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From YouTube: School Board Meeting March 28, 2023
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - March 28, 2023
A
C
A
D
A
Same
sign
motion
passes
so
we'll
move
on
to
item
number
four,
which
is
our
guest
presentations
and
student
performance
for
music
in
our
schools
month
we
are
so
thrilled
to
have
our
guest
presenters
tonight
looks
like
first
up
is
Patrick
Thiel
from
music
participation
presentation.
Thank
you.
Patrick.
E
Let
me
stop
by
saying
thank
you
for
allowing
us
to
join
you
on
this
fine
January
evening.
My
name
is
Patrick
Thiel
Performing
Arts
facilitator
for
the
district,
along
with
Darcy
Brandenburg,
Kelsey,
dragosovich
and
music
students
from
Davies
and
North
high
schools.
We
are
proud
and
honored
to
join
you
tonight
to
highlight
music
in
our
schools
month.
There
is
much
to
celebrate
throughout
the
Fargo
Public
Schools
in
regard
to
the
robust
and
enriching
music
education.
E
Our
students
receive
through
General
music
instruction
choir
hand,
chimes
Orchestra
and
folk
dance
with
our
over
5
000
Elementary
students
across
19,
orchestras,
six
chamber,
orchestras,
21
concert,
choirs,
nine,
select,
choirs
13,
jazz
bands
and
23
concert
bands
involving
over
2
600
middle
school
and
high
school
students.
The
music
opportunities
afforded
to
our
fbn
students
are
immense.
These
music
opportunities
and
experiences
are
the
driving
force
in
developing
our
students,
21st
century
skills,
critical
thinking,
collaboration,
communication
and
creativity,
in
fact,
singing
and
playing
a
musical
instrument,
activates
more
parts
of
the
brain
simultaneously
than
almost
anything.
E
We
know
about
our
districts:
talented
dedicated
to
inspirational
music
teachers,
develop
ex
deliver
exceptional
music
experiences
to
their
students
day
after
day
year
after
year.
Just
this
school
year
alone,
Fargo
Public
Schools
can
boast.
Having
the
acda
coral
director
of
the
year,
the
ndsta
orchestra,
director
of
the
Year
ND
NBA,
citation
of
Excellence
Award
winner
Darcy
Brandenburg,
outstanding
young
band,
director
of
the
Year
Jazz
educator
of
the
Year
Kelsey
dragulsovich,
and
the
FPS
teacher
of
the
year.
E
Our
FPS
music
teachers
are
truly
the
best
of
the
best
and
simply
put
we're
grateful
to
have
a
school
board.
Collective
administrative
team
and
large
community
that
fully
understand
how
essential
a
first-rate
music
education
is.
It's
no
wonder.
Foreign
public
schools
has
been
named
a
best
community
for
music
education
for
the
past
19
years
in
every
stakeholder
in
this
community
has
played
a
vital
role
in
earning
that
distinction.
F
Hello
before
I
begin,
I
would
like
to
promise
you
that
I
am
18
years
old.
Despite
the
color
of
my
hair.
Right
now,
we
had
our
Fargo
Public
Schools
theater
Festival
at
South
today,
so
now
I'd
like
to
ask
who
here
heard
a
song
that
they
really
like
in
their
car
on
the
way
to
the
meeting
today,
I
personally,
listen
to
my
favorite
musical
Hades
town.
But
that's
what
the
beauty
and
music
is.
There
are
so
many
different
forms
and
styles
that
can
affect
so
many
different
kinds
of
people.
F
It's
amazing
that
this
subject
can
do
so
much
for
students,
but
I
can
understand
why
a
main
focus
of
Fargo
Public
Schools
is
the
21st
century
skills,
collaboration,
critical
thinking,
creativity
and
communication.
While
these
skills
have
been
incorporated
into
a
lot
of
my
classes
and
pretty
effectively
too,
there
is
rarely
a
focus
on
all
four.
F
At
the
same
time,
the
few
exceptions
to
this
would
be
my
music
classes,
where
I
use
all
four
skills
every
single
day,
the
large
ensembles
that
I'm
a
part
of
that's
the
band
and
the
choir
have
one
common
primary
goal,
and
that
is
collaborating
to
make
music.
We
all
have
to
work
together
to
balance
our
individual
volumes
tune
to
each
other
and
work
to
create
a
common
arc
or
message
to
every
single
individual
piece.
It's
what
we
do
every
day.
F
In
order
to
do
this,
we
have
to
clearly
and
efficiently
or
efficiently
communicate
with
other
students
and
our
conductors.
We
have
to
make
sure
that
we're
on
the
same
page,
while
still
keeping
a
high
group
morale,
we
also
have
to
think
critically,
while
we're
playing
our
brains,
focusing
on
many
different
aspects
of
the
piece
like
how
much
air
are
we
blowing
into
the
Horn?
What's
the
fingering,
for
this
note,
shoot
I
forgot
to
look
at
the
conductor
to
make
sure
that
I'm
keeping
up
with
the
rest
of
the
band
and
finally,
creativity.
F
F
An
example
of
this
in
every
music
class
at
Davies,
High
School
would
be
that
every
student
gets
an
opportunity
to
choose
and
work
on
their
own
solo
to
perform
at
a
contest.
We
have
to
learn
to
be
self-sufficient
and
disciplined
enough
to
take
the
practice,
the
art
and
therefore
the
product
that
we
create
into
our
own
hands.
We
get
those
creative
Liberties
which
we
are,
which
are
so
valuable
for
students,
mental
health
and
it's
also
a
great
opportunity
for
us
to
develop
the
skills
of
creativity
and
Leadership
with
no
other
class.
F
That
I
can
think
of
bringing
all
four
of
those
skills
together
in
such
a
cohesive
and
understandable
way.
I
can
confidently
say
that
music
has
played
the
biggest
role
in
my
personal
development,
of
my
collaboration,
critical
thinking,
communication
and
creativity
skills.
Finally-
and
most
importantly,
music
has
made
me
confident
in
who
I
am
I
am
Ethan.
F
When
a
student
participates
in
a
music
class,
they
always
get
the
same
teachers,
they
always
get
the
same
students
in
their
classes,
and
that
makes
a
world
of
difference
compared
to
my
academic
classes,
I
love,
my
academic
teachers
and
my
and
the
students
in
my
classes.
But
if
you
were
to
ask
me
for
my
favorite
teachers
at
Davies,
High
School,
there
are
no,
if
ands
or
buts,
about
it,
Mrs
graner,
Mr,
Brandenburg,
Mrs,
strege,
the
choir
and
band
directors.
F
Some
of
my
best
friends
are
Jacob
Andrew,
Brooklyn,
Josh,
Lauren,
Ryan
Sadie,
so
many
of
them
and
every
single
one
of
them
I
met
through
a
music
class.
Music
classes
are
not
just
places
to
learn
new
skills;
they
are
places
to
develop
friendships.
I
could
go
to
any
one
of
my
music
teachers
or
fellow
music
students
about
anything
for
two
main
reasons.
One
I
know
them
better
than
anyone
else.
I've
been
in
some
of
my
favorite
classes,
with
them
for
up
to
four
years
in
a
row.
F
I
know
them
all
and
they
know
me
we
get
along
with
each
other.
We
appreciate
each
other
and
we
really
look
out
for
one
another.
Two
music
requires
you
to
open
your
heart,
a
little
bit.
It's
an
emotional
art
and
one
that
requires
a
level
of
trust
between
you,
your
teachers
and
your
peers.
Once
that
level
of
trust
is
established,
you
can
not
only
create
beautiful
music,
but
you
can
only
also
truly
trust
your
teachers
and
your
friends
with
what's
going
on
in
your
life,
and
you
can
feel
confident
that
you'll
be
heard
and
loved.
F
While
this
can
and
does
apply
to
sports
teams
too,
not
everyone
is
an
athlete
and
that's
okay.
I
mean
I,
don't
like
to
brag,
but
I
did
raise
100
meter
dash
in
middle
school
and
I
got
a
whopping
seventh
place
out
of
eight,
but
you
know
that's
besides
the
point.
The
big
the
big
picture
I
want
to
bring
home
is
that
I
didn't
feel
home
when
I
was
in
track
or
baseball
or
any
other
sport
that
I
played
when
I
joined
music.
F
However,
I
instantly
felt
at
home,
I'm
not
an
athlete,
but
I
can
proudly
call
myself
a
musician.
My
classmates
are
my
team
and
I
do
not
know
what
I
would
do
without
them.
Thank
you
guys
so
much
and
that's
the
main
reason
that
I
do
music
at
Davies,
I
love
the
art,
but
above
all,
I
love
the
people
and
the
relationships
that
I've
formed
along
the
way.
F
C
G
Hi,
my
name
is
amni
Moosh
and
I'm,
a
senior
from
Fargo
North
High
School.
Before
we
begin
I'd
like
to
thank
Fargo
Public
Schools
for
their
continued
support
of
the
Arts
I
know
this
means
so
much
to
all
of
the
art
students.
I
personally
couldn't
picture
my
life
without
going
to
choir
in
the
morning
and
band
in
the
afternoon.
Exploring
the
Arts
with
the
amazing
staff
Fargo
North
High
has
has
given
me
the
opportunity
to
discover
my
passions
and
decide
what
I'd
like
to
do
with
my
life.
G
My
teachers,
continued
support
and
advice
has
taught
me
so
many
critical
thinking
and
life
skills
like
resilience,
perseverance
and
dedication.
I,
wouldn't
be
in
a
place
of
confidence
and
success
if
it
weren't
for
all
the
opportunities
that
FPS
continues
to
provide
like
EDC
solo
and
Ensemble
Festival
Allstate
and
as
Ethan
mentioned,
one
act
Festival.
Thank
you
for
all
your
support.
H
Hi
I'm
Emma
reader,
a
senior
at
Fargo
North,
again
I'd
like
to
thank
you
all
for
having
us
today,
we'll
be
playing
a
piece
called
traffic
jam
by
Ricky
Lombardo,
which
is
across
band
Ensemble,
meaning
we
have
students
from
every
band
here
at
North
and
it
highlights
different
artistic
and
playing
abilities.
We
utilize
time
outside
of
class
during
our
Spartan
period
to
give
High
achieving
underclassmen
a
chance
to
play
with
upperclassmen.
Additionally,
as
a
senior,
this
gave
me
opportunity
to
practice
my
leadership
skills
in
an
ensemble.
Thank
you
again
for
supporting
the
Arts
at
FPS.
C
D
D
I
D
I
Hello,
my
name
is
Darcy
Brandenburg
and
I'm,
one
of
the
band
directors
at
Davies,
High
School.
Today
we're
going
to
be
playing
a
piece
for
you
called
Baroque
and
Blue
by
Cloud
bowling
and
I
wanted
to
take
a
moment
to
introduce
these
students
in
front
of
you
on
the
base.
We
have
Karina
repina
she's,
a
track
team
member,
swim
team
member
and
just
got
back
as
the
principal
basis
of
the
All-State
Orchestra.
Oh
and
she's,
a
sophomore
on
the
flute.
I
We
have
Evie
Geiger
a
track
team
member
and
literally
plays
all
the
instruments
on
the
drums.
We
have
Jacob
Hansen
senior
heading
to
Concordia
for
music
education
in
the
fall
he
traveled
to
Carnegie
Hall
this
past
February
to
perform,
and
then
on
the
keys.
We
have
Adam
barackman
a
track
team.
Member
and
classical
and
jazz
pianist
and
you're
gonna
get
to
hear
some
sweet
licks
from
him
hit
it
Adam.
D
D
D
D
D
D
D
A
A
That
was
incredible.
Thank
you
all
so
much
for
taking
time
to
be
here
before
we
let
them
pack
up
to
any
board.
Members
have
comments
or
questions
I'll
I'll
start.
If
that's
okay,
as
someone
who
personally
has
a
child
who
benefits
from
this
program,
it
really
means
a
lot
and
Ethan
your
comments
especially
ring
true.
So
thank
you
for
The
Bravery
to
get
up
here
and
speak
to
us
tonight.
That
was
very
cool
and
I.
A
J
K
J
J
Oh,
that's
great,
okay,
wonderful,
that's
insightful
and
then
I
actually
had
a
question
for
Beatrix.
Would
you
be
willing
to
answer
a
question
I'm
curious?
What
the
name
of
your
instrument
is,
and
could
you
speak
into
the
microphone
up
here
and
I'm,
assuming
you
played
a
different
instrument
before
that,
one
so
like?
How
did
you
transition
to
whatever
that
is.
L
J
C
A
M
C
A
N
N
J
N
N
N
P
P
Q
Well
done
that
was
great
I
as
a
musician
myself.
I
know
that
feeling
that
you
just
had
performing
there's
no
other
feeling
in
the
world
quite
like
it
and
I
want
to
say
props
to
you.
That
was
a
lot
of
notes
and
I
didn't
see
you
look
at
your
music
one
time,
one
time
so
I
know
you
worked
on
that
a
lot,
but
yeah
well
done
I.
This
is
obviously
as
a
musician.
Q
This
is
my
favorite
month
to
be
a
board
member,
because
we
get
to
see
these
performances
from
our
students
and
it
just
validates
how
much
we
care
as
a
district
from
our
music
programs
and-
and
it
makes
me
really
proud
to
serve
a
district
that
that
values
this
as
much
as
we
do,
and
so
thank
you
for
your
performance
and
I
appreciate
it,
and
if
you
stick
with
it,
there's
going
to
be
a
lot
of
Joy
coming
your
way,
the
rest
of
your
life.
So
thank
you.
A
R
Yeah,
thank
you
so
much
to
everyone.
This
was
an
absolute
treat
and
both
of
my
kids
are
in
music
at
Fargo,
Public,
Schools
and
I
was
as
two
and
I.
It's
just
neat
to
see
your
performance
as
you're,
absolutely
incredible,
and
then
one
shout
out
to
Ethan.
You
are
an
absolutely
outstanding
lawyer
in
Chicago.
That
was
really
a
treat,
so
I
am
like
currently
Blown
Away
by
all
the
talent
in
our
district.
So
thank
you
so
much
for
sharing
that
with
us
tonight.
S
I
think
it
might
be
the
only
person
that
didn't
say
anything
but
I'm
going
to
agree
with
everything.
Greg
said
Greg
said:
I'm
not
Musical,
but
I'm
married
to
a
musician,
and
this
wonderful
keyboard
player
has
spent
many
many
lessons
in
in
my
house
learning
Jazz
because
he
was
outstanding,
classical
player
and
he
said
he
wanted
to
learn
jazz
great
job
going
to
Concordia.
A
Portion
of
our
agenda
at
this
time
the
board
will
hear
comments
from
the
public.
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
State
their
name
and
home
school
district
for
the
record
speakers-
must
refrain
from
using
this
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
we
will
listen
carefully
but
is
not
obligated
to
respond
to
or
debate
issues
in
this
forum.
A
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
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.
We
have
three
speakers
signed
up
this
evening
and
I
will
now
call
our
first
speaker
to
the
podium
Devin
stachinski,
thanks
for
being
here,
Devin.
T
T
First
things:
first
I
I
wish
there
was
a
way
that
this
entity
could
show
the
camera
for
both
the
person
addressing
the
board
and
the
board
itself,
because
some
of
you
have
really
terrible
poker
faces
this
in
conjunction
with
the
last
meeting
for
sure,
but
I'd
like
to
address
my
the
main
thrust
of
of
what
I
came
to
talk
about
tonight
and
that's
memo.
96.
T
T
T
U
First
I
just
want
to
say
thank
you
guys
for
taking
action
to
amend
the
superintendent
review
last
week
and
thank
you,
president
Newman,
for
trying
to
clarify
Hispanic
versus
Latino
I.
Do
appreciate
that
after
that
meeting,
it
was
pretty
clear
that
we
had
defined
set
of
students
that
were
underperforming,
so
I
submitted
open
records,
request
for
the
data
used
and
I
I
could
not
find
because
I
couldn't
find
Spanish.
Speaking
as
a
definition
on
the
Fargo
public
website.
U
So
I
was
looking
for
the
data
just
to
see
how
we
determined
Spanish-speaking
students
we're
underperforming.
It
was
recommended
they
reached
out
to
board
member
day
for
the
data
because
data
it
wasn't
officially
provided
through
that
way
to
you
guys
so
I
did
board
member
Dave.
She
referred
me
to
the
student
data
set
on
the
ND
insights
website
and
then
she
told
me
to
look
under
the
Hispanic
students.
U
But
when
you
asked
her
Dr
Newman,
if
it
was
Hispanic
students
or
Latino,
she
said
Spanish
speaking
by
approving
the
language
that
you
guys
did.
You
might
have
inadvertently
added
some
systemic
racism
that
could
be
in
there,
because
now
anyone
who's
going
to
read
the
performance
review
in
history
or
whatever
they'll,
see
Spanish
speaking
on
that
form
and
then
have
to
do
the
mental
gymnastics
to
change
it
to
Hispanic.
U
Not
all
I
know
it
sounds
like
nitpicky
here,
but,
like
not
all
Spanish
speakers
are
Hispanic,
not
all
Hispanics
speak
Spanish,
a
Fargo
Public
Schools
offers
five
courses
of
Spanish
1B
234
for
four
in
the
catalog.
It
says
you
have
to
be
proficient
in
Spanish,
so
are
all
of
those
students
that
are
taking
Spanish
four
that
were
qualified
to
go
or
they
the
underperforming
students.
Would
they
be
counted
as
underperforming
students
in
the
language
that
was
in
that
superintendent's
review?
U
Aside
from
like
the
ethical
and
legal
issue,
too,
of
also
grading,
Dr
Gandhi
or
a
value
and
Dr
Gandhi
on
this
measure,
that
is
not
tracked,
you
guys
don't
track
it.
It's
not
a
definition
but
telling
him
that
he
has
a
weakness
of
underperforming,
Spanish
speaking
students,
that's
kind
of
not
fair,
but
what
I'm
asking
is
for
I
guess
to
go
back
and
maybe
make
a
motion
or
evaluate
or
somehow
change
that
language
to
what
she
meant
was
Hispanic,
because
that's
the
data
set.
U
That's
there
I
think
that's
fair
to
Dr,
Gandhi
I
think
that's
fair
to
be
in
line
with
the
diversity,
equity
and
inclusion
statement
or
policies.
I
know
that
Department's
going
away
we're
getting
rid
of
that
and
it's
going
to
be
educational
justice,
but
at
least
for
now
it's
still
there
or
maybe
until
the
end
of
the
year.
But
my
whole
real
Point
here
is
aside
from
that
is,
it
would
have
made
more
sense
to
say,
student
achievement
and
growth,
like
as
a
weakness,
student
achievement
and
growth
was
underperforming
for
all
students.
U
That's
kind
of
what
ND
insights
data
says:
it's
not
not.
It
doesn't
matter
the
race
or
the
ethnicity
of
someone
there's
a
lot
of
underperforming
students.
It
seems
like
through
that
data,
until
it
made
more
sense
to
do
that,
because
the
way
you
look
the
way
it's
now
reads,
if
you
look
at
that,
it
seems
like
Dr.
Gandhi
is
succeeding
with
only
a
certain
set
of
students
and
doesn't
seem
to
focus
on
this
one
set
when
it's
it's
equal
across
the
board.
U
C
A
A
V
It
might
collapse
yeah
I'm
kind
of
the
last
person
who
should
be
talking
in
front
of
people
because
I
get
extremely
scared,
but
sorry,
so
I
just
wanted
to
talk
about
again.
I'm
Jack,
bate
and
I
had
two
kids.
One
goes
to
Clara
Barton
one
Hawthorne
I
just
wanted
to
talk
about.
You
know
school
shootings
and
our
preparedness.
V
V
You
know,
I,
don't
think
it
keep
someone
out
for
very
long
I.
Think
I
could
kick
the
door
open
myself.
You
know
let
alone
with
a
gun.
You
know
my
point:
is
you
know
this
is
a
great
state.
You
know
we
got
great
people
here.
You
know
we
don't
expect
anything
like
that
to
happen
and
our
Police
Department
they're
awesome,
but
are
we
doing
enough
looking
at
the
just
doors
to
the
classrooms?
I'd
say?
Definitely
not
I
know.
There's
a
lot
of
funding
issues.
C
A
S
Thank
you,
but
I
opened
by
thanking
the
committee
for
their
unprecedented
involvement.
In
the
past.
It
was
expected
that
I
was
the
one
that
sent
all
communication
and
monitor
activity.
I
think
it's
overwhelming
at
times
not
only
workload
but
also
emotionally.
So
please
know
how
much
I
appreciate
this
committee's
report.
It
was
requested
that
I
communicate
better
and
offer
more
opportunities
for
involvement
and
I'm
committed
to
do
that.
S
Working
on
that
now
and
then
thank
you
for
your
patience
as
I
learn
how
our
new
committee
members
would
like
the
committee
to
be
facilitated,
because
this
is
new
for
me,
so
hopefully
I'm
interpreting
what
the
committee
wishes
are,
and
then
it
was
also
requested
that
when
committee
members
are
absent
or
missed
part
of
the
meeting,
they
will
be
contacted
informed
of
what
what
occurred
and
what
they
missed
and
I'm
committed
to
make
that
happen.
So
thank
you
for
your
patience
and
I
will
do
better.
S
As
far
as
individual
legislation
boy,
it's
been
a
whirlwind
just
demanding
a
couple
bills:
I'm
sure
that
you
heard
some
about
some
of
them
in
the
media.
The
school
meal
bills
are
garnering
a
lot
of
attention
1494.
What
is
known
as
the
lunch
shaming
bill
passed
unanimously
in
the
Senate
1491
the
bill
that
would
increase
the
number
of
students
who
would
qualify
for
free
lunches,
failed
in
the
Senate
23
to
24..
S
I
will
say
that
every
Fargo,
every
legislator,
representative
and
Senator
that
served
the
Fargo
School
District,
with
the
exception
of
one,
did
vote
in
favor
of
that
legislation
and
I
think
it's
good
that
we
acknowledge
them
and
then
so
stories
note
over
so
apparently
today
and
I'm
getting
bits
and
pieces
of
this.
Maybe
you
heard
it
in
the
news.
It
was
brought
back
to
the
floor
to
be
reconsidered
by
Senator
Judy
Lee
and
it
failed
by
a
margin
of
20
to
27,
so
it
failed
with
a
wider
margin.
S
Here's
the
tricky
part,
though
it
was
a
failed
by
a
Voice
vote.
So
that
means
they
don't
put
their
their
names
on
the
board,
so
we're
not
quite
sure
who
voted
what
so
I,
don't
know
how
that
whole
process
works.
But
that's
the
latest
thing
that
I
know
I
was
doing
some
other
things,
so
I
didn't
have
a
chance
to
wash
it
1532.
What
is
being
called
the
school
voucher
bill
was
heard
and
Senate
pre-appropriations
and
said
this
morning.
S
They
told
us
it's
likely
to
receive
work
in
committee
next
week
and
then
something
that
went
through
and
I
didn't
get
a
lot
of
chance
to
watch
it.
The
2254,
the
TSI
and
PSI
schools,
a
bill
that
would
withhold
funding
and
remove
and
resign
reassigned
Personnel
just
due
to
what
we
deem
as
they
skewed
rating
system
did
receive
a
due
pass
from
committee.
So
we'll
be
watching
that
one
closely
boy,
there's
just
lots
of
stuff-
are
happening
really
quickly.
S
A
W
Good
evening,
not
too
much
to
say
tonight,
our
negotiations
has
been
going
pleasantly
well,
I
feel
our
new
process
is
working
to
the
benefit
of
both
sides,
and
progress
is
being
made
in
a
very
positive
manner.
The
commitment
to
try
to
complete
this
negotiations
by
June,
as
we
are
working
till
9
pm.
Every
time
we
meet
so
it's
exhausting
but
really
Pleasant,
to
see
how
well
it's
going.
Fea
is
also
in
full
support
of
changes
to
el14.
W
That
I
noticed
Greg
proposed
in
memo
92
on
the
monitoring
report
and
I'm
very
encouraged
to
hear,
what's
been
happening
in
legislation
for
funding
and
hope.
The
school
board
will
feel
free
to
collaborate
with
FEA
to
get
the
best
for
our
district
and
our
students
and
looking
ahead,
if
you
can
mark
your
calendars,
I'll
bring
a
formal
invitation,
but
May
15th
at
roll
Farm
will
be
our
FEA
retirement
social.
So
thank
you.
A
X
Good
evening,
no
major
reports
today
just
a
lot
of
logistical
information.
If
you
have
questions
around
nsba,
travel
or
even
I,
think
there's
some
documents
or
things
I've
been
pressed
out
today
feel
free
to
reach
out
to
Marianne
Marie.
But
I
know
that
we
have
our
conference
this
week
and
look
forward
to.
A
Y
B
Y
A
A
A
X
There
we
go
so
this
evening
you
have
strategic
initiative,
two
the
results,
monitoring
report
that
has
been
provided
to
you.
As
most
of
the
board
knows.
This
is
the
first
year
of
our
refreshed
strategic
plan,
so
we've
only
monitored
one
results
report
to
date
that
has
been
our
strategic
initiative,
focused
on
engagement
and
experience
in
co-curricular
activities.
So
now
we're
approaching
kind
of
the
time
of
the
year
for
results,
monitoring
that
we
are
going
to
hit
monitoring
some
of
the
bigger,
broader
results
that
have
a
wide
variety
of
comprehensive
data
sets.
X
Part
of
our
goal
is
to
also
use
the
monitoring
process
to
if
there
are
areas
of
improvement
in
how
we're
delivering
that
information
to
the
board
or
looking
at
the
pieces
that
we
are
monitoring,
I
think
we
should
definitely
address
some
of
those
pieces
as
well,
so
I
want
to
First
commend
board
member
Greg
Clark.
That
kind
of
had
reached
out
to
us
as
well
and
said
like
based
on
the
written
report
that
was
provided.
X
He
had
some
questions
which
I
thought
were
very
legitimate
questions
about
what
is
some
of
the
metrics
or
the
evidence
that
we're
providing
specific
to
the
second
analysis,
piece
on
ensuring
like
physical
safety
for
a
building
as
well.
We
will
provide
that
information
to
you.
We
didn't
have
the
time
to
update
the
written
report.
That's
already
been
that
was
already
published
at
that
time
after
him
and
I
had
that
conversation.
So
Missy
will
kind
of
provide
some
of
that
information
to
you
as
well.
X
It,
really
said
the
ultimate
measure
for
this
board
to
systemically
evaluate
this
strategic
initiative
on
positive
School
cultures
and
safety
is
to
hit
this
result.
This
result
is
making
sure
that
all
Fargo
Public
Schools
environments
are
physically
and
psychologically
supportive
for
our
students
and
staff.
When
we
had
our
boardwork
work
session
this
past
year,
the
board
had
said
that
for
monitoring
this
results,
they
wanted
an
indication
or
an
analysis
of
three
separate
data
sets.
X
One
was
an
analysis
of
our
student
support
services
offered
by
utilizing,
resulting
student
services
are
offered
utilized
and
outcomes
analyzing
our
school
district
safety
and
Emergency
Management
procedures,
practices
and
outcomes,
and
then
also
analyzing,
our
cognia
climate
and
culture
survey
for
the
purpose
of
consistency
and
just
the
template
that
we're
giving
you
we're
defining
analysis
as
an
indication
of
what
are
the
key
accomplishments.
What
are
some
challenges
that
we've
had
and
what
are
our
next
steps?
If
that
needs
a
change,
please
let
us
know
so
we
can
update
that
template
accordingly,
as
well.
X
I
think
Administration
and
Missy
might
be
able
to
talk
to
this
as
well
might
recommend
down
the
road.
This
second
indicator
on
District
safety
and
Emergency
Management
procedures
in
practice.
Oftentimes
can
be
rolled
into
one
of
these
other
pieces
or
it
might
not
need
to
be
a
standalone
indicator.
This
is
one
of
the
pieces
that
we
didn't
include.
X
A
lot
of
information
on
Missy
will
provide
high
level
information
on
what
we're
doing
to
make
our
buildings
physically
safe,
but
to
some
level
we're
also
not
going
to
provide
more
detailed
information
on
external
threat
measures
that
we're
putting
in
place
just
because
we
don't
want
to
talk
about
openly
the
safety
measures
that
we're
putting
against
external
safety
when
it
comes
to
physical
safety
of
our
students
and
staff
as
well.
But
we
will
provide
high
level
information
and
include
that
moving
forward.
X
Our
goal
as
a
district
is
to
make
sure
that
everything
that
we
do
is
focused
on
achieving
these
results
and
providing
an
analysis
of
these
key
components
on
an
annual
basis.
So
what
we
do
is
we
create
an
operational
plan
that
has
a
series
of
goals
or
action
items
that
we
want
to
achieve,
that
the
board
approves
at
the
fall
to
make
sure
that
they're
aligned
to
where
we're
trying
to
get
to
within
those
operational
plans.
X
We
know
that
that
that's
our
goal,
but
we
know
that
there's
a
lot
that
impacts
Child
Development,
there's
a
lot
that
impacts
schools
and
we
our
goal,
is
to
make
sure
that
we're
using
our
resources
in
the
best
way.
That's
also
why
the
set
of
guiding
questions
will
be
provided
to
board
members
to
utilize,
if
you'd
like
to
at
your
discretion
moving
forward,
because
we
want
to
know
that
the
data
that
we're
providing
you
hold
us
accountable
to.
Why
did
you
pick
this
data
set
for
monitoring?
This
result?
X
Give
us
more
analysis
on
why
this
is
working
or
why
that's
not
and
most
importantly,
I,
think
the
most
important
question
that
you
can
ask
Administration
and
that
we
should
be
asking
is:
what
are
we
doing
differently
for
the
students
that
are
not
benefiting
from
our
actions
and
and
who
are
those
students?
And
what
are
we
doing
to
track
that
data
and
then
also
make
sure
that
we're
doing
something
different?
So
then
we
as
a
system
can
keep
moving
forward
as
well.
X
That's
the
reason
that
we
kind
of
have
just
developed
this
framework
of
becoming
a
learning
organization
and
utilizing
kind
of
this
tool
to
communicate
how
we're
going
to
be
monitoring
our
strategic
plan,
but
also
making
sure
that
we're
aligning
our
budget,
our
operational
plan
and
all
of
the
work
that
we
do
as
well
to
that.
So
with
that
being
said,
I
will
hand
it
over
to
to
Missy
who's
going
to.
X
First
briefly,
just
talk
about
what
are
some
of
the
pieces
that
are
not
in
the
written
report,
but
that
gives
us
reason
to
believe
that,
based
on
our
policy
governance
threshold
of
making
reasonable
progress
towards
achieving
this
result,
we
do
feel
that
we
could
certify
that
we're
there,
based
on
the
analyzing,
our
school
district
safety
and
Emergency
Management
procedures
that
we
probably
should
have
written
in
there.
We
didn't,
but
we
can
go
back
and
update
it
as
well.
If
that's
something
that
we
want
to
do.
O
Okay,
so
we're
starting
off
with
one
of
the
indicator.
Strategic
pieces
was
the
cognia
climate
culture
survey,
so
in
your
packet
that
you
have
on
this
and
I'm
going
to
give
you
just
a
little
history
in
two
thousand
or
in
19
18
19
at
that
point
or
before
all
Buildings
gave
their
own
survey,
and
so
every
building
could
kind
of
check
the
culture
they're
building
through
their
own
survey.
That
year
we
had
a
question
that
came
from
the
public
or
the
board.
O
I
don't
remember,
and
they
asked
could
we
summarize
it,
and
it
was
really
difficult
to
summarize
23
different
buildings
surveys.
So
we
tried
to
find
a
tool
that
would
allow
us
to
give
the
same
survey
to
everyone.
Parents,
students
and
staff
that
had
some
relationship
between
the
three
and
part
of
cognia
that
we
do
in
the
state
of
North
Dakota
had
a
survey
that
we
could
use
called
climate
and
culture.
O
We
wanted
to
give
it
in
1920
our
first
time
covet
started
and
we
were
only
a
week
into
putting
it
out
publicly.
We
had
to
cancel
so
we
didn't
get
any
data.
One
thing
that
is
hard
is
surveys,
there's
a
lot
of
surveys
that
go
on
in
education,
so
teaching
and
learning
we
decided
you
would
give
it
every
other
year.
So
last
spring
is
the
first
year
we
did
the
full
survey
and
that's
the
data
you
have
in
front
of
you
today.
O
So
when
we
look
at
who
takes
the
survey,
we
ended
up
having
about
6
000
people
total
take
the
survey
when
we
break
I'm,
sorry
that
was
just
six
thousand
parents.
I
should
say:
I
lied
to
you,
I
gotta
read
my
own
chart
a
thousand
staff,
six
thousand
students
and
1
860
parents
Guardians,
who
took
the
survey
and
then
I
broke
it
down
by
level
below
there
for
students.
It
is
only
given
to
students
in
grades
three
through
five
information
on
the
survey,
what
happens
on
this
survey
and
we
did
not
make
the
questions.
O
O
One
of
like
we
said
the
accomplishments
was
that
overall,
what
we're
seeing
is
people
feel
supported
and
have
positive
relationships
in
our
schools,
and
that
came
out
with
parents,
staff
and
students
as
we
went
forward.
One
of
the
challenges
that
I
thought
was
interesting,
and
that
is
worth
probably
us
just
asking
more
questions
about
is
that
our
staff
and
our
students,
all
it
raked
pretty
high,
feel
tired
at
school.
O
So
when
we
talk
about
the
next
steps,
we'll
give
the
survey
again
next
year,
cognia
does
not
give
you
like
National
Norms
on
the
survey,
so
you
don't
have
a
comparison.
I
did
call
them
last
year
to
ask
about
it.
They
really
want
you
to
use
your
own
data
as
your
Baseline
and
then
compare
to
it
as
you
look
at
going
forward,
but
I
think
it
really
plays
into
some
of
the
work
and
studying
we've
been
doing
around
relationships
and
supporting
the
social
emotional
pieces
with
our
students.
R
S
Z
So
why
are
I'm
sorry?
The
yrbs
survey
really
looks
more
at
some
of
the
factors
that
may
impact
our
students
with
either
positive
or
negative
choices
that
they
make
as
an
individual.
This
survey
is
more
looking
at
the
specific,
well
climate
and
culture
of
a
building.
So
what
is
that
feeling
tone
that
that
student
gets?
C
X
This
will
still
be
a
little
bit
of
a
stretch,
but
a
couple
of
years
ago,
a
coalition
of
just
stakeholders
focused
on
child
development
in
our
community
started
a
coalition
called
level
up
and
level.
Up's
purpose
was
really
to
say:
okay,
how
can
we
extrapolate
the
survey
data
from
yrbs
to
be
on
the
preventative
end
of
what
are
some
of
the
things
that
we
could
do
to
not
have
students
show
or
go
towards
that
more
at
risk,
behaviors
or
some
of
those
pieces
cause
at
risk
behavior.
X
That
was
that
would
be
an
example
of
that.
If
you
feel
that
connectivity
to
your
school
outside
of
academics,
your
Social
Capital
index
is
going
to
go
higher,
it
can
be
to
an
activity,
but
can
also
be
to
an
individual
in
the
school,
an
adult
or
a
peer-to-peer
as
well,
and
that's
going
to
reduce
your
youth
risk
behavior.
So
really
not
a
direct
correlation
to
the
climate
survey,
but
it
would
be
the
things
around
sense
of
belonging.
I
feel,
like
I,
have
a
sense
of
purpose
at
school.
I
feel
like
I'm
connected
to
someone.
A
O
It
unique
type,
I
did
ask
cognia
and
they
said
I
would
have
to
ask
you
know:
I
mean
reach
back
out
to
the
schools.
They
want.
Tell
us
who
also
does
it,
but
they
do
provide
one
sample
District
that
they
have
some
results.
That
I
was
able
to
look
at
so
I
did
get
a
a
white
paper
from
them
to
look
at
how
we
use
the
data.
A
And
if
I
understood
you
correctly,
it's
almost
like
this,
then
is
the
Baseline
right
because
of
covert
interruptions.
We
will
now
so
really
there's
no
comparison
at
this
point.
This
is
like
step,
one
kind
of
yeah,
okay,
I'm
interested
in
what
questions
we
might
want
to
add
going
forward
coming
from
Administration
or
the
board
just
the
need
that
we
need
to
fill
in
for
the
uniqueness
of
our
area,
so
I'll
be
interested
in
that
going
forward.
Yes,.
J
Katie
I'm
wondering
did
the
does
this
survey
collect
any
other
like
demographic
info
or
are
you
in
sports
or
activities
so
like
when
we're
saying
you
know,
students
are
tired
or
angry
or
lonely?
Do
we
see
like
breakdowns
by
gender
or
kids
in
different?
You
know
like
if
they're
in
sports
or
if
they're
in
music
or.
O
So
I
think
we
can
do
gender
I'm
gonna
have
to
double
check
on
ethnicity
in
the
tool
itself.
I
guess
the
piece
that
I
need
to
know
from
them
is
they
have
like
their
how
they
answered
the
questions.
I
can
segregate
some
information
out,
but
what
I
want
to
know
is:
can
I
get
the
raw
data,
and
so
I
don't
have
that
answer
yet?
But
if
we
add
questions,
then
we
might
have
to
add
how
we
want
to
sort
it
to
as
a
question.
O
P
Yeah
I,
guess
kind
of
going
off
of
what
Tracy
said
about
like
thinking
about
questions
that
we
could
add,
which
is
really
awesome.
Most
surveys
that
you
don't
own,
don't
allow
you
to
do
that.
So
that's
really
really
cool,
but
I
guess
my
question
for
administration
is:
do
I,
guess
how
how
well
do
you
feel
that
this
survey
gets
to
the
the
question
of
like
culture
and
and
climate
within
our
schools?
P
Do
you
feel
like
it's
a
in
in
its
present
State
before
you
know
we
can
add
stuff
like
do
we
do
we
think
it's
a
good
measurement
of
of
climate
culture
like
I'll
and
I'll,
be
the
first
to
acknowledge
that
that
is
a
very
difficult
thing
to
measure
with
data
so
like
if
you,
if
you
were
to
say
a
resounding
yes,
I,
don't
know
if
anyone
would
believe
you
but
like
it.
It
like.
P
X
So
that
was
that's.
What
makes
comparison
hard.
We
try
to
have
a
standard
definition
of
what's
culture
and
what
is
climate
and
and
try
to
get
individuals
that
stick
to
those
two
definitions.
So
we
know
for
practices
what
constitutes
what,
but
that
doesn't
always
mean
that
the
survey
response
doesn't
the
survey
respondent
is
viewing
those
same
definitions.
Secondly,
I'll
ask
Missy
to
maybe
share
a
little
bit
on
the
conversation
that
we
had
earlier
today
on
on
just
maybe
some
concerns
with
the
family
structures
that
might
be
taking
the
survey
like
I.
X
Don't
know
if
some
of
our
most
marginalized
or
our
lowest
representative
groups
are
the
active
participants
on
the
survey
both
either
from
the
student
lens
or
from
the
parent
lens
either.
So
that's
something
that
we
want
to
dive
a
little
bit
deeper
into
and
then
I'll
ask
Jen
to
maybe
kind
of
summarize,
with
some
of
the
other
data
points
that
we're
looking
at
in
conjunction
with
this.
So
can
this
be
paired
with
something
else,
so
I
don't
think
in
isolation.
Z
So
I
think
as
a
Fargo
Public
Schools
we've
had
the
conversation,
climate
and
culture
and
a
lot
of
times
we
think
of
that
as
a
two
different
words,
meaning
the
exact
same
thing,
but
really
what
we've
defined
them
as
the
climate
is
the
feeling
tone
of
that
building
when
I
walk
into
that
building.
How
do
I
feel
do
I
feel
safe?
Do
I
feel
welcome.
Do
I
feel
that
there
are
people
who
want
me
to
be
in
that
in
that
facility
culture.
Z
A
lot
of
times
are
the
Traditions
the
histories,
the
things
that
happen
within
a
building
some
of
the
the
activities,
the
programs
all
of
those
things
that
also
build
to
a
a
strong
sense
of
community,
so
I
think
both
of
them
are
needed.
When
we
talk
about
the
feeling
tone
of
a
building,
but
I
do
think
they
have
two
different
definitions,
at
least
that's
the
way
we've
defined
them
and
then,
when
it
comes
to
this
survey,
I
think
in
the
past,
in
when
it
was
in
18
2018-19,
when
every
building
was
doing
their
own
survey.
Z
To
look
at
that
data,
the
difficulty
there
was
the
validity
and
the
reliability
of
that
data,
and
would
it
be
replicated
from
site
to
site.
So
one
thing
we
did
go
and
look
for
is
a
survey,
at
least
that
was
according
to
statistical
analysis,
valid
and
reliable,
and
that's
where
we
went
to
this
survey.
O
A
O
B
Q
AA
AB
Yeah
I
was
just
gonna,
follow
up
on
the
how
what
are
some
other
pieces
that
maybe
we
use
in
addition
to
the
surveys,
so
I
think
one
thing
that's
important
to
remember
is
that
the
cognia
climate
and
culture
survey
is
just
that
right.
It's
a
survey,
so
it's
always
measuring
one's
perception
as
they're
taking
it,
but
it's
also,
then,
the
perception
of
of
the
the
viewer
and
the
value
that
they
place
on
on
the
results
as
well
and
so
using.
AB
That
is
just
one
of
those
tools,
as
we
combine
it
with
other
data
points
that
we're
really
trying
to
pay
attention
to.
Like
student
attendance
and
student
engagement,
we're
trying
to
look
at
that
information,
obviously
through
PowerSchool,
but
then
also
through
the
learning
walks
that
we're
doing
out
in
schools
as
well
as
then
we're
using
the
student
risk
reading
scale
for
internalizing
and
externalizing
behaviors.
It's
another
data
point
to
really
think
about
how
are
our
students
engaging
at
the
elementary
at
the
middle
and
high
school?
AB
Our
counselors
do
one-minute
meetings
where
they
they
individually
meet
with
each
of
our
students.
Just
ask
some
of
those
questions
to
also
think
a
little
bit
deeper
or
or
directly
in
specific,
with
each
individual
student.
So
so
I
I
appreciate
the
question
and
I
think
it
does
become
one
of
the
one
of
the
data
points
in
the
in
the
composite
as
we
as
we
try
to
plan
forward
for
all
of
our
kids.
N
Yes,
so
it's
not
common,
it
is,
but
on
the
climate
on
the
climax
and
the
and
the
culture
there
were
like
for
me,
personal
I
was
confused
at
first
like
long
time
ago,
until
I
figured
out
what
it
was
like.
What
doctor
it
was.
It
was
not
clear
on
my
end,
what
is
the
difference
of
the
climate
or
or
the
culture,
because
sometimes
some
people
will
be
like
okay?
What
is
it
that
is
a
climate?
Are
we
talking
about.
G
N
N
N
N
AA
P
This
is
Greg
I
I
had
a
like
similar
kind
of
thoughts,
as
I
was
going
through.
This
like
trying
to
define
the
two
and
I
found
that
the
a
lot
of
wonderful
work
had
been
done
and
I
found
some
very,
very
good
definitions
on
page
14
of
our
strategic
plan,
so
that
that
might
be
a
good
place
to
start
that
conversation.
N
D
N
C
O
Okay,
now
we'll
shift
to
the
school
district
safety
and
Emergency
Management
procedures,
practice
and
outcomes
and,
as
Dr
Gandhi
said,
we
feel
like
we
did.
We
will
do
a
an
update
to
this,
just
because
we
feel
there
are
some
more
details
that
will
help
us
through
that,
so
with
Fargo,
Public
Schools
and
our
Emergency
Management
procedures,
practices
and
outcomes.
O
What
we
have
going
on
as
we
look
at
three
areas.
We
look
at
external
threats,
internal
threats
and
we
look
at
student
escalation
incidents
where
they
harm
themselves
or
others
with
our
own
students,
and
when
we
plan
for
that
and
procedures,
we
have
three
main
documents
that
we
use.
We
have
an
emergency
management
plan
that
gets
updated
and
reviewed.
O
We
are
doing
a
pretty
large
update
to
that
Emergency
Management
plan
because
we
are
shifting
from
run
height,
fight,
run,
hide
fight
to
what's
called
Alice
and
I
do
have
that
in
your
document
and
that
stands
for
lockdown
in
form,
counter
and
evacuate.
What
we
have
found
is
nothing
against
run
height
fight,
there's
different
ones
out
there,
but
we
found
that
this
one
has
more
developmentally
appropriate
training
for
our
different
levels.
O
O
That
is
a
very
different
document,
but
we
really
do
have
to
plan
for
if
a
billing,
for
any
reason
had
to
evacuate
going
forward
what
our
plan
is
and
then
we
have
our
crisis
plan
and
the
crisis
plan
is
something
that
we
probably
use
more
than
any
other
plan,
because
it
could
be
a
suicide,
it
could
be
an
accident.
It
could
be
something
tragic
that
happened,
that
it
affects
the
school
and
how
we
Flex
our
resources
and
we
provide
support
going
forward.
O
So
with
our
emergency
plan
reunification
plan,
they
are
going
to
the
principles
in
April
for
review
and
then
we'd
like
them
to
go
to
our
leadership
teams
in
May,
so
that
the
new,
updated
one
is
ready
to
go
for
fall
as
we
go
forward
for
the
fall
Workshop
we've
also
have
where
we
have
trained
last
summer.
Six
individuals
in
Alice,
so
you
always
want
to
start
a
little
small
and
we'll
be
expanding
that
and
training
32.
O
as
we
go
forward.
We
are
very
fortunate.
The
Fargo
Police
Department
is
participating
with
us
as
we
go
forward
with
that.
So
we
all
are
speaking
the
same
language.
We
talk
about
our
practices,
we
have
monthly
drills.
We
require
a
visitor
management
system
in
all
of
our
buildings.
So
if
you're,
not
a
staff
member,
we
make
sure
that
we
are
checking
you
in
and
out.
We
do
require
that
our
doors
are
locked
on
our
building
during
school
hours.
O
Now,
I
will
say
they're
open
in
the
morning
when
kids
come
in,
but
we
have
had
to
really
strengthen
some
of
those
procedures
and
practices.
We
meet
monthly
with
the
Fargo
Police
Department
to
go
over
safety
issues
and
I
really
appreciate
Christy
and
her
team.
We
have
a
district,
Safety,
Committee
and
I
just
wanted
to
read
that
the
district
Safety
Committee
has
four
big
areas
that
we
put
attention
to.
We
really
look
at
student
behaviors.
O
We
look
at
reducing
staff
and
student
injuries
by
students
that
are
escalated.
We
look
at
safety
procedures
and
I
might
forgot
my
fourth
one
now
oh
and
behavior
reporting
and
so
really
looking
at
how
we
can
look
at
data
to
help
us
make
decisions
as
we
go
forward
and
that
that
Safety
Committee
is
made
up
of
a
cross-section
of
employees
across
the
district
that
meets.
We
also
have
internal
monthly
meetings
with
our
Emergency
Management
coordinator
and
Chris.
You'll
have
to
help
me
on
this.
One
I
think
it's
quarterly.
O
So
those
are
some
pieces
just
to
know
that
it
takes
all
of
us
for
a
safety
plan
as
we
go
forward
on
that.
The
other
piece
that
is
also
is
policy.
We
try
to
review
policy
that
reflects
the
safety
practices
we
want
to
implement
so
I'm,
going.
To
give
an
example,
the
threat
assessment
policy,
if
we
have
a
concern
with
whether
it's
a
staff,
member
or
a
student,
whether
it's
safety
to
themself
or
others,
we
have
a
procedure
that
we
follow
as
we
go
forward.
AB
You
have,
in
your
handout,
a
table
a
list
of
of
some
of
these
activities
that
really
have
been
an
outcome
of
the
Esser
funds
that
have
been
available
to
us
over
the
last
couple
of
years,
as
well
as
a
real
desire
and
appreciated
Desire
by
our
community
to
also
establish
and
grow
some
relationships
that
we've
had
with
them.
So
the
first
one
has
been
around
student
school
immunization,
so
specifically
thinking
about
the
immunizations
that
are
required
to
have
students
are
required
to
have
in
order
to
be
in
school.
October.
AB
1St
is
that
deadline
every
year,
and
so
last
year
we
partnered
for
the
first
time
with
Family,
Health
Care
and
their
mobile
unit
that
was
new
to
them
and
so
for
the
past
two
years,
we've
had
them
the
opportunity
really
for
them
to
visit
all
of
our
school
campuses
to
be
able
to
provide
immunizations
for
against
the
required
immunizations
for
students
in
order
to
remain
in
school.
As
of
October
1st,
and
so
you
can
see
the
data
from
the
past
two
years
last
year.
AB
Certainly
we
were
trying
to
apply
ketchup
a
bit
from
the
pandemic
and
is
what
was
really
the
Catalyst
to
get
that
initiated,
but
then,
as
you
can
see
this
year
even
a
year
later,
a
very
similar
result.
So
we
were
just
really
happy
to
partner
with
them
and
be
able
to
keep
our
kids
in
schools
with
those
required
immunizations.
AB
AB
We
have
now
as
you
as
you
can
see,
on
the
on
the
handout
itself.
We
have
10
positive
behavior,
interventionists
and
23
positive
behavior
technicians,
I,
said
k
through
eight
and
I
apologize,
because
we
have
just
expanded
K
through
12.,
so
we're
up
through
the
high
school
as
well,
and
you
can
see
that
11
of
those
positions
are
Esser
funded
positions.
AB
You
yep
that's
all
right,
thank
you
and
then
the
data
that
you
have
on
the
screen,
as
well
as
in
your
appendix,
is
really
what
happens
as
a
result
of
the
intervention
for
for
some
kids
at
the
Strategic
and
the
Intensive
level.
So,
ultimately,
we're
always
trying
to
build
those
lagging
skills
and
give
kids
what
they
need
so
that
we
can
return
them
to
the
to
just
core
instruction
and
not
needing
additional
intervention.
AB
AB
You
can
also
see
when
we've
had
to
increase
the
tier
levels
if
students
have
qualified
for
special
education
and
because
we
know
Behavior
can
take
a
long
time
to
shift
right.
Behavior
for
all
of
us
can
take
some
time
to
re-establish
some
neurological
Pathways
to
to
shift
some
old
habits.
Sometimes
we
have
kids
who
maintain
across
the
across
the
tier
and
across
the
grade
level.
So
that
gives
you
a
little
snapshot
over
the
last
couple
of
years.
As
of
last
spring,
for
this
information
moving
on
to
the
restorative
conference
facilitators
this.
AB
Last
year
we
had
a
district,
a
facilitator
who
also
supported
schools,
and
so,
when
you
see
numbers
from
last
year,
you
know
that
she
was
making
her
rounds
to
to
help
support
students
and
staff
members
when
there
has
was
harm.
That
was
done.
This
first
slide
that
we're
looking
at
is,
is
what
does
that
case?
Look
like
so
that's
that's
a
count
of
students
who
were
involved
or
working
directly
with
the
restorative
conference
facilitator
from
last
year
to
this
year.
AB
What
we
also,
then
we
try
to
do
the
restorative
conference,
casels
by
referrals.
So
when
there
has
been
a
situation,
facilitators,
don't
respond
to
every
single
situation,
but
usually
receive
referrals,
then
from
administrators
and
sometimes
from
counselors
to
work
in
terms
of
their
involvement.
So
you
can
see
where
those
referrals
are
are
occurring
across
the
district
and
then
in
the
the
blue
bars
the
intentional
student
interactions.
AB
In
middle
school
and
high
school,
as
well
as
tricky
times
throughout
their
life,
moving
on
to
the
student
wellness
and
family
facilitators
are
Swifts
as
we
affectionately
refer
to
them.
This
has
been
a
program
that
has
been
established
for
a
number
of
years,
but
thanks
to
Esther
dollars,
we
were
able
to
expand
after
after
the
pandemic,
so
we
are
currently
up
to
12
student
wellness
family
facilitators.
This
too
is
a
referral,
a
referral
based
program,
it's
also
voluntary.
AB
So
it's
not
a
required
involvement,
but
certainly
when
we
receive
referrals
from
schools
from
the
principals
from
the
counselors
many
many
efforts,
Are
Made
made
to
establish
those
relationships
with
the
students
and
and
the
families.
So
you
can
see
over
the
past
three
years
what
the
new
referrals,
those
that
are
currently
active
and
again
it's
taking
a
look
at
those
Active
cases,
as
of
February
of
each
of
these
three
years,
so
trying
to
compare
the
same
point
in
time
across
the
three
years,
as
well
as
the
number
of
cases
that
have
been
closed.
AB
As
you
know,
if
we're,
if
we're
looking
to
make
some
modifications
in
terms
of
how
we
provide
those
services,
we
also
then
have
been
spending
a
little
bit
more
time
talking
about
where
some
of
our
greatest
needs
are
for
that
placement
placement
review,
and
so
you
can
see
what
those
new
referrals
look
like.
If
a
student
has
been
closed,
we
consider
them
a
new
referral
if
a
month
or
more
has
passed
since
the
time
of
closure.
AB
AB
The
cohort
one
two
and
three
then
would
be
they
took
one
additional
year,
two
additional
years
or
three
additional
years
to
reach
that
graduation,
ultimately
we're
thrilled
when
they
graduate,
even
if
it
does
take
some
additional
time,
and
so
we
want
to
be
able
to
wanted
to
be
able
to
quantify
that
as
well.
The
cohort
minus
one
is
an
early
graduate
as
well.
AB
What
we
aren't
able
to
capture
in
this
information
is
any
of
our
students
who
pursue
their
GED,
so
those
have
been
ongoing
conversations
about.
How
can
we
also
pull
that
information
in,
but
because
we
don't
capture
it
within
PowerSchool?
It's
it's
been
a
little
bit
more
problematic,
but
we
continue
to
have
that
that
conversation.
AB
B
X
AB
Yep,
as
we
think
about
the
email,
that's
Continuum
of
supports
from
our
core
instruction
when
we
think
about
social,
emotional
learning,
our
counselors
are
our
first
providers
of
that
service.
They
are
they're
meeting
the
needs
of
all
of
the
students
through
regular
social,
emotional
learning,
lessons
counseling
sessions,
whether
it's
individual
or
a
small
group,
just
overall
student,
health
and
well-being,
as
we
have
students
who
might
need
a
little
bit
more.
AB
Sometimes
we
have
an
overlap
between
our
Swifts
and
our
counselors
in
terms
of
of
meeting
with
students,
individual
or
small
group,
but
then,
as
it
becomes
more
intensive,
where
we
are
trying
to
maybe
connect
kids
to
outside
services
or
some
additional
complexities
that
might
be
in
place
for
the
for
the
family
as
well.
Often,
we
know
that
when
our
kids
are
struggling,
there
might
be
some
difficulties
in
the
home
to
source
with
Center
in
a
position.
AB
S
AB
Our
Swifts
serve
our
entire
School
population,
so,
regardless
of
identification
for
for
an
individualized
education
plan,
if
there
is
a
need
that
is
impeding
their
access
to
education,
they
are
Swifts
are
are
connected
to
all
of
them.
So
there
isn't
it's
not
written
into
the
IEP,
but
it
is
available
for
for
each
and
all
of
our
students.
S
AB
So
one
of
the
pieces
that
we
did,
that
is
newer
really,
since
the
pandemic
is
the
connect
and
support
program.
So
in
a
partnership
with
together,
counseling
we,
this
is
our
our
second
year
of
being
able
to
offer
comprehensive
half
hour
sessions
of
of
kind
of
low-level,
Clinical,
Services,
and
so
really
this
is
meant
to
be
addressing
some
of
those
stressors
that
might
come
about
as
part
of
just
natural
life.
AB
It
grew
out
of
the
pandemic,
so
it's
families
and
staff
members
might
have
been
experiencing
some
some
stressors
as
it
related
to
to
the
pandemic.
We
wanted
to
be
able
to
provide
some
intervention,
but
then
we
recognize
right.
We
all
have
experience.
We
all
experience
stressors,
regardless
of
whether
they're
pandemic
related
or
whether
they're
just
life
related,
and
that
we've
been
able
to
continue
this
service
as
well
and
for
both
students
and
staff
across
the
district.
AB
So
any
of
our
students
and
staff
are
eligible
to
receive
10
half-hour
sessions
through
together,
counseling
that
all
occur
virtually.
So
you
can
see
what
those
the
number
of
students
served
and
the
staff
served
as
well
as
the
number
of
total
sessions
that
have
been
available
to
everybody
through
the
Esser
funds.
AB
Also,
then,
working
with
both
together
counseling
counseling
and
solutions,
we
have
opened
our
doors.
We've
expanded
that
opportunity
to
open
our
doors
for
services
that
we
can't
provide
with
our
school
staff
currently,
which
is
that
clinical
Mental,
Health
Service,
and
so
through
lots
of
Partnerships
and
and
I
I
did
I
alluded
to
two
of
them
actually.
AB
And
so
you
can
see
over
the
last
three
years
what
that
has
looked
like
in
terms
of
the
number
of
of
students
who
have
been
served
at
school
again.
This
is
as
of
March
22nd
for
2023,
although
different
from
the
previous
slides,
the
21
and
22
school
years,
that's
the
comprehensive
year,
so
you
can
see
as
of
March
22nd
for
2023
we're
at
183,
which
far
exceeds
where
we
were
at
the
end
of
the
past
two
school
years,
co-located
Services!
That's
where
we're
in
Partnership,
specifically
with
Solutions
and
together
counseling.
AB
So
we
have
contracts
with
them
and
have
their
their
therapists
in
nine
of
our
schools
and
in
those
nine
schools.
We
have
committed
to
four
billable
hours,
so
if
that
those
are
90
minute
sessions
or
I'm,
sorry,
if
those
are
60-minute
sessions,
those
that
would
be
four
students
total
in
each
of
those
nine
locations
in
some
cases,
depending
on
need
sometimes
also
depending
on
age.
Sometimes
those
sessions
aren't
hour
long,
so
we
might
have
maybe
five
or
six
that
we
can
are
that
were
able
to
fit
into
those
four
billable
hours.
AB
But
the
difference
here
in
these
in
the
co-located
is
that
the
district
is
funding
this
ultimately
paying
for
it
goes
through
this
family's
insurance
insurance.
Should
they
have
it
and
then
the
school
district
through
Esther
funds
is
paying
the
copay
and
deductible
the
previous
slide
on
the
outside
Mental
Health
Services.
All
of
that
is
paid
for
by
the
family.
The
district
just
provides
the
space
in
those
cases,
so
that's
just
how
they're
a
little
bit
different
and
yet
also
quite
similar,
so
you
can
see
in
terms
of
students,
served
in
student
sessions.
AB
AB
AB
We
also
know
transportation
is
always
an
issue,
and
that's
also,
while
it's
a
challenge
for
students
and
families,
sometimes
to
get
to
Services
outside
of
school.
Sometimes
it
can
be
a
challenge
to
get
the
students
into
the
classroom
as
well.
If
they've
missed
the
bus
and
things
like
that,
and
so
we
can
continually
try
to
navigate
and
talk
through
what
our
best
option
is
to
ensure
that
we're
able
to
provide
those
services
to
students
either
in
school
or
to
make
those
connections
into
the
community
as
well.
AB
Weightless,
too
and
I
know
that
we
are
a
resource-rich
community
and
we
have
lots
of
our
lots
of
rural
Partners,
who
don't
have
as
many
options
as
we
do,
but
also
being
research.
Resource
Rich
means
that
we
have
more
people
who
are
also
trying
to
access
those
resources.
So
waitlists
are
a
real
thing
and
we
have
many
of
our
families
who
have
to
wait
sometimes
upwards
of
six
weeks
to
two
months
before
they're
able
to
be
seen
by
a
provider.
AB
So
that
can
be
difficult
trying
to
think
of
how
we
might
be
able
to
do
some
bridging
between
the
connect
and
support
program
through
a
half
hour
Telehealth
option
until
something
more
stable
opens
up
in
terms
of
whether
it's
in
in
the
school
setting
or
even
just
out
in
in
the
community
and
then
with
a
lot
of
the
the
pieces
that
we've
talked
about
as
well.
We're
we're
a
school
first
right,
and
so
we're
always
trying
to
be
thinking
about.
How
do
we
provide
these
Services?
AB
AB
AB
They
completed
an
mtss
review
this
year
and
and
really
we
got
lots
of
great
feedback,
and
you
can
see
the
three.
The
three
main
areas
that
came
out
of
their
recommendations
were
to
increase
and
enhance
our
tier
one
core
instruction,
really
focusing
on
that
comprehensive
mtss
protocol.
That
includes
what
we're
talking
about
today,
as
well
as
academic
interventions
and
then
continuing
to
think
about.
How
are
we
going
to
provide
those
Mental,
Health
Services
beyond
the
life
of
Esser
across
the
Strategic
and
intervention,
strategic
and
intensive
intervention
levels?
AB
We,
our
community
is
just
incredible
and
I'm,
just
so
grateful
for
all
of
the
Partnerships
that
we
have
established
and
continue
to
have
conversations
with
what
you
see
in
the
in
the
description
there
Fargo
cast
Public
Health,
First,
Link,
Mental,
Health,
Providers,
the
Statewide
mental
health
work
group.
Those
are
all
currently
active,
Partnerships
that
we
are
brainstorming
and
problem
solving
and
trying
to
develop
some
new
ideas
around
as
well
so
always
excited
I
know.
Some
of
you
have
recently
reached
out
with
ideas
that
you
have
come
across
and
shared
them.
S
You
beat
me
to
it,
because
I
was
going
to
ask
you
about
this
I.
First
of
all,
you
know
I'm,
a
big
fan
of
yours
and
you've
been
doing
this
for
a
long
time.
So
thank
you
for
your
work
in
the
community
club
collaborations
is
we're
responsible
for
primarily
K-12?
What
is
the
Continuum
of
Care
and
what
I,
what
I'm
getting
at
is.
There
was
the
police
chief
had
a
very
startling
Mental
Health
Report
that
he
gave
to
the
city
commission
two
weeks
ago?
AB
We
have
a
handful
of
kids
that
require
a
lot
more
intensive
care
than
what
our
community
is
equipped
and
able
to
provide
for
and
I
think
part
of
the
challenge
that
at
the
at
the
school
level
is
they
do
keep
coming
to
school
and
so
trying
to
work
through
we,
and
we
certainly
want
them
to
be
with
us,
but
trying
to
find
that
balance
between
again
what
our
skill
set
and
what
we
can
provide
as
a
school
setting
and
perhaps
the
needs
of
the
students.
Specifically,
it.
S
AC
X
Think,
there's
an
absolute
absolute
critical
shortage
of
the
need
for
mental
and
Behavioral
Health
Services
for
both
adolescents
and
adults
in
our
community,
and
until
we
have
availability
to
a
regional,
Behavioral,
Health
Center
that
can
be
accessed
by
all
students,
especially
our
most
vulnerable
students,
to
provide
the
treatment
that
they
need.
Then
we
wouldn't
be
putting
schools
in
this.
In
a
situation
like
we
are
today
where
we
have
to
piecemeal
different
pieces
together,
the
legislative
solution
it
needs
to
be
both
short-term
and
long-term.
X
X
That's
why
we
can't
go
beyond
initial
screening
pieces,
because
we
do
not
have
the
ability
as
an
entity
to
be
able
to
bill
for
services,
but
the
longer
term
solution
needs
to
be
infusing
understanding
that
if
schools
are
going
to
be
looking
at
the
whole
child
which
we
do-
and
we
should
then
that
child
development
entails
treatment
and
mental
and
Behavioral
Health
is
not
a
service
of
K-12
academics.
It
is
a
service
of
treatment
that
is
needed
that
should
be
funded
by
Health
and
Human.
Services.
AB
Just
the
last
couple
of
next
steps
as
well,
we
I
fully
recognize
that
what
you
received
today
was
primarily
counts
numbers
of
students
receiving
these
various
Services.
One
of
the
things
that's
been
a
little
bit
trickier
than
just
as
it
as
it
relates
truly
to
mental
health
and
and
are
the
the
multiple
layers
of
the
onion
right.
A
P
AB
AB
P
I
have
a
broader
question
sure,
so
it
the
the
boards
results
policy
to
ask
for
analysis
of
the
information,
including
a
breakdown
by
student
subgroup.
When
appropriate
and
I
noticed,
we
didn't
get
any
student
subgroup
breakdown
other
than
grade
level
in
a
couple
instances
is:
was
that
a
limitation
of
the
the
data,
or
was
it
something
we
didn't
think
was
appropriate
for
for
the
data
yeah.
AB
I
think
where
that
that
information
is
going
to
be
especially
helpful
is
again
on
the
next
steps
piece,
as
we
think
about
that
process
to
quantify
the
impact
is
then
taking
a
look
at
which
of
these
supports,
have
the
greatest
impact
and
on
which
subgroups
from
there,
as
we
continue
to
plan
forward.
So
that
really
was
my
my
thinking
behind
it
and
I.
Don't
know
if
Dr
guy,
if
you
had
more
to
add
to
that
yeah.
X
I
would
hope
that
that
we
would
continue
on
that,
because
if
the
purpose
of
looking
at
subgroup,
data
is
especially
by
federal
or
state
racial,
subgroups
or
free
and
reduced
launchers
IEP
El
students
that
we
normally
use
is
to
look
at
gaps
in
equity.
That
does
no
good
for
us
when
we're
looking
at
those
data
sets
for
opt-in
or
referral
based
student
support
programs,
because
then
what
it
does
is
going
to
put
us
as
Educators
in
the
mindset
of
saying.
X
Are
we
not
serving
one
group
enough,
which
then
means
that
we
have
to
then
generalize
that
that
group
has
more
needs
in
someone
else,
so
I
think
when
it
comes
to
opt-in
services,
like
our
question,
should
be
who's
not
getting
some
of
these
services
that
should
be
like.
Was
there
a
lapse
in
referrals
or
what
are
things
that
we
could
do
to
that
piece?
But
I
think
for
that
reason,
like
educational
Justice,
Means,
every
student
should
have
access
to
the
support
services
that
we
provide.
B
C
P
Not
not
to
be
the
person
who
keeps
talking
about
this
so
anyway,
Dr
Gandhi
hinted
at
at
our
conversation
kind
of
at
the
outset,
as
did
Missy.
I
spoke
to
both
of
them,
I
guess
throughout
the
day
and
I
for,
like
I
guess.
First
I'll
I'll
thank
Missy
for
the
greatly
expanded
discussion
when
it
comes
to
the
the
second
results
policy
indicator.
P
I
thought
that
was
that
was
great.
That
was
thorough.
That
is
that's
that's
what
I
was
hoping
to
see
on
on
the
on
the
report
and
I
appreciate
that,
with
pretty
short
notice,
you
were,
you
were
able
to
provide
such
a
thorough
answer
and
I
I
think
I
heard
Missy
mentioned
it.
It's
been
a
while
so
I,
don't
remember
if
Dr
ghani
mentioned
it
as
well.
A
A
A
N
AD
A
A
N
We
definitely
need
to
really
discuss
more
on
on
it,
because
this
had
a
lot
of
students.
For
example,
I'll
give
you
an
example.
There
are
a
lot
of
students
from
a
different
diversity
which
I
work
with,
but
but
that's
not
the
case
the
case.
What
I'm
trying
to
say
is
there
is
El
other
different
ethnicities
in
our
community.
N
It
took
about
two
two
months
to
three
months
before
they
can
even
see
them
so
I
just
wish
that
we
can
really
look
into
this
more
deeply
because
the
community
that
I'm
in,
like
it's,
also
the
news
Community
there
are
kids
that
are
literally
committing
suicide.
You
know,
and
some
of
them
literally
do
not
have
that
mental
health
provided
that
are
from
a
different
communities.
I'm
just
saying
it:
okay,
that
are
in
different
communities
that
they
can
really
relate
on,
and
somebody
can
actually
hear
them
out.
N
There's
none
so
I
just
hope
that
you
know
Dr
tsar
and
Dr
Gandhi
and
everybody
else.
We
actually
can
do
something
we
could
make
change
in
this
community
in
the
school
system
to
save
these
kids
live
and,
and
I
and
I
know
that
you
do
an
amazing
job
already
and
I'm,
not
I'm,
not
saying
that
I'm
not
seeing
it
I'm,
seeing
it,
but
I
just
hope
that
you
know
there
are.
There
are
guidelines.
N
So
if
I
went
further
than
what
is
expected,
I
apologize
but
I
do
know.
These
are
the
work
that
definitely
need
to
be
done
in
our
community,
so
our
kids
can
come
to
you
more
especially
the
counselor
are
that
are
that
are
in
school,
so
they
don't
have
to
feel
afraid
that
nobody's
listening
to
them
when
they
actually
is
somebody's.
There
is
listening
to
them.
I
just
hope
that
we
can
really
discuss
this
because
it's
really
affecting
the
academic
in
general,
yeah.
D
A
Thank
you
for
your
comments.
Nema
I
just
want
to
make
sure
you
understand.
Greg's
motion
failed
due
to
lack
of
a
second,
so
we
we
aren't
actually
planning
to
discuss
that
and
we
would
I
just
want
to
make
sure
you
understand
what
you're
voting
on
the
current
vote
would
be
voting
to
approve
this
this
evening.
N
N
A
A
P
Y
AA
A
A
AD
Yep
you
have
before
you
and
easement
with
the
city
of
Fargo.
Essentially
what
the
city
of
Fargo
is
asking
the
district
for
is
access
to
its
property
that
is
adjacent
to
the
operations
center,
which
is
located
down
on
40th
Avenue
South.
They
are
in
the
process
of
constructing
a
storm
sewer,
lift
they
will
just
be
crossing
our
property.
The
impact
will
be
de
minimis
at
best
or
at
most,
so
I
would
ask
that
you
approved
the
easement.
A
A
B
Y
A
N
Y
C
B
A
Y
A
Z
Thank
you,
so
at
your
table
and
on
the
screen
is
a
copy
of
memo.
94.
the
calendar
committee
has
met
and
it
was
a
a
very
good
group
of
people
who
came
together.
Comprise
the
teachers,
parents,
students,
district
office,
Representatives,
our
FEA
president
support
staff
and
a
school
board
member.
We
came
together
over
the
course
I
believe
three
different
meetings
in
which
we
looked
at
survey:
data
of
our
students,
parents,
teachers,
District
staff
and
administrators.
Around
topics
related
to
the
calendar.
Z
We
looked
at
State
Statute,
we
looked
at
our
contract
and
then
we
looked
at
some
other
pieces
of
information.
Did
NDSU
Morehead
State
Concordia
have
their
calendars
ready?
What
do
the
co-curricular
schedules
look
like
as
we
look
as
far
ahead
as
2024-25
and
then
used
all
of
that
information
over
the
course
of
multiple
meetings
to
come
up
with
a
draft
calendar,
the
calendar
committee
did
come
to
consensus
on
a
draft
and
then
that
was
brought
forward
or
at
least
an
offer
to
our
PTA
and
PTO
presidents.
Z
For
me
to
do
a
zoom
meeting
to
share
the
calendar
and
then
answer
any
questions
both
of
those
steps
have
been
completed.
So
we're
ready
to
bring
this
to
you
to
the
board.
The
second
page
is
the
draft
calendar
and
just
for
to
orient
a
little
bit
the
different
color
code,
that
is
there.
The
green
days
on
the
calendar
are
the
professional
development
days
that
are
part
of
our
contract.
Z
The
gray
shaded
cells
are
days
where
there
is
no
school
and
teachers
would
not
then
be
present.
The
blue
and
you'll
notice.
There
are
two
different
shades
of
blue.
Those
are
our
student
contact
days
and
the
two
different
colors
are
semester,
one
semester
two
just
so,
you
can
see
how
that
will
play
out
the
salmon
color
are
our
holidays
that
are
required
either
by
Statute
or
by
contract,
and
then
the
yellow
days
there
are.
Two
of
them
are
our
storm
days,
which
are
articulated
in
el14.
Z
This
next
school
year
will
be
the
first
year
that
we
actually
Implement
early
outs
in
the
Fargo
Public
Schools,
and
there
are
four
of
them
in
the
2324
calendar.
They
are
times
for
where
the
day
will
be.
Two
hours
shorter
in
duration
for
our
students,
the
same
duration
for
our
staff
and
our
staff
then
will
have
additional
time
for
professional
Learning
Community
time
to
talk
about
the
curriculum,
talk
about
assessments
and
talk
about
interventions
for
students.
This
calendar
also,
then
embeds
four
of
those
early
outs
over
on
the
far
right.
Z
Just
for
your
information,
you
can
see
how
semester
one
semester,
two
is
divided
by
the
different
months,
and
the
number
of
student
contact
days
are
in
each
of
those
months.
Like
I
said,
the
calendar
committee
did
come
to
consensus
and
wanted
to
bring
this
forward
to
you
for
your
review
and
I
could
answer
any
questions.
J
R
Hi
I
just
wanted
to
I
think
the
calendar
should
be
approved
as
it's
presented,
but
when
I
shared
it
with
my
peer
groups,
there
was
a
few
questions
about
what
EO
meant
so
I'm
wondering
if,
as
you're
moving
forward
like
I,
think
that
the
dates
should
absolutely
be
affirmed.
But
maybe,
if
we
included
on
the
legend,
what
EO
means.
A
S
Robin,
yes,
just
for
after
school
purposes
for
for
care,
I
will
communicate
with
you
to
make
sure
that
we
have
staff
there
when
school
gets
out
early,
but
thank
you
for
tacking
them
on
to
like
school
breaks,
because
then
we'll
probably
have
fewer
students
that
will
want
to
leave
anyway,
but
happy
to
discuss
with
you,
I
think,
Missy
and
I
Hillary
chatted.
Thank.
Z
P
A
AC
This
high,
we
began
the
process
of
issuing
the
bonds
for
the
land
purchase
and
this
protest
period.
It
goes
for
60
days
and
has
expired.
There
were
no
protests
filed
normally.
We
would
also
take
this
on
to
an
issuance
of
the
bond
sale,
but
we
are
holding
off
on
that
until
we've
actually
closed
on
the
property,
so
the
remaining
procedures
related
to
that
bond
issue
will
come
after
that
closing
has
been
completed.
R
B
A
R
R
A
S
Thank
you
for
beating
me
to
that.
Go
Spartans
I
got
to
watch
that.
As
far
as
my
stuff,
let's
see
here,
I
attended
governance
me.
It
has
been
a
month,
governance,
meeting,
two
gag
meetings,
some
media
interviews
with
legislative
stuff,
ndsba,
School,
Finance
webinar,
some
of
those
evening
ones
calls
with
ndsba
GAC
I'm
in
some
School
Meal
groups,
chamber
Public
public
policy
committee
and
been
very
busy
watching
legislative
hearings.
As
far
as
school
stuff
goes,
I
join
or
I
joined.
S
I
did
not
join
the
discovery
PTA
last
night,
but
I
attended
their
meeting,
and
it
really
reminded
me
in
Middle
School,
the
parent
involvement
really
drops
off
and
boyage
was
sure,
would
be
nice
to
encourage
parents
to
stay
involved
in
their
ptas
at
the
middle
and
high
school
level,
because
it
was
a
quiet
meeting
but
friendly
reminder
all
those
parents
out
there.
It's
such
a
great
collaboration
between
the
teachers
and
the
principal
and
ptas,
just
near
and
dear
to
my
heart,
so
stay
with
it.
Stick
with
it.
Everybody
thank.
B
M
With
several
others,
I
have
attended
several
negotiations
meetings.
We
actually
doubled
up
last
week
because
of
spring
break
governance
on
the
20th
March
23rd
I
attended
the
truth
about
reading
at
Fargo
South.
That
was
fascinating
heartbreaking,
but
good
information
on
March
21st,
the
national
PTA,
had
held
their
legislative
chairs
meeting.
We
just
had
a
month
where
we
came
off
of
going
to
the
hill
and
meeting
with
our
Senators,
with
our
asks
for
our
students
and
Families
that
was
March,
6th
and
7th
or
7th
and
8th
cea
met
last
week.
M
P
Yeah
negotiations
has
already
mentioned.
We
met
quite
a
few
times
as
a
committee
and
with
the
FEA
negotiations
process.
Those
are
going
as
well
as
I
could
have
hoped.
If
not
even
better
GAC
met
a
couple
times.
I
continue
to
be
appreciative
of
the
rest
of
those
committee
members,
because
it
is
such
a
intense
time
time-consuming
in
a
frustrating
process
at
times
so
I
appreciate
everyone's
effort
in
that
cea
met
last
week
and
I
also
attended
that
documentary
viewing.
J
J
In
Perez
there
working
with
some
of
our
most
vulnerable
students
on
March
14th
I
was
actually
I,
don't
know
if
it's
fortunate
or
unfortunate
enough
to
be
at
the
Senate
Bill
2360
hearing
I
was
in
Bismarck
and
so
I
listened
to
that
hearing
for
a
couple
hours
and
that's
one
of
the
bills.
That
would
impact
the
materials
in
our
libraries
and
our
Librarians,
and
so
it
was
really
insightful
to
get
to
hear
both
sides
kind
of
arguing
that
out
on
March
11th
I
watched
Chicago
at
South.
J
It
was
awesome
and
then
on
March
23rd
I
was
also
at
the
doc
documentary
the
truth
about
reading,
and
then
I
was
fortunate
that,
four
days
later
yesterday,
I
was
at
Lewis
and
Clark.
Elementary,
School
and
I
got
to
see
some
of
the
the
strategies
that
were
used
in
truth
about
reading
actually
in
action
at
Lewis
and
Clark.
J
I
will
say
it
was
really
quite
fascinating
and
if
you
have
not
seen
Catalyst
in
action,
I
would
highly
highly
recommend
it.
It
is
it's
really
amazing,
just
an
amazing
I
think
it
can
be
like
life-changing
for
teachers,
and
many
many
students
too
so
I
just
feel
so
fortunate
and
proud
just
to
have
had
that
opportunity
to
observe
that
that's
all.
N
N
A
Thank
you,
I
will
just
end
quick
with
a
president's
report.
I
just
want
to
make
a
little
more
comments.
Katie
you
mentioned
that
ndsba
webinar
series
and
I
just
want
to
thank
the
district
for
purchasing
those
for
us
to
attend.
I
have
actually
attended
all
of
them
that
have
happened,
there's
another
one
tomorrow
night.
A
So
thank
you
for
that
and
then
I
went
to
my
own
child's
parent
teacher
conferences,
tis
the
season
of
that
already,
and
thank
you
so
much
for
the
board.
Support
for
coming
to
our
Arts
I
attended
three
of
the
Davies
High
School
Musical
Chicago.
It
was
outstanding
better
than
Broadway
and
I've.
Had
a
couple
of
policy
meetings.
Governance
has
met
has
been
mentioned,
I
believe
that
it
covers
it.
A
I
just
also
wanted
to
say,
I'm
very
excited
and
honored
I
was
asked
to
serve
as
a
judge
for
the
Fargo
second
annual
youth
Film
Festival.
This
event
will
be
held
at
the
Fargo
theater.
It's
hosted
by
first
link,
Prairie,
Public
and
telwell,
and
this
Festival
accepts
short
videos
on
Mental
Health
from
high
school
and
actually
College
age,
students
and
last
I
checked.
They
had
already
received
five
films
submitted
from
Fargo
Public
School
students,
so
I'm
very
excited
to
do
that.
A
If
anyone
is
interested,
please
save
the
date
for
April
13th
at
7
pm
at
the
Fargo
theater
and
then
no
one
mentioned,
but
we
all
collectively
leave
for
Orlando
in
this
Friday.
We
are
all
attending
the
National
School
Board,
Association,
National,
Conference
I
think
it's
exciting
that
all
nine
of
us
can
go
and
Anne-Marie
and
Dr
Conde.
So
let's
hope
we
all
get
there
right.