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From YouTube: School Board Meeting December 8, 2020
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - December 8, 2020
A
A
A
A
A
If
I
move
on
to
page
41,
this
is
a
map
that
gives
you
a
visual
of
where
we
are
thinking.
Growth
likely
will
happen
specifically
on
the
south
side.
That's
where
the
majority
of
it
is,
and
we
worked
with
the
city
on
understanding
where
infrastructure
is
where
they
were
at
with
some
preliminary
plots.
Final
plats,
the
comprehensive
plan,
the
flood
diversion
all
the
different
things
that
are
going
to
have
an
impact
in
the
areas
specifically
south
of
50
seconds
and,
more
so
even
south
of
64th
avenue.
A
The
green
represents
where
we
are
indicating
there
is
currently
or
will
be
in
the
next
five
years,
likely
development.
The
purple
areas
that
we
see
down
there
are
areas
we
think
will
be
closer
to
10
years.
The
key
component
to
all
this
is
whoever
owns
the
land
has
to
have
a
desire
to
build.
We
have
to
have
this
flood
diversion
to
allow
it
to
be
a
more
affordable
product
that
could
be
built
there.
A
A
If
we
move
to
page
42
we've,
given
you
analysis
that
when
you
look
at
the
full
report,
it
breaks
it
out
by
each
of
the
high
schools,
I'm
just
showcasing.
What's
at
davies,
high
school
you'll
see
four
tables
table,
one
is
the
number
of
single
family
units
that's
going
to
be
represented
by
the
orange
bar.
The
number
of
students
is
the
blue
line.
A
A
table
4
is
that
you
understand
the
type
of
housing,
whether
it's
single
family
or
multi-family,
by
each
of
the
high
school
attendance
areas.
So
we
can
see
in
davies
high
school,
we
have
about
57
percent
multi-family
and
43
percent
single-family
again,
multi-family
is
everything.
That's
not
single
family,
and
if
we
move
on
to
page
49,
that
just
gives
you
a
highlight
of
some
of
the
things
that
we
know
are
impacting
your
environment
and
could
continue
to
impact
your
enrollment
as
it
relates
to
covet.
A
19
things
that
were
developing
really
here
in
the
last
couple
weeks
is
what
we're
calling
an
instructional
modality
we're
starting
to
understand
with
all
the
returns
of
all
the
districts.
We
do.
This
type
of
work
for
the
choices
they
made
of
in-person,
hybrid
or
virtual
online
does
have
an
impact
on
potentially
what
you
can
see
for
enrollment.
So
this
is
all
part
of
that
covid19
that
we're
trying
to
dig
into
to
really
understand
what
is
a
recovery
of
students
moving
forward
over
the
next
five
years.
A
Page
50
illustrates
the
past
enrollments
in
the
primary
colors
red
being
elementary
blue,
being
middle
school,
green
being
high
school.
The
likely
rsp
projection
is
the
pastel
colors,
and
so
you
can
see
from
1920
to
2021.
We've
had
this
dip
in
k12
enrollments
and
we're
showing
a
recovery
in
2122,
making
the
assumptions.
A
A
We
did
provide
information
on
page
51
with
woodrow
wilson
student
info
because
those
students
we
have
aggregated
into
the
high
schools,
but
we
wanted
you
to
know.
We
do
understand
that
those
students
are
coming
from
each
of
the
different
high
schools,
and
so
you
can
see
how
that
aggregation
is
on
page
51
by
grade
page
52
is
to
give
you
an
understanding
of
the
information
that
follows
with
the
breakdown
of
enrollment
and
the
forecast
of
the
enrollments
for
each
of
the
buildings,
the
key
component
here
and
I'm
gonna
on
page
53.
A
The
focus
that
I
have
here
is
with
bennett's
elementary.
We
have
a
target
enrollment
there
of
682
students
serving
for
our
purpose
k
through
five
and
as
you
move
to
the
right,
we
show
you
that
enrollment
three
different
ways-
the
middle
row-
green
font,
labeled
reside-
is
the
number
of
students
that
resided
in
that
attendance
area.
A
So
having
an
address
that
they
should
actually
be
at
bennett.
The
bottom
row,
blue
font
labeled
attend
is
the
number
of
students
k5
that
attended
that
building
the
top
row
for
each
building.
Purple
font,
labeled
red
slash
atp,
is
a
subset
of
reside.
That's
the
number
of
students
that
reside
it
and
actually
attended
that
building.
So
if
we
look
at
bennett
and
we
go
out
to
2021,
we
had
581
students
that
actually
resided
in
that
boundary.
A
We
had
585
that
were
attending
it,
so
you
would
naturally
think
hey
we
increased
by
four
kids.
Well,
we
actually
only
had
575
of
the
581
reside
in
attend,
so
we
picked
up
10
students
from
one
of
the
other
elementary
buildings
as
you
move
to
the
right
you're
going
to
see
that
forecast
based
on
the
reside
and
based
on
the
attend
with
the
current
boundaries,
where
we
see
orange
shading,
that's
where
it
exceeds
the
capacity
or
the
target
enrollments
for
that
building.
A
So
on
this
page
we
can
see
in
the
future.
We
have
issues
at
bennett's
with
both
the
reside
in
the
attends
and
you
can
control
the
attend
more
with
some
of
the
options
transfers
that
are
happening.
It
takes
a
little
bit
of
some
control
to
make
sure
the
attend
doesn't
hit
it,
but
that
is
a
possibility.
A
A
We
have
been
having
capacity
challenges
at
discovery
from
1819
through
2021,
and
we
show
that
that
continues
all
the
way
through
2526,
and
then
you
can
see
that
impact
at
the
high
school
it's
already
over
capacity
here
in
2021,
and
it
goes
that
way
all
the
way
through
25
26,
and
then
I
just
want
to
highlight
for
the
middle
enrollment.
You
can
see
we're
over
that
district-wide
target
enrollments
by
2526..
A
Again,
I
know
there's
some
flexibility
in
what
that
target.
Enrollment
could
be,
and
it's
based
on
having
the
ideal
number
of
kids
that
work
their
way
from
the
elementaries
into
the
middle
schools
and
then
the
high
school,
the
next
following
pages
on
page
56,
we
show
a
breakdown
of
that
likely
enrollment
with
the
reside
by
grade
for
each
of
the
buildings
page
57.
A
We
show
you
that
if
the
attend
trends
continue
for
each
of
those
buildings
again
by
grade
and
then
page
59,
which
I
think
is
my
last
slide
and
I'll
open
up
for
maybe
some
comments
or
questions
for
on
the
next
10
minutes,
really
just
making
sure
that
the
last
four
points
what
the
district
chooses
for
their
instructional
modality.
Is
it
in
person
hybrid,
virtual
online?
That's
going
to
impact
what
the
enrollment
is.
Do
we
achieve
what
our
forecast
is
or
is
it
under
it?
A
A
Hopefully,
this
data
provides
you
enough
background
that
you
can
see
some
of
the
things
that
are
happening
specifically
in
the
middle
south
and
south
that
are
going
to
result
in
a
need
for
some
changes
to
those
boundaries.
So
without
let
you
all
have
a
questions
or
comments,
and
I
have
a
hard
stop
of
607.
D
A
The
where,
where
what
we
have
with
our
numbers
in
the
past,
let
me
go
to
that
table
just
to
make
sure
I
cite
that's
right.
I
believe,
and
I'll
verify
with
our
analysts
is
the
number
of
students
in
the
past
high
school
represents
woodrow
wilson
being
there
based
on
where
those
students
resided
so
that
way
when
we
move
forward
with
the
projections
they're
still
in
there,
but
if
you
want
to
get
at
the
number
of
kids
that
actually
are
in
that
building,
you
want
to
look
at
a
table.
A
F
Rob
on
the
page,
where
you
talk
about
projection
view,
it
shows
an
enrollment
of
11
157
for
21
or
2021,
and
then
11
508
for
2122
and
then
continuing
on.
Is
that,
based
on
the
assumption
that
everybody
that
we
didn't
count
this
year
will
be
coming
back
all
those
400
missing,
kindergarten,
kids
and
whatever.
A
No,
but
there
are
some
we
basically
have
forecasted
in
is
that
we
get
about
60
of
those
kids
back
next
school
year
and
then
others
that
maybe
made
that
choice
and
they're
like
hey,
I
kind
of
like
this
choice.
Maybe
it's
homeschool,
maybe
it's
private,
maybe
it's
parochial
that
will
get
another
20
25
in
the
21,
actually
the
22-23
school
year,
so
morphing.
That
is
some
of
the
demographic
shifts
that
are
happening
throughout
the
district.
But
it
is
definitely
not
a
hundred
percent
coming
back.
E
Thank
you
so
as
part
of
in
and
out
migration
review,
you
talked
about.
You
know
the
decrease
in
enrollment
this
year
and
what
was
attributed
to
covet
in
terms
of
the
reduced
kindergarten
numbers,
but
two
years
prior
it
showed
a
negative
migration
of
negative
144.
I'm
just
curious
in
your
analysis
and
your
update,
rob
if,
if
that
was
attributed
to
something
specifically
or
or
if
there
could
be
more
explanation,
given
around
around
what
potential
change
in
trend
was
happening,
there.
A
Yeah
excellent
question
and
I
don't
get
the
actual
answers
of
why
the
students
changed
from
receiving
services
from
you,
so
I
don't
know:
did
they
leave
to
go
private,
parochial
home
scored?
They
just
leave
the
district,
but
we
do
see
a
trend
in
most
years,
where
we've
seen
the
decreases
across
many
grades.
It's
been
related
to
when
you
might
have
had
some
flood
activities
in
the
community,
and
so
I'd
have
to
go
back
and
verify
on
some
of
these
past
years.
If
that,
indeed
was
the
case.
C
Well,
this
does
tie
into
the
discussion
that
we're
having
later
on
the
agenda
rob
so
it's
great
that
you're
able
to
provide
us
with
this
information-
and
I
know
that
dr
gandhi-
you've
sent
out
more
detailed
information
to
us
previously.
So
some
of
us
have
had
the
chance
to
review
that,
and
we
can
also
go
back
and
and
take
a
look
at
it.
It
does
still
show
that
there
is
definitely
the
the
crowding
issue
or
the
overcrowding
issues
still
at
discovery
and
davies.
A
The
thing
we
have
to
watch:
it's
not
whether
they
go
to
private
or
parochial
because
they
have
limits
on
their
brick
and
mortar,
it's
those
that
are
making
the
choice
to
homeschool,
because
that's
almost
limitless,
because
that's
your
house.
So
that's
something
that
we
we
absolutely
want
to
be
watching
and
seeing.
If
there's
some
sort
of
emerging
trend
based
on
the
choices
that
you
have
to
make
for
the
safety
and
health
of
students
to
be
in
your
building.
C
C
C
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
and
address
for
the
record.
We
would
also
ask
that
speakers
refrain
from
using
this
forum
to
criticize
or
complain
about
a
specific
employee
by
name.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
to
debate
issues
in
this
forum.
C
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
four
minutes.
We
are
going
to
work
on
keeping
time
as
best
as
possible
tonight
so
that
everyone
has
the
same
amount.
The
same
four
minutes,
measured
and
marie
is
going
to
be
our
time
keeper
this
evening
and
she
will.
C
She
is
going
to
demonstrate
there
will
just
be
a
little
buzzer
or
a
ding
that
goes
off
at
the
four
minute
mark,
and
then
it
sounds
like
that.
We
would
request
that
you
work
to
wrap
up
your
comments
as
quickly
as
possible
after
that
and
about
15
seconds
after
that.
If
you've
not
finished,
then
there
will
be
a
double
ding.
So
any
rate
we
are
welcoming
you
here
at
participating
this
evening
and
look
forward
to
what
you
have
to
share
with
us
and
michael
carlson
is
first
at
the
podium.
G
All
right,
good
evening
board
members
michael
carlson,
4071
47th
avenue
south
in
fargo.
Earlier
this
evening
I
sent
an
email
to
a
lot
of
you
or
most
of
you
all
of
you,
I
think,
and
so
I'm
just
going
to
lay
this
out
here,
I'm
a
numbers
guy.
I
came
here
to
discuss
data
that
could
and
should
help
to
drive
any
boundary
changes
decisions.
G
I
previously
sent
each
of
you
two
emails
and
then
also
the
handout
today.
I
hope
you've
been
able
to
take
a
look
at
all
this
and
I
have
some
talking
points
about
the
data.
So,
on
the
first
slide
I
provided
to
you
guys
today
it
was
just
the
overall
planning
committee
rankings
where
we
were
talking
about
scenario
a-
and
I
know
it's
come
up
that
was
it
number
nine
out
of
12
or
was
it
second
in
its
category?
G
Well,
the
answer
is
yes,
it
was
both
and
and
to
that
point
I
would
just
like
to
say
you
know
if
you
were
running
a
race
and
you
had
a
3200
meter
race.
You
were
running
and
you
had
your
choice
of
number
nine
out
of
12
or
you
had
your
choice
of
number
six
out
of
12
or
number
three
12
or
number
one
out
of
12
ranked
by
experts,
which
one
would
you
choose.
G
My
next
slide
talked
about
social
economics
and
low
socioeconomics,
and
I
know
that's
been
a
discussion
point
here
as
well
and
that
the
hanover
group
had
provided
some
information
to
you.
All
that
stated.
A
one
percent
increase
in
full
price
meals
will
increase
testing
percentages
by
point
six,
four
percent
in
reading
and
point
seven
two
percent
in
math
for
low
income
students.
Again
this
is
one
value
from
one
report.
G
I
went
out
online
found
another
hanover
research
paper
from
december
of
2014
that
I
provided
to
each
of
you
and
it
talks
about
how
high
art,
immersion
programs
can
drastically
increase
the
educational
outcome
of
low
ses
students.
So
some
of
the
numbers
off
from
there
is
four
percent
of
high
arts
low
ses
students
did
not
graduate
from
high
school
compared
to
22
percent
of
low
low
arts,
low
ses
students.
That's
an
18
difference.
G
Slide
3
I
provided
to
each
of
you
is
just
numbers
from
your
own
maps
based
on
the
9
2
of
20
enrollment
data
that
was
sent
out
and
for
each
of
the
scenarios,
a
h
and
e
provided
on
your
website.
Really.
The
only
talking
point
I
really
want
to
talk
about
here
is
that
figures
can
lie.
Liars
figure.
Figures
lie
with
something
that
a
boss
once
told
me
when
you
talk
about
percentages,
whatever
your
denominator
is
when
you
change
the
enrollment,
it
changes
the
percentage
value.
G
Key
example
of
this
was
in
plan
a
it's
also
in
plan
e
and
plan
h,
I'm
not
picking
on
plan
a,
but
if
you
look
at
the
middle
school
free
and
reduced
lunches,
if
you
look
at
the
actual
students
that
changed,
it's
53
positive,
negative,
16
and
negative
37,
that's
a
sum
of
zero.
If
you
look
at
the
percentages,
however,
it
is
a
positive
2.71,
a
negative
9.79
and
a
positive
2.31
in
that
no
way
shape
or
form
and
math
equals
to
a
sum
of
zero.
G
So
that's
my
main
point
there.
It's
just
that
when
we
talk
about
percentages
that
when
we
have
a
non-common
denominator
percentages,
don't
always
mean
what
you
think
they
mean
slide.
Four
I
provided
that
has
your
own
target
enrollment
data
based
upon
the
three
times
y
for
middle
schools,
four
times
y
for
high
schools.
G
G
G
That
is
the
main
point
that
I
wanted
to
make
about
that
number
five
mileage
to
and
from
this
was
provided
by
jeff
anderson
actually
he's
another
concerned
citizen
and
the
main
talking
point.
There
is
just
that
plan
a
adds,
almost
half
a
million
miles
of
student
data.
G
I
have
some
other
slides
there
that
I
won't
get
to,
but
really
my
last
point
is
just
this
with
all
of
the
attached
data
having
been
researched
and
looked
into
the
number
of
students
that
these
changes
will
disrupt
the
fact
that
we
are
looking
at
existing
student
numbers
without
any
growth
factored
in
and
taking
into
account
that
it
has
been
stated
that
these
boundary
changes
may
only
give
us
capacity
for
another
two
years,
which
is
essentially
when
these
will
be
placed
into
effect.
I
implore
you
to
look
into
boundary
changes
really.
G
H
H
H
I
understand
today
that
you
may
be
voting
on
scenarios
for
the
boundary
changes,
and
I
want
to
speak
to
you
about
the
guiding
principles
for
your
consideration
in
advance
of
your
vote.
The
guiding
principles
were
set
forth
to
provide
standards
on
which
to
base
decisions
when
making
changes
to
our
boundaries.
The
guiding
principles
are
not
weighted
or
ranked
so.
No
one
principle
is
more
important
than
another
guiding
principle.
Number
one
is
providing
quality
education
to
all
students
which
I
completely
trust,
occurs
at
all
of
our
fargo
public
schools.
H
H
The
third
guiding
principle
relates
to
setting
attendance
areas
to
anticipate
changes
and
accommodation
in
fargo's
population
growth,
creating
a
carve
out
such
as
in
scenario,
a
might
make
sense
if
the
carve
out
area
had
no
more
potential
room
for
growth,
but,
as
was
reported
by
the
forum,
this
sunday
there's
a
large
amount
of
expected
growth
still
within
that
kennedy.
Elementary
footprint,
the
fourth
guiding
principle,
is
the
use
of
natural
boundaries
when
setting
attendance
areas.
H
H
The
boundaries
of
some
of
the
schools,
including
kennedy
on
these
scenarios,
do
not
even
coincide
or
even
touch
the
boundaries
for
the
middle
schools
and
high
schools.
The
distance
that
some
of
these
students
would
have
to
travel
to
middle
school
or
high
school
is
literally
double
what
other
neighborhoods
would
have
to
travel.
H
The
final
guiding
principle
is
promoting
attendance
in
neighborhood
schools.
Plan
h,
reduces
the
number
of
split
schools
and
requires
the
least
amount
of
grandfathering
plan
e
realigns,
all
elementary
schools,
but
changes
the
current
middle
school
and
high
school
for
some
and
will
have
higher
grandfathering
numbers
plan.
A
results
in
five
split
schools,
changes
the
current
middle
and
high
school
for
some
schools
and
results
in
the
highest
number
of
grandfathering
needs.
H
The
powerpoint
that
you
will
review
again
tonight
does
not
incorporate
each
guiding
principle.
It
does
focus
on
free
and
reduced
lunch
and
english
language
learners,
which
relates
to
guiding
principle
number
one
partial
estimated
busing
costs,
which
is
guiding
principle
number
two,
and
then
the
total
number
of
students
impacted
by
each
scenario.
H
H
I
My
name
is
nicole
burkhartsmeyer.
I
will
not
be
providing
my
address
due
to
safety
concerns
with
my
husband's
job
as
well
as
my
own.
Thank
you
for
allowing
me
this
time
to
address
the
board.
My
husband
and
I
are
raising
three
daughters,
13
7
and
2,
so
we
have
a
long-term
investment
into
the
decisions
that
are
made
by
the
fargo
school
board.
I
would
like
mostly
to
address
the
instability
that
plan
a
has
for
the
district
within
the
neighborhoods
of
point
west
wood
haven
and
the
pines.
I
There's
also
infrastructure
being
laid
along
52nd
avenue
and
45th
street,
as
well
as
along
38th
street
and
64th
avenue
south
to
accommodate
the
planned
development.
In
those
areas,
an
inform
article
on
december
6th
also
indicated
that
there
is
planned
development
south
of
the
52nd
avenue
walmart,
which
is
included
in
plan.
A
this
area
will
continue
to
grow
once
the
overpass
at
64th
avenue
is
complete
one
of
the
guiding
principles
state
principle
states.
The
district
will
work
closely
with
area
planners
to
address
any
boundary
changes
and
anticipated
future
growth.
I
I
To
have
the
best
interest
of
the
students
in
mind,
there
needs
to
be
long-term
planning
and
forward.
Thinking
as
to
how
these
boundary
changes
will
impact
the
future
decisions
that
will
need
to
be
made
for
the
immediate
future
plan,
a
may
appear
to
be
the
best
plan,
but
in
three
to
five
years
this
will
not
be
the
case.
The
families
of
fargo
public
schools
cannot
continue
to
go
through
the
constant
change
in
stress
that
these
decisions
have
on
them.
I
Plan
h,
provides
for
more
long-term
stability
for
the
greater
portion
of
the
district
and
will
have
less
of
a
long-term
impact
on
those
families
that
reside
within
those
boundaries.
The
district
knows
that
in
the
near
future,
additional
schools
will
need
to
be
built
on
the
south
end
and
to
move
students
in
plan.
A
now
and
again
in
a
few
years,
will
only
continue
to
disrupt
their
positive
connections
to
school.
I
I
also
going
forward.
I
ask
that
you
consider
your
options
with
a
growth
mindset.
Tonight.
The
city
of
fargo
is
growing
in
with
the
recent
addition
of
1
500
jobs
with
aldeveron
and
amazon.
This
will
bring
in
new
residents
to
the
city.
The
school
board
needs
to
do
their
part
to
attract
them
to
the
fargo
school
district.
With
the
continued
growth
in
plan,
a
the
fargo
school
district
has
an
excellent
opportunity
to
make
themselves
stand
out
above
the
surrounding
school
districts.
I
Families
will
be
considering
locations
of
schools
as
they
choose
to
where
they
live
if
they
have
to
pick
between
living
in
a
neighborhood
in
plan
a
and
being
almost
eight
miles
from
their
school
versus
living
in
a
neighborhood
just
on
the
other
side
of
45th
street
and
being
one
to
three
miles
from
their
assigned
schools.
This
will
push
families
out
of
the
fargo
school
district.
When
making
these
decisions,
long-term
stability
for
students
needs
to
be
a
priority
for
the
board
tonight.
The
continued
growth
employee
does
not
provide
that
stability.
C
J
J
On
september
25th,
the
planning
committee
had
an
extensive
discussion
of
the
12
plans.
A
through
l,
each
member
was
given
a
matrix
to
rate
each
scenario
on
a
scale
of
1
to
3
for
how
well
it
met
the
guiding
principles
for
this
matrix,
the
lower
the
number,
the
better
the
members
were
able
to
take
this
matrix
home
to
fully
evaluate
each
scenario.
J
J
These
four
plans
were
not
the
best
option
to
balance
socioeconomic
status
and
wanted
to
reevaluate
plans
a
and
d.
However,
socioeconomic
status
is
a
pillar
within
the
first
guiding
principle
and
has
already
been
considered
during
this
extensive
evaluation
process,
and
I
want
to
remind
you
that
plan
a
had
51
points
which
was
ranked
9
out
of
12..
J
Following
the
meeting.
An
email
was
sent
on
october
14th
from
the
chair
asking
whether
the
committee
should
potentially
add
either
plan
d
and
or
a
to
the
four
plans.
Two
members
responded.
They
were
not
in
favor
of
adding
those
plans,
one
responded.
They
were
in
favor
of
adding
both
and
one
member
verbally
stated.
She
was
not
in
favor
of
adding
either
a
brief
zoom
meeting
was
held
on
september
23rd.
J
J
This
member
explained
he
was
good
with
what
we
had,
but
the
chair
had
sent
him
a
text
message
and
when
asked
to
choose
between
a
and
d,
then
he
picked
a
he
said
he
didn't
realize
they
were
choosing
between
adding
a
or
d
the
email
was
sent
october
14th
and
the
remember.
The
member
responded
just
23
minutes
later,
stating
I'm
okay
with
the
four
we
picked.
But
then
the
text
message
was
sent
on
friday
october
23rd
about
one
hour
prior
to
the
zoom
meeting
in
the
text
message.
J
The
context
of
the
question
was
changed
and
you
may
say
it's
okay
for
a
person
to
change
their
mind,
but
when
listening
back
to
the
audio
recordings
of
the
meetings,
the
member
never
stated
that
he
was
in
favor
of
adding
plan
a
only
if
it
was
asked
to
choose
between
a
and
d,
then
he
chose
a
a
consensus
was
not
reached
to
move
forward
with
plan.
A
and
additional
communication
was
made
outside
of
a
public
meeting
to
have
that
changed
at
the
school
board.
Meeting
a
presentation
was
made
on
scenarios
a
h.
J
J
With
this
information,
I
would
encourage
any
of
the
board
members
to
make
a
motion
to
remove
plan
a
and
remember
this
was
by
far
the
lowest
ranked
of
these
scenarios
by
the
planning
committee,
and
I
ask
all
of
you
in
good
faith:
can
you
vote
for
a
plan
that
has
not
been
brought
forth
honestly,
using
appropriate
channels
and
potentially
violating
open
meeting
laws?
Thank
you
for
your
time.
K
Good
evening
my
name
is
nicole
abrahamson.
I
live
at
1624
10th
street
south.
I
have
corresponded
with
a
few
of
you
via
email,
and
I
thank
you
for
allowing
me
a
few
minutes
to
speak
about
the
boundary
changes
tonight.
Plan
e
involves
moving
my
district
from
ben
franklin
and
fargo
north
to
cbe
and
south.
This
would
be
the
third
boundary
change
for
us
in
a
handful
of
years.
The
most
recent
change
was
made
just
a
few
months
ago.
K
I
respectfully
ask
that
you
do
not
approve
plan
e
tonight
and
focus
more
on
plan.
A
this
plan
frees
up
the
most
space
at
discovery
in
davies
and
allows
for
the
greatest
growth
in
south
fargo
plan
a
balances,
the
socioeconomics
across
the
district
plan.
A
allows
school
districts
with
lower
incomes
like
ed,
clapp,
jefferson
and
eagles
to
remain
closer
to
their
middle
schools,
enables
those
kids
to
participate
in
after
school
activities.
K
This
will
improve
school
participation
and
test
scores.
I'll
tell
you
what
our
kids
have
been
through
a
lot
with
kovid
they've
done
everything
that
you've
asked
of
them
with
distance
learning
and
hybrid
school
and
masks
and
limited
sports.
Please
give
them
a
break
this
time
with
the
boundary
changes
and
focus
on
a
different
neighborhood.
L
Good
evening,
mike
zimni,
1501
and
9th
street
south,
I
live
in
the
clara
barton
neighborhood
and
we're
obviously
here
to
talk
about
boundary
changes
as
it
relates
to
capacity
issues
at
davies
high
school.
L
L
Looking
at
the
core
neighborhood
of
claire
barton
and
hawthorne
to
address
south
side
growth
issues,
we've
done
it
once
we've
done
it
twice
and
proposing
it
a
third
time
as
a
third
time
is
absurd.
The
the
the
the
issue
at
hand
in
two
is
that
in
in
2019
we
had
this
boundary
task
force.
I
served
on
that
task
force
and
one
of
the
issues
was:
how
are
we
going
to
address?
Not
only
the
south
side,
the
davies
capacity
issues
and,
and
the
report
by
rps
obviously
addresses
that
this
is
a
real
issue.
L
This
is
not
going
away,
but
in
terms
of
also
looking
at
capacity
issues,
we
were
tasked
on
that
board
with
looking
at
the
socioeconomic
discrepancies
between
fargo,
south
and
davies
high
school.
Two
of
these
plans
in
front
of
you
today
only
continue
to
to
widen
that
gap.
They
don't
address
that
problem.
They
continue
to
widen
the
gap
for
socioeconomics
the
vision
of
this
board.
Your
your
your.
L
I
don't
think
all
of
the
the
scenarios
are
perfect,
but
what
I
do
know
is
that
hawthorne
and
claire
barton
has
stepped
up
to
the
table
twice
now
in
five
years
to
think
that
we
should
have
to
one
more
time
change
our
schools
change
our
boundaries
be
uprooted,
again,
is
unacceptable,
and,
and
furthermore,
this
board
needs
to
do
its
due
diligence
in
terms
of
of
doing
his
duty
to
complete
a
a
review
of
making
sure
that
those
those
socioeconomic
issues
are
also
addressed,
and
so
in.
L
In
terms
of
looking
at
that,
you
know,
scenario,
a
is
the
best
option
and
you
guys,
obviously
have
a
tough
decision.
But
it's
the
point
in
time
now,
when
other
parts
of
the
city
are
going
to
have
to
step
up,
we've
done
in
our
neighborhoods
other
parts
of
the
city
are
now
going
to
need
to
step
up
for
the
betterment
of
the
of
the
entire
school
district.
So
I
appreciate
your
time
and
thank
you.
N
N
I
know
there
was
a
great
deal
of
effort
and
concern
put
into
the
smart
restart
plan.
I
was
impressed
and
wrote
a
lot,
an
email
to
dr
gandhi.
This
fall
hybrid,
allowed
students
to
be
kept
in
small
groups,
additional
routine
cleaning
occurred
frequently
and
staff
could
be
more,
could
more
easily
make
sure
that
safety
guidelines
were
being
followed.
N
N
Elementary
students
and
classroom
teachers
routinely
gather
in
indoor
group
gatherings
for
hours
at
a
time.
This
is
much
more
than
the
15
minutes.
It
takes
to
consider
a
person,
a
close
contact.
I
know
you've
taken
the
point.
The
position
that
schools
are
the
safest
place,
however,
a
key
point
is
being
lost
here.
Those
studies
show
schools
are
safe
if
community
spread
is
being
controlled.
That
is
not
the
case
here.
In
fargo
cases
have
dropped,
but
we
are
still
near
the
top
of
states
for
cases
per
capita
and
second
for
death
per
capita.
N
School
staffers
and
students
are
testing
positive
for
coven
19
and
there
are
many
more
asymptomatic
carriers.
In
fact,
there
were
five
cases
at
my
son's
elementary
school.
Last
week
in
november
governor
burgum
stated,
the
positivity
rate
for
under
18
is
21,
indicating
there
are
many
more
who
were
tested
that
were
positive.
N
N
So
far
over
16
000
people
have
been
infected
in
cass
county.
That
number
could
more
than
double
in
the
next
two
months.
Numbers
are
lower
in
cass
county,
but
testing
numbers
are
also
reduced.
The
thanksgiving
surge
will
likely
come
within
the
next
week
due
to
the
incubation
period
and
the
time
needed
for
results.
N
N
A
projected
95
people
may
die
in
december
and
january
in
cass,
county
alone.
Contact
tracing
in
the
community
no
longer
occurs.
Students
are
likely
coming
to
school
after
being
exposed
to
covet.
I
urge
fargo
public
schools
to
follow
all
cdc
guidelines
for
quarantine,
social
distancing
contact
tracing
and
the
guide
for
reopening
schools.
N
B
Klein
good
evening
tonight,
given
the
number
of
people
who
have
been
asked
to
speak
in
one
small
space,
I'll
just
leave
my
mask
on
and
assume
that
you
can
hear
me
well
enough:
superintendent,
gandhi,
dr
knutson
members
of
the
board.
Thank
you
for
welcoming
public
comment
at
your
meetings
tonight
I
have
the
privilege
of
representing
the
parents,
educators
and
families
that
you
saw
outside
and
hundreds
of
more
who
want
all
of
our
schools
to
open
fully
for
face-to-face
learning.
B
I
want
to
begin
tonight
with
a
word
of
thanks
to
fargo
public
schools
and
dr
newman
for
posting
an
article
yesterday
morning
detailing
the
rationale
and
research
behind
your
learning
model
decisions.
Everyone
should
read
it
and
the
attached
links.
The
article
includes
a
quote
from
dr
rubin
with
the
chop
policy
lab.
We
need
to
rally
around
the
likelihood
that,
while
in
school,
transmission
is
happening,
it's
far
less
than
in
other
sectors
of
society,
we
would
advise
that
the
sequence
of
mitigation
measures
in
communities
features
school
closures
as
a
last
resort
intervention.
B
The
article
also
includes
a
chart
by
dr
emily
oster.
She
recommends
that
individuals
and
communities
develop
risk
budgets.
She
says
we
should
identify
low
risk,
low
payoff
activities
and
high
risk
high
payoff
activities.
We
should
then
prioritize
the
ones
that
are
most
important
to
us,
both
personally
and
as
a
community.
B
B
B
B
B
Listen,
everyone
has
told
you
who
they
are
and
what
they
want.
77
percent
of
north
dakota
parents
polled
last
month
prefer
hybrid
and
distance
learning
models
right
now.
Your
surveys
from
the
summer
were
similar
teachers
survey
and
poll
nearly
identically,
even
though
these
models
create
more
work
for
them.
They're
prioritizing
safer,
more
effective
teaching
models
for
themselves
and
their
students.
B
C
Thank
you
for
your
comments,
thanks
for
joining
us
everyone.
That
concludes
the
the
community
comments
from
this
evening:
the
recognition
of
audience
portion
of
our
agenda
so
we'll
move
on
to
reports.
Let's
go
to
the
covid19
instructional
plan
committee,
update
from
dr
gandhi
and
dr
newman,
dr
gandhi,
would
you
like
to
start.
M
O
Sure,
thank
you.
You
guys
all
should
all
have
a
printed
copy
of
this
with
the
exact
numbers
I
probably
won't
run
through
all
of
it,
but
just
want
to
summarize
and
present
to
you
that
we
met
yesterday
morning,
most
recently
and
for
the
first
time
in
a
long
time.
It
was
overall
good
news.
O
Our
active
cases
have
decreased
in
most
age
groups
across
the
board,
with
the
highest
remaining
in
that
age
of
20
to
29.
the
thanksgiving
surge
fingers
crossed.
We
just
have
not
seen
it
yet.
According
to
brenton
our
epidemiologists,
the
people
they
have
been
talking
to
with
contact
tracing
seem
to
have
followed
guidelines
regarding
smaller
gatherings
and
limited
travel.
So
we
will
continue
to
follow
that
this
week.
It's
also
believed
the
mandates
are
helping
statewide.
O
We
continue
to
see
the
highest
risk
of
infection
right
now
in
our
community
being
within
household
context.
They're,
seeing
about
a
60
percent
rate
of
household
members
turn
positive,
and
then
he
reviewed
the
rapid
tests,
the
new
quarantine
guidelines
and
the
upcoming
vaccine
fargo
public
schools
staff
data
was
then
reviewed.
O
Overall,
things
are
stable
there
we
had
17
positive
staff
last
week
and
35
staff
out
due
to
positive
tests.
Encouragingly,
both
the
sub
and
parafill
rate
have
improved
from
previous
weeks.
Pairs
are
still
harder
to
fill
than
teachers
and
doug
presented.
That
fps
has
has
agreements
now
for
41
long-term
subs
in
place
through
the
end
of
the
year,
fargo
public
schools
student
data.
Again
we
tried
to
do
later
polls,
so
these
were
all
of
sunday
afternoon
or
sunday
evening.
O
O
O
And
then
the
new
rapid
testing,
we're
doing
for
staff,
was
summarized
with
our
initial
data.
Initial
testing
was
run
on
12
2
and
they
tested
495
staff.
Six
were
positive
for
fargo
public
schools
and
five
for
west
fargo
public
schools,
another
mass
testing
again
on
the
fourth.
They
were
able
to
test
430
people,
two
positive
from
fargo
and
zero
from
west
fargo,
pretty
encouraging
initial
data
and
then
just
the
rest
of
our
meeting.
We,
you
know
we're
planning
to
continue
the
current
instructional
model,
as
is
until
january
19th.
O
So
that
means
elementary
will
remain
in
level
four
and
our
secondary
students
will
remain
in
level
three.
The
plan
still
remains
to
bring
back
all
secondary
students
at
the
start
of
the
second
semester
on
january
19th,
there
was
a
little
bit
discussion
at
our
meeting
around
four
versus
five
days
per
week.
I
might
let
dr
gandhi
expand
on
this,
but
there's
some
logistic
issues
with
how
many
children
we
have
out
due
to
quarantine.
So,
for
example,
our
elementary
kids
have
been
sitting
at
that
five
or
six
percent
range.
M
I'll
just
capitalize
on
what
dr
newman
referenced,
I
think
the
conversation
assuming
if
we
continue
with
our
plan
is
really
to
before
before
january,
19th
make
a
determination
on
when
the
second
semester
starts.
Do
we
transition
to
five
days
in
person
or
four
days
in
person,
and
that's
really
a
little
bit
of
an
operational
issue
and
that's
based
on
the
amount
of
students
that
are
absent
we
have
been
using.
M
You
know,
a
metric
that
we've
been
using
and
talking
about
is
five
percent
absence
and
that's
just
an
average
across
each
grade
level,
band,
meaning
elementary
middle
or
high
school.
So
right
now
we
are
north
of
that
number
across
our
elementary
schools.
That
means
some
elementary
schools.
We
have
12
percent
of
our
students
that
are
absent.
Some
elementary
schools
are
two
percent.
Now
those
absences
can
be
reflective
of
cloven
19.
M
Some
could
be
non-related
to
clove
at
19.,
but
the
general
premise
here
is
that
when
students
are
absence
for
an
extended
amount
of
time-
they're
not
in
our
virtual
academy,
because
that's
a
separate
set
of
students
that
we
have
so
if
these
students
are
going
to
be
absent
for
10
days
or
even
20
days
after
a
household
contact,
which
is
where
we're
seeing
the
majority
of
our
cases,
that
would
be
20
days
of
zero
interaction
with
the
teacher.
So
by
having
a
four
day
four
day
of
week,
model.
M
What
we
can
do
is
we
can
allow
the
teachers
to
connect
with
those
students
on
the
distance
learning
days.
So
those
students
aren't
falling
behind
either.
So
I
think
we
have
to
be
able
to
take
a
look
at
that.
Some
of
the
discussion
that
we
had
at
the
meeting
was,
you
would
have
seen
kind
of
both
sides
of
this
argument
representing
one
from
our
high
school
principal
one
from
our
elementary
principal,
because,
right
now
the
numbers
are
different.
M
At
the
elementary
level,
we're
seeing
north
of
five
percent
average
absences,
but
the
high
school
is
less
than
one
percent
or
one
percent
right
around
there.
So
we
we
may
have
to
make
this
decision
based
on
what
is
it?
What
are
we
going
to
do
for
middle
school?
What
are
we
going
to
do
for
high
school?
What
are
we
going
to
do
for
elementary
school?
The
second
piece
is,
we
might
decide
to
go
five
days
a
week
at
the
middle
school
in
high
school.
M
If
that's
what
the
committee
chooses
because
we're
not
at
five
percent,
but
when
we
bring
all
the
students
back,
we
may
see
more
students
quarantined
and,
if
that's
the
case,
we
would
have
to
adjust
accordingly.
So
those
are
some
things
that
the
committee
is
still
wrestling
with.
I
think
they're
going
to
meet
on
the
21st,
but
I
also
think
that
they're
going
to
meet
again
in
january,
and
that's
probably
something
that
I
would
recommend
we'll
see
what
the
committee
decides
to
do
prior
to
the
second
semester
and
then
make
that
determination
there.
O
C
M
My
computer
was
just
loading
to
answer
david's
question
david.
I
just
pulled
up
the
north
dakota
department
of
health
dashboard.
So
as
of
today
for
cass
county,
our
positivity
rate
is
9.66.
That
was
the
base
of
the
numbers
today
our
cumulative
was
22.09,
but
if
I
just
look
at
north
dakota,
it's
eight
point
something.
So
maybe
that's
where
it
was.
O
Did
you
ever
have
one
more
thing?
Sorry,
I
don't
know
how
many
of
you
watched
the
video,
but
there
was
a
little
bit
of
dialogue
at
the
very
end.
Just
you
know
concern
from
elementary
school
principals
about,
I
think
again,
like
dr
ghandi
reference
we're
seeing
different
rates,
so
they're
feeling
the
strain
of
teachers
filling
in
they're,
very
concerned
about
watching
the
data
and
what
this
is
going
to
mean.
O
O
There
was
something
said
that
a
lot
of
the
kids
in
virtual
academy
are
struggling
right
now,
principal
dahlin
had
quoted
that
there
was
like
two-thirds
of
the
kids
in
virtual
academy,
not
on
pace
to
receive
credits,
and
there
was
a
big
concern
regarding
that
and
how
we're
doing
virtually
with
kids
so
I'll
just
bring
that
to
the
board's
knowledge
as
well.
I
don't
know
if
you
want
to
say
anything
further.
M
No,
I
think
that
kind
captures
it
and
I
think,
and
the
virtual
academy,
students
that
they're
going
to
have
that
option
as
long
as
the
governor's
executive
order
is
in
place,
families
and
students
will
have
the
option
to
participate
in
the
virtual
academy
but,
as
you
may
have
seen,
and
some
of
the
the
research
that
we
share
with
you
as
well,
including
the
nsba
newsletter
this
year,
there's
a
couple
of
articles
as
well
across
the
nation
that
are
secondary
buildings,
specifically
we're
seeing
a
much
larger
rate
of
student
failures,
and
maybe
students
not
being
on
track
to
graduate
that
are
participating
in
distance
learning
environment.
M
So
we
are
as
a
school
district
working
on
a
variety
of
different
supports.
I
know
each
of
our
high
schools
are
looking
at
different
models
of
their
virtual
academy,
they're,
also
looking
at
different
levels
of
support
across
the
board.
As
a
district,
we
are
also
looking
at
using
our
covet
funds
to
hire
an
attendance
specialist
to
specifically
work
with
the
students
that
are
not
participating
or
engaging
as
well.
So
this
is
something
that's
happening
nationwide,
but
it's
something
that
we
do
want
to
track
and
make
sure
that
we're
keeping
track
of
as
well.
C
P
It
is
my
hope
that
we
foster
gratitude
towards
educators
and
our
education
system.
Thinking
on
that
topic,
we
have
our
december
winners
for
teachers
of
the
month
we
had
patty
donut
from
discovery,
middle
school
and
carol.
Moss
from
jefferson
was
our
esp
winner
and
we
raised
almost
two
thousand
dollars
in
our
jeans
week.
So
I
was
pretty
pleased
with
that.
Thank
you.
Q
Were
you
saying
that
you
had
a
comment?
Yes,
I
did
after
the
second
speaker
when
we
started
this
and-
and
I
opened
my
organization
to
serving
children
in
june
and
we
all
knew
what
the
right
thing
to
do
was,
but
the
importance
of
of
staff
feeling
supportive
supported
is
invaluable,
and
so
I
really
want
to
acknowledge
that
the
extended
amount
of
work
that
the
staff
are
doing.
Q
M
M
We
have
now
opened
up
registration
and
I
believe,
we're
already
seeing
many
families,
and
many
many
parents
and
staff
members
are
registering
as
well
so
just
wanted
to
make
sure
that
we
put
a
plug-in
for
that
event.
This
year
is
going
to
be
we're
going
to
be
seeking
input
for
potentially
future
decision
making
for
considerations
of
the
board
and
considerations
for
the
calendar
committee.
So
we're
going
to
ask
questions
around
if
we
have
the
ability
to
provide
distance
learning
past
this
legislative
session.
Would
that
be
an
opportunity
that
we
explore
for
snow
days?
M
Independent
of
that
we
have
a
second
set
of
questions
really
around
or
really
just
around
the
focus
of
that
since
we
switched
from
days
to
hours
in
our
legislative
session
last
year,
we
do
exceed
the
amount
of
instructional
time,
that's
required
of
us
as
a
school
district.
So
can
we
use
that
opportunity
to
leverage
that
time?
For
so
we're
planning
for
student
interventions?
So
can
we
do
once
a
month
or
once,
every
two
months,
a
early
dismissal
or
a
late
start
at
each
of
our
levels?
M
And
then
can
we
provide
that
time
for
teacher
collaboration?
So
those
are
going
to
be
some
of
the
questions
that
we
ask.
One
of
the
things
about
state
of
the
schools
is
that
we
use
information
that
we
get
to
drive
decision
making
and
then
we
would
bring
proposals
to
the
board
we'd
get
buy-in
from
our
staff.
It's
a
very
early
in
the
process.
M
So
not
necessarily
everything
that
is
asked
at
state
of
the
schools
gets
implemented
the
following
year,
and
I
want
to
make
sure
that
we're
clear
about
that
as
well,
because
it's
just
another
piece
of
information
that
we
can
use.
So
I
do
hope
that
people
can
participate,
especially
the
individuals
that
can
now
participate,
because
it's
virtual
that
might
make
things
easier
because
we
really
do
want
that
feedback
as
well.
So
looking
forward
to
that
event-
and
we
hope
everyone
signs
up.
C
R
C
S
C
Opposed
motion
passes:
let's
take
a
ten
minute
break
and
well
so
it
is
about
it's
about
seven
o'clock
right
now,
so
by
ten
after
seven.
Thank
you.
C
R
R
As
of
june
30th
of
2020,
the
respective
changes
in
the
financial
position
and
where
applicable,
cash
flows
thereof
for
the
year
then
ended
in
accordance
with
accounting
principles
generally
accepted
in
the
united
states
of
america,
which
is
exactly
what
we
wanted
to
hear
over
on
page
23
under
the
financial
highlights
just
a
couple
things
you
might
want
to
note.
Our
total
expenditures
for
the
year
were
a
total
of
100.
R
So
we
actually
had
a
slight
decrease
in
our
fund
balance
because
of
that,
if
you
jump
over
to
page
27,
you'll
see
two
different
pie:
charts
that
represent
both
our
revenues
and
our
expenditures
and,
as
you
can
see,
the
bulk
of
our
revenue
comes
through
state
aid,
52
percent.
Second
largest
category
is
property
taxes.
Of
course,
when
it
comes
to
our
expenditures,
obviously
personnel
costs
represent
the
vast
amount
of
what
we
spend
our
funds
on
approximately
80
percent
in
salary
and
benefits.
R
When
you
add
up
the
different
areas
of
our
staff,
if
you
jump
back
a
few
pages
to
page
32,
you'll
see
the
historic
movement
of
the
fund
balance
for
the
last
decade
and
we
ended
june
30th
with
a
fund
balance
of
32
million
nine
hundred
and
seventy
four
thousand
six
hundred
and
seventy
eight
dollars,
which
represents
approximately
twenty
percent
of
our
operating
budget
and
that's
well
within
the
parameter
of
the
executive
limitations.
R
You'll
see
the
net
pension
liability
that
we
face
as
a
district
is
172
million,
four
hundred
and
six
thousand
six
hundred
and
forty
two
that's
a
function
of
the
pers
and
the
tffr
program,
both
of
which
are
run
by
the
state
and
both
of
which
are
currently
underfunded,
and
that
just
represents
what
our
balance
would
be.
If
these
things
had
to
be
fully
funded
in
one
year,
which
is
certainly
not
going
to
be
the
case.
R
All
totaled
it
comes
up
to
51
million
621
522
and
last
but
not
least,
if
you
jump
way
to
the
back
page
163,
this
was
the
district's
report
card
for
the
year.
That's
what
I
refer
to
it
as
you'll
notice,
that
on
the
government
activities,
the
major
funds
and
any
other
remaining
fund
information,
we
got
an
unmodified
opinion,
which
is
exactly
what
we
wanted
in
terms
of
the
internal
controls.
R
R
C
F
T
F
D
T
S
S
C
I
think
we're
going
to
have
a
good
discussion
here
this
evening,
I'm
looking
forward
to
seeing
where
this
goes
tonight
and
all
of
us
leaving
here,
hopefully
with
something
that
we
know
that
the
community
has
been
involved
in.
So
I'm
just
welcoming
us
all
to
this
discussion,
so
that
is
memo
75.,
dr
gandhi,
do
you
have
anything
that
you
would
like
to
say
on
this?
I
know
the
memo
also
comes
from
you.
M
I
do
think
our
board
is
making
a
position
to
talk
about
that.
We
value
equity
in
fargo,
public
schools
and
that
there
is
a
reason
and
there's
a
lot
of
due
diligence
put
into
the
thought
process
for
considering
something
as
big
as
changing
the
name
of
a
school
and
the
impact
that
means.
So.
Thank
you
to
everyone.
That's
been
part
of
this
process.
M
At
the
last
board
meeting
we
did
allow
principal
david
berkman
to
present
to
you
some
data
and
information
regarding
a
process
he
went
through
with
his
community
to
provide
input
after
the
names
were
reduced
to
the
top
five
names
he
went
through
that
process
again
and
he,
the
sheet
that
you
have
in
front
of
you,
is
the
data
from
there.
He
is
available
today
for
any
questions
that
you
may
have
so
just
know
that
that
is
a
tool
that
is
at
your
disposal
as
well,
and
we
look
forward
to
the
discussion.
C
And
I
would
like
to
just
make
a
few
comments
before
we
get
going
here
for
people
that
are
in
the
audience
or
listening
in
that
might
not
really
know
kind
of
how
we
got
to
this
point.
So
I'm
just
going
to
reiterate
a
few
a
few
points
here
that
takes
us
back
to
the
october
13th
board
meeting
which,
following
a
community
engagement
process
board
members
rescinded
the
name
of
woodrow
wilson,
high
school,
effective
for
the
2021-22
school
year
and
in
regard
to
the
district
school
naming
policy
or
in
accordance
to
the
school
naming
policy.
C
A
naming
process
then
began
name.
Suggestions
were
taken
from
the
public
from
october
26
through
november,
8th
in
total
214
forms
were
completed,
with
a
total
of
129
unique
names
submitted
for
our
consideration
board
members
looked
through
that
list
of
129
unique
names.
The
reasons
for
those
names
being
submitted
and
individually
selected
up
to
five
names
submitted
those
to
our
board
secretary,
and
then
we
worked
to
create
that
list.
C
C
So
I
am.
There
are
a
couple
of
items
that
I
would
like
to
mention.
This
isn't,
in
regard
to
me,
indicating
a
preference
in
terms
of
my
voting,
although
I
think
all
of
us
might
want
to
have
some
discussion
about
that,
because
our
community
members
might
like
to.
Maybe
we
owe
it
to
our
community
members
to
let
them
know.
You
know
where
we're
thinking
here
versus
just
have
this
be
a
completely
silent
process,
but
I'm
following
our
last
meeting
dr
gandhi
had
mentioned
that
it
it
might
not
hurt.
C
He
had
encouraged
us
to
reach
out
to
alumni
from
central
high,
and
I
don't
know
if
any
other
board
members
did
that
I
did
that.
Yesterday
I
spoke
with
the
office
manager
with
the
central
high
alumni
just
to
get
their
thoughts
in
terms
of.
Is
there
any
sensitivity
any
anything
that
they
saw?
That
would
be,
you
know
something
that
we
might
need
to
address
and
really
the
feedback
that
I
received
was
positive.
C
Overall,
there
was
a
little
bit
of
sensitivity
in
regard
to
if
the
name
is
chosen,
it's
an
encouragement
for
us
to
make
sure
that
that
we
put
together
a
process.
I
guess
administration
putting
together
a
process
where
the
fargo
public
schools,
alumni
foundation
and
the
central
high
alumni
group
is,
is
deeply
involved
in.
If
that,
once
a
name
is
decided.
If
that
were
to
be
the
name,
because,
of
course,
with
alumni
foundations,
there
are
legacies
and
gifts.
C
You
know
that
are
left
in
wills
and
that
type
of
a
thing
and
just
the
the
work
that
just
acknowledging
that
there
might
be
some
work
to
make
sure
that
that
it's
clean
and
seamless,
so
that,
if
someone
is
leaving,
you
know
some
finances
to
that
central
high
alumni
group
that
it
it
gets
there
as
the
person
intended.
So
I
just
wanted
to
mention
that
it
what
there
was
there
were
no
negatives,
but
it
was
just
something
that
I
thought
that
we
ought
to
know
about.
C
I
also
have
received
some
feedback
in
regard
to
the
other
name
at
dakota,
and
I
I'm
taking
that
into
consideration
and
I'd
like
us
to
to
think
about
this
as
we're
making
our
decision.
There
could
be
a
couple
of
different
reasons
why
dakota
was
suggested.
It's
you
know
we're
north
dakota.
It
also
could
be
that
it's
a
nod
to
the
indigenous
population
that
was
here
before
we
were
eight
or
nine
hundred
years
ago,
and
so
and
that's
the
dakota
tribe
and
serving
on
the
native
american
commission.
C
C
I
visited
with
willard
yellowbird
a
person
that
is
involved
in
our
community
a
great
deal
regarding
human
relations,
social
justice,
indigenous
population
work
he's
not
a
member
of
that
tribe,
but
he
said
one
thing
that
he
encouraged
us
and-
and
we
don't
really
have
this
time
right
now,
because
we're
tasked
with
deciding
this
tonight
unless
we
were
to
change
course,
but
taking
consultation
into
consideration.
C
Tribal
consultation,
for
example,
making
sure
that
it
is
something
that
would
be
welcomed,
a
welcomed
idea
so
working
in
collaboration
with
our
indigenous
population
within
fargo,
whether
that
is
the
indian
ed
program
here
in
collaboration
with
native
american
commission.
You
know
I
I
think
basically,
what
the
encouragement
was.
We
just
might
need
to
do
a
little
bit
of
work
to
make
sure
that
it's
as
seamless
as
a
process
and
and
that
the
honor
is
where
we'd
want
it
to
be.
C
If
that's
our
decision-
and
so
I
wanted
to-
let
you
know
that
that
you
know
sometimes
I
mean
I
think,
we're
all
going
to
be
working
through
this
forced
ranking
and
whether
it's
with
this
school
name
and
then
also
with
the
boundaries.
I
think
we
have
our
best
intentions
at
heart
and
and
and
sometimes
you
know,
we
just
don't
know
we're
making
a
decision
and
gee.
C
When
I
talk
about
community,
I
mean
indigenous
community
to
honor
that
you
know
they
were
here
eight
to
900
years
before
us,
and
there
might
be
some
guidance
that
we
could
get
from
them
in
terms
of
how
to
move
forward.
So
that's
what
I
wanted
to
mention
to
you
as
we
as
we
get
into
this,
and
I
wanted
to
we'll
take
a
break
when
we're
going
through
the
matrix.
But
I
wanted
to
open
open
up
an
opportunity
for
all
of
you
to
share
where
you
are.
C
You
know,
to
the
extent
that
you
want
to
right
now
and
and
and
certainly
talk
about
your
plans,
for
you
know
supporting
one
name
or
another
or
why,
if
you're
comfortable
so
nikki,.
U
C
V
All
right,
thank
you,
superintendent,
gandhi
and
school
board.
I
think
covet
has
made
a
lot
of
things
in
life
more
difficult
and
we
had
more
robust
voting
in
our
first
two
rounds
from,
in
particular
from
students
and
students.
V
One
response
was
you've
asked
us
a
few
times
already
and
we've
placed
our
votes
and
the
board
is
going
to
decide
what
the
board
is
going
to
decide.
So
we
had
a
little
bit
less
student
representation
in
this
one
and
I
honestly
do
put
it
do
put
it
on
the
just
the
covid
fatigue
of
that
that
brings
brings
to
our
world
the
numbers
that
you
see.
V
V
We
do
appreciate
the
input
that
you
have
solicited
from
us
along
the
entire
process
and
including
the
policy
that
was
developed
to
make
your
root
decision
of
having
a
name
change
for
woodrow
wilson,
high
school.
I
can
say
that
there's
been
minimal
to
no
conversation
about.
Why
did
we
have
to
change,
or
why
did
the
board
decide
to
make
this
change,
that
understanding
that
a
historical
figure
had
a
position
that
isn't
isn't
acceptable
right
now,
so
appreciate
the
input
throughout
the
process
and
sorry,
I
can't
give
you
give
you
more
information.
M
Just
one
comment:
I
had
to
board
members-
and
this
is,
I
think
you
know
we
go
back
to
kind
of
the
governance
piece.
The
last
couple
of
board
meetings.
We've
had
conversations
around
mascot.
I
would
encourage
you
know.
I
don't
know
if
that.
I
don't
think
that
decision
needs
to
be
made
today
in
my
personal
opinion.
M
If
dakota
is
the
chosen
name,
I
think
we
would
want
to
do
work
to
make
sure
that
we're
not
offending
a
community
by
assigning
a
mascot,
that's
associated
with
the
name
as
well.
So
I
appreciate
the
conversation
around
mascot
as
your
superintendent.
I
would
seek
guidance
if
that
falls
under
the
administrative
purview.
C
D
Sorry
I
did,
but
they
were
answered
basically
by
dr
gandhi,
that
was
going
to
be.
One
of
my
points
was:
if
we,
if
we
do,
choose
the
dakota,
you
know
where
does
the?
Where
does
the
mascot
come
in
and
is
there
the
willingness
to
work
with
the
indigenous
community
on
on
picking
a
mascot
that
suits
that
that
name
so?
But
I
think
dr
gandhi,
pretty
much
answered
my
question
so.
C
All
right:
well,
it's
helpful
to
have
that
updated
chart.
Thank
you
for
that,
mr
brookman.
All
right,
any
anyone
else
would
like
to
start
nikki
and
seth.
I
guess
you've
shared
a
little
bit
or
had
some
questions.
Does
anyone
else
have
questions
or
comments.
C
I
I
just
think
that
it
is
very,
very-
and
I
know
we've
received
some
input
from
community
members,
but
it's
just,
I
think,
really
important.
We
take
this
information
that
we've
received
from
from
mr
berkman
and
also,
of
course,
the
information
that
we've
received
from
the
entire
community,
leading
up
to
this
and
and
just
think.
C
I
I
believe
that
we've
all
done
this
already
as
we've
arrived
here,
but
take
a
little
time
to
challenge
yourself
and
I'll
challenge
myself
to
think
about
really
we,
we
know
we're
giving
this
and
giving
the
school
a
new
name,
because
we
have
to.
But
beyond
that,
why
you
know
what
are
we?
What
are
we
really
hoping
is
going
to
happen
as
a
result
of
a
new
name
for
the
current
school
named
woodrow
wilson
and
you
know,
is
it
to
honor
someone?
C
Is
it
to
build
a
story,
build
a
connection
with
the
unique
characteristics
of
the
school
in
association
with
a
name,
I
would
argue
that
we
we
better
be
able
to
build
a
story.
We
better
be
able
to
build
a
link
between
the
name
that
we
pick
and
the
school
and
the
opportunities
that
are
offered
by
that
school,
the
students
and
the
staff
that
are
there,
and
if
we
can't
build
a
link,
I
I
would
be
disappointed.
C
I
think
it's
an
opportunity,
no
matter
what
name
we
choose
and
I
think
any
name
here
has
longevity
and
I
think
we
can
build
a
story,
no
matter
what,
but
just
you
know
to
what
extent
and
to
what's
the
purpose,
and
that
is
that's
really.
That's
really
my
thought
on
the
matter.
So
if
there
are
no
other
comments,
then
we
can
get
started
on
our
matrix
right,
anne-marie
board.
T
Yeah,
you
should
have
that
on
your
computers,
if
you
have
any
questions
about
pulling
that
up,
you
just
let
us
know
but
you'll
come
to
that
landing
page
and
you
have
two
options.
The
first
one
we'll
do
is
the
the
naming,
and
it
will
be
just
like
last
time
where
you
go
through
and
do
that
forced
ranking.
C
C
C
Okay,
we
are
finished
with
our
ranking.
It's
7
38
p.m,
so
we
are
going
to
be
back
officially
in
our
business
portion
of
the
agenda
and
anne
marie
you
were
working
on
getting
this
displayed
is
that
right,
yeah
bill
will.
T
C
Thank
you,
jim
there's,
a
motion
and.
R
Q
Feeling
the
name
no
seth
beat
me
to
it.
C
Okay,
all
right!
Well,
it's
an
honor
to
make
the
most.
I
bet
it's
an
honor
to
be
able
to
make
the
motion
and
an
honor
to
be
able
to.
Second
it
jennifer.
You
had
some.
You
had
your
hand
up.
R
Well,
I
would
assume,
based
on
dr
gandhi's,
con
comments.
He
will
indeed
be
reaching
out
to
the
native
american
community
in
fargo
to
get
their
feedback
on
moving
forward
with
that
name
and
certainly
and
I'd
agree.
I
think
it's
an
administrative
function.
Actually,
I
think
it's
a
building
level
function
to
figure
out
their
mascot,
but
that
too
should
be
done
with
that
consideration,
but
I'm
assuming
since
dr
gandhi
already
shared
that
I
didn't
really
need
to
put
it
in
the
motion.
C
M
Correct
me,
if
I'm
wrong,
but
I
also
do
believe
that
board
members
did
get
communication
from
the
chair
of
the
native
american
communication
late
this
afternoon,
expressing
support
for
the
dakota
high
school
name
and
advocating
for
that
name.
So
I'm
happy
to
do
that
additional
work.
But
I
do
think
that
the
chair
of
the
native
american
commission
did
do
that
and
I
think
they
had
that
conversation
with
you
as
well.
A
F
D
T
G
S
C
C
C
Memo
76,
I
would
I
would
like
jim
to
as
planning
committee
chair,
introduce
this
if,
if
you're,
okay
with
that
gym,
and
that
I
have
some
comments
that
I
would
like
to
make
after
that,
and
then
I
would
like
to
open
it
up
for
discussion
so
jim.
Thank
you.
R
R
R
So
that
was
one
request
we
had
and
I
think
the
other
one
might
have
come
from
you
nikki,
but
I'm
not
sure
it
was.
You
know
what
will
happen
in
terms
of
reaching
capacity
going
forward
with
these
different
plans.
When
are
we
filled
back
up
out
south,
and
so,
if
you
go
to
the
page
that
says
at
the
top,
when
is
discovery
and
davey's
expected
to
reach
capacity?
R
You'll
see
the
projected
date
for
each
of
the
plans
for
each
of
our
secondary
buildings
and
the
top
third
of
the
sheet.
If
we
were
to
grandfather
by
grade
band,
which
was
the
information
that
was
shared
at
the
last
meeting,
you'll
see
the
year
that
they
would
hit
capacity
in
the
middle
block
of
data
and
then
on.
The
bottom
are
just
the
most
recent
numbers
that
we
had
from
rsp.
R
R
But
what
the
data
was
pointed
out
to
us
is.
We
probably
would
increase
at
davies
by
probably
24
students
per
grade
per
year,
so
the
first
year
that
we'd
implement
this
there'd
probably
be
an
additional
24
students
that
could
stay
at
davies
because
they
had
a
family
member
that
was
already
there
and
they
were
currently
at
discovery,
so
they
weren't
in
high
school.
Yet
by
my
calculations.
R
That
means,
if
you
look
at
that
middle
block
of
data
with
grandfathering
on
bands
instead
of
you
know,
actually,
plan
h
and
plan
e.
Both
have
us
still
at
capacity
in
2022
for
for
davies.
If
we
grandfathered
for
both
grade
band
and
family,
then
we'd
probably
be
at
2022
or
2023
under
plan
a
for
davies
as
well,
if
they
all
elected.
R
C
Q
Q
Our
best
practices
indicated
that
smaller
class
sizes
allow
for
closer
relationships,
better
academic
outcomes
and
more
opportunities
for
extracurriculars,
so
that
is
really
the
impetus
from
davies
being
built.
So
I
again
thank
you
for
including
that
that's
a
very
important
piece
to
me,
because
I
think
it's
something
important
to
honor
on
plan
e.
I
do
have
some
concerns
with
jefferson.
We
have
heard
from
virtually
no
families
from
the
jefferson
area.
Q
Q
C
There's
time
for
you
to
for
you
to
remember
that,
so
I,
dr
gandhi,
did
you
have
a
quick
comment.
M
Yeah,
just
one
thing
on
the
grandfathering
data
that
you
have
just
wanted
to
clarify
that
this
is
only
if
we
allow
grandfathering.
So
no
parent
has
two
kids
at
different
schools
at
the
same
time.
So
this
grandfathering
data
does
not
mean
that
if
you
had
a
sibling
at
some
point
in
time
in
in
a
certain
school
you
go
to
that
school.
M
This
grandfathering
data
means
that
we
went
back
to
make
sure
that
if
you're
a
sibling
and
you're
going
to
be
a
sophomore
and
they're
going
to
be
a
freshman
or
a
sophomore
or
a
freshman
or
a
junior,
then
the
parents
don't
have
to
go
to
two
different
schools,
and
then
we
had
to
backtrack
that
all
the
way,
because
you
might
have
some
rising
high
school
students
coming
out
of
middle
schools.
So
it
really
goes
back
to.
I
think
a
third
grader
can
potentially
be
impacted
by
this.
M
Q
C
Okay,
I'd
like
to
make
a
few
comments
to
address
some
of
the
comments
that
we
have
received
from
community
members
in
emails
and
maybe
phone
calls
and-
and
here
this
evening-
and
I
also
wanted
to
again-
I
guess
just
back
up
a
little
bit
and
and
give
a
little
bit
of
a
history
in
terms
of
why
we
are
where
we
are
for
people
that
haven't
been
as
involved
or,
I
guess,
a
reminder
for
people
that
have
so
on
july.
C
C
The
recommendations
from
that
task
force
were
reviewed
by
the
board
at
a
work
session
on
july
11
of
2019,
and
following
that,
the
board
held
an
additional
work
session
to
further
discuss
items,
including
the
desire
to
keep
cohorts
of
secondary
students
together,
target
enrollment
for
schools,
long-term
facility
planning
for
fargo
public
schools
and
feedback
from
constituents.
Regarding
the
proposed
boundary
changes
that
the
task
force
had
recommended
at
the
april
14th
board
meeting,
a
recommendation
was
brought
to
the
board
from
administration
for
building
a
new
school
in
far
south
fargo.
C
There
was
no
motion
from
the
board
at
that
time
to
support
a
building
of
a
new
school,
and
a
motion
to
that
effect
has
not
been
brought
forward
since
that
time.
So
the
focus
from
the
board
point
was
on
boundaries
for
a
solution
moving
forward.
Then
the
planning
committee
was
assigned
the
responsibility
of
reviewing
attendance
boundaries
to
gather
input.
Input
was
gathered
from
board
members.
C
C
The
planning
committee
met
september
13th
25th
october
13th,
23rd
november
9th
and
december
4th.
Five
scenarios
rose
to
the
top
for
consideration
and
at
the
board's
october
27th
meeting
those
scenarios
were
ranked
with
three
receiving
the
most
support.
Those
are
the
ones
we're
talking
about
tonight.
Plans
a
h
and
e
there's
been
a
lot
of
involvement
within
our
community
members,
and
we
thank
you
very
much
for
that.
C
A
variety
of
thoughts
tend
to
surface
when
the
board
discusses
boundary
changes
and
that's
rightfully
so
the
time
the
board.
This
time,
the
board
has
heard
comments
in
favor
of
certain
plans,
as
well
as
opposition
to
plans
again
rightfully.
So
the
board
has
also
heard
comments
that
now
during
this
pandemic,
it's
not
the
time
to
make
the
decision
that's
in
front
of
us.
C
C
C
C
The
source
provides
guidance
to
school
boards
all
across
the
state
in
situations
when
something
like
this
arises
and
my
conversation
with
the
legal
counsel,
there
led
me
to
the
same
decision
that
I
have
now,
which
is.
We
have
pl
three
plans
in
front
of
us
that
arrived
in
a
manner
that
was
appropriate.
C
The
person
talked
to
me
about
how
they
dance
in
not
in
a
direct
line.
They
dance
in,
like
a
kind
of
like
how
a
snake
moves
back
and
forth
zigzagging,
and
you
know
we
have.
We
have
a
lot
that
we
are
dealing
with
in
our
community
right
now,
covid
we're
getting
a
new
name
for
a
school.
There
was,
you
know
some
pro
people
spoke
pros
and
cons
about
that
and
and
boundary
decisions
are,
are
tough,
they're,
emotional,
it's
great.
C
If
we
all
like
where
we
live,
I
I
certainly
hope
that
we
all
feel
like
we
live
in
great
neighborhoods
and
that
we
attend
great
schools
in
the
end.
It's
all
fargo
public
schools,
and
so
I
I
just
I
open
this
up
for
any
other
comments
or
questions.
You
know
that
board
members
have,
but
I
wanted
to
let
you
know
here
publicly
that
I've
I've
spent
a
lot
of
time.
Thinking
about
this
and
and
that's
good
and
fine,
and
there
have
been
lots
of
questions.
Q
I
might
add
a
little
bit
to
the
very
beginning
of
your
presentation
when
I
was
not
on
the
board.
This
came
to
the
board
level
discussion,
I
think,
back
in
february
or
march
of
2017
prior
to
dr
gandhi,
joining
the
the
organization
and
he
instituted
the
task
forces,
so
we're
we're
approaching
close
to
three
years
on
this
on
this
discussion.
C
We
are,
and
it's
okay
and
we've
learned
as
we've
gone
along.
Anyone
else
have
comments
or
questions
okay.
If
not,
we
can
move
on
to
the
next
ranking
on
our
computer.
I
I
need
some
help,
because
I
still
have
the
ranking
here
that
was
from
the
school.
I
don't
know
if
anyone
else
needs
help
we'll
take
a
little
break
too.
While
we
do
our
work.
C
All
right,
it
is
8
10,
we
will
get
started
again.
Everyone
has
filled
out
the
boundary
matrix
and
marie
is
going
to
put
the
information
in
front
or
on
the
screen
here.
I
have
also
received
a
couple
of
questions
in
regard
to
how
we're
going
to
be
going
forward
with
dialogue
and
that
type
of
a
thing,
of
course.
C
What
I
would
suggest
is
that,
well
I
mean,
I
guess,
board
members
you
can
decide,
but
obviously
we
can
have
dialogue
if
emotions
made
and
the
second's
made.
We
know
we
can
have
dialogue
regarding
that
motion
and
have
have
questions
that
arise
after.
That
is
what
I
would
suggest
so
the
information
on
the
well
henry,
how
about?
If
you
go
ahead
and
read
it
like
you,
did
the
last
time,
please.
If
that's
okay,.
R
S
C
F
I
I
it's
beyond
me
how
we
can
look
at
hey,
I'm
looking
at
this
chart.
When
is
just
when
will
discovery
and
davies
be
expected
to
reach
capacity
plan?
A
has
both
been
has
ben
franklin
being
at
capacity
in
2021
and
north
in
2022.
F
Then
what
are
we
going
to
do?
Then?
We've
filled
them
both
up.
It's
fiscally
irresponsible,
it's
the
most
expensive
of
the
plans,
I'm
just
it's
a.
I
don't
think
that
a
should
have
ever
been
in
consideration
when
the
planning
committee
narrowed
down
their
choices.
To
begin
with,
a
was
was
9
out
of
12..
F
I
I
don't
know,
what's
gotten
it
to
the
top,
the
the
I
don't
know,
if
you'd
call
it
a
threat
or
whatever
of
the
ocr
report
about
discrimination,
the
ocr,
the
office
of
civil
rights
was
speaking
only
to
discrimination
related
to
race
or
origin.
It
specifically
said
in
there
not
based
on
socioeconomic
conditions.
U
U
S
From
my
understanding,
what
we're
going
to
do
here
is
when
we
pass
something
this
particular
motion.
We've
got
to
give
the
administration
time
to
work
out
the
details
on
how
this
is
all
going
to
unfold,
so
this
gives
them
a
year
to
do
that
also
buys
us.
My
perspective
buys
us
another
year
to
see
what's
going
on
as
well.
U
So
in
response
to
that,
then,
if
we
were
to
go
with
scenario
h,
that
would
buy
us
a
little
more
time
in
a
little
more
space
and
help
us
get
a
little
farther
down
the
road
without
having
to
manage
such
a
big
bill.
As
far
as
the
busing
goes,
I
guess
I'm
just
I'm.
I'm
really
struggling
with
this.
My
heart
breaks
for
the
claire
barton
people,
because
I
know
they've
dealt
with
a
lot.
C
R
R
R
The
other
big
goal
was
to
try
and
get
capacity
at
davies
and
discovery.
So
two
things
that
really
have
to
be
addressed.
Could
we
hold
off
the
davies?
Discovery
overcrowding
issue
because
of
covet?
Maybe
we're
not
going
to
know
it's
going
to
show
up
sooner
or
later
anyway,
but
we
still
have
to
fill
back
up
cbe
because
we
emptied
it
out
to
fill
up
north
and
ban
so
and
h.
A
and
e
all
did
that
all
three
of
these
would
fill
cbe
back
up.
That's
probably
in
my
mind
the
most
immediate
need.
L
U
U
C
So
I
I
would
say
no
so
there
are,
I
don't
know
how
many
scenarios
we've
looked
at
and
but
I
guess
but
we've
been
at
this
for
quite
some
time
and
and
that's
okay.
C
C
You
know:
should
we
build
a
new
school?
Should
we
create
more
different
versions
of
boundary
lines
and
it
seemed
to
be
that
the
reason
that
we
got
to
this
point
is
we
decided
we
needed
to
get
a
committee
to
work
on
start
working
on
this
at
the
committee
level
start
working
out
at
the
committee
level.
C
Ask
for
you
know
again
additional
boundaries
to
be
suggested
by
board
members.
We
had
the
opportunity
to
do
that.
There
was,
I
think,
appropriate
time
frame
to
offer
that
up.
Of
course,
you
know
the
possibilities
are
endless.
Ultimately,
we
could
go
on
and
we
could
talk
about.
C
E
So
when
you
talk
about
you
know
the
difficulty
in
deciding
which
of
the
guiding
principles
weighs
heavier
than
another,
and
you
know
in
your
experience
right
that
one
rose
to
the
top,
and
I
think
that
was
one
of
the
nice
things
about
how
the
matrix
the
initial
matrix
at
the
planning
committee
was
forced
us
to
look
at
every
guiding
principle,
all
five
and
then
weigh
them
based
on
a
one
to
three
score
right,
whether
or
not
it
was
acceptable,
partially
kind
of
acceptable
or
not
at
all,
in
terms
of
how
it
related
to
each
guiding
principle
and
the
ones
that
rose
to
the
top.
E
We're
initially
g
help
me
here
my
memory.
It
was
h,
I
I
f
g,
and
so
there
were
four
all
right.
There
was
one
from
every
category,
and
I
say
this
because
one
of
the
ones
we're
looking
at
right
now
wasn't
initially,
it
did
not
rise
to
the
top
of
one
of
those
four
categories
and
so,
if
you're
looking
at
a
way
to
sort
of
equalize
them.
In
my
mind,
that
makes
to
me
that
says:
you've
evaluated
them
against
all
five
and
not
just
one.
E
You
know
it's
another
way
to
so
so
I
offer
you
that
for
thought,
and
then
I
would
say
importantly,
some
things
that
maybe
need
to
be
highlighted
again
is
that
this
these
numbers
do
not
include
rsp
projections,
and
we
just
had
rsp
tell
us
that
they
anticipate
a
growth
rate
of
what
600
between
500
and
600
kids,
and
so
we
already
know
within
rsp
that
ben
franklin
is
showing
problematic
like
over
capacity
next
year,
and
now,
we've
just
taken
according
to
this
matrix,
the
biggest
the
largest
amount
of
students
and
added
it,
and
so
we've
just
shifted
the
problem.
E
E
So
we
just
have
to
have
the
will.
It
wouldn't
be
easy,
but
I
think
that
we
could
achieve
long-term
stability
if
we
really
took
a
big
look,
a
big
picture
of
the
entire
district,
I
think
so
often
in
all
of
these
changes,
we've
only
addressed
one
thing
at
a
time
right
and
so
you
sort
of
layer.
Then
it
becomes
more
problematic,
like
split
schools.
E
Well,
we
have
to
fill
up
the
new
school,
so
we
split
this
school,
and
now
we
have
a
problem,
because
today
this
is
full
over
here
and
not
over
here,
but
we
have
split
schools.
Are
we
going
to
put
them
back
together?
Are
we
not
you
know
so
so
we
keep
layering
in
the
problem
when
we're
not
looking
at
the
entire
district
as
a
whole,
and
that
takes
a
much
bigger
conversation.
E
I
can
tell
you.
I
served
on
the
task
force
seven
years
ago
before
I
ran
for
this
board
and
we
were
talking
about
this
then,
and
it
was
probably
being
talked
about
even
prior
to
that.
So
we
knew
it
was
coming
part
of
the
suggestions.
Were
you
know
to
really
look
at
other
facility
utilization
in
terms
of
magnet
programs
and
and
really
how
we
can
enhance
some
of
those
things
and
draw
people
in,
but
we
haven't
yet
spent
the
time
to
do
so.
E
There
is
no
other.
I
think
somebody
pointed
it
out
tonight.
There
is
no
other
sort
of
elementary
school
or
neighborhoods
that
feed
into
it.
That
would
be
that
far
from
their
middle
school,
so
we're
setting
a
new
precedent
and,
and
it's
it
it
isn't
the
only
option,
and
so
we're
overlooking
that
natural
boundary
again
as
a
guiding
principle
right
in
terms
of
importance
and
and
the
burden
that
that
puts
on
those
students
and
we're
potentially
creating
additional
inequities,
and
that
is
concerning.
E
E
So
I
guess,
if
all
of
these
plans,
if
it
is
true,
really
only
buy
us
two
or
three.
E
You
said
something
interesting
when,
when
you
began
with
one
of
your
questions
that
you
know,
perhaps
maybe
asking
the
question
differently
or
thinking
at
it,
if,
if,
if
all
of
them
or
if
we
don't
know
the
covet
answer,
why
aren't
we
taking
the
more
conservative
approach
then
right
because
either
way
it
seems
we're
going
to
be
back
here
in
just
a
short
amount
of
time.
E
So
why
aren't
we
being
more
concerned
conservative
in
affecting
fewer
families,
students
all
of
that
right,
expense
for
not
only
families
but
taxpayers
and
looking
at
of
other
variety
options
that
would
be
less
uprooting
for
for
students
right
now,
because,
socially
and
emotionally,
that
is
a
concern,
the
connections
and
if,
if
there's
a
potential
to
undo
or
redo
in
two
years,
like
that's,
that's
something
we
should
be
talking
about
and
considering
so
I
hope
that
I
took
good
enough
notes
to
to
remember
some
of
the
things
that
you
had
mentioned,
and
I
hope
that
you
find
that
helpful,
because
I
really
feel
like
we
need
to
have
this
discussion,
so
I
hope
more
folks
have
more
to
add.
E
But
yes
I'll
I'll,
take
a
pause.
Thank
you.
C
C
C
Certainly,
there
are
different.
There
are
different
ways.
Those
tax
dollars
are
spent
and
all
of
us
have
probably
different
interpretations
in
terms
of
like
what
does
it
mean
to
make
best
use
of
tax
dollars.
Based
on
all
of
all
of
our
experiences
and
our
philosophies
there
setting
attendance
areas
to
accommodate
growth,
they
all
do
that
in
one
way
or
another,
some
a
little
bit
more,
some
a
little
bit
less,
but
they
all
do
provide
us
with
ways
that
we
can
grow
and
using
natural
boundaries.
C
In
regarding
to
the
considering
safe
routes
for
schools,
I
tend
to
pay
attention
to
that
honestly,
a
little
bit
more
at
the
elementary
school
level.
That
doesn't
mean,
I
don't
think
any
of
us
would
say
we
don't
want
a
safe
route
to
school,
but
the
way
k-5
students
get
to
school
is
a
little
bit
different
traditionally
than
the
way
most
middle
and
high
school
students
get
to
school,
partly
because
we
just
don't
have
as
many
as
many
middle
and
high
schools
as
we
have
as
k-5
schools,
so
they're
farther
apart.
C
So
what
I
try
to
do,
then,
is
in
terms
of
looking
at
we've
kind
of
hit
in
one
way
or
another,
all
of
the
guiding
principles.
I
tend
to
look
under
the
guiding
principle,
or
I
did
the
one.
That's
titled
provide
quality
education
for
all
students,
and
there
are
three
bullet
points
underneath
there,
equitable
space
resources
and
opportunities,
I
feel,
like
all
plans,
provide
opportunities
for
equitable
space
resources
and
opportunities
in
different
ways.
C
Some
different.
You
know
the
numbers
aren't
exactly
balanced
at
the
schools,
but
but
overall
there
will
be
equitable
space
resources
and
opportunities
from
any
plan
that
is
up
here.
Right
now,
strap
for
equitable
number
of
students
per
classroom.
Overall,
we
ought
to
be
able
to
achieve
that.
The
last
one
strive
to
balance
socioeconomic
mix
and
secondary
areas.
C
Honestly,
I
zoned
in
on
that
I
and
I-
and
I
have
no
problem
talking
about
that.
C
Another
plan
create
helped
a
little
bit
more
and
I
think
that
was
h.
Yes,
I
believe
it
was
h,
h,
h
between
ben
franklin
and
north
and
carl
ben
and
south
kind
of
evened
out
a
little
bit
more.
I
think
that
it
lowered
at
ben
franklin
are
lowered
at
carl
bannon
south
and
rose
a
little
bit
in
terms
of
the
levels
at
ben,
franklin
and
north,
but
there
wasn't
much
of
a
change
in
terms
of,
in
fact,
maybe
went
down
a
little
bit
at
davies
and
and
discovery,
and
that
worries
me.
C
It
worries
me
that
we
get
ourselves,
I
mean
we're,
not
central
chicago
and
we're
not
central
minneapolis,
but
we
are
fargo
north
dakota
and
we
still
have
in
my
mind
the
need
to
to
really
pay
attention
to
that
socioeconomic
mix.
And
if
we
start
going
down
a
path
where
it's
even
a
greater
divide,
it's
it's
it's
going
to
be
even
harder
next
time.
C
E
On
that
note,
thank
you
rebecca.
I
had
taken
some
notes
when
we
were
listening
earlier
to
those
that
community
members
that
spoke
to
us
and
I
don't
pretend
to
fall
in
the
category
of
mathematician
so
but
I
do
think
that
there
were
some
very
important
points
and
things
that,
if
we're
going
to
talk
about
this
disparity
or
what
the
research
says,
I
I
really
am
interested
to
know
when
I
look
at
it
and
I
look
at
the
difference.
E
I
in
terms
of
percentages
in
say,
for
example,
plan
h,
because
it's
the
first
one
on
our
slide.
It's
seven
students
in
terms
of
the
difference,
and
so
I
think
that
oftentimes,
maybe
the
percentage,
can
look
or
you
know
the
perception
is
that
the
percentage
seems
like
a
significant
difference
in
numbers,
but
when,
in
reality
it
might
not
be
statistical,
and
so
so
I
I
do
think
that
we
need
to
consider
that
the
other
thing
is
much
like
you
said
we're
not
chicago.
We
don't
have
inner
city
schools.
E
So,
yes,
this
is
important,
but
what
problem
are
we
trying
to
fix?
Is
there
a
problem
if
there
is
a
problem
in
terms
of
academic
gains?
I'd
like
to
know,
should
we
be
talking
about
what
programming
can
help
that,
because
carving
out
a
neighborhood
to
just
move
students
that
fall
in
a
different
category
to
make
numbers
look
better
on
paper?
Doesn't
make
sense
to
me?
I
don't.
I
don't
understand
how
that
helps
students
and
so
to
me
that
goal
I
need.
E
I
need
much
more
behind
that
for
me
to
get
on
board
with
that
safe
routes
to
school
plan.
A
is
the
farthest
you
remove
them.
All
h
has
more
than
even
e,
so
if
you're
looking
at
which
one
of
these
three
plans
has
the
better
you
know
safe
routes
to
school
amongst
these
three
its
age,
you
did
mention
cbh,
and
we
did
hear
from
folks
that
said,
they've
been
through
three.
That's
that's
exactly
the
point.
E
That's
terrible
like
we
shouldn't
be
continually
yanking
and
moving
kids
and
families
around
goes
back
to
again
a
better
long-term
solution,
a
better
long-term
plan,
and
but
I
believe,
h
does
not
do
that.
H
does
not
change
them
again.
It
honors
the
change
that
was
voted
on
not
fully
implemented,
yet
some
took
that
first
year,
opt-in,
this
fall
and
the
rest
will
be
implemented
next
fall,
but
h,
honors
that
plan
so
that
again,
if
you're
looking
at
just
pros
and
cons,
I
think
it's
important
to
to
point
out
those
differences.
E
So
so
I
think
that
all
of
these
plans,
certainly
we
have
looked
at
and
talked
about
and
reviewed
research
and
data,
and
even
within
those
studies,
our
schools
well
some
of
our
elementaries.
Actually,
maybe
we
should
be
talking
about
because
they
do
fall
outside
of
that
range
in
hanover,
but
our
current
situation,
they
don't
so
again
it
goes
back
to
okay.
We
need
to
be
looking
at
then
all
of
them
right.
C
F
F
There
is
no
time
what
are
we
going
to
do
when
the
administration
comes
to
us
in
2022
and
says
north
is
at
capacity.
We've
been
told
that
there
are
lots
of
empty
lots
down
in
kennedy
kennedy.
The
kennedy
area
is
still
going
to
grow,
they're,
putting
up
multi-housing
units,
so
we're
going
we'll
be
bringing
even
more
people
out
of
that
area
up
to
schools
that
look
like
they're
full
right
now.
F
We
know
that
sometime
in
the
future,
and
probably
not
that
long-
that
far
into
the
future,
we're
going
to
have
to
build
more
schools
on
the
south
side,
because
that's
where
our
growth
is.
But
what
are
we
going
to
do
when
we
fill
up
north
and
benn?
Are
we
going
to
add
on
to
north
and
ben
and
then
be
talking
in
another
10
years
about
these
empty
schools
up
on
the
north
end?
I
I'm
I'm
sorry.
I
just.
I
can't
see
how
a
is
a
viable
option.
U
I'd
like
to
pick
up
on
what
david
said,
I
have
great
concerns
about
filling
up
other
schools
in
the
wake
of
this
one.
U
D
First,
I'd
just
like
to
say
that,
no
matter
what
plan
we
go
through,
kids
are
moving
somebody
somebody's
moving
and
I
have
the
utmost
sympathy
for
any
parent
that
has
to
make
their
kid
go
to
another
school
because
the
decisions
we
made.
I
know
it's
it's
unfortunate,
but
it's
the
reality
that
we
that
we're
in
right
now
and
when
asked
by
several
people
in
the
community
that
I
that
I
do
support
a
and
the
reason
why
I
support
a
is
because
I
asked
myself
why
we're?
D
D
I
do
understand
your
concern
david
with
filling
up
these
north
high
schools
and
then
what
do
we
do
about
that?
I'm
not
all
that
overly
concerned
about
it,
because
I
live
in
those
in
that
neighborhood
and
I
live
near
those
schools
and
I
watch
single
family
house
after
single
family
house,
after
single
family
house
get
torn
down
and
one
bedroom
apartments
where
no
kids
live
in,
replace
them.
D
So
I'm
not
all
that
concerned
about
the
the
fill
up
up
north
and
being
that
close
to
being
busting
at
the
seams
there,
because
I
just
like
I
say
like
I
see
that
I
see
the
north
side
change
so
much
and
yeah.
There
might
be
some
empty
lots
down
south,
but
I
mean
I
just
watched
an
entire
city
block
by
my
house.
Get
all
all
the
single
family
homes
get
torn
down
within
a
year
and
now
a
building
for
ndsu
is
going
up
and
that
just
happens
over
and
over
and
over
again.
E
I
think
that's
an
interesting
point
actually,
and
it
makes
me
think
about
these
rsp
maps
and
I
am
curious,
if
maybe
someone
could
speak
to
sort
of
the
projections
where
they
have
the
heat
maps
where
kiddos
live
and
where
they
project
them
to
be
like
the
zero
to
four
specifically
and
because
you
mentioned
hawthorne,
I
remember
actually
seeing
this
bright
red
spot
and
now
granted
that's
going
to
take
a
few
years
to
get
there
and
we'd
have
to
look
at
how
that
aligns
with
any
sort
of
boundary
modification
we
would
make.
D
M
D
E
E
E
C
M
E
E
No,
this
is
but
it's
it's
a
specific
age
range.
It
was
in
our
last
packet.
It
might
not
be
in
this
one.
E
T
C
Yes,
okay,
I
want
to
just
check
in
here
it's
a
quarter
to
nine.
We
have
the
we
had
the
forced
ranking
of
the
three
scenarios
plan,
a
rose
to
the
top
on
that
we
have
a
motion
on
the
table
in
regard
to
the
support
or
of
plan
a
and
that
we'll
need
to
vote
on,
and
I'm
wondering
if
there's
anyone
else
that
needs
to
make
any
comments.
C
D
S
Q
F
C
Does
that
mean
motion
passes
five
five
to
three
five
or
three?
Yes,
okay,
so
we
have
the
motion
passed,
supporting
scenario
a
and
again,
that
is
to
go
into
effect
for
the
2022-23
school
year.
It
directs
administration
to
develop
a
transition
plan
and
bring
it
back
to
the
board
for
approval
at
a
future
board
meeting.
C
So
we
will
have
the
opportunity
to
discuss
the
details
of
that
transition
plan
and
ask
questions
and
later
on,
so
we'll
look
forward
to
getting
an
update
from
administration
in
terms
of
kind
of
time
frame
in
terms
of
how
that
might
evolve.
Dr
gandhi,
do
you
have
anything
to
speak
to
on
this
regard?
At
this
time,.
C
All
right
that
sounds
good.
Thank
you
for
everyone
on
your
with
your
work
on
that
item
this
evening.
That
takes
us
to
that
finishes
out
our
business
and
takes
us
to
board
reports.
Committee
liaison
and
correspondence
reports
robin.
C
I
would
be
okay
with
that,
unless
I'm
not
sure
if
there's
anything
that
is
very
you
know,
pertinent
and
timely.
That
needs
to
be
discussed
is
are
the
rest
of
the
members
okay
with
putting
that
off.
Okay.
Is
there
anything
that
that
needs
to
be
shared,
that's
timely,
jennifer
and
then
nikki
or
jennifer,
and
then
tracy
did
you
have
your
hand
up.
E
Okay,
jennifer,
so
mine
is
actually
I
was
trying
to
get
your
attention.
Are
we
not
grandfathering
was
forwarded
by
the
planning
committee
to
to
be
discussed?
So
are
we
not
talking
about
that.
C
M
Yeah,
we
don't,
I
think,
that's
a
fair
question
at
this
point.
Ultimately,
it's
going
to
take
board
action
to
figure
out
what
implementation
plan
gets
approved.
My
request
to
the
full
board
would
be
let
us
bring
an
implementation
plan
to
the
planning
committee
have
discussion
there
and
then
the
planning
committee
can
move
forward
with
with
bringing
the
implementation
plan
to
the
full
board
or
discuss
it
there.
If
that's,
okay,
yeah.
C
O
I'll
be
quick.
One
of
these
just
won't
be
pertinent.
On
january
12th
admin
report
I
just
wanted
to
do
a
plug
for
a
project
called
the
matthews
voice,
christmas
gift,
giving
project-
I
don't
know
if
any
of
you
are
familiar
with
that,
it's
very
cool.
It's
a
it's
a
project
in
our
community
where
they
work
with
fargo.
O
So
my
children
and
I
just
took
part
in
their
christmas
gift,
giving
project
and
it's
still
open
and
they're.
Looking
for
people
to
participate,
you
can
basically
sign
up
to
support
an
unaccompanied
youth
in
our
district
and
by
their
christmas
presents
that
they've
asked
it's
all
anonymous.
So
thank
you.
C
All
right,
thank
you.
Anyone
else
have
anything.
That's
timely.
I
would
say
just
make
sure
that
you
pay
attention
close
attention
to
the
information
that
is
on
the
president's
report.
We
have
our
next
homework
is
due
january
6th
and
then
the
details
of
a
variety
of
of
meetings
and
some
calendar
notes
there
that
ann
marie
has
provided
to
us,
and
so
thank
you
all
for
your
time
this
evening
it's
8
52
and
we
are
adjourned.