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From YouTube: School Board Meeting - September 11, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - September 11, 2018
A
A
Right
John
is
there
a
second
second
all
in
favor
signify
by
saying
yes,
motion
passes
recognition
of
audience.
We
do
not
have
anyone
that
has
signed
up
to
speak
to
us
this
evening,
but
we
will
have
them,
but
some
of
you
in
the
audience
will
be
addressing
us
this
evening
under
staff
reports.
So
welcome.
Is
there
a
report
from
the
FDA.
D
F
You
very
much
each
year
near
the
end
of
the
school
year
are
three
comprehensive.
High
school
principals
give
a
senior
exit
survey
and
for
the
past
many
years,
we've
shared
the
results
with
you.
So
tonight
we
have
all
three
of
our
principals
of
our
comprehensive
high
schools
who
are
here
to
share
that
information.
I
believe
dr.
Burch
is
going
to
lead
the
conversation,
but
mr.
Cody
and
mr.
Dahlin
are
here
to
answer
questions
that
might
come
along
during
the
presentation.
So
with
that
I'd
like
to
turn
over
to
dr.
Burch.
D
There,
it
is
the
reason
that
I
get
to
stand
up
here
and
introduce.
This
is
because
it's
the
three-year
rotation
and
it's
it's
my
turn
to
do
the
rotation.
So,
as
dr.
gross
indicated,
we
have
been
providing
opportunity
for
seniors
to
provide
feedback
on
their
experience
throughout
the
Fargo
Public
Schools
and,
in
particular,
with
their
secondary
experience.
The
past
few
years
we
have
presented
more
in
terms
of
a
PowerPoint
slide
where
we
have
allowed
you
to
sit
and
yet
and
probably
has
not
been
as
much
fun
or
entertainment
for
you.
D
So
tonight
we're
actually
going
to
have
you
participate
and
be
involved
in
the
responses
that
the
students
got
through
an
opportunity,
a
game
that
we
call
Kahoot.
So
all
of
you
have
a
computer
in
front
of
you
that
I'm
gonna
ask
that
you
enter
a
number
and
a
username
and
as
soon
as
I
start
the
game
here.
D
D
D
You
all
have
mice
or
a
mouse,
and
then
there
will
be
a
two
or
four
question
or
a
two
or
four
response
that
you'll
be
able
to
pick
from
and
you'll
have
to
use
your
mouse
to
be
able
to
pick
the
corresponding
shape,
which
would
be
then
your
response
to
the
to
the
questions
that
we
presented
so
I
hope
everybody
is
ready
to
go.
We're
gonna
go
ahead
and
start
the
game.
So
if
you
would
please
turn
your
attention
to
the
screen.
D
D
However,
there
were
some
other
options
that
some
people
would
have
liked,
none
of
the
above
for
any
of
that,
but
we
decided
to
go
with
that
question.
So
does
everybody
understand
how
Kahoot
is
played
now?
Okay,
so,
throughout
the
questions
that
we
will
that
have
been
prepared
for,
you
will
provide
some
information
about
the
survey
results
that
will
be
presented
as
a
result
of
the
student
feedback.
This
next
year,
question
number
two.
D
And
you
can
see
whoever
the
word
or
the
person
who
called
themselves
guilty
is
in
the
lead,
because
they
do
get
points
for
each
question
and
then,
of
course,
the
faster
you
answer
and
the
correct
answer.
The
more
points
that
you
receive
mr.
Johnson
as
a
South
graduate.
We
would
expect
more
out
of
you.
D
D
H
G
D
I
Yes,
familiar
with
the
North
Dakota
scholarship
that
also
allows
students
that
hit
the
requirements
of
a
certain
AC
T,
which
would
play
into
that.
Speaking
from
a
personal
experience,
my
senior
daughter
she
I'm
not
going
to
any
North
Dakota
State.
She
went
to
Mankato
State
and
then
after
one
year
guess
what
she
came
back,
and
so
they
can
defer
that
as
well
too.
So
that's
important
for
families
out
there.
D
J
I
I
A
G
Fluctuates
from
year
to
year,
you
know
part
of
the
robust
economy
out
in
the
Western
North
Dakota
had
more
of
our
kids,
leaving
West
for
the
kids
that
we're
gonna
be
working,
but
now
it's
coming
back
to
where
it's
more
local
and,
of
course,
with
the
job
needs
here
locally.
You
know
you
can
find
a
job
in
lots
of
different
areas
here.
So
more
of
our
kids
are
staying
here.
So
it's
it's
up
slightly
for
the
one
staying
in
town.
D
D
All
right,
77%
of
our
students,
had
indicated
that
they
feel
academically
challenged
at
their
particular
high
school
once
again,
I
think
with
the
opportunities
that
we
provide
in
the
Fargo
schools,
anywhere
from
our
required
courses
to
our
elective
classes.
There's
a
wide
range
of
opportunities
anywhere
from
the
AP
courses,
all
the
way
down
to
our
remedial
courses
in
which
we've
allowed
students
to
be
able
to
demonstrate
their
proficiency
at
the
level
in
which
they
are
so.
D
So,
to
speak,
to
be
able
to
not
necessarily
enjoy
school
based
on
previous
experiences
in
some
of
their
courses,
and
the
other
piece
too,
is
that,
once
students
are
able
to
get
through
some
of
those
half
2s
and
get
to
the
want
to
classes,
high
school
become
certainly
that
much
more
desirable
for
students
to
be
able
to
pursue
some
of
their
interests,
as
well
as,
as
mr.
Cody
said,
plans
for
post
high
school.
A
So
how
do
we
know
if
that's
a
good
number
or
not
the
number
that
we're
looking
at
I
would
think
that
we're
happy
that
it's
not
25
percent
or
you
know
anything
lower.
But
how
do
we
is
it
just
something
to
report
or
is
it
something
where
we
are
actually
striving?
I
would
think
we'd
be
continuing
to
strive
for
reach
a
higher
percentage.
But
how
do
we
measure
success
on
this?
Well.
G
I
think
that's
hard
to
identify
exactly
what's
going
to
be
challenging
at
your
school,
for
some
kids
remedial
course
could
be
challenging
for
other.
You
know.
Elective
area
is
something
that
they're
really
interested.
It's
gonna
be
easy.
One
of
the
things
that
both
North
and
South
have
been
involved
in
is
our
NIMS
ii
program
and
it's
an
indie
grant
in
which
we
have
more
kids,
taking
AP
courses
and
more
kids
getting
qualifying
scores
on
the
AP
exam
prior
to
the
grant.
G
We
had
usually
around
60
to
70,
sometimes
80
kids
involved
in
getting
qualifying
scores
in
the
first
year
of
the
grant
we
had
155
kids
and
last
year
we
had
a
hundred
and
ninety
seven
kids,
and
so
by
being
a
part
of
that
grant,
we've
seen
some
increases
in
not
only
in
kids
enrolled
in
the
courses
but
then,
of
course,
qualifying
exams.
The
kids
who
are
part
of
the
nihms
ii
program
also
earned
$100
per
qualifying
score,
so
with
197
students
earning
$100
for
each
qualifying
score.
G
We're
gonna
be
distributing
just
under
$20,000
to
our
kids
and
that'll
come
here
sometime
here
in
the
next
month,
or
so
so.
The
incentive
for
a
monetary
value
there
has
been
helpful
to
our
kids
to
take
courses
and
then
to
have
good
qualifying
scores
with
the
qualifying
stuff.
You
also
have
to
attend
some
Saturday
schools,
so
many
of
our
kids
are
attending
a
Saturday
session
for
four
hours,
three
times
per
curricular
area,
so
again
some
enhancements.
With
regards
to
the
course
there.
G
It's
a
organization
based
out
of
Texas
ExxonMobil
and
along
with
the
Gates
Foundation,
so
it's
been
that
group
of
people
that
have
generated
the
money.
Not
only
is
that
money
for
students,
but
also
for
staff
plus
the
professional
development.
For
the
last
two
years,
we've
had
teachers
spend
ten
days
of
professional
development
time
four
to
five
days
in
the
summer
and
then
a
couple
days
in
the
fall
in
a
couple
days
again
in
the
spring,
so
they've
really
received
some
good
professional
development.
G
Plus
they
get
a
chance
to
sit
in
on
the
Saturday
sessions
they're,
not
the
teachers
they
bring
in
experts
from
others.
So
that
has
been
a
real
positive
thing
for
the
enhancement
and
the
AP
program
for
us,
and
we've
also
seen
the
qualifying
scores
go
up
slightly
as
well,
even
though
more
kids
are
taking
it.
I
Well,
maybe
I
don't
know
if
it's
contrary
to
that,
but
to
your
point
Rebecca.
These
are
seniors.
There's
a
general
guideline
and
expectation
that
all
seniors
take
at
least
six
classes.
I
might
be
a
little
bit
in
the
minority
to
my
two
senior
colleagues
here
that
if
a
student
only
needs
the
requirement
of
an
English
four
and
an
econ
and
a
government
class,
and
they
would
rather
just
take
those
classes
and
then
maybe
go
to
work
somewhere.
I
So
that's
a
little
bit
of
where
our
dialogue
is
I'm,
a
proponent
of
maybe
lowering
that
expectation
for
the
seniors
I
know,
there's
some
viewpoints
that
maybe
we
would
require
all
seniors
to
take
six
classes.
So
these
results,
some
of
these
results
majority
more,
a
byproduct
of
those
seniors
that
would
rather
be
working
but
we're
requiring
them
to
take
six
classes.
So
is
there
a
success
rate
to
that
I?
I
Don't
know
if
there
is
a
success
rate
and
if
there's
a
target
number
I'm,
not
sure
that
we
could
really
put
the
cross
hairs
and
say
this
is
what
we're
shooting
for
this
is
students
perspective
and,
quite
honestly,
if
I'm
forced
to
take
a
foods,
class
or
I'm
forced
to
take
an
elective
class
to
meet
that
minimum
guideline
of
six
classes,
maybe
I'm
not
feeling
academically
challenged
as
well.
So
just
a
comment
from
the
other
side
of
the
perspective
of
maybe
somebody
who
isn't
feeling
academically
challenged.
I
A
D
And
again,
I
think
that
speaks
certainly
to
the
rich
curriculum
that
we
offer
and
the
opportunity
to
be
able
to
provide
a
number
of
courses,
both
the
elective
and
the
required
side
that
our
students
can
can
take
while
they're
in
high
school
and
the
variety
in
the
different
curriculum
areas
certainly
presents
an
opportunity
for
students
to
experience.
Many
different
courses
in
many
different
content
areas
and
the
requirement,
as
mr.
D
Cote
said,
about
having
to
take
six
credits
per
year,
also
helps
the
opportunity
for
us
to
be
able
to
ensure
that
some
of
the
classes
that
we
may
not
be
able
to
offer
because
of
low
enrollment
also
helps
ensure
that
those
courses
can
be
offered.
So
that's
that's
very
positive
and
I
think
you
know
a
second
question
would
be
if
we
could
somehow
measure
the
effectiveness
of
the
high
school
experience
after
the
first
year
out
of
high
school.
D
I
would
certainly
agree
that
that
our
students
are
very
well
prepared
for
the
decisions
that
they
make
after
high
school
in
terms
of
if
it's
military
college
or
work,
ready,
opportunities
and
I
know.
That's
one
of
the
questions.
That's
come
up
in
the
past
is,
is
how
do
we
generate
that
feedback
and
information?
And
unfortunately
we
don't
have
a
mechanism
at
this
point
to
be
able
to
generate
that
data.
D
Well
done
well
done
now.
This
would
be
one
of
those
questions
now
in
Kahoot
that
we
would
take
a
look
at
and
say
as
instructors,
there's
no
reason
to
have
any
additional
information
as
a
result
of
this
question,
because
we
know
that
the
mastery
level
is
where
it's
supposed
to
be.
So,
as
you
can
see
with
Kahoot,
we
can
see
exactly
where
the
strength
is
in
terms
of
the
information
why
perhaps
students
have
answered
some
of
those
and
engage
in
some
of
those
dialogues
with
individuals
that
may
not
have
answered
correctly
to
use
this
game?
D
This
experience
to
be
able
to
engage
and
involve
all
students
in
the
class
instead
of
one
student
doing
the
talking,
all
students
are
now
involved
in
the
activity
and
that's
certainly
been
a
focus
in
terms
of
what
we
see
in
the
classroom.
Now
is
that
level
of
engagement
to
ensure
that
we
have
multiple
people
involving
in
multiple
ways
of
being
involved,
as
well
as
providing
their
level
of
knowledge
and
mastery
of
any
particular
concept
or
item
I.
D
D
The
number
of
our
students
that
are
not
able
to
have
the
support
at
home
requires
a
whole
lot
of
the
resources
to
be
provided
at
either
the
classroom
level
or
throughout
the
course
of
the
day,
for
individuals
who
may
have
a
need
for
a
little
more
time,
a
little
more
support
to
be
able
to
get
the
course
work
assigned
done
and
done
correctly.
So
the
homework
piece
I
think
has
changed
a
little
bit
to
be
seeing
more
of
the
work
completed
in
class
when
that
feedback.
D
So
this
is
a
an
interesting
concept
now
in
the
schools
to
where
we
see
that
we
need
to
provide
that
time
element
as
well
too,
and
perhaps,
instead
of
having
to
do
one
through
50,
all
evens
or
odds
a
matter
of
taking
some
of
those
questions
and
not
having
to
do
as
many
and
do
more
spot
checks.
In
terms
of
where
that
misunderstanding
or
understanding
is
that
I.
G
Think
it
could
also
add
that
some
of
our
teachers
are
flipping
their
classroom,
meaning
that
they're
creating
some
podcasts
and
so
therefore
there's
the
expectations
that
kids
will
review
a
10
to
12
to
15,
minute
podcast,
and
so,
if
kids
don't
want
to
do
that,
they
come
unprepared.
And
then
you
spend
more
time
reteaching
the
things
that
maybe
they
should
have
learned.
But
again,
some
of
our
teachers
are
doing.
I've
got
a
veteran
teacher.
That's
engaging
in
that
practice
and
I've
also
got
a
first-year
teacher.
That's
doing
that.
G
I
One
of
the
things
I
can
speak
specifically
for
Davies
high
school
is
I
shared
with
our
staff
a
few
years
ago.
Our
seniors
responses
in
our
bill,
where
it
was
overwhelmingly
again.
This
is
perception
of
seniors
that
the
the
homework
was
irrelevant.
It
was
just
busy
work
as
a
term
that
you
use
quite
frequently
I
think
they
they
take
that
quite
personal
and
then
I
made
it
a
goal
of
ours
inside
of
the
Marzano
teaching
model,
and
I
know
you've
seen
that
was
presented.
I
How
do
you
use
homework,
and
so
we
actually
made
it
a
teacher
goal,
as
as
it
relates
to
those
staff
members
that
maybe
were
using
homework
as
busy
work
or
just
a
conversation
point
and
so
I
think
our
students,
then,
as
we
see
swing
a
little
bit
more
and
I
shared
that
at
our
class
meetings
is
that
is
that
we
don't
want
busy
work
to
be
just
tagged
to
homework
and
we
want
it
to
be
relevant
and
the
previous
slides.
Also
we
want
to
be
rigorous.
So
we
want
a
rigorous
curriculum.
I
We
want
a
rigorous
the
standards
to
be
hit,
but
we
also
just
want
to
put
that
on
the
heels
of
just
busy
work
and
we
want
to
provide
constructive
feedback
to
students
and
timely
and
we
don't
want
to
give
students
the
perception
that
it's
just
gonna
get
completion
points
right.
If
you
just
do
the
work,
you're
gonna
get
five
points
in
your
bucket,
regardless
of
how-
and
it
also
took
away
a
little
bit
from
the
copying
right.
I
mean
kids
were
just
at
a
time
just
copying
answers.
Well.
Why
are
you
copying?
I
Well
because
the
teacher
walks
by
looks
at
it
it's
completed,
we're
dumping
five
points
into
your
bucket.
So
it's
really
changing
that
mindset
a
little
bit
we're
not
there
yet,
but
we're
certainly
on
a
journey
as
it
relates
to
our
homework
and
real
quickly
to
Bob's
department
in
the
teaching
and
learning.
There's
been
a
little
bit
of
a
conversation
around
the
purpose
of
grading
right
and
and
part
of
that
conversation
is
also
around
this
huge
element
of
homework,
and
how
do
we
use
homework
for
the
purpose
of
learning?
I
I
I
I
K
D
D
92%
of
our
students
have
indicated
that
again,
I
think
the
word
technology
sometimes
only
associates
with
what
we
see
in
front
of
us
and
anywhere
from
graphing
calculators
to
cell
phones,
even
though
we
love
them
and
hate
them.
At
the
same
time,
overheads
are
still
a
great
example
of
technology
anywhere
from
the
elective
areas
as
well
to
a
lot
of
different
areas
in
terms
of
what
what
we
use
in
terms
of
hands-on
type
opportunities
is,
is
certainly
something
the
way
that
students
want
to
be
able
to
be
engaged
in
their
learning.
Today.
K
D
D
Our
teachers
do
a
fantastic
job
of
connecting
with
students
a
lot
of
times.
Those
students
will
spend
more
time
with
the
teachers
and
they
do
with
adults
outside
of
school.
So
our
instructors
have
a
huge
responsibility
and
they
take
that
responsibility
extremely
well
and
make
sure
that
those
students
are
cared
for
not
only
in
terms
of
their
academic
needs,
but
also
their
emotional
and
social
needs
as
well.
I
D
Each
of
the
schools
also
do
have
programs
within
themselves
to
be
able
to
work
with
that.
I
know
Andy's
not
saying
a
whole
lot
here,
but
he
has
a
champion
program
where
students
are
identified
by
teachers
to
be
able
to
be
too
given
that
little
extra
attention
and
focus
as
well
too.
So
a
lot
of
work
is
being
done
outside
the
classroom
to
be
able
to
ensure
that
the
students
are
once
again
recognized
for
who
they
are
as
individuals
and
also
their
abilities
and
talents.
D
D
We
do
feel
that
that
number
was
wrong,
that
it
should
also
be
98,
but
nonetheless,
that
does
become
certainly
a
point
of
emphasis
for
us
as
well
too
often
times.
We
seem
to
end
up
on
one
end
of
the
continuum
in
terms
of
how
we
spend
some
of
our
time,
but
certainly
the
commitment
that
we
have
to
be
in
as
many
places
in
the
hallways
in
the
building
activities
after
after-school
events
certainly
is
an
opportunity
for
us
to
engage
in
multi
ways
to
be
able
to
connect
with
with
many
students.
D
And
we're
very
proud
of
that
numbers
well
from
a
historical
point
of
view
of
this,
has
been
very
consistent
in
the
80s,
if
not
lower
90s
from
one
year
to
the
next
and
again,
it
goes
with
the
first
assume
a
the
of
previous
questions
about
teachers,
care
for
me
and
I
know
teachers
at
least
teachers
well
in
the
building,
so
that
whole
piece
of
school
safety
really
surrounds
itself
with
connecting
with
students
and
feeling
that
they're
they're
more
than
just
the
educational
point
of
view.
So
we're
very
happy
with
that
piece.
D
D
And
that
number
would
indicate
that
if
we
role
model
what
we
expect
to
see
from
ourselves
to
students,
students
will
also
behave
in
that
same
manner.
So,
when
you
put
over
a
thousand
students
into
a
one
block
area,
there's
probably
going
to
be
a
time
that
there's
gonna
be
a
challenge
or
two.
But
for
the
most
part
we
see
our
students
engaging
in
appropriate
behavior
and
working
with
each
other
to
be
able
to
accept
who
they
are,
and
also
some
of
the
beliefs
in
which
they
have.
D
And
there
it
is
all
of
the
above.
We
do
see
once
again
that
every
survey
better
lunches
is
always
our
number
one
response.
So
if
you
have
a
chance
to
come
and
eat
it,
any
one
of
our
schools,
the
lunches
are
not
bad,
they're,
very
good,
they're,
very
good
and
very
healthy.
So
our
food
service
department
has
been
a
fantastic
job.
Of
course,
we
all
see
the
opportunity
to
have
less
responsibility
in
terms
of
homework
and
also
then
communication
I
think
is
one
of
those
items
that
that
we'll
continue
to
see.
I
K
I
I
D
And
once
again,
all
of
those
are
items
that
have
been
numerous
in
terms
of
the
responses
in
terms
of
which
we
have
so
the
opportunities
that
our
students
have
in
the
Fargo.
Schools
is
first-rate
and
they
probably
don't
understand
and
realize
what
they
do
have
until
they
are
not
here
anymore,
but
certainly
when
they're.
Here,
we
do
attempt
to
be
able
to
share
as
much
as
we
can
in
terms
of
preparation
for
life
after
high
school.
So
last
question
did.
D
D
Superintendent,
Gandhi
I
think
you
need
to
have
a
conversation
with
a
couple
of
them.
So
that's
that's
an
example
once
again
of
the
game.
Kahoot.
Thank
you
for
allowing
us
to
be
able
to
demonstrate
one
of
the
formative
assessment,
engagement
tools,
involvement,
ways
in
which
our
teachers
are
working
with
the
students
in
a
fun
way
and
also
in
a
way
that
provides
that
immediate
feedback.
D
So
we
are
able
to
be
able
to
take
that
information
and
address
immediately
what
is
understood,
what
needs
to
be
understood
and
be
able
to
do
a
much
better
job
with
with
those
responses.
So
I
will
provide
the
opportunity
for
closing
comments
here.
Anything
else
that
we
can
provide
for
you
with
respect
to
this
survey.
D
A
F
You
very
much
each
year
we
provide
you
some
information
about
what
happens
during
the
summer
when
the
school
year
comes
to
a
close
or
semester
comes
to.
The
close.
Our
schools
are
very,
very
busy
and
we
have
many
students
take
advantage
of
our
summer
school
program
from
elementary
middle
school,
high
school
and
all
the
way
to
trollwood.
And
today
we
have
multiple
people
who
are
here
to
share
some
information
with
you,
I'm
going
to
introduce
two
and
then,
if
others
are
going
to
speak,
I
will
ask
that
they
are
also
introduced.
F
H
Evening
we
have
a
sizeable
summer
school
group
that
are
not
going
to
play
Kahoot
with
you,
but
we
are
in
cahoots.
So,
first
of
all,
I
want
to
do
a
shout
out
to
the
board.
Thank
you
for
a
wonderful
board
picnic
great
tradition
enjoyed
by
the
folks
who
are
working
over
the
summer
time,
and
we
did
a
Woodrow
cookout
today
and
I
know
that
cookouts
are
far
more
work
than
anybody
knows
on
this
you're
doing
the
planning.
H
It
may
appear
that
it's
the
same
programming
from
year
to
year
and
that
which
works
very
well
is
carried
through.
But
we
are
always
inviting
programming
across
the
district.
For
innovative
ideas
that
we
are
able
to
to
do
in
summer
school
this
year,
that
would
have
included
math
literacy
and
heeélé
successful
American
life.
H
Page
13
has
the
historical
numbers
Nicole
Weis
summer
school
administrative
assistant
behind
me,
puts
a
lot
of
work
in
putting
this
report
together
and
has
put
the
data
together
over
the
years
tracking.
What
has
happened
in
various
programs
with
numbers,
so
page
13,
as
you
were
hearing
Becky
fold
and
Jim
Jennifer
and
others
talking
about
their
programming
here,
would
be
the
hard
numbers
for
the
year
in
terms
of
which
students
participated
in
which
which
activities.
H
N
So
I
am
Rebecca
Folden
I
am
the
current
principal
at
Clara,
Barton
Hawthorne
and
in
the
summer
I
run
two
programs
at
the
elementary
level,
I
run
the
enrichment
summer
school
program
and
the
transition
summer
school
program
and
I
think
this
is
year.
Nine.
Just
a
little
bit
about
me.
I
had
the
pleasure
of
letting
mr.
Dahlin
know
that
he
was
my
high
school
principal
at
North
High
twenty-five
years
ago,
so
he
didn't
realize
he
was
my
my
former
principal.
N
So
you
have
the
packet
up
on
the
screen
and
I
think
you
also
have
it
in
front
of
you
I'm
just
going
to
kind
of
work
through
this
page
by
page,
so
starting
on
page
two.
The
elementary
transitions
program
is
a
program
that
we
run
the
last
three
weeks
in
July.
There
are
three
types
of
options
that
that
students
can
do
in
this
program.
They
can
do
a
reading
class,
a
math
class
or
a
reading
math
combo.
So
it's
four
hours
a
day,
regardless
of
what
you
choose.
N
If
you
do
the
combo,
it
would
be
two
hours
of
math
two
hours
of
reading.
There
are
many
ways
to
qualify
for
this
program,
so
page
two
really
talks
about
all
the
different
ways
that
we
can
qualify.
Kids.
This
is
a
free
program
which
is
funded
through
the
state,
so
there
is
a
criteria,
that's
required
for
students
to
attend.
This
is
referral
based
so
at
conference
time
in
February,
our
teachers
are
talking
with
parents
about
the
need
for
this
program.
N
N
Page
3
really
talks
about
our
numbers,
so
this
was
the
first
year.
I
could
think
in
a
while
that
we've
actually
had
every
single
elementary
school
open,
usually
there's
a
construction
piece
somewhere.
So
the
hard
part
about
transition
summer
school
is
it's
free,
which
is
great
for
our
families,
but
then
registration
becomes
a
little
bit
iffy,
so
the
numbers
registered
and
the
numbers
that
actually
attend.
We
usually
lose
a
little
over
a
hundred
and
thirty
every
year
from
those
that
registered
in
February
to
those
that
actually
a
and
in
July.
N
So
it
gets
a
little
creative
trying
to
plan
for
this,
because
there
are
state
criteria
for
how
many
kids
can
be
in
a
class
and
those
kinds
of
things.
So
you
can
see
on
this
page.
These
are
the
numbers
that
registered
and
that
attended,
and
so
we
started
with
702
students
registered
and
we
ended
with
590
attending.
N
This
is
for
students
who
are
struggling
in
the
area
of
math
and
reading,
and
so
really
the
state
says
they
have
to
have
a
Fargo
address.
So
we
have
students
from
the
Fargo
schools.
We
get
the
private
schools,
we
get
students
from
out
of
state
that
might
be
coming
to
live
with
a
parent.
That's
here
and
that's
you
know
not
where
they
are
during
the
school
year.
So
we
have
quite
a
few
students
that
come
from
all
over
to
participate
in
this
program,
then,
on
a
page
four.
N
N
There
is
a
fee
for
this
class
at
seventy-five
dollars
a
course
classes
run
from
eight
to
ten,
and
then
they
can
take
a
second
course
from
ten
to
twelve,
and
it
is
again
those
three
weeks
that
are
up
there
and
again,
because
this
is
a
paid
course,
students
from
anywhere
we
have
Moorhead
West
Fargo
out
of
state
again
private
schools
that
all
choose
to
attend,
starting
on
page
four
and
going
into
five
and
six.
These
are
all
the
different
courses
that
we
offered
this
year,
everything
from
computer
to
German,
writing
classes.
N
We
did
a
lot
of
steam
classes.
We
have
art
classes
that
we
do.
We
did
the
human
body
this
year.
Just
lots
of
literacy
classes,
poetry
and
so
students
kind
of
just
picked
their
interest
area
and
and
go
from
there.
So
we
started
with
196
registered
and
had
191
a
10,
and
this
year
this
was
held
at
Hawthorne.
This
has
moved
kind
of
around
the
district
just
to
kind
of
meet
the
needs
of
some
of
our
parents
too.
N
It's
been
in
North
Fargo,
it's
been
way
south
at
Kennedy
and
I
put
it
the
middle
school
just
because
this
is
where
I'm
at
now
I'm
a
middle
center
of
town
and
it
just
kind
of
worked
well
for
families
who
were
way
north
or
way
so
so,
and
then
just
on
page
13
as
David
Sheridan
the
numbers
this
year,
you
can
see
one
of
the
things
that
was
very
conscious.
I
worked
closely
with
patty
Cummings
this
year
to
make
sure
that
our
students
were
being
referred
for
the
right
program.
N
J
N
A
E
M
N
K
A
In
regard
to
the
number
registered
and
the
numbers
that
attend
for
the
transition
part,
do
we
ask
questions?
Do
we
gather
information
to
help
determine
why
there
is
because
some
of
the
schools
have
more
of
a
drop-off
than
the
others,
and
so
do
we?
We
ask
those
questions
and
then
try
to
figure
out
a
way
to
help
number.
N
One
is
busing,
busing
has
been,
there
is
no
busting
for
summer
school
for
my
programs,
so
especially
some
of
our
lower
income
schools.
It's
a
struggle
for
those
students
to
get
to
school.
Frankly,
and
so
that's
been
a
big
part
of
it,
and
then
we
compete
with
t-ball
and
baseball
and
swimming
lessons,
and
those
kinds
of
things
are
just
simply
vacation.
N
A
N
Yep
each
year
we
get
about
to
know
about
three
four
new
courses.
We
try
to
get
a
good
mix,
so
every
December,
when
I'm
starting
this
process
to
think
about
summer
school,
I,
email,
all
staff
in
the
district
it
goes
out
and
in
the
journey.
Anyone
can
propose
a
course
and
we
just
really
try
to
pick
a
variety
of
them.
So
we
get
new
courses
every
year
and
we
get
the
favorites
that
people
want
to
come
back
to.
Thank.
A
P
This
is
my
opportunity
to
get
back
on
track
and
I'm
gonna
take
advantage
of
it.
So
we
have
those
students
who
do
that
about
half
of
our
students
are
there.
For
that
reason,
we
have
a
chunk
who
are
trying
to
make
space
on
their
schedules
during
the
school
year.
One
of
the
realities
of
the
eighth
period
day
is
that
there
are
students
who
can't
fit
all
of
their
courses
into
the
eighth
period
day
at
their
comprehensive
high
schools.
P
You
know,
students
who
want
to
do
multiple
music
classes
and
a
language
they
find
they
run
out
of
room
and
so
they're
looking
for
how
do
I
take
English
or
social
studies
or
some
other
class
that
I
had
that
space
so
that
I
can
get
my
electives
that
I
want,
and
it's
great
that
we
have
those
options.
Third
kind
of
student
that
we
have
doing
summer
school
is
looking
for
that
unique
opportunity.
We
do
offer
behind
the
wheel
or
a
driver's
ed
program.
P
We
have
an
ROTC
program,
we
have
a
few
other,
smaller
programs
that
are
opportunities
that
are
unique
to
summer
school
they're
not
available
during
the
school
year,
and
so
different
kinds
of
students
are
accessing
different
programs
for
different
reasons
within
the
high
school.
If
you
think
about
the
academic
courses,
the
social
studies
that
we
offer
the
English,
the
math,
the
science,
those
courses
are
for
credit,
students
need
to
attend
for
sixty
hours.
We
offer
sixty
seven
and
a
half
hours
of
class
time,
so
they
are
allowed
to
miss
about
a
day
and
a
half.
P
In
terms
of
how
many
students
do
we
have
within
those
academic
areas,
we
have
about
400
and
60
students
last
year
who
took
advantage
of
that
opportunity?
We
had
another
109,
take
advantage
of
the
drivers
IDI
opportunity
if
you
think
about
the
numbers
of
students
that
are
at
South
High
accessing
those
academic
programs.
During
a
typical
summer
day,
it's
about
670
votes,
that's
a
chunk
of
students
I'm
not
including
the
the
fayed
which
is
outside
so
I'm,
including
just
the
students
in
the
building.
P
Some
of
the
other
programs
I
just
wanted
to
touch
base
with
you
quickly
on
is
the
successful
school
and
life
skills
is
a
transition
program.
So
eighth
graders
are
identified
at
their
middle
schools
because
they
may
need
some
extra
supports
for
that
transition
to
high
school,
so
those
students
actually
attend
at
whatever
their
home
school
will
be.
That
fall.
Those
courses
are
taught
by
teachers
who
volunteer
to
work
in
the
summer
and
work
that
program.
It's
a
half
credit.
So
it's
three
weeks
students
get
to
know
those
staff
people,
and
so
those
are
resources.
P
The
students
can
access
from
day
one
when
they
start
school
in
August.
So
it's
a
powerful
program
we're
seeing
lots
of
success
with
students
who
do
that
program.
Fayette
is
another
popular
option.
If
I
add
for
a
number
of
reasons,
students
choose
to
do
it.
In
the
summer
students
don't
like
to
change
again,
making
a
room
in
their
schedule.
Maybe
they
can
sign
up
for
a
class
with
their
friends,
so
social
opportunity
we
had
about
350
students
participate
in
the
fayed
is
offered
at
all
three
of
the
comprehensive
high
schools
about
200
of
those
360.
P
M
Have
two
students
in
our
family
take
advantage
of
the
summer
school
classes
so
that
they
could
take
AP
classes
down
the
road
and
I
noticed
that
in
June
there
was
busing
offered,
but
then
in
in
July
there
was
no
busing
and
that's
one
question
just
wondering
why
and
then
Kim
collect
aid
from
the
state
with
busing
in
summer
school.
Do
you
know
that'd.
P
P
News,
that's
news
to
me:
I
know
that
there
was
a
bus
issue
on
the
whole
second
to
last
day
of
school.
So
I
know
if
there
was
a
shuttle
bus
on
that
date
off
the
top
of
my
head
yeah.
So
you
were
maybe
led
astray
on
that
one
I
know
there
was
a
question
about
the
declining
numbers
in
terms
of
the
academic
programs.
P
Good
news
honestly
I
think
it's
good
news,
because
the
district
is
offering
opportunities
for
students
to
get
caught
up
in
other
ways.
Online
opportunity
is
that
all
of
the
the
schools
night
classes,
so
students
have
more
access
to
more
opportunities
to
get
caught
up
and
so
I
think
that's
where
a
big
chunk
of
that
decline
in
enrollment
is
coming
from
and
we're
also
competing
with
sports
camps,
which
I
get
to
in
a
couple
minutes
all
right.
P
Any
other
high
school
questions:
okay,
the
middle
school
programming,
that's
as
much
smaller
program
at
each
of
the
three
middle
schools
on
this
year,
because
discovery
was
under
construction.
As
you
may
know,
we
did
move
them
over
to
Centennial,
so
it
was
nearby.
We
had
55
students
access
that
opportunity.
It's
a
four
hour
program:
they
do
two
hours
of
English
to
hours
of
English,
reading
and
two
hours
of
math
and
they
just
put
the
three-week
program:
students
access
that
and
build
their
skills.
P
Okay,
moving
on
then
to
page
8.
We
do
offer
a
band
and
orchestra
program.
We
had
almost
90
students
participate,
I.
Think
if
you
look
at
the
numbers
they're
down
a
little
bit
this
year,
leading
cause
of
that
I
believe
was
that
discovery
wasn't
available
to
use,
so
students
had
to
get
trucked
up
to
north
I.
Don't
live
far
from
Roth,
so
I,
don't
think
of
his
trucking.
But
a
lot
of
parents
do.
K
P
That's
that's
the
music
opportunity,
athletic
camps,
we
offered
47
different
camps
this
summer
and
those
camps
are
all
offered
through
whatever
coach
at
the
home
school
is
offering
those.
So
some
some
coaches
wanted
one
program
for
all
their
students.
Some
coaches
wanted
four
or
five
different
scheduled
opportunities
depending
on
the
age
group,
so
they
were
willing
willing
and
wanting
to
work
with
as
young
as
third
grade.
In
some
some
cases,
so
47
individuals
scheduled
opportunities
for
sports
camps
over
60
coaches
were
involved
in
the
different
programs
at
all
of
the
comprehensive
high
schools.
P
Over
1,400
students
participated
in
that.
So
it's
a
large
program
with
lots
of
moving
pieces.
We
use
multiple
locations,
so
I
north
also
uses
Ben
Franklin.
As
an
example,
debuts
was
using
Centennial
this
year,
South
High
and
Carl
Ben
Eielson
were
all
used
as
well,
so
lots
of
programming
in
lots
of
spaces
for
lots
of
students.
P
C
My
name
is
Laurie
nappy
and
I
am
an
ell
teacher
at
Lewis
and
Clark
elementary.
We
got
to
meet
Bryan
at
the
PTA
meeting
last
night
was
fun
to
meet
you
I
was
thrilled
to
be
the
admin
intern
hired
this
spring
for
yell
summer
school
I
had
no
idea
as
a
teacher
how
much
time
and
effort
goes
in
before
the
kids
hit
the
classroom.
C
So
it
was
really
good
for
me
to
see
that
and
I
spent
the
rest
of
the
summer
as
a
result
of
all
that
planning
and
liaison
with
the
bus
in
different
buildings
being
ridiculously
happy
to
see
the
students
have
a
quality
summer
learning
experience.
We
had
three
elementary
buildings,
one
we
had
secondary
at
Carl,
Ben,
Eielson,
both
middle
school
in
high
school,
and
to
answer
that
middle
school
question
for
you,
mr.
Paulson,
before
al
summer,
school
was
grant-funded,
and
now
we
are
under
state
funding.
The
same
way.
C
Becky's
program
is
and
South
High,
and
so
we
have
that
the
state
requirement
is
after
2
days.
If
you
miss
two
days,
you're
dropped
from
the
rules,
and
we
didn't
do
that
before
so
now
that
we're
aligned
with
state
funding
I
think
that
might
be
the
reason
for
that
drop.
We
had
two
new
classes
added
at
the
high
school
level,
we
had
math
for
ell
students
who
are
going
into
Algebra
one
in
the
fall
and
American
Life
success,
which
was
a
study
skills
class.
This
is
our
awesome
summer
crew,
the
tall
one
there.
Mr.
C
Rogers
is
the
one
who
had
this
life
skills
class.
His
wife
works
at
Concordia,
so
we
paid
for
the
bus.
Concordia
gave
them
free
lunch
and
they
treated
the
students
as
if
they
were
incoming.
Freshmen
gave
him
kind
of
a
taste
of
college
life
and
where
you
can
go
from
there.
The
best
thing
about
Concordia
was
the
ice
cream
machine
and
to
be
fair,
they
took
a
downtown
field
trip
where
students
can
use
their
free
student
ID
to
get
a
free
bus
ride,
and
here
they
are
jumping
for
joy
in
front
of
an
NDSU
building.
C
All
of
the
secondary
e-l
classes
were
based,
did
stem
activities.
They
build
kites.
They
made
paper
some
of
those
kites
flew.
Some
of
the
paper
was
able
to
be
written
on
they
built,
they
studied
all
different
kinds
of
bridges.
They
made
suspension
bridges
out
of
mini
marshmallows
and
toothpicks,
and
here
you
witness
the
devastation.
When
your
bridge
reaches
its
weight
load
at
the
elementary
level,
we
had
three
different
buildings.
We
had
so
it's
called
Samaritans
feet,
they
contacted
us,
it
was
an
awesome
thing,
but
the
kids
came
in.
C
C
They
did
not
anticipate
that
so
Jody
is
the
summer
school
secretary
at
Lincoln,
and
she
said
you
know
what
we
have
a
child
with
that
size
of
feet
and
the
coordinator
for
Samaritans
feet
went
out
and
bought
a
white
pair
of
shoes
and
a
black
pair
of
shoes
that
he
could
choose
what
he
wanted.
That
was
an
excellent
catch.
C
One
of
our
teachers
has
a
friend
who
teaches
yoga.
This
is
a
tree
pose.
We
had
lots
of
people
come
in
lots
of
guest
readers,
not
every
guest
reader
had
a
costume
that
matched
her
book.
We
had
dental
students
come
in
and
teach
the
kids
about.
Dental
hygiene,
Allie
Miller
is
a
fifth
grade
teacher
at
Jefferson.
She
also
was
our
lead
teacher
there
for
yell
summer
school,
and
she
has
the
coolest
connection
with
West
acres
before
West
acres
opens
the
kids
go
there.
They
use
directions
to
find
the
different
places.
C
These
are
kids
at
the
toy
store
and
the
the
retailers
there
donated
supplies
and
their
employees
time.
They
paid
their
employees
for
us,
and
here
they
are
at
the
toy,
store
playing
a
giant
version
of
Connect
four.
They
made
pretzels
everything
donated,
including
that
employee
time
they
decorated
their
cookies.
Some
of
those
were
pretty
wild
if
they
needed
that
giant
box,
because
all
the
toppings
fell
off
into
the
box.
Instead
of
the
bus
and
a
former
Miss
North
Dakota
came
and
played
a
game
with
the
kids.
That
was
a
lot
of
fun.
C
We
also
had
new
this
year
for
July
was
we
call
it
family,
camp
and
Polly
Williams
was
awesome,
got
us
connected
with
14
different
families,
I
think
it
was.
We
had
just
Tuesdays
and
Thursday's
in
July,
our
youngest
camper
was
seven
months
old
and
our
oldest
camper
I
will
not
tell
the
age,
but
was
the
senior
citizen,
the
kids
and
the
adults
got
together
three
times
a
day?
Would
they
had?
C
One
of
our
activities
was
a
giant
puzzle
of
the
United
States
that
they
put
together
and
I
can
tell
you
that
we
had
no
names,
just
the
shapes
and
they
did
a
really
good
job
for
people
who
are
not
from
this
country.
This
is
chalk
bodies.
After
we
learned
about
keeping
our
bodies
healthy,
this
game
is
called
what's
on
my
head.
C
This
was
the
most
fun
activity.
We
used
pool
noodles
and
made
an
obstacle
course,
and
you
can
see
on
the
end
there
we
had
a
dad
do
the
military
crawl,
the
dads
got
into
this,
and
then
after
this
we
had
water
balloon
toss
and
we
kind
of
forced
the
moms
to
get
involved.
I
was
holding
a
lot
of
purses
and
cell
phone
so
that
they
could
play
water
balloon
tag
and
get
themselves
wet,
and
they
just
had
a
blast.
It
was
a
lot
of
fun.
C
C
That
was
all
held
at
Agassiz,
but
the
parents
are
there
learning
English
and
we
found
out-
and
this
is
just
my
observation-
that
even
people
who
weren't
in
the
camp
it
got
more
people
coming
more
adults,
learning
English
at
Agassiz
because
of
what
all
the
different
activities
that
are
coming
on
and
I'm
expecting
next
year.
That
they'll
want
to
bring
their
families
with
any
questions
at
all.
For
me,.
Q
I'm
I'm
Alice
swim
Kenna,
and
this
was
my
first
year
that
I
was
the
coordinator
for
extended
school
year,
and
so
the
students
who
attend
extended
school
year
they
received
that
opportunity
through
their
IEP
teams,
and
so
we
determine
if
a
student
will
attend
or
can
attend.
Yes,
why,
based
on
data
that
we
collect
during
natural
school
breaks
like
it
might
be
winter
break
or
it
might
be,
this
year
will
be
spring
break
and
summer
and
we
look
for
any
regression
that
a
student
may
have
during
that
time.
Q
Based
on
the
data
collected
through
their
IEP
goals,
it
can
be
also
difficulty
with
recouping
information
or
the
the
skills,
and
then
it's
also
based
on
unique
need
or
even
if
a
student
is
making
a
lot
of
wonderful
progress,
and
we
wonder
that
if
we
don't
have
that
or
there's
a
break
that
they
might
not
continue.
So
those
are
some
of
the
ways
that
students
qualify
for
extended
school
year.
It
was
a
great
year.
We
had
an
increase
in
numbers,
as
you
know,
Becky
talked
about,
but
it
went
really
well.
Q
Q
The
total
number
registered
was
three
hundred
and
nine,
and
then
the
number
attending
was
two
hundred
and
eighty,
and
you
can
see
the
breakdown
there
preschool.
We
had
our
largest
group
in
elementary
and
so
on.
I
didn't
have
a
picture
of
it
because
it
would
be
scary,
but
I
went
around
and
taught
yoga
to
different
the
different
schools
as
I
was
going
to
monitor.
Q
So
that
was
interesting,
and
then
we
also
tried
to
extend
activities
to
with
different
steam
projects,
just
looking
at
the
lens
of
their
goals
and
objectives
and
just
different
ways
that
we
can
give
them
various
experiences
transportation
for
us
is.
We
do
have
provide
busing
for
students.
So
that's
a
little
bit
different
is.
Do
you
have
any
questions
about
that
at
all
anything
that
we
were
at?
We
combined
our
discovery
group
with
Karl
Ben
this
year,
because
discovery
is
under
construction.
So
we'll
do
that
one
more
year.
R
Want
to
thank
Alice
because
I
finally,
don't
have
to
move
the
mic
lower
every
year,
it's
a
little
harder
and
everyone
else
seems
a
little
much
taller
than
I
am
so
I'm
Jennifer,
a
free
coordinator
of
the
adult
learning
center
and
even
start
Family
Literacy
Program.
Last
year's
adult
education
was
restructured
in
North.
Dakota
I
also
became
the
region
5
Adult
Ed
coordinator,
so
we
have
a
site
at
Wahpeton
which
is
housed
on
the
NDSCS
campus,
where
we
run
Al
and
GED
classes
as
well.
R
R
I
have
Holly
Williams
with
me,
and
so
our
huge
shout
out
to
her
because
she
her
job
is
the
social
worker
at
the
Adult
Learning
Center
and
they
even
start
payment,
literacy
programs,
and
so
she
worked
really
closely
with
Laurie
to
offer
the
family
camp
and
really
use
that
as
an
opportunity
to
strengthen
our
families
and
help
them
grow
both
academically
and
then
as
a
family
unit.
So
that
was
a
great
thing
to
do.
So.
Thank
you
for
the
extra
time
that
went
into
that.
R
Our
numbers
are
down
quite
a
bit
this
last
year
in
summer
school.
But
if
you
were
to
look
at
our
total
numbers
served
in
Adult
Ed,
we
were
50
students
about
50
students
more
than
we
typically
are
so
the
last
three
years
Ruth's.
We
have
served
over
1100
adults
through
our
GED
and
our
ell
programs
over
60%,
or
it
tends
to
be
about
60%
err
in
our
adult
al
classes,
and
so
what
we
see
in
this
summer
typically,
is
our
our
numbers
of
our
parents
who
have
kiddos
in
Fargo
or
West,
Fargo
or
Moorhead.
R
Those
numbers
will
drop
a
little
in
their
attendance
because
they're
staying
home
with
their
school-aged
kiddos,
and
so
we
usually
have
that
number
drop.
It's
usually
offset
a
little
by
the
number
of
new
arrivals
coming
into
the
community,
and
so
both
of
those
were
down
this
year.
So
we
saw
a
dip
in
our
our
classes,
which
is
reflected
in
in
the
programming
there.
R
But
the
first
few
weeks
of
school
are
showing
the
trend
to
be
kind
of
back
to
normal
and
so
art,
while
we're
not
seeing
as
many
new
arrivals
our
classes
are
filling
back
up.
We
have
five
sessions
of
yell
in
the
morning
or
sections
and
a
number
of
our
classes.
The
last
few
weeks
have
been
over
30
students
in
each
so
we're
well
on
our
way
back
to
kind
of.
What's
typical.
For
us,
we
do
orientations
for
our
new
GED
students
on
Tuesdays
both
morning
and
evening
and
so
Tuesdays.
R
We
have
got
our
classes
going
and
the
orientation
last
Tuesday.
We
had
almost
50
students
that
we
saw
morning
afternoon
and
evening,
so
those
teachers
are
are
back
to
being
just
as
busy
as
ever
so
I
think
our
we'll
just
see
what
happens
next
summer,
but
boys
seem
to
be
back
on
target
so
where
you
normally
are
so
we've
got
our
GED.
R
That
runs
like
I
said
morning
afternoon
and
evening
throughout
the
week
it's
geared
to
work
around
the
schedules
of
our
students,
so
their
parents,
they're,
employed
they've,
got
a
lot
of
different
things
going
on.
So
having
a
variety
of
options
is
great
for
them.
Like
I
said
our
largest
programs,
there
are
adult
ell
classes
about
sixty
percent
of
our
student
population
attends
those
again
morning
afternoon
and
evening.
R
That
is
a
pre
CNA
class.
We
offer
a
class
at
Bethany
retirement
living
where
students
can
get
their
CNA
licensure,
but
this
is
built
for
our
ELL
students,
so
looking
at
the
academic
skills
that
they
need
to
take
the
CNA,
your
conversational
English
is
something
you
can
acquire
much
quicker,
yeah
that
academic
level
of
English
takes
four
more
years
than
it
does
conversationally,
so
really
getting
them
prepared
for
CNA.
R
R
Looking
for
looking
for
employment,
practicing
filling
out
applications
and
getting
ready
for
for
that
walking
away
depending
on
their
their
level
in
the
class
that
they're
in
with
a
resume
or
if
it's
somebody
with
more
introductory
English
skills,
they'll
come
away
with
a
list
of
transferable
skills.
So
maybe
you
didn't
have
a
job
before
you
came
to
the
United
States.
But
what
are
some
of
those
skills
that
you
gained
that
equate
to
something
that
an
employer
is
going
to?
Look
at
so
we'll
talk
about
those?
We
have
a
computer
literacy
program.
R
This
is
funded
through
a
grant
through
workforce
safety
and
insurance
and
vocational
rehabilitation,
and
it's
meant
for
our
students
who
come
to
Adult,
Basic,
ed
or
GED,
who
have
been
injured
on
the
job
and
now
are
looking
to
go
back
to
school
or
do
some
skills
training.
So
the
class
is
designed
for
them,
but
those
individuals
often
feel
that
they
don't
know
a
lot.
They've
been
maybe
in
a
manual
labour
job
for
most
of
their
career
and
now
they're
coming
back
to
school
and
that
maybe
doesn't
bring
back
a
lot
of
good
memories
for
them.
R
And
so
computers
are
something
that
there
may
be
unfamiliar
with
and
they
come
into
a
classroom
and
if
it's
just
a
few
students,
they're
gonna
feel
really
overwhelmed
and
unintentionally
we
validate
yep.
You
are
the
only
person
who
doesn't
know
how
to
use
computers
and
so
to
offset
that
we've
worked
with
WSI
and
voc
rehab
to
be
able
to
offer
it
to
other
students
if
the
class
isn't
filled,
and
so
we
utilize
our
GED
Testing
space.
R
And
so
if
the
WSI
students
aren't
filling
up
all
those
spaces,
we
are
allowed
to
open
it
up
to
our
GED
Oriel
students
and
so
making
a
better
classroom
environment
and
giving
the
opportunity
for
more
students.
So
that's
been
great
drivers.
Literacy.
We
do
a
permit
class
to
help
students
study
and
get
prepared
for
getting
their
North
Dakota
permit
again
making
access
to
employment
easier.
So
those
are
our
workplace
strand
classes
and
then
our
even
start
numbers
are
similar.
R
Last
year
we
had
about
just
about
60
families
enrolled
in
the
Evenstar
Family
Literacy
Program,
and
that's
really
that
two
generational
learning
approach
parents
are
attending
Adult,
Basic,
ed
classes,
mostly
e-l,
but
some
have
transitioned
to
GD
and
their
kiddos
are
downstairs
working
in
our
infant
and
toddler
room
or
our
pre-k
pre-k
room,
and
so
those
little
guys
and
gals
are
really
doing
language
learners.
There
they're
learning
to
navigate
their
home
language
and
English
at
the
same
time
and
they're
seeing
great
growth
with
them.
R
So
we
had
about
78
kids
that
came
through
the
even
start
program
last
year
as
a
whole
and
then
in
the
summer
you
know
it
drops
down,
and
some
of
them
went
off
to
summer
school
in
different
places.
We
had
18
kiddos
head
off
to
kindergarten.
This
fall,
so
some
of
them
had
some
of
those
opportunities
at
their
school
as
well.
E
Don't
necessarily
need
this
answered
here
tonight,
but
I'm
very
curious
about
the
funding
streams.
You
mentioned
a
few,
so
I'm,
not
gonna,
put
you
on
the
spot,
but
in
the
future
I
would
I
would
like
to
learn
a
little
bit
more
about
those
adult
funding.
Screeds
I
spent
a
lot
of
time
in
that
building
this
summer,
working
with
the
foundation,
it's
beautiful.
What
you're
doing
is
absolutely
beautiful
and
it's
so
fun
to
see
all
the
names
on
the
lockers.
So
thank
you
for
what
you're
doing
you're.
B
A
thought
related
question
I
know:
Adult
Learning
you
mentioned
was
the
structure
of
it
was
changed
in
the
last
year
and
you
haven't
location
in
Wahpeton.
Now.
Is
that
a
long-term
thing
is
that
a
function
of
the
of
the
funding
or
if
funding
was
restored?
Would
that
change
and
that's
a
legislative
thing?
It's
not
necessarily
a
great.
R
Funding
so
there
has
I
was
well
I,
don't
know
that,
there's
always
for
a
number
of
years.
There
has
been
a
program
in
Wahpeton
and
there
was
a
program
in
West
Fargo.
There
were
14
learning
centers
throughout
North
Dakota
were
down
to
I,
think
it's
eight
regional
sites
and
a
few
satellite
sites,
so
that
restructure
was
happening
prior
to
any
budget
information,
and
so
that
restructure
was
to
align
just
differently
and
have
kind
of
a
centralized
location
and
an
administration
to
reach
out
to
to
a
region.
R
R
It
was
us
in
West
Fargo
in
Wahpeton,
then
came
the
budget,
and
so
while
there
was
a
restrike
sure
plan,
the
budget
that
came
out
for
adult
education
was
significantly
reduced
with
the
state
dollars
and
so
that
that
ended
up
closing
some
sites,
where
initially
I
think
that
might
have
been
different
in
the
state's
plan
for
what
it
would
look.
Like
so
I
don't
know
if
that
really
answers
your
question,
the
restructure
is
happening.
The
budget
changed
some
things.
Thank.
H
Two
real
quick
wrap-up
comments:
first,
one
is
Kathy,
Anderson
is
the
director
for
trollwood
and
she
will
be
coming
to
visit
with
you
all
later,
so
the
trollwood
dad
is
in
here
but
she'll
be
coming
to
talk
about
that
later.
This
fall
and
I
guess
wrapping
up
tonight
when
the
bottom
of
page
13
bottom
right
side,
the
Fargo,
Public
Schools
programming
out
for
offering
five
thousand
two
hundred
and
eighty
three
successful
seats.
H
This
past
summer
may
have
been
first
grade
volleyball
or
may
have
been:
geometry
may
have
been
Annie
L
student,
but
five
thousand
two
hundred
and
eighty
three
successful
seat
opportunities
were
completed
as
part
of
summer
school
and
I.
Think
that's
something
to
feel
really
good
about
so
kudos
to
the
team
that
presented
tonight.
F
I,
just
would
also
like
to
thank
the
team.
That's
back
there
as
you've
just
heard
all
right
as
I
started,
saying
when
our
regular
semester
comes
to
a
close
summer,
school
begins
to
wrap
up
and
ramp
up.
You
just
heard
all
of
the
different
opportunities
that
our
students,
which
are
from
very
young
to
I,
guess
we're,
saying
we're
not
going
to
name
the
age
of
some
of
our
students
but
wow.
F
A
L
So
you
will
see
the
medal
in
front
of
you,
but
every
summer
we
as
an
administrative
team,
review
all
of
our
policies.
This
summer
we
teaching
and
learning
had
an
opportunity
to
review
the
4,000
series
or
a
portion
of
the
4000
series,
which
is
our
instructional
policies,
and
the
reason
we
say
it's
a
portion
is
because
that
is
our
largest
group
of
policies,
so
we
don't
get
through
them
all
in
one
summer.
We
want
to
be
meaningful
about
that
work,
so
teaching
and
learning
did
a
phenomenal
job
of
going
through
them.
L
L
We
ended
up
eliminating
three
policies,
but
we
did
add
two
new
policies:
one
fitness
for
duty
and
one
employee
speech
policy
so
netting
about
a
loss
of
one
coming
out
of
this
summer
cycle,
but
I
have
included
a
list
or
you'll
see,
listen
the
memo
of
each
of
the
policy,
some
with
no
revisions.
Some
of
the
smaller
revisions
and
then
the
two
new
policies
we
put
them
in
their
entirety
in
the
back
of
your
packet.
So
that
is
all
for
me,
but
we
will
entertain
any
questions
that
you
have
Robin.
E
A
A
A
K
S
Evening
my
name
is
Barry
Olsen
I
teach
eighth
grade
science
at
Ben,
Franklin
middle
school
I
am
now
the
new
chair
of
the
Health
Insurance
Committee,
so
I'm
here.
To
give
you
a
report
on
what
we
came
up
with
for
this
summer
on
August
7th.
If
you
look
at
the
memo
we
met
and
we
reviewed
with
our
committee
and
our
consultant
Gallagher
our
proposed
increase
and
this
year
the
recommendation
that
we
agreed
upon
after
our
meeting
was
that
our
increase
would
be
about
four
percent
for
the
health
funding
level.
S
S
E
S
Okay,
if
we
refer
to
the
back
there's
a
couple
things
just
for
your
board
information.
Just
so
you
know,
dental
insurance
has
changed
or
will
be
changing,
I
should
say
Blue,
Cross
and
Blue.
Shield
is
now
choosing
to
opt
out
and
use
united
concordia
dental
as
their
carrier.
We
have
done
some
research
and
we
looked
at
both
united
concordia
dental
and
dental
and
delta
dental
and
based
on
our
employees,
use
and
then
also
based
on
what
carriers
or
what
dentists
use
for
the
savings.
S
When
they
look
at
you
know,
we
get
a
rate.
Weeds
chose
to
go
with
delta
dental,
because
seventy
nine
percent
of
our
users
are
going
to
get
a
benefit
from
that
where,
if
we
went
with
united
concordia
at
this
time,
the
best
we
could
see
is
a
37
percent
help
for
our
employees.
So
we
chose
at
this
time
to
go
with
delta.
Dental
that'll
be
effective
2019.
S
We
do
look
at
that
every
year,
so
it's
not
something
that
we're
locked
into,
but
at
this
point
in
time
we're
gonna
use
delta
dental
for
the
2019
insurance
year.
The
other
thing
that
I'd
like
to
make
note
of
is
that
we
have
now
implemented
what
we
call
an
alex
tool.
Our
new
hires
are
now
able
to
use
that,
and
what
that
does
is
it
gives
them
an
opportunity
to
look
at
cost
savings,
whether
they
use
the
HSA
plan
or
the
traditional
plan.
S
We
are
going
to
roll
that
out
in
november
to
our
current
staff,
and
this
is
a
year-to-year
deal.
We
don't
we're
not
locked
in
for
a
long
period
of
time.
We're
gonna
see
how
it
goes
for
the
first
year
if
it
looks
like
it's
being
used
and
utilized
effectively.
We're
gonna
continue
the
program
because
there
is
a
cost
associated
with
it.
But
right
now
we
don't
have
any
numbers
to
tell
you
on
how
it's
looking.
S
So
the
one
other
point
I'd
like
to
make
is
that
we
have
been
working
extremely
hard
as
a
health
insurance
committee
to
re-establish
a
reserve
fund,
and
our
reserve
fund
is
now
at
about
three
and
a
half
months,
so
we
have
been
slowly
building
that
up.
A
lot
of
that
has
come
from
education
that
we
have
given
to
our
employees
on
how
to
better
utilize
our
insurance
needs.
S
So
I
think
this
is
just
something
that's
going
to
continue
to
grow,
so
hopefully
we
can
get
that
back
up
to
where
it's
going
to
be
a
six
to
nine
month
Reserve,
but
education
has
been
a
big
part
of
it
and
that's
what
this
committee
has
been
delegated
to
for
quite
a
long
time
now,
I've
been
on
it
for
nine
years
and
that's
something
we've
talked
about
every
year.
How
can
we
better
educate
our
employees
to
use
insurance
effectively
for
us
both
for
your
pocket
and
our
pocketbook?
D
J
M
L
J
M
B
M
M
O
L
At
the
last
board
meeting,
we
presented
the
operational
plan
for
the
first
reading.
Since
then,
we
chain
made
one
typo
fix,
which
was
in
the
potential
of
talking
about
additional
programming
or
for
an
immersion
program.
The
original
operational
plan
said
eme
ER,
in
which
immersion
with
an
eye,
and
that's
the
only
change
we've
made
since
then,.
J
J
M
B
A
E
J
E
Robin
yeah
great
feedback
I
saw
some
reoccurring
themes,
one
of
which
is
knowing
board
policy
and
following
it
not
knowing
it
is
no
excuse
not
to
follow
it.
So
I
think
it's
very
important
that
we
adhere
to
the
policies.
That's
why
Annamarie
work
so
and
probably
her
team
worked
so
hard
to
put
together
these
fancy
little
back
binders
that
I
carry
and
hurt
my
back
and
when
I
carry
it
around
there.
E
Another
theme
was
the
need
that
we
need
to
follow
through
meaning
preparation
and
completion
of
homework,
and
the
third
theme
I
saw
was
that
we
really
need
to
follow
the
governance
model
as
opposed
to
crossing
over
into
operational
functions
as
a
board.
So
if
I
were
to
summarize
those
three
I
think
that's
what
I
got
out
of
it
so
and
and
it's
okay
to
remind
each
other
gently,
because
it's
really
hard
when
you're
I'm,
some
of
us
that
have
been
at
this
for
a
long
time.
E
E
In
documents
such
as
these
I
think
it's
North
Dakota
nice,
not
to
name
individual
instances
and
that's
the
president's
job
to
have
those
individual
discussions,
whether
we
know
she
has
them
or
not,
is
really
none
of
our
business,
not
unlike
if
a
child
is
maybe
disciplined
at
a
school.
That's
none
of
our
business,
so
I
would
just
assume
that
the
president
has
followed
through
on
those
conversations,
and
we
need
to
trust
her
because
she
we
elected
her
to
lead
the
board.
E
A
I
think
this
was
that
maybe
not
the
last
governance
meeting,
but
the
one
prior,
if
I'm,
remembering
correctly,
but
at
the
last
one
Anne
Murray,
where
we
received
some
information
from
the
Aspen
group,
which
is
the
group,
helped
develop
the
governance
policy
model
for
the
district.
And
so
there
has
been
some
conversation
about
possibly
bringing
the
Aspen
group
to
the
Fargo
school
district
to
help
us
with
some
of
this.
J
M
B
B
A
T
Plans
to
attend
NDS
ba
this
year,
which
is
everyone
so
that's
great,
and
then
also
you
probably
received
it
at
your
home-
address
from
NDS
ba,
but
I
did
print
out
to
the
annual
convention
tentative
program
for
you,
so
that
you
had
that
in
front
of
you.
Fargo
public
schools
receives
five
delegates
for
the
delegate
assembly.
We
can
choose
five
people
to
do
the
voting,
so
we
need
to
have
five
people
selected.
T
Jim
Artie
is
a
delegate
because
of
his
state
work,
so
he
wouldn't
be
included
in
our
numbers
and
then,
since
everybody
else
is
attending
the
others
who
aren't
as
selected
or
delegated
to
be
our
delegates.
I
have
marked
down
as
alternates
in
case
something
comes
up
and
somebody
can't
attend
so
at
this
time
we
need
to
ensure
we
have
five
people
who
would
like
to
serve
in
that
capacity.
Okay,.
A
J
A
T
A
U
Sure
do
I
have
scheduled
my
school
visits.
I
will
be
over
at
Hawthorne
Clara
Barton,
visiting
Folden
on
September
21st
and
then
over
at
Centennial
I'm
visiting
the
principal
resna
check
on
October
5th,
so
those
are
scheduled
and
eggs
and
issues
last
week
was
was
really
good.
I
attended
that
and
then
Fargo
Youth
Initiative.
B
Thank
You
president
Knudsen
I
also
attended
eggs
and
issues
and
appreciate
the
chamber,
giving
everybody
a
chance
to
hear
about
what's
going
on
in
their
schools,
and
it's
good
to
see
that
the
close
relationships
that
have
existed
between
our
three
districts
look
well
positioned
to
continue
in
the
future.
I'd
also
like
to
note
that
we
approved
in
the
consent
agenda
minutes
from
the
special
meeting
of
September
4th,
where
the
board
approved
a
contract
with
the
FAA
that
the
FAA
had
rat
by
the
week
before,
and
so
the
negotiation
committees.
B
M
What
a
pleasure
to
serve
on
the
board
of
Fargo,
because
your
work
has
been
amazing,
so
I
had
the
opportunity
to
last
night
to
visit
Fargo,
South
PTA
meeting
at
six
o'clock
and
then
at
seven
o'clock.
I
was
at
the
Lewis
and
Clark
PTA
meeting,
as
was
noted,
I
was
in
attendance,
so
my
purpose
for
going.
There
was
for
two
reasons:
I
wanted
people
to
put
a
face
to
me
and
let
them
know
my
role
as
a
board
member
and,
and
that
was
and
I
told
them
I'm
not
gonna.
M
M
M
Those
were
great
meetings
and
then
I
appreciated
the
meeting
with
mr.
Gandhi
that
I
didn't
say
last
time.
I
really
appreciated
that
hour.
They
took
out
every
day.
So
thank
you
and
I
plan
to
attend
the
Hawthorne
elementary
60th
birthday
party
of
the
building,
this
Thursday
there's
so
many
opportunities
wow,
so
many
opportunities
I
can't
fit
them
all
in
I'm
sure
I'm
trying
but
I
tell
you
what
there's
a
lot
of
things
happening
in
the
school
district
I'm
just
thoroughly
impressed
and
you
guys
deserve
a
pat
on
the
back
and
all
the
administration
team.
M
E
I
will
give
you
my
list:
anne-marie
cuz,
it's
fairly
extensive,
but
I
will
be
asking
it
at
governance,
exactly
what
you
would
like
reported
when
we
report
out
there
are
times
when
we
have
separate
events
that
aren't
connected
and,
of
course,
mine
crossovers.
So
what
is
appropriate
to
report
on
in
this
venue
so
on
August
29th
I
attended
the
city
PTA
planning
meeting,
also
on
August
29th.
As
a
member
of
the
Fargo
Cass
Public
Health,
now
I
attended
the
retirement
party
for
Ruth
Roman
and
dr.
John
Baird.
That
was
very
well
attended.
E
Exit
issues
was
outstanding
and
I
do
have
to
say
the
three
superintendents
were
there.
The
collaboration
is
fabulous,
but
I
received
four
very
solid.
Compliments
from
community
leaders
on
how
impressed
they
were
with
mr.
Gandhi,
so
very,
very
articulate
to
electeds
and
to
community
leaders
so
good
job.
You,
you
represented
us
very
well.
Let's
see.
Yesterday
I
was
at
senator
heitkamp
summit
to
stop
suicide
very
interesting
statistics.
I
will
share
some
of
them
with
you,
but
North
Dakota
is
the
fastest
growing
suicide
rate
in
the
country
at
57
percent.
E
It
goes
everywhere
from
youth
to
farmers
and
I
will
share
some
peer-to-peer
relationships.
I've
already
spoken
with
it's
Bob
Andrew
talk
about
those.
We
have
our
partnerships
here
with
imagine
thriving
as
well
so,
but
that
was
also
very
well
attended.
Last
night
I
was
the
featured
speaker
at
Washington
PTA.
They
were
particularly
interested
in
the
ad
hoc
committees
that
are
going
forward,
so
I
actually
copied
your
cabinet
letter
and
handed
that
out.
I
figured
it
was
public
knowledge,
so
they
were
very
interested
in
that
of
note,
Washington
and
Kennedy
or
studying,
see
schools.
E
So
I
won't
go
through
everything,
but
I
do
have
powerpoints
that
I
can
share
it's
it's
quite
impressive
it.
What
it
there
were.
Let's
see
here.
According
to
Rory,
there
were
about
eighty
attendees
from
five
different
school
districts
in
Fargo
and
West
Fargo
school
districts
were
all
over
it,
so
good
job
there,
a
little
bit
of
a
statistic
there.
Some
of
these
mental
health
grants
Minnesota
has
plenty
has
plentiful
mental
health
grants
when
I
asked
throughout
the
program,
North
Dakota
has
none
that
is
being
used.
E
So
I
did
make
some
connections
with
our
legislators
and
some
of
those
providers,
because
that
is
something
that
we
all
talk
about,
and
perhaps
we
can
talk
about
that
in
gack.
One
other
interesting
survey,
ssin
that
I
will
share
that
broke
my
heart
human
trafficking.
One
of
the
biggest
events
in
Fargo
is
the
big
iron
event.
I
had
no
idea
moving
on
to
something
brighter
first
gack
meeting
is
on
September
18th
at
7:30
a.m.
I
did
finally
write.
E
Not
finally,
I
got
the
advance
list
for
the
candidate
forms,
so
I
will
get
those
out
to
you
at
that
GAC
meeting
committee
members
are
myself,
obviously
Jim
Johnston's,
the
vice
chair,
brandy,
Ani,
Rebecca
and
Brian,
and
then
I
will
need
to
call
it
in
October
for
a
meeting
and
I'll
get
you
those
stones
too,
but
I
will
hand
out
some
of
these
statistics
that
I
have
for
you.
So
that
is
all
thank
you.
Thank.
J
J
It
only
takes
11
hours
to
fly
from
Fargo
to
Rapid
City
about
the
same
amount
of
time.
It
would
take
to
drive
for
the
Western
Region
meeting,
where
we'll
be
electing
our
delegate
to
hopefully
serve
on
the
board
of
directors
for
the
national
school
board,
meeting
or
National
School
Boards
Association,
and
we
may
have
one
of
the
members
of
the
western
region
who's
actually
going
to
try
and
see
if
we'll
endorse
him
to
become
an
officer
as
well.
So
I'll
report
back
out
on
that
at
our
next
meeting
and
I
think
that's
about
it.
David.
A
A
A
A
You
could
do
that
where
you
go
I,
let's
see
the
Native
American
Commission
met
last
week
and
there
is
a
there's
a
building
that
is
right.
Next
to
the
United
Methodist
Church
on
10th
Street
South,
that
the
Native
American
Commission
has
kind
of
been
how
is
it
out
of
and
that
the
Commission
is
being
asked
to
move
out
of
that
building.
It's
a
really
old
old
building.
A
It's
in
disarray,
I'm
not
quite
sure
what
the
plan
is
for
that
building,
but
I've
signed
on
to
help
that
Commission
or
move
all
of
the
kind
of
get
an
analysis
of
all
the
items.
In
that
building
build
an
inventory
figure
out
what
the
needs
are,
try
to
help
figure
out
where
those
items
are
all
going
to
be
stored
and
there
might
be
community
members
in
terms
of
organizations.
A
Nonprofits
businesses
that
get
asked
to
you
know
help
help
that
community
figure
out
a
way
to
store
the
items
that
they
need
and
so
I
then
I
believe
that's
the
end
of
that
part
of
the
report.
But
in
regard
to
the
communications
full
charge,
there
was
just
one
little
word:
change
I,
think
I
maybe
have
enough
here
on
the
bottom.
A
That's
highlighted
in
regard
to
it
says
here:
I
have
a
question
about
a
board
policy
being
followed
or
would
like
to
request
a
review
of
a
board
policy
who
do
I
contact
so
that
highlighted
box
points
to
the
board
Prez
and
it-
and
it
did
point
there
to
start
with.
But
there
was
a
change
I
think
it
just
in
wording
a
little
bit
and
where
you
remind
me,
please
what
that
was.
We.
T
A
Thank
you
and
I
know
for
me.
I
need
I
need
to
look
at
this.
Look
back
at
this,
even
more
than
I
do,
but
maybe
we
all
do
and
it's
if
there's
a
lot
of
information
in
here,
but
it's
well
organized
and
I
think
it
it
points
pretty
clearly
as
to
where,
at
least
currently
we
feel
we
need
to
go.
If
we
decide
in
our
conversations
as
we
move
forward
that
you
know,
this
should
change,
that's
a
different
story,
but
at
least
for
now
this
gives
us
a
pretty
good
guide.