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From YouTube: School Board Meeting - June 24, 2014
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - June 24, 2014
A
B
I'd
like
to
call
this
meeting
of
the
fargo
school
board
to
get
to
order
good
evening
and
welcome
to
everyone.
I
would
like
to
ask
for
a
motion
to
adjust
the
order
of
the
agenda,
please
to
bring
the
boundary
adjustments
up
to
after
the
recognition
from
audience
robin.
C
D
B
Okay,
all
those
in
favor
of
the
addition
and
change
to
the
agenda.
Please
say
aye.
D
B
B
We
don't
want
you
to
feel
left
out,
but
we
had
our
orientation
today
for
our
three
new
board
members
and
we
gave
them
all
this
information
that
emery
and
I
put
together
and
well
anne
marie,
mostly
put
together,
but
that
we
thought
would
be
helpful
for
many
of
you
as
well
sort
of
as
a
refresher,
but
also
certain
things
that
have
happened
over
the
course
of
the
year,
so
feel
free
to
look
at
it
at
your
leisure.
That's
what
that
big
binder
is.
E
B
B
F
I
think
we
should
just
recognize
the
fact
that
over
the
last
week,
we
have
received
correspondence
via
email
and
phone
call
from
a
variety
of
different
folks
throughout
the
different
areas
of
the
city
regarding
the
boundary
adjustments,
and
so
I
just
wanted
to
recognize
the
fact
that
we
have
received
that
and
board
members.
I
believe
that
you've
seen
all
the
emails
and
things
that
have
come
through
at
least
the
ones
that
I'm
aware
of,
and
so.
B
Anyone
else
with
any
other
correspondence.
Well,
in
that
case,
we
have
come
to
the
portion
of
recognition
of
the
audience
and
we
have
a
couple
of
guidelines
for
any
folks
who
want
to
speak
to
the
board.
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.
B
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
to
or
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
three
minutes.
We
have
lots
of
speakers
tonight.
B
I
would
appreciate
it
if,
if
you
have
the
exact
same
thing
to
to
say
from
a
previous
speaker,
if
you
would
address
that
and
give
somebody
else
a
chance,
but
everyone
does
have
three
minutes
and
we
will
go
in
the
order
in
which
you
signed
up
and
the
first
and
I
apologize.
If
I
say
your
name
incorrectly,
please
forgive
me
eric
sondag
is
the
first
one.
B
Oh
sorry,
just
before
you
started,
I
was
told
that
there
are
some
people
that
joined
us
late.
Is
there
anyone
who
intended
to
or
wish
to
speak
to
the
board
that
wanted
to
sign
up
that
did
not
okay,
sorry
go
ahead.
B
G
Okay,
eric
sundag
803
south
8th
street
tonight,
I
want
to
address
a
number
of
misconceptions.
I've
heard
as
we've
navigated
the
issue
of
these
changing
boundary
lines.
G
One
only
a
few
people
and
those
in
the
affected
areas
are
complaining
as
the
schools
go
so
goes,
our
community,
our
neighborhoods,
our
homes,
our
friends
and
most
important
importantly,
so
go
are
children.
Taxpayers
with
and
without
school
children
have
voiced
their
concerns,
sometimes
loudly
about
a
variety
of
school
related
issues,
not
the
least
of
which
have
been
the
school
boundary
lines.
G
G
G
Some
of
them
will
those
with
the
most
resources,
the
most
supportive
families
and
those
with
the
least
risk
factors.
Sadly,
that
is
not
the
reality
for
a
large
proportion
of
children
who
will
be
affected
by
the
boundary
changes.
They
will
not
be
fine
and
the
tearing
part
of
the
social
fabric
that
supports
them
and
gives
them
stability
will
become
yet
another
risk
factor.
G
G
G
G
I
am
requesting
that
the
board
and
the
administration
take
additional
time
to
enter
into
a
dialogue
with
all
of
the
citizens
of
fargo,
the
taxpayers,
parents,
teachers
and
students
to
better
understand
the
far-reaching
impact
of
these
boundary
decisions
to
make
the
best
and
most
informed
choice
possible.
Thank
you.
H
H
I
know
you
can't
and
won't
be
able
to
make
everybody
happy,
and
I
know
this
makes
it
a
difficult
job
for
all
of
you,
but
we
need
to
keep
students
in
the
schools
they
are
physically
close
to
in
order
to
strengthen
the
sense
of
community
and
personal
responsibility,
along
with
building
a
positive
and
safe
neighborhoods
for
all
of
us.
So
we
need
a
long-range
plan
that
stabilizes
the
school
boundaries
for
our
children.
H
Instead
of
shifting
boundaries,
the
growth
in
the
southern
part
of
our
city
is
not
unexpected,
so,
let's
plan
for
it
by
instead
of
moving
students
across
town
to
different
schools,
let's
place
the
schools
where
our
students
are
both.
Students
are
resources
that
we
think
we
can
move,
but
schools
are
resources
too.
Let's
place
them
where
the
need
is.
H
I
I
When
I
looked
at
the
current
proposal,
particularly
from
middle
and
high
school,
it's
obvious
that
students
are
moving
from
carl
bandus
and
south
to
ben
franklin
and
north,
so
that
other
students
can
move
from
davies
and
discovery
to
carlpen
and
south
we're
moving
two
kids
to
essentially
move
one
from
the
southern
part.
Up
to
the
northern
part
I
had,
as
those
on
the
board
are
aware,
I'd
written
an
email
suggesting
there
may
be
some
creative
ideas
to
move
kids
directly
from
that
southern
area
to
the
north
impact.
I
Another
point
I
wanted
to
highlight
that
I
had
previously
written
in
an
email
is
that
the
middle
school
age
is
very,
very
vulnerable.
Unfortunately,
somebody
has
to
be
impacted
here.
None
of
you
want
to
be
in
this
spot
where
you
have
to
make
this
decision
and
disrupt
the
kids
education,
since
you
have
to
do
it
in
the
least
disruptive
way.
I
The
transition
period
currently
allows
high
school
students
to
continue
their
educational
trajectory.
I
would
suggest
that
be
extended
down
to
middle
school
students
so
that
they
can
continue
continue
on
with
their
cohort.
Yes,
this
will
take
a
little
longer
to
make
the
adjustments,
but
that's
a
very
vulnerable
age,
and
I
think
the
students
are
worthy
of
that.
I
This
was
in
the
centennial
area,
not
a
single
person.
I
happened
to
talk
to
was
aware
that
their
students
will
change
at
the
elementary
school
middle
or
high
school
level.
I
think
it's
a
problem
to
make
decisions
when
people
don't
even
know
that
so
deeply
impact
them.
I
would
urge
you
to
consider
this
further
take
the
time
to
make
the
best
decision
and
not
the
quickest
decision.
Thank
you.
Thank.
E
J
J
K
K
K
K
It
seems
to
me
that,
with
this
proposal,
you
are
trying
to
force
educational
parity
in
a
situation
where
the
demographics
and
geography
dictate
there
simply
cannot
be
complete
parity
between
all
of
the
schools
in
fargo
anymore.
It
is
no
longer
practical
or
even
possible
the
guarantee
educational
experiences
for
all
of
our
students.
K
I
ask
that
you
look
at
other
options
before
before
putting
hawthorne
and
half
of
jefferson
on
a
track
to
go
north.
It
is
truly
the
case
that
some
students
at
north
high
school
cannot
take
some
of
the
classes
that
the
other
two
schools
offer.
Maybe
we
could
look
for
creative
solutions,
what
about
having
them
participate
in
a
class
and
so
through
distance
learning?
K
K
L
Good
evening
craig
hansen,
3314
20th
street
south,
probably
loud,
I
got
a
lot
I'm
used
to
talking.
So
first
of
all,
thanks
for
allowing
us
to
talk
here
tonight,
I
do
want
to
thank
robin
nelson,
john
strand
and
rick
steen.
They
did
respond
online
to
my
comments
that
I
left
in
my
questions.
L
L
My
one
right
now
is
in
discovery
and
they
will
have
to
my
youngest
one
will
not
be
able
to
go
there.
Now.
I
understand
you
have
the
petition
process
set
up
well.
What
I
am
asking,
though,
is
to
consider
probably
a
little
more
formal
situation
in
this
year
of
transitions,
where,
basically,
you
could
grandfather
in
or
allow
the
younger
sibling
to
go
where
the
older
sibling
went
during
the
transition
period.
L
The
petition
process,
which
a
few
of
you
responded
back
to
to
me,
is
an
awful
it's
a
gray
area.
Okay,
it
leaves
leaves
us
unknown
until
we
get
the
yes
or
no
back.
I
don't
know
if
I
really
like
that.
Okay,
I
don't
like
that,
and
we've
already
had
I'll
give
you
an
example.
One
of
our
friends
two
blocks
away,
made
a
offer
on
a
house
to
make
sure
they
are
in
the
news
new
district.
I
don't
think
that's.
That's
not
my
plan,
I'm
not
doing
that.
L
So
I
guess
what
I
would
ask
you
guys
to
consider
is
the
fact
that
you
actually
put
a
formal
something
formally
together
there
that
allows
the
younger
sibling
to
go
to
where
the
older
sibling
is
already
going
to.
I
don't
think
that's
too
much
to
ask
during
a
transition
period,
at
least
to
consider
that
so
that's
all
I
have-
and
I
guess
thank
you
thank
you
for
allowing
us
to
speak
tonight.
E
M
A
Todd
west
3425
21st
street
south-
and
I
would
like
to
thank
the
board
for
this
opportunity
to
allow
us
to
speak,
and
I
definitely
reemphasize
the
comments
that
were
just
made.
Our
home
is
located
three
houses
north
of
the
new
35th
border
and
we're
in
the
south
point
neighborhood,
which
concise
of
32nd
25th
40th
in
university.
So
there's
talk
about
the
neighborhoods
being
divided,
but
also
then
the
families,
so
my
oldest
will
be
a
junior
at
davies.
A
N
N
N
If
you
know
you
were
to
elect
to
move
the
claire
barton,
hawthorne
children,
you
know
all
the
way
to
the
north
side,
so
you
know
when
for
us
when
we
think
about
it
as
parents
and
families.
You
know
we
think
about
everything
from
that.
N
When
we
work
on
the
south
side
of
town
to
the
resell
value
with
our
home,
when
when
someone
looks
at
how
far
when
we're
at
the
very
edge
of
you
know
the
school
just
school
boundaries
and
things
like
that,
all
these
things
go
through
parents
minds
when,
when
they're
looking
at
school
boundary
changes,
so
that
was
some
of
the
things
I
just
wanted
to
bring
up
the
the
reason
I
came
here
tonight
was
to
reiterate
all
the
things
I
think
you've
heard
before,
which
is
to
ask
for
more
time
for
more
discussion.
N
The
these
proposals
came
out
right
at
the
very
end
of
the
school
year
when
normally
ptas,
I
think,
are
one
of
the
ways
that
parents
usually
learn
about
these
kind
of
discussions
and
a
lot
of
the
parents
were
very
much
unaware
of
of
this
and
and
when
me
being
a
parent
talking
to
other
parents.
That's
the
only
way
I
heard
about
this
was
through
word
of
mouth.
N
N
One
of
the
other
suggestions
I
wanted
to
bring
up
was
that
whether
anybody
has
considered
the
option
of
allowing
people
to
asking
or
asking
parents
and
if
they
wanted
to
volunteer
to
move
to
another
school,
meaning
they're
in
a
boundary
where
they
wouldn't
normally
go
to
another
school,
but
maybe
they
would
elect
to
move
to
a
different
school
and
for
a
variety
of
different
reasons.
Maybe
they're
divorced
parents
and
they
have
parents
who
are
on
different
sides
and
they
were
like
hey,
let's.
N
N
So
this
is
something
that
maybe
they
could
look,
that
the
school
board
could
consider
as
well
and
if
they
get
10
15
20
30
students
out
of
the
whole
entire
fargo
that
volunteer
to
switch
to
that,
could
alleviate
that
many
students
that
and
heartbreak
of
that
many
students
that
and
families
that
don't
have
to
be
forced
to
make
the
change
and
and
move
when
they
really
didn't
want
to.
So
just
something
as
an
idea
to
think
about
when
the
time
comes.
So
thank
you
for
for
listening.
Thanks.
O
Jake
oster
392,
8th
avenue
south
I
just
found
out
about
this
recently
and
that's
why
I'm
here
and
I
think
I
sent
an
email
to
you
guys
and
a
few
of
you
responded.
I
appreciate
that
again.
I
just
would
like
to
see
more
time
as
everybody's
kind
of
echoed
more
more
engagement.
I
feel
like
it
was
kind
of
made
at
the
end
of
the
year,
didn't
find
out
until
last
minute.
You
know
either,
as
somebody
mentioned,
these
are
very
impactful
on
our
families.
I
know
it
seems
like
it's.
O
We
just
need
to
shift
numbers,
but
you
know
it.
It
affects
after
school
activities.
Appointments.
I
think
everybody
before
me
is
has
covered
a
lot
of
the
points
I
had
so
thank
you.
B
Thank
you,
michael
jablon,.
P
Hi,
thank
you.
My
name
is
michael
javelin,
I'm
at
2803
parkview
drive.
So
thank
you,
everyone
for
taking
my
comments.
Many
of
you
may
know
me
as
a
parent
of
three
kids
from
kennedy.
We've
had
lots
of
discussions
about
kennedy.
One
of
them
is
currently
displaced
in
the
kennedy
eagle
center.
So
I
would
like
to
say
thanks
for
building
a
neighborhood
school
in
a
neighborhood
at
clap.
I
commend
you
guys
for
that.
I
thought
that
was
a
phenomenal
community
partnership
with
the
parks,
the
city
and
everyone
else.
P
I'd
like
to
share
just
a
couple
of
more
things
that
you
know
just
echo
what's
been
previously
said,
but
I
think
merits
further
discussion
and
that's
trying
to
create
stability
in
the
south
and,
while
not
you
know,
interfering
with
stability
in
the
central
part
of
town,
one
of
the
things
that
I
can
personally
speak
to
because
of
my
friends
and
neighbors
who
are
moving
away
right.
We
build
a
nice
elementary
school
and
they're
moving
away,
and
I
ask
why
are
you
moving?
P
Not
what
I
would
expect
and
one
of
the
reasons
that
they're
moving
and
there's
three
of
them
that
are
saying
this
and
right.
You
know
I
heard
a
comment
or
read
a
comment
in
the
paper
that
you
know
we're
not
hearing
much
about
this.
Well,
it's
kind
of
like
the
adage
of
at
the
store.
You
know
people
shop
with
their
feet.
They
take
the
dollars
elsewhere.
P
So
again,
I
just
want
to
thank
you
again
for
taking
my
comments,
encourage
us
to
consider
and
reflect
on
what
we
did
when
we
had
a
boundary
study
and
a
boundary
review
that
took
a
large
part
of
the
community
input
and
maybe
reflect
on
some
of
those
comments,
notes
and
some
of
that
learning
that
took
place.
I
think
it
was
maybe
four
years
ago,
because
I
don't
know
that
those
have
been
appropriately
reflected
in
some
of
our
public
feedback.
So
thank
you
very
much.
Q
Emily
netland
3408
22nd
street
south
not
very
prepared.
I
wrote
my
notes
in
crayon
I
found
in
my
purse.
I
wasn't
really
aware
of
this
until
I
think
a
gentleman
handed
a
flyer
to
our
babysitter
when
we
were
at
work,
my
house
falls
on
the
going
to
lincoln
area,
which
centennial
and
ed
clap
would
be
less
than
a
mile
from
my
house.
Q
R
All
right,
rebecca
knutson,
11,
16,
8th
street
south
good
evening
board
members,
and
I
want
to
especially
thank
rusty
papachek
chris
wallman
and
rick
steen
for
your
service
and,
as
many
of
you
know,
I
will
be
sitting
in
a
seat
in
a
couple
of
weeks
making
some
of
these
tough
choices
that
you
are
being
asked
to
make.
So
I
appreciate
you
listening
to
us
and
all
of
the
time
and
the
attention
that
you
give
to
all
of
the
details
that
this
district
needs.
R
B
Thank
you
very
much
to
everyone
who
took
time
to
come
out
tonight
and
for
those
of
you
who
may
have
written
letters
as
well
or
to
those
of
you
who
were
not
here
tonight
who
did
re,
write
letters,
the
board,
contrary
to
some
public
opinion,
the
board
does
read
and
listen
to
all
of
the
comments
that
are
made,
and
certainly
in
the
next
few
minutes
we
will
be
having
some
discussion.
B
B
I
just
don't
want
you
to
ever
think
that
your
comments
are
not
heard,
but
we
can't-
probably
not
everyone
in
the
room
will
be
satisfied,
no
matter
what
the
outcome
of
this
is,
whether
it's
tonight
or
six
months
or
eight
months
from
now,
but
know
that
the
nine
board
members
around
the
table
with
the
assistance
of
our
administration,
do
honestly
have
the
best
interests
of
the
entire
district
at
hand.
So,
having
said
that,
the
next
item
on
our
agenda
as
adjusted,
is
the
boundary
adjustments.
B
I
would
like
us
to
divide
if
there's
no
objection
from
the
board
to
divide
the
discussion
between
those
two
topics
and
first
talk
about
the
middle
school
and
high
school,
and
dr
schatz
has
some
comments
that
he'd
like
to
make
first.
So
if
there's
no
objection
to
starting
this
way,
that's
the
way
we
will
dr
schatz
thank.
F
You
dana
tonight,
I'm
prepared
to
come
to
you
and
address
the
middle
and
high
school
boundary
lines
and
a
lot
of
the
feedback
that
we've
gotten
from
community
members
and
suggest
to
us
as
a
group
and
as
a
board
suggests
to
you
that
we
do
take
some
time
to
further
study
these
alignments.
F
Sense,
there's
absolutely
a
need
to
do
something
with
what
we
have
going
on
in
our
city,
with
the
growth
that
we
have
in
the
far
south
and
sustainable
neighborhoods
that
we
have
on
the
north
side.
You
know,
as
we
talked
about
in
the
long
range
facility
process,
it's
not
the
matter
that
on
the
north
side,
we
have
all
this
open
space
in
our
buildings.
F
F
That
you
delay
the
middle
and
high
school
boundary
discussion
and
that
we
embed
that
in
the
long
range
strategic
planning
process
that
we'll
begin
to
engage
in
this
fall
and
that
the
outcome
of
that
would
be
whatever
the
outcome
is.
The
strategic
planning
process
is
which
I
anticipate
will
take
some
time
throughout
the
school
year.
So
by
next
spring
we
get
some
kind
of
direction,
maybe
make
some
decision
at
that
time.
S
Would
you
prefer
emotion,
or
would
you
be
amenable
to
discussion
at
this
point,
because
I
have
some
questions.
S
If
I
may,
dr
schatz,
I'm
concerned
that
making
the
elementary
boundary
changes
will
necessitate
the
very
changes
that
are
on
the
table
right
now
before
discussion
happens,
so,
for
instance,
if
the
ed
clap
park
boundary
changes
take
place,
that
the
students
that
are
being
taken
from
kennedy
and
south
of
32nd
avenue
will
ultimately
wind
up
in
carlben,
allison
and
south,
and
that
will
cause
overcrowding
there
and
carbon
allison
can't
be
added
on
to
because
it's
an
infill
school
and
there's
no
growth
ability
there.
S
And
that
means
somehow
there
needs
to
be
a
release
in
that
midtown
area.
And
so
my
concern
is
that
if
we
go
ahead
and
and
say
yes,
these
elementary
boundaries
look
good.
I
don't
think
they
do,
but
that's
a
different
conversation
tonight.
If
we
do
that,
then
something's
got
to
give,
and
so
I'd
be
more
in
favor
of
stepping
back
and
looking
at
all
of
it
again.
B
T
It
would
be
a
split
school
because
currently,
those
that
live,
closest
or
just
south
of
interstate
94,
who
currently
go
to
lewis
and
clark,
are
assigned
to
carl
bannon
and
ultimately
to
south.
They
still
would
be
until
we
changed
the
middle
school
boundary
line.
So
the
concern
of
overcrowding,
which
would
be
the
case
if
we
took
all
of
ed
clap
over
there,
certainly
would
put
us
to
the
max
at
cbe,
but
just
changing
the
elementary
boundaries
doesn't
change
the
number
count
at
cbe
at
all.
Until
we
change
those
boundaries,
it
does
impact
other
people.
T
I
can't
remember
the
gal's
name,
who
obviously
is
in
that
probably
six
block
section
that
will
be
shifting
from,
I
believe,
centennial
over
to
lincoln,
and
it
certainly
involves
some
other
people
that
are
going
to
be
going
to
ed
clap,
but
the
secondary
side
of
things
wouldn't
change
until
a
later
change
is
made.
I
don't
think.
F
Well,
I,
the
reality
of
ed
clapp
school
is
going
to
be
this
with
the
proposal
that
we
have
for
the
elementary
boundary
right
now.
It
would
be
a
split
school
for
middle
school
high
school,
because
if
you
sent
all
the
students
in
that
attendance
area
to
south
and
to
cbe,
you
would
overload
south
okay.
F
I
don't
think
we're
going
to
build
another
middle
school
so
somewhere.
Somehow
there
has
to
be
an
adjustment
of
attendance,
and
so
fargo
has
a
long
history
of
being
able
to
keep
their
elementary
schools
connected
to
their
middle
schools
and
their
high
schools.
But
as
this
growth
goes
and
with
the
infield
concept,
now
that's
making
it
much
more
difficult
to
do
that.
It
just
simply
is,
and
it's
not
about
just
numbers
on
a
sheet:
it's
not
about
running
down
a
street
and
just
deciding
that's
where
the
cut
line
is
it's
about
the
reality
of.
F
Now,
if
you
want
davies
high
school
at
1,
400
students
in
three
years,
that's
what
you'll
have
with
one
of
those
you
know
concepts
so
and
then
the
whole
idea
of
relief
at
kennedy
because
of
the
growth
that's
going
to
go
on
at
kennedy,
in
particular
with
the
walmart
area
and
everything
happening
across
the
street
from
them,
and
up
on
52nd
avenue,
they're
going
to
fill
back
up
again
quickly
and
you'll
be
back
up
to
750
students.
The
dilemma
we
just
had
last
year
so.
F
It's
the
reality,
there's
just
I
don't
know
of
another
way
around
it,
and
if
somebody
had
a
better
plan,
it'd
be
it'd
be
great
if
they
would
give
that
to
me,
but
I
just
don't
know
what
it
would
be,
and
so
that's
our
dilemma.
But
the
fact
is
that
we
need
to
open
a
school
in
a
year
in
a
fall.
We
need.
We
need
to
get
going
on
that.
So
we
can
plan,
and
parents
know
and
things
like
that.
S
Chris
is
it
possible
that
we
switch
this
up
and
talk
about
the
elementary
school
boundaries
first,
because
I
sure
would
like
to
think
about
some
relief
for
lewis
and
clark
that
they
didn't
get
with
the
way
that
this
hashed
out.
That
was
really
one
of
the
things
when
we
started
talking
about
ed
clap
park
school
and
that
infill,
the
placement
of
it
was
specifically
to
my
recollection
to
take
to
alleviate
overcrowding
at
kennedy
and
lewis
and
clark,
and
it's
helping
kennedy
quite
a
lot.
S
But
I
don't
see
a
lot
of
help
for
lewis
and
clark
because
that
prairie
wood
boundary
got
shifted
down.
Then
every
everything
got
shifted
down
and
I
still
have
a
lot
of
trouble
with
that.
I
would
like
to
see
us
go
back
to
the
scenario
where
prairie
wood
was
included
in
that
and
then
those
folks
north
of
32nd
continue
in
that
midtown
middle
and
high
school,
and
then,
however,
that
bottom
part
hashes
out.
S
I
don't
understand
why
this
poor
woman's
child
has
to
go
to
lincoln,
and
you
know
that
the
school
boundaries
and
neighborhood
concept
is,
I
think,
really
falling
apart
down
there.
But
I
understand
that
we
have
to
make
some
decisions
about
ed
clapp
park
because
it's
going
to
open.
I
just
like
to
do
that
before
we
talk
about
one
person's
suggestion,
so.
T
Well,
it's
not
that
I
don't
want
to
talk
about
the
elementary
ones,
but
I
I'd
like
to
get
through
part
of
this
by
making
a
motion
that
we
table
a
decision
on
the
middle
school
and
high
school
boundaries
until
such
time
as
we've
developed.
The
next
version
of
the
district's
long-range
strategic
plan.
E
T
D
B
Okay,
we
have
a
table
to
motion
regarding
the
middle
and
high
school
boundaries
for
further
study
related
to
the
strategic
plan
or
any
other
process
that
we
choose
in
the
interim.
B
Now
we
have
the
elementary
school,
and
I
remind
you
that
we
are
opening
this
school
on
the
fall
of
2015
and
we
need
to
let
parents
know
who's
going
to
that
school.
B
So,
with
that,
having
being
said
bob,
do
you
have
any
additional
information
regarding
that
that
we
don't
know
about
as
of
today
that
was
being
going
to
be
presented,
something
you
want
to
say
relative
to
the
memo
before
we
get
into
discussion.
U
All
we
did
for
you
tonight
is
reiterate
the
conversations
and
the
data
that
we
presented
to
you
last
time.
So
in
your
packet,
you
will
see
on
pages
one
and
two,
a
side
by
side,
comparison
of
our
current
elementary
boundaries
and
the
information
of
the
students
who
are
in
those
attendance
areas
and
on
page
two,
then,
is
the
proposal
or
the
recommendation
of
the
new
set
of
elementary
boundaries.
U
F
I
just
want
to
point
out
that
chris
is
correct
in
that
the
original
version
that
we
brought
you
we
had
the
prairie
wood
area
in
there
and
25th
street
was
the
boundary
line
going
to
from
west
to
east
and
we
were
told
to
look
at
another
option.
So
we
did.
We
brought
it
down
south
of
94,
which
then
caused
us
to
have
to
go
south
of
32nd,
and
so
we
did
that
and
then
it
went
down
to
35th
and
then
it
goes
over
to
22nd
and
scoots
back
up.
F
So
now
by
doing
that
and
the
current
proposal
that
we
recommended
and
we
looked
at
the
socioeconomic
balance,
we
looked
at
all
the
other
factors
that
we
look
at.
It
came
out
very
well
as
far
as
the
type
of
attendance
area
that
you
would
want
for
students.
However,
if
you
go
up
to
back
to
the
prairie
wood
discussion,
you
have
natural
boundaries
25th
street,
but
you
have
to
cross
the
natural
boundary
of
the
interstate.
F
If
you
look
at
the
other
proposal
that
is
on
the
table,
you
have
to
cross
the
natural
boundary
of
32nd,
which
is
almost
like
an
interstate
and
25th,
which
is
very
busy
too.
Okay.
Now
I'll
remind
you
that
we
have
elementary
schools
that
live
on
that
are
on
university
and
10th
street.
We
have
them
on
25th
street,
so
I
mean
you
know.
However,
you
want
to
slice
and
dice
the
the
blocks
and
the
numbers
and
all
those
things
you
have
natural
boundaries
that
you're
going
to
have
to
cross
somewhere
big
natural
boundaries.
F
Okay,
so
and
if
we
did
the
prairie
wood
model,
it
would
give
us
more
relief
at
lewis
and
clark
which
we
need
right
now.
It
would
impact
less
elementary
school
boundary
configurations
that
we
currently
have.
If
you
go
with
the
one
we
have
in
front
of
you,
I
had
bob
run
the
numbers
today
and
we
can
share
those
with
you.
We
can
put
them
up
on
the
screen.
F
Actually,
if
that's,
if
that's
okay
with
everybody-
and
it
would
show
you
the
impact
on
lincoln
lewis
and
clark,
centennial
and
kennedy
as
far
as
what
would
be
the
make
up
just
numbers-wise
of
ca
of
ed
clapp,
so
you
get
a
sense
of
that.
But
that's
the
decision
at
this
point
when
you
look
at
how
do
you?
F
F
F
F
F
I'm
going
to
be
off
mike
and
I'll
just
speak
loud,
as
I
show
you
this
right
now,
as
you
look
at
our
current
boundary
lines
that
we
have
for
the
high
schools
in
middle
schools.
This
yellow
line
the
line
that
we
currently
have
that
splits,
whether
the
students
go
north
to
seabee
or
they
go
and
then
to
south
or
whether
they
go
south
to
davies
and
discovery.
F
So,
as
you
look
then
at
the
attendance
area
right
here
of
a
potential
for
the
airport
at
clap,
you
could
just
go
the
natural
boundary
up
here
across
17
and
back
down
to
32nd,
and
it
makes
a
rectangle
like
that.
That
includes
the
prairie
wood
kids.
When
we
do
that,
we
get
a
pretty
sizable
relief
at
lewis
and
clark.
I
believe
in
the
original
model
it's
about
123
kids,
which
is
what
we
need
right
now,
probably
a
little
bit
more
than
what
we
need.
F
But
we
need
that
go
with
the
new
model
that
we
have
the
pink
version
that
you
have
in
front
of
you
that
comes
down
here
and
here's
35th-
and
I
know
it's
hard
to
see
on
here,
but
there's
35th,
but
it
scoots
over
here
to
22nd
and
comes
up
here.
So
now
it's
starting
to
slice
into
centennial
into
lincoln,
okay
into
lewis
and
clark
and
then
kennedy.
So
you
get
the
numbers.
F
So
here
it
is
right
here
so
now
you
can
see
that
it
starts
to
broaden
out
it
gets
more
round.
If
you
will
and
then
prairie
wood
up
here
would
remain
at
lewis
and
clark
with
this
model,
we
only
get
about
56,
kids
relief
at
lewis
and
clark
and
at
lincoln
another
school,
that's
very
full.
It
only
gives
us
about
25.
I
think
it
is
or
30.
F
S
Dr
schatz,
if
we
went
with
the
scenery
where
part
of
lewis
and
clark
is
included,
and
basically
everything
south
of
32nd
states
where
it
was
except
for
that
lit
little
bit
of
right,
but
also
that
little
purple
area
that
used
to
be
green
right,
it
used
to
be
lincoln,
and
now
it's
centennial
used
to
be.
No.
No.
S
Okay,
so
isn't
that
right
where
the
eagles
kindergarten
center
is
yes,
so
if
we,
if
it
came
down
to
it
and
if
our
working
model
was
to
preserve
stability
in
what
we
already
have
and
we
needed
to
make
more
space
at
lewis
and
clark,
I'm
sorry
at
lincoln.
S
Would
it
be
an
option
to
create
that
pocket
elementary
school?
That
we've
discussed
as
a
board
where
eagles
kindergarten
center
is
to
alleviate
crowding
at
lincoln.
F
Yes,
to
answer
your
question:
if
you
made,
if
you
made
eagles
into
about
a
350
elementary
student
school,
what
it
would
do,
but
again
you're
gonna
have
boundary
changes,
then,
because
you
have
to
fit
it
in
there,
but
what
it
would
do
is
it
would,
in
my
opinion,
and
from
everything
I've
looked
at,
it
would
slow
down
the
growth
out
far
south
the
need
for
another
new
elementary
school
on
the
east
side
of
the
interstate.
F
F
The
actual
growth,
it's
the
the
actual
growth
of
the
school
itself,
bennett,
because
bennett
is
going
to
become
the
new
kennedy
in
the
next
three
years,
with
the
just
the
tremendous
housing
that's
being
built
out
around
davies
and
south
of
davies.
There
are
new
additions
that
have
now
been
plotted,
they're
putting
in
the
infrastructure
on
the
other
side
of
25th
street,
it's
going
to
come
and
when
it
does,
it's
going
to
come
really
fast
davies.
F
High
school
right
now
only
has
capacity
for
about
200,
more
students
discovery
without
an
addition
on
to
it
is
about
200
students.
So
what
you
have
to
make
a
decision
about?
That
is
how
you're
going
to
deal
with
that,
but
at
the
same
time,
how
you're
going
to
deal
with
the
bennett
growth
and
how
you're
going
to
deal
with
the
kennedy
growth.
C
So
I
like,
we
all
like
the
word:
stability,
it's
safe
and
it's
comfortable
and
and
and
that
would
be
everybody's
goal.
I
think
if
everything
stayed
the
same
all
the
time
so
that
piqued
my
interest,
you
did
you.
You
came
forth
with
a
recommendation
that
fitted
the
board's
direction.
So
thank
you
with
repurposing.
C
Eagles
kindergarten,
I
board
members
also
have
to
think
about
the
message
that
we
were
just
sent
at
the
polls.
As
far
as
how
do
we
fiscally
stay
within
our
capacity
and
I'm
not
saying
that's
a
bad
answer,
but
I'm
also
taking
heat
from
voters
for
keeping
all
the
neighborhood
schools
open.
So
that's
something
we
need
to
to
weigh
as
board
members
and
balance
that
and
that's
the
hard
part
of
our
jobs.
F
And
the
challenges
is
you
can't
do
it
all
today?
Right
because
that's
what's
needed,
I
mean
if
we
can
just
take,
and
this
example,
if
we
just
did
if
we
just
did
all
of
these
things
all
at
once,
we
could
just
stabilize
the
whole
thing,
but
you
can
there's
just
no
way
and
so
and
even
that
eagle
center
concept
is
just
a
concept
at
this
time.
F
It
would
have
to
be
a
lot
of
work
done
to
this,
to
figure
out
just
exactly
what
would
that
mean
for
that
area
for
that
area
of
land
that
we
have?
How
would
you
fit
that
in
there
there's
flood
mitigation
issues
with
the
city,
because
that
area
has
not
been
stabilized
yet
with
permanent
flood
protection?
F
So
that
is
that's
why
that
is
such
a
problematic
area
right
now,
but
down
the
road
if
you
get
flood
protection
that
mitigates
any
issues
with
that
and
those
types
and
you
can
look
at
it
and
and
the
need
is
there
to
take
and
and
redo
some
things
here
on
the
south
end
to
take
the
relief
off
of
the
growth
that's
going
on.
That
could
be
a
very
good
concept,
but
it
won't
happen
tomorrow.
F
S
Thanks,
dr
schatz,
I
I
think
it's
important
for
us
to
recognize
that,
even
if
voters
are
wanting
us
to
utilize
the
space
that
we
have,
we
also
have
heard
loud
and
clear
from
voters
that
we
want
stable
neighborhoods,
that
we
want
to
maintain
what
we
have
and
since
we
already
own
the
eagles
kindergarten
center,
while
there
may
be
building
issues,
I
mean
we're
building
ed
clap
park
school
in
a
place
that
had
some
serious
soil
issues.
So
I
I
think
it
should
be
on
the
table.
S
But
I'd
like
to
make
a
motion
I'd
like
to
move
that
we
adopt
the
plan
that
included
prairie
wood
and
go
back
to
the
to
the
original
plan,
which
was
to
alleviate
the
overcrowding
in
lewis
and
clark,
which
is
one
of
the
reasons
we
built
ed,
clap
park
school
in
the
first
place
and
and
then
keep
the
boundaries
where
they
were
in
the
far
south
and
sort
of
cross
that
bridge
with
a
pocket
elementary
school
or
whatever.
S
E
B
F
B
F
Okay,
so
originally,
when
we
showed
you
this,
this
is
the
prairie
wood
area
comes
down
and
again
the
natural
boundaries
that
you
see
this
line
right
here
is
the
demarcation
between
davies
and
discovery,
cbe
and
south,
and
that's
what
we
currently
are
doing
it
goes
along
here.
You
can
see
it
comes
down,
and
that's
what's
splitting
that.
F
So,
if
you
went
with
this
concept,
you
would
still
have
a
split
elementary
school
and
again
you
can
take
all
of
the
students
here
and
try
to
move
forward
now.
Without
these
students
it
might
be
a
little
bit
of
a
less
impact,
but
it's
still
significant
or
you
could
take
these
students
here
and
move
them
down
to
davies,
where
this
group
here
currently
goes
to
cb
and
south
okay,
so
you've
got
less
movement.
If
you
will,
but
again
a
numbers
crunch
that
you're
dealing
with.
B
Okay,
linda
and
robin
okay
so
hold
on
I'm
sorry,
I
apologize
I
miss
paul
who
I
had
written
down.
First,
I'm
sorry!
Oh.
V
V
It's
simply
that
the
northside
schools
do
offer
some
relief
to
the
crowding,
and
I
the
reason
I
think
that's
important
is
that
it
can
often
be
mischaracterized
as
somehow
we're
trying
to
provide
some
advantages
to
the
far
south
people
who
picked
houses
down
there
or
were
trying
to
rekindle
some
growth
in
north
fargo
and
those
may
be
some
offshoots.
But
that's
not
the
goal.
That's
not
the
plan.
That's
not
why
we're
worried
about
lewis
and
clark
and
kennedy
and
bennett
and
the
other
schools.
That's.
I
think
important
put
that
in
that
parameter.
W
So,
dr
schatz,
could
you
now
that
this
motion
is
in
front
of
us,
and
this
was
a
couple
meetings
ago
and
I
apologize.
I
don't
have
that
packet
in
front
of
me
from
may.
F
Okay,
so
pros
and
cons
again
with
this
proposal:
you're
really
impacting
the
kennedy
attendance
area,
because
that's
what
we're
bringing
here
to
give
the
relief
and
the
lewis
and
clark
here
and
bob
other
than
that,
the
lincoln
area
here
yeah
from
centennial,
that's
correct!
Okay!
So
if
you
go
to
the
other
version,
how
quick
can
you
pull
that
up
or
is
that
a
whole
another.
F
You
have
the
other
version
in
front
of
you.
I
can
just
show
you
the
streets
again,
maybe
you
can
get
it
up
here,
real,
quick
and
so
the
audience
can
see
it.
I.
M
F
To
some
to
some
degree
yeah,
and
then
there
was
the
natural
boundary
too
of
94.
There
were
some
people
who
said
you
know,
that's
that's
a
big
boundary
to
go
across
and
and
move
over
here.
So
that's
what
I
recall
you
know
the
boundary
issue
of
you
got
to
come
all
the
way
across
and
another
board
member.
I
remember
stating
that
it
was
too
many
kids
taken
out
of
lewis
and
clark
which
at
the
time,
I'm
okay
with
it,
because
the
school
is
so
over
crowded
right
now
and
the
programming
and
things
like
that.
F
We
can
easily
assimilate
that
school
plus
for
a
lot
of
reasons
that
are
hard
to
determine
that
neighborhood
has
kind
of
resurged
and
we
believe
it's
the
apartments
and
some
of
the
turnover
of
the
neighborhood
and-
and
so
there
are
a
lot
of
kids
in
that
neighborhood
right
now
and
those
are
the
cycles
you'll
see
over
years.
If
you
do
the
demographics
of
neighborhoods
and
they're
on
an
upswing.
C
C
It's
so
important,
it's
so,
and
I'm
trying
to
illustrate
and
demonstrate
how
difficult
it
is
to
not
just
have
think
consider
the
natural
boundaries,
but
also
the
demographics
and
the
mixes
of
children.
It's
so
difficult
with
geography
with
proximity
to
schools.
It's
a
very
complicated
issue
and
I
respect
the
work
that
you
put
forth
to
try
to
accommodate
our
direction.
S
I
just
wanted
to
point
out
that
two
years
ago,
when
we
were
working
to
tweak
the
boundaries
to
take
some
of
the
pressure
off
of
kennedy,
that
little
leg
that
juts
down
that
used
to
be
lincoln,
it
had
been
centennial
and
then
I
think,
if
I'm
not
mistaken,
centennial
absorbed
some
kennedy,
kids
and
so
then
those
folks
along
the
river
there
got
sent
up
to
lincoln
and
we
had
several
families
come
and
say
that
you
know
they're
so
close
to
centennial.
S
Why
do
they
have
to
now
go
away
up
to
lincoln,
and
so
this
is
really
more
to
linda's
point
that
so
it's
gone
that
poor
place
has
gone
back
and
forth,
so
they
for
the
most
part,
the
people
who
came
and
gave
input
were
pleased
would
have
liked
to
go
to
centennial
anyway.
So
that's.
F
And
the
challenge
is
this:
is
that
as
you
look
at
these
areas
and
you
look
at
where
the
schools
are
located,
you
always
have
the
outlier
you're
going
to
always
have
somebody
that
lives
on
the
farther
outside
edge
of
wherever
that
attendance
area
is,
and
you
look
at
lewis
and
clark
right
now.
This
is
not
walkable
distance
for
student
that
lives
here
or
bicycle.
F
F
You
have
a
kid
that
goes
the
long
fellow
that
has
to
go
to
ben
franklin.
That
is
not
a
walkable
and
bicycle.
You
know
pathway,
so
you
know.
However,
we
end
up
with
this.
In
the
end
you
know,
looking
at
all
the
dynamics,
there
will
always
be
an
outlier
somewhere,
always
just
just
the
way.
It
is.
B
T
One
other
thing:
that's
different
between
the
proposal.
That's
up
there
right
now
versus
the
one
that
takes
part
of
what
currently
is
lewis
and
clark
prairie
wood
and
puts
it
in
with
ed
clapp,
and
I'm
sure
rick
would
like
to
be
here
because
he's
the
one
that
advocated
to
get
to
this
map,
but
one
of
the
things
this
does.
T
Is
it
actually
pro
this
map?
It
provides
more
growth,
space
at
centennial
and
out
south,
because
it
does
have
more
students
at
lewis
and
clark
using
this
approach
versus
lowering
it
by.
I
think
it
was
150.
Some
students
we'd
be
lowering
it
in
the
first
version
and
the
question
that
came
up,
although
I
I
would
agree
neighborhood
turnover
happens,
would
we
ever
actually
see
growth
of
another
40
students
in
the
lewis
and
clark
neighborhood,
because
there's
really
no
infill
development
possibilities
there.
T
It
is
a
fully
developed
map
of
housing
at
this
point
in
time,
so
I
I
mean
either
of
them
are
doable.
One
provides
us
more
capacity
out
south.
F
And
can
I
make
one
quick
note,
as
I
failed
to
tell
you
about
this-
is
that
since
we
moved
this
part
of
centennial
up,
we
fill
centennial
back
up
here,
because
this
comes
from
bennett,
which
then
gives
bennett
more
more
room.
So
there
will
be
people
that
are
currently
in
the
bennett
area.
They
would
have
to
go
to
centennial
in
order
to
kind
of
fill
that
in
to
balance
those
numbers
into
to
give
them
more
growth,
which
is
what
we're
really
getting
worried
about.
W
There's
nowhere
in
the
core
town
to
build,
except
an
occasional
lot
here,
and
there
there's
nowhere
north
to
build
except
an
occasional
lot
here
and
there,
with
the
exception
of
cardinal
munch,
which
is
going
to
be
developed.
That's
in
phil,
which
set
the
record
for
protests
at
the
planning.
Commission
people
don't
like
infill
when
they
see
it.
Some
of
the
same
people
were
protesting.
W
Having
those
town
homes
built
where
the
old
shotwell
nursery
is
every
one
of
those
town.
Homes
is
worth
more
than
that
old.
Shot.
Well
kind
of
you
know
commercial
blight
area,
so
you
know
we've
done
everything
we
can
with
infill
in
those
core
neighborhoods
and
north,
so
we
can't
incentivize
where
people
are
going
to
live.
W
We
have
to
basically
chase
around
and
accommodate
those
kids
where
they
are
living
to
the
best
that
we
can
do
and
as
as
you
guys,
have
worked
so
hard
drilling
down
to
how
many
kids
live
on
each
block
and
try
to
deliver
the
best
possible
neighborhood
school
experience
at
the
elementary
level
that
we
possibly
can.
I
just
I
just
want
to
dispel
some
of
those
thoughts.
B
Thank
you.
Okay,
chris.
S
I
I
don't
want
to
argue,
but
I'm
I'm
just
going
to
show
the
flip
side
of
that.
So
I
know
personally
was
called
by
several
professionals
in
the
claire
barton
hawthorne
area
who
live
on
8th
street
and
some
historic
homes
who
have
said
destabilizing.
These
neighborhoods
is
actually
a
disincentive
for
families
to
move
to
these
neighborhoods.
There
are
five
homes
for
sale
on
ninth
street
south,
where
I
live.
Five
homes
and
people
do
buy
them.
S
S
If
the
schools
are
overcrowded,
don't
worry
the
fargo
public
schools
will
just
move
other
kids,
so
there's
space
for
you,
that's
an
incentive
for
those
families
and
a
disincentive
for
families
in
the
midtown
area
and,
frankly,
there's
a
value
to
that.
There's,
a
monetary
value
and
there's
a
value
to
that
neighborhood,
and
so
that's.
I
respect
your
opinion
and
I've
also
talked
to
dan
molly
and
he
shares
my
concern
that
the
go
2030
plan.
Really
most
people
wanted
a
growth
boundary.
Most
people
said
you
know
our
existing
neighborhoods,
the
property
values.
S
B
C
C
C
Protective
of
their
elementary
schools
and
people
when
first
thing
people
ask
when
they
move
to
town
is
where
are
the
good
schools
and
they
they're
usually
talking
about
elementary
schools.
I
want,
and
I
get
both
sides,
certainly,
but
I
want
to
assuage
some
of
you
that
are
concerned
about
property
values.
I've
been
on
the
board
for
11
years.
I've
lived
across
the
country,
boundary
changes
have
never,
in
my
experience,
ever
adversely
affected
property
values
or
home
ownership.
B
W
I
just
I
want
to
respond
to
chris
too,
and
I
I
understand
your
point.
I
do
I
mean
I,
I
lived
for
many
years
in
the
clara
barton
neighborhood
and
that's
where
my
kids
went
and
now
I'm
living
in
the
bennett,
neighborhood
and
seeing
these
homes
being
built
and
the
phantom
students
that
you
refer
to.
I
mean
I,
I
know
that
you
were.
You
were
on
hand
a
few
years
ago
at
kennedy,
when
we
heard
many
impassioned
parents
kind
of
angry
and
frustrated
that
we
hadn't
thought
far
ahead
enough.
W
You
know,
don't
you
folks,
ever
plan
you've
been
kind
of
caught.
You
know
you're
playing
catch-up
now
and
you're
scrambling
to,
and
so
this
is
planning
ahead
for
homes
that
are
they're
digging
up
the
dirt
as
fast
as
they
could
dig.
You
know
the
kids
are
coming
and
we
know
exactly
where
they're
coming
so
to
have
a
to
have
a
classroom
ready
for
them.
I
think,
is
good
planning.
S
To
your
point
linda-
and
I
I
know
that
I've
been
down
there,
I
know
it's
it's
coming
my
my
point.
I
think
my
larger
point
is
that
are
the
only
two
choices,
my
choice
or
your
choice.
Right.
I
think
what
the
public
is
saying
is
there's
a
whole
array
of
options
that
we
haven't
even
looked
at
to
creatively
solve
these
problems
that
don't
have
to
do
that.
Don't
have
to
do
with
displacing
stable
neighborhoods
and
don't
have
to
do
with
simply
doing
whatever
we
can
to
accommodate
that
growth.
S
That
there's
something
in
between
there,
that
the
public
would
like
to
have
input
on,
and
so
I
think,
we're
off
track
because
we're
talking
about
elementary
boundaries.
But
I
do
think
that
the
the
larger
point
that
I'm
hearing
and
certainly
rebecca
knutson
got
eight
gazillion
votes
and
her
main
theme
was.
You
know.
S
People
seem
to
want
more
participation
all
over
the
city,
thousands
of
people,
and
so
I
think
in
some
ways
that
was
a
mandate
that
there
are
probably
lots
of
things
that
we
have
as
smart
as
the
nine
of
us
are
and
dr
schatz
and
dr
gross
and
everyone
are.
There
are
probably
other
solutions
that
we
haven't
thought
of.
Besides
being.
T
One
of
them
gives
us
more
capacity
out
south
than
the
other,
because
it
better
utilizes
the
space
at
lewis
and
clark-
and
I
think
this
plan
that's
up
here
right
now,
which
was
what
we
actually
endorsed
at
our
first
reading,
still
gives
significant
relief
to
lewis
and
clark.
I
I
think
if
I
read
the
numbers
right,
it's
about
two
sections
right,
two
classrooms
60
students
and
has
that
building
well
under
its
capacity
number.
B
B
V
S
Chris,
I
would
also
like
to
comment
that
lewis
and
clark
has
a
a
very
unique
population.
There
must
be
90
different
languages
spoken
in
that
school
and
it
wasn't
built
with
the
ancillary
space
that
some
of
our
other
elementary
schools
are
so
42
students
going
down
42
students
is
significant.
No
so
42
students
under
capacity
right
so
they're,
almost
at
capacity
even
after
the
change,
so
there's
really
no
room
for
a
lot
of
growth
in
enrollment,
but
at
capacity,
if
I'm
not
mistaken,
that's
we
always
talk
about.
Well,
I
always
talk
about
behinds
and
chairs.
S
That's
42
butts
available
to
be
seated,
not
the
space
that
may
be
required
to
work
with
the
students
at
that
the
student
particular
student
population
in
lewis
and
clark.
That's
why
I
feel
so
compelled
to
make
sure
that
there's
the
space
there
that
we
need
and
that
that
neighborhood
is
turning
over.
I
know-
maybe
that's
my
legislative
district
and
there
are
many
retired
families
or
folks
living
there.
So.
B
F
Just
want
to
also
remind
you
that
at
lewis
and
clark
we're
currently
using
a
relocatable
for
some
of
the
ancillary
programs
music-
and
I
believe,
is
it
music
and
art
or
just
music
yeah,
and
we
also
have
a
specialized
program
there
that
consumes
two
full
classrooms
for
approximately
10
students,
and
so
when
you
have
the
concept
of
you
gain
two
classrooms.
You'll
fill
those
two
classrooms
right
away,
because
you
have
people
misplaced,
just
like
kennedy
was
where
they
had
students
in
all
sorts
of
different
spaces,
and
so
right,
sizing,
lewis
and
clark
to
be
used.
F
B
It's
not
perfect
by
anybody's
estimation-
and
I
reminded
you,
if
not
last
meeting
the
meeting
before
there
are
lots
of
issues
involved
in
in
this
and
it's
a
little
less
complicated
with
the
elementary
division
as
it
is
with
the
middle
and
high
school,
because
we
have
elementary
buildings
where
we
are,
they
have
a
fixed
capacity
and
we
want
to
get
the
kids
generally
speaking,
that
are
closest
to
the
building
to
go
to
that
building.
But,
as
dr
schatz
pointed
out,
there's
always
an
outlier.
B
Sadly,
fargo
is
this
long,
narrow
piece
that
at
one
time
was
able
to
maintain
uniform
boundaries
at
all
levels,
all
across
the
district,
we're
growing
too
fast
and
probably
forever
never
going
to
be
able
to
maintain
a
boundary
that
we
set
today,
10
or
20
years
from
now.
So
that's
a
changing
mentality
for
all
of
our
folks,
and
we
all
know
how
difficult
that
is,
but
the
longer
we
put
it
off
the
more
difficult.
B
B
So
I'm
going
to
let
everybody
who
has
a
a
question
to
ask
it
again
and
then
I
would
like,
if
bob,
if,
if
it
is,
if
you
can
put
the
two
plans
side
by
side,
if
you
can
figure
that
out,
I
know
you
could
at
one
time-
and
I
want
us
to
be
clear
before
people
vote
exactly
what
the
space
considerations
are
with
plan
a
versus
plan
b,
who's
which
school
is
getting
what
relief
and
what
the
actual
growth
elements
are
in
each
schools
and
if
there's
any
other
factors
that
play
into
the
game
in
terms
of
demographics
or
socioeconomics,
that
were
issues
with
people
along
the
way.
B
B
V
B
Okay,
it's
been
suggested
and
and
after
all
it
is
close
to
seven,
let's
take
a
break
until
seven
o'clock
and
come
back
and
bob
will
have
this
all
organized
and
so
on.
So
thank
you.
B
So
just
because
that's
a
distinctive
thing
that
people
understand,
I
just
want
everyone
to
be
clear,
not
promoting
one
or
the
other,
just
trying
to
make
it
clear
so
that
people
understand
what
we're
talking
about.
So
bob
you're
going
to
bring
us
up
to
speed
on
the
two
plans
and
the
pros
and
cons
of
each
at
all
levels.
Did
you
have
a
question
chris
before
we
started.
S
Oh
yeah,
sorry,
I
had
a
question
before
the
break
it
was
now
I
lost
my
train
of
thought.
M
U
Well,
thank
you
very
much.
What
I
attempt
to
do
very
quickly
at
the
break
is
give
you
a
side-by-side
comparison
between
the
two
models.
So
on
the
left-hand
side
is
the
one
that
we've
most
recently
talked
about
together
with
the
ed
clap
area.
The
one
on
the
right
is
proposal,
one
that
was
shared
with
you
as
a
board.
The
first
time
we
got
together
through
the
conversations
so
that
you
can
see
them
side
by
side
with
one
another.
U
Corner
would
be
the
data
that
I
shared
with
you
that
would
take
the
bluemont
lakes
area
and
the
prairie
wood
area
together,
and
then
the
other
changes
that
we
made
and
then
finally,
so
that
you
had
capacity
of
all
the
buildings
over
on
the
far
left
hand
side.
I
just
quickly
cut
and
paste
the
capacity
of
our
elementaries.
So
just.
V
B
U
U
So
as
we
look
at
the
difference
between
these
two
plans,
the
one
on
the
left,
what
it
does
is
takes
from
centennial,
which
is
in
purple
on
the
map,
the
area
on
the
northern
side
of
its
existing
boundary
and
takes
additional
neighborhoods
on
the
southern
part
from
bennett.
What
that
does
with
a
few
of
the
other
changes
is
actually
builds
in
a
capacity
of
about
100
students
at
centennial.
U
U
In
addition
to
that,
because
it
takes
the
map
on
the
left
takes
some
of
the
bennett
area.
What
it
does
is.
It
creates
approximately
220
to
230
student
capacity
at
bennett
elementary,
and
we
know
that
there
is
a
great
deal
of
growth
happening
in
that
area.
The
the
areas
have
been
plotted
and
new
homes
are
being
built
and
over
on
the
west
side
of
29
the
changes
that
we
made
there
and
at
edclap
school.
What
that
does
is
it
builds
in
about
again
220
to
230
capacity
at
kennedy
on
the
right
hand,
side.
U
U
U
D
U
S
Chris,
dr
gross,
if,
if
I'm
not
mistaken,
I
think
what
linda
asks
for
and
what
I
would
sure
like
is
more
pros
and
cons.
I
I
kind
of
appreciate
you
describing
what
went
where,
but
from
an
educational
perspective.
S
I
I
view
that
as
a
pro
just
personally,
I
don't
know
that
anybody
can
argue
with
the
fact
that
making
space
for
kids
that
are
already
in
schools
that
need
that
for
for
whatever
reason,
because
the
school's
overcrowded
and
the
particular
population,
that's
what
we
should
be
doing
if
it's
not
taken
away
from
something
else,
so,
dr
gross
or
jeff.
If
you
could
tell
us
what
are
some
downsides
of
the
motion
aside
from
well
yeah,
I'm
just
going
to
leave
it
at
that.
F
And
you
can
jump
in
if
you
want,
I
do
better
when
I
stand
and
point
well
again,
let's
go
back
here,
you're
talking
about
a
number
of
different
attendance
areas
that
get
impacted
with
this
plan,
and
I
think
you
know
so.
The
movement
alone
is
is
an
issue
from
an
academic
standpoint,
lewis
and
clark
you're
correct
in
that
we
won't
get
as
much
space
as
if
we
were
to
go
with
the
plan
over
there,
and
you
know
bob
and
I
talked
at
the
break.
F
We
have
two
music
classes,
but
art
is
still
on
a
card
at
lewis
and
clark,
and
then
we
also
have
a
very
intensive
program
there
of
about
10
students
that
takes
two
classrooms
to
accommodate
that.
So
you've
got
some
significant
types
of
things
going
on
at
lewis
and
clark.
That
are
what
I
would
call
displacement
issues
because
of
just
the
overcrowding.
F
So
this
plan
over
here
would
provide
you
with
that,
maybe
a
little
bit
more
than
what
you
would
want.
But
then
you
you
know
you
you
start
saying:
well,
okay,
then:
let's
just
kind
of
cut
the
line
right
here,
but
then
it's
you
know
it.
Just
gets
really
messy
so
for
the
lewis
and
clark
school
having
more
space
than
what
they
have
now
is
advantageous
to
providing
probably
a
better
learning
environment.
Class
numbers
are
higher
there
too.
There
just
are
so
without
a
doubt.
F
Well,
that's
that's
a
facility
decision
that
the
board
would
have
to
wrestle
with
and
decide.
I
know
that
you
know
we've
done
additions
before
and
I
think
that's
something
that
we
hadn't
planned
for
in
the
long
range
facility
planning
process,
but
again
that's
a
discussion
that
could
go
on.
I
I
can't
answer
that.
Yes
or
no,
I
guess
at
this
point.
M
F
One
thing
I
want
to
point
out:
maybe
this
won't
answer
your
question
directly,
but
you
see
this
little
area
right
here,
this
little
spot,
that's
what
bob's
talking
about
that
has
been
approved
and
that
you'll
drive
by
infrastructures
being
put
in
you're
talking,
100
150
homes
plus
apartment
buildings.
There
I
believe,
that's
what's
planned.
F
I
don't
know
if
that's
going
to
make
a
huge
difference:
socioeconomic
demographics.
This
versus
this
didn't
change
much.
I
believe
when
we
looked
at
it,
so
I
don't
think
that's
a
pro
or
con
it's
just
the
reality
is,
we
already
know
knew
ed.
Clapp
would
be
a
school
where
there
would
be
like
other
schools
that
we
have
some
higher
needs
and
so
we're
building
it
to
accommodate
that.
I
mean
it's
hard
to
answer
your
question
directly.
C
And
so
one
more
question
then-
and
this
is
a
prediction-
so
I
respect
that
you
need
to
answer
this
carefully,
which
one
is
more
sustainable
for
the
longer
amount
of
time
in
your
with
your
gut
feeling
or
your.
I
should.
I
shouldn't
use
that
word
with
your
with
all
the
research
that
you've
already
put
into
this
for
the
last
year
and
a
half.
F
With
as
much
information
that
I've
gone
over-
and
I
always
say
economics
is
the
is
the
thing
that
could
change
everything,
because
if
housing
all
of
a
sudden
goes
down-
and
you
know
the
economy
goes
bad
and
everything
stops,
then
that
changes
the
game,
but
if
the
growth
continues
the
way
it
is.
F
I've
said
all
along
that.
I
believe-
and
I
even
said
this
with
the
middle
school
high
school
as
much
as
folks
want
to
have
more
discussion
about
that
once
whatever
is
done
basically
from
what
I
believe
I-94
going
north,
I
think,
will
be
there
for
a
long
long
time
and
there's
no
other
need
to
change
it.
But
what
happens
from
94
south
there
will
be
tweaking.
F
There
will
be
something
because
some
of
this
somehow
has
got
to
be
tweaked
to
deal
with
the
growth
and
you
can't
push
it
above
onto
94
because
there's
no
space
to
do
it.
If
you
come
off
main
avenue
and
you
move
some
of
that
north,
that's
all
you
can
do,
there's
no
more
movement,
you
just
can't
do
it,
there's
no
nowhere
else
to
get
students
so,
regardless
of
what
you
do,
you're
still
going
to
have
to
do
something
here
down
the
road
again,
it's
just
never
going
to
be
that
stable.
F
I
think
at
this
point,
this
one's
a
little
bit
more
stable
than
this
one,
because
again
you're
impacting
a
lot
of
neighborhoods
here
and
these
people
might
have
to
be
impacted
again
somewhere
down
the
road,
whereas
this
one
here
pretty
much
will
stabilize.
I
don't
see
this
changing,
because
this
is
a
solid
block
of
attendance
and
kids.
I
don't
see
it
changing,
even
in
the
south
side,
even
in
the
far
south.
I
don't
know
if
you'll
go
past
30
seconds
to
address
the
issue,
because
how
would
you-
and
what
would
you
do?
F
I
believe
here,
if
you
have
this
here,
this
configuration
may
change
again
somehow,
just
because
of
and
what
we're
trying
to
do
in
my
long-range
plan
that
I'm
going
to
be
bringing
to
you
later,
as
as
a
follow-up
and
long-range
facilities
plan.
What
happens
below
all
of
this
down
around
76th
avenue
for
the
future,
trying
to
project
how
many
students,
how
much
acreage
of
land
equals
500
students,
for
example,
for
an
elementary.
So
where
would
it
be
strategically
to
put
another
elementary
eventually
way
down
the
road
someday?
W
So
not
asking
which
one
is
more
stable
and
unchanging,
but
what
you
were
saying
is
that
the
one
on
the
left
gives
more
breathing
space
to
the
schools
down
south
at
this
point:
bennett
right
now:
okay,
the
question
I
had
was:
if
we,
if
we
go
with
the
version
on
the
left,
which
does
not
give
the
same
kind
of
relief
to
lewis
and
clark
that
special
program
you
mentioned
with
the
10
students
in
two
classrooms,
do
those
10
students
live
in
the
lewis
and
clark
area,
or
is
that
a
destination
program,
and
can
that
program
be
moved.
F
It's
a
destination
program.
The
majority
of
the
kids
do
live
on
the
south
side.
We
addressed
this
issue
last
year
and
it
was
very
contentious
and
it
wouldn't
be
my
recommendation
to
move
it.
If
you
would
ask
me
that
directly
for
those
for
those
students,
that
is
an
extremely
difficult
process,
and
I
think
that
we
would
really
be
taking
a
core
group
of
students
and
really
putting
them
in
a
you
know.
We
talk
about
just
regular
students
on
a
given
day
and
all
the
things
that
change
brings
to
this
group
of
students.
I
T
You
don't
have
to
push
the
numbers
back
up
there.
Just
correct
me
if
I'm
wrong,
but
I
think
if
we
went
with
the
prairie
wood
model,
we
lower
from
the
current
population
number
at
lewis
and
clark
by
am
I
right
120
some
students
less
in
the
building.
T
T
T
The
staff
would
love
that.
But
what
we're
gonna
do
is
end
up
building
those
classrooms,
someplace
else
and
have
them
sit
empty
or
I
shouldn't
say
that
they
won't
be
empty.
There
isn't
an
empty
classroom
in
the
district,
they're
all
used
by
staff
for
something,
but
we're
going
to
use
up
capacity
that
we
have
and
have
to
build
it
out
south
faster.
T
That's
the
one
con
now
the
plus
is
we're
given
a
lot
of
breathing
space
to
that
building.
Probably
much
like
kennedy
felt
when
we
opened
up
kennedy
2
at
the
eagles
center,
a
lot
of
breathing
space
before
it
filled
back
up.
My
guess
is
the
day
will
come,
we'll
have
to
figure
out
how
to
fill
it
up
or
we're
going
to
be
building
five
six
extra
classrooms
sooner
than
we
otherwise
would
have
to
so
that
would
be
the.
V
Well,
the
will
the
eagle
center
be
continued
to
use
to
be
used
for
kennedy
in
the
near
future.
V
But
wondering
if
that
might
provide
any
answers
to
relieve
future
congestion
at
bennett
and
centennial
coming
up
or
if
a
new
elementary
school
in
the
davies
area
would
relieve
any
future
congestion
in
those
areas,
regardless
of
which
of
these
two
plans
we
selected,
because
there
is
no
doubt
dr
schatz,
as
you
have
been
pointing
out
both
pretty
directly
and
indirectly
we're
going
to
have
some
problems
in
the
bennett
area
coming
up,
and
we
can
talk
about
them
as
not
being
here
yet
or
whatever,
but
it's
part
of
our
school
district
and
we
have
to
take
care
of
those
people.
V
F
The
the
eagles
center
could
give
you
some
relief
to
lewis
and
clark
and
lincoln
too,
if
you
adjusted
them
accordingly,
you
know
so
so
jim
suggested
you
could
go
to
another
change
down
the
road
four
or
five
years.
So
how
about
an
element.
F
Well,
no
matter
what
you
do
down
south
it'll
have
a
positive
impact
on
bennett,
depending
on
the
growth,
the
key
with
the
davies
site
that
we
currently
have
for
elementary
schools.
What
I'm
getting
concerned
about
is
that
as
we
make
these
adjustments
that
that
is
going
to
become
a
elementary
school
that
would
sit
on
a
boundary,
so
you'd
be
living
across
the
street
from
a
school,
but
you'd
be
going
to
bennett
that
it
might
have
to
be
moved
further
south,
and
this
was
some
of
the
updates.
F
I
was
I've
been
gathering
information
on
that
I'll
be
coming
to
you
with,
and
so
that's
the
concern
is:
is
that
site
the
right
place,
because
you
don't
want
to
build
a
new
elementary
school
on
a
boundary
line
and
then
have
kids
across
the
street
having
to
go
further
up?
You
know,
unfortunately,
when
you
look
at
these.
None
of
these
are
sitting
right
in
the
center
of
all
their
attendance
areas.
F
S
I
want
to
go
back
to
jim's
comment
because
I'm
really
disturbed
by
what
you
said
you
first,
you
kind
of
threw
out
there
that
if
we
got
rid
of
the
portable
we'd,
have
five
classrooms
sitting
empty
and
that
we'd
have
to
make
that
up
somewhere
else.
But
I
don't
know,
if
maybe
I
heard
this
wrong,
but
I
thought
dr
schatz
said
that
lewis
and
clark
is
in
the
same
situation
that
kennedy
was
and
what
did
we
do
with
kennedy?
S
Not
only
did
we
add
on,
but
we
built
a
new
school
to
relieve
kennedy,
and
so
I
think
it's
a
really
kind
of
a
straw
man
to
throw
that
out
there,
like
oh
five
classrooms,
standing
empty
when
and
and
that
the
staff
will
love
that
they'll
be
filled
up
because
they
should
be
already
not
because
they'll
be
sitting
there
empty.
These
are
classrooms
that
have
at
least
25
kids
by
and
large
and
and
we
tell
everyone-
we
have
low
elementary
class
sizes
of
around
21
and
so
easily.
S
We
could
be
splitting
those
into
three
sections,
and
certainly
the
population
of
students
we
have.
There
would
benefit
educationally
by
having
the
lower
class
sizes
rather
than
the
highest
some
of
the
highest
in
the
district.
So
I
just
wanted
to
clarify
that
that
was
wrong.
What
you
said
at
least
it's
wrong,
based
on
what
dr
schatz
just
told
us.
R
X
Madame
president,
members
of
the
board,
I
I
I
was
very
comfortable
after
our
last
meeting
that
we
had
evolved
our
our
view
of
elementary
boundaries
and-
and
I
was
very
comfortable
that
we
didn't
decide
imminently.
We
gave
the
public
notice
of
what
we're
doing
and
and
and
I
think,
we're
all
comfortable
with
the
feedback
from
the
public
that
that
we're
not
ready
to,
and
I
don't
think
we
have
to
take
on
the
middle
school
high
school
discussion
and
we've
put
that
on
the
table.
X
I'd
be
very
uncomfortable,
however,
if
we
go
any
path
that
that
shoots
ourselves
in
the
foot
in
a
shorter
period
of
time,
when
I
was
new
to
the
board,
the
elementary
situation
was
boiling
over
at
kennedy
and
and
and
the
the
criticism
of
of
the
board
from
the
people.
Was
you
didn't
look
far
enough
into
the
future?
X
X
It'd
be
nice
to
think.
Well,
we
can
build
schools
and
build
schools
and
build
build
schools,
but
we
can't
we
don't
have
the
wherewithal
or
the
financial
capacity
to
do
that
unless
something
dramatically
changes
so
where
I'm
at
is
what
will
be
and
using
robin's
word
sustainability
to
me,
sustainability
is
what
gives
us
the
longest
resolve.
We
can
going
forward
with
the
least
disruption,
especially
at
the
elementary
levels
and
and
I'm
I'm
comforted
that
I
don't.
I
don't
think
I
got
one
email
or
call
from
anybody
about
the
elementary
boundaries.
X
I
had
all
kinds
of
feedback
about
the
sec,
the
secondary
levels,
but
I
don't
know
that
I
had
one
person
reach
out
to
me
with
with
problems
with
where
we're
going.
In
fact,
I
think
the
people
in
the
community
are
celebrating
that
that
we're
addressing
those
problems-
and
this
is
the
beginnings
of
that
with
the
placement
of
the
edclap
school
infill
of
a
neighborhood
school.
X
So
I'm
I'm
comfortable
with
the
proposal
on
the
left
side
as
it
evolved
where
we've
gotten
to
with
the
advice
of
of
the
pa
of
the
administration,
with
the
work
through
the
facilities
process.
I
believe
it
does
reflect
the
facilities
plan,
the
left
side
for
elementary
schools.
So
that's
that's.
Just
I've
been
quiet
here,
but
that's
where
I'm
at
I'm,
I'm
I'm
comfortable
listening
to
the
debate,
but
but
I'm
I'm
not
wanting
to
vote
for
something
that
down
the
road
will
be
perceived
to
be
as
short-sighted
in.
P
S
Chris,
just
to
sort
of
look
at
a
different
side
of
short-sighted.
I
think
it
would
be
short-sighted
to
build
a
brand
new
elementary
school
that
was
intended
to
alleviate
overcrowding
in
kennedy
and
lewis
and
clark
and
then
use
it
for
something
else.
That's
short-sighted.
We're
leaving
this
is,
could
be
our
only
chance
in
a
long
time
to
alleviate
overcrowding
at
that
school
and
it's
in
desperate
situation,
just
like
kennedy
was,
and
we
bent
over
backwards
to
make
that
right.
S
We
have
an
opportunity
to
make
that
right
at
lewis
and
clark,
and
if
we
don't
take
it,
I
don't
think
we're
being
good
stewards
of
educating
our
kids.
I
just
don't
think
we
are
that's
short-sighted
to
me
because
we'll
send
them
a
levy.
Vote
back
and
hopefully
the
public
will
recognize
that
many
people
that
I
talked
to
didn't
vote
because
they
assumed
it
would
pass
and
it
didn't,
and
so
I
believe
it
will.
I
don't
think
that
we
will
continue
to
have
issues
with
building
a
building.
Maybe
we
go
for
a
specific
levy.
S
W
Well,
just
to
be
clear,
we
are
alleviating,
maybe
not
to
the
extent
that
the
other
plan
does.
But
yes,
some
students
that
today
are
going
to
lewis
and
clark
will
be
going
to
ed
clap
to
say
that
they're
not
is
not
correct
there
you,
you
said
to
build
a
school
and
not
use
it
for
that
purpose.
W
S
S
B
Schatz,
do
you
want
to
clarify
your
what
you
stated
so
that
there's
no
confusion
here
and
then
sorry,
I
think
we're
hearing
you
differently.
F
I
said
that
I
thought
that
the
prairie
wood
one
is
more
sustainable,
just
because
I
do
think
that
the
spaces
and
lewis
and
clark
will
be
used,
and
it
will.
You
know
we
can
move
the
relocatable
out
of
there.
That
has
been
not
a
very
popular
thing
in
this
town
and
the
facility
will
be
used
appropriately.
F
F
This
plan
here
accommodates
this
growth
more
than
that
plan,
because
that'll
put
bennett
in
a
in
a
situation
where
they're
going
to
fill
faster,
but
so
I
mean
that's,
that's
just
my
take
on
it.
I
from
everything
I
know
and
and
look
at
I
I
do
like
the
natural
boundaries
of
the
prairie
wood
better
than
if
we're
going
to
talk
about
natural
boundaries.
F
D
Question
for
dr
schatz,
the
10
students
at
lewis
and
clark
that
are
in
the
two
classrooms.
The
last
time
this
came
up.
We
were
talking
about
moving
those
students
to
washington,
moving
them,
possibly
to
the
eagle
center,
knowing
that
those
10
students
are
mainly
from
the
south
side
I
would
assume
would
be-
and
I
know
moving
is
tough,
but
it
would
be
a
much
more
palatable
move.
F
Is
that
correct?
We
won't
have
an
operation
center
at
eagles
operating
like
a
regular
school
once
we
move
the
kids
out
of
eagles
and
ed
clap.
That's
something
that,
as
a
district,
we're
going
to
have
to
determine
what
do
we
do
with
that
facility
and
it
may
be
for
a
year
or
two
that
it's
in
limbo
until
we
get
make
a
decision,
but
that
facility
has
nothing
scheduled
right
now
to
go
back
into
it.
So
to
move
just
one.
F
Small
tiny
group
of
kids
into
that
building
would
be
a
least
restrictive
issue
not
going
to
school
with
other
students
and
their
peers
and
all
those
issues
that
we
get
into
when
we
try
to
segregate
out
a
certain
population
like
that.
So
that
would
not
be
in
that
current
scenario,
very
good,
a
very
good
solution
for
that.
At
this
point,.
C
I
think
that
that
was
a
poor
choice
of
words.
I
think
what
I
was
asking
much
to
john's
point,
because
you
said
it
much
more
eloquently
and
accurately
than
than
I
did
was
what
is
going
to
hold
longest
into
the
future
and
have
the
most
foresight
for
this
anticipated
growth.
So
I
apologize
for
possibly
skewing
the
conversation.
B
T
T
V
M
V
Realizing
that
you
know
we
don't
necessarily
want
to
add
new
construction
if
we
don't
have
to.
But
on
the
other
hand,
we
are
going
to
be
adding
some
new
construction
down
the
road
there's
going
to
be
new
buildings
built.
So
my
thought
is
just
to
introduce
the
concept
that
maybe
we
don't
have
to
pick
between
one
and
two,
maybe
there's
a
three
out
there.
That
might
combine
some
of
the
benefits,
because
here
are
the
things
that
weigh
big
in
my
mind,
we
need
to
make
sure
that
lewis
and
clark
gets
the
relief.
V
It
needs
number
one
number
two.
We
need
to
be
aware
of
natural
boundaries
that
people
have
to
cross
to
maintain
an
elementary
building,
although
I
would
just
come
right
out
and
say
that
in
probably
95
percent
of
the
school
districts
around
the
country,
they
deal
with
much
bigger
problems
than
this
number
three.
In
addition
to
relieving
lewis
and
clark
and
dealing
with
natural
boundaries,
I
think
we
have
to
be
aware
that
we
need
to
we
need
to
plan
for
the
relief
at
bennett
and
centennial
that
is
coming
down.
V
It's
like
seeing
it
down
the
river
it's
flowing
this
way,
and
we
can't
ignore
that,
and
we
can't
say
well.
We
have
to
take
care
of
our
current
customers
first
and
worry
about
the
later
the
ones
later.
That's
not
it's
not
a
fair
way
of
doing
it.
It's
not
the
best
way
of
doing
it,
and
I
don't
think
we
can
do
it.
So
we
need
to
take
care
of
those
three
things.
It
seems
to
me,
and
perhaps
there's
a
third
choice
out
here.
I
guess
what
I'm
saying
is.
V
I
don't
feel
totally
comfortable
with
either
numbers
one
or
two,
although
I
could
probably
live
with
either
of
them.
I
mean
I
look
at
the
one
on
the
right
and
I
see
that
yellow
rectangle
crossing
the
interstate
there
that's
got
to
be
a
a
negative
for
some
people
and
I
look
at
the
you
know.
The
one
on
the
right
is
also
not
providing
as
much
relief
to
bennett,
but
it
provides
more
relief
to
lewis
and
clark.
So
maybe
we
could
find
a
way.
I
don't
know
what
that
way
is.
B
I
know
the
administration
has
gone
back
multiple
times
and
come
up
with
multiple
plans
and
we're
all
spinning
with
all
the
questions,
probably
that
we've
asked
and
the
permutations
and
combinations,
but
is
there
anything
in
existence
that
you
have
done
already?
That
might
answer
paul's
question
that
you
could
share
with
us
now
that
we
have
eliminated
for
some
reason,
which
none
of
us
can
remember
before
we
move
ahead
to
instruct
you
to
do
something
else.
That
might
happen.
V
What
effect
will
that
have
I
mean
these
are
all
things
down
the
road
that
I
know
will
come
out
as
part
of
our
administration's
long-range
plan
beyond
just
buildings.
I
know
that's
going
to
be
there.
All
I'm
saying
is,
I
don't
feel
comfortable
right
now
with
either
plan
and
on
the
other
hand
I
could
be
comfortable
with
either
plan,
but
maybe
there's
a
better
way
of
doing
it.
Maybe
there's
something
we
haven't
thought
of
yet
so
by
definition,
since
we're
presenting
these
now,
this
is
the
best
of
our
research.
B
W
Well,
I'm
not
comfortable
asking
them
to
go
back
without
giving
any
specific
direction,
and
when
I
look
at
the
demographics
on
the
one
on
the
left,
the
pink
one
you
know,
we've
we've
done
a
lot
of
talk
on
how
lewis
and
clark
is
not
getting
enough
relief,
but
when
I
look
at
the
chart
that
we
have
in
front
of
us
if
we
adopt
that
plan,
lewis
and
clark
will
be
under
capacity
by
43
students,
lincoln
44,
jefferson,
43,
ed,
clapp,
44
and
hawthorne
30..
M
S
Okay,
so
there's
already
been
one
edition
on
the
list
and
clark
if
I'm
not
mistaken,
right
lewis
and
clark
had
an
audition
many
years
ago.
Okay,
I
don't
hate
to
repeat
myself,
but
just
speaking
to
the
same
thing
that
jim
said,
dr
schatz
just
said
that
it's
not
right
sized
because
even
as
those
43
chairs
become
available,
it's
still
at
capacity
based
on
the
student
population
that
we
have
there.
S
S
B
Okay,
I
we've
had
some
very
lengthy,
very
detailed
conversation
and
probably
given
the
opportunity
could
talk
for
several
hours
yet
and
we
have
still
have
quite
the
agenda.
We
haven't
even
reached
so
unless
you
have
something
new
to
add
that
has
not
been
raised.
At
this
point,
I
would
like
us
to
vote
on
the
motion
on
the
table
to
at
least
move
ahead
with
where
people
are
at.
B
E
E
V
I
was
about
to
move
to
table
it.
How
about
yes.
E
C
T
D
M
V
And
I
was
just
pausing
for
dramatic
effect,
I'd
like
to
move
that
we
table
this
motion
to
the
next
meeting,
to
give
additional
time
for
public
input
and
additional
time
for
further
input
from
our
administration
and
staff,
so
that
we
may
make
a
decision
that
is
going
to
be
the
most
effective
for
the
future.
I'm
not
trying
to
delay
this
for
a
long
time.
I
don't
think
we
know
this
is
a
long
just
not
in
motion
yeah.
B
Okay
and
it's
been
seconded,
and
we
just
vote
on
the
table
of
motion-
is
that
correct?
There's
no
discussion,
you
can.
B
Okay,
is
there
any
discussion,
yeah
yeah,
I
didn't
think
so,
but
okay
well
I'll,
give
you
that
opportunity,
we'll
we'll
we'll
step
aside
from
robert's
rules
slightly
no
more
than
one.
V
I
know
from
15
years
of
being
around
here
that
we
don't
necessarily
like
to
table
things.
We
have
our
discussions,
let's
get
moving,
let's
make
this
happen,
but
it's
obviously
been
an
issue
that
has
inspired
a
lot
of
discussion,
one
way
or
another.
We
spent
nearly
two
hours
discussing
it
ourselves
and
I
don't
think
we're
going
to
impact
anything
negatively
in
terms
of
steamroller.
That
is
our
education
year.
I
don't
think
we're
going
to
impact
anything
negatively
if
we
wait
until
our
next
meeting
to
do
so.
V
What
I
think
will
happen
is
we'll
get
more
time
for
public
input.
That's
a
positive,
we'll
get
more
time
for
any
further
thoughts
from
the
administration,
as
I
was
suggesting
possibly
earlier,
and
I
can't
think
of
any
negatives,
except
that
we
don't
finish
the
job
tonight.
So
I'm
hoping
that
we
can
put
aside
the
the
rush
and
say:
hey
yeah.
We
take
a
look
at
this
next
week.
E
Madam
president,
yeah,
what
paula
is
asking
to
do
is
he's
asking
to
postpone
until
a
certain
time
versus
lay
on
the
table.
Lay
it
on
table
is
that
you
pick
it
up
later
in
the
meeting
you
just
land
on
the
table
for
a
short
amount
of
time
when
you
lay
it
on
the
table.
That
is
not
debatable,
but
when
you
postpone
it
till
time
certain
it
is
debatable.
V
B
Okay,
so
we
can
have
discussion,
let's
try
and
let
everybody
have
one
say
before
anybody
has
a
second
say
so,
chris
you
had
your
I'm.
B
B
I
think
yes,
sorry
so
we
are
voting
on
whether
to
table
the
post.
B
M
B
Guys,
okay,
very
good,
we're
voting
on
cutting
off
discussion.
Let's
try
it
the
first
time,
all
those
in
favor
say
aye,
all
those
opposed
same
sign.
V
B
Okay,
so
I
believe
that
that
was
an
unanimous
vote.
B
But
it
passed,
it
is
what
I
meant.
I
beg
your
pardon.
It
passed
wrong
words,
so
we've
cut
off
discussion.
Now
we
have
to
vote
on
the
actual
motion
which
is
to
table
until
next
time.
Postpone.
I'm
sorry,
I'm
sorry,
I'm
sorry,
okay
postpone
until
next
time,
so
I
think
for
this
one
we
had
better
have
a
so.
The
motion
is
to
postpone
to
postpone
okay,
correct
and
if,
if
we,
if
we
pass
this
motion,
we
will
postpone
the
decision
about
the
elementary
boundary
until
next
time.
E
C
E
C
T
V
I'd
like
to
make
a
point
of
order,
comment
refers
to
something
that
we've
discussed
in
the
past
many
times,
and
that
is
when
we
have
issues
that
have
a
great
deal
of
interest.
I
think
it's
counterproductive
for
us
to
cut
off
debate
immediately.
B
W
And
I'll
just
note
that
we
did
take
john's
suggestion
last
time
and
have
that
as
a
first
reading,
so
that
we
could
have
input.
Most
of
the
input
that
we
received
was
on
the
junior
high
senior
high.
But
we
have
already
had
what
what
we
call
a
first
reading
on
this.
In
order
to
invite
more
public
input
which
we've
received.
S
My
comment
is,
I
would
just
like
to
go
back
to
the
beginning
of
this
when
I
requested
that
we
get
public
input
on
both
of
these,
because
I
don't
think
we've
had
enough,
and
it
was
really
against
sort
of
my
core
values
to
make
the
motion
to
pass
the
right
hand
scenario
without
public
input,
which
is
why
I
wish
I
would
have
thought
of
paul's
motion,
because
I
think
that
that's
absolutely
right.
If
we're
going
to
change
the
suggestion
again,
we
should
we
ought
to
go
back.
S
But
I
really
am
wondering
if
the
reason
that
we
didn't
get
public
input
on
the
elementary
boundaries
is
for
the
same
reason
that
we
at
first
didn't
get
a
lot
of
public
input
on
the
secondary
boundary
changes,
and
that
would
be
that
it's
summer
and
ptas
aren't
meeting
and
school
districts
are
in
session,
and
this
is
actually
impacting
how
many
different
school
boundaries,
kennedy,
centennial
edclap
park,
lincoln
and
lewis
and
clark,
and
I
sure
think
it's
suspect
that
we
haven't
heard
from
families.
B
S
M
V
And
I
would
just
invite
my
fellow
board
members
to
tell
us
perhaps
the
advantages
of
making
the
decision
tonight
as
opposed
to
the
advantages
which
seem
obviously
inherent
in
giving
a
little
more
time
for
public
input
and
finding
other
ideas.
If
there
are
some
pros
and
cons
to
making
it
tonight.
I'd
like
to
hear
those.
T
I
don't
know
that
that's
a
huge
pro
if
it
was
decided
at,
is
it
july
10th,
whatever
or
eighth,
and
I
do
want
to
address
the
lack
of
public
comment
which
I
haven't
felt
at
all
on
this
issue.
Maybe
some
of
some
of
you
have
not
received
all
the
communications
that
others
have.
I
don't
know
we
actually
endorsed
this
plan
about
four
meetings
ago
and
told
them
to
use
that
as
they
go
forward
and
go
to
work
on
the
secondaries.
T
T
Sometimes
I
think
it
seems
really
convenient
to
kick
the
can
down
the
road,
especially
if
somebody's
yelling
at
us
don't
kick
the
can
or
kick
the
can,
but
we
have
a
lot
of
work
to
get
done,
and
this
is
just
one
piece
of
that
work,
but
outside
of
parent
notification,
I
don't
know
that
there's
any
huge
advantage
in
doing
it.
Now,
I
think,
from
a
planning
perspective
the
administration
wants
to
know
so
they
can
begin
the
work
of
planning.
What
the
attendance
area
for
ed
clap's
going
to
be.
Q
B
We
better
have
a
vote
on
this.
Anne
marie
wrote
call
vote
please.
So
we
are
voting
to
pass
the
plan
on
the
left
and,
oh,
I
know
what
I
was
going
to
say.
B
Contrary
to
the
newspaper
article,
which
said,
I
only
had
three
pieces
of
information,
which
is
what
I
had
when
helmut
called
me
last
week.
I
had
a
lot
more
afterwards
and
to
jim's
point
regarding
the
elementary
piece
I
think
in
my
most
of
us.
The
feedback
we
got
was
related
to
the
middle
and
high
school
boundaries,
but
the
middle
the
elementary
stuff
has
been
on
the
table.
B
Since
we
decided
to
build
this
school,
it's
not
something
new,
that's
been
coming
down
the
pike
and
the
discussion
has
been
there
and
I
have
had
conversation
with
people
regarding
that
in
a
more
casual
setting
long
before
the
sort
of
official
gathering
of
what
we
are
gathering
as
of
tonight
and
I've
had
very
positive
feedback.
Now.
Maybe
the
negative
people
didn't
call
me,
but
I
I
think
that
we
have
given
people
an
opportunity
to
speak.
E
D
T
E
T
B
B
Part
of
the
excellence
of
a
nine-member
board
is
that
we
have
different
opinions
and
we
spend
time
discussing
issues
and
we
cover
them
carefully
and
we
don't
always
agree
and
at
the
end
we
don't
always
agree,
but
I
do
believe
that
every
person,
like
I
said
before
on
this
board,
has
the
best
interests
of
the
school
district
and
every
kid
in
this
district
when
we
make
our
decisions.
So
thank
you
very
much
for
all
your
time
and
effort
and.
B
B
Excuse
me
call
the
this
meeting
back
to
order.
Sorry
again,
thank
you
for
all
the
time
so
far,
but
we
will
now
try
and
get
back
to
our
agenda
and
those
folks
have
promised
me
that
they
will
try
and
make
it
as
speedy
as
possible
staff
reports.
Dr
gross
academic
performance.
U
There
are
multiple
categories
in
which
they
look
at
the
data.
One
is
participation
rate
in
which
95
percent
of
our
students
need
to
take
the
assessment
attendance.
We
have
to
have
a
93
attendance
rate
or
greater
graduation
rate
of
89
percent
or
higher
and
then
finally
performance
and
on
the
front
of
that
memo
there
is
a
diagram
that
shows
a
staircase
approach
to
ayp
status
and
you'll
notice
about
every
three
years.
U
There's
another
step
up
that
staircase
and
it's
this
year
for
thirteen
fourteen
the
data,
I'm
sharing
with
you
that
all
students
or
one
hundred
percent
of
the
students
need
to
be
proficient
on
the
state
assessment,
or
else
the
district
and
individual
buildings
would
not
be
considered
making
adequate
yearly
progress.
Just
for
your
reference,
the
previous
step
down
for
the
last
three
years,
that
rate
was
about
83
percent
in
mathematics
and
89
in
reading,
so
that
was
a
step
up
this
year.
U
U
This
is
just
one
piece
of
data
that
we
use
in
our
continuous
improvement
process.
We
will
use
this
plus
many
other
data
sources
at
the
district
level
and
at
the
building
level
at
the
district
level.
We
review
this
information
and
we
look
for
new
instructional
materials.
For
example,
this
year
alone
we
purchase
new
literacy
materials
at
the
elementary
level,
focusing
in
on
writing
and
the
connection
between
writing
and
reading
and
comprehension.
U
We
use
the
information
to
develop
our
professional
development.
An
example
of
that
would
be.
This
year
we
provided
professional
development
for
our
sixth
grade
mathematics
instructors,
a
just-in-time
approach
where
they
learned
more
in
in-depth
instructional
practices
to
apply
in
their
classroom,
and
then
we
also
use
the
data
to
purchase
or
look
for
interventions
where
next
year
we
will
be
providing
more
reading
interventions,
both
at
the
middle
level
and
the
high
school
using
read
180
materials.
Those
are
just
some
of
the
many
things
that
we
do,
based
on
that
continuous
improvement
process.
V
U
I
think
you'd
be
next
to
impossible,
based
on
the
system
now,
a
system
that
looked
at
student
growth
certainly
would
be
a
different
approach.
I
think
anytime,
in
any
large
district,
where
you
have
students
who
have
difficulties
in
reading
or
mathematics,
you're
going
to
see
data
where
not
100
of
their
student
population
meet
that
goal.
V
And
just
a
follow-up
question:
our
data
is
impacted
by
all
of
our
students,
including
english
language,
learners,
and
everyone
else
is
that
correct.
U
U
C
D
U
I
do
not,
but
I
think
it's
those
conversations
that
our
building
principles
are
having
with
building
principles
at
these
different
districts.
To
say
what
are
you
doing
so
that
we
can
learn
from
you
basically
forming
a
professional
learning
community
across
the
state,
so
we'll
continue
to
have
those
conversations.
S
U
M
V
And
I
have
a
tendency-
maybe
it's
my
old
debate
training,
but
I
would
call
that
faulty
logic,
because
two
things
are
happening
at
the
same
time,
we
assume
that
valley
city
is
doing
something
that
is
educationally
tremendous,
whereas
the
reality
is.
V
If
you
look
at
the
environment
of
valley,
city
you're,
not
getting
people
moving
into
valley
city
to
pursue
new
industrial
careers
or
to
pursue
higher
education
or
any
of
the
other
things
that
are
causing
inflow
into
this
area,
and
I
think
that's
a
much
more
obvious
implicator
of
how
their
results
may
turn
out.
V
B
B
X
Madam
president,
dr
gross
members
of
the
board,
I'm
just
curious-
I'm
stuff,
like
this
kind
of
throws
me
for
a
loop
in
trying
to
get
my
arms
around
it,
and-
and
we
all
know
that
no
child
left
behind
and
the
federal
standards
are
are
now
here
and
we
know
we
didn't
couldn't
ever
make
them,
but
getting
past
that
you
know
we.
I
still.
I
still
want
to
challenge
us
and
remind
us
that
that
how
do
we?
How
do
we?
X
How
do
we
deploy
our
resources
and
our
services
and
our
delivery
such
that
that
we're
we're
really
drilling
down
to
the
the
kids
that
are
still
right?
There
evidenced
evidencing
in
front
of
us
that
they're
not
making,
yet
you
know
the
native
americans,
the
the
black
population,
the
asians,
the
hispanics,
the
students
with
limited
english
and
and
I'm
not
going
to
throw
the
students
with
disabilities
quite
into
that
category.
X
We
have
a
very
homogeneous
group
of
people
delivering
our
services,
and
I
just
that's
my
challenge
to
us
is
to
how
do
how
do
we?
What
do
we
do?
How
do
we
tear
those
walls
down
for
those
families
and
those
kids
that
that
might
not
be
white
and
might
not
be
as
as
privileged
and
might
not
have
the
the
social
capital-
and
I
know
you
will
agree
about
this.
I
know
we
all
agree
about
this,
but
that's
the
value
of
this,
if
nothing
else
is,
is
to
remind
us
of
of
those
those
students.
B
Well-
and
I
think
we
heard
from
dr
schatz
earlier
and
we've
heard
from
various
other
ven
folks,
along
the
way
that
you
know
some
of
these
issues
are
what
he's
looking
into
for
next
year
in
terms
of
cultural
diversity
and
and
how
we
might
better
create
some
of
those
things.
So
I'm
sure
down
the
road
in
the
coming
months,
we
will
have.
There
will
be
something
to
share
with
us
that
will
be
over
and
above
just
what
we're
doing
from
an
academic
standpoint.
B
U
U
I
did
share
with
you
a
mid-year
mobility
report
in
january,
and
this
report
follows
that
same
format.
So,
if
you
look
at
the
the
data
packet
itself
on
page,
one
you'll
see
a
data
chart
that
shows
you
the
total
number
of
students
who
transferred
in
or
out
of
our
district
by
the
different
levels,
and
you
then
will
see
totals
of
transfers
in
583
transfer
outs
of
632
at
mid-year.
U
I
shared
with
you
similar
data
and
that
was
200
or
202
transfer
in
304
transfer
out,
so
basically
double
the
time,
almost
double
in
both
of
those
categories
below
that.
What
I
did
is
just
provided
for
you,
a
quick
graphic
that
you
can
see
as
you
compare
elementary
middle
school
and
high
school
and
then
the
total,
as
students
transferred
in
and
out
of
our
district.
Those
are
just
general
data
and
then,
as
you
look
at
pages,
three
four
and
five,
those
are
pie,
charts
that
show
you.
U
We
put
this
in
percentages
instead
of
numbers
of
students
just
because,
sometimes
that
the
data
set
was
so
small.
We
certainly
didn't
want
to
identify
students,
but
you
can
refer
back
to
that
first
page.
That
shows
you
the
numbers
as
we
go
through,
and
you
see
that
for
elementary
middle
school
and
high
school
and
then
on
the
bottom
of
page.
Five
you'll
see
one
additional
data
piece,
and
that
is
the
number
of
students
who
have
dropped
out
of
our
system.
U
B
Thank
you
very
much.
Other
we'll
start
with
you
brock,
nothing,
dr
gross,
nothing
else,
dr
schatz.
Yes,
I.
F
Would
like
to
give
you
an
update
quickly
on
our
projects
that
we
have
going
on
in
the
district,
with
the
hvac
and
with
ed
klapp.
I've
got
a
complete
report
on
the
hvac
actually
brock,
and
I
went
out
and
visited
madison
and
mckinley.
Today
I
was
getting
the
itch
to
get
back
into
some
construction
stuff,
and
so
madison
and
mckinley
were
they're
moving
very
quickly
and
things
are
looking
really
good.
There
they're
looking
at
putting
the
ceilings
back
up
starting
july
8th
on
a
lot
of
the
projects.
F
F
So
those
two
schools
things
are
moving
along
well
lewis
and
clark
the
same
moving
along
well
on
time,
where
it's
getting
a
little
bit
tougher
as
claire
barton,
roosevelt
horseman,
each
one
of
them
has
their
own
issues,
but
nothing
that
is
of
concern
at
this
point
to
any
high
degree
with
regard
to
completion,
but
with
the
multi-storied
buildings
older
buildings
that
they
are
they're.
Just
much
more
challenging
and
so
jim
free
is
attending
all
of
the
construction
meetings.
F
Our
company
won
that
the
engineering
company
has
overseen
all
the
projects
is
very
aggressive
and
working
with
each
project.
The
contractors
making
sure
that
if
things
are
starting
to
slip
a
little
bit
behind
that
they're
getting
after
it,
we
had
one
company
work
throughout
the
entire
weekend
on
one
project.
F
We
are
still,
I
would
say,
overall
on
schedule,
and
if
you
go
into
one
of
these
schools
right
now,
it
looks
like
agassi
did
when
we
tore
that
all
apart,
it's
amazing
how
things
can
be
so
tore
apart
and
then
within
a
short
period
of
time
they
get
put
back
together
and
everything
looks
fine.
So
but
anyways,
that's
the
update
on
that
area
and
then
with
ed
klapp.
Of
course,
the
rain
has
put
us
behind
a
little
bit
right
now.
F
They
would
say
that
in
the
when
you
look
at
an
entire
project,
it's
about
eight
or
nine
days
behind
due
to
the
rain.
Good
news
is
they're
able
to
get
in
the
footings
now
in
a
lot
of
the
areas
and
that's
really
key
once
the
footings
get
in
and
they
get
stable,
then
you
can
start
building
the
walls
and
you're
going
to
start
seeing
walls
go
up,
probably
around
july
2nd.
F
So
that's
good
news,
and
so
an
eight
today
delay
at
this
point
in
a
project
is
pretty
typical,
especially
during
the
summer
when
you're
dealing
with
weather.
If
you
remember
when
we
did,
when
we
built
davies,
we
had
a
horrible
spring
and
that
first
year
and
it
was
mud
everywhere,
so
they
will
catch
up.
There's
no
problem
here
so
anyways.
F
Jim
also
just
made
a
comment
on
the
bottom
of
his
note
to
me
that
that
I
want
to
read
just
so
that
we
we
all
let
people
know
how
well
the
project's
going.
The
coordination
with
the
following
parties
has
been
extremely
high
with
this
infill
project:
the
park
district,
the
library
bethel
the
apartment
house,
the
city,
all
those
entities
come
to
that
meeting
at
two
o'clock
every
monday
and
the
communication
has
been
excellent
between
all
those
different
entities
that
had
to
come
together
to
get
that
done.
F
S
B
B
X
B
Okay,
so
chris's
motion
is
for
the
consent
agenda
and
remove
the
award
of
bids
paul.
V
I
I
don't
think
I
have
a
copy
of
the
garbage
collection
one,
so
I
guess
I'd
like
to
pull
that
up
too.
So
we
could
just
run
that
past
this
again,
because
I
want
to
ask
a
question
about
that.
Sorry
about
that.
B
Okay,
so
we're
going
to
remove
the
award
of
bids
for
centennial
and
the
garbage
collection
contract
point
of
order.
B
B
Okay,
let's
back
up
chris's
motion
was
only
to
remove
the
the
award
of
bids
for
centennial.
We
did
not
have
a
second,
yet
if
we
get
a
second
for
that,
then
we
can
have
a
friendly
amendment.
To
the
can
we
have,
I
mean
we've
never
really
had
that.
Oh,
we
did
have
a
second,
so
we
need
to
vote
on
on
on
that
yeah.
Unless
you
make
an
amendment
before
we
I'd.
B
X
B
B
P
B
Y
Members
of
the
board
paul
the
there
was
an
increase
in
the
monthly
charge,
approximately
a
thousand
dollars
per
month,
twelve
thousand
dollars
for
the
course
of
the
year.
There
also
was
a
increase
in
the
on
call
charge.
I
believe
I
don't
have
last
year's
in
front
of
me,
but
I
believe
it
was
265
per
yard
and
it's
318
per
yard.
I
would
remind
you
that
the
bid
we
had
three
years
ago
was
fixed
for
three
years,
so
the
prices
we
had
previously
was
a
three
year
fixed
price.
V
Y
Yeah,
it's
roughly
three
percent
it's
95.80
per
month
right
now,
and
it
was
just
shy
of
1986.
It
was
like
85,
33
or
something
three
years
ago
and
again
fixed
for
three
year
period
of
time.
B
All
those
in
favor,
please
say
aye
aye
any
opposed
same
sign.
Thank
you
a
word
of
bids
for
the
centennial
playground.
Chris,
you
had
a
question.
I.
S
Y
Members
of
the
board,
chris,
that
is
correct
as
a
stand-alone
bid.
We
had
a
we
had
a
a
placeholder
of
41
690
in
the
centennial
gym
project
when
we
put
this
out
for
bid
which
we
didn't
put
out
till
the
end
of
the
project,
because
we
wanted
to
make
sure
that
we
got
it
completed
before
so.
The
bid
was
good.
I
guess
is
what
I'm
saying,
and
so
we
put
this
out.
We
had
one
bidder
only
in
this
and
it
did
come
in
at
seventy
thousand
dollars.
Y
We
internally
certainly
knew
all
along
that
there
would
be
a
possibility
that
we
would
have
some
costs
that
are
connected
to
the
ongoing
maintenance
and
we
did
build
that
into
the
appropriate
budget.
Knowing
that
we
weren't
certain
what
would
happen
with
this
project?
I
would
I
can
get
these
numbers
for
you.
I
don't
have
them
in
front
of
me.
The
overall
cost
of
the
centennial
gym
project
came
in
under
budget,
so
this
increase
does
not
push
that
project
over
the
overall
budget.
Y
Yeah
members
of
the
board,
chris,
not
a
policy
to
put
fencing
around
playgrounds.
You
know
across
the
board.
I
think
we
look
at
him
case
by
case
by
example,
we
do
have
fencing
in
the
current
and
what
will
be
the
new
playground
at
agassi
because
of
proximity
to
the
streets
etc
because
of
the
maintenance
road
that
comes
in
around
and
the
fire
access
road
that
comes
in
around
the
back
side
of
centennial.
It
makes
sense
to
have
a
barrier
there.
B
T
M
B
Thank
you
motion
passes.
Oh,
I
beg
your
pardon
all
the
those
opposed,
please
say
same
sign.
B
Yes,
no,
either
way,
it's
fine
same
sign.
Yes,
okay,
one!
No
on
that!
Thank
you
apologize.
Sorry,
chris.
The
other
business
item,
jim
the
resolutions
for
ndsba.
T
There
are
two
of
our
priorities
that
do
not
have
standing
resolutions
by
the
north
dakota
state
school
board
association.
So
gak
would
like
to
submit
both
of
these
to
the
state
gac
committee
for
its
consideration
at
its
august
meeting.
So
hopefully
it
will
get
blessed
and
we
won't
have
to
bring
it
up
from
the
floor
and
I'm
going
to
just
run
these
both
together,
unless
somebody
really
feels
needed
to
separate
them.
T
The
first
recommendation
is
to
approve
a
resolution,
as
provided
in
supporting
an
increased
funding
for
english
language
learners,
and
the
second
is
to
approve
a
resolution
to
provide
support
of
increase
in
total
funds
available
for
the
school
construction
loan,
and
you
feel
free
if
you
want
to
read
the
whereas
clauses,
but
at
the
end
of
the
day.
This
is
in
our
hope
of
getting
the
state
association
on
board
with
our
legislative
object
objectives
in
these
two
areas.
C
B
Okay,
all
those
in
favor
of
forwarding
these
to
the
state
school
boards
association.
Please
say
aye
aye
any
opposed
same
sign.
Thank
you.
Thank
you,
jim
for
the
work
on
that
and
the
rest
of
the
gap
committee.
We
are
now
at
committee
and
liaison
reports
robin.
C
Three
board
members
dinah
chris
and
I
attended
the
summer
school
culmination
project
that
was
discussed
in
today's
fargo
forum
and
it
was
it
was
very
fun
and
one
of
the
additional
perks
that
I
had
was
three
of
my
boys
and
girls.
Club
kids
were
part
of
that
class,
so
one
of
them
got
to
present
to
me-
and
I
was
very-
they
were
a
bit
concerned
with
parents
not
showing
up
and
from
what
I
could
sell.
Everybody
had
a
parent
there,
so
we
were
kind
of
supposed
to
be
the
stand-ins
and
we
weren't
needed.
S
Oh
chris,
that's
what
robin
said.
I
attended
the
extended
school
year
program
and
the
two
teachers
brenda
kane
and
oh,
are
we
allowed
to
say
teachers
names?
We
are
right.
I
don't
want
to
get
in
trouble
again.
Brenda
kane
and
anyway.
B
S
Well,
I
just
think
it's
important
because
they're
so
incredibly
spectacular,
I
just
wanted
to
say
who
it
was
because
they
really
did
this
incredible
hands-on.
What
are
we
calling
it
project-based
learning,
it's
just
incredible
what
they
did
with
these
kids.
They
took
them
to
100
cups,
the
pottery
thing
and,
and
they
all
just
got
a
lot
out
of
it.
She
told
me
brenda
told
me
that
at
the
beginning,
the
kids
were
so
shy.
They
wouldn't
even
look
at
you
in
the
end.
M
B
B
Thank
you
president's
report,
nothing
to
hand
out
just
all
the
important
upcoming
dates
are
on
one
of
those
lovely
tabs
in
your
binder.
Yes,
I
have
a
picnic
picnic.
T
B
Dude,
let
me
finish,
picnic
is
also
in
there
and
on
my
list
is
the
picnic
prizes?
Please?
If
you
haven't
already
now,
I
outgoing
board
members
that
doesn't
leave
you
off
the
hook
and
incoming
board
members.
We
ran
out
of
time.
I
neglected
to
tell
you
this
earlier,
but
you
do
know
about
the
staff
picnic,
but
one
of
your
other
responsibilities
is
to
drum
up
prizes
for
all
of
our
various
staff.
B
The
other
thing
is
the
trollwood
night
is
july,
24th
and
marie
still
hasn't
heard
from
everyone.
I
would
appreciate
it
if
you
could
let
her
know
by
the
end
of
this
week,
so
that
she
could
take
care
of
it
before
the
july
4th
week
and
and
so
on,
so
that
we're
sure
to
get
the
seats
that
we
want
and
enough
seats
for
everyone.
B
Oh,
the
other
thing
is
in
discussion
for
our
orientation
for
our
board
members,
both
ann
marie
and
I
looked
at
the
calendar
and
discovered
that
our
meeting
in
november
november
11th
is
a
tuesday,
which
also
happens
to
be
a
no
school
day
and
a
no
staff
day,
and
so
we
will
have
to
reschedule
that
meeting
and
so
for
those
of
you
who,
I
know
like
to
get
it
on
your
calendar
really
early.
B
We
are
currently
proposing
either
monday
november,
the
10th
or
wednesday
november
the
12th
in
order
to
keep
a
meeting
that
week
because,
as
you
know,
in
november,
we
also
have
thanksgiving,
and
so
it
causes
problems
if
we
start
to
need
to
adjust
multiple
meetings.
So
if
you
know
tonight
what
your
preference
is,
you
could
let
ann
marie
know,
but
I
would
appreciate
it.
B
I
think
that's
it
for
me,
other
than
both
robin
and
and
chris
have
already
mentioned
the
cbe
event,
which
is
was
fantastic.
So
our
next
meeting.
Oh
any
other
reports,
john.
B
Okay,
well,
you
can
always
mention
it
on
the
8th
any
other
reports.
Any
yes.
M
B
X
Me,
madam
president,
just
a
thought
as
as
we're.
I
don't
know
if
this
fits
under
other,
but
now
now
that
the
election
cycle
is
over
and
we
are
on
record
offering
schools
for
for
voting
polls
potentially
it.
I
would
suggest
that
we
we
we
don't
just
don't
tell
the
county.
That
was
something
we'd
ask,
but
maybe
facilitate
that
discussion
proactively,
so
that
we're
not.
B
Well,
we
have
sent
an
official
letter
to
the
county
to
the
next
to
the
powers
to
be
notifying
officially
that
that
was
our
our
our
place.
So
beyond
that,
I
don't
know
maybe.
X
B
Anne-Marie,
I'm
sure,
is
taking
notes
on
that
one.
Thank
you.
We
will
take
that
under
advisement
to
governance,
or
at
least
the
soon-to-be
governance
committee.
Well,
whether
paul.
V
E
B
M
B
B
B
I
just
want
to
apologize
for
the
debacle
with
the
various
things
at
the
very
end,
with
the
voting
I
apologize.
It
was
a
long
evening
and
if
you
give
me
the
chance,
I
won't
do
it
again
next
week,
any
other
debriefing.
B
T
I'll
just
share
one
thought:
I
understand
roll
call
votes
from
time
to
time,
especially
on
critical
issues
makes
sense,
but
I'd
really
caution
you
about
how
often
you
really
want
to
do
a
roll
call
vote
unless
the
purpose
is
to
clearly
identify
to
the
public.
How
individual
board
members
weighed
in
on
a
given
issue,
just
food
for
thought.
There.
B
I
I
understand
that
and
the
reason
that
there
were
so
many
tonight
was
just
because
I
was
afraid
it
was
going
to
be
very
close
and
that
we
would
not
be
able
to
determine
it
from
a
voice
vote.
But
you
know
if
the
consensus
is
that
people
prefer
the
vote
voice
vote
first,
unless
it's
mandated,
because
there
are
certain
votes
that
we
do,
that
we
are
required
to
have
on
record
who
voted,
which
way.
I'm
certainly
happy
to
do
that,
but
we
often
then
say,
but
I
will.