►
From YouTube: School Board Meeting - February 26, 2019
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - February 26, 2019
A
It's
5:30
p.m.
I'd
like
to
call
the
regular
meeting
to
order
of
the
Fargo
Board
of
Education
for
Tuesday
February
26th
I
also
want
to
check
to
see.
We
have
a
couple
of
board
members
that
aren't
able
to
attend
in
person
due
to
illness
and
travel.
That
someone
is
on
the
phone
is
that
Christie
or
Robin
on
the
phone.
A
A
C
A
D
Thank
you
thank
you
for
some
of
you,
I
know,
and
some
of
you
I
don't
and
that
guy
just
met
yesterday,
and
so
this
is
grand
I
think
you've
grown
up
from
when
I
was
the
HR
person,
at
least
by
height.
You
wait
hours
over
me.
I
want
to
thank
you
again
for
allowing
me
to
be
with
you
for
the
Fargodome
Authority
for
those
of
you
that
know
one
for
those
of
you
that
don't
that
I
know
now.
Bill
seems
to
like
to
put
this
on
TV.
D
The
Fargo
school
board
has
the
opportunity
to
nominate
someone
for
the
Fargodome
Authority,
and
then
the
city
actually
is
the
one
who
selects
that
person
so
I'm
glad
to
do
that,
and
this
is
just
kind
of
an
update
of
what's
going
on
and
I'm
open
to
questions
and
if
I
can't
answer
them,
I'll
get
the
answers
to
you.
So
no
problem
I'm
not
about
to
be
embarrassed
by
that.
So
these
are
the
things
that
Rob
and
I
thought
would
be.
D
The
things
would
be
of
most
interest
to
you,
attendance
at
events
and
meetings,
just
over
five
hundred
and
forty
four
thousand
people
during
this
past
year.
So
eighteen
we're
talking
about
eighteen.
They
finished
with
an
operating
budget
that
was
four
hundred
and
seventy
three
thousand,
which
was
thirty
thousand
five
hundred
dollars
better
than
their
budget,
so
they're
making
their
budget
and
but
not
a
lot
Ansem.
The
Fargodome
has
an
economic
impact,
direct
and
indirect.
D
That's
measured
basically
by
the
city
about
thirty
nine
million
dollars
that
it
basically
generates
back
for
the
city
again,
that
would
be
2018
in
late,
August
and
September.
The
one
thing
that
we
have
not
done
for
a
while
is
host
Fargo
football
and,
as
you
know,
the
turf
was
not
done.
It's
also
South
was
at
the
Fargodome
three
times,
so
that's
kind
of
a
fun
little
fact
it
was
fun
actually
to
be
on
the
board
when
they
were
saying.
Is
it
gonna
get
done?
Is
it
not
going
to
get
done?
D
You
know
we
have
the
capacity
and-
and
we
know
who
these
people
are-
that
are
coming
onto
the
field
along
with
the
North
Dakota
Activities
Association
and
the
Metro
tournament
committee
and
Todd
Olson
are
Todd.
Olson
is
part
of
that
whole
group
he's
the
FPS
director
athletic
activities
director,
the
Fargodome
hosted
the
state
high
school
wrestling
tournament,
the
state
High
School,
Class,
A
girls
and
boys,
combined
basketball
tournament
and
the
state
high
school
football.
Okay,
that
would
have
been
an
18.
D
So
those
are
the
kinds
of
things
they've
been
doing,
and
then
they
do
Rumble
on
the
red.
The
big
newest
part
that
doesn't
really
have
anything
to
do
with
Fargo
public
schools
per
se,
but
has
to
do
with
the
city
of
Fargo,
is
the
potential
expansion,
and
that
really
is
they're
working
with
RJ
Ingebrigtsen
in
town,
and
then
they
work
with
a
group
that
does
national
kinds
of
things
of
renovation
and
restoration
of
places
like
the
Fargodome.
D
So
they're
talking
about
expanding
the
concourses,
the
east,
south
and
west
and
kind
of
the
whole
discussion
is
you
know
how
to
use
the
parking
lots?
Well,
how
do
you
make
sure
that,
for
each
of
the
things
you've
got
the
right
entry
points?
All
of
the
things
that
you
can
imagine
and,
of
course,
as
you
know,
from
schoolwork,
are
there
enough
restrooms
right?
That's
a
big
problem.
D
Are
there
enough
conference
and
median
spaces
and
they're
looking
at
nearly
forty
thousand
square
feet
more
in
median
spaces,
and
the
process
basically,
is
that
the
dome
authority
now
is
listening
to
the
things
from
the
architect
and
again
as
well?
You
know
that's
more
money
than
we
really
can
spend,
or
we
want
to
spend
the
money
here
before
we
spend
the
money
there.
D
All
of
the
things
that
you
all
go
through
all
of
the
time
are
the
same
things
that
the
authority
is
going
through
now,
including
everything
has
to
be
fully
handicapped
accessible
to
today's
date.
This
building
is
over
27
years
old,
so
you
can
imagine
that's
going
to
be
a
fairly
expensive
situation
and
as
they're
looking
at
the
configurations
of
seats,
that
is
one
of
the
considerations.
You
have
to
have
X
number
of
handicap
accessible
seats
for
the
number
of
seats
that
you
have
for
an
event.
So
that's
a
special
education
kind
of
situation.
D
It's
interesting
to
see
all
of
that
come
up
again
and
thanks
to
you.
That
is
the
easiest
part
for
me,
because
I
feel,
like
I've,
been
down
that
road,
not
as
a
person
that
had
to
make
the
final
decision,
but
as
a
person
who
now
can
understand
it
years.
So
I
think
you
need
to
feel
proud
as
community
members
of
this
piece
and
of
your
part
in
this
piece
and
what
they
can
give
back
to
not
just
Fargo
but
to
the
school
districts
in
being
available.
E
A
D
A
F
Like
to
bring
some
joy
into
the
room,
it
might
be
snowing,
but
we've
got
a
lot
of
sunlight
back.
So
it's
almost
like
summer
right
so
with
me
tonight,
I
brought
Matt
Hawk
wist,
who
is
he's,
got
two
hats
on
tonight,
he's
on
the
executive
board
and
he
is
going
to
represent
Ben
Franklin
and
he's
got
a
couple
things.
He
wants
to
tell
you
about
that.
I.
G
Teach
eighth
grade
English
at
Ben,
Franklin
middle
school
and
a
few
things
happening
in
our
building.
We've
got
the
Lion
King
junior
performance
this
week
in
eighth
grade.
Some
of
the
students
already
met
one
of
their
high
school
graduation
requirements.
They
took
their
citizenship
test,
January,
eighth
and
ninety
percent
passing
rate,
so
that
was
great
to
see
and
a
new
program
has
been
rolled
out
now.
At
the
beginning
of
the
year,
student
ambassadors
from
every
grade
level
in
our
building
have
been
trained
in
introducing
new
students
to
Ben
Franklin.
G
Their
role
is
to
meet
with
the
new
students
on
their
first
day,
give
a
tour
of
the
building
make
introductions
and
sit
with
them
during
lunch
for
a
couple
of
days.
The
hope
is
that,
by
having
the
ambassadors
in
place,
the
new
students
will
be
given
information
that
they
really
need
to
get
along
in
this
school.
A
Thank
you
anything
else.
All
right
I
did
want
to
mention.
We
did
not
have
anyone
sign
up
to
speak
to
us
this
evening,
so
I
I
did
jump
over
that
part
of
the
agenda
and
went
right
into
reports.
Our
next
report
is
information.
Technology
report
and
Bill
Westrick
is
going
to
be
presenting
Missy
Eidsness.
You
are
going
to
do
an
introduction.
H
We
have
Liz
Thompson,
Amy,
snow
soma
and
bill
Westrick,
who
are
part
of
our
technology
support
for
our
district
and
each
year
they
spend
a
great
deal
of
time,
planning
an
event
with
the
Metro
schools
called
Metro
tech
camp
and
so
tonight,
they're
going
to
give
us
an
overview
of
the
information
technology
report
and
put
a
little
attention
on
one
of
our
great
events
each
summer,
which
is
called
Metro
tech
camp.
Thank.
I
You
goal
three
of
our
lifelong
learning.
Strategic
initiative
is
technology.
Integration
I
am
happy
to
report
that
our
elementary
focused
initiative
in
the
district
tech
plan,
the
distribution
of
iPads
to
gate
grades
K
through
2,
is
complete.
So
we
now
have
an
updated
standard
of
technology
across
all
grades
k-12,
as
we
gather
feedback
from
teachers
in
our
yearly
surveys.
One
frequent
comment
is
the
desire
to
learn
how
to
use
the
technology
in
new
ways,
but
when
is
their
time
available
to
explore
and
try
the
new
things?
Well,
our
presentation
this
evening
highlights
one
way.
I
We
help
provide
that
time
presenting
tonight
our
Liz
Thompson
ami
soma
and
Kirby
Engan,
whose
dedication
enthusiasm
is
part
of
the
planning
committee.
Our
key
elements
in
the
ever-growing
success
of
what
we
call
Metro
tech
camp,
which
is
a
two-day
hands-on
learning
opportunity
starting
things
off
for
us,
is
Liz
Thompson.
Our
helpdesk
supervisor.
J
J
Colorful
umbrella
we
had
white
Adirondack
chairs
at
the
registration
table.
It
was
a
great
great
time
at
the
end
of
the
last
day,
in
2008,
I
was
exhausted,
jodel
Taikan,
who
is
on
the
screen,
was
not,
and
we
sat
down
and
we're
visiting
about
how
wonderful
tech
camp
was
the
energy
the
enthusiasm,
the
collaboration.
It
was
just
amazing
and
she
said
to
me
in
2008.
This
could
be
bigger.
We
should
do
this
across
the
city.
We
should
get
the
districts
together
and
I.
J
J
J
This
is
a
picture
of
the
group
on
the
last
day
last
summer,
at
Morehead
in
at
horizon
middle
school
and
those
smiles
are
genuine.
It's
not
relief
because
tech
camp
is
over,
but
that
is
honestly.
The
kind
of
joy
and
the
three
districts
are
well
represented
there,
so
it
is
just
a.
It
is
just
joy
to
work
with
Metro
tech
camp.
L
I'm
ami
sama
and
I
work
in
the
instructional
resources
office,
just
next
door
and
I'm
here
to
talk
to
you
a
little
bit
about
how
what
happens
at
Metro
tech
camp
then
impacts
student
learning
throughout
the
year.
So
to
start
out,
I
want
to
talk
about
the
teacher
side
of
it.
Metro
tech
camp
is
our
most
highly
attended
voluntary
PD
in
Fargo,
Public
Schools.
L
So
in
2018,
as
you
can
see,
last
summer
we
had
195
teachers
that
registered
for
Metro
tech,
camp
and
54
of
those
led
at
least
one
session.
During
that
time,
teachers
that
want
to
come
for
fifteen
hours,
where's
the
Metro
tech
cam,
can
get
grad
credit
if
they
so
desire.
But
those
who
want
to
can
just
stop
by
for
a
session
or
two
as
well,
if
they
don't
have
time
to
commit
to
the
whole
two
days
and
I
wanted
to
include
the
image
of
the
lunch
gathering
and
Metro
tech
camp.
L
Just
to
give
you
a
visual
about
the
scale
and
the
atmosphere,
but
that
visual
really
isn't
enough.
So
I
also
want
to
invite
you
to
stop
by
this
summer
and
really
check
it
out
if
you've
never
been,
there
never
experienced
it
on
stop
by
peeking
a
room
or
two
and
see
what's
going
on.
So
all
those
numbers
really
lead
to
the
question.
What
would
inspire
all
these
people
to
voluntarily
attend
professional
development
during
the
first
week
of
summer
vacation
and
the
answer
to
that,
at
least
in
part?
L
Is
it's
a
lot
of
fun,
but
it's
also
self-selected
so
out
of
all
those
sessions
that
Liz
just
talked
about
I'm
sure
any
teacher
can
find
a
couple
of
sessions
that
pertain
to
them.
It
is
creative
and
it
helps
teachers.
Teachers
explore
their
creativity
but,
most
importantly,
it
helps
model
best
practices
for
technology
integration
in
the
classroom.
L
So
I
have
these
pictures
up
there,
not
to
show
you
how
much
fun
Metro
tech
camp
is,
but
to
kind
of
explain
to
you
a
little
bit
about
what's
happening
in
each
picture
and
then
how
I've
seen
that
late
into
the
classroom.
So
the
first
picture
up
there
is
a
virtual
reality:
teachers
learning
about
virtual
reality
and
some
of
the
ways
that
I've
seen
that
take
shape
over
the
last
couple
of
years,
our
teachers,
using
virtual
reality
to
bring
their
students
on
low-cost
field
trips
to
provide
context
for
their
learning.
L
So,
for
example,
I've
seen
teachers
use
a
virtual
field
trip
to
Salem
Massachusetts
when
their
students
are
reading
the
crucible
so
that
they
can
see
the
setting
for
the
plane
and
I've
seen
students.
This
one
was
the
one
that
really
struck
me.
I've,
seen
students
who
were
studying
and
reading
about
nuclear
holocaust
go
on
a
virtual
field
trip
to
Chernobyl
and
while
they
were
getting
their
goggles
on,
they
were
laughing
and
joking,
and
then
the
teacher
launched
the
virtual
field
trip
and
there
were
audible,
gasps
and
then
dead
silence.
L
As
the
teacher
began
narrating,
there
is
no
other
way
we
could
bring
our
students
to
a
area.
That's
been
devastated
by
nuclear
disaster,
so
it
really
provided
a
lot
of
meaning
to
them
to
be
able
to
really
visualize
what
they
were
learning
about.
The
second
picture
is
teachers,
learning
how
to
use
cubelets
now
cubelets
are
cubes
and
each
cube
has
a
different
function
and
you
hook
them
together
to
create
a
robot.
L
So
these
are
useful
for
teaching
students
sequencing,
because
if
you
put
the
cubes
together
in
the
wrong
order,
the
robot
will
do
something
different
than
you
intended,
or
do
nothing
depending
on
how
you
put
them
together,
and
it
also
can
be
used
to
teach
a
little
bit
about
circuits
and
electricity,
because
every
robot
needs
a
power
source
and
if
you
don't
put
the
power
source
in
the
correct
spot,
the
robot
will
not
function
I'm.
Starting
on
the
bottom.
L
As
talking
I've
seen
giving
book
reports
with
the
setting
of
their
book
or
elements
of
their
of
the
plot
superimposed
in
the
backgrounds
at
the
middle
school-
and
this
was
just
in
the
journey
a
couple
of
weeks
ago,
there
was
a
teacher
and
a
coach
that
partnered
to
create
weather
forecasts
using
the
green
screen
and
not
Oliver,
not
all,
but
at
a
number
of
our
secondary
schools.
We
use
green
screen
for
doing
daily
video
announcements
as
well.
L
The
middle
pictures
a
little
dark,
but
what
you
see
there
is
a
air
block
thrown
and
I
can't
tell
you
that
we're
using
our
block
drones
in
the
classroom
that
was
really
cool.
This
was
a
part
of
actually
a
presentation
by
the
North
Dakota
State
Library
and
what
they
had
Jain
is.
They
have
circulating
stem
kits
and
they
brought
a
bunch
of
their
circulating
kits
to
tech
count.
L
Teachers
could
play
with
them
became
aware
of
them
and
as
a
result
of
this
presentation,
we
were
able
to
develop
procedures
because
we
didn't
even
know
we
could
do
this.
Develop
procedures
for
our
teachers
and
librarians
to
get
these
stem
kits
from
the
State,
Library
and
I
think
we've
ordered
six
or
so
of
them
so
far
this
year,
maybe
more
six
that
I
know
of
from
the
State
Library
that
are
being
used
in
our
schools.
L
So
in
a
way
it's
a
good
resource
for
us,
because
if
it
helps
us
see
the
technology
before
we
invest
in
it,
and
if
it's
something
that
we
really
think
we're
only
going
to
use
once
or
twice
a
year,
we
don't
have
to
invest
in
it.
We
can
just
borrow
it
for
a
few
weeks
and
then,
finally,
this
is
the
I'm
gonna,
get
it
wrong,
Koda
pillar,
that's
what
it
is:
the
Koda
pillar
by
fisher-price.
These
are
coding
robots
for
our
youngest
learners.
L
They
have
just
your
simple
directional
arrows
on
them
forward
backward
left
and
right,
and
you
move
the
robot
from
or
the
Koda
pillar
from
point
A
to
point
B
by
putting
the
correct
sequence
of
steps.
In
now
in
Fargo,
Public
Schools,
we
don't
use
the
Kota
pillars
we,
but
we
have
a
very
similar
tool,
called
be
bots
that
that
function
almost
identically
to
the
Kota
pillars.
So
you
can
see
there
that
you
know.
Teachers
having
fun
at
Metro
tech
camp
in
the
summer
really
translates
to
student
learning
during
the
school
year.
M
M
I
And
finally,
we
have
an
administrator
track
for
the
big
school
districts
in
the
area
and,
as
you
can
imagine,
it
is
really
really
difficult
for
principals
to
find
time
to
get
together
even
in
Fargo.
This
is
a
wonderful
opportunity
to
give
them
a
chance
to
talk
across
districts.
What
you
see
here
is
principal
groups
sitting
together
talking
about
the
learning
walks
they
did
to
each
other
school
districts
last
year.
I
N
A
A
Okay,
well,
it
would
be
great
for
us
to
receive
a
reminder
of
that
event
so
that
we
can
put
in
our
schedule
for
anyone
that
would
be
able
to
find
time
to
either
be
there
the
entire
time
or
part
of
the
time.
Thank
you
very
much.
Unless
anyone
else
has
questions
thanks,
so
much
okay,
student
data
cards
to
drive
instruction
dr.
gross.
Thank.
P
You
very
much
one
of
our
strategic
initiatives
is
student
achievement
and
growth
and
then
in
particular,
goal
number
4
talks
about
assessment
and
how
we
use
assessment
data
to
really
get
a
good
understanding
of
the
students
that
we
have
the
opportunity
to
serve.
And
how
do
we
use
that
data
to
drive
instruction
in
our
classrooms?
P
So
tonight,
Steve
and
Errol
and
gents
are
here
to
talk
to
you
about
the
work
that
has
been
done
in
teaching
and
learning
around
really
getting
the
data
into
the
hands
of
our
teachers
so
that
they
can
use
it
to
make
a
difference
in
the
lives
of
their
students.
So
with
that
I'm
gonna
turn
it
over
Steven,
hello,.
Q
Q
At
the
same
time,
the
software
vendors
for
assessments
were
getting
better
at
taking
their
the
results
and
putting
them
online.
It
was
easier
for
us
to
access
them
and
it
was
also
more
robust
reporting
system.
So
that
in
mind
we
were
it.
There
was
attempt
made
to
bring
the
data
from
all
these
different
sources
and
then
actually
make
some
decisions
based
on
the
data.
So
what
happened
is
you'd
have
to
log
into
NDS
a
export?
The
data
out
then
you'd
have
to
log
into
map
export
the
data.
Q
Then
you
have
to
go
into
aimsweb,
and
then
you
had
to
go
into
reading
inventory
in
the
math
inventory.
All
these
different
assessments
we
had
to
export
them
out
and
then
get
them
in
front
of
the
the
staff
that
was
working
with
that
in
a
way
that
made
sense.
Well,
it
didn't
take
long
to
get
a
lot
of
frustration,
as
all
our
time
was
spent
gathering
the
data
instead
of
actually
analyzing
the
data.
So
there
was
a
question
of:
can
we
make
it?
How
can
we
make
this
better?
So,
under
the
leadership
of
dr.
Q
gross,
we
put
together
a
team
with
the
idea
of
we
wanted
all
the
data
to
come
to
the
individual
instead
of
the
individual
having
to
go
there.
So
it
took
us
about
five
or
six
years
to
make
that
happen,
because
we
wanted
to
make
sure
we
had
a
good,
solid
foundation
and,
at
the
same
time,
have
automated
processes
that
were
sustainable
over
time.
So
it
took
us
that
long,
but
I
think
we're
in
a
good
spot
right
now.
Q
Well,
we
were,
we
were
in
about
five
years
after
that,
so
the
first
thing
we
had
after
that
was
the
data
summit
and
general
speak
to
that,
and
then
we
said,
okay,
how
else
can
we
leverage
this
data
and
now
that
we
have
it
in
one
spot,
and
so
the
data
summit
was
the
first
one
and
then
there
about
several
other
applications
that
we've
been
able
to
do.
One
of
them
is
the
strategic
plan
dashboard
that
happened
because
we
were
able
to
bring.
R
So,
first
we're
gonna
start
with
the
data
son
that,
as
Steven
had
addressed
the
opportunity
that's
presented
to
our
teachers
as
they
start
out
the
beginning
of
the
year.
They
typically
get
their
class
lists,
their
class
roster,
and
they
know
the
students,
then,
who
are
entering
into
their
classroom,
and
so
one
of
the
opportunities
that
we
can
provide
by
having
all
of
the
data
in
one
location
is
being
able
to
provide
them
snapshots
of
both
the
reading
data
and
the
math
data
for
the
students
who
are
entering
into
their
classrooms.
R
And
what
this
allows
them
to
do
then
is
to
immediately
begin
planning
for
instruction.
So
what
who
are
the
learners?
What
kind
of
learners
are
entering
into
their
classroom
and
then
how
can
how
can
teachers
plan
for
that
small
group
and
large
group
instruction?
So
it
gives
them
a
snapshot
of
the
the
data
that
was
collected
on
that
student
in
the
previous
school
year
and
so,
as
we
think
about
all
of
the
different
locations
that
the
data
comes
from.
You
can
see
that
this
is.
R
So
there
is
much
more
information
to
be
gleaned,
for
instance,
from
the
column
indicated
by
504.
It
only
lets
the
teacher
know
that
there
is
I'm,
sorry,
the
column
indicated
a
special
education.
It
only
indicates
that
the
child
has
an
IEP,
but
so
the
teacher
is
able
to
go
into
the
cumulative
folder
and
find
a
little
bit
more
information
about
the
kinds
of
goals
and
services
that
have
been
identified
for
that
student
in
the
next
section
in
the
blue
section.
All
of
that
information
we
export
from
aimsweb,
plus
that's
a
that's
a
daily
routine
routine.
R
That
requires
a
human
to
export.
It
every
day,
but
within
those
couple
of
minutes
of
her
doing
that
all
of
our
teachers
have
access
to
the
most
recent
information
that
is
available
from
that
screen.
Everything
is
color-coded,
obviously
Green,
being
the
students
who
are
appear
to
be
on
target
for
success,
the
yellow,
partially
proficient
or
at
some
risk
in
the
red
and
perhaps
being
more
at
risk
and
then,
as
we
move
across
fountas
and
pinnell,
is
our
benchmark.
R
The
number
and
the
goal
is
what
you
see
in
the
brackets,
and
so
that's
not
only
do
we
get
to
see
where
the
student
is
currently
performing,
but
we're
also
looking
for.
Where
do
we
need
to
be
in
that?
One
year's
time
to
be
able
to
demonstrate
one
year
of
growth
and
that,
of
course,
lang
aligns
to
the
strategic
plan.
R
Then
this
cut
scores
table
pops
up,
so
a
student
or
a
teacher
is
able
to
see
exactly
where
in
that
range,
do
they
fall?
Are
they
in
the
proficient
range
solidly
or
are
they
nearing
the
partially
proficient
range,
and
perhaps
the
student
that
we
want
to
keep
a
closer
eye
on?
So
it
allows
a
teacher
and
an
empty
SS
team
to
be
able
to
have
more
comprehensive
conversations
about
their
students.
R
So,
as
you
can
see,
when
a
teacher
looks
at
that
that
entire
table
for
the
data
summit,
it
provides
a
great
deal
of
information.
It
can
seem
a
little
bit
busy
and
colorful,
but
one
of
the
one
of
the
aspects
that
we've
heard
from
our
teachers
over
the
years
is
that
without
the
color
it
takes
a
lot
more
energy
for
the
teacher
to
really
identify
where
are
the
strengths
and
where
are
the
challenges
and
areas
of
growth,
and
so
we
know
that
that
color
is
is
hugely
impactful.
R
And
so,
as
we
work
over
the
course
of
the
year,
as
I
mentioned,
we
are
able
to
see
students
results
from
the
previous
year.
But
then,
as
we
move
into
the
new
year,
the
table
is
blank
and
as
each
assessment
is
given
during
that
that
season
the
table
continues
to
build
and
to
what
you
see
in
terms
of
the
end
of
the
year.
R
So
once
we
had
all
this
information
available
in
the
data
summit
in
terms
of
a
table
format,
what
we
were
finding
is
that
many
of
our
teachers
we're
beginning
to
say
we
want
to
be
able
to
have
more
data-driven
discussions
as
Steven
mentioned,
and
how
can
we
use
this
data
to
really
inform
our
instruction
plan
for
our
small
groups
and
really
be
intentional
about
what
the
students
need,
and
so
that's
really
where
the
data
wall
cards
were
developed.
We
found
out
from
many
of
our
student
performance
strategists
at
our
elementary
buildings
that
they
were.
R
And
so
that's
what
you
that's?
What
you
see
the
first,
the
first
round,
taking
a
look
at
those
three
pieces
of
data
buildings
were
able
to
identify
what
which
data
points
did
they
want
to
look
at
and
then
based
on
each
of
those
seasons.
Each
row
is
the
season.
Each
column
is
an
assessment,
but
based
on
each
each
season,
then
we
would
get
that
overall
color.
R
Who
said,
if
we're
giving
the
assessment,
we
want
to
look
at
all
of
it,
and
so
all
of
the
assessments
are
able
to
be
brought
to
the
screen.
So
it
does
allow
for
for
customization
at
the
building
level
to
really
align
with
their
school
improvement
goals
and
where
they're,
where
they're,
collectively
looking
to
go,
and
so
with
that
we'd
like
to
just
share.
S
All
right
so
Jenna
and
Stephen
kind
of
mentioned
a
little
bit
about
the
great
tools
that
we
have
available
at
our
elementary
schools
and
and
well
I'm
elementary,
so
I
know
the
elementary
and
before
we
start
looking
at
these
great
tools,
we
have
to
create
some
ways
of
thinking
before
we
look
at
kind
of
setting
the
stage
to
look
at
this
data,
so
we
or
I
should
say
what
I've
done
with
some
of
our
staff.
Members
is
really
look
at
shifts
and
thinking.
S
So
one
thing
we
want
to
look
at
is
we
don't
teach
an
isolation
anymore,
we're
not
in
a
classroom
by
ourselves.
We
don't
think
of
those
students,
as
my
students
only
instead
we're
switching
our
thinking
to
collaborating.
We
as
a
school
feel
that
those
are
all
of
our
students
in
grade
levels.
They
share
students.
Sometimes,
so
we
really
have
to
kind
of
shift
that
thinking
into
their
everybody's
kids.
When
we're
looking
at
this
data,
we
also
are
teaching
which
we
still
do,
but
we
all
have
to
shift
our
thinking
to
learning.
S
S
Another
shift
is
going
from
that
gut
feeling
of
looking
before
we
look
at
data,
saying
yeah
I
think
my
students
might
be
doing
this
or
you
know
my
guts
telling
me
this,
but
instead
we're
switching
our
thinking
to
data-driven,
so
this
great
tool
that
we
have
and
using
that
data-driven
dialogue
really
shifts
our
thinking
to
say
no,
the
data
does
say
this,
and
so
that
is
how
we
need
to.
You
know,
make
our
decisions
based
on
the
data
not
on
something
our
gut
tells
us.
S
Another
shift
in
thinking
is
we're
no
longer
blaming.
Who
did
who
did
this?
Who
did
not
do
this?
Finding
someone
or
something
to
false
when
we
look
at
data
instead
we're
becoming
accountable?
What
happened
here
with
our
data?
What
can
we
do
to
make
the
results?
The
way
we
want
them?
So,
by
doing
that,
we
need
to
keep
our
agreements.
S
We
need
to
perform
what
our
jobs
are,
so
those
are
another
way
to
shift
our
thinking
before
we
start
looking
at
the
data
and
the
last
one
that
I
always
go
through
is
really
having
that
fixed
mindset.
Where
boy
these
students
can't
read,
but
switching
it
to
more
of
a
growth
mindset,
they
can't
read
yet
so
we
really
got
to
dig
in
and
find
out
what
we
need
to
do
to
get
them
to
perform
to
what
we
need
and.
S
So
this
is
kind
of
where,
where
I
have
always
started
with
our
teachers
is
really
making
sure
that
our
foundation
is,
is
really
a
solid
one,
where
we
don't
have
to
worry
about
those
icky
things
that
sometimes
creep
up,
and
so
we
really
can
start
digging
into
the
data
and
Michelle
is
going
to
come
up
next
and
she's
going
to
share
now
that
we've
laid
this
found
lead
this
shifts
in
thinking.
What
can
we
do
now
with
the
data.
T
Hi
I'm,
Michele,
Isaacson
and
I
have
been
at
Clara
Barton
Hawthorn.
My
whole
life
just
about
20-some
years,
feels,
like
my
whole
life,
we
have
been
using
the
data
cards
in
a
variety
of
ways.
It
depends
upon
the
grade
level.
It
depends
upon
what
their
purpose
is
at
that
time.
So
we
look
first
at
that
analysis
of
the
data
will
maybe
look
for
trends
or
maybe
disparities
in
the
class
setting
in
the
classroom
or
in
the
grade,
or
even
across
our
whole
school
looking
at
our
school
improvement
goals.
T
So
we
look
at
groups,
we
might
look
at
a
student
and
how
they're
performing
over
time
and
who
might
need
support
not
just
on
the
low
end,
but
that
support
to
push
those
high
end
students
as
well,
and
sometimes
those
middle
ones
that
just
kind
of
hang
in
the
middle.
How
can
we
move
those
as
well
so
looking
for
those
groups,
those
trends
what's
happening
with
the
colors,
the
colors
are
when.
K
T
Had
the
data
carts
appear
is
like,
oh,
those
data
cards,
the
colors,
the
colors,
and
it
really
gives
you
that
visual
without
having
to
have
the
specific
number.
You
know
red,
look,
there's
a
lot
of
red
on
there.
That's
something
I
really
need
to
hone
in
on.
So
we
look
at
that
for
that
growth
and
moving
those
students.
What
can
we
do
like
Missy
said
that
growth
mindset
they're
not
there,
yet
they
maybe
made
their
goal.
But
how
can
we
even
push
that
further,
so
they
might
be
where
that
goal
is
already.
T
T
What
do
we
want
and
our
movement
of
our
reading
a
nurse
with
our
students,
so
it
might
be
setting
a
new
goal
for
individuals,
students
it
might
be
setting
individual
goals
for
teachers
or
grade
levels
and
we've
even
done
because
we're
at
two
campuses,
third,
through
fifth
reading
and
learning-
is
a
little
bit
different
than
k2.
So
they
tend
to
have.
T
Third
through
fifth,
has
a
different
purpose
for
reading
than
k2
does
so
they
have
a
little
bit
different
goal
when
they're
looking
at
their
data
cards,
we
will
also
look
at
those
to
determine
interventions
like
we
said
they're
that
red
and
sometimes
the
blue.
These
kids
have
been
blue
in
this
area
over
time,
that's
kindergarten
and
we
don't
have
them
yet
and
gifted
services
they
may
be
had
a
break
from
the
Fargo
public
schools.
There's
no
data
in
there.
Let's
look
into
this
further.
They
also
use
them.
T
Some
of
our
teams
will
lay
the
cards
out
and
have
mall
spread
all
out
without
names
or
without
pictures,
and
just
look
at
the
whole
set.
What
is
this
group
without
a
person's
picture
without
their
there,
a
name
on
there?
What
is
it
telling
me
because,
then,
without
that,
we
can't
say
too,
because
is:
oh,
it's
because
so-and-so
or
it's
because
this
it's?
What
is
right
there
in
front
of
you?
T
It's
not
the
student,
it's
the
data
and
that
helps
us
also
with
our
small
group
instruction
and
it
can
be
flexible,
so
they'll
bring
those
cards
out
every
time
a
group
needs
to
move.
These
students
are
not
yet
ready
to
move
into
a
different
group
of
working,
and
so
we're
gonna
keep
these
ones,
but
these
ones
are
ready
to
join
them,
so
they'll
shift
those
cards
are
brown
and
even
within
a
grade
level.
T
We
have
several
grade
levels
that
share
students,
and
so
those
are
not
just
their
own
students.
It's
the
great
level
students
and
we
also
at
the
end
of
the
year,
look
at
those
to
create
our
class
lists,
looking
at
them
to
be
balanced,
so
we're
not
having
one
class
in
all
the
high
students,
one
the
low
students.
So
we
make
that
balanced
for
everyone
to
have
Menten
growth.
N
N
Q
Had
for
quite
a
while
and
others
are
pretty
new,
it's
exciting,
because
now
that
we
have,
as
you
can
tell,
the
different
people
ask
for
hey
now
that
we
have
this,
can
we
try
to
do
this?
Our
latest
thing
is
what
we're
calling
a
handshake,
which
is
the
fifth
graders
to
the
sixth
grade,
we're
kind
of
giving
them
some
information
of,
because.
Q
In
middle
school,
the
the
principal's
don't
know
the
students
coming
in
from
fifth
grade,
and
so
this
is
an
opportunity
for
the
fifth
grade
teachers
to
have
their
students
there
with
the
data,
and
then
they
can
send.
You
have
notes
to
say
information
about
that
child
and
then
they
can
be
sent
and
then
the
high
school
I
mean
the
middle
school.
Principals
can
look
at
that,
so
the
conversation
there
Plus
also
the
grade
eight
to
nine.
C
Q
C
Q
Struggle
we'd
not
struggle,
but
whatever
an
assessment
changes
like
for
the
NDS,
a
that
has
changed
a
couple
times
over
the
air
and
so
to
get
that
trend
data
sometimes
hard
to
do
and
when
they
change
what
we're
looking
at
can
sometimes
change
those
numbers.
So
we
look
like
we're
doing
really
well
in
the
next
year,
we're
not
doing
as
well,
but
it's
the
different
standards
or
vice
versa.
We
weren't
doing
as
well
and
then
also
we
change
it.
Q
C
P
They
asked
for
examples
across
the
state
of
innovative
ways
that
we're
looking
at
data
I
was
going
to
share,
but
unfortunately,
I
couldn't
go
so
the
18
went
in
my
place
and
I've
heard
nothing
but
wonderful
feedback
from
that
and
multiple
districts
have
already
asked
and
inquired
about
more
of
how
they
could
do
something
similar
to
what
we're
doing
here
in
Fargo.
So
I'd
just
like
to
thank
Stephen
and
Jen
our
strategist,
our
principals
and
our
teachers
to
really
help
create
this
tool
that,
in
the
end,
makes
a
difference
in
the
lives
of
our
students.
A
U
Was
also
very
impressed
by
this
trend,
the
focus
on
the
goals
of
breaking
down
silos,
collaborating
across
responsibilities
in
the
organization
when
you
get
to
be
big
like
us,
it's
easy
to
get
locked
into
your
little
Tower
and
and
focus
on
your
day
to
day
job
and
it's
hard
to
break
down
those
walls.
Sometimes
so
that's
really
nice
to
see
and
the
focus
on
moving
from
a
blame
mine,
sep,
9.
U
A
V
Sure
so
today's
report,
just
gonna,
talk
a
little
bit
about
the
Safety
Committee
and
then
our
upcoming
building
capacity
and
usage
task
force
as
well.
We
did
resume
our
safety
committee,
although
we
presented
recommendations
to
the
board
in
December.
That
was
what
the
original
charge
of
the
Safety
Committee,
which
was
to
come
up
with
a
list
of
recommendations
to
look
at
some
safety
concerns
that
we
are
experiencing
as
a
district.
However,
we
thought
that
not
just
giving
the
recommendations
to
the
board.
V
V
One
of
the
recommendations
from
the
Safety
Committee
was
to
look
at
our
processes
for
tracking
and
reporting
data
around
student
behavior,
not
just
for
individual
students,
but
even
just
campus-wide
or
district-wide,
where
some
hotspots,
where
do
we
do
receive
certain
times
of
days
where
behaviors
are
escalated
and
our
technology
department
is
now
starting
to
work
on
a
behavior
dashboard
that
we're
vetting
through
the
Safety
Committee.
To
take
a
look
at.
How
can
we
use
that
data
to
inform
decisions
so
that's
kind
of
where
we
are
now?
V
We
had
our
first
initial
meeting
for
the
implementation,
but
we
are
gonna
start
working
in
working
groups.
Our
next
meetings,
April
4th
and
really
the
plan-
is
to
look
at
some
of
those
recommendations
that
were
presented
to
the
board
in
December,
create
action
plans
of
who,
when
what
will
this
look
like
the
implementation
of
these
recommendations
and
then
post
that
on
our
district
portal?
V
So
all
the
employees
have
access
to
that,
so
they
know
where
we
are
in
terms
of
carrying
out
the
work
of
our
safety
committee,
and
there
is
a
recommendation
that
needs
to
come
to
the
board
based
off
of
that,
we
would,
but
we
want
to
start
tackling
some
of
those
things
that
we
can
right
off
the
bat.
The
second
update
is
really
around
our
building
capacity
and
usage
task
force.
This
task
force
begins
next
week
on
March
5th.
V
We
will
be
meeting
in
the
conference
room
at
discovery
middle
school
today
and
tomorrow
morning
we're
doing
notification
of
those
have
expressed
interest
already
and
the
task
force.
We
do
have
some
communities
that
have
not
represent
that.
Don't
have
a
participant
represented
so
we're
reaching
out
and
working
with
the
principal's
to
make
sure
that
we
have
equal
representation
from
individuals
working
neighborhoods
all
across
the
district
for
the
task
force.
We're
really
excited
about
that
work
and
we
look
forward
to
that.
Getting
underway.
V
We
know
that
we've
had
a
lot
more
parents
and
I'm
from
the
south
side
of
town
versus
the
other
starts
of
town,
so
we
may
have
had
a
lot
of
people
express
interest,
but
that
doesn't
necessarily
mean
that
all
those
people
are
on
the
task
force
because
we're
trying
to
balance
that
out
across
the
board,
so
I
don't
have
the
exact
number
of
how
many
people
are
selected
on
the
task
force
right
now.
Thank.
K
N
V
However,
there
are
a
couple
of
bills
this
week
that
we're
monitoring
that
are
directly
aligned
to
our
districts,
legislative
priorities-
I
just
wanted
to
mention
those
first
is
tomorrow,
I
believe
or
the
27th
there's
a
hearing
on
Senate
bill
2265,
and
that
is
the
funding
bill
that
has
mentioned
on-time
funding
as
well.
So
that
is
definitely
something
that
we
have
made
a
legislative
priority
for
us
as
a
district
and
something
that
we
would
fully
support.
On
March
1st
there
is
hospital
1019,
which
is
a
CTE
bill.
V
V
So
those
are
really
three
big
bills
that
were
monitoring
and
supporting
and
looking
forward
to
see
what
happens
and
then
lastly,
I
shared
with
the
board
some
information
earlier
on,
just
Hospital
1469,
which
is
the
dyslexia
bill
just
around
the
districts
position
and
some
research
around
that.
So
that
has
been
shared,
and
hopefully
you
had
a
chance
to
review
that
as
well.
V
A
Anyone
have
questions
regarding
legislative
update
for
mr.
Gandhi.
Thank
you.
Okay,
on
to
the
consent
agenda,
is
there
a
motion
for
approval
of
the
items
on
the
consent
agenda,
including
the
minutes
of
the
regular
board
meeting
from
February
12th
summary
of
the
work
session?
We
had
also
February
12th,
Human,
Resources,
Actions,
board,
superintendent
relationship
policy,
monitoring
and
financial
reports.
Is
there
a
motion
for
approval
of
the
consent
agenda,
Johnson.
C
A
X
You,
yes,
we
had
a
committee
together
and
interviewed
three
companies
that
are
listed
in
this
board
memo,
and
that
was
mr.
free
myself
and
Jeremy
wolf
along
with
EAP,
see.
Who
is
the
architects
that
we
have
chosen
for
these
projects
and,
as
you
can
see,
we
are
recommending
to
go
with
dirt's
construction
for
the
construction
management
piece
of
this
in
part
to
the
cost
proposal.
As
you
see,
and
would
like
your
approval
to
proceed,
hiring
the
construction
manager
and
proceed
with
the
timeline
for
the
remodels.
T
B
Like
to
make
a
motion
that
we
authorize
administration
to
enter
in
doing
some
contractual
agreement
with
construction
management
services
with
Kurt's
construction
services
for
five
percent
of
the
construction
costs
for
elementary
office,
remodeling
have
Lincoln
and
Clara
Barton
and
Longfellow,
and
help
elementary
schools.
Thank.
A
O
U
N
Y
C
C
Y
A
Motion
passes,
thank
you,
I
do
want
to
mention
also
going
back
up
into
our
consent
agenda
with
the
board
superintendent
relationship
policy
monitoring.
There
were
a
few
comments
or
suggestions,
so
I
will
take
that
information
for
governance.
So
just
that
you
know,
if
you
made
a
comment
or
a
suggestion,
that
we
will
discuss
that
at
governance
and
decide
if
there's
any
suggested
action.
Okay,
moving
on
to
board
reports
Robin.
Would
you
like
to
go
ahead
in
case?
You
need
to
cut
out
for
a
little
while
sure,
okay,.
Z
Z
In
Minot
and
they
are
going
to
roll
into
the
space,
so
there
will
be
a
little
bit
of
a
structure
change
there.
More
soon
also
need
to
have
you
save.
The
date
is
May
15th
for
the
spring
luncheon
or
for
City
PTA.
There
will
be
awards
and
what-have-you,
let's
see
if
the
Fargo
Country
Club
registrations
at
11:30
and
that
the
luncheon
and
awards
will
begin
at
noon
as
far
as
governmental
affairs
committee,
let's
see
social
and
probably
the
most
we've
had
ever
in
my
memory.
So
thank
you
for
everybody
that
was
that
attended.
Z
I
know
that
Ann
Marie
or
perhaps
Rebecca
have
thank
you
cards
for
those
board
members
who
have
who
did
attend
that
can
send.
Thank
you,
sir
legislators.
That
did
attend
as
well,
so
I
will
send
out
a
list
of
those
legislators
that
it
did
attend
and
then
you're
gonna
have
to
look
up.
The
addresses
to
get
send
the
thank
yous
I
think
had
written
notes
would
be
a
nice,
a
nice.
A
nice
touch,
our
next
gack
meeting,
which
is
March
12th.
We
will
debrief
the
social
and
deep
breakfast
and
others.
Z
You
know
most
of
the
weekly
updates
cover
everything
so
I
thank
everybody.
Who's
been
engaged
and
we're
doing
some
great
things
in
Bismarck
and
our
legislators
are
listening
to
us.
So
thank
you
for
your
advocacy
and,
lastly,
we
need
to
thank
Jolin.
She
did
a
lot
of
coordinating
for
and
jackée
for
the
social
and
the
breakfast
so
a
lot
of
work
there,
but
it
was
with
time
well
spent
and
I
think
it
was
very
well
received
by
legislators.
Z
A
A
U
You
I
attended
the
Chamber's
economic
outlook
forum
this
past
Wednesday,
that
that
was
interesting.
The
state's
director
of
the
Office
of
Management
and
Budget
gave
a
talk
about
the
revenue
forecast
and
what
I
thought
was
particularly
interesting
was
the
comparison
he
made
of
our
revenue
mix
at
the
state
level
from
10
years
ago,
before
the
real
big
oil
boom
to
today
and
how
some
policy
decisions
have
made
that
a
little
bit
more
variable
than
it
might
have
been
in
the
past.
So
that
was
interesting.
U
We
had
a
negotiations
committee
meeting
last
week,
we'll
be
meeting
again
this
Friday
directly
following
the
planning
meeting
I
think
it's
been
announced
at
8:15,
but
I
think
most
everybody
on
negotiations
is
also
on
planning,
so
just
plan
to
do
a
doubleheader
there,
and
that
is
my
update.
Thank
you.
Thank.
N
When
you
look
at
the
select
choice,
as
you
know,
we
offer
two
plans
in
the
district
select
choice
that
was
a
little
over
budget
at
one
hundred
and
seven
percent,
but
it
balanced
out
because
bluesaver
HSA
plan
came
in
at
around
seventy
eight
percent
in
terms
of
number
of
employees
participating
in
each
plan.
The
select
choice
is
around
960
and
the
HSA
is
478.
O
B
A
W
C
At
a
GAC
meeting
as
well
and
the
in
the
legislative
breakfast
didn't
social
and
it's
fun
to
be
able
to
talk
to
all
the
legislature
about
our
goals
and
objectives
and
I
agree
with
David
and
Robin
and
everybody
else
that
was.
It
was
really
good
and
it
was
really
fun
to
be
a
part
of
that
and
that's
it
all.
A
Right,
thank
you.
I
did
dry,
distribute
the
president's
port.
Governance
meets
February
28th
at
7:30
in
the
morning,
so
this
week,
I
was
also
at
the
Chamber
economic
outlook
forum
echo
your
comments,
John
on
that
want
to
thank
everyone
that
was
able
to
be
in
Bismarck
and
for
you
know,
paying
attention
to
our
issues
that
are
important
to
us
and
that
we're
following
as
a
district
and
one
thing
I
tried
to
do,
was
visit
with
legislators.
A
A
You
know,
continue
to
have
a
collaborative
approach
on
on
working
together
and
encouraging
legislators
to
continue
to
open
up
conversations
with
us
to
as
we're
going
into
this
as
the
bills
move
from
house
one
chamber
to
the
other,
so
I'm,
just
proud
of
the
dialogue
that
we're
able
to
have
and
the
leadership
that
we
have
as
a
district,
also
with
West
Fargo,
to
just
do
what
we
can
to
move
our
issues
forward.
I
had
the
opportunity
on
a
side
note
to
attend
the
state
hockey
tournament
quite
a
bit
this
weekend.
A
I
just
want
to
shout
out.
We
had
two
teams
that
I
took
second
place
this
year,
so
the
Davies
boys
and
the
north-south
girls
so
I'm
sure
they
both
would
have
been
happy
to
have
first
place
right,
but
there's
no
shame
in
that
second
place
win
and
just
proud
of
our
Fargo
school
district
for
the
effort
that
they
that
they
showed
that
those
that
the
kids
showed
and
thank
you
very
much
for
your
reports
John
is
there
anything
that
we
need
to
do
for
our
next
agenda
item?
Yes,.