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From YouTube: School Board Meeting - March 10, 2020
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - March 10, 2020
B
A
D
E
Yes,
March
is
officially
music
in
our
schools
month
when
we
celebrate
with
incredibly
strong
music
program
that
Fargo
Public
Schools
has
we
recognize
the
dedicated
music
teachers
and
we
think
the
district
and
the
board
for
making
music
priority
in
the
Fargo
public
schools
on
the
screen.
You
can
see
academic
and
life
skills
that
are
taught
through
music
education.
A
few
that
stuck
out
to
me,
collaboration,
communication,
empathy,
creative
thinking,
perseverance
and
emotional
regulation.
E
Obviously,
there's
a
plethora
up
there.
I
could
go
on
and
on
about
them,
but
I
will
wait
until
the
next
meeting
to
do
that
today,
I
would
like
to
celebrate
some
students
and
share
some
some
music
with
you.
If
you
happen
to
read
the
most
recent
edition
of
the
journey,
you
may
have
noticed
many
students
that
were
accepted
into
all
state
performing
groups,
band
orchestra,
choir
and
jazz
choir
and
jazz
band
and
Fargo
had
87
students
that
were
accepted
into
those
groups.
E
Two
of
those
students
are
here
for
you
today
now
to
perform
for
you,
Johanna,
Lynne
and
Marcus
Hart
are
here
from
Davies
high
school
they'll
be
performing
a
clarinet
and
soprano
saxophone
duet.
These
students
had
a
band
concert
last
night.
The
raging
red
band
festival
today,
which
were
keeping
some
some
good
news,
secret
and,
and
then
Allstate
of
course,
which
is
coming
up
in
a
few
weeks
and
Marcus
also
shared
with
me.
He
had
a
rehearsal
and
it's
going
to
rehearsal
and
then
has
another
group
activity
after
so
we're.
E
We're
thankful
that
you're
here
to
share
share
with
us.
Johanna
is
a
senior.
She
shall
be
playing
clarinet
and
she
is
an
all-state
Orchestra
this
year
and
Marcus
is
a
sophomore
and
though
he's
playing
saxophone
for
us
today,
he
is
actually
going
to
be
in
the
Allstate
choir.
I
also
want
to
quickly
point
out
that
last
year
there
were
four
Fargo
students
that
scored
a
perfect
score
on
the
AC
T's
and
all
four
of
those
students
are
very
involved
in
the
music
program
at
the
Fargo
public
schools.
E
In
fact,
three
of
those
four,
while
all
four
were
in
all
state
groups
last
year
and
three
of
those
four
were
section
leaders
for
their
section
at
all-state
and
Johanna
is
one
of
those
and
she
actually
very
shyly
and
politely
said
I've.
It's
actually
been
two
years
that
I
was
section
leader
and
and
this
year
she
did
tie
with
somebody
so
she's,
giving
that
that
person
an
opportunity.
E
So
after
Johanna
and
Marcus
perform
for
you,
they're
gonna
do
some
sharing
of
their
experiences
and
music,
where
it's
taken
them
and
some,
quite
frankly
astonishing
things
that
they've
done
with
it.
So
without
further
ado,
Joanna
Lynne
and
Marcus
Hart
will
be
performing
the
first
movement
of
Gordon
Jacobs
saxophone
duet.
F
Well,
hi
I'm,
Marcus
start
from
Davies
high
school
I
think
we
both
just
really
like
to
thank
you
for
the
continuous
support
and
music.
It's
a
huge
influence
in
many
students,
lives
and
I'm,
really
grateful
for
it
and
all
of
the
opportunities
that's
brought
me
through,
like
all
the
bands
choirs
theatrics,
it's
just
a
huge
part
of
my
life.
So
really
thank
you
for
all
the
continuous
support,
I
really
appreciate
it
and
I
know
many
others
do
too.
Okay.
G
My
name
is
Joanna
when
I
have
a
little
bit
of
a
longer
speech,
I'm
a
senior
at
Davies,
high
school
and
a
pianist
and
clarinetist
I
started
playing
the
clarinet
seven
years
ago
in
sixth
grade
and
I
didn't
really
have
any
big
dreams
or
expectations
for
my
plane.
But
I
couldn't
be
more
glad
that
I've
continued.
The
clarinet
music
has
allowed
me
to
meet
some
of
the
kindest
and
funniest
people
they're
playing
on
ensembles
like
Gotham
Area,
Youth,
Symphony,
our
school
band
and
many
local
honor
bands.
G
Music
has
taught
me
perseverance
and
dedication
and
has
even
allowed
me
to
travel
across
the
country.
Last
summer,
I
was
extremely
honored
to
be
one
of
three
clarinetists
nationwide
to
be
to
perform
on
tour
with
the
National
Youth
Orchestra.
We
played
in
Miami
and
New
York
City
and
ended
our
with
a
performance
in
Carnegie
Hall.
That
was
truly
the
best
summer.
I've
ever
had
in
my
17
years
of
life
and
I
now
have
friends
from
all
over
the
country.
G
Because
of
my
love
for
music
I
also
founded
the
501
C
3
non-profit
resonates
two
years
ago.
My
mission
through
resonate
is
to
bring
high
quality,
music
exposure,
education
and
inspiration
to
rural
areas.
This
is
done
through
inspired
performances
where
local
chamber
ensembles
travel
to
a
rural
school
perform
and
then
uniquely
explain
how
they
interpreted.
The
music
resonate
has
since
inspired
over
117
young
musicians
from
three
schools
and
will
have
performed
at
nine
Borel
towns
by
the
end
of
the
school
year.
G
Music
has
open,
has
opened
the
door
to
so
many
incredible
experiences
and
people,
and
you
don't
have
to
be
a
music
major,
to
appreciate
everything
that
Fargo
Public
Schools
music
has
had
to
offer
I'm
actually
majoring
in
business
and
in
and
international
studies,
but
music
will
always
be
a
lifelong
love
of
mine
I'm,
so
grateful
that
I've
had
the
opportunity
to
grow
as
a
musician
and
a
person
and
I
hope
the
Fargo
Public
Schools
can
continue
providing
the
gift
of
music
to
many
more
students
in
many
years
to
come.
Thank
you.
E
E
A
Okay,
recognition
of
the
audience
we
have
one
person
that
signed
up
to
address
the
board
tonight.
Her
name
is
Victoria
Johnson
Victoria.
If
you'd
like
to
come
to
the
podium,
please,
when
you
do
well
a
read
a
statement
here
at
this
time,
the
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
state
their
name
and
address
for
the
record.
We
would
also
ask
that
speakers
refrain
from
using
this
form
to
criticize
or
complain
about
a
specific
employee
by
name.
A
H
Hi
Victoria
hi.
Thank
you.
My
name
is
Victoria
Johnson
I
promise.
I,
don't
have
any
surprises
for
you
today,
however.
I
just
want
to
share
with
you
that
we
have
an
event
coming
up
this
Tuesday
and
I
know
a
lot
of
you
board
members.
You
are
a
strong
advocate
for
families
in
the
community
and
children.
So
I
just
thought.
I'll
come
up
here
and
share
that
with
you.
So,
like
I
said,
nothing
surprised,
can
I
pass
the
flyer.
H
Okay,
so
I'm
with
the
grassroot
organization
called
families
United
for
advocacy.
What
we
do
is
we
work
with
families
all
over
it
doesn't
matter.
If
you
have
a
child
with
North
neuro-diverse
or
not,
we
connect
you
with
services
we,
which
we
find
services
for
families.
We
try
to
help
families
in
a
ways
we
can
be
supportive,
provide
that
support
for
the
families,
even
just
going
into
a
IEP
meetings.
Doctor's
appointments
or
just
you
know,
try
to
come
in
when
they
have
any
issue
going
on
with
you
know
in
the
tenants,
landlord
or
whatever.
H
We
just
try
to
provide
that
support
and
help
advocate
for
that
families.
So
we
have
an
event
coming
up
on
the
17th
and
I
apologize
to
anybody,
who's
Irish,
because
I
did
we
didn't
know
it
was
you
know
a
holiday,
and
so
a
lot
of
my
friends
who
I
rest
are
mad
at
me
and
told
me
how
you
doing
it
on
that
day,
so
I
apologized
to
them
and
I
will
make
sure
we'll
make
sure
we
have
green
cookies.
Okay,
so
so
that
will
be
on
the
17th
at
4:00
to
6:00
p.m.
H
and
we
have
a
speaker
coming
from
that
division
of
special
health
services.
Probably
a
lot
of
you
know
or
don't
know
them,
they
do
a
lot
of
stuff
with
families
and
a
lot
of
times.
People
don't
even
know
that
we
have
that
services
available
to
families
in
our
community,
and
so
we
reached
out
to
them
from
Bismarck
and
somebody's
coming,
so
to
speak,
to
families
anybody's
welcome.
H
This
is
open
to
public
to
just
share
what
services
they
provide
and
how
family
can
access
it
and
we
have
embrace
therapy's
going
to
come
in
and
talk
about
early
interventions
and
what
how
family
can
go
through
and
get
help
from
them
and
stuff
like
that.
So
we
look
forward
to
it
and
so
I
thought
I'll
come
up
here
and
share
that
with
you
and,
like
I
said,
we'll
have
a
balloon
cookies.
That
day.
H
H
So
we
just
go
to
that
West
Wing
of
JCPenney,
if
just
right
like
we're
going
down
there,
there's
a
huge
community
room
and
there,
and
how
often
do
you
guys
me
for
for
this
event,
no,
this
is
this
is
gonna,
be
the
first
event
we're
opening
it
to
public.
We
do
have
like
we
do
different
things
with
parents
where
we
meet
with
parents
and
just
listen
to
their
concerns.
H
What
kind
of
problems
they're
having
like
accessing
services
and
like
just
helping
enormous
support
them
and
try
connect
them
with
other
agencies
and
things
like
that,
but
we
don't
open
that
to
public,
so
we
kind
of
have
certain
you
know
remains
kind
of
like
parents.
We
try
to
provide
that
privacy
and
that
safe
environment
where
parents
can
feel
like
they
can
express
themselves
without
feeling
that
retaliation
or
feeling,
like
you
know,
are
they
gonna
be
in
front
of
a
media
whatever.
H
I
A
J
Good
evening
sure
no
I
don't
have
a
voice.
My
name
is
Sharon
ID
and
I
am
a
elementary
art
teacher
at
Hawthorne,
Clara,
Barton
and
I'm.
Also,
the
visual
arts
curriculum
specialist
I'm
here
tonight
to
talk
about
all
of
the
teachers
across
the
district
to
both
elementary
middle
school
high
school,
who
who
use
components
of
the
of
steam
and
the
21st
century
skills
in
their
classroom,
but
I'm
also
here
to
say,
I'd
like
to
introduce
one
of
those
teachers,
mrs.
I
K
Good
evening
the
value
of
steam,
education
and
21st
century
skills
that
our
students
have
when
we
embed
arts
education
can
prove
invaluable,
it
can
improve
social-emotional
skills,
it
can
increase
confidence,
it
can
strengthen
knowledge
and
it
can
decrease
anxiety
in
our
scholars.
We
have
some
wonderful
amazing
children
here
from
foot
third-grade
and
they
are
going
to
tell
you
about
some
of
the
wonderful
things
that
we're
doing
to
steam
up
our
classroom.
L
Good
evening
my
name
is
Evie.
This
is
Lauren's
job
and
Mia.
When
you
think
about
George
Washington,
you
probably
think
about
him
as
the
president,
the
general,
but
do
you
ever
think
about
George
Washington,
the
farmer
celebrate
George
Washington's
birthday
and
the
impact
he
had
on
our
nation.
Our
class
took
a
little
deeper
and
implemented
the
Fargo
Public
Schools
strategic
initiatives
in
the
area
of
steam,
education,
science,
technology,
engineering,
arts
and
math.
Our
last
PBL
includes
both
whole
group
learning,
as
well
as
students,
branching
off
and
engaging
of
personalized
learning
in.
L
The
third
graders
in
our
class
use
their
bio
engineering
skills
as
they
cross
pollinated
and
new
plants
like
amel
kini,
a
melon
and
a
zucchini,
or
an
Oran
P,
the
cross
between
an
orange
and
a
pineapple
SUSE,
designed
their
new
plant
and
artistic
way
and
presented
them
on
a
diorama
and
then
I'll
flip
bird
using
technology.
To
give
evidence
of
what
we
learned.
The
QR
code
on
the
corner,
genetically
engineered
plants
lad
will
take
you
to
a
video
presentation
where
students
display
the
communication
skills
about
their
project.
L
In
addition,
our
class
sings
losing
academic
songs,
in
this
case
we've
sang
songs,
including
George,
Washington,
the
constitution,
freedom,
black
blizzard,
even
simple
machines,
photosynthesis
and
popcorn.
Just
nymph
you
all
students
also
have
access
to
these
songs,
a
go
classroom.
These
sounds
improve
of
reading,
writing
and
mocap
Larry.
They
also
have
educational
videos
and
add
puzzles
embedded
on
the
slides
another
way
students
can
learn
through
technology.
Here
the
Arts
comes
in
the
form
music.
We
use
movement
and
music
each
and
every
day
in
our
classroom,
which
helps
us
learn.
L
Yes,
we
even
sing
facts
about
popcorn,
even
though
George
Washington
grew
many
types
of
corn
he's
a
natural
popcorn,
but
in
our
opinion,
the
best
type
of
corn
students
wishing
to
spend
time
spend
their
time
eating
popcorn.
In
learning
more
about
this
interesting
crop
with
popcorn
movie
day,
their
tickle
is
simply
ran
in
an
assignment
on
popcorn
other.
M
L
Flickr
presentations
were
created
as
students
acted
out,
the
role
of
George
Washington,
the
farmer
with
their
hats
and
hair
students
created
3d
pyramids,
including
four
triangles
and
rectangular
bottom
students
and
artwork,
including
facts
and
a
flipgrid
presentation
on
this
project
as
well.
Our
lessons
take
us
to
contests
as
one
the
area
of
steam
check
out
the
link
for
the
video
for
the
National
Council
of
teachers
of
mathematics,
a
math
song
and
a
puppet
show.
M
L
M
A
N
Questions
I
just
want
to
echo
those
comments
fantastically
well
done.
Students
and
I
do
have
to
admit.
I
have
personal
experience
with
mrs.
lamb
burger.
My
son
Jack
was
in
her
classroom
just
last
year
and
it
had
plenty
of
opportunity
to
see
really
just
that
we
saw
tonight
how
powerfully
these
techniques
are
and
how
important
integrating
the
arts
into
our
curriculum
across
the
sciences
and
and
and
all
of
the
different
subjects,
is
to
the
development
of
our
kids.
It's
just
they're
wicked
smart
and
our
future
is
very
bright.
Thank
you.
A
A
O
So
tonight
we
thought
we'd
go
back
and
look
at
some
of
the
changes
for
staffing
that
we
had
for
this
current
school
year.
We're
always
trying
to
get
better
at
identifying
our
emerging
or
emerging
needs
and
how
we
go
about
discussing
those
things.
But
we
also
thought
it
was
important
to
go
back
and
update
you
on
how
some
of
our
changes
went
this
year.
O
So
I
printed
out
the
PowerPoint
only
because
there's
a
few
slides,
where
the
writing
small,
just
to
make
sure
that
you
had
it
in
front
of
you
tonight
and
we
do
have
some
guests
that
are
gonna.
Help
me
explain
this
tonight,
so
we'll
have
patty
Cummings
and
Jason
kress
up
and
Beth.
Olson
will
also
help
with
this
presentation.
O
So,
first
of
all,
we
always
identify
our
need
areas
and
we
look
at
our
strategic
priorities
for
that,
and
so
we
look
at
the
academic
achievement
and
growth
priority
and
the
positive
school
culture.
When
we
look
at
academic
achievement
and
growth,
we're
looking
at
maintaining
the
district
class
ratios
in
both
regular
education
and
special
education.
O
O
You
can
see
that
we
had
10.5
FTEs
that
were
in
the
secondary,
due
to
the
enrollment
increasing
and
also
at
the
elementary
three
elementary
I
know,
and
we
look
at
the
overall
enrollment
looks
pretty
flat
for
last
year,
but
we
are
having
more
growth
in
the
south
end
of
town
and
so
that
there
were
classrooms
there
that
were
added
and
it
was.
It
was
late.
It
was
in
August
for
that
special
education.
We
had
added
an
assistant
director.
O
We
had
also
added
a
special
aura,
Area
Service
Coordinator,
and
we
converted
in
turn
into
a
ECSE
admin,
and
we
will
go
into
more
detail
on
those
three
positions
tonight
level
see.
We
are
added
six
FTEs,
that
included
Ben
Franklin
discovery
in
five
elementary
schools
and
the
addition
of
three
special
ed
teachers
to
meet
the
need
in
special
education.
O
We
also
at
the
elementary
we
had
those
three
FTEs
for
regular
classroom,
but
we
also
had
four
interns
that
were
converted
to
deans
and
we
added
nightly
security
service
to
our
buildings.
So
those
were
those
additions
and
when
we
are
talking
about
updating,
we
thought
we
would
be
good
for
us
to
clarify
the
role
of
the
the
new
administrative
positions
and
provide
an
update
on
how
these
positions
have
impacted.
The
system
to
date
and
we'll
have
special
education
and
elementary
building
administration
kind
of
go
through
and
highlight
the
roles
and
the
update.
So
patty.
P
P
Thank
you
I
guess.
So
one
of
the
positions
that
was
added
was
an
assistant
director.
If
you
haven't
met
Alison
keen-
and
this
is
just
the
person
as
opposed
to
the
position-
we
found
somebody
really
great
for
this
district.
So
that's
awesome.
The
position
itself
allowed
us
to
lead
that
level,
see
expansion
and
to
be
specific
level
C
for
students
who
exhibit
behaviors
that
significantly
impede
their
ability
to
achieve
their
free
and
appropriate
public
education.
P
Alison
leads
professional
development
with
our
new
teachers
and
help
set
up
classroom
environment
a
lot
of
the
teachers
that
we
have
hired.
As
you
know,
there
is
a
special
education
teacher
shortage.
Many
of
the
teachers
come
without
a
lot
of
experience
and
so
that
leadership
from
her
has
been
exceptionally
well.
Timed
we've
been
able
to
split
the
alphabet.
I
put
that
up
there
in
communication
with
parents.
We
don't
really
split
the
alphabet.
Q
P
I've
learned
that
I
can't
do
it
all
along
shoot,
but
some
quotes
I
reached
out
to
principals,
the
student
wellness,
family
facilitators
and
then
I
couldn't
resist
and
I
noticed
it
wasn't
taken
off,
so
they
must
have
made
it
through
just
fine
at
my
own
quote
on
it.
But
if
you
look
Jane
Martin
very
helpful
when
they've
added
their
specialized
programming
within
the
school,
her
experience
and
expertise
has
been
very
helpful
in
creating
a
systems
approach.
Yeah
South,
High
they've
had
some
pretty
all-hands-on-deck
kind
of
cases.
P
Our
assistant
director
was
able
to
be
there
and
be
involved,
and
then
I
thought
this
next
statement
was
about.
It
was
really
important.
Our
prints
didn't
feel
guilty
about
having
to
ask
for
help.
I
just
think.
That's
so
telling
to
think
of
that.
Prior
to
this,
they
might
have
felt
guilty
for
reaching
out
for
help
and
then
I'll
just
tell
you
and
I,
don't
have
to
read
it
but
I'm.
A
love,
Iike,
VW
fan
and
I
want
to
work
in
quadrant
4,
which
is
really
those
important,
but
not
urgent
things.
P
Those
things
that
bring
system
changes.
Prior
to
this
year,
we
were
really
burning
up
quadrant
3,
which
is
urgent
and
very
important.
It
just
doesn't
help
move
us
through
Anna
systems
change.
So
thank
you.
Thank
you.
Thank
you
that
we've
been
able
to
do
that.
So
that
was
with
the
assistant
director
area
service
coordinators.
Those
are
the
liaisons,
my
direct
links
to
the
schools.
They
are
the
ones
that
are
there
right,
side-by-side
working
with
the
principals
working
with
the
special
education
teachers
and
helping
leading
meeting
some
of
those
medians.
P
We
have
a
total
of
five
area
service
coordinators.
By
the
time
we
worked
through
it
put
up
a
lot
of
sticky
boards
on
on
my
whiteboard.
We
ended
up
with
three
that
we
assigned
to
elementary
schools
and
two
to
the
secondary
schools.
Their
duties
include
supporting
teachers
and
administration.
They
can
facilitate
complex
IEP
meetings
at
buildings.
They
review,
Henry
and
and
support
on
compliance
work
done
by
our
teachers
in
the
world
of
IDE,
a
and,
more
importantly,
that
quadrant,
four
of
creating
improvement
process
and
procedures.
P
P
P
The
right
way
through
the
use
of
the
IDE,
a
and
I,
really
found
it
impresses
press
of
that
the
Swift's
responded
and
knowing
that
other
people
who
help
children
do
their
best,
find
it
helpful
and
beneficial
that
they
have
somebody
who's
knowledgeable
in
special
education
or
to
help
them
as
well.
So
we
work
in
tandem.
We
work
together
in
collaboratively,
so
it's
really
nice
to
know
that
we're
able
to
support
each
other
in
our
endeavors.
So
again,
thank
you
for
the
addition.
P
We
did
take
the
opportunity
to
transform.
We
had
a
two-year
position
of
an
intern
early
childhood
special
education
administrator.
We
made
that
a
permit
permanent
position
if
we
think
about
it.
Early
childhood
may
start
out
with
about
80
students
at
the
start
of
the
year.
They
end
up
with
a
hundred
and
twenty
that's
like
Madison
elementary
population.
So
we
have
teachers
who
now
have
a
permanent
position
to
turn
to
for
help
on
programming
and
leading
it
and
developing
three-year
strategic
plans
for
their
facilities
for
their
student
program
and
development
of
curriculum
and
assessment.
P
Prior
to
that,
we
weren't
able
to
do
that.
You
know
it
was
a
just-in-time
kind
of
thing.
It
is
with
the
circle
grants
and
now
applying
for
the
closed
grant
has
allowed
for
close
interaction
with
the
early
childhood
portion
of
that
and
then
just
the
relationships
that
we've
been
able
to
create
in
the
community
even
start
Head
Start,
the
Y
and
working
with
other
child
development
programs
has
just
been
very
beneficial
and
the
earlier
we
can
get
service
to
students
who
need
it.
O
Just
want
I
to
put
this
chart
together
because
I
wanted
to.
We
want
to
talk
about
the
role
of
Dean's
and
interns
tonight,
and
so
just
for
us
to
have
a
point
of
reference.
We
have
elementary
principals
at
the
elementary
level
we
have
elementary
Dean's
and
elementary
interns.
This
is
our
first
year
with
the
Dean
model,
as
we
take
a
look,
and
so
we
want
to
take
a
look
at
responsibilities:
teacher
evaluations,
our
don,
couldn't
be
done
by
a
Dean
or
principal.
O
An
intern
cannot
do
the
formal
on
teacher
Evils,
the
para
evaluations
or
pair
educator
evaluations
are
new
this
year
and
those
need
to
be
also
done
by
someone
other
the
administrative
level
student
discipline,
the
principal
oversees
their
building
for
the
discipline
across
the
board.
But
in
our
policy
we
do
say
an
administrator
has
to
be
the
one
to
decide.
O
If
something
is
a
major
incident,
and
so
our
Dean's
do
all
the
legwork
get
things
prepped,
but
a
principal
would
have
to
sign
off
on
that
where
a
Dean
and
a
principal
both
can
assign
something
as
a
major
student
and
teacher
support
is
done
by
all
three.
So
that
is
the
the
wonderful
thing
about
all
the
positions
is
supporting
our
students
and
teachers,
and
parents
communicate
is
also
done
by
all
three
of
those
positions.
O
R
I
have
I
think
probably
I'm,
not
a
hundred
percent.
Sure
of
this
probably
the
most
unique
perspective
from
this
as
I.
Think
I
am
the
only
elementary
principal
who
has
had
an
actual
assistant,
principal
and
intern
and
a
Dean
I,
don't
believe.
There's
anybody
else
that
has
had
that
perspective,
and
so,
when
Missy
asked
what
I
you
know
who
would
like
to
speak,
I
said
what
better
be
me,
because
I
have
probably
the
most
experience
with
that
and
I
can
tell
you
that.
Certainly
I
am
well
in
favor
of
that
Dean.
R
Having
the
assistant
principal
obviously
was
a
great
resource
to
have
and
I
know
that
Beth
is
going
to
talk
a
little
bit
more
about
her
role
as
that
Dean,
but
just
I
wanted
to
kind
of
give
you
that
perspective
of
my
first
two
years,
I
did
not
have
an
assistant
principal,
a
Dean
or
an
intern.
It
wasn't
part
of
the
model
that
we
had
and
one
of
the
things
that
I've
found
is
the
depth
of
what
I
can
offer:
students,
staff
and
parents.
R
My
next
year
again
kind
of
running
solo,
I
did
19
observations,
and
this
year
2019
20
I
will
have
completed
by
April,
15th
239
observations,
and
so
that
to
me
says
a
lot
now.
Certainly
the
Dean
would
be
able
to
contribute.
Those
are
my
observations,
not
her
observations,
and
something
just
happened
to
resonate
with
me
today
that
that
dr.
R
Gandhi
I
believe
is
one
of
his
philosophies
and
beliefs
is
that
principles
are
instructional
leaders
and
the
more
time
that
we
can
be
in
those
classrooms
providing
support
to
our
teachers,
coaching
our
teachers,
but
that's
something
we
really
need
to
make
an
effort
for
and
while
I
feel
like
I
have
a
good
background
and
understanding.
It
is
great
to
have
another
person
that
brings
a
similar
educational
background
and
experience
in
leadership
and
can
work
together
with
me.
R
One
of
the
things
that
I
have
noticed
over
the
years
is
and
I
think
it's
a
positive
thing
is
that
we
are
meeting
more.
We
are
meeting
to
problem-solve
and
work
through
those
problems
and
meet
with
parents,
whether
it's
an
IEP
meeting
or
the
meeting
before
the
IEP
meeting
or
the
meeting
after
whatever
it
might
be
this
year,
I
did
a
quick
count
and
I
had
over
200
plus
IEP
meetings
that
I
would
have
to
attend
as
well
and
so
having
a
Dean
again.
R
Somebody
with
the
knowledge,
the
understanding
to
not
only
or
along
with
me,
support
those
IEP
meetings,
because,
as
the
representative
at
those
IEP
meetings,
we
have
to
have
that
knowledge
and
be
able
to
say
yes
to
these
resources.
No
to
these
resources
and
in
the
intern
model
having
somebody
in
there
two
years,
I
didn't
feel
as
comfortable
having
that
person.
R
Well,
they
might
be
there
they'll
get
to
know
them
that
first
year,
the
second
year
they
might
work
with
them
the
year
after
that,
now
I've
got
a
new
intern
and
we
are
teaching
and
and
learning
and
helping
that
person
learn,
and
you
know
now,
having
Beth
who
has
been
in
my
building
three
years.
I
can
let
her
go
I
have
we
have
worked
together?
I've
had
her
sit
in
meetings
with
me,
we've
worked
together.
She
knows
and
has
learned
how
to
manage
those
discussions.
R
She
has
learned
the
legal
obligations
that
we
have,
and
so
it
just
makes
such
a.
It
just
makes
us
being
able
to
implement
things
with
such
a
higher
rate
of
fidelity
and
again
going
back
to
what's
best
for
students.
I,
just
truly
believe
that
this
Dean
model
is
what
works
best
and
I
can
take
what
I
want
to
do
to
just
such
deeper
levels,
with
not
only
our
students
but
our
staff
and
with
our
parents.
So
thank
you
guys
for
listening.
S
Hello,
you
know
I
just
really
appreciate
the
opportunity
to
visit
with
you
about
this
internship
to
Dean.
As
mr.
Christophe
mentioned,
I
was
an
intern
in
his
building
for
two
years,
and
now
I
am
the
Dean
at
Lewis
and
Clark.
I.
Look
back
at
my
intern
years
and
I
have
to
think
about
the
beginning
in
the
beginning
is
really
developing.
I
was
a
classroom.
Teacher
yes
experienced,
but
I
was
a
classroom,
teacher
and
learning
those
administrative
things
certainly
took
time.
S
You
are
building
relationships
with
the
students
with
the
staff
and
teachers,
of
course,
and
parents,
and
then
you
go
into
the
summer
and
there's
some
hiring
and
you're
still
in
that
thriving
stage,
and
then
it
is
the
next
stage,
and
that
is
what
I
would
call
the
leaving
stage
and
what
I
mean
by
that
is.
It
would
be
almost
a
daily
event
where
someone
might
say:
oh,
mrs.
Olsen.
What
are
you
gonna
do
next
year?
S
But
it
really
resonated
me
one
day
when
I
was
outside
and
there
was
some
second
graders
on
the
track
and
they
yelled
mrs.
Olson,
mrs.
Olson.
Where
are
you
going
to
go
next
year
and
I
thought
I'm,
not
really
I'm,
not
sure
yet
I
said,
and
they
said
we'll
really
hope
you
are
back
next
year
and
that
really
stuck
with
me.
That
is
somewhat
of
the
life
of
an
intern.
You
have
that
unknown.
It
is
not
a
position
that
is
there
for
the
long
term
and
now
on
the
Dean
role.
S
It
is
different,
very
different.
There
is
that
relationship
piece
I'm
a
familiar
face
in
the
building
I
am
someone
that
they
will
go
to
there's
relationships.
I
can
ask
a
student.
What
did
you
do?
How
was
hockey
leave
this
weekend
or
those
types
of
things
that
I
think
are
really
important
in
a
building
relationships,
and
because
of
that,
you
have
trust.
You
know
mr.
Costa
can
give
me
more
responsibilities.
I
can
assist
in
hiring,
I
can
do
who
workflows.
S
I
can
call
references,
I
can
do
professional
development
evaluations
both
with
para
educators
and
also
with
teachers,
and
he
can
trust
that
I
am
going
to
do
the
right
thing
and
do
the
right
procedures
in
policy.
It's
all
about
stability
and
the
role
of
the
Dean
provides
stability
for
this
school,
which
so
is
so
important
with
relationships
and
with
trust
so
that
all
kind
of
encompasses
productivity
as
well
I
was
very
slow
in
the
developing
stage.
Learning
mr.
S
Christophe
knocked
at
the
door
once
again
right
and
checking
in
because
I
wasn't
sure
and
I
didn't
want
to
make
a
mistake
that
would
affect
the
building,
but
now,
with
time
and
developing
in
my
skill,
set
I'm
able
to
do
some
of
those
things
in
the
Dean
model.
So
again
it
really
is
about
the
relationship,
it's
about
the
the
trust
and
it
is
about
being
productive
and
stable
and
a
building
in
a
team
position.
O
O
O
So
it's
mainly
at
Bennett
elementary
four
sections
looks
like
another
50
to
60
students
at
that
building,
secondary
that
we
have
the
counselor
and
registrar
that
we've
talked
about,
because
Davies
is
growing,
so
their
numbers
greatly
and
then
it's
on
the
emerging
needs
list
and
we'll
see
where
we
go.
But
we
are
saying
that
we
want
to
look
at
the
conversion
of
the
three
current
interns
into
Dean's,
and
that
is
again
something
just
to
talk
about,
and
three
special
education
teachers
is
our
estimate
right
now,
as
we
go
forward.
O
A
C
P
P
N
Not
such
a
question
as
just
an
observation
from
listening
to
all
of
this
tonight,
some
some
of
the
words
that
caught
my
attention
as
we're
talking
about
what
has
been
enabled
by
the
addition
of
these
these
staff.
It's
enhanced
support
over
and
over
I
heard
collaboration,
interaction
and
relationships
are
being
improved,
being
able
to
focus
on
strategic
planning
and
process.
Improvement
are
occurring
now
enhanced,
coaching,
deeper
levels
of
engagement
with
students,
teachers
and
parents,
and
just
at
the
end
here,
building
over
and
over
trust.
I
think
this
has
been
a
wise
investment
in
our
district.
N
We
have
very
complicated
systems,
mature
systems
and
continually
maturing
and
and
and
systems
that
we're
refactoring
and
revising,
and
that's
enabled
by
having
these
kind
of
people
working
in
our
schools,
letting
our
teachers
teach
helping
our
teachers
teach
and
by
being
able
to
have
somebody
else
focusing
on
what
is
the
longer-term
strategy?
How
do
we
improve
our
coaching?
How
do
we
improve
our
these
processes?
How
do
we
reach
those
deeper
levels
of
engagement
where
we
want
to
improve
our
academic
achievements?
N
T
Just
have
a
short
comment:
one
of
Niki
Nelson's
comments
about
managing
the
paraprofessionals
over
the
long
range
will
change
the
way
our
paraprofessionals
can
be
utilized
to
support
students
much
more
efficiently
and
effectively
and
I've
heard
that
when
I've
been
out
and
about-
and
it's
really
nice
to
hear
that
because
some
of
the
and
Beth,
if
you
want
to
answer
it,
one
of
the
things
that
I've
heard
is
why
or
question.
Why
did
we
hire
Dean's?
S
Got
into
classrooms
and
observed
educators
working
with
our
students.
Mr.
kressler
has
really
worked
hard
in
the
building
to
develop
what
we
call
fade
plans
where
we're
working
on
helping
our
students
become
more
independent
and
helping
them
only
to
access
what
they
can't
without
that
assistance.
So
it
might
be
if
I'm
working
with
Patti
here
it
might
be
the
fact
that
Patti
can
hold
her
own
book
rather
than
the
pair
of
educators.
P
T
C
O
The
originally,
when
we
had
just
interns,
there's
a
needs
assessment
and
we'd
look
at
free,
reduced
lunch,
we'd,
look
at
population
special
education
and
Bob
may
have
tell
me
this,
because
really
it
was
a
nice
spreadsheet
that
was
organized
to
see
that
what
schools
had
the
highest
need
I'm
going
across.
So
that's
what
was
used
to
determine
where
and
each
year
we
have
to
redo
that
to
look
at
where
the
needs
are.
Does
that
help
Randy?
Yes,.
C
And
then
I
just
do
do
have
one
more
I
know,
Jason
that
you
said
you
did
200
plus
IEP
meetings
last
year,
so
as
far
as
the
IEP
meetings.
So
when
you
guys
do
meet,
is
it
always
the
student,
the
principal
and
then
the
parents
as
well
to
actually
build
that
IEP
so
that
you
all
are
in
the
in
the
meeting
one.
R
D
One
of
the
things
I
want
to
add
on
to
is
some
of
that
narrative
that
we've
heard
as
well,
as
is
how
can
we
add,
in
administrators
instead
of
teachers
and
I,
want
to
clarify
a
couple
of
things.
One
thing
is
I
know
within
our
administration,
including
our
building
in
administration.
We
will
never
push
to
add
administrators
in
lieu
of
teachers.
We
understand
the
importance
of
the
work
our
teachers
are
doing
and
that
our
job
is
to
support
them.
D
The
mission
and
the
goal
of
a
school
system
is
to
improve
student
outcomes,
and
we
know
that
supporting
our
teachers
is
a
way
to
get
there.
So,
even
as
we
talk
about
conflicting
values
or
having
budgetary
restraints,
we
we
will
never
take
away
the
need
for
a
teacher
and
say
we're
gonna
prioritize
an
administrator.
Instead,
it's
more
of
we
want
to
show
the
value
that,
when
we
hire
these
positions,
it's
not
an
admin
versus
teachers
and
as
a
school
district.
D
We
know
that
our
priority
and
our
role
as
administrators
is
to
support
our
teachers,
but
sometimes
we
can't
do
that
work
if
we're
not
able
to
kind
of
increase
our
capacity
to
do
that.
We
hear
every
day
that
the
role
of
teachers
become
more
complex,
and
that
is
true,
but
they
also
need
a
level
of
support
and
that's
what
we're
trying
to
provide.
U
So
to
build
on
a
couple
of
those
last
comments,
my
first
question
is
really
around
the
needs:
assessment
per
building
and
Missy.
You
mentioned
that
your
department
kind
of
does
that
I'm,
assuming
that
the
principal
plays
a
big
role
in
that
as
well
I'm
wondering
if,
if
within
that,
needs
assessment,
if
they're
working
within
their
building
budget
and
restructuring,
or
is
this
in
addition
to
what
does
that
conversation?
What
does
that
look
like.
O
Well,
I
was
gonna,
say
the
any
expense
that
goes
to
the
building
goes
into
their
building
budget
on
there,
but
I
guess
if
we
play
it
out,
if
there
was
a
building
that
let's
say
there
is
many
changes
in
it
and
theirs
was
higher
right
and
we
don't
have
more
dollars
than
we
talked
about
that
the
needs
assessment
changes
in
that
building
would
be
prioritize.
It
would
be
moved.
Does
that
make
sense
there
I
think
that's
one
thing:
we
have
to
talk
about
I.
Think
it's
a
fair
question.
O
How
are
we
going
to
meet
the
needs
across
the
board?
In
fact,
we
just
had
a
very
long
meeting
this
morning
about
some
needs
and
how
we're
going
to
go
about
meeting
those,
but
I
do
know
that
we
have
to
challenge
ourselves
sometimes
to
that
it
may
be.
It
is
a
shared
model
that
we'll
have
to
look
at
in
the
future,
because
we
have
14
buildings,
our
16
buildings,
actually
at
the
elementary,
but
we
have
the
needs-
do
vary
greatly.
D
Can
you
talk
a
little
bit
about
assuming
that
we
have
board
support
down
the
road
and
we
go
through
the
merging
aid
process?
What
is
our
vision
moving
forward
as
a
district,
because
one
of
the
things
that
we
did
consider
is,
we
didn't
just
add
a
bunch
of
positions
across
the
board.
I
think
a
big
part
of
our
conversation
was
what
is
a
longer-term
vision,
taking
into
account
that
we
were
gonna
have
some
administrator
administrative
interns
that
were
finishing
up
their
second
year
and
going
into
that
position
of
unknown.
That
Beth
had
talked
about.
O
Think
that
one
way
that
this
could
look
and
like
we
said
we're
always
willing
to
take
a
look
at
our
plans,
but
we
were
right
now
we
have
we
have
four
Dean's
and
we
have
three
that
are
finishing
their
second
year
and
that
would
put
us,
let's
say
at
seven
at
the
end
of
this
year,
in
a
plan
of
some
kind.
If
we
ever
could
move
to
ten
Dean's
across
the
district,
we
think
that
would
look
a
little
bit
sheared
and
one
of
the
reasons
is.
O
We
have
some
big
differences
in
size
of
buildings
so
and
that
does
cause
some
differences,
but
Madison
and
McKinley
the
size
of
them
being
around
120
to
135.
Students
is
very
different
than
600
that
we're
going
for
its
Centennial,
and
so
that
means
that
we
do
have
to
look
at
maybe
a
shared
model
or
or
we
have
to
come
up.
What
is
our
criteria?
O
What
size
does
that
become,
but
we
are
seen-
and
we
talked
about
this
a
little
bit
before
the
administrative
role,
especially
when
we
do
have
situations
that
cause
us
to
interrupt
instruction
and
how
we're
going
to
respond
to
that.
That
is
one
thing
we
have
felt
and
I'm
going
to
say
it's
Anna
doto
by
how
teachers
are
feeling
but
to
be
able
to
have
a
Dean
and
principal
in
a
building,
has
helped
us
close.
The
loop
faster
meet
the
needs
of
the
child
contact
parents,
some
of
those
pieces.
O
The
three
that
we
have
right
now
the
interns
would
be
the
buildings
that
if
the
needs-assessment
stayed
the
same
at
the
buildings
they're
at
so
that's
HMR
kennedy
and
he
goes
thank
you
yeah,
and
that
was
off
of
that
needs
assessment
that
we
did
last
summer
and
then
Bennett
and
Centennial
those
buildings
just
their
size
is
really
making
me
wonder.
If
the
needs
assessment,
the
things
we've
chosen,
doesn't
rank
them
high
enough
on
that.
A
U
B
Originally
that
needs
assessment
was
something
that
we
developed
as
a
system
ourselves,
as
we
looked
at
the
uniqueness
of
the
different
buildings
that
we
have
across
our
system,
everything
from
size
to
buildings
that
are
shared
or
paired
to
title
one
special
ed
or
if
they
have
a
unique
program
within
a
building.
Also,
as
we
looked
at,
how
close
they
were
to
being
school-wide
or
targeted,
assert
assistance
when
it
comes
to
title
one.
A
D
Sure
so
I
think
as
board
members
you're
very
well
aware
that
it
focused
for
us
and
a
focus
that
will
continue
to
be
a
big
focus
for
us.
Sorry,
if
isn't
that
twice
in
Fargo
public
schools
is
our
support
around
social-emotional
learning
and
we
have
always
had
and
will
continue
to
have
systems
around
a
multi-tiered
system
of
support
for
academics
and
behavior
in
Fargo
public
schools.
D
We
are
now
at
a
very
interesting
crossroads
where
we
are
seeing
not
only
an
increase
in
special
education
services
that
we
need
to
provide
supports
there,
but
just
also
mental
and
behavioral
health
services
and
I.
Think
going
back
to
some
of
the
conversations
that
we've
had
with
the
Explorer
Academy.
It's
important
to
know
that
special
education
is
not
behavioral
health
or
mental
health,
they're
they're,
two
separate
entities,
although
there
might
be
students
that
have
needs
for
both.
So
our
approach
is
really
taking
a
look
at
over
the
next
five
years.
D
What
is
gonna
be
a
systemic
approach
to
provide
supports
for
the
whole
child
understanding
that
academics
is
one
component
of
their
instruction,
but
their
social
emotional
well-being
is
very
important
as
well.
So
we
have
identified
a
couple
of
key
components
that
we
want
to
see
that
are
consistent
in
our
system,
regardless
of
whether
it's
elementary
middle
or
high
school,
and
we
know
that
they're
research-based
that
have
proven
outcomes
for
students.
So
we're
gonna
present
that
five-year
plan.
W
W
W
So,
as
we
talk
about
PBIS,
behavior,
positive
behavior
interventions
and
supports
one
of
the
pieces
that
we've
been
doing
in
our
PBIS
training
really
focuses
around
this
quote.
If
a
child
doesn't
know
how
to
read,
we
teach
if
a
child
doesn't
know
how
to
swim.
We
teach
if
a
child
doesn't
know
how
to
multiply.
We
teach
if
a
child
doesn't
know
how
to
drive.
We
teach
if
a
child
doesn't
know
how
to
behave.
W
We,
and
it
is
our
natural
inclination
as
adults
as
parents
as
aunts
and
uncles,
maybe
even
as
Grandparents,
maybe
to
really
provide
or
to
to
provide
some
type
of
a
consequence,
but
in
our
world
of
Education
we
need
to
also
respond
to
that.
If
they
don't
know
how
to
be,
if
they're
missing
those
social
and
emotional
skills,
it
is
our
job
to
teach.
Sometimes
there
also
has
to
be
a
consequence,
but
paired
alongside
that.
W
There
also
has
to
be
teaching
and
education
and
that's
what
PBIS
is
our
goals
wrapped
around
PBIS
nationally
are
really
to
create
that
sense
of
safety.
Respect
in
order
to
engage
learning
involvement
in
school
life,
get
kids
involved
in
extracurricular
activities.
Have
that
shared
vision
and
that
we
don't
do
it
alone.
It
is
teachers,
its
parents,
its
students,
it's
everybody
who
works
with
that.
W
What
works
with
that
child
thinking
about
what's
in
the
best
needs
of
the
student,
so
we're
going
to
spend
a
little
bit
of
time
talking
about
each
one
of
these
initiatives
in
the
five-year
plan.
What
has
been
accomplished
this
year
and
then
what
are
our
immediate
next
steps,
as
we
think
about
the
2020
2021
school
year?
So
on
the
left-hand
side,
if
you're
looking
in
this
school
year,
you
can
see
broken
down
by
the
the
grade-level
groups.
W
All
three
of
our
grade-level
groups
are
either
implementing
those
guidelines
for
success,
which
are
our
Tier
one
school-wide
behavioral
expectations,
things
like
be
safe,
be
responsible,
be
respectful
and
in
our
middle
school,
have
a
growth
mindset.
The
high
school
this
year
is
just
in
the
process
of
process
of
identifying
what
those
are
going
to
look
like
for
implementation
in
the
fall
in
all
three
of
our
high
schools.
W
Sometimes
that's
through
the
lens
of
restorative
practices,
in
the
elementary
we're
in
the
early
stages
of
that
next
year,
we'll
also
move
into
the
early
stages
of
that
for
the
middle
level.
This
year,
at
the
elementary
we've
also
been
able
to
take
part
in
our
building
learning
walks
or
those
PBIS
walkthroughs.
Looking
for
those
those
10
critical
elements
as
we're
doing
those
walkthroughs
and
again
that
will
move
into
the
middle
level
next
year
into
the
high
school
the
following
year.
So
you
can
see
the
the
transition
as
we
work
through
through
those
age
groups,.
W
So
as
we
talk
about
trauma-informed
schools,
another
big
piece
that
we
spent
a
lot
of
time
talking
about
at
the
state
of
the
school's
address
and
that
term
informed.
Schools
really
is
about
understanding,
trauma
and
Children's
adverse
life
experiences
and
how
that
impacts.
Their
ability
to
be
students,
their
ability
to
learn
and
our
responsibility
to
provide
that
safe
environment
in
order
to
foster
their
their
academic
and
social/emotional
growth.
W
Specifically
we're
talking
about
how
do
students
feel
in
terms
of
safety,
there's
a
big
difference
between
physical
safety
and
our
buildings,
which
we
do
an
excellent
job
around
and
then
there's
psychological
safety.
And
that's
that
students
perception
of
how
safe
do
they
feel
based
on
their
previous
life
experiences
and
what
they
bring
to
the
table
every
day.
W
In
really
saying
how
are
we
as
a
school
going
to
make
some
changes,
develop
some
some
strategies
that
we're
really
committing
to
in
the
in
the
perspective
of
wanting
to
build
that
psychological
safety
for
all
of
our
students
this
year
as
well?
I
won't
go
into
it
too
much
because
in
a
couple
of
weeks,
we'll
spend
a
little
more
time
talking
about
the
uko
training
and
we
have
had
the
opportunity
to
do
that.
W
Training
in
some
of
our
elementary
level,
C
programs
this
year
and,
as
we
think
about
next
year,
we're
looking
at
making
sure
that
all
of
those
those
programs
K
through
8
will
have
that
training,
which
is
very
trauma
sensitive.
It's
a
it's
an
excellent
training
for
all
of
our
staff
and
it
pairs
nicely
with
the
previous
work
that
we've
done
in
terms
of
those
trauma.
W
One
of
the
other
elements-
that's
critical
to
PBIS
is
social-emotional
learning
instruction.
So,
as
we
think
about
what
SEL
is,
Castle
has
identified.
Five
competencies
I
often
come
around.
That
idea
that
when
we
talk
about
self-awareness,
self-management,
social
awareness,
relationship
skills
and
responsible
decision-making,
I
struggle
with
the
term
competency,
because
I
think
all
of
us
at
some
point,
even
maybe
even
within
the
last
24
hours,
could
think
about
a
time
that
maybe
we
haven't
been
necessarily
competent
in
one
of
those
five
areas.
W
But
we
continue
to
strive
to
build
the
skills
that
are
that
are
associated
with
those
companies,
competencies,
and
it
really
is
about
applying
the
knowledge,
attitudes
and
skills
in
order
to
understand
and
manage
our
emotions.
So,
as
we
talk
about
embedding
some
of
that
SEL
instruction
in
our
buildings
this
year,
twelve
of
our
14
elementary
buildings
are
teaching
two
to
three
lessons
every
week
in
their
classrooms.
For
about
15
minutes
per
lesson.
W
It
is
part
of
their
morning
meeting
or
classroom
meeting
time.
Some
of
those
buildings
also
are
embracing
the
restorative
practice.
This
work
that
we've
been
doing
and
using
that
circle
time
to
build
the
relationships
and
also
to
continue
to
address
some
of
the
social
and
emotional
skills
and
competencies,
as
well
as
some
of
the
needs
that
that
this
classroom
might
be
demonstrating,
as
we
look
into
next
year,
all
of
our
elementary
buildings.
W
So
all
14
of
them
will
be
using
those
those
lessons
with
their
students
two
to
three
times
every
week
and
then
we're
having
some
discussion
right
now.
We
met
last
Monday
with
the
middle
level
about
20
teachers,
counselors
and
administrators,
who
put
forth
a
proposal
for
what
they
would
like
to
be
doing
next
year
in
terms
of
being
able
to
provide
those
social-emotional
learning
opportunities
at
the
middle
level
high
school,
then
next
year,
they'll
begin
talking
about
in
the
following
year.
W
W
At
the
elementary
we
would
be
moving
into
the
tier
two
into
more
of
the
responsive
circles,
but
in
conversation
and
our
time
together
this
year
with
the
elementary
one
of
the
pieces
that
we're
learning
is
well
that
looked
beautiful
on
paper.
We
might
not
be
quite
ready
for
that.
Yet
we
need
more
time
to
really
hone
in
on
that
Tier
one.
What
is
good
for
all
and
are
we
truly
implementing
and
capitalizing
on
the
power
in
those
proactive
circles
and
effective
statements?
And
so
at
this
point
we're
in
conversations
I.
W
Think
we
will
spend
more
of
our
time
specifically
in
the
fall
being
able
to
do
more
training,
around
circles
and
building
community
and
building
relationships
within
our
classrooms
at
the
elementary
level.
With
the
idea,
then
that
we
in
the
or
part
of
the
year,
we
might
begin
doing
some
facilitator
facilitator
training
through
restorative
practices,
that
will
focus
on
the
responsive
circles
and
perhaps
later
getting
into
meetings
and
conferences
and
then
at
the
middle
level.
W
W
So
this
is
a
snapshot
that
we
used
as
part
of
the
state
of
the
school's
address,
really
talking
about
the
elements
that
we've
just
worked
through,
of
course,
we're
working
towards
green
on
on
this
image,
but
then
also
being
responsive
and
recognizing
that
we
need
to.
We
need
to
continually
evaluate
where
we're
at
and
be
willing
to
make
some
of
those
changes
just
like
we
talked
about
in
terms
of
that
tier
1
restorative
practices.
So
that
is
a
little
snapshot
of
where
we've
been,
where
we're
we're
we're
looking
to
head
next
year.
A
W
W
O
We
worked
with
you
Carol
for
the
contract.
That
is
something
we'd
have
to
talk
to
him
about,
because
right
now
it
has
to
be.
Our
trainers
can
only
train
if
it's
a
contracted
service
for
Fargo
or
if
it's
within,
so
that's
how
their
their
piece
works.
But
when
we
just
asked
for
recertification
for
next
year,
they
have
changed
their
pricing
model
and
so
I
need.
J
D
The
board
members
aware
yukeru
came
to
Fargo
public
schools
via
the
National
School
Boards
Association
conference
last
year.
So
it
is
when
you
receive
the
presentation
in
a
couple
weeks,
you
will
see
that
it's
very
easy
to
misconstrue
misconstrue,
their
intent
and
what
they're
trying
to
do
and
I
think.
Just
as
we
talk
about
the
history
of
how
that
program
started,
it
is
not
something.
That's
been
widespread
through
the
school
board
through
a
lot
of
k-12
school
systems
here
in
the
Midwest
that
I've
seen.
W
I'll,
just
piggyback
off
of
that
nur
most
recent
training
we
had
another
local
school
district
who
came
to
kind
of
just
get
a
handle
and
feel
for
us,
so
I
mean
certainly
there's
interesting.
Curiosity
as
well
and
I'm
excited
I.
Can't
you
know
in
two
weeks
we'll
get
to
tell
you
more
about
how
what
a
great
implementation
has
been
so.
W
At
our
elementary,
they
were
already
utilized
in
the
morning
meeting
and
it
might
not
have
happened
in
the
morning.
They
might
have
had
a
classroom
meeting
model
after
recess
or
lunch,
and
so
what
we
really
asked
is
that
they
repurpose
that
time
to
specifically
address
SEL
instruction.
So
that's
what's
happening
at
the
elementary
it
wasn't
it
wasn't
that
anything
was
taken
away.
W
It
was
that
perhaps,
at
the
time
that
they
were
using
sudden,
they
became
more
intentional
as
we're
looking
at
the
middle
level
that
those
are
some
of
the
conversations
that
we've
just
started
as
a
result
of
Monday's
time,
but
they
too
are
really
desiring.
What
can
we
do?
How
can
we
restructure
differently
so
that
we
can
have
that
10
to
20
minutes
a
couple
of
times
a
week?
Be
very
intentional,
not
accidental,
not
when
some
kids
are
present,
but
when
all
kids
are
present
and
be
be
purposeful
about
that
time,.
O
Okay,
so
we
have
seven
in-house
trainers.
We
were
able
to
get
those
certified
last
well
last
September
on
there,
so
they
can
train.
Anyone
in
our
district
is
how
that
works.
Now
the
you
carry
the
actual
organization
is
the
only
place
that
can
recertify
or
certify
new.
You
know,
I
mean
true
trainers
in
your
district.
Q
I
A
Okay,
thank
you
for
all
you
do
for
our
students
in
our
school
district
Jen.
It's
always
a
pleasure
to
see
you.
Should
we
get
through
this
small
section
of
okay
and
then
we'll
take
a
break
item.
5D
on
the
agenda
is
the
FAA
reports.
President
master
ood
does
send
her
regrets.
She
was
kind
enough
to
let
us
know.
Let
us
know
that
she
would
not
be
attending
tonight.
D
Try
to
make
it
quick,
we've
had
some
staff
reports
today.
So
just
a
couple
things.
One
is
just
some
board
members
aware:
we
do
have
middle
school
students
throughout
this
week,
they'll
be
participating
at
sandbag
central
to
assist
the
city
I
think
it's
a
fantastic
opportunity
for
our
students
to
really
show
that
they're
part
of
a
community
that's
bigger
than
just
themselves
and
I'm
grateful
for
our
students
and
parents
are
allowing
that
are
taking
that
opportunity
and
going
in
sambac
central.
So
our
middle
schools
are
alternating
each
day,
but
that's
happening
this
week.
D
Second
thing
is
just
and
just
so
the
board
is
aware:
we
are
currently
in
the
process
of
administering
ACOG
Nia,
advanced
IDI
survey
to
students,
staffs
or
parents.
The
surveys
focus
around
culture
and
what's
happening
in
our
schools.
It's
gonna
be
a
really
interesting
survey.
The
questions
are
a
little
bit
more
unique
than
sometimes
the
generalized
questions
that
you
would
get
in
a
normal
survey,
but
the
surveys
also
normalized
against
several
school
districts
across
the
nation.
D
A
P
A
A
Thank
you,
John.
Any
discussion
on
the
consent
agenda,
all
right,
all
those
in
favor
of
approving
that
agenda
with
the
HR
addendum,
please
vote
by
saying.
Yes,
yes,
any
opposed
all
right
that
carries
on
to
item
7
business
section.
We
have
a
superintendent
evaluation
memo
number
92,
everybody
in
the
on
the
board
did
fill
out
complete
statutory.
Is
this
the
statutory
piece
evaluation
for
dr.
Gandhi
I
will
note
that
the
board
unanimously
finds
your
overall
performance.
We're
gonna.
Keep
you
very
good,
very
satisfactory.
A
D
T
X
A
N
A
Carries
the
next
item
on
the
agenda
is
the
ad
hoc
contract
committee.
This
is
follows
it's
very
similar
to
in
years
past
I
did
talk
to
a
couple
different
board
members
and,
as
a
result
of
those
conversations,
I
am
going
to
recommend
that
three
people
be
on
that
committee.
Jennifer,
Benson,
Christie,
Ulrich
and
John
Road
and
biker
and
Jennifer
has
agreed
to
be
the
chair
for
that.
In
order
for
me
to
appoint
this
ad-hoc
committee,
I
do
need
a
board
action
to
do
so.
T
Y
N
N
A
Motion
carries
thank
you
for
agreeing
to
help
the
next
item
on
the
agenda.
I
had
to
add
as
kind
of
a
last-minute
item.
As
you
know,
I
am
appointed
to
the
Fargo
Cass
Public
Health,
as
the
school
board
liaison
I
was
contacted
just
last
week
to
ask
if
our
board
would
sign
on
to
a
resolution
moving
the
legal
age
to
purchase
tobacco
and
they
call
it
ends
or
electronic
nicotine
delivery
systems
2:21.
A
There
is
a
piece
of
several
resolutions
on
the
back
page.
If
we
were
to
approve
this,
they
would
present
this
to
the
city
of
Fargo
at
the
City
Commission
meeting,
and
it
would
say
that
the
Fargo
Board
of
Education
does
support
the
solution
resolution.
So
with
that
I
would
entertain
a
motion
to
bring
this
for
discussion
on
the
floor.
I.
Z
N
This
is
good
policy.
I
think
we
should
support
this
I
think
we
had
been
on
the
verge
of
almost
eliminating
nicotine
addiction
in
our
kids
before
these
vaping
devices
came
around
and
we're
going
to
be
suffering
as
a
society
with
the
addictions
of
the
past
decade
for
decades
to
come
and
I
very
much
support.
This.
N
V
Y
A
A
Z
See
I
have
about
four
things
to
mention.
First
of
all,
the
Communications
Committee
met
February
26th.
We
continued
to
review
the
purpose
and
the
means
of
the
committee
we're
getting
closer.
It
seems
like
we've
been
working
on
that
for
quite
some
time,
but
the
conversation
is
moving
towards
an
engagement
and
Advocacy
Committee
and
we're
not
talking
about
removing
a
committee
but
we're
talking
about
a
potential
recommendation
for
a
change
in
the
name
of
the
committee.
Z
Our
next
meeting
will
be
March
25th
at
7:30
in
the
morning
and
at
that
meeting
will
focus
on
evaluating
a
little
bit
more.
The
language
that
will
go
into
the
purpose
and
the
means
of
what
again
likely
would
be
a
recommendation
for
a
new
name
for
the
committee,
and
so
then
that
would
come
in
front
of
the
board
at
an
appropriate
time.
Z
That
will
focus
on
Native
American
histories,
specifically
regarding
conflicts,
massacres,
treaties
and
the
boarding
schools
that
occurred
on
their
land
prior
to
European
settlers
arriving,
and
so
I
also
am
going
to
make
a
connection
with
melody
to
this
individual,
because
these
folks
are
us
asking
for
help
in
helping
to
plan
that
exhibit
so
I
thought.
Melody
might
be
able
to
share
that
information
with
our
Native
American
families.
Z
Let's
see
today,
I
intended
to
participate
in
the
webinar
I.
Think
all
of
us
board
members
received
information
in
an
email
regarding
a
webinar
that
the
North
Dakota
Department
of
Health
put
on
it
was
to
inform
k12
and
child
care
providers
regarding
the
covin
19
response
and
I
was
not
able
to
get
on
the
call
I
think
there
were.
Z
Z
The
last
item
is
that
I
attended
on
March
4th
a
legacy
zone
planning,
meeting
and
Tony
Greenberg
had
sent
out
information
that
I
had
received
on
that.
Maybe
it
went
to
all
board
members
I'm,
not
sure,
but
that
meeting
was
held
at
but
Chamber
of
Commerce
over
at
the
young,
Thomas
Center
and
really
the
concept
around
this
meeting.
I'll
just
read
what
what
Tony
had
provided
to
us
here.
Z
So
the
concept
of
our
discussion
is
this:
a
reinvestment
proposed
that
utilizes
state
funding,
and/or
interest
earnings
from
legacy
funds,
matched
by
local
government
and
private
sector
funding,
to
preserve
and
repair
post-world
War,
two
ERA
single-family
homes
and
surrounding
infrastructure.
The
reinvestment
program
would
be
activated
in
cities
designated
in
city
designated
areas
across
North,
Dakota
known
as
legacy
zones.
So
we
were
talking
about
this
in
terms
of
a
general
idea
and
talking
about
the
possibility
of
legislation
being
crafted
at
some
point.
Z
So
if
that
was
going
to
be
the
plan
that
you
know,
those
kinds
of
conversations
need
to
start
now:
I'm,
not
really
sure
where
it's
going
to
go
from
here.
But
it
sounds
like
there's
going
to
be.
A
meeting
of
this
group
about
18
individuals
were
at
the
meeting
next.
That
meeting
would
be
in
April,
so
I
will
update
you
if
I
as
I
learned
more
on
that
and
that's
my
report.
Thank.
A
I
X
I
attended
a
planning
meeting
last
Friday,
sorry
about
the
team
I
let
down.
Today
we
had
a
GAC
meeting
today
and
I
missed
it,
because
I
forgot,
which
proves
again,
you
should
write
things
down.
You
can't
always
just
rely
on
your
memory
and
I'm.
Looking
forward
this
week
in
my
schools,
my
Sothis
schools,
South
Dakota
schools
at
my
regular
job,
are
on
spring
break
on
Thursday
and
Friday.
X
So
half
the
day,
I'm
going
to
spend
at
Kennedy
and
and
discovery,
and
so
yet
each
day,
so
I'm
really
looking
forward
to
that
and
and
then
keep
in
mind.
I'm
gonna
go
there
not
to
disturb
people.
I
just
want
to
go
there
and
just
just
feel
it
and
experience
it
and
and
I'm
not
looking
for
anything
I'm.
Just
going
there
open
mind,
it's
just
to
watch
the
experience
of
the
kids.
I
had
a
blast
earlier.
This
ball
when
I
was
there
and
I'm
expecting
I'm
gonna
have
a
lot
of
fun
this
time
too.
C
C
Just
try
to
get
involved
with
your
schools
and
in
your
PTA
I
know
that
there's
some
schools
that
are
really
really
strong
PTA
and
in
some
schools
that
are
lacking
some
members,
so
I
just
want
to
give
a
shout
out
to
the
public
who
do
have
kids
in
school
to
just
put
your
hat
in
and
and
help
out
the
schools
on
that
PTA
cuz.
They
do
a
lot
a
lot
for
the
teachers
and
the
kids.
C
T
V
V
N
You
I
regret
that
I
missed
a
couple
of
committee
meetings
a
couple
of
weeks
ago
due
to
my
personal
travel,
and
it's
also
made
scheduling
the
next
negotiations
committee
meeting
difficult,
but
I
am
working
with
Joe
Lynn
to
try
and
nail
down
a
date
and
time
for
that.
Hopefully,
in
the
next
couple
of
weeks
here,
I
am
working
on
that
I
was
able
to
attend
the
Ben
Franklin
musical.
They
did
schoolhouse
rocks
just
in
time
for
music
in
our
schools
month.
N
Here
you
know,
whenever
we
go
to
these
things
or
I
was
just
astounded
by
the
talent
that
the
staff
were
able
to
pull
out
of
these
kids.
These
were
you
know:
middle
schoolers,
performing
dance
and
choreography,
the
the
lighting,
the
sound
was
run
by
them,
just
really
cool,
and
what
what
I
really
loved
seeing
I
went
to
it
twice
and
on
this
at
the
Saturday
matinee.
N
I
also
attended
the
North
choir
concert,
and
there
might
be
a
theme
here,
my
daughter's
very
active
in
music
in
our
schools,
and
it's
it's
reflective
and
in
our
my
personal
experience
of
what
we
saw
tonight
and
heard
tonight,
of
the
importance
of
arts
impacting
all
areas
of
our
curriculum
and
our
students,
development
that
North
choir
concert
was
really
cool.
The
eighth
graders
were
Ben,
Franklin
got
to
perform
along
with
the
high
school
students,
and
the
variety
of
opportunities
for
the
vocal
music
at
North
is
and
throughout.
N
Our
district
is
really
incredible,
and
it's
powerful
and
I'm.
Looking
forward
to
this
Thursday,
the
North
Orchestra
concert
where
again,
the
8th
graders
from
Ben
Franklin
will
be
able
to
perform
with
the
high
school
students
it'll,
be
able
to
see
all
the
different
opportunities
and
the
skills
and
talent
that
they've
developed
over
the
year
and
I'm.
Looking
forward
to
scheduling
a
bunch
of
school
visits
here
in
March,
including-
and
it's
not
very
excited,
you
think
you've
heard
me
before
say
how
much
I
love
having
lunch
in
our
schools
and
I.
N
Think
our
food
is
actually
really
tasty
and
nutritious
I
have
been
provided
an
opportunity
to
get
it
behind
the
scenes.
Look
at
their
introdution
nutrition
services
at
Davies,
including
serving
lunch
down
there.
So
I
can't
wait
to
report
back
on
that
experience
and
one
question
I
have
is
looking
at
our
presidents
report
here,
reminding
us
that
the
NSBA
annual
conference
is
supposed
to
be
coming
up
within
a
month,
beginning
of
April.
N
A
A
I
attended
the
planning
committee
as
well
interesting
committee.
That
will
have
a
lot
of
work
forthcoming
due
to
budget
discussions
this
morning,
governmental
affairs
committee.
That
committee
will
as
well
we'll
have
a
lot
of
work,
and
so
we
started
our
list
of
what
we
would
like
to
focus
upon.
I
had
Jefferson
is
my
liaison
school
and
a
roundabout
way.
I
helped
coordinate
a
meeting
between
charism
and
the
schools
where
they
provide
check
and
connect
services.
We
know
that
that
is
an
outstanding
program
with
the
dissolution
of
charism.
A
They
are
trying
to
determine
the
future
and
the
viability
of
the
check
and
connect
program.
Missy
attended
as
well
as
did
the
principals
from
jefferson,
ed,
Clapp
and
CBE,
and
then
charism
attended,
as
well
as
john
fisher,
who
used
to
work
at
charism
now
he's
with
Friends
of
children.
So
we
are
determining
if
that's
financially
feasible
and
even
if
it
is
which
nonprofit
or
company
will
employ
those
employees.
A
The
Boys
and
Girls
Club
is
only
absorbing
their
outer
school
programming
so
more
soon,
but
I
think
that
that
is
a
great
outcomes
for
our
Jefferson
and
Ed
kallab
students.
So
hopefully
we
can
get
that
going.
Let's
see,
I
did
make
it
on
that
kovat
19
call
for
k-12
in
child
care.
One
of
the
only
questions
I
had
was,
and-
and
this
was
an
unknown
from
the
states,
what
happens
if
we
close
schools
and
for
those
kids
that
have
free
reduced
lunch?
How
do
we
get
them
fed?
A
They
were
talking
about
just
different
distribution
points
and
I
completely
have
faith
in
administration
to
get
that
done,
but
something
I
didn't
think
of,
and
then,
if
we
do
close
schools,
somehow
we
got
to
keep
the
kids
home.
They
can't
go
to
the
mall.
They
shouldn't
go
to
the
movies
you
know,
and
so
there
was
some
there
was
some
fallout
there's
well,
you
know
what's
going
to
happen
so
so
some
interesting
things
there
and
then
I
was
also
interested.
They
said
no
online
education
substitute
options
for
missed
hours.
Is
that
true.
A
Answers
my
question:
okay,
oh
let's
see
here
and
then
here's
a
little
heads-up.
If
you
need
something
to
do
this
weekend,
HMR
is
my
liaison
school.
They
I
believe
this
is
through
Missoula
they're
doing
the
snow
queen
play
on
Saturday
March
14th
at
Ben,
Franklin
middle
school
and
the
show
times
are
3
o'clock
and
5:30.
So
these
are
horse
man,
Roosevelt
students
performing.
So
that
should
be
fun.
A
They
have
done
been
after
the
filing
deadline
and
before,
but
what
I
am
finding
and
I'm
meeting
with
several
people
once
they
find
out
the
timeline
commitments
they
kind
of
they
kind
of
shy
away,
and
once
their
name
is
passed,
the
filing
date
they're
stuck
on
the
ballot
and
we're
trying
to
prevent
some
confusion
and
potential
embarrassment
for
some
of
those
people
that
wanted
to
back
out
so
March
31st
at
5:30.
That's
the
fifth
Tuesday
of
of
the
month,
so
Ann,
Marie
and
I
are
gonna.