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From YouTube: School Board Meeting May 24, 2022
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - May 24, 2022
A
D
A
Oppose
same
sign,
okay,
the
agenda
is
approved.
Moving
on
to
the
recognition
of
the
audience.
At
this
time
the
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
state
their
name
and
home
school
district
for
the
record
speakers
must
refrain
from
using
this
form
to
criticize
or
complain
about
a
specific
employee
or
student
by
name.
Vulgar
or
profane
language
will
not
be
tolerated.
A
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
four
minutes
upon
conclusion
of
the
lotted
time.
A
chime
will
sound
and
the
speaker
will
be
asked
to
conclude
if
necessary.
A
final
chime
will
sound
15
seconds
later,
signifying
the
end
of
the
speaker's
time
at
the
podium
and
three
individuals
have
signed
up
to
speak
this
evening.
E
Forgive
me
in
advance,
I'm
still
letting
some
novocaine
wear
off
in
my
mouth
and
I'll
be
cross-referencing
some
documents
I
just
came
up
here
for
a
little
change
of
pace.
I
have
some
questions
regarding
some
of
the
memos
that
are
in
this
evening's
discussion
and
I'm
sure
that
these
questions
will
be
addressed
by
others
as
well.
E
For
memo
117
on
the
front
page
bids
will
be
for
the
seven
and
a
half
million
dollars
for
the
north
high
fargo
north
high
track
facility.
Yet
on
page
three
of
the
document,
which
would
be
page
one,
it
lists
hawthorne
renovations
and
then
the
track.
Second,
I'm
just
curious
as
to
why
that
is
when
the
initial
document
only
states
the
seven
and
a
half
million
for
the
track.
E
E
It
says
in
our
in
some
of
the
action
areas
for
diversifying
the
teaching
and
admin
workforce
that
you've
posted
a
position
for
a
recruitment
specialist
and
that
you
had
a
planning
meeting
held
at
msum
and
area
equity
and
inclusion.
Personnel
discussion
with
for
firms
who
recruit
diverse
candidates
are
underway.
E
E
The
the
search
committee
manual
it
says
that
they
will
that
fargo
public
schools
will
actively
and
aggressively
recruit
protected
group
applicants.
What
does
the
district
consider
to
be
a
protected
group
like,
like
I
I'd?
Imagine,
there's
several
I'd
just
like
some
clarification
on
on
that.
E
E
E
F
F
F
But
I
only
got
three
years
I
went
to
my
building
rep
and
my
then
principal
I
was
told
it
was
an
hr
issue.
After
years
of
complaining
to
hr
in
2014,
their
official
response
was
three
years
was
correct.
They
gave
me
only
one
year
for
my
military
service.
Not
too
every
single
year.
I
informed
hr
that
there
was
a
mistake.
F
F
F
F
The
doe
said
that
was
fair.
Well,
it's
not
fair
to
me.
So
I
asked
for
the
other
12
years
what
experience
was
not
worthy
of
payment.
My
years
of
wearing
combat
boots
or
teaching
at
standing
rock
optically
denying
either
doesn't
look
good.
Dr
gandhi,
then
changed
the
rules
of
the
game
by
saying,
actually
by
today's
standards
we
would
not
have
given
you
credit
for
graduate
teaching
and
our
lawyer
has
been
contacted.
F
I
might
have
eventually
let
this
go,
but
for
the
blatant
hypocrisy
I
see
in
recent
school
board
meetings
in
april,
dr
gandhi
seemed
proud
of
the
military
component
of
the
choice
ready
program,
and
yet
it
doesn't
seem
that
my
military
experience
was
respected
enough
for
compensation
same
meeting
dr
gandhi's
contract
was
discussed.
He
said
people
should
be
compensated
appropriately
for
their
work.
Does
that
only
apply
to
you
and
the
perks
of
your
job?
F
F
We'll
just
ask
the
tier
one
non-grandfathered
folks
about
that
president
knutson
said
the
district
is
exploring
land
acknowledgment
statements.
Is
it
truly
sincere
that
you
are
so
concerned
about
ancestors
of
native
americans
who
were
wronged
years
ago?
But
you
have
somebody
right
here
in
front
of
you
that
was
wronged,
and
yet
you
are
not
in
support
of
my
compensation
for
my
experience
on
reservation
school.
F
F
The
district
talks
of
equity
a
lot-
I
prefer
the
word
equality,
but
the
fact
is,
we
spent
hundreds
of
thousands
of
dollars
for
equity.
Our
new
director
of
equity,
inclusion,
said.
Equity
also
means
writing
the
wrongs
of
the
past.
Well,
here
I
am,
I
was
wronged,
but
maybe
equity
doesn't
apply
to
me
because
I
don't
check
all
the
boxes
for
you.
F
F
G
G
G
How
he's
doing
academically
impressed
me,
I'm
here
to
ask
the
board
and
dr
gandhi
and
dr
usuman
that
you
guys
continue
with
bar,
and
I
will
hope
that
you
can
implement
it
in
6th
grade
level
going
up
instead
of
just
ninth
grade,
because
right
now,
it's
just
only
for
ninth
graders
going
up,
and
it's
only
at
south
right
now.
So
if
the
district
can
actually
looking
at
turning
that
down
to
sixth
grade
and
be
able
to
provide
the
bar
program.
G
Sixth
grade
and
going
up
that
will
help
actually
our
kids
not
only
be
able
to
graduate
but
grabbing
their
interest
in
staying
in
our
school
and
actually
have
a
purpose
on
what
they
want
to
do
in
the
future.
So
I
want
to
say
thank
you
to
dr
usuman
for
actually
be
the
first
one
to
bring
barr
to
our
school
district
and
our
school
being
the
first
one
to
implement
bar.
So
I
hope
that
you
guys
really
talk
about
that
and
thinking
about
changing
it
to
sixth
grade.
Thank
you.
A
H
H
I'll
speak
directly
to
the
board
attachment
that's
on
the
agenda.
I'll
explain.
First,
a
little
bit
of
background
regarding
my
office,
so
I've
been
the
director
of
equity
and
inclusion
since
august
of
2020.
So
it's
a
relatively
new
position.
It
was
designed
by
dr
gandhi
and
his
cabinet.
As
you
see
on
the
screen.
I
won't
bother
to
read
that
to
you,
but
you
can
see
the
areas
of
responsibility.
H
I
believe,
before
you've
seen
the
kind
of
methodology
that
I'm
trying
to
work
my
work
from,
and
this
is
a
snapshot
of
systems,
change,
you'll,
see
three
layers
of
systems,
change
on
the
on
the
snapshot
or
the
overview
and
the
bottom
one.
The
mental
models
is
really
where
I
like
to
spend
some
time,
because
I
believe
it's
the
most
transformative
work.
H
I
would
summarize
what
that
graphic
is
saying
by
these
three
comments
when
you
think
about
equity
and
inclusion
as
quality
control
work
and
what
you're
trying
to
do
is
figure
out,
for
whom
is
this
system
serving
really
well
and
they're,
benefiting
really
well
right
now
motor
on?
Let
the
system
keep
benefiting
those
students
but
also
recognize
where
there
are
student
groups
who
are
not
benefiting
in
the
system
and
then
see
what
you
can
do
to
change
that.
H
So
these
three
things
shifting
the
conditions
that
are
holding
a
problem
in
place,
recognizing
how
how
we
think
about
schooling
may
need
to
change
and
then
continuing
to
work
in
all
three
of
the
levels
that
you
see
on
the
screen
from
the
policy
level,
all
the
way
down
through
the
mental
model
level.
So
that's
a
broad
overview.
H
I'll
talk
a
little
bit
about
qualitative
data
that
we
use
in
equity
and
inclusion,
but
first
I'll
mention.
I'm
sorry
I'll
talk
about
quantitative
data,
but
I
want
to
also
mention
the
qualitative
data.
So
when
people
don't
understand
equity
and
inclusion,
they
can
conflate
it
with
something
like
critical
race
theory
they're,
not
even
remotely
the
same
thing.
So
when
we
get
to
where
we
need
to
be
with
educational
equity,
our
students,
our
staff,
kind
of
our
fargo
public
school
family,
could
say.
These
things
are
true.
H
I
see
these
more
often
than
I
don't
see
them
in
fargo
public
schools
and
then,
when
you
get
to
the
belief
statements,
this
is
what
equity
sounds
like
as
a
person
respected
for
my
strengths,
etc.
You
can
go
through
that
list
as
well
and
again.
I
won't
read
that
for
you,
because
I
want
to
get
to
the
action
steps
that
I've
taken
in
my
portfolio,
so
I
do
have
six
broad
objectives
and
activities
underneath
them.
H
I
believe
how
dr
gandhi,
designed
this
position
is
brilliant
because
it
doesn't
come
with
a
budget,
and
so
you
might
think
well,
I'm
here
to
ask
you
for
a
budget.
I'm
not
it's
designed
intentionally.
That
way.
Equity
is
not
a
separate
silo,
but
it's
a
way
of
doing
things.
H
As
I
mentioned,
it's
a
quality
control,
look
at
things,
so
if
you
could
think
about
quality
control,
for
example,
from
a
health
model
like
a
hospital
in
the
hospital
you
you
don't
spend
your
time
on
working
with
those
who
aren't
suffering
you
let
them
motor
on
in
life.
You
you
don't
take
anything
away
from
them
and
in
a
hospital
when
you
have
people
who
are
suffering
you
step
in
to
try
and
figure
out.
Why
is
the
suffering
happening
and
what
can
we
do
to
alleviate
it?
H
So
the
fact
that
I
don't
have
a
budget
forces
me
as
a
member
of
the
teaching
and
learning
team
to
do
all
my
work
through
and
with
other
people,
and
I
believe
it
works
really
well,
it
might
be
the
only
way
to
do
it.
Although
I
like
to
tease,
I
always
have
to
bum
sticky
notes
like
I
don't
even
have
those,
but
it
makes
us
work
together
toward
the
same
goal.
H
So
in
this
action
area
we
want
to
make
certain
that
our
students
experience
learning
that's
accurate
and
culturally
supportive.
So
a
couple
of
things
that
have
happened
now
in
our
cognio
work
plan,
we
measure
outcomes
by
student
group.
So
again
we
look
at
who
is
doing
well
in
the
system,
keep
on
doing
well.
H
In
addition,
we,
the
district,
has
a
really
good
policy
and
plan
for
selection
of
instructional
materials.
H
We
do
follow
that
policy
and
then
finally,
the
thing
I
should
have
put
on
here-
but
I
didn't
because
it
was
added
in
november-
is
the
hiring
of
a
cultural
specialist
to
support
senate
bill
2304
and
our
cultural
specialist
has
onboarded
and
done
great
work.
I
would
say
across
fourth
and
fifth
grade
and
then
in
some
high
school
classes
as
well.
H
The
next
area
that
I'll
talk
about
in
the
design
of
this
position
is
to
deepen
community
engagement.
The
first
one-
I
will
admit
I
don't
have
done
yet
so
facilitating
listening
sessions.
When
you
want
to
know
how
something's
working
you
really
need
to
go
to
the
people
and
listen
to
them
to
hear
how
things
are
working
where
they're
working
well,
where
they're
not
working
well,
so
we
we
have
some
input
from
the
peace
committee.
H
One
of
the
peace
committee
is
a
parent
equity
advisory
committee
for
education,
and
it
includes
students,
parents,
administrators
teachers
and
support
staff
they've
been
running
since
april
of
21.
It
really
do
provide
good
insight
and
actually
oversight
in
my
office
and
then
in
terms
of
the
listening
sessions,
the
best
the
closest
I
could
get
to.
That
was
a
full
day
that
I
spent
with
davies
world
language
students
and
getting
input
from
them.
So
there
is
work
to
do
in
that
area.
H
The
second
box,
I'm
very
proud
of
the
parent
equity
advisory
committee
and
their
commitment
to
this
district
and
making
certain
this
district
serves
all
children
well
again.
Equity
is
not
a
take
away
game
from
anyone
who's
already
doing.
Well,
it's
to
remove
those
access
to
opportunity,
barriers
from
groups
who
are
suffering.
The
peace
committee
has
done
such
a
fine
job
that
they
were
instrumental
in
the
district
receiving
a
fifty
thousand
dollar
teacher
morel
grant.
H
It
was
based
on
the
work
of
these
parents,
these
students,
these
teachers,
support
staff
and
administrators
on
the
peace
committee,
I'll
mention
umoja.
Next,
if
you
haven't
become
familiar
with
umoja,
I
would
advise
you
too.
Emojia
is
a
writer's
workshop
designed
by
frederick
edwards
and
janelle
gibson.
It
runs
ran
in
all
three
comprehensive
high
schools
for
12
weeks
and
in
this
writer's
workshop,
the
dedication
was
to
help
any
student
who
wished
to
join,
find
their
voice
and
figure
out
how
to
lead
positively.
H
H
H
We
are
using
equity
indicators
and
school
improvement
plans,
so
the
one
that
we're
working
on
right
now
has
to
do
with
attendance
and
attendance
barriers.
As
we
know,
if
kids
aren't
coming
to
school,
they're
learning
something,
but
it
isn't
algebra,
and
so
in
order
to
get
them
here
and
to
get
them
to
succeed,
we
have
to
figure
out
what
are
the
barriers
that
are
getting
in
the
way
and
so
we're
building
plans
around
that.
H
H
This
was
a
non-legislative
year,
so
we
didn't
have
a
lot
of
action
again
then,
on
the
handbooks
we
haven't
deep
dived
into
those
except
to
say
we're
going
to
do
the
attendance
portion
and
then
we've
been
asked
to
develop
a
guidance
document.
This
came
from
the
field
saying,
can
something
be
provided
for
staff
as
we
work
with
lbgtq
plus
staff
and
students
in
the
district
and
a
work
group
is
finalizing?
That
document,
so
there'd
be
guidance
within
the
district.
H
I'm
a
strong
believer
in
choice-ready
graduates,
meaning
students
should
graduate
in
a
position
of
choice
whether
they
choose
to
go
to
the
military
go
to
the
work
world
go
on
for
post-secondary.
Education
should
be
their
choice.
Our
job
is
to
get
them
ready,
so
they
have
a
choice
to
make
rather
than
having
it
made
for
them.
H
So
a
speaker
tonight
mentioned
the
building
assets,
reducing
risks.
Pilot
again,
I
don't
take
credit
for
that.
That
is
a
shout
out
to
the
teachers
at
fargo
south.
Who
really
did
the
heavy
load
and
administration
helped
some
indicators.
We
have.
That
say
that
is
a
showing
us
promise
is
the
number
of
feeling
grades
in
semester,
one
dropped
in
half
roughly
and
semester,
two
dropped
from
55
to
35
30
percent.
H
That
is
huge
because,
if
kids
graduate
I'm
sorry
if
kids
complete
their
credits
in
ninth
grade
they're
on
track
to
graduate
and
if
they
stumble
in
ninth
grade,
they
are
not
on
track
to
graduate
it
is.
It
is
really
hard
to
graduate
on
time,
but
the
other
things
that
were
important
were
some
of
this
qualitative
data
from
the
teacher's
mouths.
They
said
they
valued
bar
training,
they
felt
increased
connections
with
their
students
and
with
their
teaching
colleagues,
they
saw
faster
interventions.
H
We
did
a
little
practicing
with
it
in
may
and,
like
all
good
practice,
we
fell
flat
on
our
face,
so
we're
going
to
stand
back
up
and
put
it
back
into
place
in
the
fall,
but
it
was.
It
was
a
right
effort.
Our
software
actually
failed
us.
The
people
didn't
and
then
the
mention
again
about
improving
attendance
rates
of
all
students
across
the
district
and
particularly
those
demographic
groups
that
really
show
access
barriers.
H
You
will
hear
of
a
loud
campaign
on
attendance
coming
out
next
fall,
and
then
we
had
this
idea
of
diversifying
the
teaching
and
the
admin
workforce.
And,
as
you
read
it,
you
can
see,
we
really
are
expanding
the
net
to
get
more
and
more
teachers.
We
do
have
a
shortage
of
teachers,
that's
well
known
and
a
shortage
of
subs,
so
allowing
us
to
reach
even
broader
and
include
more
is
the
effort
here
we
did
have
a
recruitment
specialist,
that's
not
just
to
get
diverse
candidates,
but
to
get
candidates
into
these
jobs.
H
We
have
met
with
morehead
state
about
what
would
it
take?
How
could
we
partner
to
engage
more
high
school
students
in
wanting
to
become
teachers
and
then
future
fargo
is
a
program?
That's
really
outside
my
wheelhouse,
but
it's
intrigue,
an
intriguing
one
that
perhaps
you
already
know
about
or
would
want
to
learn
about.
H
H
H
I
apologize
for
that
and
then
another
effort
in
growing
teachers
is
via
educator
rising
and
you
could
hear
about
that
from
denise
jonas
sometime.
So
that's
a
very
fast
flyover
of
the
work.
That's
done
out
of
my
shop
again
I'll.
Just
repeat
that
equity
and
inclusion
can
be
conflated
with
things
that
it's
not.
H
I
Did
thank
you,
dr
uselman.
You
briefly
mentioned
senate
bill.
2304,
yes,
and
I
can
you
explain
to
those
that
are
listening,
how
that's
related
to
state
required
native
curriculum.
H
H
In
order
to
do
justice
to
that
effort,
fargo
public
schools
sought
people
with
expertise
and
that
cultural
specialist
that
we
hired
was
ricky
white,
but
it
is
a
senate
bill.
It
is
a
requirement
in
schools
and
fargo.
Public
schools
is
ahead
of
the
game
in
both
developing
and
implementing
the
requirements
of
the
law.
J
H
H
So
based
on
the
success
that
barr
has
had
at
fargo
south
an
opportunity
has
opened
across
the
state
of
north
dakota
for
schools
to
apply.
It
would
be
my
hope
that
a
middle
school
may
be
interested
we're
working
through
that
it
always
is
very
contextual,
dependent
on
everything
that
school
has
going
on
in
terms
of
initiatives.
J
Okay,
thank
you.
My
second
question
deals
with
the
the
posting
of
a
recruitment
specialist.
We
as
a
board
have
heard
very
very
little
about
this.
I've
I've
been
getting
some
questions
from
the
public,
but
we're
looking
to.
I
understand
how
we
have
to
look
harder
for
for
teachers
because
of
the
shortage,
but
I
I
like
to
have
a
little
more
background
on
this.
Just
exactly
who
it
says
here
that
we're
looking
for
more
diverse
candidates,
can
you
explain
a
little
more
and
also
this
recruitment
specialist?
J
I
would
assume
that
somebody
that
we're
hiring
is
that
going
to
be
an
administrative
position,
any
idea
of
how
much
the
salary
we're
spending
on
this.
H
I'm
happy
to
explain
what
I
know
and
then
I'll
defer
to
my
colleague,
doug
andring,
a
recruitment
specialist
isn't
dedicated
to
recruiting
only
people
of
color,
but
certainly
recruiting
candidates
for
all
of
the
jobs
that
we
have
open
in
fargo
public
schools,
a
recruit
recruitment
specialist
tends
to
go
right
out
into
the
field
to
the
fairs,
to
the
colleges
to
where
the
applicants
might
be
and
encourage
them
to
consider
fargo
public
as
a
place
of
employment.
K
Doug
you're
doing
great
it
is,
it
will
be
esser
funded
for
the
first
two
years
and
it
was
really
born
out
of
many
conversations
within
cabinet.
We
recognize
that
it's
getting
more
and
more
challenging
to
recruit
really
any
type
of
position,
as
in
dr
usman
said,
this
position
will
be
forward
facing
to
the
community
out
on
social
media,
representing
fargo
public
schools,
for
all
of
our
types
of
positions
throughout
nutrition
services,
maintenance
and
operations,
teachers
and
and
really
kind
of
the
the
face
of
recruitment.
K
But
recruitment
really
has
become
a
function
that
is
beyond
what
a
lot
of
human
resources
departments
are
capable
of.
It
is
its
own
shop
really,
and
this
position
would
re.
It
will
report
directly
to
me.
It
is
part
of
the
human
resources
office,
but
traditionally
recruitment
has
been
housed
somewhere
within
hr
and
posting
positions,
even
doing
some
community
outreach,
but
in
this
day
and
age
right
now,
when
things
are
so
hard,
there's
so
much
competition,
there's
less
of
a
labor
force
than
we've
ever
had
before.
K
J
No,
it
does
a
pretty
good
job.
Has
a
has
a
salary
been
attached
to
this
recruitment
specialist.
K
J
And
then
I
imagine,
this
person
would
work
with
career
job
fairs,
career
fairs,
recruiting
within
the
universities
and
or
are
we
looking
more
more
broad
than
that?
Are
we
looking
overseas
exactly
would
there
what
would
be
the
parameters
of
this.
K
Yep
and
most
of
those
things
that
you
mentioned
this
position
will
be
front
and
forward
facing
in
our
colleges
and
universities.
I
would
expect
it
to
be
looking
on
social
media
and
kind
of
sourcing
those
candidates
and
sending
them
into
our
candidate
pools,
letting
principals
and
directors.
Anybody
with
that
hiring
authority
know
that
these
are
good
candidates,
but
it
will
be
expected
to
do
some
travel
and
that
might
be
some
national
travel
if
need
you
know
we're
really
starting
to,
and
certainly
this
happened
before
I
got
here,
but
even
attendance
at
job
fairs.
K
It's
it's
beyond
regional.
At
this
point
we
have
to
look
outside
of
the
fargo-moorhead
area
and
maybe
even
nationally,
so
that
will
be
something
that
this
position
will
be
expected
to
do.
J
Well,
I
appreciate
what
you're
doing
and
I
understand
very
clearly
how
difficult
it's
getting
to
find
people,
and
I
think
that
makes
it
even
more
appropriate
for
the
board
to
be
doing
everything
we
possibly
can
to
make
the
fargo
public
schools
a
a
such
a
shining
star
that
everybody
wants
to
come
here.
L
Thank
you,
a
follow-up
to
that
doug.
So
is
this
position
intended
to
be
operating
or
to
be
like
a
pilot
because
you're
you
mentioned
s
for
funds
being
used
for
the
first
two
years,
so
one
of
my
questions
is:
is
the
intent
that
this
is
a
continuing
position
from
there
or
is
it
really
a
we're
going
to
revisit
it
in
two
years
and
see
if
our
efforts,
actually,
if
we
achieve
the
goal
we
set
out
to.
K
And
it's
going
to
be
the
latter
there's
going
to
be,
you
know,
reporting
that
I'm
going
to
need
to
see
as
far
as
in
recruitment
numbers
and
outreach
and
we're
going
to
have
to
figure
out
what
that
data
is.
You
know
and
that's
why
we're
you
know
to
mitigate
learning
loss
we.
Actually
we
have
to
get
the
staff
in
to
actually
be
able
to
teach,
but
we
do
want
to
fund
it
using
using
the
assert
dollars
for
the
first
two
years
and
then
I
think
we'll
need
to
make
a
decision.
K
M
L
K
N
Good
evening
good
evening,
so
through
future,
I'm
sorry
previous
communications
and
and
collaborations,
we
realized
that
we
have
not
done
our
due
diligence
as
a
law
enforcement
agency
and
giving
you
updates
in
the
past,
and
so
we
are
attempting
to
rectify
that
by
having
continual
presentations
on
the
work
that
we
do
and
our
partnerships
and
so
we're
going
to
kind
of
start
vague
and
broad
today
and
then
in
the
future.
N
Based
off
your
questions
and
concerns,
we
can
continue
future
presentations
based
off
of
your
requests,
and
so
we've
had
a
lot
of
change
within
the
fargo
police
department
over
the
last
several
years.
We
welcomed
a
new
chief
about
18
months
ago
and
with
that
came
some
shifts
change
and
we
now
have
a
very
distinct
vision,
mission
and
value
that
represents
us
in
the
fargo
police
department,
which
is
stated
here.
N
So
there
are
multiple
divisions
within
the
fargo
police
department,
the
school
resource
officer
program.
We
fall
into
our
neighborhood
services,
that's
often
more
commonly
known
as
our
patrol
division,
and
so
within
those
that
answer
directly
to
patrol
calls.
Then
there
is
specialized
services
of
which
the
school
resource
officers
and
our
community
engagement
team
falls
from,
and
so
we
are
headed
by
captain
helmik
oversees
all
of
neighborhood
services.
N
N
So
under
specialized
services,
you
come
to
the
community
engagement
team,
and
so
I
currently
supervise
our
community
engagement
team
which,
when
we
are
fully
staffed,
we
have
seven
school
resource
officers.
We
have
three
community
trust
officers
and
we
have
one
cultural
liaison
officer.
N
It
should
be
noted
that
we
are
not
currently
fully
staffed
and
we've
had
quite
a
bit
of
change
over
in
staffing
over
the
last
year,
which
we
are
transitioning
and
really
just
kind
of
picking
it
up,
and
so
just
for
information
knowledge.
Five
out
of
my
seven
school
resource
officers
that
are
currently
in
place
are
brand
new
over
the
last.
So
we've
had
a
lot
of
change.
Over
we've
had
some
promotions,
the
school
board
hired
one
of
my
former
school
resource
officers,
taking
him
from
one
of
your
buildings
and
doing
a
phenomenal
job.
N
N
N
We
are
also
very
particular
making
sure
that
you
understand
what
our
roles
are,
what
our
policies
are,
so
that
we
are
adequately
and
appropriately
staying
in
our
lane
and
communicating
and
educating
you
at
what
our
protocols,
procedures
and
responses
would
be
so
that
there's
understanding
we
are
very
invested
in
communication
collaborations,
but
also
transparency,
so
that
we
are
making
sure
that
you
understand
what
we
do
and
why
we
do
it
and
how
we
do
it
and
answering
any
of
those
questions.
N
We
are
a
department
that
is
led
by
a
great
group
of
individuals
who
recognizes
that
there
is
continual
room
for
growth,
evolution
and
change
in
our
department
and
that
we
are
not
where
we
ever
want
to
be,
but
we're
also
not
where
we
used
to
be
either,
and
we
continue
to
see
a
lot
of
positive
progression
and
change
within
our
department.
And
so
not
only
do
I
collaborate
with
your
administration.
N
I
work
with
your
social
workers,
your
swifts,
your
counselors,
and
I
sit
on
a
variety
of
liaisoning
boards,
not
only
with
the
school
district,
but
with
communities
that
would
also
impact
the
school
district.
So
I
do
consult
with
your
student
attendance
review
board
your
your
regional
behavior
review
board,
I'm
trying
to
make
sure
I
get
it
all.
N
I
work
and
oversee
the
logistics
for
the
cass
clay,
unified
school
response,
which
is
kind
of
an
educational
group
of
school
administrators
service
providers
and
school
resource
officers,
so
that
we
are
adequately
inappropriately
information
sharing
and
keeping
each
other
informed
of
the
things
that
are
occurring
regionally
and
not
just
within
our
school
district
or
within
our
community.
N
I
work
with
the
north
dakota
association
of
school
resource
officers.
Nasro
is
an
association,
that's
nationally
the
association
of
school
resource
officers
of
which
we
provide
or
receive
all
of
our
qualification
and
training
through.
So
all
officers
before
they
are
allowed
to
be
assigned
and
working
in,
one
of
your
school
buildings
are
required
to
at
a
minimum,
receive
the
the
beginner
nazaro
course,
and
it
is
a
40
hour
class
and
then
there
are
other
layers
after
they've
been
in
the
school,
typically
their
first
after
their
first
year.
N
We
send
them
to
so
it's
first
sro
basic
and
then
there's
sro,
advanced
and
then
afterwards.
Nasro
also
holds
varying
national
conferences
and
if
we
can
or
cannot
make
it
to
those,
we
collaborate
and
work
with
our
state
north
dakota
association
of
school
resource
officers
and
we
hold
conferences
as
well.
Several
of
my
officers
will
be
attending
that
this
summer
and
quick
plug.
We
are
hosting
next
year's
north
dakota
association
of
school
resource
officers.
N
We
and
I'll
talk
about
it
a
little
bit
further
as
well,
and
when
it
comes
to
educational
diversion,
we
have
seen
a
drastic,
sadly
decrease
in
funding
for
by
the
state
and
federal
government
to
fund
educational
diversion
programming
for
young
people
that
ultimately
make
poor
choices
and
violate
a
law.
N
But
due
to
a
lot
of
that
decrease
in
funding
and,
of
course,
agencies
such
as
lss,
who
was
one
of
our
primary
diversion
organizations
going
out
of
business.
We
are
struggling
with
keeping
up
with
some
of
those
types
of
things
and
so
to
overcome
that
we
have
committed,
as
a
fargo
police
department,
to
developing
our
own
educational
diversion
program,
of
which
we
hope
to
roll
out
next
fall.
We
are
hosting
an
extensive
training
program
this
summer,
and
then
we
will
be
getting
all
of
the
logistics
in
place
after
that.
N
Training
takes
place
and
we've
also
communicated
that
with
the
school
district
and
our
commitment
to
that
and
your
restorative
practitioner
will
be
partnering
with
us
and
some
of
that,
as
well
because
of
the
training
that
we
will
be
providing
in
this
diversion
is
very
restorative.
N
Practice
focused
with
talking
circles
and
emotional
intelligence
and
and
those
types
of
things
of
which
we
are
committed
to,
and
so
we
are
going
to
be
spending
a
lot
of
time
and
effort
developing
that
over
the
summer
and
then
some
of
the
things
that
may
intersect
with
your
emissions
things
I
do
liaison
with
our
human
relations
commission,
our
native
american
commission,
I
currently
staff
our
police
departments
and
the
staff
member
for
our
police,
advisory
and
oversight
board.
N
I
also
staff
our
our
badges
of
unity
fund,
which
is
a
non-profit
within
the
fargo
police
department
that
you
often
hear
robin
talking
about
as
she
is
currently
the
president
of
our
board,
and
so
we
have
been
very
blessed
as
a
police
department
and
having
such
support
from
our
community
members
in
their
donations
and
the
donations
that
come
in
to
that
nonprofit,
that
is
overseen
by
dakota
medical
foundation.
N
We
are
able
to
provide
an
extensive
amount
of
programming
for
your
students
and
our
community
kids,
which
we
will
talk
about
in
a
further
slide
as
well.
N
So
the
defining
many
people
are
unsure
of
what
the
roles
and
responsibilities
of
a
school
resource
officer
are,
and
so
typically
as
trained
under
the
nazarel
concept.
We
follow
the
triad
concept.
So,
of
course
we
are
law
enforcement
officers
that
are
trained,
and
so
safety
is
one
of
one,
if
not
the
biggest
role
that
we
play.
N
But
we
just
want
to
ensure
you
that
it
is
not
just
physical
safety
that
we
are
very
cognizant
of
emotional
safety
of
your
students
as
well
and
recognize
that
we
keep
our
finger
on
the
pulse
of
what
is
going
on
in
the
building,
so
that
people
are
not
only
physically
but
emotionally
and
academically
safe,
as
well,
and
the
resources
that
we
can
provide
and
supplement
to
your
school
staff
because
of
our
collaborations
outside
of
the
building.
N
And
so
we
list
kind
of
the
goals
of
the
sro
program
here
for
you,
and
I
don't
want
to
read
them
off
to
you
unnecessarily,
but
really
it's
just
to
provide
that
safe
environment
like
we
talked.
But
it's
really
fostering
that
positive
relationship
with
the
young
people.
You
know
we
are
not
only
here
for
threats
and
threat
assessments,
though
that
is
a.
N
We
just
really
want
to
be
part
of
the
success
team
of
the
young
people
in
the
buildings
and
know
that
we
work
really
hard
at
empowering
parents
empowering
kids,
but
also
empowering
your
staff
in
your
building.
So
they
have
the
resources
necessary
and
all
of
the
right
people
at
the
table
with
the
right
perspectives
to
really
meet
the
needs
collectively
of
the
individuals
in
your
building.
N
So
we
also,
of
course,
teach
the
value
of
the
legal
system,
promote
respect
for
property
and
people
teach
students
how
to
reduce
the
likelihood
of
victimization
positive
attitudes.
You
know
towards
law
enforcement
we
just
really
want
to
engage
and
trust
build
with
what
we
call
our
you
know
our
islands
of
your
thousand
residents
inside
of
your
building,
and
things
like
that.
So
and
so
we
talked
about
diversion
we've
seen.
N
Sadly,
a
decrease
in
that
covet
had
some
of
an
impact
on
that
as
well,
but
a
lot
of
the
biggest
impact
was
just
due
to
funding,
but
also
organizations
not
being
available
to
divert
to,
and
so
we're
taking
that
out
of
the
equation.
And
so
funding
will
never
be
an
issue
and
we
will
have
our
own
self-sustaining
diversion
program
where
kids,
when
they
commit
certain
low-level
offenses
and
meet
the
qualifications
for
diversion.
N
Some
of
the
major
community
projects
that
we
have
partnered
predict,
specifically
with
the
fargo
public
schools
with,
is
our
breakthrough.org
video.
Historically
pre-covered.
N
We
were
partnering
with
the
school
district
and
going
into
the
buildings
and
providing
what
we
call
our
assemblies
programs
and
we
would
bring
in
a
motivational
speaker
and
typically,
an
entertainer
that
stopped
due
to
covet.
Understandably,
when
you
didn't
want
to
get
your
whole
school
building
together
in
one
room.
But
at
the
same
time
we
were
seeing
the
negative
effects
to
covid
and
some
of
those
things
in
our
community,
and
we
saw
an
increase
in
depression
and
mental
health,
suicide,
suicide,
ideation
and,
sadly,
multiple
completions
to
suicide.
N
N
Wind
down
is
not
the
correct
phrase,
but
when
the
restrictions
within
the
school
were
lessening
and
we
started
to
have
dialogue
about,
would
it
be
appropriate
for
us
to
start
those
assembly
programs
again
initially,
the
school
district
was
understandably
not
quite
ready,
but
we
were
really
motivated
at
really
tackling
the
conversation
of
suicide
and
suicide.
Ideation
and
one
of
your
principles
really
challenged
us
to
see
if
there
was
another
platform
of
which
we
could
meet
that
need.
N
Thus,
the
creation
of
our
break
the
silence,
together.org
video
and
we
then
presented
it
to
the
schools
to
use
at
as
a
free
resource
and
your
high
school's
used
that
many
of
your
middle
schools
we've
done
community
events
and
and
and
such,
and
it
really
just
spotlights
individuals
who
have
been
drastically
impacted
if
you've
never
seen
it.
I
highly
encourage
you
to
do
so,
and
then
we
also
broke
down
the
25
minute,
video
that
was
created
with
the
intent
of
it
being
like
a
classroom
presentation.
N
We
did
break
it
down
to
a
series
of
three
to
five
minute
segments
for
social
media
platforms
that
we
put
out
during
suicide
prevention
month
and
so
this
year.
Actually,
just
a
couple
weeks
ago,
we
started
implementing
that
phase
two
of
of
that
platform,
because
we
didn't
want
to
stop
the
momentum
and
we
had
a
phenomenal
partnership
developed
with
the
med
family
out
of
davies,
who
are
spotlighted
in
my
in
our
in
the
police.
Department's
video
and
elizabeth
and
her
husband.
N
We
did
discovery
in
davies,
we
did
those
presentations
already
and
then
we
did
a
community
night
of
which
is
advertised
here
and
then
we
will
be
hitting
a
lot
more
schools
that
the
week
of
september
12th
as
well
and
another
community
event,
and
so
we
will
likely
start
transitioning
back
and
forth
to
the
creation
of
videos
and
then
every
other
year,
probably
that
assembly
philosophy,
as
long
as
the
school
district
is
willing
to
host
us
and
then
what
do
our
sros
do
over
the
summer?
N
They
do
a
lot,
and
so
we
do
have
an
officer
that
works
in
your
summer
school.
We
partner
with
safety
town,
you
name
it.
We
do
a
whole
bunch
of
different
engagement,
outreach,
education
events
and
those
types
of
things,
and
so
this
is
the
youth
programming
we
other
than
the
outdoors
program.
The
new
american
survival
swim
lessons.
N
The
boxing
the
kicks
boxing
and
the
self-defense
program
is
something
that
we
offer
year-round,
and
so
we
collaborate
with
your
counselors
and
social
workers
on
kids
that
are
struggling
in
one
manner
or
not,
and
they
refer
us
to
some
programming
that
is
at
no
cost
to
them
and
we're
just
looking
to
provide
them
with
an
activity.
N
Some
positive
peer
engagement,
some
positive
peer
mentorship
leader
mentorship
by
the
coach
and
then
a
law
enforcement
officer,
is
also
present
during
those
activities,
and
we
have
been
doing
those
for
the
last
several
years
and
we
are
also
in
the
big
interfaces
exploring
expanding
the
types
of
programming
recognizing
that
not
all
kids
want
physical
activities,
and
so
we
are
looking
to
develop
a
diversion.
I'm
sorry,
a
program
that
is
yoga,
mindfulness,
focused
and
and
meeting
some
of
those
collaborative
needs
as
well.
N
N
O
Well,
first
of
all,
just
thank
you
for
this
report
officer
jacobson,
and
thank
you
for
everything
that
you
guys
do
it's.
It's
really
incredible
to
see
it
all.
I'm
looking
forward
to
the
future
reports.
I
have
a
couple
of
questions.
I'll
start
with
this
one,
so
you
mentioned
there's
seven
sros
and
then
we
have
three
community
trust
officers.
What
is
the
difference?
Sure.
N
So
our
seven,
so
we
have
one
an
assigned
officer
in
every
middle
school
in
high
school
and
then
and
then
I'm
sort
of
the
eighth
as
a
trained
school
resource
officer.
I
collaborate
with
the
administration,
but
I
also
am
your
primary
liaison
to
all
of
your
elementary
school
administration
and
then
our
community
trust
officers
really
do
a
lot
of
that
education
and
engagement.
N
That
would
be
parallel
to
what
my
sros
do
in
the
schools.
They
would
do
that
in
the
community,
and
so
we
would
keep
our
finger
on
the
pulse
of
the
needs
of
the
community
and
their
mission
might
ebb
and
flow
greater
or
more
differently.
N
So,
if
we're
seeing
more
concentration
needed
and
maybe
post
this
situation
or
like
more
presence
downtown
or
maybe
we're
going
to
focus
on
homelessness
or
adult
mental
health
or
chemical
dependency,
sometimes
our
vision
and
mission
for
our
trust
officers
will
be
dependent
upon
the
greater
need
of
sometimes
it's
youth
focused.
Sometimes
it
is
not.
N
However,
I
am
a
big
advocate
of
cross
training,
so
I-
and
this
kept
me
out
of
hot
water
this
year,
because
I
implemented
at
the
start
of
the
school
year,
the
cross
training,
so
that
all
of
my
community
trust
officers
were
also
sro
qualified,
though
they
are
not
assigned
full
time
in
the
school,
so
that
we
could
develop
a
substitute
program
so
that
when
my
officers
are
out
for
training
and
those
types
of
things
that
they
still
have
someone
in
the
building
and
that
faired
us
very
well.
N
When
we
saw
several
got
promoted
when
you
snatched
one
from
me,
I'm
not
just
a
little
bit
bitter
just
teasing,
and
then
we
had
two
leave.
One
moved
out
of
the
area,
those
kinds
of
things,
and
so
we
could
still
fulfill
our
commitment
to
those
buildings
by
having
trained
appropriate
individuals,
but
eventually,
once
they're
fully
trained
the
liaison
with
the
communities
and
one
of
my
trust
officers,
also
like
our
lgbtq
liaison
and
then
like.
I
said,
our
cultural
does-
that
outreach
and
engagement
to
our
cultural
communities
and
native
american
population
as
well.
O
If
I
may
just
that
that
actually
segues
nicely-
because
I
I
think
I've
asked
this
before,
but
I
personally
would
like
to
see
a
greater
presence
of
our
sros
at
our
elementary
level
at
the
third
slide
of
your
presentation,
a
lot
of
what
you
were
talking
about.
You
know
your
roles
and
responsibilities.
O
They
would
all
benefit
the
elementary
age,
children.
I
feel
like
working
in
more
upstream
capacity.
So
is
there
a
role
for,
I
suppose,
the
community
trust
officers,
maybe
to
rotate
through
our
elementary
schools
and
have
a
greater
presence
there,
instead
of
just
at
the
middle
and
high
school
level,
and
especially
given
the
news,
the
tragic
news
out
of
texas
today
in
elementary
school-
and
I
mean
all
the
things
happening,
just
yeah
sure.
B
So
we
have
been
looking
at
our
needs
and
I'll
give
you
an
example
of
a
need
that
has
really
changed
and
I'm
sad
about
it.
But
we
have
seen
an
increase
of
vaping
at
the
elementaries.
B
We
don't
want
to
criminalize
vaping,
because
we
really
believe
it
is
something
that
we
have
to
look
at
through
different
lens,
but
sometimes
too.
It
is
very
helpful
to
have
a
christie
or
community
officer
with
us
as
we're
explaining
to
parents
that
we
can't
give
these
things
to
kids
and
they
help
us
through
some
of
those
situations.
So
it
doesn't
mean
it's
ending
up
in
any
discipline
like
that,
but
it's
really
educating
which
we
believe
in,
and
so
we
are
busy
buildings.
B
M
Yep
and
just
to
capitalize
that
I
think
missy's
comments,
capitalism
capitalizing
on
missy's
comments,
tracy.
I
think
your
question
is
there's
a
two-pronged
solution.
One
is
you
talked
about
the
rotation
of
the
cultural
trust
officers
who
focus
on
the
larger
needs.
We
have
access
to
the
rotation
sros
if
there's
needs
for
elementary
schools.
We
have
that.
That's
one
piece
that
missy's
talking
about
is
there
a
gap
in
services
or
something
that
we
can
use,
but
the
seven
sros
that
we
have
in
our
secondary
buildings
they're
there
on
a
permanent
status.
So
we
can.
M
We
can
approach
this
by
looking
at.
Do
we
need
a
full-time
person
at
elementary
schools,
which
would
be
a
different
function,
or
do
we
need
more
of
an
increased
presence
of
sros
based
on
specific
services
or
specific
needs
such
as
vaping
and
things
of
that
nature?
So
I
think
we're
having
conversations
on
what
do
both
both
tracks.
Look
like.
I
Number
one:
this
is
a
great
example
of
community
partnerships
and
leveraging
taxpayer
dollars.
For
example,
I
know
that
one
of
the
fargo
public
schools,
restorative
justice
employees,
is
partaking
at
a
reduced
rate
with
your
training.
So
thank
you
for
helping
us
leverage
tax
dollars.
Number
two.
You
can
donate
to
the
badges
of
unity
advisory
board
through
the
impact
foundation
through
dmf.
I
Another
great
example
of
public
partner,
prep,
public
private
partnerships
and
number
three.
I
think
there
were
some
changes
recently,
because
sro
positions
were
difficult
to
fill,
because
sros
were
employed
through
the
school
year
in
our
schools,
but
then
were
put
in
summer
shifts
to
fill
vacation
slots
is
that
is
that
changing
sergeant,
jacobson.
N
Yes
and
so
recognizing
our
own
inner
team
retention,
really
stabilizing
our
senior
officers
and
recruiting
individuals
who
who
their
summer
time
is
valuable
to
them.
I
was
very
intentional
about
ensuring
that
we
were
transparent
with
our
recruitment
about
what
and
stabilizing
their
summer
schedules,
but
also
their
passions.
Don't
stop
once
the
school
doors
close
when
it
comes
to
education
and
engagement
and
meeting
the
needs
of
young
people.
N
And
then
how
do
we
keep
them
there
by
making
sure
that
we
provided
scheduling,
stabilization
and
appropriate
supports
and
services.
P
Just
a
little
bit
about
the
diversion
program,
I'm
completely
in
favor
of
everything
that
happens
there.
I
I
don't.
I
don't
ever
like
to
see
a
a
person's
future,
have
barriers
because
of
decisions
that
were
made
when
we're
young
and
not
fully
developed
as
adults.
P
However,
on
the
list,
I
did
notice
that
drug
and
alcohol
offenses
were
not
on
that
list,
and
I
would
like
to
know
why
that
is.
N
So
that
we
are
content,
we
will
continue
to
evolve,
so
we,
the
fi,
the
ones
that
are
on
there.
That
was
that
were
previously
diverted.
We
collaborated
with
the
community
resources
that
were
appropriate
for
them,
so
oftentimes
that
we
found
when
individuals
when
the
underlying
concern
was
mental
health.
We
we
didn't
have
the
direct
relationship
and
the
capability
to
require
the
services
and
so
oftentimes.
N
Recognizing
that,
when
we
develop
our
own,
we
will
have
to
start
out
a
little
bit
smaller
and
so
may
take
a
step
back
at
first
and
not
necessarily
be
able
to
divert
to
with
all
of
the
offenses,
but
then
with
the
long-term
goal
of
continuing
to
expand
and
evaluate
and
determine
what
is
appropriate.
We
are
also
researching
and
determining
which
types
of
offenses
are
appropriate
for
us
to
tackle.
N
You
know
for
our
own
education
and
things
like
that
when
it's
a
chemical
dependency
or
mental
health
one,
we
would
prefer
to
develop
the
relationships
with
the
service
providers
in
those
areas
of
expertise,
and
so
I'm
not
sure
if
I'm
answering
that
appropriately.
N
So
we
started
out
small
just
because
we
were
also
like
we
couldn't
tackle
every
offense
initially,
and
so
when
we
evaluated,
which
were
the
ones
that
we
felt,
that
would
be
the
most
impactful
based
on
funding
and
we
evaluated
how
many
come
in
and
how
like,
who
are
they
coming
in
from
and
who
who
what
our
case
is
most
likely
to
see
recidivism
and
those
types
of
evaluations
for
where
are
they
coming
from?
And
what
were
the
greater
needs?
P
Okay,
I
I'm
just
just
looking
at
the
list.
I
just
feel
that
you
know.
Theft
and
and
simple
assault
might
be
a
little
bit
more
disruptive
to
other
students
than
a
than
a
drug
and
alcohol
offense,
and
if
we're
gonna
give
a
little
bit
of
leeway
to
people,
maybe
things
that
are
their
personal
choice
that
affect
them
and
not
other
students
might
might
do
well
to
be
on
that
list
as
well.
M
I
think
there'll
be
a
great
opportunity
with
law
enforcement
down
the
road
along
with
public
health
as
well
and
private
medical
providers
as
well
they're.
Currently,
as
we
talk
about
mental
health
and
behaviors,
resulting
from
mental
health,
there
isn't
a
differentiator
between
what
is
what
behavior
is
a
product
of
a
mental
health
illness
that
needs
a
treatment
versus
what
behaviors
are
addressed
through
disciplinary
actions
or
punitive
measures.
N
And
we
in
the
pharmacy
are
very
committed
to
ensuring
that
we
are
not
criminalizing
mental
health
behaviors
and
that
when
a
child
is
in
crisis,
whether
mental
health
or
chemical
dependency
that
they
are
being
sent
to
the
appropriate
medical
services
within
the
community
and
that
we
are
very
proud
within
our
police
department,
too,
of
receiving
additional
training
with
crisis
intervention
training
that
we
have
to
verbally
de-escalate
individuals
that
are
in
crisis
and
recognizing
the
complexities
that
incorporate
that
so
that
we
respond
in
a
non-aggressive
but
safe
and
appropriate
manner.
A
A
M
M
Despite
the
numerous
different
challenges
that
you
know,
that's
just
part
of
the
dynamic
environment
in
which
we
get
to
serve
our
community
and
our
students,
so
extremely
grateful
for
all
of
our
staff
and
and
the
completion
of
the
tasks.
As
always,
there's
going
to
be
some
things
that
we're
going
to
carry
over
to
next
year.
M
Some
things
are
completed
this
year
and
then
some
things
that
we
will
use
as
a
decision
point
on
whether
we
want
to
continue
that
activity
moving
forward
or
not
based
on
the
needs
of
our
students
and
and
whether
that
yielded
the
results
that
were
desired.
Accordingly.
I
do
anticipate
that
the
operational
plan
will
look
different
next
year.
We
are,
as
we
most
board
members
know.
We
anticipate
refreshing
our
strategic
plan
for
this
fall,
so
we
will
have
some
changes
that
will
be
aligned
to
that
specifically
around.
M
We
are
going
to
want
to
make
sure
that
we
are
defining
what
our
measures
of
success
look
like,
where
we
want
to
be
as
an
organization
and
making
sure
that
the
indicators
that
we
use
for
our
performance
are
being
used.
Just
for
that
purpose
and
really
being
able
to
provide
the
board
a
good
snapshot
of
how
you
monitor
getting
towards
the
results
that
you
want
to
in
terms
of
what
the
board
policy
defines
and
where
we
are
aligned
with
our
strategic
plan.
So
the
format
might
look
just
a
little
bit
different
or
some
words.
M
A
Q
Good
evening,
thank
you
for
having
me
this
is
my
last
duty
as
the
official
vice
president
of
fea,
I'm
demoting
myself,
so
lots
of
pulses
all
in
the
same
place.
So
I'm
gonna
start
with
some
of
the
the
hopes
I
did
a
little
data
collection
doug.
I
started
looking
at
our
school
years
from
1516,
18
19
and
then
our
current
year,
just
tallying
resignations
and
years
of
experience
and
really
just
trying
to
look
at
where
we're
kind
of
headed.
I
mean
we
know
it's
bad.
We've
heard
it's
bad.
Q
Q
Q
We
had
71
resignations
and
36
of
those
worth
in
the
one
to
five
year
range.
I
skipped
covet
years
trying
to
find
at
least
a
little
bit
of
normalcy.
I
don't
know
if
we're
gonna
get
back
to
that,
but
this
year,
as
of
right
now,
I
did
not
get
the
addendum,
so
I
don't
know
if
there
are
any
more
resignations
on
it
that
you
had,
but
there
are
112
this
year
and
I
did
a
made
in
may
account
80
of
those
are
in
teaching
one
to
five
years.
Q
So
I
guess
my
plea
just
to
keep
it
on
the
map
as
we
as
we've
hired
a
recruitment
specialist.
Q
Maybe
we
can
also
help
retain
and
keep
that
on
our
focus
as
far
as
what
we
need
to
do,
maybe
finding
out
more
specifically
what
we
can
do,
what
we
can
fix,
what
we
can
make
better
as
a
mentor
myself,
we
will
be
mentoring,
three
new
people
and
they
just
the
english
department
at
south
high
mine,
is
in
her
second
year,
but
we
have
two
coming
in.
One
is
brand
brand
new
and
then
one
has
a
couple
eight
or
nine
years
experience.
Q
Thankfully,
so
she'll
have
one
year
mentee
work
to
do,
but
which
is
also
another
load
that
is
put
on
all
of
us
that
are
still
here,
trying
to
help
these
new
people
get
adjusted
and
feel
comfortable
and
not
overwhelmed
and
learn
the
new
systems.
Q
So
that
is
my
first
plea
and
reminder
to
keep
continue
to
look
at
how
we
can
keep
our
good
strong
people
also
and
very
much
about
getting
the
diversity
we
need
it.
We
know
it.
We
also
know
that's
hard
to
come
by,
so
we
do
appreciate
that.
That's
also
on
the
agenda.
Q
I
didn't
think
I
was
gonna
hear
so
much
awesomeness
about
south
high,
so
I
am
gonna
just
glow
in
that
moment
a
little
bit
longer
victoria
left,
but
I
did
want
to
at
least
give
a
shout
out
to
dr
shannon
mortrude
one
of
our
assistant
principals,
who
has
been
the
lead
of
barr
and
so
many
other
things
at
south
high.
She
has
made
us
all
better
everything
she
does.
I
think,
to
support
barr,
to
support
teachers
to
support
her
admin.
Team
is
really
awesome,
so
I
just
wanted
to
throw
that
kudos
out.
Q
Victoria
won't
hear
it
here,
but
maybe
she'll
hear
it
later
and
I
do
hope
that
they
do
expand
it.
It
has
been
going
well.
It's
been
interesting
to
see
the
incoming
freshman
change
from
that
august
to
may
slow
and
steady,
but
it's
happened
and
it's
helped.
I
think
it
helps
teachers
too,
just
to
know
that
you
are
supported
with
each
other.
There
is
some
extra
meetings
and
trainings,
but
again
it
does
not
feel
like
a
forced
meeting
or
a
not
a
useful
meeting.
Q
So
I
will
reiterate
that
from
dr
russell
men
also,
that
is
true.
We
did
say
that
my
final
piece
will
be
another
celebration
from
fea.
We
handed
out
four
scholarships
this
this
may
to
four
of
our
members.
Young
students
also,
so
I
just
wanted
their
names
to
be
known.
Aidan
hanson
from
davies
high
school
was
awarded.
Q
Our
fea
scholarship,
morgan
reader
from
south
high,
was
awarded
our
fea
scholarship
and
then
jillian
oliphant
who
attends
detroit
lakes
high
school
and
tara
clark
who
attends
moorhead
high
school,
received
the
scholarships
this
year
so
kudos
to
them.
Thank
you
for
letting
us
fundraise
with
sweatshirts
and
jeans,
and
things
like
that,
because
that's
how
we
raise
the
money
to
do
that,
so
we
hope
to
continue
and
keep
offering
that
money
and
support
our
future
students
on
their
next
generation
of
support.
So
thank
you
all
for
the
time
tonight.
M
Thank
you.
I
think
it's
been
mentioned
a
couple
times
today,
but
I
just
want
to
first
start
by
recognizing
the
tragedy
that
happened
in
south
texas
and
just
know
that
any
time
that
there's
a
school
district,
that's
in
pain,
that
public
education
institutions
across
the
nation
are
are
in
pain
and
feel
that
too
that's
a
tragedy,
that's
impacting
our
nation
and
unfortunately,
something
that
that
does
need
to
be
addressed
in
some
shape
or
where
form
and-
and
that's
simply
just
to
say
and
recognize
that
that
happened
today
and
that
we
stand
with
everyone.
M
That's
impacted
in
south
texas.
I
also
briefly
mentioned
a
little
bit
and
just
want
to
respond
to
some
of
what
fda
said
as
well.
Our
teachers
work
incredibly
hard
our
educators
across
our
district
and
that's
everywhere,
from
our
maintenance
and
operation
staff
to
our
nutrition
service
staff
to
para,
educators,
every
department,
every
individual.
They
work
tremendously
hard
as
well
as
we
go
into
the
next
school
year.
M
That
information
was
a
snapshot
in
chat
time
and
as
a
self-admitted
limited
amount
of
data.
We
have
that
comprehensive
data
set
for
board
members
that
is
often
shared.
We
also
have
data
sets
about
why
individuals
live
within
our
district,
the
resignations
we've
had
this
year.
We
do
an
exit
survey.
I
think
that
information
has
been
shared
before
as
well,
and
it's
also
available
where
more
often
than
not
the
situation
is
because
of
a
spouse,
member
moving
or
different
situations
as
well.
M
One
of
the
areas
where
we
see
a
critical
need
is
continuing
to
be
in
the
area
of
special
education,
as
it
relates
to
our
teaching
staff
specifically,
and
that's
one
of
the
reasons
that
we
are
very
much
advocates
for
all
for
one
program
and
grateful
for
the
180
staff
members
that
are
going
to
be
participating
in
that
program
this
year
and
knowing
that
we'll
have
more
individuals
sign
up
next
year
as
well.
That
is
something
that
we
need
to
work
on
as
a
district
too.
M
That
is
where
we've
always
critically
had
a
critical
mass
of
shortage
and
areas
to
fill.
So
when
we
do
see
some
of
those
resignations
that
are
in
that
one
to
five
years.
These
are
the
conversations
that
we
have
in
when
were
they
hired
and
then
for
what
position,
because
sometimes
some
of
those
individuals
are
the
individuals
that
intended
to
be
an
elementary
general
or
secondary
general
content
area
teacher
and
ended
up
taking
a
plan
on
file
position
and
they're
provided
with
that
opportunity
the
following
year
as
well.
M
So
that's
where
some
of
that
trend
is
there's
obviously
context
to
every
situation.
We
as
fargo
public
schools,
you're
going
to
see
more
resignations
because
we've
also
hired
more
teachers
with
our
sr
funds
than
any
other
school
district
in
north
dakota.
We've
invested
more
of
our
dollars
in
our
human
capitals
with
positions
that
we've
needed:
we've
hired
more
coaches
to
step
out
of
the
classroom
and
train
you,
teachers
as
well
a
couple
of
the
the
examples
that's
south
high
in
their
ela
department.
M
We
actually
our
sr
program,
has
been
so
successful.
We've
had
multiple
teachers
at
south
high,
actually
step
up
and
say
I
want
to
do
the
esl
sr
version
and
teach
the
esl
class,
because
we
know
it's
easier
for
us
to
backfill
the
the
general
ela
position
or
science
position.
So
that's
a
success
that
we've
seen
as
well
and
just
wanted
to
provide
some
context
around
that
data.
R
L
You,
yes,
so
rupak,
you
did
send
us
exit
survey.
Information.
Excuse
me
in
april
and
I'm
just
curious
to
one
of
your
comments.
You
said
most
of
them
that
had
left
were
due
to
following
a
spouse.
Did
I
understand
you
correctly
and
my
second
question:
if
I
may
just
throw
it
out
there,
was
it
98,
it
says
in
february
of
21.
M
I
can't
I
right
now
on
top
of
my
head,
I
don't
have
the
numbers
in
front
of
me,
but
I
can
definitely
get
that
data
to
you
to
hopefully
answer
both
questions
and
get
that
to
you
from
hr.
Okay,
thank
you.
A
S
I
would
love
to
so
bonds
were
sold
and
we
have
anne
ouellette
from
pfm.
Who
is
here
so
I'll?
Ask
her
to
come
up
and
she
will
go
over
the
results
of
sale
with
you
and
then
we
will
ensure.
As
was
pointed
out,
there
is
a
little
reference
to
hawthorne
in
the
resolution
that
we
will
have
strike
struck
and
when
we
sign
off
on
the
final
ones,
upon
your
approval.
A
T
I
just
turned
it
up
now:
it's
on
all
right
good
evening.
Thank
you
for
having
me
president
knutson
and
members
of
the
board,
dr
gandhi,
jackie
thanks
for
having
me
today.
We
did
take
bids
for
for
the
track
project.
This
morning
we
received
five
beds
right
now.
The
market
is
a
little
bit
a
little
bit
volatile,
so
we're
just
not
seeing
as
many
people
bid
on
bonds,
but
the
the
winning
bidder
was
northland
securities
out
of
minneapolis
their
their
rate
that
they
bid
was
a
3.45.
T
So
I
don't
know
if
any
of
you
remember
when
we
last
sold
bonds,
but
rates
have
gone
up
a
ton
this
year.
I'm
sure
you've
heard
that.
So,
if
you
look
on
the
results
of
sale,
the
first
three
bids
they
were
very
close
together,
they
were
within
just
a
few
hundredths
of
a
of
a
percentage.
T
So
we
think
that
the
bids
that
the
bids
that
we
received
and
the
winning
bid
are
very
competitive
bid
and
a
good
market
bid
because
we're
seeing
such
a
small
spread
between
those
first
three.
So
we're
very
happy
about
that.
Are
there
any
questions
that
you
all
have?
I
know
it's
very,
very
short
summary,
but
we're
happy
with
the
results
so.
A
No
questions.
Okay,
thank
you
for
thank
you
for
being
here
and
jackie.
Do
you
have
anything
else
to
add
at
this
point.
S
No,
not
neces.
Well,
just
maybe
one
item
which
we
have
done
so
just
a
reminder
that
in
this
bond
sale
and
the
principal
and
interest
amortization,
it
is
there's
a
piece
broken
out
with
the
park
district
for
the
parking
lot
portion
that
they
will
be
reimbursing
us
for,
and
so
I
will
be
working
with
tara
now
that
we
would
have
some
final
amortization
schedules.
So
we
can
put
together
an
agreement
that,
as
well,
will
have
to
come
back
before
you
for
approval.
C
D
J
J
D
R
R
A
U
Okay,
sorry
about
that
likely
to
miss
something
here,
just
making
a
quick
pass
through
on.
Since
our
last
board
meeting
may
12th,
I
attended
the
all
day
north
dakota
state,
essa
committee,
meeting
I've
been
serving
on
that
task
force
for
several
years,
enjoy
the
opportunity
to
get
together
with
everybody.
There
also
that
evening
attended
the
discovery
band
concert,
I
always
loved,
seeing
our
teachers
and
our
kids
in
action.
U
My
sixth
sixth
grader
was
in
it,
so
it
was
banned.
It
was
a
lot
of
fun,
then
we
had
cea
on
may
17th,
and
that
evening
I
had
the
pleasure
fea
had
sponsored
a
teacher's
retirement
event
at
roe
farm
and
what
a
blast
that
was.
I
got
to
talk
to
the
teachers
that
were
there
about
how
long
they
had
been
with
us
and
the
buildings
that
they
had
been
in
and
a
couple
of
them
had
not
even
changed
buildings,
which
I
always
find
interesting
and
one
sweet
gal
that
I
talked
to.
U
I
asked
her.
I
said
what
what
makes
you
stay.
Why
not
move
around,
because
I
talk
to
people
who
always
say
it's
nice
to
move
buildings
periodically
and
she
started
to
tear
up
and
she
said
the
people
and
she
was
at
jefferson,
and
I
think
that
meant
a
lot
and
I've
spent
the
time
in
jefferson
and
have
appreciated
everybody
there,
and
it
was
just
really
touching
to
be
there.
We
had
we
had
some
really
wonderful
people
and
it
was
fun
to
see
and
and
visit
with
them.
U
I'm
sure
there's
probably
more,
but
I
don't
have
it
written
down.
So
thank
you.
R
I've
attended
some
committee
meetings
looking
forward
to
the
ged
graduation
on
thursday.
That's
always
my
favorite
time
of
year.
It's
one
of
the
reasons
why
I
love
being
on
the
board
is
to
shake
all
those
young
people's
hands.
Tell
them!
Congratulations
as
they
set
out
in
the
world
and
come
back
to
work
and
pay
taxes
back
to
their
local
school
district.
R
The
other
thing
we
have
a
planning
committee
and
on
friday,
looking
forward
to
that
as
well,
looks
like
it's
a
heavy
schedule
there.
So
it
looked
to
me
like
it
was
about
a
two
or
three
hour
committee
meeting.
I
don't
know.
That's
all.
I
I
I
attended
the
chambers,
military
affairs
and
public
public
policy
joint
committee
meeting
and
we
can
expect
some
legislation
about
military
children
and
how
often
they
move
they
are
going
to
request
some
open
enrollment
and
to
be
able
to
register
students
prior
to
residency
was
the
first
one
and
then
also
to
allow
for
virtual
learning
to
complete
semesters
for
those
that
are
relocated
in
the
middle
of
the
semester.
I
don't
know
enough
about
that
to
to
comment,
but
that
is
something
that
we
can
expect
this
legislative
session
in
january
of
2023.
L
I
actually
have
a
question
so
if
I
may
rupak,
this
question
is
for
you
so
around
the
operational
report.
I
expected
some
more
discussion
and
I
had
some
questions
and
then
I
was
surprised
by
some
of
the
information
you
shared
in
terms
of
the
changes,
pleasantly
surprised
in
what
will
be
presented
in
the
fall.
L
So
if
I
may
just
ask
one
clarifying
question
around
that
is
the
intent,
then
that
you
will
recommend
to
the
board
that
our
policies
be
updated
as
well
to
reflect
that
in
our
results,
measures
or
or
not
you'll
just
be
showing
you'll
just
be
reporting
it
differently.
M
Current
board
policies
are
tied
to
results
that
are
in
our
strategic
initiatives
that
are
in
our
strategic
plan.
So
as
we
update
our
strategic
plan
and
take
a
look
at
our
strategic
initiatives
and
the
indicators
and
the
results
that
are
all
within,
then
they
will
have
to
update
our
results.
Policies
as
well,
because
they'll
have
to
be
aligned.
L
So
let
me
clarify,
because
our
results
policies
are
only
really
tied
to
the
fact
that
there's
a
strategic
plan
they're
not
tied
to
each
goal
in
particularly,
and
it
sounded
to
me
like
you-
were
being
more
detailed,
moving
forward
and
tying
it
to
those
measures,
and
it's
also
something
we
can
visit
about
offline.
But
but
that's
it's
been
something
that
I've
advocated
for
for
a
long
time,
and
so
when
you
said
that
I
I
was
pleasantly
surprised,
but
also
wondering
how
that
will
then
change
our
our
our
board
result
policies.
M
Happy
to
talk
online,
I
think
some
of
the
this
conversation
will
probably
be
best
suited
after
we
go
through
the
strategic
plan
update
because
I'll
provide
the
framework
for
everything
that's
within
that
plan
and
then
how
that
gets
monitored
or
what
gets
monitored
versus,
measured
or
evaluated
so
happy
to
talk
offline.
But
as
we
update
that
plan
this
fall,
it's
not.
I
think,
we'll
provide
some
more
context.
L
Nothing
else,
sorry
for
it.
Thank
you
all.
P
P
This
was
really
excited
to
see
a
friend
of
mine,
guy,
fox
teaching,
young
people
how
to
drum
and
sing
and
and
passing
that
that
that
knowledge
and
that
that
part
of
the
culture
on
to
younger
kids
is
really
cool
to
see
that
and
just
want
to
give
props
to
melody
and
all
her
team
over
there
for
the
work
that
they
do
and
and
then
only
other
thing
is
looks
like
I'll
have
time
to
make
it
to
the
north
high
orchestra
concert
tonight.
So
thank
you.
A
O
Newman,
thank
you.
In
sticking
with
the
music
theme,
I
attended
the
davies
choir
concert
as
well
as
the
davies
theater
awards
banquet,
which
was
really
cool.
It's
a
bunch
of
student
voted
awards
some
funny,
some
not
not
as
flattering
and
some
very
flattering.
So
it
was
a
very
the
dramatic
kids
are
very
funny
and
then
on
may
17th.
We
had
a
cea
committee
meeting
on
may
18th.
O
I
attended
at
ndsba
lunch
and
learn
about
the
function
of
the
board
and
the
role
of
the
board
president,
and
then
I've
met
twice
on
may
13th
and
this
morning
for
the
new
council
of
school
health
policy
co-chair
chair
role,
which
I'm
looking
forward
to
and
I'm
looking
forward
to
south
high
graduation.
I
think
we
all
go
to
our
graduation
this
coming
weekend.
So
that's
all
for
me.
A
A
Yes,
I'm
looking
at
the
wrong
in
from.
I
was
looking
at
the
wrong
date.
Clearly,
so
sorry
yep,
I
stand
corrected.
Let's
see
here,
there
has
been
some
work.
A
That's
been
done
on
the
memorandum
of
understanding
regarding
from
the
board
and
the
fea
regarding
the
negotiations,
training,
and
so
that
was
the
third
mou
that
needed
to
be
addressed
as
a
result
of
us
having
an
assigned
agreement
with
the
fea
between
the
fa
and
the
board,
and
so
there
have
seth,
actually
seth
and
grant
and
kim
grant
and
kim
with
the
fea
and
seth,
and
I
met
to
talk
about
some
different
options
for
training,
and
we
talked
about
some
shared
goals
that
we
would
like
to
get
out
of
the
training.
A
Those
shared
goals
landed
on
and
trust,
building
relationship
building,
so
more
than
working
together.
How
we
work
together,
how
we
work
cooperatively
as
we
are
negotiating
versus
negotiating
models,
and
so
I
I
know
that
there
are
dates
that
all
of
us
board
members
are
we've
been
asked
to
hold
tentative
upcoming.
A
So
there
are
four
dates
that
we've
been
asked,
so
just
keep
that
in
your
schedule
and
you'll
learn
more
and
we're
just
moving
forward
and
we'll
let
you
know
once
there's
been
a
group
or
an
individual
selected
to
help
provide
us
with
that
training
and
then
we'll
be
discussing
that
a
little
bit
at
the
governance
committee
meeting
this
week
too,
and
I
just
wanted
to
say
that
it's
such
a
big
week
this
this
this
week
is
we
have
how
many
graduations
are
we
going
to
be
celebrating
how
many
graduates-
oh
my
goodness
sakes,
and
it's
the
it's
the
end
of
a
lot
for
for
some
and
the
beginning.
A
For
so
many
others,
then
I
think
we
just
have
to
congratulate
everyone
that
has
been
involved
in
helping
to
get
us
to
the
end
of
the
school
year
and,
as
we
were
sitting
in
this
meeting
tonight
is
thinking.
Oh
gosh,
we're
really
leading
up
to
so
much
at
the
end
of
the
week
and
so
saving
up
our
energy
and
celebrating
and
lots
of
graduation
celebrations.
So
I
hope
that
everyone
has
a
great
rest
of
the
week
and
that
we
can
celebrate
when
we're
handing
out
those
diplomas.
A
It's
you
know,
that's
that's
really
the
culmination
of
a
lot
of
work.
That's
what
we
want
every
child
to
be
able
to
get
to
is
be
able
to
whether
they're
crossing
our
stage
or
another
stage
is
they're
getting
a
diploma
at
whatever.
That
stage
looks
like
whether
it's
virtual
or
or
an
actual
stage,
so
it's
it.
It's
really
pretty
cool
and
we're
all
involved
in
that.
So
thank
you
guys
for
for
being
part
of
helping
those
kiddos
get
there,
and
with
that
we
will
adjourn
our
next
meeting
is
june.