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From YouTube: School Board Meeting - July 10, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - July 10, 2018
A
Good
evening,
I'd
like
to
call
to
order
this
meeting
of
the
Fargo
Board
of
Education
Tuesday
July
10th
at
5:30
p.m.
before
we
move
into
approval
of
the
agenda,
I
wanted
to
welcome
some
folks
to
the
boardroom.
Here
today
we
have
two
new
board
members
and
Brian
Nelson
and
Robin
Nelson.
Thank
you
so
much
for
your
interested
in
serving
and
congratulations
on
receiving
votes
so
that
you
are
able
to
sit
in
this
room
with
us
and
help
us
make
the
important
decisions
of
the
district.
A
Also,
we
have
some
that
have
been
reelected,
Jennifer,
Benson
and
David
Paulson.
Thank
you
for
being
here
as
well.
I
also
want
to
mention
that
we
have
Mr
Rupert
Gandhi
joining
us
this
evening
for
his
first
official
meeting
as
superintendent.
Thank
you
very
much
and
Missy
Eidsness
associate
superintendent,
a
new
hire
for
the
district.
Thank
you
for
being
here
and
for
getting
to
know
us.
Is
there
a
motion
for
approval
of
the
agenda.
B
A
Motion
passes
moving
on
to
recognition
of
our
audience.
We
have
a
few
folks
that
have
signed
up
to
speak
this
evening,
looks
like
13
individuals
so
welcome,
and
thank
you
for
your
interest.
I
will
read
our
process
for
your
engagement
this
evening.
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
like
that
speakers
refrain
refrain
from
using
this
forum
to
criticize
or
complain
about
a
specific
employee
by
name.
A
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
read
to
a
specific
question.
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
four
minutes
and
I
do
want
to
remind
as
I
that
this
is
a
business
meeting
of
the
Fargo
Board
of
Education
and
in
terms
of
decorum
request
for
no
clapping
talking
or
cheering.
But
we
welcome
your
comments
and
take
them
seriously.
A
D
Fargo,
Public
Schools
district
policy
defines
what
is
allowed
and
what
is
expressively
prohibited
outlined
in
the
policy?
You
will
see
that
it
states
the
use
of
physical
restraint
as
a
means
of
punishment
or
as
a
response
to
the
destruction
of
property,
disruption
of
school
order,
refusal
to
comply
with
the
school
rule
or
staff
directive
or
verbal
threats
that
do
not
constitute
a
threat
of
immediate
danger
or
physical
injury
is
expressly
prohibited.
D
Personally,
a
year
ago,
I
had
very
limited
experience
working
with
children
with
disabilities,
I
now
work
for
an
area
provider
that
serves
behavioral
children,
the
training.
We
must
go
throughs
extensive
and
it
is
rigorous.
We
are
mandated
to
report
every
instance
of
physical
contact
to
state
agencies
and
protection
and
advocacy
the
expection
of
pairs
and
classroom
teachers
to
successfully
engage
with
complex
students
with
limited
training
is
both
unfair
to
the
student
as
well
as
the
staff.
D
The
training
from
the
parents
themselves
is
invaluable,
as
we
listen
to
the
community
speakers
tonight,
I'd
like
everyone
to
think
about
whether
or
not
it
sounds
like
we
are
doing
the
best
job
to
protect
all
of
our
students
and
their
rights
to
be
free
from
unnecessary
seclusion
and
restraint.
As
stated
in
federal
law,
we
would
like
you
to
consider
how
the
actions
of
adults
in
their
environment
may
be
contributing
to
the
behaviors
that
led
some
of
the
students
of
these.
D
That
led
some
of
these
children
from
being
considered
class.
Sorry
one
moment
in
their
environment
may
be
contributing
to
behaviors
that
led
some
of
these
children
being
considered
for
level
D
services.
How
are
we
going
to
protect
the
rights
for
these
future
students
and
have
a
collaborative
conversation
where
parent
input
is
valued?
We
know
these
items
on
your
agenda
know
that
these
are
items
on
your
agenda
for
your
summer
retreat
and
we
all
share
the
hope
that
this
is
a
solution
in
the
making.
Thank
you.
A
E
Of
you
have
heard,
my
name
is
Samantha
Stewart
I
live
at
1307
13th
and
1/2
Street
South
I
have
two
children
in
the
school
district,
one
of
which
has
autism
and
is
on
an
IEP
in
elementary
school
I've,
been
working
with
the
North
Dakota
for
integration
and
inclusion
group
and
have
learned
a
lot
both
good
and
bad.
My
family
has
been
advocating
for
and
paying
attention
to,
what
is
occurring
in
our
school
district
very
closely,
we
are
concerned
were
scared
and
were,
quite
frankly,
appalled
and
we're
not
alone.
E
Many
families
feel
this
way,
and
that
alone
is
an
injustice
and
it
needs
to
be
mended
with
good
decision-making
and
problem-solving.
To
this
point,
my
kids
have
had
a
great
experience
in
the
Fargo
public
schools
and
I'm
grateful
for
that.
We
have
great
people
working
with
them.
However,
I
emphasize
empathize
greatly
with
the
families
that
I
have
talked
to
and
have
been,
that
have
been
treated
differently
and
I
feel
it
is
my
obligation
to
advocate
for
them.
E
I
think
it
is
time
that
we
all
come
together
and
advocate
together
for
a
better
environment
for
all
students.
We
do
recognize
that
there's
a
problem
that
needs
to
be
addressed,
and
now
is
the
time
that
we
come
together
as
a
community
and
make
solid
decisions
for
the
betterment
of
everyone.
Parent
input
is
so
important
when
it
comes
to
our
children,
especially
our
most
vulnerable
parents,
need
parents
spend
a
lot
of
time,
researching
and
learning
from
the
professionals
that
they
pay
to
work
with
their
children.
We
learn
what
works
in
order
to
survive.
E
I
feel
it
is
time
to
be
proactive,
get
ahead
of
things
and
get
some
new
perspectives,
formulate
a
parent
community
advisory
group
and
allow
some
ideas,
some
new
ideas
and
fresh
faces
to
the
table.
We
all
want
success
for
our
students,
teachers
in
school
district,
but
the
district.
What
the
direction
we
are
currently
heading
does
not
end
in
success.
It
ends
in
rights,
violations,
trauma
mistrust,
mistreatment,
defensiveness
and
ineffective
learning
and
working
environment
for
everyone.
This
culture
makes
families
like
mine
feel
like
we're
walking
on
eggshells
waiting
for
our
child
to
be
next.
E
Please
open
your
minds,
really
listen
to
the
stories
of
these
families.
I
challenge
you
to
try
to
put
yourself
in
their
shoes
and
understand
that
there
are
things
we
can
do
as
a
district
to
ensure
that
these
things
don't
happen
to
anyone
else.
It's
time
for
change,
it's
time
to
really
look
long
and
hard
at
how
we're
doing
things
and
if
they're,
really
working
I
have
faith
that
the
Fargo
Public
Schools
will
do
the
right
thing
and
find
a
solution
to
the
level
D
setting
issue
that
satisfies
everyone
without
violating
the
rights
of
our
children.
E
F
F
I'm
not
here
to
talk
about
her
I'm
here
to
talk
about
someone
else,
I'm
reading
a
letter
from
Pam
Nunn
doll
tree
bolt
about
her
son
and
his
experience
in
the
Fargo
public
school
system,
which
in
many
ways
mirrors
my
daughter's
experience.
Although
hers
has
not
been
so
extreme
to
the
board.
My
17
year
old
son
is
a
Fargo
public
school
dropout
with
high-functioning
autism,
ADHD
high
anxiety,
depression
and
school
related
PTSD
I
asked
my
son
last
night
how
he
would
describe
to
another
person
his
personal
experience
going
to
school.
F
He
looked
at
me
with
panicked
eyes
and,
in
a
rush
of
words,
said
painful
bullies.
No
one
understanding
me!
No
one
to
trust.
No
friends.
Anxiety
stress
hurt
depressed
wanting
to
die
for
a
child
that
has
never
been
good
at
expressing
himself
and
knowing
what
he
went
through
with
Fargo
Public
Schools.
It
still
brought
tears
to
my
eyes.
F
My
son
was
diagnosed
in
kindergarten
with
Asperger's
I
met
with
the
principal
and
teachers
and
explained
to
them
that
he
could
get
overstimulated
with
noise
and
anything
unstructured
the
way
to
counteract
that
was
to
redirect
his
attention
and
he
would
deescalate
if
no
prevention
methods
were
utilized.
He
would
have
a
meltdown
I
asked
several
times
if
he
should
have
help
or
be
on
a
504
or
IEP
plan,
but
nothing
was
done
by
first
grade.
I
noticed
my
son
no
longer
wanted
to
go
to
school.
F
I
would
be
dropping
him
off
at
elementary
school
kicking
and
screaming.
I
asked
his
teacher
and
principal
repeatedly
what
was
going
on,
but
was
told
everything
was
fine.
One
school
day
in
May
I
had
my
mom
go
to
pick
him
up
early
because
of
an
appointment.
I
got
distracted
at
work
and
didn't
call
right
away.
My
mom
arrived
at
the
school
and
heard
a
wailing
noise
as
she
was
heading
into
the
this
she
found
out.
It
was
her
seven-year-old
grandson
whaling
in
the
special
education
room.
F
She
headed
to
the
room
in
a
panic
and
found
two
special
education
teachers
physically
holding
the
door
closed.
She
opened
the
door
and
found
my
son
curled
up
in
a
fetal
position.
Wailing
like
a
wounded
animal.
My
mom
found
out
he
had
been
in
that
4x4
room
for
over
70
minutes,
not
knowing
at
this
time.
This
action
done
by
the
school
was
the
start
of
his
PS
PTSD
I
was
told
later
by
a
school
office
staff.
F
That
was
not
the
first
time
he
was
restrained
in
that
room.
There
is
no
documentation
of
this
for
over
a
year,
he
could
not
be
in
a
closed
room,
for
example
a
doctor's
office
and
had
slept
with
the
lights
on
every
night
I
found
out.
My
son
spent
most
of
first
grade
in
the
principal's
office.
During
the
day
he
was
not
taught
how
to
read,
because
he
would
spend
his
days
coloring
in
the
office.
F
I
demanded
Fargo
Public
Schools
switch
him
to
another
Elementary
School
at
the
start
of
2nd
grade,
I
explained
to
the
new
principal
and
teacher
what
happened
in
first
grade
and
how
to
help
him.
The
teacher
looked
offended
that
I
was
offering
her
suggestions.
Any
help.
I
gave
her
went
right
out
the
door
the
first
day
of
2nd
grade.
He
got
detention.
There
were
many
struggles
in
2nd
grade
by
3rd
grade.
His
teacher
asked
why
he
wasn't
on
at
least
a
504
and
that
he
really
needed
Paris
support.
He
was
then
placed
on
a
504.
F
By
this
time
he
was
called
defiant
and
I
was
told
countless
times.
He
had
a
behavioral
problem
in
fifth
grade.
He
was
finally
placed
on
an
IEP,
but
no
Paris
support
middle
school
was
a
nightmare.
He
was
constantly
teased
because
he
was
a
third
grade
reading
level
and
fumbled
in
inwards
when
reading
out
loud
I.
F
Asked
for
his
IEP
to
have
an
exclusion
of
reading
out
loud
in
class
and
was
told
it
couldn't
be
done
because
it
is
needed
for
student
development.
We
would
have
several
IEP
meetings
with
his
child
advocate
and
psychologist
there
to
offer
suggestions
to
help
the
staff.
It
would
be
a
promising
meeting,
but
not
thing
in
the
IEP
was
ever
followed
through.
He
continued
to
have
meltdowns
in
class
every
time
he
got
overstimulated
and
got
disruptive
in
a
classroom.
F
He
was
sent
to
the
principal's
office
and
disciplined
he
had
so
many
detentions
and
suspensions
manifestation
charges
were
brought
up
against
him.
In
eighth
grade
teachers
read
teachers
that
read
his
IEP
understood
what
to
do
and
never
had
any
issues.
Other
teachers
that
did
not
care
to
understand
Asperger's
were
the
ones
that
had
issues.
Other
students
started
alienating
my
son
even
more
than
elementary
school
because
he
was
different.
He
lost
all
his
friends
by
seventh
grade.
F
My
son
was
constantly
being
bullied
by
a
student
in
seventh
grade
to
the
point
where
the
boy
broke.
My
son's
elbow
by
tackling
him
in
the
hallway
no
meeting
or
follow-up
discussion
via
phone
or
email
happened.
The
boy
did
not
even
get
disciplined.
Instead,
the
school
acted
like.
It
was
my
son's
fault.
He
could
no
longer
play
pitcher
in
baseball
because
he
was
his
throwing
arm
was
damaged.
F
He
quit
the
one
sport
he
loved
and
could
play
with
other
boys.
Do
to
my
son
being
restrained
and
bullied
repeatedly.
He
developed
such
high
anxiety
about
going
to
school
that
when
I
would
drive
him
to
the
door,
he
would
be
curled
up
in
a
ball
in
the
passenger
seat
and
would
refuse
to
get
out
in
ninth
grade.
He
became
depressed
and
started
self-harming
from
age
13
to
16.
He
tried
to
commit
suicide
three
times
and
has
been
in
in
and
out
of
hospitals
since
13.
F
It
is
a
mother's
worst
nightmare
to
leave
your
13
year
old
son
in
an
inpatient
facility,
because
he
has
developed
such
high
anxiety,
depression
and
suicidal
thoughts
caused
by
school
when
he
turned
16
he
dropped
out.
My
son
is
17
and
has
such
high
anxiety.
There
days
he
can't
go
out
of
the
house.
He
tells
me
he
has
nothing
to
live
for
because
he
has
tried
to
get
his
GED
and
attempted
Woodrow,
but
because
of
his
school
PS
PTSD,
he
can't
do
it.
F
He
can't
get
his
driver's
license
because
it
involves
studying
and
taking
a
test.
He
can't
maintain
a
part-time
job,
because
there
days
he
is
unable
to
leave
the
house
we've
been
to
the
Mayo
Clinic
in
Rochester
for
therapy,
but
he
has
not
been
able
to
overcome
his
school
triggers
that
were
caused
from
restraining
him
because
of
the
school
restraints
and
lack
of
helping
him
I.
Wake
up
every
day
wondering
if
this
will
be
his
last
Thank
You
Pam.
G
Hello,
my
name
is
Sadie
reinecker
here
live
at
sixty
73,
14th,
Street
South,
no
hope
to
words
too
powerful
words.
These
are
the
words
my
nine-year-old
used
to
sum
up
his
perspective,
of
a
breach
of
trust
he
experienced
in.
What's
in
a
Fargo
public
school,
it
summed
up
his
entire
perspective
of
his
school
experience
in
his
nine
short
ears.
Communication
in
words
can
be
tough
for
kids
on
the
spectrum.
I
had
my
son
make
a
comic
strip
to
explain
what
he
had
experienced
at
school
one
day
this
spring.
G
That
is
how
he
can
most
effectively
tell
his
story.
It
was
sad
and
shocking
I'm
speaking
for
my
son
today,
and
always
the
pictures
show
him
having
big
feelings
and
several
adults
having
big
feelings
towards
him.
The
pictures
show
my
son
surrounded
by
big
angry
people.
The
pictures
show
my
son
being
carried
and
dragged
dragged
down
two
staircases
across
the
school
to
the
crash
room.
The
pictures
show
kids,
pointing
and
laughing.
The
last
picture
is
a
large,
simple
frowning
face
with
the
words
no
hope
written
across
the
face.
G
My
son
has
no
hope
left
for
school
and
no
hope
left
for
supposedly
trusted
adults
in
the
school
holds
punishment
and
humiliation
have
given
my
nine-year-old,
no
hope
for
his
school
future.
Let
that
sink
in
no
one
is
listening
to
him
or
our
family.
We
have
fought
a
terribly
long
and
exhaustive
fight.
There
are
many
families
like
ours,
families
like
ours
that
are
losing
hope
and
losing
faith
in
the
school
system.
There
needs
to
be
a
huge
mind
shift
here.
G
These
kids
can't
be
turned
away
or
given
up
on,
don't
send
them
away,
see
their
kids
for
their
brilliant
minds,
see
their
assets,
make
a
connection
that
is
as
simple
as
one
person
any
person
making
a
connection
and
making
the
difference
in
the
child's
life
make
a
child
feel
like
they
are
supported,
and
you
will
gain
everything
in
return.
Give
us
hope.
Thank
you.
H
Some
of
you
guys
have
heard
me
speak
before
some
of
you
welcome
to
you
new
board
members
and
to
our
new
superintendent.
Thank
you
for
listening
to
the
parents,
I
think
it's
very
important.
We
did
here
at
a
former
board
meeting,
one
parent
that
had
a
success
story
in
another
state
with
a
level
D
setting
and
I
know
that
that
impacted
a
lot
of
the
board
members
I
did
refrain
from
giving
my
own
personal
story
at
the
time
and
I
feel
like
it's
really
important
to
share
that
now.
H
I
do
know
that
we
already
have
a
separate
setting
for
six
to
eighth
graders
I.
Do
encourage
the
board
to
check
the
rates
of
those
children
returning
to
their
home
schools.
I
know
what
the
number
is,
but
I'm
asking
the
board
to.
Please
do
their
research,
it's
very
low,
the
theory
that
we
have
highly
trained
professionals
in
a
level
D
setting
and
send
kids
back
to
the
least
restrictive
setting
after
they've
learned
new
skills
is
a
really
good
theory.
H
But
my
personal
story,
my
stepson,
who
is
almost
20,
has
very
very
intense
behaviors,
partially
due
to
not
receiving
the
level
of
support
that
he
needed
in
school
to
be
successful.
He
was
two
years
ago
placed
at
LST
C
after
he
took
a
golf
club
to
my
entire
home
and
broke
out
every
window,
the
patio
door
in
every
flat-screen
TV
when
he
got
to
LST
C,
which
is
one
of
the
highest
level
teams
in
this
state.
It
did
not
go
well.
H
In
fact,
it
went
very
poorly
only
when
they
took
mine
and
my
husband's
input
and
let
us
observe
let
us
give
the
the
needed
input
that
he
had
to
have.
So
we
knew
what
he
needed.
We
knew
what
his
triggers
were.
We
knew
what
those
observations
would
mean
when
we
were
allowed
to
do
that.
His
behaviors
did
stabilize
because
of
our
parent
input,
however,
because
the
necessary
supports
that
he
would
need
in
his
community
are
not
there.
H
Sending
him
back
to
that
environment
would
make
him
unsuccessful,
so
he
is
still
living
at
LSCC
in
Grafton
because
he
cannot
come
home
so
I
want
you
to
before
you
discuss
a
level
D
setting
be
sure
that
we're
not
setting
up
a
funnel,
because
even
if
we
do
have
a
highly
trained
team
in
a
level
D
setting.
What
does
successful
support
look
like
for
those
kids
when
they
get
back
to
their
regular
home
schools,
because
if
it's
not
there
and
it's
currently
not
there,
which
is
why
these
kids
are
going
to
a
level
D
setting?
H
They
are
going
to
be
set
up
for
failure.
They
will
have
a
highly
trained
team
where
they're
at
and
they
will
be
transitioned
back
into
that
unsuccessful
setting,
which
is
not
what
we
need
for
these
kids.
It's
not.
We
must
have
those
supports
in
their
home
schools
so
that
they're
successful
if
we
had
better
training.
If
we
had
more
extensive
time,
we
have
modules
where
the
places
that
I've
worked
out
in
my
DSPs
that
are
trained
to
work
with
behavioral
kids.
H
They
their
online
modules
they're
invaluable,
but
also
what
is
the
most
invaluable
is
the
parent
input
it
is
so
important
and
I
have
seen
too
many
parents
come
to
me
and
say:
Nicole
they're
not
listening
to
us.
We
know
our
child
the
best.
No
one
is
listening
to
us
they're,
not
taking
our
suggestions
seriously
they're
not
being
implemented
into
that
IEP
and
some
of
the
parents
have
talked
about.
We
have
great
meetings,
great
team
meetings
with
the
school,
the
pair
they're
listening
to
us,
we've
got
it
written
down,
but
that
written
down
plan.
H
I
Hi,
my
name
is
Amber
Scott
I
live
at
5400,
M,
Rebellion,
Parkway
cells,
I'm.
Reading
on
behalf
of
Genting,
gentlemen
Jacobson
to
the
school
board.
Children
with
disabilities
are
regularly
and
legally
restrained
and
secluded
against
their
will.
Most
states
have
little
to
no
laws
regarding
seclusion
and
restraint.
What
is
even
worse
is
the
fact
that
seclusion
and
restraints
have
been
proven
to
be
an
ineffective
way
to
be
too
sorry
to
modify
behavior,
but
they
are
still
used
in
education.
I
In
fact,
it
actually
increases
behavior
and
many
children,
and
it
has
the
potential
to
cause
physical
and
lifelong
trauma
to
a
child.
I
understand
that
we
need
to
keep
the
students
and
staff
in
a
safe
environment
when
it
comes
to
learning
in
the
classroom,
but
I
believe
that
our
children
with
disabilities
should
be
safe
as
well.
Their
learning
environment
is
important
too.
We
need
to
think
of
a
more
positive
method
to
help
them
become
more
successful.
I
My
daughter
was
always
a
hyper
girl
who
had
a
difficulty
was
focusing
on
tasks,
but
she
was
always
a
happy
girl
before
she
started
school.
She
went
to
daycare
full-time
and
she
never
had
any
issues
with
outbursts
until
she
started
school
for
the
last
two
school
years.
I've
had
several
meetings
with
the
staff
members
at
the
school,
but
they
never
wanted
to
listen
to
my
ideas
and
they
always
had
an
excuse
about
everything.
I
mentioned
the
staff
took
her
out
of
the
classroom
during
holiday
activities
before
she
had
any
behaviors.
I
They
kept
her
in
the
resource
room
almost
all
day
every
day
and
she
started
losing
interest
in
school
because
they
were
separating
her
from
her
peers.
She
always
asked
me:
when
can
I
go
back
to
the
classroom?
She
ended
up
refusing
to
go
to
school
every
day
because
she
didn't
want
to
be
in
the
resource
room.
All
the
time
I
had
a
meeting
with
the
staff
members
at
the
school
to
change
the
plan.
I
The
next
day,
I
brought
her
to
school
and
when
I
drove
off
she
wandered
outside
of
the
school
because
she
didn't
want
to
go
in
the
school
called
me
and
told
me.
She
had
wandered
I
drove
to
the
school
and
she
was
in
the
parking
lot.
I
parked
my
car
behind
another
car,
so
she
wouldn't
see
me
because
there
was
staff
trying
to
redirect
her.
If
she
saw
my
car
she
would
never
go
back
to
school
because
she
had
separation,
anxiety.
The
staff
members
had
her
walk
back
to
the
school
and
I
thought.
I
It
was
better
I
called
the
school
and
told
him
if
her
behavior
doesn't
improve
and
she
continues
to
have
difficulty
to
call
me.
I
never
received
a
call
from
the
school
for
the
rest
of
the
day,
so
I
thought
she
was
having
a
better
day,
I
walk
into
the
school
and
she
was
inside
the
seclusion
room,
hiding
underneath
a
chair
with
her
pants
off,
because
I
didn't
let
her
use
the
restroom
and
she
had
urinated
on
her
pants.
I
The
school
never
told
me
to
bring
extra
pants,
so
I
had
to
use
her
snow
pants.
The
pair
was
standing
outside
the
door.
Until
me,
my
daughter
was
in
there
all
day
for
six
hours.
My
daughter
arrived
home.
She
drank
two
bottles
of
water
because
she
was
dehydrated
every
day
the
school
put
her
in
the
seclusion
room.
She
cried
at
home,
feeling
like
there
was
no
home
for
a
future.
She
felt
like
she
was
going
to
have
a
heart
attack
when
they
treated
her.
I
That
way,
excuse
me,
but
what,
if
this
happened,
your
child
walk
a
mile
in
their
shoes,
so
you
can
understand
the
pain
they're
dealing
with
our
children
are
still
young
and
learning
after
this
incident.
She
only
went
to
school
for
a
couple
of
days
and
then
she
refused
to
go.
I
took
her
out
of
school
and
she
went
to
the
Prairie
day
program
again
and
then
she
did
a
homework
at
home
for
the
rest
of
the
school
year,
I
moved
to
switch
her
to
another
school
district
to
see
if
there
would
be
any
improvements.
I
There
I
never
thought
about
her
behaviors
being
trauma
until
it
dawned
on
me
when
she
started
having
nightmares
about
being
locked
up
in
a
room
at
school.
She
developed
fears
of
being
in
the
dark
and
away
from
home.
She
has
separation
anxiety
to
where
she
never
wants
to
go
to
any
daycare,
because
she
doesn't
trust
anybody
anymore.
She
isolated
herself
at
home
and
refused
to
go
to
any
activities.
She
even
quit
dance
when
she
normally
loves
it.
I
A
child
should
never
underestimate
their
worth
by
sitting
in
a
small
space
being
separated
from
everybody,
especially
a
child
that
young
for
long
periods
of
time.
Ever
since
my
daughter
left
to
school
she's
going
to
all
of
her
appointments
without
any
outburst
from
transitioning
I
used
to
be
a
struggle
bringing
her
to
appointments
because
she
went
there
after
school
and
at
one
time
they
had
to
call
the
cops,
because
her
outbursts
were
so
bad.
I
She
was
put
in
a
seclusion
room
earlier
that
day,
seclusion
rooms
can
make
behaviors
worse
and
we
need
to
think
of
a
better
method
to
you,
so
we'll
help
them
and
not
hurt
them.
If
a
mother
left
her
child
in
a
closet
all
day,
long,
social
services
would
be
on
their
doorstep
right
away
because
it's
abuse.
So
why
should
the
school
have
the
right
to
do
that?
I
So
as
a
parent
with
special
needs,
child
I
am
left
wondering
what
exactly
needs
to
happen
to
our
children
with
disabilities
before
America
says
enough
is
enough
how
many
kids
need
to
be
traumatized?
How
many
kids
need
to
die?
What
is
the
limit
luminous
litmus
test?
Sorry,
thank
you.
Litmus
test,
Oh
we'll
finally
make
society
pass
a
federal
law
that
will
force
schools
to
eliminate
seclusion
and
reduce
restraint.
I
What
will
it
take
before
someone
gets
the
educators
to
learn
about
the
many
evidence-based
alternative,
seclusion
and
restraint
because,
as
I
see
it
seclusion
rooms
are
national
disgrace
as
mother
and
as
an
advocate
I
am
pleading
for
America
to
wake
up
and
end
the
civil
rights
and
justices
that
happened
to
disabled
children
in
the
name
of
Education
I
appreciate
that
you
took
the
time
to
listen
to
my
concerns,
I'm,
just
a
mom
who
wants
to
see
her
child
be
successful
in
school.
Thank
you,
gentlemen.
Thank.
J
Am
Nicole
Kiel
I
live
at
282
Dakota
Park
Circle
Fargo
I'm
reading
for
Annie
to
have
it
all
tonight
his
letter,
whom
it
may
concern.
My
son
was
broken
by
the
special
educators
that
he
worked
with
this
year,
put
between
the
halls
and
the
punishment
for
manifestation
of
his
disability.
He
lost
his
self-esteem
and
his
trust
for
educators.
His
primary
case
manager
was
either
incapable
or
unwilling
to
understand
my
son's
unique
mixture
of
autism,
anxiety
and
ADHD.
J
It
was
constantly
treated
like
he
was
a
bad
kid
which
he
is
not
this
year
did
not
start
anywhere
near
the
same
place
at
ended,
and
in
just
a
few
short
months
my
son
went
from
marrying
a
girl
under
the
swingset
to
being
dumped
off
in
the
Fargo's
level
two
pilot
program.
My
son,
is
extremely
smart
and
good-natured.
He
started
this
year
as
a
third
grader
who
was
taking
fourth
grade
math
classes
and
a
member
of
the
gifted
and
talented
reading
program.
J
He
made
it
through
the
first
year
for
the
first
three
months
of
school,
the
school
year
completely
without
incident.
Since
things
were
going
so
well
us
as
parents
and
his
IEP
team
decided,
we
would
remove
some
of
his
support
in
hopes
he
could
go
without
that.
This
was
the
wrong
decision
and
when
things
started
to
go
south
the
school
blamed
my
son,
they
were
quickly.
They
were
quick
to
separate
him
from
his
classmates
and
tell
him
that
he
had
earned
had
to
earn
his
way
back
to
the
classroom.
J
J
From
his
experience
there,
my
son
ended
up
in
a
level
D
pilot
program
at
Agassiz
is
which
he
attended
for
two
months
before
we
pulled
him
out
of
school
for
the
last
three
weeks
of
the
school
year.
At
the
guidance
of
the
psychologist,
the
pilot
program
was
such
an
abject
failure
that
he
that
it
truly
amazed
me
that
there's
not
a
consideration
to
that.
There
is
a
consideration
to
move
forward
with
that
either.
J
What
really
happened
is
not
being
reported
to
the
right
people,
or
these
kids
are
just
being
moved
there,
so
they
can
be
forgotten.
There
were
no
professionals
working
for
those
kids,
there
was
no
music,
no
library,
no
speech
and
language,
no
behavioral
professionals.
It
was
a
complete
failure.
We
waited
six
weeks
before
we
could
get
an
IEP
meeting
and
there
were
never.
We
were
never
even
told
what
sort
of
curriculum
was
in
place
for
my
son
to
think
about
spending
the
money
to
expand
this
program
when
there's
no
qualified
staff
inside
the
district
is
ridiculous.
J
To
me,
I
would
ask
of
you
when
you
consider
the
level
D
program
to
ask
yourself.
Where
are
the
train
professionally
staffed
people
going
to
come
from
for
this
program?
We
have
been
told
that
there
will
be
outside
contractors
and
staff
within
this
district
for
the
program,
but
those
professionals
are
non
existent
or
already
stretched
to
their
limit
in
the
Fargo
area.
J
Busting
me,
the
school
district
said
it
could
not
afford
raises
for
it
spare
us
but
they're,
going
to
have
trained
staff
for
this
environment.
Does
anyone
really
think
that
this
program
would
be
staffed
properly?
I
think
that
the
money
would
be
much
better
spent
on
training
for
special
educators
and
trying
to
hire
one
or
two
behavioral
specialists
to
work
through
the
district.
J
This
program
is
going
to
do
a
lot
of
damage
to
the
kids
if
it
gets
pushed
through
just
because
the
spending
on
the
building
is
easy
for
the
Fargo
public
schools
to
do
consider
the
truth
of
the
matter.
These
kids
would
not
need
a
level
DEA
program
if
they
had
crossed
paths
with
the
right
people
earlier.
L
K
Reading
testimony
on
behalf
of
Jennifer
net,
to
whom
it
may
concern
I,
can't
go
back
to
school,
I,
don't
feel
safe
at
school,
I'm,
not
afraid
of
the
kids,
I'm
afraid
of
losing
control,
because
the
teachers
and
staff
don't
know
how
to
help
me
stay
calm.
They
make
me
angry
when
I'm
controlling
my
rage
and
I
lose
control,
then
I
get
in
trouble
and
you
and
Dad
have
to
leave
work
and
lose
money
and
I
get
in
trouble
at
home
too.
This
is
what
my
son
told
me.
K
After
his
first
full-blown
panic
attack
the
morning
of
his
first
day
at
his
new
West
Fargo
public
school,
we
changed
schools
on
the
unanimous
recommendation
of
his
two
advocates.
After
this
and
substantive
subsequent
incident,
he
was
ultimately
placed
in
a
self
controlled
classroom,
SLC
for
only
two
four
hours
per
day
at
the
new
school
and
he
completely
shut
down.
What's
the
point
anyway,
I
don't
get
to
meet
other
kids,
make
friends
go
to
lunch
recess
or
gym.
We
almost
never
leave
the
room.
K
My
son
is
10,
and
this
was
a
traumatic
incident
that
led
us
to
this
point.
In
November
2017,
the
Pera
observed
friendly
finger
poking
among
a
small
group
of
students
messing
around
during
music
class.
The
students
were
directed
to
stop
by
the
para.
My
son
took
two
prompts
more
than
the
other
students
before
he
stopped.
He
did
stop
and
there
was
no
excess
collation
or
aggression
and
among
peers.
They
were
just
boys
having
fun
per
my
son's
IEP.
K
The
undesired
activity
noted
on
his
daily
point
sheet
was
addressed
at
the
end
of
the
day
check
out
with
his
case
manager.
The
special
ed
case
manager
began
the
conversation
by
referring
to
it
as
an
incident
and
referencing
a
physical
behavior
as
well
as
stating
this
could
be
seen
as
unsafe
behavior,
and
these
are
trigger
words
for
my
son
and
he
became
my
mildly
dysregulated
by
the
belief
that
he
was
now
in
big
trouble
or
an
uneventful
peer
interaction
he
had
enjoyed.
K
He
felt
he
had
been
included
in
a
successful
positive
peer
interaction,
an
area
where
my
son
struggles.
This
is
not
an
uncommon
interaction
among
his
peers,
in
spite
of
the
hard
hands
to
self
rule,
thus
upset.
He
pounded
a
fifth
on
the
table
and
turned
his
body
away
from
the
teachers
to
calm
using
one
of
his
taught
strategies,
instead
of
allowing
him
time
to
calm
praising
use
of
a
tool
and
connecting
before
redirecting
the
case
manager
advised
since
he
was
upset,
he
could
go
home
and
they
could
meet
to
discuss
in
the
morning.
K
Such
things
are
to
be
processed
at
the
end
of
the
day
per
his
IEP
due
to
slow
emotional
processing.
So
he
can
go
home
to
calm
and
process
after
the
correction,
my
son
agreed
to
meet
in
the
morning
to
review
his
point
sheet,
but
stated
there
was
nothing
to
discuss
about
music
because
nothing
happened
by
morning.
The
issue
had
been
escalated
to
include
the
principal
and
I
was
summoned
to
drop.
I
was
summoned
at
drop-off
to
join
them.
K
The
case
manager
began
as
before,
using
the
trigger
language
stated
above
he
stated
in
response
through
gritted
teeth,
but
calmly
that
nothing
happened
and
the
principal
asked
if
he'd
been
upset
or
angry
when
it
happened.
The
case
manager
spoke
up
and
they
didn't
think
that
my
son
responded
anyway
with
no.
We
were
just
messing
around
having
fun.
Nothing
happened,
duhhh
minutes
of
silence,
followed,
after
which
my
son
stood
and
walked
to
the
door.
I
asked
where
he
was
going
and
in
a
calm
voice.
He
said
to
class
we're
done
here.
This
is
stupid.
K
The
principal
stated
see
this
is
what
we
were
dealing
with.
We
need
to
calm
him
or
we
need
to
call
him
back
down
and
hold
him
accountable.
The
case
manager
said
yeah.
He
still
owes
me
the
checkup
time
to
his
checkout.
Time
was
10
minutes,
and
this
had
been
had
already
taken.
30
minutes,
I
replied
with
a
question.
Maybe
you
clarify
with
him
before
I
joined
you,
but
what
did
you
need
him?
K
But
what
did
you
need
from
him?
Just
now,
I
was
told
he
needed
to
listen
and
say:
ok,
I
was
familiar
with
West
Fargo
public
schools,
mantra
of
listen
and
say,
ok,
and
do
it
right
away.
Yet
he
had
listened
and
answered
the
questions
when
asked
he
had
waited
and
left
calmly.
I
explained
I
had
to
go
to
work
and
asked
if
they
could
just
discuss
the
disrespect
at
the
next
check.
K
Out
an
hour
later,
the
case
manager
replied
if
he
even
comes
to
the
check-in,
now
I'm
you
silently
and
incredibly
over
why
he
might
possibly
not
want
to
attend
those.
These
chickens
I
reminded
them.
His
team
was
meeting
the
next
day
and
they
could
discuss
it
and
left
for
work
soon
after
his
father
received
a
call
to
come
and
get
my
son
after
I
look
after
I
left,
my
son
was
told
by
the
student
teacher
that
I
was
in
the
office
and
he
needed
to
come
down.
K
If
my
son
blocked
others
with
his
body,
that
would
be
considered
physical
aggression
just
for
the
record.
This
is
now
in
the
presence
of
his
peers.
He
tried
to
push
his
way
by
the
adults
and
was
then
placed
in
a
hold
against
the
wall.
He
continued
to
struggle
with
the
soft
lock
dome
was,
and
a
soft
lockdown
was
called
for
the
whole
school.
His
peers
correctly
has
assumed
it
was
about
my
son,
adding
to
a
social
challenges.
He
was
in
restraint
on
the
floor
with
the
back
in
his
knee.
K
My
son,
then
bit
the
SROs
wrist
in
a
full
fight-or-flight
mode.
As
he
tried
to
get
away,
he
was
carried
feet
dragging
or
transported
to
the
OT
room,
which
is
supposed
to
be
a
safe
space
to
go
for
breaks
to
calm.
There
is
a
door
with
a
window,
and
the
protocol
is
to
leave
that
leave
him
in
the
room
and
allow
him
to
calm
with
all
focus
on
de-escalation.
The
SRO
did
not
leave
the
room.
My
son
screamed
for
him
to
leave,
get
out
go
away.
K
Let
me
be
leave
me
alone,
failing
that,
he
began
throwing
objects
at
the
SRO.
My
son's
father
arrived
to
this
and
knew
nothing
of
the
situation.
The
offer
officer
asked
him
cuff
him
and
he
replied
uncertainly
well,
I,
guess:
out
of
the
Deaf
deference
of
to
Authority,
my
son
was
in
handcuffed
arms
behind
his
back
and
faced
on
the
floor
in
a
safe
space
sobbing
until
he
threw
up
foam.
No
one
has
been
able
to
tell
me
how
long
that
tested
and
no
restraint
form
was
filled
out.
K
These
reports
are
not
required
when
the
SRO
restrains
a
child.
Mechanical
restraints
are
not
allowed
for
school
staff,
but
are
allowed
for
SROs.
The
SRO
is
neither
expected
nor
required
to
uphold
the
IEP.
No
imminent
danger
existed.
There
was
nowhere
near
the
least
toxic
response.
The
SRO
could
and
should
have
left
the
room.
After
this
incident,
anxiety
became
very
notable
fighter.
Flight
became
a
more
rapid
default
response.
We
finished
a
school
year,
working
from
home
and
I
will
home-school
for
the
for
healing
for
the
next
year.
K
Please
inform
yourselves
and
those
who
work
with
our
children
in
this
way
about
the
detrimental
effects
of
physical
restraint.
Please
learn
that
learn
and
teach
those
adults
about
neuroplasticity
and
what
fear
and
punishment
and
poking
the
lizard
or
engaging
the
reptilian
brain
of
a
child
during
an
emotional
outburst
due
to
the
development
of
developing
brain
I,
highly
recommend
dr.
Ross
Green
and
his
CPS
method
and
dr.
Daniel
Siegel
no
drama
discipline
either
of
these
can
be
readily
utilized
with
children
like
mine
in
school.
Thank
you
for
hearing
our
story.
Respectfully
gen
net
thanks.
M
Good
evening,
Ashley,
half
tall
315,
7th
Street
South
to
the
board
mom
I'm
scared,
I,
think
something
Bad's
gonna
happen
tonight.
There
in
my
bedroom
doorway
stood
my
eight-year-old
son,
Brown,
tousled
hair
and
his
PJs,
and
a
look
of
fear
and
sadness
in
his
a
hazel
eyes.
It
was
about
1
a.m.
in
the
umpteenth
time
or
night
in
a
row
mark
had
woke
with
anxiety
holding
his
tummy
where
his
bad
feelings
were.
This
would
go
on
for
weeks.
M
He
would
think
he
was
going
to
die
or
someone
was
going
to
come
into
our
home
and
hurt
him
in
the
evenings.
He
would
hide
under
my
bed
and
cry
and
refused
to
come
out
because
I
was
going
to
make
him
to
go
to
school.
The
next
day.
He
told
me
so
many
times
that
he
would
rather
die
and
was
hysterical
Wow
how
miserable
his
life
was
and
how
people
hurt
him
every
day.
He
was
angry,
sad,
confused
and
untrusting.
At
times
he
wanted
to
take
his
own
life.
At
times.
M
He
wanted
to
hurt
those
who
hurt
him.
He
was
eight
eight
years,
young,
smart,
funny,
a
whole
life
ahead
of
him
and
dreams
to
be
fulfilled,
and
here
he
would
rather
be
dead
than
go
to
school.
I
had
to
drive
him
there
every
morning
and
drop
him
off.
He
would
cry
and
complain
about
how
he
just
could
not
have
a
good
day.
M
We
would
walk
into
the
school
together
and
his
body
and
face
would
change
his
eyes
would
dart
around,
and
his
body
was
immediately
on
alert
for
who
was
coming
to
get
him
to
hurt
him
to
restrain
him.
This
is
what
can
happen
to
children
when
restraints
are
used
on
a
regular
basis,
PTSD
and
fear-based
anxiety.
A
quick,
quick,
Google
search
will
pop
up
with
statistics
and
scour
scholarly
articles
relating
to
the
adverse
effects
of
restraining
children
and
their
mental
health.
M
My
son
Mark
was
put
into
restraints
for
hitting
and
kicking,
but
he
was
also
put
into
restraints
for
compliance
reasons,
standing
on
tables
or
threatening
to
do
something
which
clearly
are
not
acceptable
reasons
to
restrain
a
child
by
law.
There
must
be
imminent
danger
to
use
this
tactic
and
other
non
physical
taxi
tactics
must
have
been
exhausted.
First
often
if
he
was
being
non-compliant
or
refusing
to
do
work
getting
bored
or
antsy.
His
teacher
wouldn't
listen
to
him
and
he
would
get
frustrated.
That's
one
of
his
triggers
I'm.
M
If
I'm
him
and
I
hear
that
call,
I
am
going
to
go
into
fight
or
flight
mode
because
we're
built
with
fear-based
brains
to
protect
ourselves.
So
an
incident
that
may
have
been
diffused
with
a
little
patience
and
evidence-based
practice
turns
into
kind
of
a
mess.
You
guys
know
what
they
when
they
restrain
a
child.
I
wanted
to
do
a
demonstration,
but
that
didn't
happen,
but
imagine
being
a
small
child
and
people
are
twice
your
height
and
weight
are
weighing
down
on
you
threatening
your
person.
M
The
last
straw
for
me
for
mark
was
when
he
came
home
and
said
one
of
his
parents
had
slammed
him
on
the
ground
face-first
and
pulled
his
arm
behind
his
back.
When
he
had
tried
to
leave
the
room,
that's
not
allowed.
This
is
not
a
supported
technique.
I
asked
the
principal
to
do
an
investigation
and
she
said
she
did
she
and
the
coordinator
concluded
that
nothing
inappropriate
had
happened.
This
was
after
we
had
sat
at
meeting
after
meeting
and
agreed
that
Mark
doesn't
lie
it's
not
in
his
Minds
framework.
To
do
so.
M
I
know
that
you
guys
are
going
to
be
discussing
these
things
at
your
summer,
retreat
in
a
couple
of
weeks
and
I
just
want
to
try
and
encourage
you
to
see
through
the
lens
of
these
kids,
they're,
young
and
impressionable
impressionable,
and
we're
teaching
them
bad
lessons.
We're
teaching
him
that
it's
okay,
if
a
adults,
hurt
them
and
violate
their
bodies,
but
it
is
not
okay
for
them
to
defend
their
bodies.
We
are
teaching
them
that
they
cannot
trust
their
staff
at
school.
M
We
are
teaching
them
that
they
are
themselves
not
trustworthy
and
we
are
teaching
them
adults,
don't
listen
when
they're
hurting,
they
say
that
it
takes
a
village,
and
it
certainly
does.
Please
help
our
village
be
more
accountable
and
productive
to
our
children.
When
you
evaluate
what
to
do
about
these
services
at
your
retreat,
how
about
taking
some
inventory
and
putting
some
research
into
our
policies
and
practices
that
are
currently
in
Fargo
public
schools,
evaluate
what
evidence-based
practices
are
being
used
and
what
we
could
implement?
M
N
Molly
Johnson
60325
13th
Street
North
Myrtle.
Thank
you
for
allowing
me
to
dress
you
all
again,
especially
to
the
new
administration
and
to
the
new
school
board.
Members
I
am
here
speaking
on
behalf
of
the
19
students
and
my
daughter's
first-grade
classroom,
who
frequently
needed
to
leave
their
classroom
as
their
classmate
knocked
over
furniture
destroyed
their
work,
including
their
spring
reading,
achievement
display
I
am
speaking
for
the
375
Washington
students
who
walked
past
their
school
office
windows
boarded
up
twice
in
the
last
two
years
from
a
student
breaking
them.
N
I
am
speaking
as
a
former
teacher
for
the
teachers,
staff
and
principals
who,
on
a
daily
basis,
are
sworn
at,
kicked
at
and
forced
to
deal
with
behaviors,
yet
continue
to
show
up
each
day
for
all
students
they
educate,
despite
despite
distractions,
injuries,
frustrations
and
often
fear
they
teach,
because
they
are
passionate
about
kids.
I
am
here
speaking
as
an
involved
yet
concerned
parent
that
want
my
kids
and
other
Fargo
kids
to
go
into
this
upcoming
school
school
year.
N
Knowing
that
the
Fargo
school
board
is
supporting
school
district
policies
to
make
this
school
year,
successful
and
safe
for
all,
students
and
staff,
and
finally
I
speak
on
behalf
of
many
other
parents
and
community
members
that
I
have
spoken
with,
and
you
have
heard
from
over
the
last
two
months.
The
degree
is
that
agree.
Enough
is
enough.
Something
needs
to
change.
N
I,
believe
administration
has
done
their
due
diligence
in
researching
the
SunnyD
facility
and
I
support
the
funding
of
qualified
staff
and
designated
rest
resources
for
it,
but
if
it
is
determined
by
the
current
board,
not
to
move
forward
with
this
particular
setting.
Other
resources
and
funding
must
be
put
forth
into
our
current
schools
for
the
2018-2019
school
year.
N
The
school
board
needs
to
support
and
empower
administration
and
teachers
to
follow
policy
related
to
students
who
throw
classroom,
furniture
and
objects
verbally
assault
and
threatened
staff
members
and
classmates
physically,
a
self's
assault
staff
and
classmates
run
from
classrooms
and
school
grounds
describe
destroy
school
property.
These
impede
our
occurring
in
many
of
our
schools
on
a
daily
basis
and
are
negatively
impacting
all
students
right
to
learn,
leaving
the
classroom,
hallway
doors
shut
needing
to
take
different
routes
to
the
school
lock
downs
leave.
These
have
all
become
normalized
daily
activities
to
our
young
students.
N
This
right
here
is
Fargo
Public,
Schools,
behavior
discipline
policy.
These
types
of
behaviors
are
defined
along
with
consequences.
Many
of
these
consequences
are
not
punitive,
but
opportunities
to
teach
and
reteach
I
support
this,
knowing
that
many
of
these
behaviors
occur
at
the
beginning
of
the
school
year
and
the
school
is
a
place
to
teach
the
developmentally
appropriate
ways
to
handle
feelings,
frustrations
and
effects
of
trauma
I
agree
that
all
students
need
to
be
educated
in
the
least
restrictive
environment.
N
My
issue
stands
with
the
continuation
of
these
same
behaviors
by
the
same
students
well
into
the
school
year.
Is
this
the
least
restrictive
environment
for
these
students
is
policy
being
followed?
If
so,
why
are
we
still
dealing
with
his
behaviors
throughout
the
school
year?
If
not
LRE
d,
then
what?
Where
are
these
students
with
these
complex
behaviors,
going
to
learn?
Alstine
students
need
and
deserve
the
best
educational
setting
for
their
academic
and
emotional
success?
The
Fargo
school
board
cannot
turn
a
blind
eye
to
this
issue.
N
In
less
than
two
months,
students
will
be
returning
to
school.
Teachers
will
be
ready
to
teach.
How
will
you
educate
and
empower
all
students
to
succeed,
I
implore,
the
school
district
to
use
the
July
retreat
as
a
time
to
set
clear
expectations
and
gather
input
from
administration,
teachers,
staff
and
parents
from
all
viewpoints
use
the
research
that
has
been
presented
to
you
support
our
highly
trained
administration
staff
who
want
the
best
for
all
students?
We
are
losing
administration,
teachers
and
staff
directly
because
of
behaviors.
Let's
not
let
another
school
year
continue
without
support
for
them.
O
Marci
VC
64
50,
13th,
Street,
North,
Fargo
5
8
102
good
evening,
and
thank
you
for
the
opportunity
to
speak
on
some
soft
thoughts
and
concerns.
I
have
as
well
as
many
here
in
attendance.
I
have
pre-release
previously
spoke
in
support
of
the
district
moving
forward
with
a
level
D
facility
for
students
with
extremely
disruptive
or
violent
behavior.
I
still
feel
strongly.
O
This
specialized
learning
facility
will
greatly
serve
our
district
for
students
who
are
clearly
struggling
with
behavioral
and
emotional
needs
and
will
find
comfort
in
a
setting
that
will
provide
highly
trained
professionals
to
give
them
a
more
focused
education
plan,
as
the
main
classroom
has
proven
to
be
too
overwhelming
for
their
immediate
needs.
I
am
an
active
and
involved
parent.
In
my
children's
school,
I
personally
have
witnessed
a
student
throwing
an
eraser
at
a
teacher
hit
the
teacher
and
another
yell
at
both
professionals
and
run
away
from
them.
O
This
disturb
disruption
caused
multiple
classrooms
to
shut
their
doors.
To
avoid
what
was
happening
in
the
hallway,
my
child
has
been
part
of
a
classroom
where
a
student
has
become
disruptive
to
the
point
where
the
rest
of
the
students
have
been
removed
for
their
safety
and
to
provide
space
for
the
student
to
calm
down.
This
happened
multiple
times
during
the
school
year
per
conversations
with
many
professionals
and
parents
I
have
learned.
This
is
just
one
situation
that
happens
all
over
our
district
every
day.
Would
that
be
acceptable
in
your
place
of
work?
O
Would
you
feel
safe,
comfortable
and
excited
to
return
to
your
space
after
her
co-worker
has
been
disruptive?
Why
are
we
expecting
elementary
aged
children
to
leave
the
classroom
for
one
student
that
has
been
disruptive
on
a
regular
basis
in
discussing
with
other
parents?
The
common
answer
is:
where
is
the
logic
in
this?
Why
should
a
classroom
of
students
need
to
leave
for
one
student
who
has
consistently
displayed
this
behavior?
The
school
is
forced
to
focus
on
this
one
student
at
the
expense.
O
The
rest
this
this
needs
to
be
dealt
with
now
before
it
is
too
late.
I
have
heard
many
parents
speak
about
pulling
their
kids
out
of
the
public
school
system,
as
behavior
problems
are
growing
increasingly
out
of
control
in
her
classrooms.
The
district
has
done
their
job
and
made
it
very
clear
that
a
level
D
facility
is
of
great
need.
The
red
rise
in
defiant,
behaviors
physical
behaviors
and
emotional
needs
are
at
an
all-time
high
for
the
mainstream
class
mainstream
classroom.
O
Clearly,
all
of
this
has
become
too
overwhelming
for
the
school
counselors
teachers
administration
and
therefore
continues
to
grow
out
of
control.
You
are
the
help
and
the
support
to
these
professionals
be
proactive.
The
school
needs
trained
mental
health
professionals
and
set
very
clear
boundaries
of
classroom
behavior.
It
is
your
job
to
support
our
administration,
so
the
staff
can
do
their
job,
which
is
to
empower
and
educate
all
students,
as
well
as
provide
a
safe
classroom
environment.
Our
district
needs
change
to
change.
O
With
this
growing
problem,
we
have
reached
a
point:
all
students
and
staff
are
being
negatively
impacted,
I
am
NOT
supporting
segregation,
or
anything
of
this
support.
I
am
supporting
a
more
careful
and
individualized
education
plan
for
students
who
are
in
need.
Just
as
I
want
the
best
for
my
children,
I
am
a
teacher
at
heart
and
want
the
best
for
all
students,
students,
educational
journeys
may
look
different,
but
in
the
end
we
have
to
find
a
way
to
educate
and
empower
all
students.
We
cannot
control
what
goes
on
in
the
home
life
of
our
students.
O
We
can
control
what
happens
in
the
schools
and
a
classroom
within
our
district.
We
can
provide
a
safe,
loving
and
meaningful
environment
where
clear
boundaries
are
set.
We
can
control
the
education
and
learning
of
each
student
in
the
right
environment.
However,
if
change
doesn't
happen,
we
won't
be
able
to
control
any
of
it.
How
will
you
act
to
make
a
positive
change
in
our
schools,
for
our
children
and
for
our
educators
in
the
school
year?.
P
P
Now,
regarding
the
behavioral
issues
going
on
in
the
Fargo
public
schools,
you
have
my
support
and
the
support
of
so
many
others
I
know
and
have
spoken
with
in
recent
months
on
this
topic:
I'm
a
proud
father
of
two
Washington
Elementary
students,
this
fall
and
another
in
the
coming
years,
and
like
all
parents,
we
have
a
stake
in
the
success
of
the
school,
the
staff
and,
most
importantly,
the
students,
my
wife
volunteers,
on
the
PTA
board
and
helps
the
school
weekly
or
sometimes
daily.
I
personally
spend
several
of
my
vacation
days
annually.
P
Volunteering
at
the
Washington
elementary
school
and
stem
activities,
helping
with
the
library
and
coding
and
and
just
these
few
hours
per
year,
I
can
observe
the
incredible
job
our
teachers
are
doing
with
our
kids.
They
really
like
an
amazing
job
and
I
can
also
begin
to
empathize,
with
the
parents
raising
children's
with
emotional
disorders.
It's
it's
tough.
P
It
really
is,
and
I
can
only
begin
to
empathize
with
that
and
I
can
only
imagine
the
difficulties
these
parents,
experience
and
I
can
relate
to
the
passion
needed
to
be
a
strong
voice
for
their
students,
individual
educational
needs.
However,
it
likewise
only
takes
these
few
hours
per
year
to
observe
the
degree
to
which
these
issues
are,
in
fact,
in
fact,
affecting
other
students,
staff
and
even
the
property
in
our
schools.
So
you've
done
the
research
on
the
problem
statement.
P
You
you
see
the
dramatic
rise
and
staff
injuries
to
more
than
500
student
related
staff,
injury
incidents,
but
in
the
past
year,
ten
times
more
than
a
decade
ago,
and
nearly
doubling
every
few
years
that
trust
you're,
seeing
the
weekly
and
sometimes
daily
clearing
of
classrooms,
the
rise
in
law
enforcement
needs
at
school.
Clearly,
something
isn't
working
granted.
Some
things
are
outside
of
your
governance
control,
but
many
things
are
well
within
your
control
and
you
must
take
action.
We
are
right
behind
you
supporting
this
action.
P
You
have
even
got
from
what
I
can
tell
a
decent
outline
of
the
additional
support
needed
from
behavioral
health
to
social
services.
Budgetary
support
to
facility
planning,
but
many
of
these
components
of
the
multi
multi
part
solution
apply
across
the
district,
not
only
to
the
setting
D
facilities.
I
can
respect
the
desire
to
get
a
plan
in
place
specifically
for
the
up
to
16
students
in
which
setting
D
is
appropriate.
P
At
least
that's
the
the
numbers
for
now
and
please
do
work
with
the
parents
that
you've
heard
recently
and
take
what
you
feel
is
the
best
course
of
action
to
support
their
individual
needs.
It
really
is
important.
Meanwhile,
however,
the
vast
majority
of
students
are
not
in
this
category
and
we
have
an
equally
urgent
setting
C
and
other
support
needs
and
a
general
need
for
training
and
professional
support.
P
District-Wide,
do
not
let
the
perfection
of
a
setting,
d-plan
data,
gathering,
integrated
versus
dedicated
facility
debates
and
other
good
research
impede
the
progress
of
addressing
this
widespread
issue
across
the
district.
I
cannot
believe
that
500
or
more
incidents
and
numerous
intense
disruptions
will
be
entirely
resolved
with
support
for
a
few
setting
D
students.
P
This
is
bigger
than
a
few
facility,
few
students
in
a
facility,
and
why
are
they
the
important
and
very
necessary
concerns
of
a
few
preventing
progress
for
the
masses,
understanding
of
emotional
disorders
and
the
resulting
effective
or
ineffective,
related
forms
of
treatment
or
discipline
to
address
them
have
certainly
changed
over
the
generations.
I'm
not
qualified
to
speak
on
this,
but
I
think
we
can
all
agree
that
things
are
different
these
days.
The
one
thing
remains
constant.
These
disruptive
behaviors
are
unacceptable.
P
The
students
do
need
your
support,
sometimes
behavioral,
sometimes
medical,
sometimes
disciplinary
and
many
other
ways,
but
we
do
need
a
course
correction
in
these
formative
years
of
these
students
lives
where
change
is
the
most
possible.
I
cannot
offer
any
solutions
for
you,
but
I
can
offer
my
voice
in
support
for
the
school
board
to
change
the
status
quo,
because
one
thing's
for
sure
doing
nothing
will
only
continue
the
disruption
of
classrooms,
frustration
of
staff
and
not
address
behavioral
issues.
P
We
are
asking
so
much
already
from
our
great
teaching
staff
now,
by
taking
no
action,
we
are
holding
our
staff
accountable
for
high
academic
standards,
but
in
an
increasingly
frustrating
and
difficult
environment.
Furthermore,
we're
offering
no
additional
support
to
address
the
dramatic
increase
in
frequency
and
intensity
of
disruptions
enforcement
of
behavior
policies
is
not
happening
in
far
too
many
situations,
not
in
my
opinion,
due
to
a
lack
of
desire
or
intent
from
the
staff,
but
lack
of
facilities
and
support
professionals
to
make
the
enforcement
of
the
policies
effective
in
teaching
our
students.
P
These
important
life
skills
without
your
support,
something
is
going
to
have
to
give
during
these
disruptions
and
I'm
concerned.
What's
dropped
is
the
primary
purpose
of
the
school
to
educate
and
empower
all
students
to
succeed.
You
have
a
difficult
challenge
in
front
of
you.
No
doubt
the
optimal
solution
for
the
entire
population
of
students
may
be
perceived
as
the
suboptimal
solution
for
many
individual
students
and
families
on
both
sides
of
this
issue.
I
can
appreciate
that
dilemma,
but
you've
studied
the
issue.
You've
seen
the
numbers
consulted
with
experts
and
parents,
I,
hope
and
you're.
P
So
close.
Just
please
don't
stop
progress
on
the
best
course
of
action
for
all
students,
including
so
much
more
than
the
exact
plans
of
setting
D.
We
are
not,
if
we're
not
enforcing
our
behavior
policies.
What
message
are
we
sending
to
the
students?
I
can
tell
you
what
happens
in
reputable
workplaces
in
higher
education
out
in
the
real
world.
The
rules
are
strictly
enforced,
you
break
the
behavior
policy
and
you
get
walked
out
the
door.
I
have
unfortunately
witnessed
it
several
times.
P
I
recognize
those
are
the
black-and-white
rules
for
adults,
but
this
is
the
perfect
example
of
the
empowerment
for
success.
Our
mission
statement
is
talking
about.
We
have
a
duty
to
empower
and
support
students
with
individual
learning
needs
in
these
most
influential
years
of
their
life,
and
likewise
we
have
a
responsibility
to
minimize
the
degree
of
intense
and
unsafe
disruption
to
the
students
and
staff
around
them.
Tolerating
the
trends
we're
seeing
in
the
behavior
summarized
in
your
research
and
taking
no
action
is
as
unacceptable
as
the
behaviors
we're
discussing.
P
You
have
the
staff
and
the
students
the
top-down
support.
They
need
to
meet
our
mission
statement
and
if
this
is
higher
than
FPS,
take
it
higher
than
FBS,
we
will
support
you
at
the
state
level
too.
I
would
hate
to
continue
losing
outstanding
teachers,
administrators
staff
and
least
of
all
endanger
students
over
what
seems
like
a
solvable
problem,
or
at
least
one
we
can
make
measurable
improvements
starting
now.
So
to
summarize,
my
intention
here
is
to
urge
the
Fargo
public
school
district
to
take
action
on
the
topic.
P
Now,
if
passed,
metrics
are
any
indicator
of
future
events,
I'm
discouraged
that
we're
trending
towards
over
600
student
related
staff,
injury
incidents
and
this
upcoming
still
school
year
because
of
right
now
as
of
right
now,
nothing
will
be
done
differently
from
previous
years.
You
have
the
support
of
and
I
suspect
hundreds,
possibly
thousands
more.
Like
me
with
voices,
you
may
not
hear
directly
who
want
to
see
change,
we
know
life
happens
and
the
issue
will
never
be
fully
eliminated.
Well,
let's
try
to
reverse
the
trend
together.
P
Q
Melissa
Tucker
39:15
30th
Avenue
South
in
Fargo
I
am
going
to
be
reading
the
testimony
of
Dylan.
He
is
a
seventh
grader
in
the
pop,
the
Fargo
Public
Schools
right
now.
My
name
is
Dylan.
I
am
12
years
old
and
in
the
seventh
grade,
I
have
autism
and
anxiety.
I
was
diagnosed
with
autism
at
the
age
of
58
the
end
of
fifth
grade.
Q
What
does
it
feel
like
to
having
autism
my
six
years
in
elementary
school
felt
like
I,
was
living
in
a
hurricane
and,
with
six
years
of
hell,
I
had
a
first
grade
teacher,
who
yelled
all
the
time
in
class,
which
makes
me
not
like
her.
She
didn't
understand
me:
I
had
a
third
grade
teacher
who
didn't
listen
to
me
and
when
interrupt
me
saying
I
talked
too
much.
I
would
ask
for
help
and
he'd
tell
me
he
didn't
have
time
for
me.
He
didn't
understand
me.
I,
didn't
I.
Q
I
did
have
a
teacher
in
second
grade
and
fourth
grade
who
I
really
liked?
Who
understood
me
and
listened
to
me.
They
were
two
of
my
favorite
teachers,
I
hate
talking
to
people
and
don't
like
to
be
social
I,
don't
like
to
wear
jeans
because
they
make
me
feel
uncomfortable
I,
don't
like
certain
smells
because
they
are
offensive
to
me.
I,
don't
like
certain
people
touching
my
things,
because
I
don't
want
their
smell
on
me
as
long
as
I
can
remember.
Q
Kids
have
teased
me
made
fun
of
me
and
called
me
names
like
big
head
and
many
names,
I
can't
repeat,
because
they're
bad
words
I
have
been
called
bad
names
by
adults.
My
first
memory
of
elementary
school
was
one
my
best,
my
best
friend
in
first
grade
who
started
bullying
me.
I
have
been
bullied
ever
since
I
tried
to
ignore
them
most
of
the
time,
but
sometimes
I
didn't
feel
safe
at
school.
I
got
teased
a
lot
which
made
me
frustrated
and
made
me
want
to
get
revenge.
Q
If
I
did
fight
back,
then
I
got
into
trouble.
My
librarian
was
mean
to
me
and
didn't
understand
me.
I,
had
a
kid
put
gum
on
my
shirt
and
I.
Don't
know
why
I
would
rather
be
at
home
in
my
room
where
I
feel
safe
and
my
pets
and
my
favorite
things
are
my
elementary
school
principal
was
awful.
He
didn't
know
how
to
deal
with
kids
like
me
with
special
needs.
He
would
act
nice
when
my
mom
and
dad
were
there,
but
during
school,
I
didn't
like
him.
Q
I
swear
to
God
I
will
never
go
back
to
that
stinking
school
when
I
was
grabbed
and
shaken
by
another
parent
in
the
school
parking
lot
after
I
threw
a
snowball
and
hit
the
guy's
car
I
was
called
terrible
names
by
him,
but
the
principal
tried
to
cover
it
up.
This
was
a
bad
man
and
always
played
his
music
too
loud
after
school
when
picking
up
his
kids,
the
police
officer,
who
was
supposed
to
help
me
after
this
happen,
didn't
do
his
job.
How
he
handled
it
made
him.
Look
like
he
didn't
care.
Q
I
felt
sad
that
I
couldn't
remember
everything
he
did
to
me
and
that
they
didn't
believe
the
witness
who
told
him
elementary
school
needs.
A
new
element.
I,
don't
want
to
say
the
name
of
elementary
school.
The
elementary
school
that
I
attended
needs
a
new
principal
and
nicer
teachers.
They
need
to
learn
how
to
do
their
jobs
and
how
to
treat
special-needs.
Kids,
I
miss
the
ones
who
understood
me
and
believed
in
me.
They
were
nice
to
me
and
helped
me
like
school,
much
better
and
I
liked
school
much
better.
Q
A
A
R
S
Think
Dinah
was
the
chair
of
that
committee
and
so
I
don't
know
that
there
would
be
a
presentation
tonight
other
than
the
Jennifer
and
myself
were
on
that
committee
as
well.
We
contacted
all
current
board
members
and
asked
if
they
were
willing
to
serve
on
other
names
put
down
and
the
results
of
those
conversations
are
here
in
front
of
us
tonight.
C
R
All
right
neither
call
for
nominations,
one
more
time
call
for
nominations:
okay,
so
/
gp2
e,
an
election
of
each
position,
will
be
occurred
by
signed
paper
ballot.
I.
Believe
all
the
board
members
have
the
paper
about
in
front
of
you.
So
if
you'd
like
to
go
ahead
and
vote
for
the
position
of
President
and
then
we
will
go
ahead
and
collect
those.
A
Know
you
want
you
don't
want
to
keep
going.
Okay,
all
right!
Thank
you,
folks.
Moving
on
to
the
position
of
vice-president,
the
memo
indicates
from
the
canvassing
committee
that
Christy
Ulrich
is
interested
in
serving
again
and
Thank.
You
Christy
I
should
ask
if
there
are
any
other
nominations,
any
other
nominations,
any
other
nominations.
Jim.
A
A
T
U
Thank
you
very
much
in
front
of
you
is
the
student
mobility
report
for
last
school
year.
This
is
the
second
installment
of
this
that
we
have
presented
to
you.
The
first
one
was
for
the
first
semester
of
last
school
year.
This
is
now
the
completed
report
for
the
entire
school
year.
This
report
dates
back
to
about
2013
when
we
began
to
share
this
data
with
you
as
a
board.
At
that
time,
we
also
included
data
around
graduation
rate
and
mobility.
U
Since
that
time,
those
have
been
split
into
two
different
reports,
just
based
on
the
timing
in
which
we
get
that
data.
We
will
present
the
graduation
rate
data
later
in
this
summer,
when
the
Department
of
Public
Instruction
has
finalized
that
calculation,
both
for
the
Fargo
public
schools
and
the
other
schools
within
the
state
of
North
Dakota.
U
The
majority
this
I
would
say
almost
completely-
is
based
on
parents
and
they're,
either
getting
a
job
in
our
community
or
a
job
someplace
else
out
of
our
community.
It
is
what
it
is,
but
what
you
will
notice
between
the
in
and
out
for
2017
to
2018
there's
almost
an
additional
300
students
in
and
out
just
shows
how
mobile
we
truly
are,
as
a
system
and
I
think
that
ties
directly
back
to
our
strategic
plan,
especially
when
it
comes
to
standards-based
education
and
why
it
is
critical
that
we
continue
to
work
on
our
standards-based
scorecard.
U
Moving
on
to
pages
three
four
and
five,
that
is
information
that
we've
taken,
that
that
transfer
in
and
out
and
giving
you
the
data
of
where
the
students
are
coming
from
if
they
transfer
to
us
at
the
elementary,
which
is
on
page
three
from
anywhere
from
the
private
schools
all
the
way,
if
you
follow
clockwise
around
to
out-of-state,
not
including
Minnesota
and
North
Dakota,
and
then
the
same
data
on
the
transfers
out.
The
next
two
pages
on
page
four
and
five
are
just
data
for
you
at
the
middle
school
in
the
high
school.
U
We
do
use
this
same
data
when
we
share
some
of
it
for
our
annual
reports.
So
if
you
go
back
and
you
look
at
our
annual
report,
much
of
this
data
is
also
included
there.
So
as
we
try
to
paint
the
picture
of
who
we
are
as
a
system.
Not
only
is
it
shared
with
you
in
this
report,
but
with
our
community
in
our
annual
report.
So
that's
our
mobility
report
for
this
school
year.
Thank.
A
A
A
B
S
S
A
W
L
W
Board
members
good
to
be
here
again
just
reporting
on
the
results
of
the
bond
sale
from
earlier
this
morning.
As
you
know,
the
district
is
issuing
14
million
dollars
in
limited
tax
school
building
bonds.
These
will
be
payable
again
from
the
district's
building
fund
levy,
and
so
we
receive
bids
at
11
o'clock
this
morning,
I
think
you
may
have
seen
a
summary
of
the
bid
results.
There
received
seven
bids
in
total
and
the
bids
are
listed
right
in
order.
W
Fifty
five:
that's
the
amount
that
the
winning
bidder
JP
Morgan,
is
paying
the
school
district
up
front
and
then
that
slightly
changed
the
interest
rate
to
three
point:
two:
zero
for
one
and
the
reason
that's
done
again
is
just
to
make
sure
that
the
payments
are
about
level
every
year,
wouldn't
have
done
that
the
rates
would
have
or
the
payment
amounts
would
have
jumped
up
and
down
each
year.
Just.
W
Wanted
to
mention
a
couple
other
things
real,
quick.
We
did
get
a
bond
rating
again
from
Moody's,
and
the
bond
rating
was
double
a
two
on
the
limited
tax
bonds,
which
is
the
same
bond
rating
the
district
has
had
in
the
past.
It's
an
excellent
bond
rating.
The
best
you
can
get
is
triple-a,
and
then
it
goes
down
from
there.
W
V
W
The
high
rating
certainly
helps
you
get
lower
lower
interest
rates.
Thank
you.
What
was
one
other
thing
I
just
wanted
to
add
to
again
the
the
purchase
price
from
the
winning
bidder.
Jpmorgan
was
15
million
six.
Fifty
five
district
is
only
issuing
fourteen
million
dollars
in
bonds,
so
they
paid
what's
called
a
very
large
premium,
a
lot
of
million
and
a
half
dollars.
So
what
that
does?
Is
it's
going
to
give
the
district
considerably
more
money
into
the
project
fund
upfront,
so
you're
actually
going
to
have
about.
W
A
X
L
X
X
S
At
the
last
Governance
Committee
meeting,
it
was
agreed
to
insert
a
business
agenda
item
in
tonight's
agenda,
called
2018-19
operational
plan,
pre
planning
and
I'm,
using
this
opportunity
to
introduce
a
motion
to
direct
the
superintendent
to
create
a
special
committee.
The
purpose
of
this
special
committee
would
be
to
research
and
to
report
to
the
board
recommendations
regarding
the
establishment
of
an
ongoing
committee
dedicated
to
topics
regarding
the
safety
of
all
students
and
staff
in
Fargo,
Public,
Schools
and
the
language
of
this
motion.
I'm,
sorry,
I,
don't
have
this
printed
I'll
try
to
go
slow.
S
A
A
S
How
many
people
read
it
one
more
time
for
the
benefit
of
everyone
here?
The
motion
reads:
I,
move
the
FPS,
that's
sorry.
The
Fargo
Public
Schools
Superintendent,
in
collaboration
with
staff
representatives,
including
the
FAA
president,
will
establish
a
special
committee
to
address
safety
related
issues
and
will
determine
its
mission.
The
structure
and
composition
of
the
committee
meeting
format
and
meeting
agenda
and
I
will
show
this
with
you.
After
okay.
S
S
We
would
expect
that
representative
membership
would
include
all
staff,
including
collaboration
with
the
FDA
president,
that
this
special
committee
mission
would
include
issuing
recommendations
to
the
board
regarding
establishment
of
an
ongoing
committee
and
any
recommendations
to
changes
to
already
establish
the
workgroups
task,
forces
and
committees
with
similar
or
overlapping
missions,
and
that
those
recommendations
would
be
delivered
by
the
end
of
this
calendar
year,
so
that
we
would
have
time
to
incorporate
those
in
anticipated
negotiations.
Next
year
between
the
board
and
the
FAA.
B
C
X
X
S
Y
A
Okay,
this
is
going
to
be
at
Davies
high
school
again
Wednesday
July
25th
breakfast
beginning
at
7:45,
with
our
meeting
starting
at
8:00,
and
the
plan
is
that,
as
you
see
here,
mr.
Gandhi
is
going
to
start
us
out
with
our
meeting
agenda
with
introductions
of
board
members
and
staff
and
mr.
Gandhi.
Do
you
want
to
talk
a
little
bit
about
your
thoughts,
not
without
giving
it
away?
We
talked
about
doing
some
possible
team
building
team
building.
Yes,
yeah.
R
R
R
A
And
dr.
gross
and
Missy
Missy
Eidsness
I
will
have
a
lot
to
help
us
out
with
here
at
the
during
our
plan
here.
In
regard
to
this,
the
detailing
out
long-range
facility
plan,
enrollment
projections
and
attendance
boundaries,
continuum
of
educational
services,
early
childhood
special
education
program-
do
either
of
you
want
to
speak
to
this
a
little
bit
or
mr.
Gandhi.
A
U
Thank
you
very
much
exactly
what
you
said.
What
we
plan
to
do
is
just
bring
back
some
information
that
has
been
shared
in
past
meetings.
Everything
from
our
current
long-range
facility
plan
to
a
presentation
on
early
childhood,
special
education
that
was
done,
I
believe
last
January
as
a
board
meeting
just
so
that
all
board
members
have
the
opportunity
to
be
refreshed
with
some
of
that
information.
We'll
also,
then
bring
some
new
information
or
somewhat
new
information
when
it
comes
to
some
of
the
legal
or
governmental
definitions.
U
When
it
comes
to
continuation
of
services
in
special
education
from
LRE
A
through
D,
and
then
we
will
bring
you
the
most
current
or
bring
back
to
you
the
most
current
enrollment
projections
and
where
we
are
with
attendance
boundaries.
Just
so,
you
have
that
information
in
front
of
you
from
Rob
Schwartzman.
U
That,
then,
will
lead
us
into
that
third
step,
which
would
be
just
some
ideas
or
thoughts.
That
administration
has
on
the
formation
of
a
series
of
task
forces,
to
allow
voice
from
the
community
to
integrate,
with
some
of
the
experts
that
we
might
bring
in
from
other
areas
and
our
own
administration
and
staff,
to
talk
about
some
of
the
issues
that
have
been
in
the
forefront
and
then
get
your
feedback
on
everything
from
objectives
of
what
those
task
forces
may
be
the
membership
and
the
timelines.
And
then
with
that.
A
V
A
We
certainly
could
make
a
note
on
the
agenda
if
we
would
like
to.
Of
course
it
is
a
working
meeting
for
us.
We
used
to
refer
to
this
as
a
retreat
and
I
hope.
I
didn't
introduce
this
as
a
retreat.
I
hope
I
introduced
it
this
evening
as
a
as
a
work
session.
We
want
to
make
sure
that
everyone
understands
that.
A
That's
really
what
we're
doing
we're
working
and
we're
studying
information,
and
certainly
there
will
be
all
kinds
of
information
brought
to
us
at
at
that
retreat
and
that
retreat
is
excuse
me
that
that
work
session
is
designed
for
us
to
go
through.
Where
is
my
card
and
Murray
regarding
retreat,
equals
work
session,
but
any
rate
so
for
us
to
digest
information
and
make
decisions
later
so
certainly
if
there
are
individuals
that
are
there
attending
from
the
public
they're
welcome
to,
but
it's
not
a
public
comment
time,
Thank,
You
Robin!
Thank
you.
A
Anyone
else
have
any
questions
and
we
are
going
to
receive
our
information
about
a
week
ahead
of
time,
so
we'll
be
able
to
be
well
prepared.
All
right
and
you'll
see
here
that
also
we
have
NSBA
items
for
further
study
so
that
information
will
be
included
in
our
packet
of
information
as
well.
We'll
receive
that
information
emailed
to
us.
A
C
Defer
to
Jim,
if
you
would
like
to
take
over,
but
we
typically
need
two
to
three
individuals
to
grill
the
chicken
and
burgers
we
need
to
derive
about
9:30
or
so
cause.
We
have
to
get
the
grill
started
right
away,
so
we
can
make
sure
we
are
ready
to
serve
the
picnic
starts
at
11:30.
However,
our
people
are
prompt
and
so
they're
they're,
starting
at
about
11
10
11:15.
So
we
have
to
get
that
meat
going
right
away
and
board.
Members
will
also
be
needed
to
help
with
the
door
prize
distribution
we'll
need
it.
A
A
A
V
A
Z
V
B
T
A
I
think
I've
covered
every
everyone
I.
The
president's
report
has
been
handed
out.
I
think
there
are
a
couple
of
items
we
might
need
to
get
back
to
Ann
Marie
on.
Maybe
it's
one
and
eggs
and
issues.
One
I
saw
an
email
come
out
from
you
on
that,
but
is
there
anything
else
that
you're
needing
us
to
respond
to
you?
One?
Yes,.
C
If
you
haven't
done
so
already,
I
would
gladly
take
your
RSVPs
tonight
for
trollwood
tickets
and
then
also,
if
you'd
like
to
attend
the
August
or
September
eggs
and
issues
which
I
did
email
out
about.
So,
if
you
want
to
stop
to
me-
and
let
me
know,
that'd
be
great
or
follow
up
with
an
email.
That's
fine,
too.