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From YouTube: School Board Meeting - May 14, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - May 14, 2019
C
D
A
D
A
E
F
B
F
A
G
H
Good
afternoon
my
name
is
Shaun.
Safranski
I
serve
as
an
assistant
principal
at
Davies,
high
school
and
in
one
of
my
roles.
Along
with
my
principal
duties,
are
I
serve
as
a
chairperson
for
our
district
school
improvement
committee
and
with
our
presentation
tonight
just
give
a
little
background.
We're
gonna
you'll,
hear
the
word.
Advance,
IDI
and
advance
IDI
is
the
accrediting
agency
for
all
North
Dakota
schools.
Dpi
uses
advanced
IDI
as
a
tool
for
meeting
its
SSO
requirements.
H
So
dpi
has
worked
pretty
closely
with
advance
IDI
and
making
schools
have
models
so
that
they
can
help
meet
that
accreditation
standard.
Each
school
goes
through
an
accreditation
cycle
and
it's
every
five
years,
and
so,
if
you'll
see
up
on
the
board
there
in
2020
2021,
advanced
ed
will
put
together
a
team
that
maybe
6
7
8
individuals
from
probably
around
the
country
that
will
be
here,
and
they
will
spend
probably
three
days
in
all
as
many
school
buildings
as
possible.
H
Interviewing
stakeholders,
teachers,
parents,
you
name
it
and
then
in
the
end
they
will
be
presenting
us
with
a
report,
recommendations,
findings
and
then,
hopefully,
eventually
helping
us
meet
that
accredited
status.
Again
for
another
five
year
period,
what
are
what
we're
gonna
kind
of
present
today
is.
We
have
what's
called
an
internal
review
process,
and
each
year
we
have
about
five
Fargo
public
schools
and
those
schools
will
go
through
an
internal
review
that
very
much
mirrors
the
process
that
advanced
IDI
uses.
We
will
put
together
a
team
of
maybe
five
six
professionals.
H
They
could
be
principals,
teachers
strategists
from
different
buildings
and
what
they
will
do
is
they'll
come
in
for
maybe
a
day
day
and
a
half
visit
with
teachers.
Students,
look
at
data,
talk
with
people
about
what
type
of
school
improvement
initiatives
they
have.
They'll
try
collect
some
data
and,
in
the
end,
they
present
a
report
to
that
building
on
some
of
those
findings
on.
Maybe
what
are
some
of
those
highlights,
those
real
powerful
practices
that
are
like
well.
H
This
is
really
going
well
in
your
school
that
hopefully
helps
affirm
those
teachers,
administrators
people
that
are
working
hard
to
generate
change
for
the
better
in
their
school
and
hopefully
give
them
a
little
pat
on
the
back
and
as
well.
It's
to
try
and
dig
down
a
little
bit
and
see
what
are
some
of
those
areas
that
you
know
what,
if
maybe
you
we
put
some
efforts
into
trying
to
strengthen
an
area
weakness.
H
We
could
get
a
real
big
bang
for
a
buck
or
get
you
know
some
of
that
low-hanging
fruit,
where
maybe
a
few
suggestions
on
how
we
can
make
our
schools
better.
So
that's
kind
of
what
that
process
looks
like.
Today
we
have
five
different
administrators
here,
they're
gonna
each
speak
for
about
20-25
minutes
on
their
school.
H
I
I'm
Cheryl
Johnson
I'm
the
principal
at
McKinley
Elementary
in
North
Fargo.
So
this
is
us
we
have
our
Wildcat
Way.
We
are
respectful
responsible,
we
are
safe,
we
are
McKinley
and
we
hosted
a
intern
review
on
April,
2nd
and
3rd.
So
some
of
the
information
about
McKinley
we
have
185
students,
k5
three
and
thirty.
Eight
full-time
staff
members,
that's
certified
in
support.
We
are
a
school
by
title
school
title:
one
school:
we
have
54
percent
free
and
reduced
11
classrooms
with
an
average
teacher
experience
of
15
years.
So
what
makes
us
unique?
I
Every
school
does
have
its
own
footprint
and
ours
is
a
strong
MTS
essay
and
MTS
SB
program.
So
that's
academic
and
behavior
programs
interventions
for
kid.
So
we
can
support
them
meeting
our
goals
and
it's
led
by
classroom
teachers,
not
a
team
but
a
class
but
individual
classroom
teachers.
We
have
dad
driven
PLC
work,
each
each
and
every
week
as
well.
Some
of
the
challenges
for
McKinley.
We
have
an
increase
in
mobility
of
our
enrollment.
That
has
changed
over
time.
I
So
in
our
review,
the
team
comes
in
and
they
do
powerful
practices
as
well
as
areas
for
growth.
So
these
are
our
powerful
practices
that
they
found
in
their
interviews
and
the
work
with
paperwork
in
their
visits
among
the
classrooms.
So
McKinley
has
a
process
that
addresses
the
needs
of
learners
by
tracking
student
data
to
guide
their
instruction,
along
with
utilizing
the
internal
external
resources
effectively.
I
That's
the
area,
so
we
track
behavior
in
academic
data,
it's
collected
and
tracked,
and
then
we
also
do
a
lot
of
professional
development
based
on
that
academic
data
and
action
plans
as
well,
and
the
leadership
team
really
works
hard
to
make
that
PLC
time
meaningful
and
driven
by
teachers
so
that
they
have
ownership
in
it
and
because
they
are
in
those
trenches
every
day.
Also
small
group
instruction
has
been
our
focused
in
math
and
in
reading,
and
it
is
very
impactful.
I
Jan
Richardson
is
where
we're
working
in
our
small
group
reading
and
we
are
also
using
a
VMR
with
our
small
group.
Math
teachers
also
use
multiple
different
tools
in
monitoring
the
students
progress
in
these
small
group
settings,
the
third
powerful
practices,
McKinley
has
a
positive
environment,
the
staff
is
dedicated
and
student
minded
also
with
also
knowing
who
the
students
are.
I
That
is
one
of
our
unique
things,
because
we
are
a
very
small
school
that
we
do
know
all
of
the
students
and
when
walking
down
the
hall,
the
review
team
was
greeted
by
almost
every
student
or
staff
member.
We
are
also
working
on
through
a
lost
in
Scott
lost
at
school
book
study.
After
we
did
our
trauma
training
at
the
end
of
last
year
into
this
year.
I
We
also
have
attendance
trophies
that
go
from
classroom
to
classroom
and
we
have
a
very
strong
adopt
a
school
partner,
that's
very
involved
in
our
school
and
a
weekly
basis
with
heat-transfer
warehouse
and
our
opportunities
for
improvement,
which
we're
always
looking
for
the
peace,
and
that
is
when
you
look
at
advanced
ed.
We
are
looking
for.
How
can
we
get
better?
How
can
we
help
our
students
and
our
staff
get
better?
One
of
those
is
it
that
they
indicated
was
active
engagement
and
collaboration
in
the
classroom.
I
So
what
we're
going
to
be
looking
at
is
that
21st
century
skills
and
really
trying
to
work
hard
to
build
those
into
the
classroom
lessons
our
second
one
is
developing
a
growth
mindset
that
aligns
to
the
perseverance
piece
that
we're
wanting
to
work
with
our
students
on
not
you
did
a
great
job.
It's
you
worked
hard.
You
tried
many
strategies.
We
want
to
be
changing
that
to
a
growth
mindset
instead
of
a
fixed
mindset.
Also
decreasing
inconsistencies
between
adults
and
student
interviews
and
surveys,
it
was.
I
It
was
a
lot
of
inconsistencies
in
regards
to
the
relationships
that
the
adults
and
the
kids
see
and
how
positive
it
is,
and
not
so.
We
want
to
make
sure
that
we're
working
with
the
SOS
or
save
one
student
program
and
increase
that
so
we
impact
more
students.
That
would
be
a
program
where
one
adult
is
attached
to
that
student.
They
may
the
student
may
or
may
not
know
that,
but
that
adult
is
checking
in
when
that
student.
I
J
You
can
see
our
Bobcats
saying
our
expectations
each
day.
We
start
our
day
with
student
announcements
and
we
have
students
that
recite
this.
We
suppress
I
heard
after
the
pledge
and
we
do
as
a
school
so
be
respectful
on
task
and
focused
body.
Nob
chips
are
safe
care
for
self
and
others
always
follow
directions.
The
first
time
given
treat
others
the
way
you
want
to
be
treated
and
speak
positive
words,
Jefferson
information,
demographics.
Currently
we
were
at
323
students.
This
is
down
a
little
bit
the
last
few
years
and
I.
J
Think
if
you
look
at
the
demographer
and
the
next
projected
five
years
will
be
around
325
330.
So
that
is
a
change
for
us.
We
have
65
step
staff
members
certified
and
support
we're
a
school-wide
title.
One
building
and
our
current
free
and
reduced
is
76
percent
and
that's
been
pretty
steady
or
the
last
few
years
are
on
that
five
percent.
We
have
18
sections
with
an
average
teacher
experience
of
13
years.
What
makes
us
unique
is
our
MTS
s
and
empty
SSB
process
and
probably
more
empty
empty
SSB
process.
J
Really
we
were
one
of
the
first
schools
to
have
a
behavior
interventionist
at
Jefferson,
so
we
really
were
kind
of
at
the
forefront
to
trying
to
mold
this
process
of
what
does
the
empty
SSB
process?
Look
like
pattern
after
our
academic
process,
so
we
have
some
flowcharts
and
we
work
with
a
lot
of
different
avenues
to
support
our
students.
Plc
is
this
has
been
a
focus
you're
really
using
student
data
student
work
to
improve
our
arts,
inform
our
instruction
and
also
improve
our
instruction.
That's
an
ongoing
goal.
J
I
think
we
have
a
lot
of
data
available
to
us,
but
our
goal
is
to
really
look
at
that
student
data
and
then
currently
this
November.
We
have
a
grant
where
a
demonstration
site
at
the
state
level
for
a
full-service
community
school
and
in
the
grants,
through
a
path
so
really
working
with
them
to
support
the
needs
of
our
families
and
students
at
Jefferson
Jefferson
challenges.
One
is
early
education.
J
J
A
lot
of
our
students
aren't
involved
in
community-wide
activities
so
trying
to
then
find
opportunities
for
them
to
participate,
whether
it's
in
our
neighborhood
or
just
trying
to
meet
work
with
other
outside
organizations
and
then
ongoing
social
emotional
needs
of
our
students
and
families
trying
to
work
partner
with
them
and
support
them,
so
their
family
and
also
their
students
can
be
successful
within
our
community,
our
powerful
practices.
First,
you
know
we
have
a
school-wide
approach
and
I
think
that
is
a
really
strengths,
we're
really
collaborative
with
our
staff.
At
Jefferson.
J
We
we
kind
of
share
students
across
classrooms.
When
we
have
our
reading
literacy
Block
in
our
math
block,
we
have
title
teachers
push
into
classrooms,
to
minimize
our
transitions.
That's
one
strong
attribute
of
Jefferson,
and
also
just
the
multiple
programs
that
we
have
really
we
have
within
our
our
building
and
I
think
also
partnering
with
other
agencies
that
come
into
our
building.
I.
Think
that's
the
strength
that
helps
us
meet
the
diverse
needs
of
our
learners.
Also
high
expectations
for
student
learning.
J
One
of
our
goals
across
the
district
is
making
sure
we
have
a
learning
learning
objectives
really
narrower
our
instruction
and
our
focus
for
our
lesson
so
identifying
that
the
learning
goals
expectations.
Where
did
we
display
those
through
anchor
charts?
We
also
then
communicate
that
verbally
to
the
students
prior
to
the
lesson
and
also
at
the
end
of
the
lesson
and
then
school-wide
behavior
expectations
are
shared
and
discussed
daily.
J
So
we've
had
a
PBJ
committee,
a
PBIS
forum
that
really
works
hard
to
make
surely
a
morning
meeting
every
day
for
20
minutes
and
really
we
have
some
curriculum
that
we've
created
prior
to
implementing
the
SEL
curriculum
at
the
district
level.
So
we've
worked
hard
to
really
establish
that
at
the
beginning
of
the
day,
is
support
to
support
our
grade
levels
and
our
students
and
then
the
effort
to
communicate
and
bring
student,
their
parents
and
that's
a
challenge
for
us,
but
we
are
recognized
for
our
effort.
J
We,
we
provide
a
lot
of
variety
of
events
for
our
parents
to
come
into
the
school
setting
a
lot
of
our
parents,
maybe
then
to
have
a
great
experience
in
school.
So
we
want
to
make
sure
that
they
feel
welcome
and
we
can
have
that
partnership
with
them
so
giving
surveys
anytime.
We
have
a
parent
involvement
event.
We
have
surveys
that
we
provide
a
rather
than
sending
a
note
through
a
link
we
try
to
have
them.
J
We
have
computers
available
which
we're
just
try
to
be
really
resourceful
with
the
time
we
have
with
them
to
get
their
feedback
opportunities
for
improvement.
First
is
21st
century
skills
used
throughout
the
school,
so
we're
probably
under
5th
year
of
a
one-on-one
Chromebook
grant
and
our
fourth
and
fifth
grade
level.
Also,
we've
really
transformed
our
our
computer
lab
at
our
media
specialists
into
a
steam
lab,
so
we're
seeing
that
you
know
and
we're
in
the
early
phases
of
this,
but
that's
the
goal
of
ours.
J
How
we
can
then
implement
that
more
into
the
classroom,
setting,
and
also
that
digital
learning?
How
can
we
use
it
more
consistently
and
in
different
ways
and
one
goal
for
us
coming
up
for
the
next
year's,
like
that
word
of
creation,
how
can
we
have
students,
some
kind
of
used
to
digital
technology
for
creation
and
then
progress
monitoring?
J
We
progress,
monitor
we
track
student
data.
We
use
that
to
inform
our
instruction
form
our
literacy
groups
and
math
groups,
but
one
area
to
improve
is
to
really
have
the
student
involved
in
that
for
them
identifying
their
their
growth
and
how
well
they're
doing
and
maybe
kind
of
next
steps
in
their
learning
so
get
them
involved
in
that
progress,
monitoring
and
goal-setting
process.
Thank
you.
K
Good
evening
everyone
I'm
Shane
Martin
principal
at
Ben,
Franklin
middle
school.
We
hosted
an
internal
review
in
in
December
at
Ben
Franklin
middle
school.
We
coach
our
students,
encourage
our
students
to
add
value
every
day
through
respectful
responsible
behavior.
We
ask
our
students
to
add
value,
not
only
in
their
school
but
in
their
community.
It's
it's
an
everyday
message
that
we
send
to
our
kids.
K
Yes,
so
a
little
more
about
Ben.
We
currently
have
822
students
who
are
grades
6
through
8.
Of
course,
we
have
about
a
hundred
and
twenty
full-time
staff
certified
and
support.
Thirty.
Two
percent
of
our
kids
qualify
for
free
and
reduced.
We
have
seven
core
teaching
teams,
so
three
sixth
grade
teaching
teams
to
seventh
and
to
eighth
grade
core
teaching
teams,
a
total
of
thirty
two
sections,
our
average
teacher
experiences
eighteen
years.
It
seems
that
we
have
people
at
the
extremes,
though,
at
this
point
at
Ben
Franklin.
K
What
makes
us
unique
is
we
have
a
new
administration
I'm,
a
long
time
assistant
principal
at
Ben,
but
for
the
first
time
in
twenty
well
30-some
years,
John
Nelson
is
no
longer
in
the
building.
He
was
a
teacher
there,
thirty
five
years
ago
right
so
we
have
a
new
administration.
With
that
we've
had
some
new
change
to
staff.
We
have
some
different
we're
growing
in
our
student
population
and
with
any
change
to
new
administration.
Even
minor
change,
we're
looking
at
refining
our
direction
a
little
bit.
K
Ben
Franklin
challenges,
increasing
student
numbers,
and
we
see
that
the
students
coming
to
us
have
higher
needs.
One
thing
about
student
numbers
822
today,
but
I
think
as
recently
as
six
years
ago,
we
had
just
below
700
students
have
been
so
we're
a
growing
school
mission
and
vision.
I
want
to
talk
a
little
bit
about
values
on
the
bottom.
There
we
reinforce
relationship,
respect,
responsibility,
relevance
and
rigor.
The
five
R's
are
our
values,
they're.
K
Opportunities
for
improvement
that
the
team
found
when
they
visited
us
in
December
one
was
consistency
and
accountability
across
all
content
areas,
so,
both
vertically
and
horizontally,
the
team
encouraged
us
to
further
analyze
data
and
make
sure
it's
systematically
looked
at,
especially
for
our
real
struggling
learners.
Our
kids,
who
are
struggling
the
most,
are
our
special
education
students,
our
lower
SES
students
and
our
minority
learners.
K
The
team
also
encouraged
us
to
further
discuss
within
teams
and
PLC's,
and
they
pointed
out
that
we
need
to
continue
to
do
our
fall
data
drill
and
share
our
information
with
stakeholders
and
faculty
that
data
drill.
We
bring
to
our
staff,
big
picture
data
from
national
assessments,
state
assessments,
measure
of
academic
progress,
etc.
K
We
big
bring
big
your
numbers
to
our
staff
and
then
we
drilled
down
so
that
our
teachers
can
see
what
that
actually
looks
like
within
their
individual
classrooms
and
powerful
practices
that
been
the
team,
recognized
that
our
students
feel
cared
for
loved
and
safe.
One
of
our
kids
said,
and
the
team
quoted
this,
that
the
kids
would
rather
be
at
school
than
at
home.
Our
school
improvement
plan
does
show
that
staff
are
working
hard
to
create
a
state,
a
safe
and
caring
environment.
That's
one
of
our
goals,
their
school
improvement
goals.
K
L
Good
evening,
I'm
Jason
kress
up
the
principal
at
Lewis
and
Clark
Elementary
and
at
the
located
at
the
bottom,
is
our
pledge
statement
that
we
say
daily.
We
will
do
our
best
to
be
our
best.
We
will
be
respectful,
responsible,
safe
and
good
citizens.
Our
internal
review
was
held
February,
4th
and
5th
of
this
year.
A
little
bit
about
Lewis
and
Clark
average
enrollment
is
about
500
we're
down
a
little
bit.
We've
lost
a
few
students
recently,
but
roughly
in
that
that
range
again,
we
are
title
one
school,
a
building,
46
percent
free
and
reduced.
L
We
have
45
certified
staff
and
34
support
staff
that
includes
custodial
Paras
lunch
and
recess
supervisors
and
kitchen
staff
I'm.
What
makes
Lewis
and
Clark
unique
is
certainly
our
envoy.
This
year
we
had
17
certified
staff,
which
is
most
we've
ever
had
in
one
year
and
the
first
three
demonstration
level
teachers
in
the
state
of
North
Dakota,
so
we're
very
proud
of
that,
and
that
just
simply
means
that
they
can
have
others
come
in
and
observe
and
learn
from
them,
which
we've
been
doing
this
year
across
within
our
own
district
from
other
schools.
L
So
that's
been
very
positive,
we're
also
a
math
focus
school,
focusing
on
AVM
our
strategies
and
again,
we've
seen
some
really
great
gains
as
being
that
math
focus
school
and
a
couple
of
other
fun
things.
We
have
a
community
school
garden
that
was
incredibly
successful.
This
past
year,
run
by
some
teachers
and
I'm
gonna,
go
on
a
limb
and
say
we're
the
only
school
that
has
an
escape
room.
Last
summer,
we
around
a
camp
where
the
kids
created
an
escape
room,
and
just
today
we
had
some
fourth
graders
going
through
it.
L
So
it's
a
great
21st
century
skill
building
project
that
we
had
some
of
our
challenges.
Our
biggest
is
just
the
ever-changing
and
increasing
numbers
of
unique
student
needs
our
goals
this
year.
We
want
all
students
to
make
one
year's
growth
and
reading
one
year's
growth
and
math
all
students
and
staff
will
learn
and
work
in
a
safe
environment,
and
we
want
to
stress
and
provide
all
parents
or
guardians
opportunities
to
participate,
volunteer
and
actively
engage
in
their
child's
education.
L
Some
of
our
opportunities
from
growth
that
we
learned
from
the
review
were
that
we
want
to
try
to
include
more
even
more
staff
in
the
UDP
and
data
analysis
process
and
above
that
was
the
I
put
the
indicators
from
advanced
ed
that
they
use
as
kind
of
an
outline.
Also,
some
opportunities
for
growth
is
just
creating
even
more
opportunities
for
differentiated
learning
and
finally,
analyzing
current
data
at
very,
very
deep
levels.
L
L
Also
that
we
have
a
formal
structure
of
coaches
and
was
scheduling
in
place
to
support
two
main
initiatives
in
envoy
and
a
VMR,
and
that's
something
that
is
a
strong
belief
in
my
own
personal
professional
development
is
that
we
need
coaches
and
we
need
people
in
watching
our
teachers
and
providing
feedback
and
the
structure
that
we
have
in
place
and
both
it
envoy
and
a
VMR
has
been
well
received
by
teachers
and
I
feel
like
when
they
leave
those
coaching
conversations.
They
feel
like
they've
gotten
better,
and
so
it's
been
incredibly
powerful.
L
Another
powerful
practice
is
student.
Feel
students
feel
that
there's
at
least
one
person
in
the
building
who
cares
about
them
and
who
they
could
trust
and
they
believe
that
their
teachers
want
them
to
be
successful.
We
too
have
a
save
one
student
program
that
we
survey
students
each
year
to
find
out
if
they
feel
cared
for
or
that
somebody
in
the
building
trust
them,
and
so
we
have
them
write
down
a
name
and,
and
each
year
we've
decreased
the
number
of
students
that
didn't
that
answered.
No,
they
don't,
and
so
we
attach
people
to
them.
M
They
gathered
from
again
it
was
classroom
visits.
It
was
student
interviews
and
it
was
teacher
and
staff
interviews
as
well,
where
they
came
up
with
these
powerful
practices.
But
they
indicated
positive
relationships
between
students
and
staff,
as
well
as
student
to
student
from
a
student
interview
when
they
were
asked
to
describe
the
best
thing
about
South
High
School.
Many
of
them
said
our
teachers,
and
then
students
were
quick
to
heap
praise
on
the
manner
in
which
many
teachers
are
dedicated
to
helping
students.
The
second
powerful
practice
was
student
diversity
and
school.
M
Culture
are
things
that
students
and
staff
embrace
again
interviews
with
teachers
provided
immediate
evidence
on
the
belief
that
staff
embraces
the
diversity
of
its
student
population
and
believed
wholeheartedly,
and
it's
something
that
makes
South
High
a
great
school,
the
same
thing
from
student
interviews.
It
was
echoed
there
that
students
indicated
the
school's
diversity
was
something
that
they
were
proud
of
and
that
it
just
makes
South
High
stronger
and
then
many
classroom
observations.
M
The
engagement
review
team,
noticed
student
groupings
were
working,
collaboratively
and
cooperatively
together
and
then
the
last
powerful
practice
that
they
indicated
was
well-managed
and
positive
learning
environments
throat.
So
numerous
classrooms
contain
student
collaboration
where
it
was
positive
and
they
helped
enhance
the
learning
experience
for
students
and
the
team
believed
that
the
staff
at
South
High
School
is
working
aggressively
to
foster
a
culture
that
supports
a
positive
classroom.
Learning
an
environment
for
all.
Like
I
said
back
on
one
of
my
previous
slides.
There
was
there
it
contained
many
strategies
that
we
are
doing.
M
M
M
Some
may
do
it
at
the
end
of
class,
but
they
just
asked
or
provided
feedback
on,
maybe
aligning
and
gathering
some
data
and
being
more
consistent,
so
I'm
happy
to
say
that
with
our
team,
when
we
meet
at
camp
on
June,
4th
SSR
is
one
of
our
topics
that
we'll
talk
about
or
giving
an
exit
survey
to
our
staff,
the
30th
of
May,
to
get
some
more
feedback
on
that.
The
second
opportunity
is
minute
meetings.
M
This
was
our
first
year
that
we
ran
minute
meetings
at
South,
High
School,
where
teachers
check
in
with
students
individually
and
that's
something
that
were
we
just
kind
of
did
a
soft
implementation
of
it.
I
guess
this
year,
but
they
said
to
further
increase
the
number
of
positive
relationships
with
adults
at
South,
High
School.
They
liked
it,
but
just
to
continue
to
grow
in
that
minute
meeting
mindset
and
then
the
last
one
was
district
initiatives
involving
the
UDP
process
and
yellows,
making
that
a
greater
focus
during
PLC's.
H
All
I
wanted
to
do
is
just
odd
thank
the
board
for
giving
us
the
opportunity
to
take
20-some
minutes
of
everyone's
time.
It
really
lets
us
all
know
the
value
that
you
as
a
board,
dr.
Gandhi,
put
in
our
school
improvement
process.
I.
Think
the
things
that
we
put
in
place
here
on
you
will
not
see
schools
run
an
internal
review
process
like
this,
or
at
least
I,
have
never
seen
and
I've
been
on
dozens
of
different
reviews
around
the
state,
big
and
small
school
and
I.
H
Think
when
we
really
talk
about
how
do
we
build
a
consistency,
a
growth
mindset,
kind
of
a
self
accountability,
because
when
we
go
into
each
other's
buildings,
there's
a
little
bit
of
pat
on
the
back,
and
what
are
you
doing
well
and
there's
a
little
bit
of
like
how
do
we
kind
of
hold
their
colleagues
accountable?
For
you
know
how
can
they
continue
to
grow
as
well?
So
we
really
appreciate
you
giving
us
a
just
the
this
platform
to
come
and
speak
here
today
and
before
I.
H
Go
I
just
want
to
make
sure
I
think
principals.
We
have
a
tremendous
team
of
people's
within
each
building
and
with
throughout
the
district
that
really
serve
on
all
our
school
improvement
teams.
That
really
kind
of
help
make
this
group
work
and
help
provide
value,
valuable
feedback
to
all
our
schools.
So
thank
you
all
very
much.
E
L
Envoy
is
currently
primarily
in
the
Elementary's
I
believe
I
will
say
from
my
experience
as
25
years
when
I
first
took
that
training.
They
had
me
at
hello.
It's
just
been
the
most
powerful
practice
and
professional
development
that
I've
had
and
and
the
again
I
mentioned
in
my
little
review
there,
that
the
coaching
model,
when
teachers
feel
supported
and
by
supported
I,
mean
given
feedback
and
how
they
can
improve
and
when
they
walk
away
from
something
you
know,
knowing
that
they've
gotten
better
and
building
that
teacher
efficacy.
L
L
Using
again
the
visual
supports,
along
with
my
verbal
and
really
try
to
just
commend
them
on
what
they
are
doing
and
then
I
offer
suggestions,
because
my
conversation
ends
with
of
those
things
that
I
complimented
you
on,
and
the
suggestions.
What
stands
out
most
to
you
and
so
then
they
take
that
so
it's
their
decision
on
what
they
want
to
work
on
and
that's
been
it's
not.
You
need
to
do
this
or
you
need
to
do
that,
but
it's
really
them
with
some
self-reflection.
L
E
E
That
is
a
national
key
indicator
and
I
use
that,
in
my
in
my
career
and
I
cannot
stress
how
important
that
is
for
our
kids,
because
that
that
talks
about
SEL
s
that
talks
about
student
behavior,
that
talks
about
security
and
safety
and
when
kids
feel
safe
in
school.
That
is
so
important
and
one
thing
the
board
can
continue
to
support
at
all
levels
are
smaller
class
sizes
and
smaller
schools,
because
that
allows
those
relationships
to
be
felt
and
so
I
just
wanted
to
underscore
how
important
that
is.
L
L
Kind
of
each
building
I've
had
to
use
my
use
Mateusz
to
use
the
funds
I
have
in
that
manner,
and
you
know
there's
expense
to
it.
So
each
school
is,
you
know
they
make
their
own
choices
on
what
kind
of
classroom
management
they
want
to
go
through
yeah,
the
training
is
open,
Thank,
You
Cheryl,
the
training.
There
is
district-wide
training.
We
have
a
team
of
trainers
here
in
Fargo
public
schools
that
there's
one
every
summer
and
then
I
think
one
and
offer
during
the
school
year
as
well.
L
The
piece
with
that
is
again:
if
you
just
do
the
training,
that's
that's
good.
That's
a
good
step,
but
I
think
the
follow-up
coaching
is
what
keeps
the
ball
rolling
and
that's
really
the
critical
key
and
I
asked
any
new
staff
in
my
building.
I
asked
them
to
attend
that
training,
because
we've
decided
as
a
school.
That's
something
that
that
we
value
so.
H
So
the
nice
part
about
that
is,
it's
always
a
little
bit
different
and
that
you
get
to
see
in
elementary
school
middle
school,
high
school.
So
there's
always
a
nice
flavour
as
far
as
that
goes,
and
it
kind
of
spreads
the
wealth.
So
it's
not
the
same
people
going
to
the
same,
the
same
reviews
each
during
our
monthly
meeting.
We
will
kind
of
reconvene
and
whoever
that
chairperson
was
they'll
kind
of
give.
Some
share
outs
talk
about!
H
Maybe
what
went
well
were
there
some
things
with
their
review
that
they
would
like
they
did
differently
and
then
that
just
hopefully
helps
our
process
so
that
that
next
year,
when
we
kind
of
set
up
our
reviews
again
so
I
think
just
the
other
Monday
we
set
up
for
who
are
the
five
schools
next
year
and
who's
gonna
chair
them.
And
how
do
we
start
finding
volunteers
to
do
that?
So
hopefully
that
answers
that
question.
H
O
O
O
I
will
I.
Let's
see
we
have
ten
people
that
have
signed
up
to
speak,
so
I'll
call
your
name
in
order
and
before
we
get
started
just
reading
this
little
instructions
that
we
try
to
go
by
mainly
trying
to
I
I,
stick
to
a
certain
number
of
minutes,
and
that
can
be
hard
with
presentations
and
we're
all
interested
in
what
you
have
to
say
but
we'll
if
we
have
to
cut
you
off
or
if
I
have
to
sorry
about
that,
but
we'll
try
to
stick
to
about
four
four
minutes
each
for
each
presentation.
O
At
this
evening
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
forum
to
criticize
or
complain
about
a
specific
employee
by
name.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
O
P
O
P
Thanks
and
I
live
at
four
to
three
three
Ashton
Court
South
in
Fargo
I
have
two
children
who
attend.
Fargo
public
have
a
third
grader
at
Kennedy
and
a
sixth
grader
at
Discovery
I'm
here
today,
because
I'm
concerned
with
the
time
and
resources
that
are
put
in
by
the
task
force
the
boundary
building
use
task
force,
because
I
think
they've
been
provided,
incomplete
and
inaccurate
information
and
they're
using
this
in
completing
inaccurate
information
to
make
a
very
important
decision,
I've
emailed
each
of
you
individually
and
provided
a
lot
of
this
data
already.
P
But
it's
clear
to
me
that
the
RSP
reports
that
this
school
board
has
been
relying
on
for
at
least
the
last
five
years
are
not
accurate.
None
of
the
last
five
years
have
been
anywhere
near
close
to
what
the
actual
enrollment
figures
are,
and
the
first
page
of
the
graph
that
I
gave
you
shows
this.
It
looks
like
a
dorsal
fin
from
the
fish,
with
the
red
line
being
actual
enrollment
being
the
back
of
that
fish
and
every
year's
enrollment
overshoots
it.
P
If
you
look
at
the
2014
reported
over
shot,
2018
enrollment
by
six
hundred
and
twenty
three
students
2017-18
report
just
from
last
year
over
projected
this
year's
enrollment
by
two
hundred
thirteen
students
and
at
the
very
first
meeting
for
the
task
force,
what
do
they
do?
They
provide
RSP
data
to
this
task
force
and
say:
look
we
need
to
change
the
boundaries
because
enrollment
is
going
to
grow.
P
Well,
when
you
look
at
the
actual
enrollment
I
think
that
that
was
concerning
to
me
it's
concerning
that
they
used
RSP
because,
despite
paying
17
thousand
a
year
for
these
reports,
they're
not
accurate,
and
it's
disturbing
to
me
that
they
then
claim
RSP
claims
and
the
administration.
Let
them
claim
that
their
projections
are
99.5%
accurate.
When
you
look
at
this
graph,
that
statement
is
not
true.
They
are
not
an
accurate
projection
and
then,
at
the
end
of
I,
believe
the
first
or
second
taskforce
meeting.
There
was
a
comment
from
administration
that
they
met.
P
They
are
concerned
that
they
may
be
over
or
under
estimating
growth
that
they
think
that
growth
might
be
even
more
than
what
RSP
is
projecting.
Despite
five
solid
years
of
RSP
overestimating
growth,
when
you
look
at
our
SPS
data,
they
have
a
lot
of
information.
These
are
2530
page
reports
that
they
put
together,
but
one
thing
that
they
do
is
they
consistently
say
that
we're
expecting
rapid
growth,
strong
growth?
They
keep
using
those
terms
that
growth
is
going
to
grow
in
Fargo.
P
There
has
been
a
steady
decline
in
the
number
of
building
permits
that
have
been
issued
within
the
city
of
Fargo
over
the
past
four
years,
and
that's
just
the
data
that
I
could
get
I
couldn't
get
back
more
than
that.
I
certainly
would
like
to,
but
just
in
the
last
four
years,
building
permit
numbers
have
gone
down.
40
percent
within
the
city
of
Fargo
and
remember
city
of
Fargo
includes
Deer
Creek
and
rocking-horse
areas
with
very
strong
development
that
do
not
attend
Fargo
public
schools.
P
P
Q
Hi
there
thank
you
for
inviting
us
to
share.
My
name
is
Rebecca.
Might
Inger
I
live
at
five
zero?
Three
seven
wood,
Haven
Drive
south
I
have
four
kids
that
go
to
Fargo
public
three
at
Kennedy
and
one
at
Discovery
and
I
want
to
thank
you
for
the
initiative
that
you
guys
have
taken
with
the
safe
routes
to
school.
I
would
had
the
opportunity
last
week
to
walk
through
all
of
Woodhaven
for
about
two
hours
last
Tuesday
morning
with
the
safe
routes
to
school
representatives.
Q
They
needed
a
parent
from
Kennedy
to
to
do
that
and
go
through
all
of
the
bike
paths
and
look
at
key
areas
where
we
need
traffic
control
and
it
was
a
great
experience
and
one
of
the
reasons
it
was
so
fun
for
me
is
because
we
moved
to
Kennedy
because
or
not
to
Kennedy,
but
to
Woodhaven
because
of
our
bike
path.
System
I
mean
that
maybe
that's
a
weird
reason
to
move
to
a
neighborhood.
Q
But
that
is
why
we
bought
a
house
in
Woodhaven,
because
we
use
bike
paths
and
we
wanted
our
kids
to
have
safe
access
to
their
schools
and
we
use
it.
A
ton
and
our
kids
have
been
biking
to
school,
their
whole
lives
and
now
that
our
daughter
is
at
Discovery,
she
bikes
to
Discovery
as
well
as
soon
as
the
snow
melted,
which
was
pretty
late
this
year.
But
as
soon
as
it
was
gone,
she
was
on
her
bike
to
school
and
has
been
biking.
It
has
been
biking
to
Discovery
every
single
day
since
then.
Q
So,
as
I
walked
around
with
these
safe
routes,
representatives
I
was
able
to
ask
their
opinion
about
how,
if,
if
our
neighborhood,
if
that
goes
to
Kennedy,
gets
shifted
to
Carl
Ben.
That
would
change
all
of
our
safe
routes
to
school
and
I
was
able
to
ask
their
opinions
about
in
the
mindset
of
safe
routes
to
school.
Does
this
make
any
sense
and
clearly
they're
interested
in
safe
routes
to
school?
So
they
were
like?
Q
No
because
you
have
beautiful
bike
paths,
all
the
way
to
discovery
which
our
neighborhood
uses,
our
kids
use
a
great
deal
and-
and
so
I
want
to.
Thank
you
so
much
for
caring
about
safe
routes
to
school
and
I.
Want
you
to
continue
to
have
that
mindset,
as
you
think
about
where
kids
go
to
middle
school,
because
biking
to
school
isn't
something
that
just
elementary
kids.
Do
it's
something
that
our
middle
skid
middle
school
kids
do
too
and
they
need
it
for
their
healthy
mindset
as
they
enter
the
school
building.
Q
I
think
all
of
us
would
agree
that
a
bike
ride
to
school
is
way
healthier
way
to
start
the
day
than
a
thirty
minute
bus
ride
on
a
loud
and
screaming
bus.
So
it's
just
a
much
better
way
to
start
anyone's
day.
My
house
is,
according
to
Google
Maps
at
seven
point:
zero
miles
to
Carl
Ben,
there's,
absolutely
no
way
that
my
kids
could
have
a
safe
route
to
school,
to
bike
or
walk
if
they
go
to
Carl,
Ben,
Eielson,
middle
school
and
and
so
I.
Q
R
R
Now,
a
more
complicated
issue
of
balancing
capacity
and
socioeconomics
pasady
is
fairly
easy
to
understand.
If
I
increase
square
footage,
we
can
increase
capacity.
However,
in
a
recent
discovery
addition
we've
increased
square
footage
or
reduced
the
capacity
at
the
school
administration
believes
the
numbers
were
projected
to
go
up
for
discovery,
but
they
consciously
reduce
the
capacity
while
making
the
major
taxpayer
investment.
So,
let's
you
economics,
impacts
socioeconomic
impacts
are
more
complicated
than
just
looking
at
capacity.
I,
don't
believe
that
the
task
force
could
define
the
problem
they
are
trying
to
solve
by
balancing
socio
economics.
R
They
just
know
they
need
to
balance
it
and
they
believe
they
will
fix
it.
This
undefined
problem
by
balancing
the
number
of
free
and
reduced
lunches
per
school,
so
that
drives
all
of
their
decisions.
What
problem
are
we
trying
to
solve
when
we
attempt
to
balance
socio
economics?
Does
the
educational
experience
for
a
child
with
free
and
reduced
lunch
improve
because
a
child
that
doesn't
use
free
and
reduced
lunch
moves
from
their
neighborhood
school
to
balance
the
free
and
reduced
lunch
numbers?
R
Will
the
child
that
moves
from
their
neighborhood
school
have
a
benefit
or
improved
educational
experience
by
moving
to
the
new
school,
to
balance
the
free
and
reduced
lunch
numbers
again?
What
problem
are
we
trying
to
fix
I'm
concerned
with
the
message
we
will
send
our
kids
that
they
need
to
change.
Schools
too,
prove
these
socio-economic
numbers
and
I'm
concerned
with
the
message
you
will
send
to
the
kids
in
the
school
that
you
feel
needs
their
socioeconomic
numbers.
Balanced
I
believe
this
focus
on
socio-economic
balance
will
create
more
division
than
balance
and
unity
for
our
kids.
R
S
Good
evening,
so
my
name
is
Matt.
Irish
I
live
at
42,
20
43rd
ave
south
today
I
will
address
the
issue
of
socioeconomic
composition
of
schools
in
Fargo,
because
that
has
been
of
such
central
importance,
senior
task,
force's
decisions,
discussions
and
decision-making
to
illustrate.
If
you
review
the
task
force's
report
of
strengths
and
weaknesses
of
scenario
9.17,
you
will
see
that
all,
but
one
of
the
20
comments
listed
socioeconomic
balance
as
a
primary
strength.
In
almost
a
third
of
the
Commons
mentions
socioeconomic
balance,
as
the
only
strength.
S
In
contrast,
the
most
common
weakness
is
noted
by
the
task
force
concerned.
The
increased
cost
of
travel
time
in
the
division
of
neighborhoods
along
arbitrary
lines.
The
costs
and
consequences
of
a
boundary
line
change
cannot
be
denied.
There
is
an
increase
in
transportation,
cost
of
families
and
taxpayers
when
children's
commutes
are
doubled.
There
is
a
cost
of
parent
and
children
involvement
in
school
activities
as
we
drift
away
from
our
neighborhoods
school
structure
and
make
things
less
convenient.
S
There
is
also
an
opportunity
cost
as
we
become
unable
to
use
these
resources
to
invest
in
our
kids.
If
you
are
asking
parents
and
taxpayers
to
assume
the
costs
of
a
boundary
line
change,
you
should
provide
some
concrete
rationale
for
the
decision
making
process
and
the
benefits
that
will
be
gained.
What
specific
outcome
do
you
expect
to
improve
at
Carl
Ben,
once
Kennedy
kids
start
attending
I?
Will
removing
kids
from
Carl
Bane
and
sending
them
to
Ben
Franklin
benefit
anyone?
S
S
Earlier
this
week,
you
received
an
email
from
my
wife
who
summarized
the
lack
of
scientific
evidence,
supporting
the
assumption
that
income
balance
alone
matters
for
schools,
but
the
things
that
do
really
matter
are
the
things
that
the
city
and
schools
have
have
already
done.
Evidence
based
core
curriculum,
excellent
teachers,
equal
resource
distribution
after
school
activities,
safe
routes
to
school,
building,
strategies
that
promote,
promote
blended
SCS,
neighborhoods
city
infrastructure,
that
supports
neighborhood
schools
with
increased
feelings
of
community
ownership
and
parent
involvement.
F
S
Don't
doubt
the
good
intentions
of
the
task
force
members
and
appreciate
their
service
to
this
cause,
but
we
believe
their
process
has
been
misguided
by
an
unjustified
emphasis
on
the
wrong
priorities,
which
undermines
the
validity
of
the
recommendations.
So
please
vote
no
on
the
proposed
boundary
change.
There
is
no
risk
to
waiting
another
year
to
ensure
that
the
decision
is
supported
by
objective
data
and
is
in
the
best
interest
of
all
students.
But
if
we
rush
forward
with
a
boundary
line
change
based
on
any
accurate
information
and
assumptions,
it
will
be
very
difficult
to
undo.
S
O
T
My
students,
so
my
name,
is
dr.
Jenny's
arc
and
I
was
at
47,
61,
41st,
Street
south,
so
good
evening.
Board
members
I'm
here
tonight
to
express
my
concerns
regarding
the
attendance
boundary
discussions.
The
Fargo
public
schools,
Wellness
Policy
3250
for
middle
and
high
schools,
calls
for
quote
at
least
an
average
of
250
minutes
per
week
of
physical
education
instruction
and
at
least
50
minutes
of
additional
physical
activity.
T
It
goes
on
to
say,
as
schools
should
work
with
the
community
to
create
an
environment
that
is
safe
and
supportive
of
schools
having
the
opportunity
to
be
physically
active
when
commuting
to
and
from
school
end
quote.
It
goes
on
a
little
bit
further
in
talks
specifically
about
safe
routes
to
school
and
states
that
the
school
district
will
assess
and
make
needed
improvements
to
make
it
safer
and
easier
for
students
to
walk
and
bike
to
school
and
quote
so.
That
means
300.
Total
minutes
of
physical
activity
per
week
for
every
secondary
student
is
stipulated.
T
Yet
currently
our
middle
school
students
only
have
PE
every
other
day
for
50
minutes
and
no
recess
time.
That's
a
sin.
If
Andry
lines
are
changed
without
regard
to
geographical
location,
biking
walking
to
school
for
students
in
several
parts
of
the
city
would
become
impossible.
I
attended
the
Metro
cog,
Safe
Routes,
open
house
on
Carl
Ben
on
April
29th
and
when
I
asked
them
to
show
me
a
potential
safe
route
for
bicycling
from
the
Kennedy
Elementary
neighborhoods
to
Carl
Ben.
T
The
reply
was
unanimous
by
the
way
I
was
only
parent
there
and
then
I,
and
they
said
there
isn't
one
it
would
be
unsafe
and
there
wasn't
much
optimism
that
one
could
be
created.
In
addition,
increased
instances
would
further
hinder
access
to
after-school
activities
where
students
are
unable
to
safely
walk
or
bike
to
school
data
from
the
2017
youth
risk.
Behavior
surveillance
system
conducted
conducted
by
the
CDC
show
that
in
North
Dakota
alone,
we
have
74%
of
our
students
in
grades
9
through
12,
who
are
not
physically
active
at
least
60
minutes
a
day.
T
That's
a
shame.
Additionally,
15%
of
these
students
are
categorized
as
obese
and
16%
are
categorized
as
overweight.
Thus
1/3
of
high
school
students
in
North
Dakota
are
currently
overweight
or
obese,
and
we
need
to
help
them
develop
healthy
habits
earlier
in
life
locally,
because
I
know
we
like
little
local
data,
Sanford
Health,
20:18,
community
health
needs
assessment.
We
had
Cass
County
and
Clay
County
key
community
stakeholders
identified
childhood
obesity
as
a
top
priority,
the
prevalence
of
our
witness
and
obesity
combined
with
lack
of
engagement.
If
it's
like
tivity,
is
too
early
really
dangerous.
T
The
current
limited
minutes
of
mystical
physical
physical
education,
combined
with
a
lack
of
Safe
Routes
that
would
certainly
result
from
many
of
the
proposed
boundary
changes,
would
undermine
the
equity
of
access
to
educational
opportunities
and
limits
students
capacities
to
reach
the
nationally
recommended
60
minutes
of
physical
activity
each
day
during
the
school
year.
Sudden
dairy
time
would
also
increase,
as
students
travel
longer
distances
and
times
on
school
buses
to
and
from
school.
T
Given
that
a
lack
of
physical
activity,
engagement
and
a
high
percentage
of
over
witness
and
obesity
among
youth
are
already
a
local
concern,
any
additional
obstacles
would
simply
exacerbate
the
issue.
Additionally,
physic
TV
engagement
is
significantly
associated
with
both
acute
and
long-term
improved
academic
performance,
better
behavior
in
the
classroom
and
overall
physical
and
MELD
mental
will
net
wellness,
particularly
executive
function,
capabilities
of
the
brain
which
helps
our
students,
make
better
decisions
and
have
better
control
over
their
impulses.
Jenny
thank.
U
Right,
my
name
is
Gerry
Standefer
and
I
live
at
three
five.
Four
six
Harrison
Street
south
I
appreciate
your
guys's
time
tonight.
So
there's
a
couple
of
things
that
I
wanted
to
talk
about
and
there's
two
things
that
I
love
and
why
right
what
I
live
by
and
and
the
daddy
usually
explains
the?
Why
and
what
I'm
really
having
a
hard
time?
Understanding
in
this
scenario
is
why
these
changes
are
necessary
immediately
and
then
the
data
support
that
and
I
don't
need
to
speak
anymore
to
the
the
data
related
to
numbers
or
anything.
U
But
what
I
do
have
a
hard
time
with
and
struggle
with
is
the
distance
that
kids
are
going
to
need
to
travel
to
go
to
middle
school
crossing
two
interstates.
It
is,
and
these
are
from
my
house.
It
is
five
point
three
miles
to
Carl
Ben
Eielson
from
my
front
door,
and
it
is
two
point
six
miles
to
discovery
now
in
comparison.
When
I
look
at
Longfellow
to
Carl
Ben
Eielson,
it
is
five
point
four
miles
and
they
don't
cross
any
interstates,
but
I
have
not
heard
any
discussion
about
Longfellow
being
moved
at
all.
Now.
U
That's
neither
here
nor
there,
but
that's
just
an
example
of
what
we're
talking
about
now.
The
other
reality
from
my
side
or
from
my
front
door
is
five
point.
Five
three
point,
eight
and
one
point:
seven
and
those
are
the
distances
to
the
three
West
Fargo
middle
schools
from
my
front
door,
so
by
in
essence,
moving
to
Carl
Ben
Eielson
you're,
making
my
house
closer
to
the
middle
schools
in
West
Fargo,
which
just
doesn't
make
any
sense
to
me
whatsoever.
Now.
U
The
purpose
of
the
change
is
still
unclear
to
me,
because
I
want
to
know
why
we're
making
these
decisions
and
I
just
I
plan.
Nine
really
has
been
a
focus
since
the
start,
I
understand
beyond
beyond
just
the
basics
of
balancing
socioeconomic
status
and
and
the
driving
forces
beyond
that.
But
I
also
understand
the
importance
of
neighborhood
schools
and
I
want
to
go
back
to
what
mrs.
Nelson
what
you
said
about
the
importance
of
relationships
in
schools
because
you're
absolutely
right.
It
is
the
most
important
thing.
U
It
is
the
number
one
whether
they
have
having
one
person
in
that
school.
That
you
know,
cares
about
you
and,
having
more,
is
you
more
important
and
having
smaller
schools
right?
But
what
are
we
saying
to
kids,
no
matter
where
they're
from
if
we're
busing
them
past
a
school
to
go
to
another
school
and
really
there's
a
couple
of
things?
I
want
to
end
with.
Have
we
asked
the
it's
being
impacted
about
this,
and
not
just
the
kids
in
our
neighborhoods,
but
the
kids
that
are
gonna
be
uprooted
and
moved
further
away?
U
What
do
they
think
about
this,
and
then
there
is
a
cost.
There's
the
opportunity
cost
that's
cost
of
the
parents
and
there's
a
cost
to
the
taxpayers,
but
there
will
be
a
cost
to
Fargo
public
schools.
So
I
just
put
out
a
very
simple
question
to
the
two
neighborhoods
on
our
side
of
the
in
the
two
neighborhood,
the
well
that
know
all
the
neighborhoods
and
the
Kennedy
zones.
Sorry,
it's
growing
over
there
all
right
and
it
was
simple.
It
was
if
these
boundary
changes
lines
are
shifted.
U
Will
your
children
continue
to
attend
Fargo
public
schools
and
in
less
than
24
hours,
we
had
almost
50
families
saying
that
over
104
104
kids
would
no
longer
be
in
Fargo
public
schools,
so
that's
significant
as
well,
so
these
changes
matter-
and
these
are
serious
things
that
we're
looking
at
so
like
I,
said
data,
and
why
so?
Thank
you
guys.
Thank.
V
Live
at
50,
57,
Hawthorne,
Street
south,
so
just
concerning
the
discussions
of
the
building
capacity
and
usage
task
force.
Current
discussions
focused
solely
on
boundary.
Changes
are
short-sighted.
We
as
a
school
district,
are
missing
a
huge
opportunity
to
be
innovative
in
our
approach
to
education.
Seven
years
ago
there
was
a
long
range
facilities
task
force
that
discussed
the
creation
of
magnet
schools.
They
recognized
there
would
be
a
need
to
address
underutilized
facilities
in
ways
that
simply
moving
boundaries
would
never
achieve.
It
was
a
forward-thinking
group.
V
Yet,
despite
those
recommendations
here
we
are
seven
years
later
in
a
situation
with
a
task
force
that
is
laser
focused
on
changing
boundaries.
The
most
recent
growth
report
for
Fargo
public
schools
on
March
1st
2019,
shows
growth
at
Davies,
high
school
discovery,
middle
school
and
Kalinin
Kennedy
elementary
has
actually
declined
this
year.
There
is
no
data
to
support
the
need
for
drastic
boundary
changes.
This
should
be
great
news.
It
means
we
have
time.
We
have
time
to
think
outside
the
box.
V
We
have
time
to
ask
ourselves:
how
can
we
do
better
if
you
take
a
look
at
states
all
around?
If
you
take
a
look
states,
all
around
us
are
doing
unique
things
for
their
students.
Moorhead
is
a
great
example
of
this
with
their
plan
to
create
a
stem
center.
Why
aren't
we
having
discussions
about
creating
a
magnet
school?
Why
aren't
the
conversations
that
the
task
force
about
creating
a
stem
or
career
trades
education
center,
a
language
immersion
program,
workforce
needs
within
the
school
system
and
the
chain
and
changes
in
the
way
we
deliver?
V
K-12
education
must
happen.
We
need
to
be
innovative.
We
need
to
take
off
the
blinders
and
do
what
is
best
for
all
the
students
in
the
district
growth
reports
show
a
boundary
change,
isn't
immediately
needed,
put
the
needs
of
students
and
teachers
of
Fargo
public
schools.
Foremost
find
creative
solutions
to
keep
Fargo
and
pace
with
on
pace
with
other
innovative
school
district.
Now
is
the
time.
W
Board
members
and
staff
I'm
Tammy,
Lynn,
4910,
Rose,
Creek,
Parkway,
south
and
I
feel
like
I've,
been
on
the
hot
seat,
because
I
am
a
member
of
the
building
capacity
task
force
and
I'm.
A
parent
I'm.
A
teacher,
however,
and
I
have
worked
for
Pargo
public
schools
at
this
time.
I
do
not
work
for
them,
so
I
speak,
but
I
came
here
today
to
give
a
little
bit
of
insight
on
happenings
in
Fargo
and
future
building
developments.
W
I
have
been
to
almost
every
City
Commission
meeting
in
the
last
four
years
and
I
know
exactly
what
you're
saying,
because
I
saw
that
trend
happening.
However,
what's
happening
now
should
cause
some
anxiety,
because
what
I
have
seen
over
the
past
four
years
has
really
changed.
I
there
were
Platts
that
I
remember
one
in
particular
by
Davies
that
they
were
platted
for
175
homes,
guess
what
boom
overnight
the
developers
the
developer
sold
it
because
he
couldn't
make
a
profit
and
guess
what
the
has
to
went
up
to
300.
W
Those
are
the
kind
of
things
that
are
happening
since
January
of
this
year.
Many
building
developments,
boats
have
and
likely
will
they
have
taken
place
and
they
will
either
likely
or
for
sure
impact
our
future
growth
at
Fargo
public
schools.
The
meetings
are
set
up
pretty
easily
they're
set
up
near
so
near.
The
top
of
the
agenda
is
the
consent
items.
W
Not
a
really
big
deal
January,
basically.
Actually
that
was
the
only
time
the
zoning
change
would
really
limit
when
from
sites
went
from
a
single
dwelling,
residential
and
general
commercial
to
just
commercial.
So
that
was
the
only
one
there.
The
next
one
is
Oh
public
hearings
on
114
I
won't
go
through
all
of
these,
but
I
just
want
to
give
you
a
flavor,
the
plat
of
Craig's
Oak
Grove
edition.
These
are
things
that
have
been
in
the
works
and
a
lot
of
things
are
coming
to
fruition
now.
W
But
if
you
take
a
look
and
at
some
of
these,
even
the
st.
Paul's
Newman
Center,
this
is
a
first
time.
It
came
up
and
it
was
finally
approved
about
a
month
ago,
but
their
capacity
went
up
as
well,
I'm
not
going
to
go
through
those,
but
look
at
on
128
Golden
Valley.
Second
edition
67
37,
25th,
Street
South
approval
recommended
all
that
zoning
went
from
agricultural
to
SR
4,
which
is
single
dwelling
residential.
W
If
we,
as
a
building
capacity
task
force,
are
looking
at
the
future,
I
strongly
encourage
someone
to
be
appointed
to
attend
these
meetings.
You
don't
have
to
attend
them
all,
but
I
think
it's
really
for
me.
It's
been
really
interesting
to
watch
the
transitions
to
11.
This
one
was
more
the
st.
Paul
Newman
Center
to
25
I
thought
that
was.
W
That
was
an
interesting
one
acquisition
that
was
really
the
Oak
Grove
Park
and
Christian
land.
This
was
something
that
I
brought
up
to
dr.
gross
and
I
thought.
This
was
a
perfect
opportunity
to
go
out
of
the
box.
The
city
of
Fargo
bought
224
acres
that
Oak
Grove
had
had
donated
of
that
most
of
it's
going
to
be
used
for
water
for
a
lot
of
the
drainage,
there's
80
acres
and
by
the
way
this
is
south
of
Walmart
before
64
and
before
74.
W
So
it's
perfect
they're
going
to
take
80
acres
and
develop
it
or
sell
it
off,
keep
in
mind.
It
was
donated.
So
it's
not
in
the
tax
base.
Right
now
and
now
it's
a
city
of
Fargo,
so
there
is
no
tax
revenue,
so
that
would
be
an
opportunity
to
possibly
do
something
and
I've
attached
by
the
way
I've
attached
for
all
of
you
just
the
letter.
So
you
could
see
the
Oak
Grove
development.
You
could
see
what
they're
going
to
be
doing
with
it
anyway.
W
I
won't
go
through
the
rest
of
them,
but
you
can
see
them
for
yourself.
I.
Think
one
of
the
things
that
I
would
suggest
is
that
you
have
a
liaison,
go
somebody
that
goes
to
those
meetings
by
the
way.
Also
at
one
committee
meeting
and
dr.
gross
was
great
because
I
talked
to
him
about
this
I
said:
did
you
know
they're
looking
at
a
full
possibility,
a
full
on
ramp
off
ramp,
interchange
on
64th
Avenue,
not
just
74th,
but
64th
I
was
at
that
meeting
they
held
it.
W
They
stopped
that
they
said
we're
gonna,
do
an
investigation,
we're
gonna
go
to
a
dot,
its
it'll
cost
millions
of
dollars,
but
if
you
knew
what
that
would
happen,
a
full
interchange
at
64th,
a
full
interchange
at
74th,
guess
what
you
are
gonna
see:
development
like
you've,
never
seen
before
in
South
Fargo,
so
I
wanted
to
bring
this
up
because
I
think
probably
on
the
building
task
force.
I
have
a
little
bit
different
perspective,
just
because
I
am
very
active
in
a
lot
of
other
things.
Some
thank
you.
Thank.
X
Thank
you,
I
am
NOT,
talking
about
boundary,
I,
guess
everybody's
talking
about
the
boundary
I
am
totally
out
so
I'm
here
to
talk
about.
We
talk
about
safety
and
mental
health.
That
has
been
a
biggest
topic.
That's
been
going
around
so
that
ties
up
to
the
boundary
because
we
have
to
consider
mental
health
right.
If
those
children
they
moved.
Do
we
think
about
mental
health
how's
that
gonna
affect
them
mentally
right,
so
that
kind
of
ties
up
to
what
I'm
gonna
talk
about.
X
We
seen
over
them
couple
weeks,
reports
about
teachers
getting
hurt
in
school,
the
number
rising,
but
we
have
not
seen
a
number
of
our
student
who
are
getting
hurt.
What
are
the
numbers?
Can
you
guys
tell
us,
because
we
want
to
know
as
a
mom
when
I
hear
that
on
the
TV
getting
announced
over
and
over,
our
teachers
are
getting
hurt.
This
is
the
numbers
how
many
of
our
students
are
getting
hurt
and
here's
the
numbers.
We
don't
get
that
it
sounds
like
we're
working
against
each
other
instead
of
working
with
each
other.
X
This
is
not
about
what
the
teachers,
safety
and
the
children's
safety
we
all
want.
The
same
thing.
We
want
that
safety
for
teachers.
We
want
also
safety
for
our
students,
but
we're
not
hearing
that,
and
then
you
hear
a
representative
advising
and
saying
teachers.
The
best
way
to
do
this
is
through
the
school,
if
workman's
company
and
to
health.
Well,
we
can
as
a
parent.
We
can
just
take
that
advice
as
well
and
say
you
know
what
let's
do
the
same
thing,
because
our
students
are
getting
severely
traumatized
in
the
school
setting.
X
So
how
do
we
work
together
and
not
have
a
media
come
in
and
divide
us
and
making
it
sound
like
it's
the
teachers,
the
school
against
the
parents
with
the
children
with
disability?
So
that's
something
we
need
to
work
against
together
to
find
a
better
way
to
solve
the
safety
issue,
that's
going
on
in
our
school
system,
because
it
is
a
major
problem.
It
is
happening,
but
how
do
we
work
together?
The
solution
is
what
we
need
to
come
up
with,
not
just
encouraging
the
other
side
and
say
this
is
your
way
through
the
school.
X
Okay.
Let's
go
ahead
and
do
that
then,
and
then
what
is
the
problem?
Do
we
solve
the
problem?
No,
we
don't,
because
safety
is
the
biggest
concern.
That's
going
on
in
our
school
as
a
parent.
I
have
friends
with
teachers,
so
I
understand
and
I
as
a
mother
have
a
child
who's
with
disability
and
I
have
a
child
who's,
not
disabled,
and
so
he
too
gets
affected
because
he
watches
that
he
watches
those
struggle.
Children
with
disability
have
in
the
school.
So
he
watches
that
an
incident
happened
in
his
middle
school
he's
not
a
talker.
X
He
never
talks.
He
never
gets
in
trouble,
nothing.
He
comes
home,
I
hear
from
another
parent
and
I.
Ask
him
I
go
what
happened
at
new
school
today
and
he
just
looked
at
me
and
he
didn't
know
what
to
say,
and
he
just
said
mommy
was
scary.
That's
all
he
said
so
just
to
see
that
to
hear
him
just
say
that
and
then
make
me
ask:
was
this
channel
babe
being
followed?
That's
a
biggest
problem
in
the
school
children.
X
Y
Good
evening,
I'm
Don
Barth
reside
at
1621,
seventh
Avenue
south
I'm
a
17
year
old
veteran
of
children
in
the
Fargo
public
schools
still
in
the
school,
so
we
have
about
five
years
to
go.
I
will
second
with
what
Victoria
said.
I
want
to
share
a
success
with
you,
my
oldest
daughter,
just
graduated
from
und
on
Saturday
and
as
I
was
sitting
there
for
three
hours.
I
had
a
lot
of
time
to
reflect
on
what
what
made
her
successful.
Y
You
guys
did
this
the
school
district
did
she
had
a
career
in
mind
when
she
was
seven
or
eight
years
of
age,
who's
gonna
be
a
marine
biologist
and,
as
she
got
to
high
school,
she
had
one
teacher
that
really
stood
out
and
as
Robin
had
mentioned
relationships
and
you,
you
know
it's
not
trivial,
because
her
career
changed,
she
decided
to
go
into.
You,
know
medicine,
and
so
she
graduated
with
athletic
training
and
now
she's
gonna
go
on
to
med
school
and
really
the
school
I
look
back!
Y
That's
what
built
built
her
up
and
so
I
really
want
to.
Thank
all
of
you
for
that.
On
the
other
end
of
that
spectrum,
I
have
a
thirteen
year
old
child
in
special
education
and
that's
been
the
hardest
part
for
me,
as
a
parent
is
I,
never
knew
special
education
before
that
it
was
always
general
education,
so
I
was
on
the
outside.
Looking
in
and
it's
totally
different
and
I'll
tell
you
it's
it's
kind
of
like
a
double-edged
sword
when
you
really
know
what
you're
doing
which
I
feel
like
I.
Y
Finally,
after
five
six
years,
I
have
a
good
grip
on
the
IEP,
the
BIP,
all
of
that
you're
gonna
be
safe,
you're
not
going
to
get
cut,
but
there
was
a
time
you
know,
as
he
was
coming
through
elementary
school
I,
don't
think
he
was
supported.
He
had
one
relationship
with
a
teacher
that
I'll
call
an
angel
that
really
saved
her.
But
beyond
that
you
know
until
we
got
to
middle
school,
why
did
it
have
to
lead
to
that
point?
Y
You
know
he
didn't
have
the
support
that
I
feel
that
he
needed
he
didn't
get
the
you
know
his
IEP
obviously
wasn't
being
followed.
He!
Finally,
let
us
know
about
ten
months
ago
that
he
was
being
secluded
from
second
to
fifth
grade.
How
did
I
not
know
I
was
on
the
PTA
board.
How
could
that
have
gone
under
my
radar
when
I
think
back
it
didn't
I
I
saw
that
the
red
flags,
but
as
a
parent,
you
trust
who
you're
sending
your
kids
to
and
I
feel
we're
in
a
better
place.
Y
Now
there's
parents
that
are
dealing
with
where
we
we're
at,
and
so
that's
why
I'm
passionate
that
I
want
to
support
those
people.
You
know
there
is
good.
There's
great
teachers
here,
I
want
to
see
a
pay
raise
for
those
teachers.
I
don't
want
to
see
anybody
get
hurt.
My
child
is
doing
great
now
you
know,
and
but
why
did
it
have
to?
Why
did
it
have
to
go
the
way
it
did
to
get
to
the
point
that
we
are
I
think
the
safety?
You
know,
I
trust
my
children
now
I,
don't
trust
the
school.
Y
To
tell
me
my
children
are
safe,
I
trust.
My
children
I
asked
them
every
day.
How
was
your
day
good
bad?
Do
you
feel
safe
at
school?
You
know
no
one
can
guarantee
our
kids
safety,
but
we
can
do
the
best
that
we
can
and
I
think
we
need
to
look
as
Victoria
said:
training,
better
training,
some
of
those
Parra's
didn't
even
know.
Y
My
child
was
on
an
IEP
and
in
elementary
school
I,
found
out
at
fifth
grade
that,
as
a
parent
I
had
to
go,
tell
everybody
the
gym
teacher
everybody
that
my
child,
you
know
was
had
autism
I,
didn't
know.
That
was
my
responsibility
when
you're
in
special
education.
No
one
tells
you
those
things.
So
it
is
a
very,
very
hard
pill
to
swallow,
but
again
we're
doing.
Okay,
now
I
really
come
in
my
son's
middle
school.
Y
They
they
worked
really
hard
and
they've
had
to
put
up
with
me
because,
as
the
saying
goes,
if
you
don't
heal
from
the
people
who
have
hurt,
you
you're
gonna,
you're
gonna
bleed
on
the
people
that
haven't
and
so
I'm
working
hard
to
get
to
that
point,
but
I'm
also
not
trusting
as
much
as
I
used
to
thank
you.
Thank.
O
O
Z
Try
to
keep
this
really
brief.
My
name
is
Jim
Urlacher
I'm,
the
middle
school
representative
for
a
Fargo
Education
Association
I'm,
a
Spanish
teacher
at
Discovery,
Middle,
School,
I.
Think
the
last
time
Lynette
told
you
that
we
were
in
the
process
of
electing
our
officers
for
next
year.
That
is
done.
We
had
our
retirement
social
to
honor,
our
retirees,
which
is
always
a
good
time,
we're
also
in
the
process
of
awarding
scholarships
to
our
seniors
at
all
of
the
four
high
schools
on
a
note
of
discovery.
Z
I
am
very
much
looking
forward
to
maybe
when
I
come
back
in
the
fall,
much
more
of
the
construction
being
done,
and
just
last
week
we
had
a
very
large
school
ceremony
to
honor
one
of
our
teachers
who
was
going
through
breast
cancer
Sara
Barnum,
and
we
raised
$4,500
for
her.
We
had
a
head
shaving
event,
which
it
was
awesome
to
see
over
a
thousand
kids
in
the
gym.
Shaving
their
teachers,
heads
and
I
was
fortunate
enough
to
be
one
of
those
people
who
got
to
shave
a
colleague's
head.
So
thank
you.
Thank.
AA
So
I
will
also
be
a
little
bit
briefer
today,
but
this
is
also
very
important.
Stuff.
I
think
this
is
the
first
time
I'm
at
a
board
meeting.
We
get
to
publicly
acknowledge
all
of
our
teacher
profession,
our
support
staff
and
administrator
of
the
year,
because
those
have
been
revealed
now
so
I
just
want
to
say.
AA
Sir
sue
Brennaman,
Jennifer,
free
and
Travis
Hogg
were
supportive
of
the
year,
our
administrator
of
the
year
and
our
Teacher
of
the
Year,
and
we
are
just
incredibly
proud
of
all
of
the
work
that
they've
done
and
what
they
do
to
exemplify
our
mission
of
educating
and
empowering
all
students
to
succeed.
So
we
are
extremely
excited
for
all
of
them.
We
had
great
celebrations
and
we
look
forward
to
hearing
from
them
at
her
staff
opener
in
the
fall.
A
Delayed
just
a
bit,
we
spoke
with
Cindy.
She
had
come
into
our
planning
meeting
and
presented
the
action.
As
far
as
requiring
the
regulation.
7
CRF
section
2
10.1
4
e
requires
school
floor.
Food
authorities
participating
in
national
school
lunch
programs
to
ensure
sufficient
funds
are
provided
to
the
nonprofit
school
food
service,
account
for
meals,
served
to
students
not
eligible
for
free
and
reduced
meals.
A
Schools
currently
charging
full
pays.
Students
less
than
the
USDA's
target
rate
are
required
to
increase
prices
annually.
Usda
target
rate
for
pricing
is
three
dollars.
The
district's
comparable
price
is
two
dollars
and
53
cents
for
the
USDA
regulation.
The
district
is
required
to
raise
lunch
prices
on
May
3rd.
At
the
planning
committee
meeting
we
reviewed
prices.
Elementary
lunch
would
be
increased
by
a
nickel
secondary
by
a
nickel
and
adult
lunches
by
a
nickel.
This
point
I
moved
to
approve
the
Nutrition
Services
meal
price
increase
of
5
cents
for
elementary
secondary
and
adult
lunches
is.
B
The
thought
process
of
the
federal
government
as
the
what
they
give
us
for
the
free
and
reduce
people,
their
funding
should
not
be
offsetting
the
cost
of
those
that
wouldn't
qualify.
So
if
there's
not
a
closed
proximity
to
what
the
government
is
going
to
give
us
for
a
reimbursement
to
what
we
charge,
families
that
aren't
eligible
for
that,
then
theoretically
were
supplanting
using
those
federal
food
dollars
to
supplant
the
cost
for
people
that
are
ineligible.
So
that's
the
rationale
behind
it.
E
A
B
AB
AC
AB
O
Item
7b
l14
changes
memo
96.
This
comes
from
the
Governance
Committee.
The
Governance
Committee
met
to
discuss
this
policy.
We
had
it
monitored
at
the
March
26th
board
meeting.
There
was
some
discussion
about
some
languages
on
the
flip
side
of
this,
the
printout
for
the
meeting
this
evening
that
basically
ended
up
being
duplicate
of
item
six
and
number
nine.
O
There
was
a
recommendation
at
the
Governance
Committee
meeting
to
strike
number
nine
and
add
that
language
to
the
latter,
part
of
the
sentence
of
number
six
so
I
would
entertain
a
motion
for
approval,
as
presented
so
moved
christine.
Second,
okay
motion
by
Christie,
a
second
by
Robin,
any
discussion
all
right
and
Marie.
Please
call
the
roll.
B
B
AB
AC
AB
D
O
7C
outside
liaison
assignment
review
memo
97
looking
through
here,
it
looks
like
there
are
a
couple
of
liaison
assignments
where
there
are
recommendations
for
possibly
discontinuing
looks
like
Jim
the
bluestem
liaison
assignment
and
Robin
I
know
you
mentioned
the
PTA,
so
what
I'm
wondering
is
maybe
the
process,
for
example
regarding
bluestem?
What
what
would
the
recommendation
be
there
Jim
do
you
have
thoughts
on
how
to
proceed?
Yeah.
B
Well,
I
actually
think
that's
an
administrative
committee,
so
I
don't
think
it
requires
board
action
to
disconnect
it
and
I
believe
the
superintendent
could
choose
to.
It
would
be
my
recommendation
because
for
those
that
are
new
to
the
board,
this
committee
came
into
existence
through
an
unfortunate
scenario
of
the
organization
that
was
operating.
B
So
that
was
the
formation
of
this
committee,
which
was
made
up
of
people
from
the
city
of
Moorhead,
the
higher
education
area
of
Moorhead,
as
well
as
the
public
schools
and
obviously
folks
on
the
fargo
side,
and
we
had
a
school
board
member
on
it
as
well.
Actually,
I
think,
to
school
board
members
at
one
time
and
it
was
pretty
functional
for
about
two
years,
but
then
it
rapidly
became
apparent
that
bluestem
was
blossoming
under
Fargo
Public,
Schools
guidance
and,
in
particular,
all
tip.
B
My
hat
to
Cathy,
who
has
done
an
outstanding
job
with
her
team
and
I,
think
you're.
All
aware
the
fact
that
it
seems
to
be
the
go-to
outdoor
concert
venue
of
the
metro
area
now
and
is
used
by
multiple
parties
in
our
community
business
individuals,
renting
it
other
arts
organizations.
So
for
the
last
two-and-a-half
years
to
the
best
of
my
knowledge,
the
committee
has
not
actually
had
a
meeting,
mostly
because
there
is
no
angst
in
the
community
anymore
about
that
transfer
of
control
back
over
to
the
Fargo
school
district.
B
So
you
know,
obviously,
if
our
superintendent
wants
to
keep
that
committee,
then
I
think
we
should
continue
to
have
a
school
board.
Member
as
the
way
is
on
on
it.
But
it
would
be
my
recommendation
at
this
point
in
time,
probably
to
dis
man,
the
committee
and,
if
the
need
in
the
future
comes
up
stirred
it
up
again.
O
AA
I
would
recommend
I
would
agree
with
recommendation
at
this
point
since
I've
started.
There's
only
been
one
time
where
the
advisory
committee
came
up
and
that
was
almost
an
additional
layer.
It
was
when
we
were
looking
at
some
grant
applications
bluestem
and
there's
almost
a
conversation
about
okay.
What
is
there
an
advisory
board
or
an
advisory
committee,
and
that's
kind
of
what
started
this
conversation?
AA
Well,
they
haven't
really
met
and
should
that
really
be
the
authority
over
any
grant
applications,
or
should
that
reside
within
Fargo
public
schools,
since
we've
managed
that
facility
and
managed
that
budget
as
well?
So
we
would
recommend
dismantling
the
committee
and
continuing
with
that
piece.
Okay,.
O
E
I
would
recommend
that
when
we
do
a
reorganizational
meeting
this,
this
information
is
taken
in
under
consideration
for
what
we
continue
with.
Some
of
these
are
in
our
control.
Some
aren't,
for
example,
the
Native
commission
requires
that
we
have
a
school
board
members,
so
those
need
to
be
prioritized,
but
I
would
leave
that
up
to
the
Governance
Committee
to
make
recommendations
to
the
record
reorganizational
time
in
July
I
believe.
But
this
is,
this
is
great
feedback.
Some
of
these
also
aren't
tired
of
working
or
are
out
of
our
control.
O
That's
a
recommendation
that
I'm
fine
with
is-
and
there
were
a
few
suggestions
too-
that
we
might
be
able
to
explore
prior
to
the
time
of
that
meeting
or
at
least
surrounding
the
time
of
that
meeting,
to
even
see
if
the
options
that
were
suggested
are
viable
or
if
the
other
organizations
are
interested
in.
You
know
in
us
being
involved
so
I
guess.
Maybe
we
need
to
do
a
little
bit
of
homework
so
that
we
can
make
some
decisions,
so
everyone,
okay
with
Robins,
suggestion
all
right.
Thank
you
very
much
all
right.
O
D
O
D
O
I
think
from
what
I
heard
regarding
the
conversation
earlier
and
you
could
even
make
if
you
want
to
make
a
motion
and
then
we
can
talk
through
that.
But
what
I
did
hear
from
the
conversation
earlier
is
that
this
information
would
move
to
governance
so
similar
to
some
of
our
other
recommendations.
When
we
go
through
our
policies-
and
you
know
how
we
take
action
there.
So
then
those
suggestions
would
move
through
up
to
governance.
O
O
All
right,
I've
been
on
to
item
D
and
what
my
recommendation
was
going
to
be
is,
if
there's
a
motion
for
item
D,
updated
data
projection
that
that
be
made
right
away,
and
then
we
can,
if
there's
a
second
to
it,
and
then
we
can
have
discussion
from
that
point
on
versus
any
discussion.
First,
thank
you.
D
F
O
D
My
ask
is
that
we
direct
administration
to
include
the
actual
attendance
numbers
at
our
facilities,
in
addition
to
and
I'm
adding
now
to
the
RSP
data
that
they
have
just
to
clarify.
So
my
ask
is
that
we
direct
administration
to
include
the
actual
attendance
numbers
and
any
other
important,
timely
information
needed
to
the
task
force.
Any
relevant
information
needed
in
order
for
them
to
make
educated,
informed
recommendations.
E
Robin
I
have
a
clarifying
question,
so
it
makes
sense
to
include
the
attendance
numbers,
who
would
be
the
judge
of
any
other
relevant
information
because
I
would
be.
It
would
be
irresponsible
for
me
to
vote
against
that,
but
it's
also
calling
our
administration
irresponsible
for
not
providing
relevant
information
so
based
upon
this
discussion,
I
might
divide
the
question
for
just
just
to
clarify.
D
Thought
that
was
just
up
for
discussion,
any
other
relevant
information.
I
guess
we've
been
provided
a
lot
of
information
over
the
last
several
weeks
and
it
seems
like
there's
City
data
that
could
also
be
talked
about.
We
had
a
presentation
even
this
evening
about
current
land
usage
and
availability
that
maybe
should
be
considered
at
this
taskforce
level
or
at
least
talked
about
when
we're
making
future
decisions.
So
that's
the
kind
of
thing
that
I'm
thinking
about
when
I
say
additional
relevant
information.
B
AD
We
are
sharing
the
current
numbers
when
we
run
the
different
scenarios,
so
what
we
have
done
is
we
have
geocoded
all
of
our
students,
that's
part
of
the
software,
so
when
we
first
ran
the
original
or
what
current
boundaries
scenario
is,
that
would
include
the
students
who
were
there
that
was
in
April.
The
software
is
updated
every
month,
so
we
have
not
run
the
main
numbers,
so
we
could
do
that
update,
but
other
than
that
we
have
shared
the
number
of
students
in
the
different
buildings.
B
AD
B
O
E
D
Gonna
be
the
judge
of
that,
so
my
understanding
from
rupak
was
that
the
only
information
being
provided
is
RSP
projections.
This
is
where
I
get
my
information.
Okay.
So
what
I'm
saying
to
is
he
my
understanding?
His
administration
doesn't
believe
they
can
give
additional
updated
information
unless
directed
by
the
board.
Thank.
E
AA
The
parameters
that
were
given
to
the
task
force
on
our
February
12th
work
session
from
the
board
were
to
use
the
RSP
projections
to
make
secondary
boundary
changes
to
solve
the
capacity
issues
based
on
those
projections.
So
if
we
are
looking
at
that's,
the
parameters
that
were
working
with
the
actual
attendance
numbers
for
this
year
have
been
provided
through
that
process
when
every
time
a
scenario
is
run
and
we
compare
to
our
base
scenario
that
Basin
area
is
a
enrolment
at
those
secondary
schools.
AA
If
we
are
going
to
add
additional
information
or
take
into
consideration
any
of
the
additional
information
that
you're
saying
and
if
that's
for
the
purpose
of
not
doing
the
boundary
changes
or
saying
make
a
recommendation
not
to
do
that,
then
I
think
that
would
be
the
guidance
that
we
would
see
from
the
board
because
that's
we
were
going
off
of
at
the
February
12th
work
session.
We
were
told
here's
our
SB
projections
based
off
of
these
projections,
go
for
it
and
make
half
of
the
task
force
look
at
secondary
boundary
recommendations.
O
O
Yeah
I
have
a
challenge
on
that
too,
and
I'm
I
don't
know
if
it
would
help
us
walk
through
this.
If
we
divided
it
or
not,
divided
the
question,
but
I
do
believe
that
administration
is
providing
relevant
information
and
using
their
professional
knowledge
and
experience
and
information
that
is
gathered
from
the
meetings
within
the
city
and
multiple
sources
of
information.
O
Even
though
there's
a
lot
of
discussion,
of
course
regarding
our
SP,
because
that's
the
group
that
we
use
to
and
that
we
relied
on
for
so
long
to
help
us
make
projections
and-
and
we
don't
only
other
districts
across
the
nation-
rely
on
RSP
data.
So
I
don't
believe
that
administration
is
not
providing
information.
That's
relevant!
O
That
doesn't
mean
that
there's
you
know
there
can
always
be
additional
information,
but
I
personally,
don't
want
to
be
the
judge
of
what
is
relevant
and
I
would
also
assume
that
the
information
that
we
are
receiving
as
board
members,
some
of
some
of
those
emails
and
the
discussions
here
this
evening.
That
also
goes
to
administration-
maybe
not
all,
but
some
some
of
it
goes
to
administration
as
well
as
all
board
members.
O
A
When
we
talk
about
city,
presentations
and
I,
know
tami-lynn
tossed
out
some
city
numbers
tonight,
but
the
city
has
presented
twice
to
us
at
the
task
force
meeting.
They
presented
the
first
evening
and
then
presented
again
last
week,
and
so
they
are
providing
us
with
information
to
assist
us
as
task
force.
Members
and.
B
That
hasn't
been
done,
which
I
think
is
a
disingenuous
motion
to
put
in
front
of
us,
especially
when
it
wasn't
vetted
at
governance,
to
begin
with,
to
give
everybody
time
to
digest
this.
So
from
my
perspective,
I
think
they
have
the
actual
attendance
numbers
and
I
believe
they
are
working
with
the
relevant
information.
So
I
think
this
motion
isn't
needed.
Jennifer.
D
I
think,
just
by
seeing
this
graph
put
in
front
of
us,
this
was
never.
This
data
was
never
shared
at
the
taskforce.
I
too
have
been
at
every
task
force
and
I
heard
the
introduction
from
administration
saying
we
are
growing
on
an
average
of
a
hundred
students
a
year.
That's
not
correct.
Our
recent
RSP
data
is
not
accurate.
D
It
is
not
99.5%
accurate
and
to
your
point
Rebecca
where
you
say,
you
would
hope
that
the
data
and
the
emails
that
are
being
received
by
administration
are
also
being
shared
when
they
are
true,
is
not
happening,
because
the
administration
currently
believes
that
they
cannot
share
that
information
unless
the
board
has
directed
them
to
do
so.
At
least
that's
what
I've
been
told.
A
From
a
task
force
liaison
each
time
we
have
it
as
to
Bob's
words.
Each
time
we've
received
the
different
scenarios
going
one
through
11
and
then
there's
point
all
of
these
other
ones.
There's
always
the
front
page
that
says
current,
and
so
we
always
have
that
reference
for
current
and
that's
the
one
that
goes
to
the
April
numbers
and
those
are
presented
each
time
on
every
scenario:
Jim
I.
B
Understand
the
problem
with
the
RSP
data:
it's
been
the
same
problem
since
the
first
year.
We
use
them
Jennifer,
but
your
motion
has
nothing
to
do
with
the
RSP
data
whatsoever.
You
wanted
to
direct
us
or
the
administration
to
give
them
the
actual
attendance
numbers
they
have
that
already
and
any
other
relevant
information.
If
the
relevant
information
that
you
want
shared
with
the
task
force
is
that
the
RSP
reports
are
not
accurate.
I'll
bet,
that's
actually
occurred.
I.
D
Beg
to
differ,
it
hasn't.
It's
been
told
that
and
and
I've
heard
many
say,
99%
accurate
and
it's
not
true,
and
additionally,
they
have,
they
have
said
not
said
they
have
not
pointed
out
that
these
are
declining
numbers,
even
if
they
are
saying
on
each
piece
of
paper.
This
is
the
number
you
have
not
said.
You
have
misled
the
individuals.
They
do
not
know
that
the
enrollment
is
declining
I.
O
Would
have
okay,
Rubick
and
then
David,
but
I
also
have
a
question
in
regard
to
the
current
data
that
first
part
of
the
motion,
because
I
understand
how
it's
been
shared,
so
it's
been
shared
in
a
way.
That's
been
shared
through
those
exercises.
What
I'm
wondering
is
it
was
there
another
way?
Is
there
a
specific
way,
Jennifer
that
you
were
thinking
that
that
information
ought
to
be
shared?
Is
there
a
specific
kind
of
a
report?
Something
in
writing
is
it?
O
Is
it
in
a
different
way
than
it
already
has
been
presented
and
then
on
the
on
the
other
side
in
regard
to
relevant
information
that
it's,
it's
very
vague
I'd
like
to
see
that
specified
I'd
like
to
see
I'm
I'm,
going
with
Jim
a
little
bit
with
what
you're
saying
here.
In
terms
of
this
conversation
hasn't
we
haven't
had
opportunity
to
discuss
this
at
even
at
a
governance
level
where
we
might
be
able
to
kind
of
vet
through
this
a
little
bit
and
put
more
specificity
to
it.
O
I
would
I
would
prefer
I
would
seek
for
more
specificity
and
I
would
also
feel
if
I
was
just
say.
If
I
were
an
administrator,
it
would
be
hard
for
me
to
decide
what's
relevant
information
and
what
am
I
not
I,
wouldn't
know.
How
am
I
measured
and
how
am
I
you
know
so
I
guess
I
would
look
for
no
matter
if
I
would
be
supporting
or
not
supporting
the
motion
more
specificity.
To
help
me
make
my
decision,
but
rupak
I
think
you
would
like
to
share
first
sure.
AA
And
I
think
I
think
Jennifer
there.
You
are
right,
but
a
couple
of
things:
I'm
gonna
go
back
to
the
guidance
for
administration,
going
back
to
our
work
session.
We
have
been
using
our
SP
because
that's
the
projection
that
we
presented
to
the
board
and
then
I
February
12th,
we
said,
based
on
these
projections,
is
our
guidance
to
make
secondary
boundary
changes
to
alleviate
the
over
carotids
miss
as
projected
at
discovery
and
Davy's.
So
that's
where
we've
been
given
I
have
not
shared
every
piece
of
information.
That's
come
via
email
to
our
task
force.
Members.
AA
We've
tried
to
stay
ahead
of
it
and
share
some
of
the
concerns
that
are
impacting
boundaries,
but
some
of
the
suggestions
that
have
been
made
regarding
you
know,
changing
configurations,
doing
a
ninth-grade
Center
on
this
outside
of
town
or
the
north
side
of
town
things
of
that
nature.
We
have
not
done
that
because
we
have
not
been
given
that
guidance
from
the
board.
AA
If
the
board
is
telling
us
that
is
what
we
want
to
explore,
then
we
wouldn't
need
that
guidance
and
that's
what
we
asked
on
February
12th,
because
I
specifically
said:
there's
a
wide
variety
of
ways.
We
could
do
this
me
coming
in
new
I
know
our
past
practice,
which
was
this
board
had
decided,
not
this
literally,
but
the
board
had
decided
that
we
wanted
equal
configurations
across
all
parts
of
town.
We
were
using
our
SP
projections
based
on
those
productions.
Boundary
changes
was
the
option.
AA
Now,
if
we're
saying
that's,
not
the
scope
of
the
task
force,
then
that
changes
our
work
and
I
would
need
board
consensus
to
change
that,
because
that's
what
we're
going
off
of
this
is
this
could
be
as
big
as
we
want
it
in
terms
of
how
we
want
to
go
in
terms
of
this
task
force,
which
is
why
we
asked
for
specific
parameters
and
that
parameter
was
look
at
boundary
changes.
So
if
we're
saying
RSP
data
is
wrong
and
don't
look
at
boundary
changes,
I
would
look
for
board
guidance
to
do
that.
AA
N
Part
of
my,
as
you
know,
as
part
of
our
liaison
visits,
we
are
asked
to
attend
PTA
meetings,
and
this
was
brought
to
my
attention
that
at
the
core
the
PTA
meeting
I
went
to.
There
were
three
people
from
the
building
and
task
force,
and
they
said
that
the
only
the
only
attendance
numbers
they
got
were
the
numbers
that
were
given
to
them.
Based
on
the
RSP
report.
They
had
seen
no
other
numbers
and
they
questioned
why
those
numbers
were
being
used
when
the
enrollment
in
their
particular
school
was
basically
flatlined
and
I.
N
AD
Like
I
stated
earlier,
each
of
the
times
we
run
a
scenario
we
do
a
cover
page
and
that
cover
page
does
include
the
current
data.
All
of
those
packets
of
information
that
have
been
given
to
the
force
members
are
on
the
website,
so
individuals
can
go
back
and
download
the
scenario
packets
and
there
is
the
cover
page
on
each
of
those
that
run
the
current
numbers.
D
However,
many
months
ago,
that
this
was
going
to
be
the
plan
for
these
task
force,
it
was
the
the
name
of
the
task
force
changed
from
boundary
task
force
to
building
facility
and
usage,
because
it
wasn't
just
about
a
few
buildings
that
were
reaching
capacity.
It
was
about
the
buildings
that
were
also
underutilized.
What
happened
to
that?
Why
did
we
let
go
of
that?
What
why
did
we
stop
future
planning?
D
It
just
seems
like
such
a
limited
scope
when
we
have
such
a
huge
opportunity
here
for
the
district
to
really
be
innovated,
and
if
these
numbers
are
showing
us
a
slow
and
that
we're
not
going
to
be
overcrowded.
Why
aren't
we
taking
this
time
to
do
some
of
these
innovative
things
that
the
last
taskforce
talked
about
seven
years
ago?
These
cool
magnet
programs
that
are
happening
state
in
up
many
other
states?
Why
aren't
we
taking
the
time
to
do
that?
Instead,
we're
just
gonna
shift
around
250
families
and
then
maybe
shift
them
back.
D
AA
Would
say
that,
if
that,
if
everything
that
you're
sharing
is
a
consideration
for
the
board,
that
would
be
the
guidance
that
we
see
right
going
back
to
where
we
started,
because
I
go
back
to
we've
been
using
our
SP
projections.
These
are
the
projections
I.
The
only
piece
to
to
what
your
comment
that
I
would
challenge
is
that
we,
when
will
you
go
look
at
our
February
12th
work
session
minutes
and
we
look
at
the
parameters
and
we
said
because
discovery
in
Daviess.
AA
We
also
noted
that
the
buildings
on
the
north
side
of
town,
so
Ben,
Franklin
and
North
High
School,
were
going
to
be
underutilized
and
that's
why
we
wanted
to
do
the
that's
why
the
parameter
said
to
address
the
potential
over
capacity
at
Discovery
in
Daviess
and
the
under
utilization
of
Ben
North
High
School.
We
would
look
at
boundary
changes,
and
that
was
a
guidance
that
was
given
to
us
conversations
about
magnet
schools,
different
programs,
I.
Think
on
that
work
session.
We
did
start
a
conversation
about
an
elementary
immersion
program
as
well.
AA
If
we
want
to
have
that
conversation,
administration
has
no
problem
of
having
that
conversation,
but
that
wasn't
the
scope
of
the
task
force
that
was
given
to
us
and
if
we're
gonna
say
we're
gonna
lead
with
the
programs
that
we
want
to
do
and
then
look
at
boundaries
then
tell
us
to
do
that
versus
the
other
way
around,
which
is
let's
look
at
the
current
enrollment
and
look
at
look
at
our
building.
Capacity
and
usage
make
the
boundary
changes
and
then
we
can
also
look
at
those
programs.
AA
Like
I
said
before
this
was
never
the
long-range
facilities
plan
task
forces
to
building
capacity
and
usage
task
force.
We
had
a
couple
of
recommendations
coming
out
of
our
previous
task
force's.
One
of
them
was
gonna,
two
of
them
for
our
Early
Childhood,
Special
Education
and
our
potential
for
ela
ridi
facility.
They
no
longer
are
considerations
for
this
task
force.
For
two
reasons.
AA
One
is
that
at
the
February
work
12
work
session,
we
were
told
not
to
touch
elementary
boundaries
and
then,
secondly,
because
the
LRE
D
facility
would
not
take
up
existing
space,
they
would
be
additional
square
footage.
The
potential
for
a
CTE
program
that
is
being
discussed
because
that
would
change
how
many
students
could
pretend
changing
their
boundaries
from
Davies
to
South
High
School.
If
we
expand
a
CTE
program
there,
so
we
are
just
again
seeking
guidance
in
terms
of
how
does
where
does
the
board
want
us
to
go?
AA
And
if
we
are
gonna
say
we
know
that
our
SPR
projections,
if
we're
gonna,
say
that
the
missing
the
mark
between
our
SPS
projection,
our
actual
enrollment
numbers,
should
Merritt's
us
discarding
any
boundary
recommendations.
Then
what
is
the
other
piece
of
data
that
we're
gonna
rely
on
and
then
what
are
we
gonna
do
to
get
to
that
task
force?
That
would
be
my
only
question
to
the
board
and
that's
where
we
kind
of
seek
guidance,
Robin.
E
AA
E
So,
seven
years
we
unanimously
agreed
to
use
that
during
the
task
force
state
what
this
was
not.
This
has
never
been
an
issue.
We
have
never
discredited,
are
ESPYs
projections
until
two
months
ago,
so
I
it
it's
very
unfair
of
the
board
to
change
the
direction
based
upon
no
new
information
that
we
that
we
gave
administration.
If
we
continue
to
change
the
direction
for
administration
partway
through
the
task
force,
it
discredits
that
the
process
I
understand
if
there
was
new
data
available,
but
RSP
has
never
been
discredited
before
so
I
I
think
we're
not
liking.
E
What
we're
we're.
Learning
I
also
think
that
it's
important
to
let
the
task
force
do
their
job
and
make
the
recommendations
and
let
the
board
vet
that
information.
Then
we
could
vote
down
what
they
recommend,
but
that
that's
what
we
need
to
do
and
I
really
think
we
are
harming
I,
have
heard
from
many
people
on
a
task
force
that
are
feeling
very
threatened
by
the
communication,
they're
receiving
their
being
very
feeling
very
threat
by
the
crowds
that
are
at
the
the
meeting.
Some
of
them
are
afraid
to
go.
E
We
are
causing
the
process,
harm
and
I
really
think
that
we
owe
them
that
responsibility
to
respect
their
voices.
We
owe
our
administration
the
respect
to
allow
them
to
take
the
direction
that
we
gave
them
and
shame
on
us
board
if
we
gave
them
bad
information
or
we
gave
them
bad
in
a
bad
direction,
but
let
the
process
finish
and
then
let
let
it
come
back
to
the
board
and
we'll
handle
it
there.
That
would
be
my
recommendation.
E
B
Couldn't
ask
her
that
even
more
beautifully
than
you
said
it
Robin?
This
task
force
was
given
a
direct
charge
by
this
board
for
us
to
change
the
rules
on
them
at
this
point
in
time.
Shame
on
us!
If
we
do
it
and
I,
don't
know
where
everybody
has
gotten
this
idea
that
as
soon
as
those
recommendations
come
to
us,
one
of
them
will
be
implemented.
We've
known
for
quite
a
while
that
the
growth
in
South
Fargo
has
been
slowing
down.
B
We
also
know
it's
where
the
growth
is
going
to
happen,
so
we
may
not
be
overcrowded
about
a
year
and
a
half
ago,
I
think
I
sat
in
a
boardroom
and
told
people
this
problems,
probably
three
to
four
years
away.
Other
people
were
thinking
that
it
was
maybe
one
or
two
years
away,
so
it
was
like
the
sky
was
falling.
Now
it
might
be
four
or
five
years
or
six.
The
work
this
task
force
is
doing
is
still
going
to
be
valuable
to
us
whether
we
choose
to
implement
it
immediately
or
realize.
B
No
we've
got
two
to
three
years
before
we
have
to
worry
about
the
overcrowding
and
things
could
develop
in
that
time
to
change
things
so
for
us
to
disconnect
or
change
this
process
at
the
11th
hour,
because
I
think
they're
about
done.
I,
don't
know
how
many
more
meetings
you
have
scheduled,
one
or
two
I'm
guessing
is
beyond
me.
I'm
gonna
move
that
we
table
this
motion
and
address
it
at
a
future
board
meeting
I.
C
N
AC
AB
L
AC
O
O
So
I
again,
this
is
a
from
our
policy.
Gp2
e,
we
all
as
board
members
are
responsible
for
conducting
formal
visits
to
our
liaison
schools.
We
do
that
a
couple
times
during
the
year
and
file
official
reports,
and
so
these
reports
are
from
our
of
second
official
visits,
doesn't
mean.
We've
only
been
to
our
schools
two
times,
but
we
have
those
two
reports.
Does
anyone
have
anything
specific
that
they
would
like
to
share
any
comments?
N
Just
have
a
question:
discovery
was
one
of
my
school's:
did
the
capacity
of
discovery
actually
go
down
as
it
states
by
50
people
or
whatever,
and
because
I've
gone
through
the
school?
There
were
no
clue
rooms
that
have
been
eliminated.
There
were
special
ed
rooms
that
seemed
to
have
been
added,
and
yet
the
capacity
numbers
say
it
went
down.
AD
There
are
nine
teen
centers
at
Discovery,
Middle
School,
each
of
those
in
have
five
classrooms.
In
our
long
range
facility
plan.
We
talk
about
an
average
of
24
students
in
each
of
our
science
classrooms
and
26
in
all
of
our
other
classrooms,
so
that
capacity
then,
is
between
that
a
thousand
one
hundred
and
a
thousand
fifty.
So
that
is
the
capacity
range
of
that
building,
based
upon
that,
if
every
classroom
had
a
total
of
24
students
in
every
science
classroom,
26
students
in
every
other
classroom.
N
AD
Under
those
parameters
that
you
would
not
have
1200
students
in
that
building,
do
you
would
have
to
go
beyond
what's
in
the
long
range
facility
plan,
with
targets
for
students
in
each
classroom
to
get
to
1200
students?
So
could
we
do
that?
Yes,
but
our
class
size
average
would
be
greater
than
what's
in
that
plan.
D
AD
Numbers
come
from
the
district
ourselves
and
it
was
when
dr.
Rachel
egri
was
still
with
the
district.
She
went
from
building
to
building
at
the
elementary
I
went
from
building
to
building
at
the
secondary
level,
counting
classrooms
counts,
coning,
ancillary
spaces
for
Title,
one
special
education
and
so
on,
and
that's
when
we
redid
the
boundary
capacity
at
all
of
the
buildings.
There
is
a
board
report.
AD
AD
O
Know
that
there
there
are
some
comments
from
the
school
liaison
visit.
There
are
some
comments
from
the
school
years
on
visit,
forms
that
have
some
suggestions,
maybe
just
administration
to
further
some
concerns
or
comments.
I
I
put
a
couple
in
there
that
were
shared
when
I
went
in
for
my
visit,
so
this
information
also
can
be
taken
back.
If
there's
anything
administration.
Obviously
you
feel
free
to
go
through
and
and
and
respond
as
you
feel
fit
so
we'll
file.
This
report
Jennifer.
D
I
actually
did
list
some
questions
and
I,
don't
know
if
anyone
from
administration
has
had
a
chance
to
pull,
hopefully
have
had
a
chance
to
read
through
them.
But
given
our
conversation
this
evening,
perhaps
it's
it's
enough
would
be
a
good
time
to
maybe
maybe
answer
a
few
of
them.
If
you
have
answers
to
them.
If.
D
So
when
I
visited
Davies,
clearly
the
number
of
students
came
up
and
the
mix
of
students
came
up
and
I
shared
with
you
in
my
report.
That
I
was
given
the
number
of
free
and
reduced
across
the
district,
at
Davies,
being
20,
north
being
23
and
South
being
35
as
well
as
some
the
other
special
and
ESL
numbers
and
I
the
staff.
There
wanted
me
to
know
that
they
felt
like
in
terms
of
because
this
conversation
around
socioeconomic
mix
has
been
the
primary
focus
of
the
task
force.
D
AA
Going
back
to
the
charge
of
the
task
force,
our
number
one
priority
is
the
task
that
we
were
given.
The
problem
that
we
were
told
to
fix
was
a
potential
for
Davies
and
discovery
to
be
over
capacity.
So
when
we
run
those
scenarios,
yes,
the
free
and
reduced
lunch
rates
are
ran,
so
our
special
ed
percentage,
I
believe
and
other
indicators.
But
the
first
thing
that
we
want
to
look
at
or
the
recommendation
that
the
task
force
gives
to
the
board
will
be
the
capacity
and
the
enrollment
at
those
numbers.
How
will
the
boundaries
change?
AA
Those
numbers
after
that?
There
is
the
long
range
of
guiding
principles
are
in
the
wrong
long
range
facilities
plan.
I
was
not
part
of
the
conversations
when
the
board
adopted
those,
so
I
would
defer
back
to
the
board
and
saying
what
was
a
conversation
behind
there.
I
mean
if
we
want
to
just
talk
about
the
mix
of
socio
economics,
I'm
sure
we
can
find
research
on
both
sides
of
that
argument,
but
our
first
priority
is
in
the
charge
that
we
were
given.
AA
These
two
buildings
are
gonna,
be
overcapacity,
one
in
three
years
and
one
in
five
years.
I
believe
the
other
two
buildings
on
the
north
side
of
town
are
gonna,
be
under
capacity
city
boundary
changes,
so
hopefully
administration
would
not
bring
a
recommendation
to
you
that
would
not
alleviate
those
two
concerns
now.
AA
O
The
task
force
is
assignment
was
to
talk
about
boundaries
and
about
the
fact
we
talked
about
the
the
growth
I
mean.
We've
had
a
lot
of
conversation
about
that
this
evening
and
so
and
then
the
guiding
principles
can
can
be
taken
into
consideration
in
making
those
decisions.
They
they
weren't
rated
by
the
board
in
terms
of
priority,
because
they
were
to
be
taken
into
consideration
with
that
broader
conversation
of
boundary
lines,
and
so
the
task
force
also
had
that
conversation
I
feel
like
we're
kind
of
off
our
liaison
visit
report.
O
Here,
but
again,
the
the
task
force
members
did
have
a
conversation
and
had
the
opportunity
to
rank
to
prioritize
those
for
their
own
conversations
and
we're
going
to
be
able
to
have
the
opportunity,
because
we
we
already
voted
this
evening
again
and
voted
at
our
prior
meeting.
The
task
force
is
continuing
its
work
and
we're
going
to
have
the
opportunity
as
a
board,
to
take
the
information
that
our
the
community
members
that
have
volunteered
all
these
hours.
O
You
know
to
provide
us
with
their
ideas,
their
recommendations
and
I'm
so
happy
that
we
have
people
in
our
community
that
have
signed
up
to
participate.
I'm
happy
that
we
have
had
people
here
speaking
this
evening
and
that
we
have
received
the
email
communication
that
we
have.
It's
all
valuable.
We
can
all
take
that
as
board
members
and
utilize
that
information
when
it
comes
time
for
us
to
make
the
decisions
right
now
the
task
force
is
doing
trying
to
do
its
work.
O
It's
trying
to
do
its
work,
so
I
would
like
the
questions
that
I
would
like
us
to
be
back
on
the
school
visit,
reflection
forum,
conversation
and
I
would
like
just
questions
here.
That
administration
feels
also
needs
to
be
answered.
My
mind
were
suggestions
that
doesn't
mean
that
you
need
to
follow
up
mine
or
suggestions
from
my
reports
and
I
would,
if
there
are
some
specifics,
that
we
need
to
bring
from
this
I'd
like
it
brought
to
governance.
O
C
Okay,
I
attended
the
GAC
community
meeting
this
mornin
chaired
by
Robin,
thank
you,
Robin
and
brandy
and
Jim
and
and
Rebecca
for
all
the
work
that
you
guys
did
over
this
legislative
here
and
it
was.
It
was
good
committee
and
appreciate
all
that
you
did
Robin
a
report
on
that.
I
would
imagine,
Iowa's
also
attended
the
Lewis
and
Clark
building
as
one
of
my
plays
on
assignments,
and
it
was
I'm
glad
that
Jason
recorded
tonight,
I,
don't
know
if
many
of
you
know
what
envoy
is
I'm
embarrassed
to
say:
I'm
31
years
education.
C
Now
it
became
new
to
me
that
day
when
I
visited,
but
basically
envoy,
as
an
educational,
nonverbal
yardstick.
It's
a
set
of
nonverbal
classroom
management,
skills
and
strategies
that
educators
use
in
order
to
foster
student
independence
and
maximize
engagement,
while
preserving
relationships
between
adults
and
children
and
I
watched
four
or
five
classrooms
in
action
and
I
was
impressed
and
specifically
the
music
area
on
how
engaged
students
were
now
I'm,
not
going
to
be
that
board
member
or
that
administrator
that
says
by
golly.
C
This
is
the
only
program
that
works,
and
every
teacher
needs
to
do
this
and
every
building
needs
to
do
this.
I'm
gonna
take
a
step
back
and
just
admire
what
went
on
that
day
and
take
comfort
and
know
that
it
worked
for
them
and
and
I
was
proud
of
it.
I
mean
I
was
really
proud
of
the
work
that
they
did
along
with
that
visit.
C
You'll
know
that,
the
day
before
we
received
an
email,
anonymous
email
on
all
the
troubles,
that's
going
on
at
Lewis
and
Clark
I
won't
tell
you
what
I
did
with
anonymous
NEMA
emails
when
I
was
an
administration
but
I
read
it
and
I
and
I
went
to
the
building
and
I
observed.
They
had
three
situations
that
that
one
situation
was
a
child,
was
in
a
room
with
another.
C
C
Another
situation,
which
was
the
last
situation
where
the
child
wanted
the
scissors
that
were
inside
the
room
that
they
wouldn't
allow
the
child
to
have
the
scissors
and
to
watch
the
adults.
The
principal
handle
the
student
in
trying
to
you
know,
make
the
student
better
and
that
I
thought
they
did
a
good
job
of
handling
in
that
as
well,
and
so
those
are
three
incidences,
but
the
classrooms
that
I
visited
that
day
at
four
or
five
classrooms.
C
There
were
so
many
more
positives
if
you
will
than
the
negative
that
just
doesn't
happen
in
Lewis
and
Clark.
It
happens
that
the
school
I
map
in
Fairmount
it
happened
in
Stanley,
where
I
attended
it
happens
in
Minot.
It
happened
at
Lewis
and
Clark
Berthold
Plaza
and
the
Cody
I
mean
it.
It
happens
all
the
time
and
so
I
felt
very
comfortable
from
what
the
letter
said
from
what
I
visited.
C
V
O
A
B
Think
since
our
last
meeting
I've
been
to
two
or
three
negotiation
things
gack
this
morning,
plan
and
SEEC
had
a
board
meeting
three
big
topics
there,
two
of
which
we're
gonna,
really
focus
in
on
our
summer.
Retreat
the
Valley,
City
Teachers
Center,
has
really
come
in
apparently
under
our
purview
and
we're
going
to
try
to
figure
out
what
that
means
and
how
we're
going
to
staff.
B
It
we've
had
a
request
from
a
couple
of
schools
down
on
the
south
part
of
this
area,
to
maybe
provide
funds
for
their
individual
district
professional
development
offerings,
which
is
not
something
we've
done
for
a
number
of
years,
not
sure
we're
going
to
want
to
go
there
again,
but
we'll
see
what
the
board
does.
And
then
this
is
an
important
one
for
our
district.
The
SEEC
wants
more
space.
B
They
would
love
more
space
in
the
Agassiz
building,
but
if
we
can't
find
a
more
space
in
the
Agassiz
building
and
I,
don't
think
it
has
to
be
absolutely
contiguous
to
the
space
they
have
now
we're
probably
a
year
away
from
having
to
find
a
different
location,
so
I'm
hopeful.
If
we
have
it
available
over
there,
we
can
get
some
more
rent
out
of
the
SEEC.
N
D
Just
want
to
acknowledge
and
say
thank
you
to
the
I,
think
hundreds
of
people
that
have
written
to
us
and
really
asked
us
to
consider
all
of
the
students
in
this
district
and
really
asked
us
to
consider
to
take
the
time
to
think
about
innovative
approaches.
I,
don't
think
that
we
should
just
push
those
emails
aside.
D
I
do
think
we
should
seriously
consider
many
of
their
recommendations
because
they
were
good,
full
potential
solutions
and
I'll
go
back
to
seven
years
ago,
when
I
served
on
the
long-range
facility
task
force,
we
switched
gears
after
the
first
couple
meetings.
That's
okay,
I
think
it's
okay
and
it
is
it's
okay.
If
that's
what
this
board
says,
we
want
this
task
force
to
do
based
on
new
information
or
whatever
it's
based
on
I.
D
Think
we
owe
it
to
our
kids,
not
our
task
force
members
to
do
what
is
best
for
all
of
them.
I
I,
just
think
what
people
are
trying
to
tell
us
is
take
the
time
we
were
recommended
to
do
this
seven
years
ago,
and
we
didn't.
We
should
do
it
right
this
time
we
have
an
opportunity.
Let's
take
it,
that's
it.
O
AB
Thank
you.
Since
their
last
board
meeting
I
completed
my
school
visits
at
Jefferson
and
Horace
Mann
Roosevelt,
ten
planning
committee
negotiations,
committees
and
negotiation
sessions
with
the
FAA
we
most
recently
met
last
night.
We
will
be
meeting
again
not
tomorrow,
but
next
week,
Wednesday,
the
22nd
of
May
at
4:30
right
here
and
I've
also
had
a
Cass
County
Career
and
Technical
Education
Center
board
meeting
that
I
sit
on
as
a
liaison.
It
was
an
absolutely
packed
meeting.
More
was
shared
there
than
I
can
share
here,
but
I
did
want
to
share
that.
AB
AB
They
have
one
of
the
Kristin's
we
head
back
in
February
was
that
you
know
what
do
we
plan
to
put
in
such
a
facility?
How
would
it
operate
and
they
do
have
some
updates
on
that
now
I
think
clearly,
dr.
Jones
to
be
able
to
speak
to
it
better
than
I
would
and
so
I
will
maybe
reach
out
to
you,
Christy
about
the
potential
of
her
being
invited
to
speak
at
a
future
planning
meeting
to
update
us
on
what's
happening
with
that.
AB
They
did
interestingly,
share
out
that
men,
several
members
of
the
Governance
Committee
and
the
Advisory
Council,
which
is
a
lot
of
administrators,
had
visited
a
facility
in
Oklahoma,
that's
kind
of
a
model
for
this
very
successful.
It's
creating
great
opportunities
for
their
kids.
What
I
thought
was
interesting
was
that
it's
essentially
its
own
school
district.
It
has
its
own
milling
authority.
It
has
its
own
board
of
directors
which
answers
a
lot
of
the
problems
we've
had
with
this
potential
here
in
fargo
of.
Where
does
the
money
come
from
nothing?
We
can
do
about
that.
AB
It
clearly
has
a
board
of
public
education,
but
I
did
think
it
was
interesting.
The
what
we
have
going
on
right
now,
I
think,
is
very
successful.
We're
hitting
a
lot
of
limits
of
what
we
can
do
with
the
model
that
we
have
right
now.
I
think
it's
clear
and
northern
Cass
and
central
casts
would
be
very
excited
to
have
such
an
academy
filling
a
lot
of
their
needs,
and
they
express
that
and
I
just
wanted
to
pass
that
along
before
our
boards
information
here.
That
is
the
end
of
my
liaison
report.
Thank
You.
E
Robin
sure
we
met
this
morning,
as
mentioned
for
a
governmental
affairs
committee.
We
debriefed
this
session.
We
thought
it
would
be
helpful
to
talk
about
our
three
legislative
priorities
and
kind
of
our
very
general
overview.
Our
first
priority
was
SEL
social-emotional
learning,
1.5
million
dollars
in
grants
was
embedded
into
the
general
fund
2265.
E
That
is
a
first
step.
However,
we
did
note
that
we
have
growing
needs
of
the
district,
as
do
every
other
school
in
the
state
and
in
this
country,
so
that
growing
needs
will
be
continued
to
be
funded
from
our
general
fund
and
could
be
pulling
from
some
funds
that
could
be
used
elsewhere,
so
that
will
continue
to
be
a
legislative
priority
for
us.
Our
second
priority
was
on
time.
Funding
for
I
didn't
I.
I
was
delightfully
surprised
that
this
is
also
part
of
2265.
E
The
major
funding
bill.
There
is
some
incremental
movement
towards
on-time
funding,
so
that
was
very,
very
good.
I
think
that
we
need
to
let
that
set
where
it
is
now.
Third,
priority
is
underfunded:
programs,
which
includes
ELL
students
and
special
education
and,
again
back
to
my
earlier
comments.
Those
children
not
only
required
to
give
them
their
services.
We
need
our
morally
obligated
to
give
them
those
services,
so
those
dollars
will
be
fun
pulled
from
other
areas
in
our
general
fund,
so
we
will
continue
to
focus
on
those
post-session.
Thank
you
letters.
E
There
was
a
discussion
on
how
to
acknowledge
the
work
that
our
legislators
did.
So
I
will
be
submitting
a
draft
so
Jolin
and
everybody
else
can
and
it'll
come
to
the
board
for
input,
but
we
figured
we
would
thank
them
for
their
work,
acknowledged
some
of
the
growth
and
how
they
addressed
our
legislative
priorities
and
also
asked
for
their
feedback
as
well.
We
also
want
to
acknowledge
Alexis,
Baxley
and
Amy
de
Kock
from
North
Dakota
School
Boards
Association.
They
were
instrumental
in
this
session
and
very
helpful
to
me.
E
I
learned
a
lot
this
session,
so
we
have
some
good
baseline
set
up
for
for
next
session
legislative
interim
activity.
The
committee's
will
be
assigned
in
the
fall
from
the
state,
the
state
leaders,
so
we're
kind
of
on
hold
from
a
state
legislative
situation
at
this
point,
but
that
doesn't
mean
we
have
nothing
to
do
so,
as
as
noted
in
our
board
community
policies,
we
are
charged
to
track
federal,
state
and
city
legislation,
so
we
will
be
putting
a
little
bit
more
of
our
emphasis
on
particularly
some
city
information.
E
For
example,
I
know
tomorrow
Jim
one
of
his
liaison
boards.
He
will
be
meeting,
let's
see
with
Community
Development
meeting
and
they're
talking
about
core
neighborhoods.
That
would
be
so
certainly
something
we
want
to
pay
attention
to
we're
not
going
to
be
taking
positions
most
like
it,
but
I
think
it's
important
for
our
board
to
be
informed
on
those.
So
for
that
reason
we
also
did
not
schedule.
E
Everything
in
my
life
is
advocating
for
children
and
to
be
accused
of
a
plate
of
placing
priorities
of
adult
task
force.
Members
over
the
well-being
of
our
children
is
very
hurtful
and
I
need.
I
feel
it's
very
important
for
me
to
say
that
everything
I
do
in
my
life
is
for
kids
and
I'm
about
in
tears
right
now.
So
thank
you.
O
Thank
you,
Robin.
The
presidents
report
has
been
passed
out.
We
have
let's
see
when
well.
The
next
item
on
the
list
is
governance
committee
well
may
15th
PTA
is
anyone
planning
to
go
to
the
city,
PTA,
Robin
and
okay,
a
couple
others
good?
May
23rd
governance
at
7:30
a.m.
so
working
on
building
the
agenda
for
that.
O
So
if
you
have
any
thoughts,
you'd
like
to
send
my
way
for
recommendations,
please
feel
free
to
do
so,
and
I
was
at
GAC
this
morning,
good
conversation
I
thought
and
happy
to
talk
about
just
some
efforts
that
we
can
expand.
Like
Robin
also
mentioned
in
terms
of
our
our
efforts
negotiations
committee
been
observing
and
the
fe
o
stations
FAA,
observing
there
and
at
the
chamber,
eggs
in
issues
meeting
for
that
North
Dakota
legislative
wrap-up.
O
So
beyond
the
work
that
this
task
force
is
doing,
that
is
directly
associated
to
boundaries.
We
have
we
have
much
in
front
of
us
and
we
have
usually
that
summer
retreat
a
date
will
need
to
be
set
for
that,
and
we
will
need
some
topics
to
be
included
for
good,
thorough
discussion
at
that
retreat
and
so
I
would
just
encourage
everyone
to
start
thinking
about
if
you
haven't
already
some
some
topics.
O
So
if
there's
anything
that
you
know
in
regard
to
long-range
facility
planning
that
you're
interested
in
us
trying
to
gather
additional
information
on
or
feel
that
we
should
be
doing
it's
it's
time,
I
think
to
start
kind
of
putting
some
of
that
together.
So
the
work
that
the
task
force
is
doing
does
not
discount
any
of
the
other
work
that
we
need
to
be
doing
and
that
we
can
be
working
collaboratively
with
and
directing
administration.