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From YouTube: School Board Meeting - October 24, 2017
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - October 24, 2017
A
I'd
like
to
call
this
meeting
in
the
Fargo
school
board
in
the
session,
I
want
to
thank
you
all
for
being
with
us
this
evening.
Our
first
order
of
business
is
approval
of
the
agenda,
but
before
I
take
a
motion
to
that
effect.
I
need
to
add
item
5d,
which
will
be
an
HR
addendum
that
should
be
located
at
your
work
locations
and
with
that
change,
I'd
entertain
a
motion.
B
A
A
second
second,
it's
been
moved
and
seconded
all
those
in
favor
signify
by
saying
yes,
any
opposed
signify
by
saying
no
motion
carries.
Nobody
had
signed
up
to
address
the
audience
this
evening,
although
we
have
lots
of
folks
here
that
will
be
sharing
with
us
through
the
course
of
the
evening.
So
we'll
move
right
on
to
staff
reports
and
Laura,
and
he
news
from
the
FAA.
D
E
D
Principal
here
at
David
Berkman-
and
he
just
informed
me
that
I
was
up
in
the
my
little
third
floor
and
I
could
out
watch
him
out
there
doing
their
hard
work
and
we
had
19
kids
out
there,
and
you
said
we
did
seven
seven
yards
so
I
don't
know
if
any
press
was
there,
but
anyway
they
were
out
doing
some
good
work
for
us.
Super.
A
F
You
very
much
a
few
meetings
ago
you
had
a
report
from
our
three
comprehensive
high
school
principals
as
they
shared
some
data
about
their
schools
and
some
of
the
programming's
that
were
going
on
there
tonight.
Mr.
David
Berkman
is
here
to
share
with
you
some
information
about
Woodrow,
Wilson,
High
School,
and
that
way
give
you
a
true
picture
of
all
four
of
our
high
schools.
So
with
that,
I
will
turn
over
to
mr.
Brickman.
G
G
When
you
see
the
students
responses
in
a
senior
survey,
saying
that
97%
know
that
their
staff
care
about
them,
95
percent
thing
that
students
treat
each
other
with
respect
that
Woodrow
I
think
it
is
helpful
to
see
a
few
snapshots
of
what
life
is
like
at
Woodrow
when
students
finish.
This
would
be
our
informal
graduation
mark
staff,
doing
a
cookie
decorating
with
the
preschoolers
Woodrow
staff,
Woodrow
students
up
a
more
informal
graduation
walks.
G
G
Davies,
north
and
south
have
the
Honors
Program
Woodrow
has
our
accolades
program
since
there's
a
different
set
of
standards
to
achieve
honors
at
Woodrow.
We
have
a
different
name
for
it
called
accolades,
so
this
would
be
from
our
accolades
ceremony
that
we
had
last
year
more
graduates
trip
to
the
Capitol.
Two
years
ago,
more
senior
will
senior
walks
Iowa
with
our
new
shirt
accolades
from
the
this
this
past
year.
These
were
students
who
had
hit
the
hit
the
mark
for
us.
G
Adults,
English
learners,
students
holding
a
card
pumpkin.
We
do
a
fair
amount
of
partnering
with
the
Adult
Learning
Center,
as
well
as
early
childhood,
special
ed,
and
it's
it's
a
chance
for
Woodrow
students
to
exhibit
leadership
and
acculturation
pieces
for
our
new
Americans
and
sometimes
I.
Think
it's
pretty
cool
to
see
a
new
American
working
alongside
alternative,
ed
student,
with
pink
hair
and
just
having
a
really
wonderful
conversation
about
life
as
they
they
are
working
on
a
project.
G
G
So,
just
a
couple
more
again,
just
giving
you
an
idea
of
life
at
Woodrow
that
is
reflected
in
our
seniors
survey
and
I.
Think
I'll
stop
with
this
slide
here,
which
is
just
another
Woodrow
early-childhood
even
start:
Adult
Learning,
Center,
carnival
activity
and
mr.
dent
firing.
A
I,
don't
even
know
what
you
call
it.
Little
poof
of
smoke
comes
out
and
shoots
across
the
room.
G
G
G
We
have
3
R's
with
a
heavy
dose
don
the
respect
piece
telling
their
students,
our
current
students
and
incoming
students
that
were
a
choice.
School
are
really
two
things
for
them
to
consider.
If
they
would
like
to
be
a
part
of
this
choice,
school
one
is
respect.
It's
really
a
non-negotiable
for
us,
we're
very
happy
to
reteach
it
to
learn
how
to
be
respectful.
But
ultimately
it's
just
it's
a
non-negotiable
for
us,
the
student.
If,
if
there
were
Woodrow
students
here
tonight,
they
would
say
adds
it's.
It's
not
just
principal
saying
the
words.
G
It's
it's
a
part
of
the
culture.
It's
it
is
a
non-negotiable
are
other
non-negotiable.
Is
we
all
do
the
Homer
Simpson
from
time
to
time?
Sometimes
we
do
the
Einstein
as
well,
but
somewhere
in
between
there
is
we're
gonna
make
mistakes
so
fix
your
mistakes
and
learn
from
them,
so
two
important
pieces
of
your
culture.
G
One
is
respect
non-negotiable,
we're
here
to
help
you
teach
it
we're
here
to
learn
it
together,
and
second,
non-negotiable
is
hey
when
you
make
mistakes,
fix
them
and
learn
from
them
our
schedule
that
students
will
be
making
some
comments
at
on
the
senior
survey
student,
a
algebra
two
point
two
in
the
morning
for
two
and
a
half
hours
and
lunchtime
is
an
hour
and
then
the
student,
a
English
junior,
English
semester
two,
would
be
their
entire
afternoon
of
two
and
a
half
hours.
Most
students
have
two
classes:
some
have
a
couple
of
skinnies.
G
As
you
can
see,
student
be
having
a
skinny
in
the
lunch.
Their
afternoon
is
half
Fayed
and
half
biology,
studentsí
picking
up
the
earlybird
art
that
would
be
about
the
maximum
number
of
classes
the
student
could
be
at
would
be
four,
so
framing
that
schedule
most
students
to
classes
some
of
them
up
to
four
who
teaches
econ.
G
Dakota
would
be
econ
recent
graduation
data
I
had
a
smaller
group
of
seniors
last
year.
We
do
ask
our
students
say:
is
this
Woodrow
diploma
better
same
or
worse
than
in
north,
south
or
Davies?
And
the
answer
is
well:
it's
a
high
school
diploma.
It's
it's!
The
same
in
the
data
you'll
see
that
our
students
go
on
college
career
life,
ready
work,
military
trade,
school
you'll
see
that
data
coming
up
all
right.
So
now
getting
to
some
of
the
senior
survey
responses
number
of
grads
somebody
responded,
the
blue
column
would
be
the
previous
year.
Fifteen.
G
The
last
to
last,
the
bottom
two
boxes
would
be
just
a
look
at
okay,
so
we
had
eleven
transfers
from
Davies,
north
or
south
that
spent
less
than
a
year,
and
the
bottom
box
would
be
saying
well
what
percentage
of
woodrow
graduates
are
from
fargo
and
what
percentage
might
be
from
new
students
coming
in
and
last
year?
Forty-Two
percent
would
have
spent
less
than
a
year
at
Davies,
north
or
south,
or
any
other
Fargo
school,
so
about
58
percent
would
have
come
through
Fargo
public
schools
for
at
least
a
year.
H
G
G
I'm,
going
on
to
the
next
slide,
even
advisory
program
at
Woodrow
for
credit
Department
of
Public
Instruction
allows
alternative
schools
to
offer
advisory
program
for
elective
credit,
and
that
would
be
a
big
piece
of
our
students
becoming
attached
with
at
least
one
adult
in
the
building
this
advisory
program
for
credit.
How
that's
reflected
in
the
senior
survey
is
when
our
students
are
talking
about
an
adult
knows
me
well,
well,
their
advisors
should
know
them
should
know
them
very
well,
because
they
meet
weekly
to
two
bi-weekly.
G
Longitude
longitudinal
data
I,
don't
have
that
here
tonight,
I
would
say
the
32%
ISM
is
a
large
jump.
I
would
say
it's
typically
in
the
low
teens
low
to
mid
teens
it'll,
be
interesting
as
a
literal
team
were
on
the
college,
ready
career,
ready
indicators
looking
at
how
to
increase
the
number
of
two-year
and
four-year
college
ready
students.
This
was
our
first
year
of
effort
into
it,
but
it'll
be
interesting
is
interesting
to
see
what
the
data
shows
next
year,
but
it's
something
that
we
are.
We
are
very
cognizant
of.
G
It
it
just
speaks
volume
of
the
connected
piece
that
were
able
to
achieve
with
with
the
school
size
that
we
have
that
if
that
is
reflected
in
the
numbers,
all
right
in
formal
graduation
walk
I
had
mentioned
when
a
student
finishes
their
last
class,
we
Britton
bring
everybody
up
on
the
third
floor,
do
a
little
hooting
and
hollering
and
introduced
the
new
graduate
and
explain
what
their
plans
are
for
the
students
are
reluctant
to
do
that.
We
say
hey.
This
is
what
you
don't
have
to
say
a
word.
G
G
G
It's
probably
a
little
hard
to
see
that
updating,
mattes,
nothing
better.
Communication
is
scheduled,
I,
don't
know,
lower
some
distractions
attendance
and
force
more
school
lunch,
less
online,
more
classes,
harsher
punishments,
better
explanation
of
classes,
better
school
lunch
program,
warm
water
in
the
bathroom
for
team-building
activities,
stricter
to
respect
for
staff,
lunch,
computer
and
resources.
G
A
G
And
I
believe
it's
the
last
slide
here
on
things
that
you
appreciate
about
your
school
and
again.
I'll
just
highlight
some
of
these
because
they're
difficult
to
read
from
the
distance
teachers
for
sure
teachers
and
freedom,
music,
going
working
at
my
schedule,
super
cooperative
and
understanding
team,
their
willingness
and
efforts
to
help
any
way
possible
students
and
staff
respect
to
you.
They
always
want
the
best
for
you
staff
lunch.
G
We
do
some
luncheons
together,
diversity
that
helps
support
the
teachers,
the
alternative
learning,
the
fact
that
you
can
go
at
your
own
pace
and
not
have
to
feel
rushed
enjoy
the
teachers
here.
A
lot
definitely
will
be
missing
them:
staff
and
nest.
The
cop,
the
fact
that
staff
works
with
students
and
their
problems
to
help
them
succeed,
teachers,
students
very
kind
staff-
and
these
are
just
kind
of
a
sampling,
there's
another
21
responses
that
would
be
be
similar
in
in
what
the
students
communicate.
G
G
I
Said
it
before
and
I'll
say
it
again,
and
this
is
just
another
reason
to
say
it:
what
a
gem
I'm
so
proud
of
Woodrow
Wilson
was
so
proud
of
the
like
Jim
said
the
leadership
you
exhibit
they're
the
team
you
have
when
you
go
back.
Please
extend
thanks
from
all
of
us
to
the
excellent
job
they
do,
and
it
was
really
proud
and
all
of
our
community
should
know
about
this
and
be
very,
very
proud
of
what
we
have
here.
Thank
you.
Thank
you.
H
I'm
always
fascinated
by
the
inter
program
and
intergenerational
things:
you
do
you
know
the
high
school
students,
with
the
little
kids
and
with
adult
language
learners.
Is
that
something
that
you
expand
on
every
year
you
kind
of
have
a
certain
amount
of
it
every
year.
Is
that
something
that
is
growing
I'm?
Just
that
always
fascinates
me
and
I
love
that
that
happens
in
that
building.
If
you
could
just
speak
to
that
element
a
little
bit,
we.
G
Have
some
amazing
teacher
PLC's
over
at
woodrow
PLC
bcc
behavior
climate
culture?
They
will
experiment
with
various
opportunities
for
our
students
to
interact
with
other
programs.
I
mean
for
the
most
part.
They
give
it
a
two
or
three
year
run
and
then
they
will
adjust
or
modify
with
our
staff.
Will
collaborate
with
early
childhood
staff?
Hey
how
this
work
for
you?
What
might
we
want
to
try
differently
next
time?
So
it
does.
It
has
morphed
through
the
years
and
it
will
continue
to
morph.
D
Yes,
thank
you.
I
just
want
to
add
something
as
amazing
as
the
staff
is,
and
our
leadership
is
you
saw
in
our
students
are
just
as
amazing.
We
have
a
I
came
back
from
Bali
presidency
when
I
was
in
DEA
and
I
landed
at
Woodrow
and
I'm.
So
glad
I
did
it's
such
a
tremendous
challenge,
but
you
know
a
lot
of
thrills,
but
you
saw
as
some
of
those
pitchers
went
by
there
were
a
few,
probably
two
or
three
homeless.
D
Kids
in
that
group
that
we
saw
these
kids
have
enormous
ly,
hard
lies
and
they
come
to
us
and
you
see
great
things
happen,
sometimes
not
totally
great,
but
you
see
a
lot
of
challenge.
I
have
a
young
man
right
now
who
is
living
in
a
hotel
with
his
mother,
he's
coming
every
day
because
he
can
get
the
meal
but
he's
also
working
every
day
too.
D
D
F
Am
thank
you
very
much.
Each
year
we
try
to
provide
for
you
and
update
on
our
English
language
program
and
over
the
past
few
years,
there's
been
a
different
person
at
the
podium
presenting
Bonnie
Sanders,
then
Vince,
Williams
and
tonight.
David
Berkman
will
be
here
with
his
team
members
to
share
information
about
our
English
Learner
program
and
the
wonderful
things
that
are
happening
across
our
entire
system.
G
Very
good,
it's
nice
to
have
Dakota
here
on
the
Woodrow
sight
tonight
by
plan
or
by
chance,
but
it's
how
it
worked
out.
You're
gonna
get
a
lot
of
up
down
presentation
from
not
me
doing
a
lot
of
the
talking,
but
a
lot
of
the
the
yell
staff
doing
tact
talking
rock
star
group,
amazing
group
of
Al
teachers
and
social
workers
behind
me,
I
think
when
they
come
up
to
say
their
piece,
because
they're
all
gonna
be
saying
a
piece:
I'll
have
them
introduce
themselves
at
that
time.
G
Okay,
so
switching
gears
to
the
I
ll
program
absolutely
treats
to
join
a
team.
That's
highly
functional
that
is
extremely
passionate
about
kids,
would
resolve
and
passionate
about
kids
yell
staff,
extremely
passionate
about
the
students
that
they
serve
and
helping
them
be
successful.
So
it's
it's
been
very
fun
to
join.
Join
this
team
first
slide.
G
Laurene
happy
one
of
the
presenters
tonight
had
forwarded
this
when
he
said
we're
doing
a
board
presentation
if
you'd
have
any
have
any
clever
ideas
to
share,
and
this
comes
from
Lewis
and
Clark
you'll
find
out
more
about
a
level-one
kinder
is
in
the
in
the
presentation,
Rita
Jeopardy
for
one
thousand,
please
Alex.
What
is
what
is
we
to
stand
for
we're
part
of
the
WIDA
consortium
for
English
for
English
language
learners?
G
G
Three
states
started
we'd
at
many
many
years
ago.
Wisconsin
Delaware,
Arkansas
wow
talk
about
a
diverse
group
starting
a
language
consortium,
so
we
are
in
the
WIDA
consortium,
which
originally
was
Wisconsin
Delaware
and
Arkansas,
and
with
these
numbers
I'm
going
to
step
back
and
pass
this
off
to
Tamra.
J
Thank
you.
My
name
is
Tamra
Hoffman
il
social
worker
and
I
serve
at
Jefferson,
Karl,
Ben
and
South,
and
we
have
two
other
social
workers,
also
just
kind
of
looking
at
numbers
today,
I
think
at
those
three
schools
we
have
over
three
hundred
and
ten
students
at
just
those
three
schools
that
I
serve
so
our
job
as
the
ELL
social
worker
really
is
to
do
whatever
it
takes
to
help
our
kids
do
well
in
school.
So,
as
these
numbers
kind
of
show,
there's
just
quite
the
diversity.
J
In
our
district
with
1200
current
and
former
ELL
students
with
the
greatest
group,
the
Napali,
we
have
18
percent
that
speak
Nepali,
followed
by
Arabic
Somali
in
Spanish
kind
of
to
round
out
some
of
the
top
ones.
But
sometimes
people
ask
me
like
you're,
an
al
social
worker.
Do
you
like
speak
all
those
languages
I'm
like
no?
We
are
so
blessed
to
have
interpreters
and
bilingual
Parra's
that
help
us
in
our
schools,
so
that
helps
us
quite
a
bit.
J
Our
focus
as
social
workers
really
does
focus
on
three
different
areas:
those
including
school
home
and
commute
school
things
and
the
we're
not
limited
to
the
things
I'm
saying
I'm
limited
on
time,
but
I'm
not
limited
on
the
things
what
we
can
do,
but
as
far
as
school
goes,
we
can
go
into
the
classroom,
so
we
can
observe
what
happens.
We
help
with
behaviors.
We
help
with
team
meetings,
parent-teacher
conferences,
coordinating
all
of
those
efforts
attendance.
J
If
our
kids
are
not
in
school,
we
often
are
asked
to
try
to
figure
out
why
they're
not
in
school.
What's
the
barrier,
what
can
we
do
to
help
them
and
home?
That's
like
a
big
part
of
what
we
do
is
the
home
visit
piece,
I'm,
just
learning
more
about
our
kids.
What
home
is
like
what
happens
at
home
and
we
also
just
bridge
the
gap
between
school
and
home
oftentimes,
our
students
and
Families
respect
our
schools
and
our
teachers
in
the
United
States.
So
much
they
feel
like
you
know.
J
They'll
just
take
care
of
it
at
school,
but
we
really
want
our
parents
and
families
to
see
that
they're
an
integral
part
of
our
education
here,
and
so
we
make
great
efforts
to
welcome
them
into
our
schools
and
just
bridge
that
gap,
and
then
the
last
one
is
community.
We
really
want
to
connect
our
families
with
what
they
need.
It
can
be
anything
from
basic
needs:
food,
shelter,
clothing.
J
If
kids
are
hungry,
they're
not
gonna,
be
able
to
learn
so
we're
out
there
kind
of
in
the
trenches,
sometimes
getting
food
baskets
if
that's
needed
filling
out
applications
for
families
or
referring
them
to
agencies
or
people
that
can
fill
out
those
forms
for
them
so
that
they
have
what
they
need
medical
appointments.
We
attend
appointments
with
families,
sometimes
they
just
can't
get
to
the
appointments
or
the
systems.
Barriers
are
so
great
that
they
just
need
someone
to
kind
of
walk
along
with
them.
So
we
do
that.
J
Immunizations
kids
need
immunizations
to
be
in
school,
so
our
administrators
and
nursing
staff
ask
us
to
support
that
and
help
families
to
get
the
necessary
immunisations
that
they
need
to,
and
then
mental
health
appointments.
If
families
and
students
need
that
kind
of
support,
we'll
make
those
referrals
and
not
even
just
make
those
referrals
but
we'll
go
along
with
them
and
help
them,
because
just
the
barriers
and
and
that
type
of
thing
can
be
pretty
daunting
for
some
of
our
families.
So
we
walk
along
with
them
and
share
that
journey
with
them.
J
If
they
need
that
and
for
many
cultures,
mental
health
there's
a
stigma
with
that.
So
it's
just
helping
them
understand
that
we
all
have
mental
health
and
what
that
looks
like
and
how
we
can
help
them.
So
we
do
that
as
well
and
with
the
ultimate
goal
for
us
as
social
workers
is
that
when
they're
sitting
in
the
classrooms
in
our
schools
in
front
of
amazing
teachers
like
we
have
in
the
Fargo
district
that
they
will
be
ready
to
learn,
so
that's
basically
kind
of
how
we
support
our
program.
B
G
Next
slide
is
the
home
language
survey
and
you
can
see
the
numbers
over
the
past
few
years,
noteworthy
at
the
bottom
48
Chinese
speakers
48
Chinese
speakers.
If
there
were
under
50
students
in
a
cell,
their
data
wasn't
included.
So
those
had
to
go
back
and
be
manually
manually
pulled.
G
C
The
next
my
name
is
Lori
nappy,
I'm,
the
Yale
teacher
at
Lewis
and
Clark
Elementary
and
I
love
my
job.
The
next
two
slides
displayed
north
dakota's
al
student
identification
program
flow
chart
during
registration.
The
home
leg
language
survey
may
indicate
a
second
look
if
the
significant
influence
of
a
second
language
is
determined
to
be
present.
The
student
is
tested
for
program
placement.
If
scores
qualify,
the
student
for
ell
services,
an
individual
language
plan,
is
written
and
parent
notification
is
made.
G
Thank
You
Larry
takeaways
from
this
as
the
the
home
language
survey,
is
the
ticket
in
and
then
there's
testing
that
happens
to
see
if,
if
the
student
would
be
receiving
programming
or
not
next
slides
up
on
the
who
are
we
serving
right
now,
Jasmine,
her
sink
is
teacher
over
at
Discovery
and
she's
explained
well.
Who
is
who
is
here
now.
K
Jasmine,
first
think
that
discovery
like
you
said
I
need
my
notes.
It's
gonna
be
on
this.
So
currently
at
Fargo
we
have
916
enrolled,
English
language,
learners,
English
language
students,
English
learners,
students,
I'm.
Sorry,
if
they've
dropped,
one
of
the
ELLs
I
always
forget
which
one
it
is
we
have
517
in.
The
elementary
is
155
in
the
middle
schools
and
245
in
the
high
school.
K
So
as
our
population
in
Fargo
continues
to
grow,
so
does
our
ell
population.
So,
as
you
can
see,
since
2013
our
population
has
grown
just
as
much
as
the
Fargo
population.
It's
been
a
pretty
steady
number
there,
so
it's
pretty
significant.
We
keep
adding
schools
and
keep
adding
students,
and
yet
we
keep
adding
yells
as
well.
So
as
far
as
the
home
languages
since
2013
again,
we've
had
a
pretty
steady
number
of
languages
spoken
in
our
ell
homes,
a
little
bit
less
since
2015,
but.
K
So
in
the
schools
currently
there's
1234
current
and
former
English
learners,
former
students
still
typically
monitored.
We
continue
to
watch
their
grades
in
their
classes
for
the
next
two
to
three
years,
depending
on
how
they're
doing
after
they
have
exited
the
program
and
those
students
represent
58
countries.
K
11%
of
Fargo
public
schools
in
moment
is
made
up
of
current
and
exited
students,
so
45%
born
in
the
u.s.
majority
of
those
still
have
parents
in
the
home
who
speak
no
English,
even
if
they
were
born
in
the
US.
So
it's
important
that
they
still
receive
that
English
in
the
schools
and
have
our
support
as
the
English
Learner
or
as
the
English
nor
teachers,
because
they're
not
usually
getting
that
English
support
at
home
and
then
the
other
55%
is
made
up
of
refugees
and
immigrants.
G
Next
slide:
you're,
looking
at
enrollments
by
building
for
the
past
five
years,
there's
a
two
ways
to
look
at
the
data
that
makes
us
a
little
bit
messy.
If
you
look
at
2016-17,
you'll
notice
note
that
there
were
nine
hundred
and
seventy-seven
students
that
power
school
will
pull
and
say,
if
you
add
up
the
numbers,
you'll
get
to
nine
seventy
seven,
the
red
numbers
at
the
bottom
808
to
861.
That
is
the
monthly
enrollment
of
English
learners
we
had
last
year.
What's
that,
what's
the
discrepancy
in
data
peas?
Well,
I'm,
going
to
the
top.
G
G
Is
that
number
977
more
important
than
861
or
the
808
number?
Well,
if
I
stay
asked
this
awesome
group
of
Yale
teachers,
if
a
new
student
starts
with
them,
you
still
have
to
do
the
access
testing.
You
still
have
to
write
an
ILP.
You
still
need
to
build
a
schedule
for
them,
so
that
number
977
really
is
valid
in
the
sense
that
we
had
to
get
a
program
set
up
for
the
student
they
may
have
moved
from
school
to
school,
but
that
that
student
needed
to
be
served.
G
G
Think
of
surprise
noteworthy
Jefferson,
which
Tamara
admits
and
114
students,
ed
Clapp,
114
students,
those
two
schools
really
really
very
similar
in
numbers.
Davies
numbers,
one
of
the
sharper
increases
as
well
over
the
past
five
years,
not
catching
South
yet,
but
but
definitely
increasing
increasing
in
numbers
of
students.
G
The
blue
at
the
bottom
means
that
don't
have
that
data
readily
available
for
those
those
particular
years.
Current
projections,
president
Trump,
leaves
us
a
refugee
resettlement
at
45,000
at
the
refugee
resettlement.
Meeting
LSS
thought
it
would
be.
50,000
was
what
they
were
hearing.
It
ended
up
being
45,000.
What
that
means
is
for
new
arrivals
in
Fargo.
These
would
be
the
anticipated
numbers
for
the
year,
which
really
LSS
said
that
our
our
student
numbers
should
almost
just
be
very,
very
even
for
what
they
have
been
the
the
past
several
years.
L
So
this
slide
talks
about
how
much
service
our
students
get
per
day,
and
this
is
from
the
North
Dakota
State
ll
program,
Advisory
Committee
and
these
are
recommendations,
they're,
not
requirements,
and
you
can
see
that
you
know
as
a
student
advances
that
they
get
less
service.
So
they
start
at
level
one.
It's
recommended
three
or
four
units.
You
know
service
for
level,
two,
two
to
three
level:
three,
one
to
two
and
level:
four
one
unit
of
service
there's
a
little
thing
at
the
bottom.
L
That
explains
what
a
unit
is
and
that's
a
class
period,
so
that
varies
from
elementary
to
high
school
at
high
school.
They
get
the
most
time
fifty
minutes
per
unit.
It's
I
think
44
minutes
at
middle
school.
If
I
remember,
right
and
maybe
about
30
at
at
elementary
school
and
I
would
say
that
if
for
the
high
school
I
can
speak
for
the
high
school
and
we
do
meet
this
standard,
in
fact,
sometimes
we
exceed
it.
L
G
G
G
So
she
and
I
are
working
on
a
very
large,
very
large
project
numbers
students
by
building
by
access
level,
their
English
language
proficiency
and
by
minutes
of
service.
We
find
very
resourceful
teams
in
the
buildings
that,
as
the
student
number
goes
up
and
the
staffing
has
steps
that
has
been
relatively
stable,
they'll
add
a
few
students
to
each
of
the
sections
they
get
very
creative
with
how
to
meet
student
needs
and
then,
when
a
building
were
to
say
we
could
really
use
some
more
al
staffing.
G
M
Alright,
so
our
access
test
is
given
to
students
every
early
in
the
spring
semester,
there's
a
six-week
testing
window
in
late
January
and
then
through
most
of
February,
and
this
is
the
proficiency
test.
That's
given
once
a
year
to
all
students
K
through
12
in
last
year
for
the
1617
school
year,
we
experienced
a
pretty
significant
change
in
how
the
proficiency
scores
are
calculated
for
our
students,
so
the
standards
themselves
are
not
changing
the
rubrics.
Look,
the
same.
The
standards
look
the
same,
but
the
expectations
for
how
to
perform
on
those
assessments
changed
pretty
dramatically.
M
M
So
this
shows
kind
of
our
annual
data
trends
for
who
falls
into
those
different
proficiency
level
categories.
You'll
see
some
pretty
big
changes
as
we
get
between
the
2015
and
the
2016
school
year
of
note.
They
weed
I,
didn't
think
this
was
actually
very
important,
but
back
in
the
2015
year
was
actually
the
first
year
that
the
test
switched
the
listening
portion
from
a
proctor
reading
it
in
person
to
it
being
played
on
a
CD
that
alone,
through
our
listening
scores,
way
out
of
whack.
M
They
went
down
the
pacing
of
the
listening.
Cd
was
a
very
slow
and
students
lost
track
of
what
they
were
doing
so
that
year
was
wonky.
Then
2015
we
moved
to
all
computer-based
now
for
some
of
our
students.
That's
not
an
issue.
They
have
student
pl.
These
computer
skills
are
high
for
our
newcomers.
We
can't
type,
we
can't
you
know
even
really
work
a
computer,
so
that
threw
off
our
scores
again
and
then
in
2016-17
they
adjusted
the
proficiency
scales.
M
So
for
the
past
three
years,
we've
had
to
be
kind
of
analyzing
our
data
with
various
grains
of
salt,
because
everything
was
changing
on
us,
but
what
it
means
is
less
students
are
exiting.
So
we
need
to
take
a
look
at.
How
do
we
adjust
our
curriculum?
How
do
we
adjust
our
standards
that
we're
teaching
to
make
sure
that
we
get
kids
exiting?
If
you
look
at
the
scores,
you
see
like
your
level,
four
from
1516
was
at
23%,
and
that
was
pretty
pretty
standard
down
to
only
16%.
C
It
takes
on
average,
one
to
three
years
to
acquire
Bicks,
which
is
conversational,
English
and
five
to
seven
years
to
acquire
help
which
is
academic
language,
and
these
two
proficiencies
are
attained
side-by-side.
So
not
only
are
they
learning
to
say,
I
need
to
use
the
bathroom.
How
do
I
sharpen
my
pencil,
they're
learning,
how
a
angelfish
is
a
luminescent
with
their
underwater
elementary
Yale
teachers
are
licensed
in
both
elementary
and
highly
qualified
to
be
highly
qualified
were
licensed
in
both
elementary
and
e-l.
C
At
our
level,
we
try
to
have
five
students
in
a
group.
The
challenge
there
is
different
levels:
different
ages,
I
have
had
students
who
might
be
in
kindergarten
and
second
grade.
It
would
make
a
really
great
group,
but
would
that
help
them
with
their
self-esteem?
And
when
you
are
an
elementary
teacher,
you're,
mostly
doing
pull
out
some
teachers
do
push
in
it.
C
Reach
is
the
first
time
that
Fargo
Public
Schools
has
had
an
e
el
elementary
curriculum,
and
we
all
have
it.
Thank
you,
dr.
gross
for
that.
It's
a
language
based
program
based
on
grade
level,
science
and
social
studies
standards,
it's
same
company
that
has
made
the
elementary
science
standards.
So
when
a
student
is
in
fourth
grade
learning
about
earth
science,
they're,
also
with
me
reading
about
a
scientist
who
is
studying
volcanoes.
C
So
when
I
pulled
them
out
of
science,
they're
still
getting
some
science
with
me
and
still
getting
that
same
vocabulary
at
their
level.
Every
lesson
Within
Reach
engages
the
student
and
listening
speaking
reading
and
writing,
which
are
four
important
domains
and
it
alternates
between
fiction
and
nonfiction
stories.
The
same
way
that
the
new
literacy,
it's
called
journeys,
which
is
the
classroom
literacy
program
that
they
get
in
their
classroom,
is
the
same
type
of
format
that
we
have
when
they
come
to
us.
C
K
At
the
middle
level,
standard
of
effort,
meaning
what
we
hope
to
have
our
classroom
sizes
level,
one
students
we
hope
to
have
eight
students
at
a
max.
However,
in
the
past
few
years,
with
more
teacher,
more
students,
less
teachers,
we've
been
up
to
sixteen,
maybe
twenty
in
some
cases,
for
our
level
ones,
which
gets
very
difficult
to
serve
those
students.
But
we
do
our
best
level.
Two
to
four
students.
K
We
like
to
cap
our
classrooms
at
ten,
but
again,
past
years,
more
students,
less
staff,
we've
had
sixteen
to
twenty
depending
on
the
year,
depending
on
the
time
of
year,
and
at
some
points
we
move
students
who
we
think
will
be
successful
in
maybe
a
higher
level
of
class,
but
still
a
lower
level
of
English.
And
then
we
have
a
resource
class
which
is
for
our
higher
students,
threes
fours,
maybe
even
recently
exited
students.
K
We
can
help
them
with
their
mainstream
homework
and
try
and
bridge
the
gap
between
their
Yale
classrooms
and
their
new
classrooms
with
their
peers,
and
we
have
had
a
steady
number
of
ten
to
fifteen
students
in
our
resource
classes
at
the
middle
school
level.
In
the
middle
schools,
both
Carl
Ben
and
discovery,
we
serve
English
language,
arts,
math
and
read
180
system,
44
I
will
say
at
CBE.
We
have
a
teacher
who
is
certified
in
Il
teaching,
both
the
read
180
and
the
system
44
at
Discovery.
K
L
So
for
highschool,
the
standard
of
effort
is
pretty
similar
to
middle
school
level,
one
we
like
to
have
eight
students
levels,
two
through
four
fifteen
students
and
then
at
resource
class,
where
students
come
in
for
individual
homework.
We,
like
ten
students
and
like
Jasmine,
said
this
is
our
ideal,
but
often
we
have
many
more
students
than
that
in
our
classes.
Sometimes
the
level
twos
are
up
over
20
10
to
15
even
20
and
level.
One
resource
gets
a
little
over
10,
sometimes
2,
but
really
I.
L
Think
our
focus
is
not
on
numbers,
but
we
want
to
make
sure
that
every
student
gets
the
level
appropriate
level
service
that
they
need
and
the
number
of
courses
that
they
need.
So
we
kind
of
focus
on
that
I
think
we've
been
able
to
reach
that
standard
of
effort
making
sure
everybody
is
in
you
know
getting
the
appropriate
level
service
and
the
courses
that
they
need
to
be
in.
L
When
you
look
at
our
classes
that
we
offer,
we
offer
a
few
more
at
high
school,
we
actually
have
math
science,
social
studies,
English
language,
reading,
partnership
of
new
Americans
and
resource.
So
every
core
content
class
is
covered
in
high
school,
really
every
class
that
they
need
to
graduate.
We
have
in
sheltered
instruction.
L
The
partnership
for
new
Americans
I
think
they've
presented
here
before
with
that
one,
but
they
are
partnered
with
a
mentor,
a
non
al
student
or
maybe
a
former
ell
student
that
helps
them
just
acclimate
to
school
and
build
relationships
with
them
and
then
resources
for
those
students
that
are
pretty
much
mainstream
but
maybe
need
some
support
with
their
homework.
So.
L
Any
questions
on
that
before
I
go
on.
This
is
a
few
of
the
things
that
we
use
at
high
school.
We
use
read
180
and
system
44,
which
teaches
the
students.
The
system
of
the
sounds
in
the
English
language.
We've
used
was
at
a
stone,
but
I
think
the
really
important
thing
to
emphasize
about
our
curriculum,
but
much
of
it
has
been
written
by
the
e
L
teachers.
They've
developed
the
curriculum
this
summer.
Curriculum
writing.
L
G
So
if
Jennifer
free
was
here,
you've
seen
her
speak
before
the
the
early
child
even
starts
early
Family
Literacy
our
kindergarten
through
twelfth
grade,
and
then
the
adult
yells
all
of
the
teachers
have
the
same
two
goals
this
year,
sharing
to
say,
sharing
a
similar
goal
along
with
whatever
their
program
might
have.
The
goals
come
from
Marzano
and
it
could
be
first
bullet
says:
supporting
strong
el5
family
dynamics
in
American
culture.
G
So
if
you
could
picture
the
whole
pre-k
to
adult
staff,
all
together
probably
be
like
forty,
some
of
us
everybody
having
this
goal
that
we
need.
We
need
strong
families,
data
at
the
top
number
one
protective
factor
for
student,
mental
health
and
combating
adverse
childhood
experiences.
Obvious
answer,
but
it's
a
strong
family,
strong
family
supports.
G
So
the
first
goal
from
adult
to
true
k12
is,
let's
make
some
strong
families.
Second
goal
is
on
Family
Literacy,
so
Yale
teachers
working
on
their
Marzano
growth
goals.
This
year,
we've
come
together,
pre-k,
k12
and
adults
to
share
these
same
goals
and
I
guess,
as
we
wrap
up
our
arielle
presentation
again,
just
an
extremely
passionate,
talented
group
of
educators.
When
you
do
your
site
visits
your
school
visits
with
the
schools
that
your
liaisons
with
please
come
in
and
check
out
the
yellow
classrooms.
There's
a
lot
of
wonderful
stuff
happening.
Thank
you.
I
G
Gonna
defer
to
one
of
the
ELT
Jers,
but
behind
me.
If
somebody
wants
to
answer
that,
what
I
will
say
is
the
state
of
Michigan.
You
used
to
have
a
passing
rates,
for
example,
state
of
Michigan
of
about
13%
this
past
year
they
had
under
1%,
they
recalibrate
our
nationwide.
This
is
not
a
Fargo
or
North
Dakota
phenomenon.
This
is
nationwide
back
to
your
question,
though,
John
of
what
does
it
take
to
pass
out
of
it.
M
M
They
truly
when
we
say
that
a
student
has
reached
a
5.0,
we
have
to
be
able
to
say
they
are
on
the
same
level,
academically
socially
everything
with
their
English
as
a
person
who
speaks
English
as
a
first
language.
So
I
was
actually
talking
with
David
about
this
earlier
today,
when
you
have
somebody
who
starts
as
a
level
1,
it's
not
uncommon
for
them
to
jump
all
the
way
to
a
2,
sometimes
even
to
a
3
in
their
first
year
with
us,
because
you're
starting
with
nothing.
So
it's
easy
to
make
gains.
M
When
you
had
no
words
and
now
at
the
end
of
the
year,
you
can
write
a
paragraph.
So
we
see
big
gains
there.
Then
you
get
into
the
4
and
the
5
and
the
nuances
in
the
writing
and
the
nuances
in
the
eating.
The
amount
of
vocabulary
that
they're
being
assessed
on
is
is
pretty
extraordinary,
so
we
have
always
expected
that
a
student's
going
to
be
a
four
or
a
five
longer
than
they
were
a
1
and
a
2,
and
that's
just
that.
Just
comes
with
the
level
of
English
that
we're
asking
them
to
do.
M
Attention
I
think
you
had
pass
it.
We
also
have
to
remember
that
these
are
high
school
students
and
middle
school
students
and
elementary
students.
What
kind
of
a
day
are
they
having
when
we
give
them
this
one
test
in
the
school
year?
What
are
their
computer
skills?
Do
they
prefer
to
hand,
write
a
paragraph
or
type
it?
So
there's
all
these
factors,
you
know
the
speaking
components
pretty
awkward.
It's
not
a
face-to-face
conversation
they're
talking
into
a
microphone
into
a
computer.
So
it's
it.
M
I
M
Definitely
we
had
a
number
of
students
who
were
extremely
disappointed
to
themselves
because
they
full-on
believed
they
were
on
track
to
exit
and
they
missed.
It
I
think
that
in
the
next
school
year
for
17
18,
we
will
be
more
than
a
less
than
1%
of
exiting
I.
Don't
I
think
it's
gonna
take
us
a
while
to
get
back
up
to
the
rate
that
we
were
at
I.
Think
their
point,
is
you
shouldn't
be
at
that
rate,
necessarily
with
the
way
you
were
teaching
things?
M
It's
asking
everybody
to
raise
the
bar
and
raise
the
standards
and
take
a
look
at
how
they're
teaching,
especially
those
upper
level.
Kids,
the
tendency
has
been
oh,
they
can
survive
out
in
a
mainstream
and
we've
got
too
many
that
need
more
help
down
lower
if
they
can
survive
in
the
mainstream
class,
good
get
them
out
there.
What
that
tells
us
now
is
we
can't
just
leave
them
out
there
anymore.
They
need
continued
support
that
might
be
different
classes.
How
do
we
get
those
skills
up
to
the
new
criteria?
Thank.
A
I
Another
quick
one
it
may
be
kind
of
related
to
that
another
one
of
these
slides
showed
the
requirements
for
a
highly
qualified
teacher
and
my
eyes
kind
of
bugged
out
I
was
like
holy
smokes.
They
have
to
be
able
to
teach
the
subject
number
one
and
the
number
two
be
specialized
in
dll.
What's
the
talent
pipeline,
look
for
that
and
do
our
local
universities?
Are
they
partnered
with
us
to
develop
that
kind
of
talent
and
and
where
does
that
come
from?
Thank.
N
Well,
I
know
that's
something
that
comes
up
every
time
that
we
meet
with
the
universities,
particularly
Morehead
State
University
seems
to
be
doing
more
than
anybody
else
to
try
to
increase
the
number
of
people
who
are
going
into
the
programs,
and
so
we're
hopeful
that
we're
gonna
start
seeing
more
people
that
are
coming
out
and
available,
but
more
it
states,
probably
the
leader.
Would
you
a
great
debt
on
that?
You
guys
yeah
yeah
right.
N
It's
talked
about
every
time.
I
was
just
sad
amor.
It's
state
university
summit,
if
you
will,
with
local
schools
talking
to
their
Education
Department
folks,
and
that's
one
big
one.
Special
education
is
another
one:
we're
seeing
fewer
and
fewer
people
wanting
to
go
into
special
education
in
particularly
the
more
difficult
needs
areas,
and
so
that's
becoming
more
and
more
of
a
problem.
M
M
When
you
get
a
new
kid,
they
might
need
some
intro
classes
and
they
might
be
advanced
in
other
areas.
I've
had
a
kid
that
can't
you
know
he
needs
my
intro
to
social
studies.
Class
he's
got
Algebra
one
math
skills
I
would
hate
to
see
a
student
delayed
because
they
didn't
have
access
to
all
of
the
courses
at
the
same
time.
N
C
Least,
say
no
also,
if
I
have
a
brand
new
does
not
speak
a
word
of
English
first
grader,
he
is
gonna,
get
so
much
school
language
by
being
in
a
first
grade
and
just
absorbing
that
being
immersed
in
English
the
whole
day,
and
his
thirty
minutes
out
with
me
is
specific
to
his
needs.
He's
gonna
learn
so
much
more
I
have
a
friend
who
teaches
in
West
Fargo
at
the
newcomer
center,
and
they
have
rules
that
work
for
them
and
that's
great.
The
stuff
that
she
tells
me
I,
would
think
would
just
crush.
C
One
of
my
would
crush
would
crush
the
students
who
are
coming
because
they
are
with
their
peers.
They
get
to
learn
to
play
school
at
the
newcomer
center.
They
are
with
other
Els
for
maybe
half
the
day
they
get
on
a
bus,
and
then
they
go
for
gym
in
music,
which
are
great
courses
but
they're,
not
any
content
courses
they're
not
hearing
if
they're
a
fourth
grader
they're,
not
hearing
about
the
different
things
in
earth
science,
if
they're
a
third
grader
they're,
not
learning
about
neighborhoods,
and
so
in
social
studies.
C
N
K
Right
I
just
wanted
to
add
and
not
actually
add,
because
I
already
said
it,
but
I
feel
like
the
immersion
into
the
mainstream
classroom
is
yeah,
especially
my
middle
school
level,
where
we
only
get
to
see
them
two
or
three
hours
a
day
being
exposed
to
all
of
the
English
language
from
their
peers.
They
learn
to
speak
way.
N
And
so
the
challenge
continues
for
funding
for
yellow
and,
and
so
we
have
continued
to
pursue
that
as
aggressively
as
we
can.
We
did
get
some
additional
grant
dollars
with
the
downturn
in
the
overall
state
funding.
Some
of
that
was
cut
back.
We
still
have
a
few
additional
grant
dollars.
They
tried
to
do
something
with
the
weighted
factor.
The
challenge
that
we
have
is
a
large
metro,
district
area
of
West,
Fargo,
Fargo,
really
housing.
N
The
majority
of
newcomers
in
the
state
is
to
get
others
to
understand
that
when
we
get
numbers
the
size
that
we
have,
it
becomes
an
organizational
issue
to
a
structural
issue.
It's
not
just
having
a
few
ALL
teachers
and
a
couple
support
staff,
but
it's
putting
in
an
organizational
format
and
structure
to
that
and
that
cost
money,
and
we
know
that
Yale
programming
is
underfunded,
and
so
just
so
you
know
from
our
perspective,
Brock
and
myself
as
we
work
with
legislators.
That's
the
first
thing
on
our
agenda.
N
Every
time
we're
talking,
you
see,
try
to
get
people
to
understand
that,
but
it's
very
difficult
at
that
level.
So
we'll
continue
to
pursue
that.
For
this
type
of
program,
but
just
wanted
you
to
be
aware
of
that
I
think
it's
important
that
you
articulate
your
stance
on
how
you
feel
the
students
should
be
served
because
I,
you
know
you're
the
ones
on
the
frontlines.
You
should
know
best
and
you
do
and
we
need
to
continue
them
to
pursue
that.
N
But
then
we
have
to
find
the
resources
to
get
enough
staffing
in
particularly
at
the
elementary
level
where
we
are
short,
because
when
bonnie
was
here,
we
looked
at
that
and
we
know
that
so
and
I
just
want
to.
Thank
you
for
the
work
you
do
it's
it's
work
great
work
and
should
be
very
proud
of
the
program
that
we
have.
So
thank
you.
A
Well,
on
behalf
of
the
board,
I
want
to
first
of
all
thank
you
for
coming
out
this
evening.
Spending
your
time
and,
more
importantly,
educating
us
on
the
important
work
you're
doing
day
in
and
day
out
for
the
students
of
Fargo
I.
Don't
think
enough.
People
understand
that
you're
really
serving
10
percent
of
our
student
population
thereabouts.
It's
a
pretty
significant
amount
of
the
future
of
Fargo
that
you're
educating.
So
thank
you
and
board
we're
going
to
take
a
stretch,
break
well.
I
can't
read
that
clock
we'll
reconvene
at
a
quarter
to.
N
F
You
very
much
what
I'd
like
to
do
tonight
is
just
give
you
a
very
brief
overview
of
a
few
changes
that
are
coming
to
the
state
of
North
Dakota
from
our
the
new
SL.
The
every
student
succeeds
act
and
then
just
be
very
brief,
with
one
decision
that
we've
made
in
Fargo
just
to
give
you
some
of
that
information
and
then
at
a
later
meeting,
I'll
have
more
time
to
dig
into
some
of
the
details
as
we
look
at
each
of
these
different
components.
F
So,
to
help
with
that
presentation
at
your
table
there
is
a
one-page
document.
It
is
numbered.
Our
page
number
42,
that
is
page
42
of
the
120
page
North
Dakota,
consolidated
state
plan
essa
was
signed
into
law
in
December
of
2015
and
then,
since
that
time,
moving
forward
planning
committee
was
brought
together
of
about
40
people
from
across
the
state
of
North
Dakota
parents,
educators,
business
men
and
women,
higher
education
to
come
up
with
that
consolidated
plan.
F
I
did
have
the
opportunity,
be
part
of
that
committee
and
and
helped
shape
some
of
these
decisions
that
we
move
forward
and
then
in
September
of
2017.
That
plan
was
submitted
to
the
Department
of
Education
and
was
approved
so
North
Dakota
does
haven't
approved
as
a
plan.
Page
42
of
our
plan
looks
a
little
bit
at
the
components
that
are
going
to
be
used
to
to
really
do
the
accountability
component
in
our
plan
under
No
Child
Left
Behind,
the
law
that
was
in
place
before
essa,
we
looked
at
just
a
few
components.
F
We
looked
at
reading
math
graduation
rate
if
it
was
the
high
school
level
and
then
attendance,
and
that
was
how
schools
and
districts
were
held
accountable
under
the
new
law.
The
idea
was,
let's
look
at
more
components
or
what
really
makes
up
a
quality,
school
or
education
system,
so
you'll
notice
on
that
document,
page
42
there's
an
elementary
and
really
that
should
be
elementary
/
middle
school
and
then
a
high
school
component.
F
The
reason
it
doesn't
say,
middle
schools
is
just
because
some
districts
have
different
gray
bands
in
different
buildings,
but
here
in
Fargo
our
middle
schools
that
fall
under
that
elementary
component.
What
you'll
notice
is
that
there
is
at
the
elementary
component
we're
still
looking
at
state
assessment
achievement.
So,
what's
in
blue,
very
similar
to
what
we
did
under
No,
Child
Left
Behind,
wanting
to
make
sure
that
our
students
are
proficient
in
reading
and
mathematics,
but
then
you'll
notice
that
there's
a
much
broader
array
of
components
in
that
pie.
F
If
I
go
from
left
to
right,
the
next
piece
in
yellow
is
student
growth.
One
thing
that
we've
been
talking
about
for
many
years
is:
how
do
we
look
at
where
a
student
starts
where
a
student
ends
and
then
really
give
credit
for
a
school,
a
district
to
help
that
student
grow
to
that
next
level?
So
that'll
be
part
of
the
state
plan
below
I'm
gonna.
F
Go
now
from
the
blue
to
the
right
you'll
notice
that
10%
of
the
component
will
be
around
English
Learner
proficiency
a
lot
of
what
we
just
heard
from
our
last
presentation.
How
are
we
going
to
help
our
students
get
closer
and
closer
to
that
level?
Five
on
that
WETA
assessment
and
then,
lastly,
the
30%
of
what
makes
up
that
score
will
be
climate
and
engagement.
We
all
know
that
school
is
not
just
a
test
score.
A
school
is
not
just
a
number,
but
a
school
is
what
is
the
climate
like?
F
We
couldn't
do
all
of
this
at
once,
but
we
can
do
a
large
portion
of
it
will
then
add
additional
climate
components,
probably
surveys
similar
to
what's
done
through
the
advanced
IDI
accreditation
model,
but
that
will
come
later
at
the
high
school
level.
You'll
notice,
many
of
the
same
components
in
blue
similar
to
the
blue
above
there'll,
be
a
state
achievement
score.
There
will
be
growth
again
building
in
that
growth
model
and
at
the
next
presentation,
if
I
I
would
be
very
happy
to
go
into
much
more
detail
about
what
all
of
that
will
be.
F
But
please
know
there
is
a
growth
model
again,
there'll
be
an
English
Learner
proficiency
component,
a
graduation
component.
But
what
you'll
notice
now
in
that
purple
on
that
pie
chart
is
giving
credit
for
districts
who
then
provide
GED
services
for
students,
because,
as
the
state
committee
came
together,
we
know
that
some
students
choose
that
as
their
path.
Some
choose
high
school
graduation,
but
we
want
to
have
that
part
of
our
plan
and
then
just
like
the
elementary
there's
that
section
on
climate
and
engagement,
so
you'll
notice.
F
As
you
look
at
those
two
different
pie,
charts
what
will
be
used
to
determine
what
schools
might
need
targeted
or
comprehensive
assistance
in
the
state
are
different
from
what
was
in
No
Child
Left
Behind.
What
we
look
at
that
makes
a
quality
school
or
a
district
is
different
from
No
Child,
Left
Behind,
and
that
will
I
think
help
us
to
move
forward
with
our
continuous
improvement,
both
here
in
Fargo.
But
across
the
state,
one
thing
that
another
component
that
I
feel
is
very
good
in
the
state
plan
is
at
the
high
school
level.
F
Each
school
district
is
given
the
opportunity
to
determine.
Will
they
use
a
more
traditional
state
assessment
as
that
blue
component?
The
state
achievement
score,
or
will
they
look
to
another
assessment,
AC
T
to
be
that
component,
since
all
of
our
students
already
take
either
the
AC
T
or
the
WorkKeys,
and
for
some
students
probably
look
at
that
in
a
different
light
than
they
would.
F
The
state
assessment
may
be
putting
a
little
bit
more
effort
into
that
than
they
may
in
the
state
assessment,
because
they
know
that
it
will
have
some
ramifications
for
them
for
entrance
into
post-secondary
or
scholarship
and
so
on.
Our
district
has
made
the
determination
really
to
use
that
a
CT
assessment
instead
of
the
state
assessment
for
that
component.
Our
principles
are
very
supportive.
That
of
that
decision
and
I
think
it's
the
right
move.
F
As
we
move
forward
to
say
what
assessment
will
be
more
meaningful
for
our
students
and
what
assessment
can
we
use
really
to
help
drive
what
we
want
to
do
and
continuous
improvement
across
the
system?
So
tonight,
I
just
wanted
to
kind
of
give
you
an
overview
of
essa
and,
in
particular
talk
about
that
decision
that
we've
made
looking
forward
at
that
high
school
assessment
and
I
would
answer
any
questions.
A
Before
you
get
riddled
with
questions,
this
is
just
jumping
ahead
on
our
agenda.
I'll
be
sharing
what
governance
is
identified
as
the
potencial
board,
retreat
topics
and
you'll
be
happy
to
know
that
your
alphabet,
essa,
is
at
the
top
of
the
list.
So
we're
gonna
take
a
pretty
deep
dive
at
the
retreat
in
the
essa,
because
it's
it's
more
than
a
5
or
15
minute
presentation,
but
questions
Linda
just.
H
Briefly,
a
couple
quick
ones:
the
the
part
of
the
pie-
that
is,
climate
and
engagement,
I'm
kind
of
surprised
by
that
that
they
had
such
statewide
support.
I
mean
we've
placed
so
much
emphasis
on
that
here
in
Fargo
in
recent
years.
But
so
is
that
the
the
feeling
of
other
school
districts
across
the
state
or
was
that
something
new.
F
As
the
committee
got
together
to
discuss
really
what
should
be
in
our
accountability
model,
we
all
came
to
the
table
saying
one
test,
score
or
ones
assessment
does
not
really
paint
the
right
picture
of
the
quality
of
a
school
or
a
district.
We
know
how
students
feel
when
they
walk
into
the
building
when
parents
walk
into
the
building.
We
know
as
we
look
into
the
classroom,
to
see
if
students
are
engaged
in
their
learning
is
a
critical
component
of
that.
So
really
it
was
not
a
difficult
conversation
to
say.
F
F
So
again,
as
we
look
to
things
that
were
probably
being
done,
but
could
be
used
differently,
I
think
that
was
an
easy
sell
as
a
committee,
but
I
do
think
we,
as
the
Fargo
Public
Schools,
had
already
been
out
one
or
two
steps
ahead
of
many
of
our
peers.
As
we
looked
at
climate
being
one
of
our
strategic
plan
initiatives
and
that
each
of
our
buildings
put
and
created
that
climate
plan
each
and
every
year
and.
H
Then
one
more
quick
question
down
at
the
bottom.
It
says
so
part
of
the
reason
for
this
accountability
of
different
schools
and
districts
is
to
see
who
will
which
schools
are
identified
for
targeted
support?
Is
that
extra
state
funding?
What
does
that
support?
Look
like
for
schools
that
are
struggling,
I.
F
Think
that's
another
great
change
from
No
Child
Left
Behind
to
the
every
student
succeeds
act
is
in
the
past.
There
were
sanctions
almost
placed
on
a
school
or
a
district
dollars
that
were
part
of
your
title.
One
services
needed
to
be
shifted
someplace
else
in
the
past.
If
you
happen
to
be
on
one
of
those
two
lists
instead,
now
the
the
Department
of
Public
Instruction
will
actually
provide
assistance
to
those
schools,
a
very
small
number,
if
that
is
additional
professional
development.
F
If
it's
additional
help
with
how
do
I
analyze
that
data
to
make
a
meaningful
difference
in
the
lives
of
my
students,
will
it
be
more
dollars?
I
think
that
part
of
the
plan
is
still
being
developed
across
the
Syst,
but
the
best
part
is
that
it
will
not
be
a
sanction
that
will
be
placed
on
a
school
or
a
district.
A
I
F
The
committee
started
its
work
in
May
and
there
were
a
series
of
well
I
believe
10
to
12
large
group
meetings.
In
addition
to
that,
we
broke
our
selves
into
smaller
subsets.
That
would
work
on
each
of
the
components
of
this
plan,
so
I
would
hate
to
even
guess
at
the
number
of
additional
meetings
that
we
had.
As
we
put
this
together,
we
did
submit
the
plan
to
the
Department
of
Education.
We
meaning
the
state.
F
I
One
more
quick
follow-up,
I
know
we
were.
We
were
in
one
of
the
first
batches
of
States,
early
guitars
out
of
the
door
and
submitted
and
with
that
I
tried
to
look
through
a
few
of
them
and
it
seemed
like
some.
The
states
that
submitted
when
I
last
looked
kind
of
divided
into
two
different
types
of
plans.
I
One
group
had
this
kind
of
dashboard
approach
and
others
had
I
would
call
it
like
a
pass/fail
or
like
you're
in
a
school
you're,
a
B
school
you're
failing
school,
and
maybe
this
is
a
topic
to
maybe
ask
you
now
to
come
back
to
the
forum
with.
But
what
are
the
benefits
and
drawbacks
of
each
approach?
And
why
did
we
go
this
way
rather
than
the
other
I.
F
Do
think
that
some
of
the
opinions
varied
on
the
committee
as
we
looked
at
what
that
end
product
would
be,
but
as
we
had
more
and
more
conversation
truly,
what
we
said
is
this
is
designed
to
help
us
be
better.
This
is
designed
to
help
us
in
our
cycle
of
continuous
improvement
and
by
placing
a
letter
grade
or
placing
a
color
or
placing
some
other
symbol
on
a
school
or
district.
Sometimes
that
gives
the
wrong
impression
of
what's
actually
happening
in
that
school.
F
A
A
O
D
B
A
E
A
H
You
I
enjoyed
my
visitations
at
Eagles
elementary
and
Davies
high
school.
This
time,
I
asked
the
principal's
if
they
could
kind
of
focus
our
our
day
on
what
their
school
and
different
programs
does
in
terms
of
community
partnerships
collaborations
and
and
volunteerism.
So
that
was
fun
to
kind
of
see
that
aspect
of
things
I
was
terrific
and
just
one
other
thing.
H
The
symphony
had
a
concert
that
featured
three
guest
artists,
a
Syrian,
American
composer,
a
Turkish
American
and
a
Macedonian
American
musician,
and
we
brought
two
of
them
into
Carl,
Ben
Eielson,
and
they
gave
a
presentation
and
performed
for
about
a
hundred
kids
and
the
kids
were,
of
course,
fantastic
and
a
extraordinarily
diverse
group
of
kids
and
the
expressions
on
some
of
their
faces.
A
lot
of
new
Americans
in
the
in
the
room
and
the
expression
on
their
faces.
Hearing
music.
H
E
A
P
health
insurance
community
met
this
afternoon
and
ravu
reviewed
the
presentations
that
are
going
to
be
offered
for
staff
on
November
9th,
basically
highlighting
the
differences
between
the
two
thousand
seventeen
and
eighteen
plan,
as
well
as
highlighting
again
the
HSA
details
and
offerings
opportunities
there
for
staff
flu,
shots
came
up
again
and
I
just
thought
that
this
was
pertinent
information,
maybe
first
at
EPA
as
well
in
the
past,
and
this
is
my
understanding
correct
me.
If
I'm
wrong,
our
schools
partnered
with
or
our
PTA
is
partnered
with
seven
day
clinic
to
offer
flu
shot.
P
Basically,
injection
sites
for
our
parents
and
students
and
I
believe
had
a
very
high
participation
rate,
and
so
today,
when
they
mentioned
the
number
of
600
I,
asked
the
question.
It
seems
so
much
lower.
Well,
it's
currently
just
for
staff,
because
there's
been
a
change,
a
change
over
in
ownership
of
seven-day
clinic.
So
having
said
that,
it
sounds
like
Sanford
and
north
have
something
going
so
perhaps
there's
something
there's
still
an
opportunity
there
for
our
PTA
s
to
make
that
connection
with
Sanford
to
offer
it
to
more
of
our
students
and
families.
I
I
attended
the
joint
meeting
of
the
schools
and
parks
and
city
last
Tuesday
Jim.
Thank
you
for
your
comments
there
of
our
successes
and
challenges.
It
was
very
on
point
and
appreciated
by
me
at
least
November
11th,
Saturday
I
hope
you
all
have
on
your
calendars
negotiations.
Training
we've
confirmed
mr.
I
E
A
O
O
The
the
students
are
really
engaged
in
in
this
in
this
committee
and
I
think
they
have
a
lot
of
awesome
ideas
that
they're
coming
up
with
and
I
think
it's
going
to
be
really
neat
this
year
and
I
have
reached
out
to
the
city
PTA
Niki's
on
there,
so
I
will
be
connecting
with
them
and
then
I
do
plan
on
doing
my
PTA
meetings
for
my
school
liaison
as
well.
Thank
you
thank.
A
A
Thank
you.
The
president's
report,
which
is
produced
by
Anne
Murray,
full
disclosure,
I,
think
got
passed
around
everybody.
I
do
want
to
highlight
a
couple
of
things
several
which
are
highlighted.
John
mentioned
our
November
11th
training
but,
of
course,
also
mark
on
your
calendar,
February,
2nd,
that's
the
date
for
our
board
retreat,
thus
far
the
topics
that
we've
identified,
and
by
no
means
does
this
mean
we're
done.
A
Other
ideas
can
certainly
be
shared,
and
if
you
have
a
topic,
you'd
like
us
to
consider
for
the
board
retreat
reach
out
to
either
myself
or
Amory,
and
let
us
know
what
that
is-
and
we're
gonna
try
and
finalize
the
agenda
for
the
retreat
at
our
next
governance
meeting.
But
right
now
the
topics
that
are
front
and
center
are
a
deeper
understanding
of
foundation,
Aid
and
actually
all
state
fine
main
sources,
because
not
just
foundation
aid
and,
in
particular,
understanding
how
the
middle
of
the
offset
works.
A
So
we
can
have
intelligent
conversation
with
those
people
that
craft
this
legislation
and
help
them
understand
what
they've
put
in
front
of
us
we're
gonna
take
a
look
at
some
components
of
our
long
range
facility
plan,
a
number
of
different
things
that
we've
heard
about
at
different
times
from
what
we
come
up
with
for
the
level
for
our
program.
That's
being
researched
currently,
along
with
the
capacity
report
that
I
know,
dr.
gross
has
been
working
on,
probably
with
dr.
A
I
agree
on
what
the
true
capacities
of
all
of
our
buildings
are
based
upon
the
real
utilization
that
we
have
to
have
not
just
the
fact
that
it's
a
classroom
should
have
twenty
four
people
in
it.
Well,
we
may
need
it
for
other
purposes
too,
based
upon
our
education
delivery.
Today,
as
I
mentioned
earlier,
essa
we're
gonna
take
a
pretty
deep
dive
to
hopefully
get
all
of
us
comfortable
with
what
are
the
changes
coming
at
us?
What
are
the
timelines
for
some
of
those
changes
possibly
will
be
taken.
A
It
depends
on
how
many
topics
we
get
if
something
could
get
bumped,
but
if
you
have
other
topics
that
you'd
like
us
to
consider,
please
get
them
to
Emery
or
myself,
so
we'll
have
them
for
the
next
governance
meeting,
and
we
can
finalize
that
to
other
date,
things
that
each
of
you
have
to
keep
in
mind.
First
is
November
28th
at
our
November
28th
board
meeting
is
where
we'll
be
really
addressing
the
fall
school
visits
so
make
sure
I
know
many
of
them
have
already
happened.
A
Many
are
already
scheduled
and
you
have
that
reporting
form
I
just
want
to
let
you
know
when
we're
gonna
be
addressing
that
at
the
board
room
here
and
that
will
be
on
November
28th
and
then
for
those
of
you
going
out
to
Bismarck
this
week.
We're
gonna
split.
The
sharing
of
your
highlight
moments
from
the
conference
into
two
groups.
A
One
last
thing,
at
least
from
my
perspective
I'd
like
to
share.
We
did
take
a
look
and
I.
Think
probably
everybody
saw
it
if
you
looked
at
the
governance
agenda
materials
but
I
want
to
personally
thank
all
board
members
for
completing
the
superintendent
evaluation
part
one
we'll
be
taking
a
look
at
that
at
one
of
our
November
meetings
as
well,
and,
of
course,
we'll
have
a
second
round
of
that.