►
From YouTube: School Board Meeting - October 10, 2017
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - October 10, 2017
A
B
Been
moved
and
seconded
all
those
in
favor
of
working
off
the
agenda
is
provided
in
your
packet
signify
by
saying
yes,
any
opposed
signify
by
saying
no
motion
carries,
gets
us
to
recognition
of
the
audience
and
nobody
had
signed
up
to
address
us.
Although
I
know
we
have
some
very
esteemed
folks
here
that
are
gonna
share
words
of
wisdom
with
us
throughout
the
evening,
so
we'll
jump
right
over
to
staff
reports.
D
B
E
You
this
evening
we're
going
to
highlight
our
positive
school
culture,
part
of
our
strategic
plan,
and
so
we
have
two
folks
here
to
do
some
presentations
about
the
programs
they
have
in
their
school,
so
I'm
going
to
turn
over
to
Bob
and
Rachel,
because
Bob
and
Rachel
work
with
these
folks
on
that
so
I'll.
Let
you
take
it
from
here.
F
F
You're
gonna
see
great
examples
of
different
initiatives
based
upon
the
needs
of
the
staff
based
upon
the
needs
of
the
students
and
tonight
you're
gonna,
see
two
different
looks
at
that
two
different
ways
that
the
staff
in
the
building
really
came
together
to
say:
here's
what
we
see
would
help
us
move
that
climate
and
culture
in
a
positive
direction
and
to
start
with
mr.
Dahlin,
is
here
with
two
people
from
Fargo
North
that
I'm
gonna.
F
G
G
We
had
eight
fives,
which
are
the
perfect
scores
for
your
AP
exams.
More
than
half
of
the
state
totals
86%
of
our
physics,
students
and
that's
Mike.
Dover
Steen's
classroom
earned
a
qualifying
score.
Just
an
outstanding
result
in
all
courses,
the
North
High,
a
verge
scores
and
geography,
micro,
Recon
physics
was
higher
than
the
state
or
global
averages,
and
in
both
micro
econ
and
physics,
we
have
an
all-time
high
in
the
number
of
students
taking
the
exam.
G
So
what's
cool
about
this
is
that
these
two
guys
are
our
si
P
chairs,
and
obviously
you
want
to
put
the
top
people
in
those
positions
because
they
have
an
influence
on
what
we
do
here
at
North,
High
School,
so
I'm
gonna
turn
it
over
to
Brian.
First
and
I.
Think
we've
got
a
PowerPoint
here
that
we're
gonna
roll
in
here,
even
though
it's
how
to
turn
on
there
all.
H
Right
so
I'm,
Brian,
Clues,
a--
and
just
echo
the
sentiments
mr.
Dahlin
thanks
I
think
it
was
dr.
gross
that
reached
out
to
us
to
present
this
information
thanks
to
the
board
for
taking
her
time
to
listen
to
some
of
the
things
we're
doing
at
Fargo
North
High
School.
So
this
is
what
we
call
our
champion.
Program.
Kind
of
the
premise
of
this
program
is
a
way
for
us
to
reach
reach
some
of
those
kids
that
maybe
need
an
extra
advocate
in
their
lives,
and
we
use
our
teachers
to
serve
that
purpose.
H
The
promotion
of
our
open-door
policy,
which
I'm
not
sure,
if
you've
heard
of
that
it's
a
way
for
kids
to
get
some
resources
that
maybe
they're
lacking
whether
that
be
food
or
clothing
or
gas
cards,
so
another
great
way
to
reach
that
population.
And
then
what
we'll
talk
about
tonight
is
our
our
champion
program,
where
we're
building
relationships
between
our
staff
and
our
students.
H
So
many
of
you
have
probably
seen
this
clip.
This
is
a
TED
talk
done
by
Rita
Pearson
a
number
of
years
ago.
Basically,
where
she's
talking
about
her
theme
is
every
child
deserves
a
champion.
We're
not
gonna
show
you
that
whole
clip
I
have
taken
out
about
45
seconds
of
that
that
really
serves
as
kind
of
the
backbone
of
what
we
do
with
our
program.
I
Teaching
and
learning
should
bring
joy.
How
powerful
would
our
world
be
if
we
had
kids
who
who
were
not
afraid
to
take
risk
who
were
not
afraid
to
think
and
who
had
a
champion?
Every
child
deserves
the
champion,
an
adult
who
will
never
give
up
on
them,
who
understands
the
power
of
connection,
and
in
fits
that
they
become
the
best
that
they
can
possibly
be.
Is
this
job
tough,
you
betcha?
Oh
god,
you
betcha,
but
it
is
not
impossible.
H
So
from
that,
video
we've
showed
our
staff
that
a
couple
of
the
times
over
the
last
four
or
five
years,
really
the
quote-
we've
kind
of
hung
our
hat
on
is
every
child
deserves
a
champion.
So
with
that,
what
do
we
think
it
at
Fargo?
What
does
that
mean
to
us?
And
how
do
we
promote
that
role
to
our
teachers,
so
I've
kind
of
listed
them
things
that
we
use
with
our
staff?
H
Fargo
North,
outside
of
the
student
setting
I,
think
the
the
more
involved
we
can
get
kids,
besides
just
being
a
student,
the
more
connection
they
had
to
our
school
and
then
we
have
other
steps
we
can
take
beyond
that
and
then
from
our
teachers
standpoint
we're
trying
to
build
relationship,
those
kids
and
there's
several
different
ways.
We
can
do
that
and
we'll
talk
about
those
coming
up
here.
H
As
far
as
how
this
program
works,
we're
really
looking
at
what
we
call
the
three
A's.
The
three
points
of
emphasis
for
this
are
academics.
So
really,
how
can
we
increase
the
GPA
of
these
kids
that
are
towards
the
lower
end
to
some
of
the
spectrums
of
work?
We're
trying
to
what
we're
working
with
the
second
part
is
attendance.
How
can
we
get
these
kids
into
school
and
keep
them
in
school
on
a
consistent
basis?
H
And
the
third
part
is
our
activities
piece,
we're
again
trying
to
get
kids
involved
to
find
that
deeper
connection
to
the
community
of
Fargo
North
High
School.
So
what
that's
looked
like
this
semester?
Is
we've
identified,
204
kids
that
we're
going
to
place
an
emphasis
on
with
our
staff
members?
So
if
we
take
that
divide
it
up
amongst
roughly
70
teachers,
each
teacher
has
three
students
that
they're
really
targeting
to
build
that
relationship
with
on
a
deeper
level.
H
So
the
way
that
works
and
how
those
kids
find
their
way
into
the
program
is
we
are
measuring
those
with
chronic
attendance
issues.
So
we
look
at
that.
Every
quarter,
every
semester
and
what
that
looks
like
on
average
is
over
the
last
three
years,
anywhere
from
nine
and
a
half
days
of
class
missed
to
11
and
a
half
days
of
class,
miss
per
semester
and
that's
an
average.
So
some
of
those
kids
are
missing
25
days.
Some
of
those
kids
are
missing
five
or
six,
so
we're
trying
to
find
kids
that
have
chronic
attendance
issues.
H
The
second
part
of
that
is
are
trying
to
find
kids
struggling
in
the
academic
portion
of
school,
so
the
lowest
quartile
for
GPA
for
each
grade
level,
we're
taking
those
kids
and
trying
to
find
kids
that
we
can
help
in
the
academic
side
of
things
and
again,
on
average
per
quarter,
that's
range
from
anywhere
from
a
GPA
of
2.2
8
up
to
a
2.66
again
with
the
understanding.
Some
are
higher,
some
are
lower
than
that
number
and
then
the
third
piece
which
hits
our
teachers
involved
is
we're.
H
Looking
for
teacher
feedback
on
kids
that
they're
working
with
a
very
they
realize
that
they
may
need
an
extra
advocate,
an
extra
voice
and
an
extra
support
system
in
the
schools.
So,
as
this
program
is
developed
kind
of
what
the
results
we've
looked
at
and
kind
of
our
expected
outcomes
or
what
we
hope
to
see
out
of
this,
our
emphasis
continues
to
be
the
teacher-student
engagement.
We
think
that's
really
the
backbone
of
being
a
kid
connected
to
our
school
in
turn,
increase
in
their
GPA,
decreasing
their
number
of
absences
and
getting
them
more
involved.
H
So,
as
we
said
earlier,
teachers
have
the
individuals
tutor
time
where
they
work
with
their
champion
programs
one-on-one
outside
of
the
classroom,
setting
again
the
promotion
of
co-curricular
activities
trying
to
get
our
students
involved,
making
them
aware
of
things.
Our
push
this
year
is
really
just
letting
kids
know
what
they
can
be
involved
in,
whether
it's
music
drama
sports,
cold,
curriculars,
whatever
it
is,
and
then,
from
the
teacher
standpoint,
we're
trying
to
get
more
teachers
to
observe
these
things.
We're
trying
to
get
teachers
outside
of
the
classroom.
H
Seeing
some
of
those
great
things,
kids
are
doing
going
to
concerts,
seeing
what
their
clubs
are
doing
going
to
a
football
game,
whatever
it
might
be,
but
connecting
teachers
back
to
students
outside
the
setting
as
well
and
the
way
we're
measuring
that
is.
We
have
a
rubric
system.
We've
set
up
I'm,
not
going
to
share
that
with
you
right
now,
but
there's
a
system
where
we're
looking
at
it's
a
scale
anywhere
from
zero
to
nine
is
where
these
kids
earn
a
score
in
this
champion
program.
H
That's
kind
of
a
model
student
that
we
say
anywhere
from
then
the
zero
end
of
the
spectrum
is
not
involved
missing
more
than
10
days
of
school
and
less
than
a
one
point,
oh
GPA,
so
we
have
kids
anywhere
in
that
range
and
we
use
that
data
to
then
drive
our
next
steps
of
what
we're
going
to
do
with
those
kids
and
mister
dole.
Burstein
is
going
to
share
some
of
those
next
steps
or
the
next
results
we're
looking
for.
J
So
one
of
the
challenges
that
we
see
really
every
year
is
that
the
just
sheer
number
of
students
that
we
have
over
200
students
we
have
placed
on
this
program,
470
teachers
and
it
might
not
sound
like
a
lot
to
really
try
to
make
a
connection
and
build
a
relationship
with
three
students.
But
that
can
be
a
bit
of
a
challenge
too,
to
be
able
to
do
that
also
the
the
selection
process.
So
each
teachers
asked
to
sign
up
for
three
kids
and
what
we
do
is
during
a
faculty
meeting.
J
We
have
these
students,
the
names
on
large
posters
and
and
our
staff
goes
out,
and
they
sign
up
for
names,
and
you
might
only
have
you
know
five
or
six
or
seven
of
those
kids
in
your
class,
but
other
teachers
are
signing
up
for
them.
So
it
takes
a
bit
of
problem-solving
to
get
all
of
those
students
covered
and
to
ensure
that
all
of
our
teachers
have
you
know
three
or
maybe
even
four
champions
or
students
that
they
are
championing.
J
So
you
can't
really
compare
from
from
quarter
to
quarter.
That
way.
Also.
Another
challenge
that
we
see
is
that
individual
teachers
might
not
have
success
with
their
their
individual
students,
and
that
can
be
that
can
be
hard
for
our
teachers,
because
they're
putting
all
of
this
effort
forward
and
maybe
they're
their
student
is
still
chronically
absent.
Their
student
is,
is
their
GPA
is
decreasing
from
quarter
one
to
quarter
two
and
so
forth.
J
This
program
is
really
about
building
relationships,
so
we
saw
that
98
percent
of
students
said
that
they
had
a
positive
relationship.
There
I
feel
my
teachers
treat
me
with
respect.
95
percent
agreed
the
next
one
down
there.
It
says
the
number
of
teachers
that
know
me
well,
ninety-eight
percent
of
our
students
said
at
least
one
teacher
knows
them
well,
and
that
might
not
seem
like
an
impressive
statistic
at
first,
but
keep
in
mind
our
high
school
teachers
have
somewhere
between
a
hundred
to
one
hundred
and
thirty
students.
J
Do
we
get
to
know
all
of
them
throughout
the
year
sure?
Do
we
get
to
know
all
of
them
very
well,
maybe
not,
unfortunately,
not,
and
so
really.
What
we're
trying
to
do
in
part
of
this
program
is
to
catch
those
students
that
are
maybe
going
to
slip
through
the
cracks,
the
ones
that
kind
of
they're
quiet
and
they
hide
in
the
classroom
a
little
bit
so
to
have
ninety-eight
percent
of
our
students
say
at
least
someone
in
the
school
knows
them
well,
and
then
you
look.
J
It
really
helps
support
the
program
that
we're
putting
in
place
your
students
are
noticing
the
teachers
and
administrators
and
support
staff
really
care
about
them.
They
care
about
their
success.
They
care
about
making
them
the
best
people
that
they
can
possibly
be
and
I'm
gonna
leave
you
with
that
quote
down
there
at
the
bottom.
This
was
a
direct
quote
right
off
of
our
our
senior
survey.
It
says
everyone
seems
to
have
at
least
one
staff
member
that
they
can
connect
with
on
a
deeper
level
that
they
feel
comfortable.
J
Every
student
has
a
staff
member
that
they
can
connect
with,
and
a
student
in,
our
school
notice
that
so
I
thought
that
that
was
pretty
neat,
that
that
somebody
saw
that
and
that
really
helps
support
our
mission
and
what
we're
trying
to
accomplish
with
this
champion
program.
So
with
that,
I
would
like
to
say
thank
you
for
giving
us
this
time
to
share
with
you
what
we're
doing
at
North,
High
School
and
with
that
I.
Don't
know
if
we're
gonna
have
time
for
any
questions,
but
anybody
have
any
any
questions.
B
J
K
L
F
There
are
similar
activities
that
are
other
high
schools
and
at
the
middle
school
you'll,
see
our
academic
interventions
at
some
of
our
other
high
schools,
where
they're
identifying
students
who
are
struggling
academically,
providing
them
that
extra
help
during
their
off
periods,
you'll
see
at
our
advisor
or
the
Advisory
Program
at
the
middle
school
again
to
create
those
relationships.
So
it
may
not
look
identical,
but
there
are
similar
things
happening
in
most
of
our
buildings.
M
You
know
teachers
are
called
on
to
do
a
lot,
as
you
say,
and
when
you
mentioned
that
they're
also
encouraged
to
take
in
activities
outside
of
the
school
day
and
so
forth.
I
guess
I
was
just
curious
about
some
of
the
response
you
get
back.
You
said
it's
been
positive,
but
do
the
teachers
experience
a
deeper
experience?
Just
as
a
teacher
is,
is
this
program
enriching
their
experience
as
well,
rather
than
feeling
like
they're
being
asked
to
you
know
to
do
more,
just
kind
of
curious
anecdotally?
How
that
sure,
yeah
I'll.
J
J
I
think
you
know,
other
teachers
might
not
be
able
to
say
that
same
thing,
but
you
know
where,
where
I
thought
that
that
this
was
really
justified
in
my
kind
of
feel-good
moment,
maybe
was
really
reading
that
staff
survey
and
seeing
some
of
those
things
that
that
students
were
saying
they're
recognizing
that
there
are
teachers
putting
forth
that
effort
and
they're
recognizing
that
students
have
somebody
that
they
can
go
to.
So
from
my
perspective,
that's
that's
kind
of
all.
I
feel
I,
don't
know
Brian
you
wanna.
H
I'll
just
add
one
piece
that
I
think
our
staff
is,
you
always
have
those
teachers
that
go
to
those
activities
and
partake
in
those,
but
I
think
also,
on
top
of
that
is
we're
creating
dialogue
between
teachers
and
students
in
the
schools.
So
even
if
I
can't
make
it
to
a
swim,
meet
I
probably
know
now,
who
my
swimmers
are.
You
know
I
think
that's
probably
another
piece
of
that
is
maybe
we're
not
at
the
events,
at
least
as
creating
dialogue
and
building
the
relationship
just
by
promoting
those
activities.
So.
H
N
G
The
only
thing
I
could
probably
give
you
in
terms
of
data
today
is
that
about
I
think
it's
23,
24
percent
of
our
students
have
10
or
more
absences.
Oh
that's
a
lot
and
we
try
to
emphasize
the
importance
of
being
in
school
and
work
with
with
parents
and
Families.
With
regards
to
students
absences,
you
know,
I
have
our
assistant
principals
work
with
students
who
have
three
or
four
three
or
more
absences
in
the
month
of
September,
because
then
you're
probably
going
to
average
about
20
absences.
G
So
we
start
those
dialogues
really
early
and
try
to
make
a
difference
at
that
point.
Yep
again,
I
just
again
want
to
thank
these
guys.
You
can
tell
that
they're
exceptional
teachers
here
they're
both
aspired
to
be
administrators,
so
you
can
sense
that
that
as
a
ground
that
they
might
cover
at
some
point
so
again,
I
want
to
thank
these
guys
and
appreciate
this
opportunity.
Thank
you.
Well,.
B
O
P
Thank
you
again
and
I
want
to
say
thank
you
to
Rachel
she's,
really,
the
one
who
helped
me
see
what
this
potentially
could
be
by
offering
me
an
opportunity
to
see
it
in
person
and
Minneapolis
and
that's
where
it
really
began.
So
thank
you
Rachel
for
that,
and
thank
you
for
giving
me
the
opportunity
to
speak
about
this,
because
it
is
truly
something
that
I'm
incredibly
passionate
about
and
believe
in
wholeheartedly
I'm.
P
In
my
23rd
year
of
education
and
as
you
go
through
23
years,
you
get
to
experience
a
lot
of
things
in
terms
of
professional
development
and
in
terms
of
envoy
and
the
impact
it
has
on
students.
I
can't
I've
not
been
a
part
of
anything
that
has
been
more
impactful,
not
only
for
me,
but
for
the
students
that
are
getting
exposed
to
this.
So
I'm,
going
to
talk
a
little
bit
today
about
what
envoy
is
and
envoy
stands
for,
Educational
nonverbal
yardsticks.
P
You
might
ask
yourself
the
question:
well,
what's
the
old
stand
for
nothing,
it
just
sounds
cooler
than
Envy
and
that's
truly
from
Michael
grindr's.
The
gentleman
who
created
this-
and
it
was
a
decision
he
made
that
he
didn't
want
something
to
be
envy.
You
know
it
just
sound.
Has
that
more
of
a
negative
connotation,
so
the
always
is
just
an
add-on
there.
P
I
want
to
also
add
that
the
focus
of
this
is
to
increase
and
strengthen
relationships
and
also
increase
productivity.
What
we're
getting
out
of
the
students-
and
those
are
two
very
important
elements
when
we
talk
about
envoy,
and
so
if
you
look
on
the
screen,
four
phases
of
teaching
it's
part
of
envoy
and
with
each
in
each
of
those
phases
are
seven
gems.
You're
gonna
see
a
video
a
little
bit
later.
That
will
help
you
see.
I
will
use
that
visual.
P
It's
a
non
verbal
to
help,
explain
this
so
that
you
can
see
it
for
yourself
phase.
One
is
really
about
getting
a
student's
attention.
So
anytime,
you
need
to
gather
their
attention.
There's
one
gem
that
falls
in
there
and
that's
our
two
gems
excuse
me
that
fall
in
there.
It's
something
called
freeze
body
and
above
pause,
whisper.
P
It's
above
pause,
whisper,
it's
not
too
difficult
to
do.
The
next
phase
is
teaching,
so
we've
got
their
attention
now
we
want
to
teach,
and
so
the
next
one
is
just
simply
raise
your
hand
and
by
raising
your
hand,
you're
indicating
to
the
class
that
now
it's
okay
for
me
to
respond.
This
cuts
down
on
blurting
when
kids
just
want
to
get
the
answers
out
and
over
time
teacher.
Does
this
so
tell
me
about
your
weekend?
P
Kids
well,
raise
their
hand
that
will
become
a
nonverbal
cue.
Some
teachers
will
do
this
to
indicate
that,
and
so,
as
we
move
we're
done,
teaching
our
instruction,
we
move
to
Phase
three
and
that
might
be
the
transitioning
to
seat
work.
Now
we're
going
to
get
ready
to
give
them
something
to
work
on
an
activity,
a
project
whatever
it
might
be,
and
so
there's
two
parts
to
this
one
would
be
exit
directions.
The
teacher
will
put
something
up
on
the
board.
P
I
would
be
teaching
and
I'd
say:
okay,
we're
gonna,
do
this
page
in
our
workbook
go,
and
so
then
I'd
have
the
ten
kids
coming
up
to
me
with
questions
about
what
am
I
supposed
to
do.
Where
am
I
supposed
to
put
this,
and
when
that
happens
now,
teachers
that
are
using
exit
directions,
they
simply
just
turn
to
them
on
the
board,
and
they
just
point
and
over
time
the
kids
get
too
used
to
not
going
to
the
teacher,
but
looking
at
the
exit
directions.
P
Another
component
to
those
exit
directions,
especially
in
our
younger
grades,
but
it's
recommended
for
all
grades,
is
that
you
include
a
visual
with
that.
So
you
might
say
complete
work
shape,
page
42
and
you
would
draw
a
picture
of
a
worksheet
on
there
for
a
younger
ones.
Obviously,
the
visuals
are
much
more
important.
Some
of
them
are
non-readers,
but
seeing
that
visual
will
trigger
something,
and
so
as
they
are
going
through
their
eggs
at
directions.
P
The
next
thing
that
the
teacher
would
do
is
something
called
myths
and
MIT
stands
for
most
important
20
seconds
and
as
a
person
who
has
practiced
MIT's,
it
seems
like
the
longest
20
seconds,
and
sometimes
it's
not
20
seconds
in
kindergarten.
It
could
be
3
or
4
minutes.
But
again,
it's
quite
simple
to
do
it's
just
remembering
to
do
it
and
MIT's
again
is
your
standing,
but
you
establish
a
spot
in
your
classroom
that
once
I've,
given
the
exit
directions,
I
will
move
to
my
MIT
spot
and
I
will
stay
on
there
and
over
time.
P
P
If
a
kid
comes
up
for
a
question,
they'll
refer
to
the
exit
directions
and
they
wait
until
every
student
is
engaged
in
the
activity
that
that
they're
doing
now,
once
that's
accomplished,
we
move
to
phase
4
and
that's
the
seat
work
and
that's
when
the
kids
are
actually
working
and
that's
when
a
teacher
can
go
out
and
help
kids.
Maybe
if
there's
kids
that
are
having
behavioral
challenges,
they
can
go
over
and
help.
You
know
redirect
them,
but
there's
two
gems
within
that
it's
influence
and
off
neutral
on
and
they
work
hand
in
hand
together.
P
Influence
is
there's
four
components,
I
hope,
I.
Remember
them
all!
It's
really.
If
I
want
a
student
to
continue
to
work
its
where
my
eyes
go,
my
eyes
are
on
the
paper.
Children
want
to
make
eye
contact
with
you
and
when
they
make
eye
contact
with
you,
they've
got
you
so
when
I
walk
into
a
room
and
they
see
the
principal
I'll
give
an
example.
They
want
to
talk
to
the
principal
they
want
to
engage
hey
mr.
P
Crespo
you
doing,
and
so
I
have
learned
that
I
do
not
make
eye
contact
anymore
when
I
walk
into
the
room
because
I
want
them
engaged
and
if
the
teachers,
teaching
and
I
walk
in
and
do
an
observation
and
I
make
eye
contact
with
them.
They
are
now
looking
at
me
saying
hey.
You
look
at
me
mr.
kress
up
then
looking
at
the
teacher
or
what's
on
the
board,
and
so
on
that
eye
contact
thing.
The
kids
really
look
for
that.
So
when
we're
talking
about
influence,
we
are
it's
about
our
eyes.
P
Looking
at,
what's
called
a
Third
Point,
it
might
be
the
paper
in
front
of
them
or
whatever
is
in
front
of
them.
It's
also
approaching
from
the
side
approaching
from
the
side
is
critically
important,
rather
than
pro
Qing
them
from
the
front
the
front.
If
I
approach
Brittany
to
the
front
here,
it's
a
power
position,
it's
I'm,
coming
at
you
and
I
want
you
to
do
this.
Influence
is
done
from
the
side.
The
third
third
part
to
influence
is,
unless
you
know,
I
lost
my
train
of
thought,
the
eyes,
the
from
the
side.
P
Oh
it's
if
you
do
have
to
say
something,
you're
saying
something
very
quietly
to
them.
You
might
use
a
private
voice.
Somebody
else
can
hear
again
because
if
I
were
to
go
over
to
Brittany
and
say,
hey
Brittany
I
need
you
to
get
this
done.
Well
now,
the
ten
other
kids
in
the
classroom
are
looking
at
Brittany
to
see
what
she
hasn't
done
done
rather
than
being
engaged
in
their
activity,
and
so
we
try
to
approach
people.
Teachers
that
use
influence-
usually
it
just
takes-
are
a
lot
of
times.
P
It'll
just
take
a
few
steps,
moving
towards
the
student
and
they're
back
on,
but
for
some
students
it
takes
a
little
more.
That's
we're
off
neutral
on,
comes
into
play
and
that's
where
I
will
go
over
and
I
will
use
influence.
But
if
I,
if
that's
not
effective,
essentially
what
it
is.
It's
called
the
two
stage
exit
once
I
get
them
back
on
through
influence.
P
P
P
Such
a
powerful
refinement
is
to
smile
smile,
says
everything's,
ok,
I'm
approachable,
even
though
on
the
inside.
It
might
not
be
smiling
so
much
that
smile
signals
to
those
kids,
that
the
relationship
is
still
there,
that
you're
doing
a
great
job,
and
so
that
would
be
one
example
of
a
simple
refinement.
P
Right
now,
she's
actually
having
a
student
where
she's
using
some
influence
with
him
in
the
front
soon
she's
she's
standing
there
and
she's
trying
to
redirect
them
at
no
time
did
she
use
any
verbal
command.
You'll
see
your
hand
come
up
or
go
down
she's
waiting
for
all
the
kids
to
get
their
attention
just
standing
there.
This
is
raise
hand
and
the
teaching
she's
going
through
some
handwriting
right
now
and
you'll
see
in
a
moment
where
she'll
raise
her
hand
to
indicate
she
wants
answers.
P
P
This
is
a
this
is
one
of
those
refinements.
It's
called
silent.
Selection
I,
wanted
to
add
she's,
dismissing
getting
ready
to
go
to
seat
work
for
the
students
and
you'll
see
when
she
dismisses
her
kids
back.
She
doesn't
say
anything
you
can
see
with
her
hand,
she's
just
kind
of
pointing
with
her
hand
going
up
and
her
kids
go
back
to
their
desks.
P
There's
gonna
be
one
little
guy
that
need
a
little
support.
She's
from
the
side,
you
can
see
she's
looking
at
the
paper
and
she's
helping
him
with
the
chair
just
pointing
again,
there
were
no
words
used
during
this
interaction,
so
that
was
more
influence
than
out.
She
did
use
off
neutral
on
she
stepped
away.
I'm
I
can
blame
Kirby
on
the
Edit
II,
but
don't
tell
him.
I
said
that
he
helped
me
greatly
with
that.
So
that's
just
kind
of
an
example.
The
one
you
didn't
see
was
above
pause,
whisper.
P
She
didn't
have
to
use
it
because
her
freeze
body
has
been
such
a
routine.
That's
in
place
that
the
kids
were
ready
to
to
go
continuing
on
our
journey
has
been
this
again.
This
started
a
couple
of
years
ago,
when
a
team
of
teachers
we,
our
team
from
Lewis
and
Clark,
got
together
and
we
said
we
need
to
do
something
as
a
school
in
regards
to
getting
our
kids
engaged
and
we
came
up.
We
listed
a
lot
of
things.
P
Is
we
send
six
teachers
last
year
we're
sending
actually
12
this
year?
Well,
maybe
not
twelve,
maybe
eight
to
nine
this
year
on
site
visits
where
they
get
to
go
to
Minneapolis
hi,
implementing
schools
and
get
these
things
labeled
for
them.
So
there'll
be
six
people
sitting
and
Nancy
burns
or
is
somebody
who
is
an
expert
in
this
through
her
company
and
consulting
firm?
They
label
things
and
they
get
to
see
these
things.
P
Coaching
is
she
actually
uses
a
green
chair
when
she's
in
there
I
have
a
green
chair
as
well,
because
I
am
the
next
point.
An
in-house
coach
I've
went
to
a
training
to
become
a
coach.
We
have
three
in-house
coaching's
coaches
coaches
at
our
school
and
teachers
are
able
to
access
us
to
come
in
and
look
at
the
observe
them
and
then
give
feedback
in
the
area
of
envoy
and
I.
P
P
P
Last
year
we
had
seven
certified
and
basically
it's
just
a
checklist
of
them,
using
the
gems
within
there
within
a
15
minute
period
timeframe,
and
so
again
it's
a
real
it's
a
standard
of
effort
and,
and
it
gives
a
real
pat
on
the
back
to
the
teachers
that
that
do
this.
And
so
our
goal
is
to
get
50%
this
year.
I
hope
to
have
the
first
paraprofessional
certified
in
North
Dakota.
Last
year
we
had
the
first
teachers
certified
in
North
Dakota,
so
we
were
very
proud
of
that,
but
it
continues.
P
Certification
is
the
first
level
we
are
creating.
What's
called
a
demonstration
team
I
have
seven
teachers
that
are
interested
in
becoming
demonstration
level
teachers,
and
that
takes
it
to
a
completely
different
level
where
we
hope
to
someday
be
a
demonstration
school
where
others
come
to
watch
us
and
how
to
do
this,
and
our
demonstration
team
obviously
would
be
some
people
that
we
would
love
to
have
and
again
that's
just
very
deep
level
implementation
and
that
can
take
up
to
two
years
to
get
to
a
demonstration
level.
P
Teacher
another
goal
of
ours-
and
this
is
data
that
we
correct
collect-
is
to
increase
the
use
of
seven
gems,
the
seven
gems
and
decreased
management
words.
We
go
in
three
times
a
year
and
collect
this
data,
and
last
year
in
the
fall
to
the
spring,
we
saw
a
very,
very
much
a
decrease
in
management
words.
We
want
the
focus
of
teachers,
language
and
talk
to
be
on
the
instruction
not
on
I.
Need
you
to
be
quiet.
I
want
you
to
go,
get
your
pencil
it's
time
to
line
up.
P
We
want
to
decrease
those
words
and
increase
the
use
of
the
seven
gems
because
of
the
impact
it
has
on
the
engagement
of
our
students.
That
is
my
presentation
again.
I
want
to
thank
you.
I
certainly
would
take
questions
again.
It's
something
I'm,
very
passionate
about
and
really
appreciate
the
time
that
I've
been
given
here.
C
To
say,
thank
you
Lois
and
Clark
was
my
liaison
school
last
year
and
I
got
to
see
a
lot
of
classrooms
use
the
envoy,
and
it
is
amazing
and
then
also
to
my
school
this
year,
which
is
Kennedy
I
was
over
there
and
they
have
a
few
of
the
classrooms
are
also
using
it,
and
it's
just
amazing
watching
the
kids
how
they
react
to
those
teachers.
Thank
you.
Awesome
job
and.
P
I
would
like
to
say
that
today,
I
had
two
situations
that
really
reinforced
what
we're
doing
a
teacher
from
Davies
was
in
our
special
education
room,
one
of
our
teachers
who
just
got
certified
and
she
walked
into
the
room,
and
she
said
boy
I
feel
like
I.
I
have
to
be
quiet
in
here
to
bring
things
to
a
lower
level.
P
Then
she's,
another
teacher
came
to
me
and
said
we
had
another
guest
in
our
school
today
and
she
said
this
school
feels
different
when
you
walk
into
the
building,
not
knowing
anything
about
envoy,
and
so
a
couple
of
teachers
came
and
shared.
That
with
me
and
I
thought.
That's
what
so
any
other
question.
Thank
you.
B
E
Well,
thank
you
again.
As
you
know,
we
have
been
doing
a
lot
of
planning
over
the
summer
and
adjusting
and
trying
to
be
nimble
and
deal
with
many
different
issues
that
come
forward
to
us
and
I.
Think
Jason
just
did
a
really
nice
job
of
identifying
some
of
the
strategies
that
we're
trying
to
put
in
place
to
assist
us
with
management
of
students
and
all
the
things
that
go
with
that.
E
So
we
thought
it
was
appropriate
now
that
the
school
year
started
to
have
Rachel
and
to
have
Patti
give
you
an
update
on
what
we've
been
doing
what's
been
implemented
again,
this
is
not
an
end
game.
This
is
an
ongoing
process,
so
this
is
really
just
an
update
to
keep
you
updated
as
to
what's
going
on
so
I'll
turn
it
over
to
Patti
and
Rachel.
So
thank
you.
Thank.
O
You
I
see
that
some
of
you
have
this
in
hard
copy,
but
it
was
also
attached
to
the
agenda
and
had
been
out
last
week,
so
I'm
not
gonna,
go
through
it
step-by-step,
but
I
kind
of
want
to
give
you
an
overview
and
Patty
is
also
here.
If
there
are
questions
that
come
up.
This
has
really
been
a
joint
effort
between
teaching
and
learning
and
special
education
and
all
of
her
coordinators.
O
What
we've
really
tried
to
do,
which
starts
on
page
2,
is
just
really
the
conversation
about
we've
been
really
immersed
in
MTS
s,
eighth
or
RTI
for
years,
and
have
taken
a
long
journey
of
identifying
a
process,
that's
put
in
place,
K
through
five
and
six
through
twelve,
and
that
for
dr.
gross
and
myself
to
be
able
to
support
that.
Because
it's
consistently
done
the
terminology
is
consistent.
O
The
process
is
pretty
similar
and
then
the
way
that
it
looks
different
is
how
just
like
jason
has
done,
taken
an
umbrella
and
whatever
his
terminology
is,
and
whatever
his
focus
is
based
on
his
student.
Demographics
be
able
to
run
that
technique
or
program
within
MTS
s
model.
So
when
you
read
page
2,
what
I
really
liked
about
it
and
actually
gents
are
who
is
our
MTS
s?
A
facilitator
put
this
together?
This
is
MTS
SA
and
as
MTS
SB,
which
really
what
we
should
be
doing.
O
O
The
next
page
is
really
talking
about
human
resources,
and
we've
had
a
lot
of
conversations
this
year,
where
we
did
the
seed
project
last
year
with
the
positive
behavior
intervention,
as'
and
the
technicians.
As
you're
aware,
we
have
added
on
starting
this
school
year
and
we
haven't
had
just
amazing
hires.
We
panic
and
we
put
them
out
thinking.
O
So
this
was
just
a
highlight
who
they
are
some
of
them
you'll
see,
but
we
have
pictures
picture
days
have
just
occurred,
so
some
of
them-
we
don't
have
at
this
point
and
just
to
tell
you
a
little
bit
about
where
they
may
have
come
from
if
they
were
within
the
education
field,
so
we
hired
six
full-time,
interventionists
and
eight
full-time
technicians
across
the
district
and
I.
Think
I
shared
this
with
you
earlier
our
last
update
on
June
13th
that
we
use
a
rubric
that
really
looks
at
billing.
O
O
We've
also
talked
about
Allie
Smith,
so
on
the
bottom
of
page,
five
she's
a
board
certified
behavior
analysis,
a
BCBA
and
she
has
been
really
integral
in
this
work.
We
consult
with
her
Patty's
Department
has
consulted
with
her
for
quite
some
time,
and
it's
really
been
more
at
the
level
of
students
who
are
already
identified
and
we're
just
kind
of
getting
the
turkey
and
coming
in
doing
some
observations
and
helping
us
best
serve
these
students.
She
has
really
shifted
her
role
this
year
and
really
working
specifically
with
how
we
can
consistently
manage
these
new
positions.
O
Support
them
answer,
questions
she,
along
with
patty
and
Kim
Myers,
is
meeting
in
a
PLC
once
a
month
with
the
technicians
and
interventionists
building
questions
and
really
seeking
that
consistency
of
support
for
that
team
and
I
did
also
include
what
the
training
and
what
we
seek
in
the
difference
between
an
interventionist
and
a
technician.
I
know
the
head:
men
brought
up
this
summer
that
are
interventionists
come
with
a
four-year
degree
in
a
human
relations
fields.
O
We
have
everything
from
Social
Work
to
psychology,
whatever
has
bought
them
here
in
their
past,
and
then
the
technicians
are
a
pair
of
professional.
They
take
the
pair
of
pro
training,
they
have
a
four-year
high
school
degree
and
then
all
of
them
go
through.
This
real
is
40-hour
training,
that's
online
I'm,
taking
at
the
moment
and
get
quizzes
questions.
Every
morning
at
6
a.m.
before
I
got
bed
and
get
tokens.
It's
got
a
really
good
token
economy
system
to
keep
me
motivated
to
get
through
the
modules.
O
O
Ali
has
put
together
a
really
nice
graphic
on
page
6
and
I.
Think
you
have
seen
this
before,
but
just
as
a
reminder
of,
we
try
it
again
for
consistency
when
people
are
feeling
stressed,
because
we
have
students
that
are
exhibiting
challenging
behaviors.
We
kind
of
want
to
go
around
the
process
and
say
please
take
this
child
and
help
them.
Some
of
that
does
happen,
but
we
really
try
to
not
make
that
this.
O
What
this
program
is,
we
identify
kids,
we
talk
as
a
team,
we
identify
strengths
and
challenges
and
then
build
a
caseload
where
they
are
seeing.
Students
they're,
checking
in
and
out
of
the
room
or
the
technician
or
interventionist
is
actually
coming
into
the
classroom.
So
this
just
says
what
they
do
and
what
they
do
not
do.
I've
talked
about
Kim
Myers.
She
is
working,
probably
80,
90
hours
a
week
at
this
point,
she's
an
area
Service
Coordinator,
and
this
was
added
on
to
her
plate.
O
She
is
amazing,
she's,
knowledgeable,
she's,
driven
she's,
passionate
in
fact,
I
left
the
meeting
today
and
Jason
was
there
as
well
she's
working
with
three
levels
of
mt
SSA,
Mt
SSB
across
the
district.
So
she
has
three
different
teacher
workgroups
one
at
the
elementary
level,
one
at
middle
went
it
high
and
then
also
chair
is
a
k-12
leadership,
team
and
she's
really
digging
into
this
work
and
trying
to
work
at
the
piece
of
the
universal
and
I'll
get
to
that
in
a
minute.
O
But
we
had
took
an
existing
position
and
added
quite
a
bit
to
her
plate
and
she's,
really
doing
a
phenomenal
job.
So
her
little
pictures
included,
if
you
see
her,
make
sure
you
give
her
a
shout
out
of
the
great
thing
she's
doing
Aly
collected
some
quotes
from
the
field
and
again
just
that
these
aren't
magical
positions.
O
No
one
has
a
magic
wand,
it's
not
an
easy
fix,
but
the
principles
submitted
things
that
either
came
from
kids
themselves
from
staff
from
parents
that
we
have
to
remember
we're
only
a
month
and
a
half
into
school,
and
we've
already
had
some
some
great
relationships
built
and
they're,
making
a
difference
skipping
over
to
page
nine.
This
is
very
small,
but
we
shared
something
similar
to
this
with
you
in
June.
O
At
the
time
for
consistency,
we
didn't
have
one
form
that
we
were
documenting
data
because
we
always
want
to
know
we're
investing
dollars
and
people
resources.
How
do
we
know?
What's
working
so
Ali's
really
worked
alongside
the
PB
T's
and
the
PBIS
to
have
a
consistent
data
collection
sheet
on
the
students
and
it's
really
tracking
their
progress
as
well
as
tracking
consistently
who
were
servicing
across
the
district,
and
you
can
see
the
key
on
the
bottom.
O
Am
I
getting
to
the
point
that,
even
though
I'm
red
I'm
choosing
I'm
recognizing
in
myself
that
I'm
out
of
control
and
I
need
to
get
out
of
the
environment
I'm
in
so
on
page
nine?
That
is
just
a
blank
sheet
and
page
ten
again
I
apologize,
it's
small
is
one
that
is
filled
out
and
were
collecting
this
data
across
the
board
with
all
of
our
kids
who
are
participating
in
the
program.
O
Another
piece
that
we
have
just
put
into
place
this
fall
is
the
consent
form
really
wanting
parents
in
our
school
or
non
school-wide
building.
So
if
there
are
non
tight,
they're
a
targeted
intervention,
we
really
just
wanted
to
be
very
transparent
with
parents,
and
so
we
had
been
sending
home
a
consent
for
him
explaining
the
program
to
them,
telling
them
what
we'll
be
working
on
with
their
student
and
we've
really
gotten
great
feedback
of.
Thank
you.
O
It's
really
good
to
know
that
you're
recognizing
my
students
having
some
struggles
outside
of
academics,
and
we
appreciate
that
you're
trying
to
support
them
and
very
onboard.
We
haven't
gotten
any
kickback
at
all,
so
that's
been
a
real
positive
as
well
on
the
bottom
of
page
10
talks
about
CPI,
which
really
is
nonviolent
crisis
prevention.
Intervention
and
again
we
have
went
from
five
people
previously.
This
has
been
in
our
district
for
many
years.
I
think
I
took
the
training
and
I
want
to
say
98
or
99.
O
It's
a
different
program
now
than
it
was
then
I'm
no
longer
certified.
We
made
a
concerted
effort
this
year
to
increase
the
number
of
people
who
could
train,
so
we
went
from
five
trainers
to
13.
There
was
a
blast
over
the
summer
where
we
really
looked
at
this
pyramid
that
Patty's
group
has
actually
developed.
They
got
it
from
CPI
and
then
we've
modified
it
and
use
and
used
for
ourselves
to
say
who
needs
what
training.
O
As
Jeff
said,
this
is
going
to
be
just
a
continually
a
continuous
change,
as
we
add
more
staff
and
we
add
more
trainings.
But
if
you
see
on
the
top
of
page
11
213
staff
members
have
participated
in
training
since
July
first
and
that's
that's
a
pretty
big
effort
and
again
it's
those
13
people
that
have
taken
the
train.
The
trainer
we've
really
had
a
lot
of
conversation
about
this
pyramid.
Again
that
looks
familiar.
O
It
mirrors
our
RTI
or
Mt
SS
and
trying
to
look
at
kids
that
are
either
high
risk,
medium
risk
or
a
little
risk
and
then
based
on
the
staff
that
has
the
opportunity
to
work
with
them.
How
do
we
give
them
the
best
skills
they
need?
So
we
have
talked
about
regular
education
teachers.
What
may
be,
what
might
they
need?
O
We've
really
talked
about
out
of
the
modules,
the
most
important
piece,
if
you're
working
with
a
child,
who
probably
isn't
going
to
be
exhibiting
physical
aggression
is,
like
Jason,
talked
about
the
low
voice,
the
relationship
when
you
use
eye
contact
when
you
don't
and
really
talking
about
escalating
students
before
you
have
a
crisis
on
your
hand.
So
we
are
continuing
that
work.
O
You'll
see
on
the
next
page
that
it's
talking
about
all
the
the
dates
that
training
did
take
place
in
July
in
August
and
into
September,
and
that
we
have
some
future
work
to
do
to
talk
about
how
many
units
are
models
that
our
first
response
team
needs?
How
do
we
get
regular
education
teachers
trained?
Where
do
we
make
time
in
their
day
to
support
their
learning
and
then
all
the
way
down
to
our
bus
drivers?
We
have
a
valley,
bus
driver,
who's,
actually
a
trainer,
and
so
what
does
that
look
like?
O
Page
13,
this
talks
about
the
MTS
s
and
this
again
was
taken
from
the
June
13th
slide
show.
And
if
you
remember,
we
talked
about
that
last
year
we
were
a
little
bit
more
reactive
with
this,
as
things
came
on
a
little
bit
quickly
with
some
of
our
behaviors
in
January
that
we
really
looked
at
those
top
two
tiers,
we
were
looking
at
the
intensive
and
the
targeted,
which
is
the
work.
That's
been
done.
You
know
the
average
student
eighty
ninety
percent
of
our
population.
O
They
need
some
of
the
things
that
Jason's
talked
about
and
that
relationship
with
kids
and
and
really
just
the
appropriate
verbal
redirection
or
nonverbal
redirection,
and
we
didn't
have
the
opportunity
last
year
to
take
a
breath
to
really
look
at
what
are
we
doing
for
eighty
to
ninety
percent
of
our
kids
at
that
Universal
level?
And
so
that's
the
work
that
we're
doing
through
our
workgroups
tonight.
O
In
fact,
in
two
hours
we
were
screening,
Universal
screeners.
We
used
a
screen
or
dista
screen,
there's
a
lot
of
screening.
We
used
a
rubric
and
we
looked
at
the
top
rated.
There
was
probably
50
of
them
in
our
leadership
team.
Last
Friday
did
an
initial
screening.
We
looked
at
everything
from
cost
to
time
to
training.
Teachers
would
need
if
parents
were
asked
if
the
student
themself
or
asked
about
their
behavior,
and
we
narrowed
it
down
to
six
and
then
the
task
force
tonight
at
the
elementary
level
is
going
to
come
up
with
their
top.
O
One
I
ended
up
leaving
to
come
here
so
I
think
that
will
be
the
next
piece
of
that,
and
we've
talked
about
that
all
students
and
all
adults
could
learn
more
about
their
own
whole
self
and
self-regulation.
And
what
do
I
do
when
I
get
to
a
problem?
I,
don't
know
how
to
of
what.
If
dr.
gross,
is
kind
of
getting
on
my
nerves
today,
what
are
my
choices?
I
can
do.
That
would
never
happen,
but
to
really
all
kids
can
be
screened
and
we
can
teach
kids
things
about
themselves,
attention
seekers.
O
Why
are
they
seeking
attention
and
what
can
we
do
to
help
them
get
the
attention?
They
need
that's
positive
and
not
negative,
so
we
will
have
continued
focus
from
Mt
SSB
page
14
is
just
what
we
had
put
out
to
teachers.
This
was
all
done.
Our
employee
portal
Kim
worked
to
do
this.
You
can
see
who's
on
the
leadership
team
in
the
middle
and
we
really
talked
about
that
importance
of
continued
collaboration
and
conversation.
If
you
have
elementary
middle
and
secondary
all
working
separately,
we
don't
want
it
to
look
different.
O
That's
actually
even
part
of
state
law
around
this
effort
is
that
they
want
them
to
be
identical,
meaning
that
we
have
a
process-
that's
continuous
K
through
12,
which
would
be
the
best
thing
to
do
for
our
students
as
well.
So
this
leadership
team
will
be
meeting
in
between
to
be
updating
from
elementary
all
the
way
through
the
high
school
team.
O
That's
it
and
the
next
page
is
just
the
membership.
I
know,
that's
been
a
question.
We've
continued
to
add
tonight
we
had
we
expected
20
people
we
set
up
for
30
because
we
shared
the
date
with
all
of
the
building
principals
and
said:
if
you
have
an
interest,
please
come,
we
actually
did
the
narrative
for
idea
Linda
that
you
talked
about,
so
we
were
creating
our.
Why
tonight,
why
do
you
want
to
be
here?
O
Why
are
you
taking
time
on
a
Tuesday
night
to
join
us
and
they
shared
with
a
partner,
and
then
the
partner
took
on
the
personality
of
the
other
person
and
shared,
so
we
had
teachers
sitting
by
principals
and
special
education
teachers
sitting
by
the
dropout
prevention
coordinator
and
they
all
shared
their.
Why
and
it
was.
O
It
was
really
just
a
nice
grounding
of
there's
a
lot
of
purposes
and
passion
behind
helping
to
improve
this,
for
our
students
and
our
staff,
and
last
but
not
least,
on
the
final
page
page
16
is
our
student
behavior
reporting
form
we
worked
on
this
over
the
summer.
I
think
I
had
updated
you
that
we
had
a
kind
of
an
open
house,
I
believe
it
was
in
June.
O
O
Bob
has
also
been
working
with
us
with
a
secondary
group,
because
it's
k12
and
shifting
this
over
to
power,
school
and
I
believe
you
and
I
looked
at
that
today,
and
so
that
is
a
continuing
process
right
now,
the
secondary
principals
are
putting
that
into
PowerSchool
because
they
use
that
as
their
platform
more
regularly
than
the
Elementary's
elementary
are
using
paper
right
now,
but
we're
making
that
transition
and
again
it's
the
language
of
the
policy.
Just
you
know
disaggregating.
Is
it
a
minor?
Is
it
a
major?
O
C
Q
There's
no
CPI
itself
does
not
have
a
mandated
time,
but
our
district
has
taken
the
stance
that,
if
you
are
on
the
first
responder
team,
you
can
go
with
full
training
and
then
two
years
of
review
and
renewal
and
then
another
full
training.
And
then
we
haven't
totally
formulated
for
de-escalation
techniques,
we're
thinking
that
could
use
a
little
bit
longer
period
of
time.
Q
As
well,
we
could
say
to
somebody
you
can
take
it
as
often
as
you
want
it's
what
we're
gonna
decide
to
cycle
through,
though
so
again,
first
responders,
those
that
you
can
call
anybody
at
anytime
in
a
building.
We
really
want
to
make
sure
that
they're
on
a
three-year
full-width
review
and
renewal
in
between.
C
And
also
to
the
MTS
s.b.
Is
that
something
that's
offered
to
every
teacher
and
they're
just
told
when
the
dates
are
and
then
they
choose
to
go
to
your
training
or
I
mean
like
how
does
that?
How
does
that
work
I
mean?
Do
you
guys
just
send
out
something
so
they're
all
you
know,
I
mean
I
I,
understand
that
they're
it's
communicated
to
them,
but
like?
How
does
that
whole
process?
Go
I
mean?
Is
it
up
to
them
or
is
there
anything
that's
mandatory
for
them?
O
That's
something
that's
in
the
works,
so
I
probably
wasn't
very
clear
on
that
piece
that
we
are
really
developing
the
process
for
Mt
SSB
right
now.
That
doesn't
mean
that
there
aren't
teams
all
over
the
place
that
have
already
got
their
own
process
going
typically
mirroring
MTS
si.
However,
we
are
looking
at
that
universal
piece.
So
if
we
were
to
pick
a
screener,
we'll
probably
purchase
a
couple
of
them,
try
it
in
a
couple
buildings
and
then
we
will
train
a
team.
O
O
If
at
my
PLC
I
have
a
student
who
I'm
concerned
about
that,
PLC
team
talks
about
it,
it's
very
similar
to
the
a
process
and
if
they
determine
that
needs
to
go
to
the
building
level
for
more
support,
then
that
that's
on
a
schedule
at
the
building
level
and
they
sign
up
and
say
we
have
a
second
grade
student.
This
is
who's
attending
and
then
the
team
supports
that.
B
E
I'll,
just
if
there's
no
other
questions
I'll
just
make
the
follow
up
questions
here
to
kind
of
summarize
all
of
what's
going
on,
and
that
is
we're
taking
a
very
aggressive
approach
here
and
it's
in
you
know
it's
as
we're
moving,
if
you
will,
and
so
again
my
comments
in
cabinet
have
been
that
we
need
to
be
nimble.
We
need
to
be
watching
what
we're
doing,
how
we're
doing
it.
This
isn't
everybody
I'm
on
deck
kind
of
an
approach.
It's
not
an
isolated
approach.
E
One
particular
group
can't
fix
this
and
I
think
when
the
word
fix
is
used
also
that
it's
a
problem
because
behaviors
are
not
going
to
go
away,
how
we
respond
to
behaviors,
how
we
work
with
those
behaviors,
how
we
become
more
knowledgeable
to
work
with
those
behaviors,
the
training.
Those
types
of
things
is
going
to
be
the
way
that
we
can
manage
this
best.
The
other
thing
I
will
tell
you
that
I
cannot
go
to
any
meeting
with
any
other
school
district
where
this
isn't.
E
The
number
one
issue
that
they're
dealing
with
behaviors
of
students
issues
and
concerns
that
we
have
and
so
I'm
really
proud
of
the
team
and
the
efforts
that
they're
trying
to
make
here
yeah.
You
know,
like
I,
said
on
the
move.
These
folks
have
put
in
tremendous
amount
of
time,
and
this
has
been
a
shift
in
what
we
do
as
a
school
district.
Tremendous
amount
of
resources
to
amend
amount
of
time,
and
so
people
need
patience
to
allow
it
to
work
its
way
through
and
for
the
trainings
and
everything
else
to
start
working.
E
But
it's
the
first
time
that
we're
gonna
really
do
a
good
job
of
trying
to
collect
that
data,
so
we're
setting
baseline
data
so
it'll,
you
know
there'll
be
folks.
That'll
say
you
know,
look
at
all
these
incidents!
Well
we're
trying
to
desegregate
that
out
better.
So
we
know
what
we're
dealing
with
so
anyways
I'm
doing
an
interview
again.
E
We're
on
on
the
radio
on
this
I
did
an
interview
yesterday,
I'm
TV
on
this
and
so
I'm
more
than
happy
to
talk
to
anybody
who
wants
to
talk
about
it,
but
it's
us
all
together
on
this
and
so
just
again,
really
proud
of
the
work
they're
doing.
Patti
and
Rachel
have
spearheaded
this
there's
been
a
lot
of
people
involved,
but
I
it's
a
tireless
effort.
Well
and
the
thing
is,
is
I'm
top
of
it
all
we're
still
educating
kids
are
running
a
school
system.
E
Okay,
I
had
a
wise
administrator
once
tell
me
that
when
you
have
a
school
district,
this
size,
you
have
eleven
thousand
four
hundreds
that
come
to
school.
Every
day
you
have
1,800
full-time
employees
come
to
work
every
day.
A
whole
lot
could
go
wrong
and
the
truth
of
the
matter
is
that
a
whole
lot
goes
right.
A
whole
lot
goes
right
every
day,
and
so
we
need
to
remember
that
too.
E
E
Quickly,
I
just
wanted
to
give
me
an
update
on
the
planning.
That's
going
on
for
the
public
forum.
Public
address
we're
taking
a
little
bit
of
a
different
approach
this
year
to
the
actual
address
part.
What
will
happen
at
that?
I'll
give
a
little
bit
of
an
introduction.
Obviously
we'll
have
the
district
data
and
information
available
to
people
through
the
annual
report,
which
is
close
to
being
done
and
I
believe
we're
going
to
be
getting
that
out
to
you
soon.
E
If
you
haven't
already
received
it,
I
can't
remember
what
Ann
Marie's
done
and
anyways
tied
to.
That,
then,
would
be
the
focus
for
this
evening
and
I'm
gonna
have
Bob,
explain
to
you
a
little
bit
of
what
we've
talked
about
with
the
presentation
piece
to
it,
and
what
we
provided
for
you
tonight
is
what
we
would
send
out
to
those
people
who
have
signed
up
for
participation,
a
letter
from
Jim
and
I
your
board
president,
and
identifying
what
the
questions
will
be
in
the
focus
groups
and
a
little
bit
of
background
on
those.
F
After
dr.
Schatz
is
done
with
the
introduction,
what
we
are
going
to
do
from
teaching
and
learning
is
really
connect
back
to
the
new.
Every
student
succeeds
act
or
essa
and
under
essa.
The
big
push
is
making
sure
that
students
are
choice,
ready
that
they
are
ready
for
college
career
or
military.
So
part
of
what
we're
going
to
do
is
highlight
some
of
the
different
programs
and
initiatives
that
we
have
across
the
district
that
really
add
to
that
opportunity.
F
So
we're
going
to
start
our
presentations
with
the
idea
around
those
21st
century
skills
and
what
they
are
and
why
they
are
critically
important
for
whatever
that
next
step
gives
getting
ready
for
college.
Getting
ready
for
career
or
military
I
need
to
be
able
to
think
critically
and
create
and
be
creative
I
need
to
be
able
to
collaborate
and
to
communicate
so
we're
gonna
set
the
stage
with
that
and
to
help
us
with
that.
Jodel
taken
our
director
of
standards-based
education
is
going
to
help
us
with
that.
F
So
people
can
see
that,
along
with
that,
along
both
of
those
presentations,
we're
going
to
be
talking
about
how
technology
is
used
across
our
system.
How
was
used
to
help
our
students
with
those
21st
century
skills,
how
it's
used
to
help
students
in
project-based
learning
opportunities
and
then
finally,
we're
gonna
slide
into
the
last
piece
of
our
presentation
around
Career
and
Technical
Education,
and
how
that
is
a
critical
component.
F
For
many,
if
not
all,
of
our
students
as
they
look
for
what
is
their
choice
going
to
be
moving
forward,
so
Denise
Jonas,
our
director
of
career
and
tech,
education,
is
going
to
talk
a
little
bit
about
Career
Pathways
that
we
have
about
some
of
the
different
course
offerings
that
we
have
that.
Maybe
some
of
our
community
members
just
do
not
know
that
are
part
of
our
really
rich
and
deep
program
of
study.
F
So
the
hope
is
then,
after
those
4
topics
are
done,
pull
together
in
about
a
half
hour
presentation,
people
will
go
back
to
their
rooms
and,
on
page
two
of
the
handout
you'll
see
the
types
of
questions
that
we
are
going
to
ask
people
to
concentrate
on
to
talk
a
little
bit
about
to
give
us
feedback
on
what
we
need
to
refine
do
a
little
bit
better
or
put
more
or
less
emphasis
on
as
we
move
forward
in
and
around
teaching
and
learning.
So
that's
that
presentation
and.
E
So
emery
has
been
busy
collecting
names
from
principals.
We
ask
principals
who
submit
ten
names
of
people,
parents
in
particular
to
who
would
commit
to
attending
we're
trying
to
do
a
better
job
with
that
this
year
last
year
we
had
a
lot
of
people
that
didn't
show.
So
what
were
you
know?
We
obviously
don't
have
an
issue
big
enough
for
them
to
wanna,
sometimes
come,
but
really
this
is
academically
focused
to
get
feedback
and
what
we're
doing
with
all
of
this
and
so
she'll
be
reaching
out
to
those
folks
and
in
our
packets.
E
E
So,
for
those
of
you
can
be
there
and
at
our
administrative
group
and
leadership
teams
will
be
there
also
and
participate
just
like
we
have
in
the
past,
we'll
do
a
follow-up
survey
with
the
folks
who
attend
so
we
get
that
feedback
and
we'll
continue
to
follow
kind
of
that
process.
Now
that
we've
put
in
place
so
I
think
we're
pretty
well
prepared
now
with
what
we
think
the
structure
of
the
evening
look
like
it's
just
a
matter
of
pulling
it
together
and
and
in
trying
to
get
as
many
people
there
as
possible
to
participate.
S
The
website,
sometimes
they
sign
up,
even
though
the
principal
sent
sent
them
in
to
me
as
well
so
I
kind
of
have
to
review
that
once
I
get
everything
in
from
the
principal's.
We've
probably
had
40
to
50
people
sign
up
through
the
internet
through
the
website,
which
is
an
increase
in
the
past.
I
continue
to
get
them
I've
gotten
some
as
we
sat
here
as
well.
So
it's
good
to
see
where
we're
advertising
it.
In
the
newspaper
we
have
it
out
on
social
media,
we
put
press
releases
out.
S
L
So,
a
year
or
two
ago
we
hosted
a
group
specific
to
I
think
we
invited
business
leaders.
I
can't
remember
what
we
called
it,
but
I
know
there
was
talk
of
Technology
and
21st
century
skills
and
we
sort
of
had
roundtables.
Does
anyone
know
what
I'm
talking
about
specific
to
those
folks
that
we
invited
have?
We
made
also
a
special
invitation
for
them
as
well
to
attend,
since
it
seems
like
there's
some
of
the
same
topics
that.
E
Really
hasn't
been
the
focus
of
what
we're
doing
here.
That
was
a
that
was
a
focus
group
effort
that
we
put
in
prior
to
our
strategic
planning
process.
So
that
was
concerted
effort
at
that
time
that
that's
actually
been
probably
three
years
ago,
yeah
it
has
been
yeah
I
know
my
hairline
is
starting
to
show
you
that
the
timelines
going
fast
but
yeah
it's
been,
and
so
we
we
know,
that's
not
what
the
purpose
of
this
hasn't
been
for
that
in
particular,
that
could
be
something
that
could
be
talked
about
at
another
time.
E
If
we
want
to
try
to
do
some
focus
grouping
on
that,
but
right
now
our
emphasis
is
to
try
to
get
those
who
we
serve.
Parents
and
others
to
come
and
and
to
have
that
opportunity
so
yeah
well
and
the
opportunity
is
there
for
them
to
sign
up
or
be
part
of
so
yeah
we're
doing
everything
we
can
to
try
to
get
people
there.
B
C
B
B
N
E
Not
these
are
yeah
I'm,
just
gonna
say
it
absolutely
not
I
mean
these
are
highly
designed
signs.
The
reason
that
this
one's
being
replaced
is
because
there
was
a
tree
being
cut
down
and
it
hit
the
sign
that
was
existing
there,
and
so
it
wiped
out
whatever
sign
they
had,
and
so
this
is
really
a
replacement
sign.
We've
been
using
indigo,
but
these
Daktronics
type
systems
we
couldn't
build
ourselves
and
so
and
they
are
costly
and
what
we've
done
in
a
you
know,
maroc.
E
If
you've
got
additional
comments
you
can,
but
what
we've
done
is
with
our
newer
projects
now
we're,
including
that
in
in
the
in
the
process
of
the
building
itself,
and
so
we
also
replaced
another
one
in
Madison,
you'll,
remember
here,
just
not
too
long
ago,
because
of
their
sign
being
so
old,
and
but
so,
if
you're
gonna
do
this
kind
of
signage,
it's
not
something
we
can
do
on
our
own
in
our
own
school
district
here.
So.
N
E
It's
not
the
intention
to
do
that.
What
a
give
me
an
example,
what
we
were
struggling
with
when
I
first
came
on
as
superintendent
was
PTAs
and
other
groups
were
raising
money
to
put
signs
up,
and
it
was
the
siloed
approach
to
doing
it
and
what
they
did
over
at
Lewis
and
Clark.
Is
they
threw
up
this
new
sign
that
is
really
an
old
school
sign
and
and
what
happens
for
gym,
free
and
his
team?
E
We're
gonna
work
with
indigo
you've
seen
discovery
out
of
sign
here
recently
last
couple
years:
the
Eagles
project,
yet
Clapp
project
this
horse,
man,
one,
was
busted
up
because
of
a
tree
falling
on,
but
in
Madison
I
just
felt
in
that
neighborhood
that
when
I
went
by
the
school
there
were
several
things.
I
wasn't
happy
with
with
the
presentation
of
the
school
from
the
street
side,
and
so
we
did
landscaping
things
there.
We
put
up
a
new
flagpole.
E
We
said:
let's
get
them
a
new
sign
to
make
this
a
better
presentation
to
the
school
I,
don't
think
we
can
afford
putting
up
new
signs
at
every
single
school.
So
again,
it's
in
kind
of
as
needed
as
we
think
we
should,
but
what
we
want
to
do
is
get
PTAs
and
other
people
out
of
the
business
of
signage,
mortar,
brick
and
mortar
those
kinds
of
things,
and
so
that's
where
we're
at
right
now
and
that's
been
where
we've
landed.
A
T
H
U
T
T
U
C
A
Tonight
keep
us
jumping
all
I
have
to
report.
His
communications
next
meeting
is
set
for
Friday
November.
The
17th
at
7:30
I
know
that's
far
away,
but
there
was
a
poll
that
was
sent
out
so
after
that's,
where
we're
at
and
I
too,
attended
the
Teacher
of
the
Year.
It
was
kind
of
fun
because
I've
been
there
for
all
of
the
legs
of
that.
So
it
was
fun
to
see
that
Lea
got
this
role
so.
M
R
Yesterday
I
attended
the
celebration
over
at
eggsy
the
powwow
for
indigenous
peoples
day,
so
that
was
very
fun
to
see
a
bunch
of
little
kiddos
dancing
and
any
rate.
We
had
a
meeting
scheduled
last
week
for
the
Native
American
Commission,
but
it
was
cancelled
because
people
were
planning
busy
planning
for
the
events
yesterday
and
I
wanted
to
let
you
know
that
I
passed
out
the
handout
here
is
from
me,
and
it
was
from
the
forum
that
was
at
Fargo
South
when
superintendent
Baylor
came
for
the
presentation,
so
I
just
thought.
R
B
Think
you
have
a
copy
of
the
president's
report
in
front
of
you.
There
are
a
couple
of
things:
I
want
to
highlight
on
it
and
a
couple
other
items
I
need
to
cover.
First
of
all,
October
17th,
and
please
mark
that
on
your
calendar,
we're
meeting
with
the
city
and
the
parks,
it's
gonna,
be
up
at
Edgewood,
I
believe
I'm,
not
sure
if
it's
at
the
old,
Chalet
or
divots,
but
we'll
figure
it
out
when
we
get
there,
you
think
it's
at
the
old
chalet,
you
think
so.
B
Okay,
then
please
note
under
homework
that
if
you
have
not
already
done
the
doodle
poll
on
the
winter
retreat,
please
do
so
and
you
have
two
homework
assignments
that
are
due
by
October
18th,
gp6,
8,
11,
12,
13
and
14
sounds
like
a
lot.
But
if
you
looked
at
it
today,
it's
really
not
that
time-consuming,
probably
equally
or
certainly
perhaps
even
more
important.
From
my
perspective
is
your
superintendent
evaluation
part
one
of
that
process
has
to
occur.
This
fall.
B
So
please
take
the
time
to
put
down
your
thoughts,
get
them
back
to
a
memory
by
October
18th,
because
governance
will
need
them
at
our
October
meeting
to
put
a
consolidated
report
together
and
present
back
to
the
board
one
other
date
that
is
not
on
here.
That
I
think
you
could
put
in
too
hard
pencil
because
we
got
to
get
absolute
confirmation,
but
we
will
probably
do
the
negotiations
training
on
November
11th,
that's
Saturday!
It
is
going
to
be
a
four-hour
training
session.
B
So
right
now,
I'm
tentatively
saying
we're
gonna
start
at
8:00
and
be
done
by
noon.
John
is
going
to
be
in
contact
with
our
trainer
and
confirm
that
that
all
is
going
to
work
on
his
calendar.
The
last
word
we
have
that
did
work
for
him
and
so
that'll
be
the
tentative
date
once
we
have
absolute
confirmation
and
a
contract
from
our
trainer
we'll
put
out
a
notice
as
well
to
remind
everybody
of
that
date,
a
couple
other
things
from
a
president's
perspective
that
I
wanted
to
share.
First
of
all,
SEEC
had
a
board
meeting.
B
Since
we
last
map,
we
took
a
look
at
our
updated
budget.
The
reas
are
certainly
in
budget
type
mode
right
now
too,
because
this
is
succeed.
2020
grant
is
all
but
evaporated
at
this
point
in
time,
but
many
of
those
services
there
was
a
real
desire
to
continue
and
we're
trying
to
scramble
to
figure
out
how
we're
gonna
make
that
happen
with
less
dollars.
We
had
some
staffing
updates.
We
were
given.
B
We
reviewed
a
couple
issues
in
our
strategic
planning
process
and
elected
new
officers
for
this
coming
year:
governance
map
and
just
to
share
with
you,
the
training,
professional
development
things
that
governance
is
going
to
be
working
on
through
this
year
for
all
of
us
as
board
members.
Obviously,
the
negotiation
training
that
I
just
referenced
on
the
11th
of
October
I
believe,
as
you
individually
met
with
dr.
Schatz.
He
had
some
conversation
with
you
regarding
how
foundation
aid
formula
works.
B
B
Money
comes
into
the
district
and
we'll
probably
look
at
doing
something
at
the
winter
retreat
in
terms
of
that,
and
then
I
think
there
was
a
request
to
get
more
information
on
the
curriculum,
curriculum
review
process
and
that's
something
that
will
be
seen,
probably
in
the
spring
of
the
year
and
potentially
depending
upon
how
everything
works
out
for
the
winter
retreat.
Maybe
as
early
as
that,
so
those
are
the
three
big
items.
B
So
there
may
be
some
additional
professional
development
training
opportunities
for
us
after
that
process
begins
to
unfold
a
little
bit
more
I
do
have
a
specific
request
of
five
of
you
this
evening,
but
before
I
do
that
I
have
a
specific
request
of
brandy.
Are
you
willing
to
be
an
alternate
delegate,
because
Christy
has
informed
me?
She
is
not
going
to
be
able
to
stay
for
the
bill.
Yes,.
B
Jennifer
Rebecca
David,
John
and
Christy
before
you
leave
this
room.
I
would
like
you
to
stop
by
over
at
the
desk,
to
my
left
and
just
confirm
where
we
are
on
the
National
School
Board
Association
travel
plans
as
a
Murray
has
a
question
or
two
that
she
needs
the
answer
to
before.
She
can
actually
start
the
process,
which
I
think
is
later
this
week
or
early
next
week.
Next.