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From YouTube: School Board Meeting - September 24, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - September 24, 2019
A
Regular
meeting
of
the
Fargo
school
board
to
order
I
would
like
to
mention
a
couple
things:
John,
Road
and
bike.
Our
Vice
President
is
is
joining
us
online.
He
is
or
on
the
phone,
so
he
will
be
included
in
this
conversation,
and
then
we
have
a
time
certain
agenda
item
at
6:00
p.m.
so
it
might
get
a
little
bit
awkward
with
with
reports,
but
we
are
required
to
do
that
for
North
Dakota
century
code.
So
thank
you
for
your
patience
as
we
work
through
those
I
have
in
front
of
me.
B
A
Second,
okay,
so
we
have
a
motion
on
the
floor
to
approve
the
agenda
while
pulling
6c
from
the
consent
agenda
and
moving
it
down
to
the
business
section.
We
will
add
that
into
as
seven
seed,
and
we
have
a
second
as
well.
Any
discussion
take
all
of
those
in
favor
of
approving
the
agenda
with
the
amendment
please
vote
by
saying:
yes,
yes,
any
opposed.
No
okay,
we
move
forward
with
that
recognition
of
the
audience.
A
C
I'm
Jen
master
and
the
vice
president
of
Fargo
Education
Association
I,
have
grant
craft
with
me
tonight
we're
here
on
behalf
of
Dave
Marquardt.
We
wanted
to
let
you
know
of
some
things
that
were
happening
a
little
over
a
week
and
a
half
ago
over
15,000
dollars
was
raised
for
the
lunch
aid.
This
initiative
was
started
by
a
professor
who
was
an
active
North,
Dakota
United
member.
He
was
supported
and
funded
by
many
local
unions
and
associations.
All
these
community
members
know
the
importance
of
keeping
kids
fed
and
ready
to
learn
in
our
classroom.
C
The
project
would
have
never
had
such
an
impact
if
it
were
for
the
local
labor
groups,
who
came
together
to
be
united
for
our
students
and
families
in
Fargo,
Public
Schools.
We
owe
each
and
every
one
of
them
a
debt
of
our
gratitude
to
help
solve
this
crisis,
and
we
look
forward
to
partnering
with
them
in
the
future
in
order
to
make
a
systemic
change
for
our
families
that
need
these
extra
supports.
So
we
really
applaud
their
efforts.
D
D
This
budget
has
vastly
different
line
items
in
many
areas
of
the
from
many
areas
of
the
preliminary
budget,
and
we
do
not
believe
that
it
adequately
reflects
the
mission
and
strategic
plan
of
Fargo
public
schools.
This
budget
does
not
provide
the
monetary
resources
to
attract
new
teachers,
nor
does
it
attempt
to
retain
them.
D
Having
already
seen
a
gradual
slip
of
where
our
teachers
fall
in
regards
to
pay,
we
understand
that
this
budget
will
ultimately
cause
people
to
not
make
Fargo
public
schools
their
first
choice.
We
also
believe
that
it
may
result
in
teachers
not
being
willing
to
stay
in
this
district
as
a
board.
Your
role
is
very
clear:
you
create
the
vision
for
the
district,
the.
What
of
the
organization
you
then
tell
the
cabinet
and
the
cabinet
is
able
to
act
on
the
how
to
make
your
vision
a
reality.
This
budget
does
not
reflect
the
board's
vision.
D
C
No
one
person
has
a
greater
impact
on
the
education
of
a
child
than
does
the
teacher
who
creates
the
primary
learning
and
instructional
environment
in
that
classroom.
Each
of
you
has
the
opportunity
tonight
to
voice
your
vision
for
this
district.
We
look
forward
to
observing
your
conversations
tonight
on
this
matter.
Thank
you.
A
E
Sure
for
our
co-curricular
activities,
monitoring
I
will
bring
over
as
we
have
most
of
the
past
year's
titles,
and
but
with
them
we
do
we'll
have
a
little
bit
of
change.
Miss
Denise
Odegard
is
no
longer
with
us,
so
we
will
ask
Miss,
Ainsley
Renfro
has
taken
into
those
shoes
and
to
be
joining
him
as
well.
F
G
Will
try
to
keep
it
moving
Fargo
offers
so
many
amazing
opportunities
for
the
Performing
Arts
that
it
might
be
a
little
tricky
but
I'll
keep
it
keep
it
moving
as
best
I
can
you
can
see
in
middle
school?
We
start
with
a
one-act
play
and
musicals,
and
then
once
students
move
to
high
school
in
terms
of
theater
productions,
the
opportunities
blossom
with
a
musical
a
play
in
a
one-act
play
at
all
schools
and
then
many
other
opportunities
each
school.
G
Does
it
a
little
bit
different,
but
lots
and
lots
of
opportunities
for
the
students
specifically
performances
this
year,
Ben
Franklin
middle
school.
The
one-act
play
is
bedtime
stories
as
told
by
our
dad
who
messed
them
up
uh-huh,
and
you
can
see
the
dates
there
and
the
musical
is
Shrek
Junior
Carl
Ben,
the
one-act
is
Romano
and
Julie,
and
the
musical
is
elf
jr.
and
discovery.
We
have
Alice
in
Wonderland
and
High
School
Musical
Junior
I
won't
read
word
for
word
the
high
school
productions,
but
it
will
start
off
with
Davey's
cabaret
night.
G
This
Friday,
the
theme
is
its
prom
and
it's
music,
singing
dancing
instrumentalists,
all
students
put
together
and
they
open
with
an
ice
cream,
social
and
some
other
fun
activities,
and
then
the
plays
are
listed
there.
Some
of
the
highlights,
Dracula
is
the
the
play
for
Davies
and
bullets.
Over
Broadway
is
the
musical
at
North.
The
musical
is
the
25th
annual
Putnam
County
Spelling
Bee,
which
is
hysterical
and
the
play
is
a
classic
Neil,
Simon's
rumors
and
then
at
South.
G
Their
musical
is
the
pajama
game
and
their
play
is
Allison
Wonder,
then,
within
that
they
also
have
a
lot
of
performances
that
are
student,
written
student,
directed
student
produced
and
a
lot
of
improv
shows
as
well,
where
the
music
activities
starting
an
elementary
level.
There
are
many
opportunities
and
chimes
world
drumming
musical
theater
folk
dance,
choir
orchestra
going
into
middle
school,
they
add
the
smaller
ensembles,
Honor,
Choir,
Chamber,
Orchestra,
Jazz,
Band
and
other
musical
ensembles
and
in
high
school.
Even
more
is
added
with
jazz
choir
composition.
There's
a
guitar
program
at
Woodrow.
G
The
Learning
Bank
is
a
nonprofit
organization
that
combines
Fargo,
Moorhead
and
West
Fargo
and
provides
an
opportunity,
a
cultural
opportunity
for
all
students
in
grades,
one
through
six,
where
they
go
and
experience
a
musical
presentation.
So
first
graders
get
to
go
to
MSUM
for
the
poco
Fuego
steel
drum
band
second
grade
has
a
Ukranian
presentation
on
culture
and
music.
Third
grade
goes
to
Concordia
for
the
percussion
ensemble
fourth
grade
to
NDSU
for
the
fargo-moorhead
Symphony
5th
grade
has
a
jazz
performance
by
the
FM,
kicks
Jazz
Band
and
also
learns.
G
They
have
a
very
it's
totally
optional,
but
they
have
that
opportunity
and
a
very
quick
lesson
on
the
Opera
and
then
the
bus
takes
them
to
the
Opera
and
and
they
get
to
watch
that
this
year
the
four
operas
are
akhenaten
porgy
and
bess.
Madame,
Butterfly
and
I
practice
this
one,
their
fling
and
Hollander.
G
This
was
by
far
the
hardest
part
to
make
quick.
The
pages
of
honors
that
I
got
from
from
teachers
was
amazing.
So
again,
I'm
not
going
to
read
them
word
for
forward,
but
you
can
see
in
the
theater
activities
a
lot
of
awards
and,
along
with
that
last
year,
Mamma
Mia
at
Davies
was
the
first-ever
completely
sold-out
show
in
the
Fargo
district
and
choral
honors.
Again,
a
lot
of
students
were
involved
in
many
different
honor
choirs
und
Honor
Choir
NDSU
Honor
Choir
associate
in
choral
directors,
association,
honor,
choirs,
University
of
Mary.
G
We
did
have
a
student,
earn
a
potential
$5,000
music
scholarship
through
the
University
of
Mary
competition,
and
we
have
not
only
high
school
students
participating
in
that,
but
middle
school
and
elementary
as
well.
In
some
honor,
choirs
and
again
instrumentalists
participated
in
many
different
honor
bands.
You
can
see
some
ratings
there
and
it
was
also
in
the
North
Dakota
national
band
association,
junior
high
Allstate
that
Fargo
two
of
the
sections
and
seeded
first
chair
to
very
large
accomplishments.
G
Like
I
said,
we've
been
Weldon
lots
of
regional
events
as
well,
one
that
sticks
out
to
me.
We've
had
numerous
students
perform
the
national
anthem
for
EDC
and
state
athletic
events,
and
we
have
been
lucky
enough
to
have
many
guests.
Artists
come
and
work
with
our
students
in
the
Fargo
public
schools,
both
in
music
and
theatre,
many
professional
actors
and
directors,
many
professional
instrumentalists
and
band
directors
from
all
three
of
the
local
colleges.
G
A
F
I'm
gonna
take
you
through
some
of
our
data
from
our
as
we
track
how
we're
doing
with
our
strategic
plan
and
our
initiatives,
terms
of
offering
diverse
activities
offering
high-quality
activities
and
enhancing
learning
one
of
the
things
that
we
do
is
we
do
our
annual
survey.
This,
should
we
add
twenty
nine
hundred
plus
students
respond
so
we're
getting
about
50%
of
our
six
through
twelve
students
to
respond
to
that
and
if
you've
sent
out
surveys,
fifty
percent
is
a
pretty
good
number
that
I'm
pretty
proud
of.
F
F
About
half
of
our
respondents
categorized
a
majority
of
their
participation
as
being
athletics.
We
asked
them
to
to
select
one
that
they
consider
to
be
their
majority,
whether
it's
the
performing
arts,
whether
it's
academic
clubs
and
things
or
if
it's
athletics,
so
we
can
further
disaggregate
our
data.
F
These
are
my
favorite
slides
every
year.
It's
the
same.
Why
do
kids
participate
because
it's
fun?
You
know
one
of
the
things
we
ask
when
we
interview
head
coaches.
What
are
three
words
that
describe
you
this
program
with
you
as
the
head
coach
and
if
I
don't
hear
fun
as
one
of
the
three
I,
just
wonder.
What
are
we
doing
here?
If
it's
not
fun,
we
probably
are
looking
at
it.
F
The
wrong
way-
and
you
can
see
here
with
our
performing
arts
respondents
same
thing,
even
a
higher
percentage
and
again
with
our
academic
activity
and
club
respondents
high
percentage,
because
it's
fun
that's
kind.
Now
we
have
all
of
these
slides
groups,
so
I'm
going
to
hit
three
at
a
time
pretty
rapidly
here
now
we
asked
do
you
did
you
feel
connected
and
cared
about
for
the
athletic
group
or
the
performing
arts
group
and
again
for
the
academic
and
club
activity
group?
Well,
ninety
percent
responded
favorably.
F
Here
we
have
the
citizenship
sportsmanship
and
respect
again,
roughly
90
percent
agree
I
felt
safe.
We
want
our
kids
to
feel
safe
after
school
and
their
participation
in
our
activities
and
again
90
plus
percent
across
the
board.
This
is
one
we
hear
about
all
the
time
that
Coach
didn't
communicate
well
or
the
director
didn't
communicate.
Well,
our
students
are
telling
us
that
90
percent
agree
that
their
coach
communicated
well,
their
director
communicated
well
with
them
and
their
advisor
communicated.
Well,
so
I
feel
good
about
that
about
knowledgeable.
F
Was
your
coach
advisor
director
knowledgeable
again
very
high
percentage
of
agree,
so
we
must
be
hiring
well
teamwork.
One
of
the
things
businesspeople
tell
us
is
that
they
need
people
that
can
work
with
people,
so
we
asked
that
was
this
emphasized.
Did
it
improve
your
abilities
and
again
90
plus
percent
in
each
area.
F
I'm,
a
better
student,
no
there's
always
that
time
crunch
that
I
spent
two
hours
in
practice
that
I
didn't
spend
on
my
homework.
Well,
our
kids
are
telling
us
here
that
you
know
85%
of
them
agree
that
they're,
a
better
student
in
season
I,
think
you
see
a
lot
of
that
anecdotally
in
athletics
because
your
time
has
to
be
structured
or
if
you're
in
music.
F
So
we
ask
the
students
that
did
not
respond,
that
they
were
a
participant.
Why
didn't
you
participate
because
we
got
what
half
of
them
just
didn't?
Have
any
interest
or
that
didn't
give
us
a
reason.
Only
11%
said
it
was
an
after-school
job.
That
number
is
one
number
that's
been
shrinking
gradually
in
the
years
I've
been
giving
this
survey,
which
is
interesting
to
me,
I,
don't
know
what
exactly
it
means,
but
no
or
they're
in
an
activity
outside
of
fps.
You
know
we
aren't
the
only
thing
in
town.
F
There
are
a
lot
of
wonderful
activities
that
aren't
Fargo
public
schools
activities
that
kids
engage
in
then
we
said
we
asked
those
students
that
said
they
did
not
participate.
Well,
what
else
did
you
participate
in
and
a
majority
said
none,
but
we
had
quite
a
few
things
there
that
you
know
I
think
we
can
reason
our
way
through
dance
belly
just
for
kicks
hip
hop.
You
know
they
might
want
something
different
than
our
dance
teams
are
offering
club
soccer
club
hockey.
F
We
don't
have
soccer
and
hockey
at
the
middle
level,
that's
all
Park,
District
or
Club
soccer,
so
that
that
makes
sense.
And
then
you
see
there's
a
whole
list
of
activities
that
a
few
kids
indicated
that
they
participated
in
another
one
of
our
indicators
is
GPA
and
once
again
this
number
hasn't
changed
much.
Over
the
years
we've
been
doing
the
survey,
our
kids,
who
are
participating,
have
higher
GPA
than
our
overall
student
body
and
quite
a
bit
higher
than
our
non
participating
students,
but
I
included
in
your
packet
just
kind
of
an
honor
roll.
F
We
send
out
a
Google
document
throughout
the
year
to
our
building
level,
that
tivity
coordinators
and
we
say,
hey
bragged
to
us
and
my
my
reason
for
that
is
kind
of
twofold
part
of
it
is.
Then
we
get
to
see
in
one
space
all
the
things
our
kids
have
done.
The
other
side
of
it
is
for
our
building
activity
coordinators,
who
are
in
the
middle
of
it
all
the
time.
F
F
This
is
remarkable.
The
High
School
Activities
Association
has
a
team
scholar
award
and
to
earn
that
you
have
to
have
a
team
GPA
of
3.2
or
greater.
We
had
79
opportunities
last
year
to
earn
a
team
scholar
award
and
71
of
our
groups
had
a
3.2
or
better.
That
number
is
grown
almost
every
year
too.
So
that's,
that's!
Pretty
impressive.
I
always
throw
in
a
little
note
about
what
we
have
for
tournaments
this
year
since
that
occupies
a
few
of
my
weekends.
Every
year
we
have
an
unbelievable
winter
run
coming
up.
F
We
have
all
the
big
ones
and
the
weekend
we
have
swimming
and
diving
State.
We
also
have
East
region
basketball,
so
it's
gonna
be
a
busy
February
into
March,
and
then
we
have
the
two
big
ones.
This
fall,
which
are
Dakota
ball,
and
a
Class,
A
and
B
combine
volleyball,
be
some
days
at
the
dome
and
the
shack
and
Scheels
arena
in
that's
good
stuff,
any
questions
for
me.
We
appreciate
your
support
of
our
programs
and
very
proud
of
our
programs.
H
F
A
lot
of
them
come
and
go
depending
on
the
interest
of
students
or
the
interest
of
a
staff.
Member
I
don't
have
that
list.
If
you
want
to
look
down
the
horizon,
what's
coming
eSports,
there
are
I
believe
the
last
number
I
saw
14
schools
that
are
interested
in
doing
it
this
year
across
the
state.
The
number
of
the
High
School
Activities
Association,
says
that
you
have
to
have
to
get
something.
Sanction
is
12,
so
it's
coming.
It's
the
the
states
that
have
added
it.
It
has
been
an
incredible
revenue
stream.
F
People
will
come
and
pay
to
watch
video
games,
or
do
you
have
Rob
at
the
Fargodome
thinking
boy
I'd,
look
good
up
on
those
big
scoreboard,
so
yeah
it's
eSports
going
on
and
a
building
full
of
people.
So
it's
coming
I'm
kind
of
waiting
for
some
interest
in
our
district.
There
isn't,
then,
a
lot
at
this
point.
F
We
don't
know
if
it's,
because
the
kids
that
are
into
eSports
are
already
doing
their
own
thing,
which
I
suspect
is
the
case,
and
they
don't
want
to
come
and
play
the
school
games,
which
will
be
probably
a
little
tamer
than
what
most
of
the
world
is
doing.
The
the
games
they're
looking
at
right
now
are
essentially
soccer
with
cars
and
capture
the
flag,
and
you
you
work
in
a
team
to
accomplish
the
objective
and
marker
Eric.
The
ad
up
and
Grand
Forks
now
has
been
real
involved
in
it.
F
A
A
A
F
A
Okay,
it
is
five
to
six
right
now.
I
know
this
is
a
little
awkward,
but
I
want
to
make
sure
that
we
are
ready
to
go
at
six
o'clock
p.m.
cent
certain.
So
let's
just
take
a
brief
break
and
then
we'll
come
back
and
then
Kathy
Anderson
will
be
joining
us
after
that
break
and
public
comment
section
and
she
never
disappoints
so
well,
we'll
see
at
6
p.m.
gang.
Thank
you.
A
Okay,
we
will
call
this
meeting
back
into
session.
It
is
officially
6:00
p.m.
we
are
at
the
point
in
our
agenda,
where
we
reserve
time
annually
for
our
public
hearing.
That
is
a
requirement.
Are
there
any
citizens
in
the
audience
that
would
like
to
present
any
oral
or
written
comments
regarding
the
property
tax
levy,
I.
A
E
E
I
I
There's
no
better
place
to
start
than
with
some
of
the
things
that
students
had
to
say
about
their
experiences
at
trollwood
this
summer.
This
has
been
such
an
amazing
experience
that
has
changed
so
many
people.
It's
changed
me.
This
was
my
first
year
at
row.
It
and
I
can
honestly
say
it
was
one
of
the
best
years
of
my
life
because
of
trollwood
I
feel
like
I.
Have
a
path
I'm
now
going
down.
I
Sherwood
is
a
safe
place
to
open
up
and
be
myself
teachers
care
about
me.
They
have
helped
shape
me
into
the
person
I
am
today.
Sherwood
is
the
place
I
developed
my
passion
trow.
It
is
such
an
encouraging
and
loving
environment.
People
are
so
supportive.
True,
it
is
an
experience.
You
will
not
anywhere
else
through
the
programming
that
we
provide
at
trollwood.
It
is
our
hope
that
students
will
discover
themselves
their
potential
and
their
passion,
no
matter
what
else
I
say
today
in
this
presentation.
I
In
2019,
we
offered
12
youth
arts
programs
for
students
from
ages
6
through
graduated
seniors,
trova
enrollment
in
2019
included,
one
thousand
one
hundred
and
sixty
students
when
counted
by
program.
Seventeen
hundred
and
fifty
one
learning
opportunities
were
provided
at
trollwood
and
we
operated
our
program
at
a
92%
capacity.
I
I
Our
high
school
students
performed
an
original
play
that
was
actually
written
and
directed
by
our
very
own
Kevin
Kennedy
from
South
High,
School,
titled
timepieces
in
mid-august
and,
finally,
of
course,
our
main
stage
musical
produced
Freaky
Friday
in
July,
featuring
high
school
students
as
cast
members
and
orchestra
members,
as
well
as
technicians,
all
totaled.
Our
performances
opportunities
serve
two
hundred
and
forty-three
students
and
entertained
over
17,000
audience.
Members
in
a
in
trollwood
offers
a
full
array
of
performing
in
production,
arts
classes,
workshops
and
leadership
opportunities
for
students
in
elementary
through
high
school
in
2019.
I
This
included
eighty-three
classes
and
workshops
at
all
levels
of
performing
in
production,
arts
for
both
the
middle
school
and
high
school
ages.
Through
our
trollwood
academy,
our
totally
trollwood
academy,
our
conservatory
programs
and
our
winter
academy.
Our
student
leadership
program
offered
apprenticeship
positions
to
20
young
leaders
who
were
assigned
a
professional
artist
to
work
side-by-side,
providing
mentorship
and
leadership
opportunities
for
students
in
areas
like
stage
management,
directing
choreography,
vocal
music,
instrumental
music
marketing
and
even
teaching.
I
We
offered
14
sessions
of
Arts
Park
throughout
this
summer,
with
each
session
lasting
one
week
for
elementary
students,
ages,
6
to
11,
learned,
basic
skills
and
singing
in
acting
and
dance,
as
well
as
providing
an
opportunity
for
a
public
performance
in
each
of
those
sessions
or
after
each
of
those
sessions.
In
addition,
we
offered
after-school
opportunities
through
our
elementary
workshops,
including
an
after-school
program
for
our
young
artists
at
Longfellow
Elementary
last
spring,
and
that
was
a
second
year.
We
have
offered
that
they
were
called
the
Longfellow
sparklers.
I
Actually,
since
1997,
our
star
program,
which
stands
for
students
at
risk,
has
been
an
important
program
offering
that
integrates
throughout
all
of
the
trollwood
opportunities.
This
national
award-winning
program
has
provided
thousands
of
students
over
the
years
opportunity
to
learn
to
grow
and
to
create
a
trollwood.
No
student
has
ever
turned
away
from
a
program
at
trollwood
for
their
inability
to
pay.
The
star
program
serves
students
who
are
challenged
with
emotional
behavioral
and
physical
challenges.
I
In
addition
to
potential
financial
obstacles,
along
with
the
importance
of
scholarship
opportunities,
the
star
program
provides
meals,
transportation,
mentorship
and
instructional
supplies
to
students
in
need.
As
we
move
into
the
fall
month,
the
event
center
portion
of
our
organization
is
exploding
with
opportunity.
In
addition
to
the
venue
being
utilized
for
school
arts
curriculum,
we
continue
to
host
arts
performances,
festivals,
retreats,
weddings,
cross-country
meets
and
so
much
more.
In
August
we
hosted
the
Startalk
Chinese
language
and
cultural
Student
Program
for
the
seventh
year
running
at
bluestem.
I
In
addition
to
the
amazing
entertainment
provided
by
our
troll
with
students,
we
are
happy
to
produce
numerous
high
quality
entertainment
options
at
the
amphitheater
for
the
entire
region
to
enjoy
for
11
years,
we've
been
working
closely
with
Jade
presents
to
bring
national
touring
artists
to
the
stage
at
bluestem.
2019
represented
the
9th
annual
symphony
rocks
at
blue
stem
in
august
as
well,
and
all
totaled
will
have
17
concerts.
That'll
will
be
taking
place
in
the
amphitheater
by
the
end
of
this
season,
including
two
multi-day
music
festivals.
I
In
closing,
I
wanted
to
share
just
a
quick
story
with
you.
On
the
last
day
of
our
June
programming,
a
young
middle
school
student
was
actually
drying
her
socks
under
the
hand
dryer
in
the
bathroom
I
happened
to
strike
up
a
conversation
with
her.
The
young
lady
shared
that
earlier
that
morning
she
was
actually
rollerblading
to
her
bus
stop,
which
was
at
South
High
School.
It
was
pouring
rain.
She
was
soaked
from
head
to
toe
she
needed
to
dry
off,
so
she
stopped
at
a
local
coffee
shop
and
the
staff
was
incredibly
helpful
to
her.
I
They
gave
her
a
coat.
They
provided
her
a
ride
and,
most
importantly,
they
gave
her
some
free
coffee
because
she
was
still
two
miles
from
her
bus.
Stop.
She
shared
with
me
that
she
would
get
up
at
6
o'clock
in
the
morning
every
morning
for
the
entire
month
of
June,
rain,
wind,
hot
weather,
cold
weather,
nothing
stopped
her
from
getting
to
that
bus,
stop
and
catching
that
bus
to
go
to
trollwood.
When
I
asked
her
I
said,
you
know
was:
was
that
worth
it?
That
was
was
a
big
effort.
Was
that
worth
it?
I
I
Students
choose
to
spend
their
summers
at
trollwood
when
a
middle
school
student
gets
up
at
6
o'clock
in
the
morning
every
morning
for
the
entire
month
of
June,
you
know
and
makes
that
kind
of
a
effort
to
go
to
school.
You
know
that
it
means
something
to
them
because
of
your
support
of
this
program.
Hundreds
of
young
students
lives
were
positively
impacted
at
trollwood
in
2019
and
in
many
cases
changed
positively
forever.
As
a
result
of
this
amazing
opportunity
that
you
made
possible
for
them.
I
Thank
you
for
everything
you
do
to
continue
making
trollwood
available
each
year,
and
please
know
that
you
are
appreciated
for
your
hard
work
and
your
commitment
to
this
community.
We
are
proud
to
be
a
program
of
Fargo
public
schools
and
I
would
like
to
answer
any
questions
that
you
might
have
at
this
time.
J
Thank
you.
I
just
wanted
a
little
bit
more
information
on
the
star
program,
and
maybe
there
could
be
a
follow
up
if,
if
you
don't
have
it
here
so
I'm
curious
about
the
budget
for
that
program,
specifically
I'm
very
happy
to
hear
that
we
have
transportation
provided
and
meals
and
sounds
like
it's
an
all-inclusive
program
for
those
kids.
So
they
have
the
opportunity
to
experience
what
some
other
children
have
that
they
might
not
be
able
to.
Otherwise.
I
That
is
part
of
what
we
spend
a
lot
of
time
working
to
raise
funds
for
at
trollwood.
So
you
know
the
program
to
just
for
for
registration
fee.
Basically,
it's
anywhere
from
350
to
450,
depending
on
where
that
student
is
coming
from,
and
so
we
raise
money
so
that
we
can
provide
those
scholarships.
We
raise
the
money
so
that
we
can
provide
those
meals,
our
meals.
We
actually
work
with
the
school
district
on
those
meals,
so
we
can
get
those
costs
down
to
a
very
minimal
fee.
I
K
A
A
A
A
E
But
we
understand
that
special
education
is
a
little
bit
different.
Your
MTS
s
supports
are
a
little
bit
different
as
well,
and
this
Wisc
really
had
their
hands
in
everything
for
some
of
our
students
in
need,
and
that's
we
don't
know
the
reasons
that
we
made.
That
shift
so
maybe
they'll
be
able
to
speak
to
that
and
then
before
I
hand
it
over
to
Jen.
One
other
thing
I
would
just
wanted
to
share.
E
Is
that
this
past
legislative
session,
one
of
our
priorities
as
Fargo
Public
Schools,
was
to
talk
about
emotional
learning
and
needing
supports
around
that
and
I.
Think
often
we
were
questioned
by
legislators.
What
are
you
already
doing?
Show
us
at
the
districts
done
everything
you
can
before
you
just
ask,
and
we
were
able
to
just
show
since
the
inception
of
our
Swift
program,
some
of
the
great
things
that
they've
been
able
to
do
so
just
a
phenomenal
resource
in
our
district
and
I
will
hand
it
over
to
John.
M
Thank
You
Anne
I'm
excited
to
be
here
my
first
opportunity
getting
to
introduce
the
Swiss,
the
Student,
Wellness
and
family
facilitators.
Now
that
with
that
shift,
as
dr.
Gandhi
has
shared,
what
we're
going
to
share
with
you
tonight
is
just
some
information,
some
goals,
how
we're
moving
forward
forward.
While
we
continue
to
look
at
the
data
from
last
year
to
help
us
continue
to
drive
our
decisions
and
just
the
structure
around
the
program.
M
So
with
some
of
the
shifting
that
has
happened,
some
other
pieces
that
are
important
to
note
is
last
year
we
had
six
student
wellness
and
family
facilitators
through
this
shifting
and
and
into
the
2019-20
school
year.
We
now
have
nine,
and
so
three
we've
added
three
who
were
primarily
al
social
workers
last
year,
yeah
to
the
Swift.
N
All
right
good
evening,
thanks
for
sharing
some
of
your
time
with
us
this
evening,
I'm
Amy
Riccio
is
Jen's.
Our
said
and
I
am
going
to
just
zip
through
a
few
of
these
slides
quickly,
so
that
we
have
some
time
to
share
data
and
answer
any
questions
you
might
have.
As
you
know,
we,
the
Student
Wellness
facilitator
program,
has
been
anchored
in
our
strategic
plan
under
initiative.
Five
and
I'm
not
going
to
read
through
that
under
goal.
N
Five
is
where
we're
at
and
I'm
going
to
quick,
introduce
our
wellness
facilitators,
so
I'm
going
to
start
on
the
north
end.
So
if
you
guys
just
want
to
wave
or
sand,
they
just
really
don't
want
to
in
the
middle
of
it,
but
we're
going
to
introduce
them
because
they
do
all
of
them.
Amazing
amazing
work-
and
this
is
a
huge
team
effort,
so
Jamie
Benson
is
on
the
north
side.
N
She's
her
office
is
at
Ben
Franklin
and
then
we
have
Carly
Gaddy
she's,
our
Yale
specialist
on
the
north
side
as
well
at
Madison
is
where
her
offices,
Mary
Kruger,
is
not
here,
believe
she's
probably
had
an
activity
for
her
children,
she's
at
North,
High
and
her.
She
works
specifically
Homa
specialists
as
well
as
student
wellness,
I
met
South
High,
as
I
said,
and
an
hour.
We
call
it
a
cluster
of
our
team
Tamara
Hoffman,
our
real
specialist
she's.
Her
office
is
at
Jefferson
Elementary
and
then
Sarah
in
the
back.
N
There
she's
coming
back
quickly
on
October,
1
I
believe
she
was
on
maternity
leave,
so
Laura
Bennett
was
I'm
filling
in
for
her
at
the
beginning
of
the
year.
Sarah
is
our
homeless
specialist
in
her
office.
Is
that
Carl
Carl,
Ben
Eielson
and
then
the
far
south
end.
We
have
Beth
Zimmerman.
She
her
office
is
at
Discovery,
Maurin,
Cramer,
al
specialists
at
ed,
Clapp
and
then
Alexis
rhiness.
Her
office
is
at
Davies
she's.
Also
a
homeless
specialist.
N
All
right
so
have
you've
met
the
nine
of
us
now,
and
so
how
do
we
get
students?
How
are
referrals
coming
to
us?
These
are
all
through
a
workflow,
again
hats
off
to
Kirby
he's
the
creator
of
our
workflow
and
he
hears
from
us.
Usually
we
try
to
keep
it
to
a
couple
times
a
year,
because
we
we
make
lots
of
adjustments
to
things.
Our
work
is
very
gray,
so
we
we
never
know
really
the
scope
of
what
our
year
is
going
to
bring
us
so
to
make
that
referral.
N
Simply
they
go
on
the
portal,
those
that
can
complete
that
referral
to
us,
our
counselors
other
school
social
workers,
administrators
and
our
special
ed
coordinators.
You
can
see
the
entirety
of
the
forum
on
the
screen,
it's
very
quick.
They
fill
out
that
information
and
must
check
one
of
the
boxes
below
where
it
says.
Referring
concerns.
They
have
the
choice
to
write
a
narrative
in
that
box
if
they
choose,
but
they
don't
have
to.
That
comes
to
all
nine
of
us.
We
say
what
side
of
town:
where
is
this
school?
N
Where
is
the
child
located
and
we
decide
among
our
team
who
takes
that
referral
once
it's
received
and
we
take
the
referral.
You'll
see
our
icon
that
we
use
to
tag
in
PowerSchool,
so
we
can
communicate.
This
is
how
we
communicate
to
any
teachers
or
administrators
staff
that
are
working
with
our
students
that
have
power
school
access,
they're
struggling
with
a
student
in
class
they're
like
wow
this
this
child
might
need
some
extra
help.
Maybe
they
need
a
wellness
facilitator.
They
can
quickly
look
in
PowerSchool
and
say:
oh,
they
have
already
been
assigned
and
connected.
N
They
click
on
the
icon
and
they
can
see
which
one
of
us,
our
name
and
phone
number
and
email
is
listed
there.
So
they
can
contact
us
directly
and
really
they're
the
eyes
for
us.
They
let
us
know,
what's
happening
the
role
of
the
wellness
facilitator
in
bold.
It
says
it
in
a
nutshell.
In
that
one
sentence
we
support
and
enhance
the
learning,
health,
social,
emotional
well-being
and
safety
of
students
we
do
through
this.
We
do
this
record
ination
of
services
in
our
community
and
within
our
schools.
N
We
provide
prevention
and
intervention
services
and
we
also
do
a
lot
of
referrals
to
outside
resources.
This
could
be
anything
from
beating
meeting
basic
needs,
so
a
referral
to
a
homeless,
shelter
or
maybe
a
food
pantry.
It
could
be,
they
need
a
pediatrician.
How
do
I
find
that
and
it
could
be,
we
need
some
therapy
we're
having
some
concerns
with
behavioral
mental
health.
So
it's
very
broad
on
what
those
resources
look
like
what
a
swiff
is.
N
Not
I
always
include
this
when
we
present,
because
it's
much
easier
to
know
what
we
don't
do
it's
hard
to
encompass
everything
we
do
do.
We
do
not
do
any
assessments
or
diagnosis
on
children
or
students.
We
do
not
provide
direct
therapy
or
counseling.
We
do
not
do
assessments
for
chemical
use
and
we
don't
respond
to
immediate
crisis
at
a
building
level.
N
So
changes
we've
highlighted
a
few
of
them
here.
Jen
mentioned
a
few
at
the
beginning
here,
but
basically-
and
this
this
was
for
last
school
year.
What
we
saw
for
some
changes.
We
increased
collaboration
with
community
mental
health
therapists.
We
we
really
try
to
figure
out.
How
can
we
help
those
kids
that
can't
get
to
therapy
or
mental
health
services?
N
What
can
we
do,
and
so
we
worked
very
closely
with
administrators
to
figure
out
how
we
can
provide
some
therapy
in
school
when
there
is
a
barrier,
when
there
is
an
obstacle
that
we
just
are
struggling
for
the
student
to
get
around
and
pulling
that
therapist
in
the
school.
We
are
hosting
a
pilot
project,
it's
called
targeted
case
management,
so
this
is
I
call
them.
N
There
are
deeper
in
school
or
deep
in
students
that
you
know
there's
a
lot
a
lot
of
layers
going
on
for
these
students,
and
so
they
need
more
intensive
case
management
or
social
work
services.
So
we
have
partnered
with
path
of
North
Dakota.
They
are,
they
do
have
a
project
at
Jefferson.
That
is
part
of
this,
but
the
targeted
case
management
specifically
for
Fargo
schools,
is
at
Washington
and
Kennedy
Elementary.
N
Those
were
our
level
C's
schools
from
last
year
and
they
can
case
manage
up
to
eight
students,
they're
hoping
you
know
to
have
four
at
each
school
so
that
did
get
started.
Building
compassionate
schools
is
professional
too,
for
schools
that
have
completed
trauma-sensitive
schools,
training
and
we
started
our
second
cohort.
Last
year
we
started
the
holiday
food
baskets
that
we
distributed
in
December
so
last
year.
Gents
are
is
also
a
trauma
trainer
along
with
myself
and
Laura
Sokolowski,
and
we
were
visiting
one
day
and
just
what?
N
What
do
you
think
would
be
great
for
your
families
and
I
said
to
give
them
some
food
for
Christmas
without
having
to
show
birth
certificate,
social
security
card
IDs?
We
know
they
need
the
food,
get
it
to
them,
and
so
Jen
helped
set
up
that
holiday
food
baskets
simply
by
communicating
to
our
community
putting
things
out
in
our
own
district
in
our
own
personal
clubs
or
service
clubs.
That
were
a
part
of
saying
hey.
Would
anyone
like
to
donate?
N
This
is
what
we're
looking
for,
and
so
we're
going
to
continue
that
this
year
we
distribute
right
before
our
Christmas
break
and
then
the
other
two
that
are
on
here.
Jen
has
already
alluded
to
the
that
we
have
now
sort
of
brought
those
three
e/l
social
workers
in
our
umbrella
of
student
wellness.
So
we
now
have
nine
three
in
each
cluster
of
town
and
then
also
working
on
that
homeless
piece
so
that
our
we
have
at
least
once
within
each
cluster
that
works
with
homelessness.
O
All
right,
I'm,
the
nerd,
oh
the
stats,
it
looks
like
our
referrals
are
dropping
drastically,
but
they
really
aren't.
As
you
can
see.
Just
from
last
year,
we've
dropped
just
11
referrals,
but
our
referrals
have
become
so
much
more
intense,
so
many
more
layers
that
they
are
taking
longer
for
us
to
get
to
and
to
work
with
and
juggling
more
than
one
crises
at
one
time
becomes
quite
the
challenge.
O
This
slide
looks
much
different
than
what
it's
supposed
to
look.
This
is
there's
a
program
glitch
here
from
where
it
was
created
and
then,
when
it
was
switched
over
into
the
the
Google
slide,
so
in
the
orange
that
represents
the
percentage
of
referrals
from
the
year
2016
and
2017
that
school
year,
and
then
the
kind
of
a
teal
color
would
show
2017
/
2018,
and
then
the
blue
color
shows
2018
to
2019.
O
So
the
cool
thing
about
this
and
I
don't
know
if
you
guys
remember
this
as
we've
presented
each
year,
but
our
goal
was
to
increase
the
referrals
coming
from
the
elementary
level
so
that
we
are
doing
more
of
the
preventative
work
working
with
these
families
earlier
versus.
At
the
high
school
age
we're
seeing
that
so
we're
pretty
excited
about
that.
O
We
had
a
total
of
the
452
referrals,
and
this
is
the
breakdown
we
had
a
pretty
significant
increase
of
referrals
for
the
ECSC
level
students
and
then
you
can
kind
of
see
the
the
higher
numbers
being
kindergarten,
seventh
grade,
ninth
grade
and
11th
grade,
and
each
of
those
stages
of
students
lives.
Are
you
know,
introducing
new
challenges,
of
course,
11th
grade
they're
prepping
right
before
they're,
going
into
their
senior
year
making
plans
for
what
they're
going
to
do
afterwards.
O
Gender.
This
has
not
changed.
The
stats
on
the
right
would
be
our
student
wellness
referrals.
It's
it's
been
pretty
consistent
about
a
you
know.
A
60/40
split,
pretty
close
on
the
Left
you'll,
see
the
stat
of
showing
just
a
Fargo
public
schools.
Overall
that
we've
got
the
we've
got
48
percent
female
students,
and
then
we've
got
the
52
percent
males.
O
This
is
in
comparison
with
our
past
couple
years
and
regards
to
referrals
that
students
are
already
getting
special
education
support
and
those
who
are
not,
and
so
again
this
were
still
kind
of
seeing
the
same
split,
6030
split.
We
did
increase
some
with
our
special
ed
referrals
last
year
compared
to
2017-18.
O
O
It
used
to
be
mood
and
depression
used
to
be
number
one
and
then
anxieties,
and
then
family
stress,
so
we've
got
some
factors
that
are
not
in
our
control,
but
being
that
we're
involved
hoping
to
get
them
those
important
connections
within
our
community
we're
trying
to
gain.
You
know
some
additional
support.
O
And
as
far
as
where
are
we
referring
these
families,
what
are
we
you
know
when
we're
working
with
them?
What
are
we
tying
them
into
and
therapy
consistently?
Is
you
know
the
number
one
referral
that
we're
doing
and
then
next
is,
you
know,
coming
the
basic
needs
and
we
do
a
lot
of
coordination,
a
helping
family
sign
up
for
insurance.
O
O
We
had
452
new
referrals
last
year,
so
you
see
in
the
blue
that
we
had
436
active
cases.
So
with
that
436
it
means
that
we've
actually
carried
cases
from
the
previous
years.
We've
kept
them
open.
So
that's
why
our
number
is
much
higher
last
year
because
of
our
intense
cases,
the
complexity,
the
layers
we
did
not
feel
you
know
comfortable,
closing
and
you
know
exiting
backing
off.
We
felt
that
the
families
still
needed
our
support
needed
us
to
be
ready
to
work
with
them
again
in
the
fall
and
checking
in
with
them.
O
N
All
right,
just
some
final
thoughts,
continue
to
create
that
content
continuum
of
care
for
Student
Wellness.
This
is
you
know
something
we
do
within
our
school,
but
it's
also
bigger
than
that.
It's
about
our
community
and
to
continue
to
work
and
pull
in
community
partners
so
that
we
can
increase
the
hands
and
the
the
village
around
these
tough
kids
lack
of
transportation
continuing
to
brainstorm.
N
How
do
we
help
kids
get
where
they
need
to
be,
and
then
the
last
point
we
have
is
just
to
educate
all
staff
to
understand
kids,
don't
usually
any
of
the
kids
that
we've
seen
in
our
case,
so
they
don't
make
a
choice
to
have
the
situations
that
they're
in
this
isn't
something
that
they've
said:
hey
I
want
to
have
these
kind
of
problems.
They
want
to
do
well,
every
that
I've
seen
in
their
parents.
They
want
their
kids
to
graduate
from
high
school.
They
want
them
to
be
a
contributing
member
of
our
community.
N
So
in
the
past
we've
had
students
and
families
come
and
visit
and
share
their
story,
but
this
year
we're
going
to
just
do
a
very
quick,
simple
exercise.
That's
actually
from
our
trauma-sensitive
schools
trainings,
and
it
might
help
you
just
shed
a
little
light
and
step
into
this
shoes
of
some
of
the
students
that
we
serve
so
on
it
on
a
piece
of
paper
or
turnover.
A
quick
little
piece
of
paper
I
want
you
to
number
it
just
one
to
five.
N
Okay
and
and
I
want
you
to
you're,
not
going
to
have
a
lot
of
time
to
think
about
this,
and
that's
the
point
of
it
I'm
going
to
give
you
about
20
seconds
and
I
want
you
to,
for
everyone.
I
want
you
to
write
down
five
things
in
your
own
personal
life
that
you
value
that
you
feel
like
you
couldn't
you
couldn't
live
without.
You
have
to
have
this
in
your
life.
N
Okay,
hopefully
you
all
have
five,
and
five
is
all
you
can
have
so
I
want
you
to
now.
Take
your
your
pencil
or
your
pen
and
I
want
you
to
cross
off
the
top
of
three
just
cross
the
line
through
them
now
I
want
you
to
look
at
the
remaining
two
and
I
want
you
to
choose,
which
one
would
you
pick
so
cross
off,
one
of
them
so
there's
only
one
left,
which
one
could
you
cross
off
out
of
the
remaining
two
all
right.
So
here
are
some
thoughts.
N
N
N
So
many
of
the
students
and
families
that
student
wellness
work
with
have
experienced
tremendous
loss
at
no
fault
of
their
own.
They
did
not
ask
for
any
of
this.
They
were
born
in
this
likely
they
are
disconnected
from
their
parents,
siblings,
community
pets,
activities,
toys,
friends,
schools,
culture,
church,
etc.
N
We
know
that
when
you
feel
connected
to
something
that
connection
immediately
gives
you
purpose.
In
fact
we
heard
that
tonight
from
our
activities
director,
we
heard
that
from
trollwood
when
kids
are
connected,
they
feel,
like
their
passion,
can
bloom.
Okay,
so
Swift's
were
often
in
the
role
to
help
facilitate
connections.
N
This
is
done
by
honoring
their
connections
of
what
they
lost
and
helping
them
to
create
new
connections.
When
we
feel
safe,
we
feel
connected.
This
in
turn,
promotes
the
ability
to
learn
and
ultimately
improves
life's
overall
trajectory.
So
thank
you
very
much
for
allowing
the
nine
of
us
to
do
the
work
we
do.
We
I
truly
every
day
is
amazing.
You
never
know
what
you're
gonna
walk
into
good
or
bad.
So
we
very
much
appreciate
that.
Are
there
any
questions
that
we
can
answer?
N
P
N
We
you
saw
that
the
number
one
thing
that
the
kids
are
connected
or
these
families
we
connect
them
to
service,
so
therapy
and
so
sort
of
broadening
that
scope.
What's
so
awesome
about
having
student
wellness
is
we
are
able
to
connect
what
I
would
call
them
experts
in
our
communities,
so
we
get
to
know
the
student
and
their
family.
They
share
a
lot
of
information
about
what's
going
on
and
then
we
can
say
wow.
N
It
looks
like
you
specifically
need
help
with
anxiety
or
you
specifically
need
help
with
an
eating
disorder
or
chemical
usage,
and
we
have
some
resources,
because
we've
do
this
work
every
day
where
we
can
say
here's
a
list
of
three
or
four
providers,
and
this
is
their
expertise.
This
is
what
they
they
do,
so
that
that's
helpful,
because
many
families-
they
don't
know.
Where
would
you
go
when
you
have
a
child,
maybe
its
spectrum
disorder?
N
Who
specializes
in
that,
so
that
they
can
get
right
to
the
work
they
need
to
do
because
school
goes
really
quick
and
we
need
to
help
stabilize
them
as
quick
as
we
can.
The
piece
about
them
coming
into
the
school
is
sometimes
we
find
the
barrier
that
kids
can't
get
to
those
appointments.
Their
parents
can't
miss
any
more
work.
So
then
we
try
to
navigate
or
we
we've
been
able
to
bring
some
of
those
providers
into
our
schools.
That's.
J
Thank
you
so,
regarding
active
in
closed
cases,
I'm
sure
that's,
it's
very
subjective
and
I'm
sure
it's
a
complicated
process
to
figure
out
when
and
how
to
close
a
case.
What
is
the
appropriate
time,
but
can
you
kind
of
give
us
an
example
of
what
is
involved
in
terms
of
a
thought
process,
who's
involved
in
in
that
kind
of
a
discussion.
O
Absolutely
you
know,
as
as
we
close
the
case,
we
think
of
several
factors-
lots
of
time,
so
we're
closing
cases,
because
our
students
are
moving
moving
out
a
district
moving
out
of
state.
We
may
also
be
closing
because
we've
got
them
connected
to
mental
health
services.
The
students
behavior
has
stabilized
at
home
and
at
school
and
family
is
feeling
more
comfortable,
they've
learned
more
skills.
So,
as
the
student
they've
learned
more
of
those
coping
skills
and
then
that
way
we
would
we
would
close.
O
O
We
can
always
reopen
a
case
if
we've,
if
we've
closed
it
so
and
the
reason
why
we
might
not
be
closing
is
if
we
have
connected
the
family
to
several
services
and
if
the
student
is
still
struggling
to
stabilize,
but
we
also
want
to
help
support
the
family,
because
it's
not
necessarily
just
the
one
student
that's
struggling,
it
can
be
all
students
in
the
household
that
are
struggling
and
for
that
parent
to
manage
phone
calls
and
appointments.
It
helps
decrease
the
stress
on
the
parent
too.
J
Thanks
one
other
question
regarding
transportation:
so
are
you
talking
about
so
there
are
lots
of
services
that
are
provided
that
were
services
to
say,
therapy
where
a
family
might
not
be
able
to
provide
that
transportation
right
and
and
I
would
imagine
most
therapy,
although
I
could
be
wrong,
is
offered
during
the
day
some
providers
I
offer
after
after
5:00,
but
I
guess
I'm
just
concerned
about
that
and
I
would
like
us.
I
would
challenge
the
board
and
challenge
the
challenge
us
as
administration
to
to
have.
J
You
know
a
broader,
deeper
conversation
about
that,
because
it's
it's
clearly
it's
it
would
help.
It
clearly
would
help
in
terms
of
ultimately
being
able
to
I
would
imagine
close
some
of
those
cases
and
when
we
see
that
services
families
are
connected
to
that
the
number
one
is
therapy
and
then
that
that's
that
transportation
is
an
obstacle
to
get
there
just
work
that
we
need
to
do.
But
thank
you
so
so
much
for
the
work
that
you
are
doing.
I.
N
I
would
say
about
transportation,
it
is
you
know
mostly
we.
We
are
finding
solutions
for
the
therapy
piece.
I!
Think
that
we'll
continue
to
work
on
that,
but
the
other
piece
that
is
such
a
challenge
and
I,
don't
know
if
there's
anyone
on
the
board
that
can
help
with
this,
the
closest
bus
to
Davies
high
school
is
Walmart.
N
So
if
you
need
to
go
to
the
doctor,
you
need
to
maybe
you
need
to
get
food
from
a
food
bank.
You
get
to
walk
to
Walmart
on
40
or
50
second,
and
then
go
on
this
bus
that
could
take
you
an
hour
and
a
half
transfers.
Now
I
will
say
when
I
started,
doing
the
outreach
with
dropout
prevention,
that
we've
made
progress
because
the
closest
bus
used
to
be
32nd.
N
So
we
are
getting
closer,
but
you
know
even
to
say,
take
a
bus,
I,
don't
know
if
somebody
told
me
that
take
a
bus
everyday
to
work
for
even
a
week,
I
wouldn't
do
it
I.
Couldn't
it's
it's
a
lot
of
learning
how
that
works,
plus
it's
two
hours
of
wasted
time
with
waiting
to
transfer
and
knowing
where
you're
going.
So,
just
to
consider
that
to
be
aware,
if
there's
anything
in
our
community
that
we
can
help,
because
this
isn't
just
a
school,
this
is
a
community
issue.
A
Before
I
come
to,
Jennifer
I
want
to
comment
on
that
I
work
on
a
lot
of
the
committees
with
you,
ladies
and
thank
you
for
your
work
in
my
staff
partakes
and
a
lot
of
this
training
as
well.
A
lot
of
the
community
groups
that
I
that
we
are
a
part
of
transportation
is
a
key
barrier
to
many
services
in
town,
so
this
is
bigger
than
the
school
district.
This
is
indeed
a
community
discussion.
A
There
is
discussions
with
Metro
cog
on
that
that
lacking
of
bus
routes,
there
is
some
movement
within
United
Way
to
get
stuff
to
the
workforce
areas,
but
that
is
a
glaring
blind
spot
in
our
community.
I
challenge
us
to
not
just
work
at
the
school
district
level,
but
at
the
community
level
as
well.
So
thank
you
for
your
involvement
on
those
those
peripheral
committees
and
your
your
involvement
there,
because
it
does
make
a
difference
and
with
that
voice
we
can.
We
can
make
some
change
there.
Thank
You
Jennifer.
H
A
L
H
How
does
that
compare
to
a
case
manager
at
the
Human
Service
Center?
But
you
know
really
before
I
go
down
that
path
in
terms
of
transportation,
since
we
were
just
talking
about
that.
Is
that
something
within
the
partnership
that
you
have
with
in
the
human
service
centers
or
the
community
mental
health
centers
that
they
could
help
provide
to
families.
N
If
they
receive
insurance,
we
can
use
their
insurance
to
build
for
a.
But
if
you
are,
if
you
don't
drive
in
your
apparent
I,
have
a
parent
of
three
children
all
under
seven
and
she
needs
to
get
groceries.
She
takes
her
three
children
under
seven
on
a
bus.
She
can
only
get
two
bags
of
groceries
at
a
time
and
it
takes
her
an
hour
and
a
half
each
way.
So
there
are
things
in
our
community
to
help
with
some
of
it,
but
not
with
basic
need
pieces
and
I
always
say
things
that
you
know.
N
If
I
could
figure
this
out,
our
parents
need
Mentors,
you
know
we.
We
have
a
great
community
that
I
believe
when
they
know
the
need
they
are
there.
They
know
exactly
what
they
need
to
do
to
fill
that
need
and
though
they'll
be
there,
for
example,
up
a
holiday
drive
to
give
turkey
dinners
to
families
like
we're
sweating
bullets
are,
we
can
have
enough,
we
end
up
with
way
more
than
we
need,
and
it's
just.
How
do
you
communicate
that
and
there's
some
logistics
to
it?
N
A
A
I
think
that's
important
that
we
understand
how
how
that
that
money,
flows
and
I
know
we
have
been
working
extensively
at
the
legislative
level
on
the
behavioral
health
and
mental
health,
and
that
is
clearly
become
a
focus
of
attention
statewide,
and
we
need
to
continue
to
to
focus
on
that
because
and
shine
some
light
on
it.
So
sorry,
Rupa
I,
might.
E
Defer
to
two
people
that
were
here
just
a
little
bit
before
my
time,
because
it
was
from
my
understanding
and
I
could
be
wrong
about.
This
is
a
piece
I'm,
not
sure
about
I,
don't
know
if
that
was
the
talk
of
the
original
model
to
be
funded
from
a
third
party.
I,
don't
know
if
it
ever
happened,
I
think
before
I
even
happened,
but
supposition
or
a
very
small
portion
of
it
was
so
once
the
program
was
developed
and
the
district
had
already
moving
forward.
E
Q
First
of
all,
thank
you
all
for
everything
you
do
Amy.
Last
year,
I
had
Kennedy
as
one
of
my
liaison
schools
and
the
principal
and
I
spent
a
lot
of
time
talking
about
the
challenges
of
the
the
large
level
C
classroom,
that
was
there
and
I
shared
with
her.
The
concern
I
had
that
you
know
we
made
tremendous
advancements
over
the
course
of
the
year
and
then
everything
stops
in
June
and
doesn't
continue
until
September
and
we
lose
so
much
momentum.
That's
when
she
shared
she
must
have
shared
with
me.
L
Q
N
So
what
is?
Is
it's
like
a
swift
like
times
20,
so
they
have
a
very
small
caseload.
The
state
regulates
that
they
can't
have
more
than
16
on
a
full-time
caseload,
so
she's
half-time.
So
she's
got
four
at
Kennedy
four
at
Washington.
She
does
some
of
the
same
similar
things
she
meets
with
these
families.
However,
she
meets
with
them
two
to
three
times
a
week.
It's
very
intense,
so
she
might
plug
in
Family
Services,
individual
therapies.
N
She
can
transport,
she
can
help
get
their
basic
needs
met,
and
so
she
she
took
that
on
the
the
issue
that
we're
having
so
at
Kennedy
I
believe
there
was
one
student
she
didn't
get
off
for
filled
and
what
happens
is
is
to
get
targeted
case
management.
There's
a
couple
of
qualifiers
one.
You
have
to
have
had
an
abuse
neglect
report
filed
on
you,
as
the
parent
doesn't
matter.
N
If
it's
substantiated
or
not
just
filed
sometime
in
the
lifetime
of
the
child
and
two
you
have
to
have
medical
assistance,
and
that
is
one
of
our
biggest
barriers.
Many
of
these
families
can't
either
get
medical
assistance
or
aren't
able
to
sustain
it
and
so
to
get
targeted
case
management.
That's
how
they
bill
out.
That's
how
they
get
paid.
You
can't
you
can't.
N
If
you
have
a
blue
cross
blue
shield,
they
don't
they
don't
accept
that
it
has
to
be
medical
assistance
and
that's
just
how
that
program
is
written,
so
the
the
family
she
does
have.
She
has
one
of
mine
on
the
north
side
as
well:
fabulous
work,
but
not
having
you
know
enough
to
fill
her.
The
other
thing,
I
would
say
is
I
know
why
we
did
I'm
level
C
and
I
understand
that
that
it
was
at
Kennedy
and
Washington,
but
remember
I'm
in
the
center
of
town,
so
I'm
screaming
here
saying
those
aren't
my
schools.
N
E
E
However,
when
we
get
to
funding
the
formulas
that
we
can
use
and
the
codes
that
we
can
use
to
bill
out,
there
are
over.
If
you
look
at
the
manual
from
for
mental
health
codes
for
billable
codes,
hundreds
and
we
as
a
school
district,
are
given
less
than
ten,
and
most
of
them
are
related
specifically
to
autism
or
that
area.
E
So
one
of
our
biggest
challenges
as
a
school
district
as
we're
working
with
is
how
can
we
build
out
for
some
of
the
greater
needs
that
we
have
when
we
don't
the
code
or
whoever
makes
that
decision
of
the
DPI
level?
The
districts
only
allowed
four
or
five
codes
and
they're
all
unique
to
one
specific
disability.
So
that's
been
a
big
challenge
with
us
that
we're
working
with
dpi
to
try
to
get
that
fixed
as
well.
J
H
N
So
it's
because
of
where
she
works,
so
many
of
us
are
licensed
social
workers,
but
because
I
work
in
with
school,
you
can't
bill
out
for
my
service.
You
could
partner
and
collaborate
and
that's
what
we
have
we've
reached
out
to
path.
They
said
we
can
provide
that
and
we'll
bill
out
for
it.
So
it's
sort
of
an
indirect
way
to
do
it
and
it's
the
state
of
North
Dakota
in
Minnesota.
It
is
it's
different,
so
it's
it's
basically
because
of
public
schools
do
not
cannot
bail
out
for
social
work
service.
N
They
just
don't
that's
not
something
that
we
can
do
maybe
one
day
we'll
change
that,
but
it's
a
big
process.
So
what
we've
done
it
you
know
with
administration
help
is
let's
partner
with
this
outside
agency
that
says:
hey
we
have
some
of
the
same
service.
You
can
do
and
it
were.
It
is
working.
It's
just.
We
need
more
of
it
because
we're
finding
very
deep
in
families,
so
the
families
that
I
could
connect
really
quick
and
have
an
in-and-out
Swift
service.
N
They
don't
get
at
least
the
attention
I
have
I,
don't
know
about
the
others
I'm
guessing.
It's
the
same
because
I
go
for
the
fire.
I
I
have
to
go
for
the
children
that
are
actively
suicidal
or
running
away
from
home
you're
trying
to
help
keep
them
safe,
the
ones
that
need
just
the
quick
I'm
struggling
with
my
anxiety
and
I'm
skipping
class
once
in
a
while.
They
they
go
lower
on
the
list.
N
A
A
We
have
some
very
active
senators
here:
Judy
Lee
and
Kathy
Hogan
that
are
also
working
on
these
building
systems
as
well.
So
we
need
to
keep
paying
attention
to
that.
We
are
involved
in
those
conversations
we
are
advocates
for
for
what
you
do.
Thank
you
for
everything
that
you
do
in
fact,
serendipitously
there
are
people
watching
at
home
and
in
the
audience
tonight,
because
you
are
presenting
and
the
work
that
you
do
is
very
important
for
the
success
of
our
students
and,
quite
frankly,
their
lives.
So
thank
you
for
all.
E
I
have
a
couple
of
things
to
share
this
evening.
First
and
foremost,
our
2021
school
calendar
was
approved
by
the
board.
We
are
gonna
have
to
bring
that
back
to
the
Board
for
approval.
Our
calendar
committee
worked
under
the
assumption
that,
just
like
historical
precedents
that
NDC
e-l
would
be
the
third,
the
third
Thursday
and
Friday
of
the
month
in
2021
and
in
century
code.
That's
the
days
that
were
required
to
have
off
which
was
originally
October,
15th
and
16th
2020.
That
is
actually
not
the
case.
E
The
NDC
AL
conference
is
going
to
be
October,
22nd
and
23rd,
which
is
your
fourth
Thursday
of
October
22,
and
that's
actually
going
to
also
push
back
and
dsba,
which,
for
the
first
time,
is
now
going
to
be
the
last
week
of
October
of
2020,
which
is
29th
and
the
30th.
So
we
will
notify
the
calendar
committee
of
that
requirement
that
was
brought
to
us
today.
So
I
talked
to
Robin
and
we'll
bring
that
to
governance,
but
we
are
gonna,
be
asking
for
the
calendar
for
2020
to
come
back
to
the
board.
E
Yep,
a
couple
of
other
things
and
I'm
gonna
pass
out
some
agendas
here.
Everything
there's
just
a
lot
of
happening
in
Bismarck.
Next
week
we
don't
mean
for
a
gap,
til
October
8th,
so
there's
just
a
couple
things
that
I
just
wanted
to
bring
to
the
board's
attention.
Next
Monday
is
going
to
be
the
first
k-12
education
coordination
council
meeting
in
Bismarck
and
I'll
sit
on
that,
and
one
of
the
things
that
that
group
is
going
to
be
doing
is
that
we
will
be
studying
the
effect
of
the
impact
aid
formula
as
well.
E
So
I
wanted
to
send
that
agenda
out.
But
then
there
are
also
two
interim
committee
hearings
happening
next
week.
So
next
Tuesday,
the
educational
funding
formula
review
committee,
is
gonna,
be
coming
they're,
going
to
look
at
the
secondary
and
elementary
education,
state
aid
and
funding
formula
and
also
doing
the
transportation
study.
A
B
A
There's
a
motion
and
a
second
any
discussion
on
the
approval
of
the
consent
agenda
or
the
items
therein.
Okay,
all
in
favor,
please
vote
by
saying:
yes,
yes,
any
opposed.
No
okay
motion
carries
how
we
doing
on
brakes
in
time
here
guys:
okay,
okay,
let's
move
on
to
the
business
section
of
our
agenda.
That
would
include
the
2019-20
budget.
Final
approval
memo
memo
number
43.
This
memo
has
been
directed
to
us
from
dr.
Gandhi
and
Jackie
Yap
and
went
through
the
planning
committee
last
week
who
would
like
to
introduce
it.
L
T
Thank
you
before
you
is
the
budget
for
final
approval.
There
have
been
some
changes
since
you
did
preliminary
approval
back
in
June,
as
typically
does
happen
when
we
confirm
up
some
more
amounts.
I
will
give
just
an
overview
of
all
had
a
chance
to
take
a
look,
and
if
you
have
some
questions,
I
can
address
those
later
general
fund.
We'll
start
with
that
property
tax
values
are
coming
in
just
slightly
lower
than
we
had
anticipated
back
in
the
spring,
so
for
all
of
the
funds
they
have
been
adjusted
slightly.
T
I
believe
it
was
from
four
point
eight
down
to
about
four
point:
six
percent,
so
not
a
huge
change.
However,
a
little
lower
state
aid
in
the
general
fund
we
finished
the
year,
our
average
daily
membership
was
down
from
the
previous
year,
and
that
also
is
down
from
enrollment
numbers,
and
if
you
remember
that
is
the
actual
time
someone
has
enrolled
in
our
district
not
related
to
a
specific
count
of
students
on
a
day.
T
We
have
also
done
a
little
shifting
for
certain
services
where
we
weren't
able
to
necessarily
find
a
qualified
teacher.
We
are
contracting
some
services
out
to
better
suit
our
students,
so
you
will
see
some
of
those
adjustments
as
well
as
we
get
into
the
building
fund
same
scenario
with
property
taxes.
A
T
A
Q
T
We're
at
a
point
in
time
now,
where
we
have
all
of
our
staff
in
place
and
so
I
can
pull
the
contract
information
and
project
an
estimate
based
on
I
use.
The
board's
last
offer
that
had
been
on
the
table
for
negotiations,
so
the
change
in
in
teacher
pay
typically
is
due
to
attrition.
So
we
have
a
number
of
teachers
that
have
left
or
retired
at
that
higher
end
and
when
they
come
in
now
they're
at
the
lower
end.
So
just
knowing
what
the
actual
contracts
and
who
we
hired
that's
the
majority
of
that
change.
B
Proposed
budget
versus
actual
is
what
you
want
to
look
at,
for
instance,
on
the
teachers.
A
year
ago,
in
our
budget
we
had
54
million
four
hundred
and
twenty
nine
thousand
so
you're
just
seeing
the
adjustment
from
the
preliminary
approval.
If
you
actually
look
at
what
our
year-to-date
final
were
compared
to
the
proposed
budget,
you'll
see
they're
actually
going
up,
not
down.
T
The
that's
the
preliminary
budget
you
approved,
and
now
what
we're
we're
going
to
correct,
but
look
at
I
think
to
Jim's
point
make
sure
you're
looking
at
what
actual
was
as
well.
You
know
preliminary
is,
is
a
just
an
estimate
at
that
time
and
based
off
contracts
that
we
had
in
December.
So
now
as
things
finalized,
and
we
know
where
we
hired
those
new
positions
as
because
this,
this
budget
does
also
include
the
level
C
classroom
teachers,
the
additional
teachers
at
the
high
school
level,
as
well
as
some
increases
in
paraprofessionals
as
well.
I.
T
Don't
believe
we
would
modify
our
certified
budget
because
we
are
going
to
levy
this
number
of
mills.
What
we
would
need
to
do,
depending
on
what
would
change,
is
take
a
look
and
potentially
not
do
something
that
had
been
and
to
be
done,
or
vice
versa,
depending
on
you
know
whether
it's
an
increase
or
a
decrease.
So.
A
T
M
U
And
to
me
I
think:
that's
the
most
important
part
that
we're
looking
at
here
is
what
what
the
amount
of
money
are.
We
gonna
LabVIEW
for
our
tax
people.
We've
talked
about
budgets.
Already,
we've
budgets
are
made
from
the
prior
year.
You
want
to
change
the
budget
for
next
year.
You
look
at
that
in
January
in
February
to
me
right
now.
The
most
important
thing
is
is:
are
we
going
to
certify
this
these
taxes
and
for
October
10th.
A
T
So
the
only
adjustment
we
can
and
what
you're
certifying
is
the
amount
of
mills
were
levying
here.
So
it's
one.
Twenty
six
point:
seven
eight!
You
have
the
capacity
to
go
up
to
127.
If
you
would
like
to
raise
taxes
for
that
small
amount
of
mills
or
you
could
suggest
that
you
don't
want
to
levy
as
much
as
we
are
proposing,
and
then
we
would
have
to
go
back
to
the
drawing
board.
S
U
D
B
U
A
Yes,
motion
carries:
we
have
an
approved
certification
of
levy
to
the
county
auditor.
Thank
you.
The
next
item
on
the
agenda
is
well
little
little
opinion
here
guys.
We
could
address
six,
see
the
results
policy
revisions
before
we
go
into
the
possible
executives
session.
Does
that
I'm
seeing
some
nods?
Does
that
seem
reasonable?
Okay?
Okay?
So
we
will
tackle
what
was
originally
six
see
the
results
policies,
revision
that
mr.
Johnson
pulled
from
the
consent
agenda.
Would
you
like
to
lead
a
discussion
Jim.
B
But
I'll
share
my
thoughts.
First
of
all,
I
appreciate
the
the
additions
of
the
direction,
okay,
I've
to
increase
or
decrease,
which
I
think
intuitively.
We
as
a
board
I
already
knew
all
of
that,
but
I
think
for
the
first
time
reader
reading
this
document
that
helps
my
concern
and
it's
not
a
huge
one-
is
under
goal
one
and
goal
for
lack
of
knowing
what
the
column
I'll
call
them.
B
The
circle
bullets
that
are
the
sub
bullets
I,
actually
think
those
belong
in
an
operation
plan,
not
in
our
strategic
initiatives
in
our
results,
because
you're
really
identifying.
What
are
you
going
to
accomplish
on
that
result
for
that
calendar
year?
That
seems
operational
to
me
so
I'd
like
to
suggest
we
just
leave
those
sub
bullets
out
and
you
embed
them
back
into
your
operational
plans
going
forward.
That
was
my
thought.
As
I
read
through
it,
Rebecca.
A
E
A
S
H
R
A
H
J
J
Doesn't
so
much
matter
to
me
really
where
they
are,
that
they're
monitored
and
that
we
know
that
we're
receiving
that
information
that
we
have
a
process
to
monitor
them?
Was
there
discussion
about
the
other
strategic
initiatives
in
terms
of
adding
similar
measurements
in
into
this
document?
If
there
would
have
been
that
decision,
what
would
have
been
no
but
I'm
just
kind
of
wondering
what?
If
there
was
conversation
on
that
I.
E
E
We
had
some
indicators
that
were
already
quantitative
by
Nature,
and
then
there
were
some
things
that
were
more
of
this
is
the
direction
that
the
district
needs
to
go
in,
so
the
transition
is
standards-based
instruction.
That's
where
we
had
that
conversation.
Should
we
include
that
or
not
like?
We
said
we.
We
took
that
from
our
long-range
teaching
and
learning
plan.
We
did
have
those
other
conversations,
but
I
think
for
most
of
the
other
goals
were
able
to
just
take
the
indicator
and
say
which
direction
do
we
want
to
go?
J
A
E
Direction,
I
would
say
that
at
the
last
board
meeting
with
the
board
main
before,
then
there
was
conversation
about
making
the
strategic
plan
indicators
more
measurable.
So
then
we
did
that
and
we
brought
that
to
planning,
and
then
we
brought
the
revised
strategic
plan
with
the
more
measurable
indicators
to
the
board
for
the
board's
reauthorization,
which
the
board
did
at
the
September
10th
meeting.
I.
E
Believe
yes,
so
this
the
results
policy
is
just
the
same
indicators
that
we
did
in
the
strategic
plan,
which
is
why
I
was
on
the
consent
agenda
today,
because
a
strategic
plan
was
updated.
We
have
taken
the
same
language
because
traditionally
our
results
policies
are
aligned.
Do
they
have
to
be
aligned
or
not?
That's
a
conversation
for
the
board.
If
we
were
to
take
this
out
here,
we
still
have
it
in
the
strategic
plan
and
we'll
still
have
in
the
teaching-learning
long-range
plan.
So.
E
S
S
A
U
A
B
B
A
V
P
A
V
V
V
V
V
V
B
A
J
B
J
M
J
E
E
V
L
V
L
V
V
A
A
Okay,
I've
got
a
text
waiting
for
him,
I'll,
let
you
know
okay
committee
work
goals.
I
know
a
lot
of
committees
haven't,
haven't
they're
still
working
on
meeting,
so
maybe
we
can
roll
that
into
our
committee
liaison
correspondence
reports.
I'll
try
to
mix
this
up
a
little
bit.
Can
we
start
with
Jennifer?
You.
Q
Last
Tuesday
I
accompanied
a
group
of
administrators
teachers
and
Missy
and
Bill
down
to
Red
Wing
Minnesota
to
the
Goodhue
special
education
unit.
It's
a
multi
district
building
I
think
she
said
that
they
have
145
students.
They
go
from
a
what
they
call
a
level
four
setting
through
high
school,
where
it's
our
their
alternative
high
school
as
well
and
supported
by
six
districts
it.
It
was
really
interesting.
They
had
a
lot
of
the
things
that
you
and
I
don't
think
about
the
natural
lighting.
Q
The
fact
that
they
all
the
lights
inside
are
LEDs,
says
much
much
easier
on
eyes
and
everything
else
and
lowers
the
the
temperament
of
the
students,
larger
heating
and
cooling
vents
to
cut
down
on
the
noise
sound
insulation,
especially
in
gymnasium
areas
and
stuff,
like
that,
and
we
will
be
reporting
more
on
this
later.
One
of
the
things
that
I
just
want
to
share
with
you
was
something
that
came
up
in
a
discussion
with
him
between
my
wife
and
I.
Q
When
I
was
talking
about
this
and
I
called
it
setting
D
as
we
all
have-
and
she
said,
that's
a
terribly
derogatory
sounding
school.
It
sounds
like
the
kids
have
already
failed
by
getting
there.
They
refer
to
theirs
as
a
level
4
setting-
and
it's
just
interesting.
Somebody
completely
outside
of
our
discussion,
would
feel
that
way,
and
you
know
maybe
that's
something
that
we
should
consider
his
there's
a
lot
to
be
said
for
a
name,
but
I
was
thankful
of
the
opportunity
to
visit
this
good
youth
center.
A
B
B
Think
everybody
heard
this,
but
if
you're
on
GAC
or
if
you
want
to
just
come
to
another
meeting,
GAC
is
planning
our
first
meeting
at
7:30
a.m.
on
October,
8th
and
last
but
not
least,
I
shared
a
email
that
I
received
from
NSA
ND
SBA
with
amorita
to
hopefully
send
it
out
to
the
rest
of
you.
But
North
Dakota
was
selected
as
the
number
one
state
out
of
all
50
by
wallet
hub
and
it
was
reported
in
Education
Week
that
it
is
the
best
state
for
teachers
from
a
financial
perspective.
S
S
I
could
talk
and
talk
same
as
what
David
has
said:
the
learning
environment
there,
the
way
they
have
their
neighborhoods
and
classroom
set
up
is
phenomenal
and
a
lot
of
things
I
believe
some
of
the
parents
that
have
been
in
opposition
of
it
I
love
to
show
them
firsthand
what
the
facilities
look
like
and
how
extraordinary
it
is
and
how
beneficial
it
could
be
for
their
children.
That's.
P
U
I
had
the
opportunity
to
serve
the
ice
cream.
Two
at
Clara
Barton
with
Rebecca
and
Randy
Kennedy,
had
their
walkathon
on
the
16th,
and
it
raised
about
eight
thousand
dollars,
which
is
cool.
At
the
planning
committee
on
the
17th
last
Friday
I
believed
today,
I
was
able
to
reach
out
to
my
two
liaison
schools,
Kennedy
and
Discovery
visited
with
Kerry
and
Denson,
and
she
gave
me
a
nice
document
here
from
Kennedy
Elementary.
Just
a
lot
of
data.
U
I
found
a
bob
right
away.
There's
and
what
was
cool
about
this
whole
book
is.
She
empowers
over
teachers
that
they
helped
create
this
data
and
that
they
get
to
help
decide
what
to
do
with
this
data
and
moving
forward
so
and
then
the
building
at
Discovery
there's
a
lot
different
than
last
year
at
this
time.
So
that's
pretty
cool
as
well
and
it
seems
like
the
students
are
enjoying
their
new
home
and
things
like
that,
and
and
that's
it
great.
J
Communications
Committee
will
meet
October
22nd
at
7:30
a.m.
heard
back
from
all
board
members,
so
unless
Ann
Marie
I
trust
that
that's
a
date
that
works
for
administration,
I
attended
the
lunch
aid
event
that
was
talked
about
earlier
this
evening,
and
it
was
fabulous
well
so
so
many
bands
that
was
very,
very
fun
and
good
money
raised.
So
thank
you
to
everyone
that
helped
to
organize
that
the
Native
American
Commission
meeting
is
next
Thursday
at
noon,
also
in
in
conjunction
with
the
Native
American
Commission.
J
The
crossroads
powwow
is
October
6th
and
7th
at
the
Scheels
arena
and
that's
become
an
annual
event
and
the
Native
American
Commission
helps
to
fund
that
event.
If
you
never
been
to
a
powwow,
it's
an
excellent
one
to
be
at.
If
you
have
been
to
one
go
again,
it
was
at
the
Chamber
lunch
with
Brandi,
Brandi
and
Bryan.
You
did
the
lion's
share
of
the
work
on
handing
out
those
ice
cream
bars,
but
I
was
fun
to
be
there
with
you
and
I.
Believe
that's
it.
Thank
you
great
thank.
A
You
I
have
the
president's
report
in
front
of
you
that
Emery
typed,
but
a
couple
of
my
notes,
I
attended
planning
I,
was
asked
to
be
on
North
Dakota
School
Boards
Association
Nomination
Committee
for
the
slate
of
candidates,
so
we
have
a
conference
call
on
Friday
other
than
that.
I
have
no
other
reports,
so
that
puts
us
to
the
close
of
our
meeting.
Our
next
regular
meeting
date
is
October
8th
and
we
are
adjourned.
Have
a
nice
evening.