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From YouTube: School Board Meeting - October 23, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - October 23, 2018
A
A
B
A
Motion
passes,
recognition
of
audience.
We
do
have
an
individual
that
has
signed
up
to
address
us
this
evening.
Larissa
Patterson
and
I
just
need
to
I
read
this
before
you
begin,
but
you
could
make
your
way
to
the
podium
if
you'd
like
at
this
time,
the
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker,
who
has
signed
up
to
address
the
board
state
their
name
and
address
for
the
record.
We
would
also
ask
that
speakers
refrain
from
using
this
forum
to
criticize
or
complain
about
a
specific
employee
by
name.
A
C
C
Because
I
mean,
if
my
son
is
not
doesn't
feel
safe
to
go
to
school?
Then
it's
problem
and
if
he's
being
punished
and
receiving
criminal
charges
or
being
a
victim
of
an
offense
at
school,
then
that's
also
a
problem
and
I
think
it
needs
to
be
addressed
at
whatever
level
it
needs
to
be
addressed.
Own
I,
don't
know
if
it's
you,
if
it's
the
school
itself,
but
it
needs
to
be
addressed.
So
what
can
we
do
to
to
make
this
better?
C
A
It
sounds
like
you,
thank
you
very
much
for
very
providing
us
with
this
information
and
for
participating
at
our
meeting
this
evening,
and
it
sounds
like
administration
would
be
the
best
spot,
the
best
group
of
individuals
to
work
with
you
to
provide
you
with
the
answers
that
you
are
requesting.
Does
that
sound
good
to
you
sure?
Ok,
thank
you
very
much
and
they
have
your
contact
information.
Thank
you
have
a
good
evening.
E
D
House
give
him
a
wave,
and
their
little
Briggs
statement
is.
This
is
only
one
sentence
but
hold
on
they
raised
$20,000.
Is
that
right
over
$20,000
at
a
walkathon
with
the
kids
earlier
this
month?
So
just
one
sentence
there
and
I
see:
we've
got
some
Bennet
in
the
house.
Do
you
have
something
you
want
to
mention
here
come
over
here,
so
we.
E
Have
been
working
on
a
bunch
of
things
we
have
implemented
both
small
group
reading
and
math
at
all
grade
levels,
all
of
our
teachers
now
k5
our
AVM
r1
course
1
trained
with
about
half
being
course,
two
trains,
so
we're
implementing
that
into
our
small
group
math
other
than
that.
We
are
also
doing
SEL
training
as
the
staff
for
professional
development
and
implementing
that
into
our
morning
meeting.
So
those
are
some
of
the
things
we've
been
working
on
I.
A
D
F
Sure
so,
as
a
councilor
Ben,
Franklin
October
is
stomp
out
bullying,
so
I
just
wanted
to
make
a
shout
out
to
all
middle
schools.
Right
now
have
been
going
into
the
classrooms
of
six
seventh
and
eighth
graders
three
times
two
of
them
by
us
counselors
in
the
third
by
the
Asaro,
to
discuss
the
importance
and
one
of
the
big
discussions
is
understanding.
The
definition
of
bullying
students
can
be
mean
and
inappropriate,
but
also
to
understand
the
level
of
bullying
and
what
that
definition
is.
F
Another
huge
part
of
it
is
using
second
step,
which
is
an
SEL
curriculum
that
we've
been
using,
and
that
does
a
lot
of
discussion
about
the
power
of
by
standards
and
the
power
of
a
trusted
adult
knowing
that
bullying
is
going
on
because
sometimes
oftentimes.
We
don't
know
until
after
the
facts
so
trying
to
empower
students
to
let
us
know
before
it
gets
outta
hand.
So
that's
middle
school.
A
G
Good
evening,
school
board
and
superintendents
good
to
be
before
you
tonight
very
thankful
to
be
part
of
some
really
dynamic
teams
within
Fargo
public
schools.
Thinking
about
the
admin
team,
the
principal's
team
thinking
about
our
Agassiz
team,
woodrow
team,
al
team
and
tonight
have
the
privilege
of
working
with
two
teams
in
presenting
a
couple
of
wonderful
programs
within
the
district
first
program.
Woodrow
Wilson,
High
School,
where
I
am
principal
I,
will
introduce
the
team
that
will
be
sharing
our
seniors
survey.
Data
I
believe
it
was
last
month.
You'd
have
had
mr.
Dahlin
mr.
G
Cody
and
dr.
Burch
playing
a
little
Kahoot.
All
with
you
all
I
believe
tonight.
A
Woodrow
version
of
a
senior
survey
presentation,
math
teacher,
share
your
instill,
be
presenting
how
many
years
at
Woodrow
26
years
at
Woodrow
and
then
David
woods,
English
teacher
at
Woodrow
for
eight
eight
years
and
then
assistant
principal
Jim
Kiel.
So
we
will
be
presenting
an
overview
of
Woodrow
as
well
as
our
our
senior
survey.
G
Data
I
have
the
first
slide,
which
is
a
picture
of
Woodrow,
and
if
you
could
look
at
the
fine
print
on
the
Agassiz
building,
we
have
about
13
programs
there
that
we
do
a
lot
of
interactive
projects
together
that
you
will
see
in
the
Woodrow
presentation
students,
of
course,
working
towards
that
high
school
diploma
in
Woodrow
Wilson.
And
if
we
have
a
student
that
that
seeks
an
alternative
route
of
GED.
We
also
have
that
program
within
the
building
and
Jennifer
free
and
team
do
a
solid
job
with
GED
as
well.
G
H
Good
evening
this
is
so
far
out
of
my
comfort
zone.
I
can't
even
tell
you
I,
don't
ever
speak
in
front
of
people
and
I
can't
believe
eyeballin
teared
for
this
at
all,
but
I
am
sherry.
Ernst
and
I
do
teach
at
Woodrow
I'd
like
to
start
off
by
saying
this
is
actually
my
third
30th
year
of
teaching
I
started
at
two
years
at
Cardinal
mention
seminary
and
loved
it
and
they
closed.
Then
I
went
to
North
High
and
I
was
an
aide
in
the
ILC
room.
H
Missy
and
I
taught
part-time
and
I
knew
I
wanted
a
full-time
job
and
there
happened
to
be
an
opening
at
Woodrow.
So
I
went
there
thinking.
Maybe
it
would
be
a
stepping-stone.
Well,
since
it's
been
26
years,
that
was
a
pretty
big
stone.
I
guess
it
is
a
good
fit
for
me.
It
has
been
my
greatest
pleasure
and
my
greatest
joy
so
when
mr.
Berkman
asked,
if
somebody
wanted
to
present
I,
of
course,
did
not
make
eye
contact,
but
I
want
the
opportunity
to
tell
you
a
little
bit
about
the
school.
H
That
is
more
than
just
my
career.
So
the
things
I
love
the
absolute
best
about
Woodrow
Wilson
is:
it
is
a
school
of
choice,
no
one's
assigned
it,
but
at
the
age
of
16
you
can
choose
to
attend
Woodrow
Wilson.
They
want
to
be
there
they're
ready
to
work,
they're
ready
to
get
things
done.
We
also
pride
ourselves
at
being
the
relationship
school.
Every
student
is
paired
with
an
advisor
and,
of
course
we
have
our
classmen
and
and
our
students
that
way
I
always
wanted.
H
H
As
part
of
our
senior
survey
data.
Here
we
had
50
graduates
last
year.
48
of
them
took
the
survey.
This
lets
you
know
about
where
they're
from
some
are
from
Davies
from
North
or
from
South,
and
a
lot
of
them
didn't
spend
very
much
time
at
those
three
schools.
We
have
a
lot
of
transfers.
Maybe
they
come
into
town
in
the
middle
of
the
year
or
not
that
semester
time
and
it's
just
a
little
easy
to
start
at
Woodrow.
So
that's
where
our
kids
come
from.
H
We
also
are
a
very
diverse
group
of
students
within
a
very
diverse
building.
Mr.
Brickman
has
already
commented
about
the
various
programs,
several
of
which
it's
a
very
easy
building
to
get
lost
in,
but
there's
always
someone
there
that's
willing
to
help,
but
we
have
a
very
diverse
group
of
people
and
have
for
numbers
of
years
some
of
the
more
things
that
I
love
about
Woodrow
is
that
it's
a
fresh
start
always
as
a
fresh
start.
Students
can
start
anytime
at
any
semester.
H
You
can
take
second
semester,
the
very
first
day
of
school
or
the
second
week.
You
can
start
any
Monday
and
if
you
make
a
mistake,
you
can
take
a
break
and
return
later.
If
a
class
is
if
you've
dug
a
hole
and
things
aren't
going
well,
let's
take
a
break,
try
something
new
and
come
back.
Let's
finish
it
later,
you
can
fix
any
of
your
mistakes
and
have
do-overs
I'd
love
to
have
do-overs.
H
In
my
life
I'm
hoping
tomorrow
morning,
I'm
not
wishing
for
a
do-over
of
tonight,
but
if
my
kids
could
possibly
have
a
do-over,
we
get.
We
dug
a
pretty
big
hill,
big
big
hole
here.
Let's
try
to
fix
it
and
and
that's
a
lot
of
the
conversations
we
had
what
got
you
to
this
point.
So
we
don't
get
there
again,
it's
not
a
revolving
door.
It
certainly
isn't
that
we
wouldn't
want
that,
but
it's
allowing
them
to
fix
their
mistakes
to
recognize
them.
H
Attendance
is
an
issue
whatever
it
might
be,
let's
fix
it
and
let's
start
something
new
and
try
it
again
later
and
another
thing
that
I
absolutely
love
is
coming
back
in
the
fall
and
see
who
matured.
Oh,
my
gosh
they've
surprised
me
every
year,
some
kids,
that
you
thought.
Oh,
you
got
a
long
way
to
go
buddy,
but
by
the
next
fall
when
they
start
it's
wow
these.
This
is
ready
to
go
and
we're
gonna
get
things
done
this
year
and
it's
wonderful
to
be
a
part
of
that.
How
our
day
works.
H
We
offer
two
time
slots
in
my
am
class
and
a
p.m.
class
and
the
majority
of
our
students
follow
this
time.
Slot
take
one
class
in
the
morning,
one
class
in
the
afternoon,
for
example,
you
might
have
algebra
in
the
morning
then
lunch
and
then
English
in
the
afternoon,
but
we
do
also
have
a
lot
of
skinnies.
H
We
have
student
B
here
could
take
art,
maybe
guitar,
and
then
history,
then
lunch
and
then
for
the
afternoon,
have
biology
some
of
our
skinny
classes
that
I'm
so
grateful.
We
have
the
opportunity
to
offer
our
art,
guitar
facts,
business
classes
and
PE.
Any
of
those
can
be
taken
in
little
skinny's
throughout
the
day.
H
Any
one
of
our
students
we
have
our
year
broken
up
into
six
semesters.
Our
days
are
we
we
hope
our
students
finish
a
class
in
29
days,
but
the
beauty
is,
they
could
finish
earlier,
might
be
day.
24
might
be
day
25
or
if
math
isn't
your
thing,
maybe
it's
day
32
and
you
can
take
a
little
extra
time
if
need
be
or
finish
early
and
start
something
else.
H
So
you
have
the
opportunity
to
get
a
lot
more
done
than
just
the
six
classes
of
year,
but
of
course,
that's
our
goal
for
every
student
to
get
at
least
that
our
graduation
facts,
Woodrow
Wilson's,
graduation
class
is
larger
than
many
traditional
high
schools
in
North
Dakota.
We're
actually
kind
of
big
might
be
small
in
our
district,
but
we're
kind
of
big.
We
had
50
graduates
last
year,
we've
had
as
many
as
72
and
2014.
H
H
This
is
going
to
be
my
personal
opinion,
but
why
there's
60%
in
a
two-year
school
I
think
our
kids,
like
the
smaller,
feel
I,
think
they
do
better
with
the
smaller
setting.
I
also
think
it's
they're
encouraged,
at
least,
if
I'm
their
advisor,
that
sometimes
that's
a
cheaper
option
to
just
start
there
and
get
going
and
get
your
feet
wet
a
little
bit.
H
Also,
there's
more
to
your
schools
or
vocational
schools
are
hands-on
and
a
lot
of
our
students
do
a
little
bit
better
with
that
kind
of
setting
and
they
use
it
as
a
stepping
stone
do
two
years
and
then
move
into
a
four-year
school.
So,
although
last
year
we
only
had
16%
for
a
four-year
school
I
think
many
of
those
two-year
college
kids
would
think
that
that
would
be
happening
in
the
future,
just
not
next
fall.
H
H
When
our
students,
our
graduation,
is
held
at
our
building
the
Friday
nights
before
north/south
and
Davies
hours
will
be
held
this
year
on
May
31st
I
hope
you
are,
you
can
attend,
because
it
is
awesome
to
see
more
pictures
of
some
of
our
little
cherubs
here
they
are
when
we,
when
we
have
our
ceremony,
we
have
an
open
mic.
They
do
a
lot
better
than
I.
You
should
attend.
They
do
really
quite
well
they're.
Very
grateful
and
they
are
so
excited
to
take
the
next
step.
Our.
H
H
My
teachers
expect
me
to
do
my
best
at
a
hundred
percent.
I
would
like
to
say
that
many
of
our
seniors
may
have
only
taken
two
classes
with
us.
Some
have
been
with
us
for
three
four
years,
but
some
have
been
with
us
for
maybe
two
months
and
every
single
one
of
them
still
felt
that
we
wanted.
We
expected
them
to
do
their
best
I'm,
pretty
proud
of
that.
One
I
feel
my
school
offers
a
high
quality,
low,
low
education
program
98
and
they
feel
ready
for
the
real
world.
H
This
is
our
informal
walk.
Any
student
can
graduate
at
any
point
in
time.
I
believe
we've
had
five
graduates
already
this
year,
so
when
they
finish
their
class,
we
have
a
walk
in
the
hallway.
We
play
a
little
music
on
the
PA
system,
similar
to
a
birth
in
a
hospital.
I
guess,
but
we
play
a
little
celebratory
music
and
the
entire
student
body
comes
out
in
the
hall,
and
the
student
starts
at
one
end,
and
we
give
one
in
today
is
a
great
day.
H
Joe
is
graduating,
and
this
is
what
Joe
plans
to
do
and
they
walk
down
the
hall
to
our
applause
and
they
sign
a
scroll
at
the
end
of
the
hall
love
this,
because
there
are
many
times,
students
that
are
no
longer
in
my
class
are
graduating
and
I.
Don't
want
to
wait
till
May
to
congratulate
them
and
these
sometimes
invite
their
family
there's
balloons,
sometimes
at
the
end
of
the
hall-
and
they
may
say
they
don't
want
to
walk,
but
they
do.
It
also
inspires
some
of
them
in
the
hallway.
You
can
hear
the
murmuring.
H
Some
more
of
our
senior
survey,
how
they
actually
feel
about
the
people
here
that
we
have
at
Woodrow
Wilson
the
students
that
picked
agree
or
strongly
agree.
Our
other
students
at
this
school
treat
me
with
respect.
Ninety-Three
percent
students
at
my
school
feel
safe
each
day
at
school,
ninety-three
percent
I
feel
my
teachers
and
all
staff
treat
me
with
respect.
Every
single
one
of
us
I
feel
students
respect
each
other.
That's
now
at
eighty-four
percent
last
year
was
seventy.
H
My
teachers
are
understanding
when
students
have
personal
problems,
ninety-eight
percent.
We
work
hard
on
this.
This
is
something
that
that
gives
us
the
indication
that
we
can
call
ourselves.
The
relationship
school-
oh
I'm
done
I,
want
to
say,
I
thought
about
this,
an
awful
long
time
as
to.
Why
are
you
volunteering
to
speak
in
front
of
these
people?
This
is
so
not
like
you
and
after
many
days
of
I
Drive
thirty
minutes
before
I
get
to
work
and
after
many
days
of
wondering
what
are
you
doing
this
for
I
realized.
H
It's
because
I
wanted
the
opportunity
to
thank
you
for
26
years.
I
have
worked
with
the
cream
of
our
go
public
schools
and
I
am
very
proud
of
that
and
I.
Thank
you
for
the
opportunity,
because
they
have
not
only
made
me
a
better
teacher
but
a
better
person
and
as
I
get
towards
the
end
of
my
career.
I
wanted
that
opportunity
to
tell
you.
Thank
you.
I
I'm,
not
gonna,
try
and
top
that
I
have
the
difficult
task
of
trying
to
explain
how
we
arrived
at
those
numbers.
What
do
we
do?
That's
unique
and
it's
my
meet
my
introduction
lead
into
mr.
woods
the
school
accreditation
process,
the
state
of
North
Dakota,
uses
advanced
ed
for
accreditation.
We
are
subject
to
the
same
accreditation
policies
as
other
schools
and
districts
of
the
state,
and
so
we
have
to
follow
those
those
those
pieces
of
the
puzzle.
I'm
sure
most
of
you
are
familiar
with
essa.
I
The
every
student
succeeds
act,
the
pieces
of
the
puzzle
in
North
Dakota
that
include
choice,
ready
some
test
scores
those
things
that
feed
into
what
will
ultimately
be
our
report
card
as
a
school.
What
is
the
school
doing?
How
does
it
look?
We
believe
very
strongly
that
choice
ready
is
a
very
critical
component,
not
just
for
our
students
but
I
think
it's
an
area
that
our
students
can
really
focus
in
on
lean
in
on
and
Excel,
and
so
with
that
I'm
going
to
toss
it
over
to
mr.
woods.
J
Let
me
just
say
that
I
am
way
different
than
sherry.
She
teaches
math
I
teach
English,
she
is
she's
very
reserved
and
articulate
and
I
am
NOT
I'm
very
obnoxious
and
I
say.
What's
on
my
mind,
that's
how
I
am
so
our
program.
One
of
our
programs
is
the
mentor
mentee
advisory
for
credit.
Every
student
participates
in
this
and
this
is
basically
something
that
we
champion
because
we
feel
that
as
a
relationship
school,
every
student
deserves
to
have
a
teacher
or
grown-up
champion
something
for
them.
J
So
we
what
we
do
is
we
come
up
with
a
bunch
of
activities
for
them
to
do
and
they
can
earn
advisory
credit
once
they
do,
that
I
mean
they
they
meet
with
us.
Often
they
participate
in
activities.
They
get.
Some
kind
of
for
that.
Advisory
points
and
80
of
those
can
leave
to
half
credit
under
60
of
those
can
lead
to
a
full
credit.
J
There's
a
weekly
check
point
meeting
if
they
can
meet
either
a
Tuesday
or
Wednesday,
or
whenever
we
see
a
student
in
the
hallway.
We
can,
you
know,
pull
them
to
the
side
and
have
that
conversation
with
them.
On
a
multitude
of
things
and
like
I,
said
before,
80
units
equals
a
half
credit
160
units
equal
equals
a
full
credit.
So,
like
mr.
J
keel
said,
we
are
tasked
with
the
responsibility
of
coming
up
with
sip
goals,
but
as
the
relationship
school,
we
would
like
to
come
up
with
goals
that
are
realistic
that
are
authentic
and
that
show
progress
towards
the
relationship
with
students.
One
of
those
is
students
will
earn
40
or
more
half
credits
of
mentorship,
so
all
would
roll
will
Woodrow
Wilson
students
are
involved
in
this
program
and
each
mentor
will
achieve
at
least
one
student
earning
a
mentorship
credit.
So
those
are
multiple
meanings.
Those
are
multiple
interactions.
J
J
Number
to
increase
the
number
of
Woodrow
Wilson
students
graduated
with
24
hours
of
community
service
credits,
so
you
saw
which
he
saw.
There
were
pictures
of
them
raking,
so
we
will
provide
a
minimum
of
two
opportunities
for
them
to
do
some
kind
of
community
service
work
that
that's
our
responsibility
to
our
students
and
then
form
a
building
service
committee
with
Agassiz
stakeholders.
To
light
mr.
J
Berkman
said
there
are
multitude
of
programs
under
one
building,
so
it's
important
for
us
to
work
with
those
those
other
programs,
so
we
can
have
a
better
experience
for
all
of
our
students.
So
what
I
need
you
to
understand
is
a
person
that
a
sooner
that
comes
to
Woodrow,
if
you
think
of
it
as
an
onion.
They
come
with
this
Dashell
this
hard
shell,
no
one
likes
eating
that
shell,
but
you
know
once
you
start
peeling
that
shell,
you
start
to
uncover
things.
Are
there
tears
involved?
J
We
have
our
the
accolades
program
and
respect,
readiness
and
responsibility.
We
fully
push
for
the
3
R's
because,
like
I
said
they
come
in
with
a
hard
shell.
After
a
while,
when
they're
more
trusting
of
the
adults,
then
we
can
have
this
mutual
respect.
Everything
at
Woodrow
is
mutual.
That's
what
we
push
for!
J
There's
accolades
breakfast
I
skipped
ahead
a
little,
so
a
student
comes
also,
maybe
with
a
low
GPA
from
one
of
the
traditional
schools
or
a
school
outside
Fargo.
We
are
not
worried
about
that.
As
a
staff
we're
worried
about,
you
came
to
us
you're
ready,
let's
get
to
work,
so
a
student
can
can
have
a
I,
don't
know
like
a
2.0
when
they
get
there,
but
as
they
start
looking
at
working
with
Woodrow,
they
become
a
little
more
interested
in
their
academics.
So
the
the
GP
at
Woodrow
is
what
is
important.
J
There
is
a
certificate,
if
you
think
of
it
as
Honor
Society,
it's
kind
of
similar
to
that
they
must
complete
two
courses
per
six
semester.
They
must
have
quality
attendance,
so
we
give
punctuality
and
reliability
points
once
the
student
finishes
a
course
that
is
up
to
four
points
commendable
scholarships,
so
they
need
a
2.8
plus,
you
know
2.8
or
more
for
the
GPA
again,
we
are
not
counting
where
they
were.
We
are
worried
about
where
they
are
at
and
they
must
have
respectful
character.
J
This
gives
them
a
sense
of
accomplishment.
We
push
that
hey
if
you
want
to
put
this
on
a
resume,
go
right
on
ahead
and
if
we
get
a
callback,
we're
gonna
give
you
you
know
we're
gonna,
give
you
a
good
recommendation.
Has
that
happened?
Yes
has
happened
to
me
personally,
and
that
is
the
certificate
that
they
received.
J
Number
3
increase
the
number
of
accolades
achieving
accolades,
achieving
students
from
15
to
20.
So
we
are
really
trying
to
push
down
we're
really
trying
to
make
this
a
big
deal
for
students.
We
want
them
to
strive
for
the
best
and
again,
all
along
the
way.
You're
gonna
fall,
but
you
can
recover
at
any
time
and
so
that
that
ongoing
relationship
is
what's
important.
J
This
is
part
of
the
choice,
ready
skill,
so
I
have
to
digress
a
little
because
that's
what
I
do
we
have
our
math
teacher
in
the
building
she
winces
at
this,
but
we
are
extremely
lucky
to
have
such
a
talented,
math
teacher.
If
you
were
to
come,
I
would
suggest
you
come
to
Woodrow
and
walk
into
Sheree
Aaron's
room
if
you
were
to
walk
it
about
where
she's
gonna
kill
me.
J
If
you,
if
you
walk
in
that
room,
what
you
will
see
is
a
teacher
city
with
a
student
who
is
very
vibrant
and
she
is
ready
to
take
on
many
of
the
challenges
that
these
students
have
and
the
students
absolutely
love
her.
So
it
will
be
a
shame
when
she's
actually
gone
because
we'll
have
to
fill
those
shoes.
If
anybody
will
step
up
to
the
challenge,
it
will
be
Sheree.
J
J
Because
this
is
awesome,
so
so
we
are
there
for
the
relationship
we
come
and
we
have
activities
for
the
students.
Okay,
do
we
participate
in
these
activities?
Yes,
we
do
so
left.
You'll
see
a
minute
to
win
it,
game,
I
lost
and
on
the
right
you
will
see
a
student
and
I
will
tell
you
a
little
about
the
student.
The
student
when
he
walked
in
my
room
said
absolutely
nothing.
He
just
looked
at
me.
He
had
a
very
nice
smile,
but
he
would
want
to
cover
that
smile
with
his
hair.
J
This
is
one
of
our
mini
feasts.
We
have
in
a
well,
that's
not
the
grand
hallway,
but
that's
the
other
hall.
If
you
come
to
wijl
you'll
see
the
grand
hallway
that
you
walk
for
miles,
but
this
is
the
other
one
with
all
the
classrooms,
and
so
what
we
stress
is
you
know
that
family
setting,
we
don't
know
where
these
students
come
from,
but
when
they're
in
our
walls
they
can
get,
they
get
the
best
care
that
we
can
give
up
the
Wayans
House
of
Pizza
no
Deeks.
These
Pizza
donated
some
food.
J
For
us
it
was
pizza
with
the
cops,
that's
what
we
called
it
and
there
is
a
man
in
the
back
row
in
the
audience.
That
is
him.
If
you
were
going
to
work
out
with
Joel,
you
really
have
to
let
down
your
hair.
If
you
have
any
I,
do
not,
but
you
really
I
mean
you
really
have
to
be
relaxing.
You
really
have
to
be
on
the
same
level
as
the
students,
and
that
is
actually
officer
Ness
playing
basketball
with
our
students,
which
they
enjoy.
That
immensely
be
careful
because
you
know
have
a
good
stretch.
J
Don't
tear
your
Achilles
tendon,
just
saying
that
for
a
friend,
and
that
is
our
staff,
the
best
thing
the
thing
I
say
about
our
staff:
I,
don't
know
if
our
principal
appreciates
this,
but
we
are
a
ragtag
bunch
that
is
put
together
for
the
love
of
kids,
kids,
our
students,
I,
should
say,
but
that
being
said
most
of
I
shouldn't
say
most.
There
are
some
staff
members.
There
are
a
number
of
staff
members
to
actually
drive
in
from
other
locations
other
than
Fargo
I
Drive
in
from
Wahpeton
I
live
in
Wahpeton.
A
K
L
Want
to
send
thanks
as
well,
and
the
entire
community
in
Fargo
should
be
very,
very
proud
of
what
we
have
going
on
here
at
Woodrow
Wilson
and
in
the
whole
Agassiz
Building
and
kudos
to
you
principal
Berkman,
and
to
all
of
your
staff
out
there
for
the
good
work
you're
doing
for
all
of
those
students.
Thank
you.
M
It's
a
I,
don't
think
that
Fargo
could
call
itself
a
great
school
district
without
would
role
it's
very
easy.
That
I
was
lucky
enough
to
teach
at
Community
High
in
West,
Fargo
and
everything
they
said
about
the
relationship
that
you
you
develop
with
the
kids
and
the
concern
that
everybody
has.
It's
not
like
any
other
classroom
that
you're
ever
gonna
participate
in
it's.
M
G
A
A
G
G
We
are
part
of
the
WIDA
consortium
which
has
grown
to
be
nearly
40
states.
What
that
means
is
it
is
an
organization,
a
collaborative
if
you
will
across
the
nation
that
sets
the
standards
that
sets
the
assessments
for
English
language
learners.
We
are
a
WETA
state
and
I
think
as
last
year,
but
does
anybody
know
what
we
death
stands
for?
G
It's
like
Wisconsin,
Delaware
and
Arkansas
states.
You'd
pick
to
be
the
original
consortium
states
right.
It's
like
yeah,
Wisconsin,
Delaware,
Arkansas,
next
slide
up
just
gives
you
a
bit
of
the
flavor
of
who
is
who
is
in
Fargo
public
schools.
In
terms
of
languages
this
year,
looking
at
approximately
69
languages
being
spoken
by
our
1200
or
so
current
and
former
ELL
students.
G
O
My
name
is
Laurie
nappy
I'm,
the
Yale
teacher
at
Lewis
and
Clark
elementary
I
have
the
best
job
in
the
world
worked
really
hard
last
year
to
make
our
forms
as
a
compliant
and
what
I'm
passing
around
is
what
we
call
the
home
language
survey.
This
complicated
matrix
up
here
is
on
the
DPI
website.
What
kicks
all
of
this
off
is
this
home
language
survey.
The
front
page
is
required
by
anybody
who
registers
at
Fargo,
public
schools
and
the
back
page
is
optional.
This.
O
What
happens
is
if
there's
a
language
listed
other
than
English
our
wonderful
al
secretary,
our
administrative
assistant
gets
an
alert,
and
then
she
prints
off
the
home
language
survey
and
gives
it
to
whatever
teacher
in
whatever
building
that
needs
it.
The
very
first
year
we
went
to
online
forums
at
Lewis
and
Clark
I
had
six
American
parents
say
yes
to
this,
and
so
I
had
to
call
and
make
sure
that
there
was
a
language
and
many
parents
were
like
what
I
did,
what
they
didn't
understand.
O
So
imagine
being
a
foreign
of
parents
who
speaks
a
foreign
language
and
you
have
to
fill
out
this
form,
which
is
in
English,
and
it's
online
and
you're
probably
doing
it
on
your
phone.
So
it's
pretty
complicated.
Our
registrar's
in
the
buildings
are
wonderful.
They
will
ask
them
to
come
back
and
get
an
interpreter.
They
will
help
them
fill
that
out
paper
pencil
if
they
need
to
so
this
is
really
what
alerts
us
that
we
have
a
student
that
we
need
to
take
a
look
at
and
based
on
the
matrix.
O
We
might
screen
them
for
English
language
services
once
they're
screened,
they
may
qualify,
they
may
test
out.
It
just
depends
on
their
level
of
English.
My
favorite
thing
is:
when
I
tell
a
teacher,
I'm
gonna
have
to
take
so-and-so
and
test
them,
they
say.
Oh
it
won't
take
long.
They
speak
really
good
English.
Well,
that
makes
it
take
longer
because
if
they
speak
very
little,
English
they're
just
clicking
away
and
don't
know
what
they're
doing,
but
if
they
speak
very
English
very
well.
P
I
go
okay.
This
is
a
snapshot
of
what
our
Yale
program
looks
like
this
year
by
the
numbers,
and
you
can
see
that
we
have
924
students
enrolled
in
our
program
and
then
there's
the
breakdown
for
elementary
542
160
in
middle
school
and
220
high
school
students.
If
you
look
at
the
bottom
part
of
it,
it
shows
the
percentage
of
ELL
students
enrolled
by
year
and,
as
you
can
see,
that's
kind
of
been
creeping
up
over
the
years
and
now
8.2
percent
of
the
Fargo
public
school
population
are
English
learners.
P
And
if
you
count
in
former
ELL
students,
that's
1200
and
representing
55
different
countries,
and
so
about
8.6
of
our
population
is
current
and
former
students,
and
this
is
kind
of
the
breakdown
by
how
they
get
here.
So
forty-five
percent
are
refugees.
55
percent
are
immigrants,
two
percent
are
Native
American.
A
lot
of
people
are
often
kind
of
surprised.
P
All
right-
and
this
is
by
building
and
those
numbers-
are
kind
of
small,
so
I
hope
you
can
see
them
I
think.
What
jumps
out
at
me
here
is
that
Edie,
clap
and
Jefferson
have
the
biggest
numbers
at
the
elementary
school
both
of
those
have
over
a
hundred
English
learners.
If
you
look
Ben
Franklin
Karl
Ben,
those
are
pretty
close.
A
number
we
just
have
a
lot.
Smaller
number
excuse
me
Karl
Ben
and
discovery
they're
about
the
same,
and
we
have
it.
P
It's
just
a
smaller
number
going
to
Ben
Franklin
same
thing
with
the
high
schools.
The
Northside
has
a
smaller
number,
but
Davies
and
South
are
getting
pretty
close
together
and
you
can
see
how
the
numbers
have
kind
of
gone
through
the
years.
We're
actually
kind
of
getting
more
on
the
south
side
at
the
secondary
schools
as
the
years
have
gone
by,
and
you
can
also
see
well
I,
guess
I
guess
isn't
an
all-time
high
for
English
language.
Learners
surprised
by
that
last
year,
was
kind
of
our
all-time
high.
P
We
have
levels
one
through
four
that
we
serve
when
they
reach
a
level
five,
they
can
exit
they
exit
the
program
and
that's
based
on
our
a
we
detest
that
we
give
our
access
for
ELLs
and
Entering.
We
say
to
get
four
three
to
four
units.
Ivl
units
is
kind
of
a
funny
term,
but
it's
different
in
elementary
school
and
middle
school
in
high
school,
our
class,
our
classes
are,
you
know,
different
links,
so
we
just
call
it
a
unit.
P
They
get
about
two
to
three
units
at
level:
2
1
to
2
at
level
4,
maybe
one
at
level
or
one
to
two
at
level
three
and
one
at
level.
Four
that
varies
a
little
bit
on
the
students,
need
we
don't
say
up
there
level.
Four.
They
only
get
one
unit.
If
we
feel
like
they
need
more
service,
they
can
have
it
if
we
feel,
like
maybe
they're,
ready
to
be
mainstreamed
and
don't
need
service.
So
we
kind
of
we
look
at
the
individual
kid
when
we
do
that,
not
just
the
level
numbers.
Q
All
right
so
David
had
mentioned
earlier
that
were
part
of
that
WIDA
consortium,
and
that
dictates
the
assessment
that
we
give
the
annual
access
test
that
students
take
usually
in
January
or
February.
Two
years
ago
we
decided
to
adjust
the
proficiency
levels
and
the
proficiency
scales
for
students,
so
in
other
words,
they
made
it
more
difficult
for
students
to
exit
an
ell
program.
So
that's
that's
taking
the
language,
that's
required,
the
content,
knowledge,
that's
required
and
increasing
the
proficiency
level
for
them
to
get
out.
We
don't
think
this
is
a
bad
thing.
Q
Most
of
the
teachers
agreed.
Yes,
the
the
standards
and
the
benchmarks
and
the
proficiency
scales
needed
to
be
adjusted,
because
we
were
seeing
some
kids
that
had
exited
and
then
maybe
were
struggling
out
in
their
mainstream
classes
and
not
quite
ready.
So
for
us
that
just
means
you
know
adding
to
the
rigor
in
trying
to
get
kids
to
those
higher
proficiency
levels
for
how
they've
been
adjusted.
O
Types
of
language
acquisition
we
call
one
vixx
and
one
is
called
kelp
mix.
We
sometimes
referred
to
as
survival
language
or
social
language.
For
instance.
Today
we
had
stop,
learn
not
to
burn
the
fire
fighters
came
in
and
I
have
a
group
of
kindergarteners
who
have
very
little
English
like
they
got
here
this
summer
and
I
am
doing
total
physical
response
and
I'm
stopped,
dropping
and
rolling
I'm,
making
fire
engine
noises,
and
one
of
my
little
guys
taps
me
on
the
shoulder
he
said
teacher
I
know
English
like
stop.
O
You
need
to
stop
so
so
that
was
his
survival
language.
Cognitive
language
is
school
language.
They
say
it
takes
five
to
seven
years
and
actually
the
state
of
North
Dakota
is
now
holding
us
to
that
what
their
growth
targets
they
would
like
to
see.
Students
who
enter
our
program
leave
it
within
seven
years,
because
that
would
be
about
the
time
you
would.
An
average
student
would
acquire
language
that
is
equal
to
a
native
native
born
speaker
at
the
elementary
level.
O
O
It
just
depends
on
what
the
program
needs
and
what
their
student
needs
are
right
now,
as
far
as
enrichment
goes,
we
are
trying
to
take
our
current
curriculum
and
add
things
to
that,
because
we
would
like
to
serve
the
students
who
are
just
about
to
exit
and
but
still
need
a
little
service,
we're
trying
to
see
what
that
looks
like
we
have
this
curriculum
that
we
all
have
and
I
have
to
thank
dr.
gross
for
that
when
we
did
the
pilot,
he
came
out
and
told
us
what
kind
of
data
to
collect.
O
So
thank
you,
I
also
I'm
helped
us
find
what
was
needed
for
right
then,
and
there,
and
so
we've
added
things
to
that
over
the
years,
but
he
was
the
one
that
helped
us
get
our
initial
push
for
that,
and
so
what
we're
trying
to
do
now
is
add
to
this
curriculum
for
the
students
who
are
higher
level.
If
you
think
of
the
units
of
service
and
level
four
might
get
one
unit
of
service,
is
that
every
day
are
they
a
four
point,
eight
and
they're
gonna
exit
out
a
5.0?
Do
they
need
a
resource?
O
Do
they
have
things
that
we
could
just
support
that
are
going
on
in
the
classroom,
so
we're
doing
what
we're
calling
unit
framers,
which
we're
taking
all
the
vocabulary
all
of
the
stuff
for
each
unit
in
each
level
and
saying
what
can
we
add
to
that?
Is
it
a
reading
A
to
Z
book?
Is
it
a
book
that
I
read
that
was
on
national
natural
disasters
and
bring
things
that
might
be
in
their
classroom
so
that
those
higher
level
students
can
be
supported.
Q
I
teach
at
the
high
school,
but
our
middle
level
person
couldn't
make
it
tonight
so
I'll
speak
on
her
behalf
as
well,
so
at
the
middle
level
for
CBE
and
Discovery,
our
standard
of
effort
is
a
little
bit
different.
Those
are
the
goals
for
what
it
would
look
like
to
have
the
size
of
your
classroom
be
ideal.
Q
You
got
one
of
their
curriculums
that
they
use
in
the
language.
Arts
curriculum
is
also
by
National
Geographic,
so
it's
actually
quite
similar
to
the
reach
curriculum
that
they
use
down
at
the
elementary
school,
and
it's
all
about
combining
that
language
and
the
content
and
all
of
those
skills
to
support
them
in
their
classes.
Up
at
the
high
school,
our
standard
of
effort
increases
a
little
bit
level.
Q
One
we'd
still
like
to
have
eight
students
per
class
levels,
two
to
four,
ideally
about
15
and
then
resource
would
be
capped
at
about
ten
again,
it's
often
much
larger
than
that.
The
eoq
classes
that
we
offer
we
offer
any
class
that
is
required
for
a
high
school
diploma
is
offered
in
the
e
L
curriculum,
so
I
teach
social
studies,
so
I
teach
Western,
Civ
government
economics,
US
history
and
introduction
to
social
studies.
Q
So
we
do
math
science,
language,
arts,
reading
I
also
teach
a
class
called
partnership
with
new
Americans,
which
focuses
on
social
and
cultural
norms
in
America,
and
we
offer
a
resource
for
students
that
are
maybe
mostly
mainstream.
They
need
just
a
little
bit
of
support
working
on
some
of
those
harder
assignments
to
get
them
to
where
they
need
to
be
so.
Our
reading
intervention-
that's
used
at
the
high
school
similar
to
the
middle
school,
is
read
180
and
system
44.
We
also
use
a
curriculum
called
side
by
side,
which
is
not
a
any
electronic
curriculum.
O
Every
summer
in
June
we
offer
al
summer
school,
which
is
really
just
a
boost
to
English
language
development.
We
had
probably
300
kids
pre-k
through
12th
grade
this
past
year.
We
also
brand-new,
was
a
family
camp,
we're
trying
to
kind
of
serve
the
whole
family
if
we
can,
that
was
at
Agassiz.
So
a
lot
of
parents
who
are
already
going
to
EGIS
e
to
learn
English
were
able
to
bring
their
kids
and
their
kids
were
in
a
lot
of
fun
activities
and
it
brought
fam
parents
and
children
together.
O
Y'all
family
engagement,
education
is
culturally
important
and
respected.
I
have
been
told
by
parents
that
I
am
right
up
there
with.
You
know
the
powers
that
be
they
put
me
above
themselves,
which
is
I,
don't
deserve
that,
but
oftentimes
our
parents
don't
come
to
school
because
of
the
culture
that
they
come
from,
because
you
don't
question
school
and
the
school
knows
what
they're
doing
and
we're
not
gonna
go
and
ask
some
questions.
O
I
know
that
Lincoln
has
what
they
call
family
engagement
night
and
she
will
have
there'll
be
an
activity
for
the
students
in
the
gym
and
there'll,
be
some
food
going
on
and
they'll
tell
parents
about
different
things
that
are
happening
at
the
school
one
year
at
Jefferson
we
had
police
officer
come
in
and
talk
about
different
things.
There's
lots
of
good
things
going
on
all
over.
Just
two
parents
know
that
school
is
a
great
place
to
be.
O
We
I
personally
get
100%
attendance
at
conferences,
because
I
will
have
a
conference
in
the
car
in
the
front
parking
lot.
If
I
need
to
I
will
come
to
your
home.
We
also
have
our
L
social
workers.
We
have
three
hard-working
gals,
who
will
go
and
pick
you
up?
If
you
don't
have
a
ride,
will
at
Lincoln
and
I
believe
ed
Clapp?
They
have
a
bus
route
that
will
go
and
they'll
have
all
the
e
L
conferences
on
the
same
night.
So
they
have
all
the
interpreters
ready
there.
O
The
bus
will
come
and
pick
you
up,
because
transportation
is
always
a
something
that
is
tricky
for
some
of
our
parents.
We
have
a
several
bilingual
pairs
in
our
school.
Who
will
make
parent
phone
calls
for
us
that
they
know
the
confidentiality
behind
that
using
interpreters
they're
all
trained
but
and
paid
by
the
school
district
through
a
service
that
vets
them
make
sure
that
they
know
the
languages
that
we're
using
for
them
at
the
high
school?
O
They
did
a
cheat
sheet
for
calling
in
attendance,
and
it's
just
like
number
one,
and
this
child
is
sick
and
they're
coughing
and
you
can
just
call
in
the
attendants
nose
number
one.
That's
all
you
have
to
say.
If
you
don't
have
the
English
to
say
my
child
has
a
fever
and
I.
You
know
they
maybe
they'll
come
in
the
afternoon,
but
right
now
they
can't
come.
G
In
working
with
the
adult
learning
center,
Jennifer
frees
adult
team
and
then
our
k12
team,
we
have
been
working
for
two
years
now
and
some
common
goals.
Marzano
is
the
teacher
evaluation
system
that
Fargo
public
schools
use
and
on
the
e-l
side,
so
pre-k,
Agassiz,
Building,
mom
and
dad
are
upstairs
learning
English,
while
the
preschoolers
are
downstairs
the
pre-k
and
the
adult
side,
along
with
the
k-12
side,
having
two
shared
goals.
G
We
also
have
a
minimum
of
one
PD
professional
development
get
together
each
year
where
we
we
brainstorm
ideas
how
to
improve
in
these
goal
areas
goal
number
one
is
on
the
protective
side.
Student,
mental
health
and
aces
guessing
you've
all
heard
a
lot
about
the
adverse
childhood
experiences
student.
Mental
health
number
one
protective
factor,
protective
factor
to
combat
if
you
will
aces
or
protect
a
child
against
those
adverse
childhood
experiences,
is
a
strong,
healthy
family
support,
nothing
new.
There
that's
not
rocket
science.
G
We,
though,
as
a
pre
k12,
we
have
a
shared
goal
of
promoting
positive
interactions
about
students,
and
parents
is
Marzano
domain
for
element
number
56,
that's
the
actual
actually
from
the
teacher
evaluation
model,
and
our
goal
is
meaning.
We
want
to
support
strong
e-l
family
dynamics
in
American,
culture
and
second
goal
that
we
have
pre-k
through
adult
is
promoting
Family
Literacy.
G
What's
exciting
is
there's
some
very
lively
discussion
when,
when
the
Adult
Ed
side
gets
together
with
the
k-12
side,
there's
a
lot
of
healthy
connections
that
we
look
forward
to
further
developing
so
EEE
all
team
presenters
tonight
our
course
captains
connecting
a
few
dots
here
so
course
captain's
Laurie,
would
be
an
elementary
course
captain
and
Cindy
and
Amy.
Our
high
school
course
captains
that
would
be
Jo,
delt
I
can
having
leadership
in
the
area
of
let's
get
curricular
areas
working
together.
G
One
would
invite
you
to
come
into
an
ell
classroom.
I
know
you
all
have
schools
that
you
have
designated
as
schools
to
visit
when
you
do
your
site
visits.
If
you're
able
to
visit
a
Yale
classroom,
I
highly
recommend
it
or,
if
you
just
like
to
get
out
and
do
a
sampling
of
well
what
what
is
this
like,
so
I've
got
seven
different
languages
in
my
classroom
and
I'm
teaching
them
English.
They
may
have
a
course.
G
It
is
a
fourth
grade,
there's
a
fourth
grade
teacher
who
is
taking
all
students
trying
to
make
that
work,
and
then
students
get
pulled
off
for
e/l
service.
How
does
that
work?
Very
passionate,
very
dedicated,
very
talented
group
of
educators,
they're
also
tremendous
collaborators
and
their
buildings,
because
they
do
have
to
work
with
the
grade
level,
teachers,
the
grade
level
teams.
R
I
have
a
couple
comments
and
there's
some
questions.
Thank
you.
You
serve
a
lot
of
my
Boys
and
Girls
Club
kids
at
Lincoln,
Lewis
and
Clark
and
Ed
Clapp,
okay,
okay,
thank
you.
So
thank
you
for
the
work
that
you
do
and
also
to
work
with
the
families,
because
that
that
is
really
what
helps
our
kids
be.
Successful.
I
beat
me
to
it:
David
I
would
I
I
was
at
Davies
and
L
student
for
a
day.
R
It
was
fascinating
to
see
how
they
pull
out
and
cluster,
but
the
most
remarkable
piece
of
that
day
was
how
eager
every
single
student
was,
and
that's
not
always
common
at
the
high
school
level.
It
was
excitement
that
she
would
see
at
a
kindergarten
first
grade
level
about
learning,
so
that
was
very
warming
to
my
heart.
Third,
one
is
kind
of
a
comment,
slash
question:
there
are
a
lot
of
parallels
between
the
e
L
programs
and
our
led
programs
or
eller
eat
this.
This
is
a
model
of
Ellery
lr
e
least
restrictive
environments.
R
S
Would
say
there
are
many
parallels,
because
what
we
want
to
do
is
we
want
to
address
the
needs
of
the
student
in
the
best
setting
possible
for
some
students.
That
is
a
pull-out
setting,
if
that's
where
that
learning
is
best
to
take
place
for
others.
It's
a
pushin
model,
because
that's
again,
where
they're
at
on
that
continuum
of
learning,
so
I
think
there
would
be
parallels
between
that
and
when
we
talk
around
least
restrictive
environment
when
it
comes
to
behavior
or
other
learning
modalities
as
well.
There.
R
Was
a
court
case
about
a
decade
or
twelve
years
ago,
where
school
districts
were
actually
getting
sued,
for
not
adhering
to
Ellery
requirements
for
English
language
learners
and
that
that
struck
ex-truck
me?
So
it's
it's
not
just
it
goes
throughout
our
school
system
and
in
mainstreaming.
Our
kids
is
so
important.
So
thank
you
for
everything
that
you
do
guys.
A
A
T
A
T
B
I'm
always
a
little
confused
when
we're
at
this
juncture
and
somebody
votes
no
on
the
accepting
the
report,
because
that's
really
what
the
motion
was
was
to
accept
and
file
the
report
technically
they're
not
really
actionable
items,
I
mean
they're
monitoring
documents,
so
I've
never
quite
understood
why
somebody
would
vote
no
on
one
of
these,
so
I
can't
give
you
a
good
answer.
Jennifer.
R
I
agree
with
Jim:
it's
accepting
a
report
and
these
are
opinions.
I,
don't
think
they're
facts
so
to
vote
against.
Somebody's
opinion
seems
counterintuitive.
So
I
think
these
are
working
tools
to
say
these
are
things
we
need
to
bring
forward
to
government
governance,
exactly
what
you
mentioned.
So
it's
like
accepting
a
a
financial
report.
It's
a
report,
it's
not
about
the
content,
Jim
and.
B
Maybe
this
will
help
years
ago.
These
were
actually
on
the
consent
agenda,
but
then
we
recognized
from
time
to
time
board
members
wanted
to
discuss
something
and
I'll
send
this
over
to
governance.
To
look
at
and
other
people
had
questions
about
what
that
meant.
So
that's
why
I
had
drifted
down
to
the
business
section
as
opposed
to
just
being
on
the
consent
agenda,
because
it
really
is
we're
accepting
the
report
as
opposed
to
saying
yes,
we
agree
or
disagree
with
you
report
so
I
think
that's
why
it's
now
on
the
business
side.
B
A
I
tend
to
agree
what
has
been
shared
by
Robyn
and
Jim
that
well,
and
that
was
what
the
motion
was
I.
Suppose
someone
could
make
a
different
motion,
but
that
was
what
the
motion
at
least
was
tonight.
I
know
in
terms
of
most
of
the
times
when
we
have
items
on
the
business
agenda,
there
will
be
a
cover
memo
that
accompanies
it
with
a
recommendation
for
a
motion.
A
If
a
person
wants
to
follow
that
recommendation,
or
not
so
since
we
don't
have
any
cover
memo
with
that
kind
of
language
on
here,
I
could
see
where
there
might
be
some
kind
of
a
question
and
I
would
I'm
just
saying
I'd
be
willing
to
put
that
on.
If
that's
something
that
we
wanted
to
discuss
at
governance
in
terms
of
creating
some
kind
of
a
memo
or
just
for
point
of
clarification,
that
would
be
fine
with
me.
R
So
if
I
were
to
compare
it
to
something
just
because
I
finished
a
big
annual
review
today
for
one
of
my
employees,
it's
almost
like
an
acknowledgement
that
we
received
it.
It's
if
hit
an
employee
were
to
disagree
with.
Somebody
is
something
that
I
didn't
review.
They
can
certainly
dispute
that,
but
they
still
sign-off
that
yes
I
received
this,
and
even
though
I
don't
agree,
they
still
sign
that
they
acknowledged
it
kind
of
like
an
employee
handbook.
T
Jennifer,
does
everyone
agree
with
that,
because
I
feel
like
in
order
to
make
a
vote,
I
kind
of
feel
like
everyone
needs
to
be
on
the
same
page
and
or
maybe
there
needs
to
be
a
discussion
at
governance
first,
because
I
can
tell
you.
There
have
been
examples
within
this
year
where
folks
have
voted
no
outside
of
just
me.
What
I
know
well.
A
A
It
indicates
a
acceptance
in
receival
of
it.
It
doesn't
indicate
that
everyone
here
agrees
with
any
any
comment
on
it.
So
I
would
say
that
that's
the
motion
on
the
table
and
that's
the
second
and
then
we're
having
that
discussion,
and
so,
unless
there's
any
more
discussion,
we
ought
to
vote
on
that.
And
then,
if
we
decide
at
governance
to
make
some
changes,
then
that
is
something
for
down
the
road.
But
for
tonight
we
have
the
motion
on
the
table.
R
One
quick
last
comment
this
these
are,
these
are
written
by
the
Aspen
group's
policy.
Governance
of
they
could
also
probably
provide
us
with
some
clarification
behind
the
purpose,
for
the
monitoring
reports
might
be
helpful,
I
mean
we
can
discuss
it
at
governance.
Certainly,
but
I
know
that
they
I
am
calm.
I
am
100
percent
sure
they
will
have
a
clear
answer
for
us
good.
T
A
Well,
Jim
I'm,
just
I'm,
going
back
to
what
Jim
said
about
having
this
on
the
consent
agenda
that
I.
It
appears
that
the
reason
to
have
the
vote,
whether
it's
on
the
consent
agenda
or
on
the
business
you
know
where
it
is
on
the
agenda,
is
that
we
as
a
board,
are
officially
saying
we've
received
it.
It's
it's
formal
action
that
we've
received
the
document
and
without
the
vote
there
isn't
that
formal
action,
Emory.
A
E
N
T
P
B
There
is
no
law
that
requires
us
to
do
our
homework.
We
have
our
own
organizational
rules
that
tell
us
we're
supposed
to
do
our
homework
and
it
would
be
a
wonderful
day.
We
always
had
nine
responses
to
every
one
of
our
monitoring
documents,
but
this
is
to
let
us
know
actually
let
our
public
know
as
well
that
we
are
holding
ourselves
accountable
to
the
governance
model
we
have,
and
hence
we
are
monitoring
these
things
as
per
our
calendar
and
obviously
some
times
there
are
going
to
be
areas
that
we
mark
not
in
compliance.
B
That's
a
great
set
of
directions,
usually
to
our
administration
that
okay,
we
got
to
look
at
this,
get
them
more
data
or
do
something
different,
so
I
think
these
documents
have
a
very
real
role,
but
again
I
go
back
to
something.
Robin
said
all
nine
of
us
are
answering
this
question
from
our
perspective,
it
doesn't
mean
it's
the
group's
perspective.
B
Hence
we
may
have
seven
people
that
said
something's
and
compliance
to
partial
compliance,
those
are
opinions
and
they
help
us
I.
Think
as
a
board
understand.
Okay,
we
should
have
had
more
conversation
on
this.
Probably,
and
next
time
around,
we
probably
will
so
I
think
it's
really
a
tool
to
help
us
become
better
more
than
anything
else
and
also
to
let
the
public
know
that
okay,
here
are
the
guidelines
of
how
we're
going
to
operate
and
we
are
actually
trying
to
follow
those
guidelines.
Most
of
the
time
nobody's
perfect.
B
T
T
R
Right
I
don't
mean
to
belabor
this
from
my
history
when
Jim
talked
about
this
being
pulled
from
the
consent
agenda.
That
was
done
on
purpose,
so
it
would
be
more
comfortable
to
discuss
since
if
it
was
a
business
or
in
the
business
section
of
the
agenda,
because
sometimes
it's
uncomfortable
to
pull
something
from
the
consent
agenda.
You
know
what
I'm
just
just
to
ease
the
the
conversation.
So
it
was,
you
know,
they'll
probably
tell
us
to
put
it
back
on
our
consent
agenda.
M
D
U
W
W
R
Shut
up
Robin
report,
I
get
it
okay,
I
am
passing
around
the
legislative
priority
booklets.
That
was
a
result
of
conversation
that
we
had
at
the
governmental
affairs
committee.
Don't
think
that
we
did
all
this
work,
Jolin
and
Jackie,
and
her
team
put
it
together,
based
upon
the
conversations
that
we
had
at
that
at
that
meeting.
R
So
really
we
determined
to
try
to
keep
our
legislative
priorities
fairly
broad
and
then,
once
the
session
kicks
in,
we
would
get
a
little
bit
more,
take
more
precise
opinions
and
directions
on
certain
legislation,
but
basically
what
you're
seeing
here
is
the
same
format
as
last
year.
The
introduction
our
top
priorities
would
be
social
in
no
particular
order,
social-emotional
learning
on
time
funding
and
then
under
funded
programs
which
all
which
all
kind
of
flow
together.
So
at
this
point
this
is
kind
of
for
informational
purposes.
R
This
tool
would
be
used
to
introduce
art
our
districts,
positions
and
general
talking
points
for
the
legislative
breakfast
that
is
shortly
after
the
November
6th
election
the
big
day.
So
if
there
are
any
comments
or
questions
or
suggestions,
you
just
let
let
me
know
or
let
somebody
on
gak
know
and
I'll
make
sure
that
we
discuss
that.
R
R
What
happened
so
it's
better
written
than
I
did
so
I
guess
this
would
be
my
report.
It
was.
It
was
just
an
overview,
a
review
of
the
first
meeting,
an
overview
from
karna
blue
education
in
Blaine
Minnesota,
and
then
the
second
group
Lakes
Country
Academy
in
Fergus
Falls.
That
was
very
interesting
to
me.
I
didn't
realize
that
that
existed.
They
have
more
pull
out
programs
similar
to
what
the
board
discussed
prior
Lakes
Country
Academy
works
with
16
different
school
districts,
so
that
was
that's
that
struck
me.
R
As
you
know,
a
different
type
of
model
that
collaborative
with
around
the
community.
We
had
some
sticky
note
exercises
talking
about
what
we
want
in
different
clusters
of
the
conversation
and
then
that
would
all
be
combined
later
for
and
I
assume
we'll
get
the
report
out
at
the
next
meeting.
Any
questions
I
can
answer
about
that
report.
I
have.
A
A
question
sure
just
because
you
and
I
visited
a
little
bit
about
the
reporting
on
that
task
force,
and
so,
as
we
all
know,
that
the
minutes
from
those
the
task
force
meetings
are
available
to
us.
So
the
document
that
she
you
know
it's
not
her
position
or
role
to
be
taking
all
of
those
all
that
minuscule
information
and
all
of
that
important
information,
though
down.
So
we
need
her
to
be
able
to
be
there
and
take
in
all
that
information
and
listen
and
learn
so
I'm.
A
Just
hoping
that
we
understand
the
kind
of
report
that
we're
asking
you
know
from
Robin
and
I
I
think
the
reason
we
had
talked
about
having
we're
trying
to
work
to
get
some
consistent
communication
as
much
as
humanly
possible
so
that
as
the
public
hears
information
potentially
regarding
these
task
forces
with
our
boards
having
different
one
meeting
on
one
day
and
one
meeting
on
another
to
try
to
come,
tie,
t'nuk,
ation,
I,
think
that
was
the
original
goal.
But
I'm
my
thought
is,
and
hopefully
the
rest
of
you
feel
they
just
do.
A
What
you
feel
is
right
and
comfortable
so
that
you
are
able
to
pay
attention
and
participate
at
those
meetings
as
much
as
possible
versus
feeling,
like
your
job,
is
a
note-taker
and
then
just
to
respond.
You
know
and
provide
that
information
to
us,
because
if
we
all
want
to
receive
additional
information
than
what
she
provides,
we
can
go
to
the
site,
but
I
did
want
to
ask
if
anyone
has
questions
for
you
at
this
point
on.
That
is,
if
that's,
okay,
Robin,
okay,
anyone
have
questions
and
Jennifer.
T
So
I
guess
I
wasn't
able
to
attend
this
meeting
as
but
I
did
the
other
taskforce
and
one
of
the
things
that
I
think
even
actually
it
came
from
me.
Robin
was
the
suggestion
that
we
would
come
in
with
no
preconceived
notions
or
ideas,
and
we
listened
to
everyone
at
the
table,
and
so
when
I
see
that
Karner
blue
was
there
and
another
Academy
I'm.
Just
sort
of
curious
is
do
the
same
rules
or
parameters
apply
here
or
are
we
looking
to
only
sort
of
two
different
models.
R
N
The
as
an
attending
the
task
force,
the
activity
that
immediately
followed
the
model
presentation
was
not
for
to
focus,
learn
from
the
presentation
and
get
a
model.
It
was
to
see
what
services
are
offered
at
two
different
types
of
models
for
services
that
provide
support
for
various
special
education
needs.
So
what
the
activity
that
immediately
followed
both
presentations
was
now.
N
Let's
start
talking
about
critical
attributes
that
you
saw
in
either
one
of
the
presentations
or
another
presentation
that
resonates
with
you
and
then
from
there
if
I
believe
the
next
meeting
or
the
meeting
subsequent
meetings
is
where
they'll
talk
about.
Okay,
where
which
model
do
these
attributes
fit
in?
So
it
was
really
a
matter
of
saying
how
our
students
needs
met
across
different
facilities
or
different
services
that
service
students
that
have
that
need
for
special
education.
That.
R
Was
much
better
stated,
it
says
in
some
of
some
of
the
attributes.
Examples
would
be
no
sound
in
the
room
whatsoever.
No
overhead
lights
that
are
going
to
over
stimulate
somebody
certain
emergency
areas
where,
if
emergency
vehicles
have
to
come,
it
wouldn't
be
embarrassing
for
the
students,
clear
exit
strategies
and
reentry
strategies,
strategies
back
down
to
a
setting,
see
scenario.
So
it
was.
It
was
very
interesting
yeah,
nothing
about
facilities,
I
think
that's
what
you're
getting
at
and
it
really
had
to
do
with
the
attributes
and
and
how
we
can
we
deliver
those
attributes.
R
I
think
that
was
the
goal
of
it.
The
next
meeting
is
October
thirtieth,
Tuesday
3:30
to
5:30
at
wands.
Ik
I.
Think
that's
all
about
about
that.
One
I
attended
the
Chamber
of
Commerce
candidate
Cracker
Barrel,
which
is
kind
of
a
fun
event.
I
was
a
table
host
and
that's
when
legislators
go
to
different
tables
and
talk
to
different
community
members,
so
men
I
think
with
pretty
much
all
of
the
candidates,
including
Minnesota,
which
was
a
little
over.
My
head
I
went
to
my
very
first
Fargo
Cass
Public
Health
Board
meeting.
R
What
a
delightful
group
of
people
that
might
be
my
favorite
board-
sorry
school
board,
but
there
there
were
a
couple
things
to
highlight:
they
have
some
resolutions
about
advocacy
for
some
of
the
measure
measures
and
on
there
were
they
want
a
bill
to
increase
the
cigarette
tax
and
then
they
also
had
some
their
opposing
measure.
Three,
not
opposing
they're,
not
supporting
measure
three,
the
medical
mirror
that
recreational
marijuana,
but
one
of
the
questions
I
did
receive
and
I.
R
S
A
R
V
I
can
respond
to
the
questions
about
tobacco
as
part
of
the
coalition
that
put
that
out,
and
they
are
very,
very
specific
and
how
those
questions
are
asked.
Some
of
the
questions
say:
do
you
have
you
smoke
cigarettes?
Others
have
you
used
tobacco
products,
so
both
questions
were
asked
in
different
formats.
R
Robin,
oh
yeah,
they
call
it
e
ND
s.
Electronic
nicotine
delivery
systems
I
have
a
whole
bunch
of
new
terms,
I'm
learning
so
much
from
that
board,
and
then
we
already
talked
about
gak.
So
the
next
GAC
meeting
is
a
special
interim
meeting
on
November
1st.
So
we
can
prepare
for
their
breakfast.
I
have
thank.
B
As
the
early
childhood
special
education
task
force,
but
I
think
it's
really
the
pre-k
task
force
because
we're
certainly
looking
at
issues
and
opportunities
well
past.
Just
our
special
ad
toddlers
we've
had
two
meetings.
First,
one
was
really
organizationally
getting
everybody
in
sync:
we
played
with
some
clickers
and
luckily
they
brought
some
chocolate.
So
everybody
was
in
pretty
good
mood.
B
We
had
our
second
meeting
last
night
and
really,
as
a
group
started
or
in
small
group
format,
started
tackle
at
least
the
first
question
that
we're
putting
in
front
of
the
group
to
and
get
their
thoughts
on.
What
would
be
the
ideal
thing
this
for
and
the
question
last
night
was
specific
to
early
special,
ed
but
I.
Think,
as
you
read
through
your
post-it
notes,
you're
gonna
find
or
really
as
a
broader
discussion
going
on
in
several
of
those
groups,
which
is
fine,
they're,
more
thinking
and
the
more
sharing
the
better
I
think.
B
A
N
N
B
Attended
the
Community
Development
Commission
meeting,
which
was
last
week
sucking
one
of
those
I've,
been
to
beg
issue.
Well,
it
wasn't
really
a
big
issue.
The
big
topic
outside
of
some
housekeeping
things
was
really
talking
about
the
community
as
a
whole
and
how
different
stakeholders
in
the
community
are
making
preparations
to
figure
out
emergency
sheltering
for
our
homeless
population
since
winters
knocking
on
the
door
and
the
process
that
has
existed
for
a
number
of
years
got
discontinued
last
year.
B
There
are
more
beds
available
now,
due
to
the
expansion
of
the
new
life
center
and
another
facility,
as
well
and
I.
Think
the
current
thinking,
although
both
people
in
Moorhead
people
in
Fargo
I,
don't
know
if
people
in
Westford
will
work
on
this
or
not
are
thinking
that
right
now,
the
current
plan
is
we're
going
to
shelter
in
place
at
our
primary
shelters,
basically
bring
in
cots,
but
that
may
not
be
enough
of
a
backstop,
so
I
think
there
some
community
discussion
about
okay,
what
happens
if
that
gets
filled?
B
B
Two
things
to
note
from
the
State
Board
level.
One
and
I
just
want
to
do
this
as
a
shout
out,
because
the
community
probably
won't
know
this,
but
Dinah
Goldenberg
will
be
receiving
a
veteran
master
board
award
at
our
conference.
This
weekend,
she's
informed
me
she's
not
intending
to
drive
to
what
Bismarck
to
get
it
I
told
her
I
would
pick
it
up
as
I'm
handing
it
to
her
and
bring
it
back
and
get
a
tour,
and
maybe
we'll
invite
her
down
here
to
a
future
board
meeting
to
actually
present
it
to
her.
B
If
that
would
be
okay
with
you,
Rebecca
and
I
know
we're
all
gonna
be
going
out
to
Bismarck
with
West
Fargo.
We've
got
a
date
picked
out
for
that
close
to
crossover,
but
as
a
state
organization,
we're
also
going
to
have
educational
leader
day
at
the
Capitol
on
january
28th
and
obviously
any
board
member
that
would
like
to
come
out,
for
that
certainly
is
welcome
to
and
as
we
get
more
details
put
together
on,
that
I'll
make
sure
I'm
sharing
those
back
with
the
group
as
well.
I
think
that's
it
for
me
all.
R
B
V
Have
scheduled
my
visits
with
my
liaison
schools
and
I
attended
the
chamber
policy
meeting.
They
had
some
amendments
to
some
of
their
legislative
issues
that
were
looking
at
education
and
the
funding
of
education
differently,
and
luckily
the
those
amended
amendments
were
voted
down
for
k-12
funding
to
keep
their
wording,
as
is
so.
It
was
important
to
be
there
Thomas
Hill
from
the
YMCA
worths
there
as
well,
and
our
firm
United,
Way
and
good
to
have
some
broad
discussion.
V
K
W
Yeah
I've
done
both
of
my
visits
and
reports
are
done.
It
was,
it
was
fun
to
see
those
buildings
and
what
goes
on
in
those
buildings.
Last
Tuesday
I
attended
the
Fargo
Davies
concert,
and
that
was
a
great
concert.
Two
of
my
daughters
were
participated
in
as
well
as
many
students,
and
it
was
just
such
a
great
setting.
W
It
was
very
impressive
and
then
I
was.
Lastly,
I
had
the
opportunity
to
go
to
the
North
Dakota
Council
of
educational
leaders,
conference
last
Thursday
and
Friday,
and
witness
and
watch
our
administration
mingle
and
heard
lots
of
great
things
about
our
superintendent.
Mr.
Carney
so
sounds
like
things
are
going
well
with
your
colleagues
and
you
guys
had
a
good
good
conference.
T
So
both
Communications
Committee
met
and
the
health
insurance
committee
met
since
our
last
meeting.
So
the
minutes
you've
already
received
probably
reviewed,
but
I'll
just
highlight
a
few
things
that
we
discussed
administration
share
and
some
of
the
topics
that
they're
considering
for
the
state
of
schools,
event
in
January
and
they're,
currently
working
on
draft
questions.
T
We
talked
a
little
bit
about
board
training,
opportunities
and
survey
results
and
I'll
just
share
a
quick
statistic,
because
Britney
was
there
to
share
with
us
around
exit
interviews
that
currently
25%
of
the
staff
who
left
FPS
took
the
exit
survey
and
that
they
also
offer
this
to
retirees
and
that
nearly
100%
of
them
participate.
All
these
suggestions
and
feedback
that
are
gathered
are
brought
to
cabinet
for
a
discussion,
so
I
thought
those
were
some
important
things
to
highlight,
and
our
next
meeting
will
be
in
November
19th
at
12:00
noon.
T
T
Have
been
set,
there's
going
to
be
one
at
north-south
and
Davies,
so
it'll
be
three
of
them:
November
16,
fifteenth
or
two
on
the
16th
and
one
on
the
15th
offered
at
a
variety
of
times
to
help
accommodate
yeah,
offer
some
flexibility
for
some
stuff
for
staff
and
I've
reached
out
to
all
my
liaison
schools
matter
of
fact,
we've
probably
been
in
contact.
It
was
the
last
month
but
trying
to
find
a
date
that
works
for
all
three
of
them
and
me
we're
still
working,
but
it
is
a
work
in
progress.
A
All
right
thanks,
everyone
I'm
just
gonna,
pass
around
here.
The
this
is
the
contract
for
the
Aspen
Group
that
I'll
be
signing
this
evening.
It
doesn't
require
board
approval
based
on
the
amount
on
the
contract,
but
in
case
you
want
to
take
a
look
at
it
before
I
sign
it
go
for
it
and
we
will
be
having
that
that
time
with
Aspen
group
set
for
December
14th
from
8
a.m.
to
3
p.m.
so
thanks.
Everyone
for
holding
that
time
on
your
schedule,
governance
meets
tomorrow
morning
at
7:30.
A
I
know
that
it
doesn't
work
for
everyone
to
attend
those,
and
some
of
you,
maybe
don't
plan
to
attend
and
that's
fine
as
well,
but
just
to
make
sure
that
we
are
cognizant
that
our
job,
if
we
are
to
show
up,
is
that
we
are
there
as
to
listen
and
learn
and
that
we
aren't
the
official
participants
at
those
at
those
meetings
that
those
folks
have
been
selected
based
on
those
constituency.
Groups
met
with
a
majority
of
you
or
most
folks
regarding
one-on-ones.
A
If
anyone
wants
to
have
that
feedback
with
me
still
go
for
it,
give
me
a
give
me
a
call
or
or
shoot
me
an
email
or
you
know,
as
time
goes
on
to.
Obviously,
if
there's
anything
to
discuss
where
you
feel
like
you
need
to
just
talk
to
me.
One-On-One,
please
do
I
attended
the
Crossroads
powwow
that
was
Sunday.
The
14th
of
October
and
I
attended
that
as
part
of
the
Native
American
Commission
in
terms
of
being
a
member
there,
and
our
next
meeting
is
November
1st
and
let's
see
here,
we
have
homework
coming
up.
A
We
have
a
little
time.
November
8th
is
our
next
homework.
Do
an
Maria
if
you
still
maybe
need
to
hear
back
from
some
folks
regarding
the
chamber,
November
and
December.
If
there's
anyone
that
plans
to
attend
she.
Has
it
highlighted
here
that
we
should
let
her
know
this
evening
we
have
our
dinner
Thursday
evening
for
NDS
PA,
so,
looking
forward
to
a
great
conference,
it
looks
like
the
travel
weather
will
be
good,
so
everyone
drive
safely
carefully,
take
your
time
and
and
enjoy
the
learning.
I.