►
From YouTube: School Board Meeting - October 22, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - October 22, 2019
A
B
A
D
A
Opposed
no
hate,
we'll
move
forward
recognition
of
the
audience
we
do
have
two
members
that
have
signed
up
to
address
the
board
tonight.
I
will
read
a
little
statement
before
you
get
started
and
then
for
those
of
you
that
have
asked
to
speak
to
step
up
to
the
microphone
there
and
we'll
get
you
taken
care
of
at
this
time.
The
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
state
their
name
and
address
for
the
record.
A
We
would
also
ask
that
speakers
refrain
from
using
this
form
to
criticize
or
complain
about
a
specific
employee
by
name.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
to
debate
issues
in
this
form.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
five
minutes
to
speak.
Our
first
commenter
is
Tanya
red
wrote.
If
we
want
to
come
up
to
the
microphone,
please
Tanya.
E
What
so,
like
you
said,
my
name
is
Tanya
redroad
I
work
with
Federation
of
families
for
children's
mental
health.
Today,
I
just
came
in
mostly
because
with
a
level
D
is
conversation
and
stuff
for
our
organization.
We
get
a
lot
of
parents
who
come
in
and
that
with
concerns
with,
what's
going
on
in
schools,
maybe
or
and
some
of
the
juvenile
system
situated
so
we're
kind
of
all
over.
It's
not
just
schools,
but
it's
been
pretty
calm
in
the
past.
E
I'd,
probably
say
six
months
for
me,
I'm
new
in
my
position,
so
I
just
started
in
December,
but
this
is
a
conversation
that
has
been
at
my
for
a
friend
all
the
time
for
my
parents
or
for
my
for
my
parents
that
I
work
with
so
with
all
that
coming
up
and
that
was
happening.
I
just
didn't.
We
decided
to
do
kind
of
a
table.
Talk
and
I
can
pass
these
out
just
so.
E
You
can
see
what
it
was
an
event
that
brought
parents
together
to
have
their
ideas,
kind
of
heard
together
and
support
each
other,
because
I
think
sometimes
I
get
so
many
different
things
separately.
But
how
do
I
bring
that
collectively
and
get
the
parents
talking
about
what's
going
on
and
then
also
kind
of
maybe
hear
their
ideas
and
how
do
I
get
them
out
to
the
people
who
need
to
hear
them?
So
so
you
know
I
just
want
you
know.
E
E
And
so
what
we
decided,
some
parents
that
came
forth
about
probably
about
five
six
parents
who
came
through
and
were
able
to
really
you
know
they
sat
with
me.
They
came
in
my
office
and
they're
really
kind
of
concerned
on
how
to
do
this,
and
so
we
kind
of
decided
to
do
a
table,
talk
which
we
actually
kind
of
used,
the
World
Cafe,
where
people
kind
of
come
and
they
sit
at
each
table
and
we
have
a
topic
and
then
they're
able
to
address
that
topic
in
a
safe
way
and
have
their
voice
heard.
E
F
Hi
I'm
Victoria
Johnson,
with
the
family
United
for
advocacy.
So
if
you
look
at
the
table
talk,
we
did
a
collaboration
in
the
bottom,
it's
between
the
North
Dakota
Federation
and
the
family
United
for
advocacy.
We
came
together
and
the
main
point
for
this
conversation.
When
we
have
the
table
talk,
it
was
not
about
Victoria.
F
It
was
not
about
Tonya,
it's
about
us
listening
to
the
parents,
so
we're
just
there
to
listen
to
what
the
parents
have
to
say
and
we
took
the
notes
and
we
just
listened
to
them,
based
on
their
conversation
and
some
of
their
concerns
of
what
they
are
going
through
in
their
school
and
stuff.
So
in
each
topic
you
can
see
when
we
talked
about
the
IEP
I'm
gonna
just
give
briefly,
because
we
have
a
lot
so
I'm
not
gonna,
go
through
every
single
one
of
them.
F
When
it
comes
to
the
IEP
parents
felt
as
their
voice
I'm
never
getting
hurt.
So
when
they
go
into
IEP
they're
sitting
in
that
table
with
all
this
teachers
and
everybody
when
they
speak,
they
felt
like
their
ideas
or
their
concerns
are
not
getting
addressed
and
they
just
get
talked
over
and
so
the
school
just
decided.
This
is
what
we
want.
F
Transparency
was
another
issue.
Parents
had
that
didn't
feel
like
there's
a
transparency
and
their
professional
ethics
issues
that
they
face
poor
would
follow
through
an
implementation
of
what's
been
said
at
that
table.
So
when
we
go
down
to
that's
just
on
the
IEP
part,
and
when
we
go
down
to
the
restraint
and
seclusion
some
parents,
we
had
a
lot
of
parents.
We
didn't
expect
parents
to
show
up
actually
because
we
did
not
have
media.
We
did
not
advertise
this
anywhere
besides
on
Facebook
and
the
reason
why
we
did.
F
That
is
because
we
want
parents
to
feel
safe.
We
want
parents
to
know
that
we're
not
here
for
the
attention.
We
don't
want
media.
We
don't
want
this.
We
really
want
to
hear
their
voice,
so
we
kept
media
out
of
this.
We
kept.
You
know
we
just
kept
this
just
parents,
and
so-
and
we
did
this
on
a
weekend
on
a
rainy
day.
F
Two
days
before
you
know
school
starts,
so
we
did
inspect
parents
to
show
up
and
parents
did
show
up
and
we
provide
childcare
for
the
parents
also
because
we
know
that's
a
big
problem
for
parents.
They
don't
want
to
come
to
events
because
they
don't
have
childcare,
so
we
had
volunteers
who
volunteered
to
babysit
for
us.
While
we
do
that's
where
parents
so
I
made
it
really
convenient
for
parents.
So
it
comes
to
the
restraint
and
seclusion.
F
Some
parents
had
concerns
with
the
Fargo
public
school
policy
on
how
their
definition
of
their
seclusion
is
compared
to
the
federal
level.
What
seclusion
is
Fargo
public
school
do
not
see
when
a
child
has
been
kept
in
a
room
and
child
cannot
leave
that
area.
Fargo
public
school
do
not
see
that
as
the
child's
being
secluded,
they
see
that
as
the
door
is
opened,
the
child
can
leave,
but
really
the
child's
not
leaving
they're
blocking
the
door
with
five
staff
members
standing
there
and
child
cannot
leave
technically.
That
is
getting
the
child.
F
Getting
secluded
so
parents
had
a
huge.
You
know
everybody
in
that
room
actually
had
the
same
concern.
We
had
communication
parents
feel
that
they're
not
getting
communicated
to
when
things
are
happening
in
school
with
their
children
and
children
are
coming
home
with
unexplained
bruises
and
another
parent
had
a
problem
with
her
child
who's.
Nonverbal
comes
home
with
bruises
and
because
the
child
cannot
explain
what
happened
so
she
doesn't
know
so
and
then
discipline
how
they're
using
restraint
and
seclusion
as
a
discipline
method.
F
That
was
a
huge
concern
for
parents
and
everybody
in
that
room
raised
hands.
When
we
asked
again,
this
was
not
about
Victoria
about
Tania.
It
was
just
about
us
listening
to
them
and
just
take
the
notes
and
counting
how
many
people
are
having
the
same
concerns.
Everybody
in
that
room.
Had
that
concern.
When
we
go
down
to
fear
number
three
topic,
we
had
a
lot
of
parents.
F
What
are
the
biggest
one
that
really
hit
me
was
a
mom
and
everybody
raised
their
hands
when
I
asked
how
many
over
here
feel
the
same
way,
a
mom
said
when
I
see
the
four
six
six
phone
call
that
number
pops
on
my
phone
or
the
four
nine
nine.
My
heart
stop,
because
I
feel,
as
my
child
is
hurt
in
school,
my
child
is
injured.
My
biggest
fear
is
when
I
get
that
phone
call
and
I
see
that
number
I
don't
breathe.
F
I,
just
don't
even
want
to
answer,
but
I
know
that
I
need
to
answer
it.
So
that's
huge,
and
when
we
open
this
tabletop,
we
invite
everybody.
We
didn't
care
where
you're
from
we
actually
had
a
mom
that
drove
from
Newtown
right.
We
had
a
mom
from
Newtown
oxer
who
came
to
this,
so
was
it
was
surprising
to
us
people
that
came
to
this
table
talk
and
then
another
fear
was
that
law
enforcement,
the
school,
will
call
parents
and
say,
if
you
don't
come,
get
your
child.
F
We're
gonna
call
the
police
on
you,
and
so
parents
had
a
really
that's
a
big
fear,
because
now
they
have
to
deal
with
the
police
for
something
that
it
could
be
handle
and
then
CPS
getting
called
on
parents.
We
had
more
in
the
fear
topic
and
then
we
had
everything
I
mean
we
had
about
like
almost
13
long.
You
know
in
writing
what
every
single
thing
people
are
complaining
and
everybody
respond
to
the
same
way.
F
So
that
was
a
huge
concern
to
me
as
a
parent
and
sitting
there
listening
to
parents
and
then
losing
jobs,
a
lot
of
parents
with
those
children
with
special
needs.
They
feel
like
they're,
losing
their
jobs
because
they're
getting
phone
calls
from
school
five
times
a
day
or
you
know
in
a
week
and
they
have
to
constantly
leave,
because
if
they
don't
they
get
that
threat,
we're
gonna
call
law
enforcement,
gonna
call
social
services,
so
they
leave
their
job
and
get
losing
job.
F
So
we
ask
parents
how
many
of
you
lost
your
job
because
of
school.
Calling
you
know
every
parent
in
that
room
raised
their
hand,
and
we
asked
how
many
of
you
went
back
and
find
another
job.
Only
few
raised
their
hands
and
I
go.
How
many
of
you
unemployed
right
now.
Most
of
them
raise
their
hands
and
we
go.
Why
is
it
is
because
the
school
called
me
so
much
my
job
had
to
let
me
go
so
that's
a
huge
concern.
A
F
So
then
I'll
just
do
the
solution,
click
and
then
those
not
you
know,
there's
a
lot
of
solution
there
and
what
they
think
could
be
done
differently
and
I'll
be
happy
to
give
that
to
the
school
if
they
need
that.
One
parent
just
complain
about
the
procedural
book.
It's
written
great.
Eleven
instead
of
great
I,
know
five,
because
they
think
you
know
they
don't
understand
that
and
then
that
bringing
their
concerns
forward
to
the
school
board
was
one
of
some
of
the
solutions
and
how
to
change.
F
A
Thank
you
for
your
presentation,
ladies
yeah,
and
thank
you
for
your
work,
and
this
is
North
Dakota's
model
right
or
Alliance
right,
Kenya
got
it.
Thank
you
have
a
nice
evening.
Ladies
okay.
Next
item
on
the
agenda,
we
run
into
staff
reports
and
we
have
mister
Marquart
here,
I'd
like
to
kick
us
off.
Oh.
A
D
I
All
right
good
evening,
superintendents
and
school
board
in
cabinet
members
there's
a
lot
of
great
things
happening
in
this
district
from
the
north
to
the
south,
to
the
east
of
the
West,
and
it
is
my
pleasure
tonight
to
share
a
couple
of
programs
doing
some
really
truly
excellent
work
with
students
across
the
entire
district.
So,
first
of
all
Woodrow
Wilson,
High
School,
there's
a
team
of
four
of
us
presenting
and
I
will
do
introductions
before
we
get
into
the
presentation
social
studies,
teacher,
Jenni,
rude
councilor
and
Jim
keel
assistant
principal
all.
I
Four
of
us
will
be
handling
a
portion
of
the
the
presentation
so
again
sharing
some
of
the
great
things
happening
at
Woodrow,
Wilson,
High,
School
and
and,
like
I,
said
understanding
some
of
the
great
work
being
done
across
the
district
first
slide.
You
see
Woodrow
Wilson,
High,
School
diploma.
We
do
have
GED
in
the
program
with
Adult
Learning
Center,
but
Woodrow
Wilson.
We
are
there
for
a
high
school
diploma
in
terms
of
what
brings
students
to
Woodrow.
There
is
no
cookie
cutter,
Woodrow
Wilson,
High
School
students.
I
We
call
ourselves
a
choice:
school
none
of
the
north,
south
or
davey
students
are
required
to
come
to
Woodrow.
A
new
student
coming
into
the
community
is
not
required
to
come
to
Woodrow,
it's
a
choice
to
come
to
Woodrow
and
through
an
orientation
process
of
them
understanding.
What
Woodrow
is
and
isn't
they
can
make
that
informed
decision
if
they
would
like
to
come
to
Woodrow
a
choice,
school.
I
What
some
of
our
seniors
have
told
us
on
the
senior
senior
survey
I
mean
see
results
from
2017-18
and
2018-19
AG
around
respects,
feeling
safe
staff,
treating
me
with
respect
students
respecting
each
other
and
then
at
the
bottom.
My
teachers
are
understanding
when
students
have
personal
problems
at
98%,
so
some
results
that
we're
very
pleased
with
that
Woodrow
and
it's
a
lot
of
great
teamwork
in
delivery
and
strategy
to
to
keep
those
numbers
up
there
just
to
understand
Woodrow
in
terms
of
what
does
a
day.
I
Look
like
the
am-1
am-2
at
the
top
is
a
two
and
a
half
hours
super
block.
There's
a
one
hour
lunch
break
the
afternoon
is
a
two
and
a
half
hours
super
block.
Looking
at
the
bottom
of
the
page,
instead
of
semester
at
about
maybe
85
days
or
84
days,
we
see
some
a
sixth
semester
at
29
days,
29
days
at
two
and
a
half
hours
equates
to
a
traditional
semester
very
similar
minute,
wise.
So
a
student
finishing
a
class
in
29
days,
two
and
a
half
hours
is
a
typical
student
experience.
I
Student,
a
you'll
see,
as
am
algebra
2.2
semester,
two
algebra
two
semester,
two
all
morning
long
hour
for
lunch
and
then
junior
English
all
afternoon,
the
earlybird
art
we're
glad
to
be
offering
art
eight
to
nine
o'clock,
currently
having
Tracy
Melendez
from
North
doing
arts
at
Woodrow
student
B
am
one
guitar
a.m.
to
u.s.
history
and
then
in
the
afternoon,
taking
biology
and
a
fayed
course.
So
between
2
&,
4,
2,
&
4
classes
per
day
for
Woodrow
students
again
back
to
the
senior
survey,
agree
or
strongly
agree.
I
A
bit
about
the
profile
of
Woodrow
students,
as
the
board,
you
might
wonder.
Well-
is
it
North
South
and
Davie
students,
students
who
are
new
to
the
community
who
goes
to
Woodrow
in
the
far
right
column.
We
had
64
graduates
last
year,
61
students
are
responded
to
the
seniors
survey
and
we
had
18
Davies,
17,
15
or
20
from
South,
which
had
put
is
at
55
of
the
61
who
filled
it
out.
However,
of
the
55
that
filled
it
out,
11
of
those
students
had
spent
less
than
a
year
at
Davies,
north
or
south.
I
All
right,
moving
on
understanding
some
more
about
Woodrow,
since
the
six
semesters
29
days
and
a
student
could
conceivably
finish
a
class
finish,
their
last
class
in
September
or
October
or
November.
We
have
an
informal
graduation
lock
when
a
student
finishes
their
last
class.
Currently
this
year
we
have
four
signatures
on
a
scroll.
You
can
see
on
the
right
great
picture,
a
left
picture,
there's
a
piece
of
paper
on
the
wall
and
those
students
have
finished
four.
So
far
this
year,
we're
at
four
graduates.
I
Looking
in
the
middle
two
pictures
down
the
hallway,
it
looks
like
there's
a
whole
lot
of
bodies
and
if
you
could
zoom
in
you'd
see
people
clapping
and
kind
of
open
it
up.
Saying
hey,
congratulations
way
to
go,
and
it's
we
tell
the
graduates
a
neat
way
to
inspire
others.
All
you
have
to
do
is
smile
and
walk
down
the
hall
and
you've
just
inspired
6070
classmates
that
hey
you,
you
can
do
this
all
right,
our
ethnicity,
the
far
four
left
columns
are
our
entire
student
body.
I
That's
not
just
our
seniors
and
then
in
the
far-right
said
we
did
put
in
the
demographics
for
our
graduating
class,
so
2018-19,
for
example,
you'd
see
57%
white
11%,
American,
Indian,
24%,
African,
American,
etc,
and
then
on
the
far
right
side.
You
would
see
the
ethnic
cultural
break,
break
break
down
of
our
of
our
demographics
for
graduates.
I
I
I
One
of
our
PLC's
will
be
presenting
later
tonight
a
little
bit
on
some
more
pieces
to
go
with
this.
This
post-secondary
plans
snapshots
if
you
do
come
to
Woodrow,
there's
I
was
a
puzzle
going
on
in
the
library
third
floor,
brain
break
and
at
this
point,
I'm
going
to
hit
the
pause
button
on
my
presentation.
Parts
you'll
see
up
here
that
kind
of
shift
gears
to
school
accreditation,
advanced
to
advanced,
ed,
now
called
Cagney,
a
continuous
improvement
and
a
school
improvement
plan.
I
The
numbers
you
were
looking
at
earlier
with
students
feeling
save
students,
feeling
accepted
it
all
intertwines,
with
our
improvement
plan
and
our
teamwork
or
growth,
our
trajectory
that
we're
on,
and
we
do
think
it's
worthwhile
for
you
to
see
all
right.
Well,
what
is
the
woodrow
team
collectively
working
on,
so
mr.
keel
is
going
to
lead
you
through
our
sip
goals,.
J
Good
evening,
our
sip
call
school
improvement
process
is
a
continuous
process.
We
have
four
major
goals.
The
first
of
those
goals
is
an
accolades
growth
and
our
accolades
program
is
our
honors
program.
How
do
students
achieve
accolades?
They
hit
the
mark
they're,
getting
a
quality
GPA.
You
know
2.8
or
higher,
as
they
exit
the
class
that
one
of
those
scores
they
are
given
is
called
a
PR,
their
punctuality
and
reliability.
It's
a
student
showing
up
for
class
on
time.
Are
they
prepared?
Are
they
working?
J
Are
they
making
good
use
of
their
class
time
so
as
they
exit
they
get
a
score
on
a
scale
of
1
to
4
their
average
PR
needs
to
be
a
3
or
higher,
and
they
need
to
be
completing
class
on
time
within
that
six
semester
timeline
or
or
less,
and
they
need
to
have
a
good
quality
character,
which
means
they're
not
talking
to
me
about
suspensions.
So
those
are
the
criteria,
so
students
who
hit
that
are
considered
an
accolade
student.
J
We
have
a
breakfast
for
our
students
in
the
winter
and
then
also
we
have
a
graduation
accolade
ceremony
in
May
as
well,
which
is
a
lot
of
fun.
Our
goal
is
to
increase
the
number
of
students
who
graduate
with
accolades.
We
want
to
set
the
bar
high
for
our
students.
This
is
an
easy
way
to
do
that,
because,
as
the
teachers
have
conversations
with
students
about
completions
hey,
you
can
hit
accolades.
Anybody
can
do
that
when
they
come
in
the
door,
they
just
need
to
take
care
of
the
process.
J
So
our
goal
is
to
continue
increasing
the
number
of
students,
and
you
can
see.
We've
had
steady
growth
with
that.
The
other
piece
of
that
puzzle
is
want
to
encourage
our
staff
to
have
those
conversations
with
our
students.
All
of
our
students
are
assigned
to
a
mentor
or
an
advisor,
and
so
we're
trying
to
increase
the
number
of
advisors
who
are
working
their
students
through
the
process
as
well,
so
I
think
students
get
in
those
continual
reminders.
Hey.
You
can
do
this.
J
There
is
a
correlation
between
students
engaging
in
the
advisory
program,
the
accolades
success
and
graduation
and
I'll
come
back
to
that
in
a
little
bit
here,
so
the
advisory
program.
It's
another
piece
of
the
puzzle
like
I
mentioned
all
of
our
students
are
assigned
an
advisor.
They
can
earn
units
when
they
get
to
80
units.
They
actually
ran
a
half
credit.
Students
can
earn
up
to
a
full
year
a
full
credit
of
advisory
during
their
stay
at
Woodrow.
So
there
are
a
number
of
different
pieces
to
that
80
units,
so
there's
completing
courses.
J
They
get
the
PR
points
for
that
checking.
In
with
your
advisor
weekly,
you
get
points
for
that
attending
advisory
meetings,
which
is
like
our
conferences.
We
do
that
five
times
a
year.
Community
service
is
a
part
of
it.
Post-Secondary
exploration
is
a
part
of
it.
There's
a
project
the
student
has
to
complete
as
a
part
of
it.
So
it's
a
pretty
comprehensive
program.
J
The
student
needs
to
do
quite
a
bit
of
work
to
get
to
the
the
Advisory
credit,
but
we
want
to
encourage
students
to
engage
in
that,
and
you
can
see
here
from
the
data.
We
are
increasing
the
number
of
students
who
are
engaging
in
that
process,
I
think
in
the
last
two
years
we've
had
one
student
who
earned
the
Advisory
credit
that
didn't
complete
graduation
or
is
still
working
on
it.
J
J
Goal
number
three
is
an
academic
goal.
It
is
about
algebra
2
and
if
you've
looked
at
the
choice,
ready
criteria,
you'll
note
that
completing
algebra
2
is
one
of
those
pieces
of
demonstrating
college
readiness.
Number
one
indicator
of
a
student's
potential
for
success
at
a
college
is
completing
successfully
algebra
2,
and
so
this
data
is
the
number
of
Woodrow
students
who
complete
Houser
row.
Two
and
so
many
of
our
students
who
come
in
the
door
have
already
completed
the
algebra
two.
J
So
we're
not
including
them,
but
these
are
the
students
who
actually
came
to
Woodrow,
Wilson
and
finished
the
first
and
or
second
semester
of
algebra.
Two
last
year
we
had
seven
students
finish
that
we
also
want
to
increase
the
number
of
students
engaging
or
trying
algebra
two
because
more
students
who
try
it
the
more
likely
we
are
to
have
some
success
with
that,
so
encouraging
our
students
to
do
that
through
our
advisors,
increasing
the
number
of
students
taking
algebra
two
and
then
lastly,
the
volunteer
community
service
programming.
J
We
encourage
our
students
to
get
involved,
we're
really
lucky
to
be
in
the
Agassiz
building.
We
have
14
programs
under
one
roof
and
so
there's
lots
of
opportunities,
as
you
can
see
on
the
right.
Those
are
some
examples
of
opportunities
that
our
students
had
available
to
them
last
year
to
work
in
their
community
to
engage
with
their
school
community.
J
The
more
engaged
that
students
get
with
their
school
community,
the
more
likely
they
are
to
stick
around
and
graduate
also
completing
25
hours
or
Morris,
is
one
of
the
choice,
ready
criteria
again
and
so
we're
looking
at.
How
can
we
best
prepare
our
students
for
what
happens
after
high
school
questions
about
these.
J
We
also
have
fun.
Last
year
the
we
had
a
pizza
luncheon
with
one
of
our
Supreme
Court
justices,
and
so
we
do
have
some
fun
as
well.
We
have
a
lot
of
good
times.
Last
year
we
also
had
an
art
project
on
the
second
floor,
encourage
you
to
come
and
come
and
check
it
out.
It's
it's
beautiful.
It
turned
out
really
nice.
So
this
was
student
artwork.
They
got
some
guidance
from
Tracy
in
the
art
department,
but
the
students
did
the
work,
so
it
really
turned
out
fantastic.
G
All
right
had
to
get
the
video
up,
I'm
Jenny
I'm,
the
counselor
at
Woodrow,
and
this
is
Brianna
and
she's.
One
of
our
social
studies.
Teachers
we're
here
today
to
talk
to
you
about
our
PLC
that
we're
a
part
of
at
Woodrow
plcs,
are
broken
into.
Our
staff
is
broken
into
two
PLC's.
One
of
them
focuses
on
behavior,
climate
and
culture,
and
we
focus
on
the
post-secondary
education
and
training
ready.
K
G
Kind
of
a
recap
of
last
year
we
organized
17
sessions
to
help
students
with
future
planning.
They
involve
many
things
from
bringing
businesses
in
schools
in
military
in
or
they
either
had
presentations
or
small
group
talks
with
them.
We
also
had
our
college
application
day
where
the
Bank
of
North
Dakota
pays
for
one
application
for
two:
a
North
Dakota
school
and
had
several
students
apply
for
college
on
that
day,
and
then
we
also
had
Junior
Achievement
come
in,
and
that
was
a
business
community
member
that
came
in
and
taught
about
seven
classes.
G
K
This
year,
our
goals
remain
the
same
as
they
have
been
in
the
past
and
the
way
we're
going
to
help
our
students
achieve
those
is
helping
them
access
resources,
we're
again
preparing
for
a
college
application
day,
which
is
coming
up
very
soon
and
then
in
hopes
to
encourage
more
of
our
students
to
apply
for
scholarships.
We
hope
to
hold
a
scholarship,
Writing
Lab
in
order
to
help
them
answer
some
of
those
basic
questions
that
come
up
on
many
applications
and
just
to
encourage
them.
K
Our
students
tend
to
struggle
getting
those
sorts
of
things
spelled
out
also
helping
them
explore
their
interests,
if
they're
not
sure,
what's
next
or
what
there
may
be
good
at
or
what
they're
interested
in
going
through.
That
are
you
ready,
indeed,
help
them
access
and
find
something
they
they
are
interested
in?
K
How
do
you
build
your
resume?
How
do
you
access
references
so?
Who?
Should
you
ask
how
much
time
should
you
allow
for
them
to
write
a
letter,
those
sorts
of
things
and
then
interview
skills
as
well
I'm
getting
some
of
those
softer
skills
for
them?
So
they
can
be
ready
to
step
into
that
interview
and
accept
employment.
G
L
What
brought
me
here,
it's
kind
of
a
complicated
story
to
start
with
I
was
diagnosed
with
cancer
my
freshman
year,
so
that
was
North
High,
which
was
my
home
school
and
I
came
in
they're
already
starting
an
academic
stuff
that
stuff
like
that
and
I
started
getting
behind
in
school,
so
I
missed
out
on
a
bunch
of
opportunities
and
I
had
to
cut
some
of
the
curricular
activities.
I
was
in
as
well,
and
there
was
just
always
constant.
N
M
O
P
O
L
It's
not
gonna
came
into
a
draw.
I
realized
that
there's
many
kids
who
are
all
different
in
a
way
they
all
have
their
own
story
of
how
they
came
into
wardrobe,
not
necessarily
anything
into
doing
with
anything
juvenile
behavior
or
anything
like
that.
Most
of
these
kids
all
have
one
goal
and
that's
to
graduate
and
that's
what
they're
hoping
to
reach
for
in
the
end.
In
the
end,
game,
I
would.
L
Kind
of
goes
with
what
I
said
earlier,
but
it's
just
one
of
the
things
that
I've
always
wanted.
You
know
I
see
education
as
an
opportunity.
Not
many
places
get
to
have
access
to
such
things,
and
you
know
it's
just
worth
taking
advantage,
you
know,
I
was
I
had
a
hard
bump
and
I
was
able
to
overcome
that
and
I'm
kind
of
just
grateful.
You
know
I'm
thankful,
that
would
rule
was
here
to
be
there
or
be
that
building
and
just
provide
that
sanctuary
for
me
to
complete
my
schooling.
A
B
Presenters
paused:
are
there
any
questions?
I,
don't
think
I,
don't
think
it
was
because
there
was
a
lack
of
interest.
I.
Think
we're
all
just
like
deeply
interested
in
this
information
and
I
always
look
forward
to
this
report,
because
it's
just
it's
all
goodness.
I
recognize
hey-zeus
from
giving
him
his
diploma
and
some
of
the
others
and
remembering
his
story
of
being
ill.
But
I
wanted
to
go
back
to
a
slide
earlier
on
that
talks
about
it.
B
Has
the
percentages,
breaks
down
the
ethnicity
and
then
the
2018-19
graduate
percentages,
and
so
I
just
would
like
you
to
walk
us
through
that
a
little
bit
to
give
us
a
better
explanation,
or
maybe
it's
just
me
a
better
explanation,
because
I
think
I
understand
it.
But,
for
example,
if
we
look
at
say
the
Asian,
Pacific,
Islander,
2018-19,
two
percent
and
then
graduate
zero
percent,
that's
just
helped
us
understand
where
those
students
are
they're
all
at
their
own
they're,
all
going
about
it
at
their
own
pace
right.
B
I
The
the
age
of
the
graduates,
so
is
this:
by
cohort,
when
we
had
64
graduates
were
what
percentage
were
of
that
was
a
graduation
year.
Cohort
I
don't
have
that
data
readily
a
value
available
to
you,
I
heard
from
Maya
in
the
interviews
saying:
I'm,
a
junior
Brianne
I'm,
a
junior.
We
probably
had
four
or
five
juniors
a
whole
lot
of
a
senior
cohort
and
then
some
super
seniors
and
a
couple
of
what
we
call
super
duper
seniors
and
when
the
students
commented,
we
don't
give
up
on
them,
we're
there
with
them
till
the
age.
B
Right,
yeah
and
I
wasn't
looking
for
any
more
details
in
terms
of
numbers,
but
just
kind
of
again
the
the
general
sense
of
it's
a
program
that
allows
the
students
to
work
at
their
own
pace
and
very
accommodating
as
long
as
they're
you
know
committed
and
that
it
doesn't
that
having,
for
example,
a
zero
percent
in
terms
of
graduation
under
SI
asian
pacific-islander,
isn't
isn't
a
negative.
It's
probably
because
those
folks
are
still
working
their
way
through
I.
Guess
that's
what
I'm
trying.
J
Q
I,
don't
think
people
stop
to
realize
how
important
would
role
is
essentially
you're,
taking
50
to
60
kids
every
year
that
that
would
fall
through
the
cracks
and
would
not
have
gotten
a
diploma
and
you're
giving
them
a
real
chance
at
life
I,
it's
probably
in
my
opinion,
the
best
school
we
have
in
Fargo
and
I
really
thank
all
of
you
that
that
works
so
hard
to
make
it
a
success.
I
had
one
question
you
you're
sick
semester
is
29
days.
I
On
the
maximum
said,
we
do
a
five-day
extension
to
34
days.
If
there's
extenuating
circumstances,
the
rust
is
getting
shaken
off.
If
you
will,
a
teacher
will
extend
that
a
bit
further.
We're
not
helping
us
too
much,
though,
for
having
40
45
day
completions,
because
they're
only
going
to
earn
four
credits
in
the
year,
so
typically
plus
five,
a
five
day.
Extension
on
the
how
fast
side
we
allow
students
to
bridge
in
work.
We
will
check
PowerSchool
if
a
student
has
been
in
Western
Civ
and
then
they
come
to
Woodrow
our
Twitter.
I
A
teacher
will
look
through
and
see
which
units
have
been
completed
with
a
passing
grade
and
they
will
exempt
those
for
the
students
later
catching
up
with
them.
On
the
final,
so
the
student
showed
mastery.
You're
gonna
have
to
show
mastery
again
on
the
final
I'm
not
going
to
have
you
do
redo
all
of
this.
This
work
that
you've
done
so
I,
actually
don't
have
an
exact
number
that
the
shortest
in
in
the
teens,
because
a
student
is
bridging
in,
is
bridging
in
work
in
the
teens.
A
Nicely
said
mr.
Paulson
I
I,
don't
think
we
have
the
answer
for
this
tonight,
but
I
would
be
interested
to
know
in
the
future,
with
the
conversion
of
a
number
of
minimum
number
of
days
of
instruction
versus
that
legislative
change
to
ours.
How
that
affects
block
scheduling,
I
think
we
don't
need
to
get
into
that
tonight,
but
I'd
be
curious
to
see
that
and
I
also
want
to
note
graduation
rates
in
North,
Dakota
and
I.
A
Think
that
sometimes
we
don't
always
compare
apples
to
apples,
because
not
every
kid
is
going
to
graduate
exactly
at
the
same
time
is
what
they
started
with
they're
kindergarteners
and
our
graduation
rates
are
brighter
then
sometimes
they're
reported
they
just
might
not
happen
to
graduate
at
the
same
time
as
what
they
were
intentionally
versus
if
it's
supposed
to
do
initially
and
so
I.
Thank
you
for
your
work,
because
you
do
indeed
give
these
students
a
bright
future
and
the
customized
learning
environment
is
really
helping
them.
So
thank
you
for
your
work.
I
I
I
So
continuing
with
presentation
tonight,
yell
here's
a
quick
picture
of
IDI
clap.
They
do
a
field
trip
to
the
village
in
you'll,
see
steep
reinstate
the
bottom
grant.
Funding
has
slowly
dried
up
from
a
few
different
grant
sources
and
at
the
district
level
the
whole
AL
team
is
very
thankful
appreciative
to
board
and
superintendents
that
we've
maintained
programming
through
it.
A
couple
of
very
subtle
changes,
but
we
have
sustained
through
through
some
pretty
significant
grant
reductions.
I
I
This
particular
slides.
So
as
of
October
of
2019,
we
have
qualifying
students
917
qualified
students.
The
second
are,
the
bullet
at
the
tops
is
qualifying
ELP
access
or
access
screener
score.
That
is
the
only
way
a
student
qualifies
for
al
they're
screened
or
they
have
an
access
score
in
educating
that
they
have
a
deficit
in
in
english/language.
I
I
This
slide
it's
probably
best
to
look
at
in
your
packet
because
the
numbers
are
going
to
be
small.
Oh
I
think
the
most
important
piece
is
that
you're,
looking
at
23
Fargo
public
school
sites,
there's
no
zeros
anywhere,
meaning
there
are
no
ELL
students
in
that
building.
A
different
way
of
saying
that
is
that
100%
of
Fargo
public
schools
have
ELL
students
with
within
the
building,
highlighted
numbers
at
the
bottom,
trying
to
make
some
sense
of
that.
For
2018-19
we
served
1080
students
at
any
given
time.
I
Our
range
for
the
year
was
904
to
935
students
with
student
mobility.
We
never
got
above
935,
we
never
got
below
904,
but
we
did
serve
1080
unique
students
over
the
course
of
the
year.
What
does
that
mean?
We
screened
them?
We
wrote
an
ILP
for
him.
We
put
together
a
plan
for
them.
We
implemented
the
plan
for
them.
We
access
tested
them
until
they
left.
Is
that
at
some
point
so
numbers
by
building
trend
out
of
through
the
years.
I
Current
and
exited
ELL
students
by
year
the
that
we
kind
of
show
up
one
of
the
first
jokes,
where
the
e
L
team
is
that
our
job
is
to
move
students
out
of
our
program.
We
exist
to
exit
students.
We
want
to
get
students
out
as
fast
as
we
can
and
having
said
that,
they
build
some
tremendous
relationships
with
the
students
as
they're
helping
them
to
exit
exit
al
programming.
This
number
would
reflect
the
current
students
that
we,
as
well
as
those
who
exited
yell,
so
the
trend
data.
I
Looking
back
to
2014-15,
there
were
1390
Els
students
in
Fargo,
Public,
Schools,
I'm
gonna,
guess
there
was
900
active
II,
ELL
students
and
probably
about
400
for
Meriel
students
that
had
successfully
exited
the
only
way
you
exit.
You
must
pass
the
access
test
to
demonstrate
language
proficiency.
There
will
be
a
slide
on
that
a
little
later
and
then
the
Astra's
says
this
was
pulled
on
10
of
2018.
We
do
predict
by
the
end
of
the
school
year
with
the
in
and
out
we're
gonna
be
up
around
the
1400
mark.
I
I
This
this
particular
slide,
a
little
bit
of
rehashing
of
data,
would
draw
your
attention
to
the
the
second
bullet.
The
combines
current
al
students
with
exited
AL
students
making
up
about
12%
eleven
point:
nine
percent
of
the
student
population
in
the
last
school
year.
So
twelve
eleven
point,
nine
percent
of
all
Fargo
public
school
students
are
either
al
or
for
Meriel
students
of
those
students.
Forty-Eight
percent
of
them
were
born
in
the
US.
Fifty-Two
percent
were
immigrants
and
of
the
fifty-two
percent
that
were
immigrants.
Thirty-Four
percent
of
them
are
refugees
in
terms
of.
I
When
does
this,
when
is
somebody
no
longer
regarded
as
a
refugee?
That's
a
there's,
there's
not
a
very
clear
answer
on
that.
One:
are
you
not
a
refugee
after
two
years
or
four
years?
Are
you
I
was
a
refugee?
At
what
point
do
you
lose
that
title
of
refugee,
but
from
our
data
of
the
52
percent
immigrants,
thirty-four
percent
being
refugees.
I
Students
entering
I
think
it's
helpful
for
you
to
understand
that
we
have
a
something
to
see
it's
a
beautiful
registration
process
within
Fargo
public.
We
have
some
really
smart
tech
people
in
this
district
office
that
the
online
registration
PowerSchool
packet
has
a
home
language
survey
as
part
of
the
digital
packet.
I
I
R
R
R
That
would
be
that
whole
nine
hundred
and
some
that
David
was
speaking
to
you
about
Rita,
does
stand
for
Wisconsin,
Illinois,
Delaware
and
Alabama,
and
then
there
was
four
states
who
got
together
and
said.
We
need
a
common
assessment
to
see
if
our
students
are
learning
language,
it
started
out
with
four
and
then
it
went
to
38,
I
think
currently
38
or
39.
So
it's
going
to
be
nationwide
soon.
R
We
have
this
is
a
guidance
from
the
state
who
would
like
to
see
kind
of
us
and
across
the
board
so
that
everybody's
getting
the
same
type
of
service,
most
students
who
are
a
level
one
get
more
service
and
you
can
see
at
guiding
up
to
a
level
four.
They
would
get
less
service
at
the
elementary
which
I
would
like
to
speak
to
is
we
give
students
as
I
kind
of
call
it
a
literacy
block
because
we're
working
on
listening
speaking
reading
writing.
We
have
to
be
very
careful
what
we
take
them
out
of.
R
We
can't
take
them
out
of
whole
group
math
whole
group
language.
We
try
to
take
them
out
of
something
which
would
be
called
at
the
elementary
they
have
dailies
so
once
they
have
their
whole
group
instruction,
then
they
are
doing
small
group,
stuff
and
rotating,
and
so
we
try
to
take
them
out
of
one
of
those
things
that
we
we
call
ourselves
one
of
their
dailies
depending
on
their
level.
It
might
be
two
of
their
dailies.
R
We
might
be
all
of
their
dailies
because
dailies
is
for
an
hour
just
depends
on
the
level
of
students
to
make
sure
they
get
what
they
need.
How
long
does
it
take
to
learn?
English
well,
Bicks
is
social
language,
and
that
takes
about
one
to
three
years
and
to
be
have
academic
language
to
be
able
to
speak,
as
a
native
speaker
can
take
five
to
seven
at
the
elementary
ell
services
can
be
a
pullout
instruction.
R
That's
what
I
do
at
Lewis
and
Clark
and
a
happy
addition
to
my
day
has
been
McKinley
this
in
the
mornings
we
have
teachers
who
support
journeys,
which
is
the
mainstream
curriculum.
They
will
go
into
the
classroom.
They
will
pre
teach
what's
coming
in
for
journeys
so
that
the
kids
are.
They
have
the
knowledge
to
answer
questions
in
their
in
their
classrooms,
and
that
is
something
that
is
for
students
who
are
not
brand
new
to
English.
That
really
gives
them
a
confidence
boost
in
their
in
their
homeroom
class.
R
I
All
right
for
middle
school,
we
have
the
sheltered
al
classes,
as
you
see
language,
arts,
reading
math
social
studies
and
resource
new
for
the
current
school
years
pilot.
If
you
will
middle
school
principals,
dr.
gross
me
meeting
I'm
along
with
al
teachers
and
we're
offering
social
studies
sheltered
instruction
at
both
Carl
Ben
Annette
Discovery
and
in
teaching
with
mr.
macclay
again.
He
says
he
has
some
repository
of
of
social
studies,
sheltered
al
in
middle
school,
more
collaboration
with
the
site,
literacy,
team,
I.
I
Think
the
owners
to
understand
that
part
is
as
a
student
is
attaining
certain
levels.
Is
it
better
to
pull
them
out
of
social
studies
or
science
to
get
e/l,
or
is
it
more
appropriate
for
them
to
continue
in
mainstream
science,
and
then,
let's
give
them
a
resource
room?
Is
there
a
literacy?
What's
the
literacy
team
for
the
building,
and
how
can
we
work
together
to
support
this
student
slowly,
leaving
the
sheltered
yell
instruction
set
up.
D
I
Would
also
highlight
that
these
al
teams
of
teachers
they're
promoting
promoting
cultural
awareness
and
diversity
celebration
within
their
buildings.
They
take
that
very
personally
middle
school
tools.
You
see
reach
again
little
duolingo
system,
44,
read
180
high
school
yell
services,
sheltered
instruction
in
all
classes.
High
school
is
for
credit.
I
The
students
need
to
obtain
24
credits
to
graduate
and
we
are
providing
sheltered
instruction
in
English,
which
would
mean
it's
all
al
students
in
a
pullout
English
taught
by
a
highly
qualified
English
language
arts
instructor,
who
is
also
IL,
certified
same
for
the
other
content
areas
of
math
social
science
and
resource
again.
The
collaboration
should
the
student
take
an
L
econ,
or
should
they
take
mainstream
econ
trying
to
set
the
optimum
course
of
trajectory
for
each
student
before
I
introduce
a
student
who's
going
to
do
she's
going
to
talk
about
this
next
class?
I
One
quick
celebration
shoutout
from
a
previous
slide
if
you'll
notice
exiting
and
access
looking
at
the
top
something
major
happened
in
2017,
with
a
recalibration
with
the
WIDA
exam.
It
really
is
done
with
best
intention,
good
intentions,
and
that
is
that
exit
atl
students
across
the
nation
weren't
doing
so
hot
in
the
mainstream.
So
the
federal
level
said
we're
gonna
go
up
a
notch.
Getting
out
of
Yale
is
not
here.
Getting
out
of.
Pl
is
right
here,
so
the
whole
assessment
was
recalibrated.
I
It
also
went
to
being
an
online
instead
of
paper
pencil
and
there's
a
lot
of
changes
with
it.
So
if
you
look
at
the
numbers
across
the
bottom
2015-16
that
94
students
exiting
on
the
previous
lower
bar
paper
pencil,
that
was
a
very
typical
number,
a
little
over
10
percent,
12
percent
welcome
to
2016-17
shock
and
awe
amongst
the
e
l
teachers
of
whoa.
I
I
Think
the
team
optimistic
this
next
year
that
we
should
probably
be
at
least
up
to
50,
or
so,
if
not
even
stronger,
so
just
a
very
positive
Kudo
shout
out
to
the
e
L
teachers
for
saying
you
have
a
new
bar
for
us,
we'll
bring
students
to
this.
This
new
bar
and,
like
I,
said
I
predict,
will
be
in
the
50s
or
even
higher
next
year.
All
right,
the
next
student
introduces
hoops
is
gonna
talk
with
you
about
a
class
and
when
I
say
the
student
is
part
of
the
Yale
program.
I
I,
don't
know
if
she
speaks
another
actually
she's
in
Spanish
for
I
just
met
her
tonight.
Melissa
Hanson
gonna
come
up
and
talk
about
Al
at
South
she's,
a
senior
and
I'll
leave
a
little
bit
of
mystery
to
a
Spanish
for
speaking
student
coming
in
to
talk
about
eel
programming,
the
name
of
the
class
is
called
partnership
with
new
Americans.
S
S
We
have
a
pet
fest
every
year
and
in
our
class
this
year
we
got
together
like
we
all
did
face
painting
and
we
talked
about
what
pet
fest
is
and
what
homecoming
is
and
every
mentor
picked
something
they're
really
passionate
about
and
they
teach
the
all
of
the
class
about
it
and
Chloe
chose
yoga.
And
so
this
is
us
doing
yoga
and
the
first
day
of
school.
S
S
This.
Is
them
learning
about
welding
last
year
they
they
were
just
doing
like
a
little
presentation
about
all
of
like
the
different
classes
that
you
can
take
at
so,
and
this
is
another
picture
of
the
presentation
at
ed
Clapp,
and
this
is
like
the
actual
presentation
part
I'm
done
now.
Do
you
any
questions.
I
R
I'm,
a
part
of
the
summer
school
admin
team,
we
had
a
extended
program
that
kind
of
the
teacher
came
to
us
from
the
teachers
actually,
and
they
said
we've
been
doing
this
during
our
time
and
we'd
like
to
do
something
later
in
the
summer
and
see
how
it
works
there.
And
so
we've
got
some
information
on
that
too.
Here
you
see
some
summer
school,
it's
60
hours,
three
weeks
in
the
mornings
and
then
on.
R
Then
we
got
back
together
with
parents
for
a
snack
lab
where
if
we
read
The
Very
Hungry
Caterpillar,
where
we
made
caterpillars
out
of
grapes
and
then
we
they
turn
into
popcorn
butterflies
and
then
more
class
time
and
at
the
very
end,
was
30
minutes
of
an
activity.
And
if
you
saw
some
of
the
dads
get
into
the
obstacle
course
that
we
made
out
of
pool
noodles,
you
would
know
that
this
was
a
great
program
and
it
with
our
oh
I,
think
I
did
one
too
many
taps.
R
I,
don't
know
how
that
got
there,
but
the
pictures
is
covering
up
the
data
and
we
had
students
through
this
pilot
program
that
was
brought
to
us
from
the
teachers
they
actually
increased
from
two
to
four
reading
levels
and
the
reading
levels
go
from
A
to
Z.
So
if
you
think
of
going
for
two
whole
letters,
if
you
went
from
a
J
to
a
K
L
M,
that
is
a
very
good,
very
positive
increase.
I
The
pilot
program
is
a
six-week
program,
so
they
double
the
length
and
a
bit
more
strategic
than
traditional
summer.
School
was
the
Jefferson
pilot
program.
The
state
does
allow
for
double
allows
for
six
weeks,
if
you
will
of
summer
school,
and
we
took
advantage
of
it.
Another
example
of
superintendents
hearing
a
proposal
saying
alright,
let's
go
for
it.
This
should
be
good
for
students
and,
let's
see
what
what
what
comes
of
it
and
the
team
of
teachers
rocked
it.
I
Voyons
is
a
new
program
that
we
are
rolling
out
this
year,
dial
in
interpreter
service.
If
you
will,
if
right
now,
we
had
to
make
a
call
for
Swahili,
French
I
think
they
have
270
languages
within
a
minute.
We
would
have
an
interpreter
on
the
phone
who
would
be
helping
us
to
communicate
with
a
non-english
speaker.
This
is
being
pushed
out
building
white,
it's
not
just
the
ELT
Jers.
It
would
be
entire
buildings,
the
office,
the
admin
assistants,
the
teachers.
I
Each
building
is
and
has
encourages
their
teachers
to
use
this
tool
as
much
to
enable
communication
to
the
same
level
as
an
English
speaker.
So
if
they
have
a
student,
who's
really
been
kind
of
struggling
and
rocked
it
and
they
want
to
pick
up
the
phone
and
say
hey
just
let
you
know,
Timmy
did
a
great
job,
the
voyons
detour
of
two
minutes
to
get
an
online
interpreter
or
not
online,
but
over
the
phone
interpreter
pushing
it
out
throughout
the
entire
district,
and
it
is
being
extensively
used.
C
Thank
you
very
much
when
we,
when
you
talk
about
it,
taking
five
to
seven
years,
become
academically
proficient
at
speaking
English.
If
we
have
somebody
coming
into
the
program,
then
in
middle
school
or
high
school,
they
would
not
be
proficient
before
they
would
typically
graduate
do.
We
have
some
kind
of
wraparound
services.
Are
they
able
to
stay
with
the
district
if
they
run
into
those
issues
of
not
being
able
to
graduate
as
a
typical
student?
Would
the.
I
The
Yale
student
would
have
the
same
access
to
public
education
until
age
21.
The
goal,
though
at
the
high
school
level,
is
to
graduate
with
their
cohort
within
within
the
four
years,
is
national
recommended
practice
that
it?
That
is
the
that
is
the
goal
and
what
you
know
what
you're
hinting
at
as
well.
If
we
waited
a
year
or
two,
they
came
as
a
sophomore
and
they
speak
no
English.
A
Remember
for
many
years
ago,
mr.
Burkhardt,
that
our
PLL
students
are
almost
like
in
a
LRE
least
restrictive
environment.
They
they
cannot
be
removed,
separated
either,
which
we
wouldn't
want
to
do,
but
is
that
still
true
cuz
we're
weaning
them
back
into
the
mainstream
classroom
as
much
as
possible?
That's
the
goal.
The.
I
Goal
would
be
to
give
them
the
most
rigorous
learning
environment
that
that
where
they
would
be
successful,
finding
that
sweet
spot.
If
I
can
do
this
in
frustration,
it
might
be
in
a
sheltered
class
or
it
might
be
in
a
in
a
mainstream
class
with
with
outside
supports.
As
far
as
who
makes
that
decision
similar
to
special
education
that
your
reference,
the
ILP
team,
the
the
language
team,
would
make
that
decision
about
what
would
be
the
best
trajectory
or
modifying
it.
On
the
on
the
fly.
A
H
First,
off
I
think
I
want
to
just
give
kudos
to
mr.
Brickman
and
our
entire
IL
team.
We
have
a
phenomenal
ell
program
with
some
really
dedicated
staff
for
some
of
our
learners.
In
fact,
our
program
has
been
recognized
statewide
as
well
to
the
point
where
some
of
our
ell
services
are
being
utilized
to
provide
dl
services
for
smaller
and
more
rural
districts
across
the
state
and
I
was
just
wondering
if
you
can
give
the
board
members
a
little
brief
summary
about
some
of
the
programming
we're
getting
there.
I
If
you're
familiar
with
the
product
called
zoom
face
to
face,
this
meeting
could
be
zoomed
anywhere
and
maybe,
if
you're
not
able
to
attend
a
board
meeting,
you
might
zoom
in
through
a
partnership
with
Department
of
Public
Instruction.
They
grant
funded
the
start
of
a
program
to
zoom
email
classes
across
North,
Dakota
from
Fargo
classrooms,
Davies
or
or
South
multiple,
multiple
meetings
with
those
al
teams
with
the
state
with
the
superintendent's
we
currently
are
zooming
to
four
students.
I
You
might
wonder:
okay,
well,
current
status
for
students
in
Watford
City
and
one
student
in
Wahpeton,
other
students
exploring
exploring
the
idea
and
the
reason
the
state
levels.
Support
for
it
is
very
high,
is
because
there's
a
North
Dakota
is
becoming
more
diversified
and
many
smaller
districts
are
getting
their
first
al
students
in
grades
K
through
8,
there's
some
simpler
solutions
for
providing
service,
but
that
high
school
diploma,
with
those
credits
that
are
necessary
for
graduation,
a
teacher
needing
to
be
both
ela
and
yell.
I
I
Night
and
and
again
think
it's
board
and
in
superintendent
and
cabinet
some,
both
programs
just
know
that
they're
supported
and
it
does
make
a
difference
when
you
have
staff
working
rolling
up
their
sleeves,
giving
it
their
100%
to
know
that
supported
at
the
board
and
superintendent
level.
So
thank
you
for
that.
Thank.
A
D
U
U
Those
quick
short
assessments
of
teachers
use
to
drive
instruction
to
more
of
the
summative
pieces,
like
I'm,
going
to
talk
a
little
bit
about
tonight
around
a
CT,
but
how
they
create
really
a
balanced
assessment
plan
for
our
students
that
help
our
staff
and
our
group
of
educators
to
really
make
a
difference
in
the
lives
of
kids.
So
as
we
look
at
that,
the
one
piece
we're
looking
at
tonight
is
our
grade:
11
American,
College
testing,
benchmark
scores
or
AC
T
and
in
the
strategic
plan,
the
piece
it
talks
about.
U
It
says
the
percentage
of
students
meeting
those
AC
t--
benchmark
scores
for
English,
algebra,
social
studies
and
biology
will
increase
annually.
So
that's
some
of
the
data
I'd
like
to
share
with
you
before
I.
Do
that
just
a
quick
reminder
that
the
benchmark
scores
really
are
developed
by
a
CT
and
what
they
are
is
they
are
a
predictability
score.
So
if
a
student
scores
at
a
certain
level
or
higher
on
one
of
the
sub
tests,
they
are
50%
chance
of
attaining
a
B
in
a
college
bearing
class.
U
It's
similar
to
that
that
first
year
of
college
or
75
percent
chance
of
getting
a
C
or
higher
in
that
same
course,
so
that's
where
that
score,
that
benchmark
score
comes
from.
So
as
we
look
at
that,
what
are
those
scores?
In
the
middle
column,
there
looks
at
English,
math
reading
and
science.
The
column
to
its
right
would
be
those
benchmark
scores
so
18
for
English
22
for
math
22
for
reading
and
23
for
science.
U
As
we
look
at
the
data
tonight,
we
need
to
I
just
like
to
draw
your
attention
that
this
is
the
11th
grade
assessment
that
we're
looking
at
many
students
will
take
the
a
CT
assessment
as
a
senior
as
well,
and
some
may
even
take
it
more
than
two
or
three
times
to
try
to
better
their
score,
because
this
is
used
for
admission
into
colleges
and
universities.
It's
also
used
for
scholarship
work
in
North
Dakota.
We
give
this
assessment
to
all
of
our
eleventh
grade.
U
Students,
so
when
we're
looking
at
these
cut
scores
and
a
student
takes
the
assessment
as
an
11th
grader,
they
still
have
the
opportunity
for
one
more
year
of
instruction
in
mathematics
and
one
more
year
of
instruction
in
science
and
so
on.
So
this
is
where
they're
at
at
this
point
in
time
in
their
11th
grade
year,
to
give
some
context
to
the
data
that
we'll
be
looking
at
tonight.
Just
wanted
to
give
an
example
or
show
how
Fargo
Public
Schools
district
data
looked
in
comparison
with
the
state.
U
U
You
compare
that
to
Fargo
with
those
same
two
years
and
again
this
is
our
11th
grade
students.
You
can
see
that
between
the
1718
school
year
in
the
1819
school
year,
the
mean
score
in
those
different
sub
tests
was
larger
in
1819
than
it
was
in
1718.
The
students
in
Fargo
public
schools
are
doing
very
well
now.
This
is
not
the
same
group
of
students.
This
is
11th
grade
students
in
1718
and
then
11th
grade
students
in
1819.
U
So
now,
I
want
to
bring
us
back
after
trying
to
provide
some
of
that
context
to
what's
in
the
strategic
plan,
and
we
want
to
look
at
the
percentage
of
students
who
meet
those
benchmarks
scores
in
those
four
sub
tests.
So
as
we
pull
that
data
out,
what
this
is
is
we
look
at
the
percentage
of
students
in
1718,
that's
the
red
or
orange
bars,
and
the
percentage
of
students
in
1819
the
green
bars
who
are
at
those
scores
or
cut
scores
as
11th
graders
again
as
I
kind
of
led
us
into
this
conversation.
U
Students
still
have
one
more
year
of
instruction
in
most
of
these
subject,
areas
to
improve
that
and
to
get
closer
to
those
cut
scores
and
many
students
will
take
this
assessment
again
on
their
own
as
they
try
to
to
improve
upon
that
score.
But
you
can
see
where
we're
at
when
it
comes
to
the
percentage
of
students
in
their
junior
year
who
have
met
that
cut
score.
U
The
idea
is:
what
do
we
need
to
make
sure
that
is
in
all
of
those
classes,
as
we
prepare
students
for
high
school
and
this
assessment
are
in
place.
So,
as
we've
talked
in
the
past
about
our
scorecard
towards
standards-based
instruction,
as
we
talk
about
what
those
most
important
learning
targets
are,
it's
the
work
of
our
staff,
who
are
looking
at
those
who
are
betting
them
into
their
classes
and
coursework
and
overtime,
will
then
be
using
those
formative.
Those
quick
assessments
to
get
some
back
more
feedback
to
drive
the
instruction
in
their
classroom.
U
U
One
other
piece,
I
just
thought
it
might
be
interesting
to
look
at,
and
this
is
not
in
the
strategic
plan.
It's
just
an
additional
result
is
one
thing
that
we
do
internally,
at
least
in
teaching
and
learning.
Is
we
try
to
look
at
those
benchmark
scores
remaining
where
they're
at
or
increasing
each
year?
So
how
are
we
doing
when
it
comes
to
the
curricula
that
we
are
providing
to
our
students
and
are
we
seeing
an
increase
again
not
with
the
same
students,
but
at
that
grade
band?
Which
brings
you
back
to
the
data?
U
I
showed
you
before.
As
we
look
at
the
students
in
1718
grade
11
compared
to
the
grade
11
in
1819,
and
we
do
see
that
that
mean
score
is
increasing
in
all
of
those
different
areas.
Again,
this
is
not
part
of
the
strategic
plan,
but
internally
we
would
say
that
we
have
met
five
of
those
five
goals
of
increasing
that
or
at
least
remaining
stable,
as
we
continue
through
that
process.
So
that's
the
data
is
that
we
have
around
a
CT
the
data
that
ties
directly
to
the
strategic
plan,
but
also
some
other
data.
U
Think
that's
what
each
and
every
district
is
asking
those
questions.
It's!
What
each
and
every
district
is
looking
at
to
say:
what
do
we
need
to
do
in
making
sure
that
we
are
preparing
students
for
those
appropriate
classes?
Much
of
this
is
again
the
idea
that
a
student
reaches
that
cut
score
by
the
time
they
exit
us.
It
all
depends
on
what
courses
or
classes
that
student
may
have
had
up
to
that
point.
U
We
all
know
that
a
student
is
going
to
have
English
for
after
this
assessment
is
given,
some
students
may
not
have
had
algebra
two,
like
we
heard
from
our
Woodrow
Wilson
presentation,
that
that
is
a
goal
to
get
everyone
to
that
algebra
two,
because
that
is
a
very
large
predictor
on
how
students
will
perform
on
this
assessment
as
well.
So
it
really
would
be
based
on
each
individual
district.
Having
those
conversations,
what
I
know
is
internally,
what
we
are
talking
about
is,
let's
make
sure
that
those
essential
learning
outcomes
are
articulated
along
the
way.
V
U
There
are
always
new
questions
that
are
first
tested
field
tested
and
then
added
to
the
assessments
so
that
there
are
changes
over
time.
I
couldn't
say
that
there
was
a
large
overhaul
of
that
assessment,
but
I
would
say
that
there
were
probably
new
questions
that
were
added
and
some
old
that
were
taken
out.
C
U
Would
say
if
we
were
gonna
look
at
the
the
standard
of
error
on
this
or
anything
else.
Certainly,
that
would
fall
within
that
plus
or
minus
range,
so
would
be
hard
for
us
to
pull
something
out
of
that
and
say
that
we're
not
performing
the
way
we
should
as
a
state
the
same
way,
it
all
depends
upon
the
the
number
of
students
who
are
taking
that
assessment.
U
C
U
C
W
U
The
cut
scores
that
are
on
the
screen
right
there,
the
18,
22
and
23,
are
developed
by
a
CT
and
it's
through
a
national
norming
process
really
designed
to
say
what
would
that
score?
Be
that
a
student
has
a
50%
chance
or
so
of
getting
that
B
or
75%
chance,
or
so
to
get
that
C
in
that
first
year
of
college.
U
It's
when
they
get
to
that
point
would
then
be
the
right
spot
for
them,
so
some
students
who
may
accelerate
through
mathematics
because
they
took
advantage,
maybe
of
our
gifted
and
talented
math
in
the
Fargo
public
schools-
may
have
had
the
prerequisite
courses
to
have
all
the
knowledge
needed
to
get
to
that
score
where
others
who
may
not
have
finished
algebra
to
by
the
time
they've
taken.
This
assessment
did
not
have
all
the
learning
opportunities
that
others
may
have.
U
A
Want
to
do
you
have
something
to
David,
okay,
I
would
say
for
having
recent
grad
when
this
became
state
law
that
every
student
was
required
to
take
a
CT
or
WorkKeys
based
upon
the
state
scholarship
of
achieving
a
24-point
cut
score,
then
the
state
then
paid
for
everybody
to
take
the
test.
The
first
time
so
and
correct
me.
A
If
I'm
wrong
this,
when
you
take
it
a
second
and
third
time,
students
pay
for
that
on
their
own,
and
so
that
that's
a
little
concerning
to
me,
but
that's
kind
of
at
our
control
right
now,
but
you
can
see
where
there,
but
might
be
some
disparities
in
socio
economics
there.
You
know
if
my
kids
took
it
a
couple
times
and
a
lot
of
kids
that
maybe
have
the
means
to
take
it.
A
second
and
third
time
kind
of
use
this
as
a
practice
test
and
that's
reality.
Q
U
It's
required
for
the
student
take
a
CT
or
the
WorkKeys.
We
are
one
of
the
districts
in
the
state
of
North
Dakota,
who
have
determined
that
this
will
be
our
state
assessment.
So
our
students
do
not
take
the
state
assessment
that
matches
what
in
elementary
or
middle
school
student
will
do
so
even
students
who
would
have
chosen
the
WorkKeys
will
take
a
CT
in
the
Fargo
public
schools.
Q
W
U
Assessment
has
always
been
that
year.
The
idea
is
that
some
students
will
then
get
their
score
and
actually
be
able
to
determine
coursework
for
next
year,
so
that
they
have
one
more
year,
one
more
opportunity
to
fill
in
some
of
the
gaps
that
they
might
have.
It
also
allows
us
to
provide
some
opportunities
actually
for
remediation
or
test
preparation
for
students.
So,
like
president
Nelson
had
mentioned,
many
students
will
use
this
as
a
a
pretest
so
that
they
know
what
they
need
to
do
to
hopefully
be
more
successful
the
next
time
they
take.
It.
H
So
as
we
look
at
studying
kind
of
a
trend,
aid
across
the
state
moving
forward,
I
know
that,
starting
this
year,
the
states
gonna
allow
schools
or
districts
some
districts.
The
option
to
take
the
test
online
and
one
thing
that
mr.
bruckman
shared
earlier
is
that
when
we
de
went
online
info
and
change
scores,
so
would
that
be
something
that
we
would
also
have
to
monitor
next
year
to
see
if
the
percent
of
students
taking
the
test
online
also
shifts
the
potential
of
the
scores,
because
it's
a
new
modality
for
how
the
test
is
administered.
C
U
Absolutely
I
think
anytime.
We
give
any
of
our
assessments,
if
that's
the
state
assessment
or
even
our
reading,
benchmark
assessments
at
the
elementary.
We
want
to
break
it
down
into
how
the
different
subgroups
to
see
if
there
are
areas
that
we
need
to
make
some
improvements
in.
We
are
always
in
a
cycle
of
continuous
improvement
as
a
district
and
so
are
our
buildings.
So
that
is
something
that
we
do
and
will
continue
to
do.
W
U
U
U
The
benchmark
assessment
breaks
it
into
those
four
categories
like
I,
did
as
well
and
gives
a
few
more
years
of
the
history
and
just
like
the
other
set
of
data,
an
individual
can
turn
on
or
off
certain
buildings
so
that
you
can
just
drill
into
the
district
or
a
particular
building
and
then.
Lastly,
the
last
view
that
we
have
online
is
the
AC
T
counts,
and
this
is
a
very
busy
set
of
data.
U
But
what
this
will
do
is
if
we
turn
off
all
the
past
years
and
I
just
have
our
last
year's
assessment
on
there.
What
this
does
is,
it
provides
a
view
on
the
number
of
students
and
their
composite
score,
so
you
can
see
the
spread
of
students
from
not
their
names,
but
numbers
from
in
this
case,
I
got
a
score
of
11
to
those
who
actually
got
a
36
and
as
we
look
at
this,
it
scored
from
0
to
36.
C
A
U
X
Not
really
a
question
just
a
comment
that
I
think
it's
also
important
to
note
that
you
take
these.
These
kids
take
these
tests,
but
hard
work
attitude
and
all
those
things
beyond
taking
that
test
go
far
as
well.
Just
because
you
score
a
20,
you
know
versus
a
36,
you
know
I
think
that's.
Sometimes
we
get
caught
up
into
the
numbers
too
much
and
hard
work
in
the
attitude
goes
a
long
ways
and.
H
Sure
I
have
a
couple
of
updates.
I
just
want
to
share
with
the
board.
First
off
is
that
I
know
when
the
long-range
facilities
plan
was
approved
this
year.
One
of
the
projects
that
we
looked
at
was
potentially
providing
services
for
students
that
would,
on
their
IEP,
say
that
they
would
need
a
setting
D
environment
and
we're
looking
at
a
potential
remodel
or
renovations
and,
in
addition
to
the
school,
to
provide
that
service.
H
Well,
as
we
are
conducting
a
feasibility
study
on
the
potential
of
that
option
and
we
get
ready
to
bring
a
proposal
to
the
board,
we
are
holding
various
stakeholder
meetings
as
well.
A
lot
of
them
are
next
week,
so
we
are
going
to
meet
with
teachers
at
Lewis,
&
Clark
elementary
school
next
Monday,
but
one
thing
I
did
want
to
share
is
that
next
on
October
29th
we're
doing
a
joint
meeting
for
our
family
education
enhancement
team
with
West
Fargo,
public
schools
and
the
agenda
item
is
around
what
does
an
environment
look
like?
H
What
do
our
students
need
that
we
can
provide
some
services
for
some
of
our
students
and
it's
gonna
be
really
an
opportunity
for
any
parents
to
provide
input
on
what
they
think
are
some
services
for
parents,
for
students
both
on
the
facility
side,
but
then
also
on
the
programming
side
and
what
that
looks
like.
So
that's
an
opportunity
that'll
be
held
at
the
Lydell
Education
Center,
and
then
we're
gonna
continue
with
various
stakeholder
meetings
until
we're
able
to
bring
something
to
planning.
That's
really
inclusive
of
different
stakeholders.
H
I've
had
expressed
both
other
concerns
or
fears,
or
things
around
a
setting
deprogram
which
we're
really
trying
to
do
a
school
within
a
school
philosophy
and
really
just
really
identify
the
set
of
services
that
our
students
need
so
wanted
to
share
that
next
week,
there's
gonna
be
three
opportunities:
one
for
teachers
at
Lewis
and
Clark
on
Monday.
That
meetings
been
set
up
through
the
principal
one
is
going
to
be
the
feet
meeting
for
parents,
specifically
parents,
that
work
within
our
special
education
department.
H
We
have
monthly
meetings
and
then
we're
also
gonna
be
meeting
with
different
community
partners.
Next
Wednesday
around
the
district
and
then
November
4th
parents
at
Lewis
and
Clark
will
have
an
opportunity
to
provide
feedback
at
their
PTA
meeting
as
well.
So
that's
one
of
the
things
that
I
wanted
to
share
in
my
update.
Secondly,
just
wanted
to
share
that.
H
Just
this
week
we
received
our
our
annual
update
from
our
SP
as
well
looking
at
our
enrollment
trends
and
where
we
are
as
a
district,
and
we
do
continue
to
grow
on
this
outside,
as
we
know,
but
discovery
in
Daviess.
So
we
are
planning
on
diving
deeper
into
both
our
RSP
report
at
our
December
planning
meeting
and
then
bringing
a
full
report
to
the
Board
of
Education
as
well.
We
have
been
working
with
the
city
as
in
our
long-range
facilities
plan,
to
talk
about
what
is
in
for
infrastructure
timelines.
H
Look
like
on
this
outside
of
town,
I.
Think
as
of
right
now,
we've
been
notified
that
the
land
that
we
own
south
of
76
is
it
wouldn't
be
wise
or
it
would
be
very
active
costly
to
build
on
that
land.
Until
the
diversions
been
figured
out.
It's
really
there
would
take
a
lot
of
work
that
would
be
there,
so
we're
gonna
invite
the
city
to
a
planning
meeting
in
December
to
talk
about
what's
flood
protected
and
where
there's
gonna
be
infrastructure
as
well.
H
So
we'll
talk
about
some
opportunities
there
and
then
lastly,
I
really
just
wanted
to
talk
a
little
bit
about
yesterday
and
I'm
gonna.
Allow
teaching
and
learning
to
kind
of
take
over
this
piece
as
well.
Yesterday
was
our
calendar
committee
had
decided
to
build
in
an
O
school
professional
development
day.
H
It
was
really
a
truly
remarkable
experience
for
our
teachers,
with
the
amount
of
professional
development
opportunities
that
we
offered
in
the
district,
both
from
local
presenters,
our
own
teachers,
presenting
two
presenters
statewide
and
nationwide
as
well,
that
we
brought
in
we've
got
a
lot
of
good
feedback,
but
really
want
to
show
just
how
much
our
teachers
are
working
around
the
clock
and
working
on
their
own
professional
development
as
well.
So
I'm
gonna
allow
dr.
gross
and
the
scientist
to
present
a
little
bit
about
that
about
what
happened
yesterday,
when
students
were
not
in
school.
U
Well,
thank
you
very
much
for
giving
us
the
opportunity
to
share
first
of
all,
I'd
like
to
thank
our
curriculum
teacher
leaders
and
our
PLC
leaders
and
jodel
Taikan.
Who
is
our
director
standards-based
instruction
for
organizing
this
day?
It
was
a
marvelous
opportunity
for
our
staff
to
learn
and
grow
and
come
together
on
the
screen
is
just
a
list
of
all
of
the
different
sessions
that
took
place
on
Monday,
and
you
can
see
the
number
of
opportunities
that
were
there
now.
U
This
varies
from
set
of
national
speakers
that
were
brought
in
so
I
can
just
zoom
in
on
that
set
of
national
speakers.
Everything
from
people
from
Adlai,
Stevenson
high
school
to
Marzano
research,
to
solution
tree,
providing
great
opportunities
for
our
staff
to
learn
from
evidence
based
learning
or
standards-based
learning
to
self
care.
So
these
were
some
of
the
national
opportunities
that
were
available.
It
was
like
going
to
a
national
conference
here
in
Fargo.
U
Then,
if
we
look
at
just
some
of
the
other
strands
that
were
available,
for
example,
the
Corsa
Lite
group,
there
was
multiple
opportunities
built
into
the
day
for
teachers
to
come
together
who
have
those
like
curriculum
preps.
So
if
it
was
third
grade
reading
or
eighth
grade
science
or
AP
biology,
multiple
opportunities
for
them
to
come
together
to
continue
that
work
around
standards-based
education
and
our
curriculum,
a
scorecard
I
think.
Y
I'd
like
to
give
a
shout
out
to
the
teachers
that
presented
I
guess
we
could
not
host
an
event
like
this
without
our
teachers
sharing
their
knowledge,
so
some
people
in
great
leadership
roles
were
able
to
lead
these
grade-level
teams
answer
questions.
Sometimes
there
is
more
questions
than
answers,
taking
notes,
but
I
was
really
happy
to
sit
in
on
some
sessions
and
and
hear
the
discussion
as
we
were,
trying
to
kind
of
navigate
how
we're
gonna
reach
our
goals
and
use
the
yellows
as
we
go
forward.
U
So
I
don't
want
to
take
too
much
time,
because
we've
also
asked
that
potentially
down
the
road
on
another
agenda,
we
could
ask
Jo
dealt
Ike
and
some
of
the
team
to
come
and
share
some
of
the
exit
tickets
or
the
the
results
of
how
people's
perceptions
were
around
this.
But
we
just
wanted
to
share
with
you
what
happened
on
Monday
and
the
tremendous
number
of
opportunities
that
our
staff
had
both
from
national,
local
and
then
working
with
their
own
peer
groups
as
they
continue
through
this
process.
A
W
W
A
V
E
A
Opposed
no
all
right,
we
have
an
approved
consent
agenda
on
to
our
business
items,
6a
g,
p,
2e
and
there's
a
series
of
GPS
that
are
coming
out
of
governance
and
and
so
to
familiarize
everybody
with
the
process.
Every
time
a
monitoring
report
is
completed,
they
are
all
forwarded
to
that
committee
and
the
committee
makes
some
recommendations
based
upon
the
feedback
by
the
board.
So
to
start
this
discussion
either
we
can
take
these
one
at
a
time
or
group
them
together,
but
I
need
a
motion
on
the
floor.
To
start
it
Jim
I.
C
W
So
let
me
start
with
the
first
one
under
board.
Job
description
for
g
p3
in
red
is
the
first
two
sentences
that
are
crossed
out
as
part
of
the
recommendation.
So
I'm
just
wondering
if
someone
from
governance
that
participated
in
this
discussion
could
explain
sort
of
the
rationale
behind
taking
this
out,
because
I
I
couldn't,
I
don't
understand
why
we
wouldn't
want
in
there
our
responsibility
to
the
citizens
and
taxpayers
I
nominate.
C
Talk
to
this
sure,
I
brought
this
to
governance.
I,
don't
think
this
sentence
is
really
necessary
in
this
policy,
with
g
p1
and
g
p2
and
g
p2
e
and
their
introductions
to
our
responsibilities,
and
that
g
p3
is
clarifying
that
there
is
a
distinguished
there's
difference
between
the
board's
job
and
superintendents
job
and
where
this
that
is,
the
role
of
this
policy.
Q
But
this
G
p3
is
the
only
one
that
speaks
specifically
to
board
job
descriptions,
and
we
are
I
mean
we
were
elected
by
these
people
to
to
represent
them.
I
do
not
I
would
not
want
those
that
sentence
to
be
taken
out
of
there.
I
think
it
completely
changes
the
it
changes,
the
meaning
of
the
whole
thing
when
I
read
it
without
that.
W
W
A
V
W
The
purpose
of
an
annual
school
board
liaison
assignment
is
to
provide
structure
for
FPS
members
to
gain
knowledge,
but
it
doesn't,
it
doesn't
define
it
doesn't
give
any
suggestion
as
to
how
to
do
that
or
any
way
to
measure
that
so
we're
just
saying.
That
would
be
great
if
you
did,
but
how
are
we
holding
each
member
accountable
to
the
ask
I.
A
C
No
I
agree
with
that
that
this
would
be
part
of
our
monitoring.
If
we're
aware
of
any
board
members
not
meeting
this
commitment,
we
would
mark
and
note
that,
as
so,
I
do
think
that
this
still
holds
us
responsible.
This
is
one
of
our
policies.
It
does
say
we
are
going
to
be
assigned
two
to
three
schools
to
visit.
It's
our
responsibility
to
perform
that
and
to
line
that
up
through
the
principal
and
the
the
goal
is
to
learn
about
our
schools
and
what's
happening
in
those
schools
at
you
know
boots
on
the
ground.
C
What
our
role
is
not
and
what
this
clarifies
is
going
into
the
schools
and
evaluating
them,
whether
at
a
school
level
or
any
individuals
within
that
school.
That's
not
our
role
and
a
role
is
not
to
bring
back
ideas
for
improvement
or
anything
like
that.
Our
role
is
to
get
into
there
and
see
the
schools
in
operation
and
learn.
What's
what's
happening
out
there
and
I
think
the
new
language
makes
that
more
clear
and
I
am
in
favor
of
this
change.
Christi.
X
I
guess
for
this
year,
for
me,
I've
been
out
on
the
committee,
but
I
get
a
weekly
update
from
Discovery
every
week,
which
is
awesome.
Nice,
videocast,
podcast,
so
I
feel
very
connected
and
I'm
getting
more
out
of
this
than
just
being
required
to
go
one
in
the
spring
and
one
in
the
fall.
I
can
go
all
the
time
if
I
want
to
under
the
old
way,
you're
limited
to
this
two
times
for
a
report.
So
I.
Z
Also
think
one
other
thing
that
had
been
brought
up
is
spending
a
half.
Dayna
school
can
be
cumbersome
to
that
school
administration,
and
so,
if
we
could
make
a
couple
of
smaller
visits
and
do
it
on
a
different
timeline,
like
you
said,
you're
learning
a
lot
from
those
weekly
updates.
It
doesn't
have
to
be
spending
an
entire
afternoon
being
cumbersome
at
times
and.
A
I
guess
to
that
point,
I
guess
I
would
say
if
you
have
that
request
of
a
principal,
maybe
that's
an
individual.
This
is
really
to
tailor
it
towards
your
schedules,
not
to
interrupt
education,
because
that's
the
last
thing
that
we
want
to
do
but
be
sensitive
to
the
principal's
times
and
the
and
the
disruption
in
the
classroom.
So
I
think
this.
This
adds
a
little
bit
more
flexibility,
it's
not
quite
as
prescriptive
I
I
have
Rebecca
and
then
David
I,
just.
B
Wanted
to
make
sure
so
I'm
in
favor
of
the
new
language
I
also
wanted
to
make
sure
that
there
was
the
understanding
that,
with
the
previous
language,
it
wasn't
saying
it
was
the
minimum
recommended
activities
for
board
members
each
school
year
were
the
four
where
the
items
listed
in
the
bulleted.
It
didn't
say
it
wasn't
that
to
only
goal.
You
know
certain
times,
but
it
was
just
these
are.
Q
Yeah
I
actually
I
like
this.
The
changes
that
have
been
made
here,
I,
felt
I,
don't
know,
I,
think
Christy
and
Robin
both
said
it
I
feel
like
an
intruder
like
like
I'm,
taking
up
time
that
they
they
could
use
some
other
way,
especially
in
visiting
elementary
schools,
because
the
principal's
often
will
take
you
into
classroom
and
boom.
The
wheels
are
off
the
bus
right
now
and
I.
Don't
know
how
long
after
you
leave
it
takes
them
to
get
back
on
track.
Q
I
think
our
job
is
not
to
be
assessing
the
the
teachers
or
the
principal
or
anything
I
like
the
fact
that,
essentially
now
we're
making
our
presence
known
were
we're
becoming
aware
of
the
buildings
and
this
works.
For
me,
the
only
thing
unless
we
separate
these
I'm
going
to
vote
no
because
I'm
going
to
vote
no
on
the
board
job,
description,
change
and
I
find
no
problem
with
the
others.
Okay,.
W
W
So
I
think
that
it
even
says
here
that
it
was
for
professional
development
opportunities
for
board
members,
so
really
I
guess
my
concern
is
and
and
I
get
that
we
can
note
it
in
in
our
reviews
and
on
our
homework,
but
there's
nothing
in
here
that
that
gives
any
guidance
to
how
often
so
how
are
you
going
to
do
that?
What
are
you
measuring
it
against
because
it
says
here
it's
it.
It's
up
to
the
board
members
personal
schedule
as
the
personal
schedule
permit.
W
Guess
that
would
be
my
suggestion
is
that
you
know
if
we
could
continue
that
conversation
and
include
being
I'm
not
entirely
opposed
to
everything.
That's
redlined,
but
just
those
would
be
my
added
suggestions,
but
I
can't
obviously
vote
for
it
just
like
this
and
then
the
third
is
what
gp3
e3e
changes.
W
Okay,
number.
Thirteen,
so
just
two
words
is
that
correct,
aware:
okay,
so
school
board
ethics
number
thirteen
aware
that
it
is
as
important
for
the
board
to
understand
and
evaluate
the
educational
program
of
the
schools
that
is
at
as
it
is
a
plan
for
the
business
of
school
operation.
So
again,
I'm
a
little
bit
confused
as
to
why
we
would
eliminate
evaluate
when
it's
our
responsibility,
to
make
sure
that
the
vision
and
the
is
we
don't
decide
on
the
house.
But
we
decide
the
what
and
so
to
measure
the
what
we
need
to
evaluate.
C
Want
to
point
out,
while
we're
talking
about
3e,
that
I
believe
the
beginning
of
this
policy
that
we
have
in
front
of
us.
The
board,
job
description
and
listing
of
our
responsibilities
and
functions
of
the
Board
of
Education
are
a
much
better
description
of
what
we
are
doing
here
than
that
first
sentence
of
gp3
that
I
was
asking
to
have
removed.
Q
Say
just
one
more
thing:
I
I
think
Jennifer
brought
up
a
good
point
on
these
liaison
visits,
at
least
in
the
first
before
the
changes
there
was
some
accountability.
What,
if
you
know,
I,
don't
visit
any
schools
or
go
to
any
PTA
meetings,
because
I,
say
I,
can't
my
my
my
work
schedule
wouldn't
allow
it
I,
don't
know
at
least
we're
feet
are
being
held
to
the
fire
with
our
current
wording
to
some
degree.
V
First
of
all,
David
what,
if
your
work
schedule?
What
if
we
didn't
change
the
policy
in
your
work
schedule,
wouldn't
allow
it,
because
what
it
says
here
in
all
these
things
that
we're
focusing
in
is
the
minimum
recommended
activities
from
my
perspective
doesn't
mean
needs
to
be
any
of
the
other.
Eight
of
you,
I
contact,
the
building,
principal
and
I
contact
the
PTA
president
and
I.
Tell
them
I
am
your
assigned
liaison
for
the
year.
Use
me
how
you
would
like
and
I
put
the
ball
in
their
Court
I.
V
Don't
think
David
meant
that
when
we
go
into
a
classroom
where
an
intruder,
when
we
go
into
a
classroom,
we
just
changed
it.
That's
true
of
any
adult
that
isn't
the
teacher
that
wanders
in
that
the
kids
don't
know
so
I'm,
very
cognizant
of
that
same
issue
and
the
idea
that
you're
gonna
get
a
principal
or
a
teacher.
To
give
you
feedback
saying
this
was
really
not
a
good
time
for
you
to
come.
You
forget
the
Hat,
you
wear
it
when
you
in
that
front
door.
V
So
again,
it
doesn't
matter
what's
written
here,
it's
about
what
do
you
feel
you
need
to
do
and
make
yourself
available
when
it
works
for
you
to
assist
the
principal
or
the
PTA
president,
with
whatever
their
issues
are
that
they'd
like
the
school
board,
to
be
aware
of
that's
my
view
of
what
the?
Why
is
I'm,
always.
A
W
A
AB
AA
C
AA
C
AB
A
A
AB
AA
C
AA
C
T
V
A
AA
Q
AA
C
AB
AB
C
W
AA
AB
AB
AA
AB
A
On
to
the
item
pulled
from
the
agenda,
that
would
be
item.
Let's
see
now
it
is
well
we're
gonna.
This
happened
to
me
last
time,
we're
gonna
squeeze
it
in
before
the
possible
executive
session,
so
pulling
for
member
Knutson
pulled
gp6,
8,
11,
12,
13
and
14
for
discussion.
So
we
should
probably
start
by
having
a
motion
on
the
floor
to
accept
this
report.
I'd.
B
C
A
B
Members
and
I
see
that
as
exceptionally
important,
so
any
rate
I
do
have
the
information
that
I
put
together
so
that
you
can
take
a
look
at
that
as
you
wish
and
incorporate
that
in
president
Nelson
into
our
governance
as
you
see
fit,
but
I
just
wanted
to
say
that
I
don't
take
it
lightly
and
I.
Don't
expect
it
just
be
brushed
off
to
the
side
that
some
person
didn't
finish
their
homework.
Yeah.
A
I
think
that
you
mentioned
that
the
last
board
meeting
actually
thank
you
for
your
transparency.
So
in
the
past
we've
had
this
happen
and
I
think
it's
important
that
we
accept
the
report
with
those
that
were
sent
in
on
time.
Just
because
and
Marie
would
have
an
unending
job.
If
that
were
the
case,
so
is
there
any
other
comments
or
questions
about
this
one?
Go
ahead:
David
yeah.
Q
B
V
AA
AB
AB
C
C
AB
D
B
A
Z
Z
I
do
have
some
photos
that
I
have
put
together
in
a
slideshow
I
didn't
get
back
to
my
house
today,
so
you
grabbed
my
computer,
so
I
will
just
send
those
out
as
a
PDF,
so
you
can
scroll
through
those
photos
and
take
a
look
at
it,
but
just
some
of
the
feelings
that
I
got
from
it.
One
of
the
things
is
I
wish.
Anyone
who
has
questioned
a
setting,
D
I,
would
love
for
them
to
have
an
opportunity
to
go
through
either
one
of
these
facilities.
Z
They
would
have
several
small
group
rooms
and
they
had
a
soothing
room
where,
if
someone
wanted
to,
they
were
having
a
tough
day,
they
could
go
into
that
themselves.
They
could
choose
music
that
they
wanted
to
listen
to.
They
could
adjust
the
lighting
that
they
wanted
to,
so
they
were
helping
themselves,
which
was
really
a
neat
thing
in
the
classroom.
Students
are
categorized
not
necessarily
by
age
but
by
their
learning,
and
so
you
may
have
somebody
who
is
eight
with
somebody
who's
ten
and
it
just
depends
on
their
their
learning
levels.
Z
The
atmosphere,
soothing
lights,
short
hallways
a
lot
of
the
hallways.
It's
like
curves
to
them
so
that
your
line
of
sight
was
shorter
so
that
it
reduces
the
flight
risk
when
they
can't
see
a
long
hallway.
We
talked
about
the
goal
of
reentry.
That
really
is
the
goal
of
these
schools
is
to
get
the
children
back
in
what
their
typical
peers,
and
so
they
talked
about.
Z
Q
Well,
Missy
and
I,
and
what
nine
others
went
to
Red
Wing
and
Red
Wing
was
a
little
bit
different
school
I
think
it
was
composed
of
six
districts.
Wasn't
it
and
I
think
the
total
population
was
around
115
115
to
140
that
went
from
from
I,
don't
think
there
was
any
pre-k
there,
but
from
kindergarten
through
adults.
Q
Some
of
the
interesting
features
everybody
when
they
came,
everyone
was
fed
breakfast
and
everyone
was
fed
lunch
and
there
was
no
cost
and
the
the
executive
director
there.
They
have
a
principal,
but
we
were
had
a
tour
given
to
us
by
the
executive
director
of
this
school.
She
said
that
it's
absolutely
impossible
to
teach
hungry,
kids
anything
and
she
said
the
difference
after
they
ate
was
markable.
I
agree
wholeheartedly
with
what
Christie
said
about.
Q
Of
those
I
asked
the
question
about
how
many
returned,
and
she
said
most
of
them
I
think
she
said
they
had
only
about
10%
that
they
never
saw
again,
but
it
was
an
amazing
place.
Small
classrooms,
Missy
jotted,
this
all
down
I,
certainly
didn't
remember
all
of
this
650
to
700
square
feet.
They
had
a
different
staffing
ratio
than
we've
been
talking
about.
They
had
one
teacher
and
one
para
for
8
students
and
I.
Think
we
were
thinking.
We
need
definitely
need
more
more
pairs
than
that.
It
worked
very,
very
well.
Q
One
of
the
most
interesting
things
she
said
was
that
all
of
the
furniture
moves
they're
sitting
on
balls,
they're
sitting
on
rocking
chairs
there
they're
moving,
because
students
have
to
move
every
14
seconds
because
their
spine
is
growing
and
they
have
to
readjust
their
bodies.
That
often
I
have
never
heard
that
anyplace
else.
I
don't
know
if
it
was
true
or
not,
but
it
was
interesting.
W
Q
I,
don't
know
mine,
I,
think
I
can
get
by
with
moving
about
every
six
days.
So
I'm
done
restraints
I.
Think
Missy
asked
this
question
whether
they
use
restraints
they
do.
They
had
405
restraints
last
year
that
compares
with
360
that
we
had
so
there's
nothing
unusual
there
and
one
of
the
things
when
you
went
into
the
rooms.
The
rooms
were
almost
bland.
Q
They
don't
allow
any
more
than
20%
of
the
walls
to
be
covered,
because
it's
too
disruptive
to
you
know
they
can't
concentrate
walls
are
virtually
bare
and
one
of
I
don't
know
if
she
brought
it
up
her.
If
one
of
us
brought
it
up
school
psychologists,
a
parent
of
of
course,
are
very,
very
necessary.
She
said
she
had
a
terrible
time
keeping
psychologists
simply
because
of
the
fact
that
they
they
had
other
places.
They
could
go
honestly
for
more
money,
so
she
worked
with
the
local
Teachers
Association
on
an
incentive
program
for
their
psychologists.
Q
Any
psychologist
returning
the
second
year
was
given
a
$5,000
bonus
above
their
salary.
If
they
returned
the
third
year,
they
got
10,000
and
that
that
continued
I
think
until
they
were
basically,
they
had
accrued
$35,000
additional,
and
she
said,
since
that's
happened.
She's
they've
kept
the
same
people
they've
had
no
problems
whatsoever,
but
it
was
really
really
eye-opening.
Iii
think
that
they
don't
call
there's
a
level
D.
They
called
a
setting
for
that's
Minnesota's
language,
which
I
think
sounds
much
more
I,
don't
know.
If
you
want
to
say
innocent,
it
sounds
more.
Q
I'd
like
to
have
my
student
going
to
a
setting
for
rather
than
a
level
d.
I
guess
is
what
I'm
trying
to
say
but
enjoyed
it.
The
the
van
trip
down
was
pure
absolute
torture.
It
felt
like
we
were
driving
across
railroad
tracks
the
whole
way,
but
it
was
well
worth
it,
and
Missy
has
I'm
sure
she'd
be
willing
to
share
this
with
you.
She
has.
She
jotted
down
home,
for
must
be
thirty
different
little
stats
here
it
was
very,
very
good.
They
have
no
boys
and
girls
bathrooms.
They
have
bathrooms.
Z
I
David
his
junk
my
memory
and
a
couple
other
things
in
each
of
these
schools
that
were
about
a
hundred
and
twenty
students
and
they
were
K
through
eight
and
it's
19
different
districts
in
the
minneapolis
metro
area
that
are
coming
together
to
form
this
individual
district,
a
lot
of
natural
light,
every
room
that
they
had
had
transom
lights
to
get
to
even
to
inner
offices.
So
there
was
a
lot
of
natural
light
goes
with
that
less
disturbance,
each
of
the
schools.
Z
Think
when
you
look
at
it,
the
kids,
one
of
the
other
things
I
thought
that
was
very
interesting
is,
is
the
students
are,
if
there's
eight
kids
in
a
classroom
or
six
kids
in
a
classroom,
and
one
decides
to
get
up
and
walk
out
of
his
classroom.
He
can
do
so.
The
door
locks
behind
him,
so
he
can't
re-enter,
but
he
can
walk
from
his
classroom
into
the
neighborhood
and
it's
a
safe
zone
in
those
neighborhoods
are
large
pieces
of
furniture
that
are
all
movable
soft.
Z
For
someone
who
is
struggling,
so
it's
a
way
for
them
to
feel
much
more
safe
and
then,
when
they're
ready
to
go
back
to
their
classroom,
then
their
pair
would
be
able
to
take
them
back
through
those
locked
doors,
but
it
allowed
them
rather
than
excuse
me
their
restraint
that
they
could,
if
they
were
just
you
know
not
doing
well
in
their
classroom.
They
could
walk
out
of
that
classroom
and
hang
out
in
that
neighborhood
if
they
chose.
A
Q
We
had
and
Missy
please
help
me
because
I
know
I'm,
forgetting
someone
learn
things.
There
was
one
they
have
the
main
classroom
and
then
they
have
this
small
room
that
they
call
a
planning
room,
correct,
yeah
and
the
planning
room.
The
child
could
enter
that
with
or
without
the
para,
to
kind
of
get
themselves
back
on
track,
and
they
did
that.
Often
we
saw
several
kids.
We
saw
one
where
the
para
was
was
they
were
in
discussion,
no
yelling,
no
screaming
no
running
wildly
out
of
control.
Y
They
do
have
neighborhoods,
just
like
you
mentioned,
and
every
child
has
access
to
a
sensory
room.
I
was
interested
in
what
the
floor
was
because
there's
a
little
softer
and
I'm
not
sure
exactly
what
that
was.
But
I
did
appreciate
their
details
and
the
other
piece
they
have.
So
they
have
four
neighborhoods,
but
they
had
three
mental
health
therapists
and
three
social
workers
that
flex
between
the
four
neighborhoods
for
additional
support
for
that
wraparound,
which
I
thought
was
just
an
interesting
model.
W
U
Know
I,
don't
think
you,
you
missed
much
I,
think
other
than
they
had
plenty
of
opportunities
for
outside
agencies
to
come
in
and
push
in.
So
along
with
the
neighborhoods
or
those
classroom
communities.
There
were
multiple
small
group
spaces
that
were
large
enough
for
maybe
a
social
worker
and
its
student,
or
maybe
even
a
larger
group
just
to
pet
in
upon
that.
So
the
design
of
the
space
was
to
accommodate
that
I.
Think
also.
U
The
everything
from
the
lighting
to
the
ventilation
system
to
the
wall
coverings
was
all
designed
purposely
for
the
the
setting
itself,
everything
from
not
having
lights
like
we
have
in
here
to
maybe
more
LEDs,
so
that
you
could
control
the
intensity
and
the
color.
The
ventilation
system
probably
was
designed
twice
as
large
as
you
might
in
another
building,
so
that
the
sound
wasn't
as
noticeable,
because
sometimes
those
are
the
triggers
for
students.
So
I
think
the
architects
of
those
spaces
purposely
looked
at.
How
can
the
design
of
the
facility
meet
the
needs
of
the
students.
W
So
my
question
was
actually
partly
in
relationship
to
some
of
the
things
that
you
just
shared,
but
I'll
I'll,
ask
and
if
you
want
to
add
something
to
it,
Christie
had
mentioned:
19
districts
participate
in
the
facility
in
Minneapolis,
correct
along
those
lines.
Did
they
share
how
that
partnership
or
what
that
partnership
looks
like
with
mental
health
services?
W
A
To
that
point,
I
think
that's
a
great
question
because
I
know
Minnesota
has
different
laws
than
we
do.
So
that's
a
that's
a
conversation
that
needs
to
probably
continue
on
the
North
Dakota
side.
If
you've
got
some
good
bottles
there,
that
would
be
a
legislative
issue.
We
could
work
on
good
question,
yeah,
good
job.
C
On
a
similar
note
to
that,
how
does
the
funding
model
work
with
all
of
these
districts
coming
together?
Does
one
district
own
the
facility
and
have
the
taxing
authority
and
then
receive
tuition,
or
is
there
do
they
have
their
own
tax
authority?
I
know
it's
a
little
bit
different
model
again
in
Minnesota
than
North
Dakota?
How
we
do
these
things,
but
how
are
they
paying
for
all
of
this.
U
The
two
sites
that
we
visited
were
part
of
meth
northeast
916,
Metro
916,
which
is
an
independent
school
district.
So
that
board
was
a
board
member
from
each
of
those
individuals.
Districts
could
create
that
they
had
their
own
taxing
authority
to
build
the
building,
and
then
there
was
a
tuition
structure
that
was
designed
when
students
from
district
a
came
and
were
received
their
education
at
either
Penkala
or
Karner,
so
was
kind
of
a
blend
of
both
an
independent
district
and
then
tuition.
H
U
It
was
an
independent
district
that
provided
those
services,
the
two
that
we
saw
were
the
level
four
facilities,
the
district's
themselves,
the
end
of
feeding
districts
all
had
their
own
special
education
programming
within
their
systems,
so
they
all
had
a
level
three
and
two
and
so
on,
and
as
the
communication
was
between
those
districts,
it
was
how
can
we
best
meet
the
needs
of
those
students
and
then
how
can
we
transition
them
back?
They
did
talk
about
having
that
many
districts
meant
multiple
meetings,
but
in
the
end
it
was
what
was
best
for
that
student.
U
B
Y
I
think
it
is
very
different
in
Minnesota,
because
it's
run
through
your
usually
oats
out
Metro.
You
have
Metro
than
you
have
out,
but
they
run
it
through
their
like
the
service
coops,
and
so
our
service
coops
aren't
comparable
seek
to
like
Lakes
Country.
So
that's
in
fact
they
have
a
little
more
privilege
and
bonding
to
build.
So
there's
there's
some
legislative
laws
that
allow
them
to
have
some
flexibility
to
generate
funds
to
build
and
even
for
funding
for
those
kind
of
programs,
because
they
realize
it's
a
way
to
make
sure
all
kids
are
served.
Y
So
I
do
think
they
are
very
different
models
and
I,
don't
know
we
don't
have
the
legislative
framework
to
attach
that
to
I
was
last
my
trans-fat
there,
but
one
thing
I
thought
was
interesting
at
Goodhue
as
one
dimension
was.
They
also
had
some
rules
about.
If
a
student
went
there,
how
are
they
going
to
stay
connected
to
their
home
school
and
I
know
that
Karner
blue
same
thing,
but
I
I
really
respected
that
and
how
they
networked
and
asked
principals
to
have
X
number
of
visits
to
the
building.
Y
Q
B
So,
with
kind
of
the
hopes
and
dreams
and
what
we're
looking
at,
putting
together
here,
I'm
just
wondering
not
with
the
answers
right
now,
but
since
legislatively
I
mean
we're
talking,
two
different
states
and
so
opportunities
exist
in
one
area
that
might
not
in
another
or
maybe
they
do,
but
in
different
ways.
So
we
don't
have
this
session.
B
You
know
meeting
again
for
a
while
and
so
I
just
hope
that
we
that
we
continue
to,
you
know,
keep
pushing
and
thinking
about
like
Robin,
as
you
mentioned
in
regard
to
potentially
the
work
that
gak
might
need
to
do
or
ramping
up
even
before
the
legislative
session,
so
that
we
don't
our
current
system
to
hamper
what
we
really
know
that
we
need
to
do.
And
of
course
there
are
no
guarantees
legislatively
what
might
happen
or
not.
But
just
to
keep
that
in
mind.
So
we
don't.
A
X
H
Just
one
thing:
David
and
Christopher
for
making
the
time
and
going
and
thank
you
for
sharing
your
thoughts
as
well,
and
you
know
these
are
two
models
that
we
looked
at
for
the
set
of
services
that
they
provide
their
students.
There's
also
things
that
that
happen
in
Minnesota
that
we
would
not
want
to
replicate
in
our
school
district.
These
are
standalone
buildings
and
we're
looking
at
providing
these
sort
of
set
of
services
at
one
of
our
existing
schools,
and
that
is
important
for
us
to
say
as
well
and
then
even
legislatively.
H
You
know,
I
think
the
focus
should
be
more
on
providing
those
mental
health
services
into
our
schools.
And
how
can
we
allow
to
break
down
some
of
those
barriers,
not
necessarily
as
an
independent
authority
or
another
taxing
entity,
because
I
think
we
really
want
to
look
at
this
from
the
perspective
of
this
is
just
another
program
in
Fargo
public
schools.
The
same
way
that
we
offer
a
variety
of
programs
at
other
schools
here
at
this
school.
A
X
I'll,
try
to
be
quick
here,
lots
of
good
things
that
I
think
that
we
need
to
be
aware
of
I
attended
a
concert
at
Fargo
Davies
last
Monday,
which
was
great
they're,
always
great.
There
I
love
the
chairs,
there
Steven
just
sit
in
them
and
close
your
eyes
and
less
than
them.
I
also
attended
a
suicide
prevention
training
and
in
my
district
down
in
North
Dakota
and
it
was
Andy
hight
camp
provided
the
training
he
said
a
mine
at
State
University.
He
he's
through
connect
and
a
couple
of
stats
that
stood
out
to
me.
X
X
The
last
point
president
Nelson
sent
out
that
thing
with
the
Legacy
Fund
I
appreciate
that,
and
so
I
did
a
little
homework
on
it
and
I
keep
a
lot
of
statistics
and
things
like
that
and
I'd
be
interested
to
to
see.
We
need
to
keep
an
eye
on
the
Legacy
Fund
and
we
got
to
have
some
ideas
and
some
solutions
for
that.
X
X
You
saw
a
property
tax
go
down
and
then
property
tax
keep
going
up
afterwards,
and-
and
so
we
just
need
to
be
aware
of.
What's
going
on
and
and
I
think,
there's
opportunities
out
there,
but
there's
challenges
what
I'm,
what
I
have
seen
and
it
all
resulted
from
your
article
so
that
you
sent
out
and
challenging
us.
So
thank
you
for
doing
that.
Just.
A
B
B
The
reason
why
I
say
potentially
is
because
I'm
looking
for,
basically
at
the
end
of
the
meeting,
we
said
we're
looking
for
input
from
everyone
on
the
Communications
Committee
plus
every
other
board
member
in
regard
to
help
on
this
to
redefine
what
we
need
to
be
doing,
and
basically
by
that
I
mean
what
is
what
is
missing?
What
is
you
know?
What
is
a
service
that
the
board
members
that
we're
not
providing
to
our
community,
but
also
not
providing
like
internally
to
help
the
board
board?
B
Do
its
work
better
and
and
when
I
say
to
the
community,
I
mean,
if
we're
doing
our
work
better
internally,
then,
therefore
we're
providing
a
service
to
the
community.
So
our
next
meeting
is
November
18th
at
7:30
in
the
morning,
but
before
that,
anne-marie
is
the
date,
the
13th
that
you
want
information
you
and
Betsy
want
information
back.
B
So
anyone
on
the
board
that
has
any
ideas
in
regard
to
what
is
it
something
kind
of
like
hopes
and
dreams
almost
because
I
we
can
do
really
what
we
want
here,
hopes
and
dreams
in
terms
of
what
is
it
that
the
board
ought
to
be
doing
that
we're
not
what
kind
of
service
does
it
have
to
do
with
linkages
in
our
community
community
linkages,
like
our
outreach
in
terms
of
our
liaisons?
Does
it
have
to
do
with
strategic
partnerships?
B
Does
it
have
to
do
with
advocacy,
work
so
just
kind
of
thinking
along
those
avenues
and
then
also
what
how
might
this
committee
work
to
help
provide
kind
of
internal
communications
capacity
to
the
board
to
help
the
board
do
its
work
better?
So
that's
kind
of
the
framework
that
we
I
think
agreed
on
that
we'd
like
to
kind
of
look
towards,
and
then
from
that
after
we
figure
out,
are
we
still
called
the
communications
committee?
B
Or
might
we
be
recommending
a
new
name,
then
we
and
then
will
our
goal
is
then
to
figure
out
our
purpose
and
we'll
talk
about
that
at
that
meeting
on
the
18th
and
then
from
there
we'll
go
into
our
means.
So
you'll
hear
more.
But
yes
we're
looking
for
input
from
you
all
and
you
can
send
that
information
to
me
and
then
I
will
send
it
to
anne-marie
and
Betsy.
C
B
And
just
as
a
side
note,
my
two
daughters
go
to
North.
High
and
I
want
everyone
to
know
that
we
just
finished
up
a
three-week
infer
vus
with
German
exchange
students,
and
we
hosted
one
at
our
family
or
with
our
family,
and
there
were
about
there
were
10
or
about
10
students
from
Germany,
a
community
Chemnitz
about
the
same
size
as
Fargo.
B
That
spent
time
here,
and
it
was
amazing
and
the
to
see
to
watch,
youth
and
and
parents
to
host
parents
go
from
your
having
a
stranger
arrived
and
three
weeks
later,
you
know
it's
it's
a
best
friend
and
you're,
having
the
opportunity,
of
course,
to
learn
more
about
community
and
language
and
and
all
of
that
so
I
never
had
the
opportunity
as
a
child,
to
have
an
experience
regarding
foreign
exchange
students
and
it's
just
it
really.
I
always
wanted
it.
B
W
Attended
communications
and
Thank
You
Rebecca
for
sharing
the
detailed
information
if
I
could
I
would
just
share
a
couple
of
additional
comments
around
that
Rebecca
had
said
this
morning
that
this
is
really
an
opportunity
to
think
outside
the
box
and
I
think
so
time's.
The
struggle
has
been
like
coming
up
with
the
ideas.
What
do
we
want
it
to
look
like?
What
should
we
be
doing?
What
is
what
does
good
look
like?
What
does
great
look
like
what
you
know?
How
can
we
help
in
those
areas
she
mentioned
and
so
part
of
the
discussion
included?
W
What
do
other
districts
do?
Are
there
other
best
practices?
We
don't
need
to
again
reinvent
a
wheel
that
might
already
be
running
very
effectively
and
efficiently
and
excellent,
and
so
I
believe
that
anne-marie
was
going
to
send
out
an
example,
so
look
for
it
on
your
email
and
that's
just
a
start,
but
I
mean
I,
find
a
lot
of
information.
Just
saying
you
know,
type
in
a
district
or
type
in
you
know
North,
Dakota
or
even
Minnesota,
and
look
at
their
structures
of
their
committees.
W
W
And
so
I
would
that's
really
what
I
wanted
to
add
to
that
report?
So
thank
you,
Rebecca
and
then
also
I
had
my
second
liaison
visit
this
morning
or
actually
this
afternoon
over
at
Lewis
and
Clark,
and
so
that
was
great.
I
spent
some
time
with
the
principal
over
there
and
and
I
just
got
acquainted
a
little
bit
and
heard
a
little
bit
about
what
makes
Lewis
and
Clark
unique
and
some
of
the
things
that
they're
proud
of.
So
that
was
it's
always
a
great
opportunity.
I
always
enjoy
that.
He
talked
about
envoy.
W
C
C
David
no
report.
Thank
you
David.
My
personal
report,
I
was
at
Governance
Committee
last
week,
Communications
Committee.
Today
an
update
on
the
status
of
the
negotiations
and
the
mediation
we
have
named
our
advisor,
the
association
named
their
advisor
I
believe
they've
met
at
least
a
few
times
working
to
find
a
third
advisor
that
needs
to
be
identified
by
this
Thursday.
C
I
do
know,
though,
that
those
two
advisors
are
working
very
hard:
the
identified
some
good
candidates
and
are
really
hoping
to
get
that
person
identified
to
us
by
Thursday,
assuming
they
do,
then
they
have
15
days
to
issue
their
written
recommendation
to
the
Association
and
the
board
how
they
do
that
is
not
specified
in
our
negotiated
agreement.
It's
really
up
to
the
three
of
them
to
decide.
What's
going
to
happen
and
how
they're
going
to
do
that,
I
would
imagine
that
it's
the
third
person
they
choose.
C
I'll
keep
you
all
up
to
date
with
that
hoping
for
good
recommendations,
then
by
November,
8th
and
then
Thursday
Friday
this
week,
going
to
North
Dakota
State
Board
Association
conference
very
much
looking
forward
to
that
and
the
professional
development
that
comes
along
with
it
and
then
I
have
my
school
visits
finally
arranged
for
next
week
it's
been
a
very
busy
busy
fall
for
me,
and
so
a
little
sad
has
taken
this
long,
but
very
much
looking
forward
to
getting
out
to
those
schools.
So
that's
my
report,
I
believe
Robins
president's
report
has
been
handed
out.