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From YouTube: School Board Meeting - August 11, 2020
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - August 11, 2020
A
For
now,
you
just
call
that
school,
something
like
the
falco
community
high
school
then
revert
to
your
policy
about
naming
school
buildings.
This
would
be
similar
to
the
nfl's
washington
redskins,
recently
dropping
the
name,
redskins
and
just
being
called
washington.
While
they
look
for
another
nickname.
A
A
A
A
A
Wilson
personally
fired
dozens
of
african-american
workers
and
replaced
them
with
right.
People
encouraged
by
wilson's
racist
policies.
White
mobs
went
on
the
rampage
against
african
americans,
the
mobs
beat
black
americans
touched
or
destroyed
their
businesses
and
made
thousands
of
innocent
african-americans.
A
The
victims
were
beaten,
drowned,
lynched
or
shot
to
death,
african-american
letters
begged
wilson
to
speak
out
against
the
mob
violence.
Sadly,
wilson
said
nothing
in
dropping
the
woodrow
wilson
name.
The
princeton
university
board
of
trustees
emphasized
that
wilson's
appalling
record
was
not
just
a
product
of
his
times.
A
The
princeton
university
statement
said
quote:
wilson's
racism
was
significant
and
consequential,
even
by
the
standards
of
his
own
time.
Wilson's
racist
thinking
and
policies
make
him
an
inappropriate
namesake
for
school.
Princeton
is
part
of
an
america
that
has
too
often
disregarded,
ignored
or
excused
racism.
A
End
of
quote,
some
have
asked
what
about
the
rest
of
wilson's
record
as
if
the
racism
alone
isn't
enough.
Well,
other
parts
of
wilson's
record
are
also
alarming,
such
as
arresting,
imprisoning
and
interrogating
hundreds
of
thousands
of
americans
for
exercising
their
constitutional
rights
of
freedom
of
speech
and
freedom
of
the
press.
A
The
only
other
thing
I've
heard
opponents
say
is
you
cannot
erase
history,
that's
true,
but
this
is
not
a
racing
history.
This
is
acknowledging
history
right
now
we
are
at
a
very
teachable
moment
in
a
district
that
rightfully
honors
federal
judge,
ronald
davies
for
ordering
integration.
The
horrors
woodrow
wilson
inflicted
on
african-americans
cannot
be
overlooked
any
longer.
A
B
C
C
C
Although
I've
had
the
great
privilege
of
being
the
immediate
past
chair
of
the
fargo
human
relations
commission,
which
heard
the
the
same
argument
last
month.
I
am
here
more
as
a
resident
of
fargo
school
district
being
the
father
of
alumni
from
fargo
school
district
and
got
grandfather
of
current
students
within
the
district.
C
C
C
When
my
first
response
internally
was
well,
you
have
to
take
into
account
the
time
and
context
in
which
president
wilson
was
operating,
which
mr
shah
has
refuted
very
well
this
afternoon,
but
I
did
some
at
mr
shaw's
prompting
looking
into
the
legacy,
and
this
person
was
not
a
product
of
his
time.
He
went
above
and
beyond
his
time
to
inflict
pain
and
suffering
upon
black
americans.
C
The
only
argument,
as
mr
shah
talked
about
against
removing
the
name
is
that
by
removing
the
name,
just
as
the
argument
against
removing
statues
and
names
commemorating
confederacy
leaders
and
generals,
one
is
removing
history.
I
would
count
that
as
so
much
hui
right
now.
I'm
reading
the
book,
the
warmth
of
other
sons,
the
epic
story
of
america's
great
migration
by
isabel
rickerson
wilkerson.
C
It
is
firsthand
accounts
of
the
chilling
and
fatal
impact
of
jim
crow
laws,
which
precipitated
the
greatest
mass
movement
of
people
in
this
continent
at
age,
68,
I'm
learning
for
the
first
time
in
accounting
of
us
history.
That
was
never
told
to
me-
and
maybe
I
missed
school
that
day
and
I
didn't
hear
it.
So
I
really
urge
you
to
remove
this
horrific
name
that
does
not
represent
fargo.
It
does
not
represent
the
united
states
and
please
remove
that
from
the
high
school.
Thank
you.
E
Good
evening
my
name
is
faith
dixon,
I'm
one
of
the
leaders
of
black
lives
matter
here
in
the
fargo
mohair
area.
I'm
also
coming
to
you
to
discuss
a
must
needed
change
of
woodrow
wilson
public
school.
The
time
is
now.
His
name
has
been
removed
from
educational
institutions
all
over
america,
such
as
prison
university.
E
E
He
not
only
fully
accepted,
but
also
added
to
the
persistent
practice
of
racism
in
this
country,
a
practice
that
continues
to
do
harm.
Even
today,
he's
used
his
office
to
spread
his
views
of
hate
and
racism
and
wilson's
wilson.
Segregation
policies
made
him
an
especially
inappropriate
namesake
for
a
public
policy
school
such
as
woodrow
here
in
fargo,
when
our
city
names
a
school
of
public
policy
for
a
political
leader.
It
suggests
that
the
honoree
is
a
model
for
students
who
study
at
the
school.
E
E
I
advocate
for
a
name
change
that
will
reflect
the
moral
values
and
beliefs
of
inclusion
going
forward.
We
should
not
sit
back
quietly
in
ignorance
and
allow
our
students
to
learn
about
woodrow
wilson's
atrocities
while
attending
a
facility
named
in
his
honor.
We
also
believe
that
thomas
roosevelt
should
be
removed
as
well.
Thank
you.
F
Aaliyah,
thank
you.
Thank
you,
president
rebecca
thank
you,
president
gandhi,
and
thank
you
all
the
school
board
leaders
here.
I
am
here
on
behalf
of
fargo
human
relations.
Commission.
I
am
the
current
chair
I
just
took
over
last
month
and
on
my
first
day
as
the
chair
I
had
mr
shaw
came
over
and
did
a
presentation
we
didn't
make
the
decision
right
away,
but
we
did
follow
up
and
did
our
own
research
and
find
is
finding
us
the
credible
to
make
that
changes
happen.
F
I'm
here
to
ask
you
and
stand
with
all
other
people
of
color
in
your
school
in
making
that
changes
happen,
we're
not
here
to
erase
the
history
or
change
the
history,
we're
asking
to
take
away
the
bad
names
and
restart
start
reconciliations
as
one
community
as
one
body
into
making
fargo
a
better
place
for
all.
Thank
you.
G
Good
evening,
everyone
fun
to
be
on
this
side
of
the
podium.
I
am
john
rodenbiker.
I
live
at
10,
25,
9th
avenue
south
here
in
fargo
here
as
a
citizen
and
a
parent
of
students
in
the
district
president
knudsen
board
members,
superintendent
gandhi,
other
members
of
the
administration
on
tonight's
agenda
is
school.
Renaming
policy
considerations.
G
Please
use
this
opportunity
to
move
to
begin
renaming.
The
woodrow
wilson
high
school
fargo's,
alternative
high
school
is
an
excellent
program
that
deserves
an
excellent
name
worthy
of
that
school
worthy
of
its
status
as
a
school
of
choice
and
of
its
objective
to
be
the
district's
safest,
most
welcoming
and
most
accepting
school.
G
It's
past
time,
for
this
name
change.
Others
this
evening
have
laid
out
the
history
of
woodrow
wilson
but
locally.
This
issue
was
first
brought
to
the
board's
attention
by
mr
shah
three
years
ago.
This
is
not
a
knee-jerk
reaction
to
current
events
that
are
happening
in
the
past
week.
This
is
a
discussion
that
could
have
been
happening
over
past
years.
G
G
H
H
H
I
am
here
to
ask
you
in
a
good
way
to
please
change
the
name.
If
we
are
true
to
fargo
public
schools,
mission
of
educating
and
empowering
all
students
to
succeed,
then
we
will
change
the
name.
We
all
have
a
personal
responsibility
to
not
only
ourselves
our
families,
our
generations,
future
generations
and
what
kind
of
legacy
are
we
going
to
leave?
H
H
H
Women
are
nurturers,
we're
life
givers,
and
that
is
that
is
the
epitome
of
educating
each
other
in
our
communities.
So
I
please
ask
you
in
a
good
way,
to
find
it
in
your
hearts
to
change
the
name.
I
was
called
upon
by
an
elder
to
be
here
tonight
and
within
our
cultural
values
and
protocols.
When
someone
asks
you
to
to
do
something
like
show
up
tonight,
you
do
that
in
a
good
way,
so
mods
get
odds.
Thank
you
for
your
time.
B
B
I
Thank
you
so
much.
I'm
jennifer
master
president
of
the
fargo
education
association.
I'm
going
to
keep
this
brief
because
I
know
you
have
a
long
agenda.
I
have
you,
but
first
of
all
thank
you
for
opening
up
the
meeting
to
the
community.
As
you
can
see,
we
have
a
lot
of
passionate
people
who
eloquently
spoke
tonight
and
this
is
an
example
of
what
we
teach
our
children
in
school
every
single
day,
so
speak
up
for
areas
that
they
see
injustices
in.
So
thank
you
for
opening
that
up.
I
I
would
say
it's
been
a
really
quiet
two
weeks,
but
we
all
know
that's
a
lie.
It
hasn't
been
quiet,
but
with
the
decision
that
came
out
on
monday,
I
would
like
to
tell
you
that
educators
are
standing
together,
united
ready
to
do
the
work
ahead
of
them
as
we
open
schools
for
staff
on
august
24th
and
for
students
on
september
2nd.
I
I
just
want
you
to
be
aware
that
I
have
been
receiving
many
communications
regarding
staff
who
are
concerned
whether
it
was
distance
learning
or
in-person
learning.
So
as
a
board.
I
know
you
guys
have
the
power
to
allow
for
resignations
and
retirements,
and
I
would
encourage
you
to
let
those
people
do
that
if
they
feel
needed,
because
I
don't
want
anybody
in
our
classrooms
who
feel
unsafe
or
in
the
wrong
spot
because
of
this
pandemic.
I
I
would
also
encourage
maybe
allowing
sabbatical
leaves
during
this
time,
so
that
we
can
keep
our
highly
qualified
staff
and,
as
we
look
to
different
reports
going
forward,
I
see
you're
doing
committees
tonight
and
as
we
look
at
various
committees,
there's
ones
that
interact
with
educators
a
lot
more
than
others.
Please
make
sure
you're
putting
people
on
there
with
the
mindsets
to
be
collaborative.
I
think
the
work
that
we
have
done
with
dr
gandhi
and
robin
nelson
over
the
last
six
to
seven
months
needs
to
continue.
I
J
J
What
was
first,
originally
an
82-page
plan.
We
do
have
a
couple
of
summary
documents
as
well
that
kind
of
outlines
our
plan
and
provides
a
lot
of
general
faq
questions
for
our
parents,
community
members
and
our
staff
as
well.
I
also
want
to
share
some
exciting
news
to
our
board.
Horace
mann,
roosevelt
elementary
school,
is
now
officially
approved
as
a
title.
One
school
this
year
allowing
us
to
use
title
one
funds
to
serve
all
of
the
students
in
that
school.
J
B
K
K
D
M
M
It's
obvious
by
reading
these
emails,
that
a
lot
of
those
people
have
no
clue
what
level
three
or
a
hybrid
plan
is.
I
think
it
with
the
opportunity
now
to
speak
to
the
the
closed
circuit
audience
I'd
just
like
dr
gandhi
to
explain
what
level
what
this
hybrid
plan
needs
means
k
through
12.,
when
are
the
kids
going
to
be
in
class,
and
when
are
they
not?
J
So
students
at
the
elementary
level
will
be
in
one
of
two
groups,
and
those
groups
will
either
come
to
school
on
monday,
tuesday
or
thursday
friday,
and
then
each
both
groups
will
alternate
wednesdays.
Based
on
each
week.
We
are
planning
on
notifying
all
parents
and
community
members
of
what
group
students
are
going
to
be
in
this
week,
so
that
information
is
coming
out
as
well
and
we
are
looking
at
a
similar
plan
for
high
school
as
well.
J
I
know
that
when
our
plan
originally
was
presented
to
parents
and
members
of
the
community,
our
hybrid
plan
for
middle
school
and
high
school
students
started
the
school
year
off
online.
That
is
not
the
case.
That
was
one
of
the
revisions
that
we
had
made
and
discussed
when
we
presented
the
plan
to
the
board
work
session.
So
the
school
year
will
be
starting
with
the
combination
of
face-to-face
and
online
instruction,
for
students
are
grouped
both
all
across
the
system:
kindergarten
through
12th
grade.
M
J
So
when
we
had
worked
in
the
guided
practice
center
was
a
value
added
that
we
were
able
to
provide
that
set
of
services
when
we
were
going
to
start
the
school
year
with
all
the
secondary
students
online.
What
we
said
in
our
plan
originally
was
that
and
the
way
our
plan
states
right
now
is
that,
because
we're
starting
on
face-to-face
instruction
for
our
middle
school
and
high
school
students,
we
wouldn't
be
able
to
provide
guided
practice
at
the
earliest
until
october
5th.
J
However,
that
can
also
change,
because
the
committee
is
going
to
meet
every
two
weeks.
So
if
the
committee
were
to
decide
that
elementary
students
are
a
level
four
and
secondary
students
could
then
continue
at
the
hybrid
model,
so
guided
practice
center
could
begin
in
october,
but
it's
going
to
be
based
on
which
instructional
plan
that
we're
in
so
starting
september,
2nd.
No,
there
will
not
be
any
guided
practice
center.
M
J
N
B
B
P
Q
R
P
O
M
B
Item
b,
school
renaming
policy
considerations,
memo
23,
there
is
information
I
well,
we
all
have
information
here.
It's
a
memo
that
comes
from
me.
It
is
it
kind
of
culminates,
a
lot
of
the
discussion.
Actually
that
happened
earlier
today
from
the
guests
that
joined
us
and
supplementing
the
memo
is
a
letter
that
is
from
the
chair
of
the
fargo
human
relations
commission.
It's
the
letter
dated
july
20th
when
that
commission
took
action
to
vote,
to
encourage
the
school
board
to
change
the
name
of
woodrow
wilson
high
school.
B
B
K
B
And
under
our
executive
limitations
policy
10,
which
is
communication
and
counsel
to
the
board,
the
policy
point
14
points
out
in
essence,
collap,
an
effort
of
collaboration
and
information
in
informing
board
members
of
changes
regarding
administrative
policies.
So
I
guess
I
would
see
it
as
that's
that's
a
little
vague,
but
there
it's
open
for
discussion
in
terms
of
what
that
involvement
and
discussion
with
then
that
board
committee
would
be.
I
would
see
that
it
would
be
up
to
that
board
committee
and
administration
to
work
hand-in-hand
to
identify
what
that
process
is.
B
K
K
D
I
O
I
too
much
like
many
people
in
the
audience
do
not
necessarily
consider
woodrow
wilson,
somebody
that
we
should
be
holding
out
as
a
role
model,
certainly
not
for
our
students
so
renaming
the
building
may
be
the
right
thing
to
do,
but
I
have
concerns.
If
we
do
it
without
policy
being
in
place,
we
have
several
buildings
that
other
people
in
our
community
could
take
exception
to.
O
K
K
R
D
K
R
B
I
don't
see
why
not
I'm
just
I'm
just
going
to
share
my
point
right
now.
I
don't.
I
don't
see
why
not
it's
a
newly
formed
committee,
I
guess
you
know
we
have
to
get
into
we'd
have
to
get
into
the
meets
and
the
bones
of
it,
and
we
have
to
have
a
motion
that's
approved
in
order
to
do
it,
but
that's
a
newly
formed
committee
as
far
as
I'm
concerned,
that
could
be
the
first
item
that
that
committee
addresses
unless
there's
something
else,
that's
more
pressing.
B
Personally
myself.
I
want
the
folks
to
know
here
today
that
I
have
enough
information
myself
to
know
that
woodrow
wilson
should
be
not
the
name
of
that
building.
If
there
is
any
other
interest
of
other
board
members,
you
know
that
shares
that.
That's
that's
fine,
but
I
do
want
the
community
to
know
that
I
feel
like
I
have
the
information
that
I
would
need
if
I
were
asked
to
be
having
a
name
change.
I
also
support.
However,
this
policy
work.
S
President
knuts
and
I
feel
the
same
way
that
you
do
that
I
have
enough
information
to
support
that
change.
My
question
is:
could
we
do
something
in
the
interim
while
we're
working
on
all
of
this
to
remove
at
least
that
piece?
Could
we
do
an
interim
name
such
as
just
fargo
high,
or
I
know
we
used
to
have
a
fargo
central
high?
Could
we
utilize
that
name
so.
B
I
do
want
to
make
sure
that
we
are
continuing
discussion
regarding
the
motion
that
was
made,
which
was
specifically
regarding
the
policy
and
if
there
is
other
discussion
that
is
in
relation
to
the
policy
and
that
motion
that
was
made
and
anne
marie
could
read,
do
you
want
to
reread
that
anne
marie?
For
us,
please.
P
B
J
J
I
would
think
that
maybe
that
consideration
the
board
make
that
a
time
sensitive
consideration
where
the
policies
back
prior
to
the
start
of
the
school
year,
because
I
think
we
have
a
responsibility
as
a
school
district
and
based
on
even
the
conversation
that
we're
hearing
today
to
make
sure
that
we
are
showing
that
we
do
not
tolerate
racism
and
we
do
not
tolerate
prejudice
and
if
we
want
to
do
that,
instead
of
just
keep
saying.
Okay,
let's
have
a
year
to
develop
the
policy
and
then
we'll
vote
on
the
policy.
J
Then
we
won't
invoke
the
policy
until
possibly
the
following
school
year
for
a
name
change.
This
is
a
conversation,
that's
happening
now
and
if
the
position
is
that
we
need
to
be
able
to
have
that
conversation
now,
but
we
don't
have
standards
for
that
name
change.
Let's
get
that
done
quicker.
So
then
we
can
get
the
work
that
we
want
to
get
done
and
have
that
change
this
school
year
prior
to
the
start
of
next.
That
would
just
be
a
suggestion
for
me.
B
K
D
S
Thank
you.
That
very
point
was
the
reason
I
was
asking.
If
we
could
do
something
interim,
so
we
could
have
a
little
time
to
properly
assemble
appropriate
policies,
so
we
could
all
meet
so
we
could
collaborate,
so
we
had
a
little
bit
of
time,
but
I
do
think
it's
pressing
and
it's
urgent
to
respond
fairly
quickly,
especially
with
this
particular
one.
B
R
D
O
B
Q
P
School
nights
right
now,
but
we
have
a
tentative
date
for
one
it.
We
have
moved
that
to
january.
You
know:
we've
moved
that
back
a
little
bit,
so
we
have
a
tentative
date
that
we've
we've
held
this
location
actually,
but
we
haven't
started
to
announce
that
yet,
but
so
we're
looking
at
a
january
time
frame
for
that.
R
P
O
M
O
Seth,
I
I'm
not
against
your
motion,
but
I
am
going
to
vote
against
it
because
I
can't
I
can't
remove
this
name
until
we
actually
talk
to
the
students
that
are
currently
in
that
building
the
staff
that's
currently
in
the
building,
because,
quite
frankly,
they
feel
it's
their
high
school.
It's
it
is
their
identity.
Maybe
it's
one,
they
don't
want,
but
I
would
prefer
we
at
least
engage
with
the
woodrow
wilson
community,
if
not
the
broader
community.
O
I
have
actually
heard
from
people
that
graduated
from
the
school
to
not
change
it.
I've
also
heard
from
people
that
graduated
from
the
school
to
change
it.
So
I
don't
want
to
assume.
I
know
what
those
students
that
are
currently
planning
on
being
there.
This
fall,
I
think,
should
happen
with
the
name
of
their
their
high
school.
O
D
M
D
K
D
J
J
There
is
already
a
process
that
we
have
in
policy
for
naming
a
new
building,
so
that
committee's
job
would
not
be
to
find
the
new
name
for
woodrow
wilson.
The
board
already
has
we
already
have
a
policy
for
that.
So
if
woodrow
wasn't
to
drop
a
name,
we
have
a
separate
policy
that
says
how
do
you
pick
another
building's
name,
but
I
believe
that
that's
not
what
the
committee,
the
previous
motion,
charged
the
board's
committee
to
do.
J
S
Nikki,
with
all
due
respect,
I
do
understand
and
appreciate
your
guys's
position.
I
really
do.
I
have
not
heard
people
that
want
to
keep
the
name,
and
because
of
that,
I
guess
my
swift
action
to
at
least
remove
the
painful
piece
of
this
is
why
I
am
supporting
this
motion
because
at
least
we
can
show
we
are
making
progress.
We
are
taking
steps
forward.
We
want
to
be
thoughtful
with
the
way
that
we
do
this
as
we
recreate
and
collaborate
on
creating
new
policies
and
renaming
policies.
S
But
I
feel
that
by
doing
this
we
can
say
we
are
responding
and
we
are
taking
some
action
and
more
action
will
be
coming
forth
and
I
I
don't
know-
maybe
it's
just
personal
opinion.
I
guess
I'll
just
share
that,
but
I
would
think
that
there
would
be
some
comfort
in
that
and
knowing
that
there
will
be
collaboration
in
many
table,
many
parties
at
the
table
to
be
able
to
work
on
that
and
to
heal
going
forward.
If
this
is
inflammatory-
and
this
is
concerning-
I'm
not
sure
we
should
wait.
B
B
We
have
dialogue
within
our
community,
as
evidenced
here
tonight
as
evidence
that
has
happened
all
across
our
community
since
george
floyd
was
murdered,
and
I
I'm
confident
that
this
is
a
name
that
needs
to
change
and
I
will
support
whatever
decision
the
board
makes.
I
believe
that
if
we
don't
make
that
decision
this
evening,
that
does
not
mean
that
it's
a
discussion,
that's
not
going
to
happen.
B
T
Thank
you
yeah.
I
I
think
I'm
just
so
quiet
because
I
there
is
just
no
dialogue
for
me.
I
I
will
support
this
motion
as
well.
I
think
that
the
public
has
had,
as
was
stated
three
years
to
to
state
their
opinions
and
state
how
they
feel
there's
more
than
enough
evidence.
I
have
not
heard
from
constituents
who
feel
the
need
to
keep
this
name.
It's
been
an
overwhelming
response.
The
other
way-
and
I
agree
with
your
sentiments,
rebecca
there's
just
enough
evidence
out
there
and
cities
in
our
nation
have
done
this.
T
I
too,
you
know,
really
was
a
little
uninformed
about
this
up
until
about
three
or
four
months
ago,
when
it
was
being
brought
forth
locally
here
in
fargo,
and
I
I've
really
enjoyed
the
process
of
learning
about
it.
I
had
never
really
thought
about
woodrow
wilson
or
been
taught
you
know
growing
up,
but
I
think
I
sent
a
video
to
the
board
to
view
that
I
watched
it
was
a
panel
of
experts
from
princeton
university
really
from
both
sides
from
all
angles,
reviewing
his
legacy
and
I
learned
a
lot
and
I
enjoyed
that
process.
T
J
So
I
just
have
a
question
on
the
second
part
of
the
motion,
not
the
dropping
the
woodrow
wilson
name.
I
think
the
second
part
of
the
notion
said
until
the
board's
community
engagement
and
advocacy
team
comes
up
with
a
new
name.
So
if
this
motion
passes
is
the
direction
for
that
board's
committee
to
also
come
up
with
a
new
name
and
forego
the
process
we
already
have
for
naming
a
facility,
because
I
think,
there's
two
pieces
to
the
motion.
J
R
J
J
I
think
what
I'm
saying
is
right
now:
it's
not
that
committee's
job
to
come
up
with
a
name
for
naming
the
facility.
So
if
the
intention
is
just
to
drop
the
woodrow
wilson
name,
I
think
that
motion
can
stop
there.
But
what
I'm
saying
is
we
already
have
a
policy
that
engages
the
full
board
and
there's
a
process
for
coming
up
with
naming
a
new
facility
that
involves
community
input
and
things
of
that
nature.
So
limiting
we
probably
don't
want
to
limit
that
to
the
responsibility
of
the
board's
committee
as
well.
B
So,
based
on
our
discussion
here,
we've
talked
that
that
that
second
part
of
the
motion
might
not
be
necessary.
So
but
we've
we've
made
that
motion
we've
had
a
second
on
that
motion.
We've
had
discussion
on
that
language,
so
if
there's
an
opportunity
for
him
to
strike
language
anne-marie,
is
that
appropriate.
R
B
K
P
I
would
have
a
question
on
the
amendment
so
that
we'd
have
it
right.
Do
you
want
to
end
the
motion
with
you
know:
remove
the
name
motor
wilson,
high
school
and
call
the
school
community
fargo
community
high
school
period,
or
are
we
still
having
information
in
the
motion
about
a
renaming
process?
Because,
if,
if
we're
depending
on
when
you,
where
you
we
cut
it
off,
we
would
possibly
be
renaming
the
school
tonight.
B
And
seth,
I
know
that
you
had
included
language.
That
said
something
about
until
like
until
a
name
is
developed
or
or
so
it
was
kind
of
an
interim
name
and
so,
depending
upon,
like
anne
marie
said,
where
you
end
it
it
it.
It
could
be
that
we're
deciding
like
a
formal
name
of
the
meeting
tonight,
but
that
or
the
that.
R
K
B
So,
if
that,
if
that
would
be
the
language,
I
would
have
to
vote
against
that
because
that's
an
affirmative
decision
this
evening
that
doesn't
allow
flexibility
for
the
work
that
that
we
talked
about.
That's
going
to
be
happening
as
a
result
of
this
motion,
and
it
doesn't
allow
that
that
policy
work
to
take
place.
So
there
would
have
to
be
different
language
for
me
to
approve
it
as
ann
marie,
read
it
nikki
and
rupak,
but
rebecca.
P
R
So
my
amendment-
I
guess
what
I
what
my
main
goal
is.
I
want
the
the
us
to
leave
here
tonight
with
woodrow
wilson,
not
being
the
name
of
this
school
and
to
allow
the
process
for
the
motion
that
we
just
passed,
that
robin
had
brought
forward
to
go
through
and
rename
the
school
so
that
we
leave
here.
It's
not
woodrow
wilson,
but
that
process
can
take
place
so
that
we
can
come
up
with
a
new
name
but
before
the
2021-2022
school
year.
So.
B
J
P
D
Q
B
The
result
of
the
vote
might
not
showcase
exactly
what
we're
trying
to
do
here
this
evening.
I
just
want
to
let
people
know
that,
but
I
think
what
what
we
I
feel
need
to
do
is
vote
on
this,
so
that
we
can
start
anew,
because
I
don't
believe
that
I
believe
it
needs
to
be
rewarded.
Seth.
I
don't
think
you're,
you
know
getting
where
you
want
to
be,
and
I'd
like
for
you
to
be
able
to
get
to
that
point.
B
P
C
P
O
M
S
P
B
P
D
J
So
I
think
I
can
I'm
going
to
try
my
best
to
kind
of
simplify,
what's
happening,
and
I
think
it's
germane
to
all
aspects
of
this
motion.
I
believe
so,
I
think,
there's
three
things
at
hand.
I
think
one
is
in
the
motion
prior
to
this.
What
was
the
commit
communications
engagement
committee
asked
to
do?
It
is
my
understanding
that
they
were
asked
to
create
standards
for
consideration
of
school
renaming.
J
Would
we
want
to
invoke
that
same
policy
and
process
for
renaming
the
school
versus
just
giving
that
responsibility
to
a
committee,
because
I
think
the
scope
of
work
that
was
defined
in
the
previous
motion
to
the
committee
was
just
to
create
the
standards
for
renaming
it?
So
I
think
that's
kind
of
just
in
my
process.
Orientation
is
where
I
was
trying
to
see.
What
is
what
is
it
that
we
want
to
do
as
a
board?
Do
we
want
to?
We
have
a
committee,
that's
going
to
work
on
standards
or
school
name,
renaming
considerations.
J
R
Promotion.
Okay,
so
I
am
amending
my
original
motion
to
strike
until
the
communications,
engagement
and
advocacy
committee
can
come
up
with
a
more
appropriate
name
for
the
2021-2022
school
year
and
amend
that
with
until
administration
can
come
up
with
a
more
appropriate
name
for
the
2021-2022
school
year.
Based
on
the
standards
set
forth
by
the
by
the
community
communications,
engagement
and
advocacy
committee.
B
O
Again,
seth,
I
got
to
vote
no
on
this
because
you
just
took
away
our
authority
and
gave
it
to
the
superintendent.
The
superintendent
does
not
get
to
name
facilities.
We
have
an
ap
policy
that
he
has
to
administer,
but
that
ultimate
decision
on
the
name
of
a
facility
under
this
policy
rests
with
the
board
and
your
motion,
I
think,
just
gave
that
away
to
the
superintendent.
So
I'm
going
to
have
to
vote
against
it.
S
B
R
P
P
P
D
B
K
B
D
P
O
P
M
R
K
P
Q
I
P
Voting
to
amend
the
original
motion
and
the
amendment
is
to
strike
until
the
communications
engagement
advocacy
committee,
creates
a
policy
and
renamed
the
school
by
the
2021-22
school
year.
Okay,
and
inserting
until
administration
can
recommend
to
the
board
a
more
appropriate
name
for
the
2021-22
school
year,
based
upon
the
standard
set
by
the
communications,
engagement
and
advocacy
committee.
D
M
So
I
I'm
thoroughly
confused
by
this.
If
we
vote
yes,
are
we
removing
ap
3260
that
refers
to
the
naming
of
facilities
and
the
process,
because
it
clearly
states
that
that
there's
much
more
involved
here
than
the
administration
it?
It
involves
the
community
staff
students,
everything
and
now
we're
saying
that
it's
going
to
be
a
recommendation
of
the
superintendent
of
the
administration.
Excuse
me
so
that
seems
like
ap
3260
does
not
exist
anymore.
B
Q
B
B
B
I
feel
as
if,
although
I
don't,
it
won't
sound
right,
but
I
feel
like
I'm
going
to
have
to
vote
no
on
it,
because
I
feel
like
the
process.
Isn't
I
feel,
like
the
process
is
pretty
muddy
and
I
I
think
that
it
is
it's
probably
not
representative
of
what
I
feel
the
emotion.
The
main
intent
of
the
motion
is
my
my
feeling
on
the
main
intent
of
the
motion
is
that
the
name
of
the
school
not
be
used,
but
so
I
will
need
to
vote
against
this
amendment.
Q
Correct,
correct
me.
If
I'm
wrong
anne
marie,
but
that's
how
I'm
I'm
reading
it,
I
think
it
just
gives
it
back
because
it
took
it
away
before
and
it
is
an
administration
administrative
policy.
So
it
allows
the
process
to
happen
as
intended
in
the
original
motion
and
gives
a
temporary
name
to
the
building,
just
in
a
long
roundabout
way.
Q
J
I
think
what
what
the
intent
is-
and
I
don't
want
to
make
assumptions
of
everything
from
what
I'm
hearing
is.
The
intent
of
the
motion-
is
to
drop
the
name
and
then
in
and
use
maybe
a
temporary
name.
If
that's
what
you
that's
the
suggestion
until
what's
the
process
outlined
in
ap
3260
for
new
naming
facilities
can
be
utilized
for
woodrow
the
former
school
of
woodrow
wilson.
If
that's
the
nation,
the
name
that
gets
passed.
B
K
Robin
so
I
will
say,
I
again
completely
support
the
spirit
of
the
amendment,
but
basically
what
you
are,
what
this
motion
does
it
indefinitely
na
renames
the
school
unless
the
communication
or
this
new
committee
comes
up
with
a
process
to
not
do
that,
so
it's
it's
really
kind
of
again
usurping
that
work
of
the
committee,
so
I
would
be
more
comfortable
supporting
a
clear
motion
and
then
separating
the
current
name.
This
is
process
versus
name
and
I'd
like
to
support
the
process
and
I'd
like
to
discuss
more
freely.
The
current
name
of
the
school.
Q
So
I
would
just
say
that
I
think
that
this
does
actually,
you
know,
allow
the
process
to
happen
with
an
interim
name
because,
ultimately
correct
me.
If
I'm
wrong
administration
could
come
back
and
say,
based
on
this
process
and
community
input
that
we
did,
we
would
recommend
it
stays
the
same.
Correct.
Q
P
D
D
P
U
S
P
S
P
R
P
B
P
B
M
O
P
O
B
K
O
N
I
think
if
I
interpret
the
statute
correctly,
we
would
just
need
to
have
a
plant
number
which
we
still
would
have
for
this
high
school.
The
name,
then,
would
need
to
be
changed.
So
if
it
is
community
high,
school
or
whatever
would
be
part
of
that
motion,
but
we
would
need
the
plant
number
for
all
of
the
correspondence
with
the
department
of
public
instruction.
B
N
T
P
We
start
school
in
a
few
weeks
and
all
of
our
communication
and
things
we
do
are
based
on
a
school
name,
and
so
we
would
have
to
very
quickly
figure
out
how
to,
and
I'm
not
saying
we
can't.
I
just
wanted
to
consider
this,
because
this
motion
on
the
floor
too
does
not
rename
the
school
at
all,
and
so
emails
go
out
from
the
school
under
a
name,
people
work
for
a
certain
school
with
a
name.
P
We
have
websites
that
have
a
name
and
so
not
that
it
can't
be
done,
but
there's
many
things
that
would
have
to
occur
and
occur
very
quickly.
I
mean
I
don't
know
if
there's
emails
set
to
go
out
from
woodrow
to
families
tomorrow
I
mean
I
just
don't
know
that
right
now
and
so
there's
there's
certain
things
that
we
would
have
to
do
very
very
quickly
to
facilitate
such
a
change
in
a
very
short
amount
of
time.
So
I
just
want
you
to
be
aware
of
that.
B
J
Yeah,
I
think
I
think
the
question
is
this
conversation
I
think,
has
been
convoluted
because
we're
mixing
intent,
action
and
process,
and
I
think
we
can
be
very
strategic
in
terms
of
what
we
want
to
do.
I
do
I'm
excited
for
the
committee
to
come
up
with
standards
for
renaming
schools
and
I
think,
from
our
conversation,
what
we
know
already
about
woodrow
wilson.
I
I
can't
imagine
that
the
standards
that
we
established
that
we
want
for
our
facilities
that
that
name
would
still
hold
true.
J
However,
I
also
believe
that
we
are
educators,
so
if
we
are
going
to
change
a
name,
we
need
to
tell
our
community
why
we
need
to
tell
our
students
why
and
we
need
to
say
and
involve
them
in
that
process.
So
for
me,
if
the
board
wants
to
take
immediate
action,
which
could
be
the
right
action
to
take
on
changing
the
name,
woodrow
wilson,
you
can
take
that
action
today,
but
make
the
name
then,
when
the
name
changes
effective
by
a
certain
date.
J
Q
Jennifer,
okay,
I'm
gonna
attempt
to
offer
an
amendment
to
this
motion.
I
know
that's
brave
and
just
by
inserting
a
few
words
try
and
reach
your
intent,
and
that
is
the
motion
asked
to
remove
the
name
woodrow
wilson
immediately,
the
challenge
being
it
needs
a
temporary
name.
So
I
would
continue
the
motion
by
amending
it
and
saying
and
to
a
sign
it.
The
temporary
name
of
central
high
school
is
that
what
you
said
community
high
school
until
the
communications
committee,
communications
and
advocacy
committee
can
complete
their
work.
R
B
B
J
I
I
think,
having
a
temporary
name
could
be
very
problematic
in
terms
of
just.
How
did
you
pick
that
temporary
name,
and
then
we
have
the
community
and
the
students
and
the
alumni
have
to
go
through
two
shifts?
Essentially,
I
think
if,
if
the
goal
is
to
make
a
commitment
to
dropping
that
name,
then
how
why
wouldn't
we
rather
invoke
up,
say
boar,
take
action
to
start
the
process
for
renaming
the
school
and
then
let
that
process
run
its
place
and
then
the
name
only
lives
as
long
as
until
that
new
process
is
put
in.
B
There
was
suggestion
earlier
this
evening
about
having
that
be
effective
by
the
2021-22
school
year,
so
there
would
be
action
that
would
be
happening.
There
would
be
a
decision
that
would
be
made
if
this
were
to
go
forward,
and
but
there
would
be
a
process
that
we've
already
talked
about
earlier
this
evening.
That
would
allow
that
that
dialogue
and
that
discussion
within
our
community
to
take
place
and
we
and
then
there
would
be
a
deadline,
for
example,
that
was
suggested
of
the
20
21
22
school
year.
B
M
R
P
R
P
O
O
O
I
personally
would
really
like
to
not
rename
woodrow
wilson
high
school
until
we
at
least
give
the
students
that
are
currently
enrolled
there,
an
opportunity
to
tell
us
yes
do
it
now,
do
it
at
the
end
of
the
school
year,
and
maybe
whoever
is
the
liaison
to
that
particular
building
could
go,
engage
with
them
early
in
september,
and
you
know,
obviously
the
community
is
going
to
be
hearing
that
we're
talking
about
renaming
this
building.
We
don't
need
to
dream
up
a
new
name
today
and
I
think
it's
a
mistake
to
try
and
do
it.
B
S
S
T
Tracy,
I
would
just
like
to
add
I
I
am
going
to
vote
no
on
this
only
because
of
the
process
involved,
and
I
respect
what
you
guys
are
saying.
I
am
a
part
of
this
new
committee
that
will
be
involved,
renaming
it
and
I
we
can
make
it
the
utmost
urgent,
first
item
action
on
that
committee,
so
I
just
want
to
be
clear.
I
too
appreciate
your
intent
and
I
think
it
is
urgent.
T
Q
Q
To
say
we
recognize
that,
regardless
of
the
outcome
of
what
the
name
might
be,
we
recognize
that,
and
this
is
our
opportunity
to
say
we
no
longer
support
this
name
to
me.
That
doesn't
say
we
don't
support
the
process
of
including
students
and
the
public
in
naming
the
facility,
because
we're
still
gonna
do
that
and
that's
that's
important
for
them
to
have
an
opportunity
to
participate.
Q
D
S
S
I
think
we
need
to
be
listening
to
what
people
say
and
as
far
as
all
the
materials
and
everything
that
go
out,
I
can
live
with
two
things:
either
saying
that
we
will
be
discussing
this
and
working
on
this
throughout
the
school
year
and
we
will
have
a
plan
change
because
that
still
sends
a
message
that
we
are
active
on
it.
We
are
working
on
it,
but
I
I
think
this
needs
to
go
sooner
than
later
or
we're
gonna
walk
out
of
here
and
hear
they
pushed
it
off
again.
S
It's
gonna
get
kicked
down
the
road
and
I
think
we're
getting
more
pressure
because
of
the
events
of
today
and
like
I've
said
and
others
have
said,
there's
been
no
one
that
says:
please
keep
that
name.
Please
don't
change
that
name.
I
really
don't
anticipate
that's
going
to
be
the
issue
with
all
due
respect.
I
do
want
to
talk
to
the
students
I
do
want
to
talk
to
the
faculty.
I
do
want
to
hear
from
the
alumni.
S
D
J
I
think
my
question
is:
if
the
position
of
the
board
is,
the
name
is
done,
which
you
know,
I
think
no
one
here
is
defending
the
name.
What
is
the
value
add
of
dropping
the
name
effective
today
versus
making
or
suggesting
that
the
name
no
longer
be
used
past
the
end
of
this
school
year
or
a
certain
point?
If,
if
the
goal
is
to
say
that
that
name
is
no
longer
acceptable,
if
it's
just
a
process
thing.
D
K
K
To
consider
the
workload,
the
tremendous
workload
of
our
administration
right
now,
not
only
from
an
instructional
standpoint,
but
communicating
with
our
parents-
and
you
heard
also
from
our
parents
excessively
over
the
last
couple
weeks-
that
they
want
more
communication
about
how
the
school
is
going
to
open.
So
I
think
that's
where
the
efforts
of
the
the
cabinet
and
their
team
need
to
be
at
this
time,
and
I
really
do
not
think
it.
It
is
harmful
to
the
process
to
give
it
a
little
bit
more
time
making
a
statement.
Vote
comes
with
repercussions.
D
T
Thank
you,
I'm
sorry.
I
I
agree.
I
I
just
I
I
agree
with
the
sentiment
and
I
just
I
think
we
have
responded
to
the
public
and
we
just
want
to
make
sure
we're
thorough
in
the
way
that
we
do
our
response
correct
and
not
acting
too
quickly
and
frankly,
you
know
there's
many
that
I'd
be
interested
in
changing.
I
did
a
lot
of
research
about
agassi
as
well,
and
so
just
to
point
to
this
one
woodrow
wilson.
I
think,
there's
further
work
to
be
done.
T
M
R
P
O
B
D
B
D
R
P
O
M
B
D
B
Q
You
rebecca,
I
can
hear
myself
now
on
speaker,
so
I
I
asked
for
it
to
be
pulled
just
to
give
an
opportunity.
We
reviewed
this
during
throughout
covid
at
planning
committee
meeting,
but
haven't
had
a
chance
since
it
was
renewed
and
modified
since
then
and
renegotiated,
and
so
I
thought
it
was
important
to
just
ask
or
give
jackie
an
opportunity
to
to
give
us
the
highlights
on.
L
Of
course,
there
was
there's
always
wording
and
some
other
things
to
tweak
in
there,
but
we
did
add
a
paragraph
that
essentially
does
state
that,
in
the
event
of
you,
know
significant
loss
of
days
right
now,
the
contract
remains
at
a
50
percent
pay
and
that
is
still
in
there.
However,
just
adds
that
both
parties
will
make
a
good
faith
effort
to
have
discussions
should
the
need
arise
that
puts
either
party
at
significant
risk
of
loss
should
an
event
happen
again
that
delays
school
and
we
are
not
in
session
as
well.
L
We
are
working
towards
valley,
bus,
maintaining
a
five
million
dollar
motor
vehicle
liability.
That
was
a
significant
jump.
It
was
at
one
million,
so
we
will
work
towards
that.
We
increased
it
to
two
million
for
the
upcoming
contract
term
and
then
the
rest
is
basically
the
same
rates
typically
increase
at
about
that
three
percent
level
every
year
per
the
cpi
index.
D
L
Q
Jennifer,
thank
you
jackie.
So
you
know
you
did
mention
the
escalator,
which
I
know
it's
been
in
there
year
after
year,
but
I
didn't
see.
Are
there
parameters
or
things
that
they
have
to
meet
in
terms
of
like
on
time?
I
know
that
there
is
the
other
way
around,
but
you
know
to
to
receive
that
or
at
any
time
no.
B
B
B
R
R
P
O
M
K
O
Since
our
special
board
meeting,
we
had
an
sec
board
meeting
where
we
talked
a
lot
about
reopening
plans
for
all
the
different
school
districts,
and
we
talked
about
a
new
fund.
That's
going
to
be
made
available
to
all
of
our
member
districts
to
access
additional
dollars
for
professional
development
that
they
might
want
to
do,
and
once
I
see
what
those
numbers
are
and
what
we're
eligible
for
I'll
get
those
to
dr
bob.
O
Q
Jennifer,
I
too
was
at
the
special
meeting
on
july
30th.
I've
received
many
many
emails
and
correspondence
and
had
phone
conversations
mostly
specific
to
carl
ben
area
reassignment,
as
well
as
our
future
or
our
discussion
that
will
be
happening
this
evening.
So
I
think
I'll
share
those
for
our
next
work
session
and
then
I
would.
I
am
sad
to
leave
the
to
be
leaving
the
health
insurance
committee,
but
I'm
also
excited
to
be
picking
up
the
liaison
assignment
for
the
youth
initiative
committees.
So
that's
all.
I
have.
S
I
attended
several
of
the
things
you
guys
did
july.
14Th
was
actually
our
first
board
meeting
so
being
a
little
new
to
this.
I
don't
have
the
long
list
you
guys
do
yet,
but
july
22nd,
the
dpi
school
board,
training
july
30th,
of
course,
our
special
meeting
august
6,
the
virtual
academy
zoom
meeting.
I
was
a
part
of
I
also
attended
one
parent
and
one
staff,
smart,
restart
meeting
that
we
had
for
those
I've
had
several
pta
things.
S
I
have
we
had
our
conference
and
it
was
spread
over
three
weeks
and
so
a
couple
days
each
week
were
spent
on
those
learning
more
about
the
advocacy
and
all
the
things
that
we
do
at
a
national
level.
Various
trainings
there
I'm
excited
to
work
on
the
communication
and
advocacy
engagement
and
advocacy
committee.
S
R
I
attended
obviously
special
board
meeting
on
july
30th.
Also
on
july
16th,
I
attended
the
initial
selection
committee
for
fargo
police
chief,
which
dr
gandhi
is
on
the
committee.
I
hope
everything's
going
well
and
in
a
couple
weeks
from
august
24th
through
27th,
is
when
we're
going
to
be
hosting
lunch
aid
this
year
to
raise
money
for
to
pay
off
school
debt.
R
Several
local
bands
will
be
playing
that,
but
it'll
be
a
virtual
event
this
year,
rather
than
a
in-person
event,
all
four
nights,
the
24th
25th
26th
and
27th-
can
be
viewed
at
7
30
at
night
on
a
local
production
company
live
wires.
Facebook
page
and
the
goal
to
raise
this
year
is
twenty
thousand
dollars.
In
the
last
I
looked
before,
we
even
even
have
had
the
event
we're
at
ten
thousand
five
hundred.
So
it's
looking
pretty
good.
That
would
get
there,
but
we
need
we
need
people
to
watch
and
and
support.
So
thanks.
D
T
You
seth
tracy.
Thank
you.
On
july
21st,
I
attended
the
governor's
summit
on
innovative
education.
It
was
all
virtual
this
year,
very
interesting
learned
a
lot.
I
think
I've
been
so
worried
about
my
time
toward
covet
that
I
went
ahead
and
did
both
my
liaison
visits
to
my
liaison
schools,
which
was
very
fun.
T
T
T
On
august
4th,
I
had
a
meeting
with
sanford
senior
leadership
just
regarding
trying
to
obtain
some
medical
information,
maybe
trends
we're
seeing
in
our
hospital
related
to
covid,
so
I
can
bring
that
to
the
special
instructional
plan
committee
that
we're
on.
I
found
that
very
productive
on
august
5th
that
we
are
supposed
to
do
the
sports
physicals
here
at
south.
T
I
also
want
to
share
that.
I
joined
the
parent
focus
group
related
to
special
education
throughout
the
year
and
I'm
happy
to
bring
reports
coming
forward
for
that.
As
we
begin
to
meet-
and
I
too
had
on
my
list
to
talk
about
lunch
aid
very
cool
august
24th
through
27th
there'll-
be
seven
bands
featured
over
four
nights.
Each
show
is
live
streamed,
as
you
guys
know.
Last
year
they
raised
twenty
thousand
dollars
to
pay
off
our
lunch.
B
Thank
you
everyone.
My
report
includes
that
the
core
neighborhood
steering
committee
will
be
meeting
on
the
18th
of
august
at
city
hall.
The
native
american
commission
met
last
thursday
august
18th
at
four
o'clock.
We
I
I
believe
we
all
received
an
email
on
this,
but
a
call
with
state
superintendent
basler
just
to
receive
some
additional
updates.
Since
the
last
meeting
that
was
had
held.
So
I
will
be
on
that
and
henry
I
know
you're
going
to
public
notice
that
in
case
others
of
us
are
on
that
call
as
well.
B
I
was
at
the
press
conference
july
31st
thanks
for
the
work
putting
that
together,
everyone
that
was
involved
also
attended
the
governor's
summit
on
innovative
education
july
23rd
governance.
I
will
be
gone
at
for
our
next
board
meeting
robin
has
volunteered
in
her
role,
as
vice
president
to
chair
that
meeting,
and
I
will
visit
with
you
and
marie
to
see
if
there's
a
way
that
we
can
set
up
an
opportunity
for
me
to
call
in,
because
I'm
hoping
I
can
do
that
and
that's
the
end
of
my
report.
B
B
It
is
not
customary
for
us
to
take
votes
during
work
sessions.
There
will
be
details
that
we
feel
necessary
that
result
from
this
work.
The
dialogue
during
this
work
session
that
would
be
brought
to
future
regular
board
meetings
for
action.
So
I
will
call
our
work
session
to
order
and
I
will
say
that
it
is
7
47
p.m,
and
we
will
move
right
into
number
two
attendance
boundaries
for
far
south
fargo
and
a
presentation
from
administration.
J
Thank
you
board
members
this
evening.
I
think
for
our
board
members
that
aren't
new
the
presentation
that
you'll
see
is
it
won't
be
anything
new.
I
think
one
administration
was
given
the
directive
to
bring
boundary
recommendations
for
the
discovery
davies
to
potentially
alleviate
the
overcrowdedness.
That's
projected
for
discovery
in
davies.
J
We
had
said
at
that
time
and
informed
the
board
that
we
would
be
bringing
forth
the
top
two
recommendations
from
the
task
force
that
we
conducted
last
year.
That
task
force
had
seven
meetings
and
they
went
through
30
plus
boundary
scenarios.
None
of
the
scenarios
received
achieved
consensus,
which
was
at
that
task
force.
We
decided
consensus
was
going
to
be
80
of
the
votes,
but
there
were
two,
I
believe,
recommendations
that
actually
had
majority
or
more
people
vote
in
favor
versus
against.
J
I
mean
I
think,
at
the
end
of
the
day,
this
conversation
has
been
part
of
fargo
public
schools.
I
think
even
prior
to
me,
starting,
I
believe,
since
2017,
knowing
that
what
our
enrollment
numbers
are
looking
for
in
far
south
fargo.
So
it
has
been
a
very
difficult
decision
and
I
think
ultimately,
the
board
is
going
to
have
to
decide
what
are
the
factors
that
we're
using
to
make
a
decision
for
boundary
recommendations.
J
So
what
we
are
going
to
do
today
is
just
re
review,
the
task
force
data
and
the
task
force
recommendations.
We
have
updated
potential
numbers
based
on
enrollment
now
and
based
on
the
board
action
that
was
taken
for
a
central
fargo
called
the
claire
barton
neighborhood
changes
that
we
made
and
then
we'll
review,
updated
recommendations,
but
then
we'll
also
give
the
opportunity
for
the
board
if
they
want
to
have
dr
gross
provide
potential
numbers
for
different
scenarios
that
they
want
to
explore.
What
that
can
look
like.
N
N
We
had
our
seven
meetings
with
46
different
task
force
members,
those
task
force,
members
represented
our
different
areas
of
our
community
and
we
then
went
through
a
process
like
was
mentioned
to
look
at
over.
I
think
it
was
36
different
scenarios
or
variations
of
different
scenarios
and
in
your
packet
tonight
is
a
document
that
I'm
wondering
are
we
going
to.
N
Project
the
first
information
is
the
packet
that
says
current
middle
school
and
you'll
see.
There's
a
map
of
the
key
is
yellow
kind
of
a
pink
and
so
on,
but
I'd
like
to
draw
your
attention
to
on
this
entire
packet
that
this
was
information
that
the
task
force
looked
at
their
last
meeting
and
please
notice
that
there
is
a
date
stamp
on
that
of
june
4th
2019.
N
Obviously,
as
our
district
changes-
and
we
know
our
mobility
rate
in
our
system
is
close
to
30
percent
over
a
course
of
an
entire
school
year,
the
numbers
are
different
today,
but
we.
What
we
wanted
to
do
is
just
provide
you,
some
of
the
information
that
the
committee
looked
at
so
just
to
kind
of
think
through
this
this
packet,
the
first
page
of
it,
would
be
the
middle
school
boundaries
at
that
time
and
you'll
see
the
color
code.
That's
there
for
the
map.
N
I
think
that
was
important,
because
sometimes,
as
you
look
at
the
maps,
they
are
a
little
bit
difficult
to
read
with
all
of
the
blue
lines
that
are
on
there,
but
those
blue
lines
are
actually
the
elementary
boundaries.
So
if
you're
wondering
where
an
elementary
school
boundary
is,
that
would
be
indicated
by
those
blue
lines
on
the
map
and
then
in
the
bottom
right
hand,
corner
of
that
page
or
any
of
the
pages
in
this
packet.
You
will
see
kind
of
a
breakdown
of
the
demographics.
N
According
to
that
map,
how
we
get
this
data
is
we
use
a
piece
of
software,
it's
called
guide
k12
and
each
of
our
students
are
basically
geocoded
to
their
homes,
so
that
if
there
are
three
students
living
in
a
particular
area
or
or
home,
we
know
that,
based
upon
their
address,
you
will
notice
that
on
some
of
the
data
sets,
we
have
redacted
or
blacked
out
some
of
the
information,
and
that's
just
to
follow
our
practice
of
anytime.
There
is
a
data
set
of
10
or
less.
N
The
second
page
was
the
current
boundaries
when
we
talk
about
the
high
school
again
that
same
time
frame
the
fourth
of
june-
and
I'm
certainly
not
going
to
go
through
all
of
these.
But
what
I
want
to
do
is
just
the
third
page
in
is
the
first
scenario
that
the
group
looked
at
and
you'll
notice
that
this
one
is
actually
labeled
scenario.
Eight,
we
talked
earlier
that
we
walked
through
over
33
different
scenarios,
and
it
was
as
they
became
whittled
down
by
the
task
force.
We
studied
some
of
them
in
greater
detail.
N
Number
eight
was
one
of
them.
This
is
one
of
the
scenarios
that
actually
followed
a
true
feeder
system
where
you'll
notice,
where
those
blue
lines
are
on
the
map
that
indicate
the
elementary
schools
that
was
a
true
feeder
system
to
the
middle
school
in
the
high
school
and
then
just
like
the
rest
of
the
the
pages.
N
You
can
see
that
the
demographic
information
is
in
the
lower
bottom
right,
so
the
committee
or
the
task
force
had
all
of
this
information
they
broke
into
small
table
groups,
had
conversations
about
the
the
positives,
the
negatives
of
out
of
each
of
these
plans
and
then,
as
we
progressed,
meeting
after
meeting
new
suggestions
were
created.
They
were
drawn.
This
information
was
given
to
the
task
force
and
we
continued
that
process.
N
N
We
ask
that
participants
use
their
phone
in
an
anonymous
way
of
recording
their
report
or
their
votes,
and
what
you
can
see
is
when
we
asked
that
question
75
percent
of
the
individuals
who
were
there
that
evening
said
yes,
they
do
need
to
be
the
same
in
their
opinion.
But
then
we
had
some
very
good
conversation
around.
The
word
need,
and
the
task
force
said:
there's
a
difference
between
need
to
be
the
same
and
should
be
the
same.
So
we
updated
the
question
and
we
asked
that
question
in
a
different
format.
N
Should
the
middle
school
and
high
school
boundaries
be
the
same,
and
you
can
see
that
that
had
a
different
percentage,
and
in
that
case
it
was
up
to
89
percent
of
the
task
force.
Who
said
they
should
be
the
same,
and
that
was
a
great
conversation
that
we
had
just
around
a
simple
word
of
need
or
should,
as
we
had
those
conversations
then,
like
dr
gandhi,
mentioned
earlier.
We
walked
through
each
of
those
scenarios
to
see
if
there
was
consensus,
to
move
one
of
those
scenarios
or
multiple
scenarios
to
the
board.
N
So
we
started
with
scenario
eight,
and
that
was
that
first
one
that
I
shared
with
you
in
the
other
packet
and
the
question
was
should
scenario.
Eight
contin
continue
to
be
considered
as
a
potential
recommendation
to
the
board
and
you
can
see
what
the
results
were
from
the
members
who
were
there,
and
then
we
looked
at
both
the
middle
school
version
of
that
and
the
high
school
version
of
that,
and
you
can
see
the
data
and
how
it
was
shared
back
by
the
group.
N
We
then
went
through
each
of
the
different
scenarios
that
were
still
talked
about.
For
example,
this
next
one
was
scenario:
nine
and
that's
also
in
the
other
packet,
if
you'd
like
to
refer
back
to
that,
and
when
we
ask
that
same
question
about,
should
that
one
be
considered
as
a
potential
recommendation
to
be
moved
forward.
You'll
see
that
in
that
case,
68
percent
of
the
respondents
said.
N
Yes,
it
should,
when
it
comes
to
the
middle
school
version
of
it,
and
when
we
looked
at
the
high
school
it
was
64
percent
again
did
not
meet
the
threshold
of
80
percent
consensus
that
the
group
had
set
as
as
a
norm
at
the
beginning
of
the
process.
But
this
was
one
of
the
two
scenarios
that
had
more
yeses
or
a
higher
percentage
of
yeses
than
no's.
N
N
N
again
not
meeting
the
threshold
that
was
set
at
the
very
first
meeting
of
the
task
force
of
trying
to
get
to
80
percent.
But
it
did
have
a
majority.
That
said,
yes,
as
we
looked
at
those
two
scenarios
and
then
if
you
go
through
the
remainder
of
the
different
scenarios
and
the
voting,
you
will
see
that
there
was
not
another
scenario
that
met
or
had
a
higher
percentage
of
yes
than
no
in
both
the
middle
school
and
the
high
school
components.
N
N
N
The
second
page
would
be
the
current
high
school
set
of
boundaries
and
the
data
set,
and
just
because
I
we
thought
you
may
wonder
about
the
approved
modified
boundaries
that
were
set
on
june
9th
at
your
meeting.
What
would
that
do
to
this
current
year's
set
of
students?
We
updated
that.
So
if
you
look
in
this
area
to
the
east
of
university
drive
in
the
claire
barton
hawthorne
area,
that
entire
zone
down
to
the
interstate
or
94
is
moved
to
fargo,
north
and
ben
franklin,
although
that
does
not
officially
take
place
until
next
school
year.
N
We
wanted
to
provide
you
the
data
of
what
that
would
look
like
if
it
was
in
place.
Currently
so
you'll
have
that
piece
of
information
to
look
at
and
discuss
tonight
with
the
data
set,
so
you
have
the
middle
school
and
the
high
school
and
then
finally,
what
we
did
for
your
conversations
this
evening
is
went
back
to
the
task
force
and
the
two
recommendations
that
had
the
largest
percentages
of
yes
and
updated
that
based
upon
july
2nd
data
of
this
year.
B
B
I
was
I'd
just
like
to
have
a
little
bit
of
a
conversation
ahead
of
time
before
we
get
started
in
terms
of
where
we're
going
to
want
to
go
with
this
that
so
I
per
my
conversation
with
dr
gandhi.
We
talked
about
an
opportunity
to
potentially
have
action.
Ultimately,
on
some
you
know
we
want.
We
need
to
have
action
on
something
we're
going
to
need
to
be
going
forward
and
making
some
decisions
regarding
boundaries
and
for
the
far
south
fargo.
B
J
Q
N
Yes,
so
at
the
initial
meeting,
when
I
would
say
the
majority
of
the
task
force,
members
were
present,
we
created
a
set
of
norms
and
that
part
of
the
norms
were.
We
consensus
was
80
percent
of
those
who
were
present
that
evening,
because
we
knew
that
some
members
may
not
be
able
to
be
at
all
meetings.
I
know
most
committee
members
did
their
very
best
to
be
at
them
all,
but
there
were
some
things
that
caused
a
member
or
multiple
members
not
to
be
present.
Q
N
Q
N
N
So
you'll
see
that
university
drive
all
the
way
down
to
94
to
the
east,
that
is
shaded
in
blue
for
ben
franklin
and
north
high
school.
The
section
of
clara
barton
hawthorne,
that
is
to
the
west
of
there
is
still
shaded
in
green,
which,
according
to
what
was
approved,
still
goes
to
carl
ben
eilsen
and
fargo
south.
E
O
O
Q
J
I
think
we
could
do
that.
I
think
and
I'll
just
guy
k12
had
given
us
some
guidance
and
just
at
when,
when
you're
at
a
work
session
or
a
board
meeting,
because
these
students
geocoded
and
you
can
actually
hover
over
students
not
to
display
it
or
you
know,
do
it
that
way.
So
that's
why
dr
gross
was
disconnecting,
but
if
it's
just
the
map
and
that
neighborhood,
we
can
absolutely
do
that.
We
just
want
to
make
sure
we're
protecting
certain
information,
but
we
can
still
run
any
scenarios.
You
need
as
well.
D
D
B
B
Are
we
going
to
be
able
to
focus
our
conversations
regarding
those
two
and
go
from
there
or
are
there?
You
know,
because
we
have
so
many
maps
in
front
of
us.
It's
great.
We
can
put
every
exercise
together,
but
just
at
some
point
we'll
have
to
have
some
kind
of
a
focus
on
it,
and-
and
I
do
want
to
point
out
that
that
there
are
those
two
after
going
through
that
that
task
force.
B
S
Another
question
that
I
have
is
just
is,
besides
just
housing
and
placement
other
pieces
that
we
looked
at
were
things
like
diversity
and
free
and
reduced
lunch
and
different
things
like
that.
We
wanted
to
have
as
much
diverse
population
as
we
could
all
the
way
around,
so
it
isn't
just
about
where
the
kids
are
living
in
the
houses
that
they're
in
and
what
plot
the
land
lives
on.
So
how
far
do
we
want
to
go
with
those
discussions
tonight?
B
Yep
exactly-
and
I
would
point
us
to
page
14
of
our
long-range
facility
plan
that
has
the
information
on
the
guiding
principles
for
facility
decisions,
facility
decisions
and
then
guiding
guidelines
for
setting
school
attendance
boundaries
and
so
nikki
you're
talking
about
under
the
guidelines
for
setting
school
attendance
boundaries
under
number
one.
The
last
bullet
point
there
strive
to
balance
socioeconomic
mix
when
setting
secondary
attendance
areas.
B
B
The
preference
is
to
minimize
as
much
as
possible
the
travel
and
distance
to
and
from
school
for
all
students
in
each
attendance,
boundary
area
and
number
seven.
The
preference
is
to
have
a
middle
school
to
high
school
attendance
boundary
feeder
system.
It
doesn't
mean
that
this
that
the
order
here
is
any
preferred
order
or
any
designated
ranking,
and
I
know
that
there
was
a
challenge
with
for
the
task
force.
B
You
know
to
come
up
with
an
agreed
upon
ranking,
but
so
we
don't
have
that
ranking
here
either
and,
as
I
looked
at
the
plans
again,
I
feel
like
most
of
the
plans
address
under
our
guiding
principles
for
facility
decisions.
Number
one
number
two
number
three
number
four
number
six
and
then
under
setting
school
attendance
boundaries
overall
address
point
number
one.
The
first
two
bullet
points
there.
B
It
talks
about
equitable,
not
equal
space
strive
for
equitable,
but
not
necessarily
equal
number
of
students
per
classroom
and
then
the
second
item
there
here
talks
about
transportation
costs
and
just
taking
that
into
consideration.
So
I
don't
have
too
many
concerns
about
most
of
the
items
listed
under
our
guiding
principles.
B
T
T
J
U
N
N
Q
That
concerns
me,
there's
no
safe
route
to
school,
so
socioeconomics
was
important
right
and
it
rose
to
the
top
as
kind
of
the
most
important
in
terms
of
paring
down
these
plans.
When
I
look
at
these
strengths
and
weaknesses,
I
see
as
a
board
member
who's
got
guiding
principles
on
her
mind,
and
you
know
throughout
every
decision
that
we
make
and
and
trying
to
provide
this
equitable
opportunity
across
our
community.
Q
Q
Q
Q
B
B
N
N
B
N
J
And
just
to
provide
some
more
context,
this
conversation,
at
least
since
I
started
my
role-
has
gone
from
boundaries
to
the
com,
the
fourth
middle
school
that
was
proposed
and
now
we're
back
at
boundaries
and
through
that
change
and
back
that's
shifted.
The
conversation
around
capacity
and
target
enrollment
as
well
so
capacity
originally
calculated
number.
We
gave
rrsp
based
off
of
standardized
square
foot
per
student
models.
J
J
In
that
conversation,
we
hadn't
determined
if
discovery
would
be
paired
with
davies
that
wasn't.
The
I
think
the
vision
was
discovery
would
be
paired
with
a
fourth
high
school
down
the
road,
and
then
the
new
middle
school
was
going
to
be
paired
with
davies.
So
when
we
prepared
that
conversation,
we
created
these
numbers
called
target
enrollment,
which
was
based
on
the
capacity
of
the
higher
of
the
two
pairs.
J
So
if
a
high
school
has
three
grade
levels
and
you
take
their
capacity
at
one
more
grade
level,
that
should
be
the
enro
target
enrollment
for
that
middle
school
as
well.
So
part
of
this
conversation,
I
know
it's
really.
Nuanced
is
going
to
be
as
we
talk
about
these
boundaries
and
if
you
talk
about
a
true
feeder
pattern,
is
that
they
have
the
vision
that
discovery
will
always
be
paired
with
davies.
If
so,
that
could
impact
those
target.
Enrollment
numbers
as
well.
D
B
You
rupak
okay,
just
moving
on
here,
just
so
that
we
can.
We
make
sure
we
cover
this
and
anyone
that's
watching
here's.
The
conversation
knows
that
we've
covered
through
this
again,
our
middle
schools
are
grades.
Six
through
eight,
our
high
schools
are
grades.
Nine
through
12.
number
five.
The
preference
is
to
minimize
as
much
as
possible
the
travel
and
distance
to
and
from
school
for
all
students
in
each
attendance
boundary
area.
That's
maybe
a
sticking
point
something
that
stands
out
regarding
our
plans
or
that
might
be
developed
number
six.
B
Consider
the
need
for
space
to
accommodate
all
ancillary
programs.
So
the
plans
that
are
presented
to
us
at
least
in
front
of
us
do
all
of
those
plans
include
the
necessary
space
for
ancillary
programs
in
the
middle
and
high
schools.
Yes,
okay
and
then
number
seven.
The
preference
is
to
have
a
middle
school
to
high
school
attendance
boundary
feeder
system,
which
is
rupak
some
some
of
what
rupak
talked
about,
and
that
again,
I
think,
could
be
a
sticking
point.
So
number
five
and
number
seven
kind
of
stand
out
in
my
mind.
B
M
B
No,
the
guiding
principles
have
been
part
of
our
plan
for
for
many
many
years
long-range
facility
plan.
Since-
and
this
is
well,
this
is
updated
september
2019,
but
quite
some
time
prior
to
that,
in
fact
here
it
talks
about
the
original
set
of
guiding
principles
was
developed
in
2001
during
previous
long-range
facility
plan
and
strategic
planning
processes
engaged
by
the
district.
Okay.
M
I
have
a
tendency
to
try
to
simplify
things
so
that
my
mind
can
understand
them,
but
these
plans
are
all
basically
revolve
around
number
three
which
sets
the
size
of
the
middle
school
at
no
more
than
a
thousand
in
the
high
school
at
no
more
than
thirteen
hundred
and
fifty,
I
guess
my
question
is
when
and
how
did
we
come
up
with
those
numbers?
Now
before
I
was
married?
I
this
little
teeny
sports
car
and
I
was
happy
as
all
get
out,
but
every
year
I
got
more
kids.
M
I
went
from
a
malibu
station
wagon
up
to
a
a
van
I'm
wondering
why
our
growth
is
in
the
south
end
of
the
top
of
the
city.
Why
has
it
never
been
considered
that
we
simply
build
on
to
both
davies
and
and
discovery,
because
they're,
both
designed
to
be
built
onto
that
was
told?
We
were
told
that
at
the
time
that
those
two
buildings
were
first
put
into
place.
M
M
J
And
I
think
some
of
these
numbers
were
changed
last
year
when
we,
when
the
board
changed
direction,
to
move
towards
the
fourth
high
school
as
well.
So
I
would
have
to
go
back,
but
I
do
believe
that
we
changed
the
numbers
based
on
the
pairing,
because
at
that
point
we
were
directed
to
move
towards
creating
that
fourth
high
school.
J
So
if
it's
just-
and
I
think
the
direction
that
we
were
given
from
the
board
last
year
is
that
we
don't
want
a
high
school
that
large.
But
if
that's
changed
for
far
south
fargo,
I
would
just
tell
the
board
to
explore
that
this
school
also
has
that
same
capacity
to
grow
larger.
So
then
that's
would
you
add
on
or
would
you
build
just
throwing
everything
out
there.
B
And
that
discussion
regarding
yeah
and
marie
in
one
second
here
that
discussion
regarding
the
the
size
of
or
how
many
students
to
have
in
fargo
south,
which
is
where
we
are
here
now
tonight-
we've
had
that
discussion.
I
know
for
many
years
I
I
recall
that
on
the
board
and
and
really
landing
on
that,
although
the
the
building
could
accommodate
that
many,
it's
maybe
not
ideal
to
have
that
many
students
in
the
building.
So,
dr
gross,
if
you
want,
if
you
have
anything
to
share
and
also
anne
marie,
maybe
you
have
some
documentation.
N
So
I
just
would
like
to
add
on
to
that
the
I
think
the
conversation
has
been
around.
How
do
we
have
in
our
current
number
of
buildings?
Three
similar
sized
high
schools
and
we've
always
attempted
if
there
is
a
boundary
change
to
have
three
similar
sized
high
schools,
three
similar
sized
middle
schools.
The
difficulty
with
that
is
just
the
footprint
of
carl
ben
eilsen
is
not
as
large
as
ben
franklin
or
discovery
middle
school.
N
So,
if
you
continue
with
a
true
feeder
system
where
carl
ben
eilsen
is
the
only
feeder
to
fargo
south
high
school,
you
cannot
use
the
full
capacity
of
this
building
in
a
true
feeder
system
because
of
the
size
of
carl
bin.
So
that's
why?
If
there
were
other
conversations
to
look
at
some
of
these
guiding
principles
and
no
longer
have
a
true
feeder
system
from
middle
school
to
high
school
and
the
potential
to
do
a
split
campus,
there
would
be
other
options.
B
N
P
I
just
wanted
to
go
back
to
what
you
guys
were
wondering
about
as
well
with
your
guiding
principles.
They
were
updated
in
2019
with
the
approval
of
this
long-range
facility
plan.
It
added
number
seven
on
what
you're
looking
at
there,
the
preference
is
to
have
a
middle
school
high
school
attendance
boundary
feeder
system
that
did
not
exist
until
this
approved
approval
of
in
september.
2018
of
this
plan.
P
Additionally,
like
dr
gandhi
indicated
number
three-
was
updated
and
number
three
previously
had
middle
school
grades,
six
to
eight
at
nine
hundred
to
a
thousand
and
in
high
school
grades,
9
to
12
1200
to
13.50,
and
just
to
remind
you,
though,
those
things
were
updated
per
past
board
conversations.
That's
why
those
things
were
updated
and
to
the
question
of
if
the
board
has
considered
adding
on
to
to
the
south
side
buildings.
Those
have
been
discussions
in
the
past
and
in
the
past.
P
Q
Jennifer,
so
when
those
changes,
I
think
you
bring
up
a
really
good
point
david
and
I'm
wondering
when
those
changes
were
made,
are
these
based
on
data.
That
shows,
because
to
david's
point,
west
fargo,
as
well
as
minnesota,
have
much
larger
schools.
So
I
know
it's
important
in
terms
of
in
our
discussions.
We've
had
also
data
provided
to
us
around
number
of
students
in
a
classroom,
but
not
building,
so
why?
Why
are?
J
So
my
understanding
is
that
these
numbers
were
based
off
of
so
this
long
range
facilities
plan
in
front
of
you.
If
you
looked
at
page
12,
was
designed
when
we
thought
that
we
were
going
to
go
through
the
concept
of
building
a
new
middle
school,
and
that
would
go
off
of
the
fourth,
the
four,
the
four
middle
schools
and
four
high
school
concepts,
so
that
these
numbers,
I
believe,
were
based
off
of-
and
I
think
dr
grozil
has-
that
powerpoint
of
taking
a
look
at
our
capacity
of
what
each
of
those
buildings
would
be.
J
Q
So
I
guess
I
understand
that
to
clarify
what
my
question
really
is:
is
what
data
supports,
keeping
our
middle
schools
at
this
level
versus
increasing
them?
If
there
really
is
square
footage
to
do
so,
and
then
so
I'm
really
looking
for
where
in
the
research
does
it
say
this
is
the
optimal
size
of
a
building?
If
there
isn't
any,
then
that's
the
answer,
but
that
I'm
curious
about
and
the
same
question
would
be
related
to
split
because
we
split
our
elementaries.
Q
N
Certainly,
I
don't
know
if
we
can
point
to
literature.
That
would
say
there
is
a
ideal
size
for
our
community.
But
what
we've
looked
at
a
lot
around
is
what
is
too
small
when
it
comes
to
some
of
our
high
schools
to
make
sure
that
we
can
offer
the
course
offerings
that
come
back
to
number
one.
The
first
bullet
under
the
guidelines
for
setting
attendance
boundaries
that
we
want
equitable
educational
opportunities
to
ensure
that
students,
no
matter
which
high
school
they
attend,
can
have
access
to
a
similar
set
of
courses
and
classes.
N
Now
we
know
each
and
every
year
that
could
vary
based
upon
student
interest,
because
we
are
driven
by
what
the
students
ask
to
take,
and
sometimes
we
may
not
have
a
course
in
one
of
our
high
schools
just
based
upon
the
number
of
requests,
but
we
each
and
every
year
continue
to
ask
and
when
there
is
that
critical
number
we
certainly
offer.
That
course.
N
J
And
I
would
I
would
just
head
on,
and
I
would
say
I
I
will
hardly
agree.
I
think
the
only
concern
in
terms
of
the
numbers
for
me
would
be
not
being
too
small
to
the
point
where
we
can't
offer
certain
programming
at
one
school.
I
I
come
from
texas.
I
was
a
principal
of
the
school
that
was
three
thousand
kids.
I
think
there's
operationally
and
experience
wise.
J
It
could
be
very
different
right
if
you
want
to
promote
certain
amount
of
class
sizes
and
a
culture
that
you
want,
there's
those
factors,
but
that's
not
that
it
can't
be
discussed
and
then
going
back
to
number
seven
yeah.
We
do
have
elementary
schools
that
are
split.
You
couldn't
have
middle
schools
that
are
split
as
well.
This
was
something
that
was
outside
the
task
force
and
then
the
boarded
us
that
we
do
have
a
middle
school
to
high
school
feeder
system.
J
But
again
that
could
also
change
what's
proposed
or
what
the
board
decides
to
do.
If
the
board
decides
that
no
longer
philosophy
exists,
and
I
think
what
I
would
just
say
is
we're
gonna
if
we
keep
changing
the
guiding
principles.
One
year
after
the
other,
that's
fine,
but
where
what's
the
action
that
we're
gonna
get
to,
because
then
we
could
split,
potentially
eighth
graders
from
discovery
could
be
going
some
to
south
and
some
to
davies.
If
you
didn't
no
longer
want
to
honor
a
feeder
system.
B
D
P
Anne
marie,
I
will
remind
board
members
to
all
of
the
scenarios
that
went
through
that
task
force
are
still
available
online
too,
so
there
is
possibilities
that
perhaps
what
you
wish
to
see
were
reviewed
by
the
task
force.
Now.
The
data
that
would
be
available
online
is
no
longer
up
to
date.
As
far
as
the
numbers,
like
bob
has
shown,
with
the
updates
that
have
occurred
for
you
tonight,
but
I
just
want
to
remind
you
that
that
all
is
still
available
publicly.
N
Thank
you
very
much
for
that
reminder.
So
if
you
go
to
our
district
website
to
the
about
us
section,
there
is
a
on
the
left
hand,
side,
there's
a
link
to
task
forces.
2019
that'll,
bring
you
to
a
page
and
on
that
page
one
of
them
hyperlinked
is
the
building
capacity
and
usage
task
force,
and
you
can
go
to
each
of
the
agendas
and
all
of
the
corresponding
information
on
the
screen
just
happens
to
be
some
of
those
other
scenarios
that
were
reviewed
and
under
this
packet.
N
O
O
B
Q
That
thank
you
so
so
I
think
this
is.
You
know
a
good
discussion
that
we're
talking
about
rebecca,
because
to
your
point
there
are
many
things
listed
here
as
to
you
know
what
we
strive
to
consider.
But
at
what
point
do
we
decide
which
one
rises
to
the
top
and
which
one
moves
up
or
down
the
list?
And
so
I
guess
for
me
when
I
look
at
provide
equitable
experiences.
Clearly
that
needs
to
be
at
the
top
and
and
so
in
any
of
these
scenarios.
Q
We
need
to
look
at
that
and
I
I
think
how
how
and
when
did
we
decide
that
that,
in
that
the
numbers
or
the
preference
to
keep
middle
and
high
school
attend,
I'm
just
throwing
one
out
for
conversation.
That
number
seven
is
more
important
than
consider
transportation
costs
and
distances
for
families
like.
How
did
we
decide?
Q
J
I
think
just
for
structure
to
what
that
could
look
like
I'm
just
going
to
say
a
process
that
does
exist
is
that
the
long-range
facilities
plan
does
get
renewed
and
approved
by
the
board
every
year
and
it
goes
through
planning
and
then
it
comes
to
their.
I
don't
know
if
that
needs
to
change,
but
I
think
that's
how.
Last
year
we
changed
those
guiding
principles
and
that's
why
we
designed
the
long-range
facilities
plan
based
on
what
we
thought
the
projects
were
going
to
be
for
the
school
district,
so
that
that
is
a
system.
B
B
Their
number
one
is
not
indeed
just
because
it's
at
number
one
that
doesn't
mean
we've
said
it's
more
important
than
number
seven,
and
so
I
think
it,
I
think,
that's
one
of
the
exercises
that
we
almost
need
to
go
through
and
I
think
we
need
to
have
an
honest
conversation
about
striving
to
balance
socioeconomic
mix
when
setting
secondary
attendance
areas.
I
think
we
need
to
talk
about
what
that
really
is,
and
what
that
all
involves.
It's
broken
out
here,
you
know
and
in
terms
of
el
special
ed,
free
and
reduced
and
ethnicity.
B
Well,
there
are
you
know
in
some
of
those
areas
we
might
be
able
to
get
strike
some
kind
of
a
a
mix,
but
probably
not
in
all
of
them,
and
I
don't
think
it's
because
we
wouldn't
want
to
we.
Our
city
is
laid
out
in
a
way
that
provides
us
with
some
challenges
to
achieve
that.
As
well,
so
I
think
it's
important
to
have
at
least
that's
my
own
opinion.
B
I
think
it's
important
to
have
that
conversation,
because
I
know
that
there
have
been
numerous
exercises
and
that's
probably
one
of
the
was
one
of
the
challenges
with
the
task
force
is
addressing
that
bullet
point
and
trying
to
figure
out
like
what's
the
perfect
design,
you
know
in
order
to
achieve
or
a
socio-economic
mix,
and
then
what
is
a
socio-economic
mix?
What's
an
acceptable
socio-economic
mix?
B
What
what
can
we
actually
achieve
here
in
the
fargo
school
district
on
that
regard?
Because
if
we
can't
really
achieve
it,
something
then
you
know,
maybe
we
have
to
let
it's
not
saying
don't,
have
it
there
anymore,
but
maybe
we
have
to
realize
that
can't
be
the
top
priority,
because
it's
just
too
difficult
to
achieve.
B
J
I'm
not
opposed
to
anything
you're
saying.
I
know
that
everyone's
tired,
but
I
would
say
that
this
is
that
opportunity
for
that
dialogue,
if
you're
looking
at
the
potentially
opportunities
to
go
to
planning
and
then
a
recommendation
to
the
board,
but
there
might
be
conversations
that
could
impact
what
how
planning
makes
their
decisions-
and
this
would
be
the
time
to
do
that.
I
mean
we've
had
this
conversation.
I
know
it's
it's
a
long
evening,
but
at
the
same
point
this
is
what
the
work
session's
for.
B
I
would
agree
with
that,
because
planning
needs
would
need
some
guidance
too.
You
know
it's
like
if
some,
if
the
pre-work
is
done
there
and
then
that
information
is
going
to
be
brought
to
the
full
board,
it
doesn't
really
make
a
whole
lot
of
sense
for
for
that
committee
to
do
a
bunch
of
work
that
then,
when
it
comes
to
the
board,
we're
not
going
to
be
supportive
of
the
process
that
that
committee
went
through.
T
T
I
just
wonder
about
changing
the
numbers
to
bullet
points
and
they're
all
equal.
I
mean
right
when
I
see
a
patient
in
my
clinic.
I
talk
to
them
about.
You
know:
eating
five
fresh
fruits
and
vegetables
a
day
and
car
seat
safety
and
less
than
two
hours
of
screen
time.
It
doesn't
mean
anyone
is
more
important
than
the
other
they're
all
important.
It
doesn't
matter
the
order.
I
say
them
in
I
just
I.
I
think
that
would
be
kind
of
a
fruitless
endeavor.
R
I
also
have
a
ques
and
I
don't
I
don't
know
if
I'm,
if
I'm
missing
something
here
or
not,
but
reading
these
principles.
And
obviously
I
totally
agree
that,
if
bullet
pointing
them
would
take
the
the
imagery
of
importance
away.
But
if
dr
gross
is
saying
that
it's
that
we're
it's
very
difficult
for
us
to
have
a
true
feeder
system,
when
we
have
carl
bend
trying
to
feed
fargo
south,
doesn't
that
put
number
five
and
number
seven
a
little
bit
at
odds
with
each
other.
D
T
Right
tracy
again,
I
think
that
it's
okay
to
have
them
all
there
that
these
are
all
important
to
us
and
we
just
try
to
approve
the
plan
that
meets
the
most
of
them.
There
may
not
be
a
perfect
plan
that
is
going
to
be
able
to
do
that.
I
know
again
my
same
analogy:
not
every
family
leaves
and
does
all
those
things
I
wish
they
would,
but
if
they're
doing
five
out
of
seven,
I'm
happy.
Q
Jennifer,
so
I
see
where
you're
coming
from
tracy
and
where
and
and
and
like
I
appreciate
that,
my
question,
then
my
follow-up
question
would
be.
How
do
you
decide
what
makes
the
list
right?
I
mean
because
it's
usually
data-driven
correct
the
things
that
you're
asking
your
patients
to
do,
whether
it's
fewer
than
two
hours
of
screen
time
or
safety
car
seats,
and
so
I
would
then
go
to
say:
okay
well,
specifically
number
seven,
how
did
it
land
here?
Did
it
land
here,
because
this
is
what
is
best
for
students
is
to
keep
them.
Q
Q
Why
is
it
important
to
us
to
keep
this
number
and
so
for
me,
that's
what
makes
it
go
down
right
because
for
me
it's,
how
do
these
affect
the
students
and
their
families
directly,
first
and
foremost,
right
in
terms
of
opportunities
and
and
equity
across
the
district,
because
when
you're
talking
about
distance
to
school
and
all
of
say,
two
of
your
three
middle
schools,
for
example,
are
the
same.
But
then
you
have
an
outlier.
Q
Q
B
S
And
to
that
point,
when
we
were
given
these
as
a
task
force-
and
we
would
challenge
bob
who
challenged
us
back
with
a
smile
and
we'd
say
well,
do
we
have
to
go
by
this?
Do
we
have
to
follow
that?
Can
would
the
board
entertain
this,
and
he
would
say
simply
that
this
is
what
the
board
has
approved
for
us
to
work
with
so
working
with
those
principles
laid
out
as
they
were.
That
is
how
the
task
force
proceeded.
S
So
if
there
is
a
change
or
shift
in
those
principles
or
if
we
decide
that
something
floats
more
to
the
top
than
something
else,
if
we
notice
in
seven
and
in
three
as
well
there's
a
preference,
it's
not
a
requirement,
it's
a
preference,
and
maybe
we
need
to
look
more
at
that,
but
we
actually
had
a
fair
amount
of
time
and
it
was
very
in-depth.
We
had
city
planners
come
in,
dr
gandhi
was
there,
for,
I
think
every
one
of
them,
and
so
it
was
it
was.
J
I
was
just
going
to
say
a
process
thing
and
no
offense
to
any
board
members,
but
we
have
a
whole
team
down
here.
That's
working
on
covet
instruction
along
with
a
virtual
academy,
so
I'm
just
going
to
ask
jim
when
he
works
with
jolin
to
schedule.
The
next
planning
meeting
to
maybe
give
bob
set
a
deadline
for
board
members
for
your
request,
maybe
like
two
weeks
in
advance
or
a
week
in
advance.
So
we
can
do
this
work
and
be
manageable
because
last
minute
requests
at
this
point.
B
All
right,
I
also
wanted
to
mention-
I
was
supposed
to
mention
this
at
the
end
of
our
regular
board
meeting
but
and-
and
I
think
anne
marie
might
have
talked
about
this
a
little
bit
but
just
with
meeting
here-
how
it's
it's
really
difficult
to
call
in.
I
know
I'm
gonna,
I'm
gonna,
try
to
call
in
and
get
it
set
up
for
the
next
regular
board
meeting,
but
that
it
can't
be
a
last
minute.
Oh
my
gosh,
that's
right,
I
can't
be
at
the
meeting.
B
Could
I
call
in
type
of
a
thing
because
that
arrangement
isn't
going
to
be
able
to
be
made
because
we're
not
in
our
regular
board
meeting
so
board
members
need
to
communicate
if
they
need
to
join
via
phone
no
later
than
noon.
The
monday
prior
to
the
board
meeting-
and
I
can
I
can
send
this
out
too-
but
just
wanting
to
make
sure
that
we
pay
close
attention
to
that
I'll.
Try
to
do
that
as
well.
P
And
no,
we
still
have
to
figure
that
out,
as
you
can
tell
we're
doing
something
very
different
and
something
we
haven't
done
before,
and
so
there's
a
lot
of
technology
involved
in
doing
this,
and
so
we
need
to
make
sure
we
we
can
do
that
and
then
obviously,
last-minute
accommodations
are
just
harder
harder
to
do.
There's
lots
of
staff
members
in
staff
time
that's
getting
devoted
to
hosting
these
meetings
differently,
and
so
we
just
need
as
much
time
as
possible.
Well.