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From YouTube: School Board Meeting - February 9, 2021
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - February 9, 2021
A
Good
evening,
everyone,
I
call
this
meeting
the
fargo
school
board
to
order
I
want
to
bring
to
everybody's
attention.
We
have
a
time
certain
executive
session
that
will
occur
right
after
the
approval
of
the
agenda,
so
rebecca
will
be
joining
us
via
phone
afterwards
and
we
have
a
couple
that
may
need
to
park
to
depart
prior
to
the
meeting
ending.
A
C
Thank
you,
may
I
ask
that
items
h
and
I
be
moved
to
business
for
discussion.
Please
absolutely.
B
B
A
B
A
A
We
are
back
in
session.
Thank
you
for
your
patience.
Everyone.
The
next
item
on
the
agenda
is
recognition
of
the
audience
it
appears.
We
have
two
people
that
have
a
signed
up
to
address
this
tonight.
A
I
will
read
a
couple
our
statement
here
before
they
start
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.
We
would
also
ask
that
speakers
refrain
from
using
this
forum
to
criticize
or
complain
about
a
specific
employee
by
name.
A
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
debate
issues
in
this
form.
Should
you
request
or
excuse
me
request,
a
written
response
to
a
specific
question.
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
four
minutes
and
anne
marie.
Are
we
using
ann
marie
has
a
buzzer,
so
she
will
let
you
know
when
you're
getting
close
to
your
time
is
rebecca.
Knutson
joined
us.
A
D
D
D
D
Trust
is
similarly
diminished.
If
you
adopt
a
resolution
as
a
full
board
opposing
senate
bill
2215,
you
will
build
trust
opposing
this
legislation
says
to
the
parents
in
the
district,
the
citizens
of
the
fargo
and
the
educators.
We
believe
we
can
work
together
to
set
a
meeting
schedule
to
set
deadlines
and
negotiate
in
good
faith.
D
Opposing
2215
puts
this
board
on
record.
We
take
our
responsibility
and
power
seriously
and
we
wish
to
work
with
our
local
educators.
Instead
of
requesting
laws
passed
by
the
state
that
will
further
restrict
our
ability
to
do
our
job
like
the
teachers
and
paraprofessionals
in
our
schools,
you
want
what
is
best
for
fargo's
children.
D
A
Thank
you,
mr
kennedy.
The
next
speaker
that
has
signed
up
to
address
the
board
is
laurie.
Clow
welcome,
lori.
E
I
think
that
silence
on
committees
and
board
boards
is
one
of
the
main
reasons
that
the
public
distrusts
them,
especially
when
they're
silenced.
When
there's
ought
to
be
discussion
when
teachers
and
parents
ask
you
important
questions
by
email
and
receive
no
acknowledgement
that
they
have
sent
an
email.
Your
answer
is
very
clear.
E
E
That's
who
teachers
talk
to
and
help
along
the
way
some
of
your
teachers
are
parents,
and
that
makes
them
the
bravest
people
in
the
world.
Educators
are
not
afraid
to
teach
in
person.
In
classrooms,
during
a
pandemic,
they
are
afraid
of
the
silence
from
this
board
in
the
committee
when
it
is
time
to
discuss
what
is
next.
E
While
there
is
still
time
and
our
numbers
and
our
metrics
are
low
for
you
to
discuss
what
you
will
do
next,
you
say
that
schools
should
be
the
first
to
open
and
the
last
to
close,
and
we
absolutely
agree
with
you,
but
we
live
in
fargo.
We
live
in
north
dakota,
our
state,
our
county
and
our
city
leaders
did
not
take
action
early
to
slow.
The
spread
last
fall
only
when
our
hospital
capacity
was
threatened
and
too
many
people
were
sick
and
dying.
E
Did
our
community
leaders
react
at
all
and
it
was
too
late
to
prevent
over
1400
deaths
in
our
state
with
businesses,
open
sporting
events,
continuing
a
pace,
bars
and
operate
bars
and
restaurants
operating
for
indoor,
dining,
social
gatherings
and
events
proceeding
without
delay.
Teachers,
pair
educators
and
school
staff
began
to
get
sick
and
numbers
high
enough
or
quarantine
in
high
enough
numbers
to
impact
school
operations
and
effective
education
that
your
committee
voted
to
return
more
students
to
the
classroom.
E
E
The
answer
seems
to
be
at
least
from
what
we
heard
yesterday,
that
you
will
deal
with
student
outbreaks,
very
narrowly
defined
as
transmission
that
only
happens
in
school
and
that
you
will
wait
until
so.
Many
staff
and
educators
are
sick
or
quarantined
that
a
building
literally
cannot
stay
open.
What
does
that
even
look
like
how
many
teachers,
educators,
school
staff,
will
be
hospitalized?
E
E
A
F
I'm
not
sure
if
all
the
board
members
are
aware,
but
february
is
national
career
and
technical
education
month
and
as
part
of
our
annual
reporting
to
the
board
for
our
results.
The
monitoring
report
we
today
have
dr
jonas
and
mr
ryan
pierce
are
going
to
celebrate
our
career
and
technical
education
program
and
every
year
they
highlight
and
have
a
little
nice
presentation
for
us
so
excited
to
see
what's
happening
today.
G
Thank
you,
dr
gandhi,
president,
nelson
and
members
of
the
board.
You
cannot
tell,
but
I'm
really
smiling
big
underneath
this
mask.
So
please
keep
that
in
mind
as
we
present
today,
because
we
are
honored
to
be
here
tonight
to
talk
about
career
and
technical
education,
and
I
think
it.
You
know
I've
been
here
several
times,
but
there
are
new
board
members,
so
some
things
might
be
familiar
to
some
of
you
well
for
the
rest
of
you.
It's
new
information,
so
we'll
try
to
be
efficient
with
our
time.
G
G
A
few
fun
pictures
that
we've
taken
this
week
with
our
teaching
and
learning
team
and
idet,
who
is
the
backbone
of
our
department
and
then
as
a
group
of
teachers,
and
we
were
just
encouraged
to
take
a
picture
and
post
it
if
you
and
if
you
love
cte,
so
you
have
a
sign
and
you
can
join
in.
I
know
that's
quite
that's.
Quite
the
photo
right
yeah,
but
they
were
having
fun
with
it
and
that's
what
we
like
to
do.
G
It's
all
about
the
students
and
what
we
love
about
career
and
technical
education
is
it's
engaging
it's
project-based.
It
creates
authentic
opportunities,
it
creates
choice.
Students
are
active,
learners
and
thinkers
with
career
and
technical
education,
so
we're
really
proud
of
that.
G
We
really
value
the
idea
that
the
right
student
in
the
right
path
for
the
right
reasons,
and
not
just
because
and
really
valuing
whatever
path
the
student
chooses
to
take
beyond
high
school,
that
might
be
a
16
credit
certificate.
It
might
be
a
pre-apprenticeship
program,
it
might
be
a
two-year
four-year.
It
might
be
military.
I
think
always
thinking
about
the
language
that
we
value.
Any
choice
that
you
make
to
better
yourself.
G
But
I
think
the
most
important
thing
is
when
we
think
about
our
pathways
is
that
we
really
want
that
to
be
all-encompassing.
Integrated
thought
is
that
we
have
our
core
academics
that
incorporate
21st
century
skills,
and
then
we
find
that
career
path,
passion
and
pathway.
And
then,
if
we
get
a
little
work
experience
in
there,
our
students
can
walk
away
with
a
feeling
of
choice,
ready
experiences,
and
so
that's
what
we
think
about
in
career
and
technical
education.
As
we
work
through
our
curriculums,
we
want
high
quality
cte,
and
sometimes
we
wonder
what
does
that?
G
G
G
And
then
another
document
that
you
have
a
copy
of
is
the
six
essential
strategies
for
creating
effective
state
pathways.
Again,
this
was
created
by
business
and
industry
partners
and
and
some
wonderful
models
across
the
nation,
and
so
what
we've
been
looking
at
is
how
do
we
prioritize
our
career
development,
our
pathways
and
and
incorporate
these
big
ideas
to
create
some
experiences.
G
Again,
it's
about
the
students
and
how
can
we
keep
those
smiles
and
that
learning
going
beyond
the
programs
that
fargo
public
schools
have?
How
do
we
also
think
about
opportunities
that
might
be
in
our
community
we
partner
again
with
cass
county
cte
center,
so
aviation
and
diesel
and
welding?
Those
are
programs
that
might
not
be
in
fargo
public
schools,
but
we
partner
with
schools
to
create
that
opportunity
for
our
students.
G
Moving
forward,
there's
been
a
lot
of
discussion
in
the
community
about
the
career
workforce
academy.
This
is
a
rendering
of
one
side
of
the
building
and
thinking
about
then
again
that
advancement
on
the
other
side
is
beyond
your
junior
year
and
some
of
the
continuum
that
ryan
will
visit
about
is
this
whole
pathway
conversation.
G
Even
though
a
lot
of
our
coursework
is
at
the
high
school
level.
We're
also
thinking
about
always
alignment
to
post-secondary.
What
does
that
look
like
for
industry,
certification
and
we're
thinking
about?
How
do
we
set
students
up
for
that
next
step
to
success
and
that's
in
that
career
academy
model,
and
also
just
in
our
current
model
of
some
of
our
programs?
G
G
They
are
amazing
and
they
contribute
to
the
quality
of
education,
but
our
pathways
and
our
our
everything
starts
with
the
curriculum
and
what
we
want,
our
students
to
know
and
be
able
to
do
and
how
we
will
know
that
they're
learning
and
so
ryan
is
going
to
take
time
to
share
his
story
and
the
amazing
work
he's
done
to
help.
Fargo
public
schools
have
high
quality,
cte
curriculums,
so
I'll
turn
it
over
to
ryan.
H
Thank
you,
everybody.
Thank
you
for
the
wonderful
introduction,
dr
jonas.
I
think
it
brings
me
back
to
a
meeting
earlier
today.
We
were
talking
a
little
bit
about
when
you
come
to
education.
You
have
to
bring
the
sizzle
and
the
steak
and
I
think
she
brought
the
sizzle,
so
I'm
gonna
bore
you
guys
with
the
steak
right
now
a
little
bit.
H
No,
this
is
a
very
passionate
area.
For
me,
I
started
in
2001
in
fargo
public
schools
as
a
construction
and
automotive
teacher
and
of
course
my
path
has
led
me
to
where
I
am
today
working
with
an
amazing
group
of
people,
I'm
trying
to
stand
away
from
the
mic.
I
have
a
big
voice,
so
you
know
really
going
back
to
what
dr
jonas
was
saying.
You
know
we
look
at
those
12
indicators
from
acte.
H
H
Of
course
I
will
push
wrong
buttons
and
we'll
make
it
interesting
right.
So
I
you
know
we
talk
a
lot
about.
Curriculum
is
really
our
driver,
as
dr
jones
talked
about
our
partnerships,
our
alignment
with
post-secondary
with
credentials,
dual
credits,
that's
really
driven
by
the
curriculum
conversation.
H
The
items
that
are
in
the
block
are
kind
of
those
base
items
that
we
are
constantly
working
on
with
instructors
to
tweak
and
tune,
and
when
we
look
at
our
philosophy
of
teaching
and
learning
and
our
assessment
and
evaluation,
those
are
kind
of
moving
targets
for
us,
sometimes
depending
on
where
we
are
administratively,
where
our
research
lies
in
education,
best
practices,
all
those
things
in
impli,
sorry
impact
what
we
are
doing
and
they
are
a
moving
target,
but
we
still
have
to
have
that
piece
in
the
center
that
is
adjustable
to
that
moving
target,
so
that
really
gets
into
what
our
guaranteed
and
viable
curriculum
is.
H
What
can
we
ensure
all
learners
are
going
to
learn
coming
out
of
any
of
our
given
programs
that
guaranteed
and
viable
curriculum
is
driven
by
our
state
and
national
standards,
as
per
our
different
curriculums
different
content
areas,
we
also
work
to
align
with
our
district
goals,
which,
as
we
know,
marzano,
is
a
big
piece
of
that
evaluation
tool
that
we
use.
H
We
also
build
around
best
practices.
We
focus
on
dynamic,
curriculum
within
industry.
I
think
we're
all
aware
that
that
is
a
moving
target.
It
is
moving
a
lot
more
rapidly
than
I
think
we
feel
like
we
can
change
sometimes,
so
we
really
try
to
look
at
how
we
form
that
curriculum
to
be
flexible,
to
be
able
to
adjust
what's
happening
within
our
industries,
as
well
as
our
post-secondary
alignment
and,
of
course
I
should
just
click
the
mouse.
I
should
know
that
after
that
one,
so
one
of
the
big
guides
for
this
is
our
district
scorecard.
H
Now
this
is
developed
by
our
teaching
and
learning
team.
It
really
breaks
down
based
on
the
marzano
model
in
the
three
sections
that
we
focus
on
our
standards
and
frameworks,
kind
of
that
roadmap
of
what
we're
doing
our
assessment
practices
and
then
implementation
and
practice,
and
so,
as
cte,
we've
really
kind
of
tried
to
section
that
out
and
focus
on
the
different
elements,
one
at
a
time.
H
It's
hard
to
look
at
assessment,
if
you
don't
have
frameworks
and
standards
developed
correctly,
so
within
cte,
we're
very
solid
in
our
standards
and
frameworks,
and
we're
really
working
on
assessment
practices
right
now
and,
of
course,
that
ties
back
to
things
that
are
happening
with
our
grading
practices,
learning
management
systems,
all
the
different
things
that
are
happening
within
our
district,
so
that
is
our
current
focus
and
really
our
goal
gets
to
be
building
that
capacity
within
the
teachers
as
well.
Who
are
the
drivers
of
this?
H
H
This
is
all
of
the
curriculum
for
career
and
technical
education,
so,
through
our
teachers
access
it
through
the
employee
portal,
we
can
choose
any
of
our
departments
and
we
can
see
all
of
the
different
courses
that
they
teach
so
family
consumer
sciences
has
19
different
courses
and
those
numbers
are
kind
of
one
of
the
interesting
things
about
career
in
tech,
ed.
We
have
approximately
75
courses,
60
instructors,
7
to
10
different
department
areas,
depending
on
how
you
look
at
it
and
categorize
them.
H
Logistically,
it's
been
kind
of
an
interesting
conversation
to
do
this
work
because
we
have
people
who
are
singletons
working,
low
numbers
of
people
to
work
on
classes.
Some
people
teach
six,
seven
different
classes
within
the
scope
of
a
couple
of
years,
so
it's
been
kind
of
an
interesting
process
working
through
and
developing
a
consistent,
systematic
smell
system
that
we're
able
to
continue
building
on
this
work
and
building
towards
assessment
practices
and
our
scorecard
goals.
H
So
bill
said
I
could
just
click
on
this
and
it
would
come
back
so
I'm
gonna
believe
him.
So
through
this
you
know.
I
can't
iterate
enough
that
our
teachers
are
the
core
of
this,
as
we've
worked
through
these
models
with
jodell
with
our
teaching
learning
department,
the
feedback
from
our
teachers
has
been
extremely
important
in
this
entire
process,
so
we're
working
with
a
course
captain
model
where
we
have.
H
I
believe
it's
about
22
different
course,
captains
currently
within
career
and
tech,
ed,
because
of
all
the
different
content
that
we
have,
and
so
we
work
directly
with
those
individuals
to
set
the
pace
for
what's
going
to
happen
through
our
pd,
our
plc's,
all
the
different
pieces
of
education,
so
using
that
model
has
been
really
really
valuable
for
us.
It's
building
that
capacity.
It's
really
letting
people
own
what
they
are
doing
and
developing
and
having
an
outlet
for
feedback,
and
so
I
kind
of
mentioned
some
of
these
things
in
here.
H
We
all
what
affects
the
curriculum.
What
does
curriculum
affect
goes
back
to
some
of
the
things
dr
jonas
said.
You
know
this
drives
our
professional
development,
our
plc's,
our
focus
on
career,
ready
practice
or
21st
century
skills.
What
do
we
use
for
resources?
What
type
of
technology
do
we
use?
All
of
these
things
are
impacting
and
we
are
impacting
with
curriculum.
H
It's
also
been
with
our
goals
really
focusing
on
student
choice:
flexible
learning,
models,
personalized
learning,
engagement,
assessments,
reflective
practice
and
reporting,
so
those
have
been
our
real
focuses
as
we've
been
working
through
this
process
so
a
little
bit
dr
jonas
said
I
had
to
add
this
one
in
here,
because
I
don't
like
to
talk
about
myself,
which
I
don't
think
anybody
will
believe,
because
I
can
talk,
but
besides
the
behind-the-scenes
work,
we
spend
a
lot
of
time
evaluating
our
programs
looking
at
how
are
we
utilizing
the
different
indicators
and
markers
like
essential
learning
outcomes?
H
That's
one
of
these
buried
back
in
here
we
can
align
our
learning
outcomes
with
career
ready
practices.
So
are
we
covering
these
things
in
depth
like
we
should
be
within
a
program
area?
How
are
we
aligning
with
our
colleges?
You
know
how
do
we
budget
all
of
this
out?
So
all
of
those
fun
things
are
some
of
the
stuff
on
the
back
side
that
I
get
to
work
with
with
our
teachers
to
develop
a
guaranteed
and
viable
curriculum.
G
Much
good
stuff,
thank
you
great
explanation
in
a
short
time
frame.
This
is
why
we
invest
in
cte
and
the
curriculum
work
that
we're
doing
what
we
do
know.
One
of
the
things
that
I
struggle
with
is
data
and
results.
That
was
one
of
my
goals
this
year,
so
working
with
fargo
public
and
our
technology
department
to
determine
how
we
can
collect
data
better
and
at
the
state
of
north
dakota,
what
happens
with
those
students
once
they
take
classes
and
go
on
to
college
we're
working
on
those
pieces?
G
What
we
do
have
one
data
point
from
this
year
that
our
concentrators
that
graduated
from
cte
and
fargo
public
schools
graduated
at
a
98
rate.
Now
what
I
struggle
with
is
how
many
students
are
in
that
data
point
and
that's
where
the
state.
You
know
we
go
back
and
forth.
What's
your
data
and
what
does
it
mean?
So
it's
a
good
data
point,
but
you
know
what
does
it
really
mean?
G
So
those
are
the
things
we're
working
on,
but
what
we
do
know
is
it
is
helping
students
graduate
and
that's
a
plus,
and
so
we
appreciate
that
and
we
value
that
and
we're
going
to
continue
to
focus
on
becoming
a
high
quality
cte
program
for
fargo
public
schools
and
a
big
shout
out
to
the
teachers
that
aren't
here
today.
If
you're
on
tv,
thanks
for
watching
or
watch
the
video
and
thanks
to
you
as
a
board,
you
have
a
little
treat
on
your
table
and
it's
thanks
a
bunt.
G
I
know
this
year's
been
challenging.
So
thank
you
for
making
it's
a
lemon
cake.
Thank
you
for
making
lemons
taking
making
lemons.
You
know
out
of
maybe
make.
What
I
wanted
to
say
is
thank
you
for
making
lemonade
out
of
a
year
of
lemons
I'll,
get
it
right
here,
because
I'm
thinking
about
lemon
cake
now
I
got
all
messed
up
so
jack.
You
have
a
special
treat
for
yeah
in
case
we
have
budget.
You
know
discussions
you
need
so
that
special
cake
is
for
you.
G
So
thanks
to
bill
westrick
for
that
pitch.
He
helped
me
out.
You
know
where
to
find
us
please
reach
out
if
you
have
questions
or
if
you
have
any
comments
or
suggestions,
and
we
thank
you
for
all
you
do
for
us.
A
I
C
Thank
you
both.
I
always
enjoy
hearing
your
presentation
denise
how
many
programs,
if
any,
have
changed
over
the
last
year
or
two
I
mean-
maybe
since
but
not
many,
but
have
there
been
any
additions
or
enhancements,
I'm
just
curious,
and
then
I
have
a
part.
Two
okay.
G
Well,
we
one
area
that
we're
piloting
now
is
in
the
area
of
marketing,
so
we
are
doing
adding
a
hospitality
and
tourism
and
a
social
media
marketing
at
south
high
school.
This
year
we
added
robotics
as
an
introductory.
Well,
I
would
have
to
say:
robotics
is
a
9
through
12,
and
so
that
is
being
implemented
at
davies
and
north,
which
has
been
very
well
received
by
the
students
up
there.
We
are
also
transitioning
for
next
year
because
of
our
I.t
challenge
changes.
G
We
have
cisco
networking
which
we
know
there
are
a
ton
of
jobs
in
the
area
of
networking
and
systems
management
and
cyber
security,
but
again
finding
that
balance
with
engaging
students
without
overwhelming
them.
So
we
had
the
cisco
pathway,
but
our
enrollments
were
were
declining.
G
What
we've
done
this
year
is
decided
to
introduce
a
class
for
I'm
going
to
call
it
intro
to
networking
and
cyber
security,
that's
more
based
on
the
home
network
and
wi-fi
xbox.
How
do
you
set
up
your
own
xbox?
How
do
you
set
up
your
own
wi-fi?
How
do
you
set
up
a
security
camera
system
in
your
house,
and
so
that
would
be
more
of
an
personal
use,
type
of
scenario
for
your
house
or
maybe
a
small
business,
and
then
we'll
go
into
the
cisco
networking
which
introduces
a
student
to
more
that
advanced
level.
G
So
I
think
those
are
the
things
and
ideas
that
we're
working
on
intro
to
education
pathway.
I
forgot
about
that
one.
We
have
a
new
course
that
was
approved
last
year,
educating
the
exceptional
student
and
then
working
with
dr
gandhi
and
dr
uselman
on
and
dr
gross
is
kind
of
a
collective
effort
of
how
do
we
turn
this
into
maybe
a
robust
pathway
for
paraeducators
and
then
students
to
start
exploring.
C
Thank
you
for
sharing
that.
I
appreciate
that
my
my
second
question
is
actually,
when
you
talk
about
alignment
to
post-secondary
and
how
important
clearly
that
is,
and
then
also
the
grading
practices
that
are
changing.
How
has
that
impacted
or
how
will
it
align
since
post-secondary
isn't
changing,
but
seems
we
are.
G
Well,
they're
open
to
the
discussion,
so
that's
what
I
have
to
say:
maybe
they
maybe
not
everyone
is
there
yet,
because
everyone's
still
trying
to
figure
it
out
even
ourselves
as
ryan,
is
working
with
sixth
grade
this
year.
What
does
it
look
like
at
sixth
grade
and
then
we
move
into
seventh
and
eighth
and
then
we're
having
the
discussions
at
the
high
school,
but
we
have
informed.
G
G
Colleges
will
need
to
be
ready
for
that,
because
how
do
they
look
at
stackable
credentials?
How
do
we
look
at
badges?
How
do
we
look
at
a
student
coming
in
with
articulated
credit
and
learning
so
that
they
have
dual
credit
or
articulated
agreements?
So
there
is
a
lot
of
conversation
and
post
secondary
is
open
to
it
because
you
know
kobe
disrupted.
G
F
Not
a
question,
but
I
just
also
wanted
to
mention
one
more
thing
that
dr
jonas
is
recently
working
on,
because
it
was
just
brought
to
her
plate,
but
that
we're
excited
about,
and
that
is
a
partnership
opportunity
that
we
have
with
m-state
and
maybe
other
a
lot
of
other
organizations
in
town
as
well,
and
that
is
trying
to
capitalize
on
the
fact
that
we're
going
to
have
7
000
jobs
available
because
of
the
diversion
project.
F
So
dr
jonas
and
her
team
are
going
to
work
with
partnering
with
m
state
and
other
institutions
in
our
area
to
see.
How
can
we
prepare
both
our
high
school
students
I'll
be
graduating
and
working
with
jennifer
free
and
our
adult
ed
program
for
those
students
to
make
sure
that
we
are
able
to
to
the
best
of
our
ability
make
sure
that
we
have
a
local
mobilized
workforce
for
a
lot
of
the
diversion
jobs.
The
7
000,
plus
jobs
I'll
be
coming
to
our
community
here
in
the
next
couple
of
years.
G
We
want
to
do
work
experiences,
but
it's
challenging
for
our
teachers
and
counselors
to
get
up
get
out
and
secure
those
sites.
So
this
position
would
help
work
with
our
community
to
recognize
all
the
businesses
in
our
pathways.
That
would
be
available
to
hosting
our
job
shadows
or
guest
speakers
and
then
connect
with
our
schools,
whether
that's
a
teacher
or
counselor.
So
that's
something
we're
working
on
as
well,
so
we'll
see
where
that
goes,
but
I'll
keep
you
posted
that'll,
probably
be
my
next
report.
So.
A
Thank
you
so
much.
I
I
need
to
thank
our
colleague,
seth
holden,
for
serving
on
the
cass
county
career
and
technical
education
board.
I
know
that
that's
very
important
to
him,
and
I
have
one
correction
that
I
I
think
you
should
clarify
in
your
report.
You
are
not
becoming
a
strong
program.
You
are
a
strong
program
that
continues
to
try
to
be
relevant
and
timely
and
always
improving.
So
your
energy
never
wanes,
and
I
I
really
appreciate
all
you're
doing
for
for
your
for
our
districts.
K
K
Five
days
a
week
on
january,
the
19th
we
started
with
our
cass
county
data
and
it
was
pretty
much
all
good
news,
as
I'm
sure
you
guys
have
seen
our
positivity
rate,
our
hospitalization
rate
and
our
mortality
rate
are
all
trending
down
significantly,
so
our
new
positives
per
day,
rolling
average,
is
improved
to
19.93
per
day
and
our
14
day,
positivity
rate
is
the
lowest
it's
been
since
september.
At
2.27
percent,
our
cova
19
hospitalizations
are
down.
K
As
I
said,
the
deaths
from
covet
are
down.
That's
both
in
cass,
county
and
across
the
state.
Our
january
numbers
were
much
lower
than
previous
months
that
we
had
seen.
We
did
not
see
the
thanksgiving
or
christmas
spike,
which
many
states
did
experience.
So
we
are
grateful
for
that
and
our
highest
active
cases
in
our
state
continue
to
be
in
that
20
to
29
year
old
age
range.
K
K
I'm
probably
not
going
to
go
through
all
this.
I
try
to
do
it
in
chart
form
for
you
guys,
so
you
could
just
visually
see
it,
but
then
doug
presented
the
fps
staff
data,
and
this
was
as
of
sunday
morning
we
had
one
staff
member
test
positive
the
previous
week
and
three
staff
out
due
to
positive
tests.
You
can
see
the
breakdown
there,
but
the
numbers
are
very,
very
low,
zero
for
most
most
areas
and
then
staff
quarantine
numbers
also
quite
low
they're
listed
there.
K
I
thought
I'd
touch
on
our
substitute
fill
rates.
That
was
also
good
news.
I
brought
we
tried
to
break
it
down
by
elementary
middle
in
high
school.
Thank
you
doug
for
all
this
information,
but
the
total
teachers.
You
can
see
percent
unfilled
for
2021
we're
sitting
at
9.34
percent
and
the
next
column
over
is
percent
unfilled
to
2020,
which
is
13.9
percent,
and
then
the
para
educator
data
is
there.
K
That
is
probably
the
area
we
are
still
struggling
to
fill
the
most,
but
it
doesn't
seem
to
be
drastically
different
from
previous
years
and
non-colvid
times,
and
then
we
had
our
fargo
public
schools
student
data
presented.
This
was
as
of
sunday
evening.
13
students
are
in
isolation
due
to
a
positive
test.
K
K
And
surprisingly,
although
the
reports
were
positive
and
good,
it
was
stated
that
overall,
things
were
going
really
well.
There
was
a
lot
of
thanksgiving
to
parents
and
custodial
staff
for
all
the
extra
help.
Students
mostly
are
doing
what
we
ask
of
them.
There
are
some
reminders
needed
to
wear
masks
properly,
mostly
at
the
high
school
level,
a
lot
of
below
the
nose
situations,
and
then
the
staff
is
still
just
feeling
anxious
about
when
the
vaccine
is
coming
and
then
students
were
glad
to
be
back.
It
seemed
at
all
levels.
K
At
this
point,
it's
just
sort
of
seeing
what
works
and
what
doesn't
work.
The
feelings
will
continue
to
be
conservative
and
continue
with
things
like
virtual
teacher
conferences,
limiting
large
group
gatherings,
no
field,
trips
etc
and
we'll
continue
to
monitor
our
mitigation
strategies
and
just
modify
as
we're
able.
There
were
no
votes
at
the
meeting
and
we
decided
to
meet
again
in
a
month
on
march,
8th
right
before
spring
break
with
that.
I'm
happy
to
take
any
questions.
A
Okay,
you
covered
it
all.
We
have
no
questions.
Okay.
Next
item
is
5c
the
legislative
update,
dr
gandhi,
and
myself.
How
would
you
like
to
start,
sir,
go.
F
A
Okay,
okay,
as
you
know,
it's
been
a
busy
busy
session
right
now,
everything's
kind
of
working
through
committee,
and
now
things
are
going
to
hit
the
floor
very
rapidly.
So
if
you
think
things
were
moving
fast
before
they
are
going
to
it's
going
to
get
crazy,
I
figured
I
would
give
you
an
update
on
a
couple
of
the
bills
that
we
have
been
watching
that
have
had
recent
actions
and
some
of
my
observations
as
well.
A
So
three
of
the
bills,
I
will
highlight
tonight
house
bill
1182,
that
related
to
permitting
any
party
designations
for
candidates
for
county
and
local
elections,
which
includes
school
boards.
Of
course,
was
it
died
on
the
floor
so
that
one
is
behind
us
lots
of
interesting
testimony
to
watch
there
house
bill
1369
was
relating
to
the
establishment
of
an
education
empowerment
program
that
came
out
of
committee.
It
was
amended,
but
it
came
out
of
committee-
do
not
pass
by
11
to
3.
A
This
just
happened
today
and
it
was
the
adoption
of
a
restraint
and
seclusion
policy.
After
several
amendments,
it
came
out
of
committee
do
not
pass
so
that
was
kind
of
a
surprise.
So
those
are
my
highlights
on
the
the
recent
act
actions
that
happened
since
last
week.
A
A
That
has
been
corrected.
In
fact,
it
was
questioned
by
legal
counsel
and
it
was
verified
through
dpi.
I
think
that's
important
to
remember.
As
far
as
since
we're
on
legislative
update,
our
next
meeting,
I'm
trying
to
trying
to
figure
out
when
to
report
on
my
committees
versus
governmental
affairs,
but
our
next
meeting
is
february
19th
and
we'll
work
on
finalizing
the
crossover
meeting
details
and
then
please
save
the
date
of
7
30
a.m.
On
february
23rd,
for
our
virtual
legislative
con
update
prior
to
crossover,
dr
gandhi,
do
you
have
anything
to
add
to
that.
F
No,
I
think,
you've
covered
it.
All
main
thing
is
that
I
think
when
that
whenever
gap
makes
we'll
have
to
figure
out
and
where
our
focus
is
going
to
be
for
the
crossover
breakfast
but
we'll
see
what
builds
are
still
standing
at
that
point,.
A
L
Robin
this
is
rebecca,
yes,
ma'am,
say
I'd
just
like
to
thank
you
and
administration
for
the
diligent
work
that
is
going
on.
I've
been
taking
some
time
to
watch
some
of
the
testimony
that
has
been
taking
place
and
thanks
to
those
of
us
so
board,
members
we've
had
some
members
of
our
community
in
terms
of,
and
also
administration
that
are
taking
their
time
to
either
go
to
bismarck
or
or
phone
in
or
participate
through
video.
And
I
appreciate
that.
L
I
have
seen
very
well
organized
work
and-
and
that's
important
and
it's
important
for
us
to
all
remember
the
positions
that
we
have,
that
we
are
taking
and
that
the
diligent
work
that's
being
done
not
only
within
our
fargo
school
district,
but
also
with
west
fargo,
to
unify
our
positions
based
on
our
legislative
priorities
and
so
keeping
in
mind
that
the
stances
that
we
are
taking
on
these
bills
has
to
do
with
where
we
are
grounded
in
our
legislative
priorities.
And
I
ask
that
we
continue
to
support
your
work
as
a
board.
L
And
if
we
have
questions,
of
course,
that
we,
you
know,
we
discuss
those
either
at
gac
or
that
board
members.
Send
you
questions
if
they
have
questions
in
regard
to
on
stances
on
bills,
but
everyone
should
understand
that
you
know
we're
speaking
as
one
voice
in
terms
of
our
positions
and
if
anyone
also
has
questions
feel
free
to
contact
me.
Thank
you
again
for
your
help
and
I
will
mute
again.
F
No
part
of
that
I
was
just
going
to
send
the
board
membership.
As
a
reminder,
jolin
has
set
up
our
weekly
tracking
list
that
is
available
for
board
members
through
the
legislative
bill
tracking
website.
So
if
you
want
to
take
a
look
at
all
of
the
education
related
bills
that
fargo
public
schools
is
involved
with,
we
can
send
you
again
the
instructions
on
how
to
set
up
that
tracking
list.
A
Thank
you
and
thank
you
jim,
for
bringing
up
that
bill.
I
will
hunt
it
down
and
send
it
out
to
to
everybody
tonight.
Jennifer
go
ahead.
Thank.
C
You
so
I
actually
have
a
few
comments
and
then,
specifically,
let
me
start
with
a
couple
of
people
that
addressed
the
board
tonight
actually
pointed
out
that
there
were
bills
being
where
we
were
taking
positions
on
these
bills
without
discuss
discussing
at
the
full
board,
and
I
actually
share
that
concern
that
that
happens,
and
in
addition
to
that,
the
second
speaker
commented
around
committee,
non-committee
members
not
being
allowed
to
participate,
which
is
indeed
happening,
and
so
even
at
the
committee
level,
there
isn't
discussion
happening
on
these
bills.
C
So
we
really
are
relying
on
just
a
few
people's
voices,
and
so
I
find
it
problematic
when
we
say
we're
speaking
with
one
voice,
but
really
we're
not
because
we're
not
all
able
to
give
our
opinion
and
and
in
an
open
meeting.
And
so
I
really
do
think
that
we
should
discuss
that
process
and
how
we
could
do
better
and-
and
I
also
think
that
we
really-
I
think
it's
important
to
say
that,
just
because
we
disagree
doesn't
mean
it's
unhealthy.
C
I
actually
think
the
opposite
is
true,
and-
and
I
I
think
that
we
need
to
take
the
time
to
have
that
kind
of
discussion,
and
this
specific
bill
that
I
would
like
to
bring
up
is
1369,
one
of
them
that
you
talked
about
and,
as
you
know,
I
I
supported
that
bill
individually
and
the
reason
being
is
because
it
isn't
a
voucher
program
or
as
it's
being
sold.
Is
it's
really.
C
C
Four
in
terms
of
one
example
would
be
dyslexia,
so
what
if
they
could
have
a
tutor
or
what,
if
they
could
have,
you
know
these
funds
being
allocated
for
that
service
of
for
their
child,
and
I
I
I
just
feel
like
we
work
with
a
lot
of
organizations
and
we
partner
in
other
ways,
and
we
have
collaborative
agreements
for
athletics
and
and
maybe
even
share
some
sort
of.
I
don't
know
title
funds
in
that
area,
but
why
can't
we
do
it
in
this
as
well?
C
And,
and
so
I
think
that
it's
at
least
worthy
of
a
discussion
versus
just
a
strong
opposition,
I
mean
we
were
elected
to
do
that,
and
and
so
I
I
share
those
concerns,
and
I
really
extremely
I
especially
I
mean
if
you
wanted
to
be
at
a
committee
that
needs
to
be
revisited.
People
are
not
being
invited
to
talk
even
when
they
are
when
they
do
have
policy
suggestions.
A
Discussion:
okay,
thank
you.
Any
other
questions
or
comments.
M
I
share
her
concerns
when,
when
I
found
out
that
dr
gandhi
and
jim
johnson
had
testified
on
the
position
of
what
sounded
like
the
position
of
the
fargo
school
board
on
this
particular
bill,
when
did
we
take
that
position,
I'm
not
on
the
government's
the
gap
committee?
So
you
know
if
a
decision
was
made
there
that
may
be
so,
but
wouldn't
it
not
have
been
reported
to
the
board.
B
I
believe
david,
if
you
think
back
after
the
last
negotiation
session.
Our
discussions
were
that
we
should
work
with
ndsba
to
try
and
get
a
bill
to
put
a
time
limit
on
negotiations,
which
is
exactly
what
we
did.
So,
if
you
don't
remember
that
my
apologies,
but
I'm
pretty
sure,
we've
talked
about
it
multiple
times.
F
We
have
all
of
our
staff
that
are
not
represented
by
the
union
that
are
waiting
for
a
salary
and
oftentimes
that
when
we
do
have
to
do
retroactive
payment,
like
we've,
had
to
do
in
the
past
couple
of
years,
we
have
to
reactivate
staff
that
may
have
retired
or
resigned
in
the
time
after
at
the
end
of
the
school
year.
And
then
we
have
to
deal
with
tffr,
because
we
then
have
to
reactivate
those
employees,
and
then
we
have
to
give
their
tffr
contribution
as
well.
F
So
that
was
my
perspective
and
my
testimony
is
available
online,
because
I
do-
and
I
will.
I
have
no
problem
saying
that
to
all
of
our
staff
the
last
couple
of
years,
at
least
since
I've
started
in
my
role,
we've
had
to
provide
retroactive
pay
to
our
staff,
for
whatever
reason-
and
I
would
say
this
openly-
that
I
don't
want
the
board
to
delay
negotiations-
and
I
wouldn't
want
the
teachers
to
go
delay
negotiations
either.
F
My
goal
to
be
the
best
most
efficient
that
we
can
be
operationally
would
be
to
make
sure
that
we
have
issued
contracts
prior
to
the
start
of
the
fiscal
year.
So
we're
not
doing
retroactive
pay
for
our
staff,
we're
not
starting
the
school
year
with
unsettled
contracts,
because
I
think
it
goes
against
the
culture
that
we
want
to
create
and
it
goes
against
just
budget
planning.
We.
We
have
to
start
our
budget
planning
process
in
july
and
we
have
to
have
it
certified
by
october.
F
K
Go
ahead,
tracy.
Thank
you
yeah.
I
guess
I
just
want
a
little
more
clarification
too,
because
I
feel
like
this
is
maybe
a
slippery
slope
to
go
down
because
you
know
like
I
testified
against
a
bill
about
vaccines
in
schools,
but
I
did
that
with
my
colleague
paul
carson
in
the
department
of
health,
and
I
did
that
as
a
pediatrician.
K
It
was
stated
that
I
was
a
fargo
public
school
board
member,
but
I
wasn't
necessarily
I
didn't
ask
you
guys
permission,
so
I
guess
I'm
just.
Should
I
have
done
that
or
like
what
is
this
only
when
it's
education
related
technically?
That
was
I
mean
if
nikki
you
were
gonna
testify
about
pta
stuff.
I'm
sure
that
might
happen.
I
just
is
the
expectation
that
every
time
we
would
somehow
come
and
be
unanimous
about,
I
mean
I
just
assumed
you
guys
liked
vaccines.
C
In
schools,
but
that's
okay,
I
guess
in
my
opinion
I
would
say
that
it
would
be
appropriate
for
you
to
state
your
positions
right
as
an
individual,
and
you
know
as
a
pediatrician
that
works
for
xyz
company,
but
you're,
not
here
saying
sanford's.
This
is
stanford's
position,
even
though
you
work
there
same
thing
with
the
board
right,
you're
a
board
member
and
you
are.
But
this
is
your
individual
opinion.
C
K
F
So
I
think
the
question
then
becomes.
I
think
I
hear
your
question
about
the
sunday
night
emails
that
we
sent
to
legislators
from
my
understanding
and
for
my
recollection
I
can
go
back
and
check
the
governmental
first
committee
meeting.
F
You
did
ask
the
governmental
affairs
committee
that
do
you
have
the
liberty
to
take
positions
for
the
sunday
night
emails
that
we're
sending
to
board
members
and
based
off
of
that
the
process
that
at
least
this
has
been
the
case
since
I
started
the
superintendent.
Is
the
board?
Has
a
governmental
affairs
committee.
The
chair
of
that
committee
has
met
with
myself
and
the
legis
the
representatives
from
west
fargo,
public
schools
and
actually
starting
this
week.
Grand
forks
is
jumping
on
board
as
well.
F
That's
where
we
align
to
our
positions
because
things
move
quickly
as
a
governmental
affairs
committee
and
then
robin
sends
those
out
to
legislators
on
behalf
of
fargo
public
schools.
So
that's
always
been
my
understanding
of
that
process
and
the
function
of
the
gap
committee
that
we
have.
So
if
that
process
is
in
question,
I
think
we
just
need
to
know
that
from
the
board.
A
And
I
would
say
I'm
doing
the
best
that
I
can.
I
things
can
happen
within
minutes
things
change
if
I
am
misinterpreting
what
the
board
wants
the
direction
to
be.
I
need
to
be
told
that
and
whether
that
goes
through
rebecca
or
whatever,
but
things
happen
quickly,
I'm
not
doing
anything
differently
than
I've
done
in
for
the
last
I
think
seven
sessions.
A
So
I
do
my
best
to
interpret
what
I
feel
the
majority
of
the
board
would
direct
us
to
do
based
upon
our
legislative
priorities,
and
there
are
times
when
I
have
to
put
a
position
out
there
that
I
don't
personally
agree
with,
but
that
is
my
obligation
to
the
board
and
trying
to
interpret
the
direction
I
am
given.
L
Robin
robin
this
is
rebecca
again
I'd
be
happy
to
visit
about
that
right.
Now
we
have
the
process
in
place
that
that
is
in
place
unless
we,
until
we
change
our
process.
This
is
a
process
that
has
been
in
place
since
I've
been
on
the
board.
L
I
would
request
that
if
well,
I
would
request
that
we
that
we
follow
the
decision
of
the
board.
Similarly
to
when
we
vote
on
something
that,
even
if
we
don't
agree
with
the
vote
that
took
place,
that
we
support
the
majority,
our
policies
call
for
us
to
do
that.
So
I
would
suggest
and
request
that
we
do
that
unless
we
decide
to
make
a
change.
L
I
would
also
request
that,
if
it
is
too
difficult
to
refrain
from
doing
that,
that
a
personal
email
address
be
used
if
you're,
especially
if
you
are
taking
a
position,
that
is
not
a
position
of
the
board,
and
that
would
be
again
unless
for
now,
until
we
change
our
process
until
we
have
an
opportunity
to
have
further
dialogue.
Thank
you.
F
And
I
just
want
to
clarify
with
the
board
and
make
sure
that,
for
me,
things
shouldn't,
I
don't
plan
on
things
changing
unless
I'm
directed
by
the
board.
Otherwise
it
is
a
function
of
the
superintendent
to
advocate
for
our
school
district,
even
outside
of
the
board's
position,
not
only
in
my
role
as
a
superintendent.
F
That's
part
of
my
responsibilities
in
my
in
my
with
my
with
the
title
I
have,
but
I'm
also
part
of
north
dakota
council
for
education
leaders
for
a
legislative
focus
group
as
a
lobbying
entity
on
behalf
of
public
school
administrators
for
the
state.
So
I
will
continue
to
utilize
both
of
those
roles
with
the
specific
legislation,
that's
at
hand.
Today,
I
am
going
to
strongly
oppose
that
and
I
think
I
I
want
to
make
that
clear.
C
Thank
you,
and
first
I'd
like
to
just
comment
on
what
you
just
said,
rupak
and
I
think
it
is
completely
appropriate
for
you
to
do
so
individually
and
in
your
position.
I
think
that
where
my
concern
lies
is
the
the
board's
position
and
with
all
due
respect
there,
we
have
not
voted.
C
Even
previously,
it
was
asked
of
gac
in
terms
of
the
chairs
sort
of
liberties
and
to
me,
I
guess
just
because
it's
always
been
done,
doesn't
make
it
the
best
way
or
the
right
way,
and-
and
although
I
appreciate
your
efforts,
I'm
not
trying
to
minimize
or
or
I
am
just
trying
to
say,
I
think
we
can
do
better.
C
I
think
it's
not
representative
all
the
time
of
all
of
us
and
therefore
it
should
not
be
articulated
or
written
or
shared
as
if
it
is,
and
you
know,
even
if
this
statement
is
that
we
voted
in
the
majority.
C
That's
dif,
that's
a
different
conversation
right
now,
we're
not
having
the
discussion
at
the
full
board
and-
and
I
think
one
other
thing
this
brings
up-
that's
problematic
is-
is
perhaps
that
it's,
you
know
a
quorum
of
a
committee
when
it
really
should
be
a
discussion
happening
at
the
full
board
level.
C
I
understand
also
that
you
bring
up
things
that
need
to
be
timely,
but
these
have
all
been.
There
have
been
times
where
we
could
have
discussed
them
further
as
a
full
board,
and
we
also
have
the
ability
to
call
a
special
meeting
in
order
to
do
so.
If
we
do
strongly
want
to
take
a
position
as
a
full
board.
I
just
I
feel
like
when
you,
and
also
when
you
talk
about
students
and
and
what's
right
for
students
what's
right
for
all
of
fargo
students.
C
Right
I
mean
we
share
students
in
in
in
lots
of
situations,
and-
and
so
I
I
think
we
as
elected
officials,
also
need
to
consider
all
students-
and
you
know
some
of
these-
might
help
some
students.
C
I
I
just,
I
think
it's
worthy
of
a
discussion
and-
and
I
I
just
the
current
practice-
doesn't
allow
for
that
or
process
and,
and
there
isn't
anything
in
policy
that
says
that
this
is
the
way
we
do
it.
It
was
a
committee
sort
of
decision
again,
not
a
full
board
decision
and
I
think
that's
the
old
thing.
The
city
is
having
the
same
conversation
I
think
around
using
letterhead
or
email
addresses,
and
things
like
that
and
again
it
goes
back
to
you
whether
or
not
you're
taking
a
position
on
your
own
behalf.
C
As
a
member
of
the
school
district
or
the
board,
I'm
sorry,
I
meant
the
board
or
as
a
full
board.
That
becomes
really
the
question,
and-
and
I
won't
I
mean
I-
I
think
it
is
irresponsible
of
me
to
not
speak
up,
even
if
I
am
in
the
minority
opinion,
it's
irresponsible
and,
and
so
this
whole
speak
with
one
voice.
C
I
I
I
understand
and
have
no
problem
representing
or
saying
why
the
board
chooses
or
does
x,
y
and
z
or
why
you
know
this
was
the
the
topic
at
hand
and
the
majority
decided
to
move
forward
this
way,
but
I
also
believe
it's
my
responsibility
to
articulate
it.
When
I
don't
agree-
and
I
I
I
I
don't
see
that
as
a
problem
and-
and
I
hope
that
others
do
that
too,
because
to
be
silenced.
C
That's
not
why
we're
here,
it's
not
just
about
conforming,
it's
about
the
desire
to
be
the
best
we
can
be,
and
that
takes
collective
idea.
H
A
In
closing
I
I
must
state
that
two
years
ago,
when
I
did
ask
for
board
approval,
I
was
kind
of
scoffed
and
laughed
at
like.
Why
would
you
ask
for
formal
board
approval,
so
I
was
a
little
bit
more
careful
this
time
and
did
not
did
not
hear
any
dissension
to
that.
So
I
moved
forward
with
the
best
that
I
could.
A
A
No
okay,
if
that's
okay
with
fea,
I
I
would
welcome
you
to
the
podium
jennifer
mastroid
was
so
kind
to.
Let
me
know
that
she
was
at
conferences
tonight.
So
kim
is
here.
Thank
you
for
joining
us
kim.
O
The
anticipated
collaboration
between
fea
and
the
cabinet
would
have
included
these
topics
for
the
month,
gifted
and
talented,
overloads
in
virtual
academy,
title
school
parent
involvement
activities
and
teacher
requirements.
English
learner
guidelines,
improvement
plans,
school
and
teacher
safety,
communication
between
staff
and
administration
at
the
building
level,
a
shift
in
recess
philosophy
cleaning
in
our
buildings.
O
O
O
O
However,
fea
holds
regular
meetings
with
building
representatives
holds
an
open
door
policy
to
talk
to
fva
leadership
and
continually
collects
data
and
information
throughout
various
surveys.
To
ensure
fidelity
in
our
membership's
voice,
administration
is
attempting
to
bypass
the
collective
voice
of
fva
in
hopes
that
they
will
receive
a
more
conciliatory
answer.
F
I
know
or
president,
if
I
cannot
just
ask
for
a
point
of
clarification,
or
I
know
that
board
members
and
administration
is
not
required
to
provide
a
response.
May
I
ask
for
permission
to
provide
a
response
regarding
this
topic.
F
Thank
you
to
to
ken
belgaard
vice
president
of
the
fva,
for
for
your
statements
today,
and
I
think
it's
important
to
clarify
my
intent
since
my
intent
has
been
questioned
and,
as
has
been
the
intent
for
administration,
this
is
going
to
be.
One
of
the
main
topics
at
our
first
town
hall
is:
why
did
administration
make
a
change,
and
I
think
this
speech
today
was
a
prime
example.
F
It
is
unfortunate
that
administration
has
been
in
a
situation
where
our
actions
cannot,
when
they're
shared
with
fea,
often
times
the
reality
of
the
justification
by
what
we're
doing
is
not
being
shared
back
to
the
general
staff
in
the
full
manner.
Today
it
was,
it
was
implied,
and
it
was
stated
that
administration
looks
to
cut
relationships
with
fea.
That
is
absolutely
not
true.
That
administration
does
not
want
to
have
any
relationship
with
fea.
F
Actually,
if
you
look
at
the
original
email
that
I
did
send
to
both
the
fea
president
and
the
vice
president,
I
had
said
that
I
no
longer
think
that
our
monthly
meetings,
which
have
now
become
administrative
and
function,
are
necessary.
However,
we
do
want
to
continue
working
with
fea
on
any
contract
related
issues
and
that
you
can
any
cabinet
member
at
any
point,
can
have
those
meetings
scheduled,
even
if
it's
more
frequently
than
on
a
monthly
basis
with
the
appropriate
admin
assistant.
F
I
think
fea
has
a
very,
very
good
and
tight
role,
and
that
is
to
advocate
for
the
staff
and
for
its
members,
specifically
when
it
comes
to
contract
negotiations
and
when
it
comes
to
the
working
conditions
of
all
of
the
feas
members.
However,
we
also
have
to
respect
the
fact
that,
as
an
organization
we
have
administrators,
we
have
a
hierarchy
within
our
organization
because
we
hire
school
administrators
to
be
able
to
manage
their
staff
and
to
work
with
their
staff
to
resolve
issues.
F
One
of
the
reasons
that
administration
said
the
monthly
meetings
with
fea
leadership
are
no
longer
working
was
not
a
comment
on
fea
or
our
relationship
with
fea.
It
really
was
the
fact
that
we
were
meeting
on
a
monthly
basis
with
the
superintendent,
but
actually
the
meetings
were
actually
happening.
On
a
weekly
basis,
with
both
associate
superintendents
as
well,
and
what
was
happening
is
that
we
would
get
one
or
two
concerns
brought
to
us
and
oftentimes
we
said:
can
you
tell
us
more?
F
How
many
staff
does
this
impact,
or
most
importantly,
we'd
often
say,
has
a
staff
try
to
work
out
this
issue
with
the
building
level
principle
or
with
their
direct
manager,
which
is
outlined
in
both
our
contract
as
level
1
grievance
procedure,
and
also
in
our
employee
resolution
process
and
oftentimes?
Those
things
didn't
happen
so
for
administration.
What
we
recognize
is
that
the
fea
leadership
is
now
asking
to
take
responsibility
for
principal
managerial
duties
within
our
district
and,
in
fact
dictating
principles.
What
to
do?
F
We
have
that
in
documentation
from
fea
leadership
telling
staff
members
not
to
work
with
their
principals
or
from
even
fa
leadership,
demanding
a
principle
to
take
certain
action.
So
that's
really.
The
purpose
of
what
we're
trying
to
solve
is
the
fact
that
we
want
to
be
able
to
have
an
open
and
honest
conversation
with
our
staff
and
be
able
to
explain
things
specifically.
We
had
talked
about
recess.
F
As
you
may
know,
administration
has
tried
to
work
with
fea
on
elementary
recess
for
several
months,
and
that
can
be
documented
by
just
looking
at
or
posting
for
noon.
Supervisors
for
positions
we
were
unable
to
fill,
and
then
we
also
shared
with
you
dpi
guidance
on
responsibilities
of
teachers
during
recess
to
account
for
instructional
time,
but
that
information
never
gets
shared
back
out
to
the
general
staff.
F
So
really,
the
purpose
of
administration
is
to
be
able
to
work
with
our
staff
directly
and
to
get
all
of
their
input,
because
it
isn't
fair
for
majority
of
the
staff
of
fargo
public
schools
to
have
many
decisions
be
impacted
by
two
individuals,
even
if
they
are
representing
the
majority.
F
The
best
example
of
that
I
can
say
is:
we
do
know
that
the
board
of
education
approached
fea
leadership
with
the
potential
to
provide
all
staff
with
a
bonus,
and
that
was
turned
down
by
fea
leadership,
but
that
was
not
a
discussion
shared
with
all
of
the
staff
members.
So
I
think
that's
just
the
structure
that
we're
trying
to
create
is
more
organic
conversations
between
our
employees
and
their
supervisors
within
our
district
and
make
sure
that
we
are
not
providing
an
opportunity.
F
It
is
never
our
intent
to
disseminate
our
relationship
with
the
fea
or
not
to
collaborate.
That
has
never
been
the
extent
it's
to
make
sure
that
we
are
making
sure
we're
providing
the
opportunity
for
all
staff
to
work
at
the
lowest
levels
with
their
supervisors.
A
Thank
you,
okay.
Thank
you
for
humoring
me
to
take
these
items
out
of
order.
I
wanted
to
do
that
out
of
respect
for
everybody
that
that
is
here
in
the
audience
jim
well.
That
was
my
next
question.
Shall
we
take
a
break
before
we
reconvene
here?
L
A
J
J
What
we
provide
for
you
is
data,
broken
down
by
the
different
grade
bands,
elementary
middle
school
and
high
school,
both
those
students
who
entered
the
district
and
those
who
left
basically
all
around
family
choice,
families
who
decided
to
move
into
the
fargo
school
district
and
those
who
decided
to
move
out
on
the
data
charts
themselves.
What
you'll
see
is
other
than
the
large
aggregate
numbers.
J
J
So
with
that,
I
just
wanted
to
share
some
of
the
information
with
you
so
again
on
the
screen
or
in
that
packet
on
page
three
is
probably
one
of
the
first
things
that
I'd
like
to
draw
your
attention
to,
and
that
is
just
the
number
of
students
for
the
first
semester
in
2021
who
transferred
into
the
district
and
then
out.
We
provided
one
other
set
of
data
for
you
basically
the
previous
year,
so
you
can
get
a
comparison
between
the
two
years
and
we
have
a
similar
pattern
from
2020
to
2021.
J
So
of
that,
if
I
go
back
to
the
numbers,
you
can
see
that
in
2021
that
first
semester
we
had
906
students
transfer
into
the
district
1073
transfer
out
of
the
district,
so
around
2
000
students
difference.
And
if
you
compare
that
to
our
population
as
of
today,
which
we
are
at
11
179,
you
can
see.
We
are
a
very
mobile
district
in
both
families
who
move
in
and
those
who
move
out.
J
Then,
as
we
go
from
there
like
we
have
in
the
past,
we've
just
broken
that
data
down
a
little
bit
more
for
you,
so
starting
on
page
three,
the
same
pattern
will
follow
for
elementary
middle
school
and
high
school.
So
this
will
be
on
pages
three,
four
and
five.
What
you'll
see
is
that
those
transfer.
A
J
J
As
you
look
at
middle
school,
colors
are
the
same
percentages
are
similar
a
little
bit
different,
just
based
upon
the
age
of
the
students.
This
happens
to
be
grades,
six
through
eight
transfer
in
and
then
on.
The
bottom
is
that
same
age,
band
middle
school,
transferring
out
of
our
school
system
on
page
five,
just
so
that
we
have
a
true
snapshot
of
all
of
our
system.
K-12
here
is
the
data
for
the
transfer
in
to
the
fargo
public
school
and
a
percentage
by
those
different
areas.
J
So,
on
page
six,
what
you
will
see
is
that
data
a
little
bit
more
granular
again
by
percentages
of
both
in
and
out
at
the
different
grade
bands
and
looking
at
things
like
free
and
reduced
el
services
and
so
on.
So
this
just
gives
us
a
good
snapshot
of
who
we
are
as
a
system
where
we're
at
right
now,
after
the
first
semester
is
done
and
at
the
end
of
the
year,
we'll
come
back
with
a
full
report
that
will
give
you
a
snapshot
or
a
true
picture
of
that
entire
school
year.
C
Thank
you
so,
dr
gross,
can
you
help
me
last
mobility
report
or
last
year
and
then
this
year,
both
of
them
so
far,
look
like
a
decline.
I
think
you
mentioned
that
actually
in
the
beginning
and
that,
and
so
what
does
that
do
and
how
often
do
we
report
that
then
to
rsp,
because
what
does
that
do
to
their
projected
numbers?
I
would
assume
it
changes
them
to
some
degree,
because
now
we
have
two
years
in
a
row
or
maybe
three
of
the
four
last
four.
J
J
When
we
talk
with
rsp
one
of
the
pieces
that
they
will
look
at
is
more
about
our
system
and
the
capacity
of
our
buildings.
They
do
use
our
enrollment
data,
but
they
go
further
than
that.
They
will
work
with
the
demographers
from
the
city.
They
will
look
at
the
enrollment
areas
in
our
community
where
there
is
potential
for
future
growth,
and
then
they
have
a
very
complicated
formula
that
helps
them
determine
that
growth
pattern
or
their
projections.
C
If
I
may
ask
a
follow-up
so
to
are
we
concerned
that
this
is
a
new
trend
and
then
I
have
a
follow-up
one
after
that.
If
that's
okay.
F
So
I
think
when
we
were
going
through
kind
of
the
davies
and
discoveries
capacity
charts
earlier
this
year,
we
have
shown
that
I
think
for
at
least
the
last.
I
think,
five
years
that
we
calculated,
we
have
consistently
shown
a
trend
of
where
enrollment
might
be
higher
in
august
versus
what
it
is
and
maybe
for
a
school
district.
So
rsp
does
know
that
information
and
it
has
been
a
consistent
pattern
within
our
school
district,
but
they
are
also
going
to
build
their
enrollment
base
according
to
our
capacity.
C
N
N
C
B
I
I
would
actually
tell
you
and
I'd
have
to
go
back,
but
I'll
bet
you
more
than
50
percent
of
the
time
we
lose
more
than
we
get
through
the
course
of
the
year
and
I'd
guess.
It's
actually
probably
75
percent
of
the
time
since
I've
been
on
the
board.
C
Okay,
so
go
back
and
look
at
that,
but
then
I
guess
my
other.
My
last
question
would
be
if
I
may,
about
kindergarten
registration,
because
I
also
know
that
was
part
of
the
conversation
and
our
projections
and
and
enrollment,
and
I
just
wondered
clearly
there's
a
lot
more
time,
but
comparing
it
to
years
prior,
you
know,
sort
of
in
two
indicators
are:
is
it
on
the
same
sort
of
trajectory
as
prior
years
and
b?
C
I
know
one
of
the
questions
was:
are
those
kiddos
or
one
of
the
unknowns,
whereas
are
those
kiddos
going
to
enroll
as
kindergarteners?
That
decided
to
not
come
this
last
school
year
or
are
they
going
to
enter
as
first
graders?
And
so
my
question
is:
has
enrollment
now
that
is
open
sort
of
given
us
any
sort
of
indication
as
to
what
that
might
look
like.
F
I
am
so
glad
you
said
that,
because
it's
a
prime
opportunity
to
kind
of
advertise,
I
will
let
missy
speak
here
in
a
little
bit,
but
I
do
want
to
just
say
that
this
is
a
perfect
opportunity
to
advertise.
F
So
there
is
a
reason
why
we're
making
a
a
bigger
push
and
a
more
concentrated
effort
this
year
to
retrieve
all
the
students
that
we
had
a
200
student
approximate
last
last
year
to
see
whether
they
can
come
back
in
kindergarten
or
first
grade
our
trend
is
actually
better
than
where
we
were
after
the
first
couple
days
of
registration.
I
know
missy
is
going
to
do
a
spot
tomorrow
on
on
tv
as
well,
promoting
our
kindergarten,
registration
and
I'll.
A
P
Sat
up
a
little
straighter
well.
First
of
all,
I
appreciate
the
question
because
I
think
we've
been
wondering
the
same
thing,
and
so
it
kind
of
reached
out
to
our
principals
to
have
the
conversation
and
we
I
asked,
has
anybody
been
calling
and
asking
about
going
to
first
grade
and
we
haven't
had
any,
and
so
they
said
the
parents
that
they
have
visited
with
mainly
before
school
started,
were
planning
to
go
to
kindergarten.
P
But
we
did
say
that
if
a
parent
has
that
question
to
please
talk
to
the
principal
and
they
would
make
sure
that
they'd
understand
the
difference
you
know
between
the
two.
We
certainly
will
work
with
the
families
on
that.
But
I
do
have
to
thank
our
communications
department
because
we
were
wondering
like
we
want
to
have
our
rooms
ready.
We
want
to
have
our
teachers
hired
for
kindergarten
and
if
our
numbers
are
going
to
spike
above
rsp
we'd
love
to
have
an
indication
sooner
than
later.
P
P
But
I
I
will
say
that
I
will
try
to
keep
maybe
the
board
up
to
date
by
giving
or
your
weekly
board
updates,
we'll
give
you
the
kindergarten
numbers,
as
we
can
maybe
bi-weekly,
or
something
as
we
go
forward.
P
But
I
think
the
main
thing
is
now:
we're
need
building
principles
to
keep
doing
some
of
their
advertisements.
P
I
think
one
piece
that
people
are
going
to
miss
is
we
aren't
in
a
position
right
now
to
say:
let's
have
an
open
house
this
spring,
and
that
is
something
that
people
want
to
do
and
see
where
they're
going
to
be
so,
we've
got
to
put
our
heads
together
about
what
can
we
do
to
let
people
peek
in
our
buildings
if
we
are
still
under
the
requirements
that
we
are
currently
and
our
principals
have
been
kind
of
putting
their
heads
together?
Trying
to
think
of
some
some
options
I
don't
know:
does
that
help
jennifer.
Q
So
I
was
going
to
comment
on
those
signs
because
I've
been
driving
around
specifically
looking
at
elementary
schools
just
to
see
what
we
were
doing
and
I
was
quite
impressed
that
you
guys
we
have
been
advertising
and
and
it's
good
advertising-
I
mean
it
sticks
right
out
and
so
congratulations
keep
doing.
The
good
work.
F
I
would
agree
with
missy
and
brian:
I
think
our
communications
team
and
our
even
rit
team
have
done
a
great
job
of
promoting
kindergarten
registration.
I
think
it'll
be
interesting
to
see,
although
the
data
hasn't
changed
significantly
in
mobility
from
previous
years
this
year.
There's
it
is
an
anomaly.
A
F
Thank
you,
I
think,
with
the
covid
and
legislative
update,
I
have
kind
of
covered
most
things,
so
I'll
defer
my
time.
A
D
R
A
P
A
Okay
on
to
the
first
business
item,
7a
attendance
boundaries,
implementation
plan-
I
believe
that's
coming
to
us
from
the
planning
committee.
Would
you
like?
Okay,
okay,
go
ahead,
jim.
B
Thank
you.
Robin
planning
met
with
the
administration
and
as
per
the
direction
that
the
board
had
given
them
at
our
board
meeting.
They
have
developed
what
they're
recommending
for
our
grandfathering
provisions
regarding
boundary
changes
and
how
it's
going
to
be
implemented,
and
I
would
love
to
walk
you
through
this
document,
but
I
actually
think
dr
gross
is
the
person
who
really
wrote
it.
So
I'd
like
to
defer
to
his
expertise.
J
Thank
you
very
much,
so
I
will
refer
you
to
memo
94,
and
this
is
the
attendance
boundary
implementation
plan,
so
really
the
first
two
pages
of
it.
The
first
one
is
just
a
summary
statement
and
then
the
table
of
contents
for
those
who
might
want
to
look
at
that
and
then
really
as
we
look
at
page
two
and
three:
that's
where
we
begin
to
get
into
the
the
plan
itself
on
page
two,
you
will
see
a
map
that
is
the
current
secondary
boundaries.
J
So
these
are
the
boundaries
that
we
are
functioning
under
as
we
move
forward
below
that,
then
our
two
data
sets
they
are
the
middle
school
buildings
and
the
high
school
buildings.
So
we
can
get
a
snapshot
in
time
of
the
n
of
the
students
who
are
in
those
buildings.
According
to
our
current
secondary
boundaries,
then,
on
page
three,
you
will
see
a
map
of
the
adopted
secondary
boundaries
that
will
change
in
the
year
2022
for
this
that
school
year,
then
below
it
are
two
data
sets
again
middle
school
and
high
school.
J
These
reflect
the
students
who
were
in
our
school
as
of
september,
2nd,
if
all
of
the
students
impacted
in
those
areas
moved
now.
We
know,
based
on
some
of
the
information
we're
going
to
share
further
into
this
document.
That
will
take
some
time
and
by
the
time
we
get
a
few
years
out.
Those
numbers
will
slightly
change,
but
that
was
just
to
give
you
an
idea
of
what
the
impact
of
those
boundaries
would
be
today
if
fully
implemented.
J
The
next
page
in
the
packet
is
a
narrative
of
the
phase-in
plan
that
we
are
going
to
suggest
and
words
are
good.
I
think
in
pictures,
so
I'm
going
to
skip
two
more
pages
and
go
to
page
six,
and
I
think
this
graphic
that's
on
page
six
does
a
very
nice
job
of
showing
the
role
in
model
or
the
phase-in
model
that
we
are
suggesting,
since
these
changes
will
take
place
in
2223.
J
You
have
been
in
there
both
your
sixth
and
seventh
grade
year,
go
ahead
and
finish
out
that
middle
school
career
grade
nine.
We
would
ask
anyone
in
the
impacted
area
that
they
began
to
attend
the
new
high
school
in
green
on
this
chart,
then
for
grades,
10,
11
and
12,
we
would
say
you
are
at
that
high
school
finish
out
your
career
at
that
high
school.
J
Since
we
said
next
school
year,
we
would
like
to
make
the
option
or
allow
anyone
in
grade
six
the
opportunity
to
transfer
one
year
early
to
that
middle
school.
If
you
go
back
one
page
to
page
five
in
the
document,
we've
created
a
specific
form
that
families
can
fill
out,
give
the
to
their
building
principle
so
that
the
principals
will
have
that
information
when
they
begin
to
create
classes,
sections
and
teams
at
the
middle
school.
J
So
if
this
is
approved,
we
would
like
to
get
this
out,
so
families
can
share
this
with
their
building
principles
moving
forward,
and
it
would
be
this
form
here
then,
as
we
move
through
the
document.
I'd
like
to
draw
your
attention
to
page
seven
and
the
section
that's
called
grandfathering
or
petitioning.
J
So
if
there
happened
to
be
a
time
where
there
was
a
family
who
had
a
current
11th
grade
student
and
an
8th
grade
student
and
the
next
year,
they
would
be
in
grade
9
and
grade
12,
so
they
could
walk
into
that
high
school
together.
We
would
want
that
family
to
stay
together
to
be
able
to
be
at
that
high
school.
J
J
J
We
would
want
to
make
sure
that
we
didn't
do
anything
that
would
jeopardize
the
students
opportunity
to
participate
in
that
extracurricular
activity.
So
we
would
give
the
option
to
a
family
when
you
hit
that
grade
nine
you.
Obviously,
if
you
are
ready
to
move
and
you
had
another
sibling,
you
have
the
chance
to
move.
J
But
if
you
were
already
participating
in
a
varsity
sport
and
that
would
be
participating
actively
being
part
of
that
team,
for
example-
maybe
I
am
a
tennis
player
who
is
at
a
middle
school
who
is
playing
second
doubles
or
first
doubles
on
the
varsity
team.
We
would
allow
that
that
student
to
continue
at
that
high
school
so
because
they
already
have
a
connection
with
that
coach
with
that
team
and
so
on.
J
So
that
is
just
a
quick
run
through
of
the
packet.
It's
a
very
similar
transition
plan
to
what
we've
shared
with
you
in
the
past,
but
just
wanted
to
update
some
of
the
forms
and
make
sure
that
our
public
knows
about
these,
and
we
can
get
them
out
as
soon
as
possible.
After
questions
discussion
and
with
your.
S
S
F
Yeah
we
would
we're
our
goal
is
to
make
sure
that,
at
the
same
time,
those
two
students
in
the
same
household
have
to
go
to
two
separate
high
schools.
F
There's
even
a
unique
situation
that
was
posed
of
us
that
had
our
wheels.
Turning,
if
you
have
a
family
of,
let's
say,
four
children
and
there's
gonna,
be
there.
F
Will
the
oldest
child
and
the
youngest
child
won't
be
at
school
at
the
same
time,
but
the
children
might
be
spaced
apart
enough
every
two
years
apart,
where
there
will
always
be
two
kids
going
to
the
same
high
school,
then
the
youngest
child
that
might
be
in
elementary
school
at
the
20
to
23
school
year
would
still
go
to
the
the
non-impacted
middle
school.
So
then,
eventually
they
can
go
to
high
school
with
yeah.
S
M
My
question
was
similar
to
that
with
this,
what
you
were
just
speaking
of
so
you've
got
you've
got
a
ninth
grader
and
you've
got
a
senior
okay.
The
ninth
grader
is
going
to
go
to
that
same
high
school
is
going
to
remain
in
the
same
high
school
rather
than
moving
to
the
new
one.
What
happens
when
he
becomes
a
10th
grader?
Does
he
stay
there?.
M
J
So,
actually,
I
think
that
was
one
of
the
scenarios
that
was
emailed
to
dr
gandhi
and
myself
and
what
we
would
do
is
we
would
look
to
see
instead
of
making
that
student
go
to
the
other
middle
school
and
then
back
to
that
high
school.
We
would
just
continue
in
that
feeder
pattern
so
that
it
it
would
make
sense
that
they
are
feeding
up
to
that
high.
F
C
A
C
J
C
So
can
I
clarify
thank
you
so,
okay,
so
you'll
be
running
double
the
buses,
or
will
you
be
transferring
students
or
or
what
does
that
look
like
in
this
phase
out
like
three
four
years
and
then
my
second
part
of
that
question
is
really
the
family
that
was
grandfathered
or
set,
or
the
provision
that
was
put
in
place.
Would
they
no
longer
have
transportation
option.
J
So
I
think,
we'll
need
to
determine
how
many
families
take
advantage
of
the
opportunity
to
either
go
one
year
early
or
to
continue
in
that
school
and
then,
once
we
have
that
number,
we
will
work
with
our
transportation
department
to
develop
the
best
bus
routes
that
we
can.
That
might
include
a
transfer
bus
at
one
of
the
buildings
it
may
not,
but
we'll
certainly
want
to
be
good
stewards
as
we
create
those
routes.
L
Go
ahead
rebecca
overall,
I
don't
have
concerns
with
the
plan
reading
through
it.
It
seems
to
be
quite
similar
to
the
plan
that
was
put
in
place
a
few
years
ago
when
there
was
the
shift
for
to
go
up
to
ben
franklin
and
north
high
from
clara
barton
carl
themselves
high
neighborhood
in
terms
of
how
that
transition
plan
works.
So
I
don't
have
any
problems
or
concerns
regarding
the
transition
plan.
One
I
one
thing
I
did
notice
was
on
the
form
that
has
to
do
with
well,
it's.
L
I
think
that
there's
grandfathering
on
the
forum-
and
this
would
be
just
probably
a
technicality
or
or
use
making
sure
we
use
the
right
language
on
that
forum
since
we're
talking
about
having
more
of
a
petition
process
versus
calling
it
grandfathering,
so
just
checking
to
make
sure
that
the
form
matches
the
language
and
the
plan,
and
that's
really
my
own.
The
comment
that
I'd
like
to
share
right
now.
Thank
you.
J
A
J
Thank
you
so
much!
Yes,
that's
on
page
eight
should
match
the
language
that
we
have
on
page
seven
that
talks
about
grandfathering,
slash
petitioning
process,
so
we
will
make
that
change.
If
that's
what
you
would
like.
C
C
I
can
never
tell
this
is
on.
Thank
you,
okay,
so
my
next
question
has
to
do
with
on
page
three
and
now
that
your
administration
has
had
more
time
to
kind
of
look
at
the
numbers,
maybe
closer
or
go
through
some
of
those
things.
I
understand
that
this
is.
C
This,
doesn't
consider
the
phase-in
approach,
but
since
this
time
well-
and
I
I
should
back
up
and
say
even
before
this-
we
were
told
that
ben
franklin
would
be
over
its
target
enrollment
in
in
2526.
C
C
Have
we
considered
in
this
implementation
plan
and
what,
in
this
phase
and
approach
the
numbers
regarding
the
new
development
or
approval
of
the
development
that
will
be
built
in
by
kmart
and
because
and
specifically
because
when
I
look
at
this
number
of
cbe,
that
is
at
capacity
already
and
and
so
then
then,
whatever
what's
the
district
plan
when
that
comes
online,.
F
I'll
take
what
we
can
so
with
ben
franklin.
The
target
enrollment
as,
as
you
know
last
year,
was
a
number
that
we
provide
to
rsp
and
it
was
changed
to
be
aligned
with
the
feeder
pattern
model
that
the
board
had
told
us.
We
wanted
so
that
target
enrollment
we
know,
will
never
be
perfect
because
it's
rounded
to
one
grade
level,
more
of
one
grade
level,
more
or
less
of
a
pair
between
ben
franklin
and
north,
so
ben
franklin,
physical
space
is
actually
more.
F
If
you
were
to
look
at
solely
a
capacity
from
square
footage
to
students,
you
can
probably
get
more
students,
but
we
gave
their
target
enrollment
based
on
what
north
could
do
and
taking
away
one
grade
level.
So
we
will
have
to
monitor
enrollment
at
all
of
our
middle
schools.
Actually
rsp
says
that
all
of
our
middle
schools
will
not
be
over
target
enrollment
at
some
point.
So
that's
going
to
be
something
for
us.
F
A
monitor
to
take
a
look
at
is
that
an
anomaly
year
after
year,
because
we
can
still
sustain
that
cohort
of
kids
at
the
high
school
or
is
there
something
that
we
need
to
take
a
look
differently
at
this
point?
What
we
know
about
the
development
in
the
apartment
complex
where
the
kmart
building
is,
is
just
what's
been
in
the
paper,
and
that
is
that
a
tiff
was
approved
for
that
with
some
low
income
housing
and
I
think
about
200
apartments.
Or
so.
F
If
I
remember
the
number
correctly,
I
don't
remember,
but
I
don't
know
if
rob
has
calculated
that
data
that
will
be
part
of
his
analysis
every
year.
But
we
wouldn't
be
able
to
do
anything
with
that,
because
we're
making
assumptions
right
now
for
implementation.
A
I
I
am
supportive
of
the
implementation
plan
plan.
That's
provo
proposed
I'm
compartmentalizing
the
decision
that
was
made
by
the
board
and
then
you
were
basically
charged
to
come
up
with
a
phase-in
plan
and
what
we
continued
to
hear
was
keep
it
similar
to
what
you've
done
in
the
past
for
grandfathering
plans,
and
I
think
you've
honored
that
so
I
am
in
favor
of
of
this
proposal.
C
You
know
time
to
consider
the
impact
of
for
families
in
in,
in
this
scenario,
to
some
degree,
in
terms
of
allowing
for
the
exception
around
well,
specifically
regarding
students
and
their
eligibility,
but
then
not
having
families
having
to
commute,
but
it
it's
still
to
two
different
high
schools
and
all
the
challenges
that
would
propose,
and
I
mean
I
still
feel
like
it's
not
the
best
long-term
plan
for
the
district
and
for
families
and
students,
and
I
do
think
that
it
doesn't
really
allow
a
lot
of
room
to
accommodate
any
sort
of
city
infill
projects
that
we
already
know
are
coming
online.
C
Even
if
we
don't
have
the
details,
but
you
know
being
proponents
of
city
infill
or
or
speak
of.
I
think
that
you
know
this
would
propose
another
challenge
and
with
our
continued
growth,
we've
all
said,
eventually,
there's
going
to
need
to
be
something
that
happens
so
so,
really
to
me
it's
again
about
bouncing
families
around
and
a
significant
number
of
students.
I
mean
we're
talking
what
a
thousand
it's
a
lot
of
students.
C
It's
a
lot
of
families,
and
I
just
I
I
can't
support
the
implementation
plan
because
I
don't
support
the
plan
for
this
type
of
adjustment,
so.
A
R
R
S
R
B
Q
M
R
K
A
Yes,
motion
carries
on
to
it's:
okay,
804.,
on
to
the
moved
business
items.
So,
let's,
let's
take
them
in
order
of
what
they
were
on
the
agenda.
Gp8E
changes
jennifer.
You
asked
for
these
to
be
moved.
If
you
would
like
to
introduce
that
that'd
be
great.
C
C
I
think
it's
our
monitoring
schedule
and
if
I'm
reading
it
right,
it
looks
like
the
suggestion
here
would
be
to
review
el
7
budgeting
and
financial
planning
only
once
a
year
in
december
and
remove
it
from
the
june
review
cycle,
and-
and
I
guess
I
wanted
to
pull
it
so
the
whole
board
had
a
chance
to
discuss
this
because
and
and
and
to
share
my
thoughts
on
it
here
because,
as
a
non-committee
member,
I'm
not
allowed
to
do
that
at
committee.
So
so
anyway.
C
My
thoughts
are
this
to
to
change
this
to
once
a
year.
I
guess
my
question
really
is
or
my
my
question
is:
don't
doesn't
title
programming
report
sort
of
require
a
june
30th
deadline
and,
and
was
that
considered
in
the
discussion
and
then?
Secondly,
I
really
do
think
that
my
initial
thoughts
are
that
monitoring.
It
twice
really
allows
the
board
an
opportunity
to
to
better,
monitor
or
stay
on
top
of
maybe
the
fiscal
health
of
the
district,
which
ultimately
is
a
board,
a
function
of
the
board
and
our
responsibility.
C
A
Well,
I
I'll
do
my
best
to
cover
this.
I
I
actually
brought
this
up
at
the
governmental
affairs
committee
and
I
just
noticed
it
didn't
mirror
the
other
reports.
Everything
else
is
monitored
once
a
year,
but
with
the
exception
of
these
that
are
monitored
twice,
and
then
we
kind
of
talked
about
why
the
difference
and
and
then
I
posed
well
shouldn't
shouldn't.
We
also
why.
A
F
And
I
mean
for
administration:
we've
been
doing
twice
a
year,
so
it
doesn't
matter
for
us.
The
one
thing
I
can
share
that
this
isn't
related
to
title
monitoring.
This
is
just
el.
The
two
el
monitoring
for
the
board
are
reporting
to
titles
and
the
annual
audit
that
we
do
of
our
title
programs
that
happens.
Independent
of
this.
C
So
if
I
could,
I
guess
maybe
just
to
clarify
so
I
know
that
we're
not
monitoring
but
we're
monitoring
in
the
el
that
that
that's
being
done
right
and
so
taking
it
away
from
june.
I'm
just
wondering
that
only
allows
december
really
for
the
discussion
or
the
review,
and
I
I
get
that
it's
coming
to
planning.
T
Yeah,
I
think
we
you
know
looked
at
what
so
one
really
is
relating
to
budgeting
and
and
going
forward,
and
the
other
is
really
the
review
of
what
has
happened
in
the
past.
And
so
we
tried
to
align
that
to
say
you
know.
Why
are
we
reviewing?
T
Maybe
what
maybe
would
go
through
the
year
right
and
be
a
year-end
review
in
the
middle
of
the
year
and
vice
versa
for
the
budgeting,
because
some
of
it
doesn't
maybe
necessarily
coincide
with
timing,
but,
like
rupak,
said
we're
open
to
do,
we've
been
doing
it
twice
a
year
and
if
that's,
what
the
board
chooses.
That's
certainly
fun
with
us
as
well
sure.
C
Were
similar
reasons,
if
I
may
ask
given
for
el
10
that
one's
crossed
off
too
so.
A
T
C
Thank
you.
I
appreciate
the
discussion
I
mean
I.
I
don't
know
that
I
feel
really
strongly
to
I
just
kind
of
wanted
to
hear
from
from
you
all
what
the
rationale
was
behind
it
and
open
up
the
conversation
just
simply
because
mostly
the
financial
piece
caught
my
attention
mostly
so
I
was
curious.
So
thank
you
for
letting
me
ask
some
questions
around
that.
So
I
guess
if,
if
everyone
else
is
okay
with
that.
A
Yeah,
I
don't
see
any
other
hands
and
I
nikki
just
texted
she's
floating
in
and
out.
So
I'm
not
sure
if
she'll
be
on
on
the
on
the
call.
So
next
roll
call
marie.
R
B
Q
M
A
C
Okay,
gp9
so
number
2c,
so
this
is
gp9
board
members
court
of
conduct
under
number
two,
it
says
members
and
then
it
says,
should
not
or
may
not
express
individual
negative
judgments
about
superintendent
or
staff
performance
in
a
public
meeting.
C
C
Reports-
okay,
thank
you
jim,
so
then
I
guess
follow-up
would
be.
Do
we
need
to
further
clarify
that
because,
as
someone
who
reads
that
and
then
the
next
sentence
talks
about
superintendent
performance
review
and
how
they're
collectively
made
from
you
know,
monitoring
you
know
having
els
and
monitoring
reports
and-
and
things
like
that,
I
I'm
it's
unclear
to
me
in
reading
this.
It
makes
it
landed
on
me
like
well,
okay,
how
do
we
effectively
review
both
opportunities
for
development
as
well
as
positive
strengths?
C
C
A
So
I
have
an
idea,
so
the
change
in
this
document
that's
proposed,
is
just
a
word
switch.
So
I
think
maybe
if
we
can
put
that
in
one
bucket
and
then
maybe
under
advisement
government
governance
committee
can
seek
to
provide
further
clarification
based
upon
your
questions.
Would
that
seem
reasonable.
C
L
Robin
this
is
rebecca
sure
I'll
speak
to
it,
because
it
was
my
suggestion
that
the
change
in
the
word
take
place
and
jennifer.
I
I
take
your
comments
into
consideration.
L
I
and
I
had
not
thought
of
your
question
so
thanks
for
bringing
those
up
the
my
desire
was
to,
I
guess,
use
stronger
language
to
for
us
to
hopefully
agree
that
it's
something
that
that
we
don't
do
it's
something
that.
L
By
saying
that,
we
may
not
do
it,
it's
we're
saying
that
it's
unacceptable,
for
example,
to
to
speak
like
what
jim
was
was
referencing
earlier,
so
we
can
do
whatever
that
was.
My
desire
was
to
be
more
direct
in
that
language
and
in
terms
of
what's
acceptable
and
not
acceptable,
but
I'm
willing
to
you
know
if
we
need
to
do
some
more
work
on
that
on
that
paragraph.
If
you
have
some
suggestions
or
others
have
suggestions,
we
can
bring
it
back
to
governance
for
more
fine-tuning.
A
A
L
A
A
Would
the
board
like
to
continue
giving
reports,
or
would
you
like
to
save
those
reports?
Jim.
B
I
have
one
thing
I
have
to
share:
planning
is
meeting
planning
is
meeting
on
february
19th
immediately
following
gac.
So
if
you're
on
the
planning
committee
and
you're
also
on
gac
just
plan
on
a
longer
morning,
if
not,
I
would
say,
try
to
be
here
by
sometime
between
8
and
8
30,
because
whenever
gek
gets
done,
planning
will
start.
I
Sorry,
I
I
don't
need
to
read
my
whole
report,
but
I
was
just
going
to
make
a
clarification
if
I
may,
during
my
time
I've
already
received
a
few
emails.
When
I
was
reading
the
covid19
instructional
plan
committee
report
this
evening
I
was
it
was
not
my
intention
to
speak
for
all
teachers
in
our
district.
I
was
summarizing
what
the
two
teachers
and
the
one
tara
on
the
committee
stated
during
that
meeting.
So
I
just
want
to
be
very
clear.
A
Thank
you
for
that
clarification,
so,
in
closing,
president
knudson
had
promised
to
send
out
her
president's
report
electronically.
The
only
other
closing
thing
is,
I
ask
anne-marie
to
send
all
board
members
north
dakota
century
code
about
executive
sessions
for
a
reminder,
especially
for
a
new,
and
you
are
giving
me
the
wave.
So
what
else
am
I
missing?.
R
At
your
desk
there
was
the
date
reminders
listing
for
upcoming
things.
I
did
send
out
an
email
today.
You
might
not
have
had
a
chance
to
look
at
that,
but
we
have
scheduled
a
work
session
for
march
8th,
so
just
want
to
draw
that
to
your
attention,
not
quite
sure
exactly
what
time
that
will
start.
There
is
a
covet,
instructional
plan
committee
meeting
that
day.
So
we
do
need
to
talk.
C
Before
we
end,
may
I
ask
since
we're
talking
about
dates
and
notifications,
so
not
always
if
you're,
not
if
you're
a
non-committee
member
do
you
know
when
the
next
meeting
date
is
or
has
been
set
for?
Might
it
be
acceptable
to
just
have
that
in
an
email
prior
to
even
the
minutes,
because
often
the
minutes
and
the
agenda
aren't
released,
for
you
know
until
48
hours
prior,
and
so
you
can't
find
it
on
the
website
and
just
a
fast
way
to
know.
I
don't
know
I'm
just
thinking
out
loud.
R
R
The
minutes
of
a
committee
meeting
at
the
end
usually
include
the
next
committee
meeting
date.
So
there's
a
variety
places
where
we
have
those.
We
try
to
keep
a
listing
that
I
give
to
each
board
meeting
up
to
date
as
well,
so
it
is
in
different
locations,
but
then
they're
also
in
betsy's
public
meetings
that
she
put
puts
out
each
week
as
well.
So
those
usually
come
out
that
friday
before
as
well
yeah.
C
C
M
No,
I
just
wanted
to
say
that
I
did
not
look
at
my
or
I
did
not
look
at
my
computer
today,
but
I
was
on
it
last
night
and
I
saw
that
joe
lynn
has
sent
out
a
questionnaire
seeing
when
we
could
meet
his
negotiating
team.
Please
be
sure
those
of
you
who
are
on
the
committee
answer
that
so
we
do
need
to
get
a
meeting
set
up
and
you
know
possibly
we'll
have
to
have
another
one
within
a
week
or
two
as
well.