►
From YouTube: School Board Meeting - August 22, 2017
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - August 22, 2017
A
Call
this
meeting
of
the
Fargo
school
board
to
order
before
I
asked
for
a
motion
on
the
agenda.
The
chair
is
going
to
actually
pull
two
of
the
consent
agenda
items,
item
E
and
item
H
as
soon
as
we
have
dealt
with
the
rest
of
the
consent
agenda
will
actually
take
item.
H
first
followed
by
item
E
right
in
front
of
our
business
section,
and
we
also
have
an
HR
addendum
to
add
with
our
human
resource
actions
that
were
in
the
packet
that
came
out
earlier.
With
those
modifications
that
sure
would
entertain
a
motion.
A
Moved
and
seconded
all
those
in
favor
of
approval
of
the
agenda
with
those
modifications
signify
by
saying
yes,
any
opposed
signify
by
saying
no
motion
carries,
gets
us
to
recognition
of
the
audience
and
I
don't
believe
we
had
anybody
signed
up.
We
certainly
have
some
special
people
here
to
share
with
us
today.
A
A
D
D
E
Good
evening,
everyone
Rachel
you're,
making
me
feel
really
old,
but
yes,
I'm
starting
my
28th
year
in
education
and
I
can
honestly
say
where
have
those
28
years
gone,
I,
I'm,
not
sure
I'm,
when
I
first
started
at
Lincoln
Elementary
as
a
special
ed
teacher,
I.
Remember
looking
at
Deb
Wimmer
across
the
hall
from
me,
and
she
said
this
is
my
25th
year
and
I
thought.
Oh,
my
gosh
I
can't
believe
you've
been
around
that
long
and
Here
I
am
at
28.
I
did
start
in
special
education
spent
quite
a
few
years
in
regular
education.
E
Third
grade
then
became
a
student
performance
strategist
when
that
came
into
the
district
and
have
now
most
recently
spent
my
years
as
the
literacy
facilitator
have
loved
every
one
of
those
roles.
But
this
one
in
particular
has
been
near
and
dear
to
my
heart
because
it
is
literacy
focused,
and
that
has
been
my
passion,
probably
from
the
womb
and
in
this
role.
E
I
feel
like
I'm,
really
impacting
from
a
district
perspective,
all
teachers
and
all
kids,
and
that's
very
humbling,
so
I'm
here
tonight
and
very
excited
to
share
with
you
our
journey
with
our
newest
literacy
adoption
called
ironically
journeys
and
I
hope.
You
abide
with
me
a
little
bit
tonight.
I
chose
this
theme
of
driving,
because
I
was
I
was
just
sharing
with
Rachel
and
Bob.
E
My
oldest
daughter
just
got
her
driver's
license
this
summer
and
so
I
feel,
like
my
whole
summer,
has
been
driving
and
coaching
and
praying
and
practicing
and
being
out
in
many
different
conditions
and
situations
and
so
I'm
using
that
theme
of
driving
as
an
analogy
to
go
along
with
our
adoption.
So
here
we
go
so.
As
Rachel
said,
we
started
last
year
with
our
full
district
adoption
of
a
houghton
mifflin
product
called
journeys,
and
that
was
the
2017
version.
E
So
our
learning
targets
for
tonight-
and
this
is
my
teacher
background-
coming
out-
there's
three
things:
I'm
hoping
to
accomplish
in
this
presentation.
One
of
them
is
to
share
with
you.
Where
have
we
been
our
journey
from
the
past
most
recently?
What
was
that
curriculum
review
process
like,
and
why
did
we
choose
journeys?
What
is
it
about
this
resource?
That
was
the
unanimous
decision,
so
we'll
talk
about
that
and
then,
where
are
we
now?
How
did
that
first
year
go?
How
was
it
received
by
teachers?
E
E
This
is
a
question
I
asked
just
last
week
in
a
new
teacher
seminar
that
I
was
leading.
I
was
teaching
them
about
this
curriculum
about
journeys,
and
there
were
about
20
of
them
in
the
room.
K5
teachers,
a
few
specialists
and
I
asked
them.
What
do
you
think
of
when
you
hear
the
word
literacy,
because
that's
kind
of
a
big
buzzword
around
our
educational
realm
these
days,
and
so
they
turned
and
talked
at
their
table
about
what
this
word
meant
to
them,
I'm
going
to
ask
you
to
do
the
same.
E
E
E
Thank
you
for
participating
in
that
great
minds,
think
alike.
So
where
have
we
been
well,
as
this
photo
indicates
a
little
bit
rocky
at
times,
our
literacy
journey
in
some
cases
has
been
slow,
a
little
windy
veering
off
on
different
paths
and
maybe
not
giving
us
that
end
result
at
the
top
of
that
summit
as
quickly
as
we
would
have
liked.
E
E
What
do
the
standards
say
and
that
took
a
lot
of
time,
a
lot
of
after-school
hours
we
spent
digging
into
that
and
what
that
really
led
to
was
one
pretty
unanimous,
overarching
decision
that
we
needed
to
change
the
things
that
we
were
doing
while,
on
one
hand,
were
working.
There's
all
these
other
things
that
weren't
connecting
so
we
looked
at
what
else
might
there
be
available?
That
would
be
a
better
option.
E
So
then,
in
the
next
year
in
2015
that
became
our
pilot
year
and
there
were
about
56
if
I
remember,
right.
K5
teachers
that
were
part
of
the
pilot
about
10
per
grade
level
and
I
was
still
turning
teachers
away.
They
were
very
interested
in
in
that
work,
and
so
the
way
we
structured
it
is.
We
looked
at
one
resource.
Each
semester
fall
semester.
We
looked
at
a
Pearson
product
and
spring
semester.
We
looked
at
journeys.
The
Houghton
Mifflin
product
teachers
did
much
the
same
work.
E
So
that
leads
us
to.
Where
are
we
now?
We
are
busy?
Has
this
picture
attests?
Lots
of
things
going
on
that's
one
of
the
beauties
we
discovered
with
journeys
and
it
articulates
it
here.
Why
was
this
one,
the
one
that
56
people
chose
and
was
the
decision
of
the
task
force
as
well,
because
it
met
all
of
this
criteria
that
we
were
looking
for?
It
was
balanced,
reading
writing,
spelling
speaking
and
listening.
E
It
was
directly
aligned
to
the
standards
it
had
very
high
quality
literature,
both
fiction
and
nonfiction,
that
a
child
could
walk
into
their
school
library
and
pull
off
the
shelf.
If
we
were
only
studying
an
excerpt
in
class,
they
would
find
the
rest
of
the
selection
on
their
school
shelves,
which
was
really
important
for
us.
E
Differentiation
for
many
learners
are
academically,
challenged
or
academically
gifted,
as
well
as
our
English
language.
Learners
all
have
a
piece
of
this
program:
very
strong
foundational
skills,
our
kindergarten
and
first
grade
teachers
begged
for
this
one.
We
need
a
stronger
phonics
piece.
We
need
to
build
that
phonemic
awareness
that
our
children
are
not
coming
to
school,
with
necessarily
from
preschool
anymore
or
from
home
and
so
fun
phonics
becomes
a
portion,
then
of
the
k1
program.
And
again
there
is
comprehension
threaded
throughout
k5
over.
C
E
Over
as
it
spirals
across
the
year
and
children
are
thinking
critically
about
those
pieces
as
well
as
the
other
pieces
in
the
program,
the
thing
we
have
discovered-
that's
probably
been
the
best
surprise
for
all
of
us,
is
how
friendly
the
online
components
have
been.
Students
have
accounts,
teachers
have
accounts,
iPad,
iPhone,
Chromebooks,
doesn't
matter
very
accessible
and
so
easy
for
all
of
our
staff
use
and,
as
I
indicated,
all
of
these
different
components
very
strong,
k5
systemic
approach.
E
Instead
of
all
of
us
kind
of
going
off
on
these
different
tangents,
we
are
all
on
the
same
path.
Now
we
are
all
on
that
road
together,
whole
group,
small
group,
spelling,
writing
speaking
and
listening
all
of
those
things
that
we
know
are
part
of
the
21st
century
skills
or
all
in
this
together.
So
what's
next,
where
are
we
going?
Well,
it's
gonna
be
fast
and
furious.
It
might
stir
up
a
little
dust
along
the
way,
because
our
next
big
focus
is
professional.
Development.
E
Now
that
we
know
what
this
stuff
is
now,
we
need
to
get
really
great
at
using
it
in
the
best
way,
and
so
here's
our
goal
is
really
the
increased
teachers,
knowledge
of
their
own
literacy
pedagogy
and
then
use
that
in
the
best
instructional
practice
to
make
a
difference
for
kids.
So
there
are
four
elements
to
that
that
are
rolling
out
this
school
year.
E
The
first
piece
are:
building
literacy
teams,
we've
really
empowered
a
team
of
teachers
at
each
building
to
be
the
literacy
go
tools
at
their
site
instead
of
myself
or
a
consultant
being
the
sole
keeper
of
the
support
and
knowledge.
We've
empowered
these
people
to
be
the
people
on
the
ground,
helping
their
colleagues,
they
attend
meetings
with
me.
They
go
back
and
do
train
their
trainers
with
their
staff.
E
It's
a
continual
cycle
across
the
year,
we're
also
offering
some
graduate
classes
for
teachers
that
want
to
come
together
and
talk
with
each
other
and
continue
to
refine
their
practice
kind
of
parallel
to
that
is
another
opportunity.
This
one
is
a
broader
opportunity
for
curriculum.
It
encompasses
math
the
content
areas,
literacy,
behavior
management,
all
things
kind
of
boiled
into
one
class,
and
there
is
a
menu
of
12
different
options
and
teachers
can
choose
7
and
attend
those
classes.
This
fall
and
then
to
continue
to
support
us
specifically
with
journeys.
E
E
So
how
do
the
teachers
think
it's
going?
These
are
just
a
few
snippets
from
comments
that
I
gathered
at
an
end-of-the-year
survey.
I
would
have
to
say
hands
down
very
positive
response
from
them
and
their
children
perfect.
No,
but
on
the
right
journey,
yes
and
we're
very
excited
about
what
this
second
year
holds
for
us
as
we
learn
that
program
even
more
and
continue
to
refine
our
best
practice.
Instructional
strategies.
F
How
we
take
a
careful
approach
to
our
curriculum,
development
and
I'm
sure
people
get
impatient
with
it,
but
having
that
comprehensive
review
of
where
we're
at
where
we
want
to
be
piloting,
seating
projects
I
think
it's
really
paying
off
and
we're
seeing
that
in
those
comments
here,
the
question
I
have
is
that
now
that
we've
think
we've
found
something
for
K
through
5?
How
does
that
tie
into
the
middle
school
in
high
school.
H
I'll
just
make
a
comment
about
k-12
and
we'll
say:
literacy,
but
I
think
this
is
true
in
every
Content
area.
In
terms
of
our
curriculum
development.
One
of
our
challenges
with
the
standards
is
there
are
too
many
of
them
to
teach
in
the
time
that
we
have
with
students,
and
so
our
work
across
the
system
has
been
to
say
what
are
the
standards
for
this
grade
level
and
then
what
are
the
essential
ones?
H
What
are
the
ones
we
absolutely
have
to
meet
for
every
student
to
the
best
of
our
ability
and
that
works
being
done,
K
to
12
and
right
now,
at
the
elementary
level.
This
resource
really
helps
with
that
and
one
of
the
things
the
resource
helps
with
is
because
those
same
teachers,
if
I'm
a
first-grade
teacher
I,
not
only
teach
literacy,
I,
teach,
math
and
science
and
social
studies,
and
so
that
resource
really
provides
that
core
for
them
and
then,
along
with
a
pacing
guide
that
our
teams
have
developed
they've
said
now
in
the
resource.
H
That's
too
big
to
do
in
this
amount
of
time,
what's
really
essential,
so
that
work
has
been
done
in
the
elementary
grades
and
now
is
being
done
at
the
middle
school
in
high
school
and
then
to
follow
that
up.
We'll
have
to
do
some
vertical
work
over
time.
So
right
now,
I
think
our
middle
school
teachers
are
working
really
hard
at
saying
what
are
our
essential
learning
outcomes
in
grades?
H
E
And
I
just
wanted
to
make
a
comment
about
your
earlier
remarks.
I
think
one
of
the
things
that
helped
this
go
so
well
is
that
we
had
a
pretty
large
contingent
of
pilot
teachers
that
were
all
in
agreement
and
that's
credibility,
and
that
means
something
to
their
colleagues
and
that,
probably,
more
than
any
other
testimony
paved
the
way
for
this
to
be
a
smooth
transition.
So
thank
you,
dr.
I
E
J
E
I
explain
that
to
somebody
else
and
for
our
little
ones
and
for
not
so
little
ones.
That's
really
hard
to
do
to
be
able
to
articulate
to
someone
else
really
what's
going
on
in
here,
but
again,
I'll
tie
it
back
to
journeys
dr.
Schatz
many
opportunities
for
children
to
turn
and
talk,
that's
what
the
program
is
calling
it
with
a
partner
to
explain
this
is
how
I
got
my
answer.
E
I
In
so
that
leads
to,
let
me
make
the
connection
to
the
high
school
level
for
you,
because
that's
where
I
spent
a
lot
of
time,
but
we
used
to
work
on
something
called
strategies
based
instructional
models,
and
what
we
would
do
is
we
would
determine
what
is
the
metacognitive
ability
of
a
student,
and
we
do
that
through
an
assessment.
So
so,
in
order
to
address
students,
they
get
to
the
high
school
level
that
have
not
caught
on
to
these
concepts.
I
Those
at-risk
kids
that
we
find
in
ninth
grade
and
those
kids
that
have
all
those
red
flags
for
being
a
dropout
is
that
until
we
know
how
they
think
about
the
way
that
they
learn,
we
don't
know
about
the
challenges
they
have
with
the
learning
that
they
do,
and
so,
rather
than
throwing
content
at
them
to
try
to
get
them
to
be
better
learners,
which
is
the
concept
that
we
usually
do.
You
pass
a
class
you
take
or
you
fail
a
class,
you
take
it
over
again,
you
take
it
over
again.
I
You
take
it
over
again
without
addressing
the
core
root
of
the
issue,
and
that
is
the
metacognitive
ability
of
a
student
to
comprehend
to
know
what
phonemic
awareness
is,
what
fluency
is
and
all
these
types
of
things
that
connect
the
whole
gamut
of
literacy,
and
so
that
is
the
core
essence
of
ILCs
at
the
high
school
level.
Is
how
do
we
address
that
issue,
not
through
content
but
through
learning
about
how
to
learn,
so
they
can
become
a
better
learner.
I
So
when
they
go
back
into
the
classroom,
they
can
understand
the
content,
and
so
this
goes
full
circle
from
K
all
the
way
through
12.
In
so
absolutely
perfect,
I
mean
I
just
loved
what
I
heard
tonight
with
what's
going
on
in
a
k5,
because
that's
where
it
has
to
start,
if
they
don't
have
that
by
time
they
leave
the
5th
grade.
They
become
a
struggling
student
without
a
doubt.
So
would
you
agree
with
that?
I
E
E
A
I
You,
as
you
know
that
each
year
we
bring
back
to
you
the
strategic
plan
for
reauthorization,
and
so
tonight
what
we're
doing
is
just
bringing
to
you
the
review
of
the
strategic
plan,
some
of
the
adjustments
that
we're
considering
for
you
to
adopt
the
next
time
that
we
meet
and
we've
done
this
now,
the
last
couple
of
years.
This
strategic
plan
continues
to
serve
as
well.
I
It
continues
to
provide
focus
for
the
district
and,
as
you
hear
reports
all
year,
long
that
are
tied
to
teaching
and
learning
to
business
and
operations
and
all
those
things
all
those
things
are
directly
associated
with
our
strategic
plans.
So,
from
my
perspective,
I
believe
that
it
is
continuing
to
provide
us
great
guidance
and
focus
so
that
we
don't
have
all
sorts
of
silos
of
things
going
on
associated
with
the
strategic
plan,
as
you
know,
is
the
operational
plan.
I
I
Just
to
point
out
a
couple
things
in
that,
so
I'm
gonna
do
these
two
together
and
when
we
bring
them
to
you,
the
next
time
we'll
be
asking
for
reauthorization
of
strategic
plan
and
approval
of
the
operational
plan
moving
forward
for
the
school
year,
which
is
the
focus
of
the
work
for
the
year
so
in
the
strategic
plan.
If
you
go
to,
let
me
get
to
my
highlights
here:
real
quick,
very
few
adjustments
to
be
overall.
If
you
go
to
page
six,
there's
just
a
minor
adjustment
there.
I
If
you
look
at
the
bottom
of
the
page
indicators
for
success
or
results,
it
says
percentage
of
students
meeting
their
individual
growth
target
in
the
district's
benchmark,
aimsweb
plus
assessment.
So
it
basically
specifies
what
that
assessment
is,
and
so
that
adjustment
was
made.
If
you
go
to
page
nine,
as
we
continue
to
work
with
the
steam
initiatives,
the
biggest
challenge
is:
how
do
you
assess
that?
How
do
you
assess
that
work?
And
so
we've
made
adjustments
here
before
jodel
and
her
team
working
with
dr.
I
gross
and
agree,
have
looked
at
that
and
so
we're
making
some
adjustments
again
there
in
the
indicators
of
success
or
results,
and
so
you
can
see
where
those
were
made,
and
so
they
continue
to
work
with
that
one,
but
that's
a
little
bit
more
difficult,
not
as
easy
as
just
a
plain
old
assessment
like
we
have
in
the
first
strategic
initiative.
So
that's
that
adjustment.
If
you
go
to
page
13
indicators
of
success,
again
college
university
partnerships,
we
have
now
completed
the
teacher
Leadership
Academy
I
can't
believe
it's
already
been
two
years.
I
I
know
Rachel
and
Bob
Ken,
because
they
are
the
ones
who
had
to
put
in
a
whole
lot
of
time
doing
that,
and
so
we
are
not
set
up
to
have
another
one
yet,
but
in
the
future
would
plan
to
do
so
again.
The
universe,
North
Dakota,
State
University,
continues
with
the
program.
Obviously
they're
expanding
it.
There's
many
other
school
districts
involved
only
so
much
they
can
do
to.
I
But
when
the
second
opportunity
comes
around
we'll
definitely
be
involved,
but
for
this
coming
year
we
will
not
be
so
that's
why
we're
taking
it
out
of
that
particular
part
of
the
strategic
plan.
If
you
go
to
page
14,
this
is
where
this
goal
number
six.
If
you
look
at
the
bottom
towards
the
bottom
continues
to
evolve
for
us
as
we
look
at
the
at-risk
programming,
the
dropout
prevention,
the
mental
health
and
now
the
behavioral
aspects
of
student
behaviors
and
we're
doing
to
address
that
and
so
you'll
see
here.
I
And
so,
if
you
look
on
the
next
page
of
page
15
at
the
top,
we
we
have
added
incident
reports,
of
which
you'll
be
getting
an
update
on
all
of
this
in
September
as
to
where
we're
at
and
all
the
things
that
occurred
over
the
summer.
The
number
of
minor,
major
and
suspensions
student
violations
will
decrease
annually.
That's
one
of
the
goals
of
doing
all
of
this,
and
so
we've
added
that
to
the
results.
I
If
you
go
to
page
19,
I
I
just
want
to
point
this
out
because
there's
no
change
here,
but
there
is
an
operational
item
that
is
associated
with
it,
and
so,
if
you
remember
under
this
particular
strategic
initiative,
which
is
quite
long,
so
let
me
go
back
here-
get
equitable
resources
and
planning.
This
is
the
operational
side
of
the
house,
and
so
there
are
many
different
components
to
this
particular
initiative.
I
But
when
you
get
towards
the
end,
it
says
operational
efficiency,
where
Fargo
Public
Schools
will
continue
to
analyze
variable
expenses
in
an
effort
to
provide
operational
efficiency
district-wide
as
a
result
of
our
efforts
will
accomplish
this
goal
by
ensuring
the
annual
operating
expenses
near
annual
revenue
projections.
Within
that
you
can
read
doing
a
district
audit
with
the
dmg
organization,
as
you
guys
had
approved
and
as
we've
moved
forward
to
so
mm-hmm,
and
it's
nothing
to
sneeze
at
that's.
A
big
project
I
had
to
take
out
and
so
a
little
bit
of
levity.
I
I
This
all
the
time
this
is
ongoing,
but
specifically,
as
you
will
see,
any
operational
plan
talking
also
about
the
applications
that
will
assist
parents
in
technology
and,
as
are
there
things
there,
that
we
can
endorse
or
move
forward
with
with
an
endorsement,
the
service
learning
curriculum
was
finished
a
couple
of
years
ago,
so
that's
just
there
as
a
notation
innovation,
innovative
high
school
models.
Here
we
are.
This
was
way
back
when
we
did
the
strategic
plan.
We
are
now
this
year
going
to
be
doing
that
study
and
Bob
continues
to
put
that
plan
together.
I
For
this
year
and
then
the
other
one
down
here,
the
Communications
Committee
recommended
yearly
state
of
the
school's
address
and
like
focus
group,
so
really
taking
a
look
at.
How
can
we
move
forward
with
that
public
engagement,
Community
Engagement
we've
done
that
now,
and
so
that's
what
we're
doing
moving
forward
so
feel
good
about
that.
The
things
here
were
attended
to
and
moving
forward,
we'll
continue
to
build
on
that.
So
that
would
be
the
changes
that
that
we
would
recommend
within
the
strategic
plan.
I
F
F
C
It
actually
became
more
work
to
record
that
information
then
actually
put
those
projects
in
place.
They'll
still
be
happening,
we're
still
continuing
the
project-based
learning
training.
We
did
it
again
this
summer,
so
even
more
of
our
staff
are
trained
with
that,
but
in
its
place
and
yellow
on
there.
What
we
are
suggesting
is
that
we
will
use
an
advanced
ed
tool.
C
It
is
the
agency
that
accredits
the
district,
it's
a
walkthrough
tool
in
which
this
we
are
partnering,
with
both
Moorhead
and
West
Fargo,
where
they
will
send
staff
into
our
schools
to
look
to
see
the
engagement
level
of
students,
the
use
of
technology
across
the
system
and
what's
happening
in
the
classrooms.
We
then
return
that
favor
as
our
staff
go
and
look
into
some
of
theirs
schools
across
both
Moorhead
and
West
Fargo.
C
F
I
Okay,
moving
on
an
operational
plan,
we
always
provide
you,
and
this
is
our
first
round
of
the
operational
plan.
We
provide
you
with
a
summary
of
what
are
some
of
the
major
highlights
of
this
plan.
If
you
remember,
the
operational
plan
is:
is
aligned
to
the
advanced,
ed
standards
and
aligned
to
the
strategic
plan.
So
when
you
look
through
operational
items,
you
can
see
that
connection,
and
so
we
tie
that
in
there
for
you
so
that
we
don't
have
anything
sitting
outside
of
those
realms
and
so
I
think.
I
We
talked
about
that
conducting
innovation
study
in
regard
to
the
new
educational
law
in
place,
North
Dakota,
researching
the
concept
of
year-round
school
implementing
and
monitoring
the
FBS
student
behavior
safety
action
plan.
Implementing
a
redesign
in
the
district's
employee
portal,
that'll
be
a
big
part
of
the
communication
team.
We
did
our
overall
website
here
just
a
year
or
two
ago
we
have
an
internal
portal
that
we
use
with
employees
and
that
is
outdated
and
needs.
I
Some
serious
updating,
so
that'll
be
a
major
work
for
Ann
Marie,
her
team
and
many
others
within
the
technology
department
and
then
engage
in
the
audit
process
to
determine
the
overall
return
on
investment.
As
we
call
it
in
a
consultation
with
the
dmg
group,
there
was
only
one
other
citation
or
one
other
notation
that
I
made
in
here,
and
that
was
on
page
8.
I
If
you
go
to
page
8
standard
for
resources
and
support
systems
falls
under
that
a
strategic
initiative
of
that
operational
side
of
the
house.
You
can
see
there
are
a
number
of
things
at
Brock
and
his
team,
and
primarily
Brock
and
his
team
and
teaching
and
learning
will
be
engaging
in.
But
what
I
didn't
want
to
have
lost
in
all
of
this,
for
you
is
that,
when
advanced
ed
came,
they
said,
do
some
kind
of
evaluation,
an
assessment
of
all
the
programs
you
have
and
are
they
truly?
I
I
There
won't
be
definitive
results
and
endgame
results
at
the
end
of
the
year,
there
will
be
a
game
plan
moving
forward
for
us
to
get
start
to
consider.
What
do
we
adjust?
What
do
we
do?
If,
in
fact,
we
need
to
do
that,
so
I
don't
want.
The
expectation
is
that
we
get
into
March
and
we
start
digging
in
a
next
year's
budget
and
all
of
a
sudden
we're
doing
all
these
things,
because
dmg
brought
forward
this
report,
it's
going
to
take
the
year
to
get
us
there
and
then
the
strategy
is
moving
forward
of.
I
What
do
we
consider
and
do
so
that?
Because,
because
there's
no
way
that
you
can
just
all
of
a
sudden
say
we're
gonna,
do
all
this
and
we're
just
going
to
change
everything.
Is
that
this
won't
work
so
it'll
be
a
process,
so
I
just
wanted
to
bring
that
to
your
attention
as
part
of
the
operational
plan.
Many
other
things
included
in
here,
but
at
this
time,
if
you
have
any
questions
about
the
operational
plan,
let
me
know
because
we
still
could
adjust
anything
for
our
next
final
approval.
Next
time.
A
G
A
Been
moved
and
seconded
all
those
in
favor
signify
by
saying
yes,
any
opposed
signify
by
saying
no
motion
carries
that
gets
us
to
item
H
from
our
consent.
Agenda
I'll
just
give
a
brief
overview
of
this
item
and
then
turned
it
over
to
Brock.
If
he
wants
to
embellish
upon
that
and
answer
any
questions,
anybody
may
have
I
think
you're.
A
That
really
is
the
cumulative
total
claims
that
we
could
pay.
In
a
year.
We
have
a
fund
balance
that
is
actually
kind
of
dedicated
to
the
health
insurance
fund.
It
truly
are.
It
is
like
any
other
fund
balance
in
the
district
and
that
we
as
a
board
could
decide
to
move
money
in
or
out
of
that
fund
balance
by
board
action,
but
it's
best
practices
and
self-insured
plans
to
have
anywhere
from
six
to
nine
months
worth
of
expected
claims
in
reserves.
A
Basically,
that
fund
balance
gets
created
through
two
ways
if
we
have
really
really
good
claims
and
a
given
year,
meaning
low
claims
and
the
funding
levels
of
premiums
that
were
agreed
to
through
the
health
insurance
committee
and
ultimately
adopted
by
the
board.
The
portion
that
we're
setting
aside
for
each
employee,
the
district
funded
portion
and
the
employees
portion
go
into
this
same
fund
and
claims
can
get
paid
out
of
this
fund.
So
if
we
have
less
than
anticipated
claims,
the
fund
balance
can
go
up.
A
If
we
have
more
than
anticipated
claims,
the
fund
balance
can
go
down.
The
other
way
the
fund
balance
gets
created
is
through
action
of
the
board
to
actually
allocate
dollars
to
it
this
last
year
and
we
had
kind
of
a
high
claim
year
much
higher
than
we
anticipated
or
the
consultants
anticipated
when
they
gave
us.
The
initial
study-
and
you
know
that's
just
it's
the
luck
of
the
draw.
To
be
quite
frank,
you
can
never
really
control
how
many
major
medical
type
disasters
could
come
to
a
district
of
our
size
in
any
given
year.
A
So
the
fund
went
down
by
about
nine
hundred
some
odd
thousand
dollars,
and
the
recommendation
that
the
administration
has
put
before
us
here
is
to
take
part
of
our
general
fund
balance
and
move
it
over
to
the
health
insurance
fund,
balance
to
basically
shore
up
it
or
get
it
closer
to
the
six
to
nine
month
range.
There
are
two
things
that
does
for
us.
A
In
my
opinion,
one
of
the
strategies
that
was
being
talked
about
at
the
Health
Insurance
Committee
I'm
sure
it's
still
going
to
be
talked
about
and
ultimately
will
come
to
us
in
the
form
of
a
recommendation,
was
to
not
just
set
the
premium
rates
for
the
coming
year,
based
upon
anticipated
claims,
but
add
a
little
bit
more
to
those
premium.
To
begin
to
replenish
this
fun
balance,
obviously
over
the
course
of
this
particular
budget
cycle.
A
We're
all
aware
of
the
fact
that
we
are
not
able
to
give
many
or
much
of
the
raise
to
our
employees,
so
this
action
probably
will
allow
the
Health
Insurance
Committee
to
come
back
with
a
recommendation
that
does
not
necessarily
include
an
additional
cost
to
replenish
the
fund
balance
of
the
health
of
reserve
fund.
So
that
was
one
reason
for
considering
this
action.
A
The
other,
quite
frankly,
is
that
we
don't
necessarily
need
our
fund
balance
to
continue
to
grow,
we're
at
effectively
about
thirty
million,
which
is
right
about
at
the
target
number
we
want
to
be
at.
We
know
we
have
people
out
in
Bismarck
that
like
to
look
at
the
fund
balance
numbers
of
districts
and
then
pontificate
as
to
what
should
be
so
moving
this
to
a
dedicated
fund,
balance
or
fund
reserve
changes.
A
K
Mr.
chairman,
members
of
the
board,
nothing
to
add
just
a
correction
to
make
in
the
memo
just
for
wood,
gist,
--ax
I
see
I
have
a
typo.
This
really
is
consistent
with
il-8
section
4
EO
8
is
the
one
that
is
financial
administration,
which
is
the
portion
of
that
e
L.
That
speaks
to
this
exact
issue
of
transferring
dollars
between
funds.
So
I
just
want
to
make
sure
that
that's
clarified
in
the
memo.
F
Think
this
makes
a
lot
of
sense
and
is
good
policy
for
us
so
and
for
this
the
reason
that
you've
described
it
is
moving
money
from
one
envelope
into
kind
of
restoring
that
emergency
cash
fund
envelope
might
have
sitting
around
someplace
at
home.
You
know
it's.
We
had
to
pull
something
out
and
now
I
have
a
little
bit
of
money
to
put
back
into
there
for
rainy
days.
So
sounds
good
to
me.
F
B
L
A
Memo
20
is
a
copy
of
our
annual
financial
report
from
last
fiscal
year
2016-17.
This
is
an
annual
report
required
to
be
filed
by
all
school
districts
in
a
format
put
together
by
dpi.
Basically,
all
of
the
numbers
here
and
and
one
board
member
came
up
to
me
afterwards
and
said:
I
really
early
err
today
and
said:
I
really
like
this
format.
A
If
you're
familiar
with
that
document,
that
really
tries
to
as
best
as
it
can
do
comparative
data
from
one
school
district
to
the
next,
of
course,
that
comparative
data
is
only
as
good
as
the
data
that's
fed
into
it
off
these
reports,
and
there
are
still
major
differences
from
one
school
district
to
the
next
on
how
they
may
classify
certain
things
with
that
I
entertain
a
motion,
and
then
we
can
open
it
up
for
any
questions.
Anybody
may
have
diner
I,
move.
G
F
A
Seeing
that
we're
still
not
quite
at
the
or
mark
I'm
gonna,
try
and
get
us
through,
and
perhaps
we
won't
even
need
a
break.
Our
next
item
is
our
business
section.
We
have
two
policies
that
were
monitored.
First
of
all,
I
want
to
thank
everybody
who
did
respond,
and
those
of
you
that
perhaps
did
not
I
certainly
want
to
encourage
you
in
future
homework
assignments
to
hopefully
give
us
your
feedback.
F
A
G
F
L
F
F
You
great
what
you
said
about
the
event,
the
some
more
in
the
kickoff
I.
Think
our
keynote
speakers
said
it
correctly
when
she
said
Wow
Fargo,
you
know
how
to
do
it
right
and
I
absolutely
agree.
Very
good
I
was
at
my
liaison
schools
on
Friday
Washington
and
Ben
Franklin
and
I
thank
principal
silver,
very
much,
because
I
did
not
give
her
very
much
notice
on
Friday
that
I
was
dropping
by
and
she
made
some
time
for
me.
I
had
a
very
busy
time
of
the
year.
M
So
I
was
there
this
morning,
health
insurance
committee
will
meet
again
next
week.
They
have
been
meeting
throughout
the
summer.
They've
had
a
lot
of
work
going
on
so
next
week,
Tuesday
at
4:00
and
my
our
middle
schooler
and
I'm
not
sure
if
this
is
done
across
the
district.
That
Eagles
camp
was
last
week
at
Discovery,
and
so
we
toured
the
school
which
I
had
done
with
my
older
child
too.
But
you
find
a
few.
M
You
learn
a
few
new
things
each
time
it
seems
in
those
big
buildings,
but
I
do
think
it's
great
for
those
kids
to
really
get
a
chance
to
experience
what
it's
like
to
go
through
the
lunch
line
in
middle
school
and
ease
those
anxieties
that
kiddos
have
moving
from
elementary
to
middle
school.
So
I
do
think
that's
a
great
program.
They
spent
three
hours
over
there
last
week
and
they
put
a
they
invited
some
eighth
graders
to
put
together
a
fun
video
of
the
sixth
grade
group
and
their
experiences
throughout
the
day.
M
N
Very
positive
feedback
from
a
couple
of
individuals
I
after
the
event
this
morning,
a
Peres
and
also
one
of
our
principals,
and
so
thank
you
very
much
for
all
the
work,
echoing
what
everyone
else
says,
left
feeling
very
energized
and
we
head
back
to
school
night
I
saw
John
last
night
at
Ben
Franklin,
my
girls
are
in
eighth
grade.
They
advised
me
I
really
didn't
need
to
be
there.
N
They
would,
you
know,
drop
me
off,
don't
let
don't
let
anyone
see
you
and
will
let
you
know
when
we're
ready
to
leave,
but
any
rate
I
did
enter
the
building
and
I
hung
out
with
some
of
the
other
parents.
Well,
they
found
their
lockers
and,
and
it
was
fun
because
they
were
they're
excited
to
be
back.
They
actually
spent
more
time
at
the
school
than
I
thought
they
would
so
any
rate
we're
looking
forward
to
an
exciting
year,
and
that
is
my
report.
Thank
you.
I.
O
P
Will
also
say
this
morning
was
awesome
and
you
guys
did
a
fantastic
job
and
hatch
was
phenomenal.
I
thought
he
was
very
funny.
I
have
reached
out
to
my
principal's
Rajon
Williams,
the
two
new
ones:
I
get
to
have
their
school
this
year,
so
I'm
pretty
excited
about
that
and
my
child
is
11th
grade.
So
Pete
was
pretty
much
had
to
go
and
register
on
the
15th
and
I
didn't
have
to
do
any
registering
with
him,
which
was
nice,
but
when
he
got
there,
mom
forgot
to
register
him
online.
P
B
The
pleasure
of
joining
the
North
teachers
and
staff
yesterday
having
lunch
with
the
food
truck
they're
checking
out
the
Eclipse
and
II
had
some
eclipse
classes
that
we
were
able
to
do.
I
was
able
to
capture
a
little
photo
through
my
camera,
with
the
glasses
over
it
juggling
the
whole
thing,
but
that
was
great,
so
Andy
and
are
you
ready
to
touch
base
once
the
dust
settles
as
well
and
I'll
reiterate
to
Eric?
B
Did
a
nice
job
this
morning,
cam
I
think
you
really
brought
it
home
on
that
one,
and
just
since
we're
talking
about
our
own
kids,
my
8th
grade
son
I
got
to
go
with
him
for
his
orientation.
He
still
likes
his
mom,
unlike
some
girls
of
Rebekah's,
and
my
daughter
misses
the
first
day
of
school
because
of
golf,
but
she
just
emailed
her
teachers.
A
G
Okay,
so
just
my
comments
about
this
morning,
I
without
repeating
what
everybody
else
has
said,
I
thought
the
three
staff
members
of
the
year,
the
principal
the
support
staff
and
the
teacher
also
did
a
really
outstanding
job,
because
that
is
what
we're
about
and
seeing
them
be
inspirational
and
positive
and
complimentary.
I
think
all
of
that
was
great
and
I
happen
to
know
all
three
of
them
quite
well,
so
that
was
even
nicer.
G
I
managed
to
get
to
all
three
of
my
liaison
schools
on
Monday
morning
between
8:30
and
8:50
and
9:15
in
their
staff
meetings.
So
long,
fellow
McKinley
and
Woodrow,
and
so
I
had
a
great
appreciation
for
the
fact
that
we
reorganized
I
was
telling
John
this
this
morning,
a
few
years
ago,
the
partnerships
for
the
schools,
because
I
couldn't
have
done
what
I
did
several
years
ago
and
I
had
Longfellow
and
Kennedy
and
be
at
both
of
those
in
that
time.
G
G
Who's
just
started
so
I
think
that
a
lot
more
work,
and
maybe
visibility
and
and
stuff
will
come
now
that
there's
a
full-time
hired
person
as
opposed
to
all
the
volunteers
from
all
their
other
organizations.
Trying
to
also
organize
that,
and
as
I've
also
mentioned
to
you
in
the
past,
the
Fargo
Cass
Public
Health
has
is
going
through
the
accreditation
process
like
we
have
done
and
as
part
of
that
process
they
have.
G
We
have
I,
guess
revamped
our
mission
and
and
vision,
and
so
the
Fargo
Cass
Public
Health
is
healthy
people
in
healthy
communities
and
the
to
prevent
disease
and
injury,
promote
wellness
and
protect
community
health
is
the
future
vision
line
and
it
sort
of
goes
with
the
general
public
health
logo,
which
has
prevent,
promote
and
protect,
as
as
the
broader
public
health
vision.
So
there
you
go
a
lot
today.
That's
it.
A
The
presidents
report
is
coming
around
courtesy
of
Ann,
Marie
or
perhaps
Jolin,
because
it
certainly
isn't
my
typewriter
that
produce
it,
but
I
will
point
out
a
few
things.
First
of
all,
our
next
governance
meeting
will
be
on
August
31st
7:30
right
here
in
this
room,
those
of
you
that
are
on
governance
or
anybody
else.
That
cares
to
join
us
that
morning.
Please
do
again.
If
you
have
not
already
sent
in
your
RSVP
to
the
three
different
items
on
the
up
and
coming
date,
stand
please
do
that
as
soon
as
possible.
A
The
number
one
topic
just
about
every
state
president,
with
the
exception
of
myself
and
I,
did
not
hear
from
the
state
of
Hawaii
I,
don't
know
if
they
were
there
or
while
they
were
there,
but
I
did
not
hear
from
them.
The
number
one
problem
that
they're
trying
to
figure
out
right
now
is
how
to
make
charters
accountable
in
their
state
and,
of
course,
I
explained
to
them
how
to
solve
this
problem.
A
They
just
have
to
do
the
exact
same
thing
as
North
Dakota,
lower
your
population
down
to
our
size,
and
the
for-profit
charters
aren't
too
interested
in
coming
to
play
in
our
playground.
There
are
certainly
great
charters
in
our
our
country
from
coast
to
coast,
but
there
are
also
pretty
bad
examples
of
charters.
A
A
So
if
a
private
charter
needs
a
new
roof,
they
actually
have
access
to
the
public,
k-12
capital
funds
to
use
it
and
the
failure
rate
on
those
charters
in
Colorado
is
running
at
about
70
plus
percent
that
don't
survive
even
three
years.
So
it's
a
real
challenge,
educationally
speaking,
one
that
obviously
the
National
Association
is
it's
focused
in
on
and
just
to
be
clear
there.
There
are
really
three
types
of
charters
and
I
would
say
for
because
I
really
believe
parochial
schools
fit
the
same
model
as
a
charter.
A
There
are
for-profit
charters,
there
are
not-for-profit
charters
and
there
are
public
charters
in
some
states.
The
public
school
district
actually
controls
the
charter,
schools
and,
in
all
three
classes
of
charters
from
the
information
that
was
being
shared.
We
have
successes
and
failures
going
on,
and
the
one
really
missing
component
apparently
is
no
accountability,
or
at
least
not
accountability,
to
the
same
standard
that
traditional
public
schools
are
being
held
to
so
I
think,
there's
a
movement
afoot
to
try
and
figure
out.
A
How
do
we
bring
that
accountability
provision
in
and
try
to
make
sure
whatever
form
of
the
Charter
is
getting
put
into
a
community?
The
likelihood
of
its
success
is
much
greater
than
the
likelihood
of
its
failure,
because
it
causes
a
ripple
effect
when
charters
come
in
and
if
they
later
unwind,
the
ripple
effect
is
sometimes
very
devastating
to
that
local
community
and,
in
particular,
the
kids
that
are
enrolled
in
those
schools
at
that
time.
Another
big
topic
that
came
up-
and
this
was
kind
of
interesting.
A
They
had
one
of
the
big
public
political
lobbyists
from
Alec
come
in
I,
don't
know
if
you're
all
familiar
with
Alec,
but
they
are
for
lack
of
knowing
how
best
to
describe
them.
A
very,
very
conservative
of
think-tank
that
is
focused
on
state
legislators.
More
than
federal
legislation
they
certainly
get
involved.
Federally
to
I,
unfortunately
had
to
be
in
a
different
session
as
a
state
president.
So
I
didn't
get
to
hear
that,
but
it
was
almost
like
bringing
the
enemy
in.
A
So
we
could
understand
where
they're
coming
from
and
have
a
dialogue
with
them
and
from
what
I
got
from
feedback
from
other
folks.
In
North
Dakota
that
were
there,
it
was
kind
of
an
eye-opener
for
this
alyc
person,
who
really
had
no
real
idea
about
what
maybe
some
of
the
impacts
of
their
proposals
are
gonna,
be.
A
Last
thing
I'd
report
on
is
state.
Gack
Committee
is
meeting
this
Thursday.
There
were
no
proposals
brought
in
by
any
school
district,
but
we
have
to
review
those
that
are
set
the
sunset
under
our
rotational
calendar
and
decide
whether
or
not
we're
gonna
put
those
forward
again
at
the
Fall
Conference,
and
it's
not
really
surprising
to
me
that
there
were
no
legislative
agendas
being
advanced
or
legislative
proposals
being
advanced
typically
in
the
off
year.
A
This
is
exactly
what
happens
and
then,
as
the
legislature
legislature,
legislators
are
getting
back
together
a
year
and
a
half
from
now.
That's
when
a
lot
more
thought
processes
usually
going
on
at
the
local
district
about
what
proposals
with
what
they'd
like
to
put
forward.
So
that's
it
for
me.
I
want
to
wish
all
of
you
that
are
trying
to
get
to
a
back-to-school
night.