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From YouTube: School Board Meeting May 10, 2022
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - May 10, 2022
A
Is
there
a
second
second,
okay,
second
by
dr
newman,
all
in
favor
signify
by
saying?
Yes,
yes,.
D
A
Oppose
same
sign,
the
agenda
is
approved.
Next,
we
will
move
to
recognition
of
the
audience
at
this
time.
The
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
state
their
name
and
home
school
district
for
the
record
speakers
must
refrain
from
using
this
form
to
criticize
or
complain
about
a
specific
employee
or
student
by
name.
Vulgar
or
profane
language
will
not
be
tolerated.
A
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
to
debate
issues
in
this
form.
Should
you
desire
a
written
response
to
a
specific
question?
You
may
request
it
this
evening.
Each
speaker
will
be
allotted
a
maximum
of
five
minutes
upon
conclusion
of
the
allotted
time.
A
chime
will
sound
and
the
speaker
will
be
asked
to
conclude
if
necessary.
E
E
E
E
Can
we
show
that
the
coveted
money
that
we
have
used
made
a
significant
impact
compared
to
similar
schools?
Now
I
know
a
lot
of
our
discussion.
A
lot
of
the
discussion
for
the
board
throughout
covid
was
well.
We
can't
compare
to
other
schools.
We
can't
compare
to
other
districts
why
west
fargo
is
comparable.
Grand
forks
is
comparable.
E
Besmark
is
comparable.
We
should
have
all
of
that
data,
at
least
at
the
state
level.
On
the
county
level,
we
should
have
it
for
at
least
west
fargo
and
fargo,
and
we
should
be
able
to
see
a
quantitative
comparison
to
make
sure
our
mitigation
efforts
were
in
the
best
interest
of
the
district
and
not
just
run
on
wallets,
because
I
said
so
so
I
would
suggest
all
board
members
request
the
specific
thing,
because
a
health
safety
report
is
a
specific
item
that
can
be
requested
and
must
be
reported
per
4404.
E
A
Thank
you.
The
next
item
on
the
agenda
is
the
report
section.
We
have
reports
a
report
on
continuous
improvement
and
accountability
monitoring
regarding
school
improvement
reports.
It's
memo,
1
11..
I
don't
think
we
have
a.
Maybe
don't
have
a
print
out
of
111
at
our
desks,
dr
gandhi
go
ahead
and
make
an
introduction.
Please.
F
Thank
you.
As
you
are
aware,
we
go
through
a
five-year
accreditation
process
with
cognia,
formerly
known
as
advance
ed,
when
we
are
not
in
our
accreditation
years
for
our
external
review.
We
do
continue
the
process
in-house
with
a
rotation
of
campuses.
We
it's
just
our
same
cycle,
just
to
make
sure
that
we
are
following
the
processes
and
going
through
looking
at
the
same
indicators
for
success
that
they
do
when
they
do
the
five
year
external
review.
F
We
have
a
district-wide
school
school
improvement
team,
along
with
each
campus,
has
their
own
school
improvement
teams
as
well
that
lead
through
this
process,
overseen
by
bob
and
missy,
and
our
teaching
and
learning
team
and
doing
a
great
I'm
doing
a
great
job
doing
that.
So
I
will
now
hand
it
over
to
sean
safranski,
who
leads
that
and
provides
an
annual
update
and
we'll
go
a
little
bit
further
about
the
campuses
that
we'll
be
presenting
this
today.
G
Good
evening,
everyone
glad
to
be
here
as
an
assistant
principal
davies,
high
school,
I
have
a
lot
of
duties,
but
one
of
those
that
I
probably
enjoy
more
than
anything
is
really
school
improvement,
and
it's
part
of
that
is.
It
gives
us
an
opportunity
to
really
get
into
a
lot
of
other
buildings.
I
love
nothing
more
than
getting
those
elementary
buildings
and
see
the
world
that
they
live
in
and
see
how
you
know
they
have
some
of
the
same
successes
and
challenges
as
the
big
kids
except
they're.
G
Just
always
a
little
bit
different.
So
school
improvement
is
one
of
those
things
that
I
think
it
really
helps
continue
to
drive
us
as
our
school
as
we
work
towards
meeting
our
school's
mission
and
all
those
strategic
initiatives
that
are
laid
out
there.
G
My
role
really
is
just
working
with
a
really
tremendous
group
of
individuals
across
the
district,
whether
it's
principals
teachers,
instructional
coaches
and
our
role
is
really
just
to
try
and
organize
and
set
up
internal
reviews
kind
of,
as
dr
gandhi
had
said,
that
mimic
what
that
big
five-year
review
is
and
granted.
G
We
missed
out
a
little
bit
of
that
because
of
covet
where
we
didn't
actually
have
people
on
site,
but
I'm
guessing
in
five
years
or
four
and
a
half
years,
we'll
have
people
in
our
buildings,
and
this
is
part
of
that
process
that
I
think
really
helps
repair
teachers,
building
principles
and
the
like
with
that,
and
I
think,
probably
the
most
important
thing
that
really
makes
this
process
work.
Is
the
vast
array
of
people
and
personalities
that
we
have
involved
when
we
go
in
the
buildings
we
really
want
to.
G
Try
have
a
diverse
group
of
maybe
some
teachers.
Maybe
we
have
a
counselor,
we
have
an
administrator.
We
have
an
instructional
coach.
We
have
a
lot
of
different
people
so
that
their
role
is
to
try
to
have
a
real,
well-rounded
perspective
when
they
go
into
those
built
into
those
buildings
and
visit
with
kids.
G
We
visit
with
teachers
we
visit
with
parents,
we
visit
with
all
kinds
of
staff,
whether
it's
hourly
or
teachers,
and
really
get
a
perspective
and
hopefully
get
a
pulse
on
what
what
the
building
is
going
through
and
we
really
ask
them
to
be
honest
and
vulnerable,
and
we
find
it's
amazing
how
honest
and
vulnerable
people
really
are,
because
in
the
end
they
want
an
honest
feedback
of
what
they
can
do,
one
to
help
that
school
be
better,
because
that's
really
what
we're
all
about
and
two,
I
think
everybody
once
in
a
while.
G
You
need
that,
pat
on
the
back,
where
you
can
say
man,
I
really
recognize
this
program,
this
group
of
kids,
this
thing
whatever
you're
doing
it's
really
making
an
impact
and
we're
hearing
that
from
teachers,
parents,
kids
and
and
the
like.
So
that's
really.
Hopefully,
the
role
of
school
improvement
and
tonight
you're
going
to
have
six
different
building
leaders
give
their
brief
presentation.
So
really.
My
job
here
is
just
to
put
the
ball
on
the
tee
and
get
it
set
up,
so
everybody
else
can
hit
it
down
the
fairway.
H
I'm
sorry
there
we
go,
I'm
brad
franklin
principal
at
carleton,
iceland,
middle
school,
completing
my
first
year
and,
like
I
shared
earlier,
I
keep
saying
bobcats
and
jefferson,
sometimes
in
our
morning
announcements
so
that
transition
to
being
bruins
has
been
enjoyable
and
sometimes
challenging,
but
it's
been
a
great
first
year
at
carl
benn.
So
I
want
to
share
a
little
information
about
carl
benelson
middle
school.
We
had
our
review
in
the
winter
and
on
the
first
screen
you
can
see
our
demographics
currently
we're
at
655
students.
H
I
think
you're
going
to
see
that
over
the
next
few
years
that's
going
to
increase
next
year,
we
have
kennedy
that
will
be
coming
up
to
carl,
the
niles
in
middle
school.
So
our
sixth
grade
numbers
next
year
will
be
significantly
higher
than
we
have
this
year.
So
that'll
be
nice
to
have
that
increase
in
population.
You
can
also
see
a
number
of
staff
in
our
building.
H
Our
el
percentage
is
at
around
11
percent,
just
a
little
higher
free
and
reduced
34,
and
then
you
can
see
our
average
years
of
teaching
experience,
12
and
then
50.
56
percent
of
our
teachers
have
graduate
degrees.
H
You
know
what
makes
carl
benelson
unique
and
I
think
it's
that
diversity,
so
not
only
our
cultural
diversity
but
also
academically
and
then
that
socio-economic
diversity,
it's
something
that
we
really
work
hard
to
really
recognize
in
the
building
support
in
the
building,
and
also
it's
a
it's
a
source
of
pride
for
our
building
challenges.
H
You
know
parent
engagement,
we
have
a
great
pta
currently
at
carlin
nialson,
but
we
do
have
a
population
of
parents
that
aren't
as
engaged
and
that's
a
group
that
we
always
want
to
reach
out
to
and
make
sure
that
they're
communicating
with
them
we're
bringing
them
in
the
building.
So
it's
a
challenge
that
we're
always
trying
to
really
recognize
and
see.
H
H
I
went
back
to
middle
school
because
I
really
do
enjoy
on
that
age
level
and
then,
I
think
also
just
the
social,
economic
impact
and
social
emotional
needs
of
our
students.
If
you
combine
those
two
together,
it's
a
challenge
for
us
and
it's
something
that
we
really
are
looking
at.
So
how
can
we
prepare
our
staff
to
be
effective
each
day
check
you
know
and
addressing
the
challenges
not
only
academically
but
social
emotionally
in
our
classrooms
and
the
last
one
ties
in
with
that.
H
H
So,
parallel
for
practices
and
again
this
came
from
our
parents,
our
students
and
also
our
staff
and
the
first
one
really
talks
about
that
strong
emphasis
of
building
relationships-
and
one
thing
I
want
to
highlight
here
when
we
interviewed
students-
that's
an
area
of
strength
that
they
identified.
They
really
feel
like
the
staff
at
carl
benelson-
really
care
about
them,
whether
it's
academically
social
emotionally.
So
that's
a
real
strength
of
the
staff
at
cbe.
H
That's
something
that
dr
girls
has
been
instrumental
this
year,
really
leading
us
through
revamping
our
mtss
process
for
academics
and
also
behavior
and
the
last
one.
Just
you
know
our
cbe
community.
We
really
do
embrace
the
fact
that
we
have
one
of
the
most
diverse
populations,
so
our
school
community
really
takes
pride
in
this
fact
and
celebrates
the
diversity.
H
Opportunities
for
growth,
I
think,
as
a
school
building,
one
of
the
areas
that
we
really
want
to
grow
is
that
continue
to
make
communication
and
share
leadership,
an
area
of
focus
and
growth,
and
that's
one
of
the
really
pillars
of
a
middle
school
is
that
shared
leadership
model.
So
we
have
a
building
leadership
team.
We
have
a
pbis
team,
so
really
working
as
a
staff
to
identify
strategies
and
powerful
practices
that
can
meet
the
needs
of
our
students
and
and
also
our
staff.
H
The
second
one
continued
the
learning
development
around
canvas
and
evidence-based
reporting
for
all
stakeholders.
So
currently
our
sixth
grade
stu,
our
staff-
are
reporting
through
ebr
on
our
report
card
next
year
will
be
our
seventh
grade,
so
our
staff
are
really
working
hard
at
that,
but
then
also
commuting
it.
I
H
So
canvas
is
new,
so
I'm
gonna,
I'm
not
as
up
on
that
when
I
came
in
from
the
elementary
school
as
something
new,
but
it's
a
way
that
we
are
communicating
with
our
families,
our
students,
so
a
lot
of
times
through
canvas
we'll
be
posting.
H
It
could
be
the
work
they're
doing
in
the
classroom.
So
we
have
a
student.
That's
out
that
day
they
can
use
their
tablet.
They
can
connect
with
the
teacher.
So
it's
a
communication
piece
between
our
staff
in
the
building
students
and
parents.
F
I'll
start,
I'm
sure
bob
will
have
a
lot
more
too.
By
definition,
it
qualifies
as
a
learning
management
system
which
ultimately
comes
out
to
being.
It
is
an
online
database
to
house
any
type
of
information
and
create
a
path
for
communication
for
students
to
interact
with
their
students
when
we
utilize
virtual
learning
or
technology
to
supplement
instruction.
So
when
school
districts
across
nation
started
with
what
we
call
our
glass
paper
project
or
one-to-one
initiatives,
there
was
canvas
schoology
moodle
google
classrooms
were
primarily
the
biggest
online
systems
that
were
to
utilize.
F
We,
as
a
district,
have
always
allowed
teachers
the
autonomy
to
pick
and
choose
that
did
become
something
that
we
had
to
centralize
and
utilize.
One
platform
for
connectivity
with
powerschool
for
efficiency,
especially
when
covet
happened,
and
we
started
using
instructional
technology
at
a
large
scale.
So
canvas
is
one
that
connects
really
well
with
what
we
want
to
do
as
a
district,
but
it's
a
primary
platform
for
teachers
to
interact
and
communicate
with
students.
D
D
We
are
predicting
that
they're
probably
going
to
grow
by
one
to
two
sections
in
the
next
five
years,
as
we
go
forward
that
right
now
they
are
non-title
and
they
have
about
15
percent
free,
reduced
lunch
teachers
63
with
graduate
degrees.
Probably
the
interesting
fact,
with
centennial
over
the
last
three
years
is
just
the
number
of
new
staff
members,
including
our
lead
principal.
So
we
have
added
an
assistant
principal.
D
We
have
a
new
lead
principal
and
we've
had
many
teachers
turnover
over
the
last
three
years,
so
they
are
kind
of
getting
to
know
each
other
in
a
sense
for
that
building.
They
have
a
very
active
pto
that
provides
special
events,
but
also
lots
of
support
for
the
building
when
they
went
through
the
internal
review,
with
students,
parents
and
teachers.
D
Some
of
the
pieces
that
really
came
out-
and
I
remember
hearing
this
because
I've
been
a
part
of
hiring
two
principals
at
that
building
in
the
four
years
that
I've
been
here,
is
that
they
believe
in
the
student
teacher
relationship,
but
also
the
staff
relationships,
and
so
they
always
want
to
feel
like
a
family.
They
want
people
to
feel
very
comfortable,
asking
questions
and
being
supportive,
and
so
that
is
very
positively
viewed
at
centennial.
D
The
second
thing
is
that
they've
really
been
working
on
their
tier
one
instruction,
and
so
they
have
been
very
good
through
their
plcs
of
working
together
on
what
do
we
want
that
to
look
like
so
going
to
classrooms,
whether
it's
small
group
reading
instruction
or
it
is
math
instruction
as
they
go
forward
the
plc
structure?
Sometimes
our
strength
is
our
weakness,
and
so
one
of
the
things
that
principal
olsen
shared
with
me
is
that
the
staff
actually
would
like
more
structure
around
plc.
D
So
they
feel
they
have
structure
around
it
and
they've
been
working
hard
at
developing
that
process
of
making
sure
they're
identifying
kids
and
their
needs,
but
they
also
feel
like
they
could
go
a
little
further
to
customize
that
structure
for
staff,
and
that
leads
to
our
opportunities.
And
so
the
student
monitoring
reflecting.
D
Knowing
how
they're
growing
and
moving
forward,
they
took
a
look
at
what
I
thought
was
interesting,
all
their
newsletters,
and
they
found
that
they
had
tons
of
information
in
their
newsletters.
But
they
never
had
data,
and
so
they
want
to
send
out
data
to
families
regarding
how
they're
doing
academically
or
how
they're
doing
with
attendance
as
they
go
forward.
D
D
D
L
Thank
you,
I'm
jennifer
shoulders
principal
of
edclab,
and
if,
when
we
take
a
look
at
our
student
demographics,
we
have
about
470
students
and
about
100
full
and
part-time
staff
to
support
those
students.
We
have
about
66
percent
of
our
students
on
free
and
reduced
lunch,
and
we
have
like
several
other
schools
in
the
district.
We
are
approved
for
free
breakfast
and
lunch
for
two
more
years
through
a
special
grant
that
we
have
the
average
years
of
teaching.
Experience
is
around
12
years,
and
60
percent
of
our
teachers
have
graduate
degrees.
L
If
my
research
is
correct,
I
have
not
been
able
to
find
another
ed,
clap
elementary
in
all
of
the
united
states,
so
I
think
we're
the
only
school
that
has
that
particular
name
and
it's
it's
well
suited
since
colonel
ed
clapp
was
a
fargo
native
and
he
was
a
visionary,
a
leader
and
a
traveler,
and
it
goes
along
well
with
the
fact
that
we
are
the
ed
clap
explorers
then,
and
it
really
helps
us
celebrate
the
diversity
and
unique
strengths
of
our
students
as
we
play
off
that
idea
of
visionaries,
leaders
and
travelers.
L
So
some
of
our
challenges
right
now,
not
unlike
other
schools,
managing
the
space
for
the
classrooms
and
the
specialists.
We
are
fortunate
to
be
a
school-wide,
tidal
school,
and
so
we
are
able
to
have
some
extra
programs
and
extra
staff.
But
that
also
requires
space.
So
we
are
always
trying
to
to
balance
and
find
a
way
for
programs
to
work
together
and
to
be
in
the
same
room
and
things,
and
then
the
mobility
of
students
also
provides
an
ongoing
challenge.
L
L
We
have
several
instructional
coaches
and
who
coach
around
reading
and
math
and
and
behavior
and
classroom
management,
and
they
stay
busy
all
throughout
the
day
and
edclap
has
a
positive
climate
and
culture
demonstrated
through
strong
relationships
with
all
stakeholders,
so
again
those
interactions
with
students
and
and
parents
and
among
staff.
It's
important
to
us
that
there's
that
positive,
those
positive
interactions,
opportunities
for
improvement,
ed
clap,
would
benefit
from
developing
learners,
attitudes
and
beliefs
about
their
learning,
by
making
them
aware
of
learning
goals
and
elo
scale
progressions.
L
So
this
would
allow
students
to
be
more
reflective
on
their
learning.
So
right
now,
our
student,
our
teachers,
are
very
well
versed
in
the
the
scales
and
the
learning
progression
for
every
standard,
and
our
next
step
is
really
finding
ways
to
make
sure
that
we
are
bringing
students
in
on
that
information
in
student-friendly
ways,
letting
them
know.
You
know
right
now,
you're
here,
here's
where
we
need
to
get
to
what
do
we
need
to
do
to
get
you
there
and
then
edclap
has
a
variety
of
opportunities
for
students
that
promote
21st
century
skills.
L
So
every
year
we
usually
have
about
the
same
number
of
students
who
move
in
and
the
same
number
of
students
who
move
out
and
so-
and
that
happens
all
throughout
the
year,
and
so
we
stay
pretty
stable
at
the
the
470
students
pretty
much.
We
end
the
year
with
the
same
number
of
students
that
we
started
with,
but
that
is
new
students
coming
in
every
month
and
students
moving
every
month,
so
we're
always
welcoming
new
students
into
the
school
and
then
supporting
students
as
they
make
that
transition
out.
L
We
don't
have
our
updated
mobility
numbers
yet
for
this
year,
but
it's
it
always
is
interesting
that
the
start
and
end
number
is
almost
identical.
It's
just
all
of
the
the
ins
and
outs
that
happen
throughout
the
year.
M
Welcome
hi
everybody
good
evening,
I'm
janelle
helm,
I'm
the
assistant
principal
over
at
lincoln
elementary.
I
am
filling
in
tonight
for
principal
kaiser,
who
is
out
ill
so
if
you're
watching
principal
kaiser,
I
hope
I
do
a
great
job
with
this
and
representing
our
school
and
I'm
sure
she's
watching.
So
let's
go
ahead
and
start
with
lincoln
our
demographics.
M
M
M
The
other
thing
with
our
school
that
we
really
focus
on
is
we
treat
every
student
with
the
trauma-informed
approach,
because
we
know
that's
the
best
way
to
approach
any
problem
and
that's
a
big.
It's
very.
We
have
a
very
high
need
with
social
emotional
learning
at
our
school
and
it's
been
great.
We've
had
a
lot
of
great
training
from
our
district
to
support
us
in
that.
So
we've
been
really
grateful
for
that.
M
One
of
our
hardest
challenges
is
every
year
that
we
have
about
25
percent
of
our
student
population
that
moves
in
and
out
of
our
boundaries
and
our
district
at
lincoln.
We
have
the
privilege
of
serving
our
shelter,
our
ywca
shelter,
and
we
have
a
lot
of
students
that
move
in
and
out
from
there.
So
we
like
to
support
them
and
and
help
them
in
any
way
that
we
can
in
our
community.
M
So
some
of
the
powerful
practices
that
we
have
you
know
when
I
we
went
through
our
review
with
mr
cressup.
M
One
thing
that
did
come
up
is
that
our
students
feel
safe
and
we
were
very
proud
of
that.
We
work
really
hard
every
day.
We've
moved
our
schedule
around
that
every
day
our
students
start
with
a
morning
meeting
and
that
has
really
helped
our
students
have
a
voice
in
their
classroom
and
build
those
relationships
with
each
other.
M
M
You
know
what
they
do
has
a
consequence,
but
it
also
helps
them
understand
how
to
fix
things
and
problem
solve,
and
I
think
that's
a
life
skill
that
they
all
need.
We
are
engaged
in
learning
opportunities.
Our
staff
this
year,
I
think,
is
our
biggest
year
with
catalyst
coaching,
and
that
is
initiative
that
we
have
within
fargo
public
schools.
M
It's
one
of
the
initiatives
that
I
feel
most
strongly
about.
It
is
a
game
changer
for
teachers
and
the
effect
is
positive
for
our
students.
As
a
teacher
myself,
when
I
was
teaching,
I
thought
yep
I've
got
this
down
and
you
have
a
catalyst
coach
come
in
and
you're
like,
oh
wow.
I
guess
I
could
change
a
lot
of
things
and
it
really
made
a
difference
for
me
so
opportunities
for
growth.
M
You
know,
I
think
our
opportunities
for
growth
for
our
kids
are
the
same.
We
have
for
our
staff.
We
always
want
everybody
held
to
the
highest
expectations
because
we
know
if
we
set
the
bar
high,
that's
where
they're
going
to
go
and
that's
really
important
to
us
at
lincoln.
We
are
continually
when
we're
coaching
our
teachers,
we're
always
wanting
feedback,
we're
always
wanting.
You
know
what
can
we
do
to
improve
and
the
same
thing
in
our
classroom.
M
And
then
you
go
into
our
fifth
grade
classrooms
and
you
watch
what
they're
doing
with
technology
and
what
they
have
learned
and
how
much
they
have
grown.
It's
powerful
and
it's
it's!
It's
wonderful
to
watch
and
it's
wonderful
for
me
to
get
to
be
a
part
of
that
and,
as
always,
you
know,
I
think,
with
our
school.
M
We're
always
increasing
the
rigor
of
any
task
and
activities,
because
we
want
them
to
know
that
we
want
to
be
the
best
we
can
for
them
and
we
want
them
to
be
the
best
that
they
can
be.
So
any
questions
for
lincoln.
K
Robin
robin,
thank
you.
I'm
loving
these
reports.
Thank
you.
So
what
I'm
hearing
from
all
of
you
is
there
are
several
languages
spoken
within
each
school
and
you
had
17..
How
do
we
communicate
with
those
families
that
don't
speak
english?
Do
we
have
translation
services.
M
We
use
voyance,
and
so
we
have
had
great.
We
have
great
interpreters
within
our
district
as
well.
If
we
can't
use
the
voyance,
but
the
one
thing
that
we've
really
worked
hard
on
is
to
you
know
it's
fun.
M
If
we
can
get
the
the
parents
in
the
building
and
have
the
translator
there,
because
it's
amazing
how
much
you
can
communicate
with
non-verbals,
and
we
know
that
and
just
letting
them
see
how
much
we
value
having
their
students
at
our
school
and
then
letting
them
know
that
we
also
value
their
culture
and
that
we
embrace
that.
And
so
we
are
trying
to
learn
just
as
much
about
them
as
they
are
learning
about
us.
And
I
think
that
just
combines
to
make
a
great
team
for
us.
M
It's
a
we
can
call
in
on
a
we
have
a
certain
line
that
we
can
call
in
and
they
speak
several
different
languages.
So
we
can.
Let
them
know
that
the
language
that
we
need
and
then
there
will
be
an
interpreter
that
will
follow
through
for
us.
So.
A
N
Thank
you.
I
would
assume
that,
with
your
relationship
with
the
shelter
that
you
are
quite
familiar
with,
students
that
are
dealing
with
trauma,
yes,
do
you
feel
that
we're
providing
you
with
the
needs
you
with
the
requirements?
You
feel
you
need
to
deal
with
those
kids.
Are
we
giving
you
enough
help.
M
100,
yes,
and
let
me
tell
you,
we
have
really
reached
out
to
our
community
resources
and
I
feel
extremely
supported
with
our
students.
We
have
targeted
case
management,
we.
C
M
Brought
in
solutions
to
our
schools
to
do
some
therapy
with
kids
we've
worked
with,
you
know
some
of
our
students
might
have
a
middle
school
or
a
high
school
sibling
and
their
targeted
case
manager
we've
been
able
to
connect
and
set
up.
So
we
keep
that
you
know
line
with
just
the
one
that's
been
with
the
family,
the
longest
our
swifts
have
been
absolutely
essential
and
just
having
our
counselors.
M
The
fact
that
we
are
going
to
have
more
counselors
next
year
is
going
to
be
a
game
changer
for
us,
because
we
have
around
350
students
and
it's
just
a
lot.
We
have
a
lot
of
needs
so
adding
that
extra
half-time
counselor
for
us
next
year
is
going
to
be
crucial
for
us.
But,
yes,
I
do
feel
extremely
supported
with
our
community
and
within
fargo
public
schools,
and
I
would
say
to
our
shelter:
we
have
a
great
partnership
with
them
and
they
are
they've
been
great
to
work
with
us.
Thank
you
for.
O
Jennifer,
thank
you.
So
you
answered
part
of
my
question.
The
other
that
I
wanted
to
touch
on
was
the
catalyst
coaching
for
staff
that
you
talked
about.
Is
that
something
is
that
a
program
that
the
strategists
currently
deliver
or
or
is
it
different.
M
We
know
that
coaching
is
a
powerful
practice
and
that's
how
we're
going
to
increase
our
powerful
practice
of
teaching,
and
so
our
instructional
coaches
are
also
certified
coaches
but
like
at
lincoln,
I'm
certified
coach
and
I
think
we
have
eight
other
teachers
that
are
certified
coaches
as
well,
which
that
really
helps
your
building,
because
then
we
become
powerful
with
coaching
each
other
and
getting
into
each
other's
classrooms,
and
sometimes
coaching
can
be.
You
know
seen
as
something
that
it
might
make.
M
You
feel
uncomfortable
if
you
have
somebody
watching,
you
are
evaluating
you
and
I
think,
with
this
year,
we've
seen
such
an
increase
in
our
staff
buy-in
that
it's
become
just
kind
of
the
norm,
and
I
think
that's
you
know
that
carries
over
into
your
plc's
and
collective
efficacy
and
building
as
a
team.
Yes,.
O
D
Missy
go
ahead.
I
would
just
like
to
add
to
the
catalyst
that,
when
we
were
doing
kind
of
our
needs
assessment,
one
of
the
pieces
was
with
kids
with
a
trauma
background,
we're
seeing
that
sometimes
it
might
be
work
avoidance
or
leaving
the
classroom
and
catalysts
and
we're
looking
at
the
research
on
it.
D
One
of
their
number
one
goals
is
to
keep
kids
in
their
classroom
and
by
looking
having
the
adults,
have
more
tools
in
their
tool
bag
to
do
that,
and
so
that
is
one
of
our
esser
projects
is
the
catalyst,
and
so
that's
what
we've
been
working
on
and
we've
really.
I
call
it
sticky,
because
people
have
it's
been
well
received
and
people
have
asked
for
additional
coaching
across
the
district,
so
very
positive.
J
And
I
would
say
at
fargo
public
schools,
our
elementary
are
probably
a
little
bit
ahead
of
our
secondary
schools
when
it
comes
to
catalyst
training.
Although
this
year
we've
had
many
staff
at
the
secondary
level
also
receive
training
also
receive
coaching.
We
have
sent
teams
down
to
minneapolis
to
see
catalyst
in
action
at
a
middle
school
and
a
high
school,
and
we
will
have
the
continued
that
into
next
year.
So
we
can
then
provide
us
to
say
what
does
it
look
like
at
an
elementary?
J
A
Everyone
looks
like
yeah,
it
looks
like
you're
ready,
you
can
leave
the
podium
at
least
for
now.
Madison
elementary
is
up
next
welcome.
P
Hello,
I
am
laurie
comey
first
year
principal
at
madison,
so
this
is
new
for
me
to
be
in
front
of
this
many
people.
So
we
had
our
internal
review
march
15th.
Our
school
is
a
very
tiny
school
of
130
students.
We
have
seven
classroom
teachers,
four
special
education
teachers,
a
full-time
counselor
and
you
can
read
the
rest,
but
we
have
a
wonderful
staff
at
our
school
about.
74
percent
of
our
students
are
on
free
and
reduced
lunch.
P
There
are
many
things
that
make
madison
unique,
but
one
thing
is:
we
have
two
of
our
star
programs
which
support
students
on
their
self-contained
programs
that
support
students
with
autism,
and
we
have
two
fabulous
teachers
and
pair
educators
within
our
school
that
support
these
students.
We
also
have
a
very
diverse
population
within
our
school.
P
We
have
an
extensive
mentoring,
mentoring,
ship
program
and
that's
due
to
fargo
public
schools
in
general,
but
we
have
multiple
new
teachers
this
year
and
the
mentoring
program
really
helps
teachers
build
upon
their
behavioral
management,
academic,
teaching
and
whatnot,
and
then
we
are
a
very
small
school
and
we're
considered
the
hub
of
our
location.
P
The
community
really
comes
together
and
values
the
school
of
madison.
So
that's
really
important
for
me
to
note
our
challenges
is
a
lot
of
the
families
around
our
area
have
lacking
of
preschool.
So
that's
something
we'd
like
to
look
into
further
and
then
we
are
a
small
school.
So
sometimes
it's
hard
to
find
greater,
like
teams
to
collaborate
with
each
other,
so
we're
trying
to
find
ways
to
maybe
meet
with
other
schools,
to
have
great
alike
teams,
collaborate,
our
powerful
practices
that
the
team
found
was.
P
We
also
have
a
positive
learning
environment
for
student
students.
They
stated
when
they
walked
in
the
building.
They
could
just
feel
the
love
and
caring.
I
mean
I
get
so
many
hugs
every
day,
even
if
it
was
covered.
P
A
lot
of
them
haven't
been
able
to
give
back
and
now
they're
having
the
opportunity
to
give
to
other
places,
and
our
areas
of
improvement
are
trying
to
find
different
ways
to
engage
communities
and
families.
This
year
I
have
been
working
weekly
on
newsletters,
but
we're
also
going
to
have
our
madison
equity
and
leadership
council
start
reaching
out
and
doing
videos
for
our
parents
to
hope
that
we
can
get
more
families
into
our
school
and
then
also.
P
O
Is
that
something
that
is,
you
know,
kind
of
done
just
on
your
own
sort
of
initiatives
or
is
there
something
structure?
Is
there
a
structure
in
place
for
that
to
happen
so
that
you
can
kind
of?
You
know,
have
an
opportunity
to
hear
from
your
colleagues
what
might
work
or
what
what
they've
tried
and
hasn't
worked?
We.
P
D
That's
a
question,
for
I
will
say
at
the
principal
meetings
that
is
a
topic
that
sometimes
we
we
have
shared
because
it's
a
topic
of
interest,
but
we
are
probably
always
open
to
that.
I
do
know
that
one
of
the
pieces
that
is
coming
forward-
and
we
are
wondering
at
the
elementary
level
is
if
we
need
to
host
a
district-wide
type
parent
engagement
on
certain
topics
next
year.
So
that's
one
of
the
things
we're
looking
into
and
that
came
from
some
parents
reaching
out
on
some
topics.
So,
for
example,
what
is
restorative
justice?
D
What
what
is
chronic
absenteeism?
There
are
some
topics
that
I
think
we
have
some
very
engaged
families
who
would
participate
tamara,
and
I
have
talked
quite
a
bit
that
we'd
really
have
to
work
at
in
making
sure
inviting
all
of
our
demographics
to
these
meetings
and
making
them
accessible.
So
looking
forward
to,
I
guess,
those
next
steps.
B
I
Thank
you
rebecca.
I
have
two
questions.
Hopefully
that'll
be
all
right.
Thank
you
for
your
presentation.
Thank
all
of
you.
This
was
wonderful.
My
question,
for
you
is
the
grade
alike.
Connections,
given
the
size
of
your
school,
is
there
something
that
we
can
do
or
the
district
can
do
to
help
with
that?
Do
you
have
ideas
as
to
how
I
know
you
mentioned
with
other
schools,
but
what
can
we
do
to
help.
P
Missy-
and
I
have
talked
a
bit
about
this
this
year
of
how
we
could
maybe
find
times
where
we
could
monthly
meet
with
another
small
school
or
a
school
with
similar
demographics.
So
that's
something
we're
working
on.
P
I
think
that
just
as
difficult
with
the
ending
times
being
different
and
the
travel
to
different
schools
in
our
contract
times,
so
it
makes
it
difficult,
but
we
have
talked
about
zooming
in
with
other
teachers.
Our
teachers
do
have
good
relationships
with
like
k123,
so
we
try
to
make
it
work
as
best
we
can.
I
A
I
A
Q
I'm
kathy
selberg,
I'm
the
principal
at
washington
elementary,
our
internal
review
was
hosted
on
april
5th
and
it
seems
like
it
was
a
long
time
ago,
and
it
really
wasn't
so,
as
we
were
looking
at
that
as
we
were
going
through
our
our
powerpoint,
we
thought
oh,
my
gosh.
This
is
still
really
quite
recent.
Q
We
have
about
315
students,
49
full-time
staff
members
we
have
20
of
our
population
qualify
for
free
and
reduced,
our
teacher
average
is
almost
15
years
and
68
of
our
teachers
have
graduate
degrees.
It's
important
to
think.
I
just
want
you
to
remember
the
15
percent
or
15
years,
because
we
have
some
uniqueness
with
that.
We
are
home
to
a
shine
program.
Our
shine
programs
is
a
district
program
that
supports
our
students
with
social,
emotional
behavioral
challenges.
Q
Some
of
our
challenges
is
really
embracing.
The
implementation
of
classroom,
proactive
circles,
getting
our
catalyst
and
our
pbis
programs
really
looking
at
the
fidelity
of
those
tier
three
interventions
for
students,
is
a
a
little,
is
a
a
challenge
for
us
simply
because
we're
not
a
title
school,
we
just
we
don't
have
the
people
power.
Q
Q
We
really
have
an
extremely
positive
culture
with
our
students
and
families,
and
that
is
one
of
the
reasons
why
our
staff
don't
leave
they're
here
for
a
long
time
the
staff
are
committed
to
student,
leading
or
learning
excuse
me
and
relationship
building
in
the
community.
We
are
we
produce
and
our
kids
really
work
hard
students
identify
that
we
have
really
strong
levels
of
connection
with
staff,
they
share
excitement
about
learning
and
that
they
even
identified
that
they
were
being
challenged.
Q
Parents
identified
positive
relationships
with
their
child's
teacher
and
they
also
identified
receiving
the
communication,
that's
so
important
on
individual
progress.
So
that
was
a
really
nice
surprise
for
me
to
hear
not
surprising
the
fact
that
we
do
it,
but
that
it
was
mentioned
opportunities
for
improvement,
complete
implementation
and
participation
in
building
initiatives.
Q
We
are
also
working
on
implementing
a
system-wide
approach
to
maximizing
really
the
use
of
our
available
resources
and
increasing
the
capacity
to
maximize
our
student
growth.
Any
questions.
Q
I
knew
you
were
going
to
ask
that
it's
students,
I'm
just
going
to
tell
you
really.
I
can
never
remember
the
number.
The
letter.
Q
Program
is
is
a
program
for
students
in
the
district
who
are
struggling
with
management.
They
sometimes
struggle
with
regulation.
We're
working
with
it
really
is
a
long.
It's
a
wide
gamut,
so
some
of
our
kids
really
come
from
high
trauma.
Q
Q
We
do
everything
we
can
to
slow
things
down
to
low
breathe
and
are
are
really
very
accepting,
so
our
students
do
struggle.
I
can
say
that
it
it's
a
roller
coaster,
probably
just
like
every
other
program
in
the
district,
no
matter
what,
but
I
guess,
is
there
something
more
specific
that
you're
wondering.
A
I
think
also
it's
it's
nice
when
whether
it's
students
or
staff
or
parents
can
point
to
an
example
like
about
something
that
is
being
done.
That
I
guess
is.
A
It
could
be
either
both
positive
or
negative
depending
upon,
but
there
can
be
so
many
services
that
a
district
or
a
school
offers
and
if
we're
putting
the
service
out
we're
no,
we
know
we're
putting
it
out
or
the
school
knows
you
know
whoever's
putting
it
out,
but
for
the
person
that's
intended
to
receive
the
information
to
be
able
to
illustrate
back
some
of
those
examples.
I
think
that's
when
we
really
see
that
it's
certain
things
are
hitting
the
mark.
Q
It's
really
really
important
to
us
that
we
share
the
good,
the
bad,
sometimes
the
ugly,
with
families
and-
and
it's
just
really
a
big
strength
of
ours
that
we
communicate
all
the
time
our
teachers
talk
to
parents
almost
every
day.
If
parents
come
in
and
check
things
out,
and
so
just
it's
a
nice
combination,
nice
mix.
R
Q
I'm
not
sure
about
that,
but
I
will
tell
you
our
tier
three:
we
have
had
it's
really.
What
happens?
Is
we
end
up
getting
our
special
ed
involved
in
both
sides,
so
our
special
ed
in
the
past
has
you
know
taken
on
some
of
those
tier
three
practices,
but
not
at
the
special
ed
we
haven't.
We
haven't
we're
not
at
the
special
ed
place
yet,
and
so
sometime
there's
a
little
bit
of
confusion.
Q
If
we
have
a
special
ed
teacher
who's,
doing
the
tier
three
and
then
my
student
ends
up
going
for
special
ed,
it's
the
same
person.
It
just
looks
different
and
sometimes
difficult
to
explain.
So
it
really
comes
down
to.
We
have
programs
that
are
absolutely
available
to
us.
We
sometimes
have
difficulty
having
people
having
the
people
to
do
it.
D
For
what
we're
doing
at
tier
one
tier
two
tier
three
one
of
the
pieces
where
it's
not
fitting
nicely
for
us
is
we
have
more
kids
than
is
recommended
qualifying
for
tier
two
and
tier
three
services,
which
shows
we
have
to
strengthen
our
tier
one
practices,
and
so
they
are
going
to
work
with
us
so
that
we
can
really
look
at
what
opportunities
are
we
going
to
give
at
tier
2
and
at
tier
3
that
actually
match
the
what
someone
needs?
D
Q
Okay
last
thing:
I'm
going
to
say
about
that
15
you're
supposed
to
remember:
we
have
four
brand
new
teachers
this
year
within
three.
I
think
two
years
is
most
and
so
consider
that
in
our
percentage,
so
it
really
is.
We
have
lots
of
longevity,
so
it's
a
great
place
to
be
people
love
it.
Thank
you.
A
Okay,
has
that
rounded
out
our
program,
our
presentation?
Well,
thank
you
so
much
my
goodness,
it's
been
wonderful
to
be
able
to
get
a
a
snapshot
or
an
overview
of
a
variety
of
the
schools
in
in
the
district.
A
There
have
been
some
themes
of
percent
of
our
teachers
with
graduate
degrees
staff
with
graduate
degrees
numbers
of
years
of
employees,
employers
working
employees
working
in
our
buildings
12
years
15
years,
and
the
numbers
of
language
spoken
fairly
similar.
You
know
not,
there's,
obviously,
there's
a
difference
there,
but
overall
pretty
similar
from
the
information
tonight
and
then
the
social
and
emotional
and
mental
health
needs.
So
thank
you
so
much
for
that
information.
We
need
to
keep
that
all
in
mind
as
we're.
A
K
K
K
A
We
certainly
have
a
little
bit
more
time
if
there's
anything
else
that
needs
to
be
shared.
I
think
robin
was
offering
that,
as
has
an
opportunity
but
feel
free
to
contact
us
and
share
information,
as
as
you
see
fit
and
as
important
jennifer.
You
have
one
item
before
we
get
to
the
next.
That
would
be
great.
O
So
maybe
rupak
or
missy
can
comment
on
this,
but
online.
I
just
thought.
Maybe
it
was
a
good
opportunity
to
talk
to
where
on
the
website.
If
a
person
wants
to
see
or
read
through
some
of
these
initiatives
that
have
been
identified,
the
reports
are
typically
there
for
both
cogna
as
well
as
your
internal
and
and
then,
if
you
could
also
mentioned
sort
of
along
the
lines
of
the
progress
you
know
from
year
to
year.
O
So
we
have
these
plans,
we
have
our
reports
and
that's
really
sort
of
the
board's
opportunity
to
hear,
but
we
don't
really
compare
them
to
last
year's
like
our.
How
are
we
moving,
but
internally
they
probably
do
in
terms
of
progress,
and
so
I'm
just
hoping
that
someone
can
touch
on
that
a
little
bit.
F
I'll
I'll
see,
if
missy
has
more
information
about
where
online
the.
If
I
don't
I'm,
not
sure
if
the
internal
information
is
posted,
I
do
know
that
our
cognia
report
is
posted
online
on
our
district
website
and
you
can
kind
of
see
that
as
well.
This
is
what
you
your
presentation
today
is
a
product
of
measuring
or
monitoring
our
results,
policies
which
are
tied
to
our
strategic
initiatives.
F
Our
strategic
initiative,
seven
is
continuous
improvement,
and
this
is
one
of
the
activities
that
we
go
through
to
make
sure
that,
as
a
district,
that
we
are
improving
accountability
or
we
are
improving
as
a
district.
The
external
review
is
the
primary
accreditation
agency
that
we
go
through
to
renew
our
accreditation
every
year.
During
that
time,
we
are
compared
to
like
school
districts
across
the
nation
and
we
are
given
an
ieq
score
that
determines
how
we
perform
as
a
district
fargo.
F
So,
additionally,
what
we
do
to
keep
that
process
fresh
and
also
kind
of
go
through
all
of
our
schools.
Is
we
select
different
schools,
so
we
wouldn't
necessarily
be
able
to
compare
any
baseline
data
from
our
internal
review
process
because
it
wouldn't
have
been
the
same
five
schools
the
previous
year
that
we
did
internally
this
year
and
I'm
not
sure
if
missy,
you
have
any
more
information
on
that.
Well,.
D
For
anyone
in
the
public,
if
they
go
to
our
strategic
dashboard
and
you
go
to
initiative
7,
which
is
school
improvement,
we
do
not
have
them
posted
yet,
but
then
we
always
will
now
in
june,
go
in
and
post
each
building's
internal
report.
So
people
can
read
those,
but
every
building
every
year
has
to
do
a
reflection
on
all
of
their
goals.
D
You
know
if
it
went
better
than
expected
expected
or
less
than
expected
and
then
what
adjustments
will
they
make
and
so
internally
each
building
has
that,
because
that
is
a
requirement
that
we
say
has
to
be
done
before.
You
can
write
your
next
plan
going
forward,
and
so
they
do
attach
they
have
to
keep
those
documents
in-house
at
each
building.
D
J
And
if
people
are
looking
to
find
that
it
is
on
the
fargo
public
school
home
page,
you
click
on
the
about
us
section.
Once
you
are
there,
you
will
click
on
strategic
plan
navigate
down
about
three
quarters
of
way
down
the
page
to
strategic
plan
dashboard
and
that
will
provide
you
all.
This
information
plus
information
around
all
of
the
different
results
that
are
part
of
our
strategic
plan.
A
I
would
think
in
regard
to
us
as
a
board
needing
to
learn
more
about
potential
supports
or
what
we
can
do
to
continue
to
help,
whether
that's
you
know
through
budget
or
anything.
We
need
to
know
really,
and
I
guess
that
is
that
could
be
something
that
perhaps
down
the
road
in
future
reports
even
gets
gets
put
into
a
report.
Just
I'm
just
offering
that
as
an
idea.
That's
something
that,
as
you
put
your
reports
together
and
for
presentations
to
us,
I
would
I
would
suggest
it's
something.
A
A
Okay,
let's
go
on
to
the
f.
Well,
we'll
go
on
to
the
next
item,
which
is
the
fea
report
and
we
don't
have
anyone
here
from
the
fea
for
the
report,
so
I
was
given
that
information
earlier
that
no
one
would
be
here
so
we'll
move
on
to
the
superintendent's
report
and
after
that,
we'll
take
a
five-minute
break.
Go
ahead,
dr
gandhi,.
F
Just
one
quick
announcement
for
today
because
of
just
the
way
scheduling
works
where
we
have
our
second
may
meeting
before
we
do
governance
for
the
month
of
may,
administration
has
reached
out
to
board
president
knudsen
to
add
something
to
the
may
24th
meeting.
We
were
recently
notified
that
fargo
public
schools
has
a
very
strong
chance
of
being
awarded
a
best-in-class
grant
to
provide
at
least
one
early
childhood
pre-k
opportunity
within
our
district
that
we've
applied
for
in
previous
years
as
well.
F
Recently
we
were
contacted
by
dpi
that
requires
board
approval
and
to
show
kind
of
the
systems
that
we
put
in
place.
We
don't
have
governance
before
the
may
24th
meeting,
so
we're
going
to
add
that
to
the
contention
agenda,
but
please
reach
out
to
ms
sierra.
If
you
have
any
questions,
but
please
plan
for
that
at
the
next
meeting
as
well.
A
A
C
Yes,
annually,
we
are
required
under
federal
regulations
to
analyze
what
we're
charging
for
our
meal
prices,
since
we
get
federal
dollars
for
our
free
and
reduced
meals,
and
they
have
a
targeted
price
that
we're
supposed
to
be
hopefully
achieving
or
moving
towards
we're
under
that
targeted
price
right
now.
But
that
being
said,
we're
also
with
a
pretty
healthy
fund
balance,
and
there
is
a
process
where
you
can
apply
for
a
waiver
with
the
state.
C
We
have
been
at
this
point
in
time
approved
for
the
waiver
for
this
coming
year,
based
upon
our
fund
balance,
so
the
recommendation
coming
from
planning,
which
actually
came
originally
from
our
director
of
nutrition
services,
cindy
and
dr
gandhi,
but
planning
visited
with
with
this
data
and
is
making
a
recommendation
that
we
do
not
raise
the
prices
for
elementary
breakfast
or
lunch
at
all.
For
the
coming
year.
There
would
be
a
nickel
increase
for
secondary
breakfast
and
secondary
lunch
for
students,
and
then
there
would
be
a
10
increase
for
adult
breakfast.
C
C
No,
but
there
is
one
more
piece
of
data
on
the
page:
the
actual
increase
cost
to
the
average
family
per
student
and
keep
in
mind
if
family
could
have
multiple
students
at
the
secondary
level.
It's
an
annual
increase
of
8.75
for
that
student
for
both
breakfast
and
8.75
for
lunch,
so
you're,
looking
at
a
total
of
17
and
50
increase
over
the
course
of
the
year
per
student
at
the
secondary
building
level,.
R
R
I
don't
feel
like
we've
dealt
with
this
for
two
years
because
of
the
free
lunch
and
free.
So
it's
new
to
me
is
that
something
we
typically
do
the
exemption
waiver
or
have
we
raised
prices
accordingly.
In
years
past.
C
We've
had
to
raise
them
in
the
past,
we
haven't
always
been
granted
a
waiver,
but
we
have
applied
for
waivers
in
the
past
as
well,
but
currently
in
large
part,
because
of
the
the
way
the
meal
program
worked.
The
last
two
years,
even
though
we
weren't
charging
people
for
meals,
we
were
getting
additional
dollars
from
the
federal
government.
Our
fund
balance
actually
grew
over
the
last
year,
so
hence
the
there
wasn't
a
feeling
on
cindy
and
nutrition
services
that
they
really
had
to
go
any
farther
than
these
very
modest
increases.
F
Yeah
share
was
really
just
capitalizing
on
what
jim
said
in
an
answer
to
tracy's
question.
I
I
just
wanted
to
commend
cindy
and
jackie
and
their
entire
team
in
our
nutrition
services
department.
If
you
do
look
at
that.
Second
paragraph
on
the
memo
that
talks
about
usda
regulations
that
do
require
school
districts
to
raise
funds,
but
that
waiver
only
being
granted.
F
If
you
have
that
positive
fund
balance
cindy,
has
worked
all
extremely
hard
and
continues
to
work
hard
and
then
there's
also
a
counter
measure
where
sometimes
having
that
excess
and
that
fund
balance
and
your
nutrition
services
can
only
cross
a
certain
threshold
as
well.
So
it's
always
a
delicate
balance,
and
I
know
that
when
we
go
into
the
budget
conversation,
sometimes
people
look
at
that
as
a
different
perspective.
F
Not
knowing
that
part
of
the
intention
to
that
is
to
be
able
to
have
the
ability
to
wave
not
to
have
to
follow
the
usda
regulations
on
increasing
lunch
prices
as
well.
So
it
is
something
that
she's
always
looking
at
and
working
tremendously
hard.
So
just
continue
to
commend
her
for
always
being
forward
thinking
in
terms
of
what's
best
for
our
community.
K
A
S
So
both
of
my
school
districts
that
I'm
in
charge
of
we
have
excess
funds
as
well
and
we're
in
the
same
boat.
I
would
just
encourage
our
people
in
fargo
to
make
sure
now
the
last
two
years,
we've
gotten
free
lunches
that
we
make
sure
we
fill
out
the
free
and
reduce
forms
and
and
that
everybody
can
get
that
done,
because
our
federal
funds
depend
on
it
on
free
and
reduced
meals.
A
T
I
would
also
add
to
that
brian:
it's
it's
it's
with
a
heavy
heart
that
I
will
that
I
will
vote
yes
on
this,
because
I
understand
the
need
for
it.
However,
from
someone
who
thinks
that
universal
free
lunch
is
a
right
that
every
child
should
be
afforded,
I
would
also
encourage
everyone
in
our
community
and
our
state
to
contact
their
representatives
and
let
them
know
that
that
we
don't
we
don't
send
parents
a
bill
for
the
lights
or
the
water
they're
in
our
care.
N
I
have
I
had
an
original
question,
then
I'd
like
a
follow-up,
but
in
regards
to
what
seth
said
in
the
due
to
the
fact
that
we
already
received
a
waiver
and
we
have
a
healthy
fund
balance.
Why
do
we
feel
it's
necessary
to
raise
any
of
this
meals?
F
C
Well,
I
can't
speak
totally
for
cindy's
rationale
on
the
recommendation.
I
do
know
in
particular
on
the
adults
we're
well
under
where
we
need
to
be
on
them,
and
I
think
part
of
her
fear
was
that
if
she
doesn't
do
something
at
the
secondary
level,
we're
going
to
be
facing
larger
increases
going
forward
when
we
have
to
revisit
this
next
time
around.
C
U
So,
okay,
so
the
the
modest
increase
is
in
there
as
a
proactive
measure
because
of
the
increase
in
food
prices
right
now
over
the
past
year,
they
have
skyrocketed
and
they
will
continue
to
as
far
as
projections
go.
And
so,
although
we
have
a
healthy
fund
balance
now
I
just
want
to
make
take
some
steps
to
making
sure
we're
still
covering
our
costs.
U
The
the
other
thing
is
is
if
we
don't
meet
that
target
pricing
like
jim,
talked
about
we're
required
to
raise
our
prices
a
minimum
of
10
cents,
and
so
I
did
that
for
the
secondary
level,
because
you
can
see
we're
a
little
bit
behind
as
far
as
comparing
our
prices
to
other
schools
within
the
district,
and
so
I
wanted
to
stay
kind
of
on
board
with
that
line.
N
N
A
O
Not
necessarily,
I
just
wanted
to
make
sure
that
we
had
an
opportunity
to
discuss
the
amendment,
and
I
guess
I
mean
I
think
that
david
makes
good
points.
I
can't
think
of
really
a
counter.
I
mean
given
what
we've
just
heard
too,
from
our
principles
and
and
the
needs
of
students,
and
it
seems
reasonable,
considering
our
ending
fund
balance
and
where
we're
at
I'd
have
some
additional
questions
in
terms
of
trying
to
understand
that.
Maybe
cindy
can
speak
to
this.
O
What
was
and-
and
I
know
this
was
long
ago,
so
so
maybe
maybe
we
don't
know
the
answer,
but
what's
the
rationale
for
the
state
regulating
us
to
to
increase,
and
why
is
that
not
a
local
decision
for
the
district
to
decide
how
they
choose
to
spend
their
general
balance
or
their
nutrition
balance
or
whatever
it
is?
You
know
that
we
transfer
in
and
out
of
I'd
like
to
better
understand
the
rationale
for
that.
O
If
we
could
and
then
my
follow-up
is
really
around
farm
to
fresh
and
how
doing
this
may
or
may
not
impact
the
farm
to
fresh
program
that
I
know
that
you
work
so
hard
to
implement
in
the
district,
because
if
I
remember
correctly
in
years
past,
some
of
the
rationale
for
increases
was
to
be
able
to
provide
healthier
options
to
students.
And
so
that
would
be
my
my
where
I
would
hold
back
and
so
I'd
like
you
to
comment.
If
you
could
on
both
of
those
things.
F
The
only
thing
I
was
going
to
share
is,
I
think,
just
to
some
of
the
questions
I've
been
asked
again.
I
think
we
might
be
making
an
assumption
that,
just
because
we
have
the
ability
not
to
raise
prices
at
all
this
year
because
of
we're
not
going
to
fall
further
behind.
I
would
just
draw
everyone's
attention
to
some
of
the
information
that's
already
presented
in
the
memo,
specifically
that
second
paragraph,
the
usda
target
rate
for
lunch
pricing
to
cover
anticipated
food
and
labor
cost
is
three
dollars
and
31
cents.
F
So
we
want
to
be
able
to
make
sure
that
we
could
do
it
at
the
most
smallest
impact
possible
and
continue
to
have
the
ability
year
after
year.
Should
we
have
that
and
should
our
revenue
allow
us
to
do
that,
to
reduce
that
impact
versus
reducing
it
one
year
and
then
potentially
magnifying
it
for
years
to
come.
A
Thank
you,
dr
gandhi,
any
other
discussion,
dr
newman,
thank.
R
You
I
was
just
going
to
say
something
very
similar
that
I
I
will
not
be
supporting
this
motion,
because
I
want
to
appreciate
the
work
the
planning
committee
does
and
I
trust
their
judgment
here
and
two.
I
respect
respect
the
administration
and
cindy.
If
you
recommend
we
need
to
make
this
as
a
proactive
move.
I
think
that's
what
you
have
what's
in
mind,
what's
best
for
our
students,
so
thank
you.
I
I
have
a
question
that
may
or
may
not
play
into
this,
but
with
all
the
hard
work
that
you
do,
I've
been
on
calls
with
people
trying
to
preserve
the
lunches
that
we
have
been
receiving
the
breakfasts
and
lunches
that
we've
been
receiving
over
the
last
couple
of
years.
What
I'm
hearing
a
lot
of
is
delivery
issues.
A
Different
things
like
that,
we-
I
have
been
pointed
out
too
just
to
try
to
make
sure
that
the
comments
are
in
line
with
the
amendment
that
was
offered.
U
A
Thank
you.
Let's
vote
on
the
amendment.
B
C
C
T
A
S
N
T
B
C
F
During
the
last
legislative
session,
a
law
was
passed
that
requires
school
boards
to
pass
a
policy
that
allows
districts
to
provide
virtual
instruction
should
that
occur
last
year.
On
the
same
time,
we
asked
you
to
pass
a
policy
that
was
going
to
sunset
at
the
end
of
this
year,
because
that
policy
was
developed,
so
we
could
provide
a
virtual
virtual
academy
option
to
students
this
year,
while
the
north
dakota
department
of
public
instruction's
administrative
rules
were
being
developed.
Those
administrative
rules
have
now
been
finalized
and
posted.
F
A
C
B
O
Thank
you.
So
I
have
a
question.
So
some
districts
across
the
nation
are
allowing
the
virtual
academies
to
basically
to
log
into
the
current
day-to-day
classroom
is
my
understanding.
This
is
separate
and
it
is
like
we
did
during
covig
correct.
It
is
a
separate
path,
so
students
would
only
have
access
to.
Maybe
you
know,
maybe
five
of
the
ten
classes,
type
of
thing
or
their
core
requirements,
not
all
of
them,
and
so,
where
I'm
going
with
this
is
really
my
question.
Is
I
don't
know
what
you
know?
O
An
ending
cost
analysis
is
to
provide
a
virtual
academy
arm.
I
think
it's
important
that
we
have
options
and
opportunities
for
to
reach
students
who
who
need
those
types
of
adjustments,
but
what
has
the
district
discussed
or
come
to
in
terms
of?
Why
aren't
we
doing
it
in
just
allowing
students
to
log
in
virtually
into
the
regular
classroom
rather
than
having
a
separate
standalone
sort
of
virtual
arm,
and
maybe
I'll
just
start
there?
Dr.
A
J
F
The
first
question
in
terms
of
why
aren't
the
districts
allowing
ver
so
going
back
to
the
policy
and,
what's
in
your
board
packet,
there's
a
difference
between
a
virtual
academy,
virtual
instruction?
What
you're,
talking
about
for
virtual
instruction
is
just
the
ability
to
come
in
to
the
in-person
instruction.
The
reason
that
this
is
treated
as
a
separate
entity
is
because
that
is
part
of
the
administrative
rules
set
up
by
the
department
of
public
instruction
in
north
dakota.
F
We,
in
order
to
provide
a
virtual
academy
which
is
a
separate
school,
it
has
to
be
treated
independent
of
the
in-person
schooling.
It
has
to
be
just
like
we
would.
If
you're
enrolled
at
one
of
our
schools,
virtual
academy
becomes
another
school.
We
report
it
separately
to
the
state
with
a
separate
plant
number
for
data
purposes
and
all
of
those
things.
So
that's
the
answer
to
that
piece.
F
Now
for
in-person
instruction,
we
can
like
still
utilize
technology
as
an
option
if
we
wanted
to
if
whether
as
remote
learning
for
inclement
weather
or
other
conditions,
that
could
still
happen,
but
those
two
things
are
completely
independent
of
one
another.
I
don't
know
if
I
remember
the
second
part
to
your
question.
O
Well,
that's
kind
of
where
I
was
going
with.
That
is
why
can't
they
run,
you
know:
why
do
they
have
to
be
separate?
Why
why
couldn't
we
allow
someone
to
really
enroll
in
a
virtual
option
full-time,
but
it
would
really
be
in
your
same
curriculum
because
it
is
limited
opportunities
in
terms
of
what
classes
correct.
O
F
So
again,
it
would
be
because
of
dpis
admin
rules,
and
I
do
remember
the
second
part
of
your
question
in
terms
of
what
we're
offering
and
the
class
piece
as
well.
We,
we
won't
know
the
cost
piece
until
we
know
what
the
enrollment
is
going
to
be
at
this
point
in
time.
F
We
do
not
expect
the
virtual
academy
to
be
come
at
a
cost
to
the
district,
that's
not
positive,
so
we
do
feel
that
we're
able
to
offset
the
cost
with
what
we're
getting
to
be
able
to
provide
for
the
students
that
would
be
benefiting
from
that.
However,
that's
something
that
we
would
monitor
the
policy
is
not
a
guarantee.
That's
going
to
be
offering
year
after
year.
That's
a
budgetary
conversation,
that's
planning
the
policy
just
means
that
we,
as
a
district,
are
allowed
to
do
that.
K
Basically,
this
is
legislative,
cleanup
and
because
north
dakota
century
coding,
the
administrative
rules
require
so
many
hours
of
in-person
instruction,
and
so
how
can
that
happen
and
at
the
last
legislative
session
they
allowed
for
this
option
to
be
there,
so
we
are
kind
of
required
through
the
state
to
update
our
policy.
It's
not
up
to
us.
Quite
frankly,.
R
Thank
you
so
I
was.
I
was
pleased
to
see
a
few
things
in
here
that
students
doing
this
virtual
academy
have
to
maintain
the
same
grade
requirements
for
extracurricular.
You
know
activities
they'll
be
held
to
the
same
standard
for
standardized
testing
and
district-wide
assessments.
R
Was
it
decided
by
fargo
public
schools
or
by
dpi
to
have
the
student
attendance
be
taken
weekly?
I'm
curious,
why
that's
not
daily.
J
So
that
was
something
that
we've
had
conversations
around
in
the
fargo
public
schools,
knowing
that
with
the
virtual
learning.
Sometimes
that
learning
is
more
flexible.
The
schedule
in
which
a
student
may
actually
complete
that
coursework,
but
we
also
want
to
make
sure
that
over
the
course
of
the
week
course
of
the
month
and
the
semester
she
or
he
or
they
are
actually
completing
the
work
that
needs
to
be
accomplished
and
that
we
then
will
look
for
our
chronic
absenteeism
by
students
who
are
not
completing
that
work.
J
And
there
is
a
plan
then,
to
provide
a
layer
of
support
when
students
are
not
completing
that
work
in
which
we
will
utilize
in
fargo
public
schools,
our
own
staff
members,
to
provide
that
tutoring
and
mentoring
and
support
for
those
students.
So
it
was
a
way
for
us
to
ensure
that
students
are
completing
what
needs
to
be
accomplished
and
that
they
stay
on
track,
for
course,
completion
and
ultimately
for
graduation.
D
F
That
we're
using
the
language
of
open,
enrollment
because
open
enrollment
we
get
a
control
as
a
district
right,
even
with
our
in-person
buildings.
We
look
at
it
based
on
enrollment
patterns.
The
goal
here
would
be
not
to
create
an
avenue
where
dpi's
intent
would
be
that
for
districts
that
don't
offer
it
if
they
have
students
that
want
to
provide
a
virtual
academy,
those
students
participate
in
a
cut.
Those
school
districts
participate
in
a
cost
sharing
agreement
with
the
district.
That's
offering
it
right.
F
So
that's
fair
to
because
of
the
way
the
per
pupil
funding
formula
works.
Now
there
might
be
circumstances
of
open
enrollment
that
we
don't
know
about
which
we
would
follow
our
normal
policy
of
if
there's
extenuating
circumstances
working
with
the
appropriate
superintendent
to
make.
That
call,
but
that's
the
reason
why
we're
doing
no
open
enrollment,
but
we
also
want
to
make
sure
that
we
have
that
discretion.
F
If
there's
a
situation
at
this
point
in
time
that
we're
not
thinking
about,
but
overall
we
this
can't,
it
is
not
intended
to
be
a
way
to
collect
per
pupil
funding
from
a
student
that
might
reside
in
another
district.
The
the
path
for
that
would
be
for
that
district
to
engage
in
a
class
sharing
agreement
and
that's
why
open
enrollment
would
be
closed.
A
E
C
C
B
F
The
spirit
and
the
intent
of
how
that
legislation
was
written
was
not
with
consideration
to
the
school
districts
in
north
dakota
that
have
a
governance
model
in
place,
so
their
intent
was
for
board
of
education
to
approve
each
sponsoring
entity,
opportunity
through
special
board
meetings
and
go
through
that
piece
that
is
different
than
some
of
us
school
districts
that
have
a
governance
model
in
place.
So
for
us
the
change
would
not
be
for
the
board
to
adopt
any
board
policy.
F
It
would
be
the
change
to
el12
we
have,
or
dr
gross
has
worked
with
dpi
to
make
sure
that
that
still
meets
the
intent
of
what
that
law
is
just
to
provide
some
clarification
as
well,
because
I
think
oftentimes
this
bill
and
this
process
is
assumed
to
be
cte.
That's
not
the
case.
We've
already
provide
learning
opportunities
for
students
off
site
at
cte.
Dr
jonas
can
give
you
a
myriad
of
examples.
F
This
is
more
for
the
processes
we
already
have
for
our
non-see,
the
processes
we
don't
have
for
our
non-cte
class
work
if
there's
opportunities
through
sponsoring
entities,
so
dr
gross
and
the
teaching
and
learning
team
or
missy
can
share
more
information,
but
we
are
requesting
that
we
have
the
board,
adopt
and
support
that
process
through
el-12,
which
would
mean
that
you
wouldn't
have
to
call
a
special
board
meeting
for
every
time
that
situation
arises.
F
A
O
Jennifer
question:
thank
you
so
rupak.
How
would
that
work
then,
if
you
would
add
a
new
something,
a
new
to
the
curriculum,
because
that
is
also
in
our
board
policies
right
and
so,
if
there's
a
major
change
to
curriculum
I.e,
we
stop
offering
a
certain
foreign
language.
It
usually
becomes
comes
to
the
board
as
a
briefing
as
the
administration
intends
to
change.
Would
the
same
be
true
here
then.
F
Yeah
great
question:
this
is
not
adding
or
removing
any
curricular
requirements.
So
what
this
legislation
allowed
to
do
is
simply
say
that
if
I
am
expected
to
master
a
certain
amount
of
standards
or
objectives
or
essential
learning
outcomes
in
english,
one
that
can
be
done
and
demonstrated
through
other
way
the
content
and
what
my
expectations
are.
Don't
change.
It's
just
that
that
information
can
be
delivered
to
me
and
I
can
show
my
mastery
through
another
way.
F
There
has
to
be
a
whole
process
where
a
teacher
of
record
can
verify
that
we
can
verify
that
those
standards
are
being
tracked
and
met
if
it's
not
being
done
physically
at
our
school,
and
that
is
why
we
wanted
that
process
to
stay
with
our
teaching
and
learning
team.
So
it's
not
adding
or
removing
any
curriculum.
It
is
allowing
sponsoring
entities
to
provide
instruction
off
site
as
long
as
we
have
the
ability
to
still
verify
that
that
instruction
is
being
met
and
the
standards
that
those
students
are
supposed
to
receive
are
being
taught.
C
A
Yes,
motion
passes
the
last
item
under
business.
Is
the
board
outside
liaison
assignment
review,
memo
113,
and
so
that
comes
through
the
governance
process
and
for
me,
looking
through
the
assignments,
I
don't
see
any.
That
indicated
that
this
well
there's
one
here,
fargo
youth
initiative.
Is
this
assignment
an
effective
active
group?
I
know,
dr
newman,
you
had
a
a
comment
there.
I
felt
that
it's
not
so
much
an
active
group.
A
I
don't
think
that
there
are
any
here
that
have
made
suggestions
in
terms
of
elimination
and
then
I
know
there
were
a
couple
of
suggestions,
perhaps
to
just
kind
of
explore
other
liaison
assignments,
so
wondering
what
what
fellow
board
members
would
like
to
do
with
this
and
since
it's
on
business,
maybe
we
need
a
motion
for
even
receipt
of
this
if
you
like.
Otherwise
we
have
the
information
in
front
of
us
and
that's
it
robin.
K
I
don't
think
we
need
a
motion
we
we
received
the
report.
I
think
a
lot
of
these,
for,
for
example,
fargo
cast
public
health
with
the
board
that
I'm
on,
that
is
through
city
charter,
and
so
we're
required
to
be
on
some
of
those
not
unlike
fargo
youth
initiative,
and
I
was
on
the
the
inaugura
inaugural
fargo
youth
initiative
and,
and
you
can't
be
active
if
they
don't
meet
so,
but
it's
a
but
it's
a
fun
group
and
a
lot
of
these
really
aren't
aren't
in
our
control.
A
The
native
american
commission,
too,
there's
the
the
makeup
of
the
native
american
commission,
has
a
school
board
member
on
that
commission.
So
that's
why
we
serve
there.
What
would
fellow
board
members
like
to
have
done
with
the
information
where
there
are
some
suggestions,
for
I
don't
know
possible
partnerships
or
liaisons
as
robin
indicated
lots
of
times
it's
a
group
comes
to
us
and
and
asks
for
our
participation.
I
just
am
looking
for
feedback
on
the
suggestions,
or
maybe
it
just
do
they
just
sit
where
they
are.
I
Would
like
to
see
us
at
least
take
a
look
at
them.
I
mean
it
seems
to
me,
there's
a
few
more
things
that
might
be
good
for
us
to
look
into
or
to
engage
with.
Perhaps
human
rights
commission
I'd
like
to
see
us
do
more
with
our
new
american
families
engaging
them.
How
can
we
help
them?
How
can
we
acclimate
them?
B
K
So
when
I
was
board
president,
I
did
based
upon
suggestions
to
get
involved
in
some
of
these
city
committees.
What
I
did
is
I
went
to
the
mayor
and
asked
if
he
felt
it
would
be
appropriate
for
us
to
be
invited
to
serve
on
that,
and
he
said
very
clearly
he
would
let
us
know
so.
Maybe
I
recommend
to
president
knutson
to
have
a
brief
conversation
with
our
mayor
and
say:
is
there
an
interest
for
us
to
be
involved
in
these.
A
Some
of
these
are
city
committees,
and,
and
some
of
them
are
not-
and
I
certainly
am
willing
to
do
that
and
if
there's
depending
upon
what
I
learned,
I
could
bring
that
information,
put
it
on
a
governance
committee
agenda
and
go
from
there,
so
I
can
commit
to
doing
that.
A
All
right
that
takes
us
through
the
business
section
on
to
board
reports,
seth
had
requested
to
be
first,
he
was
trying
to
get
to
the
the
centennial
celebration
at
roosevelt
elementary
school
this
evening.
I
our
meeting
is
going
a
little
bit
longer,
so
you're
not
going
to
be
able
to
make
it.
However,
since
you
made
the
request,
why
don't
you
go
ahead?.
T
I
had
a
short
report
I
was
going
to
let
everybody
know
that
I
was
going
to
go
to
the
roosevelt
celebration,
but
that's
not
happening
so
the
only
thing
that
I
have
is,
I
just
wanted
to
let
everybody
know
that
we
got
your
email
rebecca
about
the
main
newsletter
for
the
indian
education
program,
and
I
just
wanted
to
let
everybody
know
that
my
band,
the
four
feathers,
will
be
actually
performing
at
the
graduation,
indian
ed
at
discovery
on
the
18th.
T
So
just
want
to
let
everybody
know
that
and
hope
to
see
you
there.
R
Nothing
to
report
for
me.
Thank
you,
jennifer.
O
So
I
attended
the
junior
rotc
awards
and
ceremony
on
saturday
the
change
of
command
event,
and
it
was
such
a
pleasure
to
be
there
yeah.
I
I
had
never
had
the
opportunity
to
do
that
before
and
it
worked
out.
It
was
just
really
an
honor
to
be
there
and
to
watch
those
kids
beam
with
pride.
O
Nicki
was
there
with
with
me
as
well,
and
so
I
just
wanted
to
say
thank
you
to
colonel
james
for
the
invite
and
yeah
for
having
us
there
and
we
ended
up
handing
out
some
awards,
which
I
didn't
expect
to
do.
But
that
was
a
nice
pleasure
too,
and
it
really
really
is
just.
It
was
a
really
great
program
and
what
a
wonderful
way
to
to
make
it
shine
on
that
day.
So
thank
you
for
for
inviting
us
and
I
think,
looking
forward.
O
I
would
encourage
everyone
really
in
the
future
to
to
take
an
opportunity
to
go
watch
because
those
students
they
have
so
much
pride
in
their
program
and
their
leader
has
just
really
done
a
great
job,
recruiting
and
and
working
through
the
difficulties
in
the
last
few
years.
So
it's
just
I.
I
was
thankful
to
learn
more
about
that
program
and
so
glad
that
the
district
offers
that
program
and
wish
I
would
have
known
about
it
sooner
several
years
ago,
anyways.
O
Additionally,
I
attended
an
event
on
friday
evening
and
I
believe
that
it
is
going
to
be
made
available.
Well,
I
know
it
is
it's
just
not
out
there
that
I
have
found
yet
where
dr
mccullough
was
in
town
speaking
and
sharing
some
very
important
data
that
every
each
and
every
one
of
us
should
really
care
about,
and
additionally
with
him
was
kris
kobach.
Who
is
a
constitutional
lawyer
and
again
serving
on
a
school
board
each
and
every
one
of
us
should
care
about
what
he
had
to
say.
O
A
N
I
would
be
very
interested
in
the
board
having
the
discussion
centered
around
what
it
would
actually
cost
us
to
provide
meals
for
all
of
our
students
and
what
the
financial
implications
of
that
would
be
because,
as
nikki
brought
up
as
well
we're
receiving
a
lot
of
emails
regarding
the
fact
that
for
the
last
two
years,
it's
one
of
the
burdens
that
the
that
our
parents
haven't
had
to
share
in
and
I
think
it.
I
think
it
would
be
very
beneficial
to
all
of
us
if
we
would
at
least
have
that
discussion.
A
C
Lcec
had
their
first
board
meeting
at
our
new
offices,
which,
if
you
haven't
been
by
there,
it's
kind
of
on
32nd
avenue
and
42nd
street
right
across
the
street
from
casey's,
I
believe,
pretty
nice
location
and
they
wanted
to
pass
along
their
thanks
to
fargo
public
schools
for
housing
them
for
the
last
several
years
over
at
agassi.
K
Robin
thank
you.
On
april
25th,
north
dakota
united
did
have
a
presentation
on
north
dakota
pers
update.
We
can
expect
the
next
legislative
session
for
that
to
be
presented
to
remove
the
retirement
plan
for
public
employees,
which
is
a
good
chunk
of
our
school
district,
so
that
was,
I
learned
a
lot
attending
that
also
a
little
bit
about
badges
of
unity
board
sergeant
jacobson
is
here.
K
That
is
a
personal
board
that
I'm
on,
but
it
crosses
over
a
lot
into
what
we
do
within
the
district
here
there
is
some
shared
training
and
ncti
training
that
the
community
engagement
team
leads
and
they
partner
with
our
restorative
justice
director.
So
we
we
are
leveraging
and
cross
leveraging
some
taxpayer
funds.
K
Also
one
year
ago
today
was
the
break
the
silence
video
was
released,
and
that
came
up
in
my
facebook
memories
and
I
thought
that
would
be
something
to
celebrate,
because
what
the
community
engagement
team
is
now
moving
towards
is
having
a
video
one
year
and
then
a
motivational
speaker,
the
next,
and
so
this
coming
year.
K
We
can
look
at
a
motivational
speaker
and
I
don't
want
to
say
the
name,
because
I
don't
want
to
spoil
this
surprise,
but
these
are
all
funded
not
with
taxpayer
dollars,
but
with
donations
to
the
badges
of
unity,
advisory
board
and
sergeant
jacobson
is
the
is
in
charge
of
that
team,
and
so
we
have
great
partners
with
city
of
fargo,
as
well
as
the
fargo
police
department,
and
that
very
much
affects
our
students,
not
only
with
our
student
resource
officers
but
reaching
out
with
mental
health.
So
I
celebrate
that
that
partnership.
A
S
I
went
tina
to
plan
a
meeting
other
committee
meetings.
I
think
it's
important
to
know
that
we
that
the
hot
lunch
program
is
a
national
program,
a
federal
program,
not
a
state
program,
in
that
we
need
all
of
our
people
to
apply
for
the
the
program,
because
our
funding
is
determined
with
title
funds:
title
1,
2,
3,
4,
5,
etc,
based
on
those
applications
and
things.
So
before
we
have
that
conversation,
we
got
to
make
sure
we
jump
through
this
hoop.
First,
I
feel
as
our
board
member
having
the
26
years
of
doing
this.
I
I
I
I
They
had
a
contest
and
her
parents
came
and
she
was
all
goose
bumpy
and
giddy,
and
it
was
a
fun
event
to
be
at
and
likewise,
as
jennifer
had
mentioned
last
saturday,
it
was
an
honor
to
attend
the
air
force,
junior
rotc
change
of
command,
and
they
showed
us
some
of
their
exhibitions,
both
armed
and
unarmed,
and
then
we
attended
the
awards
ceremony
afterwards
and
it
was
a
real
honor.
It
was
a
real
joy,
very
proud
of
those
kids
in
a
in
an
environment
that
I
felt
could
have
been
very
competitive.
I
I
K
Go
ahead,
robin
quick
follow-up!
I
also
visit
with
senator
hoeven
just
due
to
extending
the
lunch
waiver.
He
is
adamant
not
to
not
to
support
that.
He
is
a
target
because
he
is
on
the
usda
board.
So
good
luck!
If
you
can
change
his
mind,
I.
A
Will
round
this
out
by
talking
about
yes
attending
governance
and
the
native
american
commission
met
thursday,
and
it
was
a
really
special
meeting.
We
haven't
met
for
probably
a
couple
months.
We
celebrated
an
outgoing
member,
a
person
that
is,
she
had
served,
as
our
president
at
one
point,
has
to
relocate
and
move
out
of
the
community
and
we
celebrated
the
life
of
a
native
american
commissioner.
A
That
has
ended
passed
away
and
we
celebrated
two
native
american
commissioners
as
new
commissioners,
and
so
we
had
lots
of
singing
and
lots
of
drumming
and
lots
of
prayer
and
lots
of
cleansing
through
with
lots
of
sage
happening
and
in
the
in
that
room
at
the
city
hall.
A
And
it
was
just
a
really
really
moving
experience,
and
it
reminded
me
of
when
I
started
on
the
commission
and
the
good
work
that
that
those
commissioners
do
anne-marie
has
provided
us
with
a
email
that
has
the
calendar
of
our
assignments,
probably
takes
us
throughout
the
rest
of
the
school
year,
and
our
next
meeting
is
may
24th
at
5
30
pm,
and
it
is
7
22
p.m,
and
we
are
adjourned.