►
From YouTube: School Board Meeting - March 23, 2021
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - March 23, 2021
A
C
May
I
sorry
before
we
take
a
vote,
may
I
request
for
this
to
be
for
one
of
the
consent
agenda
items
to
be
pulled
down
into
business.
D
Yes,
if
you
would
like
to
indicate
which
one
that
is,
that
would
be
fine
letter
e
el
el-14,
okay,
so.
A
There
is
a
request
to
move
el-14
to
business,
so
that
would
be
that
would
be
item
b
under
business,
any
any
opposition
to
that,
if
not
all
in
favor
signify
by
saying
yes
opposed
motion
passes,
we
have
a
performance
tonight.
We
have
some
students
here
from
davies.
The
davies
saxophone
trio,
welcome
to
the
meeting
this
evening
and
thanks
for
kicking
us
off,
we
at
our
last
board
meeting
we
were
blessed
with
having
a
live
performance,
and
so
we
are
so
happy
to
be
able
to
have
that
again
tonight.
E
Tonight
we
have
a
saxophone
trio,
we
have
marcus
hart
a
junior
carissa
anderson
and
ben
dears,
who
are
both
seniors
and
they
are
from
davies,
they'll,
be
playing
the
kings
pipes
by
donald
matthews,
and
you
will
definitely
notice
their
band
ppe,
their
special
masks
for
their
instrument
to
go
in,
and
then
their
bells
are
masked
as
well
with
bell
covers.
F
A
G
G
G
G
G
G
A
A
A
H
I
talked
to
one
of
your
mothers
out
in
the
front
way
just
before
this,
and
I
don't
think
we
understand
what
an
impact
this
last
year
has
had.
She
was
so
excited
because
this
is
the
first
time
she
has
seen
her
son
perform
live
in
a
year,
and
that's
that's
really
saying
something
you
guys
are
absolutely
great.
Thank
you.
G
A
Not
have
been
your
really
your
choice,
any
other
board
members
have
comments.
Nikki.
K
K
So
this
is
what
you
get
when
you
play
six
seven
years.
Okay,
did
you
play
other
instruments
before
or
do
you
play
other
instruments
as
well.
M
Also
play
piano,
but
I
started
that
around
seventh
grade.
M
K
Well
with
that,
then
I'm
curious.
I
didn't
want
this
to
be
the
first
question,
so
I'm
glad
david
spoke
up,
but
do
you
continue
to
remain
you?
Do
you
wish
to
remain
involved
after
you're
done
with
high
school?
Has
music
had
that
kind
of
impact
on
you
that
you
want
to
remain
involved
in
some
capacity.
I
L
I'm
not
planning
on
studying
music
in
the
future,
I'm
planning
on
going
into
law,
but
I
know
that
I'll
keep
playing.
So
it's
still,
it's
gonna
be
a
part
of
me.
So
that's
important
to
me.
M
Wonderful,
I'm
also
kind
of
currently
planning
at
the
moment
to
at
least
apply
for
different
colleges
in
music,
mainly
music
composition
or
jazz.
But
I
would
really
like
to
continue
that's
possible.
Wonderful.
K
N
I
couldn't
help
myself
there's
a
college
recruiter
in
the
room,
but
there
are
a
lot
of
minors
in
music
as
well,
and
there
are
many
dual
dual
majors
in
different
campuses
here
locally,
so
I
think
your
plane
was
lovely
and
I
think
it
was
very
good.
Do
you
all
take
lessons
outside
of
school
like
private
lessons
as
well.
I
I
have
with
saxophone,
especially
with
piano.
G
L
I
don't
take
private
saxophone
lessons,
but
I
do
take
piano
lessons
outside
of
school.
Okay,.
N
A
You
the
next
item
on
the
agenda
item
four,
is
the
recognition
of
audience
and
a
couple
of
individuals
who
have
signed
up
to
speak
with
us
share
thoughts
with
us
this
evening.
A
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
address
for
the
record
speakers,
must
refrain
from
using
this
forum
to
criticize
or
complain
about
a
specific
employee
or
student
by
name.
Vulgar
or
profane
language
will
not
be
tolerated.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
to
our
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question.
You
may
request
it
this
evening.
A
Each
speaker
will
be
allotted
a
maximum
of
four
minutes
upon
conclusion
of
the
allotted
time.
A
chime
will
sound
and
the
speaker
will
be
asked
to
conclude
if
necessary.
A
final
time
will
sound
15
seconds
later,
signifying
the
end
of
your
time
at
the
podium
and
our
first
speaker
this
evening
is
greg
hams.
I
hope
I
have
the
last
name
correct.
O
Yeah,
thank
you.
My
name
is
greg
hamas.
My
address
is
2891
lilac
lane
north
in
north
fargo
and,
first
of
all,
thanks
for
having
me
I've
never
been
in
front
of
the
board
of
education.
I
do
have
to
take
a
moment
and
thank
you
guys
for
everything
you
do
is
looking
at.
The
agenda
looks
like
you
guys
deal
with
some
heavy
items
and
money
issues,
as
I've
learned
over
the
years
are
never
easy
to
deal
with.
O
With
that
said,
I'm
here
to
voice
my
support
for
the
fargo
north
track
and
field
project
is
set
forth
in
the
long
range
facility
planning
with
the
timeline
completion
for
fall
of
2022,
I'm
the
daughter
of
I'm
the
father
of
three
daughters.
One
was
in
track,
two
are
currently
in
track,
and
this
is
something
that
we've
talked
about
at
fargo.
North
is
a
need
for
a
long
time,
and
we
really
hope
this
becomes
a
reality
in
the
future.
O
If
I
made
the
three
I'd
like
to
talk
about
a
free,
a
few
reasons
why
this
really
needs
to
be
done
found
out
recently,
fargo
north
cannot
practice
at
north
dakota
state
university
as
we've
done
in
the
past.
It's
my
understanding.
We
have
150
track
athletes
that
we
got
to
find
a
way
to
to
bus,
to
different
schools
to
get
on
the
track.
This
might
be,
you
know,
a
short-term
band-aid,
but
you
know
obviously
the
long-term
solution.
This
just
isn't
realistic,
fargo
north.
O
If
we
had
a
track,
this
would
put
us
on
the
same
level
field
as
other
schools
would
allow
us
to
practice
daily
on
site.
It
would
allow
us
to
be
more
productive
and
save
on
transportation,
time
and
expense
if
we
were
required
to
bus
to
other
schools.
O
This
would
allow
us
to
do
something.
That's
never
happened
at
fargo,
north
we've
never
hosted
a
home
track
meet
whether
a
dual
triangular
or
or
a
conference
meet.
This
would
allow
us
to
do
it,
and
this
isn't
just
about
track.
It
could
be
used
on
a
regular
basis
by
physical
education
and
other
sports
at
fargo.
North
recently,
we've
been
lucky
to
have
a
turf,
and
it's
already
making
a
huge
impact
on
fargo
north
athletics.
O
We
believe
the
track
would
have
the
same
impact.
Currently
fargo
north
is
the
only
school
in
the
metro
that
doesn't
have
a
track.
I
think
if
any
school
was
built,
new
they're
going
to
have
a
track
and
field.
There's
no
doubt
about
that.
Because
of
that,
it
only
seems
logical
at
this
time
to
grant
the
same
opportunity
to
the
students
at
fargo.
North
building,
a
program
I
think
in
any
facet
of
sports
is
very
important.
A
program
without
proper
facilities
is
very
hard
to
grow.
O
I
believe
that
north
not
only
needs
a
track.
We
need
a
track
complex.
We
should
have
just
like
other
schools
that
stand
in
a
concession
area
that
would
allow
us
to
properly
use
the
use
of
property
to
its
maximum
potential.
I
always
believe
it's
always
easy
and
easiest
and
best
to
do
it
right.
The
first
time
and
and
put
in
all
the
required
stands
concessions
and
other
areas.
O
In
conclusion,
I
think
a
track
is
needed
at
fargo
north.
It
would
really
complete
the
campus.
It's
our
hope
that
this
could
be
completed
as
set
forth
in
the
long
range
facility
plan
by
the
fall
of
2022.
If
that's
the
case,
we've
already
went
through
two
years
without
having
a
track,
and
we
would
have
to
continue
to
bus
kids
to
different
places.
O
D
P
P
P
P
P
That's
what
says
in
the
article
I
didn't
challenge
the
data.
We
didn't
have
a
data,
so
what
I
just
sent
to
you
right
now,
what
I
hand
out
is
a
second
request.
We
just
sent
to
fargo
public
school,
and
that
was
on
the
10th
after
that
meeting.
When
we
saw
the
data
presented
to
you,
we
sent
that
email
to
falgo
public
school,
asking
for
everything
you're
looking
at
in
that
paper,
and
so
I'm
not
going
to
go
into
detail
regards
to
that.
P
P
So
I
just
want
to
make
sure
that
you
understand
that
it
was
not
that
we
came
here.
I
came
here
to
accuse
you
is
that
we
were
told
there
was
no
data,
there
was
no
data,
so
the
question
is:
why
wasn't
that
released
again
understand
north
dakota
has
an
open
record
request
law,
I'm
just
leaving
it
there
was
there
law
violated,
maybe
maybe
not
I
don't
know,
but
that
data
was
not
released
to
us.
It
was
presented
to
you.
P
A
E
All
right,
hello,
music
in
our
schools
month.
It
is
the
last
week,
though,
of
course
music
is
always
important
in
our
schools.
Just
to
start
out.
I
did
pass
out
a
copy
of
this
presentation
and
I
noticed
you
already
had
one,
but
there
are
a
few
pages
in
the
back
of
the
one
that
I
passed
out
that
I
don't
believe
are
in
the
the
prettier
one.
E
So
today's
presentation,
I'm
going
to
talk
about
a
few
three
different
things.
One
is
the
benefits
of
music
education.
The
other
is
the
nd
dpi
music
and
sel
grant
and
share
some
progress
and
news
with
you
on
that
and
then
celebrate
and
talk
a
little
bit
about
the
nam
best
communities
for
music
education.
E
Award,
so
if
you
saw
the
article
in
the
journey
the
second
week
of
march
and
it's
also
included
in
your
packet,
there
is
a
ton
of
research
and
information
about
music's
link
to
the
core
academic
subjects
and
how
it
benefits
the
core
academic
subjects.
I
could
go
on
for
days
and
weeks
about
the
research.
E
That's
there's
a
plethora,
but
three
very
very
basic
benefits
are
literacy,
math
and
science
and
there's
just
one
point
under
each
one
there
in
the
presentation,
but
again
a
plethora
of
of
benefits,
also
sel
and
how
that
connects.
But
I
will
get
to
that
later.
E
I
also
have
skills
that
music
improves
again
a
plethora,
lots
and
lots
of
skills,
but
it
can
be
summed
up
by
the
bottom
statement
of
music
literally
expands
brain
capacity
for
cognitive
development
like
literally
and
physically.
E
I
teach
a
college
course,
and
that
was
in
our
textbook,
and
we
had
a
long
conversation
about
that
where
that
really
really
sums
it
up
and
as
that
sums
it
up,
it's
really
important
that
all
of
our
students
do
have
access
to
music
education,
especially
in
this
covet
year
and
next
year.
As
we
see
what
I
call
the
covet
bubble
go
through,
where
we
will
see
legging
skills,
and
it
is
extremely
important
that
music
is
offered
to
all
students.
E
E
E
They
experience
and
they
name
emotions
it
supports
and
promotes
mental
health.
It
extends
beyond
differences,
it
creates
community
and
connections
and
it
is
lifelong.
You
heard
the
high
school
students
talk
about
how
some
will
go
into
it
as
a
profession
and
others
will
go
into
it
as
a
consumer
and
a
lover
and
both
are
just
as
important.
E
I
have
a
sneak
peek
of
the
this
coming
week's
journey
article
for
you,
and
it
is
also
in
your
packet,
like
I
said
I
could
write
articles
and
share
research
about
the
benefits
of
music,
but
I
thought
what
better
way
to
hear
it
from
the
students
so
k-12
students
were
asked,
given
the
prompt
of
when
I'm
in
music
class
or
band
class
choir
class
orchestra
class.
I
feel
and
you'll
see
in
the
article
there's
a
lot
more
than
what
is
on
the
screen,
but
these
were
some
that
stuck
out
to
me
in
their
own
words.
E
I
think
that's
really
powerful,
so
you'll
see
in
the
article
on
thursday,
as
well
as,
what's
in
front
of
you,
there
are
many
many
more
much
more
feedback
from
our
own
students,
but
those
are
some
some
highlights
also
in
there.
What
stuck
out
to
me
were
two
things:
one
21st
century
skills,
I
believe
they're
all
mentioned
within
those
statements
and
again
sel
safe
community
feeling
supported.
E
So,
moving
on
to
the
nd
dpi,
music
and
sel
grant,
last
year
we
were
awarded
a
two-year
grant.
Most
districts
in
north
dakota
were
awarded
based
on
their
student
population,
and
we
really
used
this
grant
kind
of
a
three
prong
project.
We
had
some
professional
learning.
We
had
some
guests
come
in
which
I'll
talk
about.
In
a
moment,
dr
scott
edgar
and
a
training
on
beat
the
odds
drum
circle.
E
We
purchased
drum
circle
drums
for
elementary
classrooms,
music
classrooms,
and
then
we
formed
a
team
and
created
a
curriculum
that
incorporates
sdl
in
the
music
elementary
music
classroom.
Like
I
said
it
is
naturally
in
there,
but
we
really
wanted
to
make
that
deliberate
connection
in
the
lessons
we
really
wanted
to
do
something
sustainable.
E
E
So
dr
scott
edgar
came
to
visit
last
december,
thankfully,
when
we
were
still
open
and
dr
scott
edgar,
when
you
think
of
music
and
sel,
you
think
there's
two
big
names
that
that
really
are
are
it
and
one
is
dr
scott
edgar?
He
literally
wrote
the
book,
as
you
can
see,
he's
written
a
few
about
it,
so
he
came
in
and
worked
with
our
elementary
music
teachers
and
he
also
is
consulting
with
our
curriculum
writing
team.
E
So,
throughout
this
two
years
we
have
worked
with
him
on
the
on
the
curriculum
or
the
handbook
and
he's
consulted
with
us.
The
beat
the
odds,
drum
training.
This
was
this
january,
so
thankfully
we
were
able
to
be
together,
but
you
can
see
on
the
left
side
that
we
were
in
the
gym
at
jefferson.
Space
department,
but
we
were
able
to
be
together,
beat
the
odds.
Drum
training
is
a
program
through
ucla
that
focuses
on
building
community
and
sel
skills
through
drum
circle
and
quite
simple,
drum
circle
activities.
E
E
And
then
our
elementary
music
scl
handbook,
so
what
we
did
was
we
took
castle's
sel
framework
and
mt
ndmtass,
sel
learning
goals
and
scales,
and
then
we
broke
it
down
into
specific
grade
level,
music
tasks
that
are
linked
to
sel,
so
we
drew
that,
like.
I
said
that
that
very
clear
connection,
so
in
the
chart
there
you
can
see
the
castle
sel
framework
is
on
the
top
and
then
the
learning
goes
and
scales
the
I
cans
the
students
will
is
where
we
started
creating.
E
So
we
took
those
top
two
and
created
our
own
students
will
statements
and
then,
in
our
curriculum
our
handbook.
When
you
click
on
the
student's
will
it
will
pull
up
a
document
that
has
just
a
list
of
ideas.
General
ideas,
a
music
teacher,
could
use
in
the
elementary
classroom
that
link
scl
and
music
there's
also
a
written
out
lesson
plan.
E
E
There
was
a
little
excitement
this
year,
so
we
did
need
to
adapt
our
plan
a
little
bit
and
our
curriculum
writing
team
implemented
this
year
and
our
plan
will
be
to
implement
fully
next
year.
Currently,
the
curriculum
is
under
review
from
a
curriculum
writing
committee.
Not
a
writing
committee
curriculum
review
committee
and
I
just
have
to
share.
I
mentioned
that
there
were
two
two
big
names
in
seo
and
music.
The
other
is
bob
morrison
and
he
is
on
the
curriculum
review
team.
E
So
that's
that's
pretty
I
mean
for
music
education,
scl
dork,
that's
like
amazing,
and
our
own
gensar
is
also
on
the
team,
so
we're
getting
her
feedback
too.
So
the
the
plan
is
like
I
said,
to
implement
fully
next
year.
E
I
also
just
want
to
point
out:
this
really
is
one
of
a
kind
we
I
mentioned
this
when
I
spoke
in
the
fall,
but
we
have
been
fargo.
Elementary
music
has
been
brought
up
on
the
national
level
because
of
this
project,
because
it's
not
it's
not
happening
other
places.
There's
new
jersey
has
a
similar
project,
but
really
those
are
the
two,
so
it
really
is.
It
really
is
something
special
and
something
that's
gonna
benefit
our
students.
So,
amazingly,.
E
All
right,
so
that
brings
us
to
the
celebration
on
your
in
front
of
your
seat.
You
have
a
framed
certificate
and
this
is
from
doug
schmidt
of
schmidt
music
and
he
he
actually
has
a
little
recording
that
I'm
going
to
play
in
a
moment,
and
he
will
talk
a
little
bit
about
music
and
about
the
nam
company
and
the
award
and
the
best
communities
for
music.
How
how
that
works,
how
we
earned
that
so
I'll
play
this,
I'm
going
to
warn
you,
I'm
going
to
get
my
camera
ready
for
the
end.
So.
Q
Hello,
my
name
is
doug
schmidt,
one
of
the
fourth
generation
owners
of
schmidt
music.
I'm
here
with
you
today
to
help
celebrate
the
fine
work
that
keeps
happening
in
your
music
department
for
the
17th
year
in
a
row.
I'd
like
to
thank
ainsley
renfro,
the
performing
arts
curriculum,
specialist
superintendent,
rupak
gandhi,
along
with
all
our
friends
from
the
fargo
public
schools,
from
all
your
friends
at
schmidt
music,
including
my
brother
tom,
and
me
two
of
our
sons,
pete
and
ted
and
dan
miller,
our
fargo
store
manager
at
schmidt,
music.
Q
We
are
in
the
music
products
industry,
which
includes
instrument,
companies,
publishers,
retailers
and
everyone
else
involved
in
helping
you
to
be
able
to
teach
your
students,
the
fine
art
of
music,
our
music
products
industry
has
a
trade
association
called
the
national
association
of
music
merchants
or
just
nam,
which
was
established
in
1901
just
five
years
after
our
company
was
started.
Nam
is
the
association
that
strengthens
the
17
billion
dollar
global
music
products.
Industry
in
1998
nam
established
their
best
communities
for
music
education
award
in
2020
its
22nd
year.
Q
This
survey
was
developed
in
partnership
with
the
music
at
music
research
institute
at
the
university
of
kansas
survey,
questions
are
aligned
with
goals
for
equity
and
access
to
music
education
for
all
students,
and
also
with
national
standards
for
music
education
in
2020.
Just
754
school
districts
earned
this
award
out
of
more
than
14
000
school
districts
in
the
united
states.
Q
Of
these
754
winners,
20
are
serviced
by
schmidt
music.
This
puts
fargo
in
the
top
five
percent
of
music
programs
in
the
nation.
Bravo
dan
miller,
ainsley
renfro
and
I
all
work
together
to
get
your
rewards
printed,
framed
and
delivered
to
everyone
we
can
think
of
who
is
instrumental
in
making
your
music
department
so
awesome
for
the
17th
year
in
a
row.
If,
for
any
reason,
we
may
have
missed
someone
or
made
a
spelling
mistake,
please
alert
ainsley
and
she
can
contact
me.
So
I
can
make
those
corrections
and
get
new
awards
to
you.
Q
Asap
before
I
go
nam
loves
to
get
pictures
of
people
who
win
their
awards.
So
if
you're
on
camera
and
have
your
award
handy,
please
raise
it
up
and
shout
hip
hip,
hooray
for
the
fargo
music
department,
I'll
count
on
ainsley
to
grab
a
screenshot
or
some
other
means
of
getting
me.
Some
pictures
cheers
keep
up
your
great
work
and
thanks
for
your
ongoing
support
of
schmidt,
music.
E
E
You
so
I
just
wanted
to
recap
what
what
doug
shared
about
the
namm
award,
that
it
has
been
an
award
for
22
years
and
we
have
earned
it
17
out
of
those
22
years.
We've
earned
it
consistently
since
2010
every
year
since
then-
and
I
just
want
to
point
out
again-
754
districts
out
of
14
000,
which
puts
us
in
the
top
five
percent
in
the
nation
on
the
left
are
some
of
the
things
that
they
look
at.
E
E
Do
our
students
all
have
access
to
it
funding?
How
is
it
funded?
Is
it
funded
through
the
district
programs,
the
variety
of
programs,
regional
state
and
national
performances,
which,
if
you
saw
the
first
journey
article,
we
had
82
students
accepted
into
allstate
this
year
in
this
year
of
covid,
where
we,
our
music
classes,
have
been
exceptionally
different?
We
had
more
than
last
year,
performance
opportunities.
E
Minutes
of
music
education
and
how
often
really
it's
the
consistency
there
is
it
daily?
Is
it
every
other
day
which
is
great
or
is
it
five
or
six?
You
know
a
rotation
of
five
six,
seven
once
every
10
days,
because
that
consistency
is
really
important:
the
percentage
of
music
educators
with
master's
degrees
and
so
on,
location
of
music,
education
and
performances.
Do
they
have
their
own
dedicated
space
for
so
that
all
of
the
music
education
is
equal.
E
E
E
E
E
E
There
are
some
that
are
down
and
some
that
are
up,
but
overall
the
numbers
are
higher,
and
that
I
mean
I
think
about
that
constantly.
I
think
that
says
something
huge
about
what
role
music
has
played
in
our
students
lives
through
this,
though
it
might
not
have
been
the
same
as
they're
used
to.
I
also
think
that
speaks
so
highly
of
our
teachers
and
what
they
have
done
to
continue
to
have
music
be
so
important
in
students
lives.
E
K
Thank
you
so
much
ainsley.
I
just
love
to
hear
about
this.
I
have
to
tell
you,
I
believe,
you're
100
correct.
I
absolutely
love
music
opportunities
for
our
kids.
You
had
mentioned
elementary
that,
as
this
new
curriculum
comes
together,
it's
kind
of
going
to
get
launched
there
is
there
a
plan
to
continue
that
through
the
upper
levels.
K
E
I
would
love
for
it
to
be.
In
fact,
I
have
talked
to
scott
edgar
about
doing
a
similar
thing
for
secondary.
Of
course,
we
wouldn't
have
that
grant,
but
I
think
that
there
are
things
that
we
can
can
do
and
just
out
in
the
hall
with
the
group
before
before
they
came
in,
they
were
literally
talking
about
sel
and
music.
The
students-
oh
yeah,
it's
you
know
when
we
feel
when
we're
moved
by
music
and
such
so
it's
it
is
definitely
talked
about
in
secondary,
even
though
it
hasn't
been
launched
as
much
as
elementary.
R
K
Can
do
it
my
next
question
you
may
or
may
not
be
able
to
answer,
but
I'm
curious
because
you
alluded
to
it
for
kids,
some
kids
find
their
niche,
they
find
their
spot.
This
is
where
they
feel
safe.
They
feel
important,
they
feel
creative.
Do
we
have
any
type
of
statistics?
I
know
music
is
one
piece
of
the
arts,
but
are
there
statistics
out
there
that
might
indicate
how
this
impacts,
kids
as
they
grow
throughout
their
lives?
Do
we
have
any
information,
like
kids,
that
maybe
are
more
at
risk.
G
S
R
Sure
so,
thank
you
board,
president
and
board
members,
along
with
national
music
in
our
schools
month
this
month
we
also
celebrate
national
foreign
languages
week.
That's
something
that's
celebrated
in
our
district
as
well.
After
viewing
a
previous
presentation,
I
think
on
cte
mr
urlocker
had
reached
out
and
said:
can
we
do
a
presentation,
on
behalf
of
the
world
language
program,
that
in
our
fargo
public
schools,
which
is
a
phenomenal
program?
So
this
is
a
presentation
that
also
fits
in
under
our
steam
monitoring
report
results
report
as
well.
R
They
will
present
today
on
not
only
the
world
language
program
that
we
have
in
the
district,
but
we're
working
together.
I'd
also
ask
them
to
present
on
some
of
the
work
that
our
world
language
teachers
have
been
engaging
in
multiple
years
with
dr
gross
in
the
task
force
around
the
future
or
possibilities
for
a
foreign,
language
or
immersion
program.
If
for
those
of
you
that
remember,
that
was
something
that
we
brought
to
the
state
of
the
schools,
that's
something
that
we
would
love
to
see
in
our
district
moving
forward
as
well.
R
So
they'll
include
some
of
that
in
their
presentation
as
well.
So
with
that
being
said
I'll
hand
it
over
to
mr
locker.
T
Well,
thank
you
very
much
good
evening.
I
just
want
to
share
a
little
information
with
you
guys,
maybe
you're
not
as
familiar
with
world
languages,
but
we
do
offer
four
languages:
french,
german,
latin
and
spanish.
We
start
in
seventh
grade
with
a
world
language
survey
class
that
exposes
students
to
the
language,
and
then
they
can
start
in
eighth
grade
continue
through
high
school.
We
do
have
a
fairly
large
department.
There
are
24
excellent
full-time
teachers
and
then
each
of
our
high
schools
offer
extracurricular
clubs
for
those.
T
T
T
There
is
lots
of
different
research
that
how
it
impacts
the
brain,
improves.
Communication
skills
gives
us
social
gains.
When
students
attend
college,
they
can
also
buy
oftentimes
bypass
credits,
get
those
for
free
moving
to
upper
level.
So
that's
a
huge
benefit
for
our
students
who
follow
through
it
does
improve
test
scores.
Of
course
it
increases
students
and
adults,
travel
opportunities,
and
then
it
does
focus
on
a
lot
of
those
21st
century
skills
that
we're
trying
to
instill
in
our
students
a
couple
of
different
partnerships
that
we've
had
in
our
district.
T
Over
the
last
years
we
have
latin
days
which
was
used
to
be
hosted
by
concordia.
Now
it's
at
und
we've
collaborated
with
different
college
courses
in
high
school,
so
the
high
school
students
can
see
what
they're
learning
at
the
at
the
college
level
and
vice
versa.
We've
had
foreign
exchange
students
come
into
our
classes.
T
We
have
the
concordia
language
villages
not
too
far
from
us
elementary
exploration
programs
and
then
ndsu
and
our
latin
program
also
hosted
the
national
junior
classical
league
convention
back
in
2019
here
in
fargo,
which
was
a
huge
deal
for
them,
and
then
this
is
some
pictures
from
that
convention
as
dr
gandhi
kind
of
referenced,
that
back
in
2019.
One
of
the
questions
at
the
state
of
schools
was
a
question
about
elementary
immersion,
and
so
the
first
question
just
said:
the
district
is
currently
researching
elementary
language,
immersion
programs.
T
If
fargo
public
schools
develops
a
language
immersion
program,
what
language
should
be
the
foundation
of
the
program
and
I
think
their
five
options
are
spanish,
german,
french,
latin
or
mandarin
chinese.
Okay,
now
I
kind
of
went
through
all
those
comments
and
we
picked
out
a
couple
that
we
thought
were
the
best.
Someone
commented
that
they
speak
five
languages
and
that
would
be
the
best
way
to
learn
it
just
starting
at
the
elementary
age.
T
T
Whatever
gets
it
going
faster
is
the
one
to
go
with,
so
they
really
maybe
didn't
care
which
language
it
was,
but
let's
just
get
this
happening
and
then,
finally,
why
does
it
have
to
be
just
one?
Could
we
have
it
at
more
than
one
school,
because
I
think
that
it
was
proposed
as
to
being
if
we
had
one
school,
we
could
use
it.
T
A
couple
other
comments.
The
earlier
we
can
implement
the
better
we'd
love
to
have
an
opportunity
to
have
this
in
our
district
de
fargo
wants
to
be
competitive,
as
you
guys
probably
know,
morehead
has
an
immersion
school,
and
so
hopefully
that
would
we'd
probably
have
some
students
who
choose
to
petition
to
go
over
to
moorhead.
So
this
might
keep
some
of
our
students
here
in
our
district
and
then,
of
course,
starting
with
the
younger
immersion
program
at
the
elementary
would
open
up
larger
opportunities
for
them
when
they
get
older
middle
school.
T
Sometimes
it
may
be
too
late
to
start
because
that's
our
first
exposure,
almost
this
person
almost
felt
inferior,
not
knowing
another
language
and
then
talking
about
just
a
thirst
for
students
to
want
to
keep
learning.
T
We
would
go
anywhere
to
have
this
program
and
then
students
all,
should
all
students
be
taking
a
foreign
language
from
the
time
they're
in
kindergarten,
which
I
know
our
task
force
has
looked
at,
that
it's
a
huge
financial
expense.
But
is
it
worth
that
for
the
students-
and
I
would,
I
would
beg
to
say
yes,
the
second
question
talked
about
if
they
were
to
create
a
program
with
the
location
of
where
that
program
is
located,
affect
the
decision,
and
so
I
think
what
we
took
away
from.
T
So
a
couple
things
that
we
would
ask
you
to
consider
as
we're
kind
of
continuing
to
work
on
this
is
that
staffing
is
going
to
be
very
critical.
We
would
really
need
to
partner
with
local
universities,
because
teachers
would
need
to
be
dually
certified
in
the
language
that
they're
teaching,
as
well
as
an
elementary
ed
degree.
T
We
would
need
to
determine
the
type
of
program.
Is
it
a
program
that
is
a
full
immersion?
Is
it
partial
immersion
is
an
exposure
to
languages
for
all
students
and
then
thinking
about
how
many
programs
would
we
want
one
on
the
north
side,
the
middle
side
and
south
side
to
give
everyone
access
to
that
program?
T
And
then,
as
you
guys,
are
thinking
of
your
facilities
usage
if
it
were
a
magnet
program,
eventually,
where
would
those
students
continue
on
to
middle
school
or
high
school?
So
those
are
just
some
things
we
wanted
you
guys
to
consider,
and
now
I'm
just
going
to
turn
it
over
to
jill
brogan
she's,
going
to
talk
a
little
bit
about
foreign
language
week
and
our
seal
of
bi-literacy.
U
U
We
have
been
working
for
the
last
couple
years
to
get
the
north
dakota
seal
of
bi-literacy
for
our
students
at
davies,
high
school,
and
I
wanted
to
tell
you
there's
another
seal
called
the
global
seal
of
bi-literacy
that
our
students
have
also
been
awarded.
So
I
was
going
to
tell
you
a
little
bit
about
those
things.
U
So,
first
of
all,
foreign
language
week
takes
place
every
second
week
in
march,
and
it's
really
a
time
for
us
with
our
students
to
stop
and
reflect
and
talk
about.
Why
are
we
learning
a
language?
What
are
the
benefits
of
being
proficient
in
more
than
one
language,
but
truthfully
it's
to
recognize
and
celebrate
their
efforts
in
learning
a
language
and
every
year
we
do
this
in
different
ways.
We
really
try
to
bring
the
community
in
and
collaborate
with
them,
so
we
have
university
students
come
in
and
talk
about
experiences
abroad.
U
We
also
have
had
speakers
from
the
defense
language
institute,
come
in,
which
has
been
really
fascinating
for
our
students
to
learn
about
college
and
mission.
Speakers
come
in
and
share
about
languages
in
the
colleges,
but
I
think
one
of
the
funnest
things
we
do
is
we
collaborate
with
our
ell
programs
at
our
schools
and
we
bring
in
the
ell
students
and
they
do.
U
Cultural
presentations
speak
about
their
country,
speak
about
the
immigrant
experience
and
at
davies
the
last
few
years
we've
been
doing
a
cultural
festival
where
the
students
go
to
different
rooms
and
different
stations
and
they
dance
and
they
sing
and
they
eat,
and
it's
just
a
time
to
laugh
and
really
enjoy
each
other
and
it's
a
great
way
for
our
students
to
meet
a
lot
of
the
diverse
kids
that
are
in
our
buildings.
So
it's
a
really
great
time
and
we
love
it
to
tell
you
about
the
seals
of
biliteracy.
U
I
love
this
quote.
Language
is
not
a
college
requirement.
It's
an
enviable
life
skill
and
I
I
think
in
the
high
schools.
We
really
really
stress
this
with
the
students.
It's
not
just
about
getting
into
college.
It's
something!
That's
going
to
be
really
useful
in
your
future,
so
the
north
dakota
seal
of
bi-literacy
looks
like
that
and
the
students
when
they're
awarded
those
seals
that
gets
put
on
their
diploma.
It
also
goes
on
to
their
e-transcript.
U
That
was
the
first
year
that
it
was
offered
to
north
dakota
students.
I
really
want
to
give
a
shout
out
to
lodi
arnold
at
the
dpi.
She
was
huge
in
getting
this
going
for
us
mary
thrond,
also,
who
has
taught
at
the
universities
here
in
moorhead
she's
now
at
morehead
morris,
was
really
great
in
helping
us
get
this
set
up
and
going
so
in
2019.
U
We
did
this
over
at
davies
and
I'll.
Tell
you
a
little
bit
about
the
process
of
how
to
get
the
seal,
but
those
are
the
numbers
that
we
awarded
the
first
year
and
again,
there
are
three
seals:
there's
a
silver
seal
and
a
gold
seal
which
are
both
north
dakota
seals
of
biliteracy
and
then
the
global
seal
of
bl
by
literacy.
U
Last
year,
the
numbers
were
a
little
bit
lower,
but
we
were
incredibly
proud
of
those
kids
because
we
were,
we
were
doing
everything
online.
They
had
to
take
the
test
virtually
on
their
own
at
home,
without
any
prep
without
any
practice,
and
they
did
it
the
last
week
of
may
right
at
graduation
time.
U
We
were
incredibly
proud
of
them.
It
was
an
amazing
thing
for
those
students
that
were
awarded
those
seals,
so
the
north
dakota
seal
of
bi-literacy
is
awarded
to
graduating
students.
It's
seniors,
who
have
demonstrated
proficiency
in
a
language.
In
addition
to
english
in
north
dakota,
we
have
a
silver
seal
and
a
gold
seal
and
the
students
take
a
proficiency
assessment
in
speaking
reading,
writing
and
listening
skills,
and
we
do
that
in
french,
german
and
spanish.
U
So
it's
not
a
multiple
choice,
scantron
type
test:
they
are
really
speaking
and
recording
themselves.
They
are
writing
in
the
language
listening
and
reading
the
language,
so
those
modalities
are
there
in
the
state
of
north
dakota.
The
way
the
apple
is
set
up
is
there
is
novice
level,
intermediate
level
and
advanced
level
and
our
students
in
the
high
school
at
level.
Four,
we
rate
them
at
the
intermediate
level
and
within
the
intermediate
level
there
are
five
different
stages
that
they
go
through.
So
when
they
take
the
apple
proficiency
exam.
U
If
they
meet
intermediate
one
at
all,
four
of
those
modalities,
they
would
be
awarded
the
silver
if
they
get
to
an
intermediate
five,
which
is
the
top
of
the
intermediate
level.
They
would
be
awarded
the
gold
and
then
the
global
seal
is
sort
of
in
the
middle
there
with
the
intermediate
four,
so
the
majority
of
our
students
earn
a
seal.
Many
of
them
earn
two,
so
they
might
earn
the
silver
and
the
global
seal
or
they
might
earn
the
global
seal
and
the
gold.
U
U
We
really
love
this
because
it's
not
us,
that's
doing
the
grading.
It's
it's
an
outside
group
that
takes
a
look
at
their
work
and
it's
much
more
standardized
that
way.
U
I
love
this
because
I'm
now
using
this
in
my
classroom.
So
as
we
look
at
evidence-based
grading,
I
am
grading
my
students
now
using
this
apple
scale,
starting
at
level
one
so
that
they're
very
familiar
with
it
and
it
all
meshes
together
with
what
we're
asking
them
to
do
in
level
four,
the
final
part
of
the
seal.
They
need
to
demonstrate
sociocultural,
competency
and
the
way
we've
been
doing.
That
is
through
an
essay,
but
our
hopes
in
the
future.
When
we
get
past
everything
that's
going
on.
U
Lots
of
benefits-
and
I'm
not
going
to
read
through
all
of
those
there
are
so
many
benefits
in
learning
a
language.
The
other
thing
that's
great
to
know
about
these
seals
of
bi-literacy.
It's
not
just
students
learning
our
foreign
languages,
el
students
also
are
able
to
earn
the
seal
of
bi-literacy
as
well
with
their
native
languages
and
their
heritage.
Languages,
and
our
ell
programs
are
working
with
that.
It's
a
little
more
difficult
to
find
assessments
for
some
of
the
languages
that
those
students
speak,
and
so
that's
another
piece
of
this
that
that's
really
great.
U
U
When
you
have
this
seal
of
bi-literacy
in
minnesota,
now
all
of
their
students
that
have
the
seal
of
bi-literacy
out
of
high
school,
the
colleges
and
universities
offer
them
credit
when
they
get
into
the
university.
So
the
students
who
earn
a
platinum
sale
in
minnesota
get
four
semesters
of
college
credit
automatically.
U
That's
something
that
is
offered
to
all
high
school
students
going
on
to
the
university.
We
would
love
to
see
that
with
the
north
dakota
universities
as
well,
and
that's
something
that
is
being
talked
about
global
seal
by
by
literacy
quickly.
It's
the
same
concept.
They
do
the
same
assessment,
but
it's
recognized
across
the
world,
and
so
this
is
a
seal
that
is
exciting
for
the
students
because
they
can
earn
it
in
high
school.
U
So
we're
gonna
finish
today.
Just
these
are
some
of
our
level
four
language
students
just
showing
off
their
proficiency,
and
we
will
just
just
click.
Okay,.
A
J
Hi,
thank
you
guys
so
much.
This
is
wonderful
to
hear.
I
have
a
number
of
hearing
impaired
patients
and
families.
In
my
practice,
I'm
curious
if
you've
ever
wondered
about
sign
language,
offering
that
as
a
or
do
you
do.
We
in
fargo.
U
I
bel
oh
here
at
fargo
public
schools.
I
I
don't
know
that
that's
come
up.
No,
I
was
going
to
say
I
believe
there
is
a
seal
of
biliteracy
that
they
are
working
on
for
that.
C
Thank
you
for
being
here
and
that
presentation
was
wonderful.
I
learned
an
awful
lot
through
it
myself.
I
am
curious
how
frequently
this
exam,
or
this
certification,
certification
or
seal,
is
offered
for
students
to
be
able
to
take.
U
It's
currently
it's
seniors,
okay,
so
we
do
it
in
level
four
language,
usually
it's
our
graduating
seniors
and
typically
in
all
the
states,
that's
how
that
is
done.
It's
done
with
graduating
level.
Four
seniors.
U
U
We've
talked
a
great
deal
about
using
this
assessment,
all
the
way
through
our
program,
so
starting
out
in
level
one
having
them
take
the
assessment
in
a
little
track,
their
proficiency
as
they
go.
We
do
have
some
seniors
that
are
in
level
three
language.
They
are
also
eligible
and
often
they
will
take
the
apple
as
well.
I
had
a
june
a
senior
last
year
in
level
three
who
got
the
gold
yeah,
so
we
it's
usually
juniors
and
seniors
graduating
students.
A
Anyone
else
have
questions
one
question
I
might
have
two.
So
thank
you
for
representing
davies
and
sharing
this
information.
How
about
for
our
other
high
schools.
U
Thank
you
for
bringing
that
up.
I
meant
to
mention
that
this
year,
both
south
and
north
high
are
on
board
we're
getting
them
ready
to
go
we're
starting
the
assessments
next
week,
and
so
for
them
it's
their
first
time
through
using
the
apple
assessments.
So
it
will
be
in
all
three
high
schools
this
year.
A
Great,
thank
you
very
much
appreciate
the
information.
Wondering
too
do
counselors
share
this
information
with
students,
it's
an
it's
new
or
newer
to
the
district.
So
I'm
thinking
about
other
students
that
have
been
involved
in
foreign
language,
that
would
would
say,
oh
gosh,
I
wish
I
would
have
known
this,
and
maybe
I
would
have
stuck
with
it
yet
because
the
having
this
on
a
diploma,
as
you
have
said
it
just,
it
seems
like
my
goodness.
A
It
helps
build
the
resume
credibility
of
of
the
students,
so
just
kind
of
curious
to
hear
about
what
the
plan
would
be
in
terms
of
helping
to
further
educate
our
students
to
help
encourage
them
just
to
perhaps
stick
with
a
foreign
language.
Yeah.
T
U
Yeah
and
we
we
really
do
need
to
talk
to
them
and
explain
this
to
them,
and
now
that
we've
got
it
up
and
rolling
at
our
eighth
grade
course
fair
this
year.
We
added
that
element
to
it,
so
that
this
information
is
all
getting
out
to
the
parents
yeah
starting
in
eighth
grade.
C
Thank
you
for
asking
that
question.
I
think
it's
a
great
one
and
I
am
curious.
It
also
made
me
think
of
do
we
know
the
stats
between
those
that
have
taken
a
third
year,
foreign
language
who
continue
to
take
a
fourth
or
that
maybe
end
after
their
junior
year.
For
you
know
a
variety
of
reasons.
Do
we
know
what
that
number
is.
U
C
U
So,
and
I
would
say
those
of
us
that
teach
upper
levels
most
of
our
level,
three
kids
do
go
on
to
level
four.
I
would,
I
would
say
it's
a
majority
of
them.
A
K
Popped
it
up,
I
don't
know
if
it's
worth
sharing
or
not,
but
you
were
emily's
french
teacher
and
she
loves
french
and
she
started
it
in
middle
school
and
she
got
kind
of
scared
off
this
year
and
I'm
sharing
this
for
the
benefit
of
of
the
covid
bubble
that
we're
talking
about.
She
did
not
sign
up
for
french
this
spring
because
when
covet
hit,
she
said
mom,
we
didn't
learn
everything
we
needed
to
learn
to
be
successful
in
your
class,
and
so
she
felt
bad
about
it.
K
Now
she
wants
to
circle
back
and
she
wants
to
take
french
again,
but
she
wants
to
start
over
because
she
feels
like
she
was
missing
some
core
pieces
that
in
the
ninth
grade
you
should
have
those
pieces
in
place,
but
with
the
covid
situation
and
being
online,
she
didn't
feel
she
had
those
and
she
had
some
friends
that
felt
the
same.
So
I
truly
hope
they
do
circle
back
and
then
I'm
thinking
to
your
point,
if
she
had
had
any
idea,
I'm
sitting
here
going
emily.
K
Because
she's
all
about
what's
going
on
my
diploma,
how
is
this
going
to
serve
me
afterwards,
and
so
I
think
it's
a
very
valid
point
and
thank
you
for
all
you
do
yeah.
Thank
you.
A
All
right,
thank
you
again
and
have
a
great
evening
thanks
for
being
questions,
we
have
been
at
it
for
a
little
bit
over
an
hour.
Are
we
okay
to
keep
going
all
right
and
we
are
on
to
item
b
under
reports,
academic
performance,
graduation
rate
data,
dr
gross.
V
While
we
wait
at
your
table
is
a
copy
of
the
slideshow
that
I'll
just
go
over
with
you
this
evening.
There
are
two
presentations
that
we
will
be
sharing
with
you
tonight,
both
of
them
center
around
our
strategic
initiative,
number
one
student
achievement
and
growth,
and
the
first
piece
that
we
want
to
talk
a
little
bit
about
is
graduation
rate.
V
So
we
are
looking
at
the
2019-20
graduation
rates.
That's
the
most
recent
data
that
we
have
to
share
with
you
this
evening.
How
it
is
determined
is
this
description?
V
Basically,
we
start
with
all
of
the
students
who
enter
ninth
grade
and
we
create
a
cohort,
and
then
we
add
in
any
students
who
transfer
in
during
grade
9,
10
or
11
and
12,
and
then
we
take
out
only
those
students
who
then
transfer
out
any
at
any
one
time.
So
really
it
is
a
cohort
model.
In
order
for
a
student
to
be
given
credit
to
meet
this
criteria,
they
must
graduate
in
those
four
years.
V
Sometimes
it
takes
a
student
a
fifth
year.
It
might
even
take
student
a
sixth
year
depending
upon
where
they
are
at,
and
we
know
that.
But
the
data
that
we're
looking
at
tonight
is
that
four
year,
graduation
rate,
so
on
our
strategic
plan
dashboard,
anyone
in
our
community
can
go
to
our
dashboard
under
achievement
and
then
click
on
the
graduation
rate
link-
and
here
is
just
kind
of
our
trend-
data
for
the
past
multiple
years
in
the
year,
2018-19,
which
we
would
be
comparing
against
to
see.
V
That
certainly
doesn't
come
easily
because
we
have
that
goal
of
all
students
graduating
on
time,
knowing
that
some
of
the
students
may
take
a
little
bit
longer,
but
to
help
our
students
graduate
on
time.
Our
teachers
are
doing
a
tremendous
job
of
providing
interventions
and
extensions
for
our
students
during
the
typical
class
day.
But
then,
on
top
of
that,
we
have
intervention
programs
at
all
of
three
of
our
comprehensive
high
schools.
V
We
certainly
have
that
program
for
the
students
who,
through
our
school
of
choice,
they
have
the
opportunity
to
come
to
the
at
school
in
or
at
our
alternative
high
school.
We
have
an
advisor
program
so
a
connection
between
the
students
and
the
teachers,
and
during
that
advisor
program,
students
are
able
to
earn
credit
for
that
advisory.
So
as
they
march
towards
getting
the
credits
they
need
for
graduation.
C
V
We
do-
and
I
didn't
bring
that
forward
tonight,
but
as
we
go
to
our
strategic
plan,
dashboard
you'll
notice
on
the
right
hand,
side
grayed
out
are
the
individual
buildings.
You
can
click
on
a
building
and
get
the
data
for
any
of
our
buildings
and
then
on
our
site
and
the
north
dakota
insight
website.
You
can
get
that
graduation
rate
for
the
students
by
our
different
ethnicities
and
free
and
reduced
status,
and
so
on.
V
We
certainly
look
in
and
review
that
data
on
a
yearly
basis.
I
think
tamara
uselman,
who
has
been
hired
to
be
part
of
our
team,
is
doing
a
marvelous
job
of
helping
us
look
at
that
data
and
try
to
determine
what
some
of
those
next
steps
are.
So
this
is
just
an
overview
of
the
data,
and
it
is
certainly
something
that
we
do
to
drill
down
into
the
data
to
say
what
can
we
do
differently
to
get
that
graduation
rate,
even
higher
than
87
percent.
C
Jennifer,
thank
you
if
I
just
may
add
on
to
your
point
around
inset
insights,
breaking
it
out
further,
you
know
by
gender
or
low
income
or
iep
students
in
those
subgroups,
and
I
guess
more
specifically
within
your
own
district
plan
through
administration.
Are
there?
If
what
I'm
hearing
you're
saying
there
is
a
movement
towards,
or
maybe
you've
already
been
doing,
this
targeted
strategic
initiatives
that
might
vary
just
depending
upon
the
group
that
you're,
you
know
trying
to
move
in
the
right
direction.
V
Absolutely
I
think,
across
our
system,
we
embed
that
that
mtss
or
multi-tier
system
of
support,
which
is
what
do
we
need
for
all
of
our
students.
Then
we
need
to
drill
into
that
data
at
a
more
finite
set
and
then
determine.
Where
are
some
students
who
might
not
be
where
we
want
them
to
be?
What
do
they
need?
That
is
going
to
look
differently
than
or
different
than
what
another
group
of
students
might
need.
V
It
is
our
counselors,
our
principals,
our
teachers
and
teaching
and
learning
that
are
looking
at
that
data
to
help
us
make
some
of
those
determinations
for
what
are
those
right
interventions?
I
think
one
of
those
pieces
would
be
our
early
morning
intervention
time
before
this
year,
and
this
might
not
be
the
best
year
because
of
covid.
V
We
had
those
intervention
times
spread
out
throughout
the
day,
based
upon
the
data
that
we
looked
at,
we
said
we
needed
a
consistent
time
so
that
all
students,
no
matter
if
they
had
a
free
period
or
not,
would
have
the
opportunity
for
some
of
those
interventions.
So
that
was
something
that
was
created.
We
applied
for
that
waiver
to
dpi
and
were
accepted
and
then
put
that
in
place.
That's
just
one
example
of
looking
at
the
data
to
say:
what
do
we
need
to
do
differently.
R
The
school
improvement
plans
are
aligned
to
the
district
plan,
so
we're
all
working
seamlessly,
but
one
of
the
pieces
where
the
schools
have
their
own
autonomy
based
on
their
school-based
data
as
it
relates
to
academic
achievement,
is
something
that
tamara
and
our
teaching
and
learning
team
are
putting
in
together,
which
is
at
the
end
of
this
year
and
then
moving
forward.
There
will
always
be
at
least
one
equity
related
goal,
which
is
focused
on
the
discrepancy
in
student
subgroup
populations,
so
at
one
school
it
might
be
based
off
a
racial
disparity
and
achievement.
R
Data
in
another
school
might
be
a
gender
disparity.
I
think
that's
just
part
of
continuous
improvement
process.
We
know
that
we've
learned
this
year
that
different
educational
environments
work
for
some
groups
of
kids.
It
doesn't
for
others,
so
we
are
always
going
to
have
to
look
at
which
group
of
students
is
certain
something
not
working
for,
and
then
how
are
we
creating
a
goal
around
them
to
provide
the
additional
supports
that
they
need?
I
saw
missy
raise
their
hand
as
well.
W
I
might
oh
there
we
go
now,
I'm
just
going
to
read
you
our
initiative
that
we
added
this
year
around
this
equity
piece
is
that
we
will
analyze
outcome
data
by
student
group,
race,
ethnicity,
ses,
cultural,
linguistic
diversity,
gender
and
disa
disability,
and
then
we
would
look
at
that
in
our
response
to
equity
in
our
system,
and
so
that
is
the
goal
we
have
for
this
year
and
again,
tamris
is
our
leading
us
through
that
process.
A
V
But
now
the
indicator
of
success
that
we
want
to
look
at
tonight
is
this
one
that
says
the
percentage
of
students
meeting
their
individual
growth
targets
on
the
district's
interim
assessment
and
that's
the
measures
of
academic
progress
will
increase
annually.
So
a
lot
of
times.
You
might
hear
us
talk
about
map
and
that,
as
is
the
measures
of
academic
progress,.
V
V
V
They
say
maybe
eight
points
above
eight
points
below
and
based
upon
that,
if
you
were
trying
to
say
what
should
be
a
good
goal
for
our
district,
they
are
saying
that
it's
reasonable
that
50
percent
of
the
students
should
meet
their
goal
or
exceed
that's
not
saying
that
only
50
of
our
students
are
growing
but
based
upon
an
analysis
of
what
percentage
should
meet
that
target
growth.
That
would
be
according
to
the
researchers,
their
suggestion
based
upon
that.
V
So
that's
why,
on
any
of
the
data
charts
that
we
provide
to
our
community,
there
is
a
dotted
line
when
we
look
at
growth
and
that
dotted
line
is
at
that
50
percent
mark.
W
Yes,
so
on
each
of
the
data
tonight,
when
we
go
through
for
elementary
and
middle
school,
we
will
also
touch
on
the
a
student
group
that
probably
is
having
the
most
difficulty
reaching
their
their
growth
goals.
So
we
did
take
a
look
at
those
areas
on
the
public
website.
You
can
see
you
could
look
at
any
of
those
student
groups
that
are
listed
on
the
right
and
it's
nice
thing
is.
W
So
this
really
does
give
us
a
true
representation
of
kovid
because
it
was
last
winter
and
then
they
took
it
again,
this
winter,
and
so
this
is
reading
and
we
are
really
seeing
what
we
might
see
in
a
typical
year
and
so
that
we
did
not
see
a
sharp
decline
in
reading
for
grades.
Three,
through
five
like
we
might
have
been
expecting,
we
do
have
a
slight
drop
and
that
still
means
that
we
have
kids
that
have
some
needs
that
we
have
to
look
at
meeting.
W
I
did
do
a
little
reflection
thinking
that
there
are
some
things
that
we
benefited
from
in
fargo
being
able
to
have
our
kids
be
back
in
person
on
day
one,
even
though
it
was
in
hybrid.
We
switched
to
four
days
a
week
around
october
26th
and
then
five
days
a
week
around
january,
19th
and
so,
and
students
that
were
in
our
virtual
academy,
were
able
to
continue
consistently
across.
W
So
I
do
want
to
give
some
credit
for
that.
We
were
able
to
meet
and
there's
some
districts
that
have
not.
As
we
go
forward
our
group
that
in
our
student
groups,
our
hispanic
group
was
meeting
their
growth
average
at
43.6
percent.
So
that
was
our
group
that
we
noticed
and
were
both
dr
gross
and
I
were
looking.
Is
there
a
pattern
of
the
group
that
seems
to
be
struggling
and
we
elementary
middle
school
did
not
have
the
same
pattern
and
we'll
take
a
look
at
that.
W
So
that
would
be
for
reading
I'll
have
dr
gross
go
on
mathematics.
This
was
interesting
and
I
we
will
show
you
as
it
goes
through
in
math.
We
are
seeing
the
same
significant
drop
across
and
we're
going
to
talk
a
little
bit
more
about
that
as
we
go
forward.
But
again
that
is
below
that
50
percentile,
where
we
think
we
should
be,
and
so
seeing
that
drop,
we're
starting
to
speculate
and
develop.
What
we
think
is
going
on.
Is
it
the
direct
instruction?
W
Is
it
the
guided
practice,
math
being
more
linear
in
curriculum
for
student
needs?
So
just
we
are
doing
some
digging
into
that.
The
student
group
that
was
for
growth
was
31.8
percent
for
our
free
and
reduced
lunch
students,
and
for
that
group
that
we
want
to
take
a
look
at
that
meeting.
Their
growth
targets
for
elementary.
V
V
So,
to
come
back
to
the
indicator
of
success,
we
would
definitely
say
that
we
did
not
meet
this
indicator.
That's
in
the
strategic
plan,
but
what
is
happening
based
upon
that
is.
We
are
looking
at
the
data
in
probably
a
more
fine,
finite
matter
or
way,
and
this
actually
came
to
us
from
one
of
the
companies
that
we
work
with,
and
so
I'd
like
to
give
credit
to
putin,
mifflin
and
harcourt,
and
what
they
have
done
is
they
have
taken
our
map
data
for
us.
V
V
So
data,
like
this
has
been
gathered
around
fifth
grade
here,
would
be
a
similar
look
at
at
mathematics.
V
Similar
pattern
now
these
were
just
two
examples
of
grade
levels.
We
are
working
both
with
the
corporation
who
helped
us
with
this,
but
also
on
our
own
to
get
this
data
and
then
based
upon
that,
what's
happening
across
our
district.
Just
like
I
talked
about
during
the
graduation
presentation,
our
staff
are
providing
interventions
for
our
students
within
the
classrooms
today
and
they're
doing
a
marvelous
job,
as
our
students
have
come
back
to
our
full-day
instruction.
V
We
have
teams
across
the
district
who
are
helping
us
to
create
those
further
diagnostic
tools
of
looking
at.
How
do
we
identify
those
students
for
each
of
those
tiers?
The
data
that
I
shared
with
you
is
just
one
of
those
pieces.
We
need
to
look
at
other
data
as
well
to
say
what
do
our
students
need
to
be
successful?
V
At
the
same
time,
we
have
teams
who
are
researching
and
developing
additional
tier
interventions
that
we
want
to
then
implement
during
that
2021
school
year.
We,
like
I
mentioned
earlier,
have
restructured
the
day
at
the
high
school
to
provide
that
intervention
and
extension
time
we're
providing
the
busing
for
our
students.
V
We
will
again
again
apply
for
that
waiver
so
that
we
can
continue
that
into
next
school
year
currently
and
into
the
future
in
our
high
schools.
We
have
some
double
block.
Mathematics
courses,
where
a
student
who
needs
the
gift
of
time
for
algebra,
1
or
algebra
2
might
take
that
over
the
course
of
two
periods,
instead
of
one
so
more
instruction
and
more
intensive
instruction
can
be
given
to
those
students,
and
then
we
have
our
online
credit
recovery.
W
And
I'll
just
add
a
couple
to
that,
we
received
a
grant
through
the
state
called
the
gear
grant.
The
gear
grant
allowed
us
to
hire
two
attendant
specialists,
two
additional
swifts
in
our
system
and
some
high
school
intervention
time,
and
so
with
the
that's
looking
at
again,
the
whole
child
and
meeting
the
needs
so
with
our
additional
swifts
we've
been
able
to
meet
with
more
families
who
need
assistance.
W
The
attendance
specialist
has
really
been
a
nice
addition
and
what
they're
doing
is
they're,
taking
the
chronic
absentee
list
working
with
each
building
level
principal
and
really
getting
the
students
on
that
list
in
a
cycle
of
making
sure
they're
making
contact
contact
every
week
about
attendance
needs
as
we
go
forward
a
lot
of
times,
they
end
up,
referring
them
for
whatever
their
need
is
we're
also
working
on
them.
Coming
up
with
a
monthly
report
for
us
to
dig
into
the
attendance
data
so
recently
and
that'll
be
coming
in
our
principal
meeting
this
week.
W
So
that
was
just
one
piece
of
that:
support
that
we're
looking
at
for
the
elementary
we
are
looking
at.
If
we
are,
the
state
is
supporting
us
to
go
forward
with
extending
the
summer
school
type
learning.
Do
we
look
at
extended
day
option
next
school
year
with
busing
to
allow
kids
over
time
to
get
additional
support
without
pulling
them
out
of
their
regular
day?
And
so
again
we
will
keep
kind
of
researching
and
looking
at
what
can
we
do
to
support
our
students,
especially
in
the
area
of
mathematics?
W
We
also
have
the
numbers
on
there,
so
it
shows
how
at
the
different
tier
levels,
the
number
of
kids.
We
have
more
kids
who
need
that.
So
we
do
not
want
to
ignore
tier
one
and
the
power
of
the
classroom
teacher.
We
are
doing
a
workforce
with
a
team
of
teachers
this
spring
on
literacy,
at
the
elementary
and
looking
at
the
science
of
reading
and
our
current
system.
And
how
do
we
support
those
two
pieces
together.
R
When
you
look
at
a
growth
measure,
that's
in
map
yeah,
you
do
have
less
percent
of
students
that
are
hitting
their
predictive
growth
measure
that
they
had
created
prior
to
knowing
even
the
possibility
of
a
global
pandemic
in
a
different
instructional
model.
So,
yes,
you
may
have
less
people
or
less
students
that
are
hitting
the
expected
growth
measure
from
year
after
year.
However,
that
does
not
mean
that
those
students
are
growing
when
you
actually
take
a
look
at
the
data
going
further
to
the
stack
charts
that
mrs
isis
and
dr
growth
shared.
R
That
becomes
more
important
information
because,
as
a
higher
performing
school
district,
if
we
had
a
larger
percentage
of
students
that
were
in
tier
one
plus
or
tier
one
that
fell
out
of
those,
but
they
fell
into
tier
two
inter
intensive
or
tier
two
support.
Okay,
we
know
that
now
they
need
additional
support,
but
that
is
not
the
same
level
of
assumption
that
some
people
would
make
saying
that
all
students
have
fallen
behind
by
two
grade
levels.
That's
just
not
the
truth!
R
So
we
need
to
just
do
x
because
that
that's
not
going
to
be
efficiently
solving
the
issue.
It's
being
able
to
understand
and
take
a
look
at
okay.
What
do
we
need
to
do
for
tier
2
interventions
and
who
are
those
students
who
fell
into
that
group
and
it
might
be
more?
Students
need
a
smaller
level
of
intervention
than
a
larger
group
that
need
a
smaller
level
of
intervention.
R
A
N
I'm
clearly
not
an
educator
and
nobody
anticipated
what
we
were
going
through,
but
I
could
not
have
more
confidence
in
our
professional
staff
and
what
they
are
doing
right
now
to
address
the
individual
needs
of
each
of
our
students.
I
do
not
think
that
it
would
be
wise
to
just
to
forget
about
that.
So
thank
you.
Thank
you.
Thank
you
for
what
you're
doing
I
am
confident.
Most
of
our
public
does
not
understand
how
much
you
individualize
your
response
to
this
either.
So
thank
you
for
that.
N
The
data
is
what
the
data
is,
and
I
again
and
completely
confident
that
you
and
your
team
are
going
to
do
what
we
need
to
get
us
back.
There
is
some
talk
at
the
legislative
level
about
not
requiring
state
assessments.
Are
we
going
to
forego
that
or
what
is
fargo
public
schools
going
to
opt
on
that,
because
I
know
they're
important
to
figure
out
where
we're
lapsing,
but
compared
to
what
you
have.
What
are
we
thinking.
V
V
N
R
And
I
think
one
of
the
things-
and
this
is
just
very
initial-
because
state
and
national
data
map
testing
is
very
recent.
This
is
very
new
data,
so
we
still
haven't
had
complete
comparisons.
I
think
we'll
see
what
we
saw
here
in
a
similar
trend,
but
just
from
conversations
at
the
state
level,
it
seems
like
other
districts
might
have
seen
a
bigger
decline
in
reading
versus
where
I
was
mapped
for
us.
So
our
game
plan
might
look
a
little
bit
different
with
how
we
use
some
of
those
dollars
and
how
would
support?
H
I
find
all
this
talk
about
data.
Frustrating
we
love
to
collect
data.
Simple
fact
of
the
matter
is,
as
we
all
expected,
our
kids
have
fallen
behind
and
I
saw
on
that
sheet
that
you
s
what
is
happening.
Most
of
the
interventions
were
listed
for
high
school.
The
information
you
showed
us,
I
think,
went
up
to
grade.
Eight
we've
got
to
get
those
kids
caught
up.
I
don't
know
that
offering
an
extended
summer
school
is
necessarily
the
the
best
solution
to
this,
because
summer
school
is
voluntary.
We
can't
make
kids
go
to
summer
school.
R
So
things
that
we
have
discussed
one
is
looking
at
our
intervention
tools
in
general,
so
whether
it's
more
more
supports
for
our
students
and,
like
I
said,
going
back
to
the
stacked
hearts
tier
two
or
three
tier
three-
is
that
a
bigger
investment
in
the
read
180
math
180
system,
44,
the
different
intervention
programs.
We
do
another
model
that
we
have
talked
about
and
we
have
to
take
a
look
at.
R
Is
this
going
to
be
what
our
students
need
has
been
in
the
accelerated
learning
plan
that's
been
presented
to
the
state
has
been
tutoring
additional
tutorial
services
extended
day
or
summer
school
programs
as
well.
So
there's
a
wide
variety
of
things
that
we
are
looking
at.
There's
also
a
social
emotional
learning
component
as
well
that
we
want
to
be
able
to
embed
in
because
there's
some
students
are
falling
behind
because
they
are
not
in
the
right
place
as
well,
and
we
have
to
be
able
to
provide
that
support
to
focus
on
their
academics
as
well.
R
So
I
I
think
the
answer
to
your
question
is
going
to
be
it's
going
to
be
a
wide
variety
of
things.
We
are
waiting
for
final
guidance
from
the
state
in
terms
of
what
we
can
use.
I
think
the
current
request
is
going
to
be
the
new
esser
dollars
coming
in
we'll
have
20
for
that
dedicated
purpose
of
direct
student
support
targeted
towards
student
learning
laws.
R
I
think
they're
going
to
make
us
choose,
I'm
not
sure
if
this
is
the
case
yet
or
not,
or
at
least
follow
some
of
that
guidance
that
the
state
is
working
on
on
that
plan.
But
the
state
is
pretty
much
coming
up
with.
Here
are
different
models
of
interventions
that
districts
can
utilize,
and
then
we
have
to
see
if
that
gets
approved
or
if
that's
the
guidance
from
the
state
from
there.
R
What
was
happening
is
that
high
schools
could
maybe
carve
out
time
during
the
school
day,
but
if
I'm
rupak
and
I
need
help
in
math,
I
didn't
have
the
ability
to
go
to
my
own
math
teacher,
because
my
math
teacher
was
teaching
another
period
at
that
time.
So
I
had
to
go
to
someone
else,
so
we've
been
able
to
eliminate
that
issue
by
starting
replicating
the
late
start,
wednesdays
monday
through
friday
at
the
high
schools.
R
V
Those
are
the
two
and
then
we
also
offer
additional
interventions
based
on
those
tiers.
So
we
do
offer
intervention
math
courses
for
students
who
might
not
be
at
the
standard
level,
yet
dr
gandhi
mentioned
math
180,
so
that
is
one
set
of
instructional
materials
we
use
for
those
interventions,
but
then
we
also
offer
at
the
middle
school
those
same
interventions
plus,
and
I
was
remiss
in
making
that
list
during
our
advisory
time.
We
also
use
that
for
academic
advisory
as
well.
So
that's
where
middle
school
students
can
also
get
those
interventions
and
extensions,
yeah.
R
So
I
think
the
double
blocking
math
is
is
going
to
be
huge
because
that's
double
the
time
that
that
students
can
have
to
work
with
their
teachers
on
that
same
elos,
whereas
another
district
or
another
school
that
that's
a
more
condensed
time.
We
probably
will
have
higher
amount
of
students
that
are
identified
for
for
the
double
block,
algebra
1
and
algebra
2
next
year,
but
at
least
we
have
the
system
to
create
that
as
well.
C
Thank
you
for
providing
that
additional
information
and
for
the
question
david
I
around
the
offerings
that
are
going
to
be
available
for
students.
Are
they
going
to
have
to
qualify
or
can
any
student
that
could
benefit,
for
example,
by
the
double
blocking
participate
in
something
like
that
being
offered
moving
forward?
And
then
I
have
a
follow-up
question.
C
And
so
then,
if
I
may,
my
follow-up
really
was
around,
so
I
can
appreciate
the
data
analysis
paralysis,
but
I
also
think
that
targeted
approaches
are
absolutely
necessary
for
a
variety
of
reasons
right
to
achieve
the
highest
possible
result
for
whether
it's
one,
individual
or
more,
there
are
a
lot
of
different
resources
and
programs
out
there.
C
Is
that
based
on
you
know,
data
and
utilization,
and
things
like
that,
because
we
can
take
all
sorts
of
resources
right
or
the
district
can
and
implement
them
all,
but
not
all
of
them
would
probably
work
as
efficiently
as
one
another
right.
So
that's
where
I
feel
like
the
the
data
is
important
for
that
reason,
but
then
also
to
have
a
you
know,
specific
plan
that
is
implemented
here
that
is
unique
to
the
individual
needs
of
fargo
public
schools.
So.
N
N
We
need
to
trust
our
educators
to
their
judgment
and
those
nuances
and
the
the
nuances
as
well,
but
also
the
data
I'm
not
interested
in
learning
anymore,
but
maybe
I
mean
with
respect
to
everybody's
questions
here
I
would
suggest
if
those
are
truly
something
the
board
wants
to
know
a
separate
report
outside
of
this
one.
C
May
I
follow
up
with
it
actually
respectfully
disagree
with
one
thing
that
you
said
as
far
as
operational,
because
really
at
the
end
of
the
day,
student
results
and
achievement
is
on
us,
and
so
it
is
important
for
us
to
understand.
I
think
what
the
district
is
doing
without
telling
them
how
to
do
it,
that's
their
job,
but
for
us
to
be
able
to
ask
the
question
for
them
to
demonstrate
what
the
plan
is.
Is
our
job.
C
A
I
do
want
to
build
on,
and
I
know
dr
gandhi,
you
have
your
hand
on
the
button
as
for
a
comment
you'd
like
to
make,
but
I
do
want
to
say
that
I
feel
like
this
is
one
of
the
best
reports
and
sharing
of
information
regarding
these
types
of
reports
that
we
have
been
receiving
for
a
number
of
years
now
and
it's
different
kinds
of
it's
de.
A
A
We
not
myself
administration,
of
course,
working
to
to
put
together
the
efforts
that
that
we
can
that
are
at
our
disposal
to
assist
all
of
these
all
of
our
children,
and
I
really
appreciate
the
examples
that
you've
highlighted
regarding
some
of
the
subsets
of
our
population
and
having
the
the
position,
that
of
tamra
involved
in
this
discussion,
helping
to
aid
us
again,
the
universal
us
and
developing
some
so
some
solutions.
So
I
would
say
I
just
thank
you
very
much
and
trust
that
the
the
work
is
going
to
continue.
A
R
So
I
think
jennifer
to
your
question,
I
can
talk
to
you
about
currently
and
then
another
conversation
that
we've
had
about
where
we
are
moving
forward.
Currently
we
have,
I
mean
a
wide
variety
of
ways
that
we
evaluate
the
efficacy
of
our
programs.
First
and
foremost
is
based
off
the
input
from
our
teachers
and
our
curriculum
facilitators
and
everyone
else.
That's
telling
us
whether
the
program
is
working
or
not
and
ongoing
research
that
we
have
on
the
different
programs
that
we're
implementing
in
our
district.
R
Secondly,
the
the
second
level
to
that
would
be,
as
you
know,
we've
gone
through
district-wide
training
on
academic
return,
on
investments
done
that
with
all
of
our
department
leads
as
well.
Last
year
we
did
read
180
math
180.
R
Those
were
two
of
our
biggest
investments
in
terms
of
intervention
programs
did
a
return
on
investment,
aro
analysis
on
that
we
learned
some
things
about
where
the
fidelity
of
implementation
was
strong
and
getting
strong
results,
and
some
wasn't
based
on
that.
We
have
made
adjustments
into
how
much
we're
licensing
for
students
and
whatnot.
So
that's
already
an
ongoing
piece,
something
we're
not
doing,
but
this
is
more
of
just
a
display
thing
than
anything
else.
R
R
J
R
A
All
right
again,
if
there
are
other
questions,
please
I,
dr
gandhi,
I'm
sure
you
will
be
willing
to
to
take
some
of
those
questions
and
follow
up.
Are
we
okay
to
move
on
to
the
legislative
update
robin
and
dr
gandhi,
robin?
Would
you
like
to?
Are
you
okay
with
kicking
it
off.
N
Sure,
okay,
I
wrote
it
down
because
there's
a
lot
to
report
on
and
I
will
leave
my
federal
and
local
report
till
delays
and
reports.
If
I
can
stay
that
long
gac
report,
let's
see
the
budget
forecast
was
presented
last
week
for
moody's
in
ihs
it
was
a
favorable
favorable,
the
tune
of
62
million
additional
dollars
in
this
budget
cycle.
N
I
did
send
you
committee
hearings
for
videos
from
house
bill,
1298,
the
transgender
bill
and
2215.
The
bargaining
timeline
bill
funding
house
bill
1388..
This
is
the
big
one
that
we'll
be
watching
all
the
way
to
the
end.
It's
if
you
remember
it
started
in
the
house
at
a
one
in
one
it
was
amended
down
to
a
zero
and
zero.
The
senate
committee
did
introduce
another
amendment
to
reinstate
the
one
in
one,
but
it
has
not
yet
be
been
adopted
because
the
committee
ran
out
of
time.
N
So
I
don't
know
how
that
will
play
into
the
long-range
financial
plan
discussion.
The
biggest
part
of
my
report
is
house
bill,
1298,
the
transgender
and
sports
bill.
I
I
will
distribute
to
you
the
latest
version
of
the
bill.
It
changed
midday
today
and
so
there's
been
a
lot
of
work
done.
I
am
sending
you
the
current
version,
plus
the
north
dakota
high
school
sports
association
regulation.
N
So
you
know
what
that
looks
like.
This
is
a
fifth
version
of
the
amendment.
It's
not
even
available
yet
on
the
website
publicly,
but
it's
it's
publicly
available,
but
not
on
the
website.
So
many
of
those
different
versions
have
gone
around
today
without
wasting
too
much
of
your
time.
Many
many
organizations
are
opposing
this
for
various
reasons
like
equity,
mental
health
and
economic
impacts.
N
So
I'm
just
going
to
go
down
the
list
of
what
we
built
today
amongst
people
that
I
work
with.
Clearly
my
organization,
boys
and
girls,
clubs
of
the
red
river
valley
proposes
north
dakota
school
boards.
Association
opposes
north
dakota,
council
and
educational
leaders
opposes
north
dakota.
United
opposes
north
dakota.
High
school
sports
association
opposes
north
dakota,
human
rights
coalition
opposes
convention
and
visitors,
bureau,
local
composers,
our
local
chamber
of
commerce
opposes,
and
then
they
also
mentioned
that
the
flint
group
and
super
studio
signed
on
to
oppose
as
well
as
microsoft
today.
N
So
all
of
these
groups
are
going
to
be
sending
letters
to
our
senators.
North
dakota,
chapter
of
american
academy
of
pediatricians
opposes
national
academy
of
pediatricians
opposes,
and
then
one
of
our
legislators
is
working
with
endurf.
N
That's
our
insurance
reserve
fund
and
mainly
for
many
litigation
purposes.
But
if
you
look
I'll
quickly
read
through
the
bill,
because
it's
it's
really
quick
because
it's
been
amended
down
so
much.
But
it's
a
new
new
chapter
of
the
century
code,
athletic
events
exclusively
for
males
or
exclusively
for
females.
N
N
One
of
the
reasons
is:
she
has
been
deluged
by
ncaa
athletes,
petitioning
that
the
the
organization
to
take
a
stand
against
any
state
with
an
exclusionary
policy.
Now,
ncaa
and
collegiate
sports
have
been
pulled
out
of
this,
but
this
is
still
how
our
college
athletes
feel
and
then
south
dakota
has
also
sent
a
communication
from
amazon
that
they're
going
to
pull
out
of
their
state
if
she
signs
the
legislation.
N
So,
as
you
know,
we
have
an
amazon
facility
that
is
also
being
built
in
our
in
our
town.
So
that's
why
a
lot
of
these
businesses,
I
feel,
are
signing
on
as
well.
So
that
is
my
report
to
you.
I
are
bored.
This
is
one
of
those
tricky
things.
If
we
ask
for
the
board
to
support
it,
it
can
be
changed
completely
by
tomorrow,
so
I
don't
know
what
to
what
how
to
proceed
as
a
board,
but
I
will
individually
be
opposing
this
as
an
action
alert.
If
you
will.
A
I
think
what
what
robin
and
I
have
talked
about
this
a
little
bit
and
I
did
send
an
email
back
through
to
gac
members
who's
robin
informed,
gac
members
of
the
progress
on
this
bill,
and
talking
about
this
is
kind
of
a
unique
opportunity
in
terms
of
timing
and
that
we
have
a
board
meeting
today
and
we're
learning
about
this
today
kind
of
this
new
development.
It's
a
perfect
example
of
how
quickly
things
change
and
I
think
that
they,
it
even
changed
more
than
once
today-
is
that
correct.
N
A
A
My
recommendation
is
that
we
don't
my
the
reason,
for
that
is
twofold,
one,
that
it
sets
a
precedent
that
we're
potentially
going
to
be
voting
on
everything
too,
that
if
we
vote
on
it,
it's
we
have
this
language
in
front
of
us
and
later
today
or
tomorrow
morning,
it
could
have
changed.
It's
just
something
that
we
don't
support
and
it
does
not
would
not
then
provide
us
with
the
flexibility
to
do
what
we
need
to
do,
which
I
believe
is
to
strongly
oppose
this
bill.
A
This
bill
is
terrible
in
so
many
forms,
and
it
is
not
only
illustrated
by
us
but
illustrated
and
by
our
school
district
previously,
and
it
goes
against
everything
that
we
try
to
do
as
a
school
district
in
regard
to
equity
and
inclusion,
and
and
be
a
welcoming
environment,
an
example
for
our
students-
oh
my
goodness,
and
and
as
rob
enlisted
there
are
so
many
organizations
and
businesses
that
are
against
this.
Now
we
might
say,
oh
there's,
because
of
this
long
list.
A
Of
course
it's
going
to
fail.
I
don't
believe
that
is
entirely
true,
as
we've
seen
in
the
legislature
so
far,
so
I
do
believe
that
we
need
to
take
opposition
on
this.
A
I
would
hope
that
the
entire
board
would
be
supportive
of
it
and
have
the
understanding
that
really
our
entire
community
overall,
if
we're
talk,
looking
at
the
different
organizations
and
businesses
that
are
supporting
or
are
opposing,
this
really
is
against
this
bill,
and-
and
I
am
very
comfortable
with
us,
opposing
this
bill
in
a
strong
manner,
I
told
rob-
and
I
will
do
whatever
needs
to
be
done
to
be
supportive
of
that
opposition.
N
I
would
say
that
any
further
amendments
are
not
likely,
but
that's
usually
a
two-day
process.
That'll
go
through
and
I
forget
all
the
numbers,
the
order.
Sixth
order,
eighth
order
for
amendments,
but
then
thursday
it
will
most
likely
be
voted
on.
It's
very
unlikely
for
any
amendments
to
be
made
from
the
floor,
but
we
would
be
glaringly
absent
if
we
did
not
oppose
this
bill.
A
And-
and
is
this
a
time
where
we
might
ask
or
robin
might
ask
all
board
members
to
contact
appropriate
legislators
that
will
be
voting
on
this
bill?
That
is
something
certainly
that
gac
members
I
would
see,
are
responsible
for
doing,
but
it
could
be
expanded
out
to
all
board
members
as
well.
So
just
I
I
feel,
like
I've,
said
my
my
thoughts
on
this.
I
guess
if
there
are
thoughts
by
other
board
members,
I'd
invite
that
jennifer.
C
C
But
I
I
I
have
a
couple
of
questions
because
you
you
mentioned
not
being
inclusive
for
students
and-
and
I
don't
see
how
this
excludes
students,
because
those
that
are
born,
male
or
female
have
an
opportunity
to
still
participate.
We're
not
saying
you
can't
participate.
C
C
So
I
have
a
really
hard
time
saying
that
that
I
could
support
opposing
anything
that
would
condone
that.
So
I
struggle
for
a
variety
of
reasons
with
this
whole
conversation,
but
I
really
think
that
there's
so
much
more
to
this
conversation
and
I-
and
I
really
think
that
this
school
district
has
many
examples
of
where
they've
supported
students
that
are
in
this
circumstance-
and
I
don't
know-
and
I'm
not
aware
of
any
where
this
district
has
not.
C
And
so
I
I
think
that
the
fact
that
we
have
boys
and
girls
teams
have
been
for
a
variety
of
reasons
have
evolved
in
terms
of
for
kiddos
to
all
have
opportunities.
I
don't
think
that
we're
currently
limiting
opportunities
for
students.
So
again
I
don't
I
I
know
that
you
said
we're
not
taking
a
vote,
but
I
do
think
that
it
is
important
to
say
that
we
really
need
to
think
about
this
in
the
long
term
too.
C
What
is
this
going
to
mean
for
any
any
student
participating
in
in
any
activity
that
is
funded
by
title
ix,
or
I
mean?
Are
we
thinking
about
that
far
ahead?
What
is
that
going
to
look
like
if
there's
no
such
thing
as
gender
anymore?
I
I
mean
really.
This
is
a
long-term
conversation
and
I
feel
like
it's
just
it's
come
quickly
and
have
we
really
had
an
opportunity
as
a
society,
to
really
think
about
the
long-term
effects
here.
A
N
I
would
say
this
bill
isn't
necessary.
There
are
already
regulating
bodies
that
are
handling
it.
Just
fine
and
have
been
north
dakota
high
school
sports
association
is
handling.
This
fine
ncaa
is
handling
just
fine.
N
There
might
be
one
component
that
some
oppose
another
component
that
others
do
if
you're
not
interested
in
this,
I
you
know,
I'm
still
going
to
oppose
it
individually
if
it
maybe,
if
anybody
wants
to
contact
me
and
say
include
my
name
on
this,
that's
one
way
to
do
it,
but
you're,
very,
very
entitled
to
that
opinion.
Absolutely.
A
There
are
other
entities
that
are
taking
care
of
of
taking
of
looking
at
this
and
addressing
the
the
topic
at
hand,
and
so
for
that
matter
you
know
why
have
a
bill
out
there?
Well,
I
have
a
law
there,
that's
not
necessary.
That's
covered
already
rupak.
R
I've
been
quiet
because
we
at
the
last
board
meeting
had
a
conversation
about
positions
on
legislative
positions
and
on
other
bills,
and
we've
talked
about
normally.
Administration
will
be
lockstep
with
the
governance
committees
and
we're
part
of
that,
but
that's
also
the
board's
position
as
a
district,
sometimes
administration
may
take
different
positions.
R
I
will
tell
you
that,
as
a
person
individual
as
fargo
public
schools
and
as
representative
of
the
administration
for
fargo
public
schools,
we
will
always
oppose
this
bill
and
any
bill.
That's
exclusionary
in
nature,
for
any
students
and
we've
opposed
this
bill
before
the
amendments
we'll
oppose
a
bill
afterwards,
that's
just
not
who
we
are
as
a
district.
That's
we.
We
know
that.
Sometimes
we
have
to
lead
by
making
difficult
decisions,
and
even
that
are
controversial
in
nature.
So
administration
will
be
very
vocal.
R
But
if
I
want
to
even
just
go
back
to
one
thing
I
would
say:
go
back
and
look
at
the
one
article
that
tamara
wrote
about
why
we
are
utilizing
or
why
so
many
staff
members
in
fargo
public
schools
are
starting
to
put
pronouns
in
their
emails.
R
It
references
the
trevor
project
and
just
the
inability
for
a
student
that
might
identify
as
trans
transgender
or
to
be
able
to
see
that
the
part
of
a
school
system
or
an
institution
that
promotes
that
inclusivity
can
prevent
suicides
for
those
students,
because
they're
already
so
marginalized
in
so
many
different
directions.
A
Yes,
as
I
will
be
opposed
it
personally
from
the
beginning,
and
at
gac
we
talked
about
taking
a
look
at
this
bill
and
seeing
where
it
was
going
and-
and
now
it's
it's.
It's
come
to
light
that
really
we
have
the
advice
by
the
north
dakota
school
boards
association
to
be
opposing
this
bill
for
legal
matters.
A
They
could
come
to
the
school
district.
Now
I
see
I
see
heads
nodding,
nikki
and
brian
robin
tracy
seth,
I'm
nodding
my
head
and
that's
a
that's
a
consensus
of
this
group.
I
understand
that
not
everyone
may
agree,
but
but
I
do
believe
that
it
it's
it's
necessary
for
us
to
to
oppose
this
and
be
in
step
with
these
organizations
that
are
at
a
at
a
high
high
level
within
our
community.
F
President
knutson,
yes
per
your
last
commentary,
am
I
supposed
to
note
in
the
minutes
that
there
is
a
consensus
on
anything
in
particular.
C
Well,
we
didn't
vote
on
it.
I
guess,
but
is
your
intention
to
represent
it,
to
write
a
email
on
behalf
of
gap
committee?
Is
that
that's
how
I
understood
it?
I.
A
I
would
say
that
the
email
I
serve
on
gak
robbins
on
gack
tracy,
brian
nikki,
right,
jim,
jim,
I'm
sorry.
So
a
majority
of
the
gac
members
are
here
nodding
their
heads.
I
would
suggest
that
this
memo
at
least
comes
from
gak.
A
F
A
Yeah,
I
think
that
robin
as
chair
of
gak
can
continue
how
she's
been
sending
out
messages
regarding
supporting
or
opposing
bills.
I
would
like
to
visit
with
you
robin
as
president
of
the
board
and
consider
issuing
some
communication.
R
Madam
president,
said:
okay,
if
I
just
start
with
the
legislative
update.
Oh
actually,
so
I
do
robin
touched
on
this
a
little
bit.
I
was
going
to
talk
about
this
in
my
superintendent
update
as
well,
but
1388,
which
is
the
primary
education
funding
bill,
did
go
into
committee
work
today.
Superintendent
bazer,
along
with
others,
provided
some
amendments,
including
the
one
in
one
edition.
R
R
However,
what
they're
trying
to
do
is
prepare
with
other
legislators
that
don't
understand
why
the
one
in
one
is
needed
when
they're
getting
a
narrative
around
sr
funds,
so
the
conversation
around
esser
funds,
a
term
that
senator
sadly
use
over
and
over
today,
needs
to
be
around
effort
of
maintenance
and
that
effort
of
maintenance
means
that
districts
are
utilizing.
Those
funds
wisely.
His
his
goal
is
that
esr
funds
are
going
to
be
used
over
a
three
year
period.
R
Currently,
there
is
still
that
20
requirement
related
directly
to
student
services
to
address
learning
loss,
but
organizations
need
to
be
cautious
about
ongoing
considerations
to
cost
to
continue
utilizing
the
esser
funds.
It
needs
to
be
communicated
to
legislators
that
sr
funds.
The
sr
funds
cannot
cover
salaries
and
benefits
they
cannot
cover
raises.
R
They
have
to
be
related
to
covid
specific
work,
which
would
be
additional
work
outside
of,
what's
already
been
done,
not
to
supplant.
So
if
we
want
to
invest
in
our
human
capital
through
raises
the
one
in
one
is
absolutely
critical,
so
I
think
continuing
that
message
is
going
to
be
really
important
moving
forward,
so
that
was
probably
the
biggest
thing
along
with
1298.
As
we've
talked
about
coming
out
of
legislative
session
this
week,.
A
Thank
you,
dr
gandhi.
All
right,
there
is
no
one
here
from
the
fea
and
I
was
not
notified
if
anyone
would
be
here
or
not
be
here
anything,
dr
gandhi,
that
you
need
to
share
during
regarding
the
superintendent's
report.
R
R
It
now
seems
that
we
are-
and
I
apologize-
I'm
not
trying
to
be
for
using
this
phrase,
but
now
it
seems
like
there's
almost
a
light
at
the
end
of
the
tunnel
in
terms
of
returning
to
opening
things
up,
as
even
president
biden
has
said,
and
everyone
else
with
certain
goals
that
we
have.
Information
and
guidance
is
changing
daily
from
fargo
cast
public
health
based
on
the
amount
of
staff
that
are
and
staff
and
members
in
our
community
that
are
getting
vaccinated.
R
You
know
in
a
given
week
I
might
get
a
message
from
a
board
member
that
says:
they've
talked
to
brenton
and
he's
now
approving
x
from
fargo
cass,
public
health
or
our
principals
might
be
having
a
conversation
with
fargo
cross
public
health,
and
they
say
well
now
we
think
you
can
open
up
for
field
trips
or
you
can
do
this
and
I'm
not
saying
that
they
have.
But
things
are
just
very
spectacular
and
are
very
sporadic
to
the
point
where
we
are
trying
to
adjust
to
the
guidance.
R
So
we
can
do
some
of
things
and
return
to
a
covid,
safe,
normal
environment,
for
how
we
run
schools,
but
some
of
those
things
might
have
been
things
that
we
had
originally
said.
We
weren't
going
to
do
until
we
were
in
level
five
well
level,
five.
What
we
thought,
then,
is
different
than
what
level
five
is
now,
because
level
five
might
be
returning
to
normalcy
and
keeping
mass,
whereas
we
had
defined
level
5
as
just
new
normal
completely,
which
didn't
include
mass.
R
So
as
we
adjust
to
this,
please
just
know
that
administration
is
going
to
continue
to
follow
the
guidance
from
fargo
cast
public
health,
we're
going
to
work
with
our
principals
to
look
at
what
we
can
do
that
might
have
been
restricted
before.
But
if
it
goes
against
us
something
that's
in
the
document,
that's
posted
on
the
website,
we're
just
playing
catch
up,
and
that's
just
asking
for
that.
Grace
and
flexibility.
A
N
The
approval
of
the
consent
agenda
with
the
the
item
that
was
pulled-
I
can't
remember
now,
el.
D
N
A
A
Okay,
7
50
p.m.
Back
into
our
meeting
the
business
section
of
our
agenda,
we
have
two:
we
have
three
items
there:
a
and
b
and
then
a
couple
items
under
a
a
is
equitable
resources
and
planning
monitoring
with
the
long-range
facility
plan,
followed
by
the
long-range
financial
plan.
Memo
109
is
the
facility
plan
and
dr
gandhi.
Would
you
like
to
kick
this
off.
R
Sure,
every
year
we
update
our
long-range
facilities
plan
and
our
financial
plan.
We
reviewed
that
through
planning
this
year,
we've
had
the
opportunity
to
go
to
planning,
make
some
changes.
We
discussed
that
with
the
board
members
at
board
work
session
as
well,
so
that
plan
is
here
for
for
your
approval
and
annual
update
the
one
significant
change
along
with
obviously
projects
change.
R
It's
important
to
note
that,
when
jackie
creates
a
long-range
financial
plan,
that's
paired
with
the
facility
plan,
she
always
looks
at
for
building
level
projects.
Looking
at
the
building
fund
as
well.
That's
what
we
try
to
first
utilize
as
well
in
our
facility
plan.
The
biggest
difference
from
previous
years
is-
and
we
talked
about
this
at
planning
at
the
work
session
as
well-
is
that
we've
always
normally
provided
an
appendix
of
our
10-year
maintenance
plan
that
maintenance
plan
was
based.
I
think
in
2014
we
had
consultants
come
to
a
facilities
analysis.
R
Prior
to
the
next
year's
adoption
for
the
board,
we
want
to
redo
that
10-year
plan.
Take
a
look
at
our
facility
needs
and
see,
what's
changed
as
well.
So
for
that
reason
it's
not
included
this
year,
but
the
major
projects
and
what
we
want
to
bring
forward
and
what
we've
been
discussing,
planning
already
included
in
that
document.
X
C
Robert,
can
you
clarify
for
me
in
the
review
that
you
just
shared
what
was
what's
normally
included
and
not
this
time,
but
then
you
had
mentioned
that
you
would.
The
district
is
planning
to
do
a
new
10-year,
updated
plan,
but
when
I
guess
my
question
is
when
is
that
slated
for
sure.
R
So
it
is
a
it's
normally
as
another
appendix
to
the
long-range
facilities
plan
is
a
running
list
that
our
director
maintenance
and
our
business
office
will
work
together
on
that
has
all
the
upcoming
needs
as
a
district,
and
you
know
what
projects
we
have
keep
and
those
are
more
they're,
normally
not
just
new
projects,
they're
normally
just
upkeep
of
the
current
facilities
that
we
have
and
different
things
that
we
need
to
do
so
that
is
normally
what's
included.
It's
not
included
this
year.
C
C
Yes,
so
so
there
have
been,
you
know
a
handful
of
fairly
significant
changes.
I
I
feel
like
in
this
facility
planning
and
financial
planning
over
the
last.
I
don't
even
know
six
months,
eight
months,
maybe
even
a
year
and
yes,
you
know,
we've
discussed
them
a
little
bit
at
planning,
but
I
don't
know
that
everyone
has
had
a
chance
to
to
be
part
of
that
discussion
or-
or
you
know,
to
ask
questions
around
it,
but
to
the
point
of
lots
of
things
have
changed.
C
I
think
one
of
the
things
that
maybe
I
was
a
little
surprised
about-
and
I
don't
know
if
others
feel
the
same-
was
the
potential
for
additions
to
elementary
schools
when
not
first
also
talking
about
and
I
and
and
whether
it's
pairing
or
not
pairing
the
two
schools
that
have
been
basically
recommended
to
not
pair
are
there
other
things
that
we
need
to
discuss
before
saying?
Yes,
we're
ready
to
spend.
C
You
know
an
additional
millions
of
dollars
by
adding
on
to
essentially
located-
and
I
guess
what
I'm
getting
at
is.
You
know
there
was
a
task
force
that
was
referred
to
in
terms
of
where
to
place
programming
throughout
the
city,
north,
central
and
south,
but
things
have
changed
over
the
last
few
years
as
well,
and
that's
one
piece
of
data
and
and
they
had,
you
know
that
data
to
make
that
recommendation
based
upon
two
years
ago,
we've
learned
a
lot
and
lots
has
changed,
including
covet
over
the
last
two
years.
C
So
I'm
asking,
I
guess,
would
we
or
should
we,
because
when
we're
talking
about
building
facility
or
facility
utilization,
we
talked
about
it
in
middle
school,
in
high
school
and
and
really
making
those
adjustments
to
use
our
facilities.
But
we're
really,
I
feel
like.
Are
we
missing
that
conversation
with
our
elementary
buildings
as
well?
A
R
I'm
not
sure
if
other
needs
for
our
general
education
programming
are
mutually
exclusive,
with
what
was
determined
at
the
task
force,
so
the
2018-2019
school
year.
The
task
force
that
we
had
was
a
result
of
a
consistently
rising
increase
in
our
enrollment
in
our
early
childhood
special
education
program
and
we
outgrew
the
space
that
we
had,
which
was
the
bottom
floor
of
agassi.
I
believe
the
2018-2019
year
we
had
two
classrooms
at
madison
with
head
start
and
two
classrooms
at
centennial.
R
The
task
force
had
recommended
to
have
a
north
central
south
location.
The
data
point
hasn't
changed
where
that
program
continues
to
grow,
we
we
have
not
seen
a
reduction
in
our
early
childhood
special
education
enrollment.
In
fact,
the
way
that
program
works
with
this
a
monthly
child
find
process
we're
seeing
more
and
more
students
that
need
that
that
have
that
need
early
on.
So
I
think
that
the
early
childhood
special
education
piece
has
always
been,
I
believe,
the
last
two
iterations
of
the
task
force
as
well.
We
started
with
the
north
side
location
with
longfellow.
R
C
Okay,
if
I
could
just
clarify
or
add
on
thank
you,
I
guess
specifically,
I'm
not
saying
that
the
pre-k
has
not
continue
to
grow,
but
there
are
elementary
buildings
that
are,
you
know,
close
to
maybe
half
utilized
right
within
the
district,
whether
it's
madison
mckinley
longfellow.
I
know
there's
some
new
classrooms
there
now
but
washington
and
what
could
it
look
like
and
provide
future
stability
for
those
students
if
somehow
those
spaces
were
utilized
for
even
the
early
pre-k
program
you
know,
could
that
be?
C
Could
it
be
a
better
placement
to
be
at
madison?
You
know
we've
heard
years
ago
that
the
configuration
in
that
building
would
be
great,
and
then
that
would
be
added
students
in
in
the
building
for
those
that
are
already
there
in
a
building
that
potentially
is
declining
in
enrollment.
So
without
having
to
move
that
whole
neighborhood.
Could
we
somehow
bring
a
program
to
them
for
additional
students?
I
guess
is
where
I'm
going
with
that
versus
adding
on.
R
Sure
I
would
say
that
our
long-range
plans
are
plans
and
each
specific
component
of
a
plan
can
and
be
subject
to
change
that
happened.
Last
year
we
had
a
plan,
we
talked
about
how
we
were
going
to
alleviate
south
side
crowding.
We
went
from
a
proposal
from
planning
for
boundaries
to
new
school
back
to
boundaries
as
well.
R
R
What
are
the
best
options
for
the
amount
of
students
that
we
need
to
serve
and
what
the
task
force
recommendations
were?
That
doesn't
mean
that
the
work
doesn't
stop
obviously
building
utilizations
in
the
space
for
this
component.
We
need
four
classrooms
there's
and
they
have
the
classrooms
have
to
have
specific
they're,
actually
a
smaller
restrooms
and
other
things
that
modifications
of
classrooms
are
different.
We
learned
that,
with
the
longfellow
renovation,
we
used
some
of
the
space
that
we
had
at
longfellow,
so
we
wouldn't
just
have
to
add
on
additional
spaces.
R
We
will
continue
to
do
that
work,
but
improving
the
plan
is
taking
a
look
at
that
work
because
at
some
point
we
have
to
start
somewhere,
and
we
know
that
we
we
have
to
plan
for
as
of
right
now
we
don't
know
where
we
would
actually
have
that
space
for
that
for
classroom,
pod
for
a
central
location,
madison
or
mckinley.
Don't
have
the
ability
to
have
that
space
with
the
programming
that
they
already
have
right
now.
So
those
are
all
the
parts
of
the
component
that
we're
taking
a
look
at.
R
A
So
this
is
a
it's
a
plan.
It's
to
guide
us,
there's
fluidity
allowed
and
there
needs
to
be
a
few
things
or
a
couple
of
things.
The
items
that
I'd
like
to
mention
that
help
me
actually
in
approving
this
plan.
A
specific
mention
is
on
page
three
mentioning
the
core
neighborhood
master
plan
that
the
city
of
fargo
has
been
involved
in
for
many
months,
and
I've
been
a
member
of
that
steering
committee.
A
That
was
an
assignment
as
a
board
member
that
I
received,
and
so
the
work
of
that
core
neighborhood
master
plan
has
the
committee
and
the
various
neighborhoods
have
that
work
has
culminated
now
into
a
report.
I
know
I've
been
sending
you
information
as
as
this
work
has
been
done
throughout
our
community
april
6th.
A
That
report
will
be
presented
to
the
fargo
planning
committee
commission.
There
will
be
a
public
hearing
that
day
april
6
at
3
pm,
following
that.
The
plan
is
that
on
april
19
city
commission
meeting
that
core
neighborhood
master
plan
will
be
presented
with
the
hopes
of
final
cons
for
final
consideration
and
adoption,
and
I
believe
that
it's
important
that
that
plan
is
mentioned
in
the
long-range
facility
plan,
because
it
helps
to
indicate
to
us
and
to
remind
us
that
that
we
need
to
be
in
sync
with
some
of
that
work.
A
A
lot
of
the
work
that's
being
done
at
the
city
to
help
us
determine
our
future
plans,
so
that
is
that
is
one
area
again,
and
it's
very
very
a
huge
task
that
our
community
has
been
involved
in.
That
helps.
Me
approve
this
plan,
a
question
that
I
have
I
bel.
I
don't
have
the
plan
printed
out
in
front
of
me,
but
I
believe
it's
on
page
14.
A
is
that
where
the
guidelines
for
for
facility
decisions
are
listed,
am
I
correct
on
that?
The
question
I
have
on
that
is:
it
indicates
that
there
had
been
no
no
recommendations
until
really
recently,
at
our
last
work
session,
we
talked
about
the
new
recommendations
for
for
class
size
and
the
targets.
And
again
I
apologize.
A
R
I
think
that's
it
that's
a
great
point.
I
believe
the
narrative
of
the
top
was
probably
from
kind
of
previous
years
and
then
at
the
last
work
session.
A
couple
weeks
ago,
the
class
size
recommendation
was
changed
on
behalf
of
the
board.
I
think
administration,
if
approved,
would
be
happy
to
add
a
line
that
says
class
size,
guidance
and
recommendations
for
class
sizes
were
approved
by
the
board
of
education
or
board
of
education
reached
consensus
at
a
work
session
on
march,
8th
2021.
I
think
that
would
be
important.
C
Do
we
need
to
make
any
sort
of
documentation
around
that
I
mean
it
says
with
no
fewer,
but
we
do
contin.
We,
we
do
have
a
couple
of
schools
that
do
have
fewer
than
two.
So
does
something
need
to
be
changed
or
stated
there.
J
J
H
Well,
I
just
my
feeling
was
from
the
discussion
we
had.
We
have
not
decided
that
mckinley
and
there
will
not
be
a
change
in
mckinley
in
madison.
It's
just
we're
not
ready
for
it
right
now,
so
I
it
does
say
the
preference,
the
preferred
method
is
this,
but
and
we're
attempting
to
do
that.
I
think
it
will.
I
I'm
hoping
it
will
happen
in
the
not
too
distant
future.
C
C
Y
X
F
R
R
Things
can
change
as
well,
but
we
have
to
create
a
plan
to
start
somewhere
and
jackie
again
worked
on
making
sure
that
the
components
are
in
the
long
range
facilities
plan
are
incorporated
here
as
well
and
being
able
to
use
the
building
fund
for
some
of
those
projects
as
well
again,
just
because
it
made
such
a
big,
significant
impact.
I
do
want
to
acknowledge
and
thank
the
board
for
the
ability
to
transition
to
bonding
for
the
the
do
at
the
interest
rate
that
we
did.
R
H
H
Has
that
when
do
we
find
out
what
that
is
for
for
sure,
because
we
were
just
our
house
was
just
reassessed.
It
went
over
ten
percent.
You
know,
I
think,
and
everything
everything
that
I
hear,
selling
in
town
is
going
either
at
asking
price
or
above
asking
price.
I'm
just
wondering
what
that
taxable,
that
increase
in
taxes
is
truly
going
to
be.
Z
We
won't
even
find
that
out
until
after
we've
certified
our
budget
in
october
for
next
year
is
when
we'll
find
out
what
the
actual
amount
is.
But
previous
to
that,
when
you
get
that
document
to
approve
for
next
year's
budget,
it
should
be
pretty
close
because
by
then
the
county
and
the
city
will
have
a
really
good
estimate
of
what
that
is,
and
that
wasn't.
Y
For
me,
working
in
committee
going
over
this
and
looking
at
jackie
what
she
produced
there,
which
is
awesome
in
having
studied
school
finance
for
the
last
25
years
since
1996,
including
fargos
in
every
school
district
in
the
state,
it's
very
consistent
as
far
as
what's
going
on
here
and
to
educate
the
kids.
So
for
me
I
this
was
an
easy
plan
to
adopt
and
and
get
behind.
Y
I
think
I
think
your
your
estimates
and
things
are
right
in
line
with
with
what
you
know
now
they
all
can
change,
though,
as
we
know,
this
is
just
estimates
and
we
don't
know
what
the
legislature
is
going
to
do
and
we
don't
know
what
all
the
other
valuations
of
of
everything's
going
to
be.
So
this
is
the
best
guesstimate.
C
Thank
you.
So
when
we
look
at
future,
I'm
trying
to
find
a
page
number
11
fun
balance
projections,
so
we
have
in
our
els
to
maintain
15
or
greater
or
not
less
than
I
think
it's
how
it's
stated
15.
But
when
I
look
at
the
projected
percentages
we
fall
below
that.
So
by
approving
this,
are
we
essentially
going
against
our
eel
jackie.
Z
Z
So
this
is
just
a
best
guess
at
this
time
and
as
someone
stated
earlier
too,
it
is
in
at
a
0-0
currently
in
this
plan
from
the
legislature,
so
hopefully
that
will
change
a
little
bit
as
well,
but
we
would
have
to
do
something.
This
is
designed
to
show
you
that,
under
these
parameters,
if
we
don't
do
anything
and
and
continue
as
is
that
we
could
be
in
a
situation
where
we
would
be
below
those.
C
I
see
okay,
thank
you
and
then
I
guess
my
last
comment
is
because
the
additions
and
things
are
in
there,
understanding
that
they
can
change
to
me
voting
yes,
says
I'm
supportive
of
that
plan.
So
for
that
reason,
I'll
just
indicate
in
advance
that
I
can't
support
it.
X
A
C
Sure
thank
you.
So
let
me
find
the
document
here.
I
have
it
open,
so
I
had
received
feedback
asking
really
to
reconsider
the
changes,
and
I
know
that
we
had
a
healthy
discussion
at
a
work
session
on
these
proposed
changes,
but
I
just
thought
it
would
be
appropriate
to
talk
about
them
a
little
bit
or
give
an
opportunity
by
pulling
it
to
to
anyone
that
wants
to
I'm
sorry,
I'm
trying
to
do
two
things
at
once:
you're
pulling
the
el
okay.
A
Jennifer
I
just
wanna
there
we
go,
I'm
interjecting
on
purpose
here
for
a
sec.
What
I'd
like
to
do
first
is
have
a
motion
and
a
second
and
then
we
can
have
some
discussion
on
it,
if
that's
okay,
so
if
they're
and
then
we'll
decide
how
it
goes.
So,
if
there's
someone
that
would
be
willing
to
make
a
motion,
brian.
Y
C
So,
as
I
was
saying,
there
was
healthy
discussion
about
this
at
the
work
session,
however,
not
here
at
the
full
board
yet
so
I
just
thought
by
pulling
it,
we
could
take
the
opportunity
to
really
highlight
why
these
changes
were
made
and
how
we
came
to
that
solution,
so
that
there's,
maybe
perhaps
an
opportunity
to
clarify
those
that
feel
that
this
is
restricting
the
calendar
committee
even
further
matter
of
fact,
I
I
guess
I
would
also
like
to
know
the
answer
if,
if
it
is
indeed
doing
that
because
I
didn't
initially
take
it
like
that,
and
so
is
it
doing
that
and
is
this
giving
some
if
it
is
indeed
the
perception
that
this
is
less
collaborative?
A
My
interpretation
is
that
it
is
not
restricting
the
calendar
committee
that
it
is
providing
greater
guidance
to
the
calendar
committee
based
on
the
discussion
that
we
had
at
the
work
session.
If
there's
anyone
else
that
has
questions
or
information
to
add,
I
would
offer
that
dr
gandhi.
R
At
the
work
session,
I
think
the
conversation
was
around.
What
is
the
function
of
the
board?
What
is
the
function
of
administration?
What
is
the
function
of
the
calendar
committee?
So
I
can
absolutely
see
the
perception
that
this
is
restricting
the
calendar
committee,
because
currently
there
is
flexibility,
because
that
flexibility
came
as
a
result
of
legislative
change.
R
So
when
that
change
came
about,
the
function
of
the
calendar
committee
was
never
truly
defined
prior
to
the
2019
legislative
session
or
sorry.
Two
years
ago,
yeah
the
2019.
The
calendar
committee
worked
under
certain
parameters
that
were
in
north
dakota
century
code.
Those
parameters
opened
up
now.
The
board,
like
we
had
at
the
work
session,
needs
to
tell
us
administration
or
the
calendar
committee.
R
R
If
your
starting
point
is
all
of
that
is
a
function
of
the
calendar
committee,
then
yes,
you're
restricting
what
they
fully
can
do,
but
if
the,
if
it's
just
they're,
going
to
continue
to
work
under
the
same
parameters
they've
had
before
and
that
the
board
gets
to
decide
what
they
want
to
see
components
in
the
calendar,
then
it's
not
a
further
restriction.
It's
just
a
restriction
from
what
is
truly
possible
out
there.
R
I
think
that's
the
conversation
at
the
end
of
the
day
the
problem
administration
wants
to
solve
and
why
we
ask
for
guidance
on
the
l14.
Is
we
don't
want
to
bring
a
recommendation
from
the
calendar
committee
and
the
board
not
approve
it?
So
I
think
that
was
the
starting
point
for
the
conversation,
so
again
administration's
request
is
board.
Tell
us
what
is
a
function
of
the
board
or
tell
us
what
is
the
function
of
the
calendar
committee,
because
we
just
need
that
guidance.
A
J
J
We
really,
I
personally
appreciate
the
collaboration
of
the
parents
and
teachers
and
administration
that
I've
sat
on
that
committee
and
it
is
a
lot
of
work,
so
I
don't
think
that
we
as
a
board
were
trying
to
come
in
and
oversay
what
you
are
doing
or
what
I
think
we
are
just,
as
you
stated
very
well,
dr
we're
just
trying
to
give
guidance
for
the
new
parameters.
So
I,
if
there's
a
way,
we
can
communicate
that
better
I'd
be
happy
to.
But
I
received
a
few
emails
about
this
as
well.
J
X
A
Y
And
that's
having
said
on
a
calendar
committee,
that's
kind
of
what
the
members
of
the
committee
were
wondering.
They
were
kind
of
hesitant
on
what
to
do
until
the
board
talked
about
it
at
a
board
meeting
and
that's
what
we
did.
We
talked
about
a
work
session
and
and
kind
of
came
up
with
that
consensus
and
and
guidance.
A
And-
and
others
of
us
have
served
on
the
calendar
committee
brian,
thank
you
for
your
service.
Now
I
know
early
on
when
I
was
a
board
member,
and
this
was
maybe
the
first
committee
I
was
assigned
to.
I
appreciated
the
parameters.
Otherwise
it
was.
How
do
we
make
our
decisions?
You
know
at
that
time
we
looked
at
of
course
century
code,
but
it's
good
to
have
these
additional
parameters.
A
There's
there's
really
it's
it's
an
inappropriate
use
of
the
individuals
that
serve
on
the
committee
to
be
involved
for
us
to
be
asking
them
to
come
to
meetings
and
giving
of
their
time
to
ultimately
provide
something
or
an
option
to
the
board
that
that
we're
not
going
to
be
interested
in
approving.
A
R
I'm
going
to
lean
on
doug
and
jackie
here,
but
if
I
remember
correctly
last
year,
the
health
insurance
committee
had
also
come
back
and
asked
the
board
for
some
guidance
as
well,
and
I
think
you
know
this
is
a
good
conversation
to
have
when
we
have
board
committees
involve
a
board
member,
but
ultimately
the
authority
of
the
decision
comes
to
the
board.
What
we
want
to
protect
as
administrators
is
people's
time
and
efforts.
R
We
don't
want
people
to
put
together
something
that
the
board
ultimately
is
not
going
to
approve,
so
just
want
to
give
an
example
that
if
I
remember
correctly,
there
have
been
another
committee
as
well,
where
we
had
to
go
back
to
the
board
and
say
the
committee
needs
guidance,
because
without
that
they
don't
know
if
they're
moving
in
the
right
direction
or
not.
C
Jennifer,
I
just
want
to
say
thank
you
actually
for
taking
the
opportunity
to
share
that
and
rebecca
and
well
and
everyone
who,
who
shared,
that
you
know
we
received
this
correspondence
and
are
taking
the
time
to
address
that,
but
rebecca
specifically
around
the
reason
why
and
that
there
was
consensus
of
every
board
member
there.
I
think
we
were
all
there
and-
and
it
all
came
back
to
really
the
value
placed
on
in-person
learning
and
every
one
of
us
said.
C
That
was
something
we
highly
valued
and
for
those
reasons,
that's
why
this
is
this
change
is
here
and
so
and
then
to
rupak's
point,
because
if
it
wasn't
and
a
proposal
was
made
for
you
know
x
amount
of
virtual
learning
days
where
we
would
have
preferred
in
in
person
learning
it
would
have
been
declined.
And-
and
so
I
think,
all
appropriate
that
we
had
this
opportunity
to
to
further
offer
that
explanation.
A
H
Y
A
J
Not
much,
I
attended
the
ndsba
lunch
and
learned
last
week
about
innovative
education.
I
thought
that
was
really
interesting
and
my
daughter
autumn
attended
her
first
student
state
student
cabinet
meeting
with
kristin
basler
and
it
was
very
cool.
I
sneakily
eavesdropped
over
most
of
it,
and
I
learned
a
lot
so
seth.
A
I
have
a
meeting
coming
up
too
for
the
native
american
commission,
but
nothing
additional
that
I
need
to
report
on
the
schedule.
Our
calendar
reminders
in
front
of
you.
We
have
homework
due
april
21st,
so
that's
a
little
ways
out
there.
Hopefully
we
all
have
a
chance
to
get
that
taken
care
of,
and
thank
you
very
much
for
your
patience
this
evening,
rebecca
yes,
what
am
I
missing?.
F
W
They
should
be
in
your
calendar,
invite
and
we
just
received
them
today.
So
amy
was
going
to
go
back
into
the
calendar,
invite
you
received
with
the
zoom
link,
so
just
open
up
that
calendar
one.
It
should
be
at
the
top
it'll
be
right
in
there
in
the
outlook,
one
to
your
school
board,
email.