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From YouTube: School Board Meeting - June 9, 2020
Description
Fargo Public Schools - Board of Education - Live Broadcast - June 9, 2020
A
Like
to
call
this
regular
meeting
of
the
fargo
school
board
to
order
before
we
get
started,
I
do
want
to
acknowledge
that
it
is
election
day.
So
I
thank
all
of
those
that
have
submitted
their
name
as
candidates
on
the
ballot
serving
as
a
school
board.
Member
is
one
of
the
greatest
privileges
of
my
life
in
honor
of
my
life,
so
good
luck
to
all
the
candidates
and
we'll
be
watching
as
the
results
come
in.
A
D
Sure
part
of
our
strategic
plan,
one
important
component
for
us
as
a
district
as
we
learn
and
grow,
is
continuous
improvement
in
accountability,
monitoring
the
tool
that
we
use,
as
most
of
you
know
as
the
accreditation
agency
advance
set
and
their
visits
as
we
prepare
for
district
visits
and
then
also
do
internal
campus
visits
as
well.
Advanced
ed
is
now
known
as
cognia
moving
forward,
but
every
year
we
present
our
our
team
will
present
to
you,
the
schools
that
have
upcoming
visits
and
what
they're
doing
and
what
their
focuses
are.
D
So
with
that
being
said,
we
have
a
series
of
speakers
that
will
come
today
and
present
to
you
from
the
perspective
of
their
individual
schools
because
of
social
distancing.
They
are
standing
outside
and
they'll
be
coming
in
one
on
one
one
by
one.
So
we
ask
that
if
you
do
have
questions
instead
of
waiting
to
the
end,
maybe
you
just
ask
them
after
each
school,
because
they're
not
all
going
to
be
here
presenting
at
the
same
time
just
so,
we
can
adhere
to
social
distancing
guidelines.
E
Good
afternoon,
everyone
thank
you,
dr
gandhi,
as
he
had
said,
to
sean
sefranski.
I
am
assistant
principal
at
davies,
high
school,
along
with
cheryl
janssen
principal
at
mckinley,
her,
and
I
both
kind
of
co-chair,
our
school
improvement
and
accreditation
team
here
at
fargo,
public
schools
and
a
lot
of
this
is
I've
kind
of
bought
the
similar
stuff
from
years
past.
But
just
for
people
to
know
advanced
ed
was
the
name
of
the
accredited
accrediting
agency
that
is
responsible
for
thousands
of
schools
across
the
world
and
all
of
every
school
north
dakota.
E
E
Dpi
uses
cogni
as
a
tool,
and
it's
a
part
of
the
federal
requirements
for
essa
and
the
accreditation
process
for
schools
is
on
a
five-year
process
and
that's
kind
of
noteworthy
because
next
year,
pending
our
coronavirus,
changes
and
things
that
may
change,
we
are
supposed
to
have
our
big
visit
next
year,
possibly
sometime
in
the
spring.
But
again
things
could
change,
but
that
is
our
plan
as
we
kind
of
prepare
this
summer
and
next
fall.
E
E
We
believe
that
consistency
is
very
important
and
probably,
most
importantly,
we
believe
it
provides
building
leaders
with
really
good
feedback.
It's
great
to
have
just
a
different
set
of
eyes.
I
love
going
into
those
elementary
school
buildings
because
just
seeing
things
in
a
very
different
view-
and
I
think
it's
great
to
have
those
elementary
people
come
to
your
high
schools
and
vice
versa.
I
just
think
anytime.
E
We
have
our
own
colleagues
that
can
be
give
us
feedback
on
what
we're
seeing,
because
sometimes
you
get
so
wrapped
up
in
in
the
day-to-day
things
that
are
going.
There
can
be
those
things
right
in
front
of
your
face
that
you
just
really
don't
recognize,
so
that
really,
most
importantly,
is
hopefully
provide
us
feedback
as
we
work
through.
What's
in
that
continuous
improvement.
E
E
New
demographics,
most
of
you,
are
all
aware:
davies
high
school
1300
students,
there's
about
164
full-time
staff,
98
teachers.
We
are
about
8
percent,
ell,
18,
free
and
reduced.
What
makes
davies
unique
davies
is
the
largest
school
in
the
district
and
continues
experience.
Enrollment
growth.
There
are
254,
different
students
took
ap
classes
with
500
exams,
given
that
is,
I
would
guess,
probably
the
largest
number
in
probably
the
state
of
north
dakota.
E
Some
of
our
challenges
continue
to
be
kind
of
that
physical
space
to
efficient,
efficiently
manage
a
growing
student
and
staff
population
and
continued
increases
in
the
social
emotional
needs
of
our
students
continues
to
be
one
of
those
things.
That's
an
area
of
concern
and
an
area
that
we're
really
trying
to
put
focus
on
as
we
see
that
need
grow
with
all
our
students.
E
There
are
two
areas:
we're
going
to
start
with
powerful
practices.
So
the
review
team
as
they
went
through
our
building,
did
our
interviews
with
students,
staff
sat
inside
classrooms,
sat
in
lunch,
lunchrooms
and
all
those
kind
of
things
there
are
kind
of
three
areas
that
they
gave
us
some
kind
of
commendations
on
first,
one
at
davey's,
high
school,
the
culture
that
surrounds
21st
century
skills
and
21st
century
skill,
application
and
innovation
to
real-world
world
situations,
as
well
as
college
and
career
readiness.
E
E
It's
been
a
few
growing
pains
and
just
like
with
any
initiative
in
any
school.
There
is
a
steep
learning
curve.
I
think
we
really
made
some
nice
progress
there
and
we've
done
a
nice
job
of
kind
of
getting
teachers
on
board.
Are
we
there
yet
absolutely
not?
We've
got
a
long
way
to
go,
but
we're
really
excited
and
proud
of
the
work
that
we
have
put
in
and
the
work
that
our
teachers
have
put
in.
With
this
initiative
and
the
last
powerful
practice,
the
overarching
model
work
hard,
be
yourself.
E
Do
the
right
thing
as
soon
as
feeling
that
not
only
the
learning
culture
breed
success,
but
the
education
empowerment
of
the
whole
population
to
grow
and
learn.
Students
and
staff
articulated
that
this
is
something
that
they
strive
to
live
and
is
evidenced
by
hallway
behavior,
classroom,
behavior
and
general
school-wide
atmosphere.
E
This
is
probably
one
of
the
things
powerful
practices
when
we
share
with
our
staff
we
are
most
proud
of.
I
believe
everybody's
administrator's
job
is
to
try
provide
that
learning
environment,
that
positive
learning
culture
for
every
single
student
and
just
to
try
and
hear
an
affirmation
that
they're
seeing
a
lot
of
those
positive
things
that
do
the
right
thing.
Most
importantly,
so
we're
really
excited
to
see
that,
and
I
think
it's
great
that
we
could
share
with
our
teachers
the
efforts
that
they're
putting
in
that
it's
recognized
by
others.
E
E
Although
there
are
programs
for
many
students,
how
do
you
ensure
those
students
who
are
reluctant
to
seek
out
relationships
are
being
recognized?
Is
there
a
formal
process
for
ensuring
all
students
are
connected
to
school
in
some
way,
and
so
it
made
us
look
at.
We
have
lots
of
programs
a
lot
of
things
we're
doing
for
different
kids
in
different
groups,
but
then
again,
there
are
always
sometimes
that
that
group
of
kids
that's
just
hard
to
recognize.
Maybe
they
fly
under
the
radar
and
what
can
we
do
just
to
ensure
that
we
have
that
100
percent?
E
We
don't
have
those
kids
flying
under
the
radar
and
then
worrying
about,
what's
going
on
there
themselves,
academically
socially
emotionally,
all
those.
So
that's
number
one
number
two
ensure
there
is
consistency
across
the
building
on
how
elos
are
created
and
assessed
additionally,
that
elo
proficiency
skills
are
explained
well
to
students,
ensuring
that
there
are
building-wide
procedures.
As
you
continue.
E
Building
this
process,
education
and
training
is
essential
to
ensuring
all
staff
and
students
have
a
firm
understanding
of
how
elo's
drive
instruction
learning
activities
and
assessments-
and
I
know
part
of
this
comes
from
the
fact
that,
as
I
believe,
we've
had
a
lot
of
teachers
really
pioneering
a
lot
of
the
standards-based
education
initiatives.
There
are
some
teachers
who
are
a
little
bit
on
the
front
edge,
they're,
really
pushing
that,
and
there
are
some
teachers
that
are
like
it's
taking
me
a
little
bit
to
get
my
my
mind
wrapped
around
this.
E
I
want
to
move
slowly
so
that
I'm
moving
appropriately
and
that
can
be
tough,
sometimes
for
one
student.
They
go
to
mr
paulson's
classroom
and
he's
really
doing
centers-based
education,
stuff
and
he's
you
know
talking
a
little
bit
different
language
or
and
could
be
then
student.
Then
very
next
pair
goes
to
mrs
ulrich's
class
and
she
teaches
it
or
speaks
a
little
bit
differently,
and
so
sometimes
that
can
be
confusing
for
students.
E
So
that
was
just
one
area
that
we,
we
have
definitely
recognized,
and
it
was
kind
of
good
to
hear
that
as
well,
that
that
needs
to
be
a
focus
as
we
continue
to
do
that.
To
make
sure
we
have
consistency
with
all
teachers
and
all
students
are
hearing
that
same
message
and
lastly,
davies
high
school
will
need
to
establish
initiatives
that
continue
to
support
district-wide
progression
implementing
those
elos.
E
This
review
team
recognized
davies,
high
schools
in
the
process
of
building
systems
to
embrace
the
elo
shift
within
the
district
and
with
change
there
will
be
challenges
the
site,
despite
processes
where
the
process
is
measured
or
excuse
me
develop
processes
where
progress
is
measured
and
challenges
are
identified
to
ensure
seamless
implementation.
So
that's
part
of
that.
F
E
F
Cognia,
thank
you
visit
every
single
school,
but
that
hope
is
that
these
are
applicable
or
that
these
are
applied
and
that
there's
some
uniform
experiences
throughout
the
district.
So
when
they've
identified
these
opportunities
for
growth,
is
it
then
something
that
is
applied
at
every
single
building
or
are
these
unique
just
to
davies,
for
example,.
E
These
would
just
be
very
specific
to
davies
high
school
and
I
think,
as
other
schools
come
up
their
representatives
as
they
share
you'll,
probably
see
maybe
some
similarities
but
you'll
see
very
unique
aspects
to
their
building.
When
that
review
team
cognia
comes
in
they'll
be
much
more.
A
very
broad
district
wide
here
are
your
opportunities
for
growth,
and
here
are
the
things
that
you're
doing
really
well,
they
will
they.
They
tend
to
not
single
or
identify
schools,
they
will
give
large
themes,
but
for
ourselves
we
try
to
be
more
specific
for
each
building.
F
E
Yep
so
then,
with
all
the
buildings,
our
hope
is
that
in
that
five-year
cycle,
every
building
will
go
through
the
same
process.
So
then,
next
year
we
won't
have
our
own
internal,
we'll
just
prepare
for
the
large
visit.
So
hopefully,
by
that
time,
then
every
school
I've
had
an
internal
review
will
have
had
their
feedback
and
such
things
like
that,
so
that
that
prepares
them
for
that
visit
next
year.
G
E
You
know,
like
anything,
there's
always
varying
levels.
I
think
the
school
improvement
itself,
I
think,
inherently
for
most
people.
I
find
very
positive
in
that
the
feedback
they
get
back
and
we
try
to
create,
at
least
when
we
write
our
reports,
and
most
of
these,
like
veteran
quotes,
are
from
the
report.
Team
they're,
not
they're,
singling
out
a
department
or
a
group
or
anything
like
that.
They
try
to
get
very
overarching,
and
so
we
try
to
be
careful
and
sensitive
not
to
make
anyone
look
bad
anyway.
E
We
want
to
just
try
highlight
what
are
some
opportunities,
maybe
some
low-hanging
fruit
that
you
could
pick
and
boy.
Then
you
could
really
count
that
as
a
success.
I
think
overall,
a
lot
of
these
things
are
initiatives.
A
lot
of
schools
are
already
doing
anyway,
so
it's
not
a
huge
add-on
or
lots
of
extra
work.
It
just
helps
maybe
gives
us
some
insight
and
enlightens
us
to
maybe
what
are
some
things
that
we
could
see,
look
at
differently
and
maybe
continue
to
make
more
progress.
A
H
So
within
say,
the
various
powerful
practices
are
there.
Is
there
data
additional
that
that
supports
each
of
these?
Well,
I
would
imagine
there
is
it's
not
just
pulled
out
of
thin
air,
but
I'm
just
wondering
if
someone
wanted
to
delve
deeper
into,
for
example,
the
state
statement,
students
and
staff
articulated
that
this
is
something
they
strive
to
live
by.
Well,
you
know
how
many,
how
many
do
articulate
something?
How
many
don't
agree?
Is
there
the
opportunity
to
delve
deeper
so
that
you
can
utilize
the
information
more
thoroughly.
E
E
If
maybe
they're
hearing
different
things,
then
that
tells
that
review
team
hey,
you
know
when
we
go
into
the
classrooms.
Let's
look
for
this
because
we
heard
this
over
here
and
we
heard
this
very
different.
Let's
see
why
we're
hearing
those
different
things,
if
they're
hearing
similarities,
then
they
kind
of
have
a
strong
idea
like.
Oh
that's,
giving
us
pretty
good
evidence
the
classroom
observations.
There
is
kind
of
a
protocol
for
classroom
observations
where
everybody
on
the
review
team
they'll
go
into
a
classroom
for
20
minutes.
Incognia
has
developed
kind
of
an
observation
student
engagement.
E
E
What
are
they
doing
and
then
there's
it's
a
little
check
mark
and
you
get
a
rating
and
a
score
afterward,
and
so
that's
another
little
piece
of
evidence
that,
after
a
review
team
of
five
or
six,
they
do
25
observations
and
it
gets
tabulated
and
it's
not
to
be
all
end-all.
But
it
is
just
a
piece
of
information,
then,
that
that
review
team
uses
to
try
and
develop
that
report
where
they
see
those,
maybe
strengths
and
weaknesses.
A
Thank
you
for
that
overview.
I
would
just
a
minute
here.
I
would
like
liken
this
to
a
financial
audit.
Our
financial
auditors
come
in
and
they
sample
and
they
test
different
pieces
and
components
of
my
organization
and
cross-reference
them
and
then
every
fifth
year
they
come
in
and
do
a
deep
dive
into
the
district.
So
this
is
just
one
of
those
audits
and
that
they
sample
and
statistically
spread
that
out
through
the
through
the
through
the
school
district.
So
I
thank
you,
for
this
is
a
very
good
conversation
and
a
great
overview.
E
D
Sure-
and
I
think
just
to
give
board
members
some
context,
I
think
I
was
going
to
delineate
between
two
things.
We
have
school
improvement
plans
and
then
we
have
this
process
and
I
think
it's
important
to
kind
of
get
the
full
contacts
around
both
so
based
on
just
states
requirements
in
our
own
district
practices.
Every
school
every
year
will
create
school
improvement
plans
in
those
plans.
You
know
we
use
the
terms
in
our
district.
D
What's
to
what's
loose
and
what's
tight,
each
school
has
the
autonomy
to
develop
some
of
their
own
goals
that
they
need
to
focus
on
based
on
their
individual
school
needs.
However,
there's
also
a
piece
of
that
plan.
That's
aligned
to
district
goals
that
we
expect
out
of
all
of
our
schools.
Now
they
create
their
school
improvement
plans
and
implement
those
plans
with
the
leadership
teams
that
they
have
on
their
schools
to
achieve
their
goals.
D
Now
the
school
improvement
process
is
a
process
that
advanced
ed
uses
to
get
a
sampling
of
five
schools
every
five
years
in
our
district.
We
replicate
that
process,
though
what
you're
seeing
today
is
what's
a
result
of
that
process.
So
when
we
do
our
own
internal
reviews
on
our
schools,
the
feedback
that
they
get
becomes
either
the
highlights
become
their
powerful
practices
and
then
the
opportunities
for
growth.
As
the
data
is
collected
from
that
visit
and
as
sean
said,
there's
specific
protocols
on
how
you
do
that
visit
and
how
you
collect
the
data
themselves.
D
So
each
school
also
has
their
own
school
improvement
plans.
They
have
their
own
goals
and
then
they
have
goals
that
are
aligned
to
the
district.
But
then
they
also
do
a
visit,
and
in
that
visit
the
leadership
team
will
say.
This
is
what
we
want
you
to
look
for
in
our
schools.
This
is
how
you
can
collect
data,
whether
it's
through
classroom
observations,
whether
it's
talking
to
students
and
then
based
on
that
data
collected
and
implementing
that
protocol.
What
you
see
today
in
front
of
you
is
what
each
of
the
schools
are
going
to
present.
I
I
When
I
took
over
six
years
as
the
principal
we
did
not
have
a
vision
or
a
mission,
so
that
was
one
of
the
first
things
we
did.
We
have
always
had
school
beliefs,
and
this
is
the
language
that
we
use
with
our
kids
language
I
use
with
parents
and
staff,
and
we
really
wanted
that
mission
and
vision
to
reflect
our
school
beliefs.
I
I
We
are
a
split
campus,
so
hawthorne
is
our
k2
kids
and
clara
barton
is
our
three
five.
We
are
a
non-title
school.
We
are
about
29.3,
free
and
reduced.
There
are
great
things
about
being,
not
title.
I
don't
have
to
do
all
the
lovely
paperwork
that
comes
with
it,
but
there
are
problems
with
that
too,
because
we
don't
get
some
of
the
additional
funding.
Some
of
the
additional
supports
that
other
buildings
get
we
are
about.
Well.
Last
year
we
had
20
classroom
sections
with
the
average
teacher
experience
of
16
years.
I
What
makes
us
unique?
Well,
first
of
all
we're
the
best
elementary
school
in
fargo.
I
think,
but
we
have
a
very
strong
mtss
program.
We
know
our
kids,
we
know
their
needs,
we
know
the
interventions
that
are
in
place
for
them,
and
so
that
is
led
by
classroom
teachers
and
myself,
and
I
really
like
to
sit
in
on
those
meetings.
I
lead
the
tier
three
teams
just
because
I
think
it's
important
for
me
as
the
building
leader
to
know
the
needs
of
our
kids.
I
We
are
a
data-driven
school,
so
at
our
plcs
we
are
looking
at
student
data
and
determining
what
needs
to
come
of
that.
What
makes
us
unique
we're
a
split
campus
that
is
our
one
of
our
biggest
strengths
and
I
would
say,
going
down
to
the
next
spot.
It's
also
one
of
our
biggest
challenges.
We
split
in
2003
and
I'm
sure
back
then
I
was
a
brand
new
teacher
back
then,
but
I'm
sure
there
was
lots
of
feedback
about
having
a
split.
I
If
you
tried
to
put
us
together
today
and
have
us
two
separate
schools,
you
would
hear
just
as
much
feedback.
We
are
considered
a
larger
elementary.
We
have
400
plus
kids,
but
everybody
in
our
buildings,
because
you
have
200
at
one
campus
200
at
another
campus.
We
know
our
kids
and-
and
I
think
that
just
you
have
a
very
small
neighborhood
school
feel
in
our
buildings
and
so
to
me
it's
a
challenge,
but
it's
also
one
of
our
greatest
assets
and
then
just
another
challenge.
I
I
I
I
So
with
those
opportunities,
the
first
one
was
a
clear,
continuous
improvement
plan.
As
sean
shared,
we
went
from
advanced
ed
to
cognia
and
the
tool
was
new
to
us
all.
Last
year
this
year
we
last
year
we
wrote
them
more
as
a
building
plan,
and
this
year
we
have
written
our
plans.
All
of
the
elementary
schools
look
very
similar.
Excuse
me
all
of
the
fargo
schools
look
very
similar
and
then
we
add
our
individual
components
into
it.
I
F
F
I
In
the
in
the
plan
itself,
there
is
an
evaluation
section
of
it
where
we
have
everything
listed
in
there.
So
at
the
start
of
the
year
I
go
through,
and
I
have
a
document
that
I
compare
cohort,
kids
and
grade
level
kids
and
we
have
all
the
data
from
almost
the
last
eight
years
and
that's
kind
of
our
starting
point.
And
then
we
look
at
that.
A
J
I
thank
you
for
your
presentation
and
this
isn't
really
doesn't
have
anything
to
do
with
this,
but
I
I
know
the
concern
you
have
for
your
kids,
we're
proposing
a
new
plan
for
the
clara
barton
students
and
I'd
like
to
know
how
you
feel
about
that.
Do
you
think
that
that's
a
correct
decision?
Would
you
have
another
suggestion.
I
I
got
phone
calls,
I'm
not
gonna
lie
after
the
after
the
the
board
meeting.
Our
kids
just
want
to
be
together,
and
I
think
it's
really
important
for
them
to
have
that
opportunity.
So
I
like
the
idea
that
they're
looking
for
everyone
to
go
together.
I
don't
think
parents
when
we
had
our
pta
meeting,
and
I
know
you
were
there-
they
don't
care
what
school
they
really
don't.
They
just
wanted
our
kids
to
be
together.
I
My
only
concern
is,
we
still
have
a
little
section
that
isn't
together
and
I
get
that
little
section
is
because
it's
close
to
carl
ben,
but
I
don't
know
you
know,
I
don't
know
what
the
plans
will
become
of
that.
If
there
will
be
opportunities
for
them
to
possibly
go
north
or
I
think
transportation
is
always
the
issue,
will
there
be
transportation
if
they
were
to
go
north,
but
our
kids
just
want
to
be
together.
D
He's
sorry
to
put
you
on
the
spot,
this
isn't
as
much
school
improvement
process,
but
you
talked
a
little
bit
about
supports
for
your
kids.
And
can
you
talk
briefly
about
the
husky
hutch
program
because
it
is
a
shining
star
at
cbh
and
it's
been
extremely
relevant
during
the
distance
learning
for
some
of
our
neediest
families
as
well?
So
can
you
just
give
a
little
highlight
about
that.
I
Yeah,
so
we
have,
I
actually
walked
the
building
today
with
missy,
and
we
have
this
basement,
like
old,
creative
art
studio
that
we
can't
use
for
anything
because
it's
not
fire
coded.
So
we
were
thinking
long
and
hard.
What
can
we
do?
That
would
benefit
our
kids
and
we
have
some
staff
members.
That
thought:
can
we
do
a
little
food
pantry
great?
We
have
this
space,
let's
put
a
food
pantry
out
the
fun.
I
There
is
no
funding
for
this,
so
we
have
created
this
through
the
generosity
of
others
and
our
pta,
and
so
we
have
a
whole
room
downstairs
that
has
everything
under
the
sun
canned
goods.
We
have
freezers
that
have
hamburger
and
turkeys,
and
it
just
gives
me
goosebumps.
We
have
stuff
everywhere.
Then
we
bought
a
washer
and
dryer
so
that
schools
can
send
us
their
lost
and
found
gear.
We
wash
it.
I
They
can
shop,
we
have,
we
literally
have
a
cart
downstairs,
they
can
shop
and
they
can
take
as
much
as
they
need
they
can
come
as
often
as
they
want
we've
given
all
of
the
swifts
in
in
the
schools,
access
to
our
buildings,
and
now
this
summer
we
gave
the
counselors
access
to
so
they
can
come
in
and
get
any
needed
supplies.
If
they
need
80
pounds
of
food,
they
can
get
it
there's
it's
plenty
full.
I
When
we
started
this
process
through
kovid,
I
just
reached
out
to
the
elementary
principal
saying
your
kids
are
coming
to
our
school.
We
were
funding
this
truly
through
businesses
that
have
heard
about
this
and
said:
here's
500
bucks
or
you
know,
and
so
the
principles.
Many
of
our
principals
said
you
can
take
my
emergency
funds,
here's
a
thousand
dollars,
go,
buy
food,
and
so
it's
stacked
full
of
food.
We've
got
anyone.
I
I
K
I
H
I
So
I
emailed
all
of
the
principals
we
have
just
like
in
fargo
public
schools,
we
have
a
husky,
hutch
email
that
is
anonymous.
They
can
just
send
it
to
us
saying
I
need
items,
it
goes
to
myself
and
julie
hetland,
and
then
we
just
schedule
with
them
a
time
that
they
need
to
get
it.
So
I
gave
them
items
for
their
newsletters
and
to
send
connect
ads
out
so
that
they
could
reach
families.
B
E
I
L
They
just
gave
me
the
call
that
I
was
supposed
to
be
here,
so
I
made
it
in
time.
So,
thanks
for
being
here
thanks
for
serving
on
the
on
the
board,
I
know
that
it
takes
all
that
extra
time
and
so
forth,
and
I
appreciate
that
and
our
community
and
students
and
staff
appreciate
that
as
well
again,
we
had
our
visit
here
this
past
spring
and
the
first
slide
up
there,
which
I
think
you've
seen
right,
gives
you
some
demographics.
L
K
L
Was
in
the
underneath
that
number
for
a
while
teaching
years
of
experience
is
13
again,
that's
changing
too
our
demographics
and
our
teachers
don't
stay
as
long
as
they
used
to
and
again
we
have
a
lot
of
students
or
teachers
that
have
the
advanced
degrees,
u.s
news
and
world
report
ranked
us
as
number
one
performing
high
school
in
north
dakota
for
the
last
two
years.
So
we're
real,
proud
of
that
again.
That's
based
on
our
students,
performances
in
our
act
and
standardized
testing,
also
our
ap
program
as
well
and
again.
L
I
think
we
have
that
rich
tradition
of
academic
excellence
and
including
national
merit
scholars.
79
of
our
students
are
involved
in
at
least
one
school
activity,
which
is
a
nice
number.
We
always
strive
to
have
more.
In
fact,
one
of
our
goals
for
all
of
our
incoming
freshmen
is
to
be
involved
in
at
least
two
activities
to
try
to
get
them
started
and
one
of
the
things
that
we're
doing
next
year
is
that
we're
adjusting
our
bell
schedule.
L
You
know
meet
the
needs
of
our
students
through
academic
performances,
academic
programs.
We
have
an
academy
program
that
reaches
some
of
the
kids
that
are
at
risk
trying
to
develop
strategies
and
skills,
but
we're
also
considering
whether
that's
the
best
method.
To
do
that,
I
mean
you
know,
there's
in
fact
dr
gandhi,
and
I
were
having
a
conversation
today
about
what
direction
do
we
want
to
go
with
regards
to
closing
the
achievement
gap
between
different
groups
and
subgroups
and
so
forth?
L
I
mean
we've
noticed
that
students
when
we
first
started
the
program
back
in
2003
and
then
expanded
it
in
2006
when
we
added
freshmen
the
the
efforts
that
our
teachers
and
our
students
did
at
that
time
was
that
they
were
getting
a
letter
grade
better
than
they
did
previously.
So
if
they
were
getting
d's
at
ben
franklin
in
ninth
grade,
because
that's
what
it
was
at
that
time,
then
they
were
getting
c's
or
if
they
were
getting
c's
they're
now
getting
b.
L
L
You
know
we
have
a
lot
of
kids
taking
ap
courses
and
ap
exams,
but
are
we
reaching
all
the
diversity
of
learners
that
we
have
at
our
our
building
and
again
you
can
see
the
areas
of
strengths
and
so
forth,
which
I
think
are
very
consistent
with
other
schools
in
our
district.
So
I
don't
think
I
have
to
read
that
to
you,
but
I
think
that's.
L
The
challenge
in
every
building
is
to
make
sure
that
we're
meeting
the
needs
of
our
students
as
well,
and
then
I
think
my
last
slide
here
is
really
the
re
review
team
identified
the
champion
and
core
ilc
programs
effective
interventions
to
increase
student
achievement.
Let
me
just
talk
a
little
bit
about
our
champion
program.
L
Our
champion
program
identifies
students
who
could
benefit
from
having
an
adult
influence
in
their
in
their
lives,
and
we
identify
the
kids
that,
by
the
help
of
ben
franklin
administration
and
teachers
there
to
identify
the
kids
that
would
really
benefit
from
having
an
adult,
be
a
mentor
for
them
and
last
year
what
we
did.
Maybe
it's
even
the
last
two
years.
We
actually
also
sent
a
letter
home
to
parents
indicating
hey
we've
identified,
another
parent
or
excuse
me,
another
teacher
or
staff
member
at
north
high
school.
L
That
would
be
another
advocate
for
your
student
and
everybody
was
pretty
happy
with
that.
We
thought
well,
should
we
identify
them
and
that
actually
helped,
I
think
in
terms
of
notif,
notifying
parents
and
so
forth.
We
also
have
a
core
area
ilc
program
which
helps
kids,
who
are
struggling
in
the
core
areas
of
math,
english,
science
and
social
studies,
and
we
identify
kids
who
are
below
a
certain
percentage
and
then
provide
them.
L
The
extra
support
we're
adjusting
that
program
for
next
year,
because
what
we've
done
is
during
open
periods
for
students
and
trying
to
match
them
with
an
expert
in
that
area.
So
a
math
teacher,
but
if
you
haven't
taught
ap
calculus
for
a
while
for
another
math
teacher
who
is
trying
to
help
a
student
in
ap
calc
or
it
could
be
just
the
opposite
too.
L
Somebody
who
hasn't
taken
geometry
for
a
while
and
it's
a
teacher
who
is
teaching
maybe
college
algebra
and
trade
you
you
probably
have
to
brush
up
just
a
little
bit
with
regards
to
some
of
those
those
categories
and
those
questions
that
kids
have
so
next
year.
Intervention
is
going
to
be
before
school,
for
students
and
they'll
be
matched
up
with
the
teacher
that
they
have.
So
I
think,
that's
actually
going
to
be
even
a
better
program,
even
though
they
identified
that
as
an
effective
program.
L
I
think
we
are
going
to
enhance
on
that
as
well
and
then
number
two.
The
review
team
identified
an
appreciation
for
the
positive
family
interconnectedness
amongst
teachers
and
students.
It
was
a
while
ago
that
we
watched
a
video.
It
was
a
youtube
video
and
every
student
can
benefit
from
a
champion.
If
you
want
to
just
google
that
tonight
and
read
a
pearson,
who
was
a
teacher
really
identified
the
influences
that
that
staff
can
have
on
the
academic
performances
and
the
experiences
that
kids
have
in
schools?
L
And
so
we
continue
to
emphasize
that
and
continue
to
try
to
expand
on
that
connectiveness,
because
we
know
that
relationships
are
important
in
all
levels
of
elementary
middle
school
and
high
school,
so
they
they
said.
I
had
like
20
minutes,
but
I
said
I
only
need
about
five.
So
if
you
have
some
questions
but
I'd
be
willing
to
answer
them
or.
D
L
A
What
I'm
learning
and
what
listening
to
you
and
and
doing
this
for
several
years
is,
is
a
lot
of
these
goals,
and
these
and
I'll
call
them
audits,
academic
and
performance
audits
continuously
improve.
So
every
time
you
hit
a
goal,
we're
going
to
change,
change
the
goal
line
and
that's-
and
that
is
what
our
teaching
staff
and
our
leaders
are
up
against
every
day.
So
continuous
improvement
is
what
our
public
expects
and
our
students
deserve,
so
sometimes
when
that
line
is
kind
of
defeating
for
teachers.
But
we
appreciate
what
you
guys
read.
L
L
Nimzy
is
an
acronym
from
the
national
math
science
institute
and
we
were
lucky
enough
to
earn
a
grant
that
paid
for
lots
of
professional
development
for
teachers
and
it
really
was
trying
to
increase
the
number
of
students
and
enrolled
and
taking
ap
exams
in
math,
english
and
science.
You
know
it
says:
national
math
and
science,
it
also
included
english
and-
and
so
we
were,
it
was
a
three-year
grant
and
they
gave
us
some
money
for
professional
development.
So
teachers
did
some
traveling,
I
think.
L
In
the
end,
it
was
like
eight
to
ten
days
of
travel
and
getting
some
professional
development
over
three
different
stints.
They
had
four
days
in
the
summer
and
then
two
days
in
the
fall
and
two
days
in
the
spring,
and
then
they
also
rewarded
students
who
had
qualifying
scores
of
either
three
four
or
five
a
hundred
dollars
for
every
ap
exam.
So
it
was
quite
an
incentive
and
they
also
gave
incentives
to
teachers
as
well.
Three
four
or
five.
L
Yeah,
but
it
was,
it
was
pretty
exciting
because
they
gave
over
the
first
year
was
over
fifteen
thousand
dollars
to
students.
The
next
year
was
nineteen
thousand
dollars
a
little
over
and
then
the
next
year
is
a
little
over
twenty
thousand
but
short
of
the
goal,
but
still
a
nice
increase
on
a
yearly
basis,
and
so
we're
fortunate
and-
and
it
was
good
professional
development
too,
and
and
then
we
also
hosted
a
summer,
was
called
laying
the
foundation
program,
which
was
a
state
program,
because
this
other
one
was
a
national
grant.
L
D
And
I
think
our
three
comprehensive
high
schools
make
up
over
35
percent
of
the
ap
test
takers
in
the
state
of
north
dakota.
So,
regardless
of
what
your
score
you
get
on
the
test,
there's
significant
research
on
there
from
a
college
board
report
that
says
any
student
that
just
takes
an
ap
class,
regardless
of
whether
they
get
a
qualifying
score
or
not,
is
more
likely
to
complete
four
years
of
college
before
dropping
out.
So
it
is
definitely
some
we're
really
proud
of
your
leadership
and
pride
playing
for
north
high
school
yeah.
L
M
M
M
Some
just
want
to
find
a
better
fit
smaller
community.
Whatever
those
pieces
are
we
try
very
hard
to
be
the
relationship
school,
as
witnessed
by
our
motto:
we're
a
relationship
school,
so
demographics,
typical
enrollment's
about
150
students
at
any
given
time,
which
is
a
little
bit
misleading
because
we
serve
about
230
to
250
students
during
the
course
of
the
school
year,
because
we
have
an
open
enrollment,
we
every
monday
we
start
students
and
when
they
graduate
they
graduate
or
sometimes
they
choose
other
paths
in
their
life.
M
What
makes
us
unique,
I
think
our
size
makes
us
unique
with
about
150
students
enrolled
at
any
given
point
we're
able
to
access
them.
Our
our
small
staff
gets
to
know
the
students
we
invest
heavily
in
the
students,
building
the
relationships
finding
out
what
their
needs
are
and
working
with
them
individually
to
help
meet
those
needs.
M
We
are
a
self-paced
six
semester
program.
What
does
that
mean?
It
means
that
a
student
can
start
a
class
on
any
day
of
the
week
and
they
work
through
the
material,
and
they
can
finish
on
any
day
of
the
week
when
they
finish
a
class.
They
go
see
our
counselor,
they
get
another
class
and
they
keep
going
until
they
reach
the
end
point,
which
is
graduation.
M
Self
self-paced
does
not
mean
independent
study.
However,
the
expectations
the
students
attend.
They
get
help
from
a
highly
qualified
teacher
in
the
classroom.
So
if
you're
taking
a
math
class
you're
getting
help
from
the
math
teacher,
some
of
the
challenges
that
we
we
face-
and
I
think
this
is
not
something
new
to
hear
the
increases
in
the
social,
emotional
physical
needs
of
our
students.
M
We
have
a
large
population
of
students
who
are
living
paycheck
to
paycheck
with
their
parents.
A
large
population
students
who
are
working
on
their
own
living
independently,
trying
to
make
ends
meet
and
get
the
high
school
diploma
at
the
same
time
lots
of
needs
there.
Another
challenge
is
re-engaging.
M
M
M
M
We'll
have
family
meals,
so
we'll
line
the
hallway
with
with
the
tables
and
we'll
we'll
do
a
lunch
together.
Pizzas
or
thanksgiving
meal
or
a
holiday
meal
really
creates
that
sense
of
family
students
know
that
we're
all
there
to
help
them
and
whether
that's
their
advisor.
So
every
student
is
assigned
an
advisor
or
just
a
teacher.
They
like,
or
even
the
administrator
or
counselor,
there's
an
adult
in
the
building
that
they
can
find,
and
they
can
talk
to
so
very
powerful
there.
M
We
work
very
hard
to
meet
the
physical
social
emotional
needs
of
our
students,
because
we
are
self-paced.
We
are
able
to
be
somewhat
flexible.
Some
students
have
late
work,
work
shifts
so
they're
working
the
third
shift.
We
can
build
their
schedule
around
a
little
sleep
between
their
third
shift
and
being
in
school.
M
We're
able
to
be
flexible
that
way
we
have
what
we
call
the
source,
which
is
a
food
pantry
and
closet.
We
were
very
fortunate.
The
foundation
supports
us.
We
make
a
monthly
trip
to
the
food
bank.
I
load
the
back
of
my
pickup
with
about
800
pounds
of
food
every
month
and
we
go
through
that
every
month,
so
helping
our
students
meet
those
needs.
We
take
clothing
donations.
M
M
M
Last
year.
I
think
we
had
six
or
seven
different
children
in
the
in
the
family
room
over
the
course
of
the
year
and
their
their
mom
and
or
dad
were
able
to
work
on
their
high
school
diploma.
So
again,
super
powerful
ann
who
works
in
there
works
with
the
parents,
helping
them
build
their
parenting
skills
showing
them
modeling.
M
Our
students
know
if
they
have
a
need
they
can,
they
can
reach
out
to
us
and
we
will
help
them.
During
the
covid
crisis.
Our
counselor
created
a
survey.
She
sent
it
out
to
all
of
our
all
of
our
students
and
it
just
asked
what
do
you
need
and
it
had
boxes
they
could
check.
Do
you
need
drinks?
Do
you
need
diapers?
M
M
They
don't
drink
tea
anymore,
but
they
still
call
it
tea
time,
and
so
they
have
conversations
typically
there's
one
or
two
prompts
that
they
will
work
off
of
and
have
a
conversation
in
english
woodrow
students
get
to
learn
about
the
journey.
The
life
journey
of
an
english
learner,
english
learner,
gets
to
work
on
their
english,
so
super
powerful.
M
M
A
program
called
man
up
man
university
program.
It
was
started
by
one
of
our
english
teachers.
He
saw
a
need.
A
lot
of
our
young
men
didn't
have
male
mentors
in
their
lives,
and
so
it's
a
male
mentoring
program
they
bring
in
guest
speakers.
Dr
ghandi
came
and
spoke
lots
of
opportunities
for
them
to
build
relationships
in
the
community,
see
people
being
successful
and
learn
about
their
journey.
M
N
N
I
think
I
know
all
four
of
our
our
high
schools
do
outstanding
work
with
the
students
that
are
willing
to
come
in
through
the
doors.
I
think
one
of
our
challenge
challenges
as
a
district,
though,
is,
and
was
recognized
in
the
site
visit.
What
do
we
do
for
this
16
year?
Old
plus,
compulsory
attendance
is
no
longer
on
the
table.
N
How
are
we
going
out
and
finding
them?
How
are
we
identifying
who
they
are
and
how
are
we
going
and
pulling
them
in
into
school,
inviting
them
into
school?
So
an
opportunity
for
growth
is
to
continue
some
work.
We've
been
developing
at
woodrow,
more
more
richly
in
the
last
couple
of
years,
which
is
answering
that
question.
How
do
we
get
the
16
16
plus
year
olds?
N
N
I'll
talk
briefly
woodrow's
in
its
second
home,
those
of
you
that
have
been
in
in
fargo
for
years
and
years,
woodrow
was
woodrow
the
woodrow
building
the
woodrow
apartments,
the
move
to
agassi
eight
years
ago,
one
or
two
board
members
on
at
that
time
and
knowing
what
was
priority
for
that
staff.
Is
okay,
we're
going
to
leave
this
historic
building
you're
moving
to
another
historic
building,
so
it
is
a
staff
that
is
used
to
not
a
lot
of
moving.
N
So
in
terms
of
what
works
at
agassi,
we
do
operate
as
one
large
building
13
different
programs
that
connects
the
connectivity
with
program.
Leads
student
to
students
provides
quite
a
bit
of
opportunity
that
that
we
capitalize
on
jim,
mentioned
the
adult
learning
center
working
with
new
americans.
We
also
work
with
the
preschoolers
downstairs.
M
M
We
do
have
our
fitness
center
down
there.
There
are
some
issues
most
of
our
students
are
used
to
overcoming
some
obstacles.
I
think
from
my
experience
with
plumbing
and
I've
had
lines
collapse
in
two
of
two
of
the
houses
I've
owned
when
it
collapses.
Then
then
we
have
a
major
problem,
because
then
we
have
a
facility,
that's
expecting
for
500
students
on
a
daily
basis
that
we
won't
have
access
to.
A
D
You
will
see
a
thin
layer
of
brick
between
the
bottom
floor
and
the
first
floor,
and
you
will
see
a
thicker
layer
of
brick
between
the
second
floor
and
the
third
floor.
Edp
and
woodrow
wilson
are
on
the
second
floor
in
the
third
floor.
The
reason
that
you
have
that
thicker
layer
of
brick
when
you're
looking
at
agassi
is
because
the
work
that
we
presented
at
the
last
board
meeting
about
creating
an
underground
tunnel
to
be
able
to
resolve
some
of
the
plumbing
issues.
That's
already
been
done
to
resolve
from
the
second
to
third
floor.
D
However,
the
issues
that
we're
seeing
at
the
ecsc
program
and
where
the
foundation
sits
is
on
the
bottom
level
floor
for
woodrow
and
that's
where
we
would
have
to
put
in
those
extra
costs
that
we
presented
to
create
an
underground
tunnel.
And
we
don't
know
what
we're
going
to
discover
with
the
plumbing.
There.
A
So,
regardless
of
facility,
because
we
are
looking
as
a
district
at
efficiencies
and
where
do
we
use
space
if
programmatically,
what
is
most
ideal
to
pair
with
your
traditional
woodrow
wilson
education
program,
I'm
hearing
ecsc
in
adult
learning,
correct
me.
If
I'm
wrong
and
is
there
anything
programmatically
that
needs
should
be
housed
close
to
or
in
the
same
building
as
the
traditional
woodrow
program.
N
N
So
there's
that
program
in
particular,
I
think
also
it's
important
for
woodrow
to
be
the
high
school
in
the
building
that
there
aren't.
Two
high
schools
like
welcome
to
north
and
woodrow.
Welcome
to
south
and
woodrow
davies
would
never
have
room
but
welcome
to
davies
in
woodrow,
since
we
serve
those
other
three
high
schools,
the
students
that
they
have.
P
I'm
amy
herrick
and
I'm
principal
slash
assistant
principal
discovery
middle
school.
Currently,
thanks
for
the
opportunity
tonight,
I
want
to
thank
our
school
improvement
committee
for
all
the
hard
work
that
they
did
this
school
year
and
preparation
for
this
visit,
as
well
as
the
school
improvement
team
that
came
to
our
school
to
visit
that
day,
it's
always
hard
to
try
to
get
all
that
information
in
just
almost
a
half
a
day's
snapshot
of
time.
P
One
of
the
things
that
we
are
going
to
be
doing
going
forward
for
this
2021
school
year
is
that
our
micro
team
in
eighth
grade
is
going
to
expand
to
be
a
full
sized
8th
grade
team,
so
that
is
going
to
be
a
change
from
three
teachers
to
four
core
teachers.
At
this
point.
In
the
year
already,
we
have
19
new
hires
for
the
2021
school
year.
P
50
50
of
our
staff
are
coaching
or
involved
in
activities
at
our
school,
and
I
think
that's
a
really
good
number,
because
it
shows
the
outside
of
the
classroom
that
our
teachers
and
staff
have
in
terms
of
our
uniqueness.
I
talked
about
the
size,
but
we
also
have
the
16
million
dollar
renovation
that
we
just
completed
and
that
really
helped
by
adding
us
adding
a
multi-purpose
room
to
assist
with
pe
numbers.
P
It
also
added
space
in
our
cafeteria.
If
you'd
been
in
our
cafeteria
before
it
was,
I
can't
even
imagine
being
back
to
that
size
like
I
can't
even
fathom
what
that
even
looked
like.
Maybe
I've
tried
to
put
that,
on
my
mind,
I'm
not
sure
added
to
the
band
and
drama
spaces
with
addition
to
music
and
drama,
we
also
added
a
secure
entry
to
our
building,
as
well
as
a
sensory
room
and
addition
of
a
space
for
a
level
ced
program
at
discovery.
P
P
P
P
It
really
aligned
kind
of
our
practices
and
that's
something
that
we
then
further
on
furthered
in
terms
of
going
into
other
areas
within
our
school
and
taking
those
guidelines
for
success.
So
in
the
cafeteria.
What
does
it
look
like
to
be
safe
in
the,
for
example,
in
the
hallway?
What
does
it
look
like
to
be
responsible
those
types
of
things?
P
P
One
of
the
things
that
we
are
going
to
look
at
doing
for
this
upcoming
school
year
is
getting
some
students
involved
into
our
school
improvement
committee,
because
I
think
whenever
we
have
these
visits,
we
always
have
students
right
represented
and
we,
the
the
team,
meets
with
the
students
and
they
always
come
out
and
they're
like
this
is
what
the
kid
said.
This
is
what
the
kid
said
and
I
was
like
that
is
just
of
course
that's
what
the
kid
said.
P
P
You
know
enrolling
in
this
class
to
for
this
upcoming
school
year,
140,
students
right
so
that's
pretty
big
number,
and
so
in
the
eighth
grade.
That
was
in
the
eighth
grade
and
then
in
the
seventh
grade.
We
had
an
addition
of
an
additional
section
for
the
enriched
english,
so
that
was
something
that
our
english
language,
arts
teachers
were
very
excited
about,
and
I
had
the
privilege
of
being
able
to
come
in
and
sit
in
on
that
class
quite
a
few
times,
and
it
was
just
really
fun
to
listen
to
the
kids.
P
So
just
this
year
our
students
created
particular
clubs,
the
cornhole
club,
pride
club,
anime
club
dungeons
and
dragons
club.
The
just
study
club,
where
they
just
study,
beat
the
mic
club
drama
club
was
in
process
prior
to
covid.
So
unfortunately,
drama
club
did
not
get
up
and
running,
but
again
that
really
speaks
to
the
unique
interests
of
our
students
and
that
they
have
a
voice
and
are
able
to.
P
P
I
talked
a
little
bit
about
the
bluestem
ball
or
about
our
activities,
but
the
library
has
a
maker
space
that
every
so
often,
I
think
it's
multiple
times
during
the
week.
They
will
do
it's
a
do-it-yourself
space
where
students
and
staff
can
create.
So
this
is
a
nice
opportunity
for
students
and
staff
to
work
alongside
of
each
other
in
the
maker
space.
P
They
use
a
lot
of
21st
century
skills,
there's
usually
15
to
25
kids
in
that
maker
space,
including
staff
members
as
well,
and
it
really
depends
on
you
know
what
the
project
is.
So,
for
example,
they
did
a
do-it-yourself
project
with
recycled
materials
such
as
like
earbud
holders,
cd
coasters,
those
types
of
things,
so
that
has
really
become
kind
of
a
hub
in
our
in
our
library,
space.
P
In
regards
to
opportunities
for
improvement,
having
that
protected
time
for
plc
meetings
for
staff
to
devote
that
time
to
use,
that
framework
is
something
that
our
staff
has
talked
a
lot
about.
As
administrators
we've
talked
a
lot
about,
and
the
school
improvement
team
that
came
to
visit
us
saw
that
as
well,
and
so
you
really
are
looking
at
creating
that
adequate
time
that
sacred
time
and
some
of
those
processes
to
streamline
just
the
effectiveness
of
our
plc
time.
P
One
of
the
things
that
is
going
to
be
a
little
different,
this
upcoming
school
year,
is
that,
with
the
master
schedule,
horror
classes
we're
able
to
have
a
common
prep
time,
so
that
will
give
them
additional
time
to
collaborate.
During
the
school
day,
we
haven't
solved
necessarily
the
the
issue
for
our
encore
classes,
but
we
got
to
start
somewhere
right.
P
So
in
terms
of
that,
looking
at
our
plc
leaders
from
the
district,
we
have
quite
a
few
that
would
be
able
to
they'll
work
with
me
in
terms
of
coming
up
with
some
ideas
for
the
plc's
and
just
looking
at
our
processes.
That
way,
communication
has
always
been
something
that
seems
like
it
comes
up
when
we
have
our
school
improvement
visits.
We
have
a
big
building.
P
We've
got
a
lot
of
new
staff,
a
lot
of
new
leadership
right,
and
so
those
were
some
of
the
things
that
that
kind
of
popped
up
with
some
inconsistent
communication.
You
know
the
mtss
process.
How
has
that
handled
that
protocol,
and
just
how
do
we
handle
all
of
the
different
committees
and
teams
and
the
communication
and
all
those
different
pieces?
P
And
so
one
of
my
goals
going
into
this
upcoming
school
year,
is
to
create
a
communication
plan
and
to
really
dig
into
all
the
just
different
facets
of
communication
that
happen
within
a
school
building
in
a
building
of
our
size
when
it
comes
to
staff
when
it
comes
to
students
when
it
comes
to
parents
when
it
comes
to
the
community,
we
have
a
lot
of
great
things.
We
have
a
lot
of
great
communication
pieces,
but
we
don't
necessarily
have
a
system
to
kind
of
do
the
checks
and
balances
and
measure
the
effectiveness
of
that
communication.
P
So
that's
something
that
I'm
going
to
be
working
on
with
my
administrative
team:
we're
going
to
continue
to
work
on
that
plc
data,
the
pbis
mtss
a
and
b
just
to
look
at
how
that's
going
to
help
just
overall
improve
our
school
again.
We
have
a
lot
of
terrific
things
happening
at
discovery
and
I
always
enjoy
when
we
have
those
visitation
teams,
because
it
just
I
to
something
that
you're
already
very
proud
of
right
and
you
and
walking
away
with
some
ideas
to
to
improve.
C
K
P
G
Was
there
I
was
busy
just
really
busy
and
the
students
mattered.
You
know
what
I
loved
about.
It
was
how
mr
williams
would
stand
outside
when
they
left
and
have
a
nice
day
and
if
they
didn't
say
have
a
nice
day.
Mr
williams
have
a
nice
day
with
mr
williams,
and
so
you
could
tell-
and
the
last
thing
we
got
to
do
was
before
the
kovid
was
to
see
the
play,
and
that
was
an
amazing
musical.
G
It
was
awesome
and
the
kids,
like
the
data
that
you
have
here
about
well-managed
classrooms.
They
were
well-managed
kids
at
the
event
and
when
there
was
trouble
or
could
be
trouble
opportunity
opportunities.
Yes,
they
were,
they
were
handled
in
a
pretty
cool,
positive
way.
I
th
so
yeah.
It
was
good
good
stuff.
Here
I
see
a
lot
of
what
you
just
said.
What
I
viewed
at
there
as
well
to
reinforce
what
you're
saying.
A
One
of
the
things
that
rang
out
for
me
amy
was
your
emphasis
on
helping
students
feel
like
they
belong,
and
I
think
that
more
than
anything,
what
our
society
is
is
realizing
right
now
is
kids
want
to
belong
to
something
and
you're,
creating
those
positive
opportunities
for
them
to
belong
to,
and
I
see
that
with
my
kids
and
my
job
too.
So
that
is
a
piece
that
is
very
near
and
dear
to
my
heart,
because
we
know
that
kids
that
feel
like
they
belong
somewhere,
perform
better
academically
and
are
more
likely
to
be
successful
adults.
Q
End
it
I
get
to
push
the
button
cheryl
janssen,
I'm
principal
at
mckinley
elementary,
but
I
am
a
co-chair
of
this
district
committee
as
well,
so
I
get
to
do
the
last
slide.
Thank
you
for
your
support
and
if
anybody
had
any
other
questions,
I
wanted
to
make
sure
we
offered
that
you
guys
had
great
questions,
though,
by
the
way.
A
A
R
R
In
the
district-
and
I
currently
teach
fifth
grade
at
bennett
elementary
and
in
the
summer,
I
spend
my
time
being
the
camp
director
for
the
ymca
camp
and
I
also
run
camp
casey,
which
is
a
camp
for
kids
that
have
cancer.
So
I'm
very
sad
because
both
of
those
are
closed
this
summer.
So
it's
a
lot
of
changes
for
all
of
us.
R
R
D
D
Everyone,
starting
with
our
paraprofessionals
to
all
of
our
office
staff,
to
all
of
our
warehouse
trade
staff
and
then
obviously
our
teachers,
our
principals
and
everyone
else
in
between
so
just
want
to
acknowledge
everyone
and
all
their
work
and
transitioning
to
distance
learning
hasn't
been
easy.
But
it
has
been
very
successful
and
I
think
exactly
for
the
right
reasons
is
because
we
have
the
right
people
in
the
right
place
so
extremely
proud
of
all
of
their
work.
D
I
wanted
to
talk
a
little
bit
about
re-entry
planning
and
just
give
an
update
to
the
board
and
community,
and
whoever
else
is
listening.
I
know
there's
just
a
lot
of
questions
about
what
school
will
look
like
in
the
fall
and
unfortunately,
as
we've
all
experienced,
with
covid
information
changes
so
fast.
I
can't
give
definitive
answers.
What
I
can
give
you
is
a
process
that
we're
going
through
so
earlier.
D
Last
week
we
had
our
admin
summit
where
we
brought
in
all
of
the
administrators
in
the
district,
and
we
started
working
through
all
of
the
information
that
we
know
right
now,
so
there's
federal
guidelines
in
terms
of
gating
criteria
for
bringing
students
back
and
what
needs
to
be
in
place.
Then
their
state
guidelines
that
north
dakota
has
adopted
as
well
and
just
different
assurances
that
they
are
requesting
for
making
students
back.
D
What
we
know
currently
is
the
parameters
that
they've
given
us
for
summer
school
and
what's
allowed
and
what
isn't
allowed
and
just
some
of
the
work
that
we
would
need
to
be
able
to
bring
students
back.
So
we
identified
basic
pillars
from
everything
of
what
does
it
look
like
when
a
student
gets
sick
to
what
does
a
teacher
get
sick
or
an
employee
gets
sick
to?
What
does
cleaning
look
like
on
a
daily
basis
to
what
does
transportation
look
like
and
we're
working
through
different
subgroups
to
identify
re-entry
plans?
D
Members
of
cabinet
have
identified
at
least
eight
different
days
that
we
blocked
out
this
summer,
starting
next
week,
where
we're
just
going
to
dedicate
solely
to
re-entry
planning,
and
each
of
those
dates
are
spread
across
about
two
weeks
apart.
So
we
can
task
out
and
bring
in
different
people
into
the
conversations
whether
it's
teachers,
principals,
whoever
else
to
work
on
re-entry
planning.
D
Look
like
our
goal
is
also
to
make
sure
that
during
that
time,
at
the
end
of
july
beginning
of
august,
we
are
giving
an
opportunity
for
staff
and
our
community
members
to
give
us
their
voice
on
re-entry
plans.
What
do
they
feel
comfortable
with?
What
are
their
reservations?
What
is
it
not
so
that
is
kind
of
the
target
that
we
are
working
backwards
from
now.
D
I
am
also
working
with
the
north
dakota
council
of
educational
leaders
to
talk
about
what
re-entry
was
going
to
look
like
across
the
state
for
all
of
our
schools,
so
we're
just
kind
of
working
with
both
of
those
projects.
At
the
same
time,
what
I
have
here
today,
two
organizations
aasa
the
school
superintendents
association
and
the
american
school
american
school
business
officials
association,
put
out
just
a
general
guideline,
one
pager
today
that
I
thought
it
was
just
interesting
to
take
a
look
at
and
it's
titled.
D
What
is
re-entry
cost
for
schools,
and
this
is
just
a
rough
sample
if
you
were
to
take
a
school
district
that
has
about
3
600
students,
eight
buildings
and
about
800
staff,
which
obviously
were
much
larger
and
just
take
a
look
at
average
cost
across
the
nation.
When
you
talk
about
the
increase
in
transportation
sanitizers
what
it
could
cost,
you
know,
potentially
about
1.7
million
increase,
and
I'm
sharing
this
today
for
really
two
reasons.
D
Obviously
not
100
of
these
numbers
are
going
to
translate
to
us
because
we
have
localized
prices
and
things
of
that
nature.
But
the
second
thing
is
that
I
might
be
leaning
on
the
board
this
summer
for
some
advocacy
work,
as
well
as
superintendent
and
school
board
associations,
look
at
potential,
federal,
fundings
or
opportunities
that
we
need,
where
we
need
federal
or
state
funds
during
legislative
session,
to
reopen
schools
and
to
do
it
right
to
make
sure
that
we
provide
a
safe
environment
for
all
our
staff
and
our
students.
D
So
just
kind
of
wanted
to
share
that.
The
last
thing
I
would
just
wanted
to
share
in
my
re-entry
plan
is
just
a
conversation
around
everything.
That's
been
happening
in
our
community,
specifically
around
race
and
equity.
For
those
of
you
that
have
been
watching
the
media,
you
might
have
seen
my
name
or
fargo
public
schools
names
being
involved
with
some
of
the
conversations
that
our
communities
experience
around.
What
was
a
protest
and
then
the
one
fargo
celebration.
D
D
D
That
was
probably
the
one
area
that
really,
I
think
we
can
take
the
lead
on
and
focus
on
that,
and
that
was
my
commitment
to
to
the
individuals
then
was
that
I
was
going
to
put
them
in
touch
and
will
put
them
in
touch
with
jennifer
free
who
coordinates
our
adult
learning
program.
We
serve
about
1200
new
americans.
We
currently
have
a
program
already
in
place
that
we
bring
in
cultural
liaison
officers
from
fargo,
pd
and
other
individuals
to
inform
new
americans
of
this
is
what
society
works.
D
These
are
the
basic
rights
that
you
have,
but
obviously,
if
there's
more
opportunities
that
we
have
for
growth,
then
we
want
to
do
that,
as
you
may
know
that
I've
already
been
spending
a
lot
of
my
last
couple
weeks
doing
end
of
year
meetings
with
our
building
principals,
I'm
just
talking
about.
What's
the
focus
for
next
year,
and
what
do
we
need
to
move
as
a
as
a
district
across
the
board?
D
In
my
conversations
with
our
building
principles
and
then
even
in
conversation
I
had
with
president
master
of
fa
today,
our
district
and
our
staff
need
and
want
support
in
professional
development.
Around
how
do
we
engage
in
these
conversations
around
race
and
equity?
We
expect
our
students
to
have
questions
when
they
come
back.
We
know
that
just
the
community
that
we
serve.
D
We
have
fantastic
educators,
but
we
don't
have
an
educational
system
that
is
proportionately
reflective
if
you're
looking
at
just
racial
demographics
of
the
students
we
serve,
and
we
know
that
there's
larger
challenges
with
that
and
what
the
case
may
be,
but
regardless
of
how
our
staff
looks
and
regardless
of
what
our
educators
look
like,
everyone
wants
to
make
sure
that
our
students
have
an
opportunity
to
have
that
conversation
around
race
and
equity
in
our
district
and
how?
What
does
it
look
like
to
be
able
to
support
our
learners?
D
D
Secondly,
for
us,
we
also
understand
that
diversity
and
looking
at
gaps
when
it
comes
to
equitable
access
for
education
is
not
a
one
shot.
One
one
thing
one
shot
solution
and
there's
a
lot
of
things
that
we
have
to
do
in
the
district.
So
I
think
it's
important
for
us
to
recognize
that
equity
and
inclusion
is
going
to
become
a
priority
for
fargo
public
schools
and
to
me
words
can
sometimes
be
cheap.
D
You
showed
that
something's
a
priority
when
you
put
in
your
budget.
So
as
we
build
our
budget
this
year,
I
think
you
will
see
a
focus
on
professional
development
and
other
opportunities
to
whether
it's
personnel
or
other
opportunities
to
build
out
a
system
where
we
can
make
sure
that
equity
and
access
and
inclusivity
is
a
focus
of
fargo
public
schools
moving
forward
as
our
community
and
our
culture
continues
to
grow
and
change.
So
that
is
it
for
my
staff
report.
A
J
A
A
C
A
D
S
Am
I
on
no
I'm
on
it
does,
and
I
went
through
that
with
construction
engineers
as
well,
so
the
the
relative
portion
of
their
fee
in
relation
to
bid
group
one
is
included,
and
then
the
remaining
remaining
portion
of
that
will
come
through
as
we
get
the
second
big
group
out
which
is
coming
out
now
or
should
be
out
for
publication.
Now.
J
I
guess
my
concern
is,
I
believe
we
all
received
an
email
earlier
this
year
from
blake,
when
a
concern
was
expressed
about
the
cost
of
building
in
fargo
versus
west
fargo,
and
one
of
the
things
that
that
blake
pointed
out
in
that
memo
was
that
a
construction
manager
generally
charges
between
five
five
and
eight
percent
of
the
the
cost,
and
he
went
on
to
explain
that
he
had
been.
You
know,
had
taken
responsibility
for
those
duties,
and
I
could
see
that
you
know
when
you've
got
a
20
million
dollar
building.
J
That's
a
significant
decrease
in
what
it's
going
to
cost
the
taxpayers,
and
I'm
wondering
why
we
continue
to
do
this.
If
our
neighbors
to
the
west
are
able
to
build
without
a
construction
manager.
I
don't
see
why
we're
spending
this
money.
I
want
to
be
as
responsible
with
the
money
that
the
taxpayers
are
having
to
they're
having
to
foot
the
bill.
S
D
A
S
D
D
It
is
applicable
when
we
were
talking
about
some
of
the
traditional
settings
that
we're
talking
about
the
explorer
academy
is
a
very
unique
setting.
Not
only
did
this
project
have
an
extremely
aggressive
timeline,
but
this
is
a
very
specialized
project
with
a
lot
of
different
nuances,
and
I
think
that's
why
the
jim
free
felt
like
going
the
route
that
we
did
was
probably
the
best
west
fargo
has
done.
D
Some
projects
with
the
construction
manager
as
well
just
depends
on
the
scope
of
each
project,
but
for
the
most
part
when
it's
a
traditional
school-
and
it's
kind
of
I
don't
want
to
use
the
term
cookie
cutter.
But
we
kind
of
know
what
we're
doing,
because
we've
built
a
lot
of
buildings
like
that,
before
it's
easier
to
go
a
different
route
versus
a
very
aggressive
timeline
and
looking
at
the
first
of
its
kind
setting
for
level
d
facility
in
north
dakota.
T
You
want
to
get
it
right,
the
first
time
and
I
think
that's
what's
going
to
help
guide
us
getting
it
right.
The
first
time
on
this
project
now.
Is
that
saying
on
every
project
we
want
to
do
that.
No,
the
next
project
probably
won't
happen
that
way,
but
I
think
that
you
know
this
project
is
warranted
just
because
it
is
so
specialized.
F
Okay,
so
I
have
two
questions:
maybe
dr
gandhi
or
blake
could
answer
them,
but
so
the
the
construction
manager
that
would
be
in
charge
of
this
project
do
they
have
experience
in
building
or
managing
these
types
of
specialized
buildings.
And
then
I
have
a
follow-up
question
to
that
too.
I'll
wait
and
ask.
D
The
cm
group
that
we
have
they
have
experiences
with
altru
hospitals
and
grand
forks,
a
lot
of
sensory,
gyms,
multi-sensory
rooms,
and
I
can't
remember
everything
else
from
their
portfolio.
But
I
can
go
back
to
my
interview
materials,
but
they
were
most
aligned
with
the
experiences
to
the
project
that
we
have
at
hand.
D
They
they
did
have
educational
buildings
as
well,
and
I
think
they,
if
I
remember
correctly
so
they've
done
schools
all
around
the
state.
I
know
that,
but
I
also
think
that
they've
done
some
hospital
sensory
gyms
and
I
think
they
did
the
educational
section
of
the
cass
county
juvenile
detention
center
as
well.
If
I
remember
correctly,.
F
Okay-
and
so
my
second
question
really
is
around-
there-
were
other
areas
highlighted
in
blake's
notes,
such
as
doors
lighting,
flooring,
things
like
that.
Would
those
be
still
areas,
though
I
understand
this
is
a
specialized
building,
but
wouldn't
there
also
be
areas
of
opportunity
that
we
should
maybe
reconsider.
F
So
construction
management
was
only
one
of
the
identified
areas
in
terms
of
historically
how
or
what
we
have
utilized
in
our
current
buildings
within
fps,
and
so
lighting
was
one
of
them.
The
type
of
flooring
was
one
of
them,
doors
was
another
and
there
was
a
significant
difference
in
cost
in
those
areas,
and
so
those
in
those
areas
couldn't
we
still
be
saving
money.
If
we
re-evaluated
and
and
change
those
processes.
A
I
I
might
answer
that
the
whole
the
whole
point
of
doing
this
is
for
those
specialized
items,
the
specialized
lighting,
the
specialized
sound
barriers,
the
specialized
doors
that
like
for
nursing
homes
and
to
cheapen
the
project
at
this
point,
doesn't
seem
responsible
to
me
for
the
kids.
I
understand
the
fiscal
piece,
but
this
is
such
a
unique
building.
I'm
not
comfortable
minimizing
those
products,
but
maybe
the
rest
of
the
board
is
well.
D
I
think
I'm
gonna
ask
blake
to
to,
I
think,
clarify
something
here.
So
we're
not
looking
at
construction
management,
independent
of
a
section
that's
going
to
be
subcontracted.
Construction
management
is
one
delivery
model
for
architectures
and
part
of
that
is
who
handles
and
manages
the
bids
and
and
the
subcontractors
that
come
in.
So
I'm
going
to
ask
blake
to
kind
of
talk
through
that,
I
think
jennifer.
What
you're
saying
is,
can
we
look
at
the
finishings
or
what
our
requirements
are
when
we
go
out
for
bid?
D
So,
for
example,
masonrybid
came
in
extremely
high,
so
then
we
have
to
do
a
couple
of
things
we
have
to
look
at.
Do
we
redefine
our
scope
of
work
and
roll
that
out
with
bid
project
2
or
what
are
some
other
solutions?
So
I
think
that's
one
end
of
it,
but
that's
independent
of
your
service
delivery
model
on
where
you're
talking
about
whether
or
not
you
hire
a
construction
manager.
F
Correct
and
that's
what
I
was
saying
was
construction
management
as
one
category
and
none
of
those
things,
in
my
opinion,
cheapened
the
building,
it's
just
a
different
lighting,
for
example.
If
we
did
lighting
differently
in
our
buildings,
you
actually
get
more
light.
You
know
that
was
shared
in
in
blake's
and
at
a
lesser
cost.
So
those
is
exactly
what
I'm
talking
about.
So
if
we
change
what
masonry
we're
using
on
the
outside
of
our
buildings,
it
doesn't
necessarily
mean
it's
not
attractive.
Looking,
it
just
means.
D
I'll
have
blake
talk
to
what
we're
doing
with
the
masonry
bids.
I
came
over
because
there's
some
research
that
we're
doing
there
all
of
the
other
bids
didn't
come
over.
I
mean
overall,
they
came
in
kind
of
where
we're
budgeted
and
then
we
still
have
a
bid
package
too.
That's
going
to
come
back
and
then
that's
when
our
construction
management
team
will
go
back
and
value
engineer
and
take
a
look
at
all
of
our
bid
packages
and
say:
where
are
we
relative
to
the
budget?
H
There
are
lots
of
finishes
and
requirements
you
know
better
than
than
I
would
that
need
to
be
included
from
what
I
understand
after
visiting
with
the
experts,
in
order
for
this
explorer
academy
to
work
the
way
that
it
needs
to
work
for
the
kids.
So
I'm
not
interested
in
re-evaluating
fixtures
and
lighting.
H
T
I
kind
of
need
to
address
it
two
different
ways:
okay,
the
construction
manager
and
the
things
that
you
don't
see
behind
the
scenes
is
the
amount
of
zoom
meetings
and
in-person
meetings
that
we've
had
with
the
construction
managers.
The
architects
bwbr
the
electricians,
the
mechanical
engineers
trying
to.
I
won't
say
that
I
won't
use
the
term
yet
value
engineering,
but
to
try
to
scale
down
this
building
a
little
bit
to
make
it
economical.
T
T
We
are
doing
those
things
in
there,
but
we
that's
what
the
construction
manager
is
for
is
to
do
those
things
for
us
to
be
able
to
go
back
to
these
vendors
and
get
better
pricing
to
be
able
to
go
back
to
the
masons
and
try
to
get
better
masonry
prices
with
the
masonry
prices
ourselves.
What
we
have
now
is
we
ask
them
to
go
back
and
we're
probably
going
to
maybe
I'm
speaking
out
a
term
here.
T
I
was
in
the
car
on
the
meeting
when
we
were
talking
about
this,
so
we
asked
them
to
go
back
and
probably
put
it
in
the
next
package
to
rebid
it
to
try
to
get
some
more
people
involved.
They
need
to
go
back
to
the
drawing
board
and
talk
to
more
people.
Again,
maybe
talk
to
somebody,
that's
not
local,
to
see
if
you
know
who
we
can
get
out
here
to
bid
on
it.
I
know
there
was
a
group
up
in
grand
forks
that
was
interested.
T
T
There
are
things
in
this
school
that
you
just
can't
re-engineer
or
you
can't
go
well,
let's,
let's
look
on
amazon
for
something
like
that,
instead
of
what
we
actually
have
to
put
in
this
building.
So
it's
kind
of
one
of
those
things
of
yeah.
We
wish
we
could
do
just
what
we
do
in
the
rest
of
our
schools,
but
you
really
can't
because
you
need
to
conform
to
some
sort
of
standards,
for
this
building,
to
make
it
functional
for
the
environment
and
for
the
the
kids
are
gonna,
be
in
this
building.
T
So
that's
kind
of
why,
for
one
we
use
the
construction
manager
and
all
in
this
situation,
and
also
why
we're
going
back
and
and
keep
rethinking
what
we're
doing
in
this
building
scale
down
or
in
some
cases
we
have
a
scale
up
a
little
bit
depending
on
what
it
is.
But
we
are
constantly
reevaluating
that
in
this
building,
just
to
make
sure
it's
done
right.
The
first
time.
U
They
do
it
at
a
certain
height.
Their
sheetrock
is
too
thick
rather
than
a
single
layer
of
sheetrock
and
when
the
wainscoting
is
higher
up,
it's
because
the
kids
otherwise
are
picking
it
caulking
along
the
edges.
So
there's
a
lot
of
those
things
that
are
very
purposeful
to
this
environment
and
that's
why
it's
key-
and
I
think
it's
important
for
this
project
to
have
someone
a
construction
manager
who
has
dealt
with
some
of
these.
T
U
T
Exactly
and
even
the
ductwork
in
this
building
is
is
twice
as
large
as
what
you're
going
to
see
in
a
normal
school
just
because
it
needs
to
be
quiet
going
through
that
whole
thing
and
that's
what
that
provides
for
us.
So
it's
a
lot
of
things
involved
in
this
and
we're
constantly
re-evaluating
so
and.
A
H
D
Well,
I
think,
there's
just
kind
of
a
conversation
I
think
just
for
us
moving
forward
that
that
I'd
like
to
know
in
terms
of
governance
as
well.
We
are
bound
by
century
code
to
go
through
a
bidding
process
and
and
which
bids
that
we
have
to
accept,
and
then
we
also
have
governance
in
our
in
our
own
governance
structure
with
el,
where
we
are
not
going
to
overcharge
or
not
be
good
fiduciaries
of
taxpayer
dollars.
D
But
this
is
blake's
area
of
expertise
and
jackie's
areas
of
expertise
as
well,
and
we
have
to
trust
our
trusted
professionals
that
they're
going
to
bring
the
best
project
forward.
That's
going
to
meet
the
program
that
we've
designed
for
the
kids,
and
I
think
it's
just
a
reminder
of
that
governance
structure.
I
don't
think
our
board
is
designed
to
be
to
be
questioning
bids
as
bid
packages
come
off
for
a
project.
That's
already
been
approved.
G
V
O
A
B
Yeah,
this
came
up
at
our
last
planning
meeting,
based
upon
a
number
of
different
factors
that
we've
been
looking
at
and
discussing
over
the
last
couple
of
weeks
or
months
that
might
tie
into
using
building
fund
dollars
for
something.
Besides
just
this
project
and
the
fact
that
right
now,
interest
rates
are
so
low
on
the
bond
markets.
B
Jackie
came
forward
with
the
recommendation.
She
thinks
it's
probably
fiscally
in
our
best
interest
to
bond
for
this
project
at
this
point
in
time,
and
then
I
think,
if
I'm
not
mistaken
and
jackie
correct
me,
if
I'm
wrong
we're,
also
going
to
be
looking
into
whether
or
not
we
can
qualify
for
the
school
construction
loan
program
through
north
dakota.
F
However,
when
I
think
about
the
potential
projects
that
are
in
front
of
us
and
the
balance,
the
healthy
balance
in
the
building
fund,
that
is
taxpayer
dollars,
and
that
is
there
to
fund
projects
and
can
afford
to
fund
projects
as
the
explorer
academy
and
maybe
even
the
other
building
that
has
been
in
discussion
at
our
our
last
meeting
in
terms
of
deal
movement.
And
so
then
I
struggle
with
okay.
F
F
Interest
rates
are
great
and
I
say
never
mind,
I'm
gonna
go
get
a
loan
and
I'm
gonna
charge
you
interest
on
that
loan,
even
if
it's
a
small
dollar
amount,
but
I
have
this
money
that
I
still
have
in
this
building
fund
that
I've
been
saving
for
it's
still
hours
right.
It's
still
mine,
I'm
really
struggling
with
how
this
is
the
right
plan.
So
so
I
I
welcome
discussion
around
that
because
I
I
just
I'm
not
sure
that
I
think
that
this
is
the
best
plan.
D
Jackie,
can
you
can
you
walk
us
through
a
little
bit
about
how
our
bonding
capacity
is
determined
and
and
the
work
that
you
did
with
pfm
to
kind
of
get
to
this
resolution
and
then
also
the
changes
that
we
had
in
our
three
series
of
projects
when
our
long-range
facilities
plan
was
originally
drafted,
this
past
fall,
which
included
a
new
middle
school,
and
no
that's
since
that's
not
on
the
immediate
need.
What
that
shift
has
looked
like.
S
We
were
very
concerned
initially
with
the
plans
we
had
in
place
prior
that
we
would
run
out
of
capacity
in
our
building
fund
and
the
capacity
in
the
building
fund
and
the
ability
to
bond
is
not
based
on
our
fund
balance
in
that
fund.
It
is
based
on
the
amount
that
we
can
levy
and
make
payments
on,
so
when
it
was
determined
that
we
were
going
to
look
at
something
other
than
building
a
middle
school.
S
Well,
you
only
have
so
many
so
much
time
to
issue
the
bonds.
Well,
we've
already
started
a
project
right
and
so
the
first
resolution
that's
attached
actually
allows
the
district
to.
You
know
put
that
out
there.
We
have
to
do
a
protest
period,
but
it
would
allow
us
to
go
back
and
say
you
know:
we've
already
paid
for
architect,
fees
and
those
types
of
costs,
so
those
could
be
part
of
the
proceeds
then,
for
the
building.
J
S
And
we
certainly
do
have
the
cash
to
pay
for
the
explorer
academy.
My
concern
is:
what
happens
after
we
pay
that,
because
that
will
deplete
that
fund
balance
and
if
we
are
having
future
or
discussions
even
later
tonight
regarding
this
building,
we
may
have
to
turn
around
at
some
point
and
look
to
bond
for
that.
S
Instead,
I
just
think
it's
timing
of
when
things
happen
and
our
ability
to
issue
if
we
choose
to,
but
we
do,
we
did
have
the
plan
to
pay
for
this
out
of
fund
balance
and
in
the
building
fund,
and
we
do
have
that
capacity
to
do
so.
It
would
be
what
happens
after
that
that
we
would
need
to
then
take
a
look
at.
C
S
O
A
S
S
F
S
Or
other
for
other
future
needs.
So
let's
say
that
we
do
relocate
the
district
office.
We
still
have
to
find
homes
for
some
of
those
other
programs
and
they
that
would
need
to
be
discussed
as
where
that
would
be,
and
there
would
potentially
be
costs
to
remodel
even
existing
facilities.
If
we
were
to
move
some
of
those
programs.
S
Well,
if,
in
my
mind,
if
we
do
not
bond
for
this,
I
think
we
have
to
take
a
hard
look.
If
we
do
choose
to
do
something
with
the
district
office,
we
may
have
to
bond
for
that.
So
it's
a
matter
of
what
comes
first
and
what
comes
second
and
what
the
plans
are
and
with
the
urgency
of
being
able
to
issue
bonds
for
the
explorer
academy.
The
time
is
running
out.
D
And
I
think
it's
also
important.
I
know
because
I
hear
some
of
your
conversations
in
just
terms
of
the
philosophy
and
what
the
impact
is,
but
in
in
a
conversation
such
as
we
have
to
drill
down
to
the
actual
numbers
as
well.
The
project
for
the
explorer
academy
is
right:
around
12
million
dollars.
That
is
the
number
that
we
have
in
our
building
fund,
so
you'd
be
taking
that
down
all
the
way
we
were
going
to
reach
our
bonding
capacity.
D
S
There's
another
there's
a
large
bond
payment
that
has
been
being
held
for
the
last
three
or
four
years
that
will
be
coming
out.
This
fall
out
of
there
and
that
had
to
do
with
all
of
the
crossover
refunding
and
everything
that
we
did
when
we
built
edclap,
that's
been
held
in
trust,
but
that
will
be
coming
out.
So
it's
24
now,
but
after
that
it.
F
S
G
So
for
me
I
trust
the
administration.
I've
worked
with
the
planning
committee
on
all
of
this
and
as
a
board,
we're
authorized
to
levy
a
building
fund
every
year
and
it's
up
to
us
to
utilize
the
taxes
as
we
see
fit.
So
for
me,
it's
I
think
it's
we're
utilizing
the
monies
and
administration
and
cabinet
is
recommending
this.
So.
B
I
want
to
make
it
real
clear:
we
use
the
building
fund
always
for
every
project.
We
make
the
payments
on
all
of
the
outstanding
bonds.
The
vast
majority
of
them
come
out
of
the
building
fund,
so
the
reference
that
well
we've
saved
this
money.
Why
aren't
we
using
the
building
fund?
The
building
fund
will
be
used
to
pay
these
bonds.
B
B
I
think
it's
the
fiscally
responsible
thing
to
do
when
we
know
for
fact
that
sometime
in
the
next
decade,
we're
going
to
be
putting
out
a
whole
lot
more
in
bonding
as
we
build
elementary
secondary
buildings
and
most
likely
at
a
much
higher
interest
rate.
So
I
actually
think
this
is
the
fiscally
smart
thing
to
do,
but
either
way
we're
gonna
have
to
do
something,
because
we
just
approved
the
letting
of
the
bids
that
we
need
the
money
to
pay.
So
we
either
have
to
pass
this
tonight
or
they're.
K
S
And-
and
just
so
you
know,
we
do,
plan
to
pay
for
the
plumbing
that
we
need
to
do
at
agassi
will
be
paid
out
of
building
fund
as
well.
So
I
think
that's
what
jim
was
kind
of
getting
at
that.
We
do
use
that
fund
all
the
time
for
projects
we
paid
for
our
secure
entrance
projects
out
of
the
building
fund,
and
we
will
continue
to
do
that
as
well
as
as
those
come
to
the
table.
G
V
J
O
B
A
U
A
C
C
C
C
C
K
K
K
D
D
D
D
D
K
H
H
H
H
F
F
F
F
D
D
G
G
G
G
K
K
B
K
K
D
D
V
O
I'm
going
to
support
this.
This
is
a
really
unique
and
almost
perfect
fit
opportunity
for
the
district
we've
outgrown
this
office.
This
office
needs
quite
a
lot
of
work
done
to
it.
The
building
that
rdo
currently
occupies
is
going
to
be
essentially
move
and
ready.
We'll
do
some
security
upgrades,
I'm
thinking
but
overall
fit
and
finish,
including
office
fixtures
are
coming
with
this.
It's
it's
a
great
location,
it's
right
next
to
our
hawthorne
elementary.
O
If
we
are
able
to
sell
this
building,
the
ending
price
is
going
to
be
really
affordable
for
the
type
of
buildings
that
we
need.
The
pricing
is
much
more
affordable
than
building
new.
I
think
a
much
better
idea
than
investing
that
money
into
rehabilitating
what
we
can
here
and
even
if
we
try
to
rehabilitate
it
it's
clear
from
our
discussions
that
we're
really
out
of
space,
and
so
for
all
those
reasons
I
will
be
supporting
this
motion
tonight.
F
J
B
B
F
You
can
put
exclusions
or
provisions
into
a
contract
for
sale.
That
would
say
you
have
a
lease
tenant
for
x
number
of
years,
and
so,
if
you
do
think
it's
going
to
take
four
to
five
years,
we
should
be
able
to
move
out
within
what
three
to
five.
I
believe
it
was
stated
earlier
in
earlier
conversations.
So
yeah
put
you'd
have
to
honor
this
lease
for
x
amount
of
months
or
years.
G
F
G
G
D
Brian,
I
think
your
interpretation
of
the
events
is
absolutely
correct.
When
we
did
the
original
analysis
on
all
three
buildings.
We
had
talked
about
what
are
potential
spaces
that
the
all
the
programs
for
magazine
can
go.
There's
three
programs
that
currently
would
not
move
out
if
we
were
to
move
forward
with
this
motion
that
would
not
come
out
of
that
would
not
move
to
our
the
rdo
building,
which
would
be
woodrow
wilson,
adult
ed
and
ecsc.
D
At
the
time
we
had
said
south
high
school
could
be
that
option.
Since
then,
we've
met
with
the
administrations
at
woodrow,
wilson
and
they've
shared
exactly
what
they
shared
with
us
today
there
there
is
a
push
and
a
complete
value,
justified
value
of
woodrow
wilson,
keeping
their
own
identity
and
not
being
located
on
the
same
campus
as
another
campus,
just
because
some
of
the
students
that
they
serve
our
students
that
were
not
successful
or
the
right
fit
for
them
wasn't
the
comprehensive
high
school
as
well.
D
So
what
I
would
encourage
is
that
if
we
are
moving
forward
with
the
rdo
building
kind
of
like
we've
discussed
in
the
past,
let
task
administration
to
come
up
with
what
the
best
best
decommission
plan
would
be
for
the
agassi
building
and
let
us
put
together
what
we
think
would
be
the
best
long-term
solution
for
ecsc
woodrow,
wilson
and
adult
ed.
I
you
heard
today
that
woodrow
wilson
has
only
moved
twice
in
in
their
program
and
they
moved
into
advocacy.
D
If
we
want
to
talk
about
this
conversation
from
equity
and
access
standpoint,
I
think
the
convert
we
need
to
flip
the
script
a
little
bit
and
we
need
to
give
woodrow
wilson
the
chance
to
say
tell
us
what
your
dream
school
is
and
what's
perfect
for
you
not.
Let's
just
push
you
somewhere
where
we,
where
we
do
have
room,
and
I
think
we
just
want
the
ability
to
do
that.
Some
of
that
work.
So,
yes,
we
did
originally
say
that
south
of
high
school
could
be
an
option
because
of
the
space
there.
H
H
U
Just
wanted
to
say,
I
think
the
discussion
needs
to
happen
about
agassi,
but
I
would
agree
with
what
rebecca
just
said
is.
I
think
it's
a
little
bit
early
because
of
the
movement
of
agassi.
I
think
we
need
to
be
transparent
in
our
working
with
the
building
administration
and-
and
I
like
your
idea
of
you
know,
what's
your
ideal:
what's
your
dream
school
and
then
how
can
we
best
suit
the
needs
of
those
kids
that
are
at
that
school,
david.
A
J
A
C
Yes,
and
that's
one
thing
he
did
say
about
the
school,
though
I
mean
that's,
sewer,
is
not
interrupting,
like
the
kids
on
the
second
and
third,
so
I
mean,
I
think
we
just
go
ahead
with
our
wanting
to
do
the
rdo
building
and
then
get
rid
of
this
one
and
then
we'll
move
forward
with
the
other
one.
I
think
that's
a
great
plan.
A
V
G
O
B
A
J
O
A
D
Sure
so
the
last
couple
of
board
meetings
administration
was
tasked
to
create
an
implementation
plan
to
implement
boundary
changes
for
students
that
reside
in
the
clara
barton,
neighborhood
east
of
university
for
them
to
attend
ben
franklin,
middle
school
and
then
subsequently,
north
high
school
administration
is
presenting
to
you
today
that
implementation
plan.
The
reason
that
this
implementation
plan
is
time
sensitive
is
because
the
current
document
in
front
of
you
allows
for
two
things:
well,
there's
two
things,
two
important
components
to
this
document.
D
The
first
one
is
the
option
for
students
that
would
be
impacted
in
the
middle
of
their
middle
school
career.
To
have
that
flexibility
to
attend
their
new
school
early.
So
then
they
can
complete
all
three
years
of
their
middle
school
at
ben
franklin,
if
that's
something
that
they
choose
to
do,
and
in
order
to
do
that.
That
is
something
that
would
take
effect
this
upcoming
school
year
and
would
need
communication.
D
Essentially,
now
you
see
principal
martin
here
he
would
have
to
make
adjustments
to
sections
during
schedules.
Things
of
that
nature.
If
that's
going
to
be
an
option,
individuals
would
want
to
utilize.
Our
families
would
want
to
utilize
so
our
plan,
and
I
really
want
to
delineate
between
two
things.
There's
phase
in
and
there's
grandfathering,
so
our
plan
does.
D
Our
recommendation
is:
does
allow
for
phasing
in
phasing
in
means
students
that
are
going
to
have
to
change
next
year,
because
they're
in
seventh
grade
have
the
option
this
year
to
go
to
ben
franklin,
so
they
can
do
all
three
years
there
and
it
would.
We
would
provide
transportation
for
them
to
do
that.
We're
using
the
term
grandfathering
to
mean.
Do
you
allow
students
to
go
to
their
originally
zoned
school
solely
because
they
had
a
sibling
that
went
to
that
school?
D
So
a
student,
that's
currently
in
that
neighborhood
would
not
go
to
ben
franklin
and
north
would
go
to
carlben
and
south
because
they
had
an
older
sibling
that
went
that
route.
Our
recommendation
is
no.
We
know
that
that
might
lead
to
one
sibling
that
went
to
one
school
and
another
sibling
that
went
to
another
school,
but
we
have
faith
in
all
the
quality
of
all
of
our
middle
schools
and
high
schools
in
fargo
public
schools.
D
C
D
So
page
10
is
going
to
be
your
best
diagram,
and
this
is
allowing
for
the
phase
in
which
so
we
would
provide
transportation
for
students
that
wanted
to
take
care
utilize
that
option
this
year.
So
it'll
tell
you
what
grades
get
phased
in,
but
the
boundary
changes
would
be
implemented.
The
fall
of
the
2021-2022
school
year.
A
I
will
say
too
that
I
did
vote
against
this.
The
last
time
I
came
to
the
board
and
quite
frankly,
it
was
a
surprise
to
me,
and
I
didn't
have
enough
information
to
support
it
this
time.
I
feel
that
this
this
has
been
presented.
Well
and
now
I
get
the
strategy
of
having
a
second
reading,
because
this
gave
us
an
opportunity
to
get
a
lot
of
parent
feedback
and
family
feedback,
which
were
very
positive.
That's
the
first
time
we've
ever
looked
at
a
boundary
change
and
that
that's
been
positive.
A
C
H
Well,
I
support
this
plan
and
yes
have
received
positive
feedback
from
parents.
I
received
positive
feedback
from
parents
quite
a
few
years
ago,
when
this
very
similar
issue
came
in
front
of
the
board.
Really
I
I
just
want
to
say
that
I
am
a
family
that
was
affected
by
the
boundary
change
the
last
time
my
girls
are
now
juniors
at
north.
H
You
know
at
one
middle
school,
and
so
we
chose
to
do
that.
One
of
the
reasons
that
I
think
it
worked
well
and
I'm
speaking
specifically
for
our
family,
but
there
there
were
some
really
careful
practices.
I
would
say
that
were
put
in
place.
I
think,
to
help
the
students
that
were
then
fifth
graders
get
to
know
a
little
bit
more
about
ben
franklin,
because
a
lot
of
them
did
grow
up
thinking.
H
Well,
gee,
you
know,
I'm
gonna
go
to
carl
ben
and
I'm
gonna
go
to
south,
because
this
is
where
I
live,
or
because
an
older
sibling
went
there.
This
is
just
what's
been
talked
about
at
school
kind
of
we're,
gonna
be
bruins.
I
I
think
that
you
know
the
careful
planning
in
terms
of
discussions
with
students
and
and
kind
of
showing
them
some
different
opportunities
that
were
available
at
ben
franklin.
H
There
were
a
couple
of
trips,
even
that
kids
could
take
up
there
now
it
might
be
a
little
bit
different
right
now
with
covet.
I
don't
know
what
kinds
of
opportunities
we
can
have,
but
I
would
just
encourage
and-
and
I'm
sure
I
see
the
communications
plan-
that's
you
know-
that's
been
put
forth
here,
but
just
as
much
as
we
can
do
to
help
the
students
that
would
be
transitioning
up
there
to
get
to
know
that
get
to
know
that
school
a
little
bit
better.
H
I
would
just
encourage
that-
and
I
know
we'd
already
be
we'd-
be
thinking
about
doing
that.
I
just
wanted
to
voice
this
because
we're
a
family
that
went
through
this
and
I'm
I'm
also
thinking
back
to
ms
folden's
comments
earlier
this
evening
about
the
students
and
the
families
at
claire
barton
hawthorne.
Let
let
us
be
together.
D
So
mine
is
an
answer
to
kind
of
rebecca's
comments
and
I
I
just
want
to
kind
of
share
with
the
board
some
of
our
contacts
around
this
conversation.
When
this
motion
was
brought
to
bring,
have
administration
create
an
implementation
plan,
it
wasn't
time
sensitive,
but
there's
a
reason
that
we
brought
it
today.
D
We
were
going
to
say
you
always
have
that
option
and
will
allow
that,
but
parents
need
to
provide
their
own
transportation
solely
because
it
is
going
to
be
a
big
lift
on
ben
franklin
and
a
lot
of
work
that
they're
going
to
have
to
do.
Mr
martin
has
agreed
to
put
it
in
and
and
the
reason
that
we're
doing
that
is
if
this
is
part,
one
of
two
boundary
changes
are
going
to
happen.
D
So
that
was
a
reason
that
why
we're
suggesting
that
today,
so
I
just
wanted
to
give
that
context.
So
as
you
look
through
this
we're
hoping
that
what
you
do
here
is,
if
there's
another
boundary
change
down
the
road,
you
apply
the
same
principle,
so
we
make
sure
that
we're
treating
all
the
families
the
same.
F
There
is
a
car
vote
in
this
plan.
I'm
curious.
If,
if
the
board
would
consider-
or
you
know,
talk
about
including
them
as
moving
to
as
a
whole
as
the
entire
elementary
rather
than
leaving
them
split
and
then
giving
them
the
option
in
reverse
to
stay
where
they're
at
and
what
that
could
look
like,
because
I
really
think
that
honestly,
a
true
feeder
program
would
help
sustainability
in
terms
of
numbers
in
this
district.
F
If
we
did
it
across
the
district
and
made
all
of
our
four
elementaries
that
are
split
a
true
feeder,
so
I
still
believe
in
that
idea.
Second,
I
have
significant
concerns
with
what
you
had
shared
earlier
and
I
that
was
actually
my
number
one
question
was
going
to
be
around
splitting
families
in
terms
of
if
you've
got
now
a
9th
grader
and
a
10th
grader,
and
one
goes
this
way,
and
one
goes
that
way:
you're
asking
families
now
to
have
two
cars
or
two
different
transportation
methods.
D
So
you're
talking
about,
if
I
think
it's
a
matter
of
it's
a
boundary
change,
what
are
we
willing
to
prioritize
and
what?
What
is
it?
The
goal
that
we're
trying
to
accomplish
here?
Well
last
time
when
you
did
boundary
changes
in
2014,
I
believe,
and
we
allowed
siblings,
to
follow
their
older
sibling
and
carry
that
out.
We
did
not
get
the
impact
that
we
were
trying
to
do
by
reducing
the
over
capacity
in
those
buildings
when
you
allow
for
that
grandfather
clause.
In
that
sense,
you're
going
to
have
to
do
that.
Yes,
it
might
be.
D
We
might
have
students
that
their
sibling
went
to
one
school
and
they
go
to
another
school,
and
I
understand
that
that's
not
an
ideal
situation,
but
I
don't
think
any
there's
going
to
be
any
boundary
situation.
That's
going
to
check
every
box.
The
purpose
of
the
boundary
changes
that
we're
recommending
here.
D
It
is
my
understanding
that
this
motion
was
made
to
aim
capture
the
students
that
are
going
to
ben
franklin
and
north
high
school.
So
we
can
make
sure
that
those
buildings
are
are
getting
the
students
that
they
need
to
keep
their
programs
viable.
But
the
second
intent
of
that
was
to
free
up
the
rooms
at
carl,
ben
and
south,
so
we
can
bring
students
where
we're
struggling
on
the
south
side
of
town
with
that
enrollment
goal.
F
If
you
split
up
families,
but
they
got
there,
they
got
the
number
that
they
were
going
for.
It
just
took
a
while,
and
so
I
think
the
same
would
be
true
here.
It
would
just
you
would
just
need
to
allow
for
an
additional
whatever
that
number
is
and
based
on
the
most
recent
projections,
conversations
we've
had
any
sort
of
you
know.
Building
needs
is
going
to
be
pushed
out,
at
least
that
far.
A
J
I
first
of
all
I
supported
this
boundary
change
right
away
and
the
fact
that
the
people
west
of
university
would
continue
to
go
to
carl
ben
made
sense
to
me
just
because
of
their
proximity
to
carl
benn.
But
then,
in
listening
to
mrs
folden,
when
she
said
you
know
they
all
wanted
to
be
together.
I
wonder,
if
are
there
being?
Are
there
provisions
being
considered?
B
So,
and
the
same
is
true
for
somebody
that-
and
I
didn't
quite
understand
your
ninth
grader
going
to
the
south
and
the
10th
grader
going
to
north.
It
would
be
flipped
around.
But
that's
that's,
okay,
the
same
thing's!
True
there.
If
I've
got
a
10th
grader
over
at
south
right
now,
and
I've
got
a
fifth
grader
at
carl
benn
or
claire
barton
next
year.
I
can
always
petition
and
see
if
they'll,
let
me
send
them
to
carl
bend
and
then
on
the
south.
B
A
W
Well,
thank
you.
I
think
two
of
the
questions
that
are
on
the
table
right
now
are
being
discussed.
Right
now
is
the
area
to
the
west
of
university
drive,
and
one
of
the
reasons
that
that
I
believe
is
not
part
of
the
original
motion
that
was
passed
is
carl.
Benilson
is
actually
in
that
spot
of
our
community,
so
you
would
have
students
right
across
the
street
who
then
would
be
rebounded
or
repurposed
to
a
different
part
of
our
community.
W
W
The
second
thing
that's
been
talked
about
is
grandfathering
and
the
impact
that
it
has
on
enrollment
trends.
If
we
go
back
and
we
look
at,
for
example,
davies
high
school
and
we
just
look
at
august
enrollment
data
in
2015-16,
we
started
the
school
year
at
that
school.
With
one
thousand
two
hundred
and
eighteen
students,
then
there
was
a
boundary
change
with
grandfathering.
W
W
And
then
we
can
continue
to
see
that
number
increasing
year
after
year.
So
the
impact
of
a
boundary
change
was
dramatically
reduced
because
of
that
grandfathering,
and
really
the
only
people
who
were
impacted
were
anyone
who
came
in
and
bought
a
home
or
rented
an
apartment
in
that
part
of
our
community.
A
F
F
K
K
W
We
should
we
were
able
to
show
one
year
out.
We
did
not
know
what
was
happening
in
that
community,
with
the
number
of
lots
that
are
being
built
on
and
how
quickly
that
part
of
our
community
has
grown,
but
by
grandfathering
we
dramatically
increased
and
stretched
out
the
number
of
years
until
we
would
actually
see
an
impact
of
that
boundary.
F
D
D
A
J
When
I,
when
I
mentioned
earlier
about
the
people
west,
I
was
referring
to
petitioning
and
I
I
won
and
that's
why
I
said:
would
there
be
provisions
because
I
know
that
you
can
petition,
but
I
know
in
a
lot
of
cases,
petitions
are
denied
and
I
don't
know
how
many
people,
mr
martin,
is
prepared
to
take.
So
that's
that's
all
I
meant,
but
I
understood
that
they
could
petition.
I
just
wondered
if
there
was
a
good
chance,
at
least
that
their
petitions
would
be
accepted.
H
If
we
keep
the
the
group
closest
to
carl
bend
so
west
of
university
drive
we're
not
going
to
be
able
to
say-
and
I
I
have
to
keep
remind
myself-
that
we're
not
keeping
that
elementary
school
together
for
the
most
most
part
we
are,
but
there
is
a
a
notch
that
we're
carving
out.
So
I
mean
I
see
that
it
can
work
both
ways.
H
I
see
that
we
can
support
the
plan,
that's
here
in
front
of
us
and
if
there
are
families
that
want
to
petition
to
go
north,
that
that
will
likely
work
out.
I
see
that
if
we
included
the
whole
group
the
whole
clara
barton,
hawthorne
group
and
moved
that
group
north,
that
also
those
families,
actually
any
family
could
petition,
and
I
don't
know
what
the
decision
would
be
there,
but
might
be
that
they'd
be
able
to
stay
at.
D
What
that
does
to
our
secondary
buildings
in
terms
of
enrollment
just
a
lot
of
other
factors.
So
I
think
the
problem
that
we
were
trying
to
solve
was
never
not
having
split
elementary
schools.
The
problem
that
we're
trying
to
solve
is
how
do
we
alleviate
the
growth
that
we
have
on
our
south
side
of
town,
and
that
was
a
purpose
behind
these
boundaries
about
brought
here.
So
just
want
to
keep
the
board's
perspective
of.
Why
are
you
voting
for
what
you're
avoiding
today?
F
F
So
a
true
feeder
system
would
put
all
of
our
elementaries
back
together,
which
is
what
this
community
has
asked
for
in
neighborhoods
time
and
time
again,
and
it
does
also
when
we
talk
about
what
problems
are
we
trying
to
solve
long
term
in
terms
of
long-term
sustainability,
this
versus
carving
out
random
here
and
there
to
bust
students
from
one
direction
to
another?
This
provides
better
long-term
stability
and
a
true
feeder.
A
V
Just
add
to
the
conversation
and
some
of
the
things
that
have
been
said,
one
of
the
things
is
when
you
guys
are
talking
about
perhaps
having
that
area
west
of
university
go
north.
One
thing
that
you
guys
talked
about
at
your
retreat
a
couple
times
ago
was
not
having
families
drive
past
a
school
to
attend
another
school,
and
if
you
change
the
attendance
boundary
of
which
the
school
is
in,
you
would
be
doing
that.
One
other
thing
that
I
would
look
to
bob
to
see
if
I'm
totally
wrong,
but
we
changed
boundaries
in
2000.
V
We
allowed
a
grandfathering
clause.
We
would
still
be
having
that
god
grandfathering
clause
in
effect
now,
because
we
allowed
it
at
the
middle
school
and
the
high
school
level
right
bob.
So
we
would
still
have
families
going
to
davies
that
could
have
moved
because
we
allowed
that
to
trans
transfer
all
the
way
up
through
correct.
V
O
A
Nelson,
yes,
motion
carries
okay
gang,
we
are
going
on
three
and
a
half
hours.
My
blood
sugar
is
really
low,
either
I'm
going
to
have
to
depart
and
vice
president
rhodenberger
is
going
to
have
to
take
over
or
maybe
at
the
wishes
of
the
boards.
We
can
postpone
the
remaining
items
until
the
next
meeting.