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From YouTube: School Board Meeting - December 11, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - December 11, 2018
A
B
C
E
Good
evening,
thank
you
so
much
again
for
allowing
us
to
share
with
you
some
of
our
successes.
I
love
standing
up
here
for
for
the
good
story,
so
I
again
will
not
be
talking
a
whole
lot,
I'm
going
to
turn
it
over
to
the
leadership
team
who
has
their
hands
on
with
that
and
that's
gents,
our
and
Kim
Myers,
for
this
short
presentation
about
our
positive
behavior
program.
F
It
was
designed
to
provide
direct
intervention
instruction
and
support
to
address
a
child's
lagging
skills
and
unsolved
problems
where
legging
skills
are
really
that,
when
the
demands
of
the
environment
exceed
the
child's
capacity
to
respond.
Adaptively
and
unsolved
problems
really
relate
to
the
specific
expectations.
A
child
is
having
difficulty
meeting.
G
Generally
speaking,
when
we're
talking
about
intervening
with
our
students
in
the
positive
behavior
program,
we're
using
applied
behavioral
analysis,
and
that
is
comprised
of
four
components
which
you
can
see
the
first
one
being
reinforcement.
Reinforcement
is
just
really
that
you
know
trying
to
reinforce
skills.
We
know
that
any
any
behavior
that's
reinforced
will
increase,
and
so
one
of
the
one
of
the
keys
is
really
tapping
into
ensuring
that
we're
reinforcing
the
behavior
we
want
to
increase
and
not
accidentally
or
inadvertently,
reinforcing
a
behavior
that
we
are
intending
to
decrease.
G
The
next
component
is
chaining,
and
that
is
essentially
taking
a
skill
or
what
we
hope
to
see
from
a
from
a
child
and
breaking
it
down
into
smaller
component
or
components
or
tasks,
and
then
starting
with
teaching
at
that
very
lowest
skill,
but
kind
of
the
simplest
skill
right.
So
we're
gathering
those
those
initial
successes
and
then
with
reinforcement,
also
being
able
to
continue
to
move
on
to
those
more
complex
portions
of
what
we're
hoping
to
see.
Until,
ultimately,
we
can
get
that
entire
sequence
chained
together
and
we
have
the
behavior
that
we're
looking
for.
G
G
That's
used
to
prompt
a
child
for
a
particular
behavior,
or
it
could
also
be
nonverbal,
so
might
be
something
that
the
adult
uses,
an
action
that
they
use,
or
it
could
be
a
symbol
on
the
student's
desk
or
a
picture
in
the
classroom
that
prompts
the
child
to
be
thinking
about
the
skills
that
they've
been
learning
so
that
they
can
apply
it
in
the
appropriate
situation.
And
then
the
last
piece
is
shaping
in
terms
of
applied
behavior
analysis
and
that
is
essentially
reinforcing
the
best
approximations
of
the
behavior.
G
We
want
to
see
so
again
getting
closer
and
closer
so
that
each
time
that
those
best
approximations
get
closer
to
the
ultimate
behavior.
So
those
are
the
four
the
four
components
of
applied,
behavioral
analysis
and
that's
what
we're
using
in
the
program
primarily
and
then
the
last
piece
is,
you
know
who
is
who's?
G
Providing
these
opportunities-
and
we
have
we're
in
our
second
year
of
the
positive
behavior
program,
which
includes
positive
behavior
intervention,
is
and
positive
behavior
technicians
and
we'll
go
into
a
little
bit
more
about
what
those
positions
look
like
and
where
they
are,
but
as
well.
We
can't
lose
sight
of
the
classroom
teacher.
Ultimately,
we
want
our
students
to
be
back
in
our
classrooms
so
that
they're
receiving
their
instruction
with
their
peers.
So
it
takes
a
lot
of
communication
with
those
interventionist
technicians
in
the
classroom
teacher
as
well
as
those
building
teams.
F
So,
as
Jen
mentioned,
we'll
talk
a
little
bit
more
about
the
positive
behavior
program
positions.
The
first,
the
first
position
that
we're
going
to
talk
about
is
positive.
Behavior
intervention,
asur
a
pbi.
Their
role
is
to
develop,
implement
and
monitor
student
behavior
plans.
They
work
in
conjunction
with
the
MTS
s,
team
and
B
CBA
and
they're.
They
hold
a
bachelor's
degree
or
higher
in
a
field
of
Human
Services.
Some
examples
might
be
social
services,
education,
psychology,
etc
and.
G
Then
that
other
position
is
the
positive
behavior
technician,
and
so
that
person
falls
underneath
our
classified
staff
and
they
assist
the
the
pbi
with
the
implementation
of
the
of
the
plan.
That's
been
written
as
well
as
monitoring
that
plan
and
watching
watching
the
data
to
ensure
that
the
students
behavior
that
we
want
to
increase
is
increasing
and
those
that
we're
looking
to
decrease
are
also
decreasing
positive,
behavior
technicians.
We
look
for
them
out
of
out
of
a
variety
of
fields,
but
they
can
come
to
us
as
well
with
high
school
diplomas
or
GEDs.
F
So
a
little
bit
about
the
program.
Looking
back,
we
have
some
data
from
2017
2018
and
then
current
data
from
2018
2019
in
this
data
is
as
of
December
5th
2018.
So
how
many
schools
have
this
program?
Well
it
in
2017
2018
there
were
10
schools
and
there
are
also
continued
to
be
10
schools
at
this
at
this.
F
G
So,
with
some
of
the
expansion
from
1718
to
the
current
year
and
the
number
of
people
we
have
in
our
schools
supporting
our
kids,
you
can
see
that
our
total
number
from
last
year
was
151
students
who
were
touched
by
the
program
and
already
this
year,
where
we've
been
able
to
work
with
176
kids
in
the
program.
So
as
we
continue,
we
know
by
the
end
of
this
year.
That
number
will
be
likely
will
be
greater,
as
well
as
continued
kids
continued
to
move
in
and
out
of
the
program.
G
Last
year,
by
the
end
of
the
school
year,
we
had
three
students,
but
already
this
year
we've
had
27
kids,
who
have
been
part
of
the
program
who
are
now
successful
with
their
behavior
back
in
the
classroom,
and
so
I
think
it's
important
to
note
that
those
27
kids,
they
really
do
come
out
of
that
151.
From
last
year,
right
they've
been
they've
continued
in
the
program
had
that
follow
through
over
the
summer
back
into
the
into
the
the
new
year
and
have
been
able
to
be
successful
and
and
be
dismissed
back
to
tier
one.
G
G
The
last
piece
that
we
have
is
just
a
short
video
that
we'd
like
to
share
with
you.
We
can
share
with
you
the
numbers
and
our
observation
as
part
of
being
the
leadership
team,
but
I
think.
Ultimately,
the
proof
is
in
the
pudding
right
and
the
the
kids
who
are
being
impacted
by
the
program,
as
well
as
the
teachers
and
and
the
other
staff
members.
So
just
hope
you
enjoy
the
results
of
these
two
years
of
work.
G
You
can
see
a
lot
of
our
our
students
also
are
are
finding
the
benefit
in
the
program
and
the
relationships
that
they're
building
with
positive
behavior
interventions
and
technicians,
and
with
that,
if
you
have
questions
we'd,
be
happy
to
answer
them.
But
we
also
know
that
your
agendas
is
lengthy
tonight
too.
So.
H
G
I
E
What
I
would
say
about
that
just
to
correct
a
little
bit
as
it's
not
counseling?
It's
correct
instruction
in
behavior
regulation,
social,
emotional
regulation,
but
you
are
right
in
equating
it
to
the
fact
that
there
are
caseloads
and
we
would
say
that
some
of
them
feel
that
they
do
have
some
pretty
hefty
caseloads.
We
will
admit
that
we
need
to
put
in
some
better
data
collection
to
know
exactly
to
see
where
they
move
in
and
move
out
and
how
the
kids
students
fluctuate
to
also
help
us
determine
the
increase
in
needs.
E
I
G
So
in
all
of
the
buildings
that
have
the
program
all
but
one
essentially,
they
have
both
a
PPI
and
a
PBT.
We
have
one
building
this
year.
That
has
just
recently
hired
a
second
technician.
So
there
are
there
a
team
of
three,
but
these
folks
do
have
their
their
own
space
and
answering
part
of
your
your
initial
question
as
well
Robin,
some
of
those
for
some
of
these
kids.
G
And
then
the
the
real
goal
of
the
the
technician
is
to
work
with
that
child
as
they're
heading
back
into
the
classroom
to
help
them
be
able
to
be
successful,
utilizing
those
skills
in
the
classroom
as
well
giving
them
those
those
those
cues
that
prompting
and
those
kinds
of
things
related
to
behavior
analysis
to
help
that
carry
over
the
generalization
of
the
skill
that
they've
been
working
on.
Thank,
You,
Jennifer,.
E
When
this
was
developed
Jennifer,
we
really
looked
so
you
saw
the
board
certified.
Behavior
analyst
leads
the
charge
on
applied
behavior
analysis,
because
this
is
the
scientific
version
of
working
with
behaviors.
We
mimicked
what,
in
that
field
of
ABA
what
you
would
need
to
be
in
order
to
be
a
registered
behavior
technician,
so
there's
a
whole
professional
other
side
of
this
non
educational
side
but
professional
side.
So
they
go
through
the
same
training
that
others
would
have
to
get
to
the
point
and
up
to
taking
a
national
exam.
E
A
E
Yes,
for
the
training
part
I
mean
individuals
can
be
trained
to
do
it.
I
think
what
we're
looking
at
is
the
the
ability
to
slot
the
time
so,
just
like
our
teachers
could
do
this,
I
mean
if
you
know
you
saw
those
you're,
the
best
teacher,
which
I
think
it
is
so
great
that
the
kids
are
considering
these
people
one
of
their
teachers.
It's
not
that
individuals,
it's
not
rocket
science.
E
K
L
So
I
think
one
of
the
things
that
we've
discussed
with
the
board
is
one
of
our
legislature.
Our
T's
for
this
year
is
kind
of
social-emotional
funding
and
to
that
piece
a
conversation
that
we've
had
at
the
cabinet
level
has
been.
What
does
that
look
like,
and
we
are
currently
working
on
getting
numbers
on
different
models?
One
of
those
models
would
be
that
if
we
were
to
expand
the
PBI
pbt
program
through
our
school,
what
would
that
look
like
and
what
that
cost
would
be
so
looking
at
really
expanding
that
model?
A
M
Good
evening,
I
brought
with
me
tonight
David
Marquart
who's
on
the
Executive
Board
as
an
elementary
rep
I'm,
not
gonna.
Let
him
talk
right
now
because
he's
going
to
be
part
of
the
safety
committee,
so
you,
okay,
I,
brought
with
me
also
a
couple
people
from
Kennedy
and
here's.
What
they
asked
me
to
share
their
brig
is
that
Kennedy
School
wrote
a
grant
and
received
this
empathy
grant
for
$10,000
each
grade
level
receives
$1,600
math
moment.
That's
400
per
classroom
to
spend
on
giving
to
an
organization.
M
So
this
research
and
award
project
will
go
on
from
January
to
May
and
they
promised
to
update
us
when
the
classrooms
have
decided
talk
us
through
that
process.
I
also
have
early
childhood
special
education
people
and
they
would
like
to
mention
the
program
well,
you'll
hear
more
about
it
tonight.
Certainly,
but
early
childhood
special
education
currently
has
129
students
in
three
campuses,
including
head
start.
Students
are
seen
for
speech
services
in
their
home
schools,
sixty
five
students
in
the
process
of
being
evaluated
with
referrals
from
community
screening,
infant
development
and
Head
Start.
M
D
A
N
Good
evening,
ladies
and
gentlemen,
my
name
is
Barry
Olson
I'm,
the
chair
for
the
Health
Committee,
as
requested
by
FAA
and
the
Fargo
School
Board.
You
wanted
to
report
from
us
on
our
role
and
what
we
do
and
a
recommendation.
So
you
have
a
document
in
front
of
you
that
has
our
mission
statement
on
it.
It
also
has
a
purpose
of
our
committee,
so
we've
generated
that
over
the
last
several
years,
I'm
not
going
to
read
those
two
things.
I
will
read
the
the
report
that
we
put
together.
N
Those
are
the
last
two
paragraphs,
the
HIC.
We
will
continue
to
utilize
the
current
process
in
place
that
allows
us
the
opportunity
to
consider
yearly
plan
utilization
data,
health
insurance
funding,
balance,
data
trends,
insurance
proposals,
consult
input
to
make
an
informed
recommendation
to
the
Fargo
public
schools
Board
of
Education
on
an
annual
basis.
This
existing
process
collectively
gathers
the
input
of
employee
groups
and
provides
the
best
insurance
plan
options
for
our
staff.
N
The
committee
recommends
that
we
continue
to
provide
recommendations
regarding
funding
levels
for
HSA
contributions,
premium
levels,
employee
employer
cost
shares
and
design
plans
annually
to
the
Fargo
public
schools.
Board
of
Education,
do
you
have
any
questions
from
our
report
that
we
put
together
for
you.
B
Have
any
questions
but
I
do
having
had
the
opportunity
to
serve
on
the
health
insurance
committee
many
years
ago
want
to
expand.
It
extend
my
personal
thanks
to
each
and
every
one
of
you
that
serve
on
it,
especially
the
first
year
you're
on
it
there's
a
little
bit
of
a
learning
curve,
or
maybe
the
first
five
years.
So
thank
you
and
please
pass
along
my
gratitude
to
the
rest
of
the
team.
I
will
do
that.
A
L
M
M
M
Our
wellness
coordinator,
we
have
definitely
have
coverage
from
many
different
job
types.
We
met
four
times,
I
left
because
rupak
put
on
here
two
hours
each.
He
would
stand
there
at
6
o'clock
like
flash.
The
lights
have
his
jammies
on
I
mean
we
never
I'm
just
kidding.
He
didn't
really
people
stay
late,
continue
the
conversations
kept
working
I
mean
clearly.
It
was
really
important
to
work.
We
felt
like
we
were
doing
and
we
really
had
some
good
synergy.
So
the
four
to
six.
M
That
was
the
official
time
conversations
continued
and
then
out
in
the
parking
lot
when
it
wasn't
too
cold
the
norms.
The
plan
was
to
have
consensus
of
the
committee
members.
I,
don't
think
we
ever
got
down
to
counting
votes.
We
came
up
very
comfortably
with
agreement.
You
know
we
had
a
good
discussion.
Getting
to
that
point.
We
used
a
few
groovy
techno
tools
to
look
at
how
we
could
rate
and
prioritize
the
Nearpod
and
there's
a
homegrown
version
that
Stephen
Darrow
made
for
us
right.
M
M
O
Like
Laura
had
mentioned,
we
had
the
four
meetings.
It
was
a
clear
ideas
of
what
we'd
be
doing
at
each
of
our
meetings,
and
so
our
first
day
was
discussion
of
safety,
and
what
does
it
mean
to
us-
and
it
was
just
kind
of
go
around
the
circle
and
explain:
what
do
you
think
safety
is
and
why
wouldn't
you
do
it
and
that
was
kind
of
the
discussion
for
the
first
day.
The
next
mean
was
the
small
group
brainstorming
solutions.
O
We
really
broke
into
small
groups,
some
kind
of
some
interest
if
you're
in
just
area,
if
you're
interest
in
this
area,
but
going
to
this
group
having
our
lawyers,
we
just
put
people
in
certain
groups.
It
was
a
great
time
to
discuss
the
small
groups
and
then
we
broke
apart
and
did
some
large
group
discussion
after
that,
the
third
day
that
we
met
with
the
pros
and
cons
for
each
area
of
study
and
then
how
they
prioritize
them.
O
And
then
we
kind
of
had
like
five
stickers,
and
we
had
to
say
was
this
the
best
area
which
which
burr
do
you
think
would
be
the
best
way
to
use
funds?
Possibly
or
just
the
ideas
of
the
areas
of
what
we
were
thinking
so
that
was
nice
to
see,
and
then
you
know,
like
Laurie
mentioned
also
the
technology.
O
The
visual
part
in
those
meetings
was
very
beneficial
to
see
what
people
were
thinking
as
we
were
going
along
throughout
these
meetings
and
our
last
day
was
recommendations
for
the
board,
which
you'll
see
eventually
coming
up
here.
So
during
these
discussions,
these
are
some
of
the
questions
that
we
were
asked
and
we
had
to
answer
what
areas
of
safety
do
we
need
to
address
to
improve
the
learning
environment
of
all
students
and
fps?
P
So
from
there
first
of
all,
I'm
Rebecca
Fulton
I.
For
those
that
don't
know
me,
I
am
the
principal
at
Clara,
Barton
Hawthorne,
so
for
from
this,
all
of
these
ideas
were
generated
and
really
we
found
that
they
fit
into
four
kind
of
groups.
So
all
of
those
ideas
came
into
compensation
or
staffing,
training,
wraparound
services
and
outside
agencies
or
communication
and
data
reporting.
So
those
sticky
notes
all
became
one
of
those
four
areas.
P
This
was
a
really
neat
project
that
we
worked
on.
We
worked
in
groups
and
we
really
took
from
there
all
of
those
items
turned
into
14
topics.
So,
if
you
see
on
here,
we
have
1
through
14
on
the
side.
What
we
did
is
we
looked
through
all
of
these
areas
and
we
talked
about
cost
versus
benefit.
We
wanted
to
see
which
we
felt
had
the
most
benefit,
which
ones
might
us
more
in
certain
areas
which
ones
would
have
a
higher
benefit
for
less
cost.
So
that
was
the
result
of
our
teamwork.
P
We
split
into
groups
to
do
this,
and
and
again
there
were
14
different
areas
that
we
looked
at
the
next
thing
that
we
did,
and
this
was
individually
we
did
a
forced
choice
matrix
and
what
this
was.
We
took
each
of
the
14
areas
and
we
rank
them
how
individually
we
felt
they
were
ranked
from
each
other.
P
So,
for
example,
this
one
is
defined
consistent,
behavior
standards
for
pre-k
12,
so
we
would
take
that
and
we
would
determine
is
a
being
the
divine
defined
consistent
behavior
is
that
higher
ranking
than
benchmarks
at
elementary
middle
and
high
school
is
that
higher
ranking
than
assessments
and
behavior.
So
we
went
through
each
one
and
ranked
them
against
each
other,
and
it
was
quite
interesting
and
it
was
really
hard
to
do,
but
it
was,
it
was
really.
The
result
was
was
interesting.
So
this
is
the
result
of
those
14
areas.
P
P
So
when
we
ranked
each
again
coming
from
those
those
top
three,
we
rank
the
priority
against
each
other
and
again
those
top
three
para
training,
wraparound
service
and
self-care,
came
out
as
the
highest
areas,
and
you
can
see
the
percentages
on
the
side
where
those
14
items
fell
as
a
priority
and
then
the
final
thing.
Our
further
discussion
that
we
had
is
once
we
saw
the
14
areas
we
really
talked
about.
What
do
we
want
to
bring
to
the
board?
We
decided
to
eliminate
je
and
I'm
gonna
go
back
here.
P
Je
was
increased
incentives
for
sped
teachers,
and
we
really
just
felt
like
at
this
time
that
wasn't
a
part
of
a
safety
committee
topic.
That
might
be
something
else,
and
there
was
lots
of
other
implications
with
that.
So
our
team
unanimously
decided
that
je
needed
to
be
pulled
from
the
list
of
recommendations
and
then
from
there
we
also
talked
about
how
a
through
D
on
that
sheet,
they
kind
of
fit
in
the
same
area.
P
L
These
are
so
what
you
have
in
front
of
you
and
on
your
slides.
Are
the
final
recommendations
coming
out
of
the
safety
committee
for
the
school
board
to
consider
so
I
think
the
essential
question
that
comes
to
plate
now
is
what's
next
and
we
before
I
go
into
what's
next,
really
just
kind
of
want
to
talk
through
the
process
as
well.
So
we,
after
the
Safety
Committee,
gave
out
a
survey
to
make
sure
that
everyone
was
either
an
agreement
with
the
process
that
we
fought
for
the
safety
committee.
L
There
was
equity
invoice
and
that
everyone
felt
that
they
had
they
had
the
opportunity
to
participate
in
a
meaningful
way.
Majority
of
the
responses
are
actually
all
the
responses
we
got
on.
Those
standards
that
you
see
here,
which
is
I,
feel
the
safety
committees
charge
was
clearly
defined,
accomplish
the
goals
that
were
given,
fell
under
strongly
or
agree,
but
we
also
gave
individuals
the
opportunity
to
provide
personal
feedback
on
the
safety
committee
in
terms
of
just
the
process.
L
And
what
would
you
like
to
see
next,
so
the
only
areas
that
you
will
see
that
I
would
say
that
our
areas
that
we
could
continue
to
work
on
is
comments
like
I,
hope,
the
work
of
our
temp.
That
time
we
put
in
the
committee
doesn't
get
put
on
the
backburner
I
wish
that
we
could
start
working
on
the
implementation
of
the
recommendations
that
we
had
we're
going
back
to
the
original
charge
of
the
safety
committee.
L
Well,
we
knew
our
charge
was
come
up
with
a
list
of
recommendations,
but
when
you
get
so
deep
into
the
work
and
you're
researching
it,
you
want
to
now
start
working
on
the
implementation
as
well,
and
that's
kind
of
going
to
lead
to
our
next
steps
as
well.
So
our
next
steps
is,
we
have
decided
that
the
safety
committee
will
meet
again
going
into
the
second
semester
of
this
year.
We
will
meet
with
all
the
original
group
that
was
in
the
safety
committee
and
now
start
to
work
on
implementing
these
recommendations.
L
So
our
next
steps
are
going
to
be
to
continue
the
work
of
the
safety
committee
next
semester
reconvene
at
least
one
more
time
with
the
original
group
lay
out
a
plan
on
talking
about
how
we
can
implement
some
of
these
recommendations.
Specifically
some
of
the
things
that
we
knocked
off,
we
can
knock
off
during
the
course
of
this
year.
L
I
P
It
would
be
something
that
we
would
need
to
look
at.
It's
definitely
something
that
we
talked
about
that.
We
would
like
to
look
at
third
party
outside,
but
that
would
be
something
we'd
have
to
look
at
policy
for
and
look
at
cost.
That
would
be
a
you
know
impacting
that
piece,
but
if
we
are
not
able
to
provide
those
services
within
the
school
and
there's
an
outside
agency
that
is
able
to,
we
don't
want
to
duplicate
services,
but
how
we
could
add
those
okay
and.
I
P
Some
care
and
I'm
gonna
kind
of
share
a
little
bit,
but
what
I'm
doing
at
my
school
I
just
knew
this
year.
I
wanted
to
make
staff
worried
about
staff,
they
need
to
be
healthy
for
them,
so
I
worked
with
HR
and
the
do
to
provide
services
through
the
village
so
that
they
come
in
and
part
of
our
PLC's
is
mental
health,
self
care,
compassion,
fatigue,
dealing
with
stress
and
we've
done
a
really
great
job
of
offering
that
outside
of
school
hours.
P
But
when
at
six
o'clock
at
night
and
you're
stressed
out-
and
that's
the
last
thing
you
want
to
attend
so
I
just
think
we
need
to
do
a
better
job
of
using
those
services
within
the
school
day
to
meet
the
needs
of
our
staff
so
that
they
are
addressing
what
they
need
to
and
they're
being
heard,
and
they
have
that
opportunity
to
to
share
with
an
outside
agency
some
of
those
frustrations.
So
part
of
that
could
be
looking
at.
We
have
a
contract
with
the
village.
Q
Okay,
we
have
the
early
childhood
task
force,
that's
just
completed
and
we're
gonna
go
through
the
process
that
we
used
and
Jim
has
done
a
great
job
kind
of
updating
us
how
this
is
gone
but
I'll,
just
kind
of
put
it
all
together.
So
I
was
able
to
my
facilitate
this
with
rupak,
dr.
gross
patty,
Cummings
and
Rebecca
Campbell,
and
so
we'd
get
together
to
help
kind
of
plan
each
of
the
sessions
and
facilitate
as
we
went
forward,
we
had
four
meetings
we
had
originally
scheduled.
Five.
Q
We
were
fortunate
that
we
were
able
to
get
through
all
the
work
that
needed
to
be
done
in
four
meetings,
but
we
had
33
members
of
the
early
childhood
task
force.
Meeting
and
I
will
just
say
that
the
representation
was
amazing,
so
we
had
everything
of
community
providers
from
Boys
and
Girls
Club
headstart,
YMCA,
NDSU
and
I
I
might
need
a
little
help
with
a
name
but
Jane
who
used
to
run
the
early
childhood
task,
force,
retired
yeah,
and
so
it
was
just
in
parents
who
have
had
students
in
in
the
program.
Q
So
it
was
a
very
nice
mix
of
people
that
had
a
common
goal
of
really
wanted
to
see.
What's
next
for
early
childhood,
as
we
went
forward,
one
of
the
pieces
that
is
important
anytime,
that
we
have
a
task
force
type
meeting,
is
making
sure
we
define
what
consensus
is
for
moving
forward,
because
we
probably
don't
come
to
a
hundred
percent
agreement
on
everything,
but
we
felt
comfortable
if
the
majority,
with
an
eighty
percent
votes
going
forward,
allowed
us
to
bring
recommendations
to
the
board
as
we
went
forward.
Q
The
charge
that
we
had.
This
is
the
slide
we
actually
used
with.
The
team
is
that
early
childhood
students
and
early
childhood
special
education
students
within
Fargo
public
schools
and
the
reason
I
want
to
talk
about
this
first
charge
is
that
it
actually
got
a
little
muddy
for
us
in
the
task
force
and
I
wanted
to
share
that.
So,
when
you
think
of
early
childhood,
we
think
of
all
students
in
Fargo
and
we
would
love
them
all
to
have
access
to
early
childhood
services
as
we
go
forward.
Q
We
know
that
the
preschool
can
have
such
an
effect
on
lifetime
learning.
One
of
the
things
that
we
kind
of
came
to
recognize
as
we
move
forward
through
this,
is
that
we
have
some
other
pieces
at
the
legislative
level
that
are
not
funding
preschool,
so
the
the
charge
to
make
sure
that
it's
within
what
we
can
control
and
we
are
are
charged
as
a
district
is
to
serve
our
early
childhood
special
education.
At
the
same
time,
why
I
say
muddy
is
that
we
realize
there
are
some
best
practices
that
require
high
levels
of
early
childhood.
Q
Special
education
required
typically
age
peers,
and
so
how
do
we
do
that
as
a
community
and
work
together,
and
that's
why
we
needed
a
lot
of
brains
around
this?
As
we
talk,
and
so
we
were,
we
need
to
talk
about
the
type
of
service.
What
are
those
research-based
qualities
that
we
want
where
and
how
these
services
be
delivered,
and
how
do
we
bring
that
together
in
I?
Guess
our
task
force
charge
or
the
the
work
order
of
what
we're
gonna
do
next,
and
so
we
looked
at
this.
Q
The
first
meeting
we
kind
of
had
to
go
through
for
everyone,
because
everybody
had
different
expertise
to
look
at
the
big
picture,
and
the
first
thing
that
we
want
to
make
sure
is
that
we
all
understood
that
in
Fargo.
Right
now
we
serve
early
childhood
students
who
are
special
education,
and
then
we
have
even
start,
which
is
funded
through
the
United
Way,
which
is
serving
our
English
language
learner
students
on
the
same
site.
They
have
the
same
schedule,
they
may
partner
on
some
special
projects,
but
they
really
are
two
separate
programs.
Q
Currently
we
have
an
MoU
of
Understanding
with
Head
Start.
So
if
a
student
who
is
in
Head
Start
would
qualify
for
early
childhood
special
education
services,
we
would
have
one
of
our
teachers
go
into
that
program
and
provide
those
services.
We
have
community
preschools
and
we
also
have
childcare,
centers
and
family
childcare
and
so
just
understand
all
the
different
pieces
that
we
have
around
early
childhood
type
activities
in
Fargo
Moorhead.
Q
The
second
thing
we
looked
at
the
meeting
is
just
to
make
sure
people
understood
how
we
serve
currently
I
call
it
a
rolling
enrollment
because,
as
children
turn
3,
they
can
qualify
for
services.
So
one
thing
that's
different
than
the
regular
school
year
is:
we
are
adding
children
all
year
long,
every
month
after
screening,
when
they
hit
certain
age
markers
to
be
in
classes.
So
we
have
madison
has
two
classrooms:
their
half-day
programing
three
hours.
Q
Each
Agassiz
has
four:
we
have
the
South
Campus,
which
is
at
Centennial,
and
then
headstart
has
three
campuses
and
one
of
head
starts
campuses
at
Madison,
and
so
they
have
space
from
us.
Just
to
take
a
look
at
this
now,
I'll
probably
have
to
check
out
the
numbers,
because
on
the
update
we
had
they
said
that
we're
serving
129.
So
when
we
started
the
task
force,
we
had
119
of
the
slots
filled,
but
that
is
something
that
is
challenging
with
ECSE.
Q
What
happened
in
that
second
meeting
is
after
we
understood
how
we
serve
students
in
Fargo.
We
started
brainstorming
about
what
are
the
critical
attributes
and
components
needed
for
high
quality
childhood
special
education
programming,
and
that
was
actually
a
really
engaging
activity
where
we
let
people
have
time
on
their
own
to
brainstorm
on
post-its
things
that
they
valued.
We
also
then
allow
them
to
talk
in
groups
and
teams
take
what
we
call
a
dump
lumping
clump
activity.
It
means
that
you're
gonna
take
all
those
individual
ideas
and
now
look
at
which
ones
can
sort
together.
Q
What
are
we
similar
about
and
from
each
of
those
tables,
they
were
able
to
write
a
theme
from
the
collection
of
ideas.
What
happened
as
we
went
forward,
then
after
that
was
in
meeting
three.
We
took
and
typed
up
everything
that
those
themes
that
we
came
up
with
and
let
the
the
group
first
city
change
any
wording
and
kind
of
word
Smith
and
we
went
into
the
forced-choice
matrix
again,
which
you
just
saw
for
the
safety
committee
again
helping
us
kind
of
sort
out.
What
do
we
prioritize
in
this
list?
That
is
the
sheet.
Q
There
should
be
a
separate
sheet
at
your
table
with
red
and
blue
on.
So
I
wanted
to
make
sure
that
you
saw
all
those
choices
in
front
of
you
and
a
graph.
So
after
the
force
trace
matrix
was
completed
then
we
came
back
in
the
fourth
meeting,
and
people
were
able
to
see
the
graph
that
you're
seeing
at
the
top
and
I
guess.
I
could
go
back
so
I
realize
people
can't
see
it.
Q
Q
And
track
so
with
that
I'll
go
back
to
the
fourth.
So
now
we
have
the
priorities
and
we
want
to
take
a
look
at
to
review
the
what
was
consensus
on
there.
So
we
took
the
first
graph
and
we
said:
let's
just
discuss
it,
our
tables
before
you
go
any
further.
What
do
you
see
is
a
large
group?
What
questions
do
you
have
before
that?
We
would
try
to
come
to
consensus.
The
recommendation
for
the
board
going
forward
ask
questions
clarified.
Q
Then
we
got
back
to
the
group.
We
said
there
seems
to
be
a
natural
break
in
the
data
similar
to
kind
of
what
we
saw
in
the
Safety
Committee
also,
and
we
saw
that
those
top
four
seemed
to
have
we're
set
apart
from
the
rest,
when
we
talked
through
the
recommendations,
we
asked
the
group
and
I'll
go
to
the
next
question
for
consensus.
If
they
were
going
to
vote
on
that,
if
the
ones
we
have
in
red
would
be
primary
recommendations
and
then
secondary
recommendations
going
forward.
Q
When
we
took
our
first
vote
as
going
with
the
group,
it
was
82
percent,
so
we're
very
fortunate
that
we
had
consensus,
but
we
discussed
what
were
some
things
that
were
maybe
stopping
us
from
having
a
hundred
percent.
When
we
looked
at
that,
we
talked
about
that.
One
other
wording
on
G
at
the
time
had
had
all
children
and
we,
when
we
talked
about
there's
a
large
group,
we
don't
have
control
of
all
children
yet
or
the
funding
mechanism.
So
we
did
change
that
to
children
in
early
childhood
education.
Q
For
that
one.
As
a
group,
we
had
two
people
who
said
they
disagreed
with
screening
not
being
part
of
the
primary
ones
and
so
I
think
that
we
all
value
screen
and
realize
how
powerful
that
be.
But
we
do
not
have
right
now,
a
law
in
North
Dakota
that
says
that
all
children
have
to
be
screened,
and
so
those
are
some
things
that
we
do
think
make
them
suitable
to
be
recommendations
for
further
study
as
we
go
forward.
So
we
we
think
all
the
recommendations
are
very
solid
for
early
childhood.
Q
Some
do
need
to
work
through
them.
Maybe
even
helps
us
think
of
lobbying
for
some
things
that
we
need
to
support
early
childhood
going
forward,
but
we
did
take
a
vote
again
and
we
ended
up
at
82%
again.
So
we
did
make
sure
that
we
went
through
that
process
twice.
So
we
felt
confident
bringing
forward
tonight
those
the
red
as
the
primary
recommendations
and
the
blue
asked
for
further
study
as
we
go
forward
with
early
childhood.
Q
But
we
still
had
one
more
question
that
we
needed
to
answer
and
we
asked
where
should
our
childhood
the
occurring
in
the
Fargo
district,
so
that
we
can
give
information
to
the
next
task
force?
That
will
happen
second
semester
and
we
gave
everybody
three
post-it
notes
and
we
said:
do
you
think
it
should
be
at
one
site,
multiple
sites
in
the
city
or
at
every
elementary?
And
you
can
spend
your
three
post-it
notes
wherever
you
want,
if
you
feel
strongly
about
multiple
sites
put
them
all
there.
Q
If
you
want
one
on
each
go
ahead,
and
so
we
wanted
to
see
kind
of
the
will
of
the
group
again,
and
it
was
interesting
that
58
of
those
post-its
ended
up
on
multiple
sites
for
seem
like
access,
was
something
that
was
coming
up,
that
thirty
ended
up
on
having
one
big,
like
you
know,
preschool
site
for
the
whole
city,
and
only
three
were
on
every
elementary
and
I
will
say.
This
is
something
we'll
always
be
torn
on
a
little
bit
because,
anytime,
you
can
put
it
on
one
site.
Q
You
can
maximize
effectiveness
of
using
staff
at
one
site.
Multiple
sites
were
always
going
to
have
that
challenge,
but
then
we
also
have
a
benefit
to
families
to
be
able
to
access
the
site.
So
it's
just
that
we
always
have
different
things
to
weigh
out,
but
I
wanted
to
make
sure
that
you
saw
that
we
did
address
the
we're
with
the
group
also
and
I'd
be
happy
to
take
any
questions.
Q
I
Course
I
have
questions
Robin,
okay,
so
so
we
are
not
only
morally
obligated
but
federally
obligated
to
teach
special
education
students
from
age
three
to
twenty
one.
Is
that
a
fair
statement,
yeah
okay,
step
through
I
da
okay?
So
with
that
obligation,
I
think
that
needs
to
be
stated.
This
is
not
an
option
for
us
not
to
it.
It
should
be
an
option
to
educate
them.
So
when
it
comes
to
bussing,
are
we
also
required
to
provide
busing
to
these
students,
no
matter
where
they
are?
Yes,
if.
I
Mm-Hmm
I,
sorry
I
do
the
answers,
but
I
think
it's
important
for
to
know
that,
because
some
of
these
mandates
come
down
unfunded,
and
so
we
need
to
lobby
for
some
of
those,
and
these
are
for
identifiable
students,
because
we
all
know
how
hard
it
is
for
kindergarten
roundup.
So
how
could
we
work
with
that
at
the
state
legislative
level?
Is
that
what
you're
thinking
I
do.
Q
L
Except
one
thing,
and
that
is
just
kind
of
informed-
the
board
of
a
new
playground
that
will
be
happening
at
Washington
Elementary.
We
through
the
city
of
Fargo.
We
were
allocated
some
funds
to
renovate
that
playground,
which
is
kind
of
next
on
our
list
for
playgrounds
that
we
needed
to
work
at
as
well.
So
we've
been
really
fortunate.
The
process
that
happens
with
the
city
of
Fargo
is
that
there's
a
public
notice
for
public
comment.
That's
put
out
so
that
was
put
out
in
the
forum.
L
H
A
D
So
you
have
in
front
of
you
a
copy
of
our
audit
report,
where
we
have
received
an
unqualified
opinion,
which
is
what
we
want
and
just
to
note,
there
is
also
a
inserted
page
toward
the
back.
That
is
very
important
that
if
you
would
share
the
audit
report
that
you
use
that
page,
not
the
printed
page,
there
was
a
mistake
in
the
printing
where
they
checked
a
box.
D
That
is
not
a
good
box
to
have
checked
so
just
so
you're
aware
of
that
we
ended
the
year
with
our
ending
general
fund
balance,
that's
unassigned,
just
under
20%,
so
we're
doing
very
well
financially
and
look
forward
to
continuing
that.
So,
if
you
have
any
questions,
I
would
be
happy
to
try
to
answer
them.
A
B
B
R
B
K
S
S
So
we
know
where
everybody
is
and
who's
coming
into
building,
and
we
have
five
schools
that
don't
really
have
that
yet
Longfellow
Clara,
Barton
and
Lincoln
Elementary,
and
also
Horace
Mann
and
Roosevelt
Horace,
Mann
or
Roosevelt
you
may
be
familiar
with,
but
that
office
is
in
the
middle
of
the
school.
On
the
second
floor,
it's
really
problematic
as
to
how
to
get
people
up
to
those
offices.
I
think
those
offices
are
a
little
bit
different
than
the
rest
of
the
three-year
that
we
that
we
have
identified,
as
maybe
a
little
bit
easier
to
do,
yeah.
S
So
anyway,
what
we
are
bringing
forward
for
you
is
potential
costs
of
doing
some
work
at
Longfellow
Elementary
before
I
start
going
through
some
of
these.
Just
let
you
know
that
we
did
work
with
the
principals
and
we
used
surberg
architects
to
help
us
with
this,
and
we
tried
to
figure
out
different
ways
where
the
school,
where
the
best
entrance
could
be,
for
example,
Longfellow.
We
all
know
that
the
gym
entrance
seems
like
it's
the
main
entrance
to
the
school,
but
it's
not
the
main
entrances
onto
the
south
side.
S
So
after
we
went
through
the
study
and
went
through
the
the
work
of
looking
at
that,
we
decided
that
maybe
we
should
just
abandon
the
south
entrance
idea
and
really
try
to
build
it
right
and
have
the
entrance
where
the
parking
lot
is.
So
we
can
see
people
coming
in
people
park
there
if
it's
easy
to
get
to
the
office.
So
so
in
these
schools,
that's
sort
of
what
we
we
did
with
the
exception
of
Lincoln
Lincoln,
we
still
kept
it
on
the
west
side
of
the
building
and
added
on
a
small
portion.
S
A
portion
of
that
anyway,
you'll
see
the
cost
associated
with
with
those
entrances
remodeling.
The
only
expense
that's
probably
not
on
here
is
if
we
do
decide
to
move
forward
with.
This
is
if
we
want
to
use
a
construction
manager
or
not
for
a
fee,
but
we're
far
from
that
yet
I
believe,
but
anyway,
this
is
what
the
proposed
costs
would
be.
Any
questions
on
the
floor
plans
that
were
developed
again.
This
is
a
10,000
foot
view.
This
is
what
we
could
do.
You
know
we.
These
are
far
from
drawings.
H
S
H
D
L
Even
to
that
point,
just
to
kind
of
I
think
Jim
touched
on
this
as
well
is
that
we
work
with
Zuber
just
to
get
kind
of
initial
costs
on
what
these
projects
would
look
like.
So
we
had
something
to
bring
to
the
board
and
bring
to
planning
if
based
on
whatever
the
board
decides
and
if
we
were
told
to
kind
of
move
further.
We
definitely
would
have
the
opportunity
to
dive
deeper
into
the
actual
plans
of
the
buildings
and
also
have
the
architects
meet
with
a
board
to
talk
through
every
specific
aspect
as
well.
L
We
just
didn't
want
to
proceed
with
that
work,
because
that
is
that
a
cost
without
really
knowing
that
direction
as
well.
So
it's
kind
of
want
to
reiterate
that
this
is
kind
of
the
initial
plans
with
a
good
estimate
of
the
cost
as
well,
but
there
definitely
will
have
that
opportunity
to
get
into
details
and
look
at
specific
aspects
of
the
projects
and.
S
We
did
use
grant
dollars
when
President
Obama
had
like
a
homeland
security
grant.
When
he
first
took
office,
there
was
a
lot
of
money
that
was
injected
into
shovel-ready
projects
throughout
the
nation.
There
was
quite
a
bit
of
dollars:
I
was
offered
through
North
Dakota
through
I.
Don't
remember,
Homeland,
Security
I
believe,
but
we
did
do
a
lot
of
the
upgrades
in
those
other
schools.
You
know
Kennedy
Bennet.
I
D
A
B
J
S
Know
I
think
we
could
probably
do
like
the
Lincoln
projects
about
it.
You
know
600
and
700
thousand
I
think
we
can
maybe
get
that
ready
done
by
next
fall,
they're
very
close,
but
just
with
the
experience
I've
had
getting
building
materials,
and
if
you
approve
this,
we
have
to
put
an
ad
in
the
paper
for
21
days
for
architectural
services,
and
then
we
have
to
spend
a
week
or
two
interviewing
and
then,
after
that,
we
we
unleashed
the
architects
to
start
drawing,
and
then
we
have
another
21
days
to
bid
that
I'm
afraid.
S
If,
if
we
get
into
March
April
again
and
in
bid,
we
may
not
be
able
to
finish
all
of
those
projects.
However,
if
we
do
proceed
with
Longfellow,
we
certainly
could
spend
a
lot
of
time
building
the
new
portion
and
we
don't
have
to
move
in
there
right
away.
It
could
be
a
part
of
a
two-phase
approach
that
we
could
get.
The
new
construction
done
then
vacate
the
area
then
move
in
either
during
the
school
year,
if
that's
possible,
or
maybe
even
than
the
summer
after.
L
To
answer
the
question
on
kind
of
the
impact
of
the
long
range
facilities
claims,
regardless
of
the
timeline
for
the
work
once
we
go
to
bed
and
we
have
an
architect
we're
working
for
it,
we
finalize
plans,
we'll
know
the
square
footage
of
the
building
and
where
we
want.
Fortunately,
most
of
these
programs.
Most
of
these
projects
are
focused
on
the
entryway
remodel,
so
they
shouldn't
change
the
building
capacity
and
usage
that
would
drive
the
long
range
facilities
time
to
much.
J
Then,
just
one
follow-up
on
grants-
cuz
I,
had
asked
Jackie
the
same
question.
Thank
you
for
the
follow-up
information,
but
in
there
there
were
some
pending
opportunities,
maybe
in
2019,
but
the
motion
today
doesn't
have
to
do
with
where
the
funding
is
gonna
come
from,
so
we
could.
Ultimately,
if
we
it
those
become
available,
find
the
monies
that
way
correct.
D
S
D
C
S
A
K
K
Is
this
stem
from
my
liaison
visit
on
a
Kennedy?
The
principal
pointed
out
to
me
that
the
kindergarten
has
a
separate
playground
area?
Yes,
and
it's
right
up
against
the
street,
and
it
has
not
been
fenced?
Is
it
in?
Is
that
already
in
the
plan,
and
it
just
hasn't
been
done
because
of
the
season
and
whatever
it
seems
like
a
very
immediate
safety
concern
to
me,
it's.
S
If
we
do
one
Dobie
15
of
them,
they'll
have
to
do
so.
That
would
be
a
concerned.
I'd
have
as
far
as
the
funding
I
understand,
there
is
quite
a
space
away
from
the
road.
We
have
probably
other
schools
that
are
even
much
closer
I'm
thinking,
Horace
Mann
may
be
so
much,
but
I
I
think
it
would
be
something
we
could
certainly
visit
and
make
a
determination.
S
S
A
You
that
concludes
our
business.
Now
we
will
move
on
to
our
board
reports.
You
have
memo
53
and
it's
our
school
liaison
visit
discussion
and
have
you
had
a
chance
to
review
and
go
through
those
okay?
We
want
to
continue
further
on
that,
but
I,
please.
If
you
haven't,
had
a
chance,
please
read
through
those
next
up.
We
have
task
force
updates
and
do
we
have
an
update
Robin
from
you.
I
A
J
I
Sure
attended
the
governance
meeting
on
November.
Yes,
it's
December
now
November
29th.
As
far
as
governmental
affairs
committee,
we,
a
few
of
us,
visited
the
legislative
issue
for
the
chamber.
I
just
laid
a
breakfast
for
the
chamber
this
morning,
which
was
very
appropriate
for
our
GAC
committee
and
and
school
board
members
to
attend.
I
We
also
met
today
at
noon.
We
are
seeking
now
that
we
have
legislators
seated,
we
are
seeking
your
preference
as
far
as
who
you
would
like
to
I,
don't
know
what
the
term
is
paired
with
or
assigned
to
or
liaison
if
there
are
certain
legislators
that
you
are
comfortable
working
with.
Please
email,
those
to
me
if
there
are
certain
cost
legislators
that
you
are
not
comfortable
working
with.
Please
include
that
as
well,
and
then
we'll
kind
of
work
to
try
to
assign
everybody.
I
Other
than
that,
our
next
GAC
meeting
is
we
have,
we
have
to
a
possible
placeholder
on
January,
8th
and
then
in
February.
The
second
Tuesday
we'll
be
planning
our
legislative
crossover
breakfast.
So
we're
working
on
that
and
I
feel
compelled
to
explain
my
questions
about
what
should
be
reported
during
during
this
session.
Is
it
appropriate
to
bring
that
up
now?
Okay,
so.
I
Guilty
as
well
sometimes
reporting
so
my
community
events,
so
since
I
called
all
us
out
all
of
us
out
I'm
trying
to
also
just
deploy
myself
and
so
now,
I
keep
the
committees
that
I'm
on
their
means,
and
that
has
hope
helping,
hopefully
helping
me
stay
in
the
boundaries
that
we
have
been
given.
As
board
members
I
appreciate
how
it
involved
all
the
board.
I
Members
are
at
different
community
levels,
so
Ed's
and
I
looked
at
this,
and
it
also
made
me
analyze
things
like
attendance
at
shake
chamber
events
and
what
is
appropriate
for
us
to
report
on,
and
then
it
came
at
something
just.
This
is
kind
of
new
in
the
culture
of
the
board,
since
I
have
been
on
last.
I
It's
become
practice
for
this
board
to
pay
for
chamber
breakfast
attendance
and
some
some
committees
that
aren't
board
development-related,
and
so
many
of
you
I
feel
compelled
to
let
you
know
that
I
don't
sit
with
you
always
that
FPS
stuff,
because
in
when
anne-marie
calls
me
and
asked
me
if
I
want
to
attend,
I'll,
say
I'm
paying
for
that
one
on
my
own,
because
that's
not
board
related
and
so
and
then
I.
That
was
kind
of
a
ethical
thing
that
I
was
struggling
with
on
my
own.
I
So
I
did
talk
to
reach
out
to
the
local,
taxing
entities,
fart
city
of
Fargo,
County
and
park,
just
County
and
Park
District,
and
none
of
those
elected
bodies
have
their
Chamber
events
or
certain
conventions
paid
for
so
I'll.
Leave
it
up
to
the
culture
of
this
board,
but
I
I
want
you
to
know
that
I
won't!
Let
our
taxpayers
pay
for
me
for
personal
development
or
social
networking.
I
So
don't
be
offended
if
I
don't
sit
with
you
at
Chamber
events,
but
I
did
today
because
that's
a
legislative
event
and
I
also
thought
it
was
appropriate
for
the
district
to
pay
for
us
when
the
superintendent's
presented.
So
that
is
I'll.
Let
you
guys
work
on
that
with
your
own,
your
own
personal
ethics.
If
you
will
okay.
H
B
I
was
at
the
GAT
community
today
and
the
Planning
Committee.
Last
week,
the
North
Dakota
School
Boards
Association
called
a
special
board
meeting
via
telephone,
thank
goodness
so
I
didn't
have
to
drive
to
Bismarck.
So
we
could
take
an
official
position
on
a
piece
of
legislation.
We
know
is
going
to
come
forward,
basically
authorizing
school
districts
to
harm
their
personnel,
and
we
took
a
position
to
support
SROs
being
allowed
to
be
funded
for
all
the
school
districts.
Instead,
I
also
received
a
communication
from
the
PTA
vice
president
at
Clara
Barton
Hawthorne.
B
This
is
a
concern
going
on
in
my
neighborhood
and
I've
heard
from
several
people.
I,
don't
know
how
many
of
you
drive
down
4th
Street,
but
there
used
to
be
a
streetlight
there
and
then,
as
they
decided
to
redo
the
infrastructure
they
took
all
of
that
down.
We
have
been
informed,
or
at
least
the
PTA
was
informed,
I
shouldn't
say
we
because
I
didn't
have
it
directly
that
the
city
does
not
intend
to
put
the
street
light
back
up
instead,
I
think
what
they're
gonna
do
is
put
a
school
crossing
sign
up.
B
The
neighborhood
does
not
believe
this
is
going
to
be
adequate
and
at
a
minimum.
Well,
they
would
like
to
see
us
as
a
school
board
as
a
school
district
advocate
for
putting
that
street
light
back
in
for
student
safety
and
just
anecdotally,
not
not
that
it's
unique
to
my
neighborhood,
but
prior
to
that
street
light
going,
and
there
were
several
serious
accidents
on
4th
Street
with
students
trying
to
cross
it.
B
It
almost
becomes
a
thoroughfare
in
the
morning
rush
hour
time
period,
so
I
personally,
if
they're
not
gonna,
put
a
street
light
in
and
maybe
they
could
leave
the
four-way
stop.
They
currently
have
there,
because
a
four-way
stop
is
certainly
better
than
a
on-again-off-again
flashing
light.
So
I'm,
hoping
perhaps
from
the
fact
that
you
can
reach
out
to
the
city,
let
them
know
as
a
school
district
that
is
our
safe
crossing
street.
B
That's
enough
so
I'm
hopeful
they'll
at
least
rethink
this
position
and
do
something
to
slow
the
traffic
down
and
I.
Think
the
four-way
stop
is
better
than
that.
The
street
light,
because
street
lights
you
try
to
time.
You
know
I,
think
I
can
get
through
this
thing.
A
stop
sign,
everybody
has
to
stop,
doesn't
mean
they
always
do,
but
they're
supposed
to
so
I
shared
that
communication
with
Ann
Marie.
So
you
would
have
it
and
it
came
on
behalf
of
the
Clare
Burton
pop
Hawthorne
PTA.
A
Thank
you
Jim
and
we
I
was
participating
the
planning
committee
meeting
last
week.
We
also
had
a
negotiations
committee
meeting
and
in
John's
absence
tonight
when
I
spoke
with
him.
He
did
ask
me
to
report
that
we
had
met
we've
started
discussions.
Our
next
meeting
will
be
January
3rd
at
noon,
and
then
this
afternoon
he
did
it
get
a
text
from
Jennifer
mast,
road
and
January
3rd
or
January
14th
our
opportunity
days
that
are
still
clear
for
that
committee.
A
So
we
could
possibly
meet
so
we'll
be
sending
out
a
poll
to
the
committee
members
to
see
which
of
those
two
days
works
best.
We
handed
out
the
president's
report.
A
third
or
fourteenth
mm-hmm
ours
is.
We
have
one
scheduled
at
noon
and
time
is
flexible
on
the
third
and
Jennifer.
Just
let
John
know
that
the
third
or
the
fourteenth
I
would
highly
doubt
that
the
people
involved
would
be
able
to
attend
a
new
negotiations
meeting
other
than
us,
so
that
would
be
probably
a
3:30
or
4:00
like
it's
been
done
in
the
past.