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From YouTube: School Board Meeting - September 25, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - September 25, 2018
A
A
A
We
have
quite
a
few
staff
reports
that
we
are
going
to
be
going
through
this
morning.
I
do
also
want
to
mention
that
at
6:00
p.m.
per
state
law
we
need
to
take
a
break
and
have
a
public
hearing.
It
is
in
regard
to
property
tax
levy,
so
we'll
see
where
we
are
with
our
reports,
and
so
hopefully
we
do
not
have
to
break
up
anyone's
report.
We
might
take
a
break
and
say
if
it's
five
to
six
or
something
and
if
we've
just
wrapped
up
a
report,
we'll
take
a
break
for
five
minutes.
A
D
So
board
presidents
and
board
members:
you
all
have
a
handout
that
says
task
force's
2018.
This
is
just
kind
of
a
written
form
of
the
update
I'm
going
to
give
you,
but
we
have
planned
out
our
LRE
behavior
task
force
that
starts
later
this
week.
We
have
dates
for
ECSC
task
force
and
we
have
dates
for
our
safety
committee
as
well.
So
our
LRE
behavior
task
force
is
the
first
task
force
that
will
take
that
will
begin
this
week.
D
So
we
have
planning
five
meetings,
this
semester,
that
is
made
up
of
47
individuals
from
Fargo
West
Fargo,
several
of
our
service
providers
and
just
different
constituents
across
Cass
and
Clay
County,
and
then
you
also
have
with
you
or
in
front
of
you
a
brief
agenda
of
what
the
first
meeting
will
entail.
Additionally
for
ECSE
task
force,
we
have
identified
the
dates,
there's
a
planning
meeting,
this
Thursday,
but
we
have
not
gone
through
and
determined
membership
yet
and
Safety
Committee
as
well.
D
We're
looking
at
about
almost
30
members
from
our
staff
that
will
be
part
of
the
Safety
Committee
Lauren
have
been
able
to
work
together
to
identify
dates.
We're
still
working
on
finalizing
the
staff
members
and
we
have
just
two
overall
objectives
which
per
the
board
recommendation
and
then
what
we
put
an
operational
plan
as
a
primary
objectives
for
the
safety
committee.
All
of
the
work
of
the
three
task
force's
the
one
I
did
mention
is
a
building
capacity
and
usage
task
force.
D
That
will
be
second
semester
and
the
safety
community
will
be
available
to
either
the
public
or
the
district
staff.
So,
along
on
the
front
part
of
the
webpage
on
the
handout
I
gave
you,
you
will
see
that
our
Fargo
Public
Schools
website,
followed
by
task
force's
2018,
will
lead
you
to
a
landing
page
for
each
of
the
three
different
task
force's
that
we
will
have
this
year.
Those
are
also
on
our
websites
new
screen
as
a
rotator,
along
with
every
school's
website
as
well.
D
It's
also
under
the
about
us
section,
and
it's
also
under
the
teaching
and
learning
section
as
well,
so
on
the
task
force
websites,
you
can
see
who's
going
to
be
the
participants
of
the
task
force,
see
the
meeting
agendas
and
the
meeting
minutes
as
well.
So,
even
if
an
individual
is
not
particularly
on
that
task
force,
they're
kind
of
in
the
loop
of
all
the
work
of
those
task
force's
the
safety
committee,
we
will
be
doing
the
same
thing.
That's
a
district
committee,
so
that
will
be
available
to
all
district
staff
on
the
employee
portal.
D
D
So
the
47
is
the
final
number
after
individuals
told
us
today
whether
they
could
be
there
or
couldn't
be
there.
We
had
determined
going
through
in
terms
of
working
with
Fargo
and
West
Fargo
of
every
different
group
of
individuals
that
we
should
have,
and
then
we
should
invite
from
Fargo's
and
every
parent
that
express
interest
is
on
that
task
force
as
well,
so
I
can't
speak
for
West
Fargo
or
what
their
process
was,
but
from
Fargo's
end.
Everyone
that
expressed
interest,
at
least
from
the
parent
group
is
part
of
that
task.
Force.
A
F
F
2018
was
a
milestone
year
for
trollwood.
There
we
go.
2018
was
a
milestone
year
for
old
performing
arts
school
as
we
celebrated
our
40th
anniversary
or
40
years.
Collectively,
tens
of
thousands
of
young
people
have
spent
their
summers,
learning
growing
and
making
friends
at
trollwood
for
40
years
we've
helped
young
people
discover
their
potential,
build
leadership,
skills,
improve
their
ability
to
communicate
effectively
and
understand
at
a
very
deep
level
how
to
collaborate
and
be
a
successful
team
member.
F
We
offered
12
youth
arts
programs
for
students
from
ages
6
through
graduated
seniors
in
2018,
trollwood
enrollment
in
2018
included,
1201
students
and
1842
learning
opportunities
operating
our
programs
at
a
98%
capacity.
Our
programs
and
our
registration
fees
are.
Our
rates
are
structured
in
such
a
way
that
students
are
able
to
participate
in
as
many
learning
opportunities
as
and
programs
as
their
schedules
allow
for
one
affordable
fee.
F
Our
student
body
is
made
up
of
students
from
throughout
the
fargo-moorhead
area
and
beyond
in
2018
39
percent
of
our
students
or
from
the
Fargo
public
school
district.
The
second
largest
population
of
troubled
students
were
from
West
Fargo,
making
up
32
percent
of
our
student
body.
Twelve
percent
were
from
Moorhead
public
schools
and
even
though
the
vast
majority
of
our
students
come
from
the
local
metro
area,
we
do
have
students
that
join
us
from
outside
of
the
metro
area
as
well
with
students
from
Minneapolis
Wisconsin
Illinois
all
as
an
example.
F
This
summer,
in
the
summer
of
2017,
we
had
one
young
man
who
attended
Moorhead
high
as
an
exchange
student,
and
he
extended
his
stay
just
so
that
he
could
participate
intro
woods
summer
programming.
He
has
such
an
amazing
experience
that
he
returned
all
the
way
from
Austria
in
2018,
just
to
be
part
of
the
main
stage
musical.
He
was
also
part
of
our
Student
Leadership
Program,
so
that
was
kind
of
a
neat
testimony
of
the
power
of
our
programs.
F
In
2018,
we
offered
four
full
fledged
production
opportunities
for
every
age
group,
from
elementary
through
high
school
trova,
Children's
Theater
for
elementary
students
presented
Disney's
101
dalmations.
This
program
was
designed
as
an
after-school
program
for
elementary
students.
We
presented
this
program
in
the
spring
of
2018
and
it
serves
students
from
throughout
the
metro
area.
Our
middle
school
program,
totally
trolled
musical
presented
honk
Junior
it
rehearsed
in
July
and
performed
in
early
August
and
trollwood
players.
A
non
musical
performance
opportunity
presented,
adds
and
ends.
F
This
was
an
original
production
written
by
South,
High,
School's
drama
instructor
and
director
Kevin
Kennedy
Kevin
is
an
instructor
at
trollwood
during
June
and
serves
as
a
director
of
the
trolled
players,
which
rehearsed
in
July
and
August
and
performances
were
in
mid-august
and,
of
course,
our
main
stage
musical.
In
2018
we
brought
to
the
stage
Hello,
Dolly
and
I
know
many
of
you
attended
that
and
I.
Thank
you
for
doing
so.
Over
a
hundred
students
participated
as
members
of
our
cast
our
crew
and
our
orchestra.
F
Just
over
15,000
audience
members
attended
the
production
in
July
students
auditioned
for
the
cast
in
early
February,
the
orchestra
they
auditioned
in
early
March
and
the
build
for
the
show,
which
is
all
the
technical
elements
of
the
show
started
in
early
May
and
rehearsals,
began
in
June
everything
wrapped
up
by
the
first
week
of
August.
So
students
put
forth
a
significant
commitment
of
time
and
energy
to
get
the
most
out
of
this
incredibly
unique
learning
opportunity
and,
as
a
result,
the
production
was
really
wildly
successful
in
all
fronts.
F
In
addition,
trol
offers
a
full
array
of
performing
and
production
arts
classes,
workshops
and
leadership
opportunities
for
all
age
groups
in
2018.
This
included
70
classes
and
workshops
of
workshops
at
all
levels
of
performing
and
production
arts,
including
technical
theatre
for
both
our
middle
school
and
our
high
school
ages
through
our
trollwood
and
totally
trollwood
academies.
Our
trowa
conservatory
provided
arts
intensive
opportunities
in
film
and
acting
and
musical
theatre
for
upper
level.
Students
and
our
student
leadership
program
provided
students
the
opportunity
to
be
assigned
a
position
to
work
side-by-side.
F
We
offered
14
sessions
of
Arts
Park
throughout
the
summer,
with
each
session
lasting
one
week,
long
where
students
learn
basic
skills
in
singing
and
acting
and
dance
ending
the
week
with
a
performance
to
show
off
their
new
and
improved
skills
to
their
parents
and
their
grandparents
and
their
aunts
and
their
uncles
and
their
friends
through
spark
music.
Elementary
students
participated
in
a
specially
themed
workshop
designed
to
encourage
a
love
and
understanding
of
music,
which
also
serves
as
a
tool
to
build
confidence
and
creativity
within
its
young
participants
and
last
spring.
F
As
a
special
request,
we
offered
a
special
program
at
Longfellow,
Elementary
School,
which
is
patterned
after
our
Arts
Park
program
as
an
after-school
opportunity.
We
call
that
the
Longfellow,
sparklers
and
14
young
people
attended
the
sparklers
met
weekly
for
approximately
five
weeks
and
performed
a
pre-show
for
our
final
performance
of
our
101
dalmatians,
which
our
solar
trollwood,
our
trove
of
children's
theater
production
and,
in
addition,
on
their
final
day
of
class,
they
presented
to
their
their
loved
ones
as
well.
F
A
final
showcase,
a
program
that
integrates
through
all
of
troubled
youth
programming,
is
called
our
star
program,
which
stands
for
students
at
risk.
No
child
has
ever
turned
away
from
a
program
at
trollwood
for
their
inability
to
pay,
which
is
something
our
star
program
makes
possible.
It
also
brings
mentors
to
students,
it
provides
meals
and
transportation
and
instructional
supplies
for
those
students
in
need.
This
is
a
national
award-winning
program
that
began
in
1997
and
continues
today
as
a
result
of
the
generosity
of
our
our
donors.
In
2018,
84
students
were
supported
by
star
financial
aid.
F
Another
aspect
of
what
we
manage
at
trollwood
is
overseeing
all
things
that
happen
at
our
beautiful
venue
of
bluestem
Center
for
the
Arts,
in
addition
to
the
venue
of
bluestem
Center
for
the
Arts
being
utilized
for
school
arts
curriculum
and
activities.
We
are
also
proud
to
host
public
performances
by
other
arts
groups,
exhibitions,
community
festivals,
corporate
retreats
conferences
and
other
private
rental
opportunities,
including
numerous
weddings.
We
had
three
of
them
last
weekend.
A
lot
of
people
start
their
lives
together
at
bluestem.
F
In
2018,
we've
continued
our
tradition
of
joining
together
with
other
partners
in
the
community
to
bring
high
quality
entertainment
options
to
the
stage
at
bluestem.
In
2018
we
teamed
up
with
Jade
presents
for
the
10th
year
running
we've
enjoyed
in
him.
Another
amazing
summer
concert
series
featuring
national
renowned,
recording
artists
from
numerous
genres
of
music.
All
totaled
blue
stay
at
blue
stone,
we'll
have
hosted
13
concerts
by
mid-october,
including
the
8th
annual
Symphony
rocks
at
blue
stem,
which
was
once
again
held
at
blue
stem
in
August.
G
F
It
is
with
great
appreciation
that
I
say
thank
you
for
making
all
this
possible.
It
is
my
great
great
pleasure
to
represent
the
thousands
of
people
who
have
benefited
from
this
organization
over
the
past
40
years
and,
on
behalf
all
the
amazing
young
people,
our
donors,
our
parents
and
our
volunteers
and
everyone
who's
participated
over
all
these
many
years.
A
I
H
F
D
Just
wanted
to
echo
what
mr.
Johnson
said
and
say:
trota
is
one
of
the
first
campuses.
I
got
a
visit
when
I
started
here
and
I
just
very
quickly
learned
with
North
Dakota,
whether
it's
part
of
the
way
where
students
might
start
designing
the
sets
in
May.
And
then
you
have
this
crazy
storm
two
weeks
before
the
main
stage
musical,
and
then
they
do
it
all
again
in
that
two
week,
compact
full-time.
D
J
F
K
Do
this,
you
do,
okay,
feel
really
good
about
this.
Okay
right
Bethany!
Let's
go
okay!
Well,
thank
you!
So
much
for
allowing
us
the
time
to
come
and
share
with
you
once
again
the
process
that
we've
been
going
through
with
our
Student
Wellness
and
family
facilitators
I.
It
is
such
a
privilege
to
work
with
these
fine
professionals
that
you
are
about
to
hear
from.
K
G
Hey
thanks,
Patti
all
right
good
evening:
I'm
Amy,
Riccio
I'm,
one
of
the
student
and
family
facilitators
for
Fargo
public
schools.
I'm
gonna
go
through
the
first
part
of
this,
and
then
Beth
will
jump
in
with
some
of
the
data
review
first
off.
This
is
that
we
are
starting
our
third
year.
It's
hard
to
believe
I
always
check
myself
like
oh
wow,
it's
just
in
the
third
year
of
this,
so
lots
to
share
with
you.
As
you
know,
our
that
Student
Wellness
facilitator
positions
are
rooted
in
our
strategic
plan.
G
So
just
referencing
our
community
outreach
and
communications
initiative,
five
we're
down
in
goal
six,
where
we
work
with
outside
agencies
to
help
students
get
assistance
that
they
need
anywhere
from
mental
health,
dropout
prevention
and
just
overall
at
risk,
so
real
quickly,
I'm
Amy,
I'm,
the
first
one
there
on
that
screen
I
my
my
base
school
is
South.
High
I
serve
all
of
the
schools
that
would
feed
into
South.
So
all
of
those
Elementary's
that
feed
South,
High
Carl
Ben
Eielson
the
middle
school.
G
G
Then
we
have
Jamie
Jamie
Benson
right
back
here,
she's
on
the
north
side.
She
serves
north
her
her
base
school
is
Ben,
Franklin
middle
school
and
she
serves
all
of
those
Elementary's
that
feed
into
North
High
Jamie
spends
a
lot
of
her
time
at
Elementary's
on
the
north
end,
so
that
really
takes
a
lot
of
her
time,
as
well
as
the
Early,
Childhood,
Center
and
then
Mary
Mary
Kruger
is
one
of
the
three
I'll
say
originals
with
Beth
and
I.
G
Mary
has
worked
at
North
High
for
several
years
and
that's
where
her
her
bases
her
home
base
works
mostly
with
the
high
school
students
there
and
then
Beth.
Beth
works,
her
home
bases
discovery,
and
she
also
serves
some
kids
at
Davies
and
then
those
elementary
schools
that
feed
into
Discovery
and
Alexis
is
best
partner.
So
she
is
sorry
best
home
base
is
I'm.
Sorry
alexis
is
home
bases
at
Davies.
She
serves
mostly
Davies
kids
she's,
taken
on
a
lot
of
our
early
childhood
students
and
some
Elementary's
to
help
with
that.
G
So
it's
it's
a
very
it's
a
different
system
that
I
think
schools
are
used
to
the
six
of
us
come
from
a
background
in
education
of
systems,
and
so
that's
what
we
do.
We
work
within
a
system,
so
we
work
within
a
family
system.
I
should
say
so.
We,
our
referrals,
come
to
us
and
we
we
base
who
goes
where
based
on
where
they
live.
So,
if
you
are
a
student
at
Carl,
Ben
Eielson,
we
will
work
with
your
family.
You
may
have
a
high
school
student.
G
You
may
have
an
elementary
student,
they
get
one
of
us,
they
don't
get
different
people
coming
in
and
out
when
you
transition
to
a
different
school.
So
you
are
now
ready
to
go
to
South
High.
They
stay
with
us
if
they
need
us
so
there's
not
multiple
people
coming
in
and
out
of
their
lives
just
really
quickly
the
role
of
the
Student
Wellness
and
family
facilitators.
G
We
we
spent
quite
a
bit
of
time
the
first
year
trying
to
define
sort
of
what
we
are
and
what
we
do
working
with
very
closely
with
our
school
counselors
to
come
up
with
defining
our
role.
So
basically
the
things
highlighted
we
do
a
lot
of
coordination,
that's
the
the
gist
of
our
jobs.
We
can
we
do
a
lot
of
collaboration
with
our
community.
G
We
want
to
get
down
there
and
Beth
will
review
some
of
that
data.
To
show
that
that
is
starting
to
happen.
We
do
some
screeners.
We
collect
a
lot
of
social
history
data
information
about
the
families.
We
do
a
lot
of
referral
to
our
our
community
resources,
just
a
variety
of
things.
It
could
be
a
food
pantry,
it
could
be
medical
assistance,
it
could
be
a
doctor
visit
I'm
trying
to
connect
families
with
what
they
need,
and
then
we
also
mostly
at
our
high
school
level,
do
some
work
with
the
community.
Our
chemical
use
education.
G
So
if
a
student
receives
a
citation
for
chemical
usage,
then
they
would
get
a
referral
to
a
wellness
facilitator
and
we
meet
with
them
and
just
go
through
a
quick
screener
to
see
where
things
are
at
I
did
put
a
note
on
here
that,
as
we
were
developing
this
trying
to
figure
out
where
we
fit
our
counselors,
often
here
our
state
of
North
Dakota
says
you
know.
One
to
three
hundred
kids
is
what
you
serve.
G
This
is
a
screen
that
Patti
and
I
are
like.
We
need
a
screen
that
says
what
we're
not
because
this
is
what
I
base
it
on,
because
it's
hard
to
say
everything
we
do
is
so.
This
is
what
we
don't
do.
We
do
not
do
any
diagnosis.
We
will
not
provide
anything
for
an
insurance
to
bill
out
to
we
do
not
do
that.
We
do
not
do
therapy.
We
refer
to
therapists
outside
of
our
schools.
We
do
not
do
any
assessments,
we
do
screeners
and
there's
a
huge
difference,
especially
with
chemical
usage.
G
We
would
refer
those
to
the
experts
in
our
community
and
we
do
not
do
crisis
response,
which
has
been
really
challenging
because
you
know
we
want
to
jump
in
there
and
help.
There's
there's
a
lot
of
things
going
on
in
our
schools
and
they're,
quick
to
say:
hey.
Can
you
come
over
here
quick
and
help
this
student,
and
we
can't
always
guarantee
that
we
can
do
that.
G
This
is
the
just
a
snapshot
of
our
referral
form,
just
a
reminder
that
this
is
found
on
our
portal
under
district
forums,
teaching
and
learning
I
have
to
give
a
shout
out
to
our
friend
Kirby,
just
because
we
sort
of
a
little
crazy.
Sometimes
social
workers
aren't
good
with
technology,
but
we
have
Kirby
so
we're
all
good.
So
this
is
our
forum,
it's
on
that
website
and
on
our
portal
and
those
that
can
refer
in
our
district,
our
counselors
social
workers,
administrators
and
then
our
special
ed
coordinators.
G
The
one
thing
I
didn't
mention
is
that
bottom
little
icon
this
is
our
communication
tool
to
try
to
be
transparent
with
our
all
of
our
staff
because
they
they'll
have
a
student
come
in
and
they're
like
gosh.
We're
not
sure
this
kid
needs
some
help.
Is
anyone
helping
them?
So
when
a
referral
comes
to
us
and
we
start
working
with
them,
we
tag
them
in
our
power
school
system
so
that
their
staff
that
have
access
to
that
can
see
that
we're
connected.
G
And
if
you
clicked
on
that
icon,
it
would
tell
you
which
wellness
facilitator
is
working
with
them.
So
they
could
contact
us
and
then
really
quickly
the
additions
that
we
have
to
this
wif
program
in
2017
18.
So
this
back
to
the
sort
of
the
years
that
I
did
dropout
prevention
and
I
would
always
challenge
myself.
G
When
you
do
dropout
prevention,
you
always
want
to
add
something
every
year,
because
it's
very
overwhelming
and
you
piecemeal
so
every
year,
you're
gonna
add
one
new
thing
that
you're
gonna
do,
and
so,
when
I
switched
over
to
Swift's
I'm
like
we
got
to
add
we
every
year,
we
got
to
do
something
else.
You
know
make
it
so
that
we
can
add,
see
where
our
data
is
telling
us.
We
need
and
try
to
add
that
so
this
last
year
we
have
quite
a
list.
G
We
added
early
childhood
special
ed
can
now
make
referrals
to
the
Swift
program,
and
there
there's
some
intense
needs
out
there,
so
they
are
people
that
can
receive
our
service,
Al
and
Indians.
Ed
students
are
now
identified
and
routed
to
those
programs.
We
have
a
citation
procedure,
that's
much
more
clear.
We
are
utilizing
screening
tools
that
are
research-based,
so
we
have
the
Columbia
screening
our
suicide
severity
rating
scale,
as
well
as
the
global
appraisal
of
individual
needs.
That
global
appraisal
of
individual
needs
is
called
the
gain.
G
We
do
that
with
all
kids
ages,
12
and
up
just
to
see
where
they're,
at
with.
What's
going
on
with
the
needs
that
they're
presenting
increased
collaboration
with
mental
health
providers,
we
now
have
a
couple
of
agencies
or
organizations
in
our
community
that
will
have
standing
appointments
for
your
Fargo
swift's.
So
we
just
use
those
relationships
and
said:
hey:
will
you
hold
every
Thursday
at
one
o'clock,
so
we
can
get
kids
in
quickly,
otherwise,
it's
quite
a
wait
to
get
some
therapy
or
counseling
our
data,
collection
and
Beth
will
take
a
look
at
this.
G
We
have
added
a
piece
that
shows
the
kids
that
are
active
and
the
kids
that
are
are
the
families
that
are
now
closed.
We
did
this
so
that
we
could
sort
of
measure
the
intensity
of
the
kids
that
we're
serving
it's.
It's
really
hard
to
know
like
where
are
they
adding
things?
So
if
a
child
remains
active
past
a
school
year,
there
there's
a
lot
of
intensity
there.
There's
there's
a
lot
of
needs
that
we're
not
able
to
get
to
the
last
two
building
compassionate
schools.
G
Most
all
of
us
are
on
one
of
those
teams.
If
not
facilitating
teams
doing
a
lot
of
work
with
trauma,
training
and
then
the
last
one
is
a
place
called
the
source.
This
is
just
a
clinic
caring
closet
at
Agassiz,
where
we
decided
to
gather,
lost
and
found
clothing
and
launder
it
and
then
recycle
it
to
the
students
that
that
we
serve
instead
of
going
out
and
purchasing
clothes
for
them.
So.
A
I
This
is
gonna,
be
a
big
focus
for
us
for
the
year
as
far
as
mental
health,
but
this
this
group
is
committed
to
the
continuum
of
care
outside
of
school
as
well,
and
some
of
the
data
that
they
share
even
about
the
wraparound
services
that
are
shared
at
Jefferson
are
astonishing.
I
mean
they
are
just
incredible.
So
thank
you
for
all
you
do.
I
A
A
All
right,
it's
six
o'clock
on
the
clock,
I'm
looking
at
so
is
there
anyone
here
from
the
public
for
the
property
tax
levy,
public
hearing
that
would
like
to
speak.
Anyone
all
right,
we've
taken
that
item
on
the
agenda
then,
and
we
will
go
back
to
our
staff
reports
Beth
you
like
to
pick
it
up
from
here.
Thank
you
very
much.
L
The
exciting
stuff,
the
stats
I'm,
the
geek
on
our
squad,
so
a
lot
of
these
stats
are
the
same
from
last
year,
but
what
I
did
is
I
did
the
comparison,
so
you
can
kind
of
see
where
the
fluctuating
is
this.
Last
year
we
had
463
referrals
and,
as
you
can
tell,
those
are
down
a
little
bit
from
last
year.
L
L
Our
presenting
concerns
also
have
not
changed
our
highest,
as
you
can
see,
is
listed
top
to
bottom
we're
working
with
a
lot
of
kids
with
depression,
anxieties,
there's
a
lot
of
family
stress
in
the
home
and
there's
a
ripple
effect,
and
then
they
come
to
school
and
they
struggle
with
the
attention
we
see
some
behaviors.
A
lot
of
our
students
are
struggling
with
some
trauma
as
well,
so.
L
Citations,
this
was
the
noted
with
Amy
in
regards
to
us
documenting
this
more
clearly
so
of
our
463
referrals.
Only
18%
of
those
were
citations,
so
82%
of
those
students
we
identified,
you
know
without
the
CD
component,
when
you
break
down
what
are
those
citations
you
can
see?
35%
are
related
to
tobacco
30%
to
alcohol,
22%
drugs
and
that
can
be
street
drugs
or
even
prescription
drugs,
and
the
mere
presence
is
when
students
are
identified
at
it
at
an
environment
where
these
substances
were
taking
place.
A.
L
G
G
Thirty-Seven
graduated
three
received
a
GED
six
continued
in
to
finish
their
50
as
a
fifth
year
senior
six
of
them
to
drop
out
and
for
transfer
it
out
so
good
work
on
that,
and
now
last
year
we
had
a
student
come
and
talk
with
you
that
had
graduated
and
this
year,
I
thought:
okay,
we're
gonna,
try
something
a
little
different,
we're
gonna
have
a
parent
come
and
share.
So
this
takes
a
lot
of
courage
and
I'm
so
proud
that
Toria
is
here.
M
My
name
is
Toria
I'm,
the
mother
of
three
children
attending
Fargo
public
schools.
My
son
Malik
is
in
first
grade
at
Hawthorne,
my
daughter,
Leila
and
my
son
Rodney
are
both
in
seventh
grade
at
Carl
Ben,
my
family
moved
to
North
Dakota
in
2014
from
Detroit
Michigan.
We
initially
settled
in
Sheldon
North
Dakota
near
my
mother.
I
found
a
full-time
job
working
in
Fargo,
but
it
was
a
two-hour
commute
each
day.
So
a
lot
while
living
and
shot
in
my
relationship
with
my
Leakes
dad
turned
controlling
and
abusive.
M
My
older
son
was
also
emotionally
and
physically
abused
by
him.
Malik
and
Leila.
You
know,
saw
the
whole
thing.
It
was
clear
we
needed
to
leave
this
situation
in
him,
so
I
decided
to
move
out
of
our
home
in
July
of
2017
I
moved
to
Fargo,
with
my
three
kids.
We
left
most
of
our
belongings
in
our
home.
In
Sheldon.
We
only
took
a
few
boxes
of
clothes
in
a
box
of
toys.
The
only
furniture
we
had
was
a
couch
and
a
TV.
M
My
plan
was
were
to
return
to
our
home
in
Sheldon
and
get
our
beds
and
the
rest
of
our
belongings,
once
I
saved
some
money
to
rent
up
a
truck.
Oh,
but
a
week
after
we
moved
to
Fargo,
our
home
was
destroyed
by
a
fire
and
everything
was
lost.
My
son
youngest
son,
took
the
loss
of
his
belongings
and
then
his
dad,
leaving
and
going
back
to
Michigan
extremely
hard
I
was
referred
to
the
school
counselor
I
was
referred
by
the
school
counselor
to
the
student
wellness
program.
M
M
My
youngest
son
Malik
was
really
struggling
after
his
dad
abandoned
him
and
he
lost
all
his
possessions
in
the
fire.
Well,
it
all
happened
within
a
few
weeks
for
him.
He
was
really
worried
about
his
dad
and
missed
him
a
lot.
It
was
very
confusing
for
a
six-year-old
to
try
to
understand
his
feelings
after
witnessing
his
dad
hurting
his
mom
and
brother,
but
still
loving
and
missing.
His
father
Malik
was
talking
about
how
he
were
in
heaven.
He
could
watch
over
and
be
with
his
dad.
M
Every
day
he
continued
to
talk
about
wanting
to
be
in
heaven
and
then
told
the
school
staff
he
wanted
to
die,
so
he
could
go
live
in
heaven,
Amy
helped
us
connect
us
to
trauma
focused
therapy
for
him.
She
went
with
this
to
the
first
therapy
appointment
to
introduce
us
and
explained
why
we
were
there.
M
The
therapist
worked
closely
with
me
and
helped
Malik
find
better
coping
skills
for
his
anger
and
sadness
after
we
got
started
with
trauma
therapy,
Malik,
magical
thinking
about
heaven
intensified
Amy,
and
the
therapist
assured
me
that
this
was
pretty
common.
Things
often
get
worse
before
they
get
better,
but
that
Friday
the
school
called
me
to.
Let
me
know
they
were
very
concerned
about
Malik,
since
he
was
very
persistent,
but
about
going
to
heaven
that
day
and
told
them
he
had
a
plan
of
how
he
was
gonna
die.
M
The
school
was
concerned
about
his
safety
and
told
me
I
needed
to
have
him
evaluated
immediately
at
Prairie.
I
was
very
terrified,
I
didn't
know
what
to
do.
I
thought,
putting
my
six-year-old
in
a
mental
hospital
and
simply
being
separated
from
me
would
cause
even
more
trauma
than
I.
Desperately
didn't
want
that
and
went
to
pick
Malik
up
from
school
and
Aimee
helped
me
to
get
an
emergency
visit
to
the
trauma
therapist
so
that
we
didn't
have
to
go
to
the
hospital.
M
Over
the
summer,
Malik
was
able
to
successfully
complete
his
trauma,
focused
therapy
program
and
is
now
doing
much
better.
I
would
not
have
been
able
to
help.
My
son
without
the
student
wellness
program
ami
continues
to
help
connect
me
to
community
resources,
including
reapplying
for
insurance
therapy.
For
my
other
son,
after-school
programming
and
summer
activities,
I've
also
received
many
items
for
my
family
at
the
source,
which
is
the
food
clothing
and
basic
needs,
pantry
provided
by
or
organized
by
the
student
wellness
facilitators.
M
The
goal
for
my
kids
is
similar
to
most
parents.
I
just
want
my
kids
to
have
better
than
I
did.
I
grew
up
in
a
really
rough
area
and
I
didn't
graduate
from
high
school
I
want
my
kids
to
go
out
my
safe
place
and
become
the
first
members
of
our
family
to
graduate
from
high
school
and
then
college
to
have
good
employment
opportunities
and
become
positive
members
of
our
community.
The
sources
and
support
from
the
student
wellness
program
are
helping
my
family
achieve
our
goals.
M
G
Okay,
our
last
slide
is
again
driving
using
our
data
to
drive
where
we're
going.
So
if
we're
gonna
collect
data,
I
believe
that
we
use
that
data
to
tell
us
where
to
go
in
the
future,
so
this
next
year,
leading
into
the
following
school
year,
we're
working
to
try
to
create
that
continuum
of
care
so
similar
to
what
we
would
do
for
special,
ed
and
flow.
Depending
on
what
your
needs
are,
you
may
be
just
supported
in
a
resource
room.
You
may
need
a
level
C.
You
may
need
more
than
that.
G
The
same
thing
goes
for
the
Swift
program.
We
need
that
continuum
of
care,
because
there
are
kids
that
one
or
two
kids
may
take
80%
of
our
time.
That
tells
us
they
need
more.
Some
of
our
kids
need
less
and
they
can
go
on
that
maintenance
list.
So
there
is
some
programs
in
our
community,
in
our
state
in
neighboring
states
that
we're
trying
to
to
work
with
other
our
providers
to
say
how
do
we?
How
do
we
connect?
How
do
we
work
together
to
get
with
the
families
need
lack
of
transportation?
G
This
has
come
up
since
I've
done
dropout
prevention
for
the
last
ten
years.
This
community
is
very
hard
to
navigate
in.
If
you
don't
drive,
we
have
a
bus
system,
but
I,
don't
think
any
of
us
would
want
to
take
two
hours
to
come
to
work
and
sometimes
that's
what
it
takes
for
some
students
if
they
write
public
transportation
to
get
to
an
appointment
or
sometimes
school.
So
we
are
working
hard
to
figure
out
what
we
can
do.
Some
of
those
things
are
bringing
the
services
to
kids,
bringing
the
services
to
families.
G
That's
why
often,
the
six
of
us
do
a
lot
of
home
visits,
we're
not
going
to
expect
them
to
bundle
their
kids
up
and
bring
them
to
us
same
goes
for
any
services
they
may
need,
and
the
last
one
is
educating
all
staff.
This
is
something
that
the
six
of
us
and
I
strongly
believe
in.
When
you
know
better,
you
do
better.
My
grandma
always
said
that
it
is
so
very
true.
She
said
you
will
be
so
much
better
parent
than
I
because
you
got
to
go
to
college,
and
that
is
so
true.
G
It's
true
with
our
staff:
they
want
to
do
better,
but
sometimes
they
don't
know
they
don't
know
how
to
serve
kids
that
have
trauma
or
met
health
issues
or
even
kids
that
have
some
attendance
or
some
dropout
tendencies,
so
just
providing
some
education
for
them
and
just
using
the
resources
that
we
have
within
their
Swift
program.
So
that's
our
report
tonight
we're
willing
to
take
any
questions
you
may
have
does.
G
Absolutely
good
question:
most
of
it.
Most
of
us
try
to
follow.
I
still
talk
to
students
that
have
graduated
actually
as
well
I'm,
helping
them
in
post-secondary,
sometimes
they're,
just
not
mature
and
ready,
and
so
that
offer
to
come
back
is
there
to
a
certain
point.
A
certain
age.
I
will
tell
you
in
any
school
system,
it's
so
much
easier
to
get
off
the
freeway
of
Education
than
to
get
back
on
it.
So
that
is
a
barrier
that
we're
working
at.
G
N
G
G
The
the
five
that
sit
behind
me
are
just
as
passionate
as
I,
and
it
really
hurts
our
heart
to
think
about
kids
that
we
just
can't
get
to
because
they
don't
their
needs,
don't
go
away
and
intensify
the
following
year
and
some
of
those
are
the
kids
that
dropped
out.
We
just
you
know
they
weren't
the
squeaky
wheel
and,
and
that's
just
what
it
is.
G
Hopefully
we
can.
We
can
rap
a
little
bit
better
around
that
with
our
community
partners
like
I,
shared
about
that
continuum
of
care.
There's
a
program
called
targeted
case
management
that
we're
working
hard
to
try
to
figure
out
how
we
can
get
that
to
fit.
It's
very
intensive
services
for
those
kids
that
take
the
majority
of
our
time.
So
it's
a
process
but
we're
getting
there
we're
getting
there.
Thank
you.
G
I'm,
not
sure
and
I
hesitate
to
say,
let's
market,
that
because
we
already
have
a
lot
on
our
plate
and
that's
concerning
to
open
those
floodgates.
I
know
like
Moorhead
public
schools
has
this
program
and
they
they
take
referrals
from
a
student
or
from
a
parent
and-
and
that
makes
me
a
little
bit
nervous,
I
think
our
school
educators
are
very
well
educated
on
what
we
do,
our
principals,
our
counselors,
they
they
know
and
I,
will
tell
you
the
referrals
they
give
us
our
100%
appropriate.
G
A
I
G
G
She
facilitates
our
PLC
time,
and
so
we
meet
every
week
and
we
staff
some
cases
and
I
would
tell
you
that
the
kids
that
were
staffing
their
needs
are
pretty
extreme
and
I
would
say
it's
k12
and
it's
part
of
it
is
the
parenting
skills
that
we
need
to
help
parents
they
want
to
do
better.
They
just
don't
know
what
to
do
and-
and
we
don't
have
a
lot
of
support
around
parenting
groups
in
our
community
that
they
can
attend
for
many
reasons,
either
money
or
transportation,
but
they're
they're
willing
to
work.
A
A
So
it's
wonderful
that
we
have
some
organizations
that
are
willing
to
help
us
get
get
those
kids
help
and
families
help,
and
is
it
Toria?
Okay?
So
thank
you
for
sharing
your
story
and
you
and
your
children
are
gifts
to
the
city
of
Fargo
and
to
our
school
district.
So
we
really
appreciate
hearing
from
you
and
helping
us
to
understand
and
learn
a
little
bit
about
your
experience.
Very
welcome
anything
else.
Thank
you.
So
much
for
your.
O
P
Evening
happy
to
be
here
tonight
to
talk
a
little
bit
about
our
activities.
Program.
I'm
gonna
share
some
data
with
you,
but
before
I
turn
it
over
to
Denise
Odegard,
our
performing
arts
specialist
to
share
her
slides
had
a
great
afternoon
today
we
finished
the
South
project,
they're
sweeping
up
the
scraps,
putting
together
the
last
soccer
goal,
they'll
be
practicing
on
it
tomorrow.
It's
pretty
awesome
it
if
you
can
make
it
out
there
Friday
night.
P
It
looks
great
I
been
part
of
quite
a
few
projects
in
my
professional
career
I've,
never
seen
one
that
went
as
smooth
as
this
one.
Everybody
was
where
they
said
they
were
gonna,
be
when
they
said
they
were
gonna,
be
there.
It
was
unbelievable,
so
kudos
to
fieldturf
and
Peterson
contracting
for
the
work
they
did
it.
Literally.
There
wasn't
the
hitch.
We
met
every
Tuesday
at
1:00
p.m.
and
everybody
was
there.
Everybody's
got
their
marching
orders
and
away.
We
went
so
it's
fun
when
things
turn
out
that
well.
P
Q
Thank
you,
you're.
A
little
taller
than
I
am
well.
First
of
all,
I
want
to
express
our
deep
gratitude
from
my
75
performing
arts
teachers
for
creating
a
school
district
where
there's
access
for
every
single
student
in
our
school
district
to
participate
in
the
arts
in
some
way
nobody's
turned
away
because
they
can't
afford
an
instrument
or
or
don't
have
the
materials.
So
we're
able
to
provide
for
all
of
them,
and
that's
that's
very
important
to
the
work
we
do
and
I
I
can
say
from
being
across
the
country
for
a
couple
years.
Q
Q
It's
not
a
contest,
it's
getting
valuable
feedback,
and
so
that
was
that
was
important
to
our
theater
teachers.
To
set
it
up
that
way
just
to
get
feedback,
so
they
all
participate
in
that.
As
you
can
see
up
here,
the
different
productions
that
are
happening
this
year
I
do
want
to
make
mention
that
kids
not
only
sing,
dance
and
act
that
the
students
that
are
interested
in
building
sets
and
doing
lighting
and
sound
takeover
they're
trained
in
our
district,
which
is
another
thing.
Q
Q
On
the
music
side,
we
offer
a
lot
of
different
types
of
music.
So,
on
the
left
hand
side
you
can
see
the
actual
co-curricular
groups
for
the
elementary
students
from
hand
chimes
to
world
drumming
and
world
drumming
we've
had
here
before
it's
it's
a
way
to
build
community
at
some
of
the
schools
where
some
of
this
kid
kids
that
they
were
talking
about
previously,
that
struggle
in
school
or
struggle
to
belong.
Q
It's
a
place
to
just
come
in
and
be
a
part
of
something,
and
it
speaks
to
some
kids
and
not
others,
so
we're
providing
that
opportunity.
We
have
folk
dance.
We
have
musical
theater
in
choir.
Middle
school
has
banned
Orchestra
choir,
but
then
we
also
have
the
co-curricular
groups,
which
are
an
extension
that
meet
before
the
school
day
and
then
on
the
right
side.
Q
The
school
district
provides
the
busing
for
them
and
you
can
see
up
there
what
they
get
to
participate
in.
We
also
have
Steve
stark
bottom
left
corner
doing
mr.
history,
presentations
for
the
kids
in
3rd
and
4th
grade,
and
he
ties
that
into
their
history
of
North
Dakota
and
things
like
that
that
they
are
studying
in
school.
Q
We
also
partner
with
the
Metropolitan
Opera
in
New
York
City,
and
they
called
us
one
day
and
said:
would
you
like
students
to
go
to
the
Opera
and
they
have
a
live
in
HD
showings
of
various
operas
during
the
school
year
at
century?
10
theaters,
so
they
provide
50
tickets
to
our
students
to
attend
4
different
times
during
the
year
and
I.
Q
We've
had
some
students
that
have
tried
out
for
things
auditioned
for
things
on
a
national
level,
so
we
had
six
students
participating
in
the
Carnegie
Hall
Performance
Series
in
New
York
City.
We
had
about
50
kids
participate
in
an
honors
choir
here
in
the
community,
put
on
by
the
co
tied
chapter
and
then
the
last
one.
Q
Q
Q
We've
got
a
lot
of
groups
that
perform
in
West
acres
in
December,
so
if
your
Christmas
shopping
or
something
you
can
enjoy
some
of
that
music,
we've
had
also
some
groups
helping
with
benefits
cancer
benefits
and
then
helping
a
particular
student
at
North
High
with
that's
battling
cancer
raising
money
for
them.
We've
had
some
quite
choirs
that
were
featured
performers
at
a
State,
Choir
Directors
Association.
Q
Some
regional
events
that
kids
participate
in
the
some
students
were
Ben
Franklin.
This
is
last
very
early
reporting
on
last
year,
since
this
year
hasn't
happened
yet
so
a
young
musicians
festival
in
Casselton
we've
had
multiple
students
go
up
to
und
to
their
honors
festival.
We
actually
have
a
band
festival
in
Fargo,
that's
called
the
big
flooding
band
festival
and
then
our
Youth
Symphony
has
had
an
our
young
artist.
Competition
and
the
first
clarinetist
in
37
years
was
from
Davies
high
school.
Last
year.
Q
We've
had
a
lot
of
guests
artists
into
our
school
district.
There's
a
lot
of
people
that
pass
through
or
they
might
do
something
at
one
of
the
college's
and
so
I'll
just
run
through
them.
Real
quick,
sonic
escape
is
a
Juilliard
trained,
violin
flute.
Do
it
do
all
that
do
all
kinds
of
styles
of
music
and
we
want
to
encourage
kids
not
just
to
play
classical
or
jazz?
We
want
them
to
be
really
creative
and
inventive
in
this
couple
is
very
creative.
Q
Beyo
is
a
string
quartet
of
two
made
up
of
two
brothers
that
grew
up
in
North
Dakota,
so
they
came
and
worked
with
our
string
students.
We
had
a
professional
trumpet
player
working
with
band
students.
One
of
our
standards
is
composing.
We
had
a
composer
come
and
work
with
middle
school
students
and
I,
don't
know
if
I
can
pronounce
his
name,
but
the
colonel
was
a
guest
at
NDSU
and
then
they
did
some
reach
out
with
our
band
students
and
then
the
last
one.
Some
of
you
participated
in
and
came
to
this
event.
Q
Felonious
monk
Institute
of
jazz
named
us
as
one
of
three
school
districts
in
the
country
that
they
would
want
to
come
and
work
with.
So
it's
peer
to
peer
students,
teaching
students,
and
then
we
had
two
artists
that
came
and
saying
in
our
inner
mayor
actually
saying
a
little
jazz
that
day.
So
that
was
a
lot
of
fun
and
then
to
end
my
little
part
of
this.
We
are
an
award.
Q
We
have
received
the
award
of
best
communities
for
music
education
for
the
fifteenth
year
and
I
think
it's
been
around
for
about
18
years,
and
so
I
had
the
opportunity
of
actually
being
on
the
committee
that
revised
a
survey
that
we
had
to
do
last
year
so
or
the
survey
that
has
not
been
revised
in
probably
18
years.
So
we
updated
it
with
a
lot
of
different
things
that
you'll
see
in
education
now
from
special
ed
to
all
sorts
of
things
that
were
addressing
as
music
teachers.
Q
P
All
right,
I'll
jump
right
in
with
our
survey
results
each
May.
We
do
a
participant,
satisfaction.
Survey.
This
year
we
had
thirty-three
hundred
and
eighty-four
students
respond
to
the
survey
on
a
variety
of
things
in
our
activities,
program
and
I.
Think
you
know.
One
of
the
things
we
try
to
emphasize
is
that
if
it's
an
athletic
activity,
there's
gonna
be
a
scoreboard.
If
it's
a
fine
arts
activity,
there's
gonna
be
a
performance,
and
what
are
we
doing?
Besides
those
things
in
our
programs
that
are
enhancing
the
education
of
our
students?
P
That's
one
of
our
directives
or
goals
underneath
strategic
initiative,
four
and
I
think
we
have
some
great
information.
I've
shared
this
the
last
couple
years
and
every
time
I
go
through
it
in
June.
Jennie
usually
gets
to
put
together
for
me
and
I,
just
smile
for
mostly
after
noon,
because
we're
doing
a
lot
of
things
well,
just
some
demographic
information
to
start
here,
roughly
80%
of
the
kids
indicated
that
they
had
participated
in
some
co-curricular
activity.
P
That's
out
of
those
that
clicked
on,
they
would
do
the
survey
and
we
had
about
50
you
liked
2%
of
those
were
females.
There's
a
breakdown
by
grade
pretty
good
distribution
breakdown
by
school,
again,
pretty
good
distribution.
Our
larger
schools
are
a
little
more
well
represented,
which
you
would
think
to
be
true
about
half
of
our
students
indicated
that
they,
their
primary
participation,
was
in
athletics.
We
give
them
the
option
to
choose
one
thing
that
you
think
of
as
your
major
area
of
participation
and.
P
Now
we
break
them
down
by
group,
so
if
they
chose
athletics
or
the
Performing,
Arts
or
clubs,
each
slide
will
be
broken
down
a
little
bit
and
I
love
showing
this
one.
The
coaches,
because
30
percent
of
our
kids
play
sports
because
it's
fun
and
I
think
we
have
to
keep
that
in
mind
all
the
time
when
I
talk
to
coaching
groups,
if
it's
not
fun,
why
are
we
doing?
This
is
very
important
and
that
group
is
even
larger
and
our
performing
arts
respondents
and
similar
again
in
our
academic
activity
and
club
respondents
from
there.
P
P
P
Warming
arts
very
high
positive
reading,
then
we
asked-
and
it
was
suggested
we
add
this
a
couple
years
ago,
if
you
didn't
participate,
why
not
and
a
pretty
strong
percentage
didn't
respond
to
that?
We
always
hear
about
the
after-school
job
and
that
doesn't
appear
in
this
case
to
be
a
very
large
segment.
P
P
Then
we
ask
them
if
you
did
not
participate
in
our
programs.
What
did
you
participate
in
see?
They're
a
pretty
large
number
didn't
respond
anything.
Then
we
had
kind
of
a
group
of
dance
type
things
and
another
group
of
club,
sports
and
I.
Think
we've
got
to
remember
that
we
don't
really
offer
hockey
until
10th
grade,
for
example.
So
if
you're,
six,
seventh,
eighth
or
ninth
grader,
your
participation
is
probably
with
a
club.
We
don't
have
middle
school
soccer,
so
they're,
probably
with
the
club.
P
Another
indicator
that
we
use
is
GPA.
Here
we
have
a
comparison
of
the
overall
GPA
of
our
students
in
grades
nine
through
12,
then
the
those
that
have
indicated
their
co-curricular
participant
is
higher
and
non
participating.
Students
is
a
little
bit
lower,
which
pretty
consistent
with
national
statistics
that
you
see
and
I
included
in
the
packet
itself
kind
of
an
honor
roll.
We
have
our
building
activity
coordinators
as
good
things
are
happening
during
the
year.
Jenny
creates
a
Google
document
that
they
can
just
go
in
and
say:
okay,
the
state
soccer
tournament
just
ended.
P
P
Another
indicator
we
use
is
team,
scholar,
recipients,
any
activities
that
are
sanctioned
by
the
North
Dakota
high
school
Activities
Association
can
be
honored
as
a
team
scholar
if
they
have
a
cumulative
GPA
on
their
team
of
a
3.2
or
higher.
We
had
73
this
year,
that's
the
most
we've
had
since
I've
been
tracking
it,
which
is
almost
every
activity
we
had
one
or
two
here
or
there
that
didn't
have
a
3.2
team
GPA,
but
we
were
up
seven
from
last
year.
I
believe
I
think
it
was
sixty
say,
might
have
been
67
last
year.
P
Little
reminder
we
run
a
lot
of
tournaments
in
town
here
through
the
metro
area
tournament
committee
and
we
have
another
busy
year.
I've
listed
those
there,
starting
with
Dakota
ball
shortly.
Well,
actually,
we
had
our
conference
golf
meet
out
of
maple
river.
Yesterday
wasn't
a
beautiful
day
for
golf,
but
went
very
well
out.
P
It's
a
completely
turf,
softball
stadium,
and
then
we
have
state
a
golf
this
year
up
at
Edgewood,
along
with
lots
of
other
Invitational
and
regional
tournaments
that
we
run,
but
those
are
state
events
this
year
and
as
always,
I.
Thank
you
very
much
for
your
support
of
our
activities.
Program
I
tell
anybody
who
will
listen,
that
it's
the
best
value
in
education.
We
get
for
less
than
three
percent
of
our
budget,
all
the
good
things
that
happen
and
all
of
our
activities,
programs
from
Club
the
football
pick
any
questions.
Alright,.
I
I,
go
back
to
the
I
felt
connected
and
cared
about
during
my
participation
in
co-curricular
activities.
The
the
environment
out
of
school
and
sometime
co-curricular
is
different
than
teaching
and
delivering
academics.
So
so
many
of
those
relationships
are
built,
and
this
really
ties
in
to
our
previous
presenters,
it's
a
it's.
I
A
mental
health
thing
and
I
have
always
been
a
proponent
of
extracurricular,
because
we
know
it
directly
correlates
to
higher
graduation
rates
and
so
for
when
I
see
the
districts
across
the
country,
and
my
my
in-laws
are
in
several
in
Ohio
that
do
not
offer
music
and
do
not
actually
offer
extracurricular
anymore.
They
are
seeing
the
results
in
their
academic
achievements.
So
as
as
long
as
we
can
support
it.
E
So
I've
received
questions
before
from
parents
around
what
are
the
deciding
factors
when
talking
about
an
additional
sport
opportunity.
You
mentioned
soccer,
for
example,
at
the
middle
school
level
not
being
offered
currently
at
Fargo
public
schools
or
La
Crosse
I
get
from
because
it's
offered
in
Minnesota.
How
do
we
sort
of
decide
or
determine
offerings
or
when
we
might
be
adding
well.
P
I
P
Know
I'll
go
back
eight
nine
ten
years
before
I
was
even
in
Fargo.
I
got
the
La
Crosse
question
a
lot
and
it's
it's
come
down
to
only
pockets
of
leagues
in
North
Dakota.
The
Moorhead
started
it
up
for
this
year.
Also
it's
been
working
itself
this
way,
but
I
don't
know
if
we're
gonna
have
enough
support
on
West
in
the
near
term.
O
P
Know
it's
it's
somewhat
sanctioned
in
the
state
of
Minnesota
the
Minnesota
State
High
School
League
prints
a
program
for
their
state
meet
and
does
a
few
things
around
the
fringes.
But
it's
it's
not
fully
sanctioned
in
Minnesota,
either
and
I.
Don't
know,
I,
don't
know
that
our
High
School
Activities
Board
has
been
approached
yet
by
the
group
to
see
where
they're
at
I
think
they're
kind
of
happy
with
how
it's
going
in
our
state.
We
have
a
lot
of
participation.
D
I
think
today
you
got
a
chance
to
see
some
of
our
student
participant
responses.
One
thing
that
Tom
Todd
won't
share
is
that
Todd
was
recently
nominated
for
a
national
award
along
with
so
several
of
our
other
coaches
across
the
district
as
well.
Perhaps
last
couple
weeks,
I
haven't
been
able
to
keep
up
with
them,
but
I've
just
been
knowing
seeing
all
of
them
go
through,
but
just
wanted
to
recognize,
Todd
and
his
team
and
for
all
their
efforts
as
well
and.
A
Thank
you
very
much
I,
as
noted
here,
the
survey
completed
by
3384
middle
and
high
school
students.
So
we
don't
know
what
these,
how
these
students
would
be
feeling
if
they
didn't
have
these
opportunities,
but
it
certainly
does
show
that
majority
of
them
are
having
positive,
positive
results
and
positive
feelings
about
their
their
interactions
in
co-curricular
activities.
So
it
is
something
for
us
to
consider
as
we
move
forward
with
decisions
that
we
need
to
make
for
the
school
district.
So
thank
you
for
providing
us
with
the
thorough
information.
A
A
A
H
E
A
E
R
R
E
I
A
H
A
I
A
H
Well,
I
actually
think
we
had
discussions
at
planning
prior
to
that
and
at
the
board,
but
the
official
action
came
in
June,
where
we
approved
a
deficit
budget
with
the
intention
of
specifically
spending
down
our
fund
balance
recognizing
based
upon
the
salary
agreement
that
we
reached
with
the
teachers
that
we
were
actually
spending
more
resources
than
we
had
new
revenues
coming
in.
But
we
felt
we
had
enough
cushion
and
could
drop
the
fund
balance
to
make
that
happen.
B
I
I
A
J
H
J
B
B
N
N
J
A
E
A
There
are
some
statements
that
I
think
deserve
to
be
vetted
and
addressed
versus
my
own
comments
would
be
versus
being
put
in
the
file
cabinet
or
in
on
the
shelf
in
a
binder,
and
so
my
intent
would
be
that
we
take
these
comments
seriously
and
I
believe
that
we
have
all
put
our
thought.
You
know
into
this
no
matter
how
they're
worded
and
that,
in
order
for
us
to
be
stronger
as
board
members
and
as
a
board
that
something
is
done
with
ease
and
so
I
would
look
to
the
board
for
some
ideas.
I
So
we're
looking
at
we
did
a
doodle
poll
for
scheduling
for
the
governance,
training
I
think
this
kind
of
ties
into
that
I
think
this
is
a
useful
exercise
and
a
self-check
that
makes
us
all
set
up
a
little
straighter.
So
as
long
as
we
are
comfortable
reporting
each
other
or
Colleen,
you
know
reporting
violations
in
a
board
meeting
is
the
obligation
of
the
president
first
and
foremost
and
cheeks
not
perfect.
I
So
if
something
else
happens,
it's
our
obligation
to
remind
people
and
I
hope
that
those
suggestions
are
not
taken
as
insults
it,
but
it's
friendly
reminders
and
that's
our
job
as
a
board
and
delivery
is
really
important
and
how
they're
perceived
so
I
think
we're
on
the
path
to
improvement.
I
think
it
is
gonna
call
manage,
and
hopefully
this
this
summit,
that
you're
scheduling
but
a
self-awareness,
I
think
is
key
and
I
think
we're
halfway
there.
So.
A
Additionally,
my
thought
on
this
was
that
I
would
contact
the
board
members
that
had
specific
comments
or
questions
or
suggestions.
I,
don't
want
to
I
realized
that
as
president
a
lot
of
it
is
my
responsibility
for
communicating
with
individuals,
but
I
don't
want
to
assume
that
I
know
what
is
being
referenced
here.
A
Some
of
it
I
think
I
do
but
I
might
not,
and
so
I
would
like
to
have
a
conversation
with
each
board
member
that
has
indicated
either
a
question
or
a
comment
and
use
that
to
help
guide
me
and
figure
out
where
to
go
from
there.
That
is
my
thought
process.
In
addition
to
the
items
moving
on
to
governance
and
in
addition
to
the
governance
training
that
we
have
talked
about,
is
there
any
other
in
and
then
my
plan
would
be
to
next
week
start
reaching
out
to
individuals
for
that
kind
of
con.
B
Only
thing
I
would
have
for
a
new
board.
Members
like
myself
and
I,
tend
to
watch
my
own
barber
and
if
you
guys
have
anything
that
I've
done
or
shouldn't
have
done
or
in
question
or
whatever
feel
free
to
always.
Let
me
know
this
is
new
for
me
to
see
all
of
this,
and
it's
quite
interesting,
so
yeah
I
mean
you're,
not
gonna.
Offend
me
trust
me.
B
H
N
N
A
I
Just
give
this
to
Anna
Marie,
but
a
couple
of
the
highlights
well
taught
you
can
talk
about
the
next
GAC
meeting.
I
won't
be
here
on
that
Tuesday
I've
already
talked
to
the
vice
chair
to
help
lead
that
meeting
just
to
highlight
I
visited
South
High,
my
liaison
school
liaison
school
and
I
joined
the
damned
Daniel
trusts
presentation,
the
Rwandan
refugee
and
his
story,
of
course
was
heartbreaking
and
hopeful.
I
But
perhaps
I
was
most
impressed
with
the
students
that
theater
was
full
and
they
were
so
engaged
and
so
respectful
and
I
think
that
made
me
the
happiest
out
of
the
whole
thing.
I
was
really
proud
of
our
students
because
it
was
a
tough
story
and
you
just
never
know
so
good
job
south,
and
it
was
anybody
who
was
in
period
six.
I
A
N
E
So
communication
committee
met,
we
talked
about
the
recent
task
force
updates
and
the
committee
recommended
that
the
board
liaisons
from
each
district
prepare
information
to
be
shared
with
their
respective
boards
in
collaboration,
so
that
will
be
done
moving
forward.
So
our
message
is:
is
the
same
and
updates
on
each
task.
Force
will
be
given.
Well,
we
received
some
tonight,
so
we
talked
about
that.
E
Additionally,
the
committee
asked
that,
let's
see
the
names
of
the
members
would
be
shared
with
the
board
and
I
believe
they're
also
going
to
be
posted
online,
so
that
folks
can
reach
out
to
that
way
as
well.
The
committee
also
asked
mr.
Gandhi
if
he
would
review
the
communication
audit
so
that
we
can
further
our
conversations
about
what
things
have
been
done
and
what
things
will
be
looked
at
continue
continuing
into
the
future
additionally
and
I
kind
of
skipped
over
at
gp3
strategies.
We
spent
some
time
talking
there
and
I.
E
Lastly,
we
talked
about
handouts
being
provided
in
boardrooms,
set
up
to
be
sort
of
welcoming
to
the
community
that
attend
and
I
saw
that
there
were
handle
additional
handles
that
we
normally
get
for
presentations
at
our
desk
out
there.
So
thank
you
for
that.
Emily
I'm
sure
that
was
much
appreciated,
so
that
folks
can
follow
along
with
what
we're
talking
about
too
and
then
the
rest
of
our
items
are
going
to
be
moved
to
the
next
agenda.
So
you'll
see
them
on
the
next
agenda
minutes
and
we
just
did
decide.
E
E
They
reviewed
year-to-date
financial
reports
and
they're
operating
pretty
close
to
budget.
Their
year-to-date
budget
is
11
point
1
million
and
they're
at
11
point
2.
So
they
consider
that
to
be
on
track.
So
that's
good
news.
There.
They
reviewed
some
initial
utilization
around
the
alux
tool
that
I
shared
with
you
many
months
ago
and
got
some
additional
information
at
the
last
meeting
around
that.
So
about
half
the
new
employees.
So
far
have
participated,
so
they'll
continue
to
monitor
open
enrollment
dates
haven't
been
set
yet
so
that
will
be
next
agenda.
E
For
the
sessions,
the
session
dates
sorry
have
not
been
said
yet,
so
they
are
more
to
new
educational
pieces
will
be
coming
because,
as
you
know,
the
FPS
had
to
switch
dental
providers,
so
there
will
be
some
new
communication
available
in
the
near
future
on
that
and,
lastly,
I
attended
a
Gazoo
issues.
I
believe
that
was
since
our
last
meeting
and
that's
all
I
have
to
report.
Thank
you.
A
O
J
H
Last
weekend,
actually,
two
weekends
ago
now,
I
attended
the
western
region
for
the
National
School
Board
meeting,
where
we
put
forward
all
of
our
nominations
that
will
show
up
in
Philadelphia
and
I
got
to
go,
see
a
lot
of
rocks,
that
I
guess
people
call
monuments,
I
attended
my
first
Community
Development
Committee
meeting,
which
is
a
new
appointment
and
I.
Thank
you
for
that
one
Rebecca!
H
Not
a
lot
happened
at
the
first
meeting,
mostly
because
they
failed
to
have
a
quorum,
but
good
thing
was
I
was
there,
but
it
sounds
like
one
of
the
things
we're
going
to
work
on
this
year
is
actually
putting
together.
I,
don't
know
if
the
right
term
is
bylaws,
but
there
doesn't
seem
to
be
any
manual
as
to
how
this
committee
should
function
whose
really
supposed
to
have
a
vote
on
it.
H
What
its
total
breadth
of
authority
is
so
I
think
that'll
be
a
work
in
progress
and
obviously
at
the
end
of
the
day,
would
have
to
be
blessed
by
the
City
Commission.
It's
not
like
this
committee
can
decide
for
itself
what
its
role
is
going
to
be
I
attended.
The
community
based
education
task
force
that
the
governor's
office
has
created,
and
all
of
you
should
have
receipt.
All
of
you
board
members
should
have
received
an
email
from
the
state
school
board
association.
H
Please
take
the
time
to
do
that
survey
that
is
being
done
by
one
of
the
task
force's
I'm
on,
so
we
can
hopefully
wrap
up
our
work
and
get
some
recommendations
to
the
governor's
office.
I
think
the
goal
is
by
the
end
of
October
I,
think
everybody's
thinking
now
by
early
December,
so
they
can
hopefully
be
ready
to
hit
the
ground
running
when
the
session
starts
also
attended.
C
A
H
A
B
I
attended
the
Hawthorn,
ice-cream
social
as
well,
and
then
I've
got
meetings
lined
up
for
Fargo
South
this,
the
28th
Friday
to
visit
there
for
a
couple
of
hours
and
then
on
October
5th,
I'm
gonna
be
at
Lewis
and
Clark
for
a
couple
of
hours.
There
I
attended
a
GAC
meeting
with
Jim
and
Robin
and
well
said
the
communications
meeting
that
I
was
at
and.
B
The
cool
thing
I
shared
before
some
of
you
were
here
what
our
house
is
located
right
across
the
street
from
Fargo
Davies
football
field,
long
story
short:
we
were
down
16
to
6
and
they
got
it
1616
with.
Basically,
there
was
one
second
to
go
and
we
had
the
ball
at
the
one-yard
line
and
they
punched
it
in
and
to
watch
the
children
are
the
students
and
the
coaches
run
onto
the
field
jumping
and
jumping
it
was
really
fun
to
see.
So
anyway,
that's
my
work
so
far.
Thanks.
A
homework.
If
anyone
for
anyone
that
has
not
completed
the
doodle
poll
regarding
the
governance,
training
and
Murray
is
looking
for
that
by
tomorrow.
Are
you
still
needing
to
hear
back
from
some
folks?
Ok,
whoever
you
are.
If
you're
here
respond,
please
and
then
the
next
homework
is
due
October
17th,
let's
see
I
just
wanted
to
mention
I
as
well,
went
to
the
ice
cream,
social
at
Hawthorn
and
the
annual
meeting
for
the
chamber
and
attended
the
communications
committee
meeting
and
GAC
and
I
know
one
thing
we
talked
about
Jennifer.
A
You
mentioned
this
a
little
bit
at
communications,
but
regarding
community
engagement
and
I.
Just
think
that
this
evening,
on
our
like
all
of
the
presentations
indicate
commuting
examples
like
fantastic
examples
of
community
engagement
and
while
it
might
not
be
specifically
board
members
participating
in
that
engagement,
the
reason
that
it's
happening
is
administratively,
but
also
because
the
board
is
here
to
function
and
to
direct
and
to
encourage
and
to
support
administration
in
doing
that
work.
A
So
in
essence,
I
see
that
as
an
example
of
our
work
out
in
the
into
the
community-
and
it
was,
it
was
just
fabulous-
it's
so
invigorating.
It's
like
the
kids
on
the
football
field.
I
think
we're.
We
have
some
good
stuff
going
on
in
the
district
and
it
was
great
to
hear
about
it
tonight.
So
that's
all
I
have.
Does
anyone
have
anything
else
to
add?