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From YouTube: School Board Meeting Feb 8, 2022
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - February 8, 2022
A
B
B
C
A
Yes
same
sign,
the
agenda
is
approved,
moving
on
to
recognition
of
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
to
or
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question.
You
may
request
it
this
evening.
The
speaker
will
be
allotted
a
maximum
of
five
minutes
upon
conclusion
of
the
allotted
time,
a
chime
will
sound
and
the
speaker
will
be
asked
to
conclude
if
necessary.
A
D
Good
evening
my
name
is
carol
saville
and
I'm
from
the
west
fargo
school
district,
but
I'm
employed
with
the
fargo
school
district.
Is
that
all
I
need
to
say?
Okay,
thank
you
so
good
evening
my
name
is
carol
saville,
I'm
standing
before
you
tonight
because,
as
a
staff
member
of
fargo
public
schools,
I
deserve
to
have
the
complete
ap,
6061
anti-bullying
policy
and
my
allegations
in
ap
6061
bullying
response
format
complaint
to
be
thoroughly
investigated.
According
to
the
policy
I
want
to
share
with
you,
some
quotes
from
my
november
16th
meeting
with
hr.
D
I
quote
hr
honestly.
I
am
hearing
concerns
really
from
both
sides.
Right
now.
My
role
is
to
make
a
decision
with
the
information
I
have,
what
kind
of
remedies
or
outcomes
or
things
that
do
need
to
happen.
There
isn't
going
to
be
an
ex
expectation
where
I
or
blank
can
remove
blank
out
further
on.
I
felt
hr
had
victim
blame
me
when
I
stated
to
him
that
it
sounded
like
he
was
putting
responsibility
on
me.
He
responded,
but
you
do
have
responsibility.
D
You
have
some
instances
that
you
have
documented
where
you
feel
she
is
not
respon.
Not
professional,
she
has
some
instances
where
I
think
she
feels
the
same,
so
I
can't
dismiss
both
outright.
The
truth
always
lies
somewhere
in
the
middle,
and
so
you
both
bear
some
responsibility
for
the
working
relationship.
D
I
personally
feel
hr's
role
was
supposed
to
be
doing
fact-finding
gathering
relevant
to
my
ap
6061
bullying
response
format
complaint.
Why
had
hr
already
been
meeting
with
the
alleged
offender
and
her
witnesses
before
me?
Hr's
decision
to
handle
the
investigation?
This
way
made
me
feel,
like
I
was
being
intentionally
discredited.
D
D
D
I
further
respectfully
ask
for
it
to
be
completed
alongside
an
investigator
from
our
area
who
is
trained
in
cases
like
mine,
I
had
nothing
to
gain
by
coming
forward
and
everything
to
lose
and
lose.
I
did
I
love
what
I
do,
because
when
I
am
supported
in
doing
my
job
to
my
fullest
potential
kids
thrive,
and
there
is
nothing
better
than
that.
D
A
E
Good
evening,
everyone
it's
a
pleasure
to
be
here-
I'm
denise
jonas,
director
of
career
and
technical
education,
and
it's
been
a
while
to
see
everyone
in
the
same
room
face
to
face.
So
I'm
happy
to
be
here.
It
is
cte
month,
and
so
that's
typically
why
I
am
on
the
agenda
and
one
of
the
things
I
just
want
to
share
before
I
get
started
is
first
of
all
to
thank
you
for
being
a
cte
champion.
E
E
Something
else
is
on
your
location
and
you'll
notice,
a
little
box
here
and
if
you
dig
deep
into
the
box,
this
is
the
fun
part
of
the
meeting
and
you'll
notice
that
in
each
of
yours
you
have
a
little
trophy.
So
thank
you
for
being
a
ct
champion
and
inside
of
that
you'll
notice.
Some
gold
chocolate
coins
and
thank
you
for
for
all
you
do.
Your
time
is
worth
your
weight
in
gold.
E
E
I
think,
what's
fun
in
this
little
bag
is
the
fact
that
the
exciting
thing
about
education
is.
There
are
so
many
things
happening
that
it
actually
makes
you
so
excited
that
your
hair
stands
on
end
and
this
little
pen
is
that
moment
for
you
to
get
excited,
and
the
smile
also
brings
a
smile
on
my
face
and
I
hope
it
does
for
you
too,
when
you're
charting
this
journey
of
education.
E
E
What
I
really
want
to
focus
on,
of
course,
is
a
part
of
the
strategic
plan
and,
of
course,
these
are
the
elements
that
you
work
in
related
to
the
initiatives.
What
we
will
focus
on
tonight
are
a
few
areas
that
cover
student
achievement
and
growth,
community
outreach
and
communication
and,
of
course,
continuous
improvement
and
accountability
in
2018.
I
did
a
presentation
with
the
board
and
at
that
time
I
was
really
focusing
on
some
of
the
things
I
recognized
as
important
priorities
moving
forward,
and
one
of
those
was
intentional
pathways.
E
So
moving
forward
with
that
tonight's
conversation
and
the
goal
for
career
and
technical
education
and
steam
has
been
around
the
operational
focus
for
2122
is
cognia.
The
system
provides
services
for
learners
to
have
an
educational
future
around
career
planning.
So
that's
the
cognia
piece
and
then
you
can
read
the
fps
opera
goal
and
the
first
statement
is
really
develop:
a
systemic
plan
that
allows
all
learners
the
ability
to
engage
in
a
cohesive
and
responsive
career,
educating
planning
process
and
by
looking
at
that,
normally
I'm
focusing
on
our
career
programs
and
our
curriculum
instruction.
E
But
we're
going
to
talk
about
a
couple
strategies
that
happen
back
here
in
2018
when
we
focused
on
prioritizing
career
development,
continue
work.
Discussions
and
alignment
with
these
groups,
focus
on
21st
century
skills,
think
about
career
education,
pathway,
promotion
and
strategies
to
make
that
happen
and
then
also
dig
into
measures
of
choice
ready.
E
E
Our
counselors
do
a
fantastic
job,
but
as
we're
seeing
the
increase
in
social,
emotional
support
and
academic
achievement
focus,
we
also
wanted
somebody
to
be
able
to
focus
on
that
career
education
piece.
So,
with
some
approved
programming
and
reimbursement
firms
from
the
department
of
career
tech,
technical
education,
we
were
able
to
take
those
reimbursement
funds
and
actually
transform
a
position.
That
was
a
para
educator
position
to
a
more
professional
position
in
an
approved
career
advisor
position
that
is
licensed
through
the
state
of
north
dakota.
E
And
so
mr
dolan
was
a
candidate
who
applied
for
a
choice,
ready
grant
that
we
had
with
the
department
of
public
instruction,
and
it
was
a
grant
that
allowed
us
to
focus
just
on
choice,
ready
and
we
had
enough
funds.
A
hundred
and
twenty
thousand
000
for
this
grant
to
help
hire
mr
dolan
for
a
period
of
time
to
focus
on
choice,
ready
and
create
that
systemic
approach,
and
so
tonight
he's
going
to
explain
what
this
is
all
about
and
the
work
he's
been
doing
for
this
first
round.
So.
G
G
The
essential
skills
area
are
things
that
are
mandatory
at
least
the
first
four
things
are
and
then
there's
a
choice
of
different
elements
within
that
and
then
there's
three
strands.
The
one
strand
is
in
green,
the
other
strand
is
in
orange,
and
the
other
one
is
in
yellow
and
to
be
considered
choice.
Ready.
G
Ready
is
part
of
this
accountability
factor.
You
can
see
the
other
factors
in
there
of
act,
which
is
in
that
kind
of
that
blue
bluish.
Color.
Graduation
is
a
factor
along
with
a
climate
survey
that
they'll
be
taking
here
this
spring
and
also
el
proficiency
and
again
those
things
make
up
how
we
rank
schools
and
identify
whether
schools
need
improvement
in
the
state
of
north
dakota.
So
that's
the
big
picture.
G
What
I
want
to
share
with
you
is
that
in
my
past
life
really
at
north
high
school,
what
I
would
do
is
that
latter
part
of
april,
knowing
that
this
report
had
to
be
completed,
I
would
start
gathering
the
resources.
I'd
start
talking
to
our
career
advisors.
I
talked
to
our
registrars.
I
talked
to
my
secretary
and
try
to
gather
all
the
information.
It
was
kind
of
time
consuming
right.
It
was
completed
in
the
month
of
may
submitted
in
june,
and
I
let
it
go
right.
G
Well,
we
didn't
do
much
analysis
and
so
part
of
the
role
that
I'm
playing
now
today
is
that
we're
gathering
the
information
in
real
time
and
I've
got
to
thank
a
lot
of
people
with
regards
to
that
steven
dero,
who
is
behind
me
here,
has
been
instrumental
in
helping
us
get
the
information
people
in
the
activities
office
data
processing.
So
we
really
have
live
data
now
that
we
can
share
with
us
counselors
we
can
share
with
principals.
G
G
The
other
part
that
made
a
difference
is
that
the
north
dakota
legislature
required
that
scholarships
for
incoming
freshmen
are
now
a
part
of
the
choice-ready
set
of
indicators,
and
so
that's
going
to
be
really
quite
critical
as
we
go
forward
to
make
sure
that
our
kids
are
eligible
for
scholarships
and
so
that
they
know
how
to
plan
for
the
future
courses.
So,
with
the
help
of
steven
and
others
here,
we've
developed
this
template.
That's
in
front
of
you.
G
So
I
want
to
go
end
here
with
this
last
screen,
which
is
the
north
dakota
scholarship
screen
and
again,
the
scholarship
is
something
that's
payable
over
four
years:
six
thousand
dollar
scholarship.
So
again
a
number
our
students
will
qualify
for
that.
But
again
the
information
is
changing.
Now
the
higher
standards
are
there
for
post-secondary
workforce
and
also
military
ready,
and
my
plan
is
to
provide
that
information
to
students
too,
as
we
go
forward.
E
I
think
obviously
mr
dolan,
mr
darrow
and
dr
gross
they've
done
amazing
work
to
go
through
this
process.
It's
just
complex
on
the
back
side,
but
what's
exciting
about
it
is
now
we
can
actually
use
the
information
to
help
our
learners,
make
decisions
and
actually
show
them
where
they're
at
in
the
process
versus
having
that
autopsy
feeling.
E
At
the
end,
like
it's
over
too
late
at
eighth
grade,
it
shows
if
they've
completed
some
of
their
work
at
ninth
grade
10th
grade
11th
grade
it's
looking
at
their
attendance
and
that
can
motivate
students
when
they
really
see
in
real
time.
While
my
attendance
isn't
as
good
as
it
should
be,
that
is
affecting
my
learning,
and
so
it
is
absolutely
powerful
and
we're
so
excited
to
have
this
project
moving
forward.
E
The
goal
is
again
through
that
career
advisor
model
to
have
our
career
advisors
then
be
able
to
more
effectively
and
efficiently
gather
that
data
from
their
vantage
point
and
use
that
to
make
decisions
and
guide
students
with
the
counselors
and
teachers.
So
I
think
the
power
of
the
career
advisor
model
and
this
work
together
is
going
to
create
the
data
that
we
need
to
help
guide
students
making
decisions
with
their
their
families
and
at
the
school
level,
and
another
person
that
I
just
really
want
to
do.
E
A
huge
shout
out
for
is
mr
jim
keel
who's
in
the
audience.
With
his
bow
tie
on,
we
were
going
to
say
the
red
jacket,
but
he
took
it
off,
so
I
had
to
get
his
bow
tie,
but
mr
keel
is.
The
coordinator
obviously
has
many
hats
in
the
fps
district,
but
he
is
a
counseling
coordinator
and
he's
working
with
over
40
counselors
k-12
elementary
middle
school
high
school.
E
That's
a
very
diverse
group
and
career
education
is
one
of
the
domains
that
he's
working
with,
but
this
year
in
that
work,
to
focus
on
what's
happening
with
the
counseling
program,
he
is
doing
a
program
review.
So
at
that
point
in
time,
taking
the
information
that
mr
dolan
is
working
with
the
programming
evaluation
process,
they're
doing
training
with
all
of
our
k-12
counselors
on
the
ask
a
model
so
that
they
have
standards
that
they're.
Looking
at
to
reflect,
are
we
doing
and
do
our
students
do?
E
We
have
our
curriculums
lined
up
how
we
should
k-12
and
so
they're
working
on
the
pd
they're,
looking
at
evaluating
the
k-12
curriculum
and
in
that
process
by
the
end
of
this
year.
Hopefully
we
have
enough
to
put
that
plan
together.
That
will
help
us
with
continuous
improvement
as
well,
so
a
huge
shout
out
to
mr
jim
keel
and
all
that
he's
doing
between
dakota
high
school
and
the
counseling
coordination.
E
I
think
that
it's
always
important
for
everyone
to
remember
career
education
starts
early.
It
starts
with
littles.
It
starts
in
preschool
it's
in
kindergarten
people
most
of
the
time,
think
it's
coming
from
families.
How
do
we
create
that
through
our
school
settings
too,
for
those
students
and
all
learners
to
have
those
experiences
and
it
moves
into
middle
and
high
school?
So
we
are
thankful
tonight
that
you
are
here
you're,
giving
your
time
to
support
this
really
important
initiative,
which
is
steem,
which
is
also
career
and
technical
education,
which
is
also
choice
ready.
H
Thank
you
rebecca.
I
could
sit
here
and
visit
with
you
all
night.
I
told
me
15
minutes
yeah,
I
suppose
there's
more
to
do,
but
I
I
love
what
you're
doing
with
this.
My
father
was
a
college
instructor,
and
so
I
grew
up
with
the
trades
and
he
taught
at
science
school,
and
I
also
worked
at
the
state
level
on
the
essa
task
force
and
being
career
college.
Ready
military
ready
choice,
ready
is
is
huge,
is
really
an
advantage
for
our
students.
H
E
H
A
J
Thank
you
denise.
You
always
do
such
a
nice
job
and
clearly
you're
very
passionate
about
what
you
do
so
that
you
exude
that.
I
appreciate
that
we
often
hear
from
our
constituents
that
we,
the
school
districts,
should
only
be
teaching
the
basics
of
reading,
writing
and
arithmetic
to
be
kind
of
simplistic.
J
This
is
very
clear
to
me
how
important
it
is
and
how
committed
we
are
to
develop
the
whole
student,
and
that
includes
co-curriculars.
It
includes
extracurriculars
it
career,
it
includes
social,
emotional
learning
and-
and
I
I
don't
really
have
a
question
more
so
then
I
want
to
take
this
opportunity
to
highlight
how
important
and
how
important
this
is
to
develop
the
whole
child
to
prepare
them
for
life
and
the
school
district's
commitment
to
do
so.
So
thank
you
for
your
work.
This
is
a
vital
component
to
what
we
do
to
help
students
succeed.
E
I
I
do
have
to
say
that,
when
choice
ready
first
came
out,
it
was
very
overwhelming
for
people
to
understand
how
they
could
manage
it
and
gather
all
this
data,
as
mr
dolan
had
alluded
to
it
just
took
a
lot
of
time,
and
so
this
is
a
model
for
the
state
of
north
dakota.
This
project
is
a
game
changer
for
not
just
fps
and
students,
but
for
the
state
of
north
dakota.
So
you
should
be
proud.
E
K
First,
just
want
to
recognize
dr
jonas,
mr
dolan
and
mr
kiel
and
stephen
duro
as
well,
but
their
leadership
in
the
district
has
just
been
instrumental
and
just
want
to
remind
and
circle
back
to
a
conversation
around
choice
ready
for
board
members,
as
you
may
have
remembered
last
year,
when
choice
ready
indicator
data
came
out
for
the
district,
it
didn't
look
as
favorable
for
many
of
the
large
districts
in
the
state
of
north
dakota.
Part
of
that
were.
There
was
really
two
two
challenges
with
that.
K
One
was
the
fact
that
there
wasn't
some
flexibility
on
self-reported
data
timelines
that
that
actually
worked
against
a
couple
of
our
high
schools
and
a
couple
of
other
large
neighboring
school
high
schools
as
well,
and
then
the
second
piece
was
also.
I
think
I
shared
this
information
with
the
board
at
that
time.
When
you
take
a
look
at
the
ratio
of
what
the
indicators
wanted
to
meet,
isn't
necessarily
as
favorable
for
for
some
of
the
districts
that
do
have
a
diversity
in
their
student
population
and
are
representing
or
serving
a
larger
group
of
individuals.
K
So
we
do
expect
to
see
some
significant
progress
in
the
state's
recording
of
that
data
just
for
addressing
those
two
things
and
that's
one
of
the
areas
where
mr
dahlin
has
been
just
instrumental.
I
do
want
to
say
this
is
a
blast
from
the
past
for
me,
because
it's
been
about
two
years
since
I've
seen
one
of
your
spreadsheets,
mr
dolan,
so
I
know
bob
and
I
used
to
see
them
often
and
it's
good
to
see
that
again,
but
I
just
want
to
recognize
their
work
later
today.
K
K
Today
we
met
with
representatives
from
all
of
our
high
schools
during
our
quarterly
superintendent
luncheon,
and
one
of
the
things
that
they
really
talked
about
was
the
impact
of
school
counselors
and
their
ability
to
develop
their
own
agency
in
their
learning,
and
that
really
is
a
testament
to
all
of
our
counselors,
and
this
is
appropriate
that
we
recognize
them
this
week
because
it
says
counselor
appreciation
week,
though
their
work
is,
is
recognized
every
single
day.
It
is
important
to
highlight
that
as
well.
So
thank
you
to
all
three
of
them.
A
Thank
you,
dr
gandhi.
Thank
you
so
much,
I'm
always
a
very,
very
enlightening
and
and
entertaining
in
a
such
a
positive
way.
The
enthusiasm
that
you
have
for
the
work
that
you
do
is
so
clear,
all
of
you
and
some
as
someone
that
has
a
couple
students
that
are
looking
at
graduating
this
year
and
have
had
a
student
graduate
a
few
years
back
any
of
us.
A
A
Okay.
The
next
item
is
the
recess
commission
report.
It's
memo,
76
and
kim
rieger
from
the
fea
will
be
presenting
along
with
nikki
gullickson
from
the
board.
This
is
one
of
the
mou's
that
was
signed
jointly
by
the
fargo
education
association
and
the
board
in
terms
of
an
agreement
as
we
narrowed
down
our
negotiations
process,
and
so
this
report
is
a
culmination
of
the
work
that
that
commission
did
so
kim,
go
ahead
and
nikki
feel
free
to
jump
in
as
you
feel
appropriate.
So
thank
you.
L
L
We
made
several
changes
to
the
wellness
policy
3250
and
in
that
policy
we
updated
minutes
of
our
physical
education
instruction
at
all
grade
levels.
We
agreed
to
an
unstructured,
unstructured
play
for
students
at
recess
temperature.
We
agreed
upon
to
negative
10,
including
the
temperature
and
wind
chill,
and
we
also
agreed
to
a
staff
ratio
of
one
adult
per
classroom.
L
A
H
Sure,
of
course,
thank
you
rebecca.
It
was
a.
It
was
a
well,
I
won't
say
quick,
but
we
did.
We
did
a
great
job
kim
is
a
taskmaster
and
kept
us
rolling
right
along,
and
that
is
in
a
good
way.
I
I
do
believe
that
we
had
talked
about
that
paying
the
teachers
as
an
additional
duty.
I
believe
that's
in
here,
because
we
had
talked
about
keeping
that
in
place
until
negotiations
again,
which
you
had
mentioned.
I
don't
know
if
the
the
dollar
amount.
H
H
But
we
did
take
a
look
at
all
the
data
that
we
could
get
our
hands
on,
including
different
types
of
recess,
the
job
outlooks
within
the
area,
all
the
things
that
were
requested
within
the
mou.
So
I
really
feel
that
we
stepped
up
and
met
that
we
had
a
good
crew.
We
had
a
lot
of
good,
honest,
open
discussion
about
it
and
this
was
the
result
and
I'm
appreciative
of
that.
E
H
K
K
This
is
the
summary
of
a
task
force
or
a
commission
that
was
negotiated
with
some
recommendations
for
operational
changes
per
our
governance
structure,
whether
it's
policy,
whether
it's
the
way
we
account
and
budget
items
are
those.
Is
it
the
expectation
of
the
board
that
those
recommendations
are
adopted
and
are
you
directing
administration
to
take
all
of
those,
or
are
you
just
saying
for
us
to
review
those,
no
concern
with
the
policy
changes,
but
we
do
policy
changes
in
the
summer
or
is
it
your
expectation
that
that
we
make
those
changes
today?
K
You
know
if
we're
going
to
change
budgeting
practices
without
jackie
being
here
or
how
things
are
reported
or
teased
out.
We
have
a
process
for
that
through
planning
committee
as
well.
So
I'll
start
with
those
two
things,
just
what's
our
expectation,
so
we
can
make
sure
that
we
fulfill
the
board's
intent.
A
H
I'll
just
add
a
little
bit
of
background
to
that
point,
that,
as
we
were
going
through
this,
and
we
were
discussing
the
different
processes
at
the
different
schools,
we
also
discovered
that
there
was
different
equipment
available
or
lack
of
at
other
schools.
So
we
wanted
we,
our
hope
is
that
we
can
put
in
place
a
certain
amount
that
can
be
allocated
for
kids.
We've
discovered
that
teachers
were
bringing
their
own
balls,
so
the
kids
could
play
ball
at
recess
or
different
things
like
that.
H
So
we
were
trying
to
find
a
minimal
amount
that
we
could
say
that
each
school
has
to
utilize
to
be
able
to
provide
these
things
at
recess.
So
if
we
would
recommend
that
it's
a
review,
I'd
like
to
hear
the
result
of
that,
I
don't
know
the
direct
impact
of
that
we're
talking.
Probably
elementary
schools,
yeah.
L
M
B
A
So
one
of
the
questions
was
regarding
process.
I
know
at
governance
we
talked
about.
Would
we
have
this
report
on
our
business
agenda
for
tonight
to
formally
say
that
we're
accepting
and
filing
the
report-
and
we
decided
that
we
didn't
need
to
have
it
on
business,
but
that
we
would
have
it
presented
during
the
report
section
of
the
meeting
tonight,
which
is
why
we're
talking
about
this
here?
A
My
understanding
is:
these
are
the
recommendations.
These
are
the
findings
after
the
discussions,
all
the
discussions
that
the
commission
members
met,
and
so
these
are
the
recommendations
from
the
commission
to
administration
for
those
areas
that
are
administrative,
you
know
related
to
administration
and
so,
for
example,
the
policy
review.
A
I
see
that
as
information,
that
administration
would
take
into
consideration
when
looking
at
updating
a
policy
and
ultimately
I
would
see
it
its
administration's
decision
as
far
as
if
all
of
these
changes
are
made,
but
I
would
see
it
as
a
strong
recommendation
that
that
they
be
considered,
and
I'm
sure
that
the
commission
would
like
to
see
the
changes
made.
Missy.
M
J
The
windshield
that's
exactly
what
child
care
uses
as
well.
I
think
that
that
we
always
struggled
with
the
difference
between
the
two
I
under
I,
I
value
the
difference
between
the
outdoor
equipment
separate
from
gym
equipment,
because
that's
a
curriculum.
I
understand
that
I
would
say
that
as
far
as
process
goes
again,
this
is
a
recommendation
as
far
as
the
budget
for
the
two
dollars
per
student
that
would
be
forwarded
to
the
budget
process,
at
least
that's
how
I
see
it
because
I'm
assuming
you
don't
want
those
purchased
right
now,
but
going
forward.
K
I
appreciate
the
clarification
on
process
and
again
we
have,
I
mean
I
know
I
think
bob
or
missy
or
both
were
on
on
that
commission
as
well.
So
we
have
no
intention
not
to
to
delay
any
process,
so
we
want
to
keep
it
going.
I
just
want
to
honor
the
structures
that
we
have
in
place.
I
do
have
one
question
for
the
members
of
the
committee
and
that's
really
regarding
a
phrasing.
K
On
page
three,
the
last
analysis
of
regional
regional
workforce
data
bullet
number,
three
that
says:
classroom
teachers
will
continue
to
run
recess
at
a
rate
of
120
per
month,
as
this
is
an
extra
duty.
Was
there
any
conversation
or
standard
that
was
used
to
determine
what
is
an
extra
duty
or
what
isn't
just
as
an
employer
of
roles
outside
of
the
classroom
teacher,
if
that's
a
standard
that
we
need
to
use
for
other
individuals
and
other
roles,
then
I'd
like
to
know
what
constitutes
an
extra
duty
versus
what
doesn't.
A
Kim
nikki
missy
anyone
else
that
served
on
the
commission
feel
free
to
chime
in
well.
I
I
nick
actually,
I
recommended
the
board
recommended
that
nikki
serve
on
the
commission
for
the
board's
liaison.
I
attended
two
meetings.
I
observed
at
one
meeting
and
filled
in
at
one
meeting
when
nikki
was
not
able
to
attend,
so
I
would
defer
to
nikki
overall
go
ahead.
H
H
This
is
something
that
we
learned
through
kovid
and
it
became
something
that
worked
really
well,
and
it
also
goes
along
with
not
being
able
to
hire
people
to
be
able
to
cover
that
lunchtime
piece.
Therefore,
it
was
worded
as
an
additional
duty
now,
if
that
creates
an
issue
in
other
areas,
then
maybe
we
need
to
take
a
look
at
that
wording.
Is
it
the
wording?
That's
or
is
it
the
responsibilities
of
that
job
go
ahead?
Dr
gundy.
K
I'm
just
asking
for
what
the
standard
is.
We
try
to
universally
apply
as
many
of
the
applicable
provisions
of
whatever
is
negotiated
with
between
the
board
and
the
fargo
education
to
all
of
our
other
employee
groups.
As
we
know,
the
the
shortages
of
staff
and
labor
across
multiple
different
levels
and
employee
groups
within
our
organization
has
led
to
individuals
that
we
do
have
employed
taking
on
those
additional
responsibilities
as
well.
K
If
the
expectation
is
that
for
those
that
are
in
the
administrative
purview
that
are
not
in
the
board's
purview
that
we
are
to
recognize
additional
duty
by
a
certain
standard
which
results
in
a
certain
compensation.
I'd
like
to
know
what
that
standard
is
and
what
that
formula
is
and
then
work
with
the
planning
committee
to
take
a
look
at
our
budget
and
see
what
we
could
do,
because
I
just
don't
know
what
constitutes
an
extra
duty
in
this
situation
versus
because
we'll
have
the
same
questions
from
other
employee
groups.
L
A
H
Let's
file,
just
just
a
quick
comment,
is
also
this
was
a
piece
of
negotiation,
so
this
is
only
in
place.
This
is
only
temporary
until
it's
renegotiated
now.
Will
it
come
back
in
possibly
that's
why
we've
included
the
verbiage
and
again,
then
we
would
need
a
benchmark
or
a
standard,
but
for
time
being
it
was
negotiated
to
be
handled
this
way,
so
we
weren't
going
to
change
it
till
the
end
of
that
contract.
A
Forward
to
seeing
how
things
progress
as
the
salary
commission
moves
through
its
work,
and
I
would
encourage
that
after
both
of
these
commissions
finish
up,
that
we
have
a
discussion
at
some
point
about
just
how
it
went.
You
know
kind
of
a
post-mortem
on
the
commission's
themselves
and
it
might
not
be
only
did
we
get.
What
we
wanted,
you
know
are
the
are
the
people
covering
recess
that
you
know
we
wanted,
or
someone
else
wanted.
A
That's
not
so
much
what
I'm
getting
to,
or
did
we
get
to
the
salary
structure
that
you
know
we
want,
or
someone
else
wants,
but
more
about
the
process
of
working
together
more
about
the
process
of
when
there's
something
that
we
are
working
on
addressing
during
negotiations
and
we're
hung
up,
and
we
just
can't
seem
to
move
through
or
we're
stuck.
Is
this
ammo?
Is
this
mou
process,
something
that
helps
us
get
to
solutions?
It
helps
us
work
together.
So
I'm
really
interested
in
what
what
we
have.
A
What
we
all
have
to
say
about
that,
especially
after
the
salary
commission,
finishes
up
its
work,
and
I
just
encourage
us
to
keep
an
open
mind
that
it
can
be
a
good
process
for
us
to
discuss
things
in
a
way
that,
where
there's
there
can
be
adversary,
but
we're
set
up
in
a
different
way
to
work
together
as
as
one
team.
So
thank
you
so
much
for
the
work
that
has
been
done
and
looking
forward
to
the
work
down.
The
road
kim
you're
here
for
the
fea
report.
L
First
on
my
report
is
about
the
calendar
and
I
believe
we're
walking
a
fine
line
as
per
the
contract
on
page
14.
Also
in
our
administrative
policy
4110,
the
calendar
shall
not
be
changed
without
first
discussing
the
changes
with
the
fda
president
and
given
an
opportunity
to
share
thoughts
and
concerns
on
the
changes.
L
Instead
of
listening
to
these
ideas,
the
cabinet
said
they
would
make
the
days
prior
to
a
major
holiday,
a
student
contact
day.
This
would
benefit
neither
the
student
families
or
any
teaching
staff
lengthening
the
calendar
with
an
earlier
start
and
an
a
later
end
date
is
a
hardship
for
staff
that
have
other
jobs,
have
made
vacation
plans
or
have
day
care
or
other
family
issues.
L
I
personally
have
received
58
emails
from
staff.
With
these
concerns,
plus
the
fda
executive
board
have
heard
from
many
staff
that
they
work
with
in
their
buildings
that
are
against
this
calendar
early
out
days
are
good
for
staff
and
would
incorporate
a
district-wide
plc
plan
across
our
curriculums.
L
L
L
I
will
start
with
the
missed
steps
of
6061.
page
4
states,
initiating
complaint
resolution
procedures
after
receiving
a
bully
complaint
or
gaining
knowledge
of
potentially
bullying
conduct.
The
bully,
bullying,
principal,
really
and
principal
direct
supervisor
or
human
resource
officer
shall
contact
the
victim
determine
if
an
investigation
is
appropriate
and
determine
if
the
victim
requests
confidentiality.
L
L
L
L
The
investigative
letter
dated
december
3rd
of
21
states
during
the
investigation
process.
It
was
found
that
ms
seville
and
her
supervisor
julie,
frank's
statements
contradicted
each
other.
However,
respondent
testimony
from
the
investigation
reports
submitted
november,
19th
states,
julie,
frank,
didn't
recall,
stating
that
she
admitted
that
she
did
say
the
entire
statement.
L
L
Do
these
statements
sound
sound,
like
they're,
contradicting
contradicting
statements
to
you,
I
don't
either
in
response
to
dr
gandhi's
level,
3
response,
dr
ghandi
states
the
statement
you
referred
or
referenced
in
your
complaint
carol,
no
get
out
of
here
now
I
need
you
to
get
out
of
here
before
I
say
or
do
something
to
you.
I
may
regret
was
addressed
by
the
appropriate
parties
at
that
time
in
a
manner
that
is
both
appropriate
and
consistent
with
district
practice.
L
What
is
that
practice?
How
was
it
handled
appropriately
to
this
day?
No
one
has
gone
to
ms
seville
to
apologize
to
ensure
her
that
it
will
not
happen
again
or
see
how
she
is
doing.
Is
this
appropriate,
mr
hendrick
interviewed,
miss
sarah
schaefer
as
a
possible
witness.
Ms
schaefer
stated
that
I
have
not
personally
witnessed
any
of
the
interactions
listed
in
the
complaint.
L
L
L
It
sounds
like
to
us
that,
since
it
was
self-reported
that
all
is
good
and
okay,
this
is
not
okay
or
appropriate.
Mr
gandhi
also
states.
However,
during
the
investigation
you
were
specifically
asked
by
the
investigator.
If
there
was
anyone
else
who
should
be
interviewed,
who
could
have
witnessed
the
alleged
events
miss
seville
stated
no,
as
she
assumed
mr
andrea
had
already
interviewed
the
people
listed
on
the
ap
6061
bullying
response
form
that
she
submitted
november
5th.
L
L
L
L
L
In
summary,
please
remember
what
your
very
own
policy
6061
states,
bullying,
is
defined
by
the
victim
target,
not
by
the
bully
bullying
means
any
physical,
written
or
verbal
expression
or
pattern
that
is
intended
to
cause
or
does
cause
distress
to
one
or
more
persons.
It
includes
three
important
components:
bullying
is
aggressive,
behavior
that
involves
unwanted
negative
actions.
L
L
L
K
So
we
are
extremely
grateful
for
mrs
anderson
and
really
would
like
to
celebrate
her,
and
we
do
have
a
couple
of
other
surprise
awards
later
coming
this
year.
Yet
as
well.
So
we're
very
excited
for
miss
anderson.
We're
also
extremely
grateful
for
our
media
partners.
We
really
had
a
strong,
showing
today
to
be
able
to
celebrate
some
of
our
staff
and
in
a
year
where
we
know
that
our
teachers
continue
to
go
above
and
beyond,
to
see
several
of
our
media
partners
show
up
and
be
able
to
be
recognized
was
just
great.
K
So
thank
you
to
all
the
media
partners
as
well
for
fargo
public
schools.
Next
thing
at
the
last
governance
committee
meeting
when
we
were
discussing
the
covet
19
updates
that
we
have
now
removed
from
the
school
board
agenda
as
some
of
the
more
controversial
mitigation
strategies
are
no
longer
being
implemented
in
the
district.
K
I
had
shared
that
the
data
posting
that
the
district
does,
although
it's
continuing
now
over
time,
it
may
be
discontinued
because
we're
able
to
access
the
same
data
that
many
individuals
or
stakeholders
are
seeking
about
our
district
through
the
department
of
health
website,
and
it
was
asked
of
me
to
be
able
to
just
share
where
that
is
so.
Help.Nd.Gov
backslash,
k12
school
dashboard,
with
hyphens
in
between
each
one
of
them,
is
where
you
can
get
data
for
both
students
and
staff
regarding
cumulative
student
cases
or
just
today's
active
cases.
K
You
will
see
that
currently.
What's
when
you
get
to
the
website,
it's
highlighted
every
county,
every
district,
but
you
could
easily
just
break
it
down
to
cass
county
and
then
take
a
look
at
unchecking
all
the
other
districts,
except
for
fargo
public
schools
and
then
even
looking
at
by
any
individual
school.
If
you
want
as
well
so
this
is
the
data.
That's
reported
per
the
department
of
health
that
is
updated
every
day
at
11
a.m,
and
so
this
dashboard
has
been
active.
K
So
it
is
just
a
resource
for
individuals
that
might
be
looking
for
that
information.
So
that's
one
of
the
reasons
that,
as
governance,
we
had
said
that
if
this
data
is
readily
available
now
on
demand,
then
it
might
not
be
shared
by
me
at
every
other
board
meeting,
because
I
will
be
sharing
lagging
data
when
board
members
can
just
access
it
themselves
at
11am
each
morning.
K
So
just
wanted
to
share
a
little
bit
of
where
we
are
with
that
program,
because
I
really
do
think
that
there's
a
lot
to
celebrate
here,
we've
had
one
of
two
rounds
of
data
or
registrations
that
are
completed.
We
are
actually
in
the
middle
of
the
second
round.
In
the
first
round
alone,
we
had
82
participants
or
92
that
signed
up
and
88
were
approved,
you're
going
to
see
across
all
levels
by
the
start
of
next
school
year.
K
If
all
of
these
individuals
are
successful
in
their
attempt
to
take
and
practice
for
the
practice
test
and
pass
it
all
of
these
individuals
representing
different
employee
groups,
will
have
an
additional
endorsement
in
special
education,
ld,
ed
or
el,
including
assistant
principals,
principals,
central
office
administrators
bob
missy,
and
myself
are
going
to
take
advantage
of
this
opportunity
as
well.
I
have
an
endorsement
in
special
education
looking
forward
to
getting
that
endorsement
in
el
as
well
as
we
continue
to
look
at.
J
The
board
supported
an
innovative
solution
that
was
presented
to
us,
but
that
is
really
purely
administrative
function,
so
I
think
not
only
does
administration
deserve
that
credit,
but
our
educators
as
well,
because
it
really
speaks
to
the
value
that
they
add
to
to
our
students.
Secondly,
tell
us
about
your
your
substitute
duty.
Last
week,
dr
gandhi,.
K
You
know
I
wish
I
could
share
more.
I
I
had
the
opportunity
to
sub
at
discovery.
Middle
school,
sixth
grade
social
studies,
but
the
teacher
I
subbed
for
mrs
kathy
shot
was
just
absolutely
phenomenal
in
terms
of
her
sub
notes
and
she
had
her
classroom
management
and
her
students
working
on
point
with
some
very
high
expectations
that
we're
grateful
for
to
see.
So
she
left
very
detailed
notes
for
the
students
to
be
able
to
complete
what
they
needed
to
do
to
the
point
where
not
even
I
could
mess
it
up.
K
So
it
was
very
grateful
for
that.
I
have
looked
forward
to
that
opportunity.
We
were
you
know.
I
I'd
originally
said
when
we're
going
to
sub
once
a
month
decided
to
do
one
high
school
one
middle
school,
one
elementary
school
and
then
just
random
for
the
fourth
and
pick
it
try
different
parts
of
town,
and
I
was
scheduled
to
do
davies
that
day.
K
But
when
we
looked
at
the
unfilled
positions
the
day
before
it
was
really
discovery
was
in
need,
along
with
a
couple
of
other
schools,
so
bob
bob
and
I
were
actually
both
at
discovery
and
I
gave
from
a
couple
of
the
unfilled
positions.
I
just
said
wherever
the
principal
needs
me
and
that's
where
mrs
herrick
put
me,
so
I
was
grateful
grateful
to
do
that
bob.
Was
there
subbing
that
day
as
well,
and
I
know
missy's
subbing
later
this
week.
A
A
N
A
A
O
Sure,
thank
you
very
much.
Obviously
this
is
a
pretty
comprehensive
document,
I'm
sure
you've
all
studied
it
up
one
side
and
down
the
other,
I'm
going
to
try
and
walk
you
through
what
I
consider
the
highlights.
As
chair
of
the
planning
committee,
I
want
to
start
by
bringing
you
to
page
9
in
the
document
I'm
going
to
move
throughout
this
thing
back
and
forth,
because
I
think
page
nine
is
worth
noting.
O
O
O
Thank
you,
who
is
one
of
our
cpas
on
the
business
service
department,
really
put
all
of
the
work
into
this
document
that
you
see
before
you,
along
with
the
rest
of
the
business
service
team,
so
hats
off
to
them.
They
certainly
deserve
the
accolades
and
the
achievement.
That
was
recognized,
probably
the
most
important
part
for
us
as
board
members.
When
we
have
an
audit
to
look
at
is.
O
Did
the
auditor
find
that
we
are
accounting
for
our
funds
correctly
and
the
actual
results
from
the
auditor
show
up
on
page
125
through
page
128
and
for
those
of
you
that
are
not
cpas
by
background
or
haven't
spent
a
lot
of
time.
Looking
at
this
kind
of
document,
what
we're
searching
for
is
kind
of
a
strange
term.
We
want
an
unmodified
opinion.
O
A
modified
opinion
would
be
that
something
didn't
look
quite
copacetic.
An
unmodified
opinion
meant
that
nope
we
accounted
for
everything
under
government
accounting,
standard
practices
correctly
and
that's
exactly
what
we
received
for
the
last
calendar
year
was
an
unmodified
opinion
which,
quite
frankly,
is
the
exact
same
result.
We've
had
for
a
number
of
years
due
to
quality
people
in
that
department.
O
O
O
Obviously
our
local
property
taxes
make
up
the
the
second
biggest
chunk,
which
was
31
and
then
you'll
see
grants,
charges
for
services,
interest
and
other
miscellaneous
revenue
sources.
I
believe
the
second
graph
which
lists
revenues
of
the
board
of
education
really
should
have
been
expenditures.
I
think
that
might
be
a
typo.
O
It
just
breaks
out
the
percentage
of
how
we
spent
the
general
fund
dollars
and,
as
you
can
see,
66
were
directly
spent
on
instructional
services
and
from
there
it
breaks
out
the
different
categories
that
go
down.
So
I
think
that's
helpful
for
us
to
understand
in
a
really
big
picture
we
spent
more
last
year
than
we
brought
in
total
revenues
on
the
general
side
of
things
were
206
million,
374,
496,
000
or
96.
O
If
you
look
at
page,
29
you'll
actually
see
all
of
our
fund
balances
on
one
page,
because
the
general
fund
is
just
one
of
our
operating
budgets.
We
also
have
a
debt
service
fund,
a
capital
projects
fund,
other
government
funds,
and
if
you
look
at
page
29,
our
total
fund
balances
at
the
close
of
2021
were
51
million
620
242
and
that,
quite
frankly,
is
in
line
with
what
is
expected
of
government
agencies
for
operating
revenues
on
a
general
fund
perspective,
and
I
think
dr
gandhi
shared
this
not
too
long
ago.
O
O
O
Then
the
big
elephant
in
the
room
that
nobody
wants
to
talk
about
shows
up,
and
it
is
our
portion
of
the
underfunded
liability
of
the
state
pension
plans,
which
is
currently
172
million.
Well,
it
was
172
million.
As
of
last
july
1st,
when
we
closed
out
the
year
on
june
30th,
it
had
increased
by
64
million,
so
our
unfunded
pension
liability
is
currently
236
million.
O
O
They've
targeted
for
at
this
point
in
time,
they
more
than
likely
will
sooner
or
later
increase
the
required
funding
on
current
payroll,
whether
that
would
be
just
to
the
employer
or
the
employer
and
the
employee
both
so
the
fund
obviously
went
backwards
last
year
and
that's
probably
a
result
of
investments.
I
didn't
really
take
the
time
to
go
in
and
pull
the
plans,
but
it's
a
big
liability,
something
we
need
to
be
aware
of,
and
it's
the
reason
quite
frankly,
the
legislature
keeps
talking
about.
O
I'd
really
recommend
board
members
when
you
have
a
time
go
through
that
section
and
if
you
have
questions
feel
free
to
give
me
a
call,
give
jackie
a
call
to
the
extent
that
we
can
understand
where
we've
been
growing
in
the
budget,
what
line
items
are
growing
the
fastest?
What
revenue
sources
are
helping
us
versus
not
helping
us
will
make
our
job
easier
as
we
look
at
the
future
budgets
that
the
board
and
the
administration
are
going
to
be
working
on.
O
O
J
Thanks
jim
robin,
I
want
to
speak
to
the
indie
pers.
It
is
likely
going
from
everything
that
I
seen
it
will
likely
shift
from
a
deferred
benefit
to
a
deferred
contribution.
The
state
is
legally
liable
to
fund
those
existing
dollars,
but
I
don't
know
if
we're
going
to
have
the
momentum
to
to
kill
that,
because
it
is
overwhelmingly
being
supported.
B
B
I
think
that
you
know,
maybe
somebody
besides
me
is
a
little
bit
confused
by
this.
We,
you
stated
that
we
we
spent
more
last
year
than
we
took
in
and
yet
our
savings
account
gained
five
million
dollars.
You
know,
and
I
understand
that's
because
of
colbit-
is
that:
are
we
going
to
see
that
5
million
disappear
then
in
another
year,
when
we
don't
have
covet
funds,
or
we
I
mean
the
net
result,
is
we
have
5
million
dollars
more
in
savings
than
we
did
last
year?
Go
ahead.
H
O
That
is
correct
and
one
of
those
is
just
speaking
to
the
general
fund.
The
other
is
looking
at
all
of
the
funds,
so
there's
little
difference
there.
It's
my
understanding.
Obviously,
if
jackie
was
here,
we'd
get
it
more
accurate.
I
believe
some
of
the
piles
of
money
we've
received
can
be
expended
over
different
time
frames.
O
K
That
is
correct.
I
mean
we,
you
know
culmination
of
about
44
million
dollars
in
federal
funds
over
three
different
grant
sources
that
have
three
different
deadlines
as
well
that
we've
utilized
so
some
of
those
things
as
an
impact
of
covid
were
things
that
were
different.
We
budget,
you
know
during
this
time
of
the
year,
is
when
we
build
a
budget
based
on
a
set
of
assumptions
that
we
make
for
accounting
principles
along
with
past
practices
and
expectations
for
moving
forward
with
kovid.
K
There
were
some
things
that
changed
both
ways:
increase
expenditures
and
student
devices
at
the
elementary
level
decrease
expenditures
and
transportation
for
a
point
in
time,
so
those
things
kind
of
even
out,
and
then
we
had
the
influx
of
the
federal
funds
which
we
were
able
to
use
for
some
things,
because
they
weren't
as
restrictive
in
supplanting
rules
as
some
other
grant
sources
have
been,
and
then
some
things
that
we
had
to
just
directly
code
separately.
So
obviously
jacking
can
go
into
greater
detail.
K
I
do
expect
some
of
those
things
to
come
off
the
books
for
lack
of
a
better
term.
Additionally,
as
we've
discussed
in
the
past
as
well,
we
as
a
district
have
probably
invested
more
in
human
capital
than
maybe
most
other
school
districts
in
north
dakota
for
a
wide
variety
of
reasons.
One
is
because
we
believe
in
in
in
the
impact
of
teachers.
Secondly,
we
do
have
significantly
smaller
class
sizes
than
than
the
other
large
districts
as
well.
K
I
I
just
have
a
general
question
and
forgive
me
I
didn't
write
down
your
statement,
but
you
said
something
along
the
lines
in
the
report
that
we're
currently
functioning
under
a
budget
that
wouldn't
be
sustainable
for
six
months
time,
but
well
above
where
the
board
has
set
the
threshold.
If
I
heard
you
correctly
so
how
atypical
is
that?
Is
this
we're
way
outside
of
the
lines
because
of
covid
has
that
happened
in
previous
years
and
we've
turned
out?
Okay,
I'm
just
curious.
How
unusual
is
that.
O
O
We
were
just
about
identical
in
2018,
then
we
by
board
action,
started
doing
some
things
to
spend
down
that
fun
balance
in
2019,
and
actually
we
tried
to
do
it
in
2020
and,
quite
frankly,
we
passed
a
deficit
budget
in
2021,
but
because
I
guess
I
you
know,
if
there's
a
positive
of
covid,
it's
all
the
extra
federal
money
that
showed
up.
So
that's
why
we're
currently
bumped
back
up
again.
O
If
that
answers
your
question
tracy
now,
when
I
started
on
the
board,
just
so
everybody's
aware
there
were
times
when
we
had
a
negative
fund
balance
and
we
had
to
do
short-term
borrowing
as
a
district
and
pay
interest,
because
we
don't
like
a
lot
of
businesses,
make
money.
Every
day
we
get
payments
from
the
state
at
two
particular
times
in
the
course
of
the
year
we
get
payments
based
on
property
tax.
O
I
think
twice
through
the
course
of
the
year
as
well,
so
the
fund
balance
it
doesn't
really
stay
at
this
37
million
through
the
whole
year.
The
critical
number
would
be
what's
the
lowest
point
it
gets
to,
and
we
don't
ever
want
to
get
to
where
we're
back
to
a
negative
budget
or
a
negative
fund
balance
where
we're
doing
short-term
borrowing,
because
now
we're
we're
spending
revenue
that
we
don't
have
to,
because
we
did
not
budget
properly.
O
If
that
makes
sense,
we
might
be
a
little
above
our
target
goal,
which
is
really
15,
although
we've
kind
of
been
15
to
25
thinking
that
really
wasn't
as
strong
as
it
needed
to
be
either.
But
I
think
last
time-
and
I
haven't
asked
for
this-
you
know
jackie
probably
looks
and
again,
if
she
was
here,
she'd
probably
know.
O
I
J
Robin
there
are
some
standards
to
jim's
point
as
far
as
it's
a
cash
flow
issue,
but
there's
also
legislative
school
districts
should
not
carry
over
more
have
more
than
a
50
percent
fund
balance.
I
believe,
because
some
districts
did
the
board
said
I
believe
our
policy
is
50
to
25
of
of
our
ending
fund
balance.
J
But
if
we
continue
to
deficit
spend
on
ongoing
expenses,
that's
where
we're
in
trouble.
The
one-time
expenditures
are
different
than
the
operationally
and
to
david's
point
I
will
report
during
the
the
committee
shareout
about
governmental
affairs
and
some
of
the
contracts
for
teachers
and
and
non-renewables
pieces,
because,
quite
frankly
and
I'll
share
a
little
bit
now,
I'm
really
proud
of
our
district
and
the
choices
that
they
made
with
these
essar
dollars.
A
K
Was
going
to
make
that
just
the
reference
to
sentry
code
because
it
is
practice,
is
different.
The
15
fund
balance
el
is
very
comparable
to
most
governance
structures,
whether
they're,
oes
or
els.
I
do
believe,
I
think
when
you
look
at
our
standard
of
effort
report.
Our
current
fund
balance
might
be
in
better
position
than
some
of
the
other
large
districts
in
the
state,
but
then,
like
robin
alluded
to
smaller
districts
in
the
state,
are
also
in
much
better
positions
to
the
point
where
legislators
sometimes
had
to
put
a
cap
on
that
as
well.
K
H
N
P
N
G
O
N
A
K
Many
of
you
board
members
should
have
received
feedback
from
a
lot
of
our
staff.
I
want
you
to
know
that
that
was
expected,
because
we
yesterday
we
had
a
staff
town
hall
and
talked
about
the
calendar
provision
and
we
want.
We
encourage
staff
to
give
feedback
and
nikki
was
the
board
representative
on
the
staff
town
hall
and
said.
Please
give
your
feedback
to
the
board
because
here's
the
situation
that
we're
at
no
one
in
administration,
regardless
of
you,
know
how
it
might
be
message
or
what
the
implications
may
be
with
some
earlier
statements.
K
K
K
Just
to
give
you
a
few
examples,
so
I'm
going
to
change
my
screen
here
so
earlier
today,
in
the
forum,
there
is
an
article
around
our
school
district
school
morale
and
some
of
the
comments
that
you'll
see
being
here
shared
by
the
fea
president,
specifically
around
low
morale,
retention's
becoming
more
difficult,
there's
so
much
demand
putting
on
teachers
nothing
being
taken
away
earlier
this
year.
Sorry,
you
heard
at
a
school
board
meeting
by
another
staff
member
that
talked
about
the
increased
demands
and
responsibilities.
Low
morale
teacher
burnout
daunting.
K
But
it's
taking
things
off
of
plates
giving
more
time
the
actual
nd
united
survey
that
was
referenced.
Sorry
is
is
on
this
tab
right
here.
That
has
become
kind
of
the
subject
of
of
many
recent
media
articles
that
just
talk
about
in
one
year
we're
seeing
a
significant
swing
in
members,
considering
professional
change
and
retiring
as
an
educator
and
as
to
why
we're
seeing
members
considering
leaving
the
education
profession.
The
number
one
reason
is
teacher
burnout
and
then
they
talk
about
appreciation
and
then
they
talk
about
the
political
climate.
K
That's
impacted
teachers
as
well
that
we've
talked
about
in
the
past.
If
I
scroll
to
the
end
of
this,
because
they
do
talk
about
teacher
burnout
and
appreciation,
the
actual
nd
united
survey,
that
the
staff
members
that
did
respond
to
it,
there
was
a
a
wordle
which
the
the
text
or
the
size
of
the
words,
are
based
on
the
responses
in
terms
of
what
can
you
do
to
make?
You
feel
more
appreciated,
along
with
better
pay
and
benefits,
which
I
would
wholeheartedly
agree
with
more
time
is,
is
right
up
there
as
well.
K
So
the
reason
for
this
recommended
calendar
is
really
to
be
responsive
to
some
of
the
considerations
that
we've
all
heard
at
this
table.
It
is
not
I
mean
for
administration,
we
expected
next
year's
calendar
to
be
there.
So
for
us
there
is
no
self-interest
in
terms
of
administration,
so
the
calendar
that's
being
brought
to
you
today.
I'll
have
dr
gross
talk
a
little
bit
about
the
specific
changes
that
are
recommended
in
the
calendar.
K
That
was
in
response
to
this,
and
I
do
want
to
start
with
this
if
that
calendar-
and
I
shared
this
with
our
staff
yesterday
at
the
town
hall
meeting
as
well.
If
the
recommended
calendar
from
administration
creates
more
issues
than
it
solves,
then
that's
not
the
right
calendar
for
our
district,
but
the
purpose
of
a
calendar
and
for
the
board
to
prove
a
calendar
in
my
opinion,
is
not
to
find
a
calendar
that
makes
everyone
happy
or
can
accommodate
every
situation.
K
It's
really
to
make
sure
that
you
have
a
calendar
that
reflects
the
values.
What
you're
trying
to
accomplish
at
that
point
in
time,
and
if
what
we're
trying
to
accomplish
hasn't
changed
because
of
the
increased
demands
on
teachers,
then
we
don't
change
the
calendar,
but
we
also
don't
want
to
create
inadvertent
consequences,
so
this
calendar
was
actually
brought
to
dr
gross
or
the
concept
was
discussed
by
a
staff.
K
Member
specifically,
when
we're
talking
about
the
increased
responsibilities
for
first
staff
this
year,
we
brought
this
to
governance
and
saying
we
have
never
in
the
district,
been
in
a
process
of
wanting
a
change
or
recommending
even
a
discussion
on
changing
a
calendar.
That's
already
been
approved
by
the
board.
So
what
would
be
the
process
to
do
that?
That
was
at
the
governance
meeting
earlier
this
year.
The
board
said:
okay
put
it
on
the
calendar,
because
then
we're
making
a
change
that
can
impact
so
many
stakeholders
and
that's
why
we
had
to
go
quick.
K
We
didn't
have
the
opportunity
to
do
a
survey
and
we
actually
don't
do
a
survey
on
the
actual
calendar
recommendation
from
a
calendar
committee.
We
do
a
survey
on
the
comp
calendar
that
the
calendar
committee
utilizes,
but
again
this
has
been
a
quick
turnaround.
So
parents
haven't
been
the
opportunity
for
a
survey.
Neither
have
staff.
K
This
calendar
won't
be
good
for
some
individuals
and
for
some
staff
members,
but
what
it
does
do
is
it
provides
an
opportunity
to
front
load
professional
development
which
we
think
that
can
help
with
the
need
for
doing
professional
development
throughout
the
year
for
the
district.
So
that's
more
helps
alleviate
the
sub
situation.
In
that
sense,
this
year
we've
had
multiple
professional
development
opportunities
that
were
scheduled
and
we
sent
teachers
back
because
we
had
so
many
unfilled
positions
that
day
for
substitutes.
K
K
The
other
piece
is:
will
there
be
some
opportunities
down
the
road
if
we
have
more
days
off
within
the
school
year
to
give
some
breaks?
Does
that
give
an
opportunity
for
some
people
to
reset
right,
for
the
best
example
I
can
give
you
right
now
is
that
teachers
aren't
the
only
employee
group,
that's
short
staffed
our
nutrition
services
short
staffed.
Our
maintenance
operations
is
short
staffed.
K
If
you
look
at
the
amount
of
snow
on
the
ground,
if
you
look
at
where
we
are
with
our
building
projects,
we
are
doing
the
best
that
we
can
right
now
with
the
labor
shortage,
to
make
every
building
work
every
single
day.
If
we
had
a
day
off
every
month,
can
we
pay
some
of
the
custodians
to
come
in
and
and
take
care
of?
K
Some
projects
have
fallen
behind
because
we're
so
short
on
people
that
might
be
an
opportunity
down
the
road
if
this
becomes
a
practice
in
our
district,
and
we
use
some
of
the
non-scheduled
days
to
bring
in
some
students
that
need
that
smaller
group
or
do
some
intervention
with
staff
at
an
additional
optional
compensation.
Those
are
things
that
could
potentially
could
be
structured
out
and
built
in
as
opportunities
as
well.
Those
things
have
yet
to
get
fleshed
out.
It
is
not
our
intention
to
push
a
calendar.
K
It
was
our
intention
to
respond
to
the
concerns
that
you
have
heard.
But
again
we
don't
want
to
create
any
additional
concerns,
so
we
derived
a
calendar
that
we
thought
would
be
minimal
impact
on
parents
as
well
for
the
school
year,
but
also
be
helpful
for
staff
by
giving
them
more
breaks
throughout
the
year.
The
adverse
impact
of
that
is
that
this
is
the
calendar
for
next
school
year,
and
people
have
things
scheduled,
whether
it's
summer,
employment,
child
care,
whether
it's
travel
and
they
would
then
have
to
that-
would
have
a
negative
impact
on
them.
K
So
I
don't
want
to
diminish
that
at
all
and
if
that's
the
value,
then
that's
what
we
do,
but
that's
kind
of
where
we
are
the
last
thing
I'll
say
before
I
hand
it
over
to
to
dr
gross.
Is
that
and
maybe
he'll
be
able
to
talk
about
this?
A
little
bit
as
well
is
that
in
some
of
the
emails
that
you've
received,
you've
been
asked
to
give
an
opportunity
where
we
can
still
front
load
the
professional
development
for
staff,
but
then
not
have
as
many
breaks
in
the
middle
of
the
in
the
actual
calendar.
K
K
One
of
those
suggestions
is
to
utilize
the
october
20th
and
21st
and
make
them
into
student
contact
days
that
just
for
history
purposes.
We
know
that
those
were
in
century
code,
because
very
long
time
ago,
that
used
to
be
the
teacher
conferences
along
with
the
administrator
conferences,
the
teacher
conferences
stopped.
K
K
If
we
were
to
make
those
into
student
contact
days,
we
just
need
to
know
what
we're
basically
saying
is
that
we
would
not
either
we
would
not
send
our
administrators
to
that
ndcl
conference,
because
those
are
two
days
where
we'd
want
them
in
the
building
or
they
would
have
to
be
out
of
the
building
every
year.
For
that
conference.
On
that
scheduled
day-
and
this
is
a
fall
break-
that
our
parents
haven't
expected
and
then
we're
also
losing
those
breaks
that
we
wanted
to
build
in
every
month.
K
So
again,
I
I
don't
think
that
there
is
a
perfect
calendar.
I
don't
think
there's
a
calendar
that
works.
It's
a
matter
of.
What's
the
problem
we
want
to
solve
or
what's
the
value
you
want
to
solve,
and
although
this
memo,
because
of
the
process,
is
entitled
as
an
administrative
recommendation,
it's
really
just
a
response
to
what
we
heard
from
staff
about
burnout
and
morale
coming
off
of
covet.
But
if,
if
it
causes
more
problems,
then
let
us
know,
but
we
can't
change,
pay
and
benefits.
We
can't
change
contract
language.
K
This
was
one
way
that
we
felt
like
we
could
be
responsive
to
the
and
the
united
survey
and
those
articles
that
I
shared
with
you
that
you've
seen
with
our
own
staff
as
well.
So
with
that
being
said,
I
will
hand
it
over
to
dr
gross
to
talk
about
the
specifics
of
the
calendar
and
what
specifically
is
out
there.
Q
Well,
thank
you
very
much
in
front
of
you
on
the
screen
and
in
your
packet
are
two
different
calendars.
So
if
you're
looking
at
the
paper
packet
there,
the
one
on
the
left
hand
side
is
the
approved
calendar
that
the
calendar
committee
created
and
the
school
board
approved.
It
is
also,
on
the
left
hand,
side
of
the
screen.
Q
Really,
as
we
look
at
what
and
how
this
was
built,
it
was
to
look
at
that
idea
of
more
time
more
time
for
concentrated
professional
development
for
our
staff,
so
that
we
could,
over
the
course
of
a
week,
really
have
time
for
our
professional
learning
community
teams.
That
would
be
teachers
who
teach
the
same
course
class
or
grade
level
to
come
together
and
really
focus
in
on
the
work
that
needs
to
be
done
so
that
we
can
get
closer
to
achieving
some
of
the
goals
in
our
strategic
plan.
Q
It
could
be
used
for
some
of
the
professional
development
that
we
need
for
some
of
our
new
instructional
materials
and
do
so
in
a
way
that
staff
can
concentrate
just
on
that
professional
development
where
hopefully
not
having
to
think
about
what's
happening
in
my
classroom,
because
we
used
a
sub
that
day
or
what's
going
to
happen
in
my
classroom
tomorrow,
when
I
return
because
we
have
that
concentrated
time
so
over.
If
you
look
at
the
differences
at
the
start
of
the
school
year,
you
will
see,
on
the
left
hand
side.
Q
We
started
with
the
approved
calendar
of
having
professional
development.
They
are
all
shaded
in
green,
as
we
use
that
color
code
on
the
22nd,
23rd
and
24th
of
august
on
the
proposed
calendar
you'll
see
that
we
have
five
professional
development
days
built
into
this
calendar.
They
would
be
the
17th
18th
19th
of
august
and
the
22nd
and
23rd.
Q
Now,
in
our
teacher
contract,
we
do
have
the
provision
that,
before
the
school
year
starts
or
before
that
first
student
contact
day,
we
must
have
at
least
two
half
days
of
professional
practice,
time
for
our
teachers
to
be
in
their
classroom
time
for
our
teachers
to
get
ready
for
their
students.
So
during
those
five
days
on
the
right
hand,
calendar
or
during
the
three
days
on
the
left-hand
side
calendar,
we
certainly
would
allocate
those
for
those
two
half
days
of
professional
practice.
Q
Q
By
doing
that,
you'll
notice
that
that
then
changes
the
first
student
contact
date
so
over
on
the
left
hand,
side,
the
first
student
contact
day
on
the
approved
calendar
would
be
august.
25Th
the
first
student
contact
day
on
the
right
hand,
side
or
the
proposed
calendar
would
be
august
24th.
So
that
would
be
one
change
for
our
parents
in
our
community.
Q
Then,
as
you
go
through
the
the
other
months,
you'll
see
that
september
in
this
calendar
did
not
change
from
what
was
approved
to
what
is
being
suggested.
But
in
october,
you'll
notice
that
there's
a
new
color
code
on
the
right
hand,
side
or
the
proposed
calendar,
and
that
would
be
a
salmon
color
or
a
pink
color.
Q
Our
students
would
go
home
on
the
buses
and
our
staff
would
have
then
those
two
additional
hours
for
work
of
the
professional
learning
communities,
so
that,
although
a
lot
of
the
the
professional
development
would
be
pre-loaded
during
those
first
five
days,
we
would
have
four
different
opportunities
throughout
the
school
year
for
teachers
to
come
together
in
their
professional
learning
communities,
and
to
extend
that
learning
to
extend
those
conversations
so
a
day
for
a
student,
if
this
would
be
approved
would
be
they
would
start.
At
the
same
time,
we
would
have
breakfast
for
our
students.
Q
We
would
modify
our
schedule
then,
if
it
is
at
the
elementary
most
likely,
their
literacy
might
be
a
little
bit
shorter.
That
day,
their
math
might
be
a
little
bit
shorter
that
day
to
accommodate
that
two
hour
early
out
at
the
secondary
most
likely
the
period
structures
would
be
lessened.
So
instead
of
44
or
45
minute
periods,
they
would
be
shorter
that
day,
but
students
would
have
the
ability
to
see
all
of
their
courses
and
see
all
their
teachers.
Q
Q
The
main
difference
would
be
that,
instead
of
the
day
before
the
thanksgiving
holiday
being
a
professional
development
day,
we
would
move
that
day
to
the
beginning
of
the
school
year
and
then
that
day
would
become
a
non-contact
day,
meaning
that
all
of
our
staff
and
all
of
our
students
would
have
a
longer
thanks
giving
break
more
time
to
do
that.
Celebration
then,
as
we
continue
down
both
of
those
two
documents.
On
the
left
hand,
side
would
be
what
is
approved
for
the
winter
vacation
or
holiday.
Q
Q
Would
you
support
the
idea
of
early
outs
for
extended
professional
development
for
our
staff
and
what
we
got
back
in
feedback
was
yes,
if
you
connect
them
to
an
extended
break
or
a
weekend
that
way
we
listened
to
and
built
into
this
proposed
calendar.
What
we
heard
through
that
state
of
the
school
feedback
sessions
that
we
had
with
our
community,
then,
as
you
continue
on
both
sides
of
the
calendar,
the
month
of
january,
really
does
not
change
and
the
reason
for
that
is
in
our
contract.
Q
So
that
would
be
that
january
16th
date
on
both
of
the
two
calendars
and
if
you
look
carefully
you'll
notice
that
the
blue
change
color
or
shades
slightly.
As
we
now
begin
in
january
on
the
17th,
a
darker
shade
is
the
first
semester.
A
lighter
is
the
second
semester
also
in
the
contract.
It
does
say
that
we
need
to
have
a
half
day
of
professional
practice
before
the
grading
period
at
the
in
the
spring.
Q
Then,
if
we
go
into
february
you'll
notice
that
the
professional
development
day
that
is
on
the
left-hand
calendar,
which
would
have
been
february
20th,
that's
one
of
those
professional
development
days
that
would
be
moved
to
the
beginning
of
the
school
year.
So,
on
the
right
hand,
side
or
the
proposed
calendar,
it
is
changed
to
a
non-contact
day,
extending
that
opportunity
both
for
our
families
and
for
our
staff
providing
more
time
for
some
of
those
breaks
march
on
both
sides.
The
left
and
the
right
remain
the
same.
Q
The
calendar
committee
suggested,
and
it
was
approved
that
we
have
a
week-long
spring
break,
and
that
would
happen
the
13th
through
the
17th
of
march,
as
we
get
into
april,
you'll
see
that
there
are
two
differences
there,
that
on
the
6th
of
april
on
the
right
hand,
side
or
the
proposed
calendar.
That
would
be
another
of
the
early
out
opportunities
for
our
staff.
Those
two
hours
of
additional
professional
development,
two
hours
of
professional
learning
community
time
and
then
you'll
notice-
that
the
21st
of
april
is
a
non-contact
day.
Q
Q
Then,
if
you
look
at
both
sides
of
the
calendar
into
may
they
remain
the
same.
The
yellow
on
either
of
the
calendars
are
our
storm
days
that
we
have
built
into
the
calendar
and
according
to
el14,
we
must
have
those
two
days
built
in
because
it
states
that
we
must
first
make
up
the
first
two
storm
days
and
then
the
superintendent
has
discretion.
After
that.
Q
So
as
we
look
at
how
we
need
to
build
the
calendar,
both
the
approved
calendar
and
the
one
is
on
the
right
hand,
side.
The
draft
calendar
meet
the
provisions.
The
one
on
the
right,
though,
does
build
in
more
time
for
concentrated
professional
development
at
the
beginning
of
the
school
year.
It
does
provide
those
early
outs
for
more
professional
development
or
more
time
for
our
staff
to
work,
and
it
does
provide
longer
opportunities
for
both
our
students
and
our
staff
to
have
extended
breaks
throughout
the
school
year.
Q
One
last
thing
I'd
like
to
draw
your
attention
to,
and
then
I
will
stop
talking
is
on
the
calendar
on
the
right
or
the
draft
calendar
you'll
notice
that
there
is
a
new
color
that
typically
isn't
shared
on
a
district
calendar,
and
that's
that
very
light
yellow.
They
would
be
in
august
on
the
15th
and
the
16th,
and
they
would
be
in
june
on
the
5th
6th
and
7th
one
thing
that
we
have.
Q
The
ability
to
do
with
some
of
our
esser
dollars
is
provide
some
additional
opportunities
for
our
staff
to
get
professional
development
at
a
different
rate
of
pay.
Dr
gandhi
mentioned
earlier
the
all
for
one
initiative
that
we
have
which
allow
us
to
earn
or
qualify
for
an
extended
endorsement,
either
special
education
or
english
learning
the
days
in
june.
The
fifth,
sixth
and
seventh
are
another
component
of
that
which
is
to
provide
our
staff
some
solid
professional
development
around
tier
one
instruction.
J
I'm
not
going
to
start
with
a
motion
because
I
I
would
ask
the
board:
if
a
motion
is
not
made,
then
there
would
not
be
a
propos.
We
would
not
be
changing
the
calendar,
the
proposed
calendar,
so
that's
an
option.
I
would
say
thank
you
for
being
trying
to
accommodate
the
several
concerns
that
we
are
hearing
not
just
locally
but
nationally
and
you're
kind
of
in
a
situation
where
you're
darned.
J
N
F
F
F
I
Thank
you.
I
too,
I've
served
on
this
committee
at
least
two
years,
so
I
appreciate
the
work
you
do
and
one
thing
I
learned
in
my
time.
There's
you
will
never
please
everyone.
When
we
surveyed
the
public.
I
was
surprised
at
how
swift
down
the
middle
people's
feelings
are
about
spring
break
or
ending
after
you
know
these
things
when
we
start
when
we
end
so
I
know
that
it's
very
challenging
and
yeah
to
robin's
point.
This
is
something
happening
across
the
nation
I
mean.
If
you
know,
people
have
extended
holiday
breaks.
I
People
have
already
tried,
so
it's
not
unique
to
fargo.
I
guess
one
of
my
specific
questions
and
actually
maybe
this
is
for
you
robin
or
someone
else,
but
the
the
early
dismissal
days.
It
gives
me
pause
about
further
burden
to
families
and
they're,
not
having
a
say
in
this.
Do
we
know
if
our
after-school
programs,
like
fyc
or
boys
and
girls
club,
are
we
able
to
accommodate
that
because
many
of
our
children
in
our
district
just
go
straight
to
after-school
care
and
they
aren't
riding
in
a
bus
home.
M
It
is
go
ahead,
go
ahead,
concern
at
the
elementary
level,
it's
our
students
that
we
don't
want
to
go
home
alone
and
and
go
to
an
empty
house,
so
I
do
think
there
are
parents
concerned.
So
that's
one
reason
I
think
dr
ghandi
did
reach
out
to
those
that
provide
our
on-site
child
care
for
students
to
see
what
would
happen,
and
I
do
think
that
there
are
some
other
things
we
could
investigate
too.
So
is
there
ways
that
we
would
use
staff?
M
K
Like
I
started
this
presentation
with
today,
administration
never
would
have
even
had
the
thought
to
to
change
the
calendar
after
it's
been
approved
because
it
went
through
a
process.
It
went
through
a
process
with
the
calendar
committee
survey,
all
of
that
stuff
and
and
that
it's
never
our
intent
to
change
that
process
or
even
create
that
precedence,
and
I
think
I
share
that
with
governance
as
well.
K
We've
also
created
processes
processes
for
for
staff
to
share
their
feedback
with
us,
whether
it's
through
employee
town
halls,
whether
it's
through
their
direct
supervisors
and
so
forth.
But
then
we
also
have
I
mean,
there's
things
that
are
in
our
control.
There's
things
that
aren't,
and
so
that's
where
it
gets
a
little
bit
muddy
for
administration
in
terms
of
what
problems
are
we
trying
to
solve
right?
Because
when
I
see
media
reports
representing
our
teachers
union
saying
that
they're
getting
burnt
out,
they
need
more
time.
K
K
So
it's
just
it's
just
really
interesting
because
as
an
administrator,
my
job
and
this
function
is
to
carry
out
the
values
and
what
administered
the
decisions
of
the
board
is
in
the
vision
based
on
the
processes
that
have
been
established
and
it's
a
challenge,
because
sometimes
we
get
mixed
messages.
We
know
that
not
all
of
our
employees
think
the
same
way
or
have
the
same
interests.
K
So
do
we
respond
to
what
we're
seeing
in
the
paper,
including
today
and
then
multiple
times,
and
then
what
you're
hearing
at
the
board
meetings
about
how
staff
are
feeling,
even
though
doug's
data
might
have
showed
something?
Otherwise,
when
we
talk
about,
why
are
staff
leaving
and
what
the
culture
actually
is
in
the
district
or
then
do
we
respond
or
not
or
ignore
those,
and
then,
as
administrators,
say
now,
we're
ignoring
the
fact
that
teachers
are
burnt
out
because,
what's
not
in
our
control
is
more
time
during
the
day,
because
that's
defined
in
the
contract?
K
What's
not
in
our
control
is
compensation
because
that's
up
to
the
board,
however,
we
can
build
in
more
opportunities
for
optional
compensation,
for
the
staff
that
don't
feel
like
they're
burnt
out
and
want
to
do
smaller
groups,
and
this
calendar
allows
to
do
that.
So
that's
where
it
gets
really
tricky
for
us
when
we're
trying
to
be
helpful
for
our
staff,
but
we're
really
trying
to
look
at
all
of
our
staff
as
well.
A
H
Thank
you
for
doing
this
because
I
do
appreciate
the
response,
because
we
all
know
we
want
to
do
something
to
make
things
easier
if
we
can
for
our
teachers.
So
I
appreciate
the
intent
with
which
this
was
given
hearing
what
I
heard
yesterday
and
I
got
a
whole
bunch
of
emails
today
and
I
don't
know
if
they
went
to
everybody
or
came
to
me,
because
I
was
there
but
holy
moly,
but
I
did
get
a
few
that
were
appreciative
and
and
liked
the
idea.
H
I
got
a
few
people
who
said
I'm
concerned
about
the
transparency
of
it.
I
am
not
concerned
about
the
transparency,
but
I
think
it's
a
perception
situation
where
something
came
up
and
we
took
action
and
brought
it
to
our
board
fairly
quickly.
So
I
don't
know
if
that's
causing
some
concern
as
to
why
we
moved
so
quickly.
H
H
Are
there
some
changes
that
we
could
still
provide
the
things
that
we
want
to
do,
but
not
do
it
perhaps
in
august
or
I'm
going
to
ask
the
mother
load
of
questions
here,
but
it's
always
kind
of
poor
bob's,
probably
going
to
kick
me
snow
days,
you
know
are:
do
we
have
options
for
snow
days?
Can
we
look
at
revising
el
14?
H
Are
we
looking
at
the
potential
for
virtual
days?
I
know
that's
come
up
a
number
of
times.
I've
been
asked
that
a
ton.
Why
do
we
have
snow
days,
the
governor
forgives,
and
we
know
that
kids
learn
best
in
school?
So
we
don't
want
to
give
up
the
days.
I
know
we
have
several
people
who
feel
that
we
need
our
kids
in
school
to
be
learning.
H
H
H
H
A
Thanks
for
the
questions
nikki
to
add
on
to
what
nikki
said,
I
think
I've
heard
would
there
be
an
opportunity
to
start
with
the
early
outs,
and
you
know
so
that
would
be
kind
of
doing-
maybe
a
partial
here
instead
of
everything
that's
being
proposed.
So
I
just
wanted
to
add
that,
on
I'm
sure,
with
the
plan
that's
in
front
of
us,
a
lot
of
what
you
are
being
asked
has
been
thought
through
all
right.
K
K
I'll
start
with
nikki's
question
yeah:
we
we
work
within
el
14,
which
is
a
board
policy,
that's
up
to
the
board.
So
if
you
wanted
to
change
what's
defined
in
there
for
storm
days,
you
absolutely
can.
I
think
that
would
be
a
larger
conversation
that
may
or
may
not
be
independent
of
that,
because
you're
talking
about
two
storm
days
that
are
built
in.
K
K
What
is
your
expectation
for
that
virtual
day,
because
we
have
to
ensure
that
if
we're
making
a
call
at
four
in
the
morning
or
five
in
the
morning
or
whenever
it
is
that
you
know,
hopefully
the
students
have
taken
all
their
devices
home
along
with
their
chargers.
They
hopefully
have
internet
access
at
home
and
if
the
expectation
is
synchronous,
activities
and
we're
going
to
set
that
expectation
for
staff
which
our
staff
can
rise
to
the
challenge.
K
But
let's
also
remember
last
year
when
our
staff
were
in
a
situation
to
have
to
provide
in-person
instruction
and
then
sometimes
have
to
do
distance
education
as
well.
They
did
ask
for
additional
time
because
you're
planning
for
two
different
types
of
modalities
so
now
we're
putting
more
on
staff
so
and
then
what
about
the
staff?
That
might
not
be
our
salaried
staff
that
have
the
ability
to
work
from
home,
so
our
hourly
staff?
K
Well,
we
would,
I
would
not
want
them
to
lose
a
day's
worth
of
income,
so
within
that
pay
period,
they'd
have
to
make
up
their
scope
of
work
and
we'd
try
to
work
with
their
supervisors
to
say
within
the
next
week
or
within
this
pay
period.
Allow
them
to
make
up
that
work,
but
does
is
that
true
and
feasible
for
all
of
the
employee
groups
who
might
have
a
daily
job
that
is
dependent
on
the
interactions
that
day
right
like
so?
K
K
We,
I
think
that
conversation
can
be
independent
or
typed
this
as
well
and
rebecca.
Just
to
summarize,
I
think
what
you're
what
I'm
hearing
you
say
is
that
would
there
be
an
option
and
ultimately
it's
a
board
option,
whichever
calendar
that
you
guys
think,
would
there
be
an
option
to
remove
the
built-in
days
every
month
and
the
white
no
school
days
and
just
stick
with
the
four
early
outs.
Is
that
what
you're
asking.
A
K
B
I
think
tracy
probably
said
it
best
when
she
said
it's
virtually
impossible
to
build
a
calendar,
that's
going
to
satisfy
everybody.
I
think
that
was
the
reason
why
we
set
up
the
committee
structure,
so
we
can
garner
advice
and
recommendations
from
administrators
from
teachers
from
parents
and
they
eventually
through
very,
very
diligent
labor,
come
up
with
a
calendar
which
is
accepted
and
approved
by
us.
B
I
I
find
it
difficult
now
to
look
at
a
calendar
that
has
put
been
put
together
strictly
by
a
handful
of
administrators,
and
I
understand
completely
why
they
did
it
that
the
teacher
burnout
is
not
only
a
local
issue.
It's
it's
talked
about
nationwide
and
I
it's
very
real,
and
yet
it
disturbs
me
when
I
hear
president
belgaard
stand
up
and
say
that
the
fea
isn't
totally
in
favor
of
this,
and
they
made
some
suggestions
which
were
totally
ignored.
The
burnout
issue
is
affecting
the
teachers.
B
B
K
David,
I
understand
your
comments
and,
like
I
said,
we
don't
have
a
problem
with
not
changing
it.
I
think
then
administration
just
needs
to
know,
because
I
I
don't
think
I'm
out
of
line,
and
if
I
am
I
apologize,
I
mean
no
disrespect
to
this,
but
as
an
employer,
I
know
that
no,
I
can't
expect
every
employee
to
have
the
same
opinions
and
the
same
decisions,
and
I
don't
know
if
president
bellegarde
expects
that
of
fea
as
well.
K
K
I
could
show
you
exactly
where
the
recommendations
came
from
from
the
staff
we're
trying
to
be
helpful
and
it
feels
like
this
is
being
portrayed
as
something
administration
is
trying
to
do
when
in
reality.
I
could
also
make
the
argument
that,
yes,
things
are
tough,
things
are
tough
for
a
lot
of
us
and
our
teachers
are
above
and
beyond.
I
it's
hard
to
quantify.
K
If,
if
time
is
going
to
solve
the
issue
or
not,
but
if
not
this,
then
what
then,
are
we
just
saying?
Let's
dissolve
the
calendar
committee
and
fea
develop
the
calendar
and
that's
going
to
be
the
calendar
for
everyone
else.
I
mean
what
how
do
we
address
that
and
that's
where
it's
a
struggle
for
us
robin.
J
J
I
would
caution
us
from
condemning
anyone
in
this
process,
because
I
think
everybody
did
this
with
the
best
interests
and
everybody's
interests
at
heart,
so
I
I
want
to
cautiousness
there.
I
also
want
to
correct
something
you
said
david,
that
the
proposed
start
dates
august
17th
and
that
would
have
added
three
days
to
the
beginning
of
the
school
year
and
I'm
sure
you're
looking
at
that
optional
day.
J
But
with
that
rebecca,
I
would
recommend
to
the
governance
committee
to
add
an
agenda
item
to
analyze
el
14,
the
calendar
process,
because
there
are
some
changes
based
upon
legislatively.
It's
shifted
from
required
days
to
hours
and
therefore,
thus
they
was,
they
were
no
longer
really
required
to
put
snow
days
in
the
calendar,
but
we
adopted
that
as
a
as
a
committee
because
we
valued
the
in-person
time.
A
A
A
B
B
A
O
First
of
all,
I
I
haven't
had
the
time
in
the
last
two
days
to
read
any
emails,
so
I
have
not
seen
any
of
the
feedback
from
the
town
hall,
but
certainly
will
take
the
time
to
do
that.
Now
that
I'm
back
in
town,
I
personally
like
the
proposed
calendar
for
quite
a
few
reasons,
but
I
don't
support
changing
it
at
this
point
in
time,
primarily
because
people
probably
have
made
commitments
already
for
that
week
of
august
15th
in
their
life
having
been
involved
in
the
past
with
a
minnesota
lake
resort.
O
I
fully
understand
that
people
book
their
vacations
years
in
advance
nowadays,
so
that
probably
does
change
somebody's
reality
which
hopefully
going
forward.
I
would
really
like
to
encourage
the
calendar
committee
to
look
at
the
changes
in
this
proposed
calendar
because
I
think
they
make
tremendous
sense.
O
I
would
have
supported
this
calendar
if
it
had
come
through
the
process
that
normally
would
come
through
and
certainly
would
support
a
calendar.
That
looks
like
this
going
forward,
but
I
do
believe
we
need
to
stick
with
what
we've
already
approved
for
the
start
of
this
school
year
and
if
the
administration
can
find
modifications
throughout
the
calendar
feel
free
to
bring
those
to
us.
If
they
need
board
action,
I'm
not
so
sure
early
outs
require
board
action.
O
I
think
that's
an
administrative
decision,
and
I
too
want
to
thank
the
administration
for
thinking
outside
the
box
and
bringing
it
to
us
for
a
change
for
the
coming
fall,
recognizing
that
we
have
staff
that
are
struggling,
but
because
of
that
first
week
and
the
fact
that
people
may
have
already
made
commitments,
I'm
hesitating
to
change
the
2022-2020
school
year.
Calendar.
A
I
Yeah,
thank
you.
I
just
want
to
add
that
you
know
serving
on
that
committee.
My
concern
is
some
of
the
voices
that
aren't.
I
just
want
time
for
other
people
to
have
input
other
than
administration
and
teachers
at
the
town
hall.
A
vital
membership
on
that
committee
is
actually
students.
So
I'd
be
interested
to
hear
what
the
students
think
about
this
another
piece
that
theirs
coaches
and
the
activities
director
I
mean
this
might
affect
after
school
practices
and
activity.
I
I'm
cur
there's
many
not
to
mention
our
families,
so
I
actually
do
think
early
outs
are
a
big
piece
of
this
and
there's
a
lot
more
people.
We
have
not
asked
their
feeling
about
this
and
the
disruption
it
could
cause.
So
I
think
that's
a
really
vital
piece
before
we
would
approve
something
like
this.
A
A
A
And
the
memo
is
from
it
is
from
me
it
was.
It
came
to
the
governance
committee
meeting
on
let's
see
here.
When
did
we
did
we
met
january
27th,
sorry
and
january
11th,
the
level
four
complaint
was
submitted
to
me,
that
was
at
at
a
board
meeting
and
so
the
information
we
have
heard
quite
a
bit
already
this
evening
here.
Thank
you
for
that
and
really
what
our
role
is
this
evening
as
board
members
is
to
determine
if
we
feel
that
the
procedure
was
appropriate.
J
A
K
Absolutely
and
I'll
take
the
opportunity
to
respond
to
a
little
bit
of
what
was
shared
earlier
in
the
fva
report
as
well,
because
I
think
you
know
this
is
an
unfortunate
situation,
because
there,
by
no
means
is
an
administration
trying
to
not
follow
our
own
policies
and
our
processes.
But
I
understand
that
that's
the
claim
that's
being
made
at
your
previous
board
meeting
the
reason
that
you're
revisiting
this
today
is
because
another
level
for
complaint
following
our
complaint
resolution
policy
was
followed.
K
So
at
your
last
board
meeting
you
were
to
look
at
the
process
because
there
was
a
claim
that
administration
did
not
follow
the
proper
process
when
within
two
different
complaint
resolutions
were
utilized
and
we
merged
them
into
one
investigation
using
the
more
comprehensive
investigation.
So
your
determination
at
that
point
was
whether
that
was
appropriate
or
not.
K
K
What
you're,
asking
and
I'm
using
that
set
of
facts
that
did
happen
to
substantiate
an
investigation
would
mean
that
we
have
to
say
that,
because
one
thing
was
admitted,
everything
else
is
true
and
then
secondly,
double
jeopardy
exists
for
that
staff
member
because
it's
already
been
addressed.
So
the
question
that
was
asked
earlier
by
fea
was
my
response
stated
that
it
had
been
addressed
appropriately
and
how
is
that
appropriate?
K
K
It
was
addressed
through
okay,
an
admission
of
guilt
and
redirection
and
admission
that
it
won't
happen
again,
and
that
was
how
I
said:
okay,
that
was
appropriate
with
standard
practice.
How
do
we
know
what
that
standard
practices?
I
actually
went
to
hr
and
said:
do
we
have
any
similar
circumstances
in
which
there
it
wasn't
addressed?
In
a
verbal
manner
by
the
supervisor,
because
I
think
what
I
understand
the
claim
to
be
is
they
wanted
a
written
reprimand.
K
We
have
not
used
those
same
set
of
facts
or
similar
facts
between
two
interactions
with
employees
in
a
moment
of
where
someone
says
something
to
be
and
written
that
employee
up
for
when
they
immediately
responded
to
their
supervisor
and
said
I
did
this.
I
shouldn't
have
said
this
and
the
the
statement
is
a
statement.
That's
in
there.
So
it's
not
something
that
you
know.
If
you
want
to
look
up
a
write-up
for
cursing
or
other
things
that
would
not
be
an
applicable
standard.
A
J
A
C
Yeah,
the
policy
in
front
of
you
would
require
you
to
make
a
motion
whether
or
not
to
agree
with
dr
gandhi's
findings
or
to
overrule
him,
but
I
do
agree
with
your
concerns
and
I
think
one
of
the
things
that
we'll
eventually
have
to
discuss
is
when
the
same
set
of
facts
continue
to
be
brought
forward
with
a
new
complaint
about
the
process.
At
what
point
has
the
policy
essentially
been
exhausted,
because
this
is
a
little
bit
different
and
now
we're
saying?
Okay?
Well,
the
investigation
here
are
our
specific
concerns
with
the
investigation.
C
A
O
B
It's
a
fact
that
I,
after
the
allegation
made
by
the
the
complainant,
I'm
not
convinced
of
the
thoroughness
of
the
investigation
that
was
conducted
by
hr,
and
I
don't
know
that
that
dr
gandhi
may
have
been
given
all
the
appropriate
information
to
make
his
decision.
So
for
that
reason
I
can't
support
this
motion.
A
P
Just
can't
help
shaking
the
feeling
that
we're
doing
this
a
second
time,
so
obviously
this
teacher
doesn't
feel
like
justice
has
been
served
and
I'm
just.
I
can't
help
thinking
of
what
does
that?
What
is
what
does
that
look
like
and
and
is
armed?
Are
we
gonna
keep
getting
the
same
thing
brought
to
our
table?
P
P
I
think
that's
appropriate
too,
but
I
feel
like
there's
somewhere
down
the
line
someone's
failing
that
teacher,
because
they
still
feel
that
they
still
feel
the
same
way.
So
I
wonder
how
and-
and
I
don't
know
if
that
has
really
anything
to
do
with
this
motion,
but
what
you
know,
what
what
was
the
result
of
that
you
know
person
being
accused,
admitting
the
guilt
and
then
having
it
dealt
with
their
supervisor?
K
Regarding
personnel,
I
will
not
speak
as
much
as
I
can
at
the
board
level,
because
this
is
a
public
meeting,
and
this
has
gone
to
that
issue.
But
you're
also-
and
I
don't
mean
this
in
any
way-
to
diminish
at
all.
But
there
is
one
side
of
information
that's
been
shared
with
you.
I
have
to
trust
that
the
investigation
was
comprehensive
and
I
made
that
clear
in
my
response.
K
So
I
would
just
say
what
is
the
resolution
that
you're
looking
for?
We
know
that
there
isn't.
There
is
one
party
to
this
resolution
that
has
brought
to
level
four
twice,
and
so
the
outcome
is
not
the
outcome
that
they
were
seeking.
But
if,
if
that's
the
standard
versus
the
standard
of
what
we've
outlined
in
the
investigation,
then
then
direct
us
to
use
that
as
a
standard
of
stop
the
level
four
complaints.
But
we
investigated
based
on
what
the
claim
was
and
looking
at
the
full
set
of
facts.
K
K
I
will
tell
you
that
the
other
staff
member
that
is
part
of
the
complaint
has
also
asked.
Do
I
need
to
come
to
the
board
and
speak,
and
I
said
this
is
not
a
hearing
for
you.
This
is
a
determination
to
determine
whether
I
followed
the
right
process
or
not.
This
is
board
action
on
the
one
employee
that
you
have
so
it's
on
me,
so
anything
that
you
want
to
do
directed
towards
me
and
then
ask
me
to
do
something
with
how
we
handle
our
investigations.
K
But
what
you
have
in
front
of
you
is
the
information
that's
been
shared
with
you.
That
doesn't
mean
that
or
everything
relevant
to
this
case,
but
I
don't
know
if
we're
in
any
position
to
to
litigate
an
investigation
unless
we're
going
to
sit
here
and
redo
the
whole.
The
whole
investigation
get
both
sides
of
it.
C
Yeah,
the
only
thing
that
I
would
add
is
that,
in
the
resolution
process,
hr
and
and
the
administrator
in
charge
of
the
situation
did
recommend
things
to
move
this
process
forward.
So
it
wasn't
just
a
point
where
we
said:
hey
nothing
happened
here,
there's
no
process
to
move
forward,
there's
nothing
that
we're
going
to
try
to
do
to
rectify
the
situation.
C
The
kind
of
concern
I
have
from
a
legal
perspective
is
saying:
hey
you
made
a
wrong
determination.
Now
go
back
and
we're
going
to
choose
what
the
union
believes
is
the
most
appropriate
situation,
because
here
what
happened
was
there
were
two
sets
of
facts
right
and,
and
did
this
situation
involve
employees
whose
feelings
were
hurt
and
everything
else
absolutely,
but
the
problem
is,
is
even
if
this
case
would
have
been
substantiated.
C
The
outcome
that
administration
would
have
come
to
as
far
as
the
disciplinary
action
if
it
were
consistent
with
past
practice,
would
not
be
what
the
union
is
seeking,
and
so
that's
the
problem
that
I
have
is
us
to
say.
Okay
in
this
one
instance,
where
we've
never
taken
this
type
of
an
action
before
against
an
employee
in
a
situation
where
tensions
are
high
and
a
student
is
elevated,
now
we're
going
to
say,
go
back
and
take
that
standard.
N
Motion
on
the
floor
is
to
direct
the
board
president
to
provide
a
written
response
to
the
fargo
education
association's
level.
4
complaint,
notifying
them
that,
upon
review
the
fargo
board
of
education,
determined
the
process
followed
by
the
superintendent
at
level,
3
was
appropriate.
Thank
you.
Yes,
holden.
P
N
O
O
B
A
Motion
passes,
there
are
two
other
items
on
the
business
agenda.
They
were
added
earlier
in
the
evening
or
at
the
beginning
of
the
meeting.
Sorry,
I
believe
I
so
we
have
a
pledge
of
allegiance.
I
have
that
as
item
d
and
then
another
one
that
is,
I
believe,
superintend
or
excuse
me
substitute
pay
would
be
the
next
item.
These
were
requests
by
david
I'd
like
to
turn
item
d
pledge
of
allegiance
over
to
david,
and
if
you
would
please
start
with
a
motion
so
that
we
can
move
forward.
Thank
you.
B
A
J
B
I
had
asked
it
be
brought
to
the
governance
committee.
I
had
sent
the
president
and
committee
chair
an
email
asking
that
it
be
brought
to
governance
and
I
read
the
governance
minutes
from
the
last
meeting
and
it
was
never
brought
up.
So
I
attempted
to
bring
both
of
these
motions
to
the
governance
committee.
Okay
and.
A
I-
and
I
can
explain
that
a
little
bit
the
date
of
and
I
did
receive
that
request.
The
date
of
that
request
was
right
at
the
time
of.
I
think
it
was
when
we
were
the
date
that
we
had
a
board
meeting
and
then
two
days
I
think,
or
three
days
prior
to
the
january
27th
governance
committee
meeting
and
the
the
notice
for
that
meeting.
A
A
B
The
purpose
it
is
to
add
to
work
on
this
crisis
that
we
are
facing
right
now
with
substitute
pay,
and
the
simple
fact
is:
I
chose
those
dollar
amounts
to
make
it
a
significant
amount
that
would
encourage
people
to
to
look
at
substitute
teaching
as
a
viable
income.
In
the
with
the
tremendous
shortage
we
have
of
substitutes
right
now,
it
would
be
very,
very
possible
for
someone
to
substitute
teach
every
single
day,
you're,
looking
at
the
at
essentially
at
a
thousand
dollar
a
thousand
dollars
per
week.
B
B
I
think
that
elementary
elementary
teachers
in
a
substitute
situation
probably
work
hard
enough
to
deserve
a
larger
income
or
a
larger
salary
from
it,
and
that
was
my
reasoning
behind
it.
I
really
I
don't
know
if
this
is
going
to
be
a
solution.
I
don't
know
if
simply
throwing
more
money
at
a
problem
will
solve
that
problem,
and
that's
why
I
put
it
simply
through
the
end
of
the
year.
I
know
that
we
have
s
funding
available.
We
should
have
funding
to
cover
this,
since
it
is
a
one-time
expense.
B
I
just
I
want
to
try
something
because
we've
got
to
do
something:
we've
got
to
do
something:
to
try
and
attract
more
substitute
teachers.
We
have
a
tremendous
number
of
retired
teachers
in
this
area,
both
from
west
fargo
and
fargo
and
and
morehead,
and
maybe
200
looking
at
the
possibility
of
getting
200
a
day,
would
incentivize
them
to
come
out
and
teach
for
us,
because
we
need
them
desperately
we're
asking
our
current
teachers
to
take
every
single
period.
B
They
have
off
time
that
should
be
spent
preparing
for
their
teaching
assignment,
we're
asking
them
to
go
into
somebody
else's
classroom
and
and
cover
simply
because
we
don't
have
the
bodies
we're
asking
our
minister.
Our
administration
has
volunteered
to
step
up
and
take
on
substitute
teaching.
We
we
simply
have
to
use
every
try.
Every
single
approach
there
is
to
attempt
to
get
more
substitute
teachers,
and
I
think
this
is
this-
could
turn
out
to
hey.
A
F
O
O
I'm
gonna
make
a
motion
to
table
this
until
we've
had
a
chance
to
bring
it
to
planning,
to
figure
out
the
budget.
Implication
I'm
not
against
the
idea,
but
what
I'd
like
to
really
understand
number
one,
because
this
isn't
about
somebody
who
hasn't
been
subbing
getting
paid
200.
This
is
about
taking
all
of
our
current
subs
to
200
as
well.
Okay,
so
that
is
going
to
have
a
significant
dollar
amount
attached
to
it.
O
I'm
guessing
this
also
could
impact,
maybe
what
we've
done
with
our
permanent
subs,
because
this
is
actually
a
pay
rate,
probably
higher
than
some
of
them
might
be
getting
as
well.
So
I'm
going
to
move
to
table
this
until
our
first
meeting
in
march,
so
planning
has
the
opportunity
to
take
a
look
at
the
budget.
Implication.
F
B
It
seems
to
me
there
should
have
been
time
to
put
it
on
the
agenda
and
secondly,
in
reference
to
the
fact
that
for
our
long-term
subs
we're
paying,
we
have
191
day
year,
I
believe,
and
and
with
a
with
a
starting
salary
of
over
42
000,
that
this
doesn't.
This
is
less
than
a
starting
teacher
makes,
and
it
also
we
do
not
have
to
pay
our
subs
tffr,
which
saves
us
12
and
a
half
percent.
K
Is
that
going
to
be
an
expectation
or
not
so
knowing
that
it
can
potentially
approach
looking
at
the
equitable
conversation
and
the
different
roles
and
expectations
that
we
have
for
our
staff
that
have
gone
through
to
get
the
endorsement
and
the
credentials
to
become
a
teacher
and
their
expectations
and
then
versus
another
sub?
I'm
hope
I'm
fully
with
you.
In
terms
that
we
need
to
do
something,
that's
why
we
are
trying
to
do
something.
K
I
hope
that
we
can
take
a
look
at
this
conversation
as
a
comprehensive
conversation,
because
it's
an
investment
best
spent
in
the
strategy
that
you
proposed,
or
is
it
best
bent
in
using
the
same
amount
of
dollars
to
allocate
more
long-term
subs
at
that
teacher
scale
that
we've
already
done
that
we're
we're
gone
from
30
to
40
this
year
and
expect
to
hire
40
next
year,
but
does
it
need
to
be
larger?
We
are
also
having
two
other
conversations
as
administration,
which
is
one
is.
K
Do
we
also
look
at
the
potential
of
just
hiring
teachers
that
are
subs
that
are
not
assigned
to
a
classroom
but
they're
actually
on
a
contract,
and
then,
when
there's
an
opportunity
for
a
classroom
position,
because
that
gives
us
more
of
that
stability.
They
get
that
benefits.
How
is
the
money
best
spent?
And
then
the
last
piece
of
this
component
that
I
don't
want
to
forget
about
is
also
recognizing
and
rewarding
the
staff
that
we
do
have
and
have
been
all
year,
giving
up
their
planning
periods
to
go
sub
or
do
other
things.
K
We
also
want
to
increase
their
rate
of
compensation
as
well
to
recognize
that
the
work
that
they're
doing
so
all
of
those
are
part
of
the
conversation
that
we
are
having
and
we
have
approached.
It
is
a
comprehensive
conversation.
So
I
would
really
want
planning
to
take
a
look
at
the
the
pot
of
dollars
we
have
and
where
is
that
best
spent
just
to
make
sure
that
we
are
not
inadvertently
discounting
any
other
staff,
member
or
employee
group.
P
I'm
never
gonna
lose
sleep
deciding
to
pay
any
teacher
more
more
money.
That's
never
gonna
happen.
However,
I
want
that
decision
to
be
an
educated
decision
and
I
want
to
know
what
the
costs
are
and
and
actually
kind
of,
took
words
out
of
my
mouth.
I
want
to
know
what
our
current
teachers
feel
about
about
this
motion
or
feel
about
paying
subs
more
money
of
the
fact
that
they've
been
subbing
for
other
teachers
back
and
forth
all
year
long.
P
I
just
want
to
have
a
broader
cover,
I'm
glad
you
brought
it
up
tonight
so
that
and
if
it
does
get
tabled,
I
think
that's
a
good
thing
so
that
we
can
have
a
larger
conversation
about
how
we
attract
more
subs
and
money.
Probably
actually
is
one
of
the
ways
we
will
have
to
do
it,
but
I
want
to
have
a
larger
conversation
and
be
more
educated
before
I
make
a
decision
that
could
potentially
cost
a
decent
amount
of
money.
So.
J
Robin
I'm
inclined
to
support
the
original
motion,
because
I
think
the
term
I
often
use
at
work
is
analysis,
paralysis
and
time
is
of
the
essence.
Quite
frankly,
I
don't
think
money
is
an
issue
for
the
next
two
and
a
half
months.
That
would
not
be
part
of
my
considerations,
so
if
it
goes
to
planning
that's
fine,
I
do
want
to
defend
rebecca
a
little
bit
as
far
as
adding
things
to
a
special
meeting.
J
J
A
A
I
was
thinking
that
you
were
planning
to
add
or
make
a
request
to
add
that
topic
to
the
january
25th
regular
agenda,
and
so
I
was
prepared
when
I
called
for
approval
of
the
agenda
that
that
item
may
have
been
added
and
since
it
wasn't
added,
then
I
put
it
on
my
notes
to
put
to
the
february
governance
committee
meeting,
so
I
might
have
misunderstood
you
and
if
I
did
I
I
apologize.
I
just
wanted
to
explain
what
my
thought
process
was.
R
R
You
know
one
of
the
things
that
I
think
we'd
want
to
consider
is,
and-
and
I
don't
if
the
motion
is
for
just
this
year-
maybe
I
misunderstood
that
till
the
end
of
this
school
year.
Then
what
do
we
do
at
that
point?
Because
if
we
do
reset
our
daily
rates,
we
really
close
that
gap
up
to
a
long
term,
sub
rate
and
that's
okay.
R
A
A
N
Rebecca,
I
would
just
like
to
wordsmith
your
motion
to
postpone
the
motion.
Two
table
is
not
an
actual
motion.
You
lay
it
on
the
table
and
that's
for
a
meeting
you're,
specifically
looking
to
postpone
until
a
time
certain
time,
so
the
motion
would
be
postponed.
The
motion
until
the
first
meeting
in
march
until
the
planning
committee
has
the
opportunity
to
review
the
budget
implications.
N
A
P
N
O
O
B
I
Thank
you
not
much
to
report.
We
had
gak
meeting
on
february
1st,
which
I'm
sure
robin
will
summarize,
and
then
I
just
had
the
pleasure
of
attending
our
davies
high
school
soaps
on
february.
Third
and
fourth,
the
soaps
are
student,
one-act
plays
they're
short
one-act
plays
written
by
juniors
and
seniors
in
high
school
and
completely
directed
by
all
students.
It
was
just
a
really
enjoyable
experience,
a
cool
thing.
Our
district
is
doing.
P
B
I'd
like
to
bring
you
all
up
to
date
on
the
leave
bank
committee
that
I
serve
on
and
doug.
I
probably
need
your
help
on
this.
We
just
approved
our
14th
request
for
time
from
the
sick
leave
bank
and
I
believe
what
doug
just
sent
out
said.
We
had
92
days
remaining
in
the
sick
leave
bank,
but
there
were
still
16
days
that
may
be
pending
that
have
not
come
out
of
that.
Yet
is
that
correct,
doug,
correct.
B
J
Robin
government
affairs
committee
met
as
tracy
mentioned.
We
talked
about
some
federal
bills.
We
really
don't
have
a
lot
of
impact
on
there's
another
run
at
fully
funding
idea
which
never
gets
allocated,
but
that's
partially
funded,
so
the
other
mandates,
our
local
state
and
property
taxpayers
pick
up
the
difference.
J
J
Proposed
approaches
whether
frozen
or
rollback,
so
that
that
gets
very
complex,
so
I'll
just
leave
it
at
that.
We
also
talked
about,
as
I
mentioned
earlier
since
our
district,
so
I
think
I'm
very
supportive
of
all
the
extra
staff
members
that
they
hired
with
the
esser
funds.
But
what
comes
into
play
is
century
code
and
how
for
temporary
employees
we
can't
really
they
don't.
They
would
have
to
go
through
a
non-renewal
process
or
something
with
their
contracts.
J
So
I
think
that's
just
a
clean
up
thing,
and
I
am
I'm
assuming
that
he'll
be
working
with
the
fea
on
that
that
pretty
much
wraps
up
that
meeting.
Just
so,
you
all
are
aware
it
since
I'm
up
for
re-election
in
june.
I
am
not
allowed
per
board
policy
to
attend
an
nds
or
national
school
boards
association,
but
I
will
be
there
because
it
is
being
paid
for
for
from
the
state
school
boards
association.
J
F
So
the
salary
commit
committee
is
going
to
meet
on
february,
16th
and
23rd
and
then
we're
meeting
with
the
calendar
committee.
I
think
we've
had
two
meetings.
Dr
gross
does
great
job
of
leading
that
group,
and
actually
it's
gone
very
well
this
time.
I
think
it's
the
best
one
of
the
years
that
I've
been
on.
I
don't
know
why,
but
it's
it
was
very
enjoyable.
H
Nikki,
thank
you
january
27th.
I
attended
governance
february
1st
gac.
I
too
attended
the
north
dakota
sba
negotiations
conference.
I
had
the
delight
of
listening
to
seth,
participate
on
a
panel
and
also
tara
presented
no
not
presented.
What
did
you
do?
You
did
something
anyway.
She
was
marvelous
too,
so
it
was
delightful.
H
A
A
A
A
Last
friday,
I
feel,
although
I
might
be
off
on
the
date
on
that,
we,
we
basically
talked
about
some
of
the
shortages,
some
of
the
staff
shortages
and
the
challenges
that
go
along
with
that
and-
and
I
did
in
in
visiting
with
both
of
them
start
out
the
conversation
by
saying
you
know
what
what
are
you
kind
of
looking
I'm
summarizing
this?
Obviously,
but
what
are
you
looking
for?
You
know
my
takeaway.
A
What
would
you
like
me
to
share
with
the
board,
and
so
I
I
took
a
few
notes
down,
not
a
lot.
I
mainly
listened.
We
had
a
a
nice
conversation
and
I
got
a
good
sense
of
well
a
sense
within
an
hour
not
nearly
as
good
of
a
sense
as
the
folks
that
are
doing
it,
but
the
managing
or
trying
to
manage
the
the
challenges
of
the
extreme
staff
shortages
and
just
it's
it
seems
to
be
it's
an
ongoing,
almost
feel
like
rigmarole
of
trying
to
keep
track
of.
A
You
know
how
short
are
we
like
this
evening
and
then
tomorrow
morning,
when
school
starts?
Where
are
we
and
and
how
is
that
all
managed
and
just
kind
of
getting
a
glimpse
of
what
what
goes
on
within
one
of
our
schools?
And
it's
it's
hats
off
to
everyone
that
is
just
giving
of
their
time,
and
it's
it.
It's
all.
It's
it's
too
much,
really,
I
suppose,
for
anyone
to
really
handle
you
know,
because
it's
just
the
pressures
are
high.
A
Knowing
we
can't
make
people
at
least
to
the
ready
to
you,
know,
staff
our
buildings
as
quickly
as
as
we
need
so
the
challenges
in
front
of
us
as
a
board
and
as
administration.
I
really
appreciated
the
time
they
gave
me.
It
was.
It
was
really
a
great
time
and
I
hope
they
feel
like
I
listened
and
that
I'm
going
to
I'm
taking
their
voices
and
concerns
forward
and
kim
belgaard,
and
I
met
february
1st.
A
A
Our
next
meeting
is
february
22nd,
so
we
can
adjourn
and
all
keep
in
mind
that
we
have
a
work
session
following
this.
What
I
would
suggest
is
there
are
some
handouts
that
are
at
your
at
your
seat.
If
you'd
like
to
take
a
few
minutes
to
look
at
those,
maybe
we
get
back
here
in
10
minutes.
So
if
you
haven't
had
a
chance
to
review,
what's
there
just
do
that
quickly
and
then
we
can
get
to
our
discussion
this
meeting's
adjourned.
Thank
you.