►
From YouTube: School Board Meeting March 8, 2022
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - March 8, 2022
A
C
A
I
don't
see
any
any
opposition.
Okay,
all
in
favor
signify
by
saying
yes,
yes,
oppose
same
sign.
Okay
motion
passes,
we
have
an
agenda
approved
and
we'll
move
those
two
items,
then
after
c
under
business,
all
right,
then
we
get
to
have
a
performance.
This
evening
some
students
from
south
high
school
are
joining
us.
I
think
this
is
the
first
performance
that
we
have
had
in
the
boardroom
as
board
members.
So
this
is
very
exciting.
A
D
E
E
E
E
E
E
E
E
E
A
F
G
A
I
loved
watching
how
you
communicate
with
each
other
as
you're
working
through
the
piece,
what
a
fantastic
way
for
us
to
be
able
to
start
our
meeting.
I
think
we're
going
to
be
able
to
do
our
work
in
a
very
good
way.
Music
unites.
So
thank
you
so
much
and
good
luck
with
with
the
competition
and
with
the
rest
of
this
the
year.
As
you
finish
out,
thank.
D
E
A
All
right,
moving
on
to
the
recognition
of
audience
portion
of
the
agenda,
three
individuals
have
signed
up
to
speak
with
us
this
evening,
and
each
individual
will
be
given
five
minutes,
and
I
don't
have
the
exact
language
in
front
of
me
that
I
need
to
be
reading
right
now,
but
at
any
rate,
all
of
all
five
of
you
or
excuse
me
all
three
of
you
will
be
given.
Thank
you
here.
We
go
stumbling.
This
is
where
anne
marie
again
ensures
her
role
within
the
school
district.
A
Okay,
let
me
go
again
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.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
to
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
A
You
may
request
it
this
evening.
You
will
all
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
and,
if
necessary,
a
final
time
will
sound
15
seconds
later,
signifying
the
end
of
your
time
at
the
podium
and
the
first
person
that
is
sign
up
to
speak.
I
am
not
going
to
say
the
last
name,
because
I
don't
feel
I'll
pronounce
it
appropriately.
So,
if
you
would
please
help
us
with
that,
that
would
be
great.
It's
devin.
K
Repressive
tolerance,
as
defined
in
1965
by
herbert
marcuse,
is
a
passive
acceptance
of
social
and
governmental
practices,
policies
and
actions
which
restrict
freedom
in
an
absolute
sense.
Repressive
tolerance
has
two
main
forms.
The
first
is
the
unthinking
acceptance
of
entrenched
attitudes
and
ideas,
even
when
these
are
obviously
damaging
to
other
people.
The
second
is
the
vocal
endorsement
of
actions
that
are
manifestly
aggressive
towards
other
people.
K
K
This
board
has
repeatedly
unthinkingly
accepted
the
direction
of
dr
gandhi,
in
which
the
board
should
be
directing
dr
gandhi,
and
not
the
other
way
around
and
the
direction
of
dr
tracy
newman
with
regards
to
all
things:
covid
in
clear
violation
and
north
dakota
century
code
4404,
as
listed
under
governance
policy
governance
process
11
by
not
voting
every
time.
The
subject
came
up
to
allow
discussion
and
votes
from
dr
newman.
I
will
remind
the
board
that
these
actions
went
directly
against
what
you
were
being
told
to
do
by
parents
who
this
board
answers
to.
K
The
second
form
has
become
more
troubling
as
of
late
with
the
vocal
endorsement
of
actions
that
are
manifestly
aggressive
towards
other
people.
The
language
in
action
suggested
to
be
added
to
governance
process.
11
from
the
last
governance
meeting
would
violate
at
minimum
five
board
member
covenants
from
governance
process
11,
as
well
as
code
of
conduct,
section
1b
of
governance
process
9
in
showing
loyalty
to
the
governance
committee
and
not
to
the
district
as
a
whole.
K
The
board
should
not
be
using
governance
committee
to
discuss
general
board
business
outside
of
general
board
meetings
regardless
if
quorum
is
met.
There
are
several
course
corrections
that
can
be
taken.
The
first
would
be
if
you
are
adding
the
language
to
state
voting
must
be
in
the
district's
best
interest.
K
K
K
L
L
L
L
M
Hi,
my
name
is
matt
kozak.
I
live
in
the
fargo
school
district.
I
had
a
few
items
I
wanted
to
address
concerning
the
accuracy
of
minutes
and
documents
in
the
board
meetings.
My
first
example
refers
to
minutes
and
meetings
from
november
23rd
2021,
specifically
the
recognition
of
the
audience
section.
I
spoke
at
that
meeting
in
the
minutes
report
that
matt
kosek
shared
concerns
about
disinformation
being
shared
at
board
meetings
during
the
com.
The
public
comment
period.
M
That's
not
accurate,
I
think
tracy
for
disputing
fargo
cast
public
health
and
what
the
information
was
on
their
website,
which
was
about
an
hour
into
the
meeting,
had
nothing
to
do
with
public
comment.
Yet
the
minutes
reflect
that.
I
was
complaining
about
the
public
comment
section,
I'm
requesting
a
response
on
why
the
minutes
were
recorded
the
wrong
way
and
misrepresent
my
statements.
M
M
First,
to
clarify
which
me,
which
memo
is
1992
online
on
the
public
fargo
public
schools
website
both
are
titled
91,
the
link
might
say
92,
but
the
document,
the
pdf
both
say
memo
91.
So
how
can
you
vote
on
something?
That's
not
not
available.
I
don't
know
if
it
changed
for
you
guys,
but
at
least
on
those
pdfs,
that's.
What's
there
it's
91..
M
M
M
There's
also
in
one
of
the
monitoring
documents
which
you'll
see
in
my
email,
it
looks
like
somebody
commented,
but
there's
no
board.
Member
attributed
to
that
comment.
How
do
we?
The
public,
know
that
that
is
a
board
member
who
spoke
to
that?
My
recommendation
to
the
board
would
be
to
go
ahead
and
restart
the
process
of
those
two
monitoring
documents
to
make
sure
they're
accurate,
valid
and
complete.
M
A
N
N
But
in
your
packet,
what
you
will
find
is
a
copy
of
the
slide
deck
that
I'm
going
to
share
with
you
and
this
evening.
What
I'd
like
to
do
is
bring
us
back
to
our
strategic
plan
and
strategic
initiative
number
one
which
all
centers
around
student
achievement
and
growth
in
the
strategic
plan.
It
says
in
that
section
as
a
result
of
the
fargo
public
schools
efforts,
our
students
will
meet
or
exceed
individual
learning
goals
towards
the
achievement
of
district
standards
and
benchmarks
for
academic
proficiency
in
all
content
areas
and
then
from
there.
N
The
strategic
plan
goes
on
to
talk
about
one
of
the
goal:
areas
which
is
goal
area
number
four
around
assessment.
I
won't
read
that,
but
in
that
section
it
talks
about
us
using
both
formative
and
summative
assessments,
really
to
determine
best
practices
and
procedures
that
will
help
us
make
improvements
in
our
student
learning
environment
from
there.
It
goes
on,
in
particular
to
talk
about
one
of
the
indicators
of
success
or
results
and
that's
graduation
rate,
and
that's
really
what
I'd
like
to
talk
about
tonight.
N
N
The
data
I'm
going
to
share
with
you
comes
from
the
north
dakota
insights
website,
which
is
available
for
all
districts
across
the
state
of
north
dakota,
and
it
also
then
allows
members
of
our
community
to
look
at
everything
from
graduation
rate
to
academic
performance
and
so
on.
But
that's
where
this
data
set
comes
from
tonight.
N
As
we
talk
about
graduation
rate,
there's
many
different
ways
to
define
it
and
the
way
that
we'll
be
looking
at
it,
in
particular
that
connects
directly
back
to
the
strategic
plan
is
a
cohort
model
and
that's
the
the
graduation
rate
that
is
used
across
the
state.
So
if
we
are
comparing
ourselves
to
any
other
district
across
the
state
or
the
state
data
in
its
entirety,
it
would
be
using
this
cohort
model
and
really
what
that
is.
N
Much
of
that
centers
around
attendance,
behavior
and
course
performance-
and
we
know
that
during
this
time
period
that
we're
looking
at,
we
had
some
things
happening
in
our
community.
That
certainly
impacted
all
of
those
things
around
attendance
behavior
and
how
our
students
did
in
some
of
their
courses.
N
There
are
other
ways,
though,
to
look
at
graduation
rates,
and
one
is
sometimes
it
just.
Some
students
need
a
little
bit
more
time
in
order
to
complete
all
of
their
academic
requirements
and
on
the
screen
now
would
be
looking
at.
What's
called
the
five-year
graduation
rate,
so
knowing
that
students
might
need
that
one
more
year,
that
gift
of
time
to
graduate
and
what
I'd
like
to
draw
your
attention
to
there
is,
as
we
look
at
those
students
who
might
have
needed
just
a
little
bit
more
time
to
graduate
in
the
three
years
of
data.
N
N
N
Well,
all
three
of
our
comprehensive
high
schools
have
embedded
into
the
day
before
period,
one
in
intervention
time
for
all
students
that
can
come
to
meet
with
their
own
teachers
to
help
them
in
the
in
their
educational
process
to
help
them
with
their
coursework.
One
of
those
things
that
ties
directly
back
to
the
research
from
john
hopkins
course
performance.
N
This
allows
students
the
opportunity
to
take
a
bus
to
school,
be
part
of
that
intervention
time
and
then
continue
their
day.
So
it's
that
intentional
intervention
that
we're
putting
in
place.
We
have
online
credit
recovery
in
all
three
of
our
comprehensive
high
schools
that
will
allow
students
who
maybe
did
not
complete
a
course
satisfactorily
another
opportunity
to
gain
that
credit
which
again
comes
back
to
course
performance,
and
then
our
teachers
are
so
giving
of
their
time
and
the
individual
tutoring
that
they
provide.
N
Throughout
the
day
at
our
alternative
high
school
dakota
high
school,
we
certainly
have
a
very
strong
advisory
program,
one
of
the
pieces.
There
is.
How
do
we
build
strong
relationships
and
then
how
do
we
encourage
students
to
continue
their
educational
pathway,
and
one
of
the
things
that
they've
done
at
dakota
is
an
outreach
program
where
they,
every
month,
reach
out
to
students
who
have
dropped
out
and
encourage
them
to
come
back
to
complete
and
finish
their
graduation?
N
Recently,
just
this
current
year,
we
have
hired
two
attendance
specialists
to
help
us
within
the
district.
Again
coming
back
to
that
research,
where
attendance
is
one
of
those
key
factors
and
the
our
attendance
specialists
are
really
helping
us
to
pilot
an
early
warning
intervention
and
monitoring
system,
which
is
a
data-driven
decision-making
process.
That
really
looks
for
students
who
are
at
risk
of
dropping
out
talks
about
what
are
the
the
appropriate
interventions
to
put
in
place
and
then
measure
the
effectiveness
of
those
interventions.
N
So
across
the
system
we
have
many
things
in
place
as
we
look
at
those
three
different
data
sets
the
one
directly
tied
to
our
strategic
plan.
Again,
we
would
say
we
did
not
meet
that,
but
in
the
two
other
ways
that
we
could
look
at
graduation
rate,
we
do
see
an
increase
to
me,
which
is
saying
the
things
that
we've
put
in
place
are
beginning
to
work
and
we'll
continue
to
work
on
those
moving
forward.
N
So
that
legislation
was
enacted
that
we
really
focus
on
our
native
american
programming
and
education
for
our
own
staff
when
it
comes
to.
How
do
we
include
that
in
our
coursework,
but
also
how
do
we
include
that
in
our
own
development,
so
that
we
are
better
and
as
a
system
to
meet
the
needs
of
all
of
our
students?.
L
C
But
where
I'm
going
with
that
is,
they
spent
some
time
talking
about
where
they've
partnered
and
some
of
the
schools
specifically
and
districts,
but
they
were
speaking
to
specifically
around
mtss
in
the
section,
as
I
recall,
and
really
how
they
have
the
supports
in
place
to
really
spend
that
time
using.
You
know,
proven
sort
of
models
right
to
to
use
and
implement
within
the
school,
but
they're
really
creating
this
partnership
amongst
schools
and
other
community
partners
in
order
to
address
these
needs.
C
Like
you
mentioned,
that
really
speak
to
some
of
the
initiatives
that
you
talked
about
putting
in
place
and
then
they
monitor
them
with
fidelity
to
make
sure
right
that
across
the
board,
they're
getting
these
outcomes
that
they've
the
goals
that
they've
set.
And
so
I
guess
really.
My
question
is
around
what
sort
of
partnership
have
we
done?
C
I
know
there's
been
some
at
jefferson
but
specifically
related
to
if
the
goal
is
to
increase
graduation
rates
and
we've
identified
maybe
reasons
that
we're
not
achieving
that
like
ie
attendance
challenges,
that's
something
that
also
was
identified
in
this
study.
They
talk
about
ways
and
solutions,
ideas,
proposals,
ways
that
that
we
can
help
improve
that.
So
so
really
what
is
fargo
public
schools
doing
in
that
arena?
Are
we
partnering
with
them
on
that?
Are
we
adopting
some
ways
or
models?
O
That,
and
one
of
the
things
I
think
we
need
to
know
is
that
we
are
unable
to
bill
for
some
services
around
mental
health
or
social
work,
type
services,
and
so
having
partners
that
can
bill.
Allow
us
to
provide
more
service
as
we
go.
We
did
expand
that
with
the
use
of
esser,
so
that
some
of
our
other
buildings
that
have
high
ranking
needs
have
also
been
able
to
have
targeted
case
management
this
year.
So
I
will
say:
we've
learned
some
lessons
around
that.
O
We
also
are
currently
applying
for
a
community
grant
coordinator
for
cbe,
because
we
do
feel
some
of
the
the
pieces.
What
I'll
call
wrap
around
are
greatly
needed,
even
with
older
student
populations,
as
we
go
forward.
The
other
piece
that
we've
done
quite
a
bit
of
work
is
on
mental
health
and
again
right
now,
with
the
esser
funding,
it
has
allowed
us
to
expand
mental
health
options.
So
one
of
the
pieces
we've
done
right
when
covet
started
was
telemental
health
and
that
was
easier
to
do.
O
C
O
So
I
think
that
is
a
very
good
point
and
I
would
say
I
don't
think
we're
there
yet
on
that
measurement
piece.
But
one
of
the
anecdotal
pieces
we've
seen
is
increased
attendance
on
days
that
students
are
receiving
services
and
that
is
from
our
principles
directly
as
we
go
forward
the
other
ones.
I
think
it
is
hard
because
it's
been
such
a
small
pilot
in
a
sense
of
numbers
that
I
don't
we
are
trying
to
work
on
our
mtss
data
collection
to
be
more
robust,
so
that
was
part
of
our
university
of
minnesota
study.
P
I
share
this
because
what
administration
will
be
looking
for
from
board
support
and
we'll
be
sharing
this
at
the
next
gap.
Meeting
as
well
is
that
we're
actually
going
to
be
working
with
both
the
ndcl
legislative
group
and
dpi,
because
we've
had
some
conversations
with
both
superintendent
basler
and
her
team
around
the
current
definition
of
alternative
education
in
the
state
of
north
dakota.
P
It's
an
archaic
definition,
that's
embedded
in
century
code
and
the
current
definition
is
according
to
north
dakota
century
code,
is
that
a
school
district
can
offer
an
alternative
education
program
for
students
that
have
dropped
out
and
are
at
least
the
age
of
16..
Well,
the
challenge
with
that
is
any
research
in
education
will
tell
you
that
ninth
grade
is
a
pivotal
year
for
students,
so
the
way
our
system
is
currently
designed
is
in
order
to
be
able
to
provide
an
alternative
education
program
which
is
not
a
lesser
program.
P
It's
just
another
means
to
learn
for
students
to
have
a
different
learning
preference.
You
have
to
fail
your
freshman
year
and
then
you
have
to
fail
again.
Your
sophomore
year
inc
magnifying
your
up
your
likelihood
to
drop
out,
and
then
you
get
access
to
a
premier
program
based
on
relationships
and
self-paced
instruction.
P
That
definition
needs
to
change
and
that's
something
that
we're
going
to
be
working
on.
So
we
can
change
that
norm
of
what
alternative
education
truly
looks
like
it's,
not
what
it
once
was
perceived
to
be,
probably
when,
when
that
was
written
into
into
century
code
several
years
ago,
so
it
is
important
to
recognize
that
fargo
public
schools,
including
our
neighbors,
who
in
west
fargo
we
comprise
about
25
of
our
students
in
in
the
state
of
north
dakota.
P
Additionally,
our
three
comprehensive
high
schools-
they
offer
their
current
graduation
rate
exceeds
90
percent
so
and
more
apples
to
apples
comparison
would
be
comparing
school
districts
that
aren't
that
don't
have
alternative
education
programs,
but
at
the
same
point
we
shouldn't
undermine
the
alternative
education
program,
thereby
design
for
individuals
have
already
identified
to
drop
out
which
counts
against
the
district's
graduation
rate.
So
that's
an
anomaly
that
we
need
to
work
on
and
look
at
during
this
next
legislative
session,
because
that
significantly
impacts
our
data
as
well.
F
C
Thank
you.
Can
I
ask
a
clarifying
question?
Actually,
maybe
too
you
mentioned
that
a
student
has
to
fail
freshman
and
sophomore
year
before
they
can
pursue
dakota
high
school,
so
so
just
to
clarify
they
can't
opt
in
unless
they've
literally
failed.
All
of
their
courses
in
I
thought
student
could
opt
in
for
a
variety
of
reasons.
C
Okay
and
then
I
may
ask
a
follow-up,
so
thank
you
for
that,
so
it's
really
about
the
predictive
so
that
it
is
that
a
choice
and
if
I
heard
you
correctly,
if
I'm
wrong,
you
can
correct
me
and
then
my
my
second
question
is
really
related
to
the
scores
themselves.
Statewide,
we're
comparing
cohorts
and
we're
talking
about.
C
You
know
25
percent
of
the
kiddos
attending
alternative
high
school,
and
is
that
between
fargo
and
west
fargo,
and
don't
all
schools
offer
or
is
it
just
the
larger
school
districts
that
would
offer
this
alternative
sort
of
version
as
well,
and
so
where
I'm
going
with,
that
is,
aren't
they
all
then
encompassing
in
both
this
the
state
number,
as
well
as
our
individual
graduation
rate
numbers.
Dr.
P
Dr
gross
feel
free
to
chime
in
as
well,
but
so
students
can
opt
in
to
our
alternative
education
program
at
dakota
high
school
until
they're
at
least
the
age
of
16..
So
for
us,
it's
sometimes
sophomores
and
sometimes
juniors
at
that
point
that
you
have
a
choice.
The
data
can
be
two-fold
right.
So,
according
to
century
code,
we
can
offer
an
alternative
education
program,
for
students
have
dropped
out
or
there
between
the
ages
of
16
and
21.
P
So
you,
when
you
have
a
student,
if
they've
been
unsuccessful
their
freshman
year,
which
is
traditionally
at
the
age
of
14
right,
you
may
have
some
anomalies
or
they're
not
going
to
be
able
to
utilize
that
program
or
based
on
their
eighth
grade
learner
profiles.
That's
not
something!
That's
have
access
to
them.
So
that's
where
it
becomes
a
challenge.
Now,
once
you
go
to
dakota
high
school,
correct
me:
if
I'm
wrong,
there
could
be
students
that
then
go
the
ged
route.
There
could
be
students
that
end
up
graduating.
P
So
that's
where
that
numbers
come,
but
chances
are
that
that
individual
has
already
had
to
spend
a
freshman
year
if
they
were
at
the
traditional
age
for
when
freshmen
are
at
a
comprehensive
high
school
which
may
have
not
been
the
best
learning
environment
for
them.
So
the
system
is
designed
where
you're
putting
someone
in
a
situation
where
you
know
that
there's
a
better
learning
environment
for
them,
because
it's
self-paced
instruction
there's
more
relationships,
it's
a
different
environment,
but
then
they
have
to
go
to
an
environment.
P
First
in
that
comprehensive
high
school,
ask
for
your
question
about
the
comparison
to
other
school
districts.
I
know
of
a
few
class,
a
schools,
our
district
west
fargo,
I
believe,
might
not,
but
there's
a
little
bit
of
different
and
then
mandan
has
a
little
bit
of
a
different
alternative
education
program.
P
N
F
Robin
real
quick
comment
when
I
was
new
on
the
board:
ninth
grade
in
the
north
side
was
not
in
the
high
schools,
and
that
was
highly
controversial
as
a
new
school
board.
Member
that
I
approved,
or
I
voted
to
approve
a
9
through
12
curriculum
and
a
true
middle
school
model,
and
in
fact
my
son
was
the
first
9th
grade
class
at
north
high.
I
thought
that
was
the
right
thing
to
do
and
that
really
switched
the
mindset
from
accumulating
a
gpa
at
the
high
school
level
as
opposed
to
ben
franklin.
F
I'm
sure
you
remember
this
jennifer
789,
so
this
has
been
a
long
going
process.
I
think
it
is
very
important
for
us
to
recognize
alternative
graduation
models,
because
we
have,
I
think,
it's
better
to
be
innovative
and
to
meet
the
kids
where
they're
at
I
have
met
many
new
americans.
That
think
it's
absurd
that
we
expect
them
to
graduate
in
four
years
without
the
without
the
proper
knowledge
accumulated.
F
D
R
I
think
you
would
find
people
attending
dakota
high
school
feel
that
they
are
a
part
of
a
fargo
high
school,
just
as
the
same
as
anybody
else,
and
I
don't
think
that
there
should
be
any
any
move
made
to
separate
any
of
our
seniors
we're
looking
at
all
of
the
kids
together,
I
don't
care
if
they
graduate
from
fargo
south
or
north
or
dakota.
They
are
our
students
they're,
not
in
an
alternative
setting.
They
are
our
high
school
students
period.
P
So
it
is
not
to
to
imply
that
they
are
in
fact
that
they
are
in
separate
enemy
at
all.
Act.
Two
show
that,
unfortunately,
when
we
only
look
at
a
four-year
graduation
rate,
the
work
that
they're
doing
at
that
campus
isn't
recognized
by
that
indicator
alone.
Which
is
why
I
said
that,
as
we
move
forward
with
the
strategic
plan,
we
need
to
look
at
multiple
indicators
to
look
at
the
success
of
our
students,
because
that
truly
is
reflective
of
the
great
work.
That's
happening
at
dakota
and
all
of
our
high
schools.
A
S
S
We
use
assessments,
of
course,
and
similar
to
what
dr
grow
spoke
about.
Formative,
summative
and
this
one
happens
to
be
a
yearly
test
that
we
give
and
it
shows
growth
amongst
students
like
their,
so
they
have
to
test
from
year
to
year
to
show
that
growth,
and
so
as
we
move
forward.
So
our
indicators
of
success.
We
we
do
test
students
grades
three
through
nine,
with
our
map
test
and
we're
looking
at
a
growth
target,
and
we
want
them
to
make
adequate
yearly
progress
for
a
year's
growth
within
this
measurement.
S
So
each
student
has
a
different
growth
score,
but
we're
looking
at
we
looked
at
bands
of
third
through
fifth
and
sixth
through
eighth
grade
or
sixth
through
ninth
and
again
we're
looking
at
growth
and
again
students,
growth
scores
will
be
different.
It
does.
We
do
have
to
dig
down
as
we
look
at
this
data
individually
by
students
for
students
that
are
mobile.
That
may
be
at
one
school
one
year,
but
then
in
a
different
district,
the
next
it
will
not
measure
that
or
if
they're
new
to
our
district.
S
I'll
go
into
that.
So
the
first
part
is
reading
grades,
three
through
five,
and
so
again
it
goes
through
the
growth
and
we
just
it
is
just
this
population
of
third
through
fifth
grade
students
in
reading
that
orange
line.
Is
that
mean
normative
growth?
So
that
is
where
we
want
the
average
student
we
want
to
make.
A
year's
growth
is
at
that
50th
normative
growth
line.
S
S
We're
close
to
making
that
year's
growth
in
all
student
groups,
but
but
really
we
do
need
to
dig
down
and
what
will
increase
that
student
growth
in
all
of
those
areas,
because
really,
third,
through
fifth
grade
reading,
we
were
all
in
yellow
for
the
main
part
that
consistently
we
weren't
making
enough
years
growth.
In
reading
opposite
of
that,
we
have
third
through
fifth
grade
math,
and
we
took
a
sharp
incline
with
that.
S
For
most
of
our
student
groups,
we
do
have
an
outlier
with
native
american
students
that
is
lower
than
the
rest
of
that
group,
and
so
that
would
be
something
we
would
need
to
dig
into
a
little
further
to
see.
How
do
we
support
that
student
group
and
how
what
what
part
of
the
education
are
we
missing,
and
how
can
we
support
that.
S
S
S
So
those
are
our
two
student
groups
that
we'd
really
want
to
focus
on
with
that,
but
again,
following
the
same
trend
line.
Sixth,
through
eighth
grade
math
shot
straight
up
again
as
well
higher
than
we've
ever
seen
before,
and
actually
digging
down
into
that
student
group
data.
It
was
pretty
green
across
the
board.
We
are.
Our
student
groups
are
making
adequate
growth
currently
in
middle
school
math,
based
on
the
data
that
we
see.
S
So
our
indicators
of
success-
we
did
not
meet
this
indicator
in
reading,
but
we
did
meet
it
in
math
and
I
think
again
it's
it's
due
to
the
teachers
hard
work.
We
are
working
hard
with
students,
both
in
reading
and
math,
and
I
think,
there's
some
additional
things
we
can
add
on
to
with
reading
and
really
focus
in
on
the
data
and
what
we
need
to
do.
So
we
met
the
measures
two
out
of
the
four
times
from
winter
of
21
to
22..
S
What
do
we
expect
in
reading
and
then
we
are
going
to
add
some
strategies
around
the
science
of
reading
to
really
look
at
how
students
learn
to
read
and
dig
down
deep
with
the
data
to
really
target
the
interventions
specifically
to
how
how
the
data
shows
that
students
learn
to
read
we're
going
to
establish
some
common
tier
one
instructional
time
and
dr
gross
also
mentioned.
We
have
taken
a
great
step
forward
in
middle
school
with
our
mtss
process.
I'm
really
proud
of
the
work,
our
teachers,
our
coaches.
S
Our
directors
have
done
around
that.
It's
it's
tremendous
work
and
gives
me
goosebumps,
because
they've
taken
something
and
they've
problem
solved.
They've
looked
at
data
and
they've
worked
on
the
system
to
change
what
we're
doing
and
I
think
it'll
be.
It
will
benefit
kids
we'll
continue
to
collaborate
instruction
across
schools
with
our
learning
walks,
we'll
roll
out
our
instructional
playbook
next
year.
Principals
and
coaches
have
gotten
their
hands
on
this
playbook
which
really
talks
about
what
are
the
instructional
strategies
that
tier
one
instruction.
S
We
should
see
across
the
board
regardless
of
content,
and
so
now
getting
that
into
the
teacher's
hands.
It
aligns
directly
to
teacher
evaluation
and
observation
and
really
giving
that
direct
feedback
to
teachers
around
their
instruction
and
again,
the
the
right
hand,
side
the
multi-tiered
systems
of
support
so
continuing
to
review
and
engage
within
that
system.
Looking
at
where
we
can
continue
to
improve.
Looking
at
our
strong
supports,
we
already
have
and
then
continuing
with
our
elementary
mtss
system,
but
then
with
middle
school,
really
moving
forward
with
that.
C
Thank
you
for
your
presentation
and
for
your
information
and
I'll
just
circle
back
to
some
of
the
information
I
was
talking
about
earlier
and
asking
bob
specifically
to
some
of
the
innovative
ideas
that
came
from
the
education
study
and
specifically,
you
mentioned
tier
one,
and
they
talked
about
that
and
how
a
public
school
spends
and
needs
to
spend
right.
I
mean
we're
talking
about
49
and
right.
Their
time
is
really
targeted
towards
tier
one
and
what
some
of
these
initiatives
were
doing
to
address
tier
two
before
students
to.
C
Earlier
so
to
prevent,
you
know
really
a
higher
need,
as
the
student
grows
throughout
school
and
and
so
it's
specific
to
that
point.
They
really
mentioned
this
americorps
national
service,
okay,
and
so
I
just
thought:
maybe
you
could,
if,
if
we
are
indeed
implementing
or
using
or
partnering
with
them,
if
you
could
maybe
speak
to
that
and
what
we're
doing
in
that
area.
S
Certainly
missy
please
jump
into,
but
we
do
use
reading
core
with
our
students
and
I
was
fortunate
to
see
it
happen
at
centennial
and
it
does
pull
students
that
we
select
based
on
data
and
really
direct
support
on
skills
that
these
students
need
and
it's
a
very
successful
program.
And
it's
something
that
we
should
be
really
proud
of-
that
we
have
here
in
our
district.
L
C
And
so
have
you
seen
then
sort
of
the
return
you've
seen
in
the
data
sets?
Has
it
been
implemented
long
enough
to
see
the
the
you
know?
Indicators
are
working,
the
progression
is
being
made
and
student
numbers
are
increasing
because
our
reading
scores
across
north
dakota
right
are
what
is
it?
I
think
that
they
said
like
62
below
proficiency,
so
specific
in
reading
and
math
right,
so
maybe
missy.
O
You
bet
one
of
the
pieces
that
we're
seeing
and
that's
why
we're
switching
that
mtss
tool
to
look
at
our
data
is
that
right
now
it
is
a
little
more
cumbersome
to
pull
out
all
the
kids
who've
had,
for
example,
americorps
for
the
reading
and
then
see
how
they're
doing
against
their
peers
and
in
our
new
system
we're
able
to
tag
things
and
pull
that
group
out
more
easily
to
compare.
So
I
do
think
that
that
would
be
a
great
group
for
us
to
look
at
that
progress.
O
But
my
understanding
is,
they
have
some
tight
standards
about
when
they
exit
kids.
So
that's
probably
one
piece
we
could
look
at
is
the
exiting
of
kids
that
start
with
them,
but
again
the
shortage
of
people.
We
haven't
been
able
to
fill
everyone
that
we
could
have
if
that
makes
sense
those
positions,
but
it's
a
wonderful
program.
Yeah
some
did
like
it.
S
And
I
will
say
our
cultural
specialist
that
we
hired
this
year
has
and
I'll
speak
directly
to
the
elementary,
but
he's
also
worked
with
the
secondary
has
done
a
great
job.
He
has
worked
with
our
facilitators
on
realigning
our
social
studies
curriculum
to
really
meet
the
needs
of
all
students,
but
also
to
build
those
relationships
with
native
american
students
and
to
really,
I
think,
encompass
that
native
american
spirit
around
our
schools.
S
Through
s,
sir,
I
believe
yep,
okay
and
he
he's
been
working
directly
in
the
classrooms.
He's
worked
with
principals
he's
worked
with
teachers,
so
he's
really
reaching
out
to
schools
and
he's
in
the
building
he's
been
part
of
our
learning
walks
to
really
look
at
all
of
what
we
offer
instructionally.
It's
just
it's
been
a
great
addition.
A
T
I
would
just
make
the
comment
that
I'm
excited
that
you
know
in
this
last
bullet
here
we're
continuing
to
collaborate
with
our
instruction
across
the
schools
and
talking
about
the
instructional
practices,
because
I'm
pretty
sure
that
all
of
our
kids
are
going
to
need.
You
know
help
or
to
try
to
improve,
because
I'm
sure
they're
not
all
perfect,
and
so
they
have
given
opportunities
to
get
better
each
day.
In
reading
and
math.
C
A
And
I
think
you're
talking,
we
have
a
report
that
comes
to
us
annually,
I
believe
from
the
indian
ad
program.
I
don't
know
when
we're
scheduled
to
receive
that
report
again,
but
I
do
believe
it's
a
it's
been
a
report.
That's
been
annually,
I
remember
at
least
the
last
couple
of
times
so,
dr
gandhi,
did
you
have
an
additional
comment.
P
I
had
another
comment
around
another
data
set,
but
I'll
I'll.
Let
someone
else
answer
that,
just
because
I
think
the
program
that
jennifer
you're,
probably
referring
to,
is
the
indian
ed
check
and
connect
program
that
we
had
or
modeled
after
the
check
and
connect
with
the
with
the
mentor
program.
I
think,
as
far
as
I
know,
we're
continuing
that,
but
that
also
doesn't
change
the
work
that
we
do.
P
That's
a
data
point
that
I
would
just
also
tell
the
board
to
take
a
look
at
because,
as
you
grow
as
a
district,
and
as
we
have
more
students
with
differing
needs
or
coming
in
with
different
starting
points,
knowing
where
our
tier
one
instruction
is
providing
supports
versus
tier
two
versus
tier
three
and
seeing
that
reduction
of
students
that
need
tier
two
to
tier
one
is
almost
as
important
as
a
proficiency
assessment.
At
one
point
in
time
as
well.
A
Okay,
okay,
I
I'm
certain
if
we
have
additional
questions,
you'll
all
be
welcome.
You
know
to
helping
us
get
the
answers
that
we
need.
So
thank
you
for
the
time
this
evening
very
much
appreciated,
and
the
next
item
is
a
steam
monitoring
report.
We
have
a
video
that
has
been
prepared
for
us.
What
I
understand.
P
V
Hello,
happy
music
in
our
schools
month
always,
but
especially
this
month,
we
celebrate
the
incredibly
strong
music
program
in
our
district.
We
recognize
the
dedicated
music
teachers.
We
thank
the
district
and
board
for
making
music
a
priority
in
fargo
public
schools,
and
we
are
reminded
about
the
amazing
effects
music
education
has
on
students.
V
Many
scientific
studies
have
been
conducted
to
see
the
vast
effects
music
education
has
on
students.
The
results
of
these
studies
are
building
a
solid
foundation
of
evidence
that
music
instruction
is
not
only
inherently
worthy
that
it
helps
young
minds,
grow
and
flourish.
Music
education
builds.
The
intellect
music
research
explores
the
relationship
between
music
education
and
the
development
of
a
young
person's
cognitive
skills.
V
It
must
be
said
that
the
opportunity
to
learn
music
for
its
own
sake
is
in
itself
an
important
reason
for
studying
music,
but
there
are
additional
benefits.
Studying
an
instrument
increases
spatial
temporal
reasoning,
skills
which
is
our
ability
to
visualize
in
space
and
time.
It's
an
important
skill
in
solving
math
and
engineering
problems
and
in
understanding,
fractions
and
proportions.
V
Music
students
develop
the
mental
flexibility
to
think
and
read
ahead,
while
performing
a
precise
task
in
the
present.
As
students
begin
to
compose
and
improvise,
they
learn
to
consider
options
in
real
time
and
make
quick
decisions
since
music
is
a
language
in
its
own
right
musicians.
Learn
to
think
in
pitches,
timbres
and
tempos,
without
the
aid
of
words
and
sentences,
translating
these
musical
thoughts
into
the
act
of
playing
an
instrument
or
singing
introduces
young
minds
to
thinking
in
the
abstract
practice
in
order
to
master
a
piece
of
music.
V
The
discipline
and
honest
self-evaluation
required
is
excellent
training
for
any
future
activity
in
education.
There
is,
of
course,
an
ongoing
discussion
of
how
intelligence
and
learning
is
assessed
and
what
the
outcomes
mean.
Music
comes
into
play
here
as
well.
Ucla
professor,
dr
james
catterell,
led
an
analysis
of
u.s
department
of
education
database
used
to
track
more
than
25
000
students
over
a
period
of
10
years.
V
The
study
showed
that
students
involved
in
music
generally
tested
higher
than
those
who
had
no
musical
involvement.
The
test
scores
studied
were
not
only
standardized
tests
such
as
the
sat
but
also
reading
proficiency
exams.
The
study
also
noted
that
the
musicians
scored
higher
no
matter
what
socioeconomic
group
was
studied.
V
A
study
funded
by
the
namm
foundation
and
published
in
psychological
science
examined
the
influence
of
music
education
on
non-music
abilities,
the
effects
of
music,
lessons
on
academic
performance
and
the
development
of
information
processing
and
cognitive
abilities.
The
study
revealed
that
students
who
participated
in
music
lessons
showed
statistically
higher
iqs.
V
V
Also
physician
and
biologist
louis
thomas
studied
the
undergraduate
majors
of
medical
school
applicants.
He
found
that
music
majors,
who
applied
to
medical
school
had
the
highest
percentage
of
accepted
students
of
any
group
for
biochemistry
majors
44
of
applicants
were
admitted
for
music
majors
66
were
admitted.
V
Many
studies
support
similar
conclusions.
Music
making
helps
the
brain
develop
in
many
positive
ways,
and
it
advances
core
learning
and
personal
skills
for
life.
Music
is
not
an
extra
but
a
core
subject.
It
should
be
taught
to
all
students
at
all
grades.
The
music
programs
in
fargo
public
schools
are
very
strong
and
supported
programs.
We
continue
to
be
one
of
the
strongest
districts
for
music
education,
not
only
in
the
state
but
also
in
the
nation.
So
now
it's
time
to
share
the
wonderful
things
that
are
happening
in
our
own
music
programs.
V
Live
performances
are
back.
Everyone
is
so
excited
to
have
live
performances
back
here
you
can
see
all
the
north
high
orchestra
playing
together
there's
been
such
a
huge
difference
in
morale.
Now
that
students
are
able
to
perform
again
with
each
other
and
for
each
other
and
such
an
effect
on
the
audience
to
have
live
music
back.
V
V
Sonic
escape
a
floutist
and
violinist
that
studied
at
the
juilliard
school
and
are
now
youtube.
Sensations
visited
all
of
the
fargo
public
schools,
middle
and
high
schools
and
worked
with
the
music
students
they
shared
about
their
classical
training,
but
also
how
they
branched
off
from
that
and
how
they
now
do.
More
folk
style
performing
and
travel
worldwide
to
perform.
V
The
msum
jazz
band
was
able
to
visit
discovery
middle
school
and
perform
for
students,
chuck
lazarus,
a
professional
trumpeter
visited
south
high
school
to
perform
for
and
work
with
the
band
students.
He
shared
great
insight
and
stories
about
how
the
life
skills
he
has
learned
through
music
have
impacted
his
life
in
so
many
ways.
V
Our
fargo
public
school
students
have
been
able
to
participate
in
music,
festivals,
competitions
and
events.
Again,
many
had
been
cancelled,
the
last
two
years
due
to
copen,
but
most,
if
not
all,
are
being
held
again.
Here
are
some
davies
band
students
who
participated
in
the
ploy
heart
band
festival
at
valley,
city,
state
university.
V
V
A
positive
that
came
from
these
coveteers
is
the
ease
and
ability
to
connect
with
and
learn
from
leaders
in
our
topics.
This
school
year
we
were
able
to
work
with
two
nationally
and
internationally
renowned
music
specialists.
Dr
scott
edgar
did
a
virtual
professional
learning
event
with
our
secondary
performing
arts
teachers,
as
you've
heard
from
me
before.
In
the
past
two
years,
the
elementary
music
teachers
have
worked
with
dr
edgar
quite
extensively
last
year.
V
V
In
february,
dr
alice
hamill,
a
genius
in
the
world
of
adaptive
music,
did
a
professional
learning
event
with
our
elementary
music
teachers.
They
learned
more
about
how
to
reach
different
kinds
of
learners
and
how
to
do
this
in
adaptive
music
classes,
as
well
as
the
general
music
classes
they
teach.
V
F
Can
I
comment
rebecca
sure:
go
ahead.
Robin
today
is
raging
red
band
festival,
and
so
I
think
that
that
that
needs
all
of
our
high
schools
are
participating
in
that.
But
I
want
to
make
a
comment
and,
and
clearly
I've
learned
a
lot
about
music
in
the
last
decade,
for
my
husband
and
and
I
want
to
talk
about
public
education,
what
it
offers
to
our
kids.
F
So
as
we
look
at,
there
are
many
districts
across
the
country
that
have
eliminated
music
and
phy
ed.
So
what
can
we
do
as
a
district
to
prioritize
all
of
these
great
needs
that
our
students
need.
We
clearly
know
from
the
data
that
ainsley
so
eloquently
shared
that
some
of
our
music
students
perform
academically
well
as
well.
F
A
H
You
president
knutson
I'd
like
to
reach
out
to
say
to
ainsley
too,
if
she
sees
this.
Thank
you
so
much,
and
I
am
really
thrilled
that
you
included
the
statistics
that
you
did
because
I
think
it
really
proves
a
wide
variety
of
things
when,
when
we
talk
about
oh
they're,
just
singing
a
song
but
there's
so
much
more.
That
goes
with
that
and
what
our
students
gain
and
the
benefits
from
having
the
music
programs
that
we
have
here
in
fargo.
H
A
A
The
next
item
is
the
fea
report,
and
I
know
that
kim
belgaard
was
not
able
to
be
here
tonight.
She
mentioned
that
someone
else
would
be
here
in
her
position
in
her
place.
Matt
hulquist,
but
I'm
not
sure.
If
he's
here,
I
have
not
seen
him
okay,
so
we
will
move
on.
I
I
did
have
a
meeting
yesterday
with
kim
bell
guard,
so
we
had
our
regular
lunch
meeting
I'll
report
on
that
later,
but
just
wanted
to.
Let
you
know
about
that
now
then
we'll
move
on
to
the
superintendent's
report,
dr
gandhi,.
P
Two
things
one,
I
think
board
members
are
aware:
we
have
shared
communication
with
our
staff
and
with
our
parents
that
what
our
plan
is
going
to
be
should
we
have.
Hopefully,
we
don't
but
inclement
weather
for
the
remainder
of
this
school
year,
assuming
there
is
no
more
inclement
weather
between
now
and
the
start
of
spring
break,
which
would
be
next
wednesday.
The
district
will
be
transitioning
to
to
distance
learning.
P
If
there
is
inclement
weather
that
requires
cancellation
of
school
between
now
and
spring
break,
we
will
use
one
data
transition
to
provide
staff
that
opportunity
to
make
sure
that
they're
ready
to
go
and
then
any
inclement
weather
following
that
would
be
for
distance
learning.
So
just
a
quick
update
on
that's
what
our
plan
is.
The
second
item
is
really
just
an
fyi,
with
the
way
that
I
view
our
executive
limitation
policies,
but
should
there
be
any
if
I'm
misinterpreting
something
or
if
this
falls
into
the
board's
purview?
P
Please
let
us
know,
because
missy
and
I
will
will
take
it
to
the
board
according
to
whatever
the
board
members
feel
is
appropriate,
but
we
do
as
we
look
at
our
demographic
reports
for
next
year,
and
we
are
looking
at
our
staffing
and
our
enrollment
patterns.
We
as
administration
are
identifying
the
need
to
move
horace
mann.
Roosevelt
is
one
of
our
paired
campuses
and
we
are
looking
at
a
need
to
potentially
reconfigure
the
pairings.
So
second
grade
would
have
to
move
from
horace
mann
to
roosevelt.
P
Now
it
wouldn't
be
that
the
numbers
required
the
entire
second
grade
unit
to
move.
However,
we
don't
want
to
split
up
a
section
between
two
buildings
as
well,
and
misuse
definitely
be
able
to
share
more
in
terms
of
what
the
numbers
are.
Looking
like,
or
that's
one
of
the
options.
That
is
not
something
that's
definitive.
That
is
not
something.
That
is
something
that
we
wanted
to
explore
and
maybe
even
have
those
conversations
with
impacted
constituents
and
and
the
building,
but
at
the
same
point
it's
one
of
those
gray
areas.
P
A
Thank
you
for
sharing
that,
dr
gandhi.
We
can,
I
guess
if
there
are
any
board
members
that
ended
up
end
up
feeling
like
that
needs
to
come
in
front
of
us.
Just
let
me
know
and
we'll
we'll
move
forward
as
as
need
be.
When
do
you
feel
that
that
in
for
that
that,
if
there
is
a
change,
when
do
you
feel
that
that
might
need
to
be
decided
by
what
would
the
goal
be?.
O
Ahead,
missy,
so
we're
going
off
the
rsp
projections
that
we
received
in
december
and
where
we're
seeing
the
growth
is
at
kindergarten
first
grade
for
next
year
would
change
from
three
sections
to
four
sections
each
now.
If
it
doesn't
materialize,
I
think
we
have
to
make
sure
that
we're
very
clear
with
people
we're
going
off
the
projections,
but
with
that
they
are
growing,
and
so
we
would
need
to.
We
could
keep
one
section
of
second
grade
at
horseman,
but
we
really
felt
since
we
had
space
at
roosevelt.
O
We'd
move
all
three
sections
of
second
grade
and
there
are
some
advantages
that
way
also
just
for
us
and
on
servicing
the
kids
by
keeping
second
grade
together
for
interventions
and
some
of
those
pieces.
But
it
is
a
school-wide
title
building,
so
it's
not
where
we
would.
They
would
lose
any
services
at
all,
but
it
does
look
like
they
would
remain
at
this
enrollment
level
for
the
next
four
years.
A
A
A
B
So
I
want
to
share
some
data
that
administration
had
been
able
to
put
together.
That
is
in
the
memo.
If
you
look
at
the
bottom
of
the
first
page
of
the
memo,
you'll
see
the
daily
substitute
pay
for
true
substitute
teachers
that
we've
hired
and
the
estimated
increase
that
a
200
a
day
rate
would
leave
lead
to
about
581
000
of
additional
costs
through
the
course
of
an
entire
year.
B
If
you
then
go
to
page
two,
because
that's
only
one
form
of
substitute
teacher
we
have
in
the
district,
we
also
have
in-house
subs.
This
is
when
our
own
staff
gives
up
a
prep
period,
for
instance,
to
cover
a
class
when
we
weren't
able
to
go
hire
an
outside
substitute
teacher.
So
this
is
one
of
our
normal
ftes
and
we
would
see
an
increased
cost
again
if
we
projected
out
the
entire
year
at
200
of
about
468
522.
B
B
B
They
also
pulled
together.
Some
data
just
nationwide
to
see
what's
going
on
with
substitute
pay
as
well,
so
we
looked
up
129
large
school
districts
and
really
saw
that
basically
we're
really
seeing
regionally
pricing
about
the
same
as
everybody
else
and
the
increase.
Interestingly,
that's
been
going
on
since
covid
came
about
at
least
has
been
ranging,
probably
in
those
same
large
districts
in
the
neighborhood
of
zero
to
20
percent,
with
the
vast
number
being
10
or
less.
B
B
We
did
have
several
considerations
that
we
felt
were
worth
noting
and
I'll
share
those
on
behalf
of
the
committee.
This
is
clearly
very
operational
in
nature,
setting
the
pay
level,
so
this
is
outside
of
the
normal
role
of
what
we
as
a
board
would
do,
doesn't
mean
we
can't
do
it.
It's
just
outside
of
our
normal
role.
B
B
If
we
went
back
to
the
original
112
number,
one
other
thing
that
was
discussed
is
that
there
really
may
not
be
other
qualified
substitute
teachers
that
more
money
will
attract.
So
we
may
just
be
attracting
the
subs
that
are
going
to
west
fargo
and
moorhead,
and
in
fact,
that
probably
would
be
what
would
be
happening
until
such
time
as
the
neighbor
neighboring
districts
would
then
either
increase
to
match
whatever
we'd
increase
to
so
it
may
not
have
a
long-term
solution
for
us.
B
Anyway,
but
it
might
in
the
short
term,
I
think
the
committee
had
more
support
for
increasing
the
pay
for
our
in-house
subs
than
those
that
we
hire
as
peer
substitute
teachers
thought.
Maybe
that
would
help
get
more
of
our
full-time
staff,
who
really
understands
our
curriculum
to
volunteer
to
teach
those
extra
assignments
if
they
actually
got
paid
more
for
doing
them.
So
there
seemed
to
be
more
support,
at
least
as
the
chair
of
the
committee.
B
For
that,
as
I
listen
to
people-
and
I
think
overall,
the
committee
is
of
supporting
the
idea
of
paying
more
just
wasn't
sure
that
that
much
of
an
increase
was
was
what
was
needed.
So
I
think
that
was
the
discussion
we
had
at
the
committee
level,
those
that
were
at
the
committee
that
day
feel
free
to
correct
anything
or
had
anything
that
I
might
have
missed.
A
Thank
you,
jim,
and
I
just
wanted
to
reiterate
that
the
motion
that
was
made
and
seconded,
which
is
available
for
discussion
now,
was
that
effective,
immediately
substitute
pay
for
elementary
teachers
be
increased
to
200
per
day
and
substitute
pay
for
middle
and
high
school
teachers
be
increased
to
175
dollars
per
day
through
the
2021-22
school
year
years.
That
was
the
motion
that
was
made
and
seconded.
A
So
thank
you
jim
for
that
information
and
thank
you
to
the
planning
committee
members
for
meeting
and
and
getting
this
working
to
get
this
information
together,
everyone
that
was
involved
in
in
that
to
help
us
aid
in
the
conversation
tonight.
So
I
will
open
it
up
david
since
you
made
the
motion.
Is
there
anything
that
you
would
like
to
speak
to
at
this
moment.
R
What
a
starting
teacher
would
do,
even
though
they're
performing
all
of
the
functions
of
a
regular
classroom
teacher.
Secondly,
this
is
this
was
not
meant
to
go
beyond
the
end
of
the
year.
I
heard
what
jim
said,
and
it
would
have
to
be
publicized
as
that
this
is
an
experiment.
This
is
an
attempt
to
see
if
we
can
solve
a
very,
very
critical
problem
that
we
have.
We
must
have
teachers
in
all
of
those
these
classrooms.
R
R
One
of
the
things
that
should
have
come
to
our
minds
after
seeing
what
happened
during
covet
was
that
our
number
of
incidents
dropped
dramatically
when
we
reduced
class
size
by
having
kids
in
class
only
mondays
and
wednesdays,
or
tuesdays
and
thursdays.
When
those
class
sizes
were
reduced
by
50,
the
numbers
of
incidences
in
the
classes
dropped
to
almost
zero.
So
you
can
imagine
what
would
happen
if
you
were
to
take
and
put
three
elementary
classes
together
with
one
teacher
and
whatever
pairs
that
she
had
assigned
to
her.
R
R
that,
and
just
to
explain
that
that
was
based
on
the
fact
that
dr
gandhi
provided
us
with
the
information
that
an
elementary
day
was
actually
longer
and
through
my
experience
as
both
a
high
school
and
middle
school
teacher.
There
were
many
many
cases
in
which
I
could
have
my
kids
working
independently.
R
I
agree
that
we
may
be
attracting
teachers
from
west
fargo
and
morehead.
I
regret
that
situation
because
they
are
struggling
with
the
same
problems
we
have.
However,
I
have
to
be
more
concerned
with
my
fargo
kids
than
with
other
districts,
because
that
I
am
on
the
fargo
school
board
and
I
was
elected
to
take
care
of
them.
R
Secondly,
this
may
be
enough
to
get
some
of
the
our
retired
teachers
out
there
to
say
you
know
200
a
day
if
I
were
to
pick
up
five
or
six
days
a
month,
that's
another
thousand
dollars
in
my
pocket.
Maybe
that
would
be
enough
and
then
you're
talking
about
getting
somebody
in
the
classroom
who
has
true
experience
and
could
truly
step
in
just
as
if
they'd
never
left.
R
I
think
that
there
is
nothing
to
lose
by
attempting
this
for
the
rest
of
the
year.
338
000,
if
I'm
correct,
is
not
an
insignificant
amount
of
money,
but
I
I
believe
that
it
is
in
our
budget
to
cover
this,
and
if
it
were
to
make
a
significant
difference
in
the
number
of
substitutes
we
got.
I
think
it's
a
win-win
situation
and
I
really
hope
that
you
would
vote
to
give
this
a
shot.
I
I
think
it's
quite
obvious
that
every
substitute
teacher
in
our
community
is
all
going
to
want
to
flood
the
fargo,
which
is
what
we
want.
We
want
our
subs
filled,
but
I
don't
know
what
kind
of
data
we're
really
going
to
see
by
making
this
an
experiment
to
see
if
it
will
happen
long
term.
I
think
if
we
kind
of
meet
in
the
middle
between
somewhere,
we
can
stay
comfortably
long-term
and
increase
it
dramatically,
a
little
more
than
what
we
have
in
previous
years.
I
I
I'm
sorry-
and
I
would
just
add
too,
I
feel
increasing
the
amounts
that
much.
I
think
we
would
be
able
to
get
a
lot
better
data
from
our
experiment.
If
we
were
in
a
more
isolated
district,
where
we
didn't
have
two
comparable
districts
that
you
know,
you
literally
could
walk
in
two
minutes
from,
I
think
we'd
be
able
to
tell
if
this,
if,
if,
if
increasing
the
dollar
amount
doesn't
fix
fact,
it
does
in
fact
fix
our
problem.
If
we
didn't
have
the
competition
that
basically
we'd
be
blowing
out
of
the
water.
By
doing
this.
A
T
You
thought
david
of
paying
more
people
more
money
is
great.
I
could
agree
with
you.
This
clearly
is
operational.
We
and
the
reason
why
it
kind
of
says
why
it's
operational
is
you're,
claiming
it's.
This
amount
of
dollar
jackie
and
her
staff
put
together
these
dollars,
and
so
who
do
we
believe?
Do
we
believe
you
jackie?
T
Who,
who
do
we
believe
here,
which
is
it
we
got
done
hearing
about
music
education
on
how
important
that
is.
I
wonder
what
music
education
would
feel
about
300,
000
or
500
000
in
their
program
or
the
math
program
or
cte
or
any
other
program,
they're
all
dollars
that
all
of
our
kids
can
use,
and
so
I'm
just
really
the
concept
yeah
we
got
to
try
to
pay
more
people,
pay
people
more
money
to
try
to
get
them
to
sub,
to
help
eliminate
these
travesties
that
we're
having
combined
classrooms.
T
But
I
don't
know
if
it's
going
to
work,
you
don't
know
if
it's
going
to
work.
Nobody
knows
we
really
don't.
There's
no
data,
that's
going
to
tell
us
so
I'm
more
comfortable
at
putting
this
all
back
on
our
administration
and
keeping
it
operational.
When
they're
going
to
put
together
the
budget
next
year
that
they'll
they'll
figure
something
out
when
they're
putting
together
that
budget,
I'm
quite
convinced-
and
it
will
be
our
job,
then
as
a
board,
to
either
accept
that
or
reject
that,
and
those
are
questions
we
certainly
can
ask.
J
Thank
you.
There
was
just
a
few
considerations
in
this
document
that
was
given
to
us
today.
I
think
it's
important
to
highlight.
They
really
got
my
attention,
so
first
of
all,
our
district
has
invest
invested
significantly
in
long-term
teacher
substitutes.
So
currently
we
have
36
on
staff
and
we're
in
the
process
of
recruiting
up
to
40..
So
one
of
the
things
that
was
pointed
out
here
is
if
this,
the
base
daily
rate
for
long-term
subs
is
228..
J
So
if
we
were
to
raise
this
number
up
to
200,
we
would
significantly
close
the
gap
between
those
two
groups,
and
I
can
just
see
that
influence
influencing
who's
incentivized.
To
do
what
I
mean,
why
would
someone
agree
to
a
long-term
agreement
that
locks
them
in
when
they
can
just
earn
to
around
the
same
amount
of
money
and
have
more
flexibility
accepting
daily
assignments?
J
R
U
Yes,
if
they
carry
and
just
a
point
of
clarification,
are
substitutes,
whether
they're,
daily
or
long
term,
at
a
minimum,
we
require
that
they
carry
an
interim
sub
license.
So
what
that
requires
is
up
to
48
semester,
credits
of
of
college,
but
all
of
our
substitutes,
whether
they're
long
term
or
daily,
are
not
certified.
We
can't
offer
them
actually
a
certified
contract
because
they
don't
carry
that
teaching
degree.
R
So
putting
it
into
contacts,
then
with
them
receiving
a
tffr
contribution
and
health
insurance
contribution
that
significantly
raises
it
above
the
200
amount
that
I'm
proposing
for
substitute.
The
second
is
addressing
brian's
question.
Now
this
is
operational,
and
by
operational
you
mean
that
the
administration
sets
the
salary
for
substitutes
for
substitute
teachers
correct.
R
Why
is
that
done
when
we
negotiate
with
the
teachers
for
their
salaries
every
year?
And
that's
you
know,
that's
setting
it.
Why
should
the
board
not
become
involved
in
setting
substitute
salaries
when
we
set
the
teaching
salaries
for
everybody
else
within
the
district,
and
it
apparently
the
the
administration
has
done
nothing
about
it,
because
the
salary
for
subs
is
still
the
same
as
it
was
in
2020.
R
R
R
I
applaud
dr
gandhi
for
doing
that
and
I
hope
he
gets
all
his
40..
That's
still
going
to
leave
us
many
many
days
when
we
do
not
have
subs
in
the
classroom
and,
as
I
said,
this
is
where
I
wanted
to
try
this
out.
That's
why
I
put
a
sunset
clause
on
it.
I
know
that
this
is
a
significant
increase
in
in
money
and
I
did
not
want
to
make
it
a
burden.
A
Since
david's
motion
from
the
previous
motion
was
just
regarding
the
20-21-22
school
year,
how
would-
and
I
know
david-
you
provided
some
financials,
but
I'm
wondering
with
the
information
that
david
presented
is.
Is
that
in
line
with
what
administration
would
know
of,
considering
that
the
proposal
would
be
sun
setting
at
the
end
of
the
2022
school
year?
A
A
A
Regarding
shortages,
I'm
thinking
about
paris,
for
example,
and
I
know
that
the
motion
is
about
substitute
pay,
but
I
just
want
it's
hard
for
me
to
think
about
this
in
isolation,
because
I'm
also
trying
to
be
sensitive
to
what
some
of
the
other
staff
in
our
school
district
might
think
and
that
I
certainly
would
not
want
the
takeaway
to
be.
Oh,
then,
you
know
what,
and
what
about
us
you're
not
talking
about
additional
needs
for
the
work
that
we're
doing
as
well.
Jim
did
you
have
your
hand
up.
B
A
couple
things
first,
to
answer
your
question:
we
we
briefly
at
planning.
I
acknowledge
the
fact
that
this
doesn't
address
the
para
substitute
shortage,
but
that's
a
problem
as
well,
but
one
piece
of
data
that
I
keep
struggling
with
and
and
part
of
me
is
struggling
with
the
year
rant.
Okay
and
david
you're,
absolutely
right
planning
and
the
numbers
administration
had
just
projected
what
the
cost
would
be
for
a
full
year.
B
B
B
B
H
I'm
with
you
on
that
jim
I've
got
similar
concerns.
I
wish
we
had
a
magic
checkbook
that
we
could
pay
everybody
what
we
wanted
to
pay
them,
but
we
simply
don't
part
of
me
says
yes.
Could
this
solve
the
problem
temporarily?
Perhaps
there
is
nothing
stopping
morehead
or
west
fargo
from
raising
theirs
it'll
be
oh
fargo
raised
theirs.
Well,
now
we're
going
to
have
to
be
competitive
and
if
they're
paying
for
it
with
s
or
dollars
which,
if
we
were
paying
for
it
with
esther
dollars.
H
I
think
it
just
creates
a
larger
problem,
but
I
do
see
coming
back
to
next
fall.
I
think
jim's
right,
it's
longer
term.
So
if
I'm
a
substitute
teacher
and
you're
going
to
pay
me
60
80,
whatever
less
next
fall,
why
do
I
want
to
be
here?
I
was
worth
more
to
you
in
the
spring.
You
don't
apparently
care
now,
so
I
don't
know
that
that's
it
might
solve
it
short
term.
I
don't
discount
that
and
I
would
love
to
raise
them
and
my
question
would
be.
H
Can
we
do
something
because
we
haven't
changed
it
much
in
in
a
fair
amount
of
time?
I'm
just
not
sure
that
this
big
of
a
jump
over
the
long
haul,
I
think,
jim's
right.
We
need
to
find
a
way
somehow
to
sustain
it.
If
we're
gonna
do
it,
because
I
don't
think
we
can
pull
that
back
and
expect
the
same
results.
Q
I
I
I
completely
agree
on
how
difficult
we
can
sunset
it,
but
but
we're
going
to
have
the
conversation
and
it's
very
difficult
to
take
something
away.
Once
it's
been
given,
I
mean
there's
a
there's,
a
reason
why
you
know
nationally
when
there's
any
social
program,
it's
fought
really
hard,
because
if
it
does
get
passed,
it's
very
hard
to
take
that
back.
I
The
other
thing
with
the
sunset
that
I
worry
about
is
so
say
we
do
200
and
we
sunset
it,
and-
and
I
know
we
we
all
work
for
fargo.
I
totally
agree
with
you
david.
We
we,
we
can't
be
necessarily
concerned
with
what
what
what
with
what
west,
fargo
and
morehead
are
doing,
but
I
think
we
still
have
to
be
conscious
of
it
because
say
we
do
this
and
then
moorhead
and
west
fargo
are
scrambling
to
find
subs
because
we're
almost
doubling
the
pay.
I
I
Now,
if
it's,
if
it
comes
to
pay
because
now
we're
way
behind
the
curve,
I
know
that's
a
lot
of
what-ifs,
but
sometimes
I
think,
if
you're
going
to
make
a
decision,
this
big,
you
have
to
kind
of
look
at
every
single
thing
that
could
possibly
happen
or
could
not
possibly
happen.
I
think
that's
a
possibility,
is
it
likely?
Maybe
not,
but
I
think
it
is
still
a
possibility
and
I
think
it's
something
to
consider
I'm
all
for
this
motion.
P
I
think
part
of
the
reason
why,
in
my
perception,
this
conversation
is
a
great
conversation,
but
it's
also
so
challenging
is
because
we
all
agree
that
there
is
a
problem
and
we
need
to
be
able
to
hopefully
find
something
to
address
the
issues
that
we're
having
with
unfilled
substitutes
right
now
within
our
district
and
compensation
can
and
should,
and
has
a
pattern
of
being
one
of
those
influential
factors.
Now.
The
matter
of
how
we
get
there
is
is
where
there
might
be
some
variants
in
it.
P
So
I
would
just
ask
the
board:
where
do
we
want
to
put
our
dollars
in
terms
of
how
we
solve
the
problem,
and
I
think
that's
going
to
lead
to
the
solution
so
with
administration,
since
2020
you're
not
going
to
see
a
direct
inc
increase
in
the
daily
rate?
That's
correct
for
our
regular
subs,
where
we
invested
trying
to
address
the
issue
was
in
the
in
the
bonus
that
was
provided
the
bonus
structure.
P
Long-Term
subs
do
not
have
the
ability
to
maybe
choose
which
campuses
they
go
to
or
drop
assignments
in
the
morning
of
or
have
that
autonomy
of
their
schedule
versus
a
daily
sub.
So
for
us
the
investment
of
the
same
pot
of
dollars
was
better
in
increasing
long-term
subs,
because
we
knew
that
they
were
more
committed
individuals.
P
There
is
an
interim
sub-license
required
for
the
daily
subs,
but
there's
also
different
expectations
for
long-term
subs
who
get
paid
on
the
teacher's
salary
schedule.
And
yes,
they
do
get
benefits
and
I
think
that's
a
that's
a
good
thing
because
they
do
have
the
credentialing.
So
it's
what's
the
value
of
the
degree
and
that
teaching
endorsement
that
that
long-term
sub
has
had
so,
I
think,
ultimately
comes
down
to
if
we're
comfortable
with
a
pot
of
money.
Where
does
that
pot
of
money
go
to
what
what's
that
solution?
P
I
you
know
if
this
conversation,
whether
whatever
happens
with
the
board
motion
administration,
will
carry
out
the
board's
directive,
but
I
think
we
would
also
continue
conversations
about
looking
at
all
of
the
structures
so
looking
at
the
in-house
pay,
because
we
know
those
are
our
teachers
that
are
currently
giving
up
their
planning
periods
to
serve
students.
We
would
also
want
to
look
at
what
we're
doing
with
long-term
subs
and
if
we're
not
able
to
get
to
40,
then
we'd
have
a
conversation
about
okay.
What
is
it
different
in
the
long
term
structure
structure?
P
Is
it
the
rules
of
the
long
term
sub?
Do
we
allow
long
term
subs
to
do
three
days
a
week
or
four
days
a
week,
and
I'm
not
saying
that
we
do,
but
those
are
the
conversations
we
would
have,
because
administration
would
still
prefer
the
more
we
can
get
the
individuals
that
have
a
teaching
credential
and
the
degrees
that
are
on
the
teaching
schedule
in
front
of
our
student
students.
P
We
think
using
the
same
pot
of
dollars
would
be
better
in
that
solution
than
maybe
just
the
daily
subs,
because
we
know
that
we
have
that
commitment.
We
know
that
they
can
go
to
the
campuses
where
we
need
them.
We
know
that
assignments
can't
be
dropped,
so
those
are
some
of
the
conversations
that
we'd
have
now.
If
the
board
were
to
move
forward
with
this
motion,
that's
absolutely
fine
as
well.
I
would
just
have
some
questions
around.
Do
we
still
continue
the
the
bonus
that
we're
offering
after
every
12
completed
days
of
work?
P
What
is
the
expectation
on
that,
and
then
the
only
other
piece
I
would
also
add
is
that
with
our
long-term
subs
in
terms
of
the
actual
functions
of
the
responsibilities
as
well.
There's
lesson
planning
participating
the
professional
development.
Those
expectations
are
different,
which
we
find
a
value
as
well
too.
So
I
don't
think
that
there
is
a
wrong
answer
to
the
solution.
I
think
the
the
question
becomes
to
which
solution?
P
Do
we
want
to
put
our
emphasis
by
putting
the
compensation
behind
and
I'm
just
going
to
advocate
for
our
current
staff
that
are
doing
it
as
well,
because
we
do
not
want
to
neglect
that
group
of
individuals
that
already
are
going
above
and
beyond
as
we
look
at
that.
So
looking
at
the
equity
of
pay
across
different
staffing
groups
is
just
is
important
and
just
as
paramount
for
us.
C
You,
okay,
so
a
couple
of
comments.
I
see
this
is
both
short
and
long-term
goals,
which
a
few
of
you
have
talked
about
and,
and
I
we've
talked
about
sub
shortages
for
a
number
of
years,
but
it
sounds
like
right
now:
absences
are
have
increased
right,
combined
classrooms
have
been
curious,
correct
me
if
I'm
wrong
there,
but
the
case
numbers
in
terms
of
number
of
times
that
that
is
happening,
and
I
think
that
is
you
know
the
reason
for
the
immediacy
here
and
around
what
david
is
saying
about.
C
Let's
do
this
and
for
a
short
term
trial
at
planning.
I
believe
it
was
also
mentioned
that
there
is
potentially
an
opportunity
to
pay
through
with
us
or
dollars,
but
that
also
brings
me
to.
I
think
that
the
comments
around
whether
it's
operational
or
not
are
overused
it's
an
overused
objection,
because
everything
is
operational.
C
So
this,
in
my
mind,
is
a
conversation
that
belongs
here,
because
there
is
an
immediate
need,
and
if
that
means
we
have
to
shift
priorities.
That's
why
we're
having
these?
You
know
tough
conversations,
so
I
wanted
to
say
that
then
I
also
think
about
okay,
the
challenges,
but
also
the
benefits.
So
if
you're
incentivizing
someone
and
it
you
do
get
this
faster
to
fill
rate
for
subs,
you
that's
a
benefit
for
students.
We
solve
that
problem
or
we
learn
that
money.
C
Isn't
the
only
way
right
or
the
only
reason
we
also
give
folks
a
chance.
Maybe
it
is
more
appealing
and
they
see
what
the
district
has
to
offer
and
they're
here
in
the
classroom
and
they
decide.
This
is
something
actually
I
would
like
to
do
long
term,
and
so
so
I
think
that
it
opens
doors
possibly
and-
and
I
think
we
can't
forget
that
possible
benefit.
C
You
know,
as
far
as
some
of
the
discussion
that
was
again
in
planning
we
talked
about
well,
could
we
incentivize
our
in-house
teachers,
maybe
more,
maybe
that's
the
200
rate
and
maybe
outside
subs
175
or
whatever
those
numbers.
However,
they
fall
really,
then
just
to
highlight
the
benefits,
or
you
know
for
our
in-house
teachers,
because
that
too
is
those
are
the
one.
Those
are
the
folks
that
we
really.
Those
are
the
folks
that
the
kids
have
relationships
with
and
there's
certainly
a
benefit
to
keeping
that
consistent.
C
C
I
think
that
with
the
proper
you
know,
if
that's
the
way
that
it's
presented
and
that's
the
way
folks
understand
it
to
be
now.
I
don't
think
it's
realistic
that
we
are
going
to
go
back
to
112
and
that's
where
I
come
for
the
short
term
long
term,
so
we're
trying
to
solve
this
problem
long
term
as
well,
and
so
what
is
that
number?
It
might
not
be
200,
but
it
might
be
150.,
but
I
do
see
it
as
you
know,
really
two
opportunities
and
I
don't
think
just
because
it's
a
long-term
problem.
D
R
I
know
that,
with
the
terrible
shortage
that
we've
had
in
subs
that
I
believe
all
of
our
administrators
have
stepped
into
a
classroom
for
a
day,
I
subbed
for
a
semester,
and
it
was
the
most
harrowing
experience
of
my
life.
It
was
so
much
more
difficult
than
being
an
actual
classroom
teacher
that
I
couldn't
even
explain
it
to
you.
The
fact
that
these
people
were
are
willing
to
come
and
sub
at
all
is
a
is
a
the
kudus
that
should
go
to
those
people.
R
I
don't
know
how
I
would
thank
them
for
the
job
they
do,
because
it
is
a
very,
very
difficult
job
and
to
pay
them
the
same
amount
of
money
that
they
could
make
at
virtually
every
place.
That
has
a
help
wanted
sign
up.
It's
an
insult,
and
I,
if
you
are
going
to
vote
down
this
motion,
I
hope
that
someone
will
come
back
with
a
motion
to
show
a
significant
entry
increase
and
show
these
people
that
we
value
them.
A
A
I
I
hope
that
also
administration
hears
and
and
asks
asks
of
us
if
there
is
need
for
board
direction
regarding
the
pera
pay
situation,
because
that's
and
we've
had
discussions
about
that
here
in
this
room
as
well.
That's
that's
the
individuals
that
serve
as
paris
for
our
school
district
are
doing.
Work
of
you
know
such
important
work
as
well.
P
Absolutely
I
think
administration
hears
the
contestants
on
continuing
to
look
at
the
substitute
rates
and
and
compensation
and
see
what
we
could
do
to
continue
tackling
this
and
and
that
resolve
is
not
going
to
change
for
us.
I
to
clarify,
I
think,
your
question
about
looking
at
pera.
As
I
I
had
a
clarifying
question
about.
Are
we
talking
about
paraprofessionals
that
are
the
full-time
employees?
Are
we
talking
about
substitute
paraprofessionals
while
I
do
agree
that
all
of
this
falls
under
the
purview?
P
If,
if
the
board
is
going
to
start
having
us,
set
expectations
around
looking
at
compensations
for
specific
employee
groups,
I'm
going
to
ask
that
conversation
and
go
to
planning.
I
still
think
that
it's
administrative
purview,
but
looking
at
the
practice
of
our
district
in
terms
of
applying
what's
happening,
doing,
market
studies
based
on
positions
and
analysis
and
doug
can
talk
through
what
we
do
for
those
processes
but
then
also
utilizing,
what's
negotiated
with
the
fea
as
a
mechanism
for
the
compensation
raises
that
all
other
staff
receive.
P
If
we
are
going
to
start
looking
at
pieces
of
information
or
employee
groups
in
isolation
and
changing
that
practice
or
that's
the
expectation
of
administration,
we
would
want
some
guidance
because
we
would
want
to
protect
our
own
staff
from
how
do
you
create
a
systemic
approach
to
be
able
to
do
that,
which
is
what
we
have
now.
So,
if
we're
going
to
change
one
thing,
then,
what's
the
standard
we're
going
to
use
to
make
those
changes
down
the
road,
and
I
would
love
to
share
what
our
practice
is
now?
A
And
I
was
not
talking
about
substitute
paras
when
I,
when
I
made
the
comment
and-
and
this
is
a
part
of
a
broader
conversation,
so
I'm
not
myself,
I'm
not
giving
any
direction,
just
sharing
just
sharing
thoughts
and
feedback
and
and
know
that
it's
it's
all
part
of
a
bigger
conversation
and
wanting
all
staff
to
know
how
how
appreciated
they
are,
no
matter
how
this
motion
goes,
and
I
I
do
feel
like
likely.
The
best
individuals
to
make
this
decision
are
are.
A
C
C
B
R
I
Q
A
A
It
is
the
summary
that
has
been
created
from
the
individual
monitoring
reports
that
were
provided
for
us
to
consider
and
went
to
governance,
with
the
advice
that
a
summary
of
those
the
eight
reports
be
created
and
presented
to
us
for
this
evening,
and
so
I
was
involved
in
putting
that
summary
together
with
the
direction
of
the
governance
committee,
and
the
information
is
here
for
your
consideration.
Seth.
I
C
So
one
thing
that
we
don't
currently
include
is
job
description
right.
Ours
are
written
responses
like
just
tell
us.
Your
strengths
tell
us
things
that
your
superintendent
needs
to
work
on,
and
things
like
that.
So
that's
one
area:
each
board
member,
should
individually
evaluate
the
superintendent
individually
okay,
two
governance
meetings
ago,
maybe
maybe
more.
Actually
it
was
decided
at
governance
that
that
would
no
longer
be
the
process
that
the
process
would
be.
C
So
it's
going
against
what
is
actually
required
from
us
by
law,
so
we
the
way
I
see
this
is
we
can't
accept
the
way
that
this
is
written,
because
these
aren't
individual
comments,
so
violation
number
one
individual
comments
by
each
board.
Member
should
be
compiled
into
one
collective
evaluation
from
prior
to
discussion.
C
So
again,
if
you
don't
agree
with
some
of
the
comments
that
you
know
that
are
placed
on
a
on
a
superintendent
evaluation,
you
can
vote
no,
and
the
superintendent
can
also
provide
a
written
response
to
those
and
have
those
added
to
his
file.
But
it's
still
again,
this
is
what
is
stated
in
law.
This
is
what
is
coming
from
ndsba,
which
is
our
telling
us
how
to
do
this.
So
it
also
says
the
board
should
not
give
the
superintendent
an
overall
rating.
So
again
that
goes
back
to
really.
What
are
we?
C
What
are
we?
How
are
we
rating
him
based
on
job
description
and
any
other
parameters,
and
so
that
really
it's
it's
set
up
and
designed
where
our
els
are
supposed
to
be
helping
us
do
this
along
the
way
right,
and
that
is
really
how
you
compile
an
evaluation.
I
mean
think
about
really
in
your
world
of
your
careers
and
how
you're
formally
evaluated
that's
generally,
how
it
is
done
right
and,
and
so
it
becomes
clear
for
the
superintendent
and
also
for
the
board
in
terms
of
what
are
the
expectations.
C
What
are
you
evaluating
him
on
and
then
it
won't
be
a
surprise
at
the
end
of
the
day
right.
So
so
I
think
that
we're
not
doing
that-
and
I
think
that
this
this
particular
document
that
is
on
our
agenda,
we
cannot
approve,
because
it
does
not
follow
these
guidelines
and
lined
outlined
in
the
law
state
statute.
B
Jennifer,
I
just
and
thank
you
for
sending
out
what
you
did
earlier
today
and
I
did
read
it.
I
actually
have
a
copy
of
it
right
here.
I
just
want
to
make
sure
I
understand
what
you're
saying,
because
when
you
referenced
on
page
26,
individual
comments
from
each
board
member
should
be
compiled
on
one
collective
evaluation
form
so
on
and
so
forth.
C
C
B
B
B
S
C
A
It
will
be
a
summary
of
the
superintendent's
strengths
and
weaknesses
relative
to
achievements
over
the
results,
policies
and
operations
within
the
boundaries
established
in
the
executive
limitations,
policies
and
that
item
and
then
farther
up
item
b.
Talks
about
that.
The
document
will
consist
of
conclusions
based
upon
the
board's
prior
action
during
the
year
relative
to
whether
each
result
has
been
achieved
or
whether
reasonable
progress
has
been
made
toward
its
achievement,
so
that
it's
a
it's
a
document
that
is
not
made
up
of
all
of
the
individual
responses.
W
Is
incredibly
vague
with
regards
to
what's
required
for
a
superintendent's
evaluation,
it
requires
two
evaluations
throughout
the
year
and
it
requires
the
board
to
provide
a
satisfactory
or
unsatisfactory
rating
and
put
that
into
the
personnel
file.
It
at
no
point
in
time
says
that
every
individual
board
member
must
review
it.
It
says
nothing
with
regard
to
how
that
process
is
done,
how
this
board
handles
that
is
based
on
its
governance
structure.
R
In
I'm
reading
directly
from
century
code-
and
it
said
each
board
member
shall
individually
evaluate
the
superintendent.
The
board
president
shall
give
an
evaluation
instrument
to
each
board.
Member
prior
to
evaluation
deadline
board
members
are
required
to
rate
the
superintendent's
performance
as
either
satisfactory
or
unsatisfactory
in
each
area
of
performance
and
identified
in
the
job
description,
and
then
it
goes
on
to
say
just
as
jennifer
just
read
to
us.
R
W
D
C
And
while
he's
looking
for
that,
if
I
just
may
add,
I
don't
so
tara
shared
that
whomever
she
spoke
to
at
ndsba
is
in
direct
conflict
of
what
their
own
document
says
word.
For
word
I
mean
I'm
reading
from
their
documents.
So
I
guess
for
me
to
accept
that.
I
would
need
to
see
that
in
writing
that
that
is
exactly
because
it's
the
opposite
of
what
their
guidance
is.
C
W
W
Those
documents
were
taken
compiled
into
a
single
document
given
to
all
of
the
other
board
members
in
the
governance
committee
and
the
governance
committee
directed
the
board
president
to
issue
consistent
themes
that
will
speak
for
the
majority
of
the
board,
and
that
is
consistent
with
the
guidance
from
ndsba
is
that
the
ultimate
evaluation
that
goes
into
the
superintendent's
file
has
to
be
the
position
of
the
majority
of
the
board.
So.
C
That's
exactly
the
problem
right
there,
because
that
would
you
skipped
a
whole
step,
because
governance
has
five
members.
So
five
members
just
made
a
decision
on
behalf
of
the
full
board,
and
that
is
exactly
what
is
happening.
That
shouldn't
be
happening,
that
that
right
in
her
document
and
how
she
heard
that
is
the
full
board
really
weighed
in
on
it
all
board
members.
No
five
did
so.
It
doesn't
matter
that
it's
the
majority.
The
committee
took
position
on
behalf
of
the
full
board,
which
is
against
even
our
own
policies.
C
A
A
Okay,
eight
of
us
did,
and
we
have
the
information
in
terms
of
the
themes
in
front
of
us
this
evening
to
decide
on
if
in
the-
and
this
is
the
meeting
of
the
full
board.
If
there
is
not
agreement
on
the
themes
and
the
information
that
is
presented,
the
vote
can
go
in
a
different
way.
The
board
here
all
of
us
that
are
present,
have
the
ability
to
vote
on
the
memo.
That's
why
it's
here
in
front
of
us
is
for
us
to
have
this
conversation
to
decide.
A
R
And
I'm
reading
reading
it
and
then
right
below
it.
It
says:
superintendent,
selection,
evaluation
and
non-renewal,
and
when
I
looked
further
that
is
referencing
a
north
dakota
school
board's
association
evaluation
instrument-
it
is
not
century
code,
it's
listed
on
the
top
under
century
code,
but
they
pull
it
up
separately.
Q
H
Thank
you.
I
just
wanted
to
share
that
the
booklet
that
ndsba
puts
out
they
do
so
because
there
aren't
every
school
district
within
north
dakota
isn't
organized
the
same
way
that
we
are
in
fact
less
are
organized
than
we
are.
So
what
they're
trying
to
do
is
they're
trying
to
help
demonstrate
how
this
can
be
done.
So
it
isn't
necessarily.
I
guess
I
don't
interpret
it
as
law
when
I've
had
conversations
with
them,
they're,
offering
guidance
to
those
that
want
to
develop
these
systems
because
they
don't
currently
exist
because
we
are
a
bigger
district.
H
T
T
T
T
Unlike
a
teacher,
a
para,
a
principal
and
everybody
else
is
a
little
different
and
looking
at
the
work
that
dr
gandhi's
done
with
his
team,
who
he
always
mentions,
I
think
they've
done
quite
well,
and
I
think
the
evaluation
says
it
when
you
look
at
what
we're
measuring
and
looking
when
you
fill
out
the
evaluation
we've
const.
This
has
been
a
process,
that's
been
going
on
all
year.
T
A
A
In
fact
there
was
to
start
out
with
it.
There
were
literally
no
comments,
no
specific
comments,
no
specific
suggestions
for
we
regarding
that
would
reflect
weaknesses
or
suggestions,
specific
suggestions
for
improvement,
dr
gandhi.
Thank
you
so
much
for
what
you
have
been
giving
to
us
this
past
year
and
your
staff.
A
A
A
T
And
I'm
going
to
add
another
thing
as
an
elected
official
as
a
board
member,
you
have
two
jobs
as
a
board
member
and
that's
to
hire
and
fire
the
superintendent
and
you're
to
set
policies
and
you're.
Given
the
opportunity
to
evaluate
the
superintendent-
and
you
don't
take
that
chance
and
that
evaluation,
you
don't
fill
it
out.
Only
eight
did
you
let
down
the
people
of
this
that
pay
taxes
in
this
district
and
you
let
dr
gandhi
down
too.
C
So
again
I
will
mention
a
few
governance
committee
meetings
ago.
When
we
did
submit
evaluations,
I
will
tell
you:
mine
was
completely
eliminated,
so
you
tell
me:
how
do
you
get?
How
do
you
get
your
comments
to
come
to
the
full
board
discussion
as
it
they
should,
and
are
you
really
telling
me
that
no,
that
have
you
ever
met
a
person
that
doesn't
have
any
sort
of
developmental
opportunities
ever
they're
all
strengths?
C
So
I
mean
it
is
irresponsible
of
all
of
us
not
to
identify
things
that
we
can
improve
on,
because
if
we
are
not
identifying
and
have
those
hard
conversations,
we
are
never
getting
better.
We
are
status
quo,
we're
going
backwards,
that's
where
our
responsibility
lies,
and
if
you
look
at
my
review,
you'll
see
discuss
any
areas
that
deserve
superintendent,
redirection
or
increased
emphasis.
Did
any
of
these
comments
make
it
to
here?
C
No,
it
is
accountability
for
decisions,
increased
focus
on
data-driven
improvement
plans,
achieving
desired
results
for
students,
increased
attention
to
desired
results,
right
conversations
we
should
be
having
more
than
once
a
year.
I
mean
they
should
be
at
every
single
agenda.
Listen
to
your
state
superintendent!
That's
what
she
says.
C
Oh
jim
you're,
I'm
not
I'm
not
quite
done
yet.
Creating
defined
results,
accountability,
our
own
results
policies
do
not
define
what
it
is.
We
are
to
measure
and
if
we
are
making
progress
on
those
things,
we
don't
do
it
compare
it
to
others.
We
don't
do
it
so
again,
that's
something
that
our
superintendent
should
also
embrace,
because
that
is
how
we
know
the
plans
that
he
has
put
in
place
are
actually
working.
It's
it.
We
decide.
We
set
right
the
vision,
the
direction
progress,
certainly
student
achievement.
Absolutely
right!
C
Q
T
I
Q
I
H
T
A
Every
time
the
contract
is
needing
to
be
reviewed
for
the
superintendent.
An
ad
hoc
committee
is
formed.
It's
specified
that
the
president
is
to
name
three
members
for
the
ad
hoc
committee
and
to
also
select
a
chair
I'll
inform
you
that
the
three
individuals
that
are
on
the
memo
have
indicated
that
they
have
the
ability,
the
time
to
serve
on
the
committee.
So
I
offer
this
information
to
you
for
consideration.
Jim.
B
R
I
T
A
Motion
passes,
item
d
and
items
d
and
e
were
moved
from
consent
agenda
to
business.
Item
d
is
the
memo
regarding
gp12
changes
that
also
comes
from
governance,
and
the
proposed
language
is
there
item
five,
which
reflects
conversation
that
happened
at
governance
and
is
therefore
your
consideration
and
jennifer.
I
know
you
were
one
that
I'm
asked
to
have
actually
both
of
the
items
pulled.
So
if
there's
anything
that
you
would
like
to
speak
to
go
ahead
but
we'll
we
need
a
motion
too.
C
C
So
disagreement
is
a
blessing,
not
a
blockage,
and
as
I
listen
to
the
governance
meeting
and
the
governance
debate
around,
this
proposed
change
and
it-
and
even
you
know
the
most
recent
several
events
or
over
the
last.
I
don't
know
year
or
more
the
desire
to
censor
and
to
limit
and
to
shut
down
conversations
that
don't
align
with
your
own
or
even
of
the
majority
of
the
board.
I
I
don't
understand
it
is
not
in
alignment
with
governance,
it
is
not
healthy.
C
It
is
wrong
for
a
lot
of
reasons,
and
so
I
just
thought
the
simplest
way
was
to
take
you
back
to.
If
you
really
believe
that
you
know
we
should
be
operating
under
a
governance
model.
Well,
that
should
resonate
then
with
you,
and
I
would
urge
you
then
not
to
approve
you
know,
removing
people
from
committees.
I
mean
we're
elected
to
do
a
job
and
we
might
not
always
agree.
That's
okay.
C
We
should
welcome
that.
Like
carver
actually
says
it's
a
blessing,
not
a
blockage,
I
think
healthy
debate
should
be
encouraged
and
we
are
not
doing
that
as
a
board.
We
are
not.
We
are
seeking
to
silence
people
and,
I
think
that's
a
dangerous
precedent
and
I
think
we've
done
it
in
a
couple
of
other
examples,
and
I
I
hope
that
we
work
hard
to
undo
it,
because
it's
it's
it's
not
where
we
get
to
be
our
best.
C
A
I
I
We're
not
gonna
we're
not
gonna
center
or
go
through
the
further
process
if
this
passes,
because
of
a
difference
in
opinion,
we're
going
to
do
it
based
upon
if
one
of
our
board
members
decides
to
not
follow
any
policy,
whether
or
not
they
agree
with
that
policy
or
not
that's
what
this
is
about.
It's
not
about
silencing
opinion.
R
R
If
there's
somebody
that
you
don't
want
on
a
committee,
this,
the
president,
appoints
all
committees
and
in
response
to
somebody's
question
out
there
from
the
audience
earlier,
they
asked
why
certain
individuals
weren't
on
governance
committee,
you
only
serve
on
governance
if
you're
chair
of
another
committee
and
the
chairs
are
also
appointed
by
the
president,
so
the
president
controls
this
without
any
more
additions
to
to
this
process
for
addressing
board
member
violations.
I
I
think
it's
I
don't
think,
there's
any
value
or
any
purpose
to
put
this
in.
A
And
approved
by
the
approves
by
the
board,
so
the
president
appoints
based
on
interest
in
serving
on
committees
and
presents
that
information
in
a
memo
for
a
board
meeting
for
the
full
board
to
consider.
So
the
board
also
has
the
opportunity
to
not
approve
those
assignments,
seth
go
ahead
and
then
nikki
and
brian
did
you
both
have
just
brian
okay,
go
ahead.
Seth.
I
I
would
actually
argue
david
in
the
interest
of
democracy
that
if
we
do
have
this
policy,
the
nine
of
us
have
to
vote
on
whether
or
not
we're
going
to
remove
someone
from
a
committee.
I
don't
I'm
not
comfortable
just
allowing
our
president
to
do
that.
If
we're,
if
someone's
going
to
violate
a
policy
and
they're
going
to
be
removed
from
a
committee,
I
want
the
nine
of
us
to
decide
if
that's
going
to
happen,
not
just
the
president.
T
Thank
you
seth.
You
explained
that
very
well.
I
appreciate
that
and
this
affects
me
as
well
number
five,
so
you
can
better
believe
I'm
going
to
follow
the
policy
because
I
represent
the
people
out
here
in
fargo
and
I
want
to
be
able
to
represent
them
in
in
everything
that
we
can
or
that
I
can
so
I'm
going
to
follow
the
policy.
A
A
A
A
That's
where
the
board
ends
up,
saying
we're
more
concerned
that
we
are
not
following
our
policies
that
a
board
member
is
not
following
policy
and
when
we
serve
on
a
board
and
when
you
run
for
the
board
and
you
get
elected
to
the
board
part
of
being
elected
to
the
board
is
the
responsibility
of
following
the
policies
that
are
here
in
front
of
us.
It's
a
little
bit
different
than
some
other
areas
of
elected
service,
it's
different.
A
Even
from
the
city
commission,
it's
even
different
from
legislative
work,
so
this
board
happens
to
have
a
set
of
policies
that
it's
decided
that
it
is
going
to
operate
under
and
so
we're
all
responsible
for
operating
under
these
policies,
unless
we
change
them
to
a
way
that
we
say
we
don't
need
to.
Currently
we
say
we
need
to
follow
these
policies,
and
I
also
wanted
to
mention
that
there
was
some
discussion
previously
about
additional
language
to
this
policy.
One
had
to
do
with
talked
about
pay
and
really
there's
a
site,
a
stipend.
A
A
There
were
also
some
steps
that
were
included
that
could
follow
underneath
number
five
to
make
the
process
of
number
five
a
little
bit
more
rigorous.
That
was
also
discussed
at
governance
and
that
governance
committee
decided
no.
We
want
to
stick
with
the
information,
that's
in
front
of
you
for
consideration
today.
A
The
reason
I
wanted
to
mention
that
is
because
it
has
been
discussed
externally
in
the
media
about
some
other
options
that
we
might
be
considering
tonight,
and
I
want
people
to
understand
that
those
that
the
only
piece
after
governance
talked
was
the
one
in
front
of
us
tonight.
So
we
are
not
talking
about
adding
additional
steps
under
five
to
make
the
process
more
rigorous
and
we're
not
talking
about
changing
a
stipend,
we're
only
talking
about
the
language.
That's
in
front
of
us,
david.
R
A
A
C
We
should
be
asking
ourselves
that
question
right
because
aren't
you
told
the
I
mean
we
can't
remove
board
members
right
within
north
dakota
and
the
answer
usually
given
is
that
happens
at
the
polls?
You
can
vote
them
out
right,
so
shouldn't
really
our
policies
be
designed
to
do
the
job
that
we're
elected
to
do
not
keep
us
from
doing
the
job
that
we're
elected.
To
do
I
mean
the
citizens
put
us
here,
so
it
goes
back
to
our.
What
is
our
focus?
C
A
J
Up
tracy
yeah,
I
just
wanted
to
say
I
you
know,
I
attended
the
work
session
and
I
appreciated
the
thoughtful
dialogue
that
went
into
that
and
to
be
clear
I
mean
you
have
to
start
at
the
top
every
time,
so
no
one's
jumping
to
number
five
we're
going
to.
If,
if
there's
an
offense,
you
would
follow
step
one
and
then
step
two
and
to
get
there,
and
when
we
compared
this
to
other
districts,
including
our
neighboring
districts,
they
all
had
a
very
similar
thing.
In
fact,
theirs
was
higher.
J
This
step
came
before
censure
for
many
of
them,
if
I
recall,
and
some
of
the
minnesota
ones
we
looked
at
actually
if
the
final
step
was
removal
of
a
board
member,
if
there
was
majority
vote,
so
I
I
feel
like
this
is
reasonable.
It's
not
unique
to
fargo.
This
is
what
other
this.
This
was
a
very
common
theme
that
we
found
in
almost
all
the
ones
that
we
reviewed.
J
A
A
If
anything
was
going
to
be
discussed,
I
didn't
want
us
to
be
discussing
anything
that
that
really,
we
wouldn't
even
be
able
to
move
forward
on
because
of
a
violation
of
century
code.
So
I'm
confident
with
the
information
that
was
prevented,
presented
at
the
work
session
that
it
falls
within
century
code.
Q
H
I
Q
B
B
A
C
So
again
I
go
back
to
who
are
the
customers
right
and
what
is
our
role
in
terms
of
advocacy
for
the
district
and
setting
a
vision,
and
I
think
that
you
find
my
my
note
here
in
the
document
that
I
had
sent.
You
there's
also
a
paragraph,
and
I
told
myself
to
refer
to
it,
but
I
closed
it.
So
just
give
me
a
second
here
to
collect
my
thoughts.
Oh
advocacy
is
championing
champion
the
vision,
the
shared
vision
right
and
there's
examples
of
it
on
page
14
within
your
toolkit.
C
I
I
The
district
in
this
case
means
students,
staff
teachers,
everybody
in
the
community
that
lives
in
this
school
district,
because
education,
public
education,
is
a
public
good.
It's
a
public
service,
everyone,
regardless
whether
or
not
they
have
children
in
the
district
or
they
teach
in
the
district,
all
benefit
from
positive
outcomes
of
public
education.
D
A
R
I'm
not
going
against
anything
that
that
seth
is
saying,
I'm
just
wondering.
Is
there
any
real
difference
in
what
we're
saying
here
I
mean
my
beliefs
are
based
on
what
I
understand.
I
I
don't
really
know
that
we've
reworded
it
and
and
changed
the
the
actual
feeling
of
the
sentence.
I
I
don't
see
that
I
necessarily
have
any
problem
with
the
wording
that's
been
proposed.
I
just
don't
see
how
it's
really
clearing
anything
up
from
what
was
there
before.
C
I
I
like
that
better,
I
think
than
saying
even
the
district,
because
you're
better
defining
it
right,
you're
saying
the
ownership,
the
staff,
the
students,
the
constituents
and
not
because
you
could
I
mean
how
do
you
define
the
district?
Is
it
does
that
mean
the
ceo?
Does
that
mean
the
board,
so
is
it
limiting?
C
And
and
so
that's
why
I
was
seeking
your
clarification
and
your
reasoning
right
because,
like
david
said,
what's
the
difference,
if
we're
saying
our
beliefs
or
the
district,
I
think
this
quote
from
carver
governance
policy
actually
could
help
better
get
to
what
you're
saying,
because
I
think
this
is
what
you
said,
but
that's
not.
What's
that's
not
how
it's
worded.
Would
you
agree?
This
is
what
you
said.
I
A
Q
T
A
D
Q
Q
B
T
A
R
U
A
P
I
had
sure
some
I'd
send
an
update
to
the
board.
The
200
bank
doug
will
give
you
the
current
numbers
up
that
we
use
a
combined
bank,
but
when
we
differentiated
who
was
on
the
represented
by
the
negotiated
agreement
or
not,
there
was
still
significant
room.
So
we
were
not
close
to
the
threshold.
At
the
point
that
I
updated
the
board
doug
can
give
you
current
numbers.
F
P
It's
always
been
one
bank,
but
the
way
that
we
interpret
the
negotiated
agreement,
which
actually
was
favorable
for
for
those
represented
and
for
the
board
for
the
purpose
of
not
reopening
it
is
that
those
represented
by
the
contract
get
200
so
moving
forward
and
we're
doug
and
jackie's
team
are
going
through
a
significant
overhaul
of
our
our
accounting
software,
but
moving
forward.
We
would
be
looking
at
two
separate
banks
where
we're
using
one
bank
right
now,
but
we
do.
We
do
interpret
what
was
negotiated
to
mean
that
the
teacher
should
exclusively
have
200.
P
H
February
16th,
I
met
with
the
fps
foundation
at
their
board
meeting,
I'm
happy
to
say
that
giving
hearts
day
was
good
to
them,
so
that
was
wonderful
february
22nd.
We
had
a
cancelled
board
meeting
thanks
to
a
snowstorm
february,
23rd
davey's
parent
teacher
conference.
I
thank
the
teachers.
I
appreciated
the
opportunity
to
engage
with
them
one
to
one
february,
24th
attended
governance
february
25th.
I
listened
into
the
planning
meeting.
T
A
B
So
the
committee
did
a
pretty
good
job
of
figuring
out
what
we
needed
to
be
charging
people,
or
maybe
somebody
else
in
this
room
had
something
to
do
with
it.
I
don't
know,
obviously
we're
also
looking
at
what
we
can
do
to
hold
down
future
costs,
but
provide
a
quality
benefit
to
our
employees
going
forward.
B
Sec
had
a
board
meeting
since
we
last
met
as
well
got
an
update
on
our
move
to
our
new
location.
I
think
they're
going
to
be
probably
moving
this
week
at
least
some
of
the
staff
over
there.
If
I'm
not
mistaken-
and
we
looked
at
our
cogna
report,
which
had
come
back
generally
speaking
with
some
pretty
good
remarks
and
and
overall
positive
recommendations
for
the
sec,
and
I
think
that's
it
for
me.
C
Okay,
so,
yes,
I
was
at
planning,
and
I
called
in
for
governance
and
one
of
the
comments
or
questions.
I
guess
I'm
looking
for
some
clarity
around
is
the
discussion
around
student
exit
surveys,
and
so
so
I
know
that,
or
at
least
my
interpretation
of
what
was
said
is
that
the
current
questions
on
there-
maybe
some
weren't,
seeing
as
relevant
or
helpful
in
terms
of
how
we
utilize
the
data
that
we've
gotten
there
wasn't.
C
So
was
the
direction
or
really
is
it
going
to
come
to
the
board
to
decide
what
sort
of
data
we
are
wanting
from
to
learn
from
our
students?
Or
did
we
say
it
is
okay
to
just
stop
doing
the
student
exit
survey,
because
if
that's
the
case,
I
would
just
like
to
say
I
think
that's
a
mistake,
because
it
is
certainly
one
of
our
customer
groups
that
we,
you
know
at
the
communications
committee,
look
for
ways
to
additionally
to
engage,
and
so
if
the
current
exit
survey
isn't
providing
useful.
C
Maybe
there
are
just
other
questions
that
we
could
come
up
with.
That
would
be
useful
information,
and
so
I
would
adjust
to
really
continue
that
conversation
rather
than
end
that
report,
and
I
was
looking
for
clarification
on
the
weather
day
policy
that
was
also
discussed
at
covenants,
but
I
think
ripa
kind
of
touched
on
it,
because
the
intent
at
our
work
session
a
number
of
months
ago
versus
the
intent
being
discussed.
I
just
was
looking
for
clarity,
and
I
think
if
I
understand
correctly,
it's
the
first.
C
If
there
are
two
days
those
the
intention
would
be
border
direction
on
on
the
policy
would
be
those
would
be
made
up
in
person
and
anything
after
that
would
really
be
the
decision
of
the
superintendent
to
make
around
whether
it's
virtual
or
in
person.
So
if
I'm
wrong
on
that,
please
chime
in,
but
I
just
I've
gotten
a
lot
of
questions
from
the
community
on
you
know.
Why
is
ours
different
than
other
districts?
What
is
our
policy?
C
C
This
community,
like
this
committee,
and
where
it's
going
to
go
from
here
and
and
what
that
might
look
like,
because
the
city
has
done
a
really
great
job
of
they've,
got
a
lot
of
data,
they've,
put
surveys
and
and
and
really
done,
some
research
and
it's
all
kind
of
coming
in
right
now
and
so
to
use
all
of
those
and
and
put
this
together
for
a
big
overarching
plan
is
an
exciting
time.
So
I
think
that's
all
of
my
updates.
C
J
Thank
you.
I
appreciated
miss
renfroe's
report
tonight
on
music
because
I
attended
the
davies
choir
concert
in
person
and
it
was
really
fun
to
do
that.
As
nikki
said,
we
had
the
cea
meeting
on
the
15th
on
the
16th.
I
attended
ndsba
lunch
and
learned
on
behavioral
health
very
interesting.
It's
always
fun
to
be.
On
the
other
side,
I
attended
my
own
kids
teacher
conference
and
I
echo
that
that's
just
a
remarkable
thing
and
it's
so
unfun
to
be
a
part,
see
what
what's
happening
in
the
classroom.
J
I
also
attended
my
own
child's
iep
meeting
and
I'm
continually
blown
away
by
the
work
that
is
done
by
the
special
ed
programming
in
our
district.
It
is
really
something
to
be
commended,
so
huge
kudos
to
the
amount
of
time
and
energy
and
just
heart
that
goes
into
that
and
then
I'll
end
on
a
very
positive
note.
Next
week
is
spring
break-ish.
I
guess
that's
our
off
year,
but
I
am
going
with
the
davies
high
school,
five-day
new
york
city
drama,
broadway
tour
trip,
there's
27
of
us
total.
J
It's
all
davies,
theater
families.
We
are
going
to
see
three
broadway
shows
in
new
york
city,
we're
going
sightseeing,
we're
going
to
statue
of
liberty
and
empire
state
building
and
metro.
You
know
museum
of
art
and
many
others,
and
then
we,
the
theater
students
who
are
going
participate
in
audition
workshops
with
actual
broadway
actors.
So
I
think
that
will
be
probably
better
than
any
spring
break.
I've
ever
had
so
and
I'm
just
a
chaperone.
Thank
you.
A
A
A
I
was
at
the
governance
committee
meeting
and
the
cea
committee
meeting
cea
at
at
the
commit
at
the
most
recent
committee
meeting
finalized
that
we
do
want
to
go
forward
with
some
kind
of
an
informational
meeting
for
individuals
that
are
interested
in
running
for
the
school
board,
so
that
they
can
learn
a
little
bit
more
about
the
structure
of
the
board
and
the
roles
and
the
responsibilities
of
a
board
member-
and
I
don't
have
that
date
on
me
right
now.
I
I
believe
it's
later
in
march.
A
Anne-Marie
do
you
have
happen
to
have
it
tuesday,
march
29th,
tuesday
march
29th?
Okay,
so
I
believe
also
we
discussed
that
we
would
like
it
for
each
committee
to
be
able
to
be
represented
at
at
that
information
at
that
information
session.
So
whether
that's
the
committee
chair
or
maybe
a
designee
of
the
chair
on
that
committee,
I
need
to
review
the
notes
for
that
from
that
meeting.
So
to
prepare
for
that
event,
the
end
of
march,
that
information
is
on
our
website.
A
I
would
imagine
anne
marie,
so
individuals
are
interested
in
in
running
and
learning
more
will
be
able
to
do
so
before
the
deadline
of
filing
for
running
for
office.
So
and
marine
do
we
have
a
time
on
that
5,
30,
5,
30
and
I'll
send
some
information
out
on
on
that
as
well.
So
I
believe
that
is
it
for
my
report.
Thank
you
all
for
sticking
with
us
this
evening
here
and
a
good,
thorough
conversation
and
hope
you
guys
have
a
good
night
and
a
safe
trip
home.
Thank
you.
We're
adjourned.