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From YouTube: School Board Meeting - June 26, 2018
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - June 26, 2018
C
A
We
have
an
agenda
approved
moving
on
to
recognition
of
the
audience
we
have
Darcy
Coors
as
as
signed
up
to
address
us
this
evening
and
feel
free
to
I
come
up
to
the
podium
Darcy.
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
the
name
and
add
state
their
name
and
address
for
the
record.
We
would
also
ask
that
each
speaker
refrain
from
using
this
forum
to
criticize
or
complaint
about
a
specific
employee
by
name.
A
D
Thank
you.
My
name
is
Darcy
chorus.
My
husband
and
I
had
a
son
that
graduated
from
North
High
in
2011
Alex
scores.
Benson
Alex
had
some
wonderful
teachers
as
he
started
out
at
Madison
elementary
school
Gavin,
Oh,
ginger,
Dietz,
Kim,
bellegarde,
Dave,
Marquardt,
George,
to
name
a
few
Alex
loves
school,
but
was
unable
to
read
and
I
came
in
in
front
of
the
board
years
ago,
stumping
for
reading
recovery
and
if
it
wasn't
for
that
program,
Alex
wouldn't
be
where
he
is
at
today.
D
D
I
gave
over
200
books
away
that
I
had
been
reading
to
my
son,
trying
to
help
him
I
was
approached
when
Alex
was
in
first
grade
and
they
asked
if
he
could
read
a
tender
reading
recovery
class
and
my
husband
and
I
both
agreed
that
that
was
a
very,
very
good
idea
because
he
could
not
read
Alex
learned
to
read
and
he
was
doing
very
well
by
Christmas
time.
It
was
a
relief,
we
didn't
have
to
cry
every
night
at
the
kitchen
table
and
fight
over
reading
and
trying
to
learn
how
to
read.
D
When
Alex
was
in
sixth
grade.
He
was
asked
to
attend
a
career
counseling
session
and
we
were
a
bit
surprised
that
you
know
at
sixth
grade.
He
was
gonna
figure
out
what
he
wanted
to
do
six
years
from
now
so
and
he
went
to
this
career
counselling
session.
There
was
another
parent
with
their
daughter
there.
We
were
really
kind
of
amazed
that
why
is
this
other
child
and
parents
in
here
with
Alex
and
my
husband
and
I?
D
Well
to
my
husband,
I
amazement,
we
were
told
that
Alex
would
probably
be
an
unskilled
laborer
unless
he
went
to
a
trade
school.
Otherwise
it
might
be
a
minimum-wage
job.
Okay,
so
I
thought
well,
I,
don't
know
how
you
know
what
Alex
wants
to
do
in
another
six,
seven
years,
but
we'll
figure
it
out.
Alex
entered
junior
high
I,
had
Ben
Franklin
and
then
went
on
to
North.
He
seemed
to
get
along
with
all
the
students
and
teachers
and
enjoyed
school.
D
My
son
went
to
bed
every
night
at
nine
o'clock
unless
he
had
a
swim
meet
and
I
am
not
telling
you
an
untruth
here.
He
did
cuz.
He
really
enjoyed
his
school,
so
he
put
everything
he
had
into
it.
His
grades
range
from
age
to
sees
when
he
went
to
North.
He
joined
the
swim
team
and
deca
and
his
swim
coaches
dick
and
skip
Fisher.
They
were
amazing
men.
They
were
just
amazing.
If
alex
has
great
starters
slip
a
little
bit,
I'd
call
dick
and
say
dick.
D
Can
you
talk
to
Alex
and
a
couple
of
weeks
later
he
is
doing
good
again.
Mr.
Erikson
filled
a
passion
and
Alex
to
speak
in
front
of
people.
When
he
was
in
deca,
he
was
able
to
attend
the
national
deca
conferences
in
Minneapolis
of
Fort
Lauderdale
Florida.
It
was
great
experience
for
Alex
and
he
missed
both
his
junior
and
senior
prom,
but
he
came
home
with
the
wealth
of
knowledge
in
December
of
2010
Alex
told
us
he
wanted
to
join
the
Marines.
My
heart
fell
to
the
floor.
D
He
went
to
become
an
armor
and
learn
about
guns
and
everything
he
could.
He
physically
trained
all
summer.
He
would
ride
clear
to
52nd
Avenue,
where
we
lived
on
the
north
side
and
would
run
and
go
work
out
and
do
everything
he
could.
So
he
was
ready.
He
entered
the
Marines
in
September,
2011
finished
basic
training
in
San
Diego.
He
went
into
armor
school
at
Fort,
Lee
Virginia
for
six
weeks,
whereas
average
test
scores
were
90%,
then
he
was
based
at
a
Camp
Lejeune
North
Carolina.
D
He
served
six
months
in
Spain
with
a
crisis
response
team
working
in
Africa
and
Alex's
honorably
discharged
from
Marines
a
September
of
2016,
with
the
rank
of
sergeant,
we're
pretty
proud,
Alex
applied
for
gun,
smithing
school
at
Yavapai
College
in
Prescott
Arizona,
and
it
was
accepted
just
last
year.
His
first
semester
went
well,
he
loved
it
down
there
here
under
certificate
of
excellence
with
a
4.0
GPA,
and
he
is
second
in
his
class
out
of
50
this
last
semester.
He
got
another
four
all.
So
we
were
pretty
proud
of
him.
D
One
more
urine
he's
gonna
graduate
and
he
will
be
a
good
gunsmithing
person.
He
were
expired
time
at
Owens,
armory
out
of
Prescott
and
bails
and
repairs
guns
for
people
all
over
the
world.
Now
gunsmithing
school
is
pretty
technical.
You
have
to
be
good
at
math,
the
use
of
machining
tools
and
a
host
of
other
technical
methods.
Personally,
I
think
my
sign
is
boring,
but
he
loves
what
he's
doing
he
loads
his
own
bullets,
which
is
quite
a
precision
project.
D
You
have
to
know
what
you're
doing
to
load
bullets,
grains
of
powder
tips
to
use
and
so
on,
and
so
on
he's
also
gotten
into
long-range.
Shooting.
With
this
you
have
to
know
how
to
calculate
wind
speeds,
distance
type
of
weapons,
bullets
for
each
match
that
he
goes
into.
This
is
no
easy
task
when
you're
shooting
against
other
people
that
have
been
competent
in
competition
for
years.
Alex
is
a
determined
young
man
who
intends
to
see
succeed
at
gunsmithing
or
very,
very
proud
of
him
and
I
just
want
to
hold
that
someday.
D
E
Didn't
I
have
a
microphone
so
maybe
Linda
and
Dyna
and
Jeff
would
like
me
to
do
some
singing
and
dancing
tonight
whenever
you
feel
like
retooling,
how
you
do
school
board
meetings
to
make
them
sillier
you.
Let
me
know,
because
I've
got
some
ideas.
Meanwhile,
I
do
want
to
say
publicly
yet
personally
how
much
I
appreciate
working
with
Jeff
this
year.
It
wasn't
an
easy
transition
and
I
think
the
job
all
our
jobs
gets
harder
all
the
time.
But
you
look
at
him.
You
don't
see.
E
A
F
I
am
thank
you
before
I
start
I
want
to
introduce
a
staff,
member
that
some
of
you
may
have
only
heard
her
by
name
but
she's,
very
vital
to
the
academic
achievements
and
all
the
great
reports
that
we
have
access
to
in
Fargo
schools,
so
Jen
saw
I,
think
she's
hiding
back
there.
Jen
has
been
a
long-term
employee
of
Fargo
schools
back
when
I
was
Creek
alone
director
and
had
opportunity
to
get
into
a
lot
of
classrooms.
F
Jen
was
one
of
those
first
grade
teachers
that
you
would
go
in
the
room
and
you
could
share
it
with
anyone
and
say
you're
gonna
learn
something
in
this
classroom.
She
just
had
the
passion
and
a
heart
for
kids
and
she's
had
many
many
roles
in
her
years
and
we
rely
very
heavily
on
her.
Most
recently.
She
works
with
MTS
s
primarily
a
way
back
15
years
ago,
but
maybe
RTI.
We
started
talking
about
how
to
improve
that
process.
F
Jenna's
been
vital
with
MTS
sa
working
with
Steven
Durrell,
who
was
here
last
month
and
was
able
to
highlight
some
of
his
great
work
by
Bill
and
now
with
MTS
SB.
She
is
a
partner
with
Kim
Myers
and
works
tirelessly,
so
tonight
I'm
not
asking
her
to
do
a
report.
But
if
you
ask
me
any
really
tough
questions,
I
might
have
to
look
to
Jen,
because
she
knows
this
information
inside
and
out
and
it's
just
dynamic
and
does
an
amazing
job
in
providing
our
teachers
and
our
families
with
great
data.
F
So
Thank,
You,
Jen,
so
Bob
and
I
were
asked
to
talk
about
what
two
different
concepts
tonight
in
our
student
achievement
report
and
one
was
just
really
looking
at
third
grade
literacy
and
how
that
may
or
may
not
impact
moving
into
high
school
graduation,
as
well
as
retention
and
to
what
our
students
do
beyond
high
school.
So
there's
a
lot
of
data
out
there
for
you
to
look
at,
and
sometimes
it
gets
overwhelming,
because
it's
so
big,
so
we're
gonna
try
to
hone
in
a
little
bit
and
give
you
some
information
without
overwhelming
you.
F
What
is
out
there.
You
do
have
access
to
this
through
our
hub
thanks
to
Jen
and
Steven
and
on
our
strategic
plan
dashboard,
which
is
something
that
I'm
very
proud
of,
and
you
should
be
as
well
so
so
we
get
here.
You
see
this
a
lot
when
Denise
Jonas
presents
to
you,
because
she
was
kind
of
her
access
point
for
you
to
look
at
some
of
our
reports
tonight.
F
We're
looking
at
achievement
and
one
of
the
first
pieces
of
data
I
want
to
share
with
you
is
our
Ames
web
and
we
have
used
Ames
web
for
many
years.
It
used
to
be
called
dibbles,
and
now
this
year
it's
aimsweb
plus,
but
it's
all
Pearson
publishing,
company
and
Ames
web
has
really
quick
assessments
that
we
utilize
primarily
K
through
five,
but
we
also
use
it
with
students
that
may
be
on
an
IEP
six
through
12
for
progress
monitoring.
F
It's
considered
a
universal
screener,
meaning
we
use
it
with
all
of
our
kids
and
they're
very
quick
one
to
three
minutes.
We
have
an
assessment
team,
that's
mainly
retired
teachers,
that
we
are
very
fortunate
to
have.
We
utilize
them
three
times
a
year,
so
sometimes
winter
gets
to
be
a
little
difficult
for
the
snowbirds,
but
they're
very
highly
trained,
they're,
very
passionate.
F
What's
nice
about
it
is
they
can
come
in
and
they're
focused
on
one
thing,
but
they
don't
have
a
relationship
with
the
kids
they're,
the
very
warm
approachable
teachers,
but
they
aren't
swaying
that
data
based
on
what
they
know
about
what
the
child
has
experienced
or
is
experiencing.
So
we
have
that
opportunity.
It
looks
very
different
at
each
grade
level.
Obviously,
a
kindergarten
you're
not
going
to
use
the
same
assessment
as
you
are
a
fifth
grader,
but
they
build
upon
when
it
one
another
in
kindergarten
is
really
looking
at
letter
recognition.
F
The
sounds
of
letters,
we're
gonna,
look
at
third
grade
specifically
tonight.
So
if
I
look
at
the
district
and
we
go
to
3rd
grade,
some
of
the
conversation
has
been
about.
What
is
those
indicators
we
look
and
maybe
weigh
more
heavily
than
other
assessments,
so
we're
gonna
look
at
the
our
CBM,
which
is
oral
reading,
fluency,
basically,
a
curriculum
based
measure
and
really
what
that
does.
F
Is
students
read
for
one
minute
aloud
to
a
teacher
and
they
are
tracking
accuracy
as
well
as
fluency,
and
that
is
a
big
indicator
of
comprehension
and
future
success
of
reading
and
Jen
and
Steven
have
done
a
great
job.
So
when
you
have
extra
time
this
summer,
you
can
look
down
on
the
bottom.
There's
an
explanation
of
all
those
different
assessments.
This
one
has
a
video.
F
So
if
you
click
on
that
link,
it's
actually
a
student
that
is
reading
with
a
teacher
and
they're
marking
this
piece
of
text,
and
so
you
can
see
this
is
what
the
teacher
is
scoring
and
then
this
is
actually
how
the
students
scored
and
you
can
see
that
they
had
20
errors,
which
is
the
accuracy
and
they
read
66
words
correctly,
and
they
would
be
at
low
risk
so
with
aimsweb.
It
turns
into.
F
F
So
it's
used
as
a
screener
to
help
us
identify
kids
who
might
need
more
in
tier
2
or
tier
3,
but
it's
also
helping
us
predict
how
well
students
will
do
do
one
future
state
assessments,
so
I
won't
show
you
those
pieces,
but
just
to
give
you
kind
of
a
overview
of
what
this
looks
like
over
time.
Our
trend
data
on
the
left-hand
side.
You
will
see
that
that
is
our
students
who
made
yearly
growth
and
with
aimsweb
it's
given
three
times
a
year
fall
winter
and
spring.
F
We
track
kids
from
fall
to
spring
and
identify
if
they've
made
their
growth
goal
and
then
you'll
see
on
the
right
side.
Students
that
are
proficient
and
we
have
more
students
making
yearly
growth
than
proficient,
which
I
would
inference,
is
a
good
thing,
because
we
know
students
who
are
not
at
grade
level
need
to
make
more
urgent
and
greater
growth
games
to
become
proficient.
So
if
that
was
inverse,
we
would
be
concerned.
F
So
we
would
hope
that
my
kids,
making
that
growth
and
making
more
than
a
year's
growth
they
would
eventually
become
proficient
before
they
leave
us,
especially
before
they
leave
elementary
school.
So
that's
our
aimsweb
data
and
again
you
can
sort
this
by
clicking,
because
Steven
and
Jen
are
magical.
You
can
do
all
different
kinds
of
reports
and
learn
about
aimsweb
when
you
would
like
to
and
there's
also
a
learn,
more'
tab,
that's
going
to
give
you
even
more
information.
If
I
go
back
up
to
achievement,
you
can
see
in
our
data.
F
F
Our
benchmark
reading
assessments
are
given
by
the
classroom
teacher
in
kindergarten.
Obviously
in
the
fall,
we
do
not
give
that,
even
though
some
of
our
kindergarteners
do
come
in
with
some
capabilities
to
read,
that
would
be
something
optional
to
kindergarten
teachers,
but
we
give
it
both
fall
and
spring
in
grades
1
through
5
and
again,
on
the
left
hand,
side
we're
looking
at
growth
and,
on
the
right
hand,
side
we're
looking
at
proficiency
in
this
data
and
that
inference
I
made
is
pretty
similar.
F
What's
also
telling
about
this
data
is
that
when
we
think
about
MTS
s,
that
we
talk
about
whether
its
behavior
or
its
academics,
if
it's
a
strong
Tier
one
or
a
strong
core,
we
have
about
80
percent
of
our
kids
that
are
proficient
and
we
have
10
to
15
and
5
to
10
that
are
in
that
targeted
tier
2
and
then
the
intensive
tier
3
and
some
of
the
students
will
always
need
that
extra
support
and
that's
our
jobs,
the
educators.
And
it's
not
that
we're
not
complacent.
F
We
want
100%
of
our
students
to
be
getting
what
they
need
at
a
core,
but
we
also
have
to
be
realistic
that
we
have
those
supports
in
place
just
like.
If
you're
diabetic,
you
need
insulin,
you
will
always
need
that
insulin.
You
can
still
be
successful.
It's
just
an
extra
support
to
help
you
be
successful.
So
there's
more
information
again
on
the
bottom,
about
the
benchmark.
F
Reading
assessment,
you
can
look
at
the
scoring
sheet,
what's
unique
about
this,
beside
the
teacher
using
being
the
one
who
is
administering
it,
which
is
very
time
intensive
for
our
teachers.
So
it's
a
lot
of
classroom
management
to
get
the
independence,
especially
in
the
fall.
So
the
student
can
sit
one-on-one
with
a
student,
while
the
other
22
kids
do
something
else.
F
So
we
have
a
lot
of
structures
in
place
prior
to
that
benchmark
window
being
open,
but
it
is
very
comprehensive,
so
every
other
level,
as
they're
working
along
with
the
student
to
identify
where
they're,
independent
and
instructional
level
are
it's
different
genres.
So
the
first
text
will
be
fiction.
The
next
text
will
be
nonfiction
and
they
move
up
the
levels
till
they
identify.
F
The
third
piece
of
data
I
would
share,
is
off
of
the
North
Dakota
site,
which
you
will
see
kind
of
mirrors.
Our
dashboard
I
think
there
was
some
looking
on
our
site
and
some
sharing
by
dr.
gross
about
some
of
the
great
things
that
was
happening
in
our
data
analysis
department,
something
to
know
about
nd
si.
You
likely
know
this,
but
with
the
new
state
standards,
the
Common
Core,
North,
Dakota
state
standards.
We
have
had
a
different
assessment
every
year
for
three
years:
the
assessments
given
in
the
fall.
F
We
don't
have
our
scores
from
this
year,
so
the
most
recent
scores
we
have
would
be.
Last
year
there
will
be
a
cut
score
group
coming
out
to
Bismarck
in
July,
where
they'll
create
those
cut,
scores
and
score.
Those
assessments
from
this
last
fall,
but
we
don't
have
Trenton
data
because
we
don't
have
the
same
assessment
year
to
year,
but
this
is
the
data
that
they
have
in.
G
The
next
piece
of
data
that
we
were
asked
to
talk
a
little
bit
about
tonight
was
really
at
the
high
school
level.
So
what
we
want
and
our
students
who
leave
us
and
then
what's
next.
So
a
new
piece
of
data
that
we
have
added
to
the
dashboard
is
a
piece
of
data
around
those
students
who
attend
one
of
the
North
Dakota
university
system,
schools
and
if
they
need
to
take
a
remediation
class
before
they
can
enter
their
English
or
their
mathematics
course.
That
is
part
of
their
major
and
tonight.
Mr.
G
Cody
is
here
and
in
a
minute
I'm
going
to
tap
into
his
expertise.
Mr.
Cody
is
our
principal
at
Davies
high
school,
to
talk
about
one
of
the
things
that
we're
putting
in
place
at
this
school
year
and
all
three
of
our
comprehensive
high
schools
in
a
response
to
this
data
for
some
of
the
students
who
maybe
need
some
of
those
remediation
courses.
But
what
are
we
going
to
do
to
preemptively
help
them
so
that
that
number
becomes
smaller
and
smaller
over
time?
G
But
as
you
look
at
the
dashboard
and
you
go
to
the
achievement
piece
over
here,
we
have
the
North
Dakota
university
system
retention
rate
and,
as
you
click
on
that,
just
like
dr.
egg,
we
showed
you
about
third-grade
information.
We
can
click
on
this
button
and
we
have
placed
on
our
dashboard
the
last
five
years
of
data.
These
are
the
percentage
of
students
who
have
successfully
entered
the
North
Dakota
university
system
without
needing
any
remediation.
G
Probably
one
of
the
ones
that
were
most
familiar
with
is
the
a
CT
score
and
it
shows
you
a
minimum
score
and
if
a
student
then
scores
below
that,
they
then
need
to
enter
one
of
those
remediation
courses.
But
you
can
also
see
there
are
a
variety
of
other
assessments
that
a
student
could
take,
some
of
them
they
may
take
as
they
are
entering
a
college
or
a
university.
Others
are
connected
to
one
of
the
things
that
we're
going
to
talk
about
tonight,
which
is
this
Pearson
Clem
and
cream
opportunity.
G
There
is
a
similar
set
of
cut
scores
when
it
comes
to
mathematics
and
again,
you
can
see
where
the
cut
score
of
the
subtest
of
mathematics
is,
and
then
some
of
the
other
data
or
other
data
points
that
might
indicate
that
a
student
needs
a
remediation
course
or
not.
But
if
we
come
back
to
the
data,
this
would
be
the
students
who,
across
the
past
five
years,
who
have
entered
the
university
system
and
have
been
able
to
go
right
into
their
English
and
math
that
are
associated
with
their
major.
G
The
data
allows
you
to
go
into
a
little
bit
more
detail
if
you
click
on
the
year
and
then
that
breaks
it
down
into
the
two
different
areas
of
mathematics
and
English,
and
what
we
wanted
to
do
is
also
provide
a
little
bit
more
data.
So
if
you
hover
over
the
top
of
one
of
the
bars,
you
actually
get
to
see
the
number
of
students
who
entered
and
the
number
of
students
who
then
needed
that
remediation.
G
So
I
think
one
big
piece
is
the
work
of
our
course
captains
and
what's
in
our
strategic
plan
of
being
a
standards-based
system,
the
other
piece
is
a
remediation
opportunity
that
we
are
offering
I
had
a
time
so
that
a
student
who
is
identified
can
take
what's
called
a
Clem
or
a
cream
class,
while
they're
still
in
high
school,
and
if
they
are
successful
on
that
opportunity.
They
are
guaranteed
to
not
need
to
take
that
remediation.
G
So
we're
trying
to
do
some
work
at
the
course
level,
but
also
at
the
remediation
level,
and
that's
why
I've
asked
mr.
Cody
to
be
here
to
talk
a
little
bit
about
that
opportunity
that
remediation
that's
being
offered
at
Davies
high
school
he's
going
to
talk
about
it
from
the
perspective
of
Davies
high
school.
But
a
similar
thing
is
being
done
at
South,
High,
School
and
at
North,
so
that
all
students
across
our
system
have
that
opportunity.
H
It
was
here
to
get
golf
tips
it's
Tuesday
night,
so
I
was
wondering
you
said
we
were
gonna
play
golf,
but
I
guess
so.
Yeah
I
think
I'm
here,
probably
because
I'm
not
necessarily
the
only
one
offering
this
as
as
Bob
said,
North
High
and
South,
either
they're
doing
similar
things.
Everything
I'll
share
tonight
is,
from
our
perspective,
of
of
the
things
that
that
I'm
trying
to
incorporate
at
Davies,
high
school,
I
think
and
Ian
Todd
just
have
a
little
more
rank
than
me.
H
H
Well,
I've
never
been
shy
of
from
a
microphone
as
well
and
and
just
another
funny
did,
but
I
I
was
told
from
somebody
that
this
was
the
year
to
have
your
last
name
and
an
S
o
n.
If
you
wanted
to
run
for
school
board,
so
I
see
Robins
here
as
well
too,
but
so
I'll
just
give
you
a
little
bit
of
a
foundation
background.
H
Many
high
school
graduates
planning
to
attend
area
colleges
in
our
in
needs
of
some
type
of
English
and
or
mathematics,
remediation
college
ready,
English
and
mathematics.
People
say
what's
this
cream?
What
does
the
acronym
stand
for
so
it's
college
readiness
for
English
and
mathematics.
It's
it's
created
with
the
intent
to
identify
high
school
students
who
are
in
need
of
some
level
of
remediation
based
on
their
AC
t--
scores
and
to
provide
those
students
with
the
knowledge
and
skills
to
make
them
college
ready
in
conjunction
with
the
Department
of
Public
Instruction.
H
This
is
being
offered
from
the
Dakota
college
at
Bottineau.
It's
an
online
course
and
they
have
agreed
to
facilitate
the
cream
program
to
reach
both
rural
and
urban
schools.
Interested
in
this
cream
is
very
flexible
and
it
allows
schools
to
offer
the
program
either
through
after
school,
through
a
program
offered
during
the
day
or
perhaps
even
during
summer,
school
collaboration
with
Pearson's.
My
learning
lab
will
create
an
individualized,
safe,
paced
learning
lab
for
each
student.
The
student
will
first
of
all
take
a
pretest
to
establish
the
modules
in
either
their
English
or
mathematics.
H
What
that
does
is
that
builds
a
personalized
module
for
that
individual
students
identifying
those
areas
of
weakness
and
those
areas
of
strengths.
The
creme,
math
and
English
classes
then
allow
the
student
to
work
throughout
modules,
and
the
student
then
has
to
master
that
at
a
70%
accuracy
before
they
then
go
on
to
take
the
final
exam
in
that
particular
skill
set.
H
What
I
did
at
Davies,
high
school
and
again
is
very
similar
in
in
north
and
south,
but
again,
I
can
only
speak
from
the
perspective
of
what
I've
done
is
I
took
a
list
of
this
year's
juniors
that
that
took
the
AC
T
that
did
not
hit
a
21
on
their
math
or
an
18
on
their
English.
So
those
of
you
they're
familiar
with
the
AC
T
scores.
Those
are
the
two
college
ready
identification
numbers.
So
again,
it's
a
21
on
the
math
and
it's
an
18
on
the
English.
H
So
again
we
have
so
many
access
to
charts.
I
ran
that
list
of
students
at
Davies
high
school,
but
what
I
also
did
is
it
generated
a
little
bit
of
a
list
with
obviously
students
that
are
significantly
below
in
and
so
then
I
visited
with
our
counselors
and
I
said.
Let's
take
a
look
at
those
students
that
meet
either
or
of
those
criteria
and
also
have
an
eighteen
composite
now
my
hypothesis
was
that
they,
those
are
the
students
that
are
more
likely
gonna,
go
to
college
and
being
a
father
of
four
children,
I'm
thinking.
H
This
is
a
way
that
we
can
save
significant
dollars
for
those
families,
because
if
the
student
was
below
that
college
readiness,
they
aren't
even
going
to
be
able
to
access
those
100
level
courses
at
them
in
the
math
or
the
English
area.
They
have
to
go
directly
into
these
remedial
courses
and
those
families
are
paying
those
two
ish.
H
So
what
we
did
is
we
identified
these
students
and
there
was
a
very
good
chance
that
these
students
were
going
to
be
going
to
college,
and
so
what
what
I
did
is
I
then
sent
out
an
all-call
and
just
basically
explained
the
program
what
we
were
doing
and
how
we
were
well
how
their
child
was
identified.
We
visited
with
some
of
those
very
students
as
well,
describing
it
sometimes
it
didn't
quite
understand
what
was
going
on
got
a
lot
of
calls
back
from
moms
and
dads
asking
about
the
program.
H
I
was
able
to
secure
it
after
this
particular
point,
I
was
able
to
secure
about
a
dozen
commitments.
What
we
did
is
we
identified
this
class
as
a
period
eight
class,
probably
not
the
most
popular,
but
it's
the
one
that
was
the
most
open
to
our
seniors.
A
majority
of
our
seniors
don't
have
an
eight
hour,
and
so
we
found
what
particular
hour.
Would
there
be
the
less
disruption
to
the
students
schedule?
H
We
staffed
it
with
a
10%
contract,
with
a
certified
math
teacher
and
a
certified
English
teacher.
The
class
will
meet
again
that
flexibility,
we're
gonna,
meet
Mondays
and
Wednesdays,
with
our
English
in
Tuesdays
and
Thursdays,
with
our
mathematics
all
year
long
students
can
come
in
and
out
of
that
over
the
course
of
the
year
it's
built
into
their
schedule.
On
top
of
those
dozen
students
that
we've
made
the
commitment,
a
number
of
those
phone
calls
were
well.
My
students
gonna
take
the
AC
T
in
June
or
we're
thinking
about
doing
it
again
next
fall
well.
H
If
they
still
don't
hit
that
ready
mark,
then
they
can
opt
back
into
that
class,
so
that
opportunity
is
going
to
be
there
for
the
entire
year.
We
also
know
that
our
counselors
have
seen
your
conferences,
those
of
you
that
maybe
had
students
go
through
our
school
system.
We
have
seen
your
conferences
every
year,
we're
quite
confident
that
this
will
be
a
point
of
conversation
and
those
senior
conferences,
saying
your
child,
isn't
quite
at
that
readiness
level
and
they're
gonna,
be
more
than
likely.
H
Gonna
have
to
take
that
college
ready
on
this
class
in
the
remediation.
So
here's
an
opportunity
that
we're
offering
and
would
you
consider
this
so
what
I
would
say
at
this
point
in
time
is
that
there's
great
progress
being
made
to
just
the
identification
I
think
part
of
this
is,
if
you
look
at
the
the
the
North
Dakota
legislature
allocated
some
dollars,
so
this
is
free
to
those
families
as
well,
and
so
there's
no
cost
out
of
pocket
and
and
so
for
our
seniors.
H
G
But
we
wanted
to
show
tonight,
and
thank
you
very
much.
Mister
Cody
is
that
the
data
is
there.
We
are
tracking
that
we
are
looking
at
just
like
in
third
grade
reading
and
math.
We
want
to
make
sure
that
more
and
more
of
our
students
are
at
the
mark
that
we
want
them
to
be
and
really
looking
at
two
different
approaches
to
make
a
difference
in
the
data.
G
I
think
this
will
be
a
wonderful
opportunity
for
our
students
moving
forward
and
fewer
students
then,
will
show
up
here
as
needing
that
remediation
and
more
will
be
able
to
go
right
to
that
University
system
and
right
into
those
courses
that
will
directly
impact
their
major
and,
if
I
may,
before
we're
done.
I
think
we
think
a
lot
of
people
around
the
table,
I
think
there's
one
more
person
that
we
also
need
to
think
I.
This
will
be
dr.
G
I
I
It's
been
amazing
the
encouragement
and
the
comfort
that
those
features
are
able
to
give
and
bring
out
the
best
in
those
kids,
and
it's
just
another
one
of
those
things
that
we
see
so
much
across
our
district
from
our
teachers,
their
devotion
and
and
their
ability,
and
it's
really
wonderful
and
so
I'd
recommend
it
all
the
other
board
members
when
you're
out
there,
your
leis
and
visits
in
your
elementary
schools
try
and
find
out
when
that's
happening,
because
it's
a
really
really
cool
thing
to
see.
Thank
you.
Thanks.
A
K
You
and
thank
you,
dr.
Girls,
for
bringing
that
goodbye
to
dr.
I
grew
up
right
before
I
was
gonna,
speak
I,
appreciate
that
perfect
timing
try
not
to
burst
into
tears
or
anything.
Well.
Thank
you
for
this
opportunity.
A
lot
of
this
is
the
beginning
of
this
is
repetitive
just
the
background
information
on
the
Marzano
evaluation
tool
that
we
use
for
our
teacher
evaluations,
so
I
will
not
bore
you
with
it
again
and
again.
K
So
that's
why
you're
hearing
about
it
today
as
we
look
through
this
again
like
I,
said.
A
lot
of
this
is
historical
and
I.
Won't
read
it
to
you,
but
if
you
do
have
any
questions
on
it,
please
let
me
know,
but
I
did
want
to
talk
about
again
as
part
of
the
essay
requirements.
We
now
report
the
data
each
year
to
the
state
through
dpi
through
using
the
Stars
system,
so
this
year
they
did
switch
it
around
a
little
bit
usually
reported
in
the
fall,
or
at
least
we
did
last
year
this
year.
K
We
report
it
in
the
spring,
so
it
is
due
by
June
30th.
So
we've
just
entered
all
of
the
data
for
all
of
our
schools,
and
you
can
see
the
total
number
of
ratings
used
are
used
to
calculate
that
data.
Six
thousand
six
hundred
and
forty-eight
observations
conducted
by
all
of
our
administrators
this
year
on
all
of
our
classroom,
teaching
staff
and
then
just
the
different
levels
of
the
scores
that
were
given,
based
on
the
observations
that
were
conducted.
So
when
you
consider
an
observation,
that's
a
snapshot
in
time.
K
That's
one
point
in
one
day,
but
as
you
look
at
that,
you
can
see
where
all
of
those
observations
fell
for
those
classroom
staff
that
we're
being
evaluated
and
then
we
do
need
to
report
what
they
consider
ineffective
teaching
and
that's
those
those
either
beginning
or
not
using
when
it
comes
to
strategies
that
they
were
observing.
We're
looking
for
at
that
moment,
and
luckily
we
have
very
very
very
few
of
those
so
again
looking
which
is
similar
to
last
year
at
that
one
percent.
K
When
it
comes
to
looking
at
what's
going
to
be
opening
up
for
the
upcoming
year,
we
kind
of
reflect
back
to
where
we
started.
So
when
we
looked
at
1516
school
year
and
we
started
implementing
the
Marzano
framework,
we
have
a
couple
different
doe
domains.
So
there's
four
of
them
when
we're
looking
at
classroom
and
you
have
domain
one
which
is
actually
made
up
of
41
different
elements.
K
As
we
look
forward
to
2018
19,
we
will
add
in
domains
two
and
three,
which
include
the
planning
and
preparing
and
reflecting
on
teaching
domains
and
what's
gonna
happen.
Here
is
there's
going
to
be
a
little
bit
of
variance
depending
on
the
level
so
high
schools
are
looking
at
implementing
all
four
domains
and
having
all
of
those
open.
K
Elementary
and
middle
are
going
to
be
looking
at
doing
a
little
variety
there.
So
I
think
Elementary
wants
to
go
just
a
little
slower
with
our
implementation.
So
looking
at
adding
a
few
more
of
the
DQ's
within
domain,
one
which
was
on
the
prior
screen
and
then
keeping
domain
four
and
I
think
middle
level
is
gonna,
do
somewhere
in
between
those
two
levels,
but
all
four
domains
will
be
open.
So
that's
where
we
will
be
heading
for
the
upcoming
school
year.
K
A
A
L
Jackie,
thank
you.
I
can
certainly
do
that.
We
have
passed
our
60-day
protest
period
and
there
were
no
protests
that
were
filed,
so
we
are
now
ready
to
begin
the
issuance
of
the
bonds
and
the
attached
resolutions
will
need
to
be
signed
this
evening
or
tomorrow.
I
believe
Jolin
will
get
a
hold
of
you.
Should
you
approve
this
and
I
am
trying
to
get
in
contact
with
Myron
from
pfm,
so
I
believe
he
will
probably
be
here
at
that
June
July
10th
meeting
to
go
over
the
sale
and
the
results
that
we
received.
M
N
I
O
B
A
I
I
C
State
school
board
met
last
week.
Last
weekend
we
approved
our
operating
budget.
We
reviewed
the
convention
agenda
and
I
want
to
thank
Linda.
She
had
suggested
a
speaker
who
has
roots
from
North
Dakota
but
I
believe
he's
in
Ohio
now
Pennsylvania
and
he
will
be
on
our
agenda,
so
you
may
want
to
attend
one
more
state
school
board
meeting
just
for
the
fun
of
it.
C
We
also
approve
send
in
a
letter
of
support
for
Dinah,
to
finish
her
term
on
ESP
B,
which
was
unanimous
unanimously
approved
by
the
state
school
board
and
we're
working
on
putting
together
new
strategic
vision
for
the
Association,
and
we
determined
the
slate
of
officers
for
this
coming.
Fall's
election
Holly
Strom
stead
from
Finley
Sharon
will
be
running
for
president
and
Carl
wonky
from
Bismarck
will
be
the
VP
nominee
and
the
only
other
thing
I
have
the
report
is.
There
are
36
days
till
the
picnic
and.
A
B
So
last
time
the
only
official
or
I
guess
the
official
reports
are
thank
you,
Jim
and
the
state
school
board.
I
also
have
the
support
of
the
ESP
B
board.
Also
would
like
me
to
stay
so
it's
now
in
the
governor's
hands
since
I'm
willing
and
my
last
sort
of
board
official
duty
is
to
attend
this
Thursday
I
think
I've
told
you
over
time
that
the
Board
of
Health
is
doing
accreditation
and
on
Thursday,
the
Health
Board
is
meeting
with
the
accreditation
folks.
B
A
All
right
and
I
wanted
to
mention
that
gack
meant
and
since
Jennifer
was
not
able
to
be
here
this
evening.
One
thing
she
wanted
me
to
bring
up
was:
there
was
a
conversation
at
GAC
about
resolutions
to
nd
s
ba
and
Jim
I.
Think
you
brought
this
up
in
regard
to
a
deadline
for
resolutions.
There
weren't
any
resolutions
that
came
out
of
GAC,
but
she
wanted
me
to
mention
it
was
there
anything
that
anyone
is
there
anything
that
you
thought
that
which
should
be
brought
forward.
A
Anyone
here
or
a
process
for
that
No,
okay
and
I
was
at
the
new
board
member
and
orientation
just
prior
to
this
meeting
with
Brian
Nelson.
So
that
was
nice
to
get
to
know
him
as
well
and
Annemarie,
provided
us
all
with
the
binders
that
that
the
new
board
members
received.
So
we
all
have
that
current
all
right
and
the
president's
report
has
passed
around
and
I
did
receive
a
note
here
from
the
Berrie
foundation
and
dr.
Schatz.
A
If
you
just
want
to
pass
this
around
since
it
was
just
sent
to
me
just
you
guys
can
read
through
that.
That
would
be
fine,
and
no,
we
have
something
where
we
get
to
recognize
some
of
our
board
members
that
have
been
with
us
for
quite
some
time
and
I
am
turning
it
over
who's
going
first
Christy
and
Jim
you're.
Both
a
part
of
this
aren't:
okay,
all
right,
Christy,
Thank,
You,.
M
Linda
today,
you
complete
Peter
second
term
on
the
board.
You've
won
your
first
election
as
the
top
vote
getter
in
a
race
of
nine
candidates.
During
eight
years
on
the
board,
you
shared
your
leadership
skills
there
too
Ford
president
terms
during
which
two
schools
were
opened.
The
district's
accreditation
was
extended
for
another
five
years
and
a
successful
mill
levy
was
held.
Additionally
during
your
tenure,
you
served
as
chair
of
the
governmental
affairs
committee
and
is
a
board
negotiator.
M
Two
times
you
have
thoroughly
enjoyed
your
appointment
to
the
Community
Development
Committee
at
the
city
of
Fargo,
of
which
you
served
the
entire
eight
years
on
the
board.
Also,
during
your
time
on
the
board,
you
were
part
of
to
superintendent
searches
and
the
onboarding
of
new
board
members.
The
last
eight
years
have
been
extremely
busy
for
our
school
board
and
district.
We
have
focused
on
long-range
facility
planning,
strategic
planning,
which
has
allowed
us
to
prepare
for
the
future
of
Education
in
Fargo.
M
During
this
time,
decisions
have
been
made
on
building
attendance,
boundaries,
finances
programs
and
policies.
Your
voice
background
and
knowledge
has
been
welcomed
at
the
board
table,
as
we
have
grappled
with
the
decisions
set
before
us
Linda.
As
a
board
member,
you
have
been
an
advocate
for
at-risk
students
and
for
the
arts.
Nothing
has
made
you
more
excited
than
when
students
have
presented
or
performed
at
our
board
meetings.
The
Performing
and
visual
arts
have
had
such
an
impact
on
you
and
your
family's
life
that
you
know
of
the
utmost
importance.
M
It
must
play
in
our
educational
system.
In
your
time
on
the
board,
your
professional
life
is
executive.
Director
of
the
sim
FM
Symphony
Orchestra
has
intersected
with
school
life
through
bringing
Symphony
rocks,
concert
to
bluestem
now
in
its
eighth
installment,
this
August
having
guest
conductors
and
professional
musicians
work
with
our
students
in
hosting
all
district
4th
graders
at
a
symphonic
or
symphony
performance.
Thank
you
for
ensuring
that
music
comes
alive
in
all
of
our
schools.
M
In
addition,
hue
champion
the
importance
of
diversity,
equitable
education
for
all
students
and
the
need
for
access
to
services
for
our
students
and
Families
Linda,
we
sincerely
thank
you
for
your
dedication
to
the
students
and
families
of
our
schools.
We
will
miss
you,
your
poise
and
your
quick
wit
at
the
board
table
on
behalf
of
the
board.
We've
got
a
prefect
present
to
you.
P
Well,
I,
don't
know
if
I
have
any
of
that
left.
Thank
you
so
much,
it's
been
a
wonderful
eight
years.
I
particularly
want
to
thank
Jackie
and
Brittany
and
Rachel
and
Bob,
and
in
terms
of
the
expertise
that
you
bring
and
the
dedication
that
you
bring
the
realms
of
expertise,
I'm
gonna
miss
you
so
much
Rachel.
Thank
you
for
doctor
Audrey.
Thank
you
for
all
your
professional
wisdom
and
tireless
work.
We
truly
appreciate
it.
As
for
Ann
Marie
and
dr.
P
Schatz,
the
two
years
that
I
had
the
privilege
of
serving
as
president
I
get
to
work
very
closely
with
both
of
you
and
unforgettable
in
a
good
way.
Thank
you
for
your
amazing
dedication
and
we're
a
better
district
for
both
of
you.
I,
probably
can't
say
much
more
beyond
that,
but
to
my
fellow
board
members,
it's
been
a
pleasure
and
an
honor
meeting
every
single
one
of
you
and
you
have
many
challenges
ahead
and
I
know
that
are
in
good
hands.
Thanks
for
all
your
work.
C
Tonight
is
almost
the
end
of
your
12
years
of
service
to
the
Fargo
Board
of
Education.
You
were
elected
to
the
board
in
2006
and
to
the
best
of
my
knowledge,
you
were
the
first
Canadian
national
to
serve,
and
you
were
certainly
the
first
person
running
for
office
to
be
accused
of
being
a
communist
I,
think
they
confused
Canada
with
communism,
but
it
was
a
mantra
that
you
were
well,
especially
in
San
Francisco.
C
You
have
been
very
active
in
our
district
as
a
board
member
and
in
the
community.
You
served
as
board
president
during
your
tenure
chaired
the
communications
committee.
Five
times
served
as
a
board
negotiator
three
times
including
this
season.
Additionally,
your
work
as
a
board
member
is
extended
to
other
roles,
such
as
serving
on
the
education
standards
and
practice
board
for
the
state
of
North,
Dakota
fargo-cass,
public
health
board,
trollwood
Coordinating
Council
and
the
FPS
Foundation
board,
always
seeking
information
and
knowledge.
C
You
seem
to
find
great
enjoyment
in
attending
school
events,
even
after
your
two
sons,
graduated
from
the
system
and
seeing
the
educational
process
in
action
when
Davies
high
school
was
built,
you
gave
of
your
time
to
ensure
that
all
of
the
open
events
were
planned
and
executed
wonderfully
for
our
community
and
I
might
add.
It
came
off
without
a
hitch.
Our
district
has
charged.
It
changed
greatly.
C
During
your
time
on
the
board,
we've
established
a
consistent
grade
configuration
throughout
the
district
added
full-day
kindergarten
built
numerous
schools,
remodeled
others
sold
and
bought
land
and
buildings
reconfigured
attendance
boundaries
more
than
once
and
you've
been
part
of
the
hiring
process.
For
three
superintendents
and
part
of
the
creation
of
our
operational
plans,
strategic
plans
and
long-range
facility
plans
dinah
the
perspective
you
bring
to
this
board
room
has
been
appreciated
and
will
be
missed.
C
You
always
focus
on
the
needs
of
equity
and
education
for
all
children,
and
probably
the
one
lasting
gift
you've
given
to
all
of
us
board
member.
Was
you
really
crafted
a
solid
plan
for
school
is
ons
and
made
that
a
standard
part
of
our
operating
procedure
and
I.
Thank
you
for
that.
Thank
you
for
your
service.
Thank
you
for
your
time
and
commitment
to
this
board
and
to
the
students
of
Fargo
public
schools
and,
on
behalf
of
the
board,
I
would
like
to
present
you
with
this
beautiful
plaque
suitable
for
hanging
in
Las
Vegas.
C
B
B
Thank
You
Linda
for
a
great
years,
and
thank
you
too,
to
some
of
those
who
are
not
here
anymore,
who
were
also
great
mentors
Robin
as
returning
Rick
and
Laura
Carly,
and
damn
rambling
and
just
several
others
who
I
don't
want
to
forget
anybody's
all
stop
now,
and
thank
you
to
all
those
of
you
who
are
staying
and
best
of
luck
going
forward.
As
Linda
said,
you
have
challenges
ahead,
but
I
think
no
matter
when
we
decide
to
leave.
B
A
A
You
I
want
to
also
mention
that
it
is
listed
on
the
president's
report.
Of
course
we
have
a
celebration
tomorrow
evening,
honoring
dr.
Schatz,
not
tomorrow
evening
late,
it
actually
starts
at
foreign,
goes
to
5:30
here
in
the
board
room.
So
of
course
we're
all
invited
to
come
back
here
for
that
and
now
I'm
wondering
if
there
is
the
need
for
us
to
move
on
to
number
nine
and
our
agenda
John.