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From YouTube: School Board Meeting - February 11, 2020
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - February 11, 2020
A
B
A
A
C
D
Evening,
everyone,
thank
you,
dr.
Gandhi,
it's
a
pleasure
to
be
back
in
front
of
the
school
board.
It
is
CTE
month
and
I
am
CTE,
so
I'm
sporting.
My
shirt,
if
you
see
me
around
I'm
a
billboard
this
month
for
Career
and
Technical
Education,
but
hopefully
this
story,
and
we
tell
the
story
every
month,
all
the
time.
So
people
know
and
learn
about
what's
happening
in
Fargo
public
schools
and
in
Career
and
Technical
Education.
D
D
You
have
a
Career
Pathways
document,
and
this
is
something
that
we've
been
working
with
with
Fargo
public
schools
and
our
career
development
counselors,
to
help
organize
the
information
on
Career
Education,
from
choice
ready
to
the
scholarships
to
the
pathways
to
the
courses
that
are
in
our
high
schools
that
align
with
the
coordinated
plans,
a
study
all
in
one
location.
So
that
is
a
resource
for
you,
and
hopefully
our
community
and
our
schools
when
they
need
it,
and
we
also
left
some
treats
so
from
the
bottom
of
our
heart
on
Valentine's
Day.
D
We
thank
you
for
the
support
you
give
us
in
CTE
and
with
that
said,
we're
gonna
jump
through
and
you've
seen
this
slide
before
in
the
past.
Career
and
Technical
Education
is
about
awareness
exploration,
preparation,
whether
we're
that's
military,
whether
that's
workforce
or
that's
post-secondary,
and
we
want
students
to
find
their
passion
and
develop
some
of
these
skills.
Some
they
might
use
for
their
life,
some
they
might
use
for
a
career.
D
We
do
align
with
the
strategic
plan,
and
this
program
really
does
a
great
job
of
using
all
of
these
aspects
in
its
program
from
leadership
to
the
academics,
to
the
partnerships.
You
will
see
you
tonight,
you'll
just
be
amazed
at
what's
happening
in
this
program
and
I'm
really
honored,
because
I
have
talked
mr.
Tom
cross
into
coming
and
visiting
with
you
he's
a
very
humble
instructor
who
does
amazing
things,
but
really
doesn't
like
to
talk
about
them,
and
one
of
those
important
accolades
for
him
is
the
Director's
Award
of
Excellence.
D
That's
given
to
the
trade-in
industry
in
the
state
of
North
Dakota,
which
is
a
very
competitive
field,
and
he
was
received
that
in
2015
and
so
I'm
really
excited
to
turn
this
over
to
mr.
cross,
and
then
he
will
introduce
the
guest
speakers
after
that.
So,
with
further
ado,
mr.
cross
give
the
floor
to
you.
Oh.
E
We
got.
We
got
great
numbers,
we
do
have
automotive
technology,
one
which
is
a
one
credit
course
after
you
take
that
you
got
out
an
automotive
technology,
which
is
a
two
credit
course
what's
happening
next
year.
We
got
that
preventative
maintenance
course
in
which
is,
which
is
a
half
a
credit.
So
now
these
young
people
could
come
in
and
kind
of
experience
early
on
the
automotive
industry
and
learn
about
preventive
maintenance
on
their
vehicles.
So
it's
that's.
That's
really
really
exciting.
E
F
Hi
I'm
Nick
I'm,
an
auto
student
at
Fargo
South
and
the
auto
program
has
helped
me
move
through
vehicles
that
I
have
or
have
had
one
of
most
recent
major
things
on
my
truck
that
I've
worked
on
has
been
the
fuel
pump.
That
was
a
very
annoying
process,
but
cross
being
a
very
patient.
Instructor
has
helped
me
through
that
guiding
me
through
that
all
the
lessons
and
everything
that
he
gives
us
helps
us
learn
about
how
to
fix
our
own
vehicles
and
keeps
us
moving
forward
learning
how
to
work
on
our
own
vehicles.
G
Hi
I'm,
Martin,
Donovan
and
I
have
been
in
the
SkillsUSA
Club
for
the
past
two
years,
I
joined
last
year
as
a
junior
I'm.
Actually
up
there,
we
won
did
the
Parade
of
Lights
last
year,
we'd
act
out
a
friend's
car
on
a
trailer
and
build
a
tree.
We've
also
done
a
toy
drive
where
we
went
to
Walmart
and
we
picked
out
a
bunch
of
toys
for
families
this
year.
We
also
did
clothes
for
kids.
G
It's
a
great
opportunity
to
be
a
leader
among
your
peers
and
figure
out
how
to
do
stuff,
like
that.
I
I've
also
been
in
the
auto
program
for
the
past
two
years,
I'm
currently
an
auto
two,
and
it
has
given
me
a
lot
of
life.
Lessons
not
only
does
auto
auto
classes,
prepare
you
for
potential
auto
careers,
but
it
prepares
you
for
going
into
your
life.
I
now
know
how
to
change
oil.
G
H
D
D
Ap
so
there's
an
image
of
CTE
that
sometimes
it's
it's
for
certain
groups
of
students
and
what
we
want
to
do
is
change
the
image
and
landscape
a
Career
and
Technical
Education,
that
is
for
all
students,
and
that,
whether
that
skill
turns
into
a
passion
that
they
use
for
a
career
or
their
life
that
they
have
had
the
opportunity
to
travel
that
journey
while
on
high
school-
and
this
is
a
perfect
time-
Dale
hair
off
says
this
all
the
time
that
they
can
drive
the
car
before
they
buy
it.
So
why
not?
D
You
know
Drive
CTE,
you
know
before
you
invest
in
it
in
career
and
college,
so
with
that
I'm
going
to
turn
it
over
to
our
next
community
partnerships
with,
as
a
part
of
the
strategic
plan,
is
Ann
Pollard
from
general
equipment.
Who
will
make
that
discussion
a
little
bit
more
significant
of
our
relationship
with
post-secondary
and
business.
I
Good
evening,
members
of
the
board,
it
is
an
absolute
pleasure
to
be
here
not
only
in
CTE
month,
but
just
to
share
you've
heard
from
students
and
mr.
cross
the
success
of
not
only
mr.
cross
mr.
Preston
guard
the
Fargo
South
auto
program,
but
I
will
tell
you
real
real
facts:
I
represent
general
equipment
and
supplies.
We
are
the
Komatsu
dealer
in
North
Dakota,
so
we
have
for
North,
Dakota
branches.
I
I
was
traveling
today,
so
I
was
thinking
in
my
head,
who
are
all
the
technicians
in
the
shop
and
I
can
name
15
to
20
technicians
that
have
been
impacted
by
the
Fargo
South
auto
program,
our
service
manager.
His
name
is
Ryan.
Knudsen
went
through
the
Fargo
auto
program,
all
the
way
down
to
students
that
we
currently
have
it
in
NDS.
I
Yes,
right
now
attending
the
Komatsu
program
have
gone
through
the
auto
program
so
and
on
top
of
the
auto
program,
since
it
is
CTE
month,
I
can
name
another
15
that
have
gone
through
reck
engines
or
have
gone
through
the
Cheyenne
diesel
program.
These
programs
are
no
doubt
making
a
difference
and,
just
like
Myron
said
it's
not
just
for
companies
like
mine
that
are
going
to
give
them
a
future
in
the
workforce.
It's
for
life
skills.
I
Everyone
should
learn
whether
it's
building
trades
construction,
some
of
those
basic
things
I
want
to
be
able
to
pull
my
own
toilet
and
we
can
teach
kids
that
and
we
can
teach
them
and
expose
them
to
that
in
high
school,
some
kids
Lauren.
Do
you
want
to
be
a
diesel
technician
because
I'm
ready
to
recruit
you
some
kids
might
choose
the
pathway
that
I'm
looking
for,
but
some
kids
may
not
choose
that
pathway,
and
that's
okay
too,
because
just
like
she
said
so
eloquently
they've
gotten
life
skills.
I
So
what
I'm
here
today
is
just
to
talk
about
community
partnerships
and
it's
not
just
a
partnership
that
we
have
with
the
auto
program.
It's
with
Fargo
public
schools.
All
of
many
of
your
CTE
classes
impact
our
future
work
force
things
that
we
do
job
shadows.
Nobody
told
me
to
Job
Shadow
in
high
school.
Had
they
told
me
to
Job.
Shadow
I
probably
wouldn't
have
two
degrees
that
I
do
not
use
today.
Nobody
pulled
me
by
the
ear
and
said:
do
you
really
know
what
that
is?
I
Do
you
really
know
what
that
looks
like
we
can
offer
that
to
students
and
students
need
to
know
that
you
might
have
a
vision
in
your
head
of
what
a
diesel
mechanic
looks
like,
but
I
guarantee
four
to
five
hours
in
my
shop.
We
can
give
you
a
better
idea
of
what
an
all
day
what
it
might
look
like
for
our
careers,
so
we
can
offer
students,
Job,
Shadow,
business
and
college
tours
always
going
to
different
local
colleges.
Ndscs.
We
have
a
partnership
program
with
work
based
learning.
We
want
students
to
come
into
our
facilities.
I
We
want
to
go
into
the
Fargo
south,
auto
program.
That's
an
auto
program.
I
can
bring
my
trainer
in
and
I
can
show
them
one
day
of
diesel
and
what
diesel
looks
like.
What
are
the
differences
between
diesel
annatto?
We
have
those
resources,
there's
a
poster
up
there.
Thanks
to
general
equipment,
we
were
able
to
give
some
dollars
for
the
Bruin
bash
this
past
year.
Skillsusa,
you
heard
him
Tamar
and
talk
about
SkillsUSA
out
of
their
class.
Six
of
my
seven
NDSCS
students
right
now
are
in
skills
USA.
I
They
would
not
be
in
college
SkillsUSA
if
they
hadn't
been
in
high
school
skills,
USA,
developing
leadership,
developing
skills,
developing
passions
and
career
path,
so
internships,
career
path,
just
lots
of
opportunities
and
that's
what
we
as
businesses
need
is
a
chance
to
start
introducing
these
students
to
career
paths
well,
they're
in
great
classes,
at
Fargo,
public
schools
and
offering
them
opportunities
and
getting
to
know
them
and
letting
them
get
to
know
us
as
a
business.
Thank
you.
D
We
had
five
minutes
to
prepare
so
as
a
team,
so
but
I
think
we're
doing
a
pretty
good
job.
I'm
gonna
go
to
the
next.
A
partnership,
and
we've
talked
a
little
bit
about
this
on
the
fringes
of
the
fix
it
forward.
Partnership
that
started
this
year
and
miss
mr.
cross,
auto
two
students,
and
so
Jeremy
Jensen,
is
here
and
he
will
share
about
fix
it
forward
and
our
future
partners
I.
J
Just
want
to
say
thank
you
for
having
me
here
and
I
want
to
say
thank
you
to
Denise
and
Thomas
for
investing
in
this
partnership.
This
has
just
been
an
incredible
partnerships,
I
think
for
both
ends,
so
that
we're
able
to
get
some
cars
and
some
parts
over
to
the
auto
auto
shop
program
and
hoping
we
get
some
real,
hands-on
experiences.
The
kids
are
going
through
the
classes
and
and
we're
able
to
get
more
cars
fixed
for
our
ministry
and
get
them
about
out
in
the
community.
J
I
normally
have
about
half
an
hour,
45
minutes
to
talk
about
the
ministry,
I'm
gonna,
try
and
condense
it
into
couple.
We
started
this
ministry
about
five
and
a
half
years
ago
on
a
farm
in
a
small
private
shop.
Our
goal
was
to
help
those
in
need
in
the
community.
You
know
we
talked
Denise
talked
earlier
about
passions.
My
My
partner
and
I
were
both
passionate
about
cars.
We
like
fixing
cars,
and
we
wanted
to
do
something
meaningful
in
the
community
with
that
passion.
So
we
started
our
ministry
to
fix
cars
for
those
in
need.
J
We
started
working
with
the
YWCA
and
once
we
connected
up
with
them,
they
said
transportation
is
the
number
one
barrier
we
face,
we're
getting
people
out
of
the
shelters
and
back
on
their
feet
and
that's
just
echoed
with
the
over
40
partnerships.
Now
we
have
the
social
services
fargo/moorhead,
so
we
stepped
into
that
and
said
we
got
skills.
We
have
passion.
We
have
a
bunch
of
people
who
like
to
work
on
cars,
let's
try
and
meet
that
need.
J
So,
in
the
last
five
and
a
half
years
we've
fixed
over
500
cars
for
free
for
the
needy
in
the
community.
We
started
giving
away
cars
about
three
and
a
half
years
ago
and
we've
last
week,
we've
given
away
214
and
I
think.
Is
it
the
next
slide?
Four
of
those
recently
have
been
thanks
only
due
to
the
Fargo
auto
shop
program,
so
we
send
these
cars
over.
They
do
a
fabulous
job,
fixing
them
up
and
we
get
to
give
away
more
cars
to
help
those
who
need
that
community
to
get
back
on
their
feet.
D
Think,
what's
amazing,
sometimes
in
partnerships
is
just
how
they
come
out
of
the
sky
and
drop
in
your
lap.
We
had
actually
put
in
a
request
mr.
cross
had
asked
for
six
thousand
dollars
to
buy
some
demo
cars
because
he
didn't
have
enough
to
work
on
in
the
shop
last
spring
and
the
in
the
fall
we
were
denied
and
so
I
was
disappointing
and
we
really
didn't
know
what
we
were
gonna
do
at
least
I
didn't
at
that
moment
and
and
then
pretty
soon
I
received
email.
Hey
have
you
heard
of
boat
fix
it
forward?
D
There's
that
moment
that
it
was
just
meant
to
be,
and
now
we
have
this
ongoing
series
of
cars
that
they
bring
to
the
shop
for
us
and
they
take
away
and
our
students
can
fix,
and
so
sometimes
in
a
community
you
get
lucky,
and
that
luck
is
an
amazing
experience
for
our
students
and
learning
and
the
community
in
and
the
leadership
of
community
service.
So
I
want
to
thank
all
our
guests
that
are
here
tonight
and
for
all
that
they
do
behind
the
scenes.
D
This
is
a
snapshot
of
a
program
that
sometimes
people
don't
see
because
it's
hidden
way
in
the
back,
because
it's
loud
and
noisy,
and
so
this
come
as
a
spotlight
and
one
of
those
programs
that
we've
had
some
students
coming
from
the
West
Fargo
schools
to
participate
in
as
well.
So
as
we
continue
to
share
more
there's
opportunity
for
more
students
to
maybe
come
and
participate
right
on
the
campus
at
South,
High
School
I
also
want
to
give
a
shout
out
to
doc
Todd
birch
principal
at
South,
High
School.
D
He
is
always
in
the
corner
for
us
making
sure
that
we
have
what
we
need
and
approving
all
the
things
that
go
on
in
the
building.
So,
like
Tom
said
it
takes
great
leaders
and
I'm
humbled
by
his
comments,
but
I
really
want
to
give
a
shout-out
to
dr.
birch
for
the
support
he
gives
in
the
building
to
the
program
and
and
with
at
the
district
level.
So
with
that
said,
I
guess
you
can
stop
by
South
High
to
learn
more.
And
if
you
have
any
questions
we
can
take
those
now.
A
Before
we
take
questions,
brandy,
Ani
was
not
able
to
be
here
tonight
and
she
was
very
upset
about
that.
But
she
has
a
special
message
because
Ann
Pollard
is
here
and
so
I'm
gonna
read
verbatim
what
she
sent
so
brandy
says
the
trades
are
so
important.
There
is
a
great
need
now
and
in
the
future.
Having
these
programs
available
in
our
district
are
great
options
for
our
students.
Our
son
took
most
of
the
shop
and
trade
courses
available
to
him.
A
K
A
second
Jim's
comments:
I
was
there
last
year,
it's
a
fantastic
opportunity
to
see
some
of
what
we
have
going
on
in
our
district
for
CTE,
and
this
thank
you
again.
Dr.
join
us
for
all
your
advocacy
for
the
career,
technical
education
in
our
district
and
throughout
our
region
and
throughout
our
state.
It
is
very
much
appreciated.
D
A
C
I
think
just
just
a
quick
reminder
that
this
past
year
we've
talked
about
kind
of
switching
up
a
little
bit
of
the
format
instead
of
just
offering
academic
student
performance
data
in
one
bucket
throughout
the
year,
we're
starting
to
roll
those
out
as
we
receive
the
data,
some
of
the
timelines
might
adjust
moving
forward
as
well,
but
we
just
very
I
believe
last
week
received
the
map
data.
So
this
is
kind
of
a
presentation
with
that
piece
and
we'll
continue
that
process
and
I'll
hand
it
over
to
alright.
L
Tonight
we're
gonna
look
at
the
map
data
and
we
test
once
a
year
in
the
winter
and
we're
looking
at
student
growth.
So
from
our
strategic
plan,
we
were
looking
at
initiative,
one
student
achievement
and
growth,
and
this
is
where
we
do
pick
a
assessment
to
look
at
for
benchmarking
to
see
where
we're
at
in
the
district
around
growth
and
proficiency.
It's
also
goal
four
and
that's
where
we
do
select
the
assessments,
the
nd
essays
map
and
so
forth.
L
L
The
students
have
to
be
in
your
district
for
two
testing
periods
right
continuous
to
get
growth,
so
they
had
to
be
with
us
last
year
and
this
year
for
them
to
count
in
that
count,
and
when
we
take
a
look
at
that,
if
Bob
and
I
both
scored
210.
Let's
say
that
was
that
score
and
the
next
and
then
we
scored
215
they're,
taking
all
the
kids
in
that
210
to
see
how
they
did
the
next
year
and
they
come
up
with
an
expected
growth.
L
So
we're
looking
for
is
which
students
our
district
made
the
expected
growth
that
nwea
set
to
give
us
a
kind
of
a
barometer
to
take
a
look
at
our
students
as
we
go
forward.
So
we're
gonna
go
through
both
reading
and
math
for
grades,
three
through
four,
and
so
as
we
take
a
look
here
and
I,
think
I
always
I
always
like
perspective,
and
so
when
we
think
about
that.
We
have
about
half
of
our
students
in
third
grade
that
are
making
the
expected
growth
and
I.
L
So
it's
not
going
to
be
counted
in
that
percentage
there
as
we
go
forward,
and
then
we
have
fourth
grade
and
that
they
have,
as
we
look
at
that
fifth,
sixth,
seventh
and
eighth
and
ninth
as
we
look
at
that
so
kind
of
wanted
to
look
overall,
our
goal
was
to
have
it
increase,
and
so
we
had
five
out
of
the
seven
grade
bands
and
reading
for
grades.
Three
through
nine
meet
the
goal
that
we
had
going
forward.
L
We're
also
gonna
look
at
math,
and
so
here's
our
mathematics
map
scores
also
on
the
test,
just
kind
of
reminder:
it's
an
adaptive
test
which
allows
the
question
to
change
based
on.
If
you
have
the
question
right
or
wrong,
if
it's
going
to
become
more
difficult
or
less
difficult
till
you
level
out
at
a
certain
level,
and
that
is
something
that
I
guess
tests
are
becoming
more
dynamic
as
we
go
forward
with
the
computerized
testing.
This
is
fifth
and
sixth
grade.
L
Seventh
and
eighth
and
ninth,
and
for
this
goal
for
math,
we,
the
Fargo
Public
Schools,
met
four
out
of
the
seven
great
bands
meet
increased
growth
as
we
go
forward
and
I
think
that's
where
it
leads
to
more
discussion.
Since
we
just
got
received
the
scores
last
week,
we
do
need
to
go
back
and
do
some
analysis
of
trends
and
indicators
of
need,
and
so
what
map
does
allow
us
to
do
is
dig
into
the
data
a
little
bit
by
category
and
also
work
with
what
we
call
our
content
experts.
L
So
our
course
captains
and
Bob
can
or
dr.
girls
can't
like
that
too.
But
what
we're
seeing
is
a
need
for
us
to,
as
we
do
this
system
of
spreading
out.
The
data
is
also
make
sure
that
we
are
working
with
the
groups
to
improve
our
improvement
plan,
so
we're
recommending
that
we
take
the
data
review
it
with
the
teaching
and
learning
team,
the
cabinet,
the
principals
and
then
principals
to
review
with
their
buildings
and
then
we'd
come
to
the
board.
So
that
would
be
our
goal
next
year.
L
L
One
of
the
things
is:
is
that
we're
doing
lots
of
things,
but
we
kind
of
want
to
be
more
strategic
when
we
come
back
to
the
board
to
talk
about
some
of
the
things
we're
doing
and
how
it
matches
up
with
the
data.
So
one
of
the
pieces
as
we
go
forward
and
we're
looking
at
increasing,
we
do
need
to
remember,
there's
a
limit
to
increasing
if
you
see
increasing
every
year
and
so
looking
at
MWA.
What
are
some
of
those
norms?
They're
saying
that
we
should
hit
so
dr.
gross
and
I
were
talking.
L
M
And
I
think
yes,
we
certainly
need
to
continue
to
take
a
look
at
this
data
and
look
for
some
of
those
opportunities
for
improvement,
but
we
also
want
to
stress
the
things
that
are
doing
we're
already
doing
across
the
system.
We've
talked
many
times
about
our
standards-based
education
model,
in
which
we
have
our
teachers
across
the
system.
Looking
at
those
essential
learning
outcomes
talking
about
what
that
means
for
all
the
same
teachers
in
a
great
band
or
a
curricular
area,
how
they
are
then
going
to
use
those
formative
assessments.
M
M
We
have
been,
for
the
last
two
years,
part
of
a
grant
called
the
circle
grant
and
we've
referenced
that
and
we've
written
articles
about
that
for
a
journey
in
which,
at
the
middle
school,
at
Carl,
Ben
Eielson
and
at
South
High
School,
a
lot
of
professional
development
has
been
centered
around
literacy
professional
development.
How
can
I
have
my
students
do
more
writing
that
will
help
them
with
their
reading?
How
do
we
help
students
at
different
parts
of
the
day
really
do
some
of
that
sustains
silent
reading?
M
That
leads
to
improved
academic
support,
and
we
are
now
in
the
process
of
writing
the
second
round
of
that
grant.
That
then,
would
expand
beyond
just
those
two
secondary
buildings,
but
then
would
have
the
opportunity
to
include
all
staff
in
some
of
those
professional
development
opportunities.
So
as
we
look
at
what
we're
doing
now
and
into
the
future,
this
data,
along
with
our
state
assessment
data,
our
a
CT
data
and
so
on,
really
helps
shape
the
path
that
we're
taking
around
continuous
improvement.
L
So
one
question
we
might
have
for
the
board
is
as
we're
trying
to
make
the
presentation,
so
the
data
can
be
spread
out
across
the
years.
If
there
are
some
pieces
that
you
would
like
us
to
make
sure
we
always
add
to
a
presentation
and
I
think
that's
what
dr.
gross
is
getting
to.
Is
that
we'd
like
to
share
some
of
the
things
that
we're
implementing
that
go
with
that
data?.
N
Just
a
really
a
comment,
thank
you
so
much
Missy
and
Bob
for
that
information
and
I
would
just
say
that
purposeful
and
strategic
and
setting
a
goal,
because
when
I
read
the
strategic
plan
says
growth
year
after
year
to
your
point
earlier.
What
does
that
mean?
And
and
what
does
that
look
like
and
when
I've
read
information
around
standards-based
grading
and
targets
being
80
percent
and
then
individualized?
Maybe
learning
plans
or
adjusted
learning
plans
for
20
percent?
Those
are
things
I,
think
that
are
helpful
right.
N
B
The
professional
learning
communities
that
we've
created,
I'm
assuming
they're
gonna,
get
this
data
and
I'm
hopeful
tell
me
if
I'm
wrong,
but
I'm
hopeful.
If
we
see
70
percent
making
growth
in
this
classroom
and
30
percent
making
growth
over
in
this
classroom,
realizing
not
every
student
is
the
same
that
there's
going
to
be
some
communication
going
on
at
the
building
level,
at
least
about
mentoring,
that
classroom
teacher
to
hopefully
get
them
closer
to
that.
70%
target
am
I
correct.
There.
L
I
think
that's
the
power
of
professional
collaboration
and
the
PLC's
the
strengths
that
they
can
provide.
I,
when
we've
been
visiting
through
our
teaching
and
learning
team,
and
how
do
we
help
strengthen
that
it
is
that
it's
building
shared
leadership
with
our
teachers
and
administrators
together
around
having
that
time
to
be
used
to
help
each
other,
and
it's
probably
some
of
the
most
pressure
time
that
we
have.
M
And
I
would
just
add
to
that,
along
with
this
type
of
data,
I
think
some
of
the
most
powerful
conversations
around
a
professional
learning
community
happen
on
that
day
to
day
basis.
What
am
I
going
to
be
teaching
this
week?
Let's
gather
some
of
that
data
and
let's
talk
about
it
on
a
Wednesday,
so
that
on
a
Thursday
we
can
change
instruction
in
their
classroom
and
from
one
week
to
the
next.
My
students
might
be
doing
a
little
bit
better
the
next
week
they
might
not
be.
M
C
Think
the
only
thing
I
would
add,
as
well
as
I
think
it's
never
gonna
be
as
prescriptive
as
to
what
is
the
solution
to
increase
the
data.
I.
Think
conversations
such
as
these
happening
with
our
teachers
or
having
allowing
our
teachers
and
empowering
them
to
have
these
conversations
is,
is
where
the
difference
works,
because
when
you
look
at
education,
there's
a
series
of
data
points
and
sometimes
data
can
be
spliced
in
a
variety
of
ways,
and
we
do
sometimes
face
a
struggle
of
when
you're
only
looking
at
state
assessments.
C
Here
after
a
year,
a
group
of
students,
I,
may
have
shown
enough
growth.
The
first
year
may
not
show
as
much
growth
the
next
year,
and
sometimes
it
is
harder.
Sometimes
it's
easier
to
show
more
growth
if
you're
starting
off
at
a
lower
point
than
it
is
when
you're
at
a
higher
point.
That's
a
consideration
for
us
as
well,
but
then,
secondly,
also
I
always
tell
our
team
and
I
thought
our
teachers.
Aware
of
this
as
well.
C
It's
it's
look
at
the
continuum
of
education
and
k12
that
we
provide,
because
we
have
state
data,
sometimes
year
after
year,
where
we
might
say,
50
percent
of
our
students
showed
growth
or
proficiency
and
there's
obviously
always
gonna
be
room
for
opportunities
of
improvement
for
us.
But
sometimes
that
looks
like
we're
not
serving
50
percent
of
the
kids.
C
But
then,
when
you
look
at
our
12th
grade,
graduation
data-
and
you
say
as
a
system
we're
doing
84
percent
graduation
and
have
the
low
unemployment
that
you
have
in
Cass
County
and
not
a
complain
of
our
high
school
graduates
coming
out
with
lacking
skills.
Sometimes
it's
like
okay,
which
data
point,
do
we
want
to
focus
on
as
well?
K
Thank
you,
president
Nelson
a
couple.
The
notes
that
I
taken
down
have
already
been
addressed
same
concerns
here,
as
when
I
we
saw
the
a
CT
data
just
a
little
while
ago
that
our
goal
is
work
to
be
ever-increasing,
which
I
get
we
want
to
be
improving,
but
is
that
reasonable,
and
can
we
be
more
focused
than
that
and
show
better
results,
a
similar
concern?
K
As
with
the
a
CTS,
and
we
see
everything
grouped
together,
it
can
hide
real
successes
and
real,
maybe
challenges
in
the
different
demographic
areas
or
on
the
different
as
you're
pointing
out
Jim
different
classrooms
are
different
buildings
across
the
so
I.
Don't
know
if
we
want
to
see
that
here,
but
if
that
data
is
available,
I
think
we
would
want
to
be
able
to
have
access
to
that
and
I
think
you
you
address
this,
but
it
may
be
missed
it.
How?
How
is
this
linked
to
our
standards-based
instruction?
M
Think,
with
any
standardized
test,
it
is
just
a
snapshot
in
time
of
how
the
students
are
performing.
This
version
of
the
map
assessment
or
the
measures
of
academic
progress
is
aligned
to
the
state
of
North
Dakota
and
their
standards.
So
we
can
break
this
down
by
the
different
threads
or
strands
just
like
we
can
our
state
assessment
data.
M
So
as
we
take
that
next
step
that
deeper
dive
into
the
data,
you
would
be
looking
at
those
strands
see
where
there
are
strengths
or
areas
for
improvement
and
then
also
looking
at
the
different
demographics
areas
and
categories
to
say
what
do
we
need
to
do
differently?
What
do
we
need
to
celebrate
and
continue
but
use
that
data
as
part
of
that
exploration
process.
K
Just
a
real,
quick
follow-up
on
that,
so
I
keep
hearing
this
mentioned
along
with
our
state
assessment.
How
does
this
overlap?
Does
this
overlap
with
other
assessments
that
our
students
are
receiving
in
the
classroom?
What
what
does
this
provide
that?
Maybe
if
there
are
others,
those
don't
or
vice
versa,.
M
Right
now,
under
the
state
statute,
we
are
one
required
to
utilize
the
state
standards
and
then
utilize,
the
state
assessment
system
or
the
North
Dakota
State
assessment,
and
then
it
also
talks
about
that.
We
are
to
use
an
interim
assessment
similar
to
the
math
assessment,
so
this
is
in
fulfilling
that
component
of
that
statute.
Now
there
are
other
interim
assessments
that
could
be
used
and
there
are
other
districts
across
the
state
of
North
Dakota
that
use
another
assessment
called
star
instead
of
map,
but
it's
another
assessment
to
have
additional
data
points
along
the
way.
Okay,.
M
N
O
My
question
has
to
do
with
what
our
process
would
be,
because
it
sounds
like
we're
being
asked
the
board's
being
asked
for
to
provide
you
with
administration
with
some
input
in
regard
to
what
we
might
want
to
be
seeing
some
of
it,
we've
kind
of
thrown
out
and
discussed
a
little
bit
here
tonight,
but
I
just
wonder
if
that
would
be
something.
Would
we
be
formally
taking
that
to
say
governance
for
some
kind
of
a
conversation
so
that
we
could
more
formally
agree
I,
guess
on
what
the
next
steps
or
the
recommendations
might
be.
You.
C
Could
or
you
could
just
kind
of
tell
us
like
right
now,
I've
made
a
note
from
Jennifer's
comments
that
to
make
sure
we're,
including
subgroup
populations
when
we
can
and
that
data
and
I
think
this
is
just
a
transition
of
presenting
one
overarching
student
achievement
data
report
to
the
board
to
to
doing
it
throughout.
So
this
is
kind
of
the
first
sunset
as
assessments
come
in
so
I
think
moving
forward,
we'll
look
at
subpopulation
data,
but
we
can't
have
a
more
formalized
conversation
or
we
can
just
were
open
to
the
feedback.
O
Well
it
you
could
be,
you
could
end
up
receiving
a
lot
of
requests,
and
so
that'll
be
up
to
you
to
I,
monitor
right.
How
that
comes
in,
but
I
would
be
happy
if
we
were
to
have
a
little
bit
more
of
a
strategic
conversation
at
maybe
a
committee
level
if
it's
Robin,
if
you
decide
that,
that's
something
that
we
ought
to
pursue.
Thank.
A
M
Thank
you
very
much
in
your
packet
is
the
first
semester
of
this
year's
mobility
report.
The
report
is
very
similar
to
what
we
have
shared
over
the
past
few
years.
There
are
some
additional
data
points
that
are
on
the
last
page
and
that
is
in
direct
conversation
from
a
similar
conversation
that
we
just
had
around
academic
performance
when
it
came
to
this.
So
hopefully
we
have
provided
some
of
the
information
that
you
have
requested.
As
we
look
at
this
mobility
report.
M
This
is
something
that
we've
looked
at
from
year
to
year,
and
this
would
be
the
data
of
the
number
of
students
who
have
transferred
in
to
our
district
by
the
different
grade
bands
elementary
middle
school
in
high
school
and
those
who
have
transferred
out
like
in
the
past.
We
give
you
the
previous
year,
so
you
can
do
a
compare
and
contrast
on
that.
M
You'll
see
that
for
this
year
there
are
well
approximately
sixty
more
students
who
came
in
during
that
same
time
period
than
the
year
previous
and
about
25,
more
students
who
transferred
out
during
that
same
period.
But
when
you
combine
the
765
and
the
985
that
just
shows
you
how
mobile
some
of
our
population
is
across
the
system
and
just
wanted
to
break
that
down
by
grade
bands,
then
like
we
have
done
in
the
past.
M
If
we
are
curious,
where
at
each
of
those
areas
the
students
are
coming
to
us
or
going
when
they
leave
us,
we
have
provided
this
data
for
you.
It
is
broken
down
by
percentages
instead
of
numbers
just
because
sometimes
the
number
in
a
certain
grouping
is
so
small
and
might
be
less
than
10
and
that
might
actually
lead
to
being
able
to
identify
students.
M
Like
we
have
done
in
the
past,
we've
broken
down
Minnesota
into
two
categories:
there's
a
purple
and
the
green,
the
purple
being
Moorhead,
the
green
being
the
rest
of
the
state
of
Minnesota.
We've
done
the
same
with
North
Dakota,
where
the
red
is
the
West
Fargo,
Public
Schools,
and
the
dark
blue
is
the
rest
of
North
Dakota.
Just
so,
you
can
see
the
percentages
who
transfer
in
from
our
closest
neighbors.
M
Why
I
don't
have
that
answer
because
again,
that
is,
do
those
family
dynamics
and
what
those
families
are
making
some
of
those
choices,
but
the
new
data
that
we
wanted
to
provide
for
you
is
on
the
last
page,
the
last
time
we
shared
this
data.
You
asked
if
we
could
begin
to
break
this
down
for
gray
band
and
also
by
ethnicity
or
demographics.
M
Please
know
that
there
are
two
areas
that
are
blackened
out,
and
that
is
because
the
number
of
students
in
either
one
of
those
is
less
than
ten,
and
we
certainly
did
not
want
to
provide
the
data
that
might
identify
a
student,
but
you
can
see
for
those
same
areas
of
those
pie,
charts
the
percentage
of
students,
one
in
each
of
those
grade
bands
and
then
two
by
eath.
Each
of
the
demographic
areas,
including
free
and
reduced
and
e-l.
M
M
Then
lastly,
request
came
the
last
time
we
looked
at
this
data
is,
could
we
look
at
it
by
building
across
the
system,
so
you
have
three
different
sets
of
data.
The
first
set
is
elementary
with
four
different
areas
that
are
blackened
out,
because
the
cell
is
small,
the
middle
is,
there
are
three
middle
school
areas,
both
in
and
out
and
then.
M
Finally,
the
last
set
of
data
on
the
right-hand
side
of
the
screen
or
your
report
would
be
our
four
high
schools,
so
you
have
a
sense
of
the
ins
and
out
at
each
of
our
building
and
a
sense
of
the
demographic
breakdown
or
at
least
a
percentage
in
each
of
those
different
categories
so
again
wanting
to
respond
to
the
request
for
some
additional
information,
as
we
present
this
now
and
into
the
future.
So
that
would
be
our
mobility
report.
M
A
M
M
Thank
you.
This
set
of
data
is
the
students
who
are
no
longer
in
that
school.
When
we
present
to
you
the
final
mobility
report,
we
will
be
able
to
pull
that
apart
of
those
who
another
district
requested,
that
information
or
those
who
we
did
not
a
request
and
our
considered
a
dropout.
So
right
now
those
who
are
who
started
with
us
and
who
are
no
longer
with
us
at
this
time.
N
K
C
Yes,
I'll
start
yeah
that
is
correct
and
and
I
think
that
part
of
that
is,
as
we
continue
to
look
at
our
enrollment
projections
and
with
that
RSP
number
as
well.
We
know
that
we
do
have
an
out
migration
when
we
look
at
our
enrollment
in
October
or
November
versus
what
we
normally
have
in
May
as
well.
So
Rob
from
RSP
always
goes
off
of
one
point
in
time,
October
that
October
at
comparison,
but
we
also
know
that
we
do
have
that
fluidity
that
happens
to
our
district
as
well.
I.
O
C
Think
you
know
Jennifer
I,
think
if
the
board
wanted
kind
of
that
data
of
the.
Why
I
think
we
could
have
that
conversation
I?
Think
I
would
also
have
some
reservations
around
I
know
not
sometimes
not
all
families
would
want
to
share
or
share
why
they're
moving
as
well,
and
sometimes
the
contact
doesn't
happen
directly
at
the
school.
Sometimes
we
have
to
pick
up
the
phone
and
say
there's
been
a
certain
amount
of
absences
and
then
just
get
the
information
that
we
can
at
that
point.
N
A
Q
Had
to
change
a
battery
earlier,
so
yes,
thank
you
very
brief.
We
just
wanted
to
give
you
a
quick
update
on
where
we
are
with
the
negotiations
and
the
contract.
Thank
you
for
all
the
parties
we've
been
putting
it
all
together
with
the
new
language
and
reviewing
Thank
You
Gillian
I,
know
she's,
not
here
Thank
You
dog,
for
the
fact
sheet
that
we
have
been
sharing
trying
to
help
with
some
of
the
questions
we
are
holding
two
meetings.
Q
Q
We
must
have
for
our
bylaws
a
majority
of
our
members,
so
if,
by
chance,
people
are
too
wrapped
up
in
Valentine's
Day
and
do
not
get
the
vote
in,
we
may
have
to
leave
the
ballot
open
for
the
weekend,
but
our
hope
and
our
goal
is
to
have
it
close
by
Friday
at
5:00.
So
then
we
will
be
in
contact
swiftly
and
hopefully
we
can
move
forward
and
yay
CTE.
A
C
Just
one
quick
thing:
we
have
a
scheduled
board
work
session
on
February
21st
I
have
worked
with
President
Nelson
to
slightly
amend
the
the
work
session
agenda
that
was
on
the
Governance
Committee.
We
are
going
to
bump
the
pre
k12
steering
committee
conversation
to
a
later
time.
I
think
we
just
wanted.
The
agenda
was
getting
a
little
bit
tight
and
we
want
to
be
able
to
do
our
due
diligence
and
some
of
the
conversations
that
we're
having
specifically
around
that
feasibility
study.
We
didn't
think
the
hour
that
we
originally
limited.
C
A
P
A
Opposed
no
those
items
are
approved.
Would
you
like
to
take
a
break
board
or
if
should
we
move
on
I,
see
shaking
heads
move
on?
Okay,
you
have
to
hurry
up
and
get
home,
so
you
can
sleep
in
tomorrow
morning,
right:
okay,
okay,
I,
understand
business
items,
6a
award
of
approval,
construction
manager
for
Lewis
and
Clark
expansion
and
remodel
memo
number
84,
dr.
Gandhi.
Would
you
like
to
introduce
that
sure.
C
Sorry
about
this,
as
you
will
see,
we
had
the
interview
process
for
the
construction
management
company
for
the
Explorer
Academy,
which
is
a
remodel
at
Lewis,
&,
Clark
and
the
expansion
there.
We
interviewed
three
different
companies
and
we
are
making
a
recommendation
to
move
forward
with
construction
engineers
at
the
negotiated
rate
of
5.25%.
B
K
C
C
Given
the
unique
environment
of
the
expansion
at
Lewis
and
Clark
for
the
Explorer
Academy,
they
have
also
demonstrated
some
experiences
and
working
with
the
AL
to
health
system
and
Grand
Forks,
where
they've
done
a
lot
of
their
projects
and
that
included
some
of
their
work
in
scope.
That
was
very
similar,
including
a
sensory
gym
design
and
some
of
the
other
spaces.
So
we
we
do
know
that
they
have.
They
do
have
experiences
with
public
schools
in
North
Dakota.
This
is
just
gonna,
be
their
first
opportunity
with
Fargo
public
schools.
K
C
So
we
received
the
RFP
packets,
and
then
there
were
I
was
not
part
of
the
screening
process
for
three
companies
that
were
selected
for
the
for
the
interviews
and
then
the
three
companies
were
called
in
and
we
met
with
their
for
the
most
part
they
all
brought
their
their
entire
team.
That
would
be
part
of
associated
with
that
project.
I
was
in
the
interview
process.
I
was
not
one
of
the
scores
and
how
Jackie
was
but
yeah.
We
did
meet
with
them
face
to
face
and.
B
R
R
A
Motion
carries
item
6b,
core
neighborhood
steering
committee
appointments,
there's
a
fairly
lengthy
memo
here
from
from
myself
and
dr.
Gandhi
a
little
bit
of
an
overview.
The
city
of
Fargo
is
conducting
a
Fargo
core
neighborhood
master
plan,
steering
committee
and
process,
and
there
are
a
couple
layers
that
are
involved
in
this
and
I'm
sure.
A
You've
all
read
the
memo
prior
I
did
call
the
city
and
inquire
I
know
that
two
board
members
have
already
expressed
some
interest,
but
there
are
two
levels
of
committees:
if
you
will
one
is
more
in
the
neighborhoods
and
its
really
the
groundwork
and
then
the
other
is
they
want
in
overall
steering
committee.
So
they
have
asked
for
an
appointee
from
the
board
Fargo
school
board
to
serve
on
that
that
overarching
steering
committee
they
expect
to
have
about
seven
meetings
throughout
the
year
of
2020.
A
The
meetings
are
about
an
hour
and
length
during
this
during
the
work
day
and
that's
for
the
steering
committee.
I
know,
John,
Road
and
biker
and
brandy
have
signed
out
previously
and
those
what
I
was.
What
it
was
explained
to
me
is
those
are
more
of
the
on
the
ground
and
a
lot
of
the
work
within
the
neighborhood,
so
that
might
make
a
difference
as
to
your
interest.
So,
with
the
memo
in
front
of
you,
I
already
have
been
contacted
by
one
board
member
to
serve
on
that
steering
committee.
A
R
N
A
And
that's
that's
why
I
had
to
call
yeah,
and
so
we
have
been
only
asked
to
appoint
somebody
to
the
the
larger
oversight
steering
committee.
Then
separate
neighbourhood
ones.
They
can
decide
among
on
their
own.
So
we're
only
being
asked
to
appoint
one
person
to
the
the
lead
committee.
If
you
will
does
that,
is
that
helpful.
C
Okay,
I'm
gonna,
just
interject
one
thing
as
well:
we
are
marina.
I
also
had
a
chance
to
talk
to
the
city
about
this,
as
we
got
the
request
that
came
in
the
role
for
the
steering
committee
for
which
they're
looking
a
school
board
member
assigned,
they
do
want
someone,
that's
gonna,
look
at
it
in
terms
of
as
a
school
district
as
a
whole
and
then
obviously
I
know
that
there
are.
Everyone
has
positions
in
regards
to
your
own
community
neighborhoods
as
well.
A
Unlike
the
school
board,
so
please
contact
me
if
you
are
interested
in
that
and
then
we
would
need
formal
board
approval
for
the
appointment,
I
assume
according
to
our
our
policies.
Okay,
I!
Don't
think
we
need
any
action
on
that
tonight.
Let's
see
here
an
item
that
was
carried
forward
from
the
last
board
meeting
that
I
we
went
a
little
long.
We
had
an
item
pulled
from
the
consent
agenda,
gp3,
9
and
10
and
I
believe
board
member
Benson
asked
for
that
to
be
pulled.
N
I'll
try
to
refresh
everyone's
memories,
so
there
were
quite
a
few
comments
included
on
this
and
so
I
thought
it
would
be
important
to
take
a
few
moments
to
discuss
them
and
specifically,
first
those
really
related
to
our
government
model
policies
and
the
training
that
we
all
participated
in
or
most
anyways
I
guess
through.
The
aspen
group
and
I
also
had
remembered
as
I
read
through
some
of
these,
that
maybe
some
of
the
disconnect
is
related
to
that.
N
We
all
maybe
didn't
hear
this
same
message,
because
we
weren't
all
able
to
be
there
for
the
entire
training
and-
and
we
also
talked
about
in
the
future-
follow
up
to
really
tighten
up
or
take
some
of
that
recommendations.
Around
policies,
so
I,
just
I
I
thought
that
it
would
be
important
to
discuss
it
here.
N
Just
again,
I
felt
like
it
was
important
to
revisit.
Are
we
all
on
the
same
page,
because
I
felt
like
walking
away
and
reading
through
the
summary
that
we
were,
and
there
were
principles
and
I
I
quoted
them
in
here?
They're,
not
my
words
they're
their?
What
I
walked
away
from
her?
What
was
even
in
these
summary
reports
and
so
I
wanted
to
start
there,
anyways,
I,
guess
and
and
talk
about
that.
So
anyone
has
something
to
add
or
feel
differently
about.
N
The
messaging
I
mean
just
here
through
my
notes,
make
sure
I
didn't
miss
anything
I
wanted
to
highlight
under
governance.
I
really
think
you
know
the
I
mean
I'll
just
make
one
more
comment,
and
then,
if
the
where
I'm
getting
at
with
that
is,
is
there
was
a
lot
of
overlap
that
Gary
and
Linda
said
we
had
in
terms
of
some
of
our
results
and
yells
and
and
we
could
really
work
to
talk
about
student
outcomes
and
measurements
being
our
really.
N
What
we're
measuring
in
our
results
policies
for
so
that
they're
purposeful
and
that's
for
our
students
benefit
right
and
and
then
it's
a
clear
direction
for
everyone
and
really,
at
the
end
of
the
day,
this
conversation
around
governance
and
operation,
and
it's
it's
the
board
delegating
operations
to
the
superintendent.
But
if
we
don't
know
what
that
reasonable
progress
measurement
is
or
if
he
doesn't,
it
becomes
then
hard
to
say
what
are
we
really
evaluating
I.
K
O
Well,
the
process
usually,
is
that
the
comments
for
possible
action
go
to
governance
for
discussion
and
and
I.
Think
that's
that's
a
good
process.
You
know,
probably
where
this
is
going
to
I,
would
suggest
it
land
again,
but
there
certainly
are
board
members
that
made
comments
of
concern
or
question
and
that
don't
serve
on
governance.
So
you
know
if
for
those
of
us
that
serve
on
governance,
we
can
refer
you
to
our
own
comments
and
have
that
discussion
at
that
committee
meeting
easily,
but
I
guess
so
I
would
share
my.
You
know
comments
at
that.
A
K
Based
from
Rebecca's
comments,
I
just
want
to
follow
on
to
those
and
say
that,
even
if
you
are
not
appointed
to
serve
on
a
committee,
all
board
members
as
well
as
the
public
are
welcome
to
every
committee
meeting.
They
are
open
meetings
and
all
board
members
can
request,
topics
be
put
on
our
agendas
and
all
board
members
present
will
typically
be
invited
to
add
their
comments
where
they're
needed.
K
So
if
this
is
something
that
we
want
to
take
the
conversation
to
governance
I
would
want
to
make
sure
that
everyone
who
is
not
serving
on
governance
knows
that
they
are
absolutely
welcome
there
and
that
they
should
hopefully
be
there.
If
there's
something,
that's
pertains
to
something
they're
concerned
about.
In.
N
B
R
R
A
A
R
R
N
K
On
the
29th
I
attended
the
Communications
Committee
meeting
on
the
31st
of
January.
It
was
as
there
more
as
a
parent
but
I
have
to
call
out
the
annual
Clara
Barton
Hawthorne
ice-skating
classic
as
there's
an
absolute
treasure
in
our
district
and
I
am
so
jealous
of
all
of
our
students
that
learn
how
to
ice-skate.
I
never
did,
and
so
it's
just
a
wonderful
event
on
the
3rd
of
February.
K
O
The
communications
committee
meets
Wednesday
February
26
at
7:30
a.m.
we
will
have
some.
We
will
have
some
suggested
names
purpose
and
means
to
review
at
that
meeting
that
we've
been
working
on
for
quite
a
while.
The
Native
American
Commission
met
last
Thursday
I
I
found
it
interesting.
We
had
a
presentation,
someone
came
from
NDSU
they're
working
on
a.
B
O
Acknowledgement
statement
that
will
be
utilized
at
the
University
I'm
not
really
quite
sure
what
the
timeframe
is,
but
they
wanted
to
ask
the
Native
American
Commission
members.
They
prevented
or
provided
us
with
two
different
statements
in
to,
and
they
were
just
looking
for
our
feedback
in
terms
of
what
statements
would
be
appropriate
or
not,
and
so
they
said
as
a
land
grant
institution
specifically,
they
felt
it
important
to
acknowledge
the
land
in
which
we
reside,
and
that
part
of
the
cultural
belief
is
that
this
would
be
approved
by
the
local
tribal
members
and
community
elders.
O
Valentine's
Day
is
the
missing
and
murdered
indigenous
people's
March,
and
at
10:00
a.m.
there's,
a
water
ceremony
downtown
at
11:00
a.m.
at
the
federal
building
a
March
starts
and
that
it
kind
of
works
around
downtown
and
ends
at
the
plains.
Art
Museum,
with
a
potluck
at
1:00
p.m.
1:00
or
1:30
p.m.
O
I've
mentioned
previously.
That
I
was
at
Ben
Franklin
for
their
musical
practice.
It
was
fun
to
watch
so
they're
doing
Schoolhouse,
Rock
and
I
was
there
for
about
an
hour
and
a
half
watching,
and
they
were
choreographing
and
so
I
mean
a
lot
changed
even
from
the
beginning
of
that
practice.
To
the
end
in
terms
of
how
they
were
able
to,
you
know,
get
all
their
steps
down,
so
that
was
really
fun
for
me
to
watch.
O
Let's
see
and
the
giving
hearts
day
presentation
yesterday,
I
know
a
few
of
us
were
at
that
at
Carl
Ben,
but
I
thought
that
it
was
hard
for
me
well
and
I
know.
Our
my
group
to
him
was
talking
about
the
presentation
scoring
guides
where
we
rated
collaboration,
understanding,
critical
thinking,
presentation
and
communication,
and
and
some
of
the
kids
were
just
well.
O
They
were
all
great
but
just
fun,
to
watch
the
kids
lead
you
know
and
present
and
and
kind
of
think
about
like
well
I
wonder
what
this
child
might
be
doing
when
he
or
she
gets
you
know
into
a
work
profession.
So
the
group
that
one
of
the
groups
that
took
third
place
was
the
Great
Plains
Food
Bank,
and
so
that
was
one
of
the
groups
that
we
evaluated
and
tonight
actually
right
now
at
the
Scheels
arena,
all
Fargo
hockey
grams
are
part
of
the
stick
it
to
cancer.
O
Fundraiser
that's
been
going
on
in
Fargo
for
ten
years,
and
so
there
is
a
large
silent
auction
going
on
and
there
is
a
lot
of
hockey
going
on
at
the
arena.
I
suppose
the
boys
will
be
playing
by
the
time
we
get
done.
The
girls
started
at
5:15,
so
but
a
nice
job
to
our
hockey
players
and
parents
and
kids
for
organizing
all
of
that.
It's
a
lot
of
work
I'll
be
over
there
to
help
clean
up
tonight.
That's
my
report.
Thank
you.
Thank.
P
The
North
Dakota
in
the
SBA
negotiations
conference
last
Thursday
and
Friday,
and
it
was
he
did
a
good
job
Jim
and
presenting
your
information
having
been
a
seasoned
board
member
all
these
years,
I
think
he
provided
a
lot
of
great
information
for
all
the
new
board
members
and
that
and
president
Nelson
I
appreciate
it
all
year.
Questions
that
you
had
at
that
event
as
well,
and
then
the
planning
meeting,
this
Thursday
I
believe
the
13th
and
tinted
the
Ronald
McDonald
sweetheart
ball
on
Saturday,
as
well
for
a
fundraising
event
for
Ronald
McDonald
House.
S
I
also
was
that
nd
SBA's
negotiation
seminar
on
Friday
I
partook
in
the
negotiations,
fe
a
meeting
and
we
have
Planning
Committee
on
Thursday
Friday
is
giving
hearts
day
and
the
Fargo
Public
Schools
Foundation
is
a
part
of
that
and
they
are
raising
funds
for
critical
needs
and
they
have
a
$50,000
match.
So
if
you
have
it
in
your
heart
to
contribute,
take
a
look
at
fps,
Foundation.
A
B
Had
a
pre
k12
steering
committee
meeting
since
we
last
met
I
had
in
North
Dakota
State
School
Boards,
Association
Board
meeting
in
conjunction
with
the
negotiation
non-renewal
conference
and
much
like
Rebecca
and
Robyn
got
to
have
a
little
bit
of
it.
Andrew
Pok
was
there
as
well
had
a
lot
of
fun
yesterday
over
at
CB.
Contrary
to
what
some
people
have
put
on
social
media
school
board,
members
do
go
to
the
schools
occasionally
and
I,
attended
the
negotiation,
seminar
and
I
think
that
was
a
very.
A
Good,
thank
you.
I
went
to
Jefferson
PTA,
one
of
the
things
that
I
learned
is
contrary
to
what
I
believed.
In
the
past,
their
parents
and
their
parent
body
prefers
thing.
Digits
digitally
do
digitally
shared,
so
they
can
so
they
can
interpret
in
different
languages.
So
that
was
very
surprising
to
me,
but
that
was
that
was
a
passionate
group
of
parents
and
teachers
over
there
also
was
it
Hawthorne
and
Eagles
I.
As
Jim
and
Rebecca
mentioned,
I
was
at
CBE
to
judge
the
project-based
learning
as
as
was
Roux
POC.
A
That's
always
a
fun
thing
to
do
every
year
and
for
a
little
bit
of
background
this,
this
team
middle
school
team
picks
different
charities,
they're
involved
in
giving
hearts
day,
and
they
talk
about
how
to
promote
those,
and
they
do
that
as
a
team.
So
they
have
three
or
four
kids
on
each
team
to
to
do
that.
So
it
was,
it
was
quite
fun.
A
I
was
in
Bismarck,
as
mentioned
last
week
for
NDS,
be
a
Cass,
County,
Commission
meeting
I
know
some
of
us
were
there
and
that
was
related
to
the
course
Academy
discussion
that
was
on
January
21st
January
22nd.
We
were
in
the
negotiations.
Meeting
I
can't
even
read
my
own
typing
there
I
did
meet
with
president
mastered
a
little
bit
about
some
just
direction
after
this
negotiation,
or
this
can't
this
contract
is
approved.
She
did
talk
to
me
about
some
possible
ad
hoc
interests.
A
They
have
some
interest
in
possibly
having
a
board
member
appointed
to
the
safety
committee.
So
I
did
request
that
that's
on
the
Governance
Committee
is
what
our
governance
agenda
as
well,
and
the
other
committee
meeting
that
I
tended
was
the
Governance
Committee.
So
I
did
pass
out
Amory's
presidents
report
for
for
your
viewing
lots
of
lots
of
work
coming
up
here,
I'm
not
going
to
read
it
to
you,
but
most
important
is
what
I
feel
and
and
I
am
quite
sure,
our
most
important
job,
and
that
is
dr.
Gandhi's
evaluations.