►
From YouTube: School Board Meeting - June 11, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - June 11, 2019
A
A
Okay,
there's
been
a
motion
for
approval
of
the
agenda,
was
setting
aside
the
HR
addendum
to
discuss
under
business
that
would
be
item
D,
okay,
there's
a
second
by
Robin,
all
in
favor
signify
by
saying
yes,
yes,
yes
opposed
motion
passes
staff
reports.
We
don't
have
anyone
here
from
the
FAA.
Do
we
this
evening?
Okay,
president
Knudsen!
Yes,
do
you
do
recognition
of
audience?
I,
surely
am
thank
you
for
reminding
me
I'm.
Sorry,
let's
see
sherry
has
signed
up
to
speak
this
evening
if
you'd
like
to
come
to
the
podium.
A
That
would
be
fine
and
I'll
read
this.
In
the
meantime,
we
will
hear
comments
from
the
public
at
this
time.
We
ask
that
you
would
please
state
your
name
and
address
for
the
record.
We
would
also
ask
that
you
refrain
from
using
this
form
to
criticize
or
complain
about
a
specific
employee
by
name.
We
are
interested
in
your
comments
and
mellifera
listen
carefully,
but
we
are
not
obligated
to
respond
or
to
to
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
C
One
thing
my
husband
always
said
that
you
know
why
get
involved
because
you're
not
gonna
change
anything
anyways,
but
the
fear
is
if
I
don't
get
involved.
That
is
what
I
fear
the
most
is
that
I
won't
be
able
to
do
something
or
say
something
that
I
could
have
said
it
to
make
a
change.
So
that's
why
I'm
here
today,
on
May
6
I
attended
a
meeting
at
the
discovery
school
at
through
the
Metro
cog
group.
C
C
C
We
need
to
address
the
issue
of
our
unsafe
streets
stemming
from
our
physical
environment,
spaces
that
are
kept
neat
and
pleasant
are
happier
places
to
live
by
creating
attractive
spaces
in
our
neighborhoods
in
our
city.
The
city
is
in
balance
and
in
harmony
and
procures
to
address
the
issue
of
balancing
the
students,
because
more
families
will
want
to
live
in
the
inner
part
of
the
city.
Why
is
this?
C
Because
people
want
to
live
where
it
is
beautiful
and
people
care
about
where
they
live
and
how
it
looks
according
to
Gayle,
there
are
three
categories
for
from
the
book:
the
light
between
buildings
of
outdoor
activities,
necessary
activities,
optional
activities
and
social
activities.
She
states
streets
and
cities,
spaces
of
poor
quality.
Only
the
bare
minimum
activities
activities
take
place,
people
hurry
home,
but
in
a
good
environment
that
has
kept
clean
and
attractive
a
completely
different,
all
around
humane
activity
as
possible.
C
Do
you
see
how
our
city
is
bland?
Do
you
see
how
our
trees
are
in
poor
condition,
two
bags
hanging
from
the
limbs?
Do
you
see
that
our
curbs
are
rutted
with
tracks
by
vehicle
driving
over
the
lawn?
Do
you
see
our
green
spaces
are
diminished
to
dirt
rubble
and
weeds?
Do
you
see
how
our
neglect
to
take
care
of
our
city
creates
unnecessary
changes?
C
Our
lack
of
quality
spaces
for
our
neighborhoods
and
public
spaces
destroys
the
ability
for
our
children
to
walk
or
ride
their
bikes
to
school.
You
see
the
bad
situation
we
are
living
in.
We
need
to
rebuild
our
neighborhoods
for
beauty
and
peace
by
developing
quality
neighborhoods
that
are
attractive.
The
pay
up
is
a
better
balance
of
students
in
our
schools
and
stronger
communities
that
listens
to
We
the
People,
but
this
isn't
the
city's
problems
so
much.
C
C
A
D
We
are
right
now
having
some
analysis
done
on
both
just
the
potential
some
repairs
there,
the
cost
of
removing
the
asbestos
looking
at
the
footing
and
then
some
potential
options
for
that
space
and
then
that's
a
conversation
that
will
be
bringing
a
planning
to
talk
about
what
some
feature
options
there
are
as
well
and
then,
besides
that
just
wanted
to
let
the
board
know
that
I
will
be
out
of
town
for
the
next
couple
of
weeks.
So
I
will
miss
the
next
board
meeting,
but
we'll
be
able
to
call
in,
but
I
will
be
out.
A
E
Tonight
I
have
gents
are
with
me
and
we
are
going
to
go
through
this
presentation
together.
So
one
of
the
first
things
is
the
data
that
we're
going
to
use
tonight
comes
right
from
the
district
dashboard
so
that
you
could
go
in
there
yourself.
If
you
want
to
review
it,
you
could
use
any
of
the
filters.
It's
really
a
robust
tool
to
look
at
the
data,
because
we
gave
a
snapshot
of
district
level
at
all
of
these
slides
that
we're
going
to
show.
E
The
second
thing
is:
is
that
I
want
as
you're
thinking
about
maybe
questions
you
have
for
us
make?
What
we're
going
to
look
at
is
the
data
has
not
changed
a
lot.
It's
tentatively
in
almost
all
areas
flat
or
a
slight
decrease
and
I
want
to
just
prep
us
for
when
we're
looking
at
that
data
and
we're
thinking
about
our
questions,
because
of
course
we
always
want
more
growth
for
our
students
as
we
go
forward.
E
Some
of
the
next
steps
are
already
in
action
planning
as
we
go
forward
and
I
wanted
to
share
that
with
you.
The
first
one
is
is
that
when
we
think
about
reviewing
data,
we're
gonna
need
to
dig
down
and
look
at
student
groups
more,
in
particular
al
Native,
American,
special
education
and
mobility.
Those
are
four
categories
that
we
need
to
look
at
some
patterns
that
are
going
on
within
our
student
groups
and
look
at
what
are
we
doing
with
differentiation
to
meet
the
needs
of
those
students
in
our
system.
E
It
is
focused
on
our
title
one
buildings
as
we
go
forward,
but
there
is
a
component
that
comes
to
our
district
level
literacy
committee
as
we
go
forward.
So
what
we're
working
on
with
our
strategists
is
that
what
are
the
shared
practices?
We
value
that
we
want
to
see
for
literacy?
It's
not!
It
is
really
the
same
for
math,
but
just
so
you
know
that
we
have
an
extra
focus
or
the
literacy
grant
Coast
driving
readers.
E
In
fact,
we
had
a
record
number
of
teachers
sign
up
for
that
striving
readers
training
that
is
happening
this
summer,
because
partly
we
were
thinking-
oh
it's
in
the
summer,
are
we
gonna
get
enough
to
fill
these
slots,
and
that
was
not
the
issue
that
we
had.
The
second
one
is
the
elo
is
one
of
the
pieces
that
we
need
to
look
at
is
a
guaranteed
viable
curriculum,
especially
with
mobility
and
having
students
move
building
to
building.
Are
we
valuing
again
a
shared
practice?
E
The
same
standards
as
priorities
in
the
building's
our
teaching
and
learning
district
facilitators
have
done
a
wonderful
job
at
starting
this
process
of
priorities
prioritizing
the
standards
and
elo
is
it'll,
be
our
first
year
implementing
ellos
as
we
go
forward
next
year,
which
will
help
us
with
that
guaranteed
viable
curriculum,
which
is
your
pacing
and
making
sure
that
we're
each
person
doesn't
make
their
own
decisions
and
choosing
what
is
going
to
be
taught
and
the
last
one
is
our
MTS
s.
Process
and
I
can
tell
you
from
being
in
two
different
districts.
E
That
Fargo
has
a
very
robust,
MTS
s
process,
but
we're
gonna
really
need
to
start
pulling
some
sample
data
from
there
on
students
that
are
not
making
process
after
being
in
MTS
s
and
level,
one
two
and
three.
What
adjustments
do
we
need
to
make
for
students
if
they're
receiving
an
intervention
and
it's
still
not
working
and
that
that's
a
little
more
research
on
our
part,
but
just
want
to
kind
of
share
those
pieces?
So
you
can
have
those
in
mind
as
we
go
through
the
data
tonight.
F
F
We
use
it
three
times
a
year
and
there
are
a
variety
of
subtests
or
measures
that
we
use
depending
on
the
grade
level,
but
the
one
that
we
have
up
on
the
screen
tonight
is
oral
reading,
fluency,
which
is
administered
to
all
of
our
students
in
grades
one
through
five.
So
it
is
our
most
comprehensive
screener
on
the
on
the
left
side
of
the
screen.
F
What
you're
able
to
see,
then,
is
the
number
or
the
percentage
of
students
in
grades
one
through
five,
that
met
their
yearly
growth
target,
and
this
is
measured
from
the
fall
of
the
year
to
the
spring
of
the
year.
So,
depending
on
how
the
student
performs
on
oral
reading
fluency
in
the
fall,
a
goal
is
set
per
student
and
then
we
take
a
look
and
see
if
they've
met
that
goal
in
the
spring
and
are
able
to
determine
what
percentage
of
our
students
have
have
met.
F
So
that's
why
you're,
seeing
only
two
years
worth
of
information
on
the
right
side
of
the
screen
is
where
you
can
see
the
proficiency
so
based
on
the
national
norming
students
across
the
the
country
who
have
taken
part
in
oral
reading,
fluency
for
aimsweb,
plus
what
percentage
of
our
students
were
able
to
meet
that
normed
target
for
the
spring
and
again
we
give
it
three
times
a
year.
What
you're
seeing
here
today
for
the
purpose
of
the
strategic
plan
comes
back
to
the
spring
results.
E
The
second
one
we
have
is
the
fountas
and
pinnell
benchmark.
Reading
assessment
and
again
this
is
a
district
score.
So
does
the
average
of
K
through
5?
It
is
again
growth
on
the
left,
hand,
side
and
proficiency
on
the
right
hand,
side
for
all
student
and
Jen
I'm,
just
gonna
make
sure
that
I
have
it
right
and
the
font
is
Pannell.
You're
gonna,
listen
to
a
student,
read
and
you're,
going
to
mark
any
errors
that
they're
having
in
the
reading,
and
they
give
the
only
thing
that
happens
there.
F
And
so
I'll,
probably
just
add
a
little
bit
to
that,
is
while
it's
less
subjective,
whether
the
student
has
read
the
word
correctly
or
not.
That
tends
to
be
pretty
black-and-white.
The
second
piece
of
the
the
assessment
is
a
conversation
about
what
they've
read
and
so
in
order
to
determine
their
level
of
understanding,
and
so
that
tends
to
be
where
we
see
more
subjectivity.
F
F
We
administer
the
map
assessment
for
all
of
our
students
in
the
winter
and
that's
what
that
has
been
the
the
case
for
the
last
four
years.
So
we
measure
that
yearly
progress
from
the
winter
of
one
year
to
the
winter
of
the
next
year.
So
in
order
for
us
to
get
a
percentage
on
the
left
hand,
side
of
the
screen,
the
student
would
have
had
to
have
been
in
our
district
for
for
two
consecutive
winters.
F
In
order
for
us
to
determine
that
that
that
they've
made
that
growth
target
and
that
growth
target
is
set
by
nwea
again
based
off
of
the
initial
score.
So
you
can
see,
as
we
continue
to
work
through
the
slides.
What
that
looks
like
for
made
yearly
progress
and
then,
on
the
right
hand,
side
the
proficiency.
F
We
are
in
typically
map
resets,
their
cut
scores
every
three
years
or
they
they
they
do
a
norming
stud
every
three
years
to
take
a
look
at
those
cut
scores,
and
we
are
in
our
fourth
year
of
the
seam
cut
scores.
And
essentially,
what
happened
is
four
years
ago
was
when
map
was
aligned
to
the
Common,
Core
State
assessment,
and
so
those
cut
scores
were
were
normed
accordingly,
because
we
no
longer
use
the
common
core
but
use
our
state
standards
they're
in
another
norming
process.
E
The
mountain
the
math
test
also
is
adaptive.
So
when
a
student
takes
the
test,
if
they're
doing
well
they're
going
to
be
given
more
difficult
questions,
if
they
were
struggling,
it
would
adjust,
and
so
we
don't
have
that
ability
on
a
on
any
other
test
that
I
know
of
yet.
So
that
is
one
thing
different
with
the
map
test.
F
All
right
so
then,
taking
a
look
at
the
North
Dakota
State
assessment.
We
are
we.
When
you
look
across
this
piece.
We
don't
have
the
opportunity
to
take
a
look
at
yearly
growth,
and
so
we're
just
looking
at
proficiency,
and
what
you
see
on
the
screen
in
the
black
dots
and
lines
is
how
our
district
has
done
by
grade
level
for
reading
and
then
what
you're,
seeing
in
the
blue
bars
that
rise
up
is
how
the
state
of
North
Dakota
has
done
over
the
course
of
the
years.
Also
related
to
proficiency.
F
What
we
know
about
any
assessment
we
give
is
that
there
are
lots
of
variables.
We
talked
a
little
bit
about
subjectivity
with
the
benchmark
reading
assessment,
but
we
know
that
for
any
adult
or
student,
depending
on
how
you're
feeling
the
the
effects
of
the
day,
the
content
students
can
perform
differently
from
one
day
to
another,
and
so
that's
one
of
the
pieces
that
we're
looking
at
is
so.
F
E
Was
very
impressed
that
MDS
a
was
not
embargoed
at
being
of
June.
I
am
used
to
most
states
having
to
go
through
the
data
themselves
many
times
before
they
allow
it
to
be
public,
which
I
think
really
makes
it
an
advantage
for
us
to
look
at
that
as
we're
aligning
those
yellowest
as
we
go
forward.
So
that
timeliness
is
very
important.
F
Abm
R
stands
for
advantage,
math
recovery
and
we
have
been
administering
and
teaching
using
the
methods
and
strategies
from
an
advantage.
Math
recovery
or
ABM
are
in
our
kindergarten
through
through
second
grade
specifically
across
the
district.
Now,
for
the
last
three
or
four
years,
we
have
buildings
that
have
been
AVM
our
focused
buildings
that
also
include
great
grades,
three
through
five,
but
as
a
district
K
through
2
or
the
buildings
that
have
had
the
primary
focus
and
then
we're
continuing
to
expand
that
as
I
mentioned.
F
So
what
you're,
seeing
on
the
left-hand
side
of
the
screen
grade?
Two
they
work
on
structuring,
so
they
work
through
a
series
of
measures
just
like
with
with
many
of
our
aimsweb
assessments
and
at
second
grade
structuring
is
the
grade
level
assessment.
So
you
can
see
for
each
of
those
seasons.
That's
what
each
of
the
the
colored
bars
represents:
blue,
being
fall
and
green
bean
spring,
how
many
students
performed
at
each
of
those
levels
and
ultimately,
when
we're
looking
at
structuring,
we
want
our
students
to
be
at
a
level
3
or
higher.
F
That's
when
we
consider
them
proficient
in
the
area
of
structuring
before
they
move
on,
and
so
then.
Likewise,
on
the
on
the
right
hand,
side
of
the
screen
then
you're
able
to
see
as
our
second
snapshot
of
our
second
graders
across
the
district.
What
percentage
of
our
second
graders
were
at
that
level
3
through
5,
all
of
which
would
be
considered
proficient
I,
think.
E
If
you
didn't
have
paper
and
pencil
in
front
of
you,
what
we're
trying
to
get
away
from
is
thinking
that
we
always
have
to
have
a
piece
of
paper
and
a
pencil
to
write
it
down,
and
we
only
know
the
one
carry
the
one
and
we
don't
know
why
we
do
it.
We
just
know
that's
what
you
do
trying
to
give
understanding
to
how
we
break
down
numbers
and
use
them.
F
F
E
G
E
So
I
think
a
couple
of
things
that
we
have
to
look
at
I
won't
say
that
I'd
be
able
to
say
exactly,
but
one
we
do
have
now
a
misalignment
of
standards.
I
mean
our
change
in
our
standards.
So
we'll
have
to
look
to
see.
Are
the
yellows
what
we've
selected
the
ones
that
are
what
we
need
and
do
we
value
that
the
same?
If,
if
the
value
is
not
the
same,
then
we
might
have
to
accept
that
the
tests
won't
reflect
that
as
we
go
forward.
So
we
do
have
to
look
at
alignment.
G
With
what
we're
seeing
with
growth
and
proficiency
I
think
in
an
ideal
world,
we
would
want
to
see
everybody
a
hundred
percent
proficient
right
at
the
end
of
the
year.
That
is
what's
a
realistic
number,
and
what
do
we
have
internal
metrics
that
we're
aiming
for
and
early
hitting?
Those
are
missing
those
even
if
they
are
only
50
percent
of
our
population.
I'm.
E
H
Think,
as
we
look
at
the
entire
population
that
we
have
the
opportunity
to
serve,
we
need
to
look
at
the
different
groups
of
the
students
that
we
have.
Some
of
our
students
are
in
our
English
Learner
program
and
just
by
being
in
that
program,
most
likely
will
not
be
successful
on
state
assessment,
or
they
may
not
be
a
great
level
on
a
map
test,
but
that
doesn't
mean
that
we
don't
want
them
to
continually
make
that
year-plus
of
growth.
H
In
fact,
we
want
them
to
make
that
year-plus
so
that
they
can
catch
up
with
their
peer
group.
So,
on
many
of
the
slides
that
you
have
the
opportunity
to
see
on
the
left-hand
side,
when
we
talk
about
the
number
that
made
that
year
of
growth,
that
was
a
much
larger
number
than
those
that
might
be
at
that
proficiency
level.
It
is
that
push
to
get
kids
to
catch
up
with
those
national
norms.
H
So
it's
very
difficult
to
say:
instead
of
a
hundred
percent,
it
should
be
80
or
it
should
be
90,
because
each
group
of
students
will
be
a
little
bit
different,
that
we
have
the
opportunity
to
serve.
But
to
me
where
we
want
to
see
that
hundred
percent
or
as
close
to
it
as
possible,
would
be
those
students
making
that
year's
worth
of
growth
or
more
so
that
they
catch
up
with
their
peer
group.
A
B
H
One
thing
as
we
look
at
the
data
we
always
talk
about
is
how
long
has
that
student
been
in
the
Fargo
Public
Schools,
and
we
know
we
have
a
very
high
mobility
rate
in
Fargo.
So
does
West
Fargo
and
Moorhead.
So
as
we
look
at
that
year
of
growth,
that
is
our
goal,
and
some
of
our
students
will
be
coming
to
us
from
other
neighboring
districts
might
be
coming
from
elsewhere
and
they
then
might
start
at
a
lower
level
than
some
of
their
peers.
H
E
I'll
just
add
to
that
when
we
look
at
growth,
you
will
not
see
some
of
our
students
in
that
number
because
they
weren't
with
us
the
year
before
now.
If
they
came
from
a
North
Dakota
school,
we
could
have
that
score.
But
if
they
moved
in
from
a
different
state
they
don't
get
counted
because
they
don't
have
a
previous
score
to
calculate
the
growth
off
of.
So
it's
a
little
bit
of
a
reduced
number
and
that's
that
mobility
piece
that
we're
talking
about
and.
F
I'll
just
follow
up
with
that
piece
as
well,
even
if
they're
coming
to
us
from
within
the
state.
While
we
might
have
that
number
in
the
students
cumulative
file,
it's
not
part
of
the
the
export
from
from
nwea
or
from
aimsweb
or
whatever
the
the
assessment
might
be.
So
we
don't
have
that
number
to
calculate
from
robben.
I
So
what
I'm
seeing
is
that
we
are
consistently
outperforming
the
state's
norms.
What
I'm
hearing
is
when
you
talk
you're
talking
about
growth
to
target-
and
you
are
talking
about
these-
are
the
the
bar-
is
moved
every
year,
so
you
calibrate
where
they
need
to
grow
to.
So
it's
not
that
they're
just
taking
a
year's
worth
of
growth.
It's
a
year's
worth
of
growth.
The
target
is
its.
Is
that
fair,
so
I
think
these
are?
I
These
are
promising
numbers
and
it's
just
like
the
a
CT
recap
recalibrates
every
year
and
our
kids
rise
to
that
level.
So
I
don't
see
anything
alarming
at
all
in
this
report,
I
think
it's
very
promising
and
I
think
growth.
The
target
is
where
we
need
to
focus
on
and
just
talking
about,
the
diversity
in
our
school
district
compared
to
maybe
the
rest
of
the
states.
I
think
these
are
pretty
pretty
excellent
numbers,
but
that
doesn't
mean
you're
not
always
going
to
try
for
more.
F
J
The
Lexile
scores
is
an
apt
where
the
student
you
can
put
the
student
whatever
that
number
is,
then
they
can
identify
books
that
they
should
be
reading.
Do
we
do
that
or
do
we
have
that
in
place?
Not
so
much
I
don't
want
to
know
about
the
end
result
here.
I
just
want
to
know
what
goes
out
in
the
working
progress
right.
F
So
for
our
classroom
teachers,
they
are
able
to
take
a
look
at
that
RIT
score.
They
also
can
view
it
through
the
Lexile
and
that
opportunity
is
also
available
available
through
the
aimsweb
plus
they
can
look
at
the
Lexile
scores
there
too.
That
helps
them
to
make
some
of
those
instructional
decisions
about
the
types
of
books,
they're
working
instructionally,
with
with
students
upon.
A
H
D
And
I
think
dr.
gross
touched
on
I
would
say
that
Jen
and
Steven
are
director
of
data
analysis.
If,
although
you
can't
just
create
a
linear
progression
between
crossing
multiple
assessments,
if
you
look
at
some
of
our
student
data
cards
and
the
data
walls
that
we
have,
that
gave
you
a
comprehensive
picture
of
every
piece
of
information
that
we
have
for
students
since
they've
been
in
our
system.
D
That
kind
of
gives
you
that
progression
of
where
do
they
fall
under
each
assessment
and
the
progress
progress
we've
been
making
over
time
and
then
I
know
I,
don't
know
if
Missy
you
want
to
reconnect,
but
we
fortunately
don't
have
to
do
it
all
of
our
selves.
So
the
other
there's
also
a
source
of
information
and
some
of
the
Stata
might
be
lagging
and
it
might
not
capture
our
entire
district.
But
there
is
a
tool
that
we
use
and
I'll
have
Missy
kind
of
projected
behind
me.
That
will
show
you.
D
E
But
if
your
state
has
a
state
test,
you're
part
of
the
study
as
you
go
forward,
so
we
can
go
down
in
this
study
and
this
would
show
I
have
Fargo
as
a
little
yellow
dot,
because
I
put
it
into
their
interactive
wall
and
it
shows
how
where
we
lie
for
the
growth
with
third
graders.
Okay,
now
they
have
these
many
charts
that
we
can
look
at,
but
I
just
want
to
go
down
to
where
we
actually
do
the
interactive
part.
E
So
we're
kind
of
you
know
right
there,
but,
as
you
can
see,
there
are
some
districts
that
have
more
and
some
that
have
less
but
I
can
put
in
a
different
state
in
a
city
and
take
a
look
at
that.
Also,
but
again,
one
of
the
points
of
the
study
is
when
they
stay
with
us.
The
opportunity
to
provide
for
them
is
so
much
greater.
So
if
we
start
separating
the
data
out
by
mobility,
I
think
we
have
to
ask
yourself
some
really
hard
questions
about.
E
D
Would
also
add
that
that
data
is
composite
across
the
board,
so
districts
that
might
have,
for
example,
Fargo
a
larger
percentage
students
are
ll
or
larger
percent
students.
Our
special
ed
would
all
be
part
of
that.
One
composite
piece
of
data
as
well,
so
there's
some
work
that
would
need
to
be
due
to
done
to
tease
out
general
population
special
ed
population
as
well,
but
just
a
good
resource
for
us
have.
J
E
I,
don't
think
we
need
more
I
think
we
need
more
formative
in
the
classroom
that
allows
a
teacher
to
change
their
trajectory
or
lessons
to
meet
the
needs
of
their
students
and
I.
Think
that's
why
we're
getting
into
the
e
ellos
so
that
we
can
be
very
responsive
as
we
go
forward.
I'll.
Let
Jen
shares
a
little
bit
because
we
probably
do
a
few
other
and
some.
F
Of
you
may
recall
a
few
years
ago,
we
did
a
study
on
the
assessments
that
we
were
giving
really
taking
a
look
at
the
number
of
minutes
that
those
assessments
take
over
the
course
of
of
a
school
year
and
how
much
instructional
also
lost
as
a
result
of
administering
assessments
and
so
as
a
result.
That
continues
to
be
something
that
we
look
at
every
year,
with
our
with
our
teachers
and
administrators
and
and
instructional
coaches,
to
really
determine
so
that
even
moving
into
next
year.
F
We're
taking
a
look
and
saying
here
are
some
assessments,
specifically
some
screening
measures
that
we
really
aren't
using
the
results
from
they're
taking
time
away
from
the
instruction.
So,
let's
stop
giving
them,
and
let's
give
back
that
instructional
time
to
the
teachers
to
do
what
they
need
to
be
doing
with
students.
A
K
L
J
B
G
K
K
A
A
M
A
I
Sure
on
the
communications
committee
I,
when
I
returned
to
the
board,
I
obviously
stayed
in
touch
with
a
lot
of
the
activity
with
the
board
during
my
two
years
off,
and
so
what
I
watched
was
a
series
of
conversations
about
the
Communications
Committee
and
whether
it
should
be
disbanded
what
the
mean
should,
and
at
that
time
the
board
decided.
It
would
not
send
a
very
good
message
to
disband
our
Communications,
Committee
and
I
agree
with
that
in
concept.
I
I
That
I
think
we
really
need
to
look
at
the
means
for
this
committee,
so
I
would
I
I
would
like
the
governance
community
to
look
at
the
means
and-
and
let
me
explain
myself
what
I
am
seeing
is
this
committee
is
trying
to
make
itself
relevant
and
and
looking
for
topics
to
work
on
and
I
would
say
just
to
say
to
our
community
that
we
have
a
committee
communications
committee
that
isn't
as
functional
it
should
be,
is
almost
more
disingenuous
than
to
not
have
a
committee
itself.
So
I
again
I'm
not
disparaging
any
work.
I
J
N
B
G
K
K
A
A
A
G
K
M
B
B
Just
wanted
to
point
out
what
I
think
is
a
an
area
of
concern.
Four
years
ago
we
did
the
standards
or
we
had
a
standards
and
efforts
report
given
to
us
at
that
time.
It
showed
that
comparing
the
three
districts
Fargo
West
Fargo
and
Moorhead
Fargo-
had
more
administrators
than
the
others.
When
comparing
the
number
of
students
or
equalizing
them
number
students
now
I,
look
at
the
new
hires
and
I
see
that
we
have
added
two
Dean's
of
students.
There
should
be
four
more
come.
B
I
would
assume:
we've
added
a
special
ed
assistant
director
and
we've
added
a
special
ed
coordinator,
just
not
doing
the
rough
math
in
my
head
that
comes
up
to
about
three
hundred
seventy
thousand
dollars
worth
of
salary.
At
the
same
time,
we
added
special
ed
positions,
totaling
one
hundred
and
seventy-
and
that's
not
taking
away
the
two
resignations.
We've
had
I
see
this
continuing
to
occur.
We
keep
adding
more
administrators
and
we
need.
B
We
know
that,
especially
with
setting
D
coming
up,
we're
going
to
need
counselors
we're
going
to
need
social
workers,
we're
going
to
need
psychologists.
We
need
people
working
directly
with
the
students
and
yet
we're
spending
so
much
of
our
salary
money,
adding
more
administrators
that
concerns
me.
It
may
not
bother
anybody
else,
but
I
just
wanted
to
be
on
record
as
stating
that.
D
Absolutely
I
appreciate
you
kind
of
sharing
that
concern
just
some
context
around
some
of
the
positions.
When
we
look
at
a
standard
of
effort
with
our
neighboring
districts,
the
assistance
bed
director
is
a
position
that
we
didn't
have
that
the
West
Fargo
does
looking
at
the
Dean
positions.
They
are
not
to
be
solely
in
isolation
as
an
ad.
The
Dean
positions
are
an
upgrade
from
the
opportunity.
We
already
provide
some
teachers
in
a
leadership
opportunity.
We
have
an
admin
intern
program
in
our
district.
D
Essentially,
what
happens
as
the
teachers
for
two
years
work
as
an
administrator
on
a
building,
and
then
they
go
back
into
their
teaching
position
by
design.
Well,
that
program
wasn't
sustainable,
especially
with
our
growing
needs
that
we
have.
We
had
principals
that
were
saying
that
they're
helping
teachers
that
want
leadership
opportunities,
become
administrators,
but
then
two
years
later,
they're
going
back
into
the
classroom
and
some
of
the
work
that
they've
done
and
some
of
the
momentum
they
built
hasn't
really
been
able
to
be
sustained
because
every
two
years
you
have
a
different
admin
intern.
D
I
I
Robin
I
would
be
interested
to
know
I.
Thank
you
for
bringing
that
up
and
I
hope.
You
don't
think
this
is
any
disrespect
to
have
a
motion
on
the
floor
before
we
discuss.
I
I
would
also
I
see
what
you're
saying
I
would
like
to
see
the
ratios
that
are
that
are
suggested
for
best
practices,
because
I
know
we
have
so
many
counselors
per
students
and
everything
else
and
I
would
like
us
to
compare
our
benchmarks
to
those
best
practice
standards.
It's
in
addition
to
watching
the
trends
as
well.
J
B
K
B
B
N
I
think
it's
a
really
good
conference.
It's
been
put
on
in
conjunction
with
a
couple
of
the
reas
SEEC
is
the
lead
organization
for
it.
So
pretty
a
lot
of
pretty
excited
educators
at
the
Fargo
Holiday
and
today
and
tomorrow
and
well
I'm,
not
sure
how
many
shopping
days
are
left,
but
the
picnic
is
getting
dangerously
close.
N
L
You
I
was
at
the
Planning
Committee
meeting.
We
had
our
negotiations
meeting
last
week
as
well
and
we
had
our
last
task
force
meeting,
which
was
number
seven
for
the
building
usage
and
capacity.
Those
nothing
reached
consensus
at
that
meeting.
Therefore,
the
entire
packet
of
what
we've
done
and
what
we've
studied
will
be
brought
forth
to
the
worksession
this
summer
and
as
a
board,
we
will
discuss
what
our
options
are
and
what
we
want
to
do.
Moving
forward.
O
J
A
A
G
Thank
you.
Yes,
I
was
also
at
that
negotiations
meeting
with
the
FAA
on
June
3rd
to
address
some
things
that
I've
heard
had
questions
from
seen
in
some
media
were
not
stalled,
we're
not
at
impasse.
There
are
three
topics
stone
the
table,
a
topic
regarding
leave
days,
some
language
regarding
the
structure
of
the
workday
and
preparation
and
planning,
time
and
salary.
G
The
next
meeting
has
been
scheduled,
we'll
be
meeting
with
them
again
on
August
26.
If
not
sooner,
we
the
board
remain
willing
to
meet
with
them
earlier
if
their
schedules
change,
or
they
have
some
availability
before
then,
and
our
goal
still
is
to
hope
to
come
to
a
two-year
agreement
with
the
FAA
as
soon
as
possible.
So
that's
a
report
from
that.
I
was
able
to
attend
the
Metro
tech
camp
on
June
6
last
Thursday
camp
is
definitely
a
misnomer
for
this.
Now
this
is
a
full-blown
conference.
It
was
incredible.
G
You
speak
about
your
experiences
Jim
over
at
the
Holiday
Inn
I
want
to
thank
Moorhead
public
schools
for
using
horizon
middle
school
for
this
joint
project
between
Moorhead
Fargo,
West,
Fargo
and
I
believe
also
Dilworth,
Glyndon,
Felton,
public
school
districts,
hundreds
of
teachers.
Dozens
of
sessions
really
really
excited
people.
Lots
of
conversation
about
how
to
use
technology
to
enhance
the
outcomes
of
our
our
kids
in
our
schools.
I
sat
in
on
a
few
different
ones.
G
What
a
really
neat
one
about
building
digital
books
and
put
them
on
the
websites
build
your
own
curriculum,
your
own
language,
art
programs,
a
really
cool
session
about
accessibility
and
how
new
technology
really
creates
opportunities
for
disabled
kids
and
one
of
the
really
neat
things
about
that
was.
We
have
kind
of
a
rock
star
here
in
our
dish
and
they
just
been
sitting
in
the
city
of
Fargo,
who
uses
some
of
these
technologies
and
helps
teach
educators
how
to
use
them.
G
She
was
featured
in
one
of
Apple's
keynote
videos
that
they
do
about
the
possibilities
of
accessible
technology,
and
she
actually
edited
that
only
through
the
use
of
switches,
you
think
of
making
a
movie-
and
you
need
to
have
you
know
mouse
and
keyboard
and
everything.
So
it
was
great
to
see
how
packed
that
session
was
of
teachers
wanted
to
learn
how
to
use
assistive
technologies
for
their
kids,
and
overall,
just
I
mean
really.
This
is
no
longer
camp.
G
I
I,
along
with
brandy,
got
to
hand
out
diplomas
at
North
High
on
June,
2nd
I
had
to
pull
her
away
from
all
the
kids.
She
what
did
the
hand
diplomas
to,
but
she
was
very
gracious.
It
was
fun,
attended
the
Governance
Committee
meeting
on
May
23rd,
just
a
little
update
on
state
PTA
I
assume
we
will
no
longer
have
a
city
liaison
for
the
board,
but
I
have
agreed
to
be
their
state
legislative
chair
that
may
or
may
not
be
related
to
our
board
assignments.
I
Fargo
Cass,
Public
Health,
the
executive
director
and
another
administrator
asked
to
meet
with
me
on
on
May
29th
too,
for
some
legislative
coaching
and
some
input
so
I'm
trying
to
help
them
out
with
that.
We
had
a
regular
meeting
of
the
Fargo
Cass
Public
Health
meeting
on
May
31st
and
then
today,
I
also
provided
them
with
some.
Let
in
an
interim
legislative
information
group
by
their
topics.
I'll
speak
about
that
a
little
bit
as
far
as
governmental
affairs
committee
before
I
get
started
on
the
handout.
I
Today,
the
workforce
development
council
met,
and
there
were
a
couple
of
speakers.
Wade
SiC
was
one
of
them
he's
from
the
North
Dakota
Department
of
CTE
be
really
careful.
You
guys,
because
I've
already
messed
this
up,
there's
CDE
and
CTE
career
and
Tech,
Ed
and
Center
for
distance
education
or
Center
for
distance
learning
so,
but
where
education
is
all
over
the
place
market
place
for
kids,
trade
North
Dakota.
I
So
if
you
see
any
of
those
workforce
development
council
meetings,
I
encourage
you
to
start
to
watch
those
because
we
we
are
gonna,
be
working
with
a
lot
of
those
people,
especially
for
talking
about
a
career
workforce.
Academy
I
I
sent
around
a
list
coming
back
up
today
or
yesterday.
The
announcements
for
the
state
legislative
interim
committees,
studies
were
assigned
and
what
I
did
is
I
went
through
and
I,
provided
you
with
a
handout
of
what
I
thought
our
board
should
and
government
affairs
committee
should
be
looking
at
over
the
next
the
interim
session.
I
I
If
you
will,
these
are
just
my
suggestions
and
then
I
I
think
we
should
monitor
the
Legacy
Fund
and
the
ethics
committee
as
well.
We
won't
have
that
much
emphasis
in
those,
but
we
need
to
follow
the
rules,
so
they
asked
Epix
committee
and
then
the
Legacy
Fund
is
well
everybody's
watching
that.
So
this
is
merely
a
preview
of
what
I
think
we'll
be
working
on
this
session.
I
I
N
The
taxation
group
is
actually
gonna
work
based
on
resolution
1474
or
on
looking
for
alternatives
to
special
assessments,
and
this
one
is
being
sparked
in
large
part
by
some
legislators
from
Cass
County,
and
obviously
we
pay
special
assessments,
but
depending
upon
what
tool
they
might
come
up
with
to
eliminate
them.
It
may
have
ramifications
to
all
subdivisions
of
government
as
well,
so
I
think
it
should
be
on
our
radar
to
at
least
see
where
that
conversation
goes
to
do.
I
G
Is
more
of
a
question
and
they
don't
want
to
spur
a
discussion,
that's
more
suited
for
a
GAC
committee,
but
has
Fargo
Public
Schools
ever
in
the
interim
drafted
our
own
proposed
legislation
for
any
given
topic,
and
is
that
something
that
would
be
a
role
of
the
district
I
know
other
interested
parties
can
do
do
that
draft
what
they
would
like
to
see
and
hand
it
off
to
a
legislature
for
delivery
to
the
floor?
Is
that
something
that
we've
done
or
would
want
to
consider?
Jim.
N
The
answer
is
yes,
it
is
something
we've
done
limited
success.
We've
had
more
success,
putting
it
forward
as
a
resolution
to
the
state
School
Boards
Association,
getting
the
entire
Association
on
board
those
just
about
always
come
to
fruition
with
good
things,
but
there
are
a
few
along
the
way
that
we
have
pushed
forward
ourselves.
N
The
last
one
which
we
were
unsuccessful
on
was
trying
to
get
the
mandatory
school
age
changed
so
16
year
olds
couldn't
just
walk
out
of
the
building
on
their
birthday
and
everybody
in
North
Dakota
thought
it
was
fine,
but
they
still
thought
it
was
fine,
quite
frankly,
because
the
administrators
fought
against
it,
because
the
kids
that
were
leaving
the
building
they
didn't
want
to
keep
in
the
building.
In
some
cases,.
I
And
finally,
just
from
a
Fargo
Cass,
Public,
Health
Legislative
aspect
we're
watching
maybe
six
or
seven
studies
I
grouped
theirs.
Together
today
they
have
15,
so
they're
gonna
be
really
I'm.
Everything
from
sewer
treatments,
systems
to
behavioral
health,
to
alternative
tax
for
liquid
nicotine
to
recreational
marijuana,
so
I
might
be
busier
legislatively
on
that
board
than
I.
Am
on
this
one
hard
to
imagine
but
I'm.
Just
saying
telling
you
guys
that,
because
our
work
isn't
nearly
as
in-depth
as
theirs
hope
that
makes
you
feel
good.
That's
all
I
have
thank.
A
You
Robin
all
right.
As
far
as
my
report,
the
written
reports
been
passed
out.
I
know
there
was
a
letter
to
that.
I
sent
around
that
came
from
I
I
think
it
was
a
student.
Is
that
maybe
Ann
Marie
has
it
okay,
previous
student,
so
he
had
a
chance
to
take
a
look
at
that.
We're
trying
to
get
the
work
session
date
set
up.
A
I
think
that
we'll
we
might
even
have
information
for
you
for
tomorrow
morning,
but
it's
looking
like
the
11th
or
the
15th
of
July
Native
American
Commission
met
last
Thursday
I
also
went
to
the
one
of
the
classes
at
the
Metro
tech,
camp
and
John.
You
gave
it
a
great
explanation
and
all
the
accolades
I
echo
what
you
said
when
I
walked
in,
even
though
it
was
for
the
last
session
of
the
day,
if
people
everywhere,
just
like
so
much
energy
and
activity,
it
was,
it
was
really
fun
to
walk
into.
A
I
cannot
remember
that
the
title
of
the
session
that
I
attended
exactly,
but
it
focused
on
gender
perceptions
and
biases,
and
how
technology
plays
a
role
with
that.
So
we
talked
about
students
on
Facebook
or
any
Instagram,
or
anything
like
that,
taking
selfies
how
students
are,
or
specifically,
students,
but
also
could
be
adults.
A
I
was
able
to
shed
some
tears
at
the
Woodrow
graduation
happy
tears
with
John.
That
was
a
very
nice
time,
of
course,
to
kick
off
for
those
other
three
graduations
we
had
see
here,
I
wanted
to
mention
too
just
to
build
on
the
task
force
finishing
up
so
again,
thanks
to
everyone
that
community
members
participating
in
that
task
force,
and
then
you
will
have
noted
that
there
was
a
message,
map
and
notes
that
were
sent
out
with
mr.
Gandhi's
last
weekly
update.
A
So
just
take
a
look
at
that
and
anything
that
you're
looking
at
in
terms
of
information.
I
know
you've
mentioned
this
robach
previously,
but
that
you
think
you
might
need-
or
that
would
be
helpful
to
our
whole
group
as
we
are
preparing
for
that
work
session.
Please
send
suggestions
to
rue
Park
if
you
want
to
copy
them
to
me,
that
would
be
fine
as
well.
A
I
know,
I've
sent
a
few
ideas
through
so
I
try
to
do
that
so
that
we
can
do
as
much
work
in
preparation
ahead
of
time
so
that
we
can
have
a
really
good,
thorough
conversation
when
we
meet
either
again
the
11th
or
the
15th
and
I
believe.
That's
it
for
my
report.
Is
there
anything
else
that
we
need
to
be
discussing
this
evening?
Christine.