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From YouTube: School Board Meeting - March 13, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - March 13, 2018
A
B
A
A
A
C
You,
yes
thank
you
tonight
we
have
with
us
Amy
soma,
who
is
the
coordinator
for
our
library
media
program
in
the
district,
and
she
has
two
of
our
elementary
media
specialists
with
her,
and
they
are
going
to
share
a
lot
of
exciting
opportunities
that
are
happening
in
several
of
our
sites
about
elementary
coding.
So
Amy
welcome.
D
Good
evening
and
thank
you
for
having
us
here
to
share
about
our
first
year
of
using
the
coding
curriculum
codable
to
infuse
steam
and
21st
century
skills
into
our
elementary
library
program.
So
just
to
give
you
a
little
bit
of
background
information
last
year,
librarians
at
Washington
and
Jefferson
piloted
this
program
and
based
upon
their
experiences
and
recommendations.
Our
entire
elementary
library
team
decided
this
year
to
begin
teaching
coding
at
every
k5
Elementary
school.
D
So
since
it
is
our
first
year,
all
of
the
participating
students
are
learning
the
same
fundamental
concepts
with
age
appropriate
and
grade
appropriate
enrichment
and
differentiation,
and
we
hope
to
expand
upon
that
and
make
it
more
rigorous,
as
we
have
time
to
dig
into
the
curriculum.
So
tonight,
I
have
Rachel
Locker
from
Lewis
and
Clark
elementary
and
Matt
Evensen
from
IDI
Club
and
they're
going
to
share
with
you
a
little
bit
about
their
experiences.
Teaching
coding
in
elementary.
E
Thank
you,
Amy
thanks
for
having
us,
my
name
is
Matt
Evensen
I'm
at
ed
Clapp,
elementary,
a
couple
things
that
Amy
had
said
is
long
with
steam,
but
also
21st
century
skills.
It's
all
embedded
in
coding,
but
really
our
main
objective
is
to
focus
on
problem-solving
perseverance
and
also
exploring
new
ideas
with
technology
and
also
some
of
those
engineering
strands.
E
E
If
you
look
right
there,
it's
really
a
set
of
rules,
sequences
and
also
problem-solving
at
its
core
coding
is
the
language
of
computers,
and
this
would
be
something
that
Elementary
student
would
work
on
and
you
can
see
the
different
pieces
and
together
that
is
code
and
if
it
is
written
in
the
wrong
language,
that's
where
the
problem-solving
piece
comes
and
that's
where
some
of
those
steam
and
21st
century
skills
come
in
as
well.
This
is
also
a
coding
is.
E
So
why
do
we
do
it
first
learn
to
program
and
power
students
the
ownership
of
what
they're
doing
they
take
it
and
they
create
it
on
how
they
want
to
do
it?
Learning
a
new
language.
It's
it's
a
second
language,
no
different
than
a
foreign
language
from
different
countries.
Just
the
language
of
computers,
growth
mindset,
stretch
the
brain
steam
21st
century
skills.
It's
all
about
new
ways
of
thinking,
future
jobs.
We
think
of
coding.
E
My
principal
ed
Clapp
often
talks
with
parents
about
our
students,
learning
about
skills
for
jobs
that
haven't
been
created,
yet
coding
kind
of
falls
within
that
category
and
students
are
creating,
instead
of
consuming
so
just
interesting
ideas
to
think
of
with
our
21st
century
skills
and
also
steam.
So
this
actually
gives
you
a
little
bit
of
an
idea
of
what
it
looks
like.
This
is
actually
an
assessment,
and
if
you
kind
of
take
a
look,
it
really
is
a
list
of
sequence,
a
list
of
rules.
E
This
is
actually
conditional
sequences,
which
is
kind
of
some
of
the
vocabulary
that
we
use,
but
it's
really
working
on
and
does
look
appropriate
for
an
elementary
student.
But
it's
the
same
skill,
no
matter
what
you're
at
no
matter
what
level
you're
at
some
of
the
skills
we've
worked
on
on
you
on
your
one.
You
can
kind
of
you
go
down
the
list
I'm
some
of
the
key
vocabulary:
key
skills,
programmers,
the
person
that
writes
the
code,
sequence,
order
of
events
bug
and
debugging.
E
We
use
a
lot
as
far
as
going
back
and
redoing
commands
rules,
conditional
statement
and
also
loops
and
we'll
kind
of
talk
a
little
bit
more
about
these.
Rachel
has
some
great
real
life
applications
that
she's
been
doing
at
her
school,
but
just
a
quick
overview
of
what
coding
is
how
it
applies
for
our
students
and
also
steam
I'm
21st
century
skills
in
those
four
C's.
F
F
This
is
true
and
it
was
really
exciting
just
to
see
that
they
were
engaged
and
really
learning
something,
and
so
the
slides
that
you'll
see
next
are
highlighting
a
coding
or
programming
skill
that
the
students
were
applying
and
then
we
also
highlighted
on
the
slide,
what
4c
that
they
were
doing
and,
of
course
all
of
the
4
C's
really
apply
to
everything
that
you'll
see
here.
But
we
wanted
to
specifically
highlight
ways
that
these
were
happening
with
this
curriculum.
F
I
should
tell
you
too
a
little
bit
about
how
we
do
this
in
the
Lewis
and
Clark
library,
kids,
and
this
is
4th
grade
that
you're
seeing
right
now
they
would
come
into
the
library.
We
would
do
approximately
10
minutes
of
a
lesson
where
they
would
be
on
the
carpet
and
we
would
be
learning
some
concept
relating
to
programming
and
then,
after
this
mini
lesson,
they
would
go
back
to
the
tables
in
the
library
and
half
the
students
would
use
the
codable
curriculum
that
we
saw
Matt
highlight
in
one
of
his
slides.
F
The
other
half
would
use
makerspace
materials
in
our
library
that
our
PTA
had
funded
for
us,
and
so
using
those
makerspace
materials
was
an
extension
of
what
they
had
just
learned
in
codable
and
what
they
were
practicing
with
that
curriculum.
So
it
was
kind
of
a
neat
way
to
take
it
one
step
beyond
that.
Here
are
these
skills
we've
learned
now:
here's
how
we
can
apply
them.
F
So
in
this
example,
up
here
sequence,
the
students
are
using
Aza
BOTS,
which
are
little
robots
that
are
programmed
by
using
markers
to
create
a
sequence
or
order
of
directions
that
they
follow.
So
they're
learning
the
concept
sequence
that
they
learned
also
in
the
codable
curriculum
and
the
4c
really
collaboration
there
are.
F
These
students
are
working
together,
they're
sharing
they're
taking
turns
great
way
for
them
to
collaborate
I'm
this
next
one
now
they're
using
Kapla
plank
blocks
with
the
goal
of
moving
a
little
ball
through
a
maze
or
through
a
design
that
they
had
created,
and
their
goal
was
to
do
a
set
of
steps
that
would
result
in
this
ball
doing
the
action
that
they
wanted
a
conditioned
exercise.
If
I
do
this,
then
this
will
be
the
result.
F
F
In
this
picture,
students
are
using
little
bits
which
are
similar
to
Legos
in
how
they
look.
They
come
with
circuits
and
a
battery,
and
so
you
might
program
your
little
bits
to
turn.
On
a
light
start,
a
fan
create
a
doorbell,
that's
ringing
and
debugging.
The
skill
that
we
have
learned
that
day
was
about.
Where
is
the
glitch?
Where
is
the
mistake?
What
went
wrong
and
that's
an
exercise
as
they're
doing
this?
How
come
I
didn't
get
the
doorbell
to
work?
F
How
come
where
is
my
problem
and,
of
course,
that
involved
communication,
and
it
was
interesting
too,
because
I
noticed
there
were
students
that
typically
would
maybe
not
participate
as
much
or
would
be.
Quieter
would
have
a
difficult
time
communicating,
and
this
was
highly
motivating
for
them.
They
had
a
real
need
where
they
had
to
share
their
idea
and
communicate
and
were
able
to
do
that-
and
this
is
our
last
slide
and
I
think
Amy
wanted
to
share
with
this
one
with
you.
G
D
Oh,
this
is
Eagles
elementary
they've
been
working
with
conditional
statements.
They
were.
This
is
a
video
clip
showing
the
aza
BOTS
that
Rachel
mentioned
earlier.
I
actually
have
a
13
minute,
video
of
the
whole
lesson.
If
you're
ever
interested
in
it,
it's
I
love
to
watch
it.
It
just
makes
me
happy
so
in
this
30
seconds,
you
will
see
all
all
four
of
the
four
season
action.
It's
pretty
pretty
amazing.
D
B
Have
a
question
of
just
a
comment:
thank
you
for
coming,
but
also
I
did
my
liaison
visit
at
Longfellow
several
weeks
ago
and
observed
this
not
the
same
lesson
but
the
coding
it
s,
part
visited
Erik,
Hendrickson
who's,
the
principal
they're,
so
excited
voted
so
I
assumed
that
the
rest
of
you
were
equally
as
excited
and
enjoy.
We
are
very
excited
very.
D
H
Seeing
this
I
think
it's
awesome,
one
thing
that
I
noticed
I
think
when
we
think
about
coding.
We
think
about
computers
did
not
see
a
lot
of
kids
using
laptops
or
Chromebooks,
or
anything
like
that
they're
using
different
different
tools.
Can
you
talk
about
that?
Maybe
a
little
bit?
What's?
Why
not
use
a
computer?
What
what
are
the
are?
They
still
are
in
the
same
skills,
not
using
a
computer
actually.
D
Yeah,
you
don't
see
a
lot
of
computers
in
what
we
show
it
today,
right
coding,
curriculum
that
we
have
codable
is
half
offline
and
half
online
and
the
assessment
piece
that
match
kind
of
had
up
on
the
screen.
That
is
online
and
we
have
all
sorts
of
of
assessment
data
on
every
student
that's
participating
and
how
far
they're
progressing
through
the
concepts
that
they're
supposed
to
be
teaching.
D
So,
yes,
we
don't
have
a
lot
of
it
here,
but
because
we
want
because
the
concepts
that
we're
teaching
this
year
to
everybody
is
really
kindergarten
in
first
grade
we're
looking
for
like
using
those
AHS
BOTS
and
things
like
that.
To
my
to
enrich
the
experience
a
little
bit,
they
kind
of
blew
through
the
computer
piece
pretty
quickly.
The
older
kids
did
so
mm-hmm.
I
Hi
I
would
like
to
introduce
to
you
a
member
of
our
Executive
Board.
This
is
Mary
Riley
mary
has
been
in
Fargo
schools
for
30
years.
She
started
out
at
Washington
as
a
para
and
she's
now
at
Lewis
and
Clark
and
I
got
a
little
bit
close
for
us.
This
is
her
last
year,
working
with
us
she's
retiring.
So
this
is
Mary
and
that's
my
report.
I
A
J
Thank
you.
Well,
you
have
my
report
and
I
certainly
won't
read
it
to
you,
but
maybe
highlight
a
few
areas
and
I'd
be
happy
to
answer
questions
on
anything
specifically
or
talk
about
anything
in
more
detail
that
you
might
want
to
discuss.
I
think
people
were
interested
in
the
jet
program,
which
is
a
program
that
is
taking
place
here
at
Fargo,
public
schools.
J
So
maybe
I'll
start
out
by
talking
a
little
bit
about
that,
and
the
junior
educators
of
tomorrow
is
the
that
I'm
speaking
about
it's
an
elective
half
credit
program,
that's
available
for
our
senior
students,
it's
a
opportunity
for
our
students
that
are
interested
in
pursuing
a
career
in
education
to
get
an
opportunity
to
go
out
and
have
an
experience
with
a
certified
teacher.
The
student
gets
the
opportunity
to
express
their
interest
in
their
placement,
so
they
can
elect
either
to
participate
at
an
elementary
or
secondary
placement
and
then
over
the
course
of
a
semester.
J
They
really
process
that
more,
like
an
independent
studies,
so
they
are
able
to
they
get
a
manual
at
the
beginning
and
they
have
that
introductory
meeting
and
then
they're
able
to
take
that
manual
and
then
complete
daily
logs
activities
course
assignments.
It
is
currently
graded
as
a
pass/fail
course,
but
they
are
looking
at
possibly
moving
it
into
a
graded
course.
J
I
shared
with
me
and
the
students
are
taking
an
active
role
in
the
classroom,
so
they
can
leave
games
and
activities
with
the
students
and
they
can
lead
small
group
activities
all
under
the
direction
of
a
certified
teacher
for
the
2017-18
school
year.
There
were
27
students
that
were
enrolled
of
that
breakdown.
It
was
ten
students
from
North
High,
nine
from
South
High,
and
eight
students
from
Davies
that
were
participating.
J
J
One
of
the
things
that
she
said
is
even
if
it
wasn't
saying
yes,
this
is
the
exact
course
I
want
to
teach,
it
might
lead
them
down.
She
said
one
of
the
students
she's
working
with
this.
Your
said,
maybe
I'm
not
going
to
look
at
me.
A
classroom
teacher
but
I
think
I
want
to
be
a
school
counselor,
so
you
know
might
lead
them
in
another
course
within
the
education
field.
So
it
was
some
really
good
feedback.
She
said
it's
really
heartwarming.
J
J
J
J
L
Certainly
is
a
long-standing
program
and
since
I've
been
back
to
the
district
for
the
last
12
years,
it
is
an
opportunity
that
has
been
provided.
It
all
depends
on
student
interest
and
how
many
students
sign
up
so
sometimes
you'll
have
like
you
do
here,
students
from
every
high
school
signing
up-
sometimes
that's
not
the
case,
but
it's
a
student
driven
elective
course.
K
L
Think
a
lot
of
it
will
come
through
the
conference's
that
they'll
have
with
their
counselors.
We
start
that
at
8th
grade
we're
all
parents
and
students
meet
with
counselors
to
talk
about
what
are
their
areas
of
interests
and
then
designing
that
for
your
plan,
our
high
school
counselors
then
pick
that
up
and
continue
those
conversations
about.
Where
is
that
area
of
interest?
What
might
help
me
be
prepared
when
I
exit
the
Fargo
Public
Schools
to
go
on
to
that
next
step,
if
it's
a
two-year
degree
program
or
a
four-year
degree
program?
M
Well,
I'll
sound
like
a
dinosaur,
but
it's
been
around
since
the
80s
late
eighties
into
the
90s,
and
it's
been
an
elective
offering
that
was
tied
to
vocational
tech,
and
so
it
was
really
that
career
career
opportunities
kind
of
program
originally
and
then
it's
just
been
around
forever.
So
kids,
who
expressed
an
interest
so
when
I
go
into
the
teaching
field,
can
have
this
experience
and
they're
placed
out
in
the
field
and
it's
you
know
for
those
kids
who
are
looking
for
that.
It's
a
good
experience
and
I
think
it's
a
good
program.
So.
L
N
L
The
data
we
might
be
able
to
capture
is
where
a
student
as
anticipating
to
go
the
next
year,
because
we
do
capture.
Where
are
you
gonna
go
to
school
or
if
you're
going
to
go
to
school
or
into
the
military,
they
might
be
able
to
tell
us
that
and
then,
if
they
have
already
decided
what
their
major
is,
we
might
be
able
to
capture
that
the
difficulty
is
for
those
students
who
have
entered
four-year
institution
and
then,
like
my
kids,
change
their
mind
a
few
times
it's
hard
to
get
back
to
where
they
ended
up.
M
Know
one
of
the
challenges
for
kids
shoe
is
it's
an
off-campus
type
of
experience?
So
when
you
have
kids
who
want
to
take
a
lot
of
electives,
and
so
you
have
eight
periods
during
the
day
and
they're
in
music
and
they're
in
all
the
other
types
of
things
that
they
want
to
do
whatever
programs,
it
can
be
prohibited
for
kids
because
they
got
to
fit
that
into
their
schedule.
So
I
think
that's
been
a
bit
of
a
problem
for
the
program,
but
usually
the
numbers
are
in
their
singles.
M
It's
not
it's
not
something
where
we
have
20
30
kids
into
those
types
of
programs.
It
just
hasn't
been
there's
just
when
you
have
a
comprehensive
curriculum
like
we
have
there's
so
many
options
for
kids
that
it's
like
anything,
you
kind
of
spread
everybody
around
and
you
have
a
whole
lot
of
people
taking
a
lot
of
things,
but
not
a
whole
lot
of
numbers,
sometimes
in
some
of
these
programs,
and
so
but
it's
been
a
good
offering
for
those
students
that
are
interested.
M
A
J
Maybe
the
teaching,
profession
and
sometimes
I
think
we
not
we
as
a
district,
but
the
profession
itself
gets
under
sold
because
we
don't
consider
all
of
those
other
aspects
that
are
incorporated
into
the
teaching
profession
itself.
As
we
see
what
our
folks
are
doing
here
in
the
district
I
think
it's
a
really
important
piece
that
we
we
sell
ourselves.
You
know
at
the
district,
the
teachers
we
make
sure
our
students
know
and
our
community
knows
what
we're
doing
and
how
that
incorporates
all
those
21st
century
skills
on
a
day
to
day
basis.
J
It's
it's
really
important
that
we
tell
our
kids
what
teachers
do
today,
because
I
don't
think
people
know
and
I,
don't
think
they
consider
and
so
I
think
as
I
was
looking
at
this
program
and
as
we
talk
about
those
things
it's
important.
We
share
that
message
because
those
traditional
professions
don't
get
that
credit
and
it's
important
that
we
continue
to
share
those
things.
K
So
I
have
an
additional
question
around
some
of
the
information
in
the
report,
specifically
around
the
discussion
or
the
practice
around
in-house
dubbing.
That's
happening
at
the
middle
school,
but
not
necessarily
happening
at
the
elementary
which
which
it
would
account
for
the
high
numbers
of
substitute
teachers
needed
in
the
Elementary
versus
middle
school.
I'm
curious.
What
sort
of
things
could
we
do
that
might
look
similar
to
help
in
the
elementary?
Maybe
this
is
being
discussed
in
terms
of
this.
The.
J
J
You
know
different
for
each
person
much
more
difficult
to
try
to
fill
that
in
with
an
existing
staff.
Member
who
also
has
a
full
day
to
cover-
and
you
know
their
prep
is
a
moving
target
too,
depending
on
their
schedule.
So
the
practice
itself
won't
work.
What
schools
will
do
when
there
is
those
unfilled
positions
as
they'll
either?
Look
at
really
hard
you
know
spot
to
be
in
is
they
might
look
at
splitting
a
class
between
you
know
the
other
grades
that
are
in
there
not
ideal,
but
sometimes
that's
the
only
option.
J
That's
usually
a
least
preferred
option
more
often
than
not
they'll
look
at
other
certified
individuals
in
the
building.
You
know
what
other
folks
do
we
have
available
to
be
pulled
in
so
maybe
there's
another
certified
individual,
that's
in
another
role,
so
maybe
reading
recovery
or
another
type
of
position
that
can
come
in
and
cover
for
those
folks,
doctor
Acree,
looks
like
she
might
want
to
chime
in
as
well.
I
would.
C
Just
add
to
that
that
it
is
very
difficult
in
the
elementary
schools,
but
we
also
want
to
make
sure
that
we're
not
pulling
services
from
the
same
group
of
students,
so
all
of
the
buildings,
probably
three
or
four
years
ago,
put
together
kind
of
a
chain
of
command
on
a
days
versus
B
days.
So
it's
not
always
the
title.
One
teacher
who's
subbing,
because
those
title
kids
aren't
getting
their
services.
So
it
may
be
a
reading
recovery
teacher
one
day
the
next
day
it
might
be
title
reading.
C
A
N
A
A
H
A
G
G
H
G
G
G
P
G
O
A
A
O
A
We'll
call
this
meeting
back
to
order
and
and
the
we
are
on
to
the
business
items
of
our
agenda
and
a
is
the
vice
president
position
under
memo
has
listed
under
memo.
95
I
do
want
to
mention
that
before
I
the
plan
is,
is
that
I
would
take
nominations
from
the
floor
for
the
vice
president
spot
or
you
may
nominate
someone
if
you
would
like
and
policy
our
governance
process.
A
Gp7
does
indicate
in
terms
of
our
committee
structure,
for
the
Governance
Committee,
and
thank
you
Jim
for
reminding
me
of
this,
that
the
membership
of
the
Governance
Committee
includes
the
president
vice
president
and
chair
persons
of
planning,
communications
negotiations
and
governmental
affairs,
and
so
any
the
the
spot
is
open
to
anyone.
But
I
just
want
to
make
sure
that
take
into
consideration
that
those
are
the
members.
It's
that
those
members
that
serve
on
governance.
A
So,
for
example,
if
you're
the
chair
of
a
committee
already-
and
you
are
interested
in
serving
as
vice
president
or
someone
thinks
you
would
be
a
fantastic
vice
president
and
nominates
you,
then,
if
we're
going
to
stick
with
our
current
committee
structure,
then
you
could
request
that
I
name
someone
to
take
the
chair
of
that
committee
spot
or
figure
out
a
different
process
if
you'd
like
to
but
I'd,
be
happy
to
take
care
of
that.
If,
if
necessary,
so
are
there
any
questions
on
that
before
we
get
started
John
so.
A
Well,
it
possibly
could
be
decided
at
the
time.
What's
the
thought,
I
guess
what
would
the
thought
be
here,
some
again
just
I'm
going
by
the
committee
structure,
so
I
I,
wouldn't,
for
example,
if
you
wanted
me
to
appoint
someone
if
that
was
the
wish
of
the
board.
I
wouldn't
do
that
now
here
this
evening
there
would
be
a
discussion
about
that.
O
A
R
A
S
Hi
Cindy
Hogenson
from
Nutrition
Services.
So
it's
time
that
I'm
here
to
look
at
meal
prices
for
next
year
and
there
is
a
USDA
requirement
that
if
your
lunch
prices
are
not
set
at
the
threshold
that
they
determine
each
year,
which
is
the
threshold,
is
determined
by
what
they're
reimbursing
for
a
paid
meal
that
you
need
to
increase
your
prices,
a
minimum
of
10
cents,
and
so
this
year
are
looking
at
next
year.
The
threshold
is
on
your
page.
There
I
think
it's
292
and
we
are
currently
not
at
that
threshold,
we're
at
241.
S
O
O
Q
O
Q
H
A
A
O
R
R
K
H
A
Okay
and
remember,
nine
excuse
me
a
memo
number
96
is
G
G,
p3e
policy
update
and
there's
just
a
slight
bit
of
language
revision
there
as
noted
a
recommendation
from
governance.
There
was
some
language
that
mentioned
it
indicated
a
gender
basically
of
a
superintendent,
and
so
the
suggestion
is
to
change
the
language
on
the
first
page
on
GP
3e
on
the
second
to
the
last
paragraph
of
the
page,
where
it
says.
A
Oh,
we
have
the
correct
language
here,
don't
mean
to
read:
the
outcome
of
planning
usually
takes
the
form
of
policies
which
are
essential
for
the
direction
and
guidance
of
the
board,
the
superintendent
and
his
or
her
staff.
Previously
it
read
the
superintendent
and
his
staff,
so
that
is
the
recommendation
and
I
would
entertain
a
motion
that
states
that
I.
A
B
H
A
O
A
P
A
R
O
R
N
N
A
M
Office
area
at
Washington
is
quite
outdated
and,
as
we
have
had
the
opportunity,
through
the
operational
maintenance
fund,
that
Jim
manages
and
and
upgrading
things
in
some
of
our
older
schools
made
changes
to
the
entrances,
and
so
that's
what
this
would
do.
There's
structural
work
to
be
done
so
that
we
can
have
a
more
secure
entrance.
You'll
notice
that
in
some
of
our
schools
we've,
you
know,
put
a
wall
in
an
on
door
that
goes
into
the
office
before
they
can
enter
the
school.
M
K
I'm,
just
you
know
sometimes
on
our
consent
agenda.
Some
of
these
are
more
obvious
than
others
or
have
more
explanation
than
others,
but
when
we
have
something
like
this,
could
it
be
possible
moving
forward
where
it
would
further
describe?
What
is
this
dollar
amount
or
or
what
exactly
are
we
doing
in
this
project,
or
maybe
it's
an
opportunity
for
it
to
just
be
shared?
You
know
briefly
in
a
planning
meeting
or
even
here,
just
so
that
we
have
an
idea
of
what
we
are
approving
other
than
just
the
dollar
amount.
A
H
A
Q
N
A
R
Well,
I'm
not
sure
what
to
share
you
guys
met
on
on
Saturday
and
looked
at
candidates.
You
guys
will
meet
again
you'd
met
today
to
work
on
narrowing
down
those
further
by
conducting
some
Skype
interviews
and
you'll
meet
again
tomorrow
to
continue
that
process
and
then,
hopefully,
later
in
the
week,
we
will
have
some
more
details
on
who
would
be
moving
forward.
Four
finalists
so
still
working
to
plan
things
for
next
week,
Brittany's
been
working
hard
on
questions.
R
Think
of
questions,
interview
group
working
to
solidify
those
interview
groups
and
all
your
locations
were
we're
all
set
for
that.
But
at
this
point
we're
just
waiting
for
those
finalists
to
come
forward
through
you
guys's
conversations,
so
that
we
can
finalize
processes
for
next
steps
for
next
week
and.
A
Ann
Marie
has
been
a
rock
star
with
getting
all
this
ready
and
thank
you
everyone
for
your
time
on
Saturday
and
for
the
time
today
and
what
is
coming
tomorrow.
It's
very
interesting
to
learn
from
the
individuals
that
are
interested
in
serving
our
district.
So
thank
you
again
very
much
ok,
committee
and
liaison
reports.
John.
Let's
start
with
you,
please.
H
K
I
attended
eggs
and
issues
last
Tuesday
and
I
find
those
to
always
be
a
valuable
experience,
so
that
was
no
exception
and
GAC
is
meeting
on
Tuesday
xx,
7:30,
provided
there
are
no
scheduled
changes
and
interviews
might
push
that.
But
right
now
we're
gonna
go
forward
with
that
or
plan
for
that,
and
my
school
visit
at
Jefferson
is
tomorrow.
Q
Q
Q
We
don't
anticipate
too
many
of
the
larger
districts.
Are
gonna
really
be
too
interested?
Obviously,
if
they
are,
they
can
certainly
come
and
attend.
It's
really
to
try
and
bring
some
of
what,
quite
frankly,
we've
done
here
with
the
group
that
dr.
Schatz
has
worked
with
both
the
police
department
and
the
Sheriff's
Department
emergency
responders,
and
really
get
that
thinking
going
on
in
smaller
areas
to
address
their
safety
concerns.
Q
A
P
Okay,
bear
with
me:
I
have
quite
the
list:
I've
been
busy,
I
went
to
the
eggs
and
issues,
and
that
was
on
taxes.
So
it
was
good
information
to
find
out
about
I.
Had
the
kennedy
PTA
meeting
as
well.
That
was
on
the
first
calendar
committee
met,
so
you
guys
will
be
seeing
well,
we
all
will
be
seeing
that
calendar.
P
A
Thank
you
very
much,
I
well,
I
was
also
at
eggs
and
issues.
So
thanks
to
those
who
are
able
to
be
there
and
I
plan
to
attend
building
bridges
conference
coming
up
here
in
March,
maybe
there
will
be
a
few
others
that
are
attending
and
it's
our
annual
convention
is
coming
up.
It's
right
around
the
corner,
April
7th
through
the
9th,
so
the
time
is
going
fast
and
we
have
some
homework
due
on
March
22nd.