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From YouTube: School Board Meeting - November 9, 2021
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - November 9, 2021
A
C
C
C
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
five
minutes
upon
the
conclusion
of
the
allotted
time.
A
chime
will
sound
and
the
speaker
will
be
asked
to
conclude
if
necessary.
C
A
final
chime
will
sound
15
seconds
later,
signifying
the
end
of
the
speaker's
time
at
the
podium,
and
I
will
now
call
our
first
person
that
has
signed
up
to
speak
with
us
and
it
is
dr
jake
schmitz.
E
Awesome
hi,
my
name
is
jake
schmitz
and
I
have
two
kids
in
the
fargo
public
school
system.
Tonight,
I'm
going
to
be
asking
a
set
of
questions
and
I'd
like
to
request
a
formal
written
response
to
each
question.
Question
number
one:
what
metric
or
benchmark
is
fargo
public
schools
using
to
justify
continuing
the
mass
mandate.
E
Dr
tracy
newman
mentioned
at
the
last
fargo
cast
public
health
meeting
that
the
number
of
new
cases
was
a
good
metric
to
use
to
determine
if
the
mask
mandate
was
working.
If
that's
the
case,
there
are
a
number
of
number
of
school
schools
in
the
district
with
zero
cases.
So
why
not
lift
the
mask
mandate
for
schools
with
no
active
cases
better?
Yet
why
not
just
look
at
individual
classes?
E
If
a
class
has
no
positive
cases,
why
does
it
still
need
to
mask
up
an
option
would
be
to
just
wear
a
mask
temporarily
while
walking
the
halls
and
take
them
off
in
the
classroom.
If
there
are
no
active
cases,
that
would
make
the
most
sense
and
it
would
stop
the
needless
masking
of
children
without
cause.
Nothing
is
stopping
you
from
only
masking
those
classes
where
an
outbreak
is
occurring.
You
could
easily
make
that
determination
and
enact
that
change
tonight.
E
I'm
curious,
which
one
is
it
if
it's
not
active
cases
or
positivity
rate,
maybe
you're
using
hospitalizations
if
you're
using
hospitalization,
specifically,
who
are
you
concerned
for
it's
clear
children,
do
not
end
up
in
the
hospital
from
covet,
barring
extreme
cases,
which
are
less
than
a
thousandth
of
a
percent
of
the
total
cases
in
the
state.
If
you're
concerned
for
anyone
other
than
our
children,
then
you
aren't
fulfilling
your
sworn
duty.
E
That's
too
much
to
place
on
children
and
it
isn't
their
fault
anyways,
because
it's
been
proven
over
and
over
again
that
kids,
don't
have
the
viral
capacity
or
the
viral
load
to
spread
covet
to
adults,
stop
making
them
feel
guilty
for
grandma
getting
sick,
that's
not
their
fault
by
the
way
parents
want
you
to
discuss
and
debate
this
issue,
please
stop
avoiding
it
by
calling
the
question
each
time
it
gets
brought
up.
That's
simply
a
method
of
shirking
your
responsibility
to
parents
and
children.
Jennifer
and
david
are
doing
their
jobs.
E
By
bringing
this
issue
up
each
meeting,
we
want
to
know
why
you're
doing
what
you're
doing
and
when
it
will
end
is
your
plan
to
keep
the
mass
mandate
in
place
until
there
are
zero
total
cases?
If
so,
for
how
long
after
that,
since
there
have
been
plenty
of
schools
with
zero
case
numbers,
yet
the
mandate
wasn't
lifted
for
those
schools.
E
Now
I'm
gonna
go
out
on
a
limb
and
guess
your
answer
to
question
number
one.
Is
we
don't
know
what
the
benchmark
is,
because
we're
only
doing
what
fargo
cast
public
health
wants
us
to
do?
If
that's
your
answer,
you
are
essentially
saying
you've
abdicated
your
ethical
and
moral
responsibility
to
our
children
and
given
it
to
a
completely
separate
board
that
has
no
accountability
to
parents
or
voters.
None
of
those
board
members
were
voted
in
by
the
public,
each
was
appointed
by
the
governor
and
none
of
them
were
accountable
to
anyone
other
than
the
governor.
E
E
According
to
the
north
dakota
department
of
health,
children,
19
and
under
have
a
99.997
percent
survival
rate
against
covid
and
and
even
better
than
that
in
some
cases
you
can't
pretend
you're
protecting
children
when
there's
no
real
risk
to
them.
In
the
first
place,
please
make
the
mask
mandate
optional.
Let
parents
decide
how
to
best
care
for
their
children.
If
a
parent
wants
their
child
to
wear
a
mask,
they
have
every
right
to
do
so,
but
don't
mandate
it
for
every
child,
let
the
parents
make
that
decision
for
their
children.
E
F
Evening,
can
you
hear
me?
Yes,
we
can
thank
you
for
your
written
response
to
my
last
questions
from
the
previous
meeting.
Although
it
still
left
questions,
I'm
did
not
get
any
information,
it
kind
of
goes
along
with
what
the
previous
person
was
just
asking.
But
what
are
you
using
to
measure
these
things
that
you
that
cass
county
is
recommending?
I
you
have
been
elected
to
be
leaders
and
role
models
for
students,
and
all
you
are
doing
is
hiding
behind
fargo
cast
public
health.
F
You
are
asking
our
teachers
to
be
mask
police,
which
is
not
their
job.
Their
job
is
to
educate
our
children,
so
I
would
like
a
written
response
on
how
you
like
how
are
you
managing
the
situation
that
teachers
are
being
taken
away
from
their
real
job
duties,
which
is
education
to
provide
policing
of
children
wearing
mass?
F
Secondly,
I
would
like
a
written
response
to
what
is
the
school's
district's
plan
to
manage
the
fact
that
children
are
losing
school
time
due
to
being
out
of
the
classroom
for
mask
issues,
even
though
they
have
medical
notes,
and
I
would
also
just
like
to
point
out
a
perhaps
if
we
would
look
back
like
three
years
ago,
if
I
sent
my
children
to
school
with
a
piece
of
cloth
full
of
boogers
and
told
them
that
they
needed
to
wear
it
all
day.
You
all
would
have
reported
me
to
child
protective
services.
F
F
So
I
would
like
to
know
what
your
plan
is
as
we're
going
into
the
cold
season.
How
like
what
is
the
like
plan
for
dealing
with
boogers
in
mass
and-
and
I
still
haven't,
received
a
response
to
the
fact
that
many
of
you
who
continue
to
vote
against
or
to
vote
against
and
not
even
discuss
why
you
think
that
these
masks
need
to
be
in
place
other
than
to
hide
behind
fargo
cast
public
health.
G
Yes,
wonderful,
cassie
schmidt
was
let
parents
decide
that
see.
I
have
noticed
a
few
things
that
I
wanted
to
make
sure
that
the
board
and
the
public
were
aware
of.
First
of
all,
the
north
dakota
school
board
association
was
on
a
letter
with
some
a
whole
other
group
of
lobbyists
from
other
parts
of
the
state
in
different
industries
that
sent
a
letter
to
the
north
dakota
legislators,
asking
them
not
to
look
at
any
bills
relating
to
vaccines
or
critical
race
theory.
G
Two
issues
that
parents
have
been
very
outspoken
against,
especially
in
fargo
and
myself
and
members
of
our
group,
are
calling
on
the
fargo
public
school
board
to
disassociate
with
the
north
dakota
school
board
association
that
cannot
be
tolerated.
They.
They
specifically
asked
that
the
legislators
did
not
look
at
issues
that
pertain
to
parents.
That
100
percent
goes
against
what
the
school
board
is
supposed
to
be
doing.
G
So
that's
number
one
now
number
two
being
that
fargo
public
school.
You
know
your
board
has
taken
such
a
hard
stance
on
making
sure
that
you
are
complying
with
fargo
cast
public
health
recommendations
again
they're,
not
requirements
their
recommendations
made
by
the
fargo
cast
public
health.
G
I
don't
believe
that
their
recommendations
give
the
school
board
the
authority
to
turn
them
to
requirements,
and
we
we
have
talked
about
this
time
and
time
again,
there's
no
statutory
authority
in
north
dakota.
That
gives
you
guys
the
right
to
turn
these
public
health
recommendations
into
requirements
when
even
fargo
cast
public
health
is
not
requiring
children
to
wear
masks
inside
of
their
buildings.
G
This
is
absolutely
ridiculous.
It's
gone
on
far
too
long.
You
need
to
bring
it
back
to
common
sense
and
personal
choice.
Parents
need
to
decide
what's
right
for
their
kids.
Staff
needs
to
decide
what's
right
for
themselves.
We
all
know
that
the
staff
already
has
such
a
high
vaccination
rate
that
no
one
should
be
worried
inside
of
the
school
building,
especially
with
the
permanent
mitigation
strategies
that
have
been
put
into
place,
such
as
air
ionization,
filtration
systems,
electrostatic
spraying
systems.
G
You
guys
spent
millions
of
dollars
of
federal
funds,
installing
new
bottle
fillers,
so
that
kids
didn't
even
have
drinking
fountains
anymore.
So
this
has
gotta
end.
We
would
like
a
public
response
issued
from
fargo
public
school
board
to
the
public
on
how
you're
going
to
explain
yourselves
with
the
difference
in
these
mitigation
strategies.
Thank
you.
C
H
So
in
front
of
you,
I
am
sharing
around
professional
development
tonight
and
when
we
talk
about
professional
development,
we
are
talking
about
the
learning
that
teachers
do
in
additional
coursework,
but
also
the
the
learning
that
we
do
within
our
buildings
as
well
and
the
coaching
that
we
do
as
well,
because
all
three
of
those
learning
opportunities
are
valuable
to
our
teachers
and
valuable
to
our
students.
H
And
so
last
year
we
went
through
an
accreditation
process
through
cognia.
It
had
some
impact
findings
and
also
some
initiation
findings,
but
the
improved
finding
was
while
professional
development
is
occurring
at
the
district
and
building
level
in
abundance.
There
was
no
formal
process
in
place
to
kind
of
to
gauge
the
impact.
H
This
is
having
on
our
instructional
delivery
and
student
achievement
system
wide,
and
so
with
that
we
put
into
place
starting
this
summer,
we
put
into
place
a
tool
called
kickup
and
it's
a
web-based
tool
bringing
together
data
from
professional
development
areas
to
really
give
us
a
clear
picture
of
where
we're
at
as
a
district.
The
learning
that's
going
on
and
how
it
does
impact
student
achievement.
H
So
what
kickup
is
doing
for
us?
It's
really
taking
we're
working
from
evaluation
to
growth,
so
we
want
to
evaluate
the
programs,
the
courses
that
we're
offering
but
to
really
grow
our
teachers
grow.
Our
educators
through
identifying
instructional,
supports
that
drive
student
achievement,
empowering
our
principals
and
coaches
to
build
capacity,
coordinating
with
teams
and
learning
with
progress,
monitoring
and
then
increasing
efficiency
of
triangulation
of
data.
H
So,
in
the
end
we'll
look
at
data
through
the
professional
development
we
offer
through
courses
through
the
learning
walks
and
then
also
through
the
coaching
that
we
do
from
our
instructional
coaches,
and
so
we
are
using
kickup
again
for
professional
development.
So
those
courses
that
we
offer
staff
coaching
logs
so
we're
logging,
the
coaching,
the
instructional
coaching,
we're
doing
from
coaches
to
educators
and
then
our
learning
walks.
H
So
those
three
are
really
the
main
parts
of
our
kickup
that
we're
using
so
with
our
coaching
logs
and
the
attendance
of
our
coursework.
You
know
the
coaching
logs
and
attendance
show
that
we're
fully
implemented
with
the
learning
that
we
want
to
implement,
but
the
learning
walks
and
then
the
professional
development
show
if
our
pd
is
effective.
If
our
professional
development's
effective
and
if
there's
impact
in
the
classroom,
because
in
the
end
we're
looking
to
improve
educators,
knowledge
that
then
impacts
student
education,
so
I
pulled
a
couple
just
screenshots,
we'll
first
start
with
professional
development.
H
H
And
then
we
can
dig
even
deeper
into
the
specific
learning
opportunities
that
we
provide
and
you
we
can
dig
deep
deeper
than
this
too.
You
can
click
on
each
number
to
really
see
how
are
we
rating
these
learning
events
and
what
is
the
impact
that
we're
seeing
and
in
the
end,
then
we
can
take
this
professional
learning
and
really
target
what
staff
need
next,
and
so
this
piece
is
how
they
plan
to
implement
what
they've
learned
into
their
practice.
So
this
first
part
they
do
74
plan
to
implement
it.
H
H
And
then
looking
even
further
into
our
professional
development,
we
can
look
at
the
group
and
that
individuals
regarding
the
supports
they
need
so
on
this
little
snapshot.
60
as
kind
of
next
steps
would
want
opportunities
to
collaborate
with
peers,
and
we
can
actually
click
then
on
the
bar
graph
and
see
the
individuals
that
have
requested
that
you
know
they
may
need
resources
or
examples
to
show
effective
practice,
workshop
style
opportunities,
follow-up,
coaching
or
none
of
these
or
just
observe
opportunities
to
observe
a
peer.
H
So
we
can
then
work
with
individual
staff
members,
whether
that's
our
professional
development,
folks,
our
coaches
or
our
principals,
in
meeting
with
individual
teachers
on
their
next
steps
from
the
learning.
So
we're
getting
really,
I
would
say,
really
rich
feedback
and
data
from
our
professional
development.
Just
on
a,
I
would
say,
an
initial
use.
H
H
So
that's
the
one
one
piece
of
kind
of
the
triangulation
of
information
that
we're
going
to
use
the
next
piece
that
we're
really
excited
about
is
really
logging,
our
coaching
cycles.
So
we
have
instructional
coaches
within
our
elementary
buildings
and
we've
also
added
coaches
within
our
secondary
buildings,
too,
specifically
quite
a
few
literacy
coaches
in
the
secondary
buildings,
and
we
run
coaching
cycles
with
teachers
to
really
support
their
instruction
to
support
them
within
the
classroom.
H
H
H
So
at
that
point
we
had
88
hours
of
coaching
and
then
it
looks
at
what
are
our
focus
areas.
So
we
have
literacy,
small
group,
catalyst,
student
engagement,
literacy,
whole
group.
Those
are
kind
of
our
top
ones
that
we
saw,
but
it
goes
into
all
of
our
different
areas
that
we
really
do.
We
really
support
staff
on
and
then
the
coaching
cycle
by
ours
was
it
a
mini.
H
So
we
have
a
shortened
version
of
coaching
or
was
it
a
full
cycle
which
is
really
in-depth
and
time-intensive
support
for
staff
and
then
right
now
it
we
just
I
had
elementary
in
here
and
so
it's
by
grade
level
as
well.
So
you
can
see
how
it's
broken
up
by
grade
level
and
the
supports
that
each
grade
level
is
getting
for
that
and
then
within
those
coaching
cycles.
We
also
log
our
coaching
interactions.
So
are
we
doing
observations
as
coaches?
Are
we
co-planning?
Are
we
modeling?
H
Are
we
analyzing
student
work
or
are
we
co-teaching
and
a
lot
of
what
our
coaches
are
doing
currently
is
observation,
but
also
a
lot
of
co-planning
and
really
working
through
with
teachers?
What
that
looks
like
so
this
is
giving-
and
you
can
drill
into
this
now,
specifically
and
even
deeper
around
which
teachers
which
coaches
are
doing
the
observation
and
co-planning,
etc,
and
then,
along
with
coaching,
we
can
have
the
instructional
strategies
that
we're
coaching
on.
H
So
are
we
coaching
on
direct
instruction
student
engagement,
communicating
high
expectations,
so
these
are
those
standards
that
we
really
do
want
to
get
across
to
teachers
and
to
kids,
and
these
you
know
you
can
see
direct
instruction,
we're
coaching,
46
or
46
hours.
H
The
third
piece
that
we're
just
getting
going
for
this
year
are
learning
walks,
and
so
we
are,
and
at
the
elementary
level
we're
we're
doing
kind
of
three
areas
for
the
learning
walk,
so
the
literacy,
the
math
and
we
would
combine
sel
pbis
catalyst
into
an
environment
category,
but
at
the
elementary
looking
at
literacy-
and
I
would
say
both
small
group
and
large
group
and
what
those
instructional
strategies
are
on
literacy
and
math
for
elementary
it's
our
first
year
doing
math
we're
excited
to
add
that
piece
to
really
look
at
our
math
instruction
and
then
for
environment.
H
It
really
is
and
all
of
the
sel,
so
social,
emotional,
learning,
positive
behavior
interventions
and
supports
and
then
catalyst,
which
is
a
non-verbal
kind
of
structure,
around
classroom
management.
All
look
at
that
environment
and
we
have
a.
We
have
some
great
supports
for
the
catalyst
approach,
but
also
just
looking
at
that
learning
overall
and
then
for
secondary.
We
are
very
excited
to
add
learning
walks.
This
is
they'll,
be
their
first
year
doing
learning
walks
and
we're
starting
with
literacy
and
because
we
have
such
great
supports
in
our
literacy
coaches
at
the
secondary
level.
H
H
We
don't
so
we
haven't
started
that
yet
so
we
don't
have
the
data
in
there
to
show
you
the
the
pretty
graphs
that
it'll
give
us,
but
in
the
end,
with
our
with
kick
up
and
with
what
we're
working
on
with
professional
development,
it
is
about
getting
those
three
points
of
data
so
for
our
courses,
our
professional
development,
coaching
and
then
our
learning
walks
to
really
align
to,
I
would
say,
our
strategic
plan
and
how
we're
guiding
our
instruction
forward
and
the
student
learning
forward,
and
so
this
is
meeting
that
cogni
kind
of
feedback
for
us,
but
it
also,
I
think,
is
really
developing
a
nice
system
across
the
district
around
how
we
look
at
data,
how
we
look
at
the
learning.
H
B
Leon,
thank
you
for
really
excellent
presentation.
B
I've
got
to
say
that
in
the
time
I
spent
in
teaching,
I
spent
what
literally
felt
like
decades
in
professional
development,
because
there
were
so
many
of
them
that
were
irrelevant
and
unproductive,
and
it's
obvious
that
you've
turned
this
around
when
you've
got
92
to
94
of
the
participants
saying
that
they
they
felt
that
they
were
productive.
B
How
are
you,
what
are
you
doing
to
assess
the
needs
of
professional
development
and
how
are
you
how?
What
steps
have
you
taken
to
make
them
more
relevant
to
the
participants.
H
Yeah
and
I
I
won't
take
credit
for
the
implementation
of
this
program-
a
lot
of
work
came
before
me.
I
just
get
the
pleasure
of
reporting
it
out.
You
know.
Joelle
johnson
has
done
some
tremendous
work
with
professional
development
and
coaching,
and
so
I
do
give
her
a
lot
of
the
credit,
and
I
I
think
to
your
question
though
around
I,
I
would
say,
engaging
staff
and
what
they
need.
I
do
think
it
is
looking
at
some
of
this
data,
because
that
will
really
show
us.
Is
it
effective?
H
Okay,
are
we
seeing
a
movement
towards
the
need
for
something?
Does
it
meet
our
strategic
plan?
Is
it
something
that
we
need?
You
know
I
think,
about
evidence-based
reporting
and
really
supporting
our
secondary
folks
on
that
piece
and
gathering.
We
continually
gather
feedback
from
them
around.
H
What
supports
do
they
need,
and
I
know
jodel
tyken
is
working
tremendously
on
that
piece,
but
she
sits
in
with
teachers
she's
in
the
building
listening
to
teachers,
and
I
I
think
that's
if
we
can
gauge
what
teachers
need
through
conversation
through
kick
up
and
that
reporting
and
then
base
look
at
what
our
strategic
plan
says.
You
know
our
direction
is.
I
think
we
can
really
provide
valuable
learning
for
folks.
B
If
I
can
follow
up
sure,
thank
you
leon
that
I
I
understood
what
you
were
saying.
Let
me
give
you
a
specific
instance.
Let's
say
in
the
first,
you've
got
a
brand
new
teacher
and
the
the
first
evaluation
shows
that
that
they're
really
struggling
in
a
certain
area.
Do
you
step
in
at
that
time
and
assign
a
coach
to
that
person
or
make
the
suggestion
that
they
really
you
know
we
can
help
you
we
want
to
see
you
succeed,
because
the
first
couple
years
are
are
absolutely
vital.
B
H
And
I'll
yeah
and
I
actually
I'll
bring
up
joelle
johnson
again
we
have
a
really
strong
mentorship
program
and
our
new
teachers
are
assigned
mentors
from
day
one.
She
has
a
strong
system
of
learning
that
she
walks
our
new
teachers
through
so
they're
getting,
I
would
say
that
highway
of
learning
and
then,
if,
if
a
principal,
comes
across
a
teacher
that
needs
additional
supports,
there
is
the
instructional
coach
within
the
building
that
can
help
support
that.
H
But
within
our
mentor
program
and
I'll,
put
kind
of
my
principal
hat
on
the
instructional
coach
and
myself,
we
don't
talk
about
evaluation
that
as
a
principle
we
evaluate
and
the
coach
coaches
and
mentors,
and
so
it
is
the
feedback
as
principles
that
we
give
through.
Our
evaluation
supports
that,
and
I
would
say
coaching
will
support
that.
But
it's
not
something
that
I
would
divulge
information
from
an
evaluation
for
a
coach,
but
we
are
able
to.
I
can
coach
all
of
our
principals
we're
doing
some
great
learning.
H
This
fall
on
how
to
coach
teachers
and
how
to
give
effective
feedback,
and
so
I
think
that
is
a
a
really
key
part
to
it.
So
we
have
a
great
mentorship
program.
We
have
principals
that
are
that
know
how
to
coach
and
give
effective
feedback,
and
then
our
instructional
coaches
can
also
support
those
teachers
along
the
way
too.
I
H
J
No,
I
think
several
of
the
things
that
they'd
just
discussed
answered
that,
but
since
I'm
given
the
opportunity,
I
just
wanted
to
say
thank
you,
leanne,
very
impressive
and
fun
to
see
and
and
I'm
all
about
all
about
moving
the
education
needle
in
any
way
possible.
So
thank
you
for
the
work
you're
doing.
Thank
you.
K
Yeah
I
just
first
off
just
wanted
to
commend
dr
hansen,
our
two
associate
superintendents
and
the
entire
teaching
and
learning
team.
I
know
joyelle
and
everyone
else
that
that's
part
of
that
as
well
and
to
provide
you
some
greater
context
on
dr
hansen's
presentation.
Obviously
I
think
there's
more
information
included
in
your
board
packet.
K
The
range
for
comparable
districts
that
they
compare
us
to
a
five-year
range
for
an
ieq
score
is
typically
278.3
to
283
and
we
scored
a
333
which
is
significantly
higher
with
only
one
area
that
fell
in
their
improved
finding
and
the
ratings
did
say,
or
the
people
that
did
do.
The
accreditation
did
share
with
us
that
they
will
always
have
a
finding
in
at
least
one
of
their
three
areas.
So
to
see
our
teaching
and
learning
team
be
so
responsive
for
an
expectation.
K
The
first
approach
is
what
we
presented
to
the
school
board
two
years
ago,
which
is
when
we
do
have
those
opportunities
for
built-in
professional
development
days.
The
first
thing
that
we
wanted
to
do
was
be
able
to
provide
a
wide
variety
of
options
for
our
staff,
so
they
could
have
their
own
self-choice
versus
one
standardized
pd
for
all
of
our
teachers
in
our
district,
knowing
that
we
have
over
a
thousand
different
teachers
that
have
different
needs
as
well.
K
So
whenever
we
do
have
that
built-in
professional
development
day
within
our
calendar,
that's
built,
we
provide
that
wide
variety
of
options
and
then,
throughout
the
year
we
use
our
teach
to
learn
platform.
So
our
first
choice
was
making
sure
that
we
had
choice,
because
we
understand
the
importance
of
self-selection
based
on
your
need
or
your
interest
and
the
buy-in
that
will
lead
to
your
instructional
pedagogy.
But
now
we
have
a
back-end
tool
to
measure
the
impact
of
that
on
certain
achievement
and
your
instructional
practice
as
well.
K
You
know
when
you
take
a
look
at
the
contracted
days.
Our
our
teaching
staff
are
assigned
to
work.
What
the
district
really
has
at
their
discretion
for
professional
development
is,
is
limited
to
14
hours
and
then,
if
we
take
away
the
staff
opener
and
we
do
that
in
a
one-hour
time
frame,
then
we're
limited
to
13
hours.
K
So
our
teaching
and
learning
team
really
have
to
work
to
prioritize
the
various
different
levels
of
professional
development
that
we
can
offer,
because
the
time
that
we
can
actually
imp
we
can
require
professional
development
in
our
district
is
really
limited
to
to
13
hours
within
that
190
day
contractual
time
frame.
So
without
additional
compensation
that
the
district
would
be
obliged
to
so
really
making
sure
that
we
can
make
each
of
those
13
hours
as
efficient
as
possible
is
going
to
be
huge
for
us
and
kickup
allows
us
to
do
that.
L
All
right,
thank
you.
I
think
some
of
that
was
answered.
I
thank
you
for
that
further
explanation,
dr
gandhi,
and
thank
you
for
this
presentation.
Dr
hansen.
I
appreciate
learning
how
professional
development
and
the
coach's
logs
and
the
learning
walks
will
all
kind
of
frame
our
strategic
plan
or
inform
how
we
do
our
strategic
plan.
It
was
mentioned
by
both
of
you
that
this
we're
expecting
this
to
affect
student
achievement.
I'm
just
curious.
How
are
you
expecting
that
to
affect
that
in?
H
And
with
yeah
thank
you
tracy,
I
think
with
kickup
we
can
tie
direct
student
achievement
to
teachers,
but
two
schools,
and
then
we
can
use
that
data
to
really
help
with
and
tie
it
to.
Are
we
seeing
an
increase
in
reading
achievement
at
centennial
elementary
and
then
look
at
the
coaching,
that's
been
done
and
what
has
been
effective
and
so
we'll
be
able
to
track
that?
H
I
think
more
closely
than
we
have
in
the
past
and
really
tie
it
directly
to
you
know
to
the
achievement
of
of
students
and
instead
of
trying
to
throw
different
things,
you
know
at
the
wall
to
see.
If
they
stick,
you
know
we
can
really
state.
Oh
this
coaching
that
this
that
has
happened.
You
know
with
this
teacher,
has
really
seen
a
intake
or
a
increase
in
you
know:
literacy,
improvement
or
whatnot,
and
so
we
can
really
correlate
that
data
within
kick
up
as
well.
A
Thank
you,
dr
hanson,
for
this
report.
Thank
you
for
your
work
in
leading
the
initiative.
I
also
want
to
thank
all
of
our
educators,
who
are
committed
to
the
work
of
continuous
improvement
and
growth
to
help
our
students
succeed.
So
I
think
this
the
love
should
be
shared.
All
the
way
around
developing
ourselves
as
professionals
is,
is
what
we're
all
about
and
helping
our
kids.
So
thank
you
for
your
work
and-
and
please
extend
my
thank
you
to
those
that
are
participating.
C
Okay,
thank
you
all
right
great.
I
will
say
ditto
dr
hansen,
for
all
comments
that
were
shared
this
evening.
Thank
you
so
much,
I
think
the
next
yes.
The
next
item
is
administrative
policy
updates
memo
53,
dr
gandhi,.
K
I
apologize
my
computer
lagged
a
little
bit
on
the
unmute
button
in
your
board
packets.
You
have
a
brief
update
of
the
administrative
policies
for
our
els
and
our
practice
administration
does
notify.
The
board
of
any
administrator
policies
are
updated
on
an
annual
basis.
Normally
that
work
is
done
in
the
summer
and
we
go
through
on
average
40
or
so
policies
give
or
take.
We
will
update
policies
as
needed
if
a
circum,
if
a
circumstance
warrants
it,
if
not
all
other
policies,
have
now
been
moved
to
a
four-year
cycle.
K
We're
bringing
this
to
you
in
november
this
year,
just
because
this
summer,
at
the
end
of
the
summer,
we
were
dealing
with
some
other
expectations
to
start
the
school
year
that
we
weren't
planning
for
originally
as
well.
So
most
of
the
policies
have
been
updated
for
minor
edits
or
tweaks.
That's
been
identified
for
you
as
we
go
through
this
cycle
over
time.
We
have
several
administrative
policies.
K
We
will
be
updating
all
of
them
to
reflect
that
they
don't
just
include
binary
pronouns
for
individuals
and
allow
for
multiple
options,
so
that
will
also
be
happening
over
time
as
we
go
through
each
of
the
updates,
and
we
are
doing
that
as
well.
So
with
that
being
said,
this
isn't
going
to
be
the
end-all
be-all,
because
if
other
things
change
and
we
need
to
change
policies,
we
will.
K
C
M
Hi,
I
am,
can
you
guys
hear
me?
Yes,
welcome,
awesome,
okay,
good,
so
hello!
My
name
is
ben
norman,
I'm
an
english
teacher
at
south.
I
have
the
privilege
to
serve
the
union
as
the
high
school
representative
for
the
executive
board
and
share
a
quick
message
tonight.
I'll
keep
this
brief.
You
guys
have
plenty
on
your
dockets
and
I'm
actually
doing
some
professional
development
right
now
on
my
other
zoom
screen,
and
I
need
to
get
back
to
that
here
and
stop
split
screening.
M
So
the
union's
message
tonight
is
a
familiar
one
when
you've
heard
before
when
you'll
hear
again,
but
it
bears
repeating
too
many
teachers
in
our
district
remain
overwhelmed
and
underwater,
and
we
need
your
help.
We
need
your
help.
We
need
your
help
but
bears
repeating
again
and
again
as
you're
well
aware.
This
issue
here
in
fargo
predates
covid.
Some
of
you
may
be
old
enough
to
remember.
M
When
I
addressed
the
board
and
the
fact-finding
commission
in
january
of
2020.,
I
said
things
weren't
sustainable,
then,
and
to
put
it
lightly,
a
global
pandemic
hasn't
made
much
anything
better
and,
as
you're
also
well
aware,
increased
demands
and
responsibilities.
Low
morale
and
teacher
burnouts
have
made
this
job
daunting
on
its
best
days
and
near
impossible
during
its
worst
sub
shortages,
for
example,
stretched
us
far
too
thin
for
far
too
long,
and
we
have
teachers
across
the
district.
M
Both
union
and
non-union
new
teachers,
veteran
teachers
asking
us
how
to
get
out
of
a
contract
and
basically
out
of
our
schools,
and
that's
just
an
unacceptable
fact-
and
I
know
that
we're
in
agreement
with
that
and
as
you're
also
acutely
aware
you
are
the
taxpayer-funded,
duly
elected
public
servants
who
ought
to
be
working
to
make
fargo
public
schools
the
best
district
for
our
students-
and
I
know
you
know
that-
and
I
know
that
you're
trying
your
best
to
support
all
of
us
and
to
balance
all
of
these
needs.
M
But
how
do
you
best
support
students?
You
support
us,
your
teachers
and
counselors
and
paras
and
support
staff.
Everybody
and
you
know
to
be
clear-
we're
not
asking
for
miracles,
though,
if
you
have
a
miracle
up
your
sleeve,
that
would
be
nice.
You
can
use
it
now.
M
M
So
what
we
are
asking
you,
what
can
you
do
within
your
capacity
to
lighten
our
loads?
What
can
you
do
tonight
and
tomorrow
and
next
week
to
help
us
out-
and
I
know
just
from
listening
in
on
the
meeting
tonight,
so
you're
pulled
every
which
way
you've
got
so
much
on
your
plates.
M
There's
a
lot
on
our
hands,
but
what
can
we
do
within
our
control?
This
is
what
I
tell
my
student
council
kids.
What
can
we
do
within
our
control
that
we
can
enact
to
make
effective
change
for
if
we
want
to
retain
teachers
and
attract
the
far
too
few
who
are
pursuing
the
profession?
M
We
need
to
move
past
empty
words
and
platitudes
and
continue
to
find
actionable
and
creative
solutions
to
help
us
all
out.
I
do
thank
you
for
your
time.
I
guess
I
don't
know
what's
next,
do
I
do
questions
comments,
concerns,
or
are
we
good
to
go.
C
B
Ben,
thank
you,
and
I
I
listened
every
word
you
said,
particularly
when
you
pointed
out
that
we
are
facing
a
desperate
shortage
of
teachers
that
doesn't
seem
to
be.
There
doesn't
seem
to
be
any
any
gold
at
the
end
of
the
rainbow.
It
seems
to
be
getting
worse.
My
question,
you're
on
your
executive
board.
B
Have
you
addressed
this?
Do
you
address
this
at
it
in
a
regular
session
with
the
administration?
B
You
know
I
it's
very
very
difficult
to
sit
here
and
hear
that
you're,
you're
terribly
frustrated
and
your
job
is
so
demanding.
It
is
a
terribly
demanding
job
and
are
you
sharing
these
concerns
and
potential
solutions
with
the
administration?
I
I
guess
it
would
be
very
important
vital
for
me
to
know
that
you
are
taking
this.
A
mere
gripe
session
isn't
going
to
do
any
good
for
anybody.
Is
this
going
to
the
people
who
should
be
hearing
this
on
a
regular
basis.
M
Yeah,
so
if
I'm
understanding
you
correctly
david
the
idea
of
do,
we
know
that
there's
a
shortage
and
are
we
teachers
working
to
attract
further
teachers?
I
mean
we're.
We
help
with
student
teaching,
we
have
students
coming
in
and
out
for
practicum
hours.
I
mean
we
recognize
that
this
is
not
a
specific
to
fps
problem.
M
This
is
we've
had
we
have
a
teacher
shortage
across
the
nation
and
we
have
a
I
mean
we
have
a
labor
shortage
across
the
united
states
right,
and
so
we
recognize
that
there's
only
so
much
that
we
can
do
in
terms
of
that
and
conversations
are
being
hacked
right.
We
we're
pragmatic
folks,
I'd
like
to
think
the
executive
board
and
we're
working
to
do
what
we
can
and
from
my
experience
you
know
we
don't
want.
I
mean
we
want
the
to
attract
the
best
workers
and
we
want
to
retain
our
co-workers.
M
No
one
wants
a
fellow
or
co-workers
to
quit,
so
I
don't
know
if
that
effectively
answers
your
question,
but
I
mean
it's
we're
not
and
again
we're
not
begging
for
miracles.
Here
we're
just
asking
for
help.
However,
we
can
find
it.
B
Well,
maybe
I
would
have
been
better
off
directing
this
at
dr
gandhi,
our
regular
conversations
being
held
with
the
the
fea,
because
they
represent
a
huge
majority
of
the
teachers
to
address
their
concerns
and
discuss
possible.
I
don't
know
solutions,
alternatives
that
maybe
may
make
the
job
easier
so
that
we
retain
these.
These
very,
very
important
people.
K
Yeah,
absolutely
they
are-
and
I
think
you
know
earlier
today
was
a
prime
example.
I
do
believe
I
share
with
the
board
normally
the
minutes
from
the
fea
meetings
that
that
we
have
with
the
fea
on
a
monthly
basis.
It
is
most
of
the
members
of
the
cabinet
and
either
meet
with
them
on
a
monthly
basis.
But
in
addition
to
that,
dr
gross
and
missy
eisens
also
meet
with
fea
president
more
consistently
on
on
issues
as
needed
as
well.
K
If
you
have
suggestions
on
some
of
these
issues
that
to
to
ben's
point
that
might
not
have
an
immediate
solution
or
that
are
prevalent
across
every
school
system
or
they're
related
to
the
perceptions
and
the
feelings
of
staff,
please
let
us
know
what
we
can
and
we
we
do
implement
what
we
can.
So
we
are
in
constant
communication
with
them.
We
are
having
those
conversations.
K
In
fact,
it
is
our
intention,
at
a
future
meeting,
to
bring
some
proposals
to
the
board
that
we
have
talked
to
the
fda,
about
to
potentially
look
at
teacher
shortages
and
to
look
at
different
areas
as
well,
but
those
are
ongoing
conversations
that
we
have
all
the
time.
I
B
N
All
right,
not
so
much
a
question
just
a
request.
I
guess
I'm
perfectly
willing
and
open
for
any
suggestions
to
make
your
job
easier
at
all.
I've.
N
I've
mentioned
this
and
said
this
a
few
times
to
to
teachers
that
I've
visited
at
buildings
when
I've
visited
there
that
I
don't
know
what
I
or
we
could
do
as
a
board,
but
I
certainly
won't
know
if
I
don't
know
so
any
suggestions
that
you
have
I'm
perfectly
open
to
you
giving
us
or
any
any
teachers
that
want
to
reach
out
and
have
suggestions
on
anything
I'm
I'm
always
always
in
the
mood
for
education
and-
and
I
mean
educating
myself
so
please,
please
feel
free
to
do
that.
C
C
That
is
certainly
allowing
me
the
opportunity
to
learn
more,
and
I
hope
that
the
work
that
we
are
doing
not
only
I'm
tied
to
our
contract
with
the
two
commissions
and
then
the
training
that
we're
going
to
be
going
into
in
terms
of
going
through
what
negotiations
in
the
future,
just
that
we're
opening
up
more
vehicles,
more
avenues
for
conversation
and
dialogue
and
learning.
Hopefully
that's
something
that's
helpful
for
all
of
us.
C
So
thank
you
for
your
time
this
evening
and
good
luck
with
the
rest
of
your
learning
tonight,
with
your
professional
development.
C
K
Thank
you
at
the
recent
governance
committee
meeting
I
was
asked
for
as
it
relates
to
covet
19
and
my
superintendent's
report
to
kind
of
start
with
any
changes
or
lack
of
changes
in
the
guidance
as
we
implement
our
mitigation
strategies
continue
with
sharing
the
data
that
I
have
been
sharing
the
last
couple
of
weeks
on
the
week-to-week
comparison
in
the
previous
years
and
then
also
provide
a
data
set
that,
if
it's
available
regarding
individuals
that
have
been
close,
contacted
but
have
been
able
to
stay
in
school
due
to
the
vaccine
exemption
mass
max
exemption
or
the
opportunity
to
participate
in
our
testing
program.
K
So
I
will
go
in
those
orders.
Earlier
today
we
did
have
a
conversation
with
farbercast
public
health
and
north
dakota
department
of
health
and
guidance.
We
are
changing
our
guidance
to
require
universal
masking
for
all
of
our
staff
and
students
that
are
only
that's
going
to
be
limited
now
to
the
instructional
day
in
our
school
buildings.
K
Essentially,
our
conversation
focused
on
what
the
availability
of
the
vaccine
and
other
conditions
related
to
winter
sports
different
things
happening
in
our
community
as
well.
The
different
levels
of
risk
and
the
guidance
being
specific,
the
universal
masking
guidance
to
be
concretely
clear,
being
specific
to
k-12
school
buildings
during
the
instructional
day.
That
is
a
different
situation
than
what's
happening
after
school
during
activities
where
it's
self-selected,
that's
also
different
than
different
buildings.
That
may
be
fps.
K
Buildings
are
not
schools
as
well,
so
that
guidance
is
now
going
to
be
limited
to
just
school
buildings
during
the
school
day.
So
what
does
that
mean?
Is
that
for
all
students,
staffs
and
visitors
during
the
school
day
in
any
of
our
schools,
they
will
be
required
to
continue
masking.
That's
been
the
pla
plan
in
place
since
august
10th.
However,
any
other
time
we
will
follow
what
the
community
guidance
is,
and
at
this
point
in
time,
that
is
to
strongly
recommend
masking.
K
So
any
of
our
parents
that
are
in
our
buildings
during
non-instructional
hours,
whether
it's
after
school,
whether
it's
for
student
activities
or
even
those
students,
will
not
be
required
to
mask
it,
will
continue
to
be
strongly
recommended.
This
would
also
apply
to
the
district
warehouse.
This
would
also
apply
to
the
district
office.
K
This
would
also
apply
to
after
school
hours.
If
staffs
are
in
the
building,
it
will
be
strongly
recommended,
but
they
will
not
be
required
to
wear
a
mask
as
they
have
until
this
point.
This
also
applies
to
facility
rentals
that
don't
occur
during
the
school
day
for
fargo
public
schools.
If
anyone's
renting
our
facility
after
the
school
hours,
we
will
strongly
recommend
that
they
mask,
but
it
will
be
a
recommendation.
It
will
no
longer
be
a
requirement
based
on
the
conversation
that
we
had
today
so
wanted
to
start
with.
K
Sharing
that
update,
I'm
sure
there's
questions
about
that
and
if
there
are
be
happy
to
answer
whatever
I
can,
but
also
we'll
go
on
to
kind
of
the
second
pieces
of
data
that
were
that
were
required.
K
So
I
will
now
move
on
to
kind
of
just
the
weekly
comparison
that
we
have
been
sharing
on
a
week-to-week
basis
and
asked
by
governance,
and
that
would
be
this
chart
right
here,
which
continues
to
be
the
amount
of
active,
positive
cases
by
week
in
fargo,
public
schools
that
are
in
color,
color
coded
by
the
level
elementary
middle
and
high
school
and
in
comparison
to
the
previous
week.
So
that
is
that
piece
of
information
for
for
this
week
november,
7th
up
till
november
9th
we're
at
25
cases.
K
K
Because
of
one
of
three
provisions,
which
is
if
a
student
is
exposed
to
a
positive
cova
19
case.
They
do
not
have
to
quarantine
if
it
was
a
a
mass
to
mass
contact
b,
one
the
individual
that
is
exposed
is
vaccinated
or
or
if
the
individual
has
had
coven
19
in
the
last
90
days.
K
So
column
b
is
the
unique
amount
of
students,
so
there
have
been
2
767
students
that
have
that
have
not
had
to
isolate
because
they
either
fell
in
one
of
these
three
categories.
It
was
a
master
mass
exposure,
the
student
was
vaccinated
or
they
had
covet
in
the
last
90
days
that
2767
students
accounts
for
4047
incidents
of
that
happening.
K
There
were
148
students
that
chose
not
to
participate
in
the
testing
program
to
avoid
isolation
after
an
exposure,
and
there
are
56
unique
students
that
had
to
test
once
or
only
tested
once
and
we
can't
drill
down.
If
it
was
at
the
time
of
exposure,
they
only
needed
a
test
once
because
it
could
be
leading
up
to
a
break
or
something
of
that
nature
to
to
be
back
in
school
or
if
it's
they
chose
to
test
once
and
then
they
can.
K
They
didn't
come
for
the
remainder
part
of
their
isolation
period,
so
that
piece
is
unclear,
but
column
b
would
be.
The
unique
amount
of
students
and
column
c
would
be
the
amount
of
instances
in
which
that
occurred.
So
that
data
was
requested
from
governance
as
well,
and
I
will
now
stand
for
any
questions.
The
board
may
have.
A
You,
dr
gandhi,
for
providing
that
information.
That
is
really
helping
me
understand
why
we
are
masking,
and
that
is
to
keep
kids
in
school.
That's
quite
frankly,
a
much
larger
number
than
I
expected.
A
So
I
thank
steven
doro
for
pulling
that
data
together.
I
would
appreciate
an
email
with
a
hard
copy
or
whatever
of
that
data,
so
I
can
look
at
it
and
analyze
a
little
bit
more.
Thank
you.
B
Thank
you.
I
was
approached
by
our
former
director
building
and
grounds
following
our
last
school
board
meeting
and
he
was
sharing
his
concerns
about
the
the
masking
that
was
occurring
now,
and
he
said
if
we
remem.
If
we
would
remember
as
a
board,
we
were
given
a
10-minute
presentation
by
the
company
that
installed
the
the
that
made
the
changes
to
our
air
handling
and
he
said
if
you
want
to
place
it
in
perspective.
B
The
air
within
our
district's
buildings
is
far
cleaner
than
any
air.
Those
kids
are
going
to
breathe
at
any
other
time
and
if
there's
any
place
where
those
kids
should
be
safe,
it
should
be
in
the
schools.
He
was
questioning
the
the
parents
and
everybody
that's
talking
about
these
kids
having
these
terribly
filthy
masks
on
their
faces
and-
and
we
all
have
had
little
kids
and
we
know
exactly
what
the
parents
are
talking
about.
B
We
also
know
the
incredibly
high
numbers
of
of
respiratory
viruses
that
have
been
that
have
been
showing
up
and
and
the
numbers
of
colds,
but
he
said
if
you
want
to
hear
that
again,
I'm
sure
his
his
replacement
blake
could
certainly
bring
those
people
back
in
to
explain
to
us
again
the
large
amount
of
money
that
we
spent
to
make
that
air
inside
of
those
schools,
as
probably
as
jim,
said,
cleaner
than
any
air
they're
going
to
breathe
during
the
day.
And
it's
one
of
the
reasons.
B
I
really
feel
that
we
are
not
solving
any
problems
by
keeping
masks
on
these
kids.
I
really
don't
think
that
it's
it's
accomplishing
very
much.
I
understand
what
what
was
just
said
about
the
numbers
of
about
the
time,
the
numbers
of
days
that
we're
being
able
to
shorten
the
quarantines
by
and
everything,
but
we're
really
not
seeing
that
as
a
major
issue
in
west
fargo,
and
we
refuse
to
compare
the
two
districts
when
all
were
separated
by
is
a
street.
B
O
Very
good
okay,
so
I
have
a
few
follow-up
questions,
specifically
in
relationship
to
both
masking
and
crt
and
some
conflict.
Anyway.
Let
me
start
with
masking
so
so
I'm
wondering
rupak.
You
had
mentioned
updates
in
the
recommendation
and
I
am
curious,
as
we
heard
from
one
of
our
speakers
tonight,
it
looks
like
fargo
cast
public
health.
O
Maybe
it's
always
been
this
way
or
recently
changed,
but
I
would
like
to
know
as
part
of
those
conversations,
or
at
least
like
also
the
board,
to
consider
this
and
have
a
discussion
on
this.
Maybe
you
are
not
aware,
but
fargo
cast
public
health's
own
building.
If
I'm
reading
their
policy
correctly
does
not
have
a
mandate,
it
is
a
recommendation.
O
Much
like
we
have
much
like
I've
continually
asked
the
board
to
honor
for
our
students
and
staff
and
to
leave
it
as
the
recommendation
and
up
to
individuals
to
make
that
medical
decision.
So
I
am
curious
how
like
what
that
conversation
or
justification
is
for
fargo
cast
public
health
to
not
have
a
mandate,
and
so
perhaps
we
start
with
that
question.
If
that's
okay.
C
So
jennifer
that
seems
to
be
a
question
for
fargo
cast
public
health
in
terms
of
the
processes
and
procedures
that
they
have
for
their
building.
Well,.
O
With
all
due
respect
rebecca,
I
was
actually
asking
superintendent
gandhi
to
answer
the
question,
because
it
certainly
is
relevant
to
the
fact
that
the
same
organization,
we're
taking
recommendations
from
and
allowing
to
lobby
for
mandates,
is
not
implementing
a
mandate
in
their
own
facility.
So
it
is
important
because
it
affects
every
single
one
of
our
students
and
staff.
So
I
would
like
him
to
answer
the
question.
K
I
won't
be
able
to
share
any
insight
on
fargo
cast
public
health
and
their
own
policies
for
their
own
practice.
That
would
be
a
question
for
them.
It's
just
information
that
I
don't
have
at
this
time.
I
can
share
a
little
bit
more
about
our
conversation
today,
and
I
also
want
to
go
back
to
our
august
10th
meeting
when
the
recommendation
was
made
to
adopt
the
guidance
from
fargo
cast
public
health
for
the
mitigation
strategies
we
use.
K
It
was
shared
at
that
time
with
the
board
that
the
administration's
interpretation
of
that
time
was
that
fargo
cast
public
health
at
that
time
had
provided
broad
recommendations,
including
universal
masking,
which
is
what's
led
to
a
lot
of
this
conversation,
but
we
did
at
that
time
also
share
that
we
will
work
with
the
north
dakota
department
of
health
on
maybe
a
lot
of
some
of
those
operational
things,
because
it's
been
both
entities
that
we've
been
working
with
and
while
fargo
cast
public
health
had
provided
that
broad
scope
of
the
recommendations
for
mitigation
strategies.
K
Some
of
the
operational
questions
were
part
of
that,
so
the
north
dakota
department
of
health
were
part
of
the
conversations
that
we
had
today
that
were
specific
to
student
activities,
facility,
rentals
and
so
forth.
The
information
that
was
shared
and
the
conversation
today
focused
around
the
fact
that
is
there
a
different
level
of
risk
when
you
are
talking
about
what's
happening
during
the
instructional
hours
within
a
school
building,
where
all
the
students
are
also
required
to
be
versus
some
of
these
other
times
that
we're
talking
about
that
are
inside
the
instructional
day.
K
One
of
the
things
that
I
do
also
want
to
commend
that
that
was
shared
by
the
north
dakota
department
of
health,
because
the
conversation
focused
a
lot
on
certain
activities
today
was
that
we
are
at
a
different
point
than
where
we
were
last
year,
where
student
activities
were
essentially
some
of
the
most
vulnerable
areas
where
we
were
seeing
the
biggest
spread
of
cases
within
our
students,
whereas
this
year
we've
actually
seen
our
student
athletes
represent
some
of
the
highest
percentages
of
students
that
have
been
vaccinated
as
well.
K
So
that
is
a
change
in
circumstance
as
well.
That
was
part
of
that
conversation.
I
can't
speak
to
any
other
entity
for
their
own
recommendations,
but
our
conversation
focused
on
the
guidance
I
was
given
about
universal
masking,
along
with
all
the
other
mitigation
strategies,
were,
are
specific
at
this
point
in
time
to
school
buildings
during
the
school
day,
and
that
was
that
was
what
was
shared
today
or
clarified
today.
O
Okay,
so
as
a
follow-up
then
rip
up
to
what.
E
K
No,
the
guidance
I
was
clarified
today
and
what
we
will
be
communicating
is
that
it
will
be
masking
will
be
strongly
recommended
or
aligned
to
whatever
the
community
recommendation
is
at
that
time,
for
students
that
are
not
in
our
school
buildings
and
during
not
not
during
the
school
day.
K
O
So
when
you
have
discussions,
then
about
these
mitigation
strategies
and
you've
determined
that
you
know,
along
with
their
included
in
those
strategies,
is
not
having
to
quarantine.
If
you
are
indeed
vaccinated
but
haven't
had
a
mask
on.
How
is
that
justified
by
these
organizations
to
you
and
acceptable
when
someone
who
has
been
vaccinated
can
still
transmit
the
illness
yeah.
K
I
can't
speak
to
every
specific
piece
of
their
guidance.
What
I
can
again
share
is
some
of
the
conversations
that
we
had
the
conversations
that
we
had
today
in
in
terms
of
looking
at
the
guidance
and
why
that's
applicable
to
the
school
day
and
during
the
instructional
hours
was
because
that
is
a
point
in
time
where
all
students
and
staff
and
visitors
are
required
to
be
in
the
building.
K
Well,
not
visitors,
but
students
and
staff
are
as
part
of
the
daily
operations
which
are
different
than
maybe
student
activities,
which
are
self-selected,
which,
at
this
point
in
time,
we're
showing
within
our
activities
higher
vaccination
rates
of
our
student
body.
Those
are
some
of
the
conversations
we
had.
That
would
be
the
differentiators
between
the
levels
of
risk.
C
D
I
was
excited
to
hear
that
we
finally
have
the
vaccine
approved
for
our
elementary
age.
Children
and
I
know
they've
started
to
administer
it
any
sense
of
when,
theoretically,
all
of
the
families
in
fargo
public
schools
that
want
their
children
to
be
vaccinated
would
have
had
an
opportunity
to
get
a
slot
to
get
vaccinated.
L
Yeah,
I
can
try
so
definitely
health
care
entities
across
the
state
and
even
some
pharmacies
have
started
to
administer
this
vaccine
stanford
health
here
in
town
started
last
thursday,
fargo
caspult
will
start
tomorrow.
Actually,
but
initially
we
got
very
limited
supply,
so
I
think
we're
expecting
to
have
more
and,
for
example,
stanford
will
do
sort
of
blitz
events
in
the
way
that
they
do
flu
vaccine
events.
So
I
think
a
reasonable
estimate
would
be
six
to
eight
weeks
or
something
along
those
lines.
Depending
on
how
much
we
continue
to
receive.
K
This
information
was
shared
with
us
this
afternoon
and
in
preparation
for
the
board
meeting
I
have
not.
We
have
not
communicated
that.
Our
intention
is
to
communicate
that
to
our
students
and
our
staff
and
our
families
after
tonight's
board
meeting,
but
yes,
that
that
one
set
is
in
place
that
is
correct,
masking
is
not
required
in
the
district
office
or
the
warehouse
or
in
school
buildings
during
non-instructional
hours.
They
are
strongly
recommended
at
that
time
because
strongly
recommended
is
the
community
guidance
now
the
community?
Well,
the
guidance
is
provided
to
the
general
community.
K
If
that
were
to
change,
then
those
would
change
as
well.
But
yes,
you
are
correct
that
once
this
is
in
place
and
we
will
communicate,
our
intention
is
to
communicate
after
tonight's
board
meeting
that
effectively
immediately
the
district
office.
The
warehouse
and
schools
not
during
the
school
hours
will
have
a
strongly
recommended
mass
physician
versus
a
mass
required
position.
B
K
At
this
point
in
time
it
is
not.
We
are
close.
I
mean
where
our
daiyas
will
be
finished
getting
stained
this
week,
but
then
we
will
be
dependent
on
just
the
av
install
for
that
technology,
which
we
are
at
the
mercy
of
just
other
projects
for
a
contractor.
So
that
is
not
ready.
So
for
that
reason,
but
the
guidance
as
it
applies
to
all
of
our
buildings
that
we've
used
universally
since
august
10th,
which
was
at
all
buildings
at
all
times,
will
no
longer
be
in
place
for
the
board's
consideration.
P
To
what
dr
gandhi
has
said,
that
the
boardroom's
not
quite
ready
yet
and
the
the
lagging
indicator
there
will
be
the
will
be
the
technology
soon.
The
room
physically
will
be
able
to
do
that,
but
we
won't
have
the
technology
set
up
to
have
some
of
those
things.
You
know
we
could
always
go
back
to.
We
wouldn't
be
able
to
live
stream.
We
wouldn't
have
those
capabilities
ready
to
go.
C
O
B
O
Thank
you
so
seth
you've
asked
for
additional
information
and
I
think,
as
you
can
see
tonight,
the
the
continued
rate
of
numbers
between
fargo
and
west
fargo
continue
to
reflect,
provide
us
evidence
that
this
isn't
making
a
difference
in
the
spread
of
covered
virus
and
in
and
what
we
don't
know
and
should
be
also
considering,
and
actually
I
would
take
that
back.
We
do
know,
because
there
is
clinical
data
to
suggest
a
clinical
research
story.
O
Evidence
to
suggest
or
to
to
that
demonstrates
requiring
our
students
to
wear
a
mask
for
78
plus
hours.
A
day
is
and
can
lead
to
three
times
the
rate
of
infection.
We
don't
what
we
don't
know
right
is
maybe
the
long-term
consequence
on
their
immune
system,
which
we
should
care
about.
So
so
the
point
is
there
is
not
strong
evidence
to
continue
this
mass
mandate
and
in
fact
there
is
exactly
the
opposite.
There
is
strong
evidence
to
end
it
and
to
end
it
now.
O
I
would
further
offer
that
after
the
last
well,
I
mentioned
earlier
tonight:
fargo
cast
public
health's
own
building
does
not
mandate,
children
or
adults
to
wear
masks.
So
that's
an
important
point.
I
think
we
need
to
consider
in
how,
in
the
world
we
continue
to
justify
mandating.
O
When
you
know
the
same
agency
is,
is
telling
us
to
mandate
when
they're
not
doing
it
in
their
building,
so
that,
additionally,
I
would
say
after
we
continue
to
see
examples,
whether
it's
out
in
the
community
of
of
why
we're
recommend,
or
this
sort
of
hypocrisy
between
recommending
it
here,
but
then
not
demonstrating
it
out
in
the
community,
and
so
is
it
really
about
public
health?
At
this
point,
I
would
also
add,
from
our
the
north
dakota
school
board
association
convention
that
we
were
at
a
couple
of
weeks
ago.
O
We
heard
from
we
heard
from
volgo
law
firm
one
of
the
attorneys
in
bismarck
on
a
couple
of
important
topics
that
I
think
need
some
some
healthy
discussion
around
and,
and
that
is
that
we
around
conflict
of
interest.
They
shared
two
north
dakota
state
statutes
that
we
should
be
concerned
about,
and
I
I
think
this
pertains
not
only
to
masking
but
also
the
testing
that
is
being
ordered.
And
who
is
that?
I
think
it's
important
to
note
that
both
chapters
include
business
associates,
in
other
words,
chapter
4404,
all
public
officials.
O
It
is
a
substantial
and
direct.
It
doesn't
even
need
to
be
a
financial
sort
of
conflict.
It
can
be
other
examples,
so
so
I
think
it's
important
for
this
board
to
consider
those
things
in
how
we
even
came
to
this
mandate
and
why
why
here
and
not
then
there
and
then
lastly,
I
would
say
around
the
around
the
same-
the
same
lawyer
sharing
information
around
exemptions
that
are
not
being
considered.
O
We
are
indeed
in
violation
of
the
law
by
not
considering
at
all
a
religious
exemption
submission
from
parents
for
students
and
staff,
and
she
shared
ada
law,
section
504,
as
well
as
ada
title
vii
and
again.
I
know
constituents
have
reached
out
to
us
about
this
several
times,
and
I
also
know
that
administration
has
had
this
conversation
and
yet
decided
outside
of
the
board.
We
didn't
vote
on
that
and
I
think
that
is
a
concern.
O
So
I
think
we
should
continue
that
discussion
as
well,
but,
first
and
foremost
addressing
the
the
motion
on
the
table.
But
these
are
all
reasons
I
would
also
say
brian
is:
is
your
superintendent?
I
would
like
to
know
why
you
recommend
I'd
just
like
to
hear
you
explain
why
you
recommend
it
here
or
the
mandate
here
and
not
in
your
other
districts
that
you
are
currently
serving
as
superintendent
in
there's
there's
so
many
disconnects
here
seth.
So
I'm
just
giving
you
information
to
consider
right
and
then
nationally.
O
With
or
lead
or
that
do
not
have
a
mandate
as
well,
but
yet
we
are
finding
that
that
those
same
individuals
are
voting
for
it
here
and
and-
and
I
just
am
really
struggling
to
understand
the
justification
at
all,
so
there
are
so
many
reasons
to
end
this
mandate.
So
I
hope
that
has
given
you
some
more
information
to
seriously
consider
this
tonight
and
not
just
continuing
to
kick.
This
can
every
day
that
is
a
delay
is
a
consequence
for
one
of
our
students.
I
I
mean
it
just.
C
P
Go
ahead,
I'm
sorry
jennifer
my
fingers
weren't
so
fast
tonight.
Could
I
just
make
sure
I
have
your
emotion
down
correctly
quickly?
Yes,
yes,
I
have
down
to
direct
administration
to
change
the
current
mass
requirement
to
mass
being
optional
in
all
school
buildings
for
staff
and
students.
I'm
not
quite
sure
I
had
that
perfectly
right.
O
O
I
mean,
and
I
mean
really
anyone
I
should
I
mean
I
don't
mean
to
delineate
it.
Maybe
in
the
motion,
because
I
mean
even
people
entering
the
building
so
basically
just
move
the
mass
mandate
from
a
from
a
mandate
to
a
strongly
recommended,
and
then
what
does
it
sound
like
emery
on
them
on
the
motion
like
in
the
policy?
If
you
just
re,
does
that
work
for
you
does
that
provide
that
full
coverage.
I
I
D
D
L
Ahead,
thank
you,
president
knutson.
Thank
you
jim
for
those
comments.
I
I
too,
as
a
school
board.
Member
have
no
further
interest
in
discussing
this,
but
I
there's
disinformation
being
shared,
so
mass
are
required
at
fargo
pass
cast
public
health,
I'm
not
sure
about
the
confusion
of
the
signage.
We
have
a
sign
up
displaying
that
children
under
the
age
of
two
are
not
required
to
wear
mass.
L
That's
the
same
at
stanford,
that's
the
same
at
that's
the
cdc
and
aap
guidance,
but
children
do
wear
mass
at
fargo
cast
public
health
and
there
just
seems
to
be
confusion
around.
There
are
separate
guidelines
coming
from
health
professionals,
including
the
cdc,
including
the
american
academy
of
pediatrics.
I
mean
other
other
entities.
There
are
separate
guidelines
for
the
safety
of
children
in
k-12
schools
versus
businesses
or
community
recommendations.
L
N
I
guess
the
only
thing
that
I
would
say
add
is
that,
although
I
do
appreciate
the
information
that
was
that
was
brought
forward
in
order
for
me
to
change
my
position
on
this,
I'm
going
to
need
new
information
from
the
organizations,
the
partners
that
helped
us
as
a
board
guide
us
in
our
original
decision
in
august,
and
so
unless
new
information
comes
from
those
partners,
I'm
I'm
not
going
to
be
able
to
to
support
the
motion,
and
then
I
just
did
have
one
question
I
wanted
to
have
you
clarify
for
me
jennifer?
N
If
you
could
you
made
a
comment,
something
along
the
lines
of
the
disconnect
between
our
decisions
and
out
in
the
community?
I
was
wondering
if
you
could
clarify
what
you
meant
there.
O
I
B
Sorry,
I
thought
I
had.
First
of
all,
I
want
to
say
I'd
like
to
thank
thank
the
entire
board
for
allowing
this
dialogue
to
continue.
I
know
how
incredibly
tired
you
are
of
hearing
from
jennifer
and
me.
We
both
feel
it's
vital
that
we
continue
to
discuss
this
because,
contrary
to
what
some
of
you
may
feel,
the
numbers
are
changing,
and
I
feel
that
it's
necessary
to
continue
to
discuss
these
things.
I
have
a
question
going
back
to
to
dr
gandhi's
presentation
now.
B
K
That
is
correct,
but
just
to
clarify
you
know,
we've
been
working
with
the
north
dakota
department
of
health
and
the
high
spectres
association.
To
date
we
have.
We
have
not
had
mass
for
active
participants
in
the
games.
We've
had
mass
war
required
for
students
that
were
spectators,
all
visitors
in
our
buildings
and
for
students
that
were
maybe
on
the
bench
not
playing
actively
at
that
time,
but
it
was
not
required
for
active
participants
based
on
the
guidance
we'd
received
at
this
point
in
time.
K
With
the
with
the
conversations
we've
had
today,
it
will,
you
are
correct
at
all
student
activities
outside
of
instructional
hours.
Mass
will
not
be
required.
This
is
also
it'll
be
strongly
recommended,
as
it
is
with
our
with,
which
is
what
the
general
guidance
is
to
our
community
right
now
and
they'll
continue
to
be
aligned
to
that.
This
also
applies
to
to
parent
teacher
meetings
after
school
hours,
evening,
meetings
and
so
forth
as
well.
So
it
is
applicable
to
anything
during
non-school
hours,
but.
K
B
I
I
just
I
question
the
disconnect
there.
If
they
don't
have
to
wear
masks
when
they're
playing
basketball
after
school
hours,
why
would
it
be
necessary?
Why
would
we
we
think
that
they
have
to
be
wearing
masks
in
the
in
the
gymnasium
when
they're
playing
basketball?
I
I
can't
imagine
how
difficult
it
is
for
me
to
breathe
through
a
mask
how
terribly
dis
uncomfortable
it
must
be
to
attempt
to
breathe
through
a
mask
when
you're,
breathing
heavily
and
perspiring.
B
Why
can
why?
Is
it
acceptable
in
one
case
and
not
acceptable
on
the
other?
I
I
don't
see
why
there
should
be
two
two
different
playing
fields.
K
K
Our
conversation
did
revolve
around
the
level
of
risk
during
the
school
day
when
you're
talking
about
school
activity
versus
a
self-selected
activity
after
school,
specifically
knowing
that
the
after-school
activities
for
the
most
part
are
with
our
secondary
students
that
have
the
ability
to
get
vaccinated
for
a
pretty
long
time.
Now
we
are
excited
that
that
opportunity
does
exist
with
our
five
to
11
population,
but
it
has
not
been
as
readily
available.
K
We
did
again
talk
about
the
fact
that,
compared
to
last
year,
where
we
were
seeing
a
higher
rate
of
spread
within
student
activities
this
year,
we're
actually
seeing
our
student
athlete
population
being
vaccinated,
which
is
been
the
primary
mitigation
strategy
that
has
been
promoted
as
well.
So
I
think
those
pieces
are
factors
there
is.
Q
Yeah
thanks
jim,
for
your
comments.
I
was
thinking
the
same
thing
at
that
point
in
time
when
these
cave
five
through
eleven
vaccines
came
out,
I
think
there's
could
be
some
opportunities
there
for
kids
to
get
those
vaccines
and,
and
maybe
they'll
the
people
that
are
looking
at
this
at
fargo
cast
public
health
will
see
things
differently
and
things
may
change
in
terms
of
jennifer.
You
asked
my
question
with
superintendent
and
prince
and
board
member
in
russell
south
dakota
and
fairmont
north
dakota,
I'm
the
superintendent.
Q
Oh,
I
did
not
recommend
anything
the
the
county
health
board
recommended
and,
and
they
didn't
follow,
that.
C
Interesting,
I'm
happy
that
we
are
at
the
point
where,
with
the
motion
that
we
approved
originally
providing
the
flexibility
for
the
changes
that
cast
public
health
has
recommended
so
that
we
are
able
to
not
as
quickly
as
some
members
of
our
public.
Probably
all
of
us
would
like
to
have
happen,
but
that
there
are
some
changes
slowly
that
are
taking
place
and
I'm
very,
very
hopeful
with
the
opportunity
for
our
younger
students
to
get
vaccinated
that
and
that
our
and
that
our
students
are
hopefully
and
families
are
hopefully
excited
to
get
vaccinated.
C
That
we're
going
to
be
able
to
get
to
the
point
where
you
know,
meetings
down
the
road.
We're
going
to
be
able
to
we're
going
to
have
different
information
that
public
health
has
provide,
will
provide
us
with
different
guidance
and
then
and
then
again
with
the
flexibility
of
the
motion
that
that
we
made
as
a
board
that
the
district
will
be
able
to
announce
that
that
masks
won't
have
to
be
worn
at
at
some
point.
So
again,
as
a
community
too.
We're
all
in
this
together
and
needing
to
take
that
responsibility.
C
If
that's
really
a
place
where
we
want
to
get
to
really
where,
where
fargo
cast
public
health
is
able
to
make
a
recommendation
to
us
to
make
those
changes,
we
as
a
community
really
need
to
all
be
on
board.
With
that,
I
I
I'd
love
to
be
able
to
support
the
motion.
I
like
the
idea-
I
can't
support
it
this
evening.
O
Sorry
about
that,
okay,
so
would
the
board
prefer
to
discuss
conflict
of
interest
and
the
religious
exemption
outside
of
this
discussion,
and,
if
so,
when?
O
Or
would
you
like
to
have
it
now,
because
I
think
it
relates,
but
I'm
just
I'm
curious
if
you're
all
right
with
that,
if
we
can
continue
this
discussion
there,
and
will
it
even
impact
your
the
reason
I'm
asking
is
because
I'm
not
really
sure
if
it
would
impact
your
decision
after
what
I've
heard
you
say
or
not
so,
but
I
think
they
need
to
happen.
I
brought
them
up
in
my
original
list
of
questions,
so
I
just
want
to
make
sure
they're
not
forgotten.
C
I
P
D
D
B
C
C
Opposed
same
sign
motion
passes.
The
business
section
of
the
agenda
contains
two
items.
The
first
item
is
the
superintendent
evaluation
memo
58,
there's
a
recommendation
at
the
bottom
of
that
memo
and
that
has
gone
through
the
governance
committee.
So
I
will
entertain
a
emotion:
go
ahead,
jim.
N
B
Thank
you,
president.
President
knutson.
I'm
just
wondering
why
it
was
upon
the
advice
of
the
legal
counsel
to
change
the
normal
procedure.
Up
until
now,
the
this
evaluations
has
contained
separate
evaluations
from
each
of
the
board
members
with
suggestions
that
could
possibly
improve
his
his
very
very
acceptable
performance.
At
this
time,
legal
counsel
said
upon
their
upon
the
advice
of
legal
counsel.
It
was
changed
to
a
a
an
evaluation
that
was
certainly
written
by
the
governance
committee
because
it
contained
none
of
my
suggestions.
B
Nor
did
I
I
see
anything
that
was
specifically
from
any
particular
school
board
member.
Why
did
we
change
the
format
and
in
the
future,
will
the
governance
committee
be
evaluating
the
superintendent
rather
than
individual
board
members.
P
P
P
The
idea
is
that
you
would
use
the
opinions
of
individual
board
members
to
create
the
opinion
of
the
board
as
a
whole,
not
of
individual
members.
And
so
it
was
upon
my
advice
that
we
use
the
comments
provided
by
each
and
every
individual
of
the
board
to
create
one
voice,
which
represents
the
majority
of
the
board.
C
P
Evaluation
of
dr
gandhi
is
not
gone.
Dr
gandhi
was
able.
My
understanding
is
all
of
those
individual
evaluations
would
go
to
dr
gandhi.
He
would
have
the
ability
to
see
each
and
every
one
of
them,
but
that
your
individual
evaluation
and
everyone
else's
would
be
used
to
comprise
the
the
one
that
goes
into
his
personal
file.
P
The
board
as
a
whole
has
to
make
a
determination
on
how
they
feel
the
superintendent
is
performing,
and
one
of
the
reasons
that
we
kind
of
have
to
look
at.
That
is
because,
if
there
is
an
individual
board,
member
who's
upset
about
the
the
kind
of
the
actions
of
the
superintendent.
If,
if
the
vote
at
the
end
of
the
day
is
eight
to
one,
one
board,
member
isn't
satisfied
with
the
superintendent's
job.
P
B
We
still
I
mean
even
if
it
went
in
even
if
the
evaluation
went
in
with
one
dissenting
vote.
If
you
want
to
say
we
still
could
not
take
disciplinary
action
based
on
that
one
from
a
total
of
nine
and
when
we
cast
a
vote,
isn't
the
board
speaking
when
the
majority
has
a
certain
feeling,
I
I
don't.
I
don't
see
how
there's
any
relevance
to
me
doing
any
future
superintendent
evaluations.
B
B
Act,
the
accolades
that
were
were
given
to
to
dr
gandhi,
but
the
individual
evaluations
that
the
nine
of
us
made
up
are
gone.
They
don't
exist
anymore.
C
P
C
The
individual
comments,
as
discussed
at
governance,
and
also
with
information
from
tara,
as
we
reviewed
those
comments
for
preparation
of
this
memo,
the
direction
was
to
review
those
and
take
from
the
majority
opinion
of
the
board.
To
then
create
this
memo.
That's
in
front
of
us
for
consideration
tonight.
O
So
then
the
question
becomes
we
had
this
conversation
when
we
voted
a
number
of
years
ago
for
board
president
and
vice
president,
we
used
to
tally,
but
we
didn't
include
individual
board
members
names
accountable
to
each
of
their
votes,
but
we
do
know,
and
we
were
told
that
it
was
because
it
was
in
violation
of
the
law.
So
I
think
this
is
contradicting
that.
O
I
also
think
that
this
is
nothing
more
than
a
different
interpreter,
like
all
of
a
sudden,
a
new
interpretation
of
the,
whether
it's
the
law,
because
the
law
doesn't
state.
This
is
how
you
have
to
do
it.
This
is
really
a
matter
of
policy
and
in
that
governance
meeting
I
heard
tara
first
say
her
recommendation
wasn't
going
to
be
for
this
particular
review
cycle
because
we
were
in
the
middle
of
it,
and
our
practice
has
never
been
to
exclude
board
members
comments.
O
Now
to
me
a
summary
means
exactly
like,
as
david
was
explaining
and
as
every
vote
that's
published
in
our
minutes.
If
it's
a
seven
to
two
vote,
it's
still
count.
It's
still
in
the
minutes.
It's
still
reflected.
Our
comments
should
still
be
reflected
in
his
file.
You
can't
just
delete
them
that
doesn't
even
that
actually
doesn't
seem
legal.
O
I
mean
that
is
not
an
accurate
representation,
and
then
I
mean
it
is
like
david
said,
it's
the
full
boards
sure,
but
I
I
am
not
seeing
the
justification
for
excluding
an
individual's
rating
at
the
end
of
the
day,
and
I
think
that
is
in
also,
like,
I
said,
direct
conflict
with
our
current
practices
and
the
law
for
the
same
reason
we're
each
accountable
to
our
votes
and
our
comments.
C
I
see
that
what
is
in
front
of
us
today
is
much
more
in
line
with
our
policy.
It
is
a
change
in
what
we
have
done
as
practice
and
that's
why
we're
obviously
discussing
that
here
this
evening.
This
is
this
also
gets
us
a
little
bit
closer
to
the
recommendations
shared
during
the
national
excuse
me
during
the
north
dakota
school
boards,
association,
lunch
and
learn.
C
We
still
have
some
work
to
do
to
move
forward
on
that,
but
this
that's
in
front
of
us
today
does
reflect
much
of
what
was
discussed
during
that
lunch
and
learn
tara.
I
know
you
had
your
hand
up
and
then
robin
do
you
still
have
a
comment:
tara,
yeah.
P
I
would
just
say
if
you
look
back
at
state
law,
it
specifically
says
the
board
finds
the
superintendent's
performance
to
be
unsatisfactory
or
satisfactory,
and
the
board
makes
recommendations
and
places
them
in
the
superintendent's
file.
When
law
says
the
board,
it
means
what
the
majority
of
the
board
makes
the
determination
to
be.
It
doesn't
mean
individual
members
only
the
board.
The
board
can
only
ever
act
if
the
majority
of
its
membership
vote
in
favor
of
something.
A
You
know
for
all
my
years
on
the
board
this.
The
way
the
report
is
presented
tonight
was
how
we
always
did
it
until
a
couple
years
ago,
and
I
can't
remember
why
we
changed,
but
I
would
say
that
the
majority
of
my
years
on
the
board
were
exactly
the
report
was
presented
exactly
as
it
was
presented
tonight.
B
I'm
just
completing
my
eighth
year
on
the
board
and
during
that
time
we've
always
done
superintendent
evaluations
where
it
was,
as
we
saw
this
year
where,
on
the
bottom,
you
mark
satisfactory,
you're,
unsatisfactory
and
in
addressing
terrorist
concern.
You
simply
counted
up
the
numbers
of
satisfactories
and
you
determine
your
majority
from
then
that's
how
the
board
comes
to
a
decision.
B
I
just
want
to
go
on
record
as
saying
I
will
not
be
supporting
accepting
this
evaluation
and
it
is
not
a
reflection
on
dr
gandhi's
performance.
I
think
his
his
performance
is
highly
acceptable,
but
I
do
not
like
the
fact
that
we've
completely
changed
our
policy
without
any
notification
whatsoever,
and
it
was
simply
done
by
the
four
members
of
the
governance
committee
who
happened
to
be
present
at
that
meeting.
C
And
I
don't
see
this
a
change
in
policy.
I
see
this
as
following
our
policy
and
we
have
not
had
general
counsel
to
guide
us
in
the
past.
We
have
general
counsel
to
guide
us
now
to
help
make
sure
that
we
are
doing
the
work
that
we
need
to
do
according
to
century
code
and
then
also
taking
that
into
consideration
with
our
policy,
which
is
why
I
am
comfortable
with
this
direction.
L
Thank
you,
president
knutson.
I
will
be
voting
in
favor
of
this
tonight
and
I
just
really
want
to
thank
sarah
for
her
expertise
and
for
for
providing
us
this
guidance.
I
think
you
know
we're
very
lucky
to
have
legal
counsel
in
our
school
district
and
I
for
one
will
be
staying
in
my
lane
as
a
school
board.
Member
and
trusting
your
expertise.
So
thank
you.
O
Thank
you,
so
I
won't
be
supporting
it
for
a
variety
of
reasons,
and
I
don't
think
that,
as
you
mentioned
rebecca,
you
said
you're
comfortable
with
it
because
it
complies
with
state
law.
Nothing
in
stella
says
exclude
comments.
O
O
I
mean
you'd
have
to
show
me
that
the
intent
of
the
law
was
to
exclude
members
that
weren't
in
the
majority,
first
and
foremost,
for
me
to
to
get
on
board
fully
with
that
and
we've
had
access
to
legal
counsel
as
through
our
membership
within
the
state
board
and
have
used
amy
decock
in
the
past
for
many
of
things,
including
around
this
conversation
specifically.
O
So
I
I
don't
think
that
you
know.
I
don't
think
that
that
was
something
we
didn't
have
access
to
before
to
address
this,
and
then
I
will
also
say
that
again,
there
was
four
members.
There
often
there's
five
of
you,
but
the
reality
is
governance
made
a
decision
on
behalf
of
the
board.
This
should
have
come
as
a
prac,
as
we've
always
done
the
practice
for
discussion
and
a
recommendation
to
change.
The
recommendation
could
have
come
from
governance,
but
you
just
did.
O
It
is
the
point
and
all
too
often
now
it
continues
to
happen
that
the
governance
committee
is
making
decisions
on
behalf
of
the
full
board
prior
to
any
discussion
and
formal
agreement
before
changing
any
sort
of
policy
or
record
or
practice,
and
I
I
again
think
that
is,
it
should
be
a
big
concern.
O
So
I
believe
that
is
all
my
comments.
C
Robin
go
ahead
respectfully.
A
C
I
will
ask
anne
marie
in
a
minute
to
call
the
role.
I
want
to
make
sure
that,
while
we
have
spent
most
of
our
time
having
a
discussion
regarding
the
intricacies
of
this
memo,
that
that
does
not
foreshadow
the
exemplary
work
that
dr
gandhi
has
provided
to
this
district
and
to
our
community,
I
want
to
make
sure
that
you
know
dr
gandhi
and
how
much
we
support
you
and
how
much
we
appreciate
you,
especially
during
these
challenging
times.
Dr
gandhi,
go
ahead.
K
Thank
you
board,
president,
and
obviously
it's
a
little
bit
awkward
for
me
to
talk
about
a
discussion
about
my
own
valuation,
but
I
think,
as
it
relates
to
process
and
procedures,
the
board
does
have
that
legal
counsel
at
their
disposal.
I
was
asked
to
also
watch
the
ndsba
guidance
on
superintendent
evaluations
and-
and
this
was
a
conversation
that
was
shared
at
that
time-
that
the
evaluation
has
to
be
a
reflection
of
the
board.
That
has
been
our
practice
in
terms
of
superintendents,
as
brian
alluded
to
earlier.
We
are.
K
We
are
asked
to
administer
tasks
that
are
based
on
board's
decisions,
and
I
think
the
reason
that
we
have
governance
policies
in
place
and
the
reasons
that
century
code
is
written.
The
way
it
is
is
that
because
it
is
an
untenable
expectation
to
be
able
to
satisfy
the
needs
of
each
individual
board
member,
and
that
is
why
we
have
to
report
to
the
board,
and
sometimes
that
goes
against
our
own
personal
beliefs,
or
sometimes
that
goes
against
whatever
it
is,
but
that's
the
job
we
sign
up
with
that
being
said
about
process.
K
I
do
just
want
to
briefly
talk
about
my
evaluation.
I
think
this
is
my.
I
started
my
fourth
year
in
fargo
public
schools.
I
feel
very,
very
grateful
for
that.
I'm
grateful
for
the
the
common
sentiments
if
that
reflects
the
board
or
not,
that
will
be
based
on
your
vote
today,
but
if
that
does
I
I
just,
I
can't
go
on
without
saying
that
a
lot
of
the
recognition
that
I've
received
from
my
leadership
really
is
a
product
of
the
people
that
are
on
the
screen
in
front
of
you.
K
We
have
a
governance
policy
in
our
district
that
allows
the
superintendent
to
work
without
violating
the
executive
limitation
policies
and
our
evaluation
is
monitored
based
off
of
that.
That
is
not
done
in
isolation.
That
is
done
with
all
the
cabinet
members
as
well.
So
I
just
think
it's
imperative
that
you
recognize
that
the
work
that
you
are
seeing.
I
am
grateful
for
those
comments,
but
that
truly
is
a
reflection
of
six
and
not
just
one.
So
thank
you.
A
A
A
Dr
gandhi
does
not
hesitate
to
seek
her
clear,
seek
for
clarification
regarding
direction
given
by
the
board
oftentimes.
Making
a
statement
such
as
this
is
administration's
understanding
of
the
guidance
from
the
board.
If
this
is
let's
see
here,
dr
gandhi
of
dr
dratty's
approach
to
addressing
coveted
mitigation
strategies
clearly
demonstrates
his
commitment
to
the
board's
governance
model.
He
follows
the
board's
directions
to
operate
in
accordance
with
the
guidance
from
fargo
cash
public
health
when
fireworks
public
health
changed
its
guidance
for
the
21
22
2
school
year.
A
Dr
gandhi
brought
this
topic
back
to
the
board
for
further
discussion,
so
I
wanted
to
highlight
some
of
those
positive
comments
and,
and
then,
dr
president,
knutson
I'd
like
to
call
the
question.
P
D
D
B
N
C
Q
P
E
L
P
D
P
D
C
K
In
your
board
packet,
you
have
another
copy
of
the
attendance
boundary
changes
that
were
approved
for
a
first
reading
at
the
last
board
meeting.
So
no
information
has
changed
from
administration's
end,
except
for
one
piece,
which
was
at
the
last
board
meeting.
We
had
given
you
demographic
data
specific
to
bennett
and
centennial
elementary
school
at
that
point
in
time
now,
we've
included
this
week's
point
in
time
as
well.
K
Just
so
you
can
see
the
comparison,
I
believe
been
an
increase
in
enrollment
in
three
students,
but
just
wanted
to
have
that
both
of
those
pieces
of
data.
K
I
do
believe
a
lot
of
the
feedback
that
has
been
shared
has
been
around
grandfathering.
That
would
not
be
discussed
or
is
related
to
the
motion
that
you
have
in
front
of
you.
That
would
be
something
that
the
board
would
decide
on
what
an
implementation
plan
has
been
brought
forward,
and
traditionally
our
practice
has
been
after
a
boundary.
Change
has
been
approved,
the
board
directs
administration,
which
is
in
your
motion
today,
to
develop
a
transition
plan
to
be
decided
at
a
future
board
meeting.
N
C
D
D
C
Much
of
what
I
have
heard
in
regard
to
grandfathering
also
is
the
desire
to
be
able
to
grandfather
as
a
family
versus
specific
students
that
are
currently
affected.
So
I
would
also
encourage
administration
to
see
what
could
be
done
on
that
regard
for
the
information
that
would
be
coming
forward
for
us
to
consider
dr
gandhi
and
then
jennifer
go
ahead.
Dr
gandhi,.
K
Yeah,
I
just
want
to
to
acknowledge
the
feedback
from
jim
and
president
knudsen.
We
hear
that
as
discussed
at
the
board
work
session,
and
that
part
of
the
reason
the
timing
was
good
for
now
is
because
we
we
understood
that
at
this
point
in
time
there
are,
I
believe,
36
or
maybe
some
of
more
fifth
graders.
You
know
less
than
30
students
that
would
be
still
at
bennett
next
year.
That
would
be
impacted
by
the
boundary
change,
but
the
goal
of
the
boundary
change
is
really
to
free
up
that
capacity.
K
So
we
don't
have
to
build
on
the
current
land
that
we
own
at
a
much
higher
rate,
because
it's
not
flood
protected
or
look
for
another
piece
of
property
for
an
elementary
school
that
could
also
impact
other
buildings.
So
with
that
being
said,
I
think
what
I'm
trying
to
say
is
that
at
this
point
time
at
least
administration
recognize
the
value
that
if
we
did
this
boundary
change
now,
there
would
be
that
potential
to
grandfather
the
students
that
are
already
at
ben
elementary
school
and
still
get
the
desired
impact
that
we
want.
C
And
with
the
understanding
that
this
is
part
of
a
greater
long-term
plan
for
the
school
district,
it's
it's
not
it's
not
about
what
do
we
do
with
a
small
number
of
of
children
that
currently
we're
talking
about
under
50
children
right
now,
closer
to
30
or
40.
So
this
is.
This
is
something
that
is
in
front
of
us
to
consider
tonight.
C
That
is,
that
is
to
assist
with
the
the
high
growth
in
far
south
fargo
and
currently,
as
we
know,
bennett
has
is
our
largest
in
terms
of
population
of
elementary
schools
and
and
it's
prudent
for
the
board
to
be
able
to
take
a
look
at
making
some
decisions
so
that
we
don't
end
up
in
severe
overcrowding
situations
and
also
makes
make
decisions
that
are
financially
responsible
for
the
school
district.
As
we
look
down
the
road
for
needs
to
potentially
to
adjust
for
larger
growth,
david
and
then
jennifer.
B
Excuse
me,
I
see
now.
Bennett
is
sitting
with
a
cap
under
capacity
by
72
how
many
students
were
added
this
year.
K
I
will
look
at
mrs
eidsness
for
the
exact
numbers.
I
believe
that
we
were.
We
were
well
over
our
projections
for
rsp.
What
I
will
share
with
you
is
that,
specifically,
those
were
in
our
kindergarten
in
first
grade.
Those
are
now,
I
believe,
at
six
sections
and
we
did
bring
in
a
portable
that
we
now
use
to
provide
music
classes.
K
R
So
last
year
we
had
585,
but
that
is
a
little
bit
deceiving,
because
we
also
had
virtual
academy
that
was
going
on
at
the
same
time,
with
more
students
enrolled
in
it,
and
so
this
year
we
were
expecting
about
612
and
we
ended
up
having.
I
think,
if
we're
at
642
currently
at
the
building.
So
we
did
have
a
jump
of
more
than
we
expected
at
bennett
elementary.
B
C
A
Thank
you.
You
know
the
tough
part
about
about
boundary
changes
and
what
have
you
is
we're
trying
to
keep
our
class
sizes
small
and
we're
trying
to
keep
our
schools
small
to
keep
the
relationships
manageable
for
all
of
our
educators.
It's
painful
boundary
changes
are
painful.
I
was
just
having
a
discussion
with
a
friend
before
centennial
was
built.
A
Now,
I'm
I'm
not
sharing
that
to
the
little
our
current
situation,
but
any
time
a
district
is
experiencing
growth,
there
are
going
to
be
boundary
changes.
We
are
in
a
tough
spot
as
a
school
district,
because
if
we
build
before
the
neighborhood
develops,
we're
accused
of
leading
the
growth,
but
if
we
build
after
a
neighborhood
develops.
A
A
A
Some
some
people
will
will
have
to
move
in
and
it's
hard
and
I
respect
the
family's
input
but
keep
communicating
with
us.
Please.
C
C
B
I
I
O
So
I'm
going
to
start
with
the
follow-up
question
of
that
conversation,
so
I
don't
forget
it.
So
if
we're
up
over
100
students
in
bennett-
and
this
really
ties
in
with
my
comments,
I
want
to
make
around
our
long-range
plans,
I
would
be
curious
if
those
are
all
or
the
majority
of
those
students
from
within
ie.
O
As
we
remember
the
last
boundary
change,
we
lost
a
significant
number
of
students
in
terms
of
moving
and
in
order
to
stay
within
their
the
catchment
area
that
you
know
from
avoiding
the
change
anyway,
was
that
roughly
around
100
students
leaving
say
kennedy
elementary
to
to
bennett,
and
so
my
point
in
asking
that
question
is
this:
if
the
vast
majority
is
there,
as
the
parent
said,
was
going
to
happen,
and
we
didn't
talk
about
it,
it
is
just
a
valid
discussion
point
to
say
that's
exactly
what
happened
and
should
be
part
of
our
long-range
planning
analysis
as
far
as
trying
to
make
an
accurate
projection
for
future
planning.
O
So
having
said
that,
specifically
related
to
first
and
second
reading
at
our
last
meeting
when
we
were
asked
to
you
know
or
to
we
voted
on
the
first
reading,
I
didn't
approve
that
because
I
or
I
didn't
vote
in
favor,
because
I
wanted
more
discussion
to
happen
amongst
the
board
before
we
made
a
final
vote,
I.e
a
second
reading,
and
so
my
my.
O
Was
it
was
going
to
go
to
planning
before
it
came
with
a
second
reading,
but
apparently
that
didn't
happen.
So
so
at
this
point
I
you
know.
Perhaps
I
misunderstood
that,
but
I
just
would
have
liked
her
parents-
and
I,
and
I
know
jim
you
said
they
can
still
give
input,
but
there
is
like
never
been
a
case
where
we
have
done
a
first
and
second
reading
and
then
change
the
whole
plan.
O
So
so
I
just
I
feel
like
we
are
saying
that,
but
there's
not
really
evidence
supporting
that
we're
really
having
an
open
dialogue
about
what
is
this
is
that
is
this
truly
the
best
option,
because
we
really
haven't
walked
through
a
lot
of
other
her
other
options
for
that
matter,
and
and
also
considered
it
at
the
same
time,
looking
forward
with
our
updated
rsp
information
or
building
information
and
where
the
growth
areas
all
are.
O
I
feel
like
it
should
be
part
of
a
bigger
conversation,
otherwise
we're
just
making
these
little
moves
here
and
there,
and
I
think
that
stirs
up
the
community
and
leaves
them
feeling
like
they're,
not
being
they're
not
being
allowed
to
be
part
of
the
the
big
global.
O
You
know
the
the
big
picture,
the
long-range
plan
and-
and
I
think,
a
lot
of
them
even
in
the
past
boundary
discussion,
acknowledge
that
they
realize
where
the
growth
is
happening
and
that
we're
a
growing
community,
but
they
want
more
time
to
play
and
they
want
to
be
part
of
the
process
is
more
important.
O
I
guess,
and
what
I
mean
by
that
when
I
say
more
time,
they
want
to
be
part
of
the
process
to
really
sort
of
understand
what
we've
all
considered
and
what
all
goes
into
each
one
of
these
decisions,
because
you
know,
as
we
all
know,
this
isn't
an
easy
topic
to
talk
about
for
us
or
for
the
community,
and
so
I
appreciate
us
acknowledging
that,
but
also
want
to
just
bring
attention
to
maybe
considerations
for
how
we
are
currently
doing
the
process.
O
But
so
having
said
that,
I
can't
I
can't
support
it
in
this
in
this
forum,
because
I
I
feel
like
we
need
to
have
a
little
meteor
discussion,
so
I'm
looking
at
all
other
options
and
how
long
what
our
future
looks
like
here.
So
that's
it.
Thank
you
rebecca.
C
C
So
I
do
want
individuals
to
know
that
the
board
has
had
a
deep
discussion
about
this,
in
fact
not
only
at
a
board
meeting
but
at
a
work
session
where
we
delve
into
some
of
the
challenges
just
like
this
that
are
in
our
district,
and
we
do
that
at
a
work
session,
so
that
we
have
more
time
to
have
the
information
presented
to
us
and
ask
questions
and
really
digest
it,
so
that
then
we
can
at
some
point
then
bring
the
item
to
the
board
meeting
for
action.
C
B
B
This
is,
without
a
doubt,
the
most
difficult
situation
that
we
deal
with
as
board
members,
because
we're
disrupting
families
who
have
bought
houses,
anticipating
a
neighborhood
school
to
find
out
that
they
no
longer
have
that.
So
we
do
this
tonight
and
then
two
years
from
now
you're
going
to
come
to
us
and
the
administration
is
going
to
have
to
come
to
us
and
say
we're
full.
B
K
You
know,
boundary
changes
have
a
wide
variety
of
impacts
and
there
are
a
lot
of
different
factors
that
we
can
consider
when
we
make
those
decisions.
That's
why
administration
looks
for
the
board,
not
necessarily
saying
which
boundary
change
should
we
do?
That
is
ultimately
the
decision,
but
the
conversation
that
we
have
as
a
as
a
board
administrative
team
is
what
are
the
set
of
criteria
that
you
want
us
to
make
decisions
based
off
of
as
we
plan
our
long-range
facilities
needs
in
fargo,
public
schools
and
that's
the
guiding
principles
that
we
go
off
of.
K
There
is
a
little
bit
of
an
inherent
conflict
being
in
a
linear
city.
That's
growing
on
this
outside
of
town
with
one
of
our
guiding
principles,
which
is
that
we
are
currently
one
of
our
guiding
principles,
because
it's
the
fiduciary
responsibility
thing
to
do.
We
will
not
build
a
new
elementary
school
or
start
that
process
until
we
have
50
percent
of
the
students
that
are
in
the
kit
in
catchment
area,
for
that
elementary
school
or
for
that
school.
K
But
I
think
you
would
also
get
some
pushback
on
that
in
terms
of
the
fiscal
responsibility
of
doing
that,
but
that
would
be
maybe
the
only
way
to
do
it
without
impacting
current
people
so
yeah.
If
we
continue
to
grow
at
bennett
faster
than
we
can
build
in
elementary
school
at
the
appropriate
spot.
We
would
then
have
to
look
at
potential.
K
Other
boundary
changes
as
well,
and
I
don't
want
to
shy
away
from
that
conversation,
because
if
we
do
look
at
space
that
we
may
have
at
kennedy
right
now,
you
wouldn't
based
on
your
guiding
principles,
most
students
from
the
bennett
and
catchment
area,
where
it's
overcrowded
to
kennedy.
You
would
probably
have
to
look
at
some
centennial
students
to
go
to
kennedy
because
it's
closer
and
then
some
ben
students
to
go
to
centennial,
which
would
be
even
further
south
than
where
we
are
doing
right
now.
C
Q
Q
The
trees
are
now
all
gone
and
they
have
got
it
basically
flat
in
there.
I
believe
they're
building
roads
and,
I
believe,
they're
probably
going
to
start
building
homes,
and
so
this
is
never
it's
not
going
away.
I
agree
with
everybody
what
they're
saying
so
we
I
just
want
you
to
know
that
this
is
going
on
right
now.
In
case
you
haven't
seen
or
gotten
down
this
direction.
P
A
P
L
P
E
I
P
D
D
Q
Q
Basically,
the
highlight
of
that
is
they're
looking
at
going
from
a
divine
benefit
plan
to
a
defined
contribution
plan.
I
think
that's
something
we'll
continue
to
watch
and
give
input
for
if
you
have
an
opinion
on
that,
you
can
reach
out
to
the
legislatures
that
are
in
charge
of
that,
and
I
believe
mike
lefore
was
his
name.
Q
I
went
over
to
the
education
policy
maker
panel
that
robin
nelson
guided
I'm
losing
the
word.
She
guided
the
moderated
there
you
go.
She
moderated
the
meeting.
Did
a
great
job
developing
went
over
to
the
tffr
seminar
and
heard
what
they
had
to
say
and
then,
as
far
as
my
school,
I
was
able
to
get
to
madison
elementary
and
visit
with
first
year
principal
laurie
connie,
what
a
great
school
that
is
never
been
in
there
before
and
they
have
flags
of
every
country.
Q
Almost
it
seems
like
when
you
walk
around
that
building
and
just
really
the
feeling
I
got
was
they
really
accommodated
students
that
they
had
going
to
that
school?
That's
that's
what
I
felt
I
mean
we
had.
We
had
like
blue
stuff
over
the
lights
to
make
a
soft
light
thing.
It
was
like
blue
paper
or
something
and-
and
that
could
be
wrong.
So
don't
quote
me
on
that,
because
I
don't
want
to
get
in
trouble
with
the
fire
marshal
or
something
like
that.
But
it
was.
Q
It
was
a
nice
blue
calming
room
and
things
like
that,
so
it
was
a
real,
real
fun
visit
and
I
just
appreciate
everything
that
they
do
and
you
know.
Finally,
I'm
just
gonna
say
you
know:
north
dakota
school
board
association,
I've
been
going
to
that
for
26
years
and
that
organization
has
done
much
for
me.
Q
It
has
made
me
the
superintendent
that
I
am
today
and
have
been
over
the
years,
because
the
ultimate
goal
is
to
educate
children
and
do
it
in
a
legal
way
and-
and
that
group
has
done
nothing
but
but
give
us
that
guidance
over
the
years.
So
I'm
very
thankful
that
we
got
to
go
to
this
sorry,
I'm
along
there.
B
Thank
you
rebecca.
I
should
be
completing
my
school
liaison
visits
next
week.
If
we
don't
have
a
major
blizzard
and
who
knows
what
happens
in
north
dakota,
and
I'm
really
looking
forward
to
next
tuesday
evening
when
we
get
to
officially
open
the
explorers
academy,
so
next
week
should
be
a
good
week.
Thank
you.
A
Thank
you
lots
going
on
so
I'll
start
by
saying
the
committee
meetings
that
I
attended.
I
attended
governance
and
the
governmental
affairs
committee
meeting
to
prepare
for
the
special
session.
I
also
attended
the
law
seminar
put
on
by
ndsba.
A
A
There
was
a
panel
about
recruiting,
hiring
and
retaining
quality
teachers
during
challenging
times
very
informative
and
reaffirming
presentation
by
a
lawyer
from
vogel
law
firm
on
covet
19
legal
considerations
for
school
boards,
open
enrollment
and
tuition
agreements
for
educating
students
in
other
districts
from
out
of
state
and
a
school
law
legal
update.
So,
like
brian,
I
would
like
to
thank
the
north
dakota
school
boards
association
for
hosting
that
very
informative
day.
A
Let's
see
here,
I
also
attended
the
north
dakota
school
boards
association,
governmental
affairs
committee
regarding
the
special
session
and
everything
right
now
is
special
session.
As
you
look
for
the
news,
I
will
kind
of
give
you
an
update
on
what's
going
on
and
which
bills
we
are
following.
A
The
senate
did
move
one
bill
forward
out
of
their
delayed
bills.
Committees.
Forgive
me
if
I'm
getting
anything
wrong
and
please
because
I've
never
been
through
a
special
system
before
so.
Please
correct
me
if
I'm
wrong,
and
then
the
house
moved
seven
bills
forward
and
one
resolution,
so
that's
kind
of
what
we're
looking
at
now,
a
sampling
of
the
bills
that
we
are
following
as
a
federal
public
schools,
district
bill,
1507,
it's
basiler's
computer
science
and
cyber
security
requirements
bill
it.
The
intention
is
to
utilize
essa
funds
to
train
teachers.
A
We
were
concerned
with
the
graduation
requirement
piece
in
section
three,
but
it
seems
that
was
amended
out.
Please
correct
me:
if
I'm
wrong,
dr
gandhi,
there
is
discussion
about
whether
to
have
separate
classes
versus
embedding
the
curriculum
senate
bill
2350,
that
is
senator
nicole
bill
pullman's
bill
relating
to
career
and
tech.
Ed
education,
scholarship,
eligibility
requirements
and
really
that's
a
basically
a
technical
fix,
we'll
support
that,
and
I
expect
it
will
pass
easily
this.
This
passed
out
of
community
or
the
florida
day
bill.
A
2346,
it's
assembly's
88
dollar
per
pupil
mill
levy
deduct
to
pay
for
upgraded
reporting
systems,
which
we
call
stars
is
the
acronym.
This
was
a
negotiated
item
during
the
last
session
to
arrive
at
a
one-in-one
increase
to
the
formula
it
passed
handily
today,
I'm
out
of
or
out
of
the
technical
corrections
committee
this
morning
and
was
also
heard
in
the
senate
floor
today,
an
amendment
was
offered
to
pay
for
the
upgrade
with
state
funds,
but
that
failed
and
then
the
bill
passed
overwhelmingly
now
we'll
move
to
the
house.
A
A
Another
bill
that
we're
watching
is
jim
casper's
crt
bill
critical
race
theory
bill
to
prevent
crt
from
being
taught
in
schools
in
the
future.
If
I
were
to
summarize
this,
this
is
the
cleanest
of
the
crt
bills,
we're
hoping
for
two
minor
adjusts
or
amendments.
We
are
not
opposing
that
bill.
We're
just
watching
it
closely.
A
A
I
think
that's
it.
I've
been
watching
a
lot
of
legislative
video.
D
Just
a
couple
of
items:
first,
for
those
of
you
on
planning,
our
current
meeting
is
scheduled
for
the
23rd
depending
upon
the
availability
of
space
at
the
do
we
may
have
that
in
person-
or
it
may
be
virtual
and
I'm
not
sure
who
is
going
to
be
working
with
jackie
and
I,
but
I
do
want
to
take
this
opportunity
to
do
a
shout
out
to
joelin
holcomb,
which
threw
me
for
a
loop,
because
I
always
knew
her
as
joel
n
matherin.
But
things
are
changing
in
her
life.
D
She
not
only
decided
to
get
married.
She
decided
to
start
a
new
career.
She
is
going
to
be
a
farmer
and
she
is
resigning,
her
position
with
our
district
office.
I
want
to
thank
her
for
her
years
of
service
supporting
the
planning
committee
supporting
the
government
affairs
committee
and
supporting
the
negotiations
committee.
We
will
miss
her
dearly
so
jackie.
If
I
don't
get
a
chance,
I
think
friday's
your
last
day.
Am
I
correct
there?
If
I
don't
get
down
there
to
give
her
a
hug
on
friday?
D
D
We
authorized
our
executive
director
to
enter
into
a
lease
agreement
for
a
property,
that's
kind
of
out
south,
of
where
the
fargo
zoo
is
at
least
that's
where
I
believe
it
is,
and
I
think
our
tentative
move-in
date
is
going
to
be
april,
but
I
do
want
to,
on
behalf
of
the
sec
team,
give
a
shout
out
to
fargo
public
schools,
both
kyle
and
everybody
else,
on
that.
That
particular
team
really
feels
that
fargo
public
schools
has
been
a
great
partner
in
terms
of
allowing
us
to
be
a
tenant
over
at
agassi.
D
We've
appreciated
all
the
support
and
we're
looking
forward
to
having
some
new
space
for
that
organization.
So
that's
it
for
me.
J
Thank
you,
president
knudsen.
As
many
of
you
have,
I
attended
the
school
board.
The
state
school
board
conference
last
week.
Some
of
the
sessions
that
I
took,
I
think
most
of
us
went
to
the
school
law
seminar
and
then
I
also
chose
organizing
the
board
the
north
dakota
full-service
community
schools.
I
also
serve
on
that
task
force
at
the
state
level,
so
it
was
good
to
be
a
part
of
that.
J
J
But
it
was
good
to
be
a
part
of
that
and
have
those
discussions
anyway.
The
policymaker
panel
tied
in
very
nicely
as
I
attended
the
gak
meeting
yesterday
or
monday.
What
day
is
it
two
yeah?
It
was
yesterday,
so
many
of
the
things
you
heard
robin
discuss
today,
we've
been
paying
attention
to
and
and
watching,
let's
see
recess
commission
we
met
on
october
27th.
That
was
the
third
meeting
and
we
have
another
meeting
coming
up
tomorrow,
the
4th
at
3
45.
J
L
Rebecca,
I
won't
believe
her.
I
too,
attended
on
november
28th
and
29th
the
law
seminar,
all
the
ones
that
robin
listed.
I
learned
a
lot
and
really
appreciated
the
value
of
those
and
then
for
the
annual
conference.
The
next
day
went
to
clinic
sessions
all
day
long.
I
I
echo
nikki
sentiment
about
the
hot
topic
round
tables.
We
attended
that
one
together,
my
favorite
one
was
the
indie
full
service
community
schools
consortium.
I
I
learned
a
lot.
L
L
On
october
29th,
then
I
I
partook
in
a
high
school
student
interview
regarding
the
duties
and
responsibilities
of
being
a
school
board
member,
I
think,
that's
cool.
I
think
I
did
the
same
thing
last
year
I
like
that
they
do
that
and
they
report
out
to
their
class
about
what
it's
like
to
be
a
school.
Remember.
I
really
enjoyed
that
october.
L
29Th
centennial
fall
festival
that
was
a
very
successful
and
fun
event
fun
to
have
one
in
person
this
year
and
then
yesterday
morning
I
too
attended
government
affairs
meeting
and
I
have
been
following
many
hours
for
the
special
session,
both
for
the
education
bills
that
robin
mentioned,
as
well
as
many
pertaining
to
health
in
our
community.
Thanks.
N
Okay,
yep,
I
too
was
at
the
school
law
seminar
in
the
and
the
state
convention.
Thank
you
robin
for
going
through
all
the
ones.
I
just
want
to
highlight
a
couple
of
things:
first,
props
to
tara
on
her
presentation.
That
was
awesome
and
I
just
found
a
lot
of
value
and
a
lot
of
factual
information
from
the
coven
19
legal
considerations
and
then
the
rest
of
the
convention.
N
I'll
just
say
that
I
was
pretty
happy
and
it
came
at
a
right
time
for
the
keynote
speaker
on
thursday
evening
david
and
his
and
his
talk
about
trust,
because
I
stole
a
lot
from
him
this
weekend,
because
I
officiated
a
wedding
on
saturday
night,
and
so
I
gave
a
big
speech
about
trust
and
I
kind
of
took
a
lot
of
information
from
him.
So
it's
kind
of
nice
came
the
right
time
and
then
yeah.
N
I
went
to
sessions
all
day
and
I
I
would
say
the
the
the
hot
topic
roundtable
is
actually
quite
interesting,
given
the
fact
that
given
some
of
the
topics
and
that
when
we
had
to
switch
tables
and
sit
with
somebody
that
wasn't
in
our
district
to
actually
sat
with
superintendent,
beth
sled
from
west
fargo
and
and
and
I
mean
her
name's
escaping
me
right
now,
but
so
it
was
super
interesting
to
sit
to
sit
there
and
and
even
though
we're
not
in
the
same
district,
we're
still
in
the
same
city.
N
So
it's
kind
of
kind
of
a
lot
of
this.
A
lot
of
the
discussions
were
quite
relevant
and
then,
on
wednesday
of
last
week,
I
had
a
cte
revisioning
retreat
where
we
just
kind
of
brainstormed
some
ideas
for
the
futurist
cte,
and
you
know
what's
working,
what's
not
what
we
do
better?
How
can
we
make
it
more
relevant
and
kind
of
things
in
that
nature
friday?
I
had
ended
up
having
lunch
with
grant
craft
at
cbe
and
had
school
lunch
and
it
was
delicious
and
I'm
not
being
facetious.
N
It
actually
was
really
delicious
and
then
yesterday
I
ended
up
having
lunch
with
kim
belgaard
to
just
kind
of
gear
up
for
our
salary
commission
meeting
that's
coming
up
on
monday,
the
15th,
so
oh
patty,
stedman,
sorry
from
west
fargo.
Her
name
was
escaping
me
for
a
second.
It
just
came
to
me
so
and
I
believe
that
is
it.
So
thanks.
O
Whoops.
Okay,
thank
you.
So,
let's
see
here,
you
attended
the
la
seminar
and
the
the
upcoming
communicator
community
development
committee
meets
on
thursday,
so
I
will
have
an
update
for
you
on
that
next
time
I
was
in
bismarck
yesterday
and
did
sit
in
and
listen
to
testimony
and
the
governor's
state
of
the
state
address.
O
We
have
received
additional
correspondence
since
our
last
meeting,
which
is
also
specific
to
well
I'll.
Go
back
to
that.
I
sent
10
to
two
sessions
with
kirsten
basler
one
be
a
legendary
school
board
leadership
institute
program
that
she
has
allocated
funding
for
school
boards
across
the
state
to
participate
in,
and
I
believe
there
were
several
of
us,
maybe
in
that
seminar.
So
so
my
ask
would
be
that
it
is
an
agenda
item
for
governance
to
dig
deeper
into.
She
shared
a
lot
of
valuable
information
and
the
two
individuals
that
lead
this
group.
O
E
O
Or,
and
with
we
were
able
to
ask
questions
of
the
facilitators
as
well,
but
specifically
around
the
program,
and
it
really
just
is.
I
O
Successful
boards,
and-
and
so
I
do
have
a
bunch
of
notes
on
it-
I'm
happy
to
provide
you
for
your
discussion
at
governance,
but
I
do
hope
that
that
is
something
that
we
support.
She
is
strongly
encouraging
all
boards
to
do
so,
so
I
think,
in
terms
of
our
professional
development,
I
think
we
should
strongly
consider
that
the
second
one
that
I
attended
with
her
for
the
second
hour
was
really
specific,
around
accountability,
measures
and
policy,
and
I
believe
rupak
was
in
that
meeting
as
well.
O
So
maybe
could
lend
some
comments
around
that,
but
that
too
was
a
really
good
session
and
I
again
would
encourage
us
as
a
board
to
follow
that
direction
and
that
advice
really
to
have
that
conversation
as
a
board
and
how
we
could
better
implement
those
sort
of
recommendations
within
our
policies
so
that
we
are
doing
a
better
job
of
really
speaking,
specific
and
monitoring
on
an
ongoing
basis.
Those
things
specific
to
student,
achievement
and
accountability
that
she
addressed
and
that
she
shared
that
align
also,
then
with
state
standards.
O
So
I
would
encourage
us
to
do
that
as
well.
I
I
thought
those
were
two
really
great
seminars,
the
that
was
also
okay.
So
then,
after
that
round
tables
and
cte
grants,
I
attended
those
as
well,
and
it
sounds
like
seth
you've
you're
on
that
committee.
So
you
probably
maybe
you're
in
that
same
session,
I'm
not
sure
but
good
as
good
information
as
well.
O
But
the
specific
to
I
want
to
back
up
and
go
back
to
the
law
seminar,
because
it
ties
in
with
some
of
the
constituent
correspondence
we've
received
around
questions
in
terms
of
the
exemption
related
to
state
law
and
things
that
the
district
policy
that
is
being
implemented
or
has
been
implemented
from
the
beginning
of
the
school
year,
and
that
to
my
understanding,
is
that
administration
decided
not
to
review
religious
exemptions,
and
we
all,
I
believe,
all
of
us,
it's
with
the
exception
of
one
person,
was
in
this
seminar
and
received
this
information
from
vogel
law.
O
Firm,
specifically
talking
about
the
areas
in
the
law
that
offer
this
protection,
or
this
guidance
around
these
combinations
specifically
related
to
religion.
And
so
I'm
concerned
from
you
know
for
both
the
district
standpoint
here,
and
I
think
that
is
something
we
need
to
take
timely
action
on
in
order
to
correct
that
and
follow
the
law.
And-
and
so
I
would
like
us
to
entertain
emotion
to
do
that,
to
to
direct
administration
to
accept
masks,
exemption
requests
in
accordance
with
state
law.
O
Thank
you
again,
just
let
me
you
know,
make
sure
that
I'm
clear,
I'm
speaking
specifically
to
religious
exemptions
and
and
even
if,
if
we're
not
accepting
philosophical,
which
I'm
not
aware,
if
the
administration
has
made
a
policy
on
that
too,
really
I'm
saying,
let's
be
in
compliance
with
state
law
which
allows
for
exemptions
in
three
categories:
medical,
religious
and
philosophical.
Q
Again,
well,
I
just
don't
understand
why
we
can't
just
do
this
in
a
in
a
business
section,
get
it
to
governance
and
then
talk
about
it
and
get
information
out
in
that
fashion,
so
that
we
can
study
study
it.
That's
all.
P
P
What
the
speaker
from
vogel
law
firm
talked
about
is
she
said
specifically
that
religious
exemptions
are
not
required
by
either
state
or
federal
law,
but
that
somebody
has
to
have
in
place
an
accommodation
which
would
be
under
the
ada,
and
so
what
the
district
does
have
in
place
right
now
is
it
has
a
religious
accommodation
that
would
allow
students
who
cannot
wear
a
mask
because
of
religious
reasons
to
attend
school
through
the
virtual
academy.
B
N
P
I
C
Kunsan
no
motion
fails.
Jennifer.
Are
you
done
with
your
report?
I
am
thank
you
rebecca.
Okay,
all
right,
my
report.
Let's
see
here,
the
native
american
commission
meeting
for
the
month
of
november,
was
cancelled.
So
I'll
look
to
december
for
that
meeting
december
6th.
I
have
lunch
with
kim
belgaard,
like
I've
mentioned
previously
we're
continuing
our
monthly
luncheons.
C
I'm
sure
we
will
discuss
the
progress
as
far
as
the
recess
commissions
and
then
also
talking
about
the
trainings
that
both
the
fea
and
the
board
needs
to
be
involved
in
the
planning
regarding
negotiations
moving
forward
negotiations
models,
I
guess-
and
I
attended
the
north
high
play
on
the
weekend
into
the
woods
fantastic
watch
that
whole
crew
perform
with
within
the
guidelines
and
requirements
that
are
set
forth
for
the
fargo
school
district
for
covid,
and
it
was
fantastic.
C
It
was
so
those
kids
are
so
talented,
not
only
the
the
you
know
the
theater,
but
the
orchestra
crew,
the
lighting
sound
everything
it
was.
It
was
so
so
so
so
fun
the
andy
sva
conference
and
law
seminar,
a
huge
shout
out
to
the
north
dakota
school
boards
association.
I
thought
that
this
was
an
excellent
excellent
conference.
C
Excuse
me,
I
just
received
a
message
that
my
battery
is
running
low,
that
are
plugged
in
excellent
conference,
attended
many
of
the
sessions
that
you
that
you
folks
talked
about
attending
one
of
them
that
I
wanted
to
highlight
that
I
haven't
heard.
C
I
don't
think
any
other
board
members
attended
was
regarding
senate
bill
2304,
which
is
the
bill
that
passed
in
the
last
legislative
session
regarding
indian
education
and
so
just
kind
of
at
a
high
level
representative
roof
ruth
buffalo
from
fargo
was
part
of
the
presentation
and
just
talking
at
a
high
level
about
implementation
of
that
bill
into
the
districts
and
what
that
means.
C
Let's
see
also
attended
the
session
that
jennifer
talked
about
regarding
board
member
development
and
policy
and
then,
in
addition,
one
that
the
aspen
group
was
there
for
so
took
some
notes
on
that
and
and
we'll
put
that
together
and
see,
if
there's
anything
that
we
should
discuss
at
governance
during
one
of
my
favorite
things
about
going
to
the
school
boards
association
conference
is
getting
to
know
people
from
other
parts
of
the
state.
C
So
I
ended
up
sitting
with
a
group
from
belcourt
for
quite
a
few
time,
quite
a
while
board
member
superintendent
and
also
administrator,
so
jackie
gaps,
equal
and
just
learning
about
some
of
the
challenges
that
other
school
districts
have
challenges
and
opportunities
that
other
school
districts
have
and
obviously
bell
court
and
the
fargo
school
district
are
so
so
different,
interesting
to
learn
about
some
of
the
work
that
they
do
working
with
the
tribe
and
then
also
with
the
school
board.
C
So
just
you
know,
good
learning
all
around
and
that
organization
brings
in
talented,
respectful,
educated
individuals.
Huge
shout
out,
like
we've
already
said,
to
tara,
I
heard
when
you
gave
your
presentation.
I
was
sitting
with
the
folks
from
bell
court
and
others
around
me,
and
I
heard
lots
of
positive
feedback
from
your
presentation
in
regard
to
the
information
that
you
presented
and
also
in
regard
to
the
way
you
presented
your
information
engaging
and
inviting.
C
So
I
have
the
feeling
that
you
could
present
almost
anything
and
it
would
be
well
worth
listening
to.
Let's
see.
C
I
think
that
that
is
about
it.
For
now
we
have
a
governance
committee
meeting
coming
up
later
here
in
in
november,
so
I,
if
there
is
anything,
we'll
be
working
on
that
agenda
planning
if
there's
anything
that
needs
to
be
added.