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From YouTube: School Board Meeting - August 24, 2021
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - August 24, 2021
A
We
have
three
board
members
yet
to
arrive
jim
johnson
indicated
to
me
that
he
would
likely
be
arriving
late.
Robin
has
indicated
that
she's
stuck
in
traffic
in
a
detour
have
not
heard
from
david
paulson.
So
excuse
me
no
and
nikki
is
not
here.
Okay,
so
we
have
brian
one
two,
three
four!
Well,
we
have
a
quorum
here,
so
we
are
able
to
do
business
so
calling
this
meeting
to
order.
Is
there
a
motion
for
approval
of
the
agenda?
Brian.
B
A
That's
great
and
fine
and
differences
and
opinions
are
welcomed.
What
is
desired
is
for
us
to
all
respect
the
time
that
we've
chosen
to
prepare
and
to
be
here
and
that
also
after
per
our
policy
after
we
have
finished
the
public
participation
at
this
board
meeting,
then
the
the
board
goes
on
to
its
its
business.
A
So
we
will
listen
to
what
you
have
to
say
and
then
we
will
conduct
our
business
after
that,
and
then
I
will
end
up
calling
you
up
to
the
microphone
based
on
the
order
that
you
signed
up
at
this
time.
The
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker,
who
has
signed
up
to
address
the
board
name
and
address
for
the
record
speakers,
must
refrain
from
using
this
form
to
criticize
or
complain
about
a
specific
employee
or
student
by
name.
A
Vulgar
or
profane
language
will
not
be
tolerated.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
to
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker,
each
speaker,
will
be
allotted
a
maximum
of
four
minutes
upon
conclusion
of
the
allotted
time,
a
chime
will
sound
and
the
speaker
is
asked
to
conclude
if
necessary.
C
Good
evening
school
board
members,
my
name
is
kathy
johnson
and
I'm
a
fargo
resident
at
2022
park,
boulevard
south
school
board
members.
I
am
not
here
tonight
to
debate
whether
masks,
work
or
not,
which
I
don't
believe
they
do
for
sars
or
influenza,
or
to
debate
whether
or
not
extended
mask
use
is
harmful
for
our
bodies,
which
I
100
believe
that
they
are
harmful
for
us.
C
Now,
if
you
wish
to
mask
your
child,
that
is
your
choice
and
your
right,
but
I
reserve
the
same
right
for
my
child
to
not
be
masked
a
mandate
is
not
a
law.
The
school
board
cannot
make
laws.
The
cdc
cannot
make
laws.
The
north
dakota
department
of
health
cannot
make
laws,
they
can
make
recommendations
and
you
can
choose
to
follow
those
recommendations
or
not,
and
that
is
called
informed
consent
which
each
and
every
one
of
us
has
a
right
to
informed
consent.
C
Parents
we
are
strengthened
numbers
together,
we
can
get
this
changed.
They
cannot
kick
all
of
our
kids
out
of
school.
They
need
our
children
in
school
for
their
funding.
Together,
we
are
strong
board
members.
If
you
truly
cared
about
our
children's
health,
you
would
not
be
coming
up
with
solutions
that
suppress
our
children's
immune
systems.
C
C
You
should
be
encouraging
parents
to
make
sure
their
kids
are
getting
enough.
Vitamin
d
enough
vitamin
c
enough,
zinc
enough
sleep
enough
water.
You
should
be
lung,
looking
at
lengthening
fat
times
and
recess
times
where
our
kids
can
actually
get
out
and
get
fresh
air
and
interact
with
each
other
get
exercise.
C
You
should
be
looking
at
our
school
lunches
and
saying:
is
this
really
what
we
want?
Our
kids
eating
every
day,
my
husband
and
I
choose
to
educate
our
daughter
that
it
is
our
responsibility
to
take
care
of
our
immune
system
and
our
health,
and
I'm
telling
you
now
we
refuse
to
teach
our
daughter
to
live
in
fear.
C
We
need
to
get
away
from
these
fear-based
decisions
and
get
back
to
science
and
common
sense.
A
mask
is
nothing
more
than
an
illusion
of
safety.
It
has
been
proven
that
it
does
not
stop
a
sars
virus
or
influenza.
So
why
are
we
forcing
these
on
our
children?
Does
it
does
the
benefit
really
outweigh
the
risk?
Can
we
really
afford
to
suppress
our
children's
immune
system
another
year
or
delay
their
educational
or
social
development
another
year
school
board
members,
you
cannot
force
our
children
to
wear
masks.
C
C
A
All
right
so
we've
discussed
this
in
the
past.
We
are
allowing
individuals
to
come
here
and
speak.
We
ask
that
we
make
the
most
of
the
time
of
everyone
that
has
been
here,
or
that
is
here,
and
applause
isn't
needed.
So
I
understand
you:
if
there
are
people
on
both
sides
of
the
aisle.
No,
that's,
okay,
we'll
take
a
break
if
needed.
The
next
person
is
cassie
schmidt.
D
Hi,
my
name
is
cassie
schmidt,
I'm
with
the
group.
Let
parents
decide
that
number
one
to
assert
that
a
taxpayer
funded
group
of
of
parents
here
we've
got
parents
that
make
your
jobs
possible
so
to
assert
that
they
have
no
rights
when
it
comes
to
speaking
speaking
out
or
making
their
voices
heard.
That's
absolutely
ridiculous!
So
if
you
want
to
clap,
I
would
say,
go
ahead
and
do
so.
D
D
They
had
that
in
their
inbox
already
ready.
Just
what
just
in
case,
you
had
decided
what,
if
there
would
have
been
changes
made
at
the
meeting?
Probably
changes
were
not
going
to
happen
because
you
guys
already
had
it
in
your
heads
what
you
were
going
to
vote
on.
We
have
information
about
the
esser
funding
application
that
was
sent
through
to
the
federal
government
by
kristen
basler
and
that
included
the
universal
and
correct
wearing
of
masks.
D
So
it's
pretty
clear
that
you
guys
already
knew
what
was
what
was
going
to
happen
this
year.
Parents.
The
next
couple
comments
are
to
you,
because
obviously
these
people
are
not
listening
anymore.
I
want
parents
to
know
that
you
make
the
medical
decisions
for
your
children
masks
being
used
as
medical
devices
come
with
medical
consent.
I
will
say
it
and
say
it
and
say
it
over
and
over
and
over
again,
until
some
people
understand
that
not
every
doctor
can
speak
to
every
child's
health.
D
Okay,
I've
got
studies
here
that
show
lots
of
studies
that
show
that
masks,
don't
work
and
they're.
In
fact,
harmful.
I've
got
copies
for
all
of
you,
because
I
think
that
some
of
you
need
to
do
your
own
research,
and
I
think
that,
if
we're
taking
into
account
everyone's
public
health,
then
I
want
to
get
a
call
the
next
time.
One
of
you
goes
to
the
doctor,
and
I
want
my
opinion
heard
if
you
guys
think
that
your
opinions
are
valid
and
should
be
weighed
heavily
when
it
comes
to
each
child's
personal
health.
D
Well,
then,
I
think
it
goes
both
ways
so,
the
next
time
your
kids
have
a
medical
issue.
I
want
a
phone
call.
I
think
you
should
call
our
group,
and
you
should
see
what
we're
what
we're
thinking
you
should
do
with
your
children.
Now
the
entire
premise
that
you
guys
have
authority
based
on
these.
Just
on
these
decisions
that
you're
making
you
don't.
You
do
not
have
the
authority
to
make
medical
decisions
on
behalf
of
parents
regarding
minor
children
period
period.
D
You
have
the
authority
that
parents
allow
you
to
have,
and
we
will
not
stand
for
this.
There
are
plenty
of
parents
that
are
willing
to
take
their
kids
out
of
public
schools.
I
think
you
all
have
already
seen
it
happening
so
keep
that
in
mind
for
next
week's
meeting
and
the
week
after
that
and
the
week
after
that,
because
we're
not
done
we're
not
going
to
stop
coming
here
and
talking
to
you
all
and
we
are
not
going
to
give
in
to
this.
Quite
frankly,
this
is
tyranny.
D
E
Okay
hi,
my
name
is
alexis
scott,
I'm
a
fargo
resident,
I'm
at
2816
39
and
a
half
avenue
south
in
fargo
mass
mandates
and
all
issues
aside.
I'm
hoping
parents
on
all
sides
actually
can
come
together
for
the
sake
of
all
fargo
public
school
children
and
recognize
that
we
need
better
leadership
than
what
we
have
in
front
of
us
today.
First,
I
want
to
point
out
that
not
a
single
parent
or
staff
member
was
asked
about
the
potential
landscape
for
the
21
2022
school
year.
E
The
fargo
public
school
board
has
hid
behind
laziness
and
lack
of
accountability
when
creating
a
strategic
re-entry
plan
for
students,
whether
it
be
school,
boundary,
changes,
teacher
safety
concerns
and
covet
mitigation
strategies.
This
board
continues
to
ignore
all
issues.
They
don't
want
to
hear
parents
on
both
sides
of
the
aisle.
This
is
pretty
much
unacceptable.
E
Staff
morale
is
at
an
all-time
low
and
I
think
you
all
should
be
very
aware
of
that,
because
what
does
that
mean
we're
going
to
soon
lose
good
educators
here?
Who
can
no
longer
cope
with
the
stress
that
you
have
handed
down
to
them?
Our
schools
will
continue
to
descend
into
the
abyss
if
this
leadership
continues.
E
E
Your
practices
are
discriminatory
for
children
with
unique
learning,
needs
and
circumstances
who
would
be
able
to
achieve
more.
If,
given
the
choice
to
learn
the
way
they
are
most
comfortable
and
able,
I
work
with
these
minority
families,
I'm
part
of
these
latino
and
indigenous
cultures.
I've
spent
countless
hours
here
in
the
fargo-moorhead
area
and
in
the
twin
cities,
translating
at
public
health
offices
getting
kids
to
school
food
on
their
tables
resources.
E
E
You
should
be
ashamed
of
your
careless
acts,
who
only
see
parents
with
stable
homes
and
resources
as
the
complainers.
Not
every
child
in
this
school
is
a
white
stable,
supported
kid.
You
need
to
start
recognizing
that
you
have
over
a
thousand
students,
in
fact,
who
are
actually
receiving
ell
services
in
school,
almost
60
or
more.
Since
you
haven't
updated,
the
stats
since
2018
are
refugee
and
immigrant.
E
I
want
to
reiterate:
they
don't
have
issues
with
mass.
I
have
issues
with
leaders
who
put
kids
in
a
one-size-fits-all
assumption
of
their
ability
to
learn
and
unwillingness
to
make
accommodations.
Otherwise,
this
board
should
actually
not
be
surprised
at
all
that
there
is
a
recall
effort.
You
have
failed
to
listen.
You
failed
to
act
and
failed
to
ask
for
the
sake
of
every
parent
who
sends
their
child
to
fargo
public
schools.
We
need
to
elect
transparent
leaders
who
support
our
kids
and
our
teachers
and
not
use
discriminatory
practices
in
their
decision
making.
Thank
you.
A
G
G
Sorry,
but
on
more
than
one
occasion,
you
guys
have
failed
to
do
so
like
alexis
just
highlighted
and
tonight
we're
here
to
hold
you
guys.
Accountable
coped
was
a
new
thing,
something
that
we
had
to
navigate,
but
instead
of
engaging
the
people
who
ultimately
have
to
deal
with
the
decisions
that
you
make,
you
made
them
in
a
bubble
saying
that
you
knew
best
and
that
we
couldn't
be
trusted
to
make
these
decisions
for
ourselves
or
for
our
children.
G
G
I
sat
through
many
many
negotiation
sessions
this
summer
and
one
key
theme
came
out
over
and
over
and
over
again
support
our
teachers
don't
feel
supported
whether
that
is
financially,
whether
that's
supported
to
defend
themselves
and
even
their
overall
safety.
Our
teachers
don't
even
feel
supported
to
teach
in
some
cases.
G
G
I
have
seen
many
talented
teachers
leave
due
to
the
overall
lack
of
support
and
fargo
public
schools
has
many
many
job
openings
for
parents
and
teachers
with
no
applicants
in
sight.
Anyone
wonder
why
I
certainly
don't,
as
an
outsider.
Looking
in,
I
could
continue
on
and
on
with
the
many
many
issues
that
have
been
going
on
in
the
school
district,
not
just
here
this
year
but
years,
but
in
the
end
it
all
comes
down
to
one
thing,
and
that
is
listening
to
the
people
that
elected
you
myself
and
these
other
parents.
G
Sitting
in
this
room,
standing
here
behind
me,
standing
here
at
the
podium
with
me,
are
here
to
remind
you
that
you
work
for
us.
We
realized
that
we
could
stand
up
here
and
speak
for
hours
and
send
tons
of
emails
that
go
unanswered
by
more
than
half
of
you,
and
we
realized
that
it
wasn't
going
to
matter.
So
we
took
a
different
route,
and
in
june
we
launched
a
recall
of
four
board
members.
G
We
as
parents
don't
stand
here
alone.
Today
we
stand
united
and
struggled
together
back
by
over
4
200
signatures
of
people
in
this
community,
who
also
feel
that
you
guys
are.
The
board
has
gone
too
far
too
many
times
and
you're
not
listening,
you're,
not
engaging
and
you're,
not
making
the
right
decision
for
our
kids.
G
H
Crystal
williams,
1006
28th
street
fargo-
I'm
here
today
to
address
the
big
topic,
I'm
new
to
the
group,
so
my
apologies
I
wanted
to
let
you
know
that
I
have
done
some
homework.
I
reached
out
to
my
community
community
and
asked
their
opinion.
I
want
them
to
know
fargo
we're
here
for
you.
I
hear
the
cries
of
the
children,
the
fear
of
the
many,
the
angry
of
the
stress
over
each
each
and
every
parent
fargo.
I
hear
you.
We
as
the
people
say
enough
is
enough.
H
You,
as
the
fargo
school
board,
have
the
honor
to
serve
this
wonderful
city
and
its
people.
We
put
our
trust
in
you
to
stand
for
our
best
interests,
not
your
best
interest.
Do
you
think
you
have
truly
done
that
not
long
ago
we
as
parents
were
surveyed
on
what
days
we
want
it
for
holidays,
whether
we
should
have
storm
days
or
nothing,
but
nothing
about
covet
or
concerns.
Until
recently,
we
were
on
board
with
a
choice.
I
feel
we
as
a
community
would
do
what's
best.
H
H
H
Now
my
kids
cry
and
fear
it
sorry,
let's
talk
about
mental
abuse,
shall
we,
oh
my
god,
to
criminalize
the
children
for
wanting
air
to
be
threatened,
bullied
and
scolded
to
be
labeled
unruly
non-compliant
for
simply
wanting
to
breathe
using
abuse
of
power,
threats
of
principal
offices,
office
visits
and
parents
calls
not
to
mention
having
to
leave.
Shame
on
you,
shame
on
you.
H
I
I
A
J
J
J
To
give
you
a
comparison
of
data,
we
went
back
to
last
september,
2nd
basically
the
beginning
of
last
school
year,
so
you
can
make
a
comparison
between
the
number
of
students,
k-12
middle
school,
elementary
and
high
school
and
then.
Lastly,
what
we
provided
for
you
in
the
last
column
is
the
projections
that
have
been
made
by
our
demographer
rsp.
J
Just
to
see
how
close
we
are
to
those
enrollment
projections
for
this
coming
school
year
from
just
a
quick
analysis
of
the
data.
You
can
see
that,
as
of
this
morning,
we
have
almost
100
more
students
enrolled
than
we
did
on
september,
2nd.
It
is
slightly
under
that
demographer's
estimate,
but
we
are
close
to
that
and
then
you
can
see
the
variances
between
elementary
middle
school
and
high
school.
J
So
again,
it
was
just
an
opportunity
for
us
to
give
you
an
update
of
that
and
then
lastly,
a
unique
piece
that
we
have
this
year,
that
we
don't
have
each
and
every
year
included
in
these
numbers
are
any
of
our
students
who
have
selected
our
coven
19
distance
learning
opportunity,
and
we
just
wanted
to
again
share
that
information
with
you
as
of
9
30.
This
morning
we
have
118
k-12
students,
and
then
you
can
see
how
they've
broken
down
elementary
middle
school
and
high
school.
L
A
L
So
we
are
contracting
with
the
north
dakota
center
for
distance
education,
that
has
certified
teachers
by
north
dakota
standards
and
then
they
meet
with
students.
I
think
it
is
once
a
week
to
go
over
and
they
can
meet
additionally
if
needed,
and
then
we
did,
though,
feel
is
important
to
have
some
oversight
from
our
school
district.
O
N
J
We
have
so
any
family
who
has
filled
out
the
application
or
the
paperwork
to
be
part
of
our
covet.
19
distance
learning
program
does
not
pay
for
those
credits
or
those
courses.
In
the
past
we
have
had
some
families
who
wanted
to
take
one
or
multiple
courses
on
their
own.
They
did
pay
for
those
courses
and
then
we
transcribed
it
back
onto
their
record.
But
anyone
in
our
distance
learning
piece
this
year,
they've
asked
for
it
it's
being
paid
for
from
the
district.
J
So
not
every
class
that
we
offer
is
provided
by
the
center
for
distance
education,
but
the
core
classes
are
english,
math,
science
and
social
studies.
We
are
at
the
middle
level
and
I'll.
Let
missy
talk
about
elementary
at
the
middle
level.
We
are
allowing
anyone
part
of
that
distance
learning
to
choose
one
elective
from
the
center
for
distance,
ed
that
if
a
student
goes
through,
that
course
quicker
than
let's
say
a
quote:
the
length
of
the
semester
they
are
allowed,
then
to
enroll
in
another
elective
course.
J
Those
electives
are
not
quite
the
same
as
we
have
in
fargo,
but
that's
not
any
different
than
the
difference
between
fargo
and
other
districts
across
the
state
and
the
electives
that
they
might
have
for
middle
level.
Courses
at
the
high
school
students
are
working
with
their
guidance
counselors
to
determine
the
correct
coursework
for
them
so
that
they
can
stay
on
track
for
graduation.
J
K
Robin
and
then
david
so
to
clarify
north
dakota
center
for
distance
ed
has
been
around
for
quite
a
while
and
we've
utilized
it,
but
the
governor
gave
us,
through
the
exec,
the
emergency
orders
the
opportunity
to
have
our
own
virtual
schools.
So
that's
the
difference
between
the
past
and
what
happened
last
year.
I
want
to
make
sure
I
understand.
P
Just
no
longer
the
governor's
order,
it
was
house
bill,
1388
and
then
house
bill
1236
that
required
the
board
to
pass
a
policy
on
virtual
instruction,
which
we
brought
to
the
board.
Now
those
policies
will
automatically
sunset
in
january,
when
north
dakota
department
of
public
instruction
outlines
their
virtual
academy.
Admin
rules
are
currently
in
process,
but
we'll
just
reupdate
the
policy.
So
it's
those
two
pieces
of
legislation
that
allow
the
authority
for
us
to
get
adm
for
virtual
instruction.
J
P
Available
we
can
get
that
for
you.
I
think
it's
important
to
know
where
we
are
right
now
in
the
process
of
real,
to
provide
virtual
instruction,
like
I
said,
the
two
pieces
of
legislation
that
gave
the
school
boards
the
authority
to
do
that
are
contingent
upon
north
dakota
department
of
public
instruction
developing
their
admin
rules.
Those
admin
rules
will
be
open
for
public
common
in
september
and
then
they're
supposed
to
be
posted
in
january,
so
we're
kind
of
in
this
gray
area.
P
Right
now,
so
we
are
functioning
under
the
authority
given
to
us
by
dpi.
What's
been
shared
with
dpi.
Is
that
right
now?
At
no
point
in
time
was
the
legislative
intent
or
our
school
districts
allowed
to
provide
any
sort
of
hybrid,
so
in-person
students
need
to
be
in
person,
and
virtual
students
need
to
be
virtual,
so
the
option
that
some
students
can
be
in
for
some
classes
and
not
in
for
others
is
not
an
option
that
we're
allowed
at
least
based
on
what
dpi
shared
with
us.
A
And
this
is
good
discussion.
I
know
there
have
been
some
questions
from
constituents
on
this
as
well.
I
believe
all
board
members
just
recently
received.
I
think
I
received
a
couple
of
pieces
of
information
from
the
department
of
public
instruction
that
helps
answer
some
of
these
questions,
so
we
can
refer
back
to
that.
A
P
Thank
you
every
year,
at
this
time,
administration
presents
our
annual
operational
plan
and
we
do
it
in
a
process
of
having
multiple
readings.
Just
so,
the
board
members
have
an
opportunity
to
review
it,
provide
feedback.
If
there's
anything
that
you
would
like
administration
to
consider,
and
then
we
would
bring
it
back
for
board
approval.
Really.
Our
focus
for
this
year
is
going
to
be
to
address
learning,
loss
and
focus
on
teaching
and
learning.
P
Overall,
as
a
district,
we
know
that
we
are
in
a
really
fortunate
situation,
where
the
benefit
of
the
sr
funds
have
been
given
to
our
district
were
able
to
go
beyond
the
original
intent.
The
original
intent
was
for
schools
to
resume
in-person
instruction,
and
since
we
were
able
to
do
that
effectively
as
of
last
january,
we
are
now
able
to
use
those
dollars
to
focus
on
learning
loss.
So
you'll
see
a
lot
of
those
activities
in
our
operational
plan
that
are
outlined
this
year.
P
Some
of
the
other
things
that
you
will
see
that
might
be
newer
to
this
year
is
the
continuation
of
some
of
the
equity
work.
That
tamara
is
bringing
into
her
department
as
well,
and
then,
if
you
remember
two
years
ago,
we
worked
on
developing
at
our
state
of
the
schools
and
public
focus
group,
a
five-year
mtss
plan,
so
just
strengthening
and
executing
what
we're
doing
around
both
mtssa
and
mtssb
is
outlined
in
this
plan,
as
well
continuing
to
provide
wrap-around
services
for
our
students.
So
what
you
have
in
front
of
you
is
our
operational
plan.
P
It
is
all
of
the
items.
The
action
items
and
operational
plan
are
are
aligned
to
our
strategic
plan
and
then
the
operational
plan
in
itself
is
divided
into
three
categories
that
are
based
off
of
our
cognia
standards,
which
are
leadership,
capacity,
learning
capacity
and
resource
capacity.
So,
whether
it's
now
or
even
between
now
and
the
next
board
meeting,
if
you
have
any
feedback,
let
us
know
if
not
they'll
be
brought
back
for
your
approval.
A
J
And
then
in
particular,
we
drill
down
a
little
bit
further
and
we
get
to
one
of
the
goals
is
around
assessments
and
I
won't
read
the
entire
screen
for
you.
But
really
what
we're
talking
about
is:
let's
use
these
assessment
results
to
determine
what
best
practices
and
procedures
either
need
to
be
continued,
modified
or
put
aside,
so
that
students
can
be
as
successful
as
possible.
J
So
the
first
piece
that
we
want
to
share
with
you
is
around
the
measures
of
academic
progress
or
map,
and
this
the
results
that
we
will
share
with.
You
are
for
the
winter
of
2021
and
in
there
it
the
strategic
indicator
says
the
percentage
of
students
meeting
their
individual
growth
target
on
the
district's
interim
assessment
or
which
is
map
will
increase
annually.
J
As
we
talk
about
covid19
and
the
impact
it
has
on
students,
and
we
hear
a
lot
around
learning
loss.
One
thing
that
we
wanted
to
share
with
you
is
some
data
that
comes
directly
from
the
organization
that
creates
the
map
assessment
and
even
back
in
2020,
they
began
their
study
around
what
did
covid19
or
how
did
it
impact
learning
and
what
will
that
long-term
effect
be
until
we
can
get
back
to
total
normalcy.
J
J
I
think
this
is
something
that
we
have
seen
in
the
fargo
public
schools.
I
think
this
is
something
the
state
of
north
dakota
has
seen,
and
our
nation
has
seen,
but
we
just
wanted
to
share
that
piece
of
research
with
you.
So
as
we
go
through
the
information
we
have
that
this
study
goes
on
to
talk
about
or
share
a
graphic
that
I
think,
is
very
telling
each
one
of
those
colored
lines
is
a
typical
grade
level.
J
Third,
through
eighth
grade,
and
that
line
would
go
from
the
beginning
of
the
year
to
the
end
of
the
year
typical
last
day
that
dotted
line
on
the
right
hand,
side
and
then
there's
always
a
typical
summer
slide
as
education
stops,
students
to
have
other
activities
and
so
on,
and
what
this
research
showed
is
that
when
we
got
to
the
point
of
school
closure
and
changes
and
so
on,
two
different
things
happened.
You.
M
J
A
slowdown
of
increased
knowledge
and
skills
and
ability,
or
you
had
a
particular
slide
and
you
can
see
both
of
those
dotted
lines-
are
shown
there
on
that
graph,
which
I
think
our
data
will
also
show.
As
we
look
at
that
slide,
that
covid
had
it
on
our
district
and
across
the
nation.
This
is
for
reading.
J
Q
Thanks,
dr
gross,
so
for
the
first
goal
we
looked
at
growth
in
our
map,
reading
and
math,
and
so
that
mean
normative
growth
is
the
average
growth
that
we
would
expect
to
see
with
students,
and
the
blue
line
is
all
of
our
students.
So
through
the
winter
of
2021,
we
were
above
that
mean
normative
growth
and
and
we
do
expect,
we
want
kids
to
grow
and
we
really
talk
about
in
schools.
We
talk
about
making
sure
kids
grow
at
least
a
year
and
and
we're
seeing
some
of
that,
and
so.
Q
So
again
this
is
reading
and
again
they
were
still
showing
growth,
so
as
a
as
a
district
as
an
average
growth
we're
above
that
mean
average
growth.
But
we
want
to
also
then
focus
on
that
proficiency
and
making
sure
we
can
close
that
gap,
because
if
we
just
continue
to
growth
is
good,
but
we
will
never
close
that
gap
until
we
have
some
of
these
student
populations
achieve
more
in
proficiency,
so
that.
R
Q
So
then
what
we
did
is
we
put
here's
what
made
growth
so
we
had
2019
to
2020
and
so
green
means
that
specific
grade
level
made
growth,
and
then
we
had
the
difference.
So,
although
in
2021
we
had,
the
majority
were
made
growth,
it
wasn't
as
much
growth
in
2019
to
2020
and
it
goes
back
to
what
dr
ghost
had
spoke
about
earlier
with
with
some
of
our,
I
think,
difficulties
with
covid
with
instruction
and
and
that
coveted
slide
so,
but
we
still
made
with
the
2021
we
still
made.
Q
Q
Our
average
student
is
not
making
enough
growth
throughout
the
year,
and
so
then
we
also
then
pulled
the
proficiency
of,
and
I
did
the
same
three
student
groups
and
those
same
three
student
groups
are
lower.
I
mean,
I
would
say,
our
all
is
also
low
for
proficiency,
and
I
think
that
you
know
dr
gandhi
spoke
to
tier
one
instruction
and
as
an
as
an
instructional
institution,
I
think
we
re
this
really
showcases
our
need
to
look
at
our
guaranteed
and
viable
curriculum.
Q
Our
the
instruction
is
happening
for
all,
because
we
have
specific
things
we
need
to
do
with
our
student
groups,
but
we
have,
I
think,
some
work
to
do
with
all
groups
around
our
instruction
that
we're
providing
kids
and
again.
I
think
our
growth
shows
that,
but
our
proficiency
kind
of
highlights
that
so
for
math.
Q
We,
you
know
it's
a
lot
of
red,
but
we
really
did
go
down
for
growth,
and
so
we
want
to
bring
up
the
growth
for
all
kids
and
then
we
want
to
reduce
the
gap
as
we
have
those
student
groups
and
the
gap
that
we
have,
and
I
think
we
can
do
that.
I
well
I
know
we
can
do
that
by
really
focusing
on
our
tier
one
instruction
and
what
that
looks
like
for
each
student
and
then
how
we
really
move
forward
with
our
interventions
than
in
tier
two
and
three
instruction.
Q
The
next
piece
we
have
are
north
dakota
state
assessment
results,
and
so
for
that
goal
we
actually
looked
at
the
target
is
proficiency,
so
the
percentage
of
students,
meeting
north
dakota
state
standards
for
language,
arts,
math
and
science
will
increase
annually.
So,
instead
of
looking
at
growth,
we're
looking
at
proficiency
for
our
indicators,
so
we
on
this
chart,
we
have
both
reading
and
math.
The
blue
line
is
this:
are
the
blue
columns
are
the
state
and
then
the
black
line
is
the
district,
so
we
continued
until
covid
to
be
above
the
state
average.
Q
A
Q
So
what
we
looked
at
for
the
so
what
the
first
kind
of
column
looks
like
for
1819,
so,
third,
fourth
and
fifth
grade
those
grade
levels
were
still
below
the
state
average.
But
sixth,
seventh
and
eighth
were
above
the
state
average,
which,
as
you
saw
in
the
first
graph,
raised
our
average
above
the
state.
Q
Now
we
didn't
color
any
of
the
2021
because
we
didn't
have
state
average
to
compare
it
to.
But,
as
you
look
whoops
as
you
look,
those
averages
of
proficiency
did
go
down,
and
so
again
we
want
to
continue
to
work
on
both
growth,
but
proficiencies
and
map
is
correlated
to
our
ndsa
testing,
and
so
it's
an
indicator.
Q
Q
So
you
see
a
little
more
green
across
the
board.
But
again
there
are
some
places.
Well,
I
would
say
all
they
all
went
down
for
the
2021
school
year.
So
we
do
want
to
look
at.
Where
are
those
gaps,
and
how
can
we
continue
to
raise
achievement
and
growth
with
all
kids
but
then
with
our
student
groups
as
well?
Q
J
J
J
So
as
we
look
at
our
data,
although
this
data
screen
does
not
directly
connect
back
to
what's
in
the
strategic
plan
yearly,
we
do
share
with
you
how
we
are
doing
we
meaning
the
fargo
public
school
students
compared
to
the
the
rest
of
the
students
across
the
state
of
north
dakota.
So
on
this
chart,
the
blue
would
be
the
state
of
north
dakota
results
in
those
subtests.
J
The
orange
would
be
fargo
public
schools.
So
if
we
were
just
looking
at
a
comparison
between
the
state
and
fargo,
it
appears
that
we
are
doing
well
there,
but
if
we
get
to
the
actual
piece,
that's
in
our
strategic
plan,
it
says
that
each
and
every
year
the
percentage
of
students
meeting
those
cut
scores
will
increase.
J
J
J
Well,
according
to
the
college
board,
each
institution
of
higher
ed
can
come
up
with
their
own
rubric
on
how
they
would
transcribe
an
ap
score,
but
on
average
it
looks
like
what's
on
the
screen
here.
So
if
a
student
scores
three
or
higher,
they
basically
are
transcribed
as
c
c,
plus
or
b
minus
on
that
college
or
university
transcript
again,
each
university
can
come
up
with
their
own
rubric,
but
this
is
typical
across
the
nation.
J
But
one
thing
I
would
like
to
highlight
is
almost
70
percent
of
the
students
who
took
an
ap
level
course
scored
three
or
higher.
That
is
a
very
good
percentage,
not
that
we
want
to
stay
there.
We
always
want
to
increase,
but
still
it's
a
good
indicator
of
how
our
students
did
on
those
ap
level,
exams
and
courses.
L
Each
action
item
in
the
plan
will
be
documented
for
teaching
and
learning
in
the
operational
plan,
as
you
review
that
before
your
second
reading,
the
action
items,
how
do
we
decide
on
those?
It
is
more
than
just
academic
data,
so
we
use
attendance,
academic
data,
behavioral
data,
which
is
discipline
and
social
emotional
data
and
then
collaboration
with
whether
it's
plc's
building
leadership
teams,
principles
director
meetings.
L
So
then,
the
some
of
the
pieces
that
we're
doing
I
just
wanted
to
highlight
is
one
piece
that
overall
staff
students
and
the
administration
felt
strongly
about
was
providing
additional
certified
teachers
in
all
buildings,
and
so
we
have
some
additional
teachers
provide
benefits.
There's
two
folds
to
that.
One
is
to
gain
capacity
with
teachers
in
skills
that
we
value
and
the
second
one
is
to
provide
direct
intervention
to
students.
L
What
are
we
going
to
do
before
a
student
reaches
chronic,
because
we
know
that
if
they're
not
there,
we
cannot
teach
them,
and
so
how
do
we
work
with
families
and
a
wrap
around
approach?
And
in
that
approach,
that's
why
we
need
our
swifts,
our
social
workers
and
we've
added
targeted
case
management
through
path.
L
As
we
go
forward,
classroom
engagement
anytime,
we
can
improve
our
classroom
engagement,
we
gain
what
we
call
on
task
time
around
our
topics
and
so
that
involves
training
of
teachers,
restorative
practices,
mental
health
supports
and
behavioral
health.
As
we
go
forward,
we
also
added
optional
assessment
days
at
the
elementary
hoping
that
that
would
help
teachers
get
to
know
their
students.
L
So
we
are
doing
a
curriculum
review
of
math.
This
fall,
which
could
lead
to
a
different
resource
being
adopted,
but
one
piece
we
felt
we
could
grab
onto
right
away
is
numeracy,
and
so
in
all
classrooms.
We've
adopted
something
called
number
corner,
which
is
a
structured
way
of
teaching
numeracy
in
the
elementary,
which
will
become
part
of
the
day
in
all
elementary
students
and
so
and
at
the
middle
school
level.
For
math
we
have
hired
math
coaches
to
go
in
and
to
really
help
us
with
our
instructional
pieces.
L
P
Yeah,
I
think
I
just
want
to
follow
up
with
a
couple
of
things.
First
off.
I
just
want
to
acknowledge
our
teaching
and
learning
team
and
every
educator
that
we
have
in
our
district,
because
we
could
have
approached
tonight's
conversation
in
a
wide
variety
of
ways.
We
are
very
well
familiar
with
the
fact
that
we
didn't
hit
a
lot
of
the
indicators
that
we
designed
in
our
strategic
plan.
P
They
had
a
wide
variety
of
choices.
When
we
asked
them
to
put
this
on
the
board
agenda
for
tonight,
they
can
contextualize
the
data,
come
back
and
say:
let's
wait
till
we
have
the
state
data
that
shows,
even
though
we
showed
some
drops,
it
might
be
more
than
the
state
we
can
compare
to
the
national
averages,
but
it
doesn't
matter
at
the
end
of
the
day.
I
think
it's
important
to
know
that
we're
committed
to
that
work
and
that's
where
our
focus
is
going
to
be.
P
It's
also
important
that
one
piece
of
information
that
they
then
share
is
that
two
of
the
data
sets
context
with
data.
Is
everything
and
two
of
the
data
sets
are
going
to
be
data
sets
that
I
will
probably
suggest
that
we
remove
from
our
strategic
plan
down
the
road
getting
three
or
higher
on
the
ap
exams
and
the
act
tests,
because
we
as
a
district
when
we
look
at
parity
and
disparity
of
our
students
and
our
subpopulations
and
with
our
focus
on
equity,
we
want
to
open
up
access.
P
Well,
if
you're
going
to
hand
select
certain
students
that
are
going
to
qualify
and
the
college
board
actually
gives
you
a
report
of
which
students
have
a
potential
to
get
a
three
or
higher
well,
then
your
average
is
going
to
be
higher
for
the
more
managed
students
getting
that.
I
think
we
want
to
focus
more
on.
P
Does
the
access
to
ap
classes
reflect
our
student
population
and
there's
a
2008
and
2012
college
board
study
that
says,
regardless
of
whether
a
student
gets
a
three
or
not
just
taking
an
ap
class
increases
the
opportunity,
a
student
finishes,
a
four-year
institution,
so
those
are
things
that
we're
taking
a
look
at
as
well
same
thing
with
act.
Act
is
an
opportunity
we
offer
all
of
our
students
in
the
state.
P
When
you
compare
nationally,
it
is
not
something
that
all
students
take,
then
you
also
have
first
time
takers
versus
some
students
that
have
the
opportunity
to
take
it
multiple
times.
So
when
you're
cover
comparing
averages,
it's
also
important
to
conceptualize
that
data
as
well
so
just
wanted
to
provide
some
of
that
context.
P
I
think
they
might
be
a
little
bit
too
modest
to
share,
but
at
the
same
point
we
do
know
that
we
have
some
work
cut
out
in
front
of
us
because
of
covid,
but
we're
also
not
afraid
of
that
work
and
one
of
the
things
that
we've
talked
about
at
cabinet
that
we
want
our
data
analysis
team
to
take
a
look
at
is
just
over
the
progression
of
a
k-12
career
within
fargo
public
schools.
What
has
our
data
historically
shown
us?
P
Because
there
might
be
times
where
we
have
seen
students
that
don't
make
one
year's
worth
of
growth,
but
then
they
catch
up
by
the
time
they
get
to
another
grade.
So
where
are
areas
of
strength,
and
where
are
there
areas
of
opportunities
for
growth
that
we
need
to
take
a
look
at
and
then
also
take
a
look
at
the
mobility
we
have
about
a
33
mobility
rate
within
our
district.
P
So
does
our
data
differ
for
students
that
have
been
that
have
come
to
our
district
within
the
past
three
years
versus
students
that
have
been
with
us
for
three
years,
because
then
we
know
that
data
could
be
a
product
of
the
education
they
received
the
year
before
or
even
the
year
after.
So
those
are
things
that
we
are
looking
at
as
well,
but
just
want
to
say
kudos
to
our
teaching
and
learning
team
for
really
being
focused
on.
Where
do
we
move
forward,
and
how
do
we
engage
in
this
conversation?
Going
next.
K
Robin
thank
you.
Thank
you.
Thank
you.
Our
educators
have
the
children
are
student
success
top
of
mind
when
you
see
the
slide,
you
attack
the
issue
head
on,
as
does
every
educator
in
this
district.
I
firmly
believe
so.
Thank
you
for
your
efforts.
The
expected
loss
in
math
and
literacy
is
common
nationally.
K
This
is
not
isolated
to
our
district
and
I
thank
you
for
not
backing
down
and
accepting
the
average,
because
that's
why
we
are
what
we
do
in
fargo
public
schools.
I
I'm
reminded
of
your
conversations
about
your
term
growth
to
target.
We
are
always
striving
for
growth
to
target,
to
get
our
kids
to
be
to
meet
those
standards,
and
I
have
seen
that
year
after
year
after
year,
in
this
district,
I
also
am
reminded
that
we
are
meeting
students
where
they're
at
every
student
has
different
abilities,
different
backgrounds,
different
baggage
they
bring
to
school.
K
Thank
you
because
that's
what
we
do
for
our
kids,
we
meet
them
where
they're
at
and
that
has
been
consistent
since
for
decades,
so
I'm
very
proud
of
our
district.
I
want
to
talk
about
the
summer
slide
or
the
I
call
it
brain
loss.
It
is
very
common
for
that
to
happen,
I'm
going
to
shout
out
to
some
of
our
partners
like
united
way
boys
and
girls,
clubs
and
ymca,
because
they
have
quality
programming
that
helps
those
children
learn
when
they
are
in
summer
programming.
K
So
that
is
quality
programming,
but
there
are
some
students
that
don't
that
can't
afford
that
their
parents
aren't
aware,
particularly
the
lower
income,
the
lep,
those
are
that
are
on
ieps
and
families
that
have
work
multiple
jobs.
So
that
is
part
of
what
we
do
in
educating
students.
So
are
we
in
a
tough
spot?
You
bet,
but
so
is
everybody
else.
So
I
thank
you
for
your
efforts
to
bring
our
students
success
because
that's
what
any
educator
I
know
is
committed
to
do
and
that's
what
makes
fargo
public
schools
great.
O
O
So
having
said
that,
in
the
last
few
years,
during
this
presentation
and
also
up
on
the
slides
one
of
the
things
that
I
noticed
right
was
from
2016
very
prior,
you
know
several
years
prior
to
covid
slide
that
there
were
concerns,
and-
and
we
have
discussed
that
from
time
to
time
within
this
presentation.
But
I
am
curious.
What
sort
of
targeted
approaches?
Maybe
did
you
find
things
that
worked
or
not?
Will
you
will
you
be
just
enhancing
those
for
a
covid
or
does
it
look
completely
different?
O
P
P
P
There
were
two
significant
changes
in
2017
and
2018
with
the
weda
assessment.
One
was
we
started
offering
and
when
I
say
we
I
mean
nationwide
and
k-12.
Schools
started
offering
a
paper-based
option
and
there
was
a
dip
in
performance
from
there
and
then
they
re-standardized
the
assessment
proficiency
standards
and
we
saw
significant
score
drops.
So
I
think
it's
important
to
know
that
we
always
have
to
look
at
a
three
year
trend
to
determine
a
root
cause
and
then
target.
P
P
P
Primarily,
what
we
saw
during
covid
was
that
whether
it
was
a
short
time
whether
it
was
the
variance
of
instructional
models,
our
elementary
students
were
not
looping
up
to
the
vertical
alignment
to
get
geometry
standards
and
we
were
seeing
just
a
lack
of
performance
there,
so
that
impacts
curriculum
impacts,
pacing
or
they
both
impact
each
other.
So
you
have
to
kind
of
take
a
look
at
that
too,
and
how
that's
aligned
to
the
standards
that
are
being
assessed,
but
those
are
two
things
that
stand
out
for
sure.
L
L
But
I
will
say
that
one
thing
that
has
we're
really
diving
into
is
trauma-based
informed
care
for
students,
and
so
we
are
seeing
that
yukiru,
which
has
been
in
the
district
now
for
two
years,
it'll
be
our
third
is
going
district-wide
and
that
the
training
has
really
helped
solidify
all
the
prior
trainings
we've
had
and
making
sure
that
we
provide
comfort
and
care
to
students
when
they're
struggling,
and
I
think
that
mindset
has
shifted
from
saying.
Oh,
I
think
someone
they
just
need
to
behave
that
we're
going
to
dig
down
on.
Why?
Where?
L
J
J
I
think
that's
another
large
step
that
we
are
taking
as
a
system,
and
it
is
the
hard
work
of
our
staff
and
our
teaching
staff
that
are
doing
that.
So
a
long
list
of
things
that
we
are
doing
to
to
move
the
needle
on
some
of
the
things
that
we're
sharing
with
you,
not
all
of
them,
have
to
be
based
only
on
those
summative
pieces.
A
M
M
That's
not
a
lie.
It's
a
truth.
I've
been
speaking
english,
my
entire
life
and
so
only
language.
I
know-
and
I
find
it
very
difficult
in
some
instances
to
understand
people
if
I'm
not
looking
at
them
as
they're
speaking.
I
I
can't
understand
when
we
know
that
and
we
see
the
data
showing
that
our
numbers
are
dropping
and
it's
it's.
M
It's
very
disturbing
to
me
that
we
haven't
come
up
with
some
means
of
allowing
those
kids,
if
it's
just
those
kids
facial
recognition
where
we
say
that
we'll
do
anything
to
make
to
help
these
kids
achieve
and
yet
we're
taking
away
one
of
the
things
that
they
probably
need
the
most
and
it's
one
of
the
simplest
things
we
could
do.
I
I
just
where
this
double
talk
is
just
driving
me,
nuts.
P
David,
I
I
respect
your
comments.
I
think
it's
it's
a
hard
conversation
to
bring
instruction
for
esl
students
and
into
the
masturbate.
I
am
a
former
esl
student,
so
I
english
was
not
my
first
language.
It
was
not
my
home
language
and
I
went
to
school
learning
esl.
I
think
it's
also
important
to
know
that
we
have
to.
I
understand
the
controversy
around
mass
as
a
mitigation
strategy,
and
I
think
that
is
a
board
decision
and
that's
a
conversation
of
its
own.
P
I
think
that
we
really
need
to
be
cautious
in
not
making
sure
that
we
don't
generalize
education
for
esl
students
just
to
facial
recognition.
Either
we
had
several
esl
students
throughout
our
district
last
year
that
were
part
of
in-person
instruction
or
hybrid
instruction,
and
they
did
have
opportunities
to
learn
and
masking
was
not
controversial
last
year
and
it's
something
that
we
did
so
I
think
sometimes
there
is
merit
to
what
you're
saying
and
there
is
value
to
that.
P
But
you
have
to
contextualize
a
value
with
value
of
one
aspect,
of
an
educational
gain
versus
other
risks
or
other
educational
gains
as
well,
and
I
think
that
sometimes
it
could
be
patronizing
to
our
esl
students
to
diminish
their
entire
educational
process
and
say
just
because
they're
wearing
a
mask
or
there's
a
mitigation
strategy
in
place.
They're,
not
learning.
That's
that's
a
far
leap
for
a
generalization
that
we
can't
make
at
this
point.
A
A
I
think
by
all
of
us
I,
and-
and
I
too
was
thinking
about
the
comment
from
one
of
the
constituents
here
this
evening-
sharing
many
concerns
about
some
of
the
sub-populations
and
the
need
to
address
those
those
groups,
all
students
specifically
sub-populations-
and
I
know
that's
something
that
we
have
discussed
for
quite
some
time
within
the
district
and
I'm
very
happy
to
see
that
it's
moving
beyond
discussion.
It's
moving
to
data
that
will
provide
us
with
a
plan
help
us
provide
a
plan
that
we
are
going
to
be
able
to
measure
for
success.
S
Lori
and
doug
were
told
not
to
put
an
amount
on
that
contract
and
until
we
were
finished
negotiating
and
it
was
not
changed,
this
would
put
teachers
against
teachers.
The
amount
is
incorrect
and
the
district
cannot
in
good
faith,
pass
this
memo.
It
would
be
breaking
contract.
So
please
take
a
look
at
that.
A
Thank
you,
kim
and
kim
called
me
prior
to
the
meeting,
mentioning
the
concern.
Thank
you
for
this
and
we
will
take
that
up
as
we
get
into
business
and
see
where
we
would
like
to
take
it.
I'm
happy
that
we
have
the
ability
to
conduct
the
business
for
the
contract
today
and
kim,
and
I
have
had
some
very
good
conversations
lately
in
person
and
on
the
phone
and
have
a
commitment
to
continue
those
conversations.
A
Obviously
there
is
a
requirement
within
the
contract
and
the
mouss
that
we
are
going
to
be
working
through
for
us
to
have
that
dialogue.
I
think
that
also
beyond
the
requirement
for
us
to
have
that
dialogue,
I
believe
that
kim
and
I
choose
to
have
the
dialogue
looking
forward
to
it
all
right
superintendent
report,
dr
gandhi,.
P
Thank
you.
I
will
and
thank
you
to
to
kim
for
your
comments
too.
On
memo
28,
I
will
speak
to
kind
of
where
administration
memo
came
from.
It
came
from
doug
and
myself
when
we
introduced
that,
so
I
just
want
to
make
sure
that
we
will
touch
on
that
and
when
we
get
to
that
business
item,
just
two
major
updates,
I
think,
first
and
foremost
tomorrow's
the
first
day
of
school.
We
are
excited
to
welcome
all
of
our
students
back
our
staff
have
been
back
and
doing
their
end
service.
P
I
think
I
don't
want
to
be
presumptuous
here,
but
I
think
many
of
our
staff
kind
of
appreciate
the
three
days
that
we
had
prior
versus
two,
and
that
might
be
something
for
the
calendar
committee
to
consider
down
the
road,
but
we
are
excited
to
welcome
schools.
Students
back,
like
I
said
before
you
know,
across
the
nation,
there's
about
six
percent
of
the
school
districts
in
the
nation
that
have
more
than
ten
thousand
students.
P
It's
great
that
we
all
will
and
many
school
districts
are
coming
back
to
that.
It's
also
great
that
it's
not
going
to
be
a
learning
experience
for
us
because
we've
been
doing
this
since
january
of
last
year,
so
we
are
excited
our
goal
is
to
keep
and
sustain
in
person
instruction
and
then
focus
on
the
whole
child
and
and
tier
one
tier
two
tier
three
instruction
across
the
board.
P
So
really
looking
forward
to
that,
for
those
of
you
that
are
available
friday
night
is
the
first
football
game
for
davies
against
shanley
on
the
new
turf
field
at
halftime
they
will
be,
they
will
be
doing
a
ribbon
cutting
ceremony
there
as
well.
So
if
you're
available
please
go
by
and
look
at
that
football
game
too,
it
should
be
a
good
time,
so
lots
of
good
things
happening
in
our
district.
P
The
cass
county
project
is
called
the
career
innovation
center.
The
collaborative
that
involves
fargo,
west
fargo
central
cast
northern
cass
and
ndscs
is
going
to
be
applying
for
that
grant
the
other
four
three
school
districts.
They
have
had
board
approval
on
the
grant
itself,
jackie
and
I
have
made
the
decision
not
to
bring
that
to
the
board
approval.
P
For
this
time
we
are
still
going
to
have
our
name
on
the
grant,
but
the
situation
is
that
we
have
not
figured
out
who
the
physical
agent
is
going
to
be,
because
our
understanding
from
the
board
in
previous
conversations
is
that
we
don't
want
ownership
of
that
brick
and
mortar
part
of
that
building.
And
we
don't
know
what
the
us
department
of
treasury
is
going
to
set
out
for
their
federal
regulations
and
there's
some
some
obligations:
a
school
district.
P
P
That
collaborative
is
still
in
the
process
of
determining
who
is
going
to
be
the
entity
with
that.
The
money
can
kind
of
flow
through
or
take
ownership
of
that
piece.
So
if,
at
any
point
that
grant
requires
approval
from
the
board,
we
would
bring
it
to
you,
but
we
normally
don't
bring
grants
all
grants
to
you,
or
we
also
don't
bring
any
grants
of
a
partnering
organization,
which
is
what
that
situation
is
here.
So
if
you
hear
something
about
hcr
name
and
part
of
this
grant
for
the
career
innovation
center,
we
are
fully
supported.
P
O
P
That
amount
of
money
for
anyone
in
regionally
interested
for
a
career
innovation
center,
and
I
don't
know
how
much
the
state's
going
to
allocate.
I
think
williston
is
working
on
a
career
innovations
or
career
workforce
academy
and
there
might
be
a
couple
of
other
projects.
So
that's
not
yet
determined.
P
I
think
we'd
be
collective.
I
think
the
group
would
be
collectively
asking
for
as
much
as
possible,
so
the
career
innovation
center
that
broke
ground
broke
ground
with
the
intention
of
a
phase
one
of
that
project.
But
the
goal
is
really
there's
a
two-phase
project
so,
depending
on
how
much
we
get
in
that
grant
is
how
much
we
can
build
out
that
career
workforce
academy.
A
A
A
M
M
M
The
fea
and
our
board
president
will
be
selecting
members
of
the
committees
that
will
be
examining
each
of
those
they
both
have
deadlines,
and
I'm
I'm
looking
forward
to
to
what
comes
of
that.
But,
as
I
said,
I
I'm
I'm
very
proud
of
my
team.
I
think
we
worked
harder
this
year
than
I've
ever
seen.
A
team
work
that
that
I've
been
a
part
of,
and
I
would
like
to
make
a
motion
that
we
approve
the
2023
teacher
contract
between
the
fargo
board
of
education
and
the
fargo
education
association
and
issue
contracts.
Accordingly,
is.
A
A
T
R
A
Motion
passes,
I
will
be
sharing
a
document
here
that
is
available
for
those
on
the
committee
to
sign
a
little
bit
later
here.
Moving
on
to
item
b,
the
new
teacher
placement
compensation
item
memo
28,
dr
gandhi,
would
you
like
to
share
some
thoughts
here?
This
comes
from
you
and
doug
andering
doug
is
not
able
to
be
here
this
evening.
I
believe
he's
at
back
to
school
night.
That's.
P
A
P
So
I
will
I'll
go
ahead
and
introduce
it.
I
just
want
to
introduce
first
by
saying
thank
you
to
to
kim
and
the
fda
for
for
her
comments
and
and
just
for
their
acknowledgement,
and
what
I'm
about
to
share
is
not
meant
to.
This
is
not
has
at
all
to
do
with
our
relationship
with
faa,
because
we
really
do
respect
fda
and-
and
we
are
extremely
grateful
to
have
a
ratified
two-year
contract
in
our
district.
P
What
I'm
about
to
share
is
just
simply
a
presentation
of
facts,
and-
and
this
is
where
administration
is
just
asking
the
board
in
terms
of
how
do
you
want
us
to
move
forward?
As
you
know,
the
board
negotiations
ended
earlier
this
month.
You
just
ratified
the
contract
about
two
minutes
ago
and
in
the
past
we
haven't
had
necessarily
negotiations
end
that
early
or
even
in
the
school
year
as
well.
P
So
we
do
tons
of
hiring
throughout
the
summer,
and
when
you
hire
an
individual
for
a
teaching
position,
they
always
they
want
to
know,
and
they
expect
to
know
what
their
salary
is
going
to
be.
It
has
been
our
practice
to
always
land
back
on
the
previous
negotiated
agreement
and
let
that
individual
know
that
hey.
P
If
the
contract
were
to
change
or
you
might,
there
might
be
an
increase,
because
traditionally,
in
the
past,
when
we
hire
someone
in
the
summer,
if
negotiations
are
still
going
for
the
most
part,
when
the
negotiations
are
settled,
that
person
has
a
higher
amount
than
what
we
quoted
them
from
the
previous
year.
So
throughout
this
year,
obviously,
we've
hired
teachers
to
fill
positions,
we've
also
hired
more
teachers
because
of
the
esser
funds
and
for
some
of
the
projects
that
we're
doing
throughout
the
summer,
especially
early
in
the
summer.
P
As
david
referenced,
it
was
a
grand
canyon.
We
had
no
idea
where
contracts
were
going
to
be
where
negotiations
were
going
to
go
and
hr
had
salary
offers.
We
had
principals
that
had
to
fill
positions
and
teachers
said,
what's
my
salary
going
to
be,
I
need
to
know
that
to
accept
an
offer,
so
hr's
practice
has
been
reverting
back
to
the
prior
negotiated
contract
and
giving
that
rate.
P
P
We
didn't
know
what
the
salary
was
going
to
be
and
if
a
teacher
was
promised
based
on
the
prior
negotiated
agreement
that
they
would
enter
our
district
at
a
certain
salary
structure,
but
that
steps
and
lanes
have
now
changed
where
it's
a
lower
amount.
Do
we
say
that
you're
not
going
to
get
the
amount
that
we
told
you
at
the
time
of
the
hire?
So
that's
what
this
memo
is
addressing
it's
about,
80
individuals,
the
total
would
be
about
65
000.
A
A
P
And
I
do
want
to
acknowledge
that,
while
negotiations
were
ongoing,
we
did
receive
fda,
did
reach
out
and
ask
hr,
don't
give
an
amount
to
the
teachers
that
you're
hiring?
Unfortunately,
that's
a
hard
thing
to
do,
because
people
want
to
know
what
they're
getting
paid
for.
So
I
want
to
acknowledge
fea,
because
I
don't
think
this
is
their
fault.
This
is
just
a
product
of
the
circumstances.
A
M
I
don't
think
that
ms
bell
guard
was
steering
you
wrong.
If
we
approve
this,
we
will
be
in
violation
of
the
contract.
Absolutely
without
a
doubt,
and
I
I
am
definitely
absolutely
against
this.
We
negotiated
in
good
faith.
The
fact
that
that
the
offers
were
made
without
knowledge
of
the
end
of
negotiations
is
no.
It
shouldn't
have
happened.
K
A
T
I
want
to
be
able
to
remedy
this
situation
at
some
point
in
time.
Hopefully,
sooner
than
later,
when
we're
negotiating,
I
don't.
I
think
we
need
to
be
looking
forward
instead
of
looking
backward
when
it
comes
to
the
salaries,
and
so
I
don't
while
we're
in
limbo,
I
I
don't
think
we
should
be
giving
exact
numbers
out.
T
You
know
we
should
be
saying
this
is
where
you
would
be
if
you
were
to
get
hired,
but
at
the
same
time,
by
the
time
you
get
hired,
we're
hoping
that
this
contract
will
go
through
it
could
be
x.
It
could
be
why
we
just
want
to
let
you
know
that
and
if
they're
still
wanting
to
do
the
job,
then
then
we
hire
them
and
they
they
get
that
salary.
I
it's
it's
hard
to
backpedal
in
some
of
these
instances
and
I
think
we
can
get
away
from
that
in
the
future.
P
I
don't
disagree,
and
this
is
not
something
I
mean
administration
has
brought
this
to
the
board
for
for
for
your
discussion,
because
the
board's
negotiation
committee
is
the
one
that
ratified
this
contract.
It
is
difficult
because
we
do
have
some
individuals
where
it
could
be
what
a
small
or
a
large
amount
that
dictates,
whether
they
leave
their
current
place
of
employment
or
not.
P
But
that
was
a
situation
that
we
were
in
trying
to
follow,
fill
positions
and
most
of
these
were
were
filled
early
in
the
summer
before
negotiations
or
salaries
were
even
being
discussed
at
the
negotiations
table,
and
we
honestly
had
zero
idea
that
the
salary
structure
would
go
backwards
in
some
position
that
we
understand
why
it
did
and
there's
no
problem
with
that.
It's
just
that
some
people
have
made
an
offer,
but
we'll
be
happy
other
way.
P
O
O
K
P
K
O
And
man,
it's
one
more
question:
would
that
give
us
an
opportunity
to
have
this
conversation?
You
know
I
mean
I
know
negotiations.
We
just
I
feel
like
we
should
have
had
this
first,
but
it's
neither
here
nor
there
now,
because
I
want
to
honor
the
contract
that
we
just
did
too.
So
I
I
feel,
like
the
district's
really
in
a
position
here
where.
K
U
M
A
R
U
U
O
T
R
U
K
Thank
you,
yak
will
be.
Thank
you
for
all
of
those
that
have
offered
to
serve
on
this
very
exciting
committee.
The
legislative
committee
will
meet
in
september
to
establish
a
new
work
plan
more
soon
we'll
reach
out,
probably
with
the
doodle
poll
for
meeting
at
north
dakota
school
boards
association.
I
was
asked
to
sit
on
the
legislative
committee
for
state
resolutions
which
we
will
review
at
our
fall
conference.
K
I've
also
been
asked
to
moderate
a
panel
at
the
state
conference
regarding
north
dakota
purge,
which
is
the
entire
public
employees,
retirement
systems.
There's
a
study
committee
so
I'll
moderate
that
and
then
also
I
thought,
you'd
be
interested.
I
serve
on
the
chamber
public
policy
committee
during
the
last
meeting.
We
talked
about
committee
structure,
but
workforce
academy
was
a
huge
priority
for
them
and
that
passed,
so
they
are
watching
that
closely.
K
P
A
V
V
W
W
Thank
you
for
that
and
then
just
to
say
that
I
am
excited
for
the
first
day
of
school
tomorrow
I
have
three
children
that
will
be
attending
all
different
levels,
so
I
have
an
elementary
and
a
middle
and
a
high
schooler
tomorrow
that
I'll
be
dropping
off
all
three
of
them,
much
to
the
high
schoolers,
you
know
chagrin,
but
anyway,
I
look
forward
to
that.
So
seth.
O
Jennifer,
thank
you.
I
attended
my
very
first
community
development
committee
meeting,
which
I
enjoyed
very
much.
I
learned
a
lot
and
pretty
sure
I
have
four
pages
of
notes
at
home
sitting
on
my
desk,
but
I
see
I'm
just.
It
was
a
lot
of
learning
for
me
being
the
first
meeting
there
and
how
all
of
the
connections,
but
I
was
so
pleasant-
they
presented
around
hud
and
I
learned
a
lot
about
sort
of
the
liaison
positions
that
they
do
have
and
the
partnerships
that
they
do
have
and
also
saw
some
opportunities
for
the
future
too.
K
Robin
I
forgot
you
reminded
me:
I
also
attended
my
well
second
term
of
north
dakota.
I'm
sorry
fargo
cast
public
health
board.
Most
of
the
discussion
was
around
recommendations
to
the
city
and
the
county
about
mitigation
strategies.
So
thank
you
for
the
reminder
forgot
about
my
new
appointment.
Thank
you
for
the
appointment.
A
It's
a
great
group
you're
welcome.
My
appointment
again
is
native
american
commission
and
I
will
report
on
that
at
our
next
meeting,
because
we
have
we
will
be
meeting
next
month
and
yes,
the
picnic
was
wonderful
to
be
able
to
hold.
I
want
members
of
the
community
to
know
that
it's
a
picnic
that
is
sponsored
by
the
board
of
education
for
staff
and
we
are
celebrating
and
honoring
the
staff
of
fargo
public
schools.
It
is
certainly
we
have
enjoyment
in
being
at
that
picnic.
A
Yes,
oh
let's
see
here,
there
was
one
other
item
that
I
was
certain
I
wanted
to
mention.
I
guess
it
was
about
back
to
school
yeah.
I
can't
believe
that
the
summer
has
gone
by
and
wishing
everyone
staff
and
students
a
great
year.
I
have
two
seniors.
I
will
not
be
dropping
them
off
at
school
tomorrow.
I
don't
think
that
that
would
go
over
well
at
all
any
rate,
I'm
sure
the
year
will
whiz
by
wishing
everyone,
health
and
happiness
throughout
the
school
year,
and
our
next
meeting
is
september
14th
and
at
7
15.