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From YouTube: School Board Meeting - October 8, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - October 8, 2019
A
A
D
D
At
this
point
we
know
there's
a
it's
hard
to
find
the
Paras
and
the
supports
that
are
out
there,
but
that's
really
kind
of
taking
a
toll
and
on
our
teachers
and
it's
they're
having
a
hard
time
to
fill
their
the
pair
of
minutes.
They're.
Looking
that's
hard
to
allow
for
preps
and
lunch
to
go
on
without
it.
Education
time
is
lost
coverage
just
in
the
specials
and
also
of
their
being
left
alone.
D
D
D
We
may
have
noticed.
Last
week
we
did
read
Fred.
There
was
a
lot
of
read
going
on
in
our
schools,
which
was
great
to
see
the
support
for
members
and
non-members
this
year.
We,
our
membership,
has
increased
considerably,
probably
the
highest
since
2012,
and
so
it's
great
to
see
it's
a
great
way
to
show
support
for
the
students
and
the
staff
throughout
fargo
public.
D
So
it
was
a
great
day
to
see
this
all
unite
and
come
together
and
there's
a
lot
of
educating
and
empowered
in
need
I
didn't
going
on
throughout
every
day
of
the
school
year.
So
it
was
great
to
see
that
and
look
forward
to
continuing
more
red
fred
days
and
and
working
together
and
united.
So
that's
it.
Thank
you.
Thank.
A
E
C
When
we
take
a
look
at
culture
and
climate
surveys
as
we
go
forward
and
we're
really
focusing
on
the
culture
piece,
you
know
what
are
the
traditions
in
our
schools
and
things
that
are
happening.
We
are
not
even
thinking
about
because
just
part
what
we
do.
The
survey
that
we
have
landed
on
that
we'd
like
to
be
consistent
across
our
district,
is
through.
What's
called
cogniat
and
Cagney
is
advance
dad.
C
It
has
a
name
change,
so
I
don't
want
that
to
be
a
surprise,
but
they
have
a
certified
survey
for
culture
that
we'll
be
using
in
all
of
our
buildings,
which
allows
us
to
run
a
district
report
and
building
reports.
What
we
like
about
it
is
it
lets
you
triangulate,
because
it
has
a
parent
community
portion,
a
student
portion,
a
cert
tortion
for
teachers
and
for
support
staff,
and
so
that
those
are
those
we'll
be
able
to
look
at
it
from
a
lot
of
different
views.
C
C
E
Another
part
of
our
strategic
plan
is
to
make
sure
that
each
of
our
buildings
has
an
annual
school
culture,
school
culture
plans
and
just
to
highlight
two
of
the
one
of
our
elementary
and
one
of
our
secondary
plans
is
here.
We
have
two
of
our
principals
in
so
I
will
start
with
Carl
Ben
Eielson
and
introduce
mr.
Brad
Larson
good.
F
Evening
welcome
when
we
look
at
our
first
Safi,
you
know
I
need
to
introduce
my
team
here.
We've
got
Natalie
Richter
who's,
our
Dean
of
Students
and
Dean
Wilson
is
our
my
assistant
principal
together,
it's
so
great
to
have
a
team
that
we
all
work
together
and,
and
we
each
have
our
responsibilities,
but
we
all
stay
on
the
same
page.
F
F
We've
got
it
posters
things
throughout
the
building,
but
using
some
of
the
survey
data
that
we've
had,
we
found
that
last
year,
95%
of
our
parents
feel
their
child
has
a
positive
relationship
with
at
least
one
Seabee
adult,
so
whether
that's
a
principal,
whether
that's
a
counselor,
whether
it's
a
teacher
whatever
para
whatever
it
might
be.
We're
trying
to
promote
those
positive
relationships
in
all
ways-
and
maybe
you
know-
and
when
we
talk
about
that
great
relationships
produce
great
students.
F
That's
not
just
the
relationship
between
the
teacher
and
the
kids,
it's
between
the
kids
and
the
kids
administration
and
kids
administration
and
parents,
all
of
the
all
of
the
facets
of
our
CBE
community.
We
take
into
account
to
try
to
promote
positive
relationships.
Also
90.5%
a
parents
feel
to
feel
their
child
is
known
by
their
educational
team
and
they
show
interest
in
their
child's
education
and
future
again
promoting
that
positive
relationship
through
role
models.
F
Second,
point
teaching
and
learning
this
year
we
have
created
and
and
Natalie
will
go
over-
that
a
new
discipline
procedure
as
far
as
reporting
and
we'll
go
over
that,
and
but
we
are
investing
a
lot
of
our
time
we
have
advisory.
You
know,
a
huge
component
of
the
middle
school
philosophy
is
the
is
the
Bruin
time
or
the
Advisory
time.
We
are
investing
time
during
that
to
teach
the
kids
about
the
behaviors
and
what
those
look
like
you
know
for
a
long
time.
F
I
think
we
we
kind
of
forgot
once
we
got
to
the
middle
school,
we
thought
kids
know
these
behaviors.
They
know
what
to
what
it
looks
like,
but
we
found
that
for
us.
We
need
to
continually
teach
that
and
and
demonstrate
to
the
kids
what
these
positive
behaviors
look
like.
You
know,
if,
even
if
it's
walking
down
the
hall
walking
in
a
line
like
they
do
in
elementary
it's
common
in
elementary,
we
need
to
continue
to
do
those
things
to
teach
these
kids
exactly
what
those
positive
behaviors
look
like.
F
We
also
spend
invest
a
lot
of
time
in
Marzano
teaching
our
staff.
What
a
positive
classroom
looks
like
our
that's
our
evaluation
system
through
Marzano.
We
spend
a
lot
of
time.
The
three
of
us
investing
a
lot
of
time
face
to
face
with
our
teachers
talking
about
what
what
it
looks
like
each
one
of
the
elements
that
are
in
the
Marzano
plan.
What
those
look
like,
what
do
they
think
it
looks
like
what
do
I
think
it
looks
like
so
we're
on
the
same
page.
F
So
when
I
go
into
that
classroom
to
evaluate
that
teacher,
we
know
exactly
what
we're
looking
for
this
year,
we've
been
using
the
circle,
grant
striving
readers,
comprehensive
literacy.
It's
another
thing
that
we're
investing
a
lot
of
time
in
with
our
staff
on
literacy,
not
just
of
course
half
but
all
staff
providing
constant
PD
for
a
number
of
different
things,
and
mr.
Wilson
will
talk
a
little
bit
about
about
the
compassionate
schools
that
were
one
of
those
buildings
and
how
we're
using
that
to
teach
staff.
F
Cb
is
focused
on
creating
welcoming
safe
supportive
learning
environment
and
the
safe
and
for
all
people
that
walk
into
our
building.
We
hope
that
when
you
walk
into
our
building-
and
we
welcome
you
at
any
time
that
you
feel
like
it's
a
place
that
you're
welcomed
from
the
moment-
you
walk
in
the
front
door
until
the
moment
you
leave
that
it's
a
it's.
A
caring,
safe
learning,
environment.
G
One,
including
a
big
focus,
as
brad
had
said,
is
behavior
in
the
past,
with
one
of
our
advanced
ed
visits,
external
visits,
our
staff
had
shared.
One
of
their
main
concerns
is
to
have
a
clear,
consistent,
behavior
plan
and
that's
how
they
were
feeling
and
they
wanted
that,
and
so
one
major
sip
goal
that
we
will
focus
on
is
this
behavior
piece
and
middle
school.
All
of
the
middle
schools
have
come
together
and
have
incorporated
the
PBIS
into
our
everyday
behavior
plan
and
PBIS
actually
supports
the
school
climate.
G
They
they
are
actually
supporting
exactly
what
those
teachers
wanted
on
the
screen
there.
It
says
it's
predictable,
positive,
safe
and
consistent,
and
that's
what
the
teachers
and
staff
wanted
at
Carl
Ben,
including
parents
and
and
students,
and
we
know
that
that
who
we
are
can
also
arc.
Our
culture
can
play
a
role
in
that
our
expectation
expectations
for
everybody.
G
So
this
is
something
that
is
followed
from
elementary
into
secondary
and
it
is
consistent
and
so
this
year
our
focus
is
to
make
sure
that
the
students
are
being
taught
these
expectations
from
our
teachers,
as
well
as
all
stakeholders
making
sure
that
there's
communication
with
our
expectations,
and
so
we
have
a
video
that
we
have
shared
with
students,
and
we
will
continue
to
make
videos
with
different
focuses.
But
this
is
also
something
that
we're
gonna
be
sending
to
our
parents
to
make
sure,
there's
clear
and
concise
and
just
a
communication.
F
F
F
F
F
Our
last
guideline
for
success
is
to
always
have
a
growth
mindset
here
at
CBE.
We
like
to
use
the
word
yet,
if
you're
not
able
to
do
something,
it
doesn't
mean
that
you
won't
be
able
to
accomplish
your
goal
at
some
point,
knowing
that
hard
work
and
perseverance
always
pays
off.
In
the
end,
we
have
a
wonderful
staff
and
remarkable
students
here
at
CBE
and
a
help
through
this
short
video.
F
H
We're
pretty
proud
of
that
video
I
mean
there
are
people
that
I
think
I
would
give
enough
credit
to
people
I
think
Josh,
Rudy
Paul,
the
wilder
they
put
it
in.
Obviously
mr.
Larsen
and
Natalie
too,
but
yeah
we're
pretty
proud
of
that.
Video
and
I
think
they
look
like
trained
professional
actors
in
there.
H
I
just
want
I
did
a
definition,
for
you
know
to
recognize
the
prevalence
of
adverse
childhood
experiences
and
understand
the
impact
of
chronic
stress
with
their
learning
and
we're
finding
out
that
we,
we
have
a
handful
of
those
students
that
need
that
extra
help,
things
that
we've
learned
from
the
training
and
we
brought
back.
We
bring
this
back
to
our
SIP
behavior
group.
We
bring
it
back
to
our
faculty
meetings
and
I
told
the
faculty
that
here's.
H
What
we've
learned
is
it's,
my
wife
had
her
hip
done
the
other
day
and
and
I
looked
at
this
saline
solution,
bag
and
just
one
drop
at
a
time.
Stropping
and
one
drop
doesn't
seem
significant,
but
then,
eventually
that
whole
bag
was
gone,
you
know,
and
I
and
I
told
the
staff
I
said
things
that
we've
learned
from
this.
Is
you
know,
staff
want
tools,
you
know
here's
this
this
and
this
and
we
can
fix
it.
It
doesn't
work
that
way.
It
takes
time
takes
time
for
that
one
drip
at
a
time.
H
It
takes
time
for
us
to
improve
and
help
these
students
out
so
I
tell
herself,
you
know
patients
and
we'll
try
to
keep
giving
you
more
tools,
and
we
think
that
as
a
group,
we
can
do
a
better
job
of
condensing
and
working
with
school
improvement
with
behavior
not
to
overwhelm
her
stop
that
we're
doing
tons
of
different
things.
You
know
we
got
to
keep
it
simple.
H
You
know
things
that
we've
learned
as
a
as
an
example
that
we'll
have
kids
coming
in
our
building
that
don't
go
from
zero
to
100
they're
already
at
80,
I
go.
Why
you
all
amped
up?
Why
are
you
Matt
why
to
get
my
four
siblings
feed
them
breakfast
and
we
were
out
of
cereal
and
I
didn't
get
to
eat
I
said:
well,
we
got
a
grab
and
gold
bag
and
we
first
period
we
got
to
grab
and
go
back.
Students
can
come
and
our
grab
and
go
bag.
It's
very
successful
kids
come
off.
H
Our
rules
in
our
building
is
that
they
can
graze
at
the
beginning
of
that
first
period,
it's
fun
to
walk
around
where
kids
are
eating,
because
you
think
of
mouths
Lo
and
your
and
your
needs
and
they're
getting
fed.
No,
so
we'll
have
some
students
that
come
in
up
here
and
all
the
saying
just
because
they
got
to
eat
just
because
it
got
to
eat.
Mr.
Larson
alluded
to
earlier
about
them
ours
on
on
our
training,
and
you
know:
we've
been
challenged,
our
teachers
are.
What
are
you
doing
differently?
H
What
are
you
doing
different
in
that
class,
because
sometimes
that
get
so
caught
up
on
their
instruction?
They
got
a
roll
right
into
math.
So
I
said:
what
are
you
doing
differently
in
there
and
we
got
some
teachers
doing
some
crazy,
different
stuff
like,
for
instance,
you're,
going
to
class
and
I
screens
up
and
they
got
the
ocean
and
they
got
the
the
the
breeze
and
the
waves
of
the
ocean
and
you're
in
there
and
I'm
going
wow
I'm
feel
my
soft
coin
calming
down
there's
a
lot
of
times.
H
You
don't
know
who's
amped
up
in
there
we
have
students
that
can't
transition
from
one
class,
the
other
without
getting
amped
up
about
something
I
go.
Why
are
you
all
angry
with
your
doll
in
the
office?
I
go?
Why
are
you
angry
because
he
bumped
me,
he
bumped
you
and
they
can't
figure
out.
They
can't
de-escalate
to
teach
them.
How
do
you
calm
down?
H
You
know,
so
we
have
classrooms
where
they
do
a
little
meditation
course
just
go
out
there
and
chill
out
there
giving
them
that
time,
they're
not
getting
right
into
the
lecture
or
giving
them
that
time
to
de-escalate
training
with
verbal
de-escalation
strategies.
You
know
you
know,
we
talked
to
teach
us
and
sometimes,
unless
the
teacher
go
you're
coming
across
a
little
surly
or
you're,
getting
me
amped
up.
But
how
do
you
have
those
strategies?
H
H
Sorry
Braddock
few
cars
as
fine
I
was
going
through
the
whole
deck
I
go.
These
are
pretty
good.
You
know.
One
question
is:
what's
the
right
amount
of
friends
to
have
so
before
she
even
gets
her
lecture
she's
talking
about
the
kids
are
going
well,
I
think
you
should
have
five,
and
you
know
we
asked
him
why
hey
I
pulled
another,
why
he
said
he
had
an
eight
ball.
You
could
really
grant
a
wish.
What
what
would
you
do
and
I
got?
H
Teary
eyed
my
father
passed
away
a
month
ago
and
I
go
I
wish
I
could
talk
to
my
dad
again.
You
know,
but
these
are
the
cards
that
go
through,
but
these
kids
calm
down
and
that's
what
exciting
in
our
classroom
now
it's
teachers
are
doing
different
things,
trying
to
calm
them
down.
So
that's
excitement,
but
we
can't
see
remind
our
teachers.
It
takes
time
takes
time,
it's
not
a
quick
fix.
It
takes
time.
We
have
a
lot
of
kids
that
come
in
that
have
a
lot
of
things
going
on.
You
know.
H
A
lot
of
things
go
on
taught
maybe
differently
than
I
was
taught
that
hitting
is
okay,
you
know,
and
how
do
we
convince
some
hitting
it's,
not
okay,
so
things
like
that
finish
up,
we
talked
about
teaming
and
we
talked
about
self
care
for
our
staff,
which
is
very
important
to
us.
We
know
what's
going
on,
you
know
it's
a
different
time
today.
Now
there's
a
book
called
juggling
elephants
and
it's
about
a
three-ring
circus
and
that's
what
it's
about
you
have.
The
three
rings
you
have.
H
The
three
wings
of
the
first
ring
is
about
your
professional,
your
work.
The
second
ring
is
about
your
family
and
the
third
ring
is
about
self.
What
happens
that
we
told
our
staff?
Is
you
get
called
so
caught
up
and
your
professional
get
so
caught
up
in
your
work,
but
about
the
three
rings
is
like
we
tell
our
staff
when
you're
in
the
ring
of
work
work,
but
when
you're
in
the
ring
of
family,
it's
family
I'm
out
at
the
lake
and
it's
a
Saturday
night,
think,
oh,
my
god.
This
is
due.
H
Monday
and
I
got
that
to
do
money
stay
with
the
fire
at
the
lake,
don't
go
to
the
other
circle
and
the
self
help
is
about
taking
care
of
yourself
when
we
told
her
stop
you
gotta,
take
care
of
yourself
we're
two
months
in
and
we've
had
some
heavy
stuff
on
ourself
personally
of
things
of
happen
already
very
heavy
already
to
support
each
other
recognize.
We
talked
about
self
help,
there's
about
eight
different
things
about
good
self
help.
You
know
one
it's
the
obvious
about
rest
nutrition
exercise.
How
do
you
deal
with
stress?
H
The
number
one
factor
for
your
health
is
relationships,
and
we
talk
about
the
time.
Great
relationships
produce
great
students,
great
teachers,
a
great
community,
and
we
work
on
it
all
the
time
we
care
about
our
self
with
ourself
and
our
teachers.
And
how
do
we
help
y'all?
You
need
some
help.
Do
you
need
to
maybe
go
to
the
village?
You
know
we.
We
expose
them
to
whatever
you
need,
but
about
taking
care
of
yourself.
So
that's
something
that's
very
important
in
our
building.
So
thank
you.
F
F
The
first
thing
you
say
is
this
is
so
difficult
because
there's
so
many
people
that
we
should
recognize,
but
they
have
to
choose
one
for
whatever
criteria
they
have,
and
that
has
been
just
a
special
time
of
recognition
for
staff
that
we
do
once
a
month,
teachers,
recognizing
teachers.
Also,
we've
got
a
box
in
our
in
our
staff
work
area
where
teachers
could
just
write
a
little
note
say
they
saw
one
of
their
staff.
F
Members
do
something,
and
we
start
the
staff
meeting
by
having
I
hand
that
to
the
person
who
wrote
it
and
they
read
it
out
loud
to
in
front
of
the
staff
for
the
person
that
they
want
to
recognize,
you
know
monetary,
no,
they
don't
get
anything
other
than
that,
and
that
means
so
much
to
the
teachers
burn
of
the
day.
This
is
something
that
we
do
every
day.
F
Abc
coupons
another
a
thing
that
the
teachers
have
when
they
see
students
doing
something
above
and
beyond,
they
can
give
them
a
coupon
which
goes
in
a
box
in
the
counseling
office
and
then
every
other
week.
We
draw
it
about
25
of
those
names
and
they
come
down
and
and
have
a
ice-cream
with
the
principals
and
the
counselors.
F
Kids,
absolutely
love
it.
Individual
team
celebrations
are
constantly
doing
celebrations,
but
as
a
team,
positive
phone
calls,
we
started
this
last
year.
I
think
we
got
this
from
from
Vince
Williams
at
Discovery,
but
we
have
chosen
now
we
take
a
1
hour
away
from
parent-teacher
conferences,
each
each
conference,
time
and
the
teachers.
Each
semester
have
to
make
an
hour's
worth
of
positive
phone
calls
home.
It
can't
be
calling
home
for
Discipline,
and
then
you
bring
up
positive.
It
has
to
be
a
positive
phone
call,
not
an
email.
It
has
to
be
a
phone
call.
F
G
G
J
Just
want
to
mention
Dean
mr.
Wilson
I
really
appreciated
the
information
on
what
you're
doing
at
the
school
to
pay
special
attention
and
focus
on
your
staff
and
their
well-being,
because
we
all
you
know,
we
all
arrive
at
school,
whether
we're
kids
or
adults
with
whatever
we
experienced
prior,
and
so
it's
important
as
well
to
make
sure
that
we
realize
that
we
need
to
be
taking
care
of
our
staff
as
well
as
our
as
well
as
our
kids.
So
thank
you
for
that.
F
F
So
it's
difficult
for
me
to
figure
to
to
answer
your
question
on
what
is
different,
because
we
meet
on
a
regular
basis,
the
nine
of
us
administrators
from
the
three
buildings
to
talk
about
how
what
we
can
do
to
be
similar,
so
we're
trying
hard,
because
we
want
to
make
sure
that
whether
they
go
to
Carl,
Ben,
Eielson
or
discovery
or
Ben
Franklin
they're,
getting
the
same
education
they're
getting
the
same.
The
same
expectations
are
the
same.
So
it's
hard
to
figure
the
question
of.
A
F
So,
with
the
students
first,
we
sent
it
out
to
all
our
advisory
teachers.
So
that's
our
Bruin
time,
that's
our
advisory
time,
so
every
one
of
them
showed
that
to
their
kids
and
had
discussions,
we
gave
them
questions
on
what
to
talk
about
talking
points
about
that.
We
are
also
sending
this
out
electronically
using
the
connect
editor.
It's
not
called
connected
anymore.
It's
called
Nass
notification.
Thank
you.
We're
using
that
system
to
email
that
out
isn't
as
an
attachment
to
all
of
our
parents
to
be
able
to
see
Christine.
A
K
Glad
to
hear
that
you
are
using
the
positive
phone
calls
because
I
remember
when
my
son
was
at
discovery
and
the
first
time
Vince
called
our
house
and
I
thought.
Oh,
what
is
my
son
done
and
it
was
purely
positive
and
so
I
think
that
can
be
a
really
powerful
thing
to
connect
the
parents
with
the
staff
as
well.
Never.
I
L
I
E
Sure
I
will
now
call
up
missile
serum
to
talk
through
her
plan
and
then
just
to
go
back
on.
One
of
the
questions
that
you
asked,
President
Roh
to
my
car
I
saw
Rebecca
about
what
are
the
similars
and
differences.
I
just
want
to
point
out
that
all
of
our
school
culture
plans
are
also
available
on
their
respective
websites
and
then
also
on
our
strategic
plan
dashboard
as
well.
M
Well,
thank
you
very
much
for
this
opportunity.
I
have
a
team.
They
are
at
home
with
their
families
and
thanks
to
some
really
great
work
with
our
administration,
we
have
opened
our
doors
to
the
community,
so
we
have
a
wider
team,
so
we're
just
here
to
talk
about
what
we're
doing
to
support
our
culture
and
climate
HMR,
and
this
is
my
third
year
as
their
administrator
and
so
we've
gone
through
through
some
things,
some
changes
and
really
through
our
learning
with
building
compassionate
schools.
We
are
in
our
second
year.
M
We
were
given
an
idea
to
make
a
short
video
about.
This
is
us.
It
was
about
eight
minutes
long,
so
I
was
told.
I
only
had
eight
minutes
pared
it
down
to
about
two
thought:
I'd
share
it
with
you,
so
you
understand
our
why
these
are
the
stories
that
our
students
walk
through
every
day,
and
these
are
the
cherubs
that
we
get
to
love
every
day
and
so
without
saying
too
much
more
man
I'll.
Let
you
enjoy
the
video
and.
M
So
my
staff
of
92
adults
I,
would
take
them
anywhere.
Those
people
give
so
selflessly
every
day
they
show
up.
That
is
a
huge
thing
this
day
and
age
and
I'm
so
proud
of
each
and
every
one
of
them,
the
compassion,
the
empathy
the
grit.
They
just
have
it
all
and
it
is
hard
and
they
are
doing
amazing
things
with
our
students.
M
We
had
two
more
students
enroll
today
at
Horace,
Mann
campus.
So
now
we
are
at
197,
which
is
a
lot
for
our
tiny
space,
but
we
grow
right
now
by
two
or
three
every
week
and
we
still
have
a
lot
of
rental
properties
around
our
buildings
and
they
are
being
filled
by
families
and
these
families
are
coming
with
young
children,
and
this
is
great.
So
we
are
excited
to
welcome
them.
M
We
do
things
to
celebrate
our
students
every
day
we
have
adopted
some
core
values
and
this
year
they
are
safety,
trust
and
love,
and
we
feel
like
that.
They
encompass
everything
that
we're
trying
to
do
for
our
students,
building
safety
between
myself
and
my
staff,
trying
to
work
with
each
one,
how
they
need
to
be
worked
with
trying
to
work
with
each
child
that
you're
still
trying
to
learn
their
names
each
and
every
day,
and
then
their
families
and
what
those
needs
are
encompassing.
M
We
have
we
base
of
our
character
pillars,
so
we
focus
on
that
trustworthiness,
citizenship,
our
respect,
responsibility,
fairness
and
caring
and
that
pairs
well
with
the
trauma
models,
because
what
we
can
do
is
when
we
have
a
child
come
to
us
and
we
don't
know
what
leggings
skill
they
need.
It
gives
us
foundation
of
the
questions
to
ask:
what's
up,
how
can
I
help
and
we
understand
and
are
shifting
our
minds
ever
so
slowly
from
the
punitive
consequence
to
the
restorative
practice.
M
So
having
those
trauma
modules
were
great
foundation
as
well
fostering
resilient
learners.
It
was
a
book
study
that
we
did
my
first
year
because
I
felt
like
this
was
coming
and
we
needed
a
movement.
We
needed
a
piece
of
research-based
material
to
start
with,
to
start
investigating
how
we
could
serve
our
families
the
best
and
how
we
could
serve
our
students
the
best
and
take
care
of
each
other.
M
We
continued
with
the
social-emotional
learning
and
we
had
that
today
and
it's
interesting
that
we
talked
about
the
secondary
trauma
and
they're
now,
calling
it
empathetic
de-stress
and
it
is
alive
and
well,
and
so
our
team,
Jackie,
scholtes,
J,
Erickson
and
Ally
far
said.
We
are
working
on
trying
to
pair
that,
together
with
how
we
incorporate
our
meetings
and
what
our
needs
are
for
our
staff
to
make
sure
that
we
are
also
addressing
the
ninety-two
adults
and
what
they
see
in
here
and
learn
about
every
day
our
PBIS
is
Tier,
one
focused.
M
We
are
trying
to
beef
up
our
Tier
one,
so
everyone
gets
the
best
of
what
we
have
and
then
we
will
go
further
if
we
need
to-
and
we
do
that
using
our
positive
behavior
intervention
s
and
our
positive
behavior
technician.
These
ladies,
have
been
God
sends
to
us
for
our
chair
to
or
our
Tier
three
students.
They
are
the
stopgap
to
special
education
and
Elan
in
the
long
term
and
they
are
collecting
some
great
data.
So
I
am
really
excited
to
see
what
year
looks
like
as
year.
One.
M
We
use
our
PTA
last
night,
we
had
our
PTA
meeting
and
we
actually
grew
by
four
members
like
it
was
fantastic,
but
I
didn't
make
enough
copies
for
the
first
time
in
two
years,
so
whoo-hoo,
and
that
is
one
of
our
goals
this
year-
is
to
make
sure
that
that
partnership
between
families
is
alive
and
well.
When
I
got
the
torch
from
Kim
Caldwell.
You
know
we
had
families
that
were
90%
at
conferences
and
things
we
took
a
little
dip
year,
one
and
then
we're
climbing
back
up.
M
So
it's
really
important
for
us
to
maintain
and
sustain
those
relationships
and
the
positive
phone
calls
home.
So
I
have
tasked
my
staff
with
that,
as
well
for
the
month
of
September
and
here
into
October
heading
into
conferences,
making
sure
that
every
parent
has
had
or
a
caregiver
has
had
a
chance
to
hear
how
much
you
do,
love
their
student,
and
so
we
can
focus
on
those
meetings.
Mr.
Peck
and
I.
My
admin
intern
will
also
be
making
those
phone
calls.
M
M
Some
have
dropped
out
and
we
want
to
help
break
those
cycles
so
we're
doing
the
best
we
can
there
the
yukeru
training
we
have
done
it's
a
positive
trauma-based
support
for
our
kids,
who
are
in
crisis
and
I'm,
proud
to
say
that
our
administrative
intern,
Matt
Peck,
has
has
chosen
to
be
one
of
the
trainers
of
the
district,
and
we
allowed
him
to
go
through
that
week-long
training
and
work
on
that.
So
we're
very
excited
to
get
that
started
and
honor
that
practice.
M
My
gosh
we're
doing
a
lot
we
do
in
school.
We
do
brain
breaks,
we
do
our
Spartan
spotlights
which
have
been
a
huge,
huge
success
at
horsemen
Roosevelt.
It's
our
chance
to
bring
both
campuses
together
and
have
our
older
students
work
with
our
younger
students
in
a
in
a
timely
way
and
a
focused
way
as
we
focus
on
one
of
the
pillars,
and
then
we
have
bulletin
boards
in
both
settings
where
we
pin
their
names
up
as
they
show
respect
or
show
trustworthiness
or
show
fairness.
M
We
also
do
kids
of
character
where
they
will
bring
a
slip
and
tell
why
they
were
chosen.
That's
really
hard
for
some
of
our
kids,
because
they're
not
used
to
the
kind
and
the
loving
they
kind
of
shy
away
from
that.
So
we
give
them
the
opportunity
to
tell
a
safe
adult
what
they
did
well
and
then
we
sign
it
and
they
get
to
bring
it
home
and
hang
on
the
fridge.
M
So
we
want
to
see
what,
if
they
value,
if
our
staff
values
at
time.
So
it's
time
they
don't
have
to
plan
it's
time
that
they
get
built
in
during
their
day
to
have
some
of
that
common
planning
time
around
our
SEL
initiatives,
dinah
schools
so
excited.
So
this
is
our
new
one.
We
are
piloting,
dinah
schools,
it's
incredible
years
with
Edie
clap
and
Kaylin
coleus
I
call
her
Shakalaka.
She
said
I
could
but
Chico
phileas
is
our
grant
writer
and
then
Missy
Eidsness
has
they
wrote
a
grant
and
we
we
won.
M
We
got
it
and
so
Jen
shell,
Dyson
ID,
ed
Clapp,
are
turning
this
into
reality.
We
will
start
November
1st,
we're
doing
some
diagnostic
assessments
with
our
families
as
we
speak,
and
we
have
eight
students
participating
at
Horace
Mann
and
we
chose
to
research
has
shown
you
get
a
bigger
bang
for
your
buck.
If
you
start
young,
dr.
Greene
would
also
tell
you
that
if
you
hit
those
legging
skills
where
they
are
developmentally,
you'll
see
further
growth.
So
we
chose
horse
man
to
focus
on
this
time.
M
If
we
write
another
grant
and
if
we
are
able
to
do
this
again,
then
we
will
focus
on
our
third
and
fourth
grade
students
over
it
Roosevelt.
So
everybody
gets
a
chance.
Our
kinder
Connect
staff
have
agreed
to
do
the
daycare
for
the
families
when
they
come
once
a
night
once
a
week
and
we
will
feed
them
and
we
can
host
up
to
35
families.
So
I
am
a
mom
of
a
professional
first
and
second
grader
or
second
and
third
grader.
M
Now,
oh
my
gosh
and
ni2
I'm,
looking
forward
to
partnering
with
our
families
and
learning
with
them
and
seeing
how
we
can
best
to
be
parents
to
our
students
together.
So
I
am
so
excited
for
this
opportunity
to
really
bridge
that
gap
with
our
families
and
and
meet
their
needs
where,
where
they
need
to
be
met,
so
as
you
can
see,
we
have
a
lot
going
on.
We
do
have
a
book
study,
that's
going
to
happen
at
the
last
of
end
of
this
year,
lost
in
school
with
dr.
Greene.
M
It
says
belief
in
the
lagging
skill
development
and
that
kind
of
aligns
with
the
restorative
practices.
So
with
our
safety,
trust
and
love.
You
will
hear
me
in
my
hallways
always
saying:
I
love
you
to
the
kids,
because
I
don't
think
they
hear
that
enough,
and
actually
mr.
Johnson
you're
a
little
bit
of
a
mustard
seed.
I
know
how
many
years
ago,
I
think
it
was
dr.
Schatz
his
first
year,
you
said:
how
are
you
going
to
touch
a
child
right?
Do
you
remember
saying
that?
M
And
so
that
has
stuck
with
me
and
I
thought
yeah?
Why
not
love
them?
We
have
them
for
eight
hours
a
day.
We
better
love
them.
So
I
had
have
a
fifth
fifth
grade
boy,
I
know
it's
weird
come
up
to
me
and
he
looks
at
me.
He
goes
I
love.
You
too
Miss
OH
I
go
whoa.
I
said
hang
on.
Did
everybody
hear
that
I
did
not
solicit
that
he
laughed
high-five
me
and
left?
M
So
if
I
can
hit
a
fifth
grade
boy
and
his
funny
bone,
we've
done
the
right
thing,
but
our
staff
like
I,
said
a
second
to
none
and
we
do.
We
need
to
do
more
to
celebrate
them.
So
I
was
grateful.
I
came
today,
I've
learned
a
lot
and
I
will
steal
some
ideas.
We
do
have
a
long
road
ahead
of
us.
As
you
can
see.
Our
kids
have
many
many
items
in
their
invisible
backpack
and
we've
gotten
some
in
that
have
even
more
so
I.
Don't
want
to
go
into
this
battle
with
anyone
else.
M
N
I'm
watching
this
in
delay,
but
thank
you
so
much
miss
Ostrom
for
relaying
such
a
compassionate
message
about
our
students.
As
you
know,
Horace
Mann
is
my
height.
That's
where
I
attended
and
I.
Thank
you
for
your
work.
Leandre
and
I
are
communicating
apparently
via
voice
mail,
because
we're
both
so
busy.
But
what
I
want
to
emphasize
is
not
only
her
passion
for
her
students
and
everybody
else.
That's
presenting
tonight,
but
I
appreciated
that
she
presented
numbers
versus
percentages,
because
that
greatly
personifies
everybody
else.
N
A
M
Well,
then,
I
put
up
the
pictures
of
Roosevelt
and
Horace
Mann,
because
each
of
their
needs
are
so
significantly
different
when
you
have
the
primary
and
you
can
go
into
a
building
and
really
focus
on
the
primary
needs
and
really
hit
that
developmental
stage
where
it
needs
to
be
hit.
This
is
where
I
was
grateful
for
the
support
with
kinder
connection.
M
Last
year
we
had
kids
start
in
November,
because
our
special
ed
piece
really
needed
some
support,
and
so
when
we
broke
that
off
and
we
it's
not
the
program,
it
is
the
people,
the
people,
the
people
with
the
people,
katie,
Kimbrough
and
laurie
pearson
are
working
every
day
and
so
are
their
staff.
And
so
what
I
can
happily
report
is
every
one
of
their
students
is
in
first
grade
with
very
minimal
support,
and
so
that
is
a
big
deal
and
so
now
they're
at
it
again.
M
M
The
one
thing
that's
also
really
challenging
is
the
student
performance
strategist
piece.
We
don't
have
enough
students
at
third
grade
to
warrant
a
full-time
student
performance
strategist,
so
I
find
us
trying
to
team
and
collaborate
and
piece
together.
What
that
looks
like
as
far
as
coaching
for
our
staff,
I
sat
with
my
entire
staff,
except
for
four
people,
the
two
building
engineers
and
the
two
secretaries
in
our
office,
and
we
took
the
circle
grant
this
year,
and
so
it
was
really
important
for
me
to
be
with
those
people
to
try
and
really
figure
out.
M
How
is
this
gonna
work?
Who's
gonna
lead?
What
and
what
can
we
do,
knowing
I'm
only
there
halftime?
So
it's
really
about
building
that
capacity
within
trying
to
find
those
leaders
from
within
and
making
sure
that,
where
we're
hitting
the
needs
of
our
staff
and
our
students,
it's
tough
but
I
love
it.
Thank.
N
L
E
Gandu
you
sure
the
last
piece
about
under
positive
school
culture
today
was
just
really
following
up
on
our
safety
committee
and
the
work
that
we
did
last
year.
So
as
most
of
the
board
is
aware
and
last
year's
operational
plan,
we
had
the
development
of
the
safety
committee
who
was
charged
with
providing
the
board
with
recommendations
on
how
do
we
address
some
of
the
complex
student,
behaviors
and
safety
concerns
that
we've
had
in
our
district.
E
So
we
had
that
presentation
last
year
since
then,
this
year
has
really
been
a
focus
on
continuing
that
work
and
implementing
some
of
those
recommendations.
So
there's
about
four
things
that
we've
done
right
off
the
bat
and
then
I'll
talk
about
what
we're
doing
moving
forward.
First
and
foremost,
our
biggest
lift
last
year
was
changing
and
revamping
a
lot
of
our
district
policies,
just
allowing
Mental
Health
Services
into
our
schools.
E
The
reason
that
we
had
stricter
policies
prior
to
the
end
of
last
year's,
because
to
be
totally
honest
until
recent
years,
mental
health
and
mental
health
services
haven't
been
a
major
concern
and
those
policies
were
really
geared
towards
duplication
of
academic
services
that
were
trying
to
come
into
our
schools
and
provide
services
for
students
that
our
teachers
were
already
doing.
So
we
revamped
all
of
our
policies
to
now
allow
any
mental
health
service
provider
or
therapeutic
service
provider
to
come
into
our
schools.
E
At
the
request
of
a
family
or
principals,
they
go
through
a
workflows
workflow
that
ultimately
goes
through
our
associate
superintendents
who
look
at
space
availability
time
and
then,
most
importantly,
make
sure
it's
not
a
duplication
of
services
for
our
students
and,
if
feasible,
then
we
are
providing
services
and
allowing
mental
health
service
providers
to
come
into
our
schools
and
different
agencies.
It's
been
successful
for
the
students
that
we're
able
to
get
the
help
they
need.
It's
not
successful
in
the
fact
that
it's
not
equitable
across
the
board.
E
When
we
talk
about
billing
and
we
talk
about
who
can
qualify
for
some
services
and
who
can't
that's
something
that
we're
continuing
to
work
through,
but
at
least
that's
one
of
the
recommendations
coming
out
of
the
Safety
Committee
is
we
need
help
and
we
need
about
to
help
help
experts
in
our
schools
that
we
were
able
to
start
for
this
school
year.
Second
piece
was
something
mr.
Wilson
touched
about,
which
is
that
staff
self-care.
So
one
of
the
big
recommendations
coming
of
the
safety
committee
was
looking
at.
E
How
do
we
provide
stat
stress
management
and
compassion
fatigue,
training
to
all
of
our
staff?
So
this
year,
this
month
alone,
we
provided
about
five
to
six
different
opportunities
for
stress
management,
training
that
staff
members
have
been
able
to
go.
We've
had
attendance
from
22
I
believe
to
about
six
to
ten
individuals.
That's
just
one
Avenue
on
October
21st
is
our
PD.
D
is
our
PD
day
and
one
of
the
avenues
for
training
for
all
of
our
staff
members
is
going
to
be
able
to
attend
a
stress
management
training.
E
So
this
semester
has
really
been
focused
on
providing
ample
opportunity
for
staff
members
to
attend
stress
management,
training
and
next
semester's
can
be
on
compassion
fatigue.
So
HR
is
working
with
all
of
our
building
principals,
a
schedule
at
least
one
compassion
fatigue,
training
at
each
of
our
building
level,
each
of
our
schools,
that's
open
to
other
staff
members.
E
So
if
a
staff
member
is
unable
to
go
to
the
training
that's
held
at
their
own
campus,
they
can
go
to
another
campus
as
well,
so
really
pushing
those
things
in
providing
staff,
either
the
opportunity
and
the
time
to
attend
or
providing
CEUs,
which
is
their
continuing
education
units
to
attend
if
they're
attending
on
their
own
time.
So
that's
been
something
coming
out
of
the
Safety
Committee.
The
third
thing
has
really
been
a
focus
around
paraprofessional
training
and
changing
our
paraprofessional
model
a
little
bit.
E
So
this
year
is
the
first
year
where,
after
our
staff
opener
that
speaker
actually
stayed
back
and
provided
paraprofessional
training.
Three
separate
groups
of
paraprofessionals
we've
gotten
positive
feedback
from
that.
But
that's
not
it.
It's
not
just
two
days
of
training,
I
think
one
of
the
things
that
we've
really
learned
in
our
district
and
something
that
mr.
Marco
talked
about
earlier
as
well,
is
that
there
is
a
lot
of
paraprofessional
movement
throughout
the
year
and
a
lot
of
staff
that
are
hired
throughout
the
year.
E
Currently,
we're
struggling
we're
not
even
finding
enough
paraprofessionals
across
the
board,
but
when
we
do,
how
do
we
get
someone
into
a
classroom
sometimes
with
our
neediest
child,
but
then
providing
the
training
that
we
need?
So
we're
really
focusing
on
making
sure
that
when
we
hire
someone
before
we
before
we
put
them
into
a
classroom,
we
have
a
structure
to
provide
them
with
whether
it's
a
day
or
day
and
a
half
or
two
days
of
training
and
making
that
standard
practice.
Well.
E
E
Behavior
flows
in
our
district
so
for
the
most
part
respecting
individual
circumstances,
but
if
X
happens,
how
should
a
teacher
respond
or
if
Y
happens,
how
should
a
teacher
respond?
While
we
started
that
work,
we
realized
that
some
of
that's
already
built
into
our
two
policies
that
we
have
our
student
discipline
and
reporting
behavior
and
reporting
policy,
and
then
our
suspension
expulsion
policies,
because
we
talk
about
what's
major,
what's
versus
what's
minor
and
how
to
respond
in
those
policies.
So
the
safety
companies
are
really
focusing
on
Reed.
E
Looking
at
those
two
policies
and
that's
what
their
work
is:
we've
had
one
Safety,
Committee
mini
meeting
so
far
we're
meeting
again
next
month.
That's
what
we're
gonna
be
looking
at
and
then
after
that,
we'll
go
back
to
two
recommendations
and
just
working
with
David
I.
Think
the
last
conversationally
bad
is
that
this
year,
we've
seen
a
little
bit
of
a
drop
in
attendance
from
our
safety
committee
members
from
last
year
as
well.
E
So
David
and
I
said
that,
as
we
finish
up
looking
at
her
policies,
we'll
look
at
their
membership
for
the
next
couple
of
meetings
and
then,
if
we
need
to
open
it
back
up
or
look
at
adding
other
members
and
we'll
do
that
accordingly.
So
just
wanted
to
give
an
update
on
the
work
of
the
Safety
Committee.
So
far
this
year
and
where
we're
headed.
C
So,
with
the
mental
health
that
we
have
currently,
it
is
a
swift
that
it's
our
counselors,
we
work
with
the
family
and
its
they're
already
seeking
mental
health
and
they're
saying
they're
having
trouble
accessing
it.
So
really
they
are
the
ones
arranging
the
payment
through
their
insurance
or
ma.
But
what
we
find
out
is
sometimes
we
have
a
family
approached
us.
They
feel
they
need
it
and
they
don't
qualify
for
a
means,
and
then
their
answer
is
well.
We
can't
afford
and
that's
where
we're
struggling
when
we
run
into
those
situations.
C
Where
were
we're
wondering
we
think
this
could
help
and
they
are
struggling
in
school
so
right
now
we
don't
have
a
way
to
fund
that
through
the
state
or
any
pieces
like
that.
I'd
also
say
our
mental
health
providers
also
are
lobbying
right
now
to
see
if
the
codes
in
the
sentence
can
be
opened
up
to
allow
it
to
be
more
flexible
for
them
to
bill
to
allow
more
students
to
access.
So
it's
we're
kind
of
working
from
all
sides.
N
E
I
think
there's
been
some
concerns
and
conversations
around
the
district's
trying
to
eliminate
paraprofessionals
I,
wouldn't
say
that's
true
in
that
sense,
I
think
the
district's
had
some
conversations
around
our
utilization
of
paraprofessionals
and
and
how
we
track
them.
So
over
the
last
year
and
even
going
into
this
year,
we've
been
hiring
a
significant
amount
of
paraprofessionals
and
it
is
true
that
as
a
district
there's
research
out
there
that
says
that
our
district
has
more
professionals
and
other
districts
with
similar
demographics
or
size.
However,
our
concern
has
really
been
around.
E
We
have
some
of
our
neediest
learners
move
from
campus
to
campus,
and
sometimes
our
paraprofessionals
don't
move
from
campus
to
campus.
So
then,
when
we
go
to
the
next
campus,
we're
adding
paraprofessionals
that
so
we've
kind
of
always
added
to
the
pool.
Secondly,
even
going
out
right
now,
just
taking
a
look
at
the
professional
needs,
we
have
we're
not
always
able
to
fill
every
position.
Sometimes
these
are
some
more
positions,
they're
staying
out
there
for
the
longest
time,
so
we've
had
some
conversations
around.
E
What's
the
best
utilization
of
our
paraprofessionals
and
I
can
see
why
that
messaging
is
out
there,
but
the
district
is
not
riffing
or
taking
any
proactive
measures
to
eliminate
paraprofessionals.
We
think
that
with
attrition
that
we
can
take
a
look
at,
are
there
professionals
that
shouldn't
be
professionals
in
or
are
there
professionals
that
have
written
once
into
an
IEP
for
a
student?
Do
they
still
need
to
be
there
as
well,
because,
ultimately,
our
goal
is
to
build
student
independence.
So
it's
really
looking
at
re
utilizing
our
peer
professionals
and
training,
the
pair
of
professionals.
A
E
Every
summer
we
go
through
and
there's
a
set
of
policies
that
administration
will
update
and
provide
per
yell
policy
will
provide
an
update
to
the
board
this
year.
Just
looking
at
the
cycle
and
then
looking
at
some
of
the
conversations
we've
had,
we
kind
of
redid
everything
on
a
new
cycle
to
make
sure
that
every
policy
does
get
hit
at
least
once
every
four
years.
At
least
reviewed
and
that's
gonna,
be
the
new
cycle.
Kinda
we
have
moving
forward.
E
The
list
on
the
page
is
following
this:
memo
are
all
of
the
policies
this
year
that
were
addressed
over
the
summer.
As
stated
in
the
memo
and
as
I
stated
in
my
update
on
the
Safety
Committee,
there
are
two
policies
that
we
haven't
updated
yet
because
we're
running
that
through
the
safety
committee,
that
is,
our
student,
behavior
discipline
and
reporting
policy
and
our
suspension
and
expulsion
policy,
so
those
updates
were
are
yet
to
come.
You
will
see
on
the
we
try
to
give
a
brief
description
on
whether
it's
small
changes.
E
There
are
a
couple
of
health-related
policies
that
we
updated
with
regards
to
Cass
County
I
would
say
the
most
significant
change
will
be
a
p53
50,
which
is
our
inclement
weather
policy
last
year.
For
the
first
time
in
several
years
we
had
a
call
a
delayed
start
and
we've
learned
some
lessons,
because
that
policy
hadn't
been
updated
in
a
while,
but
in
updating
5350
we
also
rolled
5351
into
it.
E
A
J
A
E
There
was
also
a
conversation
when
the
aspirant
group
was
here
around
what,
when
are
we
actually
looking
at
each
of
the
specific
indicators
or
versus
just
getting
one
report
on
reading
or
one
math?
That
might
be
a
celebrating
success
report
throughout
the
school
year.
So
in
an
effort
to
kind
of
accommodate
those
conversations,
what
we've
done
is
here's
every
assessment,
that's
in
the
strategic
plan
and
the
indicators
that
are
there,
and
these
are
the
times
when
we
give
the
debt.
E
A
O
You
had
sent
out
the
updated
long-range
financial
plan
that
we
have
put
together,
tried
to
do
a
little
formatting
change
to
it,
just
to
hopefully
make
it
a
little
more
readable
for
people
and
I
guess
I
would
hope
you
had
a
chance
to
review
it.
I
would
welcome
any
comments
or
any
questions.
I
won't
go
through
and
read
it
to.
You,
of
course,
just
want
to
remind
you
that
this
is
truly
a
projection
under
a
set
of
assumptions.
O
We
know
those
assumptions
will
change
over
time
and
as
they
do,
we
will
update
the
plan,
but
we
were
waiting
for
the
long-range
facility
plan
to
be
completed
because
it
plays
a
big
role,
especially
in
our
building
fund,
and
what
we
will
be
able
to
do
going
forward
and
in
addition,
then,
as
other
things
as
contracts
are
settled
in
that
type
of
thing
later
in
the
year
now,
we
will
be
sure
to
update
if
there's
any
changes
from
the
projections
as
well.
So
if
there's
any
questions
comments,
suggestions
for
changes
welcome
all.
A
N
You
or
just
your
being
my
handout
I,
think
it's
important
to
to
note
and
I
apologize
for
a
bit
of
a
delay
in
my
audio.
This
plan,
Thank
You,
Jackie
and
team
four
for
building
that,
but
it
is
truly
a
responsible
tool
that
helps
the
board
understand
that
we
were
required
to
analyze
the
long
term,
finance
or
sustainability
of
the
district.
It
excuse
me
in
its
entirety.
N
N
We
have
some
limitations
from
local
taxpayers
that
we
need
to
respect,
but
overall
I
see
two
very
important
considerations
that
the
board
needs
to
analyze
very
soon.
If
we
intend
to
continue
our
expected
growth
of
a
new
excuse,
me
annual
expenditures
of
three
points.
There
are
1%,
we
may
need
to
approach
voters
sooner
than
2027
and
if
we
do
not
desire
to
return
to
voters
prior
to
that
time,
we'll
need
to
analyze
which
or
how
all
of
the
growing
needs,
and
our
existing
services
I
mentioned
above
will
need
further
scrutiny.
N
I
think
it's
important
to
remember
it
for
us
that
our
decisions
will
make
we
make
as
a
board
will
be
watched
closely
by
all
consistence
and
I.
Had
courage,
board
members
to
remain
cognizant,
a
public
opinion
while
justifying
how
the
district
employees
these
resources.
Thank
you
for
referring
to
my
written
handout,
I
apologize
for
my
absence
as
I
am
and
Chicago
for
a
work-related
conference.
L
I
can't
echoing
off
of
Robins
concern,
but
that
being
said,
I
have
been
on
this
for
a
while,
now
and
I've
seen
several
long-range
financial
plans
from
to
business
managers
ago
to
the
one
in
between
you
and
him
and
I.
Remember
I,
believe
it
was
the
2002
long-range
plan
that
was
put
in
from
the
board
had
us
with
a
zero
fund
balance
in
about
five
years,
and
and
this
would
if
we
projected
it
out
far
enough,
because
it's
simple
math
if
your
revenue
is
growing
at
this
rate
and
your
expenditures
are
growing.
L
At
this
rate,
you
will
run
out
of
money.
The
reality
of
it
is.
This
is
a
tool
that
the
administration
is
going
to
use
quite
a
bit
to
figure
out.
How
do
we
reallocate
the
resources
we
have
so
while
I
agree
with
Robin
wholeheartedly,
we've
got
to
think
about
what
we're
gonna
do
with
the
mill
levy
vote
and
when
we
might
want
to
approach
that
I
don't
want
anybody.
Think
the
sky
is
falling.
L
I
have
a
lot
of
faith
in
our
administrative
team
that,
if
they
realize
long-run
we're
only
gonna
see
a
2.4
percent
increase
in
revenue.
We're
gonna
get
to
a
glide
path
that
has
2.4
percent
or
less
in
revenue
expenditure
increase
each
year.
This
is
just
telling
us.
We
can't
sustain
what
we're
doing
the
way
we're
doing
it
today,
but
there
will
be
efficiencies
that
get
found.
L
Who
knows
maybe
we'll
find
some
new
revenue
I'm,
not
sure
where
that's
supposed
to
come
from,
but
it
could,
but
I
don't
want
the
gloom
and
doom
of
forecasting
this
to
turn
into
the
mindset
of
this
is
where
we're
headed.
This
is
where
we're
headed.
If
we
don't
do
anything
different
as
a
district
but
I'm
pretty
sure
our
leadership
at
the
district
level
is
already
thinking
about.
Okay.
How
do
we
maintain
what
we're
doing
in
class
size?
L
I
There
possibly
could
be
some
revenue
streams,
as
we
know,
the
Legislature's
gonna
meet
twice
more
during
those
five
years.
So
we
don't
know
we
do
know
that
there's
6.2
billion
dollars
in
the
Legacy,
Fund
and
so
I'd
be
anxious
to
see
you
know
what
happens
with
those
dollars
that
we're
all
watching
and
everyone
and
I
guess.
There
is
conversation
that
people
are
going
and
test
of
testifying
to
these
committees
and
it's
going
around
to
find
out
what
to
do
with
those
dollars
as
I
think
about
that
now
and
our
meeting
this
morning
with
GAC.
E
I
think
that's
the
Board
considers
the
long-range
financial
plan
I'm
grateful
for
all
the
comments.
So
far
there
is
just
I
want
to
have
everyone
just
take
a
look
at
page
13
as
well.
The
long-range
financial
plan
and
the
long-range
facilities
plan
serve
as
blueprints
and
a
guiding
document
for
the
district,
and
then
we
bring
the
individual
projects,
the
big
projects
that
are
on
the
district's
radar
to
to
planning
and
obviously
the
board
individually
for
the
vote.
So
they
come.
E
One
of
the
things
that
I
just
want
to
talk
about
is
is
the
setting
D
program.
Then
you'll
see
the
potential
for
a
new
middle
school
and
potential
for
a
new
elementary
school
and
those
three
boxes.
I
do
want
this,
the
board
to
be
cognizant
that
currently
the
what
we
have
in
this
long-range
financial
plan,
the
setting
D
program
would
buy
down
our
existing
fund
balance
and
the
in
the
building
fund
all
the
way
down
and
and
then
that
would
recover,
I
think
about
a
million
to
two
million
dollars
a
year
is.
O
E
A
You
very
much
and
on
that
note,
to
clarify
the
building
fund
is
a
separate
revenue
stream
from
our
general
fund
and
so
in
Robin's
comments.
She
discusses
the
one
point.
Two
six
point:
seven,
eight
mil
cap:
that
revenue
is
our
general
fund
revenue
that
goes
towards
teaching
and
learning
operations,
those
line
items.
What
is
our
can
you?
What
is
our
current
mill
levy
for
the
building
fund
so.
O
A
L
P
A
A
B
B
A
A
K
P
E
L
J
J
Q
P
A
L
Since
last
meeting
I
attended
governance,
I
attended
planning.
This
morning
we
had
a
GAC
committee
and
I
want
to
thank
those
that
were
able
to
be
there
for
those
of
you
that
want
to
just
note
it
on
your
calendar.
Our
typical
date
is
going
to
be
the
second
Tuesday
of
the
month
for
GAC
committee
at
7:30.
L
Excuse
me,
and
this
afternoon,
I
was
on
a
conference
call
with
the
board
of
directors
for
National
School
Boards
Association
in
the
western
region.
They
just
got
back
from
a
national
board
meeting
and
they
had
a
couple
things
they
wanted
to.
Update
me
on
and
I
figured
I
might
as
well
update
this
board.
Tom
Geisel,
our
executive
director
at
the
National
Association,
has
put
in
his
retirement
notice.
L
Something
and
I
think
that
something
was
that
people
were
picking
on
one
of
their
own
and
last
year's
conference,
questioning
spouse,
travel
and
all
kinds
of
things.
So
it's
just
nice
to
know
politics
happen
at
all
levels
of
organizations
and
I'll
keep
you
posted
as
I
hear
more
there
and
that's
it
for
me.
Thank
you.
N
A
J
The
crossroads
powwow
was
last
weekend:
I
attended
that
as
I
serve
on
the
Native
American
Commission
and
another
item
in
relation
to
that
is
on
October
14th.
We
celebrate
indigenous
peoples
day
and
students
from
Fargo's
students
from
Fargo
schools
will
be
from
what
I
understand
celebrating
and
over
at
Moorhead
high
Moorhead.
The
city
of
Moorhead
is
for
the
first
time
recognizing
indigenous
peoples
day,
so
we're
joining
with
them.
J
I
I
was
at
the
planning
last
Friday
and
Jackie
appreciated,
handouts
and
things
and
getting
all
those
organized
Jim
appreciate
all
the
information
this
morning.
It's
great
information.
He
gave
a
lot
and
we
need
to
focus
on
those
things
and
see
where
it
goes
for
k-12
funding
for
the
next
time
they
meet.