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From YouTube: School Board Meeting - October 27, 2020
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - October 27, 2020
A
B
A
C
A
A
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
state
their
name
and
address
for
the
record.
We
would
also
ask
that
speakers
refrain
from
using
this
form
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
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
five
minutes.
D
E
I
am
a
parent
of
a
third
grader
and
a
kindergartner
in
fargo
public
schools.
I
also
sit
on
the
board
of
health
for
fargo
cast
public
health.
I
appreciate
the
complex
nature
of
balancing
the
wants
and
needs
of
the
public,
while
also
making
difficult
decisions
that
may
conflict
with
what
the
public
wants.
E
E
That's
a
60
turnout
for
a
final
vote,
which
does
seem
pretty
low
and
I'm
not
sure
of
the
breakdown
of
those
who
did
do
the
final
votes
of
that
28.
How
many
were
staff
and
how
many
were
parents,
although
I
think
that
knowing
that
information
might
tell
tell
a
story
as
well,
none
of
the
scenarios
reached
an
80
consensus.
E
E
The
responsibility
then
went
to
the
planning
committee
just
recently,
which
ultimately
ranked
the
scenarios
according
to
memo
number
56.
That
is
part
of
today's
agenda.
Five
attendance
boundary
scenarios
rose
to
the
top.
However,
one
of
those
scenarios
was
not
in
the
top
five
or
even
in
the
top
half
plan.
A
was
ranked
9
out
of
12
by
the
planning
committee
and
was
not
the
top
scenario
in
its
category
plan.
A
was
possibly
added
to
for
your
consideration
because
of
concerns
to
a
previous
office
of
civil
rights
complaint
from
2015.
E
E
E
F
F
F
I
want
to
speak
to
the
same
issue
that
lynn
just
spoke
to
to
you
about
lynn,
brought
up
the
great
point
that
what
you
have
in
front
of
you
tonight
includes
plan
a
or
option
a
in
the
considerations,
and
that
was
not
one
of
the
ones
that
had
been
ranked
in
the
top
five.
F
It
was
ranked
number
12
and
lynn
already
mentioned
that
one
of
the
concerns
we
have
with
plan
a
is
that
or
option
a
scenario,
a
whatever
you're
calling
them
is
that
it
brings
carl
ben
alison's
school
to
831
students
when
capacity
is
835,
that's
problematic,
because
the
pines
and
cottage
wood
are
still
growing
in
the
neighborhoods
around
woodhaven.
F
So
woodhaven
and
point
west
are
fairly
well
settled,
but
the
pines
and
cottage
would
have
tons
of
open
lots
and
they
are
growing
and
there's
apartments
growing
going
up
so
bringing
cbe
to
a
capacity
of
just
of
or
or
to
a
student
count
of
four
under
capacity
with
growing
neighborhoods
feeding
into
it
doesn't
make
wise
sense.
Another
concern
we
have
about
scenario
a
is
that
it's
breaking
up
both
lewis
clark
and
carl
ben,
no
clara
barton,
hawthorne.
F
It's
breaking
up
two
elementary
schools
to
feed
into
carl
ben
eilsen
and
to
south,
and
what
we
would
love
to
see
as
a
community
parents
across
the
community
would
love
to
see
a
feeder
system
where
kids
stay
together
from
their
elementary
to
their
middle
to
their
height.
I
was
really
excited
to
see
in
your
plans
that
a
few
of
the
plans
that
you
have
in
front
of
you
tonight
are
true.
Feeders
e
is-
and
I
believe,
h's
as
well
and
so
I'd
love
to
advocate
for
those
feeder
systems.
F
On
a
personal
note,
I
have
done
all
of
the
math
about
distance
to
schools.
Our
14
year
old
will
be
getting
her
permit
and
a
license
soon
and
she'll
be
going
to
high
school
next
year
when
she
has
her
license,
but
just
measuring
from
our
house
to
middle
school,
our
house,
where
our
house
sits,
we
are
closer
to
every
single
west,
fargo
middle
and
high
school
than
we
are
to
south
high
and
carl
ben
isleson,
every
single
one
in
west
fargo,
including
the
new
ones
which
are
further
west.
F
We
are
closer
to
than
all
of
the
to
then,
then,
to
cbe
and
south
kennedy
itself.
Kennedy
elementary
itself
is
further
distance
from
cbe
than
any
other
elementary
school
in
fargo.
So
all
it
takes
is
a
really
good.
Like
google
map
few
minutes
on
google
math
to
measure
the
distance
of
every
single
elementary
school
to
cbe
and
kennedy
is
the
farthest
from
all
other
all
other
elementary
schools
in
fargo.
So
it
doesn't
make
any
sense
for
us
to
be
traveling
the
furthest
to
get
to
a
middle
school.
F
At
the
same
time,
if
I
was
driving
across
town
for
for
some
of
those
pre-school
activities
that
occur,
and
then
I
know
it's
on
your
radar,
but
we
have
heard
that
adding
bus
routes
would
cost
the
district
about
sixty
thousand
dollars
per
bus
route
per
year.
F
It
will
extremely
restrict
their
ability
to
be
in
extracurricular
activities,
which
we
know
the
the
enrollment
and
extracurricular
activities
has
a
huge
impact
on
whether
or
not
kids
engage
in
high-risk
activities,
and
we
want
to
reduce
that
engagement
in
high-risk
activities
and
increase
engagement
and
healthy
extracurricular
activities.
So
I
just
want
to
encourage
you
as
you
think,
about
that
vote,
and
I
really
want
to
thank
you
for
your
time.
Thank
you.
A
G
Thank
you
rebecca
and
school
board.
It
is
good
to
be
here
tonight.
I
was
telling
my
wife
this
morning.
G
It
feels
a
little
bit
peculiar
it's
my
last
presentation
of
woodrow
wilson,
high
school
to
the
school
board
ninth
year
and
just
thinking
about
the
the
name
change
that
is
underway,
and
it
was
a
pause
to
reflect
this
morning
as
I
was
preparing
to
come
and
speak
with
you
all
put
on
my
woodrow
colors
that
I
wanted
to
wear
for
the
day
and
I'm
here
to
tell
a
great
story
of
a
great
team
and
some
great
students.
G
So
with
with
that,
I
will
begin
a
picture
of
agassi
and
the
woodrow
wilson
high
school,
of
course,
bringing
students
to
that
high
school
diploma.
G
Continuing
on
in
this,
the
second
page
or
second
slide
the
name
change
that
is
coming
to
woodrow.
The
woodrow
team
and
alumni
do
request
significant
input
into
the
name
change
to
reflect
the
who
we
are
part,
the
turmoil
caused
by
say,
und
moving
from
fighting
suit
to
the
fighting
hawks
in
itself.
Changing
your
mascot!
G
That's
a
big
deal.
You
indeed
didn't
change
that
they
are
the
university
of
north
dakota.
They
changed
their
mascot
same
thing
for
washington
redskins,
among
other
name,
changes
that
happen
and
the
policy
that
is
in
place
that
is
solid,
developed
from
stanford
tremendous
amount
of
work
that
you
all
have
put
into.
It
appreciate
appreciate
that
the
team,
though
just
saying
we're,
not
changing
a
mascot
here
and
the
part
where
there's
input
from
that
core
team.
G
We
are
here
to
say
that
we
want
to
be
involved
in
that
final
decision
because
of
it's
it's
renaming,
who
we
are
so
enough
on
that
continuing
forward
next
slide.
There
is
no
cookie
cutter,
woodrow
wilson,
high
school
student.
We
have
all
students
from
those
struggling
to
those
being
highly
successful
and
everything
in
between.
So
why
do
students
come
to
woodrow
for
all
kinds
of
reasons?
G
We
are
a
choice
school.
The
picture
that
you're
seeing
is
community
leaf
raking.
We
are
heavily
involved
in
the
the
neighborhood
around
agassi
building
relationships
with
our
neighbors,
helping
our
kids
find
purpose,
making
a
difference
in
their
world
finding
meaning
finding
value
those
21st
century
skills
of
working
alongside
classmates.
You
might
not
know
very
well
to
to
make
some
good
happen
and
I
guess,
on
the
choice
school
there
isn't
a
woodrow
student.
There
isn't
a
fargo
public
school
student
that
is
told
you
will
go
to
woodrow
wilson,
high
school.
G
Our
colleagues
at
north,
south
and
davies
do
excellent
work
of
trying
intervention
options,
intervention
options
trying
to
make
the
traditional
high
school
model
work.
Ultimately,
it
is
a
choice
for
the
student
and
the
family
that
you
know
what
we
would
like
to
try
a
different
way
of
learning.
So
we
we
are
a
choice.
School
on
next
slide.
Talking
about
senior
survey,
which
is
probably
what
the
title
of
tonight's
presentation
is.
G
G
All
right
next
up,
there's
a
picture
saying
a
thousand
words.
The
previous
slide.
Talking
about
feeling
safe
and
respected.
One
of
the
programs
we
have
is
called
man
university
program
or
man
up.
It
came
from
teachers
and
support
staff,
who
said
we
have
some
gentlemen
with
some
lagging
skills,
some
teenage
boys
with
lagging
skills.
G
How
can
we
help
these
lagging
skills?
So
man
university
program
was
launched
two
years
ago.
It
brings
in
regional
speakers
from
our
own,
dr
gandhi,
to
mayor
judd
and
they
have
a
heart-to-heart
honest
conversation
with
a
great
group
of
literal
guys
about
what
it
is
to
be
a
man,
a
man
at
school
man
in
the
community
following
their
dreams
and
being
who
they
who
they
can
be
so
part
of
that
respect,
respect
and
feeling
safe
at
woodrow
is
one
of
our
deliberate
programs.
Mann
university
program.
G
Some
more
feedback
from
our
senior
survey
of
the
recent
year,
teachers
and
staff,
treating
me
with
respect
numbers,
maintaining
very
strongly
students
respecting
each
other
slight
dip
with
covid
and
my
teacher
understanding
when
students
are
having
personal
problems
which
took
on
a
new
meeting
as
we
all
engaged
the
coveted
world
last
last
march,.
G
A
little
bit
about
understanding
who
we
are
as
a
choice
to
students,
we
have
a
two-period
school
day,
students
finish
a
class
in
29
days.
We
call
it
a
sixth
semester
and
the
seat
time
ends
up
being
being
very
similar
to
a
traditional
semester
if
you're
in
50
minutes
a
50-minute
class
periods
a
day
for
80
days
in
a
semester
or
if
you're
doing
the
two
29
days
at
two
and
a
half
hour
periods.
The
time
is
actually
quite
close
to
the
seat
time.
G
So
most
students
have
two
classes.
Some
do
take
an
early
bird
or
split
their
afternoon
class
into
two
chunks,
all
right
so
kovid
march
last
year,
I
I
know
you've
all
been
very
invested
in.
How
are
we
going
to
do
school
in
kovid
and
the
woodrow
changes
to
understand
what
we
have
done
is
we've
continued
our
block
classes
five
days
per
week.
Students
can
attend
virtually
or
they
can
make
a
reservation
to
be
on
site.
G
So
flexibility
to
allow
students
access
when
they
need
it,
while
we're
still
able
to
to
social
distance,
is
what
kovitz
looked
like
to
look
like
at
woodrow.
G
All
right
continuing
on
with
our
our
seniors
and
their
response
in
the
survey
teachers
having
high
expectations.
G
At
a
hundred
percent
teachers
encouraging
me
to
set
goals,
it's
teachers
expecting
me
to
do
my
best
feeling
my
school
offers
that
high
quality
total
education
program
and
do
I
feel
ready
for
the
real
world
with
these
set
of
skills.
G
G
From
last
year
we
had
46
graduates,
and
you
can
see
that
davey's
in
south
and
north
very
similar
to
the
number
of
students
that
that
we
accepted
not
accepted
that
chose
to
come
to
us,
and
then
we
had
five
students
that
spent
less
than
a
year
at
davies,
north
or
south,
shorter
version
of
that
is
about
89
of
woodrow's
class
last
year
spent
a
year
or
longer
at
davies,
north
or
south,
so
serving
primarily
our.
G
I
guess.
In
the
community
longer
term,
students.
C
A
So
what
what
kind
of
work
that
we're
going
to
need
to
be
doing
to
engage
with
you
folks
to
to
help
us
pull
that
off
and
end
up
with
something
that
we're
all
really
proud
of.
So
thank
you
for
mentioning
that
to
us
and
we'll
continue
to
be
engaged
with
you.
Anyone
else
have
anything
tracy.
H
I'll
just
make
a
comment:
it's
not
really
a
question.
Thank
you
for
this
report.
I
just
think
these
numbers
are
so
impressive.
With
the
questions
you're
asking
of
your
students.
These
are
such
high
percentages
of
them
feeling
respected
and
then
feeling
challenged
by
their
teachers.
I
would
be
really
curious
to
know
not
only
the
other
schools
in
embargo
if
they
were
this
high
but
nationwide,
because
these
are
very
impressive
numbers,
so
keep
up
the
good
work.
G
All
right,
I
will
continue
on
and
I
do
hand
this
off
to
mr
keel
here
in
a
few
slides
and
I'll
hit
a
pause
button.
If
you
had
any
any
questions
on
the
additional
slides
to
board
share
knutson's
point:
one
thing:
that's
been
very
helpful
is
superintendent's
office.
There's,
there's
no
surprises.
G
There's
been
no
surprises
through
this,
meaning
that
when
the
when
you
had
the
name
solicitation
happen,
superintendent's
office
either
dr
gandhi,
gross
or
anne
marie
keeping
us
in
the
loop,
so
that
we
can
inform
staff
and
students
that
just
so
you
know
this
is
going
to
be
the
next
step
in
the
process,
and
that
alone
has
been
very
settling
to
current
students,
staff
and
alumni,
so
that
that
is
appreciated.
G
All
right
continuing
on
graduation
facts
since
we're
a
self-paced
school,
a
student
is
done
when
they
finish
their
last
class,
and
this
is
good
timing
because
we
had
our
first
graduate
on
on
wednesday
no
school
on
friday.
Our
first
graduate
on
wednesday
finished
up
his
last
english
class
and
we
have
another
our
first
high
school
graduate
of
the
year.
G
The
pictures
you're
seeing
here
are
from
pre
pre-covid
when
we
had
a
lot
more
students
in
the
building
and
you're,
seeing
genuine
smiles
from
students
who
this
is
my
last
day
of
school
and
it
might
be
february
3rd
or
december
5th.
But
it
is
my
last
day
as
far
as
what
do
woodrow
graduates
look
like
in
terms
of
ethnicity-
and
this
is
not
the
whole
student
body
at
woodrow.
We
are
more
diverse
than
this,
but
as
far
as
our
graduating
current
graduating
group,
you
can
see
the
makeup
through
the
years.
G
G
And
our
number
of
graduates
through
the
year,
we
do
ask
all
new
students:
hey
is
the
woodrow
diploma,
better
same
or
worse
than
north,
south
and
davies
to
the
parent
student
that
have
to
attend
an
orientation
before
deciding
to
come
to
woodrow?
That's
a
very
important
question
and
the
answer
of
course:
well,
it's
the
same.
It's
a
fargo
public
schools,
high
school
diploma.
G
G
We
had
a
team
discussion
and
we
do
think
that
the
shifting
to
more
students
employed
no
plans
and
other
plans
being
higher
than
recent
years
that
kovid
kovid.
Definitely
some
coveted
action
happening
there
with
students
having
uncertainty
about
uncertainty
about
going
post-secondary
or
not
all
right.
So
that's
the
who
we
are
assistant
principal
jim
keel
is
going
to
share
our
sip
goals
before
he
jumps
in
with
sip.
Was
there
any
specific
questions
anybody
had.
I
Thank
you.
We
know
what
a
jewel
woodrow
wilson
is
soon
to
not
be
woodrow
wilson
in
our
community.
When
you
talk
about
school
of
choice
in
the
past,
I
really
wanted
to
promote
the
school
to
be
a
proactive
choice,
not
a
reactive
choice,
because
it
it's
it's
in
the
past.
G
All
right
I
will.
I
will
try
to
try
to
answer
that.
It's
it's
actually
quite
fluid
in
getting
into
woodrow,
meaning
the
traditional
high
schools.
It's
not
treated
as
a
as
a
last
resort
choice.
It
is
a
consular
administrator
will
say
why,
don't
you
go
to
woodrow
attendant
orientation?
Ask
some
questions
continue
to
go
to
north
or
south
or
davies,
and
if
you
see
what
you
like,
you
could
give
that
a
try.
You
can
always
come
back
to
us
at
semester
time.
G
It's!
It's
very
fluid!
There's
weekly
conversations
with
our
counselor
assistant
principal
or
me
in
another
school
they
may
have
a
student
in
their
office.
Saying
hey
they're,
wondering
about
woodrow.
What
what
can
you
tell
us
quickly
on
the
phone?
So
our
communication
between
the
schools
is
isn't
a
is
in
a
very
good
place,
size
wise.
When
I
started
woodrow
was
12
to
15
students
per
class
size.
We
have
moved
up
to
18
going
to
144
seat
school.
G
We
have
not
had
a
waiting
list
in
the
last
year
and
a
half
and
the
waiting
list.
When
we
have
had
one
it
was
only
a
one
x.
It
was
a
one
week,
wait
to
get
into
woodrow,
so
thus
far,
we've
been
able
to
serve
any
of
the
fargo
public
residence
students
who
want
to
come.
We've
been
able
to
to
to
fit
them
in.
G
If
you
will
in
the
other
schools,
you
know
when
the
andy
todd
and
troy
are
talking
with
their
ilcs
and
what
they're
doing
with
making
school
reinventing
traditional
school.
They
they
have
a
lot
of
clever
options
that
they
put
out
to
a
student
who
might
go
from
seven
classes
to
six
to
five
with
an
online
class
four
with
an
online.
H
I
just
have
a
question
what
I
don't
know
if
you
know
this,
but
what
percentage
of
your
students
are
on
an
iep
or
504
compared
to
some
of
our
other
high
schools
in
town.
G
Typically,
that
average
of
around
the
13
or
14
percent
is
is
where
we,
where
we
settle.
We
we
do
have
a
lot
of
former
ed
students
who
have
decided.
I
don't
want
to
be
served
in
special
education
anymore,
I'd
like
to
try
it
without
special
education
services,
their
iep
team
convenes
and
the
student
who's
18
or
older
or
the
family
are
like.
We
would
like
to
revoke
consent
at
this
time,
and
we
understand
that
we
maybe
could
not
could,
but
we
can.
A
J
I'm
going
to
capitalize
on
something
that
robin
talked
a
little
bit
about,
and
I
think
at
our
previous
board
work
session.
We've
also
talked
about
staff
reports
becoming
community
education,
and
I
think
one
of
the
pieces
that
we
can
promote
as
an
educational
piece
is
the
term
and
concept
of
an
alternative
school.
I
think
there's
always
been
a
stereotype
that
an
alternative
school
is
if
a
comprehensive
school
doesn't
work.
J
First
and
that's
not
the
case,
the
designation
of
an
alternative
school
is
based
off
the
fact
that
woodrow
wilson
is
able
to
provide
an
alternative
learning
model
for
our
students
through
self-paced
instruction,
and
I
think
robin
you
talked
about.
How
do
you
expand
that
opportunity
or
or
promote
that
more
as
well?
There's
two
things
I
would
say
to
that.
One
is
that
dr
gross
and
I
and
I
think,
all
of
our
secondary
principles.
We've
talked
about
replicating
the
experiences
that
woodrow
wilson
have
down
the
road
in
fargo
public
schools.
J
Can
we
provide
that
opportunity
to
maybe
eighth
graders
or
looking
at
middle
school
students
that
where
this
might
be
a
better
learning
environment
for
them,
because
that's
the
right
choice
and
that's
a
conversation
we
have?
But
I
would
also
pose
this
challenge
to
board
members
because,
as
you
all
know,
part
of
our
long-range
facilities
plan
this
year
is
going
to
ask
for
a
decommissioned
plan
of
agassi
and
part
of
that
is.
Where
does
woodrow
wilson
as
a
physical
building
move
in
the
future?
J
I've
had
some
great
conversations
with
the
leadership
team
at
woodrow
wilson
about
what
are
their
needs
and
what
are
their
needs
as
a
building,
and
I
would
just
push
the
board
on
when
that
time
comes.
We
we
treat
that
building
the
same
as
we
would
with
every
other
school
facility,
and
we
make
sure
that
that
they
get
the
respect
that
they
deserve
in
terms
of
where
their
next
home
is
going
to
be
as
well
and
their
physical
space.
A
K
K
I
started
in
this
metro
area
as
a
teacher
over
at
community
high
in
west
fargo,
and
it
just
the
whole
concept
makes
so
much
sense.
Your
the
kids
are
taking
the
work
at
their
pace.
I
there
were
kids
there
that
that
finished
in
the
minimum
amount
of
time.
There
are
some
that
that
took
more,
and
I
had,
I
think,
there's
a
misconception
of
on
a
lot
of
people's
parts
that
these
are
the
troublemakers.
These
are
the
the
slow
kids.
I
had
some
of
the
smartest
kids.
G
G
We
don't
need
to
wait
for
a
new
semester
and
some
students
are
working
through
a
lot
of
a
lot
of
issues
in
life.
Some
woodrow
students
not
definitely
not
all,
but
some
working
through
a
lot
of
life
issues
and
as
soon
as
they're
ready
and
if
it's
mental
health
or
it's
it's
where
they're
living
or
it's
family
dynamics
or
it's
a
job.
G
Whenever
they're
ready
to
get
back
into
the
schooling
routine,
we
are
ready
to
pick
them
up
where,
where
they
are
at,
we
would
have.
We
would
have
several
students
coming
in,
that
are
credit
deficient,
because
there's
current
seme
at
least
the
current
semester
they're
in
something
is
happening
with
this
in
life
for
some
of
them
and
they
they're
losing
some
credits
as
a
result
of
it.
G
So
don't
have
the
specific
data
you're
looking
for
meaning
are
students
graduating
on
time
slightly
ahead
of
time
slightly
behind
time,
and
then,
if
you
just
hear
me
say
that
the
typical
student
coming
in
on
average
would
be
credit
would
have
some
credit
deficiency
because
life
it's
their
life
journey,
where
they're
at.
G
B
G
To
turn
it
over
to
my
colleague
assistant
principal
jim,
keel,
why
we
think
the
sip
part
fits
in
is
there's
some
very
deliberate
practices
that
we
have
to
put
in
our
advanced,
ed
sip
goals
that
our
success
our
success
is
is
hair
is
a
tradition.
It's
history,
it's
a
committed
staff.
We
also
have
some
practices
that
that
we're
able
to
do
that.
We
celebrate
and
those
are
reflected
in
our
sip
goals.
So
turning
it
over
to
mr
keel
for
sip
practices,.
L
Thank
you
david.
Thank
you
board
for
the
invitation
I
want
to
address.
Miss
nelson's
question
too
my
background's
a
little
different
because
I
spent
13
years
in
this
building
as
a
counselor,
and
I
had
hundreds
of
conversations
with
students
and
parents
about
the
opportunity
to
attend
a
choice
school
and
I
think
the
community
perceptions
often
get
in
the
way.
L
My
experience
was
that
if
I
could
get
a
parent
and
student
to
attend
the
orientation
at
woodrow,
they
would
return
to
my
office
with
a
very
different
perspective
on
what
the
opportunities
they
had
available
to
them.
So
I
encourage
people
to
continue
the
conversations
about
what
a
choice
school
is
and
what
opportunities
are
available,
because
there's
some
fantastic
opportunities
for
students
here,
all
right,
so
sip
school
improvement
process,
district
accreditation
process.
L
We
build
our
our
plan
around
four
four
main
pillars
and
each
of
those
pillars
may
require
a
little
a
little
description.
So
one
of
one
of
our
pieces
is
in
accolades,
which
is
our
honors
program.
All
of
our
students
are
eligible
to
earn
honors.
How
do
I
earn
honors?
I'm
completing
at
least
two
classes
every
six
semester,
which
means
I'm
getting
my
classes
done
on
on
a
regular
pace
or
faster
quality
attendance
at
the
end
of
each
course.
The
teacher
grants
what
are
called
punctuality
and
reliability
points
did
the
students
show
up?
L
Did
they
do
the
work?
Did
they
take
care
of
their
business?
It's
a
scale
of
one
to
four.
Their
average
needs
to
be
a
three
or
higher
scholarship.
They
have
to
hit
the
2.8
gpa
and
that's
on
work
at
woodrow,
so
we
never
look
back
at
their
transcript
to
penalize
them,
for
whatever
their
life
journey
may
have
been
we're
just
looking
at
what
they're
doing
in
our
own
community
and
then
respectful
character.
L
L
Second
goal:
centers
around
our
advisory
program,
all
of
our
students
are
encouraged
to
meet
weekly
with
their
advisor
check
in
see
how
things
are
going
work
on
their
goals.
Students
actually
earn
points
for
different
projects
and
they
can
earn
up
to
a
full
credit
every
year
for
participating
in
the
advisory
program.
L
L
We
took
a
took
a
hit
this
year
that
again,
at
the
end
of
the
year,
when
a
lot
of
students
are
trying
to
get
that
extra,
half
or
full
credit
towards
graduation.
It's
a
challenge
when
they're
not
able
to
be
in
the
building
to
do
that.
L
L
L
It
does
require
a
lot
of
effort
on
the
students
part
because
many
of
our
students
don't
need
the
algebra
2
for
graduation,
and
so
we
are
trying
to
increase
the
number
of
students
engaging
in
that
process
and
we
did
have
three
students
complete
both
semesters
of
eligible
2.
Last
year,
okay,
volunteering.
L
The
picture
up
here
is
sidewalk
shock
with
the
early
childhood
students,
lots
of
fun
and
a
nice
sunny
day
in
the
spring.
For
sure,
however,
kovid
presents
some
challenges
with
the
volunteering,
the
collaboration
so
we're
working
working
through
some
of
those
challenges.
L
With
regards
to
the
sip
goal,
one
of
the
senior
survey
questions
asks
about
how
many
hours
that
they
have
have
done
in
terms
of
volunteer
or
community
service.
We
had
four
seniors
report
more
than
25
hours.
Again,
that's
a
college
career
readiness
indicator.
If
they're
doing
more
than
25
hours,
they
are
more,
they
qualify
in
one
of
the
categories
for
the
college
career
readiness
on
the
right
side.
There's
lots
of
different
lots
of
examples,
of
different
activities
that
are
available.
L
We
had
a
lot
a
lot
of
activities
up
until
covid
and
then
they
all
stopped-
and
it's
been
it's
been
challenging
to
do
activities
this
year
as
well,
and
we're
trying
to
be
safe
community
is
really
important
to
woodrow.
The
pictures
here
give
you
an
idea
of
what
a
typical
year
would
look
like.
We
would
have
several
gatherings
in
what
we
call
the
great
hall
bring
in
meals
like
a
thanksgiving
or
a
holiday
meal.
L
Okay,
graduation
david
talked
a
little
bit
about
the
graduation,
normally
caps
and
gowns
in
our
gymnasium.
Usually
it's
100
degrees
in
there
this
year
the
alternative
was
a
red
carpet.
Diploma
pickup,
so
students
in
there
and
whoever
else
they
could
jam
into
their
car
were
allowed
to
drive
into
our
parking
lot
walked
the
red
carpet.
We
brought
in
some
professional
photographers
to
take
some
great
pictures,
so
here's
an
example
of
a
student
walking
away
from
his
parents
car.
It's
decorated.
I
Thank
you,
the
volunteering
piece
when
we
talk
about
how
many
hours
of
regret
are
our
25
plus
or
indicate
college
and
career
readiness.
I
L
A
Anyone
else
well,
thank
you
and
throughout
your
presentation,
I
picked
up
a
variety
of
characteristics
about
the
school
and
thinking
about
needs
that
that
you
will
have,
or
that
the
the
students
and
and
the
staff
will
have,
for
whatever
the
new
woodrow
wilson
school
is
in
terms
of
also
location
if
we
are
really
moving
forward
with
finding
you
a
new
space,
so
I'm
needing
to
make
sure
that
we
provide
you
with
opportunities
that
similar
to
what
you
have
now
or
even
greater.
So
thank
you
for
that
again.
A
J
Yeah
we're
actually
on
item
b,
it's
a
little
bit
confusing
because
separate
staff
report
on
our
el
program,
but
our
el
program
is
headed
by
david
berkman
that
falls
in
his
portfolio.
So.
A
A
G
One
point
of
clarification
on
the
algebra
2
from
the
sip
goals.
Please
don't
leave
here
tonight
thinking
that
of
46
graduates.
We
had
three
students
finish
algebra
two,
those
are
students
who
came
to
woodrow
had
never
tackled
algebra
two
before
and
we
tried
to
convince
them,
even
though
they
didn't
need
it
come
on.
This
is
college
ready,
give
it
a
try,
so
woodrow,
4,
46,
graduating
seniors,
we're
probably
going
to
be
having
30
some
that
that
have
tackled
in
algebra
two.
G
So
just
if
I
was
a
woodrow
student,
I'd
be
like
hey,
there's
way
more
of
us
that
finish
algebra
two
than
three
of
us,
so
all
right,
well,
very
good!
Thank
you
school
board
again
for
the
opportunity
to
now
share
the
the
el
journey.
El
story.
G
G
First
slide
that
you
see,
wida
is
a
consortium
we
belong
to.
Dpi
would
be
monitoring
title
three
of
federal
title
three
program
to
serve
english
learners,
immigrant
children
and
youth,
the
administration
team
that
you
see
there's
a
lot
of
people
that
pitch
in
to
help
this
program
work
as
well
as
it
does
later,
you'll
see
a
slide
with
the
teachers,
the
el
teachers
as
well.
G
When
you
see
the
size
of
the
program,
I
think
it's
easy
to
see
why
the
why
the
comprehensive
team
is
needed
should
have
put
stephen
derose
name
in
as
well
he's
built.
Some
really
good
items
for
us
in
the
hub
would
be
another
name
that
I
would
add
looking
at
currently
this
year,
84
languages
of
our
this
was
pulled
from
powerschool
and
we
had
12
350
students
that
either
were
currently
attending
or
had
attended
this
year,
and
you
were
seeing
84
languages.
G
It
is
worth
the
google
sometime
just
to
sit
down
and
and
to
determine.
Where
is
wolof
spoken,
the
wolof
one
of
our
families
speaks
that
particular
language.
G
These
next
two
slides,
just
very
briefly,
it
is
our
guarantee
that
we're
going
to
honor
the
civil
right
of
the
child.
Interestingly
enough,
it's
not
the
civil
right
of
the
parent
title
three
is
the
civil
right
of
the
child
to
receive
an
appropriate
education
and
the
federal
title
iii
process,
starting
with
the
home
language
survey
and
the
flow
chart
of
okay?
G
There's
some
real
creative
pieces
that
happen
in
the
high
schools
from
time
to
time.
Brock
stenberg
in
the
yellow
shirt
isn't
el,
but
but
teaches
geometry
to
el
students.
Their
language
is
advanced
quite
a
bit
because
they're,
taking
geometry
and
davies
creates
a
special
section
for
el
geometry,
so
that
you
can
focus
on
the
language
and
then
jasmine
reinke
takes
english
four
and
she
teaches
the
rest
of
her
classes.
Our
regular
english
classes,
she's
also
el
certified.
G
G
Immigrant
numbers
by
building
you
don't
see
a
zero
for
any
given
building.
So
when
you
leave
tonight,
it's
we
have
23
buildings
and
we
have
23
buildings
that
have
el
students
that
are
served.
100
of
fargo
public
schools
have
el
students,
and
you
can
see
the
population
on
the
bottom
chart
of
the
annual
el
enrollment
as
part
of
the
overall
fps
student
population.
G
G
Jennifer
free
and
I
and
some
district
staff
we
attend
lss
quarterly
meeting.
We
try
to
keep
a
nice
pulse
on
what
we
can
expect
coming
in
they've
been
a
good
partner
to
work
with.
G
G
G
Speaking
and
listening,
and
we
are
keeping
up
this
2017
change
that
happened
nationwide,
because
it's
such
an
aberration,
the
the
quick,
the
steep
drop-off
in
numbers
of
students
exiting
happened
nationwide
for
the
reasons
listed
they
reset
the
bar
and
the
test
went
the
test
went
digital
resetting
the
bar
was
a
good
thing
because
they
were
finding
that
students
had
exited
weren't,
thriving
in
the
mainstream,
so
federally
at
the
federal
level.
They
said
our
bar
is
too
low
to
pass
this
test
to
exit
exit
el
services.
G
Let's
raise
the
bar
and
we'll
anticipate
students
to
be
more
thriving
in
the
mainstream
when
they
exit
this
year.
Pastor,
you
can
see
our
numbers
in
the
exiting
starting
to
creep
up
back
to
where
they
historically
had
been
before.
1516
it
would
be
common
to
have
in
the
80s
70s
or
80s
was
was
a
typical
number
of
exiting
students.
G
You
could
pick
any
language
for
that
matter,
and
how
long
would
it
take
you
or
me
to
learn
a
language
we
maybe
know
very
little
or
nothing
about
the
interpersonal
one
where
you
might
sound
like
you're,
pretty
good
in
that
language,
one
to
three
years
three
years
you
can
sound
pretty
proficient,
but
while
the
the
kelp
cognitive
academic
language,
that
that's
gonna
take
five
to
seven
years,
meaning
you
could
sit
with
native
learners
of
that
language
and
perform
in
a
school
setting
to
that
level
of
a
native
speaker.
G
We
started
this
in
the
summer
time
with
we
need
to
maintain
the
bridge
with
the
el
teacher
on
site.
So
if
I'm
the
bennett
el
teacher
and
I
have
37
students
priority
one
was
we
need
to
keep
that
teacher
with
those
students,
because
they
know
the
students
they
know
the
family
and
at
the
bottom
you
can
see
the
schedule
that
was
set
up
where,
regardless
of
what
the
student
is,
is
a
student
in
traditional
school
doing
hybrid
is
the
student
in
the
virtual
academy.
Or
might
the
student
be
quarantining?
G
So
the
el
teacher
pulling
students
again
virtual
homeschool
quarantined
daily
one
hour
of
instruction,
the
the
next
next
priority
in
nepali
and
then
in
arabic,
a
simple
question
that
simple
question
that
we
see
and
when
I
look
at
the
nepali
or
arabic,
I
I
don't
know
what
it
says.
It's
just
simply
asking
me:
what
is
my
name
so
supporting
the
language
learning
and
access
on
on
all
days.
G
We
didn't
want
our
language
learners
to
have
to
have
a
five
day
weekend
or
a
four
day
weekend
to
do
asynchronous
work
because
mom
and
dad
might
not
have
the
skills,
english
skills
at
home
to
be
able
to
help
with
it.
So
it
was
just
a
high
priority.
Let's
try
to
make
this
five
days
a
week,
synchronous
availability
feedback
from
parents
has
been
been
by
and
large
very
positive,
a
lot
of
a
lot
of
positive
feedback
coming
out
of
our
kovid
elementary.
G
G
G
And
again,
raz
plus
being
used
in
english
language
arts,
along
with
a
couple
of
system,
44
and
read,
180,
which,
by
the
way,
are
research-wise
a
couple
of
outstanding
tools.
The
district
provides
for
el
special
education
and
mtss
as
well
to
meet.
Students
needs
partnerships
with
new
americans
just
briefly
on
this
one,
our
lowest
level,
el
students,
a
low
english
language
proficiency
and
traditional
english
speaking.
G
G
G
Last
slide
here,
there's
been
some
newspaper
articles.
There's
been
some
community
questions
about.
What
are
we
doing
to
keep
our
el
families
connected
if
you're
an
english-speaking
family?
The
changes
that
have
that
have
happened
as
we've
reflect
as
we've
we've
re-engaged
the
education
conversation
with
what
we
know
about
covet.
It's
it's
changing
it
changes
it
changes
if
you're,
not
speaking
english
and
you
get
a
four-page
document
saying
here,
are
your
options.
G
G
We
send
it
out
in
our
11
or
12
primary
languages,
working
with
anne
marie
bill
westrick
and
dell
vogel,
and
then
we
attach
the
short
half
page,
condensed
version
in
english,
so
they'll
get
an
interpreted
message
of
what
the
change
is
what's
happening
and
then
the
overall
message
is
shrunk
down,
so
small
that
if
they
are,
if
they're
able
to
use
a
translating
program,
they
should
be
able
to
get
on
to
get
the
rest
of
the
gist
of
it
and
can
contact
their
el
teachers
with
additional
questions
so
that
that
has
been
one
of
our
our
big,
fast
growth
areas
that
we
have
worked
on.
G
We
have
a
goal
with
ann
marie
that
we're
24
hours.
If
she
has
a
message
going
out,
we
will
send
it
out
interpreted
with
the
condensed
version
within
24
hours
and
if
she
can
delay
sending
it
out,
we
might
send
it
out
the
same
day.
Even
but
that's
not
always
the
case,
meaning
it.
It
needs
to
go
and
it
needs
to
go
very
quickly.
What
have
we
done
to
try
to
keep
families
connected
number
one,
that
extensive
el
teacher
outreach
that
case
manager
that
we
have
connect
kept
connected
with
the
student?
G
G
We
probably
tripled
the
number
of
bilingual
staff
across
the
district
that
we
are
using
to
do
these
interpreting
services-
maybe
it's
a
pair
at
ed
clapp
or
it's
a
parrot
eagles
or
it's
an
office
staff
worker
at
at
jefferson,
who
happens
to
be
bilingual,
we're
rallying
that
resource
that
we
have
in
district
and
then
voice
considerable,
more
more
use
of
voyance
to
dial
in
interpreter
services
and,
finally,
number
five
collaborating
innovative
ideas
with
el
teachers.
G
So
what
you're
seeing
here
is
distance
learning
is
happening,
except
for
these
discovery,
el
students,
who
are
being
guided
by
an
el
pera,
very
successful,
a
very
successful
idea,
a
ton
of
work
put
into
it
by
the
team,
but
but
was
well
worth
it,
and
I
think
that
yeah.
That
concludes
a
quick
overview
of
of
el
programming,
k-12
fargo
public
schools,
questions.
H
Thank
you
for
this.
I
think
you
partially
started
to
answer
my
question,
but
in
working
in
healthcare
we
navigate
multiple
languages
as
well,
and
one
of
the
things
I
struggle
with
is.
I
feel
that
my
patients,
the
younger
patients,
will
understand
what
I'm
saying
and
then
we
either
have
an
in
person
or
usually
a
phone
interpreter
for
the
parents,
and
then
I
just
worry
when
they
leave.
Did
they
remember
what
I
said?
Did
they
understand
what
I
said,
and
so
one
of
the
things
we
struggle
with
is
written
communication
for
reminders
afterwards.
H
So
especially
during
covid,
when
you're
trying
to
navigate
distance
learning,
I
guess
what
what?
What
do
you
guys
use
or
how
you
mentioned
that
you
condense
the
information,
but
does
our
district
have
some
way
of
translating
written
communication?
How
do
the
kids
even
know
to
tune
in
to
the
zoom
if
the
parents
aren't
reading
the
emails
etc.
G
We
had
our
our
learning
boards
from
last
year.
Everybody
was
like
well
learning
boards
that
was
that
was
last
march
april
may.
We
did
interpret
those
into
spanish
and
nepali
in
arabic,
so
there
was
the
first
grade.
Here's
what
you
need
to
do
for
the
week,
because
it
wasn't
content
rich
for
words
vocabulary
rich,
it
was
it
was.
It
was
very.
It
was
very
condensed
the
translation
challenges
it
takes
such
a
long
time
to
typically
turn
it
around.
G
We
will
do
translations
of.
We
just
did
one
this
week
for
a
student
who
has
a
504
plan
and
we
offered
the
parent.
Would
you
like
to
have
the
the
504
plan
translated?
And
parents
said
yes
and
it's?
The
timeliness
is
a
week
is
kind
of
a
faster
turnaround,
because
it's
it's
labor
intensive,
because
they
need
to
read
it
and
then
they
need
to
understand
what
it's
it's
far
more
difficult
than
the
than
the
interpreting
at
the
moment.
G
I'll,
I
should
say
a
lot
some
of
some
of
our
languages.
The
families
might
not
be
literate
in
their
home
language
either.
So,
besides
it
taking
extra
time
to
a
week
or
longer
to
make
the
translating
happen,
the
the
parent
or
the
family
might
not
read
their
their
native
language
as
well.
G
Yes,
voyance
right
now,
if
we
did
want
to
have
an
interpreter
join
this
conversation
as
if
they
were
on
stage
within
about
two
minutes
or
two
and
a
half
minutes.
One
of
I
think
they're
about
400
languages.
We
would
have
somebody
interpreting
on
the
phone
in
a
three-way
conversation.
G
G
G
Please
use
voice
celebration
phone
call,
a
concern
phone
call,
use
it
to
reach
out
to
an
el
family
as
much
as
you
would
a
traditional
english
speaking
family,
so
we're
in
our
third
year
of
using
it,
and
it's
I'm
not
sure
what
you're
using
in
your
particular
medical
area.
But
it's
it's.
A
very
buoyance
is
a
very
high
quality
product.
I
I
I
G
I
I
couldn't
quote
exactly:
I
don't
know
exactly
my
my
hunch
would
be
that
it's
just
that
we've
grown
population
of
fargo's
increased
how
much
in
the
in
recent
years
and
there's
a
lot
of
different
license
plates
driving
around
town,
I'm
looking
at
a
massachusetts
and
a
california
and
a
utah.
G
I
G
I
On
no
way
so,
but
but
but
the
reason
when
we
built
ed
clapp,
there
were
about
65
and
that
school
opened
with
about
20
el
students,
so
that
that's
how
rapid
that
growth
has
been.
So
I
maybe
call
your
attention
to
that
and
then
my
other
observation,
and
maybe
I
would
compare
our
english
language
exiting
to
kind
of
our
lre
students.
I
mean
not
hillary,
a
least
restrictive
environment.
We
need
to
mainstream
these
english
learners
as
much
as
possible
and
we
are
obligated
not
only
morally
but
we're
obligated
to
do
so
through
education
mandates.
I
J
Yeah,
so
I
can
speak
a
little
bit
to
that.
So
there
is
the
progression
of
exiting
from
your
el
status,
which
is
the
one
through
five
status
and
that's
based
off
your
wida
assessment
score,
and
then
there
is
like
shelter
exiting
from
like
a
least
restrictive
environment
if
you're
putting
that
piece,
I
think
so.
As
david
said
in
the
slides
earlier,
the
el
program
dictates
based
on
what
level
you
are,
how
much
sheltered
instruction
that
you
receive,
and
it's
normally,
you
know
its
fault.
A
M
You
kind
of
led
up
into
what
I
was
going
to
ask
and
when
maybe
it's
for
jackie,
but
in
2021
you
know
50
to
100
families.
Do
we
get
all
concerned
about
a
lot
less
students
in
that
level,
one
two
and
three
in
the
funding
formula
at
all
or
is
not
really
a
big
concern.
J
I
think
the
short
answer
would
be:
I
mean
we're
going
to
serve
whichever
students
we
get
in
whichever
el
level
they
are.
I
would
always
say
that,
regardless
of
which
level
we
get,
and
even
with
the
state's
weighted
funding
formula,
our
el
program
continues
to
be
underfunded
from
the
state
level.
So
I
don't
think
necessarily
getting
more.
Students
at
a
lower
level
would
be
a
positive
in
terms
of
state
funding.
A
C
N
N
In
our
strategic
plan,
then
we
go
one
level
deeper
in
which
we
look
at
one
of
our
goals,
which
is
assessment
and
in
the
strategic
plan
it
says
that
assessments
provide
students,
educators
and
parents
and
the
public
with
a
range
of
information
about
standards-based
student
achievement
and
in
in
the
that
statement,
that's
on
the
screen.
It
continues
with
that.
Not
only
are
we
looking
at
summative
assessments,
which
I'm
going
to
share
with
you
tonight
some
results
end
of
the
course
type
assessments.
N
That's
part
of
that
goal,
and
then
finally,
our
strategic
plan
looks
at
a
some
of
the
indicators
of
success
and
tonight
what
I
want
to
share
with
you
is
our
grade.
11
students,
meeting
the
american
college
testing
or
act
benchmark
scores
in
the
assessment
that
all
of
our
11th
grade
students
across
our
district,
take.
In
fact
all
of
the
11th
grade.
Students
across
the
state
of
north
dakota
take
as
part
of
what
is
required
of
our
students,
both
in
fargo
and
across
the
state.
N
N
Again,
we
are
talking
that
the
data
I'm
going
to
share
with
you
tonight
would
be
from
our
11th
grade.
Students,
which
means
our
students
have
one
more
year
with
us
to
take
additional
coursework
and
many
times.
Some
of
our
students
will
take
this
assessment
a
second
or
a
third
time,
because
not
only
is
it
good
for
us
for
some
of
those
summative
pieces
to
help
us
drive
what
we
do
as
a
system,
but
it
also
is
used
as
a
student
as
trying
to
enter
a
college
or
actually
qualify
for
scholarship,
so
the
benchmark
scores.
N
There
are
different
scores
for
each
of
the
different
subtests
and
on
the
screen
in
front
of
you.
What
you'll
see
is
that
benchmark
score
in
the
area
of
english,
math
reading
and
science
and
then
on
the
far
left.
It
shows,
which
course
that
prediction
is
made
so
english
composition,
college,
algebra,
social
studies
or
biology
course.
N
So
just
a
little
bit
of
historical
information
and
how
do
we
as
a
system
compare
to
the
state
of
north
dakota?
This
happens
to
be
the
results
of
our
act.
So
what
was
our
mean,
or
our
average
in
those
different
subtests
compared
to
that
mean
or
average
for
the
state?
So
on
the
screen
in
front
of
you?
This
is
the
data
from
19
or
the
1920
school
year.
The
blue
bars
are
that
mean
or
average
score
for
the
state.
N
N
Is
that
a
one-year
anomaly?
Well?
The
answer
is
no.
If
we
go
back
one
more
year
and
we
do
that
same
comparison,
you
can
see
again
that
mean
or
average
score
in
english
math
reading
science
and
the
composite.
The
blue
bar
is
the
state.
The
green
is
fargo
public
schools
and,
if
I
would
put
in
another
year
of
data,
you
would
see
the
same
trend.
N
N
N
N
The
gold
bars
here
would
be
from
the
1819
school
year.
The
green
would
be
from
the
1920
school
year
and
you
can
see
in
most
of
those
areas.
We
have
made
that
increase
year
to
date
in
the
area
of
english,
math
reading
science
and
so
on
the
one
area
that
we
would
say
that
we
did
not
meet
that
part
of
that
goal
was
the
area
of
science
and
it's
a
one
or
a
point,
one
difference
between
how
we
did
two
years
ago
to
how
we
did
one
year
ago.
N
How
do
we
use
this
information
and
I
think
really
the
heart
of
that
is
our
teachers
during
their
professional
learning
community
time?
Look
at
the
results
of
not
only
this
assessment,
the
summative
piece,
but
also
the
formative
assessments
that
they
give
during
their
classrooms
each
and
every
day
to
say
what.
How
do
I
work
with
my
students?
How
do
I
help
them
be
as
successful
as
possible?
N
Also,
then,
our
teachers
are
putting
in
place
interventions
and
other
opportunities
for
students
to
succeed
and
to
the
point
where
they
are
really
looking
at
other
ways
to
engage
students
to
be
as
successful
as
possible.
So
those
would
be
the
results
that
we
have
for
academic
performance
or
student
achievement
and
growth
that
tie
to
strategic
initiative.
One.
I
I
have
two
comments
and
a
question,
so
not
all
states
require
act
and
sat
testing
and
that
was
started
to
be
required
in
north
dakota
when
the
north
dakota
scholarship
was
tied
to
it
and
that's
when
the
state
started
paying
for
the
first
test.
Does
anybody
remember
which
year
that
was
brighter
jim?
Was
it.
I
So
there
are
many
post-secondary
institutions
right
now
that
are
are
moving
towards
not
requiring
these
cut
scores
for
entry
criteria.
You've
indicated
that
fps
or
many
school
districts
use
these
to
improve
instruction.
What
do
you,
what
do
you
see
as
the
future
for
acts
and
sats
if
you're
in
your
crystal
ball,.
N
So
what
is
it
that
all
students
should
know
and
be
able
to
do
to
be
successful?
On
that
a
c
t
test
and
you'll
see
from
this
website?
It's
by
those
different
ranges.
We
constantly
want
our
students
to
be
and
perform
at
a
higher
level.
So
it's
the
conversations
of
how
does
that
tie
into
the
north
dakota
standards,
because,
although
we
give
the
act
assessment
and
they
have
a
set
of
standards-
they're
not
identical
to
our
state
assessments.
N
Now
there
is
a
direct
connection
and
a
correlation
between
the
two,
both
of
the
two
screens
that
I
happen
to
have
pulled
up,
look
at
the
production
and
distribution
and
range
of
writing.
They
are
very
similar.
So,
as
I
as
I
look
at,
how
do
we
assess
our
students
in
a
summative
fashion?
I
think
there
is
value
to
assessments
like
this,
but
I
think
it's
only
one
piece
of
the
puzzle
to
say
how
successful
our
students
are.
N
I
think
our
move
towards
standards-based
assessment
and
evidence-based
grading
will
give
our
students
even
more
information
and
our
parents
more
information
around
how
their
students
are
performing.
So,
if
I
looked
into
a
crystal
ball,
I
would
say
that,
yes,
those
conversations
are
going
to
continue
to
happen
across
the
country.
I
do
think
that
probably
fewer
institutions
of
higher
education
may
require
these
in
the
future
and
look
for
other
pieces
of
evidence
to
say
this
student
is
ready
capable
and
we
want
them
on
our
campus.
I
So
two
closing
comments
in
the
past.
We've
looked
at
portfolios
for
graduation,
and
maybe
that
is
something
we
need
well
you're,
smarter
than
I
am
with
the
education
component.
I
would
not
caution
this
board,
but
since
we
are
a
state
that
requires
all
students
to
take
the
a.c.t,
our
numbers
might
be
a
little
lower
than
some
other
states
that
don't
and
superintendent
basler
does
a
really
good
job
at
calibrating.
Our
north
dakota
cut
scores
compared
to
other
states.
N
A
11.,
let's
see
brian,
you
have
a
comment
and
dr
gandhi
did
you
have
one
after
bryant,
okay,.
K
N
J
Yeah,
I
think
this
is
kind
of
a
conversation
we
want
to
continue
because
I
think,
even
at
a
board
level,
we
continue
in
terms
of
governance
having
this
conversation
about
measured
accountability.
And
how
do
we
assess
the
performance
of
us
as
a
school
district?
And
I
think
the
data
that
you
see
in
front
of
you
tonight
speaks
to
to
the
quality
of
education
that
our
students
are
receiving
in
fargo,
public
schools
and
our
staff
are.
J
I
am
never
going
to
be
one
to
put
all
of
my
stock
into
one
assessment
as
the
sole
point,
and
I
I
think
fundamentally
as
a
district,
we
have
to
adopt
a
philosophy
that
achievement
isn't
dictated
through
one
point
in
time:
achievements,
continuum
and
that's
part
of
our
transition
to
standards-based
learning,
because
students
are
going
to
continue
to
learn.
However,
when
we
do
use
data
to
drive
instruction,
I
think
the
act
is
one
of
the
best
data
points
that
we
can
use
working
backwards,
because
that
is
one
of
the
last
assessments.
J
Students
have
before
their
senior
year
and
it
does
prepare
and
show
and
have
a
correlation
with
the
benchmark
scores
to
indicate
whether
or
not
students
can
be
successful
in
college
or
not,
and
what
you've
seen
continuously,
especially
in
the
last
two
years,
is
a
significant
jump
in
our
data
in
both
the
benchmark
scores.
Our
students
are
receiving
and
outperforming
our
state
as
well,
and
I
think
that
is
a
tribute
to
our
staff.
J
I
say,
let's
start
with
the
highest
standard,
and
that
is
the
student
completion
on
acts
and
see
that
we've
been
outperforming
the
state
and
that
our
students
are
growing
annually
and
I
don't
think
our
strategic
plan
goal
we're
going
to
be
able
to
continue
to
show
growth
year
after
year.
I
think
at
some
point
we're
going
to
have
to
continue
to
work,
to
do
that
and
that's
a
great
goal
to
have,
but
we
we
are
trending
towards
becoming
that
high
performing
district,
which
I
think
speaks
volumes
of
our
staff.
O
Thank
you
rebecca,
so
bob
this
is
all
11th
graders,
but
inclusive
within
that
data
are
subgroups,
correct
and
so
to
brian's
question.
This
would
be
an
opportunity
to
identify
groups
of
kiddos
that
might
something
that
is
something
needs
to
change,
whether
it's
you
know,
flattened
or
declining
in
terms
of
results,
so
that
it
gave
a
more
clear
picture
versus
just
an
overall
bucket
correct.
N
N
Earlier
today,
jim
keel
talked
a
little
bit
about
their
school
improvement
plan
at
woodrow
wilson,
this
set
of
data
and
that
exact
analysis
is
what's
being
done
at
the
different
building
levels.
To
say:
where
are
we
and
what
do
we
need
to
do
differently
now
or
in
the
future
as
a
summative
piece?
So
I
think
that
is
happening,
but
also
is
in
the
classroom
using
the
more
formative
approach
too
of
what
should
be
different
even
tomorrow
in
my
classroom.
So
I
think
it's
a
balance
of
both
of
those
pieces.
A
I
Oftentimes
we
hear
public
comment
about,
we
should
be
continuing
to
improve
and-
and
I
I
scored
a
24
when
I
was
17.,
but
I
think
it
needs
to
be
said.
The
questions
get
harder
as
time
evolves,
and
so
some
sometimes
those
flat
scores
are
just
saying
as
knowledge
grows,
those
scores
are
recalculated
as
well.
Sorry,
I
had
to
say
it.
J
And
I
think
you
know
brian
and
dr
gross
alluded
to
some
of
the
transitions
from
the
institutions
of
higher
ed
about
the
act
and
sat
and
why
some
of
that
is-
and
I
think
a
big
piece
of
that
component
is
also
to
talk
about
the
equity
piece.
I
think
there's
a
significant
amount
of
research.
That's
coming
out
that
just
the
way
some
of
these
standardized
assessments
are
written.
J
They
they
do
have
an
inherent
bias
towards
students
that
might
be
el
students
that
we
talked
about
earlier
or
or
students
with
different
backgrounds.
That
may
not
have
some
of
the
same
cultural
exposures
that
are
things
that
we
wouldn't
see
by
just
looking
at
a
test
question,
but
that's
what
some
of
the
research
has
shown
now.
That's.
Why?
Historically,
there's
always
been
a
trend
of
underperformance
by
some
of
those
marginalized
subgroups,
which
is
why
some
of
the
universities
are
trying
to
tackle
that.
I
I
can't
leave
that
alone,
so
so,
and
so
he
is
a
great
example
of
socio-economic
inequities,
because
my
kid
took
the
test
the
first
time
and
then
I
wanted
he
wanted
to
get
a
better
score,
so
I
paid
for
a
second
and
third
test,
a
lot
of
our
lower
income.
Families
can't
afford
that,
and
so
that
really
does
prevent
them
from
from
entering
the
post-secondary
arena.
So
I
don't
know
if
I
agree
with
the
trend,
but
you
know
it
makes
sense
to
me
for
college
entry
and
and
and
citizen
success.
A
All
right
anything
else,
good
discussion.
Thank
you
very
much,
dr
gross.
Okay.
Item
d
is
the
fea
report
and
we
received
notice
today
that
there
was
not
a
report
to
be
delivered
this
evening,
so
we
don't
have
anyone
from
the
fea
representing
the
faa
here
this
evening.
For
that
report
e
superintendent's
report,
dr
gandhi,.
J
Sure
I
have
a
couple
things.
One
of
the
things
that
was
already
mentioned
a
little
bit
earlier
today
is
that
the
woodrow
wilson
high
school
renaming
process
is
underway.
We
have
a
website
to
receive
names
and
submissions
and
that
went
live
yesterday
that
will
be
open
until
november,
8th
at
5
pm
per
our
policy
as
well
board.
Members
are
obviously
also
allowed
to
submit
names
for
consideration.
We're
going
to
ask
board
members
if
you
do
that.
J
Just
use
the
same
link
on
on
the
website
form
we'll
collect
your
information
and
to
do
that,
so
we
have
that
process
open.
So
just
wanted
to
to
remind
you
of
that
as
well.
If
you
have
any
constituents
to
push
them
in
that
direction,
I
think
the
biggest
thing
for
the
biggest
update
for
this
year
is
this
week.
Is
elementary
students
returned
to
imprint
instruction?
J
Yesterday,
I
haven't
had
the
chance
to
to
walk
campuses,
yet
I
know
miss
eisness
has
I
have
some
campus
visits
scheduled
for
the
rest
of
the
week
on
my
calendar
as
well?
This
has
probably
been
one
of
the
most
challenging
parts
in
in
our
job,
because
it's
it's
exciting
that
we're
able
to
return
to
in-person
instruction,
but
I
I
think
we
can't
ignore
the
fact
and
the
fears
of
a
lot
of
our
staff
that
we're
hearing
from
as
well.
J
I
had
a
fantastic
conversation
prior
to
this
meeting
with
one
of
our
teachers
in
our
district
as
well,
and
I
think
there's
there's
a
couple
of
things
that
we're
going
to
continue
to
battle,
and
one
is
when
is
this
perception
and
this
fear
of
the
unknown?
And
I
think
that's
what
a
lot
of
our
staff
have
an
earlier
today
cabinet
we
had
our
first
superintendent
student
cabinet
meeting
with
student
high
school
students
from
a
lot
of
us
from
all
over
high
schools,
and
it
was
the
same
conversation.
J
It's
when
you
see
numbers
spiking
in
our
community
and
you
see
everything
still
being
open
and
you
see
that
we're
escalating
in
terms
of
county
transmission
rates.
It's
it's
hard
not
to
have
that
fear
about.
What's
going
to
happen
when
we
bring
all
the
students
back
but
we're
not
socially
distant,
and
now
we
have
these
large
buildings.
I
completely
understand
where
staff
fear
is.
J
So
I
just
want
to
emphasize
that,
because
I
I
completely
recognize
our
teacher
concerns
and
I
think
committee
members
and
including
myself,
we're
being
put
in
a
situation
where
there's
a
teacher
perception.
There's
a
staff
perception,
there's
a
student
perception
of
fear,
and
then
there
is
the
guidance
that
we're
getting
and
the
two
things
are
in
conflict.
J
And
I
it's
that's
something
that
we're
going
to
continue
to
have
to
navigate,
including
as
as
board
members
too,
and
I
think
part
of
that
is
because
of
what's
happening
in
our
community,
and
I
don't
think
there's
going
to
get
that
we're
going
to
get
that
sense
of
comfort
until
everyone
in
our
community
also
does
their
part
and
to
work
towards
reducing
the
numbers.
J
We
are
in
a
very
different
situation
now
than
we
are
were
in
march.
When
we
were
in
march,
we
had
employers
that
allowed
their
employees
to
work
from
home.
We
had
community
businesses
that
were
slowed
down
and
we
were
able
to
do
all
that,
and
then
we
were
also
able
to
transition
to
schools
to
distance
learning.
As
we
know,
we
are
now
in
a
situation
where
everything
in
our
community
continues
at
full
pace,
or
at
least
it
seems
like
full
pace
and
we're
trying
to
keep
schools
open.
J
We
can
expect
them
to
be
home
and
for
the
most
part,
most
of
them
will
try
to
oblige,
but
they're
also
being
incentivized,
because
all
the
businesses
in
our
community
continue
to
stay
open.
Parents
are
being
put
in
a
difficult
situation
because
their
employers
are
requiring
them
to
be
back
at
work.
So
then
the
challenge
becomes
for
us.
J
Are
you
safer
at
the
school
building
where
you're
there
for
eight
hours
a
day
five
days
a
week,
and
we
know
that
you
at
least
have
your
mask
on
and
you're
reducing
the
transmittable
moments,
but
we
know
that
the
can
the
the
data
continues
to
spike
in
our
community.
So
I
think
that's
gonna
continue
to
be.
My
plea
to
our
staff
and
to
our
parents
is
that
we
have
to
work
in
this
together.
J
It
is
an
extremely
complex
issue
and
a
very
difficult
situation,
but
please
know
that
we're
going
to
continue
to
work
on
on
staff
staff
and
student
safety
first
and
it's
it's
hard
because
we're
put
in
a
situation
where
we're
being
told
that
the
safer
environment
is
not
as
counterintuitive
to
what
we're
feeling
in
the
news
that
we're
getting
and
and
that's
difficult.
So
it's
it's
the
guidance
that
we
get,
unfortunately
being
pinned
with
the
perception
and
the
feelings
that
that
a
lot
of
our
staff
have
and
they're
justified
in
having
that.
J
J
Last
week,
we
hired
six
additional
health
techs
to
assist
with
the
process
of
contact
tracing
in
our
school
buildings
and
and
to
help
with
just
the
general
nursing
services,
because
our
nurses
are
dealing
with
covid
and
everything
else
that
you
have
going
on
in
schools
as
well,
and
I
think
we
posted
for
additional
positions
as
well.
But
so
I
think
those
are
just
a
few
of
the
many
other
mitigation
strategies
that
we're
going
to
be
putting
in
place.
We're
also
going
to
be.
J
We
placed
an
order
yesterday
for
more
n95
mass
and
we'll
make
that
option
available
to
all
of
our
staff
as
well,
and
those
can
be
a
little
bit
cumbersome.
But
we
want
to
make
sure
that
we're
doing
everything
that
we
can
to
reduce
the
risk
of
transmission
and
create
a
safe
environment
while
providing
continuing
to
provide
a
high
quality
education.
So
those
are
just
some
of
the
things
that
we're
going
to
be
doing
as
a
district
and
you'll
see
more
information
about
that.
Coming
down
the
pipe.
A
H
I
just
wanted
to
add
on
a
little
bit,
not
a
question,
but
also
not
only
are
we
following
on.
As
a
member
of
the
committee,
you
know
the
local
public
health
guidance,
but
from
the
governor
and
the
state,
so
the
governor,
if
you've
watched
the
past
two
addresses
he's
given,
he
has
repeatedly
stated
that
the
school
instructional
models
are
to
be
thought
separate
from
the
county
risk
colors.
So
to
your
point
about
our
numbers
are
going
up.
H
I
mean
we're
hearing
from
multiple
levels
of
leadership
that
schools
are
sort
of
exempted
from
that,
and
so
they,
our
state,
has
now
created
this
k
through
12
dashboard
that
I
shared
with
you
guys,
and
I
would
encourage
people
to
follow
that
data,
because
it's
going
to
be
looking
at
all
of
the
different
numbers
and
cases
within
school
districts
versus
the
entire
county.
So
I
just
think
it's
useful
to
the
conversation.
J
You
know
we
are
going
to
continue
to
continue
to
monitor
the
data
that
what
happened
when
our
secondary
students
were
distanced
from
october
5th
through
19th
did
that
impact
the
county
transmission
rate
or
the
numbers
in
our
schools
at
all.
And
if
so,
then
that's
going
to
be
a
conversation
that
we
have.
J
You
see
new
york,
public
schools
are
completely
open
with
a
million
students,
and
then
you
see
boston,
making
the
choice
to
to
go
distance
because
we're
we
have
to
look
at
the
kind
of
the
data
of
what's
happening
in
our
schools
and
that's
counter-intuitive
right
now
to
what's
happening
in
the
counties.
So
I
completely
understand
where
staff
is
coming
from,
so
I
think
we
have
to
be
committed
to
looking
at
that
data
and
making
changes
as
we
see
as
we
learn
more
day
by
day.
A
I
Dr
newman,
can
you
just
address
a
little
bit
the
the
separation
between
what's
happening
on
the
rash,
the
rationale
between
separating?
What's
going
on
in
schools
versus
what's
going
on
in
the
community?
I
mean,
I
think
I
know
the
answer,
but
there
are
a
lot
of
studies
out
there
and
I
think
they're
worth.
H
Talking
about
right
now
again,
it's
I
would
echo
this
it's
an
extremely
complex
issue.
I
think
it's
a
risk
versus
harm
situation.
So,
as
rupak
stated,
you
know
there
are
a
lot
of
risks,
a
lot
of
risks
of
children
not
being
in
school,
some
of
which
I
presented
at
our
last
meeting
and
so
weighing
that
against
the
risk,
oh
and
and
teachers
and
staff
actually
weighing
that
against
the
risk
of
people
be
being
out
in
the
community
or
what
you
would
be
otherwise
doing
not
being
in
school.
H
That
you
know
I
mean
we
again,
it
can
change,
but
that
data
that
we
know
says
that
children
are
transmitting
this
less,
particularly
under
the
age
of
10
and
that
schools.
We
need
to
look
at
our
own
data
which,
as
you
said,
which
we
will
but
from
schools
who
have
been
open
and
opened.
They
have
not
seen
that
raise
the
county
rates
or
said
another
way
when
schools
have
been
closed.
I
O
So
I
have
a
question,
dr
gandhi,
around
some
of
the
conversation
actually
that
we
talked
about
at
committee
this
morning
was
really
around
you
know.
Knowledge
is
power,
and
people
don't
necessarily
understand
right.
The
differences
between
these
two
measurements.
So
what
opportunities
or
what?
Maybe?
O
J
So
a
couple
things
that
that
we'll
share
is
this
thursday's
journey
in
school.
Talk
we'll
have
an
an
article
by
mrs
eidsness
just
on
the
mitigation
strategies
that
we're
putting
in
place.
J
I
know
board
member
dr
newman
is
also
going
to
be
writing
an
article
for
those
publications
that
talk
about
the
decision-making
process
and
talking
about
the
rate
of
transmission
and
even
going
deeper
into
a
recent
swiss
cheese
model
that
she
presented
at
the
last
board
meeting
as
well.
Additionally,
our
communications
team
right
now
is
working
on
creating
one-minute
vignettes
on
different
aspects
of
our
district,
to
highlight
what
we're
actually
doing
and
what's
happening
during
this
difficult
coveted
time.
I
think
you
guys
all
saw
the
one
on
nutrition
services
this
week.
J
There
will
be
one
on
athletic
service
on
our
athletic
department
and
how
student
activities
are
going,
there's
already
one
created
on
on
safety
and
then
in
a
couple
weeks
I
will
be
doing
an
fps
learns
video
on
the
different
mitigation
strategies
that
that
we're
doing
as
a
district.
So
we
are
trying
to
communicate
out
there,
but
it's
also
a
little
bit
different.
J
You
know
there's
a
social
dilemma
where
we
live
in
an
age
where
information
is
readily
accessible
and
most
of
the
information
that
we
get
is
curated
to
our
own
interests
and
our
own,
our
own
biases,
and-
and
that's
just
true.
If
I
go
to
facebook,
the
articles
that
pop
up
for
me
are
the
ones
that
are
most
likely
to
things
that
I
search
for
and-
and
I
think
that
is
something
that
we
have
to
recognize
and
it's.
J
So
I
agree
with
the
perception
and
the
challenge
with
the
outcomes,
but
should
the
role
of
the
committee
be
to
listen
to
the
majority
voice
and
and
just
go
off
of
that
perception
data,
because
if
that's
the
criteria
for
us
making
our
decision-
which
I
think
is
extremely
important,
we
would
do
surveys
on
our
staff
and
students
to
make
that
decision.
Or
should
the
role
be
for
the
community
for
the
committee
to
work
with
the
local
health
experts
and
then
try
to
communicate
back
out
and
even
if
it's
a
decision,
you
don't
agree
with.
J
J
We
try
to
include
a
summary,
so
you
see
the
why,
behind
the
decisions
that
we
make,
if
we're
being
told
by
public
health
experts,
that
one
thing
is
safer,
but
yet
the
fear
and
the
feeling
for
everyone
else
is
that
it's
not
that's
the
gap
that
even
I'm
trying
to
bridge,
but
all
of
those
avenues
that
I
just
talked
about.
The
two
articles.
The
fps
learns
video
and
then
the
short
videos
that
we're
going
to
do
are
going
to
be
other
ways
that
we're
going
to
try
to
communicate
some
of
these
things
as
well.
A
Thank
you
and
I
believe
we
had
the
we
had
that
thorough
conversation
at
our
last
board
meeting
where
we
landed
on
really
relying
on
that
committee
and
using
the
using
the
guidance
of
of
public
health
like
like
we've
discussed
previously.
So
I
don't
see
that
that
we're
not
making
any
kind
of
a
change.
We're
not
asking
you
to
change
course
and
we're
not
asking
you
to
take
any
new
information
in
or
come
up
with
a
a
different
way
of
making
decisions.
The
new
information
would
be
like,
as
tracy
would
say.
A
B
A
All
right
there's
been
a
motion
in
a
second
and
I
do
have
something
that
I
would
like
to
address
on
item
b,
the
minutes
of
the
october
13th
meeting.
I
just
noticed,
I
think,
there's
one
line.
It's
on
page
four,
the
sixth
line,
six
on
page
four,
I
believe
the
statement
that
line,
I
think
needs
to
be
rewritten.
A
I
believe
that
line
should
read.
Bringing
all
elementary
school
students
back
for
face-to-face
instruction
will
provide
challenges
to
social
distancing
of
six
feet
at
all
times.
I
just
think
that
there
was
a
language
mishap
there.
So
if
you're,
okay
with
that
change,
we'll
live
all
vote
in
favor
of
the
consent
agenda.
Saying
yes,.
B
A
A
She
has
a
family
member
that
is
not
doing
well
right
now,
so
she
needed
to
take
off
and
we'll
go
into
our
business
items,
starting
with
a
attendance
boundaries.
Memo
56
and
jim
is
going
to
start
out
by
leading
this
conversation
and
let's,
let's
get
to
it,
and
let's,
let's
have
some
patience
right
and
and
let's
be
engaged.
Thank
you
jim
for
kicking
us
off.
B
Thank
you
before
I
start.
I
want
to
personally
thank
everybody
on
the
planning
committee
and
all
the
administrative
team
that
works
with
the
planning
committee.
We've
had
several
meetings
since
this
topic
got
sent
over
to
us
to
do
some
work
on,
and
I
think
I
have
the
best
committee
in
the
whole
entire
board,
but
maybe
I'm
a
little
biased.
B
This
last
spring.
The
board
took
further
action
in
that
same
direction.
To
really
make
sure
we
had
adequate
numbers
at
north
and
decided
to
move
the
rest
of
the
clara
barton,
hawthorne
neighborhood,
the
entire
elementary
catchment
area
to
north
fargo
for
both
ben
and
north
north
high
school,
which
then
left
us
with
a
situation
where
we
did
not
have
adequate
numbers
at
cbe
going
forward
and
we
had
to
backfill
cbe
simultaneous
with
all
of
this.
B
Of
course,
most
all
of
the
population
growth
in
fargo
has
happened
in
the
far
south
side
of
town
where
we
are
dealing
with
hitting
capacity
numbers
at
both
discovery
and
davies.
So,
by
shifting
people
up
north
back
filling
in
cb
cbe,
we
end
up
building
capacity
for
at
least
the
near
term
at
davies
and
discovery.
B
I'm
happy
to
tell
you
that
all
five
of
the
options
that
we're
going
to
look
at
today
accomplish
both
of
those
goals.
They
will
give
us
the
student
count.
We
need
at
cbe
and
in
one
case,
probably
more
than
we
can
handle,
but
there's
ways
to
address
it
and
they
all
give
us
increased
capacity
at
discovery
and
davies,
some
more
some
less
and
we'll
see
those
numbers.
B
B
We
grouped
into
these
four
categories
plans
that
were
strictly
focused
on
backfilling
cbe
plans
that
really
backfilled
our
north
side,
secondaries,
true
feeder
systems
and
a
couple
that
couldn't
fit
into
any
of
the
above,
so
we
called
them
hybrid
approaches
just
for
reference
point
plan,
a
and
I'll
come
to
a
moment
in
time
when
we
get
to
it
as
to
why
it
was
added
was
actually
the
second
highest
ranked
choice
when
it
came
to
backfill
north
side,
secondaries
and
plan.
I
was
the
number
one
choice,
so
four
different
categories
that
we
looked
at.
B
B
So
we
have
lots
of
smaller
size
elementaries
throughout
our
town
that
aren't
perhaps
the
most
efficient
model,
but
certainly
the
most
effective
in
supporting
those
neighborhoods
and
the
students
in
those
neighborhoods
so
best
use
is
a
subjective
term.
Each
of
us
will
have
our
own
perception
of
what
that
might
mean
set
attendance
areas
to
accommodate
growth
and,
as
I
indicated
all
five
that
we're
going
to
look
at
do
give
us
capacity
at
discovery
in
davies,
some
more
some
less
and
then
finally
use
natural
boundaries
whenever
possible
and
included
in.
B
That
is
a
statement
to
consider
safe
routes
when
setting
attendance
areas
which
is
critical,
it's
critical
for
elementary
buildings,
but
it's
also
something
we
need
to
look
at
for
our
secondary
buildings.
That
being
said,
we're
a
very
long
and
narrow
district
and
I'll
be
the
first
to
tell
you.
It
is
impossible
to
have
a
safe
route
for
every
high
school
student
to
bike
or
walk
to
school.
It
just
cannot
be
done.
B
We
have
students
that
live
five
miles
south
of
our
nearest
secondary
building
that
are
in
our
attachment
or
our
attendance
area.
We
have
students
up
in
riley's
acres
that
are
attending
our
district,
so
what
we
want
to
do
is
make
sure
number
one.
We
make
good
decisions
on
safe
routes,
number
two
we
offer
free
busing.
So
at
a
minimum
there
is
a
safe
route
for
every
student
to
get
to
school
if
they
choose
to
take
the
bus,
but
nonetheless
it
should
be
considered.
B
As
we
look
at
these
plans
in
front
of
you
in
your
packet,
you
not
only
have
this
powerpoint
presentation,
but
you
also
have,
in
the
memo
itself,
maps
of
the
five
plans
and
maps
of
the
current
middle
school
and
high
school
attendance
areas.
I
don't
have
those
in
the
powerpoint
but
you're
going
to
want
to
probably
keep
those
handy
on
the
side
as
we
go
through
the
powerpoint.
B
B
B
So
I
brought
back
to
the
committee
the
idea
should
we
consider
plan
d,
which
was
a
plan
for
backfilling
cbe
or
plan
a
which
was
a
plan
for
backfilling
northside
elementaries
that
had
a
better
socioeconomic
mix
than
the
plans
that
we
had
already
selected
in
those
two
categories,
the
committee
came
to
consensus
to
add
in
plan
a
but
chose,
not
to
add
in
plan
d.
So
the
five
we're
going
to
look
at
today
are
plan
h,
which
backfills
cbe.
B
That's
really
what
its
purpose
and
goal
is
plan
I
and
plan
a
which
really
backfill
northside
elementaries,
and
I
just
gotta
really
make
sure
everybody
understands
this-
was
a
powerpoint
put
together
by
me
over
the
weekend,
so
any
typos,
spelling
errors
or
mis
statements
up
here
are
strictly
my
responsibility,
not
the
cabinet,
not
ann
marie.
She
was
kind
enough
to
get
it,
so
it
could
be
put
up
on
the
screen,
but
I'll
take
responsibility
for
all
editing
mistakes
here.
B
So
let's
take
a
look
at
what
they
do
from
a
capacity
perspective
and
the
very
top
line
is
one
that
I
think
you
need
to
keep
focused
in
on,
and
I
want
to
explain
why
some
schools
have
two
numbers:
for
instance,
ben
franklin,
you
see
eleven
hundred
and
nine
hundred
nine
hundred
is
the
number
of
students
that
theoretically
we
can
have
there
that
can
all
map
over
to
north
high
and
stay
inside
north
high's
capacity,
you'll
notice,
north
high,
is
1200.
Students
is
its
capacity.
B
Well,
we
have
three
grades
at
ben
four
grades
at
north,
so
300
per
class
at
ben
would
ultimately
give
us
300
per
class
four
classes
at
north
filling
it
up.
So,
while
ben
will
hold
1100
students,
if
we're
thinking
about
the
future,
if
we
put
1100
students
into
bend,
we're
either
going
to
have
an
overcrowding
issue
at
north
eventually
or
some
of
those
students
will
have
to
be
assigned
to
a
different
high
school.
B
The
same
is
true
of
discovery.
Discovery
has
it
has
capacity
for
1100
we're
already
over
it
at
11
29,
but
if
we're
looking
at
it
as
fitting,
what
can
get
into
davies
for
9
through
12,
really
its
capacity
goes
down
to
1011.
and
south
high.
I
think
we're
all
aware
of
is
our
largest
high
school.
Theoretically,
it
has
space
here
for
sixteen
hundred
and
fifty
students,
but
again
based
on
cbe's
capacity.
B
B
B
cbe,
is
filled
back
in
with
all
of
these
plans,
anywhere
from
an
additional
109
students
to
over
300.
There
are
three
numbers
that
are
in
red
on
the
very
bottom
line
plan
g.
I
just
want
to
explain
why
it
doesn't
mean
it's
bad
plan,
but
that
plan
actually
lowers
the
number
of
students
at
ben
and
north.
B
Hanover
group
which
we
use
for
research,
did
a
pretty
comprehensive
study
of
the
social
economic
impacts
and
the
research
out
there
and
from
that
research
body.
They
have
come
to
the
conclusion
that
you
never
ever
ever
want
to
have
anything
in
less
than
well
I'll,
say
more
than
60
of
your
students
being
free
and
reduced.
B
They
actually
say
once
you
get
to
40,
you
now
have
a
building
that
has
higher
challenges.
So,
between
40
and
60,
on
free
and
reduced
has
a
lot
to
do
with
the
educational
outcomes
it
isn't
just
about.
Can
we
have
diversity
in
our
school?
It's
about
educational
outcomes,
one
of
the
districts.
That's
pretty
similar
to
us
in
makeup
that
recognized
this
issue
years
and
years
ago
was
lacrosse
wisconsin
and
they
by
design
decided
to
social
economic,
integrate
all
of
their
secondary
buildings.
B
Every
one
percentage
increase
in
that
portion
of
the
student
body
led
to
a
0.64
increase
in
reading
and
a
0.72
increase
in
math
for
students
that
were
in
the
low
income
category,
so
a
direct
correlation
to
student
outcomes
and
social
economic
mix.
It
isn't
just
social
engineering,
it's
about.
What's
the
best
process
for
education
and,
interestingly,
the
same
data
held
true
for
the
middle
affluent
students.
B
And
again
you
can
see
in
red
which
of
these
plans
actually
negatively
impacts.
This
percentage.
Currently
all
of
our
buildings
are
tracking
between
51
and
79,
so
luckily
none
of
them
are
below
50..
Obviously,
if
we
could
have
everything
above
60,
the
research
would
say
that's
ideal,
but
you
know
you
deal
with
the
populations.
You
have
we're
a
fairly
affluent
school
district.
You
can
about
envision
what
inner
city
chicago
looks
like
when
they
start
looking
at
free
and
reduced.
B
Now
I
think
it's
important
to
note.
For
instance,
plan
g
on
cbe
takes
us
to
50
we're
at
51.
That's
not
much
of
a
drop
okay,
I
I
don't
think
the
sky
is
falling
here.
If
we
ended
up
with
plan
g,
getting
one
percentage
point
less
a
full
pay
students
at
cbe,
now
three
percentage
points
less
at
south.
That
could
be
beginning
to
be
an
issue,
certainly
as
we
get
closer
to
40
on
any
of
these.
B
So
we
have
pockets
throughout
our
community
where
we
have
a
high
incidence
of
ell
families
and
students
and
obviously
that
will
flow
into
those
elementary
buildings
and
ultimately
to
whatever
secondary
attendance
boundaries.
Those
students
have
and
again
you
know
if
you
move
from
11
of
our
students
at
cbe
being
ell
to
12,
it's
not
the
end
of
the
world.
It's
just
to
indicate
this
is
not
a
positive
movement.
It
may
be
neutral
or
slightly
negative.
If
that
makes
sense.
B
Now,
when
we
look
at
south
high
and
we
go
from
9
up
to
12
as
plan
h-
would
do
that's
probably
a
pretty
significant
jump
but
again
we're
talking
a
small
number
of
students,
too
you're
talking
11
of
whatever
the
ell
population
would
be
at
south
high.
B
The
next
data
point
that
we
wanted
to
make
sure
we
had
in
front
of
the
board
was
how
many
students
are
we
immediately
impacting
now.
This
chart
is
a
little
bit
misleading.
In
my
opinion,
there
are
many
families
that
may
have
a
middle
school
student
that
in
one
of
these
plans,
is
being
moved,
but
they
might
also
have
four
elementary
students
that
are
going
to
be
following
that
older
middle
school
student,
and
they
too
will
be
reallocated
to
a
different
secondary
building.
B
B
B
B
It
could
be
earlier
could
be
later,
that's
a
board
decision,
but
none
of
them
looked
at
grandfathering,
because
if
we
did
that
we're
probably
going
to
more
than
double
the
number
of
additional
routes
would
be
my
estimate,
because
we'd
have
to
run
the
current
routes
for
the
students
that
elected
to
choose
grandfathering.
B
We'd
have
to
have
the
new
route
for
the
students
that
didn't
so
we'd
have
additional
costs.
If
we
had
grandfathering
plan
g,
as
I
indicated,
actually
gets
us
well
over
capacity
at
cbe,
so
we
engaged
I'm
not
sure.
I
think
it
was
zerberg.
It
was
some
some
architectural
firm
to
just
really
give
us
a
rough
ballpark.
B
B
So
if
we
go
forward
with
plan
g,
if
that
becomes
the
board's
preference,
more
work
is
going
to
have
to
be
done
by
the
administration
and
programming
wise
to
see
what
else,
if
anything
would
have
to
be
done
over
at
cbe
to
accommodate
that
population
number
one
thing
that
is
not
included
in
these
costs,
but
it
certainly
is
a
real
cost
to
our
community
is
family
transportation.
Costs
are
going
to
increase
for
any
student
that
is
being
moved
to
a
different
location,
that's
farther
away
than
their
current
school.
B
B
What
we're
seeing
you
might
at
this
point
in
time
want
to
keep
the
maps
and
the
slide
presentation
side
by
side
and
I'd
even
suggest
you
might
want
to
put
some
notes
on
them,
because
at
the
end
of
this
presentation,
we're
going
to
get
an
opportunity
to
individually
rank
these
five
against
each
other.
That
isn't
necessarily
how
we're
going
to
decide
what
we're
going
to
do,
but
at
least
give
the
board
an
indication
of
okay,
which
plan
or
plans
does
the
majority
of
the
board
feel
best
about.
B
B
It
would
free
up
84
slots
at
discovery
100
at
davies.
It
would
increase
cbe
by
170
students,
117
students
and
south
high
by
97.
a
negative
again.
How
big
is
up
to
your
own
judgment.
It
increases
the
percentage
of
free
and
reduced
at
both
cbe
and
south.
It
increases
the
percentage
of
ell
students
at
cbe
and
south,
and
it
increases
our
busing
costs
by
about
60
000
one
additional
route,
it
impacts,
221
middle
school
students
and
237
high
school
students.
B
Plan,
I
is
probably
the
most
complicated
one
we're
going
to
see
because
it
has
different
maps
for
middle
school
and
high
school,
so
it
is
really
a
little
more
complicated
to
put
your
hands
around
who's
moving
and
where
are
they
moving
and
when
are
they
moving
areas
west
of
25th
street?
So
right
out
the
parking
lot
here,
a
few
blocks
down
and
north
of
17th
avenue
would
be
assigned
to
ben
franklin.
B
A
portion
of
centennial
would
also
go
to
south,
and
so
what
are
the
pluses
and
minuses
here?
It
provides
a
lot
of
room
at
discovery
and
at
davies,
160
slots
at
discovery.
389
at
davies,
increases
cbe
by
109.
Students
really
increases
south
high
by
367,
increases
the
percentage
of
free
and
reduced
at
cbn
south.
That's
a
negative
increases,
the
percentage
of
ell
at
cbn
south.
B
That
transition
from
eighth
grade
to
ninth
grade
is
a
critical
one
to
have
connections
in
now
we're
going
to
be
splitting
the
middle
school
students
up.
So
I
put
that
down
as
a
negative.
Perhaps
you
won't
feel
it
is
plan
a
which
we
added
after
we
looked
at
the
original
four,
and
this
was
one
that
was
one
of
the
higher
ranked
ones
by
the
task
force.
B
B
All
of
kennedy
would
go
to
cbe
and
south,
and
all
of
eagles
would
go
to
discovery
in
davies.
It
too
provides
pretty
significant
room,
181
students
at
discovery
238
at
davies.
It
increases
cbe
by
134
students
and
south
by
150.
It
actually
decreases
the
percentage
of
free
and
reduced
at
cb
and
south
I'd
put
that
in
the
plus
column
it
decreases
the
percentage
of
el
students
at
cbn
south.
I
guess
I'd
put
that
in
a
plus
column
as
well.
B
Plan
e,
which
is
really
about
trying
to
get
us
to
a
pure
feeder
system,
has
all
of
the
jefferson
area
assigned
to
ben
franklin
and
north.
B
And
again,
if
you
look
at
the
map,
I
just
want
you
to
be
aware
of
the
fact
there
are
people
that
live
across
the
street
from
cbe
that
are
in
the
jefferson
neighborhood,
so
they'd
be
looking
at
one
building
out
of
their
driveway
and
being
reassigned
to
north
side.
Secondaries,
it
increases
cbe
or
excuse
me.
It
first
of
all
frees
up
space
at
discovery
for
83
students,
98
at
davies,
increases
cbe
by
124
and
south
by
101.
B
It
decreases
the
percentage
of
free
and
reduced
at
cbe.
That's
a
plus.
It
decreases
the
percentage
of
el
students
at
cbe,
that's
a
plus,
but
it
increases
the
percentage
of
free
and
reduced
at
south,
which
would
be
a
negative
and
it
increases
busing
costs
by
180
000,
and
it
will
impact
the
most
students
of
any
of
our
plans.
B
B
All
students
that
are
north
of
35th
avenue,
south
and
south
of
fifth
avenue,
south
and
east
of
the
interstate
29,
would
be
assigned
to
cbe
and
south
so
again,
two
streets
that
we're
going
to
use
as
the
demarcation
points
for
our
secondary
buildings
provides
room
for
160
students
at
discovery.
200
at
davies,
increases
cbe
by
300,
puts
us
over
capacity
increases
south
by
309.
B
B
One
of
the
questions
that
came
up
at
planning
and
our
last
planning
meeting
was
all
of
this
data,
as
I
indicated,
is
data
assuming
no
grandfathering
in
the
past.
When
we've
done
boundary
changes,
we
have
done
a
variety
of
approaches,
sometimes
grandfathering.
Sometimes
not,
and
the
grandfathering
has
not
always
looked
the
same
way.
B
There
are
multiple
approaches
to
grandfathering.
We
could
grandfather
until
you
make
a
building
transition
until
you
go
to
high
school
from
middle
school,
we
could
grandfather
by
families.
So
if
I
have
a
child
attending
south
high,
I
got
three
more
one's
over
at
cbe.
A
couple
are
over
at
eagles.
In
elementary
that
whole
family
could
maybe
be
grandfathered
to
continue
to
go
through
the
buildings
that
their
older
child
went
through.
So
lots
of
different
ways
to
do
it.
B
B
One
thing
I
can
guarantee
you
is
any
grandfathering
approach
will
delay
the
increase
in
available
slots
at
both
davies
and
discovery.
If
we're
not
going
to
force
families
to
move
when
we
implement
it,
then
it's
going
to
take
longer
to
get
that
capacity.
That
capacity
would
still
come,
but
it
will
happen
at
a
slower
rate
because
of
the
grandfathering.
B
The
other
thing,
as
I
mentioned
earlier,
it
certainly
will
result
in
additional
bus
routes.
Again,
I
don't
know
how
many
my
guess
would
be.
You
could
almost
double
whatever
the
number
was
for,
whichever
of
the
scenarios
you
were
looking
at
once,
we've
narrowed
it
down
to
a
plan
that
the
board
thinks
we
want
to
move
forward
with.
B
Then
administration
and
planning
committee
will
develop
the
different
approaches
to
grandfathering
that
could
be
considered
what
we
anticipate
their
impacts
would
be
and
again
that
will
not
be
exact
science,
but
we'll
try
to
do
the
best
we
can
and,
quite
frankly,
I
think,
with
bob's
data,
we've
got
pretty
good
data.
It's
just
not
going
to
be
100
accurate
and
bring
that
back
to
the
board
for
consideration
to
determine.
Do
we
want
a
grandfather
and,
if
so,
which
approached
grandfathering?
B
Last
but
not
least,
is
the
last
handout
is
actually
our
ranking
matrix.
We
discussed
this
at
governance
as
a
tool
that
could
maybe
help
us
focus
our
conversation
on
one
or
two
plans,
maybe
not
who
knows,
but
what
I'd
like
you
to
do?
Well,
first
of
all,
before
we
do
it,
I
certainly
opened
any
questions.
Anybody
has,
but
just
to
explain
how
we're
going
to
use
this
plan
h,
I'm
going
to
look
at
it
and
compare
it.
In
my
opinion
to
plan
I,
and
you
could
look
at
the
two
maps.
B
You
could
look
at
the
individual
sheets
out
of
the
powerpoint
and
you're
going
to
determine
individually,
which
of
those
two
plans.
Do
you
prefer
if
it's
an
h,
you're
going
to
put
an
h
in
that
block?
If
it's
an
I
you're
going
to
put
an
I
in
you're,
then
going
to
measure
plan
h
against
plan
a
then
plan
e
and
then
plan
d,
then
we'll
do
the
same
thing
with
plan.
I
compared
to
a
e
and
g
a
compared
to
e
and
g
and
e
compared
to
g.
B
Theoretically,
if
we
all
picked
the
same
plan
as
our
favorite
against
everything,
it
could
have
36
votes
right,
because
we've
got
nine
well
eight
now
because
robin's
gone
so
I
guess
it
would
only
have
32
votes
at
this
point
in
time.
Any
questions
on
how
the
ranking
matrix
sheet
works.
A
I
don't
have
a
question
on
the
ranking
matrix
sheet,
but
I
did
notice
just
a
I
think,
a
typo
on
g.
Just
for
the
for
the
record.
I
guess
because
I
believe
you
said
that
the
boundary
is
at
fifth
avenue
south,
which
that's
what
it
looks
like
on
the
map
here
in
that
hawthorne
area,
and
it
says
fifth
avenue
north
on
our
handout.
So
I
just
thought.
L
O
O
B
O
And
perhaps
I
mean
I
don't
know,
that's
what
I
might
say
from
community,
but
maybe
it
was
because
we
drilled
that
one
down
to
and
the
number
of
kiddos,
and
so
it
was
five
and
seven.
Could
that
be.
O
B
B
O
O
Thank
you,
oh
and
then
the
other.
The
other
points,
I
guess
I
mean
you,
you
shared
busing
costs,
but
proximity
and
things
like
that.
Did
you
break
that
all
out
as
well
in
terms
of
distance.
B
A
D
D
A
B
Nope
well,
jim.
B
Okay,
well,
based
upon
the
rankings,
it
almost
appears
to
me.
We
can
just
eliminate
plan
I
and
plan
g
right
now
and
I'm
assuming
I
you
know,
but
I'm
just
one
of
eight
of
us
here,
I'm
assuming
before
we'd,
actually
want
to
put
forward
a
motion
to
adopt
one
of
these
plans
and
have
the
discussion
surrounding
it.
A
Okay,
and
also,
of
course,
this
memo
says
it's
for
information,
discussion
and
possible
action.
So
we
have
information
and
we've
been
going
through
discussion.
There
can
be
possible
action,
for
example,
if
there
wanted
to
be,
of
course,
any
kind
of
an
official
motion
to
remove
any
of
the.
You
know
two
out
of
the
five
or
something
like
that.
A
If
there's
any
kind
of
official
action
that
we
want
to
take
to
try
to
help
tighten
this
down,
we
can
we
can
do
that,
just
letting
you
all
know
we
have
to
figure
out,
and
it
seems
like
there's
there's
some
consensus
here,
but
I'm
just
wondering
if
we
want
to
have
anything
that's
a
little
bit
more
official
and
documented
in
order
for
direction
to
move
forward.
Jim.
A
O
I'll,
just
I'd
like
to
make
a
comment
so
when
we
first
went
through
this
at
planning
and
was
asked
to
look
at
all
of
let's
see,
beginning
with
12
plans
and
rank
them,
I
can't
speak
for
others,
but
we
were
able
to
take
them
home
and
sort
of
dive
in
and
really
go
through
each
guiding
principle.
O
And
so
when
I
say
I
can't
speak
for
other
committee
members,
I
spent
hours
and
hours
actually
doing
that
analysis
and
to
ask
members
that
haven't
had
that
same
chance
and
then
to
eliminate
based
on
a
quick
sort
of
assessment,
seems
like
a
little
premature
to
me,
because
there
are
definitely
some
benefits
that
we
didn't
discuss
or
that
weren't
presented
with
some
of
these.
O
Well,
let's
see
which
ones
excuse
me,
natural
boundaries
or
whatever
number
I
is
called,
and
so
so
I
think
that
again,
I
think
it's
it's
premature
to
consider,
because
we
haven't
talked
about
safe
routes
to
schools.
O
We
haven't
talked
about
where's
my
little
sheet
and
and
again
I
do
think
it's
important
for
people
to
feel
like
they
have
enough
time
to
really
dig
into
the
data
and
let
it
define
the
story
for
them
and
how
they
each
match
up
to
all
of
the
guiding
principles.
A
J
So
I
understand
this
as
a
process
of
elimination
to
get
to
a
board
decision,
but
this
is
a
board
action
to
eliminate
an
option.
So
I
would
just
ask
for
some
context
and
in
if
the
board
is
going
to
make
a
decision
this
year
on
boundaries.
These
options
are
out
of
consideration.
Maybe
that,
as
a
motion
makes
sense
for
me
more
than
just
a
process
standpoint,
because
then
you're
just
going
to
have
a
standing
action
that
never
in
perpetuity
will
the
district
ever
explore
these
two
options.
Unless
that's
the
goal
of
the
motion.
A
Oh
gee,
well,
okay,
my
comments
would
be
one.
No,
no
one
needs
to
make
a
motion,
but
I
am
interested
in
us
getting
to
the
point
where
we
can
narrow
down
to
make
some
decisions
here
and
with
I
receiving
eight
and
g
receiving
nine
and
the
others
at
20
and
24
and
19
there's
quite
a
difference
there,
and
so
I
guess
I
would
say
in
terms
of
researching
and
thinking
about
the
information
I
did
that
prior
to
coming
to
this
meeting.
A
A
P
Sorry
I
have
a
question
when
I'm
looking
at
these
and
I
lay
them
all
out
side
by
side.
Obviously
we
did
our
rankings
and
this
figured
into
my
thinking.
But
if
we
look
at
say,
plan
h
and
it
says-
provides
room
for
84
discovery,
students
and
100
davies
students.
Do
we
have
any
sense
of
how
far
that
gets
us?
Does
that
buy
us
two
three
years?
Does
it
buy
us
five
years.
B
I
would
say
it
probably
buys
us
two
to
four
years.
If
things
were
normal,
we
still
don't
know
what
normal
is
and
depending
upon
how
long
covid
is
with
us,
how
long
we're
running
virtual.
B
P
Thank
you
for
that,
because
when
I'm
looking
at
the
money,
that's
involved,
what's
all
involved
with
the
number
of
kids,
that
it
provides
additional
room,
for
I
mean
like
between
h
and
a
yes,
we
doubled
the
number
of
students,
but
we
triple
the
cost,
so
I'm
just
processing
some
of
those
things.
Thank
you.
A
O
I
think
this
was
all
given
to
you,
but
this
is
from
my
old
packet,
the
five
members
that
rated
them
from
planning
had
h
at
the
top
three
three
of
the
five
members
and
then
I
three
of
the
five
members,
and
so
that's
part
of
my
reason
for
hesitation
in
terms
of
elimination
and
then
there
was
only
one
member
that
gave
a
positive
like
a
let's
see
a
a
low
number
to
plan
a
of
five
members,
and
so
I
and
and
that's
why
a
fell
off,
and
there
is
also
an
11
point
difference
between
plan
a
and
plan
I
and
yet
we're
willing
to
eliminate
I
and
a
was
eliminated
already
and
then
brought
back.
A
Okay,
all
of
us
had
our
own
ability
to
rate
these,
and
so
taking
all
of
the
guiding
principles.
I
would
say,
like
jim
said
too,
we
all
kind
of
think
about
this
in
in
different
ways,
so,
for
example,
the
the
part
about
dollars
dollars
spent
or
distance
from
school
or
socioeconomics.
A
There
are
eight
of
us
here
and
we
all
probably
think
about
that
a
little
bit
differently.
It's
clearly
that
it's
clear
that
we
don't
think
about
it
all
exactly
the
same,
because
there
would
be
one
that
like
clearly
rises
to
the
top,
so
I
think
we're
all
bringing
our
own
thoughts
and
analysis
to
this
meeting
and
taking
that
into
into
consideration
for
our
ranking.
P
There
someone
else
I
no
I
do.
I
do
have
a
question
as
far
as
before
we
eliminate
these
do
all
the
paths
except
for
the
one
allow
for
children
to
bike
to
middle
school,
because
that
was
the
one
thing
that
we
heard
a
lot
about
in
our
emails.
This
week
was
access
and
drivability.
A
B
Well,
I
would
tell
you
technically
yes,
but
how
many
miles
are
you
talking?
Because
if
we
went
to
the
far
side,
far
south
side
of
the
kennedy
neighborhood
and
told
him
to
bike
to
cbe,
I'm
going
to
guess
it's
seven
plus
miles
yeah
there
is
a
safe
route,
the
same
one
you
take
to
discovery.
Then
you
get
on
that
old
railroad
path.
B
That
goes
all
the
way
to
the
bridge
that
goes
across
the
interstate
and
takes
you
all
the
way
down
to
cbe
how
many
kids
are
going
to
go
on
a
seven
mile
bike
ride
to
start
school,
not
many
most
of
these
plans,
with
the
exception
of
h,
not
all
of
them,
but
three
of
them
take
the
neighborhood
over
here.
So
if
you
envision
your
in
the
house
or
the
apartment
that
is
directly
south
of
17th
street,
and
next
to
I
at
29.
B
B
Yeah,
well,
it
is,
and
it's
problematic
today
we
have
kids
today
that
probably
can't
really
bike
to
their
middle
school
or
high
school.
So
again,
that's
why
I
said
it's
very
difficult
because
we're
such
a
long,
narrow
district
to
have
what
I'd
call
a
reasonable,
safe
route
to
school
for
all
secondary
students.
O
And-
and
I
do
think
this
is
related
to
that-
because
we're
talking
about
the
guiding
principles
and
how
they
apply
to
g
and
I
and
what
we
would
be
saying,
you
know
we're
willing
to
rule
out.
So
to
that
point
some
kids
would
be
more
than
10
miles
away
and
even
the
kids
at
seven
miles
away
would
be
the
that
is
the
farthest
neighborhood
to
those
to
that
middle
school
than
any
other
neighborhood
commutes
to
school
today.
O
So
there
is
not
one,
that's
more
than
three
miles
unless
you
choose
to
live
out
in
riley's
acres
or
out
in
the
country
somewhere
there
is
not,
and
so
it
is
an
important
point
and
when
you
you
say
safe
routes
to
school,
that's
there
there's
like
a
definition
of
safe
routes
to
school,
and
it's
not
seven
miles
and,
and
there
is
a
city
we
have
adopted
this
plan
and
accepted
this
plan,
and
we
are
going
against
this
plan.
If
we
allow
a
to
rise
to
the
top,
there
are
other.
O
If
that's,
if
that's
the
only
factor,
we're
talking
about
kennedy
is
by
far
going
to
be
like
a
big
negative
in
those
neighborhoods
because
they're
the
farthest,
so
that
doesn't
make
sense
to
me
that
there's
still
safe
routes
to
school.
I
don't.
I
don't
understand
that
and
we
are
definitely
increasing
our
time
for
families
in
those
neighborhoods.
A
So,
regarding
the
save
route
safe
routes
to
school-
and
I
don't
have
that
pamphlet
in
front
of
me
right
now-
but
that
is
something
that
well
well-
we've
adopted
it.
We've
adopted
it
as
a
tool
to
help
guide
us.
It
has
it's
not,
and
we
certainly
should
take
that
ought
to
take
that
into
consideration,
and
we
are
because
we're
talking
about
it
here.
A
It
also
was
particularly
more
in
tune
to
elementary
schools.
A
lot
of
the
guidelines
were
about
walkability
and
ability
to
bike,
and
so
it's
a
tool
that
that
we
can
use
it's
not
what
we
have
said
that
we're
going
to
be
using,
as
is
like
our
number
one
priority,
but
that
doesn't
mean
that
we
shouldn't
we
can't
we.
We
need
to
be
talking
about
safe
routes
to
school,
but
there
are
a
variety
of
different
ways
to
get
to
school
safely.
A
M
O
O
B
D
B
D
M
K
A
K
B
A
A
A
Members
of
north
dakota
school
boards
association
had
received
guidance
from
end
ndsba
that
tied
to
ties
to
the
conversation
of
essential
workers
for
for
schools,
and
I
just
wanted
to
start
out
with
a
couple
of
a
couple
of
items
and
we'll
figure
out
what
we're
going
to
do
here.
We
we
can
have
discussion
and
and
possible
action.
We
don't
need
to
take
any
action,
but
we,
but
I
think,
but
we
need
some
discussion.
A
The
cyber
security
and
infrastructure
security
agency
issued
a
document
that
was
tied
to
essential
critical
infrastructure
workers
and
it
was
a
guiding
document
and
it
spelled
out
essential
employees,
but
it
did
not
touch
on
k-12
school
staff,
and
that
was
because
at
that
time,
when
that
memo
was
issued
or
that
guidance
was
issued,
basically
schools
across
the
nation
were
shut
down
and
august
18th
of
2020
an
updated
document
came
out
still
again
advisory
in
nature,
not
a
federal
directive.
It
spells
out
in
this
document.
A
It's
not
a
federal
directive,
but
it
does
add,
have
an
education
section.
On
page
10
that
talks
about
those,
basically
anyone
involved
in
k-12
public
education
could
be
considered
an
essential
employee.
So
since
this
was
done,
then
the
the
guidelines
regarding
north
dakota
were
also
updated.
A
We've
we've
talked
a
little
bit
earlier
today,
tracy,
you
talked
about
the
dashboard,
but
there
is
also
now
a
north
dakota
k-12
smart,
restart
plan,
healthy
return
to
learning
plan
where
it's,
the
north
dakota
department
of
public
instruction
and
the
north
dakota
department
of
health
that
has
one
combined
document.
It's
version
2.0
dated
october
19
2020..
A
That
document
references.
The
document
that
I
referenced
from
the
u.s
department
of
homeland
security,
talking
about
quoting
quote
education
staff,
are
considered
essential
workers
school
boards
and
superintendents
should
seek
legal
counsel
to
work
through
essential
worker
policies
for
their
employees.
A
So
because
of
that
happening,
north
dakota
state
school
boards
association
issued
some
guidance
issued
some
recommendations
to
school
boards,
asking
us
to
look
at
our
smart
restart
plan.
Looking
at
our
our
healthy
return
to
learning
plan
and
suggesting
that
we
might
need
to
take
some
action
or
we
for
sure
should
have
some
discussion
about
it.
A
Yesterday,
we
also
through
administration,
so
the
board,
through
administration
helped
with
anne-marie
and
dr
gandhi,
visited
with
lisa
edison
smith
at
the
vogel
firm
to
take
a
look
at
our
plan
and
the
information
regarding
essential
employees
and
just
kind
of
trying
to
get
their
advice
on.
A
A
My
take
on
after
us
going
through
this
information
earlier
today,
is
that
we
we
likely
don't
need
to
we're
likely
not
required
to
take
any
action,
but
I'd
like
us
to
talk
through
it
and
and
see
where
we
land
so,
dr
gandhi,
how
about,
if
you
take
it
from
here
for
a
little
bit
and
then
we'll
see
about
some
questions.
J
Sure
this
item
was
added
on
the
agenda
solely
because
of
the
guidance
that
came
out
from
the
north
dakota
school
boards
association.
Saying
that
board
members
should
vote
on
an
essential
worker
designation
and
it
should
be
part
of
the
smart
restart
plan
and
if
it's
not
part
of
the
smart
restart
plan
for
a
school
district
ish,
it
should
be
discussed
and
potential
action
can
be
taken
at
a
school
board
meeting
that
did
throw
us
for
a
loop.
J
So
I
think
when,
when
that
guidance
came
out,
is
why
we
added
it
to
this
board
meeting
agenda
and
have
been
kind
of
researching
this.
Since
then,
you
know
administration
at
this
point,
it
would
not
be
our
recommendation
that
the
board
take
this
action
to
the
degree
that's
specified
by
north
dakota
school
boards
association,
because
what
that
says
is
it
would
allow
asymptomatic
individuals
that
have
been
exposed
and
including
household
contacts
to
to
continue
working.
I
don't
think
that
that
helps
with
the
mitigation
strategies
that
we're
trying
to
put
as
a
school
district.
J
J
We
do
want
to
be
honest.
The
way
that
this
was
presented
by
ndsba
said
that
this
is
a
tool
that
school
boards
can
use
in
when
there
are
significant
staffing
shortages
as
right
as
administration.
It
is
our
belief
that
yeah
we
are,
we
do
have
some
potential
concerns
for
staffing
shortages
in
some
of
our
buildings,
and
if
we
have
to
go
to
a
distance
learning
environment,
we
still
think
that
that
might
be
the
right
thing
to
do
in
that
time.
J
We
don't
know
if
this
is
necessarily
because
this
is
not
a
mitigation
strategy
of
individuals
have
been
exposed.
We
don't
know
if
this
is
a
tool
that
we
should
be
using
in
a
shortage
of
a
situation
where
there's
significant
shortage
of
staffing.
I
think
we,
our
smart,
restart
plan,
allows
us
to
work
with
building
principles
and,
if
there's
a
shortage
of
staffing
that
we
might
need
to
close
a
building
or
go
to
distance
learning
for
14
days,
that's
fine.
I
think
there's
a
perception
out
there
and
there's
a
dichotomy.
J
That's
been
created
where
distance
learning
is
not
education,
I
would
disagree.
I
know
that
distance
learning
is
extremely
hard
and
it's
a
lot
of
strain
on
our
teachers,
but
I
do
think
that
if
we
are
in
a
situation
where
we
have
to
go
to
distance
learning
for
two
weeks
like
we
did
at
the
secondary
level,
our
teachers
are
going
to
go
above
and
beyond
to
make
sure
that
they're
providing
the
best
education
they
can
for
all
of
our
students
in
that
environment.
J
Since
the
guidance
came
out
from
north
dakota
school
boards
association,
we
reached
out
to
vogel
law,
firm,
vogel
law
firm
said
that
they
also
questioned
this
guidance
in
terms
of.
Why
does
the
board
have
to
take
this
action
because
of
what's
already
included
in
the
north
dakota
smart
restart
plan?
This
would
go
against
what
the
quarantine
requirements
that
were
being
given
by
fargo
cast
public
health
and,
in
fact,
vogel
actually
even
talked
to
amy
decock.
J
Earlier
today
and
amy
basically
said
you
know,
this
guidance
came
out,
but
she,
it
is
her
belief
that,
after
this
guidance
and
looking
at
it
further
talking
to
vogel
that
it
would
be
completely
acceptable
if
school
boards
just
took
no
action
and
did
not
make
that
designation,
which
would
probably
be
something
personally.
That
would
be
my
recommendation.
A
Recommendations
at
our
at
our
table
here
and
we
did
have
this
brought
to
governance.
We
discussed
it
at
governance
at
that
time.
We
thought
we
better
bring
it
here,
but
then,
between
that
time
too
and
like
today
literally
then
this
up
the
updated
october
19th,
you
know,
k-12
smart
restart
plan
came
out,
and
so
there's
been
a
little
bit
of
of
kind
of
catch-up
needing
to
take
place
here.
A
B
The
definition
of
an
essential
worker
for
covid
is
a
job
that
cannot
be
done
remotely.
If
it
can
be
done
remotely,
then
you
can
still
operate
and
do
that
job.
B
B
B
O
So
I
have
a
question:
actually
maybe
tracy
could
answer.
I've
read
some
research
around
households,
transmission
rates
and
it
was
as
high
as
79
in
terms
of
reduction
of
transmission.
O
If
both
members
in
the
house
say
there
were
two
members
in
the
household
wore
masks,
and
so
to
that
point,
if
that
is
the
case,
or
maybe
you
can,
you
know,
add
some
something
around
that
piece
of
information,
but
if
that's
the
case
is,
is
that
what
they're
saying
by
saying
you
know
if
they're
essential
personnel
to
jim's
point
of
well,
we
don't
want
to
increase
the
chances,
but
are
we
I
mean
if
we're
taking
all
these
mitigation
strategies
and
allowing
folks
that
are
not
necessarily
positive
but
asymptomatic
and
maybe
been
exposed
to
continue
to
teach.
O
H
That
sort
of
I
think
the
answer
is
there,
isn't
data,
so
this
was
actually
passed
federally
in
august
and
I
tried
to
do
a
little
research
to
my
knowledge.
Only
two
states
have
done
this
and
delegated
teachers
fully
to
be
essential
and
one
of
them
was
tennessee.
I
think
the
other
one
was
florida.
Don't
quote
me
on
that?
I
have
it
on
my
phone,
but
and
so
there
there
isn't
enough
data
yet
to
see,
but
it
has
not
been
taken
actions
or
it
has
not
been
delegated
in
many
other
places.
H
I
think
to
some
of
the
things
you
spoke
to
and
that
we
just
maybe
don't
need
to
to
have
that
here.
At
this
point
I
don't
know
if
that
answered
your
question.
Sorry.
A
K
Like
jim,
I
don't
I
don't
really
see
a
point
in
putting
this
in
and
I
I
wouldn't
support
it.
I
can
see
it
making
staff
uncomfortable
and
if
you
read
it
says
it
would
permit
staff
members
to
come
back.
It
wouldn't
there'd,
be
nothing
saying
that
they
would
come
back
or
that
they'd
want
to
come
back
if
they'd
been
exposed
and
having
staff
members
in
the
building
who
may
have
been
exposed
is
going
to
make
people
uncomfortable
around
them
too.
I
just
I,
don't
see
any
point
in
doing
this
whatsoever.
Q
I'm
in
agreeance
with
jim
and
david
too,
and
I
and
it
reminds
me
of
what
dr
gandhi
was
talking
about
earlier-
about
people's
perceptions
or
their
their
fears
that
they're
having
right
now
and
how,
if
you
know,
if,
if
people
that
are
exposed,
aren't
quarantining
and
they're
coming
back
and
they're
teaching
and
they're
or
they're,
serving
food
or
or
counseling
kids
like?
How
can
we
honestly
say
that
our
buildings
are
safe
with
with
that
perception
of
of
people
in
our
buildings?
Q
H
I
just
wanted
to
add
to
that.
One
of
the
things
our
kovad
committee
looks
at
every
two
weeks,
is
our
substitute
fill
rate
and
are
leaved
at
our
staff
leave
data,
so
it
is
something
we're
following
and
I
don't
think
to
now.
There's
a
reason
to
do
this.
I
mean
we've
been.
Our
numbers
have
been
fairly
consistent.
J
In
agreement
with
everything
that's
been
said,
just
want
to
go
back
to
the
only
reason
that
we
we
would
not
have
asked
an
administration
would
have
never
put
this
on
the
agenda.
Had
it
not
been
guidance
from
ndsba,
and
I
think
the
way
the
guidance
came
out
saying
that
if
this
is
not
in
your
plan,
your
board
needs
to
discuss
it
and
your
board
needs
to
potentially
take
action.
We
normally
try
to
follow
the
guidance
that
we
get
from
from
our
state
organizations.
J
Since
then
I
think
they've
recognized
what
that
meant
and
are
backtracking
a
little
bit
too.
But
I
agree
with
everything
that's
been
said:
we
provide
distance
learning,
we
have
the
opportunity
to
provide
education
remotely
when
we
need
to
our
staff
are
precious
and
we
need
to
make
sure
that
they're,
safe
or
so
again.
This
only
came
because
of
the
ndsba
guidance
and
the
way
it
was
stated.
A
And
if
there
ever
became
a
time
where
we
needed
to
take
some
action,
we
we
could
take
action.
Does
anyone
else
have
any
comments?
Okay,
I'm
in
agreement
with
what
we
have
currently
right
now,
a
a
consensus.
I
guess
not.
Maybe
all
of
us
haven't
spoken
to
it,
but
a
majority
of
us
here
have
spoken
to
it
and
and-
and
I
agree
as
well-
our
staff
are
very
precious.
A
They
are
essential
human
beings
to
for
our
kids
to
receive
the
education
in
their
entirety,
and
so,
but
we,
since
they
are
so
essential,
since
they
are
so
precious,
we
are
not
going
to
be
taking
any
official
action
that
would
require
them
to
be
coming
into
employment
at
the
kind
of
the
risky
risky
situation
that
we've
talked
about
here
this
evening.
So
but
thank
you
for
the
the
dialogue
that
takes
us
through
the
business.
B
I
attended
the
gac
meeting.
We've
had
a
couple
planning
meetings,
we
are
not
scheduled
for
our
regular
one
on
friday
planning
committee,
but
I'll
probably
be
having
joe
lynn
send
out
a
doodle
poll
because
we'll
probably
need
to
get
one
in
the
first
half
of
november,
I've
was
at
the
governance
meeting.
I've
attended
the
law
seminars
the
last
two
days
and
I
got
two
state
school
board
association
meetings
and
I
think
we
have
a
delegate
assembly
meeting
still
this
week
too.
So
that's
it
from
me.
H
I
also
attended
gac
on
october
16th
that
same
day
I
had
the
fargo
cast
sport
of
health
meeting,
which
was
a
really
interesting
meeting.
We
learned
about
some
cool
things
going
on
our
city,
something
called
the
blue
zone
project
heard
a
lot
about
their
staffing
needs
right
now
and
then
our
board
at
that
meeting,
decided
to
write
a
letter
in
support
of
a
mass
mandate
to
our
local
officials
and
then
that
evening
I
actually
watched
the
state
superintendent
debate
as
well.
H
On
the
19th
we
had
our
in
covet
19
committee
meeting
i2
or
on
the
21st.
We
had
the
indie
sba
lunch
and
learn
about
a
title
ix
check
in
which
was
really
interesting.
I
did
a
few
media
interviews
regarding
the
instructional
plan
committee
on
the
23rd.
We
had
planning
committee
or
meet
committee
meeting.
I
just
zoomed
in
on
that.
H
H
Let's
see,
oh,
I
did
the
is
it
called
giant
or
idi
training
as
part
of
tamara
ulsalman's
inter-cultural
competency
program.
It
was
part
of
her
equity
and
inclusion
work.
I
completed
session
one
training
of
that.
I
thought
that
was
very
cool,
that
you
guys
opened
that
up
to
board
members.
So
thank
you
for
doing
that.
I
learned
a
lot
about
myself.
Apparently
I'm
a
protagonist
and
a
connector.
Q
Just
had
a
planning
meeting
last
friday
in
a
cea
committee
meeting
this
morning,
that's
pretty
much
about
it.
I
have
a
due
to
my
personal
life.
The
last
two
weeks,
thing's
been
pretty
light.
So
that's
all
I
got,
but.
A
There
are
some
that's
a
very
good
item,
something
to
celebrate
in
your
personal
life,
a
birth
of
a
new
child.
A
P
Hi,
thank
you.
First
of
all,
a
committee
update
from
communications
engagement
and
advocacy.
I
am
thrilled
to
say
that
we
have
a
work
plan
and
each
of
you
received
a
copy
of
this
in
your
handouts.
P
P
Each
of
the
chairs
can
expect
a
phone
call
text
or
email
from
me
to
visit
a
little
bit
we're
trying
to
improve
the
communication
coming
out
from
the
board,
and
so
we
thought
it
might
be
nice
if
we
could
get
each
chair
to
somehow
within
your
committees
come
up
with
it
doesn't
have
to
be.
You
could
be.
You
could
be
someone
on
your
team
if
you
have
someone
something
that
you'd
want
to
share,
so
we
can
talk
a
little
more
about
that.
P
As
an
example,
dr
newman
will
have
a
forthcoming
article
summary
of
the
presentation
she
provided
to
us
last
time
just
to
provide
a
little
more
education,
okay,
personal
stuff,
okay
october
13th
planning
committee
as
a
guest
school
board,
new
member
training
october
14th
negotiations,
committee,
district
46
candidate
forum
october
15th,
elementary
parent
teacher
conference
virtual
first
time
for
that
went,
smooth,
worked
really
well
october,
16th
government
affairs.
P
I
was
a
guest
and
I
also
watched
the
superintendent
debate
october
20th
board
governance
meeting,
and
I
also
had
my
first
liaison
visit
with
washington
elementary
met
kathy
selberg
their
principal.
She
is
amazing,
thoroughly
enjoyed
my
time,
touring
the
school
and
getting
to
know
them
a
little
better
october.
21St,
the
fargo
public
schools
foundation
board
meeting
also
did
the
lunch
and
learn
on
the
title
ix
october
23rd
planning
committing
as
a
guest
october
27th.
P
That's
today
our
communications
advocacy
and
engagement
meeting,
and
here
we
are
and
like
the
others.
All
week
long
we
have
the
law,
training
from
the
school
board
association
and
the
delegate
meeting
on
friday.
B
O
It
is
okay,
so
I
too
am
enrolled
in
the
law,
seminar
and
attending
that
virtually
this
week,
two
planning
meetings,
I
think,
have
occurred
since
our
last
school
board
meeting
I've
attended
those
communications
and
communications
this
morning.
So
that's
it
pass
the
baton
david.
K
Well,
we
had
a
our
first
negotiations
meeting
and
I
found
it
kind
of
frustrating
that
seth
used
the
excuse
that
he
had
to
attend
the
birth
of
his
child
to
miss
it,
but
we'll
let
him
out
of
that.
One.
We've
got
another
one
coming
up
on
on
the
7th,
I
believe
on
the
fifth
of
november
and
and
seth
you
got
to
find
another
excuse.
You
you're
done
with
that.
One
we've
had
governance
and
we
do
not
have
planning
this
friday.
Is
that
correct?
Okay,
I'm
done.
A
M
I
attended
a
couple
of
planning
meetings,
a
gac
meeting
negotiations
meeting
and
I
was
just
sitting
here
thinking
when
you
brought
up
the
law
seminar.
This
is
the
first
time
in
24
years
that
I've
missed
it.
M
I
had
a
good
string
going,
but
I
got
to
tell
you
the
zooms
and
all
that
is
just
it's
really
mentally
wearing
me.
It's
been
a
lot,
so
I
decided
to
take
a
break
on
this
one.
So
hopefully
it's
good
good
stuff.
A
Thanks
brian,
I
was
at
communications
this
morning.
I
I
thought
I'd
mention
I'll,
send
out
dr
newman's
article
ahead
of
time.
So
you'll
see
that
before
it
gets
published,
and
then
we
also
talked
about
that,
I'm
going
to
be
writing
something
regarding
woodrow
wilson
kind
of
the
who,
where
why,
when
and
how
regarding
that
and
where
we
are,
where
we're
sitting
on
that
project
right
now
and
I'm
submitting
that
to
our
communications
team
november
2nd.
So
then
you'll
see
that
coming
out
in
in
the
journey
and
and
school
talk
after
after.
A
What's
coming
out
this
week,
law
seminar,
andy
sba,
delegate
assembly,
listened
in
on
a
couple
of
on
both
of
the
the
previous
planning
commission
or
planning
committee
meetings.
Native
american
commission
meets
november
5th.
A
There's
going
to
be
a
core
neighborhood
master
plan,
steering
committee
meeting
sometime
the
week
of
november
16th,
I
plan
to
listen
in
on
the
instructional
plan
committee
meeting
on
monday.
The
second
we
have
homework
due
our
next
batch
of
homework
is
due
november
4th
on
some
els,
and
then
we
have
our
meeting
coming.
Our
next
meeting,
then,
is
november
10th
for
the
board.