►
From YouTube: School Board Meeting - June 23, 2020
Description
Fargo Public Schools - Board of Education - Live Broadcast - June 23, 2020
A
Welcome
to
this
regular
meeting
of
the
Fargo
school
board
before
I
call
s
for
an
agenda
approval
Jennifer.
How
are
you
connected?
I
am
I.
Don't
thank
you.
Okay!
Sorry!
For
the
late
start,
just
a
couple
of
minutes
ago,
Ann
Marie
was
notified
that
she
need
to
set
up
a
call
in
so
I.
Think
we've
got
that
all
taken
care
of.
We
do
have
an
agenda
in
front
of
us
in
a
Kristy
Oh
Jim
go
ahead.
B
C
A
A
Somebody
started
in
this
position
in
this
boardroom
and
her
name
is
Ann
Marie,
the
first
set
of
minutes
that
she
took
or
partic
particular
with
you
know
what
I
mean
was
exactly
nine
years
ago,
so
we
think
that's
pretty
cool.
So
congratulations,
Ann
Marie!
It's
been
a
ride.
Thank
you.
Yes,
uh-huh
I
would
also
say
we
have
a
very,
very
lengthy
agenda
and
very
important
items
and
we
need
to
get
through
the
entire
thing
to
culminate
into
recognizing
our
exiting
board
members.
Madam.
A
E
I'm
gonna
ask
Doug
and
during
our
HR
director
to
come
up
and
present
to
you
our
annual
report
that
our
Human
Resources
Department
do
on
our
march
on
evaluation
systems,
as
Doug
will
talk
to
throughout
the
report.
As
you
know,
this
year
century
code
requirements
change
because
our
learning
modality
change
when
we
switch
to
distance
learning.
So
that
did
impact
our
numbers
and
this
report
a
little
bit.
But
I
will
let
Doug
talk
to
that
so
I'll
hand
it
over.
F
Definitely
not
a
half
hour.
So
the
Fargo
public
schools
teacher
evaluation
report
as
we'll
see
in
the
information
and
here
a
little
bit-
it's
a
little
bit
different
this
year,
but
much
the
same
due
to
an
executive
order
by
governor
burgum
to
suspend
teacher
evaluations
for
those
teachers
that
have
more
than
three
years.
So
if
we
dive
in
here
much
of
this
the
same
as
is
the
same
as
last
year,
our
purpose
improve
teaching
and
learning.
This
is
why
we
do
teacher
evaluations.
F
This
falls
under
our
strategic
initiative,
six
equitable
resources
and
planning
where
we
implement
a
framework
for
teacher
and
principal
performance
appraisals
that
are
based
on
research,
supported
instructional
strategies.
Some
of
our
indicators
of
success
would
be
the
report
to
this
board
a
percentage
of
completed
teacher
and
administrator
growth
plans,
and
then
we
look
at
the
level
three
applying
and
level
four
innovating
rating
scores
within
our
Marzano
model.
F
We
take
a
look
at
our
administrative
policy.
5130,
that's
evaluating
teacher
performance.
It
is
our
goal.
Our
evaluation
system
would
do
all
of
those
following
things
specific
to
number
one
be
based
on
multiple
approved
contacts,
including
classroom
observations
specifically
for
our
teachers
in
their
first
three
years.
We
do
require
two
formal
observations,
two
informal
observations
and
then
four
walkthroughs.
Now
only
formal
observations
are
included
in
the
summative
score,
which
we'll
be
seeing
at
the
end
of
this
presentation.
F
Those
teachers
also
receive
two
formal
evaluations
per
year,
one
in
December,
15th
and
then
one
due
by
April,
15th
per
century
code
and
then
teachers,
three
years
or
more,
they
receive
one
formal
observation,
one
informal
observation
and
then
two
walkthroughs
and
they'd
receive
either
one
informal
or
one
formal
evaluation,
depending
upon
what
you're
in
the
rotation
they're
in
every
four
years
and
then
specific
to
number
four.
We
designate
the
supervisor
responsible
for
carrying
out
the
evaluation
process
with
our
structure
that
can
be
in
the
principal
assistant,
principal
or
a
Dean.
F
And
then
our
every
student
succeeds
act,
so
determination
of
educator
effectiveness,
so
that
is
determined
by
number
of
students.
Teachers
evaluated
on
the
model,
a
number
of
elements
and
components
rated
during
the
year
as
you'll
see,
all
four
of
our
domains
were
open
again
this
year
and
we
have
sixty
elements
that
can
be
rated
within
the
Marzano
model
and
then
that
calculation
is
used
to
determine
ineffective
teaching
practices.
F
And
then,
as
I
said
before,
governor
burgum
had
issued
a
suspension
of
certified
staff
evaluation
requirements
so
as
outlined
here
on
April
7th
that
order
came
down
and
that
applied
to
any
teachers,
principals
or
assistant,
or
associate
superintendents.
That
had
more
than
three
years
of
experience
on
April
9th.
F
F
So
the
number
of
summative
evaluations
completed
this
year
was
896,
which
I
really
think
is
a
tip
of
the
hat
to
the
principals
and
the
teachers.
Given
everything
that
was
going
on,
we
almost
completed
all
summative
evaluations
or
less
of
the
suspension
of
of
the
requirement
to
do
so
so
I
do
want
to
tip
my
hat
to
all
of
them.
F
And
then,
on
the
next
slide,
this
is
going
to
be
their
start.
Looking
at
the
domains,
this
is
domain
one.
What
we're
looking
at
this
focuses
on
classroom
strategies
and
behaviors,
and
if
we
look
at
that
green
box
up
in
the
left,
hand,
corner
dq1,
communicating
learning
goals
and
feedback.
This
was
part
of
the
district's
operational
plan
that
we
would
monitor
performance
and
every
teacher
would
be
evaluated
on
what's
called
design,
question
1.1,
providing
clear
learning,
goals
and
scales
so
in
December
and
then
at
the
end
of
the
year.
F
And
then,
if
we
look
at
domain
two
planning
and
prepping
that
focuses
on
planning
of
prep
and
preparation,
four
units
of
instruction
and
lesson
domain,
three
that
will
address
deliberate
practice
and
encourages
teacher
self-reflection
and
then
domain.
Four
finally
addresses
collegiality
and
professionalism
and
then
again,
as
previously
stated,
all
domains
and
all
sixty
elements
were
open
this
year
for
rating,
but
that
doesn't
necessarily
mean
a
teacher
or
a
principal
will
rate
or
be
rated
on
all
sixty
and
in
fact,
that
wouldn't
necessarily
be
a
practice.
F
A
principal
will
have
some
latitude
within
their
buildings
and
their
goals
to
pick
the
elements
that
they'll
want
to
rape
on
and
then
finally,
the
last
side
would
be
our
aggregate
results.
This
year,
you'll
see
over
to
the
left
last
year's
results.
There
were
a
total
ratings
of
seven
thousand
thirty
one.
So
all
the
ratings
that
happened
with
all
the
teachers
and
then
you
can
see
total
level
four
total
level
three
and
then,
on
the
right
hand,
side.
F
You
can
see
what
our
results
were
for
this
year
and
those
numbers
are
a
little
bit
less
and
that'll
make
sense.
When
we
had
about
140
teachers
that
did
not
receive
that
summative
evaluation
that
had
more
than
three
years,
so
the
results
or
the
actual
rating
numbers
are
a
little
bit
less.
Yet
our
percentages
in
the
levels
are
about
the
same,
a
little
bit
of
movement
there,
so
that
is
a
very
high-level
overview
of
the
Marzano
evaluation.
F
Like
I
said,
it
was
a
little
bit
different
this
year,
but
all
in
all
by
the
time
we
did
get
to
the
end
most
of
the
principals
and
the
teachers
were
at
a
place
where
observations
already
had
happened.
The
performance
really
was
at
a
place
where
it
could
be
rated
and
we
were
able
to
get
most
of
the
evaluations
done
considering
everything.
So
any
questions
Thank.
A
You
doc,
you
know,
inter
I,
was
DQ
I
got
stuck
at
stuck
on
DQ
for
a
while
so
I
googled
Marzano
DQ,
which
was
explained
later
in
there.
But
there
are
some
live
YouTube
videos
that
you
can
watch
they're
very
informative
because
it's
kind
of
like
you're
peeking
in
on
an
evaluation
process,
so
I
encourage
board
members
to
check
it
out.
I
learned
a
lot
just
by
watching
that,
so
any
questions
for
mr.
Andrea
go
ahead.
David.
G
F
The
administrators,
you
know
I'd,
have
to
really
work
with
Missy
on
that
we
don't
do
our
certified
administrators
through
the
Marzano
method
and
in
fact
there
is
a
support
staff
Marzano
type
of
tool
that
can
be
used.
We
don't
typically
utilize
that
yet
but
I
know
dr.
gross
said
Missy.
As
far
as
rating
principals
I'd
really
have
to
rely
on
Miss
young
kind
of
more
of
the
specifics
on
it,
but
we
don't
use
the
Marzano
teaching
evaluation.
I,
don't
know.
H
So,
each
year
we
have
the
operational
plan
for
each
principal
that
we
make
sure
aligns
to
our
goals
for
the
district,
and
so
each
of
those
we
have
them
self
rate
in
the
fall,
and
then
we
rate
on
there
and
I
was
gonna,
say
I.
Don't
think
we
have
five
levels
like
this,
but
it
is
a
rubric
that
they
raid
on
so
I
think
it's
four
levels
and
then
we
also
have
a
narrative
piece
that
goes
where
we'll
write
strengths
refinements
to
each
principal
that
we're
evaluating.
So
we
do.
We
agree
upon
that
k12.
H
C
C
F
And
when
looking
at
the
total
ratings,
if
every
principal
was
to
read
every
teacher,
60,
total
elements
and
then
nine
hundred
and
some
teachers
there
would
be
a
total
of
about
I
think
it
was
last
year
about
50
for
55,000
ratings.
So
obviously
they
pick
and
select
the
elements
that
they
do,
raid
on,
based
on
the
goals
and
their
building.
And
that's
where
you
get
the
60-66
for
our
district.
A
A
E
Dr.
gross
is
unable
to
join
us
today
attending
to
a
family
issue,
so
Missy
is
going
to
provide
the
mobility
report
as
board
members
know.
We
traditionally
provide
the
mobility
report
twice
a
year,
so
this
would
be
our
end
of
your
mobility
report.
We
did
you
know.
Mobility
data
did
take
a
freeze
a
little
bit
during
our
distance
learning
in
the
last
nine
weeks
of
school,
just
because
at
that
time
we
did
not
have
students
coming
in
or
out
of
our
district
at
the
same
rate
that
we
know
during
that
period
as
well.
H
You
have
the
report
in
front
of
you
and
just
a
clarification.
This
does
not
include
mobility
within
the
district,
so
it
is
only
new
students
in
and
students
leaving
the
district
as
it's
broken
down.
So
if
we
look
at
the
overall,
we
have
a
graphic
and
a
chart
which
represents
the
same
thing
on
page
two,
and
so
we
can
see
two
years
of
data
for
each
level
elementary
middle
school
high
school,
and
you
can
also
look
at
that
graphically
and
so
transfers
in
versus
transfers.
H
Out
as
you
go
forward
and
we
relative,
we
are
basically
the
same
amount
in
as
out
over
the
course
of
the
year.
One
of
the
pieces
that
I
think
is
nice
to
differentiate
is
the
question
about
our
neighboring
districts.
So
it
is
pulled
out
in
the
graphs
on
page
three
and
four,
where
it's
going
to
show
you
if
they
went
they're
coming
in
from
Moorhead
or
West,
Fargo
or
Minnesota
in
general,
or
North,
Dakota
and
private,
and
then
we
break
down
each
level
by
that.
H
So
you
can
look
at
middle
school
high
school
and
then
what
is
new
this
year
in
the
report
is
the
last
page
and
I
think
it
was
a
question
that
we
had
either
a
year
ago
or
in
the
fall
when
we
went
through
the
report
about
ethnicity
or
special
groups,
and
so
bob
was
able
to
or
dr.
gross
was
able
to
go
back
in
and
just
refine
that
data
for
us
to
take
a
look
at
and
I
would
be
glad
to
answer
any
questions
that
I
can.
If
you
have.
I
A
I
would
say
also
what
do
we
use
this
for
I'm
sure
there's
some
enrollment
projections,
but
it's
pretty
obvious
that
at
the
elementary
level
there's
a
lot
more
movement,
for
example,
my
son
was
in
for
elementary
schools
across
the
country
by
the
time
he
was
in
the
third
grade,
but
things
start
to
settle
down
at
the
middle
in
the
high
school
level.
But
really
a
lot
of
this
movement
has
to
do
with
the
parents
work
where
they
work
and
I
think
that's,
probably
the
biggest
factor
in
determining
where
students
go
to
school.
E
Think
those
are
fantastic
reasons
for
the
board
report.
Administrative
lead,
there's
a
wide
variety
of
areas
in
which
we
look
at
student
mobility,
whether
it's
by
building
not
only
for
for
scheduling
purposes
and
then
just
for
our
own
awareness,
but
also
you
know
there
is.
We
do
look
at
data
for
student
performance
and
how
students
do
when
they're
continuously
in
our
district
for
a
period
of
time
or
looking
at
the
needs
of
new
students
coming
in
as
well
allows
us
with
planning.
G
H
But
I
was
looking
at
what
RSP
had
predicted
for
this
school
year,
and
so
that
showed
a
little
bit
of
growth
there.
But
usually
we
are
lower
in
the
fall.
So
one
aspect
that
we
look
at
is
our:
is
there
a
pattern
with
any
Elementary's
losing
more
kids,
for
example,
over
the
course
of
a
year
and
I
will
say
that
we
are
seeing
a
pattern
with
some
of
our
higher
frame
reduced
lunch,
more
mobility
of
in
and
out,
and
that
can
go
both
ways,
but
just
something
for
us
to
look
at
so
in
those
classrooms.
H
I
am
curious
to
do
a
little
more
digging
to
see
what
does
the
mobility
look
like
monthly,
and
that
is
something
that
we
track,
because
that
is
it's
a
lot
of
planning
for
a
teacher
when
those
groups
keep
changing
and
probably
20
years
ago
we
had
I
would
love
to
know
what
the
data
was.
I
think
that's
something
that
has
changed
or
increased
is
what
I
should
say.
The
mobility.
K
J
J
You
know
more
than
those
transferring
in
and
I.
You
know
I
when
I
look
at
last
year
as
Chancellor
in
and
out,
they
were
almost
equal,
915
and
915,
but
this
document
I
don't
know
what
the
enrollment
was
in
the
fall
of
lash
two.
What
would
be
two
years
ago
and
then
the
end
just
a
kind
of
book
at
that,
but
I
guess
really
back
to
my
initial
question
was:
was
this
expected
of
a
high
school
level
or
or
not,
but
we're
talking
about
32?
H
Fewer
I
think
we
would
need
to
talk
to
those
principals,
I
and
I,
don't
want
to
speculate
but
with
having
us
go
to
online
learning
and
knowing
that
some
kids
were
did
not
enjoy
that
as
much
or
feel
as
motivated
as
one
of
the
pieces
that
came
out
it'd
be
interesting
to
see.
If
that's
where
we
were,
we
increased
our
loss
of
kids
transferring
out,
but
they
really
didn't
have
a
new
place
to
transfer
to.
So
that's
yeah,
probably
worth
looking
at
Jennifer.
H
E
E
One
of
the
things
that
we
struggle
with
the
state
funding
formula
in
North
Dakota,
especially
when
it
comes
to
serving
our
students
that
are
on
ie
PS,
whenever
a
student
transfers
from
one
district
to
another
just
the
way
the
state
funding
formula
is
the
state
takes
a
75
percent
deduct
of
those
special
education
funds
and
they
don't
transfer
from
district
to
district.
So
this
has
been
something
that
we've
been
working
with.
A
L
A
new
report
we
put
together
I
hope
to
expand
on
it
and
make
it
better
going
forward.
It
became
a
little
difficult
because
our
actual
grant
writer
left
us
and
we
do
have
a
new
person
hired,
who
will
be
starting
in
July,
so
I
had
to
do
a
little
digging
to
try
to
find
some
information,
but
I
think
we
got
it
all
for
the
current
year.
L
So
you
know
grants
in
the
rating
we
do
have
a
grant
writer
hired
and
then
we
have
I
also
have
an
accountant
who
handles
the
fiscal
side
of
those
grants
and
then,
throughout
the
district,
grants
are
managed
by
a
multitude
of
people
at
all
levels
within
the
district.
So
the
first
page
just
goes
through
kind
of
an
introduction,
some
of
the
responsibilities
of
those
positions
and
just
what
the
purpose
is.
So
the
purpose
is
just
to
give
you
kind
of
an
overview
for
this
year
and,
like
I
said,
will
hopefully
expand
on
on
some
items.
L
The
one
thing
I
would
like
to
expand
on
us.
What
I'll
do
we
apply
for
that?
We
did
not
receive
and
I
just
wasn't
able
to
locate.
All
of
that
information
to
get
it
to
you
in
this
report,
but
we
receive
grants
under
three
methods:
basically
formulary
grants,
which
is
our
which
our
title
funds,
and
so
those
are
basically
distributed
based
on
a
formula
most
often
are
free
and
reduced
levels
that
we
have
so
as
well
as
on
page.
L
You
can
see
our
entitlement
funds
that
we
do
receive,
so
we
do
continue
to
receive
these
year
after
year.
They
are
based
on
federal
allocations
and
the
majority
of
them
all,
but
one
actually
are
passed
through
grants
from
the
Department
of
Public
Instruction.
The
only
one
that
we
receive
directly
from
the
federal
government
is
our
Indian
education.
Grant
that
we
have
I
have
asterisks
they're,
the
ones
that
are
part
of
the
consolidated
application.
L
L
L
State
some
are
local,
there's,
probably
the
two
largest
to
discuss
would
be
the
striving
readers
grant,
which
was
a
new
grant
and
then
the
what
will
be
coming
is
the
closed
grant,
which
is
the
one
below
at
the
comprehensive
literacy
state
development
grant,
and
although
I
we
were
awarded,
that's
a
five-year
grant
eight
hundred
thousand
in
the
current
year.
Much
of
that
was
not
spent.
L
In
fact,
for
quite
a
few
of
these,
we'll
have
quite
a
bit
of
carryover
going
into
next
year,
just
due
to
closure
and
not
being
able
to
maybe
carry
out
the
activities
that
we
had
planned
in
those
funds
so
and
then
that
continues
with
multitude
of
descriptions
on
a
lot
of
the
funding
that
took
place
throughout
the
year
that
we
applied
for
I
will
go
on
to
page
six.
We
did
have
a
couple
collaborative
grants
this
past
year.
L
One
was
a
Community
Development,
Block
Grant
that
we
worked
with
the
city
on
to
replace
the
upgrade
the
playground
at
Washington
Elementary.
So,
if
you
have
been
by
there,
you
will
see
it
was
a
a
beautiful
upgrade.
Actually,
so
it
turned
out
very,
very
well
and
the
next
one
is
II
forego,
which
is
some
energy
monitoring
that
we
have
been
working
with,
with
NDSU
on
I,
believe
stone
at
Davies
and
some
of
the
other
schools.
L
L
Obviously
the
majority
of
that
does
come
from
federal
sources,
a
small
percentage
from
what
we
would
deem
local
United
Way
funding,
those
types
of
areas
and
then
state
funding
as
well
and
on
page
eight,
which
is
the
last
page
if
you're
interested
in
knowing
well,
what
do
we
typically
do
with
all
of
these
funds?
Much
like
our
general
fund
budget,
the
majority
is,
is
factored
in
spent
on
salaries
and
benefits
for
staff,
and
that
majority
of
that
is
through
those
title
funds.
L
We
do
pay
for
quite
a
bit
of
staff
in
title
one,
some
in
title
two
in
our
special
education,
Part,
B
funding,
I,
believe
we
now
dedicate
all
to
staffing
for
that
as
well,
and
then
just
started
to
give
you
at
the
bottom.
Some
historical
information,
you
know:
where
is
funding
gone,
you
can
see.
Federal
funding
has
actually
increased.
L
A
L
L
M
Thanks
to
all
of
you
for
doing
the
grant
work,
it
is
hard
work,
I
used
to
work
at
a
NDSU
and
I
mean
they
did
a
lot
of
grant.
Writing
and
I
know
it's
very
time-consuming
and
then,
like
you,
said,
just
to
keep
all
of
the
data,
and
everything
is
also
so
thank
you
for
everything
you
guys
do
for
that.
I
think.
L
L
I
I
G
David
I
know
I
to
appreciate
how
how
well
this
is
easy
to
see.
I've
got
two
questions.
The
first
is
odd.
Curiosity,
more
than
anything
I
know
it's
very
common
in
a
lot
of
school
districts
for
all
of
the
title,
1
teachers
to
be
non
renewed
every
spring,
because
they're
unsure
of
the
title
one
funds,
how
iffy
are
title
one
funds
they.
L
Have
not
been
in
recent
years
that
if
he
I
believe
we
do
place
a
clause
in
anyone
that
is
hired
with
Grant
funds,
correct
right,
just
a
clause
saying
that
you
know
just
putting
an
employee
on
notice
that
you
are
paid
through
grant
funding
and
should
that
grant
funding
decrease
or
disappear.
Because
we
have
had
that
happen
in
the
past.
You
know
just
so
they
have
that
notice
and
are
aware
of
it.
G
The
competitive
grants
three
hundred
three
and
a
half
million
dollars,
that's
a
significant
amount
of
money,
and
that's
that's
really
a
good
job
I'm
wondering
if
we
are
applying
for
as
many
grants
as
we
could,
because
it
would
certainly
seem
if
it
were
a
manpower
issue.
It
would
be
much
to
our
benefit
to
hire
another
person
to
help.
If
we
could,
you
know
jack,
that
up
to
five
or
six
million
I
wish
I.
L
Think
that
would
be
doable.
You
know
some
of
the
ones
that
are
listed
as
competitive
still
fall
under
a
lot
of
title
programs
in
a
lot
of
federal
programs,
I.
Think
of
adult
IDI,
for
example,
since
we
know,
are
kind
of
a
regional
area
where
we
Jennifer
free
is
also
in
charge
of
Wahpeton
and
in
West
Fargo
as
well.
L
You
know
it's
still
competitive
in
the
nature
that
we're
applying
for
with
all
the
other
Adult
Ed
centers
in
the
state,
and
she
does
such
a
phenomenal
job
that
we
get
quite
a
bit
of
money,
so
they're
competitive.
But
many
of
these
are
limited
to
you
know
through
the
state
to
school
districts
as
well.
N
A
Administer
a
lot
of
grants
for
my
organization,
yeah
yeah.
In
fact,
some
of
the
state
funds
are
required
to
be
meted
out
through
the
Regional
Education
associations.
To
my
knowledge,
okay,
good
report,
good
information.
Thank
you
all
right.
Next,
we
welcome
to
the
podium
president
Effie,
a
the
Effie,
a
Jennifer
Master.
O
Ood
welcome
hi.
Thank
you.
I
will
make
this
short
and
sweet
and
we
have
a
very
long
agenda
this
evening.
First
of
all,
I
just
want
to
tell
everybody
on
here
who
are
gonna,
be
leaving
the
board.
Thank
you
so
much
for
your
dedication
of
public
service
in
their
community
for
the
last
four
years.
It
takes
a
lot
to
put
your
name
on
a
ballot
and
I
know
this
year.
It
was
13
different
people
who
are
out
there
and
it
was
a
very
tough
competitive
field.
O
O
I
know
that
that's
going
to
be
looked
at
tonight
and
as
we
start
to
review
that
I
know
that
everything
that
we
do
within
our
school
budget
has
to
do
with
students
even
to
the
lights,
even
to
the
food,
a
new
to
everything
we
do,
and
so,
as
we
look
at
that
preliminary
budget,
make
sure
that
it
is
store.
Please
student-focused
and
what
is
going
to
be
the
strongest
impact
to
our
students
and
ultimately
it
does
come
down
to
the
staff
working
with
our
students.
O
So
we
thank
you
guys
for
putting
in
the
due
diligence
to
dig
in
and
research
those
questions
and
I
know
that
we're
working
with
cabinent
as
well
with
FPA,
to
make
sure
that
we
have
those
conversations
so
I
appreciate
your
PACs
time
and
I
appreciate
Doug's
time
and
everyone
else's.
So
thank
you
guys
for
the
efforts
you
guys
put
in
enough
for
yourself.
That's
it
are.
K
A
O
Did
I
was
letting
her
safe
thought
for
her
border
port,
but,
yes,
she
got
to
see
a
school
building
in
the
process
of
being
gutted
and
cleaned
with
someone
retiring
and
new
people
coming
in.
So
she
got
to
see
the
work
that
we
do
in
the
summer
constantly.
So
it
was
a
great
conversation
and
I
know
we
look
forward
to
that
and
I
found
one
coffee
shop.
That's
open!
Oh
good!
Let.
A
E
If
there's
one
thing
that
I
can
leave
you
with,
is
that
the
best
decision
you've
ever
made
is
hiring
a
superintendent,
so
just
always
know
that,
and
I
will
always
be.
I
will
always
be
grateful
for
that
and
I'm
sure
my
family
will
as
well.
So
just
thank
you
for
your
service
and
just
know
that
you
have
touched
many
many
lives
both
in
our
students,
parents
and
throughout
our
community.
So
thank
you
very
much.
A
couple
of
other
quick
things.
One
is
with
the
approval
of
the
consent
agenda
with
the
new
HR
addendum
today.
E
You'll
see
a
resignation
of
a
teacher
that
resignation
is
going
to
eliminate
the
for
having
a
discharge
for
cause
hearing.
So
once
that
consent
agenda
is
approved,
I
know
board.
Members
were
asked
to
to
reserve
some
time
in
the
upcoming
weeks
on
your
calendar.
So
you
will
no
longer
need
that
as
well.
E
So
I
just
want
to
wanted
to
point
that
out
and
then
the
last
thing
I
just
wanted
to
take
a
moment
here
to
publicly
acknowledge
one
of
our
community
partners
and
read
a
statement
from
our
IT
director,
Bill
Westrick
and
and
that
that
public
partner
is
midco.
Medeco
has
been
absolutely
phenomenal
to
work
with
during
our
time
of
transition
of
distance
learning
and
making
sure
that
they
could
help
us
address
the
opportunity
gap
for
access
for
similar
families
in
need
and
make
sure
that
technology
was
not
a
barrier
for
them
not
to
receive
education.
E
This
past
spring
was
a
great
help
to
us
to
our
teachers,
our
students
and
our
families,
and
we're
gonna
be
sending
an
official
letter
to
them
as
well,
but
I
just
wanted
to
publicly
acknowledge
them
for
providing
their
services
for
our
neediest
families
at
no
cost,
and
that
really
allowed
us
to
continue
that
education
and
make
sure
that
access
was
not
a
barrier.
So
thank
you
very
much.
Tamiko.
A
M
A
Typically
at
one
every
year
the
non
officer
members
of
the
Governance
Committee
are
assigned
to
canvass
the
rest
of
the
board
members
to
seek
whether
they
would
like
to
put
their
name
and
hat
for
the
President
or
the
vice
president
job,
and
so
the
non
president
and
the
non
vice
president
did
that
and
we
had
signed
Rebecca,
Christie
and
Jim
to
do
that.
Christy,
beam,
I'm,
sorry,
Rebecca
being
the
only
one
on
the
ballot
made
sense
to
make
her
the
chair.
So
therefore,
this
is
more
of
an
information.
A
Only
those
three
will
be
reaching
out
to
all
board
members
and
then
Rebecca
would
give
the
reports
at
the
next
school
board
meeting
am
I
missing
anything
guys,
okay,
so
if
you're
interested
in
a
president
or
vice
president
position,
if
you
haven't
been
contacted
to
make
sure
to
reach
out,
thank
you
business
item.
5B
are
do
building
purchase
agreement.
Memo
number
130.
How
would
leave
we'd
like
to
introduce
this
dr.,
Gandhi
sure.
E
At
the
last
meeting,
the
board
authorized
administration
to
make
an
offer
to
on
the
old
western
states,
building,
also
known
as
the
RDO
building
for
future
district
office
needs.
As
you
will
see
in
your
board,
memo
packet
that
offer
was
accepted
verbally
and
there
is
a
purchase
agreement
that
we
are
seeking
for
the
board
to
approve
upon
approval
of
that
purchase
agreement.
It
will
be
executed
and
we
will
then
list
the
district
office
for
sale
can.
A
C
L
Can,
although
dr.
Gandhi
knows
as
well-
and
it
will
be
pink
that
out
of
the
building
fund,
so
will
once
the
agreements
signed
in
a
place
which
I'm
assuming
we
will
do
prior
to
the
year-end?
We
will
do
the
million
dollar
earnest
money
check
and
the
remainder
will
be
paid
when
we
close,
then
in
midwinter.
A
B
G
G
A
E
So,
while
the
projectors
warming
up
I
will
just
enjoy
this
and
get
us
started
a
little
bit
as
you
will
see
in
your
board
materials,
there
is
an
extensive
PowerPoint
I
believe
it's
about
58
or
59,
slides
I
am
NOT
going
to
go
through
that
entire
PowerPoint.
You
have
probably
seen
a
lot
of
that
information
before
as
well,
but
I
think
I
just
wanted
to
use
this
process.
As
we
talked
about
the
preliminary
budget
to
talk
about
where
we
are
as
a
district.
E
How
we
build
our
preliminary
budget
what's
been
done
differently
this
year
as
well.
I
also
want
to
just
remind
the
board
members
that
this
is
a
process
that
starts
now,
but
it
doesn't
end
until
the
certified
budget
in
September
or
October.
So
we
do
anticipate
several
revisions
along
the
way.
We
continue
to
work
with
the
planning
committee,
but
we
just
kind
of
wanted
to
talk
through
the
preliminary
budget
and
provide
that
information
both
for
board
members
and
then
anyone
else
that
may
be
referencing
tonight's
meeting
materials
as
well.
E
So
as
as
the
PowerPoint
gets
pulled
up,
the
first
several
sides
are
just
basic
information
about
Fargo
public
schools
and
and
as
a
reminder
that
our
budget,
like
Jennifer
mastered,
said
ultimately,
is
going
to
focus
on
the
over
11,000
students
that
we
have
in
Fargo.
Public
schools
and
they're
gonna
be
tied
to
the
strategic
initiatives
that
have
been
outlined
on
slide.
Four
and
I
included
demographic
information
as
well
specifically
I,
wanted
you
to
just
remember
and
take
a
look
at
our
demographic
information
on
slide,
ten,
which
this
is
working.
E
Just
to
we're
gonna
talk
a
little
bit
about
equity
and
inclusion
in
our
budget
and
I.
Think
a
couple
of
board
meetings
I've
talked
about.
If
that's
going,
to
be
a
focus
for
us
as
a
district,
and
that's
gonna
be
something
that
you'll
see
as
well.
So
just
wanted
to
talk
about
the
wide
variety
of
students
that
we
serve
and
just
make
sure
that
I'm
putting
that
on
the
forefront
as
well,
but
really
kind
of
the
important
information
today
is
really
about
our
school
budget.
E
And
when
we
build
our
preliminary
budget,
we're
not
just
referencing
our
general
fund.
We
have
several
funds
and
each
of
the
funds
have
a
specific
purpose.
So
on
slide
12,
you
will
see
all
the
different
funds
that
make
up
the
Fargo
public
schools
budget,
the
different
purposes
that
they
serve
and
then
what
the
primary
source
of
revenues
are
for
those
funds.
The
next
slide
talks
through
what
the
purpose
of
each
of
those
funds
are
and
and
what
they're
generally
used
for
as
well
going
to
the
general
fund
revenue,
which
is
what
we
normally
talk
about.
E
Just
a
breakdown
of
what
is
our
budgeted
revenue
by
source
and
you
will
see
salaries
and
benefits,
continue
to
make
up
about
80%
all
right,
I'm.
Sorry,
this
is
our
general
fund
revenue,
source
state
revenues
about
60%
and
then
about
7%,
federal
and
then
you'll
see
about
30%
from
property
taxes,
as
as
board
members
are
aware
each
legislative
session
when
the
funding
formula
gets
updated
or
the
districts
are
given
what
the
per
pupil
rate
is
going
to
be
for
the
district.
E
There
is
a
number
that's
determined
by
legislative
session,
but
then
we
also
have
to
consider
the
equalization
factor
and
what
the
realized
impact
of
that
is
going
to
be
on
each
school
school
district
budget.
So
the
best
example
that
I
can
give
you
is
starting
over
here,
which
is,
as
you
look
through
the
legislative
session
you
will
see
in
2021.
School
districts
are
intended
to
receive
ten
thousand
dollars
and
thirty
six
or
ten
thousand
thirty
six
dollars
for
per
pupil
students.
E
But
then,
when
you
look
at
the
equalization
impact
because
of
the
state
formula
and
what
it
ultimately
comes
down
to,
it's
about
eight
thousand
dollars
for
us
as
a
school
district
property
taxes
end
up
being
about
30
percent
of
our
funding
through
their
local
property
taxes
as
board.
Members
are
aware
that
we
are
currently
we
have
the
ability
to
levy
up
227
bills,
we're
currently
loving
126,
mils
and.
E
As
we
know
the
impact
of
our
personnel
on
making
sure
that
we
are
able
to
provide
the
services
that
we
need
to
as
an
organization
and
then
you'll
see
are
all
of
our
other
expenditures
by
source.
As
a
district
at
the
district,
we
use
two
main
methods
for
distributing
our
resources
to
schools.
We
use
a
staff
allocation
model
and
a
student
based
budgeting
model.
E
The
staff
allocation
model
takes
a
look
at
consideration
for
things
such
as
what
is
the
guiding
principles
that
we
have
around
class
size
and
looking
at
our
enrollment
projections
and
then
determining
staff
allocation.
Accordingly,
a
student
based
budgeting
model
allows
us,
as
a
district,
to
be
able
to
look
at
the
needs
of
each
individual
school
and
allowed
them
to
be
able
manage
a
budget
based
on
the
amount
of
students
that
they
serve
and
then
create
their
budgets
accordingly.
E
So
this
year
we
took
a
little
bit
of
a
different
approach
in
in
our
budgeting
process
and
that
approach
is
bringing
back
a
practice
that
we've
done
in
the
past
as
a
school
district,
which
is
an
emerging
needs
process.
Really.
The
intent
of
this
process
here
was
to
create
a
more
collaborative
budget
district-wide.
E
Unfortunately,
we
still
have
some
room
to
grow
this
year,
because
kovat
happened
and
our
ability
to
communicate
and
get
some
information
out.
There
didn't
work
as
smooth
or
seamlessly
as
we
want,
but
it's
a
process
that
we
want
to
continue
to
grow
and
and
work
on
as
we
move
forward.
So
one
of
the
things
that
we
did
this
year
is
really
allowed
multiple
stakeholders
throughout
the
district
to
provide
an
opportunity
about
what
our
emerging
needs
and
priorities
that
we
should
see
in
in
our
budget
and,
like
I,
said
before.
E
This
provided
a
more
different
and
collaborative
approach,
but
it
was
impacted
by
kovat
19.
Some
of
the
challenges
with
the
processes
here
was
the
timing
of
the
budget
and
then
the
school
closures.
So
once
we
had
really
determined
from
a
variety
of
stakeholders,
these
are
all
the
emerging
needs
that
we
have
in
our
school
district
that
that
different
individuals
think
should
take
place
or
be
put
into
our
budget.
E
We
went
through
what
we
call
a
forced
matrix
process
and
what
that
force
matrix
does
is
it
allows
you
to
take
each
of
the
emerging
needs
that
was
on
that
list
and
then
rank
it
against
each
of
the
other
emerging
needs?
And
so
we
really
get
a
true
idea
of
when
you
have
conflicting
budget
priorities.
What
is
stakeholders
in
our
district
process
value
one
over
the
other
individuals
that
were
given
an
opportunity
to
weigh
in
and
take
the
emerging
needs
process
where
all
of
our
staff
members
and
board
members
as
well?
E
Some
of
the
challenges
with
the
process
this
year,
like
I
referred
to
already,
was
the
timing.
I
think
the
survey
went
out
on
the
last
day
of
school
and
we'd
want
to
backtrack
that
a
little
bit
moving
forward,
but
then
just
also
the
complications
of
the
force
matrix.
So
as
board
members,
if
you
took
it
I
know
we
try
to
provide
some.
Some
detailed
instructions,
but
we
received
some
feedback
on
just
that
being
a
complicated
process.
So
how
can
we
smooth
that
out
moving
forward
as
well?
E
What
you're
gonna
see
on
the
next
slides
are
everything
that
was
originally
on
the
emerging
needs,
so
some
of
the
things
that
was
requested
from
our
stakeholders,
whether
it's
teachers
or
through
a
meeting
that
we
had
with
the
FDA
Building
representatives
or
through
our
principals,
that
made
its
way
to
the
emerging
needs,
were
everything
that
you
will
see
on
the
following.
Slides
I
want
to
stop
here.
E
First,
because
I
want
to
make
sure
that
all
the
board
members
are
aware
that
we're
always
going
to
start
building
our
preliminary
budget
with
the
required
staffing
that
we
need.
I'm
gonna
address
this
a
little
bit
later
in
our
preliminary
budget
as
well,
but
we
understand
the
impact
of
our
teaching
staff
and
our
paraprofessionals,
so
we
always
build
in
what
we
think
is
the
required
based
off
our
staff
allocation
model,
and
we
never
want
any
of
the
emerging
needs
to
come
at
the
cost
of
teaching
or
support
staff
that
we
need
at
the
district.
E
E
E
At
the
same
point,
this
is
something
that,
as
a
society,
we
need
to
talk
about
with
some
of
the
current
events
happening,
whether
there's
implicit
bias
work
that
we
need
to
do
as
a
district
or
just
looking
at
systemic
areas
in
which
students
or
individuals
don't
feel
inclusive
in
our
environment.
Are
there
gaps
so
understanding
that
need
and
coupling
it?
E
With
some
of
the
conversations
that
we've
had
around
current
events,
we
had
decided
that,
although
this
wasn't
at
the
time
presented
because
it's
a
it's,
a
need
that
came
up
later,
we
thought
it
was
important
to
include
that
and
I'm
gonna
include
another
slide
about
specifically
what
the
director
of
equity
and
inclusion
would
do,
and
what
some
of
the
target
points
would
be
for
that
position.
Could.
K
G
E
Check
and
connect
is,
was
a
program
that
was
offered
through
charism,
an
organization-
that's
a
non-profit,
or
that
was
a
non-profit.
That
organization
has
since
then
become
part
of
the
Boys
and
Girls
Club
of
in
our
community,
and
that
program
was
funded
partially
through
United
Way
and
only
served
a
group
of
students
at
I.
Think
you'll
see
here
Jefferson
at
clapping
Carl
Ben
Eielson,
but
it
was
that
program.
E
G
A
They
had
three
programs
at
charism.
One
was
they're
out
of
school
programming.
That's
the
program
we
absorbed.
One
was
the
check
and
connect
program.
That's
what
Fargo
Public
Schools
is
absorbing
with
the
assistance
of
United
Way
funding
for
a
three-year
grant,
and
then
they
also
had
a
grocery
assistance
program
and
that
was
taken
over
by
their
community
homes.
So
this
did
not.
A
This
was
too
much
of
a
mission
mission
creep
for
us
so,
and
so
it
makes
sense
for
it
to
continue
through
through
the
district,
and
it
is
based
off
of
some
great
models
out
of
I.
Forget
the
community,
but
it's
a
great
program
for
our
kids
absolutely
and
it
gets
there.
I
mean
you're
right.
It
tries
to.
It,
goes
to
their
mentors,
we'll
go
to
the
home
and
make
sure
that
the
kids
get
to
school.
They
they
were
really
kind
of
in
develop
individualized
caseworkers.
It's
a
tremendous
program
and.
E
K
E
They
come
in
and
have
lunch
with
them
as
well,
so
so
this
was
really
just
our
conversation
as
cabinet
as
we
built
the
preliminary
budget
and
just
wanted
to
spend
the
next
couple
of
slides
going
through
through
the
justification.
So
the
director
of
equity
and
inclusion
and
I
really
wanted
to
be
very
specific
about
the
purpose
of
this
position
and
make
sure
that
it's
directly
aligned
to
our
strategic
plan.
E
The
purpose
of
the
director
of
equity
and
inclusion,
/,
director
of
equity
and
inclusion
position,
is
really
to
have
someone
that
oversees
and
is
creating
a
strategic
plan
for
a
district
around
specific
areas
that
we
have
identified
as
gaps.
Some
of
those
areas,
specific
I
can
talk
to
right
now
that
we
know
already
include
graduation
rates
for
our
Native
American
students,
looking
at
our
disciplinary
out
of
school
suspension
rates
and
seeing
are
we
disproportionate
there
and
looking
at
other
target
of
indicators
that
we
have
as
well.
So
really.
E
They
would
be
responsible
for
creating
a
five-year,
equity
and
inclusion
plan
in
our
district,
and
in
that
plan
they
would
have
to
identify
what
are
some
gaps
that
we
want
to
close
over
the
next
five
years.
That
just
as
we
look
at
us
as
a
school
system.
There
are
things
that
we
need
to
see
that
currently
that
we
need
to
do
differently
or
that
might
require
a
shift
in
our
resources
or
allocation.
This
person
would
oversee
our
title.
One
program
which
serves
our
homeless
population
as
well.
E
E
So
there
is
a
book
in
literature,
k12
literature,
called
equity
audits
for
excellence,
schools,
and
they
gave
you
a
protocol
on
how
to
use
equity
audits
and
what
equity
audits
is
is
is
creating
a
plan
for
a
school
improvement
based
on
certain
gaps
that
you
want
to
close
the
best
example
that
I
can
give
you,
because
it's
going
to
reference,
one
of
the
other
justifications
that
we
have
is
in
k-12
education.
One
of
the
things
that
you
will
see
is
out-of-school
suspension
for
kindergarten
through
second
grade
students
is
often
a
disproportionate
rate
across
the
nation.
E
You
will
see
that
more
students
of
color
and
male
students
are
suspended
out
of
school
when
they're,
five,
six
or
seven
years
old.
Well,
what
research
will
tell
you
is
that
when
you
take
a
look
at,
why
is
that
there
there
are
times
when
students
need
to
be
removed
from
the
classroom,
but
when
they're,
five,
six
and
seven
years
old,
there
isn't
much
research
to
show
that
those
students
and
out-of-school
suspension
is
going
to
cause
a
reform
and
behavior.
E
However,
that
tool
is
successful
when
it's
used
as
an
opportunity
to
engage
the
parent
that
you
other
might
otherwise
might
not
have
an
opportunity,
engage
that
parent.
However,
that
becomes
an
equity
issue,
because
when
you
have
parents
that
are
coming
from
low
SES
backgrounds
that
are
working
around
the
clock,
that
don't
have
the
ability
to
take
that
time
off
to
engage
with
the
school
and
you
suspend
their
five
six
or
seven
year
old
student.
E
So
last
year
we
started
a
transition
to
move
towards
an
elementary
Dean
of
Students,
and
we've
talked
extensively
about
that
position
and
and
just
the
need
to
transition
that
position
from
the
administrative
intern
program
that
we
have
to
a
more
sustainable
model
or
Elementary
Dean
of
Students.
So
all
the
reasons
that
we've
talked
about
last
year
when
we
made
that
transition
as
part
of
the
three
year
plan
those
still
stand.
E
However,
it
is
also
our
expectation
that
if
we
were
to
move
forward
with
this
budget
this
year
that
Elementary
School
that
does
have
a
Dean
of
Students
moving
forward
in
Fargo
public
schools,
would
they
would
work
with
Missy
to
make
sure
that
a
their
beginning
if
they
haven't
already
restorative
practices,
which
is
part
of
our
five-year
MTS
SB
plan.
But
then
they're
also
going
to
work
towards
phasing
out
to
reduce
and
if
not
eliminate,
we
understand,
there's
unique
circumstances.
E
K2
suspensions,
you
have
an
additional
administrative
personnel
that
can
engage
in
a
sort
of
practices
or
work
when,
when
a
student's
not
fit
for
that
classroom
at
that
time,
how
can
we
find
an
appropriate
way
to
whether
it's
building
an
in-school
program
for
those
students
in
those
settings
or
doing
something
different?
So
we
can
still
support
our
students
and
our
staff,
but
we're
not
creating
those
bigger
equity
issues,
so
any
administrative
position
that
we
would
recommend
at
the
school
level
this
year.
That
would
be
part
of
our
budget.
E
We
would
expect
that
equity
and
inclusion
become
part
of
their
portfolio,
that
they
conduct
the
work
for
doing
equity
audits
and
then
that
would
be
part
of
the
school
improvement
plans
moving
forward
as
well.
So
that's
going
to
be
an
expectation
for
some
of
the
justifications
that
we
have
as
well.
Most
of
the
things
that
we're
suggesting
here
are
things
that
did
rise
to
the
top
of
the
forced
matrix.
E
So
we
are
aligned
to
that
as
well,
and-
and
that's
one
of
the
reasons
that
we
pick
some
of
these
things,
the
next
would
just
be
the
part-time
to
full-time
strategists,
as
you
know
that
our
strategists
help
with
interventions
and
also
help
with
with
becoming
data
coaches.
And
it's
just
an
important
position
in
our
district
Woodrow
Wilson
had
some
proposed
changes
that
also
made
the
list
and
those
were
somewhat
cost
mutual,
but
really
important
and
aligned
to
some
of
the
work
that
those
positions
were
already
doing.
E
And
then
one
of
the
things
that's
built
into
our
our
middle
school
level.
Our
position
right
now
is
a
request
to
change
the
middle
school
middle
school
level
Dean's
to
assistant
principals,
and
this
is
a
conversation
that
I'm
having
with
Fe
a
president
mastered
as
well,
and
when
we're
open
to
this
conversation
about
whether
this
is
appropriate
or
not,
because
this
was
one
of
the
items
that
didn't
necessarily
make
it
to
the
top
of
the
list
that
we
we
had
suggested.
E
One
of
the
reasons
that
we
thought
is
important
was
going
back
to
that
equity
and
inclusion.
Work
is
that
if
we
are
going
to
make
a
transition
from
the
middle
school
level
Dean's
to
a
middle
school
level
assistant
principal
position,
we
would
also
expect
that
person
to
take
on
an
equity
and
inclusion
portfolio
and
make
that
part
of
the
school
improvement
process
at
the
at
the
middle
school
level
as
well.
However,
we're
going
to
continue
to
have
that
conversation
and
see
if
that's
the
direction
we
want
to
move.
E
One
of
the
things
that
we're
hearing
is
that
the
deans
of
students
at
the
middle
school
level
have
the
exact
same
portfolios
besides
formal
observations
as
the
middle
school
assistant
principals,
and
that
moving
Dean's
would
align
more
to
the
middle
school
assistant
principals
and
what
they're
doing
and
that
it
would
also
be
competitive
compared
to
neighboring
districts
or
other
districts
across
the
state
and
what
they're
offering
for
their
middle
school
level.
Administrators
dr.
E
E
The
next
couple
of
slides
I
just
wanted
to
include
these
slides
that
let's
talk
a
little
bit
about
perception
versus
reality,
because
I
think
in
our
district,
knowing
that
long
term,
sustainability
for
a
budgets
gonna
continue
to
be
an
issue.
I
also
want
us
to
be
able
to
make
sure
that
we're
able
to
talk
about
our
narrative
a
little
bit
and
I
started
with
a
quote
that
says.
The
house
divided
against
itself
cannot
stand
because
I
think.
E
But
at
the
same
point,
I
think
I
do
want
to
clarify
some
of
the
things
that
that
been
mentioned,
either
in
the
past,
by
board
or
Fe
a
or
as
well,
and
just
say
that
it
is
not
the
position
of
administration
to
request
emerging
needs
each
year
at
the
cost
of
staff
staff,
expenses
or
staff.
Salary
raises
at
all
and
I
want
to
clarify
that
by
just
second,
because
we
have
a
negotiated
agreement
in
place.
So
we
know
what
we're
going
to
spend
on
salaries
our
benefits
and
then
we're
gonna
build
our
emerging
needs
budget.
E
At
the
same
point,
we
plan
on
continuing
that
process
moving
forward.
Well,
so
I
wanted
to
include
that
and
then
also
just
include
a
point
about
oftentimes.
It
is
perceived
that,
as
we
add
administrators
to
the
district,
it
is
at
the
cost
of
our
support
staff
and
that
that
is
not
the
intent
of
administration
at
all.
E
So
president
masters
and
I
have
had
a
conversation
about
that
as
well,
and
if
there's
something
that
doesn't
look
successful
in
our
district,
then
we
can
revisit
those
roles
and
say
what
what
is
something
that
needs
to
look
differently.
But
the
best
example
we
can
give
is.
Last
year
we
revisited
the
rules
of
our
area
service
coordinators,
those
positions
which
used
to
be
district
office
located
positions,
and
they
were
decentralized
to
the
campus
level
to
be
a
greater
level
of
support
to
our
special
education
teachers.
E
And
there
was
the
expectation
and
I
think
that
has
happened
that
this
past
year,
that
for
our
high
level
IEP
s
and
for
some
of
our
more
engaging
families.
The
area
service
coordinators
can
take
a
more
response
role
to
help.
The
teacher,
so
the
teachers
can
also
focus
on
their
academic
instruction
and-
and
we
are
completely
committed
to
continuing
to
do
that,
work
and
make
sure
that
we
don't
add
any
administrative
positions
at
the
cost
of
teaching
staff
in
our
district.
E
It
is
because
we
see
that
there's
a
need-
and
we
understand
that,
there's
a
gap
for
both,
and
there
are
some
times
where
we
need
positions
to
support
our
teaching
staff
and
those
are
going
to
be
the
recommendations
that
we
make.
So
those
are
that's
just
a
high-level
overview
of
our
budget
and
if
I
were
to
break
down
our
budget,
that
was
our
preliminary
budget.
That's
been
built
this
year
so
far
in
terms
of
what
are
the
priorities,
I
would
say:
first,
its
diversity,
inclusion
and
equity.
E
But
then
second
thing
is
just
higher
expectations
on
the
schools,
as
we've
talked
about
to
continue
to
provide
service
to
address
students,
whether
it's
mental
health
or
challenging
student
behaviors.
We're
trying
to
create
our
budget
to
reflect
that.
We
want
to
hit
these
priorities
in
Fargo
public
schools,
because
we
understand
that
these
are
the
issues
that
our
teachers
are
facing
and
that
all
of
our
staff
are
facing
as
well,
so
we're
trying
to
provide
them
with
the
support
we
can.
E
So
that
is
really
just
an
overview
of
some
of
the
emerging
needs
that
were
built
into
the
preliminary
budget
and
as
we
go
through
the
budget
building
process
between
now
and
when
it's
certified.
Some
of
the
things
that
we
would
talk
about
would
be.
We've
already
had
some
of
this
conversation
at
the
board
level
potential
adjustments
and
what
are
areas
that
we
can
take
a
look
at
as
a
district.
E
Whether
there's
some
student
experiences
that
we
currently
offer
in
our
district,
that
we
we
can
revisit
at
the
board
level
or
even
looking
at
some
of
the
transportation
services
that
we
offer
do
we
want
to
continue
providing
that
at
that
level
or
not.
So
those
are
some
of
the
things
that
we
would
have
board
level
conversations
as
we
go
through
about
potential
budget
adjustments,
and
then
lastly,
I've
mentioned
this
before
as
well
as
we
enter
this
next
legislative
session.
E
What
are
some
needs
that
we
want
to
continue
advocating,
for
one
is
going
to
be
social-emotional
learning,
safety
and
health
based
services
and
staffing
and
then
continue
to
work
with
our
underfunded
programs.
So
that's
just
a
little
bit
narrative
around
our
budget
process,
but
you
will
see
our
budget
and
for
each
of
the
funds
located
on
the
following
pages
and
then
I
will
hand
it
over
to
Jackie
to
walk
through
the
numbers.
Can.
A
E
Know
so
we
we
have
someone
working
on.
We
have
a
five-year
plan
for
Mt
SSB,
and
we
know
that
diversity,
inclusion
plays
a
place,
has
a
place
with
social-emotional
learning
and
I
think
there
would
be
some
level
of
integration
there
as
well,
and
so
there
is
definitely
gonna
be
work
that
we
need
to
do
and
I
think
this
position
would
look
at
different
aspects
of
our
organization
and
see
where
does
that
worked
naturally
fit
in
whether
it's
curriculum
or
what
the
case
may
be.
E
I
would
also
just
caution
us
to
say
that
if
we
hire
this
position,
it
needs
to
be
just
beyond.
I
actually
have
an
article
here
that
I'll
share
with
the
board
as
well.
It
needs
to
go
just
beyond
a
position
saying:
okay,
we
hired
an
equity
position
or
we
hired
a
diversity
position,
and
so
Fargo
Public
Schools
is
at
rest.
Racism
or
we've
addressed
students
that
don't
feel
included.
So
that's
that's
not
what
the
purpose
of
the
position
is.
E
Although
that's
a
subject
area
of
the
position,
the
purpose
of
the
position
is
to
strategically
look
at
our
strategic
plan
and
say
what
are
some
goals
that
we're
not
meeting
whether
some
gaps
and
services
that
we're
not
meeting
and
let's
create
a
five-year
plan
accordingly.
So
right
now
we
see
a
gap
and
and
graduation
rates
between
one
group
of
students
and
another.
Why
is
that?
Is
that,
because
we're
trying
to
provide
the
same
instructional
environment
and
it's
not
working
with
one
group
of
kids
and
what
can
we
do
differently?
E
Well,
let's
look
at
our
special
education
identification
rates
and,
let's
create
strategic
plans
around
that.
So
it
is
a
broad
topic
to
position,
but
the
position
would
have
a
very
focused
job
of
looking
at
specific
gaps
of
things
that
we
do
some
things.
We
provide
a
very
high
quality
education
in
Fargo
public
schools,
but
we
know
that
we
can't
provide
the
same
educational
experience
to
everyone
so
for
some
of
the
students
for
who
we
can
do
better,
how
do
we
get
there
and
that's
the
purpose
of
this
position.
L
A
A
A
L
Right,
so
we
will
start
with
the
general
fund
budget
and
go
through
each
fund
then,
and
the
significant
assumptions
that
have
been
placed
in
as
of
now
I
would
like
to
point
out.
The
general
fund
budget
you
have
in
front
of
you
does
not
include
any
grant
funds
when
we
bring
it
back
to
you
the
next
time
we
will
have
those
those
numbers
for
you,
but
we
haven't
received
many
of
our
allocation
amounts.
L
Yet
so
we
just
don't
quite
know
what
they
are
at
this
point,
although
we
don't
anticipate
any
any
huge
changes,
but
so
to
start
off
with
property
tax
revenue.
The
budget
includes
a
projected
4%
increase
in
taxable
values.
We
will
wait
to
get
some
finalized
or
more
solidified
numbers
from
the
city
and
county,
probably
end
of
July.
We'll
have
some
a
little
more
solid
numbers.
I
would
like
to
remind
you.
L
We
have
not
changed
the
mills,
it
is
one
twenty
six
point,
seven
eight
that
will
be
levied
and
we
do
factor
in
a
5%
discount
just
because
the
majority
of
taxpayers
in
in
our
area
do
take
advantage
of
that
early
payment
discount.
So
we
we
tend
to
discount
ours
just
to
make
sure
we're
covered
for
that
as
we
go
down.
L
L
That
line
for
now
has
been
decreased
as
well
as,
and
then,
if
you
remember,
we
did
have
an
what
I'd
call
an
extra
house
to
sell
all
the
due
to
timing
for
vocational
education
houses
this
past
year
so
next
year.
That
number
is
just
less
because
we
will
have
one
house
at
each
location
to
sell
per
pupil
aid
from
the
state
we
discussed
on
the
one
slide.
It's
goes
up
two
percent
this
year
to
ten
thousand
thirty
six.
L
This
budget
includes
a
small
increase
in
a
DM
at
this
point,
I
pulled
the
data
and
we'll
be
reviewing
that
for
the
current
year,
that's
due
and
on
June
30th
for
our
regular
year,
so
hopeful
that
it
will
come
out
a
little
higher
than
that,
but
until
we
get
that
finalized
and
actually
until
dpi
approves
it
as
we've
talked
in
the
past,
not
until
November,
but
we'll
try
to
scrub
it
as
clean
as
we
can.
So
we
know
where
we're
sitting
with
that
on
time.
L
Funding
the
first
part
of
it
does
come
into
play
in
2021,
so
we
will
receive
additional
dollars
based
on
our
fall
enrollment
and
for
us
our
fall
enrollment.
Much
like
we
talked
at
the
mobility
report.
Our
fall
enrollment
is
higher
than
we
usually
end
up
in
the
spring,
so
for
next
year
we're
going
to
receive
some
additional
monies
because
of
that
the
following
year.
So
when
we
get
to
2022
they'll
be
the
offset
back
for
that,
and
that
will
continue
to
kind
of
go
back
and
forth
as
we
go
forward.
L
So
we'll
just
watch
that
as
that,
the
full
effect
of
the
on-time
funding
is
implemented.
Transportation
aid,
anticipating
a
decrease
school,
ended
on
March
13th,
and
so
we
had
no
additional
routes.
Therefore,
we
can't
claim
those
routes
or
mileage,
and
that
was
about
a
third
of
the
year,
so
just
anticipating
the
decrease
in
revenue.
Due
to
that
we
go.
That's
that's
pretty
much
the
main
items
in
the
revenue
side.
Are
there
any
questions
on
that
before
we
proceed.
Q
L
Not
at
this
time,
if
we,
when
that
comes
through
because
they're
they
haven't
even
opened
it
up
for
application,
I
believe,
and
that
is
going
to
be
based
on
our
Medicaid
revenue
that
we
have
so
I'm,
not
quite
sure
when
that
funding
comes
through.
If
that
will
be
accounted
for
like
a
grant,
so
we
can
separate
it
and
easily
show
that
if
we
have
the
revenue
and
we
did
spend
those
monies
on
applicable,
you
know
health
issues
or
wellness.
L
We'll
be
paid
next
year
on
the
routes
in
and
mileage
that
we
incurred
the
current
year
so
school
since
school
ceased.
We
had
half
of
March
April
and
May,
where
we
provided
no
transportation
to
students.
So
we
cannot
claim
that
as
funding,
unless
something
should
come
through
the
legislature
or
some
house
of
the
governor,
that
will
change
that.
So
for
2021
we
will
receive
less
aid
because
it
will
be
based
on
2020.
A
L
A
J
You
so
Jack,
you
have
a
question.
You
mentioned
that,
based
on
historical
trends
and
now
with
on-time
funding.
This
is
going
to
be.
You
know
this
will
affect
the
budget
differently,
moving
forward
or
budget
planning.
Well,
that
sort
of
enrollment
assumption
that
you
know
you
expect
to
see
it's
maybe
lower
numbers
based
on
your
projections
in
the
spring.
Will
that
somehow
be
built
into
the
budget
building
process
from
the
beginning,
then
so
that
we're
not
surprised
in
the
end
when
the
next
year
rolls
around,
and
you
have
to
paint
some
of
that
back
essentially.
L
So
just
remember
that
for
next
year,
for
2021
everything
were
paid
on
is
what
occurred
in
2020.
So
what
occurred
in
the
current
year.
So
next
year
we
will
know
what
our
fall
enrollment
will
be.
That
will
be
plugged
in
so
I
would
anticipate
more
of
those
changes
will
be
known
as
we
go
into
the
2022
budget
and
further
on,
because
since
we're
always
paid
on
in
arrears,
basically
honor
our
units,
it's
difficult
to
know
going
forward
with
what
that
will
be
until
we
close
the
school
year
next
year.
L
I
am
anticipating
that
I
believe
the
initial
calculation
is
maybe
an
increase
in
88
units
for
the
on
time
funding,
but
then,
as
that
comes
into
play
into
spring,
if
it's
lower
we'll
have
to
pay
that
back
the
next
year.
So
now
it's
just
going
to
be
a
juggling
of
timing
for
the
remainder
of
the
term
until
unless
it
changes
latest
legislatively
any.
N
Was
just
gonna
add
to
David
he
had
the
question
on
the
transportation
that
the
way
it
sounds
to
me
they're,
going
to
as
a
state
superintendents
they're
gonna
put
together
the
amount
of
dollars
we
lost
in
the
transportation
and
try
to
recruit
those
Anthony
in
the
next
legislative
session.
As
I
understand
it.
Q
That
is
only
a
1%
increase
for
our
overall
revenue
right,
since
local
revenue
is
only
about
thirty
percent
of
our
budget,
and
so
even
if
local
revenue
goes
up
four
percent,
that
doesn't
mean
that
our
overall
revenue
is
going
up.
Four
percent
right,
correct,
okay,
overall
revenue
is
going
up
two
point:
seven
ish
right.
L
L
So
those
are
included
in
here
in
benefits.
You
know,
the
majority
benefits
are
based
off
of
salary
increases
I
anticipated
a
six
percent
increase
in
health
insurance.
That
is
another,
of
course,
that
we
will
not
know
until
fall.
Hits
where
we'll
be
sitting
with
that.
So
I
wouldn't
anticipate
that
there
may
be
some
additional
adjustments
there
as
well.
So
I'm
gonna,
stop
there
with
salary
and
benefits
and
take
any
questions
you
may
have
on
that.
Since
that's
the
largest
area
of
our
expenditure
budget,
Abuk.
J
L
They
are
not
I
would
anticipate
that
from
a
staffing
standpoint
that
the
individual
that
we
have,
who
maintains
our
district
office
staffing,
would
be
moved
over
with
us
and
so
I
I.
Don't
at
this
point,
anticipate
that
we
would
have
additional
custodial
staffing
and
if
you
look
at
I'm
glad
you
kind
of
pointed
out
the
the
maintenance
lines
a
little
bit.
There
are
three
lines
there:
124
125
and
126.
There
looks
to
be
a
lot
of
ups
and
downs
and
those
most
of
that
is
related
to
getting
our
employees
properly
classified
so
Amanda.
L
One
of
Doug's
staff
has
really
worked
Harding
to
clean
up
and
make
sure
that
we're
properly
classifying
our
part
time
from
our
full-time
in
these
line
items.
So
then
that
difference
of
those
three
isn't
as
large
as
if
you're
just
looking
at
the
one
line,
that's
almost
170,000,
so
it's
a
continual
process
with
us.
We
have
a
lot
of
employees
who
go
in
and
out
and
to
make
sure
that
we're
we're
consistently
classifying
and
coding
them
where
they
belong.
J
L
Know
those
costs
will
be
mostly
in
utilities
in
that
area
and
I
believe
when
we
discussed
initially
this
building,
there
were
increased
costs
in
there,
and
some
of
those
have
been
accounted
for.
I
need
to
gather
some
more
concrete
information
on
those
costs
before
I
fully
would
estimate
that,
because
they
seem
a
little
high
compared
to
what
we
use
to
operate
this
building,
it
is
larger,
but
it's
not.
You
know
that
much
larger,
where
utilities
costs
to
me
would
be
triple
so
more
to
come
on
that.
G
H
G
L
Are
individuals
who
were
administrative
interns
are
in
the
teacher
line
in
line
112,
so
if
those
positions
are
when
those
positions
are
converted
to
a
an
elementary
Dean
position
now
those
costs
will
be
in
the
administrator
line
in
1
1
1.
And
what
was
your
other
words?
So
the
same,
the
same
thing
if
the
the
the
director
of
equity
inclusion
would
be
the
addition
in
the
1
1
1
line,
as
well
as
if
we
have
included
the
adjustment
from
Dean's
at
the
middle
level
to
assistant
principals
as
well.
Remember
my
terminology.
L
All
right,
we'll
move
down
into
the
other
fun
stuff,
then
that
we
have
so
what
happens.
Also
during
the
processes,
all
directors
and
department
heads
do
submit
to
me
estimated
costs
for
the
remaining
lines
in
the
budget,
so
they
don't
necessarily
submit
their
salary
and
benefits
information.
We
go
through
a
different
process
for
that,
but
they
do
submit
for
the
remainder
of
their
costs
for
their
areas,
and
so
that
is
really
an
accumulation
of
all
of
that
data.
They
they
get
a
sheet
to
fill
out.
They
send
it
back.
L
We
gather
it
all
together
and
get
it
into
the
system
for
them
so
going
through
the
purchased
services
area.
The
main
item
is
really
contracted
instructional
services.
A
lot
of
that
stemmed
from
you
will
see,
as
we
close
out
this
current
year,
we
had
to
contract
for
quite
a
bit
of
special
education
services
for
many
of
our
students,
and
so
I
will
be
bringing
a
budget
revision
due
to
that,
and
so
that
increase
is
just
really
trying
to
be
reflective
of
those
costs
that
we
probably
will
be
incurring
for
those
students.
L
This
is
where
I
will
gather
some
more
concrete
data
and
make
sure
that
we're
covered
for
the
just
the
general
operational
costs
if
there
are
an
increase
moving
from
this
building
to
the
our
deal
building
and
that
would
be
half
a
year
as
well,
not
anticipating
we
move
until
January,
probably
quite
a
few
decreases
in
these
areas.
I
think
just
people
really
also
took
a
good
look
at
their
Buy
this
year.
Dr.
Gandhi
tasks,
the
task.
L
A
Come
on-
and
this
is
going
to
cross
over
into
several
of
the
areas
that
you're
going
to
talk
about
next
but
partially
back
in
staffing.
We
know
it's
going
to
be
more
expensive
to
open
in
the
fall,
because
we
are
going
to
have
increased
clean,
possibly
more
staff
to
clean
up
a
lot
of
PPE
to
purchase,
and
it's
been
very
expensive
for
me
to
reopen
serving
youth.
So,
as
are
those
factored
into
any
of
these,
those.
L
Are
not
at
this
point
and
the
reason
being
I
do
not.
We
do
not
have
the
plan
yet
in
place
for
how
we're
going
to
open
and
not
knowing
from
the
governor
at
what
level
we
can
reopen.
So
those
wills
begin
to
be
factored
in.
As
you
start
to
see,
this
budget
move
forward
to
your
approval
in
in
August
and.
A
L
E
Thank
you,
some
of
the
things
that
we
know,
regardless
of
what
that
level
is,
is,
is
gonna,
be
part
of
our
cares
act
plan
that
we've
shared
already
in
that
that
we're
building
out
right
now,
which
does
custodial,
is
a
part
of
that
teaching
and
learning
is
a
part
of
that
and
then
obviously
IT.
It's
a
big
part
of
that
as
well.
N
E
We
the
program
that
was
already
in
place
and
at
June
30th.
However,
we
have
started
conversations
for
a
variety
of
different
options,
with
at
least
two
of
the
major
service
providers
in
the
area.
Bill's,
actually
continuing
to
talk
with
them
about
extended
opportunities
to
aid
to
get
the
parents
that
they
did
serve
during
this
time.
What
they're
able
to
do
moving
forward
starting
July,
1st
or
if
that's
something
the
district
would
have
to
pay
for?
What
would
that
cost?
E
K
L
Get
into
the
next
area,
which
is
our
transportation
and
travel
as
you'll
see
later
on
the
agenda.
We
have
some
other
things
we
need
to
discuss
regarding
the
valley
bus
contract
and
how
we
proceed
with
that.
So
these
are
rough
numbers,
of
course,
as
we
haven't
finalized
a
new
contract
for
that,
yet,
anticipating,
currently
that
contract
has
a
3%
inflator
in
it.
Roughly
there's
also
some
travel
for
students
in
here.
It
is
the
year
for
the
high
schools
to
take
their
every
other
year,
music
trip
as
well,
so
those
costs
are
in
here
as
well.
L
Just
got
our
quotes
as
well,
so
that
hasn't
been
updated
for
our
insurance.
For,
for
the
the
district,
I
have
asked
them
to
give
us
the
quotes,
because
we
will
be
bringing
online
then
another
building,
so
these
numbers
will
become
adjusted
as
well
as
we
go
forward
once
I
get
that
information
from
them
to
add
they
are
do
building.
For
that.
You
know
when
we
get
into
tuition,
it's
such
an
unknown.
K
J
L
Added
route,
no,
that
really
that
line
really
is
used
for
more
of
the
building
level;
transportation
that
we
do.
So
that's
that's
where,
when
I
talked
about
the
high
school
music
departments
doing
their
trips,
that's
where
their
transportation
ends
up
getting
coated,
and
they
do
have
a
budget
of
about
fifty
thousand
dollars
for
that
when
it
occurs.
So
that's
really.
The
majority
of
that
increase.
Okay,.
J
L
Okay
and
then,
as
we
get
into
supplies
and
materials-
and
this
again
is
where
electricity
costs
are,
and
we
have
narrowed
those
down
a
little
bit,
but
we'll
definitely
take
a
look
at
if
we
have
any
increased
costs
in
that
area
that
need
to
be
added
back
into
here
supplies
you
know
there,
we
do
have
an
increase
there
and
that
is
mostly
attributed
I.
Think
to
how
we
ended
and
some
of
the
items
we
needed
to
purchase
and
look
in
realizing
that
we
will
have
to
purchase
right.
We
know
we
need
to
purchase
masks.
L
We
know
we're
going
to
have
some
more
supplies
needs
in
in
the
area,
sanitation
as
you
go
through
those
items
really
between
textbooks
library,
books
and
workbooks,
those
all
kind
of
tend
to
work
together,
many
many
times
so
you'll
see
overall,
when
you
place
them
together,
not
it
not
an
extremely
large
increase
in
there.
It's
just
a
matter
of
how
the
teaching-learning
department
really
ends
up
disturbing
those
funds
once
they
come
through
as
we
get
down
to
equipment.
You
know
that
that's
is
truly
based
on.
Department
needs.
L
What
comes
in
and
so
again,
people
took
a
look
and
I
did
not
really
receive
requests
for
items
that
you
know
really
probably
aren't
necessary
at
this
time.
A
lot
of
this
area
does
ends
up
being
in
our
operations
area
maintenance
when
one
of
those
vehicles
or
plows
go
down
there
quite
spending
to
replace,
but
we
do
have
some
needs
in
that
area
that
we
need
to
take
care
of,
and
then
technology
equipment
increase
as
we
restored
mr.
West
Rick's
budget.
L
L
Some
of
those
dollars
we
are
anticipating
using
cares
act
for
those,
so
this
may
be
a
pretty
solid
number
but
yeah,
and
that's
that's
kind
of
it
that
then,
of
course,
if
you
look
at
the
very
last
line,
nine
nine
twenty.
This
is
where
the
final
building
authority
bond,
the
large
payment
is
now
done
going
into
2021
and
I.
Believe
it
has
three
years
of
about
a
three
hundred
thousand
dollar
payment
still
remaining,
and
then
it
will
be
paid
off.
So
that
is
what
really
accounts
for
the
the
difference
in
the
fund
transfer
line.
A
So
budget
process
question
on
that,
so
we've
talked
about
emerging
needs
and
that's,
of
course,
adding
to
the
budget
and
dr.
Ghani
briefly
talked
about
it.
But
we
are
also
going
to
look
at
standard
of
efforts
and
are
we
offering
too
much
where
I
expect
there
will
be
a
forced
choice,
type
model
for
people
to
determine
where
we're
heavy
and
I
want
everybody
to
know
that
we're
not
just
adding
to
the
budget,
but
we're
also
probably
going
to
have
to
decrease
some
things,
but
there
will
be
plenty
of
public
feedback.
L
Timing
is
just
not
working
to
our
favor
this
year
with
everything
that
happened.
I
think
we
need
a
lot
of
conversation,
I
think
at
the
board
level
as
well.
Regarding
some
of
the
items
that
we
have
placed
on
that
list,
it
may
not
mean
that
we
stopped
doing
some
of
the
experiences
that
we
have
provided
for
our
students,
but
if
we
may
need
to
look
at
at
adjusting
those,
you
know
I
think
as
we
get
into
you
know
we're
June's
over.
L
So
it's
going
to
have
to
be
fairly
soon
within
the
next
couple
of
weeks,
but
I'm
really
cautious
about
not
being
able
and
that's
what
happened
with
the
other
matrixes,
well,
really
not
being
able
to
explain
to
people
what
what
they
all
mean
and
so
do
you.
Do
you
really
get
good
results
out
of
that
when
you
aren't
able
to
provide
all
the
background,
information
and.
A
E
Thing
I'll
just
mention
is,
as
you
talk
about
budget
adjustments
during
this
process.
What
I
included
in
the
slide
are
the
things
that
would
come
to
a
board
level
conversation
that
doesn't
mean
that
administrative
Lea
we're
not
already
looking
at
it
they're
adjustments
that
we
could
do.
The
best
example
I
can
give.
E
So
the
things
that
administrative
leave
that
we
can
change
to
look
at
our
budget
for
next
year,
those
weren't
shared
on
the
slide
I
just
share
the
things
that
we
need
to
have
a
board
level
conversation
about,
but
we're
taking
a
look
at
some
of
those
things
as
well.
They'll
be
some
of
this
process.
Last
year
the
board
also
authorized
administration
of
starting
this
upcoming
school
year.
We
talked
a
little
bit
about
credit
card
fees
and
the
processing
fees.
That's
gonna
have
an
impact
moving
forward
as
we
build
a
budget
as
well.
E
G
L
Once
we
close
out
the
years
should
be
able
to
give
you
a
good
idea
on
that,
so
we
usually
close
out
the
year,
probably
the
third
week
of
July,
so
I
can
definitely
give
you
some
more
information
on
that.
Of
course,
we
saved
money
in
some
areas
but
incurred
costs
in
the
others.
So
I
would
like
to
be
able
to
present
kind
of
both
those
sides
to
all
of
you.
So
you
can
see.
L
M
I
Did
yep
so
we
talked
during
the
break
just
a
little
bit.
I
had
some
questions
regarding
the
salary
range
for
the
director
of
equity
and
inclusion
and
I
learned
that
we
have
that
as
a
position
open
now
within
the
district,
so
it
which
I
think
is
wonderful,
thank
you,
but
it
illustrates
that
it
wasn't
only
a
funding
recommendation
from
cabinet.
It's
that
we
are
committed
as
a
district,
from
my
understanding
to
have
someone
working
in
that
position
within
the
district.
I
E
Rebecca,
thank
you
for
pointing
that
out
all
of
the
things
that
are
in
the
proposed
budget,
the
elementary
deans
and
the
other
things
we
have
not
posted
for
those.
We
were
waiting
for
the
discussion
this
evening.
The
director
of
equity
position
was
posted
last
Friday
and
really
it
was
just
posted
because
we
felt
like
it
was
a
priority.
You
know.
If
we
got
direction
completely
I'm
going
the
other
direction
from
from
the
board,
then
we
would
consider
removing
that
posting
and
move
forward
accordingly,
but
it
was
really
a
timing
thing
more
than
anything
else.
E
What
the
position
at
that
level
visiting
with
our
school
principals
and
trying
to
get
ready
for
August
to
make
sure
that
we
have
someone
in
that.
It's
not
only
started
in
July
but
can
start
putting
together
some
PD.
We
do
our
two-day
August
meeting
with
our
principals,
normally
aligned
to
the
the
staff
picnic
so
August,
12th
and
13th.
E
So,
just
knowing
that
this
position
is
a
unique
position,
not
knowing
what
the
candidate
pool
could
look
like
and
then
I'm
doing
some
comparisons
with
some
other
school
districts
that
are
looking
at
this
position
right
now
and
I've
posted
for
the
position
nationally.
It
requires
a
position,
that's
not
as
common,
so
we
wanted
to
get
it
posted
and
up
and
going,
but
that
is
the
only
position
that
we
have
posted
prior
to
this
conversation
or
this
preliminary
budget
approval,
and
it
was
a
done
for
timing
and
be
you
were
completely
right.
L
The
general
fund,
so
that's
the
most
intense
one,
so
move
on
next-
will
be
the
building
fund.
Again,
no
change
in
the
mills
were
levying
same
type
of
formula
apply,
the
4%
increase
and
value
included
is
the
that
will
be
the
sale
of
bonds
for
the
Explorer
Academy.
That
is
the
12
million
dollars
that
you
see
right
below.
L
That
is
almost
another
million
dollars,
as
we
anticipate
receiving
quite
a
sizable
premium
on
sale
for
that
bond,
which
is
excellent
fund
transfers
in
really
are
coming
from
the
special
levy
fund
and
what
we're
proposing
as
well
is.
There
is
some
bond
proceeds
that
remain
from
the
days
that
Davies
was
built
and
our
bond
documents
are
always
written
that,
if
there's
anything
remaining,
it
can
be
used
for
other
needs
within
the
district,
and
we
were
just
like.
Currently,
that
is
on
our
books,
a
separate
fund
of
a
part
of
the
building
funds.
L
So
we're
just
looking
to
kind
of
close
that
out
as
well
and
then,
as
we
get
into
the
expenditures
for
this
fund,
the
majority
of
the
construction
services
that
that
I'm,
anticipating
we
pay
will
of
course
be
for
the
Explorer
Academy.
We
also
will
be
finishing
up
the
early
childhood
area
remodeling
at
Longfellow
and,
in
addition,
is
the
Agassiz
plumbing
as
well
that
we
are
proceeding
with
them
we'll
be
soliciting
for
bids
shortly.
L
You'll
see
that
there's
the
remaining
six
point:
three
million
dollars
for
the
purchase
of
the
aureole
building
that
we
will
expend
next
year
as
well
as
fees
related
to
the
bond
issuance
and
then
the
equipment
and
technology
lines
included
in
here
are
those
items
for
the
Explorer
Academy
that
have
been
approved.
You
know
as
part
of
that
project.
I
should
have
changed.
The
unobligated
set
asides
item
there
as
well,
so
those
are
just
but
now
I
can't
even
remember
what
that
is.
Isn't
that
awful
I
have
to
think
about
that.
L
They
have
to
be
that
one
million
has
to
again
do
with
their
bond
issuance
fees
so
that
the
underwriting
fees
when
we
issued
that
bond,
that's
what
those
are
so
so,
as
you
see
you
know,
we
are,
we
will
be
taken
down
the
fund
balance
or
projecting
to
take
down
the
fund
balance
in
the
building
fund,
just
with
the
purchases
that
and
the
construction
and
some
of
the
projects
that
we're
taking
on
internally
with
that
fund.
So
if
there's
any
questions
on
the
building
fund,.
K
L
Move
on
to
the
special
assessments
fund,
no
change
in
anything
here
either.
It's
one
point:
two:
five
mils
the
same
percentages
applied
to
property,
tax
increases
or
revenue
or
value
increases.
I
should
say
the
only
assessments
that
we
really
have
remaining
are
on
Ed
Clapp
and
then
the
others
you
know
just
annually
were
just
charged
miscellaneous
assessments
from
the
city
depending
on
what
projects
are
taking
place
within
town
and
for
those
we
always
just
pay
them
off.
So
the
only
one
that
we
still
have
kind
of
on
the
books
with
the
city
are
Ed
Clapp.
L
So
any
questions
on
special
assessments
getting
nice
and
simple
for
that
all
right
special
levy
even
even
simpler.
So
this
is
this
is
the
fund
where
no
change
in
mils
same
percentages.
We
we
never
incur
expenses
in
this
fund.
This
fund
is
used
to
transfer
to
the
building
fund,
so
the
only
expenditures
you
will
see
coming
out
of
here,
of
course,
then
will
be
that
transfer
that
goes
over
to
the
building
fund.
L
This
year,
I
did
and
as
part
of
the
memo,
even
though
the
debt
service
fund
has
no
fund
balance,
there
are
a
lot
of
times
when
I
believe
many
of
you
are
wondering.
Well
what
debt
do
we
have
out
there
what's
remaining,
and
so
just
what
are
payments
going
to
be?
So
this
is
just
what
this
fund
only
accounts
for
that
for
the
the
payments
on
our
debt.
L
So,
as
part
of
the
initial
page
of
the
memo,
you'll
see
our
outstanding
debt
that
we
have
as
we
get
into
nutritional
services
fund,
many
of
the
same
principles
applied
that
that
have
been
applied
to
the
general
fund.
We
are
not
reusing
our
meal
prices
to
families
for
next
year
that
has
been
approved
by
you
as
a
board,
and
so
really
the
other
piece
will
be.
L
We,
the
community
eligibility
provision
that
we
have
at
Madison
in
Jefferson
right
now,
will
be
extended
to
Ed
Clapp
next
year,
and
so,
if
you
just
as
a
reminder,
this
is
where
everyone
in
the
building
receives
lunch
for
free
and
does
not
have
to
fill
out.
All
of
the
paperwork
influenced
so
very
excited
about
that.
Cindy
is
very
excited
about
that
as
well.
L
L
We've
spent
this
last
year
with
the
closure
and
the
additional
meal
service,
we
did
how
that
funding
is
going
to
play
out
from
the
feds
as
it
comes
in
so
just
just
know
that
there'll
be
quite
a
bit
of
tweaking,
probably
in
that
revenue
area
of
what's
coming
in
and
this
fund
as
we
move
forward
and
and
based
on
what
circumstances
we
only
open
with.
There
will
be
increased
expenses
here
as
well.
L
I'm
I'm,
assuming
so
I
just
want
to
throw
that
out
there
as
as
we
go
forward,
but
as
far
as
salary
and
benefits
applied,
the
same
parameters
took
our
existing
staff
moved
and
forward
to
come
up
with
some
estimates
on
that
same
percentages
for
health
insurance,
Cindy
did
this
year.
We
did
this
past
year.
We
did
do
some
adjustments
as
far
as
the
delivery
drivers
we
have
do,
spend
the
majority
of
the
time
in
food
services.
L
Her
rules
are
that
she
is
not
supposed
to
have
more
than
three
months
of
operating
costs
in
her
fund
balance
and
because
we
do
truly
run
a
good
program
in
most
districts
around
the
country.
Do
not
run
as
well
as
we
do
for
most
of
them.
That's
a
hard
thing
to
get
to
for
us.
We
seem
to
get
to
it
and
we
we
surpass
it.
L
Q
L
So
I'll
tell
you
that
which
I
you
you
may
all
remember,
may
not
I'm
trying
to
remember
how
we
relate
the
information.
We
were
fortunate
at
the
break
of
semester,
time
to
have
a
donor
pay
off
all
of
our
lunch
debt,
and
it
looks
like
in
discussions
with
Cindy
that
she
had
enough
donated
funds
as
well
to
pay
off
for
the
remainder
of
the
current
year,
so
being
in
conversations
with
the
lunch
aid
and
the
programs
that
have
been
generous
enough
to
try
to
support
us
with
the
debt.
L
You
know
our
typical
debt
typically
would
probably
be
about
35,000
that
may
change
this
year.
Also
as
Ed
Clapp
comes
online
with
lunch,
so
we're
just
kind
of
leaving
it
right
in
that
area.
Very
hopeful,
though,
that
in
and
you
know,
our
community
is
great
support
for
us
and
for
our
students,
and
that
I
would
have
no
qualms
saying
that
probably
will
get
taken
care
of,
but
I
need
to
be
conservative,
just
in
case.
N
J
A
comment
Robin
sure
sorry
vote.
Okay,
thank
you.
So
you
know
because
again,
where
the
proposal
Thank
You
Jackie
by
the
way,
all
of
that
was
very
helpful
information
and
delivered
in
a
very
you
know
nicely
detailed
manner
for
us
to
understand
so
I
appreciate
that,
but
because
we're
still
part
of
the
recommendation
as
a
deficit
spend
I,
can't
I
won't
support
it.
So
therefore
my
goal
people
we.
R
B
D
Q
A
A
E
Jackie
all
right,
you
know
what
the
Planning
Committee
and
members
of
the
board
we've
had
conversations
around
our
contract
with
the
valley,
bus
as
it
relates
to
the
Cove
enclosures.
However,
it's
also
time
for
a
contract
renewal
with
valley,
bus
and
it's
entry
code
allows
us
to
either
it
does
allow
us
a
process
to
direct
negotiate
as
long
as
we
publish
notice
of
doing
that.
So
we
are
seeking
recommendation
from
the
board
that
would
allow
us
to
enter
direct
negotiations
and
public
notice
of
that
with
valley,
bus.
P
J
K
J
J
Approach
it
differently,
I
know
that
valley,
bus
is
really
the
only
large
facility
in
the
area,
but
are
there
other
things
that
we
could
do
and
shouldn't
be
part
of
that
sort
of
negotiated
process
just
because
I
don't
see
transportation
cost
as
we
currently
spend
as
something
that
is
sustainable?
Thank.
L
That
has
to
first
come
internally
from
our
special
education
department,
but
anticipate
that
we
will
begin
to
have
much
more
in-depth
discussions,
because
not
only
is
it
an
increased
cost
for
us,
it
is
definitely
an
increased
cost
for
Valley
bus
because
they
have
to
be
staffing
all
of
that
and
they
have
to
be
providing
all
of
that.
The
buses
that
are
needed
for
that.
So
it
would
be
a
win-win
for
both
of
us
to
really
sit
down
and
have
members
of
the
district
really
brainstorm
to
see.
E
I'm,
just
gonna
add
to
Jackie's
point
and
Jennifer
I
think
there's
two
parts
to
your
question.
You
know
one
within
our
transportation
itself.
Are
there
areas
that
we
have
for
cost
savings
and
that's
within
our
contract
with
Valley
Bus.
One
of
the
things
I
was
on.
The
preliminary
budget
slide
is
looking
at
as
an
adjustment
is,
if
and
when
we
have
to
provide
an
additional
route
to
students
that
are
not
in
the
Fargo
Public
Schools
boundary.
That
is
a
potential
conversation
that
we
can
have
as
well.
That
is
a
practice.
E
That's
happened
in
our
district
for
a
long
time
and
one
that
cost
another
route.
There
is
a
cost
per
route
for
that
as
well.
But
then
the
second
piece
to
your
question
is
just:
is
there
something
that
we
could
do
in-house
versus
just
that
automatic
contract
or
that
direct
negotiation
with
Valley
bus?
Because
there
are
other
providers
in
the
area?
E
I,
don't
want
to
speak
too
much
to
something
happening
before
my
time,
because
I
wasn't
here
for
it,
but
I
know
the
district
in
the
past
has
done
an
analysis
on
in-house
transportation
and
and
just
a
start-up
cost
of
that
would
be
exponential
just
to
even
get
that
going
to
some
level.
So
I
know
that
that
work
has
been
done
in
the
past,
but
it
was
prior
to
my
time.
A
D
Q
A
I
Q
I
A
J
Have
a
question
sure:
okay,
thank
you.
So
in
here
the
added
highlighted
information
as
audience
member,
if
or
not
offense
are
able
to
attend
I'm
just
curious.
How
the
committee,
also
for
the
sake
of
clarity
and
discretion,
would
would
say
that
member
is
not
on
a
committee
that
might
have
in
you
know
important
information
or
might
have
expertise
in
some
sort
of
area
of
an.
K
A
J
A
J
I
Can
start
by
explaining
so
the
memo
that
is
in
front
of
us
tonight,
memo
122
was
intended
for
our
previous
board
meeting
and,
as
we
know,
there
were
some
items
that
were
moved
to
this
meeting
from
that
meeting
and
then
this
memo
was
one
of
them.
During
the
time
of
our
last
June
9th
meeting,
the
communications
committee
was
set
to
meet
and
June
16th.
However,
there
were
two
of
us
that
attended
that
meeting
we
weren't
able
to
have
a
quorum
at
that
meeting.
I
My
intent
at
that
meeting,
because
we
had
received
some
email,
communication
and
communication
too,
from
the
FAA
at
our
June
9th
meeting
that
had
some
questions
regarding
language
that
was
included
in
this
policy
change.
A
couple
regarding
specifically
words,
transparency-
and
you
know
words
are
important,
but
just
using
the
words,
don't
don't
do
it
either.
We
have
to
have
the
action
so
oftentimes,
of
course,
just
because
the
words
there
that
doesn't
mean
we're
being
like
transparent.
It
doesn't
mean
we're
being
transparent
I'm
just
because
it
says
we're.
I
We
have
a
Communications
Committee,
it
doesn't
even
mean
we're
communicating
appropriately
and
so
I
feel
like
that
has
happened
in
probably
the
past
couple
years,
at
least
so.
My
intent
with
our
communications
committee
meeting
was
to
have
that
discussion
about
the
feedback
that
we'd
received
and
and
what
we
thought
maybe
should
be
included,
potentially
for
updates
till
now.
Knowing
this
issue
is
going
to
come
up
at
this
meeting
so
therefore
I
I
guess
I
took
it
as
a
as
a
committee
chair
to
recommend
a
new
name
for
the
committee.
I
So
the
intent
is
to
be
consistent
with
those
monitoring
reports
and
to
give
examples
of
four
stakeholder
groups,
not
to
say
those
are
the
only
stakeholder
groups,
but
to
give
examples
of
stakeholder
groups
that
we
want
that.
We
know
we
want
to
make
sure
that
we
pay
attention
to
number
two
work
with
administration
to
develop
and
recommend
for
the
board
and
annual
communications
engagement
and
advocacy
stakeholder
work
plan.
I
The
intent
of
this
is
to
be
very
specific
and
very
thorough
and
to
work
extremely
hard,
the
opposite
of
what
we
have
been
doing
honestly
with
intention
and
with
plan
reach,
make
sure
that
we
are
reaching
out
to
at
least
the
stakeholder
groups
that
are
mentioned
here.
It
is
not
intended
for
us
to
not
be
flexible.
It's
not
intended
for
us
to
say:
oh
gee,
that's
not
in
the
strategic
plan
that
doesn't
link
up
with
our
strategic
plan,
but
we
have
an
emerging
need
and
we
can't
talk
about
it.
I
It's
intended
to
be
purposeful,
but
also
have
flexibility,
number
three
consider
resources;
resources
such
as
the
district's,
strategic
and
other
long-range
plans,
conference
and
survey
reports,
request
from
other
board
committees
and
administration
and
the
development
and
maintenance
of
the
annual
work
plan.
So
an
example
of
a
request
from
another
board
committee
could
include
our
government
relations
committee
regarding
bills
that
are
coming
up
in
the
legislature
where
that
committee
and
as
board
members,
we
work
to
engage
with
our
legislators.
I
But
we
may
need
to
be
reaching
out
to
some
of
our
stakeholder
groups
to
help
provide
assistance,
basically
beefed
up
our
plan,
so
the
idea
would
be
is
if
a
committee
has
a
suggestion
for
that,
where
they
see
this
committee
could
be
of
help
that
we
take
that
on
it
and
consider
it
number
four.
It
talks
about
the
flexibility
for
needs
that
might
arise
outside
of
our
annual
work
plan
and
then
number
five
is
like.
I
What's
listed
with
other
committees,
work
on
other
projects
or
issues
is
assigned
by
action
of
the
board
membership
staff
support
Authority
and
the
terms
of
the
committee
would
be,
as
was
listed
in
memo,
122
and
I
looked
through
act,
I
mean
we
all
worked
on
this
in
our
Communications
Committee,
but
I
just
felt
like,
and
thank
you
for.
Everyone.
That's
been
involved
in
helping
to
put
some
of
the
thoughts
together,
but
in
looking
through
some
of
the
information
from
the
National
School
Boards
Association
that
John
actually
John.
I
Public
schools
are
under
fire
and
if
we
don't
have
a
plan,
my
real
personal
opinion
is,
if
we
don't
have
a
plan
to
purposefully,
engage
and
advocate
public
schools
within
our
school
district,
I,
don't
think
we're
doing
our
job,
so
I
intend,
if
we,
if
we
approve
this
I,
intend
or
whoever
chairs
this
committee
next
as
a
part
of
it
that
this
is
going
to
be
some
hefty
work
to
do,
because
I
think
that
we
really
have
some.
We
have
to
be
making
up
for
some
last
time,
in
my
opinion.
I
Q
R
A
R
K
J
Okay,
so
Rebecca
I
would
also
like
to
see
the
word
transparency
included
in
here
somewhere,
whether
it
stays
within
the
purpose,
and
we
just
add
the
second
sentence.
You
know
I,
you
know
so
previously,
as
purple
is
here,
it
says,
increase
the
board's
transparency
of
decision
making
and
communication
capacity,
I
see
a
red
line.
You
know
and
then
change
to
create
engagement,
advocacy
opportunities,
couldn't
reassign
chily
or
look.
Could
we
have
some
discussion
around
including
transparency
or
leaving
that
first
sentence
I'm.
A
J
I
A
J
K
J
Directed
me
I'm,
sorry
may
I
ask
another
clarifying
since
I.
Don't
have
that
one
then
in
front
of
me,
so
the
one
I'm
looking
at
is
the
first
one
that
line
item
under
the
means,
all
three
or
all
six
of
this
first,
you
know
the
old
documents.
Is
there
anything
in
there
and
then
there
I
see
four
new
ones
that
you've
proposed
to
read
or
to
leave
within
the
means.
I
Would
conflict
with
your
concerns?
Okay,
in
fact,
I
think
it's
it's
just
a
little
bit
more
broad
and
consistent
using
the
word
communications.
Add
it
into
number
one,
so:
communications,
engagement
and
advocacy
opportunities
and
number
two,
just
making
sure
that
the
language
is
consistent,
work
with
administration
to
develop
and
recommend
for
the
board
and
annual
communications
engagement
in
advocacy,
work
plan.
I.
Think
the
main
thing
that
I
added
in
was
a
bullet
point.
Second,
to
the
end,
where
it
talks
about
maintaining
flexibility,
because
I
wanted
to
my
hope
was
that
people
didn't
think.
I
J
J
Thank
you
for
that
clarification
and
then,
if
I
may,
the
last
comment
I
would
have
under
that
section
would
really
be
under
the
membership.
And
you
know
since
it
it
is
extremely
important
to
engage
whether
its
students
or
parents
or
community
staff,
in
whatever
sort
of
thing
that
we
might
be
discussing
at
this
committee
level.
I
Was
bright
up
a
couple
of
communications
committee
meetings
ago
and
I
believe
what
we
did
was
recommend
that
that
discussion
go
to
governance
as
part
of
just
the
overall
discussion
about
the
make
up
for
all
of
our
committees
and
I
think
at
governance
we
had
that
discussion,
I
believe
it
was
a
zoom
meeting
and
it
seemed
like
we.
We
settled
on
five
committee
members
and
you
know
the
same
makeup
as
we
have
here.
K
I
I
The
subgroups
ultimate
really
could
be
endless,
and
so
I
think
what
we
needed
to
do
is
to
keep
it
consistent
with
again
our
policy
monitoring
language,
but
then
say
to
ourselves:
oh,
that
doesn't
mean
we
need
to
be
restrictive
and
who
we
involve
in
the
conversations
because
we
won't
be
reaching
out
to
our
stakeholder
groups
effectively.
If
we're
not.
If
we're
not
reaching
out
and
creating
kind
of
broader.
You
know
broader
groups
spidering
out.
A
D
R
Q
Q
R
A
Q
You,
yes,
the
negotiations
committee
met
and
discussed
our
purpose
and
means
in
here
in
quite
some
detail.
Coming
out
of
that,
though,
just
a
relatively
small
changes
but
implying
as
Rebecca
did
a
lot
of
work
to
be
done
here.
The
first
change
is
under
our
purpose,
to
add
the
word
research
and
recommend
to
the
full
board
a
list
of
proposals
for
contract
negotiations
with
recognized
representatives
organization.
Q
The
intent
of
that
is
to
make
sure
that
board
members
know
that
part
of
bringing
the
proposals
is
to
have
research
those
proposals
and
come
with
full
justification
and
rationales
for
those
for
the
board
to
be
able
to
understand
and
bring
those
to
the
table
to
negotiate
along
those
same
lines
and
as
Rebecca
with
the
communications
change,
we're
adding
fourth
purpose
to
work
on
other
projects
or
issues
as
assigned
by
action
of
the
board.
Anticipating
that
those
would
largely
be
to
support
that
research
and
dig
a
little
deeper
into
topics
for
negotiations.
A
D
D
M
R
B
R
B
A
Motion
carries
thank
you.
How
we
doing
doing
okay,
keep
it
burning
up,
plugging
away,
okay,
keep
rockin
GP
14
memo
number
118.
There
was
some
changes
coming
out
of
our
governance
meeting
about
the
board's
budget
and
really
what
this
is
a
product
of
is
the
board
members
tightening
their
belts.
Essentially,
we
are
limiting
the
amount
of
national
travel
that
board
members
would
partake
in.
A
We
have
the
opportunity
and
we
were
encouraged
to
attend
every
year
for
years,
National
School,
Boards
Association.
This
proposal
would
bring
it
down
to
two
maximum
of
two
years.
Amory
tried
to
come
up
with
and
I
can't
try
to
come
up
with
some
language
to
give
some
flexibility,
so
we
are
proposing
that
travel
be
in
years,
one
through
three,
the
last
year
of
a
term,
usually
isn't
as
effective
as
the
first,
the
first
group-
and
there
was
also
some
discussion
around
that
same
topic
about
you-
know,
board
board
member
expenses.
A
Q
Excuse
me
I
know
when
this
was
first
proposed.
There
was
some
question
of
board
members
attending
on
their
own
dime
I
believe
that
this
language
will
permit
board
members
if
they
want
to
self-fund
their
trip.
They
will
be
allowed
to
do
that,
but
it
will
not
be
the
district
paying
for
their
hotels
and
conference
fees
and
airfare
cetera.
Thank.
G
I
started
talking
about
this,
the
second
or
third
year
I
was
on
the
board,
and
I
was
talking
to
Ann
Marie
about
that
in
what
I
thought
was
the
incredibly
high
registration
fee
at
the
National
School
Boards
Association,
and
it
gets
to
be
a
big
big
amount
and
I
think
giving
everybody
an
opportunity
to
go
twice
during
their
four-year
term
is?
Is
it's
a
it's
a
good
thing
for
us
to
be
doing.
A
Q
B
A
A
R
K
A
G
A
K
J
Can
I
ask
a
clarifying
question
along
those
line
about
so
it's
professional
development
was
included
in
be
I,
mean
we
have
salary
schedules
which
you
know
obviously
do
you
know
recognize
professional
development
or
added
education
experience,
but
does
that
need
to
be
reflected
in
here
in
terms
of
the
wording?
Since
it
wasn't
be,
you
know
now
it
will
no
be.
It
will
not
be
referenced
within
specifically
pulled
out
in
this
policy.
The.
E
Change
in
the
way
our
executive
limitations
are
written,
this
does
not
eliminate
our
ability
to
continue
with
those
practices.
It
does
not
require
the
superintendent
to
create
an
incentive,
so
we
don't
have
to
change
any
of
our
current
practices
where
we
reward
or
there's
incentives
for
professional
development.
N
Q
B
R
B
A
P
Miss
Benson
has
continually
reported
unsubstantiated
in
inflammatory
comments
in
her
LS.
This
has
been
detrimental
to
the
psyche
of
staff
and
as
well
as
administration,
and
it
greatly
affects
the
overall
reputation
of
the
district
as
a
whole,
and
this
has
been
evident
in
several
al
reports
that
we
have
reviewed.
P
A
Is
finishing
off?
Okay,
so
that
reads:
the
superintendent
shall
not
knowingly
recklessly
or
negligently
endanger
the
district's
public
image
or
credibility
their
board,
thereby
jeopardizing
the
its
ability
to
accomplish
its
mission,
and
so
you
are
saying
that
Jennifer
Benson's
comments
holding
back
updated
information
around
last
year's
decline
in
enrollment
with
a
deliberate.
That's.
Your
issue.
K
J
Okay,
so
I
mean
that's
pretty
hefty
accusation.
First
of
all
and
I
would
take
you
what
I
was
referencing.
There
happened
during
the
task
force
and
there
was
numbers
that
were
purposely
not
shared
during
that
analysis,
and
it
was
brought
forward
to
Bob
Andrew
Fox
and
they
chose
not
to
disclose
it
so
either
the
task
force
or
the
board.
J
So
I've
asked
time
and
time
again
to
have
that
discussion
even
back
during
when
that
was
happening
in
a
way
that
would
allow
the
board
to
really
and
the
task
force
to
make
their
sort
of
to
do.
Their
resources
are
now
based
on
accurate
information
and
instead
it
was
just
not
talked
about
I
have
proof
of
that
proceed,
and
so
perhaps
you
know
you
could
have
asked
me
that
first,
but
that's
why
I
have
to
reflect
it
in
the
e/l,
because
it
happens.
K
J
R
Eel
was
last
reviewed
in
December
of
2019.
In
an
on
that
number,
thirteen
all
board
members
indicated
that
administration
was
in
compliance
with
that
yell
when
it
was
reviewed
before
that
in
June
of
2019,
eight
board
members
completed
that
homework
and
all
board
members
who
completed
that
homework
indicated
that
administration
was
in
compliance
with
that
policy
point
and.
A
J
C
J
J
C
I
Well,
I,
don't
I,
don't
agree
with
the
statements
that
Jennifer's
making
I
just
it
saddens
me
that
we
have
to
have
that
I
I
do
feel
like
we
have
to
have
this
conversation
I'm.
Incredibly,
sad
that
we
have
to
have
this
conversation.
Censure
means
that,
even
if
we
were
to
vote
to
censure
from
what
I
understand,
it
means
that
we
don't
support
the
comment.
We
don't
agree
with
a
comment.
That's
made
as
we
know,
usually
when
we
have
monitoring
documents
on
our
agenda
for
approval.
I
My
feeling
is
that
this
is
a
very
critical
statement
that
requires
conversation
at
the
larger
board
level.
Not
only
five
committee
members
and
I
also
feel
that
it's
an
opportunity
that
we
need
to
give
to
Jennifer
to,
as
we
have
been
discussing
a
little
bit
here
now
the
reasons
for
making
the
statement.
I
It
indicates
that
we
are
encouraging
that
we
need
to
encourage
diversity
in
our
viewpoints.
It
also
indicates
that
the
board
will
allow
no
officer,
individual
or
committee
of
the
board
to
to
dictate
the
work
that
we
do
or
to
be
an
excuse
for
not
fulfilling
the
work
that
we
do
now.
I
believe
that
we
are
that
we
do
need
to
value
the
diversity
in
our
viewpoints
and
I
think
we
have.
I
A
Guess
I
would
say
if
you
were
looking
at
G,
p12
I
did
have
a
pretty
extensive
phone
conversation
with
this
board
member,
probably
less
than
a
month
ago,
about
how
she
completes
different
monitoring
reports
and
I
know.
We've
had
extensive,
and
it's
not
just
this
comment,
but
several
others.
Quite
frankly,
and
so
are
we
focusing
on
one
comment?
Are
we
focusing
on
according
to
GP
12,
we
don't
we
don't
censor
the
comment
we
sent
you
the
board
member.
P
G
Just
want
to
say
that
I'm
not
going
to
vote
in
favor
of
this
censorship
and
it's
not
because
I
necessarily
agree
with
what
Jennifer's
saying
when
I
do
these
PL
evaluations
I'm,
giving
you
my
assessment,
based
on
my
exceptions
and
and
our
perceptions
aren't
always
going
to
be
the
same.
It's
one
of
the
reasons
we
have
a
nine-member
board.
There
have
been
things
that
that
others
of
you
have
said
that
I
have
found
very,
very
controversial
but
as
I
think
about
him
it
it's
been
very,
very
helpful.
Q
Q
This
should
have
been
brought
to
the
board
president's
attention
to
be
dealt
with
not
put
into
the
document
like
this
before
that
discussion
had
occurred
and
then
followed
proper
procedures
per
our
policies
to
perform
that
investigation
or
or
follow-up
as
necessary.
I
do
not
think
this
was
a
credible
accusation.
I,
don't
think
this
is
relevant
to
this
al
and
it's
monitoring
and
I
believe
it's
a
wildly
out
of
order
for
this
board
and
for
number
to
act
like
this
and
to
have
done
this
and
for
that
reason,
I
think
Christie's
actions
here
tonight
are
appropriate.
Q
E
E
This
is
a
really
awkward
situation
for
administration,
because
we,
regardless
of
the
level
of
controversial
decisions
that
happen
at
the
board
level,
we
are
tasked
to
work
for
the
majority
of
the
board,
and-
and
that
is
something
that
we
we
have
to
do,
but
and
I
I
normally
would
refrain
from
this
conversation.
But
since
I
was
named
as
well
as
dr.
gross
was
named,
I
do
think
I
owe
it
to
the
board
to
at
least
share
some
information.
The
accusation
here
is
that,
during
a
boundary
task
force
meeting
both
dr.
E
gross
and
I
withheld
information
about
declining
enrollment
numbers
that
would
impact
what
that
task
force
recommended.
Since
that
time
the
board
chose
to
pass
on
the
task
force
recommendation.
We
had
a
work
session
where
we
gave
enrollment
numbers,
then
we
had
a
new
proposal
for
a
new
building.
We
went
through
enrollment
numbers,
then
that
was
declined.
Then
we
can
came
back
with
other
boundary
recommendations
and
other
boundary
meetings
where
we
presented
on
enrollment
numbers
again.
E
So,
first
off
I
absolutely
know
that
we've
never
deliberately
held
information
about
enrollment
numbers,
which
is
public
knowledge,
and
if,
for
those
of
you
that
see,
me
speak
a
Texan
issues,
state
of
our
schools
or
any
presentation
I've
given
we
have
always
started
our
presentation
with
where
our
enrollment
numbers
are.
At
that
time.
Every
presentation
since
then
that
we
presented
to
the
board
we
have
given
you
two
charts.
E
One
is
where
the
enrollment
numbers
are
at
the
start
of
the
school
year,
and
then
we
show
you
how
that
decline
in
enrollment
happens
between
September
or
August
through
May
and,
in
fact,
I
think
we
even
talked
about
it
today
when
we're
talking
about
our
budget,
that
our
enrollment
is
traditionally
declining
in
the
spring
than
it
does
in
the
fall.
So
just
in
the
defense
of
dr.
gross
and
myself
to
make
an
accusation
that
we
deliberately
withheld
information,
that's
normally
public
knowledge.
E
As
part
of
every
presentation,
we
did
you're
questioning
our
intent.
It's
it's
hard
to
question
someone's
intent
when
they're,
when
that
individual
has
brought
to
you
both
sides
of
the
recommendation,
a
new
building
and
a
boundary
change.
So
clearly,
our
only
horse
in
this
race
is
to
alleviate
the
capacity
issues
that
we
have
to
support
our
teachers
and
their
staff,
because
we've
been
trying
to
work
at
the
will
of
the
board.
So
what
motivation
would
we
ever
have
to
to
withhold
enrollment
information
and
then?
J
A
K
B
D
R
G
B
A
A
J
A
B
D
Q
A
G
Unfortunately,
I
think
about
the
only
we
cancelled
our
negotiations
committee
and
I
missed
the
Communications
Committee
meeting
and
I
wanted
to
I'm
not
trying
to
make
excuses
or
whatever,
but
when
people
have
jobs,
it
is
very,
very
difficult
for
me
to
get
to
noon
meetings
and
I
as
much
as
I
hate
getting
up
in
the
morning
about
the
only
meetings
that
work
with
a
person
who
has
a
9
to
5
schedule.
He
is
meeting
at
7:30.
I
did
not
attend
the
communications
meeting,
because
I
could
not
get
out
of
work.
J
Q
You
president
Nelson
yeah
I,
would
have
rapport
this
last
time,
but
we
kind
of
run
out
of
time,
but
back
on
the
8th
of
June
I,
attended
at
subtly
Gandhi's
invitation.
The
administrative
summit
Robin
would
attend
it
as
well
and
it
was.
It
was
really
good.
Thank
you
very
much
again
RuPaul
for
that
invitation.
It
was
good
to
be
able
to
speak
to
all
of
the
administrators
in
the
district
and
to
more
portly
hear
from
them,
and
one
of
the
biggest
pieces
of
our
conversation
was
regarding
our
liaison
visits.
Q
How
you're
going
to
approach
that
and
the
the
two
words
that
I
kept
hearing
over
and
over
from
the
administrators
was
that
these
need
to
be
intentional
and
they
need
to
be
authentic.
Visits
do
not
treat
these
as
check
offs
on
your
board.
To-Do
list
do
not
think
or
say
that
enery
is
gonna
chasing
you.
Q
If
you
don't
get
these
done
in
time,
but
sit
down
with
the
admin
teams
of
your
schools
early
in
the
school
year
even
before
the
school
year
starts,
get
to
know
them
and
and
work
closely
with
your
principal
to
lay
out
a
strategy
for
the
year
there
should
be.
You
can
try
and
get
in
there
into
your
schools
as
often
as
possible,
I
know,
and
it
to
the
point
you
just
made
David
it's
very
difficult
as
board
members,
but
we
need
to
make
that
time,
and
this
is
how
we're
gonna
build,
that
off.
That's
authenticity.
Q
Q
Q
Think
about
shadowing
a
student
if
at
all
possible,
through
a
couple
of
periods
meet
with
your
parent
teacher
group
and
their
officers
and
attend
those
meetings
if
at
all
possible,
I
know
in
the
last
year.
It
was
very
difficult
for
me
because
a
lot
of
those
were
on
school
board
nights
but
try
and
develop
a
relationship
with
your
those
officers,
those
parent-teacher
officers,
to
try
and
avoid
that
or
to
create
some
sort
of
relationship.
Q
Otherwise,
have
lunch
students,
lunch
room
and
meet
the
students
and
see
what's
going
on
and
how
that
occurs
and
have
the
office
of
your
buildings.
Add
you
to
their
announcements
list
as
if
you
are
a
parent
of
a
student
attending
there,
so
you
can
know,
what's
going
on
with
activities
of
that
school
and
attend
all
of
those
as
well.
Q
Finally,
the
last
piece
of
advice
that
I
thought
was
really
excellent
was
to
provide
a
follow-up
afterwards
to
the
principal
and
the
staff
that
you
met.
Everybody
should
have
some
business
cards
so
hand
those
out
as
you're
going
through
and
meeting
people,
and
a
handwritten
note
with
the
thanks
and
a
contact
card,
saying
let
them
get
a
hold
of
you.
Any
time
is,
is
very
much
appreciated,
and
so
with
that,
that
would
be
it.
Thank
you
very
much.
Those.
I
July
9th
the
Native
American
Commission
will
meet
the
first
meeting
since
we
took
our
break
Dudek
ovid
I
attend
I
intend
to
attend
virtually
the
NDS,
be
a
board
training.
That's
July
22nd,
whoever
the
new
Communications
Committee
Cheerios,
we'll
set
a
meeting
for
that
group
so
that
we
can
get
started
with
that
work
and
I
attended
governance
on
the
28th
back
on
the
28th
of
May.
I
And
of
course
we
have
that
Thursday
again
and
attended
the
last
Planning
Committee
meeting
I
enjoyed
watching
all
of
the
virtual
graduation
ceremonies
in
Fargo
Public
Schools
from
beginning
to
end
very,
very
enjoyable.
There
was
a
zoom
meeting
today
for
the
core
neighborhoods
master
plan.
Steering
committee
and
I
sent
you
all
the
most
recent
document
that
that
the
group
that
is
taking
us
through
those
exercises
provided
to
us
and
I.
I
You
know
they're
all
different
right,
so
kind
of
come
up
with
a
brand
for
each
group
and
work
on
toolkit
preparation
and
implementation
plans
for
whatever
these
the
neighborhoods
are
wishing,
because
some
of
the
wishes
and
the
needs
are
different.
I
thought
it
was
interesting
that
there
was
a
field
survey
was
done
of
almost
9,000
properties
in
the
core
neighborhood
area,
that
between
April
and
May,
some
NDSU
students
helped
with
that
field
survey
and
then
also
volunteers
within
the
core.
I
Neighborhoods
took
time
to
volunteer,
but
it
was
to
rate
homes
based
on
just
kind
of
like.
Are
they
excellent
or
deteriorating,
and
there
were
I
think
about
five
different
factors
that
they
rated
home?
So
it
was
really
interesting
to
look
at
the
maps
like
we
get
those
heat
maps
right
from
the
city
and
use
all
that
information
to
help
us
plan.
I
But
so
these
maps
look
similar
to
that,
but
have
different
kinds
of
information
and
those
maps
are
included
in
the
information
that
I
sent
you
today
and
so
I'm
curious
to
continue
in
on
this
and
see
where
there
is
going
to
be
collaboration.
Or
you
know,
information
sharing,
I,
guess
that
will
be
necessary
for
likely
the
school
district
as
we
move
forward
with
making
decisions.
N
Really
just
a
planning
meeting
that
that
I
attended
I'd
like
to
thank
mr.
Rodin,
Becker,
brandy
and
and
Christie
for
your
two
years
of
being
on
the
board
with
me
and
teaching
me
things
and
you
guys
truly
do
stand
up
for
public
education
and
I
do
appreciate
all
that
you've
done
in
moving
this
school
district
forward.
Dr.
Gandhi
and
president
mastered
I
appreciate
your
guys's
and
Jackie.
N
M
Brandy
well,
I
missed
the
Communications
Committee
as
well
I
kind
of
overlooked.
It's
on
my
dad,
so
I'm
really
sorry
about
that.
I
do
want
to
say
that
I've
really
enjoyed
being
on
the
board.
It's
been
a
learning
experience
and
you
know
I
tried
my
best
to
do
whatever.
Whatever
came
to
my
mind
that
I
felt
in
my
heart
that
was
correct
to
do
and
dr.
Gandhi,
your
you
and
your
staff
are
amazing.
We
couldn't
of
we
could
not
have
picked
a
better
superintendent
to
lead
this
district.
M
P
Christy
planning
and
then
governance
as
well,
and
this
last
Wednesday
we
had
a
Foundation
board
meeting
and
with
me
going
off
this
board.
They
have
asked
for
me
to
be
a
board
member
of
the
foundation,
so
I'm
thrilled
to
be
a
part
of
that,
and
then
I
was
a
part
of
Davey's
graduation
Rebecca.
If
you
reviewed
it
all
you
may
have
seen
me
running
around
like
a
wild
woman.
I
was
I
volunteered
to
be
one
of
three
photographers
at
that
event,
and
it
was
a
lot
of
fun.
P
I
took
about
close
to
a
thousand
pictures
and
we
had
another
600
or
so
for
than
the
other
two
gentlemen,
and
so
really
fun
to
be
able
to
capture
it.
Even
though
there
weren't
a
lot
of
people
that
were
able
to
be
there
other
than
two
people
per
student,
we
captured
a
lot
of
photos
and
we
shared
those
out.
They
were
all
available
for
free
download
for
all
parents,
so
it
was
fun.
Thank
you.
Jim.
C
A
Guess
you're
done.
Okay,
wait!
Excuse
me
reporting
for
a
full
month,
so
May
26th
I
was
part
of
the
pk-12
alliance
meeting
with
superintendent
Baylor.
We
conducted
some
empathy
interviews
about
how
parents
feel
about
long
distance
learning
and
how
to
reopen
in
the
fall.
So
it
learned
a
lot
about
that.
I
shared
that
with
rupak
weekly
calls
every
Wednesday
night
with
superintendent
Baylor
on
that
was
on
527
528
firework
as
Public
Health
Board
mounts,
and
then
there
was
also
a
Governance
Committee
meeting
that
day.
A
The
next
day
529
was
a
planning
committee,
June,
1st
John
and
I
partook
in
the
admin
summit.
So
that
was
that
was
we
learned.
That
was
a
great
use
of
our
time
on
June,
3rd
and
I'm,
starting
to
switch
into
legislative
mode.
Here
there
was
a
Facebook
live
event
with
superintendent
Baylor,
Shannon,
representative
Shannon,
Morse,
drones
and
representative
brandy,
pile
so
I
partook
in
that
as
well
on
June
4th
I
was
part.
I
was
invited
to
take
part
in
a
special
IDI
call
with
senators
Lee
and
Senators
Wars.
A
So
that
was
a
sizzle
meeting
as
well.
The
next
day
was
a
planning
meeting.
616
wasn't
a
very
exciting
online
interim
legislative
interim
education
funding,
Commission
committee
and
I
had
to
leave
just
due
to
a
work
emergency,
but
the
on-time
funding
came
in
and
that
is
going
to
be
I.
Fear
that
that's
going
to
talk
about
well,
we
increase
funding
by
this
much
because
it's
in
the
bottom
line.
So
we
need
to
remember
those
dollars
when
we're
at
that
at
the
legislative
level
and
I'm
waiting.
A
And
they
want
all
oldest
school
districts
on
the
funding
formula
within
seven
years
and
they
were
talking
about
some
equity
reports
for
state
school.
That's
my
notes,
because
I
don't
know
what
that
is,
so
I
need
to
look
those
up:
6
11
to
another
p12
Alliance
meeting
there
will
be
a
Governance
Committee,
well,
I
missed,
probably
the
best
one.
A
Yesterday
I
met
with
Jennifer
mast
rude
and
we
had
a
great
conversation.
A
full
agenda.
I
covered
the
board
liaison
information,
pretty
much
verbatim
as
to
what
you
did
and
then
she
had
some
great
ideas
as
well.
I'm
I
am
really
excited
about
where
at
least
these
liaison
visits
are
gonna
go
and
if
I
am
not
president
next
year,
I
want
some
thought
into
how
we
can
continue.
What
I
feel
are
very
constructive
conversations
very
honest
conversations
and
very
necessary.
So
please
think
about
that.
A
A
President
after
we
met
with
the
admin
meeting,
I
immediately
reached
out
to
Miss
master
ood
and
said:
how
can
we
now
and
get
this
information
from
FAA
and
she
talked
about
occasional
attendance
that
there
as
a
guest
at
their
building
rep
meetings
and
their
executive
committee,
so
just
a
couple
times
a
year.
So
what
we
can
discuss
that
more
and
then
there
was
some
discussion
around
the
new
inclusivity
and
diversity
administrative
position
and
she,
like
I,
had
the
same
question.
How
deep
does
this
go?
A
R
Go
ahead,
a
question
I've
had
a
couple
board
members
ask
me
about
the
board
picnic
which
is
scheduled
as
of
right.
Now
we
have
the
park
reserved
for
August
12th
at
the
usual
time,
but
I
know
there's
a
couple
board
members
who
are
wondering
if
we
are
gonna
go
with
that
you
and
I
had
a
discussion
not
so
long
ago,
kind
of
okay,
we'll
just
wait
for
now,
but
certainly
soon.
We
have
to
make
some
decisions
about
that,
because
I
do
need
to
take
the
next
steps
of
some
planning
for
that.
A
C
M
R
R
A
Okay,
we
have
this
section
of
our
meeting
is
dedicated
to
recognize
our
exiting
board
members.
I
remember
when
I
sat
there
about
four
years
ago,
but
I
started
crying
at
the
beginning
of
the
board
meeting
and
I
cried
the
entire
board
meeting.
So
I'm
good
for
you
guys
because
I
lost
it,
so
we
have
some
people
that
were
fighting
over
who
could
read
to
whom
and
so
maybe
Jim
did.
You
want
to
start
because
you
have
something
to
to
read
for
somebody.
C
C
You
won
election
in
2016
as
the
very
top
vote-getter
in
a
field
of
nine
candidates
during
your
time
on
the
board,
and
you
have
served
as
our
vice
president
as
a
board
negotiator,
and
you
have
done
an
outstanding
share
of
our
planning
committee
for
three
years
in
a
row.
Additionally,
you
have
been
the
board's
appointee
to
the
fargo
public
school
development
foundation
during
your
entire
four
years,
and
it
looks
like
you'll
continue
on
in
that
role.
During
the
2018
19
school
year,
you
served
in
the
building
capacity
and
usage
task
force.
C
You've
been
diligent
and
attending
professional
development
through
North
Dakota
and
the
National
School
Boards
Association
conferences
and
seminars
is
an
act
of
Fargo
resident
and
parent.
You've
attended
many
school
functions
and
athletic
competitions.
Christie
is
a
board
member,
you've
always
advocated
for
what
is
best
for
students,
while
also
acknowledging
the
financial
impact
to
taxpayers
and
our
community.
You
sought
to
listen
and
learn,
while
also
desiring
to
make
the
best
decisions
for
the
long-term
future
of
this
district
Christie.
Thank
you
for
your
time,
your
talents
and
your
commitment
to
Fargo
schools.
I
Yes,
I'm
I
told
John
that
I
would
be
saying
a
few
words
about
him
this
evening
and
that
it
doesn't
even
begin
to
scratch
the
surface,
but
we
have
only
at
the
time
a
bit
of
time
that
we
have
so
John
tonight
is
the
last
board
meeting
of
your
term.
Your
voice
at
the
board
table
has
been
well
thought,
measured
and
impactful.
You
have
helped
to
keep
us
focused,
grounded
and
moving
toward
the
goals
of
our
strategic
plan.
I
During
your
time
on
the
board,
you
have
provided
committee
and
board
leadership
serving
this
year
as
our
board.
Vice
president,
you
have
been
a
part
of
our
goshi
ating
team
for
your
entire
term,
leading
our
team
for
the
past
three
years
from
2016
to
2019,
you
served
as
the
liaison
to
the
Cass
County
Career
and
Technical
Education
consortium
board,
an
appointment
for
which
you
always
shared
your
joy
and
enthusiasm
with
your
professional
expertise.
You
helped
us
refine
our
policies
regarding
cybersecurity
and
our
need
to
have
our
electronic
systems
protected
at
the
highest
level.
I
In
December
of
2019,
you
presented
the
board
you
presented
to
the
board
the
proposed
you
presented,
the
proposal
to
the
board
quote:
save
the
world,
in
other
words,
amend
l16
and
the
long-range
facilities
plan,
stating
quote
our
planet,
is
facing
a
climate
crisis
and
Fargo
Public
Schools
has
a
responsibility
to
lead
our
region's
response
on
end
quote:
you
challenge
the
district
to
achieve
net
zero
emissions
by
2030.
This
is
work.
We
will
need
to
continue
to
explore.
Thank
you
for
getting
us
started.
I
John
you've
been
an
advocate
for
at-risk
and
minority
students
ensuring
that
they
receive
the
very
best
education
and
attention
the
district
can
provide.
You
enjoy
attending
district
events,
whether
for
your
own
children
or
for
others
at
other
schools.
Thank
you.
So
much
for
your
service
to
Fargo
schools
and,
on
behalf
of
the
board,
I
also
have
a
plaque
for
you.
A
A
Brandy
tonight,
your
your
4
year
term
on
the
Fargo
Board
of
Education,
draws
to
a
close.
We
have
appreciated
your
supportive
voice
of
our
students
and
schools
at
the
board
table.
Your
passion
has
always
been
what
is
best
for
all
students.
District-Wide,
your
desire
to
roll
up
your
sleeves
and
dig
into
board
and
district
work
is
commendable.
During
your
four
years
on
the
board,
you
have
been
a
member
of
a
communications
committee
and
government
affairs
committee.
You
served
on
the
calendar
committee
for
two
years
and
was
the
liaison
to
the
city
PTA
board.
A
A
Do
not
be
a
stranger
to
this
board
and
I
hope
that
you
continue
with
your
advocating
on
behalf
of
Fargo
public
schools.
In
fact,
this
might
open
it
up
that
you
could
advocate
even
more
because
sometimes
being
a
board
member
limits
you.
So
to
that
point.
On
behalf
of
the
board,
I
am
going
to
present
you
with
this
plaque
as
well.
A
A
A
And
next
our
next
board
meeting
is
July
14th.
As
a
reminder,
that's
when
we'll
do
the
reorganization
and
there
is
typically
only
one
board
meeting
in
July,
but
then
we
also
have
a
work
session
somewhere
in
there.
So
are
like
past
that
I
I
think
we're
done
we're
adjourned
have
a
nice
evening.
Everyone.