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From YouTube: School Board Meeting - January 9, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - January 9, 2018
C
C
A
Opposed
signify
by
saying
no
motion
carries,
and
just
for
those
that
are
here
at
that
table.
Christie
is
on
line
with
us,
not
sure
if
Jennifer's
joining
us
in
progress
or
not
but
we'll
see
as
the
night
goes
on,
gets
us
to
agenda
item
three
strategic
plan
in
action.
Celebrating
our
successes,
I
think
we're
going
to
learn
a
little
bit
about
math.
D
E
F
F
We
both
are
elementary
math
facilitators
for
the
district.
We
are
trained
specifically
trained
in
advantaged
math
recovery
and
math
recovery,
intervention
programs
and
our
trainers
in
the
district
with
that
and
support
that
we're
going
to
give
you
just
a
really
quick
overview
of
what
math
recovery
programs
are
and
what
they
are
not
and
you'll
hear
that
from
the
words
of
the
current
CEO
of
the
u.s.
math
recovery
council
and
then
we'll
give
you
a
little
bit
of
a
history
of
math
recovery
programs
in
Fargo
schools.
F
What
we're
seeing
in
terms
of
data
with
both
teachers
and
students
in
these
programs
and
then
just
a
quick
what's
coming
next,
what
our
next
steps!
So
a
quote
that
really
speaks
to
this
is
this
is
at
the
heart
of
all
good
education,
where
the
teacher
asks
students
to
think
and
engages
them,
and
encouraging
dialogues
constantly
checking
understanding
and
growth,
and
that's
a
quote
from
William
Glasser
we'll
go
now
to
the
quick
introduction
of
what
is
math
recovery.
What
are
these
programs
all
about?
What.
G
Is
math
recovery
in
anymore,
there
may
be
easier
to
tell
you
what
it
isn't:
it's
not
a
curriculum.
It's
not
a
kit
of
activities,
it's
not
an
add-on
program.
That
is
something
else
you
have
to
do
so.
What
is
it
then
number
one?
It
is
a
professional
development
program.
We
are
undertaking
an
intensive
study
of
the
teaching
and
learning
of
mathematics,
the
math
recovery
avium.
Our
programs
have
strong
research
underpinnings
and
continue
to
evolve
with
ongoing
research.
We
are
working
on
what
is
between
our
ears.
G
We
do
know
that
one
of
the
top
indicators
of
student
achievement
is
the
strength
of
their
teacher
number
two.
It
is
an
assessment
program
in
this
way.
We
can
then
build
from
the
students
ways
of
knowing
it's
hard
to
talk
about
teaching
without
talking
about
assessment,
so
we
never
get
too
far
from
assessment.
The
bottom
line
is:
if
we
know
what
a
student
is
thinking,
it
helps
us
teach
them
the
more.
We
know
about
a
child's
current
level
of
understanding,
the
better
we're
able
to
target
intervention
and
the
more
learning
that
is
likely
to
occur.
G
It
is
the
belief
within
math
recovery
programs
that
video
recorded
one-on-one
assessments
allow
teachers
to
learn
as
much
as
possible
about
a
student's
current
number
knowledge
and
strategies.
We
make
it
our
business
to
figure
out
what
the
student
is
thinking
number
three.
It
is
instructional
strategies,
math
recovery,
avium.
Our
teaching
is
about
having
the
right
thing
for
the
right
student
at
the
right
time
and
it
supports
the
teacher
in
being
a
good
consumer
of
other
mathematics
resources.
G
Math
recovery,
a
VMR,
is
a
way
of
thinking
and
doing
business.
It
maintains
a
focus
on
helping
each
student
advance
their
thinking
and
includes
potentially
powerful
and
very
specific
pedagogical
tools
for
assessment
and
teaching
the
math
recovery
avium.
Our
programs
are
grounded
by
a
compilation
of
research.
They
help
us
anticipate
the
next
new
learning
that
is
likely
for
that
student,
thereby
informing
our
instruction.
The
Lifan
helps
us
in
developing
our
pedagogical
content,
knowledge
and
pedagogical
awareness,
for
example.
G
Given
a
number
task
to
consider
for
instruction,
the
teacher
can
think
about
a
range
of
potential
student
solution
methods,
judge
the
significance
of
a
part,
Euler
method
and
understand
the
relative
sophistication
of
various
strategies.
Then
consider
what
this
means
in
terms
of
the
way
forward
in
instruction.
G
What
does
it
look
like
to
do?
Math
recovery,
a
BMR?
Well,
first,
we
take
a
topic
in
number
learning
and
think
hard
about
it.
We
reflect
on
what
we
know
from
our
own
experiences.
We
then
watch
students
to
see
how
they're
interacting
with
content.
Third,
we
look
at
what
research
has
to
say
and
then,
finally,
we
consider
the
implications
of
all
of
this
for
our
teaching.
H
And
I'll
talk
to
you
a
little
bit
but
you'll
see
it
in
action.
So
this
is
really
what
you
might
see
walking
into
a
classroom
with
an
AVM,
our
math
recovery,
trained
teacher
in
FPS,
and
what
you're
going
to
see
here
is
a
small
group
table
filled
of
kids
meeting
I
mean
there
are
targeted
instruction
around
their
current
need
and
what
they
truly
need
right
now
and
then
all
the
other,
kids
and
you'll
see
the
kindergarteners
working
beyond
the
table.
H
H
I
I
H
D
I
I
I
F
So
we
will
probably
flip
through
some
of
these
slides
but
I
believe
that
this
will
be
available
to
you
if
you
want
to
take
more
time
with
it.
But
we
started
with
AVM
our
advantage.
Math
recovery,
which
is
designed
for
classroom
teachers
and
trained
about
30.
We
trained
title
1,
math
teachers
and
some
support
people
in
their
building
in
2011,
and
then
I
was
trained
as
math
recovery,
intervention,
specialist
and
an
AVM
our
champion
to
train
here
in
the
district,
and
that
was
really
at
that
time.
F
You
know
Rachel
and
I
had
gone
over
to
Moorhead
sat
down,
talked
with
Vicky
Brennaman
over
there
and
just
heard
what
they
were
doing
with
it
and
what
successes
they
were
finding.
So
from
that
time
we
came
back
and
trained
kindergarten
and
second
grade
teachers
and
I
was
trained
as
math
recovery
intervention,
specialist
leaders.
So
we
could
bring
that
MRIs
training
to
the
buildings
and
that
person
really
supports
all
teachers
who
are
trained
in
ABM
are
in
the
building.
H
H
I'll
secure
are
you
on
using
questioning
techniques
to
gain
insight
into
student
understanding
of
math
concepts,
because
it
is
a
lot
about
understanding
what
they're
thinking.
So
we
have
to
question
our
kids
so
once
again
on
the
left,
you
can
see
or
training
what
they
felt,
and
this
was
just
a
class
of
training
and
then
on
the
right
after
that
four
days
how
they
feel
and
then
how
do
their
current
materials
so
before
a
TMR
training
for
differentiating
instructions.
So
how
do
they
feel
about
that
left?.
H
H
H
H
H
F
Back
to
where
we
are,
and
here
we're
going
to
really
fast
forward,
one
of
the
things
that
we
have
done
is
we
have
focused
buildings
now
who
really
rection
and
those
focused
buildings.
We
work
with
them
to
make
agreements
about
what
their
training
is
going
to.
Look
like
the
money
comes
partially
from
district
and
partially
from
buildings.
Sometimes
PTAs
have
have
supported
the
teacher
kits
as
well,
so
all
of
our
K
through
two
teachers
are
trained,
in
course,
one
throughout
the
district,
but
when
a
focused
building
building
makes
that
decision
they're.
F
Third,
through
fifth
grade
teachers,
are
also
trained
along
with
there's
some
of
their
special
ed
teachers
and
they're
gifted
and
talented
teachers
and
1st
and
2nd
grade
teachers
are
trained.
In
course,
this
is
just
a
look
at
the
building
and
district
commitments
that
we
sit
down
and
go
through
together
before
those
decisions
are
made
and
a
support
document.
Just
what
does
math
look
like?
We
currently
are
whoops,
so
we've
continued
to
add,
focus
buildings
and
continue
that
training.
H
Quickly,
a
few
of
those
support
pieces
that
we
have
found
to
really
meet
the
needs
of
our
teachers
to
meet
their
students
and
we've
created
a
video
bank
so
we'll
go
in
like
you,
just
saw
a
piece
of
it
to
start
off
with
we'll
go
in
for
now
to
create
that
video
Bank
and
get
into
classrooms
videotape
it
and
we
post
it
on
the
employee
portal.
So
then
teachers
can
go
in
and
see
what
classroom
instruction
might
look
like
or
sound
like.
F
This
is
the
most
one
of
the
most
recent
pieces.
We
also
are
working
really
hard
with
data,
and
so
what
does
the
data?
What
is
the
data
telling
us
about
the
training
and
those
results
with
students,
the
impact
on
students
so
really
helping
teachers
to
see
in
terms
of
their
progress
reports?
Where
is
a
VMR
in
our
standards?
It
is
the
reason
that
we
are
really
involved
in
a
VM.
Our
programs
is
because
of
our
standards
and
how
those
programs
support
teachers
to
more
fully
support
students
and
in
their
progress
toward
proficiency.
F
Oh
just
looking
at
a
few
pieces
of
data
and
then
we'll
wrap
up,
but
this
is
Jefferson
fifth
grade
structuring
is
an
area
that's
most
closely
tied
to
addition
and
subtraction
facts,
and
that
has
been
a
real
problem
in
the
32
years
that
I've
been
in
the
district,
so
nothing
new.
But
now
we
have
some
new
information
about
how
to
help
kids,
so
last
or
the
fall
of
2016
20.8
students
are
at
a
four
or
five.
We
would
expect
5th
graders
to
enter
out
of
five
and.
H
I
F
Higher
higher
because
you
present
and
they've
been
a
focus
building
for
a
couple
of
years,
so
ed
Clapp
has
been
a
focus
building
for
three
years
and
their
fifth
grade.
This
is
2015-16
that
entrance
here
to
the
following
year.
You
see
that
22
of
the
students
at
5th
grade
cohort
were
at
a
level
531
between
4
and
5.
In
the.
F
F
Into
that
and
map,
which
is
probably
more
familiar
to
people
in
the
room
now,
you
can
see
that
the
emphasis
that
those
that
IDI
clap
teachers
are
placing
on
a
VM.
Our
programs
is
also
supporting
an
upward
trend
in
map,
and
we
would
expect
also
their
their
state
standards,
keeping
in
mind
that
all
of
this
has
happened
along
with
that
switch
to
more
rigorous
standards.
H
One
of
our
last
pieces
here
just
some
next
steps.
What
are
we
planning
to
have
happen
so
we're
going
to
continue
this
training
with
our
k2
teachers,
the
new
ones
in
a
VM
our
course
one
and
then
continue
training
the
math
recovery
intervention
specialists,
hopefully
to
have
one
per
building
to
support
that
teacher
and
need
action
needing
help
figuring
out
to
target
that
instruction
too.
So
then
ongoing
support
to
current
focus
buildings.
H
So,
like
Laurie
said,
we
have
eight,
so
we
do
spend
most
of
our
time
there
so
continuing
to
provide
that,
whether
it's
in
their
PLC's
or
individual
teachers
or
like
today,
we
spent
a
full
day
in
a
building
coaching
teachers,
side-by-side
team
teaching
with
them
a
small
group
of
students
having
data-driven
conversations
with
buildings.
What
are
they
seeing
with
their
data?
How
can
we
help
support
that
with
this
understanding
about
math
education
and
then
use
our
district
math
data
to
determine
areas
of
support
for
students
and
teachers?
F
We
appreciate
that
Fargo
Public
Schools
is
dedicated
to
empowering
all
students
to
succeed
and
one
of
the
most
effective
ways
to
do.
This
is
through
continuous
and
effective
research-based
professional
development
for
teachers,
which
is
what
math
recovery
programs
provides.
Thank
you
for
your
time
and
your
tolerance.
F
J
John,
so
so
just
some
I'm
sure
I'm
understanding
this.
This
is
not
the
curriculum.
This
is
a
way
to
think
about
teaching
the
curriculum
and
methods
to
teach
the
curriculum,
okay,
and
so
this
would
be.
The
teacher
would
have
these
skills
and
tools
to
deliver
to
all
of
the
students
in
the
classroom,
not
any
particular
student.
That's
indicating
any
particular
need.
Oh.
A
E
There
is
a
lot
of
blue
on
that
looks
really
blue
from
here.
Thank
you
very
much
for
having
me
this
evening.
I
appreciate
the
opportunity
to
talk
about
some
of
the
things
the
foundation
has
been
up
to
in
the
past
school
year
and
what
we're
doing
right
now
as
well
we're
gonna
start
out
with
innovative
education
grant
projects
which
I
think
math
recovery.
We
have
a
they
leave.
We
have.
We
have
innovative
grant
round
coming
up.
E
That's
due
March
know
February
first,
so
that
might
be
an
opportunity
to
get
some
funding
to
help
with
that
something
that
might
want
to
consider.
But
in
the
past
school
year
we
were
able
to
fund
44,
innovative
education
grants
totaling
over
46,000
dollars
and
they
arranged
from
everything
from
career
development.
A
lot
of
grants
help
support
innovative
steam
activities
and
we
also
supported
it
on
a
literary
education
grant.
E
We
also
worked
with
the
district
to
secure
some
grant
dollars
also
for
some
steam
projects
through
the
Xcel
Energy
Foundation
and
the
verizon
foundation
that
was
totaling
six
thousand
dollars,
I
believe
that
helped
with
codable
coding
and
some
other
steam
projects
to
help
supplement
that
another
big
project
or
program
that
we
work
with
is
a
critical
needs
program,
we're
doing
a
little
reconfiguring
of
this
program
and
putting
a
lot
of
a
wide
variety
of
things
under
its
umbrella.
It
really
secures
a
lot
of
need
for
you
for
children
and
families
in
our
school
district.
E
It
was
developed,
help
ensure
that
each
and
every
student
who
needs
help
with
critical
needs
receives
that
support
and
what
it
does
is
it
funds
critical
needs
of
dollars
to
all
23
schools
each
semester.
It
also
supports
the
got
no
milk
program,
the
homeless
program,
the
emergency
lunch
needs
food,
pantries,
hybrid
food,
pantries
in
all
four
high
schools,
as
well
as
Liz's
closet,
which
supplies
our
smaller
food
pantries
that
supply
for
all
three
middle
schools.
Just
recently,
during
the
school
year,
we
were
fortunate
enough
to
secure
a
grant
from
the
Walmart
Foundation
statewide
grant.
E
E
We
are
able
to
connect
more
with
the
Great
Plains
Food
Bank,
who
has
a
high
school
food
pantry
program
and
help
connect
with
schools
that
aren't
already
utilizing
that,
and
it's
really
a
great
way
to
get
lots
of
product
for
pennies,
on
the
pound,
to
the
schools
that
have
the
pantries
and
we
have
all
to
help
connect
that
and
help
those
schools
that
haven't
been
able
to
participate.
Get
that
done
so
we'll
continue
to
do
that
and
make
it
as
seamless
as
possible
for
those
schools
who
want
to
utilize
that
program.
E
Last
May,
we
also
were
awarded
100
scholarships
for
seniors
at
Fargo
public
schools
over
a
hundred
scholarships
for
about
eighty
nine
thousand
dollars.
Those
funds
come
from
established
endowment
funds
from
annual
scholarship
funds
and
from
the
Dollars
for
Scholars
program.
Despite
our.
Obviously,
the
monetary
value
is
important
to
help
fund
their
education.
I
also
think
it
goes
a
long
way
to
giving
them
confidence
that
we
have
confidence
in
them
to
go
on
to
the
next
level
and
and
continue
their
education.
E
We
continue
to
oversee
the
adoptive
school
program.
Currently,
we
have
23
adopted
school
partners.
This
program
brings
business
employees
and
community
organization
members
into
the
schools
to
assist
with
everything
from
oh
gosh,
a
whole
bunch
of
stuff
reading,
recom
reading
programs,
tutoring
career
awareness
presentations,
they
have
special
events,
they
do
mentoring,
extracurricular
clubs,
joint
community
service
projects,
field
trips
and
just
a
whole
host
of
other
activities,
they're
very
busy
and
to
date
there's
over
350
volunteers,
helping
with
upwards
of
5,700
volunteer
hours,
that's
self-reported
from
the
schools
and
the
and
the
partners.
E
We
all
know
that
the
more
caring
adults
we
have
in
kids
lives,
the
more
successful
there
can
be
they're
going
to
be
and
I
think
this
goes
a
long
way
to
help
with
that.
We
continue
to
operate
the
Fargo
schools,
alumni
network,
we're
providing
resources
to
alumni
organizers.
We
also
help
publish
alumni
newsletter
and
then
promote
those
reunions
in
our
website
social
media
sites
to
make
sure
that
they
can
reach
out
to
as
many
people
that
are
around
as
possible.
E
One
last
thing
happening
right
now,
we're
fortunate
again
to
participate
in
giving
hearts
day,
which
is
on
February
8th
this
year.
This
is
one
of
the
region's
largest
online
and
you
can
donate
by
cheque
giving
days
in
the
really
in
the
Upper
Midwest
this
year,
we've
really
been
fortunate
to
receive
here's.
Some
extra
match
that
we
were
surprised
by
Dakota,
Medical,
Foundation,
Robyn,
Leanne
Jordahl
family
giving
fund
is
going
to
provide
us
with
$30,000
match
for
the
critical
needs
program.
E
So
if
we're
able
to
add
match
that
will
raise
$60,000
for
that
program,
we
also
have
$11,000
for
the
gatineau
milk
program
from
Hailey's
milk
run
and
another
thousand
dollars
from
Dakota
Medical
Foundation
to
support
the
critical
needs
in
milk
fund.
It's
a
big
opportunity
for
us,
it's
the
most
match.
We've
ever
had
so,
hopefully,
at
the
end
of
the
day,
we'll
have
raised
eighty
four
thousand
dollars
with
the
match
and
that
will
go
a
long
ways
to
really
keep
that
critical
needs.
Fun.
Strong
I
appreciate
the
opportunity
tonight.
E
A
K
No
questions
just
a
couple
of
comments:
I
can't
let
this
go
by
since
this
will
be
my
last
report.
You
do
to
the
board,
but
one
of
the
things
that
have
that
I've
said
all
along
over
the
six
years.
That
I've
been
sitting
in
this
seat
is
that
we
need
to
have
a
strong
foundation
and
what
I've
seen
Becky
do
in
the
last
three
years
is
really
take
this
to
the
next
step
and
it
continues
to
grow
and
it's
getting
bigger
and
better
and
the
things
that
you're
able
to
do
for
our
students.
K
A
direct
impact
back
into
our
schools,
is
really
starting
to
gain
some
momentum,
and
so
I
would
encourage
board
members
or
other
people
that,
if
you
have
somebody
approached
you
with
an
idea
or
want
to
give
or
those
types
of
things
get
them
to
Becky,
because
this
is
where
it
should
sit.
The
endowments
and
all
the
different
types
of
things
that
we
start
to
set
up.
K
That
then,
have
a
place
that
is
nested
for
the
future
and
they
can
manage
that
for
them
and
we
can
distribute
those
dollars
or
we
can
take
those
dollars
and
do
the
right
things
with
them.
So
I'm
really
really
pleased
about
the
critical
needs
and
the
one
thing
that
I'm
really
happy
about
is
the
serving
quietly
sporting
quietly
and
helping
gently
and
quietly
I.
Think
that's
what
it's
all
about.
Is
that
this?
Isn't?
You
know
this
big
flashy
thing
out
there
it's
about?
K
How
do
we
just
quietly
take
care
of
the
needs
that
we
have
for
the
families
that
have
those
needs
and
so
kudos
to
you
and
your
other
assistants
I
mean
they're.
Just
two
of
you,
I
sit
on
your
board
and
I
sit
at
your
meetings
and
I'm
just
consistently
impressed
with
how
this
started
as
a
milk
carton
program
in
the
photo
public
schools
with
a
little
tiny
cubicle
upstairs
it
is
now
grown
into
what
I
would
consider
a
foundation.
So
I
just
keep
up
the
good
work
because
you
know
over
the
years.
K
A
J
Am
just
so
impressed
by
this
and
thank
you
very
much
for
your
work.
You
do
for
public
schools
here
in
the
foundation.
What
we
see
happening
with
the
critical
needs
program
is
just
incredible,
but
I
also
want
to
I
think
this
innovative
education
and
literacy
grants
is,
is
really
neat
and
and
really
maybe
undervalued
and
important.
When
you
go
to
the
open
house
that
you
have
yes.
J
You
see
the
teachers
they're
kind
of
doing
a
show-and-tell
with
what
they've
done
with
these
things,
and
these
are
almost
like
pre-seed
programs.
These
are
I,
have
kind
of
a
little
crazy
idea.
Let's
see
what
happens
yeah
with
it
in
my
classroom.
Maybe
it's
a
huge
failure:
yeah
yeah!
It
doesn't
really
work
whatever
we're
gonna.
Do
that
again
or
it's.
You
know
we
started
this
and
now
maybe
we
have
something
here
and,
and
it
can
be
done
with
just
a
sometimes
you
know.
J
Five
hundred
dollars
is
a
huge
amount
of
money
for
these
sorts
of
things.
You
know
you
get
these
awesome
programs
and
and
I
love
that
we're
able
to
do
that.
Here's
so
much
about
innovation
in
schools.
Employer
right
here
is
where
I
think
that
really
can
begin
and
I
would
love
that
we
have
this
capability
in
our
inner
district.
So
thanks
for
that,
you.
E
Have
a
great
grant
review
committee
that
really
and
I'd
be
remiss
if
I
didn't
thank
the
district
for
the
help
that
jodel
Taikan
provides
with
her
team.
Also
looking
over
the
grants,
along
with
a
grant
review
committee,
really
making
sure
that
those
grants
are
where
they're
supposed
to
be,
and
if
there's
some
times
we
find
out
that
they
do
have
a
source
of
funding
at
the
district.
So
we're
able
to
supplement
something
else
in
that
grant
or
fund
another
grant.
A
Well,
Becky,
on
behalf
of
the
board
I
do
want
to
thank
you,
but
I
just
want
to
make
sure
of
one
thing
that
I
heard
and
get
it
correct
in
case
any
of
the
viewers
at
home.
We're
curious,
I
believe
we're
looking
for
about
$40,000
on
giving
hearts
days,
so
we
can
take
advantage
of
matching
dollars
that
have
been
put
out
there
$30,000
towards
the
critical
needs
program.
Okay,.
E
A
E
E
A
L
A
M
Do
thank
you
very
much.
What
we
have
done
for
you
is
the
teaching
and
learning
group
took
some
time
to
look
through
all
of
the
comments,
both
written
and
some
of
the
questions
that
came
out
of
that
focus
group
that
happened
on
November,
2nd.
We
had
about
a
hundred
and
sixty-one
individuals
who
came
to
the
focus
group
meetings
and
also
the
state
of
the
school
meeting.
We
started
the
day
with
a
presentation
by
dr.
M
Schatz,
giving
us
the
state
of
the
schools,
the
state
of
the
district,
and
then
we
followed
it
up
with
presentations
from
some
of
our
facilitators
and
teachers,
as
it
came
to
some
of
the
areas
that
teaching
and
learning
is
really
working
on,
and
that
would
be
the
use
of
technology
in
the
classroom,
Career
and
Technical
Education
21st
century
skills
and
then
just
as
we
look
at
project-based
learning,
as
we
finish,
the
the
presentations
everyone
went
to
breakout
rooms
and
for
each
of
those
different
sections.
We
asked
basically
the
same
two
questions.
M
One
is
how
important
is
that
topic
to
the
students
of
the
Fargo
public
schools
and
to
what
advice
would
you
have
for
the
Fargo
schools
as
we
continue
down
the
path
on
some
of
these
critical
initiatives?
So
in
your
report,
starting
on
page
two,
what
you'll
see
are
some
themes
that
we
were
able
to
pull
out
from
that
data.
As
we
look
at
project-based
learning
really
is
a
the
groups
of
individuals
talked
about
their
importance.
We
heard
things
around.
M
It
is
certainly
important,
especially
as
we
look
at
how
things
are
applicable
to
lifelong
learning
outside
the
classroom
and
the
the
push
and
the
need
for
us
to
continue
that.
But
then
how
do
we
continue
to
make
those
questions,
those
projects
as
relevant
as
possible?
And
as
we
talked
about
that
in
our
team,
we
said
really
that's
part
of
the
heart
of
our
professional
development.
So,
as
we
continue
moving
forward,
we'll
use
that
feedback
from
those
focus
groups
on
that.
M
Another
piece
that
came
out
of
the
project-based
learning
was
really
around
measurement
and
grading,
and
it
was
more
some
questions
that
our
community
members
asked
us
how
our
projects
graded.
What
type
of
feedback
should
be
expected
all
great
questions,
and
as
we
look
at
what
we
can
do
with
that
feedback,
we
see
that
as
great
opportunities
for
communication
pieces,
if
that
is
in
journey
or
school
talk,
and
even
the
classroom
teachers
as
they
are
putting
together
those
projects.
M
So
we
will
continue
to
work
on
things
like
that
and
then
the
last
piece
around
project-based
learning
really
was.
What
is
the
long-range
plan
for
that?
Currently,
we
encourage
and
we
highly
encourage
all
teachers
across
the
system
to
include
project-based
learning
in
their
classroom.
It
is
not
a
requirement
which
was
interesting
because
if
you
look
at
that
and
then
the
first
theme
that
we
found
when
it
came
to
advice
for
the
Fargo
Public
Schools,
there
was
some
questions
or
the
theme
around
equity
and
consistency.
So
that
also
was
woven
into
that.
M
So
we
we
need
to
have
those
conversations
in
our
curriculum
review
cycle
and
how
we
look
to
update
and
refresh
what
we're
doing
in
the
different
courses.
How
can
we
incorporate
project-based
learning
into
that?
And
then
how
can
we,
when
we
look
at
our
standards,
talk
about?
How
do
we
ask
students
to
really
demonstrate
their
knowledge
of
those
standards
in
a
real-world
application,
so
great
feedback
for
us
in
teaching
and
learning
the
next
theme
or
topic
was
around
technology
and
what
we
heard
over
over
again
or
what
we
saw
in
the
feedback
was.
M
It
certainly
is
essential
for
our
students
now
and
into
the
future
that
they
have
the
opportunity
to
get
immersed
and
learn
different
technology.
Although
we
did
hear
from
a
theme,
there
is
some
inconsistency
in
integration
across
our
system.
So
we
need
to
hear
that
and
we
need
to
use
that
feedback
when
we
have
our
tech,
coaches
and
the
different
buildings
work
with
staff
again
through
the
curriculum
review
process.
How
do
we
embed
the
use
of
technology
so
that
it's
meaningful
for
our
students,
but
then
also?
M
How
do
we
help
all
stakeholders
past
our
students
keep
current
with?
What's
out
there
and
I
think
that
was
a
great
piece.
A
wonderful
communication
piece,
as
we
talked
about
here,
are
some
of
the
tools
that
we're
using.
How
do
we
communicate
that
with
the
stakeholders?
So
they
know
what
their
sons
and
daughters
are
using
in
the
classrooms.
M
But
then
the
theme
centered
are
a
little
bit
more
to
other
themes,
centered
on
safety
when
it
comes
to
technology,
both
during
the
school
day,
but
also
when
students
are
at
home,
and
we
certainly
do
teach
that
both
how
to
be
safe
when
you're
on
the
web.
And
how
do
you
safely
use
technology?
But
it
was
a
good
refresher
for
us
that
we
need
to
continue
to
talk
about
that.
We
need
to
continue
to
to
educate
our
students
to
be
safe
when
they
are
using
that
technology.
M
Then
there
was
a
another
question
they
sent
around
technology
and
in
particular
around
career
and
Tech
Ed,
and
what
we
heard
when
we
talked
about
the
different
career
pathways
at
that
meeting
the
theme
around
it
is
really
important
that
students
have
the
opportunity
to
explore
and
to
be
aware
of
some
of
the
different
pathways,
because,
as
a
student
enters
that
high
school
year,
they
don't
know
where
they're
going
to
end
up
and
the
opportunity
to
be
exposed
and
to
take
some
of
those
courses,
as
was
seen
as
a
positive.
We
then
need
again
through
communication.
M
Talk
about
the
value
of
career
and
Tech
Ed
talk
about
the
value
of
those
pathways
talk
about
how
they
are
changing,
because
we
need
to
be
able
to
adapt
to
the
rapidly
changing
world
around
us
and
again,
we
need
to
do
that
as
we
continue
through
our
own
research
in
teaching
and
learning.
The
last
major
point
was
around
21st
century
skills,
those
skills
of
critical
thinking,
collaboration,
creative
thinking
and
communication,
and
we
asked
the
people
who
were
there.
What?
What
do
you
want
to
tell
us
about
that?
M
And
we
heard
over
and
over
again
through
the
feedback,
that
it
is
critical
that
we
continue
down
that
pathway
to
teach
to
assess
and
give
feedback
around
those
21st
century
skills
that
not
only
help
students
in
the
classroom
today,
but
will
help
them
when
they
get
into
that
world
of
work
to
help
them
be
prepared.
For
that
and
I.
M
Think
it's
a
positive
that
in
our
own
strategic
plan,
that
is
one
of
the
tenets
that
we
have,
that
21st
century
skills
and
that
teaching
is
a
critical
part
of
who
we
are
as
the
Fargo
public
schools.
And
then,
when
we
asked
what
advice,
would
you
give
the
Fargo
public
schools
when
it
came
to
21st
century
skills?
M
So
the
idea
of
opening
up
that
communication
and
using
days
like
what
we
have
coming
up
on
our
professional
development
day
when
we
have
course
alike
groups
coming
together
a
natural
way
to
share
some
of
those
things
that
are
going
on
the
successes,
also
in
those
PLC's
or
professional
learning
community
times
that
we
have
across
the
district.
We
also
heard,
under
this
topic
a
communication
with
parents
and
so
that
they
have
the
understanding
of
what
those
21st
century
skills
are
again.
M
How
can
we
do
a
better
job
of
communicating
that
with
our
community
and
then,
even
when
it
came
to
21st
century
skills?
Again,
we
heard
the
idea
of
safety
when
it
comes
to
the
internet
when
it
comes
to
cyberbullying
and
again
how
we
need
to
really
redouble
our
efforts
in
teaching
and
helping
kids
be
safe.
So
as
I
look
through
the
themes
and
as
teaching
and
learning
look
through
this,
the
themes
from
this
really,
what
I
saw
were
three
takeaways
one.
M
We
need
to
continue
to
do
what
we
are
doing,
but
continue
that
research
to
say
what
is
the
next
step,
and
how
can
we
extend
many
of
those
pieces?
How
does
that
then
transition
to
the
training
and
professional
development
that
we
give
for
our
staff
and
then
how
do
we
then
communicate
both
with
our
staff
and
our
community
about
some
of
the
things
that
are
going
on
within
the
Fargo
public
schools
and
as
teaching
and
learning
we
looked
at
this
we
said
really.
M
This
is
a
great
set
of
marching
orders
for
us,
as
we
build
next
year's
operational
plan
to
say
what
are
the
things
that
we
need
to
do
differently.
What
are
the
things
that
we
need
to
add
to
that
operational
plan,
around
communication,
training
and
research
and
I
think
this
was
a
great
way
for
us
to
get
feedback
and
take
that
to
that
next
step.
So
that's
what
we
came
up
with
or
we
were
able
to
pull
together
from
the
feedback
from
those
focus
groups
and
I
would
answer
any
questions.
If
you
have
it.
A
B
Not
really
a
question
but
a
thank
you,
and
it
was
very
interesting
because
this
focus
group
questions
were
different
than
they
have
been
in
the
past,
and
it's
interesting
how
the
responses
and
and
I
had
a
very
lively,
interesting
group
on
that
evening
really
have
come
up
with
these
themes
that
you
can
directly
do
something
about.
You
know.
B
So
often
we
hear
things
that
are,
you
know
so
far
out
there
that
really
they're
they're
not
actionable
items,
at
least
not
in
the
short
term
and
and
so
it's
kind
of
it's
really
interesting
that
the
parents
were
sewing.
The
individuals
were
so
engaged
that
that
you
really
do
have
some
positive
feedback,
so
have
fun
fulfilling
that.
N
You
for
providing
the
report,
and
so
my
question
was
going
to
be.
How
are
we
going
to
know
what
the
plan
is
so
because
of
all
of
these
potential
follow-ups
so
to
see
where
the
follow-up
will
happen,
and
so
what
you're
saying
is
we
will
see
the
plan
for
these
follow-ups
as
the
operational
plan
develops
right
and
then
we'll
see
that
plan
that
will
be
presented
to
us.
N
So
we
should
feel
secure
in
the
fact
that
this
information
is
it's
obviously
being
addressed
and
that
there's
going
to
be
a
plan
to
follow
through,
and
that
is
very
good.
I
didn't
have
a
doubt
but
I
just
wanted
to
see
or
wanted
to
know
where
we
would
see
that
you
know
detail
come
through.
So
thank
you.
J
I've
sensed
this
focus
group
in
this
is
matching
what
I
think
I
heard
in
my
focus
group.
Definitely
and
I
got
the
same,
pull
outs
from
this
since
this
occurred.
I
have
been
hearing
more
from
parents,
particularly
about
concerns
about
technology
and
safety,
and
not
just
they're
all
appreciative
that
we
are
teaching
students
how
to
be
safe.
What
I'm
hearing
from
parents,
especially
when
they
come
to
me
that
they're
at
a
point
of
almost
panic
they
themselves,
don't
know
what
to
do
at
home
this
and
so
I
think
that's
something
to
keep
in
mind.
J
I!
Think
the
worse,
where
some
of
this
safety
issue
things
came
from
as
well
is
understand:
okay,
I
know
my
my
students
are
getting
something
at
school,
but
I
need
to
be
an
engaged
parent,
but
this
is
all
new
to
me
as
well,
and
so
I
think,
if,
as
you're
trying
to
develop
plans
in
that
communication
to
the
parents,
they're
wanting
to
know
I
need
to
be
an
engaged
parent.
Tell
me
how
to
do
that.
That's
with
that
lens.
A
Well,
it
looks
like
that
was
all
the
questions
or
comments,
but
again
on
behalf
of
the
entire
board.
I
want
to
thank
you
and
your
team
I
want
to
thank
Ann
Marie
and
the
team
that
put
that
event
together
and
I
want
to
thank
dr.
Schatz
for
actually
having
the
vision
to
bring
this
as
a
regular
annual
event
to
the
district
and
I
suspect.
It's
a
legacy
that
will
live
on
long
after
you
go
horseback
riding
into
the
sunset.
A
C
A
Any
opposed
signify
by
saying
no
motion
carries
and
with
that
I'd
like
to
congratulate
Jackie
I'm
being
appointed
our
new
business
manager.
Welcome,
gets
us
to
our
business
items.
Our
first
order
of
business
is
an
annual
placeholder
at
the
first
meeting
in
January
for
the
board
to
review
its
current
board
compensation
and
take
any
potential
action
that
we
might
want
reference
you
over
to
memo
number
67,
which
just
kind
of
gives
you
the
history,
Fargo
school
board
members
pay
and
with
that
I'll
turn
it
over
to
the
board
for
any
comments
or
emotions.
Wanda
I.
O
J
C
C
A
N
Wanted
to
note
the
comment
on
the
first
item:
Randy
I
know
that
it's
your
comment
and
so
I
just
wanted
us
to
make
sure
that
we
have
a
discussion
in
regard
to
if
this
is
something
that
you're
interested
in
us
further
having
discussion
on
at
some
point
that
you
know
that
you
have
the
opportunity
to
talk
about
that
and
that
we
understand
how
that
process
would
happen.
If
it's
something
that
you
feel
like
needs
to
have
further
conversation.
Sure.
N
N
A
K
I
can
tell
you
that
at
the
secondary
level,
we're
already
doing
it
electronically,
but
we
we
have
chosen
to
continue
to
have
the
booklet,
and
so
you
may
not
have
been
aware
of
that,
where
you
can
go
in
and
electronically
submit,
that
I
asked
Bob
to
have
a
further
conversation
with
secondary
principals,
in
particular
about
that
and
to
whether
or
not
we
still
need
to
have
the
booklet.
Is
there
something
we
should
do
differently
with
our
school
bill?
West
Rick's
all
over
it.
K
So
there
will
be
a
conversation
on
that,
but
we're
moving
into
that
more
of
an
online
type
of
a
booklet,
and
we
also
have
to
make
sure
that
that'll
suffice
with
the
requirements
by
dpi
to
have
a
student
handbook,
and
so
I
asked
Bob
to
check
into
that
too
from
a
statutory
'el,
because
that's
one
of
the
things
that
you
have
to
have
as
a
district
according
to
their
rules.
So
we'll
look
into
that
and
and
make
sure
that
if
we
can
do
something,
different
will
do
that.
A
J
J
A
I
think
we
can
maybe
get
through
our
board
reports,
or
at
least
we'll
get
through
some
of
them
before
we
take
our
first
break
I.
First
of
all,
I'm
gonna
ask
Ann
Marie
to
give
us
an
update
on
the
ad-hoc
superintendent
search
committee,
which
met
earlier
today
and
again
at
your
work
location.
You
should
have
all
seen
a
copy
of
the
finalized
flyer
that
has
been
produced
and
is
in
use,
I
believe
as
of
this
morning
and.
Q
You
give
us
an
update
and
absolutely
so.
Yes,
the
superintendent
search
ad
hoc
committee
did
meet
today
at
11
o'clock
and
did
review
the
process
used
in
2012
for
the
interview
process
reviewed
what
we
did
there,
such
as
what
groups
met
with
the
candidates.
What
questions
were
asked
those
type
of
things.
Q
Today
we
did
finalize
the
flyer
which
the
Jim
referenced
is
at
your
tables.
That
is
something
that
they
will
use
in
their
recruitment
process
for
the
position
they
will
use
that
as
they
go
out
and
recruit
with
their
their
candidates
that
apply
for
information
about
the
Fargo
public
schools.
In
addition,
we
have
a
website
on
our
Fargo
public
schools
website
that
has
a
lot
of
that
same
information
and
then
directs
candidates
to
rain
associates
for
application
and
so
really
trying
to
get
that
information
out
that
we
are
now
open.
Q
The
position
will
close
on
February
22nd
and
then
the
review
process
will
begin
by
the
consultants
to
review
those
who
apply.
So
we
have
been
working
with
rain
associates
in
addition
to
get
ads
placed
in
major
publications
and
regionally
as
well,
so
that
people
know
that
they
can
apply.
Britney
was
working
with
them
directly
to
make
sure
the
application
contained
all
the
things
needed
for
North
Dakota
requirements
as
well
and
then
worked
with
the
other
things
that
we
talked
about.
So,
if
anybody's
any
questions
about
that
process,
happy
to
answer
those.
Q
We
also
worked
on
that
timeline,
which
we
sent
out
over
the
Christmas
holidays,
as
well
as
what
we're
looking
for.
One
thing
to
make
sure
you
have
on
your
calendars
is
the
March
10th
date
for
a
special
board
meeting
with
rain
associates
to
review
those
candidate
applications
that
will
be
a
closed
session
for
you
guys
to
be
able
to
look
at
those
Canada
applications
and
narrow
them
down.
Q
So
that
is
a
Saturday
and
want
to
make
sure
that
that
is
on
your
calendars,
because
that
is
a
for
certain
date
coming
up
and
then
dependent
upon
what
you
guys
decide
there.
It
will
depend
on
when
we
schedule
either
a
two-part
process
for
semifinalist
and
finalists
or
depending
on
your
conversations.
If
you
just
go
for
a
one
process
to
to
interview.
B
Since
the
last
meeting,
which
seems
an
awfully
long
time
ago,
I
had
the
privilege
of
attending
the
blue
ribbon
ceremony
at
Longfellow.
You
all
probably
remember
that
they
were
one
the
only
school
in
the
district
this
year
and
the
first
one
in
many
years
to
get
this
designation
and
was
a
very
fun
event
for
the
kids
and
for
the
school
and
so
on.
B
The
Board
of
Health
December
meeting
was
cancelled,
and
so
there
won't
be
a
Board
of
Health
meeting
again
until
February
and
the
one
thing
I
did
or
was
invited
to
do,
which
I
was
really
fun.
That
I
I
think
that
I'll
share
is
that
one
of
my
son's
classmates
is
now
a
teacher
at
Discovery.
How
that
happens?
B
I
don't
know,
but
she
invited
me
to
come
in
to
their
social
studies
class
in
December
to
talk
about
Hanukkah
and
Judaism,
because
that's
part
of
their
curriculum,
coincidentally,
at
this
time
of
year
and
I
ended
up
going
to
the
entire
team
and
so
four
classes
of
sixth
graders.
For
you
know
the
40
odd
minutes
of
class
very
engaged
very
interesting.
B
It
was
really
a
lot
of
fun,
but
the
piece
that,
aside
from
the
the
current
the
thing
that
I
thought
was
worth
sharing,
is
that
I
used
to
do
this
when
my
kids
were
little
also
and
she
remembered
from
her
second-grade
class
and
what
an
impression
that
had
meant
on
her
and
so
I.
Just
think
that
these
experiences
that
parents
give
to
bring
their
cultures
into
the
classroom
and
their
individual
experiences
really
do
make
a
difference,
and
the
kids
do
remember
and
and
keep
that
and
and
so
on.
J
A
N
Attended
well
this
morning,
I
was
at
the
ad
hoc
committee
meeting
for
the
superintendent
search,
and
so
thank
you
all
for
doing
a
fantastic
job,
organizing
that
I
New
Year's
Eve
I,
was
at
the
Fargo
Civic
for
the
powwow.
That
was
sponsored
by
the
Native
American
Commission,
and
it's
so
it's
the
second
year
that
I've
attended
that
and
it's
fun
to
be.
There
I
was
there
for
a
couple
of
hours
and
it's
just
a
good,
safe
environment.
For
for
many
people,
I
can.
N
Last
night
we
had
a
Native
American,
Commission
meeting
and
I
can't
quite
remember
how
many
they
said
were
there
I
think
like
around
300
they.
What
I
know
is
that
they
said
it
was
the
largest
in
attendance
that
they
have
had
so
I
had
a
10
intended
doctor
shots
to
be
at
the
at
the
eggs
and
issues,
presentation
and
I
was
not
feeling
well
and
I
decided
that
it
wouldn't
be
fair
for
me
to
share
my
bug
with
all
of
you,
so
I
stay
at
home.
N
Regarding
the
Native
American
Commission
meeting
last
night,
two
items
that
we
discussed
or
had
presentations
on
one
was
on
sex
trafficking
and
one
person
from
the
Gladys
ray
shelter
was
there
and
I
cannot
remember
the
other
individual
that
presented,
but
it
kind
of
reminded
me
of
the
information
that
was
shared
at
one
of
the
state
school
board,
Association
conferences,
I,
don't
think
it
was
the
last
one,
but
maybe
the
one
prior
and
so
of
course,
the
information
that
was
shared
last
night.
There
was
much
shorter
presentation,
it
was
talk.
N
It
was
specifically
regarding
statistics
regarding
Native
Americans,
but
it's
just
you
know
it's
very
important
information,
that's
very
sad
information,
but
it's
good
for
us
to
have
and
we
need
to
figure
out
what
we're
gonna
be
doing
with
it
and
where
to
go.
But
a
good
conversation
was
started
there
and
caviar
was
there
last
evening
and
covered
a
report
on
missed
the
missing,
murdered
and
indigenous
women
discussion.
N
C
A
O
Attended
the
eggs
and
issues
this
time,
I
got
in
the
hot
seat
with
the
spotlight
in
my
eyes,
thanks
for
the
ad
hoc
superintendent
search
group
is
going
well
I
attended
that
today
and
I
don't
have
any
other
liaison
activities
just
to
report,
but
I
do
have
a
report
on
one
of
our
students.
This
past
Saturday
was
the
young
artist
solo
competition,
which
is
presented
by
Minnesota
Public
Radio
in
the
symphony,
and
it's
for
instrumental
students
throughout
North,
Dakota
and
parts
of
Minnesota
and
South
Dakota.
A
Well,
you
don't
have
a
copy
of
my
president's
report,
but
maybe
we'll
get
an
email
to
you,
so
you'll
have
it
or
it's
actually
technically
a
Marie's
president's
report
because
she
puts
this
all
together.
She
did
highlight
already
that
we
have
a
special
board
meeting
on
March
10th.
Please
make
sure
you
have
that
on
your
calendar,
but
also
make
sure
you
have
February
2nd
on
your
calendar,
which
is
our
board
retreat
when
our
retreat
date.
A
There
is
a
piece
of
homework
that
is
coming
out
to
all
board
members
from
the
ad
hoc
committee.
One
of
the
projects
we
have
in
front
of
us
over
the
next
two
weeks
is
to
really
put
together.
What
are
the
questions
we
as
board?
Members
will
be
asking
each
of
the
candidates
that
come
into
Fargo
for
an
interview
or
come
before
us,
because
some
of
them
may
already
be
in
Fargo.
A
They
may
not
have
to
get
here
via
transportation
outside
of
their
car,
so
working
with
what
we
did
last
time
around
Amory
and
Britton
kind
of
updated
them
to
make
sure
they
were
current.
With
issues
going
on
in
the
district
right
now
we're
gonna
email
out
a
copy
of
the
current
draft
of
questions.
The
we're
gonna
consider
for
usage
by
the
board
I
would
ask
you
to
look
through
those
read
through
them.
A
If
you
see
or
think
of
a
question
that
isn't
covered
and
we're
not
asking
for
reword
smithing,
so
don't
worry
about
the
actual
language,
but
if
there
is
an
area
that
I
don't
think
was
covered
correctly
and
I
didn't
see
a
question.
Please
write
that
up
and
get
that
back
to
Ann,
Marie
I
believe
we're
gonna
be
meeting
as
an
ad-hoc
committee
two
weeks
from
today,
and
we
want
to
finalize
the
draft
of
the
questions
that
the
board
will
be
participating
in
the
interview
process
with.
A
So
we
can
bring
that
back
to
the
board
for
our
review
so
again
take
a
look
through
that
you
have
about
a
week
if
you
don't
submit
something
back
to
us.
That's
fine!
But
if
you
have
some
ideas,
one
or
two
questions
that
you
think
might
be
good
to
have
on
that
list.
Please
get
them
mammaries,
so
we
can
have
them
as
a
committee
to
work
with,
and
that's
it
from
president's
chair
at
this
point
in
time.
A
I
think
I'll
take
us
out
on
break
and
just
for
all
those
in
the
audience
when
we
come
back.
The
first
thing
we're
going
to
do
is
go
into
executive
session
and
make
you
all
leave
again.
So
if
you
would
like
to
in
I,
do
not
believe
there
will
be
any
action
taken
by
the
board
once
we
come
out
of
executive
session,
except
for
to
adjourn
our
meeting
but
we'll
take
a
10-minute
stretch,
break
and
get
back
together
at
that
point
in
time,.