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From YouTube: School Board Meeting March 22, 2022
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - March 22, 2022
A
A
The
first
request
is
in
regard
to
an
item
that
is
on
our
business
agenda
this
evening
level,
three
grievance,
the
first
paragraph
on
that
memo.
There's
a
reference
to
level
four
that
should
read
level
three
which
goes
along
with
the
memo,
and
the
second
request
that
I
have
is
a
constituent
contacted
me.
I
visited
with
him
today.
A
There
was
another
part
of
the
comments
he
also
shared
concerns
on
governance
process
policy,
changes
on
the
meeting
agenda
and
the
correction
would
be
and
asked
for
clarification
on
which
memo
was
memo
92.
So
I
would
recommend
that,
with
the
approval
of
the
agenda,
those
two
changes
are
made
any
discussion
or
questions.
C
A
E
E
E
E
A
F
A
A
All
right.
Moving
on
the
next
item
on
the
agenda
is
the
recognition
of
audience
portion
of
the
agenda.
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
forum
to
criticize
or
complain
about
a
specific
employee
or
student
by
name.
Vulgar
or
profane
language
will
not
be
tolerated.
A
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
debate
issues
in
this
forum.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
four
minutes
upon
conclusion
of
the
allotted
time.
A
chime
will
sound
and
the
speaker
will
be
asked
to
conclude
if
necessary.
A
I
I
I
Seth
had
pointed
out
at
that
planning
meeting
two
minutes
and
47
seconds
into
the
meeting
that
the
costs
were
probably
about
three
hundred
thousand,
but
that
three
hundred
thousand
was
not
listed
anywhere
on
the
memo.
93.
that
memo
93
is
kind
of
incomplete.
It
didn't
give
a
full
picture
of
what
was
going
to
happen
for
the
end
of
the
school
year
with
that
sunset
clause.
So
I
just.
C
I
Point
that
out,
the
other
thing
I
want
to
point
out
is:
there's
a
few
board
members
who
wanted
to
increase
the
wages
for
subs
but
couldn't
justify
the
the
200
or
the
80
increase.
So
what
I've
passed
out
to
you
guys
in
the
past
people
here
is
a
pay
table
breaking
down
the
percentage
line
by
line.
So
if
you
were
to
increase
by
one
percent,
how
much
it
would
be
and
how
much
would
cost
the
school
district
with
about
70
subs
with
44
days
left
starting
tomorrow.
So
that's
how
it
is.
I
I
followed
how
david
calculated
it
last
meeting
and
it
was
confirmed
by
jackie
that
was
the
correct
calculation,
so
I
can
send
the
table
out
to
or
the
workbook
as
well,
but
I
want
to
not
just
come
complain
I
want
to
make.
You
know
provide
something
to
you
guys,
so
you
have
that
so
you're
all
board
members,
I'm
not.
I
can't
make
a
motion,
but
you
can
make
a
motion
to
increase
the
sub
pay
by
that
pay
table.
One
percent
is
3
500
I
mean
for
the
rest
of
the
school
year.
I
If
that
70
is
it
can
someone
make
that
motion
tonight?
Can
someone
do
something
show
our
subs
that
we
need
to
help
our
teachers?
The
fda
has
come
here
multiple
times
a
school
year,
telling
you
how
tired
their
teachers
are,
how
their
teachers
are
taking
their
prep
periods
to
cover
for
others.
Let's
do
something.
Thank
you.
J
Hello
good
evening,
my
name
is
alexis
scott
and
I'm
in
the
centennial
neighborhood
district
of
fargo
schools.
So
I'm
here
tonight
out
of
frustration
and
confusion,
along
with
many
other
parents
and
community
members
trying
to
understand
a
little
bit
more
about
how
we've
communicated
with
leaders
and
board
members
about
the
staffing
shortages.
You
all
know
very
well
and
clear.
It's
hopeful
that
the
last
board
meeting
would
set
a
better
standard
for
livable
wages
for
educators.
J
Unfortunately,
that
didn't
happen.
We
know
that
this
isn't
a
permanent
fix,
but
it
would
be
something
to
try
since
the
district
action
over
this
issue
in
the
last
two
years
has
seen
no
improvement
for
perspective.
My
children
have
been
shuffled
into
classrooms
of
two
to
three
sections
bursting
at
the
seams.
J
Their
classmates
have
gone
without
english
language
learning,
math
and
reading
gifted
and
talented,
due
to
coaches
and
educators
being
pulled
to
cover
classrooms.
Your
educators
are
emailing
me
and
telling
me
that
they're
showing
up
to
classrooms
at
7am
to
move
desks
to
make
sure
that
they
can
keep
consistency
for
their
students.
Are
they
telling
you
that
I
don't
know
if
we
can
expect
things
to
get
better
from
learning
loss
if
we
can't
keep
some
consistency
in
services
and
classrooms?
J
Every
day
I
took
it
upon
myself
to
look
at
the
fea
endorsed
candidates
from
the
last
election
to
understand
why
they
would
be
supported
by
the
fda
if
we
can't
take
action
on
equitable
pay
initiatives
so
seth,
you
actually
mentioned
that
you
believe
teachers
and
support
staff
for
are
the
the
district's
greatest
resource
you
had
weeks
to
do
simple,
math,
your
75
percent
increase
is
not
a
reason
for
you
to
vote
on
equitable
pay.
It's
an
excuse.
J
J
You're
gonna
come
with
action,
have
options
if
you
can't
support
two
hundred
dollars
tracy,
you
believe
that
teachers
are
the
greatest
resource
for
the
district.
You
haven't
responded
to
any
of
my
questions
or
emails
on
this,
and
I've
sent
many
and
I'm
concerned
that
you
truly
don't
have
the
time
or
commitment
to
advocate
on
these
issues.
At
this
point,
I
want
it
to
be
clear
that
everyone
should
be
held
accountable
when
they're,
taking
no
actions
on
values
they
expressed
so
deeply
in
interviews,
endorsements
publications,
it's
all
over
the
place.
J
J
K
Hi,
my
name
is
victoria
johnson.
I
don't
have
anything
really
important
today,
but
I
do
want
to
say
what
alexis
just
said.
I
will
challenge
each
board
member
for
you
to
give
up
your
thousand
dollars
that
you
get
every
month
for
the
end
of
the
school
year
to
help
those
teachers
to
get
more
subs.
So
if
that's
the
challenge,
I
want
to
see
each
ever.
There's
nine
of
you
give
up
your
thousand
dollars
to
show
us
that
you
care
about
the
teachers
and
you
want
them
to
get
the
help
they
need.
K
K
I
think
would
be
really
good
for
parents
that
are
not
here
or
people
who
wants
to
get
engaged
and
want
to
see
if
we
can
have
something
where
we
can
actually
see
it,
because
when
we're
talking,
we
don't
know
what
was
what
the
numbers
are
and
what's
going
on,
because
I
think
you
guys
have
just
computers
where
you
guys
just
are
watching
it,
but
we
can't
see
it
when
we're
not.
Here,
so
if
we
can
have
that
display,
that'll
be
really
great.
K
Another
thing
I'll
ask
is,
if
you
can
make
options
for
parents
that
cannot
be
here,
community
members
who
wants
to
get
engaged
to
be
able
to
call
in
because
we
have
some
people
that
may
not
have
a
transportation
and
want
to
get
engaged
and
wants
to
be
part
of
what's
going
on,
and
so,
if
that
can
be
an
option
for
them
to
call
in
and
share
their
concerns
and
address
their
board
members.
Thank
you.
L
L
L
What
ultimately,
matters
is
what
we
do
with
it
said
in
the
way
that
only
mr
rogers
could
well
tonight.
I
echo
what
mr
rogers
was
saying,
and
I
say
that
teacher
is
a
six
letter
word
and
like
esteem
or
equity
or
caring
or
admire
what
ultimately,
matters
is
what
you
choose
to
do
with
that
word
tonight.
Thank
you.
A
M
M
She
was
exploited
and
abused
by
a
person
in
a
school.
Just
leave
it
at
that,
because
I
don't
want
to
name
names
and
then
all
of
her
teachers
neglected
her
and
have
not
answered
a
single
response
for
her
to
her
emails
or
anything,
and
to
do
this
to
a
child
to
shun
a
child
for
two
years
is
a
little
too
much
and
gandhi
wrote
the
directive
to
have
no
teachers
speak
to
her
or
him
or
me,
or
her
parents
or
any
third
party.
So
we
are
nowhere
and
she
knows
she's
supposed
to
be
in
school.
M
I
know
she's
supposed
to
be
in
school.
All
of
our
people-
we're
not
from
here
it's
just
my
daughter
and
I
here
and
everybody's
calling
to
come
to
her
graduation.
It's
her
graduation
year,
they're
coming
from
england
and
south
africa
and
israel
and
canada
and
all
across
the
united
states,
and
we
don't
know
what
to
say.
M
A
N
Hello,
my
name
is
jill
bergeron
and
I
teach
french
at
davies
high
school,
and
I
was
here
last
year
to
tell
you
a
little
bit
about
the
seal
of
bi-literacy
that
we
are
now
offering
our
students
in
the
fargo
public
schools
district,
and
there
are
two
parts
to
that:
seal
of
by
literacy.
The
students
take
a
proficiency
exam
that
they
just
started
today
to
show
their
proficiency
in
french,
german,
latin
and
spanish,
and
then
the
second
part
of
that
sealant
by
literacy
is
showing
a
demonstration
of
sociocultural
competence.
N
N
N
There
are
students
of
german
and
spanish
and
french
that
are
all
working
together
on
one
of
their
projects.
They
thought
about
these
global
goals
and
what
they
were
passionate
about
and
and
things
they
wanted
to
work
on,
to
make
this
a
better
world,
and
then
they
got
together
did
some
research
and
put
together
this
project.
So
they're
here
tonight
to
tell
you
just
a
little
bit
about
what
they
did.
O
So
after
we
received,
we
chose
our
topic
of
poverty
and
after
receiving
our
topic,
we
decided
the
first
thing
and
best
thing
we
could
do
was
educate
ourselves.
So
we
decided
to
do
some
research
and
then
we
compiled
all
our
research
into
a
website
that
would
be
public
for
people
to
see
and
they
could
educate
themselves.
O
H
So,
as
maddie
said,
through
our
project,
one
of
our
main
goals
was
to
not
only
educate
ourselves
but
also
to
educate
others.
And
to
do
this.
During
our
fundraiser,
we
took
a
microphone
to
start
half
time
of
a
basketball
game
and
began
speaking
to
our
audience
just
a
little
bit
about
poverty
statistics,
what
we
were
doing
and
why
we
were
doing
it.
H
P
Yeah
so,
like
dylan,
said,
an
important
common
theme
throughout
a
project
is
after
we
educate
ourselves,
we
want
to
educate
others,
and
one
way
we've
been
one
way
we've
been
educating.
Others
is
through
a
website
we
created
and
on
that
website
we
have
a
ways
to
help
page,
which
includes
information
and
tips
on
how
to
reduce
poverty.
P
A
Q
Okay,
our
vision
is
to
protect
life
on
land
for
future
generations
by
creating
a
pollinator
garden
at
davies
that
will
attract
pollinators
and
educate
on
the
importance
of
pollinators.
Pollinators
are
important
because
they
sustain
our
ecosys
our
ecosystem
and
produce
our
natural
resources
by
helping
plants.
Reproduce
pollinators
are
not
just
beneficial
to
our
community,
but
they're
also
globe
important
globally,
as
they
pollinate
crops.
Q
R
So
what
have
we
accomplished?
We
have
created
a
pollinator
garden
that
has
six
different
types
of
flowers
to
ensure
that
pollinators
in
the
south
fargo
area
will
continue
pollinating
our
crops
for
continued
vegetable
and
fruit
production.
To
prepare
for
this
project,
we
have
created
an
informative
and
creative
website.
That
includes
everything
you
need
to
know
about
our
project
and
the
importance
it
has
on
our
local
environment.
We
have
also
done
research,
read
a
book
and
had
a
guided
group
discussion
on
our
project
in
order
for
outside
viewers
to
understand
what
our
global
goal
is.
R
How
have
we
changed
before
we
started
this
project?
We
didn't
know
that
much
about
what
was
environmentally
happening
on
earth
or
how
to
make
a
difference,
but
now
that
we
are
fully
educated
on
the
topic
of
life
on
land
due
to
our
research,
we
understand
the
importance
and
urgency
that
is
needed
in
order
for
us
to
fix
the
mistakes
that
we
have
made
on
the
land
of
earth.
R
We
now
realize
that
we
should
think
about
the
impacts
we
have
on
future
generations
than
only
focusing
on
what
we
can
take
from
our
land,
so
for
future
possibilities
as
most
of
our
plants
are
perennials.
This
means
that
they
will
keep
coming
back
for
future
generations
to
see
what
we
have
accomplished
and
hopefully
spark
the
initiative
to
the
for
them
to
also
help
our
environment.
R
We
hope
that
our
pollinator
garden
will
also
provide
pollinators
to
increase
crop
production
which
will
make
maintaining
and
growing
crops
easier
on
future
generations.
Overall,
we
expect
that
our
garden
will
start
to
pave
the
way
for
a
healthier
environment
in
the
present
and
the
future.
Thank
you
for
listening.
T
And
I'm
tayden
axeman
and
our
fourth
group
member
eli
mock
was
unable
to
make
it
tonight
so
for
our
project.
We
we
had
all
done
some
background
work
with
like
feed
my
serving
children,
the
great
plains
food
bank
organizations
like
that,
so
we
knew
that
we
kind
of
wanted
to
do
something
in
the
area
of
hunger.
T
So
we
got
the
the
group
or
the
assignment
of
hunger
and
in
october
november
time
we
started
to
do
some
research.
Some
of
the
biggest
things
that
we
found
was
that
there's
38
million
people
food
insecure
in
america,
273
people
million
are
hungry
worldwide
and
the
biggest
thing
that
at
least
hit
me,
the
deepest
was
a
child
dies
every
10
seconds
from
hunger.
T
S
So
for
our
project,
we
decided
to
bring
volunteers
to
the
feed,
my
starving
children,
mobile
event
here
in
fargo,
so
first
we
had
to
advertise,
so
we
posted
on
social
media
and
we
went
out
around
to
all
the
language
for
our
classes,
at
davies,
high
school
and
advertised
for
our
project
and
encouraged
students
to
come
and
help
to
pack
food
and
the
picture
on
the
right
is
tatan.
Speaking
at
the
north
dakota
association
of
honor
society
meeting
at
davies,
high
school
and
the
picture
on
the
left
is
tatan
also
on
career
day.
S
Speaking
with
amy,
the
event
coordinator
for
my
striving
children.
So
we
gathered
70
volunteers
for
this
feed,
my
starving
children
event
and
we
all
contributed
to
packing
food.
That's
going
to
be
spread
all
over
the
globe
and
we
also
resulted
in
140
hours
of
service
hours
for
our
community
as
well,
and
here
are
some
pictures.
So
this
is
the
first
group
is
the
picture
on
the
left
and
here's
some
more,
and
this
is
our
group
on
the
left
and
then
the
group
on
the
right
is
the
second
group
we
brought
so
the
first
session.
A
B
E
U
I
just
out
of
curiosity
of
the
first
group
dylan
and
maddie,
and
I
forgot
carter.
You
said
that
your
website
was
that
was
designed
to
for
you
guys
to
learn
and
for
other
people
to
learn.
What
did
you
guys
learn
about
poverty
that
you
didn't
know
before,
so
I
don't
mean
to
put
you
on
the
spot.
I'm
just
curious.
O
Mostly,
we
learned
the
statistics.
Like
I'm
sure.
A
lot
of
people
know
that
poverty
is
something
that
contributes
to
a
lot
of
people
having
a
hard
time
in
their
life,
but
it
was
something
that
we
didn't
know
any
numbers
about.
So
we
mostly
mostly
learned
a
lot
of
statistics
that
were
able
to
help
us
and
actually
engage
us
into
it.
Where
we
could
then
could
realize
how
bad
it
is
and
realize
that
there
is
something
that
needs
to
be
done.
G
F
A
V
V
We
actually
shift
training
around
her
because
she's
such
a
superstar,
and
so
these
students
not
only
excel
in
school,
but
they
take
what
they
learn
in
school
and
do
that
in
their
in
their
their
employment
and
affect
future
generations.
So
my
question
for
you,
abigail,
is
who
is
covering
your
shift
today
in
bennett.
V
W
Thank
you
so
much,
and
thank
you
to
all
of
you.
I
smiled
through
this
whole
thing
and
I
was
hoping
you'd
share
your
websites
because
I'd
love
to
look
at
them
and
I'm
wondering
if
maybe
to
make
your
work
a
little
lighter.
If
perhaps
you
could
forward
those
websites
and
marie,
would
you
be
able
to
coordinate
that
rather
than
have
you
try
to
send
it
to
all
of
us?
W
T
W
That's
that's
amazing
people
who
aren't
regularly
a
part
of
that
it's
hard
to
kind
of
get
your
brain
around
that,
but
once
you've
done
it,
it
is
mind-blowing.
So
thank
you
to
all
of
you.
I
love
that
you
stepped
up
you
embraced
this.
You
dug
in
and
you're
willing
to
share
it
and
continue
to
work
with
it.
Thank
you.
Thank
you.
Thank
you.
W
X
X
No,
what
was
it
called
orphan
grain
train?
You
might
want
to
research
that,
with
along
with
the
great
work
you're
already
doing
it's
just
another,
it's
it's
near
and
dear
to
my
heart,
because
I
lived
in
the
area
and
actually
helped
load
those
those
gorf
and
grain
train
and
actually
knew
the
people
that
came
from
liberia,
africa
and
met
the
met
the
person
as
well.
So
it's
really
cool
what
you
guys
are
doing,
and
I
can
relate
very
well
with
what
you
did.
A
T
A
You
are
all
wonderful
examples
of
work,
that's
being
done
throughout
our
school
system.
Thank
you.
So
much
and
you've
impacted
so
many
lives
from
the
work
that
you've
done
and
that
will
continue
to
go
on.
I'm
sure
you
are
inspiring
many
others
to
you
know,
go
forth
and
do
some
of
the
work
that
you've
been
doing,
and
I
was
teary-eyed
throughout
this
and
happy
tears.
So
we
are
so
proud
of
you.
Thank
you
for
being
here
have
a
great
rest
of
the
year.
A
Y
There's
an
old
show,
business
saying,
never
follow
kids,
and
I
think
this
is
a
really
good
example,
fantastic
teams
that
we
have
in
our
school
district.
So
my
presentation
was
going
to
be
last
month
at
the
canceled
meeting,
so
I
know
you've
had
my
report
for
a
month.
You've
noticed
my
typos
there's
at
least
two.
There
might
be
a
mystery
third,
so
I'm
just
going
to
hit
a
couple
quick
highlights
and
get
off
the
stage.
Unless
you
have
some
questions.
Y
Y
Y
The
district
office
move
went
well,
we've
got
tons
of
technology
and
many
times
it
works,
and
sometimes
we
forget
to
turn
things
on
like
bob's
presentation.
On
the
screen
last
week,
but
we'll
get
better
at
that
cyber
security
ongoing
issue,
we
fished
all
of
our
administrators,
this
spring
really
really
good
results.
Y
One
person
fell
for
it
out
of
the
entire
group.
So
that's
fantastic!
When
you
consider
how
many
administrators
we
have,
we
will
fish
our
teachers
at
some
point,
but
what
we're
finding
is
sorry
telling
people
that
we're
going
to
fish
them
is
even
better
than
phishing
them,
because
we
get
calls
and
emails
all
the
time.
Now.
Is
this
legitimate?
So
it's
doing
its
job
and
then
finally,
do
you
have
any
questions
for
me.
W
A
Huge
round
of
thanks
for
everything
that
has
been
done,
that
we
can't
see
as
far
as
technology
needs
for
us
to
be
able
to
operate
in
this
board
room
and
the
public
to
be
able
to
come
in
here
and
participate
at
our
meetings
in
in
an
improved
way.
You
are
the
pro
at
this
you
and
your
team,
and
we
know
you've
worked
so
so
hard
and
we
really
really
appreciate
it.
V
Y
C
Y
Seven
texts
that
go
around
the
rest
of
the
schools
on
their
schedule
and
then
we
have
server
administrator
network
administrator
network
assistant.
Our
lead
help
desk
person,
we've
got
our
erp
support,
I
didn't
even
mention
we
have
a
great
big
erp
project,
we're
moving
from
dynamics,
gp
to
infinite
visions,
and
then
we've
got
our
powerschool
support
and
then
our
figurehead.
V
Y
And
that's
a
great
thing
to
bring
up
this
fall.
The
government
had
a
program
where
the
internet
service
providers
could
reach
out
directly
to
the
parents.
They
would
get
a
higher
compensation
rate
than
if
they
worked
through
us.
So
we
tried
our
best
to
encourage
families
to
apply
for
those
programs,
because
in
the
fall
they
were
completely
free.
They
are
now
discounted
to
30
a
month,
but
if
a
family
finds
that
they
still
cannot
afford
internet,
they
should
go
and
visit
their
school
office
or
their
school
library
and
we'll
talk
about
options.
A
Z
Thank
you,
hi.
I
would
like
to
share
some
history
with
fargo
public
schools,
since
many
of
you
do
not
know
that
much
about
me,
I
am
kim
rieger
and
I
graduate
of
fargo
south
high.
I
have
taught
in
fargo
public
schools
as
well
as
coach,
three
sports
for
29
years.
I've
been
on
local
state
and
national
boards
and
committees,
I'm
currently
serving
my
sixth
year
as
fea
president
and
have
collaborated
with
five
different
superintendents.
Z
Z
Excuse
me,
fea
believes
we
all
want
what
is
best
for
the
district,
and
I
am
not
here
to
stand
against,
but
to
stand
up
for
those
who
can't
I
enjoy
my
work
as
a
teacher
and
as
fa
president,
which
I
have
which
I
represent
almost
900
members.
The
challenges
that
both
positions
offer
have
rewarded
me.
In
many
ways
our
spring
break
was
a
much
needed
recharge
for
all
staff.
Fea
is
hopeful
that
the
current
makeup
of
the
calendar
committee
will
continue
as
it
has
in
the
past.
Z
Z
The
commission
has
completed
our
recess
mou
and
the
salary
mou
will
be
wrapping
up
at
the
end
of
this
month.
Fea
wants
to
thank
fargo
public
schools
for
honoring
the
many
different
positions
on
facebook,
like
our
custodians,
our
sor
sro
officers
and
teachers
and
esps.
It's
really
nice
to
see
them
being
recognized.
A
AA
Thank
you.
I
will
start
first.
Just
kind
of
in
response
to
fda
administration
continues
to
be
grateful
for
fea
and
the
work
that
they
do
as
well.
I
echo
kim's
sentiments
that
I
think
at
least
I
served
on
the
salary
commission.
There
were
very
good,
challenging
conversations,
but
really
moving
the
the
district
in
the
right
way,
and
I
know
that
bob
and
massif
expressed
the
same
things
about
the
recess
commission
moving
forward
as
well.
AA
We
also
know
that
over
the
last
couple
of
negotiation
cycles,
we
as
we
looked
at
labor
shortages
and
other
needs,
as
we
deal
with
more
complexities
in
the
district.
We've
looked
at
a
lot
of
different
things
and
learned
a
lot
of
different
things
during
covet,
so
we
hope
to
continue
working
with
fva
and
I
think,
we've
even
shared
recently
that
we're
looking
forward
to
maybe
looking
at
from
the
fda's
perspective.
AA
What
would
be
an
ideal
schedule
for
for
elementary
teachers,
because
I
know
some
contract
language
this
year
is
going
to
be
something
that
we've
worked
through
in
terms
of
not
only
the
defined
day,
but
how
some
of
the
extra
duties
that
teachers
are
given
and
how
that
plays
out.
So
that's
something
that
we
look
to
continue
working
towards
as
well.
I
have
about
a
couple
of
things
on
my
superintendent's
report
today.
First,
just
a
quick
update
that
the
current
calendar
committee
has
concluded
their
work.
AA
Brian
nelson
was
part
of
that
calendar
committee
and
then
the
next
step
in
the
process
was
to
share
with
the
pto
president
or
get
the
opportunity
for
them
to
provide
feedback.
So
I
believe
nikki
in
a
different
role
was
part
of
that
conversation
as
well.
So
the
board
should
be
able
to
expect
the
calendar
to
be
coming
to
you
for
approval
once
we
go
through
planning
placing
that
on
the
agenda
planner
as
well.
AA
The
last
piece
I
want
to
talk
about,
as
I
connect
my
laptop
here,
is
a
little
bit
just
more
about
substitutes.
So,
as
we
know,
we've
heard
from
speakers
today
and
that
even
last
week
or
at
the
last
board
meeting,
we
talked
extensively
about
substitutes
and
it
was
kind
of
where
the
conversation
landed
was
to
see
what
administration
can
do
specific
or
unique
to
the
daily
rate
of
subpay.
AA
What
you
will
see
is
that,
especially
towards
pretty
much
from
late
october
november
onwards,
we
were
at
very,
very
high
rates,
which
were
46
to
anywhere
upwards,
to
54
between
I
think,
november
and
february,
of
unfilled
subs,
and
that
is
where
it's
been
a
significant
concern
for
us.
While
we
don't
know
if
we're
completely
out
of
the
woods
yet
what
we
have
been
seeing
in
march
has
been
extremely
promising.
AA
So
what
we've
seen
in
the
month
of
march,
including
around
spring
break,
where
sometimes
we
do
have
some
extended
absences,
is
that
these
numbers
are
returning
to
pre-covered
numbers.
So
that
is
something
that
we're
going
to
continue
to
monitor
and
if
the
need
for
substitutes
goes
back
to
pre-covered
numbers,
we
are
going
to
pull
back
on
some
of
the
things
such
as
administrators
or
district
office
staff
going
into
the
buildings
in
april,
and
may
these
are
percentages
numbers-wise.
AA
Another
thing
that
we've
done
is,
as
we've
talked
about
in
the
past,
is
that
our
strategy
has
been
to
invest
long-term
subs
and
keep
upping
long-term
substitutes,
because
they
not
only
have
the
ability
to
be
benefited,
but
they
also
have
the
opportunity
to
get
paid
on
the
teacher
salary
schedule
which
is
at
starting
at
43
000
on
of
annually,
depending
on
where
their
experiences
are.
So
as
of
now,
we
have
now
hired
40,
long-term
subs.
AA
So
what
brenda
fisher
our
absence
manager
has
shared
with
us
as
a
district
is
that
on
average,
we're
needing
about
even
where
we
have
needed,
and
those
numbers
are
declining
now
are
about
70
subs
a
day
which
40
of
them
will
be
filled
by
our
long-term
subs.
So
across
our
1100
classrooms.
Within
our
district
that
number's
rounded,
there
will
be
about
a
need
for
30
subs
on
a
daily
basis,
so
we
are
doing
much
better
than
we
have
in
the
past.
AA
That
being
said,
we
are
going
to
continue
to
looking
at
substitutes
and
looking
at
that
competition,
what
we
can
do
so
what
I'm
going
to
share
today
is
our
plan
between
april
4th,
which
is
the
next
pay
cycle
and
the
end
of
the
school
year.
What
we're
rolling
out
and
we'll
be
communicating
for
daily
subs.
So
our
goal
is
to
continue
with
the
strategy
of
investing
in
long-term
substitutes.
AA
AA
You'll
continue
with
the
bonus
that
we
currently
provide
for
every
12
days
served.
So,
ultimately,
what
that's
going
to
come
down
to
on
this
spreadsheet,
when
you
include
the
bonus
for
for
for
that
work
comes
out
to
a
compensation
that
you
see
on
the
spreadsheet
here
and
then
after
every
12
days,
broken
down
in
in
this
column.
AA
Here
as
well,
so
administration
will
be
rolling
out
between
now
starting
starting
april,
4th
through
the
end
of
the
school
year,
a
new
sub
rate
for
a
daily
rate
of
subs,
which
will
be
130
for
individuals
that
don't
have
a
regular
teaching
license
150
for
individuals
that
do
have
a
regular
teaching
license.
Once
again,
we
we're
just
trying
to
take
that
same
pot
of
dollars
available
for
us
and
trying
to
figure
out
what's
the
best
strategy.
AA
One
of
the
things
that
we
are
currently
in
partnership
with-
and
it
might
be
part
of
one
of
your
upcoming
presentations
when
we're
presenting
on
our
results
around
community
partnership,
is
a
program
that
we
are
currently
finalizing
with
valley
state
university,
which
is
their
entire
junior
class,
that
is
taking
their
education
programs.
Working
towards
being
certified.
Teachers
will
be
renting
spaces
from
fargo
public
schools
two
days
a
week
to
do
their
coursework
here.
AA
AA
Really
it's
looking
very
promising
for
that
to
launch
next
fall
along
with
continuing
to
offer
at
least
40
long-term
subs,
if
not
more,
and
then
we're
also
looking
at
different
different
things
to
do,
such
as
we've
had
conversations
around
hiring
staff
that
might
start
as
a
substitute
teacher
and
then
potentially
have
an
opportunity
for
a
permanent
position
in
our
in
our
district,
because
we
really
want
to
continue
investing
within
our
teaching
force.
A
big
reason
that
we
talked
about
the
daily
rate
of
sub.
AA
Last
week
and
making
sure
that
we
wanted
to
be
equitable
across
our
paces
across
the
board
is
that
we
don't
want
to
forego
and
forget
about
our
current
staff
that
have
been
stepping
up
and
you've
heard
about
that
on
a
daily
basis.
So
one
thing
that
will
not
substitute
that
will
not
sunset
that
will
move
forward
is
going
to
be
the
increase
in
compensation
for
our
in-house
subs,
so
effective
april.
4Th
again,
the
next
pay
cycle,
all
in-house
subs,
which
are
our
current
substitute
teacher
or
current
teachers.
AA
W
Thank
you,
dr
gandhi,
and
cabinet
for
coming
up
with
an
option,
an
opportunity
something
to
try.
I
am
very
grateful
for
this.
We
all
know
how
critical
all
of
our
staff
as
substitutes
and
our
on-board
staff
and
I'm
a
little
saddened.
I'm
just
going
to
say
this
by
by
media
headlines,
because
when
we
have
these
discussions,
just
because
we
don't
bring
something
up
and
approve
it,
they
think
we're
against
it.
And
that
creates
some
public
discourse
and
that's
that's
hard.
W
When
we
vote
something
down
like
this,
it
often
means
we
need
to
find
a
better
way
to
get
to
where
we
want
to
go.
It
doesn't
mean
that
what's
in
front
of
us
is
entirely
workable.
But
when
you
see
these
headlines,
it
immediately
translates
to
that.
We
don't
care
we're,
not
engaged
we're
not
going
to
talk
about
it
and
I'd
like
to
caution
everybody
that,
when
the
media
comes
out
with
these
headlines,
take
a
step
back-
let's,
let's
just
figure
out,
what's
really
going
on
here,
because
sometimes
we
just
need
a
different
solution.
W
W
A
V
Thank
you
for
that
presentation,
dr
gandhi.
I
you
know
as
I'm
working
on
your
contract
and
and
I
rarely
serve
on
the
negotiations
team.
But
what
I
see
is
oftentimes
when
we
increase
teacher
compensation.
You
know
two
point:
two
percent
for
one
year
and
two
point
point
zero
percent
the
next
year
and
that
often
translates
down
into
our
other
employees.
AB
If
I
may
ask
a
clarifying
question
around
the
numbers
that
you
presented
rupak,
so
if
I
understood
you
correctly,
you
said
the
need
was
70
subs
a
day
correct
and
now
there
are
some
administrators
filling
in
is
the
intent
for
that
to
continue,
because
if
we've
returned-
or
it
looks
like,
the
trends
are
returning
sort
of
quote
back
to
pre-covet
levels
around
the
march
time
frame.
How
much
of
it
was
due.
You
said
there
were
there's
still
a
need
for
30
subs
a
day.
Is
that
correct?
AA
So
and
that's
a
great
question,
because
percentages
and
kind
of
what
you
see
in
the
spreadsheet
are
based
on
substitute
days
or
substitutes
needed,
which
it
gets
tricky
with
secondary
because
they
go
period
by
period
versus
not
just
you
need
one
sub
for
one
class
a
day
which
is
more
easy
to
conceptualize
at
the
elementary
level.
So,
in
my
conversations
with
our
absence
manager,
the
question
was
on
average,
how
many
subs
do
we
need
on
a
daily
basis
and
the
overall
and
the
answer
was
70
of
the
70.
AA
We
know
we
have
40
long-term
subs
already
that
have
been
hired.
You
know
we
started
the
year
with
30..
We
had
an
essar
plan
to
start
with
30.
For
three
years
we
decided
to
up
that
during
the
middle
of
the
year
we
got
to
40
fully
hired
right
around
march
or
before
march,
not
sure
when
the
last
person
was
hired,
but
I
do
know
that
we
have
40
at
this
point
in
time,
so
that
leaves
30
a
need
for
30
on
average
daily
subs.
AA
So
that
is
where
the
individuals
that
would
fall
into
this
rate
would
get
that
compensation
effective
april.
4Th
within
the
district
office,
I
know
that
we
had
34
staff
members
that
had
an
active
teaching
license
that
were
asked
to
sub
one
day
a
month
in
the
months
of
february
march
april
and
may
given
where
we
are
back
to
cloven
numbers,
and
we
do
we.
AB
Okay
and
if
I
may
follow
up
so
in
terms
of
our
superintendent,
came
to
us
and
said
there
was
an
operational
crisis
here
and
I
think
the
problem
hasn't
been
solved,
even
though
this
is
a
great
solution
immediately
right.
This
is
a
solution
or
a
option
versus
doing
nothing,
and
so
I
think
the
point
is:
is
the
public
nikki
was
holding
us
accountable
to
doing
something
now,
and
we
didn't
even
direct
the
superintendent
to
do
that.
AB
AB
Let
us
do
nothing
to
address
it
and
the
fact
that
we're
still
going
to
be
faced
with
perhaps
30
subs
a
day,
that's
still
problematic.
I
mean
we
have
been
talking
about
this
for
a
long
time
and
for
multiple
years,
and
so
it
needs
to
be
talked
about
more
often
and
not
just
talked
about.
We
need
to
have
solutions,
viable
solutions
and
it
just
the
fact
that
it
rose
to
the
level
of
defining
it
as
a
crisis
for
our
students
and
our
teachers,
and
we
still
sat
on
it
for
months.
W
Nikki-
and
I
guess
my
only
response
to
that
would
be
yes,
it
is
critical.
It
has
been
critical
for
years
far
before
covid
and
do
we
know
the
real
reason
we're
having
shortages
so
for
us
just
to
walk
in
and
provide
a
solution
and
call
it
good
put
a
band-aid
on.
It
doesn't
help
and
that's
irresponsible
of
us.
We
just
need
to
find
the
right
solution
and
to
keep
working
for
it.
I
don't
believe
there
was
ever
a
passion
on
anybody's
behalf
to
let
it
simply
die.
W
We
were
just
working
that
evening
and
that
solution
wasn't
workable.
I
know
I
myself
had
asked
several
questions
and
asked
for
this
to
be
ongoing
and
I
was
told
it
would
continue
to
be
looked
at,
so
I
don't
think
anybody
wanted
to
let
it
die,
but
simply
to
walk
in
put
a
band-aid
on
it
and
call
it
good
just
because
we
need
to
do
something
right
now.
I
think
is
irresponsible
of
us.
A
Thank
you,
dr
gandhi,
for
the
information
that
you
provided
and
you've
ensured
to
us
and
to
the
community
that
throughout
the
summer
months,
this
is
going
to
be
looked
at
in
even
a
more
broad,
in-depth
approach,
and
so
this
is
something
that
you
know.
You
clearly
heard
comments
from
the
board
at
the
last
meeting.
A
A
F
There's
nobody
that's
more
heartened
to
see
something
done
than
than
I
am
because
this
has
been
a
passion
of
mine
for
a
long
time.
However,
I'm
a
little,
I
think
it's
been
pointed
out
several
times.
This
is
immediate.
Therefore,
I
would
like
to
make
a
motion
that
this
new
substitute
rate
go
into
effect
march
23rd,
which
is
tomorrow
rather
than
lit,
wait
till
april
4th.
F
Well,
I'm
looking
at
the
difference
between
april
4th
and
march
23rd.
There
are
eight
school
days
that
those
teachers,
those
substitutes,
will
be
still
working
at
the
old
abysmally,
low
salary,
and
I
think
this
would
give
us
an
opportunity
to
award
and
reward
those
people
as
immediately
as
we
possibly
can.
F
I
know
I'm
asking
something
more
of
the
business
manager,
but
our
business
department
is
managing
the
salaries
of
well
over
3
000
people,
I
think,
to
add
in
another
30
substitutes
now,
rather
than
april,
4th
is
manageable
for
the
excellent
team
that
we
have
working
on
this.
I
would
just
really
like
to
see
this
I'm
I
I'm
thankful
that
it's
been
done,
and
I
just
want
to
see
it
start
right
now.
W
Thank
you,
david
to
your
point.
I
do
have
a
couple
questions
just
so
that
I
understand
I
believe
you
had
mentioned.
It
was
start
april
4th
because
that
was
the
next
pay
cycle.
So
my
question
would
be:
what
are
the
ramifications
if
we
would
do
this
a
few
days
early?
Does
that
upset
the
apple
cart
budget
wise
or
can
a
little
info
on
that?
Dr
gandhi?.
AA
Our
hr
director
is
unable
to
be
here
because
of
a
family
engagement
today,
but,
however,
this
came
from
our
hr
team
based
on
what
is
feasible.
What
is
within
our
system
where,
as
bill
mentioned
earlier
today,
we
are
also
going
through
a
conversion
of
our
gp
dynamic
system,
so
this
was
based
off
of
the
first,
the
next
pay
cycle.
What
we
know
that
there's
going
to
be
implications,
I
can't
speak
to
the
technicalities
of
every
implication
of
starting
to
make
a
change
of
that
nature
off
a
pay
cycle,
but
that
was
a
reason
for
that.
AA
In
addition
to
that,
as
part
of
our
analysis
for
the
summer,
we
are
putting
in
a
system
that
we
are
going
to
measure
to
the
best
of
our
ability.
The
efficacy
of
this
pay
increase
to
see
whether
that
made
an
impact
or
not,
and
what
we
can
do.
So
we
have
to
put
those
structures
in
place
and
I
believe
that's
where
the
april
4th
date
came
from.
A
V
So
from
somebody
that
runs
an
organization
that
has
a
large
payroll,
I
understand
the
part
of
the
reasoning
for
making
it
not
an
even
payroll
date.
I
will
be
supporting
this
and
I
am
confident
that
our
business
manager
and
her
team
it
will
take
some
extra
time
and
it'll
take
some.
I
I'm
sorry
doug
is
not
here.
Our
hr
department
is
very
capable.
V
AA
You
know
if
I
would
just
request
that,
if
prior
to
a
board
meeting,
I'm
sorry
prior
to
a
board
vote
or
before
you
call
for
report
vote,
if
we
can
take
a
break,
so
I
can
call
some
of
our
hr
staff.
The
last
thing
I'd
want
to
do
is
have
a
board
action
that
we
cannot
carry
out
for
our
staff,
for
whatever
reason
or
for
a
consequence
that
I
may
be
unaware
of,
and
then
we
are
derelict
of
a
board
action.
A
A
AC
A
Thank
you.
We
took
a
break
dr
gandhi,
requested
to
make
a
couple
of,
or
at
least
to
make
a
a
phone
call
to
inquire
to
help
us
make
a
decision
on
this
motion.
Dr
gandhi,
is
there
information
you
would
like
to
share?
I
also
was
wondering
about
the
ability
to
make
a
payment
retroactive
similar
to
what
you
had
prorated,
I'm
sorry,
similar
to
what
robin
said.
So
dr
gandhi
go
ahead,
and
then,
if
anyone
else
has
questions
after
you.
AA
The
short
answer
is
well
yeah,
our
team
will
make
it
happen
and
there's
no
ownership.
For
me.
It's
really
business
services,
hr
and
I.t.
That
would
be
involved
just
know
that
when
someone
receives
a
phone
call
from
the
superintendent
in
the
middle
of
a
school
board
meeting
knowing
that
something
might
take
board
action,
they're
not
going
to
tell
you
all
the
different
challenges
and
rearranging
of
their
work
to
make
it
happen.
AA
They
will
make
it
happen
if
that's
what's
passed,
but
I
don't
want
to
underestimate
their
work
and
able
to
be
able
to
do
that,
because
we
are
going
through
a
pretty
significant
conversion
of
our
hr
and
accounting
software
at
this
time
as
well.
But
it
is
possible.
So
that
is
something
that
they
can
do.
A
U
AC
U
B
F
A
V
S
A
A
This
is
this
part
of
the
meeting
is,
is
a
meeting
that
includes
participation
with
the
fea,
so
we
would
welcome
you
to
the
podium.
Is
everything
set
up
bill
for
their
needs
kim?
Would
you
like
to
go
ahead
with
you?
The
information
that
you
wanted
to
share
with
us
kim
had
mentioned
that
there
was
a
powerpoint
that
she
was
going
to
be
sharing
at
the
yeah.
E
A
Z
A
Z
A
Kim,
I
am
the
hold
one
second
here,
please
it
it
might
be
a
little
bit
difficult
to
navigate
this
meeting,
because
tara
is
on
the
phone,
so
just
we're
looking
for.
I
will
ask
for
a
little
bit
of
patience
and
grace
in
trying
to
do
that.
Tara,
as
the
board's
general
counsel,
also
is
able
to
provide
information
regarding
the
questions
that
are
being
asked,
so
tara
feel
free
to
go
ahead.
A
Yeah,
thank
you,
tara,
that
that's
how
I
read
this
as
well
is
that
this
is
information
provided
to
us
to
the
board
of
education
from
dr
gandhi
and
from
tara
brandner
to
help
us
guide
our
decisions
and
our
conversations
today,
someone
else
had
their
hand
up.
Was
there
another
board?
Member
that
they
hand
up.
AA
Yeah,
I
think,
to
that
question
and
then
maybe
even
any
other
questions.
I
believe
this
has
been
communicated
with
the
board
and
and
the
fda
in
the
past
as
well.
We
encouraged
filing
of
this
grievance
because
grievance
don't
have
to
be
contentious,
there's
grievance,
that
can
be
because
of
inapplicability
of
a
contract
or
a
contract
violation,
or
there
can
be
a
grievance
filed
because
of
interpretation,
and
this
is
a
difference
in
interpretation,
but
we
as
administration
want
to
know
what
the
appropriate
answer
is.
We'll
give
you
our
side
or
our
analysis
of
it.
AA
U
A
And
there
are
a
variety
of
documents
included
here
with
information
and
findings
supported
are
supplied
by
the
education
association
as
well.
So
what
I
would
say
is
that
there
are
there's
a
variety
of
pieces
of
information
here
with
all
with
findings,
all
with
recommendations
for
us
to
take
under
consideration.
Z
Sure,
okay,
this
statement
on
the
next
slide
was
included
in
an
email
that
dr
gandhi
sent
to
our
past
fea
president
of
january
2021,
and
stating
that
the
counselors
have
worked
with
their
supervisors
since
this
fall,
and
so
that
bottom
part
right
there
is
in
the
email
from
dr
gandhi,
and
then
he
states
if
fea
wants
to
meet
with
cabinet
members.
I
ask
that
the
topic
be
specific
to
contract
issues
and
follow
the
grievance
process
outlined
in
the
contract.
Z
Z
Z
I
know
you've
been
given
many
different
court
cases,
so
this
hilton
versus
north
dakota
education,
association
from
2002,
the
attorney
general's
opinion,
is
also
supported
by
the
legislative
history
for
north
dakota
century
code,
chapter
15-38,
which
was
enacted
in
1969,
it
is
introduced.
The
teacher
was
defined
to
mean
and
include
all
public
school
employees
certified
under
chapter
15-36
of
the
north
dakota
century
code,
without
a
reference
to
the
phrase,
an
employed
primary
primarily
as
a
classroom
teacher.
AC
Z
Back
to
our
hilton
case,
hilton
was
a
counselor
who
was
certified
under
north
dakota
century
code,
chapter
15-36,
teachers
certification.
He
has
not
claimed
he
devoted
any
time
to
administration
duties.
Hilton
therefore
was
a
teacher
for
purposes
of
the
teachers,
representation
and
negotiation
law,
and
we
conclude
the
trial
court
correctly.
Deciding
hilton
was
a
member
of
the
cea
appropriate
negotiations
unit
because
he
was
a
member
of
the
cea
appropriate
negotiating
unit.
He
was
bound
under
north
dakota
century
code
by
the
negotiated
agreement
between
the
cea
appropriate
negotiating
unit
and
that
school
district.
Z
Z
Z
Z
The
terms
planning,
time
and
preparation
period
shall
mean
time
within
the
student
contract
day,
set
aside
for
tasks
to
be
determined
by
the
teacher
b,
all
non-classroom
elementary
teachers,
for
example,
music,
art,
physical
education,
special
education,
librarians
reading,
math
specialists
and
speech.
Pathologists
shall
be
provided
with
relief
and
preparation
time
on
the
same
basis
as
classroom
elementary
teachers.
Z
Z
It
doesn't
say
that
we
need
a
classroom
to
get
prep
and
planning
our
speech.
Language,
language,
pathologists,
have
an
office,
they
get
prep
and
planning.
Librarians
and
counselors
have
an
office
and
they
deserve
prep
and
planning.
Fea
considers
a
counselor's
office
as
their
classroom
job
descriptions
that
are
in
article
6
versus
the
negotiated
agreement.
A
B
B
Z
Z
The
plain
language
this
is
from
again
the
memorandum
states
that
all
non-classroom
teachers
shall
be
provided
with
relief
and
preparation
time
in
the
same
sentence.
The
language
further
defines
non-classroom
teachers
by
providing
a
list
of
roles,
music,
art,
physical
education,
special
education,
library,
librarians
reading,
math
specialists
and
speech,
pathologists,
fda,
brought
prep
and
plan
planning
language
to
the
table.
Fed
fea
does
not
believe
the
intent
was
to
include
all
teachers
in
prep
time,
which
is
why
the
eg
was
used
to
ensure
no
one
was
left
out.
Z
The
intention
of
fda
to
add
language
to
the
negotiated
agreement
was
to
ensure
every
teacher
would
receive
prep
time
since
majority
of
cabinet
and
legal
counsel
were
not
a
part
of
the
negotiation
session,
they
would
not
be
aware
of
our
intent
to
this
day.
Even
with
this
language.
In
our
negotiated
agreement,
many
teachers
are
still
not
receiving
their
prep
or
even
a
lunch.
Z
Z
B
Z
Past
practices
for
fargo
public
schools
past
practice
shows
that
counselors
have
received
overload,
pay
the
same
as
a
classroom
teacher
as
defined
in
our
negotiated
agreement.
Two
examples:
when
north
high
was
short
a
counselor,
the
others
received
overload
pay
the
same
as
any
teacher,
and
my
second
example
was
when
a
counselor
was
on
leave.
Another
received
overload,
pay
the
same
as
any
teacher.
Z
Z
And
our
remedy
to
this
problem
that
all
counselors
get
preparation
and
planning
time,
as
outlined
in
our
negotiated
agreement
under
article
6
teacher
assignment
and
second.
If,
for
any
reason,
a
counselor
is
not
able
to
have
preparation
and
planning
time,
as
outlined
in
article
6
of
the
negotiated
agreement
that
they
will
be
paid
at
the
in-house
substitute
rate
for
each
preparation
and
planning
time
missed.
A
AC
A
U
Also
assume-
and
I
hate
to
assume,
but
I
feel
like
I
can
in
this
instance
that
if
we
were
to
adopt
this
remedy
regardless,
I
feel
that
there
would
probably
come
some
contract
wording
happening
in
negotiations.
Given
the
fact
that
we
do
have
obviously
some
ambiguity
in
the
wording.
So
I
could
foresee
that
happening.
AE
A
A
V
AD
AD
I
mean
I
kind
of
struggle
with
the
idea
that
counselors
don't
have
those
minutes
within
their
days
when
they've
admitted
that
they
do
their
stress
schedules,
just
aren't
structured
like
teachers,
and
so
their
minutes
are
going
to
be.
I
have
25
minutes
before
this
meeting
and
then
I
have
15
minutes
here
and
then
later
in
the
afternoon,
I
have
45
minutes
so
they're
saying
they're
getting
time.
It's
just
not
that
set
period.
AD
Counselor's
schedule
then
need
to
be
booked
into
periods
because
the
contract
says
they
have
five
teaching
periods
if
they're
at
the
middle
school
in
the
high
school
level,
and
so
the
question
then
becomes.
Are
we
going
to
require
them
to
teach
for
five
periods
at
the
middle
school
in
the
high
school
level?.
X
Z
X
Z
I
guess,
and
one
other
thing
on
exhibit
a
from
dr
gross
when
we
see
that
it
says
counselors
should
work
with
their
principals
to
get
a
duty-free
lunch.
That's
the
bare
minimum.
We
can
give
our
counselors
who
have
severe
kids.
They
might
be
working
with
meeting
with
parents,
helping
act
as
administrators
and
then
for
the
second
part
to
say
if
if
emergencies
arise,
and
they
must
help
out
as
any
teacher
in
our
district
would
that
then
they
could
try
to
get
their
lunch
sometime
later
the
day
or
later
in
the
week.
A
That,
for
example,
number
one
all
counselors
get
preparation
and
planning
time
is
outlined
in
the
negotiated
agreement
under
article
6
teacher
assignment.
If
we're
assuming
that
that's
not
happening
for
discussion,
and
then
we
decide
to
support
that,
I'm
wondering
and
then
immediately,
for
example,
right
I'm
just
wondering
what
the
I'm
not
saying,
supported
or
not
supported,
I'm
trying
to
understand
what
what
challenges
might
come
from,
accepting
and
and
deciding
to
support
number
one.
I
just
wanna,
I'm
just
looking
to
talk
it
through.
V
This
is
a
tough
issue,
so
thank
you
for
asking
for
the
question
because
again
I
don't
think
this
is
contentious.
We
need
to
understand
it
together
and
applying
the
contract
and
and
do
that
fairly
and
equally,
so
I,
what
I
would
like
to
know
is:
how
do
we
define
preparation
and
planning
time?
Is
it
scheduled
the
same
time
every
day,
and
if
they
missed
that
time,
then
they
would
be
given
other
other
pay.
V
V
AD
Well-
and
I
do
want
to
clarify
for
purposes
of
the
memo
that
I
provided,
I
have
never,
it
has
never
been
my
legal
opinion
that
counselors
are
not
considered
classroom
teachers
as
defined
by
century
code
or
the
attorney
general
opinion
or
the
hilton
case.
The
problem
in
this
scenario
is
that,
although
their
counselors
covered
by
the
contract,
certain
contract
provisions
don't
specifically
apply
to
them,
and
one
of
those
contract
provisions
is
also
regarding
grading.
AD
Another
one
is
preparation
and
planning
time
and
the
reason,
preparation
and
planning
time
does
not
apply
to
counselors
is
because
it's
divided
into.
So
let's
take
the
elementary
category
you,
so
we
have
two
categories
elementary
and
then
secondary
and
high
school.
When
we
look
at
elementary
preparation
and
planning
is
divided
into
two
categories,
where
we
say
classroom,
teachers
have
prep
time
maps
this
time.
So
then
we
go
and
we
say
more
in
the
contract
and
we
say
classroom
teachers
are
going
to
have
it
while
their
kids
are
at
music,
physical
education
and
art.
AD
So
the
plain
language
of
the
contract
clearly
says
that
they're
not
considered
classroom
teachers
in
this
section
because
they
don't
have
a
classroom
of
students
going
to
music
physical
education
or
art.
So
then
classroom
teachers
would
have
to
fall
under
that
second
section,
which
says
all
non-classroom
teachers
and
the
problem
with
saying,
hey,
they're
categorized
under
this
section
is
the
language.
So
the
language
in
the
classroom
says
or
in
this
section
says
all
non-classroom
teachers
that
would
make
you
think
the
idea
was
to
say,
hey
everyone
else
not
covered
under
classroom
teachers
is
covered
here.
AD
The
problem
is,
then
the
plain
language
goes
in
and
it
provides
an
example.
So
now
we
have
a
list
of
examples
of
specific
positions
that
are
going
to
receive
prep
time.
When
we
have
that
language,
it
creates
ambiguity,
because
the
first
half
of
the
sentence
and
the
second
half
of
defense
inherently
conflict
with
one
another.
AD
So
now
we
have
to
say:
okay,
who
gets
prep
time
under
this
non-classroom
teacher
section,
and
because
we
provided
a
list,
we
have
to
look
at
those
positions
that
are
provided
in
that
list
and
contract
interpretation
and
contract
law
says
we
have
to
say
people
who
were
going
to
go
by
the
mutual
intent
of
the
parties.
What
do
the
parties
need
in
this
situation?
We
don't
know
what
the
parties
meant,
because
we
do
not
agree
with
the
fda
on
our
position.
AD
So
then
we
go
to
the
next
step
and
we
say:
okay,
if
the
parties
don't
agree,
we
go
to
extrinsic
evidence
and
that
what
we're
saying
is
well
in
the
past
contra
or
school
counselors
have
never
had
prep
time.
It's
never
been
an
issue
until
this
year.
Nobody
said
during
the
past
contract
negotiations
that
they're
not
receiving
it,
even
though
they're
contractually
obligated
to
have
it
so
past
practice
of
the
parties.
Is
that
they've
never
had
it.
Then,
when
we
look
further-
and
we
say
okay,
what
what
are
all
these
roles?
AD
So
we
have
a
list
of
things.
Let's
look
at
all
these
roles:
music,
art,
physical
education,
they're,
providing
structured
education
to
students
during
periods
of
time
now
counselors
are
going
to
be
different
and
that's
not
to
minimize
their
role.
In
any
effect,
they
play
an
incredible
role
in
our
school
system,
and
so
I
don't
want
my
comments
to
be
taken
as
anything
other
than
that
the
problem
or
the
difference
is
that
school
counselors
have
a
much
more
autonomous
schedule.
It's
similar
to
an
administrator
where
we
have
we
schedule
our
meetings
with
stu.
AD
AD
That's
not
the
same
as
music
art,
physical
education
and
special
education,
they're
subject
to
structures
based
on
student
schedules,
and
so
we
aren't
saying
school.
Counselors
are
not
counselor
or
are
not
teachers,
we're
saying
they
are
classroom
teachers.
Unfortunately,
the
way
this
contract
was
written.
They
are
not
covered
by
this
negotiated
agreement,
and
if
we
go
down
the
route
to
say
that
they
are,
then
we
have
to
say
everything
else
follows
suit.
A
AF
Go
ahead,
I
think
there's
a
couple
things
jimmy
mentioned
about
past
practice
and
it's
been
language
of
20
years
or
something
like
that.
But
I
think
we
forgot
that
preparation
time
was
not
in
our
contract
20
years
ago.
I
think
elementary
part
went
in
about
four
five,
maybe
six
years
ago,
at
the
most
and
then
the
high
school
part
was
added,
just
I
think,
just
two
sessions
ago.
So
it's
been
less
than
five
or
six
years
since
this
language
has
been
in
our
contract.
AF
So
even
if
it
has
been
an
issue
prior
to
that
it
was
never
written
down
in
stone
in
a
negotiated
agreement
in
the
past,
and
so
since
then
I
think
that's
why
it's
come
up
to
an
issue
as
of
right
now,
because
it's
now
actually
in
our
contract
negotiated
agreement-
and
I
think
this
listing
right
now.
I
think
we've
all
decided
that
counselors
are
teachers
right.
I
think
we
all
mutually
agree
upon
that.
AF
So
in
our
negotiated
agreement
you're
either
a
teacher
or
a
non-classroom
teacher,
there's
two
options:
it's
teacher
in
the
classroom
or
non-classroom,
and
now
we're
trying
to
assume
things
that
while
they
don't
do
this,
they
don't
do
this.
They
don't
do
this,
but
they're
in
they
have
their
own
office.
That
kim
already
mentioned.
So
I
think
we
have
a
decision
to
say.
Are
they
a
teacher
in
the
classroom
or
a
non-classroom
teacher?
AF
We
already
decided
they
are
a
teacher.
So
at
this
point
I
don't
think
it
matters
at
what
no
point
in
our
contract
does
it
say:
well,
they're,
not
a
teacher
because
of
this
or
because
of
this,
so
I
think
the
last
slide
too
we'll
tell
we'll
say
more
too,
but
I
think
that's
we
have
to
decide
is
there's
only
two
options
in
our
negotiated
agreement.
B
B
Z
Z
Z
B
If,
if
there
are
some
counselors
today
that
are
getting
prep
time,
however,
that
works
because
they
have
a
very
unstructured
day,
then
what
is
the
remedy
you're
asking
for
in
number
one
you're
saying
all
counselors?
Well,
I'm
going
to
tell
you
all
counselors
have
the
same
work
schedule.
Maybe
they
don't?
I
don't
know.
I
I'm
just
asking
how
come
some
do
get
prep
time
and
some
don't.
Z
Z
AF
Ahead,
I
think
it
also
assumes
why
do
some
schools
special
ed
teachers
get
their
lunch
and
prep
and
some
don't
it
depends
on
who's,
making
sure
that
they
do
it
that
they
there's
some
administrators.
That
say
you
will
take
your
lunch.
It's
the
best
thing
for
you
for
your
personal
health,
for
the
kids
health,
everything
else,
some
insure
that
happens,
some
don't.
That
could
be
a
reason
at
this
point.
AF
I
think
we're
assuming
why
things
happen
and
don't
happen,
and
if
you
want
to
look
at
the
facts
that
some
aren't
so
I
guess
it
doesn't
matter
if
one's
not
getting
it
or
35
aren't
or
75
aren't
if
they
are,
if
some
are
getting
it,
let's
talk
to
those
schools,
say
hey:
what
are
you
doing
to
make
sure
these
that
these
teachers
counselors
are
getting
their
prep
if
they're
the
ones
that
aren't
doing
it,
saying?
Why
can't
you
like?
What
do
we
need
to
change
to
do
it?
AF
And
you
know
if
it
comes
to
resources?
I
think
it's
one
of
our
next
that
mix
points
on
there
as
well.
If
it's
resources,
like
we've,
been
talking
at
the
mou
for
salary,
let's
negotiate
the
bismarck
and
get
more
funding
for
us
right.
So,
whatever
the
reason
is
it's
up
in
the
air
we
don't
know,
the
reason
is
right
now,
but
they're
not
doing
it.
AF
That's
why
the
grievance
was
filed
so
they're
not
getting
the
grievance
they're,
not
getting
the
time
they
need,
and
what's
best
for
these,
for
these
teachers,
it's
their
prep
and
planning
time
it's
their
lunch
right,
they'll
be
better
prepared
to
teach
the
students
if
they're
getting
the
time
they
need.
So
I
think
that's
the
reason
why
what's
more
important
here,
you
know
right.
That's
that's!
V
You
for
those
comments,
david,
you
know
we'll
go
get
more
money,
but
I
don't
think
that's
the
issue.
The
issue
here
is
the
language
and
the
contract,
and
so-
and
so
so
I
totally
agree
with
where
you're
going.
So
how
can
we
interpret
this
and
imply
apply
it?
How
can
our
administrators
do
that
in
a
fair
way?
V
V
A
AD
So
ahead,
first
thing
that
I
would
say
is
when
we're
this
isn't
a
matter
of
whether
or
not
it's
right
or
wrong.
Morally
or
ethically.
This
is
a
question
of
whether
or
not
the
contractual
language
allows
for
it,
and
and
to
that
point,
when
we're
saying
how
did
we
just
pick
these
topics
out
of
thin
air
or
these
special
education
and
music
teachers
and
classroom
teachers?
We
picked
them
because
they're
specifically
identified
in
the
contract.
AD
So
if
you,
if
the
intent
of
the
parties-
and
I
can't
harp
on
this
enough
if
the
intent
of
the
parties
was
for
every
non-classroom
teacher
to
be
included
in
that
subsection,
then
you
did
not
need
a
list
or
an
example,
because
we
provided
examples.
It
means
that
not
every
non-classroom
teacher
was
supposed
to
be
included.
Only
those
things
that
are
similar
to
the
items
listed
and
counselors
can
be
distinguished
from
the
items
listed
because
they
have
autonomous
schedules.
U
U
If
we
were
to
say
that
we
we
agree
with
your
remedy
and
we
want
to
go
through
with
it.
What
would
we
have
to
sit
down
and
open
up
negotiations
to
change
any
contract
language?
Because
I
would
say
that
we,
if
the
board
were
to
agree
with
this,
we
would
assume
that
you
are
fine
with
it.
So,
therefore
we
would
both
parties
would
mutually
agree
to
open
open,
open
negotiations
to
fix
a
couple
of
pieces
of
language.
Would
we
have
to
actually
do
that
or
not
would
be?
My
question.
U
A
AD
Yeah,
so
what
I
would
tell
you
is
it's
my
legal
interpretation
that
this
is
what
the
contract
allows
for.
The
point
of
the
grievance
process
is
to
say:
hey,
do
you
agree
with
administration's
position
or
not
so
by
saying?
No,
you
would
essentially
be
saying.
No,
we
don't
agree
with
your
position.
We're
going
to
interpret
this
contract
provision
to
mean
that
it
includes
counselors,
so
we
wouldn't
reopen
negotiations.
We
would
just
simply
say
that
that's
the
board's
opinion
is
the
same
as
the
fbas.
AB
That
would
be
a
challenge
to
accommodate
just
based
on
the
nature
of
this
position
and
the
needs
meeting
the
needs
of
the
children
and
so
really
if
we
can
identify
or
be
okay
with
part
of
that
solution
being
in
terms
of
mutually
agreed
upon
that.
That
is
an
entitled
time,
but
maybe
not
a
blocked
period
of
time.
AF
That's
exactly
correct,
I
think
if
you
talk
to
any
special
ed
classroom
teacher
as
well,
they
probably
never
get
45
minutes
of
a
block
time
together
for
as
prep
time,
because
they're
dealing
with
students
all
the
time
and
they
take
that
priority
right.
It's
the
same
thing,
it's
just
ensuring
that
they
are
guaranteed
the
same
amount
of
time
as
any
other
classroom
teacher
or
any
other
teacher
in
the
district
has
so
it's
40,
it's
200
minutes
or
whatever
the
defined
is
in
the
negotiating.
AB
Agreement
and
then,
if
I
may,
follow
up
too
within
their
job
description,
can
someone
tell
me
what
what
are
the
requirements
under
the
the
job,
description
or
requirements
of
a
school
counselor
in
terms
of
education,
classroom
time
or
curriculum
that
they
bring
into
the
classroom?
Because
I
do
know
that
counselors
come
in
and
talk
to
classes
periodically.
So
I'm
I'm
only
assuming
that
that
is
somewhere
written
out
that
it's
part
of
the
requirement
of
their
job
duties,
and
so
I'm
just
sort
of
curious.
Z
Well,
I
can
speak
to
elementary.
I
know
that
they
give
eight
lessons
a
year,
so,
for
example,
at
my
school
there's,
five
sections
plus,
and
so
that
would
be
30
sessions
class
sessions
plus
they
do
small
group
work
and
social
skills
one-on-one
they
deal
with
a
lot
of
behavior
and
other
crisis
is
that
okay.
AF
I
think
also
the
reason
why
this
topic
came
to
negotiations
four
or
five
years
ago
was
because
the
added
duties
that
came
on
as
classroom
teachers
and
anybody
else,
they
were
seeing
their
prep
time
being
torn
away
slowly
more
and
more,
and
I
think
now
it
finally
hit
the
counselors
as
well
they're
being
asked
the
high
school
to
supervise
like
testing
and
and
doing
504s
and
being
administrator
duties
when
that's
not
their
role,
necessarily
their
role.
And
so
that's
why
again!
AF
This
is
more
and
more
duties
are
being
added
onto
the
staff
that
aren't
being
compensated
for
or
they're
losing
their
prep
time
or
lunch
time
over,
and
so
that
is
again
the
reason
why
the
the
intent
of
the
of
the
language
and
then
negotiate
agreement
was
for
that
purpose
to
ensure
they
had
prep
time,
because
we
know
the
duty
is
continually
to
be
added
on
edit
on
more
things
added
to
their
to
their
plate,
nothing's
taken
away.
So
what
what
gets
cut
lunch
and
prep
right?
Because
that's
what
your
free
time
is.
AF
So
we
want
to
ensure
that
everybody
has
that
time,
because
I
think
we
all
found
out
in
the
last
year,
or
so
with
mental
health,
with
issues
with
everybody
staying
in
the
profession,
hopefully
is
they
need
the
time
to
recharge,
regain
energy
and
do
their
best?
If
even
if
it
doesn't
matter
what
role
you
play
in
the
district,
if
you're
any
role,
it's
it's
so
important
for
them
to
have
this
time.
AB
AB
And
that's
kind
of
where
I
was
going
with
that.
So
thank
you
for
adding
that
on,
because
I'm
thinking
in
their
core
duties,
if,
if
that
is
defined
as
being
done
within
five
periods,
but
it
doesn't
look
like
it's
structured,
the
same
way
as
a
teacher,
it's
still
duties
that
are
required
by
a
counselor.
So
if
those
are
being
eroded
and
taken
away,
you
know,
and
they
are
no
longer
able
to
sort
of
perform
those
for
this
reason,
that's
why
I
was
asking
like
how
does
you
know?
How
are
we
defining
their
current
duties?
AB
They're
responsible
for
doing
it
might
not
look
like
a
45
minute
one
period
for
45
minutes
in
a
you
know,
five
times
in
a
row
it
looks
different
and
we're
defining
it
differently.
Much
like
we
would
define
prep
time
as
needing
to
be
more
not
as
structured
correct,
not
always
the
same
time,
not
always
45
minutes,
but
that
they're
getting
it
right.
AF
A
AF
AF
Do
this
or
a
parent
call-
or
this
happened,
the
job
duties?
It
looks
really
good
here,
but
you
can
add,
probably
55
more
things
on
the
day
that
happen.
That's
not
on
here,
yes
to
be
hired.
This
is
what
you're
required
to
do,
but
I
guarantee
you
it's
like
any
other
job.
Your
duties
are
a
lot
more
than
what
this
paper
says.
Exactly
brian.
A
A
So
just
you
know
keep
that
in
mind
as
we're
having
our
conversations
and
I'm
wondering-
and
I
know
dr
gandhi-
you
have
something
that
that
you
want
to
say,
but
I'm
wondering
where
the
board
is
on
the
discussion
of
regarding
non-classroom
elementary
teachers,
and
we
have
the
examples
that
are
listed
here:
music,
art,
physical
education,
special
educational,
librarians,
reading,
math,
specialist
speech,
pathologist
those
I
I
see
that
in
parentheses
as
examples,
perhaps
not
an
exhaustive
list
now
I
might
be
wrong.
I'm
just
that's
my
thought
now
and
I
did
not
sit
on
negotiate.
A
I
haven't
sat
on
negotiations
during
my
time
on
the
board.
I've
observed
a
lot
of
negotiation
sessions
obviously
have
been
involved
in
approving
the
contract
as
a
member
of
the
board,
and
so
I
I'm
just
I'm
curious.
I
think
that,
in
order
for
us
to
come
to
a
decision
this
evening,
we're
going
to
need
to
figure
out
how
we
read
that
that
part,
that's
in
parentheses,
is
that
an
exhaustive
list
or
is
that,
is
it
truly
examples
with
possibly
other
types
of
work.
AF
And
just
being
a
part
of
that
discussion,
when
this
was
in
the
contract,
because
I
was
negotiate
that
time,
I
guarantee
you,
we
didn't
bring
language
to
exclude
counselors,
that's
why
we
did
eg,
because
it
includes
everyone,
there's
that's
an
example.
If
why
would
there's
no
way?
We'd
have
brought
language
to
the
table
because
we
brought
the
language,
it
was
our.
It
was
fda's
language
the
table
and
there
was
no
way
the
intent
was
to
exclude
anyone
from
it,
which
is
why
that's
eg
is
in
there.
AA
I
appreciate
this
conversation
and,
like
I've
shared
before
administration,
wanted
this
conversation
to
happen
at
the
board
level,
because
it
is
an
interpretation
of
contract,
the
issue,
so
I'm
going
to
just
kind
of
point
out.
I
think
mr
marquart
had
shared
that.
There's
no
question
about
whether
or
not
counselors
are
teachers.
I
would
disagree.
I
think
administration's
positioned.
Counselors
are
teachers
for
the
purposes
of
negotiation.
AA
The
issue
is
not
really
just
limited
to
the
one
provision
about
prep
time
it
is
limited
to
who
has
the
autonomy
to
determine
that
when
you
have
a
role
that
it
represents
a
position
that
can
be
a
teacher
for
the
purposes
of
negotiation?
Who
determines
what
provisions
of
the
contract
apply
to
that
role
or
not?
If
that
person
is
on
a
different
job
description,
they
have
a
different
professional
organization
for
those
other
purposes.
So
the
remedy
provided
by
fea.
AA
There
is
no
problem
with
administration
wanting
to
ensure
that
our
counselors
get
their
time
that
they
get
their
lunch.
Our
difference
in
interpretation
is
that
we
don't
call
it
prep
time.
We
call
it
indirect
services,
as
outlined
by
the
american
school
counselors
association
and
there's
a
difference
between
prep
time
and
indirect
services,
because
indirect
services,
as
you
see
in
your
board
packet,
is
unique
to
the
role
of
a
counselor.
AA
Now
the
issue
is
not
just
about
this
interpretation
for
this
one
provision.
The
issue
is,
if
you
were
to
say
unilaterally,
that
anyone
represented
by
the
negotiated
agreement,
regardless
of
their
job
description,
regardless
of
their
scope
of
duty,
they
are
entitled
to
every
right.
Even
if
it's
not
applicable,
that's
provided
to
teachers
in
the
negotiated
agreement,
then,
unfortunately,
that's
going
to
open
up
a
whole
bunch
of
other
things
for
counselors
robin
asked
a
question
earlier
about.
Then
how
would
we
administer
it?
AA
Then
we
would
have
to
schedule
five
periods
a
day
for
secondary
counselors
up
to
the
same
class
size
limits
to
provide
counseling
services.
Now
that's
not
effective
for
students
at
the
same
level
as
instruction
is
for
elementary
counselors.
Then
that
would
mean
recess
applies
because
a
contract
says
teachers
may
be
assigned
to
do
recess
at
that
rate,
so
we
can't
pick
and
choose
what
provisions
of
the
contract
apply
to
which
individual?
AA
Who
has
the
autonomy
to
make
that
now?
That's
where
that
conversation
rests
with
the
board
today.
Ultimately,
you
have
two
decisions
right,
you
can
say
we'll
take
the
fda's
interpretation
and
then
administration
will
then
apply
every
provision
of
the
contract
to
counselors,
because
that
will
be
how
we
interpret
your
action
or
if
you
say
no,
that
doesn't
mean
that
this
has
to
this
issue
has
to
end
here
too,
because
if
there's
uncertainty,
you
do
have
a
level
four
process
that
the
fea
could
utilize.
AA
That
goes
to
arbitration,
that
has
experts
in
contract
law
that
can
provide
context
that
can
read
the
legal
interpretation,
so
that
doesn't
mean
that
the
issue
is
resolved.
That
just
means
in
a
complex
issue.
Then
you
can
hand
it
over
to
to
legal
interpretation,
so
just
want
to
let
you
know
those
options.
Z
Z
I
don't
know
why
we
are
picking
out
these
counselors.
They
do
so
much
work
and
have
to
handle
so
much
stress
of
kids
that
are
flailing
and
we
can't
see
oh
well,
they
get
some
prep
good
enough,
because
it's
10
minutes
here
and
at
20
minutes
here
some
days,
none
and
then
to
go
home
with
all
of
that
on
your
mind
and
worry
and
worry
about
these
children
and
how
they're
doing
I,
I
don't
feel
that
you're
validating
them.
U
A
You
know
is:
is
there
I'm
not
getting
a
sense
as
to
how
the
board
is
feeling
we're?
We
have
lots
of
we're
having
lots
of
good
conversation,
that's
good.
I
hope
that
we
can
get
to.
We
need
to
get
to
some
kind
of
a
recommendation
for
moving
forward
this
evening
and
much,
of
course,
we're
using
the
contract,
as
our
reference
for
operating
and
lots
of
the
conversation
has
been.
A
We
can
do
this.
We
can't
do
this.
It
goes
this
way.
It
goes
that
way
because
of
the
language
in
the
contract,
of
course,
that
sets
forward
that.
That's
that's
how
we
operate
right
with
this
negotiated
agreement.
Now
there
have
been
times
where
we
have
said
we
need
to.
We've
noticed
something
in
the
contract
that
needs
to
be
addressed
and
we're
going
to
address
it
and
we're
going
to
have
a
meeting
to
work
on
finessing
some
language
to
help
address
the
situation.
A
A
U
U
U
Would
we
have
to
reopen
negotiations
and
she
said
no,
so
I
don't
now
that
doesn't
mean
the
earlier
point
that
in
the
future
we
may
tackle
this
at
negotiations
to
make
sure
that
we
don't
have
any
more
ambiguity
in
the
language,
but
I
mean
I'll,
take
I'll,
take
tara's
word
for
it
that
we
don't
have
to
reopen
negotiations
if
we
accept
their
remedy.
I
I'm
I'll
just
say
that
I'm
completely
in
support
of
fda's
remedy
on
this.
A
F
F
Then,
if
counselors
are
teachers,
they
should
receive
every
provision.
That's
within
the
contract.
It's
just
a
sim.
I
don't
see
that
we
have.
You
know
I
I
understand,
laying
out
this
attorney
general
and
whatever,
but
that's
as
simple
as
it
is.
If
they're
teachers
they're
covered
by
the
contract
contract
says
you
get
duty-free
lunch
and
prep
period,
I
fully
support
what
the
fea
is
saying.
AA
Another
remedy
that
might
be
at
your
disposal
because
there
is
no
question
on
the
what
we're
trying
to
get
to
in
terms
of
the
philosophy
and
the
concept
of
the
remedy,
which
is
reduce
the
workload
for
counselors,
allow
them
time
allow
them
time
for
those
indirect
services.
The
question
is:
do
they
for
every
provision
of
the
contract?
Do
they
get?
The
same?
Provisions
are
dedicated
for
classroom
teachers
when
they
might
have
autonomy
of
time
or
not.
So
there's
no
question
about
the
remedy
and
what
we
want
to
do
for
counselors.
AA
The
question
is
about
the
term
preparation
time
and
then
setting
the
precedence
of.
Does
every
provision
of
the
contract
apply
to
everyone
that
can
be
represented
through
teacher
negotiations
and
that's
the
difference.
So
another
remedy
at
your
disposal
is
to
say:
if
the
goal
is
to
get
counselors
their
time,
then
you
can
direct
administration
to
say,
ensure,
counselor
tech
receive
x,
amount
of
indirect
services
or
the
counselors
get
x
amount
of
duty-free
lunch.
AA
Our
concern
for
counselors
is
that
I
don't
think,
based
on
the
american
school
counselors
association
and
their
scope
of
responsibilities,
applying
every
provision
to
the
contract
and
scheduling
five
classrooms
a
day
for
secondary
teachers
at
the
same
level
that
we
follow
class
size
provisions
according
to
our
long-range
plan,
which
is
outlined
in
the
contract,
is
the
best
use
of
how
they
provide
services
to
students
because
they
provide
a
different
role,
even
though
they
are
teachers
for
the
purposes
of
negotiation.
So
we
want
the
same
thing.
It's
a
matter
of.
AA
What's
that
precedence
that
you're
creating-
and
you
can
direct
us
to
do
that,
you
can
have
counselors
come
to
visit
with
you
and
say,
give
us
your
best
schedule
of
what
time
you
want
protected
right.
We're
talking
about
protected
time,
that
no
one's
arguing
that
the
question
is
is
protected
time,
prep
time,
because
they're
teachers
or
as
protected
time,
indirect
services
because
outside
of
their
ability
to
be
represented
as
teachers
for
negotiation,
they
are
actually
counselors
and
they
have
a
different
job.
So
you
do
have
those
remedies
at
your
disposal.
AA
You
can
direct
administration,
you
can
reopen
negotiations
and
and
put
in
a
duty-free
lunch
for
counselors.
You
can
put
in
guaranteed
indirect
services,
but
I
would
want
to
get
counselor
voice
at
the
table
as
well,
because
I
just
don't
know
if
they
understand
the
implications
of
providing
every
provision
of
the
contract
applicable
to
them,
even
though
it
may
not
be
subject
to
their
roles
and
responsibilities
as
a
counselor.
AF
If
you
look
at
the
hilton
case
and
in
the
last
part
of
it,
it
says,
because
hilton
was
a
member
of
the
of
the
cea
appropriate
negotiating
unit,
he
was
bound
under
the
negotiated
agreement
between
the
cea
and
the
school
district.
So
it's
it's
the
entire
document
not
just
for
negotiations
and
for,
let's
say
money
or
whatever
else.
So
I
disagree
that
that
if
they're
considered
it,
they
are
part
of
the
entire
negotiated
agreement.
AF
Secondly,
if
if
if
the
administration
wanted
this
from
the
beginning,
they've
been
talking
since
this
fall
to
get
prep
time
right.
So
what
if
the
conversation
been
like,
you
know
what
you're
right
we're
going
to
give
you
your
prep
time
that
you
deserve,
but
now
because
of
it,
let's
work
together
to
solve
the
issues
that
mr
gandhi
just
talked
about.
It
didn't
happen
that
way.
It's
like
nope
you're,
not
getting
your
prep
as
stated
as
the
contract
and
whatever
else,
but
if
we
would
have
awarded
the
prep
to
begin
with
now
because
of
it.
AF
AF
Is
it
we're
done
talking
to
you
guys
they
want
their
prep
to
be
insured
and
they're
more
than
willing
to
work
with
whoever
needs
to
to
talk
with
about
what
it
will
look
like
going
forward,
because
we
have
our
prep
time
now,
they're
they're
more
willing
to
work
with
you
on
that,
but
let's
ensure
they
get
their
prep
time
first,
and
then
we
can
work
without
the
details
after
that,
without
having
to
open
it,
the
negotiated
agreement
or
anything
else,
they'll
work
with
you
with
with
that
part,
I
guarantee
it.
I
know
they
will.
V
V
How
do
we
move
forward
and
then
how
do
we
then
sit
at
the
table
and
talk
through
this
instead
of
being
kind
of
hamstrung
by
some
really
concrete
contract
language
which
we
know
is
concrete,
I'm
not
diminishing
the
importance
of
the
contract,
but
how
do
we
move
forward
and
I
think
in
to
prompt
that
to
move
forward,
I
don't
see
why
we
wouldn't
kind
of
give
this
the
blessing
and
say
work.
It
out
make
sure
that
everybody's
working
together
and
communicating.
A
B
The
difficulty
is
that
if
we
don't
reopen
negotiations
to
define
a
counselor
different
in
terms
of
prep
time
being
defined
as
indirect
service,
then
we're
theoretically
telling
our
administration
to
administer
this
contract
to
its
fullest
extent
to
all
the
counselors
in
the
district
as
well,
and
that's
problematic
from
what
I'm
hearing
so
either
way.
We
have
a
problem
in
front
of
us.
Whatever
direction
we
go,
creates
a
different
problem
and
at
a
minimum
I
am
pretty
sure
and
seth
I
think
you
were
spot
on.
B
We
are
going
to
be
addressing
this
somehow
in
the
next
next
negotiation
cycle.
Part
of
me
thinks
the
smartest
move
for
us
right
now
is
to
take
this
to
level
four
and
get
outside
mediation
to
determine
from
a
contract
language,
whether
or
not
we're
in
violation
or
not
right.
Now
intent
wise.
We
as
a
board
want
every
counselor
to
have
that
appropriate
time
in
their
day
through
the
course
of
the
week,
but
plugging
it.
This
way
may
create
other
problems.
I'm
not
a
contract
law
expert
I'd.
Rather
let
an
expert
go.
A
C
W
AA
U
That's
obviously
this
is
a
business
item,
so
we
are
going
to
be
probably
looking
for
a
motion
here
pretty
soon
and
I'm
looking
taking
what
you
were
kind
of
what
you
said
jim.
If,
if
we
were
to
put
a
motion-
or
maybe
me-
I
guess
since
have
the
mic
right
now
that
we
that
we
accept
this
remedy
and
it
fails
then
we'd
be
going
to
level
four.
Is
that.
U
That's
yep
well,
yeah
it'd
be
up
to
them
yeah
if
they
want
to
if
they
want
to
pursue
it,
but
that
would
be
the
next
step
then.
If,
if
if
say,
I
were
to
make
a
motion
that
the
fargo
board
of
education
accept
fea's
remedy
as
it
stated
and
it
fails,
then
the
fea
could
go
to
level
four
or
just
accept
the
board's
decision.
That's
that's
my
logistical
question
before
I
don't
want.
I
don't
want
to
make
a
motion.
AF
Well,
to
the
first
question
about
how
was
prep
handled
in
other
districts,
we
reached
out
to
west
fargo
a
lot
of
their
counselors.
Have
it
as
their
first
like
the
first
period
of
the
day,
kind
of
up
until,
like
eight
until
8,
40
kind
of
roughly,
as
the
students
are
kind
of
doing
their
their
beginning
of
the
school
day
kind
of
things
in
the
classroom.
So
a
lot
of
them.
Do
it
that
way
there
that's
one
we
reached
out
to,
because
this
is
the
closest
larger
district
and
we
reached
out
to
them.
AF
If
nothing
happens
between
now
and
then
looks
like
administration
was
given
direction
to,
hopefully
find
a
lunch
for
the
counselors
and
then
some
kind
of
what
is
it
indirect
service
time
I
mean
it
doesn't
make
anything
happen,
so
I
think,
instead
of
rather
than
wasting
how
many
days
to
get
this
figured
out.
I
think
if
you
again
they're
getting
duties
added
onto
them,
that's
making
them
not
have
their
prep
time
as
the
past,
ensure
they
get
their
prep
time
open.
AF
The
discussion
with
these
counselors
say:
what
can
we
do
to
help
you
get
your
prep
time
and
maybe
they'll
change
and
help
feed
the
negotiating
the
negotiations
next
time?
But
it's
easy
to
be
taken
care
of
now
because,
as
you
know,
there's
openings
every
direction.
If
you
can
look
for
it
for
councils
as
well,
we
don't
need
to
lose
anybody
over
this.
We
want
to
ensure
that
this
is
done
now
and
open
the
discussions
with
them
and,
let's
talk
and
say:
okay,
guys,
let's
get
this
solution
done
before
the
school
year.
AF
A
Z
F
U
F
I
think
that
that
seth
was
correct,
it
we're
going
to
vote
and
if
we
vote
to
accept
it,
it's
done
it's
done
and
if
we
vote
it
down
then
then
it's
back
in
the
in
the
hands
of
the
fea.
But
it's
it's
time
for
us
to
do
something
and
then
hopefully
we'll
come
to
more
we'll.
There
will
definitely
be
more
discussion
regarding
counselors
and
and
some
of
the
other
things
that
have
been
talked
about
in
the
future.
Pretty
sure
of
it.
V
X
AB
Jennifer,
thank
you.
So
the
question
I
have
is
maybe
this
can
be
a
possible
amendment,
but
I
I
like
the
opportunity
for
something
like
an
mou
style
discussion
where
we
have
a
chance
to
hear
from
the
counselors
and
to
hear
best
practices,
and
thank
you
david
for
sharing.
That
specific
example
would
this?
AB
Would
this
allow
for
that
under
how
we
worded
the
motion?
It
was
at
the
intent
then
moving
forward,
and
I
guess
really,
my
question
initially
was:
are
we
is,
would
the
fba
fea
be
on
board
with
just
reopening
negotiations,
because
to
me,
I
I
think
that's
really
the
opportunity
to
be
at
the
table
and
and
have
the
discussion
and,
if
we're
saying
that,
that's
the
direction
that
this
is
going
eventually,
why
not?
AB
AF
I
don't
think
the
two
remedies
that
we're
giving
is
cut
in
stone.
I
mean
you
can
add
to
that,
take
away
something
I
think
I
mean
there's
nothing
that
says
that
what
the
option
is
is
what
has
to
be
done.
So
I
think
that's
an
option.
I
think
it'd
be
wise
to
say
that,
so
the
directive
is
to
make
sure
that
the
talk
does
happen.
AF
AA
I
think
the
only
other
thing
I'd
add
to
your
to
your
conversation
or
consideration.
I
think
there's
this
notion
that
administration
hasn't
continued
this
conversation
or
done
something
else,
and
unfortunately,
that's
not
true.
Part
of
the
reason
that
we're
here
today
is
because
we
have
counselors
with
differing
opinions
on
just
the
autonomy
of
their
schedule
and
what
they
need
to
do.
I
think
you've
seen
that
in
your
board
packet
as
well,
in
terms
of
is
this
being
represented
or
not,
but
the
conversation
with
dr
gross
that
email
that's
being
referenced.
AA
It
wasn't
from
him
to
principals
to
say,
give
counselors
time.
It
was
actually
from
bob
missy
and
myself
to
all
the
counselors
and
the
principals
and
said
counselors
work
with
your
time.
Your
principals
are
entitled
to
give
you
this,
because
we
recognize
the
autonomy
of
their
schedule.
We
wanted
to
do
that
in
addition
to
the
meetings
that
have
been
referenced
already,
jim
keel,
who
is
our
administrator
over
the
counters,
continues
to
facilitate
a
task
force
to
look
at
exactly
at
this.
So
we
have
looked
at
a
wide
variety
of
different
options
as
well.
AA
So
as
you
consider
it
it's
not
all
or
none,
and
as
I'll
go
back
to
it,
if
you
decide
not
to
accept
this
remedy,
and
this
remedy
is
solely
it's
not
about
the
remedy.
It's
about
defining
anyone
under
the
negotiated
agreement
as
a
teacher
and
applying
every
provision
to
them.
You
don't
have
to
do
that.
You
can
still
direct
us
to
go.
Get
counselor
input.
Bring
counselors
at
the
next
board
meeting,
send
a
survey
to
every
counselor
to
say
what
is
your
ideal
schedule?
AA
AA
AF
A
I
would
be
interested
in
a
third
potentially
a
third
step,
which
would
include
something
like
a
commission
of
dr
gandhi,
who
already
said
that,
there's
that
there's
work,
that's
that's
being
done
to
explore
it,
but
that
that,
as
a
board,
we
officially
show
support
for
of
something
similar
to
a
commission
kim.
I
know
you
had
some
additional
comments.
Z
Just
to
say,
counselors
are
bound
by
our
negotiated
agreement
between
f
a
and
the
school
board
district.
According
to
the
north
dakota
supreme
court,
our
counselors
are
teachers
under
north
dakota
state
law,
and
every
teacher
is
entitled
to
preparation
and
planning
time.
This
will
benefit
every
teacher
and
student
in
our
district.
Z
A
AC
A
B
X
X
AC
C
U
X
F
W
AC
C
AC
B
AC
A
A
Today.
At
the
february
24th
governance
committee,
meeting,
consensus
was
reached
to
add
the
item
to
the
business
section
this
evening,
and
so
that's
the
report
from
the
governance
committee.
We
do
have
a.
There
are
a
couple
of
individuals
here
that
are
available
thanks
for
sticking
with
us
throughout
the
meeting
here
to
answer
any
questions:
if
we
have
questions
of
them,
tamruselman
the
director
of
equity
and
inclusion
for
the
district
and
mr
steven
moos
is
here
he
leads
the
district
rotc
program,
so
I
know
I
know
you're
sitting
in
the
audience
and
feel
free.
A
F
F
At
that
time,
all
schools
began
saying
it
and
then
in
1943
the
supreme
court
brought
down
a
decision
that
students
could
not
be
made
to
stand
just
at
the
pledge.
They
were
simply
instructed
to
sit
politely
and
quietly
so
others
who
wanted
to
say
the
pledge
could
currently
the
pledge
of
allegiance
is
said
at
the
beginning
of
school
across
the
united
states.
It's
said
during
the
citizenship
ceremonies
for
newly
new
citizens
of
the
united
states.
F
It
said
before
all
congressional
sessions
primarily
to
honor
the
flag,
as
well
as
their
responsibility
in
serving
the
american
people.
It's
said
before
many
government
meetings,
including
school
boards,
city
and
county
governments,
and
special
ceremonies
like
the
veterans
day
and
memorial
day.
My
feeling
is
that
being
an
american
citizen
means
you
should
be
loyal
and
patriotic
toward
your
country,
defend
the
land
and
take
pride
in
what
the
country
stands
for
and
it
it's
kind
of
interesting.
F
If
you
see
when
I
made
my
original
decision,
it
was
several
weeks
before
a
international
catastrophe
occurred,
and
I
think
I
am
so
incredibly
proud
of
the
way
that
the
ukrainian
people
have
stood
up
against
an
adversary
so
much
larger
than
them,
and
absolutely
have
so
much
pride
in
their
in
their
country
that
they
they
would
never
not
defend
it.
And
I.
X
Something
we
do
in
south
dakota
russell
we
have
for
years
and
I've
been
there.
It's
happened,
I'm
sure
many
years
before
that
too.
So
we
don't
in
fairmont
the
other
districts.
I've
worked
at,
we
hadn't
either
our
both
of
our
schools
open
up
the
pledge
of
allegiance
before
announcements
are
made,
so
we
do
it
as
a
total
school.
V
F
A
F
V
A
A
Obviously,
if
this
does
pass,
we
will
have
to
make
some
arrangements
in
the
in
the
room,
so
we
have
the
appropriate
flags
and
located
appropriately-
and
I
know
anne
marie
could
obviously
help
us
through
that.
So
wondering
mr
moose
to
your
thoughts
on
that
and
then
also
tamara
from
like
the
equity
and
inclusion
and
of
you
know
your
role
within
the
school
district.
A
This
is
a
change
we
haven't.
Had
the
pledge
said,
at
least
in
my
years
of
service,
which
have
been
eight
years
and
so
part
of
the
in.
I
appreciated
david,
the
information
that
you
shared
and
some
of
the
research.
So
a
question
that
I
would
have
is
in
addition
to
that.
Why,
like
what
might
be
some
other
whys,
does
it
help
us
do
our
work
better?
Is
it
simply
to
you
know,
acknowledge
allegiance,
which
is
also
important,
so
I'm
just
kind
of
wondering
how
it
would
aid
us.
A
C
U
U
U
A
AG
The
pledge
is
a
beautiful
thing
for
lots
of
people,
and
yet
I
think
you
heard
that
it
could
be
weaponized
against
someone
who
reserved
their
first
amendment
right
not
to
participate.
So
those
are
the
kind
of
thorny
issues
that
you
have
to
think
about.
As
you
decide
on
the
pledge
being
a
commitment
to
your
work.
V
F
That's
kind
of
interesting,
my
grandson,
who
is
a
kindergartner
at
deer,
creek
recited
the
pledge
of
allegiance
for
us,
and
he
said:
do
you
know
what
the
symbols
of
the
united
states
are?
They're,
the
american
flag,
the
statue
of
liberty
and
the
liberty
bell,
and
do
you
know
that
the
liberty
bell
has
never
been
rung
that
it
broke
before
they
got
a
chance
to
ring
it?
A
We
don't
know
who
is
going
to
be
serving
on
this
board
as
time
goes
on,
and
it
does
indicate
that
the
pledge
would
be
led
by
the
president.
I
know
I
mean
if
the
president
can't
make
a
meeting
then
the
vice
president
holds
you
know,
takes
takes
the
meeting,
I'm
wondering
if
either
the
president
or
the
vice
president
were
a
person
that
did
not
feel
comfortable
in
standing
for
the
pledge
leading
the
pledge.
How
that
would
be
addressed.
F
AB
A
V
F
AC
B
I
don't
know
if
we
could
amend
the
motion
to
go
back
to
the
pre-54
version
of
the
pledge
of
allegiance.
I
don't
think
that's
going
to
work
in
america
too.
Well,
so
this
is
a
very
difficult
thing
for
me
to
vote
on.
Unfortunately,
I
also
don't
think
I'm
allowed
to
abstain,
because
I
don't
have
a
conflict
of
interest.
So
I'm
hoping
you
guys
want
to
keep
discussing
this
for
another
15
minutes
which
will
be
past.
My
bedtime
and
I'll
be
leaving.
A
I
just
I
want
to
keep
in
mind
individuals
in
our
community
individuals
that
work
for
the
school
district
students
in
the
school
district,
folks
that
are
on
the
board
currently
and
that
might
be
new
to
the
board
that
that
as
long
as
you're
a
citizen
and
as
long
as
you
are
living
in
the
fargo
school
district
and
you're,
able
to
seek
office
run
for
office,
be
elected
to
office
that
we're
we're.
Welcome
that
it's
that
our
decisions
are
seen
as
welcoming
and
open
versus
restrictive.
V
Yep,
I
I
completely
respect
your
your
opinion
and
your
belief
seth.
I
I
think
I've
seen
your
tattoos
on
your
arms
that
say,
usa
or
I
I
would
say
why
are
we
I
think
we're
making
this
more
difficult
than
we
need
to.
If
somebody
wants
to
stand
up
and
say
not
say
under
god
or
to
sit
down,
I
think
that's
their
choice.
A
X
A
A
AC
To
help
you
with
the
motion
on
the
floor,
it
says
that
you
will
begin
each
regularly
scheduled
meeting
of
fargo
butter
of
education
with
the
pledge
of
allegiance.
It
does
not
necessarily
say
that
everyone
has
to
partake
or
anything
of
that
nature,
just
that
you
will
begin
so
just
to
maybe
help
you
with
that
portion
right
there
that
you
were
having
of
your
conversation.
AC
A
W
Thank
you.
I
thought
this
was
going
to
be
a
no-brainer,
I'm
really
stuck
too
and-
and
I
guess
that
goes
to
show
how
we
kind
of
get
in
our
own
groove,
and
we
know
what
we
know
and
when
someone
brings
something
new
to
the
table,
mind
blown
gets
you
thinking
in
a
different
way
gal.
I
mean
I
recited
this
since
from
kindergarten
through
god
knows
when,
when
I
was
growing
up,
I'm
I
I
love
my
church.
I
love
my
god.
I
I
love
my
country.
W
I
am
not
willing
to
put
this
into
a
policy
where
we
are
talking
about
disciplinary
action
for
someone
who
does
not
share
those
same
beliefs,
because
we
have
freedom
of
religion
and
freedom
to
make
those
choices.
I'm
struggling
I'll
be
honest.
I
did
not
think
I
would
be,
but
it's
got
me
looking
at
this
in
a
whole
different
direction.
AB
So
what
I
find
one
of
the
things
I
find
interesting
about
this
conversation
when
I
listen
to
your
rationale,
seth,
all
I
kept
hearing
and
correct
me
if
I'm
wrong
was
really
the
reasons
why
you
love
this
country
is
because
you
you
can
express
your
opinion.
You
can
acknowledge
the
things
that
we,
maybe
you
know,
are,
are
working
on,
but
also
acknowledge
the
things
that
we
are
really
great
at
at
the
same
time
and
what
allows
you
to
do
that
we
are
freedom,
is
not
free
and
what
allows
you
to
do.
AB
That
is
the
sacrifice
that
our
soldiers,
our
family
members,
our
friends,
have
made
for
you
to
be
able
to
express
your
opinions
and
so
to
not
honor
it.
It
doesn't
make
sense
to
me
because
the
whole
reason
you
are
able
to
do
it
is
because
of
the
constitution
that
protects
your
right
to
be
able
to
sit
during
the
pledge
of
allegiance.
So
it's
not
a
good
enough
reason
to
say
we
shouldn't
do
it
it
just
isn't
it's
the
exact
opposite!
AB
It's
why
people
get
to
say
they're
not
going
to
participate.
So
I
absolutely
support
starting
every
meeting.
We
we
we
were,
we
took
a
an
oath
to
the
constitution,
we're
elected
through
a
process.
I
just
there
are
so
many
reasons
that
this
is
a
good
idea,
but
I
think
what
it
comes
down
to
is
everything
that
I
heard
you
say
wouldn't
have
been
allowed
without
those
sacrifices,
and
so
we
should
honor
it.
U
I'm
not
just
acknowledging
that
at
any
point
in
anything
that
I
said,
did
I
ever
throw
that
to
the
wayside
or
just
acknowledge
that
people
have
made
sacrifices.
I'm
well
aware,
this
is
a
pledge
of
allegiance
I've.
I've
said
the
pledge
of
allegiance
150
000
times
in
my
life.
I
don't
I
I
don't
have
I
don't
I
don't.
I
don't
have
the
minister
that
married
my
wife
come
to
my
house
and
have
our
do
us
our
vows
every
single
morning.
U
U
E
X
Yeah,
I
just
remind
everybody
now
tonight
I've
been
on
two
losing
votes
and,
at
the
end
of
the
day,
I'm
going
to
support
whatever
that
motion
was
and
moving
forward,
and
I
think
that's
what
we'll
do
with
this
motion
here.
However,
it
turns
out
we'll
move
forward
and
that's
what
we'll
support
as
a
board.
X
A
A
AC
F
C
A
AC
U
AC
B
B
F
AC
W
Okay,
we
had
the
cea
meeting.
Last
week,
you
heard
a
little
bit
from
rebecca
about
ricky
white
was
able
to
join
us
at
our
meeting,
and
we
started
talking
about
land
acknowledgement
statements
simply
acknowledging,
as
she
said,
that
the
land
that
we
sit
on
natives
were
here
first
and
I
think
that's
very
interesting
work.
I
know
ndsu
has
done
a
lot
with
that.
It's
worth.
Looking
that
up
it's
worth
reading,
we
learned
that
there
are
five
nations
primarily
that
make
up
north
dakota
and
in
within
fargo
schools.
W
AC
B
North
dakota
pk12
I'm
trying
to
get
the
right
name
for
all
of
this
education
steering
committee
met
for
our
annual
get
together
to
get
a
report
put
together
on
what
every
stakeholder
in
the
state
is
doing.
That's
got
to
be
completed
by
the
end
of
march,
so
it
can
go
to
the
interim
education
subcommittee.
I
believe-
and
I
think
that's
it-
we
have
planning
on
friday.
AB
A
All
right
there
is
a
there's,
a
calendar
that
was
passed
out
at
our
desks.
The
national
school
boards
association
annual
conference
is
coming
up
the
beginning
of
april.
I
know
some
board
members
will
be
attending
that
graduation
assignments
have
been
emailed
out
to
all
board
members.
Governance
meets
thursday
morning.
Does
the
salary
commission
still
meet
march
30th
ed?
No.