee,
including
saturday
work
for
teachers,
so
we'll
see
how
that
goes.
But
it
was
it's
very
fascinating.
What
the
kids
think
you
know
when
they
say
what
the
teacher
should
be
doing
and
and
so
on.
So
that
was
really
fun.
E
And
so,
if
you
guys
have
questions
before
you
set
up
your
things,
you
know
talk
to
rachel
and
I,
and
maybe
we
can
give
you
a
little
guidance
as
to
what
to
ask
for
what
to
talk
about,
because
I
know
that
some
of
you
won't
have
as
extended
a
period
of
time
to
visit
your
schools
as
I
did.
But
I
found
it
really
fascinating
and
you
know
this
whole
strategist
piece
and
what
they
do
is
very
excellent.
E
But
I
also
went
to
the
united
way
luncheon
and
if
anybody
went
to
that,
the
women's
luncheon
the
day
before
and
the
woman
speaker
was
a
teacher
who
taught
homeless
kids,
and
so
it
was
a
fabulous
connect
to
the
two
events.
So
that
was
just
an
aside
and
aside
from
all
the
other
things
that
we
all
saw
each
other
out
in
the
last
two
weeks.
I
guess
that's
it.
B
A
Thank
you,
everybody.
I
put
the
president's
support
report.
I
handed
that
out
just
a
friendly
reminder
to
get
your
your
travel
reimbursements
to
anne
marie.
The
rest
of
those
are
just
reminders
of
future
board
gatherings.
Homework
will
be
sent
out
on
wednesday,
the
26th,
so
that's
prior
to
thanksgiving
so
be
waiting
for
that
next
governance
meeting
will
be
tuesday
december
2nd
at
7
30..
A
There
are
also
some
scholarship
opportunities
for
native
american
students.
I
will
give
to
john
that
he
can
forward
to
the
native
american
commission
other
than
that.
I
think
I
think
we
covered
it.
I
know
that
there
was
a
little
bit
of
fun
banter
in
my
household
on
monday
night
apparent.
I,
my
kids
are
spartans
and
there
happened
to
be
a
bruin
head
in
my
basement.
Somehow,
so
everybody
was
really
excited,
but
the
bruin
head
is
safe
and
returned
to
the
volleyball
team,
and
that
was
my
excitement
there.