►
From YouTube: School Board Meeting - September 22, 2020
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - September 22, 2020
A
C
A
Opposed
motion
passes
moving
on
to
staff
reports
and
I
just
wanted
to
mention
that
we
do
have
a
time
sensitive
item
this
evening.
At
six
o'clock.
We
have
a
public
hearing
that
we
need
to
call,
so
we
will
start
with
staff
reports
with
the
understanding
that
we
might
need
to
break
that
up
a
little
bit,
we'll
see
how
that
goes.
D
D
D
D
D
Schools
are
just
small
microcosms
of
our
community.
This
is
what
we
see
eventually
happening.
Whatever's
happening
in
our
community
starts
to
trickle
into
our
schools.
The
rate
is
just
a
little
bit
slower,
so
the
question
is:
how
do
we
give
normalcy
to
our
families?
Under
this
pressure
cooker
of
coba
19.?
D
We
must
first
look
at
what's
happening
in
our
community
environment.
Are
people
starting
to
get
lackadaisical
over
cover
19.?
Are
we
starting
to
get
burnout
by
staying,
diligent
we
hear
of
people
saying
covet,
doesn't
affect
kids
the
same
as
adults
but
who's
in
the
buildings.
With
these
students,
I
dare
say
we
have
adults
ranging
from
20
years
old
to
70
years
old,
working
with
our
students
every
single
day.
D
So
how
do
we
offer
full
face
to
face
not
putting
the
adults
that
are
building
at
risk,
or
how
do
we
create
a
safe,
secure
place
for
our
kids?
So
they
don't
get
the
virus
and
they
don't
bring
it
back
to
their
families?
Is
we
have
families
in
our
schools
who
don't
have
health
insurance?
They
don't
have
sick
days.
They
cannot
afford
to
have
coba
19
come
into
their
households
along
with
many
of
our
current
staff
members.
D
So
wouldn't
this
eventually
affect
our
community.
So
when
talking
with
a
concerned
parent
tonight
about
virtual
learning,
I
was
refreshed
to
hear
the
collaboration
that
we
all
desire.
The
need
for
transparency
of
the
data,
the
need
for
the
communication,
the
need
for
our
community
to
step
up
and
do
their
part
to
help
our
kids
stay
in
school.
This
really
is
a
community
effort.
It
can't
just
be
put
back
on
the
school.
It
can't
just
be
back
on
the
parents,
so
the
solution
must
be
orientated
together.
D
This
is
not
about
us
versus
them.
This
is
about
us
and
keeping
everyone
safe,
physically
and
mentally.
I
have
teacher
burnout
right
now
at
the
rate
that
we
would
normally
see
in
february
or
march.
They
are
an
intense
pressure
not
only
from
the
strains
of
their
everyday
work,
but
connecting
with
the
kids
outside
worrying
about
their
mental
health,
worrying
about
their
own
mental
health.
During
this
time,
as
we
hear
parents
saying
they're
fighting
for
their
kids
to
get
back
in
school,
I
just
want
everyone
to
know.
D
D
D
So
tonight
I
ask
the
school
board
to
continue
to
look
at.
How
can
we
be
more
transparent
with
the
data?
How
can
we
share
our
substitute
fill
rate?
How
can
we
share
the
presence
of
cova
19
in
our
buildings?
How
can
we
share
the
presence
of
the
number
of
kids
that
are
affected
by
this
and
isolated?
How
can
we
send
a
message
that
education
is
the
priority,
not
all
the
extras
in
life,
though
those
are
creating
normalcy?
D
I
get
that,
but
if
we
want
to
have
kids
back
in
school,
we
have
to
step
us
up
as
a
community
together.
So
again,
this
is
not
about
us
versus
them.
This
is
about
us
working
together
and
I'm
excited
for
the
parents
to
continue
to
be
solution
based
the
school
board,
the
cabinet
and
the
teachers
and
we'll
get
through
this
thanks.
E
We
surveyed
our
students
in
may,
which,
when
we
sent
that
out,
we
weren't
sure
what
we
were
going
to
get
back,
and
I
was
very
excited
to
see
that
well,
over
1200
students
responded
to
a
survey
without
the
benefit
of
being
in
school.
Then
we
hound
them
a
little
bit
in
a
normal
year
to
please
complete
the
surveys
on
the
daily
announcements.
E
E
I'm
going
to
run
through
some
demographic
information
here
at
the
start
and
then
in
your
packet,
you
have
the
equivalent
of
three
slides
on
each
sheet,
so
I'm
going
to
run
through
those
fairly
rapidly.
As
you
see
here,
we
had
83
percent
indicated
that
they
were
participants
far
higher
percentage
of
females
than
males
responded
this
year.
E
E
Percentages,
why
did
you
choose
not
to
participate?
We
offer
a
very,
very
wide
variety
of
activities.
You
know
years
ago
it
was
the
idea
of
kids
holding
down
a
job
and
needing
to
hold
down
a
job.
That
percentage
has
shrunk
almost
every
year
that
I've,
given
this
survey
now
the
biggest
reason
is
they
just
weren't
interested
in
what
we
had
to
offer.
So,
along
with
that
a
few
years
ago,
a
board
member
suggested
that
we
say:
okay,
what
are
you
being
involved
in
then?
E
E
E
That
outcome
is
always
very
similar.
Our
participants
have
a
better
gpa
team
scholar
recipients,
that's
an
award
given
by
the
north
dakota
high
school
activities
association.
If
your
combined
team
gpa
is
3.2
or
better
well,
we
missed
out
on
a
lot
of
activities
this
spring,
so
that
number
is
artificially
low.
This
year
at
38.,
often
times
it's
in
the
60s
and
70s.
F
So,
starting
with
our
middle
school
theater
productions,
usually
we
have
a
one
act
and
a
musical
in
all
the
middle
schools
this
year,
our
musicals
will
continue
depending
on
where
we're
at
when
we
get
to
february
and
january,
but
the
one
acts
are
more
of
a
theater
camp,
focusing
on
teaching
those
theater
skills.
Since
we
aren't
necessarily
able
to
do
the
one
act
performance,
so
they
were
creative
with
how
to
continue
doing
an
activity
with
the
restrictions
we
have
our
high
school
theater
activities,
performances
you
can
see
up
there.
F
All
high
schools
have
a
musical
one
act
as
well
as
a
play,
and
then
there
are
many
other
opportunities,
such
as
south
high,
live
and
and
cabaret,
and
things
like
that,
you
can
see
the
productions
up
there.
The
musicals
have
all
been
switched
to
the
spring
this
year.
Again
in
hopes
that
we
can
have
them.
F
F
F
Precautions,
we
are
very
lucky
to
have
a
program:
the
learning
bank,
which
has
fargo
west
fargo
and
moorhead
public
schools
participating
in
it,
and
it
is
a
non-profit
that
organizes
a
cultural
performance
for
every
grade
level.
K
through
excuse
me
one
through
six
every
year.
That
program
is
currently
on
hold
this
year
because
it
would
be
connecting
all
of
those
districts
together
in
one
place,
but
it
will
pick
up
again
next
year
and
we'll
be
participating
in
that
again.
F
Fargo
public
schools
is
also
a
national
partner
with
the
metropolitan
opera
of
new
york,
and
normally
we
have.
They
provide
50
free
tickets
to
four
different
operas
that
are
live
streamed
into
a
movie
theater.
They
also
provide
a
educational
guide
that
is
linked
cross-curricular
with
the
different
productions.
It's
really
an
amazing
product
that
they
provide
this
year.
The
met
is
dark
until
january,
so
no
performances,
hopefully
they'll,
be
able
to
to
return
come
january,
but
they
have
still
provided
an
awesome
awesome
opportunity
for
their
met
partners
and
they
are
providing
free
met.
F
Hd
live
on
demand
subscriptions
to
students
who
are
interested
and
they
are,
students
will
have
availability
to
everything
on
the
met.
Hd
live
on
demand
program,
but
they
have
specifically
created
curriculum
and
ed
guides
for
the
10
operas
that
are
listed
up
there
and
they've
kind
of
done
a
comparing
contrast
with
each
one.
So
it's
five
sessions,
you
can
see
the
curricular
ties
there
and
the
focuses.
There
are
programs
that
are
appropriate
for
elementary
all
the
way
through
high
school.
F
F
Some
specific
awards,
ben
franklin
was
nate,
was
honored
by
international
music
camp
by
having
a
top
ten
enrollment
from
ben
franklin,
so
they
are
sending
their
kids
for
some
extra
or
encouraging
them
for
some
extra
opportunities
at
international
music
camp.
In
the
summers
abigail
berg
from
davies
high
school
was
named
north
dakota
outstanding
band
student
statewide,
and
that
has
to
do
with
musicianship
leadership
as
well
as
academic
successes,
and
this
last
one
is
extremely
exciting.
F
The
davies
high
school
wind
ensemble
was
chosen
as
the
2020-2021
north
dakota
governor's
band
for
the
year,
so
they
will
again
fingers
crossed
be
able
to
perform
at
the
state
of
the
state
address
in
early
2021
and
then,
if
they
are
ever
called
by
the
governor
for
another
performance,
they're
kind
of
on
on
call
for
that.
So
that's
really
excited
they
needed
to
audition
to
be
accepted
and
and
were
chosen.
F
We
had
multiple
guest
artists
last
year
that
came
to
work
with
our
students.
Bao
string
quartet
worked
with
all
of
our
high
school
orchestra
programs
and
that's
two
of
them
pictured
in
that
photo.
Dr
wendy
barton
who's,
a
specialist
with
evidence-based
reporting
in
performing
arts,
came
to
talk
with
our
staff
as
we
transition
into
that
in
the
future.
F
And
this
is
another
visitor
as
well
as
another
topic.
You
may
have
heard
last
year
that
nd
dpi
awarded
fargo
all
well
most
districts
in
north
dakota,
with
a
grant
to
connect
sel
social,
emotional
learning,
specifically
to
elementary
music
classes
and
fargo
received
quite
a
large
grant
from
them
and
the
work
that
we
are
doing
to
connect
to
build.
That
is,
we
had
dr
scott
edgar,
who
is
pictured
there.
F
We
really
are
finding
this
as
though
it's
a
lot
of
work,
it's
certainly
enjoyable
and
very
natural,
because
sel
and
music
are
are
one
really
so
that
curriculum
is
currently
being
created
and
we're
piloting
it
with
a
few
teachers.
This
year,
and
then
our
goal
is
to
have
a
district-wide
next
year
with
all
of
our
elementary
music
teachers.
F
I
just
need
to
share,
because
it's
very
exciting
on
a
national
level
in
the
in
the
music
world,
fargo
is
really
on
the
map
with
creating
this
we're
one
of
only
two
places
that
are
that
are
really
jumping
into
this
and
creating
this
type
of
curriculum.
So
it's
it's
really
really
exciting
and
there's
been
great
work
done
and
great
work
will
be
done
and
I'm
really
excited
about
this
project.
F
E
Can't
have
a
conversation
now
without
talking
about
what
you're
doing
with
covid,
so
we've
reduced
attendance
at
our
games.
We
are
trying
our
very
best
to
live
stream,
every
event
that
we
can
we've
changed.
Some
of
our
travel
we've
restructured.
A
lot
of
our
events,
a
2014
volleyball
tournament
that
I'm
supposed
to
be
hosting
in
two
weeks
is
not
going
to
be
a
2014
volleyball
tournament.
It's
going
to
be
four
teams
in
a
gym
in
three
different
places
around
the
community.
E
E
All
of
our
golf
meets
or
shotgun
starts.
Now
it's
it's
been
very
interesting
and
I'm
still
asking
the
question:
how
are
we
going
to
do
wrestling
because
that's
going
to
be
a
tough
one
necessary
versus
normal
is
a
conversation
we're
having
every
day
if
we're
going
to
provide
this
experience
what's
necessary
for
it
as
compared
to
what's
normal
I'll
use
our
football
schedules
you
know,
since
I
can
remember,
football
teams
have
played
a
nine
game,
regular
season
schedule.
First,
two
weeks
have
been
east-west
crossovers.
E
E
We
have
state
soccer
coming
up
here
in
a
couple
weeks
at
south
high,
that's
going
to
be
a
very
different
looking
state
soccer
tournament
in
terms
of
the
teams
that
will
actually
come
to
fargo
dakota
bowl,
we're
fairly
optimistic
about
dakota
bowl.
If
ndsu
is
going
to
have
8
9
10
thousand
people
in
the
dome,
we
don't
get
nearly
that
many
at
any
one
time.
E
State
swim
and
dive
has
been
that's
been
a
tough
one,
because
our
swim
teams
in
east
part
of
the
state
are
so
large.
By
the
time
we
get
all
our
participants
in
the
swim
in
the
pool
over
in
west
fargo
we're
at
capacity,
then
state
volleyball
and
wrestling
are
a
little
further
down
the
road.
But
we
have
a
tournament
managers
committee
meeting
in
valley
city
tomorrow,
where
we're
going
to
try
and
put
some
structure
on
what
fall
tournament
season
is
going
to
look
like
and
it's
going
to
be
interesting.
E
G
H
Thank
you.
Thanks
todd
I've
always
enjoyed
this
report.
I
am
curious
just
real
quickly.
Last
year
we
had
some
different
graphs
included,
and
so
there
was
clearly
a
formatting
change
and
I
was
just
curious
what
drove
that,
if
you
were
still
tracking
the
same
data
or
if
that
has
changed
as
well.
E
I
think
the
only
thing
that
I
recall
changed
was
the
reporting
out
of
all
the
good
things
that
went
on
in
your
building
and,
typically
that's
a
spring
function,
and
it
didn't
happen
in
the
spring.
Obviously-
and
I
thought
I
can't
go
to
my
building
activity
coordinators
and
say
all
right
backtrack
to
last
year
now
just
to
provide
me
that
list
of
all
these
awards
that
we
want
that
will
return,
but
I
didn't
think
would
be
fair
to
them
to
make
them
do
that
with
all
the
things
they
have
going
on
right
now,.
I
I
have
a
question
for
ainsley
and
it
doesn't
have
to
be
answered
today.
You
know
17
years
running,
we've
been
rated
as
one
of
the
best
communities
for
music
education
in
our
school
district.
I
would
just
be
curious
at
some
point
as
to
is
there
any
other
district
that
has
had
that
honor
for
that
long
running
and
then
maybe
what
percentages
of
school
districts
across
the
nation
even
get
that
recognition
to
begin
with.
F
A
G
F
G
A
A
A
It's
six
o'clock
by
my
watch
and
so
calling
to
order
right
now
the
public
hearing.
This
is
an
opportunity
for
citizens
to
present
oral
or
written
comments
regarding
the
property
tax
levy.
Is
anyone
here
to
speak
on
that
topic?
A
Anyone
here
to
speak
on
the
property
tax
levy,
all
right
one
more
time
is
anyone
here
to
speak
on
the
property
tax
levy,
all
right,
we'll
close
this
public
hearing?
It
is
601
p.m,
tuesday,
september
22nd,
and
we're
going
to
move
right
back
into
the
regular
board
meeting
and
going
back
under
staff
reports.
I
I
think
the
superintendent
report
was
placed
there,
so
you
can
cut
me
off
and
now
you
don't
get
to
do
that.
So
I
apologize,
I
think,
I'll
just
start
with
first
off.
I
I
just
want
to
express
my
gratitude
to
all
the
members
of
the
fps
cove
in
19
instructional
plan
committee,
as
we
all
know,
and
as
most
of
the
feedback
that
you've
heard
is
that
yesterday
they
had
to
make
an
incredibly
difficult
decision,
but
they
are
working
extremely
hard
and
I
think
it's
really
important
to
know,
as
president
master
alluded
to
earlier,
as
well,
that
every
member
of
the
committee
is
committed
to
the
same
goal,
which
is
to
return
to
in-person
instruction
as
soon
as
we
can.
I
But
it's
not
just
a
matter
of
how
do
we
get
there
as
soon
as
we
can
it's
a
matter
of
how
do
we
stay
there
as
well,
and
I
think
that's
extremely
important
to
know
so.
I
know
that
we've
gotten
a
lot
of
feedback
and
you
know
when
you
I
understand
the
frustration
for
our
parents
and
our
community
members,
because
we
would
love
to
provide
in-person
instruction
when
we
can.
I
I
So
that's
really
one
of
the
bigger
challenges
for
us.
As
a
committee,
you
know,
I
think
president
master
of
fea
also
talked
about
our
sub
rate
data,
and
I
shared
this
with
board
members
earlier
today,
too
last
week
we
had
a
5.10
teacher
substitute
unfilled
substitute
filled
rate
this
year.
I
mean
this
week
when
the
committee
met
on
monday.
It
was
18
still
manageable.
It's
not
been
to
the
point
where
at
any
building
we
said.
I
I
The
plan
moving
forward
for
us
really
as
a
district
is
going
to
be
the
committee
reconvenes
on
october
5th,
and
at
that
time
they
will
make
a
decision
on
what
they
want
to
do
beginning
october
19th.
Our
goal
is
to
continue
to
work
with
based
on
new
research.
We
need
some
cdc
guidance
work
with
fargo
cass
public
health
to
see.
If
we
can,
we
create
a
plan,
beginning
october
19,
to
bring
students
back.
What
does
that
look
like?
I
How
would
we
limit
the
amount
of
individuals
that
would
be
identified
as
close
contact,
but
to
do
that,
we
would
have
to
work.
We
do
have
to
work
with
our
teachers.
We
have
to
work
with
our
administrators,
get
the
buy-in
and
that's
really
what
our
focus
is
going
to
be.
It's
going
to
be.
How
can
we
improve
and
learn
from
hybrid
learning
so
far
across
all
levels?
I
The
second
small
update
that
I
will
just
share
with
board
members
is,
I
think,
last
week,
board
members
I
shared
with
you
a
survey
as
we
start
planning
and
designing
our
new
district
office
at
the
rdo
building
about
your
feedback
on
the
boardroom.
We've
had
three
board
members
fill
out
that
survey.
Please
take
some
time,
even
if
you
can't
fill
out
every
question
or
you're
more
apathetic
to
what
the
boardroom
design
is.
I
think
what
there's
a
question
in
there
specifically
around
moving
forward.
I
Do
we
want
to
transition
to
paperless
board
meetings
or
not
for
board
members,
and
I
think
that's
a
we.
We
want
to
get
your
feedback
on
that,
because
that
could
significantly
impact
the
way
we
we
provide
technology
and
we
set
up
that
boardroom
as
well
with
the
dyas
and
the
setup,
so
that
feedback
would
be
greatly
appreciated.
Thank
you.
A
J
Thank
you
yes,
so
we're
we're
visiting
tonight
about
I'm
just
going
to
go
back
to
the
beginning
here.
Looking
at
the
strategic
initiative,
five
and
the
community
outreach
and
communications
specifically
around
goal,
five
that
addresses
mental
health,
dropout
prevention
and
youth
risk
services
and
from
right
from
the
strategic
plan
just
wanting
to
again
focus
our
thinking
on.
J
The
strategic
plan
has
been
these
four
large
bullets,
including
referrals
to
the
community
resources
which
our
swifts,
our
student,
wellness
and
family
facilitators
have
been
very
involved
with
and
we'll
spend
some
time
talking
about
that,
as
well
as
our
student
attendance
rates,
graduation
rates
and
incident
reports
so,
like
I
mentioned
our
referrals
to
community
resources,
while
they
might
also
come
directly
from
schools
with
our
administrators
and
our
counselors.
J
Our
student,
wellness
and
family
facilitators
really
have
a
focus
on
enhancing
the
social
and
emotional
and
academic
well-being
of
our
students,
so
that
they
can
come
to
school,
ready
to
do
the
learning,
and
so
our
swifts
work
closely
and
coordinate
in
coordinating
those
services
with
community
agencies
for
the
purpose
of
prevention,
as
well
as
intervention
when
that
becomes
necessary.
J
J
We've
had
a
lot
of
front
yard
meetings
as
well
to
have
those
home
visits
and
we're
starting
to
have
a
conversation
about
what
does
that
look
like
in
january,
and
then
probably
our
one
of
our
largest
barriers
in
connecting
with
families
or
getting
families
connected
into
the
community
is
transportation
and
we
are
not
providing
transportation,
as
we
once
once
did
partially
because
of
covid,
but
also
really
thinking
about
the
liability
that
that
lies
within
and
so
we're
starting
to
come
around
the
conversations
about.
J
How
do
we
help
families
get
to
where
they
need
to
be
when
they're
looking
to
be
connected
with
those
community
partners?
And
you
know,
metro
area
transit
has
been
fantastic
during
this
time,
offering
to
provide
those
free
rides,
although
sometimes
that
can
be
tricky
in
terms
of
making
those
connections
and
where,
where
they
travel
to
so
we're
continuing
to
problem
solve.
How
do
we
help
families
get
to
where
they
need
to
be
when
transportation
is
one
of
our
largest
barriers?
J
What
you
see
on
the
screen
right
now
really
is
a
picture
of
our
team.
We
have
nine,
almost
all
licensed
social
workers,
one
of
whom
will
start
the
first
week
in
october,
so
we're
currently
operating
as
a
team
of
eight
and
this
year
those
those
folks
have
been
assigned
specific
schools
and
we've
done
that
intentionally
to
try
and
balance
some
some
workloads
as
well
as
recognizing
that
we
have
someone
in
each
of
our
regions,
the
south,
central
and
north
part
of
town.
J
So
we'll
move
into
a
little
bit
of
the
data
that
you
can
see
over
time
last
year
was
our
first
year
of
being
a
team
of
nine
prior
to
that
it
was
a
team
of
six.
So
in
some
ways,
when
you
look
at
the
increase
in
the
number
of
new
referrals
that
came
in,
we
were
in
a
position
that
we
were
able
to
handle
a
little
bit
more
as
well.
J
J
J
So
what
you
see
in
the
first
column
is
from
the
2019-20
school
year.
What
percent
of
our
fargo
public
schools
enrollment
was?
J
Was
each
race
as
compared
to
then
what
percentage
of
our
of
our
new
referrals
last
year
fall
into
each
category,
and
so
certainly
there
is
some
work
to
do,
although
we're
not
too
far
off
the
mark
and
we're,
we
are
we'll
continue
to
have
conversations
as
well
as
how
do
we
dig
deeper
into
each
of
these
categories,
really
identifying
the
cultures
that
that
lie
within
each
race
too,
and
how
we
can
continue
to
to
support
based
on
various
cultures
and
their
approach
to
mental
health
as
well
and
and
some
some
history
that
they
have
with
that
topic.
J
And
I
mentioned
a
little
bit
that
we
talked
about
carryover
last
year.
As
we
started
the
new
school
year,
we
had
403
students
who,
who
or
I'm
sorry
as
we
ended
the
school
year.
We
have
403
students
that
we
carried
over
into
the
2020
2021
school
year
and
that's
a
pretty
big
number
at
the
same
time
as
we
were
closing
out
the
year
and
being
a
little
uncertain
about
what
was
going
to
happen
over
this
over
the
summer
and
how
we'd
come
back
to
school.
J
We
proceeded
with
caution
and
wanted
to
stay
connected
with
families
and
have
an
opportunity
to
be
sure
we
reached
out
right
away
in
the
fall
to
to
do
so.
On
the
other
hand,
we've
we
closed
last
year
532.
So
some
of
those
were
carryovers
as
well.
That
might
have
been
closed
right
away
early
on
in
the
school
year.
Others
were
situations
where
families
were
able
to
stabilize
and
and
were
able
to
continue
the
kinds
of
supports
that
had
been
established
for
them
and
no
longer
needed
the
involvement
of
the
of
the
swift
worker.
J
So
when
you
combine
those
two
columns
essentially
last
year,
you
know
we
had
over
900
families
over
900
students.
Excuse
me
that
were
part
of
our
part
of
our
program
at
some
point
during
the
year.
J
And
this
is
the
one.
This
is
the
graph
that
specifically
is
called
out
in
the
strategic
plan.
You
know:
where
do
our
students
go?
How
do
we
get
them
connected,
and
so
what
you
see
the
the
biggest
connection
that
we're
making
with
students
is
getting
them
into
therapy,
and
so
we
had
last
year
584
students
that
were
connected
to
mental
health
therapy
over
the
course
of
the
year.
J
There
could
be
different
categories
here
that
each
student
might
be
connected
to
or
each
family
might
be
connected
to,
and
I
think
what's
also
I'm
I'm
very
proud
of
the
the
social
workers
that
we
have
on
our
team
and
their
their
ability
to
connect
with
our
community,
because
therapy
is
one
of
our
28
categories
that
we
try
to
help
families
bridge
that
connection
to.
But,
as
you
can
imagine
there,
you
know,
therapy
is
one
category,
but
the
number
of
providers
in
our
community
is
is
plenty
we're.
J
So
in
this
in
the
north
dakota
century
code,
one
of
the
pieces
that's
asked
of
us
right
is
that
that
we
have
policies,
procedures
and
guidelines
that
are
identical
at
the
elementary
level
at
the
middle
school
level
and
then
again
at
the
at
the
high
school
level,
so
that
when
our
students
come
to
any
one
of
our
schools
in
each
of
those
grade
bands,
they
know
what
the
school
expectations
are
and
if
there
happens
to
be
an
infraction
that
the
way
that
we
respond
to
those
infractions
is
happens
in
a
similar
way
and
our
buildings
have
been
working
really
hard
on
this
and,
as
you
can
imagine,
we
all
have
different
thresholds,
and
so
it
continues
to
be
a
conversation
that
we
that
we
have
and
some
learning
that
we
continue
to
do.
J
But
this
this
piece
really
is
at
the
heart
and
and
centers
us
around.
How
can
we
provide
similar
opportunities
and
similar
responses
for
our
students?
So
when
we
think
about
what's
been
happening
with
that
five-year,
mtss
and
pbis
plan?
Again,
perhaps
a
little
shifting
that
little
you
know,
squiggly
line
is
now.
J
I
feel
like
it's
becoming
an
about
five
year,
thanks
to
the
current
situations
and
as
we
can
continue
to
learn
to
know
more,
we
have
focused
a
lot
on
the
last
few
years
on
positive
behavior
interventions
and
supports,
and
within
that
you
see
the
three
sub
sub-bullets
that
have
been
our
primary
focus
and
continue
to
be.
As
we
move
forward
this
year,
we
have
all
of
our
elementary
buildings
online
and
in
person
who
are
providing
social
and
emotional
instruction
to
their
students.
J
J
Also,
then,
at
the
high
school
as
a
result
of
kovid,
so
it's
not
always
bad.
We
have
this
opportunity
to
also
encourage
our
high
school
teachers
and
and
presenting
them
opportunities
for
for
allowing
social,
emotional
learning
within
their
content
areas,
so
been
working
to
provide
some
resources
that
helps
them
to
do
that.
So
sel
has
been
one
of
our
our
main
targets
and
will
continue
to
be
so.
One
of
the
pieces
we
want
to
be
really
careful
about
is
that
sel
instruction
doesn't
become
the
standalone.
J
We
know
that
it's
important
to
teach
it
and
sometimes
making
it
making
it
a
standalone
lesson
is
important
so
that
we
can
all
as
a
school
community,
get
on
the
same
page,
but
the
power
of
social
and
emotional
instruction
is
about
in
the
moment
in
just
in
time
and
being
able
to
reinforce,
redirect
and
support
kids
in
those
moments
tied
with
that
has
been
restorative
practices,
and
we
spent
a
lot
of
time
last
year
talking
about
that
as
well.
At
the
elementary
level,
we
have
been
at
that
tier
one
element
overview
this
year.
J
We
are
training
members
at
each
elementary
level
as
circle
coaches,
and
so
they
were
going
to
be
working
intentionally
with
their
colleagues
in
the
building
to
really
implement
the
practices
and
and
the
belief
structure
behind
restorative
practices,
specifically
around
circles
and
the
power
that
circles
can
bring
in
building
relationships
in
understanding
when
something
isn't
going
well
being
able
to
have
a
conversation
about
how
can
we
fix
this
together
and
that
it
doesn't
always
have
to
be
an
infraction
or
a
consequence?
That
is
a
result
of
a
mistake
that
is
made
next
year.
J
That'll
be
the
same
process
that
will
move
forward
with
the
middle
school,
so
always
keep
in
mind
that
we
we
continue
to
move
through
the
levels
on
each
of
these,
so
what's
happening
with
elementary.
This
year
is
what
will
be
happening
with
middle
school
next
year
and
then
high
school,
the
following
year
in
succession
and
so
going
back
to
the
north
dakota
century
code
that
behavior
reporting
form.
That
is
one
of
the
pieces
that
we
have
been
working
on
and
we
continue
to
refine
and
and
do
better
with.
J
This
is
our
third
year
with
implementation.
At
the
elementary
level
and
our
second
year
at
the
middle
school
level,
it
would
have
been
our
first
year
at
the
high
school
we're
looking
at
that
happening
now
next
year,
and
it's
from
the
behavior
reporting
form
that
we're
able
to
take
a
look
at
some
of
the
data.
J
I
think
one
of
the
biggest
conversations
we
have
around
reporting
or
filling
out
the
paperwork
is
trying
to
identify
when
right.
When
is
it?
When
is
it
appropriate
to
fill
out
minors
and
majors?
We
have
spent
more
time
in
conversation
around
the
majors,
because
that
one's
that
one
is
a
little
bit
more.
It
feels
a
little
more
black
and
white
when
there
has
been
an
infraction.
That
does
require
some
kind
of
further
involvement.
J
The
other
piece
tied
to
this
particular
section
is
suspension.
So
for
the
last
two
years
you
can
see
what
our
in-school
suspension,
out-of-school
suspension
is,
and
I
feel
like
I
it's
important
to
let
you
know
that
this
is
a
piece
that
we're
still
trying
to
wrap
our
heads
around
between
the
state
and
locally,
how
we've
been
recording
and
reporting
this
information-
we're
not
we're
not
too
far
off
the
mark,
but
definitely
is
something
that
we
need
to
continue
having
conversations
about.
J
So
what
you
see
on
the
screen
now
for
the
last
two
years
have
been
overall
number
of
days
of
suspension
in
kindergarten
through
12th
12th
grade,
which
is
something
that
again
as
we
focus
on
pbis
restorative
practices
and
trauma-informed
practices
in
our
buildings,
that
I
anticipate
we're
going
to
see
reduce
that's,
definitely
a
goal,
just
breaking
it
down,
though,
looking
at
where
we've
been
so,
we
can
make
a
plan
for
where
do
we
go
from
here?
You
can
see
suspensions
again
by
grade
level.
Bands.
J
And
then,
finally,
the
last
section
that
we'll
look
at
is
attendance
and
graduation
rates,
so
something
that's
a
little
bit
different.
Maybe
that's
written
into
the
strategic
plan
is
the
indicator.
J
Mark
12
to
15.,
and
what
we
know
from
research
about
chronic
absenteeism
is
that
children
who
are
who
are
chronically
absent
are
far
more
likely
to
drop
out
of
school.
We
know
that
kids,
who
are
who
are
chronically
absent
in
their
very
early
years
of
education,
kindergarten
first
and
second
grade
they.
They
tend
to
be
less
likely
to
hit
that
third
grade.
J
Mark
of
being
able
to
read,
and
then
what
we
also
know
about
children
who
aren't
able
to
read
at
their
grade
level
when
they're
in
third
grade
the
statistics
show
us
that
they're
four
times
more
likely
to
drop
out
of
high
school,
and
so
this
idea
that
chronic
absenteeism
is
important,
k-12
is
is
critical.
It's
how
we're
going
to
be
able
to
also
keep
our
kids
in
school.
J
So
it's
critical
k-12
that
we
really
pay
attention
to
absenteeism
and
and
thinking
about
how
our
all
of
us
can
wrap
around
our
students
in
that
way,
and
then
obviously
we
know
that
students
who
are
chronically
absent
also
have
greater
difficulty
after
they
leave
us
as
well
later
in
life.
They
have
more
difficulty.
J
So
when
we
look
at
our
chronic
absenteeism
again,
looking
at
that
10
percent
mark,
you
can
see
that
we
have
a
spike
in
high
school
and
that's
very
typical,
nationally
they're
they're,
nationally
every
race,
every
ethnicity
at
the
high
school
year
is
a
is
a
dramatic
spike
and
something
that
we
can.
We
can
come
around
and
try
to
identify.
J
And
then
that
leads
us
to
graduation
rates
and,
typically
what
you
can
see
across
the
board.
Our
graduation
rates
in
the
fargo
public
schools
have
stayed
pretty
consistently
consistent
and
on
one
hand,
I
guess
we
could
talk
about
gosh
for
all
of
the
efforts
that
we've
put
in.
Why
haven't
graduation
rates
increased?
On
the
other
hand,
I
guess
we
can
also
say
gosh
because
of
all
of
the
efforts
that
we've
put
in
over
the
years.
J
J
We
are
working
on
developing
a
more
specific
last
year
was
the
first
year
that
we
offered
the
opportunity
to
have
outside
agencies
coming
into
schools
to
provide
mental
health
services,
and
we
shared
that
with
you.
Last
year
we
had
about
50
students
that
were
able
to
access
that
mental
health
therapy
in
schools
who
otherwise
would
not
have
been
able
to
access
that
outside
of
school,
and
so
we're
working
with
those
those
partnerships
as
well
to
to
talk
about
how.
How
can
we
do
this
better?
J
While
we
continue
to
also
provide
what
what
the
school
setting
is
meant
to
provide
and
that's
the
student's
education
and
then,
as
I
mentioned,
we're
continuing
that
work
with
restorative
practices
around
the
circle,
coaches
and
being
school-wide
with
circle
practice
with
restorative
practices
in
all
of
our
buildings,
pbis
training
at
our
high
school
we're
starting
we're
just
on
the
cusp
with
that
leadership
team.
Talking
about.
J
What's
this
going
to
look
like
and
developing
that
behavior
reporting
form
and
then,
as
you,
as
you
know,
from
the
operational
plan
that
was
that
was
approved
at
the
last
meeting
two
of
the
programs
that
directly
feed
into
this,
the
student
wellness,
family
facilitator
and
the
positive
behavior
program,
that's
available
in
10
of
our
elementary
buildings
are
two
of
the
programs
that
we'll
be
evaluating
to
talk
about.
Are
we
getting
the
results
that
we
want
to
see?
J
J
How
do
we
best
develop
these
equitable
outcomes
for
american
indian
students
so
that
we
have
more
of
them
graduating
and
she's
developed,
really
a
thorough
plan
that
we
continue
to
have
conversations
around
and
implement
with
hopes
of
seeing
good
progress
and
that
we
can
continue
to
use
that
model?
It's
called
the
bar
model
to
have
additional
conversations
about.
How
do
we
wrap
around
the
whole
child
and
continue
to
have
parents
involved
to
increase
everybody's
involvement
in
the
students
education?
J
G
Okay,
jen,
you
know
how
important
this
is
to
me.
So
I
have
four
questions.
I
think
you
asked
the
first
one:
what
what
is
the
interface
between
what
you
do
and
with
tamara
olsen,
so
that
is
spot
on.
I
think
your
department
probably
has
the
greatest
effect
on
our
graduation
rates.
So
I
know
your
passion
and
I
know
your
commitment
and
I'm
very
happy
that
you're
here.
My
first
question
is:
when
do
we
expect
or
are
they
already,
the
sel
standards
adopted
at
the
state
level.
J
Our
reas
around
the
state
have
been
working
really
hard
and
what
we
have
to
do
to
guide
us
at
this
point
are
seo
learning,
goals
and
scales
that
most
of
our
districts
have
have
adopted.
They
continue
to
be
refined,
but
I've
not
heard.
I
guess
at
this
point
that
they
will
be
state
standards.
J
We
are
doing
our
best
to
manage
so
as
school
social
workers
that
that
best
case
scenario
is
50
students
at
a
time,
and
that
is
pretty
close
to
what
we
were
able
to
run
last
year.
It
does
mean
sometimes
we
have
to.
We
have
to
do
some,
some
waiting
and,
depending
on
new
referrals
that
come
in
some,
we
might
have
to
ask
a
counselor
for
some
some
additional
support,
but
we
are
we're
not
exactly
sure
what
the
outcome
really
will
be
yet
of
kovid,
but
we're
managing.
At
this
point.
G
I
I
Jen,
I
have
three
questions.
Sorry,
I
think
first
just
want
to
start
with
kudos
to
you
and
your
team.
I
think
there's
no
secret
in
our
district,
the
value
of
swifts
and
how
hard
they
work
to
make
sure
that
they're
supporting
all
of
our
educators
and
providing
the
services
for
our
students.
So
I
know
that
we
continue
to
be
blown
away
by
everything
our
swiss
want
to
do,
and
sometimes
to
the
point
where
we're
saying
we're
worried
about
just
how
hard
our
swifts
are
working,
because.
K
I
Think
their
phones
ever
turn
off.
So
I
think
I
want
to
recognize
that
in
the
work
that
you're
doing
as
well
I'll
just
go
through
my
three
things
and
then,
if,
if
you
can
just
answer
them,
whenever
one
was,
would
you
mind
just
maybe
talking
briefly
about
your
partnership
with
with
our
el
department
and
our
el
counselors
as
well,
to
make
sure
that
language
barrier
is
not
a
barrier
for
our
students
receiving
wrap-around
services
that
they
need
with
the
swiss?
I
J
I
Awesome
and
this
one
I
know
we
can
I'm
going
to
be
more
direct
than
maybe
you
want
to
be,
but
I
think
it's
important
for
the
board
members
to
know,
because
two
years
ago,
at
the
legislative
session,
we
advocated
for
social,
emotional
support
and
and
talked
about
how
underfunded
some
of
those
reports
are
as
a
school
district,
and
one
of
the
conversations
that
came
out
of
that
by
a
name
was
was
all
all
around
restructuring
the
department
of
human
services
to
be
able
to
provide
more
support
for
schools,
and
I
know
that's
a
long-term
project
and
they're
collaborating
with
schools.
I
J
So,
starting
with
your
last
question,
I
we
we
haven't
seen
that
impact,
yet
the
one,
the
one
piece
that
I
can
say,
the
impact
that
we
have
seen
is
there
is
an
intentional
effort
for
partnership
and
I'm
very
excited
about
that.
J
So
I
anticipate,
and
I'm
hopeful
that
more
is
more
impact-
is
yet
to
come
and
then
going
back
to
your
first
question
regarding
our
english
language
learners.
So
our
english
learners
last
year,
when
I
made
the
mention
that
we
went
from
a
team
of
six
to
a
team
of
nine-
and
that
was
that
was
intentional.
We
brought
on
our
our
el
social
workers
on
to
the
swift
team,
and
so
we
have
three
of
our
swifts
who
are
very
well
versed
and
bring
a
plethora
of
knowledge
related
to
working
with
families
who
are
el.
G
L
Jennifer,
thank
you
for
the
presentation.
Unfortunately,
I
could
not
see
your
slides
and
I
depend
on
this-
these
very,
very
small
numbers
on
this
sheet
of
paper.
L
In
my
mind,
I
can
boil
this
whole
presentation
of
yours
down
to
the
last
slide
and
that's
one
on
graduation
rates.
Our
graduation
rate
now
is
running
still
around
83
percent.
Is
that
close?
Okay.
J
80
84.
L
Okay,
now
I
think-
and
this
is
just
my
opinion-
but
I
think
that
if
you
were
to
track
the
students
who
are
involved
in
those
incident
reports,
the
ones
who
have
been
suspended
and
the
ones
who
are
suffering
chronic
absenteeism,
I'd
be
very
surprised
to
find
out
that
those
are
not
the
same
students
that
are
dropping
out.
L
J
So
when
you
look
at
the
continuum,
we
also
have
to
be
concerned,
though,
about
those
kids
who
have
chronic
absenteeism
even
later
in
life,
so
they
could
be
on
those
students
could
be
average
grade
readers,
but
if
they
are
struggling
to
attend
in
8th
through
12th
grade,
they
too
increase
their
chances
of
gra
of
dropping
out.
By
for
each
incident,.
L
So
you
would
say
that
you
have
some.
There
would
be
some
students
who
would
be
average
readers
who
are
who
are
suffering
chronic
absenteeism,
but
that
wouldn't
be
a
large
number.
Would
it
or
can't
you.
L
You
know
we're
having
we're
having
well
over
100
kids,
that
don't
finish
high
school
and
we
know
the
consequences
of
that
and
luckily
some
of
them
come
back
and
get
their
geds
and,
and
everything
turns
out
all
right
for
them.
But
we've
got
to
figure
out
some
way
to
get
these
kids
through
high
school.
To
begin
with-
and
I
guess
I
this
is
the
first
time
that
I
was
awake
enough
to
hear-
you
say
that
this
third
grade
is
a
real
real.
L
Milestone-
and
I
I
guess
maybe
this
could
be
directed
more
at
missy
than
you,
but
we've
got
to
assure
that.
We've
got
100
percent
kids
working
at
grade
level
by
the
time
they're
in
third
grade-
and
I
know
100
percent-
is
an
irrational
number,
but
83
percent
isn't
a
rational
number
to
be
graduating
either.
A
M
Would
you
like
to
add
something?
I
would
one
piece
that
we
just
have
to
keep
in
mind
is
that
we
have
a
very
mobile
population.
M
So
I
agree
that
we
have
to
keep
increasing
how
we
reach
kids
through
third
grade,
but
we
have
to
look
at
it
for
the
whole
system,
because
we
have
kids
that
come
into
us
at
fifth
grade
at
seventh
at
ninth
with
just
with
low
spots
right
that
will
have
to
to
meet
their
need.
M
When
I
was
in
a
different
district,
we
looked
at
our
alternative
high
school
made,
an
assumption
that
it
was
reading.
We
went
through
and
did
a
diagnostic
on
the
kids,
and
it
was
only
about
a
third
that
really
needed
that
reading
and
it
really
had
to
do
with
them,
not
feeling
of
belonging
and
I'm
part
of
something,
and
that's
that
relationship
part
in
the
social
emotional
learning.
So
it
is
complex
as
we
look
at
it.
L
And
jen
and
missy
I
wasn't
targeting.
I
I'm
sorry
that
came
off
a
little
too
harsh.
I
wasn't
targeting
fargo.
I
think
that
and
missy
brings
up
a
really
good
point
when
she
says
that
we've
got
kids
that
are
coming
in
from
other
schools.
I
think
it
has
to
be
a
goal
in
the
primary
grades.
We
have
to
be
focusing
more
on
reading
and
comprehension
so
that
they
feel
adequately
compared
and
comfortable
later
in
in
the
later
classes,
and
one
of
the
things
that's
interesting
about
what
we've
done
with
the
covet
19.
I
Sure
david,
thank
you
for
this
conversation.
I
think
this
is
the
exact
conversation
our
board
should
be
having.
I
think
I
just
want
to
provide
some
some
context
around
the
data
as
well
specifically
to
graduation
rate.
I
would
we
have
work
to
do
in
fargo,
public
schools
and
I
think
until
you
know,
which
is
very
hard
to
do,
but
until
we
hit
100
graduation
rate
for
100
of
our
students,
I
think
there's
always
room
for
growth,
so
no
denial
of
that.
I
But
I
also
think
that,
as
we
dive
deeper
into
this
conversation,
it's
important
to
delineate
make
a
couple
of
delineations.
One
is
that
we
have
a
overall
graduation
rate,
and
then
we
probably
have
a
separate
graduation
rate
when
we
look
at
our
comprehensive
high
schools
and
then
our
alternative
high
school
as
well,
and
that's
completely
okay,
because
our
alternative
high
schools
a
lot
of
times
the
students
aren't
there
until
they're
later
in
their
high
school
career
as
well.
I
So,
in
addition
to
separating
those
two
pieces
of
data,
it
would
also
be
prudent
for
us
to
take
a
look
at
while
graduation
rates
have
they
stayed.
The
same.
Has
our
six
year,
graduation
rate
gone
down
five
year,
graduation
got
down
or
have
those
numbers
gone
up,
whereas
our
dropout
rate
has
gone
down
because
at
the
end
of
the
day,
completion
of
the
k-12
curriculum
and
going
through?
I
They
were
provided
that
opportunity
for
more
of
a
self-paced
learning
environment
with
a
more
flexible
schedule,
and
I
think
the
conversation
the
board
can
then
have
is
how
do
we
get
on
the
preventative
end,
where
a
student
doesn't
have
to
be
unsuccessful
at
a
comprehensive
high
school
before
they
go
to
an
alternative
high
school?
Or
how
do
we
provide
that
model?
But
I
think
those
are
some
of
the
different
things
and
just
want
to
provide
context
around
those
data
points.
N
Yeah
jen
fargo
public
school
isn't
the
only
district
that
has
troubles
with
these
issues
and
things
it's
nationwide,
it's
statewide
and
stuff.
Do
you
find
you
have
other
colleagues
across
the
state
and
other
districts
across
the
nation
that
are
using
things
that
that
are
working
practices
and
things
like
that
to
help
these
problems?
Yeah.
J
I
think
we're
all
in
a
similar
situation.
We
do
a
lot
of
collaborating
and
everybody's
trying
something
and
collecting
data,
and
it
really
does
it
tends
to
be
fluid.
Just
like
our
our
kids,
the
needs
of
our
students
continues
to
change,
and
so
we
too,
we
learn.
We
share
we're.
Trying
has
somebody
found,
you
know
the
silver
bullet,
not.
G
I
agree
with
david
at
the
boys
and
girls
club.
We
have
smaller
groups
just
because
we
have
to
we're
operating
smaller
at
lower
capacity.
We
are
finding
that
incident.
Behavior
reports
are
virtually
non-existent,
so
I
would
be
very
interested
to
see
what
to
capture
some
actual
data
of
what
is
happening
right
now,
with
behavior
relationship
building
a
sense
of
belonging,
whether
there's
pre
and
post
surveys,
because
the
relationship
building
is,
I
think,
missy
hit
right
on
the
head.
A
sense
of
belonging
is
what
keeps
kids
in
school.
G
So
maybe
that's
something
you
want
to
study
going
forward.
Hopefully
we're
not
in
the
sichuan
situation
much
longer,
but
I
think
we
will
be
delightfully
surprised
it's
more
expensive,
but
maybe
it's
worth
it
to
get
those
graduation
rates
up.
O
O
J
I
think
that's
a
good
question,
I'm
not
really
sure
I
don't
know
you
know
if
we're
having
interviews
or
conversations
at
the
at
the
high
schools
or
wherever
along
the
way
that
that
might
be
happening.
I
Yeah,
I
think
we
may
have
some
when
we
reach
out
to
our
principals
or
when
from
when
students
are
dropped
out.
I
can't
going
back
to
my
principal
days.
I
I
can't
tell
you
that
we
would
have
a
hundred
percent
of
those
situations,
because
sometimes
what
we'll
see
is
the
biggest
dropout
is
when
we
start
the
school
year
and
sometimes
we'll
have
a
no-show
list
after
a
certain
day,
and
then
we
have
to
go
and
try
to
track
those
down
where
we
can
or
we
can't
and
sometimes
those
students
have
enrolled
in
another
district
and
we
just
haven't
had
a
records
request
to
confirm
it.
I
So
I
think
in
the
situation,
if
a
student's
telling
us
and
working
with
their
counselor
like
hey,
this,
isn't
the
work
for
me,
we're
going
to
do
everything
we
can
and
if
they
say
that
we
want
to
take
a
different
route,
whether
it
be
a
ged
or
something.
I
think
in
those
situations,
we'll
probably
have
that
data.
I
have
to
work
with
our
principals
or
counselors,
but
I
can't
say
that
we
have
a
systemic
way
to
capture
that,
because
not
all
the
time
we
know
where
all
the
students
went.
C
K
Dr
groves
well,
thank
you.
I
guess
I
would
just
like
to
add
to
that.
As
we
have
the
conversations
anytime,
a
student
goes
to
a
principal
goes
to
a
counselor
goes
to
someone
in
the
building
to
have
those
conversations
about.
This
is
what
my
plans
may
be.
Those
are
the
conversations,
the
exact
conversations
that
are
happening
and
those
are
the
conversations
that
the
principal,
the
counselor,
the
social
worker,
is
working
with
those
students
to
talk
about
what
barriers
can
we
take
out
of
the
way?
What
is
it
that
you
are
lacking?
K
What
is
it
that
you
need
to
help
you
be
successful
many
times
we
can
put
those
pieces
in
place?
Sometimes
we
cannot,
but
yes
do.
We
have
those
conversations
we
certainly
do
do
we
have
that
as
a
systemic
way
to
share
with
you
what
those
data
points
are
we
do
not
because
it's
those
personal
conversations,
but
I
do
want
to
go
back
to
what
dr
gandhi
was
talking
about-
is
the
data.
K
That's
on
the
screen
here,
talks
about
a
typical,
four-year
graduation
rate
and
for
some
students
it
just
is
time
that
they
need
in
order
to
be
successful.
So
on
the
north
dakota
insight
website,
where
you
can
find
data
on
any
of
the
districts
in
the
in
north
dakota,
our
four-year
graduation
rate
is
84
percent.
If
you
look
at
the
five-year
graduation
rate,
it's
now
86
percent,
the
six-year
graduation
rate
is
89
percent
and
the
seven-year
graduation
rate
is
90
percent.
K
H
Thank
you
so
my
number
one
question
as
I
was
taking
notes
through
your
presentation.
Jennifer
thank
you
was
do
we
understand
the?
Why,
and
I
think
that
this
is
a
perfect
example
and
a
great
conversation
to
really
drill
down
to
are
we
being
intentional
and
understanding
why
our
graduation
rates
are
what
they
are
and
what
initiatives
specifically
can
we
put
in
place?
H
Much
like
you
do
within
the
swift's
department,
for
example,
and
able
to
show
growth
and
change
or
opportunities
for
our
students
same
with
the
graduation
rates,
because
I
think
we
can
make
lots
of
assumptions,
but
until
we
truly
understand
the
why
we
won't
be
able
to
establish
targeted,
targeted
initiatives
as
well
as
reach.
You
know
the
highest
goal
possible,
so
so
this
is
a
great
example
of
when
I'm
always
asking
for
data
driven
decisions.
This
is
this
is
exactly
what
I
mean.
A
J
And
that
that's
where
our
swifts
really
do
come
into
play,
they
work
hard
to
help
them
get
registered
for
medical
assistance.
If
that's
something
that
they're
needing
or
just
working
with
the
agencies
who
who
have
sliding
scales,
there's
a
variety
of
different
opportunities,
even
within
the
community
and
our
swifts
are
excellent
about
being
able
to
navigate
all
of
those
pieces,
and
you
know
to
just
when
we
make
that
connection.
Our
social
workers
do
stay
with
that
family
until
they're
stabilized,
so
so.
Making
that
connection
doesn't
equal
stability.
H
You
had
one
more,
I
have
one
more
actually
and
I'm
not
sure
jennifer
if
you
can
answer
this
or
if
missy
might
but
be
able
to,
but
there
was
mention
around
partner
partnering
with
the
department
of
human
services,
and
I
believe
there
may
have
been
some
sort
of
partnering
around
a
grant
opportunity,
just
kind
of
checking
the
status
of
that
maybe
missy.
I
see
her
coming
up
to
the
podium.
M
I
did
call
pam
sagness
and
she
did
say
that
we
should
probably
talk
again,
but
they
were
a
little
slower
at
rolling
out
and
jen.
They're
still
is
that
the
only
grant
I
know
of
was
in
august.
They
talked
about
rolling
out
has
like
nothing
else.
Did
that
one
come
out,
though
even
yeah,
so
we
don't
even
have
the
application,
so
I
don't
know
if
code
would
slowed
it
down
or
not,
but
the
piece
that
I
think
they
were
spending
a
lot
of
time
on
was
915i.
M
Thank
you
1915i,
and
we
do
think
we
will
benefit
auxiliary
from
it.
So
they
are
talking
about
a
funding
stream
for
partners,
for
example,
solutions
path,
some
of
these
organizations
to
provide
targeted
case
management
or
wrap
around
service,
and
so
that
is
exciting
because
they're
going
to
be
able
to
take
away
some
of
the
barriers,
so
more
children
qualify,
and
then
we
usually
work
in
partnership
with
those
individuals,
but
we
are
excited
for
the
grant
they
have
coming
that
we
just
haven't
been
able
to
apply
for
yet.
Thank
you,
dr.
A
I
M
Well,
yes,
that
is
our
five
year
grant
at
jefferson
and
one
of
the
pieces
that
we
were
able
to
do
with
them
is
we
have
a
full-time
path
worker
at
jefferson?
Half
their
time
is
coordinating
community
partnerships,
and
so
that
is
where
we
really
get
to
see
if
we
have
a
point
person
to
do
some
of
those
things,
if
that
helps
us
provide
more
service.
The
second
half
of
that
is,
I
think,
it's
a
caseload
of
about
six
to
eight
students
that
they
targeted
case
manage
and
so
we're
in
year.
Two
with
that
grant.
C
G
Real
quick,
you,
you
talked
a
little
bit
about
insurance
and
having
behaviors
and
solution
solutions
come
that
was
a
result
of
a
lot
of
the
work
through
the
last
legislative
session.
So
we
need
to
keep
focusing
on
that
this
year
and
as
gag
chair
that
relationship
between
department
of
health
is
something
we
need
to
continue
to
foster.
M
M
A
Good
to
hear
thank
you
so
much.
A
very
important
report
generates
always
many
questions.
Thank
you
so
much.
We
do
not
have
anyone
that
has
signed
up
in
terms
of
speaking
to
the
board
this
evening,
which
is
our
next
item
on
the
agenda.
After
that
we
would
go
on
to
the
consent
agenda.
I'm
wondering
if
we
need
a
short
break.
B
A
B
Thank
you
rebecca
a
couple
of
things
to
give
you
a
global,
highlight
and,
of
course,
jackie's
here
to
answer
any
detailed
questions
that
are
stumpers
for
me.
B
So,
overall
we're
going
to
see
a
balanced
general
fund
budget
presented
tonight
and
we'd
be
leveling,
levying
126.78
mills
on
the
building
fund.
The
net
change
resulted
from
a
decrease
in
the
revenue
to
reflect
the
final
proceeds
on
the
sale
of
the
explorer
academy
bonds.
As
you
all
recall,
from
a
couple
meetings
ago,
those
came
back
very
attractive
for
us
and
a
decrease
of
1.3
million
and
change
to
the
project.
Phase.
Completion
of
the
building
fund,
construction
projects
that
are
underway
and
again
we'll
be
levying
15
mills
for
the
building
fund.
B
There
have
been
no
changes
to
the
special
assessment
or
special
levy
fund
from
the
july
presentation.
That
was
the
preliminary
approval.
The
only
change
on
the
debt
service
fund
has
to
do
with
the
reflecting
of
the
final
amortization
schedule
for
the
explorer
academy,
bonds
and
really
the
biggest
probably
change
in
this
budget
is
nutrition
services.
B
I
think
everybody's
aware
of
the
fact
that,
due
to
federal
efforts,
we
are
offering
free
meal
service
at
this
point
in
time
to
all
of
our
students.
We
also
because
of
covid
have
a
limited
menu
selection
and
obviously
many
students
are
picking
up
meals,
those
that
might
be
not
in
school
on
a
particular
day,
so
we
had
a
significant
decrease
in
revenue
and
expenditures
in
the
nutrition
service
budget.
A
B
H
So
can
I
ask
a
clarification
under
what
you
just
said
jim,
so
if
we
didn't
adopt
it,
we
would
have
to
just
call
a
special
meeting.
There
would
be
time
to
do
so.
B
G
Robin
simple
question:
there
are
a
lot
of
numbers
on
here.
What
is
the
value
of
a
mill
right
now
in
fargo?
Sorry,
to
put
you
on
the
spot.
P
Okay,
the
estimated
or
the
ending
number
I
believe,
we're
going
to
have
is
435
million.
Roughly
the
county
did
have
to
change
in
how
they
present
that
information
they
used
to,
and
I
may
get
it
backwards.
They
used
to
deduct
our
veterans,
credit
and
their
homestead
credit
to
get
kind
of
a
net,
and
now
it's
reported,
as
gross
really
doesn't,
have
in
the
end
any
effect
on
on
what
we
are
charged
per
mill.
So
we
will
be
we
it's
just
over
about
a
four
percent
increase
over
the
prior
year.
P
C
O
P
Yeah,
you
know,
I
know
it
looks
like
a
large,
a
large
change
when
we're
talking
about
what
we
budgeted
back
in
may
four
positions
based
on
who
was
in
those
positions
at
that
time
and
the
not
knowing
at
that
point,
even
how
many
people
would
be
retiring
or
leaving
us.
You
know
you're
basing
that
off
of
of
that
value,
which
rolls
forward
well
often
times,
and
especially,
I
think
in
this
year,
maybe
there
were
quite
a
few
terminations
or
resignations
retirements
for
whatever
reason
they
chose.
P
In
addition,
you
know
we
are
down
200
kindergarten
students,
so
that
has
an
effective.
I
mean
almost
10
teachers
in
a
perfect
world,
of
course,
they're
scattered
throughout
and
and
then
the
students
at
the
high
school
level
who
are
taking
courses
through
the
center
for
distance
ed
instead
of
with
us
as
well,
you
know,
there's
we
still
have
open
positions
to
fill
another
big
area
that
really
kind
of
hit
that
line.
P
P
A
G
So
the
the
esser
funds
they
assume
we
received
last
spring-
are
they
spread
out
through
the
revenue
lines
in
the
federal
programs
budget.
P
Right
they
are
so
yes,
you
have
two
two
sets
of
budgets
when
we
did
the
initial
budget
and
approved
it
in
june,
there
were
so
many
unknowns
and
no
finalized
amounts
for
probably
99
of
our
grant
funds
that
they
weren't
presented
at
that
time.
P
P
The
other
thing
I'd
like
to
point
out
is:
is
things
are
changing
rapidly,
even
on
the
finance
side?
This
budget
that
you
were
looking
at
also
does
not
include
now,
because
we
just
received
the
notice
of
the
amount,
the
education
corps
dollars
that
were
funneled
through
to
us
and
that's
about
another
two
and
a
half
million
dollars.
We
received
that
we're
supposed
to
spend
by
december
31st,
so
we
are
working
diligently
to
try
to
figure
out
a
ways
to
spend
that
money
within
a
three-month
period
of
time.
P
So
you
will
be
most
likely
seeing
quite
a
few
revisions
come
through
throughout
the
year.
I
think
as
it
progresses
as
we
get
new
funding
as
deadlines
come
go,
hopefully
get
extended
for
additional
time
and
and
we
move
money
around
right,
even
some
of
the
expenses
we
incurred
this
summer,
doing
meals
and
curriculum
writing
and
some
of
the
pd
that
took
place.
We'll
probably
move
right.
So
we
can
utilize.
Some
of
that
cares,
act,
money
and
not
our
regular
general
funds,
so
we're
able
to
try
to
spend
it
all.
It's
really
a
moving
target.
A
Jackie,
the
dollars
that
you
just
referenced,
the
education
corps
fund.
What
amount
is
that
again
and
needs
to
be
used.
P
Up
about
two
and
a
half
million
dollars
is
what
we're
receiving
just
under
that
it
goes
back
until
july
1st.
So
you
know,
first
line
of
defense
is
always
go
see
what
you
spent
that
that
you
can
now
utilize
and
falls
under
those
categories.
In
addition,
we
have
some
plans
for
additional
staffing
additional
support.
P
It
has
to
be.
It
can
only
be
spent
in
three
areas:
that's
salaries,
benefits
and
contracted
services.
So
as
well,
that
puts
you
in
quite
a
predicament
no
supplies.
You
know
no
product
type
things.
So
no,
you
can't
purchase
the
twit
like
a
class
product.
You
can't
purchase
algebra
right,
you,
you
have
to
contract
a
service
with
it.
So
do
you
want
anything
to
add?
Dr
ghani.
P
We've
been
working
on
that
all
of
us
for
probably
two
weeks
now,
trying
to
narrow
down
what
we
can
do
and
what
we
want
to
try
to
accomplish.
I
Sure
yeah,
I
think
even
the
contracted
services
with
those
dollars
have
to
be
contracted
services
for
a
staffing
related
purpose.
So
it
really
puts
us
in
a
very
difficult
situation,
because
what
they're
asking
us
to
do
is
use
those
dollars
only
for
a
staffing
related
service,
but
only
available
until
december
31st,
with
no
guarantee
that
an
extension
will
be
available
until
at
least
november.
Third.
So
as
of
now,
what
we
are
asked
to
do
is
use
these
additional
dollars
for
staffing.
I
But
then
we
can't
commit
the
staffing
past
december
31st,
because
then
we
would
be
incurring
those
costs
for
a
full-time
fte
as
a
district,
and
we
don't
want
to
put
ourselves
in
that
situation
either.
So
the
best
use
of
those
hours
that
we
can
explore
and
we're
still
working
through
it
are
potential
stipend
overtime
opportunities.
I
But
then,
even
if
there
are
employees
that
need
to
be
hired
utilizing
those
dollars,
they
would
have
to
be
a
fixed
term.
Employment
only
guaranteed
until
december
31st
or
if
we're
able
to
find
a
way
to
guarantee
their
employment
through
the
rest
of
the
year
with
their
general
fund
dollars,
but
then
not
absorb.
That
position
into
the
budget
for
the
following
year.
A
P
Quite
a
bit
yeah,
there
will
be
a
lot
of.
I
anticipate
quite
a
few
revisions.
I
you
know.
Are
they
going
to
be
material
enough
to
bring
to
planning
or
the
board?
I'm
not
quite
sure,
but
we
will
definitely
see
changes
throughout
the
year
in
how
we're
funding
rupak.
I
I
think
I
forgot
the
most
important
piece
that
I
should
have
said
when
I
say
those
dollars
can
be
used
for
staffing.
That's
those
dollars
can
be
used
for
staffing,
but
we
can't.
Obviously
we
have
to
follow
federal
rules,
rules
for
not
supplanting
meaning
the
staffing
has
to
be.
We
have
to
be
able
to
show
that
it's
an
additional
staffing
because
of
covid.
I
H
H
But
when
I
look
at
the
subtotal
7.7
million
and
now
we're
9
million
and
9.8
I
mean,
can
we
talk
about
transportation
a
little
bit.
P
Right
now
realize
that
there's
other
things
we
probably
should
rename
this
category.
It's
not
just
transportation,
that's
in
there
right
now.
The
tuition
is
in
there
that
we
will
be
paying
the
north
dakota
center
for
distance.
Ed
again,
that's
going
to
change
because
I
plan
to
use
some
of
these
other
funding.
But
if
you
look
at
the
line
561
on
page
two,
three
you'll
see
an
850
000
increase.
P
So
what
we're
doing
is
our
high
school
students
who
are
taking
those
courses
we
will
pay
for
up
to
six
courses
and
bob
can
correct
me
because
I
think
I
ask
him
this
every
week
to
make
sure
I
have
it
right,
two
courses
at
a
time
for
each
semester,
so
we've
kind
of
calculated
that
out,
I
believe,
they're
about
180
dollars,
175
a
course,
but
then,
if
they
need
to
do
conditioning
or
phi
ed,
that
could
be
an
addition
as
well.
So
do
you
want
to
add
anything
on
that.
K
Certainly,
for
our
virtual
academy,
what
we've
decided
to
do
is
like
what
stated
is
use
the
north
dakota
center
for
distance
ed.
They
also
offer
ap
level
coursework
and
dual
credit
course
work,
and
we
wanted
to
make
sure
that
any
of
our
high
school
students
who
wanted
to
take
advantage
of
either
one
of
them
who,
during
their
typical
school
year,
would
have
done
dual
credit
or
distance
learning.
K
So
students
who
are
in
one
of
those
four
areas
may
take
up
to
three
courses
at
one
time,
one
of
those
dual
credit,
ap
world
language,
phi,
ed
and
then
two
other
credits
and
then,
as
soon
as
they
are
close
to
successfully
completing
one
of
those
classes.
They
are
enrolled
in
one
more
and
then
one
more
until
we
get
to
that
number
of
six,
because
we
want
students
to
be
on
track
for.
P
Graduation,
I
do
literally
ask
him
that
every
week
I
think
so,
I'm
clear
so
there
there
will
be
a
significant
cost
there
that
we
will
be
paying
out
to
the
center
for
distance
ed
for
those
those
classes
for
those
students.
A
Any
other
questions
jennifer.
H
One
more
actually,
if
I
may
ask
a
follow-up
and
then
I'll
ask
my
second
question,
so
the
significant
cost
increase
for
the
distance,
ed
education
we're
looking
at
a
few
million
dollars
here
in
the
budget.
How
does
that
affect
your
current
staffing
budget?
If,
at
all
sorry
bob
that's
a
bob
question
again.
K
So
we
found
12
teachers
who
then
became
virtual
academy
instructors,
which
then
required
our
middle
school
principals
to
reschedule
the
middle
school
and
reap
design
where
students
then
would
be
assigned
or
which
teachers
they
might
be
assigned
to
right
before
the
school
year
started.
So
our
middle
school
principals
and
our
registrars
did
an
amazing
job
to
get
that
accomplished
at
the
high
school
level,
because
we
had
a
very
unique
array
of
courses.
K
We
were
not
able
to
do
that
as
well
or
as
easily,
so
we
have
smaller
class
sizes
at
this
time
at
the
high
school,
because
in
some
areas,
if,
for
example,
a
biology
course,
there
were
a
number
of
students
who
chose
to
go
virtual
academy
and
were
then
part
of
the
north
dakota
center
for
distance.
Ed,
there's
still
another
cadre
of
students
who
were
still
in
the
high
school
taking
those
courses,
and
we
did
not
want
to
take
anything
away
from
our
high
school
age
students.
K
K
H
P
P
We
stayed
in
session
through
the
end
of
the
year
as
well
summer
school,
a
significant
decrease
in
costs
this
past
summer,
just
due
to
the
environment
that
we're
in,
I
think
we
would
have
ended
pretty
close
or
closer,
although
I
believe
that's
still
within
one
percent
of
the
budget,
so
but
it
would
have
been
less
transportation
being
probably
the
largest
area
that
we
you
know
did
not
have,
and
we
we
will
feel
that
effect
a
little
bit
this
year,
because
our
funding
from
the
state
will
be
less
because
of
that,
although
we
still
are
running
the
same
number
of
routes,
the
same
cohorts
you
know
as
as
they
planned
all
of
that
out.
P
P
Now
the
initial
funding
that
we
received
for
the
esser
portion
of
that
on
the
cares
act
goes
until
2022,
so
we
have
a
long
time
that
we
can
plan
for
that
and
continue
to
cover
some
of
these
additional
costs
at
until
such
time
that,
hopefully
right
we
kovit
is
is
not
as
big
as
it
is
right
now
and
and
will
allow
us
to
get
back
to
how
we
operated
before
so
you
know,
I
think
the
budget
that's
before
you,
it
is
balanced.
P
I
think
it
will
be
tight,
especially
with
so
many
unknowns
that
are
happening,
although
with
that
additional
funding
it
it
may
free
up.
You
know
some
other
dollars
as
well,
but
things
come
up
constantly
where
we
find
we
have
to
spend
money
where
we
didn't
have
to
before
brian.
N
And
I'm
comfortable
with
the
ending
fund
balance,
I
think
that's
good
as
long
as
it's
not
more
than
the
35
percent
of
our
expenses
were
in
great
shape.
So
this
is
a.
I
thought
it
was
a
good
good
budget
and
lots
of
figuring.
This
was
not
a
normal
thing
for
you
guys
to
have
to
get
through
this,
so
kudos
to
you
and
your
staff
for
getting
through
this
and
working
as
a
team.
So
thank
you.
C
L
O
C
B
B
I
Sure
this
was
board
members.
This
was
an
agenda
item
that
I
had
asked
to
be
placed
on
the
board
meeting
recently,
just
because
of
kind
of
the
situation
with
kobe
19,
I
think
when
we
presented
at
our
july
work
session,
our
fps
smart,
restart
plan.
We
were
extremely
excited
at
the
time
about
the
opportunity
to
provide
a
guided
practice
center
to
our
families
and
our
students
for
their
distance
learning
days.
I
I
We
were
going
to
be
able
to
do
it
with
using
some
of
the
spaces
at
our
elementary
schools
to
use
the
spaces
at
our
elementary
schools
and
then
use
11
classrooms
at
agassi
to
be
able
to
do
that,
we
would
have
had
to
pull
which
we
were
ready
to
do
when
we
work
with
principals
at
least
one
para
educator
from
each
of
our
buildings
and
then
hire,
I
think
upwards
of
10
additional
individuals
to
be
able
to
staff
the
guided
practice
center.
Well,
while
it
was
not
a
difficult
conversation.
I
Well,
it
was
a
difficult
conversation
with
our
paras.
One
of
the
things
that
we're
struggling
with
right
now
is
that
our
sub
fail
rate
for
paraeducators
is
north
of
50
in
our
district,
so
even
being
pulling
one
pera
was
a
struggle,
but
we
were
willing
to
do
that,
but
then
even
the
additional
10
individuals
that
we
had
to
hire
for
this
to
be
proctors
at
the
guided
practice
center.
In
two
weeks
time
that
we
posted
the
position,
we've
only
had
two
applicants
we
have
reached
out
to
retired
teachers.
I
We've
actually
retire
reached
out
to
high
school
students
to
see.
If
that's
something
they
want
to
do
on
their
distance
learning
days,
and
we
just
can't
find
the
staff
for
the
guided
practice,
centers
and
that's
been
extremely
challenging
for
us.
We
even
went
as
far
as
doug
contacted
temporary
placement
agencies,
who
were
then
charging
a
premium
of,
I
think
up
to
six
dollars
per
person,
which
would
then
just
go
out
of
our
price
range
to
be
able
to
provide
that
opportunity
for
our
students.
I
That
can
be
worse
often
in
person
instruction.
If
the
students,
during
their
distance
learning
days,
are
taking
advantage
of
opportunities
to
mix
with
other
cohorts
and
had
we
provided
the
guided
practice
center,
where
we
would
had
11
classrooms
worth
of
students
at
12
students
to
one
come
to
agassi,
they
would
have
been
mixing
with
students
from
other
groups
and
fargo
cast
told
us
that
that
in
itself
can
be
a
potential
barrier
to
our
end
goal
of
getting
back
in
person
instruction.
I
So
really
because
of
staffing,
and
because
of
the
inability
to
be
able
to
do
it
with
the
same
protocols
that
we
can
at
the
schools,
we
are
asking
the
board
to
adopt
our
recommendation
that
we
no
longer
provide
a
guided
practice
center.
I
A
N
A
Q
Thank
you
just
a
clarifying
question,
because
this
is
kind
of
a
nice
segue.
We
just
listened
to
jackie
explained
that
we
have
these
excess
care
dollars.
I
think
it
was
for
spending,
so
it's
not
that
we
can't
pay
staff.
It's
just
that
we
cannot
find
staff.
Is
that
or
is
it
that
that
funding
would
end
after
december
31st
and
you're
worried.
Q
I
Yeah,
I
think
we,
I
would
say
that
even
the
money
that
we
have
to
spend,
we
we
are
going
to
find
uses
for
for
the
carriage
dollars
to
do
some
of
the
other
things
and
support
the
staff
that
we
have.
This
would
significantly
dive
into
that
budget
and
not
allow
us
to
do
some
of
those
other
things,
and
I
think
doug
can
quote
me
on
the
exact
price
for
what
the
what
the,
what
it
was
from
the
temp
agencies,
but
it
was
a
pretty
big
cost.
A
H
R
I
think
they're,
I'm
trying
to
remember
the
exact
rates,
there's
two
ways
that
we
could
work
with
the
temp
agency.
One
was,
I
think
it
was
about
six
dollars
like
a
premium
per
hour,
up
to
a
certain
amount
of
hours.
I
think
it
was
280
that
we
could
have
those
employees
work
for
us
and
they'd
be
part
of
our
employees.
If
they
there
was
a
different
option
where
they
would,
basically,
they
aren't
our
employees.
R
R
I
think
one
of
the
risks
with
doing
that
is
when
you
offer
a
wage
that
maybe
isn't
in
line
with
the
duties
and
responsibilities
that
they're
doing
you
inadvertently
offset
other
wages.
So
if
we're
going
to
pay
proctors
really
for
because
of
market
value
demands,
let's
say
we
got
to
pay
him
25
if
we're
going
to
recruit
what
does
that
do
for
the
wages
for
other
types
of
employees
within
the
district?
So
it
really
creates
an
inequity
that
we
maybe
wouldn't
be
able
to
manage
otherwise,.
C
I
In
addition
to
to
doug's
point,
I
think
the
other
challenge
for
us
is
even
if
we
were
let's
say,
say:
let's
move
forward
and
advertise
a
position
with
with
a
higher
rate.
I
H
So
a
couple
of
follow-up
questions
if
I
made
doug,
so
you
mentioned
the
rate,
but
what
were
the?
Do
you
remember
the
total
in
terms
of
cost
like?
Is
it
two
million?
Is
it
three.
R
I
I
don't
okay,
I
don't
have
that
right.
H
And
while
you're
looking
for
that,
I'm
I'm
curious
along
the
lines
of
david's
question.
I
believe
that
so
I
was
told
kind
of
through
the
grapevine
there
was
a
partnership
established
with
an
agency
like
the
ymca
or
whomever
preside,
has
facility
space
and
is
probably
taking
care
of
students
on
their
off
days
of
school
already.
H
Would
there
be
an
opportunity
to
sort
of
for
these
560
kiddos
that
are
probably
going
somewhere
are
ready
part-time
for
the
district
to
subsidize
that
since
this
won't
be
offered,
because
I'm
really
struggling
with
the
fact
I
I
didn't
support
this
idea
in
the
beginning,
but
I
have
a
really
hard
time
just
pulling
the
rug
from
these
families.
I
Yeah,
I
can
talk
about
that
and
I'll
probably
ask
missy
to
come
to
the
podium
as
well.
We've
definitely
reached
out
to
both
of
our
partnering
major
partnering
organizations
for
that
provide
non-profit
child
care
in
our
schools.
I
think
one
of
the
differences
between
our
school
district
and
another
school
district
that
you
might
be
referring
to
is
the
availability
of
space.
So
I
know
that
the
child
care
service
providers
which
miss
you
might
be
able
to
talk
to
are
also
struggling
with
staffing.
M
We
had
secondary
beam
distance
and
we
were
going
to
repurpose
paras
at
the
secondary
level
and
so
going
hybrid
and
the
desire
to
keep
continuing
to
keep
our
secondary,
hybrid
and
looking
at
those
things
takes
some
people
off
the
table.
So
we
came
back
at
it.
Thinking
we
could
hire
because
there
are
some
dollars
available
and
we've
had
difficulty
when
I've
reached
out-
and
I
have
collaborated
with
boys
and
girls
club
and
the
ymca.
M
L
I
just
want
the
board
to
know
that
I
will
not
be
voting
in
favor
of
this
motion.
The
only
thing
that
made
this
hybrid
model
that
we're
using
in
the
elementary
palatable
enough
for
me
to
swallow
was
the
fact
that,
on
the
days
that
the
kids
were
not
in
class
with
a
professional,
there
would
be
a
room
that
they
could
go
to
to
get
professional
help
pulling.
L
The
guided
practice
to
me
is
totally
unacceptable
and
that
feeling
is
shared
by
a
great
number
of
emails
that
I've
been
getting
from
parents
who
are
telling
us
as
board
how
their
kids
are
struggling,
not
being
face
to
face
with
teachers
every
day
I
don't
know
it's
a
very
difficult
situation.
I
can't
see
that
it's
not
insurmountable.
L
A
Rupak-
and
I
have
a
question
so
both
if
we
were
to
pass
this
or
not
pass
this
because
I
I
did,
I
did
support
the
guided
practice
center.
That
was
one
of
the
ways
that
I
was
able
to
support.
A
vote
for
the
smart
restart
plan
was
having
this
available.
I
I
knew
that
that
was
deter.
It
was
based
on
what
level
we'd
be
in,
but
understanding
that
in
hybrid
that
those
younger
students
would
have
this
additional
assistance.
A
One
way,
of
course,
is
if
we
switch
the
level
that
the
students
are
attending
school
in
not
we
as
a
board,
but
the
instructional
plan
committee
and
that's
going
to
be
based
on
a
variety
of
factors,
but
if,
if
all
the
stars
align
so
that
students
are
able
to
be
in
person
more
so
than
great,
it
kind
of
solves
this,
but
we
don't
know
what's
going
to
be
happening.
So
my
question
is:
what
is
the
district
c
as
our
understanding
that
this
is
what
was
supported?
This
is
what
was
approved
if
it,
if
it.
A
I
I
Do
you
believe
the
district
has
a
responsibility
to
provide
custodial
care,
even
if
your
administrative
staff
is
telling
you
that
to
do
it,
we
would
have
to
hire
temporary
individuals
that
I
would
assume,
have
background
checks,
but
we
really
haven't
worked
with
or
been
able
to
go
through
our
proper
vetting
process
to
get
this
up
and
going
what?
What
I'm
telling
you
is,
I
don't
think
we
can
give
you
a
guaranteed
product
at
the
same
level
that
we
thought
we
would
be
able
to
if
we
hired
our
own
staff.
I
The
other
piece
to
this
conversation
is
that
we've
tried,
I
mean
we.
We
talked
about
reaching
out
to
high
school
students
and
retired
teachers
and
everyone
else
and
and
our
goal
was
to
be
able
to
recruit
and
staff
the
guided
practice
centers,
because
we
we
championed
for
this
and
that's
an
opportunity
we
want
to
provide,
but
there's
also
new
research.
That's
come
out,
that's
being
shared
with
us
by
both
north
dakota
department,
of
public
instruction
department
of
health
and
by
fargo
cast
public
health.
I
That
specifically,
is
focusing
around
hybrid
instruction,
and
what
that
research
is
telling
us
is
that
students
are
that
are
going
into
a
guided
practice
center
that
has
mixed
groups
or
daycares
have
mixed
groups
that
can
potentially
create
more
risk
concerns
at
the
hybrid
level
than
being
able
to
put
in
some
mitigation
factors
with
full
in-person
instruction.
That
is
why
our
committee
talked
about.
Should
we
look
at
a
phase-in
approach?
Beginning
october
19th,
not
saying
that's
what
the
committee
is
going
to
decide,
but
that's
where
we
want
to
work
with
our
teachers
and
say
hey.
I
Let's
look
at
this
research
that
we
have
together
and
at
the
elementary
level,
can
in-person
instruction
through
a
plotting
strategy,
be
more
effective.
So
if
our
end
goal
is
to
get
all
students
back
for
in-person
instruction
in
a
safe
and
effective
way,
why
would
we
create
an
additional
barrier
that
would
potentially
increase
the
risk
of
contracting
or
transmitting
the
virus?
Because
it's
now
mixing
cohorts
and
groups
of
kids
versus
five
days?
A
Thank
you,
dr
gandhi,
and
again,
I
think
what
you
were
just
describing
was
an
example
of
a
like
a
solution
explaining
some
of
the
challenges.
There
are
a
variety
of
them
in
terms
of
offering
the
guided
practice
center
thought
that
it
was
going
to
be
a
great
thing
as
we're
learning
we're
learning
that
there
are
some
additional
challenges
that
we
just
didn't
know
were
going
to
that
we
would
be
met
with,
but
also
you
are
talking
about
a
topic
for
discussion
at
that
next
instructional
plan
committee
meeting,
where
it
will
be
acknowledged.
A
It
sounds
like
to
me
that,
if
this
passes,
if
we're
changing
from
this,
I
I
think
what
we're
saying
as
a
district
is.
We
still
need
to
figure
out
how
we're
going
to
be
paying
attention
to
some
of
these.
The
additional
needs
of
these
children,
and
there
can
be
some
it
might
not
be
through
a
guided
practice
center,
like
we
originally
thought,
but
it
could
be
in
a
potentially
in
a
different
way.
G
Maybe
I
can
give
some
context
on
on
staffing,
but
I
this
is
unfortunate.
Of
course,
it's
unfortunate,
I
think,
we're
all
disappointed
from
a
staffing
level
with
the
ymca
and
the
boys
and
girls
clubs.
We
met
extensively
with
missy
and
her
team.
Many
many
conference
calls
we
frankly
do
not
have
the
staff
and
then
our
cohort
groups
during
the
day.
Typically
we
serve
before
school
and
after
school
and
we
employ
a
lot
of
college
students.
G
They
don't
have
that
availability
to
the
during
the
day,
but
we
are
serving
the
number
of
kids
for
the
number
of
staff
that
we
have
so
kids
are
receiving
care
outside
of
on
their
distance
learning
days,
but
not
nearly
as
many
as
what
would
have
been
served
here.
It
get.
It
gets
child
care
licensing
regulations
are
actually
more
stringent
than
dpi's
regulations,
so
that
comes
with
a
whole
nother
layer
of
regulations
in
it
as
well,
but
it
was
not
for
a
lack
of
trying
and
missy
got
tired
of
us.
G
We
did
a
lot
of
conference
calls
and
I
didn't
realize
this
was
coming.
This
was
new
to
me
so
disappointing,
but
I
don't
know
what
else
to
do.
It
sounds
like
it's
about.
A
half
of
it
is
staffing,
and
half
of
it
is
is
covered
related
from
what
I'm.
O
I'm
yeah
really
disappointed
with
this
too
I'm
struggling
with
it.
I
I
understand
that
you
know
great
ideas
can
not
look
so
great
when,
when
they're,
when
they're
put
into
practice-
and
you
know
if,
if
this
is
something
that
you
know,
helps
us
get
back
to
school,
full
full
bore
much
quicker
than
I'm
all
for
it.
I'm
just
I'm
just
a
little
mixed
up
about
voting
for
something
that
these
568
families
didn't
get
a
chance
to
voice
their
opinion
on
it
before
we're
going
to
vote
for
it.
O
Q
Tracy,
thank
you.
I
just
wanted
to
add
a
few
points.
I
this
also
gives
me
pause
ever
since
I've
heard
about
it,
and
I
I've
just
been
really
been
going
back
and
forth.
I
think
rupax
points
about
the
public
health
risk,
though,
are
very
real,
and
there
is
data
to
back
that
up
that
we
would
be
mixing
cohorts
in
some
of
our
situations.
Q
It
sounded
like
we
were
going
to
be
pulling
kids
from
five
or
six
different
schools
to
come
to
one
high
school,
and
that
is
a
higher
risk
than
actually
having
them
back
in
full-time
instruction.
So
this
was
acknowledged
at
our
instructional
covid
planning
meeting
yesterday
rupak
told
the
committee
that
we
were
going
to
be.
He
was
going
to
be
bringing
this
to
the
board,
and
I
do
believe
that
gave
that
committee
momentum
to
work
hard
to
bring
back
elementary
kids
full-time
in
person,
and
there
was
positive
momentum
there.
Q
So
it's
sort
of
a
temporary
pause
to
get
to
our
ultimate
goal,
which
we
all
know
is
returning
in
person
and
safely
staying
there
yeah
and
at
our
october
5th
meeting
for
that
committee
that
it's
my
understanding
that
is
one
of
the
primary
focus
is:
how
can
we
look
to
phase
in
full-time
instruction
by
the
19th
so.
H
So
full-time
instruction
by
the
name
for
elementary-
if
I
may
ask
okay
so
so,
then
I
just
wanted
to
clarify.
Thank
you.
So
I
I
mixing
cohort
cohorts.
Where
are
these
five?
I
mean.
Where
do
we
expect
that
these
520
plus
students
are
going
to
be
if
they're,
not
at
the
guided
practice,
centers
they're,
most
likely
going
to
be
out
in
our
community
at
other
child
care
facilities
or
at
home
day,
cares
being
exposed
to
additional
kids?
So
in
my
mind,
we
have
the
same
problem.
H
If
you
don't
have
full
time
in
an
elementary
school
right,
we
have
20
kids
in
a
classroom.
We
can
control
that
environment
and
know
who
they're
around
five
days
a
week
here,
we're
now
creating
additional
opportunities
for
those
500
plus
children
to
come
back
together
in
a
hybrid
situation
for
two
or
three
days
a
week
and
bring
all
those
exposures
possible
exposures
into
the
classroom.
I'm
it
doesn't
make
sense
to
me
how
that
is
reducing
the
risk.
I
Great
question,
I
think
you
know,
I
think
the
the
challenge
here
is
that
this
is
disappointing
for
all
of
us
and
and
we've
we've
championed
being
able
to
provide
this
opportunity
from
the
get-go.
It's
just
we
we
don't
have
the
staffing
for
it
and
then
there's
new
research,
that's
coming
down
and
being
sure
to
us
about
the
hybrid
instructional
model.
I
I
don't
know
where
all
of
our
students
are
going
to
be
on
their
distance
learning
days,
but
I
know
that
what
we
want
to
do
is
work
towards
our
goal
of
creating
a
safe
environment
for
our
students
and
our
employees.
So
we
can
bring
students
back
and
is
it
our
responsibility
to
create
that
structure
that
we
know
is
going
to
be
mixing
cohorts
or
do
we
by
not
providing
this?
Do
we
not
include
another
barrier
to
our
end
goal
of
bringing
in-person
instruction?
I
I
mean
we
also
have
to
know
that
this
is
a
collaborative
partnership,
as
I
think
jen
talked
about
when,
when
she
talked
about
today,
it's
not
schools,
don't
have
the
ability
to
solve
all
of
this
right.
What
we
have
the
ability
to
do
is
work
with
our
community
and
our
parents
to
say
if
we
all
want
to
get
kids
back
in
school.
Let's
look
at
the
numbers.
A
Question
rupak:
okay,
on
for
the
information
that
we
approved
for
the
guided
for
the
smart
restart
plan,
it
states
the
guided
practice
center
may
be
available,
so
it
there
is
not
certainty
with
this.
The
guided
practice
center
may
be
available
to
k-5
students
who
are
participating
in
the
hybrid
instructional
model.
The
center
would
be
open
on
distance
learning
days
at
a
high
school
or
middle
school.
A
I
No,
that
is
not
the
only
hiccup,
I
think
originally,
when
this
plan
was
developed
in
july
or
in
the
summer.
When
we
presented
to
the
boardwork
session,
we
had
decided
that
if
the
schools
were
to
stay
in
hybrid
secondary
was
going
to
go
online
and
then
we'd
said
oh,
can
we
now
utilize
a
space
that
we
have
those
high
schools
at
and
maybe
that
will
allow
us
to
keep
kids
coming
into
the
graduated
practice
center?
I
So
it
is
one
of
the
hiccups,
but
it
was
never
dependent
on
secondary
kids
going
online
and
then,
when
we
said
we're
changing
the
definition
of
hybrid,
so
in
level
three
high
school
students
don't
have
to
go
and
middle
school
students
don't
have
to
go
online.
Well
then,
we
said:
can
we
use
the
space
that
we
have
at
our
existing
buildings
and
then
we
used
11
classrooms
from
agassi.
So
that's
where
yeah
we
and
then
just
the
way
the
numbers
came
in
terms
of
when
we
provided
applications
to
our
parents.
I
We
went
through
the
process
and
we
said
okay.
What
can
we
provide?
I
think
we
first
provide
notification
for
this
students.
That
would
just
come
to
their
building,
but
then
we
said:
okay,
how
do
we
serve
the
remaining
amount
of
students
that
we
have,
because
it
would
be
more
than
just
12
students
at
one
building?
That's
we're
doing
it
at
a
12
to
1
ratio.
We
don't
have
any
more
than
one
space
at
any
one
elementary
school.
That's
that's
the
most
that
we
can
give
up.
So
for
the
remaining
students.
I
You
might
have
five
students
at
eagles
five
students
at
centennial,
5
students
at
madison.
They
have
applied,
and
this
is
to
get
to
the
560
of
the
900
that
have
applied.
How
do
we
do
that?
You?
You
know
we
don't
have
the
ability
to
say
centennial
gets
one
room.
Madison
gets
one
rooms
at
agassi,
because
now
you
have
to
mix
kids
just
because
of
the
sheer
numbers
that
are
needed
there.
So
the
those
are
all
part
of
the
mixes
in
in
what's
created
that
situation.
A
And
then,
based
on
the
the
schools,
where
that
the
the
560,
where
the
kids
attend,
I
th,
what
you're
saying
is:
there's
not
space
within
each
of
those
schools
to
offer
kind
of
a
like
even
a
version
of
a
guided
practice
center
within
those
schools
for
those
students,
so
that
they
wouldn't
be
going
into
different
environments
or
different
buildings.
I
Not
to
that
level-
and
I
think
what
I
would
say
is
that,
instead
of
even
doing
that,
which
was
again
the
guided
practice
center,
we
have
always
said
was
not
was
not
a
school.
It
was
an
opportunity
on
the
distance
learning
day
level.
Two
through
five
of
our
plan
allows
for
in-person
instruction
for
for
students
in
need.
I
So
if
we
have
that
space
and
staff
that's
available
at
our
schools-
and
we
know
that
there's
students
falling
behind,
wouldn't
we
rather
create
those
opportunities
with
our
teachers
or
the
para
educators
that
we
have
versus
outside
proctors
that
we've
hired
for
this
purpose.
So
it
doesn't
take
away
from
trying
to
find
where
the
students
are
struggling
and
to
be
able
to
provide
those
supports.
But
at
least
we
can
put
it
back
in
the
hands
of
our
fargo
public
school
staff
that
are
already
communicating
with
those
teachers
with
those
students
on
a
daily
basis.
A
A
I
Some
of
that's
already
happening.
You
know
we
have
students
that,
whether
it's
a
504
plan
or
an
iep
plan
that
are
receiving
instruction
based
on
what
those
team
decisions
are
for
five
days
a
week
and
then
we
have
different
buildings,
have
different
structures
for
students
that
might
need
interventions
and
the
teacher
autonomy
to
be
able
to
call
in
and
work
with
the
parent
to
provide
those
supports.
So
I
think
some
of
that's
already
been
communicated.
C
Q
I
I'm
just
worried
about
these
560
families
and
those
that
out
of
that
won't
be
able
to
accommodate
this.
So
is
there
discussion
or
are?
Are
these
families
able
to
in
continue
to
enroll
in
our
virtual
academy,
and
do
we
have
the
capacity
to
accommodate
if
there
were
to
be
an
influx
in
that.
I
I
will
let
missy
take
that.
I
think
the
short
answer
is
yes.
I
think,
regardless
of
what
the
instructional
plan
committee
does
moving
forward
and
and
what
the
numbers
continue
to
right
now,
we
are
limiting
enrollment
into
our
virtual
academy
unless
there
are
some
hardships
or
some
needed
reason
right
for
for
parents
to
come
in,
but
we
have
made
those
exceptions,
but
I
think
even
moving
forward
depending
on
what
the
instructional
committee
does,
we've
already
talked
about.
How
do
we
increase
our
capacity?
M
You
know
a
school
system
is
never
full
and
that's
a
really
hard
thing.
Sometimes
we
would
right
now.
I
feel
that
our
virtual
academy
is
extremely
tight
for
attendance.
I
will
say
that
I've
called
other
districts
around
north
dakota
to
check
on
that,
and
everyone
is
running
very
high
numbers
that
does
not
make
make
that
right
or
wrong.
It's
just
as
we're
trying
to
figure
that
out.
So
we
are
looking
at
a
couple
of
products
out
there,
which
would
cost
money
that
provide
a
more
asynchronous
virtual
academy
and
provides
a
teacher
as
a
facilitator.
M
G
G
What's
in
your
control,
it's
a
it's
a
tough
place
to
be,
and
if
you
didn't
it
would
be
pretty
irresponsible,
in
my
opinion,
morally,
to
not
follow
the
guidance
just
because
the
kids
go
hang
out
and
go
do
birthday,
parties
together,
so
that's
where
I'm
at
and
then
I
I
guess
I
would
say
if
I
get
to
vote
on
this
before
I
leave.
If
we
don't
vote
on
it,
then
what
so
we're
kind
of
we're
kind
of
pushed
back
into
a
corner
here.
Timing
is
rotten.
I
don't
think
anybody
wanted
it
to
be
this
way.
G
A
N
You
know
when
I
made
the
motion.
I
don't
feel
good
about
it
either.
It's
not
something
that
makes
you
happy,
but
when
your
administration
is
telling
you
there's
no
staff
and
that
we
can't
do
this
the
way
it's
written,
we
need
to
make
a
change.
I
have
complete
confidence
that
the
staff
is
going
to
try
to
do
whatever
it
is
they're
going
to
do
to
meet
the
needs
of
these
families
they're
going
to
try
their
hardest.
N
H
Okay,
so
I
have
a
few
comments.
I
I
feel
like
I
understand
that
we
can
only
control
what
we
can
control,
but
I'm
I
don't
mean
events
that
kiddos
are
attending.
We
know
that
these
are
elementary
kids
and
they
need
care.
Now
we
haven't
surveyed
to
know
how
many
have
both
parents
working
outside
the
home,
but
my
guess
is
if
560
of
them
enrolled
it's
because
there's
a
need
for
during
the
day
for
care,
so
it's
probably
safe
to
take.
H
Although
I
don't
like
assumptions
to
take
the
leap
to
to
say
they're
going
to
need
something,
if
it's
not
us
now,
I
I
believe
that
during
this
very
same
discussion
about
our
levels
and
and
what
things
that
we
were
going
to
offer,
there
was
discussion
about.
You
know
this
is
a
district
of
education
and
not
you
know
that
should
come
first.
So
it's
that
doesn't
to
me
it's
a
little
bit
offensive
that
we're
going
back
and
saying
that
now,
that's
not
because
we
already
said
we
were
going
to,
we
can't
just
make.
H
We
can't
just
pull
the
rug.
We
made
a
commitment
as
a
district
and
we're
not
giving
a
solution,
we're
saying
we
can't
do
it,
but
we're
not
giving
them
a
solution.
Whether
that
is
I
mean,
let's
think,
outside
the
box.
Can
we
split
our
days
for
elementary
kids
morning
group
afternoon
group
cleaning
in
between
longer
days,
right
now,
they're
only
going
to
1
30..
Okay,
so
can
group
two
come
in
the
late
afternoon?
H
Let's
think
about
this,
let's
think
about
community
partners
facilities.
I
mentioned
this
before
churches.
I
know
that
there's
licensing
requirements,
there's
been
all
sorts
of
executive
orders
to
make
things
work
in
the
past.
You
know
all
of
these
plans
are
being
touched
by
dpi
and
and
our
governor.
Perhaps
this
is
one
that
needs
to
be
viewed
by
them
as
well
to
say
we
we
need
a
solution.
H
A
I
I
think
jennifer
you're,
making
an
assumption
that
we
haven't
tried
everything
possible.
We
are
and
when
you
say
the
dpi
and
our
governor's
office,
have
they
looked
at
this.
Their
first
requirement
for
us
creating
our
smart
resource
plans
on
our
health
and
safety
plans
is
to
work
with
local
health
care
agencies.
The
representative
from
fargo
cast
public
health
when
we
have
this
conversation
prior
to
bringing
this
to
the
board
last
week
said
that's
a
bad
idea.
I
Those
are
quote
unquote
because
of
the
mixing
of
students
with
their
guided
practice
center,
and
I
repeated
that
at
the
instructional
coverage
committee,
when
that
representative
was
there
and
they
agreed.
So
this
would
go
against
the
guidance
given
to
us
from
fargo
cast
public
health.
It's
not
that
we
don't
want
to
provide
this
service
to
our
students.
We
do
there's
been
new
research
on
covet.
That's
coming
out
from
the
governor's
office
from
dpi,
it's
part
of
the
town
hall
meetings.
Actually
last
week's
town
hall
meeting,
they
started
with
slides
that
talk
about.
I
Let
me
talk,
let's
start
with
talking
about
more
research,
around
hybrid
and
what's
happening
when
you
provide
opportunities
for
students
to
mix
on
their
off
days,
why
that
could
be
worse
off
than
in
person
instruction.
So
when
you
say
okay,
let's
look
at
churches.
I
know
there's
licensing
requirements,
all
of
those
things
they
don't
just
magically
appear.
We
do
have
to
get
those
places
licensed.
We
do
have
to
work
within
a
time
frame
to
be
able
to
provide
all
that,
and
that
again
is
under
the
assumption
that
we
stay
in
a
level
three
instruction.
I
I
We
were
in
july,
asked
to
create
a
model
based
on
a
color-coded
system
by
the
state
of
north
dakota
by
the
governor's
office
and
by
the
department
of
public
instruction.
In
that
guidance
they
said,
please
create
a
system
that
has
you
going
from
full
in-person
instruction
through
online
instruction
and
also
exploring
a
hybrid
model
in
between.
I
We
thought
that,
with
that
time
we
created
this
model
because
we'd
be
able
to
staff
it
based
on
their
guidance.
Now
in
the
last
week
that
same
entity
is
pushing
down
on
school
districts
across
the
state
saying
well,
maybe
now
you
should
consider
not
doing
hybrid
anymore.
So
these
are
the
parameters
and
the
challenges
that
we're
dealing
with.
It's
not
that
any
of
us
sit
here
as
educators
wanting
to
say:
let's
pull
the
rug
under
our
parents,
because
that's
not
what
we
want
to
do.
A
I
I'm
disappointed
that
we're
at
the
point
where
we
need
to
have
this
discussion.
I
think
we
all
are,
I
don't
know
any
of
us.
That
would
say
oh
this
is
this
is
great
to
have
this
discussion
right
now,
I'm
going
to
vote
yes,
I
don't
like
the
fact
that
I'm
voting
yes,
but
I'm
going
to
vote.
A
Yes,
one
reason
is
because
I'm
thinking
back
to
when
the
smart
restart
plan
was
presented
to
us
and
we
talked
about
the
necessity
of
that
plan
to
be
flexible
and
for
us
to
be
flexible,
and
that
was
a
flexible
and
nimble
plan.
A
I
believe
that
the
information
that
was
presented
to
us
at
the
time
was
presented
to
us
with
the
best
knowledge
and
the
best
information
and
the
best
ideas
with
with
the
information
that
we
had
at
the
time,
and
as
we
all
know
there
has
been
there
is,
the
change
is
constant.
That's
that's.
What
we
know
with
covet
is
is
what's
constant
is
change,
and
I
think
what
we're
being
presented
with
here
tonight
is
information.
A
A
But
I
think
what
we're
all
saying
here
tonight,
no
matter
how
we
vote
is
that
we
really
thought
this
was
a
good
idea
that
we
really
feel
like
those
students
need
some
extra
help.
And
so,
if
this
passes,
what
are
we
going
to
be
able
to
do?
What
kind
of
creativity
is
there
going
to
be
in
terms
of
discussion
at
that
next
meeting
to
to
to
really
push
the
envelope
wherever
we
can
to
try
to
help
make
sure
that
the
students
get
as
much
help
as
they
can
get
jennifer
tracy.
H
I
I
I
would
tell
you
right
now
I
mean
I
would
have
to
dive
deeper
into
that,
but
I
would
tell
you
that
just
off
the
top
of
my
head,
I
don't
think
that
would
be
within
the
parameters
of
our
negotiated
contract
with
our
teachers.
We'd
have
to
work
through
planning
time.
I
will
tell
you
right
now
that
our
staff
just
trying
to
manage
a
full
day
of
and
it's
beyond
burdensome
their
workload,
is
extremely
high
right
now
so
do
I
do
we
think
that's
possible?
I
H
Jennifer
and
if
I
may
just
a
follow-up,
I
guess
that's
what
I
mean
when
I
say
that
we
made
this
commitment
it's,
how
can
we
come
up
with
a
solution
rather
than
to
just
say
we
can't
and
when
we're
getting
these
recommendations
from
you
know,
the
cdc,
it's
always
been
mixed
cohorts
are,
are
a
higher
risk,
and
so
we
want
to
do
everything
we
can
to
mitigate
that.
Hence
why
elementary
was
you
know
a
lower
risk
than
middle
school
or
high
school,
because
we
talked
about
students
traveling
from
classroom
to
classroom.
I
Now
we
are
being
told
at
our
town
hall
meetings
that
we
have
every
week,
which
involves
a
state
team
from
department
of
health
dpi
and
the
governor's
office
hybrid
is
bad
so
because
of
this
very
reason,
so
there
is
new
information
because
we
had
created
this
plan,
this
hybrid
option
based
off
the
original
guidance
that
we
received.
At
that
point
again,
I
think
the
conversation
I
think
we're
forgetting
two
things
here.
I
Hopefully
that
happens,
but
but
it
is
a
hope
that
that's
kind
of
where
we
are
with
this
sense
of
urgency
right
now.
So
the
question
again
becomes:
do
you
want
to
spend
the
time,
energy
and
efforts
right
now
in
trying
to
make
this
work,
knowing
that
staffing
is
a
huge
challenge
and
that
there
is
new
research
coming
out,
that
would
potentially
go
against
us,
and
this
is
against
fargo
cast
public
health
advice.
Or
would
you
rather
spend
your
time
money,
energy
and
efforts
trying
to
reach
your
end
goal,
which
is
getting
students
back
in
school?
I
So
I
think
these
are
the
discussions
that
our
committee
has
to
deal
with
every
two
weeks.
These
are
the
conversations
that
we're
having
on
a
day-to-day
basis.
I
don't
think
anyone
here
wants
students
to
have
a
non-structured
opportunity
on
a
distance
learning
day,
but
how
do
we
get
to
our
end
goal,
which
is
to
get
to
all
students
back
in
for
in-person
instruction
and
stay
there
in
a
safe
and
efficient
manner
for
our
students
and
herself.
A
Q
Thank
you.
I
just
wanted
to
highlight
that
you
know
from
the
beginning.
This
concept
of
the
guided
practice
center
was
always
a
value
added
to
our
district.
It
certainly
was
not
instructed
by
dpi
or
anything
else,
and
while
I
respect
and
do
not
want
to
backtrack
on
a
commitment
we've
made,
I
I
really
view
this
as
a
bonus
that
is
unique
to
our
district
that
we
that
we
were
offering.
Q
I
am
in
a
nationwide
group
of
physicians
that
advises
school
districts,
and
this
was
extremely
unique
and
I
can
assure
you
schools
across
the
country
are
not
having
something
like
this
so
yeah.
I
I
it
gives
me
great
pause.
H
Jennifer,
so
I
just
throw
this
out
there
food
for
thought.
So
if
to
your
second
point
or
question
earlier,
if
it
didn't
pass,
would
that
sort
of
force
us
to
come
up
with
a
better
solution
which
might
look
different
than
we
had
originally
intended
these
guided
practices,
but
could
potentially
benefit
all
of
our
students,
whether
that
is
a
unique
approach
to
morning
afternoon
split
days,
whatever
that
is
working
with
the
teachers
union
because,
like
everyone
has
said,
the
goal
is
to
get
back
to
in
person
for
all
students.
So
I'm
just
curious.
I
I
think,
if
the,
if
the
board
voted
this
down,
we
would
probably
have
to
dive
into
our
budget
redo
our
budget.
Look
at
paying
the
additional
premium
for
the
temp
agency
to
staff
it
and
then
do
that
and
then
just
continue
running
the
risk
that
that
could
potentially
raise
the
numbers
of
impacted
students
and
staff
in
fargo
public
schools
and
we're
going
to
go
against
the
guidance
of
fargo
cast
public
health.
But,
like
I
said,
we'd,
be
happy
to
administer
and
do
that.
A
I
I
don't,
I'm
really
hesitant
for
us
to
say
we'd,
be
happy
to
go
ahead
and
do
that
because
going
against
the
guidance
of
public
health,
I
it
does
not
sound
like
anything
that
we
want
to
be
doing.
I
don't.
I
don't
think
that
you
mean
that
dr
gandhi.
A
Yes,
exactly
again,
I
I
think
that
in
passing
it,
it
also
provides
a
challenge
to
the
just
to
the
district
and
the
instructional
plan
committee
and
a
charge
to
figure
out
now.
What
are
we
gonna?
Do.
A
A
Students
are
going
to
school
as
if
that's
their
work,
just
like
all
other
places
around
the
city,
the
state
and
the
nation,
whether
it's
one
business
or
an
organization
and
employees
are
needing
to
be
working
from
home
and,
unfortunately,
I
think
we're
at
the
situation
right
now,
at
least
when
we're
in
hybrid
model,
for
the
k,
through
five
students
that
they're
they're
going
to
be
at
home
a
little
bit
more
too,
and
it's
in
an
effort
for
our
our
community
to
be
safe
and
healthy
and
strong.
A
H
I
I
can't
speculate
how
that
data
would
translate
with
the
absence
of
a
guided
practice
center,
because
then
I'd
be
having
to
make
an
assumption
on
how
many
of
those
parents
are
going
to
utilize.
It
a
daycare
now
for
that
opportunity,
but
the
conversation
that
we
had
with
fargo
cast
public
health
when
they
said
okay
yeah.
This
mixing
groups
is
a
bad
idea
and
in
fact
this
was
actually
shared
with
our
instructional
plan
committee
yesterday
was,
but
why
wouldn't
you
they
said?
I
Instead,
we
would
suggest
that
you
look
at
potential
opportunities,
or
what
can
you
do
differently
to
bring
all
the
students
back
and
using
a
concept
such
as
potting?
They
asked
us
to
look
at
a
different
school
district
and
maybe
some
things
that
they're
doing
and
explore
those
options.
So
again,
I
I
would
say
that
we
would
want
to
explore.
Is
there
an
opportunity
to
bring
our
students
back
in
a
safe
and
efficient
manner
versus
just
filling
this
void?
I
think
that
would
be
the
better
way
to
go.
H
Perfect
so
along
those
lines,
could
that
be
part
of
this
recommendation
so
or
for
the
board
to
say
that
this
is
you
know
really
something
that
would
be
a
directive
because
to
your
point,
that
would
be
getting
them
all
back
in
school
and
there
are
other
districts
already
doing
it.
We
would
have
all
the
elementary
students
in
school
full
time.
H
Made
I
mean
I'm
just
trying
to
build
onto
what
you
were
saying.
How
do
we
make
that
happen,
because,
ultimately,
it's
a
board
decision
right?
This
is
coming
to
us
to
vote
yes
or
no
much
like
the
levels
that
we
were
in
approved
the
plan
initially,
so
I'm
asking
the
board
to
say:
okay,
we
can
the
board
if
the
board
wants
to
support
full-time
elementary.
I
guess
I
should
just
ask
the
question
they
could
do
so
correct.
They
could
ask
you
to
do
so
right
in
this
fashion.
N
I
don't
want
to
be
I'm
not
I'm
not
qualified
in
this
as
a
board
member
right
now
to
get
involved
into
this.
I'm
just
not
I'm
not
comfortable
with
it,
and
so
I'm
not
going
to
pretend
that
I'm
the
expert
here,
even
though
I
do
am
the
coordinated
de
covid
19
manager
for
two
different
school
districts
in
two
different
states,
but
I
do
respect
the
people
that
they
work
with.
As
a
committee.
A
And
I
do
think
that
rupak
you've
given
us
some
examples
of
some
work
and
some
thought
that
might
go
into
some
other
options.
You're
talking
about
potting
and-
and
we
don't
quite
know
where
that's
going
to
land,
but
I
I
feel
like
what
you're
demonstrating
is
that
that
there
is
going
to
be
a
continuous
effort
to
again
if
we're
moving
away
from
the
guided
practice,
centers
there's
going
to
be
an
effort
to
move
towards
something
else,
but
I
too,
I
agree
with
brian.
A
H
O
L
A
G
September
17th
was
a
wrap-up
of
basler's
p12
alliance
work.
I
forwarded
all
of
those
documents
to
the
cabinet
administration.
They
did
some
great
work
for
how
to
work
with
kids,
with
different
situations
and
distance
learning.
G
G
You
did
receive
an
email
from
me
where
you
can
start
reaching
out
and
building
those
relationships
with
our
legislators
and
also
the
league
of
women.
Voters
has
their
candidate
forms
happening
tonight
and
tomorrow
night,
so
I
encourage
you
to
tune
into
those
as
well.
I
think
we
missed
44
tonight.
The
other
district.
That's
up
in
our
school
district
is
there's
44
and
46.
So
we
want
to
watch
those
closely.
G
I
had
the
opportunity
to
go
to
longfellow
in
washington.
Just
for
some
of
my
work
items
and
longfellow's
safe
entrance
is
incredible.
It's
it
is
so
much
safer
for
families
to
er
security
is
all
there.
When
I
talked
to
eric
henderson,
he
said
yeah,
I
actually
have
parents
come
and
knock
on
my
window
and
say
hi,
I'm
here,
so
it's
it's
much
more
secure,
but
also
very
functional.
It
looks
like
it
was
meant
to
be
there
so
nice
work
on
that
architecture.
G
We're
probably
referred
to
it
today.
There's
the
north
dakota
return
to
learn
town
hall.
They
talked
about
actually
some
new
data
or
a
new
statement.
That's
going
to
be
released
today.
That
makes
this
this
conversation
even
more
precarious,
not
quite
sure.
If
I
followed
it
all,
but
I'm
sure
tracy
tracy
would
if,
if
she
and
well
she
when
she'll
hear
it,
maybe
rupak
can
expand
on
that
as
well.
G
I
believe
that
is
about
it.
I
didn't
write
down
the
next
date
for
gac,
but
I
it
is
the
third
tracy
you'll
know
the
third
friday
at
7.
30
a.m:
sound
about
right
october,
18th,
that's
okay,
we'll
figure
it
out.
The
notice
will
come.
So
thank
you
for
letting
me
go
first
rebecca.
S
Thank
you
rebecca.
As
far
as
the
communications,
I'm
going
to
flip
this
around
engagement
and
advocacy
committee,
we
had
a
great
discussion
very
pleased.
We
have
a
fantastic
group,
that's
very
engaged,
very
compassionate
and
very
interested
in
doing
the
work
at
hand
due
to
the
great
efforts
by
the
fargo
public
schools
communications
team.
S
S
So
that's
that's
great.
We
are
going
to
meet
then
early
october
after
the
results
are
in.
I
want
to
say
october
5th,
but
is
it
on
here
october,
7th
october,
7th?
We
will
be
meeting
again
so
I'll,
be
looking
forward
to
that
and
and
our
team
reviewing
those
results.
S
As
far
as
what
I've
been
up
to
since
the
last
meeting
september
10th,
I
attended
learning
heroes
ready
to
partner
back
to
school
webinar
also
september
10th,
north
dakota
portrait
of
a
graduate
through
dpi
september
16th.
I
did
the
school
board
association,
lunch
and
learn
on
legal
aspects
and
considerations
as
a
school
board.
Member
also
attended
a
webinar
from
an
organization
called
common
sense
on
building
a
better
tomorrow
september
18th.
I
listened
in
to
the
gac
committee
september,
20th
prairie,
public
broadcasting,
and
I
don't
remember
the
formal
name,
but
the
immigrant
minnesota
immigrant.
S
N
I
attended
the
gac
meeting
on
september
18th,
it
would
have
been
last
friday.
We
have
a
planning
meeting
on
september
25th
this
friday
and
it's
going
to
be
on
these
12
scenarios
of
boundaries.
The
way
I
saw
so
con,
congratulations
to
everybody
who
helped
make
all
of
those
boundaries
possible
ideas,
and
things
like
that.
N
I
reached
out
to
my
liaisons,
clara
barton
hawthorne,
with
becky
folden
and
centennial.
Dr
leon
hanson
snooped
around
on
their
websites
learned
a
few
things
and
then
I
had
the
opportunity
to
listen
to
dr
gandhi
and
his
two
radio
shows.
N
I
appreciate
dr
ghandi
your
weekly
update,
letting
us
know
everything
that
that
you
do.
You
have
a
you.
Are
a
busy
man,
sir
a
very
busy
man,
and
I
do
appreciate
everything
that
you
are
doing
for
our
students
and
our
staff
and
your
communication
amongst
everybody
and
then,
as
we
always
do,
get
several
emails
and
you
and
you
get
to
read
those
and
and
learn
what's
on
everybody's
minds.
C
Q
Thank
you.
I
too,
on
september,
10th
attended
the
communications,
engagement
and
advocacy
committee
meeting,
and
I
think
we
did
a
lot
of
good
positive
work
there.
I'm
excited
to
see
what
comes
from
the
surveys
and
our
plan
moving
forward.
Q
Q
I
too
watched
the
documentary
nikki
referenced
and
was
a
part
of
the
zoom
panel
discussion
following
and
then
yesterday
was,
of
course,
our
covet
19
instructional
plan
meeting,
and
I
I
just
want
to
take
a
moment
to.
I
think
I
receive
a
lion's
share
of
these
emails,
and
I
just
want
to
thank
everyone.
I
we,
we
really
are
contacted
by
a
lot
of
constituents
sharing
their
personal
stories
and
how
this
these
decisions
affect
them,
and
please
know
if
I
don't
immediately
reply.
Q
It
takes
a
lot
of
time
and
I
just
wanted
to
report
that
I
did
not
read
my
book
for
my
book
club
this
month,
but
I
did
read
the
following
things:
I'm
very
proud
of
it
spending
money
wisely
and
getting
the
most
from
school
district
budgets
again
out
of
my
wheelhouse
learned
a
lot,
and
I
read
the
two
books
that
were
given
to
us
implementing
policy
governance
and
staying
on
track
and
the
policy
governance
model
in
the
role
of
the
school
board
member.
So
I
hope
that
will
be
beneficial
thanks.
Q
O
H
H
There
is
a
planning
meeting
on
the
25th
friday
I
plan
to
be,
and
I
really
appreciated
your
comments
around
emails
tracy
and
I
just
I
think,
want
to
echo
exactly
how
you
stated
that
we
have
received
hundreds
and
it
is
hard
to
get
the
get
to
reply
in
a
way
that
you
you
desire
to
be
to
personalize
the
message,
and
so
that
is
often
times
timeliness
becomes
difficult.
H
But
I
do
want
to
reiterate
that
I
too,
I
read
them
all,
so
I
do
and
just
take
this
opportunity
to
tell
people
that
and
that
I
appreciate
that
they
are
paying
attention
and
that
they
are
advocating
for
students
and
that
we
really
do
try
to
convey
that.
So
so
I
definitely
could
not
say
that
better
than
tracy,
even
though
I
really
tried
and
the
book
read
was
a
good
reminder.
H
I
too
have
started
them,
but
I
can't
say
that
I
have
finished
so
I
will
indeed
do
that
before
our
work
session
so-
and
I
think
that's
it.
Thank
you.
L
I
reached
out
to
andy
dallin
at
north
to
see
how,
with
this
hybrid
model,
he
wants
to
conduct
visits
this
year
and
we
had
a
long
discussion.
I
decided
how
we're
going
to
do
it.
We
have
governance
meeting
this
thursday
at
7
30
planning,
meeting
at
7
30
on
friday
and
just
a
heads
up
to
anyone
on
the
negotiations
committee.
L
I'm
going
to
be
getting
in
touch
with
joe
lynn
tomorrow
to
set
up
a
meeting
in
october,
so
I'll
be
sending
some
asking
her
to
send
out
a
questionnaire
to
asking
what
would
work
for
you
we'd
like
to.
I
think
we
we
need
to
get
a
focus
ahead
of
negotiations
and
I
am
also
reaching
out
to
the
fea,
because
I
would
be
very
very
happy
if
they
would
participate
in
these
meetings
as
well.
L
Not
we're
not
beginning
negotiations
per
se,
but
we
have
a
whole
lot
of
discussion
that
we
could
do
and
then
what
tracy
and
jennifer
both
said.
I've
I've
been
astounded
by
the
number
of
emails
and
the
length
of
some
of
them,
and
I
too
have
read
every
single
one
of
them
and
I
feel
guilty
that
I
haven't
responded
to
you
people.
A
Well,
I
think
that
we
have
we've
all
communicated
to
one
way,
one
way
or
another
about
the
emails
and
or
maybe
phone
calls
coming
through.
So
I'd
reiterate
what
everyone
else
said,
there
is
a
president's
report.
The
printed
out
report,
thanks
to
anne
marie,
that
is
at
all
of
our
seats
here,
a
few
items
that
I've
been
involved
in.
I
have
started
to
become
involved
in
a
project
called
the
fargo
community
water
tower
project.
A
There's
going
to
be
a
new
water
tower
constructed
at
7th
avenue,
north
and
university
so
downtown.
Basically,
it
is
going
to
be
an
example
of
community
art
or
public
art.
I
should
say
through
the
city
of
fargo
planning
department.
There
are
some
local
consultants
that
have
been
hired
to.
I
have
get
that
project
through,
but
and
with
some
designers
that
are
not
from
our
community,
but
I've
been
involved
in
some
virtual
conversations
regarding
well,
what
does
what
does
fargo
feel
like
what
do?
What
are
the
people
of
fargo
like?
A
A
I
know
that
sharon
ide
has
shared
information
with
our
middle
and
high
school
art
teachers
and
sharon.
Ide
is
our
visual
arts
curriculum
facilitator
for
fargo
schools,
so
I'm
hoping
that
middle
and
high
school
students
that
are
involved
in
art
in
our
district
take
some
time
to
learn
about
something
that's
going
on
in
our
community
and
how
they
might
be
able
to
help
participate
and
give
give
their
input.
A
The
mem,
the
core
neighborhood
steering
committee
that
I'm
a
member
of
we
meet
october
6th
and
I
also
participated
in
a
phone
call
with
the
consultant
that
was
hired
for
that
project
and
they
come
to
fargo
every
once
in
a
while
off
and
on.
I
sometimes
our
meetings
are
doing
zoom
because
of
covid,
but
we
talked
specifically
about
some
of
the
concerns
that
the
district
has
regarding,
especially
in
regard
to
our
core
neighborhoods,
the
schools,
student
population,
the
capacity
issues,
the
boundary
issues.
A
So
I
kind
of
tried
to
relay
some
of
the
dialogue
that
we've
had
as
a
board
and
as
as
we
know,
I
said
explain
to
him
that
we
have
a
boundary
discussion,
that's
going
to
be
coming
up
real
soon
and
he
was
interested
in
receiving
information
that
we
have
in
our
operational
plan
in
our
strategic
plan,
also
interested
in
looking
and
learning
about
how
our
district
is
broken
down
in
terms
of
socioeconomics
disparities
and
how
that
kind
of
connects
to
how
our
core
neighborhoods
are
are
doing.
So
I
will
provide
him
with
that
information
rupak.
A
If
I
need
anything
that
I
don't
have
I'll
contact,
you
native
american
commission
meets
october
1st
jennifer
mastroud
and
I
are
going
to
meet
tomorrow
for
coffee
and
so
we'll
have
our
first
meeting
where
we're
going
to
get
to
know
each
other
better,
and
I
think
that,
as
a
result
of
the
conversation
that
we've
had
here
this
evening,
there
will
be
plenty
to
talk
about
governance.
Is
this
thursday
at
7
30
a.m?
Planning
I
will
plan
to
attend
friday
attended
gac
last
week.