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From YouTube: School Board Meeting - February 13, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - February 13, 2018
A
A
A
E
F
You
so
much
for
having
us
tonight.
We
are
celebrating
kindness
this
week
at
Eagles
every
day
at
the
Eagles,
but
we
have
our
Eagles
gear
on
today,
so
it
was
perfect
timing
for
us.
So,
as
dr.
Schatz
said
in
front
of
you,
you
have
our
strategic
plan,
and
so
we're
just
going
to
my
part,
is
going
to
take
you
through
that
briefly.
F
F
And
so,
if
you
open
to
the
front
cover,
you
will
see
the
vision
and
mission
of
the
Academy
with
there
being
specific
strategic
initiatives,
seven
of
them
to
be
exact,
and
so,
if
we
look
at
the
first
strategic
initiative,
which
is
communication
and
some
things
to
highlight
in
this
area,
our
students
have
access
to
communication
systems,
whether
that's
a
system
for
verbal
or
an
argument.
--Iv,
alternative
communication,
number
of
our
students
have
devices
and/or
used
switches
and
things
like
that
to
communicate
as
well
as
a
PEC
system
picture
exchange
communication
system.
F
I
would
invite
all
of
you,
if
interested
to
come
to
Eagles,
to
see
how
that
all
of
that
works.
We
would
love
to
to
show
that
to
you.
The
next
is
strategic
initiative
number
two,
some
things
to
highlight
in
this
area:
self-regulation
and
positive
behavior
intervention
using
visual
schedules
with
all
of
our
students,
environmental
adaptations
lighting
when
Eagles
was
built.
The
Academy
is
in
the
was
in
the
existing
edition,
and
so
we
took
great
care
to
create
an
environment
that
was
conducive
to
the
things
that
the
students
needed
adding
on
to
the
bathroom.
F
We
use
rewards
and
reinforcement
systems
again
individualized
for
students
need
students,
have
study,
carols
and
workspaces
other
identified
spaces
in
the
room
for
whole
group,
small
group
and
activities
and
then
just
other
unique,
as
we
have
everywhere
at
Eagles,
flexible
seating
students
also
in
the
Academy,
have
that
seating
option
as
well
strategic
initiative,
three
looking
at
social
skills
that
direct
social
skills
instruction
parallel
play
and
then
the
opportunity
for
that
social
interaction
and
oftentimes.
That
would
be
in
the
classroom.
F
Regular
education
classroom
with
the
students
going
there
for
variety
of
activities,
some
more
than
others
I'm,
just
depending
on
on
their
needs
and
their
ability
to
be
in
those
spaces,
because
sometimes
it
can
be
overwhelming,
and
so
they
may
spend
spend
times
they're
a
little
bit
more
structured
and
a
little
bit
quieter.
Snack
times
now,
I'm,
not
always
the
preferred
I'm
going
into
the
next
strategic
initiative
for
looking
at
the
academic
area
and
Kimmy
Milligan.
Our
strategist
will
be
highlighting
more
of
that,
but
the
appropriate
level
of
instruction.
F
So
as
we're
looking
at
that
individualized
education
plan
and
watching
the
students
progress
towards
their
goals,
strategic
initiative,
five
activities
of
daily
living,
all
of
those
things-
those
visual
schedules
that
help
our
kids
once
they
get
off
the
bus
into
the
classroom
to
get
their
things
off
and
to
try
to
work
towards
those
skills
of
Independence.
That's
what
we
want
for
all
of
our
kids,
and
so
they
are
working
on
those
things
every
day
how
to
get
ready
to
go
outside
and
that's
another
thing
you
can
come
and
experience
and
help
out
with
strategic
initiatives.
F
F
If
that's,
what
a
parent
would
like
or
email
that
works
very
well,
they
haven't
adjusted
back
to
school
night
special
night
just
for
them,
because
it
can
be
quite
chaotic
during
the
regular
back-to-school
night,
and
so
we
offer
that
option
as
well
as
them
coming
back
for
the
night,
if
that,
if
that
works
for
them,
so
they
can
come
to
both
strategic
initiative.
7:00
looking
at
the
methodology
and
using
that
research
supported
instruction,
whether
it's
the
discrete
trial,
training,
learning
style
profiles
and
various
models
of
teach
to
educate
our
students
and
then
at
the
end.
F
G
Okay,
good
evening,
I
am
Aaron
Heppell
of
one
of
the
autism
Academy
teachers,
special
education
teachers
I,
will
share
a
little
bit
about
our
story.
So
this
is
just
a
picture
over
the
all
the
staff.
As
you
can
see,
we
have
a
number
of
paraprofessionals
in
the
room
and
then
two
of
the
classroom
teachers.
So
up
here,
are
just
some
notes
or
some
comments
that
Tanya
got
from
some
of
the
parents
that
we
have.
G
The
students
that
we
work
with
so
I
will
leave
those
up
there
for
you
to
kind
of
read
as
I
tell
you
a
little
bit
about
our
story,
the
students
that
I
work
with
so
the
students
that
we
that
I
work
with
that
mrs.
Hetland
and
I
work
with
throughout
the
day
they
receive
a
lot
of
services,
whether
it's
the
academic
services
in
the
individualized
instruction
from
mrs.
hallander
myself
in
the
academic
support
or
all
12
of
them,
because
we
have
12
students
in
this
program
right
now.
G
All
12
of
them
receive
speech,
services,
six
receive
occupational
therapy
directly
and
then
five
receive
indirect
services.
For
that
two
are
receiving
direct
services
for
physical
therapy
and
to
receive
indirect
physical
therapy
services,
and
so
that's
all
like
in
the
school
day
and
then
outside
of
the
school
day.
Many
of
the
students
their
days
does
not
their
day
does
not
end
at
2:30.
When
the
special
education
bus
loads
to
leave
Eagles,
they
have
a
much
more
going
on
in
the
evening.
Five
of
them
receive
outside
speech
therapy
from
either
beyond
boundaries
or
pediatric
therapy
partners.
G
Three
of
them
receive
occupational
therapy
from
either
Beyond
Boundaries
our
pediatric
therapy
partners
and
then
to
participate
in
feeding
therapy
programs.
One
attends
the
North
Dakota
Autism
Center
for
applied
behavior
analysis
therapy.
One
student
has
a
behavioral
therapy
after
school
for
through
the
North
Dakota
Autism
Center,
and
then
four
students
have
respite
care
staff
that
work
with
them
on
the
evenings
or
the
weekends
either
through
places
like
Ann
Carlson,
the
Autism
Center
or
Easter
Seals.
G
So
that's
just
a
little
bit
of
what
their
day
is
like,
either
at
school
or
outside
of
school.
And
then,
in
the
day,
we
collaborate
with
a
number
of
people
so
in
the
school
amanda
Hetland,
and
I
collaborate
with
all
the
classroom
teachers
to
really
make
sure
that
the
students
in
the
academy
aren't
just
in
the
academy
they're
also
a
part
of
the
whole
school
in
the
classroom
with
their
mainstream
peers,
and
that
also
goes
for
in
Fayette,
if
of
it
possible
in
music,
art
library,
at
lunch
and
recess.
G
So
we
work
with
all
the
other
teachers
in
the
building
to
make
sure
that
the
students
are
in
all
parts
of
those
school
of
participating
in
the
entire
day
and
then
within
the
district.
We
work
with
our
assistive
technology
coordinator,
Alice,
wynken,
ally,
ally
Smith,
who
we
district,
the
district
consults
with
from
changing
behaviors
Jill
Van
Winkle,
who
is
at
early
childhood,
but
also
does
some
assistive
technology
help
with
us
also
for
working
on
those
visual
schedules
and
assists
with
training
the
perazol,
so
Kimmy
Milligan
who's.
G
Also
here
tonight,
who
works
with
us
in
literacy
and
coaching
really
helped
Amanda
and
I
with
getting
to
work
with
all
the
students
and
then
outside
of
the
district.
We
have
music
and
motion
come
in
and
they
do
music
therapy
with
the
students
twice
a
week,
and
that
is
a
time
the
students
love
they
get
to
play.
G
Instruments
play
the
guitar,
they
get
to
dance
and
it's
just
a
really
fun
half
an
hour
well
an
hour
a
week
that
is
really
fun
to
see
what
the
kids
just
get
to
be
themselves
and
then
every
other
week
the
kids
go
to
TNT
fitness
and
that's
a
really
fun
time
too,
for
them
to
just
move
around
jump.
Work
on
their
flexibility
work
a
lot
on
those
gross
motor,
large
muscle
skills,
and
then
in
that,
in
the
educational
academy,
we
have
11
paraprofessionals.
They
work
one-on-one
with
students
to
help
achieve
their
goals.
G
They're
an
amazing
group
right
now,
it's
all
women,
so
they
are
an
amazing
group
of
women.
Every
Tuesday
we
provide
them
training
on
skills
and
curriculum,
so
to
just
anything
that
we
work
on
that
we
use
on
a
day
every
day.
So
the
pictures
schedule
is
working
on
visual
schedules
curriculums
that
we
use
throughout
the
day.
So
that
is
kind
of
the
story
of
autism.
Academy
I
will
hand
it
over.
H
My
name
is
Kimmy
Milligan
and
I
am
the
student
performance
strategist
at
Eagles,
and
my
job
is
to
support
all
teachers
in
professional
development
and
coaching
at
Eagles.
Our
school
improvement
goal
is
that
all
students
all
students
will
achieve
in
an
increase
their
reading.
All
teachers
at
Eagles
right
now
are
in,
what's
called
the
literacy
learning
lab.
Last
year
we
had
just
classroom
teachers,
and
this
year
we
brought
in
the
special
ed
team,
so
I'm
going
to
talk
a
little
bit
about
why
we
put
them
both
together
this
year.
H
H
We
bring
in
balanced
literacy,
there's
coaching
components
for
all
teachers
and
it's
an
opportunity
for
the
classroom
teacher
to
observe
their
student
in
the
Academy
and
the
EAA
teachers
to
observe
their
students
in
the
classroom,
and
we
use
a
tool
which
is
called
the
amazing
collaboration
experience,
and
so
the
teachers
will
do
this
twice
a
year
once
one
per
semester.
They
will
go
in
and
observe
their
students,
and
then
they
will
have
next
steps.
What
am
I
going
to
do?
What
did
I
see
that
I
can
now
implement
into
my
setting
or
classroom?
H
H
Collaboration
between
the
classroom,
T
myself
and
the
EAA
teacher
is
crucial
to
build
a
solid
foundation
for
our
students,
so
we
are
looking
at
their
zone
of
proximal
development.
So
what
does
that
mean
in
the
academy?
First
of
all,
there's
some
students
who
are
non-verbal,
and
so
we
are
working
on
phonological
awareness.
We
are
singing,
we
are
rhyming,
we
are
segmenting.
We
are
using
a
program
called
words
their
way
when
they
are
ready.
We
move
them
to
phonics
matching
what
they
hear
the
visual
symbol.
H
H
We
move
into
fluency,
making
it
sound
like
a
teacher
how
to
read
or
sound
vocabulary.
We've
done
a
lot
of
professional
development
on
providing
students
with
a
heavy
book
introduction
implanting
vocabulary
that
will
make
them
accomplish
the
book
successfully,
and
that
means
going
into
comprehension
and
if
you
know
someone
with
autism,
you
will
know
that
this
is
a
very
difficult
area
for
students
to
achieve
we've.
Seen
great
results.
H
We're
starting
from
the
basic
concepts
of
preview
predict
what
is
happening
in
the
picture
predict
what
is
going
to
happen
and
then
moving
into
retelling,
which
is
not
just
talking
about
the
book.
But
what
did
the
author
say
in
the
book
finding
text
evidence
to
support
it?
We
have
specifically
chosen
materials
and
eagles
through
grants
that
have
high
picture
support
to
engage
students
so
that
they
can
have
conversation
or
a
language
with
their
teachers,
so
that
books,
the
font,
is
really
nice.
I
I'm
Amanda
headland
I
am
the
second
Academy
special
ed
teacher
I'm,
going
to
talk
to
you
a
little
bit
about
T
CIT,
it's
a
seed
project.
We
started
at
the
beginning
of
the
school
year.
T
CI
T
stands
for
teacher-child
interactions,
era,
P
the
teacher-child
interactions
era.
P
is
a
professional
development
program
designed
to
strengthen
teachers,
relationship
skills
to
help
promote
children's
social-emotional
development.
Some
goals
for
t
CIT
is
to
strengthen
positive
teacher
child
interaction,
an
adaptive
child
behavior.
It
promotes
a
positive
nurturing
and
emotional
relationship
between
teacher
and
student.
I
It
increases
teachers,
use
of
effective
behavior
management
techniques
by
focusing
on
the
positives,
enhances
children's
pro-social
skills
and
self-regulation
skills.
It
also
decreases
disruptive
and
attention-seeking
behavior.
It
also
increases
teachers,
competence
in
dealing
with
challenging
classroom,
behavior
and
reduces
teacher
burnout.
An
important,
an
important
part
of
T
CIT
is
our
weekly
coaching
sessions.
So
each
week
we
have
a
coach
come
in
and
watches
our
lessons
or
interactions
with
our
students
and
they
provide
immediate
feedback
to
us.
They
are
what
they
are
encouraging.
I
They
provide
guidance
and
monitor
skills
that
we
are
using
since
starting
this
training.
A
few
months
ago,
we
have
noticed
positive
changes
in
the
Academy.
Our
students
are
responding
well
to
directions,
given
improvement
in
reactions
to
transitions
and
attention
towards
activities.
I
have
also
noticed
a
change
in
myself.
F
A
B
Of
all,
thank
you
all
of
you
for
coming
out
and
and
presenting
it's
always
important
and
interesting
to
hear.
What's
going
on,
I
just
have
curious
what
I
know
it's
an
elementary
school,
but
what
is
the
age
of
the
students
that
you
have
at
the
moment
at
least,
and
how
long
do
they
stay
in
the
Academy?
And
you
know:
where
do
they
go
from
here?
Well,.
G
Currently,
we
have
kindergarten
through
fifth
grade
and
they
do
have.
We
have
kind
of
a
protocol
checklist
if
you
will
to
follow
for
students
to
qualify,
because
not
just
any
student
that
has
autism
can
qualify
so
once
that
eligibility
is
met,
then,
and
we
find
the
team
finds
they're
eligible,
then
it
is
kindergarten
through
fifth
grade
and
then
after
that,
I
guess,
once
they
go
to
middle
school
kind
of
depends
on
where
their
home
school
is
because
right
now
it
is
the
only
like
where
our
educational,
autism
Academy
is
the
only
one
in
the
district.
G
So
we
are,
they
do
get
special
ed
bussed
to
Eagles,
and
then,
after
that,
we
look
at
the
middle
school
and
you
know
where
we
can
most
appropriately,
they
can
most
appropriately
get
their
education
and
where
you
know
their
least
restrictive
environment
would
be
so.
It
kind
of
depends
on
all
that.
So
it's
a
big
transition
meeting.
We
have
in
fifth
grade
with
the
team
and
the
school
to
figure
out
kind
of
where
they'd
go,
what
middle
school
they'd
go
to
so
and.
J
B
G
F
K
I
heard
you
mention
special
education
busing.
How
does
that
work?
Is
that
for
all
of
those
kids
or
is
that
only
I?
Guess
that's
what
a
special
education
bus
saying?
How
does
it
work
for
these
children?
Does
it
is
it
to
school
and
from
school?
Is
it
to
any
of
these
outside
programs
that
you
talked
about.
G
Well,
I
will
do
my
best
to
answer
that.
So
again,
a
lot
of
these
we
you're
gonna,
hear
me
say,
like
the
IEP
team
decides
that
a
lot
of
that
is.
You
know
when
we
have
these
annual
IEP
meetings.
The
team
gets
together.
So
that's
the
parent,
a
special
education
teacher,
a
district
representative,
most
often
the
principal,
and
then
this
mainstream
teacher
and
then
usually
if
they
have
any
related
services,
so
speech
occupational
therapy,
physical
therapy.
G
So
that's
the
team
that
I
keep
referring
to
for
the
IEP
team
they
get
together
and
think
about
what's
best.
So
then,
when
we
get
to
accommodations
and
we
think
about
how
the
student
gets
to
and
from
school
busing
okay,
you
know
we
look
at
how
if
they're
safety,
they're
vulnerable
things
that
are
gonna,
maybe
jeopardize
them
or
things
that
that
their
safety
and
their
vulnerability.
How
they're
gonna
handle
a
situation
on
the
regular
ed
busing
or
if
they
do
need
that
special
ed
busing
and
then
that
would
be
typically
to
and
from
school.
G
We
do
I
believe,
keep
it
in
the
special
in
the
Fargo
Public
Schools
boundaries.
They
don't
do
anything
out
of
the
Fargo
Public
Schools
boundaries,
so
if
it
is,
it's
typically
been
to
home
in
school
and
maybe
to
a
daycare,
but
to
the
other
things
that
I
was
talking
about
I,
don't
know
if
any
of
the
kids
currently
are
getting
dropped
off
at
like
Ann
Carlson
or
the
autism
center.
L
L
Also
you
all
did
a
shout
out
to
them,
but
give
them
a
shout
out,
because
I
I
have
a
friend
that
has
a
couple
of
kids
that
have
participated
in
some
of
the
programs
and
so
have
observed
the
children
at
her
home,
and
they
have
those
kids
have
a
full-time
job,
as
you
described
the
work
that
those
children
are
doing
at
school
and
then
the
work
that
they're
doing
after
school
so
cheers
to
the
students
and
cheers
to
you
for
for
the
work
you're
doing.
Thank
you
very
much.
A
Well,
on
behalf
of
the
entire
board,
I
do
want
to
thank
you
all
and
thank
all
the
rest
of
the
team,
not
just
the
IEP
team,
but
the
entire
team
that
we
saw
the
picture
of
because
I
know
they're,
not
all
here
today
and
is
just
happy
to
see,
smiling
faces,
doing
smile
and
good
work.
So
thank
you
very
much.
A
At
this
point
in
time,
we're
gonna
recognize
the
members
of
the
audience
that
have
signed
up
to
address
the
board
and
I
have
a
couple
of
announcements
to
make
before
I
call
on
the
first
individual
I
know.
Many
of
you
are
here
tonight
based
upon
I,
suspect,
media
reports
or
other
things
about
eminent
boundary,
changes
that
were
kind
of
a
result
of,
quite
frankly,
an
informative
conversation
that
happened
at
a
board
retreat
about
a
week
ago.
I
just
want
to
make
sure
everybody
is
aware
of
the
fact.
A
There
are
no
boundary
change
decisions
in
front
of
the
board
at
this
point
in
time
there
have
been
no
boundary
change
recommendations
made
to
the
board
at
this
time.
What
we
did
at
our
retreat
was
really
look
at
long-range
facility
needs
that
may
emerge
in
the
district.
We
have
a
few
that
we're
gonna
be
working
on
this
year.
Neither
of
them
had
to
do
with
boundary
changes
due
to
overcrowding
at
Davies
or
Discovery.
A
The
data
is
telling
us
that
might
occur,
and
I
stressed
the
word
might
probably
three,
maybe
seven
years
out
someplace
in
that
zone.
So
my
best
guess,
although
that's
all
it
is,
is
the
best
guess-
is
about
a
year
from
now
we'll
get
updated,
enrollment
information
again
we'll
look
at
the
potential,
for
is
that
overcrowding
coming
closer?
Is
it
going
farther
away,
or
is
it
going
to
be
a
reality
and,
as
a
general
rule
doesn't
mean
the
board
always
operates
this
way?
A
If
we
think
crowding
overcrowding
is
going
to
occur,
two
to
three
years
from
now,
that'll
be
when
its
front
and
center
on
the
board
to
really
address.
How
are
we
going
to
take
care
of
that
overcrowding
need
boundary?
Changes
are
certainly
one
of
the
tools
and
the
tool
chest
to
do
that,
but
they're
not
the
only
one.
So
for
all
of
those
that
may
be
thinking,
there's
something
immediately
on
the
horizon.
The
answer
is
no.
There
isn't.
A
Is
there
most
likely
going
to
be
a
need
to
figure
out
how
to
address
growth
in
Southside,
absolutely
and
I
suspect
that'll
be
work.
The
board
will
be
looking
at
over
the
next
couple
of
years
with
that
I
do
have
an
announcement
to
make
for
those
that
are
have
signed
up
at
this
time.
The
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker,
who
has
signed
up
to
address
the
board
state
their
name
and
address
for
the
record.
A
We
would
also
ask
that
speakers
were
faint
refrain
from
using
this
form
to
criticize
or
complain
about
a
specific
employee
by
name.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
it's
not
obligated
to
respond
to
or
debate
issues
in
this
form
and,
in
fact,
won't
be
tonight.
Should
you
desire
a
written
response
to
the
specific
to
a
specific
question?
You
may
certainly
request
it
this
evening
each
speaker
will
be
allotted
a
maximum
of
three
minutes.
A
M
Hi,
my
name
is
Kyle
Meyer
I
live
at
36
89
Fillmore
Street,
which
is
Pointe
West
addition
I
lived
there
with
my
family,
three
kids
Jacob
who's,
16
sophomore
at
Davies,
Lucas,
who's,
13,
he's
a
eighth
seventh
grader
over
at
Kennedy
or
excuse
me
discovery
and
Julia.
Eighth
grader
over
at
or
eighth
eight
years
old
second
grader
over
at
Kennedy
saw
the
proposed
Russians
they
proposed.
M
But
during
your
retreat
you
had
some
different
options
that
that
you
looked
at
with
regards
to
changing
boundaries
in
the
future,
when
I
saw
those
I
had
some
concerns
and
and
just
wanted
to
get
up
and
just
voice
my
opinion
and
some
of
those
concerns
that
I
had
tonight.
So
thank
you
for
the
opportunity.
M
M
Play
sports
together
have
done
a
lot
of
activities
together,
I
end
up
trucking,
all
sorts
of
kids
from
my
area
down
to
their
area
and
vice
versa,
and
that
would
be
a
concern
of
mine
that
those
areas
would
get
get
split
up.
I
know
the
concern
is
right:
now,
I've
got
my
two
oldest
boys
are
in
swimming:
they
both
qualified
for
States,
so
they're
preparing
for
the
state
meet
once
a
sophomore
one's
a
seventh-grader
both
on
the
varsity
team.
M
Potentially,
if
something
changes
in
the
near
future,
you
know
that
would
be
a
concern
that
they
would
be
split
up.
One
goes
to
one
school
and
one
goes
to
a
different
school,
obviously
that
that
would
be
a
huge
concern
of
ours.
Now
there
is
traffic
kids
driving
to
school.
If,
if
the
kids
in
our
area
did
end
up
going
to
South
High
more
than
likely
they're
on
the
interstate
getting
to
school
or
trying
to
deal
with
32nd
Avenue
in
the
morning.
M
Those
are
just
some
of
the
concerns
as
a
parent
that
that
I
would
have,
and,
as
you
look
forward,
I
know,
there's
a
number
of
different
options
and,
as
you
look
at
options
with
middle
school
in
high
school,
there
were
some
options
where
kids
would
end
up
going
to
a
different
school.
They
may
go
to
the
same
middle
school,
but
some
of
those
options
would
require
them,
then
to
switch.
Some
kids
would
go
to
sulfa
and
some
kids
would
go
too
deep.
N
Okay,
so
I
am
Charlie
angler.
My
address
is
40
to
74
51st
Avenue
South,
so
my
backyard
is
pretty
much
52nd.
Avenue
I
as
well
got
ahold
of
these
maps
about
a
week
ago
and
I
know
nothing
is
immediate,
but
I
just
and
I
most.
Why
I
wanted
to
talk
was
I,
don't
want
to
come
up
here
and
whine
and
be
like
I.
Don't
want
change,
I!
Don't
want
you
to
move
me.
N
It
has
nothing
to
do
with
South
I'm,
a
Fargo
native
and
I'm,
proud
of
all
of
our
schools
and
I
have
nothing
against
South,
except
that
it
was
my
high
school
rival.
That's
it
so!
For
me,
Davies
was
neutral
territory
and
I.
Just
we
moved
about
seven
and
a
half
years
ago
we
were
in
the
neighborhood
that
actually
map
five
wants
to
move
into
South.
That's
by
that
mayor,
Kerr,
South,
Pointe,
Ramsey,
being
25th
and
32nd,
and
so
seven
and
a
half
years
ago.
N
We
knew
that
it
was
a
real
possibility
that
we
would
be
going
to
south
which
again
didn't
care,
but
we
had
six
of
us
in
one
functioning
bathroom,
so
we
had
to
move,
but
we
picked
Woodhaven.
Knowing
that
boundary
changes
probably
will
never
affect
us
by
the
time
our
four
kids
get
out.
My
daughter
graduated
last
year
and
I've
got
three
boys
coming.
So
my
eighth
grader
he's
in
Davie
sports,
my
seventh
grader
is
gonna,
be
doing
cross-country.
N
I
mean
I've,
got
graduation
decorations,
Under,
Armour,
Nike
clothes,
I've
got
all
kinds
of
stuff,
I
don't
want
to
redo
and
I
have
relationships
with
those
teachers,
administration
groups
that
I
just
you
know
it
feels
like
it's.
My
community
growing
up.
It
was
Fargo
North.
You
could
tell
me
you
want
to
bust
my
kids
to
north.
You
could
tell
me,
take
my
kids
to
Castleton
and
my
answer
would
still
be.
No
I
want
to
stay
at
Davies,
so
it
isn't
anything
against
South.
You
know,
Teacher
of
the
Year
is
that
South?
N
N
It's
my
three
boys
coming
up
next
and
oh,
it
scares
me
anyway
that
they're
gonna
be
driving,
but,
like
I
said,
my
backyard
is
52nd
Avenue,
so
for
them
they
would
probably
zip
up
92
over
to
94
up
25th
Street
down
17th
Avenue.
If
school
starts
at
8,
that's
when
everyone
else
running
late
for
work
is
driving
and
that's
winter,
and
that's
two
interstates
I.
Just
that
scares
me
a
little
bit
so
I
don't
know,
but
that's
more
of
my
own
personal
reasons
and
then
so.
N
N
Who
knows
but
I
would
go
with
number
five,
because
that's
a
neighborhood
of
parents
that
I
think
are
expecting
this
or
we're
not,
and
it
still
leaves
those
neighborhoods
close
to
Davies
or
I'm
sorry
close
to
discovery
and
close
to
Centennial
neighborhood
schools.
So
you're
not
gonna,
live
across
the
street
from
one
of
those
schools
and
have
to
go
somewhere
else
and
you're
not
gonna
have
the
traffic
problems.
Those
buses
are
already
going
down.
25Th
Street.
They
could
just
come
a
little
bit
farther
south.
Maybe
that
buys
you
a
couple
years
to
build
an
addition.
N
O
Know
she
was
here
before
5:30
I
can
attest
to
it.
Okay,
so
my
name
is
Shannon
bowler
I
live
at
50,
57,
Hawthorne,
Street,
south
I'm,
a
resident
of
the
Woodhaven
neighborhood
and
I
currently
have
a
student
at
what
Kennedy
and
one
at
Discovery
Middle
School.
Like
many
other
Woodhaven
families.
We
chose
this
area
based
on
the
assumption.
Our
kids
would
go
to
Davies
high
school
now.
O
My
original
intent
of
coming
here
today
was
solely
to
participate
in
the
dialogue
of
boundary
adjustments
and
to
offer
input
and
discuss
alternative
options
to
the
proposals
that,
quite
frankly,
have
already
been
created.
Unfortunately,
in
response
to
how
the
board
has
handled
our
concerns
over
this
past
week,
I
feel
compelled
to
speak
on
another
topic
as
well.
O
I
as
well
as
many
others,
are
extremely
frustrated
by
the
board's
attempt
to
a
deflect
the
importance
of
the
existence
of
these
proposals
and
to
continually
suggest
that
we
are
overreacting
not
once
since
this
issue
is
surfaced,
have
I
heard
the
board
say
we
hear
you
not.
Once
have
I
heard,
you
say
we
are
listening,
a
quote
from
the
board's
website
states
as
elected
servants
of
the
district
staff
taxpayers.
O
One
of
the
goals
of
the
board
is
to
be
as
transparent
about
its
business
as
possible,
quite
frankly,
the
actions
of
the
board,
since
this
information
has
been
available,
suggest
everything
but
a
commitment
to
be
in
transparent
as
constituents
of
the
Fargo
public
school
system.
It
is
our
right
to
be
involved
in
this
process.
However
early
it
may
be,
I
hope
it's
evidenced
by
our
evident
by
our
presence
here
tonight.
Just
how
strongly
the
point,
West
and
Woodhaven
neighborhoods
feel
about
staving
seen
in
the
Davie
school
district.
O
According
to
the
US
News
2017
list
of
best
high
schools
in
North,
Dakota
Fargo
Davies
ranked
number
two
in
the
state
and
Fargo
North
ranked
number
three
Fargo
South
failed
to
even
make
the
list
the
quality
of
a
student's
high
school
education
absolutely
makes
an
impact
on
college
admission.
This
is
more
than
just
about
a
boundary
shift
that
would
assume
all
schools
in
the
Fargo
public
school
system
are
offering
the
same
Equador
equitable
experience.
O
According
to
this
data,
an
argument
can
made
can
be
made
that
they
are
not
until
the
board
is
able
to
address
why
Fargo
South
is
not
achieving
the
same
levels
of
success.
The
other
high
schools
are,
then,
whether
it
is
today
or
two
years
from
now.
Our
stance
will
not
change.
Thank
you
for
the
opportunity
to
share
my
thoughts
tonight
from
the
discussions
I've
been
having
with
my
neighbors
and
friends
in
these
two
neighborhoods
the
past
week.
P
Hi
I'm
Stacey,
PL
ski
I,
live
in
Woodhaven
and
I
have
four
children
one
at
Davies,
one
at
Discovery
and
two
at
Kennedy
I'm,
a
childcare
provider
for
teachers,
families
first
I'd
like
to
thank
the
board
for
communicating
their
priorities
and
plans
through
the
media
last
week
with
TV
radio
and
the
newspaper
oftentimes.
When
the
public
hears
from
you
it's
after
decisions
are
already
made,
rather
than
at
the
beginning
of
the
process.
We
appreciate
being
included
at
the
early
stages
of
the
discussion.
P
All
stakeholders
would
like
to
work
together
with
you
for
the
best
outcome
of
all
students
that
are
affected
by
future
growth
in
our
community.
You
make
the
decisions,
that's
your
job.
You
need
to
be
transparent
in
those
decisions,
though,
do
some
of
your
own
research
and
think
outside
the
box.
There
are
many
other
options
out
there
to
consider.
I've
started
looking
into
all
kinds
of
things:
myself:
boundary
lines,
socio
economics,
option,
8a,
ninth
grade
center,
magnet
schools,
open
enrollments
petitions
annexation
and
even
how
our
country
rates
the
best
high
schools
in
the
nation
I've
emailed.
P
All
of
you
an
outline
of
option,
eight
boundary
proposal
and
I've
gotten
one
response:
how
do
you
had
a
chance
to
look
at
the
Fargo
public
schools?
Open
enrollment
chart
use
your
greatest
resource,
the
public
ask
questions,
talk
to
people,
hear
their
ideas
and
please
listen
to
feedback.
I
would
love
to
talk
further
with
you
about
any
of
my
ideas.
P
P
The
job
of
the
board
is
to
represent
the
citizens
and
taxpayers
and
lead
the
district
by
determining
and
demanding
appropriate
and
excellent
organizational
performance
to
distinguish
the
board's
own
unique
job
from
the
jobs
of
the
superintendent
and
staff.
The
board
will
concentrate
its
efforts
on
the
following
number:
one:
utilizing
appropriate
strategies
to
ensure
input
from
students,
staff
parents
and
the
community
as
a
means
to
link
the
entire
community.
I
feel
you
have
not
done
this.
Therefore,
you
do
not
have
the
students
best
interest
in
mind.
P
I
attended
the
state
of
the
school
address
a
couple
months
ago.
None
of
the
prepared
focus
group
discussion,
questions
brought
up
long-range
planning.
Have
you
found
parent
representatives
since
surveys
gathered
information
from
your
constituents
in
closing
I
ask
of
you
three
things
be
transparent:
do
your
research
and
utilize
the
public?
Thank
you.
A
A
Obviously,
any
and
all
discussions
that
we'll
have
regarding
boundaries
will
be
happening
in
a
public
setting
open
to
the
public,
it'll
be
posted
on
an
agenda
for
you
to
see
well
in
advance
and
just
for
the
record,
the
maps
that
you're
all
referring
to
it's
not
the
first
time
we've
looked
at
maps
for
Southside
enrollment
numbers.
We
look
at
it
every
year
and
have
for
several
years
so
I.
Thank
you
for
the
advice.
I
can
assure
you.
A
Q
Good
evening,
right
now,
middle
school
and
high
school
teachers
are
finishing
out
parent-teacher
conferences
this
week
and
in
a
couple
weeks
the
elementary
teachers
will
be
doing
their
conferences
they're
in
the
midst
of
preparing
artifacts
and
regress
reports.
Right
now-
and
you
know
we
still,
even
though
our
schedule
has
changed
quite
a
bit,
we
move
conferences
back.
We
still
think
of
them
as
spring
conferences,
so
you
know
get
out
the
flip-flops
and
shorts.
That's
it.
Thank.
R
R
We
share
this
with
you
about
this
time
of
year
and
then
again
at
the
end
of
the
school
year,
just
so
that
you
have
the
data
of
the
students
who
are
moving
into
and
out
of
our
district
and
with
that
I
just
would
like
to
draw
your
attention
to
page
two
and
near
the
top
of
it.
There
is
a
summary
section
that
looks
at
the
number
of
students
who
have
transferred
into
the
Fargo
public
schools
during
that
2018
school
year
and
those
who
have
transferred
out.
R
We
also
provided
for
you
the
data
from
last
year's
mobility
report.
Just
so
you
can
compare
and
contrast
you
see
as
the
transfers
in
are
fairly
similar
from
last
year
to
this
year.
The
transfers
out
there
are
a
few
more
or
additional
transfers
out
at
this
time.
Why
is
that?
That
is
really
based
on
parents:
choice
as
they
move
into
our
community
or
out
of
our
community
and
make
some
of
those
decisions
based
on
their
family
and
needs
and
employment.
R
It
is
what
it
is
and
that's
the
data
that
we
have
in
addition
to
that,
just
to
give
you
a
picture
representation
of
that
on
the
bottom
of
page.
Two
just
gives
you
a
graphic
of
again
transfer
in
versus
transfer
out
across
our
system
and
then
the
following
pages
like
we
have
provided
for
you
in
the
past,
look
at
the
transfers
in
by
the
different
levels
and
just
to
give
you
an
idea
of
where
students
are
coming
to
the
Fargo
public
schools.
R
I'll
just
do
this
this
one
time
and
then
the
rest
of
the
charts
are
similar
you'll
see
in
the
dark
blue.
That's
the
percentage
of
students
who
come
to
us
from
North
Dakota
schools,
not
including
the
West
Fargo
schools,
because
they
are
our
closest
neighbor
or
largest
neighbor
to
the.
If
we
go
clockwise
around
that
in
the
red,
the
percentage
of
students
coming
to
us
from
West
Fargo,
then
you
see
Minnesota
not
including
Moorhead
in
green.
R
The
purple
is
those
students
coming
to
us
from
the
Moorhead
public
schools
and
then
you'll
see
a
31%
kind
of
a
light
blue,
that's
from
students
not
from
Minnesota
or
North
Dakota,
and
then
that
gold
section
those
who
transfer
to
us
from
our
private
partners
and
then
the
same
data
is
provided
you
for
you
on
the
transfers
out
same
color
scheme.
So
you
can
see
percentage
of
students
coming
I'm,
sorry
leaving
the
Fargo
public
schools
and
where
they
might
be
going
to
and
then
on
pages.
R
R
So
as
I
go
back
to
the
very
first
chart.
I
I
drew
attention
to
this
summary
chart.
As
you
look
at
the
transfer
in
and
that's
almost
seven
hundred
and
sixty
students,
if
you
think
of
our
total
population
as
of
today,
eleven
thousand
two
hundred
and
some
that's
seven
percent
about
of
our
population
who
are
did
not
start
the
school
year,
who
are
now
in
the
Fargo
Public
Schools.
To
give
you
an
idea
of
the
mobility
of
our
student
population.
So
just
for
your
information.
A
Well,
thank
you
that
gets
us
to
our
consent.
Agenda
and
I've
had
a
request
to
actually
pull
item
6e
off
the
consent
agenda,
so
we
will
plug
that
actually
in
as
7a,
because
there
were
no
specific
topics
from
the
board
retreat
that
require
action
tonight.
So
we'll
remove
that
for
the
confirm
the
consent,
agenda
and
I'd
entertain
a
motion
on
the
consent
agenda.
I
move.
B
C
A
This
is
to
award
a
construction
management
contract.
This
has
nothing
to
do
with
awarding
the
construction
of
the
project
if,
in
fact,
when
the
bids
come
back
in,
we
as
a
board
do
not
accept
them
and
choose
to
either
not
go
forward
with
the
project
or
rescale
it
and
rebid
it.
Obviously,
the
construction
service
management
contract
becomes
null
and
void.
At
that
point
in
time,
Jennifer
you
I
assumed
had
some
questions
well,.
D
You
may
have
just
answered
one
of
them,
but
it
was
my
understanding
that
we
were
approaching
the
needed
reservation
of
to
discovery
in
two
phases,
but
this
memo
was
essentially
asking
us
to
improve
$335,000
towards
the
entire
discovery
project.
So
I
was
just
looking
for
added
explanation
from
Jacqui
or
dr.
Schatz
as
to
what
really
this
means,
what
it
was
asking
us
to
do.
D
E
Going
to
have
to
decide
as
a
board
how
you
want
to
fund
this
project,
and
so
when
the
first
round
of
bids
come
in,
you'll
have
to
make
a
decision
about
how
you
want
to
fund
that.
But
the
go-ahead
was
to
do
the
full
project.
It's
just
that
it
would
be
done
in
two
phases
and
so
you'll
get
two
separate
bid.
Packages
you'll
get
the
first
phase
and
then
you
know,
as
we
plan
for
the
second
year,
there'll
be
another
bid
package,
but
it's
still
the
same
architect.
E
A
D
You
so,
in
light
of
some
of
the
discussions
that
have
been
happening
and
the
ideas
that
have
been
thrown
around
around
you
know
possible
additions
to
accommodate
some
overcrowding
around
both
Discovery
and
Davies
in
this
particular
project
and
Jimmy.
Just
kind
of
alluded
to
it,
but
I
want
to
know
that
phase
one
and
Phase
two
can
be
modified
along
the
way.
If
that
truly
is
the
that
is
made
from
the
board
that
that's
the
best
way
to
accommodate
our
growth
without
self.
E
So,
as
we
were
approaching
the
discovery
project,
the
talk
was
about.
Do
you
build
on?
Do
you
make
it
bigger?
As
you
know,
you
put
another
pot
on
whatever
it
might
be.
The
direction
we
have
up
to
this
point
is
to
move
forward
with
phase
one,
so
we
get
that
first
part
the
Commons
issue,
the
music
building,
the
physical
education,
space
and
kind
of
restructure
that
whole
office
area.
So
that's
phase.
One
phase
two
was
for
them
to
go
throughout
the
school
and
recreate
some
of
the
spaces.
E
Art
room,
renovations,
upgrade
systems,
those
types
of
things.
There
is
nothing
in
the
project
that
says
that
if
you
decided
that
you
wanted
to
build
another
pod
and
increase
the
oversize
the
overall
size
of
that
you
could
do
that.
There's
nothing
that
says
you
can't
right
now.
The
guidelines
in
what
you've
approved
is
about
16
million
for
the
project.
E
There's
nothing
that
says
you
couldn't
go
back
and
approve
more
and
ask
for
a
bigger
project
and
all
those
types
of
things,
and
so
the
architect
would
then
get
that
direction
and
and
do
the
do
the
architectural
work.
The
construction
management
team
would
give
us
the
guidance
as
to
the
process
and
getting
it
done
and
what
it
would
take,
and
so,
regardless
of
what
you
decide
to
do,
this
here
will
just
work
with
whatever
you
decide.
E
So
in
that
and
then
obviously,
if,
if
you
increase
the
size
of
the
project,
there
probably
would
have
to
be
another
approval
of
additional
dollars
for
services
for
architectural
and
for
construction
management,
because
it's
bigger,
then
what
they're
currently
looking
at.
So
that's
what
it's
all
about!
I
hope
that
answers
your
question.
D
It
it
does
to
some
degree,
I
just
want
to
know
that
phase,
one
that
we're
starting.
You
know
sooner
rather
than
later.
If
the
decision
was
made
to
make
discovery,
a
building
that
could
house
more
than
1,100
students.
Would
our
phase
one
approach,
cafeteria
Commons
area,
be
able
to
accommodate
that,
or
would
that
have
to
be
reworked.
E
I
think
it
would
be
more
than
able
to
accommodate
that
it's
being
built
so
that
there
would
be
no
question
in
my
mind
that
if
you
wanted
to
say
okay,
we're
gonna
have
a
school
1400,
kids
that
that
Commons
area
is
going
to
be
plenty
big.
The
kitchen
is
being
redone
completely
and
we've
been
able
to
accommodate
that
your
office
space
that
wouldn't
be
a
problem.
So
I
don't
see
that
as
being
a
big
issue.
E
If
you
decide
to
go
to
14
1,500
students,
let's
say
one
of
the
conversations
might
be:
do
you
build
another
gymnasium?
Well,
that's
an
add-on
over
another
side
of
the
building,
just
like
you'd
put
a
pot
on
but
I.
Don't
think
that's
gonna
be
the
biggest
issue
that
you
have
worrying
about.
Those
I
think
that
would
take
care
of
that.
So
to
the
best
of
my
knowledge,
of
what
we're
doing
and
I
think
that's
where
we're
headed
so
Rebecca.
E
L
Thanks
for
the
additional
conversation
on
this
and
for
having
it
pulled
off
just
so
that
we
can
remind
ourselves
of
what
what's
going
on
here
and
I,
maybe
this
was
in
at
a
planning
meeting
that
I
attended,
but
I
remember
quite
some
time
ago.
I
think
we
talked
about
if
there
would
be
in
another
pod
added
on
and
then
conversations
were
had
that
the
projections
looked
in
terms
of
growth,
that
that
would
not
be
necessary.
L
Maybe
we
would
need
to
build
more,
but
this
actually,
as
I,
feel
it's
more
of
a
conservative
design
and
a
conservative
approach
to
this
we're
and
then
taking
the
phases.
Part
of
that
had
to
do
with
the
need
to
get
into
the
ground.
For
construction,
isn't
it
or
am
I
wrong
about
that?
For
the
for
that
front,
part
of
the
building.
A
Yeah
well
phase,
one,
if
in
fact
that's
what
we
title,
it
is
really
the
thought
process
of
what
we
could
accomplish
in
this
construction
season.
Potentially
again,
I
want
to
stress.
If
the
bids
come
in,
we
do
not
have
a
green
light.
Gold
project
of
any
kind
until
we
see
builds
that
are
within
the
financial
means
that
we're
comfortable
with
the
map
you're.
Referring
to
at
one
time.
We
did
actually
see
a
map
of
where
that
other
pod
would
go.
A
A
Schatz
indicated,
if
the
board
gives
direction
to
the
administration
that
yes,
we
want
to
change
our
guiding
principles,
we
think
we
should
make
this
building
larger
than
1,100.
I
don't
know,
1450
is
where
you
jump
to
immediately.
That's
a
clearly
direction
if
we
give
it
to
the
administration.
They'll
work
with
the
architect.
They'll
come
back
with
a
drawing
they'll
tell
us
what
the
estimated
cost
is,
and
at
that
point
in
time
that
would
be
a
decision.
The
board
could
make
I.
Think
all
of
the
phase
1
project
is
dr..
A
Schatz
alluded
to
will
work
if
we
were
to
put
another
pot
on
anyway.
All
of
the
phase
2
project
is
infrastructure.
Carpet
paint
locker
reconfiguration
for
middle
school
spaces
that
would
have
to
be
done
in
each
of
the
existing
pods
anyway.
So
again,
I,
don't
think
these
things
are
mutually
exclusive
to.
If
we
decide
hey,
we
want
to
put
a
pot
on
this
thing
that
would
have
a
whole
nother.
A
E
E
D
And
Jim,
when
you
talk
about
guiding
principles,
I
mean
perhaps
it's
time
to
revisit
our
guiding
principles
and
what
drove
us
to
decide
that
those
were
the
ideal
principles,
because
we
don't
follow
the
build
a
new
school
at
50
percent
capacity,
guiding
principle
either,
and
so,
if
it
is
I
mean
otherwise.
We'd
be
planning
a
new
school
right.
D
J
D
E
I
was
just
gonna
say
that
you
know
the
projections
that
we
have
right
now
and
I've
mentioned
this
before
in
our
meetings
that
you're
probably
have
to
have
three
to
four
year
window
when
that
might
occur,
and
so
the
discussion
will
have
to
be.
As
you
look
at
your
long-range
plans,
how
do
you
want
to
manage
that
growth
say
the
same
with
another
elementary
school,
because
eventually,
Bennett
will
fill
in
I?
E
You
know
it's
a
crystal
ball
and
we
use
all
the
inputs
that
we
get
and
we
try
to
make
the
best
predictions
that
we
can
and
we've
been
pretty
accurate,
99%
accurate
on
these
enrollment
growth.
The
growth
is
going
to
come
faster
around
the
Bennett
attendance
area
than
Kennedy
right
now,
that's
the
indicator,
so
you
may
be
looking
at
an
elementary
middle
school
complex
or
something
like
that.
That
was
the
thinking
at
this
point.
E
Now,
if
things
accelerate
and
all
of
a
sudden,
you
have
rapid
growth,
because
there
is
well
over
1,500
spaces
waiting
for
something
to
be
put
on
it,
then
you're
gonna
have
to
make
decisions
much
quicker,
but
right
now,
there's
no
indications
that
that's
gonna
happen
and
so
that
that's
where
we're
at
today.
So
that's
that
was
the
thinking
that
we've
had
up
to
this
point.
D
D
E
I've
said
all
along
that
I
think
that
your
decision
point
is
going
to
be
within
the
next
year
or
so
as
to
what
you
need
to
do.
So
as
the
beginning,
conversations
of
all
this
have
started
that
you're
going
to
have
to
start
to
look
at
what
you
might
do,
how
you
might
do
that
now.
Jim
could
be
right
in
that
it
could
be
3
to
7
years
before
it
actually
realizes.
A
S
K
A
B
B
D
D
B
K
K
A
A
I'm
going
to
call
this
meeting
back
into
order
and
I
apologize,
I'm
going
to
have
to
change
the
board
report
or
a
little
bit,
because
I
know
for
a
fact
that
Rebecca
has
another
commitment
tonight
and
it's
going
to
have
to
leave
so
before
we
go
to
superintendent
search
I'd
like
to
give
her
an
opportunity
to
share
her
board
report.
Thank.
L
We
have
in
the
city
of
Fargo,
recognized
tomorrow,
Valentine's
Day
as
an
awareness
day
specifically
for
that,
so
I
will
be
attending
that
and
theirs
I
believe
we
meet
at
City,
Commission
chambers
and
then
there's
a
march
outside
and
I
believe.
There's
a
meal
after
that
back
in
the
chambers,
so
invite
you
to
attend.
I
was
at
the
negotiation
seminar
in
Bismarck,
thanks
Jim
for
a
couple
of
the
presentations
that
you
provided.
L
I
went
to
the
session
I've
last
year
as
well,
and
I
thought
this
one
was
very,
very
beneficial
and
it
was
good
to
hear
some
information
twice,
the
individual
that
we
brought
in
to
help
us
learn
a
little
bit
more
about
negotiating,
also
presented,
and
so
it's
good
to
hear
I'm
some
of
the
same
same
good,
researched
advice.
More
than
once,
and
let's
see,
I
think
that
that
is
overall,
it
I
will
be
attending
the
communications
committee
meeting.
That's
coming
up
as
well,
so
thank
you.
Thank.
S
Thank
you,
I
did
reach
out
to
rain
associates
today
to
get
a
little
bit
of
an
update
to
provide
to
you
tonight.
If
you
remember,
the
last
update
indicated
that
we
had
just
under
20
applicants.
Now
they
tell
me
that
they
have
around
20
applicants,
so
I
don't
have
a
specific
number
other
than
around
20,
but
since
the
last
time
I
shared
with
you,
there
have
been
some
additional
states
in
which
our
candidates
are
coming
from.
S
The
additional
states
include
Pennsylvania,
Indiana
and
New
Mexico
for
those
candidates
and
I
will
read
the
rest
just
to
remind
you
of
the
where
the
rest
of
them
were.
That
I
gave
you
the
last
time
those
included
Virginia
Minnesota,
North,
Dakota,
Colorado,
Maryland,
Illinois,
California,
Utah
and
Florida,
so
those
are
the
states
of
where
candidates
are
coming
from
at
this
time.
Still
your
candidates
are
currently
superintendents
or
assistant
superintendents,
primarily
in
the
pool.
Marine
Associates
has
sent
out
another
email
blast
about
the
position
and
will
do
so
again
later
this
week.
S
Also
later
this
week
is
1a,
a
si
will
be
held
and
rain
associates
does
have
a
team
that
will
be
down
there
included
on
that
team
will
be
Gary
in
ray
Gary
and
Ryan
Ray,
who
are
the
the
leaders
of
Ray
and
associates.
So
if
there's
any
other
questions
that
you
have
I'd
be
happy
to
relay
those
to
rain
associates
to
get
additional
information.
Also,
some
last
time
and
gave
you
an
update,
have
been
working
to
secure
all
the
locations
of
the
interviews
that
we
went
over
at
the
retreat.
S
So
just
have
a
couple
more
locations
to
secure
and
then
Britney
and
I
will
be
a
meeting
later
this
week
to
continue
to
get
the
interviews,
prepped
and
ready
to
go
for
later
in
march.
And
of
course,
I'll
continue
to
remind
you
that
March
10th
is
when
you
guys
will
be
meeting
to
review
the
candidates
next
week.
February
22nd
is
when
the
position
officially
closes.
A
A
So
if
you
have
not
completed
it
and
I
know,
if
you
have
I
know
some
of
us
haven't
yet
you
can
either
put
this
on
your
Valentine's
list
to
do
for
Valentine's,
Day
or
you
can
complete
it
Thursday
morning
and
get
it
back
to
Ann
Marie,
because
we'll
need
to
get
it
compiled
and
put
together
for
governments
to
look
at
and
then
ultimately
it'll
come
back
to
the
board
as
a
actionable
item
at
one
of
our
March
meetings.
I
do
believe
kind
of
hand
in
hand
with
that
I
think
you're.
A
All
aware
of
the
fact
that
the
superintendent
search
there
are
several
dates
that
I'll
be
handing
out
and
as
Amory
just
indicated,
March
10th
is
a
critical
date
for
all
of
us
board.
Members
will
be
an
executive
session,
seeing
the
recommended
candidates
from
rayon
associates
also
hearing
about
the
other
candidates
that
maybe
aren't
there
first
recommendation
list.
But
again,
please
block
out
the
week
of
March
19th.
C
Okay,
well,
I
went
I,
attended
the
eggs
and
issues,
and
that
was
about
the
diversion
they
had.
The
Fargo
mayor
and
Moorhead
mayor
talk
a
little
bit
about
that
and
then
I
did
get
nominated
to
help
out
with
the
prom
committee.
So
another
thing
I
had
to
add
on
my
plate
for
North,
since
it's
the
junior
parents,
that
put
it
on
for
the
seniors
so
I'm.
Now
on
that
one
and
then
I
have
made
my
liaison
visits
for
Kennedy
and
discovery
and
I
will
be
doing
that
in
my
and
that
is
all
I
have
Thank.
D
Okay,
I
attended
the
negotiation
seminar
out
in
Bismarck.
The
seminar
was
mostly
good
one
of
the
things
that
piqued
my
interest.
The
most
was
an
opportunity
to
learn
a
bit
about
how
other
districts
approach
negotiations
and
the
makeup
of
their
committees.
Some
committees,
like
Bismarck,
for
example,
which
I
guess
is
the
number
one
district
in
the
state
in
terms
of
size,
include
administrators
and
HR
directors
and
or
business
managers
on
their
work
committees,
so
I'm
particularly
interested
in
us
having
future
conversations
about
around
this
as
a
board.
D
Additionally,
and
as
many
of
you
know,
I
was
invited
to
attend
both
Kennedy
PTA
meeting
and
the
Kennedy
neighborhood
association
meetings
last
week
to
address
some
of
the
questions
that
arose
based
on
the
information
that
was
presented
to
us
I'm
at
the
retreat,
and
you
heard
from
parents
tonight
that
they
want
to
be
part
of
the
process
part
of
the
solution.
This
is
the
same
message
that
I
heard
at
the
meeting
and
there
were
close
to
a
hundred
people
there.
D
The
message
was
clear:
residents
are
asking
for
a
transparency
time
to
plan
and
to
be
included
in
this
process.
Too
often,
residents
aren't
included
until
it's
really
too
late
in
the
process
for
new
ideas.
I
experienced
that
as
a
Kennedy
resident
myself
years
ago,
I
have
been
criticized
by
both
administration
and
our
school
board
president
on
this
matter,
but
I
would
like
to
reiterate
at
this
time
that
ad
board
members,
we
have
an
obligation
of
transparency
and
I,
do
not
work
for
the
president
of
the
board.
We
work
for
the
people.
D
We
should
have
been
prepared
to
answer
questions
about
the
data
that
was
shared
with
us.
The
moment
we
stepped
out
of
that
meeting.
It
was
a
public
meeting.
I
heard
some
really
good
important
points
tonight
and
some
ideas
that
I
hope
that
we
continue
to
talk
about.
We
should
be
talking
about
as
we
plan
to
move
to
have
future
discussions
on
this
topic.
I
would
encourage
all
of
us
in
this
room
to.
D
Jim
because
I
wanted
to
be
prepared
and
the
best
way
for
me
to
be
prepared
and
to
not
be
attacked.
This
is
a
committee
report,
okay,
I'm
telling
you
what
I
learned
and
my
opinions
of
what
I
experienced
and
I'm
I
Jim
I,
just
feel
like
I've,
been
personally
attacked
in
answering
the
public's
questions,
so
I
feel
like
it
is
an
opportunity
to
share
with
you
how
I
felt
at
that
meeting
and
I.
D
Believe
people
really
truly
want
to
be
part
of
the
solution
and
I
got
on
this
board,
because
I
believe
in
transparency
I
believe
we
are
here
to
represent
the
people.
You
might
disagree
with
that.
But
that's
okay,
that's
your
opinion.
This
is
mine,
and
this
is
my
opportunity
to
share
out-
and
you
yourself
have
said
in
homework
that
you
want
us
to
tell
our
opinions
for
why
we
vote
yes
or
no
on
certain
things
and
what
our
experiences
have
been.
D
A
K
Thank
you
back
on
the
31st
of
January
I,
attended
the
CTE
open
house
at
south
and
I
think
mr.
cross
for
his
hospitality
and
all
of
his
staff.
There
was
really
excellent
to
see.
What's
going
on
career
and
Tech
Ed
down
there
I,
particularly
their
auto
mechanics
shop,
the
kids
were
presenting
what
they
knew
about
brakes
and
engines
got
to
play
with
the
Chevy
small-block
v8
that
was
fun
and
then
got
to
walk
over
into
the
I
would
call
like
a
machinist
shop.
K
K
Didn't
have
my
ear
play
because,
like
I've
learned,
the
wrong
shoes
like
can
I
even
come
in
here,
I
come
on
in
so
it
was,
it
was
really
cool
and
all
the
kids
that
showed
up
was
a
really
neat
recruiting
event
for
South
and
for
that
program
they
offered
lunch
and
you
got
maybe
a
free
lunch.
If
you
hit
every
station
and
got
your
little
stamp
and
they
got
to
make
a
cool
little
Fargo
South
Bruin
clause
in
the
machinist
shop,
so
that
was
really
needed
really
enjoyed
that
as
a
great
opportunity.
K
On
the
first
we
sat
down
with
FBA
for
negotiations.
We
got
a
ground
rules,
settled
and
exchanged
our
topics
next
meeting
with
them
is
scheduled
for
the
20th
of
March.
We
do
not
currently
have
our
next
committee
meeting
scheduled
us.
Maybe
work
with
the
trio
lunar
and
Reed
ascend
with
a
little
quiz
about
that
see
what
works
everybody
keep
in
mind
when
you're
answering
that
that
I
do
have
penciled
in
with
FBA
negotiations,
chair,
Jen
master
ood,
to
sit
down
and
discuss
the
agenda
for
that
xx.
K
The
meeting
on
the
20th
on
the
26th
of
February,
so
that's
two
Monday's,
and
that
I
also
was
at
the
negotiation
seminar
and
if
you'll
bear
with
me
just
a
minute.
I
do
have
just
a
few
notes:
I
wanted
to
run
through
real,
quick
I
think
there
were
some
important
things
that
came
out
of
that.
Like
was
already
mentioned.
A
nice
ever
was
there
from
Montana
State,
School
Board
Association,
very
similar
discussion
about
as
he
titles
at
the
future
of
Labor
Relations,
and
probably
the
key
thing
to
understand.
K
K
K
Do
yourselves
a
favor,
do
what's
best
for
your
employees
and
follow
these
processes
to
the
letter?
It's
it's.
That's
the
most
important
thing.
There's
processes
for
this,
it's
to
their
benefit
as
to
our
benefits
to
the
due
process.
They
also
talked
about
how,
when
it
comes
down
to
it,
we
on
the
board
will
be
the
jury
and
and
judges,
and
some
of
these
situations
when
they
come
and
we've
talked
about
this
in
the
past
year.
We
can't
know
all
of
the
details
as
it's
happening
as
a
board.
K
We
have
to
wait
for
the
other,
these
processes
to
work
their
way
out
as
hard
as
that
can
be
as
hard
as
it
can
be
for
our
constituents
to
understand.
That's
for
the
fiction
of
us
for
the
production
of
her
district
and
probably
for
the
protection
of
those
people
that
might
be
going
through
that
process,
the
the
toughest
one
the
toughest
one
Pam
sharp
gave
us
the
state
budget
update
and
two
quotes.
I
wrote
down.
It's
going
to
be
a
tough
biennium
and
the
general
fund
is
not
structurally
balanced.
K
And
it
was
yeah,
we
it's
a
kind
of
a
grim
laugh,
isn't
it
it's
tough?
It's
tough
Jim!
Thank
you
for
your
two
presentations,
as
Rebecca
said
on
tff,
our
and
school
safety,
and
overall
it
was
and
then
finally
Dean
Rumble
gave
a
talk
about
the
fact-finding
Commission.
They
think
we're
all
now
familiar
with
that
process.
K
A
B
A
You
I'm
passing
around
a
Murray's
presidents
report
I've
already
highlighted
a
couple
of
dates
on
here.
Obviously
we
have
the
superintendent
evaluation
homework,
but
I
think
we
also
currently
have
the
B
SRS
one
through
five
already
out
for
people
to
provide
their
feedback
on.
So
please
take
note
of
those
homework
assignments.
I
want
to
personally
thank
John,
Rebecca
and
Jennifer
for
going
to
the
negotiation
seminar.
I
know,
others
have
been
there
in
the
past
any
time
we're
giving
up
our
personal
time
on
our
work
days
to
hopefully
make
ourselves
a
better
educated
board.