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From YouTube: School Board Meeting April 12, 2022
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - April 12, 2022
A
A
B
H
Oh
boy,
well,
thank
you.
First
of
all
that
was
a
wonderful
way
to
kick
off
our
saying
of
the
pledge
of
allegiance
at
every
board.
Meeting
colonel
musa
asked
you
when
we
started
that
this
this
didn't
used
to
be
district-wide.
Is
that
true,
when
did
that
change.
G
G
It
was
up
north
for
for
about
40
years
and
then,
when
the
whole
davies
thing
came
up,
they
decided
to
move
it
to
south
to
centralize
it,
partly
because
there
wasn't
enough
room
at
north
anymore
for
the
program,
and
so
for
about
two
years
we
moved
to
agassi
and
we
were
at
agassi
for
two
years
with
the
freshman
academy.
While
davies
was
being
built
and
when
debuts
was
finished,
we
moved
to
south
high
school,
so
we
were
centrally
located
across
the
district.
G
We
are
probably
one
of
the
top
first
50
units
in
the
country,
so
there's
over
800
junior
rotc
programs
in
the
country.
We
were
one
of
the
first
100
units,
so
we've
been
around
for
over
50
years.
It's
always
been
a
district-wide
program,
we're
located
at
south
high
school
and
everything's
taught
at
south
high
school
when
the
students
come
to
us
so,
and
we
also
currently
have
some
students
from
west
fargo.
In
our
program
we've
had
students
from
park
christian
over
in
moorhead.
We've
also
had
students
from
oak
grove
in
the
program.
G
So
over
the
years
we've
had
pretty
much.
Anybody
in
the
local
area
has
been
part
of
the
program.
I
know
dr
gandhias
has
more
had
to
reach
out
to
dr
gandhi
last
year
about
having
their
students
coming
over
the
program.
That's
something
that
we're
looking
at
next
year
of
potentially
morehead
incoming
care
of
our
program.
Also
so
right
now
we
have
about
60
66
cadets
in
the
program
next
year
we
already
have
97
registered
for
next
year,
so
so
that's
kind
of
a
synopsis
of
the
program.
So
we're
just.
I
Yeah
just
a
comment
and
a
question:
you
know
board
members.
As
you
know,
the
state
of
north
dakota
has
recently
transitioned
from
how
we
assess
student
success
as
they
finish.
Their
k-12
career
we've
moved
new
to
we've
moved
more
towards
the
standard.
What
we
call
choice,
ready,
making
sure
that
our
students
are
workforce,
higher,
ed
or
military
ready
as
well.
G
Right
now,
there's
about
four
or
five
criteria:
to
be
military,
ready
in
the
choice
ready
program.
One
is
pe
courses,
you
can't
have
any
suspensions
in
school.
You
have
to
get
a
certain
score
on
the
asvab
test,
the
armed
forces
of
the
vocational
aptitude
battery,
and
then
you
have
to
mainta
meet
to
the
other
areas
on
the
choice
ready
chart.
What
we
have
are
recommending
and
we're
supposed
to
have
a
meeting
today,
which
was
canceled
because
the
weather
weather
I
met
with
the
subcommittee.
G
I
think
last
week
briefed
them
on
my
proposal
to
add
junior
rotc
into
the
choice
ready
program.
They
unanimously
agreed
to
take
it
forward
to
the
to
the
big
committee,
which
was
supposed
to
happen
today
is
now
rescheduled
until
the
12th
of
may.
I
believe,
but
we
don't
want
to
penalize
those
schools
that
don't
have
a
junior
rotc
program.
We.
C
G
G
G
They
shut
their
program
down,
but
there's
only
four
programs
in
the
state,
and
so
we
don't
want
to
penalize
those
schools
that
don't
have
junior
rotc,
but
we
want
to
give
our
students
the
opportunity
to
use
their
time
in
junior
rotc
to
help
qualify
them
for
the
military
choice
ready.
So
that's
our
proposal
is
instead
of
having
two
of
the
other
criteria,
is
either
that
or
have
two
years
in
junior
rotc,
and
so
they
can
substitute
that,
for
the
other
part
of
the
criteria
to
be
military
ready
for
the
choice
ready
program.
G
So
I
think
it'll
it'll
be
a
win-win
for
everybody.
It
won't
penalize
those
students
that
don't
have
junior
rotc
but
allow
those
schools
that
have
junior
rotc
to
use
that
towards
making
their
military
choice
ready.
So
that's
kind
of
how
we're
looking
at
it
prob.
One
other
thing
I
want
to
say
is
the
perception
out
there
is
that
we're
here
to
recruit
these
young
men
and
women
to
join
the
military.
That
is
farthest
from
the
choice
from
what
we
do.
Our
our
mission
is
to
create
better
citizens
for
america.
G
We
do
not
recruit
our
students,
there's
over
800
000
students
in
junior
rotc
across
all
the
services
and
again
it's
army
navy
air
force.
Marines
have
junior
rotc
units
and
less
than
10
percent
of
them
ever
go
in
the
military
service.
So
it's
not
about
recruiting
kids
for
the
military.
In
fact,
I
would
say,
probably
75
to
80
of
my
kids
would
like
to
join
the
military,
but
probably
only
about
20
of
them
can
because
they
can't
meet
the
entrance
requirements,
mainly
from
the
medical
standpoint.
G
One
of
my
cadets
went
up
to
to
maps
to
have
their
medical
exam
to
join
the
army
national
guard
last
week,
and
he
came
back
and
he
said
sir.
There
was
14
of
us
in
there
to
to
do
medical
exam.
I
was
the
only
one
that
passed,
so
the
medical
requirements
are
very
difficult.
You
can't
be
any
medication,
you
can't
have
asthma
a
lot
of
those
things,
disqualify
you
from
joining
the
military,
so
it
is
not
about
recruiting
folks
who
do
I
work
for
anybody,
know.
G
No,
who
do
I
work
for
who's,
my
boss,
fargo
public
schools.
You
guys
pay
my
paycheck,
I
am
not
an
air.
I
am
a
retired
air
force
officer,
I
retired
back
in
2007
with
26
years
of
service
in
in
the
active
duty
military.
But
I
work
for
the
district.
I
don't
work
for
the
air
force.
We
are
an
air
force
program,
they
support
us
and
they
pay
for
half
of
my
salary
and
they
pay
for
a
lot
of
the
uniforms
and
things,
but
we
are
are
not
a
recruiting
agency.
G
K
Nikki
go
ahead.
I
do
have
a
quick
question
because
you
just
answered
the
second
one.
I
had
wondering
what
the
regular
school
day
looks
like
for
these
guys,
how
how
does
how
does
this
all
fit
into
their
regular
curriculum.
D
D
G
The
cell
students
have
a
huge
advantage
because
they
don't
have
to
take
that
travel
period,
they're
already
there,
so
we're
just
an
elective
class.
Like
any
other
elective
class,
we
have
five
periods
a
day
where
the
cadets
can
take
any
period,
whether
they're,
freshman,
sophomore,
junior
or
senior.
They
can
take
any
one
of
those
five
periods.
The
north
and
daviess
kids
have
to
travel
over
to
us,
the
south
kid's
just
another
class
in
this
school.
So
as
they
were
saying,
our
practices
are
in
the
morning
seven
o'clock
in
the
morning.
G
Let's
get
near
the
end
of
school
year,
I
try
to
do
away
with
practices,
but
they
say,
sir,
we
got
to
practice.
We've
got
to
come
in
so
they
know,
even
though
it's
early
in
the
morning,
it's
it's
something
they'd
like
to
do,
and
we
usually
do
five
days
five
days
a
week
practices
in
the
morning
and
then
normally
we
have
color
guards
at
night.
We're
supposed
to
have
some
other
color
guards
because
of
weather
they've
been
canceled
out
how
many
color
guards
we
do
a
year.
G
G
They
come
to
practice
and
get
certified,
but
we
have
our
our
varsity
team
that
have
gone
through
tryouts
and
those
are
folks
that
do
the
high
visibility
things
the
state
tournaments
you've
probably
seen
us,
maybe
in
tv
at
different
state
tournaments
we've
gone
down
the
timberwolves
game
and
done
the
color
guard
down
there.
A
few
years
back.
We
do
a
number
of
conventions
we
were
over
the
able
games
this
week
we
were
over
at
the
able
games,
did
a
couple
color
guards
for
them.
So
it's
just
not
the
school
system.
G
We
kind
of
support
the
entire
local
community
with
color
guards.
We're
kind
of
the
go-to
color
guard
for
a
lot
of
activities
here
in
the
local
area.
So
and
then
they
said
they
do
cargo
tonight
weekends.
Last
saturday
we
were
able
games
doing
community
service.
This
weekend
we
got
a
pancake
breakfast.
They
might
want
some
pancake
breakfast
on
saturday
morning,
come
over
to
vfw
over
in
dilworth
we're
doing
a
pancake
breakfast
six
dollars
a
person
to
help
support
our
parents
group.
G
Then
the
next
week
we
do
our
baton,
death
march,
and
if
you
want
to
join
us,
you're
welcome
15
mile
hike,
we
started
davies
high
school,
we
walk
the
south
I'll,
give
you
some
pizza.
We
turn
around
and
go
back
to
davies.
So
it's
about
15
miles,
we're
gonna
hike
on
that
on
that
saturday.
It's
a
memorial
of
baton,
death
march
during
world
war
ii
over
in
the
philippines.
So
we
do
that
the
cats
are
in
a
ribbon
and
they
have
a
lot
of
fun
doing
that
walk.
G
So
then,
the
following
week
we
have
our
change
of
command.
I
think
I
invited
all
the
board
members
to
the
change
of
command.
You're
welcome
to
come
on
the
7th
of
may
it's
at
south
high
school.
If
you've
never
seen
a
formal
military
parade,
it's
something
to
be
seen
the
whole
cadet
squadron
will
be
out
there
do
a
pass
and
review
we'll
do
the
change
of
command
from
our
senior
class
over
to
the
junior
class
for
the
year,
and
then
we
have
our
exhibition
teams
we'll
do
a
little
performance.
G
Then
we
break
and
we
have
our
annual
awards
ceremony
and
those
type
of
things.
But
if
you're
interested
you're
welcome
to
come
over
and
and
sit
through,
the
change
command
with
us
takes
about
maybe
20
20
to
30
minutes.
But
it's
kind
of
a
cool
thing
to
watch.
It's
pretty.
We
usually
have
about
two
to
three
hundred
parents
and
relatives
that
come
out
and
watch
it.
So
it's
pretty
pretty
cool
thing
to
see
if
you've
never
seen
it
before.
H
Well,
that
was
very,
very
informative.
Thank
you.
Thank
you
for
representing
your
organization,
so
well
what
a
special
way
for
us
to
open
up
a
board
meeting.
L
M
No,
I
first
of
all
I
want
to
thank
you
for
coming.
I
you
make
me
very
proud
to
see
you
and
to
know
what
you
stand
for.
I
did
have
two
quick
questions.
Number
one
are
any
of
you
considering
a
career
in
the
military
and
number
two
devin
you
didn't
have
a
rank.
Did
they
bust?
You.
H
H
Okay
before
we
I
seek
approval
of
the
agenda.
I
just
want
to
mention
that
president
knudsen
is
joining
us
by
the
phone
tonight,
so
welcome
rebecca.
I
will
enter
good.
N
H
I
will
entertain
approval
of
the
agenda.
Jim.
M
President,
could
I
have
the
hr
addendum
move
to
business.
H
Sure
so
that
would
be
item
6c
move
down
to.
Let's
make
that
7e.
Does
that
sound?
Okay,
david?
Okay?
I
see
no
other
hands,
please
vote
by
saying
it's
been
a
while,
since
I've
said
done
this
guys.
Please
please
vote
yes
to
approve
the
agenda
as
presented
with
the
hr
addendum.
H
H
I
will
read
a
little
bit
here
before
you
come
up
to
speak
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
to
or
debates
issues
in
this
form.
H
Should
you
desire
a
written
response
to
a
specific
question.
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum.
As
I
mentioned
four
minutes
upon
conclusion
of
the
allotted
time.
A
time
will
chime
will
ch
sound,
and
the
speaker
is
asked
to
conclude
if
necessary.
A
final
chime
will
sound
15
seconds
later,
signifying
the
end
of
the
speaker's
time
at
the
podium.
A
N
If
you
haven't
made
a
choice
you've,
you
know,
you've
still
made
a
choice.
So
now
we
come
to
a
situation
where
who
is
operating
in
the
bestest
interest
of
the
district?
Is
it
the
seven
that
voted
for
the
pledge
of
allegiance
or
the
two
that
voted
against?
Now?
We
have
to
ask
this
question
at
every
single
split
vote,
because
the
school
board
is
never
going
to
be
unanimously
voting
on
very
touchy
subjects.
H
Thank
you
devon.
Next,
speaker
is
kristin.
H
O
O
Effective
leadership
would
seek
ways
to
find
resolution
instead
of
searching
for
loopholes
to
sidestep
the
real
issue.
The
real
issue
was
that
school
counselors
are
overworked,
which
was
even
indicated
in
the
superintendent's
own
information,
which
stated
a
recommended
student
to
counselor
ratio
of
250
to
one
which
is
not
anywhere
close
to
what
is
currently
happening
in
fargo
public
schools.
O
Increases
in
pay
should
reflect
an
approval
of
job
performance.
The
superintendent
attendant
is
responsible
for
day-to-day
operations.
Student
achievement
is
at
an
all-time
low,
as
well
as
teacher
morale.
What
is
the
basis
for
this
pay
increase?
He
is
already
the
highest
paid
superintendent
in
the
state.
O
The
proposed
contract
would
make
his
pay
almost
nine
hundred
dollars
per
a
day,
while
the
board
was
unwilling
to
pay
substitute
teachers
200
pay
per
day.
So
again,
I
just
ask
you,
when
you're,
considering
this
proposed
contract,
for
you
to
really
consider
what
message
you
are
sending
to
other
employees
of
the
district
and
the
community
at
large.
Thank
you.
H
P
That
also
is
the
weekend
where
there
is
an
esp
conference
as
well.
Two
of
the
may
things
we're
looking
forward
to
is
the
first
week
in
may
is
teacher
appreciation
week,
and
then
we
look
forward
to
celebrating
the
retirement
celebration
on
may
17th
as
a
counselor.
I
just
wanted
to
mention
that
at
ben
franklin
we
do
positive
t-shirt
tuesday,
and
here
it
is
tuesday.
So
yesterday
mr
martin
reminded
all
of
us
students
and
staff
to
wear
a
positive
t-shirt.
P
So
if
you
ever
ben
franklin
on
a
tuesday,
please
wear
a
positive
t-shirt
and
I
just
want
to
thank
the
school
board
for
all
of
the
nice
compliments
and
comments
you
did
make
a
couple
a
month
ago.
I
guess
we
were
hoping
to
showcase
the
whole
school
counseling
department
and
your
agenda
is
so
full
that
we
are
looking
forward
to
doing
that
in
the
fall,
and
that
is
it.
H
Lynette
can
can
we
expect
that
we'll
get
some
dates
and
locate
our
locations
for
the
retirement
celebration?
Okay,
that's
always
fun
to
go
to.
Thank
you.
Superintendent
report,
dr
gandhi,.
I
Thank
you
no
updates.
For
today
we
are
monitoring
the
weather
for
the
rest
of
the
week,
and
hopefully
it
holds,
but
we
do
have.
This
friday
is
a
is
a
no
school
holiday
and
then
on
monday
is
going
to
be
one
of
our
two
store
makeup
days
that
we're
going
to
be
utilizing
for
this
year.
H
H
K
I
Sure
and
jim
or
any
a
member
of
the
planning
committee
feel
free
to
to
chime
in
as
well.
What
you
have
in
your
board
packet
is
a
proposal
to
assist
some
donors
that
have
done
a
tremendous
job
in
a
short
period
of
time,
of
raising
some
funds
to
provide
an
alternate
to
the
north
high
track
project.
So
the
north
high
track
project
is
currently
designed.
It's
a
need
for
north
high.
I
It's
a
conversation
that
we've
had
in
the
past
because
of
the
partnership
with
ndsu
and
some
track
renovations
that
they
are
doing
there.
The
nature
of
a
track
project
is
it's
circular
and
you're
going
to
have
a
grass
field
in
between
inside.
So
there
were
a
group
of
individuals,
actually
one
individual,
that
spearheaded
north
high
boosters
to
raise
almost
1
million
dollars
to
provide
an
alternate
for
turf
where
we
are
at
this
point
in
time,
which
is
very
close
to
going
up
for
we've
gone
through
the
bidding
process.
I
But
starting
the
work
to
get
this
work
done
is
that
there
is
a
little
bit
of
a
remaining
gap
that
wasn't
accounted
for.
That's
really
coming
from
the
the
construction
and
architectural
fees
as
well,
so
that
was
presented
to
planning
and
planning
had
decided
to
bring
that
conversation
here
for
the
board,
for
a
consideration
of.
Would
the
board
be
able
to
assist
with
that
project.
Following
the
planning
conversation,
we
had
a
second
planning
meeting
as
well.
I
Part
of
that
was
because
some
of
the
funds
that
were
raised
were
also
taking
a
look
at
a
commitment
from
another
entity
that
would
potentially
be
utilizing
that
track
or
field,
or
maybe
even
other
facilities
as
well,
and
so
that's
one
of
the
options,
that's
in
your
board
packet.
So
essentially,
the
conversation
today
is
that
there
have
been
some
individuals
that
have
really
worked
really
really
hard
to
raise
some
funds
for
an
alternate
to
this
project.
I
Unfortunately,
it's
not
at
the
100
mark
of
where
the
bids
came
in,
but
would
the
board
be
able
to
assist-
and
I
do
know
that
the
agenda
item
lists
this
as
a
north
high
track
project.
But
the
reality
of
the
situation
is
that
we
do
lack
green
space
on
the
north
side
of
our
buildings,
which
is
in
your
project,
and
this
would
be
significantly
assist
ben
franklin
as
well.
If,
as
you
know
from
our
previous
discussions,
turf
does
have
longer
durability,
longer
maintenance,
longer
health
benefits
for
students
as
well.
I
I
J
You
yeah
planning
looked
at
this
a
couple
of
different
times
and
clearly
we
we
believe
as
a
committee
that
there
is
a
need
at
ben
franklin
in
particular,
but
also
at
north,
that
could
be
serviced
by
this
artificial
turf.
J
I
believe
you
see
the
estimate
that
the
annual
rental
fee
that
we
would
collect
in
today's
dollars
is
about
38
000,
based
upon
the
potential
use
that
oak
grove
would
have,
I
believe,
as
a
planning
committee,
we
were
comfortable
going
forward
with
the
understanding
of
accepting
the
750
000
of
actual
contributions
that
didn't
come
with
a
use
agreement
and,
if
need
be,
fund
the
differential
through
building
fund
or
either
that
or
the
general
fund
balance.
We
have
capacity
in
both
depending
upon
what
the
sense
of
the
board
would
be.
J
Q
J
J
This
is
going
to
be
on
the
inside
of
the
new
track
that
we're
building
and
really,
if
you
read
the
memo
that
the
big
big
advantage
is
going
to
be
to
ben
franklin
and
having
this
and
of
course
you
know
thank
you
to
the
north
high
community
that
raised
750
000
to
offset
the
cost
of
it
in
the
long
run.
J
Correct
me
if
I'm
wrong
here,
jackie,
but
I
believe
the
annual
estimated
maintenance
cost
we'll
save
enough
over
the
10-year
cycle
to
actually
fund
our
350
000.
If,
if
we
have
to
pay
that
much
just
an
annual
maintenance
going
forward.
H
E
Q
J
I
don't
know
that
there's
any
intention
at
the
two
other
high
schools,
the
other
high
schools,
actually
have
their
track
around
the
football
field,
but
there
is
no
room
to
put
the
track
around
the
north
high
football
field.
So
I
I
have
not
heard
that
there's
a
desire
at
either
of
the
other
two
facilities
for
additional
astro
turf,
but
who
knows
what
the
future
will
bring?
Tracy.
H
M
I
I
have,
and
I
think,
visited
with
the
individual-
that's
kind
of
spearheaded
a
lot
of
the
fundraising
who's
done.
A
phenomenal
job
with
that
he's
met
with
me
even
this
morning,
just
to
ask
some
questions
and
get
some
clarity,
I
think
for
the
north
high
community.
I
They
value
the
turf
they
you
know
they
knew
the
conflicting
interests
that
school
districts
have
and
the
tough
decisions
board
board
members
have
to
make
so
that
for
them
they
were
working
really
from
the
premise
of
what
can
we
do
to
get
for
our
students
and
and
not
lose
out
on
that
opportunity?
But
at
the
same
point,
if
alternate
two
were
to
move
forward,
that
really
would
fulfill
their
needs
because
their
number
one
priority
is
providing
a
set
of
services
for
students
and
and
that's
through
the
turf
field.
I
I
So
I
think
they
would
be
very
supportive
as
long
as
this
is
something
that
they
that
can
move
forward
with
understanding
that
the
district
would
obviously
be
able
to
look
at
facility
rentals
for
anyone
that
wants
to
be
able
to
use
that,
through
our
standardized
process
down
the
road.
J
We
sure
can
I
I
personally
think
we
should
take
it
out
of
the
building
fund,
but
we
have
capacity
in
the
general
fund
as
well.
H
R
S
M
T
Right
so,
as
I
mentioned
in
planning,
if
I
may
continue
I'd
like
to
see
us
partner
where
we
can
and
provide
this
opportunity
for
kids-
and
I
think
it's
a
very
generous
contribution
that
oak
grove
has
offered-
and
I
don't
know
what
that
conversation
was
between
them
and
the
athletic
department,
but
the
fact
that
it
got
to
planning
tells
me
there
was
some
conversation,
so
I'm
not
really.
T
I
wish
that
we
could
have
made
something
work
in
that
partnership,
because
I'd
like
to
see
us
collaborate
more
opportunities
than
not
to
provide
for
for
all
the
kids
in
the
community.
We
collaborate
on
a
lot
of
programming
in
terms
of
other
sports
and,
and
things
like
that,
so
so
that
is
one
thing
that
I
guess
I'm
a
little
disappointed
in.
I
plan
to
support
this
this
for
a
variety
of
reasons,
long
term.
T
J
M
So
so
we
are
so
we
are
providing
them
their
students
with
the
benefits
of
this.
The
problem
I
had-
and
I
brought
this
up
during
planning-
is
essentially
by
this
million-dollar
pledge
there
they
have
one
quarter
of
it
and
it
concerns
me
that
they
in
turn
may
expect
25
of
the
time,
and
I
honestly
don't
think
between
north
usage
and
ben
franklin's
usage
that
there's
25
percent
sitting
around.
So
that's
that's
why
I
will
support
this.
This.
I
Might
be
a
little
bit
late
to
this,
but
I
should
have
also
mentioned
that
we
do
have
if
there
are
any
specific
questions.
A
couple
of
representatives
from
our
north
high
admin
team
that
are
here
so
just
want
to
acknowledge
them
and
say
thank
you
for
being
here,
and
I
you
know,
as
I
hear
the
conversation
kind
of
maybe
head
towards
a
vote.
I
just
do
want
to
ask
board
members
if
there
are
specific
questions
around
what
this
would
look
like
if
this
were
to
get
passed.
Now
is
the
time
to
ask
jackie.
I
I
would
also
ask
the
question
to
board
members.
You
know
when
the
motion
says
estimated
amount
of
350
000
is
that
a
hard
cap
is
that
a
soft
cap
does
estimated
mean
if
there's
variance
in
a
donor
falling
out
between
now
and
then
there's
discretion
for
administration
to
approve
up
to
a
certain
point
just
want
to
get
some
of
that
clarity,
and
then
my
only
other
question
would
be
just
as
from
a
systemic
lenses.
As
we
take
a
look
at
this,
we
obviously
follow
a
long-range
facilities
plan
and
a
financial
plan
as
well.
I
We
will
have
several
organizations
throughout
the
system
that
have
donated
for
donated
for
upgraded
facilities
or
different
projects,
and
I
would
just
hope
that
down
the
road,
the
planning
would
be
willing
to
consider
like
a
systemic
way,
to
approve
those
projects,
as
we
approach
them.
Moving
forward.
M
Thank
you
for
bringing
that
up.
Jim
didn't
greg
tell
us
that
some
of
these
pledges
were
over
a
10
10
year
period.
J
No,
I
don't
recall
that,
but
I
think
our
motion,
my
motion,
was
fairly
clear
here.
J
It
says
upon
receipt
of
the
remaining
750
000.,
so
I
don't
know,
I'm
pretty
sure
jackie
and
I
think
upon
racine
means
the
same
thing:
somebody's
going
to
give
her
750
000
worth
of
something
at
which
point
in
time,
she'll
recognize
that
she
is
authorized
to
spend
the
other
350
000.
M
Yeah
and
that's
that
dr
gandhi,
just
just
made
me
think
about
that,
because
I
thought
that
craig
had
said
that
some
of
these
pledges
that
he
had
were
over
a
period
of
time.
This
thing
is
going
to
have
to
be
paid
for
up
front
and
we
are
going
to
be
writing
the
check.
I
was
just
wondering
how
long
it's
going
to
take
us
to
get
that
750
back
first
of
all,
and
secondly,
when
it
comes
back,
can
it
go
back
to
the
building
fund?
J
First
of
all,
I
believe
the
project
will
be
paid
with
from
bond
funds,
if
I'm
not
mistaken,
at
which
point
in
time
we'll
be
servicing
that
debt,
and
this
will
be
the
tools
that
we're
servicing
it
with.
And
yes,
I
believe
the
750
000
will
be
deposited
into
the
building
fund
as
satisfaction,
ultimately
for
the
bond.
That's
going
to
be
tied
to
this
project,
which
I
believe
is
not
too
far
down
our
agenda.
R
A
R
S
U
Well,
thank
you
very
much
as
we
look
at
the
memo.
What
it
does
is.
It
describes
the
calendar
committee
and
this
year
the
calendar
committee
was
comprised
of
20
members.
We
had
teachers
and
parents,
students,
district
office
representatives,
our
fea
representative
support
staff
and
a
school
board
member
and
as
what
we
went
through
multiple
meetings.
What
we
did
is
we
looked
at
various
pieces
of
information
from
past
survey,
data
that
we
have
given
to
our
community
past
calendars
that
we've
looked
at.
U
U
The
calendar
that's
in
front
of
you
or
attached
to
memo.
104
was
unanimously
approved
by
the
calendar
committee.
I
would
say
in
the
16
years
that
I've
worked
with
the
calendar
committee.
That
is
the
first
time
we've
had
a
unanimous
approval,
so
I
think
the
group
was
very
happy
with
the
work
that
we've
done
on
the
calendar.
You'll
see,
there's
a
series
of
color
coding
and
there
is
a
key
in
the
middle
of
that.
U
U
U
U
We
would
then
run
a
modified
bell
schedule
during
the
day,
so
at
the
middle
school
in
high
school
we
would
have
the
same
number
of
periods.
They
would
just
be
shorter
in
duration.
On
that
day,
we
would
provide
lunch
to
our
students,
and
then
we
would
provide
bus
service
home
two
hours
early
on
those
days
so
that
we
could,
as
a
staff,
have
extended
period
period
of
time
for
professional
learning
communities.
U
U
U
We
would
meet
all
contract
provisions,
so
within
that
time
period
we
would
have
two
half
days
of
professional
practice
for
our
teaching
staff.
We
would
have
day
a
day,
probably
split
up
into
half
two
half
days
for
the
building
to
do
their
professional
development
and
most
likely
three
days
then
for
district
professional
development.
U
In
addition
to
that,
you'll
see,
there's
a
professional
development
day
on
january
15th.
That's
the
changeover
from
the
first
semester
to
the
second
semester.
That's
why
the
color
blue
changes
slightly.
That's
the
indicator.
The
difference
between
first
semester
and
second
that
professional
development
day
according
to
contract
would
be
half
professional
practice
for
our
staff
as
they
switch
over
from
one
semester
to
the
next
and
then
additional
professional
development.
U
So
I
think
we
were
able
to
use
a
lot
of
the
information
that
we've
received
through
our
survey
data
starting
a
little
bit
later.
We
start
fairly
late
in
august,
starting
ending
early
or
trying
to
end
in
may,
which
we
do
on
this
calendar
and
building
in
a
lot
of
the
different
factors
that
we
hope
will
build
a
very
strong
calendar
that
will
help
our
students
be
as
effective
and
learn
as
much
as
they
can
and
help
our
staff
with
their
professional
development.
U
And
again
I
just
want
to
end
with
it's
the
first
time
that
we
have
actually
had
a
unanimous
calendar
committee
to
meet
the
provision
of
the
contract
and
the
policy.
I
did
share
this
with
all
of
the
pto
and
pta
presidents.
I
then
held
a
zoom
meeting
to
answer
any
questions
that
they
may
have,
so
we
met
that
provision
as
well.
Q
Yeah,
thank
you.
I
just
wanted
to
say
thank
you.
Bob
I've
served
on
this
committee
as
a
community
member
and
a
pto
president,
and
it's
it's
stressful
and
there's
a
lot
of
conflicting
interest
and
you
guys
really
pour
over
a
lot
of
data
and
thank
you,
brian,
for
representing
us
with
that.
I'll.
Just
make
a
motion
that
the
2023-2024
school
calendar
be
approved
as
presented.
H
S
U
T
Jennifer,
thank
you.
So
I
have
a
question
bob
so
when
I
compare
this
well
looking
at
the
early
out
specifically-
and
you
mentioned
that
that
was
designed
and
to
be
utilized
for
professional
development
time
they're
all
on
like
a
friday
or
the
last
day
of
a
shortened
week
where
prior
years,
that
was
typically
the
exception,
not
the
rule,
and
so
I'm
just
curious,
like
I
just
know
like
in
my
world,
what
do
we
do?
Professional
development?
It's
the
beginning
of
the
week,
I'm
certain
this
was
hope.
T
U
So
the
the
committee
looked
at
some
of
the
results
of
the
state
of
the
school
address
that
was
a
few
years
ago.
When
we
brought
this
to
our
community
and
asked,
would
you
support
early
outs?
What
we
found
is
that
the
majority
of
those
who
gave
us
feedback
said
that
one
we
would
if
it
is
up
against
either
a
long
weekend
or
a
holiday,
or
it
was
connected
to
another
break.
U
So
that
was
one
of
the
things
that
the
committee
really
wrestled
with
is
how
can
we
strategically
place
those
days
into
the
calendar
that
would
meet
the
feedback
that
we
we
received
from
our
community,
the
difference
between
the
mondays
and
the
fridays,
and
so
on?
Really
one
other
thing
that
we
wrestled
with
is
not
having
all
of
our
breaks
all
of
our
unique
days
be
on
a
monday
or
a
friday.
U
We
tried
to
balance
them
the
most
or
the
best
we
can,
although,
if
you
look
at
this
calendar,
they're
not
equally
balanced,
but
our
snow
days
are
on
mondays.
We
have
many
of
the
natural
holidays
where
we
have
to
have
the
days
off
are
on
fridays.
So
it
was
a
balancing
act
of
how
we
can
meet
that
provision
of
keeping
them
close
to
a
long
break
or
a
weekend
and
then
trying
to
balance
the
number
of
fridays
or
mondays
that
we
had
off.
K
Mine
was
more
of
a
comment.
It
was
a
thank
you.
I
know
we
were
trying
to
find
more
ways
to
give
teachers
more
breaks
throughout
the
school
year.
So
I
appreciate
everybody
continuing
to
look
at
that.
I
too
have
served
on
this
committee
and
am
floored
at
the
fact
that
you
had
a
unanimous,
been
there
done
that,
and
I
don't
think
I've
ever
experienced
that
so
that
tells
me
a
lot
right
there,
but
thank
you
for
all
the
work
that
went
into
it.
I
know
it's
never
easy,
so
thank
you.
H
I've
got
rupak
and
then
jennifer.
I
I
If
this
is
kind
of
the
move
forward,
would
was
there
a
conversation
that
we
would
continue
to
collect
that
data
and
look
look
at
it
for
future
committees
or
was
it
just
kind
of
like
this
is
where
we
are
at
this
point
in
time.
I'm
not
sure
if
that
discussion
occurred
or
not,
but
just
want
to
know
for
process.
S
U
U
Some
of
the
conversations
did
center
around,
though
that
over
the
past
many
years
in
that
every
other
year
survey
staff,
students
and
our
administrators
all
had
a
very
favorable
outlook
on
a
week-long
spring
break.
It
was
our
parents
who
had
a
closer
50
50,
although
each
year
that
we've
given
that
survey
that
has
spread
just
slightly
not
dramatically
but
slightly.
U
U
T
Go
ahead,
thank
you.
So
if
I
may
just
ask
you
a
follow-up,
thank
you
for
the
clarification
or
the
information.
Will
there
be
an
effort
to
measure
attendance,
then
moving
forward
to
see
if
this
was
basically
neutral
to
our
attendance
attainment
in
past
years
or
if,
by
moving
it
to
friday,
it
increased
or
decreased?
If
it
had
any
measurable
impacts,
is
the
is
the
district
or
the
calendar
committee
prepared
to
basically
look
at
that
piece
of
information.
U
U
One
thing
that
we
will
need
to
know,
though,
is
where
those
dates
were
chosen
are
some
days
that
families
would
take
off
already
because
they
are
connected
to
a
holiday,
and
sometimes
a
family
may
decide
to
extend
that
holiday
by
taking
their
sons
or
daughters
out
of
school.
I
don't
know
if
we'll
be
able
to
say
it's
directly
related
to
the
early
out
or
if
it's
directly
related
to
where
it's
connected
to
some
of
those
holidays
in
the
calendar,
but
we
can
certainly
look
at
that
data
yeah.
It.
I
Also
just
know
that
the
impact
of
this
will
go
across
a
couple
of
different
stakeholder
groups,
not
only
student
attendance,
but
also
staff
as
well.
We
do
have
historically
certain
days
mondays
and
fridays
and
then
also
sometimes
leading
up
to
extended
holidays,
where
we
have
higher
amount
of
staff
absences
or
higher
amount
of
needs
or
subs
as
well.
There
will
be
conversations
around
the
early
out
days
of
the
how
that
impacts,
our
staff
absentee
rate
right
it's
a
half
day
of
instruction,
so
that
could
be
beneficial
for
staff
to
not
miss
instructional
time.
I
H
R
R
S
A
H
H
I
somebody
just
requested
a
short
break:
it
is
6
25.
So
let's
return
at
6
30.
H
H
There
were
basically
three
proposed
changes
to
the
contract
that
will
that
we'll
review
soon,
but
the
the
tools
that
we
used
to
make
this
recommendation
are
listed
there.
There
was
we
looked
at
the
summative
review
evaluation
of
the
superintendent.
H
We
gathered
the
contracts
from
four
like-sized
school
districts.
There
was
a
very
comprehensive
a
current
superintendent
and
salary
benefits,
study
nationwide,
looked
at
different
pto
concepts
and
the
importance
of
retaining
a
consistent
review
format
for
the
term
of
the
contract.
And,
of
course
this
is
a
contract
that
typically
lasts
two
years,
then
we
also
consulted
with
the
human
resource
department,
business
manager
and
legal
counsel.
H
H
One
district,
that's
listed
there
in
the
fourth
column
that
district
pays,
the
employer,
employee
share
of
tffr,
that's
kind
of
unique
in
the
area
and
each
each
of
these
districts
based
the
raises
to
compensation
for
the
superintendent
made
that
mirror
what
the
teacher
negotiated
agreement
was.
H
So
with
the
compensation
piece,
we
are
recommending
to
mirror
what
our
teachers
received
to
that
line
item
with
2.21
percent
the
first
year
and
2.0
percent
the
second
year.
It
was
noted
here
that
dr
gandhi
declines
medical
insurance,
which
totals
about
fifteen
thousand
dollars
a
year.
He
is
again
declining
it
for
the
length
of
this
contract
and
then,
where
it
got
sticky,
is
we
tried
to
compare
the
contracts
with
all
the
other
benefits
and
we
just
really
couldn't
compare
apples
to
apples.
H
So
what
we
did
is
we
looked
into
a
leave
process
during
the
pandemic.
It
became
very
obvious
that
dr
gandhi
needed
to
be
available
at
all
times
and
we,
I
know
that
he
was
working
on
his
vacation
and
we
we
sat
down
and
had
a
discussion
of
what
would
be
a
realistic
way
that
for
you
to
take
time
off,
knowing
you'd
be
responsible
for
that,
and
so
maybe
in
a
minute
there
I'll
have
you
help
me
go
through
that.
H
But
we're
looking
to
do
is
remove
his
35
days
of
pto
that
were
in
the
previous
contract
and
move
those
down
to
zero
and
creatively
pay
those
out.
And
then
there
was
also
a
request
to
consider.
H
H
I
Yeah,
thank
you.
Essentially,
the
concept
is
really
just
the
system
that
it's
currently
had,
and
this
is
true
for
for
education
and
specifically
north
dakota
as
well.
Leave
system
is
often
tied
to
a
potential
compensation
that
could
be
saved
down
the
road
as
well,
and
that's
why
they're
tied
to
accrual
calendars
accrual
systems
based
on
our
fiscal
calendar?
I
You
have
to
take
off
you're
going
to
have
use
it
or
lose
it
days
by
the
end
of
june
30th
before
the
next
calendar
starts,
and
then
that
system
starts
again
that
to
me
isn't
necessarily
the
most
conducive
piece,
because,
when
you're
paying
someone
and
they're
you're
giving
them
a
certain
amount
of
paid
time
off
along
with
other
leaves
as
well
that
were
in
the
previous
contract
or
that
are
in
the
current
contract.
I
Those
are
often
times
that
you're
expecting
that
employee
not
to
be
able
to
provide
a
set
of
services
or
work
at
that
time.
For
the
district,
I
think
times
have
changed,
where
there's
also
a
difference
between
accessibility
and
working,
and
I
don't
think
that
we're
no
longer
just
compensating
work
by
time
served
or
that
time
that
someone's
in
the
district,
I
think
there's
flexibility
there.
I
So
what
this
model
does
is,
instead
of
35
days
of
pto
that
were
being
used
for
20
days
of
rollover
and
then
a
potential
payout
on
a
daily
basis,
it's
reducing
it
to
30
getting
rid
of
emergency
leave,
getting
rid
of
funeral
leave.
Basically,
the
concept
is
just
take
leave
as
needed.
Based
on
the
ebb
and
flow
of
your
work,
making
sure
that
the
district
services
aren't
interrupted,
I
have
an
emergency
succession
plan.
That's
one
of
the
first
reports.
That's
monitored
by
the
board
of
education.
I
Should
anything
ever
happen
where
the
superintendent
is
inaccessible
for
a
significant
amount
of
time.
I
think
it
would
behoove
the
district
and
the
students
that
we
serve
to
ensure
that
someone
else
is
filling
in
those
services,
whether
it's
an
interim
basis
or
elevating.
Someone
else.
That's
part
of
the
succession
plan
and
I
think
they
should
get
compensated
appropriately
too.
The
current
model
would
put
the
district
at
risk
because
you
would
have
to
pay.
I
If
I
have
an
extended
amount
of
leave
days
that
I
could
use,
then
I
would
be
able
to
use
that
and
then
you'd
have
to
pay
for
those
services
whatever
that
situation
may
be
the
proposed
model
with
the
flexible
leave,
that's
what
we
want
to
call
it
or
the
discretionary
leave
whatever
the
term.
That
is
that
you
want
to
use.
I
According
to
the
terms
of
current
contract
leave
days,
leave
days
are
just
a
mechanism
used
to
get
to
the
compensation
which
is
already
built
into
the
previous
system
as
well,
but
we're
five
less
days
now.
The
investment
for
the
district
in
the
initial
part
would
be
starting
the
leave
bank
from
100
versus
80
and
then
starting
this
contract
term
versus
the
buyout
at
15
days
at
120..
So.
H
Locally,
it
was
hard
to
compare
all
the
other
benefits
that
were
within
the
local
districts.
They
were
just
you
know.
Some
of
them
had
extra
mileage.
Some
of
them
had
different
leave
times,
so
it
was
really
hard
to
lay
them
down
and
put
them
in
columns
like
I
tried
very
hard
to
do
and
it
looked
like
a
disaster.
H
T
You
put
like
a
dollar
amount,
then
to
them.
So
if
you
can't
compare
them
that
way,
could
you
compare
them
to
a
compensation
amount
or
you
know,
sort
of
define
them
in
that
way?
I
see
you
shaking
your
head.
Maybe
yes,
no,
like
a
compensation
package
right.
We
put
a
dollar
amount
on
health
benefits,
but
if
we're
looking
at
this-
and
we
you
know-
theirs
is
a
variety-
whether
it's
travel
or
whether
it's
you
know
a
different
type
of
pto.
T
H
No,
no,
I
just
look
to
see
what
the
annual
premium
for
health
insurance
and
I
plug
that
in
there.
H
T
M
M
I
do
have
a
real
issue
with
number
three
at
the
very
top
of
the
of
the
contract,
consideration
page
where
it
essentially
says
that
the
superintendent
shall
write
his
own
evaluation
because
it
says
no,
the
con
cannot
be
cha
modified
without
the
superintendent's
consent.
I
I'm
very
uncomfortable
with
that
kind
of
language.
So
I'd
like
to
have
you,
as
the
chair,
explain
what
exactly
you
meant
by
that
when
it
was
put
in
sure.
H
It's
it's
not.
He
wouldn't
change
his
evaluation.
The
evaluation
process
wouldn't
change,
so
we
would
use
basically
what
we're
doing
now,
the
same
format
to
for
his
evaluation
and
that
wouldn't
change
throughout
the
terms
of
this
contract.
So
he
knows
what
he's
will
be
reviewed
upon
before
signing
the
contract.
M
Which
would
be
similar
to
what
we
do
with
the
teachers
where
you
can't
you
know
we
can't
change
anything
in
their
master
contract
during
the
terms
correct,
okay,
so
it's
it
coincides
with
the
teacher's
contract
right.
The
other
thing
that
I'm
I
was
struggling
with
as
I
went
through
this
some
of
this.
M
I
think
I
understood
this,
but
where
it
talks
about
compensation,
it
says
his
salary
shall
be
such
and
such,
which
includes
the
employer.
M
The
employee
contribution
portion
of
tffr,
so
the
dr
gandhi's
portion
of
tfor
will
be
taken
out
of
the
gross
salary
right,
not
added
on
top,
as
they
do
in
west
fargo
right,
okay,
just
one
more
thing,
and
that
was
I
was
trying
to
make
some
sense
out
of
this
this
30
days
per
year.
M
So
I'm
just
wondering:
will
this
30
days
ever
be
used
if
he
has
if
he
takes
five
days
for
a
funeral
or
whatever,
and
he
just
works
an
additional
five
days?
He
works
260
days
during
the
year,
then
he'd
never
have
to
tap
into
any
of
this
30-day
package
correct,
so
he
should
in
essence
he
should
be
able
to
to
accrue
20
days
and
be
paid
for
10
days
every
single
year.
All
he's
got
to
show
through
his
his
weekly
updates
that
are
sent
to
us
is
that
he
worked
260
days
during
the
year.
H
T
Thank
you
so
to
add
on
one
of
the
questions
that
was
asked
was
around
the
current
contract
and
the
ability
to
change
it.
T
You
know
from
year
to
year
right
in
terms
of
this
governance
model
section
or
section
three,
when
you
look
at
bsr5
and
how
what
reports
we're
supposed
to
be
using
or
can
use
the
methods
that
we
can
use,
does
this
language
restrict
us
from
modifying
or
or
basically
using,
as
it
says,
by
external
report,
like
2b
external
report,
which
is
a
disinterested
third
party
selected
by
board,
you
know
to
go
to
to
sort
of
evaluate
whether
or
not
we're
in
compliance
or
the
superintendent
is
in
compliance
with
board
policies.
T
I
mean
that
might
need
to
be
done
at
you
know,
year
two
of
a
contract,
and
so
does
this
language
hinder
the
board
from
being
able
to
do
that
because
it
says
it
in
here,
but
practice
has
been
different
right
and
so
are
we
tying
the
hands
of
the
board
to
say?
Well,
no,
this
is
this
is
policy
we
just
don't
currently
do
that.
T
Do
you
see
what
I'm
saying?
No,
so
if
you
pull
up
bsr5
and
it
talks
about
monitoring
the
superintendent's
performance,
it's
by
internal
report
right
by
external
report
or
by
direct
board
inspection-
and
this
is
implying
that
we
aren't-
this-
is
implying
only
one
way
and
we're
not
necessarily
doing
it.
This
way
currently.
J
S
T
J
Then
we
have
to
wait
until
the
next
superintendent
contract
to
do
it
basically
the
same
thing
that
we're
doing
with
the
teacher
contract.
We
cannot
change
the
terms
of
the
contract
until
we
sit
down
to
negotiate
with
them
again
and
that's
what
this
is
saying.
You
can't
change
the
terms
of
my
els
until
you
negotiate
with
me
again
doesn't
mean
we
can't
use
the
yells.
In
fact,
we
will.
I.
T
Think
you're
really
tying
the
board's
hands.
In
I
mean
we
can't
forecast
the
future
and
when
a
board
might
need
to
be
or
be
forced
to
change
an
el
given
circumstance
and-
and
even
if
this
we
can't
change
a
t
teacher
contract.
Well,
I
think
we
can,
even
though
we're
in
a
contract.
If
something
comes
up,
modifications
have
been
made,
but
the
superintendent
has
authority
over
the
teachers
as
well.
So
if
the
board's
hands
are
tied
and
the
superintendent
has
administrative
policies
that
he
leans
on,
I
mean
he's
our
employee.
T
R
I
mean
I
get
your
concern,
but
I
I
feel
that
there's
a
couple
of
things
that
we're
mirroring
with
our
teacher
contract
with
our
superintendent
contract,
if
we're
not
willing
to
uphold
how
we're
going
to
evaluate
our
teachers
in
their
contract
and
we're
going
to
change
the
rules
of
the
game
on
them
that
wouldn't
be
fair
to
them.
I
I
feel
that
we
should
have
the
same
respect
to
our
contract
and
employee
with
our
superintendent.
R
If
we
say
at
the
outset
of
this
of
the
of
his
contract,
this
is
how
we're
going
to
evaluate
you.
We
shouldn't
be
changing
the
rules
of
the
game
in
the
middle
of
the
game
and
we
wouldn't
we
would
never
dream
of
doing
that
with
the
teachers
either,
and
so
I
I'd
be
curious
at
what
what
circumstances
you
might
see
might
arise.
I'd
be
curious
about
that.
But
I
mean
it's
a
two-year
contract.
This
isn't
15
years.
You
know
we
like
it's.
A
Yeah,
I
just
want
to
make
sure
you
guys
are
looking
on
page
four
of
the
contract
attached
to
your
memo.
Under
that
second
paragraph,
the
sentence
does
say:
the
district
will
not
change
its
operation
under
a
policy
governance
model,
it's
adherence
to
the
governance
process
or
its
board
superintendent
relationship
policies
during
the
term
of
the
contract
without
superintendent's
consent.
I
heard
els
kind
of
fall
into
that
conversation
and
that's
not
that's
not
listed
here,
so
I
just
want
to
make
sure
you're
all
on
the
same
page
as
far
as,
what's
on
page
four,
there.
T
Yes,
that
is
very
helpful
because
I'm
again
not
and
and
thank
you
because
I
think
that
maybe
does
that
help
clarify
it
at
all
in
certain
circumstances,
because
it's
almost
like
then
you're
saying
if
you're
saying
els,
then
the
superintendent
is
dictating
board,
basically
work
right
to
that
degree
and
it
seems
backwards
to
me.
So
that's
where
I
was
thank
you
for
the
clarification.
I
Same
thing
I
was
is
going
to
say,
els.
I
The
els
are
the
executive
limitations
that
the
board
puts
on
the
superintendent
dictates
scope
of
work
can
dictate
what
you
can
cannot
do.
All
that
would
yeah
that
that
is
the
checks
and
balances
for
the
board
as
well.
So
that
is
not
something
that
the
board
is
prohibited
from
changing.
It's
the
relationship,
the
dynamic
of
how
we're
working
what's
expected
of
that
job
function,.
M
Yeah
I
do
I
I
wish
this
could
be
broken
out
into
two
motions.
I,
as
I
said
to
begin,
I
have
absolutely
no
issue
with
the
the
salary.
That's
I
think
it's
deserved.
I
think
it's
in
line
with
with
what
is
expected
in
a
job
such
as
dr
gotti.
Has
this
this
30-day
package
really
gives
me
pause
and
there's
a
couple
of
of
reasons.
M
We
just
spent
quite
a
bit
of
time
talking
about
how
our
contract,
essentially
his
contract,
essentially
mirrors
the
master
contract
for
the
teachers,
and
yet
this
is
this
is
very.
Very.
Very
different.
Teachers
are
paid
for
on
you,
sickly,
but
they're
paid
at
50
of
their
salary.
This
is
full
100
salary
and
the
second
one
is
the
fact
that,
because
he,
if
he
puts
in
260
days,
he
can
legitimately
bank
20
days
and
be
paid
for
10.
teachers
are
never
given
that
opportunity.
M
They
can't
say
well,
I
had
to
take
10
days
of
sick
leave,
but
I'll
come
back
and
I'll
work
10
days
in
june.
They
don't
have
that
opportunity,
so
I
I
I
am
not
in
favor
of
the
portion
of
the
contract
that
includes
this.
This
30-day
lump
sum
period.
H
H
So
when
we
compared
monetarily,
it
really
didn't
make
a
difference
in
the
end
to
the
cost
to
the
district.
Jackie
ran
those
numbers
for
me.
Go
ahead.
I
David,
I
think
you
have
some
kind
of
very
valid
thoughts.
What
I
would
share
with
you
is
that
what
you
just
described,
the
30
days
with
the
20
days,
those
are
provisions
in
the
current
contract.
The
difference
is
it's
35
and
then,
once
you
hit
the
threshold,
which
would
be
in
two
years,
you
could
cash
out
15
days
for
each
annual
year
and
then
roll
over
20
to
a
certain
point.
What
this
does
is,
instead
of
giving
you
that
flexibility
and
putting
the
employee
in
the
situation
where
you
have
to
pick
between.
I
Okay,
should
I
take
a
day
here,
or
should
I
not
take
a
day
here
when
we
do
have
the
ability
to
work
remotely,
we
have
the
ability
to
still
be
accessible
if
we're
on
vacation
or
not.
This
just
says:
okay,
it's
30
2010
consistently
every
year,
instead
of
giving
you
the
option
up
to
15..
So
that's
where
some
of
that's
gonna
get
counteracted
as
well,
and
then
the
difference
is,
unlike
the
other,
maybe
employee,
contract
there's
no
defined
time.
There's
no
overtime!
There's
none
of
that
as
well.
I
So
that's
where
the
payoff
is
it's
it's
not
about
the
days
and
the
numbers.
Those
are
actually
one
can
make
the
argument.
Those
are
higher
in
the
current
contract
because
you
can
once
you
hit
the
120
threshold,
you
can
roll
cash.
You
can
get
paid
for
15
days.
This
is
actually
30
days,
it's
more
defined,
but
they're
not
days.
It's
just
compensation
they're,
not
days
that
could
be
used
for
not
providing
a
service
to
the
district
and
that's
the
difference
for
the
district
as
well.
S
You
know
I
hear
what
you're
saying
david
with
teachers
it's
hard
to
compare
with
him,
because
they
have
a
set
amount
of
days
where
they're
supposed
to
be,
whereas
rupak
he's
260
days
all
the
time-
and
you
don't
know
if
it's
at
six
o'clock
in
the
morning
four
o'clock
in
the
morning,
until
10
at
night
or
or
what
have
you
so
it
I
found
myself
like
you,
I
found
it
hard
to
to
compare
the
two.
It
just
didn't
make
sense
to
me.
So
I
don't
know
how
you
do
that.
H
M
Excuse
me,
I
I
don't
want
it
to
look
at
all
like
I'm,
I'm
not
giving
dr
gandhi
credit
for
as
much
as
he
works.
I'd
be
extremely
surprised
to
find
out
that
in
a
year's
time
you
don't
work
more
than
260
days,
because
I
mean
you
simply
work
as
much
as
you
have
to
do
to
to
finish
the
job.
M
M
So
when
he,
when
he
leaves
this
district,
he
will
be
paid
an
additional
30
days
at
his
then
current
salary
for
every
year
that
he
was
here
and
and
that
isn't
the
way
that
we
treat
many
of
the
bank,
the
leaves
that
teachers
are
given,
for
instance,
as
dr
gandhi,
I
believe,
said
himself
or
use
it
or
lose
it.
There's
no
loose.
There's
no
lose
here
at
all.
He
has
30
days
every
single
year.
T
Thank
you,
the
other
thing
that
I
I
see
missing
and
I
don't
know
if
this
was
part
of
your
conversation
at
ad
hoc,
but
really
is
sort
of
measurement
performance
indicators,
and
so
I
the
the
banked
days,
I
I
really
would
think
it
would
be
helpful
to
also
have
a
dollar
amount
or
an
estimated
dollar
amount
put
on
that,
because
that's
a
liability
on
the
book
books
right
our
long-term,
and
so
I
I
think
that
that's
a
valid
point,
and
so,
if
the,
if
the
only
way
to
to
fix
that
is
to
say
no
to
this
contract
and
go
really
back
to
the
table
and
negotiate
that
differently,
maybe
that's
what
we
ought
to
do
right
and
measured
performance
indicators
back
to
that.
T
You
know
when
we
look
at
student
outcomes-
and
I
know
we've
had
this
conversation
about
tying
things
to
achievement
and
that
it
it
is.
It
is
something
that
we
are.
We
certainly
employ
the
superintendent
to
pay
attention
to
this,
and
I
don't
think
he
would
disagree
with
that
and
our
current
policies
don't
really
do
a
great
job
of
measuring
that
in
terms
of
measured
results,
we
don't
really
tie
it
to
that,
and
so
I
think.
T
T
Is
it
automatic
escalator
every
single
year,
no
matter
what
a
performance
is
because
els
are
not
tying
your
results
to
student
outcomes
and,
as
we
know,
they
have
been
on
the
decline
for
even
previous
you
know,
five
years
plus
and
and
so
what
are
we
doing
to
hold
to
measure
accountability
to
to
achieve
the
desired
results,
because
we
all
want
to
see
those
numbers
turn
around
and
go
the
other
way,
and
so
how
do
we
do
that
right
as
a
board
effectively
and
fairly
and
the
right
way?
T
And
I
I
think
that
needs
to
be
part
of
this
evaluation?
I
think
that's
fair
and
I
think
that
we
need
to
have
that
discussion.
K
My
response
to
that
would
be
jen
when
I
take
a
look
at
a
lot
of
these
things.
This
is
a
nationwide
problem
and
dr
gandhi
has
told
us
time
and
time
again
that
these
things
can
be
changed.
These
numbers
can
be
raised,
but
we
have
to
sacrifice
other
things
to
do
that,
and
our
community
is
not
willing
to
do
that.
Such
as
giving
up
various
things
it
might
be,
orchestra
might
be,
music
might
be
fired,
might
be
something
but
something's
got
to
give.
K
If
we
focus
all
of
our
money
and
all
of
our
intent
on
student
achievements,
and
we
go
down
to
the
four
basics,
we
can
do
it,
but
it's
also
a
nationwide
program.
So
I
have
a
tough
time
saying
well,
you've
got
to
point
the
finger
at
him
and
he's
got
to
fix
it
because
he
can't
fix
a
nationwide
program.
There's
many
other
cogs
in
this
clock
that
need
to
change
in
order
to
be
able
to
hold
one
single
person
accountable.
K
H
V
H
H
H
M
R
A
K
H
A
R
A
R
S
C
H
On
to
the
bond
sale
resolution,
and
that
looks
like
jackie
and
rupak
can
induce
that.
W
So
the
protest
period
for
issuing
the
bonds
has
passed
and
there
were
no
protests
filed.
So
the
next
step
in
the
process
is
to
have
you
approve
the
resolutions
attached
to
the
board
memo
at
this
time.
You
know.
Initially,
we
plan
to
bond
for
both
the
track
and
field
project,
as
well
as
the
hawthorne
edition.
The
hawthorne
edition
is
on
hold
for
now
still
going
through
that
planning
and
we
plan
to
hopefully
get
that
bit
out.
W
Then
you
know
this
coming
fall
and
and
do
that
work
next
spring,
so
we'll
have
to
reassess
where
we're
at
at
that
time
with
funding
of
that
project.
So
this
would
only
be
for
the
track
project.
I
do
want
to
clarify
just
on
some
previous
discussion
that
this
would
not
include
the
alternate
for
the
turf
inside
the
track,
just
because
the
donations
are
coming
in
for
that
and
would
plan
to
be
paid
with
that
project
and
then
we'll
just
now
pay
for
the
remainder
of
that
through
the
building
fund
when
that
time
arrives.
W
So
this
is
really
just
for
the
actual
track,
and
then
we
had
a
few
other
and
the
parking
and
a
few
other
alternates
that
were
included
in
that
okay.
J
Jim
I'd
like
to
move
that
we
adopted
a
resolution
determining
that
no
protests
were
filed,
adopt
the
resolution
providing
for
the
public
sale
of
seven
million
four
hundred
and
eighty
five
thousand
of
limited
tax,
school
building,
bonds,
series,
20
or
22
a
and
adopt
a
resolution
providing
for
participation
in
the
school
bond
credit
enhancement
program.
Second,.
R
A
R
H
Motion
carries
now.
We
have
the
additional
item
moved
down
from
the
consecutive
agenda:
david
polled
item,
6c
human
resource
actions,
david.
M
Thank
you,
madam
chairman,
when
I
read
through
this,
when
it
was
sent
out
to
us,
I
had
one
concern
and,
and
one
question
the
the
first
was
this
one
included
now
this
one
that
we
received
at
our
table
has
only
three,
but
the
original
one
that
was
sent
out,
I
believe,
had
either
five
or
six
resignations.
M
The
thing
that
concerned
me
was
all
of
those
people
had
been
with
us
five
years
or
less
and
we've
talked
during
negotiations.
We
certainly
talked
about
recruiting
and
retaining,
and
it
really
bothered
me
to
look
and
see
that
we
had
it
seemed
like
for
one.
You
know
this
was
just
one
of
our
series
of
resignations
that
we've
had
so
many
people
who
are
so
new
to
our
district.
M
I
guess
I'd
like
to
have
us
examine
if
we
do
have
a
problem.
If
there
is
a
retention
problem,
I
think
we
could
do
that
by
looking
at
exit
surveys,
see
if
there's
any
specific
issues
that
are
causing
people
to
leave.
There's
so
many
reasons
that
that
they
may
leave
the
other
one
was,
and
this
is
also
not
included
on
the
on
the
sheath.
That
was
is
at
our
table
this
this
time
it
listed
all
of
the
people
who
are
being
non-renewed
due
to
overloads,
and
this
was.
X
Absolutely
so
any
full-time
teacher
signs,
a
1.0
contract
or
a
full-time
contract
throughout
the
year
overloads
are
given
if
the
needs
arise.
So
I
think
there
was
an
email
sent
out
to
the
board.
There
are
different
needs
that
sometimes
arise
students
in
and
out
of
a
class,
an
extra
section
so
per
the
teacher's
contract.
X
We
will
the
principal
requests
an
overload,
and
then
we
assign
that,
because
that
overload
is
really
not
a
part
of
their
contract
per
say.
It
is
an
additional
assignment.
Our
intent
is
that
it
would
not
continue.
We
can't
guarantee
that
that
10
percent
or
20
percent
or
if
it's
a
little
bit
more,
would
continue.
So
we
have
to
non-renew
that
portion
of
the
contract
to
get
them
to
their
original
full-time
assignment.
X
M
So
then
you
will
have
to
issue
a
letter
of
contemplated
non-renewal
to
each
of
these
people.
X
M
X
Yeah,
I
think
you're,
theoretically,
that
theoretically,
if
they
refuse
to
be
non-renewed
for
that
10
percent,
they
could
come
and
and
go
through
that
process.
M
X
M
H
Great
question
david.
Thank
you
for
highlighting
that
to
your
first
question.
I
there
was
that
pretty
comprehensive
survey
that
you
presented
to
the
board
that
talked
about
the
exit
survey.
Maybe
you
could
send
that
to
board
members.
It's
a
public
document
after
this
meeting,
because
it
might
shed
some
light
on
that
for
us
too,.
X
H
S
H
A
R
A
F
A
H
Q
You,
madam
president,
I
had
the
pleasure
of
attending
the
national
school
boards
association
annual
conference
in
san,
diego
california,
with
a
few
people
here
it
was
very
informative.
It
was
a
really
good
couple
of
days
in
addition
to
the
general
sessions
that
we
all
attended
each
day
we
kind
of
broke
off
and
did
individual
sessions.
Q
Q
Next,
I
attended
using
policy
to
promote
diversity,
equity
and
inclusion
seth,
and
I
actually
then
attended
navigating
legal
issues
in
schools
related
to
lgbtq
plus
status.
This
was
probably
the
most
informative
one
of
the
whole
session.
For
me,
they
actually
ended
up
extending
it
to
two
hours
because
there
were
so
many
people
and
so
many
questions,
but
it
really
went
through
when
you
have
conflicting
state
versus
federal
laws.
How
do
you
navigate
that
as
a
school
related
to
those
issues,
and
then
I
attended
federal
law?
Q
Excuse
me,
federal
school
law
update
the
first
amendment
and
the
new
supreme
court,
which
was
also
very,
very
informative
and
then
april
5th.
We
had
our
special
board
meeting
and
on
april
8th,
I
attended
the
centennial
elementary
spring
carnival
and
it
was
a
total
blast.
Those
have
still
remained
fun
over
the
years,
so.
R
R
Everybody
was
really
engaged
and
really
wanting
to
learn,
so
I
I
definitely
enjoyed
myself
there
and
learned
a
lot,
and
that
is
all
I
have
thanks.
H
Before
we
move
on
president
knutson,
since
we
have
you
on
the
phone
in
the
past,
we
have
filled
out
re
reports,
for
is
it
national?
Is
that
something
we
want
to
continue
with.
L
You
know
where
the
information
is
important
to
the
function
of
a
committee,
or
it
should
you
know,
maybe
passed
on
to
information,
to
administration
to
just
go
ahead
and
do
that
and
if
there's
anything
that
should
come
to
governance,
please
send
it
my
way.
Thank
you
and,
and
then
I
will
just
say
that
I
do
not
have
a
report
for
this
evening.
So
I
will
you
do
not
need
to
call
on
me
at
the
end.
I
will
listen
to
what
everyone
else
has
to
say.
Thank
you
and
have
a
great
night.
T
Okay,
andrea,
I
have
a
clarifying
question.
We
did
do
those
reports.
I
missed
those
reports.
I
would
support
bringing
those
back.
I
think
they
were
a
great
document
to
learn
from
and
also
then
the
public
also
has
an
opportunity
to
kind
of
see
what
sort
of
professional
development
we're
partaking
in.
Wasn't
it
a
governance
decision?
Maybe
you
could
remind
me
why?
Why
did
we
stop
doing
those
yeah.
A
F
T
To
us
for
a
discussion,
we
just
stopped
doing
it
right,
correct
yeah,
so
I
for
one.
I
guess
would
like
to
see
that
back.
That
would
be
my
vote
and
maybe
governance
wants
to
put
it
back
on
the
agenda.
I
guess
maybe
I'll
I'll
submit
that
as
a
request.
How
about
we
do
that?
T
Okay
and
then
in
terms
of
share
out
rubrak,
invited
me
to
and
joined
the
most
recent
employee
town
hall.
So
thank
you.
Excuse
me
rupak,
and
the
topic
was
on
house
bill
1388
and
really
the
the
history
behind
it
and
the
implementation
of
it
moving
forward,
and
so
some
of
you
may
or
may
not
be
familiar
with
this,
but
they
took
kind
of
a
deeper
dive
for
maybe
an
hour
hour
and
a
half
which
I
was
totally
loving.
T
Hearing
the
the
scientifically
based
evidence,
research
base
around
reading
and
curriculum,
and
so
it's
specific
to
reading
curriculum
content,
professional
development,
the
reports
to
legislative
management
and
and
really
the
process.
So
they
took
a
deep
well,
they
would
call
it
a
high
level
view
right
of
of
kind
of
that
history
and
and
then
how
they
were
going
to
bring
that
into
their
classroom
and
how
they
were
going
to
bring
that
to
professional
development
and
then
the
timelines
of
implementation
and
what
that
means.
T
And
what
that
looks
like
for
fargo,
public
schools
and
and
the
kinds
of
things
that
then
they
will
be
obviously
working
and
reporting
to
dpi
as
their
implementation
plan
moves
forward.
And
so
I
just
appreciated
being
part
of
that
process
and
and
having
that
opportunity
to
learn
and
and
really
the
highlight
and
one
of
the
key
takeaways
really
is.
You
know
it
takes
us
about
what
eight
times
to
commit
something
to
memory,
but
really
in
terms
of
practice
and
becoming
efficient
and
proficient
with
practice.
T
It's
20
to
30
times,
and
so
they
really
talked
about.
How
does
that
translate
into
our
classrooms
every
day
and
really
that
it
goes
back
to
outcomes
and
and
identifying
you
know,
every
student
is
is
really
at
a
a
different
level
and
unique
need
and
being
able
to
do
that.
So
I
found
it
very-
I
really
appreciated
being
there.
So
thank
you
for
that.
M
I
did
not
attend
the
national
conference
because,
a
few
years
ago
the
board
decided
to
send
people
every
other
year
as
a
cost-saving
measure,
and
since
this
was
my
last
year
of
service,
those
five
of
us
who
are
up
for
re-election
this
year
did
not
go.
Thank
you.
H
Correct
I'll
cover
that
in
my
contract
or
my
report
too,
let's
see
jim.
I
E
H
K
K
Went
to
the
governance
meeting
went
to
the
special
board
meeting
foundation,
the
for
fps
foundation
will
meet
next
week
and
so
will
cea.
So
I'm
looking
forward
to
discussing
things
there
that
I
picked
up
on
at
training.
Thank
you.
H
Thank
you
a
couple
of
my
items.
I
attended
the
first
fargo
cast
public
health
board
meeting
that
we've
had
in
public,
so
that
was
quite
nice
items
that
were
covered
were
the
usual
things
presentations
by
dr
severson,
dr
newman.
There
was
a
family
planning
site,
update
and
budget,
so
it's
kind
of
nice
to
get
back
to
normal.
H
We
addressed
different,
updated
bylaws
and
constitutional
amendments
and
resolutions.
For
the
upcoming
federal
session
of
note
that
I
thought
a
lot
of
you
would
be
interested
in.
I
don't
know
if
you
remember
the
infamous
letter
that
was
sent
from
our
state
or
a
national
organization
to
the
president
talking
about
protection
of
school
board
members,
so
some
items
were
put
into
place
into
language
to
hopefully
prevent
that
from
happening
again.
So,
first
of
all,
the
the
there
will
be
an
internal
review
on
the
process
of
approving
this
letter
and
the
reason
it
was
sent.
H
There
was
some
firm
language
included
in
the
bylaws
that
include
term
very
explicitly.
Non-Partisanship
efforts
were
included
to
pretty
much
everything,
and
then
we
injected
some
importance
of
parental
partnerships,
language
as
well,
and
then
this
was
an
interesting
one.
They
now
added
to
their
bylaws.
I
believe
that
that
it
would
be
okay
to
remove
board
members
for
through
for
actions
that
were
questionable,
so
the
board
could
remove
board
members
for
speaking
out
of
turn
for
better
for
lack
of
a
better
term.
So
I
think
there
was
some
movement
going
forward
there
as
well.
H
The
state
did
also
allow
me
to
attend
some
of
the
other
classes
in
the
con
in
the
conference,
and
I
went
for
the
legislative
track,
so
I
learned
a
lot
and
I
think
it's
a
good
idea
to
write
those
down.
I
think
I'll
do
that
anyway.
Just
for
my
notes,
so
anne-marie
sent
out
all
the
other
upcoming
upcoming
things
to
have
on
our
calendar,
so
roblox.
I
Yeah
sorry
for
the
untraditional
request,
I
did
just
want
to
clarify
one
thing
just
because
I
know
we
have
some
media
partners
in
the
room
and,
and
we
have
individuals
that
might
be
watching
the
board
meeting
online
as
well.
I
do
just
feel
that
it's
my
responsibility
to
kind
of
represent
our
district
and
our
staff
accurately
as
well,
and
I
think
there
was
a
comment
made
earlier-
that
student
achievement
is
at
an
all-time
low
and
I
just
want
to
show
that
that
is
incorrect.
I
Our
staff
worked
tremendously
hard.
Our
educators
work
incredibly
hard.
Our
graduation
rates
are
posted
on
our
strategic
plan,
dashboard
dating
back
to
2009.
If
there's
anything
that
we
do
know.
That
is
true.
Is
that
we're
not
at
an
all-time
low?
In
fact,
our
students
are
coming
in
with
more
needs
which
you've
heard
at
negotiations
with
more
complex
cities
than
they've
ever
been
before
and
coming
off
of
pandemic.