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From YouTube: School Board Meeting - October 13, 2020
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - October 13, 2020
(This video has audio quality issues for the first minute of the meeting.)
B
B
A
A
D
Good
evening,
thank
you,
dr
gandhi,
and
board
of
education.
When
dr
gross
had
shared
with
me
that
we
had
the
opportunity
to
share
about
some
culture
at
south
high
school.
It
was
with
little
hesitation
that
a
group
that
epitomizes
what
culture
and
character
is
all
about
here
at
south
high
school,
is
our
bruin
ambassadors
they're.
A
group
that
is
extremely
prideful
of
the
school
and
also
represents
what
we
call
class
at
south,
high
school
and
class
is
a
rep
excuse.
D
Our
theme
this
year
is
to
be
a
bruin
star
and
there's
no
doubt
in
my
mind
that
you
will
agree
with
me
that
our
bruin
ambassadors
are
south
high
all-stars.
So
without
further
ado,
I
welcome
our
students
to
the
podium
and
they
will
introduce
themselves
and
they
also
have
a
little
presentation
on
the
screen
for
you.
Thank
you
again
for
having
us.
E
We
greet
people
at
the
doors,
every
quarter
friend
freshman
retreats,
which
are
my
favorite
personally
my
favorite,
because
we
get
to
spend
a
whole
day
with
them
and
we
get
to
sing
songs,
play
games
and
just
really
make
connections,
while
just
as
long
as
the
freshmen
are
making
connections
themselves
and
then
day
of
compassion,
which
is
the
same
thing
almost
as
freshmen
retreat.
But
it's
when
our
broon
ambassadors
go
to
the
local
elementary
schools
and
we
get
to
spend
a
day
with
them
and
do
those
same
activities.
E
F
Hello,
I'm
elsa
bernard,
a
junior
and
second
year
brewing
ambassador
here
at
fargo
south
I'm
here
to
talk
about.
Why
be
a
brewn
ambassador?
So
first
we
have
matt
landberg
a
bruno
alumni.
He
says
I
wanted
to
be
an
ambassador
because
my
brothers
and
dad
went
to
south
and
my
grandma
and
grandpa
taught
for
feeder
schools.
You
could
say
that
I
you
could
say
that
broon
fried
runs
in
my
family.
I
have
a
lot
of
broom
pride
and
I'm
a
strong
believer
in
leading
by
example.
F
I
like
helping
others.
I
want
to
give
a
great
impression
of
the
school
and
make
sure
that
students
have
a
good
high
school
experience
by
making
it
fun
and
we
have
the
lovely
live
here
and
she
says
I
want
to
be
a
brune
ambassador,
because
I
like
helping
people
on
the
first
day
of
school,
I
was
nervous
about
finding
my
classes,
but
then
I
saw
broon
ambassadors
helping
people
and
I
knew
that
I
had
to
re.
I
had
a
reason
to
no
reason
to
be
nervous.
F
I
will
do
all
I
can
to
be
a
positive
role
model
and
make
a
positive
impact
at
our
school,
so
like
both
liv
and
matt,
I've
always
had
a
passion
for
leadership.
I
serve
as
recognition
chair
for
student
council
and
lieutenant
governor
of
division
b
here
in
fargo
for
geek
club
at
a
school
like
south,
where
I'm
surrounded
by
such
a
positive,
loving
community
of
people,
it's
difficult
not
to
have
broom
pride
growing
up
with
ambassadors
as
my
role
models.
F
F
G
Hi,
I'm
alice
carlson,
I'm
a
senior
at
fargo
cell.
This
is
my
third
year
as
a
bruin
investors
and
I'm
here
to
talk
about
my
favorite
parts
of
being
a
bruin
ambassador.
So
there
are
many
aspects
of
the
bruin
ambassador
that
I
admire
and
am
thankful
to
be
part
of
such
an
inclusive
club.
One
of
my
favorite
activities
that
I
have
been
involved
in
through
bruin
ambassadors
was
day
of
compassion
at
each
elementary
school
linked
with
south
high.
We
have
been
able
to
spend
a
day
teaching
elementary
kids
to
respect
one
another.
G
This
is
extremely
memorable
to
me
because
I
have
seen
fourth
and
fifth
graders
get
outside
of
their
shell
and
talk
to
classmates
that
they
may
have
never
talked
to
before
the
day
always
ends
with
a
battery-powered
candlelit
bonfire
during
this
makeshift
bonfire.
The
children
are
allowed
the
opportunity
to
thank
someone
that
has
made
an
impact
in
their
life
and
apologize
to
those
that
they
have
been
unkind
to
this
part
of
the
retreat
always
tugs
on
everyone's
heartstrings,
but
shows
how
mature
these
kids
can
be
and
how
much
this
day
has
already
changed
them.
G
H
Kova
19
can't
ruin
a
bruin
even
with
coveted
restrictions.
We
were
still
able
to
have
our
freshman
orientation
where
we
gave
freshmen
their
schedules,
showed
them
around
the
school
and
answered
any
questions
they
had.
We
also
greeted
everyone
on
the
first
day
of
school,
all
I'm
all
while
wearing
masks
and
social.
G
I
K
Anyone
else
all
right,
good
luck
next
year,
and
hopefully
you
won't
have
the
same
situation
where
you'll
need
to
wear
a
mask.
I
want
to
thank
you
for
wearing
those
masks.
I
know
it's
protocol
for
you
anyways,
but
also
showing
us
that
you
can
speak
in
front
of
a
behind
a
microphone
and
keep
that
mask
on.
So
thank
you
very
much
for
everything.
You're
doing
and
good
luck
for
the
rest
of
the
year
stay
healthy.
K
M
So
thank
you
for
inviting
me
today
to
talk
a
little
bit
about
something
that
I'm
very
proud
of
that's
being
implemented
this
year
at
lewis
and
clark
elementary
and
so
early
in
august.
Obviously,
in
a
much
different
mindset
state
of
mind,
my
dean
of
students,
beth
olsen
and
myself
were
sitting
around
in
my
office
going.
What
can
we
do
to
impact
the
climate
and
culture
of
our
building
this
year?
M
There
are
many
lessons
that
can
be
learned
through
literature
and
so
beth
said:
have
you
ever
read
the
dot,
and
so
I
have
a
picture
of
it
here
and
there's
a
picture
it's
written
by
peter
h,
reynolds
and
I
said
no,
and
so
we
read
through
that
and
started
coming
up
with
some
ideas
based
on
on
this
and
it's
the
dot
is
a
it's
about
a
girl
named
vashti
who
discovers
her
artistic
talent.
The
dot
illustrates
the
power
of
one
single
adult's
actions
to
change
a
child's
life.
M
The
book
speaks
to
the
importance
of
a
teacher-student
relationships
and
how
our
connections
as
human
and
our
connections
as
human
beings.
It
shows
how
creative
thinking
on
the
part
of
a
teacher
can
unlock
a
child's
own
creativity,
confidence
and
growth,
and
I
think
the
dot
even
goes
further.
There
are
many
themes
throughout
this,
and
so
we
started
kind
of
building
off
of
that
theme
and
thinking.
How
can
we
do
this?
M
M
The
teacher
is
there
helping
her
and
she's
saying
I
can't
I
can't
something
that
you
know.
Many
of
us
have
probably
heard
and
said
when
something
is
challenging
in
front
of
us,
and
so
we
really
wanted
to
focus
on
knowing
how
difficult
the
year
beginning
of
the
year
was
going
to
be
that
we
didn't
want.
I
can't
to
be
something
that
got
in
our
way
and
then
later
on
in
the
book
that
the
same
little
girl
was
helping.
M
M
The
other
thing
that
we
wanted
to
do
is
on
in
the
middle
picture
and
on
the
picture
on
the
right.
We
wanted
to
continually
recognize
our
staff
too,
for
overcoming
and
being
kind
to
each
other,
and
so
we
have
these
little
dot
cards
that
anytime.
You
recognize
somebody
or
recognize
somebody
doing
something
for
you.
You
can
recognize
them
back
and
the
middle
one
is
a
paraprofessional's
locker
that
we
have
in
our
school
that
people
have.
Everybody,
has
access
to
these
and
can
put
their
dots
up
or
give
dots
to
other
people.
M
The
one
on
the
right
is
a
teacher's
door,
and
so
our
doors
and
building
is
building
is
becoming
full
of
these
positive
recognitions
for
our
students
and
staff,
and
so
that
is
in
essence,
what
we're
doing
this
year,
just
kind
of
a
recognition
system
to
make
sure
that
everybody
feels
appreciated
and
recognizing
greatness
each
and
every
day,
and
so
I
have
if
it's
okay,
if
I
come
up
there.
Okay,
if
I
come
up
to
the
stage,
I'm
not
gonna,
sing
or
dance
or
anything
so.
M
I
K
Okay.
Moving
on
to
the
recognition
of
the
audience,
we
have
a
couple
people
that
have
signed
up
to
speak
tonight.
So
we'll
have
you
come
up
to
the
podium
and
I
will
read
this
statement
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.
K
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
five
minutes
and,
like
I
said,
we
have
two
people.
K
Beth
lindahl
is
the
first
person
followed
by
ali
allenberger,
so
beth,
if
you're
here
and
beth
had
contacted
me
earlier
saying
that
she
wanted
to
speak,
and
I
forwarded
her
name
to
anne-marie.
She
also
informed
me
that
she
was
going
to
be
coming
into
town,
I'm
kind
of
at
the
last
minute,
so
maybe
she
hasn't
able
hasn't
been
able
to
arrive.
K
O
All
right,
I
am
allie
ollenberger.
I
live
at
3518
grand
wood
drive
in
fargo,
and
so
this
is
the
letter
that
beth
has
sent
and
has
asked
me
to
to
read
on
her
behalf,
hello,
dr
gandhi
and
members
of
the
school
board.
I
am
forwarding
you
some
below
information
as
a
child
of
two
retired
teachers.
My
request
is
that
you
open
schools
full-time
for
all
of
our
students.
O
O
O
K
O
All
right
members
of
the
board,
thank
you
for
giving
me
the
time
to
address
you
today.
With
my
concerns,
I
ultimately
would
like
to
address
concerns
specifically
around
the
hybrid
broad
model
of
education,
currently
in
the
fargo
public
schools
restart
plan,
as
well
as,
ultimately,
who
is
making
the
decisions
on
the
level
of
this
delivery.
O
We
have
the
options
to
leave
the
two
virtual
academies
and
in-person
learning
for
our
students
in
doing
research.
I
am
referencing
the
cdc
and
their
strategies
on
back
to
school.
The
cdc
made
the
following
statements
on
the
importance
of
opening
schools
and
providing
in-class
instruction,
while
opening
schools
like
any
building
or
facility
does
pose
a
risk
for
the
spread
of
covid.
There
are
many
reasons
why
opening
schools
in
the
fall
for
in-person
instruction
is
important.
O
O
After
looking
at
these
facts
from
the
cdc
I'm
I'm
left
with
the
following
questions:
all
businesses
are
open
without
the
level
of
restrictions
that
we're
putting
on
our
school
system
why
we
have
packed
bars,
restaurants,
shopping
centers,
but
yet
we
can't
have
kids
in
a
classroom.
We've
had
daycares
open
and
operating
this
entire
time.
O
Have
we
asked
ourselves
what
else
we
are
exposing
our
kids
to
when
we
leave
them
out
of
a
classroom?
I'm
not
going
to
stand
up
here
and
debate
covet
or
mask
or
frankly
politics.
In
my
opinion,
it
should
be
left
out
of
the
conversation
completely.
I
want
to
strictly
talk
about
the
educational
needs
of
our
children,
they're
not
being
met
in
this
hybrid
model.
O
We've
made
the
decisions
on
how
to
operate
this
school
year
in
a
covered
bubble.
As
leaders,
we
make
decisions,
tough
decisions
every
single
day
we
get
all
the
informations,
and
then
we
make
decisions
in
conversations
with
many
parents.
We
looked
at
and
went
over
the
school's
back
to
school
plans
and
were
left
saying
what
this
makes
no
sense.
Our
number
one
goal
should
be
to
educate
our
children,
not
providing
a
sterile
bubble.
O
We
didn't
look
at
the
big
picture,
the
decisions
and
the
restrictions
that
we
were
putting
on
this
operating
model
of
our
schools.
We
have
students
trying
to
prepare
for
sats
and
icts
and
getting
into
college.
We
have
elementary
school
students
trying
to
learn
how
to
read.
We
have
students
trying
to
learn
while
isolated
in
their
homes.
The
hybrid
model
does
not
provide
instruction
on
days
off.
O
We
have
students
left
to
work
on
assignments
that
they
got
instruction
for
days
prior
they're
left
waiting
days
to
have
their
questions
answered.
I
can't
personally
speak
to
how
the
virtual
academy
is
going,
but
it
is
my
understanding
that
there
are
teachers
actively
engaged
with
students
throughout
the
day.
This
is
not
happening
on
the
distance
learning
days
in
the
hybrid
model,
we
have
kids
getting
piles
of
homework
and
we
also
have
kids
getting
nothing
or
very
little
at
all.
I
can
personally
attest
the
level
of
of
educational
material
coming
home
from
my
first
grader.
O
O
Schools
may
not
have
the
resources
or
capabilities
to
fully
transition
to
virtual
learning.
In-Person
classroom
instruction
has
added
benefits
for
many
students
of
interpersonal
interactions
between
the
student
and
the
teacher
and
the
student
and
their
peers.
Teachers
are
actively
able
to
participate
in
student
learning,
provide
feedback
as
students
encounter
challenges
and
promote
active
learning
among
students.
O
They
go
on
to
call
out
that
when
schools
are
closed
to
in-person
instruction,
disparities
and
educational
outcomes
become
wider,
as
families
may
not
have
the
capability
or
capacity
to
fully
participate
in
distance
learning,
lack
of
computers,
internet
access,
etc,
etc.
Parents
availability
they
go
on
to
call
out
that
the
persistent
achievement
gaps
that
already
existed
prior
to
covid,
such
as
disparities
across
income
levels
and
racial
and
ethnic
groups,
could
worsen
and
cause
long-term
effects
on
children's
educational
outcomes,
health
and
economic
well-being
of
families
and
communities.
O
O
O
O
There
was
a
recent
poll
of
teachers
where
over
half
sure
that
they
wanted
to
stay
in
the
hybrid
bottle
or
that
they
want
full
distance
learning.
I
frankly
don't
value
this
opinion.
Our
medical
community
has
stated
it
is
safer
for
our
children
to
be
in
our
in
classrooms.
Plain
and
simple.
Our
teachers
need
to
worry
about
the
severe
lack
of
education
that
the
hybrid
model
provides.
O
K
L
Sure
every
year
annually
we
will
present
to
the
board
an
update
about
the
previous
year's
summer
school.
We
will
have
david
berkman
and
rebecca
folden
present
that
today,
this
year
summer
school
was
interesting.
I
think
they've
had
to
deal
with
more
flexibility
and
challenges
and
even
piloting
different
things,
as
we
continue
to
learn
more
about
kovid
and
summer
schools
and
make
some
last
minute
decisions
based
on
what
the
state
was
allowing
us
to
do
or
not
to
do
in
summer,
schools,
incredibly
proud
of
our
leadership
team
and
their
entire
staff.
L
They
were
working
around
the
clock,
not
knowing
if
we
were,
if
we
were
going
to
be
able
to
offer
any
summer
school
session,
one
session
or
two
sessions
and
then
even
dealing
with
some
of
the
first
instances
of
cloven
19
cases
in
our
district
before
we
even
had
some
protocols
in
place.
So
thank
you
to
david
and
rebecca
and
I
will
hand
it
over
to
them.
N
Before
I
give
the
presentation
order,
just
shouting
out
a
thank
you
to
dr
gandhi,
dr
gross
and
missy
all
of
this,
this
change.
They
were
at
the
table
with
us
as
we're
brainstorming.
What
we
can
and
can't
do,
and-
and
it
was
truly
a
highly
collaborative
effort
to
come
up
with
with
the
best
option
that
we
could
presenting
tonight.
Rebecca
is
up
with
the
elementary
following.
P
Thank
you.
I
am
rebecca
folden.
I
am
the
principal
at
clara
barton
hawthorne
elementary,
that's
my
day
job
in
the
summer.
I
am
the
elementary
summer
school
director.
This
is
my
I
think,
11th
year
doing
this
and
it
felt
like
year
one
just
much
like
this
year.
I
think,
as
david
mentioned,
I
feel
like
every
time
we
kind
of
thought
we
were
getting
close
to
a
plan.
P
There
was
a
little
wrench
that
was
thrown
in
and
I
just
have
to
give
some
a
shout
out
to
all
the
summer
school
people
this
summer,
how
flexible
and
wonderful
they
were.
So
I
run
two
programs.
The
first
program
that
I
run
is
enrichment
summer
school.
It
takes
place
three
weeks
in
june
this
summer.
School
is
kind
of
just
the
fun
stuff
that
teachers
love
to
teach.
So
we
have
this.
We
had
planned
for
everything
from
ukulele
classes
to
computer
classes,
to
math
reading
language
courses.
P
We
are
lucky
enough
in
this
model
to
be
able
to
have
some
high
school
teachers
come
down
and
teach
at
the
elementary
level
and
teach
their
passions.
We
had
a
cross-stitching
course
offered
just
a
lot
of
different,
unique
things.
We
usually
try
and
have
these
courses.
We
start
back
in
november
december
planning
these
courses,
so
they
were
ready
to
go
covet
hit.
P
We
really
tried
to
figure
out
how
we
could
get
kids
in
and
we
just
knew
we
weren't
quite
there.
So
enrichment
was
canceled
this
summer.
It
is
a
paid
option
that
families
can
do
so
for
75
dollars.
They
can
pick
a
course.
The
course
is
two
hours
long.
Many
of
our
our
students
pick
two
courses.
They
pick
in
a
an
eight
to
ten
course
and
then
would
pick
a
second
course
from
10
to
12..
P
In
july
I
run
transition
summer
school
and
transition
summer.
School
is
summer
school
that
students
need
to
be
eligible
to
attend.
There
is
a
criteria.
This
is
academic
based.
It
is
funded
through
the
state
of
north
dakota,
so
students
must
meet
this
requirement
and
then
I
have
to
submit
documentation
to
the
state.
There's
two
options:
there's
a
math
or
a
reading
option
and
there's
lots
and
lots
of
ways
of
qualifying
for
this.
We
want
to
make
sure
we
can
serve
as
many
students
as
possible,
so
they're
again
three
weeks
in
july,
eight
to
noon.
P
P
P
P
We
knew
our
kids
needed
items
in
hand
that
they
could
take
home
work
on,
have
a
parent
they're,
helping
if
needed
so
every
day
the
teachers
did
an
amazing
job
of
getting
everything,
ready,
getting
items
that
students
could
work
on
at
home
and
then
bring
back,
and
it
went
very,
very
well.
Of
course,
numbers
were
a
little
bit
less
this
year,
just
because
of
everything
we've
been
through,
but
it
was
wonderful
and
the
teachers
were
so
happy
to
have
the
kiddos
back
at
school.
K
Q
Hello,
I'm
jim
keel,
I'm
the
assistant
principal
at
woodrow,
wilson
and
agassi,
and
I
want
to
thank
the
board
and
dr
gandhi
for
the
invitation
to
come.
My
responsibility
tonight
is
to
talk
about
the
high
school
portion
of
the
summer
programming
and,
as
you've
heard
lots
of
changes
lots
of
adjustments
on
the
fly.
We
were
very
busy
trying
to
come
up
with
plan
b
plan
c
plan
d.
Q
At
one
point,
we
came
up
with
an
activities
plan
and
within
three
days
we
had
to
put
it
in
the
bin
because
it
wouldn't
work
so
lots
of
changes.
So
what
what
I
will
talk
about
tonight
is
is
what
we
typically
do.
You
know.
Typically,
we
have
opportunity
for
students
to
take
high
school
courses
for
credit
about
half
of
the
students
who
who
typically
participate
are
looking
to
retake
a
class,
but
the
other
half
are
looking
at
acceleration.
Q
They
want
to
take
a
class,
so
they
have
room
on
their
schedule
or
they're
looking
to
graduate
early
or
they
want
extra
opportunity
to
do
other
things
in
in
their
lives.
In
terms
of
the
course
requirements,
the
state
does
require
seat
time.
There
was
a
state
seat
time
requirement
this
summer.
67
and
a
half
hours
is
what
we
schedule,
so
students
are
allowed
a
little
bit
of
time
to
to
be
absent
because
of
that
60-hour
requirement
from
the
state.
Q
Q
Q
I'll
direct
you
to
the
survey
at
the
bottom
of
page
six,
we
did
send
some
surveys
out
to
students
and
also
to
staff.
The
top
survey
talks
is
is
the
question
that
was
thrown
out
at
our
students
asking
them
about
modalities.
What
modality
do
you
think
works
best,
and
it's
about
the
combination
for
learning
and
I
think
it's
interesting.
If
you
look
at
the
ones
17
said
I
would
like
to
have
class
100
face
to
face.
Q
If
you
look
at
the
number
10
we
had
about
11.
That
said,
I
would
like
to
never
ever
meet
face
to
face
with
my
teacher,
I
I
think
the
the
curve
in
the
middle,
the
the
20
plus
percent.
That
said,
I'd
like
I
like
the
50
50
split
it.
It
will
work
for
me,
so
students
have
lots
of
different
ideas
about
what
what
mode
works
best
for
them
for
learning
and
then
the
other
survey,
and
this
this
seems
like
a
small
number,
it's
about
two-thirds
of
our
academic
teachers.
Q
I
Q
Q
Q
K
Q
You
look
on
the
back
page.
Okay,
we
do
have
a
summary
chart.
That's
page
17
that
shows
all
of
the
individual
enrollments
and
it
goes
back
a
number
of
years
in
terms
of
the
academic
enrollments.
We
were
up
in
terms
of
the
fired
enrollments.
We
were
up
marketing.
We
were
up
driver's
head
kind
of
holding
steady.
Quite
honestly,
we
offered
as
much
driver's
debt
as
we
could.
Q
If
you
know
anybody
who
wants
to
be
a
driver's
ed
teacher
haven't
talked
to
me,
so
we
we
were
up
on
most
categories.
I
think
probably
two
different
things
converged
on
that
one.
There
was
a
shortage
of
other
opportunities
for
students
this
summer
I
can't
go
to
camp.
My
sports
are
canceled,
I'm
going
to
take
a
class
in
summer
school.
Q
K
R
Q
S
J
Thank
you
for
offering
that
my
daughter
was
one
of
those
that
took
those
courses,
and
so
when
we
started,
we
weren't
sure
about
the
behind
the
wheel
piece,
but
I'm
grateful
that
they
were
able
to
do
it,
and
I
know
they
had
one
car
and
they
worked
hard
and
they
worked
day
and
night
and
even
some
weekends
to
try
to
pull
it
all
off.
So
it
was
quite
a
deal,
but
thank
you
nicely
done.
Yeah
thank.
Q
R
R
R
T
Maybe
this
isn't
directed
to
the
presenters,
but
thank
you
for
your
flexibility.
It's
been
a
tough
year
for
planning
for
everybody.
I
would
pref.
I
would
like
a
refresher
from
administration-
maybe
not
here
tonight,
about
how
the
funding
from
the
state,
particularly
for
the
transitions
and
then
how
the
the
the
chosen
summer
school
classes,
how
how
they're
cut
how
they're
paid
for.
P
Sure
I
can
answer
a
little
bit
of
the
of
the
transition
fees.
So
it's
it's
based
off
attendance.
Okay,
so
I
have
to
take
attendance
for
our
kids
in
in
their
face-to-face
classes
and
then
that
is
submitted
to
the
state
and
they
are.
We
are
funded
based
off
that
attendance,
we're
a
60
hour
program,
and
so
they
base
it
directly
off
of
that.
T
Q
Q
C
Q
I
will
I
will
finish
with
on
page
eight.
There
is
a
a
sheet,
a
page
about
the
athletic
camps
that
are
traditionally
offered
due
to
the
conditions
this
summer,
a
decision
had
to
be
made.
I
think
I
mentioned
we
offered
it
and
then
canceled
it
and
then
offered
it
and
then
cancelled
it.
Ultimately,
it
was
a
cancellation.
Q
K
And
thank
you
I
want.
I
would
share
that.
I
have
a
couple
of
students
at
home
that
also
took
advantage
of
our
summer
school
program.
They
have
in
the
past,
but
a
little.
They
did
a
little
bit
more
this
year
and
that
partly
was
well.
What
else
am
I
going
to
do?
I
might
as
well
go
to
school,
so
thank
you
so
much
for
what
you're
doing
and
the
staff
involved
all
of
the
planning
and
the
flexibility
that
was
needed
to
help
help
our
kids
get
through
the
summer.
U
Thank
you.
My
name
is
erin
coluzza
during
the
regular
school
year,
I'm
the
student
performance
strategist,
at
ed,
klapp,
elementary
and
in
the
summertime
I
get
to
work
with
our
middle
school
programming
and
then
I
also
support
our
special
education
programming
as
well.
A
couple
of
highlights
from
the
middle
school
side.
This
year,
probably
my
biggest
highlight
was
the
success
of
the
teachers
and
their
flexibility
and
willingness
to
try
something
completely
different,
even
different
from
what
they
had
to
do
in
the
spring.
So
hats
off
to
everything
that
they
did
a
couple
other
highlights.
U
We
were
able
to
increase
enrollment
in
middle
school
summer
school
this
year
we
were
able
to
add
two
additional
course
offerings.
Traditionally
we
offer
a
targeted
reading
and
a
targeted
math
class
for
students
who
need
to
recoup
skills,
refresh
skills
or
re
or
maintain
skills
during
the
summer.
In
those
areas
this
year
we
added
extension
type
classes,
so
exploration.
Reading
exploration.
Excuse
me
exploration,
science
and
exploration,
social
studies
for
students
who
wanted
to
extend
their
learning
that
added
to
the
boost
in
enrollment
for
middle
school.
U
U
The
plan
this
summer
will
be
to
look
at
adding
some
extension
reading
and
extension
math
classes
for
middle
schoolers.
My
other
goal
is
to
add
in
incoming
sixth
graders
right
now.
Our
incoming
sixth
graders
do
have
the
ability
to
be
part
of
our
transitions
elementary
programming,
but
I
would
like
to
offer
for
them
the
extension
type
opportunities
to
get
them
into
the
middle
schools
just
a
little
bit
earlier,
possibly
set
them
up
with
more
of
a
successful
start
to
middle
school.
That
transition
from
elementary
to
middle
school
is
a
big
one.
U
The
other
piece
I
just
wanted
to
highlight
is:
I
gave
an
engagement
survey
this
year.
Middle
school
is
a
little
bit
tougher
to
measure
because
they
aren't
classes
that
they're
taking
for
credit,
so
the
high
school
or
secondary
program.
You
can
measure
the
students
that
are
successfully
completing
credit
classes
or
classes
for
credit
in
middle
school.
It
really
is
keeping
them
engaged
in
school
and
hopefully
keeping
them
there
for
that
18
days,
so
you're
not
wanting
to
drop
that
enrollment.
U
So
it
was
interesting
to
note
that
80
percent
of
the
students
that
took
the
survey
said
that
school's
challenging
for
them,
but
50
were
excited
for
summer
school
and
75
enjoyed
summer
school.
So,
even
though
school
isn't
a
challenging
time
during
the
school
year
for
them,
the
engagement
seems
to
be
high
and
intrinsic
motivation
is
high
for
middle
school
summer
school.
S
W
So
students
may
continue
to
work
on
skills
that
they
were
focusing
on
during
the
school
year
emerging
skills,
skills
where
we
feel
based
on
data
they
may
struggle
with
recruitment
or
regression
and
so
aaron,
and
I
had
a
lot
of
ideas
that
we
really
wanted
to
focus
on,
but
then
coveted
hit.
And
so
of
course
everything
went
virtual
and
we
thought
how
in
the
world
are
we
going
to
do
esy
virtually,
but
we
did
it
and
it
was
june
8th
through
july
24th.
W
I
can't
tell
you
how
hard
the
teachers
worked.
We
had
teachers
working
with
parents
and
related
services,
pt
ot
speech
and
everybody
just
worked
together
to
schedule.
We
had
one
teacher
that
I
know
for
sure
worked
during
the
day
and
she
worked
with
her
students
at
night.
So
we
just
wanted
to
make
sure
that
everybody
knew
just
how
hard
that
they
all
worked
and
we
they
did
it.
It
wasn't.
W
Even
us
we
just
were
just
amazed,
and
so
when
we
looked
at
the
numbers
from
2019
to
2020,
the
numbers
were
pretty
stable,
which
we
were
surprised,
because
we
just
didn't
think
that
synchronous
and
asynchronous
virtual
extended
school
year
was
going
to
work.
But
we
were
just
so
happy
that
the
students
and
parents-
and
they
all
just
all,
got
together
and
we
could
provide
continue
to
provide
what
they
needed.
So
it
was
a
success,
but
for
next
year
we
have
a
lot
of
ideas.
W
T
As
I
noticed
through
a
couple
of
these
reports,
it
talks
about
numbers
registered
and
numbers
attending.
So,
if
you
could
explain
to
me,
the
difference
of
that
is
number
attending
total
numbers,
or
is
that
an
average
daily
attendance
rate
and
then
why
do
some
not
attend
when
they're
registered
or
what?
What?
What
is
your
opinion
about?
That.
W
U
Spring
iep
meeting
it's
one
of
the
topics
of
discussion
for
parents
and
the
case
managers
and
the
iep
team
to
decide
is
extend
a
school
year,
something
that
the
child
would
benefit
from
to
extend
their
support
services
in
the
spring
so
oftentimes.
Sometimes
those
decisions
are
made
in
january
or
february
and
even
without
kovid.
There
are
some
families
where
plans
change
for
summer,
and
so
it
might
have
been
a
decision
with
the
iep
team
that
was
made
and
then
something
has
changed,
so
the
registration
numbers
will
usually
decline
by
the
time
the
programming
starts.
X
X
We
started
in
the
beginning
of
june,
with
summer
school
for
both
adult
education
and
even
start
and
even
start
as
our
family
literacy
program
that
serves
birth
to
age,
five,
along
with
their
parents
who
are
attending
adult
education,
and
so
we
hadn't
been
able
to
enroll
new
families.
Since
march,
we
weren't
able
to
do
our
assessments
for
the
most
part.
Virtually
we
didn't
have
permission
to
do
that
until
about
may
or
towards
the
end
of
may,
and
some
weren't
able
to
be
done
virtually.
So
we
had
to
really
wait.
X
But
while
the
even
start,
kids
were
there
virtual
and
there
I
mean
virtually-
we
saw
them
on
zoom
teachers
created
videos
of
the
normal
routines
that
we
would
do
in
the
classrooms
at
agassi,
so
that
families
could
watch
and
re-watch
them
at
home,
and
we
got
tons
of
pictures
from
parents
with
their
children.
Next
to
the
tv
replaying,
the
songs
and
hearing
stories
about
how
those
kiddos
really
just
wanted
to
grab
their
backpack
and
get
to
school.
X
X
Our
teachers
worked
super
hard
to
create
literacy,
bags
and
activities
to
go
home
and
we
did
distribution
in
the
parking
lot
of
agassi
about
every
two
or
three
weeks
throughout
summer,
and
so
those
families
got
books
and
materials
to
be
able
to
do
some
activities
that
went
alongside
with
what
was
being
done
on
zoom
and
what
followed
with
the
videos
even
start
ended
in
july
in
the
beginning
part
of
july,
and
then
we
continued
with
our
adult
ed
summer
school,
and
that
was
still
all
done.
Virtually
we
did
both
asynchronous
and
synchronous
online
activities.
X
We
hear
a
lot
in
adult
ed
about
the
digital
divide
for
students,
and
so
not
all
of
our
students
have
access
to
a
computer
or
something
with
a
lot
of
data,
and
so
we
were
able
to
do
some
phone-based
instruction
that
went
alongside
with
the
print-based
resources
that
students
were
either
able
to
pick
up
or
we
had
delivered
with
the
support
of
some
of
our
community
agencies
to
their
homes.
And
so
it
looked
a
lot
different.
X
It
was
intense,
but
the
students
were
all
really
grateful
to
be
able
to
have
that
option.
The
teachers
were
happy
to
be
able
to
serve
their
students
in
this
way
and
then
in
the
beginning
of
june.
We
were
excited
to
make
yet
another
change
in
our
our
plan
and
we
were
able
to
offer
on-site
testing,
and
so
that's
where
some
of
our
enrollment
testing
could
happen.
So
we
could
enroll
new
students
into
adult
ed,
especially
those
that
we
weren't
able
to
serve.
Who
didn't
have
a
computer
at
home.
X
It
was
just
a
little
different,
they
weren't
technically
enrolled,
and
then
we
were
excited
to
be
able
to
offer
to
our
gd
students
who
had
the
hardest
time
engaging
in
on
completely
distance
learning,
but
we
were
able
to
get
them
back
on
site
and
do
some
practice
testing
and
get
them
actually
taking
their
official
gd
testing,
which
had
really
been
paused
since
april,
and
I
think
that
about
covers
covers
all
of
our
pieces.
Are
there
any
questions.
Y
Y
My
name
is
laurie
nappy
and
I
want
to
tell
you
a
little
bit
about
english
language
development
summer
school
with
covet,
hitting
we
had
to
switch
gears
in
a
hurry,
so
we
swapped
our
transportation
budget
for
learning,
virtual
learning
kits
and
the
students
got
to
keep
everything
that
was
inside
the
kit.
Each
teacher
got
to
decide
what
she
needed
for
their
grade
level
and
then
the
kids
were
encouraged
to
use
the
materials
in
their
kit
for
the
rest
of
the
summer
to
keep
the
learning
going.
Y
Y
Then
the
next
day
was
the
first
day
of
summer
school.
I
crossed
my
fingers
and
held
my
breath
and
said:
oh,
my
gosh.
Is
this
going
to
happen
at
about
an
hour
after
school
started
at
8
o'clock
about
9
9
15?
I
get
a
text
message
from
mrs
tim
and
it
said
after
our
first
hour
of
reading,
writing
and
math.
We
were
all
ready
for
a
movement
break
and
dance
to
cat
party.
They
were
little
champs
and
this
is
just
a
15
second
video.
Y
Y
Y
We
utilized
you
know
we
had
half
synchronous,
half
asynchronous,
we
utilized
exact
path,
which
is
part
of
edmentum.
It's
an
adaptive
diagnostic
assessment,
it's
student,
paced,
math
and
language
arts
grade
friendly
on
a
regular
year.
You
could
input
your
ndsa
scores
for
each
student
and
then
it
would
take
them
from
where
they
are
and
move
them
forward.
If
the
student
achieves
mastery,
it
goes
on
if
they
don't
it
refreshes
and
it
keeps
them
interested.
Y
So
we
really
felt
like
we
were
able
to
between
the
zoom
sessions
that
were
from
8
to
11
30
monday
through
thursday
and
then
on
friday,
from
8
to
12
30.
We
really
felt
like
we
were
able
to
meet
student
needs,
but
unfortunately,
as
by
this
text,
this
private
chat
from
a
student
to
mrs
strobel.
We
weren't
able
to
meet
all
their
needs
because
this
student
said
teacher.
My
foot
is
stuck.
That
was
really
hard
to
fix
for
her
over
virtual.
Y
We
had
increased
attendance,
usually
we
have
about
50
percent
attendance,
we
increased
to
about
71
and
I
think
the
reason
for
that
is
one
teacher
per
class,
15
kids
in
a
class
and
no
pre-k,
because
we
don't
get
reimbursed
for
them,
but
because
we
were
virtual,
we
didn't
have
a
few
kids
at
this
school
and
a
few
kids
at
this
school
and
and
because
we
could
put
them
all
together.
We
had
increased
attendance,
so
I
was
proud
of
that.
Y
We
received
more
devices
back
than
we
gave
out,
and
that
was
from
siblings,
coming
with
their
children
that
were
in
summer
school,
their
siblings
came
with
and
returned
devices
that
they
were
unable
to
return
at
the
end
of
spring.
But
the
real
reason
is
freezy
pops.
If
you
offer
a
child
a
freezie
pop,
they
will
come
with
increased
attendance.
The
teachers
felt
that
they
had
such
increased
appreciation
too,
and
we
couldn't
figure
that
out
when
the
students
came
to
agassi
teachers
were
getting
candy
and
flowers
and
stuffed
animals.
Y
This
is
an
email
from
one
parent
to
a
kindergarten
teacher.
It's
a
dear
mrs
o'leary.
You
are
so
kind
and
patient
to
the
kids.
It
is
really
hard
to
work
to
give
online
classes
for
such
a
long
time.
Every
day.
We
are
very
grateful
to
you.
We
are
also
very
grateful
to
all
the
teachers
and
staff
who
organize
this
summer
school.
My
daughter
likes
you
very
much.
We
will
miss
you.
It's
so
good
to
see
you
tomorrow
in
person
good
night
and
see
you
tomorrow,
so
we
couldn't
figure
that
out.
What
is
it
about
this?
Y
That
the
parents
are
so
much
more
appreciative
in
our
families
and
our
students,
and
then
we
started
talking
and
thinking.
We
didn't
send
the
kids
to
school.
For
three
weeks
we
came
into
their
home
for
three
weeks.
We
were
there
when
the
families
came,
the
parents,
the
siblings,
that
weren't
in
the
class
they
recognized.
The
teacher
came
running
up
to
them.
Then,
of
course,
because
of
co-wood
we
had
a
little
barrier
so
that
they
wouldn't
give
hugs,
but
we
wanted
to
so
badly.
Y
V
Y
V
K
L
Sure,
thank
you
board
members.
Every
year
annually
cabinet
will
go
through
and
update
a
set
of
policies.
As
you
know,
we
have
several
administrator
policies
and
then
we
will
provide
an
update
to
the
board.
Last
year
we
redid
our
policy
monitoring
schedule,
so
I
think
all
policies
now
get
updated
or
at
least
reviewed
once
every
four
years
this
year,
all
of
the
policies
that
were
either
updated,
changed
or
removed
or
added
are
included
in
your
board
memo
with
a
brief
description
of
what
they
are
and
what
some
of
those
changes
are
made.
L
The
most
significant,
probably
change
is
the
removal
of
two
separate
policies
related
to
title
ix
per
new
legal
advice,
and
I
think
for
those
of
you
that
will
be
participating
in
the
north
dakota
school
boards
association,
legal
seminar,
you'll
get
some
of
that
update
as
well
some
per
some
new
federal
guidelines
that
we
have.
We
have
updated
our
title
ix
policy,
it's
going
to
be
far
more
comprehensive,
but
it's
also
absorbed
into
ap
40,
60,
50,
60
and
60
60..
So
you
will
see
that
as
well.
L
There
are
a
set
of
administrative
policies,
the
2000
series
that
were
removed.
The
only
reason
that
those
were
removed
is
because
those
aren't
really
policies,
they're,
hr
procedural
documents
or
their
job
descriptions
or
philosophical
documents.
I
making
a
guess
here
if,
if
my
guess
would
be
that
they
were
probably
once
listed
as
ap
policies,
because
they're,
probably
given
by
the
school
board
association
for
school
districts,
that
don't
have
a
governance
structure
in
place,
one
of
them
was
like
a
superintendent
job
description
which
we
have
housed.
L
L
That
is
pretty
much
it.
The
only
other
policies
that
we
are
reviewing
or
we
might
be
reviewing
throughout
this
year
is
learning
from
covid
and
the
unique
situations
where
telework
might
be
an
option
for
some
of
our
district
staff.
That
is
the
current
policy
that
we
are
still
working
on
developing
of
what
does
that
look
like
as
well.
K
T
L
K
Okay.
The
next
item
is
the
fea
report.
We
do
not
have
anyone
from
the
fea
here
today
board
members
received
an
email
from
fea
president
jennifer
mastroud,
with
some
information
included
in
that
email
and
also
an
explanation
that
that
those
folks
are
very
busy
with
conferences
right
now,
so
we're
thanking
them
for
the
work
that
they
are
doing
and
so
that
our
families
can
participate
still
in
conferences
during
this
cove
pandemic,
and
we
will
look
forward
to
hearing
from
them
at
our
next
meeting.
So
moving
on
to
item
d,
the
superintendent's
report,
dr
gandhi,.
K
Z
AA
K
K
K
J
Thank
you
good
evening.
I'm
just
going
to
go
through
pretty
much
the
board
memo
here,
just
to
kind
of
give
you
guys
the
steps
that
we
went
through
but,
as
you
know,
at
the
august
11th
meeting,
we
were
given
this
task
to
start
to
add
this
to
our
work
plan
and
take
a
look
at
this.
So
the
first
thing
that
we
did
is
we
worked
closely
with
administration.
J
10Th
when
we
met,
we
created
a
community
engagement
process
to
gather
thoughts
from
within
our
community,
and
that
was
launched
from
september
16th
to
october
1st,
approximately
15
days
for
community
input,
and
we
have
our
results
here.
So
I
encourage
any
of
you
who
want
to
look
in
depth
to
go
ahead
and
go
to
the
school
board
tab
and
look
for
those
specific
results,
but
in
summary,
we
had
253
respondents.
J
J
J
By
being
as
thorough
as
we
could
in
creating
the
process,
we
did
we
wanted
to
set
a
process
that
could
be
easily
followed
for
years
to
come.
Should
something
like
this
surface
again,
so
that
we
are
being
consistent
with
how
we
apply
these
things,
and
at
the
end
of
all
of
this,
we
have
decided
that
our
committee
would
like
to
bring
to
the
board
a
recommendation
to
rescind
the
name
of
woodrow
wilson
high
school,
effective
for
the
2021
school
year
now
or
21
22
school
year.
S
T
K
K
I
want
to
make
a
couple
of
I'll
make
a
few
comments,
but
I
want
to
acknowledge
the
individuals
from
the
community
that
not
only
came
to
speak
to
us
and
send
messages
to
us
and
make
comments
in
our
media
or
whether
that's
social
media
or
a
newspaper
regarding
this
even
before
the
process
started
officially
by
the
school
board.
You
called
us
to
really
conduct
this
process
and
and
get
this
going
and
and
push
us.
K
My
count,
I
I
wanted
to
take,
take
account
of
some
of
the
comments
that
were
shared
through
this.
Certainly,
there
were
many
people
that
gave
an
answer
either
rescind
or
don't
rescind,
but
some
people
shared
comments
and
from
my
account,
92
comments
were
made
in
favor
of
rescinding
and
69
comments
were
made
in
in
saying
not
rescind,
and
I
counted
about
seven
that
were
kind
of
questionable.
I
wasn't,
I
wasn't
quite
sure
in
terms
of
the
the
clarity,
so
thanks
additionally
to
people
that
shared
comments
beyond
just
a
yes
or
no
for
rescinding.
K
L
No,
I
do
believe
that
individuals
could
fill
it
out
multiple
times
they
were
required
to
include
their
name
and
identifying
information.
So
I
can't
tell
you
right
now
just
looking
at
the
memo.
If
the
253
is
a
unique
number
or
if
it
includes
some
individuals,
I
might
have
filled
it
out
more
than
once.
A
V
I
had
the
opportunity
last
week
to
spend
a
couple
hours
over
in
agassi
with
david
touring,
his
facility
and
programs,
and
one
of
the
questions
I
asked-
and
I
asked
him
again
this
evening:
what
are
the
students
of
woodrow
wilson
feeling
the
current
students
and
two
things
became
real
apparent
number
one.
Some
of
them
are
a
little
probably
upset
that
they
have
been
identified
in
this
process
as
somehow,
maybe
being
in
less
than
a
great
environment.
V
V
V
K
K
AA
I
have
to
everything
jim
said
about.
Woodrow
wilson
is
correct.
It
in
my
opinion,
it's
the
brightest
gem.
We
have
in
our
fargo
public
school
system,
it's
taken,
kids,
that
that
some
people
might
say
are
hopeless
and
and
they've
they've
turned
out
to
be
fabulous.
I
I
I
have
a
my
ques.
My
problem
with
this
is
that
I
don't
exactly
know
what
we're
starting
by
resending
this
name,
because
we
had
many
of
the
speakers
who
who
met
before
us
mentioned
many
other
names
that
would
incorporate
names
of
our
current
schools
and
are.
AA
Is
this
going
to
be
a
snowball
effect
where
all
of
a
sudden
we're
going
to
see
people
questioning
madison
because
he
did
nothing
about
slavery
or
or
who
knows?
I
I'm
I'm
very
I'm
I'm
struggling
with
this.
I'm
not
entirely
sure.
Now
how
I'm
going
to
vote
there
were
some
questions
in
in
here
was
woodrow
wilson's,
behavior
conventional
at
the
time
of
the
behavior
or
the
naming.
The
majority
of
the
respondents
said
yes,
we're
in
different
times.
AA
What
he
did
certainly
is
not
to
be
condoned
or
or
applauded,
but
as
much
of
the
literature
that
we
were
given
said,
he
was
getting
a
very
great
deal
of
pressure
from
southern
from
the
southern
states,
because
this
was
very
very
re.
This
was
not
that
far
past
the
civil
war
and
the
feelings
were
very,
very
difficult.
AA
AA
AB
You
actually
took
took
many
of
my
words
there.
I,
as
a
member
of
this
committee,
I
can
assure
you
that
there
was
rich
dialogue
around
all
of
those
things
that
you
brought
up.
That
was
really
the
work
of
the
committee,
and
that
we
did,
I
mean
the
majority
of
the
front
loaded
part
of
this
work
was
to
come
up
with
a
policy
for
how
we
we
proceed
in
the
future.
K
T
T
T
T
K
L
David,
thank
you
for
your
questions.
I
think
I
am
also
extremely
proud
of
the
policy
and
the
committee's
work.
I
think
just
a
couple
things
that
I
would
point
out
regarding
the
data
first
off.
The
community
data
is
not
the
only
data
used
by
the
committee
to
make
the
determination,
I
think,
collecting
the
survey.
S
Z
Yeah
thanks
for
the
community
for
all
your
hard
work,
you
did
a
great
job
in
getting
that
and
so
in
the
renaming
and
the
naming
processes,
and
that
I
think
it's
really
important
to
note
in
the
future
is
what
makes
schools
is
relationships
with
with
the
parents
and
the
teachers
and
the
students
and
to
me
that's
the
most
important
part.
You
know
I
grew
grew
up
in
stanley,
north
dakota
and
the
name
of
the
high
school
was
siverson
high
school.
Z
K
K
I
would
encourage
that
again.
Whatever
is
decided
tonight
that
if
it
is
to
re
to
rescind
that
name
as
the
motion
was
made,
that
there
is
work,
that's
done
by
the
district
to
figure
out
how
to
communicate
that
history
and
this
decision-making
process,
and
I'm
just
again
it's
not
an
attempt
to
say
that
what
has
happened
in
the
past
didn't
happen.
K
Community
standards
change
over
time,
and
so
a
name
which,
at
one
point
in
time
was
a
symbol
of
progress,
can
eventually
come
to
be
seen
as
backwards
and
behind
the
times
when
the
community
standards
standards
shift.
In
this
way,
it
is
entirely
appropriate
to
rename
things
to
reflect
the
new
community
standards.
K
K
AC
S
V
V
AA
K
K
We
ought
to
be
expecting
to
receive
all
kinds
of
feedback
regarding
our
decisions,
and
so
the
purpose
of
and
we
have
received
all
kinds
of
feedback,
and
so
the
purpose
of
this
really
a
conversation.
As
I
see
it
here
tonight
is
an
opportunity
for
board
members
to
have
dialogue
again
regarding
we
haven't
been
together
so
much
formally
since
the
approval
of
the
plan
to
have
much
of
an
in-depth
dialogue.
K
I
would
like
tracie
newman.
She
is
the
board's
liaison
to
the
instructional
plan
committee
to
start
by
giving
us
some
updates
talking
about
how
she
works
on
that
committee.
She
is
also
a
physician
in
our
community
and
if
we
have
questions
for
her,
then
she's
open
to
them
and
then,
after
that
administration
curious.
As
we
know,
we
approved
a
plan
that
was
going
to
be
flexible
and
nimble,
and
so
we
know
that
there
have
been
some
changes
along
the
way
and
so
tracy
and
administration.
K
AB
AB
I
first
just
want
to
take
an
opportunity
to
thank
the
board
for
appointing
me
to
this
position.
It
is
a
role
that
I
and
a
responsibility
that
I
take
very
seriously.
If
you've
been
around
me
lately,
I've
made
the
half
joke
that
it
feels
like.
I
spend
more
time
and
energy
on
this
one
committee
than
the
whole
school
board,
which
is
probably
true,
but
hopefully
that's
a
front
loaded
situation
and
I'm
I'm
happy
to
do
the
work
and
it's
valuable
work.
So
thank
you
for
trusting
me
to
represent
oops.
AB
They
even
wanted
you
know
a
say
in
how
many
people
could
attend
bison
fans,
but
our
excuse
me
bison
football
games.
They
really
felt
as
though
their
voice
wasn't
being
heard,
and
I
think
that's
important-
and
I
think
it's
a
tribute
to
one
thing
our
district
has
done
really
well,
is
include
all
of
those
voices
from
the
beginning.
AB
We
have
18
members
at
this
committee
and
just
to
summarize,
there's
multiple
district
level
administrators
who
serve
different
roles
in
our
district
there's
building
level
leaders.
So
we
have
three
principles:
one
elementary
middle
and
high
school
and
the
same.
We
have
three
teachers
at
each
level:
parents
that
represent
each
level.
A
para
and
support
staff.
We
have
an
epidemiology
present
from
cast
public
health
and
then
myself
and
I've
spoken
to
rebecca
before.
Sometimes
I
feel
like.
AB
I
wear
two
hats
on
this
committee
and
it's
sometimes
challenging,
but
I
I
do
the
best
that
I
can.
I
was
appointed
to
be
a
school
board
member
and
I
take
that
very
seriously
to
be
a
liaison
to
you
guys,
but
also
to
be
a
voice
for
the
public
and
and
try
to
convey
to
the
committee
the
feelings
of
our
constituents
and
the
feelings
of
our
families,
because
that's
an
important
piece
in
this
conversation-
and
I
also
do
my
best
to
provide,
if
needed,
any
medical
expertise,
particularly
around
pediatrics.
AB
So
what
are
some
things
that
we
examine
every
time
we
meet
every
two
weeks?
This
is
all
public
information
on
the
district
website,
but
I
think
it
bears
just
repeating
tonight.
So
we
we
look
at
multiple
facets
of
information.
Every
time
we
meet
and
and
one
piece
of
the
puzzle
is
not
deemed
more
important
than
the
other,
we
try
to
just
cumulatively
look
at
at
all
the
information
that
we
have
available.
Sometimes
members
of
the
committee
will
even
present
things
aren't
that
aren't
represented
here,
and
we
take
that
into
consideration
these.
AB
AB
Within
that
we've
looked
from
the
beginning
at
transmission,
hospitalization
and
death
rate
within
our
county.
We
more
recently
began
looking
at
the
cdc
guidelines
for
reopening
schools
and
a
different
rubric
of
information.
The
minnesota
model
I
I
recently
was
appointed
to
represent
north
dakota
on
the
council
for
school
health
in
a
national
organization
by
the
american
academy
of
pediatrics,
and
in
that
role
I
get
to
take
part
in
phone
calls
and
zooms
with
physicians
and
district
leaders
really
across
the
nation,
and
I
learn
a
lot.
No
one
has
this
figured
out.
AB
I
can
assure
you
that,
and
everyone
is
really
doing
their
bass.
People
are
trial
and
error,
different
things,
but
a
message
that
has
been
really
clear
in
those
calls
is
these
guidelines
and
these
national
recommendations
should
really
be
used
as
starting
points.
They're
meant
to
be
used
as
guidelines,
and
it
there
certainly
is
not
a
size
fits
all.
I
wish
there
was.
AB
It
would
make
it
a
lot
easier,
but
what's
working
in
san
francisco,
of
course,
may
not
be
working
here
in
fargo
and
the
message
that
they
send
repeatedly
is
we
really
encourage
you
to
utilize
your
local
level
data,
that's
relevant
to
your
population,
and
we
really
advise
you
to
be
making
these
task
force,
making
these
committees
and
use
as
much
information
as
you
can
at
a
local
level.
So,
in
my
opinion,
that's
exactly
what
this
this
committee
does.
AB
AB
AB
I
know
that
this
is
a
frustrating
process,
so,
first
of
all,
as
a
mother
of
three
children
in
our
district
in
a
busy
home,
there's,
no
one
who
appreciates
schedules
and
routines
and
predictability
more
than
me,
and
so
it
does
seem
like.
Sometimes
this
committee
is
flip-flopping
our
recommendations
or
making
drastic
changes,
and
I
just
wanted
to
try
to
address
that
tonight.
AB
So
as
a
physician,
the
gold
standard
of
care
is
something
called
evidence-based
medicine
and
what
evidence-based
medicine
really
means
is
that
you?
We
are
always
asking
further
questions.
Even
when
we
have
seeming
answers,
we
are
always
pushing
the
research
to
do
more.
Let's
dive
deeper,
let's
keep
asking,
and
because
of
that
recommendations
and
guidelines
change,
and
sometimes
they
change
often
an
example.
From
from
my
profession.
You
know
we
used
to
counsel
families
to
have
babies,
sleep
on
their
stomachs.
AB
AB
It
is
in
the
middle
of
an
international
pandemic,
and
so
it
is
my
opinion
that
if,
if
this
committee
were
to
just
make
a
stagnant
decision
and
rubber
stamp
that
and
have
it
just
stand
for
an
entire
semester
or
even
school
year,
we
would
really
be
failing
the
community.
I
think
we'd
be
failing
our
district,
so
we
do
flip
flop
and
the
recommendations
change.
But
it
is
because
we
are
staying
true
to
the
data.
AB
Is
this
idea
of
reframing
reframing
the
question
a
tool
we
use,
often
to
make
medical
decisions,
is
a
risk
versus
benefit
equation
when
we're
trying
to
make
complex
decisions
about
patient
care,
and
so
the
question
has
been
asked
lately:
it's
almost
a
risk
versus
risk.
What
is
the
risk
of
covid
versus
the
risk
of
children
not
being
in
school,
and
you
know
I
think
in
march,
when
this
pandemic
began,
all
the
literature
and
research
immediately
went
to
risk
of
covet
appropriately.
So
you
know,
how
is
this
virus
going
to
play
out?
AB
How
is
it
going
to
affect
children?
What
is
this
going
to
mean
for
schools
and
our
community
and,
as
time
has
gone
on,
people
have
started
to
ask
different
questions.
We
now
have
six
or
seven
months
of
children
not
fully
being
in
school
and-
and
that
has
been
an
interesting
form
of
data
which
I'd
like
to
talk
about
tonight.
AB
So,
on
the
one
one
side
of
the
scale,
I
guess
or
the
one
risk
you
know
what
is
the
risk
of
covid
again,
we
need
more
data.
There
is
not
a
general
consensus
in
the
medical
community
about
this.
I
certainly
wish
there
was,
but
we
just
don't
have
enough
information
to
make
direct
decisions,
but
I
do
think
it's
important
to
to
summarize
what
we
do
know,
because
there
has
been
excellent
research
that
has
occurred
so
an
article
I
point
to
frequently
is
this
gem
of
pediatrics
meta-analysis.
AB
It
was
just
printed
recently
this
month
when
we,
I
won't
give
you
a
statistics,
recap
bob.
Maybe
you
appreciate
that
little
pyramid,
but
when
we
talk
about
different
levels
and
quality
of
evidence,
a
meta-analysis
is
at
the
very
top.
It
is
the
highest
level
that
we
can
make
research-based
recommendations
from,
and
the
reason
for
that
is,
it
pools
multiple
already
well
done.
Studies
together
to
give
you
a
higher
data,
a
higher
pool
to
make
information
from
or
make
decisions
from.
AB
Thank
goodness
also,
the
researchers
found
there's
little
evidence
of
children
being
good,
transmitters
or
super
spreaders
of
this
virus,
particularly
in
group
settings
and
one
that
stood
out
to
me.
Three
of
the
studies
examined
were
done
in
australia,
ireland
and
singapore,
and
they
actually
involved
contact
tracing
within
schools
and
all
of
those
overwhelmingly
showed
very
little
evidence
of
kids
spreading
sars
kovi
to
to
adults.
AB
AB
AB
I
believe
this
is
something
that
probably
isn't
being
talked
about
enough
and-
and
I
hope
to
as
we
have
emerging
research
come,
that
it
can
be
a
bigger
part
of
the
conversation
as
a
pediatrician.
So
we
know
that
we
are
seeing
increases
in
pediatric
obesity
and
elevated
bmis
across
the
country.
We're
seeing
increased,
dramatic
increases
in
screen
time
and
social
isolation.
AB
AB
AB
Children
who
are
already
suffering
from
mental
health
and
chronic
and
physical
health
conditions
are
also
disproportionately
affected,
as
well
as
their
entire
families
and
then
there's
many
new
sources
suggesting
that
children
are
actually
contracting
the
virus
outside
of
school
in
the
other
areas
that
they
are
and
there's
there's
a
new
conversation
about.
Is
it
actually
safer
just
to
have
them
contained
in
one
classroom
more
to
come?
Hopefully
on
that?
AB
And
then,
just
last
a
little
note
on
masking
it's
something
that
we
receive
a
lot
of
correspondence
about
and
is
is
talked
about
a
lot
in
the
public.
I
first
will
will
say
you
know
I
like
to
envision
the
swiss
cheese
model.
When
we
talk
about
public
health
mitigation
strategies,
not
one
strategy
is
perfect.
They
all
have
holes,
and
so
the
idea
is,
if
you
line
enough
of
them
up
together,
sort
of
like
slices
of
swiss
cheese.
If
the
virus
gets
through
one,
you
have
the
barrier
there
to
prevent
the
next
one.
AB
Hopefully
you
have
enough
in
place
that
we're
we're
preventing
spread
masking
is
one
slice
of
cheese.
It's
not
perfect.
What
are
some
of
the
others,
you
know
social
distancing
hand,
hygiene,
disinfecting
surfaces,
testing
capacity,
quarantine,
etc,
but
masking
is
an
interesting
one,
because
it's
one
that
we
do
have
a
lot
of
literature
and
data
about.
AB
Available
arizona,
coronavirus
cases
dropped,
75
percent
after
masking
requirements
were
put
in
place.
That
is
not
an
insignificant
number.
There's
anecdotal
stories
that
you
can
read
on
cdc
website.
There's
hair
hairstylists
in
missouri,
where,
among
139
clients
that
were
exposed
to
two
symptomatic
stylists
who
later
had
confirmed
covid19
both
the
clients
and
the
stylists,
were
wearing
masks
and
there
was
not
a
single
transmission
that
occurred
and
then
really
when
we
look
at
our
district
specific
data,
it
is
evident
that
the
cases
are
extremely
low
of
those.
AB
So
one
of
the
questions
I
ask
our
epidemiologist
at
our
meetings
is
okay
of
the
amount
of
positives
we
had
over
the
last
two
weeks
in
our
district
of
the
people.
You
contact
traced.
How
many
of
those
then
became
positive
in
some
districts?
It's
reported
to
zero.
Apparently,
ours
is
not
zero,
but
I
was
told
it
was
extreme
extremely
low.
AB
So
I
find
that
promising
and
we
know
that
districts
all
around
the
state
and
the
country
are
bringing
students
and
teachers
back
into
classrooms,
sometimes
in
areas
where
cases
are
rising
in
their
county
and
they
just
aren't
seeing
outbreaks.
We
really
aren't
seeing
spikes
in
cases.
This
is
not
a
hundred
percent.
This
could
we
could
have
this
next
week.
It's
just
this
is
what
we
know
to
date,
and
you
know
west
fargo,
I
think
voted
last
night
to
bring
back
their
their
children
in
person,
starting
in
elementary.
AB
Certainly,
we
know
in
bismarck
another
larger
district
in
our
state.
They
have
brought
children
back
full
time
in
person
mass
not
mandated,
and
we
know
the
berlay
county
rates
are-
are
exceedingly
high
and
reassuringly.
We
have
not
seen
cases
spike
because
of
that
grand
forks,
another
neighboring,
larger
district
they've
brought
back
children
k
through
eight
actually
from
the
beginning,
and
we
just
haven't
seen
it
so
it
is
interesting
to
look
at
what
districts
are
doing
around
us
and
how
that
might
affect
us
as
we
go
forward.
AB
These
are
incredibly
complex
decisions
and
no
one
has
the
answer
and
then
just
to
make
the
point
about
mass
that
healthcare
workers.
This
is
what
we've
been
doing
all
along,
so
we've
been
going
to
work.
You
know
every
day
since
march,
wearing
a
mask
seeing
patients
that
are
wearing
masks
and
once
again
you
don't
see
transmission
of
cases
really
in
clinics
and
hospitals.
So
it
seems
that
mass
work
with
that
I'm
happy
to
haven't
try
to
answer
questions
or
have
further
discussion.
AB
I
just
wanted
to
end
on
on
one
final
note
about
grace
and
continuing
to
extend
grace
to
one
another.
I
read
a
quote
recently
that
stuck
with
me,
it
was
said
by
saint
augustine
for
grace
is
given
not
because
we
have
done
good
work,
but
in
order
that
we
may
be
able
to
do
good
work-
and
I
think
that's
really
important-
I
think
everyone
involved
in
these
conversations
cares
about
kids
and
wants
the
best
for
our
community.
AB
V
AB
I
think
there's
not
one
answer:
it's
probably
a
multitude
of
multiple
factors
and,
interestingly,
the
hard
data
I've
seen
is
10
and
under
there
are
some
studies
that
look
at
the
12
to
14
range
and
separate
that
different
from
adolescents
and
those
numbers
are
also
promising
not
as
promising
as
under
10.
But
there
does
seem
to
be
a
lesser
range
in
the
12
to
14
range
yeah.
I
think
habits
and
I
think
socialization
is
a
part
of
it
to
get
way
more
technical.
S
T
I
have
three
comments
and
a
question.
I
would
start
off
by
saying
I
serve
as
an
alternate
on
this
committee
and
I
don't
get
to
vote
or
speak
unless
you
are
absent
and
you're
doing
a
wonderful
job
not
only
presenting
the
board,
but
also
representing
your
expertise
and
your
professional
life,
never
apologize
for
what
strengths
you
bring
to
this
board
that
that
you
have
in
your
life,
because
that
is
one
of
the
reasons
I
feel
that
many
of
us
are
elected.
T
It's
been
pretty
containable
from
my
perspective,
but
one
thing
I
have
learned
is
how
important
staff
buying
and
education
is,
because
it
makes
it
very
difficult.
You
know
it's
a
lot
of
work
to
we're,
not
going
to
make
everybody
happy
to
your
point,
my
kindergartners
through
third
graders
they're,
the
sorry,
I'm
going
to
say
it
they're,
the
ones
that
are
tattling
saying
you
don't
have
your
mask
on
and
and
that's
just
natural,
but
it
gets
a
little
bit
more
difficult
in
the
third.
T
Through
fifth
grade
and
middle
school
is
actually
pretty
good,
so
the
upper
elementary
has
been
what
I've
observed
to
be
awkward.
My
third
comment,
as
I
was
on
a
conference
call
today
and
pam
sagnes
from
the
north
dakota
department
of
health
used
the
term.
That
covet
is
a
signpost
for
this
generation,
and
I
think
this
will
be
very
very
defining
time
for
our
children,
and
I
could
not
stress
enough
how
we
as
adults,
need
to
set
an
example
for
our
children.
T
We
have
seen
a
lot
of
behaviors
that
aren't
helpful
and
some
that
are-
and
I
think
that
we,
as
not
only
parents
but
community
members,
need
to
step
up
and
lead
and
be
good
examples
for
our
students
and
fourth,
I'm
going
to
put
you
on
the
spot.
There
has
been
a
request
to
dissolve
this
committee.
Will
you
talk
about
the
worth
of
this
committee
and
the
work
that
has
gone
into
those
that
are
on
it.
AB
Yeah,
thank
you.
I
I
first
wanted
to
just
echo
a
little
bit
about
that
signpost
comment.
That
is,
that
is
really
awesome,
and
you
know
the
the
literature
I
present
tonight.
This
is
only
the
immediate
effects
we
know
it
is
completely
unknown
the
effects
of
these
children
in
5
10
15
years.
This
will
probably
be
life
defining
for
them,
so
I
think
that's
really
important
to
recognize.
AB
Secondly,
thank
you
for
your
words
yeah.
I
I
100
would
back
the
work.
This
committee
is
doing
again,
I'm
on
multiple
different
nationwide
groups
as
a
pediatrician-
and
I
you
know,
I
I'm
always
impressed
with
the
work
that
fargo
is
doing.
I
mean
we
are
doing
almost
exactly
what
is
recommended
by
national
experts.
Keep
it
local
keep
as
many
diverse
voices
at
the
table
as
you
can
keep
listening
to
public
health,
keep
listening
to
your
county
population
data
and
I
think
that's
exactly
what
we're
doing.
AB
I
one
thing
I'm
always
taken
aback
by
at
these
meetings.
Everyone
is
just
trying
so
hard
it
just
it's
really
awesome
a
tribute
to
our
community,
the
the
amount
of
forethought
and
preparation
that
all
18
people
bring
to
the
table.
It's
just
so
it's
so
wonderful
to
be
a
part
of.
So
I
I
guess
I
I
don't
know
a
reason
to
dissolve
this
committee
and
I'm
certainly
I'm
just.
AB
L
The
reason
that
that
committee
is
going
to
start
at
a
four
day
versus
a
five-day
is
a
lot
around
scheduling
and
and
two
major
components
and
missy
might
be
able
to
go
into
this
a
little
bit
more.
But
currently,
when
we
had
our
traditional
school
schedule,
one
of
the
ways
that
we
were
able
to
provide
preparation
and
planning
time
for
our
staff
is
at
recess.
L
We
were
able
to
have
multiple
classes
have
recess
at
the
same
time
and
oftentimes
our
prayer,
educators
will
be
able
to
watch
that
recess
and
lunch
were
tied
together,
just
part
of
the
school
schedule
and
what
you're
able
to
do
at
this
time.
We
are
trying
to
avoid
having
multiple
classes
mixed
at
the
same
time,
so
we're.
So
what
that
requires
us
to
do
is
take
out
separate
recess
and
lunch,
which
then
puts
some
of
the
responsibility
back
on
the
teachers.
So
then
we
have
to
figure
out
when
to
give
them
planning
time
as
well.
L
The
second
piece
of
that
is
art
art
is
another
communal
class
and
until
now,
we've
kind
of
been
able
to
keep
it
out
of
the
mix.
If
we
were
to
go
back
to
five
days
of
instruction
as
it
was,
then
are
we
going
to
be
mixing
other
classes
as
well?
So
I
know
missy
will
be
able
to
talk
to
that
a
little
bit
further.
L
The
guidance
that
we
get
from
the
north
dakota
department
of
public
instruction
and
department
of
health
says
that
you
should
look
at
data
for
about
28
days.
It's
two
incubation
periods
and
then
maybe
take
a
look
at
that.
We
we
have
not
decided.
How
long
would
we
look
at
before
looking
at
a
five-day
instruction
october?
19Th
is
when
our
sixth,
through
twelfth
graders,
will
return
to
a
hybrid
model.
L
The
hybrid
schedule
has
changed
from
going
a
two
three
day:
format
to
alternating
groups
to
an
every
other
day,
alternating
group,
with
distance
learning
on
friday,
as
it
compares
to
other
school
districts.
West
fargo
school
board.
Last
saying
the
what's
a
little
bit
unique
than
ours
about
west
fargo's
plan
is
west.
Fargo's
original
plan
was
tied
to
the
county
colors.
L
So
what
west
fargo
did
last
night?
Is
they
just
received
permission
from
their
school
board
that,
even
if
the
county
is
in
yellow,
they
can
return
to
in-person
instruction?
However,
west
fargo
also
has
two
committees:
they
have
a
committee
that
consists
similar
of
one
board
member
and
district
leadership.
It's
a
seven
percent
committee
that
looks
at
data
on
on
a
week-to-week
basis,
and
then
they
also
have
the
return
to
plan
committee,
which
includes
parents
and
some
other
stakeholders
as
well.
L
AB
I
just
want
to
add
the
reason:
there's
the
discrepancy
of
the
19th
and
the
26th
was
really
just
a
logistics
thing.
That
week
of
the
19th
is
a
shortened
week.
We
have
thursday
and
friday
off.
So
it
was
really
difficult
to
bring
the
elementary
kids
back,
but
it
made
more
sense
for
the
hybrid.
So
that's
why
the
differing
dates.
AA
I
just
want
to
thank
tracy
for
this
presentation,
and-
and
so
many
of
the
things
that
she's
pointed
out
here,
have
simply
validate
all
of
the
emails
we've
been
getting
from
parents
who
have
been
so
insistent
about
kids,
going
back
the
things
that
that
I
circled
on
here
that
were
terribly
important
to
me:
the
anxiety
and
depression,
domestic
violence
and
child
abuse.
The
special
education
needs.
We
spent
quite
a
while
in
our
in
our
planning
committee
meeting
this
morning
talking
about
shifting
boundaries
to
address
socioeconomic
numbers
and
then
bang.
AA
It
hits
us
right
in
the
face.
Those
are
the
people
that
are
probably
being
hurt
the
most
by
this
and
we're
worried
about
which
school
they're
going
to
when
we
should
be
worried
about
the
fact
that
they've
got
to
be
in
school
and
parents
being
forced
to
stay
home
and
take
care
of
their
kids.
I
just
that's.
AA
This
is
what
we've
been
hearing
in
these
in
these
memos
and
these
emails
we've
been
getting
from
parents
time
after
time
after
time,
and
then,
when
you
look
at
the
data
she
has
about
children
under
10
or
less
likely
to
be
infected,
show
that
there
there
is
very,
very
little
little
evidence
to
show
that
they're
super
spreaders.
I
just
I
guess
it's
just
showing
me
what
I
felt
all
the
time
that
particularly
in
in
the
elementary
and
I
think,
to
a
much
greater
degree
in
the
middle
school
in
high
school.
AA
These
kids
have
got
to
be
back
in
school.
I'm
very
good
friends
with
a
principal
who
said
that
you
want
to
see
social
distancing.
Our
kids
are
not
mixing
they're,
not
spending
time
in
the
cla
in
the
hallways,
mixing
together,
we're
socially
distancing
them
in
the
lunchroom.
He
said,
there's
less
chance
of
them
being
infected
here
than
when
they
leave
the
school,
and
I
just
I
thank
you
so
much.
AA
K
You
david
and
missy
one
question
that
I
have
you
might
be
able
to
help
answer
dr
gross
and
rupak
would
too,
but
it
has
to
do
with
so
everything
else
that
we,
you
have
heard
today
here
that
you
might
want
to
address,
but
mine
has
to
do
with
mitigation
strategies,
and
we
talked
about
that
a
little
bit
already
and
received
some
information.
But
I
know
that
we
haven't
only
been
receiving
feedback
and
input
from
parents.
K
We've
been
receiving
feedback
and
input
from
staff
from
teachers
from
our
educators
from
individuals
that
are,
you
know
our
school
buildings,
our
workplaces
and
we're
one
of
the
largest
employers
in
the
city
of
fargo.
Our
kids
come
into
our
buildings
and
their
work
is
to
receive
education
and
to
learn
and
and
then
we
have
individuals
that
that
work
for
us
that,
where
their
paycheck
and
their
livelihood
depends
upon
it-
and
we
know
that
there
are
folks
that
are
some
folks
are-
are
a
little
worried
about
coming
back
into
the
buildings.
K
To
the
extent
that
we've
been
talking
about
now,
and
so
one
of
the
areas
I'm
wondering
about
is
in
regard
to
mitigation
as
tracy,
as
you
said,
in
terms
of
a
swiss
cheese
approach,
what
additional
layers
might
we
be
looking
at?
What,
in
terms
of
adding
some
additional
slices
of
cheese?
Is
there
anything
that
has
that
we
have
had
to
change
since
the
plan
that
the
board
approved?
AD
AD
I
think
rupaka,
I'm
looking
at
you
to
see
if
I'm
close
and
out
of
that
they
had
40
40,
whether
it
was
staff
or
students
test
positive
out
of
the
40
12.
They
said
we're
either
in
athletics
or
in
schools
without
masks,
so
that
ends
up
to
be
a
point:
six
percent
transmission
rate,
which
is
so
much
lower,
which
really
started
giving
us
some
confidence,
and
that
was
early
on
about
that
mass
are
working.
AD
One
of
the
pieces
that
we
have
to
increase
in
our
district
is
that
with
a
hybrid
we
are
able
to
social
distance,
not
always
but
most
of
the
time
at
six
feet.
So
we
have
given
students
more
mask
breaks
or
allowed
them
to
take
their
masks
off
as
we
move
to
bringing
all
students
back,
we
are
going
to
be
wearing
the
masks
more
and
we'll
be
have
structured,
mask
breaks,
so
that's
a
mitigation
strategy
as
we
go
forward.
AD
The
piece
that's
been
very
difficult
for
everyone
is
that
the
recommendation
is
always
social,
distancing
and
masks
and
in
the
school
setting
I
started
calling
around
to
other
districts
that
have
brought
all
students
back
and
asking.
If
you're
unable
to
provide
six
feet,
you
know
how
much
space
are
you
able
to
give
and
how
is
it
going
with
masks?
AD
Majority
of
school
districts
have
said
it's
gone
very
well
and
so
that
they
weren't
able
to
do
the
six
feet.
Social
distancing,
you
do
to
the
extent
possible
in
the
space
that
you
have.
I
think
the
airplane
example
is
good
for
us
to
listen
to
that
in
different
settings.
We
have
different
social
distancing
that
we
can
provide,
but
the
mass
are
serving
a
purpose
along
with
hand
washing
when
working
with
fargo
cast
public
health.
I
will
say
they
have
been
very
flexible.
We
meet
with
them
during
the
week
just
to
talk
through
things.
AD
I
give
them
here's
the
layout
of
long
longfellow's
lunchroom.
This
is
what
we're
thinking
is
this
the
right
spacing,
or
should
we
space
kids
out
more?
They
have
been
extremely
helpful
in
any
building
that
we
ask
them
to
give
us
feedback
as
we
go
forward,
and
I
just
really
appreciate
having
those
thoughtful
conversations
back
and
forth
in
the
cleaning
products
we
have
switched
a
cleaning
product
that
has
less
dwell
time.
Instead
of
having
to
sit
for
a
couple
minutes.
This
is
a
shorter
span.
AD
AD
AD
AD
AD
Sometimes,
when
someone's
a
positive
case
and
we're
following
the
safety
protocols,
is
that,
for
whatever
reason
it
can
knock
out
a
large
amount
of
students
and
staff,
and
so
it
doesn't
always
mean
people
are
sick,
but
they're
not
able
to
be
at
school.
When
the
governor
made
the
change,
we
thought.
Oh,
my
goodness,
that's
going
to
change
everything.
Well,
it
doesn't
change
as
much
as
we
thought
we
are
seeing
a
lot
of
positive
cases
happening
within
homes.
AD
AD
The
piece
at
the
elementary
that
might
be
different
is
that
we
are
not
mixing
classes.
That's
why
recess
is
done
by
the
classroom
right
now.
Lunch
is
done
in
the
classroom
or
spread
out
with
less
classes
in
the
cafeteria,
but
we
will
have
to
take
our
masks
off
to
eat,
and
so
what
they
have
been
recommended
is
doing.
Potting
means
within
a
room.
AD
I
would
probably
always
eat
with
the
same
six
individuals
so
that
if
someone
tested
positive,
we
wouldn't
have
the
whole
class,
be
a
close
contact
and
so
we're
trying
to
mitigate
risk,
and
that
would
be
the
recommendation.
Is
groups
can
switch,
but
let's
wait
for
a
three
or
four
day
break
before
we'd
switch.
Those
groups
so
we'd
be
intentionally.
Potting
is
the
word
that's
being
used
while
we
eat
when
we're
at
school.
So
I
don't
know
if
I
missed
something
for
dr
gross
or
dr
gandhi,.
T
T
That
will
not
work
for
quarantine.
I
would
also
like
to
know
I
don't
think
schools
can
guarantee
that
students
are
all
wearing
masks
properly,
but
we're
all
going
to
do
the
best
that
we
can
so
can
we
talk
about
the
efficacy
on
certain
types
of
masks,
because
if
we
want
our
kids
to
be
back,
we
need
to.
We
need
to
go
with
the
knowledge
that
we
have
right
now.
T
AD
AD
AD
And
so
I
do
think
that
the
cdc
provides
a
very
nice
outline
on
that,
and
this
is
where
they
actually
go
into
now:
the
type
of
masks
that
we
should
use
and
shouldn't
use,
and
so
we
I
know
that
I'll
be
meeting
with
the
elementary
principals
tomorrow
and
we
have
to
have
this
conversation.
I
just
had
a
conversation
with
a
parent
who
had
mentioned
they
were
going
to
buy
some
gators.
AD
I
said
you
know
I'm
going
to
ask
you
to
to
not
do
that
and
the
question
was
what
will
happen
if
they
come
to
school
with
it,
and
I
said
they
can
certainly
wear
it,
but
we
will
give
them
a
mask
till.
We
can
work
that
out
with
you,
so
we
do
have
mass
on
supply
that
we
can
provide
as
we
transition
for
families
and
we're
all
learning
and
changing,
as
as
things
change.
AB
While
we're
on
this,
can
I
just
say
to
the
masks
that
have
the
valve,
where,
where
children
can
bring
out,
should
not
be
recommended
either
it
does
prevent
that
it
protects
the
child,
but
they
can
just
breathe
out
the
virus
and
spread
it
to
others.
So,
no
gators,
no
bandanas
and
nuns
with
those
ventilation
valves
and-
and
it's
very
important
to
cover
both
the
nose
and
the
mouth
and
to
have
a
double
layer
of
cloth
mask.
Z
Z
T
AD
I
should
mention,
too
that
one
of
our
concerns
is
that
one
piece
that
we
really
value
is
small
group
instruction.
We
like
to
bring
students
together
that
have
a
like
need
and
give
them
some
focused
instruction,
and
I
asked
I
had
to
work
with
fargo
cast
public
health
saying
what
can
we
do
and
he
did
suggest
that
we
provide
all
teachers
with
a
face
shield
for
when
they're,
in
that
small
group
work
along
with
their
mask,
unless
they
have
glasses
that
they're
wearing
to
go
forward.
L
In
a
recent
community
presentation
with
an
ndsu
professor,
dr
dr
carson,
what
he
had
shared
was
that,
beyond
mass
the
next
layer,
swiss
cheese,
the
next
mitigation
strategy
could
be
providing
a
face
shield,
because,
while
you
have
receptors
on
your
nose
and
your
throat
that
the
mass
help
with
you
also
have
a
eye
receptor
that
some
studies
are
saying
that
can
transmit
the
virus,
so
the
face
shield
will
protect
for
the
eye
receptor.
Then
your
mass
will
protect
against
the
other
two.
So
it's
another
layer
of
mitigation.
E
V
V
I
think
the
real
message
is
everybody
in
our
community
that
wants
kids
back
in
school
full-time
needs
to
be
wearing
a
mask
because
we
are
going
to
be
wearing
masks
in
the
building,
but
if
we
don't
slow
down
the
spread
in
our
community,
the
likelihood
that
we
can
be
back
to
full-time
instruction
with
all
of
our
teaching
staff
is
not
high.
So
our
message
should
be
clear.
We
would
like
to
encourage
the
entire
community,
regardless
of
age,
regardless
of
occupation,
to
please
consider
wearing
a
mask
when
you're
out
in
public.
K
Yes,
absolutely
I
have
no
doubt
in
my
mind.
I
don't
think
any
of
us
from
what
we're
talking
about
here
tonight
has
any
doubts
in
our
mind
that
if
this
is
a
community
project
in
order
for
us
to
take
care
of
ourselves,
the
song
that
was
played
earlier
from
the
kids,
the
the
kids
at
fargo
south
here,
bruin
ambassadors
lean
on
me
and
we
all
need
to
lean
on
each
other.
We
need
to.
We
need
to
step
it
up.
We
need
to
pick
it
up
the
school
district.
K
AC
I
feel
like
it's
hard
for
me
to
be
hopeful
on
that
when,
when,
when
some
of
our
leaders
aren't
doing
that
as
well-
and
I
also
as
I
get
emails
too-
I
get
concerned
about-
if,
if
this
is
a
community
effort,
a
lot
of
the
emails
that
I've
gotten-
I
don't-
I
don't
see
a
lot
of
concern
for
everyone
involved,
including
our
teachers
and
our
staff.
I
I
see
a
lot
of
me
in
those
emails
and
not
a
lot
of
we,
and
so
it's,
I
guess,
maybe
just
as
a
board.
AC
We
just
need
to
keep
pushing
that
that
there's,
there's
there's
more
people
involved
than
just
the
students.
It's
the
teachers,
it's
the
it's
the
it's,
the
the
families
at
home
that
are,
the
kids
that
are
living
in
multi-generational,
families
that
have
a
95
year
old,
grandma
living
at
home
with
them,
and-
and
you
know,
two
parents
that
have
to
work
that
can't
quarantine
and
would
never
financially
make
it
there's
so
many
different
aspects
that
that
all
the
a
lot
of
the
emails
that
I'm
getting.
AC
L
But
then
another
piece
that's
been
questioned
has
been
the
process
and
I
think
the
board
needs
to
give
that
some
thorough
thought
as
well
is:
what
is
the
process?
This
board
wants
to
see
in
terms
of
how
decisions
or
outcomes
are
determined
it?
The
process
that
we
developed
and
we
developed
it
together,
and
I
will
say
that
we
developed
it
together,
because
this
board
voted
on
it
on
july.
30Th
was
that
we
wanted
to
bring
as
many
stakeholders
to
the
table
as
we
can.
L
The
committee
that
administration
had
first
presented
when
we
started
our
smart
restart
plan
consists
consisted
of
seven
individuals.
We
then
presented
that
plan
in
a
webinar
to
over
a
thousand
staff
members
and
we
got
feedback
to
add
more
staff,
which
we
did.
We
then
presented
it
to
over
a
thousand
parents
and
we
got
feedback
to
add
more
parents
and
the
committee
expanded
from
from
seven
to
eighteen.
L
Even
to
this
day
we
are
getting
rightful
or
unrightful.
That's
not
for
me
to
decide.
I'm
gonna
stick
with
the
process
that
I've
been
asked
to
follow.
At
the
guidance
of
this
board,
we've
been
asked
to
ask
at
mental
health
experts.
We've
been
added
to
ask
more
parents,
there
isn't
a
right
or
wrong
answer,
there's
always
more
people
that
can
be
at
the
table.
L
But
now
we're
also
being
asked
to
dissolve
the
committee,
because
members
of
the
committee
are
are
getting
very
unfairly
treated
by
some
very
passionate
individuals
in
this
community,
and
I
think
we
have
to
be
able
to
treat
each
other
with
respect
as
well.
So
I
think
the
board
needs
to
evaluate
is
the
current
process
that
working
or
not
working,
because
I'll
tell
you
that
as
administrators,
we
don't
have
an
ego
with
this.
We
we
want
to
do
what's
right
for
our
staff.
L
We
want
to
carry
out
the
vision
of
the
school
board
and
we
want
to
do
what's
best
for
our
kids
and
and
we
want
to
get
there,
and
we
know
that
we
are
school
administrators
and
we
do
have
an
area
of
expertise
in
how
decisions
and
how
they're
they're
going
to
be
carried
out.
We
know
that
we
need
our
teachers
at
the
table
to
be
able
to
do
that.
We
know
that
we
need
our
paris
to
be
able
to
do
that
and
all
of
our
staff
to
be
able
to
do
that.
L
L
L
If
not
more
work
than
this
committee
has
done,
because,
as
tracy
alluded
to,
this
committee
works
very
hard
to
make
sure
that
we're
making
decisions
that
are
based
on
data
science
and
guidance
from
from
our
new
school
from
our
local
health
care
agencies.
And
I
think
the
last
piece
is
perception
and.
C
L
What
a
lot
of
our
staff
are
telling
you
and
what
a
lot
of
our
staff
have
shared
has
been
that
some
of
these
mitigation
strategies
are
not
working
effectively,
whether
it's
human
behavior,
whether
it's
student,
behavior
or
they're,
not
all
working
at
the
highest
level,
and
we
have
to
be
able
to
make
modifications
as
well,
but
there's
also
a
staff
perception
of
fear
and
and
how
do
we
honor
that
perception
as
well
and
that
perception
of
fear?
It's
not
unwarranted.
It's
coming
from
the
county
transmission
rates,
it's
coming
from
the
increased
numbers
in
our
county.
L
So
I
understand
where
staff
is
coming
from
for
me
as
a
superintendent.
It's
a
very
delicate
balance,
because
you
see
numbers
rising
in
your
county.
The
guidance
that
we're
getting
from
fargo
cast
public
health,
at
least
at
the
elementary
level,
is
that
the
staff
is
safer
in
our
school
buildings.
But
that's
not
what
they're,
seeing
and
and
part
of
being
safe
in
our
school
buildings
means
the
community
is
doing
their
part,
but
the
community
is
not
doing
their
part
when
the
numbers
are
raising.
L
L
L
L
We
you
know
we
we
absolutely
are.
We've
always
felt
that
the
committee
process,
it's
not
to
be
a
distractor.
It
is
to
be
as
inclusive
as
we
can,
but
we
know
that
there's
so
many
different
factors
and
a
lot
of
the
factors
are
our
fear
of
the
unknown.
And
that's
what
you
have
when
you
have
a
global
pandemic,
so
these
are
all
just
pieces
that
that
we
ask
for
the
board
and
the
guidance
that
we
ask.
Where
do
we
go
from
here?.
E
V
Well,
as
one
board
member
rupak,
I
will
tell
you
number
one:
the
board
hasn't
given
any
power
over
to
any
committee.
What
we
did
is
we
asked
for
a
committee
to
get
created
to
exercise
expertise
on
behalf
of
the
community,
to
assume
that
the
nine
of
us
would
have
the
expertise
to
know
how
to
open
up
a
high
school
of
1300
students,
and
do
it
in
a
safe
manner
is,
is
just
ludicrous.
V
We
have
our
professional
educators
on
the
committee.
We
have
our
public
health
officials
on
the
committee.
We
have
our
liaison,
who
happens
luckily
to
be
a
pediatrician
on
the
committee,
so
we
didn't
give
up
power.
We
recognize
that
this
decision
requires
expertise
that
we
can
find
outside
of
the
board,
and
you
are
absolutely
right.
We
could
take
the
decision
authority
and
say
abandon
the
committee.
I,
as
one
board
member,
wouldn't
support
that
for
even
a
second.
V
It
is
a
perception
issue
more
than
anything
else,
and
I
would
tell
you
the
perception
issue
is
in
part
because
it
became
a
political
issue
which
it
never
should
have
been.
It
is
a
public
health
issue
and
should
be
dealt
with.
Accordingly,
so
to
those
in
the
community
that
are
thinking
I
as
a
board
member,
don't
want
to
have
to
make
this
decision.
V
R
So
rupak,
you
covered
a
wide
array
of
topics
and
I
was
trying
there
are
many
that
I
have
some
follow-up
questions
to,
but
but
I
think
trying
to
represent
some
of
the
hundreds
of
emails
that
we've
gotten
on
this
topic
and
asking
you
know.
Why
did
the
board
hand
this
sort
of
decision
making
over
to
a
committee?
What
they're
saying
is
they
they
elected
us
to
make?
R
These
sort
of
you
know
hard
decisions
and
to
take
the
evidence
collectively
and
they're
saying
the
people
that
are
at
the
table
of
this
committee
are
they
being
are
they
represent?
Are
their
voices
in
being
louder
than
others?
Do
you
know
what
I'm
saying
so
if
the
medical
community
is
saying-
and
there
are
research,
there's
research
to
suggest
that
the
safest
place
is
for
students
to
be
in
the
classroom
and
staff
to
be
in
the
classroom,
then
why
are
we
still
not
in
school?
R
I
think
they're
saying
what
voice
is
louder
than
the
evidence
and
and
to
your
point
about
safety
for
for
staff.
I'm
hearing
sort
of
conflicting
comments
about
that.
So
maybe
you
could
clarify
when
we
want
everyone
to
feel
safe.
We
want
to
implement
any
mitigation
strategy
that
has
been
part
of
the
recommendation
that
no,
that
is
known
to
be
successful.
R
So
if
staff
still
are
saying
that
they
see
something
different,
are
the
numbers
then
showing
differences
in
our
schools
compared
to
others,
because
we
have
a
wide
variety
within
similar
communities
in
terms
of
plans
and
and
who
is
in
school
in
person
school
and
who
isn't
in
terms
of
number
of
days.
So
when
it
comes
down
to
confidence,
what
strategies
are
we
implementing
or
is
in
administration,
implementing,
to
really
reassure
and
to
build
that
confidence
within
the
staff
based
on
the
numbers.
L
Sure
I
mean
I
think
for
us:
missy
gave
you
today
an
outline
of
everything,
that's
been
communicated
to
the
board
and
the
updates
that
we
make
to
our
plan
to
add
additional
mitigation
strategies,
we're
going
to
continue
communicating
to
the
staff.
I
can't
speak
to
you
know
we
have
just
like.
We
have
differing
board
member
views,
differing
administrator
reviews.
We
have
differing
staff
views
as
well
on
on
what's
working,
what's
not
what's
the
best
way
to
go
about
it.
L
I
I
would
tell
you
that
if
you
look
at
any
other
of
the
school
districts
that
you
referenced-
and
it
is
important
to
know
that
we
are
the
first
school
district
in
terms
of
comparison
to
moorhead
or
west
fargo
in
our
area
and
we're
two
weeks
behind
bismarck
to
announce
bringing
elementary
kids
back
and
when
we're
going
to
start
that.
So
I
think
sometimes
unfair
comparisons
are
made
about
other
school
districts
and
the
decisions
they've
made.
L
But
that's
not
true,
and
that's
not
to
criticize
any
of
my
peers,
because
I
think
every
school
district
is
doing
what's
best
for
them
and
their
district
and
the
process
that
they've
been
governed
to
do
by
their
board.
But
I
will
tell
you
that
the
staff
concerns
which
we
know
where
the
staff
concerns
are
coming
from
you're.
You
live
in
a
county
where
you're
seeing
numbers
rise
on
a
daily
basis.
L
Obviously
you're
going
to
have
some
of
those
concerns.
That
is
true
in
in
bismarck.
That
is
true
in
west
fargo.
If
you
followed
any
of
the
two
school
board
meetings
that
happened
last
night,
you
heard
significant
amount
of
voices
from
their
staff
members
that
spoke
as
well.
So
it
is
not
unique
to
fargo.
K
K
I
also
saw
many
other
positives
throughout
the
plan,
but
the
fact
that
there
was
the
foresight
to
to
put
together
the
plan
to
think
that
or
to
put
together
the
committee
to
think
that
we
are
going
to
think
through
the
individuals
that
we
are
going
to
need
to
have
at
the
table
to
help
us
make
these
decisions
helped.
Give
me
the
confidence,
because
I
don't
have
the
expertise
that
the
individuals
have
that
are
on
this
committee.
I
believe
that
it's
important
to
have
everyone
on
the
committee
that
currently
is
on
the
committee.
K
I
believe
that
if
we
did
not
have
that
committee-
and
it
was
coming
to
us
to
make
our
the
decisions
every
two
weeks,
for
example,
like
the
committee
currently
is
making,
we
would
need
to
have
a
group
advising
us-
I
wouldn't
be
able
to
take,
take
a
vote
at
a
board
meeting.
I
don't
believe
with
just
the
nine
of
us
and
even
even
with
the
wonderful
information
and
the
knowledge
from
administration.
K
I
don't
believe
that
that
would
be
enough
for
me
to
make
a
decision
in
regard
to
what
ought
the
next
instructional
model
be
for
two
weeks
down
the
road.
I
would
need
an
epidemiologist.
I
would
need
someone
like
our
board
liaison
tracy.
I
would
need
educators,
for
example,
the
three
that
we
have
involved.
K
I
would
also
need
help
helping
to
analyze
what
all
of
this
information
really
really
means
so
that
it
can
all
be
put
into
perspective.
For
me
to
be
able
to
formulate
a
decision,
I
believe
that
that
would
greatly
slow
up
our
process,
so
I'm
in
support
of
the
the
committee
that
has
been
doing
its
work.
I
thank
the
committee.
K
I
thank
administration.
I
don't.
I
believe
that
the
board
did
not
give
up.
Any
authority
is
not
trying
to
say
wash
our
hands
of
it
and
we
don't
want
to
be
involved
in
the
tough
decision
making.
I
believe
tonight
is
an
opportunity
for
us
to
be
able
to
have
this
dialogue,
and
it's
been
wonderful
for
us
to
be
able
to
to
share
here
tonight.
It's
also
an
opportunity
for
someone
to
for
any
one
of
us
to
say
if
we
want
to
change
course
right.
K
We
at
any
time
can
take
action
if
we
feel
like
we
need
to,
and
we
can
plan
at
future
board
meetings
to
have
an
update
similar
to
this
on
the
agenda
to
if
we
feel
like
we
need
to
kind
of
force
the
discussion
at
some
point
again
that
can
come
through
governance.
We
can
talk
about
that
if
we
want
to
put
something
regular
on
our
agenda,
for
example,
but
I
believe
that
we
need
to
and
that
we
ought
to
stay
the
course
that
we
are
on
brian.
Z
Z
Z
K
AC
I
agree
with
the
the
great
work
that
the
committee
does
and
I
think
that
there
is
huge
value
in
the
committee,
but
I
also
feel
that
there
is
possibly
a
middle
ground
that
we
can
still
make
the
decisions
on
where
we're
going
to
move
forward
as
a
board
based
upon
recommendations
of
that
committee.
We
don't
have
to
dissolve
it,
but
we
can
use
it
to
make
decisions
and
that's,
I
feel,
like
that's
a
middle
ground
between
completely
dissolving
it
and
staying
the
course.
K
My
comment
on
that
would
be
that
you're
right
we
could
change.
It
would
be
the
change
of
course
of
action.
So
if
we
are,
if
we're
not
disbanding
that
committee,
we
are
saying
that
we
are
in
essence
supporting
the
decisions
of
that
committee,
so
we're
supporting
the
work
of
that
committee
unless
we're
changing
the
course
of
action,
robin.
T
I
would
say
we
need
to
stay
the
course.
We
approve
this
as
a
board.
I,
regardless,
if
there's
an
action
that
comes
out
of
this.
I
thank
all
the
community
members,
but
I
also
really
thank
you,
president
knutson,
for
agreeing
to
have
this
on
our
agenda,
because
our
community
deserves
to
hear
this
conversation,
and
I
think
that
is
part
of
the
perception
piece
that
is
so
important
right
here.
Our
community
deserves
to
know
what
the
process
is,
how
we
arrived
at
it
and
how
we're
going
to
move
forward.
So
thank
you
for
that.
I
will.
K
R
Thank
you.
I
actually
would
I
agree
with
seth
and
I
think
that
that
would
be
a
certainly
a
reasonable
recommendation
or
middle
ground
in
terms
of,
if
I
understood
you
correctly
not
to
dissolve
the
committee,
but
then
the
so
the
experts
are
doing
the
the
work
and
the
voices
and
every
stakeholder
is
is
represented,
but
then
it
comes
to
us
as
a
recommendation
so
for
us
to
have
to
weigh
in
yes.
I
agree
with
him.
K
Six
thirty
in
the
morning,
so
this
committee
is
also
the
individuals
that
serve
on
this
committee.
It's
a
zoom
meeting
at
6
30
in
the
morning
every
other
monday.
The
individuals
that
are
on
this
committee
are
committed
to
attending
these
meetings
on
a
regular
basis.
There
are
some
alternates
assigned
if
need
be.
K
K
L
Yeah
and
I
think
rebecca
I
wouldn't
get
too
hung
up
on
the
logistics.
I
think
if
we
could
also
ask
the
committee
to
rechange
their
time
frame
and
align
it
with
school
board
meetings,
if
we
wanted
to
do.
Ultimately,
I
think
just
for
my
own
experience
and
learning.
I
think
my
question
to
if
this
is
the
direction
the
board
moved
to.
My
question
would
be
why
so
why?
What
is
the
deciding
factor
to
lead
to
another
layer
and
make
this
a
advisory
committee.
K
And
I
will
I'll
call
on
you
in
a
sec
dave,
but
I
understand
that
times
can
change
in
terms
of
meeting
times
and
everything.
But
but
there
has
been
immediate
communication
that
has
taken
place
in
our
community
as
a
result
of
the
decisions
being
made
by
this
committee,
and
while
change
is
constant,
we
don't
need
to
create
more
quest,
even
more
questions
and
and
and
more
on,
more
opportunities
for
staff
and
parents
and
and
kids
to
not
know.
So
what
I
mean
is:
where
would
we
be
holding
up
that
process
david.
AA
Dr
gandhi
answered
her
answered
half
of
my
question
when
he
said
you
know
it
seemed
like
it'd
be
relatively
simple:
the
committees
could
simply
meet
the
monday
before
our
board
meetings
we
could
meet
in
that
evening.
I
don't
know
why
there
has
to
be
a
an
announcement
made
about
something
that's
going
to
happen
in
two
weeks
immediately,
the
second
the
why
we'd
be
treated.
I
support.
What
seth
is
saying,
we'd
be
treating
this
just
as
we
do
all
of
our
other
committees.
AA
K
J
And
jim,
I
guess
my
only
concern
is
us
slowing
down
that
process
and
that
communication
time
frame,
I'm
just
concerned
that
if
they
meet
and
we
need
to
respect
the
work
that
they
do,
although
I
understand
what's
being
shared
here,
I'm
just
concerned
about
slowing
it
down
getting
the
announcements
out
and
getting
it
to
people
who
need
to
have
that
information.
Could
we
talk
about
that
a
little
bit,
you've
kind
of
addressed
it,
but
even
if
we
stall
off
a
day,
that's
one
more
day
we're
behind.
E
V
V
So
my
question
is
this:
if
they
make
a
recommendation
that
elementary
students
are
going
to
go
back
to
school
four
days
a
week,
two
weeks
from
now,
and
we
as
a
board
collectively,
the
majority
of
us
decide
nope.
We
don't
like
that,
then
I
would
assume
that
we
stay
with
whatever
they
were
doing
before
they
made
that
recommendation.
V
V
We
have
the
right
to
override
the
committee
at
any
board
meeting.
We
have
that
much
authority
for
us
to
somehow
say:
okay
you're,
going
to
recommend
it
and
then
we're
going
to
endorse
it.
Either
we
better
rubber
stamp,
endorse
it
and
then
that's
all
it
was,
or
we
better
really
think
about.
Okay,
what
are
we
going
to
do
when
some
of
us
on
the
board?
Don't
like
the
committee's
recommendation?
R
Sorry
I
have
a
couple
of
clarifying
questions.
How
does
the
clearly
not
100
of
the
committee
members
agree?
Are
you
not?
Are
you
using
an
80
consensus
or
how
are
you
coming
to
the
recommendations
that
you
have
so
far
and
that's
kind
of
what
I
meant
by
well
I'll?
Let
you
answer
that
question
first
majority
vote.
R
So
the
majority
of
your
is
there
an
even
then
distribution
of
voices
in
terms
of
medical
versus
community
or
parent
or
are
sometimes
the
votes
line
you
know,
are
they
always
taking
the
data-driven
approach
within
that
vote
I
mean
I
haven't
been
part
of
the
committee,
so
so
maybe
that's
something
that
tracy.
If
you
wouldn't
mind,
I
don't.
AB
L
R
And
so,
if
I
may
continue
based
on
the
data
that
you've
shared
in
terms
of
you
know
also,
we
talked
a
lot
about
the
younger
elementary
age
kiddos,
but
so
is
from
a
medical
expert
viewpoint.
What
about
middle
school
and
high
school
is
the
recommendation
still
to
stay
out?
You
know
100
or
virtually
or
or
what
sort
of
has
that
conversation
sounded
like
I
don't
know.
AB
That
we've
breached
it,
yet
I
look
forward
to
it
coming
in
the
future.
Hopefully
I
do
know
there's
not
consensus
in
the
medical
literature
about
this.
I
wish
there
was.
I
spoke
earlier
that
there
is
new
studies
coming
out,
particularly
looking
at
12
to
14
year
olds
in
the
middle
school
range,
so
I'm
happy
to
delve
into
that
data
and
bring
it
as
I'm
able,
but
I
don't
know
that
we've
I
I
think
part
of
it
too.
AB
R
T
T
T
I
appreciate
it
all
of
the
time,
but
I
don't
only
rely
on
data
because
there
are
so
many
mixed
messages
out
there
right
now,
so
the
people
that
are
on
that
committee
are
doing
that
research
to
to
use
what
I
think
is
the
most
real
data,
and
it
seems
to
me,
like
the
cdc,
is
the
guideline
that
we
should
use.
We
all
want
somebody
to
tell
us
what
to
do.
T
I
thought
too.
It
would
be
a
great
thing
when
the
governor
changed
the
guidance
for
for
masking
and
isolation
and
quarantine.
It's
much
more
complicated
than
I
expected.
But
again
I
respect
the
the
immense
amount
of
time
that
this
re.
This
committee
has
done:
I
again
won't
favor
disbanding
it.
That
would
be
just
disrespecting
the
people
that
are
on
that
committee
and
their
time,
and
if
we
disband
it
we,
why
would
we
ever
have
any
community
feedback
again
on
a
committee?
T
K
I
gain
the
sense
that
at
least
a
majority
of
us
are
in
support
of
us
continuing
along
the
path
that
we
are
and
if
there
does
need
to
be
further
looking
into
this
or
further
evaluation,
we
certainly
can
do
that
at
some
point.
If
any
one
of
you
feel
the
need
or
desire
that
this
ought
to
be
on
an
agenda
down
the
road,
let
me
know,
and
that
will
be
discussed
at
governance.
We
will
go
from
here.
C
L
It
up
with
is,
I
think,
like
I've,
said
before
these
are
extremely
complex
decisions
that
have
significant
impacts
on
our
family,
so
our
families
and
our
staff.
So
I
appreciate
the
advocacy
and-
and
I
will
100
percent-
appreciate
the
engagement
and
and
do
my
best
to
respond
even
to
anything,
and
that's
that's
personally
sent
to
me
to
the
best
level.
I
can,
however,
just
because
of
recent
interactions.
L
I
am
going
to
let
the
board
know-
and
I
will
probably
share
this
with
the
instructional
plan
committee
as
well,
and-
and
this
speaks
to
some
of
the
sentiments
from
from
some
of
the
staff
that
called
to
dissolve
the
committee,
I
have
instructed
all
of
our
district
office
staff.
I
will
continue
to
do
that
and
probably
tell
all
committee
members
as
well
that
they
do
not
need
to
engage
in
conversations
that
are
unprofessional
or
demeaning
we
do
have.
L
K
T
Thank
you
for
letting
me
go.
First
governance
committee
was
on
september
24th
on
september
24th.
I
also
visited
davies
in
my
liaison
school
troy
cody
introduced.
The
visit
dale
miller,
gave
me
a
great
tour
throughout
the
facility.
I
was
invited
by
darcy
brandenburg
to
tour
the
band
room.
I
also
asked
to
see
how
lunch
would
work
that
was
the
day
that
administration
set
up
the
lunchroom
in
the
socially
distance
area.
It
looked
kind
of
militaristic,
but
I
will
tell
you
tell
you
this
sean
safranski
was
monitoring.
T
Lunch,
troy
and
his
team
have
worked
incredibly
hard
to
make
sure
that
nobody
would
have
to
isolate
or
quarantine
because
of
six
foot
distance
that
that
school
is
in
a
shambles
and
but
it
looks
great,
it's
very
functional.
He
was
very
proud
of
that.
But
then
I
will
say
about
a
week
later
is
when
the
governor
then
had
the
new
sorry,
my
glasses
are
broken,
had
the
new
guideline
that
they
wouldn't
have
to
socially
distance.
So
that's
how
quickly
these
things
turn
I
felt
really
bad
for
for
him.
T
T
One
of
the
resources,
their
resources
are
abundant
on
the
state
state
website,
and
I
want
to
bring
attention
to
everybody.
That's
listening
here.
Parentslead.Org
has
tremendous
toolkits
age-specific
resources
parenting
during
a
pandemic.
Please
check
that
out.
They
put
a
lot
of
work
into
it
and,
as
I
said,
I
have
nothing
but
the
utmost
respect
for
for
pam
sagness.
T
T
There
does
not
seem
to
be
an
appetite
to
spend
on
recurring
costs.
A
lot
of
the
conversation
will
be
around
one-time
expenses.
So
let's
keep
that
in
mind
as
we
proceed
and
then
closing
that
out.
Government
affairs
committee
meets
this
friday
at
7
30
a.m,
and
I
would
like
to
acknowledge
jolyn
mathern,
because
she
has
negotiations
committee
this
week
and
planning
committee
and
government
affairs,
so
she's
going
to
have
a
busy
busy
week
so
be
sure
to
reach
out
to
her
and
thank
her
as
well.
AC
On
the
29th
I
met
with
megan
kaiser
at
lincoln
elementary,
and
also
surprised
my
baby
sister,
who
works
there
as
a
special
ed
teacher,
then
she
didn't
know
was
coming
and
she
megan
showed
me
around
lincoln,
because
that's
actually
the
first
time
I'd
been
to
lincoln
the
next
day
on
the
30th
I
met
with
brad
at
carl
ben
eilson,
and
it
was
actually
quite
helpful.
We
talked
a
little
bit
about
boundary
changes
and
that
was
actually
the
day
prior
that
some
planning
committee
homework
was
actually
due.
AC
So
it
was
good
to
have
a
conversation
with
him
about
some
of
those
boundary
changes
that
will
that
will
affect
carl
ben
allison
and
then
the
same
day
on
the
30th.
I
also
met
with
jennifer
at
principal
at
ed
clapp,
and
all
all
those
visits
went
really
well.
You
know,
obviously,
you
know
covered
19
in
the
situation
that
we're
in
was
obviously
you
know
the
top
thing
that
we
were
kind
of
discussing,
because
it's
kind
of
on
everybody's
everybody's
mind
and-
and
it
was
my
first
visits
there
to
those
schools.
AC
AC
So
that
was
not
something
I
really
expected,
that's
from
feedback
from
them
on
that
subject,
and
then
the
25th
planning
committee
meeting
discussing
boundaries
on
the
fifth.
I
did
the
new,
the
new
member
seminar
and
I,
I
would
say
one
of
the
the
most
valuable
things
I've
learned
from
that
was
our
funding
and
how
it
comes
from,
and
explanation
of
mills
and
things
like
that
because
that's
you
know
kind
of
new
to
me
as
a
as
a
you
know:
new
board
member.
AC
So
I'm
glad
I
got
to
learn
from
that
and
then
on
the
seventh
cea
meeting
that
obviously
we
discussed
woodrow
wilson,
which
we
won't
be
discussing
any
further.
I'm
excited
to
see
what
we're
going
to
do
on
that
committee
now
on
the
12th.
I've
obviously
attended
the
work
session
and
then
this
morning
another
planning
committee
meeting
with
some
more
homework
so
looking
forward
to
that
too.
So
thank
you.
J
Thank
you
rebecca
got
a
few
things,
not
a
ton
here,
but
as
far
as
the
committee
goes,
nothing
real
additional
to
add
other
than
what
I
shared
tonight.
However,
I'm
glad
you're
excited
because
we
have
plenty
more
to
do
october,
2nd.
I
attended
the
dpi
essa
task
force
meeting
I
reached
out
to
my
liaison
schools.
Ben
franklin
had
a
marvelous
conversation
with
shane
martin
on
october
6th
right
away
in
the
morning.
He
was
absolutely
fabulous
and
I'll
be
meeting
with
washington.
J
Kathy
selberg
next
week
participated
in
virtual
parent
teacher
conferences
for
davies
and
got
a
survey
on
that
today,
and
I
thought
it
went
really
well.
I
enjoyed
it.
Of
course
this
is
we're
newbies
at
davies,
so
and
then
today,
of
course,
attended
the
the
north
dakota
school
board
association,
new
member
training,
a
couple
of
notes
just
to
make.
Thank
you
to
everybody
who
continues
to
reach
out.
J
We
have
many
many
emails
on
several
of
these
pressing
topics
and
I
apologize
for
overlooking
before-
and
robin
alluded
to
as
well
that
many
many
gracious
thanks
to
tamara
husselman
for
her
work,
expanding
ap
3260
because
she
did
put
in
an
incredible
amount
of
time
on
it,
and
I
was
so
nervous
about
it.
I
overlooked
that,
so
I
am
sorry.
J
We
are
living
in
a
time
where
we
need
to
give
each
other
some
grace,
and
I
just
really
want
people
to
think
about
the
things
they're
saying
and
their
emotions
and
their
actions,
because
our
kids
are
watching
us
they're
watching
all
of
us
and
they're
watching
to
see
how
we're
handling
this.
If
we
handle
this
as
very
best,
we
can
none
of
us
love
this.
There
is
not
a
person
around
us
that
loves
this,
but
if
we
handle
this
the
very
best
we
can,
we
can
model
that
for
them.
J
If
we
can't
gain
a
little
better
control
of
ourselves
and
if
we're
frustrated
and
we're
angry
and
we're
not
giving
people
a
little
bit
of
grace,
because
nobody
has
the
answers,
our
kids
will
do
that
too.
Our
kids
will
do
what
we
do.
So
I
just
I
guess.
If
I
had
a
message
or
a
plea
this
week,
please
please,
please
don't
take
it
out
on
the
teachers
that
just
breaks
my
heart.
J
I
I
love
and
respect
our
teachers
and
everybody
has
their
own
reasons
for
doing
what
they're
doing
right
now
and
we
need
to
respect
that
and
we
don't
know
what
all
those
reasons
are.
Even
with
those
of
us
up
here.
We
all
have
different
opinions
on
it,
because
we
all
have
different
backgrounds.
We
all
have
different
family
members.
J
V
Excuse
me,
like
many
of
you,
I
was
at
the
retreat.
Yesterday,
we've
had
two
planning
committees
since
the
last
board
meeting
and
just
a
heads
up
to
those
on
the
planning
committee.
I
know
at
the
days
we
thought
the
next
one
would
probably
be
the
30th.
My
guess
is
we're
going
to
probably
probably
try
to
schedule
a
planning
zoom
meeting
before
the
next
board
meeting,
but
something
will
come
out
probably
tomorrow
from
joellen
just
to
see
availability.
V
Z
We
have
a
gac
meeting
on
friday
october
16th,
looking
forward
to
that.
That's
our
second
meeting
tomorrow
get
the
opportunity
to
be
on
negotiations
committee
with
mr
paulson,
and
his
shoebox
is
full
of
money
that
he
has
laying
around
here
somewhere
he's
going
to
show
us
had
the
opportunity
to
attend
two
planning
sessions
with
jim
on
october,
2nd
in
october
13th
today,
and
the
board's
retreat
that
we
had
yesterday
and
thanks
jim
for
that
board
governance
model.
Z
Explanation
of
what
it
is
that
I
that's
a
new
one
in
all
of
my
years,
that
I
was
in
small
schools
and
things
we
never
used
that
model
ever,
and
so
this
is
new
to
me
and
I
absolutely
love
it.
It's
a
it's
a
good
model
to
to
have,
and
it's
just
a
lot
of
teams
that
we're
on
and
at
the
end
of
the
day,
we're
all
on
the
same
team
trying
to
get
the
work
done
to
educate
students,
and
so
I
appreciated
your
explanations
yesterday.
R
AA
AA
AA
AA
AB
Thanks
david,
one
of
my
sons
is
a
hockey
player
and
I
am
notorious
for
bringing
him
fully
dressed
in
pads
and
ice
skates
to
the
wrong
rink
and
walking
in
that
way.
So
please
don't
feel
bad
on
september
29th,
I
did
my
liaison
visit
here
at
south
high.
I
spent
about
two
hours
in
the
building
and
really
had
a
good
time.
AB
On
october
5th
we
had
our
coven
19
instructional
plan
committee
meeting
october
7th
cea
committee
meeting
october
8th,
I
took
part
in
an
aap
town,
paul
town
hall.
Excuse
me
called
ask
the
experts
all
about
return
to
school
and
sports
and
what
the
national
pediatricians
are
advising
on
that
october
12th.
Yesterday,
our
school
board
work
session.
AB
Today
from
nine
to
one,
I
took
part
of
a
north
dakota
state
board
association,
new
member
seminar.
I
too
learned
a
lot
about
funding
and
then
I
did
call
in
for
the
planning
committee
meeting
as
well
this
this
thursday
of
this
week.
I
have
my
own
two
elementary
children's
teacher
conferences
virtually
so
I'm
looking
forward
to
those
and
then
has
been
said
friday.
We
have
gak
and
I
also
have
the
fargo
cast
board
of
health
meeting.
K
Great,
thank
you.
Everyone.
The
president's
report
is
at
your
desk.
I
just
wanted
to
mention
native
american
commission
met
october
1st
and
that
yesterday
it
was
indigenous
people's
day,
I'm
not
quite
sure
yet
if
the
programming
has
been
recorded
and
will
be
available
for
us
to
view
or
not.
Of
course,
it
was
held
during
the
same
time
as
we
had
our
work
session,
but
I
wanted
to
point
out.
K
I
found
this
on
the
fargo
public
schools,
facebook
page
tamara
yuselman,
our
again,
our
director
of
equity
and
inclusion
wrote
a
gave
a
short
write-up,
acknowledging
indigenous
people's
day
and
there's
a
link
on
that
facebook
post
to
some
more
information.
If
we,
if
we're
interested
anyway,
last
night,
I
watched
this
film
that
she
had
recommended,
and
it's
called
basketball,
water
and
the
lost
city
of
elbow
woods
elbow
woods,
and
I
was
not
familiar
with
this.
K
The
name
of
this
town,
even
though
I'm
from
north
dakota
but
elbow
woods,
is
a
town
over
in
the
western
part
of
north
dakota.
That
is
now
covered
by
what
is
lake
sakakawea
as
a
result
of
garrison
dam
being
constructed
in
1953,
and
they
the
reason
that
it
talks
about
basketball
is
that
the
town
or
the
basketball
team
of
elbow
woods
had.
K
I
think
they
took
second
place
in
a
tournament
way
back
then,
and
it
I'm
not
gonna.
You
know
I
won't.
I
won't
tell
you
how
the
film
ends
right,
but
I
would
suggest
watch
the
film
it
it's
it's
entertaining
and
it
is
it's.
It's
a
it's
a
way
for
us
to
learn
about
native
americans
being
displaced
in
our
own
state,
because
the
town
newtown
is
the
new
town
that
was
developed
as
a
result
of
the
dam
being
constructed
and
lake
sakakawea
covering
the
town
of
elbow
woods.
K
So
that
is
that
was
very
informative
to
me
and
it's
just
an
interesting
way
to
see
how
they
they
wove.
That
story
in
to
what
happened.
Factually
I
emailed
to
you
all
the
an
update
to
this,
the
core
neighborhoods
master
plan.
That's
just
a
draft
of
the
plan
that
that
that
are
the
con.
The
consultants
hired
by
the
city
is
working
on
putting
together
and
there's
a
meeting
that
is
next.
Oh,
let's
see
it's
the
week
of
the
16th
of
november.
K
There
will
be
another
meeting
of
that
steering
committee
and
I
think
I
also
included
information
to
you
on
a
a
virtual
community,
open
house
that
was
available
to
our
community
and
I
think
it's
still
open.
So
if
you
want
to
click
on
that
and
learn
more
about
the
master
plan
and
there
might
even
be
an
opportunity
for
you
to
still
provide
feedback,
you
could
do
that
thanks
to
everyone
that
was
at
the
work
session
yesterday,
we
were
all
there.
Thank
you.
Jim
and
administration.