►
From YouTube: School Board Meeting - April 23, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - April 23, 2019
A
B
A
C
A
A
F
A
A
G
Most
of
them
were
related
to
musics
and
the
fine
arts
or
athletics,
and
with
the
effort
of
just
focusing
on
opportunities
and
finding
and
locating
funds.
Dr.
gross
was
very
instrumental
and
setting
aside
subtitle
for
dollars
to
focus
on
well-rounded
education,
which
included
steam,
co-curricular
activities,
and
so
tonight
we
have
to
in
very
what
I'd
want
to
say,
exciting
opportunities
to
learn
from
what's
happening
at
the
elementary
level.
Louie
Lauer
from
Jefferson
Elementary
has
taken
advantage
of
the
steam
co-curricular
funds,
along
with
Jennifer
Hess
from
Eagles.
H
I
I'm
Jennifer
house
I'm
from
Eagles
elementary
and
the
library
media
specialist.
This
is
Ben
spar,
he's
one
of
our
fifth
grade
teachers,
who
has
been
instrumental
in
helping
get
this
off
the
ground,
and
this
is
Logan.
He
has
come
to
share
with
you
he's
part
of
our
your
space
task
force
at
Eagles.
So
he's
going
to
share
a
little
bit
about
his
experience
too.
H
A
lot
of
that
is
is
due
to
the
access
to
technology
that
we
have
now
in
our
classrooms
at
K
through
fifth
grade,
and
there
really
was
not
a
need
to
have
a
dedicated
space
and
so
really
with
in
the
last
year,
with
the
support
of
building
administration
and
some
grant
sources,
we've
been
able
to
kind
of
transition,
our
computer
lab
in
twisting
labs.
So
on
the
left,
you
see
what
the
the
empty
computer
lab
is
and
now
on
the
right,
our
steam
lab,
which
is,
is
really
becoming
a
pretty
vibrant
part
of
our
school.
H
H
Those
kids
are
building
with,
what's
called
a
Rick
imaging,
which
is
a
kit
of
wooden
pieces
that
are
designed
to
really
inspire
a
creativity
in
building
with
wood,
and
then
the
kids
on
the
other
side
are,
are
building
an
r2d2
droid
right
now
you
can
see
there
their
finished
product
as
they
are
as
they're
starting
to
be
able
to
move
it.
They
developed
it
from
a
kit
with
some
instructions,
but
now
have
a
little
bit
more
creativity
to
work
with
it.
H
So
this
is
our
rig
emerging
and
you
can
see
kind
of
the
process
he
took.
You
know
we
have
20
minutes
every
morning.
So
if
you
started
the
far
left,
you
can
see
where
he
started
with
just
a
bunch
of
pieces
deciding
well
how
do
I
put
these
pieces
together.
So
then
he
found
some
corners
and
he
found
some
some
hardware
that
he
could
use
to
now
build
his
base.
F
H
Aside
from
that,
we've
also
had
the
opportunity
to
be
able
to
bring
this
kind
of
learning
not
just
before
school,
but
during
the
school
day.
There's
a
group
of
second
graders
working
with
connects
and
Lego
is
getting
the
opportunity
to
build
their
own
creations
using
some
plans
as
as
a
starting
point,
but
also
being
able
to
put
in
their
own
spin.
H
So
at
this
particular
kit
there
they're
building
a
droid
from
from
kit,
called
little
bits.
They
use
the
iPad
as
a
guide
to
start
with
and
then
have
more
creativity
with
each
individual
mission.
Not
only
have
we
gotten
our
curvy,
you
told
me
this
was
going
to
happen.
Not
only
we
gotten
our
students
involved.
We
also
have
our
teachers
involved.
I've
been
really
fortunate
to
have
some
PLC
times
been
allotted
to
steam
learning.
So
we
have
our
teachers
in
as
well
being
able
to
do
this
kind
of
work.
I
Alright,
well,
we
have
a
similar
experience
that
we
had
at
Eagles.
We
had
a
computer
lab
that
was
not
used
as
much
as
we
would
have
liked
with
the
technology
increase
in
the
classrooms.
It
just
wasn't
as
necessary,
so
we
took
that
space
and
I
am
terrible
about
before
pictures.
So
I
don't
have
a
nice
before
picture,
but
these
are
the
after
pictures.
We
have
created
a
space
where
really
we
want
students
to
be
able
to
explore
and
discover
whether
it's
before
school,
during
school
or
after
school.
I
It's
open
right
now,
Wednesdays
and
Fridays
for
fourth
and
fifth
grade
for
independent
use,
so
they're
monitored,
but
they
are
free
to
create
whatever
comes
to
them
and
we
have,
in
the
middle,
a
student
creating
with
little
bits
similar
to
what
Louie
was
just
talking
about,
and
a
couple
of
the
other
pictures
are
students
creating
just
with
raw
materials
that
are
in
the
room,
a
lot
of
craft
supplies,
plastic
cardboard,
anything
they
can
think
of,
and
they
come
up
with
some
amazing
things
that
they
make.
So
that's
open
right
now
for
fourth
and
fifth
grade.
I
I
I
This
is
first
grade
again
doing
some
coding
with
some
robots
that
are
available
in
the
space
and
along
with
the
school
day.
We
also
have
a
task
force
made
up
of
fourth-grade
students
who
are
kind
of
in
charge
of
the
space.
So
we
really
want
them
to
feel
some
ownership
of
this
area
of
the
building,
and
so
I
do
have
a
couple
of
them
with
me.
Today
we
meet
monthly
and
they
are
kind
of
in
charge
of
maintaining
the
space.
They
help
monitor
it
before
school.
I
They
are
always
the
first
to
test
new
things
and
figure
out
how
things
work
and
how
they
can
be
used
with
students.
So
I'm
gonna
give
them
just
a
minute
to
talk
a
little
bit
about
what
they
do
and
then
mr.
spar
is
also
here
to
kind
of
talk
from
a
teacher's
perspective,
how
it's
beneficial
for
classes.
J
J
K
L
So,
like
they
said,
I'm
mr.
spar,
fifth
grade
teacher
I've
helped
out
mrs.
Hess
a
little
bit
with
getting
the
area
ready.
I
also
chair
the
21st
century
skills
committee
at
Eagles,
which
has
not
really
been
a
part
of
the
makerspace,
but
really
making
sure
that
we're
taking
the
stem
initiative
and
the
21st
century
skills
and
embedding
them
already
within
the
curriculum
in
the
classrooms.
I
just
want
to
touch
on.
B
Have
any
questions
but
I
just
want
to
say
thank
you
to
both
dolphins
and
to
any
other
building
that
is
moving
this
direction,
because,
obviously
the
more
opportunities
we
give
kids
to
really
work
with
their
hands
and
apply
what
we've
been
trying
to
do
in
the
classroom.
Great
things
going
to
happen,
so
thank
you.
A
G
Just
want
to
say
one
last
thing
out:
I
think
that
it's
really
important
it's
very
impressionable
to
have
girls
start
building
at
young
ages
and
students
involved
in
technology
at
young
ages,
and
so
I
just
really
commend
the
elementary
leadership
and
teachers
for
taking
this
on,
because
I
know
it's
uncharted
territories
at
time.
So
thank
you.
Thank
you,
dr.
gross,
and
to
the
board
for
always
listening
to
these
great
stories
so
have
a
great
night
Thank.
A
E
Welcome
well
thank
you
for
letting
me
pull
double
duty
tonight
and
coming
to
address
you
over
here
as
well.
This
is
the
annual
time
of
year
where
the
communications
team
gets
to
share
with
you.
The
things
that
we
do
and
the
things
that
we're
doing
and
so
communications
is
included
and
strategic
initiative
result.
Five
community
relations
and
community
outreach,
and
so
the
communications
team
is
here
there
over
yonder
we
have
Betsy
Beaton,
Madeline,
pasola
and
Kirby
Engan
here
and
we've
a
variety
of
years
of
service
here
in
the
team.
E
Madeline
joined
us
in
2017,
but
he's
been
here
for
about
18
years
and
Kirby.
How
many
years
have
you
been
with
a
district
25
years?
So
there's
a
lot
of
knowledge
here
within
the
team,
and
so
this
is
the
team
and
and
Madeline
and
Betsy
will
share
if
I
forget
to
share
anything
with
you
and
then
Kirby's
going
to
have
a
part
of
the
presentation
coming
up.
As
so
the
communications
team
is
here.
E
We
did
give
you
in
advance
a
written
report
of
stats
and
information
that
go
along
with
the
strategic
initiative,
but
tonight
we
would
like
to
share
a
little
bit
more
with
you
about
something:
that's
in
the
operational
plan
for
our
team
and
that
surrounds
ata
compliance
with
our
website,
because
that's
a
big
initiative
for
us
this
year
and
so
we'll
get
into
that.
First.
E
We
just
want
to
talk
a
little
bit
with
you
about
ata
compliance,
what
it
is,
what
it
means
and
then
what
we're
doing
so,
88
compliance
I'm
sure
when
you
think
of
that,
you
think
about
building
codes
and
things
of
that
nature.
That
need
to
be
done
to
make
sure
that
people
with
disabilities
can
access
things
right.
That's
what
Xpress
accessibility
is
so
that
everybody
of
all
abilities
can
have
the
same
rights
to
things
and
so
usually,
when
you
think
about
that
you're
thinking
about
wheelchair
ramps,
you're
thinking
about
sign
language
interpretation,
elevators
closed
captioning.
E
That
type
of
thing
right.
That's
probably
what
comes
to
mind,
but
there
are
things
that
regulate
website
compliance
for
a
DA
regulations,
and
that's
where
the
same
thing
that
if
people
who
have
different
abilities
can
still
get
to
that
information,
they
have
that
right
to
that
information
can
access
it.
So
web
accessibility,
those
rules,
were
authored
and
implemented
by
the
Office
of
Civil
Rights.
There
are
certain
content
guidelines
that
we
need
to
follow
and
there's
those
four
principles
that
are
on
the
screen
that
those
fall
under
and
there's
lots
of
things.
E
E
For
example,
if
there's
somebody
who
has
vision
impairments,
they
might
have
a
screen
reader
on
their
computer,
that
reads
the
information
to
them
and
if
the
website
isn't
set
up
in
a
certain
way,
when
somebody
uses
that
screen
reader,
it
almost
sounds
like
gobbly
it
you
just
don't
get
it
in
a
cohesive,
coherent
manner.
So
headers
need
to
be
set
up
right.
You
need
to
have
tables
set
of
certain.
We
contrast
issues
colors
on
the
website,
can't
be
certain
colors
because
it
might
be
hard
to
look
at.
E
E
We've
really
trying
to
tackle
this.
To
make
sure
our
website
is
up
to
snuff
that
we
have
a
compliant
website.
So
there's
four
different
things
that
we'll
talk
to
you
about
tonight
website
review
that
we
did
last
summer
a
tool
that
we've
added
to
the
website,
some
training
that
we've
done
with
our
administrative
assistants
and
then
something
we
just
rolled
out
this
last
month
for
a
new
newsletter
tool
for
our
buildings
to
use.
So
last
summer,
we
as
a
team,
went
through
the
website
and
really
looked
at
content.
E
We've
had
the
website
for
a
few
years.
We
have
a
very
robust
website,
and
sometimes,
if
you
don't
go
back
and
look
at
it
all,
you
don't
realize
that
oh
there's
some
things
out
of
date,
there's
things
that,
oh
that's
not
compliant,
so
we
took
time
to
go
through
update
things.
Remove
things
take
things
down
that
just
didn't
need
to
be
up
there
anymore
and
then
also
Kirby
went
through.
E
We
have
teachers
that
have
different
sites
as
well,
and
some
teams
on
the
Google
platform
and
some
of
those
sites
weren't
up
to
date,
and
he
worked
with
them
to
transition
to
a
compliant
website.
So
those
things
were
done
last
summer.
We
have
also
added
a
tool
to
our
website.
It's
called
the
ally
tool,
it's
a
tool
that
blackboard
offered
and
that
is
added
onto
our
website,
and
that
goes
through
and
it
scans
our
website
and
Flags
things
for
us.
E
It
tells
us
where
we
might
have
issues
on
our
website
that
we
can
go
and
look
at
on
the
screen.
I
snippet
it
a
little
portion
out
of
our
website.
It
does
give
us
a
rating,
it's
a
good
academic
thing.
It
gave
us
a
percentage
score
for
us
and
that
shows
for
overall
for
a
website.
Right
now
we
have
a
92
percent
compliance
rate,
so
that
tells
us.
Obviously
we
have
a
couple
things
that
we
need
to
look
at,
but
that
overall
we're
doing
pretty
good.
What
I
would
tell
you
about
that?
E
A
lie
tool
is
that
it
was
a
newer
product
for
them
when
we
added
it
onto
our
website
and
we
are
a
vocal
team
and
we
shared
with
them
some
issues
with
their
reporting
tool.
Sometimes
it
can
be
a
little
cumbersome
to
use,
and
so
we
have
over
the
course
of
the
year
shared
with
them.
Some
information
of
like
you
this.
This
is
hard.
This,
who
are
you,
could
tweak
this
tool
and
so
lucky
us.
E
So
when
the
last
year,
I,
don't
remember
Kirby
what
month
this
rolled
out
for
our
website
sure
a
couple
months
ago,
they
added
a
feature
for
PDFs
and
that's
again
where
we
can
come
into
issues
as
the
PDFs
PDFs
have
to
be
compliant
as
well,
and
they
added
what
I
circled
in
boxes
there
in
the
red
they
added
a
an
accessible
download
option
where,
instead
of
clicking
just
on
the
PDF
users,
can
click
on
the
a
download
button,
and
then
they
get
the
option
to
download
that
PDF
in
different
formats.
Electronic
Braille
audio.
E
So
then
just
again
another
way
to
make
that
information
more
accessible
for
people
who
might
not
be
a
to
easily
read
that
information.
So
we
were
very
happy
when
that
was
ruled
out
by
blackboard,
because
it
again
it's
just
one
more
way
to
make
things
more
accessible
and
then
just
in
April
here
we've
been
working
with
our
buildings,
our
administrative
assistants
to
have
a
new
way
to
do.
Newsletters
and
Kirby's
gonna
come
in
and
talk
more
about
that,
instead
of
using
the
old
method,
doing
something
new,
so
Kirby.
M
On
April
4th,
we
introduced
a
product
called
s'more
to
the
admin
assistants
every
two
months.
Roughly,
we
get
the
admin
assistants
into
the
board
room
here
and
we
meet
with
them
and
we
just
share
any
topics
that
we
need
to
with
them.
Just
like
the
principals
get
together
and
have
their
meeting
so
on
April
4th.
M
We
did
that
and
we
kind
of
showed
it
to
him
and
asked
if
anyone
was
willing
to
try
it
out
this
spring
already
and
after
the
meeting
we
had
about
18
of
them
say
yep
and
as
of
today,
we
have
13
of
those
schools
already
live
on
their
websites
running
the
new
s'more
newsletter.
Some
of
the
key
features
they
have
for
the
s'more
tool
is
an
automatic.
M
They
can
put
an
event
on
and
RSVP
is
an
option,
so
they
can
have
the
parents
or
public
sign
up
to
volunteer
or
whatever,
and
it's
just
a
click
of
a
button.
Embed
forms
like
Google
Forms
right
into
the
newsletter
embedded
links
compliant
format,
so
the
whole
s'more
platform
is
88
compliance
compliant.
So
that
means
that
if
you
look
at
it
on
a
smartphone
or
on
a
tablet,
it's
gonna
automatically
responsive
just
like
our
website.
M
The
images
are
very
compliant
in
that
they
can
easily
put
an
alt
tag
on
those
to
describe
them
and
all
of
the
text
is
conformed
to
the
product.
So
nobody
can
just
highlight
a
word
and
make
it
blue
if
you've
seen
again,
some
of
our
newsletters
have
that
so
the
admin
assistants,
though,
and
some
principals
do
their
newsletters
are
very
excited
because
they
don't
have
to
take
the
time
to
do
all
that
anymore.
M
They
don't
have
to
do
all
the
formatting,
because
this
product
lays
it
out,
and
we
have
a
couple
more
examples
here
of
some
of
them
that
were
done
last
week
and
and
then
they
get
their
own
colors.
We
get
their
logo
and
on
the
newsletter
to
give
it
some
some
feel
for
their
school
and
then
our
secondaries
all
do
daily
announcements.
So
this
is
an
example.
I
taught
the
admin
assistant
at
Ben
Franklin
in
the
morning
how
to
do
our
newsletter
and
then
I
got
a
call
from
her
in
the
afternoon.
M
M
Another
thing
they
can
start
to
do
is
just
send
out
blurbs
of
information
instead
of
a
whole
26
page
newsletter
that
comes
out
every
two
months.
They
could
send
out
the
topic
and
have
several
topics
come
out
during
those
two
months.
Instead
of
such
big
big,
huge
documents,
one
more
thing
about
this
is
this
product
is
also
fully
integrated
with
the
blackboard
Mass
Communication
system.
M
E
Those
are
some
of
the
things
we've
been
working
on
for
the
ad
a
compliance
issue
this
year.
We
have
some
more
steps.
We're
going
to
take.
Of
course,
we're
gonna
do
another
review
of
our
website
here
coming
up
this
summer
to
make
sure
that
our
dart
items
are
compliant.
We're
gonna
be
continuing
to
work
with
blackboard
and
being
in
that
pilot
program
for
Ally
to
help
make
that
tool
a
little
bit
more
easy
to
use
and,
and
then
of
course,
just
going
forth
and
making
sure
our
website
is
up-to-date
and
compliant
for
all
users.
E
C
Really
a
question
but
I
just
want
to
say
thank
you
for
making
sure
that
our
website
and
all
of
our
materials
are
accessible.
I
do
know,
people
that
have
severe
vision,
impairments
and
modern,
accessible
technology
has
been
life-changing
for
them
and
definitely
wanna
make
sure
that
they're
able
to
access
our
district's
information
as
well.
So
thank
you
giving
for
good
work.
Robin.
N
A
O
P
I,
don't
know
if
our
communications
team
will
take
the
liberty
to
share,
but
if
you
go
to
page
12
of
their
communications
report,
that
was
not
part
of
the
presentation.
There
is
a
list
of
awards
that
our
team
per
annually
wins
and
they've
won
this
year
as
well
and
I
didn't
want
them
not
to
mention
that.
But
there
are
about
three
four
five:
six,
seven,
eight
bullets
of
just
different
awards
that
our
communication
teams
want
I
just
want
to
acknowledge
that
and
make
sure
that
that
got
pointed
out
today
as
well.
Thank.
A
E
A
E
So
when
you
turn
into
a
PDF
that
is
then
compliant,
we
have
a
lot
of
PDFs
on
our
website
a
lot,
and
so
that
is
the
biggest
thing
we
need
to
tackle,
and
that's
some
of
the
things
that
we
did
last
summer
was
taking
down
old
content.
That
didn't
need
to
be
there
anymore,
maybe
publicizing
a
past
event.
So
to
speak,
one
of
the
things
that
the
new
ally
reporting
tool
is
going
to
do,
which
we
have
to
play
around
with
yet
is
going
to
allow
us
to
get
better.
E
Real-Time
information
about
which
PDFs
need
to
be
looked
at
and
then
the
goal
is
at
some
point:
I
don't
know,
and
blackboard
will
be
able
to
do
that,
but
hopefully
that
they'll
have
the
tool.
Allow
us
to
change
the
PDF
in
the
tool
versus
go,
find
the
original
document
and
fix
the
compliance
issues
there
again.
We
have
so
many
PDFs
online
that
it's
a
lot
of
documents
that
need
to
be
touched.
E
The
other
thing
is
well,
of
course
we
want
things
to
be
compliant.
We
also
want
the
information
available.
So
sometimes,
if
the
only
document
we
have
is
one
from
an
architect,
that's
a
scanned
copy
on
a
scanner
we
have
to
make
the
decision.
Is
it
better
to
put
that
out
the
version
we
have
or
not?
Have
it
out
there
at
all?
E
So
you
know
well,
of
course
we
want
everything
to
be
compliant,
there's
some
times
where
we
have
to
make
that
judgment,
call
of
have
that
information
out
there
or
know
that
we
could
be
dinged
for
it.
So,
but
that
is
something
we're
working
on
is
going
back
and
making
sure
PDFs
that
are
posted.
Our
complaint.
E
Know
we
don't
know
when
they're
going
to
and
that
they
just
got
that
live
for
us
last
week
it
went
live
on
Thursday
and
they
haven't
shared
information
with
us
of
when
they
want
to
close
that
out.
Other
districts
in
North
Dakota
also
use
blackboard.
West
Fargo
is
also
part
of
that
pilot
tool.
I
don't
know
if
the
other
some
of
the
other
districts
are
but
West
Fargo
is
also
in
that
pilot
program,
so
we'll
be
providing
feedback
here
in
the
coming
weeks
about
how
that
the
new
version,
the
new
features,
are
working.
R
E
A
A
Q
So
that's
always
an
exciting
time
and
full
of
memories
and
then
emotions
as
well,
and
we're
also
doing
a
little
bit
of
FAA
Executive
Board
ballots
for
our
members
to
pick
some
new
members
that
will
be
an
executive
board
and
as
far
as
Ben
Franklin
I
was
up
at
North
High
today
to
do
the
reunification
drills.
So
that
was
really
neat
to
see
in
the
capacity
of
a
councilor
great
debriefing
for
counselors
as
well
as
imagine.
You
had
a
good
debriefing
this
afternoon
too,
and
then
I'll
just
break
again.
Q
As
the
eighth
graders
have
come
back,
but
you
can
tell
they
really
learned
a
lot
and
what
a
great
opportunity
right
here
in
our
district
and
then
the
history
teachers
asked
me
to
share
with
their
break
that
in
May
they
will
be
examining
the
past
and
president
of
North
Dakota
and
so
the
eighth
grade.
Students
will
use
the
historical
but
a
big
farm
to
learn
about
the
importance
of
Bonanza
farming
in
North
Dakota,
and
then
they
will
spend
some
time
actually
a
whole
day.
Q
P
I
can
talk
a
little
bit
about
kind
of
our
building
capacity
and
usage
task
force.
I
know
that
there's
been
some
conversations
around
that
and
some
attention
and
the
media
as
well
so
I
just
wanted
to
give
the
board
an
update
of
where
we
are
in
terms
of
the
process.
So
far,
we've
had
three
meetings.
To
date,
we
spent
the
first
meeting
really
going
over.
P
Some
of
the
board
parameters
were
established
at
our
February
12th
work
session
that
was
shared
with
us
and
then
having
some
information
presented
from
the
city
of
Fargo
and
then
also
reviewing
our
demographers
information
for
from
our
SP.
That
has
I
think,
since
as
long
as
we've
been
using
them,
I
think
historically,
it
had
over
97
percent
accuracy
rates
so
really
kind
of
using
that
to
look
at
our
building
capacity,
our
usage
and
then,
most
importantly,
our
projections
for
the
next
five
years
down
the
road,
which
is
how
far
they've
set
those
projections
out.
P
Our
second
meeting,
we
started
discussing
middle
school
boundaries,
knowing
that,
according
to
our
projection
reports,
discovery
middle
school
in
five
years
is
looking
at
being
at
capacity.
We
have
space
at
Ben,
Franklin
and
Carl
Ben,
and
we
had
posed
the
question
to
the
task
force
at
that
time.
Should
we
even
be
looking
at
boundaries
changing
boundaries
for
middle
school
at
this
point,
or
should
we
not
look
at
that
right
now
and
wait
until
that
five
years
well
after
discussion
about
looking
at
all
the
options
and
the
consequences
that
the
task
force
at
that
meeting
decided?
P
No,
we
want
to
come
and
take
a
look
at
boundary
options
for
middle
school
and
making
that
choice
change.
So
we
asked
task
force
members
to
break
down
into
groups
and
come
up
with
different
scenarios.
We
are.
The
district,
has
one
software
that
we're
able
to
test
different
scenarios
and
when
we
use
that
phrase,
which
means
as
we
provided
groups
with
bound
maps
of
our
city
and
as
they
do
different
boundary
options,
they're
able
to
give
that
to
the
dr.
P
gross
who,
while
projecting
live,
is
able
to
draw
in
that
scenario
and
then
it
kind
of
shows
you,
okay,
based
on
our
current
location
of
students
that
are
geocoded.
What
would
that
change
to
our
each
of
our
buildings?
In
terms
of
capacity,
but
also
look
at
different
demographic
markers
as
well,
so
at
that
meeting
we
had
eight
suggestions
that
were
they
said.
Can
you
go
back
between
the
next
two
meetings
and
draw
these
scenarios,
so
we
did
at
the
next
meeting
we
actually
presented.
10.
One
of
them
was
a
scenario
we
as
an
administration
thought.
P
We
should
take
a
look
at
this
because
there's
a
iteration
of
one
of
the
scenarios
that
was
there
and
then
the
tenth
was
a
separate
scenario
that
didn't
involve
just
changing
boundaries
actually
involved,
adding
on
to
one
of
the
middle
schools,
which
was
not
one
of
our
parameters
that
we
were
guided
for.
But
since
it
was
brought
up
and
someone
said,
can
you
explore
this?
We
thought
we
might
as
well
kind
of
share
that
as
well.
P
So
at
a
third
meeting
we
asked
the
task
force
to
rank
where
they
thought
each
of
those
scenarios
were,
and
that
didn't
mean
rank
for
final
recommendation-
that
men
rank
the
scenarios
that
we
wanted
to
explore
on
deeper
and
see
what
tweaks
we
could
make.
So
one
of
the
scenarios
that
was
two
of
the
scenarios
that
were
kind
of
shared
in
the
paper
senator
nine
incendiary.
It
came
to
the
top
of
the
rankings
we
did
share
with
the
task
force.
P
Members
that
scenario
nine
was
this
enira
that
administration
had
put
into
place
and
if
they
didn't
want
to
explore
that
further
or
if
they
want
to
look
at
other
scenarios.
Just
because
that
recommendation
came
from
us,
then
we
could
absolutely
do
that
task.
Force.
Members
said
no,
let's
look
at
all
those
scenarios,
so
we
looked
at
scenario,
nine
versus
scenario,
eight
scenario,
six
versus
I,
think
saving
of
four
and
then
there's
a
couple
of
scenarios.
P
They
said
that
we
don't
want
to
look
further
and
at
the
end
of
that
meeting
they
said
between
now
and
the
next
meeting.
Can
you
look
at
different
tweaks
of
scenario,
nine
and
say
and
see?
How
would
that
impact
different,
different
school
building
sizes,
different
markers
that
we're
looking
at
so
then
we
can
come
back
and
visit
them.
So
I
say
that
Tim,
because
I
know
that
it's
been
reported,
that
a
couple
scenarios
that
came
to
the
top
the
task
force
members
themselves
have
not
voted
on
any
scenarios.
P
Actually,
at
the
end
of
the
second
meeting,
we
had
a
conversation
to
conclude
that
meeting
that
we
know
that
this
is
not
only
hard
work,
but
this
is
work
that
impacts
a
lot
of
people
and
we
understand
that.
There's
a
lot
at
stake
and
there's
a
lot
of
consideration
here.
So
we
don't
want
to.
We
don't
want
at
that
point
to
allow
anyone
to
think
that.
Okay,
the
task
force
has
already
made
recommendations
and
to
kind
of
get
ahead
of
it,
but
unfortunately
that's
where
we
are
now.
We
have
not
reached
80%
consensus.
P
We
haven't
voted
on
any
of
the
scenarios,
we're
still
looking
at
tweaking
a
couple
of
the
scenarios
that
are
voted
on
before
we
even
have
reached
consensus
or
a
recommendation
to
the
board.
But
since
one
of
the
media
outlets
kind
of
said
those
two
scenarios
came
to
the
top.
When
we
did
the
initial
ranking
of
what
we
want
to
explore
further,
we
thought
you
know
as
a
district,
let's
just
be
fully
transparent
and
throughout
all
nine
scenarios.
A
P
Think
that
would
have
to
be
a
conversation
with
the
board.
At
this
point,
we
kind
of
know
that,
when
our
when
our
buildings
are
supposed
to
be
at
capacity,
so
even
whatever
recommendation
that
comes
out
of
this
task
force,
we
would
have
to
bring
that
to
the
board
talk
about
what
would
be
the
timeframe
for
communication.
What
would
the
change
of
implementation
be,
but
then
there's
also
additional
factors
such
as
grandfathering
students,
students
are
currently
at
those
schools.
All
those
conversations
would
have
to
be
part
of
part
of
the
board
discussion.
P
A
N
It
might
be
useful
for
board
members
that
weren't
around
when
Davis
was
built,
how
the
grandfathering
and
that
ease
in
process
happened.
So
because
a
lot
of
the
emails
that
we
are
receiving
has
to
do
with
splitting
up
families,
and
we
already
brought
her
Letterman's
jacket,
sand
and
grandfathering,
and
things
like
that
and
and
it's
not
just
a
one
and
done
transition.
So
I
think
that
would
be
a
helpful
tool
and.
T
Also
have
a
question
around
projections,
and
it
seems
like
future
projections
in
our
data,
for
our
SPE
have
showed
a
slowing
in
the
growth,
and
why
isn't
that
being
considered
in
part
of
these
conversations,
as
well
as
the
land
that
was
purchased
for
additional
middle
school
and
time
lines?
All
of
those
things
aren't
being
talked
about
at
this
task
force.
P
P
I'll
start
with
saying
idea
that
I
would
welcome
a
conversation
with
with
the
board
about
this
as
well
and
to
seek
some
guidance.
I
think
a
couple
of
things.
One
is
that
currently
in
our
long-range
facilities
plan,
we
say
that
we
plan
for
the
next
school
when
we
reach
half
the
enrollment
of
what
it
would
take
to
fulfill
that
school.
So
I
think
that
is
gonna
be
the
number
that
we
used
to
trigger.
P
However,
if
we
were
to
make
some
boundary
changes,
then
we
would
not
need
that
school
in
five
years,
because
you
have
room
at
discovery,
two
to
account
for
the
growth,
so
you
potentially
might
not
need
the
change,
the
need
for
a
new
school
for
eight
years
nine
years
and
I,
don't
know
what
that
extended
timeline
is,
but
you've
created
room
on
that
south
side
of
town
and
I.
Think
that's
a
piece
of
conversation
so
I
understand
your
piece:
I
can't
speak
to
ping
pong
game
because
I
don't
know
if
it's
gonna
be
the
same
families.
P
That
would
be
impacted
at
that
point
because
they
might
have
gone
through
that
middle
school
already
and
then
again
we
have
to
consider
the
factors
such
as
grandfathering
and
everything
else.
So
can
the
boundary
changes
delay
how
fast
we
need
to
build
a
new
school?
Yes,
I
do
think
that
that
is
a
potential
that
we
need
to
consider.
P
A
P
I
would
be
happy
to
because
I
I
just
want
to
start
by
acknowledging
all
of
our
staff
that
were
part
of
the
reunification
drill
and
not
just
staff,
but
we
had
student
actors
that
were
part
of
it.
We
had
students
and
we
had
parents
that
had
to
had
to
kind
of
partake
in
the
process.
It
was
a
great
process
to
see
as
Fargo
public
schools
systemically
how
we
would
respond
if
we
ever
need
to
go
through
the
reunification
process.
P
Today
we
practiced
a
drill
with
a
situation
that
potentially
could
happen
in
Madison
and
reunifying
those
students
at
North,
High
School,
so
I'd
like
to
thank
North
High
School
for
their
hospitality,
but
we
learned
so
much
throughout
the
process.
We
know
that
we
grow
every
time
we
go
through
that
drill.
From
my
eyes
it
was
a
very
successful
drill.
We
did
very
well.
We
have
tremendous
amount
of
leadership
in
this
district
and
a
dedicated
staff.
P
That
really
cares
about
students
are
willing
to
drop
everything
they
can
and
not
just
about
making
sure
that
we
follow
all
of
the
processes,
but
we're
accommodating
every
student
and
parents
during
any
time
of
need.
If
we
ever
have
to
engage
in
that
process,
so
I
thought
it
went
very
well.
We
had
a
great
debrief
meeting
this
afternoon
and
we
have
some
things
that
we'll
try
and
weave
for
for
next
year
and
we
look
to
get
better
every
year.
B
A
A
O
You
very
much
attached
to
that
memo.
You
will
see
a
calendar
that
was
developed
by
the
district
calendar
committee.
That
committee
was
comprised
of
18
different
members.
We
had
three
teachers:
four
parents,
three
principals,
FDA
representation,
support
staff,
two
district
office
representatives,
three
students
and
one
school
board
member.
O
This
group
met
over
the
course
of
three
different
evenings
to
really
look
at
state
statute.
Look
at
past
calendars.
Look
at
contracts
all
of
the
things
that
are
required
to
be
part
of
our
calendar.
In
addition
to
that,
before
the
calendar
committee
met,
we
did
issue
a
calendar
survey
and
on
the
March,
I
have
to
look
up
the
date
here.
March
31st,
21st
journey
article
I
did
send
out
the
results
of
that
survey
so
that
parents,
staff
and
students
would
see
the
aggregate
results,
because
when
you
ask
for
data,
we
wanted
to
give
it
back.
O
What
we
found
through
that
survey
is
two
main
themes.
When
we
asked
when
we
would
want
to
start
our
school
year,
all
three
of
the
group's
parents,
staff
and
students
ranked
starting
in
August
as
their
first
choice,
then.
The
second
question
that
we
asked
is:
would
you
like
a
week-long
Spring,
Break
and
all
three
groups,
parents,
staff
and
students,
now
at
a
varying
rate,
but
all
were
over?
Fifty
percent
said.
Yes,
we
would
like
a
week-long
Spring,
Break
and
again
all
of
that
data
was
part
of
that
journey
article
that
was
about
a
month
ago.
O
So
then,
based
on
the
survey
based
upon
looking
at
Statue
contracts
and
so
on.
The
group
over
the
first
meeting
basically
built
the
first
half
of
the
calendar.
Talking
about
what
semester.
One
should
look
like
the
second
meeting.
We've
finished
that
calendar,
and
then
we
asked
every
member
to
go
back
out
and
share
it
with
their
peer
groups.
O
They
brought
back
that
feedback
after
meeting
and
we
made
some
modifications
to
the
calendar
or
the
draft
based
on
the
feedback
and
then,
at
the
end
of
the
third
meeting,
we
came
to
100%
consensus
to
move
this
draft
forward.
So
the
calendar
committee
was
a
hundred
percent
I
then
shared
the
calendar
with
the
citywide
PTA
Council
for
their
feedback.
I
would
say
that,
like
any
calendar,
it's
not
going
to
be
a
hundred
percent
that
everyone
will
say
it's
the
best,
but
based
on
the
feedback.
A
B
B
A
D
T
O
Students
we
asked
each
of
the
high
schools
to
represent
or
to
nominate
a
student.
The
parents
come
from
either
the
citywide
PTA
or
the
PTA
PTO
s
or
parents
who
have
in
the
past
have
emailed
me
or
Diane
garzke
e
with
questions
or
concerns
about
the
calendar,
because
we
want
them
to
be
involved
in
the
next
process.
With
our
staff,
we
have
asked
our
fe
a
to
nominate
individuals
for
that
with
the
administrators.
I
ask
volunteer
some
of
our
administrators
to
be
part
of
that
committee,
so
it
does
rotate
from
year
to
year.
T
O
We
did
journey
article,
we
did
our
Facebook,
we
tweeted
it
on
Twitter
to
try
to
get
his
big
of
a
return
rate
as
we
could
for
our
parents
and
for
our
staff
for
our
students.
We
actually
asked
the
high
school
principals
to
find
a
time
for
seniors
to
take
the
survey,
and
this
year
we
had
more
participants
than
we
did.
The
last
time
we
issued
the
survey
there
were
over
2,600
individuals
who
answered
now.
O
A
N
A
E
C
C
B
B
D
D
You
know
when
there
is
some
in
there
about
you,
know,
coats
and
buying
and
I
get
that
I
mean
I,
understand
that,
but
I
just
think
we
need
to
listen
to
these
I
mean
they're
they're,
community
members
and
they're
they're
people
that
that
you
know
elect
us
to
run
on
the
school
board
to
make
decisions,
so
I
mean
I,
just
I
feel
it's
really
important
and
I
guess
my
my
biggest
concern
is
really
how
the
task
force
is
operating.
I
have
also
learned
to
that.
D
D
Some
of
the
proposals
have
not
all
originated
from
the
task
force,
and
some
stuff
has
just
been
inserted
by
others
that
I'm
very,
very
worried
about
that,
and
so
I
guess.
The
biggest
thing
is,
you
know:
is
there
a
guiding
principle
that
is
compared
for
each
scenario
for
those
boundary
options?
You
know
on
that.
P
F
P
February
12th
work
session
and
allowed
to
provide
input
so
that
charge
was
given
to
us
from
the
Board
of
Education
and
the
way
that
task
force
was
comprised
of.
Was
it
the
first
and
the
majority
of
that
task
force
was
going
to
be
a
representative
from
every
school
or
PTA
organization
to
make
sure
we
had
equity
avoids
across
the
piece
across
the
district.
So
that's
25
above
the
46
or
52
member
composition
of
the
task
force.
P
There's
only
been
one
proposal
that
was
brought
up
by
administration
and
we
acknowledge
that
I'm
sure
that
in
my
report
as
well,
we
also
shared
with
the
task
force
members
that
we
came
up
with
this
proposal.
If
we
want
to
discuss
other
proposals
as
well,
we're
more
than
happy
to
so
some
of
the
questions
or
concerns
that
kind
of
you
brought
up.
I
would
be
very
curious
to
the
specifics
about
that
information
we
have
as
administrators,
Fargo
public
schools.
P
Our
interest
is
primarily
on
the
most
sustainable
option
that
we
think
is
going
to
be
best
for
students
and
we're
gonna
carry
out
whatever,
but
the
board
decides
we
are
not
going
to
be.
The
final
deciders
for
any
boundary
scenarios,
we
know
that
that's
gonna,
take
board
action
and
we
are
gonna,
be
happy
to
implement
any
of
those
recommendations.
So
I
want
to
defend
at
least
our
administrators.
By
saying,
can
you
please
provide
us
with
specific
information?
P
We
would
be
more
than
happy
and
we
do
plan
on
serving
all
of
our
task
force
members
at
the
end
of
this
process,
to
make
sure
that
they
felt
like
their
voice
was
heard.
I
would
also
ask
the
board
liaison
the
spin
on
the
task
force
or
any
of
the
observers
that,
if
there's
been
any
votes
or
any
proposals
abroad
by
a
task
force
members
that
weren't
considered
that
fell
within
the
parameters
that
the
board
gave
us
on
our
February
12th
work
session
to
please
let
us
know
so.
We
could
rectify
that.
U
Just
a
couple
things
as
the
board
liaison
to
the
task
force.
When
we
talk
about
you
know,
there's
the
number
of
employees
or
spouses
as
the
third
largest
employee
in
this
community.
We're
going
to
have
that
and
not
everyone
is
in
my
witnessing
of
the
task
force.
They
also
are
parents
and
so
some
of
them.
In
the
first
meeting
when
we
introduced
ourselves,
they
said
I
am
a
teacher
at
Carl
Ben.
However,
I
am
a
parent
and
my
role
here
today
as
a
parent,
so
they
put
that
right
out
there.
So.
U
Right
so
they're,
not
all
there
well
in
they
didn't
all
just
because
their
teacher
doesn't
mean
that
they're,
not
there
as
a
parent,
and
so
there
there
is
parents
as
well
and
from
what
I
have
witnessed
when
we
have
met
in
our
small
groups.
We
were
tasked
with
all
different
scenarios
to
come
up
with
and
as
I
watched
it
and
was
a
part
of
mine.
Each
table
was
raising
their
hand
and
then
Bob
would
take
and
draw
those
scenarios
out.
U
U
So
we've
got
the
guiding
principles
that
were
reviewed
on
the
3:19
meeting:
quality
education-
equitable,
not
always
equal
space,
equitable
number
of
students,
balance
of
socioeconomic
mix
and
a
set
attendance
areas
to
make
the
best
use
of
tax
dollars,
and
we
have
not
yet
gone
through.
We've
got
last
week
when
we
had
a
meeting
all
of
those
guiding
principles
and
we
were
looking
at
different
boundary
adjustments
or
to
look
at
those
things,
but
we
have
not
yet.
As
a
task
force
said,
this
is
number
one
priority.
This
is
number
two.
U
N
T
Add
a
few
things
too,
because
I've
been
there
as
an
observer
and
I
will
like.
From
my
perspective,
each
of
those
scenarios
have
not
been
compared
to
the
guiding
principles.
The
guiding
principles
sit
on
a
sheet
on
the
desk
and
every
proposal
that
has
talked
about.
The
only
thing
that
seems
to
matter
or
has
asked
is
about
the
socio-economic
mix.
So
administration,
in
my
view,
has
made
that
the
number
one
criteria,
even
though
from
a
board's
perspective.
T
That
is
not
the
way
our
guiding
principles
are
designed,
and
so
that
is
and
should
be
a
concern,
because
there
are
certainly
lots
of
other
things.
Much
like
we
heard
from
our
constituents
that
walkability
and
proximity
matter,
and
they
should
matter
for
all
of
our
schools,
not
just
one
side
or
another
of
town.
T
The
other
thing
that
I
would
say
is
that
I
do
see
it
as
problematic
that
sixty
percent
of
the
task
force
members
are
are
either
FPS
employees
or
related
to
SPS
employees,
especially
when
administration
is
the
one
inserting
ideas
I
feel
like
it's
naive
to
think
that
they
don't
feel
like
they
can
push
back
on
some
of
those
ideas.
When
they're,
not
their
own,
so
I
do
think
that
is
a
concern.
I
think
that
we
compromise
the
integrity
by
doing
that.
T
The
point
of
the
task
force
in
was
to
to
really
update
our
long-range
plan
and
we're
really
suffocating
them.
By
saying
the
only
option
that
you
have
is
this
band-aid
of
moving
a
line
when
we
have
so
many
other
things
to
consider
so
I
just
I
think
that
we
could
be
doing
it
better.
Put
it
that
way.
Rubick.
P
So
I'll
start
by
saying,
as
a
relates
for
the
guiding
principles
we
are
planning
on
starting
the
next
meeting
with
the
task
force
norming
on
what
their
ranks
where
the
guiding
principles
are.
We
have
not
done
the
process
of
comparing
the
guiding
principles
to
any
of
the
options,
because
we
have
not
finalized
any
options.
If
you
go
back
to
our
last
task
force
meetings,
we
were
still
tasked
at
the
very
end.
By
saying,
can
you
make
additional
tweaks
to
some
of
the
scenarios?
P
So
the
task
force
hasn't
even
said:
okay,
let's
now
analyze
these
versus
the
guiding
principles,
as
it
relates
to
the
composition
we
we
did
a
call
for
for
parents
and
and
for
everyone
else
that
met
each
of
those
categories.
So,
at
the
end
of
the
day,
administration
is
going
to
carry
out
whatever
is
voted
by
the
board.
None
of
the
three
facilitators
in
the
task
force
have
any
school-aged
children
that
are
going
to
be
decided
by
the
outcomes
of
this
task
force.
We
are
not
going
to
it's
not
going
to
matter
for
us.
P
Just
can't
I,
don't
see
that
to
be
true,
but
I
would
entertain
any
staff
member
that
does.
Secondly,
when
we
voted
on
which
of
these
options,
we
want
to
discuss
further,
we
didn't
let
them
know
that
one
was
coming
from
administration.
They
had
nine
options
in
front
of
them,
they
voted.
Then
we
said
we
came
up
with
one
of
these
options.
Do
we
want
to
talk
a
little
bit
further
about
that?
Lastly,
I
would
just
kind
of
go
back
to
your
last
comment
about
the
process
as
a
whole.
P
This
is
ultimately
going
to
be
a
board
decision
that
that
is
going
to
be
made.
Administration
was
charged
with
facilitating
a
task
force,
I
to
get
provided
input
or
a
recommendation
that
the
board
can
used
to
make
that
information.
If
we
have
failed
the
board
in
not
doing
fulfilling
that
recommendation,
then
I
apologize
but
I
think
the
board
also
has
the
ability
to
solicit
the
information
that
you
want.
That's
going
to
help
you
make
that
decision
as
well,
but
we
were
following
the
charge
that
we
were
given.
We
outlined
the
process.
P
B
First,
an
observation
I'm,
not
sure
why
this
is
on
the
business
agenda,
because
I
don't
see
any
action
in
what
you've
asked
for
here.
So
first
of
all,
this
probably
should
have
come
as
a
board
report
or
maybe
not
come
to
this
room.
To
begin
with,
if
there's
been
a
compromise
to
the
process,
it's
what
we're
doing
right
now
we
are
trying
to
short-circuit
this
task
force
midway
through
their
work
with
good
intentions.
Perhaps
because
we
have
public,
that's
telling
us
that
they
don't
think
the
direction
this
task
force
is
going.
B
Is
the
right
way,
I,
don't
know
what
direction
this
task
force
is
going,
but
I
do
know
the
more
we
talk
about
it
here,
the
more
we're
compromising
whatever
comes
from
them.
Ultimately,
if
we
don't
like
their
recommendations,
we're
gonna
do
whatever
we
do
as
a
board
as
long
as
it's
a
majority
decision,
but
I
flat-out,
don't
think
this
belonged
on
the
agenda.
I
think
it
should
have
come
through
governance
and
it
probably
would
have
been
dealt
with
differently
and
I
really
think
we
all
need
to
keep
our
lips
buttoned.
A
A
A
It
discusses
that
the
one
statement
says
board
members
reached
consensus
to
support
item
1
on
the
document
regarding
the
necessity
to
change
attendance
boundaries
due
to
enrollment
projections.
The
task
force
is
therefore
discussing
this
based
on
our
consensus
at
that
February
12th
meeting
the
task
force.
Members
also
have
a
process
to
reach
80%
consensus
in
order
for
moving
forward
with
their
discussions,
and
so
at
the
initial
taskforce
meeting
there
was
consensus
that
further
conversation
needs
to
happen
regarding
boundaries
and
that
was
decided
by
the
task
force
members.
A
So
it's
my
wish
and
I
hope
it's
all
of
our
wishes
that
the
task
force
is
allowed
to
finish
its
work
and
that
we
are
able
to
then
receive
that
information
and
digest
it
and
use
it
to
help
make
the
decisions
that
we
need
to
make.
Is
there
anything
else
that
needs
to
be
discussed
on
item
B,
Jennifer
I,
just.
T
Like
to
say
a
couple
more
things
and
I
respectfully
disagree
in
how
number
nine
was
thrown
out
there.
Bob
said
this
was
number
nine,
his
his
proposal
that
he
wanted
to
add.
So
it
was
clear
to
the
staff
that
it
came
from
administration
before
it
was
asked
for
a
vote.
Secondly,
Rebecca
in
terms
of
your
comments:
I
would
say
what
you're
saying
is.
T
There
is
no
room
for
flexibility
if
enrollment
projections,
if
we
know
today,
are
different
than
we
thought
they
were
in
February
or
whenever
that
direction
was
given
you're
saying,
there's
no
room
for
flexibility
and
I
have
a
problem
with
that.
As
one
board
member
I
think
we
should
be
flexible
and
we
should
take
into
account
data
to
make
data-driven
decisions.
A
N
I
think
likewise,
I
think
the
participants-
it's
not
an
easy
just
re
discussion,
I
feel
that
this
task
force
process-
it's
probably
more
driven
driven
by
the
task
force
members
than
in
the
past
in
the
past,
are
the
administration's
tack
was
to
present
ideas
and
get
feedback.
So
I
was
delightfully
surprised
that
the
ideas
were
coming
for
the
task
force,
so
I
think
I
think
that's
a
positive
direction
and
I
and
I
appreciate
your
attempts
and
really
having
it
come
up
from
the
task
force.
Members
themselves.
D
Before
I
was
so
rudely
cut
off,
I
mean
that's
the
problem.
I
didn't
even
get
a
chance
to
finish.
I
would
like
to
make
a
motion
to
disband
the
task
force
and
wait
until
we
have
updated
projections
and
the
updated
2020
census
information,
and
then
we
can
go
form
a
group
that
represents
our
community
equally.
That
was
why
it
was
brought
into
business.
Okay,.
A
U
T
E
B
B
S
E
A
P
V
So
we
solicited
bids
for
our
prime
food
man
vendor
who
supplies
the
majority
of
our
product
for
nutrition
services.
We
received
three
vendors
who
submitted
one
who
was
deemed
to
be
responsive
because
they
were
only
bidding
on
a
certain
area
of
that
bid.
Document
after
we
received
the
bids
we
have
Cindy
and
us
I
have
gone
through
and
we
have
been
scored.
I
have
scored
the
the
two
vendors,
then
that
were
responsible.
V
They
were
scored
on
I'm
gonna
count
for
you,
Cindy
six
different
areas
of
which
Cisco
came
on
top
with
that
with
a
score
in
94
versus
90,
and
then
in
addition
to
that,
we
also
look
at
the
overall
bid
cost
of
which
Cisco
had
the
lowest
cost.
So
our
recommendation
is
to
move
forward
with
Cisco
as
our
awarded
vendor.
U
B
B
C
C
A
Board
reports
NSBA
sharing
memo
91.
Thank
you
to
everyone
for
filling
out
the
information.
According
to
the
sessions
that
you
attended,
it's
a
lengthy
document,
that's
good!
There
are
quite
a
few
that
were
marked
with
that.
It
would
be
worth
exploring
further
or
learning
more
about
I
noticed
that
some
of
the
sessions
didn't
have
either
a
yes
or
no
marked
I.
Think
I
did
that
with
one
of
mine
and
so
I
guess.
A
Let
me
know
if
there,
if
that
was
a
situation
for
your
sessions,
if
there
was
something
that
you
did
indeed
want
to
have
follow-up
on,
but
that
just
maybe
didn't
mark
it.
Let
me
know
so
that
we
can
make
sure
that
we
stay
on
top
of
it.
Does
anyone
have
any
particular
thoughts
regarding
moving
forward
with
this
document
or
anything
you'd
like
to
share
specifically.
A
My
thought
would
be
that
the
items
that
were
marked
for
future
study
that
that
goes
on
to
governance,
to
sort
through
it
from
there
all
right.
Thank
you
very
much
again
like
hear
more
later,
as
we
move
forward
committee
liaison
and
correspondence
reports,
Robin,
let's
start
with
you
and
we'll
work
around
the
table
and
have
Brian
close
us
out.
I
was.
N
N
Robin
with
that,
so
Nevaeh
Stevens
is
North
Dakota's
youth
of
the
year
for
the
Boys
and
Girls
Club.
So
that's
a
big
deal.
Fargo-Cass
public
health
meeting
was
postponed
because
that
was
snowed
out.
It
is
rescheduled,
I
believe
for
the
same
time
as
a
special
board
meeting.
I
just
need
to
confirm
that
so
checking
on
if
you
have
a
quorum
or
not
so
maybe
Amory
and
Rebecca
and
I
can
visit
on
that.
Let's
see
here,
city
PTA
luncheon
as
a
reminder
is
May
15th.
N
All
these
notes
I
want
to
recognize
some
PTA
members
from
my
liaison
school
Washington,
PTA
members,
they're
present
and
the
present
in
the
audience
now
to
the
very
exciting
legislative
stuff.
You
were
coming
down
to
the
last
couple
days
here.
The
session
is
expected
to
sign.
You
died
on
Friday
or
Saturday.
That's
what
I
heard
where
we're
rolling
pretty
well
here,
the
the
big
one
that
we've
been
talking
about
is
the
class
1e
exempt
weapons
bill
Senate
bill,
21
72.
N
There
was
some
great
amendments
that
came
out
of
the
committee
and
I
would
have
been
it
died.
It
died
on
the
floor
resoundingly,
so
it's
done
so
that
is
gone.
Some
of
the
pieces
that
I
think
make
resurface
next
session
might
be
paramedics
being
able
to
to
carry
with
certain
license
certain
approved
licenses,
and
that
is
as
a
result
of
the
quadruple
murder
that
was
I,
think
it
was
in
Mandan.
N
A
lot
of
the
paramedics
arrived
first
and
they
didn't
know
if
the
murderer
was
still
in
the
room,
so
I
mean
I
get
some
of
the
logic
behind
that,
so
we'll
be
watching
that
next
session.
But
this
is
a
this
is
a
debt
issue
and
I
think
enough
people
School
Boards
Association,
wasn't
the
only
one
opposed.
N
You
know
it
was
churches
and
universities
and
school
resource
officers,
so
Alexis
Bailey
is
doing
a
tremendous
job
for
North
Dakota,
School,
Boards,
Association,
keeping
us
up
to
date
on
that,
so
other
than
that,
I
I'm
I
t
able
to
catch
a
breath
here
at
the
it.
So
I
take
that
back
after
saturday
or
next
week
I
might
be
able
to
cuz
things
move
so
quickly
right
now,
but
I
think
we
had
a
pretty
good
session.
So
thank
you
for
all
of
your
participation.
Do
a
debrief
at
our
next
CAC
meeting
Thank.
C
C
T
T
Local
planning
committees,
we
asked-
let's
see
here
just
there
was
discussion
around
part
of
FPS
board
hosting
an
annual
event
regarding
FPS
is
vision
for
the
future.
We
discussed
the
possibility
of
coming
up
with
a
booklet
that
much
describes
our
mission
mission
and
vision,
much
like
our
legislative
booklet
to
be
able
to
share
at
maybe
an
annual
sort
of
gathering
for
PTAs,
PT,
o--'s,
etc.
S
A
B
The
community
development
committee
met
after
a
two-month
break
and
did
a
weather
and
other
scheduling
conflicts.
We
kind
of
looked
through
the
2019
plan
action
plan
for
Community
Development
grant
and
home
funds
talked
a
little
bit
about
some
possible
future
discussions,
both
with
the
Planning
Commission
and
the
City
Development
Committee
or
Community
Development
Committee.
F
B
Really
hone
in
on
what
our
guidelines
should
be
going
forward
for
grant
funds.
In
particular,
we
had
an
issue
I
think
for
the
first
time
in
the
history
of
Fargo
and
that
we
apparently
did
not
get
enough
of
our
HUD
dollars
spent
in
the
right
time
frame.
So
we're
kind
of
on
a
clock
right
now
to
rectify
that
over
the
next
year.
It's
not
an
uncommon
thing
from
what
I
heard
today.
B
It's
happened
in
Moorhead
before
it's
just
the
first
time
it
happened
in
Fargo,
and
it
was
primarily
because
of
a
couple
of
projects
that
got
approved
for
grants
and
then
the
organization
was
not
able
to
get
the
project
up
and
running
during
the
right
timeframe.
They
think
they've
got
a
solution
already
to
spend
those
dollars
primarily
to
act
with
property
acquisitions.
B
One
I
know
is
fargo
YouthWorks,
who
I
think
is
relocating
or
wanting
to
relocate,
so
they're
gonna
be
eligible
for
a
fairly
significant
grant
from
the
Community
Development
Fund
and
the
other
is
I.
Think
a
group
called
Beyond
shelter
who
has
a
housing
project
as
well,
is
going
to
be
breaking
ground,
so
they
think
they've
got
a
place
for
those
dollars
to
immediately
get
used,
but
led
to
a
broader
discussion
on
okay,
we're,
probably
gonna,
have
to
do
a
better
job
of
vetting.
B
The
applicants
to
really
know
who
is
who
is
shovel
ready
for
a
project.
So
we
don't
run
into
this
problem.
If
you
violate
the
rules
two
years
in
a
row,
then
you
are
on
a
hiatus
from
getting
the
HUD
dollars
so
that
that
is
not
something
we
want
to
see
happen.
I
was
gonna
report
on
the
unification
drill
because
both
of
them
were
my
lays
on
schools.
U
D
R
Last
Wednesday
April
17th
at
Fargo
South
I,
got
the
opportunity
to
to
sit
with
dr.
Todd,
Burch
and
staff,
but
with
the
literacy
grant,
findings
from
the
doctor
I
believe
that
ran
it
with
the
teachers,
which
was
pretty
cool
and
dr.
Burch
does
such
a
good
job
and
and
I
thought
he
did
a
good
job
of
letting
the
teachers
know
that
they're
the
most
important
resource
that
we
have.
One
of
the
you
know
to
teach
these
students.
R
It
was
it
was.
It
really
felt
like
a
architecture
class
after
that
I
went
over
to
the
construction
class
to
check
out
the
home
that
they
built
or
that
they're
in
the
process
of
building
and
got
the
chance
to
visit
with
that
particular
teacher.
Probably,
for
an
hour
very
impressed
by
watching
these
students
work
in
in
building
and
we
basically
watched
and
monitored,
and
they
would
ask
questions
from
time
to
time
and
then,
as
I
know
it
he
goes
to
Fargo
or
the
Davies
school
and
builds
a
house
there
as
well.
R
So
it's
kind
of
when
you're
looking
at
this
Wow
we're
doing
pretty
good
job
of
using
our
teacher
here
and
making
sure
that
kids
are
getting
opportunities,
and
this
was
a
big
thing
for
me.
That's
one
of
the
reasons
why
I
wanted
to
go
to
the
national
conference
was
to
learn
more
about
Career
and
Technical.
Education
like
it
or
not.
This
is
going
to
be
huge.
It
already
is
huge.
R
You
know,
and
we
I'm
excited
to
see
how
our
district
can
move
forward
in
CTE
even
more
than
what
we're
doing
now,
especially
when
you
go
to
the
national
conference
and
then
getting
the
chance
to
talk
to
dr.
Ripa,
a
Gandia
about
experiences
he's.
Had
he
shared
a
few
things
that
I'm
sure
a
lot
of
you
aren't
aware
of
and
asked
him
about
that
sometime
he's
he.
R
He
knows
quite
a
few
things
that
he's
done
in
his
past
that
he's
not
sharing
and
I'm
glad
that
you
know
those
things
and
I'm
looking
forward
to
seeing
where
we
can
go
with
Career
and
Technical
Education.
So
it
was
a
great
experience:
I,
just
loved
love
going
to
Fargo
South
I've,
always
just
loved
Fargo
South.
Even
when
I
was
not
a
class,
a
person
I
just
have
I
just
I,
just
for
whatever
reason.
That's
weird
how
that
happened
that
and
then
I
get
to
be
the
last
on
for
Fargo
South.
R
A
You
Bryan,
the
presidents
report
has
been
passed
out.
Governance
meets
April
25th
at
7:30
in
the
morning
as
the
words
liaison
to
the
Native
American
Commission.
Today
I
attended
there.
There
are
two
public
forums
that
Indian
ed
is
holding
today.
I
attended
the
one
that
was
this
afternoon.
The
other
one
I
believe
was
at
4:30
melody,
stabbed
nerve
from
our
the
Fargo
West
Fargo
Indian
ed
program
led
the
conversation
dr.
gross
was
also
there
and
learned.
A
I
learned
had
the
opportunity
to
learn
a
little
bit
more
about
the
well
a
variety
of
things,
but
to
highlight
teachers
within
our
school
district.
20-Some
close
to
30
I,
almost
feel
23,
okay,
23
teachers
within
our
school
system
that
have
had
the
opportunity
to
learn
more
about
the
North
Dakota
Native
American,
essential
understandings,
which
is
a
program
that
has
been
officially
developed
and
is
housed
within
the
North
Dakota
Department
of
Public
Instruction.
A
It's
an
elaborate
curriculum
that
I,
where
natives
themselves
have
been
involved
in
developing
the
curriculum
through
storytelling
and
really--it's
curriculum
that
is
outlined
so
that
anyone
in
the
state,
any
teacher
in
the
state
ultimately
can
access
curriculum
online
for
I.
Believe
all
grades
all
grades
K
through
12
to
help
implement
in
certain
areas
of
teaching.
But
it's
it's
very
complicated
because
we're
asking
we're
asking
individuals
to
maybe
learn
about
something
within
society
that
they
haven't
been
exposed
to
before
and
that
as
I.
A
That
means
I
the
treatment
of
Native
Americans
as
indigenous
people
within
our
community
right
here
in
Fargo
and
some
of
the
historical
trauma
that
goes
along
with
it
and
so
really
I
guess
a
way
of
pushing
us
learning
more
about
our
own
history
and
I.
Since
there
is
a
link
on
the
DPI
website
I,
my
plan
will
be
I'll
share
that
with
Amory
and
then
I'd
like
to
distribute
that
to
board
members
so
that
you
have
the
opportunity
to
at
least
just
visit
it
and
see.
A
Native
American
Commission
meets
next
Thursday
and
it
was
delayed
because
of
our
flood
issue
here
in
Fargo.
So
we
didn't
meet
in
April,
and
I
too
was
at
communications
and
negotiations.
I
have
been
an
observer
at
the
task
force,
meetings
and
I
am
going
to
try
my
best
when
I
observe
the
next
time
to
make
sure
that
I
allow
the
task
force
members.
The
official
task
force
members
their
time
to
ask
questions
of
the
resource.
Persons
that
are
in
the
room.
I
have
taken
it
upon
myself
a
couple
of
times.
A
I
know
to
ask
questions
even
as
an
observer
and
that
I've
realized
that
takes
time
away
from
those
that
have
dedicated
their
time
as
volunteers
to
serve
on
the
task
force,
and
so
I
am
going
to
I
need
to
remind
myself
that
I'm
there
as
an
observer,
we
have
Christy
as
our
liaison.
She
is
officially
a
person
that
can
ask
questions
at
those
meetings
and
I
know
that
as
a
board
member,
if
I
have
questions
later,
I
have
access
to
individuals
here
within
the
district
and
I
can
get
my
questions
answered.
A
So
I
really
really
am
going
to
commit
to
you
that
our
task
force
members
are
able
to
get
their
questions
answered
that
during
the
time
that
they're
there,
because
they
don't
have
the
same
accessibility
that
I
have
so
I,
would
encourage
anyone
else
to.
That
is
an
observer,
whether
it's
a
board
member
or
community
member,
to
try
to
do
the
same.
It
can
be
difficult
because
we
all
want
to
learn,
but
I
would
just
put
that
challenge
out
there
and
that's
all
I
have
okay
anything
else
for
the
order.
This
evening,
president.
F
A
C
C
F
F
A
C
Knutson
the
negotiations
committee
will
meet
at
noon
on
Monday.
The
29th
and
I
also
wanted
to
point
out
that
we,
while
we're
meeting
that
evening
with
the
FAA,
we
also
have
one
additional
session
already
scheduled
with
them
as
well,
for
the
Monday,
the
13th
of
May.
So
if
y'all
want
to
make
sure
your
calendars
are
clear
for
that
and
consider
bringing
future
dates
to
either
the
29th
or
the
13th
of
May
meeting.
Since
we
may
not
be
done
with
her,
we
might
maybe
not,
but
our
calendars.
Thank
you.
Can.