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From YouTube: School Board Meeting - November 26, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - November 26, 2019
A
A
B
A
C
D
D
A
little
bit
of
background,
the
grant,
I
believe
came
from
left
over
No
Child
Left
Behind
money,
and
they
said
here
states
do
some
literacy
work
with
it
and
the
states
oversee
the
grant,
work
that
we
do,
and
so
we
answer
to
dpi
and
they
have
hired
somebody
at
the
state
level
and
her
sole
job
is
to
help
us
out.
With
this
literacy
grant.
D
We
have
received
1.9
million
dollars
over
the
three
years
of
this
grant,
and
here
in
Fargo
our
priority
is
on
our
greatest
number
of
disadvantaged
children,
and
so
we
have
chosen
focus
schools
for
that.
We
have
two
folk
just
on
our
birth
through
12th
grade
all
the
way
up,
just
because
that
was
the
Stipe
or
what
the
the
stipulation
of
the
grant
you
can
see
the
broken
or
the
percentage
is
broken
down
there.
15
percent
of
the
funds
are
used
to
serve
birth
through
age
5,
and
then
you
can
see
the
rest
of
the
breakdown.
D
5
percent
of
the
funds
for
administrative
costs
help
cover
our
off
contract
work
that
we
do
our
grant.
Schools
are
focused
schools.
You
can
see
them
listed
up
there,
our
early
childhood
special
education
in
the
buildings
that
they
are
located.
We
have
8
elementary
schools,
Carl
Ben,
Eielson,
middle
schools,
South
High
and
then
programming
at
Agassiz,
and
if
you're
wondering
why
just
those
schools
again,
the
grant
was
primarily
for
disadvantaged
students,
and
we
felt
that
the
the
biggest
majority
of
those
students
are
in
these
focused
schools.
D
But
we
have
not
forgotten
the
rest
of
the
school
district.
You
can
see
in
the
bottom
right
hand,
corner
we've
established
a
literacy
leadership
team.
That
is
a
district-wide
effort
right
now.
It's
primarily
comprised
of
people
from
the
focus
schools,
but
we
have
specialists
from
other
buildings
as
well
and
plans
to
expand
that
work,
and
we
have
that
in
place
because
after
the
three
years
are
up,
we
don't
want
to
leave
the
work
that
we've
done
behind.
We
want
to
keep
that
going
and
build
the
capacity
and
that
leadership
group
will
help
us
do
that.
E
Good
evening,
I'm,
Donna,
Johnson
and
I
am
the
early
childhood
special,
ed
administrator
in
Fargo
and
I'm,
representing
kind
of
the
birth
to
five
portion
of
the
grant.
So
when
we
look
at
our
birth
to
five
population,
we've
had
five
goals.
Our
sorry
four
goals
that
we
are
measuring
through
the
grant.
The
first
one
is
alphabet
knowledge,
so
students,
younger
students,
knowing
their
their
letters.
The
second
one
continues
with
alphabet
knowledge
in
this.
E
That
letter
sound,
so
not
just
the
letter
name,
but
the
sounds
we're
working
on
phonological
awareness
as
well
so
students
that
start
to
understand
words
that
are
associated
with
those
sounds
and
then
the
last
goal
would
be
the
writing
goal.
So
writing
for
a
variety
of
purposes
and
always
begins
with
writing
their
name.
So
those
are
our
four
main
goals.
What
are
our
efforts
to
this?
To
this
point?
The
first
thing
we
did
as
part
of
the
grant
is
reach
out
to
community
partners
and
establish
relationships
with
community
partners.
It
is
really
important.
E
North
Dakota
does
not
have
a
public
preschool,
and
we
know
that
the
students
we
serve
through
early
childhood,
special
ed
and
even
start,
which
are
our
Fargo
public
schools.
Early
childhood
population
is
not
going
to
scratch
the
surface
on
what
we
need
to
prepare
kindergartners
kids
for
kindergartners,
so
that
they
have
those
those
readiness
skills
to
continue
with
they're,
ready
literacy
learning.
So
we've
established
partnerships
with
the
NDSU
center
for
child
development,
with
our
headstart
birth
to
five
population
and
then
YWCA
a
child's
world.
E
So
we've
formed
these
partnerships
and
we're
going
with
working
with
them
through
the
grant.
The
second
portion
of
the
second
effort
of
the
grant
was
that
we
adopted
a
new
curriculum
I'm
creative
curriculum
headstart
was
already
using
it.
We've
brought
this
into
our
even
start:
an
early
childhood
special
ed
population
and
working
with
NDSU
and
YWCA
to
have
those
pieces
in
place
as
well
and
the
third
part,
a
large
portion
of
the
grant
went
through
professional
development
for
our
even
start
and
ECSE
staff,
both
teachers
and
paraprofessionals
alongside
our
community
partners.
E
So
they've
attended
trainings
with
us.
The
first
training
was
in
our
creative
curriculum,
so
our
new
creative
new
curriculum,
which
really
focuses
it's
a
exploration
and
creative
curriculum
that
really
works
on
children's
exploration
skills
through
multimodal
so
social-emotional
and
through
physical
development
and
through
language
and
literacy,
so
the
whole
child,
knowing
that
those
foundations
need
to
be
in
place
for
a
child
to
learn
those
literacy
skills.
E
So
that
was
our
first
few
sets
of
trainings
learning
the
curriculum
itself,
and
then
we
went
deeper
into
the
curriculum,
with
learning
the
language
and
literacy
pieces
of
creative
curriculum
that
will
support
the
grant.
The
second
part
of
the
training
involved
a
tool
called
the
class,
which
is
an
observational
tool
which
really
is
used
to
measure
high
quality
interactions
between
children
and
staff,
knowing
that
we
have
to
have
those
relationships
to
build
learning
to.
So
it's
really
looking
at
emotional
support.
E
So
far,
so
last
year
was
the
first
year
of
the
grant
and
the
data
we
collected
was
from
our
even
start:
Family
Literacy,
Program
and
early
childhood
special
ed,
and
we
found
that
with
our
efforts.
Seventy
six
point:
four
percent
of
our
children
that
were
four
years
old
and
will
be
kindergarten
age
eligible
that
year
gained
made
significant
gains
in
oral
language
during
the
school
year
and
then,
with
early
childhood
special
ed.
E
We
had
an
82%
percent
of
our
population
gained
skills
in
oral
language,
and
so
what
that
really
looks
at
again,
we
measured
those
children
that
were
age
four
and
that
were
kindergarten
age
eligible
when
we
go
to
our
data
this
year.
We're
not
only
collecting
the
even
start
and
ECSE
data
that
we'll
continue
to
collect,
but
we're
also
then
going
to
bring
in
data
from
our
community
partners
as
well
so
really
kind
of
casting
that
wide
net,
so
that
we're
improving
outcomes
for
all
child
children
in
our
community.
F
I'm
Lisa
Rossi
I'm,
the
elementary
literacy
facilitator
and
I'm
going
to
share
some
information
with
you
about
the
kindergarten
to
grade
five
work.
Part
of
this
grant.
We
have
two
goals
in
the
elementary
grades
that
we
want
to
accomplish
by
the
end
of
next
year,
so
that
would
be
our
year
three
end
in
that
100%
of
our
students
would
be
making
at
least
a
year's
growth
and
the
instrument
we're
using
to
measure.
That
is
a
very
long
title.
F
That's
offered
in
the
summer
and
Susan
will
talk
a
little
bit
more
about
the
details
around
the
class,
but
really
focusing
on
what
do
the
leading
experts
in
the
field
say
best
practice
in
literacy,
instruction
should
look
like,
and
so
our
teachers
have
been
very
immersed
in
that
work.
But
what
we've
discovered
is
that's
really
just
the
tip
of
the
iceberg.
That's
almost
the
easiest
part.
The
hard
work
is
Phase,
two.
What
we're
doing
right
now?
F
How
do
we
do
that
work
in
the
classroom
every
day
with
all
of
our
kiddos,
so
that
ongoing
professional
learning
community
conversation
the
ongoing
coaching?
All
of
that
work
that
sustains
what
they
learned
in
the
summer
and
then
we
have
spent
a
significant
amount
of
resource
money
to
improve
our
book
room
collections,
high
quality
literature,
both
fiction
and
nonfiction
that
our
children
can
have
access
to
every
day.
G
I'm
Susan
Peterson
reading
recovery,
teacher
leader
and
I'm
going
to
share
just
a
little
bit
more
about
our
professional
learning
effort
in
our
circle
grant.
So
this
past
summer
there
were
two
cohorts
of
teachers:
totaling
85
classroom
teachers,
specialists,
Yale
teachers,
special
education,
title
one
reading
teachers,
so
many
of
the
teachers
that
work
with
our
kindergarten
through
second
grade
population
in
specific
and
they
attended
a
five-day
training.
G
In
this
effort
of
working
with
their
students
and
small
group,
we
have
the
phase
two
part
which
Lisa
talked
a
little
bit
about,
but
more
specifically,
each
team
of
teachers
that
came
to
the
training
over
the
summer
are
meeting
with
Lisa
and
I,
then
in
professional
learning
communities.
Looking
at
student
data
and
thinking
about
what
next
steps
are
for
instruction,
they
also
participate
in
two
half-day
ongoing
professional
learning
opportunities
with
Lisa
and
I.
That
we
just
review
and
rethink
things
from
this
summer.
G
They
have
students
in
front
of
them
now
so
now
they
can
take
what
they
learned
that
was
theoretical
in
the
summer
and
put
it
to
practice
with
real
kids,
and
then
we
also
work
closely
with
student
performance
strategists
the
coaches
in
order
to
support
them
in
their
work
with
the
teachers
in
in
developing
their
skills
with
early
readers.
So
that's
one
part,
that's
where
we
are
so
far
with
professional
learning
effort
and
an
order
for
teachers
to
do
this
good
work
with
their
students.
D
That
is,
middle
school
is
next
time:
Kim
wrench,
the
middle
level,
Language
Arts,
facilitator
and
also
gifted
services
facilitator.
We
have
four
goals
at
two
Carl
Ben
Eielson,
but
I'm
going
to
skip
over
this
because
you'll
see
the
goal
as
well
as
some
data
matching
that
in
the
neck
slide.
After
this,
some
of
our
efforts
include
a
literacy
lens
audit.
We
actually
did
that
K
through
12
last
year,
because
we
weren't
sure
where
to
start
we
knew
we
had
some
work
to
do.
D
We
didn't
know
where
to
start
and
so
that
that
audit
helped
us
really
narrow
down
our
focus
and
to
the
work
that
we
should
do,
and
then
that
audit
was
run
by
dr.
Angela
Perry.
It
looks
like
Peary,
but
it's
Perry
and
she
came
back.
She
had
done
the
audit
with
a
team
and
then
she
came
back
and
did
some
writing
to
learn
strategies,
professional
learning,
with
our
staff
at
both
CBE
and
south.
D
We
also
did
some
PLC
work
and
looking
at
student
writing
and
analyzing,
that
for
growth,
with
mark
honest
check
from
Adlai
Stevenson
in
near
Chicago,
and
then
we
have
added
team
libraries
in
order
to
promote
reading,
we
have
books
all
over
the
school
building
now
and
kids
really
excited
and
being
the
team
librarians
and
getting
those
books
out
to
their
classmates.
We
have
tied
some
of
our
school
improvement
work
into
this
grant,
and
so
we
have
done
literacy
based
peer
observations.
D
They
have
labs
observation
tool
that
they
look
for
different
literacy
strategies
in
place,
and
so
we've
been
keeping
data
on
how
many
of
those
we
see
and
then
also
we
have
PLC
leaders
in
place
and
they
help
us
to
analyze.
Student
writing.
So
our
first
goal
is
to
have
all
of
our
teachers
listed
there.
Coryell
and
special
ed
teachers
trained
and
a
system-wide
disciplinary
literacy
strategies,
and
that's
the
work
that
we're
doing
with
dr.
D
Angela
Perry,
and
we
have
had
to
break
that
group
into
three
cohorts,
and
so
we
started
last
year
with
cohort
one,
our
language,
arts,
our
social,
social
studies,
science
and
then
our
ILC
teacher
there
and
then
this
year
we're
adding
in
cohorts
two
and
three
and
then
deepening
some
of
the
work
with
cohort.
One
I
won't
read
this
entire
slide
here,
but
the
second
goal
is
that
70%
of
our
Els
bed
and
low-income
students
make
at
least
one
year's
growth.
D
This
is
from
our
reading
inventory
test
that
our
students
do
three
times
a
year
at
Carl,
Ben,
Eielson
and
I
broke
it
into
our
demographic
groups,
and
you
can
see
that
we're
we're
close
to
that
70%
and
the
majority
of
our
our
areas.
There
are
demographic
groups,
so
we
made
good
growth
according
to
our
eye
and
if
I
were
a
better
statistician,
I
would
tell
you
why
it
looks
different
from
our
eye
to
map
our
scores.
There
are
a
little
bit
lower
again.
I
won't
go
through
all
of
these.
D
If
you
wanted
access
to
these
slides,
we're
happy
to
share
them
with
you,
but
you
can
see
there
are
different
ethnicity
groups,
not
quite
at
that
seventy
percent
mark
and
again
last
year,
was
our
first
year.
During
this
we
wouldn't
expect
that
we're
going
to
make
leaps
and
bounds
improvement
yet
again,
ethnicity,
groups
in
grades,
six,
seven
and
now
here's
eight,
so
we're
not
close
yet
to
70%.
D
This
is
broken
into
L,
our
socio-economic,
the
low
socio-economic
group,
it
measured
by
the
free
and
reduced
lunch,
and
then
our
special
education
group
still
again
not
quite
there
with
our
seventy
percent
there's
grade
six
that
was
grade
7
grade
eight
again,
not
there
there,
seventy
percent.
So
we
have
some
work
to
do
by
the
end
of
grade
eight
goal.
Three
is
that
we
want
70%
of
our
eighth
graders
reading
at
a
proficient
level
at
grade
level.
D
Measured
on
that
that
our
I
again
sixty
four
point:
eight
eight
percent
of
our
students
were
proficient
last
year
and
then
sixty
one
point.
Eight
six
percent
of
our
eighth
graders
were
proficient
and
if
you
look
at
map,
those
numbers
are
a
little
bit
lower.
The
numbers
here
that
would
be
really
important
would
be
in
the
upper
right
hand
corner
across
from
the
grade
level.
So
this
is
the
same
cohort
group.
They
just
left
us
last
year
to
go
on
to
South
in
the
sixth
grade.
D
50%
of
them
were
proficient
went
down
a
little
bit
to
forty
nine
percent
and
sad
to
say
we're
seventh
graders
and
then
bounced
back
up
to
fifty
three
percent.
So
why
there's
such
a
huge
discrepancy
between
math
map
and
our
I
I
have
some
suspicions,
but
I
couldn't
tell
you
exactly
why,
but
you
can
see
that
this
makes
my
job
a
lot
of
fun
to
decide.
Besides,
we've
met
our
goals
and
then
our
last
goal
for
Carl
Ben
Eielson
is
that
100%
of
our
staff
will
contribute
to
a
literacy,
rich
environment.
D
We've
got
our
PLC
leaders
in
place,
helping
us
look
at
our
essential
learning
outcomes
and
and
making
sure
that
our
students
are
making
growth,
especially
in
their
writing.
In
course,
the
like
groups
were
working
on
proficiency
scales,
so
we
no
what
we're
measuring
and
then
everybody
has
access
to
the
21st
century
rubrics
and
also
the
metro.
Writing
rubrics
and
we
use
those
to
measure
our
growth,
and
then
we
have
our
Marzano
evaluations
are
tied
to
the
use
of
scales
and
rubrics
in
the
classroom
at
the
high
school
level.
D
D
It's
a
little
bit
more
difficult
in
high
school
to
measure
the
reading
because
they
do
a
different
assessment,
and
so
one
of
the
things
that
we're
trying
to
do
is
find
some
kind
of
way
to
measure
their
reading
progress
over
time
and
and
have
some
kind
of
a
shared
assessment
that
they
use
in
each
grade
level.
In
the
meantime,
though,
we'll
use
our
writing
again.
They
went
through
the
literacy
lens
audit
they're
working
with
dr.
Perry.
They
worked
with
mark
honest
check.
D
They
have
a
school-wide
reading
program
now,
where
they
set
aside
time
by
content
area
of
per
day.
So
every
day,
kids
get
about
20
minutes
of
choice
and
independent
reading
time,
which
has
been
shown
to
increase
the
level
of
engagement
in
reading,
and
this
is
working-
and
we
know
this
because
the
librarian
took
some
data
from
her
her
circulation
from
last
year
to
this
year
and
it's
up
over
500
books.
D
We
were
going
to
try
to
measure
it
with
essential
learning
outcomes,
and
it
was
difficult
to
do
that
because
we
had
so
many
different
as
such
a
learning
outcomes.
But
what
we
decided
to
do
instead
is
narrow
down
a
rubric
and
make
it
quick
and
easy
to
use
and
take
a
lot
of
snapshots
of
student
writing
over
time.
So
we'll
be
looking
at
this
next
semester
and
checking
in
to
see
what
their
writing
scores
are
based
on
this
rubric
to
see.
If
they'll
make
growth
for
next
year,
any
questions.
H
Have
a
question
so
I
know
I
understand
that
there's
certain
elementary
schools,
but
what
happens
if
there's
a
child,
that's
that
needs
help
in
a
different
elementary
school.
That's
not
offered
by
this
particular
program.
Do
is
this
just
I
mean:
do
they
get
to
participate
still
I
mean?
Are
they
bussed
to
that
school
or
like?
How
does
that
right.
D
Now
we're
working
on
building
capacity
and
our
teachers
and
trying
to
find
out
what's
really
going
to
work
for
our
disadvantaged
populations
and
then
we're
going
to
be
using
that-
and
we
really
do
now
with
our
literacy
leadership
team
and
then
the
nice
thing
about
having
facilitators
is
that
we
travel
around
to
the
different
buildings.
So
we
can
say:
hey,
you
know,
what's
been
working
over
at
Carl,
Ben
Eielson,
let's
give
it
a
try
here.
I
recommend
this
book.
This
has
been
a
great
book
for
us
to
use
over
there.
D
I
E
J
A
D
A
K
So,
yes,
we
still
want
to
have
those
very
intensive
interventions
for
the
students
who
have
been
identified
for
read
180,
reading
recovery
or
title
one,
but
we
also
want
to
then
provide
a
very
rich
and
robust
professional
development
for
all
the
staff
in
those
buildings,
so
that
Tier
one
instruction
will
be
strengthened
as
well,
so
I
think
they
go
hand-in-hand
and
one
of
the
other
slides
that
were
up
a
little
bit
earlier.
We're
talking
about
some
of
the
efforts
that
we
have
across
the
district,
from
our
essential
learning
outcomes.
A
L
Just
one
quick
thing:
we
as
a
district
are
starting
to
communicate
our
state
of
the
schools
and
public
focus
group
event.
This
year
will
be
held
on
January
7th
from
6:00
to
8:15
p.m.
at
South,
High
School.
The
focus
for
this
year
is
really
going
to
be
around
the
district's
Mt
SSB
and
social-emotional
learning
five-year
plan.
Really
that's
going
to
be
the
theme
of
our
state
of
the
schools
in
public
focus
group,
specifically
around
three
three
different
measures
that
the
district's
going
to
implement
over
the
next
five
years.
L
One
is
restorative
practices,
one
is
trauma-sensitive
schools
and
then
just
a
general
discussion
around
social-emotional
curriculum
that
we're
embedding
into
the
school
day
for
students
at
all
levels,
and
really
parents
will
have
an
opportunity
to
learn
a
little
bit
about
each
of
those
districts.
Each
of
those
initiatives
coming
through
our
district,
but
then
also
provide
feedback
on
what
is
their
level
of
comfort
of
what
is
their
knowledge
base
around
each
of
those
topics.
So,
as
we
start
rolling
those
out
that
will
help
us
with
our
implementation
and
communication
plan.
L
A
Very
good,
thank
you,
a
recognition
of
the
audience.
We
have
two
members
that
have
signed
up
to
present
to
the
board
I
get
to
read
a
little
statement
here
before
you
begin,
but
let's
see
here
at
this
time
the
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
state
their
name
and
address
for
the
record.
We
would
also
ask
that
speakers
refrain
from
using
this
form
to
criticize
or
complain
about
it
specific
employee
by
name.
A
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
debate
issues
in
this
form.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
five
minutes.
Our
first
speaker
is
Brenda
Riehl
Brenda
there.
She
comes.
M
You
do
you
need
my
address,
sir.
You
got
that
I
have
that?
Okay,
yes,
okay,
I
have
a
prepared
statement,
so
I'm
gonna
follow
that,
but
I
prefer
conversations
for
those
of
you
that
know
me
so
I
know
that
there's
been
a
lot
of
time
and
attention
and
expense
and
focus
on
visiting
Minnesota
level,
four
schools
and
as
to
the
design
of
what
Fargo's
level
D
building
is
going
to
look
like.
M
So
one
of
the
things
that
I
wanted
to
look
at
is
I
wanted
to
look
at
some
of
the
programs
and
services
and
I
know
that
you're
gonna
address
some
of
those
tonight.
So
one
of
the
first
things
that
I
looked
at
and
through
public
information
and
what
was
in
the
board
materials
for
tonight
is
staffing
and
so
I
think
I
have
it
correct.
But
if
I
don't
I
know
someone
will
correct
me.
So
what
I
looked
at
Fargo's
materials?
M
It
appears
that
in
the
general
ed
there's
going
to
be
one
existing
teacher,
three
new
general
ed
for
four
teachers
for
special
ed
to
existing
and
I
assume.
That
means
you're
pulling
it
from
the
poll
you
have
and
then
to
new
ones,
to
existing
Parra's
and
then
eight
new
Paris
and
that's
at
the
maximum
of
sixty
four
students,
so
I
total
that
to
be
four
general
IDI
force
fed
in
ten
Paris.
M
So
then
I
went
over
to
the
four
Minnesota
schools
and
pulled
their
data,
and
so
what
I
found
was
that
in
hora
high
school
with
71
students,
they
have
fourteen
point
six,
eight
teachers
and
that's
a
ratio
of
one
teacher
for
four
point:
eight
for
students
and
when
I
looked
at
the
good
house
bed,
which
I
believe
is
the
Red
Wing
one
they
have
more
students.
134
their
ratio
is
one
to
five.
They
have
twenty
six
point:
four
six
pair
teachers
and
16
point
thirty
nine
Paris.
M
So
then
I
went
to
is
it
Penn,
kalo
I,
always
pronounce
that
incorrect?
They
have
81
students.
Their
ratio
is
three
point:
one
students,
four
teacher:
they
have
26
point:
zero,
nine
teachers
and
Karner
blue
has
106
students.
Their
ratio
is
one
teacher
to
four
point:
one:
eight
students:
they
have
a
total
of
twenty
five
point.
Three
six
full-time
teachers
so
I
bring
that
up.
M
So
then,
I
looked
at
in
the
last
information
I
had
and
again
this
was
told
to
me
last
week
by
someone
affiliated
with
Fargo
public
schools.
There
were
18
unfilled,
para
positions,
so
where
will
the
eight
new
parents
come
from
plus
you're
gonna
pull
two
pairs
from
a
group
that
you
already
are
short
18.
M
So
when
I
looked
at
it
it
calls
for
a
new
BCBA
and
for
those
of
you
that
don't
deal
with
it
every
day,
that's
a
board-certified
behavioral
person,
so
some
people
may
know
who
dr.
Paul
Kostal
is
some
people
may
not.
Paul
is
the
director
of
psychology
in
clinical
director
at
the
life
skills
and
transition
Center.
He
is
also
responsible
for
all
of
the
BC
bas
in
all
the
human
service
centers
in
the
entire
state
of
North
Dakota.
M
We
we
refer
to
Paul
as
the
godfather
of
BCBA,
because
he's
done
more
work
in
that
area
in
the
state
for
many
years,
including
with
the
legislation
for
the
legislation.
So
I
got
an
email
from
Paul
yesterday,
because
I
work
with
him
all
the
time
he
said,
I'm
actively
recruiting
for
two
additional
be
CPAs
for
the
Fargo
area.
M
So
if
anyone
knows
of
interested
people
in
training
or
otherwise
might
be
interested,
it
takes
an
average
of
two
years
of
recruiting
to
find
a
candidate
and
they're
frequently
in
the
process
of
finishing
their
credentials,
classes
and
supervised
experience.
So
if
you
know
of
anybody,
let
me
know
so.
He
sent
that
out
to
a
lot
of
the
adult
dvd
services
so
where
you
gonna
get
a
b
c
ba
because
it
isn't
again
not
just
a
problem
here.
M
So
yesterday
I
was
in
a
meeting
with
an
adult
provider
talking
about
a
young
adult
that
we
needed
to
get
three
hours
a
day
of
services
for
three
weeks,
and
so
we
were
meeting
with
solutions
because
they're
helpful
they
work
in
both
worlds
and
well,
not
sure.
That's
gonna
happen
because
all
of
their
trained
folks
are
in
schools
and
not
only
they're
in
schools,
but
she
said
we're
already
short-staffed.
We
can't
really
staff
all
the
contracts
we
already
have.
M
So
when
I
go
to
a
provider
meeting
and
I
hear
that
solutions
is
going
to
be
a
provider,
you
can
write
a
contract
with
anybody,
but
do
you
have
the
people
to
actually
come
in
and
provide
the
contracted
services
because
it's
billable
hours?
So
if
they
come
they
get
paid
if
they
don't
they
don't,
but
our
kids
and
in
just
as
importantly,
the
teachers
and
pairs
are
left
hanging.
M
So
then
I
happen
to
be
over
another
provider
to
talk
about
getting
a
job
coach
for
a
high
school
kid
I
work
with
and
I
just
learned
that
and
I
only
bring
this
up,
because
West,
Fargo
and
Fargo
were
so
close
together
that
West
Fargo
said
that
their
board
meeting
last
night,
they
were
going
to
contract
with
CLS
for
job
coaches,
I
work
with
CLS
all
the
time.
So
I
said
hey,
you
got
some
job
coaches.
You
know
Brenda
we're
working
on
that
one
I
said:
well,
that's
not!
M
The
one
I'm
really
talked
about
I,
said
I
understand
her
get
a
contract
with
West
Fargo
for
job
coaches,
yeah
I
said:
do
you
have
them
well
we're
recruiting
and
we're
hiring?
And
you
know
how
that
goes
so
again:
you're
gonna
have
job
coaches,
but
are
you
really
going
to
have
job
coaches,
and
so,
when
I
look
at
those
pretty
drawings
and
God
knows
that's
a
beautiful
building,
I
thought.
Well,
you
know
what
I
want
to
look
and
see
what
our
programs
and
services
I
want
to
look
at
the
design
of
the
program.
M
I
want
to
look
at
the
development
of
the
program.
You
know
where
can
I
find
that
well
you're
talking
about
it
tonight,
but
I
can't
put
my
hands
on
it,
and
so
then,
today
I
had
I
mean
the
drawings
are
great.
But
so
today,
I
went
up
to
Greg,
Steele
and
trail
has
a
special
ed
director
who
I've
worked
with
for
a
long
time
said:
I
want
you
to
come
up
and
look
at
what
I'm
doing
so.
M
Okay,
so
another
person
for
my
office
and
I
went
up
there,
and
so
she
showed
us
what
she's
doing
she
showed
us.
We
were
in
a
room
with
kids
who
kick
and
spit
and
they
are
aggressive
and
they
swear
and
they
break
things,
and
they
do
all
the
things
that
the
kids
they're
being
proposed
to
go
to
your
level,
D
school
or
doing
they're
in
a
room,
and
this
is
not
a
pretty
school.
This
is
an
old
school
up
in
Mayville,
I
saw
an
incredible
program.
I
saw
incredible.
M
Staff,
I
saw
kids
in
some
of
those
kids.
I
worked
with
and
trust
me
a
year
ago,
they
weren't
where
they
were
today.
They're,
not
separated
they're
right
in
their
school.
They
go
back
and
forth.
Some
kids
spend
most
of
their
day
in
this
room
in
this
room.
It's
an
old
room
with
the
sensory
part.
They've
turned
it
into
a
great
sensory
room
and
I
said
to
Mary
stamen.
The
special
ed
director
I
said.
So,
how
much
is
this
cost
she
said?
I
had
to
buy.
M
You
know
those
kids
like
those
teepee
tents,
and
she
said
it
cost
me
a
new
para
and
a
new
teacher.
Then
I
went
to
the
principal's
office
and
said
so
hey.
How
does
this
affect
you
and
he
goes?
You
know
what
I'm
not
sent
one
kid
home
this
year.
I
don't
spend
my
days,
callin
parents,
interview,
intervening
and
behavior
problems.
I
can
now
be
a
principal,
he
said
so
I
love
it
I.
Just
don't
know
why
we
didn't
do
it
before
Brenda.
M
So
the
last
thing
I
want
to
say
is
I
know
that
you
have
a
letter
from
a
lawyer
that
says
you
can
do
this
and
you're
getting
a
19
in
the
state
of
North
Dakota.
We
put
kids
at
Grafton
state
school
for
education
and
residential
placement
and
for
70
years
know
everybody
said
you
can
do
that,
it's
fake,
it's
fine!
Well,
in
1980
there
were
five
parents,
and
one
of
them
was
Sydney
black,
whose
son
was
a
Fargo
public
school
kid
and
those
five
great
parents
sued
the
state
of
North
Dakota.
M
And
if
you
look
for
a
citation,
that's
the
most
cited
case
in
the
state
of
North
Dakota.
It
took
five
parents
to
say
we're
done,
even
though
you're
Attorney,
General
and
all
the
lawyers
all
over
the
country
tell
you
you
can
do
this,
we're
telling
you
you
can't,
and
the
federal
judge
agreed
so
I
really
think
you
need
to
look
at
programs
and
services.
M
N
My
name
is
Katy
Barnum
I'm
at
36,
12,
36,
96,
Polk,
Street,
South
and
I
have
two
children
who
attend
Fargo
public
schools,
I've
read
the
plans
for
the
new
Lewis
and
Clark
Explorer
Academy
the
level
D
school
and
I
have
some
questions
about
the
highlights
for
this
seperate
school,
one
of
the
things
mentioned
was
flexible
seating.
Some
of
the
elementary
classrooms
in
Fargo
public
schools
already
have
flexible
seating
options,
which
is
actually
a
21st
century
classroom
design
that
benefits
all
students.
N
There
are
general
education
classrooms
which
actually
have
more
flexible
seating
options
than
a
level
C
autism
program
at
Madison.
Why
doesn't
Fargo
Public
Schools
plan
to
bring
flexible
seating
to
all
classrooms,
but
certainly
to
all
special
education
classrooms
and
resource
rooms
that
already
exist
to
benefit
the
majority
of
the
students
in
special
education?
Now
this
shouldn't
be
an
option.
That's
specific.
Only
to
a
separate
building
child
centered
environment
was
mentioned.
N
All
Fargo
public
schools
should
have
a
child
centered
environment
that
fosters
academic,
social
and
personal
growth
and
students,
individualized
instruction
based
on
IEP
goals
and
objectives.
Isn't
this
what
every
student
with
an
IEP
an
individualized
education
plan?
Should
have
regardless
of
which
school
they
attend?
This
is
part
of
I
DEA.
This
isn't
specific
to
a
separate
building,
social-emotional
skills
taught
directly
or
daily
in
small
groups
or
one-on-one.
This
is
already
being
provided
to
many
students
in
special
education
per
their
IEP
s.
N
This
is
based
on
a
child's
need
and,
if
it,
if
it
isn't
working
for
a
specific
student,
the
curriculum
and
the
manner
in
which
it
is
taught
should
be
changed,
not
the
building
in
which
it's
being
taught
in
check-in
and
check-out
daily
again.
This
could
be
a
part
of
any
child's
IEP
and
provided
in
their
current
placement.
This
isn't
a
plan
that
would
be
specific
to
a
separate
building.
N
This
team
focus.
This
is
something
that
should
be
available
to
all
students
as
part
of
their
IEP,
as
needed.
I
was
told
last
spring.
That
stem
would
be
a
part
of
my
son's
new
autism
program
at
Madison.
Before
agreeing
to
move
my
son
to
the
program,
his
general
education
curriculum
couldn't
be
stretched
far
enough
to
meet
his
needs
and
maintain
his
interest.
It
has
not
yet
been
provided.
Why
aren't
the
resources
being
put
into
creating
stem
and
project-based
learning
for
this
students
who
were
already
told
they
would
have
it,
but
they
don't
yet
sensory
rooms?
N
There
are
currently
sensory
rooms
in
existing
Fargo
public
school
buildings.
What
is
being
done
to
ensure
that
the
current
sensory
rooms
have
the
appropriate
items
for
the
children
who
use
them
if
there
are
resources
to
purchase
all
the
needed
sensory
items
in
a
level
D
school?
Why
isn't
this
being
done
for
the
kids?
Now?
Why
doesn't
Fargo
public
schools
put
the
resources
into
sensory
room
items
in
neighborhood
schools
to
benefit
the
majority
of
the
students
in
special
education
so
that
they
can
be
successful?
N
A
building
design
to
support
de-escalation,
a
building
doesn't
help
children
deescalate
it's
the
people
who
will
help
the
children
deescalate
when
the
people
don't
have
appropriate
training,
they
don't
have
an
understanding
of
the
child.
The
disability
des
needs
the
IEP.
They
don't
have
a
positive
relationship
with
the
child
and
when
there's
not
enough
people
to
provide
all
the
supports
in
the
IEP,
the
building
won't
matter
if
they
have
no
contact
with
their
peers,
who
are
not
in
special
education.
N
The
building
won't
matter
the
quality
of
the
people
in
a
child's
life
and
the
genuine
relationships
that
they
have.
That's
what
matters
your
plan
for
a
separate
school
states
that
you
have
an
existing
K
through
five
special
education
teacher
who
will
move
into
a
new
separate
school,
and
you
won't
need
to
hire
for
one
of
those
positions.
Then
why
is
there
a
level
C
program
that
doesn't
have
a
special
education
teacher
right
now?
N
Appropriate
programming
should
be
in
place
for
my
son,
now
he's
one
of
just
three
kids
in
the
new
autism
program.
If
Fargo
Public
Schools
hasn't
been
able
to
provide
my
son
and
other
students
with
appropriate
support
and
programming,
how
can
parents
trust
that
we'll
all
of
a
sudden
be
there
when
there's
a
new,
separate
building?
Why
aren't
our
kids
getting
the
appropriate
support
and
programming
now?
Why
aren't
resources
being
put
into
the
current
programs
to
help
children
succeed
in
their
least
restrictive
environment
with
their
peers?
N
A
O
A
Opposed
no
consent
agenda
is
approved
since
we
kind
of
have
a
unique
presenter
presenting
panel
tonight.
We
will
take
a
little
bit
of
break,
so
we
can
reconfigure
where
people
are
sitting
so,
let's
take
a
five-minute
break
and
then
well
come
back
and
I
invite
the
presenters
to
take
their
places
where
their
name
takes
our.
Thank
you.
A
L
This
project
is
not
about
segregation;
it
is
not
about
those
kids
or
about
behavior
kids.
It
is
about
providing
an
environment
that
reduces
the
stimuli
of
some
of
our
students
that
can't
focus
on
their
academics.
To
associate
this
project
with
segregation
or
to
the
Grafton
hospitals
of
the
past
is
just
untrue.
It
is
underrepresented,
are
qualified
educators
and
it
is
not
fair
to
the
staff
of
Fargo,
Public,
Schools
and
I.
L
Do
not
challenge
the
qualifications
of
our
staff,
because,
if
you
do,
I
would
say
that
as
board
members
go
spend
a
day
with
our
staff
that
deal
on
a
daily
basis
with
students
who
are
not
in
the
right
learning
environment
and
have
to
go
home.
Saying
I
wish
I
could
do
more
for
the
student
come
back
the
next
day
and
then
do
it
all
over
again.
L
There
are
students
that
need
something
more.
There
are
students
that
will
benefit
their
students
across
our
system
that
they
come
in
to
our
district,
with
a
requirement
or
a
need
that
we
are
unable
to
fulfill
and
that's
not
about
the
qualification
levels
of
our
staff
at
all.
That
is
not
about
the
intent.
No
one
goes
and
becomes
an
educator
saying:
I
don't
want
to
help
certain
kid.
L
That's
just
not
true,
and
if
you
feel
that
way,
then
I
would
say:
go
spend
a
day
have
a
conversation
with
them
so
really
want
to
just
provide
that
context.
For
you
completely
open
to
questions
for
it
and
challenges
on
our
proposal.
But
please
don't
challenge
our
staff.
Don't
challenge
our
intent,
because
if
you
do
then
you'd
really
would
really
ask
you
to
reflect
on
why
people
become
educators
and
with
that
being
said,
I'm
gonna
hand
it
over
to
our
special
ed
department
to
talk
about
the
programming
and
services
of
the
project.
We're
proposing.
P
Thank
You
dr.
Gandhi
I'm,
going
to
have
the
assistant
director
Allison
Keene,
began
by
explaining
what
a
typical
day
would
look
like
in
this
setting.
I
will
move
on
to
some
questions
and
answer
session
that
we
went
through
with
a
family,
educator,
enhancement
team
and
then
we'll
have
mr.
cress
up
talk
about
some
of
the
information
gathering
and
sharing
that
he
did
with
some
stakeholders.
So
mrs.
Keene,
if
you
wanna,
begin.
I
Thank
you
for
having
us
here
today.
I
think.
The
easiest
way
to
go
through
this,
as
patty
said,
was
to
kind
of
talk
about
what
does
a
day
really
look
like
at
the
Lewis
and
Clark
Explorer,
Academy
and
going
forward.
This
is
what
our
vision
is,
and
then
how
do
we
put
that
in
place?
The
day
would
start
just
like
any
other
school,
and
we
want
to
keep
that
very
typical
routine,
because
our
goal
is
to
have
every
one
of
these
students
return
to
their
home
school.
I
I
Do
they
have
their
things
that
are
they
hungry?
Did
they
sleep
last
night?
Did
they
have
a
bad
start
to
their
day?
Staff
are
on
hand,
and
when
we
have
the
ratio
and
I
know
it
talks
about
teaching
staff
ratio.
We
have
like
one
case
manager
for
every
six
students.
We
also
have
available
to
us
school
psychologists,
speech,
language,
pathologists,
OTP,
T's
available.
I
That
will
be
there
in
the
building
administrators
that
will
all
work
together
as
a
team
to
greet
the
students
to
come
in
today
to
make
sure
that
they're
there
to
start
it
now
throughout
the
day,
it
will
look
a
lot
like
a
typical
day.
There
will
be
time
for
academics.
There
will
be
time
for
large
motor.
I
There
will
be
time
for
lunch
and
recess,
but
during
that
flexible
day
and
with
the
staff
that
we
have,
if
students
are
struggling
or
they
need
a
different
type
of
learning,
the
staff
will
be
able
to
take
them
to
a
smaller
group.
They
will
be
able
to
go
out
to
have
a
movement
break.
They
have
sensory
rooms
available,
they're,
not
waiting
for
other
kids,
maybe
to
have
to
take
their
turn,
whereas
in
our
building
we
may
have
sensory
room
for
quite
a
few
students.
I
When
we
talk
about
being
child
centered,
we
really
talk
about
having
that
individual
education,
and
we
can
do
that.
But
we
also
know
that
many
of
our
students-
they
may
like
one
thing
like
trains.
They
can
take
that
curriculum,
then
and
adapt
that
curriculum
to
focus
on
counting
trains,
multiplying
trains
talking
about
mileage,
doing
all
those
different
things
then
also
we
talked
about
the
steam
and
the.
We
know
that
many
of
our
students
enjoy
the
robotics
piece
they
enjoy
coding.
They
enjoy
learning
about
electricity
and
all
those
different
pieces.
I
When
you
have
things
right
on
hand
that
are
available
just
to
you
and
not
needed
to
be
checked
out
from
a
library
or
someplace
else
that
they're
there
that's
readily
available
staff
will
have
that
they
can
go
and
work
individually
with
students
rather
than
a
classroom
or
a
smaller
group.
Also,
throughout
the
day,
if
a
student
struggles,
Mental
Health
contracts
will
be
available
to
come
in
and
support,
so
they'll
be
right
there,
all
the
services
are
pushed
into
them.
I
Students
do
not
have
to
go
anywhere;
they
do
not
have
to
go
down
the
hallway
it's
speech.
Language
would
come
in
and
interact.
Naturally,
during
the
classroom
time,
Mental
Health
Services
would
come
in
and
interact
naturally
during
their
classroom
time,
building
those
social
skills,
building
those
self-regulation
skills
to
allow
those
students
to
learn
at
the
pace
that
they're
ready
to
learn.
I
At
the
end
of
the
day,
kind
of
the
same
thing
they
check
back
out
so
they've.
How
did
they
do
today?
Do
they
have
everything
they
need
to
go
home
and
what
does
that
look
like
for?
Are
they
ready
for
the
next
day?
The
schedule
is
very
flexible.
It's
also
a
very
safe
place
if
students
can
come
and
go,
but
there's
also
areas
that,
with
the
key
code
access
staff
can
get
in
and
out
and
quickly
let
students
in
and
out
of
places,
so
they,
the
flow
moves
very
easily.
I
Also
I
know
on
one
of
our
tours.
One
of
the
building
principals
talked
a
lot
about
being
able
to
calm
a
whole
building,
and
that's
part
of
that.
The
lighting
and
the
different
design
that
this
building
will
offer,
and
she
noted
that
you
know
many
times
like
a
holiday
week.
Students
are
maybe
worried
about
something
going
home
or
they
might
be
really
excited
Halloween,
those
kind
of
things
and
it's
sometimes
hard
to
regulate
the
day.
She
talked
to
us
about
how
in
their
building,
they
could
dim
the
lights
across
the
whole
building.
I
Also,
the
building
itself
is
divided
up
into
different
pods
and
those
pods
students
would
be
with
a
teacher
based
on
like
their
needs
and
their
age
level.
So
we
would
keep
some
of
the
younger
students
together
and
then
more
middle
elementary
together,
and
so
the
pods
would
be
placed
out
by
age
and
grade
and
kind
of
their
needs,
and
that
also
helps.
I
Then
staff
be
more
localised
and
you
can
I
don't
know
just
do
a
better
job
of
collaborating
together
when
you're
working
with
a
smaller
group
of
students
at
the
end
of
the
day,
you
know,
like
I,
said
they'd
be
transported
at
home
and
communication
would
be
made
with
parents,
given
the
low
numbers
of
students
to
the
staff,
and
it's
really
a
team
focus
very
collaborative
where
all
of
the
you
know.
Adults
in
that
building
really
get
to
know
every
child,
and
so
anybody
can
kind
of
pick
up
and
work
with
kids
and
move
forward.
P
We
held
family
educator
enhancement,
team
meeting
jointly
with
West
Fargo.
As
most
of
you
know,
we've
been
working
with
West
Fargo
to
create
a
cohesive
plan.
The
current
plan
out
there
is
for
Fargo
to
start
with
the
elementary
setting
the
question
and
answer
session.
We
had
a
lot
of
great
questions
from
parents
and
other
stakeholders
about
what
this
program
beans.
One
of
the
first
things
that
we
wanted
to
be
clear
about
is
that
it
is
a
level
D
setting.
There's
no
doubt
about
that.
P
So
that
feature
I
think
is
a
very
unique
feature
from
what
we
saw
in
the
settings
down
in
the
cities
and
in
Goodhue
they
were
separate
standing
buildings.
So
we
can
begin
that
process
of
really
integrating
with
peers
in
a
more
an
easy
way,
without
a
lot
of
transportation
issues
to
to
block
that.
So
this
would
be
a
setting
deed.
P
You
might
ask
the
question
as
how
many
settings
are
there
through
the
individuals
with
disabilities
and
Education
Act,
as
we
Brenda
had
mentioned,
there's
there
legal
parts
of
this
and
and
we
illegal
consideration
schools
our
districts
are
mandated
to
be
able
to
provide
the
full
continuum
of
services.
So
it
goes
from
no
matter
if
you
call
them
like
an
A
through
H
as
North
Dakota
does
it
could
be
labeled
one
two
three
in
another
state,
a
B
and
C
those
settings.
The
students
have
special
education.
Students
have
access
to
typical
peers.
P
Once
you
move
beyond
that,
D
becomes
a
separate
school.
That
means
that
there
is
limited
or
no
access
to
typical
peers,
and
then
it
will
move
to
residential
setting
home
bone,
setting,
Correctional,
Facility
and
parentally
placed
in
private
education.
So
all
of
those
continuum
of
services
are
laid
out
in
the
act
for
IDE.
A
and
districts
again
are
required
to
provide
those
we
have
had.
Students
arrive
in
our
districts
that
require
a
setting
D
and
we
were
not
able
to
provide
it.
P
So
another
question
would
be.
Would
this
look
like,
or
could
this
be
done
in
all
schools
as
you'll,
learn
and
probably
already
know
it
can't
be
scalable
to
every
school
building
and
while
a
building
does
not
in
itself
deescalate
a
child,
the
environment
allows
adults
to
be
able
to
manage
and
help
themselves
remain
in
to
some
level
of
control
that
will
help
deescalate
the
child.
I
would
say
that
it's
more
than
just
support.
It's
it's
a
long
side
of
the
great
working
adults
that
we
have
with
these
students.
This
would
be
this.
P
This
program
would
be
more
than
enough.
Its
whole
is
bigger
than
the
sum
of
its
parts.
In
other
words,
the
difference
as
Allison
talked
about
focus
on
steam
and
the
individualized
needs
of
the
students
would
be
provided.
We
were
planning
on
partnering
and
have
secured
partnership
with
TNT
fitness,
and
they
will
be
something
that
we
can
look
at,
that
motor
movement,
sensory,
sensory
provisions
that
these
students
need.
We
don't
anticipate
starting
with
a
huge
number
of
students.
P
We
do
have
fewer
than
ten
that
we
know
of
throughout
the
time
of
my
being
in
this
district,
I
would
say
that
on
average
we
have
about
three
students
who
move
in
and
move
out
that
come
with
a
lit
setting
D
in
their
IEP.
We
have
had
parents
asked.
Why?
Don't
you
have
that
program
that
at
the
family,
educator
enhancement
team
meeting,
they
asked
about
the
the
reset
rooms
and
and
concerned
about
seclusion?
There
would
be
no
doors
on
those
rooms.
P
They
are
truly
meant
for
students
to
be
able
to
go
and
seek
their
own
special
spot
when
they
need
it,
and
others
they're
still
right
there
with
the
adults,
but
they
have
that
ability
to
to
choose
that
calming
space,
if
so
needed.
Much
like
you
or
I
might
choose
to
go
back
to
our
office
sometime
when
we've
had
just
about
enough
of
the
world.
P
So
the
the
IEP
team
are
the
members
of
the
team
who
would
decide
the
appropriate
setting.
We
do
that
for
every
student,
whether
the
the
decision
ends
up
being
a
setting
D
or
an
A
and,
like
I,
said
all
the
way
through
through
H.
We
go
through
a
least
restrictive
environment
talking
points
so
we'll
talk
about
the
characteristics
of
the
student.
Previous
placements
tried
programmatic
components
and
potential
harmful
effects
to
the
student
him
or
herself
or
to
others.
P
All
of
that
goes
combined
to
make
any
decision
for
any
student
in
any
placement,
so
students
would
not
just
be
placed
there.
Iep
teams
would
make
that
decision
and
just
as
much
as
they
would
make
that
decision
that
if
they
did
select
a
setting
D
for
one
moment,
they
may
in
the
future,
go
back
and
select
C
or
B
or
a
at
some
time
parents
and,
as
we
know
and
have
heard
tonight,
it's
not
everybody
is
on
board
with
us
and
not
all
of
the
times.
P
Even
without
our
setting
D
do
we
have
total
agreement
between
parents
and
the
district,
and
that
is
why
there
is
a
parental
rights
that
are
in
place
or
IDE.
So
while
we
all
would
recognize
that
we
would
like
to
solve
things
at
the
local
level,
there
are
provisions
in
place
for
parents
to
seek
the
ability
to
go
to
the
Department
of
Public,
Instruction
and
and
question
the
the
choice
of
an
IEP
team
so
and
those
are
available
to
all
not
just
setting
the
students
would
be
placed
in
setting
D.
P
There
have
been
questions
about
how
to
fill
the
position.
Yes,
Fargo
now
has
felt
the
shortage
of
teachers.
We
are
working
diligently
to
build
mentorship
programs,
new
hire,
trainings,
a
series
of
new
hire
trainings
working
with
mr.
and
reen's
HR
department
on
actively
recruiting
teachers
for
this
school.
It
is
different
than
what
Fargo
has
been
used
to
in
the
past.
We
used
to
be
a
destination
district
and
just
like
every
other
district
in
the
nation.
Now
we
are
feeling
that
shortage.
P
P
We
would
not
be
changing
any
of
our
level
C's
that
are
currently
out
there.
This
isn't
just
by
putting
a
D
does
not
mean
that
level.
C
students
don't
exist,
there
has
to
be
the
continuum,
so
we
would
continue
to
work,
building
those
programs
and
working
to
also
put
put
efforts
into
a
and
B
and
C
just
like
we
do
every
year.
So
this
program
does
not
take
away
from
other
programs.
P
Q
I
was
asked
to
speak
just
kind
of
about
my
own
journey
I
found.
We
had
conversations
last
spring
about
this,
and
certainly
when
this
came
up
to
me.
I
had
questions
I'm
sure,
like
anybody
has
questions
and
I
would
say
that
on
that
journey,
I
have
had
questions
answered
in
timely
manners
and
in
a
way
that
really
makes
me
feel
comfortable
about
this.
Being
you
know,
adjacent
to
Lewis
and
Clark
elementary
dr.
Gandhi
and
mrs.
Eidsness
and
and
dr.
Q
gross
have
all
been
out
and
visited
with
myself
on
multiple
occasions
as
well
as
Jim
free,
and
they
have
allowed
me
and
my
staff
input
to
the
design
and
answer
questions.
We
have
a
Google
document
that
the
staff
can
ask.
Questions
on
and
and
I've
been
up
keeping
that
and
answering
questions
and
if
I
don't
know,
I
find
the
right
person
who
does
know
the
answer
to
them
and
and
respond
to
them,
and
so
you
know
and
I
would
say
that
there's
probably
been
five
or
six
questions
on
that
document.
They
came
out
again.
Q
District
leadership
came
out
to
one
of
my
staff
meetings
and
presented
staff.
Had
many
good
questions
that
were
presented
and
again
all
questions
were
answered
and
I
would
say
that
since
then
I've
only
had
a
handful
of
questions
again
that
I've
asked
them
to
put
on
that
Google
document
and
we've
answered
them.
Q
But
it's
been
really
great
communication
for
me
and
again
making
my
staff
and
myself
feel
comfortable
again.
District
leadership
came
out
to
one
of
my
PTA
meetings
that
we
had
and
allowed
parents
their
voices
to
be
heard
and
again
lots
of
great
questions
asked
at
the
PTA
and
again
our
district
leadership
answered
those
questions
and
I
have
not
heard
any
other
questions
since
that
time
from
parent
perspective,
and
so
that's
kind
of
been
my
journey
again.
Q
We
are
continuing
to
talk
and
when
I
have
questions
I
again,
I
visit
with
district
leadership
and
they've
been
more
than
open
and
honest
in
in
their
approaches
to
to
myself
and
staff
and
parents
of
Lewis
and
Clark.
So
at
this
point
you
know
my
questions
really
have
been
answered
and
I'm
sure
there
will
be
more
as
we
move
closer
if
this
gets
approved
and
and
we'll
tackle
those
as
they
come.
So
that's
my
two
cents.
Thank
you.
A
R
R
We
did
some
space
program
and
to
kind
of
figure
out
the
amount
of
space
we
needed
for
this
program
and
for
the
for
the
school
I'll
walk
through
some
of
the
design
considerations.
I
won't
read
all
this,
but
we
have
some
we'll
highlight
some
of
these
design
considerations.
We
have
pictures
in
here
of
TNT,
so
sensory
Jim
that
they
have
and
some
other
sensory
rooms.
Yes
for
examples,
you'll
see
there.
R
This
shows
a
site
plan
at
Lewis
and
Clark
of
the
school.
The
blue
area,
the
North,
is
to
the
left.
The
blue
area
is
the
new
construction.
It's
got
on
the
south
side
of
Lewis
and
Clark
kind
of
connected
to
where
the
existing
cafeteria
a
lunchroom
and
the
kitchen
is
so.
The
bus
loop
is
on
that
west
side
comes
in.
There
would
be
the
existing
playground
on
the
east
sides.
R
Kind
of
the
southeast
of
Lewis
and
Clark
would
stay
where
it
is
on
the
south
side
of
the
the
new
addition
would
be
the
parking
and
staff
and
visitor
parking
for
the
setting
D
area,
and
then
the
main
entry
would
be
on
the
south
side
on
the
north
side.
There's
the
bus
loop
would
remain
there.
There
would
be
a
student
entry
and
then
there'd
be
an
entry
for
TNT
and
there
area
separate
from
that
that
bus
loop
that
remains
at
Lewis,
&
Clark,
would
stay
there
on
the
far
west
side.
R
There's
a
parking
lot
for
TNT
the
next
slide.
This
shows
kind
of
an
overall
floor
plan
of
Lewis
and
Clark.
The
blue
area
is
the
existing
school
I
mean
the
green
areas,
the
existing
school,
the
blue
areas
there
are.
That
would
be
the
areas
that
would
be
considered
the
setting
D
areas,
so
that
area
would
be
separate,
separated
off
from
the
existing
school
building.
The
tan
area
would
be
the
areas
that
was
the
the
sensory
gym
for
TNT
kid's
fitness
and
they
have
their
own
entry.
R
Wrong
way,
I'll
get
into
more
detail
here
on
the
floor
plan,
so
we've
developed
the
floor
plan.
You
know
get
the
pointer
here.
So
basically
there's
going
to
be
two
pods
basically
of
classrooms.
Can
we
call
them
classroom
Commons
areas,
there's
four
classrooms
in
each
side,
each
one
in
each
there's
two
classrooms
that
share
a
teacher's
office.
So
there's
a
teacher's
office
that
would
be
in
the
middle
here
and
they
would
share
they
would
kind
of
span
between
the
two
classrooms.
So
a
teacher
could
go
between
the
two
classrooms
from
that
office.
R
Each
classroom
would
have
its
own
toilet
room
accessible
from
the
classroom,
and
then
we
were
talking
about
the
little
reset
rooms.
We
call
them
or
would
be
right
off
of
classrooms
and
no
doors
on
those
that
would
be
an
area
for
a
student
to
go.
When
they're
in
the
classroom
to
have
a
quiet
space
like
at
Pan
Cal,
oh
and
Carter
blue.
We
would
have
a
little
window
in
there
kind
of
low
for
the
students
to
look
out
just
for
the
students.
R
The
classrooms
would
have
a
heated
floor,
so
the
kids
could
sit
on
the
floor
in
those
areas.
So
each
one
of
those
classroom
areas,
there's
four
classrooms,
would
open
into
a
common
area
in
the
middle.
So
if
students
had
to
go
out
get
out
of
the
classroom,
they
could
go
into
that
common
area
in
the
middle
and
out
there
with
staff
and
do
some
more
education
or
just
get
out
of
the
classroom.
They
could
do
that
and
off
that
common
area.
There's
each
each
classroom.
R
R
You
know
de-escalate
or
do
their
own
thing
in
that
space,
each
one
it
and
then
off
of
that
there's
small
group
rooms
for
individualized
instruction,
half
of
that
off
of
that
there's
two
rooms
off
of
each
classroom,
Commons
and
then
a
kind
of
a
conference
room,
also
a
kind
of
a
larger
small
group
room
off
of
that
classroom.
Commons
after
each
end.
R
There's
a
calming
room
sort
of
like
the
reset
room
off
of
that
Commons
area,
so
we
have
kind
of
three
of
those
kind
of
rooms
there
inside
there
inside
each
one
of
the
classrooms
and
they're,
also
one
out
in
the
Commons
area.
So
these
these
classroom-
pods,
there's
one
here
and
one
over
here.
The
one
on
this
side
was
content
intended
for
the
at
this.
To
start
out
with
the
elementary
level,
the
one
on
the
west
side
on
the
left
would
be
middle
school
level.
R
The
main
entry
is
in
the
middle
here
and
then
the
the
red
area
is
the
administrative
offices,
so
there'd
be
a
secure
entry.
There,
administrative
offices
there's
spots
for
itinerant
staff
staff,
lounge,
toilets
work,
room
things
like
that
in
the
middle,
the
the
perimeter
sort
of
of
the
setting
D
is
kind
of
this.
So
then
these
areas
up
here
would
be
kind
of
shared
areas
with
Lewis
and
Clark
elementary
schools.
So
the
sensory
gym,
the
cafeteria
this
area,
this
GM
area,
they've,
got
a
half-court
gym.
R
We
kind
of
intended
those
to
be
shared,
so
the
secured
kind
of
perimeter
of
the
setting
D
would
go
around
that
the
the
hallways
you'll
see
kind
of
wind
around.
We
have
those
intentionally
they're
kind
of
intentional,
so
they
don't
you
don't
look
directly
outside,
so
a
student
could
get
out
into
the
hallway
and
they
won't
see
out
the
door
or
see
outside
to
kind
of
bolt
for
the
door.
Those
are
kind
of
things
that
happen,
so
we
intentionally
kind
of
made
the
hallways,
not
straight
off.
R
Of
that
mean
hallway,
there's
out
on
the
west
the
west
end
of
this
there's
we
call
a
care
team
area.
So
if
a
student
has
to
go
to
that
area,
they
they
go
there
to
calm
down
and
if
they
they
have
to
leave
the
school
building,
we
have
a
care
team
exit.
We
call
it
like
a
garage
where
a
student
could
have
to
be
taken
away
from
the
school.
If
they
have
to
leave
the
school,
they
could
be
done
that
do
that
in
a
secured
room
garage
space.
R
So,
if
there's
a
door
that
would
control
it
up
over
here,
this
is
where
TNT
would
have
a
sensory
gym.
The
sensory
gym
for
TNT
would
have
access
off
its
own
Lobby
and
its
own
office
off
of
a
door
here,
but
also
would
have
access
over
here
for
students
from
the
setting
D
side.
So
the
setting
these
students
would
use
this
during
the
day.
Tnt
would
run
that
program
and
then
at
night
and
on
weekends,
T
and
T
could
run
their
programming
out
of
the
sensory
gym
and
Kim's
gonna
get
to
that.
R
R
So
TNT
can
use
this
area
and
it
can
also
be
shut
down,
so
that
area
would
be
the
cafeteria
a
lunch
room
for
the
setting
D,
kids,
and
that
area
is
connected
right
off
the
kitchen
of
Lewis
and
Clark,
which
is
in
this
area.
So
we've
made
a
door
here
a
serving
window,
so
lunch
can
be
served
to
the
setting
D
kids
right
out
of
the
Lewis
and
Clark
kitchen,
and
then
we
have
a
folding
wall
which
is
in
here
that
kind
of
divides
a
full-size
elementary
gym
into
two
halves.
R
So
that
would
be
a
folding
wall.
The
other
side
over
here,
that's
the
expanded
gym
for
Lewis
and
Clark
elementary
school,
so
Lewis
and
Clark
has
a
small
lunchroom
right
now
it
needs
more
space.
So,
as
part
of
this
project,
we
expanded
the
lunchroom
to
provide
more
lunchroom
space
for
Lewis
and
Clark,
and
then
the
that
would
be
in
this
area
and
then
there's
the
serving
line
and
all
that
stuff
kind
of
remains
the
same
up
there.
For
the
lunchroom
and
in
the
old
lunchroom
area,
we've
created
a
new
classroom
and
a
music
room.
R
So
we
took
one
of
the
one
of
the
classrooms.
That's
here
moved
it
over
here,
so
it
has
outside
window
and
then
made
the
existing
classroom
and
another
classroom
in
a
remodeled
area,
music
room,
so
Lewis
and
Clark
needed
new
music
rooms
and
more
space
for
music.
So
those
these
spaces
over
here
are
remodeled
for
Lewis
and
Clark.
R
Some
of
the
features
of
security.
In
here
we
have.
We
have
the
classroom
setup,
so
a
student
could
leave
the
classroom
and
it
would
lock
behind
them.
So
there's
like
if,
if
a
student
needs
to
get
out
of
the
classroom,
they
could
leave
a
classroom
gold
into
the
classroom,
commons
area,
but
they
could
not
get
back
in
the
classroom
without
staff
in
the
keycard,
letting
them
back
into
the
room.
R
That's
it
that
seam
is
true
with
the
whole
perimeter
around
a
classroom,
commons
area,
the
group
of
classrooms,
the
student
could
get
out
into
the
main
hallway,
but
could
not
come
back
in
without
a
staff
member
in
their
keycard,
letting
them
in,
and
then
students
can
get
out
into
the
main
hallway.
So
if
they
have
to
get
out
in
the
main
hallway
and
just
get
away,
staff
would
follow
them
out
there
and
and
they
could
get
out
in
the
mail
me
and
hallway,
but
they
could
not
leave
the
school
building
proper.
R
So
we
would
have
security
on
the
doors
around
all
of
the
exterior
doors
in
the
school
buildings.
So
there
would
be
magnetic
locks
that
where
a
student
could
not
exit
out
there
and
get
BC
get
out
into
the
street
or
out
into
the
bus
drop
or
anything
like
that,
that
is
failsafe.
So
if
there's
an
emergency
or
a
fire
alarm
or
something
like
that,
the
doors
unlock
and
people
can
get
out
of
the
building.
R
We
have
off
that
main
hallway
also
have
a
makerspace
to
do
steam
programs,
and
things
like
that.
So
students
in
the
setting
D
area
can
use
that
makerspace.
So
we
would
create
a
space
for
those
kind
of
educational
opportunities.
You'll
see,
I
have
some
kind
of
our
red
marks
on
here.
We
were
like
at
Pan,
Cal,
o
or
Karner
blue.
R
We
were
kind
of
talking
about
doing
out
an
exploration
theme
here,
so
we
would
set
up
some
sort
of
a
themed
wall
at
each
one
of
those
to
kind
of
emphasize
a
Explorer
theme
of
Lewis
and
Clark,
or
something
like
that,
and
we
thought
we
could
do
that
at
the
sensory
gym,
the
makerspace
and
then
kind
of
the
main
entries
into
the
each
one
of
the
classroom,
pods
all
right
and
then
I'll,
go
on
to
the
next
keep
going
the
wrong
way.
These
are
some
views
of
the
outside.
R
R
This
would
be
a
view
from
the
south
west
side
showing
the
parking
lot
and
the
main
entry
into
the
setting.
D
I
was
talking
about
these
kind
of
low
windows
in
the
reset
rooms.
They
would
be
here
and
then
in
each
one
of
the
classrooms.
There
would
be
high
windows
to
let
in
lots
of
natural
light,
so
in
these
schools,
natural
lighting
is
very
important,
so
we
want
to
provide
lots
of
natural
light
and
we're
doing
that
and
all
throughout
and
even
in
the
classroom,
commons
area.
R
This
is
a
view
of
the
typical
classroom,
commons
area.
We
would
have
soft
seating.
We
have
we've
some
of
the
features
of
the
interior.
We
have
kind
of
calming
soft
colors,
mostly
indirect
lighting.
The
mechanical
and
electrical
systems
are
specially
designed
in
here,
so
they
have
larger
ductwork.
We
have
attenuators
in
the
ductwork
to
lessen
the
noise.
So
in
a
typical
space,
you'd
hear
all
that
white
noise
and
other
noises
of
mechanical
electrical
systems.
We
would
design
all
those
so
that
would
be
lessened
or
not
exist.
R
In
a
school
like
this
to
help
make
that
environment
are
much
more
calming.
All
of
our
colors
would
be
more
naturalistic,
blues
greens
kind
of
natural
colors
calming
some
of
the
other
features
would
be
like
a
fire
alarm
systems
would
not
have
strobes
on
them
in
a
normal
school
you'd
have
a
strobe
light
that
goes
off
or
an
alarm
there
with
a
really
loud
alarm.
Those
would
be
eliminated.
We'd
have
a
special
alarm
system
where
it'd
be
addressable,
so
you'd
hear
voices
instead
of
an
alarm
going
off
the
acoustics.
R
In
here
we
have
kind
of
a
higher
level
of
level
of
acoustics
in
the
ceiling,
tiles
and
things
like
that
to
help
lessen
them
on
a
noise
between
classrooms.
So
all
those
things
would
be
taken
care
of
the
lighting.
As
was
said,
all
the
lighting
in
the
rooms
would
be
LED
and
would
be
dimmable,
so
you'd
be
able
to
control
the
with
the
dimming
system,
the
lighting
in
a
classroom
or
in
the
whole
school,
with
a
dimming
system.
R
So
the
old
school
could
be
dimmed
and
their
full-spectrum
kind
of
lighting
more
like
an
trol
light,
these
LED
lights
so
and
that
would
be
controllable
through
the
whole
school.
As
I
said,
we've
tried
to
avoid
kind
of
bright
colors
things
like
that
and
do
natural
colors,
and
we
have
a
lot
of
these
little
spaces.
We
have
century
sensory
rooms
and
respite
rooms
to
go
to
in
each
areas
of
the
building.
R
The
next
item
I
will
have
is
the
we
have
kind
of
a
plan
of
we've
met
with
the
building
officials
on
this,
so
this
building
is
still
an
occupancy,
but
because
of
the
exiting
and
the
locking,
we
have
to
lock
kids
into
the
school
building.
It's
kind
of
looked
at
by
is
exiting
as
like
an
eye
or
an
institutional
occupancy,
and
we've
gotten
approval
from
the
school
district
or
from
the
building
official
to
do
this
and
the
schools
down
in
the
Twin
Cities
we
had,
we
toured
are
similar
to
this.
R
Like
I
said,
the
exterior
perimeter
would
have
electronic
locks
on
them
and
we've
we
met
with
the
building
official
about
exiting
out
of
the
building.
Normally,
when
there's
a
fire
alarm,
you'd
have
to
exit
the
kids
outside
of
the
building
and
in
this
school
we'd
have
a
separation
that
would
kind
of
separate
the
east
and
the
west
sides
of
the
schools.
So,
during
a
fire
alarm
situation,
the
kids
could
we
call
it
a
horizontal
exit
could
exit
from
one
side
or
the
other
to
get
to
a
safe
spot
inside
the
school
building.
R
We
would
be
safe
and
we've
gotten
approval
from
the
building
official
to
be
able
to
look
at
doing
this,
and
that's
just
a
narrative
of
in
more
detail
of
some
of
the
features
in
the
the
doors
and
things
like
that.
So
any
questions
now
I
have
the
cost
estimate.
That's
probably
what
you're
interested
in
to
the
last
item:
the
total
cost
for
construction,
and
our
probable
costs
here
is
about
10.15
million
for
construction
costs
and
a
total
project
cost
with
all
the
other
soft
costs
included
about
eleven
point.
Eight
million.
A
T
That
also
needs
to
be
addressed,
and
when
we
have
parents
come
to
us
and
and
look
at
our
summer
programming,
our
auto
school
programming,
time
who
are
very
desperate
of.
If
you
can't
take
our
child.
Where
will
we
go?
Nobody
can
serve
us
and
so
I.
Look
at
this
as
a
collaboration
working
together
with
our
schools
and
our
other
community
partners,
because
it's
going
to
take
a
community
so
that
we
can
all
give
a
hundred
percent
to
helping
all
children
be
successful
and
much
like
when
we
look
at
this
space.
T
We
have
signed
an
MoU
with
Fargo
public
school
that
we
are
committed
to
pay
for
the
design
and
the
equipment
to
go
into
that
space
and,
in
return
signed
a
agreement
that
we
would
pay
per
square
footage
for
out-of-school
time
summer
time
and
we
look
at
because
we're
a
year-round
organization.
We
look
at
some
of
the
benefits
to
children
that
come
to
us
before
they
go
to
school,
because
that
has
been
documented
that,
through
IEP
meetings,
the
school
officials
are
asking.
T
Why
is
this
day
on
Tuesday
your
child's
best
day
and
that's
the
day
they
start
their
day
at
T
and
T.
So
maybe
there's
before
school
program,
maybe
there's
after-school
programming.
There
has
to
be
that
flexibility
and
I
feel
that
that's
serving
the
child
in
the
best
way
possible.
So
we
see
that
as
a
benefit
of
working
with
the
school.
We
also
look
at
the
summer
time
in
extended
school
year.
We
do
do
a
12
year
12-week
program
and
we
have
a
lot
of
integration.
We
have
a
lot
of
inclusion.
T
We
work
with
36
schools
on
a
weekly
basis,
we're
at
the
very
first
of
our
partnership
with
Fargo
public
schools
in
2008.
It
was
very
physical,
very
cognitive,
based
students,
but
through
the
years
it
has
turned
to
be
more
about
a
see,
setting
classroom.
It
is
about
integrating
many
different
types
of
I
shouldn't,
say
IP,
but
many
different
adaptations
that
children
are
needing.
So
your
paraprofessionals
come
your
teachers,
come
they're
working
with
our
staff.
T
We've
been
visioned
to
work
on
training
models
that
we
could
do
professional
development
for
your
staff
outside
of
the
school
day
to
help
be
more
of
a
support
and
when
a
child
does
become
in
a
state
where
they
need
to
self-regulate.
What
are
some
of
those
strategies
that
we
could
provide
them?
So
we
look
at
this
as
not
just
the
the
setting.
As
what
could
we
be
to
a
service
to
the
district
and
professional
development?
We
have
a
team
that
really
has
served.
T
All
three
districts
in
our
community
have
been
out
in
Bismarck
to
the
adult
population
to
help
working
with
integration,
and
truly
children
are
a
third
of
our
population,
but
they
are
a
hundred
percent
of
our
future
and
we
need
to
plan
for
what
is
the
best
course
for
them,
as
they're
growing
in
the
developmental
ages
and
as
TNT
has
grown
with
people
from
2008
that
are
known,
adult
agency
programs.
We're
really
excited
about
lending
our
collaborative
spirit
and
we
partner
with
every
higher
education
in
this
community.
T
We
partner
with
the
University
of
Jamestown
University
of
Mary,
both
with
physical,
fair,
the
occupational
therapy
and
as
much
as
there
is
a
teacher
shortage.
It
is
probably
the
number
one
program
in
our
in
our
organization
that
people
asked
to
be
a
part
of
the
special
needs
program
because
it
fulfills
them
and
they
feel
that
they're
prepared
to
work
with
the
student.
T
S
So
thank
you
for
having
us
today
a
little
bit
about
myself.
I
started
at
TNT
seven
years
ago.
My
background
is
physical.
Education.
Excuse
me
I'm,
so
licensed
by
a
teacher
in
the
state
of
North
Dakota
over
I'm,
not
teaching
in
a
school
district
I'm
teaching
at
a
recreational
facility
and
I
never
thought
that
I
would
be
in
a
gymnastics
facility
that
was
never
on
my
radar.
I
wanted
to
teach
elementary
fayed
coach,
baseball
and
life
would
be
great
and
once
I
got
there.
S
I
realized
that
the
movement
that
we
were
teaching
in
a
gymnastics
facility
was
so
much
more
impactful
than
the
movement
that
I
was
taught
to
teach
in
my
fayed
classes,
because
in
those
classes,
that
I
was
instructed
to
teach
on
was
the
manipulative
movements
how
to
dribble
a
basketball,
how
to
throw
how
to
catch?
How
to
kick
out
a
volley
or
locomotor?
How
do
we
skip
walk
crawl
jog
run
gallop,
not
how
to
move
our
bodies.
We
were
never
taught.
How
do
you
teach
bending
and
stretching
in
a
fun
environment?
S
S
Otherwise,
you
can't
control
your
body
if
you're
in
a
heightened
state,
you're
out
of
control,
not
on
purpose,
but
that's
just
your
emotional
brains
taking
over
and
not
your
logical
brain
and
when
we
started
United
Way
12
years
in
2012,
not
12
years
ago,
we
as
Kim
alluded
to.
We
talked
per
week.
We
talked
a
lot
more:
the
physical
ability,
because
that's
what
our
setting
alone
it
allowed
individuals
to
get
out
of
wheelchairs,
because
we
hadn't
mass
we
had
swings.
We
had
different
apparatuses
that
let
them
work
on
core
strength.
S
You
don't
choose
the
individuals
that
they
sent
to
us,
they
choose
and
they
sort
of
descend
and
ask
us
to
serve
more
individuals
that
had
emotional
disorders
and
more
of
that
level.
Sea
level
be
setting
more
so
than
the
physical
need,
and
that
really
got
us
to
adapt
our
own
curriculum
and
work
with
University
of
James
son's
physical
therapy
program,
University
of
Mary's,
physical
or
occupational
therapy
program,
NDSU,
MSUM,
Concordia
and
say
how
do
we
meet
these
needs?
Because
it's
our
goal
not
to
be
the
emotional
social,
emotional
experts?
S
It's
our
goal
to
be
the
physical
experts,
and
how
can
we
do
what
we
want
to
do
to
get
them
back
in
a
classroom
ready
to
learn
and
gauged
in
a
classroom?
It's
not
our
job
to
to
necessarily
teach
the
behavior,
but
one
of
my
co-workers
and
I
don't
know
if
this
is
proper
at
a
meeting
like
this,
but
one
of
my
co-workers
has
taught
me
this
quick
little
activity
and
if
you
don't
mind
joining
me
again,
this
okay,
so
I
just
want
you
to
show
me
your
thumbs.
Put
your
thumbs
up.
S
Okay,
now
point
your
pointers
out.
So
as
I
look
around
I,
see
that
you
guys
are
able
to
do
this.
Put
your
thumbs
up,
put
your
pointers
out
thumbs
up,
pointers
out,
but
one
thumb
up,
one
pointer
out
switch
switch
switch,
you
know
switch.
Why
are
you
laughs
so
so?
What
I
just
did
there?
I
I
asked
you
to
do
a
simple
task
in
my
opinion,
but
I
put
you
in
a
vulnerable
state,
now
you're
in
front
of
your
peers,
performing
something
that
everyone
else
can
look
at
you
and
understand
what
your
ability
level
is.
S
Some
of
us
shut
down
right
away.
Oh
some
of
us
may
still
be
working
on.
How
can
I
get?
How
can
I
get
better?
That
was
I
want
to
be
the
best
at
this,
but
what
we're
asking
and
physical
activities
we're
putting
you
in
a
vulnerable
state
in
front
of
your
peers,
we're
asking
you
to
socially
show
everyone
else
how
what
your
ability
level
is.
When
we
ask
you
to
read
something
quietly,
I
can't
see
your
brain
working.
S
I
can't
see
if
you
understand
it,
but
if
I
ask
you
to
jump,
I
can
see
on
the
spot
that
you
know
how
to
jump
on.
One
foot
two
feet:
land
on
one
foot
whatever
it
may
be,
and
that
brings
out
an
emotion
of
who
that
individual
is
and
how
they
can
control
being
vulnerable.
Are
they
gonna
get
frustrated
and
want
to
flee?
I
can
see
that
before
it
happens.
How
do
we
address
that
in
that
state?
How
do
we
get
them
in
those
environments
to
help
classroom
teachers
see
those
triggers
that
may
be
it?
S
They
need
a
movement
break
because
they're
getting
really
fidgety
they're
getting
really
antsy.
They
just
need
to
move,
and
we've
worked
with
with
many
paraprofessionals
among
all
three
districts,
we've
been
doing
paraprofessional
trainings
before
and
during
school
years,
and
the
main
thing
is
an
occupational
therapy
practice
called
activity,
analysis
and
understanding
how
each
activity
we
asked
you
to
do
how
that
provokes
an
emotion
and
how
we
play
a
role
in
and
how
you
play
a
role
in
it
and
with
that.
S
We
also
know
that
the
paraprofessionals
that
we're
asking
to
work
with
the
most
challenging
ability
levels
that
they
are
not
trained
because
in
school,
as
even
as
a
teacher,
I'm
taught
about
content
content
delivery.
How
do
we
teach
content?
Not
how
do
we
teach
to
the
holistic
child
and
their
social,
emotional
well-being?
I
wasn't
taught
to
be
an
occupational
therapist,
behavioral,
specialist
social
worker.
S
Any
of
that,
but
I'm
being
asked
of
that
as
a
teacher
and
with
that
that
population,
the
more
that
we
can
provide
paraprofessional
training
and
an
ongoing
basis
is
just
solidifying,
some
of
the
other
trainings
that
they're
getting
that
they're
receiving
outside
of
the
district
to
see
currently
with
our
United
Way
partnership
with
the
36
schools.
We're
working
with
our
occupational
therapists
to
help
them
understand
triggers
hope.
S
The
special
education
understand
some
of
the
things
that
we're
seeing
again,
not
that
we're
the
experts
but
we're
just
trying
to
build
that
community
that
we're
here
to
help
and
whatever
we
can
provide,
is
going
to
be
beneficial
because
it's
going
to
take
an
army
is
going
to
take
our
coal
community
to
work
with
all
abilities
and
and
when
I
say,
abilities.
I
believe
I
heard
correctly,
that
we
were
talking
about
gifted
children
earlier
and
providing
programming
for
some
gifted
readers
literacy,
and
we
were
ok
with
that.
S
But
why
are
we
ok
with
providing
them
AP
classes
and
all
these
other
gifted
things
to
reach
their
ability
levels,
but
were
hesitant
on
providing
another
setting
to
reach
someone
else's
ability
level?
I
just
were
we're
a
huge
component
and
advocate
for
this
setting
and
we
want
to
be
a
part
of
it
and
provide
any
opportunity
any
training
we
can.
We
know
that
we're
more
focused
on
the
physical
side,
but
we're
also
open
to
adjust
and
learn
about
our
curriculum
to
encompass
all
the
learning
styles,
all
the
the
different
domains.
S
A
A
U
So
at
our
planning
committee
meeting
we
had
these
same
presentations
learning
about
the
services
that
will
be
provided
the
physical
space
and
the
the
moving
space
and
the
activities
that
will
be
provided.
We
have
gone
through
all
of
those
and
from
the
planning
committee.
We
came
to
a
consensus
that
we
would
bring
this
forth
to
the
full
board
and
have
these
presentations
to
the
public
as
well.
U
So
at
this
time,
I
would
like
to
move
to
authorize
administration
to
proceed
with
securing
bids
to
remodel
and
expand,
Lewis
and
Clark
elementary
school
to
provide
setting
D
services
not
to
exceed
eleven
million.
Eight
hundred
and
seventeen
thousand
eight
hundred
and
sixty
six
dollars
and
to
also
begin
a
partnership
with
TNT
kid's
fitness
and
gymnastics
circle.
P
P
It
would
be
I
think
a
little
silly
and
not
very
fiscally
responsible
to
to
not
share
the
wealth,
but
as
Ryan
was
saying,
we
need
to
provide
on
all
ends
of
spectrum
of
child
ability,
and
so
we
need
to
provide
some
focus
for
these
kiddos.
They
are
not
bad
kids,
your
kids.
We
need
something
different,
and
so
we
owe
it
to
them
as
well
to
any
other
student,
but
again,
I
think
that
many
people
could
grow
from
what
we
do
here
and
have
more
outreach
into
our
full
district.
Dr.
Gandhi
yeah.
L
The
setting
D
is
because
that's
a
gap
in
our
current
service,
and
we
do
know
that
to
some
level
physical
environment
does
have
some
triggers
that
could
cause
with
the
lighting
in
the
auditory
and
then
there's
also
an
opportunity
for
movement
here.
So
I,
don't
think
the
two
conversations
are
mutually
exclusive.
I
also
want
to
be
very
clear
by
saying:
I,
don't
think
this
is
the
end-all,
be-all
solution
to
behavior
concerns.
That
is
not
what
we're
trying
to
do
with
this
proposal.
L
We're
really
trying
to
provide
an
environment
where
students
have
triggers
that
stimulated
or
manifested
in
behaviors
that
can
focus
on
their
environment,
but
our
focus
is
always
going
to
be
that
least
restrictive
environment
and
growing
and
improving
every
setting
for
education.
We
provide
so
this
past
year.
As
a
district,
we
increased
from
two
elementary
settings
see
opportunities
to
eight.
We
increase
from
one
middle
school
opportunity
to
three.
L
We
know
that
doing
that
allowed
us
to
reduce
class
sizes
in
some
of
those
classrooms
that
were
there
were
essentially
magnet
programs
before
and
reduce
the
teachers
class
ratio.
We
want
to
continue
providing
those
opportunities,
and
it's
not
that
just
because
we're
putting
some
resources
into
setting
D
we're
not
going
to
do
that
in
setting
a
so
there's.
Definitely,
lessons
learned
from
the
homework
that
we've
done,
that
we
want
to
apply
to
all
of
our
environments.
One
of
the
other
ones
is,
is
providing
mental
health
services.
L
V
And
just
to
follow
up
I
had
asked
primarily
about
the
programming
you
addressed
this
a
little
bit,
but
as
we
look
at
the
facilities
and
the
lessons
we've
learned
from
some
of
our
board
members
visiting
the
different
other
sleeze
in
Minnesota,
our
staff.
Doing
the
same,
have
we
learned
lessons
that
can
be
applied
to
future
new
builds
or
remodels
in
our
existing
facilities
in
the
district.
L
Absolutely
I
think
some
of
the
design
elements
that
we
will
be
if
this
proposals
pass
that
will
happen.
Center
setting
D,
we
will
I
would
absolutely
entertain
the
conversation
about
any
new
building
or
remodels
in
our
district
and
bring
that
conversation
to
the
board.
Can
we
provide
these
design
elements
I?
L
Think
at
that
point
it's
a
matter
of
cost,
because
there
are
some
design
elements
in
there
setting
D
facilities
such
as
the
caulking
in
the
location
of
how
high
your
panels
are,
that
might
be
easily
able
to
replicate
across
renovation
projects
or
new
builds
in
the
district.
But
then
there's
some
other
things,
such
as
how
large
your
HVAC
system
is
that
we
might
not
be
able
to
afford
for
every
new
building,
so
I
think
we
had
those
conversations
on
an
individual
project
level.
I.
W
Well,
I
have
I,
have
my
statement
written
down
here
and
I
just
want
everyone
to
know
that
I'm
going
to
be
voting
in
favor
of
the
motion
and
I
want
to
let
you
know
why
so
January
22nd
2019
the
Fargo
Board
of
Education
and
West
Fargo
School
Board.
We
were
presented
with
an
executive
summary
and
a
final
report
of
a
task
force
that
was
formed
to
study
the
needs
for
a
setting
D
program
in
this
area.
W
There
was
lots
of
communication
within
our
community
regarding
this
decision.
The
board
in
the
district
listened
I
believe
to
that
feedback
from
our
community
and
the
plans
too.
We
decided,
as
a
district
and
aboard
the
plans
to
fully
incorporate
a
setting.
D
program
at
Egizi
were
put
on
hold
with
the
direction
back
to
conduct
more
thorough
and
research.
W
W
W
First
and
foremost,
one
academic
goals
and
transitions
to
environment,
culture
and
climate,
three
social-emotional
learning
for
safety
and
appropriate
space,
five
staff,
training
and
professional
development,
and
there
were
five
others
that
were
deemed
to
be
less
critical
by
that
task,
force
and
I
believe
this
plan
goes
even
farther
and
supports
those
needs
as
well.
Those
attributes,
one
parent
and
family
engagement
to
community
partners,
three
budget
sustainability
for
best
practices
and
five
relationships.
W
I
believe
this
speaks
to
the
thoroughness
that
we
have
asked
our
district
and
our
community
to
address.
Regarding
this
issue
and
I'm
grateful
that
the
community
pushed
the
district
and
the
board
to
dive
deeper
into
this,
because
I
think
we're
better
where
we
are
now
I'm
thankful
that
we've
had
a
lot
of
hard
questions
that
we
have
had
to
answer,
not
as
much
the
board
needing
to
answer.
But
the
district
has
been
answering
working
to
research
and
answer.
W
Many
many
questions
rightfully
asked
so
I
stated
after
my
tour
at
Penn
Callao
at
the
November
12th
board
meeting
that
I
have
learned
more
about
how
serving
the
needs
of
specialty
students
is
not
only
about
making
sure
that
the
teachers
and
the
support
staff
are
highly
qualified
and
trained,
but
how
crucial
it
is
for
them
to
have
the
environment
in
order
to
have
that
flexibility
that
is
conducive
to
the
needs
of
those
students
and
I
believe
we
have
been
carefully
studying
and
researching.
The
best
way
is
to
make
available
our
students.
W
O
Okay,
so
I
have
a
couple
questions
too.
Actually,
several
but
I'll
start
with
just
a
couple
and
Rebecca
as
I
was
listening
to
yours,
then
I
I
wanted
to
seek
clarification
first
because,
as
we
talked
about
studying
programming,
improving
programming
and
what
we've
done
differently
in
our
level,
C
programs,
I
am
curious.
I
know
that
we've,
the
district,
has
learned
a
lot
and
also
from
the
tours
and
perhaps
moving
forward.
O
Is
you
know
one
of
our
speakers
brought
up,
workforce
and
and
and
I
think
that
this
conversation
goes
back
to
this
is
going
to
take
a
village,
it's
going
to
take
a
community
FPS
can't
do
all
of
this
on
their
own
and
so
I'm
very
happy
to
see
collaboration
happening
with
TNT,
but
along
those
lines
Rebecca
had
mentioned.
You
know
this
separate
school
setting.
Patty
talked
about
level,
you
know,
separate
school
settings
and
and
I
I
need
clarification
around
in
the
lawyer's
letter
itself.
It
does
say
that
it
doesn't
mean
as
a
location.
O
It's
a
service,
it's
a
level
of
service,
and
so
I
think
that
maybe
this
is
an
opportunity
to
clarify
that,
because,
when
I,
when
I
read
this
paragraph
again,
I
can't
help
but
have
questions
when
I
listen
to
two
members
speak
around.
Are
we
really?
What
are
we
doing
there?
First,
because
a
building
isn't
going
to
solve
our
problem.
L
So,
and
as
much
as
I
don't
want
to
qualify,
I
do
have
to
qualify
your
question
around.
How
do
we
measure
the
success
of
our
setting
C
programs,
because
there's
a
lot
of
factors
at
play?
I
think,
first
and
foremost,
we
are
across
all
settings
in
our
district
from
the
general
education
classroom
to
the
least
restrictive
environment
that
we
offer
directly
right
now,
which
is
settings
C,
I,
think
we're
part
of
a
continuous
improvement
process
and
we
are
going
to
be.
There
are
also
students
sitting
in
our
settings.
L
C
classrooms
that
came
in
from
other
districts
or
other
states
that
had
a
setting
D
on
their
environment
and
those
three
entities
are
not
being
met.
We
know
right
now
and
that
influences
the
success
of
our
studying
C
program
as
well.
So
it
is
very
easy
to
say:
well,
if
you
do
this,
and
this
and
this
you're
setting
C
program
will
improve
and
you
won't
need
a
setting.
L
D
I
do
not
agree
with
that
premise,
because
if
that
premise
was
correct
we
would
not
have
a
setting
D
under
I
D,
a
law,
and
secondly,
it's
not
about
one
individual
improvement
to
a
program
that
you
offer
in
your
district.
It's
about
the
totality
of
the
circumstance
today
at
not
asking
you
see.
Elementary
administrators
across
the
board
are
here
to
be
part
of
this
conversation.
L
We
have
students,
we
have
students
that
we've
had
to
make
the
very
very
tough
decision
as
a
district
and
say
that
the
only
place
for
them
to
receive
an
educational
setting
right
now
is
a
detention
center
because
they
are
posing
a
threat
and
their
needs
are
not
being
met
at
the
setting
that
we
can
provide
as
a
school
district.
We
also
have
students
who
have
sought
outside
services
and
refused
have
been
good.
Those
outside
services,
for
a
variety
of
reasons
that
are
back
to
our
school
at
the
next
day
and
I
am
NOT.
L
Gonna
say
that
those
are
the
students
are
gonna
qualify
for
setting
D,
nor
will
setting
D
address
all
of
those
issues,
but
the
truth
is
right.
Now
there
is
no
in-between,
because
when
a
student
comes
in
with
needs
that
can't
be
met
in
a
current
setting,
C
classroom,
they
have
two
choices:
either
we
we
do
the
least
restrictive
environment
put
them
in
the
setting.
C
classroom,
sometimes
we're
not
able
to
meet
their
needs,
and
that
becomes
a
stressor
on
the
existing
program.
L
So
that's
why
it's
hard
to
measure
that
or
they'd
have
to
go
to
a
residential
facility,
and
that
has
happened
in
our
district
as
well.
So
I
would
say:
yes,
we've
improved
in
our
setting,
see
programs
and
we're
gonna
continue
to
improve.
That's
the
same
thing
with
setting
a
B
and
C,
but
I
do
I
disregard
the
premise
that
if
you're
setting
C
programs
are
perfect,
you
wouldn't
need
setting
D.
I
So
dr.
Gandhi
can
I
just
talk
a
little
bit.
My
educational
career
until
this
year
has
been
in
Minnesota.
I
have
never
known
any
different
that
that
we
have
what
we
call
level
4
programs
in
Minnesota
and
there
are
hundreds
in
the
state
of
Minnesota
what
we
never
looked
at
them
as
a
place
where
you
send
a
child.
I
Like
I,
said
I
don't
know,
I
have
had
students
attend
the
different
programs
that
we
visited
from
schools,
that
I
belong
to.
I
had
parents
cry
when
their
students
were
going
to
return
back
to
their
home
schools
because
maybe
their
member
districts
there
wasn't
room.
There.
We've
had
students
in
Minnesota
on
waitlist
for
a
year
where
parents
are
asking
for
them
to
be
able
to
go
and
there's
just
not
room
in
the
programs.
They
have
to
wait
so
it
when
I
came
here
and
I
started
here.
I
I
was
very
surprised
that
this
was
even
occurring
because
Wisconsin
South
Dakota.
We
have
students
that
have
come
in
this
year
from
Virginia
and
that
all
have
this
level
of
programming
in
this
level
of
support
that
they
need
on
their
IEP
that
they
have
chosen
and
I
have
parents
asking
why
we
don't
have
it
here,
and
it's
really
hard
for
me,
because
I
know
where
I
have
been
that
there
are
many
specially
designed
programs.
Are
they
perfect?
No,
like
dr.
Gandhi
said
there
still
is
behavior.
I
There
still
are
things
but
the
environment,
and
by
working
with
those
teams
and
those
staff
they
come
together,
like
no
other
to
help
support
that
child
and
that
family
and
parents
it
just
it
goes
so
much
smoother.
Parents
are
not
getting
called
to
come
and
get
their
child
from
school.
Students
are
not
being
placed
on
homebound
because
they
have
a
level
of
support
that
they
need
services
and
staff.
I
When
we
would
have
positions
open
in
those
programs,
a
lot
of
staff
would
apply
for
that
because
they
knew
that
the
level
of
support
and
their
caseloads
would
be
smaller
and
they
had
administrative
support
and
people
right
there
that
surrounded
them
and
they
knew
what
that
support.
Looked
like
and
felt
already
in
Fargo
we've
had
teachers
come
to
us
and
say
we
would
like
to
work
there.
If
this
goes,
we
would
like
to
work
there.
We
have
staff
that
are
so
invested
in
our
students
and
care
so
much
and
only
want
them
to
grow.
I
A
L
I
just
wanted
to
answer
the
second
part
of
Jennifer's
question,
because
I
thought
it
was
a
great
question
around
setting
D
doesn't
have
to
be
a
location
and
I
think
that
goes
back
to
when
you
look
at
I
D.
A
law
setting
C
is
instead
inside
the
regular
general
education
classroom
for
less
than
40
percent
of
the
day.
Setting
these
a
separate,
school
and
I
think
it's
it's
around
your
definition
of
a
separate
school.
L
L
A
P
That's
correct,
I
mean
the
you
know.
The
IEP
team
will
work
with
an
individually
student
per
student
basis,
but
going
to
a
setting
any
of
the
settings
is
never.
It
does
not
have
to
be
a
permanent
thing.
You
look
at
where
the
students
best
are
best
able
to
meet
and
get
their
free
and
appropriate
public
education,
and
when
kiddos
are,
you
know,
escalated,
they're,
not
feeling
very
good
themselves,
and
so
they're
they're
little
their
brains
and
their
minds
aren't
on
math
and
reading
at
that
time
and
after
you've
escalated.
P
It
takes
hours
sometimes
to
deescalate
and
here's
where
my
story
and
I
the
replication
of
it
I,
don't
know.
But
I
can
tell
you
speaking
as
and
I
can't
speak
for
every
parent
and
I.
Never
would
try
I
to
have
a
child
with
a
significant
disability
and
I
will
tell
you
about
that
was
noticeable
from
birth,
and
so
you
grieve
the
loss
of
a
lot
of
things.
I
grieved,
my
husband
grieved
and
my
the
sibling
of
my
daughter
with
special
needs
grieved
from
birth.
P
Just
and
then,
as
you
know,
we
serve
kiddos
in
the
school
system,
starting
in
preschool
program.
At
age,
3
doesn't
mean
the
grieving
stopped
at
age,
3.
What
I
feel
for
the
parents
of
students
who
mana
who's
who's,
whose
disability
manifests
and
behavior
that
can
be
harmful
to
themselves
or
others?
They
have
to
grieve
in
front
of
us.
They
have
to
grieve
in
front
of
their
teachers.
They
have
to
grieve
in
front
of
their
their
principals.
P
They
want
their
child
to
do
well
in
school.
School
is
what
marks
youth,
and
so
with
that
grieving
process
comes
emotion,
and
no
doubt
it
was
very
painful
in
any
decision
that
is
made
here
today
on
one
end
or
the
other
could
be
painful.
We
told
information
of
parents
who
came
from
other
states
who
said
they
simply
could
not
understand
why
we
didn't
have
this.
They
were
actually
a
little
mad,
it's
okay.
P
We
have
heard
from
parents
today
and
we've
heard
from
parents
in
the
recent
past
how
this
would
be
very
painful
for
them
if
it
went
through
and
no
doubt
that's
true.
None
of
this
is
easy.
The
job
is
to
provide
an
education
for
students
at
whatever
level
and
to
meet
them,
where
they're
at
I
guess
with
my
story
before
my
narrative
before
was
to
say
nobody.
J
Excuse
me,
this
is
very
important
to
me:
I
took
a
an
entire
day
to
go
to
Goodhue,
because
I'm
very
very
concerned
about
the
behavior
that
we're
seeing,
along
with
all
the
other
school
districts
in
the
state
and
the
nation
I've
got
to
tell
you
very
honestly.
When
I
went
to
Goodhue
I
saw
a
school,
it
had
different,
it
had
dimmer
lights,
it
had
different
furniture,
but
I
saw
a
school
big
differences,
smaller
classrooms,
less
kids,
more
staff.
J
My
concern
I'm,
not
against
a
level
D
I'm,
just
wondering
if
we
shouldn't
be
incorporating
the
things
that
we're
talking
about
into
all
of
our
schools.
We've
got
a
real
problem.
That's
occurring
in
our
society,
we're
seeing
tremendous
increases
in
violence,
we're
seeing
the
suicide
rates
going
way
up,
we're
seeing
bullying
it's
all
epidemic,
and
it
could
be
that
what's
escalating
the
behavior
of
our
what
we're
calling
now
our
level
D
students
is
escalating,
the
kids
that
we're
not
noticing
it
in
until
something
happens.
Why
aren't
we
using
calming
lighting
in
our
present
classrooms?
J
Why
aren't
we
using
more
calming
colors?
Why
don't
we
have
these
planning
areas
without
doors
where
they
can
just
go
and
be
alone
and
get
their
thoughts
together
instead
of
having
to
step
out
into
the
into
the
hallway,
for
instance,
where
there
all
of
a
sudden
they're
recognized
as
being
all
problems?
Why
don't
we
have
smaller
classrooms
and
smaller
classes
instead
of
saying
Fargo's
first
school
in
North
Dakota
with
a
level
D?
Why
don't
we
say
Fargo's
the
first
schools
decided
there's
not
going
to
be
an
element
in
elementary
classroom
over
ten
kids.
J
J
You
know
some
one
of
our
presenters
from
the
audience.
I
said
it
perfectly.
She
said
buildings,
don't
deescalate
behavior
people.
Do
we
have
incredible
staff
in
Fargo?
We
just
don't
have
enough
of
them,
and
that's
a
that's,
a
big
concern
to
me
when
we
have
on
when
we're
understaffed,
currently
and
now
we're
saying
that
we're
going
to
have
to
hire
all
these
of
these
other
people,
Goodhue
paid
huge
bonuses
to
get
their
people
to
come
back.
They
worked
with
the
teachers
union
so
to
allow
them
to
pay
their
psychologists,
for
instance,
way
above
salary.
J
Otherwise
they
had.
They
had
loss
of
staff
every
year.
Like
everybody
else,
they
said,
since
they
started
with
these
bonuses,
they
keep
their
staff.
You
know,
I'm,
not
convinced
that
level.
Dea's
are
wrong.
Is
the
wrong
thing.
I
just
don't
know
that
we've
done
enough
to
show
that
we
can't
solve
some
of
the
problems
without
building
a
brand
new
building.
I.
L
Don't
disagree
with
that
thought
then.
Is
there
more?
Could
there
be
more
that
and
elements
from
here
that
we
could
replicate
across
our
entire
system
and
I
would
absolutely
advocate
for
that?
The
reality
is
for
eight
classrooms.
This
cost
eleven
point,
eight
million
dollars
and
I.
Just
don't
know
at
this
point,
I
mean
I
would
love
to
have
that
conversation
with
the
board
if
we
have
the
capacity
as
a
district
to
to
increase,
to
build
a
sensory
gym
and
every
one
of
our
buildings
and
all
of
those
things
and
do
all
these
design
elements.
L
There
is
something
different
about
going
to
a
general
education
school
and
having
the
stimuli
of
as
many
students
as
we
have
in
our
traditional
school
and
not
being
able
to
do
what
you
need
to
do
or
learn
in
that
your
best
environment,
because
you
still
have
a
different
need
to
be
in
a
separate
school
and
that's
what
setting
D
does
but
I
think
your
conversation.
The
answer
to
your
question
is
cost
and
resources.
I
think
the
other
piece
is
staffing.
We've
talked
a
lot
about
staffing
and
I.
L
Think
we
should
look
at
staffing
from
two
ways:
the
conversation
that
there's
a
teacher
shortage.
There
absolutely
is
we're
facing
it.
Every
school
districts
facing
it
as
well,
but
I
do
want
to
clarify
that
the
fact
that
there's
no
special
ed
teachers
and
that
where
we
have
rooms
that
don't
have
special
ed
teachers,
that
I
think
is
being
misrepresenting
of
what's
happening.
L
We
have
teachers
that
have
a
plan
on
file,
meaning
general
education
teachers
that
don't
have
a
special
education
endorsements
of
certification
yet
and
they're
working
towards
that,
and
they
will
get
that
throughout
the
school
year.
Those
are
still
educators
and
those
are
fantastic
educators
that
have
made
the
choice
that
I
want
to
become
and
teach
in
a
special
education
environment,
I
think
by
just
saying
that
they're,
not
special
educators
and
they
can't
beat
the
needs
of
kids.
You
are
disqualifying
the
the
effort
and
the
training
that
that
teachers
received
as
a
former
special
educator
myself.
L
L
That
say
there
is
a
need
and-
and
that
doesn't
mean
that
they're
not
qualified,
that
just
means
they're
gonna
work
towards
getting
their
special
education
certification
to
carry
on
their
best
practices
as
a
teacher
to
meet
the
needs
of
some
of
our
most
vulnerable
learners.
So
I
think
that's
kind
of
yeah.
My
response
to
those
questions,
I.
U
Think
of
the
viral
video
of,
and
it
was
Ryan
jumping
on
the
trampoline,
with
the
special-needs
child
in
the
wheelchair
and
how
many
views
did
you
have
for
that
and
so
being
adaptive?
And
so
how
can
we?
These
are
vulnerable
children
and
they
deserve
to
have
as
much
education
as
we
possibly
can,
and
if
we
can
team
with
community
partners
such
as
TNT
and
unwrap
each
one
of
these
gifts,
I
think
it's
just
a
blessing
and
it's
the
responsibility
that
we
have
as
a
school
district
to
do
so.
I.
T
H
O
O
I
think
you're,
absolutely
right.
Christie
and
many
of
you
have
commented.
We
absolutely
have
to
get
this
right
it.
We
need
to
do
this,
the
right
way
and
I.
Think
that's.
Why
I'm
thankful
for
the
opportunity
to
have
this
discussion
about
what
those
collaborations
are
going
to
look
like
could
look
like
moving
forward
because
I
don't
hear
the
criticism
coming
around
programming
being
that
our
special
ed
teachers
aren't
good
or
good
enough,
or
even
the
best
I
hear
that
they're
the
best
from
many
and
I
believe
that
I.
O
Think,
though,
there's
a
mental
health
component
that
they
it
correct
me
if
I'm
wrong,
don't
necessarily
have
the
certification
for
and
yet
we're
asking
them
to
provide
those
kinds
of
services,
and
so
to
me,
that's
something
that
DHS
should
be
sitting
here
talking
about.
How
can
we
collaborate
with
them
so
that
their
providers
are
in
our
schools?
Maybe
more
frequently.
You
know
I've
heard
that
that
through
their
reorganisation,
that
that
is
something
that
they're
talking
about
I
attended
their
community
conversation
last
week
and
and
they
are
restructuring
their
entire
department,
and
it
is
long
overdue.
O
But
I
do
think
that
one
of
the
areas
that
has
been
identified
has
been.
How
can
we
strengthen
our
partnership
within
schools
to
meet
the
students
and
really
anyone
their
families
where
they
need
it,
and
so,
if
I
see
anyone
missing
at
the
table
and
if
I
have
you
know
added
conversations,
it's
really
about
that.
It's
not
about
questioning
I
mean
much
like
David
said
it's
not
questioning
whether
or
not
we
need
to
provide
these
services
or
how
we're
currently
providing
them
or
where
these
students
are
currently
receiving
them.
O
L
Absolutely
I
think
we
need
mental
health
service
providers
to
be
at
the
table
and
across
all
of
our
settings
from
setting
a
through
setting
D
if
this
gets
proposed
as
well.
This
proposal
is
not
a
mental
health
facility.
This
is
proposals
for
an
academic
environment
where
we're
bringing
in
a
contracted
service
specifically
for
that
school.
That
does
not
eliminate
the
contracted
services
that
we
are
looking
to
provide
mental
health
across
our
system.
L
I
know,
Missy
can
probably
speak
to
all
of
the
different
service
providers
that
we
have
in
the
district
right
now
we
have
reached
out
to
DHS
as
well
and
I
would
read
someone
else,
oh
well.
We
would
be
willing
to
work
with
the
way
we
view
it
is
for
the
mental
health
services
provided
at
the
setting
D
school.
We
assume
that
there
would
be
a
meeting,
a
bidding
process
or
a
competitive
process
for
mental
health
service
providers
that
can
meet
the
needs
of
the
students
here,
but
also
systemically
across
the
district.
L
We
want
to
reach
out
and
partner
with
as
many
mental
health
providers,
and
we
are
doing
that
right
now.
We're
working
with
some
of
the
solutions
and
some
other
organizations
across
our
our
community
to
bring
those
services
into
our
school,
but
it's
not,
let's
just
build
this
and
for
a
place
to
receive
mental
health.
This
is
the
place
where
we
can
provide
an
academic
instruction
in
an
environment.
That's
meaningful
for
the
kids,
but
knowing
the
kids
also
need
mental
health
services,
bring
that
in
as
well
John.
V
Thank
you.
My
next
question
is
for
why
age
are
not
so
much
related
to
necessarily
the
specific
use
of
this
facility,
but
to
its
general
design
and
I'm
wondering
what
considerations
or
plans
have
been
given
to
the
energy
efficiency
and
water
efficiency
and
waste
reduction
of
this
facility,
specifically
with
targeted
to
towards
there
its
carbon
footprint.
Would
this
be
an
zero
facility
of
carbon
emissions?
Is
there
a
roadmap
to
a
net
zero
with
this
or
what
would
be
the
impact
on
our
environment
in
Fargo
here?
Thank
you.
Well,.
R
I,
don't
think
it
would
be
a
net
zero,
but
we
could
have
that
discussion
during
the
design
of
it.
That
costs
a
lot
of
money
to
build
a
NetZero
facility
but
yeah
what
the
way
wih
our
designs
buildings.
We
we
designed
them
to
be
sustainable
as
much
as
we
can,
over
and
above
the
standard
for
the
building
code.
So
we
do
extra
insulation,
we
do
Erik's,
you
know
heat
recovery
systems,
things
like
that.
We
do
everything
we
can
to
make
it
accessible
and
we
also
do
a
lot
of
things
for
our
standards.
R
Specification
in
the
building
is
to
reduce
the
volatile
organic
compounds
kind
of
VOCs
in
the
environment.
So
there's
not
toxic
substances
and
all
the
materials
things
like
that.
So
we
we
take
that
very
seriously
and
we
we
do
as
much
as
we
can
with
the
budget
we
have,
but
we
can
further
have
those
further
discussions
if
the
project
goes
forward.
Yeah
thank.
V
You
guys
follow
up
on
that
somebody
related.
Can
you
talk
to
us
about
the
design
of
the
transportation
and
traffic
flow
around
the
facility?
Is
this
going
to
impact
the
current
wave
the
students
get
in
and
out
of,
Lewis
and
Clark?
Will
it
impact
the
residents
of
the
neighborhoods
and
the
locations,
and
how
is
it
envisioned
that
most
of
the
students
will
be
being
dropped
off?
Livvie
dropped
off
with
that
bus
loop?
Will
they
be
dropped
off
at
the
main
entrance.
K
K
There
would
be
additional
spots
if
you
look
at
just
to
the
right
of
that
bus
loop,
which
some
of
the
other
transportations
or
other
buses
could
stop
students
and
would
exit
through
there
to
that
student
entrance.
That's
on
the
lower
left-hand
side
here.
The
other
idea
is
that
some
students
may
choose,
and
some
parents
may
choose
to
transport
their
own
students
just
like
they
do
to
any
other
school.
That's
we're
now
on
17th
Street.
K
There
would
be
a
new
entrance
into
that
parking
lot
area
right
there,
in
which
then
parents
could
then
go
into
that
staff,
visitor
parking
lot
and
could
park
their
car,
and
then
staff
could
come
in
and
assist
students
into
that
new
area.
So
I
think
there
was
some
good
thought
into
the
busing
for
the
students,
both
at
Lewis
and
Clark,
and
now
this
new
addition
and
for
those
who
want
to
transport
their
students
themselves.
A
X
Well,
I'm
indefinitely
in
favor
of
this
project
like
to
thank
Rebecca
for
the
history
of
what's
happened
here,
piano
yeah.
We
too
had
a
daughter
that
was
a
special
education,
I'm,
proud
to
say,
she's,
a
speech
pathologist
working
for
minor
public
schools.
Now
we
don't
have
a
level
a
setting
to
you
school
as
listed
on
page
14,
and
the
idea
act
as
a
board
we're
providing
our
our
staff
with
a
tool
and
it's
up
to
the
IEP
team
to
decide
how
that
child
is
going
to
be
placed.
X
We
have
a
superintendent
who
is
a
leader
is
a
master's
degree
in
special
education.
I
have
complete
trust
that
the
whole
process
and
due
process
all
the
way
to
to
us,
but
to
him
before
us
will
will
happen
in
that
he's.
Gonna
place,
kids
or
the
team
is
going
to
place.
Kids
in
the
least
restrictive
environment,
I
appreciate
the
board
members
that
have
gone
and
visited
schools.
Thank
you
for
doing
that.
X
X
X
X
A
A
H
Well,
I
do
have
a
child
that
has
autism
he's
24
years
old
and
when
he
was
going
to
school,
there
was
no
such
thing
as
a
a
b
c
or
d,
and
I
will
tell
you
with
the
experience
that
we
had
with
our
child.
This
is
definitely
something
that
we
need
to
have
in
fargo.
I
will
support
this.
I
was
not
in
support
at
first
and
with
a
leader
that
we
do
have
here.
Dr.
Gandhi
I
am
absolutely
in
favor
of
this,
and
I
can
tell
you.
H
I
was
also
a
student
of
the
Fargo
public
schools
and
my
child
suffered
quite
a
bit
because
we
did
not
have
an
ABC
or
D,
and
this
really
affects
me
emotionally
due
to
the
fact
that
he
was
my
child
and
there
wasn't
a
whole
lot
that
we
could
do
for
him
and
in
our
Fargo
public
schools
at
that
time.
So
I
would
definitely
I'm
in
favor
of
it
absolutely
a
hundred
percent
and
that's
all
I
have
to
say
thank
you.
I.
J
P
We
need
to
look
to
our
teachers
as
the
professionals
who
know
how
to
educate
children.
We
have
to
understand
that
parents
have
a
vested
interest
in
what
they
need
for
their
child,
what
they
desire
for
their
child,
sometimes
those
don't
line
up
and
so
I
DEA
put
in
the
parental
rights
for
a
safeguard
for
children
and
parents
can
access
and
again
there's
anywhere
from
reconvening
an
IEP
meeting
to
having
facilitated
meetings
where
somebody
from
the
community
they
are
chosen
from
not,
incidentally,
the
community
but
they're
chosen
from
dpi
as
a
facilitator,
to
help
facilitate
conversations.
P
All
the
way
up
to
due
process
where
a
parent
might
file
and
say
I
would
take.
I
would
like
to
take
this
to
a
legal
route,
which
is
the
most
detrimental
for
all
sides.
But
there
is
a
pathway
for
that
and
it's
there
for
every
student
who
qualifies
for
special
education,
not
just
the
students
who
would
qualify
or
IEP
team
would
determine
that
level.
D
is
the
setting,
so
those
those
are
outlined,
North,
Dakota,
dpi
website
we
hand
out
parental
right
booklets.
O
I
feel
like
I'm,
really
struggling
to
take
a
yes
or
a
no,
because
I
feel
like.
Although
we
have
come
a
long
way,
there
are
still
discussions.
I
would
like
us
to
have
with
DHS,
especially
considering
the
reorganization
and
I,
get
that
this
is
a
school
and
that
it
is
our
duty
to
provide
education,
but
maybe
this
is
also
an
opportunity
to
to
tell
me
for
this
those
students
that
have
to
be
referred
to
a
facility
that
can
help
them
meet
the
social-emotional
behaviors.
If
we
cannot
is,
are
we
providing
education
in
those
facilities?
L
P
So
when
a
student
goes
to
say,
Prairie
st.
John's,
we
do
have
teachers
there.
The
amount
of
time
that
the
children
spend
in
education
is
far
more
limited
than
the
amount
of
time
that
a
student
in
our
school
district
would
spend.
They
might
have
an
hour,
maybe
two
hours
of
class.
The
other
time
is
set
is
spent
in
the
medical
facility
with,
and
rightly
so,
with
the
medical
professionals
dealing
with
a
significant
emotional
needs
of
those
of
those
children
in
a
setting
like
Luther
Hall.
P
So
when
you
hit
beyond
a
separate
school
when
you're
starting
to
look
at
residential
or
pound
or
medical,
it
has
gotten
to
that
point
where
they
say
that
that
is,
that
does
supersede
the
education
and
free
an
appropriate
public
education,
not
a
place.
Not
a
location
begins
to
look
very
different
than
it
would
if
a
student
were
in
a
regular
setting
for
most
of
the
day
and
all
the
way
down
to
even
setting
D
so
setting
D
again,
the
main
focus
the
education
that
has
a
setting
that
allows
to
to
be
supportive.
P
V
Was
one
of
the
ones
that
voted
no
back
in
May
of
2018
I
didn't
think
we
had
the
completeness
of
vision.
The
appropriate
plan
to
are
necessarily
even
knew
exactly
what
gaps
we
had
in
our
district
I.
Think
since
then,
through
mostly
the
hard
work
and
the
homework
of
our
administration,
but
also
our
board
and
our
new
superintendent.
We
have
crafted
a
new
vision
that
is
more
complete
and
comprehensive.
I
think
it's
going
to
be
a
definitely
a
vision
for
the
future.
V
Not
only
that,
but
we've
also
now
identified
areas
of
improvement
for
the
rest
of
our
services.
We
provide
in
the
facilities
we
provide
to
our
students
in
our
community
and
that
continual
improvement
that
we
see
in
this
board
room
at
every
regular
meeting
reported
to
us
is
going
to
continue
through
those
services.
V
Brenda
rule
earlier
tonight,
when
she's
addressing
us
noted
that
not
everything
that
is
legal
is
necessarily
right
and
might
be
judged
by
the
course
of
history.
I
do
believe
that
this
plan
in
front
of
us
here
tonight
is
right
and
legal,
but
mostly
right.
It's
important
for
these
kids
too,
that
are
not
currently
receiving
these
services
to
receive
these
services
in
an
environment
that
is
appropriate
and
necessary
for
those
services
to
be
provided
by
the
staff
that
we've
identified
that
are
highly
qualified
to
provide
those
services.
V
Y
Z
Z
B
J
Z
V
V
V
A
A
A
A
A
A
A
A
A
L
L
L
L
L
L
Y
Y
L
A
A
Board
of
Education
is
back
in
session.
I
am
going
to
take
some
presidential
privilege
here
and
I
am
just
going
to
ask
that
we
adjourn
the
meeting
now
since
we're
all
really
tired.
We
do
have
a
written
presidents
report
that
was
handed
out
other
than
that
our
next
regular
board
meeting
is
December.
10Th
meeting
is
adjourned.