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From YouTube: School Board Meeting - June 13, 2017
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - June 13, 2017
A
A
That
active
it's
a
second.
Thank
you
all
in
favor,
say
aye
aye
opposed
same
motion
carried
no
one
has
signed
up
to
speak,
but
it
seems
like
we'll
be
seeing
quite
a
few
of
you
shortly
here.
Fe
a
report.
There
was
no
one
here
from
FAA
tonight,
so
we'll
go
right
to
the
monitoring
school
improvement
reports.
Dr.
Aubrey.
C
Great
thank
you.
I
travel
with
all
my
friends
tonight,
so
lots
of
support
just
to
remind
you
that
this
year
do
with
our
strategic
plan.
One
of
our
initiatives
is
to
bring
to
you
and
share
with
you
the
results
of
our
internal
reviews
with
our
site
visits
that
we
do
on
a
five-year
basis
amongst
all
of
our
our
school
buildings.
Last
year,
you'll
remember
that
we
had
a
district
accreditation
visit.
C
What
has
been
set
up
through
our
school
improvement
planning
is
that
we
are
mimicking
cloning,
that
exact
same
process
and
the
same
standards
at
each
of
our
sites
every
five
years.
So
this
year
in
the
2016-17
school
year,
we
had
five
schools
that
were
able
to
host
and
plan
for
a
successful
visitation.
These
are
also
available,
as
in
a
report
form
tonight,
they're
just
sharing
their
highlights
of
that
visit
with
you,
but
on
our
strategic
plan
dashboard.
All
of
these
are
uploaded
and
available
for
you.
C
If
you
want
to
see
the
full
report
and
I
am
NOT
doing
the
presentation
tonight,
but
I
do
want
to
start
by
introducing
Cheryl
Danson.
She
is
the
principal
over
at
McKinley
Elementary
School,
and
she
was
graciously
volunteered
as
sue
Mike.
Ster
works
with
us
on
a
consulting
basis.
She
used
to
be
our
school
improvement
planning
person
along
with
CTE,
as
she
has
moved
further
into
retirement.
We
are
trying
to
learn
from
her
and
she's,
been
working
with
us
and
Cheryl,
and
also
Shawn
Safranski
at
discovery
at
Davies
and
they've
been
heading
up.
C
D
So
we're
looking
at
the
result,
strategic
initiative.
Seven
is
the
one
we're
working
with
sharing
out
today.
So
if
you
look
at
the
bottom
of
school-based
improvement
cycle,
as
dr.
I
agree
had
reported.
So
in
the
past
our
school
improvement
cycles,
our
school
had
visits
in
order
to
be
accredited
through
advanced
IDI.
Our
recent
cycles
now
are
a
system-wide
district-wide
accreditation,
so
our
schools
then
get
our
feedback
based
on
our
internal
visits
that
they
receive
every
five
years
as
well
as
each
year
annually
as
well.
D
So
we're
going
to
be
giving
them
feedback
on
their
plans
that
are
based
on
their
data,
as
well
as
aligned
to
our
strategic
plan
for
Fargo
public
schools
as
well.
So
each
of
them
are
going
to
give
you
a
little
quick
overview
of
their
visit
and
then
their
feedback
that
receipt
they
received
and
then
some
of
their
next
steps
that
they're
going
to
take.
We
will
have
time
at
the
end
of
our
presentation.
If
you
do
have
any
questions,
so
our
first
school
is
going
to
be
Washington.
E
C
before
I
start
tonight,
I'd
like
to
thank
sue
Mike
stur
for
all
her
work
and
guidance.
She
really
has
been
a
good
mentor
for
all
of
us
in
helping
us
I'd
also
like
to
thank
the
committee
chair
that
we
had
at
Washington.
Her
name
is
Kathy
C,
slack
and
she's
from
Fargo
North.
Now
our
visit
was
in
October,
so
in
my
advanced
age,
I'm
hoping
that
I
can
remember
what
was
going
on
in
October.
Just
to
give
you
some
brief
information
about
Washington.
E
This
is
kind
of
what
we
are
about
at
Washington
school
I
know.
Many
of
you
have
been
up
at
Washington
with
liaison
visits
and
things
like
that,
but
we're
kind
of
all
about
our
school
beliefs
up
in
Washington
and
those
are
kind
of
all
four
of
them
and
some
of
the
murals
that
we
have
decorating
our
building.
This
is
kind
of
who
we
are.
We
have
375
students
over
60
staff
members
we're
a
non-title
one
school.
We
have
a
very
active
PTA.
E
Lots
of
parents
are
involved
in
our
school
and
and
come
into
our
building
for
lots
of
different
reasons.
Our
average
class
size
is
about
20
and
at
Washington
that
picture
there
of
all
those
kids
that's
way
more
diverse
than
what
we
are.
We
have
a
very
low
level
of
diversity,
ethnic
diversity
at
Washington
school.
E
There
are
some
challenges
at
Washington,
school
I,
think
similar
to
many
schools.
I
mean
we're
challenged
with
things
like
student
engagement,
making
our
lessons
meaningful
for
our
for
our
kids,
a
wide
range
of
learners.
Those
are
challenges
that
that
we
I
think
we
all
share,
but
we're
really
focused
that
our
challenges
are
actually
the
goals
that
we
set
in
our
school
improvement
plan.
E
Our
second
goal
is
in
the
area
of
writing
and
we
want
all
80
percent
of
our
kids
to
be
writing
at
a
proficient
level
for
their
grade
level
and
that's
kind
of
based
on
a
loosey
Caulkins
rubrics
that
our
teachers
use
and
work,
and
then,
of
course,
we
want
100%
of
our
students
to
feel
positive
about
Washington,
school
and
being
a
part
of
our
school
family.
Tonight,
you're
going
to
be
hearing
about
positive
practices
in
all
of
our
schools.
E
Ok,
and
so
there
were
some
positive
practices
that
were
shared
at
Washington,
one
of
those
positive
practices
that
they
sought,
a
good
alignment
between
our
school
improvement
plan
and
the
things
that
we
do
at
school.
We
have
a
writing
goal,
so
we
have
writing
PD.
We
have
a
reading
goal,
so
we
have
reading
PD,
we
have
school
climate
goal,
and
so
we
have
a
school
climate
PD.
So
the
visiting
team
I
think
they
really
felt
that
there
was
good
alignment
between
our
plan
and
the
things
that
we
do
at
Washington.
School
I
want
to
credit.
E
My
school
team,
my
teachers
and
other
professionals
I
mean
we
all
work
on
this
plan.
Together
so
I
think
that
helps
us
to
be
focused
each
day
when
we
come
to
work
to
try
to
to
meet
those
challenges
that
you
learned
about
earlier.
Another
powerful
practice
that
we
learned
about
from
our
visitation
was
that
there
is
still
there's
more
connectedness
between
all
the
components
of
our
schools
work.
So
again,
that
focus
seems
to
be
clear
to
the
people
that
came
to
visit
us
in
October
and
again
we
make
a
just
effort
to
do
that.
E
Everything
that
we
do.
We
try
to
have
it
spin
off
of
our
school
improvement
plan.
So
we're
glad
that
the
visitation
team
was
able
to
see
that
the
things
that
we're
wanting
to
do
it's
showing
up
in
the
things
that
we
are
doing,
our
last
powerful
practice
has
to
do
with
our
school
climate.
There's
a
constant
direction
and
everybody
is
kind
of.
On
the
same
page.
E
Also
tonight
you're
going
to
be
hearing
about
opportunities
for
improvement,
and
we
had
a
couple
of
excellent
ones
that
that
came
from
our
school
improvement
team.
One
is
that
they
directed
us
to
make
better
use
of
formative
assessments.
These
are
things
like
exit
cards
or
common
assessments
that
teachers
might
do
I
think
we
do
a
good
job
of
using
some
of
the
benchmark
assessments
that
the
district
has
made
available
to
us.
E
But
the
team
was
directing
us
to
make
use
of
more
of
those
day-to-day
types
of
information,
gatherings
that
teachers
use
to
help
guide
our
instruction
and
actually
the
second
opportunity
would
be
actually
taking
those
things
that
we
learn
and
then
applying
that
to
how
we
teach
so
using
that
formative
data
that
information
that
we
gather
on
the
run
and
using
that
to
provide
to
provide
instruction.
One
thing
that
we'll
be
doing
next
year
at
Washington
school
will
be
this
literacy
lab
we
kind
of
started
it
this
year.
E
It
helps
our
team
focus
on
small
group
instruction,
which
we
know
is
very
important
to
helping
kids
make
one
year,
one
year's
growth,
and
so
that's
going
to
be
one
of
our
next
steps
there.
We
are
Washington
elementary
school.
That's
a
our
pledge
that
we
see
every
morning
and
again
it's
what
we're
about.
E
Many
of
you
know
that
this
is
like
the
last
time
you
might
see
me
love
y'all,
you've
been
great
I
want
to
thank
dr.,
Schatz
and
I
want
to
thank
dr.
Agri
to
know.
Bob
is
not
here,
but
you
guys
have
been
great
mentors
great
people
to
work
with,
and
for
so
thank
you
guys
very
much.
Okay,
all
right!
Thank
you
up.
Next
up,
dr.
Jeffrey
resna
check.
F
All
right,
I'd
like
to
echo
professor
Carlson
and
his
gratitude
towards
sue
Mike,
stur
sue,
Mike
ster
was
our
external
review
person
so
gave
us
a
lot
of
feedback
on
what
we
can
do
and
what
we
do
do
at
Centennial
I
am
Jeff
Resnick
I'm
at
Centennial.
You
see
our
motto
up
there.
We
say
this
every
day,
it's
every
child
every
day,
so
we
look
at
all
530
students
that
we
have
and
we
treat
each
one
the
same
all
day,
really
with
them
in
mind.
We
are
a
non-title
school,
thirteen
percent
free
and
reduced.
F
So
we
are
in
affluent
neighborhood.
We
have
25
classrooms
with
an
average
class.
Size
is
20
to
22,
and
our
teacher
experience
is
generally
13
years
of
experience.
Some
things
that
are
unique
to
Centennial
Centennial
changed
over
the
last
two
years.
We've
kind
of
been
that
that
buffer
zone
that
little
sponge
between
Edie
clap
and
Eagles
as
they
have
opened.
We
have
changed
with
them.
Over
the
last
two
years,
our
student
population.
F
F
We've
become
a
little
less
diverse,
so
we've
got
a
brand
blend
new
group
of
kids
that
we're
really
trying
to
figure
out
who
they
are
and
how
they
fit
and
really
trying
to
meet
their
needs.
So
over
the
last
two
years
it's
been
quite
a
unique
opportunity:
I
pride
myself
and
getting
to
know
every
child
by
name,
that's
a
priority
for
me.
So
the
last
two
years
have
been
a
challenge
for
me.
It
really.
G
F
We
have
a
very
positive
building
culture
and
climate,
that's
indicative
by
our
climate
and
culture
surveys.
This
past
year,
we
started
out
at
basically
45%
of
our
teachers
feeling
valued
this
past
year,
eighty
percent
so
or
going
up
and
moving
on.
So
our
challenge
with
a
large
school
of
eighty-eight
staff
members
is
simply
communication.
F
These
are
some
of
the
school's.
The
team
comes
in
and
actually
uses
an
Elliot
forum,
that's
an
effective
learning
environment
observation
tool
and
they
give
us
scores
and
feedback,
and
what
you
highlight
what
I've
highlighted
there
are
our
two
top
areas
in
in
our
scores:
well-managed
learning
environment,
as
well
as
a
supportive
learning
environment
and
to
the
right
are
some
important
quotes
that
sue
gave
to
us.
That
really
speaks
to
who
we
are
a
fifth
grade
student
saying
the
whole
team
together
is
works
together
for
me
teachers.
F
As
Professor
Carlson
said,
we've
got
powerful
practices
and
our
greatest
resource
our
greatest
strength
in
our
building
is
our
teachers.
Our
teachers
are
dedicated.
They
are
committed
to
improving
their
instruction
so
that
we
can
meet
our
student
needs.
We
have
a
true
commitment
on
collaboration
and
cooperation
and,
as
we
said
and
I've
said,
every
student
every
day
is
our
motto.
F
We
also
have
a
very
school
positive
climate,
that's
valued
by
students
and
staff
with
students.
I've
talked
to
the
board
before
about
a
culture
camp
experience
that
we
provide
our
kids,
that's
a
weekly
opportunity
for
each
grade
level
to
come
together
six
times
a
year
to
talk
about
bullying
prevention,
how
we
work
together
as
teams,
how
we
build
a
supportive
community,
how
how
we've
got
each
other's
backs
and
we
stick
up
for
each
other
and
in
doing
so
it's
dropped.
Our
behavior
behaviors
reported
behaviors
significantly
over
the
past
five
years.
F
We
do
learning
walks
in
our
buildings
with
our
teachers.
It's
an
opportunity
for
teachers
to
get
into
other
classrooms,
not
only
giving
feedback
but
learning
from
each
other
over
the
year.
That
has
built
a
strong
trust
that
from
k5
we
support
each
other.
So
my
5th
graders
not
having
that
opportunity
opportunity
to
be
in
kindergarten
or
see
kindergarten,
now
understand
what
kindergarten
is
and
why
that's
an
important
foundation
for
them
and
their
success
at
fifth
grade.
F
The
adoption
of
learning
walks
as
I
mentioned,
is
a
strong
PD
that
we
have
implemented
into
our
building
and
for
next
year.
We
will
take
it
even
further
this
year
with
student
engagement
next
year,
we'll
continue
with
student
engagement,
but
then
also
look
at
ways
that
we
can
prove
some
of
our
reading
and
math
instruction
as
well.
F
H
20%
of
our
students
are
al
English
learners
and
we
have
about
18
different
languages
that
are
spoken
in
63
percent
of
our
students
qualify
for
free
and
reduced
lunch,
so
that
does
make
us
a
school-wide
title
school,
some
of
the
unique
areas
of
our
school.
We
just
finished
our
second
year
in
operation
and
we're
really
that
four
school
to
be
built
in
an
already
established
neighborhood
and
our
diversity
also
is
definitely
a
celebration
and
something
that
makes
us
unique
with
18
/
18
different
languages
that
are
spoken.
H
Some
of
the
challenges
that
we've
recognized
certainly
having
a
new
school
involved,
students
and
families
I'm
having
to
leave
a
school
that
they
love
to
move
to
another
school
and
already
in
that
second
year,
you
just
felt
the
difference
with
people
really
feeling
like
this
is
their
school.
It
was.
It
was
meant
to
be
there,
and
so
we're
really
looking
forward
to
that
continuing
to
strengthen
in
the
future
and
then
always
increasing
our
cultural
proficiency,
both
among
our
staff
that
that
appreciation
of
differences
among
students
and
then
also
fostering
that
among
our
families
as
well.
H
Commune
be
and
be
able
to
give
us
some
feedback
of
that
whole
idea
of
diversity
and
being
a
great
source
of
pride
for
us
came
through
in
that
report,
which
we
were
very
excited
about
and
then
with
just
the
the
positive
school
culture
that
we've
worked
to
build
in
the
in
the
short
time
that
we
had
been
open,
and
so
through
that
we
had
three
powerful
practices
and
two
opportunities
for
improvement.
One
of
the
powerful
practices
centered
around
the
learning
and
work
environment
in
the
staff
and
were
found
among
the
staff
and
throughout
the
school.
H
They
really
found
that
we
did
focus
on
the
the
appreciation
of
diversity.
One
of
the
quotes
they
included
in
the
report
actually
was
something
that
I
had
said.
The
staff
I
have
could
not
be
more
perfect
for
the
students
in
this
building.
It
is
an
incredibly
passionate
staff
and
most
of
the
staff
who
are
at
IDI
clap
had
been
at
other
schools
in
the
district
and
had
chosen
to
come
to
work.
H
Another
powerful
practice
is
the
staff
and
students
embracing
and
celebrating
the
diversity
within
the
building.
It
truly
is
a
commitment
to
to
our
students,
helping
them
understand
that,
yes,
we
are
different,
but
at
this
at
when
it
really
comes
down
to
it,
we
all
have
a
lot
of
things
in
common
and
the
staff
is
really
committed
to
that.
We
were
excited
to
celebrate
97%
parent
attendance
at
our
Fall
conferences.
H
How
can
we
better
serve
students,
and
where
do
we
want
our
reading
and
math
specialists
to
focus
their
time,
so
that
was
another
powerful
practice
that
they
had
they
had
found.
The
opportunity
is
for
improvement.
We
are
very
excited
about
because
we
felt
that
they
really
nailed
it
really
where
we
needed
to
go
next.
I
All
right
good
evening
from
Madison
and
I
am
Bobby
Olson
and
okay.
So
as
far
as
their
school
demographics,
we're
going
to
be
that
small
school
up
on
North
West
part
of
our
district,
and
we
with
our
population,
is
very
diverse
and
we're
talking,
probably
I,
would
say.
Forty
five
percent
of
our
kids
are
non-white,
kids
in
so
very
diverse.
That
way,
and
as
far
as
we're
concerned,
we
feel
like
it's
a
strength
for
us
and
it
is
really
added
to
our
culture
up
there
at
Madison
and
it's
something
that
we
celebrate.
I
What
makes
Madison
unique
I
would
have
probably
given
that
for
an
answer,
but
I
would
also
say
that
we
would
be
like
the
epitome
of
a
community
school
and
if
you
look
at
our
geographic
geographic
makeup,
we're
up
there,
we
are
kind
of
segregated,
as
I'm
sure
you
guys
have
looked
at
before
the
boundaries.
We
are
just
not
connected
residentially,
so
that
school
sits
rate
smack
in
the
middle
of
that
low
residential
area
up
there.
And
so
we
are.
We
are
a
community
school
if
there
ever
was
one
challenges
for
Madison
higher
poverty.
I
I
And
I
think
this
PowerPoint
didn't
load
so
I'm
just
going
to
talk
off
of
what
I
have
so
as
far
as
overview,
I
picked
out
three
things
and
one
of
the
I
guess
one
of
the
strings.
So
we
had
was
significant
evidence
of
Madison's
instructional
data
approach,
helping
students
reach
their
goals,
and
so
we
have
a
very
comprehensive
data
usage
system
that
we
are
constantly
working
in
refining
so
before
a
child
even
scores
something
wrong
on
a
test.
We
almost
know
it
ahead
of
time,
so
very,
very,
very
good.
I
Data
system
probably
middle-of-the-road
statement
that
I
picked
out
was
Madison's.
Instructional
processes
are
powerful
when
implemented
with
fidelity,
and
we
have
some
really
good
stuff
happening
in
our
coaching
is
good,
intense
coaching.
It
happens
and
resulting
in
very
good
instruction.
However,
we
still
have
some
pockets
out
there
that
we
want
to
continue
to
work
at.
We
know
where
those
pockets
are,
and
we
have
a
plan
to
to
reach
that.
So
as
far
as
one
statement
that
I
picked
out
that
I
feel
like
represented
some.
I
The
challenges
we
might
have
is
that
we
recognize
that
there's
a
lot
of
work
to
still
be
done
in
the
area
of
parent
involvement
at
our
school,
and
we
have
come
up
with
a
plan
for
that.
We
have
worked
with
the
PTA
and
we
do
think
that
we
have
a
pretty
good
product
for
this
next
year.
We've
tried
some
different
things
and
we've
just
have
never
been
quite
satisfied
with
where
we're
at
so
we
did.
I
We
did
worth
it
work
with
the
PPA
to
develop
a
good,
solid
plan
for
that,
so
we're
looking
forward
to
that
this
coming
year.
So
some
of
the
powerful
practices
would
include
that
we've
developed
a
we've
developed
the
Google
Doc
that
enables
our
classroom
teachers
to
be
working
directly
with
interventionists
and
sharing
data
back
and
forth.
So
you'll
never
find
our
classroom
teachers.
I
You
know
not
able
to
answer
questions
about
how
somebody
is
doing
with
a
reading
intervention.
It
might
be
served
by
special
education
or
title
one,
and
so
on.
The
communication
with
our
data
has
been
really
helped
out
by
this,
and
so
that
was
one
of
the
things
that
was
noted
and
then
we
also
use
multiple
measures
to
help
students
set
goals,
and
so
we
set
goals
at
every
single
level.
I
I
What's
really
nice
about
this
whole
process
is
that
we
knew
some
of
this
already
it's
nice
to
have
that
affirmation
having
some
outside
eyes,
come
in
and
take
a
look
and
say:
yeah,
that's
that's
what
we're
seeing
so!
We've
developed
we've
developed
a
really
strong
coaching
plan
for
next
year
as
well,
to
help
out
with
that
so
and.
I
Let's
you
know
jump
in
ahead
kind
of
because
a
PowerPoint
isn't
matching
up
here,
so
some
opportunities
for
improvement-
and
that
is,
let's
see,
interviews
across
the
board,
again
revealed
that
we
need
to
further
our
parent
involvement.
We
have
a
plan
for
that
and
in
specific
our
PTA.
I
We
met
with
them
and
we
planned
things
for
each
and
every
month
to
happen,
and
we've
not
done
that
before,
and
so
we
have
things
that
range
from
movie
nights
to
math
nights,
different
types
of
nights
that
we
can
bring
our
parents
in
and
actually
sit
down
with
them
work
with
them
or
just
simply
have
them,
bring
their
child
and
participate
in
something
and
so
that
being
driven
by
the
PTA,
rather
than
be
in
school.
Driven
we're
hoping
for
some
success
in
that
area,
as
well
so
and
on
to
Lincoln
Elementary.
J
This
is
what
we
do.
This
is
why
we
do
it.
This
is
where
our
heart
is
for
our
kids.
So
a
little
bit
about
Lincoln
right
now
we
have
426
students.
In
the
last
three
years,
we've
been
privileged
to
be
part
of
the
boundary
changes
for
two
new
schools
opening
and
with
that
there's
been
some
herbs
and
flows.
Lincoln
is
with
the
where
we're
at
located
in
the
heart
of
the
city.
J
We
are
also
have
the
privilege
of
having
a
very
mobile
population,
and
so
it's
one
of
those
wonderful
challenges
of
how
do
we
meet
the
needs
of
students
as
they
come
and
go
and
continuing
to
find
those
ways
to
tweak
our
instruction
and
meet
those
needs.
51
percent
of
our
students
are
free
and
reduced
nine.
Seventeen
percent
receive
ll
support
and
we
have
15
at
least
15
different
languages
that
are
spoken
at
Lincoln.
We
also
have
the
privilege
of
serving
our
students
that
live
in
the
Y
shelter.
J
Some
of
the
wonderful
things
that
our
external
review
team
noted,
while
they
were
there,
that
we
pride
ourselves
on
being
a
data-driven
school
the
last
three
years.
We've
really
worked
on
our
data-driven
process
and
how
do
we
look
at
that
as
a
systematic
process,
aggregate
data
down
to
our
desegregate,
the
data
and
into
our
classrooms,
and
really
supporting
our
classroom
teachers
in
that
day
to
day
instruction,
they
noted
a
positive
climate
and
culture
resonated
throughout
the
school.
J
We've
spent
a
lot
of
time
working
on
our
vision
statement
at
the
school
and
the
team
noted
that
not
only
was
our
vision
connected
to
the
district's
mission
and
strategic
plan,
but
it
was
connected
right
in
to
our
staff
focus
and
our
everyday
practices,
we're
continuing
to
build
our
culture
of
coaching,
and
this
was
evidenced
through
our
rigorous
and
effective
learning
environments.
So
they
noted
that
our
small
group,
instruction
with
literacy
and
math,
was
evident
across
our
buildings
and
in
our
classrooms,
along
with
our
self-regulation
focus
and
social
skills.
Application.
J
Powerful
practices
that
they
noted
was
engaging
our
family,
so
we
have
done
a
lot
of
work
in
trying
to
engage
our
family
so
coming
from
a
school
that
has
a
high
free
and
reduced
population.
A
lot
of
our
families
may
have
some
reservations
about
coming
into
the
school,
so
we've
really
tried
to
create
many
positive
events
for
our
families
to
come
in
that
are
low-key,
high
relationship
building
so
that
they
can.
J
They
can
really
feel
good
about
sending
their
kids
to
us
getting
to
know
us
some
of
those
fabulous
things
have
been
our
tonight's
reading
and
math
nights.
Ll
family
nights.
Our
talent
shows
our
walkathon
events.
We
have
many
PTA
events,
musical
performances,
family
picnics,
our
parent-teacher
conferences.
We
make
personal
contacts
right
away
at
the
beginning
of
the
year
and
then
continue
to
keep
in
contact
with
our
families.
Throughout
the
year
I
mean
the
team
noted
that
we
have
a
robust
opportunities
for
staff,
development
and
learning
and
growth.
J
J
It
was
noted
that
our
learning
targets
are
posted,
but
one
area
for
us
to
grow
is
to
continue
to
reference
those
throughout
our
lessons
and
then
to
continue
to
grow
in
our
21st
century
and
for
C's
instruction
that
it's
in
our
infancy
and
that's
something
that
is
a
school
we've
recognized
and
wanted
to
grow
on.
And
the
team
also
recognized
that
and
then
implementing
instructional
process
through
student
learning.
J
So
again,
continuing
to
have
our
learning
targets
posted
referencing,
those
and
then
our
next
steps
this
year
is
really
to
increase
our
use
of
exit
slips
and
use
that
as
our
formative,
data
piece
monitoring
and
communicating
comprehensive
information,
so
really
making
sure
that
we're
communicating
to
our
stakeholders
what
our
school
goals
are
as
a
staff
we're
very
aware
of
it
of
what
our
school
goals
are
and
what
we're
doing,
but
making
sure
that
we're
continuing
to
communicate
that
out
to
our
stakeholders
and
next
we
have
Carl
Ben,
Eielson
and
Kathy
silver.
Thank
you.
K
I
have
a
team
with
me
because
our
external
review
really
was.
It
really
was
a
collaborative
effort
and
so
they're
here
to
share
this
with
us.
So
really,
thank
you.
So
much
I
hadn't
been
through
this
before
and
I,
have
to
say
it
was
way
more
informative.
It
was
so
much
than
it
ever
has
been,
so
it's
good
stuff
going
on
Aimee
Herrick
was
our
leader:
I
have
had
su
mics
drums,
B
dial
for
the
last
two
years,
answers
all
the
time.
So
thank
you
for
this
opportunity.
We've
learned
some
pretty
great
things.
K
K
So
if
you
look
at
our
enrollment
we're
a
little
bit
different
as
far
as
our
years,
so
I'm
going
to
focus
on
our
latest
data.
Sixth,
seventh
and
eighth
grade,
pretty
pretty
close
numbers:
238
277,
seventh,
graders
and
262
eighth
graders.
We
have
a
class
size
of
about
25
62
teachers,
24
other
teachers.
We
have
25
other
personnel
and
then
so
we
look
at
our
whole
full-time
staff.
K
We
have
111,
so
it's
a
big
building
going
down
towards
the
bottom,
where
we
look
at
some
of
our
demographic
information,
15:15
thousand
total
households
which
surprised
me
I,
I,
don't
know
why,
but
I
just
did
we
have
family
households,
almost
eight
thousand,
an
average
family
size
of
almost
three,
and
so,
if
you
continue
to
go
down
this
you're
going
to
see
that
we
have
some
additional
information,
that's
talking
about
the
income
levels
and
all
of
the
housing
kinds
of
information.
Our
state
assessments
going
up
to
the
top
right.
K
You
can
see
here
that
we
have
some
work,
that
we've
been
that
we've
been
moving
on
you're,
going
to
notice
that
all
the
way
over
at
science
there
isn't
anything,
and
that's
because
eighth
grade
is
where
the
science
assessment
starts.
And
then,
if
you
look
down,
we
have
our
math.
Our
map
assessment
proficiency
for
the
spring
of
2016,
and
so
you
can
see
here
some
of
the
things
that
we
have
our
building
opened
in
2006.
K
Me
I
was
the
middle
school
administrator,
two
teachers.
We
also
had
the
two
high
school
teachers
and
one
elementary
education
that
came
in
to
share
the
information
to
give
us
our
findings.
They
examined
materials
they
interviewed,
they
observed
they
had
people
that
were
right
right
during
instruction
and
I.
Think
probably
one
of
the
most
exciting
piece
for
them
was
their
student
interviews,
because
we
just
pulled
a
group
of
students
and
they
got
definitely
some
information
for
their
is
very
exciting.
K
L
L
During
the
interview
of
our
students,
which
we
did
take
a
very
diverse
population,
by
the
way
we
didn't
just
pull
the
best
and
the
brightest
and
all
of
the
students
said
that
they
felt
safe
and
that
they
felt
that
they
had
developed
strong
relationships
with
at
least
some
staff
person
in
the
building,
which
is
something
that
we
feel
strongly
as
teachers
in
our
buildings
that
that's
very
important,
that
our
students
have
a
connection.
At
least
one
connection
in
the
building.
L
Also,
students
were
actively
engaged
through
various
instructional
strategies,
whether
it
was
through
use
of
paper
use
of
Technology,
there's
a
big
blend
of
the
way
that
students
are
being
taught
and
the
way
that
they're
being
they're
able
to
express
themselves
an
accommodation
of
the
different
learning
styles.
We
evidence
to
the
team
when
they
were
in
the
classrooms
with
our
teachers,
the
school
leaders
are
formally
monitoring
and
supporting
the
improvement
of
instructional
practices
of
our
teachers
through
the
Marzano
evaluation
tool
and
also
through
PD
they've
done
a
very,
very
good
job.
L
Every
month
we
have
information
on
the
Mars
on
Mars
on
O'tool
what
we
should
be
doing,
how
we
should
be
implementing
it
into
our
classrooms,
so
it
was
very
helpful
opera.
Another
area
of
growth
is
the
program
of
professional
learning
for
all
staff
members
needs
to
be
continuous,
so
there
needs
to
be
a
little
bit
more
consistency
in
the
implementation
of
the
professional
learning
and
also
that,
when
new
staff
come
in,
we
need
to
remember
to
educate
them
on
the
existing
building
initiatives
and
programs.
L
L
One
of
the
suggestions
that
the
team
made
is
that
they
need
to
implement
a
school-wide
method
of
documenting
interventions,
and
that
is
something
that,
as
a
team
that
we
actually
had
been
talking
about
and
trying
to
come
up
with
a
concrete
method
of
how
we
want
to
do
that,
so
that
all
teachers
can
see
what
interventions
that
are
being
implemented
and
how
they're
being
successful
or
maybe
not
successful,
and
how
we
can
make
changes.
At
that
point.
L
Also,
staff
members
have
been
trained
to
implement
a
formal
process
that
promotes
discussion
about
student
learning
and
conditions
that
support
that
student
learning.
There
needs
to
be
more
consistent
expectations
and
documentation,
and
supervision
by
the
administration
was
one
of
the
things
that
the
that
the
external
team
also
felt
strongly
about
that.
M
My
side
surrounds
standard
five,
which
is
continuous
improvement
and
so
our
powerful
practices
that
were
identified
by
our
external
team
or
that
the
professional
staff
continuously
collect
analyze
and
apply
learning
from
a
range
of
data
sources.
And
so
one
thing
that
was
very
newly
implemented
in
our
building
was
the
use
of
the
reading
inventory,
or
also
known
as
the
RI,
which
used
to
only
be
directly
related
to
reading,
read
180.
M
But
we
went
school-wide
with
it
as
another
form
of
assessing
our
students
and
monitoring
that
through
fall
winter
and
spring,
much
like
the
elementary
schools
do,
and
so
we
can
get
timely
feedback
and
be
able
to
use
that
to
not
only
identify
students
for
read
180,
but
for
also
interventions
if
they
are
in
a
regular
English
aid
class.
That
teacher
is
aware
of
their
Lexile.
They
can
make
informed
decisions
based
on
that
information,
so
that
was
new
through
just
two
years
ago,
which
was
like
I,
said
the
ri.
M
Another
powerful
practice
was
the
leadership,
monitors
and
communicates
comprehensive
information
about
student
learning
conditions
that
support
student
learning
and
the
achievement
of
school
improvement
goals
to
stakeholders.
So
we're
doing
a
good
job
of
sharing
all
that
information,
along
with
the
alignment
of
building
and
district
initiatives
into
the
school
improvement
process.
M
So
when
we're
thinking
about
our
instruction
as
teachers,
we're
keeping
in
mind
what
those
students
no1
are
able
to
do
so
that
we
can
do
our
best
job
of
teaching
them
and
then
professional
staff
are
trained
in
the
evaluation,
interpretation
and
use
of
data,
and
so
that
was
all
through
that
utilize
UDP
process.
Pd
time
is
used
for
school
improvement
process.
So
we
had
that
opportunity
this
year
to
you
our
extended
professional
development
time
for
this
school
improvement
process.
That
really
did
take
up
a
lot
of
our
time.
M
So
the
need
for
EM,
TSS,
documentation
and
research-based
interventions-
and
this
is
Weiler
indicated
that
that
sometimes
were
tracking
information
in
one
source
or
another
source
through
maybe
PowerSchool
or
the
M
TSS
tool.
And
we
really
just
want
to
make
sure
that
everybody
in
our
building
knows
exactly
where
we're
documenting
our
information.
So
again,
anybody
that
needs
that
information
within
our
building
to
make
data
informed
decisions,
has
access
to
that
and
knows
where
to
go
for
that
information.
M
Another
opportunity
for
growth
surrounds
the
professional
staff,
are
trained
in
the
evaluation,
interpretation
and
use
of
data
so
again
making
sure
that
everybody
that
comes
in
that's
new
has
that
information
and
then
that
guaranteed
documentation
again
so
another
spot.
For
that
and
then
the
last
is
leadership,
monitors
and
communicates
comprehensive
information
about
student
learning
conditions
that
support
the
learning
and
achievement
of
school
improvement
goals
to
stakeholders.
L
Our
next
steps
is
is
basically
to
make
some
changes
within
our
school
improvement
team,
because
currently,
our
team
was
fairly
small
and
we
learned
that
through
this
process,
that
this
is
a
pretty
big
task
and
that
we
need
to
share
it
and
have
maybe
more
buy-in
from
some
of
our
staff.
So
we've
decided
that
we're
going
to
have
two
different
sort
of
teams:
I
guess
you
can
call
them.
L
L
You
know
those
types
of
things
and
then
the
culture
team
is
going
to
be
specifically
looking
at
behavior
and
what
type
of
plan
should
we
have
in
place
so
that
we
are
consistent
across
all
teachers
across
all
grade
levels,
because
right
now,
I
think
that
was
one
of
the
things
that
teachers
were
are
frustrated
about,
and
that
was
one
of
the
things
that
the
external
team
had
also
mentioned,
that
the
consistency
may
not
be
the
same
across
teachers
and
grade
levels.
So
we
want
to
make
sure
that
we
have
something
more
formal
in
place.
K
Now
we
want
to
make
sure
that
we're
using
it
so
that
that
really
is
our
next
step
with
that
and
finally,
we
were
very
fortunate
to
be
part
of
the
Marzano
Leadership
Academy
this
year
and
our
brains
just
kept
getting
bigger
and
bigger
and
bigger
with
the
amount
of
information
we
were
receiving,
and
so
we
started
off
the
year
with
our
in
our
teacher
evaluations,
really
just
looking
at
the
teaching
map
and
this
year
through
this
process
of
leadership.
Academy
we've
now
been
introduced
to
our
learning
map.
Excuse
me,
so
what
we're
finding
here
is.
K
D
D
Hopefully,
when
you
went
through
all
the
presentations,
you
really
saw
that
thread
of
that
continuous
improvement.
It
started
from
the
district
level
and
it
continues
to
filter
through
our
schools
as
well
and
just
permeates
what
we
do
every
day,
and
hopefully
you
get
a
sense
of
that,
and
that
is
thanks
to
sue
Mike
ster
and
her
team
have
created
just
a
fabulous
piece.
D
N
E
N
N
E
This
year
we
had
a
team
of
teachers,
they
kind
of
work
together
as
a
team
to
learn
about
some
best
practices,
some
powerful
practices
in
the
classroom,
and
they
actually
did
something
similar
to
what
Centennial
has
been
doing.
They
did
some
learning
walks.
They
went
and
watched
one
another
share
lessons
with
students
and
then
debriefed
with
one
another
and
then
use
that
to
you
know,
I
just
think
increase
their
skill
level
grow
their
capacity
and
with
Cathy's
help
with
Cathy's
help
they're
going
to
continue
and
grow
that
next
year,
as
I
think
at
Washington.
E
O
I'm
really
happy
to
see
this.
It
takes
a
very
mature
team
and
organization
to
get
to
the
point
of
being
able
to
continually
improve
instead
of
just
putting
out
fires,
and
so
this
is.
This
is
really
impressive.
One
thing
I
my
personal
experience
with
continuous
improvement
is
you
can
get
into
like
audit
fatigue
or
assessment
fatigue?
Is
that
an
issue
at
all?
Yet?
Was
this
a
positive
experience
for
everybody?
Are
we
getting
out
of
this?
What
we
were
hoping
to
get
out
of
it.
M
P
F
In
four
years,
four
or
five
years
ago,
we
started
our
culture
camp.
That
was
an
opportunity
to
have
our
kids
come
together
and
do
team-building.
But
during
that
time
we
actually
took
our
teachers.
Our
classroom
teachers
brought
them
together
for
grade-level
meetings
and
then
also
we've
done
that
vertically,
so
that
we're
talking
across
all
grade
levels
and
understanding
what
each
other
is
doing
to
build
from
one
year
to
the
next
and
in
those
conversations
and
along
with
our
learning
walks
getting
teachers
into
other
teachers
classrooms.
F
A
P
One
more
quick
one
for
Bobby
Bobby:
what's
your
school
population.
I
Average
class
size
is
going
to
be
right
about
20
and
once
upon
a
time,
I
think
you
know
I
think
we
would
have
been
known
for
class
sizes
of
1113.
That's
pretty
much
been
eliminated,
so
we'll
have
class
sizes.
You
know
up
there
23
to
25
and
it
will
have
a
lower
one
to
balance
that
out
so
right
about
20.
A
Yeah
Bobby
I
had
a
question
for
you
too.
You
were
talking
about
the
diversity,
forty
five
percent
non-white.
A
I
Far
as
staff
people
of
color,
you
know
I
would
say
we
have.
You
know,
I,
don't
think
that
would
be
reflected
in
our
classroom.
Teachers
paraprofessional.
We
we
hired
this
year,
was
right
out
of
our
community,
and
so,
unfortunately,
we
were
going
to
lose
him
moving
on
into
the
ministry,
and
so
we
that
is
something
know
that
I
have
been
thinking
about
along
the
way
to
try
and
find
a
staff
that
you
know
when
we
had
that
opportunity.
That
is
from
our
community.
I
You
know.
So
it
is
something
that
we're
trying
to
keep
in
mind.
But
I
would
say
the
staff
is
real
representative,
you
know
of
the
population
that
we
have
now.
As
far
as
you
know,
staff
in
the
building
to
work
with
ull
students.
We
do
have
a
half-time,
ll
teacher
as
well
as
a
full-time
paraprofessional
that
is
specifically
elo,
but
I
would
say.
In
addition
to
that,
though,
you
know
we
have
several
of
the
language
issues
that
we
might
have.
I
Our
data
usage
in
our
instruction
is
pretty
pinpointed,
and
so,
if
they're
not
you
know
they,
if
they're
not
technically
called
you
ll
staff,
our
whole
entire
staff
is
pretty
good
at
being
able
to
target
those
needs.
So
and
I
would
say
with
our
reading.
You
know,
for
instance,
our
reading
intervention
that
we
have
anybody,
that's
on
a
tier,
2
or
tier
3
tier
1,
beam
grade
level,
tier
2
and
tier
3,
with
our
reading
interventions.
I
Q
First
of
all,
I
just
want
to
thank
the
team
for
taking
time
out
of
your
summer
to
come
here
tonight
and
just
want
to
point
out
a
couple
different
things
and
John.
Your
question
was
pretty
poignant
in
that
you
know.
Are
we
going
through
a
process
just
going
through
the
motions,
and
you
know,
is
it
really
meaningful?
Well,
the
thing
that's
meaningful
about
it
now
is
that
it's
attached
and
directly
correlated
with
the
strategic
plan.
Q
Q
That's
represented
it
in
what
they're
doing
and
then
the
overall
strategic
plan
is
operational
through
an
operational
plan
with
improvement
and
monitoring
going
on
all
the
time,
so
I
think
it
all
fits
and
it
all
sequentially
fits
now,
and
so
that's
what's
represented
here
tonight
is
the
work
that
they're
doing
to
do
that,
and
so
in
between
that
five-year
district-wide
review.
You
have
this
going
on
constantly
in
the
buildings,
and
so
when
it
gets
to
the
district-wide
review,
it's
not
something.
That's
foreign
or
that's,
been
sitting
on
a
shelf.
Q
People
are
constantly
in
this
process,
so
I
think
that's
really
a
plus
for
our
district
and
the
work
that
these
folks
are
doing
and
I
see
a
lot
of
heads
going
up
and
down
so
appreciate
your
work,
because
it's
not
easy
work
and
it's
good
stuff.
So,
thanks
for
being
here
tonight
and
thanks
Rachel
for
organizing
all
that,
so
thank
you.
Dr.
C
Ari
and
just
one
more
thing
that
I
will
add
that
I
think
is
just
a
real
bonus.
We
always
talk
about
adding
more
things
on
the
plate
and
trying
to
make
those
connections.
So
you've
heard
dr.
gross
talk
about
with
the
new
si
act,
the
effective
learning
environments
that
Jeff
spoke
about,
that's
a
tool
that
advanced
ed,
supports
and
there's
also
a
student
survey
about
student
engagement.
C
A
Great
I
just
like
to
add
my
thanks,
and
we
really
appreciate
that,
and
it's
always
great
to
learn
and
more
tangible
way,
what's
what's
happening
in
your
buildings,
I
really
appreciate
that,
thanks
for
your
good
leadership
and
good
work,
thank
you.
We'll
move
on
with
dr.
Schatz,
giving
us
an
overview
of
all
the
policies
we
looking
at.
Okay,.
Q
Thank
you,
as
you
know,
each
summer
now
we
have
gotten
into
a
process
of
policy
review
and
initially,
when
we
started
this
process,
we
were
in
the
process
of
policy
triage
and
we
got
through
that
process
and
subsequently,
just
when
you
think
you
have
all
the
policies
in
great
order.
You
continue
to
find
other
ones
that
need
to
be
reviewed
outside
of
what
we
now
have
have
as
a
series
review.
Q
So
this
summer
the
series
3000's
fall
primarily
within
two
Brock's
category
and
his
departments,
and
so
Brock
and
his
team
have
already
been
discussing
and
splitting
up
and
looking
at
a
review
of
these
policies
when
we
do
a
review
of
policies,
what
we're
looking
for
is,
are
they
current?
Are
they
up
to
date
with
references
citations?
Is
there
any
new
laws?
Is
there
any
new,
something
that
should
be
reflected
within
the
policy?
That's
kind
of
the
first
step
of
a
policy
review.
Q
The
second
thing
is:
is:
does
this
policy
reflect
the
practice
in
our
business
in
our
in
our
day-to-day
activities,
and
so
they'll
go
through
a
process?
If
anything
changes
significantly
like
always
we'll
bring
that
to
you,
but
when
we
come
back
before
school
starts,
we'll
be
coming
to
you
with
any
policies
that
we've
changed
or
made
some
significant
changes
and
again
report
that
out
to
you
so
that
you're
aware
of
that.
But
the
3000
series
will
be
the
focus
of
the
review
of
the
series.
Q
If
you
go
up
and
look
at
new
policies
tonight,
you're
going
to
hear
about
a
school
lunch
comp
policy,
that's
going
to
come
up
a
little
bit
later.
Cindy
has
worked
on
that
and
Brock
will
introduce
that
with
Cindy
lactation
policy.
We
are
in
a
final
draft
of
that
and
we'll
be
looking
to
put
that
into
action.
Starting
with
the
news,
your
exit
survey
policy.
Q
We
do
do
the
exit
surveys
or
at
least
offer
the
opportunity
for
employees
who
leave
us,
not
retired,
but
leave
us,
and
so
those
who
want
to
take
opportunity
and
do
that
they
can.
We
didn't
have
a
policy,
so
we
have
a
practice
without
a
policy,
so
I
asked
Brittany
to
puts
our
policy
together.
So
that
is
in
a
final
draft
form.
Q
Some
of
the
areas
that
we're
going
to
look
at
for
possible
new
policies
would
be
fitness
for
duty
policy.
Looking
at
what
do
we
do
when
we
have
employees
who,
for
one
reason
or
another
throughout
their
career
from
the
time
that
they
started
with
us
to
where
now
they're
ending
the
role
that
they
play?
Q
This
is
something
that
we
just
need
to
do
just
to
get
so
that
we
have
some
kind
of
policy
in
place
when
we
have
doctors,
therapists
or
others
come
in
and
observe
students
in
the
school
settings,
something
that
was
absent,
that
we
feel
we
need
to
add,
and
then
the
staff
and
student
safety
policy
you're
going
to
hear
a
whole
lot
more
about
that
here
tonight.
So
I'm
not
going
to
spend
much
time
on
that.
Q
If
you
go
down
below
updates
and
reviews,
these
are
also
outside
of
the
3000
series
and
the
graduation
requirements
would
be
due
to
legislative
action.
We
need
to
update
that.
We
need
to
clean
up
a
little
bit
of
language
and
the
alcohol
drug
use.
Counselors
came
forward
suggesting
that
we
clean
up
some
language,
their
transfer,
reassignment.
Q
We're
looking
at
was
student
safety
and
and
all
of
those
things,
but
patty
and
I
had
been
working
on
that
with
her
team
for
a
long
long
time,
but
we
did,
we
thought
legislation
would
come
along,
and
so
we
were
waiting
for
the
legislation,
but
then
they
got
turned
into
a
study,
so
we're
ready
to
move
forward
with
that.
So
we're
going
to
roll
that
out,
along
with
the
staff,
safety
and
student
safety
things.
So
it's
all
going
to
be
a
piece
and
a
part
that
all
fit
together.
Q
Q
That
would
make
good
sense
to
incorporate
that
into
the
policy,
and
so
people
have
that
tool
to
use
if
they
so
choose
to
do
so.
We
talked
about
it
yesterday
at
administrative
summit
and
then
patron
complaints.
We
just
continually
look
at
that
to
make
sure
that
we
have
that
in
order,
so
we
just
have
to
add
a
couple
different
things
there
too.
So,
as
you
can
see
comprehensive
again,
our
policies
are
now
dynamic
documents.
They
don't
just
sit
on
a
shelf.
We
actually
use
them.
Q
Sometimes
the
argument
is
is:
do
they
use
them
appropriately
as
a
consistent?
Is
it
all
this
and
that,
but,
as
we
know,
policies
are
purely
the
interpretation
generally
of
law
or
procedures
and
things
that
you
should
do,
and
so
yesterday,
as
we
met,
we
had
80
administrators
all
in
one
room
for
eight
hours.
Talking
about
a
variety
of
different
things.
Q
We
take
a
break
first,
because
the
next
presentation
is
going
to
be
a
little
bit
long
too,
but
we
really
want
to
spend
some
time
tonight
to
demonstrate
to
the
board.
What
is
the
work
that
is
currently
being
done,
and
what
is
the
plan
for
the
future
to
address
the
concerns
that
people
have
had
about
student
safety
staff,
safety,
just
overall
student
staff,
interaction
and
all
those
types
of
things
so
Rachel
and
her
team
that
she
has
here
have
put
together
a
presentation
and
it's
going
to
be
a
kind
of
a
two-part
presentation.
Q
She's
going
to
have
them
talk
about
all
the
things
that
they've
been
planning
the
things
that
they've
been
doing
this
past
year,
what
we're
doing
to
move
to
the
future
and
then
I'm
going
to
spend
a
little
bit
of
time
talking
about
the
money
part
of
it
and
showing
you
how
we're
finding
existing
resources
to
make
this
happen
within
our
dollars
that
we
have.
So.
Having
said
that,
I
could
turn
it
back
to
you.
And
if
you
want
to
go
on
break
we'll,
do
that.
A
O
My
day,
job
is
policies,
and
one
of
the
few
people
I
know
that
enjoy
policies
and
reading
them
and
updating
them
and
and
they're
important,
they're,
very
important
and
and
to
keep
them
living
and
updated,
is,
is
hard
work
and
it's
unappreciated,
work
and
I
wonder
what
you
know.
I
appreciate
all
the
work
that's
going
into
this,
so
thank
you
very
much
great.
A
Q
And
how
do
we
manage
that
those
types
of
things,
and
so
there
were
some
pilot
programs
going
on
throughout
the
year
to
try
to
see
if
some
of
these
things
would
work,
and
so
who
we
have
here
tonight
are
people
that
have
been
part
of
that
and
so
I'm
going
to
have
Rachel,
introduce
this
and
then
there's
a
presentation.
It
goes
on
with
this
and
when
they're
all
finished,
then
we're
going
to
talk
a
little
bit
about
the
budget
side
of
it.
So
at
this
time,
I
introduced
race
or
Rachel
to
do
the
presentation,
great.
C
Thank
you
and
I
do
have
a
very
large
team
and
we
don't
even
have
everyone
here
who
has
been
part
of
this
amazing
effort
this
year,
but
as
they
come
up,
they
will
introduce
who
they
are
and
what
they've
been
working
on
this
year
and
into
the
future.
So,
as
everyone
is
very
aware,
we
have
had
some
different
changes
in
our
student,
demographics
and
some
of
our,
especially
in
our
elementary
schools,
readiness
for
school
and
when
it
comes
to
behavior.
C
So
they
can
learn
by
having
appropriate
behaviors.
So
this
year
we
really
worked
on
our
kids,
who
were
really
making
themselves
known
to
us
with
behaviors.
We
know
moving
down
the
road
that
we
are
going
to
need
to
do
something
more
universally
and
be
prepared
across
the
board
to
support
all
students,
because
even
our
great
athletes
need
a
coach.
All
kids
need
that
continuous
I
still
need
feedback
on
my
behavior.
Sometimes
just
ask
my
husband
so,
and
we
talked
about
this
and
it's
not
to
make
little
of
it.
C
It's
three
to
five
percent
of
our
kids
and
that
doesn't
seem
like
much.
But
when
you
look
at
our
elementary
state
and
we
have
5000
students,
that's
150
to
200
kiddos
and,
as
you
heard
in
these
reports
today,
we
have
more
diversity
in
some
buildings
than
in
others.
So
in
some
of
our
sites
that
might
be
8%
of
our
kids
and
that
does
make
a
teacher's
job
difficult
and
it
does
really
make
that
onus
on
teachers
who
want
to
do
what's
best
for
all
of
our
kids
every
day,
just
a
harder
job.
C
C
This
isn't
just
come
on
our
radar
this
year,
Brad
Franklin
has
about
79
percent
free
and
reduced
population
over
at
Jefferson
he's
been
working
very
closely
with
the
neighborhood
association
he's
seen
a
lot
of
these
challenging
behaviors
with
kids
and
they've
been
doing
some
great
things
and
Brad's
been
coming
to
the
forefront
with
this
for
at
least
two
years
saying.
What
can
we
do?
We
have
to
do
more.
C
These
kids
need
to
be
at
school
and
we've
been
researching
and
having
a
lot
of
conversations,
and
we
probably
needed
this
push
this
year
to
really
get
ourselves
moving
and
maybe
a
faster
pace.
So
what
we
really
focused
on
this
year
and
what
I
would
call
a
seed
project
versus
a
pilot?
It's
something
we
know
that's
going
to
happen.
We
planted
the
seeds
this
year,
we
nurtured
it.
C
We
watered
it
or
watering
it
tonight,
we're
going
to
give
us
some
sunshine
and
we'll
expand
this
to
make
all
all
of
our
kids
in
a
great
learning
environment.
So
you'll
see
our
two
icons
as
we
move
through
our
presentation
that
we're
really
focused
on
the
the
matter
of
fact
that
we
have
to
teach
behaviors.
That
is
our
job
as
educators.
In
order
to
them
for
learn
academically,
they
have
to
be
able
to
have
the
behaviors
to
be
successful
in
the
classroom
and
that
it
takes
data.
C
C
I'm
going
to
engage
you
a
little
bit
in
what
we
might
do
in
an
elementary
classroom
with
a
having
student
engagement,
I'm
going
to
read
this
out
load
and
when
you
see
the
blue
I
want
you
to
read
along
with
me.
So
if
a
child
doesn't
know
how
to
read,
we
teach
if
a
child
doesn't
know
how
to
swim.
If
a
child
doesn't
know
how
to
multiply,
if
a
child
doesn't
know
how
to
drive,
if
a
child
doesn't
know
how
to
behave.
G
C
C
You
want
the
quick
fix,
and
it's
just
not
there,
and
so
the
first
thing
our
teachers
need
to
do
is
to
accept
the
fact
that
together,
we
are
going
to
reteach
these
behaviors,
but
they
need
the
support
to
be
able
to
know
what
does
that
look
like,
and
how
do
we
do
that?
We
talk
about
this
all
the
time
with
our
kiddos
that
are,
our
teachers
need
to
know
our
parents
are
sending
their
best
they're,
not
keeping
their
good
ones
home
they're,
doing
everything
they
can.
C
C
So
why
do
we
need
to
develop
a
system
for
teaching
behavior
in
order
for
a
child
to
learn?
There
has
to
be
an
environment,
that's
conducive
to
learning,
and
if
you
have
behaviors
that
are
out
of
control
with
three
to
five
kids
in
a
classroom,
it
makes
academics
really
hard
procedures
and
routines.
We
preach
them
all
of
the
time
to
our
brand-new
teachers
that
until
you
have
those
in
place
all
of
the
content
area
doesn't
matter.
C
Patty
talks
about
TSA
since
9/11
all
of
the
procedures
and
the
routines
that
have
been
put
into
place
when
you're
getting
on
an
airplane
that
makes
things
run
smoothly.
There's
predictability,
people
know
what
to
expect
it.
Does
it
takes
away
that
chaos,
so
we
can
all
get
on
the
plane
and
get
to
our
destination
on
time.
C
So
this
year
we
talked
about
our
seed
project.
We
know
this
is
going
to
take
time.
There
isn't
a
quick
fix
and
this
pyramid
should
look
somewhat
familiar
to
you.
When
we've
talked
about
MTS
s,
a
which
is
academics,
we
have
the
tiers
of
support.
If
we
start
down
on
the
bottom,
the
green
is
the
universal.
We
call
that
Tier
one,
that's
what
we
do
for
all
kiddos,
no
matter
what
that's
what
we
can
say
we
can
guarantee.
This
is
our
curriculum.
When
it
comes
to
behaviors,
we
really
don't
have
that
right.
C
Now
we
haven't
had
to
have
that.
We
have
a
lot
of
great
culture,
climate
things.
We
have
teachers
that
are
masterful
at
classroom
management,
but
if
we
set
across
the
board
in
Fargo
Public
Schools
do
we
have
a
universal
curriculum
for
behavior
and
the
answer
would
be
no,
but
we
know
we
need
to
do
that,
but
in
this
school
year,
behind
it'ld
behavior
triage,
we
really
looked
at
those
kiddos
who
really
needed
our
support.
C
Our
Tier
two
are
targeted
kids
in
our
tier
three,
our
intensive
kiddos
that
we
knew
they
weren't
getting
great
phone
calls
or
reports
from
school
because
their
behavior
was
prohibiting
them
from
being
successful.
So
from
this
point
forward,
dr.
Schatz
talked
about
that
we're
going
to
talk
at
the
end
about
moving
forward
into
next
year,
but
in
this
part
of
the
presentation,
we're
really
talking
about
what
was
our
seed
project
for
2016-17
and
we
focused
on
those
targeted
and
intensive
kiddos.
C
So
we
had
three
goals
within
the
seed
project
that
we
work
done,
and
teams
going
to
share
some
of
the
specifics
of
what
that
looked
like
at
each
of
our
implementation
sites.
But
the
first
goal
was
really
that
we
were
teaching
and
reinforcing
those
skills.
That
again,
that's
a
new
thing.
We
need
to
teach
it,
we
need
to
reinforce
it.
So
kiddos
know
that's
what
we're
expecting
from
them
and
the
likelihood
of
them
to
do
it
again.
The
goal
too
was
really
drawn
those
relationships
of
professional
colleagues.
C
C
Schatz
and
I'm
just
going
to
give
you
just
a
quick
overview
of
what
they
are
and
where
these
people
are
residing
at
this
point,
these
were
new
positions
that
were
part
of
the
seed
project
this
year
at
three
of
our
sites.
So,
on
the
far
left
side,
we
had
a
positive
behavior
technician
in
the
middle
we
had
the
positive
behavior
intervention
Asst
and
on
the
right
side,
we
consult
with
a
BCBA
which
is
a
board
certified.
Behavior,
analyst
and
you'll
see
the
icons
on
the
bottom
corners
of
the
screen.
C
These
support
both
of
the
research
findings.
We
really
collected
data
to
say
that
this
was
working
or
not
working,
what's
working,
what
isn't
and
the
left-hand
side.
These
people
really
were
right
at
this
point
teaching
our
children,
but
eventually
we
want
to
be
coaching
teachers
on
how
we
teach
and
support
behaviors,
so
our
positive
behavior
technicians.
These
are
within
our
para
staffing
line.
They
take
a
40
hour
online
training
and
then
they
are
coached
and
observed
from
our
BCBA.
C
They
really
work
on
nurturing
and
focusing
on
these
behaviors
and
focusing
on
relationships
with
the
kiddos
that
are
in
that
targeted
and
intensive
they're
the
go-to
person.
To
really
say
that
this
is
how
the
day
went.
They
might
work
on
charting
the
data
and
they're
really
trying
to
just
be
that
support
to
make
it
a
positive
place
for
the
child
to
return
the
next
day,
no
matter
how
good
or
how
bad
they
might
have
been
the
interventionist.
We
have
two
of
those
working
at
two
of
our
sites.
C
We
had
one
all
year
and
one
just
sent
spring
break.
They
only
provide
direct
services
to
students
that
are
identified
through
Mt
SSB
on
their
caseload.
We've
wanted
to
be
really
careful
that
this
isn't
just
the
new
go-to
you
know,
Brittany
is
having
difficulty
so
I'm
going
to
send
her
down
to
the
intervention
room.
If
we
do
that,
we're
going
to
have
this
room,
that's
just
a
holding,
pin
and
kids
aren't
learning.
C
So
we've
really
wanted
to
make
sure
that
there
are
a
caseload
again,
it's
3
to
5%,
so
at
Jefferson,
I
think
at
any
time
Elena
had
8
to
10
kids
on
her
caseload.
It
was
manageable,
it
was
scheduled
and
the
data
shows
that
the
kids
were
achieving
the
difference
between
the
interventionists
and
the
technician
is
the
interventionist
will
likely
sit
in
on
those
MT
SSB
teams.
C
They
will
communicate
with
parents
as
lean
it
as
a
breakfast
program,
and
they
may
be
out
in
the
parking
lot
in
the
morning
encouraging
the
kiddos
to
get
out
of
the
car
and
take
that
first
step
to
get
into
school.
They
they
have
some
visual
schedules
for
kids
they'll
do
things
where
we
know
that
recess
is
a
tough
time,
so
how
can
I
help
support
either
before
or
after
we
saw
recess
to
make
you
successful?
And
our
last
new
role
is
ally.
Who
is
not
one
of
our
employees?
C
She
owns
changing
behaviors
and
she
is
a
BCBA
and
she's
been
vital
in
this
process
and
will
be
as
we
continue
forward.
She
supports
our
behavior
technicians
and
our
behavior
interventionists
as
we
grow
this
program,
probably
quicker
than
she'd
like
us
to
she
will
be
meeting
with
them
on
a
monthly
basis,
she'll
be
out,
observing
them
giving
them
feedback.
She
is
our
direct
link
to
between
the
district
office
and
what's
happening
in
schools,
because
we
know
we
want
something
sustainable.
C
C
R
R
When
you
look
at
behavior,
we
had
the
core
classroom
and
then
we
had
special
ed
and
our
special
ed
teachers
were
very
taxed
in
their
caseload.
What
was
where
they
really
couldn't
be
consistent
with
these
students,
so
we
looked
at
what
would
be
an
alternative,
so
we
looked
at
the
behavior
interventionist
and
really
we
really
follow
the
empty
SS
model.
Just
like
academics,
Elena
works
with
a
core
of
8
to
10
students.
This
year
we
have
a
MTS
s
team,
that's
specifically
for
behavior,
so
we
meet
weekly
and
really
monitor
these
plans.
R
We
come
up
with
individual
plans
for
each
student
and
we
really
partner
with
the
classroom
teacher
to
support
them,
provide
guidance
for
those
students
in
the
classroom
and
it's
really
a
team
effort.
So
I'll
share
all
that.
Elena
share
what
she
does
with
those
students
in
her
classroom
and
what
those
plans
look
like.
S
So
after
I
get
the
kids,
the
first
thing
we
start
working
on
is
their
zones
of
regulation,
because
a
lot
of
them
don't
even
know
why
they're
feeling,
what
they're
feeling
or
what
it
is
that
they're
feeling.
So
we
really
work
on
identifying
those
emotions
and
finding
ways
for
those
outlets.
For
some
of
them.
We
work
on
what
the
what's
triggering
the
behavior.
So
then
we
can
figure
out.
How
are
we
going
to
change
your
environment
so
that
you
can
start
managing
and
being
successful
in
the
classroom?
S
Some
of
them
need
the
visual
schedule.
They
need
kind
of
a
point
sheet
to
help
them
be
on
track
throughout
the
day,
and
some
of
them
have
been
weaned
off
of
those
by
the
end
of
the
year,
because
they
now
can
do
it
all
by
themselves
independently
I'm
helping
some
of
the
teachers
create
areas
in
their
classrooms,
so
that
the
kids
have
a
safe,
calm
environment
in
their
room.
So
they
don't
have
to
flee
or
try
to
go
to
me.
S
They
can
just
go
to
that
spot
in
their
room
and
stay
in
the
classroom
and
still
be
learning
and
the
one
thing
that
has
worked
a
lot
with
some
of
the
kids
is
creating
personal
goals
for
themselves.
So
it's
not
the
MTS
Eagle
mt
SS
goals
that
we
have
for
them.
It's.
What
do
they
really
want
to
work
on
for
themselves
and
then
I
created
a
reward
system
for
them,
so
they
can
really
take
ownership
of
their
behavior
and
really
start
changing
and
being
successful
in
all
areas
of
their
life.
R
One
area
we
spend
a
lot
of
time
recently
on
is
wraparound
services.
We
call
them,
you
know
we
have
our
MTS
STB
team
within
the
school
building.
We
have
social,
al
social
worker
other
supports
within
our
building,
but,
more
importantly,
outside
of
our
building.
We
work
closely
with
chip.
Ammerman
director
of
Cass
County
social
services.
I
knew
him,
I
know
him
outside
of
our
professional
life,
and
we
were
just
talking
how
they're
quite
a
few
referrals
from
his
office
visiting
Jefferson
to
support,
maybe
our
parents
and
students.
R
So
about
five
years
ago
we
started
the
Jefferson
area
neighborhood
and
its
really.
We
call
them
connectors.
So
it
could
be
anybody
that
really
serves
the
families
and
students
around
the
Jefferson
neighborhood.
So
it
could
be
mental
health
providers.
It
could
be,
it
was
daycare.
We
have
the
landlord.
We
drag
the
landlord
from
the
trailer
park
community
homes.
We
have
the
manager
of
that
building.
We
have
housing
representatives
from
the
city
of
Fargo,
so
we
meet
probably
three
times
a
year
and
really
try
to
be
proactive.
R
How
can
we
work
together
rather
than
having
it
to
be
a
referral
to
social
services?
How
can
we
be
in
the
front
end
of
it?
So
we
try
to
really
provide
those
wraparound
services.
We
can't
provide
at
Jefferson,
but
we
can
as
a
community,
so
we've
been
doing
that
for
about
five
years.
It's
been
very
successful
and
I
think
it
really
is
this
whole
process
this
year
that
the
last
one
encouraging
parents
and
other
family
members
to
participate.
It's
just
really.
R
Prior
to
this,
the
relationship
wasn't
always
I
had
a
good
relationship
with
the
parent,
but
sometimes
it
was
like
you
need
to
come
to
school,
he's
not
being
successful
today.
So
it
got
to
be
somewhat
tension,
and
this
year
it
was
really.
We
saw
these
students
really
be
successful.
You
see
data
here
in
a
second
and
I
shared.
We
both
knew
exactly
who
the
parent
was,
but
he
was
a
burly
guy
and
I
always
got
along
with
him,
but
it
wasn't
always.
He
wasn't
always
happy.
R
I
wasn't
always
happy,
but
we
were
working
for
as
a
team
in
this
serious
student.
He
made
tremendous
success
end
of
the
year.
I,
don't
know
that
he
really
needed
Elena
and
her
services,
but
we
kept
him
on
the
plan
and
he
kind
of
came
to
me
and
Elena
couple
times
with
tears
in
his
eyes.
Just
you
know
just
seeing
the
success
in
his
in
his
student
and
I
knew
I
knew
then
that
we
had
to
continue
this
because
that's
what
it's
all
about
is
helping
or
helping
the
kids
and
it
was.
R
It
was
pretty
touching
for
me
and
now,
when
I
go
up
for
the
bus
duty,
I
just
look
at
him
and
we
just
have
conversations
like
a
normal
parent
every
day
and
he,
his
kids
comes
out
and
he's
got
a
smile
on
his
face
and
he's
got
a
reward
from
Elena
because
he's
successful,
math
reading
and
emotionally
in
the
classroom.
So
it's
been
really
good.
T
I
believe,
if
I
turn
the
slide
I'm
next
Who
I
am
hi.
Patti
Cummings,
director
of
special
education,
I,
appreciate
the
fact
that
Brad
shared
that
story
and
you've
heard
a
lot
tonight
and
I've
heard
the
word
difficult
and
I
get
it
I
mean
that's
a
feeling
thing
I
want
to.
Let
you
know
that
I
prefer
to
think
about
it
as
complex.
Nobody,
as
Rachel
said
nobody
holds
back
the
best
and
hides
it.
It's
not
that
these
people
are
bad
people
or
difficult
people
complex.
T
So
as
we
look
to
concretely
describe
those
challenging
behaviors
that
way,
we
can
look
at
the
intensity
and
the
frequency
at
which
they're
happening.
So
we
can
make
sure
that
we
get
the
best
intervention
possible
would
be
that
third
goal,
that
we're
having
you've
heard
a
lot
about
data
tonight.
I
want
to
let
you
know,
just
as
Jon
shared
that
he
is
into
policy
there's
many
of
us
into
data,
and
we
love
it
because
it
helps
support
what
we
know
in
our
hearts.
And
it's
one
thing
to
step.
T
You
know
to
tell
what's
in
our
hearts,
but
when
we
can
show
for
our
stakeholders
what
is
really
going
on
with
the
numbers?
That's
when
we
can
really
talk
with
some
knowledge
and
pride
behind
it.
So
this
is
a
sheet
from
zones
of
regulation,
a
student
who
is
at
I
believe
linked
Jefferson
and
the
fall.
T
What
I
want
you
to
note
about
this
is
that
there
are
things
in
each
of
the
sections,
but
there's
there's
some
stuff
written,
but
not
a
lot
and
and
what
this
training
does
so
Elena
any
of
the
other
PBIS
would
work
with
is
talking
about
what
kind
of
behavior
I
had
as
a
student.
What
zone
was
I
an?
What?
What
you
might
need
to
know
is
that
there
is
no
bad
zone.
T
This
is
about
feelings
and
identifying
it's
not
whether
I'm,
batter
I'm
good
I
am
in
a
red
zone,
I'm
not
able
to
think
right
now.
So
was
my
behavior
expected
or
unexpected
the
reasons.
Why
want
you
to
note
those
squares
with
the
the
tool?
Those
are
the
tools
in
the
children's
toolbox.
This
student
I
don't
know
if
it
was
a
male
or
a
female,
but
I'll
just
say
he.
He
had
fidget
it's
an
alright
thing,
it's
one
thing
and
then
he
had
an
explanation
of
what
he
could
do
a
little
bit
better
next
time.
T
So
when
you
look
after
having
about
a
year
of
being
worked
with
the
more
complex
and
detailed
information,
this
child
came
up
with
himself,
so
the
behaviors
he
was
able
to
describe
his
behaviors
better
still.
The
zone
was
the
same
again:
we're
not
assigning
judgment
to
that
zone.
It's
about
recognizing
it
and
then
I
really
love
the
tools
in
the
toolbox.
I
can
ignore,
I
can
walk
away
and
the
third
one
I
can
belly
breathe.
So
we've
got,
we've
got
a
new
skill.
T
T
So
when
we
look
at
the
different
kind
of
behaviors
and
you'll
see
some
of
the
charts
I
want
you
to
focus,
we
have
some
non
pervert
preferred
results,
removal
from
class
and
fleeing.
These
are
two
things
that
I
know
that
I
probably
don't
need
to
say
this,
but
I'm
going
to
when
a
student
is
not
in
the
classroom,
they're
not
able
to
learn,
and
so
it
is
counterintuitive
to
think
that
by
removing
a
child
from
a
classroom
that
they're
going
to
be
able
to
increase
their
learning.
T
But
I
will
also
say
that
those
feelings
that
come
from
anxieties
and
emotions
teachers
feel
that
too
we
as
adults
feel
these
same
things.
This
doesn't
go
away
as
we're
adults.
We
just
learn
to
cope
with
it
better,
so
you'll
see
those
two
uhm
non-preferred
items
being
charted
and
then
the
interventions
alongside
the
direct
teaching,
are
giving
children
scheduled
breaks,
teaching
them
to
use
break
cards
and
then
the
in-class
support
that
might
be
provided
by
a
PPI
or
a
PBT
one
of
the
charts.
T
T
So
even
if
you
didn't
flee,
you're,
probably
not
processing
in
the
classroom,
so
the
high
removal
is
the
high-flying
after
intervention
and
installing
requested
breaks
that
number
plummeted,
which
means
that
child
was
in
the
classroom,
learning
more
awesome
and
if
you
look
in
the
lower
right,
this
is
just
I
thought
the
good
graph
of
the
time
out
of
class.
You
can
see
October
and
November,
of
course,
when
we
talked
about
them
fleeing
and
be
removed,
but
look
at
the
rest
that
child
was
in
that
classroom
a
lot
more
of
the
time
again.
T
Another
different
student
fleeing
was
big
on
this
child's
list
and
we
give
the
implementation
of
the
direct
teaching
and
then
the
requested
breaks
and
again
we
see
that
come
down
and
the
time
out
of
class.
We
may
want
to
continue
this,
of
course,
but
it
definitely
went
the
direction
that
we
want
to
see
it
go.
So
now
you
will
hear
from
a
member
of
Isis
of
the
field.
H
However,
the
quotes
are
representative
of
some
common
themes
that
that
we
hear
from
staff
once
we
have
started
the
the
P
VI
and
in
PT
PBT
is
working
with
students,
and
so
this
is
from
an
eagle's
classroom
teacher,
but
the
the
common
theme
is,
we
identify
a
time
in
the
day
that
might
be
a
trigger
for
students,
and
we
do
something
to
change
that.
So
for
this
particular
student,
the
morning
time
was
chaotic.
It
was
a.
H
H
H
So
those
are
some
common
things
that
we
have
seen
and
heard
in
the
short
time
that
the
programs
have
been
in
place
and
when
from
Eagles
principal
Daniel,
Engle
she's
looking
toward
the
future
I'm
looking
forward
to
seeing
this
position
include
a
component
of
coaching
for
certified
and
non-certified
staff.
All
good
athletes
have
coaches
and
amazing
school
staff
need
coaches
too,
so
we
do
coach
our
teachers
in
how
to
better
teach
reading.
V
Like
Brad
said,
April
has
been
with
us
since
the
month
of
March,
so
just
about
about
ten
weeks
when
you
take
out
spring
break-
and
she
was
an
incredible-
is
an
incredible
addition
to
the
Eagles
staff
and
I
think
that
you
know
looking
at
our
quotes,
that
we
have
from
the
students
both
at
Jefferson
and
at
Eagles.
This
is
why
we
are
doing
this
work.
This
is
why
we
need
to
do
this
work
to
empower
our
kids
to
make
decisions
that
will
help
them
to
be
successful
in
the
classroom.
V
So
you
can
see
that
looking
at
this
jefferson
student
feels
that
they
have
a
safe
place
and
they
can
handle
being
in
class,
an
Eagle
student
and
the
thing
that
jumps
out
at
me
in
this
one
helping
to
be
a
great
leader.
These
kids
are
leaders,
and
they
just
don't
have
the
skills
yet
and
they
are
developing
those
skills
by
working
with
our
PBIS
and
PB
T's,
and
so
we
need
to
see
that
they
have
those
capabilities
and
we
need
to
have
high
expectations
for
them
and
we
need
to
help
them
reach
those
expectations.
C
All
right,
I
just
want
to
say
one
more.
Thank
you
to
these.
Everyone
behind
me
and
just
some
of
the
stories
that
they
have
shared
are
just
so
heartfelt
and
they
are
making
a
huge
difference.
We
were
debriefing
over
at
Eagles
one
day
and
I
think
Nicole
had
said
I'm
talking
about
some
data
of
a
student.
She
said,
I
really
miss
him.
I'm
glad
he's
not
in
coming
to
see
me
anywhere,
but
I
really
miss
him.
C
So
these
relationships
and
the
difference
we're
making
for
these
kids
and
their
lives
and
for
their
futures
is
pretty
huge.
So
moving
ahead,
what
are
we
going
to
do?
What's
our
next
step?
Thinking
again
that
this
year
we
really
worked
at
those
tier
two
tier
three
kids,
but
we
still
have
that
green
layer
of
universal.
What
are
we
doing
for
all?
We
are
really
needing
to
proceed
with
caution.
There
isn't
a
quick
fix.
There
isn't
an
easy
button
for
you.
C
So
what
I
want
you
to
think
about
and
we're
going
to
get
you
up
and
moving
just
a
little
tiny
bit
to
keep
your
brains.
Focusing
here
I
mean
you
to
think
about
a
simple
routine.
You
do
every
day
you
drive.
Have
you
ever
broken
the
speed
limit?
If
you
have
everyone
stand
up
with
Linda,
if
you
broken
the
speed
limit
stand
up,
please.
C
C
C
C
Okay,
so
think
about
that
scenario,
we're
all
adults,
we
all
know
the
rule-
we
all
have
broken
it.
Some
of
us
have
been
caught
and
we
still
keep
the
same
behavior
hoping
for
different
results,
not
consequences.
Look
at
the
sign
here,
speed
limit
is
telling
us
what
the
rule
is.
How
fast
would
you
be
going
if
you
were
driving-
and
you
saw
the
sign-
tell
someone
next
to
quickly.
C
Okay,
really,
that
should
have
been
a
really
quick
answer,
right
45,
but
there
was
a
whole
lot
of
conversation
and
validation
about
why
you
were
not
going.
45
is
what
I'm,
assuming
for
those
of
you
who
are
not
going
45.
If
you
saw
this
in
your
rear
view,
mirror,
would
it
change
your
answer
at
that
moment,
there
is
a
place
for
authority
right
in
schools.
We
call
that
administration
or
principals
we've
just
proven
by
all
those
people
who
sat
down
that
that
doesn't
work.
It's
not
sustainable
its
short-term.
You
can
get
out
of
school
suspension.
C
You
can
get
detention,
you
can
have
your
mom
called.
You
can
get
grounded
at
home.
It
could
be
like
my
son
and
have
your
door
taken
off
for
most
of
your
adolescent
years,
and
you
still
don't
behave
so
you're
an
example
of
challenging
behaviors.
He
doesn't
watch
these
on
TV.
So
so
now
put
yourself
in
the
same
scenario.
You
have
a
very
good
friend
family
member.
It's
probably
your
grandma.
C
They
do
not
like
speeding,
I,
think
speeding
is
the
worst
thing
in
the
world
and
they
judge
people
that
speed,
because
there
are
rules
and
rules
are
meant
to
be
followed.
Now
you
were
driving
in
that
same
road
and
going
45
miles
an
hour.
Is
the
speed
limit,
but
you
have
grandma
sitting
next
to
how
fast
are
you
going.
C
C
So
moving
forward
and
sniffle
you
and
I,
where
we
are
with
human
resources.
So
our
current
status
this
year
of
our
interventionist,
some
who
were
here
tonight
to
share
with
us.
We
had
three
FTEs
moving
into
next
year.
Dr.
Schatz
will
share
where
this
money
is
coming
from,
but
it
is
not
new
dollars
that
were
taken
from
somewhere.
Something
came
out
of
off
the
plate
or
is
not
happening
to
create
funding
for
additional
and,
as
Tanya
said,
only
one
of
the
PBIS
was
in
place
all
year.
C
Elena
was
hired
at
the
beginning
of
the
year
and
the
other
interventionists
were
bought
on
at
Kennedy
in
Washington
to
support
our
IDI
rooms
and
at
IDI
clap
around
Spring
Break
so
ten
weeks,
so
we're
moving
from
those
three
to
six
for
next
school
year,
our
technicians,
we
had
two
this
year
and
we
will
be
moving
to
seven
for
next
school
year
and
then
also
within
this
hour,
our
administrative
interns.
We
have
three
and
a
half
this
year
and
next
year,
we'll
be
moving
to
five.
C
C
So
this
is
showing
next
year
of
those
those
positions
that
we
have
in
place
where
the
funding
is
coming
from
a
really
nice
thing
with
essa
is
it
has
loosened
up
some
of
those
opportunities
for
us
to
not
be
supplanting
so
because
we
utilize
the
rubric
the
way
we
did.
We
are
able
to
take
some
things
out
of
title
funding
and
take
the
same
thing
out
of
general
fund
because
of
the
rationale
of
why
we're
putting
those
supports
in
place.
So
that's
just
showing
where
that
funding
is
coming
from
and,
as
dr.
C
Schatz
said,
he's
going
to
share
that
with
you.
In
more
detail,
moving
forward,
we've
talked
about
the
three
prongs
of
this
approach
and
one
has
been
Human
Resources.
Dr.
Schatz
is
going
to
talk
about
policy,
but
into
that
Universal
Tier,
one,
the
green
layer
and
Patty's
going
to
talk
about
professional
development.
Moving
forward.
T
So
as
we
look
at
with
the
the
pyramid
and
the
tiers
Universal,
we
did
start
with
Mt
SSB
and
going
through
a
whole
district-wide
review
of
what
we
could
do
in
a
little
digging
into
where
we
need
aid.
I
would
tell
you
that
this
big
umbrella
of
behavior-
and
it
is
a
big
umbrella.
We
are
really
attacking
it
from
both
sides
of
that
pyramid.
T
So
as
we're
building
and
putting
in
the
triage,
we
are
building
a
framework
for
all
students.
So,
as
we
address
the
school-wide
behavior
issues
and
we're
using
this
data
with
our
school
improvement
teams
on
teachers
or
schools
advanced
ed,
we
are
hearing
more
from
schools
about
saying
what
can
we
put
into
our
plans
to
help
us
to
continuously
improve
in
the
area
of
behavior
as
well?
T
Well,
I
want
to
make
sure
that
we
use
the
data
that
we're
collecting
to
be
a
part
of
that
decision-making
process
and
monitor
the
outcomes
that
we
have
we
may
or
may
not
adopt,
and
when
I
see
the
word
packaged
intervention,
we
always
want
to
go
with
research
base
in
the
world
of
behavior
intervention.
So
much
of
what
you're
going
to
hear
out
there
is
promising
practice.
This
isn't
just
a
new
for
way
for
Fargo
public
schools.
This
is
across
the
nation.
T
So,
as
we
develop
promising
practices
into
those
more
research-based,
we
want
to
make
sure
that
what
we
are
doing
has
that
data
behind
it.
I
wanted
I
invited
Kim
Myers
here
I'll
just
have
you
raise
your
hand?
She
is
going
to
be
the
coordinator
for
Mt
SSB,
so
she's
going
to
help,
keep
and
glue
these
parts
together
with
with
the
rest
of
the
group.
So
a
lot
of
professional
development
time
is
going
to
go
into
build
foundations
to
understand
and
to
give
our
adults
of
tools
to
use.
T
We
have
for
a
number
of
years
done
nonviolent
crisis
intervention
CPI
they
are
what
we
might
you
consider
with
de-escalation,
and
sometimes
when
a
student
is
going
to
cause
a
harm
to
self
or
others,
we
might
need
to
put
a
student
in
a
hold.
We
prefer
the
de-escalation
training.
For
years
we
have
trained
special
education
staff
pair
professionals.
This
is
a
good
thing.
We
want
to
up
the
number
of
trainers
we
have,
so
we
can
make
sure
that
when
the
people
set
foot
into
the
schools,
they
are
ready
to
go
with
this
training.
T
We
also
want
to
increase
deescalate
de-escalation
training
for
regular
education
teachers
because,
let's
face
facts,
that's
where
the
escalation
is
probably
going
to
happen.
So
we
need
to
give
our
teachers
more
skills.
With
that
we
have
included
with
the
new
North
Dakota
century
code,
on
having
mental
health
training.
We
have
adopted
trauma
training.
We
have
six
trainers
by
five
or
six
trainers
in
that
we
want
to
increase
the
number
of
those.
T
We
have
heard
tremendously
good
feedback
from
our
schools
who
have
gone
through
trauma,
training
on
how
much
they
the
teachers
like
I,
never
knew
that.
So
we
are
touching
points
that
are
new
to
the
teachers
envoy.
We
have
some
pilots
going
on
at
Lewis
and
Clark
and
Lincoln
envoy
is
a
nonverbal
cues
nonverbal
behaviors
that
teachers,
adults
would
use
in
order
to
help
manage
I
know
that
both
the
principals
at
Lewis,
&,
Clark
and
Lincoln,
have
said.
They've
seen
significant
drops
and
referrals
to
the
office
for
behaviors.
T
Just
by
having
teachers
use
a
nonverbal
yardsticks
there,
we
have
an
opportunity,
Rory,
Beal
came
in
and
a
grant
supported,
effort
of
really
digging
down
into
that
trauma,
sensitive
schools.
So
the
schools
that
you
see
listed
in
clap,
Eagles,
Jefferson,
Carl,
Ben,
Eielson,
Ben,
Franklin
and
South
are
going
to
engage
in
that
they
are
schools
that
have
gone
through
all
six
units
of
the
trauma,
training
and
so
now,
they're
ready
to
dig
even
deeper
down
into
that
and
drill
down
the
teacher-child
interactions.
Raining!
T
That's
that
coaching
piece.
So
we're
now
engaged
with
having
a
discussion
with
a
business
starting
in
Minneapolis,
hoping
to
include
that
and
it's
a
really
cool,
real-time
feeding
system
to
teachers
to
be
able
to
hear
what
they
should
and
should
not
be
doing
or
asking
them
to
reflect
on
what
they're
doing
in
the
moment,
behavior
analyst
training
as
BC
bas
and
our
PBIS
and
B
BTS
behavior
analysts
that
is
a
very
specific
and
narrow
slice.
T
We
want
to
make
sure
that
everything
that
we're
doing
is
aligning
to
probably
more
than
these
policies,
but
with
these
in
specific,
so
we
want
to
make
sure
that
what
we
have
in
place
is
working
in
tangent,
with
our
tandem
with
our
student
restraint,
the
conduct
and
discipline
and
our
employee
safety.
I
threw
this
in
as
for
for
the
principals,
but
I
thought
it
was
worthy
of
leave.
Leaving
in.
Why
can't
our
teachers
do
this?
T
It
is
a
very
specific
skill,
so
if
you
have
a
pet
who's,
ever
torn
up
a
pillow-
and
you
said
bad
puppy
and
put
them
in
a
cage
and
thought
that
you
were
cheating
to
them,
that
chewing
up
is
bad
is
a
bad
behavior.
You
may
not
realize
that
you
inadvertently
reinforced
something
else,
so
dog
chews
up
pillow
bad
puppy,
but
what
the
puppy
saying
is
there
yay
cuddle
time
so
bye-bye
chewing
up
the
pillow
he
got
cuddles
so
now
he
believes
that
chewing
up
is
good.
T
Being
put
in,
the
crate
is
bad,
and
even
though
we
are
I
mean
we're
human
beings,
but
we
are
of
the
animal
conditioned
right.
We
use
this
in
adults.
If
are
any
of
you,
our
Big
Bang
Theory
Watchers
Sheldon
trained
penny
by
giving
her
chocolate
every
time
she
did
something.
Well,
we
as
adults
get
paid
for
doing
our
job,
so
this
kind
of
stuff
works
across
all.
B
So
I
just
kudos
to
all
of
you
and
to
those
of
you
who
have
been
involved
in
the
seed
projects
and
I
I
saw
firsthand
being
in
the
schools
what
a
difference
it
does
make
so
I
think
we're
in
the
right
direction
and
I'm
interested
in
seeing
how
we
make
this
happen
all
across
the
district.
So
just
wanted
to
say
thank
you.
O
One
thing
Khan
towards
the
end
there
that
caught
my
ear
was
that
there's
we're
not
the
only
ones
on
the
cutting
edge
of
this,
but
this
is
a
nationwide
problem.
There's
not
a
lot
of
research,
we're
finding
or
promising
practices
in
working
through
this.
Are
we
working
with
any
research
institutions
or
partnering
with
our
teaching
colleges
in
the
state,
during
the
region
or
in
the
nation,
to
turn
what
we
are
learning
into
research
that
can
be
shared.
T
Well,
the
quick
answer
is,
you
know,
probably
not
as
much
as
we
should,
but
I
will
like
what
I
will
say
is
a
couple
of
years
ago,
Department
of
Public
Instruction
gave
a
huge
directive
to
special
education
and
talked
about
s
SIPP,
it's
a
strategic
intervention
plan
and
surrounded
from
stakeholders
getting
together
and
saying
what
is
the
one
thing
that
we
need
to
improve
and
that's
behavior,
and
so
when
we
we
may
not
have
the
research
people
coming
to
us,
but
we're
investigating
what's
out
there.
So
maybe
that's
next
on
the
horizon.
T
Q
The
commitment
that
he
has
to
his
neighborhood
school,
that's
impressive,
and
so
unfortunately,
things
happen.
So
you
have
an
incident
so
does
that
put
a
cloud
over
everything?
That's
been
done
for
five
years
to
build
to
the
capacity
that
they
currently
have
to
address
things
in
their
school.
That
five
years
ago
were
across
the
board.
Q
None
of
it
was
probably
being
handled
in
a
way
that
was
appropriate
and
so
I
can't
find
a
better
professional
in
a
community
school
that
has
done
more
than
Brad
on
this
issue,
and
so,
unfortunately,
because
of
the
incident,
it
has
gotten
the
public
eye
and
now
there's
this
band-aid
that
you
see
on
TV
every
time
they
show
any
one
of
these
things.
It's
got
Jefferson
sitting
up
there
on
the
screen.
It's
just
not
what's
been
going
on
in
that
building
and
he's
got
many
many.
Q
And
he's
got
many
many
staff
members
doing
tremendous
work
at
that
building,
and
so
what
do
we
do?
We
learn
from
that
insel,
Rachel
and
Brad,
and
the
team
started
talking
and
they
were
saying
you
know
this
is
working.
We
need
to
duplicate
this,
and
so
the
seeds
were
planted
this
year
and
unfortunately
it
turned
into
a
media
circus
here
in
May,
but
this
was
all
in
the
works
and
so
there's
some
comments.
Q
I
need
to
make
about
all
this
there's
implicit
bias
and
how
we
look
at
this
discipline
in
the
educational
business
it
there
are
people
who
still
feel
that
for
every
bad
act
there
needs
to
be
some
kind
of
discipline,
and
that
has
to
be
punitive.
The
research
is
extremely
clear
on
brain
research
and
everything
else
that
Jeff
just
doesn't
work
long-term.
That's
the
old
way
of
thinking.
Kick
the
kid
out
of
class.
Suspend
the
kid
make
them
do
detention
all
these
types
of
things
does
not
work,
and
so
what
do
you
do?
You
change
behavior?
Q
How
do
you
flip
a
school,
the
character
in
the
behavior
of
a
school?
Is
you
develop
processes
and
procedures
for
consistency?
Common
language
expectations
and
everybody
does
the
same
thing
and
that's
what
this
does.
It
creates
that
continuum
of
common
language
and
expectations
within
a
building,
but
that
takes
time
to
do
it
took
four
years.
Q
Some
of
these
things
happen,
so
they're
going
to
have
to
be
open.
The
other
thing
I'm
going
to
say
is
that
this
can
no
longer
be
you
guys
versus
us
environment,
because
that's
what's
going
on,
it's
not
my
problem.
It's
your
problem
to
deal
with!
It's
everybody's
problem
to
deal
with
administrators
are
frustrated,
teachers
are
frustrated,
parents
are
frustrated,
superintendents
are
frustrated,
okay,
everybody's
in
this
together,
and
it
can't
be
well
we'll
just
put
some
words
on
a
piece
of
paper.
I
will
put
a
policy
in
place
and
it's
all
just
going
to
be
fine.
Q
We
have
already
done
many
other
things
too
in
our
district.
You
look
at
what
we've
done
at
the
secondary
level,
in
particular
with
the
student
wellness
family
facilitators.
$300,000
have
been
committed
to
that.
We
restructured
resources
last
year
to
make
that
happen.
This
year,
those
people
are
serving
a
ton
of
kids
throughout
the
district,
okay
beyond
just
the
school
day.
What
we're
proposing
now
with
what
we
have
sitting
before
us
and
expanding,
is
a
million
dollar
addition
to
that
effort,
and
it's
it's
about
a
million
dollars.
Q
So
what
I
have
before
you
is
the
green
part,
and
that
is
what
are
the
costs
to
all
this
and
what
are
the
positions
and
who
are
the
things?
And
what
are
the
things
we're
doing
when
you
look
at
all
the
yellow,
that's
associated
to
this
this
effort
right
here
and
when
you
look
at
the
and
that's
about
its
it's
about
850,000.
Q
If
you
take
out
the
ninety
four
thousand
for
high
school
staffing,
which
we
increase,
because
the
need
was
there
for
the
number
of
sections
we
had
and
Bob
did
a
tremendous
job
this
year
he
started
out
at
8,
FTE
I
said
you
can't
go
there
and
he
got
down
to
one
point:
one:
eighth
of
additional
FTEs
that
were
needed,
and
this
is
the
engine
in
what
we're
sharing
with
you
tonight
is
very
operational.
This
is
how
we
go
through
and
figure
out
how
we
make
all
this
work
right
and
so
Bob
came
up
with
1.18.
Q
So
that's
about
a
94
thousand
dollar
cost.
All
the
other
ones
are
people
and
things
that
we're
doing
to
make
adjustments
to
have
the
supports
in
the
buildings
that
people
are
asking
for
additional
interns,
additional
technicians
and
interventionists
and
and
all
the
folks
that
we
were
listening
about
tonight.
Talking
about
kim
taking
over
the
mt
SS
coordinator
of
all
this
somebody
has
to
coordinate
it
all
comes
with
great
expertise
in
working
with
challenging
children.
Special
needs,
kids
and
will
be
a
wonderful
person
overseeing
all
this.
Q
And
then
you
look
down
further
some
of
the
things
that
we
did
Brittany,
for
example
in
her
department.
Every
time
we
have
an
opening
now
at
the
district
office,
we
review
the
position,
we
review
the
entire
department,
and
we
say
since
somebody
was
here
for
40
years
or
30
years,
do
we
continue
on
with
that
position
or
do
we
look
at
it
and
make
it
something
different?
So
she
rolled
up
her
sleeves
and
so
you'll
see
the
offset
of
this
down
in
the
pink,
but
she
looked
at
reorganizing
the
groups
of
people
that
she
had.
Q
This
shows
the
cost
of
that.
When
you
go
down
on
the
bottom,
you
can
see
the
reductions
that
occurred
there
and
we're
saving
about
$26,000
by
restructuring
three
positions
in
payroll
office
and
so
get
to
the
bottom.
We're
looking
at
about
a
million
dollars
of
adjustments
and
things
that
we're
doing
throughout
our
budget.
But
it's
about
850,000.
In
addition
for
these
programs
and
this
kind
of
stuff
go
down
into
the
pink
part.
Where
did
the
dollars
come
from
when
Bob
and
I
talked
about
along
with
Rachel,
when
Rachel
first
became
assistant
suit?
Q
Q
What
we
wanted
to
build
was
capacity
with
teachers
to
become
to
become
course,
captains,
and
so
we
are
now
starting
to
wean
down
from
the
facilitator
program
and
putting
it
back
in
the
hands
of
teachers
to
work
with
teachers
on
professional
development,
curriculum
development,
whatever
it
is,
and
so
that's
what
you're
seeing
is
a
downsizing
of
some
of
the
facilitators
there.
So
that
comes
to
a
set
of
cost
savings.
We
made
some
adjustments
with
the
library
media
assistant
position
moved
out
to
ten
months.
There
was
an
additional
downsizing
there,
so
that
was
some
dollars.
Q
I
went
to
Todd,
Wilson
and
I
said
Todd.
I
said
we
continue
to
watch
your
budgets,
we
look
at
what
you
have
and
you
continually
keep
in
touch
and
Todd
has
been
tremendous
with
his
budgets
and
keeping
his
budgets
in
line
and
I
said.
Todd
I
need
$50,000,
so
he
went
in
and
he
said
you
know
we
can
make
that
happen,
and
these
are
the
areas
that
he's
going
to
make
that
happen.
Q
And
so
then
we
look
at
technology,
went
to
Bill
Westrick
said
bill:
can
you
find
$50,000
and
there's
some
things
that
bill
and
Brock
have
been
able
to
do
to
help
support
technology
and
the
equipment
and
things
in
so
bill
said
yeah
I
can
probably
find
that.
So
that's
what
he
did
and
then
you
look
at
other
areas
where
we
made
some
adjustments
and
things
with
federal
programs
and
federal
dollars,
plus
general
fund
dollars.
Q
You
look
at
again
when
you
look
at
the
eliminate
al
administrative
assistant,
al
Peres,
that
was
a
restructuring,
so
there
wasn't
a
loss
there,
a
restructuring,
how
we
did
some
staffing
and
so
the
downsizing
at
Ben
Franklin
in
the
office
they
came
to
us.
They
said
you
know
what
we
think,
though
the
one
secretary
is
retiring.
When
we
hire
the
new
one,
we
think
we
can
go
nine
months
versus
ten
months,
so
there
were
savings
there.
Q
Q
We
went
to
operations
and
maintenance,
and
we
said
you
know
what
we
can
find
200,000
there
that
we
can.
We
can
pull
out
to
be
able
to
support
this
supplies.
Brock
and
his
team
looked
at
that
and
said,
you
know
what
we
can
go
120
one
and
nobody's
going
to
know
the
difference,
and
so
equipment
is
still
a
pending
number.
But
what
you'll
see
is
that
we've
been
able
to
come
where
we're
already
within
that
seventy
six
thousand
dollars
of
the
offsets
of
what
we're
going
to
do
and
what
we're
going
to
not
do.
Q
And
when
you
look
at
all
these
things,
we're
going
to
be
just
fine
by
shifting
these
dollars
to
do
this
and
having
this
kind
of
impact.
So
I
wanted
it
to
be
implicitly
clear
today
with
you
as
a
board
with
other
people
who
are
interested
in
watching
or
listening
that
there
is
a
massive
effort
that
is
now
going
to
be
launched
to
take
on
these
issues,
and
so
this
is
the
resource
side.
Q
We've
talked
about
the
policy
side
and,
more
importantly,
and
I
do
believe
our
way
out
of
this
is
training,
and
that
is
people
have
to
be
open
to
the
idea
of
training
and
have
to
be
open
to
the
idea
of
using
the
knowledge
that
they
gain
to
manage
these
scenarios
in
these
situations,
and
we
will
find
our
way
in
a
much
better
place
after
a
while.
But
again
we
will
still
have
the
individual
incidents.
We
will
still
have
the
occasional
something
but
I
think
that
we're
on
a
plan
on
a
path.
Q
That's
going
to
correct
this
and
so
I'm
very
pleased
with
all
the
work.
That's
been
done,
all
the
thinking
that's
being
done
on
this
and
as
I
told
you
before,
when
we
get
presented
with
a
problem,
what
do
we
do?
We
roll
up
our
sleeves?
We
try
to
fight
a
solution.
This
is
what
we
believe
is
our
best
solution.
So
if
you
have
any
questions
about
this
piece
of
it,
this
would
be
the
end
of
our
presentation.
I
got
to
tell
you.
Q
Rachel
has
been
a
tremendous
leader
earnest,
and
the
one
thing
I
really
like
about
Rachel
is
that
when
we
have
an
issue,
she
becomes
content
knowledgeable
about
that
issue,
and
then
she
knows
how
to
organize
it.
She
knows
how
to
bring
people
together
and
she
knows
how
to
put
a
plan
together,
and
so
this
has
happened
over
a
pretty
short
period
of
time
when
you
look
at
this
kind
of
major
shift
and
so
tremendous
work.
So
thank
you.
A
You
know
the
thing
that
really
was
so
stunning
to
me
tonight
was
to
hear
everybody's
language
is
so
student,
positive
and
student-centered,
which
is
you
know,
for
you
know
those
of
us
old
school
folks.
Here
it's
such
a
180
in
thinking,
you
know
away
from
the
punitive
thing,
and
you
know,
were
the
were
the
in
between
people
between
the
district
and
the
general
public.
The
nine
of
us
here-
and
it
seems
like
part
of
our
job
as
well,
is
to
help
communicate.
A
Kids,
just
get
them
out
of
here
and
life
would
be
so
much
sweeter
and
to
hear
those
kids
being
referred
to,
as
these
are
kids,
who
first
need
to
learn
how
to
identify
what
emotion,
they're
feeling
I
mean
when
I
heard
Alayna
say
that
I
wanted
to
have
you
come
up
at
the
time
moments
probably
pass,
but
to
describe
what
that
even
means.
You
know
to
someone
who's
not
even
fluent
in
their
own.
A
Emotions
was
just
so
revealing
and
then
to
hear
how
that
spun
through
what
everybody
had
to
say
about
behavior
is
something
that
we
teach
and
respect
is
kind
of
the
bait,
the
reward
and
the
the
way
that
that
will
eventually
work
in
the
end.
And
then
here
the
success
story
is
so
inspiring
and
so
I
know
it
will
be
challenging.
When
you
say
we
need.
You
know
buy-in
of
at
least
90%.
That's
when
we're
sitting
in
these
sessions
and
conferences-
and
they
say
before
change
will
happen.
A
Don't
spend
your
time
on
that
10%
that
will
never
come
along
with
you.
If
you
get
to
a
certain
percentage,
you've
got
a
tipping
point
and
you've
made
the
difference.
So
I
just
cannot
express
the
gratitude
for
the
work
you've
done,
but
the
time
that
you
put
in
to
help
us
understand
it
as
well,
and
congratulations
to
all
of
you.
This
is
inspiring
and
we'll
invest
in
it
as
you
as
you
can
tell,
but
don't
lose
faith,
any
other
questions
or
comments.
P
P
The
issue
I
think
that
we
can't
forget
about
is
the
fact
that
the
parents
that
are
public
who
we
serve
and
the
teachers
who
we've
heard
from
in
negotiations
this
year
are
not
forgetting
about
those
other
95%
of
the
students.
I
know
Patti.
You
made
the
comment
that,
when
a
student
is
in
the
in
the
room,
they're
not
learning,
but
maybe
when
they
are
in
the
room,
the
other
19
kids
in
that
room
are
not
learning
and
I.
P
Think
that's
what
we
have
to
convey
to
the
public
that
we're
doing
everything
in
our
what
you're
doing
will
make
a
difference.
Absolutely
ten
years
from
now
the
the
atmosphere
is
going
to
be
completely
different,
but
what
we
have
to
do,
I
feel
is
convey
to
the
public
that
we
have
a
safe
environment
now
and
those
kids
that
are
in
the
room
will
be
safe.
P
Q
Q
So
how
do
you
build
the
capacity
to
change
behavior
so
that
when
the
behavior
comes
back,
that
behavior
has
been
tweaked
enough
to
be
able
to
be
in
the
classroom
right,
and
so
this
is
a
systems
wide
approach
beyond
school
districts.
It's
community
to
the
lack
of
resources
for
mental
health,
things,
the
lack
of
resources
for
parents
to
be
able
to
afford
some
of
the
resources
available
to
them.
Q
The
lack
of
the
legislature
to
change
the
insurance
laws
for
autistic
kids
to
be
able
to
receive
the
training
that
we
know
works
when
they're,
three
and
four
years
old,
so
that
their
behaviors
are
better
under
control.
I
mean
this
is
just
way
more
than
the
school
district,
but
what
my
emphasis
is
tonight
is
that
we
as
a
school
district,
have
to
be
together.
Q
We
can't
be
picking
on
each
other
because
of
we
pick
on
each
other
and
we
don't
work
together
and
it's
us
against
you
and
me
and
her
and
him
we
won't
be
able
to
move
forward
and
do
what
we
can
do
to
make
a
difference.
And
so
that's
what's
got
to
happen.
We
have
to
get
over
this
thing
and
move
forward
and
that's
the
message
I'm
going
to
carry
for
it
as
superintendent.
Q
Give
this
a
chance
when
the
training
shows
up
go
to
it,
be
involved
with
it,
use
the
training,
don't
just
look
at
it
as
another
professional
development
event
that
I
have
to
go
to,
because
that's
my
fear-
or
we
have
these
folks
now
in
the
building
a
so
all.
You
just
send
the
kids
to
them
because
they're,
not
my
kids,
know
that
that
that
isn't
going
to
cut
it.
It's
learn
how
to
work
with
the
kids.
Q
That's
why
those
people
are
there
to
help
guide
you
with
that
and
to
provide
supports
to
you
and
to
provide
sports
to
those
kids.
So
we
can
tweak
the
behavior
make
the
behavior
enough
so
that
they
can
be
successful
in
classroom
that
works.
I've
done
this
before
in
my
career,
I
know
how
to
do
this
stuff
myself.
I
can
relate
to
the
folks
that
sit
out
there,
but
people
have
to
be
willing
to
do
what's
being
asked
of
them
and
if
we
can't
get
over
that,
then
we're
going
to
struggle.
Q
A
A
W
W
If
we
have
new
policies
or
significant
changes,
we
bring
them
to
you
so
that
you
are
aware
of
what
we're
doing
and
what
we
have
here
is
policy
32:21,
which
is
school
lunch
account,
and
this
really
is
in
compliance
with
a
USDA
regulation
that
is
going
to
require
school
districts
who
receive
funds
from
the
USDA
to
have
a
policy
in
place
that
speaks
to
the
process
for
students
charging
meals
that
they
do
not
have
dollars
in
their
accounts.
For
to
what
level
do
you
allow
that?
W
How
would
you
go
about
collecting
that
all
of
which
really
tracks
and
monitors?
What's
what
you
have
for
reimbursable
meals?
How
you
go
about
that
process,
so
Cindy
Hogenson,
our
director
of
nutrition
services
and
her
team,
went
to
work
and
and
worked
with
dpi
worked
with
colleagues
throughout
the
state
really
worked
within
the
district
to
come
up
with
a
policy
that
not
only
meets
the
USDA
guidelines,
but
we
feel
really
is
sustainable
and
able
to
be
implemented
and
meet
the
needs
of
Fargo
public
schools
and
our
students
and
our
families
that
we
serve.
W
U
I
did
have
one
question
as
I
reviewed
it.
It
was
one
of
the
sessions
I
actually
attended
at
the
national
school
boards,
as
well
so
around
when
a
student
has
a
negative
balance
and
they're
provided
a
lunch.
Do
we
have
it
somewhere
else
in
a
different
policy
as
to
which
lunch
is
provided
for
the
student
and
does
that
need
to
be
in
policy
or
not.
Y
U
U
I
didn't
see
in
the
policy
that
it
couldn't
be
all
a
cart
or
it
couldn't
be
extra
items,
but
I
didn't
feel
like
it
was
telling
me
and
maybe
there's
different
direction
being
given
just
verbally
or
maybe
it
will
be
clear
when
this
alternative
isn't
available,
but
that
I
was
looking
for
it
to
say
one
or
the
other.
No.
U
P
W
Address
that
to
the
best
I
can
and
if
I
say
something
wrong,
he
throw
something
at
me.
So
one
of
the
things
that
we
were
doing
is
we
were
only
allowing
children
to
to
charge
one
meal
and
so
from
a
dollar
perspective,
we
would
have
only
had
the
price
of
a
single
meal,
and
at
that
point
we
switch
them
to
that
third
alternative
that
Cindy
talked
about
and
Jennifer
asked
about.
What
we
were
not
doing
is
tracking
how
much
of
that
was
going
on,
and
what
was
the
cost
of
that?
W
So
we
didn't
don't
have
a
good
sense
of
the
financial
impact
of
that.
We
only
know
the
cost
of
one
meal
times
how
many
kids
we
had
and
Cindy
did
provide
the
data
of
how
many
at
each
school-
and
it
wasn't
a
significant
number
that
end
up
there.
So
this
also
will
give
us
a
better
opportunity
to
really
a
year
from
now
have
a
handle
on.
How
big
is
this
issue,
and
then
what
do
we
turn
in
for
reimbursements
because
we
weren't
tracking
it?
W
Y
O
When
I
read
this
I,
like
this
I,
think
it's
compassionate
without
putting
us
that
significant
risk
to
have
endless
balances
and
I.
Think
if
you
know
everybody's
seen
in
social
media
or
on
the
news,
really
negative
accounts
of
kids
being
treated
very
poorly
because
they
didn't
have
a
couple
of
bucks
for
a
meal.
How?
How
do
will
this
policy
be
distributed
and
made
aware
to
the
nutrition
staff
and
so
that
they
know
what
how
to
treat
the
kids
so.
Y
In
addition,
the
regulations
required
that
this
policy
is
provided
to
the
households
in
a
hard
copy
form
annually,
so
this
will
be
mailed
out
to
all
parents
as
well
as
communicated
on
the
website
and
handbooks,
and
things
like
that
too,
as
well,
so
that
parents
know
what
to
expect
if
they
get
into
that
situation.
I.
O
Y
What
works
really
well
is
for
them
to
contact
the
foundation
and
they
are
able
to
work
with
those
donors
and
and
then
get
that
money
to
us
and
communicate
what
the
donor
wanted,
that
money
used
for
and
how
they
wanted.
It
used
and
we're
able
to
facilitate
that
happen,
and
we've
been
very
fortunate
to
have
several
of
those
phone
calls
this
past
year
and
get
that
help
to
rock.
Y
A
Anyone
else
have
any
questions
or
comments.
Well,
this
is
informational
only,
but
we
really
appreciate
hearing
about
this
learning
about
this
and
appreciate
the
work
that
went
into
developing
this
policy
and
I'm
glad
that
it's
moving
in
a
direction
of
treating
our
students
with
more
compassion,
and
thank
you
for
that.
So
thanks
so
much
for
waiting
it
out
and
sharing.
P
A
A
So
that
means
that
Jim,
Rebecca,
Jennifer
and
David
will
serve
as
the
canvassing
committee
and
I
am
going
to
ask
if
Jennifer,
if
you
would
agree
to
serve
as
chair
of
this
group,
just
kind
of
keep
track
of
where
things
are
at
sure
great.
Thank
you.
So
you
will
simply
report
your
findings
to
Ann
Marie
in
advance
of
that
July
11th
meeting
great.
Thank
you
so
much
and
you
will
contact
Rebecca.
She
wasn't
here
tonight
just
to
be
clear,
great.
Moving
on
to
gp7
committee
structure,
monitoring.
A
Thank
you
for
or
excuse
me
that
it's
not
that
ye'll.
This
is
the
time
of
the
year
when
we've
come
to
the
end
of
our
seasonal
meetings.
We've
had
time
to
reflect
on
the
committees
that
we
served
on.
This
is
an
opportunity
to
look
through
our
committee
structure,
which
committees
we
have
what
their
purpose
is
and
have
a
discussion
at
this
meeting.
O
To
stretch
us
out,
I
just
wanted
to
say
invite
in
my
first
year,
I,
don't
I've,
you
know
been
on
a
few
of
these
I've
attended,
all
of
them
at
one
point
or
another
end
of
this.
They
seem
comprehensive
and
they
seem
to
be
able
to
break
down
our
business
enough
that
these
meetings
generally
don't
stretch
out
hours
and
hours,
and
we
did
good
information
from
them
and
so
I
personally,
don't
see
any
reason
to
change
anything.
I
think
this
has
it's
worked
for
me
as
a
new
member
so
far.
Thank
you.
O
O
O
N
A
Yes,
motion
carried,
thank
you
very
much
and
thank
you
to
the
committee
chairs
for
all
your
good
week.
Good
work
this
this
year
and
to
everyone
who
served
on
these
committees.
That
is
truly
the
good
work
of
this
board,
il10
communication
and
counsel
to
board
monitoring.
Thank
you
for
those
of
you
who
turned
in
your
responses
and
the
one
comment.
Rebecca
is
not
here,
but
that
looks
pretty.
That
was
a
good
suggestion,
but
it
looks
operational
as
to
when
staff
reports
to
the
board
on
various
activities
throughout
the
year,
so
I'm,
just
assuming
dr.
B
A
O
A
O
You
I
attended
the
Woodrow
Wilson
graduation
as
guest:there
one
of
my
Asian
liaison
assignments
this
year
and
I
also
attended
the
graduation
and
had
it
out
diplomas
at
South.
It
was,
it
was
really
wonderful.
Both
experiences
vary
there's
a
lot
of
contrast
between
the
two
but
but
wonderful
to
see
those
students
go
out
into
the
world
very
well-prepared,
I
also
attended
the
Indian
education
public
hearing
on
the
sixth
I
took
a
few
notes
from
that.
I
wish
Rebecca
was
here
because
they
had
two
sessions.
O
I
went
to
the
noon,
one
which
was
lightly
attended,
I
think
there
was
a
much
larger
crowd
and
probably
more
dialogue
at
the
evening
event,
but
there's
my
biggest
takeaways
were
that
we
were
making
progress
for
these
students,
but
there's
still
a
long
long
way
to
go
for
them,
but
it
was.
It
was
a
overall,
a
good
good
event.
Thank
you.
Thank.
U
N
Planning
Matt
primarily
to
get
a
look
at
where
we
are
with
the
budget
planning
team
on
our
different
budgets
and
I'm
here,
to
tell
you
they're,
getting
very,
very
close,
not
a
hundred
percent
balanced
on
the
general
fund,
but
not
as
far
away
as
we
thought.
We
might
have
been
a
couple
of
weeks
ago.
So
planning
is
scheduled
to
meet
on
Thursday
June
22nd.
N
That's
not
our
regular
meeting
time,
but
we
need
to
be
prepared
to
hopefully
recommend
all
of
our
budgets
at
the
second
meeting
in
June
for
preliminary
approval,
so
that'll
be
when
we're
taking
our
last
look
at
them
at
the
planning
committee.
You're.
Certainly
all
welcome
to
join
us
if
you'd
like
to
I.
N
Think
a
few
of
you
probably
are
aware
of
this,
but
the
State
Board
actually
has
made
an
offer
and
it's
been
excepted
for
a
person
for
our
next
executive
director.
Her
name
is
Alexis
Baxter
and
she'll,
officially
be
on
board
on
July,
1
and
John
is
going
to
continue
on
full-time
through
all
of
July
and
he'll,
be
on
a
consulting
contract
through
the
rest
of
the
year
to
really
help
make
sure.
Hopefully,
the
transition
is
smooth
for
her
I.
Think
that's
about
it
great.
Z
A
Thank
you
good
to
know
good
to
know.
Affirmations
are
always
good
I
handed
out
diplomas
with
dr.
Schatz
at
Woodrow
Wilson,
and
that's
always
one
of
my
favorite
things
in
the
entire
year
and
that's
about
all
I
did
so.
We
are
now
to
the
point
of
a
possible
executive
session.
Is
there
a
motion
to
adjourn
into
executive
session
Jim
I'd.