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From YouTube: School Board Meeting - May 9, 2017
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - May 9, 2017
B
B
A
D
D
If,
if
you
don't,
ecsc
serves
kids
who
are
aged
3
to
5.,
there's
two
different
ways:
typically
in
which
students
come
to
our
program,
one
is
through
our
child,
find
which
we
advertise
in
the
paper
and
we
send
out
information
to
hospitals
registered
day
cares
in
order
to
help
locate
children
who
might
be
in
need
of
our
services
and
the
other
is
when
students
or
children
are
born
with
significant
special
needs.
They
often
start
with
services
at
southeast
human
services.
They
serve
birth
to
three,
so
we
do
a
transitional
meeting
to
start
serving
those
students.
D
E
Good
evening
my
name
is
jill
van
winkle.
I
am
one
of
the
speech
language
pathologists.
In
the
ecsc
program.
We
also
have
shannon
anderson,
shannon
larson.
Sorry
former
name
was
anderson
when
I
first
met
her.
Shannon
larson
is
one
of
our
ecsc
teachers
and
janine
pearl
is
one
of
our
occupational
therapists
and
behind
us
we
have
a
good
representation
of
therapists
and
teachers
from
our
program
as
well.
E
F
F
What
does
ecsc
do?
Well,
ecsc
provides
instruction
for
each
child,
focusing
on
the
documented
delays
that
I
talked
about
to
gain
skills
to
be
successful
in
his
or
her
environments.
It
places
focus
on
concrete,
manipulative
and
sensory
methods
to
teaching
the
appropriate
skills.
An
individual
education
plan
or
iep
is
written
to
meet
each
of
the
child's
unique
indica
individual
needs.
F
When
does
ecse
occur,
we
have
a
morning
session
that
runs
monday,
tuesday,
thursday
and
friday
afternoon,
session
monday
through
friday.
That
wednesday
morning
is
set
aside
for
selective
preschool
screening
that
we
do
once
a
month.
We've
got
evaluation
of
students,
and
then
we
also
hold
our
iep
meetings.
F
F
F
Where
is
ecse
located?
The
program
is
currently
located
on
the
first
floor.
Legacy
services
may
also
be
provided
in
center-based
programs
and
in
typical
preschool
centers
throughout
fargo
example,
head
start
as
appropriate
for
each
child,
and
I
myself,
as
the
itinerant
ecsc
teacher,
I
do
travel
and
I
think
I've
been
in
just
about
every
preschool
in
the
fargo
area
as
well
as
I've
served
a
student
at
sanford
hospital.
I
go
into
the
home
at
the
y
shelter,
so
there's
a
number
of
locations
that
we
get
very
crafty
where
we
provide
that
service.
E
So
to
talk
about
how
we
achieve
some
growth
and
what
we
do
in
our
preschool
program,
even
in
preschool,
we
align
it
to
the
strategic
plan
just
in
a
very
more
relaxed
and
we
think
fun
way.
You
can
see
that
we've
got
all
of
the
things
that
you
would
think
would
happen
in
a
typical
preschool.
We
do
circle
time,
calendar
time.
We've
got
large
groups
that
focus
on
language
and
stories.
E
Of
course,
there
is
play
which
would
be
the
best
way
for
our
students
ages.
Three
to
five
to
learn.
We
incorporate
gross
motor
activities,
they
have
a
daily
snack.
We
also
work
on
self-help
skill
training
such
as
hygiene.
We
work
on
toilet
training,
the
preschoolers.
They
also
have
library
once
a
week.
They
have
music
therapy
weekly.
E
E
In
talking
about
resources
and
planning,
you
can
see
the
huge
list
of
staff
that
we
have
and
it
takes
place.
It
consists
of
one
program
coordinator
who
is
carrie
reggie,
who
is
also
here
in
the
audience.
We
have
six
full-time
ecsc
classroom
teachers,
and
then
we
also
have
the
itinerant
teacher,
shannon
who
is
full-time.
E
E
With
continuous
improvement
and
accountability,
our
instruction
is
driven
by
the
iep
and
the
standards
that
we
write,
our
goals
to
on
the
iep
and
our
student
data,
and
so
how
we
do
that
is
when
a
student
enters
the
program.
We
have
to
do
something
called
an
echo
so
early
childhood
outcomes.
It
is
a
state
form
and
then,
when
a
student
leaves
our
program
to
go
on
to
kindergarten,
we
also
do
the
exit
of
that.
So
it's
a
rating
scale
and
it's
a
way
to
show
progress
in
our
program.
E
We
do
progress,
reporting
on
the
individual
goals
on
the
iep,
and
that
is
done
three
times
a
year
on
paper.
In
addition
to
conferences,
the
same
time
that
the
elementary
schools
do
their
conferences
twice
a
year,
we
do
formative
assessments,
so
it
would
be
the
baseline
information
of
when
students
come,
and
we
also
check
that
same
data
at
conference
time
and
progress
reporting
time
november
february
may.
E
E
So
for
community
outreach
and
communication
patty
did
touch
on
our
screening.
We
have
once
a
month
it's
our
developmental
screening,
and
this
would
be
free
of
charge
for
anyone
in
fargo
who
has
concerns
about
their
child's
development
in
the
areas
of
child
development,
their
cognition
behavior
speech,
language,
hearing,
fine
motor
gross
motor
and
vision.
E
E
We
have
30
off-site
students
and
that
would
be
under
shannon's
umbrella
at
center-based
programs
or
head
start
from
infant
development,
which
would
we
are
going
to
talk
about
in
a
little
bit.
But
that
is
what
patty
told
us
told
you
about
our
students
who
are
identified
with
a
disability
and
they're
receiving
services
through
infant
development.
We
right
now
this
year
have
received
72
referrals
from
that
program.
G
If
you
look
up,
you
will
see
a
variety
of
different
diagnoses
and
really
at
ecsc.
We
get
to
serve
very
awesome,
special
kids
with
special
needs.
All
of
the
children
in
our
program
do
not
necessarily
have
to
have
a
specific
medical
diagnosis,
but
they
are
meeting
an
evaluation
criteria
under
the
state
of
north
dakota,
the
idea
guidelines
to
fit
into
one
of
the
13
categories.
G
G
G
G
E
So,
just
to
touch
on
that
birth
to
three
program
that
we've
mentioned
a
couple
of
times.
It
is
a
big
part
of
our
job
when
students
are
already
receiving
services
through
either
ann
carlson,
infant
development
or
early
intervention
partners.
Those
are
the
two
programs
through
the
state
that
we
have
here
in
fargo.
E
A
referral
is
made
by
their
team
to
our
program
when
the
student
is
two
years
five
months
old.
So
then
what
we
do
is
we
meet
with
the
parents.
A
team
is
assigned
in
our
program
of
who
the
teacher
will
be
the
case
manager
and
the
therapist
that
the
child
needs,
and
then
we
determine
if
we're
going
to
do
an
evaluation.
E
E
E
Positive
school
culture
is
also
a
big
part,
part
of
our
program,
and
you
can
see
here.
We've
had
some
community
vehicles
that
came
and
the
kids
get
outside
and
they
really
enjoy
that
and
within
our
building
itself,
there's
some
collaboration
with
woodrow
wilson,
students
on
the
bottom
left.
They
do
trick-or-treating
each
year
for
the
kids
and
they
also
do
things
like
a
field
day.
Sometimes
we
get
outside
and
sometimes
they
do
it
in
the
gym.
E
E
G
H
H
And
I
remember
when
I
came
down
and
I
told
noel
I
said
I
think
there's
something
wrong
and
I
want
to
talk
to
my
boy
and
from
there
we
and
from
there
we
ended
up
with
a
a
doctor
and
the
doctor
started
us
on
our
path.
And
this
is
where
we
ended
up
and
I'm
so
grateful
and
thankful
that
we
actually
ended
up
here.
Theo
loves
his
teachers
and
we
love
his
teachers.
H
H
And
my
goal
in
life
is
to
have
my
ceiling
be
his
floor
and
I
want
to
see
him
succeed
and
I
know
the
difficulties
of
being
learning
disabled
growing
up
and
the
hardships
that
that
actually
carries
with
it.
And
I
hope,
as
we
caught
this
early
enough
and
what
he
is
dealing
with
and
the
help
that
he's
getting
today,
that
he's
breaking
the
boundaries
that
would
be
placed
on
him.
He's
always
struggled.
H
H
We
didn't
know
at
the
time,
and
we
kind
of
linked
everything
back
once
we
figured
out
that
he
was
having
some
issues
that
we
were
now
understanding
why
he
wasn't
eating
or
why
he
had
a
hard
time.
You
know
using
his
mouth
and
sensory
issues
and
you
know
so
you
know
once
again,
I
just
want
to
say
thank
you
and
I
want
to.
H
I
want
to
thank
the
teachers,
this
program
that
they
have
before
you,
because
it's
you
know
it's
changing
and
impacting
his
life
and
in
doing
that,
it's
changing
the
time,
the
family
dynamics
and
it's
helping
us
and
helping
us
learn
how
to
communicate
with
him
better
so
and
learning
some
skills
along
the
way
to
do
that.
So
I
just
want
to
say
thank
you
guys,
so
we
appreciate
it.
A
I
I
just
wanted
to
say
that
it's
very
timely
that
you
are
presenting
here
today,
because
I
visited
your
center,
the
building
last
well
on
may
1st
and
most
of
well
what
you
said
here
today.
Some
of
that's
in
my
report
that
I
turned
in,
and
I
think
I
was
able
to
get
some
information
correct.
Based
on
the
presentation
that
was
given
today,
I
was
kind
of
checking
like
yeah.
I
I
think
I
have
that
I
think
I
understand,
but
thanks
for
helping
to
educate
us
on
what
you
do
and
appreciate
the
family
that
that
showed
up-
and
it
was
just
a
delight
to
be
in
there-
I'd
like
to
spend
more
time
in
in
those
classrooms.
Those
kids
are
super
adorable
and-
and
I
I
only
had
a
chance
to
spend,
of
course,
a
short
time.
So
thank
you
for
the
service
that
you
give
and
for
helping
our
our
kids
and
the
families
that
have
them
be
even
more
productive
for
our
community.
A
A
J
Yes,
thank
you
tonight
we
have
joelle
johnson
with
us
and
she
comes
back
on
pretty
much
a
yearly
basis
to
give
us
an
update
and
report
on
our
new
teacher
mentor
program
and
joelle
works
with
induction,
which
is
beyond
mentoring,
and
it
goes
into
the
first
three
years
of
teachers,
experience
in
fargo,
so
she's
going
to
share
some
of
the
progress
that
has
happened
this
year,
as
well
as
a
video
that
I
think
kirby
has
assisted
with
so
welcome.
Joelle.
Thank.
K
You
we're
in
competition
here
and
now
that
I'm
like
trying
to
wipe
my
tears
all
right
here.
We
go
we'll
try
to
get
through
this
in
my
blurry
contacts.
Okay,
all
right,
so
I
am
joelle
johnson,
just
like
rachel
said-
and
I
am
the
facilitator
for
the
new
teacher
induction
program
and
I
have
been
working
with
this
program
for
past
six
years.
K
Roughly
at
your
seats,
you'll
find
a
pamphlet,
some
might
call
it
a
book
of
information
and
if
you
didn't
have
time
to
look
at
it
I'll
point
out
some
highlights
in
this
pamphlet
or
book,
you
might
call
it
of
the
highlights
and
if
you
want
to
read
deeper
into
anything
that
I
might
just
highlight,
you
can
go
ahead
and
do
that
and
also
if,
at
the
bottom
right
hand
corner
of
the
screen.
There
is
a
page
number.
K
K
We
provide
buddies,
which
is
a
person
at
the
building
that
provides
some
site
orientation
answers
those
questions
like
where's,
the
coffee
machine.
Do
we
have
a
gum
policy
but
specific
to
that
building
we
also
have
mentors
and
that
they
specifically
look
at
instruction
and
we'll
get
deeper
into
that
here
in
a
second
and
then
we
also
have
some
other
layers
of
support
that
are
not
directly
under
induction,
but
do
provide
that
support
for
those
teachers
such
as
plcs.
K
K
We
call
that
the
double
barrier,
and
so
then
in
2009,
the
century
code
was
written
in
specifically
for
the
north
dakota
teacher
support
system
to
be
created
that
would
select
and
train
experienced
teachers
who
serve
as
mentors
for
first-year
teachers
and
because
of
this,
and
they
were
to
focus
specifically
on
instructional
skills
and
through
the
north
dakota
teacher
support
system.
They
provide
requirements
such
as
sanction
time
and
I'll
get
into
that
in
a
second.
K
But
if
districts
choose
to
to
join
the
north
dakota
teacher
support
system,
they
receive
funding
so
whether
that
goes
directly
to
mentors
or
it
can
go
to
the
program
as
well,
and
I
can
go
into
that
if
you
want
any
more
details
around
that
too.
So
again,
the
partnership
is
with
north
dakota
teacher
support
system.
But
what
else
makes
us
different?
K
Is
we
also
partner
with
new
teacher
center,
which
is
a
national
organization
out
of
california
who
meets
with
districts
from
around
the
country,
and
it
just
happens
that
the
north
dakota
teacher
support
system
also
partners
with
new
teacher
center.
So
everything
is
really
well
aligned
and
we
use
them
together
and
I'll
show
you
that
here
in
a
second.
K
So,
for
instance,
the
the
state
or
ndtss
requires
weekly
meetings
with
first
year
teachers
roughly
about
30
hours
of
meeting
time
throughout
the
year,
and
in
that
meeting
we
use
the
ntc
tool
to
reflect
on
what's
working
challenges
and
next
steps.
And
we
call
that
the
cal
we
have
all
these
acronyms
in
our
program
alone.
But
that's
really
a
mindset
or
a
habit
of
mind.
We
want
to
create
new
teachers.
K
For
instance,
the
mentor
has
to
go
in
and
observe
roughly
about
six
times
throughout
the
year
and
giving
feedback,
and
the
new
teacher
center
has
tools
and
protocols
that
help
the
mentor
through
training,
how
to
what
kind
of
evidence
to
collect
how
to
give
that
feedback
to
a
peer
and
which
can
be
much
different
than
giving
feedback
to
a
student.
So
lots
of
intense
training
around
that
and
then
again
the
state
requires
video
reflections
and
then
also
for
new
teachers
to
go
out
and
watch
other
veteran
teachers
teach
which
is
one
of
the
popular
ones.
K
Of
course,
a
really
great
tool,
that's
used
from
the
ntc
is
the
analysis
of
student
work
and
in
fact
it
has
gone
beyond
the
mentoring
program
and
you'll
see
it
in
plc's.
You'll
see
it
in
task
forces
and
it's
really
getting
to
the
heart
of
what
matters
did
the
students
learn?
So,
yes,
they
taught
it,
but
then
what
did
they
learn
from
it?
And
if
they
didn't
learn?
How
do
we
differentiate
and
it
really
walks
the
mentor
and
the
new
teacher
through
this,
really
creating
that
habit
of
mind?
K
K
So
those
are
second
years
they
were
first
years
last
year
and,
of
course,
we
differentiate
our
support.
So
first
years
have
30
years
or
30
hours
of
meeting
time
and
some
requirements,
the
the
ones
that
come
with
experience
in
the
second
years
have
about
half
that
so
just
to
make
sure
we
meet
their
needs
and
really
this
year
alone
we
impacted
at
least
4
000
students
and
touching
the
lives
of
them
and
these
mindsets
that
we're
trying
to
create.
K
If
you
added
those
numbers,
they
may
not
match
the
numbers
in
your
pamphlet
and
monkey
with
them,
but
the
we
wanted
to
take
out
the
second
year
teachers.
They
weren't
comment
twice,
but
we
have
mentor
342
teachers
in
our
system,
so
in
a
second
you'll
hear
from
some
mentors
and
mentees,
and
really
we're
slowly,
building
that
foundation
of
and
creating
these
mindsets
and
habits
of
mind
through
the
mentor
program.
It's
it's
certainly
the
foundation
to
teacher
development
and
just
a
little
touch
on
our
mentors.
K
K
K
K
Regularly,
probably
about
three
to
four
times
a
year,
the
veteran
mentors
get
together.
It
is
kind
of
if
you
notice
a
career
pathway
to
leadership.
Many
of
our
mentors.
We
have
in
fact
12
mentors
who
have
gone
through
the
program
and
now
have
become
administrators
either
within
fargo,
or
have
moved
on
to
another
district
to
become
an
administrator,
so
it
definitely
hones
in
on
those
leadership
skills
as
well.
K
K
L
The
mentor
program
is
really
beneficial,
just
in
the
sense
that
you're
coming
in
as
a
new
teacher,
you
just
feel
like
you're
flooded
with
so
many
things
and
tasks.
It's
nice
just
having
someone
to
go
to
for
help
on
you
know
both
subjects,
whether
it's
just
lesson
planning
or
materials
and
advice
strategies,
she's
so
great
in
watching
her
teach,
and
then
I
can
try
to
you
know
see
how
it's
supposed
to
be
done
and
then
imitate
that
in
my
classroom.
M
M
N
Biggest
thing
that
I
see
through
the
mentoring
program
is
the
amount
of
growth
that
a
first
or
second
year
teacher
is
able
to
make
even
a
first
year
employee,
because
I'll
mentor
a
lot
of
them
as
well.
It's
amazing
how
they're
using
what
they
learned
in
their
pre-service
college
classes,
which
is
a
lot
of
content,
focuses
a
lot
of
standards,
focus
and
then,
through
the
support
of
the
mentoring
program.
N
They
use
that
and
expand
on
it
and
learn
about
the
professional
development
with
marzano,
the
building,
driven
professional
development
management
and
procedures
and
all
of
those
things
come
into
play
and
with
the
support
of
a
mentor.
They
have
that
person
right
there
in
the
building.
In
most
cases,
they
decided
we
wanted.
O
P
There
are
very
clear
and
concise
expectations
for
the
program,
so
that
helps
all
of
us
get
off
on
a
really
strong
foot,
and
it
really
helps
to
create
that
expectation
and
and
that
culture
that
everybody
needs.
A
coach
and
our
mentoring
program
gradually
moves
into
coaching,
and
so,
by
the
end,
our
new
teachers
are
comfortable
with
coaching.
They
understand
that
coaching
is
just
what
we
do
here
and
they
get
very
used
to
having
people
in
the
room
and
getting
feedback.
K
So,
what's
great
about
our
mentor
program
in
fargo,
public
schools
is
our
mentors
are
trained
to
create
a
habit
of
mind
for
our
teachers
and
what
that
looks
like
is.
We
have
a
set
of
tools
and
protocols
that
mentors
are
trained
on
that
helps,
guide
that
conversation
and
these
tools
and
protocols
follow
what
we
have
as
our
teaching
cycle,
and
that
teacher
gets
someone
who
is
in
their
classroom
side
by
side
with
them,
giving
them
that
rich,
explicit
feedback.
Q
What
I
have
to
say
about
the
new
teacher
center
is
I've
taught
for
37
years,
I've
mentored,
probably
for
25
of
those,
and
when
I
took
the
21
days
of
mentor
training,
it
was
like.
I
had
no
idea
how
to
mentor
so
they've
really
taught
us
the
language
of
how
to
talk
to
mentees
how
to
give
them
tools.
To
pick
from
I
mean,
is
you
have
a
conversation
about?
Q
What
do
you
think
you
might
want
to
do
differently?
What
are
some
of
the
things
that
we
could
give
you
as
strategies
that
you
can
pick
from?
So
it's
your
own?
It's
your
own
voice
and
teaching.
It's
not
us
telling
you
what
to
do
and
as
I've
looked
at
mentor
programs
across
the
country
and
how
people
are
administering
them.
The
part
they're
missing
is
how
to
talk
to
a
mentee
and
really
draw
from
them
their
own
decisions
based
on
choices
that
you
talk
through
together.
So
I
think
that's
been
the
biggest
change.
Q
R
Mentoring
program
has
been
incredibly
positive
for
me
as
a
way
to
just
bounce
ideas
back
and
forth,
and
I
think
the
most
important
part
of
it
is
sort
of
the
it's
the
therapy
of
it
all.
I
guess
maybe
just
that,
having
having
a
struggle
knowing
that
there's
someone
in
your
corner
who,
where
it's
not
a
judgment
thing
it's
not
a
you're,
not
doing
your
job,
it's
just
a
well.
Let's
help
you
out
in
the
best
way
possible.
That's
the
biggest
and
most
important
part
of
this
program
that
I'm
taking
away
from
it.
S
T
Well,
if
you
could
joel
just
give
a
brief
overview
of
where
we
landed
with
the
legislative
session,
because
we
were
communicating
during
that
and
as
the
pass-through
grant
says,
you
know
a
lot
of
those
were
under
attack
and
this
kind
of
falls
in
that
category.
This
was
the
one
that
we
were
championing
with
legislators
and
making
sure
that
they
understood
that.
K
T
And
so
as
we
build
a
budget,
you
know
these
are
the
types
of
things
that
we
have
to
look
at
and
so
we'll
be
looking
at
that
and
we'll
be
looking
at
our
sub
budgets
and,
and
I'm
sure,
rachel
and
bob
have
talked
about
how
we
can
maintain
what
we're
doing
so
so
minimal
impact
to
the
program
bottom
line
is.
Is
we're
still
hold
our
program
together?
The
three
years
the
you
know
first
year,
the
whole
thing
so
after
a
pretty
rough
legislative
session,
we're
pretty
lucky
to
still
have
the
funding.
T
E
A
T
Now
that
I
think
moving
forward
is
going
to
really
serve
us
well
and
carrie's,
going
to
kennedy
and
now
to
be
the
principal
there,
and
I
think
many
of
the
skills
that
she
learned
and
things
that
she's
been
doing
have
come
from
the
experience
at
ecsc
to
prepare
her
to
take
on
kennedy
and
so
kudos
to
you
and
the
good
work
that
you've
done
and
that
program
has
landed
and
it's
really
doing
well.
So
all
of
you
just
great
job.
A
U
Oh
let
the
fun
begin.
I
don't
know
what
you're
talking
about.
Madam
president,
members
of
the
board,
I
gave
you
a
handout,
a
single
page,
which
has
some
projected
revenues
and
expenditures.
We
did
take
this
to
the
planning
committee
last
week.
Talk
through
the
particulars
of
what
we
see
for
projections
now
that
the
legislature
is
over
and
we've
received
information
regarding
evaluation
changes,
the
I'll
briefly
just
walk
through
the
highlights
and
what
things
are
based
on.
U
U
This
really
includes
all
areas
of
property
tax,
including
prior
year,
etc.
So
it
reflects
slightly
higher
and
is
also
comparing
last
year's
budget
to
the
new
year's
budget,
and
when
this
is
all
said
and
done,
we
will
compare
last
year's
actual
to
the
new
year's
budget,
and
so
those
numbers
will
change,
but
that
was
based
on
a
6.4
percent
increase
tuition
is
held
flat.
It's
a
hard
thing
to
really
project.
We
look
at
some
averaging,
but
we
lose
some
students.
U
We
gain
some
students
and
it's
really
just
difficult,
because
it's
an
ever
changing
number
local
revenue
is
relatively
unchanged
interest
income.
Then
the
state
piece
which
we've
talked
about.
We
knew
that
we
would
collect
less
state
money
this
year
than
we
collect
or
excuse
me
next
year
than
we
collect
currently
and
the
net
impact
of
that
is
about
1.1
million
dollars
less
than
state
funding.
U
That
really
is
comprised
of
two
main
components:
one
is
the
flat
foundation
aid
payment,
and
so
the
9646
per
pupil,
646
dollars
per
pupil
remains
unchanged,
but
as
property
tax
valuations
go
up
and
the
60
mil
deduct
goes
up.
As
I
wrote,
you
probably
saw
in
the
journey
article
last
week,
your
deduction
increases,
which
means
your
foundation
aid
decreases
because
you
get
less
that
comes
from
there.
Also,
we
have
the
transportation
reduction
that
that
came
through
the
funding
formula,
so
the
net
impact
of
the
foundation
aid
is
1.1
million.
U
The
legislature,
we
know,
did
great
work
for
k-12
education.
They
continued
to
hold
us
to
a
standard
and
a
priority
that
showed
how
important
k-12
education
is,
but
make
no
mistake
that
having
flat
funding
and
being
held
harmless
are
two
completely
different
things
and
we
did
in
fact
have
flat
funding
in
k-12
education
from
a
per-pupil
payment
perspective.
U
But
it
certainly
is
a
slowing
down
of
that
increase,
as
we've
seen
in
my
time
with
you,
revenue
increases
throughout
the
year
between
probably
2.8
and
upwards
to
five
and
a
half
six
percent,
maybe
at
times,
and
we
are
just
under
one
percent.
So
that's
where
we
see
the
new
revenue
coming
in
at
on
the
expenditure
side,
modest
changes
to
date.
We
are
currently
working
through
the
district
and
with
all
departments
on
collecting
budget
requests
for
next
year.
U
A
couple
that
I'll
just
point
out
quickly
on
the
salary
expense
line.
You
see,
there's
a
decrease
there
of
200
000.
We
simply
have
held
salaries
at
this
point
flat
waiting
for
the
resolution
of
negotiations
that
200
000
is
a
reflection
of
a
decrease
in
the
both
the
annuity
payments
or
the
pls
payouts.
U
We
have
netted
out
a
projected
increase
in
overall
benefit
costs
of
just
under
3
percent.
For
the
time
being,
we
built
in
a
5
increase
on
health
insurance.
I
would
tell
you
that
I
believe
that
will
likely
be
more
than
five
percent,
but
we
will
see,
as
we
work
with
our
beneficial
consultant,
how
that
goes,
but
for
getting
a
placeholder
in
there,
knowing
what
we
would
have.
U
We
built
it
in
at
five
percent
and
the
other
areas
are
just
areas
that
we've
either
seen
a
decrease
in
items
that
we
know
will
be
happening
either
from
changes
in
sale
of
property.
Things
we've
done
differently
with
fund
transfers.
Those
are
the
ones
that
either
have
the
amortization
schedule
for
bond
repayment
or
within
fund
transfers
is
also
how
we
fund
activities
and
troll
wood,
and
so
that
all
falls
in
the
internal
piece
and
we've
seen
some
changes
in
those
schedules.
U
How
will
that
be
distributed
as
we
go
forward?
So
those
are
the
that's
the
current
information
that
we're
looking
at
as
we
build
our
budget,
we
will
be
do
everything
in
our
power
to
bring
you
a
preliminary
budget,
probably
in
the
second
meeting
in
june,
we'll
be
working
with
planning
between
now
and
then
to
work
through
that,
as
the
board
makes
decisions
with
with
fea
and
any
other
requests
that
come
in
from
the
departments.
A
A
B
A
B
B
But
of
course
it's
not
done
yet
either,
but
if
everything
holds
true,
we
actually
think
we'll
have
probably
a
little
savings
on
the
contingency
side,
but
in
looking
at
the
facility
and
the
current
staff
looking
at
the
facility
from
the
time
this
project
began
to
where
we
sit.
Today
we
had
a
couple
of
people
in
the
building
and
trades
area,
in
particular
that
retired
and
new
leadership
brought
in
on
their
end,
and
they
had
some
minor
tweaks
that
they
said
boy.
B
These
things
we've
stored
in
the
past,
basically
in
kind
of
concrete
boxes
outside
and,
of
course,
in
the
wintertime
they're
out
there
trying
to
chip
it
apart
load
up
some
sand,
get
it
into
the
sanders
they
looked
at.
What
could
be
done
for
what
they
call,
what
they
call
it:
temporary
outdoor
storage
facilities,
but
they're,
really
not
a
temporary
building
they're.
B
B
I
hate
to
use
the
word
building
because
it
looks
more
like
a
giant
tent
on
a
foundation
to
me,
but
that's
what
these
things
are
based
upon.
The
fact
that
the
building
fund
had
the
capacity
planning
was
comfortable,
bringing
this
forward
as
a
recommendation
to
the
board
to
consider
keep
in
mind
this
action
that
I'll
put
forward
as
soon
as
I
get
done
with
this
diatribe
is
to
authorize
the
expenditure
of
up
to
140
000.
B
We
think
the
net
number
will
end
up
being
less
because
of
the
savings
on
the
main
project,
but
until
everything's
done
we're
not
going
to
know
what
that
bottom
line
savings
is
so
I
brock
suggested
at
one
time.
Should
I
be
bringing
a
net
number
here
and
I
said
nope
because
then
you've
painted
yourself
into
a
corner
on
the
contingency
side
of
our
main
project.
B
S
V
U
Yeah
members
of
the
board,
john,
the
approval
of
the
bids,
was
done
on
february
9th
of
2016.
The
conversations
in
regards
to
this
happened
I'm
going
to
look
at
dr
schatz
about
a
year
prior
to
that
right
after
we
finished
our
building
our
long-range
facility
plan,
the
city
came
and
said:
oh
hey,
we've
got
an
idea
here.
U
Yeah
members
of
the
board,
john,
so
the
original
award
of
bids
themselves,
a
lot
of
people
talk
about
the
cost
of
construction,
which
is
really
the
bids
and
the
construction
manager
was
8.2
million
and
then
I
always
want
to
look
and
we
always
bring
to
you
as
a
board
the
what
I
call
the
all
in
cost,
which
includes
all
the
architect:
fees,
ffne,
etc.
So
the
original
approval
by
the
board
was
for
9.2
million,
actually
9
million,
239
thousand
138
dollars
and
30
cents,
so
9.2
million.
That
was
the
original
approval.
U
This
is
really
a
discussion
that
started
with
the
city
of
fargo,
the
cass
county,
joint
water
resource
district
and
the
diversion
authority,
as
they
needed
to
secure
a
portion
of
our
existing
warehouse
to
finish
the
second
street
avenue
street
project,
and
so
there
was
a
purchase
agreement
for
that
facility
worked
out
between
the
diversion
authority
and
the
cass
county
joint
water
resource
board.
So
of
that
9.2
million
we
received
approximately
1.8
million
dollars
in
purchase
and
relocation
costs
they
have
to.
If
they're
going
to
buy
your
facility.
U
What's
commonly
referred
to
as
the
former
kreider
building
that
lease
payment
was
costing
us
about
115
000
a
year,
we
were
at
the
end
of
that.
Actually,
in
december
we
did
a
six-month
extension
to
get
through
this
period
of
time
until
we
could
get
moved,
and
we
will
be
then
completely
moving
that
out
of
that
not
have
a
lease
payment
and
consolidate
all
those
functions.
B
T
T
What
this
would
do
is
it
would
create
a
career
pathway
options
for
students
in
k-12
and
post
k-12
education,
and
this
would
be
very
similar
to
what
we've
seen
in
sioux
falls.
This
would
be
similar
to
what's
in
bismarck
with
the
career
centers
that
they
have
there
we're
looking
at
the
k-12
involvement
being
the
advanced
level
types
of
experiences
for
students
in
the
cte
areas.
T
The
document
kind
of
lays
out
some
of
the
pathways
and
the
models
that
we're
looking
at,
but
also
on
the
back
side.
Some
work
has
begun
with
denise
working
with
the
the
college
representatives
denise
jonas,
our
cte
director
and
the
schools
involved
with
what
would
it
look
like
from
a
curricular
standpoint?
T
And
so
president
richmond
from
wapiton
tony
grinberg,
who
is
the
project
coordinator
now,
who's
been
hired
by
wahperton,
are
moving
forward
with
the
higher
ed
board
at
their
level
to
ask
for
permission
to
actually
go
out
and
start
looking
at
private
types
of
private
donations
to
help
with
something
like
this
in
order
to
get
that
going,
they
need
to
have
just
like.
I
said
this
letter
of
support,
and
so
I'm
recommending
that
you
allow
me
to
do
that
I'll.
B
X
A
A
Very
exciting,
thank
you.
We'll
have
one
more
thing
before
we
take
our
break
and
after
the
break
we
we
will
have
the
motion
to
go
into
executive
session
and
then
take
our
break
if
that
makes
any
sense.
But
so
we
don't
come
back
and
go
back,
so
you
have
the
board
outside
liaison
assignment
review
in
front
of
you.
Thank
you
so
much
for,
but
for
providing
us
with
this
feedback.
A
It's
very
helpful
and
if
correct
me,
if
I'm
wrong,
but
I
don't
think
I
saw
any
suggestions
for
any
additional
liaison
assignments,
so
I
think
the
feedback-
and
I
think
we'll
administration
will
follow
up
with
you
with
some
of
the
questions
that
you
reported.
So
does
anybody
have
anything
to
add
other
than
what
they've
already
included
in
their
written
report?
A
B
A
S
V
O
O
T
O
X
O
T
T
O
T
T
O
O
Y
A
Convened
in
our
regular
session-
and
we
are
now
to
board
reports
again,
thank
you,
everyone
who
made
your
we
all
made
our
school
liaison
visits
and
thank
you
for
writing
up
your
observations.
That's
extremely
helpful.
Does
anyone
have
anything
to
comment
on
that
either
highlighting
what
they
wrote
about
or
something
that
wasn't
included
in
their
report?.
S
I
just
have
a
comment.
I
found
it
really
interesting.
I
reading
these
reiterated
for
me
how
important
it
is
that
we
all
visit
schools
and
get
a
different
impression
of
what's
going
on
behind
the
scenes,
because
those
of
you
who've
been
on
the
board.
Well,
jim
has
heard
it
ad
nauseam
that
this
is
something
that
I've
really
pushed
for
all
the
years
that
I've
been
on
the
board,
because
I
think
you
can't
make
good
decisions
if
you
don't
see
what's
going
on
in
the
schools.
A
Yep
thank
you
for
clarifying
that.
We
don't
often
hear
a
my
bad
from
anne-marie,
so
I
guess
it's
a
little
reassuring
that
she's
not
perfect
all
right.
So
thank
you.
Thank
you
very
much.
Anyone
else
have
anything
to
add
terrific.
Thank
you
for
the
great
reading
I
really
enjoyed
reading
those
so
much.
Okay,
we
are
down
to
committee
liaison
correspondent
reports,
so
brandi
you
get
first
crack
at
it.
Y
Okay,
I
did
pta
meetings
last
night
at
lewis
and
clark
and
south
high.
It
was
the
last
one
of
the
year
and
they
just
had
good
conversation
and
some
suggestions,
and
I
always
enjoy
going
to
those
just
to
hear
and
see
how
many
people
are
there,
but
lewis
and
clark
they're
they're
both
doing
very
well.
So
that's
all.
Z
I
was
at
the
we
had
a
communications
meeting
this
week
and
I
also
was
at
eggs
and
issues,
and
I
put
a
postcard
on
each
of
your
spots.
We
are
doing
a
self-addiction
north
dakota
on
may
18th,
and
so
we
are
looking
for
business
leaders
and
community
leaders
to
be
there
first
lady
catherine
burgum
will
be
speaking,
and
so
it's
talking
about
how
we
solve
addiction
statewide,
not
just
here.
X
S
C
S
S
It
was
a
great
event
and
it
was
really
nice
to
see
how
different
schools
or
different
groups
within
our
school
are
using
the
bluestem
facility,
and
I
talked
to
a
lot
of
parents
who
I
would
have
expected
had
been
out
there
before
and
had
not.
So
that
was
surprising,
but
I
talked
to
the
music
and
art
teachers
who
were
just
head
over
heels
excited
with
the
way
that
went.
B
Much
like
every
school
district
is
looking
at
throughout
the
entire
state.
Most
of
the
reas
are
seeing
their
budgets
also
shrink
compared
to
the
previous
year.
More
so
because
of
grants
that
are
running
out,
the
big
succeed,
2020
grant
that
came
out
of
the
oil
patch
to
try
and
really
address.
Some
issues
is
coming
to
an
end,
but
there
are
also
some
other
pretty
significant
grants
that
thus
far
have
not
been
renewed
out
of
washington,
d.c
and
who
knows,
if
they
will
be
time,
will
tell
and
some
are
getting
renewed,
but
at
a
lower
rate.
B
We
also
received
the
evaluation
for
our
exec
director,
who
looks
like
he's
going
to
be
on
board
for
another
year
based
upon
a
positive
evaluation,
and
we
had
a
legislative
update
regarding
the
issues
surrounding
reas
in
the
legislature,
which
parallels
some
of
what
we
as
a
district
have
been
looking
at,
but
they
have
some
other
issues.
They've
got
actual
grant
program
to
try
and
incentivize
reas
and
other
education
subunits
to
consider
consolidation
if
it
makes
sense
from
their
perspective,
especially
with
tightening
budgets
throughout
all
areas.
B
B
Probably
a
few
conference
calls
too
planning
did
meet
you've
seen
a
lot
of
what
we
covered.
We
talked
about
the
changes
potentially
at
the
op
center,
which
I
want
to
thank
the
board
for
supporting
those
tonight.
We
talked
about
the
career
center
and
it's
reality
to
come
forward
and
again
I
want
to
thank
the
board
for
supporting
dr
schatz
in
that
endeavor,
and
we
took
a
look
at
the
budget
assumptions
that
brock
shared
with
you
in
his
report.
Earlier
today
we
will
be
meeting,
of
course
in
june,
I'm
not
certain.
B
We
may
have
to
move
our
regular
scheduled
date,
that
is
to
be
determined.
I've
got
a
couple
of
things
going
on
in
bismarck.
I
got
to
figure
out
for
sure
when
that's
going
to
take
place
so
once
brock
and
I
get
calendar
coordinated,
we'll
put
it
out
to
everybody
if
it's
not
on
our
regular
scheduled
day,
it'll
be
close
to
it.
That's
for
sure-
and
my
guess
would
be
just
from
past
experience
for
those
of
you
on
planning.
B
So
it's
kind
of
a
two-step
dance
process
we're
going
to
be
going
through
on
that,
and
I
think
that's
it.
Oh
there's
I
don't
know
how
many
shopping
days
left
until
the
picnic
which
you
might
want
to
take
your
highlight
and
highlight
august
2nd,
the
deuce
of
august
icelandic
independence
day,
I
might
add,
it'll,
be
a
sun
shiny
day
for
those
of
you
that
want
to
plan
any
outdoor
activity
and
you'll
notice.
It
says
there
please
solicit
door
prizes
early
and
often
thank
you.
Thank.
I
All
right
communications
committee,
I'll
just
give
a
little
report
since
jennifer's.
Not
here
we
met
yesterday,
we
discussed
that
we
have
we've
been
through
the
communications
audit
quite
a
few
times
and
tried
to
address,
address
most
of
the
action
items
in
there,
and
we
basically
decided
that
we
feel,
like
we've,
exhausted,
that
at
this
point,
so
it
doesn't
mean
that
items
can't
be
brought
back
for
discussion,
but
I
think
that's
being
put
to
bed
right
now
and
we'll
probably
talk
about
when
there's
time
to
do
or
when
it's
appropriate
to
do
another
communications.
I
Audit
that'll
probably
be
the
most
important
point
from
that
and
when
we
have
our
summer
retreat
we'll
be
discussing
or
we'll
do
some
brainstorming
at
that
retreat.
Regarding
items
that
we'd
like
to
have
discussed
at
our
public
information
or
a
public
engagement
meeting
in
november,
let's
see
we
will
not
be
meeting
in
may.
It
was
our
last
meeting
yesterday
and
if
you
haven't
had
a
chance
to
look
at
some
of.
There
are
a
couple
of
items
at
the
table
on
the
table
back
here.
I
A
To
just
add
one
thing:
you
had
brought
up
the
the
state
of
this
district
community
forum
that
happened
in
november
and
the
middle
of
the
effort
kind
of
threw
this
off
schedule
a
little
bit.
But
what
we
had
talked
about
in
the
committee
and
anne-marie
had
pulled
together
was
you
know,
once
we
had
boiled
down
all
the
suggestions
and
came
up
with
a
summary.
A
She
presented
the
final
version
of
that
summary
at
our
meeting
yesterday
and
that
will
be
sent
out
as
kind
of
a
final.
Thank
you
to
all
the
people
who
participated
so
that
they
know
that
their
input
really
did
have
some
actionable
consequence,
and
so
what
rebecca
was
referring
to
is.
This
will
now
become
kind
of
an
operational
cycle.
So
in
the
summer
issues
will
emerge
that
we
decided
that
we
would
like
public
input
on.
Those
will
be
the
questions.
A
Specific
questions
asked
at
the
public
state
of
the
district
event
in
november
it'll,
be
boiled
down
and
and
discussed
and
condensed
and
so
forth,
like
we
did
this
year
and
a
final
summary
piece,
informational
piece
will
go
out
to
the
participants,
so
that'll
just
become
part
of
part
of
our
cycle,
so
that
was
really
kind
of
chewed
on
by
the
by
the
communications
committee
and
that's
nice
to
see
that
have
some
kind
of
clarity
and
and
a
kind
of
systemic,
lasting
piece
to
it.
So
thank
you,
rebecca.
I
Thanks
for
adding
that
that
was
the
first
thing
I
wrote
down,
but
the
last,
but
I
forgot
to
mention
it:
I
worked
backwards.
Okay,
gak!
So
it
looks
like
we're
going
to
have
a
meeting,
may
16th
7
30
a.m.
Is
that
correct
regarding
legislative,
wrap
up
and
brock?
Do
you
have
anything
you
want
to
add
right
now?
No,
okay,
let's
see
the
native
american
commission
met.
I
Last
thursday,
we
spent
a
lot
of
time
talking
about
this
powwow,
the
crossroads
powwow
that
will
be
in
fargo
at
the
shields
arena
of
june,
2nd
through
the
4th
and
if
you'd
like
to
get
some
more
information
on
that
you
can.
I
know
that
it's
on
facebook-
let's
see
here,
it's
the
second
annual
powwow
and
the
fargo
public
library-
is
going
to
be
hosting
a
week-long
native
american
celebration
early
november.
I
So
I'm
involved
in
some
of
the
just
kind
of
serving
as
a
liaison
with
that
planning
to
the
native
american
commission
and
I'm
going
to
pass
this
around
last
week.
Also,
I
attended
the
10th
anniversary
celebration
for
pay.
I
talked
about
that
a
little
bit
at
one
of
our
last
meetings
and
that
stands
for
philanthropy
and
youth.
It's
a
program
of
the
berry
foundation,
and
I'm
just
going
to
read
this
here.
I
Pay
is
designed
to
introduce
local
high
school
students
to
the
importance
of
leadership
and
service
through
grant
making
and
there's
a
program
in
winnipeg.
It's
called
the
winnipeg
foundation
and
it
is
modeled
after
that
winnipeg
foundation,
and
so
the
I
served
on
a
board
at
the
berry
at
berry
hall
at
ndsu,
where
some
of
the
students
presented
their
philanthropy
research
and
recommendations
for
grants.
Each
school
was
given
five.
I
Each
group
at
a
school
was
given
five
thousand
dollars
to
make
decisions
and
research
based
on
mission
and
values
where
they
would
like
to
place
or
how
they
would
like
to
divide
up
that
five
thousand
dollars
for
different
non-profits
in
the
area.
And
so
there
were,
I
believe,
it
said
yeah.
I
believe
there
were
21
schools
that
participated,
and
so
there
was
there
were
more
presentations
held
at
ndsu
berry
hall
than
the
one
I
was
at.
I
So
many
community
members
were
involved
in
helping
to
listen
to
those
presentations
and
give
feedback
and
ask
questions.
So
the
event
that
was
held
at
ndsu
last
week
was
in
their
new
basketball,
complex
and
I'd
never
been
there
before,
and
it
was
a
very
fun
engaging
performance
and
opportunity
for
students.
One
student
from
each
school
shared
a
bit
about
their
project
and
their
recommendations,
and
that's
a
book
that
highlights
the
schools
that
participated
and
all
four
of
our
high
schools,
north
south
daviess
and
the
kids
at
woodrow
wilson
participated.
I
So
I
just
want
to
thank
them
for
all
of
their
work.
It
was
a
it's
a
commitment
in
addition
to
school,
in
addition
to
any
of
the
other
curricular,
well
curricular
or
co-curricular
activities
that
they
participate
in,
and
also
thank
the
advisors
and
teachers
that
were
involved
in
helping
to
provide
the
opportunity
for
the
students,
because,
if
they
would
not
be
doing
so,
the
students
would
not
have
that
opportunity.
I
V
It
was
a
really
great
event
and
there
was
a
they
read
their
stories
out
of
the
book.
I
was
about
two
dozen,
maybe
30
people
in
the
in
the
room,
and
there
was
a
question
and
answer
period
afterward,
and
that
was
that
was
really
interesting.
It
turned
out
that
a
large
part
of
the
audience
were
other
refugees
and
and
immigrants
to
the
area,
and
so
they
were
comparing
and
contrasting
experiences
of
where
they
had
come
from
and
their
experiences
here
in
fargo.
V
Some
of
the
students
are
seniors
now
and
they
had
plans
for
college
one
of
them's
moving
away
and
is
very
sad
about
that.
They
have
fargo's
really
home
to
these
kids
now,
and
so
that
was
that
was
really
excellent.
I
was
really
really
proud
and
honored
to
be
asked
to
do
that,
and
it
was
a
good
event
and
if
you
haven't
read
that
book
find
a
copy
and
check
it
out.
It's
really
amazing.
I'm
really
proud
that
that
happened
in
our
district.
A
W
There
are
a
few
people
that
I
haven't
heard
from
so
if,
if
you
have
any
ticket
needs,
please
let
me
know
we
have
a
little
bit
of
time
yet,
but
but
still
if
we
we've
only
reserved
a
certain
threshold.
So
if
we'd
reach
or
exceed
that,
I
would
need
to
know
so
we
make
sure
we
have
enough
tickets,
but
I
think
we
will
be
okay,
but
just
in
case
you
decide
to
bring
additional
family
members
the
the
sooner
the
better
would
be
great
for
that.