►
From YouTube: School Board Meeting - November 23, 2021
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - November 23, 2021
A
B
Welcome
everybody
to
this
regular
meeting
in
the
fargo
school
board,
as
the
vice
president,
rebecca
knutson
president,
has
asked
me
to
leave
the
meeting
in
her
absence.
Although
she
will
be
participating
through
audio
and
will
be
voting,
she
is
unable
to
participate
through
video,
so
you're
stuck
with
me
a
couple
housekeeping
items
before
I
seek
approval
of
the
agenda.
Hopefully
this
is
our
last
zoom
board
meeting.
It
sounds
like
the
board
room.
It
will
be
set
up
with
av
in
time
for
our
next
board
meeting.
B
D
C
B
B
At
this
time
the
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
state
their
name
and
home
school
district
for
the
record
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
or
debate
in
this
form.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
B
B
E
Hello,
my
name
is
matt
kozak.
I
live
in
the
fargo
school
district
and
I
had
just
a
couple
items
I
wanted
to
address
from
last
meeting.
First
off.
I
want
to
start
off
by
thanking
dr
tracy
noeman
last
board
meeting
at
time
stamp
one
hour,
22
minutes
and
30
seconds
in
the
live
stream.
Tracy
stated:
there's
this
information
being
shared
mass
are
required
at
fargo
cast
public
health,
I'm
not
sure
about
the
confusion
of
the
signage.
E
E
On
november
12,
cass
county
public
health
updated
their
website
to
talk
about
requiring
masks
on
their
main
website
in
a
little
bit
I'll
email,
each
member
of
the
board,
a
copy
of
the
web
archive
captured
from
that
just
so
that
you
guys
have
record
that
you
could
see
on
november
10th.
It
was
one
on
november
12th.
It
was
a
different
and
I
believe
that,
because
tracy
called
out
the
disinformation
with
the
barber
cat,
fargo
cash
public
health,
but
that's
why
they
changed
their
things.
E
I
just
want
to
thank
you
tracy
for
calling
them
out
on
their
disinformation.
Then.
The
other
issue
I
just
wanted
to
address
was
something
that
a
statement
made
by
brian
nelson
last
meeting,
jennifer
benson
asked
you
about
what
you
advocated
for
your
positions
on
masking
and
a
time
stamp
one
hour,
31
minutes
zero
seconds.
E
E
How
can
we,
the
parents,
trust
that
you
would
advocate
for
our
children
if
you
don't
advocate
for
all
children,
I'd
like
you
to
really
reconsider
your
position
on
the
board
and,
if
you're
not
willing
to
advocate
for
the
safety
of
all
children,
whether
it's
in
the
fargo,
fargo,
school,
district
or
elsewhere,
that
you
really
should
just
reconsider
your
position
on
the
board.
I
believe
the
safety
of
our
children
is
the
most
important
thing
and
if
we
can't,
if
you
have
one
opinion
somewhere
else
and
one
opinion
here,
that's
a
that's
a
big
deal.
B
F
Charbonneau
I
have
children
that
attend
carol,
ben
and
fargo
south.
I
have
several
issues
that
I
will
be
addressing
this
evening.
The
first
is
at
the
last
meeting
I
requested
information
on
the
board
on
the
school
district's
plan
to
address
the
issue
of
it
being
cold
season
and
what
to
do
with
the
kids
that
have
a
runny
nose
to
ensure
that
they
are
not
wearing
masks
full
of
boogers.
I
have
not
received
a
response,
although
see
this
seems
like
a
ridiculous
question.
This
is
the
reality
of
what
students
and
teachers
are
dealing
with
daily.
F
I
asked
board
members
to
respond
on
how
they
are
justifying
not
marrying
mass,
while
in
public,
while
mandating
that
children
that
kids
and
staff
continue
to
wear
their
mess.
I
have
not
received
any
response
to
that
question
either.
I
am
formally
requesting
a
response
to
the
question
of
what
criteria
was
used
to
determine
that
mass
need
to
be
worn
during
instructional
time,
while
I'm
specifically
asking
how
it
was
determined
that
this
is
appropriate
to
not
require
them.
F
In
the
district
office,
but
students
and
teachers
are
required
to
wear
them,
who
is
making
the
decisions
for
the
school
board
policy
information
provided
to
parents
in
the
community
has
been
presented
as
a
school
board
following
recommendations
from
fargo
cass
public
health.
I
am
formally
requesting
to
know
who,
specifically
from
fargo,
cast
public
health,
is
meeting
with
fargo
public
schools
as
a
board.
You
continue
to
violate
your
obligations.
F
Fargo
cast
public
health
is
not
an
individual
that
was
voted
by
the
public
to
represent
us
as
a
school
board
member.
You
are
making
decisions
without
following
public
law
meetings,
north
dakota
century
code,
44-04-19
states
accept,
as
otherwise
specifically
provided
by
law.
All
meetings
of
a
public
entity
must
be
open
to
the
public.
I
am
formally
requesting
to
be
notified
of
meetings
being
held
with
fargo
cast
public
health
that
pertain
to
the
policies
being
made
for
fargo
public
schools.
F
On
a
separate
topic,
I
am
disappointed
to
see
that
staff
morale
is
not
on
a
is
not
an
agenda
item.
During
the
last
meeting
you
had
a
teacher
come
forward
stating
that
the
morale
is
very
low.
I
am
formally
requesting
for
the
board
to
share
what
plan
or
plans
are
being
put
into
place
to
address
staff
morale.
Our
teachers
need
to
be
supported
in
order
to
be
able
to
provide
the
best
education
of
our
students.
Thank
you
for
your
time.
B
G
Can
you
hear
me
we
sure,
okay,
all
right,
perfect
hi?
My
name
is
jake
schmitz.
I
have
two
kids
in
fargo
schools.
Thank
you
for
the
opportunity
to
speak
tonight
and
thank
you
for
responding
to
the
questions.
I
had
last
board
meeting
I'm
going
to
be
asking
another
set
of
questions,
and
I
would
like
to
request
a
formal
written
response
to
these
as
well.
Question
number
one
just
came
up
who,
specifically
from
fargo
cast
public
health,
has
been
giving
dr
gandhi
his
recommendations
as
it
was
just
mentioned.
G
G
I
know
there
are
multiple
people
on
the
leadership
team
at
fargo
cast
public
health
and
I'm
curious
as
to
whether
this
is
a
group
meeting
or
if
it's
always
the
same
person,
bringing
these
recommendations
to
dr
gandhi.
Each
time
question
number
two:
with
the
new
recommendations
from
fargo
cast
public
health:
removing
the
mask
mandate
in
effective
in
january,
I'm
curious.
How
has
anything
changed
seriously?
Think
about
that?
G
G
They
had
had
their
opportunity
to
get
vaccinated
months
ago
and
therefore
anyone
who
had
wanted
to
get
vaccinated
has
done
so
so
why
wasn't
it
lifted
from
middle
school
and
high
school
so
once
again,
fargo
cast
public
health
is
making
and
changing
recommendations
with
little
or
no
reasoning
and
the
board
doesn't
question
it
at
all,
which
is
very.
Concerning
to
me,
question
number
three:
while
on
that
topic,
if
and
when
fargo
cast
public
health
decides,
we
need
another
universal
mass
mandate?
Is
this
board
planning
to
hold
them
accountable
and
to
what
benchmarks?
G
How
will
you
know
when
to
remove
the
mandate
with
this
last
mandate
being
lifted?
It
was
abundantly
clear
that
you
board
members
had
no
clue
what
was
needed
to
end
the
mandate
you
kept
deferring
to
fargo
cast
public
health
but,
as
I
just
pointed
out,
they
didn't
have
any
id
either
to
call
the
mandate
off.
So
flippantly
means
they
really
didn't,
have
any
metrics.
They
were
following
and
they
just
used
the
vaccine
as
an
excuse
to
end
the
mandate.
G
Lastly,
I
just
wanted
to
say
thank
you.
Thank
you
for
the
opportunity
to
speak
tonight
and
also
I
want
to
thank
each
board
member
for
last
board
meeting
for
having
the
discussion
about
the
mass
mandate.
I
know
full
well,
the
majority
of
you
cringe
whenever
jennifer
brings
it
up.
That
said
that
you
did
your
duty
as
board
members,
and
you
had
the
debate,
you
might
not
have
voted
the
way
I
wanted
to.
G
I
wanted
you
to,
but
having
those
uncomfortable
conversations
is
part
and
parcel
with
being
a
board
member,
whether
you
like
them
or
not,
jennifer
and
david
specifically,
I
want
to
say
thank
you
for
continuing
to
advocate
for
each
parent
having
the
right
to
choose
their
own
ways
to
contend
with
coven
and
for
their
own
children.
So
thank
you
for
that
and
and
lastly,
thanks
again
for
letting
me
speak,
and
I
will
await
your
written
response
to
my
questions.
H
H
So
I
guess
this
is
me
formally
requesting
a
response
to
the
speaker's
questions
tonight
by
the
board
of
education
to
be
either
placed
on
the
website
or
sent
sent
out
somehow
for
stakeholders
now.
I
would
like
to
address
last
last
a
couple
weeks
ago,
the
board
meeting
as
well,
because
brian,
mr
nelson,
some
of
your
comments
led
me
to
dig
in
a
little
bit
further
about
the
school
districts
that
you
are
superintendent
of,
sir.
H
So,
and
I
see
that
you're
not
on
the
screen
right
now,
mr
nelson,
so
I
hope
that
you
can
hear
me.
I
spoke
with
both
the
principals
in
rochelle
south
dakota,
as
well
as
fairmont
north
dakota,
and
asked
about
their
superintendent's
input
regarding
covid19
mitigation
strategies,
and
both
principals
said
that
their
superintendent
was
very
involved
that
they
accepted
recommendations
from
their
superintendent
as
far
as
their
covet
1919
mitigation
strategies
and
that
they
took
those
recommendations
under
advisement
when
making
their
decision.
H
So
I
I'm
a
little
upset
after
hearing
that,
because
you
specifically
stated,
sir,
that
you
made
no
recommendation
and
that
they
just
did
whatever
they
were
going
to
do.
I
I
also
want
to
bring
up
the
esser
funding,
sir
for
fairmont
north
dakota,
specifically
because
in
the
asser
fund
application
it
asks
how
you
are
going
to
protect
the
students
from
covid.
H
Keep
your
students
safe.
You
gave
a
two
sentence
response.
You
said
that
you'd
be
installing
a
new
hvac
system
and
that
the
system
would
come
with
an
ionizer
which
would
kill
kovid
brian.
I
think
you
know
that
fargo
public
schools
also
has
an
ionizer
that
also
kills
cobit,
and
if
that's
your
only
mitigation
strategy
for
your
other
school
districts,
I
don't
see
how
you
can
continuously
vote
to
keep
students
in
fargo
masked.
H
I
I
don't
understand
that
so
sir,
I'm
calling
for
you
to
resign
your
position
on
the
fargo
public
school
board,
because
this
is
complete
hypocrisy
in
my
opinion.
Now,
also
in
your
response,
the
board's
response
to
my
questions.
Last
week,
I
was
given
a
statute
from
north
dakota
century
code
and
I
want
to
make
it
very
clear:
look
up.
15.1-09-50.8.
H
That
statute
does
not
give
the
board
the
authority
to
make
medical
decisions
on
behalf
of
students
or
staff.
I
assert
again
that
your
mandate
is
illegal
and
that
we
do
not
need
to
wait
for
it
to
end
in
january.
It
goes
against
parents,
rights,
it
goes
against
staff
rights
and
it
needs
to
end
tonight.
D
I
I
I
just
wanted
to
give
the
suggestion
moving
forward,
that
if
we
are
going
to
be
handling
these
meetings
virtually
while
parents-
and
maybe
some
elected
board
members
prefer
hearing
from
constituents
on
a
black
screen,
that
is
certainly
not
the
way
that
I
would
like
to
be
seen
and
heard
on
my
elected
officials.
So
please
consider
just
offering
constituents
the
opportunity
to
be
seen
and
heard
in
these
meetings
as
we
would
like.
I
noticed
that
my
video
has
now
stopped
so
again
would
like
to
just
really
support
that
practice
of
allowing
us
to
be
seen.
I
It's
really
important,
and
it's
why
we
are
here
taking
the
time
to
speak
to
you,
one
statistic
that
I
wanted
to
just
kind
of
go
over
about.
Why
I'm
here
tonight
is
that
11
is
the
achievement
rate
for
both
native
american
and
hispanic
students
in
the
areas
of
math.
This
has
been
on
a
decline
from
24
to
11
over
five
years,
so
we
know
that
this
is
not
just
a
covet
impact,
but
in
case
you're
wondering
because
I
know
that
this
board
does
lack
diversity
in
general.
I
Now,
as
a
minority,
citizen
and
parent,
your
you
know:
diversity,
equity
inclusion,
initiatives,
programs
and
positions
to
me
are
personally
just
really
all
fluff.
If
you
don't
prove
the
results,
and
I'm
confused
is
how
we're
approaching
this
strategically.
If
we've
continued
to
nosedive
in
the
achievement.
I
Furthermore,
and
you
know
some
of
the
learning
loss-
coaches,
the
support
staff
have
told
us,
as
parents,
that
they've
reported
97
of
their
time
right
now
is
devoted
to
subbing
and
not
supporting
their
english
learner
students
not
supporting
the
support
students,
not
even
supporting
gifted
and
talented
students.
There's
areas
all
over
not
just
high
needs
that
are
being
underserved
or
not
served
at
all
and
here's
what
I
don't
understand.
We
continue
to
focus
on
the
mass
thing.
You
continue
to
focus
on
how
to
make
closed-door
decisions
with
your
community
partnerships.
I
You
know,
for
example,
of
this.
You
know
your
meetings
and
guidance
with
fargo
has
public
health.
You've
heard
plenty
of
this
tonight
and
you
know
I'm
just
wondering
why
these
meetings
are
not
recorded
for
community
understanding.
Parents
continue
to
ask
questions
that
are
deflected
and
we
continue
to
receive
communication
lacking
in
transparency.
No
matter
what
side
we
fall
on
start,
helping
yourselves
and
start
helping
us
to
just
understand
your
reasoning.
I
That's
all
we're
asking,
and
I'm
asking
this
in
many
different
varieties,
not
just
the
mass
thing
and
you
you
know
it
just
continues
to
feel
like
these
governance
meetings
now
continue
to
obsess
about
other
school
board
members,
instead
of
actually
making
strides
again,
we
have
failing
achievement
and
failing
scores
over
five
years.
This
is
your
obsession
with
this
other
with
jennifer
benson
and
this
board.
Member
of
how
you
want-
and
I
specifically
heard
over
four
times
the
use
of
the
word
punish
her
is
a
waste
of
your
time.
I
Your
own
fargo
self
staff
member
told
you
last
board
meeting
that
they
are
asked.
People
are
asking
for
ways
out
of
their
contracts
early
and
your
response
is.
Do
you
have
any
suggestions
for
us?
Are
you
kidding
me?
Are
you
not
spending
time
looking
at
this
every
single
day?
This
is
not
a
crisis.
You
know
parents,
community
members
and
stakeholders.
I
I
just
want
to
reach
out
to
you
all
that,
while
this
board
continues
to
sort
out
their
pettiness
and
misguided
priorities,
let's
step
up
and
support
our
schools
where
our
children
attend
speaking
kind
of
fast
now
in
the
essence
of
time,
but
I
recently
saw
parents
at
a
local
school
volunteer
for
recess,
so
teachers
could
get
a
real
break.
So
ben
franklin
parents,
donating
flowers
to
staff
is
a
thank
you.
We
can
do
the
same.
I
Many
parents
want
to
understand
more
about
what's
going
on
in
our
classrooms
and
schools,
it's
a
great
opportunity
to
do
so
and
gain
better
understanding
of
our
teachers
work
day
and
school
experiences
might
actually
give
us
some
additional
respect
and
understanding.
So,
in
the
reason
for
the
season,
I
guess
you
could
say
I
am
calling
out
parents
and
including
myself
to
start
stepping
up
into
these
roles.
While
we
continue
to
wait
for
the
district
and
leadership
to
make
the
changes
that
we've
asked
for
to
make
sure
we
don't
desperately
lose
these
people.
I
In
fact,
this
just
happened
in
a
fifth
grade.
Classroom
locally,
a
teacher
has
resigned
and
is
leaving
before
the
end
of
the
school
year.
What
would
happen
if
this
happened
to
your
child
so
again,
teachers
who
are
listening
tonight?
I
apologize
for
the
disaster
with
our
leadership.
Other
parents,
like
myself,
are
on
your
side
we're
willing
to
do
what
it
takes
to
support
you
and
continue
to
move
forward,
regardless
of
what
this
board
wants
to
focus
on.
Thank
you.
B
K
K
There's
this
need
that
we
know
we've
had
to
explore
our
services
in
special
education,
and
so
it
began
as
an
audit
of
special
education
services
and
through
that
we
have
come
to
learn
a
lot
about
our
district
and
have
asked
the
u
of
m,
to
continue
to
guide
us
in
problem
solving
and
action
planning
what
we
can
do
to
move
forward
to
overcome
some
of
these
areas
that
we
need
to
shore
up
a
little
bit.
We
do
great
work,
but
we
want
to
learn
how
to
do
it
even
better.
K
So
with
that,
I
will
tell
you
we
engaged
about
a
year
and
a
half
ago
with
the
university
of
minnesota
through
their
carey
project.
I
am
trying
to
remember
the
acronym
for
kerry.
I'm
sure
that
our
speaker
will
share
that
with
you,
basically
entering
into
research
for
education
and
understanding
processes
and
systems
to
best
suit,
serve
kids
through
the
multi
tiered
system
of
support.
L
L
L
K
L
L
We
have
done
a
lot
of
the
these
types
of
reviews
in
minnesota
around
the
country
and
I
always
like
to
tell
people
that
it.
This
isn't
like
an
audit
where
we
come
in
and
we
say:
here's
what's
going
well
and
here's
where
you're
not
doing
so.
Well,
here's
the
problems,
it's
not
it's
not
about
good
or
bad,
it's
just
about.
Where
are
you
at
currently
with
implementation?
L
And
how
can
we
really
help
get
better
at
getting
better
so
the
report
yielded?
You
know,
I
can't
remember
the
exact
pages.
I
know
patty's
read
it
from
front
to
cover
and
it
was
probably
close
to
100
pages,
there's
also
an
executive
summary,
and
what
I'm
going
to
do
is
you
know
really
briefly
kind
of
give
you
the
high
level
findings
and
recommendations
and
then
talk
with
you
about
the
work
that
we've
been
doing
with
a
large
group
of
stakeholders
from
within
your
district.
L
This
fall
to
really
help
prioritize
those
findings
and
help
provide
some
input
and
some
guidance
on
recommendations
for
moving
forward.
So
there
were,
there
were
lots
of
recommendations,
probably
well
over
50
or
60,
and
you
no
school
district
could
implement
that
amount
of
recommendations
in
a
single
school
year.
So
I
really
encourage
people
to
think
about
this
as
you've
got
some
information,
that'll
probably
carry
you
for
five
or
six
years
in
terms
of
gradually
scaffolding
and
implementing
implementing
the
recommendations.
L
So
we
really
emphasize
using
evidence-based
practices,
use
data
to
inform
decision
making
and
we
try
to
focus
on
identifying
barriers
to
learning
at
all
levels
and
removing
those
barriers
so
tier.
One
again
is
that
instruction
either
academically
or
social
emotional
instruction
that
occurs
to
all
students.
Tier
two
is
that
extra
supplemental
support
that
we
provide
to
some
students
and
tier
three
is
those
really
individualized
intensive
interventions
that
we
provide
to
a
few
students.
L
So
those
those
are
just
some
key
terms
just
to
make
sure
that
we're
all
talking
the
same
language.
So
the
program
evaluation
that
we
did
really
focused
on
three
areas.
We
looked
at
programming
for
students.
We
looked
at
outcomes
that
students
were
making
and
then
we
took
a
look
at
staffing
and
infrastructure.
L
When
we
did
our
review,
we
started
with
a
literature
review
to
really
identify
and
help
ground
us
in
what
are
the
best
practices
out
there
through
research
that
tell
us
how
we
should
be
programming
for
students
that
have
social,
emotional
and
behavioral
needs.
So
we
started
with
that.
We
then
came
out
and
did
a
number
of
focus
groups
and
interviews
with
a
variety
of
your
staff.
L
We
had
groups
focus
groups
of
special
educators
in
your
district,
from
ranging
from
early
childhood
through
high
school.
We
had
paraprofessional
focus
groups,
we
had
general
education
teachers
and
we
had
different
administrative
staff
all
by
role.
We
also
administered
some
surveys
to
all
of
your
staff
and
I'll
talk
about
that.
One
is
a
survey
called
beliefs
about
behavior
and
another
is
a
survey
about
programming
and
processes,
and
then
the
last
thing
that
we
did
was
we
took
a
look
at
your
existing
data.
L
So
I'll
just
start
with
telling
you
what
the
questions
were,
that
we
were
trying
to
answer,
and
we
call
these
evaluation
questions
and
the
first
one
was
to
what
extent
is
programming
for
students
with
social,
emotional
and
behavioral
needs
consistent
with
best
practice
research.
So
we
did
that
literature
review
and
then
we
compared
what
we
were
seeing
and
hearing
from
people
to
those
best
practices.
L
L
The
third
question
was,
to
what
extent
are
quality
functional,
behavioral
assessments
conducted
that
really
help
us
and
give
us
information
on
what
should
be?
What
should
those
behavior
intervention
plans
look
like
for
students
that
have
our
most
intensive
behavioral
needs
and
then
finally,
the
question
last
question
was:
to
what
extent
do
students
with
social
emotional
needs
receive
evidence-based
mental
health
services
as
a
related
service
of
their
iep,
so
I'll
I'll
dive
in
and
we'll?
L
First
talk
about
programming
and
the
first
thing
that
we
did
is
we
administered
something
called
the
beliefs
about
behavior
survey,
and
this
is
a
survey
that
was
administered
to
all
staff
and
you'll,
see
you'll,
see
some
different
clusters,
which
I'll
talk
about
and
then
you'll,
see,
green,
yellow
and
red
and
green
is
means.
It's
good
and
favorable,
because
eighty
percent
or
more
of
your
staffs
had
beliefs
in
the
desired
direction.
L
This
yellow
area
are
that
are
kind
of.
We
call
it
on
the
bubble
that
you
had
about
70
to
79
of
staff
that
had
beliefs
in
the
desired
direction,
but
we're
shooting
to
get
above
80
and
then
the
red
is
more
of
an
area
of
concern
because
it
means
that
69
or
less
of
staff
had
positive
beliefs
in
that
desired
direction.
L
So
when
we
take
a
look
at
the
beliefs
about
behavior-
and
you
can
see
up
here,
we've
got
all
staff.
We've
got
administration,
instructional,
coaches,
district
office,
general,
ed
teachers,
cara
educators,
special
and
teachers
and
student
support,
and
you
see
that
we've
got
a
lot
of
areas
in
green
that
the
teachers
and
our
your
staff
really
understand
and
value
that
it's
important
to
have
positive
relationships
with
all
students,
also
very
positive
beliefs,
about
the
need
for
collaboration
and
to
be
consistent
with
how
we
handle
students
that
have
behavioral
problems.
L
Really
good
intentions
about
wanting
to
implement
plans
being
preventative
and
proactive,
and
that
whole
area
of
equity
and
self-efficacy
is
that
people
think
they
believe
that
they
have
the
skills
to
implement
practices.
That
will
help
students
that
have
behavioral
problems.
So
lots
of
really
good
strong
areas
in
this
positive
beliefs.
L
We
also
saw
a
lot
of
this
area
of
work,
overload,
feeling
that
people
don't
have
enough
time
to
deal
with
students
that
have
behavioral
difficulties,
and
this
last
area
is
ownership
and
responsibility,
and
that's
really,
I
think,
at
the
heart
of
it-
is
this
belief
that
kids
with
disabilities
that
it's
all
of
our
kids?
If
I'm,
if
I'm
a
teacher,
it's
not
that
there's
if
there's
a
student
with
a
behavioral
problem,
you
know
this
is
my
student.
Rather
than
who
can
this
student
go
to
now
to
help
kind
of
fix
this
problem?
L
So
those
are
some
of
the
areas
of
beliefs
I'll
make
my
way
through
the
findings
and
I'll
I'll
watch
the
clock
here.
So
there's
plenty
of
time
so
that
you
can
ask
questions
at
here
when
we
we
get
towards
the
end.
So
when
we
look
at
the
beliefs
about
behavior,
we
look
at
focus
groups
and
the
interviews
that
we
had.
These
were
some
of
the
themes
that
that
really
came
out.
L
L
We
had
issues
before
the
pandemic
and
it
exacerbated
a
lot
of
issues.
So
you
know
what
what
we
were
hearing
from
staff
at
that
time
is
that
they
they
want
help.
But
many
many
of
the
mental
health
needs
weren't
being
met
there
were,
could
be
waiting
lists,
just
not
enough
mental
health
programs
available,
and
I
think
you
know
if
you
we
look
back
at
the
beliefs
about
behavior
the
staff
value,
collaboration
and
communication,
but
feel
like
they
could
benefit
from
more
time
to
collaborate
effectively.
L
When
we
look
at
practices,
one
of
the
areas
that
we
looked
at
was
the
least
released
restrictive
environments.
So
that's
that
continuum
of
services
that
ranges
from
spending
the
majority
of
your
time
in
a
general
ed
setting
to
all
of
your
time
in
a
special
education
city
setting
outside
of
the
regular
school
building
where
all
kids
are
at.
L
We
looked
at
behavior
plans
and
functional
behavioral
assessments
and
just
found
that
there
was
there
was
work.
That's
that's
needed
to
really
align
the
paperwork,
those
documents
with
student
needs
and
that
could
partially
account
for
students
demonstrating
more
needs
and
maybe
being
put
into
more
restrictive
settings.
I
told
you
that
I
was
a
special
education
director
for
eight
years
and
a
superintendent
of
an
ed
district
for
another
eight
years.
L
This
was
also
a
challenge
for
us
and
that
we
had
to
continually
focus
on
and
really
work
and
provide
a
lot
of
job
embedded
coaching
over
a
period
of
several
years,
seven
to
eight
years
before
we
really
worked
our
way
up
to
a
level
and
it
wouldn't
not
say
that
it
was
ever
perfect.
But
we
got
to
the
point
where
we
thought
we
were
doing
pretty
good.
We
were
well
below
or
well
meeting
those
state
targets
in
those
areas.
L
When
they
looked
at
the
statement,
I
have
had
adequate
professional
development
to
assist
me
in
managing
students
with
disabilities
who
demonstrate
challenging
behaviors.
There
was
really
low
agreement
with
that
statement,
I'm
also
very
cognizant
of
professional
development
and
finding
time
and
finding
subs,
sometimes
to
release
teach
classroom
teachers.
So
again,
I
I
really
I'm
reporting
these
findings.
I'm
also.
L
So
are
our
recommendations
in
the
area
of
programming,
where
you're
you've
really
done
a
good
job
of
prioritizing
positive
behavioral
intervention
and
support
pbis
implementation,
and
just
to
continue
prioritizing
that,
with
a
focus
on
really
tracking
and
looking
at
the
data,
that's
coming
out
in
terms
of
student
discipline
and
really
focusing
on
fidelity
and
fidelity
is,
is,
in
my
experience,
sometimes
the
last
thing
that
people
focus
on.
So
we
spend
a
lot
of
time
writing
plans
and
putting
interventions
into
place.
L
But
do
we
really
always
go
back
and
look
at
and
observe?
Are
those
interventions?
Are
they
being
implemented
with
the
right
amount
of
time?
Do
people,
and
if
people
aren't
implementing
interventions
correctly,
it's
not
it's
usually
not
because
they're
bad
people
and
they
don't
want
to
implements,
but
they
need
more
support.
So
when
we
see
low
fidelity,
that's
when
we
know
that
we
have
to
increase
the
support,
the
staff
beliefs.
L
You
know,
I
think,
celebrate
the
fact
that
you
had
a
lot
of
positives
that
came
out
of
that
beliefs
about
about
behavior
for
low
levels
of
supportive
beliefs.
You
know,
sometimes
people
think
it's
really
hard
to
change
people's
beliefs,
but
I
think
with
a
real
focus
on
using
data
and
collecting
data
and
sharing
that
with
your
teacher
teams
and
as
you
implement
good
plans
with
fidelity
and
people
start
to
see
the
tide
changing
a
little
bit
and
students
having
more
success.
L
L
Now
I
got
my
phd
in
1995,
so
I've
been
out
a
while
and
the
it's
changed
now
to
six
to
one.
So
it's
really
you
know
that
would
be
a
good
area
to
focus
on,
and
then
we
thought
a
good
idea
would
be
to
take
a
look
at
doing
an
infant
intervention
inventory
by
building
and
look
at
what
are
the
interventions
available
and
then
really
helping
staff
select
interventions
that
are
well
matched
to
student
needs.
L
We
recommended
considering
a
evidence-based
curriculum
for
special
education
teachers,
along
with
training
on
implementation
and
really
talked
about
strengthening
those
level,
a
and
b
services.
So
that's
that's
really
targeted
towards
general
ed,
with
let's
try
to
get
build
capacity
so
that
we
can
keep
kids
in
the
general
education
setting
for
the
majority
of
the
day
have
good
entrance
and
exit
criteria
as
kids
move
across
the
system.
L
Further
partnerships
for
co-located
or
school-linked
mental
health
and
then
really
prioritize
your
behavioral
screening
data
and
try
to
move
away
from
referrals
where
teachers
and
staff
refer
students
for
special
ed
or
for
interventions,
but
start
looking
proactively
at
your
data
and
then
pick
out
those
kids.
You
don't
have
to
wait
for
the
referrals
catch
it
when
problems
are
small
before
they
get
too
big,
and
then
I
think
to
round
out
those
recommendations
on
programming.
You
know,
you're.
L
You
already
have
a
good
process
in
place
to
review
your
ieps,
your
fbas
and
your
behavioral
intervention
plans.
You
had
been
doing
that
the
year
before
we
started
and
then
covet
hit.
So
I
would
say-
and
again
I
started
a
process
of
self-review
of
special
of
these
types
of
documents
in
the
year
2000
and
we
it
continues
to
this
day,
where
we
did
a
self
review
every
year
to
really
monitor
our
progress
at
the
systems
level.
L
K
M
Thank
you.
First
of
all,
thank
you,
dr
cummings
and
dr
gibbons
very
much
for
this.
This
is
a
topic
that
is
very
near
and
dear
to
my
heart,
not
only
as
a
school
board
member,
but
I
am
the
mother
of
a
special
needs
child
that
is
served.
Husbands
are
above
a
504
and
is
now
served
by
an
iep,
so
I
value
this
work
very
very
much
and
I
value
the
evidence-based
approach
that
you're
taking
tonight.
L
M
Great,
I
think,
we'll
look
forward
to
that.
I
think
that
makes
sense,
and
then
I
just
appreciated
you
know
you
said
there
was
about
50
to
60.
I
think
if
I
heard
right
recommendations
made
and
to
really
give
this
over
three
to
five
years,
that's
obviously
a
lot
of
information,
I'm
very
interested
in
our
beliefs,
around
positive
reinforcement.
I
think
that
was
nice
to
highlight
re-looking
at
our
you
know,
intervention
inventory
referral
process.
M
L
Yeah,
and
maybe
if
you
want
to
just
wait
till
the
end,
I
can
kind
of
show
you
where
we're
at
in
unpacking
all
of
the
recommendations
and
themes,
and
I
mean
to
broadly
answer
your
question.
Yes,
there
was
a
lot
of
low-hanging
fruit
that
when
we
met
with
the
executive
team
and
paddy's
team,
they
were
on
it
like
it.
Wasn't
that
some
of
the
findings
weren't
surprising
and
they
were
on
it
and
already
had
a
plan.
So
patty
might
be
able
to
talk
a
little
bit
more
about
that
too.
But.
M
Okay,
thank
you
last
final
question.
I'll
look
forward
to
that.
This
is
probably
more
for
administration.
I
seemed
a
lot
of
our
staff
answers
and
these
surveys
were
more
time.
I
need
more
time
whether
that
be
for
professional
development
or
I
was
blaming
some
of
those
to
mean
throughout
the
day.
How,
if
at
all,
do
we
think
our
new
teacher
work
day?
I
know
there's
been
changes
in
their
amount
of
time.
J
I
can
go
ahead
and
answer
that.
Thank
you
for
that
question,
dr
newman.
I'm
actually
gonna
also
punt
this
to
a
presentation
following
this
presentation,
which
would
be
in
my
superintendent's
report,
because
we'll
talk
a
little
bit
about
just
the
contract
and
what
are
some
potential
opportunities
down
the
road.
J
It
won't
be
a
direct
answer
to
just
the
the
provision
of
the
teacher
work
day,
but
I
do
think
that
it
is
very
important
to
know
that
when
it
comes
to
special
education
across
the
nation
and
including
in
fargo
public
schools,
our
teachers,
they
need
more
time.
They
need
more
time
to
focus
on
on
planning
and
their
instruction.
L
N
You
so
much
and
thank
you
kim
and
patty
for
being
willing
to
share
this
with
us
tonight.
I've
been
anxious
to
hear
what
the
outcome
of
this
is,
so
I'm
excited
to
hear
it
and
and
start
making
improvements.
As
soon
as
we
are
able.
I
do
have
a
question.
I
was
curious
to
know
kim
on
your
slide
that
has
the
special
ed
practices,
the
lre
we
had
talked
about
state
targets,
and
so
I
was
curious
and
I
see
it
looks
like
it
might
be-
a
link
north
dakota
state
performance
plan.
I
was
curious.
N
How-
and
maybe
you
don't
know
because
I
understand
you're
an
outside
entity,
but
I'm
curious
to
know
how
those
targets
were
set
as
far
as
how
we
are
hitting
those
targets.
I'd
also
be
interested
to
know,
and
you
may
not
have
this
information,
although
I
don't
know
who
to
direct
it
to
maybe
patty,
given
our
rate,
our
rates
against
those
targets.
N
K
Really
mine's
pretty
pretty
short,
so
sorry
about
that
kim,
that's,
okay,
nikki!
I
think
the
best
thing
to
do.
I
I'm
sitting
here
trying
to
drop
from
memory
where
the
targets
came
from
and
I
don't
want
to
say
that
I've
never
been
told
it's
just
that
I
I
cannot
think
I
can't
recall
at
this
moment,
but
if
you
go
to
that
link,
it
will
provide
answers.
They
will
explain
how
these
targets
were
set,
and
you
can
also
view
other
districts
in
the
state
of
north
dakota
to
see
where
they
fell
in
this.
L
N
B
Do
thank
you
and
before
we
leave
that
slide,
I
would
have
to
say
this
is
a
legislative
issue.
As
the
governmental
affairs
committee
chair,
not
only
is
ida
funded
underfunded
at
the
federal
level,
we
continue
to
fight
for
the
underfunded
special
eds
at
this.
If
our
state
has
these
targets,
this
is
this
is
data
that
we
can
use
during
the
legislative
session,
so
we
need
to
keep
money.
O
Thank
you.
My
question
is
almost
identical
to
nikki,
so
this
probably
won't
be
difficult
to
answer.
It's
concerning
to
me
that
we
have
62
about
62
and
a
half
percent
of
our
students
in
the
classroom.
80
of
the
time
when
the
state
is
saying
it
should
be
77
and
a
half
and-
and
I
it
was
interesting,
I,
like
the
spin
that
nicky
put
on
it
with
you
know.
How
do
these
numbers
are?
Is
77.5
a
number?
O
K
David
yeah,
a
wonderful
question
and
I
will
tell
you
it
sounds
like
there
might
be
a
simple
answer
and
it's
everything
from
the
intensive
training
that
we
provide
to
staff
and
administrators
regarding
the
different
data
points
and
conversation
points
that
should
be
had
at
iep
meetings
to
help
determine
whether
a
student
is
best
served
in
at
least
restrictive,
a
b,
c
or
d.
Now
we
must
remember
that
none
of
these
settings
are
bad.
K
What
we
consider
to
be
I'll
just
use
the
word
problems,
but
if
we
have
students
who
are
not
meeting
expectation,
what
is
our
thought
on
on
our
beliefs
about
how
we
solve
those
and
some
of
the
beliefs
and
some
of
the
drive
through?
Even
when
I
go
back
to
no
child
left
behind
it's
so
data
driven,
make
improvement,
make
improvement,
make
improvement
and
one
of
the
ways,
my
personal
belief
that
fargo
public
schools
responded
to
that
was
well.
K
If
we
need
to
make
improvement,
it
would
be
better
if
we
added
more
special
education
in
order
to
to
direct
attention
to
those
gaps
and
to
close
them.
Well,
you
know
the
unfortunate
side
effect
of
that
is
that,
through
positive
intentions
of
wanting
to
provide
additional
supports
to
student,
it
ended
in
this
counter.
What
we're
seeing
now
as
well,
we
pulled
kids
from
general
education
to
do
this,
so
it
I
don't
believe
in
any
way,
shape
or
form
that
anybody
had
bad
intentions.
K
I
don't
think
anybody
was
saying
necessarily
this
has
to
that.
The
students
need
to
go
somewhere
else.
I
think
they
really
saw
it
as
the
solution
and
an
over
an
overarching
belief
that-
and
this
is
nationally
too,
by
the
way
that
somehow
special
education
teachers
hold
a
magic
wand
to
fix
issues.
And
so
it's
it's
the
work
that
u
of
m
and,
as
you
hear
more
in
the
presentation,
will
answer
more
of
these
questions
or
the
questions
that
you
had
david.
But
it's
absolutely
you're
right.
What
can
we
do?
L
And
I
I
just
put
up
the
beliefs
about
behavior
and
I
I'll
just
read
you
like
a
couple
of
the
items
under
punishment,
so
when
a
student
misbehaves,
the
students
should
be
removed
from
the
learning
environment
for
the
benefit
of
other
students.
That's
a
that's
a
negative
belief.
So
this
means
that
you
had
people
that
were
positively
endorsing
that.
Like
yep,
I
believe
that
should
happen.
L
Students
who
misbehave
in
the
classroom
should
be
handled
by
counselors,
behavioral
specialists
or
administrators.
That's
another!
You
know
if
people
say
yep
that
should
happen,
it
probably
could
speak
to
you
know
a
general
education
teacher
needing
more
training
and
support,
so
they
feel
like
they
have
good
self-efficacy
that
they
can
handle
some
of
these
problems
without
making
automatically
jumping
to
to
sending
them
to
a
another
person.
So
I
just
thought
you
might
be
interested
in
hearing
some
of
those
items
that
that
were
phrased
as
negative
beliefs.
B
L
Section
of
your-
and
I
I
I
probably
just
need
five
minutes
or
so
I
know
I've
probably
gone
over
my
time.
So
would
you
like
me
to
just
continue
and
finish?
Okay,
all
right,
so
the
next
area
was
student
outcomes
and
you
can
see
the
questions
that
we
were
looking
at.
What
are
the
academic
and
social
emotional
outcomes
for
students
with
disabilities,
especially
those
with
social
emotional
behavior
needs
how
equitable
are
academic
and
social
emotional
outcomes
for
students
with
disabilities
as
compared
to
their
peers?
L
To
what
extent
is
disproportionality
present
for
students
of
color
with
regard
to
exclusionary
discipline
and
referral
for
special
education
under
the
category
of
ed
and
to
what
extent
are
implementation
outcome?
Data
gathered
to
really
drive
decisions
about
whether
students
are
responding
to
the
support
that
we're
providing
them
as
planned
and
are
they
working
and
if
not
working?
What
are
we
going
to
do
to
change
so
I'm
sure
that
you've
seen
these
data
before
we've
got
your
north
dakota
state
assessment
from
2018
19.
L
Looking
at
the
the
map
data
lower
student
fargo
public
school
students
had
consistently
demonstrated
lower
proficiency
rates
in
math
than
in
reading
district
map.
Scores
dropped
significantly
in
reading
and
math
between
winter
29th,
2019-20
and
2021,
which
is
likely
a
pandemic
effect.
That
happens.
Many
and
the
most
significant
drops
were
in
the
elementary
grade
levels.
L
The
other
thing
that
we
looked
at
was
a
number
of
different
attendance
and
discipline
incidences
and
we
calculated
risk
ratios
and
I'm
not
going
to
give
you
a
hour-long
lecture
about
how
to
calculate
risk
ratios.
But
what
I
want
you
to
look
at
is
that,
when
we're
comparing
two
groups
to
look
for
disproportionality,
if
you
have
a
risk
ratio
of
one,
that
means
there's
no
difference.
L
There's
one
group
doesn't
have
any
less
or
more
of
a
risk
than
another,
and
then
you
can
see,
as
the
risk
ratios
start
to
increase
one
group
is,
is
at
a
higher
risk
than
another
group.
So
one
risk
ratio,
1.25
have
a
25
higher
risk.
When
you
get
to
1.5
it's
a
50
percent
higher
risk
two
times
higher
risk,
so
you
can
see
basically
the
farther
you
get
away
from
one
the
more
risk
one
group
has
than
the
comparison
group.
L
So
if
we
take
a
look
at
your
behavioral
and
and
engagement
data,
the
red
bar
is
having
18
or
more
absences.
The
yellow
bar
is
having
two
or
more
office.
Disciplinary
referrals
and
the
green
bar
is
having
one
or
more
out
of
school
suspension,
and
then
you
can
look
at
the
different
subgroups
for
race
and
ethnicity
that
that
we
looked
at
american,
indian
asian
black
hispanic,
hawaiian
white
multi-ratio,
and
so
I
mean
what
probably
jumps
out
at
you
is
we
are.
L
We
look
at
our
category
of
white
students
and
you'll
see
that
they
have
a
a
risk
ratio
below
one.
So
it's
actually
that
you
have,
you
don't
have
an
equal
chance.
You
have
a
less
of
a
chance
when
you're
a
white
student
of
of
being
chronically
absent,
getting
office,
disciplinary
referrals
or
out
of
school
suspension.
L
These
are,
I
mean.
I
know
these
are
uncomfortable
data
to
look
at.
I
I
think
it's
good
to
look
at
these
data
and
to
start
having
conversations
I
do
this
around
the
country
and
especially
in
minnesota
and
there
there
are
high
risk
ratios
for
certain
groups
of
students
that
I
think
we
just
need
to
lay
it
out
there
and
look
at
it
and
start
having
conversations
about
it
and
the
next
one
is
looking
at
disability
status.
D
L
L
L
L
I
wasn't
always
involved,
I'm
not
saying
that
that's
what's
happening
here,
but
it's
something
to
take
a
look
at
and
really
I
had
this
happen
in
my
district
and
started
making
it
a
requirement
that,
before
a
disciplinary,
infraction
could
be
made
for
a
student
that
we
had
to
pull
in
the
case
manager
or
an
area
service
coordinator
or
someone
to
consult
because
we
want
to
find
out.
Why
is
this
hap?
L
You
know
the
iep
might
say
one
thing,
but
what's
being
done
might
be
different
than
what
the
iep
says
so
just
something
there
to
to
really
keep
on
your
high
on
your
radar
screen.
So
our
outcomes
recommendations
is
that,
first
of
all
kind
of
going
back
to
all
kids
in
tier
one
that
really
increasing
the
academic
supports
and
the
curricular
materials
used
that
address
the
the
needs
of
a
large
majority
of
students
may
really
help
with
some
of
those
behavioral
challenges.
L
So
you'll
see
some
some
recommendations
that
we've
talked
with
with
your
district.
Your
admin
team
about
in
terms
of
looking
at
ela
and
math
curriculum,
really
doing
some
good
interventions
right
in
tier
one.
If
you
have
lots
of
kids
that
are
struggling
in
a
certain
area,
push
in
support
right
into
that
tier
one
environment
as
well.
L
I
think
that
probably
number
two
is
really
important
to
really
start
putting
regular
discipline
and
attendance
rates,
so
you
can
calculate
the
risk
ratios
easily.
We
can
do
it.
We
can
show
you
how
to
do
it
and
just
start
putting
that
data
out
there
for
in
your
school
team,
so
that
people
can
start
looking
at
it
and
seeing
how
are
we?
How
are
we
doing?
Are
we
starting
to
lower
those
threshold
holders?
L
Certainly
looking
at
culturally
responsive
practices
and
training
that
you
know
gets
at
those?
Those
biases
that
might
having
that
might
be
in
place
that
could
be
influencing
is
important
and
then
again
we
we
did
put
in
a
recommendation
that
for
students
with
disabilities
to
consider
implementing
a
procedure
where
building
administrators
have
should
consult
with
the
case
manager
before
enacting
any
major
consequence
or
an
area
service
coordinator
assistant
director.
L
L
I
would
echo
what
patty
said
as
a
former
special
ed
director.
You
can't
just
keep
hiring
more
and
more
and
more
special
education
staff.
It's
not
getting
at
the
root
cause
of
the
problem
and
really,
I
would
suggest
investing
your
resources
into
professional
learning
and
training
and
coaching
with
your
general
education
teachers,
there's
a
perceived
lack
of
equity
of
staffing
across
buildings
that
didn't
really
bear
out
in
our
findings.
But
a
strong
perception
exists
that
there
is
inequity
with
staffing
and
people
are
reporting
that
it's
difficult
to
request.
Additional
para
educator
support.
L
That's
another
slippery
slope
too.
Is
you
don't
want
to
make
it
difficult,
but
you
also
don't
want
to
just
sign
on
the
dotted
line
every
time
somebody
requests
a
para,
because
you
you
end
up
with
a
lot
of
para
educators
that
you
might
not
need
if
you
have
a
good,
clear
structure
for
how
those
approvals
are
given.
L
So
lots
of
lots
of
things
came
out
in
the
area
of
professional
development.
You
can
read
those
I
think
you
know.
We've
got
multiple
sources
of
data
across
the
review
that
really
point
to
that
area
of
professional
learning
and
coaching
that
exists,
and
I
guess
where
I
would
end
is
looking
at
your
school
psychologists.
L
That
was
probably
the
one
area
that
popped
out
a
little
a
lot.
I
am.
I
am
a
school
psychologist
by
training.
I
haven't
been
one
since
1996,
but
I
sure
have
supervised
a
lot
of
them
over
my
over
my
time
and
right
now.
The
recommended
ratio,
that's
coming
out
of
the
national
association
of
school
psychologists
is
one
psychologist
per
500
and
500
to
700
students,
that's
pretty
low
and
those
ratios
existed.
I
tried
as
a
special
ed
director,
to
keep
my
ratios.
L
At
least
around
one
to
a
thousand,
but
it's
not
bad
to
decrease
it,
so
your
current
school
psychologist
ratios
range
from
1
to
1041,
to
1
to
3
and
150,
with
an
average
ratio
of
1
to
1800
1892
and
the
reason
that's
important
is
a
lot
of
people.
Think
school
psychologists
are
like
the
gatekeepers
to
special
ed.
L
So
my
recommendation
would
be
to
take
a
look
at
that.
We
we
changed
the
role
of
our
school
psychs
drastically.
When
I
was
at
spread,
we
were
able
to
really
change
the
role
it.
It
did
become
hard,
sometimes
to
re.
When
we
had
higher
ratios
it
became
higher.
It
became
harder
to
retain
staff
over
time.
They
would
leave
and
go
to
places
where
there
were
lower,
lower
ratios.
L
So
again,
adding
more
teaching
staff
is
not
going
to
address
the
root
cause
of
many
of
the
current
challenges.
You
could
take
a
look
at
reforming
the
role
of
the
school
psychologist.
I
know
that
you've
already
like
low
hanging
fruit.
There
is
more
district
level
support
for
mtss
and
there's
other
other
ways
to
try
to
reduce
some
of
the
paperwork
burdens
as
well
for
special
educators,
lots
of
recommendations
around
professional
learning,
so
our
you
know
lots
of
individualized
recommendations
across
those
areas.
L
I
think
the
broad
ones
that
really
emerged
was
really
a
need
for
an
integrated
and
aligned
mtss
system
with
a
clear
implementation
plan,
maybe
reorganizing
resources
having
a
multi-year
professional
development
plan
and
where
about
professional
learning,
is
evaluated
annually
by
role,
and
then
you
know
developing
that
process
for
your
annual
plan.
That's
linked
to
district
and
building
needs,
invest
in
efforts
to
improve
culturally
responsive
teaching
and
leadership.
L
We
we
got
out
in
person
and
we're
in
your
district,
and
we
worked
to
gain
consensus
on
the
top
strengths
in
the
districts,
challenges,
obstacles
and
priorities
and
november
17th.
My
colleague,
dr
laura
potter,
is
the
lead
for
this
project.
I
oversee
the
work
and
she
had
travel
plans
for
thanksgiving
and
is
out
of
state,
but
she
was
in
person
on
november
17th
to
really
hone
in
on
those
priorities
and
help
start
the
draft
of
an
implementation
plan.
L
You
can
see
our
goals
here,
you
know
through
the
end
of
december,
but
I
did
want
to
tell
you
that
these
were
the
priority
areas
that
really
came
out
of
that
stakeholder
group
and
we
used
a
really
good
process
where
everybody
had
voice.
Everybody
got
to
individually
prioritize
what
they
thought
the
needs
were,
and
then
that
filtered
back
to
the
large
group
doing
priorities,
and
so
it
really
came
out
with
tier
one
academic
instruction
and
behavioral
supports,
building
and
strengthening
an
mtss
framework
supporting
mental
health
and
matching
interventions
to
student
needs.
B
B
B
L
M
But
yeah,
I
I'm
just
very
interested
on
your
comments
around
school
psychologists.
I
am
a
physician
in
our
community
as
well,
and
that
is
often
the
rate
limiting
factor
for
us
for
getting
kids
services,
because
there's
medical
diagnoses,
for
example,
of
autism
or
others,
but
then
there's
academic
diagnoses
and
to
get
services.
K
K
K
K
We
have
some
wonderful
work
being
done
by
rebecca
campbell,
who
is
an
area
service
coordinator
and
a
school
psych
herself
in
our
district
she's.
Now
an
area
service
coordinator
was
the
school.
Psych
has
been
leading
our
school
psych
team
to
become
embedded
more
in
the
initial
evaluation
process,
not
just
as
the
evaluators,
but
people
who
attend
the
meeting
to
discuss
student
needs
and
help
lead
the
discussion
on
on
the
evaluations.
K
What
has
been
done
prior
to
taking
the
step
on
to
evaluate
and
helping
the
teams
analyze
the
data
that
they
do
have?
But
again,
that
being
said,
it's
not
that
the
district
is
neglecting
it
it's
we
have
other
people
doing
it
are
we
do
we
have
some
underutilized
professions.
Absolutely
school
psychs
hold
a
a
very
nice
complement
of
skill
sets.
K
We
could
look
to
increasing
that.
I
will
say
nationally,
there's
a
school
psych
shortage,
and
so
that's
getting
tougher
and
one
of
the
reasons
it
could
be
tougher.
Tough
on
fargo
versus
perhaps
other
districts
in
the
area
is
that
we
do
continue
to
kind
of
short,
sell
their
abilities,
and
so,
as
they
come
in
as
professionals,
they
may
feel
a
little
bit
of
angst
like
I
can
do
more.
I
can
do
more
to
help
I
I
want.
K
I
have
more
skills
to
give,
so
I
think
that
as
we
look
into
that,
it's
increasing
the
numbers,
but
also
understanding
a
little
bit
more,
how
they
can
help
us
through
that
mtss
process
with
their
understanding
of
data
and
assessments.
So
hopefully
I
answered
tracy
I
feel
like
I
might
have
talked
a
little
bit
in
a
circle
so
as
I
got
going,
I'm
not
sure
that
I
directly
responded
to
your
your
absolute
question
on
that.
So,
if
I
didn't,
let
me
know.
B
B
J
Yeah
not
to
repeat
too
much
of
kind
of
what
dr
cummings
already
shared.
I
just
want
to
kind
of
let
the
board
know
yeah.
I
think
doc
turned
him
into
your
question
and
the
answer
is:
we
have
to
try
to
do
kind
of
a
hodgepodge
of
variety
of
things
to
kind
of
help
address
the
situation
we
have
in
our
last.
I
think,
every
year,
since
I've
started
here
in
our
legislative
sessions,
the
tube
that
we've
had
our
priority
has
been
highlighting
our
school
psychologist
ratio
to
try
to
increase
funding.
J
And
that's
to
me
it's
a
systemic
problem
exasperating
that
further
would
be.
I
think,
two
years
ago,
or
last
year,
coming
off
the
pandemic.
Msum
had
some
significant
conversations
about
significantly
closing
their
school
psychology
program.
So
all
the
superintendents
were
part
of
some
active
work
to
hope
to
do
what
we
could
do
to
make
that
happen,
including
as
a
district
offering
opportunities
for
the
coursework
to
be
completed
in
our
district
for
their
student
internships
that
we
completed
in
our
district.
We
continue
to
push
that.
I
don't
know
where
we
landed
patty.
K
Yeah
no
you're
right,
they
were
able
to
the
program,
was
saved.
Thank
goodness
a
lot
of
work
by
a
lot
of
people
to
to
make
that
happen,
and
we're
very
grateful
for
that.
I
know
that
my
not
also-
and
I'm
I'm
not
sure
where
minot
was
that,
but
the
same
situation
was
being
addressed
at
that
university
as
well.
Bringing
in
the
numbers
I
mean
it
has
to.
Obviously
universities
have
to
be
able
to
flourish
themselves,
and
so
with
fewer
numbers
of
people
entering
into
the
the
coursework.
K
For
that
so-
and
I
just
like
to
highlight
too
what
dr
gandhi
mentioned
about
us,
providing
and
working
collaboratively
collaboratively
with
msum
increasing
the
number
of
interns
that
we
schools
like
interns,
that
we
have
to
help
support
them
and
build
their
profession
and
hopefully
have
them
see
how
great
it
is
to
work
for
public
education.
So.
A
O
Thank
you
kim,
and
probably
patty
too.
One
of
the
things
I
heard
constantly
excuse
me
from
the
special
ed
teachers
that
I
worked
with
was
the
incredible
amount
of
time
they
spent
on
paperwork,
and
I
guess
my
ears
really
perked
up
when
you
mention
in
here
that
we
could
hire
due
process
clerks.
Would
those
be
people
who
could
actually
handle
some
of
the
burden
of
this
paperwork
and
if
so,
what
types
of
qualifications
do
those
people
have.
L
Yeah,
I
can
talk
about
the
recommendation
and
patty.
You
can
talk
about
what
that
looks
like
in
terms
of
north,
the
north
dakota
public
instruction,
but
many
states
allow
districts
to
hire
essentially
a
paraprofessional
that
you
can
train
to
take
some
of
the
burden
off,
and
so
a
lot
of
the
burden
is
scheduling.
Meetings.
You've
got
teachers
that
are
teaching
all
day
and
they're
trying
to
catch
parents
like
during
their
breaks
before
school
after
school.
L
If
you've
ever
been
the
recipient
of
an
email,
I
get
emails
all
the
time
or
I
have
to
schedule
meetings
and
you're,
sending
out
you're
sending
out
messages
to
10
iep
members,
and
then
you
gotta
figure
out
who's
available
on
what
date
you
can
so
easily
train
paras
to
help
schedule
meetings.
You
can
help
them
file
paperwork
and
have
checklists
to
make
sure
that
when
they're
going
to
file,
they
can
flag
and
say:
oh
we're
due
for
an
evaluation
for
the
student
or
we're
missing
this
form.
L
K
Well,
so
you
heard
that
the
federal
right,
some
other
states
are
doing
it
so
idea.
Doesn't
it
remain
silent
on
that?
It's
not
against
ida
to
do
that,
north
dakota
itself.
We
all
know
it's
strong
local
control
state,
and
so
we
could
very
well
make
that
decision.
The
guidance
is
a
and
I
feel
bad
speaking
like
this.
K
I
really
work
well
with
people
in
special
education
in
north
dakota
dpi
and
I
respect,
but
there
are
many
things
that
they
do
remain
silent
on,
because
they
do
believe
it's
within
the
local
control
of
the
districts
to
be
able
to
make
those
determinations.
So
I
believe
that
we
have
the
ability
to
flex
toward
that
way.
K
If
we
decide
as
a
district
that
we
want
to
move
in
that
direction,
I
would
also
say
for
many
we
would
be
one
of
the
first
in
the
state
to
be
looking
at
maybe
some
more
significant
case
management
being
done
by
other
individuals,
whether
it's
you
know
the
I
want
to
say
more
of
not
the
not
the
creating
of
the
iep
but
the
actual
typing
of
it.
Those
more
what's
the
word
I'm
looking
for
secretarial.
K
K
K
Not
only
has
idea
increased
the
amount
of
paperwork,
but
the
other
thing-
and
this
is
pertinent
to
what
we
were
seeing
in
the
study-
is
fidelity
of
providing
supports
to
student-
comes
in
the
world
of
special
education
with
more
than
one
annual
meeting.
It
used
to
be
david
that
we
would
rarely
see
a
second
or
a
third
iept
meeting
come
together
and
now
it
is
very
likely
every
time
that
those
meetings
happen.
K
Special
education
case
managers
have
a
certain
amount
of
paperwork
that
is
required
to
do
that.
So
it's
it's
not
only
more
of
of
different
documents,
but
they're
doing
them
several
times
a
year
so
by
by
providing
those
supports
and
by
reinvestigating
what
can
we
do
better
for
students?
It's
also
adding
to
that
paperwork
burden.
B
So
we're
getting
really
deep
into
operational
stuff
right.
I
think
we,
this
is
a
bigger
discussion,
that
I
would
appreciate
that
patty
could
make
some
recommendations
to
the
board.
The
board
needs
to
know
how
to
prioritize
resources,
and
so,
if
you
can
give
us
a
more
concise
reports
based
upon
the
report
that
kim
so
so
eloquently
presented,
I
think
that
is
what
the
board
needs,
because
we
have
certain
resources
and
where
are
we
going
to
prioritize
and
we
need
we
need
staff.
We
need
funds,
we
need
time.
B
Can
you
can
somebody
give
us
more
time,
but
I
think
that
we
need
to
have
some
suggested
action
points
that
the
board
can
focus
on,
because
that
is
what
the
board
is
here
to
do
is
to
prioritize
resources,
we'll
take
one
more
question:
jennifer
and
then,
hopefully
we
can
move
to
a
break
before
the
fea
report
go
ahead.
Jennifer.
P
Thank
you.
So
my
question
is
actually
a
little
bit
along
those
lines
robin
and
that
is
specifically
around
what
I
heard
was
just
adding
staffing:
isn't,
isn't
the
fix
right?
Isn't
the
end
all
be
all
here,
and
so
I'm
curious
about
partnering
opportunities,
specifically
with
our
community
mental
health
centers
as
well.
You
know
there
was
some
restructuring
of
funding
and
really
the
legislator
wants
us
to
work
together.
P
You
know
addressing
these
types
of
things,
and
so
funding
sources
are
being
funneled
through
their
facilities
as
well
right
and
we've
partnered
on
a
few
other
things,
and
so
I'm
curious.
If
you
can
touch
on
that-
and
I
did
my
other
thing
that
I
noted
down-
pat
you
actually
mentioned,
which
was
an
intern
possibility
for
that
to
be
able
to
help
and
then
really
my
last
question
I'll,
just
throw
them
all
out.
P
There
would
be
specific
to
what
does
the
monitoring
process
look
like
to
make
sure
that
whatever
it
is
that
we're
implementing
or
changing
because
of
recognizing
through
this
audit
process,
what
isn't
working
restructuring
and
coming
up
with
this
new
plan?
How,
then,
what
does
the
monitoring
process
look
like
moving
forward
to
make
sure
that
we're.
L
Yeah,
I
I
can
answer
that
one
quickly
and
first,
because
I
heard
a
lot
of
well.
What
specifically,
are
we
going
to
do
now
and
that's
really
the
process
that
we're
engaged
in
right
now
with
your
district,
which
goes
through
january
of
2022,
so
you
will
have
the
pr
we
have
the
priorities.
You
will
know
what
the
barriers
are,
what
the
solutions
are,
the
actions.
L
What
are
the
goals?
What
are
the
target
dates?
You
will
have
that
implementation
plan
and
then
we're
we're
available
to
we've
to
help
support
that
if
that's
desired,
if
not
that's
okay,
too,
but
we're
available
to
help
with
implementation
and
help
put
some
processes
in
place
for
looking
at
fidelity
of.
L
Are
these
things
that
we
spent
a
lot
of
time
talking
about
doing
now?
How
do
we
go
about,
measuring
and
and
ensuring
that
they're
being
done?
The
mental
health?
I
think
one
of
our
recommendations
was
co-located
mental
health
services,
we're
reaching
out
to
mental
health
organizations
and
coming
up
with
an
agreement
where
they
deliver
therapeutic
services
in
the
school
setting
with
an
office
space
they
bill
for
insurance.
You
know
there's
a
whole
set
of
procedures.
L
B
Thank
you.
Thank
you
great
report.
I
know
that
this
was
slotted
for
an
operational
or
I'm
sorry
a
work
session,
so
we
could
have
some
more
free-flowing
dialogue.
I
look
forward
to
some
of
the
suggestions
that
that
dr
cummins
will
bring
forth
to
the
board,
so
we
can
help
prioritize
where
those
resources
go.
If
I
could
move
to,
I
don't
the
other
hand.
Q
So
all
of
our
schools
participated
in
the
american
education
week
by
dressing
down
so
far
with
only
10
schools
accounted
for
we've
raised
over
a
thousand
dollars
for
our
fea
senior
high
scholarship
program
and
our
covet
leave
fda
is
still
in
support
of
reinstating
this.
So
I
would
welcome
questions
and
visits
with
school
board
members
about
this
topic,
and
I
just
feel
that
you
know
together.
We
need
to
work
on
bringing
our
district
together
and
supporting
each
other.
We
have
many
projects
between
the
cabinet
and
myself
in
the
works
with
fda.
Q
I
also
welcome
any
questions
after
mr
or
dr
gandhi's
report
on
our
escrow
project.
I'm
happy
to
discuss
with
anyone
and
feel
free
to
reach
out
to
me.
We
are
in
the
middle
of
our
recess
mou.
We
will
be
wrapping
that
up
at
the
end
of
january,
and
we
had
our
first
meeting
on
the
salary
mou
and
have
meetings
set
for
the
rest
of
the
school
year.
So
lots
of
projects
going
lots
of
meetings
and
lots
of
work.
B
C
B
J
J
So
I
am
here
today
in
my
superintendent
report
to
just
present
to
you
a
project
that
administration
has
been
putting
together
using
our
serve
funds
and
I'll
just
get
into
it
for
the
sake
of
time,
so
the
project
is
called
all
for
one
and
one
for
all
project,
the
namesake
of
the
project.
Sorry,
it
really
comes
from
a
french
author
alexander
dumas
with
the
three
musketeers,
and
the
full
quote
is
all
for
one
and
one
for
all
united.
J
We
stand
and
divided,
we
fall
and
the
reason
we
picked
that
name
for
the
project
is
that,
because
this
is
directly
related
to
the
mentality
and
the
culture
that
we
want
to
promote
in
fargo
public
schools-
and
you
heard
a
little
bit
about
that
ownership
piece
from
the
university
of
minnesota
presentation.
Just
now,
and
I'll
talk
a
little
about
that.
J
We
believe
that
this
project
is
aligned
to
directly
aligned
to
our
mission
of
educating
and
empowering
all
students
to
succeed,
but
is
also
directly
correlated
with
three
of
our
strategic
initiatives.
One
is
student,
achievement
and
growth
number,
six
equitable
resource
and
planning,
and
seven
continuous
improvement
and
accountability.
J
So
this
esser
project
really
started
with
one
big
question,
which
was
when
we
look
back
at
fargo
public
schools
in
10
years.
What
will
we
say
is
the
impact
of
spending
approximately
44
million
dollars
of
sr
funds
that
were
given
to
us
and
we
always
look
at
a
four-way
test
in
fargo
public
schools
whenever
we're
talking
about
a
new
initiative
and
those
four-way
questions
that
we
ask
are:
is
this
good
for
students?
We
believe
that
this
project
is.
Is
it
good
for
staff?
We
believe
it
is?
J
Is
it
aligned
to
our
mission
and
our
strategic
plan,
which
I
kind
of
shared
on
the
previous
slide?
We
believe
we
can
make
that
tie
and
then,
lastly,
is
it
sustainable
and
especially
important
when
we're
talking
about
one
time
as
for
funds
that
the
district
has
been
awarded,
and
we
don't
think
that
sustainability
is
an
issue,
because
this
is
a
project
requiring
a
one-time
spend
often
times
you've
heard
me
say
this
at
board
meetings
and
other
meetings
that
I'm
part
of
as
well.
I
will
ask
a
question:
what
is
the
problem
we're
trying
to
solve?
J
So
I'm
going
to
start
with
that
question.
What
is
the
problem
that
we
are
trying
to
solve
with
this
project,
and
there
are
two
fundamental
problems?
One
is
that
we
want
to
just
improve
instruction
for
all
students
who
are
not
benefiting
from
our
system.
We
recognize
that
fargo
public
schools
has
some
phenomenal
teachers
and
we're
really
high
performing
for
many
students.
We
also
recognize,
as
you've
seen
in
in
the
data
that
was
presented
to
you
earlier
today.
We
have
some
students
falling
behind.
J
That
is
not
a
reflection
of
any
of
the
staff
in
fargo
public
schools.
I
believe
that's
a
reflection
of
the
system.
Every
system
is
getting
the
results
that
they're
designed
to
get.
It
is
not
the
product
of
just
any
individual
staff.
It's
how
do
we
switch
the
system
till
we
make
sure
that
we're
benefiting
all
students?
Secondly,
I
believe
a
critical
part
of
that
is
that
we
have.
J
We
continue
to
have
a
critical
shortage
area
that
specifically
impacts
our
students
that
need
it
the
most
and
when
I
talk
about
the
system
that
we
need
to
change,
I'm
really
referencing
a
broken
system
and
that
broken
system
is
the
fact
that
we
actually
do
not
have
any
structure.
And
I
say
we
it's
applicable
to
our
district
now,
but
it's
also
applicable
to
school
districts
in
the
midwest.
J
When
the
reward
is
not
going
to
be
as
same,
and
and
we
need
to
do
something
to
break
that
and
to
change
that
system,
so
oftentimes,
we
just
take
a
look
at
doing
a
5y
analysis
and
I'm
not
going
to
go
into
this.
But
a
5-y
analysis
is
a
practice
that
we
use
whenever
we're
trying
to
identify
a
root
cause
saying:
why
is
something
the
problem
and
then
going
a
step
layer
and
except
later
layering
that
down
or
just
saying
okay?
So
if
this
is
the
problem,
how
are
we
going
to
solve
it?
J
How
are
we
going
to
solve
it?
So,
for
the
purposes
of
time,
I'm
not
going
to
read
these
here,
but
I'm
going
to
go
to
a
couple
of
sites
that
talk
about
it.
So,
as
I
talked
about,
the
first
problem
is:
is
academic
data.
You
saw
this
in
the
previous
presentation
from
the
university
of
minnesota
why
we
have
some
students
that
truly
benefit
from
our
system.
We
also
have
some
students
that
are
really
falling
behind
and
we
need
to
look
at
those
students
and
what
we
can
do
differently.
J
You
also
heard
some
data
on
what
the
risk
ratios
are
for
different
students
and
how
to
interpret
risk
ratios
based
on
different
factors
such
as
absenteeism,
attendance,
student
performance
and
different
things,
and
you
saw
that
student
outcomes
for
students
with
disabilities
have
a
significantly
higher
risk
ratio
which
was
interpreted
to
be
really
at
a
level
of
disproportionality.
That's
not
acceptable
for
our
students
for
students
with
disabilities
versus
sorry
it
is.
My
presentation
is
going
ahead
of
me,
sorry
or
behind
me,
which,
which
is
significantly
higher
for
students
with
disabilities
versus
students
that
don't
have
disabilities.
J
This
slide
again.
You've
seen
it
is,
is
the
risk
ratios
based
on
disability
category
for
our
students?
So
how
do
we
improve
student
instruction?
A
lot
of
that
works
done
for
us?
We
know
that
there
are
a
wide
variety
of
factors
that
impact
student
achievement,
including
just
a
lot
of
factors
within
the
environment
for
a
student
and
the
school
and
the
community
that
they
serve
as
well,
but
who
john
john
hattie
is
a
leading
researcher
for
the
company
of
visible
learning
on
a
yearly
basis.
J
He
puts
out
a
list
of
the
biggest
factors
that
impact
certain
achievement.
His
research
is
based
on
a
meta-analysis
of
all
the
existing
research.
That's
out
there
and
year
after
year,
some
of
the
things
that
top
his
list
are
collective
teacher
efficacy
and
you
heard
about
self-efficacy
and
collective
teacher
efficacy
in
the
previous
presentation
as
well.
J
So
what
is
collective
teacher
efficacy,
collective
efficacy
is
really
that
collective
belief
that
the
staff
or
school
faculty
in
their
ability
to
positively
affect
students-
and
I
think
you
heard
that
in
the
previous
presentation-
and
that
has
been
consistently
proven
to
be
strongly
or
positively
correlated
with
student
achievement.
Well,
how
do
you
build
collective
efficacy?
J
J
You
saw
that
from
the
recent
survey
that
was
given
to
our
staff
in
the
university
of
minnesota
to
build
that
teacher
self-efficacy
there's
two
things.
One
is
that
we
need
to
change
some
of
the
perceptions
and
then,
secondly,
we
need
to
provide
meaningful
professional
development
for
for
our
teachers,
we
do
have
staff
that
don't
believe
that
the
district
staff
listen
to
them
when
they
express
the
pd
in
terms
of
needing
to
support
students
with
emotional
behaviors,
there's
requests
for
more
opportunities
than
watch
other
models
and
strategies
for
addressing
challenging
behaviors
for
our
students.
J
What
further
research
will
tell
you
is
that
to
make
professional
development
meaningful
for
students
and
for
staff,
the
biggest
impact
is
going
to
be
giving
staff
mastery
experience.
Mastery
experience
is
the
ability
of
a
staff
member
to
implement
something
that
they
learn
in
professional
development.
Try
it
with
the
student
and
then
see
the
demonstrated
success.
J
That
is
how
is
what's
going
to
cause
a
teacher
to
repeat
their
behavior
of
something
that
they've
learned
in
professional
development,
which
will
lead
to
student
impact,
that
is,
research
driven.
So
how
can
we
provide
professional
development,
but
also
that
mastery
experience
for
students
and
then,
lastly,
like
I've,
said
before
to
do
that?
J
The
table
on
your
left
is
just
the
amount
of
individuals
in
the
last
three
years
in
special
education
that
we've
had
to
hire
with
a
plan
on
file.
We
are
beyond
grateful
for
these
teachers,
who've,
taken
their
abilities
and
skill
set
to
serve
our
special
education
students.
What
a
plan
on
file
means
that
they
were
not
originally
endorsed
in
the
area
of
special
education,
they
were
endorsed
in
another
area.
However,
they
decided
to
take
on
this
job
and
then
say.
J
While
I'm
doing
this
job,
I
will
do
what
I
need
to
do
to
get
that
certification.
I
highlight
that
just
because
a
I'm
so
grateful
for
those
teachers
are
serving
our
students
but
b
to
show
you
the
critical
shortage
area
of
special
education
teachers
and
the
lack
of
people
that
are
originally
getting
certified
to
do
that.
To
do
that,
work.
J
J
This
continues
to
be
a
critical
shortage
area,
not
only
for
our
district,
but
now
we're
competing
in
this
specialized
area,
where
these
are
our
students
that
need
it.
The
most
and
our
data
will
show
our
students
that
need
it
the
most,
but
we're
competing
now
with
other
school
districts
across
the
state
and
in
the
region,
who
are
also
seeing
these
same
numbers,
and
this
school
psychologist
piece
is
something
that
we've
talked
about
before
too
of
how
we
go
years
or
almost
for
multi-month
postings
without
being
able
to
fill
those
positions.
J
So
why
is
there
such
a
critical
shortage
in
special
education?
Well,
I
I
think
it's
because
what
the
research
will
tell
you
is
that
there's
a
stigma
and
there's
barriers
that
our
system
has
created.
Specifically
it's
a
harder
job,
as
many
will
either
perceive
it
to
be,
or
in
reality
it
is,
but
there's
no
incentive
to
go
and
work
there.
So
why
would
you
have
that?
And
the
result
of
that
is
that
you're
seeing
special
education
teachers
are
more
likely
to
exit
the
profession
than
higher
rates
of
general
education
teacher
leading
to
more
turnovers.
J
The
attrition
rate
of
special
education
teachers
transferring
to
general
education
is
10
times
higher
than
that
of
general
education
teachers
transferring
to
special
education
and
then
the
reason
for
that
is
because,
like
we've
talked
about
the
extra
paperwork,
additional
record-keeping
specialized
training
and
behavior
management-
and
this
is
to
me
incredibly
important
that
special
education
teachers
on
a
national
level
feel
like
their
colleagues
at
their
schools,
they're
less
likely
to
have
colleagues
at
their
schools
available
for
mentoring
and
collaborative
relationships.
And
we
heard
that
about
fargo
public
schools.
In
the
previous
presentation
as
well.
J
Part
of
that
is
because,
when
we
isolate
special
education
as
a
department
of
your
own,
you
don't
necessarily
have
those
same
team
supports
or
instructional
supports
at
a
building
that
may
be
afforded
to
other
individuals.
And
that
doesn't
mean
because
we
don't
have
the
capacity.
I
actually
think
that
we
have
fantastic
teachers
that
can
take
on
that
responsibility
to
mentor
special
education
teacher.
J
But
I
think
that
our
system
has
created
this
culture,
where
even
our
best
teachers,
if
they
don't
have
experience
in
special
ed
or
that
skill
set,
they
feel
like
they
can't
necessarily
reach
out
and
being
that
collaborative
hand
or
that
mentor
or
what
that
case
might
be
because
they
feel
like
okay.
This
is
special
ed.
This
is
a
whole
different
beast
of
its
own,
and
maybe
it's
not
something
that
I
that
I
feel
necessarily
that
confident
in
which
is
that
own
teachers
self-efficacy.
J
The
book
by
billingsley
that
talks
about
specifically
or
is
titled
cultivating
and
keeping
committed
special
education
teachers.
What
principles
and
district
leaders
can
do
talks
about
a
two-pronged
approach
on
how
to
address
this
crisis.
First
is
looking
at
models
that
grow
your
own
models.
However,
further
research
will
tell
you
in
any
grow
your
own
model.
You
have
to
have
a
multi-pronged
approach
and
you
have
to
develop
the
efficacy
of
teachers
and
their
confidence
to
be
able
to
work
with
diverse
students.
J
Even
if
we
do
a
grow,
your
own
model,
it's
not
helping
our
immediate
solution
right
now,
because,
even
if
we
were
to
grow
teachers
or
grow
educators,
those
are
longer
term
solutions.
The
second
solution
is
to
create
a
positive
work
culture
by
creating
more
inclusive
and
collaborative
schools,
and
designing
a
reasonable
work
assignment
for
special
education
teachers.
How
do
we
do
that?
You
know
that
is
a
question,
because
resources
are
finite.
J
Time
is
finite,
so
if
we
were
to
take
that
burden
off
of
our
existing
special
education
teachers,
which
is
what
we
want
to
do,
where
does
it
go?
And
I
think
that's
the
premise
of
some
of
this
conversation
as
well.
We've
talked
about
a
solution
such
as
do
process
clerks.
That
will
help
some,
but
that
is
also
under
the
assumption
that
we
are
able
to
fill
those
positions
and
those
additional
staff
and
then
be
able
to
fund
them
for
those
responsibilities.
J
I
think
that
part
of
it
is.
We
also
have
to
take
a
like
break
away:
the
silos
of
general
education
and
special
education
within
our
district.
This
was
referenced
in
the
previous
presentation
and
I
think
it's
changing
our
culture
to.
We
are
the
teachers
of
our
students
to
we
are
the
teachers
of
all
students
and
we
have
to
remove
both
the
stigma
and
the
barriers
which
don't
motivate
all
educators
from
working
with
our
most
vulnerable
learners.
J
J
Additionally,
some
of
the
recommendations
or
what
was
found
by
the
university
of
minnesota
focus
group
that
you
just
heard
from
talked
about
our
staff
value
collaboration
and
communication
with
colleagues,
but
rarely
have
the
time
to
collaborate
effectively.
I
would
say
that
that
is
exasperated
further
for
our
special
education
staff,
as
reported
based
on
the
research
earlier.
That
feel
that
they
may
not
have
the
same
supports
that
maybe
some
teams
of
general
education
teacher
do.
J
J
The
recommendation
the
process
was,
we
need
staff
serving
in
all
roles
across
the
district,
consistently
reported.
A
lack
of
adequate
pd
on
this
subject
and
staff
indicated
a
low
agreement
with
the
statement
that
I
have
had
adequate
professional
development
to
assist
me
in
managing
students
with
disabilities
who
demonstrate
challenging
behaviors.
J
One
of
the
recommendations
from
our
group
has
been
to
build
communication
infrastructure
for
planning
between
general
education,
teachers
and
special
education
teachers,
and
I
think
this
program
is
a
direct
reflection
of
that
and
then
also,
I
think
we
have
to
look
at.
How
do
we
create
opportunities
to
allow
for
maybe
more
of
a
distribution
of
responsibilities?
J
So
this
chart
is
just
a
potential
example,
not
something
that
we're
seeing
the
district
would
do,
but
here's
one
example
of
maybe
what
this
program
might
be
able
to
accomplish
in
the
future,
and
I
know
that
the
staff
or
the
chart
might
be
a
little
bit
hard
to
read.
But
basically,
what
you're
looking
at
is
this
first
diagram
represents
just
the
workload
of
a
special
education
teacher.
Their
primary
responsibility
is
to
provide
a
quality
instruction
for
all
of
our
students.
J
However,
more
often
than
not
they're
bogged
down
with
case
management
of
students
with
low
complex
needs
case
management
for
students
that
have
moderate
complex
needs
in
their
in
their
case
management
or
the
case
management
of
students
with
high
complex
needs.
I've
talked
to
teachers
within
our
district
in
the
last
couple
months
that
have
20
to
28
students
on
their
caseload.
J
You
have
the
special
education
teachers
that
say:
okay,
all
from
my
caseload
I'll,
take
the
case
management
of
students
with
modric
complex
needs,
and
then
you
have
building
administrators.
Who
say
why
don't
I
take
on
the
case
management
of
students
with
high
complex
needs
and
what
what
it
does
is.
If
you
take
that
model,
let's
say,
for
example,
we
have
a
student
or
staff
with
28
students
on
their
caseload.
They
distribute
their
low
complex
need
case
management
responsibilities
to
four
general
education
teachers
who
take
on
one
each
then
they're
down
to
24.
J
But
then
let's
say
they
give
two
to
the
building
principal
and
then
two
to
their
building
assistant
principal
and
those
are
some
of
their
highest
complex.
Special
education
case
management
responsibilities,
then
you're
down
to
20
versus
28,
but
some
of
your
highest
and
your
lowest
complex
needs
have
been
taken
off
your
plate
as
a
special
education
teacher,
I'm
not
saying
that
this
is
the
model
the
district
would
potentially
go
to,
but
this
is
one
of
many
options
that
can
be
explored
with
the
increased
flexibility.
J
If
we
qualify
more
or
more
of
our
staff
to
be
able
to
do
special
education
case
management
and
or
provide
special
education
services,
I
will
say
that
I
also
think
to
br
to
fix
a
system
we
have
to
incentivize
and
reward
our
staff
to
be
able
to
do
that,
but
to
be
able
to
do
get
to
a
point
of
rewarding
more
staff,
we
have
to
qualify
them
first.
So
that's
why
this
program
really
has
two
primary
objectives.
J
J
This
all
of
this
in
this
entire
project
is
rooted
in
one
fundamental
belief,
which
is
that
an
additional
endorsement
and
training
specific
to
teaching
students
with
disabilities
or
diverse
needs
will
also
improve
their
own
self-efficacy
and
instructional
practice
of
all
educators
by
providing
each
educator
with
additional
tools
that
can
be
used
to
meet
the
needs
of
all
students.
So
we're
proposing
a
program
that
the
district
would
incentivize
and
provide
the
resources
and
the
compensation
for
a
teacher
to
get
endorsed
in
special
education
or
el
and
also
provide
them
with
professional
development.
J
Knowing
and
working
under
the
philosophy
that,
even
if
those
teachers
were
to
never
enter
a
special
education
classroom
or
never
take
on
any
case
management
responsibility
which
might
be
the
case,
they're
still
going
to
be
a
better
teacher
for
it.
Because
now
they've
got
that
skill
set
on
how
to
work
with
students
with
diverse
needs
in
their
general
education
classroom.
And
that
too
ties
back
to
the
philosophy.
And
what
was
one
of
the
recommendations
from
our
university
of
minnesota
presentation.
J
And
that
really
is
the
biggest
part
of
this.
This
program.
It
is
not
to
reassign
teachers
into
special
ed
is
to
have
that
flexibility
for
that
conversation.
So
we
build
that
confidence,
but
it's
more
so
just
to
get
everyone
that
training,
so
the
instruction
across
all
classrooms,
whether
or
not
you
are
doing
case
management,
whether
or
not
you
are
providing
services
can
improve.
J
I'm
not
going
to
spend
as
much
time
on
on
this,
but
this
is
basically
a
theory
of
action
which,
basically,
if
we
want
to
get
to
improving
instruction
for
all
students,
we
feel
like
there
are
four
pathways
to
get
there.
One
is
just
improving
the
collective
efficacy,
self-efficacy
and
collective
efficacy
of
our
staff
through
professional
development.
That's
going
to
be
one
step
to
improving
instruction.
J
We
also
think
that
getting
more
staff
qualified
in
the
area
of
special
education
may
then
improve
collective
efficacy,
which
will
then
allow
us
to
look
at
potential
options
like
distributed
leadership,
which
will
then
reduce
the
burden
of
our
current
special
education
staff,
which
will
then
address
critical
shortage
area
and
improve
instruction,
and
then
these
last
pathway
really
is
outside
of
administration's
control.
But
this
is
something
administration
would
support.
J
Should
the
board
and
fea
negotiate
this
in
the
future,
which
would
be
that
we
can
flip
the
system
completely,
and
you
know
provide
more
staff
with
the
ability
to
get
endorsed
in
special
education
and
professional
provider,
professional
development
for
it.
But
then,
in
the
future,
the
board
and
fda
may
recognize
that
hey,
we
aren't
finding
special
teachers.
There
is
more
paperwork.
There
is
more
work.
J
But
more
teachers
would
have
the
opportunity
to
do
that
if
and
when
that
day
comes
are
if
they
already
have
the
qualifications
to
be
be
able
to
provide
case
management
services
or
direct
service
minutes
as
a
special
education
teacher
or
as
a
general
education
teacher.
That
is
also
endorsed
in
the
area
of
special
education.
J
J
If
we
have
a
full
cohort
of
teachers
that
take
advantage
of
this
opportunity
to
train,
assist
and
incentivize
all
of
our
instructional
staff
to
get
an
additional
endorsement
and
or
professional
development
that
can
benefit
all
the
students
of
fargo
public
schools.
We
do
believe
that
this
is
an
investment
in
our
greatest
asset,
which
is
our
human
capital,
because
it's
an
investment
in
our
teachers,
our
students,
our
culture,
the
philosophy
we
want
as
a
district,
the
future
of
the
district,
and
we
also
think
that
this
is
an
investment
in
the
education
for
all
students.
J
So
how
does
it
work?
It's
not
very
complex
of
a
program,
but
there's
really
three
opportunities
that
staff
would
have
for
additional
compensation
because
of
sr
funds.
One
is
that
any
staff
who
holds
a
north
dakota
educator
license
and
is
eligible
to
receive
additional
endorsements
approved
in
this
program
will
receive
a
one-time
payment
of
six
thousand
dollars
if
they
approve,
if
they
obtain
the
approved
additional
endorsement.
J
So
employees
do
not
have
the
ability
to
get
multiple
endorsements
for
in
one
year
to
get
more
than
six
thousand
dollars,
but
they
will
have
two
total
opportunities
to
get
an
optional
increase
in
payment
of
twelve
thousand
dollars
if
they
were
to
get
two
additional
endorsements.
One
in
2022
and
one
in
2023.
J
J
If
we
have,
I
believe,
it's
less
than
five
employees
that
have
an
endorsement
both
in
special
education
and
el.
We
will
provide
them
with
the
opportunity
to
work
with
the
appropriate
associate
superintendent
to
identify
another
area
in
which
they
can
get
endorsed.
So
no
teachers
deprived
that
opportunity.
J
There
will
be
a
little
bit
of
a
difference
for
cte
because
some
of
our
cte
teachers
don't
have
the
ability
based
on
their
licensure,
to
get
an
endorsement
in
special,
ed
or
el.
So
we
will
provide
multiple
opportunities
for
them
to
still
to
do
that,
whether
it's
taking
advantage
of
getting
another
cte
endorsement
or
even
doing
an
endorsement.
That
would
be
the
transition
to
teaching
program,
which
is
something
that
we're
looking
to
do,
because
that's
a
specialized
field
with
alternative
licensures
for
cte
teachers.
J
In
addition
to
the
six
thousand
dollars
for
receiving
an
additional
endorsement,
fargo
public
schools
would
pay
for
the
application
p
fee,
one
time
to
espb
and
we're
working
with
espv
to
centralize
that
process
to
make
it
as
streamlined
and
efficient
for
our
staff
as
possible.
We
would
pay
one
time
for
them
to
take
the
praxis
exam.
J
We
will
mass
order
testing
vouchers
from
ets
and
then
hand
them
out
to
staff.
So
then
they
can
schedule
an
at-home
practice
test,
or
even
one
at
a
testing
center
to
be
able
to
do
this
at
the
cost
of
the
district
and
additionally,
with
that
they
will
get
a
practice
interva
interactive
test,
so
they
can
take
a
practice
test
or
practice
practice
test.
I
apologize
and
then
work
through
it
and
then
also
have
a
study
companion,
that's
free,
should
they
miss
it.
J
We
will
provide
all
staff
with
the
opportunity
to
get
up
to
five
additional
paid
days
of
professional
development.
Those
professional
development
days
would
be
after
the
contract
year
for
this
school
year
and
the
next
school
year.
This
professional
development
will
not
be
limited
to
anyone,
that's
just
in
a
teaching
classroom
or
in
a
classroom
full-time.
As
a
teacher.
This
will
be
open
to
anyone
that
has
an
educator
license,
not
just
classroom
teachers.
J
This
pd
will
focus
on
those
exact
same
things
that
you
heard
in
the
previous
presentation,
which
is
what
I
just
what
our
district
needs
to
focus
on
for
tier
1
instruction.
There
will
be
focus
on
instructional
best
practices
such
as
social,
emotional
learning
equity,
some
of
the
other
pieces
that
we
are
doing
to
improve
tier
1
instruction
in
our
district.
J
We
would
strongly
recommend
and
encourage
employees
that
are
in
doing
the
additional
endorsement
to
do
this
as
well.
However,
these
two
are
not
connected,
so
any
staff
can
do
this
professional
development,
and
you
don't
have
to
do
this
pd
prior
to
taking
the
practice
for
the
next
one
because
of
timing
and
other
things
that
we'll
be
able
to
share
with
our
staff.
So
the
2022
professional
development
opportunity
is
scheduled
for
may
31st
to
june
2nd,
which
is
after
the
school
year.
J
We
will
provide
two
opportunities
for
our
staff
in
case
they
can't
make
it
this
year,
because
we
know
this
would
be
a
shorter
notice.
People
may
have
some
scheduling.
Obligations
already
will
provide
two
more
opportunities
in
2023
during
that
summer
for
that
five
days
of
paid
pd
for
staff
that
want
to
do
it
again.
J
All
of
this
would
be
simply
optional
for
our
staff,
but
from
the
district's
position,
there's
nothing
to
lose,
because
teachers
can
take
advantage
of
an
additional
compensation
opportunity
that
we
believe
will
improve
teaching
across
our
district
or
they
can
choose
not
to.
And
if
that
doesn't
happen,
we
don't
have
any
participants
in
either
aspects
of
these
programs.
J
J
So
what
are
the
obligations
to
the
employee
to
get
this
additional
compensation?
It's
really
passing
the
practice
if
they
have
an
unrestricted
teaching
license
to
get
that
endorsement
once
they
get
that
endorsement.
We
have
these
conversations,
but
we
would
not
require
them
to
sign
a
multi-year
contract
or
commitment
with
the
district.
J
It
would
just
be
that
they're
going
to
get
that
compensation
once
they're
under
contract
for
the
previous
year,
so
their
obligation
really
is
just
for
the
annual
contract
that
they're
in
now
the
board
will
have
to
make
a
determination
if
someone
decides
to
break
the
contract
that
they're
in
for
that
year,
whether
or
not
they
want
to
put
in
a
policy
or
practice
to
recoup
those
dollars.
That's
not
something
the
board
has
done
in
the
past,
but
that
could
be
something
for
the
board
to
consider
the
reason.
J
The
district
didn't
want
to
make
a
multi-year
commitment
is
because
we
recognize
that
all
teachers,
if
they
decide
to
take
advantage
of
this
opportunity,
they'll
be
better
for
it,
and
we
would
hope
that
they
would
stay
with
our
district
in
perpetuity
or
until
they
retire.
But
if
they
don't
and
because
there's
family
needs
or
different
needs
for
them
to
go
serve
another
community,
then
hopefully,
they'll
take
advantage
of
the
additional
skill
set
that
they
have
in
the
pd
that
they
got
and
serve
another
student
in
north
dakota.
J
J
I
can
understand
that,
because
our
policy
has
and
always
does
say
that
special
education,
the
district,
has
the
ability
to
reassign
someone
based
on
the
endorsement
area.
But
what
I
would
say
is
that
the
district
is
going
to
do
many
things
to
make
sure
that
that's
not
our
default
action.
That's
not
what
we
want
to
do.
We
want
to
get
more
staff
to
buy
into
special
education,
and
this
program
gives
principals
and
district
administrators
the
flexibility
to
just
have
a
conversation
to
have
lean
on
someone
and
say
hey.
J
I
might
need
you
to
go
to
special
ed
this
year.
Are
you
willing
to
do
that?
But
at
the
end
of
the
day,
as
a
school
administrator
and
a
former
principal,
I
will
tell
you
that,
unless
we
absolutely
have
to
because
of
certain
circumstances,
no
one
benefits
by
putting
a
staff
member
in
an
assignment
that
they
don't
want
to
be
in,
and
that's
not
good
for
students,
nor
it's
good
for
staff,
and
I
care
about
the
culture
and
morale
of
my
staff.
So
I'm
not
going
to
push
someone
to
do
that.
J
J
So
that's
something
that
we
want
to
take
a
look
at,
so
we
have
looked
at
and
are
proposing
some
policy
changes
that
we
are
waiting
on
fva
feedback
to,
because
we
want
to
get
their
feedback
on
these
policy
changes.
That
would
further
protect
the
teacher
from
reassignment,
because,
although
our
district's
policy
says
reassignment
of
a
staff
may
be
made,
we
want
to
put
in
a
provision
where
this
would
be
under
very
limited
circumstances
and
I'll
talk
about
that
a
little
bit
later.
J
You
know
staff
that
want
to
voluntarily
go
and
then
maybe
even
looking
at
creative
solutions
that
we
can't
right
now
and
that's
when
we
talk
about
team
decisions
or
rotations.
If
we
get
more
general
education,
teachers
endorsed
in
the
area
of
special
education
there,
the
possibilities
are
endless.
We
can
talk
about
maybe
pushing
in
for
special
education
services.
J
We
can
talk
about
teams
that
say
hey
what,
if
I
teach
half
the
day
general
education
students
in
the
morning
and
spend
in
the
afternoon
and
another
teammate
of
mine
on
my
grade
level,
if
it's
possible,
they
flip
with
us.
I've
talked
about
in
a
potential
dream
world.
If
I'm
on
a
team
of
four
teachers
in
a
certain
grade
level,
we're
all
endorsing
special
education
and
we
recognize
that
one
year
might
be
challenging
than
the
others.
J
We
might
say,
let's
not
put
anyone
in
a
situation
to
get
burnt
out
year
after
year
and,
let's
say,
hey
I'll,
take
on
special
ed
once
every
four
years
as
long
as
you
guys
take
on
the
other
ones.
These
are
all
just
potential
opportunities
that
could
be
available
if
we
had
more
staff
that
were
both
incentivized
and
qualified
to
be
able
to
serve
our
students
that
need
it.
J
So
I
have
to
either
find
a
candidate
that's
already
going
to
backfill
his
position
or
his
kids
are
going
to
be
distributed
to
someone
else,
and
that's
really
the
premise
here:
we're
not
trying
to
reassign
individuals
at
all.
But
we
just
think
that
that
increased
recognition
and
that
mindset
that
we
all
own
all
kids
is
going
to
go
a
long
way.
In
terms
of
having
to
be
able
to
have
those
conversations.
J
We
put
a
provision
for
special
case
management
as
well
for
the
duration
of
this
negotiated
contract.
We're
not
going
to
add,
ask
anyone
that
gets
indoors
to
take
on
special
education
case
management.
Our
hope
would
be
at
the
next
negotiation
cycle.
The
board
and
the
fda
would
have
a
serious
conversation
about
if
you
take
a
look
at
special
ed
case
management.
Maybe
the
first
approach
is:
what
are
we
going
to
do
to
take
this
burden
off
teachers?
J
Maybe
the
first
approach
is
due
process
clerks,
but
in
that
situation,
where
we're
not
able
to
hire,
do
process
clerks
or
those
positions
go
unfilled.
Who
owns
that
responsibility,
and
should
it
be
an
additional
payment?
If
it
is
an
additional
payment?
Great
don't
would
it
be
better
at
that
point,
to
have
more
staff
qualify
to
be
able
to
get
that
payment?
J
But
if
it's
not
an
additional
payment,
then
doesn't
that
mean
that
that
responsibility
really
should
be
distributed
amongst
all
teachers
that
do
have
that
capability
versus
just
a
special
ed
teachers
who
are
now
leaving
that
department
with
our
kids
that
need
it
the
most
at
a
rate,
that's
10
times
higher
than
general
education,
and
I
think
that's
a
conversation.
That's
how
we
flip
the
system
down
the
road,
but
to
get
there.
J
So
the
rest
of
the
information
is
really
more
just
about
the
logistics
of
what
that
would
look
like
if
we
were
to
present
it
to
staff.
So,
for
the
sake
of
time,
I'm
not
going
to
kind
of
go
through
that.
I
think
you
have
the
premise
of
what
the
program
is.
Some
of
the
questions
that
we
anticipate
to
get
from
staff
when
this
has
rolled
out
is:
will
this
count
towards
our
tffr?
J
Say
that
it
will,
because
we're
not
going
to
distribute
the
leadership
response,
the
responsibilities
of
fed
staff
to
anyone
that
gets
endorsed.
We
just
said
that
we're
going
to
protect
the
people
that
go
through
this
program
now
to
do
that
until
we
make
that
determination
two
years
from
now
the
negotiation
table.
So
we
have
to
look
at
other
things
as
well,
we're
hoping
that
a
more
people
recognize
what
teachers
are
doing
and
what
they're
doing
and
be
able
to
just
provide
that
mentorship
or
support.
J
But
in
the
interim
unrelated
to
this
project,
the
district
is
looking
at
using
esser
funds
to
provide
our
current
special
education
teachers,
maybe
additional
flex
days
at
their
additional
daily
rate
of
pay
or
curriculum
writing
to
honor
the
completion
of
the
case
management
responsibilities.
They
have,
and
if
it
hasn't
been
vehemently
clear
in
this
presentation
that
anytime
in
the
future
administrations
plea
to
both
the
board
and
the
fea
would
be
consider
additional
compensation
for
the
the
work
and
responsibilities
of
special
education
teacher.
That's
not
for
us
to
decide.
J
Will
special
education
teachers
also
be
eligible
for
similar
endorsement
compensation?
They
will
no
teacher.
That's
in
a
classroom.
Teaching
position
with
a
unrestricted
license
will
really
be
limited
from
this
opportunity,
and
then
I've
talked
about
what
about
the
potential
increase
to
general
education
teachers
that
take
that
get
this
endorsement
and
if
they
get
case
management
responsibilities
again
we're
not
going
to
do
that
at
least
for
the
next
two
years,
and
should
we
have
to
do
that
after
the
ter
the
current
negotiated
contract?
J
So
some
of
these
other
questions
you
will
have
access
to
you
as
we
roll
this
out,
but
just
for
the
purposes
of
time,
I'm
gonna
kind
of
run
through
them.
You
know
last
week
we
heard
about
teachers
that
are
already
running
on
an
empty
tank,
and
I
want
to
emphasize
this
there's
no
obligation
to
any
teacher
to
participate
in
this
program.
J
I
know
that,
despite
no
matter
what
administration
says
or
what
provisions
they
put
into
our
reassignment
policy,
some
teachers
are
going
to
say.
I
still
don't
want
to
take
the
risk
of
ever
having
to
be
reassigned
to
special
education
teacher,
because
I
think
that
the
search
process
will
fail
and
not
find
candidates.
J
J
The
most
we
did
a
rough
budget
based
on
some
very
over
inflated
numbers,
but
this
was
the
project
that
would
be
just
short
of
10
million
dollars,
depending
on
the
amount
of
people
that
participate.
So
that's
something
that
that
will
make
available
to
the
board
as
well.
Should
they
request
it,
and
then
that
is
it
for
my
presentation,
but
was
asset
planning
today
to
share
that
as
part
of
my
superintendent's
staff
report.
J
B
B
B
B
O
This
makes
me
fearful
that,
even
though
we
say
these
involuntary
transfers
are
not,
you
know
not
going
to
be
happening,
they
will
be,
and
I
think
that's
going
to
make
teachers
very,
very
leery,
that
all
of
a
sudden,
this
principal,
comes
and
says
I've
been
looking
all
summer
for
a
special,
ed
teacher.
It's
now
the
15th
of
august.
I
can't
find
a
special
ed
teacher,
guess
what
you
are
it
and
and
they
simply
they
will
have
to
take
that
job
or
or
break
their
contract.
O
The
second,
this
my
wife
happens
to
be
a
special
ed
teacher,
and
I
asked
her
about
this
and
I
I'm
very
concerned
how
can
passing
a
praxis
test
and
participating
in
five
days
of
professional
development,
make
a
general
classroom
teacher,
a
special
ed
teacher
and
finally,
the
the
thing
that
that
concerns
me
is
I'm
not
against
this.
I
think
that
there
are
a
lot
of
positives
to
this.
O
B
J
David,
all
of
your
concerns
are
spot
on,
but
that's
exactly
the
problem
that
we're
trying
to
address
so
yeah.
We,
you
know.
My
question
then,
is:
if
someone
does
this,
I'm
not
going
to
say,
there's
zero
risk.
We
we
do
not
want
to
communicate
that
to
our
staff
either,
but
what
I
really
want
to
get
to
long
term
in
this
district
is
not
using
the
word
risk
of
having
to
teach
special
education
students.
J
I
I
was
a
special
ed
teacher,
but
I
wanted
to
be
what
I
thought
I
was
going
to
teach
was
high
school
government,
because
that
was
my
topic
and
if
that's
what
you
want
to
do,
that's
fine,
but
at
the
same
point,
if
you
are
choosing
to
take
advantage
of
this
opportunity,
that
is
absolutely
something
that
can
happen
and
I
would
say,
from
the
district's
perspective,
we're
not
trying
to
solve
the
problem
of
never
reassigning
someone
we're
trying
to
solve
the
problem
of
a
continuous
pattern
of
unfilled
classroom
for
learners
that
need
it.
The
most.
J
Your
second
point
is
absolutely
spot
on.
We
don't
expect
that
just
passing
a
praxis
and
or
five
days
of
professional
development
is
going
to
make
someone
the
best
special
education
teacher,
but
we
think
that
those
two
things
or
one
thing-
and
maybe
some
experience
as
a
general
education
teacher-
will
make
be
slightly
better
than
what
we
have
today,
which
is
some
of
our
newest
candidates.
Coming
out
of
college,
with
the
non-special
education
degree,
taking
a
plan
on
file
which
also
just
requires
them
to
pass
a
praxis,
but
they
do
not
have
that
experience.
J
So
that
is
exactly
the
case.
I
mean
the
whole
pool
is
that
the
whole
thing
is
that
this
shortage
is
not
going
to
go
away
until
we
shift
both
our
mindsets
and
our
system.
That's
allowing
it
to
continue.
But
then
the
last
piece
to
to
your
point
is
that
this
is
absolutely
not
sustainable.
That's
why
there
is
no
expectation
that
any
staff
after
2023
would
get
a
6
000
compensation
for
just
getting
an
additional
endorsement
on
their
own.
J
That
is,
that
is
a
teacher
licensing
thing
that
each
staff
can
do
and
we're
trying
to
use
our
sr
funds
to
provide
that.
But
your
point
is
spot
on.
If,
even
if
we
were
to
down
the
road
say,
let's
pay
special
teachers
more
or
less
provide
more
compensation
for
case
management.
You
will
have
a
whole
bunch
of
staff
that
don't
have
the
opportunity
to
do
it.
J
They
will
then
have
to
pay
for
their
own
endorsement,
their
own
process
do
it
on
their
own
and
they
won't
get
six
thousand
dollars
to
do
it
and
that's
what
all
this
does
is
gives
us
the
ability
to
do
that.
But
we
do
not
want
to
shy
away
from
the
conversation
that
if
we
have
an
unfilled
classroom,
don't
we
want
to
put
a
license
educator
there,
that
that
is
both
qualified
and
experienced
versus
keeping
them
unfilled,
and
that's
what
it
is
right
now
and
that's
going
to
exacerbate
that
problem.
C
H
B
P
Sorry
about
that
robin
I
was
trying
to
find
my
little
unmute
as
well
down
below
all
right.
So
actually,
I
was
at
planning
this
morning
too,
and-
and
I
did
have
a
few
questions,
so
thank
you
I'll
I'll,
actually,
because
I
asked
them
already.
I
want
to
ask
rupak
if
I
may,
since
we're
under
superintendent
report,
you
had
a
chance
to
talk
about
the
be
legendary
school
board
leadership
institute
and
before
we
move
on
to
consent
agenda.
P
J
Sure
I
I
also
emailed
all
the
board
members
today
an
analysis
and
basically
what
I
assured
at
governance
is
that
if
we,
if
the
board
wants
to
go
forward
with
the
be
legendary
institute,
I
do
believe
that
there's
a
lot
of
the
framework.
That's
very
parallel.
That's
very
much
parallels
our
model
of
policy
governance
that
we're
using
in
fargo
public
schools,
which
parallels
the
coherent
governance
training
that
we
received
two
years
ago.
J
So
what
I
shared
with
the
board
today
is
that
if
you
like,
take
a
look
at
the
terms,
all
three
are
just
different
frameworks
with
their
own
slight
nuances,
but
they
all
focus
on
two
things:
one
is
the
executive
limitations
or
constraints,
and
then
the
other
piece
is
the
results.
I
did
share
how
in
the
b,
legendary
institute's
sample
constraints
and
results,
they
are
more
concrete
and
narrower
than
ours,
and
I
compared
that
to
some
language
and
policy
governance
that
I
shared
today
as
well.
J
So
what
I
shared
at
governance
was
that
if
we
do
this
training,
let's
just
really
take
a
look
at
what
is
the
purpose
of
this
training
and
how
it
applies
for
us.
Is
it
from
the
lens
of
what
are
they
doing
that
we're
not?
Is
it
from
the
lens
of
changing
both
the
constraint
language
and
the
result,
languages
that
we
have
within
our
district
or
is
it
from
the
lens
of
changing
the
framework?
J
And
if
it's
changing
the
framework,
then
I
would
just
cautious
us
to
pick
one
moving
forward,
because
we've
started
with
carver's
policy
governance.
Two
years
ago
we
brought
aspen
groups,
coherent
governance,
and
now
we
would
do
tenant
governance
and
all
three
of
them
are
the
same
framework
but
different
language.
So
it
kind
of
just
gets
kind
of
mundane
and
just
changing
the
policy
over
and
over.
So
my
recommendation
would
be,
should
we
the
board,
decide
to
move
forward
with
that?
B
P
P
P
I
don't
think
and
correct
me
if
I'm
wrong
rupak,
but
I
don't
think
that
has
that
would
require
an
overhaul
of
the
model
at
all,
and
I
think
it
would
be
much
more
purposeful
and
in
alignment
with
what
the
state
is
requiring
us
to
do
in
terms
of
reporting
around
proficiencies
and
targets
that
we
are,
we
meeting
the
district
is
responsible
for
achieving
and
it
just
sort
of
puts
into
place
like
it.
You
know
it
kind
of
guides
us
through
the
way
like
how
do
we
monitor
that
we're
on
track
and
how
do
we
pivot?
P
P
It
really
I
mean
I
don't
want
to
put
words
in
her
mouth,
but
I
think
she
would
love
nothing
more
than
all
of
the
districts
across
north
dakota
to
do
it
big
and
small,
and
whether
you
have
a
governance
policy
already
in
place
or
not
because
it
is
aligned
with
that.
Already
it's
just
really
about
honing
in
on
those
designated
results.
B
J
J
I
would
also
say
that
I
said
that
it
could
be
perceived
to
be
misaligned
depending
on
how
what
we
decide
to
get
away
from
it.
So
again,
if
you
go
back
and
listen
to
the
recording
of
the
governance
meetings,
you'll
I
don't
mean
you.
Sorry,
I
didn't
mean
you,
but
yes,
okay.
Lastly,
I
think
the
analysis
I
sent
to
all
the
board
members
today
on
its
relationship
with
our
current
governance
model.
J
P
Thank
you,
oh
and
may
I
robin
just
one
more
thing,
so
I
I
agree
it
would
be
helpful
to
have
a
work
session.
But
just
to
note-
and
I
know
you've
talked
about
it
in
governance,
but
it
is
important
that
it's
being
offered
right
now
in
terms
of
the
state
picking
up
half
of
the
fee,
but
we'd
have
to
apply
for
those
funds
by
november
30th.
P
So
I
just
you
know,
I
don't
think
we
that's
why
I
hoped
that
we
could
at
least
have
a
a
discussion
here
and
and
if
we
could
at
least
support
you
know,
go
through
the
training.
But
that's
why
I
wanted
to
to
make
sure
we
we
talked
about
it.
I
know
that
it's
been
a
long
meeting
and
that's
probably
the
last
thing
you
want
to
do.
I
get
it,
but
it's
just
because
it's
time-bound.
B
N
B
B
J
Sure
what
I
have
been
asked
to
provide
prior
to
the
superintendent
staff
report
or
in
the
superintendent's
staff
report
is
now
in
this
business
section,
so
just
being
aligned
with
what's
been
shared
at
previous
meetings.
The
chart
in
front
of
you
is
our
weekly
chart
of
covet
cases
within
our
district
again.
The
gray
shaded
is
comparison
to
last
year
and
then
the
color-coded
ones
are
compared
to
this
year.
So
the
orange
is
elementary.
J
Additionally,
I
was
asked
to
provide
the
data
that
stephen
duro
has
been
able
to
graciously
get
for
us
regarding
mass
and
mass
exemptions
that
was
presented
at
last
meeting.
This
is
the
data,
as
of
10
am
today
just
the
number
of
students
that
were
part
of
a
massive
mass
ex
exposure
or
did
not
have
to
quarantine
because
of
a
massive
mass
exposure
vaccinated
or
because
they
had
coveted
19
in
the
last
90
days
is
3
351.,
that's
the
number
of
students.
J
The
amount
of
students
have
tested
multiple
times,
because
they
were
part
of
an
unmasked
situation
and
unvaccinated
to
be
able
to
stay
in
school
433,
unique
students
at
a
rate
of
461
different
times,
170
students
that
have
not
tested
and
then
80
students
have
tested
one
for
those
culmination
numbers
that
you
see
below
you,
so
that
is
it
for
that
coven
19
update.
In
addition
to
that,
I
think
has
been
communicated
to
board
members
in
our
community.
J
We
have
received
updated
guidance
in
terms
of
using
mass
as
a
mitigation
strategy
effective
for
both
during
the
school
day
and
then
not
during
the
school
day,
but
the
district
based
on
the
recommended
guidance
from
the
letter
we
received
from
fibrocast
public
health.
We
will
be
switching
to
a
rec,
strongly
recommended
mass
position
effective
january
17th.
The
recommendation
starts
on
january
15th,
but
that's
a
saturday.
J
J
It's
actually
looking
at
a
comprehensive
set
of
mitigation
strategies
and
masking
is
directly
tied
to
contact
tracing,
quarantining
and
isolation
parameters,
because
if
we
just
no
longer
required
mass,
that
would
increase
the
amount
of
staff
and
students
that
are
potentially
able
to
be
part
of
an
unmasked
exposure
and
that's
the
situation
that
we
wanted
to
make
sure
that
if
we
were
continuing
with
those
policies,
we're
not
putting
situation
students
in
a
greater
risk
of
missing
school.
So
the
clarification
that
we've
received
from
brenton
at
the
department
of
health
has
really
been.
J
J
J
So
what
that's
also
going
to
impact
is
our
notification
and
that's
what
we're
going
to
continue
working
with
the
department
of
health,
but
our
our
school
admin
will
no
longer
be
doing
that
active
contact
tracing,
because
it
will
now
be
a
general
notification
that
goes
out
to
whether
it's
a
classroom
or
a
subset
of
the
student
population
and
we'll
work
through
that
with
the
north
dakota
department
of
health.
So
I
think
that
was
the
update
that
was
provided
to
us
in
that
guidance
from
brenton
at
the
department
of
health.
Since
the
last
board
meeting.
B
Hey
so
before
we
begin
the
conversation,
I
would.
I
would
remind
everybody
that
the
current
motion
on
the
floor
or
the
directive
board
has
given
to
administration,
is
that
the
board
of
education
approve
implementing
mitigation
strategies
recommended
by
excuse
me
firecast
public
health,
for
the
21-22
school
year.
So
if
anybody
were
to
offer
any
emotions,
please
keep
that
in
mind
as
we
proceed,
and
I
expect
we'll
have
a
couple
motions.
P
Thank
you
rupak.
Could
you
detail
for
us,
then
the
reasoning
specific
to
the
january
17th
date.
I've
heard
that
it
has
to
do
with
availability
or
opera
of
the
opportunity
for
those
five
to
11
to
have
access
to
the
vaccine,
but
then
it
sort
of
begs
the
question:
why
are
we
mandating
those
that
have
had
a
significant
amount
of
time
to
be
vaccinated
in
the
age
group
of
12
and
above
and
all
of
our
staff.
J
I
think
kind
of,
like
I
shared
before
we're
following
the
guidance
that
we've
received,
so
I
don't
know
if
it'd
be
appropriate
for
me
to
speak
in
terms
of
their
guidance,
but
I
will
share,
or
I
can
screen
share
the
letter
that
was
provided
to
us.
That
includes
the
rationale
that
was
shared.
I
believe
this
has
been
communicated
both
to
our
community
and
to
board
members
as
well.
But
what
you
have
on
the
screen
in
front
of
you
and
I
will
zoom
out
for
a
little
bit.
B
P
Oh
sure,
I'll
continue
so
to
address
some
of
the
you
know,
additional
questions
that
we've
been
getting
from
constituents
specific
to
around
masking
and
quarantine
requirements.
First,
let
me
start
with
the
quarantine
requirements
that
you
know.
We
know
that
there
is
no
current
order
to
be
mandated
to
do
this.
They're
they're,
really
recommendations
coming
from
fargo
catholic
health
or
cdc,
which
the
district
has
chosen
to
make
mandates,
which
is
why
we
see
a
variety
of
different
ways
to
implement
across
the
state
at
different
school
districts.
So.
P
Secondly,
I
think
it's
important
to
point
out
that
the
data
that
stephen
is
pulling
together
is
not
being
done
in
a
controlled
experiment,
and
so
for
us
to
say
that
that
establishes
a
cause
and
effect
is
really
not
appropriate
because
it
could
be
it
could.
It
could
be
any
factor
that
is
actually
related
to
the
effect.
So
so
I
think
that
we
need
to
stay
away
from
from
that.
P
You
know
faithfully
honor
that,
and
so
I
try
to
put
it
in
this
big
perspective,
and
where
does
this
fall
because
I
recognize
we're
in
unprecedented
territory
here,
but
I
do
think
we're
making
a
lot
of
these
decisions
locally
and
nationally,
based
on
emotion
and
not
driven
by
scientific
data
and
sadly
the
definition
even
of
scientific
data
seems
to
have
been
changed
over
the
last
couple
of
years.
But
I
I
I
just
want
to
remind
us
that
you
know
really.
P
We
need
to
think
about
that,
first
and
foremost,
and
how
that
fits
into
all
of
these
mitigation
things
that
we,
we
think
are
working
they're,
not
demonstrating
that
they're
working.
We
have
a
direct
comparison
here,
but
between
fargo
and
west
fargo.
Now
for
for
this
entire
school
year.
I
you
know,
that's
pretty
direct
evidence
not
to
mention
all
of
the
other
published
data
that
that
does
have
controls
and
that
we
we
know
this
is.
P
This
is
not
an
effective
mitigation
strategy,
but
it
makes
us
feel
good,
but
we
can't
be
making
policy
just
because
we
feel
good
and
then
lastly,
I
would
say
specific
to
this
topic.
I
mentioned
last
meeting
around
religious
exemptions
and
the
fact
that
the
district
isn't
accepting
them,
and
if
I
that
is
a
violation
of
ada
law
and
title
vii,
I
have
not
yet
heard
that
we've
changed
that.
P
I
know
that
tara
suggested
that
perhaps,
if
you
know,
even
if
we
did
review
religious
exemptions,
that
it
would
most
likely
be
virtual
learning.
So
I
did
some
looking
into
that
too,
and
really,
if
that
would
be
the
only
accommodation
offered.
That
too
would
be
a
violation
of
both
federal
and
state
laws,
the
ones
that
I
just
read
to
you
and
specifically
title
three.
So
I
just
again,
I
think
that
there
are
so
many
things
we
are.
P
First
of
all,
we're
not
doing
the
right
thing
for
our
kids
by
taking
this
medical
decision
into
our
own
hands,
I
will
we
we
are
not,
and
then
secondly,
we
are,
we
are
putting
the
district
is,
I
think
legally,
we
are,
we
are
vulnerable,
and
so
I
just
think
it
is.
It
is
not
responsible
for
us
to
delegate
this
away
and,
and
just
say
it's
fargo
we're
going
to
do
whatever
fargo
casts
public
health
there's
a
reason
why
they
don't
legally
have
that
authority.
That
is
not
the
role
of
public
health.
B
P
B
D
B
D
B
P
To
say
sure,
just
because
you
asked
that
question
robin,
would
you
like?
Would
you
prefer
that
it
have
an
amendment
that
has
something
to
do
with
that
or
do
you
feel
like
I
just
I'm
trying
to
understand
where
you're
coming
from?
If
you
feel
that
that's
a
limiting
factor,
I
I'm
not
sure
I
fully
understand.
B
B
O
Yes,
I
do
thank
you
robin
basically,
what
happened
on
august
10th.
Is
we
relinquished
our
decision
making
to
fargo
cast
public
health,
because
at
that
time
we,
the
majority
of
the
board,
voted
that
whatever
fargo
cast
public
health
recommends?
We
follow
as
a
result
of
that
we
opened
up
the
we
dropped,
masks
in
the
district
office
and
in
any
other
school
building
after
hours
and
then
beginning
january
17th
were
making
masks
highly
recommended
rather
than
requiring
requiring
them.
O
O
The
gr
ages,
five
through
eight,
have
now
hair
five
through
eleven,
I'm
sorry
have
now
had,
I
believe,
are
starting
their
second
week
when
they
can
get
vaccinated.
The
fact
of
the
matter
is
that
basically,
anybody
who,
in
north
dakota,
who
wants
to
get
vaccinated
or
who
has
wanted
to
get
the
boosters,
has
done
that
annie's.
Anyone
who's
left
is
they're,
not
it's
not
going
to
change,
so,
let's
just
be
done
with
the
masks
at
this
time,
as
jennifer's
motion
said.
Thank
you.
E
B
N
I
thank
you
robin.
I
just
wanted
to
step
in
and
say
I
will
not
be
supporting
this
and
the
reason.
Why
is
because
it
has
just
become
available
for
our
youngest
students
to
be
able
to
get
vaccinated,
so
we
need
to
have
some
time
for
them
to
do
that
and
for
it
to
take
effect.
Likewise
we're
coming
up
on
two
holidays.
We
are
coming
up
on
thanksgiving
and
christmas
where
people
will
be
wanting
to
get
together
with
their
families
because
they
couldn't
last
year.
So
I
see
january
17th
as
reasonable
because
we
come
back.
N
N
N
A
Robin
this
is
rebecca:
yes,
go
ahead,
rebecca
hi
everyone,
I've
been
listening
in
on
the
whole
meeting
here
diligently
this
evening,
remote.
I
won't
be
supporting
the
motion
either.
I
value
the
discussion
and
I
and
I
fully
understand-
and
the
reasoning
makes
sense
to
me
as
far
as
when
we
implement
the
change
that
was
recommended
by
fargo
cast
public
health.
Nikki
talked
about
a
couple
of
those
reasons.
Also.
A
The
other
reason
that
I
am
not
supporting
this
motion
to
build
on
is
we
have
examples,
just
close
not
over
in
west
fargo,
but
we
have
examples
over
into
minnesota
school
districts
close
to
us
shakopee,
and
there
was
another
one
that
was
just
announced.
They
are
having
to
close
school.
The
shakopee
school
district
had
to
close
school
for
this
entire
week,
both
online
and
in
person
learning
had
to
close
down
because
of
high
cases
of
covet
19.
there's
another
school
district
in
minnesota.