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From YouTube: School Board Meeting - September 23, 2014
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - September 23, 2014
A
All
those
in
favor
of
the
agenda,
as
presented,
please
vote
by
saying
yes,
any
opposed.
No
next
item
is
recognition
of
the
audience.
There
was
a
sign
up
sheet
that
was
posted
out
by
the
front
agendas
there
had.
Nobody
has
signed
up
to
address
the
board
tonight,
but
in
case
you
weren't
aware
of
that
was
there
anybody
who
would
like
to
address
the
board
this
evening.
B
Hello,
we're
continuing
with
our
membership
drive
for
september
and
they'll
be
wrapping
up
here
in
the
next
week
or
so,
but
it's
ongoing
all
year,
of
course,
but
our
big
drive
is
right.
Now
I
we'll
be
offering
issues
in
education
this
year,
which
is
a
one
credit
class
for
members
to
take
a
couple.
Topics
are
the
common
core
evaluations
and
personnel
files,
retirement
investments
and
the
first
session
is
october
9th
and
our
in
the
north
korea
united
conference
is
set
for
those
two
days
off
in
october
in
october.
B
C
Yes,
I
can
dr
gross
is
unable
to
be
here
tonight,
so
you
get
me
for
these
three
reports
so
I'll
be
doing
the
introduction.
So
our
first
report
tonight
is
from
the
activities
department.
We
have
todd
olson
here
and
so
I'm
going
to
introduce
todd.
Let
him
get
up
and
do
his
report
and
he'll
introduce
other
people
that
he
has
anybody
else.
He
has
with
him.
So.
D
A
couple
of
things
I'll
highlight
from
this
past
year
this
year,
as
I
said
last
year
at
this
time,
was
the
first
year
that
our
coaches
were
required
to
have
a
coaching
permit.
We
had
over
260
coaches
that
earned
permits
this
year,
the
permit
to
fulfill
the
requirements
for
the
permit.
Our
coaches
had
to
be
cpr
aed
certified.
D
Some
other
highlights.
We
continue
to
work
very
closely
with
brock's
department
and
joy.
Rederath
has
been
a
great
resource
for
us
as
we
try
to
ensure
that
we're
using
our
resources
in
the
best
manner
possible
some
highlights
for
this
year.
We
are
the
first
community
ever
that
is
going
to
try
and
host
the
state
wrestling
tournament
followed
by
the
state
hockey
tournament
followed
by
the
state,
boys
and
girls
basketball
tournament
in
a
four
weekend
span.
So
we're
already
gearing
up
for
that
in
our
department.
D
D
It's
if
you've
followed
the
scandals
recently
in
the
nfl
joe
airman
is
getting
a
lot
of
air
time
right
now
because
of
his
cultural
based
approach
to
how
coaches
should
train
kids
and
how
our
activities
should
be
conducted.
His
his
big
push,
I
guess
you
would
say,
is
to
define
the
goals
of
being
in
a
sport
versus
the
purpose.
For
having
sports
and
how
we
need
to
place
more
emphasis
on
the,
why
we
have
activities
in
our
schools
beyond
the
una
state
championship
every
year.
D
We
in
the
fargo
schools
require
25
hours
or
five
classes
in
a
week,
they're
looking
at
going
from
the
hourly
model
to
progress
towards
graduation,
as
I
believe
the
three
words
that
are
in
the
policy
right
now,
so
something
we're
going
to
have
to
work
on
this
year.
If
that
passes
in
january
is
how
do
we
define
progress
towards
graduation
in
the
fargo
public
schools?
E
So
it
looks
like
do
have
strong
participation
in
activities
which
is
great
and
it
seems
to
be
fairly
fairly
steady.
D
I
think
kids
are
very
much
attracted
to
high
quality
programming
and
I
I
think
we
offer
high
quality
programming
and
that
attracts
kids.
You
know
you'll
see,
occasionally
a
jump
if
you
look
through
the
four
years,
where
maybe
a
different
instructor
started
a
club
and
or
an
instructor
left
us
and
that
club
doesn't
have
as
high
participation,
but
I
think
by
and
large,
if
you
offer
kids
good
things,
they
want
to
be
a
part
of
it.
A
A
I
mean
those
instructors
really
do
push
their
programs
and
it's
a
positive
experience,
as
you
said,
but
that
makes
a
big
difference
too,
for
those
numbers.
My
question,
though,
would
be
what
what's
now
required
by
the
state
is
the
coaching
training
required
by
the
state
or
just
the
concussion
management
training,
the
coaching.
D
F
G
D
C
Well,
I
think
there
is
a
correlation
with
the
number
of
students
that
we
haven't
been
franklin.
We
have
the
lowest
number
of
students
have
been
frankly,
we've
had
for
a
long
time,
and
so,
as
that
population
has
declined,
obviously
you're
not
going
to
have
as
many
kids
that
are
out
for
activities
and
doing
the
different
types.
So,
if
you're
looking
for
a
correlation,
that
would
be
my
first
guess
so.
C
D
H
D
H
It
seems
like
ben
franklin
and
discovery
comparison
to
say,
ben
franklin
to
north
discovery,
to
davies
the
percents
stay
fairly
similar,
but
the
difference
in
participation
from
carl
benn
with
a
70
to
say
85
percent
participation
to
south
being
60
to
70..
Do
you
have
any
idea
what
would
be
going
on
there.
I
What,
madam
president,
todd?
I'm
I'm
just
curious.
I
as
I
look
at
this
a
question
that
has
been
in
my
mind
for
a
few
years.
Now
is
especially
the
at-risk
population
who
are
in
our
woodrow
school
and,
and
I
and
people
and
I've
heard
anecdotally
that
those
kids
aren't
as
interested
in
activities
and
aren't
as
likely
to
play
sports
and
do
those
drama
and
stuff.
I
But
but
on
the
other
hand,
we
all
know
too
that
the
more
activities
kids
are
in
there
less
trouble
there,
and
I
I
understand,
and
the
more
likely
are
there
to
graduate
and
then
we
also
know
those
are:
are
our
highest
dropout
rates.
So
how
do
we
and
then
I,
as
I'm,
seeing
this
they're
only
in
the
yearbook
in
a
psychology
club
if
they're
active
at
all,
as
I
read
this
for
woodrow,
but
how
it
and
and
and
going
forward?
I
What
I
want
to
know
is
is:
is
this
community
model
community
school
model
of
activities
act
of
activity
of
kids
active?
Is
that
acceptable,
or
is
it
comparable
to
other
as
far
as
benchmarks
to
other
schools,
and
or
is
it
what
we're
satisfied
with
going
forward
or
because
I
I
just
look
at
this
and
I
think
we
should
have
more
of
those
woodrow
kids
in
school
like
in
activities,
but
I'm
naive
about
that.
D
I
D
I
D
A
D
F
If
I
may
respond
to
john
john
I'm
not
that
familiar
with
woodrow's
program,
but
I'm
quite
I
was
I'm
quite
familiar
with
community
high
in
west
fargo
and
their
students
almost
to
a
person
have
jobs.
Many
of
them,
when
I
was
there
are
holding,
are
having
are
working
up
to
40
hours.
So
I
think
in
a
lot
of
cases
those
kids
have
chosen
jobs
over
after
school
activities
and
they
just
don't
have
time
for
both
and
they're
they're.
Looking
for
the
monetary
value,
that
was
the
experience,
there
was
a
community.
E
You
looking
at
the
clubs,
that's
kind
of
fascinating
that
different
schools
have
different
clubs
that
are
unique
to
them.
So
is
that
a
result
of
a
teacher
that
might
have
a
certain
passion
and
say,
hey
I'll,
give
this
a
go
and
see
if
we
get
interest
is
so
are
our
or
or
students
deciding
they
want.
A
particular
thing
is
that
what
accounts
for
some
of
the
unique
offerings
at
the
different
schools?
I.
D
Think
it's
a
combination
of
the
two.
I
think
you
have
those
teachers
who
have
that
strong
interest
to
draw
kids
in
and
then
occasionally
we
have
a
group
of
kids
who
want
to
form
a
club
they
go
out
and
find
an
advisor
and
start
down
the
process
of
getting
their
club
approved.
So
it
goes
both
direction.
J
Thanks
robin
todd,
I
know
that
you
have
a
lot
of
responsibilities,
a
lot
of
different
things
to
cover.
So
what
I'm
going
to
suggest
here,
I
don't
mean
to
add
one
more
thing
onto
the
concept
here,
but
you
know
when
I
look
at
the
numbers,
and
I
see
things
like
the
junior
classical
league.
J
You
know
it
just
has
outrageous
numbers
and-
and
most
of
us
may
or
may
not
be
familiar
with-
why
that
or
some
of
us
may
not
be
familiar
with
what
that
organization
is,
but
it's
certainly
driven
by
an
instructor
or
two
with
a
great
deal
of
interest
and
excitement
and
passion
for
the
area.
So
my
suggestion
would
be
that
I
think
would
be
appropriate
for
our
district
activities.
J
Coordinator
is
if,
if
you
could
come
back
to
us
with
a
report
but
most
importantly,
create
an
action
plan
for
finding
a
way
to
get
more
kids
involved
in
all
types
of
activities,
and-
and
I
mean
that's-
maybe
a
little
bit
unfair
to
say
well-
see
if
you
can
make
that
happen-
I
just
mean
you
know.
J
I
think
it
would
be
great
if
we
had
some
way
from
a
district
viewpoint
of
helping
those
instructors
and
staff
members
promote
their
areas
and
expand
participation
so
that
next
year,
when
we
look
at
numbers,
we
could
we
could
find
that
we
have
a
greater.
We
have
a
real
big
increase
in
the
participation,
because
for
those
you
know
anybody
who's
gone
through
high
school
or
middle
school,
and
that
would
pretty
much
be
all
of
us.
J
We
all
know
that
being
involved
in
those
kinds
of
activities
is
a
huge
predictor
of
your
success
and
happiness
in
in
school,
and
so
it
seems
right
and
appropriate
that
we
should
try
to
not
not
just
host
those
activities,
but
we
should
find
ways
to
encourage
those
activities
to
grow
and
prosper.
So
that's
my
suggestion
to
you
as
if
you
could
find
some
way
to
to
foster
those
activities
to
grow
and
prosper,
whether
it's
football,
basketball
or
art
club
or
you
name.
J
It
find
some
concrete
ways
to
promote
those
and
foster
their
growth,
and
it
would
be
great
to
get
a
report
back
on
on
what's
happening
along
that,
and
I
don't
mean
to
add
one
more
thing
to
your
plate.
But
you
know
that
it
would
appear
as
if
we'd
all
enjoy
coming
back
next
year
and
saying
oh
wow,
look
at
the
participation
levels
are
way
up.
A
K
I
think
the
number
that's
going
through
carl
ben
itself
is
due
to
the
teachers
at
lewis
and
clark.
Okay,
I
know
their
their
choir
program
doubled
that
I
think
doubled
last
year.
The
fifth
grade
choir,
interesting,
okay
and
and
we're
seeing
every
year
there's
a
few
more
kids
in
the
instrumental
or
it
stays
even,
and
so
I
don't
think
it's
more
so
economical
at
all.
A
K
Waive
the
fee
for
students
who
can't
afford
to
rent
instruments
and
we've
we've
actually
purchased
more
instruments
every
year
and
typically
instruments
we
don't
purchase
because
there's
becoming
a
bigger
and
bigger
need.
Every
year,
like
the
smaller
instruments,
we
usually
had
people,
rent
them
and
now
we're
seeing
the
need
so
we're
starting
to
buy
those
smaller
instruments
too.
K
K
J
J
Until
we
get
up
to
the
upper
levels,
when
we
have
increased
participation
in
those
areas
and
if
we
believe
that
increased
participation
is
a
precursor
to
a
better
high
school
career
and
experience,
then
boy,
I
think
that's
great
and
I
would
love
to
have
them,
come
and
show
up
at
a
board
meeting
and
and
tell
us
a
little
bit
about
what
they're
doing
and
bring
some
of
their
people
down
and
sing.
Some
songs
and
we'd
pay
attention
to
them,
and
let
them
know
that
we're
aware
of
the
fact
that
they're
doing
a
good
job
I'll.
A
Hey
thank
you,
for
we
all
know
that
activities
often
happen
outside
the
school
day,
but
they
contribute
to
the
well-roundedness
of
our
students,
certainly
so.
C
Okay,
our
next
report
comes
from
our
high
school
principals.
Mr
dolan
is
going
to
lead
off
with
the
group
and
introduce
the
other
two
principals
and
they're
here
to
talk
to
you
about
their
senior
high
exits
here.
Surveys.
L
Good
evening
and
thank
you
for
this
opportunity,
as
you
can
see,
we've
developed
a
powerpoint
that
will
kind
of
guide
our
discussion
here
this
evening
and
at
any
time,
just
feel
free
to
interrupt
me.
But
before
I
begin,
I
would
just
like
to
tell
you
that
north
high
opened
its
doors
for
the
50th
time.
This
past
fall
and
that's
pretty
cool
when
you
start
to
take.
Take
a
look
at
that
in
1965
when
we
opened
there
was
about
960
students,
and
this
past
fall
here
were
just
a
little
bit
over
930.
L
L
You
might
recall
that
there
was
a
central
high
school
burned
down
back
in
1966
and
also
the
dome
collapsed
on
our
spartan
dome
in
1966,
so
for
a
year
and
a
half
students
from
central
high
school
and
north
high
shared
the
facility.
So
during
that
time
we
had
all
those
students
going
through
there
and
it's
still
a
great
place,
as
we
will
continue
for
the
next
50
years.
L
Our
history
club
is
a
very
active
club
at
north
high
school
and
colin
kloster,
who
was
just
recently
selected
as
a
north
dakota
history.
Teacher
of
the
year
put
together
part
of
our
museum
this
past
year
and
it's
got
a
lot
of
artifacts
from
its
50
years
of
existence,
and
so
I'm
just
going
to
pass
around
the
publication
that
they
put
together
and
at
the
end
of
all
this
I'd
like
this
to
go
to
paul
myers
because
he
was
there
in
1965..
L
So
we'll
just
pass
that
around.
L
L
L
Over
80
percent
of
our
students
are
planning
on
going
to
a
four-year
institution,
and
still
13
percent
of
our
kids
are
planning
on
going
to
a
vocational
or
technical
school
and
three
percent,
obviously
the
military
service
and
another
three
three
and
a
half
percent
off
to
work,
but
it's
a
fairly
significant
population
that
is
going
off
to
post-secondary
education.
L
Where
do
you
plan
on
going
you'll
notice?
I've
got
a
little
bit
of
historical
data
in
here
now.
Just
a
couple
of
years,
we've
been
doing
this
presentation
now
for
the
second
year
and
you'll
notice
that
in-state
or
out-of-state
comparison
and
the
red
bar
is
last
year
the
previous
year
in
2012,
and
excuse
me
2013
and
this
past
year,
2014.,
and
so
just
slightly
more
kids
are
staying
in
in
state
and
is
that
contributed
to
the
academic
scholarship
that
students
can
earn.
L
L
I
didn't
want
that
to
be
confused
with
m
state,
so
minnesota
state
university
of
moorhead
and
you'll
notice
that
the
gold
bar
there,
where
ndsu
is,
has
significantly
increased
over
the
time
that
I've
been
here.
It
never
used
to
be
almost
four
times
as
what
used
to
go
to
und,
at
least
at
north
high
school,
and
so
that's
increased
significantly.
L
I
think
the
presence
of
ndsu
in
our
community
has
just
risen.
You
know
with
their
move,
to
division,
one
and
the
notoriety
that
they
get.
So
I
think
possibly
that's
part
of
the
answer
there.
The
other
thing
that
I
thought
was
interesting
in
this
graph
here
was
university
of
minnesota
of
20
students
going
off
to
u
of
m
more
than
even
actually
concordia
college,
which
I
thought
was
interesting.
M
Thank
you,
mr
dolan,
and
congratulations
on
50
years
of
spartan
pride,
so
we're
at
48
right
now.
So
in
a
couple
more
years,
we'll
be
able
to
celebrate
that
half
century
mark
as
well
too.
The
next
slide
in
your
packet
is
breaking
down
the
percentage
of
kids
that
are
planning
on
working
in
the
previous
slide.
That
mr
dolan
showed,
I
believe,
there's
about
three
and
a
half
percent
that
are
going
to
work.
M
As
you
can
see,
the
majority
of
those
who
are
planning
on
working
are
staying
in
the
state
of
excuse
me
in
the
in
the
city
of
fargo
60.5,
your
packet
might
say
65.0,
so
you
may
want
to
correct
that,
but
it
is
60.5,
if
you
add
those
that
are
staying
in
north
dakota,
we're
looking
at
close
to
about
73
percent
of
our
graduates
in
the
fargo
area,
staying
within
north
dakota
to
go
to
work.
M
The
counselors
assist
me
with
educational
care
planning,
as
you
can
see.
First
of
all,
with
the
results
from
2013
to
2014
has
stayed
pretty
consistent
among
those
that
agree,
no
opinion
and
disagree.
M
Certainly,
those
that
have
agreed
would
be
able
to
take
part
in
many
of
the
the
resources
that
the
councilors
do
currently
provide,
starting
at
eighth
grade
before
the
students
actually
enter
into
high
schools.
There
is
an
opportunity
for
the
counselors
to
meet
with
parents
to
talk
about
the
course
offerings
as
they
transition
into
the
high
school.
M
So
that's
really
the
first
opportunity
that
the
concept
of
credits
having
to
be
in
minimum
classes
and
looking
at
the
graduation
requirements
are
somewhat
rolled
out
to
them
in
a
official
format
at
the
high
school
levels,
we
have
counselors
that
work
with
a
excuse
me
a
population
of
students
broken
down
by
alpha,
so
in
other
words
at
south
high.
We
have
four
alpha
populations
and
those
counselors
work
with
that
student
for
the
four
consecutive
years.
So
we
don't
have
a
student
population
working
just
with
9th
grade
10th
grade
11th
grade.
M
This
creates
an
opportunity
to
develop
the
relationships
getting
to
know
the
family,
perhaps
getting
to
know
siblings
and
also,
throughout
the
course
of
the
four
years,
getting
to
know
the
students
that
much
better
in
ninth
grade
freshman
orientation
once
they
have
their
classes
and
they
finally
receive
their
schedule
at
south
high.
We
to
start
the
school
year.
We
have
individual
conferences
with
the
with
the
families
and
the
students
at
north
and
davies.
M
Also
at
the
ninth
grade
level,
they're
introduced
into
a
software
package
called.
Are
you
ready,
nd
and
that
presents
a
little
bit
more
of
the
career
education
planning
interests,
personality
inventory,
type
things
that
is
used
consistently,
then,
throughout
the
next
three
years.
Another
highlight
at
the
ninth
grade
level
is
a
career
expo,
that's
being
held
at
the
fargo
dome,
normally
that's
held
in
december,
and
this
has
to
do
more
with
the
career
and
vocational
opportunities
very
well
supported
by
our
local
community
colleges,
as
well
as
a
number
of
businesses.
M
So
if
you
have
an
opportunity,
I
encourage
you
to
take
part
in
that.
It
is
a
regional
opportunity.
Our
students
have
about
hour
hour
and
a
half
to
be
on
the
floor
to
do
different
things
with
running
cranes,
sitting
in
big
trucks,
aviation,
all
kinds
of
fun,
things
running
backhoes
software
for
those
kind
of
things.
So
it's
really
a
unique
opportunity
for
the
9th
grade
students
in
the
10th
grade
year,
then
counselors
work
with
students
working
on
their
interest
inventory.
M
Also,
we
look
at
job
interview,
skills
and
at
davies
they
look
at
doing
more
parent
conferences
with
students
and
counselors
in
the
11th
grade
year.
Once
again,
the
are
you
ready,
format
is
used
and
there's
a
component
called
do
what
you
are-
and
this
is
a
personality
inventory
that
matches
to
the
career
choice
again.
M
Of
course,
each
of
the
high
schools
conduct
a
parent
senior
conference
that
starts
in
september
and
at
that
point,
credit
counts
are
checked
and
career
plans
are
discussed
at
that
time,
making
sure
that
the
resources
are
in
place
and
any
support
that
is
needed
to
be
able
to
talk
about
colleges,
talk
about
programming,
support
and
financial
aid.
All
those
conversations
have
begun,
so
those
are
just
some
of
the
highlights.
M
M
Our
students
sign
up
for
three
careers
that
they
want
to
attend,
usually
there's
over
100
career
choices,
and
this
would
not
be
possible
without
the
support
of
the
career,
the
community
members
that
are
very
willing
to
come
and
provide
their
time
to
our
students
and
it's
been
a
fantastic
opportunity
for
our
students
and
lastly,
of
course
our
counselors
are
very
instrumental
in
working
with
students
on
a
one-on-one
basis,
they're
very
approachable
for
a
number
of
reasons,
both
for
academic
personal
type
reasons
and
we're
very
beneficial,
very
lucky.
M
I
should
say
and
benefiting
from
having
counselors,
who
are
very
willing
to
work
with
kids
and
have
had
longevity
each
of
our
high
schools
to
be
able
to
create
those
relationships.
So
quite
a
bit
of
information
on
that
one.
The
next
slide
has
to
do
with
quality
instruction
in
the
core
areas
of
reading
writing
and
mathematics
and
again,
I
think
the
interesting
piece
with
this
has
to
do
what
I
would
consider
to
be
looking
at
it
again.
M
From
a
longevity
point
of
view,
the
scores
that
we
see
here
in
the
agree
column,
I
think
somewhat
parallel.
Some
of
the
standardized
results
that
we
may
see
in
ndsa
testing
or
act
results
for
those
that
are
at
this
point
meeting
some
of
those
core
expectations,
and
it
gives
us
a
little
bit
of
opportunity
to
take
a
look
and
see
that
for
those
that
disagree
certainly
having
the
opportunity
to
find
out
exactly
what
they
disagree
with
would
be.
M
The
next
question
logical
question
to
be
able
to
follow
up
with
them,
so
we
might
be
able
to
address
some
of
those
concerns.
Moving
on
to
teachers,
utilizing
technology
for
instruction.
Thank
you
very
much
for
providing
the
resources
and
also
the
support
for
our
students
in
grades
9
through
12
all
now
to
have
a
personal
learning
device.
M
We
didn't
realize
the
impact
not
having
9th
graders
with
what
tablets
last
year
did,
but
this
year
now,
that's
just
a
common
expectation.
One
of
the
things
that
it
has
done
is
a
given.
It
has
given
teachers
another
tool,
it
hasn't,
replaced
the
teacher
it.
It
has
complimented
the
teacher
with
respect
to
what
they
can
do
in
the
classroom.
M
As
you
know,
we
have
a
focus
here
now
in
fargo
schools
dealing
with
project-based
learning,
where
we
certainly
want
the
engagement
of
the
students
to
demonstrate
their
learning,
posing
more
open-ended
questions
and
allowing
the
student
to
be
able
to
take
the
learning
where
it
could
and
should
go,
and
to
demonstrate
that,
not
only
in
terms
of
paper
electronic
paper
for
that
matter,
but
also
in
terms
of
presentation
and
having
to
deal
with
areas
that
would
demonstrate
their
learning
other
pieces.
That
certainly
are
focuses
that
correspond
with
this
slide
as
well,
too,
would
be.
M
M
We
started
with
grade
10
as
a
pilot
program,
so
the
last
two
years,
certainly
north
and
so
excuse
me,
davies
and
south-
have
had
the
computers,
but
we've
had
them
now
for
almost
three
years
at
south
high
school
and
we
feel
as
though
that's
just
part
of
who
we
are
now
and
how
we
conduct
business
in
the
classroom.
So
that's
what
I
can
share
with
you
with
respect
to
my
slides,
to
take
you
the
rest
of
the
way,
mr
troy
cody
from
davies.
N
Good
evening,
it's
my
privilege
and
honor
to
finalize
our
presentation
feel
a
little
insignificant,
because
this
is
only
our
fourth
year
in
existence:
davies,
high
school
again
starting
my
third
year
as
as
building
principal
and
five
years.
Prior
to
that,
I
was
under
andy's
tulig
at
north
high
and
he's
taught
me
from
day
one
that
there
is
something
to
be
said
about
competition.
N
It
was
just
a
wonderful
opportunity
to
get
you
into
our
buildings
last
year
and
we're
looking
so
forward
to
that
coming
up
here.
So
I
will
be
talking
a
little
bit
about
the
last
five
slides
here
is,
I
think,
we've
summarized
it
in
kind
of
to
the
culture
and
the
climate
is
kind
of
the
opportunity
that
we're
gonna
address
here.
N
This
one,
I
think
todd
was
yours,
but
I'll,
just
let
you
kind
of
take
a
little
bit
with
that.
That's
the
academic
integrity
piece,
there's
the
results
with
that
anything
you
had
prepared
for
that.
M
Just
again,
it
shows
from
the
2013
2013-2014
similarity
between
the
responses,
as
you
can
see,
they're
focusing
on
the
disagrees
that
we
have
students
that
primarily
understand
the
importance
of
being
honest,
not
out
having
plagiarism
or
cheating
being
a
part
of
their
experience
within
our
high
schools,
and
also
advocating
that
our
teachers
are
doing
a
wonderful
job
of
holding
kids
accountable
for
the
learning
that
they
have
and
once
again
now,
when
we
go
to
projects
through
project-based
learning
in
which
we
require
the
students
to
demonstrate
their
learning,
certainly,
then
that
becomes
more
difficult
for
the
students
to
be
able
to
should
we
say,
share
work.
M
N
My
first
slide
is
talking
about
teachers.
Caring
about
them
was
the
question
very
similar
responses
to
the
results
last
year.
I
I
think
this
is
critical
to
draw
correlation
to
todd's
presentation
earlier
one
of
the
ideas
that
I
thought,
as
I
looked
at
this
slide,
and
as
I
compare
that
to
our
district
activities
data.
N
This
is.
This
is
consistent,
just
a
tad
bit
lower
on
this
one,
as
it
relates
to
agree
with
the
number
of
students
involved
in
extracurricular
activities.
I
think
paul
hit
it
right
on
the
head
that
it,
I
think,
there's
a
clear
correlation
that
when
we
get
students
involved
in
activities,
they'll
respond
more
favorably
to
questions,
as
as
it
is
in
this
particular
slide
as
well,
and
then
there's
always
that
middle
bunch
too.
That
really,
at
the
end
of
the
day,
they
just
really
have
no
opinion
on
the
matter.
N
Building
relationships
with
students
is
a
focus
that
that
I've
been
stressing
very
strongly
at
davies,
high
school
we've
stressed
and
built
a
model
around
building
relationships
with
one
student.
At
a
time
and-
and-
and
I
know
I
know
at
north
high
over
the
last
two
years-
andy
and
his
team
have
been
working
on
relationships
where
they've
used
the
motto.
Every
student
needs
a
champion
and
then
I
know
very
clearly
at
south
high.
N
They
also
believe
that
a
strong
foundation
and
a
relationship
with
a
student
is
needed
before
you
can
carry
on
and
continue
their
strive
for
excellence,
and
so
I
think,
there's
a
clear
correlation
that
there's
a
culture
and
a
climate
in
our
schools
that
students
are
feeling
cared
about.
N
The
second
slide
talks
a
little
bit
about
students
at
my
school
feel
safe
each
day
and
there's
a
two-year
comparison
there.
I
think
it's
encouraging
that
you'll
see
a
slight
increase
in
students
perspective
as
they
perceive
their
safety
in
school,
hypothetical
thinking
on
my
part,
but
I've
got
to
say
that
there
this
may
be
attributed
to
the
most
recent,
placing
an
emphasis
on
the
hiring
of
our
security.
N
These
are
the
individuals
that
greet
you
with
a
smile
and
ask
you
me,
you
know
what
are
you
in
our
building
for
and
how
can
I
direct
you
in
the
right
in
the
right
area
and
direction
so
there's
a
slight
increase
in
in
that
as
well.
I
N
I
think
john,
an
inference
that
you
made
reference
to
could
very
well.
I
can't
suggest
how
they
answered
that
question.
I
think
it's
all
in
how
you
know
at
the
end
of
the
day,
what
is
safety
to
me?
I,
my
immediate
reaction,
went
to
the
safety
inside
of
it
as
it
relates
to
wherever
kids
take
their
mind
to,
but
it
very
well
could
could
very
well
be.
N
I
know,
there's
been
an
emphasis,
as
it
relates
to
the
education
of
our
students
and
how
they
respond
to
some
of
that
bullying
and
the
policies
that
have
been
put
in
in
place
and
and
the
adults
that
they
can
talk
to.
I
think
it's
it's
it's
fair
and
I
think
a
point
that
I
can
hit
on
yours
is
this
very
next
slide
here,
john,
where
we
talks
and
it
asks
how
excuse
me
I
jumped
over
one
here.
This
is
my
next
slide
that
I
was
going
to
talk
to.
N
N
I
N
And
just
bringing
just
a
final
couple
comments
on
this
too.
I
think
there's
great
value
in
this
because
from
a
teacher
to
a
custodian
to
a
cook
to
a
coach,
they
all
have
value
and
bring
something
to
the
table
and
the
fact
that
we
might
struggle
with
a
student
getting
them
connected
at
school.
N
We
talked
earlier
a
little
bit
about
clubs
and
activities.
I
think
there's
always
a
way
that
we
can
administratively
encourage
the
adults
in
our
building
that
if
we
can
get
kids
to
feel
safe,
that
they
can
feel
cared
about,
that
there's
a
sense
of
belonging
just
this
most
recently
sunday.
If
you
listen
to
npr,
they
talked
about
how
music
and
this
kid
was
playing
the
cello
and
was
feeling
I've
never
belonged
to
anything
else
like
this
music
group
and
his
mother
couldn't
get
him
out
of
bed
for
anything
other
than.
N
If
I'm
not
going
to,
let
you
play
your
cello,
the
kid
got
out
of
bed
and
headed
to
school,
and
so
there's
really
a
there's
something
for
everything,
and
this
is
really
data
that
I
think
speaks
to
every
adult
in
our
building.
From
from
the
every
job
is
important
along
the
way,
so
that's
something
that
is
encouraging
and
and
stuck
out
with
me
as
well.
N
This
one
also,
I
think,
is
encouraging,
and
we
talked
a
little
bit
and-
and
david
mentioned
this
as
it
relates
to
those
that
are
working
outside
of
the
school.
This
slide
represents
some
of
the
external
factors
that
we
deal
with
in
school
today.
This
is
a
reality
that
nearly
63
percent
of
the
seniors
that
responded
to
this
survey
work
at
least
one
hour
a
week
outside
of
the
school
day.
N
If
we
do
the
math
with
a
typical
eight
hour
day,
that
means
that
our
students
end
their
day
at
four
o'clock,
maybe
gives
them
an
hour
to
get
to
their
job
and
then
work
from
five
to
ten,
and
then
that
means
at
ten
o'clock,
they're
coming
home,
maybe
getting
something
to
eat,
and
then,
if
we
do
the
math
right,
there's
at
least
an
hour
or
two
of
homework,
every
night
being
a
father
of
four
and
seeing
how
their
lives
operate.
N
Sometimes
my
own
children
don't
work,
but
I
know
they're
involved
in
activities
and
often
times
I'm
getting
ready
for
bed
and
brushing
my
teeth
and
unfortunately,
sometimes
they're
just
getting
ready
to
do
their
homework
and
that's
a
reality.
So
I
think
this
slide
is
really
speaks
to
the
external
factors
that
we
as
a
school
are
often
dealing
with
and
struggling
with,
as
we
work
with
and
partner
with
families,
as
it
relates
to
what's
really
important,
is
the
homework
versus
the
paycheck
and
sometimes
that's
a
that's,
a
difficult
battle
to
win
in
the
education
realm.
N
My
final
slide
then
talks
about
this
similar
to
todd's
slide.
As
he
spoke
to
the
school,
offering
a
high
quality
total
educational
programming.
It
speaks
to
the
overall
programming
that
seniors
believe
they
received.
I
think
oftentimes,
when
these
surveys
are
given
the
responder
answers,
questions
mainly
from
maybe
their
most
recent
experience,
and
this
was
given
in
the
spring
of
their
senior
year.
N
Maybe
they
were
just
found
out
that
they
had
to
take
a
senior
test
exemption,
didn't
quite
go
through
or
whatever,
but
I
think
I
would
focus
more
on
the
disagree
than
than
adding
the
two
pieces
together.
I
think
it
indicates
that
only
over
90
percent
of
the
students
did
not
disagree
with
their
educational
programming.
N
N
J
Well,
my
question:
I'm
going
to
apologize
in
advance
because
I
think
it
moves
a
little
bit
out
of
this
total
arena.
But
since
I
have
all
three
principles
there,
it's
kind
of
nice
to
be
able
to
ask
the
question-
and
it
also
goes
back
to
the
activities
and
extracurricular
things
that
we
have
and
students
being
involved
a
couple
of
years
ago.
J
The
district
purchased
a
fair
amount
of
television
and
filmmaking
equipment,
and
things
like
that-
and
I'm
just
wondering-
and
I
realize
it's
a
little
bit
out
of
this
area,
but
it
kind
of
deals
with
activities
and
with
involvement,
are
the
three
schools
using
that
equipment?
Now?
Is
there
much
going
on
in
that
area
or
is
that
waiting
for
the
right
class
to
come
along
or
what's
the
story
on
that?
One.
M
Pretty
much
equipment
that
we've
got,
we
offer
the
class.
Unfortunately,
we
haven't
had
the
turnout
that
we
hoped
for
with
respect
to
the
number
of
students
that
that
have
taken
that
class.
I'm
not
quite
sure
why
that
is
in
some
respects.
There
could
be
the
indi
again
connecting
it
to
an
individual
who
has
perhaps
done
a
good
job
with
those
students
have
taken
it
but
have
not
reached
out
to
either
market
or
sell
it
as
as
potentially
as
it
could
be.
As
an
elective,
offering.
M
I
think
it's
up
against
a
whole
lot
of
other
elective
choices
as
well
too.
So,
therefore,
depending
upon
interest
that
students
have,
as
well
as
the
availability
of
room
on
their
schedule,
all
those
factors
play
into
the
to
the
point.
Those
individuals
that
certainly
have
taken
the
class
have
benefited
a
great
deal.
M
J
M
The
class
we
do
offer
it
at
south
high
school.
We
do
have
that
it's
just
not
the
the
number
of
students
that
we
had
hoped
to
be
able
to
attract
to
that
hasn't
followed
what
I
would
consider
to
be
probably
the
investment
at
this
point.
G
E
O
O
L
Yes,
there
are
some
additional
questions
that
do
talk
about
what
are
some
areas
for
improvements.
What
are
the
things
that
you
do
like
and
but
it's
written
text
and
it
doesn't
really
lend
itself
to
a
graph
type
presentation,
but
there
are
lots
of
comments
that
administrators
look
at,
and
you
know
one
of
the
things
that
I've
noticed
during
the
course
of
time
is
that
kids
don't
feel
that
right
to
or
feel
that
they
can
make
any
decisions
they're,
not
a
part
of
that
decision
making
process
you
know
so
individually.
L
At
my
school
I've
been
doing
some
things
differently
in
terms
of
trying
to
get
some
input
from
kids
and
to
make
them
feel
a
part
of
the
decision.
But
I
also
know
how
to
I
feel
like
how
to
run
a
building,
and
so
I
feel
pretty
good
about
where
we're
at,
but
I
think
kids
in
that
category
would
feel
like
they're
they're,
not
a
part
of
that
decision
making
process.
But
there
is
a
lot
of
a
lot
of
text
answers.
P
I
Madame
president
principles,
thank
you
for
coming
and
sharing
this
information.
I
Dr
schatz,
one
of
the
thoughts
that
occurs
to
me
like
jim
drilling
a
little
bit
deeper
would
be
to-
and
maybe
you
already
do
this
at
your
administrative
levels
is-
is
a
comparison
of
the
comprehensive
schools
so
that
we're
not
just
looking
at
the
aggregate
or
or
or
the
you
know,
the
the
composite
results
for
the
district,
but
that
at
least
at
our
administrative
levels,
I'm
assuming
this
but
you're.
Looking
for
flags
in
each
of
your
arenas,
that's
if
one
school
is
not
on
par
with
the
other
schools.
I
It'll
get
your
attention,
so
I'm
just
raising
that
I'm
assuming
that
information
is
further
down
by
by
school.
The
other
thought
is,
as
I'm
wondering
one
more
time,
someone
like
johnny
one
note
here,
but
I'd
like
to
know
what
the
woodrow
wilson
school
students
think
and
they're
graduating
students
in
their
exit
surveys-
and
I
know
it's
a
different
group
but
there's
an
awful
lot
to
learn
from
kids
who
who
who
are
faced
with
challenges
and
still
go
forward,
and-
and
I
I'm
I'm
I've-
I
know
when
we
did
our
engagements.
I
N
Real
quickly
as
it
relates
to
your
first
question,
absolutely
100,
we
get
our
own
school
data.
I
desegregated
that
we
met
with
our
administrative
team
over
the
summer.
I
share
that
with
the
results.
N
We
speak
very
candidly
about
some
of
the
students
responses,
jim
as
relates
to
yours,
and
it's
a
text
response
at
the
very
end.
They're
able
to
kind
of
you
know,
dump
their
laundry
so
to
speak,
but
I
think,
as
it
relates
to
your
specific
question,
what
we
can
do
and
I'll
work
with
this
moving
forward
is
as
it
relates
to
a
specific
question
and
when
they
click
disagree,
we
can
put
it
and
require
them
to
put
a
text
as
it
relates
to
you
chose
disagree.
N
Could
you
share
a
reason
or
two,
so
I
think
there's
a
little
bit
more,
that
we
can
zero
in
on
that
and
then
the
second
part
to
john's
question
is,
I
believe
dr
gross
and
david
berkman
spoke
about
that
they
were
going
to
provide
you
with
some
alternative
programming
at
a
later
date
and
a
different
meeting
you'll
be
getting
this.
The
data
that
woodrow
students
did
take
that
as
well
too.
F
Madam
president
principles,
I
thank
you
for
this
and
I
looked
at
the
the
first
pie
chart
you
had
here
with
the
number
going
to
college
and
vocational
school,
and
I
mean
I
think
in
north
dakota.
We've
always
prided
ourselves
on
the
fact
that
we
have
a
very
high
percentage
that
at
least
start
out.
I
think
that
the
part
that
concerns
me
is
the
3.6
percent
that
are
going
to
enter
the
workforce
and-
and
I
would
assume
that
probably
quite
a
few
of
those
may
be
among
our
dropout
population
too.
F
F
I've
always
wondered
why
schools
don't
pursue
kind
of
a
dual
credit
option
for
the
kids
that
are
more
financially
motivated
than
scholastically
and
has
any
thought
ever
been
given
to
credit
for
working
outside
of
school?
I
I
think
it's.
I
can't
stress
how
important
it
is
to
keep
the
kids
there
until
graduation,
because
we
might
at
least
some
of
the
kids
that
drop
out
might
find
a
different
avenue
open
to
them
than
they
than
they
end
up
at.
F
L
My
tenure,
I've
kind
of
kept
track.
Over
the
last
20
years,
we've
seen
a
steady
increase
in
the
number
of
students
taking
ap
courses
and
also
dual
credit
courses,
and-
and
so
I
think,
that's
real
positive-
that
we've
seen
that
you
had
another
question
there
about
yeah
the
work
experience
programs
that
we
have.
We
have
a
number
of
work
experience
programs,
so
kids
can
earn
some
credits
for
going
out
into
the
workforce.
There's
a
limit.
L
I
believe
the
limit
is
one
credit,
one
full
credit,
and
so
we
do
have
a
number
of
students
that
earn
that,
but
they
normally
have
to
also
be
involved
in
like
a
a
business
education
class
or
those
types
of
courses
that
would
lend
itself
to
that
work.
Environment.
A
F
A
A
We'll
call
this
meeting
back
to
order,
dr
schatz,
would
you
like
to
introduce
our
new
next
presenter.
C
Sure
we'll
continue
on
with
our
reports
last
time
that
we
met
as
a
board.
You
received
information
about
the
use,
risk,
behavior
survey
and
so
you've
had
time
to
look
at
that.
The
idea
was
for
you
to
take
a
look,
and
if
you
had
questions
today,
we
would
address
that.
But
I
want
to
introduce
ron
schneider
and
I'm
going
to
have
ron
do
just
a
little
bit
of
an
introduction
here,
for
you.
C
Ron
is
over
at
woodrow
wilson
he's
our
counselor
there,
but
more
than
that
he's
also
our
community
liaison
with
a
number
of
different
organizations
that
tie
into
services
for
students,
in
particular
in
the
area
of
at
riskiness,
and
so
I'm
going
to
have
ron
talk
to
you
a
little
bit
about
what
he
does
and
how
he
interacts
with
the
community
and
also
a
little
bit
about
how
the
data
from
a
survey
like
this
is
used
in
the
in
the
realm
work
that
he
does
in
the
counselors
and
with
the
community
groups
that
he
works
with
so
ron
schneider
from
woodrow
wilson.
C
Q
Thank
you,
john.
I'm
going
to
go
after
two
of
your
questions
earlier
that
I
can
answer
how
many
kids
from
woodrow
wilder
will
participate
in
activities
at
other
school
last
year,
seven
basketball,
dance,
cheerleading
wrestling.
I
know
seven,
how
many
kids
take
the
senior
survey,
all
of
them,
it's
how
you
get
to
walk
out
the
door.
Q
Q
What
do
I
do
a
lot
of
the
things
that
dr
schatz
indicated
that
I
work
with
a
lot
of
the
agencies
that
are
affiliated
with
providing
helpful
services
to
our
students
over
the
years,
one
of
the
first
things
that
was
on
the
contract
when
I
signed
it
said
I
would
network
with
a
number
of
agencies
and
helpful
groups
for
our
skids,
our
kids,
so
I
spend
a
lot
of
time
visiting
with
those
groups
working
with
those
groups.
I'm
currently
significantly
involved
in
two
of
them,
one
of
them
being
youth
works.
Q
Who
you
all
know
very
well,
I
serve
with
them
on
on
their
board
right
now
and
a
second
one
that
I'm
actively
involved
very
actively
involved
with
and
have
been
for
a
number
of
years
is
the
raven
abuse
crisis
center,
and
I
encourage
you
to
all
come
to
our
fall
fling
because,
as
the
president
of
that
board,
we
need
to
raise
money,
so
you
need
to
come
and
help
sponsor
and
support
us.
So
I'm
pretty
involved
in
a
number
of
things
that
our
kids
are
involved
in.
Q
Q
You
know
we
ask
the
kids
to
sit
down
on
some
late
march
early
april
day
and
every
kid
in
second
hour
on
this
day
is
going
to
take
the
survey
and
it
takes
them
anywhere
from
35
to
45
minutes
to
finish
it,
it's
a
completely
anonymous
survey.
They
finish
it.
It
goes
in
an
envelope
that
envelope
goes
into.
Another
envelope
goes
into
a
big
box
and
it's
gone.
Q
We
have
no
way
of
knowing
who
completed,
which
survey
and
we
tell
the
kids
that
and
therefore
it
is
my
feeling-
and
it's
very
honestly
answered,
there's
no
reason
to
lie,
because
there's
no
way
for
us
to
know
who
you
are,
the
survey
does
throw
out
data.
If
a
kid
says
I
smoke
40
joints
a
day,
I
drink
every
day,
I'm
using
methamphetamine
every
day.
The
odds
are
that's
not
true,
you're,
not
in
school.
Q
G
Q
Q
The
carol
white
program
was
one
of
them,
some
grants
that
we've
got
with
dmf
and
then
I
think
the
list
is
long,
a
very
long
list
of
grants
that
she
uses
the
daddy
and
a
number
of
the
agencies
within
the
community.
I've
put
my
glasses
on
last
time
I
presented
here.
I
didn't
need
glasses,
so
the
children's
services
coordinating
committee
is
one
of
the
groups
that
uses
our
save
rape
and
abuse
crisis
center.
Youth
works,
fargo
cast
public
health,
they
put
out
an
annual
report.
If
you
read
it
pretty
close.
Q
Q
Q
Q
They
review
it
on
a
every
other
year
basis
when
it
comes
out-
and
there
are
adjustments
made
to
curriculum
all
the
time
based
on
the
results
of
the
survey.
So
if
we're
seeing
a
trend
in
one
way
or
another,
we
make
curriculum
adjustments
based
on
the
trend
that
we're
seeing
for
local
kids.
So
those
are
the
primary
uses
of
that
survey.
C
I
I'm
I'm
ron,
I'm,
madam
president,
members
of
the
board
ron,
I'm
really
delighted.
I
didn't
know
this
survey
was
so
widely
shared
and
and
that
it
it
it
had
so
much
import
by
those
other
entities.
I
because
that
that's
that's
gratifying
to
to
to
get
that
information
that
feedback,
I
I
didn't
know
who
had
it
or
where
it
was
or
or
whatever
the
the
thing
that
I
look
at
in
here,
and
maybe
you
can
guide
us.
I
Q
One
of
the
things
with
a
behavior
risk
survey
like
this
one.
That
tells
you
a
lot
about
what
the
kids
are
doing
or
not
doing,
and
one
of
the
things
that
identifies
is
obviously
the
activities
that
are
negative.
That
they're
involved
in
it
also
identifies
a
lot
of
the
positive
things
they're
involved
in.
Q
I
think
one
of
the
greatest
ways
to
impact
something
like
this
is
quite
frankly,
make
as
many
connections
and
relationship
building
things
as
possible.
Now,
whether
we
do
that
within
our
classrooms,
we
do
that
in
our
extracurricular
activities,
or
we
use
all
of
the
other
entities
that
are
out
there.
The
boys
and
girls
clubs,
boy
scouts,
girls,
you
name
it
whatever
group
is
out
there.
Q
We
make
connections
with
them
and
they're
making
connections
with
kids
and
all
of
us
are
kind
of
in
the
same
place,
the
more
connections,
the
more
relationships,
the
less
need
to
do
stuff.
We
don't
want
them
to
do
you
know.
I
really
believe
that
I
really
positively
believe
that
the
greater
impact
we
can
have
on
kids
is
the
more
people
that
are
connected
to
them
and,
however,
that
works
and,
however,
they
get
connected,
doesn't
really
matter.
It's
just
that
they
have
those
connections.
C
C
And
so
when
you
look
at
data
like
this
a
lot
of
times,
it's
a
reflection
of
your
community.
So
if
you
see
that
you
have
a
high
preponderance
of
alcohol
abuse
and
use
in
a
community-
and
we
know
we
have
that
in
our
adult
community,
you
may
see
the
same
trends
in
our
youth
and
so
then
there's
a
point
to
start
working
from
what
do
you
need
to
do
about
that
cigarette
use?
If
you
look
in
the
survey,
you'll
see
a
definite
decline
over
the
last
three
years.
C
C
When
I
did
my
dissertation
and
I
used
this
data
for
my
dissertation
to
look
at
what
is
it
that
you?
What
is
it
that
you
need
to
do
for
students
who
involve
themselves
in
multiple
at-risk
behaviors,
because
if
a
student
involves
themselves
in
one
at-risk
behavior
that
may
just
be
adolescents,
you
know
you're
testing
the
waters,
you're
out
involved
learning
and
those
types
of
things?
C
So
when
I
took
over
superintendent,
one
of
the
first
things
we
did
was
we
put
in
place
a
very
proactive,
build
your
school
culture
process,
and
so
every
one
of
our
principals.
When
they
were
talking
about
tonight,
connectedness
building
the
culture
in
your
school
every
school
is
working
on
their
school
culture
and
school
climate.
So
that's
a
direct
result
in
how
do
we
make
sure
that
we
provide
the
social
capital
for
those
kids
who
don't
have
it
that
connectedness
within
a
school
within
a
community
whatever
it
might
be?
C
So
that's
a
direct
correlation
from
what
we
know
and
what
we
can
do
to
try
and
prove
what's
happening
and
so-
and
I
think
we're
making
great
strides
in
that.
But
it
will
never
be
perfect,
but
it's
getting
better
as
you
saw
tonight,
and
when
you
listen
to
our
principles,
talk
if
you
go
on
our
schools,
you
see
all
sorts
of
things
about
culture
and
climate
and
those
types
of
things,
putting
policies
in
place
to
make
sure
that
we're
addressing
things
like
bullying
all
those
types
of
things.
It's
all
part
of
the
big
picture.
C
But
if
you
don't
proactively
work
with
that,
it's
not
going
to
happen.
So
that's
what
we're
doing
and
so
information
like
this
then
provides
us
the
opportunity
to
take
a
look.
Are
the
trends
reflective
of
our
community?
If,
if
so,
then,
what
is
it?
We
can
do
as
partners
within
our
community
to
help
and,
like
ron
said
working
with
all
the
different
agencies.
He
works
with
they're
all
trying
to
do
something
and
everybody's
involved.
So.
C
I
That
would
like
how
many
kids
have
seen
a
dentist
or
a
doctor
had
milk
or
or
have
adults,
and
she
was
like
and
then
and
then
there's
good
news.
There's
really
good
news
in
there
too,
like
how
how
early
on
the
seventh
and
eighth
graders,
how
many
of
them
are
sexually
active
or
are
are
doing
it
with
protection
and
education
and
and
so
on,
so
that
I
just
have
this
sense
that
our
community,
the
more
our
community,
can
learn
about
our
people
and
its
families.
I
And
it's
and
it's
everybody
the
more
we
can
get
a
sense
of
their
their
challenges
and
their
realities.
The
more
we
can
not
have
our
heads
in
the
sand
about
what
they're
they're
trying
to
work
through,
because
it's
it's
a
it's
a
village
again
and
and
I'm
so.
What
should
a
school
district
do
with
this
information.
G
A
Q
C
In
doing
what
we're
doing,
I
mean
we
are
proactively
trying
to
do
some
things
in
reaction
too.
So,
but
like
you,
you
keep
saying
and
what
I've
said
is
that
it's
a
partnership,
because
we
can't
do
it
all.
We
have
students
from
six
to
eight
hours
a
day,
typically
all
the
rest
of
the
time
they're
in
other
places,
and
so
there
has
to
be
other
things
going
on
too.
Just
besides
what
we
do.
A
I
I
can
address
a
little
bit
about
how
I,
as
a
board
member
use
some
of
this
data.
We
know
that
smaller
learning
communities
foster
more
relationship,
building
and
bonding
with
an
adult
within
the
the
academic
environment
or
anywhere
else
for
that
matter.
So
when
we
approve
davies
as
a
school
board,
part
of
the
basis
of
that
and
discovery
with,
where
the,
how
we,
how
it
was
built,
was
the
smaller
learning
communities
in
the
pod
type
styles.
So
there
are
smaller
learning
teams.
A
Also,
with
the
expansion
of
davies,
the
extracurricular
activity
availability
shot,
you
know
it
doubled
from
south,
and
so
we
had
that
many
more
students,
more
than
double.
We
were
surprised
who
went
out
for
sports
because
they
had
a
better
chance
to
make
the
team
or
tried
out
for
the
play
because
they
had
a
better
chance
to
to
make
the
lead.
So
that's
how
I,
as
a
board
member,
have
used
some
of
this
data
and
it
kind
of
goes
back
down
to
those
relationship
buildings
that
everything
goes
back
to
it.
F
I'm,
madam
president,
dr
schatz
ron,
the
skeptic
in
me,
has
to
ask
how
valid
do
you
think
these
truly
are
I've
seen
this
survey
many
many
times,
and
I've
also
heard
kids
talking
in
the
hallways
after
taking
the
surveys,
and
you
know
asking
each
other,
how
did
you
answer?
You
know
that
question
and
whatever
and
any
of
us
who
have
had
had
adolescents
and
teens
know
that
you
know
sometimes
they'll
do
any
they'll
do
or
say
anything
to
see
how
high
they
can
make
our
blood
pressure
go.
F
Q
Q
G
C
I
think
I
think
that's
pretty
indicative
when
you
look
at
the
cigarette
aspect
of
a
cigarette
use.
You
see
it
going
way
way
down,
I
mean
and
that's
significant
and-
and
you
can
correlate
that
directly
to
the
efforts
going
into
the
no
smoking
campaign.
So
even
if
you
do
have
some
students
that
maybe
aren't
truthful
in
the
survey,
I
I
would
put
pretty
good
stock
in
the
survey
overall
and
it's
widely
regarded
and
the
cdc
is
behind
it.
C
So
I
mean
they've
got
a
lot
of
things
involved
with
making
sure
that
the
credibility
of
the
survey
is
is
pretty
good,
but
you
can't
you
can't
always
say
that
the
survey
is
the
end
and
game.
I
mean
you've
got
to
look
at
other
anecdotal
types
of
data
and
information,
so
we
know
that
if
you
walk
in
into
a
school
and
talk
to
the
counseling
department,
ask
the
counselors.
What
do
you
think
some
of
the
major
issues
are
with
the
students
that
you're
dealing
with?
C
They
could
probably
tell
you
you
could
probably
go
back
to
the
survey
and
you'd
say
you
know
what
there's
a
correlation
there.
So
I
you
know,
I
think
that
you
just
have
to
make
sure
that
you're
you're
triangulating
the
data,
if
you
will
looking
for
other
pieces
and
parts
to
fit
with
it,
to
see.
If
there's
a
correlation-
and
I
think
that
we
do
that,
and
I
think
so.
I
think
that
what
we
see
here
is
probably
pretty
indicative
of.
What's
out
there.
H
Rebecca
a
question
so
some
of
the
questions
I
are
have
information
from
say:
2009,
but
nothing
from
11
or
13
is
that
that
I'm
just
guessing
those
questions,
weren't
asked
or
maybe
I
it
was
phrased
in
a
different
way
in
say
11
or
13
they're,
obviously,
all
very
important
still.
Q
Q
There's
a
lot
more
questions
related
to
physical
well-being
in
there
than
there
used
to
be
before.
C
And
so
what
we
did
was
stephen
rowe
went
and
took
the
three
years
of
data,
and
he
put
this
together.
This
is
the
state
doesn't
break
it
out
like
this.
So
now
we
have
a
model
where,
in
the
future
we
can
take
the
when
the
survey
in
the
next
two
years
year
and
a
half
is
done.
We
can
take
that
data.
Put
it
into
this
model.
Now
we'll
have
four
years,
and
you
may
see
that
gap.
You
might
almost
a
sudden,
see
a
question.
C
That's
asked
with
only
data
for
that
year
and
the
rest
of
the
years
now
are
sitting
back
because
they
changed
the
question
so,
but
we
try
to
bundle
it
so
that
they're
close
to
each
other.
So
you
can
see
you
probably
notice
that
so
we'll
just
continue
to
track
it.
That
way
when
the
gaps
appear
just
know
that
that
was
a
different
question.
H
A
H
And
I
think
we've
haven't,
we
instructed
the
governance
committee
to
take
this
up,
or
I
don't
believe
we're
just
accepting
the
data
and
and
not
looking
at
it
any
further.
Am
I
right
on
that
that
we've
we're
trying
to
figure
out
a
way
to
explore
this
and
make
some
plans
in
terms
of
how
to
network
farther
into
the
community.
A
Yes,
the
discussion
happened
as
to
which
committee
would
be
most
suited,
most
well-suited,
to
handle
this
in
the
community
partnerships
and
there's
a
lot
going
on
already,
obviously,
but
the
committee's
very
much
recognized.
This
is
much
bigger
than
the
schools
and
so
looking
for
ideas
on
how
to
branch
out
in
a
more
formal
process
with
some
of
those
community
groups,
yes,
you're
spot
on
okay,
I
see
no
further
questions,
so
thank
you.
Ron.
C
C
So
right
now
we're
just
in
that
gathering
stage
of
all
that
information.
The
response
to
the
survey
was
pretty
good.
I
would
say
we
were
anywhere
from
10
to
15
percent
in
each
one
of
the
community
and
parent
groups
for
the
students
it's
higher,
because
we
have
that
direct
access
to
students,
but
I
think
the
sample
of
surveys
that
we
did
gives
us
a
pretty
good
representative
sample
to
work
with,
and
the
biggest
reason
for
doing.
C
The
survey
I
want
to
remind
you
of
this
was
not
so
much
to
do
a
survey
and
then
write
a
strategic
plan.
It
was
to
do
a
survey
so
that,
if
we
do
a
public
forum,
the
questions
that
we
ask
at
the
public
forum,
which
will
only
be
about
four
or
five,
have
some
basis
for
the
reasons
for
the
questions
rather
than
just
saying.
Well,
how
do
you
think
we're
doing
as
a
district?
C
Well,
if
under
standard
one
and
advance
that
model
we
see
something
in
there
and
that's
what
the
committee
will
be
working
on
they're
going
to
draft
a
question
under
that
standard
that
might
address
something
we
saw
there,
so
we
can
get
a
better
question
with
maybe
a
broader
discussion,
so
you're
going
to
see
all
that,
it's
just
a
matter.
We
got
to
get
that
put
together,
okay,
so
that's
where
we're
at
with
that
process.
C
The
only
other
report
that
I
have
for
you
is,
I
have
correspondence,
so
I
got
really
excited
about
this
two
things.
Actually,
one
good
and
one's
just
kind
of
giving
you
some
feedback,
the
one
on
the
feedback
is
from
the
staff
at
jefferson
and
they
wanted
to
let
you
know
how
they
feel
about
boundary
lines,
and
things
like
that.
So
I
thought
I
would
share
that
with
you.
C
So
I'm
going
to
hand
that
around
the
other
one
is
it's
really
nice
with
all
the
things
that
go
on
and
all
the
complexities
that
we
deal
with.
We
don't
hear
a
lot
of
good
things,
sometimes,
but
betsy
beaton.
She
works
up
in
our
main
office
with
anne-marie
and
she
is
the
front
line
for
calls
when
people
have
questions
and
where
to
get
answers
and
those
types
of
things.
C
A
gentleman
took
the
time
to
write
to
us
about
betsy
and
how
helpful
she
has
been
the
two
times
he
has
called
and
is
you
know
calling
it?
What
great
customer
service,
interestingly,
is
that
last
year,
when
we
reorganized
a
lot
of
our
district
office,
we
actually
did
sessions
with
the
village
on
customer
service
for
the
district
office.
C
Now,
I'm
not
saying
that's
what
caused
betsy
to
give
customer
service,
because
she's
always
done
that
she's
kind
of
quietly
just
does
her
job
every
day,
but
it
was
really
nice
to
get
that,
and
so
I'm
going
to
share
that
with
you
too.
So
I'm
going
to
send
one
this
way
one
this
way
and
they
can
make
their
way
around.
That's
my
reports.
A
A
It's
been
moved
and
seconded
any
questions
about
the
consent.
Agenda,
leave
no
hands
all
those
in
favor,
please
vote
by
saying:
yes,
any
opposed.
No
consent
of
agenda
is
approved
business
section
of
the
meeting
gps,
four,
five,
nine
and
ten.
Thank
you
to
the
board
members
that
got
a
chance
to
fill
that
out
fairly
self-explanatory.
A
There
was
one
suggestion
by
linda
which
would.
A
A
It's
been
moved
and
seconded
any
other
comments,
because
I
do
have
one
kind
of
like
the
the
polls
that
were
sent
out
before
in
the
the
student
surveys
as
board
members.
It's
kind
of
our
obligation
to
anytime.
We
say
something's,
not
in
compliance
to
explain
why.
So
I
noticed
that
there
was
one
where
we
had
on
occasion
departed
from
its
commitment.
So
this
is
your
friendly
reminder
to
put
the
reason
why
and
just
so,
you
know
in
full
disclosure
that
those
comments
are
listed
by
board
member
name.
A
A
O
Thank
you
robin
first
of
all
for
those
of
you
on
planning
and
for
those
of
you
that
aren't
october
3rd
at
7
30
a.m.
I
assume
upstairs
in
the
depot
room
we'll
have
our
next
planning
committee
meeting
and
it
looks
like
it'll,
be
a
fairly
full
agenda
of
topics
based
upon
what
marianne
visited
with
me
today
on
tomorrow
night,
the
sec
governing
board
will
be
meeting
out
in
castleton.
O
I
don't
know
anything
too
dramatic
on
their
agenda,
but
I'll
certainly
report
back
at
our
next
board.
Meeting
the
north
dakota
state,
school
board,
association
board
of
directors
did
adopt
or
excuse
me,
the
state
gac
committee
did
adopt
another
resolution
regarding
possible
changes
to
tffr
possible
increased
funding
by
the
state
to
tffr,
probably
five
different
potential
solutions
that
might
help
relieve
districts
and
our
employees
of
the
incredible
contribution
levels
that
we're
being
forced
to
put
in
right
now
to
make
up
for
the
shortfall
in
the
fund.
O
H
R
Fun
and
yours
was
the
most
popular
ice
cream,
wasn't
it
so
other
than
attending
the
ice
cream?
Social
at
hawthorne?
The
health
insurance
committee
met
last
week
and
basically
for
me
it
was
my
first
meeting,
so
I
was
gathering
a
lot
of
information
they
reviewed
well.
First,
everyone
went
through
introductions
for
the
new
members.
They
reviewed
some
of
their
plan
changes
and
we
kind
of
or
they
discussed,
plan
differences
in
the
future
between
high
deductible
plan
offerings
and
hsa
plans.
R
P
At
this
time,
dinah
well,
I've
sent
my
second
ice
cream
social,
sarah
barton,
this
year's
liaison,
and
it
was
lots
of
fun.
Also.
The
communications
committee
has
not
met
and
will
not
meet
in
october.
P
Unless
something
comes
up.
I
also
attended
the
board
of
health
meeting
last
week,
two
things
one
as
rebecca
and
john
both
mentioned
at
governance.
There
was
discussion
when
we
were
talking
about
the
youth
risk
survey
and
partners,
and
I
was
talking
to
ruth
and
ron
basically
said,
of
course,
that
the
board
of
health
already
uses
the
youth
risks.
P
At
this
point,
it's
a
one-year
commitment,
they're
hoping
the
funding
will
continue,
but
the
role
of
this
individual
is
to
deal
with
all
refugees
that
come
in
and
their
health
care
and
follow
up
with
them
to
make
sure
that
they
have
proper
health
care
physicals
when
they
come
analysis
and
if
they
have
issues
that
they're
properly
referred
and
treated
and
so
on
and
as
a
school
district.
Certainly,
if
we
have
healthy
students
and
families,
then
they
do
better
in
school.
So
this
is
a
really
good
thing.
A
Thank
you.
I
handed
around
the
president's
report
so
we'll
run
down
that
quickly.
It
looks
like
every
board
member
is
going
to
be
at
the
state
convention.
Of
course,
three
of
us
are
required
to
be
there
by
state
law
the
first
day.
So
thank
you
for
getting
back
to
ours
to
anne
marie
on
that
date
has
been
chosen
for
the
city,
parks
and
schools.
Joint
meeting
that's
listed
there
and
we
are
see
anne-marie
is
seeking
rsvps
notice.
I
put
rsvps
in
bold.
A
Thank
me
later,
anne
marie
okay.
There
are
two
board
members
left
to
respond
on
the
national
convention,
and
it
looks
like,
with
the
exception
of
one
board
member
who
hasn't
had
a
chance
to
respond.
Yet
the
winner
board
retreat
common
date
would
be
january,
16th,
so
more
to
come
on
that
friday
in
your
inbox,
will
be
your
next
sec
section
of
els
and
looks
like
the
finance
ones
are
up
brock.
Okay,
so
brock
will
be
in
the
hot
sp
hot
seat,
so
plan
some
time
to
get
those
done
by
october
9th.
A
A
In
addition
to
that,
I
have
been
invited
by
the
united
way
to
discuss
their
pre-k
legislative
reports
as
well,
and
that
meetings
tomorrow
at
noon
and
that
will
be
a
couple
hours.
So
a
lot
of
that's
going
to
be
the
buzz
word.
I
think
this
year
is
pre-k
funding
at
the
state
legislature.
It's
it's
pretty
pervasive
throughout
our
at
least
our
community.
Next
governance
meeting
is
tuesday
october
7th
at
7
30,
and
I
put
a
picture
of
four
smiling
faces.
A
Scooping
ice
cream
at
hawthorne
and
rebecca
did
have
the
favorite
flavor,
but
it
was
called
superman
since
four
women
were
serving
it,
we
called
it
superwoman
and
it
was
very
popular.
So
we
had
a
ball,
it
was
fun
and
the
community
members
really
appreciate
seeing
the
board
members
out
too.
So,
thank
you
for
those
of
you
that
joined
us
john.
A
I
Okay,
we
have
a
big
week
coming
up
in
a
big
month.
We
anne-marie
is
september
27th.
Her
birthday
is
right
around
the
corner,
so
this
weekend,
when
we're
all
when
you're
off
and
basking
in
the
sun,
you
know
we're
thinking
of
you
and
our
best
to
you
and
then,
of
course,
paul
myers
is
october
13th
birthday
right
before
our
next
meeting.