►
From YouTube: School Board Meeting - June 12, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - June 12, 2018
A
C
A
A
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
form
to
criticize
or
complain
about
a
specific
employee
by
name.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
A
D
Thank
you
for
having
me,
madam
president,
board
members
superintendent
shots.
I
really
just
wanted
to
take
this
opportunity.
Unfortunately,
I
will
not
be
able
to
be
at
the
next
board
meeting
because
I'll
be
out
of
town,
so
I
just
wanted
to
publicly
recognize
dr
schatz
for
all
the
work
that
he's
done
here
in
fargo
public
schools.
D
Just
under
your
leadership,
dr
the
list
goes,
it's
endless.
You
know,
building
new
schools,
the
amount
of
scholars
that
we
have
taking
our
ap
courses
and
our
act
averages
being
above
and
beyond,
but
as
I've
been
transitioning,
I
think
the
biggest
legacy
you
leave
behind
is
the
staff
members
and
that
you've
empowered
to
build
that
are
dedicated
to
our
students.
D
It's
been
a
phenomenal
experience,
working
with
every
single
one
of
the
staff
members
here
so
far,
and
I
know
that
I'm
very
very
lucky
to
continue
your
legacy
and
I
really
wanted
to
kind
of
share
that
with
you
tonight
and,
like
I
said,
I
won't
be
here
at
the
last
board
meeting,
so
I
wanted
to
take
that
opportunity
tonight.
The
staff
members
I've
met
and
what
your
support
and
guidance
that
you
provided
during
my
transition
been
wonderful,
so
I
really
hope
that
you
have
a
phenomenal
retirement,
even
though
I
know
you'll
be
busy.
D
D
E
And
so
when
I
was
awaiting
my
opportunity
to
sit
in
his
chair,
they
even
allowed
me
to
sit
at
one
of
these
tables
and
dr
gross
is
not
here
tonight.
So
I
think
it
would
be
appropriate
if
you
joined
us
at
the
table,
since
you
are
officially
the
next
superintendent.
So
please
come
forward
and
sit
there.
F
F
F
We
are
a
district
that
is
dynamic,
powerful
research
based
with
highly
qualified
teachers
who
have
the
foundation
to
support
and
meet
the
needs
of
all
academic
learning.
The
current
fargo
public
school
mission
statement
reads
to
achieve
excellence
by
educating
and
empowering
all
students
to
succeed.
F
F
The
purpose
of
the
level
d
setting
is
not
for
students
who
need
redirection
or
those
that
are
not
compliant.
It
is
designed
for
students
with
extreme
and
violent
behaviors,
such
as
students
that
have
repeatedly
broken
windows,
ran
away
from
school
grounds
verbally
or
physically
assaulted,
both
students
and
staff.
F
F
F
A
H
Okay
good
evening,
just
a
quick
report,
our
big
may
fea
push
was
fundraising
for
our
scholarships
and
between
jeanne's
week,
that's
some
people's
favorite
week.
I
know
and
our
silent
auction
at
the
retirement
we
raised
more
than
enough
money
to
give
four
scholarships
out
to
our
graduating
seniors.
So
we
feel
pretty
proud
about
our
kids
and
proud
about
our
way
that
we
can
help
them
and
that's
my
report
for
today.
A
I
Yes,
thank
you.
As
you
recall,
this
is
a
board
report.
Every
june,
where
we
have
our
schools,
who
are
on
their
five
year
review
cycle
report
out
some
of
their
successes
that
were
reported
out
by
the
team
that
visited
their
school
site
and
their
team
preparedness
they'll
also
share
things
that
they're
continuing
to
work
on
and
what
their
next
steps
are.
This
year,
uniquely,
we
have
five
schools
and
they're
all
elementary
schools,
but
remember
that
the
district,
as
well
as
each
site
has
a
visit
every
five
years.
I
So
we
have
our
principals
from
those
five
sites
with
us
tonight
and
of
those
five
principles.
Two
were
brand
new
to
the
principal
role
this
year,
so
to
have
an
october
site
visit
when
you've
been
new
to
the
school
since
august
was
a
big
undertaking
and
they
took
that
on
very
boldly
and
have
some
great
successes
to
share
with
you.
I
Additionally,
when
sue
meister
retired,
I
want
to
say
seven
years
ago,
she
did
cte
which
denise
jonas
took
on
as
well
as
our
advanced
ad
or
school
improvement
processing,
and
we
continue
to
consult
with
her
into
her
retirement.
Although
she's
spending
more
and
more
time
in
arizona
every
year,
so
shawn
sofranski
has
stepped
up
very
bravely
and
he's
the
assistant,
the
assistant
principal
at
davies,
and
he
has
learned
a
lot
and
been
a
great
leader
and
he
will
start
us
off
tonight.
I
J
Thank
you
very
much
rachel.
As
rachel
said,
my
name
is
shawn
safranski,
I'm
an
assistant
principal
at
davies,
high
school
and
currently
serve
as
kind
of
a
transitioning
chairperson
for
our
district
school
improvement
committee,
and
I
want
to
thank
the
board
for
giving
myself
and
these
principals
an
opportunity
to
talk
about
school
improvement
and
things
that
are
going
on
when
we
talk
school
improvement.
One
thing
you're
going
to
hear
very
often
is
the
word
advanced,
ed
and
all
advanced
ed
is.
J
As
rachel
had
said,
it's
on
a
five-year
cycle
and
our
next
accreditation
visit
will
be
in
the
year
2021
and
at
that
time
advanced
ed
will
put
together
a
team
of
maybe
five
to
seven
individuals
from
all
around
the
country.
Educators,
professionals
from
all
around
and
their
job
will
be
to
come
in
and
immerse
themselves
into
every
building
as
possible
talk
with
leaders,
community
members
as
many
stakeholders,
students,
teachers,
you
name
it
and
get
a
real
feel
for
what
the
type
of
school
system
we
have
here
at
fargo,
public
schools.
J
So
our
job
as
our
committee
with
that,
is
to
try
and
help
plan
for
that
2021..
So
what
we
do
is
we
use
what
are
called
these
external
reviews
and
in
these
reviews
there
are
a
number
of
reasons,
kind
of
why
we
do
them.
One
of
those
is
really
just
to
kind
of
prepare
schools
for
that
visit
that
five-year
accreditation.
It
can
be
kind
of
a
scary
thing
for
buildings
to
have
people
coming
into
their
building,
giving
them
feedback.
What
are
they
going
to
say?
J
The
review
teams
that
we
set
up
are
made
up
of
teachers.
Principals
strategists
all
different
individuals
from
around
the
building,
so
I
think
the
more
people
we
have
involved
in
that
process
being
on
review
teams,
they're
able
to
take
the
knowledge
and
understanding
of
what
that
review
team
and
what
that
that
process
looks
like
back
to
their
own
building
and
hopefully
that
information
filters
out
so
that
we
have
an
across
the
board
strong
understanding
and
preparation
for
that.
J
We
feel
that
when
we
do
that,
when
that
review
team
comes
in
they're,
gonna
see
and
recognize
a
consistency
across
all
buildings,
so
that
we
are
all
using
similar
protocols
and
procedures
for
studying
data
the
using
data
process.
How
do
we
develop
and
set
goals
for
our
buildings?
How
do
we
measure
if
our
goals
are
successful?
What
are
those
processes?
J
Sometimes
we
work
in
such
kind
of
closed
buildings
that
we
don't
often
get
a
chance
to
really
see
what
other
buildings
and
what's
going
on
and
when
we
use
just
the
power
of
the
professionals
that
we
have
in
our
district
to
go
into
buildings,
and
they
really
do
two
things:
one
they're
kind
of
they're
going
to
recognize
powerful
practices.
I
think
sometimes,
as
building
leaders,
we
always
focus
on.
How
can
we
do
better
or
what's
the
negative?
How
can
we
make
this
change
better?
J
What
can
we
do
better
for
kids
and
I
think
when
we
recognize
powerful
practices
it
it
tells
the
people
who
are
really
in
the
trenches
rolling
up
their
sleeves
doing
that
work,
trying
to
make
things
better
and
learning
better
for
kids,
when
we
can
affirm
some
of
those
things.
I
think
it
is
a
real
positive
and
it's
a
powerful
aspect
of
that
team
when
they
can
come
and
say
yes,
the
things
that
you
are
doing.
J
We
recognize
that
you're
doing
them
well,
keep
that
up,
keep
up
that
hard
work
and
then,
on
the
other
side,
bringing
that
team
together,
we
want
to
be
able
to
kind
of
recognize.
Are
there
some
areas
where
there's
some
struggle?
Are
there
some
challenges
that
we
feel
out
there
when
we're
doing
our
and
kind
of
our
investigation,
our
our
interviews
and
then
share
that
to
those
buildings,
so
that
we
can
kind
of
share
that
with
them
so
that
they
have
an
idea
of
what
are
some
areas
that
maybe
we
can
make
advances
in?
J
Are
there
some,
maybe
real,
quick
fixes,
or
are
there
some
long-term
type
of
things
like
that
that
you
could
look
for
as
a
building
and
really
we
just
try
to
provide
some
advice
or
point
in
the
direction
and
say
buildings?
Then
it's
up
to
you
to
create
the
goals
or
make
the
corrections
and
do
those
type
of
things.
So
that's
really
what
that
external
review
process
is
all
about
and
again
I
want
to
thank
you
all
very
much,
and
hopefully
what
you
have
to
hear
from
the
buildings
will
be
very
rewarding.
K
Good
evening
my
name
is
eric:
henrickson,
I'm
the
principal
at
longfellow
elementary.
We
are
going
to
the
next
side.
Here
we
are
located
up
on
the
north
side
of
fargo
north
of
the
va
359
students.
We
are
a
non-title
school
with
18
classrooms
and
our
average
teacher
experience
right
now
is
19
years
and
one
of
the
things
we'll
talk
about
at
the
very
bottom.
That's
actually
changed
for
us
through
the
years
as
well.
K
What
makes
longfellow
unique
this
year
we
had
the
honor
of
being
named
a
blue
ribbon
school,
which
was
quite
an
event
for
us.
So
that's
been
a
big
deal
this
year
and
recognizing
and
celebrating
that
the
other
big
thing
with
us
is.
We
are
your
pro.
I
mean
your
prototype
neighborhood
school.
We
build
extremely
strong
relationships
with
our
families
and
our
kiddos
and
so
forth.
K
One
of
the
things
that
the
advanced
ed
team
comes
and
does
when
they're
in
the
building.
They
use
something
called
the
elliott
tool
and
what
they
do
is
they
go
into
these
different
classrooms
and
observe
different
areas
and
then
give
you
kind
of
a
scoring
rating
that
you'll
see
in
throughout
these
presentations.
K
So
some
of
the
power,
powerful
practices
that
the
team
came
and
saw
with
us
is
that
once
again,
the
connections
are
very
evident
with
families
and
students.
I
cannot
tell
you
the
number
of
times
that
kiddos
at
longfellow
know
that
they've
got
multiple
adults,
that
care
about
them
know
them
know
their
family
know
their
cousin
know
their
grandmother.
I
mean
know
everybody
which
is
fantastic
and
that's
something
that
our
staff
takes.
Great
pride
into
also
one
things:
I've
noticed
the
number
of
after-school
activities.
K
We
try
to
get
kids
involved,
whether
it's
lego
league
chimes
foreign
language.
We
did
some
partnership
with
ndsu
in
the
past
few
years
on
computer
coding,
photography,
club
the
lion
news,
which
is
a
present,
a
news
that's
put
out
about
once
a
month
drama
club,
a
whole
bunch
of
different
things,
and
that
students
said
that
they
have
things
to
do
after
school.
The
other
thing
that
we're
noticed
is
the
classrooms
are
well
managed
learning
environments,
and
that
was
shown
in
throughout
all
areas
that
you
see
on
the
report.
K
You
know,
classroom
the
gym
music
everywhere
and
then
nice
to
be
engaged
in
their
lessons
and
and
so
forth.
A
couple
of
the
other
powerful
practices
they
talked
about.
Our
plc's
have
really
changed
our
professional
learning
communities.
We
kind
of
got
to
a
point
a
few
years
ago
and
we
redid
a
lot
of
things,
sent
some
people
out
to
bismarck
for
a
plc
conference
and
created
a
shared
ownership
that
has
really
kind
of
driven
what
we've
done
lately.
We've
this
year
was
brand
new
for
us.
L
L
L
So
here's
our
our
scoring
that
eric
talked
about
on
the
external
review
committee
using
the
elliott
tool
and
some
of
the
highlights
of
what
the
personnel
that
walk
through
commented
on
some
of
our
powerful
practices.
One
of
the
things
that
we've
done
this
year
to
make
things
very
transparent
is
we've
used,
the
google
team
drive,
and
so
every
one
of
our
committees,
every
one
of
our
plc's
every
staff
meeting
every
extended
plc
is
all
on
the
team
drive
for
staff
to
see
what
other
people
are
doing.
L
So
it's
a
one-stop
shop
and
staff
is
really
like
that
and
the
review
committee
really
appreciated
that.
The
second
thing
is
the
school's
positive
climate
was
very
evident
between
students
and
staff,
and
that
just
really
speaks
for
itself.
We
have
wonderful
staff
and
students
in
our
building,
and
so
it
was
exciting
that
they
were
able
to
see
that
the
last
powerful
practice
that
they
noted
was
the
students
demonstrated
effective
self
regulation
skills
throughout
the
building,
which
was
in
the
hallway
cafeteria
classrooms
as
well,
which
we
all
know
increases
engagement.
L
We
had
two
opportunities
for
improvement
and
the
first
one
was
to
design
and
implement
a
21st
century
skill,
and
one
of
the
things
that
they
said
to
us
was
it's
really
low-hanging
fruit.
So
that's
exciting
for
us,
meaning
that's
going
to
be
an
easy
target
for
us,
and
so
what
it
really
meant
for
us
is
next
year
we
will
be
adding
a
21st
century
committee
to
our
school
and
then
they
will
be
working
on
a
common
rubric
that
all
grade
levels
will
use
to
measure.
One
of
the
five
c's.
M
Good
evening,
I'm
sarah
shafer
the
proud
principal
at
bennett
elementary
and
I'm
delighted
to
be
here
tonight
to
share
with
you
what's
been
happening
at
bennett.
Bennett
has
a
very
supportive
parent
group
and
and
pta
this
year,
our
students
at
home
reading
minutes
exceeded
one
million
five
hundred
thousand,
which
is
was
then
reflected
in
our
reading
data.
We
have
a
pretty
stable
teaching
staff.
This
year
we
had
two
brand
spanking
new
teachers,
which
hasn't
happened
at
bennett
for
a
very
long
time,
but
it
also
has
a
very
strong
mtss.
M
A
pr
program
that
is
is
woven
through
our
plc
meetings,
and
much
of
that
can
be
attributed
to
the
strong
work
that
our
sps
does.
Here's
a
picture
here
of
our
our
data
hall.
We
keep,
we
display
our
reading
data.
This
happens
to
be
the
side
that
has
the
reading
data
on
there
and
you
see
the
kindergarten
and
then
the
first
grade.
M
We
met
our
goal
this
year,
which
was
to
have
90
percent
of
our
students
at
grade
level,
but
what
was
more,
exciting
is
95
percent
of
our
students
made
a
year's
growth,
which
is
very
important.
You
can
see
that
there's
multiple
pages
up
there,
because
every
six
weeks
when
the
data
is
reviewed,
the
current
data
is
placed
over
the
top
of
the
whole
data.
So
we
can
see
each
x
designates
a
student
to
see
where,
where
are
our
kids
moving?
M
So
that's
across
the
hall
from
our
teacher
workroom,
so
that
it's
visible
for
all
staff
members.
In
addition
to
our
math
data
and
the
results
of
our
culture
and
climate
survey,
we
were
pleased
to
see
that
the
committee
that
did
our
review
kind
of
confirmed
what
our
individual
school
improvement
plan
committee
had
designated
as
our
areas
for
improvement.
M
We
know
that
next
year,
mtssb
is
going
to
be
a
focus
of
our
school
and
we're
going
to
be
one
of
the
schools
that
pilots,
the
implementation
of
the
social,
emotional
learning
curriculum
this
past
year,
we
had
all
of
our
students
that
participated
in
the
cpi,
de-escalation
albertson,
I
say,
students.
Sorry,
all
of
our
staff
participated
in
cpi
training
for
the
general
education
classroom
as
well
as
completed
the
second
round
of
the
trauma,
inform
training,
so
we
feel
like
we
have
a
good
good
base
to
do
that.
M
M
The
kindness
retreats
have
been
expanded
upon
by
our
counselor
and
we
utilize
the
davies
leadership
students
to
come
throughout
the
school
year.
So
it's
not
a
one
and
done
they
visit
during
lunch
and
recess
throughout
the
year
to
touch
base
with
those
fourth
and
fifth
grade
students
that
they
worked
with,
and
our
vertical
teams
are
as
a
very
vibrant
practice
that
we
have
as
well,
where
every
staff
member
is
on
a
team
with
someone
else
and
each
month
they
go
and
observe
others
teaching
and
give
them
feedback
the
following
meeting.
M
N
N
We
are
a
split
campus,
so
that
makes
us
very
unique.
We
have
163
students
k2
at
horseman
and
180
students
3-5
at
roosevelt.
We
are
a
targeted
title
school
and
we
are,
I
think,
the
only
one
left
in
the
district
and
we
will
keep
it
that
way.
Total
for
both
buildings
is
about
36
percent
free
and
reduced.
As
you
can
see,
it's
re
desegregated
there
for
you
and
we
have
18
classrooms.
Currently
our
positive
building
culture
and
climate.
N
We
are
a
family
we've
been
thrown
in
some
pretty
interesting
situations
this
year
and
the
teachers
have
rallied.
I
cannot
say
enough
about
my
staff.
They
are
amazing,
they
are
100
there
for
kids
and
they
are
showing
up
every
day
and
we
have
gone
through
the
first
year.
So
super
excited
for
that
very
proud
of
them.
N
Some
of
our
challenges,
of
course,
being
a
split
campus,
is
communication.
So
I've
taken
it
upon
myself
to
do
a
week
at
a
glance
which
I
lovingly
stole
from
jeff
resnick
at
centennial
and
kind
of
do
a
newsletter
that
encompasses
both
campuses
and
the
happenings
there.
And
it's
also
a
little
bit
difficult
to
have
a
half-time
student
performance,
strategist
and
a
half-time
administrative
intern.
N
Our
rating
there
overall
is
2.6
and
we're
proud
of
that,
considering
our
changing
demographics
as
well,
and
there's
just
so
much
to
celebrate
that
our
bones
are
really
solid.
We
have
a
nice
foundation
of
best
practice
happening
in
our
building
and
are
looking
forward
to
the
refinement
that
the
team
has
brought
to
our
attention
for
better
practices
next
year.
N
N
The
instructions
monitored
and
adjusted
absolutely
our
teachers
are
aware
of
how
to
adjust
that
instruction.
They
use
differentiation
tools
every
day
and
their
plc's
are
very
data,
driven
with
the
using
data
process
as
embedded
within
everything
they
do.
They
still
use
some
of
the
ie,
the
intervention
extension
block,
especially
in
fourth
grade
and
we're
working
on
getting
more
of
that
with
our
small
group
work
as
we
proceed
with
into
next
year
and
our
plcs
are
really
rich
and
they
are
really
dynamic.
So
I'm
proud
of
that
as
well.
N
N
We
are
embarking
on
a
one
to
five
year
plan
for
small
group
math
and
this
year
we're
going
to
look
at
our
small
group
reading,
because
there
are
pockets
of
strength.
There
we'd
like
to
broaden
that
base,
and
then
we
will
jump
back
into
math
to
make
sure
that
people
are
moving
along
at
a
pace
that
they're
comfortable
with
it's
important
to.
Let
our
teachers
have
that
time
to
learn
and
observe
and
talk
so
we're
giving
them
that
and
then,
with
our
sip
and
data.
The
other
recommendation
was
to
combine
some
of
the
committees.
N
We've
actively
started
that
work.
I've
taken
two
of
our
staff
members
to
the
plc
conference
this
year,
and
so
now
we've
arranged
our
plcs
in
a
different
way
and
we're
being
a
little
bit
more
proactive
about
that
by
adding
goals
and
a
common
place
to
store
information
like
google
docs,
so
really
happy
about
moving
forward,
and
I
am
excited
about
next
year.
We
have
a
lot
of
energy
and
a
lot
of
great
work
ahead
of
us,
so
we
will
continue
to
rock
it.
O
So
our
visit
was
in
april
and
looking
at
our
demographics,
we
have
on
any
given
day
seems
like
we
have
a
a
transient
population,
but
we
have
325
students
in
k-5,
72
staff
members,
that's
certified
and
support
staff.
We
are
a
title
one
school
in
fact
we're
hoping
that
you
will
put
the
stamp
of
approval
on
that
tonight
for
our
school-wide.
O
O
Next
year
we
have
at
18
classrooms
with
an
average
teacher
experience
of
nine
years,
so
a
younger
younger
staff
and
65
percent
of
our
staff
have
post
graduate
degrees,
which
I
said
you
know,
really
speaks
highly
of
the
education
and
and
the
learning
that
our
staff
is
doing.
What
makes
us
unique.
We
are
home
to
the
educational
autism
academy,
it's
a
level
c
program
for
the
district.
O
O
O
We
have
a
fantastic
partnership
with
our
adopt-a-school
partner
touch
mark.
We
have
our
school
teams
going
every
month,
they're
coming
over
to
our
building
for
a
variety
of
activities,
lunch
buddies
as
long
as
it's
not
winter,
and
we've
sanded
really
well
they're
coming
over
for
that
all
winter.
But
we
have
an
excellent
partnership
with
them
and
we're
very
proud
of
that.
O
Some
of
our
challenges
are
behavior
of
students
and
in
our
second
year
those
are
things
that
we
continue
to
work
on
and
and
grow
in,
and
so
we're
looking
forward
to
our
upcoming
year.
We
will
also
be
a
pilot
for
social,
emotional
learning
lessons
and
we
have
been.
We
have
finished
all
of
our
trauma
sessions.
We've
been
part
of
the
pilot
for
building
compassionate
schools,
and
so
we
will
be
actually
into
our
year
two
of
that
program.
O
O
The
staff
and
students
when
they
spoke
to
parents-
those
are
the
comments,
of
course,
that
that
means
so
much
to
us,
but
the
teachers
saying
the
story
is
written
by
us.
The
teachers
here
are
willing
to
explore
and
make
our
own
path
staff
goes
above
and
beyond
and
would
do
anything
to
protect
the
kids,
which
is
true
in
their
day-to-day
interactions,
with
our
students,
our
power
for
powerful
practice.
O
Our
instruction
is
monitored
and
adjusted
to
meet
individual
learners
needs
and
the
expectations
for
learning.
We
have
numerous
professional
development
opportunities
for
our
teachers.
They
are
hungry
for
learning
and
very
skilled
in
their
craft,
and
so
sometimes
that
is
also
a
challenge
trying
to
find
ways
to
encourage
and
continue
to
challenge
them.
O
How
are
we
going
to
continue
to
stretch
them
and
the
learning
culture
develops
learners,
attitudes,
beliefs
and
skills
needed
for
success?
Teachers
are
aware
of
students,
academic
needs
that
must
be
monitored
for
growth,
and
so
really
we
have
a
very
strong
mtss
process,
but
that's
something
that
we're
going
to
continue
to
develop.
O
Our
learning
targets
are
posted,
but
we
need
to
be
working
on
continuing
to
get
back
to
those
throughout
the
lesson
checking
in
doing
exit
slips
in
all
of
our
classrooms.
So
that's
something
that
we're
going
to
continue
to
work
on
and
then
really
asking
our
students
to
monitor.
Where
are
they
at
with
their
learning
where
they?
Where
do
they
feel
they
are?
J
J
I
think
it
gives
us
a
great
opportunity
to
reach
out
to
all
the
stakeholders
in
our
district,
and
so
they
get
an
opportunity
to
hear
from
us
the
things
that
we're
doing
and
where
we
recognize
those
things
that
are
going
well
and
how
we
addressing
those
areas
where
we
just
need
to
keep
growing
and
getting
better,
because
in
the
end,
we
are
all
here
for
kids
and
the
more
we
keep
progressing
each
day.
And
how
do
we
get
better?
That's
how
we
advance
learning
for
our
kids
here.
J
P
Q
Thank
you
again
for
allowing
me
some
time
to
visit
with
you.
I
feel,
like
I've
seen
you
quite
often
this
year,
and
so
I
hope
all
the
messages
that
we've
shared
throughout
the
year
tie
together
this
evening.
Part
of
my
conversation
will
be
about
career
pathways
and
work
experiences
and,
as
we
think
about
the
strategic
plan.
This
year
we've
talked
about
some
co-curricular.
We've
talked
about
our
community
partnerships
and
outreach.
Q
In
this
format,
we
have
our
core
foundations,
which
are
elementary
principles,
just
shared
a
great
information
on
in
their
schools,
and
they
set
the
stage
for
what
happens,
but
then
sometimes
along
the
way,
through
our
middle
school
and
high
school
experiences.
We
think
about
students
as
academics,
career
tech,
ed
or
fine
arts,
and
then
everyone
goes
to
college,
so
that's
kind
of
what
happens,
but
when
we
think
about
it
a
little
more
deeply
and
career
pathways,
we
start
to
think
about
who's
responsible
for
this
discussion.
Q
Q
Q
Q
And
how
do
you
deal
with
that
because
that's
her
passion
and
that's
a
great
opportunity,
but
sometimes
it's
shocking
for
people
to
think
well.
Why
would
she
do
that
so
I'll
share
the
video
with
you
via
email,
but
it
gives
it.
It
just
stops
to
make
us
think
what
what
do
we
really
think
about
education,
and
when
we
talk
about
students,
passion
are
we
truly
listening
and
helping
them
develop?
That
passion.
Q
Career
pathways
encompass
and
cr,
I
talk
to
you
mostly
about
career
and
technical
education
programming
tonight,
I'm
talking
about
the
bigger
picture
of
career
development
as
a
whole
and
when
we
think
about
our
graduates,
it's
about
career
development
and
are
they
ready
to
go
off
and
and
now
have
a
been
informed
to
make
a
decision.
So
we're
talking
about
the
core,
that's
wrapped,
with
21st
century
skills,
that's
wrapped
with
career
and
technical
education
interest
areas
with
the
work
experience
to
say.
Q
The
vision
is
the
right
student
in
the
right
path.
You
know
for
the
right
reasons
once
in
a
while,
we
have
a
tendency
to
step
back
and
say,
students
take
classes
because
of
their
friends,
but
in
some
of
the
research
research
it
shows
that
some
of
our
least
influential
people
are
our
friends
and
our
social
media
and
our
counselors,
which
can
somewhat
be
surprising.
Q
As
we
hear
students
talk
when
we
look
at
it
most
think
that
academic
subjects
are
the
major
influence
in
a
future
career,
but
when
we
think
of
academics
once
in
a
while,
we
only
think
about
our
core
academics,
and
so
we
need
to
think
about
academics
broadly
in
career
ed
in
the
fine
arts.
So
thinking
about
it
larger.
Q
Q
Ultimately,
the
greatest
influence
according
to
this
study
is
the
influence
on
careers,
is
experiences
and
having
the
ability
to
experience.
Something
and
k-12
education
is
a
great
funded
platform
for
free
exploration,
so
we
want
to
develop
that
so
in
this
process
of
just
coming
to
you
with
a
plan.
That's
just
the
background
and
the
idea
is
in
to
research
using
the
data
process
building
a
team.
Q
What
are
we
currently
doing
in
fargo
public
schools,
because
there
is
what
we
can
say
is
there's
a
lot
of
great
things
happening,
and
so
we
went
back
to
reflect
on
that
and
in
the
areas
of
focus
this
year
we
had
our
career
education,
a
curriculum
team,
focusing
on
what's
happening
under
the
counseling
department,
our
principals
and
career
advisors
and
counselors.
They
participated
in
a
study
group
on
the
career
workforce
academy.
Q
We
also
did
discussions
on
the
one
of
the
trends.
That's
been
happening
is
packaging.
Let's
see
packaging
weighs
for
more
and
better
communication
to
parents,
because
once
in
a
while
the
audience,
even
though
we're
doing
great
things-
sometimes
we
don't
share
it
in
a
format,
that's
friendly.
So
thinking
about
what
does
that
look
like?
How
do
we
visualize
the
pathway
and
then
beyond
that
the
work
experiences
dr
schatz
has
been
involved
in
myself,
as
with
the
chamber
of
commerce
on
fueling
the
future?
Q
How
do
we
partner
with
our
businesses
to
increase
our
work,
experience,
opportunities
and
then,
finally,
I
think
the
last
brochure
I'll
show
you
is:
how
do
we
take
individual
pathways
and
and
develop
them,
so
it
makes
sense
k-12
so
going
back
into
fargo
public.
We
know
this.
We
have
high
school
counselors
and
middle
school
counselors
and
elementary
counselors,
and
they
are
very
busy
talking
about
the
domains,
career,
development,
academic
and
social
emotional.
We
know
that
is
happening
at
the
high
school
level.
Q
We
have
registrars
and
career
specialists
really
working
on
this
conversation,
so
we
know
that's
in
play.
There's
a
specific
process
and
the
state
of
north
dakota
funds
an
online
resource
called.
Are
you
ready
that
allows
students
at
points
in
time
to
go
in
and
take
interest
inventories
so
that
they
can
identify
and
be
self-aware
of
their
skills,
their
aptitudes
and
their
interests
and
then
relate
those
as
they
go
through
school
into
careers,
so
that
is
happening?
Q
We
also
know
that
you
know
our
schools
do
a
tremendous
job
with
developing
an
eighth
grade,
four-year
plan
some
meet
directly
with
parents
in
their
efforts.
This
goes
on
to
say
that
our
schools
are
looking
at
acts,
scores
pre-act
and
encouraging
them
from
these
scores
to
look
at
college.
That
makes
sense,
and
so
you
can
see
that
these
are
happening
through
our
process.
Q
Q
We've
shared
examples
throughout
the
year,
some
of
the
amazing
work
experience
hands-on
experience,
career
and
technical
programmings
at
fargo.
Public
supports
this
is
career
preparation.
We've
talked
about
some
of
the
co-curricular
and
extracurricular
activities
that
are
happening.
You
know
elementary
middle
school
and
high
school.
Q
These
are
all
ways
for
students
to
have
experiences
and
understand
what
they're
good
at
we've
extended
our
partnerships
through
the
virtual
center
and
talked
about
some
of
these
programs
that
maybe
fargo
public
doesn't
specifically
offer,
but
students
can
reach
out
and
enroll
in
what
we
want
to
get
to
is
a
visual
where
a
pathway
can
be
built,
an
understanding
from
elementary
to
middle
school,
to
high
school
for
the
16
career
clusters,
or
at
least
the
10.
Some
of
them
can
be
collapsed.
Q
Conversation
in
that
career
workforce
academy,
we
talk
about
pre-k
to
an
associate's
degree,
so
we
want
to
think
about
that
as
well.
Christy
huebner
was
just
here
for
the
united
way
and
she's
working
on
cradle
to
career
conversations
in
the
community,
and
so
when
you
think
about
even
preschool
conversations.
Q
So
this
is
a
as
we
talk
about
k-12
education,
we're
also
thinking
about
the
opportunities
of
associates
degrees,
dual
credit
and
on
to
post
secondary
again
right
student
right
path,
right
reasons,
work
experiences
then
are
built,
and
we
know
that
this
is
the
model
we're
going
to
be
using
for
next
year.
In
working
with
our
career
specialists,
we've
identified
what
career
experiences?
Are
you
really
implementing
in
our
schools
and
we're
going
to
begin
collecting
data
to
say
you
know
how
many
are
actually
taking
place
in
our
schools?
Q
Where
can
we
grow
and
where
can
we
partner
more
so
we'll
be
working
on
that
next
year
and
with
the
fueling
to
future,
because
it's
such
a
big
lift
to
find
sites
and
locations
to
partner
with
our
students
and
placements
will
be
working
with
the
chamber
of
commerce
moving
forward
in
the
fueling?
The
future
grants
and
dr
schatz
is
kind
of
smiling,
because
I
I
know
that
there's
a
lot
of
momentum
behind
including
work
experiences
and
career
pathways
in
there
in
their
discussions,
and
so
we're
excited
to
see
where
that
goes
next
year.
Q
Q
Probably
our
biggest
challenge
has
always
been.
How
do
we
measure
this?
How
do
we
really
know
where
students
actually
end
up
once
they
graduate
and
walk
off
the
stage
or
and
move
on
to
their
career,
and
so
in
the
state
of
north
north
dakota
choice,
ready
and
the
essa
model
will
be
one
way
where
we'll
collect
data
and
and
see
our
students
moving
into
a
choice-ready
career-ready
path,
and
so
we'll
continue
to
include
that
in
our
discussions.
Q
You
know,
hopefully
the
goal
in
this
conversation.
This
is
really
a
research
year,
thinking
and
planning
about.
How
do
we
bring
it
all
together,
we're
doing
great
things
in
many
places?
How
do
we
tie
together
systematically
in
the
district
in
the
community
and
across
the
state,
and
that
would
be
the
goal,
so
we
can
move
from
the
left
model
to
more
of
the
overall
comprehensive
model
for
choice-ready
students
again
the
right
student
in
the
right
path.
Are
there
eight
reasons
so
you'll
be
you'll,
be
singing
that
tonight.
You
know
that
would
be
the
goal.
Q
Ultimately
again,
christy
will
follow
up
with
this,
but
in
the
nation
this
push
for
workforce
and
career
pathways
is
as
it
is,
on
the
forefront.
People
are
ahead
on
it
and
we
came
back
from
a
conference
and
even
though
we
are
working
on
many
of
these
elements,
this
one,
this
six
page
document
or
six
essential
strategies,
really
pulled
together
on
how
we
could
think
about
it
comprehensively,
and
we
were
very
impressed-
and
I
know
she's
going
to
share
more
on
that,
but
I
will
leave
that
to
her,
but
it
is.
Q
You
know
why
we
invest.
You
know
those
kids
graduating.
I
mean
that's
our
goal:
94
percent
rate
in
cte
versus
87
percent.
These
experiences
matter
these
career
work,
experiences
matter
so
keep
thinking
about.
You
know
the
the
pathway,
2
plus
2,
plus
2,
the
impact
helping
families
save
money,
helping
students
earn
money,
reducing
the
cost
of
education.
Q
So,
as
we
move
forward,
our
crit
pathways
conversation
really
has
just
started,
and
we
hope
that
by
next
year
we'll
have
some
updates
on
some
actual,
maybe
finalized
documents
for
fargo
public
schools
and
a
pathways
booklet,
information
on
the
career
workforce
academy
and
and
the
work
experiences
that
are
coming
out
of
fueling
the
future.
So
so
that's
an
update
from
from
my
standpoint.
So
thank
you.
R
Q
Q
Q
I
know
in
construction,
there's
a
quite
a
few
developed
apprenticeships,
but
what
it
helps
is
many
programs
can
say
we're
going
to
pay.
You
train
you.
Some
will
get
credits
and
toward
degree
programs,
others
it
just
varies,
but
there
are
many
opportunities
where
we
can
actually
have
students
get
out
on
the
workforce
and
make
you
know
15
to
25
dollars
an
hour
and
start
their
experience
and
then
go
on
for
education
or
move
up
in
their
company.
So
there's
it's
really
driven
by
the
business
partners.
So.
Q
In
direct
memorandums,
we
don't
necessarily
have
direct
memorandums,
but
if
I
look
at
businesses
who
support
our
schools
through
advisory
committees,
we
have
200
about
that
support.
You
know
in
some
format
that
visit
now.
If
we
go
beyond
that
support
our
k-12
education
in
fargo
public,
I
don't
know
if
we
even
can
count
the
number
between
united
way
and
junior
achievement
junior
achievement
alone.
You
know
they
have
500
volunteers
that
go
out
and
serve
schools,
and
so
I
think
that's
the
piece
of
the
work
experience
model.
We
need
to
identify.
What
are
our
needs?
Q
P
J
T
Let
me
pull
it
up
here,
just
one
second,
at
the
planning
meeting
we
reviewed
the
preliminary
budget.
As
always,
there
are
several
things
that
are
yet
to
come
in
prior
to
the
end
of
june.
So
at
this
point
our
recommendation
is
to
approve
the
preliminary
budget,
so
I
would
move
that
we
approve
the
preliminary
budget.
S
Thank
you
rebecca,
so
I
guess
I
feel
like.
I
need
to
explain
why
I
won't
support
this
budget
as
it's
coming
forward,
even
though
it's
preliminary
we
are
voting,
so
I
feel,
like
I'll
I'll,
take
an
opportunity
to
share
my
reasons.
Why?
First,
I
think
it's
you
know
it
is
our
responsibility
and
I
did
share
this
at
planning
by
the
way
it's
one
of
our
primary
responsibilities
to
have
it
a
balanced
budget.
S
Third,
there
was
some
discussion
around
what
that
would
do
to
our
ending
fund
balance
and
that
there
is
concern
that
we
keep
that
at
a
targeted
range
of
15
to
20
percent
and
preferably
more
on
the
low
end.
Well,
if
that
does
increase
it,
I
believe
there
could
be
some
other
solutions
for
that
money
as
well,
and
if
it's
not
something
that's
needed
this
budget
year,
perhaps
we
think
of
you
know
giving
it
back
to
the
taxpayers.
So
these
are
the
reasons
that
I
I
can't
support
the
budget
as
presented.
B
V
G
S
G
S
G
G
R
V
A
Yes,
motion
passes
so
just
to
clarify
because
names
actually
weren't
mentioned
when
we
were
having
our
conversation,
the
canvassing
committee
would
be
jennifer
benson,
john
rodenbiker
and
diana
goldenberg,
and
I've
been
informed
that
I
need
to
name
a
chair
for
that
committee.
Dinah
has
indicated
that
she
would
be
interested
in
serving
so
dinah.
A
B
R
A
G
A
C
R
W
T
T
T
The
first
document
that
you
have
is
the
really
going
to
be
used
as
a
playbook.
There
are
several
states
across
the
nation
that
have
used
similar
strategies,
and
this
is
really
an
overhead
view
that
has
been
used
nationwide.
It
provides
the
six
strategies
and
we
really
want
to
present
this
at
a
state
level,
not
just
in
a
local
level
which
is
nice.
I
know
in
the
past
we've
talked
about
who
pays
for
a
career
academy.
Where
does
those
funds
come
from,
and
so
we
actually
are
going
to
be
presenting
to
michelle
comer
who's.
T
The
north
dakota
state
workforce
council
we'll
be
presenting
this
to
her
tony's,
already
had
conversations
with
her.
The
western
part
of
the
state
has
already
had
an
interest
they're
already
looking
at
this
document
at
dickinson
state,
I'm
out
in
williston,
so
so
this
is
not
a
new
document
that
they've
been
seeing.
So
we're
taking
a
look
at
that
and
so
and
then
the
second.
T
So
I
would
like
each
of
you
to
take
your
time
to
read
through
this
and
then
another
piece
that
ann
marie
will
send
a
link
out,
there's
67
slides
that
I
took
pictures
of
rather
than
print
those
off
for
you.
I
thought
I
would
just
share
them
via
link
and
it's
some
of
the
slides
that
we've
got
from
the
different
presenters.
We
were
there
for
two
and
a
half
days
great
sessions,
all
of
them
some
really
insightful
things.
T
T
They
are
trying
to
flip
higher
ed
right
now
when
you
head
off
to
college,
if
you're
going
to
a
four-year
institute,
you
start
off
with
taking
two
years
of
generals,
and
then
you
get
into
your
career
or
your
educational
studies
that
reflect
what
you
are
going
to
study
instead,
they're
flipping
it
and
the
first
thing
that
you
do
or
take
classes
that
you're
interested
in
and
you
get
a
certification
from
there.
You
get
an
associate's
degree
and
then
you
get
your
bachelor's
degree,
so
they're
really
flipping
it
and
that's
helping
with
retention.
T
So
people
have
an
opportunity.
They
don't
have
to
fulfill
all
four
years.
Instead,
they
can
get
a
certification
and
they
say
you
know
this
is
great,
but
now
I'm
ready
to
be
done
and
then
they
can
go
into
the
workforce
and
it
helps
with
that
workforce
shortage.
So
that
was
one
of
the
things
that
stuck
out
to
me.
T
The
essential
strategies
has
already
had
some
very
positive
outcomes
in
other
states.
South
dakota
has
had
great
experiences
with
it.
Wisconsin,
the
head
of
the
higher
ed
in
wisconsin
talked
about
it
tremendous
things,
but
one
of
the
things
they
talked
about
as
well
was
silos.
And
how
do
we
turn
from
silos
into
a
collaboration
between
everyone
and
how
do
we
prepare
our
kids,
not
career
or
college
ready,
but
career
and
college
ready
and
then
also,
I
know
on
denise's
slide.
T
T
Gallup
has
a
new
book
out
called
what
are
you
building
and-
and
I
brought
that
book
home
with
me
and
I'm
anxious
to
read
it
and
really
looking
at
life
a
little
bit
differently,
but
then,
rather
than
just
what's
your
major,
and
rather
than
narrowing
down
our
choices
when
you're,
looking
at
all
the
opportunities
that
these
kids
have
and
we
talk
about
well,
have
you
narrowed
your
choices
down
for
what
you're
going
to
study?
Let's
ask
them
instead
about
expanding
out.
T
R
V
R
R
I
know
several
others
were
there
as
well,
maybe
wanted
to
talk
about
this,
but
I
thought
it
was
really
good,
really
necessary
united
way
and
some
other
partners
were
there
talking
about
what
they're
they've
at
least
identified
the
problem,
we're
collecting
data
and
we're
trying
a
few
things
out,
but
it's
definitely
an
area
that
will
need
to
be
continually
monitored
and
worked
on,
but
another
really
good
exit
issues
and
that's
my
report.
Thank
you.
S
C
Confuse
us,
so
I
officiated
at
the
woodrow
grad
and
attended
the
south
grad
just
sat
on
the
floor
with
the
rest
of
the
teachers
and
the
students.
I
have
to
say
that
in
the
12
years
I've
been
on
the
board.
I've
never
done
that
because
my
kids,
both
graduated
from
school
here
and
so
I
gave
them
both
their
diplomas,
so
that
was
actually
kind
of
nice
to
be
on
the
other
side,
but
also
still
start
end.
Where
I
start
and
where
I
started
negotiations,
eggs
and
issues.
C
I
attended
my
last
board
of
health
meeting
where
we
reviewed
the
budget
for
the
coming
year.
I
am
participating
in
the
search
for
the
new
health
officer.
I
think
I
told
you
the
last
time
both
the
executive
director
and
the
health
officer
are
also
retiring.
This
fall
and
I
also
participated
in
the
msum
leadership
institute,
that
is,
for
young
women,
who
are
considering
any
kind
of
office
linda.
Was
there
as
well
and
rebecca
I've
done
this
a
few
times.
It's
really
a
fun.
C
T
U
P
W
P
B
David
handed
out,
diplomas
extremely
well
at
south,
he's
being
modest.
I
well
first
of
all.
Next
week
we
have
the
summer
state
school
board,
meeting
coming
up
where
we'll
be
approving
the
budget
for
the
coming
year,
looking
at
finalizing
all
the
speakers
and
breakout
sessions
for
the
conference,
and
it's
also
business
manager
graduation
week
next
week
out
in
bismarck.
B
Over
the
last
week,
I've
participated
in
three
different
advisory
committees
for
the
governor's
innovation
task
force
group.
Unfortunately,
I
was
not
able
to
get
myself
up
to
northern
cass
for
their
one
day
summit
up
there,
but
I
figured
after
spending
three
and
a
half
hours
in
advisory
committees
the
two
days
beforehand.