►
From YouTube: School Board Meeting - September 12, 2017
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - September 12, 2017
A
B
You,
as
you
know,
over
the
last
several
years
now
we've
been
doing
a
senior
high
exit
survey
and
so
annually
we
bring
this
report
to
you.
So
today
we
have
two
of
our
high
school
principals
here
to
do
that,
mr.
dr.
birch
is
out
in
Bismarck
today
with
dr.
gross
and
an
essa
meeting,
and
so
that's
the
reason
why
dr.
birch
is
not
here
but
I'm.
Gonna
turn
it
over
to
these
two
gentlemen
and
they're
gonna
do
their
presentation
on
the
results
of
the
survey
that
they
conducted
last
spring.
D
C
Good,
it's!
It's
always
good,
I
think
from
our
perspective,
to
present
this
annual
data,
as
it
is
an
opportunity
for
us
as
building
principals,
to
just
to
say
thank
you
for
what
you
do
each
and
every
year
we
get
this
opportunity
and
and
we're
grateful
for
this
as
well
too,
if
you
recall
just
some
baseline
data,
I
think
for
them.
C
For
the
majority
of
you
understand
that
in
this
spring
we
administer
at
all
of
the
high
schools,
including
Woodrow
Wilson
High
School,
Woodrow,
Wilson
I,
just
confirmed
with
David,
will
present
their
findings
later
at
a
different
board
meeting.
So
tonight's
data
we
are
pulling
just
from
the
three
comprehensive
high
schools.
This
past
spring
627
total
student
responses.
Tonight's
presentation
again
will
not
include
the
Woodrow
Wilson's
they've
been
category
put
into
three
different
categories,
similar
to
what
Andy
had
put
together.
This
was
my
year
too.
C
E
D
C
C
So
one
of
the
questions
that
we
pull
is:
where
do
you
plan
on
attending
college,
and
this
obviously
ties-
and
we
do
have
some
interest
as
it
relates
to
our
North,
Dakota,
State,
scholarship
and
so
61%
of
our
graduates,
will
attend
a
college
in
in
state
thirty-nine
out
state
and
to
get
a
little
bit
more
specific,
where
those
are
just.
We've
highlighted
a
majority
of
those
in
our
area
and
I
know.
D
I
think
I
think
it's
kind
of
interesting
when
you
look
at
like
NDSU.
For
example,
almost
they're
a
little
more
than
1/4
of
the
students
are
attending
NDSU
and
this
is
all
of
our
college
graduates
and
then,
when
I
looked
at
just
in
the
metro
area,
you
know
if
you
look
at
Morehead
State
or
if
you
look
at
Concordia
or
UND
anything
local
in
North
Dakota,
it's
about
half
of
our
kids
are
attending
NDSU
at
North
High
and
it's
probably
pretty
similar
at
the
other
buildings
as
well.
C
Back
to
the
previous
slide,
one
of
the
respondents
was:
what
do
you
plan
on
doing
after
high
school
in
that
in
that
pie,
graph
and
four
percent
of
our
graduates
indicated
that
they
planned
on
working
and
up
just
a
little
bit?
Last
year's
data
was
3
percent,
and
so
a
follow-up
question
is
is,
if
you
did
answer,
where
do
you
plan
on
working?
C
C
C
This
is
an
area
that
specifically
at
Davies,
we've
been
focusing
in
on,
and
it
was
interesting
to
kind
of
see
the
consistency
at
our
school
was
that
even
just
a
little
bit
higher
as
it
relates
to
the
disagreeing.
But
you
know
we
find
and
try
to
strike
that
balance
with
related
to
homework,
and
you
know-
and
you
just
ask
the
question:
what
is
the
proper
amount
of
homework
and
and
I
think?
Is
you
kind
of
lay
out
with
the
conversation
with
at
least
with
teachers?
C
What
we
did
we
had
some
level
of
conversation
about
how
much
homework
is
appropriate
and
what
degree
and
and
what
we
have
found
is
that
students
necessarily
don't
mind
doing
homework.
But
it's
just
that
feedback
and
how
quickly
we
can
give
them
that
feedback
and
the
relevance
of
that
feedback
and
how
much
is
is
put
into
homework.
D
Think
what
Troy
just
mentioned,
they're
about
relevancy
I,
think
when
you
have
give
an
assignment
to
a
class
of
25
students.
Not
every
student
is
gonna
feel
like
that.
Homework
is
relevant.
Some
kids
have
already
understood
the
material
and
they
find
it
as
more
busywork
and
that
other
kids
finding
it
challenging.
So
then
they
don't
think
it's
appropriate
either,
and
so
it's
a
happy
medium
in
there.
So
I
don't
think.
I
would
be
too
worried
about
those
different
percentages
there.
Because
of
the
fact
of
you
have
that
variety
within
a
class
period.
C
The
area
about
independent
learning
skills
feel
fairly
confident
that
this
is
a
good
replication
of
earlier
slides
as
well.
It
talks
about
you
know:
are
we
developing
you
as
an
independent
learner
and-
and
this
is
also
parallel
to
our
21st
century
skills?
If
you
remember
one
of
the
21st
century,
skills
is
really
building
a
team
player
and
out
in
our
workforce.
C
We
know
that
that
it's
important
to
be
a
strong
team
member,
but
also
being
able
to
have
that
self
initiative
and
that
self
Drive
to
be
able
to
do
independent
work
on
your
own
and
complete
that
task
on
you
on
your
own
as
well
too.
So
just
asking
the
question:
have
we
helped
in
developing
those
independent
learning
skills
and
ninety-one
percent
of
our
graduates
so
that
they
agree
or
strongly
agree.
D
I
think
the
other
part
with
regards
to
this
survey
question
is
that
when
you
think
about
independent
learning
skills,
you
know
where
were
they
developed?
It
could
be
in
a
club
or
an
activity
that
happens
outside
of
the
school
day
or
even
through
a
parent
organization
or
voice
cults.
Girl
Scouts
any
of
those
types
of
things,
I
think
help
in
the
development
and
as
you
get
just
naturally
older,
everybody
wants
to
become
more
independent
and
some
kids
actually
are
living
on
their
own
by
the
time.
They're
a
senior,
but
a
good
result
in
that
category.
D
No
I
I
think
Troy
now
gave
me
the
questions
on
how
I
feel
and
so
forth,
and
everybody
knows
that
as
high
school
principals
were
the
touchy,
feely
type
people,
and
so
again
this
is
X.
The
X,
buddy
and
I
feel
again.
The
course
is
off
that
Fargo
public
schools
have
adequately
prepared
me
for
the
future
and
I
think
some
of
that
can
be
answered
by
not
all
the
courses
that
we
offer
here
in
the
fireball.
D
You
know
we
went
to
the
one-to-one
initiative
a
number
of
years
ago
in
this
question
just
asking
about
teachers
utilization
of
technology
in
their
classrooms.
I,
don't
think
this
is
a
surprising
result
that
ninety-three
percent
agree
or
even
strongly
agree
that
teachers
are
utilizing
that
technology
in
their
classroom.
D
Of
course,
some
of
our
other
courses
that
are
more
hands-on
might
not
be
using
the
type
of
technology
that
kids
are
thinking
about
when
they
see
this
question
like
in
our
tech,
ed
area
or
even
in
our
physical
education
classes,
in
physical
education,
we
might
be
using
a
try,
fit
piece
of
equipment
and
or
in
tech,
ed
you're,
using
some
other
thing
that
is
actually
tied
to
technology.
But
again
it's
a
good
result
here.
With
regards
to
your
investment,
you.
C
The
other
piece
that
I
know
in
in
visiting
with
students
as
it
relates
to
the
the
technology
students
now
that
are
missing
school
now
have
access
to
a
lot
of
Google
classroom.
Those
of
you
that
have
kids,
you
probably
have
seen
or
heard
we've
got
a
number
of
our
teachers
that
use
using
Google
classroom
where
they
can
upload
documents
and
moving
a
little
bit
away
from
a
lot
of
the
paper
as
well,
and
then.
C
Lastly,
we
can
also
talk
about
the
planning
we
have
aid,
the
daily
planner
that
was
the
delivered,
and
students
now
can
look
out
in
advanced
and
see
what
are
the
things
coming
down
the
road,
and
so
that's
also
something
that
I
think
when
we
talk
about
utilizing
the
technology,
it's
not
necessarily
always
just
for
the
instructional
side,
but
it's
also
for
their
planning
and
knowing
that
I'm
gonna
be
gone
next
Tuesday.
And
what
do
we
got
coming
down
the
river
and
things
to
that
degree?
So,
even.
D
Is
that
when
you
have
to
produce
a
podcast-
and
you
have
an
eight
or
ten
minute
video
that
you
want
to
produce,
it's
just
quicker
and
easier
to
do
it
that
way,
and
then
they
can
do
it
at
their
own
leisure.
Just
like
kids,
again,
a
strong
result
here
with
my
teachers,
care
about
me,
ninety-four
percent,
agree
or
strongly
agree.
That's
actually
up
slightly
from
last
year.
So
again
a
positive
result
there
and
in
combination
with
that,
a
number
of
adults
in
this
building
who
know
me.
D
Well,
you
know
nearly
what
two-thirds
of
our
kids
think
that
four
or
more
teachers
know
their
kids
well,
know
them
well
and
so
I
think
that's
a
real
testament
to
our
support
staff
and
teachers
and
our
buildings.
One
of
the
programs
that
we
have
at
North,
High
School,
is
every
student
needs
a
champion.
I,
don't
know
if
you've
ever
seen
the
YouTube
video
by
Rita
Pearson,
but
it's
worth
a
look
and
we
have
adopted
a
theme
at
North,
High
School,
where
we
match
a
number
of
our
students
who
would
benefit
from
having
a
champion.
C
I
mean
to
me
if
somebody
is
able
to
get
through
four
years
of
high
school
and
only
answering
that
with
one
or
less
then
we're
missing
the
boat.
On
a
few
of
those
kids
now
I
wish,
we
could
do
a
little
bit
more
follow
up
and
ask
them
were
they
involved
in
clubs
and
activities
as
Andy
mentioned.
These
are
adults.
These
aren't
necessarily
teachers.
D
One
of
the
things
that
we're
both
trying
to
do
is
to
encourage
kids
to
be
involved
in
our
activities.
You
know
we
have
a
personal
goal
of
having
each
student
be
involved
in
two
or
more
activities
during
the
course
of
the
year
and
we're
trying
to
get
our
champion
teachers
to
also
go
to
those
different
events,
and
it
might
be
a
freshman
volleyball
game
or
it
might
be
a
cross-country.
D
An
important
result
here
with
regards
to
feeling
safe
at
school
each
day,
and
so
ninety
percent
agree
or
strongly
disagree
again
whenever
you
have
any
percentage
thereof,
in
this
case,
ten
percent
that
disagree
or
strongly
disagree.
It
probably
gives
us
reasons
to
for
concerns
and
so
forth.
But
again
this
is
up
slightly
from
last
year
and
again
generally
I
think
we
feel
our
schools
are
safe,
I
think
we're
getting
to
the
end
here,
but
again,
I
feel
students
respect
each
other.
Two-Thirds
of
the
kids
agree
or
strongly
agree.
D
36
percent
disagree
or
strongly
disagree
and
I,
don't
think.
That's
a
surprise
to
us
at
all
when
you
think
about
whether
or
not
there
had
been
something
that
occurred
during
the
course
of
the
year
because
they
took
it.
Take
a
look
at
this
from
a
global
perspective.
I'm
sure
that
they've
seen
kids
that
haven't
treated
each
other
appropriately
or
respectfully
so
again
up
slightly
but
again
a
concern
probably
and.
C
C
D
Treat
one
another
and
both
of
us
have
had
respect
retreats
conducted
in
our
buildings.
We
have
companies,
I've
used
to
use
frontiers,
I,
think
you've
used
Raleigh
Johnson
at
different
times,
they've
come
in
during
the
course
of
the
year
and
to
have
a
respect,
retreat
and
spend
a
full
day
of
activities
just
trying
to
get
kids
to
be
more
respectful
for
one
another
at
the
end
of
our
year.
D
We
also
do
a
wisdom
retreat
with
our
seniors,
which
has
also
been
beneficial,
then
at
the
very
end
of
the
survey,
there's
open
responses
and
we've
kind
of
categorized,
yeah,
no
surprise
on
the
first
one.
You
know
and
I
I
always
think
about
that
as
as
well,
it's
not
surprising
totally
does
do
any
of
us
eat
at
a
restaurant
175
days
during
the
course
of
the
or
the
same
restaurant.
The
answer
is
no
okay,
and
so,
in
this
case,
you're
going
to
the
same
restaurant,
maybe
having
some
variety
there.
D
But
again,
everybody
would
like
to
have
some
different
choices
and
options
are
less
homework
and
relevant.
Homework
is
still
something
that
kids
have
talked
about
there
and
then
the
last
couple
of
things
is
fewer
tests
on
same
day,
and
so,
if
you
could
ever
design
a
schedule
where
you
could
get
only
one
class
or
and
we
do
that
at
or
one
test
on
a
day,
that
would
be
a
challenge
because
of
the
variety
of
things
that
we
have
an
offer
there.
You.
C
Know
on
that,
one
to
I
talked
a
little
bit
about
I
know
and
has
the
block
classes
at
North.
North
of
David
found
a
little
bit
to
those
students
that,
in
a
sense,
have
a
tough
time
juggling
those
seven
to
eight
periods
a
day.
That's
where
I
think
the
strength
inside
of
the
block
program,
because
you
wouldn't
have
multiple
tests.
I
mean
they're
they're,
the
two
periods
that
are
put
together
and
there's
a
uptick
on
related
to
that
as
well
too,
and
then
the
last
piece
to
obviously
that
better
relates
to
our
school
spear.
C
D
D
We
had
a,
we
had
a
pep
rally
on
Friday,
which
was
just
outstanding
and
I
had
our
Hall
of
Fame
people
who
are
graduates
or
a
former
teacher
and
I
talked
to
the
former
teacher,
and
he
says
he
just
got
goosebumps
for
the
fact
that
our
kids
were
so
spirited
and
in
the
other,
two
that
I
talked
to
with
regards
to
just
to
the
pep
rally.
So
I,
don't
remember
him
that
exciting,
you
know,
and
they
were
just
thought.
It
was
really
pretty
cool.
That's.
C
A
A
B
Abundantly
clear
that
without
dr.
Burch
here,
the
two
gentlemen
that
just
presented
needs
some
additional
assistance,
so
I'm
sure
we'll
pass
it
on
to
them.
So,
thanks
for
your
report
so
summer,
school
I
appreciated
the
report
that
Laura
gave
with
regard
to
how
busy
people
are
during
the
summer.
But
what
a
lot
of
people
don't
realize
is
just
how
busy
the
schools
are
during
the
summer
and
all
the
different
programming
that
we
have
and
again
that's
staffed
by
teachers
and
other
support
staff
throughout
the
summer.
B
G
School
report
I'll
turn
the
mic
on
kind
of
a
deja
vu
each
here.
But
do
you
want
to
thank
you
all
for
the
board
barbecue
that
you
do
each
each
summertime?
It's
a
lot
more
work
than
I.
Think
people
probably
know,
but
it
is
greatly
appreciated
by
the
staff
who
are
on
in
the
summertime.
So
on
behalf
of
people
that
enjoy
the
event
Thank
You
chefs
nicely
done.
G
I'm
gonna
give
a
brief
overview
of
summer
school
and
then
Rebecca,
Jim
and
Jennifer
will
talk
about
specific
programming,
the
number
fourteen
thousand
four
hundred
and
twenty
seven
hours.
So
fourteen
thousand
four
hundred
and
twenty
seven
hours
page
two
of
the
the
report
says
that
there
were
five
thousand
seven
hundred
and
seventy-one
successful
seat
opportunities.
Using
an
average
of
about
two
and
a
half
hours
per
session.
It
may
have
been
orchestra
camp
at
Discovery.
It
may
have
been
drivers.
Education
itself
may
have
been
a
remedial
class
at
Carl
Ben.
G
G
Well,
we
have
a
huge
group
of
students
taking
summer
school
who
are
theater
students
who
want
to
take
a
theater
and
a
music
during
the
school
year
without
summer
school
they're
unable
to
have
that
opportunity
to
dive
as
deep
into
the
arts
as
they
would
like
to.
We
have
a
large
group
of
art,
music
students,
foreign
language
students,
CTE
career
tech,
ed
students,
other
opportunities
students
just
trying
to
catch
up
deficits
that
they
may
be
dug
themselves.
A
hole
in
their
opportunity
is
all
right.
G
I
can
get
back
my
feet
with
summer
school
or
middle
school
remediation,
so
I
guess
the
the
on
behalf
of
the
students
that
that
enjoyed
that
worked
hard
in
summer
school.
Thank
you
for
the
opportunity
and
if
this
opportunity
were
not
there,
what
what
might
they
have
been
doing
so
we
we
do
appreciate
to
provide
a
very
constructive
summer
experience
for
students.
So
with
that
introduction,
I'm
gonna
step
back
and
each
of
the
program
leads,
is
going
to
talk
about
the
programming.
H
Hello,
I'm
Rebecca,
Fulton
I
am
the
principal
at
Clara
Barton
Hawthorne
elementary
during
the
school
year
in
the
summer,
I
take
on
two
programs
and
then
just
a
little
about
me.
I'm,
a
former
Spartan,
so
go
Spartans
and
then
I
have
the
privilege
of
having
a
senior
this
year
at
Davie,
so
I'm
a
mom
as
well
so
I'm
gonna,
take
you
through
the
summer
school
program
a
little
bit
and
we'll
start
on
page
two
I
run
two
elementary
programs
in
the
summer
and
the
first
one
is
transition
summer
school.
H
This
is
the
month
of
July
three
weeks
in
July
on
page
two,
you
can
see
a
little
bit
about
our
programs.
We
have
three
courses
that
we
really
offer
all
are
from
8:00
to
noon,
so
they
have
the
option
of
doing
a
math
course,
a
reading
course,
or
a
math
reading
combo
course
page
two
kind
of
outlines
how
a
student
would
qualify
for
this
program.
This
is
a
program
that
needs
to
be
referred
by
the
teacher.
H
So
not
everyone
can
just
sign
up,
but
there
are
lots
of
opportunities
to
qualify
for
this,
so
that
is
all
reported
on
page
two.
On
page
three,
it
talks
a
little
bit
about
the
students
that
we
had
this
year.
This
is
the
first
year
in
a
long
time,
I
think
that
we
actually
had
every
elementary
building
open,
HMR
and
cbh
did
pick
one
of
their
campuses
to
hold
school
at.
Otherwise
we
were
able
to
service
students
at
every
elementary.
So
on.
H
Here
are
the
students
numbers
one
thing:
that's
a
little
bit
unique
about
transition
summer
school
is
it's
free.
It
is
funded
through
the
state.
So
when
students
register
there's,
nothing
really
tying
them
to
showing
up
on
that
first
day,
so
our
numbers
registered
and
the
numbers
that
actually
attend
do
fluctuate
quite
a
bit
each
year
and,
as
you
can
see,
we
had
760
to
register
and
640
attend,
so
you
can
see
at
each
building
who
registered
and
who
attended
each
year.
We
have
kiddos
from
all
over.
H
One
of
the
requirements,
for
this
program
is
that
they
have
to
have
a
Fargo
address,
so
dad
may
live
here.
In
the
summer,
students
may
come
from
Arizona.
We
have
one
every
year
from
Arizona
that
comes
to
spend
summer
with
dad
because
they
have
a
Fargo
address.
They
can
then
partake
in
our
program,
so
we
also
service
Oak,
Grove,
Nativity,
Grace
Lutheran,
those
those
schools
as
well.
So
we
had
six
hundred
and
forty
students
attending
across
the
district,
and
it
was
a
wonderful
program
and
we
have
many
many
staff
who
help.
H
We
have
many
teachers
that
like
to
teach
within
their
own
building
that
teach
they're
doing
a
school
year,
and
then
we
have
many
that
like
to
try
something
new
in
the
summer
and
go
see
what
other
schools
like
and
and
get
the
feeling
for
another
school.
Then,
on
page
four,
the
other
program
that
I
run
is
the
elementary
enrichment
summer
school.
This
is
the
last
three
weeks
in
June.
These
are
kind
of
those
fun
little
courses
that
teachers
just
love
to
be
able
to
give
some
experiences
to
their
students.
H
H
We
were
lucky
enough
to
bring
teachers
from
the
high
school
down
to
work
with
our
elementary
kids,
we
had
one
of
our
specialists
doing
sign
language
for
our
students,
who's
in
charge
of
that
with
the
district.
So
we
had
a
lot
of
great
options
on
page
four
and
five
or
some
of
the
different
courses
that
we
were
able
to
offer
everything
from
French
courses,
computer
enrichment,
writing,
art,
sign
language,
science,
reading
and
math.
There
was
a
nice
variety
this
summer
and
then
on
page
six
is
the
number
of
students
who
registered.
H
We
had
two
hundred
and
forty
three
courses
registered
for
some
of
those
students
took
two
different
courses.
They
might
have
done
a
course
from
eight
to
ten
and
then
a
second
course
from
ten
to
twelve.
So
we
ended
up
with
two
hundred
and
forty
one
of
those
completing
those
courses
and
then
on
page
13,
just
because
somebody
asked
Linda,
we
have
the
data
over
time
for
you
on
there
on
page
13,
it
kind
of
it
walks
you
through
the
numbers
over
time
and
for
my
two
programs.
I
H
H
J
Good
evening,
I'm
jim
keel,
I'm
the
assistant
principal
at
Woodrow,
Wilson
at
Agassiz,
and
also
the
summer
school
assistant,
principal
and
I've,
been
tasked
with
talking
about
the
secondary
summer
school
programming.
Before
we
get
started,
though,
I
want
to
get
comment.
I
am
a
parent
of
a
student
in
the
district
and
also
the
spouse
of
a
teacher.
J
All
three
of
us
participated
in
summer
programming
this
summer,
so
we
really
embrace
that
as
a
family,
which
is
nice
secondary
of
summer
programming
summer,
a
starts
on
page
seven,
some
of
the
highlights
to
think
about
in
terms
of
the
four
credit
opportunities
students
who
are
taking
summer
school
for
credit.
Do
you
need
to
attend
a
superblock
which
is
a
four
and
a
half
hour
chunk
for
fifteen
days?
J
So
if
you
think
about
15
16
year-old
student
attending
the
same
class
for
four
and
a
half
hours
for
15
consecutive
days,
that's
a
major
commitment.
So
those
students
are
dedicated,
for
whatever
reasons
may
be
there.
As
David
saying
try
tried
to
get
get
caught
up,
some
of
them
are
trying
to
get
ahead.
Some
of
them
are
trying
to
make
room
and
their
schedules,
but
they're
all
very
thankful
for
that
opportunity.
So
it
is
a
major
commitment
in
terms
of
the
courses.
Some
of
those
do
use
a
flexible
scheduling
our
our
driver's
ed
program.
J
They
do
meet
for
a
four
and
a
half
hour
block,
but
then
the
students
also
have
to
spend
six
hours
behind
the
wheel
with
an
instructor,
and
so
that's
in
addition
to
the
sixty
seven
and
a
half
hours
of
class
time.
The
marketing
co-op
involves
students
working
on
a
job
and
getting
evaluations
and
and
doing
some
learning
on
the
job
which
we
all
do
every
day.
The
ROTC
program
is
a
camp,
so
the
students
go
to
camp
four
for
a
week
with
the
colonel
and
crew.
J
So
that's
a
major
commitment
again
for
our
students,
because
they're
gone
for
four
or
five
nights:
successful
school
and
life
skills
is
our
transition
program.
Eighth
graders
transitioning
into
the
high
schools,
are
invited
to
attend
the
summer
academy.
I'll
talk
a
little
bit
more
about
that
in
a
bit
it
and
then
summer,
work
experiences
for
some
special
ed
students
for
we're
building
that
job
skill
database.
J
J
So
they
spend
three
weeks
in
June
in
the
building
that
they're
traveling
to
they're,
starting
ninth
grade
that
fall
opportunity
to
work
on
English
and
math
skills
but,
more
importantly,
building
familiarity,
getting
to
know
the
staff
meeting
with
counselors
meeting
with
principals
working
with
teachers,
and
so
the
teachers
who
teach
this
class
our
teachers
who
work
in
that
school
they're
in
the
school
year
and
they're
offering
to
teach
this
class.
We
had
a
significant
growth
in
enrollment
I'll.
Talk
about
that
in
a
minute,
some
of
the
other
programs.
J
We
do
offer
the
band
and
orchestra
we're
in
year
three
and
the
orchestra.
The
numbers
for
that
continue
to
grow
athletics
is
a
huge
chunk.
We
have
coaches
from
across
the
districts
who
set
up
their
schedules.
We
do
the
registrations
for
them.
We
collect
the
monies
for
them.
We
make
sure
they
get
paid,
make
sure
their
support
staff
gets
paid,
make
sure
their
assistant
coaches
get
paid.
So
it's
a
big
big
project
as
well
as
you
can
see.
J
If
you
look
at
the
academic
line,
yes,
it's
down
slowly
over
time,
I
think.
The
reason
for
that
is
the
other
opportunities
that
this
district
provides
for
students.
They
can
access
online
coursework,
they
can
access
Knight
schools,
they
have
remedial
opportunities
in
their
buildings
during
the
school
day.
So
I
think
that's
an
explanation
for
why
some
of
those
academic
numbers
are
declining,
but
if
you
add
up
all
the
credits
that
are
earned
actually
we're
up
a
little
bit
over
the
previous
year,
so
we're
still
growing
in
that
way.
J
The
Summer
Academy
we
had
forty-three
students
attend
this
year.
A
year
ago,
I
stood
here
and
said:
that's
a
program
that
needs
to
grow
and
it's
grown
a
lot
I
think
it
still
needs
to
grow.
We
have
a
lot
of
students
making
that
difficult
transition
from
8th
to
9th
grade.
We
need
to
provide
them
the
opportunities
and
so
we're
doing
a
lot
of
outreach
with
middle
schools.
The
counselors
they're
trying
to
improve
that
number,
so
the
students
can
enter
ninth
grade
successful
on
day
one.
J
K
So
I
just
have
that
last
page,
page
18
and
like
everyone
else,
I
would
like
to
echo
my
gratitude.
The
511
students
that
attended
programming
at
Agassiz
for
adult
ed
or
even
started
would
send
their
appreciation
and
my
staff
there's
about
10
different
teachers
that
were
to
provide
these
opportunities.
So
so
thank
you
for
that
and
the
the
space
and
all
of
the
opportunities
that
they
have
it's
a
privilege
to
be
part
of
that
team
for
sure.
K
So
we
had
our
numbers
were
up
a
little
for
GED
just
by
about
10
students,
and
so,
if
you
looked
at
the
classroom,
they're,
probably
five
or
six
years
ago,
the
percentage
of
our
ELL
adults
that
were
attending
GED
was
about
12%.
And
if
you
look
into
a
classroom
now
it
is
at
least
80%
of
our
adult
yells
filling
that
classroom,
and
so
they
may
be
Yale
students
that
had
attended
a
high
school
in
the
metro
area
or
somewhere
else.
K
K
K
Our
drivers,
literacy
numbers
were
down
this
year,
but
if
you
go
down
a
few
to
our
integrated
English
technology,
class
or
training
classes,
the
pre
CNA
job
skills,
computer
lit
those
are
up,
and
so
some
of
the
students
that
had
done
the
drivers
lit
have
now
shifted
over
to
computer
or
some
that
are
wanting
to
do.
Computer
or
pre
CNA
are
doing
that
first
and
then
going
back
and
forth.
So
that's
what
they
kind
of
chose
to
do
with
their
summer.
K
K
What
are
the
vocabulary
terms
that
you
need
to
do
and
then
there's
another
step
at
NDSU
through
the
skills
development
project
where
they
contend
a
longer
period
of
pre,
CNA
classes,
more
intensive
skills,
and
then
the
idea
is
that
they
go
to
a
more
faster
pace,
CNA
class
and
we
offer
one
of
those
at
Bethany
homes.
But
it's
intense
at
75
hours,
it's
three
weeks,
the
academic
English
that
you
need
to
go
through,
that
is
pretty
fast,
paced
and
so
building
this
career
ladder.
K
If
you
would,
is
really
helpful
for
those
al
adults
who
are
trying
to
acquire
that
language,
a
partnership
that
we
piloted
with
job
service
a
few
years
ago
through
a
grant,
is
able
something.
You
know
that
dpi
was
able
to
pick
up
with
our
Adult
Ed
grants
and
that's
a
basic
job
skills
class.
So
we
have
two
different
levels:
looking
at
the
the
world
of
work
and
the
language
behind
working
and
filling
out
applications
and
talking
about
transferable
skills,
maybe
they
didn't
have
a
professional
career
in
the
country
they
came
from.
K
But
what
are
some
of
those
skills
that
they
had
there?
That
can
transfer
into
a
job
in
helping
them
look
for
different
opportunities
and
applying,
and
that's
the
partnership
with
job
service
is
really
strong.
They
come
on-site
once
a
week
at
least
I
say
at
least
because
they'll
make
appointments
for
those
individuals
who
who
request
that
and
working
together
to
get
them
into
a
paid
work
experience
or
a
unpaid
work
experience
to
build
some
career
skills
and
time
management
and
and
having
something
to
put
on
an
application.
So
the
students
are
really
helpful.
K
If
you
ask
the
job
service
staff,
they
think
it's
a
tremendous
collaboration.
Our
computer
literacy
class
is
something
we
do
through
a
grant
through
vocational
rehabilitation
and
we
service
students
through
workforce
safety
and
insurance
that
have
been
injured
on
the
job.
And
so
we
have
that
computer
class
available
available
for
those
students,
but
because
of
the
we're
using
the
computer
lab
that
we
have
for
GED
Testing
when
it's
not
used
for
testing
use
it
for
this
class,
and
so
because
we
have
a
number
of
seats.
K
Wsi
might
not
be
sending
a
full
classroom
full
and
so
we'll
open
it
up
to
our
L
or
adult
GED
students.
To
make
that
a
better
learning
experience
if
you're,
that
injured
worker
coming
for
computer
class,
you
already
feel
like
you're,
the
only
adult
in
Fargo
who
doesn't
know
how
to
use
computers
and
if
you
come
to
a
really
small
class,
that
fear
has
been
validated
so
opening
it
up
and
adding
a
few
other
students
makes
it
a
better
environment
for
them.
The
Elder
citizenship.
K
Again,
there's
lots
of
partnerships
that
going
going
to
adult
ed
is
with
lutheran
Social
Services.
It
was
a
started
a
number
of
years
ago
because
of
the
Bhutanese
refugees
that
were
coming
in
were
facing
severe
depression.
The
incident
of
suicide
rates
were
up
across
the
nation
for
that
particular
group,
and
so
this
class
was
built
to
get
them
into
the
school
through
citizenship.
K
There's
a
senior
programing
that
happens
in
the
cafeteria
that
multi-purpose
space
downstairs,
and
so
it
really
helped
that
group
of
individuals
and
it's
open
to
all
groups,
but
that
group
particularly
feel
welcome
and
help
them
adjust
and
work
towards
their
citizenship
and
then
also
coming
into
adult
ed
classes.
And
then
our
even
start
numbers
are
up
slightly
and
we
are
doing
that
with
the
the
same
staff
group.
K
But
how
that
looks
or
why
that
looks
different
is
a
number
of
our
single
moms
have
been
connected
with
the
job
service
class
and
our
job
service
caseworkers
and
have
been
able
to
get
into
employments,
and
so
as
they
moved.
New
families
came
in,
so
that
is
kind
of
a
long
snapshot
of
the
511
students
that
came
came
through
and,
like
I
said,
I
would
just
echo
for
our
students
and
our
staff.
That
would
say
thank
you
for
that
opportunity.
A
A
G
A
Close
to
25%
of
our
student
population
is
availing
themselves
of
our
summer
school
opportunities,
which
is
absolutely
tremendous,
I
can't
remember,
which
one
of
you
said
it,
but
if
we
weren't
doing
this,
what
would
these
kids
be
doing?
Well,
they'd
probably
be
having
a
lot
of
fun,
but
they'd
be
farther
behind
when
school
started
in
the
fall,
so
hats
off
to
the
entire
summer.
School
teaching,
staff
and
team.
B
B
A
B
What
we
have
before
you
is
a
snapshot
from
yesterday
at
the
end
close
to
the
end
of
the
day
at
2:30.
As
you
know,
we
have
a
live
if
you
will
interactive
enrollment
dashboard
that
we
use
to
keep
track
of
enrollments,
and
so
we
monitor
this
weekly
daily,
depending
on
whatever
it
L,
whatever
we're
looking
at
and
what
we
want
to
know.
B
I
know
I,
look
at
it
every
day,
because
I'm
always
interested
in
how
does
the
enrollment
change
from
day
to
day
and
as
we've
talked
about
the
mobility
level
within
our
district
is
quite
high.
It's
at
ten
to
twelve
percent.
So
this
number
at
the
top,
when
it
says
district
summary,
enrollment,
13,
70
or
11
374
that'll
fluctuate
each
day.
B
The
end
of
the
day
today
it
was
down
10
tomorrow
might
be
up
5,
but
what
we
know
is
that
from
the
first
day
of
registrations
that
we
have-
and
everybody
always
wants
to
know,
what's
the
first
day,
enrollment
well,
that
was
11
for
50.
Well,
we
always
adjust
down
after
that.
Those
are
students
who
are
registered
but
sometimes
leave,
don't
let
us
know
they're
leaving.
B
Then
we
have
students
that
come
that
hadn't
registered,
and
so
once
it
all
settles,
usually
when
we
get
to
the
end
of
the
September,
that's
usually
the
number
that
we
settle
on.
But
when
you
look
at
this
and
you
compare
to
last
year
we're
looking
at
having
more
students
this
year
than
we
did
last
year,
new,
so
I'm
thinking
it's
gonna
land
around
150,
maybe
175.
That
might
be
a
little
bit
high,
we'll
see
what
happens
throughout
the
month,
but
I
know
that
we're
gonna
have.
B
We
do
have
more
students
in
the
district
this
year,
just
as
was
predicted
by
RSP
last
year.
The
number
was
a
little
bit
low
this
year.
It's
gonna
be
a
little
bit
high,
but
when
you
take
the
average
it's
about
right
on
with
what
we
expected
for
each
year
and
our
growth,
and
so
it's
a
modest
growth,
a
growth
that
we
can
a
that
we
can
absorb.
And
then
we
can
plan
for
I
know
that
Rachel
is
always
nervous
at
the
beginning
of
the
year,
particularly
with
the
elementary
sections.
B
Do
we
need
to
split
a
section
at
a
section
that
kind
of
thing,
but
that's
settled
in
pretty
well
to
this
year,
so
there
was
only
a
couple
of
adjustments
that
needed
to
be
made.
You
have
the
data
from
each
one
of
the
schools
and
again,
if
you
look
at
the
RSP
report,
it
all
tracks
just
about
what
we
had
anticipated.
So
there's
really
no
big
surprises
here.
B
As
we
know,
the
enrollment
continues
to
grow
on
the
far
south
end
of
town
and
we've
already
talked
about
Davies
and
discovery,
and
that's
going
to
be
a
major
discussion
this
year
for
the
board
and
administration
to
bring
forward
information,
as
we
continue
to
monitor
that
and
Rob
Schwartz
from
RSP
he'll
be
doing
his
updated
report
for
us.
I
have
a
meeting
with
him
in
a
week
and
then
he'll
crunch,
the
numbers
and
sometime
in
that
October
time
frame.
We
get
the
report
from
Rob
and
we'll
see
what
he's
projecting
for
the
next
five
years.
B
B
You
as
a
packet
of
administrative
policy
updates
and
as
I've
told
you
before,
we
spent
the
last
couple
of
years
really
taking
a
look
at
a
lot
of
policies
that
had
to
be
updated
and
needed,
updating
and
and
then
last
year
we
started
with
series
reviews,
and
so
this
year
again
a
lot
of
policies
came
forward
that
needed
to
be
looked
at.
But
then
there
was
also
the
series
review
and
we
went
into
the
3000
series
and
that
really
falls
within
the
purview
of
Brock
and
his
departments.
B
We
needed
to
review
a
lot
of
the
different
types
of
things
associated
with
that,
so
that
work
has
been
done
this
summer,
and
so
what
we
have
before
you
tonight
is
where
we've
landed
after
the
whole
process
this
summer,
so
I'm
going
to
walk
you
through
some
of
these
I'm
not
going
to
go
through
them
all.
If
you
have
questions
you
can
certainly
ask,
and
when
I
get
to
the
grouping
of
policies
addressing
the
safety
issues,
some
of
the
student
discipline,
things
I'll
explain
a
little
bit
more
with
what's
going
on
with
that.
B
So,
as
you
can
see,
new
policies,
school
lunch
account
policy.
This
was
brought
to
you
back
in
June,
since
it
was
mandated
by
USDA.
You've
already
seen
that,
and
so
that's
just
letting
you
know
that
that
policy
was
added
a
p51,
17
confidentiality.
You
can
see
it's
a
new
policy
regarded
for
staff
members
regarding
a
confident
you
have
students,
family
information,
including
form
to
use
of
obtaining
free
and
reduced
lunch
information
again
updated
and
we
retired
a
policy
and
added
this
one.
Ap
5490
is
I,
think
pretty
much
self-explanatory.
So
we
do
have
that
policy.
B
E
B
Those
were
given
to
Laura.
She
and
I
first
went
to
throw
them,
and
then
she
sat
down
with
a
group
of
people
with
her
organization
went
through
those,
and
then
we
sat
down
again
together
and
talked
about
things
they
brought
forward
as
concerns,
or
maybe
some
changes
or
some
language
questions
we
talked
about
it.
We
made
some
further
adjustments
so
tonight
as
we
sit
here.
B
B
B
As
you
go
to
the
next
one,
ap
5225,
layoff
and
recall
policy
updated
to
compliment
or
to
come
in
compliance
with
what
the
teacher
contract
had.
So,
if
you
look
at
layoffs
and
recalls,
we
had
implemented
that
last
year
and
then
we
went
back.
We
made
some
adjustments.
We
also
put
in
the
list
of
different
items
that
would
be
considered
when
looking
at
layoffs
and
and
non-renewal
and
again
we
put
seniority
and
experience
at
the
top
of
the
list.
B
So
that's
the
adjustment
there,
the
rest
of
the
language
that
you
see
in
there
a
lot
of
that
reflected
directly
to
what
the
contract
is
in
Brittany,
helped
with
that
some
minor
adjustments
to
staff
conduct
and
a
lot
of
the
minor
adjustments,
as
you
see,
and
some
of
these
other
ones
that
I
won't
spend
much
time
with,
are
the
reflection
of
some
of
the
other
policies
that
we
put
in
place.
So
it
was
just
making
sure
everything
was
consistent.
B
B
Okay
with
regard
to
other
incidents,
and
things
like
that.
So
this
is
the
policy
that
all
principals
reviewed
with
all
staff,
and
so
everybody
has
been
briefed
on
this
Laura
mentioned
time.
We
met
that
that
pretty
much
happened
in
it
Laura
across
the
district,
everybody
was
informed.
Everybody
was
educated
about
this.
People
are
very
well
aware
of
what
the
policy
is
and
what
the
incident
reporting
form
is
for
any
questions
on
that.
B
Okay,
student
attendance
suspension,
expulsion
again
just
some
updates
there
I
want
to
go
to
the
student
restraint
policy
and
separate
from
this
packet.
What
I
caught
when
I
went
through
the
packet
is,
there's
one
little
paragraph
that
we
missed
and
so
the
the
separate
ones
sitting
before
you
at
your
table,
there's
another
one.
That's
the
one
I
want
you
to
look
at.
B
This
policy
was
basically
rewritten
and
updated
that
we
were
waiting
all
year
last
year,
waiting
to
see
what
the
legislature
would
do,
because
there
was
a
lot
of
talk
that
the
legislature
was
going
to
come
out
with
mandates.
Well,
it
was
put
into
a
study,
and
so
after
that
occurred
patty
and
her
team
and
a
lot
of
other
people
were
working
on
updating
this
policy
and
the
one
piece,
if
you
turn
to
the
third
page
that
we
that
was
that
we
missed
in
here,
was
the
staff
training
piece-
and
this
is
what's
currently
reflective
of.
B
B
B
B
B
Forward
we
have
protection
for
that
as
a
district
and
so
I
don't
ever
want
people
to
think
that
they
can't
intervene
because
we
are
in
charge
of
providing
a
safe
environment
for
students
and
if
a
hazard
or
a
dangerous
situation
presents
itself
and
if
it's
appropriate
yeah.
If
it's
not
something
like,
we
would
do
with
a
school
shooting,
but
it's
something
that
we
could
step
in
on.
B
That
is
very
well
within
our
within
our
purview,
and
that
is
why
the
CPI
training
and
the
other
training
that
we're
trying
to
get
through
to
all
of
our
staff
on
the
front
lines
and
making
sure
that
we're
improving
that
process,
making
sure
that
that
training
is
better
and
that
it's
more
widespread.
So
people
understand
that
so
they
don't
have
to
be
fearful
of
their
jobs
for
stepping
in
on
a
situation
where
we
can
quality
servants,
and
so
I
want
people
to
feel
comfortable
with
that
and
understand.
B
There
is
protection
there
and
the
district
is
will
protect
people
for
that.
So
that's
that
piece
in
there.
That's
always
been
there
in
that
policy.
That's
not
not
been
there
and
that
has
been
part
of
North
Dakota
century
code
for
a
very
long
time.
Okay,
but
I
think
we
need
to
make
that
more
clear
for
people,
so
they
understand
it.
B
B
No
okay
and
I.
Believe
if
you
go
to
the
back,
then
you'll
see
the
student
behavior
reporting
form
that
the
group
has
put
together,
and
so,
as
I
said,
all
these
policies
that
we've
made
these
adjustments
to
we're
going
to
put
them
into
force
will
see
how
things
are
going.
If
we
need
to
make
some
adjustments
the
reporting
procedures
again,
that's
kind
of
going
down
a
new
avenue
here.
B
If
we
see
that
we
need
to
make
some
adjustments,
we're
very,
very
much
willing
to
do
that
and
and
continue
and
and
I
guess,
the
overall
tone
for
me
has
been
let's
work
on
this
as
a
team.
We
need
to
do
this
as
a
team,
because
everybody's
involved
at
every
level,
and
unless
we
do
this
as
a
team-
we're
not
going
to
be
able
to
make
make
a
change
and
hopefully
make
things
better
here
and
if
not
anything,
is
to
better
understand.
B
So,
as
you
can
see,
there
was
a
pretty
robust
group
and
there's
other
policies
here
that
I
listed
I'm
not
going
to
go
through
because
a
lot
of
them
are
self-explanatory,
but
very
robust
policy
review
a
lot
of
changes
in
additions
to
some
some
new
I
anticipate,
hopefully
that
next
year
we
want
to
have
this
big
of
a
workload
on
this
and
we
will
be
moving
into
the
4000
series
next
year
and
that's
a
very
large
group
of
policies.
So
we
may
split
it
in
half,
we'll
see
where
we
end
up
with
them.
M
B
I
just
need
to
add
there's
a
huge
team
of
people
here.
I
mean
this
is
several
departments
deep,
different
people
that
have
worked
on
these
things.
My
job
working
with
Ann
Marie,
is
to
pull
it
all
together.
Ann
Marie
is
the
keeper,
if
you
will
of
policies,
so
she
does
all
the
formatting
and
making
sure
all
the
things
are
done.
B
A
N
A
B
Thank
you
like
we
did
last
board
meeting,
we
reviewed
each
one
of
these
identified
where
we
had
any
adjustments
changes
and
where
was
reflected
in
the
operational
plan,
the
work
that
we
have
before
us
this
year.
There
have
been
no
subsequent
changes
since
that
reading.
If
you
will
so
we're
here
tonight,
asking
that
you
approve
the
operational
plan,
Andrea
proved
the
strategic
plan
so
that
we
could
continue
to
put
that
in
action
for
us
as
a
district,
and
so
that's
where
we
sit
right
now
with
these
two
documents.
A
N
M
A
Yes,
I
say
with
a
heavy
heart,
because
I
think
we
just
authorized
one
incredible
year
of
work
for
the
guy
to
my
right.
Good
luck
brings
us
to
the
next
item
on
our
business,
a
gem
which
is
our
health,
insurance
recommendation
and
I
believe
we
have
mr.
Nelson
here
from
the
committee
to
probably
give
us
some
insights
or
perhaps
Brock.
Are
you
leading
this
off.
L
L
L
Do
we
change
plan?
Do
we
change
deductible?
Do
we
change
percentage
that
our
employees
pay
and
so
forth?
Those
are
the
the
different
things
we
we
look
at
the
thing
we
have
also
used
much
to
our
advantage
over
the
last
several
years
is
the
bid
process
and
that
sharpens
up
some
of
those
fixed
cost.
You
know
we're
self-funded.
L
So
really,
you
know
the
vast
majority
of
our
costs
are
our
charges,
so
the
fixed
costs
are
the
reinsurance
in
the
administration
and
that
type
of
thing,
but
the
the
bid
process
really
has
helped
get
a
little
sharper
pencil.
We
feel,
and
we
would
we
will
continue.
We
will
continue
doing
that
in
the
future
in
our.
It
is
our
belief
that.
L
Those
horses
will
have
much
more
impact
in
the
future
than
they
have
ever
had
in
the
past
with
the
insurance
industry
in
this
area.
So
you
know
I
think
that
the
memo
was
pretty
self-explanatory
on
how
this
is
is
that
you
know
was
a
12%
increase.
The
employees
be
at
the
traditional
plan
or
the
high
deductible
plan
and
the
changes
they're
reduce
that
to
about
an
8%
increase
and
then
the
you
can
see
the
different,
the
different
percentages
that
are
paid
depending
on.
If
you
are
single,
SPD
or
family
involved
with
that
Oh
Brock.
P
M
M
A
M
A
A
We
have
a
health
insurance,
internal
service
fund
and
in
the
past
this
has
always
been
accounted
for
over
on
the
business
side
of
the
house.
But
we've
really
never
as
a
board
really
had
this
data
broken
out
quite
like
this
and
and
Brock.
Could
you
take
a
moment
just
to
kind
of
walk
us
through
that
that
budget
analysis
and
just
put
this
into
context
for
everybody?
A
We
did
a
budget
adjustment
and
it
took
action
as
per
Els
at
the
end
of
last
calendar
year
to
transfer
some
of
our
general
fund
dollars
over
to
this
fund
to
shore
it
up
to
make
sure
we
had
adequate
reserves
in
this
fund
and
that
triggered
a
question
or
two
between
Brock
and
I,
which
I
think
triggered
the
creation
of
this.
So,
if
you'd
be
so
kind
to
walk
us
to
share.
P
Mr.
president,
members
of
the
board,
the
health,
insurance
or
internal
service
fund
really
does
fall
into
believe.
It's
el7,
which
is
the
one
that
governs
how
we
present
budgets
and
and
this
fund,
based
on
the
fact
that
we
did
an
interfund
transfer
I,
think
opened
our
eyes
to
the
fact
that
we
should
be
sharing
with
you,
the
level
of
transactions
that
happen
within
the
health
insurance
fund.
P
So
what
we
put
together
here
was
last
year's
actual
and
then
the
proposed
budget
for
the
coming
year-
and
this
is
all
based
on
the
percentages
of
increase
that
John
Nelson
just
shared
with
you
specifically
in
the
health
insurance.
But
we
also
then
break
out
the
other
insurance
plans
that
we
have
there.
So
if
you
just
look
at
what
we
just
talked
about
with
health
insurance,
you
see
the
select
choice
plan.
P
It
shows
the
amount
that's
brought
in
from
employee
and
employer
estimated
at
just
over
12
million
and
the
Cobra
plans
and
I
want
to
cover
a
little
bit
for
you.
If
you
look
at
the
that
plan
and
then
the
hdhp,
which
is
the
high
deductible
health
savings,
account
a
plan
that
we
have
you'll,
see
that
with
dollars
in
and
then
projected
claims
and
and
stop-loss
premiums,
administrative
fees,
all
those
fixed
costs.
P
That
John
talked
about
we're
showing
in
the
fiscal
year
about
a
1.4
million
dollar
deficit
in
the
traditional
plan
and
about
a
1
million
dollar
surplus
in
the
high
deductible
plan.
What
you
need
to
keep
in
mind
in
that
regard
is
these
get
a
little
complicated
because
we
cross
years
so
a
big
reflection
of
that
loss
is
based
on
last
year's
premium,
because
our
health
insurance
plan
runs
on
a
calendar
year
because
of
the
high
deductible
plan
and
the
tax
implications
of
that.
P
But
our
fiscal
year,
of
course,
is
July
1st
to
June,
30th
and
so
part
of
the
premiums
are
based
on
what
premiums
were
paid
January
through
through
June
of
last
year.
Now
we've
got
the
rate
increases
in
there,
so
the
end
of
the
year
that
net
impact
of
a
loss
of
400,000.
We
hope
that,
with
the
changes
that
John
talked
about,
that
we've
tried
to
equalize
that
and
also
not
see
a
hit
to
the
fund
balance
in
this
plan,
and
you
address
it
as
a
board
in
the
last
fiscal
year.
P
P
So
we'll
continue
to
monitor
that
as
we
go
forward
and
bring
that
to
your
attention
as
we
go,
then
you've
got
the
same
information
for
the
dental
insurance
plan
and,
of
course,
participant
numbers
are
different
there
than
they
are
in
the
health
plan,
and
then
we've
got
unemployment
and
worker
workforce
safety
and
insurance.
All
the
things
that,
in
the
employee,
benefits
line
of
your
general
fund
budget,
these
all
have
a
separate
line
item
that
get
accounted
for.
P
So
you
see
that
in
that
fringe
benefits
line,
employee
wellness,
we
we
have
some
things
that
we
do
through
our
wellness
program.
We're
going
to
be
changing
that
as
we
go
forward
into
the
current
year,
which
affects
dollars
that
come
out
of
the
health
savings
account
plan,
we're
going
to
be
looking
for,
at
least
for
the
current
year,
discontinuing
the
well.you
program
that
we've
had
through
Sanford.
P
But
we
are
going
to
continue
things
like
the
health
club
reimbursement
to
really
try
to
encourage
people
to
be
more
active
and
then
get
their
reimbursements
for
a
certain
amount
of
monthly
visits.
We'll
continue
this
the
flu
shot
and
screening.
These
are
all
things
that
the
health
insurance
committee
talks
about
are
valuable
to
our
employees.
But
are
we
really
seeing
bang
for
the
buck
in
the
other
parts
of
well
you,
and
we
feel
like
with
the
work
that
Gallagher
is
done
with
us,
that
that
we
can
offset
some
of
that.
P
So
this
really
just
gives
you
an
opportunity
to
see
both
projected
revenues
coming
in
and
what
we
see,
expenses
being
based
on
trend,
data
and
and
historical
claims,
information
on
our
plans
and
then
gets
to
the
bottom
line.
That
Jim
talked
about
with
our
fund
balance,
and
you
were
called
this
got
raised
during
the
fact-finding
hearing.
We
talked
about
it
in
fund
balances
of
health
insurance
committee.
It
gets
talked
about
with
our
general
fund.
P
A
Super
will
go
on
to
our
last
business
item,
which
is
the
monitoring
of
GP
one.
Two
and
three
first
of
all,
I
want
to
thank
you
all
for
taking
the
time
and
completing
your
homework
and
getting
that
back
in
day
on
marine
I
think
there
were
actually
two
comments
before
we
actually
take
a
motion.
I'll
just
see
if
anybody
wants
to
expand
upon
either
of
those
comments
or
anything
else
board
members
have
Rebecca
my.
E
Comment
is
listed
on
page
three
and
it's
regarding
monitoring
the
process
and
performance
at
each
meeting.
I
guess
I
just
wanted
some
clarification
as
to
what
that
means,
because
I'm
well,
it's
just
what
I
wrote
there
I'm,
not
sure
if
that's
something
that
we
actually
do
but
I
might
be
misunderstanding
what
it
means.
A
A
A
Maybe
but
I
don't
think
so.
I
think
this
is
really
right
to
the
heart
of
our
style
of
governance
and
the
fact
that
we
are
supposed
to
be
monitoring
these
things
at
our
regular
board
meetings.
But
it's
the
each
meeting
part
that
I
think
is
the
word
smithing
problem,
but
it
could
be
in
part
a
holdover
from
that
we
debrief
at
the
end
of
each
meeting.
A
Q
M
A
A
E
A
A
Q
F
A
S
A
M
M
Negotiations
committee
I
think
I
want
to
try
and
meet
before
the
end
of
September
to
potentially
talk
about
some
professional
development
for
the
group.
Hopefully
at
least
the
members
of
the
committee,
but
hoping
to
invite
everybody
for
something
in
October,
so
have
more.
Details
on
that
and
I'll
get
more,
have
an
email
sent
out
polling
for
dates
and
times
for
that.
M
Otherwise,
I
was
able
to
attend
the
first
half
of
the
Ben
Franklin
PTA
meeting
last
night
and
then
ran
over
to
Washington
to
attend
their
full
meeting
and
I
want
to
thank
every
PTA
in
the
city
for
all
the
teachers
that
show
up
late
for
that.
The
the
parents
that
show
up
and
show
an
act
of
interest
in
their
schools
and
to
the
volunteers
that
commit
so
much
time
making
their
schools
a
better
place
and
trying
to
do
best
for
their
kids.
So
thank
you
very
much.
E
Native
American
Commission
was
to
meet
last
Thursday,
but
the
commissioners
were
busy
I'm
attending
to
the
funeral
and
assistance
of
the
family
of
Savannah
passed
away,
so
that
meeting
is
being
rescheduled
and
I
still
have
to
set
my
initial
meetings
with
my
liaison
schools,
but
I
won't
do
that.
Certainly.
I
A
In
Rebecca
I
think
I'm
gonna
be
missing.
The
September
26
board
meeting,
so
you'll
probably
have
to
be
in
charge
of
that
one
based
upon
this
anyway,
or
at
least
I'll,
be
showing
up
right
at
about
531
know.
Please
wear
your
favorite
outfit
whatever.
That
might
be,
because
I
think
we
have
a
photo
op
prior
to
the
start
of
our
next
board.
A
This
coming
Monday
holding
two
different
meetings,
at
least
that's
my
understanding
from
what
they
shared
today,
one
with
area,
educators,
teachers
and
administrators
and
then
later
in
the
day
with
the
general
public
to
share
what
they
uncovered
in
their
original
work.
Well,
we
kind
of
uncovered
today,
in
the
brainstorming
session
that
took
place
in
Bismarck
there'll.
A
Be
four
meetings
throughout
the
state
just
to
get
feedback
and
other
ideas
expand
the
number
of
folks
that
are
hopefully
weighing
in
with
their
thoughts
and
then
it
looks
like
I
get
to
have
at
least
two
or
three
more
great
opportunities
to
go
to
Bismarck
and
see
this
actually
come
to
fruition
and
turn
into
the
operational
plan
of
dpi.
Now
I
find
this
all
pretty
fascinating,
because
I
believe
we
have
a
governor
who's
starting
up
a
task
force
very
similar
to
this,
almost
in
parallel.
A
A
Friday
I
fly
out
to
Kansas
City
for
the
Western
Region
meeting
of
school
district
or
state
school
board,
associations
and
I'll
come
back
Sunday,
hopefully
really
now
about
who
we've
nominated
since
we've
chosen,
not
to
do
it
at
the
Chicago
meetings.
So
we
can
go
up
to
another
meeting
to
do
it.
You
can
probably
tell
how
tickled
pink
I
am
about
this,
but
so
that's
it
for
my
report.
A
A
I
This
is
under
other
reports,
I
suppose
I
normally
don't
promote
our
concerts,
but
there's
a
special
one
that
NDSU
and
the
symphony
has
put
together.
It's
a
hurricane
relief
concert,
this
Sunday,
so
there's
posters
for
both
on
the
back
table.
So
if
you
take
them
for
yourself
or
to
hang
up
on
your
favorite
coffee
place,
that'd
be
great
hope
to
see
you
there.
Thanks
I
have.
A
One
final
thing:
Brock:
maybe
you
can
help
me
out-
maybe
I'm
the
only
perverts
I
received
a
letter
in
the
mail
because
I'm
the
board
president
from
some
organization
who
is
recognizing
jackie,
has
an
outstanding
public
school
CPA.
You
know
anything
about
this
because
I
was
gonna,
bring
it,
but
I
didn't
have
time
to
get
home
once
I
got
done
in
Bismarck,
I.
P
All
I
know
about
it
is
through
her
work
as
a
CPA
and
another
professional
development
opportunity
in
regards
to
school
finance.
There
is
a
criteria
for
years
of
service
in
school
finance
and
some
testing
that
she
does
that
she
chose
to
participate
in
this
year
and
receive
that
certification
I,
believe
we
wrote
about
it.
I'm
looking
at
Ann
Marie,
it
was
in
the
journey.
I
believe,
is
that
correct
yep.