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From YouTube: School Board Meeting - June 25, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - June 25, 2019
A
A
C
D
Yes,
it
is
there
we
go
hi.
Oh
thank
you
for
having
me,
as
Brandi
said,
I'm
Kate,
Fisher
I
am
the
co-chair
of
the
Fargo
Youth
Initiative,
the
other
co-chair.
It's
Martha
Denton,
also
from
Fargo
North.
So
just
a
little
bit
about
us.
Our
mission
statement
for
Fargo
Youth
Initiative
is
empowering
the
voice
and
uniting
the
youth
of
Fargo
through
actions
and
teamwork.
D
Every
month
we
had
a
meeting
with
one
group
like
one
day
was
the
YWCA
there's
just
like
various
sects
of
Fargo
that
talks
to
us
about
what
they
do
and
how
they
do
that
and
so
having
us
actually
uthia
part
of
that
was
part
of
that
and
our
vision
is
creating
an
atmosphere
or
a
youth
have
a
positive,
sustainable
impact
on
the
community
of
Fargo.
We
have
three
main
functions:
we
serve
as
the
liaison
between
the
city
of
Fargo
and
the
youth
of
Fargo.
D
We
investigate
needs
Providence
and
issues
affecting
the
youth
of
Fargo
and
we
research
issues
and
make
policy
and
project
recommendations
to
the
Fargo
City
Commission.
And
most
of
these
we
accomplish
this
PowerPoint
right
here
we
have
15
total
members,
6
from
North
6
from
Davies
2
from
South,
and
this
year
we
finally
had
a
member
from
a
private
school.
We
had
one
member
from
Shanley
High
School,
which
we're
really
proud
of
that.
We
would
like
to
see
more.
D
You
know
South
South,
High
kids
involved
in,
but
in
Fargo
Youth
Initiative,
but
sometimes
it's
just
hard
to
like
advertise.
These
sort
of
things
we
already
have
a
round
of
applications
come
in
and
we've
already
approved
new
members
I'm,
not
sure
what
the
new
numbers
are
right
now,
but
yes,
so
impact
Fargo
is
a
youth-led
conference
that
we
put
on
every
April,
March
April
May,
the
previous
ones,
are
up
there.
I'm
2016
was
the
first
year
or
so
stood
at
the
Fargo
theatre
and
we
had
a
camp
Knutson.
D
The
Kilbourne
group
Jodi
Regan
of
TEDx
I'm.
Just
like
a
lot
of
then
we
had
project
cute,
which
is
a
local
student
organization.
From
Davies,
one
of
the
members
actually
became
a
member
of
FYI
the
next
year
and
knows
our
first
one
and
we
had
around
50
students
in
attendance.
But
it
was
a
nice
sort
of
landing
point
for
us
to
start
on.
The
next
year
was
our
biggest
year,
I'm
2017.
We
had
it
at
NDSU.
In
the
Union
theatre,
we
had
Kaitlyn
dargon.
D
If
you
know
her
she's,
a
freelance
photographer
Laurens
Engelmann
from
NDSU
who's
in
a
lot
of
work,
encouraging
girls
and
women
to
get
enrolled
and
become
into
stem
a
phrase
that
I'm
Lindsey
flurry
of
bonanzaville
the
history
museum
out
in
West,
Fargo
and
imagine
thriving
a
mental
health
group
in
Fargo.
We
had
150
students
from
there,
but
most
of
them
were
from
Davies
and
North.
Now
is
also
because
of
the
dynamic
of
the
group
that
year
and
then
the
next
year,
I'm
2018.
D
We
got
at
the
sanctuary,
Event
Center,
just
just
around
the
just
down
the
street,
and
we
had
Brittany
Ingebrigtsen
from
the
and
Janelle
dragonball
from
youth
court
Annie,
wood
from
emergent
Prairie,
Makai
Sulekha
from
Webb,
illan
tech,
startup
in
Fargo,
and
then
Joe
Bergin
of
folkways
and
the
Red
River
Market,
and
that
year
we
had
around
120
students
and
it
was
only
Davies
and
North
students.
This
past
year
we
had
on
April
15th
in
the
City
Commission
chambers.
Our
theme
was
the
future
of
Fargo.
D
We
were
focusing
on
how
us,
as
youth,
can
impact
the
future
of
Fargo
and
the
special
thing
about
impact
Fargo.
Is
it's
not
only
enriching
to
the
students
who
are
involved?
We
have
great
speakers
front
at
impact
Fargo,
but
else
we
out.
We
also
have
a
section
called
a
power
half-hour
where
we
ask
students
in
well
students
participants
what
they
like
and
what
they
dislike
and
what
they
change
about
Fargo
and
we're
going
to
get
into
those
results
pretty
soon.
Here.
Our
speakers
for
this
last
year
were
pretty
good.
D
We
had
an
opening
introduction
from
the
Mayor
Tim
Mahoney
and
we
had
Chelsea
Ewing
from
the
arts
partnership.
Oh,
we
had
representative
Joshua
boshi,
the
house,
Minority
Leader
Rachel,
stone
of
p's
and
q's
editing,
etiquette
and
Fred
Edwards,
who
is
a
spoken
word,
artist
from
North
Minneapolis,
just
a
variety
of
different
people
from
all
different
backgrounds,
and
it
was
really
astounding
to
see
how
the
participants
reacted
to
all
these
people.
It
was
a
great
time,
but
what
I'm
really
here
to
talk
about
is
the
power
half-hour.
D
So
this
is
more
specifically
into
the
power
of
our,
so
students
were
split
into
different
groups.
Six
totals
following
the
whole
rainbow
and
we
asked
them
as
members
of
fYI
questions
about
what
they
liked
disliked,
what
they'd
like
to
change,
etc,
and
we
wrote
their
responses
on
the
boards
and
then
we
compiled
all
of
those
responses
into
a
Google,
Doc
and
then
kind
of
just
summed
them
all
up.
Because
there's
a
lot
of
repeats.
D
One
year
we
had
a
lot
of
people
asking
for
a
drive-in
movie
theater,
which
was
we
couldn't
really
follow
through
on
that,
because
it's
a
lot
anyway.
So
these
are
some
things
they
liked
about
Fargo
they
liked
they
enjoy
all
of
the
outdoor
events,
streets,
alive,
Street,
Fair,
Red,
River,
Market,
frost,
Fargo,
marathon,
Ribfest,
etc,
etc.
D
They
like
it
when
they
can
go
outside
which
makes
sense,
because
for
the
most
of
the
year
we
are
inside
either
in
school
or
in
our
houses,
because
it's
too
cold
outside
they
really
liked
the
new
updated
all-in-one
recycling
they
liked
how,
despite
like
it's,
bringing
a
growing
city,
it's
sort
of
maintained,
its
small-town
feel
I
guess
so
it
feels
relatively
like
you
know,
like
you,
don't
say
Fargo
and
you
go.
Oh,
that's
a
very
big
city,
you
kind
of
hear
like
okay.
D
This
sounds
like
a
small
community
and
that,
like
that,
they
like
the
parks,
I'm,
not
sure,
specifically
what
parks
they
like,
because
they,
obviously
they
came
from
different
backgrounds
but
parks.
They
like
the
amount
of
opportunities
they
were
given
in
school
and
in
the
community
in
both
athletic
and
academic
sectors,
and
they
liked
to
quote
the
good
family
vibe.
That
Fargo
has
you
can
kind
of
see
that
in
the
downtown,
but
what
they
really
wanted
to
change?
D
Where
they
wanted
more
events,
which
makes
sense,
they
wanted
more
outdoor
concerts
and
festivals
in
Fargo,
because
I
think
we
don't
really
have
too
many.
They
wanted
more
winter
events,
because
obviously,
mostly
outdoor
events,
people
like
them
because
they're
in
the
summer
and
they
can
enjoy
themselves.
So
why
not
have
something
similar
in
the
winter?
They
like
the
idea
of
having
art
festivals,
where
students
can
show
off
their
art
outside
of
even
like
a
school
scholastic
sort
of
zone
like
in
the
public.
D
They
like
the
idea
of
pop-up
restaurants
and
they
like
they
really
just
want.
If
we
have
the
events,
they
want
people
to
market
more
to
youth
like
aggressively
like
really
hammering
down
on
showing
us
what
opportunities
we
have
because
sometimes
in
school
we
get
people
either
miss
announcements.
They
are
sick,
a
day
or
something's
happens
and
nothing
gets
through,
and
so
what
they
like
to
see.
D
Is
they
like
to
see
how
many
opportunities
we
actually
have,
because
I
know
that
there
is
a
lot
and
not
all
of
it
actually
comes
through
to
the
students,
and
so
that's
obviously
something
they
wanted.
They
also
wanted
to
make
downtown
a
safer
place
overall,
so
obviously
lighting
is
always
a
way
to
make
something
safer,
either
in
the
alleys
and
the
streets
etc,
especially
in
the
alleys,
because
it's
very
little
back
there
there's
more.
They
want
more
spaces
for
minors
downtown
after
dark,
because
I
think,
like
the
latest.
D
Businesses
are
always
going
to
be
the
bars,
the
21
plus
areas
and
whereas,
like
the
coffee
houses,
the
stores
all
that
shut
down
pretty
much
pretty
early
in
the
evening,
and
they
also
like
to
see
more
trees
and
fauna,
which
makes
sense
during
the
SOT
summer.
Sometimes
you
just
want
a
little
bit
of
shade.
I
remembered
just
recently
press
the
hex
mode,
I
was
driving
down
a
street
and
I
was
like
wow
there's
a
lot
of
trees.
D
This
is
very
nice,
that's
something
they
want
to
see
as
well,
and
they
want
to
see
a
lot
of
diversity
of
culture
as
well,
because
I
think
most
of
us
appreciate
like
the
different
ethnic
communities
a
Fargo
has
to
offer,
but
rarely
do
we
ever
really
celebrate
those,
and
so
obviously
a
public
celebration
would
be
nice,
but
I
could
also
think
of
like
in-school
celebrations
as
well,
just
like
having
a
day
of
like
a
culture
festival
or
something
like
that.
Those
sort
of
ideas
are
what
they
came
up
with
pretty
much
unprompted.
D
So
in
the
future
we
plan
to
have
try
to
have
near
equal
representation
from
our
of
all
Fargo
schools,
including
Oak,
Grove,
Shanley
and
Woodrow.
We
continue
research
on
top
needs
of
youth
in
Fargo
through
guest
speakers
and
studies
and
etc.
Hopefully,
this
year
we
can
hammer
down
on
that
more.
We
want
to
implement
more
initiatives
beyond
impact
Fargo.
We
want
to
try
to
because
we
have
a
lot.
D
We've
talked
a
lot
with
other
agencies,
but
we
haven't
exactly
made
a
move
with
one
yet
and
so
we'd
love
to
partner
with
an
actual
agency
on
issues
such
as
like
mental
health
or
sort
of
stuff.
Like
that
policy,
research,
like
I,
think
we
had
a
small
movement
where
you
we're
like
hey.
Maybe
you
could
campaign
to
lower
the
voting
age
in
Fargo,
I'm
stuff,
like
that,
we
wanted
to
shift.
We
really
want
to
shift
our
focus
sort
of
away
from
impact
Fargo
impact.
D
There's
a
lot.
We
can
do
that.
We're
hoping
to
do
this
next
year
and
of
course
we
want
to
collaborate
with
city
officials.
This
includes
the
school
board,
so
we
can.
We
are
open
to
helping
in
any
way.
So
is
there
any
there's
like
we're
open
to.
You
know,
queries
calm,
all
of
that
sort
of
stuff.
So
if
you
had
any
input
for
us,
we'd
love
to
hear
it,
we
do
have
an
email
and
I
am
also
right
here.
E
F
Have
questions
and
comments
first
of
all,
a
little
bit
of
history
on
how
this
initiative
started
and
why
the
school
board
is
involved.
It
was
started
under
Melissa
sobolik
when
she
was
a
city
commissioner
in
Dan
Mahli
when
he
was
a
city
planner
and
the
reason
the
school
board
is
involved
is
because
it
was
going
to
be
called
the
Fargo
Youth
Commission,
which
is
my
organization.
Okay
and
Brad.
Wimmer
called
me
and
said:
you
need
to
get
on
this
board
Robin
because
we
need
some
representation.
F
So
I
was
in
that
on
that
formative
board
and
you
guys
are
doing
awesome,
work.
I,
think.
The
purpose
of
this
is
to
bring
youth
voice
to
city
elected
officials,
so
you're
doing
an
awesome
job.
Let's
see
here.
Let
us
know
what,
if
you
have
any
ideas
on
on
some
alliances,
I
would
be
happy
to
help.
Make
you
make
those
connections.
F
D
We
have
to
the
way
it
works
is
obviously
it
has
to
start
out
parent
excused
and
then,
as
the
day
goes
on,
we
have
three
checkpoints,
so
we
have
one
when
they
get
there
and
then
one
during
the
lunch
break,
which
this
year
was
nice,
we
kept
it
in
the
chambers,
so
we
didn't
have
to
have.
They
didn't
really
leave
they
just
kind
of
ate
there,
and
then
we
had
one
at
the
end.
D
So
we
had
three
different
checkpoints
if
they
failed,
like
let's
say
to
the
first
one,
but
then
during
lunch
break
they
leave,
they
are
not
excused.
We
made
sure
of
this.
Everyone
was
fine,
I,
don't
think
we
actually
had
a
case
like
that,
but
just
in
case
it
did
come
up.
We
had
those
checkpoints,
so
they
got
excused
at
the
end
of
the
day.
This
is
especially
apartment.
I
put
in
poo
I
can't
speak
today.
It.
D
I
forgot
to
talk
about
the
process
so
applications
we
kind
of
changed
it
this
year
because
usually
applications.
We
accept
them
in
the
fall
like
September
August
and
then
we
go
through
them
and
then
we
actually
allow
the
student
like
tell
who's
on
and
who's
off
in
October
this
year
we
decided
to
do
it
earlier
in
the
year
so
that
they
could
be
on
fYI
from
the
get-go.
Basically,
so
this
year
we
did
be
accepted,
I'm
pretty
sure
around.
Would
you
say,
like
15
around.
D
Years
ago,
yeah,
15
or
16
applicants,
and
this
year
we
haven't
actually
had
we
didn't
have
a
rubric
in
previous
years,
and
so
we
we
basically
renovated
the
process
to
make
it
more
easy,
like
easier
to
figure
out
who
would
actually
be
a
good
fit
because
sometimes,
when
you
read
an
application,
you
see
the
words
but
you're
like.
Is
this
actually
answering
the
question
we're
trying
to
answer
so
we
came
up
with
a
five-point
rubric.
Each
of
these
points
at
five
points
attached
to
them
and
then
based
off
of
their
score.
D
They
were
either
yes
or
no.
It
was
kind
of
like
a
ranking,
and
so
this
year,
I
think
we
accepted
I
can
707
seven
kids,
seven
students
from
various
schools
in
the
area
it
took
it
took
a
while
to
go
through
all
of
them,
but
that's
sort
of
our
process.
It's
an
application
process
and
me
Martha
brandy
and
our
adviser,
Catlin
of
the
City
Planning,
went
through
every
application
during
the
day
and
one.
G
So
actually
Robin
an
answered
or
asked
and
answered
many
of
the
questions
that
I
had
written
down
too,
but
I
do
have
a
couple
additional.
Do
you
have
them
when
you
say
that
you
accept
seven?
Is
that
in
addition
to
the
15,
or
are
you
all
seniors,
and
so
these
will
be
the
seven
new
board
members
moving
forward
or
yeah.
D
C
D
Morgan
and
then
I
think
three
from
Davies,
and
so
we
have,
we
basically
fill
those
spots
and
then
we
like
see
if
we
room
to
add
or
remove
some
people.
It
depends
on
the
year,
of
course,
I
think
this.
Next
year
it's
gonna
be
around
it's.
Usually
it
usually
floats
somewhere
in
the
realm
of
15
to
20
people
per
year
of
various
grade
levels.
D
We
used
to
meet
every
two
weeks,
but
now
we
need
once
a
month.
The
official
meetings
are
7:00
p.m.
Sundays
usually,
and
we
have
our
lunch
meetings.
I
guess
we
meet
twice
a
month,
then
we
have
our
lunch
meetings
where
we
were
where
we
listen
to
a
presentation.
Think
every
first
Tuesday
of
the
month,
I
think.
G
D
C
I
can
elaborate
that
on
a
little
bit
too,
they
want
to
do
a
lot
more
volunteer
work.
You
know
where
they
can
take
off.
You
know
part
of
the
day
and
go
out
and
pick
up
garbage.
They
did
mention.
Suicide
awareness
was
another
huge
one
for
them
because
they
know
amongst
their
students
that
there
is
those
issues.
So
I
think
it's
it's
a
great
thing
to
have
these
guys
because
they
know
exactly
what
their
prior
students
are
doing
and
what
they're
thinking
of
so
yeah
I
really
have
enjoyed
working
with
these
guys.
C
D
H
D
Like
this
year,
okay,
I'm
gonna
have
to
think
a
little
bit
once
I
can
get
to
so
I
think
so.
Davies
I
think
halfway
through
the
year
Davies
initiated
this.
The
cutlery
plan
with
the
metal
cutlery
I
heard
it.
What
didn't
go
that
well
and
I?
Think
one
thing
that
my
friend
group
at
least
wanted
was
like
see
what
happens
if
we
did
this
at
North
I
understand
that
that
was
kind
of
like
a
test
trial,
but
obviously
with
all
of
the
current
stuff.
That's
going
on
with
climate
change.
D
With
all
of
that,
we
would
love
to
see
that
at
North
and
I
can
think
of
a
lot
of
people.
That
would
be
happy
to
see
that
at
North
likes
right
now,
obviously,
like
the
programs
are
great
I
had
a
good
time.
I
was
kind
of
all
over
the
place.
Obviously,
I
was
in
athletics.
I
was
doing
like
various
clubs
and
I
was
in
theater,
and,
like
kind
of
doing
all
of
that
led
me
to
like
see
you
like.
D
D
A
E
E
I
J
J
Dr.
girl's
has
helped
me
immensely
in
learning
this.
So
let's
take
a
look
at
what
we're
doing
here,
the
purpose
of
a
teacher
evaluation
system.
We
have
our
el6
or
staff
evaluation,
our
strategic
initiative,
but
really
you
know,
the
ultimate
purpose
of
our
teacher
evaluation
system
is
to
improve
teaching
and
learning.
But
what
al
staff
evaluation
says
will
administer
an
evaluation
system
for
license
or
certified
personnel.
It
measures,
employee
performance
in
terms
of
achieving
the
board's
results,
policies
and
then
again
stated
in
our
strategic
initiative.
J
Six
are
equitable
resources
and
planning
goal
for
our
teacher
and
administrator
evaluation
system.
Fargo
public
schools
will
implement
a
framework
for
teacher
and
principal
performance
appraisals
that
are
based
on
research,
supported,
instructional
technologies,
strategies
and
consistent
in
application,
and
then
the
evaluation
system
will
provide
valid
and
reliable
measures
of
teacher
and
principal
performance
indicators
of
success.
So
that
would
be
a
percentage
of
completed
teacher
and
administrator
growth
plans
and
then
percentage
of
teachers
in
level
three
applying
and
then
level
four
innervating
in
our
Marzano
model
and
we'll
look
at
what
those
definitions
look
like.
J
Other
procedures
for
formal
evaluations
so
to
performance
reviews
are
conducted
of
each
individual
employed
as
a
teacher
during
each
of
their
first
three
years
that
the
individual
holds
a
teaching
position
and
then,
after
that,
if
an
individual
begins
employment
after
January.
First
one
review
was
conducted
beginning
with
the
fourth
year
of
employment.
At
least
one
performance
review
is
conducted
each
year
and
then
evaluation
is
based
on
performance
reviews
that
are
based
on
classroom
or
other
programming.
J
Collecting
data
and
ineffective
teachers
is
required
by
essa
and
in
North
Dakota.
We
report
an
aggregate
data.
We
don't
report
in
separate
teacher
data,
but
we
aggregate
it
so
I
get
that
out
of
each
of
the
buildings.
Look
at
the
district
data
and
then
I
report
that
into
the
Department
of
Public
Instruction,
and
that
is
used
to
look
at
rather
than
ineffective
teachers.
We
look
at
effective
and
ineffective
teaching
as
a
whole.
J
The
NDP
I
did
begin
collecting
this
data
through
our
star
system
in
the
fall
of
2017
and
then
those
teacher
evaluations
results
were
based
on
the
1617
school
year,
so
I
just
got
done
submitting
the
1819
data
into
there
and
that's
due
June
30th
of
every
year
and
then
school
administrators
prepare
to
input
their
data.
But
again,
that's
the
Human
Resources
office.
I
input
that
data
on
ineffective
teaching
by
assuring
that
all
teacher
evaluations
are
completed,
I'm
using
their
approved
teacher
evaluation
model
and
again
for
us,
that's
the
Marzano
2011
model.
J
There
is
a
2000
I,
believe
it's
a
2017
model
that
have
updated
some
of
the
elements.
It's
not
something
we've
looked
at,
but
something
that's
going
to
be
on
my
list
to
look
at
and
see
where
we
need
to
go
with
that.
The
data
required
for
inputting
into
the
SAR
system
is
as
follows:
there's
a
teacher
evaluation
model
used
so
again,
Marzano
for
us
number
of
teachers
evaluated
per
school
and
then
the
number
of
level
1
ratings.
J
For
the
school
so
beginning
in
level
0,
if
applet
for
reporting
purposes
to
the
state,
I
include
level
zero
in
with
all
level
one
ratings,
so
they're
lumped
together
and
I
submit
them
that
way,
number
of
level
two
ratings
overall,
developing
number
of
three
level:
three
ratings
overall
for
the
school,
applying
them
and
finally,
number
of
level
four
ratings
overall
for
the
school,
which
is
the
innovating
and
then
what
we
see
up
here
now
are
the
different
domains.
So
the
four
domains
directly
tied
to
student
achievement.
J
This
is
domain.
One
and
most
of
our
elements
that
are
rated
on
are
located
in
domain
one
and
that's
represented
in
this
slide.
This
contains
41
of
our
60
elements
that
teachers
are
rated
on
and
focuses
specifically
on
classroom
strategies
and
behaviors.
It
addresses
what
teachers
do
in
the
classroom,
so
DQ
that
refers
to
a
design
question
in
the
Marzano
art
in
science
of
teaching
framework.
J
And
then,
what
we
see
up
here
are
the
rest
of
the
domains
to
planning
and
preparing
three
reflecting
on
teaching
and
then
finally
for
collegiality
and
professionalism
so
again,
domain
two
we're
gonna
focus
on
planning
and
preparing
for
units
of
instruction
and
lessons
within
units
domain
three
addresses
deliberate
practice.
It
encourages
teacher
self-reflection
in
the
areas
of
evaluating
personal
performance
and
developing
and
implementing
a
professional
growth
plan
and
then
finally
domain
four
addresses
collegiality
and
professionalism.
J
It
is
the
backdrop
for
the
other
domains
and
encourages
a
supportive
culture.
It
also
supports
teacher
participation
in
lesson,
study,
instructional
rounds,
teacher
led
professional
development
and
then
professional
learning
communities.
So
for
the
eighteen
nineteen
rating
year,
all
four
domains
were
open
for
review
for
our
elementary
middle
and
high
school
campuses
and
then
elementary
school
specifically
focus
their
ratings
in
domain.
One
and
those
forty-one
elements
then.
Finally,
the
last
slide:
these
are
the
actual
results
reported
in.
J
There
were
nine
hundred
and
fifty-one
teachers
that
were
evaluated
using
this
classroom
teacher
evaluation
model,
one
staff-
that
is
an
up
here
that
I
found
interesting.
We
had
do
have
sixty
elements,
there's
951
teachers,
so
we
do
have
a
possibility
for
slightly
over
57,000
ratings
of
elements,
but
this
year
there
was
7031
based
on
the
principles
and
what
they
wanted
to
read
on
this
year.
J
You
can
see
the
vast
majority
total
level,
foreign,
innovating
and
total
level.
Three
applying
about
87%
of
our
ratings
were
within
level
three
and
four
and
then
level
to
developing
11%
and
then
total
level,
one
and
total
level
zero
was
a
1.0,
1%
and
again
level
1
and
0
for
reporting
into
the
state.
Those
are
grouped
together,
so
it's
about
1.1
percent.
So
there
are
certain
teaching
positions
that
are
not
rated
or
are
not
reported
in
those
use.
The
marzano
non-classroom
evaluation
tool
so
such
as
counselors,
school
psychologists,
facilitators
and
then
student
performance
strategists.
J
F
J
G
J
To
clear
that
up,
there's
they're
rated
within
the
Marzano
model
and
they're
specific
elements
that
are
taken
out
that
aren't
specific
to
classroom
teaching.
Since
those
groups
of
employees
don't
teach
in
a
classroom
and
then
they're
rated
on
that.
So
it's
still
within
the
Marzano
model,
but
the
teaching
classroom,
teaching
components
are
removed
out.
A
J
Most
of
the
data
is
gonna
be
collected
through
the
observations
and
there
might
be
many
of
those
throughout
the
year.
They're
gonna
fill
it
out
as
and
I
might
need
a
little
bit
more
of
assistance
with
the
technicalities
of
that.
But
it's
going
to
be
their
own
personal
classroom,
observations,
they're
gonna
choose
some
elements
to
look
at
and
rate
and
then
follow
up
on
those
elements
and
then,
at
the
end
of
the
year,
put
that
data
into
our
eye
observation
for
the
overall
reports
that
I
pull
out
and
then
report
in
to
the
state
dr.
I
Tonight
that
would
be
collected
during
both
formal
evaluations
where
the
staff
person
knows
in
advance
where
there
will
be
a
pre
conference,
and
then
they
know
at
what
time
the
principal
or
designee
will
come
into
the
classroom.
Some
will
be
done
through
informal
evaluations
for
a
shorter
period
of
time
and
some
actually
through
walkthroughs,
so
it
it
varies
from
duration
and
based
upon
that,
if
it's
a
longer
period
of
time,
more
elements
are
reviewed.
J
I
They
also
have
the
opportunity
to
put
in
writing
their
reflections
on
that
lesson
or
the
feedback,
so
that
would
be
one
the
other
is
if
there
is
consistent
areas
of
concern
from
a
building
principal,
that's
where
that
might
might
rise
to
the
level
of
an
improvement
plan
where
that
goes
beyond
the
evaluation,
but
then
we
will
sit
down
or
the
principal
will
sit
down
and
create
a
specific
improvement
plan
for
that
staff.
Member
thank.
C
A
L
L
I
see
that
administrators
are
posing
questions
back
and
then,
when
the
staff
member
gets
a
chance
to
review
there,
they
will
accept
them
in
various
ways,
whether
it's
a
face-to-face
discussion
about
the
questions
or
if
they
want
to
write
back
their
answers,
because
we
also
know
that
an
observation
is
a
snapshot
and
we
need
to
collect
those
pieces
over
time.
And
so
usually
it
comes
down
to
the
strengths.
And
what
are
some
things
we
can
improve
on
to
make
it
about
growth.
F
I
Is
as
as
the
teachers
at
the
beginning
the
year
create,
are
part
of
their
growth
plan
development,
they
actually
look
at
areas
at
which
they
may
ask
the
principal
to
focus
in
the
principal's,
then
might
say
as
a
building
we're
gonna
focus
in
on
these
elements.
So
it
is
a
conversation
in
which
both
members
are
part
of
that
process.
I
M
A
I
Well,
thank
you
very
much
in
front
of
you
on
the
board
and
in
your
packet
is
a
mobility
report
for
last
school
year.
We've
been
doing
this
for
the
past
three
to
four
years
in
which
around
February
or
so
we
do
the
first
half
of
the
mobility
report
and
then
about
this
time
of
year.
We
provide
you
the
entire
set
of
data
so
that
we
get
a
sense
of
the
number
of
students
who
have
entered
or
who
have
exited
the
district
over
the
course
of
the
school
year.
I
Most
of
this
is
due
to
families
and
personal
choices
that
they
are
making,
either
to
employment
or
other
reasons
why
they
may
come
to
the
Fargo,
Public
Schools
or
move
to
another
district.
This
data
just
compiles
all
of
that
for
you.
So
as
you
look
at
this
report
on
the
page,
I'll
just
draw
your
attention
to
the
chart.
That's
there.
This
is
the
data
that
is
from
August
23rd
2018
through
May
30th
2019
and
the
piece
of
data.
I
That's
in
the
front
of
that
or
in
the
middle
gives
you
this
year's
information
broken
down
by
grade
band,
so
elementary
middle
school
in
high
school,
and
it
also
gives
you
a
point
of
reference
to
last
school
year
so
that
you
can
see
what
type
of
trend
we've
had
in
the
Fargo
Public
Schools.
So
the
first
two
columns
are
the
transfer
in
you
can
see
from
elementary
through
high
school.
I
There
are
about
916
students
over
that
course
that
the
year
came
to
the
Fargo
public
schools
and
that
far
set
of
two
columns
on
the
far
right,
you'll
see
about
eleven
hundred
and
seventy
students
exited
the
Fargo
public
schools.
In
both
cases,
that
is
fewer
than
the
year
previous,
but
still
a
very
large
number.
When
we
think
of
those
two
together,
that's
almost
2000
students
who
changed
desks
changed
classrooms
over
the
course
of
the
school
year.
I
We
are
a
very
mobile
district,
then
below
that
is
that
same
set
of
data
just
in
a
graphic
format,
so
that
you
can
see
by
grade
band
elementary
middle
school
in
high
school
and
then
the
total
are
both
transferring
in
transferring
out
of
the
district
and
then
like.
We
have
in
the
past.
We
wanted
to
provide
for
you
a
little
bit
or
detail
of
those
who
transferred
in
and
out
by
grade
band.
I
And
then
you
have
that
same
color
scheme
and
that
same
set
of
data
for
where
the
students
at
the
elementary
went.
If
they
happen
to
leave
the
Fargo
public
schools
and
you
can
see
from
private
school
all
the
way
around
to
out
of
the
state,
not
including
Minnesota,
North
Dakota,
the
reason
we
don't
include
Minnesota
North
Dakota
is
between,
because
the
other
pieces
of
the
pie
give
a
little
bit
more
detail.
Is
it
Moorhead?
Is
it
West
Fargo?
Is
that
the
state
of
Minnesota
is
a
state
of
North
Dakota?
I
I
Lastly,
we
have
that
same
two
sets
of
data
for
high
school-age
students
as
well,
students
who
transferred
into
the
Fargo
public
schools
and
the
percentages
of
where
they
came
from,
and
if
the
students
and
exited
the
Fargo
public
schools
where
they
went
to
this
data
does
not
include
transfers
within
the
district.
So
a
student
who
may
go
from
one
elementary
on
the
south
side
of
Fargo
to
an
elementary
of
the
north
side
of
Fargo
or
so
on.
That
is
not
included
in
any
of
these
pieces
of
the
data.
F
It
as
a
as
a
mother
myself,
it
makes
sense
that
there's
the
elementary
age
is
more
mobile
because
until
you
settle
into
your
jobs
and
what
have
you
but
I
would
be
very
interested,
and
you
kind
of
mentioned
it
on
page
three.
Some
of
the
demographics
and
the
populations
within
this
mobility
would
be
very
interesting
for
me
as
a
board
member,
whether
they
are
low
income,
English
language
learners,
just
I,
think
that
would
tell
us
a
lot
about
our
jobs
workforce
here
as
well.
F
I
A
B
What
jumped
off
the
page
at
me
was
the
differential
between
high
school
and
the
other
two
secondary
or
wild
middle
school,
and
elementary
on
the
transfer
outs,
65%
of
the
high
school
students
that
transferred
out
left
the
area
completely,
but
that
is
double
either
or
the
other
categories.
Any
logic
behind
that
that
you
can.
I
See
that
is
an
anomaly
from
the
years
in
the
past.
So
to
me,
what
that
app
means
is
we
need
to
ask
a
few
more
questions
that
we
haven't
been
able
to.
It
may
be
that
we
as
we
look
at
our
exit
surveys
or
our
senior
surveys,
we
add
some
questions
or
actually
look
for
ways
to
get
back
to
students
who
have
left
us
to
ask
those
questions
difficult
once
they
leave
us
to
get
the
answers
to
some
of
those
questions.
I.
K
K
I
Data
here
is
only
the
students
who
laughed
and
we
know
that
they're
going
and
have
enrolled
in
another
school
system,
so
the
students
who
have
dropped
out
are
not
part
of
this
information.
We
do
share
that
information
when
we
we
talk
about
graduation
rates
and
dropout
rates.
This
is
just
mobility
in
and
out
of
the
district
and.
A
K
A
F
I
I
would
agree.
The
thing
I
do
look
at,
though,
is
the
difference
between
the
two
years.
It
is
about
two
hundred
and
fifty
students,
fewer
who
transferred
in
and
about
two
hundred
and
fifty
some
students
who
transferred
out
so
the
percentages
are
similar.
It's
just
a
larger
number
in
both
categories
again.
I
Transferring
in
has
a
lot
to
do
with
what
is
available
in
our
community
when
it
comes
to
workforce
development
and
and
opportunities
like
that
transfer
out
many
times
its
families
who
are
moving
for
work
related
opportunities
as
well.
So
it
would
be
hard
for
me
to
say
this
is
the
reason
it's
just
that
those
percentages,
or
they
are
close.
If
you
factor
out
that
number
on
both
ends.
F
A
H
I
just
like
to
second
the
request
for
demographic
information,
school
level
information.
If
there's
any
internal
data
between
schools,
for
that,
when
these
families
are
exiting,
do
we
have
an
opportunity
to
survey
them,
or
is
it
only
when
we
get
a
request
to
another
school
district
for
their
information
that
we
realize
that
they're
not
no
longer
with
us?
Would
there
be
an
opportunity
to
ask
them?
Why
are
you
leaving
I
would.
I
Say
in
some
instances
we
would
be
able
to
do
that.
Sometimes
we
know
in
advance
when
a
family
is
going
to
be
moving
other
times.
It
is
a
surprise
even
for
the
schools,
when
a
family
maybe
not
no
longer
there
and
it's
not
until
we
then
get
the
request
for
records
that
we
know
actually
where
they
may
be
attending
next.
So
we
wouldn't
be
able
to
ask
that
of
all
of
our
students
who
exit
the
system.
G
I
E
G
I
H
A
H
It
was
just
our
last
meeting,
we
saw
the
impact
and
we
heard
from
you
the
impact
mobility
has
proficiency
and
growth
of
our
students
and
that
it's,
it's
very
negative.
The
longer
somebody's
staying
with
our
district,
the
better
they're
going
to
do
with
us
if
they
move
internally
or
they
move
externally,
really
hurts
their
education.
H
I
Do
present
this
data
in
our
annual
plan
or
what
we
share
to
our
public
and
to
our
community
I
think
most
of
the
choices
that
a
family
makes
is
based
upon
economics
and
where
their
jobs
lead
them,
either
to
our
community
or
out
of
our
community.
Certainly
we
want
our
students
to
stay
with
us
as
long
as
they
possibly
can.
We
have
the
benefit
of
that
extended
education
period,
so
I
guess
publicly.
I
would
say
that's
a
wonderful
thing,
but
again
still
if
a
family
needs
to
move
because
that's
where
their
job
is
taking
them.
L
I
think
one
of
the
pieces
that
we
do
a
good
job
with
is
with
the
homeless
population
that
we
have
in
Fargo
that
they've
really
have
us
connect
with
families
to
say
what
can
we
do
to
help
you
stay
at
your
home,
your
school
of
origin,
and
so
that
allows
us
to
maybe
pick
someone
up
who
is
living
in
West
Fargo
now
temporarily
and
keep
them
at
their
home
school.
So
there
are.
A
Well,
thank
you.
We
have
had
a
really
rich
discussion
regarding
this
report
and,
and
it
looks
like,
and
it
sounds
like
there's
an
opportunity
for
some
again
considerations
for
some
additional
information
to
be
included
so
will
will
give
that
project
to
you
and
and
see
what
you
come
back
with
next
time
for
us.
Thank
you.
Thank.
I
A
E
N
Sure
I
would
like
to
note
on
the
the
front
of
the
memo
we
do
need
to
I
miss
this
today,
I
was
in
in
and
out
of
meeting
so
I
didn't
catch
this
with
Jolin,
but
on
the
face
of
the
document,
the
actual
amount
is
18
million
475,
not
the
18
million
0
8
5.
So
just
note
you'll
see
in
the
documents
that
follow
it,
that
the
correct
amount
is.
Is
there
that's
what
was
issued?
N
Myron
Knutson,
who
typically
comes
in,
presents
as
out
of
the
state,
I
believe
or
out
of
out
of
the
area
and
another
staff
member
is
out
of
the
country.
So
this
is
the
first
time
I
get
a
talk
about
the
results
of
a
sale,
so
the
bonds
were
sold.
Today
there
were
three
bids
received,
the
winning
bidder
is
Robert,
W,
Baird
and
company
incorporated.
N
The
gross
savings
now
are
about
1.8
five
million
dollars
in
interest
costs.
We
received
a
better
interest
rate.
Then
we
even
planned
it
came
in
at
two
and
a
half
percent
instead
of
two
point:
five,
nine.
So
that
is
good.
In
addition,
what
we
did
is
the
closing
date
on
the
bonds
is
July
10th,
and
they
will
actually
then
be.
N
Paid
off-
let's
say
on
August
1st,
so
we
are
investing
the
proceeds
in
that
timeframe,
so
we're
hoping
may
make
around
fifteen
to
twenty
thousand
dollars
in
that
timeframe
as
well,
and
they
ended
up
being
sold
for
a
premium.
I
believe
I
have
about
ten
documents
relating
to
this,
so
we
got
about
seven
hundred
and
fifty
thousand
dollars
in
a
premium
on
the
sale
as
well.
So
they
turned
out
very
well
and
I
guess
would
hope
that
we
would
approve
this
and
sign
documents
and
save
ourselves
all
of
that
money.
Thank.
M
K
H
A
P
Be
happy
to
both
mr.
Dolan
and
mr.
Christiansen
came
to
a
planning
meeting
less
this
past
week.
They've
had
the
good
fortune
of
having
one
point,
two
million
dollars
pledged
to
put
in
artificial
turf
and
one
of
the
people
who
is
contributing
$300,000.
They
are
doing
it
over
a
five-year
period,
and
so
they
are
looking
for
us
to
approve
their
project
under
the
guidelines
that
are
listed
in
the
memo.
118.
P
A
A
N
M
R
R
R
A
N
We
have
discussed
at
planning
bringing
forward
the
proposed
projects
with
the
city,
the
two
for
them,
offering
tax
incentives
to
the
developers.
You'll
see
the
reference
to
North
Dakota
century
code
in
here
where
it
was
provided
that
anything
over
five
years
should
come
before
the
school
board
for
their
journey
on
participating
in
that
tax
incentive.
I
would
like
to
mention.
I
was
at
the.
There
was
a
joint
meeting
today
with
the
tax-exempt
committee
and
the
Renaissance
zone
Authority.
If
we
did
go
through
these
projects,
but
I
would
like
to
point
out.
N
Roars
is
is
still
requesting.
The
TIF
I
have
notes
here.
Some
are
now
only
Renaissance
zone,
so
they
will
not
be
requesting
the
pilot
on
it
and
that
would
be
for
the
Great
Plains
mercantile
holding
that
one
will
only
be
Renaissance
zone
and
the
Great
Plains
holding
LLC
was
approved
by
both
of
those
committees
for
the
Renaissance
zone
for
five
years
and
a
payment
in
lieu
of
taxes.
Ten
years
after
that,
and
then
the
dfi
Kessler
right
now
has
the
pilot
tabled.
N
So
they
I
believe
if
I
remember
correctly,
they
did
receive
approval
on
the
Renaissance
zone
but
unsure
if
they
need
that
pilot.
So
just
so
you
know,
I
mean
we
the
directive
here.
The
recommendation
is
that
the
board
either
participate
or
not
so
I'm,
not
sure
if
you
want
to
relay
that
information
based
on
the
group,
because
that
has
changed
now,
but
it
also
could
come
back.
It
hasn't
gone
to
the
city
commission
yet
or
the
county
commission
either
Jim.
O
B
So
part
of
me
thinks
we
do
nothing
unless
we
want
to
specifically
object
to
one
of
these
and
say:
do
not
allow
our
mill
levies
to
be
withheld
on
that
property
because
it
specifically
says
if
a
county
or
school
district
elects
to
preclude
the
incentive
from
applying
to
its
portion
of
property
tax
levied
against
the
property.
Then
we
have
to
notify
within
30
days
so
I
think
as
the
recommended
language
here
I.
Don't
really
see
that
we
need
to
send
a
letter.
F
F
Member
in
the
past,
we've
had
developers
actually
come
to
and
stand
at
that
podium
and
ask
us
to
endorse
a
different
tax
incentives
and
tax
breaks
and
I
still
feel
the
same.
Today
as
I
did
back,
then
I
don't
think
that
we
need
to
be
in
the
business
of
endorsing
different
businesses
and
different
different
growths
I.
We
talked
about
the
tax
dollars
and
whether
we
oppose
them
or
not,
but
we
don't
want
to.
We
don't
want
to
start
approving
individual
products,
projects
gang.
Q
A
N
Historically,
the
the
directive
has
been
to
not
hinder
public
or
City
growth.
You
know
what
happens
with
these
is
the
developer
needs
the
tax
incentive
to
make
the
project
work
once
that
comes
off,
that
project
significantly
has
a
higher
value.
So
in
the
long
term
we
are
getting
more
money,
but
in
the
short
term
we
get
less.
G
G
Don't
know
if
you're
reading
from
this
century
code
in
here
Jim
or
if
you're,
just
saying
that
that,
because,
like
I,
don't
see
it,
but
it's
on
the
memo,
can
we
see
this
century
code
or
the
you
know
and
read
it
so
that
we
know
exactly
what
it
says
and
then
I
would
also
ask,
since
things
have
changed
that
there's
a
separate
that
we
don't
take
one
vote
on
all
of
them.
I.
A
G
I
would
say
you
know
it's
really
an
argument
of
whether
or
not
the
projects
would
be
done
with
or
without
these
kinds
of
a
incentives.
If
we
believe
that
right
and
how
much
of
a
cost
is
it
to
the
district?
There
are
some
things
highlighted
in
our
packet
at
each
at
the
end
of
each
project,
right
that
shows
our
current
tax.
What
we
would
currently
collect
and
then
after
the
TIF
expired
what
it
would
be
then
correct,
but
we
don't
have
an
overall
dollar
amount
per
year
do
and
we
know
that
right
jack.
N
N
B
The
last
page
of
each
one,
with
the
exception
of
the
TIF
and
I,
think
it's
really
important
to
note
and
Jacqui
clarified
it.
None
of
these
projects
will
pay
less
money.
Fargo
public
schools,
because
this
was
approved
they'll
all
continue
to
pay
at
the
same
rate
they
are
today
and
then
the
new
value
will
come
online
depending
upon
whether
it's
a
renaissance
at
if
a
pilot,
under
whatever
schedule
and
I,
tend
to
agree
with
Robin.
A
O
F
Of
order
so
I
want
to
know
how
this
got
in
the
agenda,
because
I
think
that's
what
you're
asking
and
if
we
don't
have
to
say
I
would
prefer
that
this
would
just
be
in
a
report
and
then
we
would
take
action
because,
right
now
we
don't
have
any
decorum
on
the
floor,
because
we
don't
have
a
motion
on
the
floor,
so
we're
asking
questions
and
we're
not
losing
any
tax
dollars.
So
this
is
a
philosophical
conversation.
I
I
refuse
to
vote
on
individual
individual
projects.
A
So
this
came
to
our
meeting
via
planning
and
the
information
was
sent
to
me
and
then
it
was
discussed
at
planning.
So
we
may,
if
someone
would
like
to
entertain
a
motion
and
then
there
can
be
a
second
to
that
and
we
can
have
additional
conversation
and
figure
out
where
we
want
to
go
with
this.
That
is
fine,
Jim
yeah.
B
N
F
N
N
A
H
Just
for
my
understanding,
it's
already
conclude
for
this.
My
understanding
is
that
we
receive
our
local
property
tax
revenue
as
a
specified
mill
levy
of
one
hundred
twenty
six
point:
five,
one
hundred
twenty
seven
Mills,
and
we
get
that
money.
Whether
or
not
any
of
these
projects
happen.
What
these
projects
do
are
they
affect
the
tax
base,
and
so
they
would
affect
everyone
who
was
paying
property
taxes,
how
much
more
or
less
they
would
need
to
pay
for
that.
A
hundred
and
twenty
six
mills
to
come
to
us.
G
N
G
N
E
G
Q
Jackie
I'm
clear
on
that
now
and
here
with
you,
Jim
I'm
thinking
we
want
to
be
in
that
business
of
determining
who
is
getting
the
breaks
and
whatever
and
if
we
support
it
and
this
and
that,
but
in
terms
of
don't
get
so
much
into
how
many
Mills
are
levied
worry
about
the
dollar
amounts
of
money.
That's
most
important.
Mills
are
just
a
guide.
M
H
A
N
We
have
lots
of
time
yet
to
where
things
will
change
as
we
close
out
the
current
year
and
figure
out
where
we
really
ended
up.
The
one
thing
to
note
is
Mills
won't
change.
The
only
one
that
is
I
think
we
need
to
consider
increase
in
the
mill
own.
Is
a
special
assessments
fund,
we're
not
quite
loving
enough
in
there
to
cover
what
our
costs
are,
and
so
we
don't
want
to
have
a
negative
fund
balance
and
that
fund
some
highlights
to
note
so
general
fund.
N
Our
funding
you
know
next
year
will
be
based
on
what
we
ended
up
with
this
year
for
enrollment
and
then,
of
course,
there's
the
the
2%
increase
to
the
per
pupil
payment
as
well,
the
other
increase.
So
it's
really,
you
know
our
revenue
main
sources,
state
aid
and
property
taxes,
so
that
kind
of
covers
those
two
as
far
as
expenses.
Right
now,
it
is
built
in
at
the
3%
staff.
Salary
increase
just
an
estimate
as
a
placeholder,
so
we
can
figure
out
where
we're
sitting
and
then
4%
for
health.
N
We
have
not
received
information
on
that.
We
will
be
doing
an
RFP
for
health
insurance.
It's
just
going
to
get
in
the
paper
next
week.
Probably
so,
we'll
get
some,
maybe
more
solid
information
on
that
and
I
just
plugged
in
to
3%
for
dental
as
well,
so
that
kind
of
runs
through
the
general
fund.
I,
don't
know
if
you
want
me
to
go
through
these
line
by
line
or
anything
and
I
think
that
could
be
kind
of
time-consuming.
But
if
there's
specific
questions
do
we
want
to
go
through
by
fund
I?
Think.
A
N
So
no
change
there
same
percentage
increase
in
property
revenue,
I
guess
the
other
big
thing
there
is.
You
know
between
that
and
the
special
levy
fund.
We
just
do
a
transfer
they're,
just
two
separate
funds,
but
they'll
be
levied
at
the
same
Mills.
So
if
there's
any
questions
on
maybe
either
of
those
or
the
special
assessments
that
you
know
they
all
kind
of
roll
together.
N
G
N
The
fund
is
only
supposed
to
have
three
months
of
operating
expenditures
in
it,
so
we
do
try
to
actually
use
that
we
can
balance
it
between
the
transfer
that
occurs
between
the
general
fund
and
the
nutrition
services
fund,
but
she
does
need
to
work
at
getting
her
balance
down.
So
she
she
is
looking
at
buying
some
equipment
or
start
to
do
some
replacement
planning
on
on
existing
equipment.
That's
kind
of
nearing
it's
the
end
of
its
useful
life
to
get
that
balance
down
a
little
bit.
G
E
N
The
only
way
she
will
utilize
her
fund
balance
is
with
a
deficit.
Otherwise,
if
she
has
net
income,
she'll
be
adding
to
her
fund
balance
mm-hmm.
If
we
have
a
zero
balance,
which
is
we
try
for
sometimes
she
she
wouldn't
have
any
change
to
it.
The
only
way
you
decrease
your
fund
balance
is
to
have
a
loss
to
deficit,
spend
I,
have.
A
G
A
A
F
O
B
B
F
F
F
P
Q
We
also
have
talked
to
a
pretend
to
make
amendments
and
changes,
and
things
like
that
as
well
so
I
mean
it's
to
me
and
there's
a
lot
of
work
in
progress
here
and
I
thought
we
were
talking
I'm
listening
closely
over
here,
I
thought
we
were
talking
about
the
nutrition
fund
and
that
one
going
backwards
because
of
the
operational
cost
need
you
can't
have
more
than
three
months
correct
and
correct.
That's
why
we
were
wanting
to
bring
that
down
and
was
correct.
Wasn't
it
the
federal
government?
That
said
we
had
to
increase
five
cents.
Q
B
A
K
K
And
5.3
for
teachers,
correct,
yeah
and
I
only
bring
this
up
because
I've
discussed
this
with
dr.
Gandhi
and
it
bothers
me
greatly.
I
think
that
Doug
pointed
out
that
evaluations
were
done
on
something
like
950
teachers
this
year,
so
we're
basically
projecting
that
950
teachers
and
their
you
know.
Their
benefits
is
going
to
utilize
about
2.8
million
dollars
and.
K
2.8
million
additional
and
the
administrators
are
going
to
have
about
40%
of
that
for
a
greatly
reduced
number
from
950
I.
It
bothers
me
that
we
continue
to
add,
administer
we
we're
adding
to
the
top
and
the
people
that
are
actually
in
the
classroom
where
the
students
aren't
seeing
it
happen.
I
just
I've
spoken
with
this
with
dr.
Gandhi
on
this
and
know
a
couple
of
occasions
and
I
just
want
to
to
make
sure
that
you
people
know
where
I
stand
on
this.
G
G
A
Where
we
are
right
now
is
this
is
a
preliminary
approval
motion
and
it
needs
to
be
filed
to
the
county
auditor
by
August
10th.
So
we
need
to
decide
this
evening
if
we're
going
to
give
that
grant
that
preliminary
approval
for
the
budget
that
must
must
be
filed.
So
I
I
see
that
that
is
the
main
discussion
that
we
need
to
be
having
this
evening.
Not
that
the
other,
like
the
items
that
you
and
David
mentioned,
aren't
important,
but
we
still
need
to
be
able
to
decide
if
we're
going
to
approve
this
preliminary
budget.
F
That
we
vote
after
my
comment,
but
I
guess
what
I
would
say
this
is.
This
is
a
great
topic
to
bring
to
governance
for
a
discussion,
a
standard
of
efforts,
discussion
at
our
summer,
retreat
I
root,
Park
sent
out
the
standard
of
efforts,
last
Friday,
I,
believe,
and
so
the
ratios
are
very
intriguing
to
me.
There's
some
a
lot
of
employees
that
have
been
reclassed,
that's
what
it
sounds
like
and
that's
pretty
common
in
business.
So
for
us
to
have
an
understanding
of
that
might
be
a
nice
report
for
that
retreat.
H
R
H
M
A
R
H
M
M
A
H
So
this
is
the
one
that
we
adjust
every
once
in
a
while,
because
we
only
want
this
to
be
reflective
of
what
we
really
need
to
pay
for
special
assessments
and
as
we're
looking
at
this,
we're
seeing
that
next
year,
we're
looking
at
not
having
enough
revenue,
and
so
that's
why
we
are
increasing
this
to
cover
those
additional
costs.
Correct.
N
We
have
one
remaining
tax
payment
to
come
in
from
the
city
and
so
I'm
hoping
that
that's
enough
to
negate
the
deficit
that
we
currently
have
in
this
fund.
As
of
this
point,
that
will
come
in
next
month.
So
then
we'll
record
that
back.
We
have
all
the
expenses
in
here
already
we've
taken
that
fun
down
to
nothing,
and
so
we
need
to
make
sure
that
we're
loving
enough
to
cover
what
we
have.
G
N
G
N
Q
K
H
O
M
O
M
R
A
A
H
M
M
R
A
M
M
K
K
H
Q
B
In
addition
to
planning,
we
had
a
state
school
board
association
board
meeting
retreat.
Actually
this
last
weekend
and
yesterday
approved
a
new
budget,
the
one
big
highlight
that
I
want
to
point
out
to
all
board
members.
We
should
be
getting
some
time
this
week,
maybe
next
week
a
survey
request
coming
out
from
the
North
Dakota
State
School
Boards
Association.
It's
actually
for
the
CTE
consortium.
B
Please
take
the
time
to
take
the
survey
they're
hoping
to
get
at
least
a
60
percent
response
rate
from
all
the
different
groups
they're
going
to
because
there's
some
kind
of
cut
score
on
the
federal
level
that
they
have
to
show
they're
really
doing
the
community
engagement
through
that
process.
So
keep
your
eye
open
for
that.
If
you
would
and
that's
it,
why.
E
A
Room
for
improvement,
then
right
good
deal,
o
rates.
The
report
has
been
handed
out.
The
president's
report.
Governance
meets
Thursday
at
7:30
a.m.
there's
a
rather
lengthy
agenda,
I
feel
so
hopefully
we'll
be
able
to
get
through
everything.
There
might
be
the
one
item
at
the
last
item
on
the
agenda
that
we
might
not
be
able
to
get
to
will
see
how
the
conversation
goes
for
the
rest,
and
then
we
have
our
work
session
at
8:00
a.m.
A
July
11th
at
South,
High,
Room,
c30,
so
I
believe
everyone
had
responded,
saying
they'd
be
able
to
attend
that
time
frame,
so
hopefully
that
you
have
that
on
your
calendar
and
let
anne-marie
know
if
that
changes
and
I
attended
planning
last
week
as
well.
So
I,
thank
you
all
for
being
here
this
evening
and
see
some
of
you.
Thursday
have
a
good
night
we're
adjourned.