►
From YouTube: School Board Meeting - January 22, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - January 22, 2019
A
30
pm,
I
will
call
to
order
the
regular
board
meeting
for
tuesday
january
22nd
fargo
board
of
education.
Thanks
for
being
here,
could
I
have
a
motion
please
for
approval
of
the
agenda
so
moved
with
the
hr
addendum.
All
right,
there's
been
an
approval.
Excuse
me,
a
motion
for
approval
with
the
hr
addendum.
Is
there
a
second
second
motion
in
a
second
all
in
favor
signify
by
saying
yes,
yes,
proposed
motion
passes
recognition
of
audience.
A
B
A
C
In
our
strategic
plan,
strategic
initiative
number
one
is
student
achievement
and
growth,
and
underneath
that
we
have
a
goal
which
is
goal
number
two
around
standards-based
education,
and
I'm
excited
that
tonight
we
get
to
share
some
of
the
things
that
we
are
doing
across
the
system
to
help
us
get
closer
and
closer
to
that
goal.
Tonight,
jodel
tyken,
who
is
our
director
of
standards
based
education,
is
here
to
share
some
of
the
exciting
things
that
we've
been
doing
with
our
staff
to
help
us
get
to
that
goal.
So
I'll
turn
over
to
jodel.
E
So
thank
you
for
taking
a
few
minutes
to
think
about
the
work
we've
been
doing
around
strategic
initiative,
one
I
missed
a
meeting,
so
I
think
that's
why
I
was
elected
to
share
it.
I
was
just
as
I'm
listening
to
and
thinking.
Oh,
I
have
actually
all
of
these
six
goals
that
I
was
thinking
about,
so
we'll
try
to
keep
it
targeted
at
standards-based
education.
E
So
why
standards-based
learning?
I
thought
I'd
just
start
there
and
really
you
know
this
is
a
movement.
That's
happened
long
time
ago
because
of
what
the
world's
demanding
of
us
in
education
to
really
provide
a
workforce
that
can
meet
the
needs
of
of
our
workforce,
and
you
know
years
ago
that
workforce
really
really
wasn't
needing
to
it.
E
Not
everybody
had
to
have
a
high
level
of
skill,
and
so
there
were
lots
and
lots
of
jobs
available
that
were
kind
of
just
repetitive
tasks
and
didn't
require
some
of
the
skills
that
our
our
workforce
demands
today
and
so
in
that
shift,
probably
no
child
left
behind
kind
of
time
frame.
Early
2000s,
really
all
schools
were
called
to
get
as
many
students
as
possible
to
achieve
those
standards
or
in
in
the
way
of
that
law,
all
students,
and
so
that
shift
from
norm
referenced
assessments
where
we
would
have
a
natural
bell
curve.
E
Some
kids
get
it.
Some
kids
don't
really
went
to
criterion
reference
where
there's
a
bar
and
we
want
them
all
to
hit
it
and
so
really
really
working
at
you
know.
What
is
that?
What
does
that
mean
in
a
system
where
we
know
no,
two,
no
two,
kids
are
created
equal
and
so
I'm
working
on
how
to
how
to
make
that
happen
for
all
the
students
in
fargo,
public
schools
and
we've
been
at
this
for
a
long
time.
E
So
I
I
actually
just
pulled
the
title
slide
from
our
admin
retreat
back
in
august
of
2014,
where
this
is
where
we
shared
with
our
our
st
our
principals,
our
administrators,
really
our
long-range
plan
for
teaching
and
learning
that
involved
all
the
things
you're
going
to
listen,
listen
to
and
hear
about
where
we're
at
today.
So
progress
as
a
date,
you
might
ask:
why
has
it
taken
so
long?
E
And
I
sometimes
ask:
why
is
this
taking
so
long
and
I
really
think
a
big
part
of
that
is
it's,
so
it's
a
huge
system,
of
course,
and
so
to
get
everybody
on
the
same
page,
even
about
what
we're
talking
about
when
we
say
standards-based,
learning
and
standards-based
outcomes.
It
takes
time,
and
we
all
know
that
time
is
precious
and
there's
a
lot
of
different
demands
on
everybody
every
day,
and
so
I'm
really
thinking
through
you
know.
E
How
do
you
do
that
in
a
way
that
you
build
capacity
in
the
system,
because
this
isn't
something
that
you
just
make
you
flip
the
switch
and
say?
Okay
now
go
do
this
I
mean
it
really
is.
This
is
hard
work
from
people
who
are
doing
hard
work
every
day,
and
so
I
think
we've
tried
to
take
an
approach
where
we're
really
building
capacity
in
folks
along
the
way
versus
saying
here's.
What
you
have
to
do
now
go
do
it,
because
we
know
that
that
isn't
our
jobs
are
too
hard
for
that.
E
That's
not
going
to
happen.
That
way
we
have
to.
We
have
to
really
want
to
do
it
and
really
understand
why
and
how
and
it's
complicated,
so
the
promises
of
a
standards-based
system,
of
course,
are
as
many
students
as
possible
master
those
grade
level,
and
course
expectations
and
for
us
those
are
the
north
dakota
standards
and
the
21st
century
skills.
So,
as
we've
asked
that
question,
what
is
it
students
need
to
know
and
be
able
to
do?
That's
where
we
go
to
look
for
those
lists.
E
Another
promise
is
that
students
are
actively
engaged
and
and
responsible
take
responsibility
for
their
learning,
so
that
shift
from
the
teacher
owns
the
learning
to
the
student
owns
the
learning
and
they
really
want
to
do
it.
You
know
who
couldn't
buy
into
that
of
course,
we'd
love
that
that's
a
hard
get,
and
so
again
you
know
time
in
practice
on
how
you
know.
How
do
you
do
that?
What
are
the
strategies
to
do
that?
What
do
we
need
and
then
a
guaranteed
and
viable
curriculum?
Of
course
we
want.
E
You
know
no
matter
where
you
build
a
house
in
fargo
we'd,
like
our
students,
have
access
to
the
same
high
quality,
guaranteed
and
viable
curriculum,
and
so,
whether
I'm
taking
biology
at
davies
or
at
north
or
itself.
We
want
it
to
be
that
same
course,
and
with
the
same
expected
outcomes,
and
again
I
mean
getting
those
folks
together
across
the
system
and
really
getting
everybody
on
the
same
page.
E
So
one
of
the
things
that
we've
been
talking
about
is
really
looking
at
those
lists
so
that
north
dakota
standards
document
and
our
21st
century
skills
has
a
lot
in
it,
and
we
know
that
at
best
we
have
one
calendar
year
with
our
students
to
achieve
what
we've
decided
is
most
essential,
and
so
what
what
this
has
looked
like
in
the
past
is
all
the
standards
right.
So
I
actually,
when
we
were
doing
this
work,
I
counted
them
up
and
so
on.
E
E
Our
work
is
to
take
all
of
those
standards
and
all
of
those
21st
century
skills
and
say
what
do
we
believe
in
this
course
or
this
grade
level
are
the
very
most
important
things
and,
as
you
can
imagine
doing,
that
in
isolation
at
one
school
or
in
one
grade
level
isn't
going
to
work,
because
we
need
to
be
able
to
pass
the
baton
right
and
so,
particularly
in
elementary
schools,
where
we
have
lots
of
transition.
You
know
students
moving
around
in
our
district.
We
want
to
make
sure
that
they're
getting
you
know.
E
Second
grade
outcomes
at
lewis
and
clark
are
the
same
as
the
second
grade
outcomes
at
centennial
because
they
might
be
moving
and,
of
course
we
want
that
for
guaranteed
and
viable.
So
that's
been
challenging
to
take
that
big
long
list
of
stuff
and
say
what's
most
important,
so
the
criteria
that
our
teacher
teams
have
used
to
do
that
are
endurance,
leverage,
readiness
assessment
and
teacher
judgment,
and
so
basically
they've
looked
at
every
standard
in
their
grade
level,
or
course,
and
ranked
based
on
this
criteria
and
whatever
rose
to
the
top.
E
We
still
teach
all
the
other
standards.
Sometimes
those
other
standards
are
inherent
in
the
elos,
because
they're
building
blocks
to
get
to
the
elo,
but
we
also
recognize
that
we
don't
have
all
the
time
we'd
like
to
have
with
all
the
students
that
that
might
need
that
time
to
learn
to
come
to
the
to
to
become
proficient,
and
so
teachers
will
teach
these
standards,
but
they're,
not
the
ones
that
they
really
teach
in
depth
and
not
the
ones
that
they
worry
about
going
back
to.
E
If
kids
didn't
get
them,
our
elos
really
are
the
map
for
that,
so
who's
been
doing
the
work.
This
has
been-
probably,
I
would
say,
in
my
opinion,
one
of
the
best
things
both
for
me
and
for
the
system
in
terms
of
our
work
in
teaching
and
learning
is
working
with
our
teacher
leaders.
So
we
have
in
grades
six
through
12
a
number
of
teachers
who
step
forward
to
say
you
know
what
I'll
I'll
be
a
leader
in
that
that
work,
and
so
they've
been
the
ones.
E
Who've
really
led
the
work
with
selecting
those
elos
and
now
building
proficiency
scales,
which
you'll
learn
about
in
a
minute
and
then
really
working
with
their
peers,
and
so
during
all
of
our
professional
development.
Now
that's
a
district
level
pd
day.
We
are
doing
course
alike
or
great
alike
meetings,
because
that's
really
the
rare
time
they
might
get
to
get
all
together
and
really
talk
through
some
of
the
things
that
they're
they're
working
on
in
terms
of
the
guaranteed
viable
curriculum.
E
What
you
see
represented
in
the
graph-
I
don't
know
if
you've
looked
at
this,
but
in
our
strategic
plan
dashboard.
This
is
just
our
way
of
measuring
our
progress
towards
creating
those
guaranteed
and
viable
courses,
so
selecting
all
those
elos
having
common
assessments
to
measure
the
student
outcomes
and
then
how
we're
using
that.
So
I
like
to
say
the
first
two
areas
are
kind
of
the
binder
on
the
shelf
and
then
are
we
using
the
binder?
E
You
know:
how
are
we
using
that,
every
day
in
our
classrooms,
in
our
professional
learning
community
conversations
to
really
look
at
who's,
achieving
these
standards,
and
let's
talk
about
how
we
can
differentiate
that
to
make
sure
everybody,
as
many
students
as
possible,
are
achieving
those
goals
and
proficiency
scales.
I'm
going
to
take
a
little
bit
of
time
and
have
you
listened
to
some
teachers
and
students
about
this,
because
this
is
probably.
This
is
probably
one
of
the
more
significant
shifts
it
might
be
new
learning
for
some
of
you.
It
was
new
learning.
E
For
me,
I
mean
many
of
the
members
of
my
team
and
our
teachers.
I
think,
as
we've
looked
at
what
is
this
and
how
you
know,
how
do
you
use
this
in
a
classroom
to
get
to
some
of
those
ends
that
we're
hoping
for
in
in
standards
based
instruction?
So
I'm
gonna
there's
a
little
video
clip
here.
I'm
gonna
play
of
a
teacher
explaining
what
a
proficiency
scale
is
and
how
she
uses
it.
G
G
Each
of
them
has
a
little
water
droplet
with
a
secret
number,
and
so
as
they
learn
throughout
the
unit,
they
will
see
their
number
move
through
the
proficiency
scale
and
that's
something
they
also
track
privately
in
their
binders.
But
here's
just
a
nice
visual
of
the
class
and
the
whole
team,
and
so
we're
at
the
beginning
of
the
unit.
Most
kids
are
at
a
1.5.
G
They
can
do
some
of
these
level,
2
content
things,
but
they're
not
able
to
do
all
of
them
yet
since
we're
still
starting
the
unit.
However,
a
few
when
we
pre-tested
we're
able
to
do
these
things-
and
one
is
already
up
here
so
now-
it
helps
me
differentiate
my
lessons.
The
majority
of
students
still
need
direct
instruction
on
the
stepping
stones
to
get
to
the
standard.
H
I
J
I
K
We're
using
like
the
proficiency
scale
here,
and
it
ranges
from
novice
low
to
advanced,
high
and
each
grade
level.
Is
that,
like
sorry,
not
grade
level,
each
french
level
is
at
like
a
different
place
on
the
scale
as
sophomores
we're,
ranging
between
novice
high
and
moving
upwards
to
intermediate
low,
which
is
kind
of
like
how
you
can
work
your
way
up
the
scale
and
like
each
like
different
levels
are
at
intermediate
high
or
some
french
one
classes
are
like
novice
to
novice.
I
think.
L
Overall,
so
abby,
when
we
look
at
this,
it
says
a
1.0
says:
withheld
partial
success
at
a
2.0,
so
it's
a
2.0
recognizing
all
key
vocab
and
relating
kinetic
energy
to
the
mass
of
objects
and
speed
of
objects,
and
then
that
3
is
going
to
be
the
same
one
as
the
learning
target
so
explain
how
motion
is
influenced
by
distance
traveled
in
a
given
time
period.
So
where
do
you
think
you
fall
on
this.
N
L
O
L
L
J
F
M
E
Really
knowing
the
targets-
and
one
of
the
things
we
know
is
having
a
really
clear
picture
of
that
target
is
going-
is
going
to
bring
big
gains
in
their
learning,
hopefully
from
the
fact
that
they're
engaged
in
in
wanting
to
do
it,
but
also
just
being
clear
about
the
target,
and
that
piece,
I
think
is,
is
really
the
significant
difference,
maybe
than
what
we've
been
doing
in
the
past.
With
standards
where
we
say
you
know
here
are
the
standards
and,
of
course
everything
I
do
in
my
classroom
is
aligned
to
the
standards.
E
E
Of
course
you
can
even
do
that
on
paper,
but
then
over
time
you
want
you
want
that
history,
and
so
what
I
showed
as
an
example
is
from
orange
theory,
where
you
know
a
lot
of
our
gyms.
Now
you
wear
a
heart
rate,
monitor
and
they're
instantly.
You
know
every
second
telling
you
would
you
work
harder
and
I
think
that's
really.
The
idea
is,
you
know.
E
Who
is
that
data
for
like
nobody
else,
cares
how
many
sit-ups
I
can
do
right,
but
but
I
want
to
know,
and
so
what
is
that
that's
going
to
compel
students
to
keep
going?
You
know
that
to
have
the
data
in
front
of
them
that
will
really
keep
them
focused
and
wanting
to
improve
and
then
really
to
be
fair.
Our
teachers,
too,
I
mean
they're
working
really
hard
to
try
to
get
everybody
to
the
level
that
they
want,
and
they
want
to
see
that
progress.
E
They
want
to
see
that
over
time
and
they
want
to
know
how
to
use
that
data
to
help
their
students,
and
so
some
of
the
data
we've
had
in
the
past
is
ndsa
data
and
map
data,
and,
while
that's
helpful
for
some
things,
it
isn't
super
helpful
in
the
classroom
and
our
students
don't
really
care
about
it.
So
this
is
data
that
they
care
about.
E
This
is
their
learning
that
they're
doing
every
single
day
or
that
I'm
teaching
every
single
day
and
so
really
trying
to
measure
those
things
that
matter
most
to
us
and
then
the
idea
of
just
let's
you
know
this
is
hard
work.
Let's
just
try
to
have
things
that
kind
of
can
help
us
stay
motivated
to
keep
at
it.
E
So
what's
next,
we
are
really
hoping
really
working
hard
to
get
our
elos
and
proficiency
scales.
So
the
real
definition
of
what
should
students
know
and
be
able
to
do
completed
k
through
12,
with
almost
all
of
our
courses
by
this
summer
and
then
we'll
continue
some
professional
development
and
support
with
teachers
around
the
use
and
application
of
proficiency
scales.
Our
teacher
leaders
have
done
a
lot
of
that.
E
So
far
I
mean
in
terms
of
the
learning
we've
provided
some
professional
development,
but
not
everyone
has
really
had
a
lot
of
professional
development
on
what
those
are
and
how
to
use
them,
and
then
our
once
we
have
the
proficiency
scales
constructed
and
all
those
elos
selected,
then,
in
terms
of
the
work,
so
that's
got
to
be
done.
District
wide
to
have
a
guaranteed
and
viable
curriculum.
We
need
to
agree
right
on
what
those
things
are
and
then
we
can
have
more
conversations
at
the
building
level
around
now.
E
E
Oh
most
of
our
kids
are
hitting
those
grade
level
standards
and
dang.
They
are
coming
to
me
knowing
what
I'd
expect
them
to
know,
and
you
know
those
kinds
of
things
I
feel
like
we're,
not
there
yet,
and
so
that's
going
to
take
more
capacity
building
in
our
folks.
Because
again
this
isn't
you
know
we're
not
producing
widgets
here.
This
is
hard
work
and
so
so
really
wanting
to
continue
kind
of
just
making
sure
everybody's
with
us
as
we're
along
for
the
ride.
S
S
Is
everybody
held
to
pretty
much
that
standard,
because
I
guess
my
biggest
question
is
if
we
can't
hold
them
to
like
a
date
and
say:
oh
no,
you
can
turn
it
in
another
week
later
and
another
week
later,
it
just
seems
like
it's.
It's
constant
like
when
I
went
to
school.
If
it
wasn't
due,
you
got
a
zero.
You
know
what
I
mean.
It's
almost.
It
just
seems
like
to
me
like
they
get
a
few
more
chances.
S
J
E
Date
so
I'll
just
say
in
the
real
world
that
happens
too,
where
deadlines
slip.
That
aside,
that
aside,
I
mean
I
feel
like
you
know,
we
want
students
to
learn
those
skills
of
responsibility.
Of
course
right.
You
know
to
really
that's
a
really
important
thing
that
they're
learning
in
school
and
and
those
21st
century
skills
are
chock
full
of
stuff.
E
Like
that,
I
think
that
what
we're
challenged
with
is
we've
got
students
who
really
get
the
academic
part
and
then
might
be
slacking
off
a
little
bit
on
some
of
those
other
skills,
and
how
do
you
really
report
that,
in
a
way
that
both
are
visible-
and
so
I
think,
that's
part
of
those
standards-based
grading
practices
that
we'll
be
studying
and
learning
about
together?
Is
you
know,
that's
not
something
we
don't
want.
We
want
to
hide
in
a
grade.
We
want
that
to
be
front
and
center
that
this
is.
E
You
know
this
student
mom
and
dad
you
know
while
they
are
getting.
You
know
their
they've
got
it
they're
proficient
on
everything.
They've
turned
everything
in
late
or
they're,
consistently
tardy,
or
you
know
those
kinds
of
things,
and
I
think
I
I
think
when,
as
I've
learned
more
about
standards-based
grading
practices,
actually
some
of
those
things
become
more
visible
than
what
they
are
now.
S
A
E
A
T
E
Thank
you,
that's
a
good
question,
so
I
don't
think
every
course
would
have
state
standards.
Although
almost
everyone
does.
I
think
one
of
the
things
we
do
look
to
is
you
know
what
what
guiding
document
will
help
us
if
those
state
standards
don't
exist
or
honestly,
sometimes
and
no
fault
of
anyone's,
but
sometimes
they're
so
old,
that
you
kind
of
have
to
look
and
say.
Is
there
anything
newer
than
this
out
there,
and
so
we've
done
a
little
bit
of
that
too.
J
E
Outside
of
ours
said,
this
is
what's
really
important
for
this
area,
and
so
but,
like
I
say,
I'd
have
to
look
specifically,
but
I
think
in
some
of
our
areas
like
ilc,
for
instance,
I'll
use
that
as
an
example,
there
isn't
a
state
course
or
content
area
for
that
kind
of
a
course.
Yet
they
do
have
elos.
E
T
T
E
Good
question
too:
well:
depending
standards
creation
and
standards,
we'll
also
say
standards
creation
at
the
at
the
state
level.
So
we
have
lots
of
our
teachers
who
participate
in
that
process,
so
there
they
would
certainly
have
an
opportunity
to
give
that
feedback
at
that
level,
and
I
think
that's
mostly
where,
like
again
most
of
our
guiding
documents
come
from
there.
E
So
as
far
as
our
feedback,
that's
probably
what
that
would
look
like,
and
I
think
everybody
would
agree-
I
mean
if
you've
ever
written
standards,
I
mean
the
people
in
the
room,
love
that
content.
So
you
know
I'm
a
science
like
I
love
science,
and
so
I'm
there's
nothing
that
I'm
going
to
leave
off
the
table
right,
and
so
it's
just
you
know,
I
feel
like
there's
been
lots
of
studies
around
it,
but
you'd
have
to
be.
You
know,
50
to
be
able
to
50
years
old
before
you
master
all
these
standards.
E
U
Yeah-
and
I
would
I
would
add
on
to
that
by
saying-
I
think
some
of
that
is
already
happening
in
the
original
system,
but
now
we're
just
monitoring
it
differently.
So
just
a
couple
different
terms,
I'll
use
since,
like
maybe
the
late
90s,
we
once
used
to
call
standards
objectives
and
they
used
to
be
power
objectives,
and
then
they
went
to
like
vertically
aligned
standards.
U
U
Look
like
as
well
so
with
the
elo's
we're
not
just
going
to
go
back
to
the
original
standards
committee,
because
I
think
I
would
assume
that
as
someone
that's
kind
of
been
working
with
the
state
on
cyber
security
standards,
you
want
to
know
what
got
prioritized
over
something
else
when
determining
in
the
lo.
We
want
to
be
cautious
that
we
don't
want
to
say
none
of
that
we're
dismissive
of
other
standards.
U
We
just
want
to
say
that
the
elos
reflect
and
come
which
other
standards
they
encompass
in,
and
we
want
to
make
sure
that
the
elos
are
also
encompassing
all
the
skills
that
were
written
in
the
original
standards.
So
it's
not
a
which
standards
were
better
than
the
other,
but
more
which
ones
kind
of
summarize
all
the
other
standards
as
they
loop
up
into
it.
A
V
Just
want
to
say,
when
I
visited
my
elementary
school,
this
fall.
I
had
an
opportunity
to
look
at
some
proficiency
scales
and
the
teacher
was
thrilled.
You
could
see
the
pride
that
she
had
in
where
her
students
were
early
in
the
school
year
and
it
was
really
fun
to
see
that
reflection.
So
thanks
thanks.
A
U
Sure
so,
thank
you,
president
knutson
board
members
in
alignment
with
our
the
results
of
our
strategic
initiative,
six
around
human
resources,
which
is
equitable
resources
and
planning
and
monitoring.
We
provide
an
annual
report
on
our
human
resources
department,
so
I
am
going
to
introduce
lori
feister
assistant
director
of
hr,
but
before
laurie
gets
started.
I
just
want
to
commend
laurie
and
her
team.
As
everyone
knows,
we've
been
going
through
a
transition
with
the
hr
director
position
and
our
new
hr
director
will
be
starting
on
february.
U
18Th
lori
has
done
a
wonderful
job
kind
of
making
sure
that
her
team
keeps
the
functions
of
hr
for
our
department
going
putting
this
report
together,
along
with
several
other
tasks,
that
kind
of
just
fell
on
her
place,
doing
all
that,
despite
being
a
cowboys
fan
and
them
not
having
the
best
football
season.
So
I
just
want
to
thank
her
for
all
the
work
that
she's
been
doing
in
her
team
as
well.
During
the
transition.
W
Thank
you
good
evening,
I'll
just
highlight
a
few
different
areas
from
the
report.
Our
hr
department
was
busy.
This
fall.
We
had
about
85
new
teachers
that
were
came
into
the
district
and,
due
to
some
retirements
and
promotions,
there
was
an
assistant
principal
hired,
a
dean
of
students
as
well
as
several
positive
behavior
technicians
or
behavior
interventionists,
and
then
also
a
new
position,
which
was
the
safety
and
emergency
management
coordinator.
W
Quite
a
quite
a
few
of
the
new
teachers
that
came
in
were
first
year
fresh
out
of
college
teachers,
and
it
was,
it
was
fun
to
see
the
energy
and
joy
that
they're
bringing
into
the
school.
You
know
since
it's
their
first
year.
One
of
the
accompli.
Excuse
me,
one
of
the
accomplishments
that
I'm
quite
proud
of
this
year
is
the
collaboration
that
the
hr
team
have
to
had.
After
the
contract
was
ratified.
W
Our
team
had
less
than
five
work
days
to
update
process
print
and
distribute
over
1
000
contracts
before
payroll
was
processed
on
the
11th,
whether
it
was
travel,
pay,
lane
changes,
overload,
contracts,
department,
chair
contracts
or
any
other
miscellaneous
contracts
that
we
deal
with.
We
had
it
all
included
in
that
first
paycheck.
W
W
W
It
saves
the
district
money
by
combining
the
two,
because
we
only
pay
posted
lunch,
we
don't
pay
double
envelopes
and
then,
of
course,
our
time
we
did
make
one
change
to
our
hr
staff
this
year
and
we
added
susan
fox,
our
receptionist
she's,
a
great
asset
to
our
team.
If
you
haven't
met
her,
I
encourage
you
to
stop
upstairs
and
meet
her
and
then
beginning
next
week,
fargo
public
schools
will
offer
training
for
our
substitute
teachers
and
our
substitute
para
paraprofessionals.
W
Also,
new
this
year
is
student
teachers
that
have
a
sub
teach
license
are
now
allowed
to
be
paid
while
substitute
teaching
and
earning
their
hours
for
school
at
the
same
time,
so
they
can
actually
do
both
at
the
same
time
before
they
could
just
they
could
they
had
to
do
one
or
the
other.
Now
they
get
to
combine
them,
so
that's
a
plus
for
us
and
a
plus
for
them
due
to
the
work
of
jordael.
W
I
don't
want
to
take
credit
for
anything
that
you
know
she
did
if
she's
still
here,
fbs
has
entered
into
a
partnership
with
valley,
city,
state,
university,
education
department.
Eight
days,
each
semester,
valley,
city,
state
university
students
come
into
our
classrooms
to
sub.
Well,
our
teachers
are
attending
professional
development.
W
W
Our
online
participation
percentage
rate
is
quite
low,
so
going
forward.
We
may
need
to
review
our
strategy
to
increase
participation
and,
as
we
start,
the
descent
towards
the
end
of
the
school
year,
we're
looking
at
our
recruitment
needs
our
very
own
hr,
generalist,
lisa
olson
is
going
to
be
retiring
with
after
over
30
years
in
the
district,
so
we're
going
to
have
a
spot
open
in
our
hr
department.
W
W
N
N
D
T
U
Sure
so,
just
a
couple
of
quick
things,
I
think
at
the
last
board
meeting
during
one
of
the
legislative
updates,
we
had
talked
about
a
legislative
bill.
That's
going
to
change
just
the
language
of
power
school
in
one
of
the
bills
to
student
information
systems,
and
I
think
since
that
report-
and
we
just
got
in
general,
some
questions
about-
is
power
school
going
away,
so
just
wanted
to
announce
that
power
school
is
not
going
away.
U
Powerful
school
is
here
to
stay.
We
do
have
some
several
parents
and
staff
members
that
were
inquiring
about
that.
The
bill
just
changes
the
language,
so
we're
not
identifying
any
one
system
by
name
in
in
our
legislation,
so
it'll,
say
student
information
system
moving
forward
in
case
anything
were
ever
changed
down
the
road,
but
as
of
now
there
is
no
intent
for
any
change
to
power.
School
laurie
mentioned
this
as
well.
U
At
the
our
la
at
our
january
meeting,
we
accepted
a
retirement
for
one
of
our
elementary
principals,
so
we
are
looking
for
a
principal
at
centennial
elementary
school.
Today,
we've
already
have
several
candidates.
I've
applied
to
that
position.
It's
going
to
be
open
for
a
couple
of
weeks,
but
we
really
look
forward
to
working
with
the
staff
at
centennial
elementary
school
to
collect
and
identify
what
attributes
do
we
want
in
the
principle
there
and
then
involve
them
in
that
process
to
make
sure
that
we're
finding
the
right
leader
for
that
campus?
U
Lastly,
I
just
wanted
to
end
on
a
high
note.
I
this
was
a
long
weekend
for
students,
because
we
had
monday
off.
I
came
back
to
my
office
and
I
had
a
thank
you
card
from
a
parent
and
I'm
not
going
to
read
it
in
the
interest
of
time,
but
you'll
just
see
how
long
it
is,
but
principal
brad
larson
at
carl
ben
allison,
I
think,
has
started
an
initiative
with
all
of
his
staffs
on
when
we
reach
out
to
parents.
U
We
need
to
reach
out
to
parents
not
just
about
negative
phone
calls,
but
how
many
positive
interactions
that
we
can
have
as
well-
and
this
was
a
parent
that
wrote
a
thank
you
card
specifically
about
one
of
our
teachers,
mr
klein,
that
called
the
parent
just
to
say
that
as
a
semester
ends
near.
You
know
your
child's
on
the
borderline
of
a
b
or
an
a,
and
I
just
want
to
encourage
her
to
keep
working
hard
and
do
well.
U
And
the
parent
was
just
so
blown
away
by
getting
a
phone
call
that
wasn't
negative
from
the
school
that
they
wrote.
A
thank
you
card
to
the
superintendent
and
I
thought
that
was
worth
sharing.
So
the
teacher
and
the
principal
will
get
a
copy
of
the
card
and
we'll
get
the
card
itself,
but
worth
noting.
A
A
A
N
Sure,
thank
you
I'll
end
with
governmental
affairs
city.
Pta
council
met
today
for
planning
our
next
citywide
meeting
is
february
20th.
I
know
missy
has
some
things
she
wants
to
share
with
the
parent
body,
also
expecting
the
spring
pta
luncheon
to
be
may
15th
pending
secure
when
she
secures
the
the
site.
N
I
also
handed
out
save
the
date
flyers
to
all
of
our
legislators
that
I
ran
into
for
our
pre-crossover
breakfast
heard
a
lot
of
background
stuff
too
I'll
fill
you
in
on
some
of
my
bill
reports.
The
next
gac
meeting
is
february
12th,
and
that
is
the
tuesday.
The
same
the
first
day
of
sorry,
the
first
school
board
meeting
in
february,
we'll
be
planning
our
crossover
breakfast
at
that
meeting.
N
N
Some
of
the
records
that
I've
heard
before
were
only
in
the
500s,
so
people
are
busy
bill
submission
deadlines.
Last
week
it
was
for
the
house
yesterday
was
for
the
senate,
so
those
are
for
the
fil
full
bills.
They
can
still
submit
some
resolutions,
but
the
bulk
of
them
should
be
in
there
now,
thank
goodness
because
it's
getting
crazy
bills
to
watch
the
untimed
funding
bill,
since
that
was
one
of
our
legislative
priorities,
is
not
promising
to
pass.
N
I
learned
that
when
I
was
out
in
bismarck
and
that's
continuing
to
be
echoed
across
across
the
state,
they
feel
that
it
would
really
pick
winners
and
losers
and
hurt
some
of
the
declining
districts.
So
unfortunately,
I
don't
think
we're
going
to
be
talking
about
that.
When
a
crossover,
I
sent
you
some
information
today
about
a
a
bill
that
was
flying
under
the
radar.
N
N
You
updated
on
the
power
school
thing,
there's
a
little
bit
of
drama
and
politics
behind
that
too,
but
I,
but
I
think
you
explained
that
very
well.
There
are
several
funding
bills.
Jackie
is
working
on
specifically
house
bill,
1182
and
house
bill
1380.
A
lot
of
them
are
limiting
our
taxing
authority.
N
N
Not
only
is
it
student
and
staff
safety,
but
we
need
to
talk
about
insurance
liability
costs,
that's
a
piece
that
is
oftentimes
forgotten,
and
so
I
don't
know
how
endurf
works,
but
if
we're
covered
by
insurance
and
we
would
obviously
buy
endurf,
a
lot
of
our
premiums
would
be
affected
and
affect
a
lot
of
other
organizations
that
work
within
our
schools.
So
from
a
money
aspect,
that's
one
point
that
we
need
to
talk
about.
Also
with
gun
bills.
N
N
N
So
just
want
to
give
you
some
background
on
that
other
than
that
guys
we're
just
continuing
to
watch
these
bills,
we're
tracking
about
172.,
joe
lynn,
created
the
tracker,
jolin
and
jackie.
I
assume
you
did
thank
you
and
so
as
soon
as
we
finalize
it,
because
we
just
went
over
it
yesterday,
we'll
try
to
get
it
out
to
you
guys
with
the
share
stuff
and
we'll
continue
to
update
it
as
well,
but
it's
been
a
wild
ride.
Already
rupak
commented
on
this
does
move
fast,
so
I
think
that's
all.
T
T
X
Lastly,
she
did
also
a
great
job
of
answering
our
follow-up
questions
from
the
ndsba
reports,
so
it
was,
it
was
nice
to
have
that
discussion
as
well.
Our
next
meeting
will
include
the
state
of
the
school's
follow-up
information
and
discussion,
as
well
as
the
aspen
group
recommendation
follow-up,
and
that
meeting
is
going
to
be
scheduled.
We
had
to
move
it
to
a
week
earlier,
due
to
president's
day,
so
it
will
be
february
11th
at
noon.
N
Y
So
if
there's
any
curveballs
knuckle
balls
or
beamed
batters
out
of
that
process,
we're
prepared
to
deal
with
them
community
development
committee
met.
I
was
not
able
to
be
at
that
meeting,
but
they
did
discuss
the
process
for
future
grant
decisions
really
figuring
out.
How
are
we
going
to
evaluate
well-established
organizations
versus
for
lack
of
a
better
term
kind
of
startup
organizations
that
may
not
survive,
but
certainly
need
some
money
to
actually
learn
how
to
walk
so
that'll
be
an
ongoing
discussion.
Y
There
are
some
committees
commissions
that
come
with
different
names
that
the
city
has
established
that
have
actually
been
getting
funded
out
of
the
community
development
funds,
as
opposed
to
the
general
fund
native
american
commission,
got
shifted
to
the
general
fund
last
year.
I
think
the
fargo
youth
commission
is
still
coming
through
in
part
out
of
the
community
development
funds,
and
at
least
the
person
who
is
chairing
this
committee
and
as
a
city,
commissioner,
is
pretty
convinced.
Y
Y
V
S
Z
Z
When
I
started
it's
just
it's
like
really.
This
is
we're
going
to
talk
about
this
hard
to
understand,
but
we
do
need
to
keep
following
and
and
as
I've.
I've
always
been
told
that
when
I
was
a
superintendent
that
board
members
had
a
lot
more
power
than
superintendents,
but
then
I
hear
no,
it's
really.
We
got
to
engage
our
people,
our
constituents
to
get
out
and
contact
these
legislators
and
tell
them
if
it's
a
good
idea
or
a
bad
idea.
So
it's
definitely
interesting.
A
A
We
had
the
state
of
the
cities
event
earlier
in
the
morning
and
and
a
lot
of
us
board
members
were
there
and
then
followed
that
with
the
state
of
the
schools
event
and
nice
to
see
support
from
our
city
in
terms
of
the
mayor
being
there
and
a
couple
of
park
board
folks,
so
that
was
wonderful
and
and
then,
of
course,
the
task
force
or
excuse
me,
the
the
focus
group
time.
So,
thanks
for
everyone
that
participated
there
gac
meets
thursday
at
7
30
a.m.
A
A
We
have
a
work
session
following
that
meeting,
just
as
a
reminder
that
we
will
all
be
staying
a
little
bit
later
that
evening
to
address
some
of
the
the
items
that
we
normally
would
handle
on
a
on
a
separate
date,
but
we've
decided
we're
going
to
we're
going
to
work
together
and
hang
out
a
little
bit
longer.
That
evening
I
did
also
attend
communications
committee
meeting.
A
I,
the
native
american
commission
meeting,
is
february
7th.
That
will
be
that
commission's
next
meeting.
I
did
want
to
give
a
shout
out
to
this.
This
is
the
first
name
of
student
fargo,
public
schools,
hailey
from
the
the
student
that
organized
the
milk
run
many
years
ago
for
to
help
raise
money
for
the
the
got.
A
No
milk
program
we've
heard
about
that
program
previously,
but
I
did
attend
the
and
the
event
last
night
for
martin
luther
king
jr
celebration
and-
and
I
know
normally,
we
wouldn't
talk
about
some
of
these
other
activities
that
we
attend
in
our
community.
But
a
student
of
fargo
public
schools
was
recognized
at
that
event.
So
I
think
it's
appropriate
for
us
to
recognize
that
the
work
that
that
person
has
done
in
our
in
our
community
and
how
very
evident
that
that
young
young
individuals
can
have
a
huge
impact.
So
congratulations
to
haley
on
that.