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From YouTube: School Board Meeting - January 28, 2020
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - January 28, 2020
A
B
A
A
73,
okay,
gp3
and
nine.
We
will
add
that
down
to
the
end
of
the
business
section
and
7e
is
that
seem
reasonable,
Jennifer
yep!
Thank
you.
Okay.
We
have
a
motion
on
the
floor
to
approve
the
agenda
with
us
with
the
removal
of
item
6d
all
in
favor
of
the
agenda,
as
presented
with
that
exception.
Please
vote
by
saying:
yes,
yes,.
C
A
D
D
Now
you
really
should
not
live
in
a
place
where
they
moan
at
66.
Just
so,
you
know
right.
Mr.
Johnson
I
would
agree
so,
but
we
staged
all
of
this.
My
mother
thinks
it's
all
about
her,
which
of
course
it
is
in
case.
She's
watches
this
on
television,
but
I
had
a
Fargodome
Authority
meeting
today.
So
I
have
the
most
recent
report
from
the
Fargodome
Authority
for
you,
which
is
I'm
serving
on
your
behalf
and
I.
Want
you
to
know.
D
It
has
been
really
a
fun
experience,
because
this
is
a
super
well
managed
space
in
Fargo,
so
I
want
you
to
feel
it.
Has
a
community
member,
that's
right
on
the
money
and
it
is
wonderfully
financially
run
as
well.
So
here
are
my
highlights.
From
this
past
year
the
Fargodome
finished
2019
with
an
operating
surplus.
Everybody
loves
those
words
right
of
four
hundred
and
fifty
five
thousand
dollars
compared
to
a
budget
of
three
hundred
and
seventy
nine
thousand
dollars
in
the
good.
So
that
was
a
positive
variance,
so
that
was
awesome.
D
They
had
five
hundred
and
thirty
five
thousand
plus
people
who
attended
activities
at
the
Fargodome
this
last
year
compared
to
what
they
thought
would
be
about.
Four
hundred
and
eighty
three,
this
building
was
used
two
hundred
and
fifty
days
with
activity.
Now
that
does
not
count
getting
ready
for
the
activity
or
taking
the
activity
down.
For
instance,
this
week,
you'll
be
delighted
to
know
that
the
monster
trucks
are
going
to
have
a
lot
of
dirt,
which
they
bring
in
obviously
to
make
the
whole
track,
and
then
they
take
out.
D
So
when
you
think
about
that,
that
is
pretty
dang
amazing
for
an
event
center,
particularly
in
the
land
of
the
cold
or
not
so
much
they've
completed
a
couple
of
projects
that
I
talked
about
this
spring.
One
was
a
three
family,
restrooms
and
three
mothers
rooms
now
so
that
little
tiny
hoo-hah
that
you
used
to
see
if
you
were
at
the
dome
that
that
was
the
only
place
mother
who
wanted
to
breastfeed
could
go
now.
D
So
I
think
you
can
feel
as
a
school
district
that
you
are
fully
encased
and
supported
by
the
Fargodome
and
what
they're
doing
for
the
young
people
in
our
area
as
well
as
for
us
as
a
broader
community.
I.
Just
think
it's
been
interesting
to
watch
them
deal
with
the
same
things
that
you're
dealing
with
in
each
other
or
that
you're
dealing
with
in
finance
liability
insurance
is
changing
as
we
worry
about
terrorism
and
things
like
that.
D
It's
going
up
all
of
the
normal
kinds
of
things
that
you
wish
were
not
normal,
but
our
response
is
that
this
community
as
whole
is
giving
to
any
place
where
the
public
might
be
so
I
really
appreciate.
Being
your
your
person
for
this
I
have
to
tell
you
that
you
know
you
don't
get
paid
on
this
job,
but
you
get
a
parking
pass
so
in
case
the
next
person
that
you
may
nominate
to
do
this
and
Rick
Steen
is
on
with
me
now
this
year.
D
D
A
Next
I
mean
the
agenda,
is
recognition
of
the
audience.
I
have
two
people
that
signed
up
the
second
one.
I
might
not
let
speak
know
the
first
speaker
is
Sean
murnian
and
the
second
speaker
is
Jim.
Free
I
get
to
read
little
bit
of
a
statement
here
before
we
proceed
at
this
time.
The
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker,
who
is
signed
up
to
address
the
board
state
their
name
and
address
for
the
record.
A
We
would
also
ask
that
speakers
refrain
from
using
this
forum
to
criticize
or
complain
about
a
specific
employee
by
name.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
to
debate
issues
in
this
forum.
Should
you
request
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
my
allotted
a
maximum
of
five
minutes,
so
go
ahead
and
approach
the
podium,
mister
murnian
and
I
apologize
if
I'm
not
pronouncing
your
name
right.
Okay,
welcome.
E
Sean
Burgin
525
20th
Street
North.
My
question
is
on
the
policy
for
community
use
of
the
school
facilities,
ap
35
10.
We
got
notice
in
October
that
going
forward
there's
a
bunch
of
parents.
We
use
the
Fargo
Public
Schools
for
basketball
practice
and
we're
told
starting
January
1
that
it's
going
to
be
$60
an
hour
charge
when
currently
right
now,
there's
no
charge
provided
our
kids
are
in
the
school.
The
Fargo
public
school
system
and
so
I've
talked
to
you
Karen
and
Jacqui
and
I've
gotten
two
different
answers.
E
Karen's
told
me
what
was
in
this
was
going
to
be
the
25
an
hour
for
gym
and
35
for
custodial,
but
then
Jackie
told
me
was
January
3rd
or
4th
that
there's
going
to
be
some
changes
or
whatever
that
if
we
keep
utilizing
the
gym
during
the
week
like
we
are
this
year.
So
like
my
team,
we
practice
Monday
Tuesday
Thursdays
when
there's
no
school
activities
or
holidays
where
the
schools
are
shut
down.
She
said
if
we
fall
doubt
for
next
year,
that
there'd
still
be
no
charge.
E
A
A
F
I
want
to
come
tonight
just
a
to
thank
you
for
employing
me
for
the
last
13
years
when
I
left
rugby
13
years
ago.
I
really
believed
in
their
mission
and
I.
Believe
then
I
didn't
think.
I
could
find
anymore
people
that
we're
as
good
as
they
were,
but
I
was
wrong
and
I
just
wanted
to
tell
you
that
that
I
enjoyed
working
with
you
and
for
you
and
that
with
that
day,
I
always
work
at
the
pleasure
of
the
board.
I
always
think
I.
Don't
ever
really
have
an
opinion.
F
I
do
I,
do
what
you
want
me
to
do
and
and
I
hopefully
I.
Do
it
well,
but
I
wanted
to
take
this
time
to
put
my
citizens
hat
on
and
just
tell
you
that
I
think
there's
a
silent
majority
out
there
that
are
really
for
the
setting
D
facility
and
I'm
so
glad
that
you
guys
have
approved
to
move
in
that
direction
and
I
think
that
a
lot
of
people
will
tell
you
you're,
probably
wrong,
but
I'm
going
to
tell
you
that.
F
There's
a
lot
of
people
out
to
think
you're
doing
the
right
thing
too,
and
I
wanted
just
to
share
that
with
you.
That
was
a
bold
step,
but
I
think
it
was
the
right
step
and
anyway
I
just
thank
you
for
that,
but
mostly
for
the
most
part.
Just
thank
you
for
putting
up
with
me
and
for
allowing
me
to
work
for
you.
So
thank
you.
A
A
G
We
have
two
staff
reports
today,
so
I
will
start
with
the
first
one
and
I
will
just
introduce
melody
Savior,
which
I
think
all
of
you
know
kind
of
oversees
our
Indian
education
program
and
does
a
phenomenal
job
here
in
Fargo,
Public
Schools
and
oh.
She
has
a
great
presentation
that
she
normally
does
annually
and
this
is
gonna,
be
an
update
to
that
presentation.
So
go
ahead.
H
H
H
So
here
it
shows
where
it
says:
current
Native,
American
enrollment,
so
for
Fargo
schools.
Right
now
we
have
four
hundred
ninety
five
students
that
are
self-identified
as
Native
American
West
Fargo
I
have
another
three
hundred
eighty
nine.
So
we
have
eight
hundred
eighty-four,
Native
American
students
currently
in
the
Indian
education
program.
H
The
other
number
I
have
here
with
the
title
six
student
count:
I
have
two
hundred
444
115
in
West
Fargo
for
this
year's
count,
and
so
that's
three
hundred
fifty
nine
that
we
were
able
to
collect
funding
on
out
of
the
eight
hundred
eighty
four
students
for
funding
for
this
year
and
then
for
next
year
we
actually
have
a
nice
increase
for
our
student
count
we're
at
three
hundred
ninety
one
for
next
year.
So
it's
thirty,
three
more
forms
that
we're
collecting
on
our
students
and
I'll
explain
a
little
bit
more
about
that
next
slide.
H
So
we
serve
students
in
grades
K
through
12,
and
we
serve
any
of
our
Native
American
students
that
self-identify
as
Native
Americans,
so
whether
we
have
a
form
that
we
count
for
funding
or
not
we're
still
gonna
serve
them.
If
they
ask
for
any
support
and
resources,
one
way
to
qualify
for
this
for
funding
is
that
either
the
parent,
the
child
or
the
parent.
H
H
So
in
April
of
last
year
we
did
a
needs
assessment.
It's
a
federal
grant
requirement
for
our
title
six
grant
and
it
was
interesting
with
the
findings.
You
know
to
see
what
each
group
reads
as
their
highest
priority,
and
so
students
felt
that
they
would
like
us
to
provide
more
cultural
events.
They
felt
that
tutoring,
mentoring
and
activities
were
important
to
them.
H
Staff
were
more
about
like
the
the
trainings
training,
opportunities,
mentoring
and
tutoring
support
for
students
and
then
for
the
parents,
cultural
programming
and
events
that
we
do
were
rated
high
on
their
priority
list
and
I
have
engagement
here,
because
all
of
these
things,
it's
all
about
student
engagement,
parent
engagement,
keeping
staff
engaged
as
well,
and
then
so.
This
leads
into
the
goals
of
our
program.
H
H
And
you
can
see
the
trend
in
our
cohort
data
over
the
last
since
2013-2014,
and
you
know
there
is
a
fluctuation
there.
As
you
see
you
know,
with
our
population,
we
do
have
a
highly
mobile
population,
so
we
have
families
that
come
and
go
out
of
our
school
district.
We
see
them
pop
up
in
West
Fargo,
so
it's
kind
of
nice
having
that
consortium
where
we
could
still
serve
them
if
they
move
over
to
West,
Fargo
or
vice-versa,
and
then
also
we
work
closely
with
Moorhead
Indian
Ed's.
H
So
we
have
different
ways
that
we
can
help.
You
know
just
making
sure
they're
connected
wherever
they
are
in
our
area
and
they
move
around
for
many
different
reasons.
You
know
housing
jobs,
family
and
you
know
we
know
that
one
of
our
most
important
resources
really
is
relationships.
It's
you
know
family
and
friends.
So
you
know
what
we
see
is
you
know
when
families
move
here,
they're
trying
to
find
employment
because
there's
not
I
know
from
Turtle
Mountain.
H
H
One
thing
that
we're
doing-
and
this
is
really
like-
that
staff
engagement
piece
and
also
it
leads
into
student
engagement,
because
if
kids
are
learning
something
that
they
can
identify
with,
you
know,
they're
gonna
have
taken
that
knowledge,
and-
and
so
we
actually
through
Fargo
schools
right
now,
we're
doing
professional
development
for
our
teachers
here
in
Fargo,
and
we
had
20
teachers
last
year,
go
through
between
training
and
21
this
year
and
a
lot
of
the
teachers
that
are
signed
up
for
our
classes.
This
year
got
recommendations
from
the
teachers
that
part
dissipated
last
year.
H
H
H
So
what
we're
getting
from
a
lot
of
people's
are
really
enjoying
the
teachings
they're
able
to
navigate
the
website
really
well
going
through
the
class
and
then
they're
getting
more
confident
in
teaching
lessons,
and
so
we're
actually
bringing
some
of
the
teachers
from
our
last
year's
class
and
they're
going
to
come
into
the
cohort
two
this
year
and
do
some
demonstrating
of
lesson
plans
in
our
next
one
next
week.
So.
H
Sorry
I
lost
track
of
me,
PowerPoint
here,
okay,
so
these
are
just
our
top
tribes
here
of
where
we,
you
know
off,
of
based
off
our
506
forms
where
we're
seeing
our
populations
of
students
come
from
Turtle
Mountain,
being
our
highest
then
looks
like
three
affiliated
and
Spirit
Lake
and
white
earth
and,
like
I
said
this
is
just
a
reflection
off
of
the
506
forms
right
now,
but
we
have
twenty
nine
tribes
represented
in
the
Fargo
schools
and
about
twenty
or
so
in
the
West
Fargo
public
schools,
and
they
come
from
all
over.
So.
H
These
are
some
of
the
services
that
our
program
offers.
We
do
a
mentoring
program
for
grades
6
through
12,
so
right
now
our
mentor
in
Fargo
is
is
covering
about
eighty
s,
eighty
students
on
her
caseload,
six
different
or
seven
different
sites
and
out
of
boat
and
out
of
two
hundred
secondary
students.
It
was
like
two
eighteen
for
the
secondary
students,
so
I
think
that
was
about
had
that
written
down
thirty-seven
percent
of
our
kids
in
secondary
buildings
that
are
being
mentored.
H
H
But
this
is
our
mentoring
program
here
and
they
do
a
lot
of
like
positive
decision-making,
goal-setting
talking
about
grades
and
school
attendance
and
then
also
really
making
connections
between
the
student,
the
counselor,
the
teacher
building,
helping
to
build
those
positive
relationships
and
encouraging
students
to
go
get
the
help
they
need
from
their
teachers.
You
know
to
get
that
tutoring
support
or
extra
help
after
school,
so
they're
really
kind
of
bridging
the
gap
for
the
kids
within
the
buildings
and
advocating
for
them.
So.
H
H
I'll
have
to
ignore
that
note,
because
I
don't
know
what
I
put
there,
but
we
do.
We
do
a
lot
of
bridging
the
gap
between
school
and
home
for
families.
So
if
schools
can't
get
ahold
of
the
families
we
go
and
do
home
visits,
we
try
to
reach
them
through
phone
calls
messaging
and
trying
to
set
up
school
meetings
for
the
school.
So
we're
really
really
bridging
the
gap.
H
We
work
really
well
with
our
swift
workers
in
the
school
system,
so
we're
always
connecting
with
them
for
some
mental
health
pieces,
but
we
also
help
with
other
things,
as
far
as
like
food,
clothing,
housing,
medical
assistance,
so
just
a
variety
of
things
that
we're
bringing
families
to
to
get
apply,
for.
We
do
also
help
with
our
swiffers
workers
in
transporting
students
to
their
appointments.
H
H
We
do
a
lot
of
referrals
to
organizations
in
the
community,
we
do
a
big
school
supply
drive
every
year
and
we
keep
school
supplies
on
hand
for
our
students.
We
paid
for
a
CT
and
SAT
fees,
GED
fees,
and
then
we
do
a
lot
of
cultural
events.
So
we
also
partner
with
community
organizations.
So
it
might
not
be
fully
led
by
our
program
some
of
the
things
like,
for
instance,
indigenous
peoples
day.
H
Here
is
a
lot
of
the
events.
This
picture
here
that
you
see
was
actually
our
indigenous
peoples
day.
Youth
event.
During
the
day
we
thought
we
were
gonna
get
about
60
and
we
ended
up
with
84
students,
so
our
numbers
are
really
increasing.
At
our
events,
we
try
to
plan
kind
of
on
the
high
end,
but
you
know
our
it's
really
growing.
As
far
as
participation,
we
do
indigenous
peoples
day
youth
leadership
day,
which
will
be
coming
up
in
March
back-to-school
night.
H
So
it's
really
getting
to
know
our
families,
so
I
always
make
sure
I'm
going
around
introducing
myself
to
the
families
working
well,
welcoming
them
back
to
school
and
introducing
myself
to
new
families
that
show
up.
So
that's
one
of
our
a
really
nice
big
events.
School
supply
drive.
We
do
some
cultural,
like
regalia,
making
classes
which
are
usually
led
by
our
parent
committee.
H
H
H
And
here's
our
quarterly
reading
programs
I
started
this
I
think
the
first
year
I
started
working
with
Fargo
schools
a
reading
program
at
the
end
of
the
school
year.
It
was
really
to
bridge
the
gap
of
reading
over
the
summer
and
we
provided
them
with
Native
American
themed
books
told
them
about
all
the
incentive
programs
that
are
in
our
community
that
they
can
be
involved
in.
H
We
had
our
own
incentive
program
and
then
last
year
we
were
written
into
the
striving
readers
grant
and
so
for
three
years
as
well,
we're
doing
quarterly
reading
programs
right
now
and
we're
really
focusing
on
Family
Literacy,
so
we're
working
with
the
parents,
the
students
and
we're
bringing
in
Native
American,
storytellers
and
and
then
also
tying
in
a
lot
of
our
teachings
with
our
parents.
Traditional
teachings.
H
And
we're
averaging
about
60
to
770
people
that
come
to
that
one
consistently
all
throughout
last
year
and
then
this
year
already
too,
so
that's
been
really
positive.
We've
heard
a
lot
of
positive
feedback
on
that
and
it's
just
fun
like
a
lot
of
the
same
families
are
coming,
but
there's
always
some
new
ones,
and
they
just
really
enjoy
kind
of.
It
is
one
of
our
small
and
made
6070
people,
but
it's
cozy.
Everybody
really
gets
to
know
each
other,
so
I
think
they
enjoy
that
environment
as
well.
H
Our
youth
leadership.
This
is
where
you
know
we
want
to
bring
our
youth
together,
so
that
would
they
can
gain
skills
and
knowledge
that
will
help
them
to
be
able
to
be
better
leaders
in
our
communities
and
they
also
learn
about
what
it
is
to
be
a
native
leader
using
our
scent
7
grandfather
teachings.
So
you
know
we
talked
about
humble
being
humble,
truthful
wisdom,
love,
courage,
respect
and
honesty,
so
we
really
focus
on
those
things
you
know
and
what
it
means
to
be
a
native
leader.
H
H
And
then
we
have
a
parent
committee
and,
as
you
can
see,
there's
a
lot
of
different
representation
from
different
tribes.
Here
we
also
have
a
school
representative,
one
of
our
teachers
here
in
Fargo
student
representative,
and
they
are
very
involved
in
our
program.
They
are
actually
going
to
be
doing
an
Indian
taco
fundraiser
here
on
February,
15
or
13th
Thursday
and
that's
gonna
be
a
huge
thing
for
them
and
it's
gonna
be
a
lot
of
work.
H
H
They
approve
the
whole
the
whole
grant.
You
know
for
title
six
consortium,
agreement,
bylaws,
there's
a
lot
of
pieces
to
our
grand
and
we
do.
We
have
a
public
hearing
every
year,
so
it
is
open
to
the
public
for
comment
and
questions.
We
do
tribal
consultation
and,
as
you
saw
earlier,
Turtle
Mountain
is
where
a
lot
of
our
students
come
from,
so
we
decided
to
consult
with
Turtle
Mountain
and
so
Bob
Gross
has
been
out
there
with
me
out
in
Turtle
Mountain
for
that.
So
we
have
a
lot
of
people
that
we
answer
to.
H
You
know
with
Indian
education
and
but
a
lot
of
people
that
support
our
program
as
well.
So
we
have
a
great
group
of
parents
and
again
that's
parent
engagement.
You
know
keeping
them
involved
in
our
program
and
then
them
also
spot
spreading
positive
word
about
the
program
and
bring
awareness
to
the
needs
of
our
students,
and
so
that
was-
and
then
these
are
just
I-
just
had
a
lot
of
community
partners
listed
on
here.
H
We
we're
always
looking
for
opportunities
first,
so
a
couple
things
that
we
did
this
year,
that
we
kind
of
added
on
just
as
some
other
opportunities
for
kids
was
we.
We
know
that
a
lot
of
our
boys
need
positive
leaders.
So
I
worked
with
one
of
our
community
members,
Gaia
Fox,
who
sits
on
the
Native
American
Commission,
and
we
started
a
boys
drum
group
drum
and
singing
group,
and
we
have
seven
boys
on
there
right
now
and
we've
seen
just
being
in
the
schools.
H
We've
seen
how
their
attitudes
have
been
different
and
they
are
more
engaged
in
participating
more
in
their
school
and
they're.
Actually
going
to
be
doing
a
presentation
over
at
Jefferson
Elementary,
this
Friday,
so
they've
already
been
asked
to
do
a
presentation,
they're
very
excited,
and
that
was
one
and
then
we
did
something
with
the
Fargo
forum.
H
We
did
a
journalism
Club
for
our
students
at
Ben
Franklin,
and
we
had
about
10
students
there
that
were
really
engaged
in
writing
and
learning
more
about
media
journalism,
kind
of
telling
your
story
and
then
right
now,
I
have
MSUM
that's
involved
in
our
reading
program.
So
we
have
college
students
that
are
going
into
education
and
they
are
doing
our
activities
that
are
reading
programs
right
now
and
their
focus.
There,
too,
is
on
Family
Literacy.
So
it's
been
very
engaging
for
our
students
at
the
at
the
reading
programs.
H
We
haven't
really
had
any
behavior
Corrections
that
we've
had
to
make
with
the
kids
because
they
are
very
engaged
just
so
that's
exciting
and
then
Concordia
College
I'm,
connecting
with
them
I
think
we've
been
working
together
for
10
years
now
and
I
have
some
volunteer
tutors
that
they're
going
to
be
that'll,
be
working
with
me
over
the
next
couple
months,
not
very
many,
but
it
gives
them
the
experience
of
working
with
a
you
know.
Diverse
population
of
Native,
American
population
and
it'll
benefit
those
kids
that
were
assigning
to
those
two,
those
mentors.
I
First
of
all,
melody
I'd
like
to
thank
you
for
your
efforts.
It's
amazing
how
much
you
get
done.
I
do
have
one
question
regarding
graduation
rates.
Our
graduation
rate
here
is
14%
below
the
state
average.
Have
you
ever
done
any
studies
to
determine
why
that
may
be?
What's
what's
leading
to
us
not
doing
as
well
as
the
rest
of
the
state
is
well.
H
H
I
have
been
meeting
with
Missy
Eidsness
and
some
Bob
Gross
and
we're
gonna
be
talking
to
about
we've.
We've
already
started
the
discussion
to
about
tracking
some
cohort
data
on
our
kids.
Like
you
know,
our
kids
start
out
with
this
many
where
they
at
graduation
time.
So
we
are
working
together
right
now
to
look
at
some
of
those
pieces.
J
Basically,
melody
I
want
to
say
thank
you
too,
and
that
was
really
my
question.
I
was
wondering
if
the
differential
is
primarily
due
to
mobility.
I
know
we
have
a
lot
of
students
that
are
gonna
come
and
go.
Maybe
come
back
and
go
again,
but
is
there
any
other
identifiers?
Besides
that
mobility
issue
that
we
can
look
to
maybe
Bob?
You
might
have
a
thought
on
this
too.
K
Think
that
mobility
is
one
of
the
factors
also,
it
is
when
the
connections
and
and
how
do
we
continue
to
strengthen
those
I
know.
Melody
talked
a
lot
about
during
her
presentation
and
in
particular,
the
goals
of
the
program
is
really
to
increase
attendance
and
increase
graduation
and
increase
the
support
for
at-risk
behaviors
and
so
on.
So
not
only
what's
being
done
in
the
Native
American
program,
but
throughout.
Our
district
is
certainly
an
area
of
emphasis,
everything
from
core
instruction
that
we
we
have
in
all
of
our
classrooms
to
the
intervention
classes.
H
We
are
aware
of
who
our
graduates
are,
so
you
know
we
talk
as
a
team
with
Indian
education
and
so
I've
met
with
my
mentors
and
they're
all
aware
of
who
our
gret
our
seniors
are
in
their
buildings.
So
they've
all
made
a
connection
and
working
with
counselors
to
see
where
they're
at
and
you
know,
if
they're
behind
in
credits,
you
know
we're
trying
to
address
those
issues
as
well.
G
That
may
not
finish,
but
they'll
go
back
and
have
leadership
opportunities
at
their
reservation
as
well,
so
some
of
those
students,
because
they
have
some
other
opportunities
that
don't
involve
schooling
may
not
finish
or
what
the
case
is,
and
that
ties
into
the
mobility
rate
as
well.
But
one
of
the
other
things
is
since
we've
started
talking
about
this
conversation.
I
know
in
your
PowerPoint.
Maybe
you
want
to
touch
a
little
bit
on
the
the
new
support
for
the
at-risk
students
in
the
program
as
well,
but
I
also
want
to
point
out
just
with
dr.
G
gross
melody
and
mr.
Berkman's
leadership
as
well.
When
you
look
at
the
2018-2019
graduation
data
and
the
cohort
data
definitely
have
room
to
work,
but
the
highest
has
been
in
six
years
and
a
20%
growth
from
the
prior
year
so
definitely
trending
and
we
solve
a
lot
of
work
to
do
but
headed
in
the
right
direction.
I
think
with
some
of
that
mentor
program
that
we're
putting
in
place.
G
H
Well,
we
added
that
in
into
the
grant,
when
we
were
going
through
the
goals
last
spring,
and
so
it
just
made
sense
to
add
that
as
one
of
our
our
goals
of
the
program
that
we
can
track
that
information
through
you
know,
through
mentoring,
through
liaison
support
through
some
of
our
events,
you
know
where
we're
really
working
to
engage
the
at-risk
youth
population,
building
one-on-one
relationships
with
them,
but
then
also
helping
address
and
connect
them
to
the
school
connection.
So
that's
really
what
that
at-risk
youth
pieces
is.
A
As
a
school
board
member
every
year,
we
are
have
the
privilege
of
being
being
assigned
to
the
Native
American,
Commission
and
I
had
that
joy
for
a
handful
of
years-
and
it
was
probably
one
of
my
greater
honor
as
a
school
board.
Member
and
I
learned
a
lot
about
the
culture
in
the
community.
What
what
I'm
hearing
you
talk
about
melody
are
the
wraparound
services
and
the
connections
that
you
make
and
obviously
there
are
some
cultural
differences
and
that's
where
your
programming
really
comes
into
play
with
these
graduation
rates.
So
I.
A
Thank
you
for
everything
you
do,
but
also
I
have
to
note
for
those
of
you
who
are
watching
once
we
get
assigned
to
the
Native
American
Commission,
it's
really
hard
to
get
people
off,
but
I
wish
everybody
could
it
could
be
on
it
because
I
Rebecca
I
know
serves
on
it
now
and
I'm
guessing.
She
won't
want
to
give
it
up
the
next
go-around.
So
to
that
point,
I'm
falling
to
you,
yeah
I,.
L
Figured
there
would
be
lots
of
other
board
members
that
would
have
some
of
the
same
questions
that
I
have
and
Robin
is
correct.
Serving
on
that,
Commission
has
been
one
of
the
greatest
gifts
I've
ever
received
in
my
life
because
of
the
expanded
knowledge
that
I've
been
able
to
gain,
certainly
friendships,
professionally
and
and
personally,
and
one
of
the
things
that
I
am
I,
guess
I'm
kind
of
trying
to
figure
out
or
how
we
walk
through.
This
is:
where
does
the
liaison
to
the
Native
American
Commission
fit
in?
H
Okay,
well,
you
know
to
really
expand
upon
our
program.
We
really
have
been
trying
to.
You
know,
grow
and
increase
our
grant
right
now,
but
you
know
Fargo
schools
and
West
Fargo
schools.
They
have
supported
us
financially
within
the
program,
but
we
do
have
a
you
know,
a
long
ways
to
go.
I
feel
like
we
could
use
more
resources.
K
K
Melody
did
talk
about
one
of
the
larger
literacy
grants
we
have
in
the
Fargo
public
schools,
which
is
the
circle
grant,
and
we
were
purposeful
as
we
wrote
activities
into
that
grant
to
provide
opportunities
for
the
training
around
essential
understandings,
some
of
the
dollars
for
the
reading
program.
So
we
look
for
ways
to
enhance
what
we
have
now
and
into
the
future.
Yeah.
H
We're
really
appreciative
two
of
the
of
that
striving
readers
grant
and
how
our
district
included
us
within
that
and
I
am
looking
at
ways
to
continue
the
professional
development
once
the
the
funding
goes
away.
So
you
know
we
see
the
importance
of
what
we're
doing
here
and
what
an
impact
it's
having
with
that
striving
readers.
So
we
want
to
continue
it
and
we're
we're.
Definitely
looking
for
options
right
now
and
we're
also
looking
right
now
currently
to
to
expand
to
reaching
out
to
our
local
tribes
in
the
area
for
for
funding
too.
L
Would
think
that
if
we,
if
we
can't
say
it
immediately
but
as
time
goes
on,
if
that
professional
development
can
continue,
that
that
ought
to
have
an
impact
on
increasing
the
graduation
rates,
I'm
talking
about
building
understandings
of
of
persons
as
the
Native
American
community
and
just
helping
to
build
lesson
plans
into
the
curriculum.
So
boy
I
certainly
hope
that
we
can
figure
out
how
to
keep
that.
Thanks.
H
Thank
you,
yeah
I,
I
think
that
staff
engagement
piece
and
then
all
so
the
parents
are.
That
was
one
thing
that
they
had
really
wanted
on.
One
of
our
needs
assessment
is
providing
professional
development
for
teachers
and
I.
Think
teachers
want
it
just
as
much
as
as
our
parents
do.
You
know
they
want
to
feel
comfortable
talking
about
Native,
American,
culture
and
history,
and
so
I
think
that's
important
and
then
also
kids.
You
know
if
they
can
relate
to
what
they're
reading
and
they
can
see
themselves
in
it.
M
H
I
mean
it,
you
know
they
have
different
traditions.
Different,
you
know.
Tribes
are
tribes
across
North
Dakota,
the
Lakota,
the
Dakota,
the
Ojibwe,
the
Hidatsa
and
Mandan
Arikara.
You
know
all
of
that
is
is
within
those
pieces
here
in
our
local
North
Dakota
area,
it's
being
taught
in
those
lessons,
so
you
know
they're
they're,
also
learning
too,
because
I
always
think
about
that
spectrum
of
traditional
natives
and
then
the
urban
natives.
You
know
I
grew
up
in
an
urban
setting,
but
you
know,
as
we
learn
we're
kind
of
moving
down
that
spectrum.
H
So
you
know
they're
also
learning
about
their
culture
and
how
exciting
for
them
to
see
their
teachers
starting
to
talk
about.
You
know
their
culture
or
we
even
told
them
how
to
greet
greet
and
in
the
Ojibwe
language.
You
know
Buju
melody
edition
of
cause
Turtle
Mountain
on
Bindoon
giba,
so
these
kids
are
they're
learning
or
the
teachers
are
learning
how
to
greet
their
students,
they're
learning
about
some
of
the
hidden
humor
pieces.
You
know
in
our
culture
and
and
so
they've
already,
we've
already
heard
teachers.
You
know
in
talking
about
this.
H
H
N
So
you
mentioned
in
an
earlier
slide
that
we
have
four
hundred
ninety
five
self-identified
Indian
students
in
Fargo,
but
only
two
hundred
forty
four
of
those
are
title:
six.
Can
you
explain
to
me
and
maybe
the
board
better,
what
is
title
six?
What
does
it
mean
to
be
recognized
under
title
six,
verses
being
self-identified
and
what
are
the
it
was
kind
of
the
fallout
from
that
to
the
program?
Well,.
H
H
So
in
order
to
qualify
the
parent,
the
grandparent
or
the
child
needs
to
be
enrolled,
but
in
a
lot
of
our
tribes
you
have
to
be
a
quarter.
Native
American
blood
to
be
enrolled.
So
right
now,
I'm
considered
forty-seven
percent
Native
American
I'm,
not
fifty!
So
then
my
child
is
not
quarter,
and
so
my
children
cannot
be
enrolled
in
the
tribe.
H
So
when
I
fill
out,
my
506
form
I
use
my
tribal
enrollment
number
on
their
forms,
there's
as
far
as
benefit
or
anything
you
know,
and
if
we
can
collect
those
tribal
enrollment
numbers
for
our
program.
It
benefits
the
whole
program
as
a
whole
for
funding
and
we
still
serve
all
those
kids
that
are
not
turning
in
a
506
form
for
various
reasons.
There's
a
lot
of
different
reasons.
H
You
know:
foster
care,
moving
around,
losing
paperwork,
a
non-native
parent
raising
a
child
where
they
don't
have
anything
to
do
with
the
native
parent,
and
they
just
don't
want
to
get
collect
the
form.
So
there's
a
lot
of
different
various
reasons
that
we
can't
collect
the
form
and
then,
as
far
as
like
some
other
things,
you
know
it
does
benefit.
Kids,
you
know
to
be
enrolled
because
sometimes
the
tribes
will
help
with
like
scholarships
towards
towards
college.
H
You
know,
like
mine,
will
do
a
thousand
per
semester
if
your
full-time
in
college,
you
know
so
there's
there's
different
benefits
from
tribes
as
well,
but
in
our
program
we
serve
them
all.
It's
just
a
matter
of
it'll
help
increase
our
funding
and
we're
always
talking
to
parents
about
it
to
increase,
increase
that
and
tell
them
how
it
benefits
everybody
as
a
whole.
We
can't
count
students
from
Canada,
for
instance,
but
we
still
serve
them.
A
O
So
when
Melody's
talking
about
connecting
students
to
schools
to
communities,
42
students
with
a
mobility
rate
over
thirty
thirty
of
the
students
have
moved
in
and
out
of
the
district
during
that
time,
so
that
task
of
connecting
students
to
community
to
school
is
is
very
challenging.
So
just
wanted
to
give
some
numbers
related
to
that
mobility.
Piece.
H
Title
six
count:
we
were
able
to
increase
it
for
next
year,
but
we
had
to
use
our
count
beginning
of
the
year
because
that's
when
it
was
at
its
highest
391
if
we
used
it
now,
it's
lower
because
that
many
families
moved
out
of
the
district
already
so
we're
always
fluctuating
up
and
down.
But
it's
so.
It
is
kind
of
a
battle
trying
to
collect
that
form
for
funding.
So.
P
A
G
Sure
next
up,
I
will
call
to
the
podium,
Doug
and
ring
our
HR
director
for
our
annual
HR
report.
I
think
mister
and
ring
is
us
about
to
approach
his
first
year
with
the
Fargo
Public
Schools,
and
earlier
this
week,
I
think
I
told
him
that
this
is
his
first
board
presentation.
He
reminded
me:
that's
a
second
because
he
did
a
Marzano
presentation,
so
I
guess
there's
no
grace
good
luck
and
no
pressure.
Q
Thank
you
for
the
opportunity
of
being
up
here
a
couple
things
before
I
start
in
the
serious
business
of
the
report.
It
was
about
a
year
ago
that
I
watched
the
assistant
director
of
HR
Laurie
Feist
present.
This
report
and
I
was
sitting
here
in
the
audience.
I
hadn't
started
my
job
yet,
but
I
had
accepted
so
I
wanted
to
come
see.
She
did
a
fantastic
job
as
I
remember
and
she
turned
around
and
said:
you're
gonna
need
this
next
year.
Q
That's
you,
and
so
here
we
are
again
and
I
seem
to
remember
the
other
report
of
the
Marzano
one
in
June.
Dr.
gross
answered
most
of
the
questions
for
me.
So
I
probably
can't
rely
on
that
again
today,
but
even
though
I
promised
my
staff
that
I
would
not
have
them
come
up
and
do
any
sort
of
presentation
up
here
if
they
came
and
joined,
I
said
I
would
I
would
love
to
do
an
introduction.
I
have
at
least
one
here,
Amanda
corinto.
Q
Q
Q
After
school
program,
student
workers,
summer
programming,
trollwood
seasonal
staff
tutors
and
more
for
calendar
year
2019,
we
issued
3602
w-2s
I'm
very
proud
to
say
that
we
had
an
envelope
stuffing
party
this
afternoon.
We
put
all
those
in
about
2010
95
C's
into
an
envelope
and
everybody's
gonna
be
getting
their
w-2s
by
the
end
of
the
week.
So
the
next
paragraph
very
important.
We
are
a
service
center
for
employees
of
Fargo,
Public
Schools,
and
we
work
to
assist
in
all
aspects
of
the
employment
relationship.
Q
We
really
do
provide
service
to
employees
throughout
their
entire
lifecycle
from
the
minute
that
they
choose
and
identify,
and
they
want
to
work
here
to
when
they
and
their
employment
with
us.
Some
of
the
2019
accomplishments
I'll
highlight
a
couple
of
them
here.
There's
there's
many
listed.
We
filled
four
vacancies
within
the
HR
office
over
the
last
year,
mind
being
one
of
them
also
an
office
assistant,
a
human
resources
assistant
and
then
an
HR
generalist.
Q
Implementation
of
the
support
staff
request
workflow
when
I
first
started
here,
I
really
identified
that
when
we
were
getting
requests
to
fill
positions
specific
to
support
staff,
so
Perry
educators,
tutors,
really
anybody
who
isn't
a
teacher
administrator.
Those
requests
would
typically
come
to
me
me
being
new
I
thought,
I'm,
not
sure.
If
we
can
fill
these,
how
do
we
analyze
what
we
need
to
fill?
Whose
decision
is
that
so
I
put
together
a
workflow
that
really
allows
a
couple
things
one
cabinet
to
take
a
look:
do
we
have
the
budget
for
this
to
position?
Q
How
does
it
feel
the
student
needs?
When
do
we
need
to
fill
it,
and
then
the
workflow
also
provides
once
I
hit
either
and
approve
or
a
deny
button.
The
requester
gets
that
approval
or
denial
and
then
a
man
that
gets
it
to
know
that
she
needs
to
post.
So
it
really
serves
to
fold
where
that
process
comes
in.
It
can
be
reviewed,
and
then
it
goes
to
the
people
who
need
to
have
it
once
it's
either
approved
tonight
or
in
progress.
Q
Q
The
other
piece
is
that
it
helps
during
job
audits
if
somebody's
job
is
changing
and
the
Human
Resources
office
needs
to
conduct
a
job
on
it
with
our
rating
system
and
most
job
at
a
trading
systems
were
gonna
need
to
look
at
a
number
of
factors
that
really
weren't
identified
in
our
in
our
previous
job
description
template.
So
a
couple
of
things
there
that
we
added
in
percentages
of
time
so
groupings
of
duties.
How
much
time
are
you
doing
those
types
of
things
contact
decision
making
Authority?
What
decisions
do
I
get
to
make?
Q
What
do
decisions
do
I
have
to
kick
up
to
a
higher
authority,
problem-solving
contacts
who
are
the
people
I'm
gonna
work
with?
Is
it
mainly
just
in
my
department?
Is
it
the
entire
district?
Is
it
also
the
public,
so
that
really
gives
really
the
applicant
the
incumbent
and
the
Human
Resources
office
and
the
supervisor
a
better
picture
of
what
that
job
is
collaboration
with
the
special
education
department
and
developing
a
plan
on
file
process
for
new
special
education
teachers?
Q
Q
The
plan
on
file
process
that
we
created
was
really
born
out
of
who
are
all
the
parties
that
are
involved
in
making
sure
that
the
district
is
monitoring
this
process
and
the
teacher
is
carrying
through
and
getting
the
extra
education
and
credentials.
So
we
created
a
workflow
that
allows
the
principal
HR
and
the
sped
department
to
monitor
that
process
as
we
go
through
it
and
then
communicate
with
that
teacher
and
ESP
B.
Q
We
did
administer
surveys
and
have
before
this
for
our
new
teacher
orientations
for
our
support
staff
orientations
and
then
for
our
substitute
orientations,
but
we
decided
we'd
get
together
and
make
surveys
that
align
with
each
other
and
really
they
they
are
the
same
survey.
But
these
surveys
really
allow
us
to
gather
what
I
would
consider
better
data.
That's
actionable
that
we
can
take
and
see.
What's
working,
what
isn't?
What
do
we
need
to
change?
Q
Q
And
then
the
collaboration
with
marketing
and
communications
piece
to
create
a
comprehensive
insurance,
open,
enrollment
communication
plan
for
district
employees
and
again
this
was
really
born
out
of
the
health
insurance
committee
recommendations
to
change
premium
levels,
and
there
was
a
little
bit
of
change
as
far
as
one
of
our
health
insurance
plans
from
a
closed
access,
where
you
got
a
choose
your
provider
to
an
open
access.
That
was
our
traditional
plan.
Q
It's
about
17
there
was
17
or
so
schools,
and
then
the
nutrition
Operations
Center
to
really
host
question
and
answer
sessions.
The
feedback
that
we
got
was
very
good.
Some
of
them
were
well
attended.
Some
of
them
were
less
well
attended,
but
overall,
the
feedback
that
we
got
was
people
really
appreciated.
Knowing
these
changes
are
coming,
we
have
questions
about
them,
the
whys.
What
might
I
need
to
do?
What
are
the
differences
between
the
plans?
So
we
really
took
that
out
and
brought
that
information
out
to
folks
initiatives
for
1920.
Q
Q
The
other
piece
of
that
was
once
they
are
an
employee
of
ours.
We
have
selected
them,
then
we
have
a
more
robust
site
out
in
our
portal.
You
are
a
para
and
you
are
a
teacher
for
us
here.
Are
your
resources
now
so
a
public
website
and
an
internal
portal
website
to
help
them
evaluation
of
para
educator,
job
descriptions
leveling!
This
is
one
a
man
that
could
probably
speak
about
for
about
three
hours,
but
really
in
summary,
HR
identified
that
the
district
had
about
17
different.
Q
What
I
would
say,
titles
for
para
educator
positions
with
the
duties
being
relatively
I
would
I
would
say
the
same
well.
I
think
that
that
helped
principals
and
in
hiring
authorities
to
place
those
pair
educators
and
buildings
get
what
they
needed
in
there.
It
really
created
what
I
would
probably
say
a
difficulty
it
as
far
as
recruiting
when
you
have
all
those
types
of
positions
with
little
distinction
between
them.
How
do
we
recruit
for
those
positions
when
somebody's
looking
at
that
position?
How
do
they
know
what
what
that
is?
Q
How
does
that
para
educator
if
they
are
interested,
and
hopefully
they
are
in
continuing
employment
with
Fargo
public
schools?
Where
is
the
succession
planning
there
when
we
need
to
reassign
or
offer
a
transfer
to
a
pair
within
the
district?
It
makes
it
just
a
little
bit
harder
to
go
between
buildings
when
there's
different
types
of
Paris,
but
not
what
we
are
doing
here,
which
really
is
creating
a
classification
series
or
called
leveling.
Q
So
right
now
what
we
have
in
the
works
is
a
paraeducator
one
position
in
a
paraeducator
two
position
and
there's
some
distinction
there
in
qualifications
and
really
duties
and
responsibilities.
We
are
looking
possibly
at
a
paraeducator
three
position,
but
it
provides
distinct
succession
planning
and
allows
us
to
really
take
advantage
of
the
district
population
of
para
educators.
Q
It
makes
it
simpler
to
recruit
for
people
to
know
exactly
what
kind
of
a
job
that
they're
getting
into
a
more
of
a
newer
project,
a
creation
of
a
workgroup
to
assess
para
educator
performance
evaluation,
form
again
born
out
of
some
feedback
really
from
Paris
principals
Dean's.
The
taking
our
current
support
staff
paper.
Evaluation
form
really
didn't
align
with
what
the
pair
educators
were
doing
as
far
as
job
responsibilities,
so
what
they
were
doing
for
job
responsibilities
and
duties.
We
take
that
and
we
go
to
evaluate
and
it
didn't
line
up.
Q
So
what
can
we
do
to
change
that
and
make
it
a
more
applicable
process
for
an
evaluation,
so
I
put
together
a
group
of
I
think
it's
for
Peres
principal
couple
of
Dean's
HR
and
we
are
about
in
the
midst
of
looking
at
that
evaluation
form.
The
feedbacks
have
been
great.
This
has
naturally
been
a
pretty
passionate
group.
Q
They
joined
because
they
want
this
changed,
so
we're
really
moving
forward
and
it's
evolving
a
little
bit
taking
these
new
para
educator,
job
descriptions
that
are
drafted
and
we're
gonna
be
proposing
out
into
the
district
and
aligning
that
with
the
evaluation
process
and
then
actually
the
last
meeting
it
kind
of
evolved
a
little
bit
further.
Where
we're
actually
looking
at
what
kind
of
a
support
staff
evaluation
form,
can
we
use
for
all
support
staff?
So
that's
where
we're
kind
of
with
that
project
now.
Q
Some
of
the
information
that
will
be
included-
and
this
is
in
the
works,
different
types
of
policies.
So
when
we
recruit
what
type
of
policies
are
involved,
non-discrimination,
policies,
ad,
a
policies
where
and
how
we
advertise
programs,
we
provide
for
professional
development
to
retain
the
talent
that
we
do
have
development
of
a
search
process
handbook.
This
is
actually
part
of
my
operational
plan
for
this
year.
This
handbook
provides
policies
and
procedures
and
guidelines
to
all
stakeholders
who
are
involved
in
the
search
process,
so
principals
Dean's,
it
could
be
Parra's.
Q
It
could
be
teachers,
anybody
involved
in
the
search
process.
What
are
the?
What
are
the
what's
the
law?
What
are
the
laws
involved
when
we're
doing
searches,
veterans,
preference,
again,
non-discrimination,
ad,
a
request,
requirements
recognizing
biases
and
screening
and
interviewing
expectations
really
depending
upon
what
your
role
is
in
that
search
process?
So
what
we're
really
trying
to
look
at
is
to
create
guidelines
and
consistencies
for
all
of
our
stakeholders
that
conduct
search
processes
within
the
district.
So
that's
also
in
the
works.
Q
Some
of
the
other
HR
responsibility
areas
are
listed
there
any
of
everything
from
1095
forms.
A
DA
requests,
FMLA
job
descriptions.
Lane
changes
are
listed
there.
A
little
bit
of
introduction
to
the
HR
team.
I
would
go
down
to
Laurie,
Feist
I.
You
know,
I
really
can't
say
enough
good
things
about
that
ta,
the
team.
They
are
the
reason
that
I
do
succeed.
It's
a
very
great
team
to
work
with
Laurie.
She
does
certified
salaried
staff
placement
lane
changes,
staffing,
adjustments,
payroll
taxes,
salary
placement,
retirement
consultation
and
she
keeps
me
going
in
the
right
direction.
Q
That's
probably
her
most
important
job,
Allison
wolf.
Unfortunately,
her
last
day
is
tomorrow:
she's
our
payroll
specialist
she's
moving
on
to
greater
opportunities,
but
when
we
receive
our
paycheck
when
we
get
paid
she
as
the
end
user,
that
processes
that
Jolene
hurt
is
our
benefits.
Specialist,
with
2000
close
to
2000
benefits
eligible
employees.
She
is
busy
with
communications
making,
sure
deductions
the
proper
deductions
are
taken
out
of
paychecks
and
that
there
is
general
education
out
there
for
benefits.
Q
Amanda
she's
done
a
wealth
of
things
since
she's
been
here
recruitment
and
hiring
processes.
You
want
a
job
posted.
You
want
that
job
description,
template
changed
the
paraeducator
job
description
project,
she's,
really
heading
all
of
that
stuff
up.
She
also
works
with
hourly
salary
placement
summer
school
she's
engaged
in
some
frontline
or
what
I
guess
I
still
call
it
AppliTrack.
Q
It's
not
AppliTrack
anymore,
its
frontline
a
recruiting
system
to
really
make
that
process
more
efficient
for
users
to
open
up
some
features
that
we
haven't
used
before
create
pipelines
to
really
make
that
position
efficient
when
you're
getting,
which
is
a
good
problem
to
have
a
hundred
and
seventy
or
hundred
and
eighty
applicants.
How
do
you
make
that
fish
system
more
efficient
to
work
for
you
and
so
there's
a
lot
of
features
that
she's
cleaning
up
or
releasing
out
to
principals
and
directors
and
search
committee
users?
Q
Brenda
Fisher,
our
absence
manager
absences
FMLA
I'm,
really
proud
of
the
work
she
does
in
the
world
of
substitutes.
If
you're
a
substitute
teacher
or
a
substitute
para,
you
know
Brenda
Fisher,
she
does
all
of
the
training.
She
worked
very
hard
on
the
creation
of
the
new
website
and
the
portal
she
does.
A
couple
of
sub
trainings
per
year
puts
all
that
together
does
a
very
good
job
with
that
Becky
Brayton
she's,
a
payroll
assistant
sometime
in
attendance,
if
there's
miss,
punches
anything
that
needs
to
be
adjusted
in
the
time
clock.
Q
She
is
doing
that
mari
Schumacher.
She
is
our
newest
employee,
she's,
our
office
assistant,
so
Reese,
captions,
tracking,
address
changes,
personnel
files,
answering
phone
calls
which
is
a
big
job
and
then
Susan
Fox.
She
was
our
office
assistant
and
then
applied
and
was
promoted
to
our
human
resources
assistant,
her
big
things,
eye
observation
management,
work
for
safety,
trollwood,
payroll,
processing,
evaluation,
tracking
and
other
types
of
things.
Q
If
we
get
into
the
statistics,
these
statistics
that
I'll
share
with
you
these
are
from
July
1
of
19
up
until
present
or
about
a
week
or
two
when
we
pulled
the
data.
So
that's
what
we're
looking
at
here,
our
employee
statistics
these
here.
They
do
not
include
temporary
or
on-call
employment
conditions,
so
65
administrators,
so
who
are
administrators
principals
area
service
coordinators,
Dean's
directors,
cabinet
members,
1049
teachers?
These
are
full
and
part-time.
Anybody
working
less
than
a
1.0,
FTE
or
a
1.0
ft
are
included
other
salaried
40.
So
these
are
non
hourly
employees.
Q
They
might
be
some
HR
staff
or
business
office
staff,
educational
support,
peer
educators
and
tutors,
and
then
maintenance,
custodians,
plumbers,
grounds,
maintenance
and
the
nutrition.
So
cooks,
cooks,
assistants,
dishwashers,
anybody
who
works
in
the
kitchen
for
about
2100
employees,
who
are
not
temporary,
a
little
explanation
of
a
recruiting
and
hiring
process.
Really.
Our
role
is
to
create
processes
and
procedures
that
provide
direction
and
support
to
search
committees
and
decision-makers
and
we're
needing
to
ensure
legal
compliance,
competitiveness
and
attract
highly
qualified
candidates.
Q
We
work
with
principals
directors
and
really
anybody
who
has
decision-making
authority
or
a
process
within
searches.
We
do
utilize
frontline
AppliTrack,
and
this
allows
us
to
recruit
candidates.
We
maintain
record
keeping
communication
with
applicants
and
it
does
assist
us
in
compliance
with
the
North
Dakota.
Veterans
preference
laws
it
allows
all
administrators
to
access
their
open
positions,
candidates
all
materials
in
order
to
review
screen
and
ensure
that
we
do
have
a
competitive
personnel
system
being
utilized.
Q
So
these
include
those
placed
in
positions
whether
it
be
from
resignation,
retirement,
additional
FTE
added
from
July
1
to
present
so
6
administrators
hundred
and
three
teachers
to
other
salaried
155,
educational
support
and
most
of
those
would
be
pair
educators
so
about
308
positions.
So
far,
this
fiscal
year
that
we've
replaced
or
hired
resignations
and
retirements
at
the
end
of
fiscal
year
19
our
turnover
rate
was
about
eleven
point,
seven
percent,
which
was
slightly
lower
than
previous
fiscal
years.
Q
We're
still
trending
at
about
that
same
rate
for
fiscal
year
twenty.
But
here
we
list
out
resignations
and
retirements,
so
we
had
about
68
resignations
and
then
30
retirements
for
about
98,
resignations
and
retirements.
So
far
this
fiscal
year
and
then
to
conclude
our
HR
noteworthy
facts
about
sixty-five
percent
of
our
teachers
do
have
a
master's
degree.
Q
We
have
approximately
a
hundred
and
ten
active
substitute
teachers
and
then
50
active
substitute
Paras
registered
in
our
absence
management
system,
active
meaning
that
they
are
working
in
some
way
shape
or
form
on
a
regular
basis.
We
do
have
quite
a
few
more
teachers
in
Paris
that
are
subs,
but
really
these
are
the
active
ones
that
are
really
working
on
a
somewhat
regular
basis,
hard
to
fill
positions
really
at
the
elementary
level,
kindergarten,
music,
art
and
then
special
education
positions
at
all
levels.
Q
But
with
our
you
know,
what
really
has
been
assisting
us
to
help
with
recruiting.
Is
that
plan
on
file
process?
At
ESP
B
recognizes
and
is
able
to
help
us
out
with
as
far
as
getting
that
extra
spent
credential.
So
I
am
happy
to
answer
any
questions
that
anybody
may
have
and
appreciate
the
time
that
I've
was
allowed
to
be
up
here.
N
B
Jennifer,
thank
you.
Doug
I
would
echo
those
comments
and
and
your
initiatives
for
well
your
accomplishments
and
your
initiatives
over
the
last
calendar
year
are
quite
extensive
and
impressive
and
I'm
curious
as
a
department.
Did
you
all
work
with
like
a
consultant?
Did
you
put
together
a
group
or
how
did
you
come
up
with
you
know
which
initiatives
we're
gonna
rise
to
the
top
of
this
last
year,
because
there
were
quite
a
few
and
and
I
think
it
will
certainly
help
in
recruiting
and
retaining
and
and
just
even
the
classifications.
B
Q
A
it's
an
excellent
question.
You
know
the
first
thing
that
I
think
really
helped
rise
to
the
top
is
what
is
an
hrs
operation
plan
for
the
year?
The
search
committee
manual
monitoring
some
elements
within
the
Marzano
framework
and
really
didn't
talk
about
that
here,
but
most
of
it
was
really
based
on
feedback
that
we
received
from
principals
directors
pair
us,
as
you
can
see,
we're
investing
a
lot
of
effort
and
a
pair
as
whether
it's
their
job
descriptions.
Q
Para
lead
roles
for
training,
new
pairs
that
are
coming
on
things
that
help
us
recruit
and
retain
is
really
where
we
wanted
to
focus
our
time,
and
so
what?
What
are
those
things?
It
is
job
descriptions.
It's
a
search
committee
manual
and
all
of
those
things,
of
course,
you're
juggling
them
in
the
air
and
sometimes
I'm
like
I.
Wonder
if
I
could
just
finish
one
of
these
things,
but
that's
really
where
we're
investing
putting
our
eggs
in
that
basket
is
really
the
recruitment
and
the
retention.
L
Yeah,
thank
you
so
much
for
the
thorough
report.
I
really
appreciate
you
walking
us
through
it
versus
saying.
Well,
you
know,
there's
a
lot
there
go
ahead
and
read
it.
It's
just
really
nice
to
have
that
dialogue
with
you
and
I
can
sense
your
your
real
interest
in
the
work
that
you
are
doing
and
and
know
that
you
have
a
team
helping
you
helping
us
I'm
wondering
if
I
missed.
You
say
this
on
the
the
long
list
of
the
2019
accomplishments
regarding
the
safety
committee
and
I
might
have
missed.
L
You
mention
that
but
I'm
wondering
if
you
could
speak
to
that
just
a
little
bit
more
and
and
comparing
that
to
perhaps
what's
happened
in
the
past
in
regard
to
partnering
with
the
village,
to
offer
the
stress,
management
and
compassion
fatigue
assistance.
Could
you
just
share
a
little
bit
more
on
that?
Please.
Q
Yeah
and
I'll
I'll
only
be
able
to
share
a
little
bit
well,
obviously,
to
the
extent
that
I
know,
but
starting
next
month,
I
will
be
a
new
member
to
the
safety
committee.
But
one
of
the
first
things
that
the
recommendations
that
came
out
when
I
started
was
the
safety
committee
recommended
for
further
professional
development
for
all
staff.
A
couple
of
different
things
when
being
stress
management
classes
which
were
optional
and
voluntary
to
go
to
and
also
some
classes
that
are
happening
now,
are
professional
development
opportunities
in
each
school
compassion
fatigue.
Q
So
I
worked
with
the
village
to
get
all
of
those
scheduled
with
principals
picking
dates
and
then
encouraging
all
staff,
whether
it's
district
office
teachers
pair
of
a
please
go
and
take
a
look
at
these
sessions.
So
as
far
as
a
lot
of
the
workings
of
the
safety
committee,
I
I
haven't
been
a
part
of
it
yet
and
I
would
certainly
feel
free
if
you
wanted
a
I'd
anything.
But
that's
the
extent
of
my
knowledge
so
far,
but
I
am
looking
forward
to
getting
into
that
committee
I
think
because
my
role
really
connects
to
it.
A
R
Thanks
Robyn
and
Greg
yes,
tonight,
I
have
with
me
mr.
grant
Kraft,
who
is
a
colleague
of
mine
at
Carl,
Ben,
Eielson
and
Aslan
negotiations
team
for
a
Fargo
Education
Association.
Tonight.
As
we
look
at
the
agenda,
we
have
item
7,
B
and
C,
which
correlate
to
teacher
contract
discussions,
and
we
would
like
to
point
out
to
the
board.
There
is
a
little
bit
of
inaccurate
information.
That's
contained
a
memo
78
this
memo
incorrectly
states
that
on
October
4th
judge
Marquardt
ruled
that
the
board
acted
in
good
faith.
R
Faa
has
corrected
numerous
times
a
couple
of
them
with
the
latest,
be
in
the
education
fact-finding
council
that
that
assertion
is
not
found
in
that
report.
So
we
just
wanted
to
make
sure
that
tonight
the
board
can
amend
that
memo
or
adopt
a
statement
recognizing
that
the
information
that's
being
disseminated
through
that
memo
is
not
accurate.
We
just
wanted
to
make
sure
that
that
was
correct.
Fba
also
entered
last
Wednesday's
negotiations
being
hopeful
for
a
two-year
contract.
R
What
we
thought
really
would
be
ratify
label
for
both
sides
that
we
could
be
agreed
upon
by
the
meetings
tone.
It
was
evident
that
sure
your
contract
probably
wasn't
going
to
be
had
upon
denying
FAA
final
offer
the
board
elected
to
the
end
of
the
meeting,
with
no
resolution
to
the
issues
in
front
of
both
sides.
Fba
really
truly
believes
that
a
resolution
is
possible.
Had
the
discussion
not
being
cut
short
at
our
last
meeting.
We
believe
through
conversation
and
dialogue
it
may
have
been
possible
to
ratify
maybe
the
contract,
for
example
the
year
one.
R
We
believe
that
that's
not
the
best
use
of
taxpayers
dollars.
Second,
allowing
teachers
to
be
able
to
ratify
the
contract
will
definitely
be
a
small
step
forward
in
the
culture
in
morale
of
showing
that
the
board
and
FAA
are
working
together
collaboratively
as
we
are
forced
to
go
into
a
new
negotiation
session.
R
We
know
that
the
breakdown
in
these
talks
is
definitely
a
symptom
of
a
larger
problem.
The
call
true
morale
of
our
district
is
something
that
needs
to
be
fixed
and
I
know
that
working
with
dr.
Gandhi
president
Nelson
that
were
committed
to
doing
that
on
all
of
our
parts
of
leadership.
We
know
that
this
is
an
urgent
process.
We
know
what's
going
to
take
one
a
lot
of
work
and
we
are
truly
committed
to
that
process
in
speaking
with
both
of
the
leaders
from
the
cabinet
and
from
the
school
board.
So
thank
you.
A
G
Just
a
couple
of
reports
today,
first
off
I,
just
want
to
acknowledge
a
lot
of
the
Fargo
public
school
staff.
I
think
I've
done
it
on
my
personal
Facebook
page,
but
everyone
that
was
involved
with
the
evacuation
of
the
Elam
care.
When
that
fire
happened.
Last
week
we
had
our
staff
respond
and
they
go
so
much
more
beyond
just
having
an
evacuation
memo
where
they
can
utilize
one
of
our
facilities.
In
order
to
do
that,
we
had
our
boat.
G
Our
coal
maintenance
directors
are
sitting
in
the
back
there
pretty
much
from
after
school
until
late
night
hours,
I
think
one
of
them
left
at
12:30
in
the
morning
or
somewhere
around
that
time.
Answering
phone
calls
helping
with
the
process
working
with
the
city
of
Fargo,
Police,
Department
and
Fire
Department.
Aren't
a
big
portion
of
our
IT
team,
went
out
there
to
assist
all
the
residents
that
were
coming
in
and
being
evacuated
to
help
make
sure
that
they
had
technology
up
and
running
to
get
access
to
medical
records
and
medication.
I
know
dr.
G
G
Second
thing
is
just
wanted
to
notify
board
members
of
two
policy
updates
we
have
just
this
week
or
actually
today
posted
a
new
policy
on
or
revised
policy
on,
suspension
and
expulsion
with
minor
revisions,
and
then
some
a
policy
on
our
student,
behavior
discipline
and
reporting
policy.
This
was
work
done
by
the
Safety
Committee.
G
We
had
heard
that
these
two
policies
needed
to
be
looked
at
need
to
be
revised
with
a
cross-section
of
variety
of
different
roles
in
our
school
district,
so
the
safety
committee
has
taken
on
that
charge
and
that's
something
that
they
look
through
and
work
through.
So
I
appreciate
all
of
their
work.
I
will
be
doing
a
cabinet
column
this
week
to
let
all
of
our
staff
know
and
they
can
go
through
the
policy
changes
as
well.
A
S
A
G
Sure
so
I
think
I
mentioned
this
at
my
last
superintendent
update
as
well,
the
city
of
Fargo
has
reached
out
to
both
Fargo
Public
Schools
and
Cass
County,
to
have
asked
the
board
to
consider
giving
the
city
and
updated
letter
on
their
position
on
whether
or
not
schools
can
be
utilized
as
polling
locations
in
your
board.
Memo
I've,
given
you
a
little
bit
of
a
history
of
that
conversation
prior
to
my
time
and
what's
been
submitted
in
the
past,
as
you
make
a
determination
and
for
your
discussion.
G
I
just
want
you
to
kind
of
know
that
I've
met
with
the
county
and
got
the
county's
opinion
on
whether
they
want
to
utilize
our
schools
as
polling
locations
or
not,
and
I
shared
some
of
that
feedback.
I
think
they
had
concerns
with
parking
I,
don't
know
if
the
counties
are
looking
for
a
change
right
now,
but
it
is
a
city,
that's
requesting
the
memo.
So
just
for
your
consideration
and
your
conversation
around
whether
or
not
schools
can
be
utilized
as
polling
locations,
moving
forward.
J
You
know
this
has
been
a
really
interesting
little
ball
game
since
it
started,
and
the
memo
indicates
an
administrator
at
Fargo,
public
schools
informed
the
city
and
the
county
auditor,
which
is
a
correct
statement
that
was
without
board
authority
or
without
the
authority
of
the
superintendent
I
might
add
at
the
time,
so
we
immediately
sent
back.
No.
This
is
not
the
board's
position.
I
actually
believe
we
should
send
the
letter
to
the
city.
J
I
understand
we're
still
dealing
with
the
same
person
at
the
county
that,
for
whatever
reason,
took
the
position
they
did
when
that
first
communication
went
out
in
2004
some
day
that
person
may
retire.
Somebody
else
may
come
in,
they
may
have
a
different
view,
but
clearly
we
used
our
schools
as
a
voting
location.
J
Several
of
them
I
think
we
send
a
letter
to
the
city
saying
we
are
more
than
open
and
not
all
of
our
buildings
will
work,
but
we
have
several
that
dead
and
would,
in
the
future
and
we'd,
be
happy
to
be
a
community
partner
and
allowing
people
to
vote
in
our
buildings,
because
after
all,
they
are
public
buildings.
I.
A
Tend
to
agree
with
that
in
the
wording
and
the
letter
offering
exactly
what
you
just
said,
but
obviously
the
security
of
our
students
and
staff,
our
first
and
foremost
form
from
my
perspective
anyway,
does
do
the
the
county
or
whoever
runs
the
elections
themselves.
Provide
security
officers.
I,
think
that
which
should
be
included
in
the
letter
that
that
whoever's
hold
the
election
would
provide
proper
security.
I
would.
G
J
J
B
So
I
I
too,
would
support
the
use
because
they
are
owned
by
the
public,
but
my
questions
also
stem
around
safety,
and
many
things
have
changed
since
2006
and
in
here
it's
dates.
It
talks
about
six
locations
where
those
deemed
safer
than
another.
In
terms
of
like
we
had
added
locked
doors
in
between
one
area
another
or
why
were
there
only
certain
identified
buildings
at
the
time
I?
B
A
I,
remember
correctly,
that
was
up
to
the
county
issues
those,
and
so
they
chose
some
that
or
were
central
within
districts
for
voter
convenience
and
location,
but
I,
don't
if
I
remember
correctly
the
safe,
I'm
sure
safety
in
parking
we're
a
consideration
as
well,
but
this
isn't
something
we
can
force
upon
the
county
to
hold
their
elections
in
our
building,
but
I
think
we
should
be
gracious
host
and
if
they
choose
to
do
so,
we'll
work
through
it.
Rebecca
right.
L
I
I
completely
agree:
I
I
feel
it
is
up
to
the
entities
that
are
arranging
the
elections
and
there
needs
to
then
obviously
be
visiting
with
the
school
district
to
find
out
if
we
have
the
capacity
that's
needed
and
if
they're
requirements,
if
you
know,
if
everything
matches
up
but
I,
think
that
there's
nothing
wrong
with
us
issuing
a
letter
very
similar
to
what
was
issued
in
2014.
In
fact,
the
letter
doesn't
give
any
expiration
date
on
here.
L
B
G
I,
don't
have
a
problem,
I
think
there
are
safety,
concerns
and
I
think
that
our
parking
concerns
but
I
think
again
that
doesn't
have
to
be
a
second.
We
can
communicate
that
to
the
entity
as
well.
Last
week,
I
was
not
at
the
last
combine
principals
meeting
and
I
know
that
we
we
got
some
input
for
him
from
the
building
administrators
as
well.
So
I
might
look
at
Miss
aizen's
to
see
if
she
wants
to
share
some
of
that
feedback.
To
me
you
know
I'm
gonna,
take
the
board's
authority.
G
I
wasn't
part
of
the
previous
discussions,
so
I
have
no
concerns
with
it.
As
long
as
we
can
let
them
know
these
are
capacities,
and
these
is
what
we
can
provide
her
bill.
One
thing
I
will
tell
you
is
when
I
met
with
the
county,
they
said
well
in
the
past.
You
know
we
were
told
that
teachers
could
carpool
to
work
or
things
like
that
for
parking
spaces
and
I
said
I
would
not
make
that
commitment.
G
T
We
did
bring
it
up
with
the
principals
and
just
asked:
let's
do
the
pros
and
cons,
and
they
did
say
that
having
the
students
see,
the
civic
duty
of
voting
in
action
is
a
positive
as
they
go
forward,
but
some
concerns
were
one
was
parking
some
buildings,
but
it
really
does
vary
at
our
buildings
and
maybe
it's
the
age
of
them
of
how
our
parking
lots
are
designed.
I
say
some
of
the
Elementary's
are
a
little
concerned,
especially
around.
T
Where
would
it
be
since
they
use
their
gym
for
lunch
and
for
gym,
and
but
it
just
depends
right.
So,
if
I
think
we're
willing
to
work
through
any
issues
and
what
buildings
can
go
forward,
the
other
concern
had
with
security.
It
just
had
to
be
with
one
of
the
questions
was:
if
there
was
someone
who
had
something
that
went,
allow
them
on
school
property.
In
their
background,
you
know
we
wouldn't
be
able
to
to
know
who
that
is
so.
They
said.
A
J
A
N
N
N
B
N
This
would
not
contain
any
discussion
of
any
contents
of
a
contract
should
we
decide
not
to
meet
with
them
and
be
issuing
a
contract,
and
so
with
that
clarification,
I
would
move
that
we
enter
executive
session
for
the
purpose
of
negotiation
strategy
as
permitted
under
North
Dakota
century
code,
section
44,
oh
for
19.1.
Second,.
A
All
of
those
in
favor
of
entered
an
executive
session
for
the
purposes
of
which
mr.
Roden
biker
stated.
Do
you
need
a
roll
call
on
that?
Okay,
all
those
in
favor,
please
vote
by
saying:
yes,
yes,
any
opposed,
no
okay!
We
will
work
on
getting
everything
set
up
and
we
will
reconvene
the
in
executive
session.
M
I
J
G
G
G
G
G
G
V
A
A
A
L
I
I
I
J
P
G
G
M
G
G
J
G
G
A
A
A
P
L
M
P
A
A
P
G
G
V
V
V
L
L
L
P
P
P
P
L
P
P
L
A
A
A
N
Excuse
me,
president
Nelson.
The
next
item
on
our
agenda
is
item
7c,
before
we
discussed
that
I
would
like
to
make
a
motion
that
the
board
negotiation
chair
will
coordinate
with
the
FAA
president
to
meet
again
before
the
4th
of
February
and
as
such,
also
remove
agenda
items
7c
and
7d
from
tonight's
agenda
to
our
next
regular
meeting
agenda.
Second,.
N
N
A
M
A
L
You
John
tomorrow
morning,
at
7:30
a.m.
the
Communications
Committee
will
be
meeting
in
this
room.
The
Native
American
Commission
meets
February
6th
at
noon.
I
RSVP'd
for
February
10th
for
giving
heart
today,
project-based
learning
at
Carl,
Ben
and
Marie
on
the
18th
of
March
I,
also
RSVP'd
for
Fargo
North
academic
breakfast
I
will
be
at
Ben
Franklin,
the
31st
of
this
month
for
the
stand
together
committee
students
taking
a
new
direction.
They
have
an
ice
cream
social,
where
students
are
recognized
for
exhibiting
consistently
positive
behavior
on
the
5th
of
February
at
3:45.
L
I
will
be
at
the
play
practice
at
Ben
Franklin.
Their
play
is
Schoolhouse
Rock
and
their
performances
are
February.
27Th,
28th
and
29th
I'm
going
to
attend
a
few
of
those
practices,
so
I'm
curious
to
see
how
and
they've
started
practicing
already
but
I'm
curious
to
see
kind
of
how
they
evolve
as
they
go
through
all
of
their
practices
and
rehearsals.
And
that's
the
end
of
my
report.
B
I
have
a
couple
things
to
highlight
from
the
health
insurance
committee
meeting
really.
This
meeting
was
a
focus
on
an
analysis
or
a
review
of
the
Alex
tool
that
some
of
you
might
remember,
I
shared
with
you
I,
don't
know,
maybe
a
year,
plus
that
the
committee
implemented
to
help
educate
employees
on
the
differences
in
options
and
as
well.
B
They
spent
some
time
going
through
the
current
vendor
landscape
and
some
additional
apps
or
initiatives
that
the
current
vendor
BlueCross
BlueShield
offers,
and
maybe
some
others
out
there,
and
then
there
will
be
some
continual
or
some
additional
analysis
and
conversation
around
what
sorts
of
things
they
can
implement
into
the
communication
plan
that
they're
working
on
for
the
rest
for
this
year,
and
that's
really
it
I.
Sorry
I,
don't
have
their
next
meeting
in
front
of
me,
but
ok.
M
Was
at
a
meeting
special
meeting
Wednesday,
the
22nd
I
believe
I
had
the
opportunity
to
go
with
the
North
Dakota
Council
of
educational
leaders,
superintendent
meeting
last
three
days,
one
of
the
cool
things
from
that,
meaning
that
I
learned
is
that
they
are
going
to
for
the
Fall
Conference
of
the
21st
22nd
23rd
they're
gonna
try
to
get
the
teachers,
the
superintendent's
all
together
and
I.
Believe
us
they've
done
that
before
it's
been
like
15
16
years
ago.
It's
been
a
long
long
time,
but
it
was
really
cool
the
last
time
they
did
it.
M
S
Okay
well
I've
scheduled
my
school
visits,
so
I
do
have
my
school
visits
already
planned.
I
have
March
30th
over
at
the
Adult
Learning,
with
Jennifer
free
and
I've
got
March
11th
scheduled
with
Madison
school
still
waiting
on
Fargo
north
and
then
I
have
PTA
over
at
Madison
on
February
10th,
and
then
I
will
be
doing
the
academic
breakfast
as
well
over
at
North
High
on
March
18th.
That
is
all
I
have.
Thank
you.
V
You
I
was
at
Longfellow
Elementary
School
on
Friday
and
I
had
the
opportunity
to
visit
with
principal
Henrickson,
as
well
as
some
teachers
and
take
a
look
and
mr.
Henderson
was
kendricks
and
was
kind
enough
to
kind
of
give
me
a
rundown
on
the
Lego
Leagues
and
as
I
had
noted
earlier
this
week,
when
I
saw
the
highlights
and
the
picture
in
the
paper
of
the
Lego
lions,
it
was
interesting.
I
had
two
children
that
loved
to
play.
Legos,
there
were
no
leagues.
V
When
my
kids
were
young,
it
would
have
been
something
that
was
really
tremendous
for
them
to
be
able
to
participate
in,
and
it
just
amazes
me
how
early
some
of
these
pieces
of
information
and
are
being
taught
to
our
kids,
and
it's
really
fun
to
see
that
growth
and
in
the
time
and
efforts
that
the
teachers
are
giving
towards
those
leagues,
I
will
be
attending
the
Fargo
North
academic
breakfast
and
the
economic
outlook
forum
for
the
chamber.
Thank.
N
You
Thank
You
Christy
I,
have
handed
out
President
Nelson's
presidents
report.
I
won't
pretend
to
take
any
credit
for
that.
I
was
also
at
the
meeting
with
the
FDA
last
week
on
Friday
I,
really
kind
of
dropped
in
on
Eagles
I'm
apologizing
for
the
short
notice
I
gave
them,
but
I
I
did
wait
until
the
fire
was
out,
but
then
it
is
one
of
my
liaison
schools
and
so
I
wanted
to
head
over
there
and
see
how
the
school
was
handling
it.
N
People
that
don't
know
Eagles
elementary
is
literally
right
next
to
Elam,
nursing,
home
and
childcare
center,
and,
as
you
had
mentioned
earlier,
and
people
with
watching
the
news,
proud
new
Eagles
provided
quite
a
lot
of
assistance
to
Elim
and
her
first
responders
as
they
responded
to
the
fire
they're.
All
111
residents
were
moved
into
Eagles
elementary
school,
as
the
staff
tried
to
find
accommodations
for
them
across
the
city
and
region.
N
You'd
mentioned
that
our
bill
Westrick
and
our
IT
staff
were
activated
and
I
think
we
had
this
as
part
of
our
emergency
planning.
They
established
an
emergency
Network
for
all
of
these
first
responders
and
for
the
elem
staff
to
have
access
to
all
that
thing.
Our
nutrition
director
was
alerted
and
we
were
prepared
to
serve
meals
if
necessary,
it
turned
out
that
that
wasn't
quite
as
necessary,
but
we
had
the
capacity
and
the
plans
to
do
so.
As
you
had
mentioned,
we
had
our
administrative
staff
there,
our
building
principal
our
administrative
intern,
dr.
N
gross,
was
there
our
facilities
staff.
Were
there
our
director
of
coordinator
of
safety
and
emergency
management?
Was
there
it's
it's
so
good.
We
always
say
that
our
schools
are
the
hearts
of
our
communities
and
to
be
ready
and
able
to
step
up
like
that
was
was
really
something
else.
It
was
amazing
to
hear
from
principal
Lingle
house
really
smoothly.
Everything
went
how
prepared
that
building
was,
from
top
to
bottom,
to
be
able
to
respond
to
something
like
that.
N
It
was
just
another
day,
another
great
day
at
Eagles,
elementary,
so
just
a
real
tribute
to
our
first
responders
to
our
school
and
staff,
and
it's
of
great
Fargo
moment
for
all
the
for
as
horrible
as
any
budget
could
have
been
and
then
I
was
also
I
was
attended.
The
FIRST
LEGO
League
on
Saturday.
What
relationship
do
the
schools
have
with
first
like?
If
I
can
ask
that
question?
It's
not
a
direct
Fargo.
Is
it
a
club
thing
I'm?
Not
there
were
so
there
were
just
so
many
students
and
staff
involved
in
it.
G
I
can't
I
can't
tell
you
across
the
board,
I
think
from
what
I
remember
from
a
foundation
or
foundations
annual
meeting
where
they
sponsor
and
highlight
the
different
events.
I
think
one
of
the
clubs
or
some
of
the
kids
have
been
sponsored
through
the
innovative
learning
grant
through
the
FPS
foundation.
But
I
don't
know
if
there's
consistency,
if
it's
just
kind
of
teacher
self
selected
at.