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From YouTube: School Board Meeting - September 14, 2021
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - September 14, 2021
A
A
A
The
decision
on
how
committee
meetings
would
be
held
would
be
left
to
the
committee
chairs,
so
some
committee
meetings
may
be
held
virtually
some
might
be
held
in
person
and
also
the
opportunity
to
make
sure
that
we
continue
to
offer
a
public
comment,
and
so
the
public
has
been
given
the
ability
to
access
and
join
and
share
comments
virtually
in
this
setting
as
well.
I
believe
we
have
one
person
that
signed
up
to
speak
with
us
this
evening.
A
So
a
couple
of
other
items
asking
if
you
need
to
have
a
question
or
make
a
comment
if
you
are
able
to.
If
you
raise
your
hand,
I
will
definitely
try
to
notice
you
if
I
need
to
be
reminded.
Please
don't,
please
feel
free
to
remind
me
if
you
see
someone
with
their
hand
up-
and
I
do
not
catch
that-
please
remind
me-
we
will
take
a
five-minute
break
after
the
report
section
of
the
agenda
and
after
the
reports
are,
are
given
or
as
the
reports
are
given.
A
I
would
just
suggest
that
we
hold
our
questions
until
the
end
of
each
report
so
that
we're
able
to
move
through
that
section
in
in
a
good
manner
and
try
to
remember
to
mute
your
microphone
and
take
turns
talking
as
we
move
through
the
meeting
so
right
now.
I
think
that
was
it
in
terms
of
comments.
I
wanted
to
make
sure
that
I
made
so
at
this
moment.
Then
I
will
call
for
approval
of
the
agenda.
If
there
is
a
motion
for
approval
of
the
agenda.
A
D
A
A
D
A
All
right,
thank
you,
anne
marie,
for
that
reminder.
Is
there
a
second
to
the
amendment
I'm
going
to
look
through
the
as
we've
said,
we're
having
a
brady
bunch
screen
here,
I'm
going
to
look
through
the
screen
here.
I
want
to
make
sure
if
david
has
joined
us.
I
don't
see
him
here
yet.
Is
there
a
hand
up
for
a
second
to
the.
A
A
D
I'm
sorry
sure,
yes,
so
I'm
not
sure
if
you
were
able
to
attend
brian.
The
conference
call
last
week
for
school
board
members
with
kiersten
basler,
but
she
discussed
the
or
shared
I
guess
and
gave
kudos
to
a
couple
of
districts
in
the
state
that
have
worked
closely
with
the
community
around
coming
together
and
developing
or
updating
their
policies
as
they
relate
to
mitigation
strategies
around
with
covid
and
westfargo's
has
adopted
a
resolution
that
is
specific
to
this,
and
so
I
would
like
for
us
to
consider
adopting
it
as
well.
G
A
A
Jennifer,
I
know
I
know
we'll
stumble
around
a
little
bit
here
over
each
other
and
we'll
just
apologize
ahead
of
time.
For
that,
I
believe
what
we
need
to
decide
right
now
and
maybe
nikki
this
is.
The
purpose
of
your
question
is:
if
we
are
going
to
approve
adding
this
item
to
the
agenda
or
not,
and
of
course
we
can
have
a
more
thorough
if
we,
if
we
do
decide
to
add
this
to
the
agenda,
we
can
have
a
more
thorough
discussion
at
that
point.
G
D
I
guess
I
would
say
either
way
it's
it's.
You
know
it's
a
healthy.
Well,
it's
a
topic
that
should
probably
be
on
our
agenda.
You
know
every
time
we
have
a
meeting
for
discussion
so
whether
it
results
in
you
know
where
it
goes
from
there.
So
I
think
it's
not.
It
does
no
harm
and
it
actually,
I
think,
is,
is
really
demonstrating.
You
know
I
mean
it
would
be
our
responsibility
to
have
this
ongoing
conversation.
So
so
I
don't
see
a
harm
in
putting
it
on
there
for
discussion.
E
I
don't
see
any
reason
why
this
shouldn't
be
on
the
agenda,
so
we
can
discuss
this
resolution
if,
if
the
superintendent
of
the
state
has
given
kudos
to
a
district
for
openly
working
with
the
public
on
an
issue,
I
think
it's
something
that
would
be
extremely
valuable
for
us
to
discuss
and
putting
it
on
the
agenda
doesn't
automatically
say
that
we've
adopted
it.
It
just
says
that
we're
open
enough
to
discuss
it.
So
I
I
strongly
urge
board
members
to
add
this
to
the.
A
F
E
H
B
C
A
A
C
A
A
I
am
going
to
let
you
know
I'm
working
off
of
two
computer
screens
this
evening
to
try
to
help
keep
my
keep
the
documents
in
front
of
me.
So
if
you
see
me
looking
off
to
the
side,
it's
it's
probably
because
I'm
looking
at
that
other
screen,
which
is
what
I'm
doing
right
now,
so
I
will
read
the
language
that
we
have
for
audience
participation
at
this
time.
The
board
will
hear
comments
from
the
public.
A
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
state
their
name
and
address
for
the
record
speakers
must
refrain
from
using.
Am
I
I'm
unmuted
right?
Okay,
sorry
speakers
must
refrain
from
using
this
form
to
criticize
or
complain
about
a
specific
employee
or
student
by
name.
Vulgar
or
profane
language
will
not
be
tolerated.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
to
or
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
A
Each
the
speaker
is
allotted
a
maximum
of
four
minutes
upon
conclusion
of
the
allotted
time.
A
chime
will
sound
and
the
speakers
ask
you
will
ask
to
be
to
conclude.
If
necessary,
there
will
be
a
final
chime
sounding
15
seconds
later,
signifying
the
end
of
your
time
at
the
podium
and
alexis
scott
has
signed
up
to
speak
with
us
this
evening.
I've
also
been
told
that
there
will
be
a
digital
countdown
on
the
screen,
so
that
will
help
us
keep
track
of
time.
So
I
will
mute
myself
and
alexis
welcome.
I
Yes,
okay,
thank
you.
So
thank
you
for
having
me
tonight.
My
name
is
alexis
scott.
I
live
at
2016
39
and
a
half
avenue
south
in
fargo,
and
my
intention
this
evening
is
to
educate.
You
know
those
watching
and
listening
to
this
meeting
and
trying
to
provide
some
transparency
and
what
we
hoped
and
expected
this
board
to
provide
earlier
tonight.
I
want
to
make
sure
that
we
have
some
good
communication
giving
to
the
community
by
this
board
regarding
some
of
its
governance
practices.
I
The
most
recent
governance
meeting.
I
listened
to
a
very
entitled
group
of
leaders
discuss
ways
to
silence
people
that
didn't
agree
with
them.
First,
they
made
a
decision
to
move
these
meetings,
virtually
as
an
inexcusable
exercise
of
power
and
groupthink
to
silence
parents
through
covet
scapegoat
and
also
asking
people
to
sign
up
by
noon
on
a
tuesday
is
ridiculous.
I
Let's
ensure
that
all
people
are
seeing
tonight
have
a
good
handle
on
who
these
people
are
and
representing
them
to
make
their
decisions.
We
have
a
board
member
who
was
excited
to
come
to
this
meeting
tonight
to
use
her
mute
button
on
parents,
we
have
a
board
member
who
harassed
and
threatened
another
board
member
and
besides
the
slap
on
the
wrist
and
removal
of
title,
is
still
actively
involved
in
leadership
and
decision
making.
This
board
member
was
also
accused
of
smoking
cigarettes
on
school
property
this
year,
but
no
other
further
review
had
taken
place.
I
I
We
have
an
entire
school
board
who
decided
to
okay,
a
17
plus
million
dollar
expansion
of
discovery
middle
school
without
even
adding
a
single
additional
seat
for
students.
In
fact,
we
lost
about
100
and
we
still
deal
with
over
capacity
if
you
believe
these
these.
That
personal
actions
like
that
I
just
listed
above,
carry
weight
into
how
people
can
effectively
lead
and
make
decisions.
I
This
board
and
its
leaders
are
once
again
working
against
everything,
they're
expected
to
uphold
by
silencing
and
shutting
the
door
to
public
and
parents,
as
well
as
other
board
members
to
tighten
the
hold
on
this
ugly
and
disastrous
leadership.
These
actions
should
be
taken
seriously
by
all
parents,
as
we
continue
to
demand
transparency
and
communication
and
opportunities
to
voice
our
very
serious
concerns
with
this
leadership
and
its
direction.
Instead
of
discussing
pressing
matters
of
ways
to
support
achievement
growth
or
how
we
can
support
mental
health
needs
of
students.
I
Now
that
past
partnerships
are
gone,
this
group
continues
to
waste
time
by
gossiping
and
discussing
ways
to
make
sure
doors
are
shut
to
parents
and
non-conforming
elected
leaders.
This
board
needs
to
put
politics
aside
and
start
doing
the
job
that
you've
been
elected.
To
do
the
issues
I
brought
up
tonight
are
not
a
result
of
a
mass
mandate
decision,
but
rather
an
intention
to
continually
silence
anyone
who
doesn't
agree
with
you.
I
My
only
hope
is
that
this
board
starts
focusing
on
the
education
of
fargo
public
school
students,
start
listening
to
parents
and
teachers
and
figure
out
what
they
need.
I
don't
expect
perfection
from
me
from
you,
but
I
expect
progress.
I
look
at
this
tonight
and
I
wonder
what
am
I
even
here
for
it
took
you
almost
15
minutes
to
set
an
agenda
and
get
it
for
approval.
This
is
a
waste
of
time.
This
is
a
waste
of
energy
to
be
telling
us
that
we
can't
be
in
person
in
a
school
board.
Setting
in
a
meeting.
I
I
want
to
also
remind
you
that
not
a
single
person,
as
the
school
board
meeting
was
even
asked
to
wear
a
mask.
So
that
is
another
place
where
you
all
failed
to
even
just
ask
people
to
put
on
masks,
you
didn't,
and
maybe,
if
you
would
have
just
asked
it
would
have
happened,
but
you
failed
to
do
that.
So
that's
all
I
have
to
say
tonight.
Thank
you.
A
J
So
we
are
part
of
neighborhood
services,
which
is
our
patrol
unit,
and
our
community
engagement
team
is
overseas
within
our
specialized
services.
So
that's
our
sros,
our
community
trust
officers,
our
community,
our
cultural
liaison
officer,
our
community
service
officers
that
they're
the
ones
that
do
our
animal
control
and
our
parking
enforcement,
our
canine
team-
and
we
have
a
variety
of
other
additional
services
that
our
unit
encompasses.
J
Specifically,
what
I
oversee
is
our
seven
school
resource
officers,
our
three
community
trust
officers
and
our
one
cultural
liaison
officer.
It
should
be
noted
that
one
of
our
community
trust
officers
is
also
our
community's
lgbtq
liaison
as
well,
and
then
we
collaborate
with
a
host
of
a
div,
a
bunch
of
community
partners
and
organizations
when
it
pertains
to
anything
that
has
to
do
with
our
youth.
So
that
goes
from
juvenile
court
to
all
of
the
schools,
the
human
relations
commission.
J
J
J
We
have
a
presence
at
any
real
kid
event,
such
as
midwest
kid
fest.
We
currently
host
a
summer
camp
with,
in
collaboration
with
the
school
district
and
our
sros
are
qualified
through
sro
basics,
prime,
previously,
before
they're
assigned
into
the
school,
they
go
to
a
40-hour
national
association
of
school
resource
officer,
training
and
then,
after
their
first
year,
they
attend
an
sro,
advanced
training
and
that's
also,
in
addition
to
the
onboarding
expectations
that
we
have
within
our
own
department,
which
is
about
eight
to
16
hours
of
additional
training.
J
So
our
biggest
project
that
we
just
finished
last
year.
I'm
not
sure.
If
you're
aware,
for
the
last
several
years,
our
school
have
partnered
with
us
in
the
middle
school
and
high
schools
where
we
used
to
go
into
an
assembly
program,
and
we
would
bring
in
a
motivational
speaker
and
an
entertainer
and
go
into
all
of
the
schools
and
having
various
topics
to
discuss
with
the
school.
J
And
so
then
we
went
to
the
back
to
the
drawing
board,
trying
to
figure
out.
How
do
we
bring
these
really
important
messages
into
the
school
district
and
we
had
already
noticed
an
increase
in
depression,
suicide,
suicide,
ideation
that
was
occurring
throughout
the
community,
and
so
we
knew
the
topic
that
we
wanted
to
cover.
J
We
were
just
trying
to
figure
out
the
best
outlets
to
do
that
since
we
weren't
going
to
be
able
to
be
in
the
schools
in
those
assembly
programs
and
one
of
the
senior
principals
actually
really
challenged
us
to
see
if
there
was
a
way
to
bring
forth
that
message
through
a
media
outlet.
Video
recording
something
virtual
and
we
really
took
that
challenge
to
heart
and
we
collaborated
with
a
lot
of
community
partners
and
we
created
our
break
the
silence,
video
and
then
we
essentially
turned
it
back
over
to
the
school
district.
J
It
is
a
25-minute
video
that
has
three
keynote
speakers
of
whose
lives
were
impacted
by
suicide.
One
of
the
keynote
speakers
you
know
is
the
mead
family
from
who
lost
their
son
up
from
davies
high
school.
We
had
a
very
courageous
north
high
school
student.
She
talks
about
the
loss
of
her
sister
to
suicide,
and
then
we
brought
in
an
outside
individual,
shannon.
He
came
in
and
talked
about
how
he
had
attempted
suicide,
and
luckily
it
was
not
successful
and
it
just
goes
through
their
journey.
J
J
And
so
it's
just
a
dialogue
and
question
answers
and
the
whole
intention
and
purpose
of
the
creation
of
this
video
is
really
to
do
exactly
what
it
says
is
break
the
sciences.
Let
people
know
that
they
shouldn't
be
ashamed
of
having
these
dialogues
and
that
there
are
resources
and
and
questions
to
ask
and
and
people
to
turn
to,
and
things
like
that,
and
so
that
was
turned
over
to
the
schools
and
we've
actually
released
that
today
we
have
a
a
landing
site.
J
J
But
the
programmings
that
we
offer
is
at
no
cost
to
our
young
people.
We
all
recognize
that
when
you
don't
have
access
to
extracurricular
activities
that
oftentimes
you'll
find
inappropriate
things
to
do
to
to
occupy
your
time,
and
so
we
provide
them
a
resource
at
no
cost
to
them.
Transportation
is
included
and
they
not
only
get
a
skill
from
a
very
qualified
instructor.
They
get
a
mentorship
with
an
officer
who's
present
at
all
of
those
classes.
J
Those
are
the
kids
and
from
summer
camp
and
some
of
the
staff
and
the
officers
that
engage
with
them.
We
do
monday,
through
thursday,
all
day
where
they
have
not
only
services,
but
they
also
go
to
tnt.
They
get
swim
lessons
they
get.
It's
a
lot
of
literacy,
programming
and
and
also
just
behavioral
and
emotional
management,
is
a
lot
through
that.
J
J
We
have
a
a
balance
in
philosophy
where,
if
we
see
an
increase
in
criminal
activity
in
a
certain
area
throughout
the
community,
for
a
variety
of
reasons,
not
only
do
we
increase
patrol
response
and
presence
of
officers.
We
also
intentionally
go
in
on
the
flip
side
of
that
and
really
engage
in
a
social
atmosphere.
J
What
we
call
we
have
block
parties
and
really
they're
just
kind
of
like
cookouts,
where
we
partner
with
some
of
our
landlords
or
businesses
in
those
neighborhoods,
and
we
just
really
intentionally
target
relationship,
building
and
trust
building
and
getting
the
community
members
to
see
officers
as
people
and
people
that
they
can
trust
and
feel
comfortable
calling
and
getting
their
input.
Because
we
want
to
be
very
intentional
about
recognizing
that
they're,
the
subject
matter,
experts
of
their
neighborhood
in
their
area
and
that
their
insight
and
perspective
and
opinions
are
very
valuable.
J
And
so
this
gives
us
the
opportunity
to
engage
with
them
and
that's
kind
of
one
of
the
pictures
that
we
had
in
the
lower
left.
We
did
a
pretty
good
cookout
in
the
arbors
areas.
What's
one
picture
shown
there?
We
partner
with
your
school
social
workers
and
counselors
and
with
salvation
army
when
they
do
their
thanksgiving,
as
well
as
their
christmas
food
basket
giveaway.
J
So
we
try
to
help
facilitate
getting
the
people
who
have
those
needs
signed
up,
and
then
we
assist
with
the
logistics
of
of
really
just
getting
those
baskets
made
available
to
them.
And
if
we
have
to
deliver,
we've
done
some
of
that
before
in
the
past
as
well,
and
then,
of
course,
our
sros.
We
engage
with
the
students
as
often
as
possible
in
extracurricular
activities.
We
try
to
attend
some
of
their
games.
We
engage
with
not
only
the
students
but
the
staff
and
teachers.
J
But
we
also
want
to
really
let
them
know
that
as
young
people,
we
recognize
everyone
makes
mistakes
and
we're
hoping
that
they
can
learn
from
those
mistakes
and
know
that
we,
as
the
police,
want
them
to
be
successful
as
they
reintegrate
back
into
our
community
and
a
whole
bunch
of
different
fun
things.
One
of
the
summer
programs
that
we
offer
that's
a
little
bit
different
than
just
during
the
school
year.
So,
in
addition
to
the
basketball.
J
Boxing
kickboxing
self-defense
and
swim
lessons.
We
also
do
an
an
outdoor
program
over
the
summer,
where
we
take
kids
on
a
series
of
different
friday
activities.
We
take
them
fishing,
we
take
them
hiking
they
get
to
go
on.
We
take
them
canoeing,
we
teach
them
how
to
camp.
We
do
a
barbecue,
you
name
it.
We
do
a
whole
host
of
different
outdoor
activities
and
then
this
shows
some.
J
Oh,
my
light
just
went
out
of
my
office,
sorry,
a
bunch
of
the
different
things
and
so
a
lot
of
the
times
we
also
in
the
midst
of
covet
about
two
summers
ago.
We
started
a
mentor
program,
so
this
started
through
dialogue
that
we
had
with
the
school
administration,
where
schools
had
kind
of
shut
down
two
years
ago,
right
around
march
april
time
frame,
and
so
a
lot
of
our
high-risk
kids
weren't.
J
No
one
was
getting
eyes
on
them
and
really
communicating
with
their
families
on
what
keeping
up
to
pace
on
what
their
needs
might
be,
and
so
we
kind
of
were
asked
to
check
in
on
these
families,
but
not
in
a
you're
in
trouble
police
kind
of
way.
So
we
started
in
informal
mentoring
and
so
every
at
this
time
of
the
year,
the
social
worker
sent
a
list
of
a
bunch
of
their
high-risk
kids.
J
J
J
Just
engagement
efforts
in
both
day
cares
and
child
care
provider
centers,
where
we
just
really
speak
for
15
20
minutes
about
what
it's
like
to
be
a
police
officer
and
how
we
we're
your
friend
and
if
you
need
anything
from
us,
we
do
a
variety
of
those
kinds
of
outreach
and
education
events
throughout
the
summer
as
well
and
prior
to
the
startup
of
the
school
year.
We
also
partner
with
united
way
and
we
assist
with
logistics.
Mostly
it's
just
out
there
us
helping
get
the
backpacks
into
the
right
hands.
J
This
is
a
a
little
bit
older
picture,
older
of
a
picture
last
year
a
couple
weeks
ago
I
mean
we
just
did
it
out
at
shields
arena
and
that
worked
out
pretty
well
too,
but
we're
pretty
invested
in
just
really
meeting
the
kids,
where
they're
at
and
getting
them
hooked
up
with
whatever
resources
and
services
they
might
need,
and
so
here's
some
pictures
specifically
of
our
programming,
our
boxing
kickboxing
and
swim.
Lessons.
J
J
Just
because
a
lot
of
the
diversion
programming
that
we
diverted
to
was
through
lutheran
social
services,
so
you
know
we're
kind
of
in
that
transitional
phase
and
also
a
lot
of
the
funding,
has
kind
of
been
cut
back.
But
we
are
researching
trying
to
determine
how
to
meet
that
gap,
but
we're
determined
to
meet
it
because
we
recognize
the
importance
of
really
just
educating
and
and
helping
our
kids
when
they
struggle
with
decision
making
so
questions.
A
K
Thank
you.
Thank
you
so
much
for
this
presentation
and
thank
you
for
all
that
you
and
the
police
force
do
for
our
kids
and
that
you
do
in
our
schools.
This
is
such
an
incredible
partnership.
I
think
we're
all
really
grateful
for
my
question
is
around,
and
maybe
it's
not
directly
for
you.
It
could
be
for
administration
as
well.
Why
do
we
only
have
sros
in
our
secondary
schools?
Why
is
there
not
an
sro
presence
in
our
elementary
school.
J
I
don't
even
think
that's
probably
a
conversation
for
our
administration,
that
was
probably
a
conversation
for
the
district
office
and
the
and
the
school
board.
According
to
our
contract,
I
mean
the
school
district
does
pay
half
the
salary
of
the
school
resource
officers
that
are
in
the
schools,
and
so
I
don't
know
what
the
reason
why
we
would
not
be
in
elementary
school,
but
I.
L
L
J
L
L
One
of
the
things
that
we
are
extremely
grateful
for
is
the
flexibility
and
and
this
overall
support
that
we
receive
from
sro.
So
if
there
ever
has
been
a
need
at
the
elementary
level,
we
know
that
we've
been
able
to
flex
an
sro
or
utilize
them
from
a
feeder
middle
school
campus,
but
missy
or
bob
can
correct
me
if
I
think
otherwise,
but
at
least
since
I
started
in
fargo
public
schools,
this
conversation
has
never
rose,
because
I
don't
think
we've
just
had
that
need
at
the
elementary
level.
M
J
And
some
of
the
complexity
about
having
an
sro
in
all
of
our
middle
elementary
schools.
I'm
sorry
is
the
complexity
of
the
fact
that
a
child
isn't
even
culpable
for
criminal
offense
until
they
are
10
years
of
age,
and
so
we
just
want
to
make
sure
that
we're
not
putting
our
law
enforcement
officers
in
a
poor
spot
where
we
would
be
relied
on
to
work
in
a
situation.
That
is
not
a
police
situation.
Of
course.
Obviously,
we
will
always
and
continue
to
and
still
do
and
have
always
partnered
with
our
schools.
C
J
And
we
go
into
the
elementary
schools
to
do
outreach
and
engagement
when
there's
some
complex
situations
where
education
needs
to
occur.
Our
elementary
school
principals
do
not
hesitate
to
reach
out
to
us,
so
we
still
do
a
lot
of
education
in
the
various
classrooms
or,
if
there's
complex
subjects
or
behaviors,
then
we're
part
of
that
success.
Team
for
the
elementary
schools
as
well.
We
just
don't
have
an
officer
whose
full-time
monday,
through
friday
job
is
to
be
in
that
building
where
we
do
with
the
secondary
schools.
O
Thank
you,
christy
for
all
you
do
for
for
our
kids,
I
I
chair
the
badges
of
unity
board
which
oversees
a
non-profit
advisory
board
for
dollars,
and
anybody
that
wants
to
contribute
to
some
of
these
wonderful
efforts
and
they
are
preemptive
efforts
and-
and
I
appreciate
that
badges
of
unity
is
a
connected
with
dakota
medical
foundation.
You
can
donate
to
that
to
help
enrich
some
of
these
programs.
So
sorry
christy,
I
could
not
pass
up
on
plugging
for
those
donations
to
this
wonderful
program.
O
We
are
very
blessed
in
fargo
to
have
a
great
relationship
with
our
police
department.
I
work
with
many
organizations
around
the
country
and
I
think
your
pre-operative
efforts
are
appreciated
by
everybody
and
especially
our
kids.
So
thank
you
for
your
partnerships.
Thank
you
for
your
work.
Thank
you
for
your
works
with
boys
and
girls.
Clubs
as
well.
L
Thank
you.
I
really
don't
have
any
questions.
I
just
had
two
comments
that
I
wanted
to
make
to
the
board.
First
off.
I
just
wanted
to
express
my
gratitude
to
sergeant
jacobson
and
fargo
pd.
We
really
do
have
a
very,
very
strong
relationship
with
fargo
pd
that
continues
to
benefit
our
students
in
fargo
public
schools,
and
I
really
also
wanted
to
take
time
to
just
elevate
the
last
part
of
her
presentation.
L
However,
I
think
fargo
is
a
model
example,
because
both
my
predecessor,
dr
schatz,
and
also
the
current
police,
chief's
predecessor
chief
todd,
visited
georgetown
university
in
2017,
really
to
take
a
look
at
the
school
to
prison
pipeline
and
disparities
that
happen
with
how
policing
works
in
schools
came
back
and
really
focused
on
equity
within
our
school
district.
To
make
sure
that
we're
reducing
those
opportunities.
L
So
they've
really
put
the
foundation
in
place
that
we
continue
as
a
school
district
to
focus
on
diversion,
and
I
think
it's
important
to
know
that
any
time
that
sros
are
involved
in
a
school
police
situation.
That
does
not
mean
that
the
school
is
purposely
charging
out
a
student
for
the
purpose
of
adding
to
their
criminal
record.
L
Our
school
administrators
are
very
well
aware
of
those
top
five
infractions
that
sergeant
jacobs
had
alluded
to.
That
might
result
in
a
diversion
process,
and
sometimes
the
sro
is
a
tool
to
help
the
school
administer
in
that
process.
So
I
think,
as
board
members,
it's
important
to
understand
that
there's
a
lot
of
narrative
around
the
rules
of
the
sros
and
their
functions
in
schools
as
well.
But
I
don't
think
that
our
district
necessarily
falls
into
some
of
those
traps
or
some
of
those
problems.
That's
created.
L
Some
of
those
equity
concerns
now
there's
obviously
areas
of
opportunities
and
growth,
and
that's
we
continue
to
work
on
that
sergeant,
jacobson
visits
with
both
bob
and
missy.
Almost,
I
think
every
month
I
believe,
has
very
involved
in
our
principals
meetings
as
well,
and
so
are
we
have
a
great
relationship
with
our
sro,
so
just
wanted
to
kind
of
highlight
that
piece
of
the
program,
because
it
is
something
that
is
working
really
well
and
then
one
other
thing
I
just
wanted
to
share
with
the
board.
L
Is
that
we're
probably
a
year
into
this?
But
we
are
going
through
just
some
significant
scrutiny
and
looking
at
the
sro
contract
that
we've
had
with
fargo
public
schools,
it's
been
in
with
us
for
a
long
period
of
time,
so
we
have
been
working
with
both
tamra
sergeant
and
people,
members
from
fargo
pd
to
make
sure
that
we
are
really
achieving
the
goals
that
we
wanted
to
out
of
this
program
and
we're
almost
at
a
point
to
have
a
final
contract.
L
So
we
will
share
what
some
of
those
updates
are
with
the
board
of
education
as
well,
because
they've
been
really
adaptive
to
making
sure
that
as
our
dynamics
change
as
our
community
changes.
They're
really
here
for
our
students
and
not
just
to
police
our
students,
but
really
help
everyone
become
the
perfect
citizens
that
we
can.
J
I
just
wanted
to
reiterate
to
the
board
that
we
recognize
and
second
that
this
isn't
just
about
you
know
holding
kids
accountable
through
a
criminal
police
report.
This
is
about
wraparound
services
and
that
we
bring
additional
resources
to
the
table
to
really
meet
these
kids
and
their
families,
where
they're
at
so
that
we
can
just
help
them
be
successful.
J
J
If
writing
a
criminal
report,
we
really
educate,
and
we
love
on
these
kids
and
we
just
want
to
see
them
successful
and
making
good
choices,
and
we
are
very
blessed
too,
as
a
police
department,
because
it's
very
rare,
I
think
across
the
u.s
nowadays
to
be
able
to
say
we
have
such
a
positive
relationship
and
such
support
from
our
building
administration
and
the
district
office
and
and
from
you
guys
as
well.
So
we
appreciate
that.
A
For
me
some
of
the
concerns
that
others
have
shared
with
me
and
that
I
have
sometimes
had
as
a
result
of
some
things
that
I
hear
so
I
I
look
forward
to
just
continuous
improvement,
and
thank
you
too,
for
your
involvement
with
our
board
meetings
and
helping
helping
us
to
facilitate
those
where,
where
that
is
needed,
and
for
this
very,
very
thorough
report.
It
helps
to
showcase
so
many
positives
that
are
going
on
within
the
school
district.
With
your
help.
A
P
Good
evening
folks,
so
yes,
my
name
is
travis
christensen
principal
at
north
high
school,
mr
troy
cody
at
davies,
high
school
and
dr
todd
burch
at
south
high
school
will
join
me
today.
We're
going
to
walk
you
through
a
little
bit
of
some
high
points
from
the
senior
exit
survey,
presentation
so
gathered
last
spring
from
our
various
sites.
I'm
going
to
share
my
screen
here.
If
we
can.
P
All
right,
I
think
everybody
should
have
that
view
now.
So
again,
as
I
mentioned,
this
is
information
really
coming
from
south
daviess,
north
and
dakota
high
school
seniors
last
spring,
as
they
volunteered
kind
of
some
some
information
on
what
their
plans
are
moving
forward,
what
they're
so
looking
forward
and
also
looking
back
at
their
high
school
experience
and
so
really
we're
going
to
kind
of
hit
a
couple
different
areas.
P
So,
as
we
get
rolling
and
grab
this
screen
here
really
when
we
one
of
the
questions,
that's
always
kind
of
interesting
is
what
does
their
view
and
and
plans
moving
forward.
So,
as
you
see
here,
really,
70
percent
of
our
respondents
are
at
that
point
in
time,
looking
at
a
four
year
college
as
their
next
step,
and
if
you
look
at
that,
along
with
the
two-year
evoke
or
tech
school
situation,
it's
upwards
of
80
percent
of
our
of
our
graduates
last
year
are
looking
at
some
sort
of
continued
education.
P
As
they
get
closer
than
to
their
career
path,
although
we
do
have
a
handful
of
three
percent
that
are
looking
to
get
in
the
military
and
about
six
percent
looking
to
enter
the
workforce
immediately
after
school.
So
but
it's
still
the
as
kind
of
has
been
in
past
years,
the
vast
majority
are
looking
at
that
either
two
or
four-year
college
step
after
the
high
school
graduation.
P
We
also
are
always
interested
about
if
they
are
looking
at
a
college
situation,
whether
it
be
two-year
or
four-year
program.
Where
do
they
plan
to
attend
college?
So
it's
about
a
40
split
from
our
2021
graduates
as
far
as
in-state
versus
out-state,
as
we
look
at
some
of
the
institutions
that
they
give
us
as
far
as
where
they're
headed
ndsu
und
msum,
those
local
institutions
obviously
come
across
very
consistently,
but
there's
also
spread
out
not
only
throughout
the
region
but
throughout
the
nation.
So
we
really
are.
P
Similarly,
to
that,
those
that
have
responded
that
they
look
to
be
in
the
workforce
immediately
next
year,
one
of
the
things
that's
looked
at
is
where
do
they
anticipate
that
being?
And
so,
as
you
can
see
by
the
chart
in
front
of
you
close
to
60
percent
of
those,
are,
are
looking
to
work
here
in
fargo,
and
you
can
see
it.
It
varies
from
there
of
whether
that's
elsewhere,
in
north
dakota,
across
the
river,
in
minnesota
or
or
in
other
locations.
P
Q
Thanks,
mr
christensen
and
good
evening
board
slide.
7
is
the
first
one
that
will
be
shown
for
me
and
we're
asking
students
to
share
their
response
to
whether
or
not
that
they
feel
academically
challenged
at
the
school
in
which
they
attend
77
percent.
That
would
be
a
combination
of
agree
and
strongly
agree
indicate
that
they
do
feel
challenged
and
some
reasons
for
that
would
be
fargo.
Q
Schools
offers
a
very
rich
curriculum
in
multiple
areas,
so
we're
very
fortunate
to
be
able
to
have
students
pursue
paths
that
they're
most
interested
in
a
lot
of
want
to
classes
after
they
get
through
the
have
to
classes
another
feature
of
fargo
schools.
Is
we
have
a
wonderful
distribution
of
courses
from
many
intervention
programs,
remedial
type
classes,
all
the
way
through
ap
and
gifted
programs,
so
the
opportunity
for
students
to
be
able
to
settle
into
a
level
of
academic
challenge
for
them
is
strongly
supported
in
each
of
our
high
schools.
Q
The
other
piece
that
we
would
say
is
that
we've
got
a
strong
approach
with
our
teachers,
the
commitment
and
passion
that
they
have
as
well
to
to
the
courses
that
they
teach
in
the
fargo
schools.
You've
often
heard
that
we
are
working
on
supporting
a
guaranteed
and
viable
curriculum
in
which
we've
die
identified.
The
learning
targets
a
lot
of
collaboration
through
plcs
to
be
able
to
ensure
that
no
matter
what
school
a
student
attends,
they
will
be
receiving
the
same
information.
Q
Then
I
think
the
last
one
in
this
slide
is
an
adherence
to
graduation
requirements.
Counselors,
do
a
wonderful
job
of
making
sure
that
that
we
have
students
on
track
to
graduate
and
they're
doing
so
in
a
way
that
works
with
a
four-year
rolling
plan
from
grade
nine
on
the
next
slide.
My
teachers
expect
me
to
do
my
best
very
impressive
94
percent
agree
or
strongly
agree
with
the
students
responding,
and
this
is
an
emphasis
throughout
each
of
our
high
schools
for
teachers
to
make
positive
connections.
Q
Another
thing
that
we
pride
ourselves
in
each
building
is
that
we
create
a
very
safe
learning
environment
for
our
students
and,
as
a
result,
students
are
not
afraid
to
make
mistakes.
Those
mistakes
are
used
as
motivators
rather
than
being
punitive
and
we're
emphasizing
a
whole
lot
more
practice,
followed
by
feedback,
followed
by
more
practice
to
be
able
to
ensure
that
the
teachers
are
understanding
student
needs
as
well
as
outcomes.
Q
Q
Q
83
percent
are
reporting
once
again
agree
or
strongly
agree,
and
a
great
deal
of
this
category
has
to
do
with
feedback.
The
formative
assessments
in
which
goes
to
that
practice
piece
is
huge
once
again
we're
doing
a
great
job
with
ensuring
that
students
know
what
it
is.
That's
expected
of
them
through
a
daily
planner
and
now
we're
growing
with
canvas
as
our
new
learning
management
system.
Q
In
the
past,
perhaps
students
were
asked
to
be
able
to
sit
memorize
and
regurgitate
and
no
longer
is
that
the
case,
a
great
deal
more
now
has
to
do
with
application,
and
as
a
result
of
that,
they
are
having
to
demonstrate
their
learning
in
multiple
ways.
So
a
lot
more
engagement
as
a
result
of
what
is
being
taught
in
classes-
and
I
think
the
other
part
there
should
be-
is
also
what's
being
learned.
Q
The
other
focus
that
we're
working
on
with
fargo
schools
is
doing
a
much
better
job
with
rubrics
and
scales,
and
these
indicators
help
perform
help
share.
What
exactly
is
to
be
learned
and
identify.
Specif
specific
information
within
a
unit
so
much
more
communication
as
a
result
of
information
and
feedback
throughout
that
unit
next
slide,
I
feel
my
teachers
utilize
technology
for
instruction
again
agree
strongly.
Agree
is
84
percent
and
I
think
the
word
technology
really
comes
down
to
two
things.
Q
It
comes
down
to
engagement
as
well
as
communication
in
terms
of
what
we
use
for
technology
oftentimes.
We
think
technology
has
to
do
with
this
pld
or
personal
learning
device
and
I'll
say.
Thankfully,
we
had
all
these
devices
in
our
hands
before
we
went
to
distance
learning
last
march,
which
made
our
transition
certainly
much
easier,
but
we
have
so
many
examples
in
the
fargo
schools,
with
technology
from
vocational
career
tech,
ed
science,
the
mathematics
of
graphing,
calculators
and
math
manipulatives
art
facts.
Q
If
any
of
you
have
ever
had
a
student
in
child
care,
there's
the
baby
think-it-overs
that
are
taken
home
for
the
weekend
and
our
students
actually
have
to
care
for
a
child
that
cries
that
wets
themselves,
that
needs
food
and
it's
a
very
real
simulation
of
having
a
child
and,
of
course,
the
last
technology.
That's
still
probably
the
favorite
is
the
old
pencil
and
paper,
yet
that
is
still
a
very
good
tool
to
be
able
to
help
with
engagement
as
well
as
communication.
Q
The
last
slide
that
I
have
is,
I
feel
I
have
developed
independent
learning
skills.
91
percent
of
our
students
once
again
have
indicated
that
they
agree
or
strongly
agree
with
that
statement,
as
freshmen
we're,
certainly
seeing
more
need
to
be
able
to
help
them
through
navigate
through
some
of
their
responsibilities.
Q
Q
We
have
career
academic
advisors
and
counselors
to
be
able
to
help
navigate
the
course
selections.
They
need
to
be
able
to
help
prepare
them
for
life
after
high
school.
We
are
continually
working
on
developing,
not
only
the
academic
but
the
emotional
and
social
development
as
well,
and,
lastly,
help
students
become
choice.
Q
Ready
choice,
ready,
certainly
is
a
marker
within
our
states,
which
indicates
how
is
it
that
we
can
help
students
prepare
for
a
post-secondary,
a
workforce
or
a
military
background,
so
once
again,
very
happy
to
see
that
students
are
developing
these
skills
as
they
enter
our
schools
and
leave
for
graduation.
So,
mr
cody,
thank
you.
R
Good
evening,
everybody
certainly
the
opportunity
to
share
our
survey
data
with
you
is
exciting.
I
appreciate
our
newest
high
school
principal
travis
christensen
for
raising
his
hand
and
saying
that
he
would
put
this
together,
so
I
wanted
to
make
sure
that
he
knew
that
we
appreciated
that
dr
burch
and
I
appreciated
him
voluntold
that
he'd
be
putting
that
together.
Todd
knows
that
his
age
and
experience
he
now
with
andy
gone.
He
has
kind
of
the
swing
vote
on
that.
So
that's
good
too.
R
This
might
be
the
fifth
of
the
sixth
year
that
we've,
given
this
report
to
the
board
from
our
senior
surveys
you
know
and
just
to
be
a
very
honest.
A
quick
analysis
of
each
year's
data
would
indicate
that
the
numbers
really
are
not
deviating
a
whole
lot
from
previous
years.
The
the
survey
is
75
questions
in
total
we
have
maybe
considered
looking
at
collecting
data
in
a
little
different
fashion.
R
The
spring
year
of
every
senior
year
asking
them
to
answer
75
questions
about
their
high
school
experiences,
sometimes
is
quite
challenging
to
get
them
to
answer
that.
So
certainly
I
get
to
speak
on
the
positive
school
culture
and
safety,
and
I
would
say
that
you
know,
given
the
hybrid
model
that
we
had
last
year
in
the
midst
of
a
pandemic.
There
is
certainly
not
a
lot
of
deviation
from
previous
years,
and
we
we
worked
from
the
north
to
the
south.
R
R
I
would
tell
you
this
is
that
in
the
midst
of
what
we
experienced
last
year,
that's
extremely
encouraging
to
me.
Yet
we
acknowledge
that
there's
work
to
do
with
that.
Those
eight
percent,
those
eight
percent
that
are
reporting
that
they
just
didn't,
make
a
connection
with
that
with
an
adult.
We
all
continue
to
promote
relationship
building
and
understand
that
the
important
role
that
that
plays
in
our
school
and
and
really
truly
know
that
it
is
the
foundation
of
all
learning.
R
R
Please
note
that
it
says
adults
in
our
building
and
not
necessarily
a
teacher,
and
so
when
we
talk
about
a
positive
school
culture
and
the
number
of
adults
that
know
them
well,
we
really
want
to
and
really
give
a
quick
shout
out
to
everybody,
not
just
necessarily
our
teachers.
It's
pretty
amazing
that
nearly
20
of
our
seniors,
if
you
think
about
that,
are
reporting
that
four
to
five
adults
know
them
well
and
it
all
starts
by
knowing
their
names
and
in
investing
and
expressing
interest
in
each
and
every
one
of
those
kids.
R
As
we
all
know,
caring
about
someone
is
being
honest
with
them
and
oftentimes
telling
them
their
hard
truths,
holding
true
to
deadlines
and
commitments
or
having
to
administer
penalties
and
consequences
for
actions.
These
actions
and
decisions
may
often
appear
to
be
as
not
caring,
as
we
all
know,
as
parents,
in
some
cases,
but
we
are
certainly
constantly
helping.
Both
students
and
staff
understand
the
importance
of
both
sides
of
this
particular
equation.
R
R
R
When
I've
been
in
elementary
schools,
I
you
can
see
signs
post
in
the
hallways
and
keeping
your
hands
to
yourself
and
some
of
those
basic
comments
and
teaching.
This
is
really
something
that
really
we
think
about.
We
keep
in
our
hands
to
ourselves
and
respecting
each
other's
property
and
space
go
a
long
way
listening
and
understanding
each
other's
perspective.
R
R
I
think
we
all
in
administration
and
in
leadership
roles,
often
understand
that
the
individuals
that
we
have
to
confront
at
times
or
deal
with
student
attendance
issues
or
classroom
behavior
issues
or
end
up
you
know
administering
those
consequences
they
don't
enjoy
being
involved
in
that
analyzing.
Data
such
as
this
always
is
a
great
reminder
that
we
still
need
to
be
aware
of
students,
their
feelings,
preserving
their
dignity
and
even
when
confronting
a
student
in
any
level
of
school
violation
slide
17.
R
This
slide
represents
how
students
feel
their
peers
respect
them.
Other
than
constantly
reminding
students
that
respecting
others
is
a
skill
beyond
the
four
walls
of
school
and
helping
them
to
process
and
mediate.
Peer-To-Peer
conflict
at
times
is
an
area
that
we
continue
to
work
with
our
students
on
respect,
as
we
all
know,
looks
so
different
to
so
many
students.
That
is
an
area
that
we
know
is
critical
to
the
success
that
we
all
would
have
in
any
of
our
buildings.
R
Our
next
slide
talks
about
communicating
our
school
policies
and
our
school
policies
is
done
at
the
beginning
of
every
school
year.
All
three
of
our
comprehensive
high
schools
have
class
meetings
where
we
would
put
together
all
of
our
policy
information,
additional
changes
that
have
been
made
to
some
of
those
policies
and
really
do
our
very
best
to
communicate
those
in
our
class
meetings.
R
R
All
of
our
policies
are
posted
on
our
school
websites.
Each
of
our
schools
are
consistently
calibrating
those
expectations
placed
on
students
through
phone
calls
and
monthly
admin
meetings
coordinated
through
dr
gross's
office.
We
are
often
making
phone
calls
to
one
another
to
ensure
that
there
is
consistency
being
applied
across
our
buildings.
R
Our
next
slide
talks
about
schools
feeling
safe
excuse
me,
students
feeling
safe
at
school
generally
speaking,
the
word
safe
could
mean
a
lot
of
different
things
to
a
lot
of
different
people.
Does
this
answer
safe
mean
from
an
outside
intruder
or
a
threat?
Does
it
mean
from
other
students
inside
of
the
building,
or
does
it
mean
the
against
the
covid
virus?
R
P
That's
true,
so
the
last
two
slides
here
really
are
looking
at
just
some
open-ended
opportunities
for
our
senior
respondents
to
just
give
some
information
and
some
feedback
on
on
two
questions,
and
one
is
really
summed
up
in
what
could
be
done
to
improve
your
school.
So
there's
things
from
the
bottom
up
of
temperature
consistencies
with
just
the
physical
plant
size
of
each
of
our
sites
right
and
our
our
climates.
That
can
be
a
challenge
at
some
times
and
and
better
food.
I
think,
as
high
school
students.
P
And
then
I
think
what
rings
true.
You
heard
it
earlier
from
sergeant
jacobson
about
really
the
focus
and
the
desire
for
a
focus
from
our
students
as
well
on
on
mental
health,
and
I
think
that's
something
that
obviously
we
have.
We
have
heard
consistently
here
over
the
last
years
to
two
years
and
something
I
think
that
we're
taking
those
those
first
steps
towards
she
mentioned
the
break.
The
silence
video.
P
Just
as
that
says,
break
the
silence
and
when
the
silence
stops,
the
stigma
ends
is
the
hope
and
then
the
last
opportunity
that
was
given
to
our
respondents
was
really
what
do
they
appreciate
most
about
the
school,
and
I
I
kind
of
gathered
what
I
would
say
is
kind
of
the
themes
that
that
carried
through
throughout
those
responses.
And
if
I'm,
to
sum
those
up,
I
think
what
I'm
looking
at
really
is.
Students
feel
school
really
is
their
school's,
a
safe,
welcoming
friendly
place
to
be
that
is
about
the
people
there.
P
P
Options
that
we're
able
to
provide
our
students
is
something
that
I
think
comes
across
pretty
clearly
when
we
have
our
students
being
ready
to
walk
across
that
graduation
stage,
and
they
talk
about,
what's
really
impacted
them
positively.
Then
the
last
piece
there
on
the
on
the
bottom
right
to
there
is
a
quote
that
a
response
that
stuck
out
to
me
really
because
I
think
it
encapsulates
a
lot
of
of
what
other
responses
we're
stating
and
also
what
I
what
I
think
we
all
hope
our
students
leave
us
with
that.
P
So
again,
I
would
well
thank
mr
cody
and
dr
burch
for
the
opportunity
here
to
put
this
together.
So
thank
you
for
that
learning
learning
moment.
But
at
this
point
again
I
would
echo
just
our
you
know.
Thank
you
to
the
board
for
giving
us
this
opportunity
to
talk
through
this
presentation
tonight
and
if
there
are
questions
we
would
entertain
those
at
this
time
as
well.
K
Thank
you.
Thank
you
all
three
for
being
here
and
thank
you
for
this
presentation.
Thanks
for
all
that
you
do
in
our
buildings,
I'm
I
was
chuckling
to
see
that
the
better
food
comment
has
really
not
changed
in
over
20
years.
I'm
sure
that
was
my
sentiment
as
well.
One
of
the
slides
from
your
presentation
just
really
stuck
out
to
me,
and
I
wanted
to
comment
on
it.
This
slide
about
the
number
of
adults
knowing
a
student.
Well,
it
is
so
important.
K
K
D
Sorry
sorry
jennifer
go
ahead.
That's
okay!
Thank
you!
I'm
waving,
but
my
mute
button
was
on
sorry,
okay,
so
my
question,
thank
you
both
for
sharing
that
information.
I
actually
have
two
questions.
If
I
might
how
many
students
participate
in
this
survey
every
year
and
do
you
see
the
trends
increasing
or
decreasing
in
terms
of
participation-
and
I
know
troy-
you
spoke
specifically
to
looking
at
ways
to
maybe
deploy
it
a
little
different.
So
it's
not
75
questions
all
at
once.
R
R
I'm
not
sure
specifically
how
south
and
north
are
doing
it,
but
we
we
administer
it
in
our
senior
english
classes,
and
so
those
english
teachers
are
referencing
it
we
send
it
to
them
in
their
google
accounts
and
that's
a
kind
of
a
newer
way
that
we've
done
it
before.
Otherwise,
we
just
threw
it
out
curb
launch
and
gave
them
a
couple
weeks
to
answer
that
and
made
reference
to
it
on
student
announcements
and
things
of
that
nature.
R
Q
At
south
high,
we
follow
the
same
format.
That
davies
uses
is
that
we
coordinate
the
survey
through
our
senior
english
teachers.
To
answer
your
question
jennifer,
we
see
normally
in
that
two
thirds
to
three
four
three
quarters
of
our
senior
class.
Taking
the
responses
and
filling
that
survey
out
completely
no
doubt
about
it
is
the
timing
of
it
sometimes
isn't
always
the
best
at
the
end
of
the
into
their
their
school
time
here.
P
P
Our
number
of
respondents
was
down
and,
as
I
dug
into
that,
a
little
bit
preparing
for
this,
it
sounds
like
I
think,
just
the
nature
of
last
year
just
led
to
a
point
where
our
senior
english
teachers
did
not
get
that
necessarily
out
as
consistently
as
we
would
have
in
the
past
and
would
like
to,
but
as
far
as
a
deployment
mechanics,
it
would
follow.
What
davies
and
south
high
school
described.
S
R
Say
that
not
because
I'm
critical
of
it,
but
I
tell
you
the
diversity
of
davies,
it
seems
like
we're
always
encompassed
in
every
single
survey
out
there.
I
know
bob
has
to
twist
arms-
and
I
know
he's
quite
honestly
aware
of
my
frustration
and
about
how
we
so
I
don't
know
if
there's
a
better
way
to
go
about
it,
and
I
guess
I
know
dr
burch
was
pretty
adamant
about
two
three
years
ago.
When
we
started
when
we
were
asked
to
from
the
board
in
our
district
level
administration
to
administer
this.
R
I
guess
I
would
just
really
maybe
ask
the
board,
or
even
dr
gross
and
dr
gandhi,
to
reflect
on
what
specific
data
that
the
board
is
going
to
use,
or
even
some
of
the
data
that
we
would
use
as
building
level
administrators,
because
I
don't
know
if
you've
sat
through
a
75
question
survey
your
senior
year
in
the
spring,
but
I'm
sure
that
it's
going
to
be
a
little
bit
different.
So
but
just
those
are
a
couple
quick
comments
as
well
too.
D
Well
kind
of
along
that
note,
if
I,
if
I
may
troy
one
of
the
survey
sort
of
top
four
things
that
popped
up
here
from
the
students
was
more
student
voice.
So
on
that
note,
if
you
know
from
through
the
lens
of
an
administrator
you're,
giving
lots
of
opportunity
for
surveys
through
the
lens
of
a
student,
they're
saying
more
student
voice
as
a
number
two
sort
of
suggestion.
D
R
Yeah,
maybe
that
open
comment
section
a
little
bit
as
well
too,
but
I
guess
maybe
this
is
a
topic
that
maybe
dr
gross
and
dr
gandhi
and
us
as
administrators
can
maybe
look
at
looking
at
it
differently.
I
know
todd
if
you
wanted
to
speak
to
your
initial
thoughts
a
few
years
ago,
but
to
tracy's
point
I
mean
that's
data
I
want.
I
want
to
know
our
kids
feeling,
like
they're,
connected
to
my
adults
in
the
building,
so
there
is
really
some
meat
and
potatoes.
Q
R
This
survey
that
I
use,
we
just
submitted
our
stars
report
with
the
state
that
we
collect
a
lot
of
this
data
from
as
well
too
but
yeah.
Maybe
this
is
the
time-
and
I
know
jim
has
mentioned
in
the
past
too-
that
the
data
really
doesn't
deviate
a
whole
lot,
one
way
or
the
other,
but
certainly
it's
a
maybe
it's
a
time
that
we
really
sit
down
and
think
about
what
data.
Specifically
we
as
building
leaders
in
the
board
and
district
level
administrators
want
to
collect.
D
Well,
I
think
you
absolutely
asked
a
very
important
question
and
that
is
goes
back
to
what's
the
purpose
right
and
you
just
gave
in
a
great
example
of
what
you
know.
That
is
a
very
valuable
piece
of
information
that
you
want
to
continue
to
monitor
right
and
make
sure
that
you're
fitting
fulfilling
the
needs
there.
So
if,
if
student
voice
is
the
other
thing,
then
to
your
point,
what
does
that
look
like
as
far
as
opportunity?
A
O
N
N
A
A
I
don't
know
if
we'd
get
this
topic
on
that
agenda,
but
nikki
as
as
cea
committee
chair
communications
and
engagement
and
advocacy,
maybe
that's
something
just
to
add
on
our
list
for
brainstorming
in
terms
of
student
involvement
and
we've
certainly
heard
from
more
than
one
group
the
need
to
pay
more
attention
on
that
on
the
mental
health
end.
So,
dr
gandhi,
you
have
your
hand
up.
L
Yeah
I'll
make
it
quick,
because
it's
somewhat
germane
to
the
topic,
but
not
totally,
but
I
think
just
to
capitalize
on
something
that
that
troy
said
you
know
as
an
administration,
oftentimes
we're
carrying
out
board
reports
and
we
obviously
go
through
everything.
That's
going
to
be
on
the
board
meeting
agenda
through
through
our
governance
process
as
well,
but
oftentimes.
These
reports
are
at
the
request
of
the
board
and
the
data
that
we
collect
as
well.
L
We
are
always
going
to
work
from
the
mindset
that
if
the
board
doesn't
tell
us
otherwise
we
you
expect
that
data
in
perpetuity
on
an
annual
basis.
So
sometimes
it
might
be
worth
revisiting.
Some
of
those
requests
I've
made
four
years
ago
or
five
years
ago
to
see
do
we
still
need
it
at
that
same
level
or
have
the
conditions
change?
R
A
A
T
T
Perfect
all
right,
I
would
like
to
start
with
a
few
shout
outs.
I'm
part
my
name
is
david
birkman.
I
am
part
of
the
summer
school
admin
team
and
everybody
who
presents
tonight.
We
all
have
multiple
other
hats
that
we
wear
and
we
put
on
our
summer
school
hats-
to
try
to
provide
the
the
best
programming
possible
across
the
whole
city.
So
a
few
shout
outs
first,
one
to
school
board.
T
It
is
always
appreciated
your
summer
school
picnic
that
you
do
for
the
staff
who
are
during
the
summertime
celebration
that
was
held
at
south
this
year.
I'd
like
to
add
the
superintendents
to
the
school
board.
Saying
congratulations!
On
the
second
page
of
the
board
report.
We
had
2768
successful
academic
course,
completions,
so
2768
successful
academic
seats.
T
T
Next
shout
out
goes
to
our
superintendents.
It's
been
especially
tricky
in
building
summer
school
constructs
we're
done
by
december
and
we
go
to
print.
We
hire
etc,
etc,
and
during
the
covet
season,
if
you're
thinking
back
to
where
we
were
at
december
of
last
year,
where
we're
finalized,
we
had
to
work
very
closely
with
both
our
superintendents,
as
well
as
the
state
to
decide
what
type
of
programming
we
might
be
able
to
offer.
T
T
The
high
school
principals
had
mentioned
choice
ready
and
we
had
some
innovation
this
year
in
the
high
school
summer
school
in
terms
of
online
courses
and
just
celebrating
that
taking
an
online
course
is
actually
one
of
the
choice
ready,
essential
elements.
If
you
will,
and
our
summer
school
high
school
program
was
able
to
to
offer
that
that
virtual
experience,
which
which
we
did
have
a
have
a
lot
of
success
with
all
right.
T
U
Sure
so
I'm
becky
folden
my
day
job
is
the
principal
at
claire,
barton,
hawthorne
and
then
for
the
past
21
years
I
have
worked
summer
school
nine
years
as
a
teacher
and
13
years
as
the
director.
So
this
is,
and
actually
it's
even
been
longer
than
that
I
have
to
laugh
because
while
I
was
going
through
college,
I
was
a
parent
in
summer
school.
So
this
is
like
25
years.
For
me,
I've
been
doing
summer
school,
and
this
will
be
my
first
upcoming
summer
since
I
was
16
years
old
with
a
few
weeks
off.
U
U
What
you're
seeing
on
the
screen
right
now
is
the
third
page
of
the
report
and
the
first
program
that
I'm
going
to
talk
about
is
transition
summer
school
transition
summer
school
is
a
remedial
program
for
our
students
who
are
struggling
in
math
and
reading.
This
is
for
any
kiddo
that
meets
the
criteria.
So
there
are
three
options
you
can
do
a
reading.
Only
a
math
only
or
the
combo
they're
eight
to
noon
regardless.
U
If
you
do
the
combo,
we
just
split
up
those
four
hours,
two
hours
of
math
two
hours
of
reading
below
that
is
all
kinds
of
criteria
that
allows
a
student
to
qualify
for
summer
school.
There
are
a
variety
of
ways
our
students
can
qualify
and
and
that's
good,
because
we
want
to
give
them
lots
of
different
options
if
they
need
support.
So
those
are
all
the
different
quali
qualifying
criteria
that
our
teachers
use
to
qualify.
U
If
you
go
down
to
page
four,
you
will
see
that
we
had
a
variety
of
things
happening.
We
had
hmr
students
attending
roosevelt
cvh
students
attending
clara
barton.
We
did
have
two
schools
that
were
closed
this
year,
students
who
have
just
finished
grades
k
through
five
are
eligible
for
this.
This
is
three
free
for
our
students
and
and
funded
through
the
state.
U
Students
can
choose
to
attend
any
school.
They
want.
Transportation
is
provided
by
the
parents.
So
if
a
parent
is
going
across
town
for
a
day
daycare,
they
can
certainly
attend
a
different
school
than
they
normally
do
during
the
school
year.
If
they're
going
to
boys
and
girls
club
at
a
different
school
in
the
summer,
they
can
certainly
do
that.
U
So
we
have
students
who
come
from
many
of
our
our
area,
private
schools,
and
then
we
do
have
out
of
state
students
who
may
have
one
parent
with
a
fargo
address
that
they're
staying
with
in
the
summer.
So
they
also
qualify.
So
if
you
look
there
you'll
see
the
school
just
or
all
the
different
elementary
schools
that
were
open
this
summer.
U
We
start
registering
kids
for
summer
school
in
the
end
of
february,
beginning
of
march,
all
the
way
through
that
last
day
of
school,
so
you
can
see
bennett
had
81
students
registered
by
the
time
summer
school
started
only
61
or
excuse
me,
67
actually
attended,
centennial
had
84
with
62
actually
attending,
so
we
tend
to
lose
students
before
those
first
days,
partly
because
summer
school
plans
change
people
have
moved.
So
it
is
a
little
bit
tricky
to
figure
out
staffing
for
summer
school
because
we
started
with
924
students
and
ended
up
with
663.
U
U
The
courses
are
75
and
it's
for
students
in
grades
three
through
five,
and
so,
if
you
just
scroll
down,
we
had
a
large
variety.
Latin
writers
workshop
experience
christmas
around
the
world
we
had.
These
are
all
the
different
courses,
as
he's
scrolling
down
that
our
students
could
pick
from
and
what
we
do
is
in
december.
U
I
usually
send
out
an
email
to
teachers
in
the
district
and
ask
them
first
a
passion
that
they
might
have
that
they
would
want
to
to
teach
in
the
summer
and
they
submit
a
course
option,
and
then
we
go
through
those
and
pick
the
courses
we're
going
to
offer.
This
was
at
hawthorne.
This
summer
we
had
220
students
registered
for
enrichment
summer
school
and
out
of
those
215
actually
attended,
and
it's
just
so
much
fun
the
kids.
This
is
right
after
school,
school
was
done
on
thursday.
U
This
starts
monday,
but
these
kiddos
were
super
excited
to
get
right
back
to
school
and
start
start.
Some
of
these
areas
in
their
small
classes
and
the
kids
just
had
a
really
great
time
with
this.
So
and
it's
really
also
a
fun
idea,
because
we
have
a
lot
of
not
a
lot,
but
we
do
have
some
of
our
high
school
teachers
coming
down
to
the
elementary
to
teach
our
elementary
kids,
so
they
they
get
a
little
bit
new
of
a
perspective.
A
I
don't
have
a
question.
I
have
a
continuous
comment
and
that
has
to
do
with
transportation
for
the
transitions
school
after
serving
on
the
board
for
seven
years
and
and
seeing
those
numbers-
and
I
understand
some
of
the
reasons
for
the
drop-off
in
terms
of
you-
know
the
registration
and
then
who
ends
up
showing
up,
but
I'm
just
encouraging
us
to
continue
to
explore
that
considering
that's
a
program,
especially
where
it's
recommended
that
the
students
attend
based
on
need
really
and
yeah
it
I
just
would.
A
I
would
hope
that
we
could,
if
we're
not
doing
it
already
delve
into
just
as
a
suggestion,
not
a
direction
but
a
suggestion.
Some
of
the
reasons,
maybe
in
addition
to
transportation
and
also
in
addition
to
hey
our
plans,
changed
for
the
summer
we
thought
we'd
be
able
to.
You
know
we
thought
we'd
be
free
and
now
we're
not,
if
there's
anything
else
that
we
potentially
might
need
to
be
looking
into,
because
it's
it's
clear
that
the
students
are
are
are
recommended
for
the
program
based
on
on
need
of
their
instructors.
T
U
T
S
S
We
were
wrestled
with
lots
of
issues
trying
to
make
sure
that
we
were
allowing
and
providing
access
for
students.
So
some
of
the
problem
solving
that
we
did
included
expanding
the
bus
routes.
Historically,
we've
run
two
routes,
one
one
way
south
to
davies
and
one
up
to
north,
so
that
students
could
access
the
in-person
classes
at
south
high,
adding
two
additional
bus
routes.
Eight
extra
stops
trying
to
reel
students
in
from
all
corners
of
the
city.
S
It
made
a
huge
difference
in
terms
of
students
being
able
to
access
the
in-person
opportunity
itself.
High
another
solution
was
that
we
looked
at
offering
the
in-person
as
a
hybrid,
so
students
would
attend
in
person
for
a
chunk
of
time
itself,
high
monday
through
thursday,
and
then
the
hybrid
was
friday,
which
was
a
virtual
asynchronous
opportunity,
so
students
would
be
able
to
reach
out
to
their
instructor
but
would
not
be
having
to
be
on
campus.
S
We
were
fairly
evenly
split
in
terms
of
number
of
students-
finishing
virtual,
a
number
of
students
finishing
hybrid,
but
there
were
students
who
chose
to
do
both
and
the
reasons
for
that.
Maybe
they
could
be
on
campus
for
one
class,
but
not
another
class.
Maybe
they
preferred
to
do
their
fiat
as
a
virtual
opportunity,
so
the
students
really
appreciated
having
access
and
the
flexibility
of
hybrid
and
or
virtual
in
terms
of
learning.
Historically,
the
on
campus
classes
at
south
high
were
four
and
a
half
hours
long.
S
S
By
having
hybrid
opportunities,
we
were
able
to
adjust
the
lengths
of
the
class
meetings.
The
hybrid
on
campus
was
a
two
and
a
half
hour
block
which
students
very
positively
responded
to,
which
is
the
about
right
and
then
the
virtual
classes.
We've
learned
as
well.
There's
there's
a
limit
to
how
long
a
teenager
is,
is
happy
or
willing
or
able
to
zoom.
S
S
S
S
We
did
offer
pe
as
a
virtual
format
as
well.
One
nice
feature
of
the
virtual
class
is
that
it's
not
location
dependent,
so
we
were
able
to
have
students
from
all
corners
of
the
city
again
access
their
virtual
fy,
ed
class.
We
also
made
the
on
campus
opportunities
available
students
access
to
them
in
about
equal
numbers.
S
Another
piece
of
our
puzzle
is
the
athletic
camps.
We
do
offer
to
facilitate
the
summer
sports
camps
for
coaches.
They
do
have
other
options
as
well,
so
they
can
use
our
our
registration
process,
our
payroll
process,
that
many
coaches
really
appreciate
that
some
of
them
choose
to
do
their
own
camp
with
or
without
fees,
and
then,
in
some
cases
like
davies,
this
year
chose
to
do
their
own
process.
So
our
numbers
for
athletic
camps
look
down,
but
they
don't
include
a
large
chunk
of
what
we
know
happened.
A
A
V
Go
ahead
good
evening,
my
name
is
erin
calusa
during
the
regular
school
year.
I
am
an
instructional
coach
at
ed
klapp
elementary
and
in
the
summer
time
I
run
the
middle
school
programming.
There
are
some
numbers
you
can
look
at
if
you
scroll
down
just
a
little
bit
david.
It
gives.
Overall.
This
year
I
expanded
the
program
from
a
one
semester
program
to
a
two
semester
program.
V
V
V
Jim
and
david
has
all
have
also
worked
to
prior
to
prioritize
the
academic
offerings
for
the
morning
and
then
the
sports
and
other
enrichment
opportunities
for
the
afternoon.
So,
as
a
result,
I
was
able
to
support
students
in
getting
them
their
academic
boost
or
enrichment,
and
then
they
would
head
off
from
my
program
to
sports
camps.
So
enrollment
has
continued
to
grow
at
the
middle
school
level.
V
V
I
to
give
an
engagement
survey,
which
looks
very
similar
to
last
year's
data
middle
school
summer.
School
is
not
a
for
credit
option.
Middle
school
in
general
is
not
for
credit,
so
we
don't
do
credit
recovery
or
credit
advancement
in
middle
school.
So
we
really
are
just
trying
to
increase
student
engagement
in
school
and
set
students
up
to
be
even
more
successful
once
their
new
school
year
starts
in
the
fall.
Many
of
the
students
may
not
have
a
choice
in
whether
or
not
they
attend
summer
school.
V
It
may
be
a
family
decision,
so
I
sometimes
have
some
reluctant
learners,
but
the
data
is
continuing
to
tell
me
that,
even
though
these
are
students
who
aren't
exactly
excited
to
be
enrolled
in
summer
school,
they
find
it
valuable
and,
more
importantly,
they
find
that
it's
preparing
them
for
school
to
start
the
next
year.
So
I'm
happy
to
see
that
that
engagement
data
is
staying
consistent.
T
W
Hello,
my
name
is
laurie
nappy
and
I
support
english
language
development
summer
school,
which
took
place
in
person
at
agassi
david.
We
could
hear
it,
but
we
can't
see
it.
Fridays,
nutrition
services
provided
breakfast
lunch
and
meals
to
take
home
students
had
library,
services
twice
weekly
in
person
and
one
time
via
friday,
zoom
teachers
went
to
great
lengths
to
make
the
new
location
comfortable
for
our
students.
W
Mrs
kravinov's
third
graders
enjoyed
lots
of
community
visitors.
Mrs
o'leary
and
mrs
hoy
thompson
are
reading
recovery
teachers
during
the
school
year
and
enjoy
team
teaching
kindergarten.
In
the
summer,
their
combined
class
of
30
students
had
15
students
reading
below
grade
level
at
an
a
or
double
a
all
of
their
students
made
gains
with
eight
of
those
15
children
reaching
end
of
kindergarten
grade
level
reading,
which
is
a
d
we
had
a
bunch
of
fun,
learned
a
great
deal
and
grew
a
lot
this
summer.
Thank
you.
T
T
Alice
wimpkin
had
to
step
out,
so
I
will.
I
will
briefly
cover
esy.
You
can
see
lori's
numbers
on
page
13
for
the
k5
el
program
at
agassi
for
extended
school
year.
I
will
post
the
numbers
that
alice
had
congratulating
her
on
several
years
of
doing
esy
and
for
innovation.
She
was
very
glad
that
two
positive
behavior
interventionist
positions
were
added
this
year
and
she
remarked
that
they
were.
T
They
were
very
impactful
in
what
they
were
able
to
provide
and
then
passing
it
over
to
our
last
summer,
school
presenter,
jennifer
free,
is
going
to
talk
about
the
adult
learning
center.
The
bit
on
trollwood
that
is
included.
Kathy
anderson
will
be
visiting
with
you
all
at
a
later
board
meeting
to
review
trollwood
numbers
for
the
summer.
X
All
right
good
evening,
thank
you
for
having
us.
Unlike
my
colleagues
my
school
year,
job
is
my
summer
job,
and
so
I
get
the
privilege
of
being
the
coordinator
of
adult
education
in
the
even
start.
Family
literacy
program,
as
you'll,
see
from
our
numbers
2021,
was
far
better
than
our
virtual
learning
of
2020
and
we
were
excited
to
have
a
little
over
100,
more
students
in
our
programming.
X
We
continued
with
that
real
hybrid
learning
option,
so
we
had
students
on
site.
We
had
both
synchronous
and
asynchronous
learning
happening,
and
so
our
teachers
were
piloting,
zoom
classrooms,
that
we
are
now
continuing
on
into
this
school
year
session,
and
then
we
have
a
component
of
students
that
don't
have
access
the
digital
divide
in
adult
education
is
pretty
big,
and
so
we
met
students
really
where
they
were
at
and
provided
phone-based
and
print-based
support
for
those
that
didn't
have
access
to
technology
similar
with
our
even
start
kiddos.
X
We
were
able
to
provide
programming
through
both
that
asynchronous
and
synchronous
model
and
had
some
kids
that
were
virtual.
All
of
our
even
start,
kids
are
back
on
site
this
year,
and
so
we're
excited
to
have
all
of
those
little
faces
in
our
program
again
and
really,
you
can
see
the
numbers
where,
where
we're
sitting
and
kind
of
know
where
the
last
couple
of
summers
have
been-
and
I
just
want
to
thank
you
for
all
of
your
support
for
both
the
adult
education
and
the
even
start
family
literacy
program.
D
Thank
you.
Thank
you
rebecca.
Yes,
I
did,
and
my
question
is
related
to
you
so
rebecca
you
had
mentioned
that
plans
for
next
summer
are
typically
due
by
december,
so
so
decisions
are
made
by
then.
My
question
is
related
to
the
academic
losses
that
we
know
occurred
during
last
year
for
students.
How
has
that
then?
What
is
that
plan
looking
forward
within
the
next
few
months?
Will
that
also
have
to
be
developed
and
will
that
dramatically
change?
What
summer
school
looks
like
next
year
for
kids.
U
The
plan
that
starts
in
december
is
for
enrichment
summer
school,
where
we
ask
teachers
to
submit
those
are
those
fun
classes.
That
is
not
the
math
and
reading
question
that
we
looked
at
there
during
their
their
winter
conference
or
their
spring
conference.
Excuse
me,
in
february
march,
we
start
having
those
confirmation
conversations
with
parents,
so
it
doesn't
really
change
programming
it.
Just
we
look
to
see
at
that
time
who
meets
the
criteria
in
order
to
qualify
for
this
and
then
and
then,
as
students
are
registering
for
that.
U
D
L
U
We
had
501.,
so
this
year
we
were
still
high.
We
were
663.,
however,
we
had
that
924
registered
that's
the
highest
number
that
we
have
had
since
I've
taken
over.
So
we
knew
the
need.
Was
there
right
from
the
start
and
that's
not
the
students
that
were
just
recommended.
Those
are
the
ones
who
actually
registered
so
that
number
is
even
significantly
higher
if
we
would
take
into
account
all
of
the
teachers
that
had
recommended
kids
that
couldn't
attend.
U
A
L
Although
it
is
a
product
of
construction
during
covid,
there
will
be
some
things
that
we'll
continue
to
work
on.
It
was
exciting
to
be
able
to
have
students
in
the
building
today
and
start
the
school
year
for
them.
So
we
are
really
excited
about
that.
We
will
be
celebrating
the
program
there
down
the
road
information
forthcoming,
but
really
just
kind
of
wanted
to
acknowledge
the
start
of
the
school
year
for
our
students
at
the
explore
academy
in
the
start
of
that
program
today.
L
Secondly,
for
those
of
you
that
have
been
noticing-
maybe
a
new
person-
that's
at
our
virtual
diaz
here
today
in
the
brady
bunch
boxes,
our
district
council,
tara,
bradner,
has
started
in
her
role
with
fargo
public
schools.
She,
as
most
of
you
know,
will
be
participating
at
all
board
meetings
and
most
of
the
board
committee
meetings
as
well.
So
hopefully
you
have
the
opportunity
to
visit
with
her,
but
that
is
tara
she's
in
the
box
that
says
tara.
So
there.
C
A
A
A
A
C
A
L
Sure
every
year
administration
presents
our
scope
of
work,
which
is
our
operational
plan,
which
is
created
with
input
from
all
of
our
departments
through
cabinet.
It
is
directly
aligned
to
our
strategic
plan
and
also
the
three
focus
areas
that
are
in
that
we
are
expected
to
do
through
advanced
side
or
cognia,
which
is
our
accreditation
system.
At
the
last
board
meeting,
the
operational
plan
was
presented
to
the
board
to
provide
any
feedback
or
any
changes.
We
have
not
heard
any
feedback,
so
we
present
the
operational
plan,
as
is
for
this
school
year.
C
O
D
So
in
terms
of
suggestion
or
discussion,
rupak
and
and
I've,
I
guess
I've
commented
on
this
one
before
but
specifically
around
the
you
link
it
to
the
strategic
plan.
But
is
there
an
opportunity
to
also
link
the
operational
plan
to
the
the
audit
itself
and
the
improvement
priorities
that
are
being
implemented
and
monitored?
D
D
L
Yeah,
so
actually,
each
action
item
in
our
operational
plan
as
you
go
through
the
documents
is
also
aligned
to
a
cogna
indicator
because
they
evaluate
several
different
standards.
So,
yes,
the
specific
areas
that
they
talked
about
over
our
next
five
years
that
they
want
us
to
do
and
that
we
recognize,
I
think,
somewhere
around
professional
development.
Some
of
that
piece
is
already
incorporated
within
the
operational
plan,
but
it's
going
to
be
aligned
to
a
standard
that
they
evaluate
as
part
of
their
accreditation
process.
L
Their
comments,
I
will
go
ahead
and
screen
share
here.
You
can
see
their
comments
and
their
feedback
are
aligned
to
a
set
of
standards
on
how
they
what
they
evaluate
when
they
go
through
our
accreditation
process.
Those
are
called
cognate
indicators,
so
we
actually
both
include
in
our
operational
plan,
ties
to
our
strategic
initiatives,
but
we
also
include
which
cognia
indicator
and
we
link
it
for
you
to
take
a
look
at.
K
D
D
And
that
was
exactly
where
I
was
going
with.
That
is.
I
could
only
get
the
strategic
plan
to
come
up,
might
be
user
error,
but
that's
where
I
was
going
with
that
is.
Can
we
link
it
to
also
the
cognia
plan,
but
then
I
guess
so.
Thank
you
for
answering
that
clarifying
that
the
second
question
would
be.
I
know
that
you
monitor
progress
of
those,
then
initiatives
on
your
end.
Could
it
be
somehow
that
progress
shared
in
a
another
way
versus
you
know
the
one
or
two
you
know.
D
However,
often
we
schedule
that
in
right
now.
Can
we
see
the
progress
to
those
specific?
Without
I
mean
I
know
you
can
go
get
it.
You
know
from
whatever
is
posted
online,
but
more
of
a
dialogue
conversation
what's
working.
What's
not
because
some
of
those
I
feel
like
we
see
from
the
last
audit
to
this
audit-
and
you
know
what
I
mean
some
get
some
we
make
progress
on
others,
maybe
not
so
much,
but
that's
not
really
a
dialogue
that
comes
to
us
right
as
a
report.
L
Then
we
address
that
as
well,
so
that
is
in
schedule
and
provided
to
the
board
at
the
end
of
every
year,
if
you're,
talking
specifically
about
the
accreditation
process
for
cognia
that
happens
formally
as
a
district
once
every
five
years,
those
recommendations
we
did
to
take
five
years
to
work
on
and
those
are
things
that
systems
that
we're
improving
in
the
district.
However,
on
an
annual
basis,
we
do
our
own
internal
cognitive
review.
We
pick
five
campuses.
L
We
tie
it
to
the
feedback
that
they
gave
us.
That
is
also
scheduled
as
a
board
report
and
you
hear
from
those
schools
on
every
year
as
well.
So
that
is
your
opportunity,
then
to
say:
okay,
what
have
we
done
since
our
last
cognitive
report
and
then
what
do
we
do?
So
we
do
an
in-house
annual
report
based
on
our
five-year
accreditation
cycle.
A
Okay,
it
doesn't
look
like
it.
I
I
just
wanted
to
reiterate
what
dr
gandhi
mentioned
is
that
there
hasn't
been.
We
have
had
the
first
reading
of
this
and
there
has
not
been
additional
questions
or
can
comments
for
changes.
So
what
what
we
have
in
front
of
us
is
the
potential
approval
of
the
plan.
Certainly
there
can
be
discussion,
I
think
at
another
date
regarding
other
information
or
intricacies
of
the
plan.
Perhaps
so
tonight
we
need
to
decide
on
approving
that
plan.
A
D
D
D
I
mean,
because
if
you
notice
that
the
last
meeting
the
slide
went
back
to
2016
and
we
were
declining
in
certain
areas
now
increasing
in
others,
I
don't
want
to
not
acknowledge
the
things
that
are
moving
in
the
right
direction,
but
I
am
saying
whatever
those
targets
are
in.
They
have
them
internally,
but
something's.
Not
if
we're
seeing
consistent
declines,
there's
something
the
board
needs
to
do
differently
in
order
to
have
sort
of
a
trigger
or
a
pulse
on.
Why.
O
A
L
Yeah
jennifer,
I
think
I
I
agree
with
your
comments.
We
should
be
monitoring
certain
achievement.
That
was
that
was
part
of
our
staff
report
to
the
board
last
year
and
I
think,
that's
kind
of
a
function
of
governance.
I
think
there
might
be
a
little
bit
of
a
misunderstanding
in
what
the
operational
plan
is
and
what
the
cognitive
accreditation
plan
is:
they're,
not
tied
to
measures
of
student
achievement
they're
evaluating
based
on
those
different
indicators
in
cognac.
L
So
I
think
all
three
of
those
things
are
being
we
have
a
scheduled
process
to
provide
reports
and
progress
monitor
those
through
the
board.
So
I
I
fully
agree
with
you
that
those
conversations
need
to
happen.
I
feel
like
they
are,
but
if
they're
not,
I
would
say
work
with
with
rebecca
or
myself
or
whatever
we
need
to
do
to
get
that
information
to
the
board.
I
just
don't
see
where
that
tie
is
to
the
current
operational
plan.
E
C
B
C
C
A
Yes,
motion
passes:
item
b
is
a
postponed
motion
from
the
august
24th
meeting.
It's
memo
33
it
it
comes
from
me.
There
is
there's
a
motion
that
well.
The
motion
is
on
the
memo
and
that
was
to
approve
the
contract
amounts
based
on
the
20
20
21
teachers,
salary
schedule
that
have
been
issued
to
newly
hired
teachers.
So
that
motion
is
still
live
right.
Anne-Marie.
C
L
L
Just
you
know,
there's
some
things
that
happened
with
the
negotiating
agreement
this
year
that
were
unique
to
past
practice,
and
it
was
to
highlight
that
issue,
though
there
is
an
avenue
to
fulfill
the
original
hiring
offer
that
was
presented
to
some
of
the
employees
that
were
hired
in
pro
while
the
negotiation,
while
negotiations
were
in
progress
and
our
attorney
has
given
us
a
process
to
do
that.
I
think
the
process
that
they're
using
that
would
be.
We
would
be
misusing
that
step.
L
So
I
think
that
it's
best
to
just
recognize
that
this
was
one
of
something
that
just
happened
as
a
product
of
negotiations
and
let
that
motion
die
in
itself.
Moving
forward,
like
I
said,
our
hr
had
been
using
the
same
language
on
the
contracts
for
new
employees
that
for
as
long
as
we
know,
I
think
it's
like
nine
plus
years,
but
we
will
be
changing
the
language
because
you
don't
know
something's
a
problem
until
it
happens,
and-
and
this
was
something
that
was
different
than
it's
ever
been
before.
L
A
B
Go
ahead,
I
just
want
to
make
sure
everybody
is
aware
that
the
motion
is
on
the
floor.
It
had
been
made
and
seconded
at
the
last
meeting
and
then
just
postponed
for
action
to
this
meeting.
So
I
know
there's
some
conversation
about
potentially
letting
it
die.
We
will
need
to
take
official
action
on
that.
B
So,
if
there's
a
desire
to
not
approve
this
motion,
then
I
would
recommend
that
people
vote
no,
but
there
would
be
a
need
to
vote
on
it
or
someone
need
to
make
a
motion
to
postpone
indefinitely,
which
would
then
therefore
kill
the
motion.
So
we
will
need
to
do
something,
though,
with
this
motion.
That's
on
the
floor.
D
B
No,
you
would
either
need
to
vote
on
this
motion
because
it
is
an
active
motion
that
has
been
moved
and
seconded.
It
is
a
discussion
now
you
need
to
do
something
with
it,
so
you
either
need
to
postpone
it
indefinitely,
which
in
effect
kills
the
motion
or
you
just
need
to
simply
do
a
vote
and
and
have
the
motion
fail
due
to
majority
voting.
No.
C
F
A
D
D
At
any
of
our
our
state
board
meetings,
you'll
hear
that
that
consistently
from
her
that
and
student
achievement
in
terms
of
a
board
members,
you
know
two
of
board
members
responsibilities,
and
so
she
said
it
was
very
valuable
and
she
encouraged
that
every
district
do
that,
and
she
reminded
us
also
that,
if
we're
not
doing
that
that
we're
not
doing
our
job
because
we
are
elected
to
represent
our
communities,
thoughts
and
ideas.
That
is
our
job
and
obviously
not.
D
Everyone
in
our
community
has
the
same
opinion
in
terms
of
our
mass
mandates
and-
and
I
find
it
very
concerning-
I
think
I've
I've
shared
that
over
several
meetings.
Now
this
universal
sort
of
one-size-fits-all
approach.
I
think
it
doesn't.
I
think
it's
irresponsible,
I
think
it
doesn't
include
even
other
health
organizations
guidance
in
terms
of
like
even
the
varying
world
health
organization.
D
I
think
it
doesn't
consider
an
individual
circumstances,
and
so
I
reviewed
west
fargo's
plan
and
in
their
resolution
they
included
additional
masking
guidance
in
there,
and
so
I
would
encourage
us
to
take
it
to
to
also
do
this
within
our
plan,
and
that
is
they
highlight
specific
categories
of
you
know:
circumstances
where
modifications
would
need
to
be
made,
for
example,
in
certain
situations,
whether
it's
activities
or
whether
it's
if
they
can
physically
distance
in
a
classroom
or
whether
it's
let's
see
here,
you
cannot
wear.
You
know.
D
D
So
I
wanted
to
because
I
think
that
is
this
is
something
that
I
wish
we
could
have
done
from
the
beginning.
I
think
time
is
of
the
essence.
I
don't
think
I
mean
our
kids
right
now
are
under
this
universal
masking
mandate,
and
I
I
just
encourage
us
to
recognize
that
that
is
not
the
best
for
each
individual
and
I
feel
like
their
mitigation
strategies
and
even
what
kirsten
said.
It
was
really
in
some
areas.
Well,
in
all
areas,
it
was
a.
It
was
a
compromise
right,
it's
a
working.
D
Instead
of
this
universal
masking
mandate,
it
does
a
better
job
of
recognizing
that
individuals
have
different
needs,
and-
and
so
so
I
think
that
let
me
just
reference
my
notes
here
to
make
sure
that
I
oh
the
other
thing
that
she
suggested
and
that
I
feel
might
be
missing
from
our
current
plan.
Is
she
said
if
a
district
is
going
to?
D
She
also
said
some
things
that
I
I
feel
like
really
resonated,
and
that
is
I
just
wanted
to
take
the
opportunity
to
highlight
you
know
over
the
past
few
years
our
children
have
really
bared
this
burden,
and
it
it
isn't
it
shouldn't
be.
It
should
have
never
been
their
burden
to
bear,
and
so
it
is
our
responsibility
to
do
better
here,
and
I
just
I
feel,
like
parents
have
tried
every
avenue
possible,
we
didn't
do
a
survey
and
we
should
have
our
past
practice
shows
and
our
community
engagement
conversation
committee
always
is
having.
D
How
can
we
additionally
encourage
engagement?
We
do
an
annual
community
forum,
a
negotiation
survey,
a
research
we
surveyed
for
restart
planning,
guided
practice.
Centers
calendars,
I
mean
we
renaming
buildings,
we
do
it,
so
there
is
already
an
established
precedence.
We
do
it,
so
we
can't
even
say
well
that
goes
again
to
survey
appearance
around
this
masking
guidance
that
would
go
against
our
normal
practice.
That's
not
accurate!
D
The
other
thing
I
guess
I
would
like,
which
can
be
a
separate
really
conversation
of
this
is
I
I
think
that
we
need
to
engage
more
of
the
medical
community
outside
of
fargo
past
public
health.
There's
a
variety
of
medical
experts
right
in
the
field
that
we
should
also
be
hearing
from
that,
I
think,
would
be
responsible
for
us
to
do
and
and
and
really
have
a
discussion
about,
meeting
the
needs
of
all
of
our
students.
And
what
that
could
look
like.
It
seems
to
me.
A
Okay,
jennifer
one
it
would
it
be
okay,
I
for
a
bit.
I
see
dr
newman
has
her
hand
up
and
so
does
jim
and
I'm
wondering
if
they
have
a
couple
of
comments
that
are
pertaining
to
this,
because
since
we're
at
this
business
section
of
the
agenda,
I
feel
like
we're
going
to
need
to
have
a
motion
in
order
to
have
you
know
more
fruitful
or
directed
discussion.
A
C
Yeah
well,
I
I
would
like
to
see
the
motion
I'd
like
to
see
it
in
writing.
This
is
why
I
voted
against
adding
it
to
the
agenda.
I
I
agree.
This
is
a
discussion
we
need
to
have,
but
I
think
we
need
to
have
the
information
in
front
of
us.
I
have
no
clue
what
west
fargo's
resolution
is
and
reading
it
to
me,
right
now
is
not
going
to
help
me
make
a
decision
about
it.
A
C
A
E
E
I
I
I
wholeheartedly
agree
with
with
what
jennifer
is
saying
we
should
have
had
this
discussion.
It
has
it's
in
the
best
interest
of
the
people
who
we
serve.
We
are
elected,
nobody
anointed
us
and
said
that
we
are
to
go
out
and
lead
this
school
district.
We
were
elected
to
listen
to
our
patrons
and
we're
not
doing
it.
The
fact
that
we're
sitting
here,
looking
at
each
other
on
television
screens
to
me
is
another
prime
example
of
that.
I
understood
everything
jim
said,
and
I
agree
with
that
as
well.
E
I
wholeheartedly
that
we
should
take
a
position
on
this,
but
I'm
not
going
to
be
able
to
vote
on
something
that
I
can't
see.
I
don't
know
what
west
fargo's
resolution
says.
I
wish
that
this
could
be
scheduled
for
our
work
session
on
tuesday,
so
that
we
all
knew
exactly
what
the
language
is
and
what
we
were
voting
on,
but
we
have
got
to
start
paying
attention
to
the
people
who
put
us
in
these
seats
and
we're
not
doing
it.
A
D
Thank
you,
and
I
appreciate
both
of
your
perspectives
there,
jim
and
david,
and
just
to
I
mean
that
would
have
been
ideal
as
well.
But
as
we
know,
this
is
kind
of
a
fluid
situation.
This
conference
call
with
superintendent
baser
only
happened
last
thursday,
and
so
and
I
did
request
that
this
be
added
with
the
documentation,
but
because
we
didn't
have
another,
you
know
prior
to
public
notice,
going
out
on
friday,
but
was
given
the
direction
that
that
wasn't
allowable,
so
perhaps
at
the
at
the
work
session.
D
So
perhaps
we
have
that
conversation
as
well
when
it
is
a
situation
like
this,
where
timeliness
is
important,
because
the
last
thing
I
want
to
have
happen
is
for
us
to
sit
here
and
say
we
recognize
this.
We
we
are
okay
with
this,
but
we
need
two
more
weeks
to
think
about
it
when
our
kids
are
still
under
this
universal
mandate.
D
The
mask
mandate
replace
the
word
mandate
with
like
recommendation
right,
the
universal
recommendation,
and
then
I'm
fine,
if
you
add
to
the
motion
to
take
the
next
two
weeks,
to
study
the
data
needed
to
address
and
modify
the
other
criteria,
their
their
document
is
three
pages
long,
so
you
know
there's
something
for
us,
obviously,
to
take
a
further
look
at
and
and
know
that
within
this
document
is
also
sort
of
their
guidelines
for
exposure,
and
things
like
that
which
we
already
have.
If
that
is
already
out
there
on
our
website,
there's
already
so
there.
D
D
And
so
those
are
the
details
we
could
get
into
in
the
discussion
I
think
and,
and
that
would
that
would
more.
That
would
be
similar
to
than
what
west
fargo
is
already
doing,
which
clearly,
if
you
look
at
their
numbers
and
our
numbers
they're
not
really
different
matter
of
fact,
there's
are
a
little
lower
than
ours
on
a
weekly
basis
and
they
have
significantly
more
students.
So
if
that
makes
you
feel
better
in
terms
of
what
is
happening
to
understand
that
that
comparison
is
very
similar
in
terms.
A
Of
jennifer
is
that
I
hate
I
hate.
I
hate
interrupting.
I
here's
what
I
am
suggesting,
because
we
we
would
need
an
exact
motion
to
be
able
to
take
to
to
go
further
on
this,
so
since
seth
and
brian
also
had
their
hands
up
if
you're
jennifer,
if
you
want
to
as
a
suggestion,
use
the
time
when
they're
when
they're
sharing
their
thoughts.
A
H
I'm
all
for
having
discussion
on
this
as
well.
I,
like
I
said
like
jim,
had
reiterated
too
that
we
need
an
avenue
to
go
down
an
information
in
front
of
us.
I
think-
and
I
would
say
suggest
too
that
jennifer
for
the
motion
that
you're
trying
to
make.
I
don't
remember-
and
I
don't
recall-
and
I
was
just
trying
to
look
it
up
in
my
in
my
previous
emails
about
the
motion
that
we
voted
on.
We
didn't
vote.
H
Nothing
in
the
motion
said
anything
about
mandating
masks.
It
said
that
we
would
take
the
the
advice
or
the
guidance
from
from
fargo
cast
public
health.
So
there's
there's
we
didn't.
We
didn't
vote
to
mandate
masks.
We
voted
to
adhere
to
the
guidance
of
fargo
cast
public
health.
So
I
think,
if
we're
going
to
make
a
motion
that
goes
against
that
motion,
it
has
to
be
worded
the
same
as
the
original
motion
because
we
didn't
there
was
no.
There
was
no
word
mandate
in
that
motion
that
we
voted
on.
H
So
I
don't
know
if
that
helps
move
this
along
a
little
bit.
If
we
are
going
to
put
a
motion
on
the
floor
right
now,
like
I
said,
I
am
all
in
favor
of
of
having
discussion
about
this,
I
think
there
are
anomalies
within
the
system
that
that
warrant
discussion
on
this,
but
I
think
there
we
need
to
have
some
more
information
in
front
of
us
before
we
vote
on
anything.
I
guess
is
my
my
two
cents.
F
F
A
I
I
did
want
to
share
a
few
comments
as
well
I
and
reiterating
the
listening
part.
There
might
be
some.
There
are
just
some
decisions
that
we've
made.
That
not
everyone
agrees
with.
That's
true,
I
do
I
I
do
feel
like
I'm
I'm
listening
to
those
who
have
been
visiting
with
me
in
a
variety
of
ways.
I
I
I
believe
that
there
were
others
of
us
on
the
board
likely
on
that
call
as
well.
It
was
publicly
noticed,
at
least
so
others
of
us
could
be
on.
I
was
on
that
call.
A
It
is
very
very
evident
that
it
is
up
to
the
board
to
make
this
decision.
The
legislature
has
clarified
this
that
it
is
our
decision.
There
is
the
direction
from
the
state
is
that
the
decision
on
how
we
proceed
belongs
to
the
board.
Superintendent
basler
certainly
shared
some
of
her
thoughts.
Some
of
that
comes
from
her
previous
experience
as
an
educator
as
a
board
member,
and
she
was
posed
some
questions
about
her
thoughts
that
isn't
it
doesn't
mean
we
ought
to
disregard
those
comments.
A
The
way
I
took
her
feedback
to
me
wasn't
about
the
decision
we
made
in
regard
to
what
direction
we
follow.
It
was
about
the
decision-making
process
that
we
made
and
a
conversation
clearly
ended
at.
We
followed
a
very
clear
decision-making
process
on
the
board.
We
decided
to
follow
that
process.
Other
school
districts
followed
other
processes.
A
It
doesn't
mean
that
we
have
a
fault,
a
failed
process,
and
so
I
would
just
like
to
offer
that
other
perspective.
In
a
nutshell,
really
keep
in
mind.
We
can
yes
take
the
thoughts
into
consideration
from
superintendent
basler,
also
the
people
in
our
community
that
are
contacting
us
on
on
both
sides
of
the
issue.
The
decision
that
we
made
was
to
follow
the
guidance
of
cast
public
health,
which
is
a
very
a
fluid
and
a
flexible
motion
that
we
approved
at
our
meeting.
A
So
it
means
that
if
public
health
says
hey
we're
at,
we
have
an
opportunity
to
lift
some
of
the
mitigation
procedures.
We
can
do
that.
The
district
has
the
ability
to
do
that
without
the
board,
even
taking
action.
That
doesn't
mean
that
we
can't
continue
to
have
this
conversation
and
I'm
open
to
having
the
conversation
and
ideas
and
flexibility.
A
I
too
think
that
I
wanted
to
honor
the
process.
Jennifer
contacted
me.
I
wanted
to
honor
the
process
and
have
the
option
of
holding
this
on
the
agenda
if
the
board
approved.
I
would
prefer
that,
if
we're
going
to
take
further
action
on
this,
that
we
go
through
governance
so
that
we're
able
to
have
the
information
in
front
of
us
at
our
disposal
as
well
as
the
public.
D
Can
I
ask
a
clarifying
question
about
something
that
sether
mentioned
sure
go
ahead?
Okay,
thank
you!
So
seth
you
mentioned
nowhere
in
that
recommendation.
Was
there
the
wording,
mandate,
rupak,
and
I
have
had
this
conversation
as
well,
because
cdc
and
fargo
cast
public
health
have
no.
They
cannot
legally
say
to
mandate
right.
They
cannot
make
the
mandate,
so
they
say
a
recommendation
or
to
require,
or
whatever
they're
wording
is,
is
not
mandate.
However,
our
policy
is
currently
a
mass
mandate.
D
D
A
So,
okay
jennifer,
I
think
the
challenge
that
I'm
having
with
this
is-
and
I
know
I
feel
like
there-
that
there
is
the
desire
to
have
a
conversation
about
what
the
motion
should
be
and
how
how
we,
if,
if
we're,
going
to
be
making
any
changes
and
what
we
need,
though,
really
in
order
to
have
probably
the
most
fruitful
and
conversation
is
emotion,
because
I
don't
we.
We
all
can't
be
involved
in
crafting
the
motion.
It's
a
motion
that
that
really
needs
to
start
with
someone
there
can
be.
A
O
A
O
A
L
I'll
take
a
shot
at
it.
If
my
understanding
is
correct-
and
this
is
where
I
would
need
board
directive-
then
the
last
motion,
which
was
to
implement
fargo
cass's
recommendations,
would
stand
along
with
this
motion,
should
it
pass,
which
would
be
to
no
longer
mandate
masking
just
recommend
it.
So
my
assumption
would
then
be
that
the
exclusionary
practices
being
recommended
for
schools
by
fargo
cast
the
north
dakota
department
of
health
would
still
stay
in
place
and
those
situations.
L
So
we
have
this
information
on
our
website.
Individuals
would
have
to
quarantine
if
they
are
a
close
contact
in
an
unmasked
environment,
meaning
both
parties
are
not
masked
unless
they
are
willing
to
test
every
other
day
and
have
a
negative
test
once
every
48
hours.
That
would
be
the
exception
to
allow
them
to
continue
with
schools.
L
Unless
what,
unless
the
individual
that's
exposed
is
vaccinated,
the
exposure
is
in
a
mass
to
mass
situation,
or
the
individual
that
is
exposed
is
unvaccinated,
was
in
an
unmasked
situation
and
is
willing
to
test
every
other
day
so
unless
directed
by
the
board.
Otherwise,
that
would
be
my
understanding
of
how
to
balance
the
previously
adopted
recommendation
along
with
this
most
in
motion.
Should
it
pass.
O
D
U
A
O
X
L
Yeah
robin's
question
is:
how
would
contact
tracing
work
in
this
situation?
I
might
have
to
defer
to
bob
and
missy
if
they
have
any
kind
of
further
guidance
on
how
contact
tracing
works.
Now
it
does
make
the
situation
more
complicated.
I
know
that
the
department
of
health
notifies
the
schools
and
we're
working
with
them
to
help
identify
who
would
be
close
contacts
there's
also
the
interview
process
that
they
go
through
when
someone
does
test
positive.
L
I
don't
know
if
that
would
change,
but
it
would
change
the
dynamic
because
now
we
would
have
a
lot
more
unmasked
contacts
and
in
order
for
those
individuals
to
stay
in
school,
assuming
our
population
chooses
not
to
follow
the
recommendation
and
chooses
not
to
wear
the
masking,
then
we
would
have
a
lot
more
students
that
we
would
have
had
to
contact
trace
and
keep
track
of
whether
they're
participating
in
the
every
other
day
testing
program
to
stay
in
school
or
not.
I'm
not
sure
if
bob
or
missy
have
more
information
than
that.
M
About
you,
I
can
just
provide
an
example
that
we
would
have
more
students
who
would
need
to
do
the
testing,
as
dr
gandhi
has
said,
and
right
now
we
are
not
ready
to
do
testing
in
our
building.
We
are
working
on
that,
so
that
is
probably
a
difficult
spot
for
some
families
for
transportation
would
be
one
consideration.
A
H
Yeah,
I
feel,
as
as
as
one
comment
comes
out,
50
questions
pop
up.
So
when
you're
talking
about
the
need
for
the
testing
every
48
hours,
can
we
force
them
to
test?
So
then
that
raises
another
question:
if
we
can't
force
them
to
test
and
they
refuse
to
test,
are
we
running
into
truancy
issues
because
they
can't
go
to
school
unless
they
test?
H
L
Seth
I'll
try
to
unpack
that
in
a
couple
ways
so
yeah.
If,
if
my
interpretation
again,
I
would
look
at
the
board
as
correct
that
we're
following
the
exclusionary
practices,
then
individuals
that
are
an
unmasked
environment,
yeah
their
only
option
to
stay
in
school
and
avoid
a
quarantine
if
they're
deemed
a
close
contact
would
be
to
test
every
other
day
or
have
that
one
negative
test
for
every
48
hours.
We
we
use
those
two
terms
anonymously,
because
there's
weekends
and
some
different
things
that
could
fall
into
it.
L
However,
if
they
choose
not
to
do
that,
that
hasn't
come
with
parent
consent
or
you
know.
If
they
can
choose
not
to
do
that,
then
they
would
be
absent.
Now,
within
our
school
policies,
we
have
parent
parent
requests
for
absences
as
well.
So
it's
not
a
matter
of
excuse
or
unexcused,
but
those
students
would
be
out
of
school
until
at
least
day
10,
and
I
have
to
verify
this
on
the
decision
tree
and
then
testing
negative
to
come
back
so
yeah.
L
D
And
when
I
look
at
their
resolution
versus
ours,
I
mean
you:
can
you
still
have
those
same
recommendations
right?
Those
that
are
fully
vaccinated
do
not
need
to
quarantine
unless
symptomatic
mass
to
mass
situations
do
not
need
to
quarantine
unless
symptomatic.
These
are
all
exactly
what
we
already
have.
That
was
the
point
I
was
trying
to
make
earlier
is
those
don't
have
to
change
and
their
numbers?
The
result
is
their
numbers
in
quarantine.
A
Let's
see,
I
don't
see
any
other
hands
up,
I'm
I'm
hesitant.
I'm
I'll
just
share
my
thoughts,
I'm
hesitant
to
support
the
motion.
Tonight
it
doesn't
mean
I'm.
I
value
the
conversation
and
I
think
it's
we're
we're,
certainly
having
we're
honoring,
both
sides
of
of
the
issue.
Here
there
are
strong
opinions
on
both
sides
and
we
we
do
have
our
current
motion,
which
that
was
approved
again,
which
was
to
follow
the
guidance
of
fargo
cast
public
health.
A
I
would,
I
would
be
much
more
comfortable
myself
if
we
had
this
coming
through
governance,
if
we
had
some
more
thorough
conversation
so
that
we
could
help
answer
some
of
the
questions
that
we've
all
been
asking
here
tonight
and
have
a
more
thorough
conversation
about
it.
I
appreciate
that
it
has
been
brought
up
and
that
we
have
been
having
the
dialogue,
though
I
think
that
I
think
that's
necessary,
dr
gandhi
and
jim.
L
Jennifer,
I
I
respect
this
conversation.
Someone
shared
with
me
an
example
of
west
fargo's
exposure
notification.
If
that
is
true,
what
would
you
share
with
me?
Then?
I
don't
believe
they
are
following
all
the
exclusionary
practices
recommended
by
the
department
of
health
or
fargo
cast.
I
don't
want
to
speak
without
talking
to
people
in
west
fargo,
so
so,
knowing
that
I
think
there's
two
pieces
to
this
conversation.
I
think
the
what
the
motion
or
the
amended
motion
that
you're
making
at
this
point
doesn't
talk
about
exclusionary
practices
that
only
talks
about
masking.
C
C
B
Yes,
I
was
just
gonna
share,
similar
to
what
dr
gandhi
was
saying.
I
don't
believe
that
west
fargo
is
doing
contact
tracing
in
schools
like
we
are.
They
are
not
enforcing
those
exclusionary
practices
for
close
contacts,
because
they're
not
mandating
masks
wholesale,
so
they
they
differ
there
and
then
also
kind
of
in
line
with
dr
gandhi.
Just
want
to
share
emotion.
B
Talks
about
specifically
masking
not
all
of
the
recommendations
from
about
from
fargo
passport
health
that
you
talked
about
at
august,
10th
and
so
just
putting
out
there
that
there
would
emotion,
also
could
be
made
to
rescind
something
you
previously
adopted.
So
just
talking
about
some
options
for
you,
there.
A
E
If
they
have
more
background
on
what
it
is
we're
actually
doing,
we
tabled
the
motion
last
session.
Didn't
we
about
the
contract,
the
con,
the
salaries
that
we
were
going
to
vote
on?
Could
this
not
be
tabled
in
the
same
manner
until
next
tuesday
or
the
next
board
meeting,
with
the
understanding
that
we
are
going
to
talk
about
this
at
a
retreat
and
and
flesh
it
out.
A
D
C
D
Thank
you,
okay,
so
I
have
a
question
for
everyone
that
I
would
like
to
hear
your
feedback
on.
How
do
we
tonight?
What
would
what
information
would
you
need
tonight
to
make
a
decision
to
make
this
to
remove
the
word
mandate?
Put
it
as
a
recommendation
strongly
recommended,
whatever
you
want
for
universal
masking,
so
that
these
kids
no
longer
have
to
bear
this
burden
for
another
month
and
a
half
before
we
make
a
decision.
That
seems
unacceptable
to
me
I'll
stay
here
till
midnight.
D
If
we
have
to
to
get
the
information
that
you
all
feel
like,
you
need
to
be
comfortable
with
that
decision,
because
honestly
quarantining
and
contact
tracing
and
all
of
that
again
is
up
to
the
board.
It
is
not
a
law,
it
is
only
a
recommendation,
so
you
don't
actually
have
to
do
any
of
it
and
I
think
the
best
evidence
you
have
is
west
fargo.
Your
neighbor,
who
has
more
kids
than
us,
has
not
had
a
mass
mandate.
D
A
E
I
I
understand
jennifer's
frustration.
I
feel
it
exactly
the
same
way,
but
some
valid
points
have
been
put
up
here.
I
know
that
unless
west
fargo
has
changed
their
protocol
from
the
beginning,
when
they
chose
not
to
mask
they
did
they
also
chose
not
to
do
contact
tracing
the
problem
I
have
with
this.
E
If
we
take,
if
we
have
a
mask
recommendation
now,
rather
than
the
mandate
as
we
have
now,
I
am
afraid
that
we
are
going
to
see
a
large
number
of
kids
quarantined,
we're
going
to
have
kids
sitting
out
for
10
days,
we've
already
lost
so
much
education.
I
don't
want
to
see
that
happen.
I
really
feel
that
if
we
have
a
mask
recommendation,
which
I
desperately
want,
that
we
also
are
likely
going
to
have
to
stop
contact
tracing
at
the
same
time,
that's.
A
C
A
B
I
I
would
like
to
get
the
motion
clarified
please,
so
I
have
that
down.
Would
it
first
off
and
then
I
would
like
to
do
a
reminder
as
well,
but
would
it
be
accurate,
would
I
have
it
accurately
the
gym
move
to
postpone
the
motion
to
the
september
28th
meeting
for
action
with
a
discussion
being
held
at
the
20
september?
21St
retreat
is
that.
B
Okay,
thank
you
and
then
I
would
just
do
a
kind
reminder
that
your
discussion
right
now
needs
to
be
germaine
to
the
emotion
on
the
floor
which
currently
you're
talking
about
postponing
the
motion
until
september
28th.
So
I'd
ask
you
to
keep
your
your
comments,
germane
to
the
action
of
postponement
to
a
certain
date.
D
D
So
really,
I
guess
it
would
be
my
original
motion
because
I
had
asked
the
question
to
board
members.
What
would
they
need
for
information
and
it
seems
like
what
I'm
hearing
is
that
they're
concerned
about
contact
tracing
following
that?
You
know
so
that
more
kiddos
aren't
out
of
school,
and
so,
if
that's
the
case,
I
would
amend
the
motion
to
remove
or
to
to
to
pause
the
contact
tracing.
That's
what.
A
A
Great
right
now,
I
would
like
to
encourage
us
to
vote
on
the
motion
to
postpone,
and
that
would
it
would
be
to
be
postponed
to
our
next
regular
meeting.
I
know
henry
you
have
the
official
language
with
also
the
knowing
that
there
would
be
a
discussion.
This
would
be
added
to
the
work
session
agenda.
That's
coming
up!
M
Q
C
B
C
O
A
O
A
D
Thank
you.
So
I
would
like
to
make
a
motion
for
us
to
consider,
and
that
is
to
remove
the
mask
mandate
immediately,
replace
that
mandate
with
a
recommendation
as
well
as
pause,
contact,
tracing
and
and
move
that
to
the
discussion
at
the
work
session
as
to
how
to
proceed
with
that
mitigation
strategy.
A
A
B
B
A
A
And
that
would
take
us
through
to
board
reports
on
our
agenda.
The
first
item
on
board
reports
is
the
appointment
of
convention
delegates
to
the
north
dakota
school
boards
association.
We
have
five
individuals
serving
that
can
serve
as
delegates
five
spots.
I
did
hear
back
from
dr
newman
indicating
she
was
interested.
A
A
B
They
need
yes
at
this
point
now
that
you
have
appointed
those
delegates,
I
will
complete
the
registration
process
for
all
of
those
who
are
attending
along
with
administration
that
are
attending.
So,
yes,
that
will
be
done
here
this
week
and
so
plan
to
get
some
more
information,
both
from
ndsba
in
your
email.
After
I
complete
that
registration
and
then
I
will
follow
up
with
more
information
to
our
group
as
well,
for
hotel
stays
and
that
type
of
thing
so
more
to
come
on
that
topic.
A
G
A
G
Yes,
we
did.
We
did
work
together
to
update
that
verbiage,
because
we
wanted
the
intent
of
that
was
for
people
to
understand
we're.
Seeing
these
emails
we're
reading
these
emails,
we
may
not
be
able
to
respond
to
each
and
every
one,
but
we
are
reading
them
and
considering
them.
So
we
wanted
to
thank
people
for
reaching
out
and
make
it
a
little
friendlier.
I
guess.
H
There
we
go
on
the
first,
I
had
a
governing
board
cte
governing
board
meeting.
We
took
a
couple
of
pieces
of
action
about
the
fiscal
management
agreement,
that's
moving
to
to
to
our
district
and
just
approving
a
grant
application
on
the
eighth.
I
believe
we
had
a
negotiations
kind
of
an
impromptu
negotiations
meeting
where
we
needed
to
discuss
a
minor
detail
or
a
glitch
in
the
matrix
and
every
pun
intended
on
that,
one
that
we
needed
to
we.
H
It
looks
like
that
we'll
have
to
open
up
negotiations
again
just
to
focus
on
one
one
sentence
on
one
subsection
of
one
article
of
the
contract,
but
it
seems
like
we
have
all
our
where
it
seems
like
us,
and
the
fba
are
all
in
agreement
on
how
to
fix
that
situation.
So
it
should
be
a
pretty
painless
reopening
of
negotiations
so.
O
Thank
you.
I
attended
the
governor's
committee.
I
also
attended
the
fargo
cast
public
health
board
meeting,
for
which
I
was
recently
assigned
as
a
liaison
north
dakota
school
boards
association,
I'm
on
their
gac
committee,
governmental
affairs
committee,
and
then
we
had
a
call
to
update
resolutions
for
the
fall
conference
that
you
all
see
in
october,
chamber,
eggs
and
issues
with
area
superintendents.
O
O
I
contacted
all
of
my
lays
on
schools
working
on
getting
in
touch
with
their
ptas
and
their
staff
meetings,
and
then
I
also
visited
lewis
and
clark.
That's
one
of
my
liaison
schools
and
due
to
my
job,
I
also
had
the
luxury
of
of
being
at
longfellow
washington,
ed,
clap
at
centennial
and
benefit
bennett.
A
K
Thank
you.
My
daughter
had
the
pleasure
of
attending
the
state
superintendent
cabinet
meetings.
I
think
she's
one
of
three
or
four
fargo
public
school
students
who
have
a
privilege
to
serve
on
that
board,
so
we
traveled
to
bismarck,
and
that
was
really
fun
to
have
a
say
in
things
impacting
our
students
and
what
we
could
be
doing
better
in
north
dakota.
K
I
too
attended
the
school
board
q,
a
with
kirsten
baszler
on
september,
9th
and
I'll
just
take
this
time
to
make
a
few
comments
around
that
yeah.
You
know
one
of
the
questions
that
was
raised
here
tonight
about
pulling
the
public.
That
was
one
of
many
questions
that
was
asked
to
her.
Not
the
only-
and
I
think
the
clarification
here
is
really
important.
Her
answer
around
that
question
was
that
we
should
not
change
the
precedent
on
what
we've
done
previously
in
school
surveys.
It
was
not
specific
to
copit19.
K
She
was
very
clear
about
that
and,
to
my
knowledge,
fargo
public
schools
has
not
ever
surveyed
the
public
about
medical
or
public
health
emergencies.
So
her
comments,
were
you
should
do
what
you
have
done
in
the
past,
which
I
think
we
do
an
excellent
job
of
we
we
survey
the
subject
about.
Excuse
me,
the
public,
about,
for
example,
changing
the
name
of
woodrow,
wilson
or
other
issues,
so
just
a
point
of
important
clarification
there.
K
K
It's
not
preventative
and
I'm
happy
to
talk
about
this
further,
but
mitigation
efforts
in
schools
should
be
aimed
at
prevention,
and
that
would
be
really
be
going
taking
a
step
backwards
from
what
we're
doing
now
and
that
would
be
in
in
concordance
with
every
major
medical
association,
of
course,
making
these
recommendations.
So
thank
you.
D
Yes,
sorry
thank
you,
so
I
began
by
saying
I
really
couldn't
possibly
disagree
with
tracy
moore
in
what
she
just
said.
But
specifically,
I
want
to
highlight
that
I
said
when
I
shared
out
about
kirsten
basler's
conference
call.
I
specifically
did
state
examples
of
when
fargo
public
schools
has
engaged
parents
around
public
health
issues,
and
specifically
that
is
the
restart
plan
survey,
as
well
as
the
guided
practice
centers.
So
it
is
not
deviating
from
past
practice,
which
is
why
exactly
I
shared
those
examples.
D
Even
the
world
health
organization
and
cdc,
do
not
align
on
their
recommendations
around
when
a
individual
should
or
should
not
wear
a
mask
a
world
health
organization,
no
child.
Under
five
should
cdc
says
two
and
above
okay,
world
health
organization
says
no
student.
No
child
that
is
engaged
in
an
activity
should
like
a
sports
activity,
should
be
wearing
a
mask.
Fargo
public
schools
is
making
kids
wear
a
mask
in
gym
class
and
in
sports.
A
A
D
With
all
due
respect
rebecca,
this
is
correspondence
information
as
well
as
you
know,
if
it's
out
there,
but
we're
also
being
given
it.
So
the
fact
that
we
didn't
talk
about
it
in
our
last
discussion
is,
I
mean
I
can
as
a
board
member.
I
should
be
able
to
share
this
during
my
correspondence
share
out
as
well,
so
and
anyway
I'll
leave
it
at
that,
and
so
let
me
please
finish
now.
Let
me
find
my
spot.
D
I
would
appreciate,
having
forwarded
to
me
and
as
well
for
it
to
be
incorporated,
please
consider
this
my
request
to
place
it
on
governance,
wherever
you
need
it
to
be,
for
that
to
be
discussed
at
a
full
board
meeting
what
we
intend
to
do
about
those
results
or
with
that
information
moving
forward,
and
then
let
me
check
my
notes
here.
There
was,
I
believe
that
might
have
been
my
last.
D
D
E
I
I
have
nothing
to
report.
I
just
I
know
that
this
has
been
brought
up
before
and
I
think
probably
needs
to
be
brought
up
again.
The
purpose
of
this
portion
of
the
of
the
agenda
is
supposed
to
be
for
reports
on
committee
work
and
liaisons,
not
to
not
a
conversation
about
child
achievements
or
anything
like
that.
I'm
not
trying
to
to
knock
anybody
down
for
that,
but
if
we
stay
with
the
agenda,
the
purpose
is
committee
and
liaison
reports.
Thank
you.
A
Thank
you,
david.
I'm
going
to
work
to
stick
to
that
with
a
few
items
that
I
want
to
mention
that
I've
attended
or
been
up
to
the
chamber,
eggs
and
issues
breakfast
last
week
attending
the
cea
meeting
the
negotiations
committee
meeting
my
first
opportunity
attending
negotiations,
and
we
had
we
had
a
great
discussion.
A
That's
one
of
the
agenda
items
is
for
me
to
get
feedback
and
ideas
from
the
board
in
terms
of
how
to
move
forward
with
just
regarding
what
our
expectations
are
of
those
mous.
So
I'm
looking
forward
to
that
conversation
and
then
your
guidance
as
to
who
you
would
like
to
see
participate
on
those
committees.
We
there
are
six
one
calls
for
six
and
one
calls
for
five
in
terms
of
membership.
A
A
One
thing
that
I
would
like
to
call
out
for
anyone
listening
is:
there
is
the
grand
opening
of
dakota
high
school
tomorrow
there's
a
ceremony
at
10
30
in
the
morning,
and
I
know
that
board
members
have
been
invited
to
attend
that
if
we're
able
to
be
there,
that
would
be
great.
It
looks
like
they
have
a
nice
ceremony
planned.