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From YouTube: School Board Meeting - May 12, 2020
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - May 12, 2020
C
C
A
C
C
E
I'm
going
to
hand
it
over
to
Jackie
gap,
as
most
of
you
know
that
as
we
transition
to
distance
learning
during
the
global
pandemic
of
copa90,
there
has
been
an
allocation
of
funds,
formerly
known
as
the
Kerr's
Act.
What
we're
calling
in
North
Dakota's
esse
are
funds
that
school
districts
have
the
option
to
utilize.
So
really,
the
purpose
of
this
staff
report
today
is
just
to
talk
to
you
about
initial
plans
of
how
we
plan
to
utilize
those
funds
as
a
school
district,
so
I'll
hand
it
over
to
our
business
manager,
Jackie
gap.
E
F
The
total
allocation
that
we
have
is
three
million
two
hundred
and
seventy
five
thousand
four
hundred
and
seventy-six
dollars
of
that
388,000
approximately
is
allocated
to
the
private
schools
within
our
boundaries,
so
that
leaves
us
with
approximately
2.9
million
that
we
will
be
able
to
utilize,
and
the
memo
did
include
just
some
information
on
what
the
funds
can
be
used
for.
It's
a
pretty
lenient
funding
and
the
initial
plan
will
be
that
just
an
initial
plan,
as
the
funding
period
will
go
through
September
of
2022.
F
We
will
be
allowed
to
modify
the
plan
as
we
submit
quarterly
reports
during
that
timeframe,
so
nothing
is
set
in
stone
forever.
With
that,
dpi
is
assured
us.
You
know
it
won't
be
scrutinized
too
heavily
as
long
as
it.
We
can
acknowledge
the
category
that
it
falls
under.
So
some
of
the
ideas
that
we
have
thought
of
for
using
this
money,
which
a
lot
of
it
is
for
we're.
F
F
Maybe
they
have
to
be
spaced
further
apart,
maybe
there's
meals
that
have
to
take
place
in
the
classroom,
so
just
logistically
figuring
all
of
the
processes
out
that
will
need
to
take
place
and
of
course
we
can
use
some
of
that
funds
to
cover
meal
distribution
as
well.
If
we
need
to-
and
we
are
going
to
put
in
for
the
potential
loss
of
revenue
we
will
receive
in
transportation
aid
should
that
shortfall
be
determined
later
that
we
will
get
that
money.
F
F
E
Thank
You
Jackie
I
apologize
to
the
board
members
I
should
probably
lead
with
this
I
know.
Jackie
just
gave
a
list
of
different
considerations
that
we're
doing
as
a
district.
One
of
the
things
that
we
really
talked
about
was
what
are
some
goals
that
we
want
to
achieve
when
we're
talking
about
the
utilization
of
these
dollars
and
where
some
things
that
we
want
to
accomplish.
So
the
list
of
idea,
the
list
of
things
that
Jackie
mentioned,
they
kind
of
fall
into
a
couple
of
different
objectives.
E
We
had
one
of
the
objectives
was
to
see
if
we
can
offset
the
loss
of
revenue,
whether
it's
in
transportation
or
nutrition
services,
by
transitioning
to
distance
learning.
The
second
priority
for
us
is
to
address
the
academic
gaps
for
specifically
some
of
our
most
vulnerable
students
who
we
might
not
be
able
to
meet
their
needs
to
the
level
that
we
want.
E
G
F
C
F
Just
so,
we
can
have
that
look
in
some
areas,
but
instead
of
running
through
that
full
report,
which
is
quite
lengthy
tonight,
we
also
this
year
created
kind
of
more
of
a
summarized
version
of
the
report
that
pulled
out
some
pieces
of
information
from
the
report
that
we
thought
might
be
useful
to
the
public
and
the
community
and
our
staff
as
well.
So
that's
what
I'm
going
to
just
review
with
you
tonight
and
I
apologize
if
it
lags
I
was
having
for
some
reason.
F
I,
don't
know
if
I
have
a
not
the
best
connection
tonight,
so
I
will
try.
It
takes
a
little
bit
to
load
up
when
I
scroll
through
so
the
first
piece
we
thought
that
was
important.
Just
to
share
is
the
mill
levy,
history
and
information
of
the
mills
levied
and
I'd
also
like
to
just
remind
everybody.
This
report
is
really
for
the
general
fund.
It
not
include
nutrition
services,
information
or
building
fund
information,
but
the
the
Mills
we
just
kind
of
didn't
align
here,
just
to
show
the
changes.
Of
course.
F
In
the
years
where
there
were
some
large
adjustments
to
the
mill
levy,
those
were
legislatively
mandated
by
the
state.
The
next
section
try
to
scroll
a
little
better
and
we
looked
at
our
our
total
revenue
compared
nationally
and
state.
You
can
see
that,
for
the
most
part,
things
are
fairly
consistent
and
nothing
overly
shocking.
That
North
Dakota
does
contribute
more
to
education
from
the
state
level
than
from
the
national
level
that
we
see.
F
Certified
so
this
table
is
comparing
the
districts
then
for
certified
and
licensed
FTEs
of
the
district's.
So
of
note
on
here
is
that
Fargo
does
employ
a
higher
number
of
teachers
than
our
peers
do
during
2019,
which
is
the
time
period
of
this
report.
Bismarck
did
have
the
highest
enrollment,
with
a
weighted
ADM
of
or
average
daily
membership
of,
almost
more
than
2,000
units
than
Fargo.
F
The
next
area
is
the
if
it
comes
up
the
educational
level
of
teaching
staff
so
to
point
out
here,
you'll
see
that
Fargo
does
employ
the
highest
number
of
licensed
staff
with
master's
degree
degrees,
and
we
also
do
allow
upon
hire
staff
to
come
in
at
whatever
years
of
service
that
they
have
that
are
relevant
to
the
position
they
are
being
hired
for.
So
you
can
see
where
the
other
districts,
though,
do
have
limits
on
what
they
will
allow
to
come
in,
and
then
our
steps
on
our
schedule
for
our
certified
staff.
F
F
The
next
chart.
We
looked
at
our
information
from
the
report
that
we
pulled
out
were
teacher,
salary
and
benefits,
and,
excuse
me,
everyone
has
a
comparable
percentage
of
their
total
expenditures
that
they
pay
on
teacher
salary
and
benefits.
You
can
see
they
all
are
over
57%
of
their
total
budget.
For
that
and
and
then
the
per
pupil
costs
of
that
are
the
items
that
are
circled
in
red,
where
you
can
see
that
Fargo
is,
has
the
second
highest
instructional
cost
per
pupil
and
comparing
teacher
salary
and
benefits.
F
Next,
we
did
a
comparison
or
a
look-back
of
our
peer
professional
staff,
our
classified
support
staff,
which
just
shows
the
trend
that
we've
been
experiencing
in
this
area.
Over
the
past
five
years,
we've
increased
almost
50%
and
our
average
increase
per
year
in
costs
of
paraprofessionals
is
almost
10
percent.
So
really
looking
at
some
areas
of
where
we
can
maybe
modify
what
we
do
as
a
way
to
sustain
this,
because
long
term
does
have
an
increase
or
additional
hiring
of
staff
just
made
me
pose
a
problem
for
us
in
the
future.
F
See
this
pops
up
well,
we
often
talk
about
transportation
in
Fargo,
and
this
slide
does
show
and
how
we
do
see,
invest
a
significant
amount
of
our
budget
in
transportation.
It
is
just
slightly
over
five
million
dollars
and
we
transport
the
most
in
this
for
2019
the
year
flipped
a
little
bit
where
we
are
spending
more
to
transport.
Our
special
education
students
than
we
are
a
regular
education
students
and
some
districts,
don't
transport
so
you'll
see
Minot,
does
a
fairly
low
per
pupil
cost.
They
only
transport
their
Air
Force
Base
students.
F
F
And
probably
to
no
one's
surprise,
especially
special
education
continues
to
have
a
funding
shortfall.
There
are
a
lot
of
federal
mandates
on
providing
services
to
students,
and
this
depicts
where
Fargo
ends
up
spending
about
26
percent
locally
of
our
special
education
is
not
funded
by
the
federal
government,
and
so
we
are
picking
up
those
costs
locally.
F
Next,
we'll
pop
down
to
that
comes
up
ministration
and
the
FTEs
for
administrators
in
these
in
the
districts,
I
believe
everyone
is
fairly
consistent,
especially
with
total
number
of
administrators
considering
the
size
of
the
districts.
The
one
thing
to
note
here,
just
for
your
information
is,
we
only
show
three
directors,
and
that
is
because
this
report
that
is
pulled
from
dpi
only
includes
licensed
staff,
so
someone
such
as
myself
or
mr.
Westrick
or
Cindy
as
well,
we
are,
we
do
not
have
a
teaching
license.
So
we
are
not
reported
in
this
category
for
administration.
F
And
then
the
next
one
just
pulled
out
just
comparing
administration
expenditures
to
total
expenditures.
I'm
you'll
see
just
districts
the
district
compared
all
very
similar
in
the
amount
that
they're
spending
on
administration
anywhere
from
four
to
six
point:
three
percent,
so
in
total
budgets,
just
pretty
comparable,
and
this
breaks
out
our
school
administration
from
our
general
administration.
So
school
is
anything
building.
Level
includes
principal's
office
and
their
staff,
where
general
administration
is
more
your
business
services,
School
Board,
and
that
level
of
service.
F
Next
day
we
did
I
took
a
look
at
the
student-teacher
ratios
at
the
schools,
and
so
we
have
the
second
lowest
at
approximately
13
students
per
teacher.
The
national
average
is
about
16,
and
this
is
calculated.
You
know
not.
Obviously
every
teacher
only
has
13
students,
but
it's
calculated
by
taking
our
average
daily
membership
and
dividing
by
the
number
of
FTEs
of
teachers
we
have,
but
you
can
see
comparable,
not
not
terribly
far
off,
but
forego
does
have
a
pretty
good
ratio.
F
Next
is
licensed
support
staff,
so
these
are
other
staff
that
are
licensed
just
kind
of
wanted
to
take
a
look.
You
know,
school
psychologists
are
difficult
to
find,
and
even
if
you
look
at
the
full
report
on
this
in
2019,
Bismarck
reported
only
having
one
I'm,
not
sure
if
that
was
an
error
on
their
part
or
if
that
truly
is
where
they
were
at
at
that
point
in
time.
But
we
always
know
that
we
are
probably
definitely
not
up
to
the
national
average
or
recommendation
for
school
psychologists,
they're,
just
a
very
difficult
position.
F
These
days
to
hire
for
us
and
my
last
little
bit
of
information
on
this
summary,
who
will
be
just
a
little
bit
on
the
maintenance
and
operations
department
districts,
as
you
can
see
that
the
percentages
do
spend
a
fairly
consistent
amount
or
average
marital
expenditures
to
maintain
their
facilities
and
their
buildings.
My
favorite
little
factoid
on
this
one,
though,
is
the
upper
left.
Where
you
know
our
maintenance
department
is
maintaining
approximately
2.8
million
square
feet
of
space,
which
seems
like
a
large
number,
and
it
is,
and
they
do
an
excellent
job
at
it.
F
So
that
is
my
summary
we
will.
I
can
certainly
share
this
with.
You,
unfortunately,
was
put
in
a
program
that
does
not
allow
for
printing.
If
you
try
to
print
it,
it
will
print
something
that
is
about
six
feet
long
or
try
to
so
next
year.
We
will
look
at
trying
to
get
it
into
a
format
that
will
allow
you
to
print
it
in
habits,
but
it's
really
was
developed
suitable
to
just
put
on
for
more
online
viewing
and
to
provide
some
quick
bits
of
data.
H
Thank
you.
Am
I
okay
Thank
You
Jerry.
Thank
you.
So
I
just
jotted
down
a
few
questions,
so
you
highlighted
the
area
of
transportation
and
where
we
have
seen
significant
increases
and
I'm
just
wondering
within
other
districts.
We
talked
about
this
years
ago
in
the
transportation
study,
but
are
they
able
to
keep
those
costs
down
by
doing
some
in-house
busing
their
student
population,
and
is
that
maybe
something
that
would
be
worthy
of
a
conversation.
F
You
know
I,
think
a
lot
of
it
depends
on
what
what
they've
decided
to
provide
for
transportation.
You
know
some
don't
transport
at
the
secondary
level.
Some
have
much
larger
walkout
areas
than
we
do
so
I
think
those
could
bring
the
costs
down.
I
know
we
have
looked
at
doing
some
of
those
things
in
the
past
and
they
haven't
necessarily
equated
to
a
large
sum
of
money
in
savings
and
I.
F
H
F
I
would
have
to
check
on
for
you
I'm,
not
100%
sure
you
know
transportation
for
special
ed
students
is
determined
in
the
IEP
process,
so
it
there
are
other
factors
that
I'm
sure
can
come
into
play
than
that,
but
I
can
sir
I
can
certainly
check
in
though
I
haven't
asked
on
if
they're
doing
internal
transportation
if
they
have
their
own
vans.
You
know
that
type
of
scenario
I
can
certainly
check
with
the
business
managers
on
that.
C
I
F
I
may
defer
this
to
teaching
and
learning
who
may
know
a
little
more.
We
do
know
that
Fargo
tends
to
be
more
of
a
draw
for
people
who
have
children
requiring
special
services,
because
we
have
the
availability
of
not
only
you
know
the
medical
area,
but
you
know
now
a
lot
of
businesses
who
are
doing
and
providing
services
at
a
much
younger
age
for
students,
so
I'm,
not
sure
dr.,
Gandhi
or
dr.
gross.
If
you
have
something
you'd
like
to
add
yeah.
E
I,
don't
think,
there's
anything
additional
I
could
say,
but
I
think
Jackie's
assumptions
are
right
and
that's
kind
of
where
we
would
be
at
this
point
as
well.
You
know
as
a
district,
where
we
have
about
a
30%
mobility
rate
and
we
kind
of
share
some
of
that
information
with
students
coming
in
and
out
of
our
district,
but
I
think
it's
a
variety
of
things
and
I
think
across
the
nation
you're
also
seeing
an
increase
and
percentages
of
students
are
identifying
for
special
education
services
and
it's
a
full
gamut
of
services.
E
It
could
be
some
Syrians
with
some
more
intensive
needs
where
some
of
the
smaller
communities
do
come
to
Fargo,
because
sometimes
we
have
the
ability
to
provide
more
specialized
programming
than
other
students,
but
then
another
set
of
special
education
students
also
include
some
students
had
just
received
speech
services
they're,
not
as
intensive,
so
it's
hard
to
pinpoint
what
percentage
of
that
are
coming
in
from
students
from
outside
our
district,
unless
we
were
to
track
that
data
on
an
individual
basis,
but
I
think
it's
a
little
bit
of
everything.
Thank.
I
K
F
Not
in
particular,
something
that
would
be
specific
to
special
ed,
although
we
do
have
some
Mills
that
we
have
not
levied,
we
have
a
miscellaneous
levy.
We
could
do
so.
That
would
be
a
item
for
further
discussion
if
we
would
be
interested
in
pursuing
that,
but
there
none
of
that
would
be
specifically
related
to
special
ed
costs.
Unless
we
wanted
to
I
suppose
move
over,
we
could
also
levy
in
a
tuition
levy
that
may
do
additional
mills,
then,
for
those
services
that
were
paying
for
when
our
students
are
being
educated
outside
of
our
district.
C
Good
time
to
remind
everybody
that
I
DEA
from
the
federal
level
is
only
allocated
at
30%
of
what
is
expected
to
be
provided
to
districts
for
special
education,
so
I
would
call
that
an
unfunded
mandate
or
a
partially
funded
mandate,
and
that's
why
we
are
deaf
is
not
deficit
spending,
but
we
are
contributing
disproportionately
to
special
ed,
but
our
district
is
not
unique.
I
think
that's
true
across
all.
C
E
True-
and
one
thing
I'll
add
is
just
for
board
members
to
know
as
well.
It's
a
going
into
this
last
legislative
session.
Looking
at
our
underfunded
programs,
specifically
special
education
was
apparent
for
us
and
I
anticipate
that
it's
going
to
continue
to
be
a
priority
as
well.
I
know
that
k-12
districts
across
our
state
are
staying
special
education
being
an
underfunded
program
for
all
school
districts.
There's
also
other
things
within
our
funding
formula,
they're,
just
not
as
equitable
that
we
need
to
take
a
look
at
and
I
know.
E
Jackie
and
I've
had
conversations
with
other
school
districts
around
this,
as
well
as,
though,
even
for
example,
of
when
students
transfer
from
one
district
to
another
they're
receiving
special
education
services.
There's
an
automatic
deduction
spelled
into
the
formula
where
the
state
takes
a
percentage
of
a
pretty
significant
percentage
of
the
funding
that
we
can
use
the
provide
services
for
those
kids.
So
we
will
continue
to
advocate
for
more
equitable
funding,
but
it
has
been
and
will
continue
to
probably
be
a
priority
for
us
during
legislative
sessions.
B
Jackie
I'm
I'm
kind
of
curious
about
it
was
page
29
at
the
full
report,
section
3
it
just
jumped
off
the
page
on
me.
It
appears
since
about
2009,
lutheran
Social
Services
has
really
not
been
locating
many
of
the
new
Americans
that
come
into
our
community
into
West
Fargo.
Last
year
we
had
95
e
ll
students.
They
had
0
any
sense
of.
What's
going
on
there.
I
do.
F
Not
I'm
wondering
if
anyone
else
here
does
and
I
have
not
investigated
that,
but
I
certainly
could
I
did
notice
and
even
historically
there
were
more
placed
in
far
more
than
in
West
Fargo,
whether
that's
could
it
be
transportation?
Maybe
you
know
no
busing
service
over
there
becomes
our
very
limited
busing
service
in
West
Fargo,
maybe
a
little
harder
to
access
employment.
That
way
so
I'm
not
sure.
If
anyone
else
has
a
closer
connection
with
LSS.
E
This
is
complete
speculation.
On
my
part,
it's
a
maybe
I'm
gonna,
look
at
dr.
gross
because
it's
a
little
bit
before
my
time,
but
I
also
know
that
West,
Fargo
and
Fargo
were
both
able
to
at
one
point
funded
two
independent
independently
provide
our
adult
education
programs
and
there
was
a
funding
cut
across
the
state
where
that
program
was
then
consolidated
and
we
hadn't.
L
C
M
Thank
you,
so
nice,
seeing
you
guys
all
at
the
second
virtual
meeting
in
these
unique
time,
definitely
is
posing
some
challenges.
I
know
for
most
of
us
that,
through
this
unique
zoom
opportunity,
but
I
just
want
to
make
sure
that
we
all
are
still
listening
to
our
community
voice
and
understanding
that
those
constituents
are
the
most
important
piece
to
help
guide
our
decisions
in
this
process.
M
So
as
we
want
to
conduct
meeting
as
usual,
we
have
to
be
very
delicate
in
the
balance
of
business
we
conduct
and
we
want
to
remain
open
to
the
growth
and
movement
during
these
times,
but
yet
also
make
informed
decisions.
That's
best
the
Fargo
public
schools
by
accessing
those
community
members.
We
would
be
remiss
to
think
that
the
potential
risks
that
we
take
in
these
new
meetings.
You
know
when
necessarily
harm
our
district
or
harm
the
community
in
a
hall.
M
So
I
know
that
you
guys
are
all
very
aware
of
that
going
forward
tonight,
as
I
was
reviewing
the
agenda.
I
saw
you
guys
have
PL
5
&
6
on
your
pieces,
and
I
saw
that
there
was
lots
of
really
good
quality
questions
from
the
board
members
in
there.
Regarding
the
professional
growth
and
development
effectiveness,
you
know
what
are
what
are
educators
thinking
about
those
are
those
going
to
be
usable.
I
also
saw
things
like
the
teacher
evaluation
tool.
M
How
is
that
being
tied
to
student
achievement
and
also
looking
at
you
know
even
review
of
the
administration
and
seeing
how
those
all
tie
together?
Those
are
all
great
pieces
that
have
to
do
with
the
morale
in
our
district
and
I
know
that
that's
something
that
FBA
wants
to
work
on
with
cabinent
and
so
we're
looking
forward
to
having
those
conversations
and
moving
forward
with
those.
We
also
want
to
thank
the
cabinet.
It's
been
very
fun.
They
have
had
some
really
candid
unique
opportunities.
They
are
thinking
outside
the
box
last
week
or
not.
M
Last
week,
two
weeks
ago
they
came
to
our
FBA
building
rep
meeting,
which
was
outstanding
and
I
I.
Think
at
the
first
that's
ever
happened,
and
so
our
teachers
really
saw
that
as
a
movement
forward
to
build
and
mending
those
divides.
We've
had
for
numerous
years
and
I
know
that
we're
slow
and
cautious
of
it,
but
I
do
believe
we're
making
great
strides
with
the
cabinet
that
we
have
in
place.
So
tonight
I
also
see
on
the
agenda.
M
You
guys
have
requested
more
information
about
the
potential
of
building
a
new
school
I
have
to
admit
it
was
very
eye-opening
for
me
to
see
some
of
that
information,
and
some
of
those
numbers
and
FBA
will
never
make
a
recommendation
for
or
against
boundaries
or
buildings.
That's
your
guys
decision,
unfortunately,
but
we
do
believe
it's
important
that
you
have
to
engage
at
the
community.
You
have
to
actually
dig
in
deep
and
look
outside
of
your
pockets
of
constituents.
M
M
But
I
just
ask
that
you
as
you
work,
our
education
is
never
done
and
the
best
way
we
get
educated
is
to
listen
to
others
and
that's
when
we
learn
so
I
just
continue
to
ask
you
to
reaching
out
to
those
constituent
groups
the
product
community,
as
you
start
to
make
these
decisions.
But
hopefully
this
will
be
our
last
zoom
meeting,
we'll
start
to
get
to
meet
in
person
again.
C
E
Good
evening
board
members
I
think
for
my
report
today
just
want
to
give
you
an
update
of
where
we
are
as
a
district
in
the
assistance
learning
environment
as
I've
alluded
to
before.
Sometimes
information
changes
very
fast
and
where
we're
headed
as
a
district,
we
have
to
respond
accordingly
as
well.
So
a
couple
things
I
can
just
touch
on
today
is,
as
most
of
you
are
aware,
the
governor
did.
It
extend
his
executive
order,
so
we
will
be
finishing
out
this
school
year
online
via
distance
learning.
E
We're
excited
about
that
opportunity.
We
think
that
our
teachers
have
gone
above
and
beyond.
All
of
our
staff
will
go
above
and
beyond
to
really
hit
their
stride
and
make
sure
that
we're
trying
to
meet
kids,
where
they're
at
to
provide
a
meaningful
experience
for
them.
So
the
end
of
the
school
year
is
going
to.
E
We
are
obviously
off
on
Memorial
Day,
May
25th,
but
I
think
we're
looking
at
May,
26
and
27th
as
potential
review
and
wrap-up
days,
and
then
we're
gonna
be
doing
some
material
distribution
or
collection
at
each
of
our
buildings
as
well.
So
the
governor's
executive
order
also
is
now
allowing
for
students
to
come
back
to
the
buildings,
whether
it's
the
clean-out
lockers
or
return
their
technology
and
do
some
of
those
things
as
well.
So
we're
grateful
for
that
opportunity
and
that's
gonna
be
pretty
much
how
we
close
out
the
end
of
this
school
year.
E
Similarly,
we've
also
had
some
back
and
forth
on
graduation.
So
earlier
last
week
we
anticipated
that
graduation
would
not
be
allowed
for
in-person
ceremony
in
space
off
of
the
conversation
and
what
was
happening
with
kovat
19.
We
didn't
think
that
that
was
going
to
be
a
feasibility,
so
we
had
announced
virtual
graduations
for
Fargo
public
schools,
followed
by
physical
celebration
in
the
end
of
July.
Well,
last
Wednesday,
the
governor
said
well
you're
changing
our
executive
order
and
we
are
going
to
allow
for
in-person
graduation
ceremonies
that
still
meet
certain
requirements.
E
So
we
are
exploring
whether
that
could
be
an
option
for
Fargo
public
schools
and
if
it
can,
we
would
use
that
and
forego
the
July
celebrations.
However,
that's
something
that
we're
still
working
through
and
we'll
communicate
if
we
are
able
to
do
that
and
provide
that
information
as
well.
So
just
wanted
to
give
my
gratitude
to
all
of
our
staff
that
have
to
remain
nimble
and
flexible
and
sometimes
make
quick
decisions
on
the
fly
that
get
changed
and
then
we
have
to
backtrack
as
well.
N
Okay,
there
you
go,
have
you
guys
receive
a
feedback
from
like
West
Fargo
and
even
even
though
they're,
not
in
our
district
Shanley
Oak
Grove
of
what
they're
doing,
because
I
do
know
that
there
is
schools
that
are
holding
them
in
their
gymnasiums
or
on
their
football
field,
and
they
are
practicing
that
social,
social
distancing.
So
I
was
kind
of
wondering
because
there
has
been
a
few
people
giving
me
feedback
of.
Why
is
the
West
Fargo
doing
this
and
Fargo
can't
do
this
like
where
what
am
I
supposed
to
say.
E
E
So
yeah
we're
putting
plans
together,
we're
talking
about
what
works
for
us
as
a
school
district,
and
that
also
includes
some
of
the
smaller
schools
and
the
private
schools
in
the
areas
as
well.
So
a
lot
of
school
districts
have
had
multiple
options
for
plans
that
they're
exploring
and
we
had
one
plan
and
now
we're
looking
at
another
option,
because
we
have
some
more
liberties.
But,
yes,
we
are
in
touch
with
our
neighboring
school
districts
to
see
what
they're
doing
as
well
awesome.
C
I
C
C
O
C
E
Can
go
ahead
and
introduce
that
this
was
a
recommendation
that
administration
brought
to
planning
as
well
as
you
will
see
in
your
memo.
I'll
give
a
very
high-level
and
open
Cindy
will
be
able
to
provide
some
more
information.
We
have
the
option
to
utilize
a
waiver,
so
we
do
not
have
to
increase
meal
prices
for
students
for
this
upcoming
school
year
and
administration
is
making
a
recommendation
to
be
able
to
utilize
that
waiver.
P
Everybody
I'm
just
as
rude
Park
said
we
have
the
opportunity
to
utilize
that
waiver
not
to
increase
prices,
and
we
got
stuck
a
couple
years
ago
where
we
hadn't
increased
prices
for
several
years
in
a
row,
and
then
we
had
to
do
one
big
increase
and
we
said
we
wanted
to
prevent
that
from
happening
again.
So,
even
though
this
would
be
one
year
without
a
price
increase,
it
would
be
the
first
one
in
several
years.
Otherwise
we
have
increased
prices
pretty
steadily
and
I.
P
C
Christy
I
have
a
question:
I'm.
Sorry,
Cindy
I
have
a
question
on
that.
Are
you
are
you
finished?
Are
you
gonna
continue
on
I
I'm
finished
I
can
answer
questions,
okay,
I.
Think
a
lot
of
the
public
does
not
understand
that
the
Fed
the
federal
government
requires
that
we
charge
a
minimum
amount
for
for
meals
and
that
we
are
required
to
raise
prices
periodically.
What's
the
concept
behind
that.
P
What
the
government
determines
each
year,
what
the
cost
is
for
a
food
service
department
to
provide
one
meal
and
then
that's
how
they
determine
what
their
reimbursement
is
going
to
be
to
the
school,
and
they
feel
that
paying
students
should
pay
a
rate
close
to
or
as
much
as
the
government
is
paying
for
that
same
meal.
And
so
that
is
the
premise
behind
the
paid
lunch
equity
Act,
which
does
require
every
year.
P
The
USDA
sets
that
target
price
that
they're
reimbursing
at
and
requires
the
food
service
department
to
look
at
the
prices
that
they're
charging
paid
students.
And
if,
if
it's
below
enough,
where
that
target
rate
is
then
that
school
is
required
to
increase
prices,
at
least
by
10
cents,
if
not
more.
But
they
do
have
the
opportunity
for
the
waiver
and
the
reason
we
qualify
for
the
waiver
to
be
exempt
from
increasing
prices
is
because
of
our
high
fund
balance
that
we
in
the
nutrition
services
department
and.
C
Q
C
P
Usda
has
required
us
to
switch
from
the
funded
program.
The
school
nutrition
program
to
the
summer
feeding
program
which
are
both
funded
through
the
USDA
they're,
just
different
feeding
programs
and
the
reimbursement
through
the
summer
feeding
program
that
we're
operating
under
right
now
is
slightly
higher
than
what
it
is
during
school
lunch
program.
But
it's
a
matter
of
a
you
know
a
few
cents,
but
it
is
slightly
higher.
Thank
you.
C
P
So
the
school
is
operating
under
the
I
guess
the
emergency
summer
feeding
program
and
the
waivers
that
we're
currently
operating
under
go
through
June
30th,
and
so
this
school
district
is
utilizing.
Those
waivers
to
continue
the
service
that
we've
been
providing
to
as
many
spots
as
we
can
once
we
transition
to
summer,
and
so
since
those
opportunities
are
in
place
that
that
was
a
decision.
Why
Fargo
Nutrition
Services
is
going
to
continue
at
those
sites.
C
R
O
O
C
Motion
carries
thank
you
on
to
item
5b,
addressing
Southside
enrollment
growth.
The
board
has
requested
that
administration
bring
forward
three
different
scenarios.
If
you
will
everybody
felt
it
best
that
they
did
not
make
a
recommendation
and
so
that
abrir
really
last
some
good
conversation
before.
So
how
would
like
to
proceed
with
this
conversation?
We
can
start
with
a
motion
on
the
floor
or
we
can
start
by
couple
ideas.
We
could
start
by
discussing
each
option
or
we
can
eliminate
one
by
one
if
we
need
to
any
suggestions
board.
What
are
the
wishes?
C
B
I'll
go
ahead
and
kick
it
off
by
making
a
motion
and
I've
provided
a
copy
of
this
to
Ann
Marie.
So
she
doesn't
have
to
try
and
make
sure
she
understands
what
I
say
on
zoom'
I'm,
going
to
move
that
we
direct
the
administration
to
develop
a
transition
plan
for
shifting
the
Clara
Barton
Hawthorne
neighborhood,
that
is
east
of
University
Drive
to
the
Ben
Franklin
and
Fargo
North
attendance
area
for
the
fall
of
2021.
And
that's
the
entire
motion.
B
Q
B
Absolutely
first
of
all,
I
think
we're
all
aware
of
the
fact
that
the
day
is
going
to
come
when
we're
going
to
have
to
put
some
new
brick
and
mortar
down
in
Far
South
Fargo.
That's
clearly
the
area
of
our
community.
That's
going
to
continue
to
grow,
but
I
do
not
believe
today
is
the
day
to
go,
spend
60
million
dollars
and
put
new
operational
expenses
into
our
budget
going
forward.
B
So
we
really
see
what
comes
forward,
probably
over
the
next
24
months,
when
we
get
a
better
handle
on
what's
going
to
go
on
with
state
funding,
what's
going
to
go
on
with
actually
student
enrollment
numbers,
we
may
have
families
relocating
to
Fargo
or
out
of
Fargo.
We've
always
been
a
mobile
community,
but
with
the
number
of
people
that
aren't
actively
working,
we
might
even
be
more
mobile,
who.
R
B
Which
direction
that
will
go
as
I
looked
at
the
numbers
that
dr.
gross
was
able
to
provide
to
us
on
the
future
stability
of
both
north
south
and
obviously
Davies.
We
have
capacity
on
the
north
side
of
Fargo
to
hold
more
students,
I.
Think
everybody's,
aware
of
that.
I
do
not
particularly
like
the
alternative
that
I
think
is
listed
as
item
B
in
our
packet
today,
in
that
it
takes
all
of
the
children
from
the
Jefferson
attendance
area
and
moves
them
up
to
North
Fargo.
B
B
Are
split
and
go
off
to
CB
and
and
the
South
I
think
that
would
be
the
least
impactful
way
to
actually
utilize
some
of
the
additional
space
at
north
through
a
boundary
adjustment
and
I'm.
Well
aware
of
the
fact
that
in
the
future
we
may
find
other
creative
ways
to
use
that
space.
But
those
creative
ways
do
not
exist
today
and
we
certainly
have
an
issue
growing
in
South
Fargo,
the
movement
of
those
students
into
the
Northside
feeder
system
frees
up
additional
capacity
at
CBE
and
obviously
South
has
capacity
right
now.
B
Assuming
this
motion
was
to
pass,
I'll
have
a
second
motion
that
really
is
to
address.
Then
how
would
we
then
determine
how
to
fill
up
those
empty
slots
that
we
just
created
at
CBE?
My
goal
in
all
of
this
is
to
probably
push
out
the
build
date
for
whatever
we
end
up,
building
whether
it's
a
8/9
Center
shifting
to
a
middle
school.
Ultimately,
obviously,
we
may
need
a
new
high
school
up.
B
South
I
think
we're
pushing
that
out
until
probably
2025
2026
before
that
would
even
need
to
go
into
the
building
of
those
buildings
which
gives
us
the
time
to
really
see
what's
going
to
happen
in
this
new
normal.
Whatever.
That
means
that's
going
to
come
out,
I
don't
view
this
as
a
temporary
move.
I
believe
that
neighborhood
can
permanently
be
assigned
to
Ben,
Franklin
and
North.
So
this
is
not
a
band-aid,
as
we've
seen
some
people
suggesting
boundary
changes
are.
B
B
That
really
did
not
resonate
with
me
and
I.
Don't
know
if
you
all
kept
copies
or
remember
all
the
emails
we've
had
over
the
last
month,
but
I
have
two
or
three
families
actually
in
the
Clara
Barton
neighborhood
communicate
with
us
that
it
might
make
sense
for
that
entire
building
to
end
up
going
to
Ben,
Franklin
and
north
now,
I'm,
not
not
under
any
illusion
that
everybody
in
that
neighborhood
feels
that
way.
B
Anytime,
we
change
a
boundary.
There
are
going
to
be
people
that
are
not
going
to
be
very
happy
with
us.
But
from
my
perspective,
this
is
the
best
use
of
our
resources
today,
and
it
gives
us
some
capacity
that
CBE,
which
is
really
our
choke
point
from
the
middle
school
feeding
into
South
High
and
would
hold
off
the
need
for
any
new
brick
and
mortar
for
secondary
buildings,
I'm
going
to
stay
for
five
to
six
years
and
obviously,
if
we
grow
faster,
that
might
shorten
if
our
growth
rate
slows.
That
might
lengthen
the
other
thing.
B
I
noted,
although
in
what
Bob
did
for
analysis
for
me,
also
included
trying
to
figure
out
how
to
backfill
this
extra
space
that
was
created
at
CBE,
I
am
NOT,
suggesting
that,
in
this
motion
at
all,
I
am
just
trying
to
do
what
I
think
makes
logical
sense
to
put
as
many
of
our
students
as
we
can
and
Ben
Franklin
at
North,
and
then
our
next
step.
If
we
were
to
approve
this,
is
going
to
be
to
figure
out
how
do
they?
C
Thank
you
Jim
and
before
I
call
on
David.
I
would
note
that
this
for
people
that
are
watching
this
was
not
one
of
the
recommendations.
Well,
it
was
part
of
one
of
the
recommendations
from
the
administration,
so
we're
just
taking
it
out
in
smaller
bits.
Is
that
fair,
Jim,
yeah,
okay,
okay,
go
ahead,
David.
K
Thanks
Rowan
for
just
for
everyone's
information,
Horace
Mann
and
I'm,
sorry,
Hawthorne
and
Clara
Barton
were
schools
that
were
assigned
to
me
last
year
and
I
recall
meeting
with
their
PTA
and
the
very
first
meeting
at
the
end
when
they
asked
if
they
had
any
questions
of
me,
the
very
first
thing
that
came
up
was:
why
do
you
split
our
kids
when
it
comes
to
middle
school?
For
it?
Just
so,
you
all
know,
part
of
Clara
Barton
goes
to
Ben,
Franklin
and
part
does
go
to
Carl,
Ben
and
I.
K
Just
point-blank
said
to
them.
Okay,
if
we
don't
split
you,
where
do
you
want
to
go
and
the
consensus
of
the
group
that
was
there,
which
certainly
isn't
every
parent?
Was
we
don't
care?
We
want
to
be
together,
so
I,
don't
think
you're
necessarily
going
to
see
a
lot
of
people
that
are
going
to
be
actively
opposed
to
this
I
think
it's
a
very,
very
good
idea.
Q
Q
Yeah
I,
you
know
about
six
years
ago,
I
suggested,
but
I
was
early
on
the
board
that
we
extend
that
southern
boundary
all
to
include
the
whole
Clara
Barton
in
Hawthorne
neighborhood,
and
that
was
really
based
on
a
lot
of
feedback
that
that
parents
gave
to
us
in
our
emails
about
six
years
ago
and
also
in
community
forums.
It
doesn't
mean
that
everyone
liked
the
idea,
but
but
but
from
the
information
that
I
gathered
and
how
I
rated
it
a
majority
did.
Q
You
know
I
think
most
people,
most
students,
probably
at
one
point
in
their
educational
career,
especially
if
they're
K
through
12
in
the
Fargo
school
system,
have
some
change
in
terms
of
where
they
go
to
school,
for
a
variety
of
reasons.
Some
because
we
make
a
boundary
decision,
changes
I,
think
it's
pretty
realistic
that
that
families
and
that
students
are
gonna,
have
to
see
some
of
those
changes.
Q
I'm
very
hesitant
right
now
to
move
forward
with
a
conversation
on
a
commitment
to
building
new.
At
this
point
that
doesn't
mean
that
I
don't
think
that
it's
something
that
we're
not
going
to
need
to
do
at
some
point,
but
for
basically
for
the
reasons
that
Jim
mentioned
and
that
I
spoke
to
at
our
last
meeting,
I'm
hesitant
on
committing
to
something
like
that
right
now.
But
I
don't
want
us
to
approve
this
right
now
thinking.
Q
Oh,
everyone
else
is
kind
of
like
off
the
hook
and
that
Central
Fargo
again
is
a
community
or
an
area
of
the
district
that
you
know
ends
up
being
looked
at
to
kind
of
solve
some
of
the
issues
in
terms
of
space,
so
I'm
curious
to
see
what
the
next
motion
would
be.
You
know
if
we
get
on
past
this
one,
but
really
looked
for
all
of
us
as
the
greater
good
to
help
in
this
effort
and.
J
E
B
There
there
is
a
small
chunk
of
an
area
that
is
to
the
west
of
University
Drive
and
just
south
of
13th
Avenue
South
I,
want
to
say
it's
about
a
two
or
a
three
block
area
that
is
assigned
over
to
Hawthorne
Clara
Barton,
but
those
folks
literally
are
two
blocks
away,
some
of
them
from
CBE.
So
when
I
worked
with
Bob
to
actually
see
what
kind
of
number
movement
this
would
take
up,
the
Ben
Franklin
we
just
looked
at
the
ones,
I
believe
I'm,
correct
there
Bob
we
just
looked
at
the
ones
beast
of
university.
B
N
Am
totally
with
Jim
on
on
that
whole
subject
and
I'm
really
actually
excited
to
hear
what
he
has
to
do
for
part
two,
because
I
don't
like
having
just
let
any
the
schools
and
make
them
go
and
try
to
have
brand
new
friends
when
they're
all
friends
from
kindergarten
to
fifth
grade,
so
I
am
absolutely
for
this
and
I
do
think
that
we
should
be
able
to
it,
like
you
said,
Jim
those
students
that
are
three
blocks
or
two
blocks
away,
give
them
that
option.
Do
you
want
to
stay
in
that
neighborhood?
C
H
Thank
you
so
I'm
wondering
do
you
have
any
numbers
on
this
with
I
mean
we
don't
have
this
in
front
of
us,
so
how
many
students
are
we
talking
about
and
and
again
here,
I
just
heard
comments
made
around.
You
know:
proximity
to
schools
and
walkability,
and
you
know
all
of
the
things
that
this
is
also
in
our
guiding
principle.
It
should
apply
then
across
the
entire
district,
so
I'm
gonna
have
a
really
hard
time,
because
I
don't
see
numbers
what
this
translates
to
and
then
what?
H
What
is
this
next
motion
going
to
be
I,
think
that
is
part
that
needs
to
be
part
of
the
consideration.
I,
don't
understand
the
rationale
for
dividing
it
up.
So
maybe
if
there
could
add
some
additional
information
provided
around
because
you
actually
we're
not
really
making
cbh
entirely
whole,
we
are
still
keeping
some
of
the
neighborhood
out
and
really
in
option
II,
where
you
have
a
true
theater
system
which
has
been
feedback
from
the
community
that
we've
heard
time
and
time
again
to
keep
your
wits
together.
H
I,
don't
I,
don't
know
why
we
wouldn't
spend
more
time
talking
about
that
before.
We
approve
a
motion
that
just
takes
a
small
chunk
and
moves
it
around
I
feel
like
this
is
a
conversation
we
need
to
have
about
all
of
these
options
and
that
it
is
the
best
long-term
solution
rather
than
trying
to
piecemeal
it
all
together,
you
know
so
again
we
can
establish
a
true
theater
system.
H
Lastly,
around
the
comments
about
where
the
kiddos
live
next
to
Jefferson,
I
believe
in
one
of
the
scenarios,
Jefferson
was
moved
collectively
to
CBE,
and
that
was
where
a
vast
majority
of
that
neighborhood
community
was
closest
to
so
I,
don't
think
by
going
to
a
truth,
meter
system
that
you
are
making
the
distance
farther
for
them.
You
just
need
to
be
able
to
say
well,
Jefferson
is
assigned
here
in
terms
of
proximity,
whichever
school,
that
is,
when
you're
talking
about
carving
out
Southside
to
backfill
schools.
H
C
E
Then
there's
a
couple
of
things
to
take
a
look
at
ultimately.
From
my
perspective,
if
dr.
gross
is
able
right
now,
I
want
him
to
run
some
data
in
terms
of
what
the
numbers
actually
look
like
and
then
also
the
demographics
for
our
students
as
well
across
our
buildings,
because
I
think
that's
from
my
perspective,
something
that
I
want
to
make
sure
that
we
do
and
we
take
a
look
at
in
2015
when
we
as
a
district
did
boundary
changes.
E
There
was
we
were
contacted
by
OCR
to
make
sure
that
we
were
making
sure
that
we
were
being
equitable
across
the
board
and
not
essentially
creating
one
school
that
was
disproportionate
when
it
came
to
student
demographics.
So
for
me
that
is
a
factor
in
how
my
recommendation
that
I
would
make
to
the
board
in
terms
of
walkability
and
other
things
that
goes
back
to
as
a
board.
When
is
it
that
you
want
to
decide,
and
where
do
you
put
your
priorities?
E
You
know
as
Rebecca
and
Robin
have
alluded,
that's
not
an
ideal
situation
because
we
live
in
a
linear
city.
Administration
is
going
to
serve
our
students
and
our
goal
is
to
make
sure
that,
regardless
of
what
school
you're
at
all
of
our
shouldn't
have
the
same
opportunity
for
an
excellent
education,
and
so
we're
gonna
support
the
board's
decision.
But
I
am
an
advocate
to
make
sure
that
we
don't
create
disproportionality
amongst
our
schools
and
we're
taking
a
look
at
that.
So
I
would
like
dr.
gross
to
review
that
data.
If
you
have
it
available
to.
C
A
I'm
wondering
if
it
would
also
be
helpful
if
Bob
would
share
his
screen
to
show
the
boundary
options
that
were
kind
of
discussing
from
the
comments
being
made.
I
don't
know
if
everybody's
understanding,
where
CBE
rests
within
the
area
that
you're
talking
about
because
this
section
of
the
Clara
Barton
Hoth
or
an
area
that
would
not
move
in
the
motion.
That's
on
the
floor,
fully
surrounds
CBE
and
so
just
want
to
make
sure
everybody
has
that
visual
and
their
brain
of
what
we're.
Looking
at
that.
L
J
L
So
I
believe
what
the
motion
would
be
would
be
if
I
would
take
and
draw
around
this
area,
which
is
highlighted,
and
this
area
would
no
longer
be
at
Carl,
Ben,
Eielson
and
Fargo
South,
but
would
be
bound
read
to
Ben
Franklin
and
Fargo
North.
When
we
look
at
the
middle
school
students
who
are
currently
there
right
now,
there
are
78
middle
school
students
when
I
switch
over
to
the
high
school
data.
L
There
are
currently
72
high
school
students
who
live
in
that
area
of
our
community.
Now,
with
the
idea
of
grandfathering
that
would
probably
slow
down
that
change,
but
I
know
that
might
be
one
of
the
conversations
the
other
part
of
our
community
that
we
are
talking
about
would
be
the
area
that
I'm
trying
to
draw
a
box
around
right
now.
This
area
right
here
actually
goes.
L
Excuse
me.
Let
me
just
do
it
this
way.
This
area
right
here
is
part
of
the
Clara
Barton
Hawthorne
neighborhood,
but
that,
according
to
the
motion,
would
stay
at
Fargo,
South
and
Carl
Ben
Eielson
in
that
area.
When
it
comes
to
high
school
age
students,
there
are
44
students
when
it
comes
to
middle
school
age,
students,
ironically
or
by
chance.
There
are
also
44
students,
so
we're
talking
of
44
students
in
that
area
and
then
we're
looking
in
the
high
mid
to
high
70s
in
the
other
area.
L
When
it
comes
to
Elam
or
middle
school
and
high
school,
the
demographics
I
could
run
back
to
report.
The
difficulty
is
not
knowing
what
the
second
step
of
this
process
would
be,
so
it
would
just
run
a
report
on
just
one
component
of
a
two-step
process,
so
that
might
be
difficult
to
say.
The
result
of
the
entire
change
gives
us
this
type
of
information,
Bob.
B
B
If
we
did
this
change
and
obviously
the
high
school
data
is
not
applicable
because
we
haven't
decided
what
we're
going
to
do.
There,
we've
moved
from
54%
on
free
and
reduced
at
CBE
to
fifty
three
percent
so
from
a
socio-economic
change
at
the
middle
school.
Really,
no
change
whatsoever
and
the
same
numbers
really
are
up
at
BAM
we're
at
66%.
Our
full
pay
had
been
today,
we'd
be
at
67%
after
this
move.
So.
C
B
And
I'm
absolutely
fine
with
the
idea
that
any
student
in
that
area
that
wants
to
go
to
north,
we
ought
to
let
go
to
north
and
provide
the
transportation
I.
Just
if
you
look
at
that
man,
these
are
the
houses
that
surround
Carl
Ben.
How
do
we
tell
those
people
you
have
to
go
to
Ben
Franklin?
It
makes
no
sense
to
me
whatsoever
and
just
to
be
really
clear.
This
whole
idea,
you
know
and
I
I
get
the
fact
that
a
pure
feeder
system
sounds
really
great
to
people.
B
It
doesn't
really
happen
too
well
today,
even
if
we
had
that
when
you
go
from
a
small
elementary
building
to
a
middle
school
I,
don't
know,
for
instance,
how
many
fifth
graders
we
have
over
at
Madison,
I'm,
gonna,
guess
maybe
40
at
a
max.
They
are
going
to
go
over
to
a
building
with
900
students
in
it
and
they'll
be
lucky
to
have
one
of
their
classmates
in
their
classroom.
Maybe
two,
those
of
us
that
grew
up
and
had
kids
in
our
smaller
older,
elementary
school,
know
this
firsthand.
B
So
this
notion
that
you
know
you
all
want
to
move
together.
So
all
your
friends
are
there:
neither
of
my
daughter's
had
any
of
their
half
hawthorn
classmates
in
their
class
at
Agassiz
when
they
went
there
for
sixth
grade
and
then
of
course
they
ended
up
going
to
discovery,
and
then
they
went
back
to
Agassiz.
So
kids
are
pretty
resilient.
It's
us
parents
I
got
to
get
over
this
stuff.
Q
Couldn't
figure
out
where
I
was
at
to
unmute?
Sorry
I
think
we
had
the
conversation
when
middle
school
boundary
was
changed
about
six
years
ago.
Regarding
that
area
right
around
Carl
Ben
and
we're
having
the
same
and
the
sensitivity
about
you
know
those
the
housing,
the
students
there
that
they,
basically
they
form
a
doughnut
almost
around
that
area
and
so
I
think
it's
we're
having
that
same
conversation
right
now,
so
it
was.
Q
H
Go
ahead,
thank
you,
I
guess.
I
would
just
add
to
that
on
to
the
conversation
about
you
know,
kids
being
resilient,
I
couldn't
agree
more
with
that,
but
I
do
think
about
our
neighborhoods
as
communities
and
when
I
hear
from
constituents
they
say
there
are
supports
within
their
neighborhood,
whether
it's
carpooling
or
you
know,
help
with
whatever.
There
are
some
people
that
might
have
two
and
three
jobs
and
can't
get
their
kids
to
and
from
school,
and
they
rely
on
their
neighbors
to
do
it.
H
Now
we
split
up
that
neighborhood
and
we've
taken
away
that
support
and
that
they
had
within
the
elementary
because
we
say
we
don't
value
it
as
much
at
the
middle
school
in
high
school.
So
I'm
just
saying,
I
think
that
there
are
more
reasons
to
consider
than
just
friends
right
like
because
they
can
make
new
friends
absolutely
and
they
will
but
I
think
there's
more
to
it
than
that.
I.
Don't
want
us
to
forget
that.
J
O
B
You
hear
me
now
yep
perfect,
it's
my
Verizon
connection.
I
shifted
to
Sprint.
What
can
I
say
anyway,
grandfathering
assuming
and
I
asked
for
that
to
be
considered
as
they
build
a
transition
plan
to
bring
back
to
us
and
just
keep
in
mind.
If
we
pass
this
motion,
it
doesn't
mean
we
did,
it
meant
we
directed
the
administration
to
build
a
transition
plan.
B
The
capacity
and
again
I'll
be
happy
to
talk
about
Phase
two
of
what
I'm
thinking
about
I
first
have
to
get
capacity
at
CBE,
so
we
can
theoretically
move
some
other
students
that
are
currently
going
to
discovery
to
it,
and
we
do
not
have
that
capacity
till
we
pass
this
first
motion
or
something
else
that
creates
it.
Now.
B
If
we
don't
pass
this,
we
could
certainly
consider
taking
somebody
out
in
Farah,
South,
Fargo
and
moving
them
up
to
Ben
Franklin
directly
phase
2
was
going
to
be
to
direct
the
administration,
and
if
this
first
motion
passes
I
will
make.
This
motion
was
to
direct
the
administration
to
develop
a
recommendation
for
presentation
at
the
summer
board
retreat
of
how
we
could
adjust
boundaries
to
then
use
the
new
capacity
we've
created
at
CBE
and
the
reason
I'm
doing
this,
quite
frankly,
is
a
couple
of
board.
B
This
is
not
a
band-aid.
This
is
a
permanent
shift,
because
we
have
capacity
in
the
north
side
of
Fargo
and
when
we
shift
that
neighborhood
that
this
motion
is
addressing.
That
gives
us
permanent
capacity
at
CBE
that
we
then
can
fill,
and
it
may
be
the
rest
of
the
Clapp
neighborhood.
It
could
be
part
of
the
Eagles
neighborhood.
It
could
be
part
of
the
Kennedy
neighborhood
I'm,
not
really
picking
that
today,
I'd
rather
give
if
we
create
this
space
at
sea,
be
our
administration.
B
The
opportunity
to
look
at
from
their
perspective,
which
pockets
would
make
the
most
sense
that
fit
from
a
neighborhood
perspective
of
movement
that
would
be
sustainable
to
the
size
that
CBE
is
long-term.
So
that's
what
number
two
is
and
clearly
the
idea
is
I,
don't
want
to
fool
anybody.
Somebody
that
currently
attends
Discovery
and
Davies
probably
would
be
shifted
in
boundaries.
I
just
don't
know
where
that
would
be
I
know
about
how
many
kids
it
would
be.
C
I
call
in
Rebecca,
I
would
wouldn't
say
two
things
clearly
to
me:
if
we're
gonna
build
any
bricks
and
mortar,
it
should
be
at
CBE.
If
they've
got
a
target
enrollment
of
835.
That's
we
can't
really.
Let's
just
talk
roll
around
numbers,
300,
kids
per
graduating
class.
So
if
we
it
should
be
at
least
900.
If
that's
the
goal
and
then
fill
in
to
have
a
target
enrollment
of
1200
for
four
grades
and
then
the
other
piece
I
mean
I
am
inclined
to
port
this.
C
This
this
motion,
I,
am
when
I
analyzed
the
two
scenarios
scenario
B.
It
shifted
my
concerns
of
under
population
at
North
to
under
population
at
South
and
and
CBE,
and
we
all
know
when
schools
get
too
small,
then
we
we
don't
have
the
capacity
to
offer
and
have
such
as
rich
of
a
rich
of
class
offerings
on
a
regular
basis.
Rebecca
go
ahead.
Q
So,
as
John
said,
we've
you
know
we're
shifting
our
conversation.
You
know
to
boundaries
from
potentially
building
something
now
and
so.
I
would
also
look
to
administration
whether
this
is
as
a
follow-up
to
Jim.
What
the
motion
you
might
make
later
in
the
meeting,
but
I
see
that
administration
may
still
suggest
to
the
board
or
share
with
the
board
that
even
more
students
may
need
to
be
at
Ben
Franklin
or
at
North
High.
Q
E
Rebecca,
the
answer
to
your
question
ultimately
lies
in
you
know.
We
have
guiding
principles
that
develop,
that
we
use
a
guide,
our
long-range
facilities
plan
and
we
updated
those
because
those
set
the
parameters
or
the
recommendations
that
administration
makes
I,
don't
ever
look
at.
What
is
what
is
it
that
I'm
trying
to
accomplish
in
a
situation
such
as
this?
For
me,
the
more
important
question
is:
what
is
the
problem
that
we're
trying
to
solve
right
now?
E
Currently,
the
problem
were
trying
to
solve
is
the
over
capacity
at
discovery
in
Daviess
and
we
know
is
inevitable,
but
then,
ultimately,
what
is
it
that
we
value?
So
you
can
say:
what's
the
ultimate
goal,
the
administration
feels
comfortable
with
well,
if
you're
looking
solely
based
off
of
square
footage,
then
South
High
School
has
a
capacity
to
be
up
to
1600
students
and,
at
one
point,
that
school
was
north
of
12
or
1300
students.
E
But
if
it
ever
got
to
a
point
where
it
came
down
where
there
weren't
enough
students,
the
board
also
has
the
ability
and
the
decision
and
the
right
to
say
that
is
our
commitment
and
we're
going
to
invest
our
dollars.
Regardless
of
how
many
students
there
are
to
make
sure
we're
sleep
revising
programming,
even
if
it
doesn't
make
sense
when
you
just
look
at
it
by
numbers.
So
it's
tricky
for
administration
to
give
recommendations
without
knowing
what
is
it
that
the
board
values
and
on
what's
percent
of
parameters?
E
Do
you
want
to
make
decisions,
because
administration
did
conduct
a
task
force
with
over
50
members
and
brought
board?
The
recommendation
bore
a
boundary
changes
that
was
voted
down.
Then
administration
was
told
the
guiding
principles
that
allowed
us
to
make
a
recommendation
for
a
new
building,
and
then
that
was
voted
down
to
so
the
moving
target
it
doesn't
allow
us
to
serve
our
students.
E
Administration
is
committed
to
doing
that,
but
it's
a
matter
of
the
board
making
a
decision
on
what
are
the
experiences
that
they
want
and
what
do
they
value
and
what
do
they
want
make
prioritize?
Because
there
is
no.
There
is
no
ideal
situation,
so
is
it
making
sure
all
of
our
schools
are
at
the
same
target
number?
Is
it
use
utilizing
every
square
inch
that
we
have
available
in
their
building?
Is
it
making
sure
that
no
school
falls
below
a
certain
number?
C
R
C
C
H
Okay,
thank
you.
So
I
have
a
couple
of
points
here,
so
it
was
mentioned
about
long
term
stability
in
terms
of
numbers,
and
the
question
was
asked
you
know,
is
this
enough
in
any
of
these
plans
and
really
I
think
when
you
look
at
option
B
and
the
truth
feeder
system,
you
can
actually
see
that
because
Bob
provided
us,
those
numbers
that.
P
H
So
that
would
be
my
comment
in
regards
to
that
and
in
terms
of
talking
Kennedy
neighborhoods
and
whether
or
not
this
affects
any
neighborhood
that
I
live
in
or
doesn't
does
not
matter
it
never
has.
There
are
hundreds
of
students
that
live
here
that
attend
Kennedy,
Elementary
and
the
things
that
you
are
at
you're
asking
students
that
live
to
less
than
two
miles.
You
are
wanting
to
move
them
to
a
middle
school.
That
is
nearly
seven
miles
away.
Look
at
every
other
boundary
in
this
district.
For
CBE
and
Ben
Franklin,
we
don't
do
that.
H
On
average,
it's
about
two
to
two
and
a
half
miles.
There
is
no
walkability
and
I'm
sorry,
there
are
kids
all
across
town
that
qualify
for
free
and
reduced
and
that
face
the
same
challenges
that
live
out
here
in
Trinity
neighborhood,
as
do
middle
and
south
of
town,
so
to
be
accused
it
just
it
it.
It
makes
me
angry.
It
makes
me
sad
and
it
it
is
not
what
is
best
for
all
students.
You
cannot
forget.
You
are
talking
about
hundreds
of
students
and
you
you
have
to
apply
that
across
the
board.
H
The
rules
can't
just
be
modified
for
whatever
suits
you
and
that's,
what's
heart
by
carving
out
out
here,
you're
saying
that
that
value
doesn't
apply
to
these
kids
that
live
here
and
I.
Just
I
feel
like
it's
convenient
that
anyone
blames
it
on
me
for
being
for
just
sharing
the
point.
The
obvious
I
just
think
that
it's.
H
C
H
I
guess
I
would
back
to
there
again
if
we're
gonna.
Basically,
what
people
are
saying
here
is:
let's
make
a
long-range
decision
and
I
don't
were
piecemealing
and
if
we're
only
making
motion
by
motion
right
and
and
for
these
numbers
to
just
need
given
without
an
analysis
or
further
conversation,
I
just
I,
don't
know
how
we
can
do
that.
Brian.
G
As
Jim
stated
in
his
motion,
I,
like
it
North
Dakota,
sweet
crude
right
now
today
is
trading
at
three
dollars
and
38
cents.
I
believe
the
legislature
is
set
a
budget
hoping
to
get
at
least
$40
a
barrel.
On
that.
With
this
motion
that
Jim
has
provided
us,
it
allows
us
some
time,
and
this
is
what
we
need.
We
got
to
find
out.
What's
gonna
happen
in
the
next
24
months
and
I
get
we
I've
got
several
emails
as
well
saying
just
go
ahead
and
build
it.
Do
it
stick
with
your
plan?
G
Well,
that's
easy
for
a
person
to
say,
but
the
person
that's
making
the
motion
and
the
second
and
voting
almost
all
this
stuff.
It's
a
different,
ballgame
and
I
am
not
comfortable
spending
that
kind
of
money
on
three
dollars
and
38
cents
a
barrel
oil,
eggs,
egg
sales
are
down.
I
can
tell
you
this
in
South
Dakota,
where
I'm
superintendent,
at
in
looking
at
the
tax
collections,
that's
going
on
there
in
comparison
with
April's
revenue
collection,
it's
18
million
dollars
less
than
the
year
before,
not
to
mention
licenses
and
fees
and
permits
are
down.
G
J
H
Ahead
I
just
like
to
add
on
so
Brian
I
understand
where
you're
going
with
the
you
know
the
future
in
terms
of
the
unknowns,
but
I
think
that
we
all
know
based
on
projections
eventually
based
on
where
the
growth
is
in
the
city.
We're
going
to
need
to
do
something.
We've
known
that
for
a
long
time
agree.
So
do.
H
Or
not
that's
now
or
next
year
or
two
years
from
now,
that's
inevitable.
Now,
if
the,
if
in
the
interim
we
feel
like,
we
still
need
to
do
something
because
remember
if
we're
not
going
to
build
right
now,
according
to
Bob's,
you
know
recent
projections,
where
we
at
in
terms
of
capacity
numbers
over
the
next
year
or
two
or
three
we've
seen
a
little
bit
of
a
slow
right
decrease
compared
to
some
of
these
projections.
H
H
That's
one
way
to
provide
the
best
ability,
because
if
we
don't
we're,
just
gonna
keep
splitting
schools
where
that
keep
we're
gonna
keep
splitting
up
our
Elementary's,
because
that's
what
we're
gonna
have
to
do
to
make
sure
that
our
middle
and
our
high
schools
stay.
You
know,
level
in
terms
of
numbers
and
so
I
really
feel
like.
This
is
our
opportunity
to
make
it
right
for
the
long
term
for
our
community,
and
that
would
be
the
best
start
if
you
just
start
with
your
poor
neighborhoods
put
them
back
together.
N
Thank
you,
I
am
totally
I
am
I
am
for.
We
know
where
we
know
we're
growing.
On
the
south
side.
We're
gonna
need
to
have
a
school,
I
guess
the
biggest
thing
and
question
I
have.
Everybody
is
I,
know
that
you
guys
said
about
the
new
school
being
off
the
table,
because
we
all
voted
but
I
think
we
also
absolutely
need
to
build
a
new
school.
It's
just
a
matter
of.
When
do
we
need
to
build
the
new
school
because
the
the
capacities
are
not
gonna
get
any
better
on
the
south
side
of
Fargo.
N
We
all
know
that
so
I
guess
I
am
told
I'm
I'm
for
Jim's,
first,
one
that
he
came
with,
but
the
second
one
that
he
kind
of
touched
on.
Like
Roop
Hawk
said:
we've
put
these
guys
to
work,
they
did
the
boundaries,
they
did
the
costs
for
what
the
schools
are
going
to
be.
You
know
how
much
more
are
we
gonna
keep
on
kicking
it
down?
We
just
got
to
band
together,
and
just
we
got
to
make
a
decision
of
some
sort.
That's
all
I
have
to
say
I'm.
A
D
A
D
O
C
R
D
A
D
D
H
O
Thanks
I've
already
know,
because
I
don't
think
that
previous
motion
was
sufficient
tonight,
which
would
take
care
of
all
of
this
tonight.
I
do
believe:
we've
had
full
solutions
that
involved
boundary
changes
brought
to
us
last
June.
Well,
it
wasn't
a
consensus.
The
clear
choice
from
the
members
of
that
task
force
that
worked
so
hard
was
9.17
and
I
would
have
liked
to
have
seen
us
do
something
to
either
modify
that
or
we
did
have
the
administration
come
back
to
us
tonight
with
a
couple
of
solutions
and
so
I
think.
O
B
I
moved
to
direct
the
administration
to
develop
recommendations
for
presentation
at
the
board's
summer,
retreat
of
possible
boundary
adjustments
that
could
be
made
to
shift
students
that
currently
are
in
the
discovery
and
Davies
attendance
area
to
CBE
and
Fargo
South
attendance
area.
There's
no
restrictions
there
Jennifer,
they
can
figure
out
whatever
map
makes
the
most
sense
or
maps
make
the
most
sense
and
bring
them
back
to
us
at
the
summer.
Retreat.
Whoever
will
be
on
the
board
when
the
summer
retreat
happens.
I
think.
C
B
Well,
first
of
all,
we're
not
kicking
the
can.
We
just
actually
finally
did
something
when
we
passed
the
last
motion.
We've
started
a
process,
and
you
know
it's
actually
a
process.
That's
been
going
on
for
the
20
years,
I've
served
on
the
board.
This
is
not
a
one-and-done
deal
ever
the
reason
that
I
did
not
go
full-bore
with
what
I
had
data
put
together
on
by
Bob
and
it's
the
same
reason.
I
was
not
at
all
in
favor
of
requests.
B
is
both
the
idea
I
had
of
moving
the
point.
B
West
neighborhood
and
the
idea
of
no
split
schools
put
C
be
well
over
capacity
in
just
a
few
short
years,
so
we
can't
handle
that
at
CBE,
currently
we're
going
to
have
to
take
something
less
to
stay
within
the
capacity
of
CBE
and
from
my
conversations
with
Jim,
free
and
Dan
Huffman
CBE
was
not
really
built
to
have
an
addition
put
on
it.
They
think
they
might
be
able
to
squeeze
four
to
six
classrooms
by
putting
them
on
the
south
end
of
the
building
moving
out
towards
the
street.
But
that's
about
it.
B
I
know
bob
has
a
computer
program
that
can
get
me
the
right
number
of
people
and
we
can
look
at
what
it
does
from
a
socio-economic
standpoint,
possibly
an
elo
standpoint
as
well,
and
that
would
also
give
our
community
because
I
believe
those
people
out
in
South
Fargo
are
going
to
have
some
real
desire
to
speak
to
the
board
by
delaying
the
fill
in
of
self
and
CBE
until
later
in
the
summer.
Hopefully
we'll
be
back
to
where
we
can
meet
in
person
and
have
public
comment
and
give
the
public
an
opportunity
away
on.
B
So
that
was
the
reason
and
I
I
to
John
would
have
liked
to
have
put
it
all
together
at
one
time
today
and
part
of
me
still
wants
to.
But
when
I
looked
at
what
the
numbers
did
at
CBE
long-term
I
said
now:
we're
just
shifting
our
capacity
problem
from
Discovery
over
to
CBE,
so
I
need
Bob
and
his
computer
program
really
to
do
the
right
work.
As
opposed
to
us,
guesstimating.
H
B
H
Well,
it's
capacity
has
changed
over
the
years
to
I,
know
that,
and
so
maybe
how
we're
delivering
it
and
and
that
yeah
is
gonna,
continue
to
be
a
problem
that
I
we're
going
to
need
to
address,
which
we've
also
mentioned
time
and
time
again,
that
that
school
is
not
as
big
as
our
other
two
middle
schools.
So
we're
going
to
need
to
do
something
about
it.
If
we
ever
want
to
have
them
be
the
same.
N
B
So
I
don't
want
us
to
do
a
boundary
change
back
filling
in
to
CBE.
That's
not
sustainable
long
term,
for
whatever
families
we're
going
to
suggest
get
moved.
That's
why
I
said,
let's
give
Bob
some
more
time
with
his
software
and
come
back
with
multiple
ways.
We
could
look
at
it.
You
know
Jennifer.
You
were
okay
with
option
B
which
took
all
of
Ed
Clapp
over
to
south,
and
that
may
be
a
good
solution,
but
that
too
has
to
be
looked
at
from
the
lens
of.
Can
we
fit
both
students?
B
We've
got
three
or
four
different
neighbourhoods
in
South
Fargo
that
currently
feed
Davies
and
discovery,
part
of
one
of
those
neighborhoods.
Most
likely,
in
my
opinion,
needs
to
start
feeding
CBE
himself,
but
I
don't
have
the
data
to
know
which
one
of
those
neighbourhoods
makes
the
most
sense
and
I'd
like
to
have
Bob,
spend
the
time
figuring
that
out
and
I
know
he'll
come
back
with
more
than
one
option
for
us,
because
there
are
multiple
ways
that
can
get
done.
B
H
Sure
I
guess
again
I
what
John
said.
I
feel
like
we've
had
this
conversation
over
and
over
and
over,
and
we
did
ask
administration
to
do
this
and
we
have
been
given
multiple
scenarios
and
for
a
variety
of
reasons.
Each
one
of
them
have
been
eliminated
based
on
like
goof-up
said
earlier.
There
are
criteria
that
we
asked
them
to
to
provide
these
within
at
whether
it
is
distance
or
demographics
or
capacity
or
not
driving
by
one
school
there
to
another.
H
Although
it's
not
just
as
simple
as
let's
just
move
a
line
or
chunk
out
a
neighborhood
we've
been
there
done
that
we've
we've
been
talking
and
looking
at
scenarios
I
mean
how
many
different
scenarios
they
were.
Maybe
they
could
tell
us,
are
we
up
to
forty?
Fifty
we've
looked
at
a
lot
of
them,
so
I
don't
understand
how
the
request
is
all
of
a
sudden
going
to
miraculously
like
come
up
with
a
magic
new
boundary
that
we
hadn't
thought
of
before
or
talked
about.
C
C
Q
I
would
suggest
that
with
this
motion,
if
it
passes
that
we
still
need
to
as
a
board
work
with
administration
to
help
provide
I
think
them.
If
I'm,
if
I
heard
dr.
Gandhi
correctly,
with
some
tighter
guidance,
I
think
it
is,
we
rely
on
administration
so
much
for
providing
us
with
the
information
to
help
us
make
the
decisions
that
we
need
to
make.
But
we
have
been
provided
with
yes,
many
many
different
options
to
choose
from
I,
and
we
have
been
working
on
this
for
a
long
time.
C
G
But
that's:
okay!
Go
ahead.
You
know
it
I
feel,
like
you
guys
putting
words
in
my
mouth
here
by
telling
me
that
we're
spinning
our
wheels,
we're
elected
by
the
taxpayers
of
this
district
to
come
up
with
some
good
options.
So
if
it
takes
us,
50
tries
to
do
it
and
we
get
it
right
on
the
50th.
Try
that's
good,
and
so
you
know
flus
change
all
the
time
and
nothing
spend
the
same
all
the
time
in
these
last
two
years.
G
For
me,
it's
it's
always
been
different,
something
come
up
and-
and
we
have
X
amount
of
kids
and
why
not
utilize
all
of
our
buildings
that
were
well
that
we
have
right
now
and
utilize
those
spaces
and
teachers,
because
we
all
know
the
unforeseeable
thing
that's
happening
right
now.
That
is,
we
got
to
make
use
of
our
resources,
guys
three
dollars
and
38
cent
per
barrel
of
oil.
That's
that's
huge.
Our
resources,
not
only
in
building,
is
gonna
change,
but
our
our
teachers
in
are
the
people
that
we
employ
guys.
N
Yeah
I
do
have
a
question
and
it
would
be
for
Bob
because
you're
the
numbers
guy,
I
guess
the
information
I
would
like
to
know
would
be
as
far
as
the
schools
that
are
split
I
want
to
know.
As
far
as
like
the
numbers,
you
know,
which
ones
go
to
Discovery
and
Davies
half
of
them
and
which
ones
go
to
Clara
Barton
and
South
High.
Just
to
kind
of
look
at
that.
Just
for
that,
you
know
just
for
the
schools
that
are
split.
N
That's
that's
the
only
thing
that
hi
that
I
am
because
we
do
we've
got
tons
of
paper.
I've
got
it
in
my
in
my
spare
bedroom
I'll
with
all
of
the
boundaries,
every
single
thing
that
we've
done
the
last
four
years
since
I've
been
on
the
board.
So
I
would
just
like
to
know
as
far
as
the
split
schools,
who's
going
to
discovery
and
Davies
and
who
is
going
to
Clara,
Barton
and
self.
L
Sure
so,
if
we
look
at
the
boundary
between
South,
High,
School
and
Davies
high
school,
we
would
have
ed
Clapp
being
one
of
the
split
buildings
at
the
elementary.
We
would
also
have
Eagles
being
one
of
the
split
buildings
on
that
south
side.
Then,
if
you
look
on
the
northern
boundary
between
North,
High,
School
and
South,
High
School
Jefferson
is
a
split
Elementary
and
so
is
Clara
Barton
Hawthorne.
I
N
E
Just
to
kind
of
I
just
want
to
share
where
what
I'm
thinking
and
how
I'm
interpreting
this
motion
if
it
were
to
pass-
and
if
there's
needs
to
be
clarification,
please
let
me
know,
but
at
the
summer
retreat
as
it's
been
already
alluded
in
the
past
administration,
starting
2017
has
brought
boundary
change
scenarios.
However,
those
boundary
change
scenarios
worked
flip
the
model
a
little
bit.
E
Then
what
what's
been
decided
tonight,
because
those
memories
scenario
started
with
discovery
in
Daviess
and
said:
let's
move
a
group
of
students
from
those
schools
and
far
south
to
Karl
Benz
south,
and
then
how
do
we
create
more
room
at
Carleton
and
South
to
take
back
to
North?
Whereas
what's
happened
today
is
bad,
and
so
those
started
with
the
premise
of
how
many
students
would
we
want
to
move
from
discovery
in
Davies
to
Carl,
Ben
and
South.
E
First
today,
what's
happened
is
what
the
first
motion
that
was
passed
is
we've
already
now
created,
essentially
the
room
potentially
at
Carl,
then
in
south,
and
that
room
is
now
limited
to
I.
Think
if
around
seventy
five
students
at
each
of
those
schools.
So
now,
where
can
we
find
what
makes
sense
for
a
permanent
solution
to
move
seventy
five
students
from
the
south
side
of
town
around
that
number
to
Carl,
Ben
and
South?
E
Secondly,
what
I
like
to
say
is
that
we
change
our
guiding
principles
after
the
last
work
session
to
say
that
we
valued
keeping
secondary
groups
of
students
together,
so
kids
wouldn't
get
split
from
eighth
grade
when
they
go
to
high
school.
Well,
an
inevitable
byproduct
of
what
we're
doing
today.
Here
is
gonna
split
kids,
because
there's
absolutely
no
way.
E
H
Thank
you,
which
is
partially
exactly
why
I
was
saying
that
this
motion
is
too
limiting.
You
can't
I
think
that
if
you
really
want
to
make
the
best
long-term
solution,
you
need
to
look
at
the
dis
district-wide
and
you
need
to
be
able
to
make
modifications
or
ask
the
team,
the
administration
team
to
come
back
to
us
with
what
would
be
the
best
long-term
solution
for
the
entire
community,
the
entire
district,
and
so,
if
you
only
limit
it
to
days
and
discovery,
what
about
north?
What
about
South?
What
about
everything
in
between?
H
If
that
could
provide
helpful
stability?
So
I
think
that
the
motion
needs
to
be
amended
and
then
also
to
route
parks.
Comments
number
the
the
option
B
did
actually
come.
It
was
at
the
taskforce
and
if
you
look
at
the
strengths
and
the
weaknesses,
so
if
they
have
had
more
opportunity
to
dive
into
all
of
the
factors
that
all
of
us,
nine
plots
have
been
talking
about
and
studying
and
eliminating
for
one
reason
or
another
that
one,
maybe
would
have
been
number
one.
H
But
I
think
that
to
Fox
Point,
one
of
the
things
that
that's
task
force
valued
was
a
true
feeder
system,
which
is
why
that
was
part
of
the
recommendation,
for
you
know,
keeping
Davies
and
discovery
kiddos
together,
not
splitting
Discovery.
And
so,
if
you
do
what
Jim
is
proposing
here,
you
are
opening
wide
the
door
to
that
nine
eleven
which
splits
Kennedy's.
So
now
you
have
another
middle
or
another,
elementary
split
neighborhood
and
you
just
keep
making
the
problem
bigger.
I.
E
Apologize
I
mean
a
backtrack
up.
My
last
comment
about
splitting
the
kids.
That
would
be
under
the
assumption
that
we
would
treat
discovery
and
the
Davies
kids
that
were
moving
separately.
But
if
we
were
looking
at
the
same
group
of
kids,
which
I
want
to
just
clarify
that
was
the
intent
of
germs,
then
it
wouldn't
be
splitting
the
acres
from
Discovery
would
be
the
same
group
of
Emily
70,
kids.
That
would
go
to
ultimately
Carl
Ben
and
then
go
south
before.
C
C
Keeping
the
kids
together
is
a
great
concept,
but
we
also
have
to
educate
them
in
the
best
way
that
we
can
holistically
and
sometimes
the
numbers,
just
the
friends
and
the
numbers
don't
align,
and
that's
why
we're
elected
as
board
members
to
make
those
tough
decisions,
but
our
education,
our
our
administration,
is
being
charged
with
the
education
piece
and
helping
kids
prosper
and
have
a
rich
curriculum
and
graduate,
and
so
sometimes
those
numbers
get
a
little
clumsy.
When
we
consider
those
I've
got
Jim
and
Rebecca
and
then
I
see
Jennifer's
hand
up
again.
B
B
Let's
all
keep
that
in
mind,
because
we
recognized
we
had
to
split
all
the
matarese
all
along
and
we
didn't
talk
about
trying
to
get
rid
of
split
Elementary's
when
we
put
that
new
guiding
principle
of
a
feeder
system
in
so
I'm.
Looking
for
a
solution,
probably
it's
one
of
those
that
the
boundary
committee
worked
on,
but
probably
scaled
back
a
little
bit,
because
we
now
know
what
we
created
for
capacity
at
CBE.
So
we
have
a
target
to
fill.
Does
that
make
sense
for
POC?
Absolutely!
Thank
you.
Okay!
Thank
you
that.
Q
So
I'm
looking
for
us
to
be
able
to
reach
the
targeted
enrollment
at
all
of
our
schools
as
best
as
possible
and
right
now
we're
talking
about
middle
and
high
schools.
I'm
not
talking
about
elementary
at
this
point
so
because
our
conversation
has
been
about
middle
and
high
schools,
and
once
we
get
to
that
point,
I
am
interested
in
having
further
and
deeper
conversations
regarding
you
know.
Q
Potential
needs
for
building,
but
I
know
that
we
have
a
lot
of
budget
conversations
to
have
in
our
district,
and
that
is
going
to
be
really
tough
and
any
rate
I.
My
the
way
I've
been
feeling
and
looking
at
about
it
most
recently
has
been
that
we
need
to
have
a
commitment
to
fill
up
these
schools.
So
that
would
be
right
now.
Q
My
guide
personally
in
terms
of
how
I
look
at
this
and
I
would
also
feel
that
if
there
is
a
little
bit
more
capacity
to
have
kids
at
Ben,
Franklin
and
north
than
what
we
have
that
we
currently
see
today,
even
from
the
move
of
the
Clara
Barton
area,
that
I
see
that
we
have
room
for
that
I
see.
We
have
room
to
consider
that
that
we
look
to
create
the
most
space
within
our
school
buildings,
as
we
can.
C
Thank
you,
Thank
You
Rebecca,
a
quick
comment
before
I
call
in
Jennifer
I
would
hope
that,
after
this
motion
and
I
can't
make
motions
for
those
fights,
I
shouldn't
make
motions
based
upon
our
practice.
At
some
point,
I
would
like
us
to
remove
the
building
of
the
new
school
building
opening
up
at
within
eighth
and
ninth
grade
academy
concept
from
this
conversation,
because
we
continue
to
have
all
these
items
on
the
table
and
I
think
it
really
muddies
the
conversation
and
is
confusing
and
for
our
public.
H
Ahead,
thank
you,
Robin,
okay,
so
in
terms
of
filling
up
our
schools
right
and
using
the
capacity
that
we
have
Madison
and
McKinley
are
two
specific
examples
of
ones
that
we've
been
sort
of
again
kicking
around
for
the
last
several
years.
They
are
half
full.
We
have
three
grade
sections
with
only
one
grade
per
Section
or
three
grade
level.
Sorry
with
one
section
per
grade
that
is
not
an
equitable
education
offering
for
those
students
there
and
yet
we
and
from
a
fiscal
responsibility
standpoint
we
haven't
done
anything
about
it.
H
So
again,
this
motion
is
too
limiting.
We
should
be
talking
about
all
of
our
facilities,
which
I
guess
I'm
you
9:6
2020
I
wish.
We
would
have
done
that
from
the
very
beginning
in
talking
about
capacity,
because
if
you
don't
you
just
keep
piling
on
one
more
complicated
scenario
that
you
might
have
to
try
to
undo
someday.
Much
like
we
split
elementary
schools
and
so
you're
gonna
end
up
keeping
carving
out
neighborhoods.
H
C
H
And
that
was
hard
for
me
to
do
without
having
the
exact
wording
of
the
motion
in
front
of
me,
but
maybe
Ann
Marie.
You
can
help
me
if
you
know,
if
you're
understanding
that
really
I
want
to
amend
it,
to
include
an
analysis
of
all
of
fertile
public
schools,
buildings
and
their
capacity
and
how
we're
gonna
address
each
one
of
them.
A
C
Okay,
so
when
anne-marie
reads
that
amendment
back
to
us
before
I
seek
a
second
I
would
hope
so
an
amendment
as
much
needs
to
be
somewhat
germane
to
the
initial
motion.
Does
the
board
feel
that
that
motion
is
your
it's
germane
or
do
we
need
to
kill
the
motion
on
the
floor
and
then
Jennifer
submits
a
whole
new
motion?
I
need
I
need.
What
are
the
board?
Would
Forge
wishes
Jim?
It's.
C
C
C
A
C
H
A
Have
to
be
an
amendment
to
the
motion,
that's
on
the
floor.
That
would
be
the
only
amendment,
our
only
motion
that
would
be
allowable
at
this
time
or
a
motion
to
postpone
to
a
time
certain
meeting
or
something
of
that
nature.
You
can't
make
another
motion
that
would
be
on
a
different
topic
than
the
ones
on
the
floor.
At
this
current
moment.
Okay,
Jim.
B
C
A
C
A
A
You
would
stop
discussing
the
current
motion
on
the
floor,
that
is,
to
direct
administration
to
develop
and
recommendations
for
presentation
at
the
board
summer,
retreat
of
possible
boundary
adjustments
that
could
be
made
to
shift
students
that
are
currently
in
the
discovery
in
D
visa
tenants
area
to
the
CBE
in
Fargo
South
attendance
area.
That
is
the
motion
on
the
floor.
Currently
Jim
has
moved
previous
questions
seconded
by
Rebecca.
If
this
path
is
by
a
two-thirds
majority
vote,
you
will
end
a
conversation
on
the
motion
and
move
directly
to
voting
so.
H
H
J
J
C
O
C
A
D
A
D
O
Q
R
A
J
C
C
C
Fourth
example:
I
am,
if
I'm
appointed
to
be
a
board,
member
I
will
cast
Public
Health
Board
they
that
is
part
of
their
Charter
and
to
this
city.
So
we
have
a
report
in
purpose.
There
isn't
recommendation,
but
it
isn't
a
business
session
and
I
may
have
said
this.
Do
we
need
to
take
a
motion
to
accept
the
reports?
Is
that
the
best
way
to
proceed?
Amory.
H
Q
Yes,
I'm
sorry
I
just
wanted
to
mention
I
I,
see
on
mine
regarding
the
Native
American
Commission
that
at
the
end
of
that
report,
I
indicated
I
was
going
to
be
including
Robin.
It
was
the
conversation,
the
email
conversation
that
was
shared
between
Cody
Schuler,
you
and
I.
Regarding
the
homeless,
homeless
coalition
and
I
I
forgot,
I,
I
decided
I
wasn't
going
to
attach
that
I
didn't
think
that
it
needed
to
be
attached,
but
I
accidentally
left
the
language
on
there
indicating
that
I
was
attaching
it.
B
I
would
think
governance
would
review
the
there
were
a
couple
of
people
that
had
additional
organizations
or
committees
they
thought
might
be
worthy
of
allies
on
assignment
I
would
hope
that
governance
will
look
at
that
list,
make
a
determination
if
it
makes
sense
to
reach
out
to
those
entities
and
see
if
they'd
be
willing
to
accept
a
school
board
member
on
their
their
committees.
So
I
would
hope
we'll
discuss
that.
C
I
C
C
N
Sir
yeah
I
did
I
was
just
I'm
curious,
because
I
did
my
report
on
the
Fargo
Union
and
on
our
last
meeting
that
we
had.
We
did
talk
about
incorporating
like
the
superintendent
and
incorporating
some
of
the
city
leaders
as
well,
because
the
City
Commission
is
also
on
there.
So
as
far
as
that
goes
to
governance
like
how
do
I
next
time
we
meet
just
bring
up
who
we
would
like
to
invite
to
meetings.
I
mean
like
I
I've,
never
had
to
actually
add
people
to
one
so
I
just
wasn't
sure
on
how
that
works.
N
I'm
actually
asking
I
was
asked
last
year
by
the
Fargo
Youth
Initiative.
They
want
more
people
involved
like
your
city
of
Fargo
board.
Your
well
I
mean
city
of
Fargo
board
is
already
already
on
it,
but
City
Parks,
and
then
they
did
ask
if
there
was
some
something
that
we
could
do
as
far
as
trying
to
involve
superintendent
just
for
the
fact
that
he
makes
a
lot
of
the
decisions
with
the
staff
and
teachers.
That's
what
I
was
asking
so.
C
E
E
J
C
D
O
R
C
G
Basically,
zoom
is
what
we've
been
doing.
Obviously
a
calendar
committee
weren't
getting
that
wrapped
up,
hopefully
dr.
gross,
is
doing
an
awesome
job,
leading
that
and
good
good
group
people
working
together,
trying
to
get
a
calendar
from
two
years,
I
believe
it
is,
and
then
we
had
a
planning
committee
meeting
and
basically
that's
it.
Q
N
Just
the
governance
and
then
I've
just
got
a
couple:
kids
that
I
bought
I
should
say,
students
that
I've
touched
base
with
from
Fargo
Youth
Initiative.
So
I
really
don't
have
much
of
a
report
just
checking
in
with
them
to
see
how
they're
doing
with
the
kovat
and
everything.
So
that's
pretty
much
all
I
have.
Thank
you
thanks.
B
O
Thank
you,
president
Nelson
governance
negotiations
might
waving
back
in
April
20th
and
we're
gonna
meet
again
this
coming
not
tomorrow,
but
the
20th
of
May
on
Wednesday
and
I
am
really
hopeful
to
be
able
to
find,
on
my
personal
calendar,
a
volunteer
spot
for
the
nutrition
services.
Food
distribution,
I
was
it
coming
to
the
summer
months.
I
know
they
were
looking
for
some
help
there
so
hoping
to
have
an
opportunity
to
help
with
that.
Thank
you
great.
C
Thank
you
I
think
we
covered
everybody.
As
far
as
my
reports,
like
others,
attended
the
planning
meeting
the
governance
meeting,
Fargo
Cass
Public
Health
has
not
met
in
person,
so
that
has
been
postponed
and
they're
quite
busy
clearly
and
then
the
p12
Alliance
I
know
this
isn't
a
board
assignment,
but
I
was
asked
to
serve
on
that
from
the
state
level
and
we
had
our
first
zoom
formative
meeting
end
of
introduction.
So
look
for
some
fun
things
coming
from
there
and
then
FBA
I
have
to
apologize
to
President
mastered.
We
have
it.
C
Coffee
shops
are
now
open
again,
so
we
need
to
reconvene
our
meetings.
We
both
committed
to
start
working
or
continue
to
work
together
and
work
to
on
our
relationships.
Quite
frankly,
so
I
think
we
can
go.
Have
coffee
now
pretty
soon,
president
mastered
I,
hope
that
can
happen
soon.
Any
anything
else
from
the
president's
report.
Usually
a
memory
shoots
out
the
next
meetings.
For
me.
A
Ann-Marie,
sorry,
you
would
have
governance
coming
up
here
in
a
couple
weeks
at
the
end
of
the
month.
I
believe
it
would
be
slated
for
May.
28Th
would
be
the
next
meeting
time
and
then
obviously
board
members
usually
assist
in
some
way
at
graduation
and,
like
dr.
Gandhi
said
there
might
be
further
information
forthcoming
about
that
and
the
next
week.
So
I
would
just
encourage
you
to
be
watching
for
that
in
case,
there's
a
need
for
you
in
some
way
at
a
at
a
graduation.
C
C
Up,
thank
you
for
that.
Ok,
I,
think
that
is
all
the
reports
we
have.
Our
next
regular
meeting
is
scheduled
that
I
say
that
carefully
scheduled
for
May
26th,
and
then
we
also
have
a
special
meeting
on
Thursday
morning.
That
has
been
publicly
noticed
unless
there's
anything
else,
I
think
we've
covered
the
entire
agenda,
so
I
would
wish
you
all
a
nice
evening
and
we
will
see
you
be
assumed
probably
next
time.
Thank
you
great.
When
I.