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From YouTube: School Board Meeting May 9, 2023
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - May 9, 2023
A
A
C
A
E
A
F
And
I
think
I'm
on
great
hello,
everyone
for
those
of
you
who
have
not
met
me.
My
name
is
Betsy
deal.
I
am
the
vice
president
for
cognia's
Midwest
region.
Prior
to
this
role
with
cognia
I
served
as
an
educator,
a
school
leader
and
a
district
leader
here
in
North
Dakota
for
20
years,
so
happy
to
be
here
in
my
own
stomping
grounds
in
my
own
neck
of
the
woods,
to
be
able
to
celebrate
with
you
the
long
history
of
Excellence
that
you've
had
here
at
Fargo,
Public
Schools.
F
So
I'd
like
to
start
by
telling
you
a
little
bit
about
Who
We
Are.
Some
of
you
may
recognize
us
as
North
Central
accreditation.
Some
of
you
may
have
heard
of
us
as
advanced
Ed
or
even
the
assessment
company.
Measured
progress,
well,
we've
merged
together
and
a
couple
of
years
ago
adopted
the
new
name
of
cognia
and
at
cognia.
We
believe
that
knowledge
is
opportunity
and
our
vision
to
impact
and
Inspire
education
providers
drives
our
mission
to
serve
as
a
thought
partner
in
continuous
School
Improvement
and
in
accreditation.
F
We're
proud
to
be
the
world's
largest
accreditation
and
Improvement
Network.
We
have
over
125
years
of
knowledge
and
expertise
in
continuous
School
Improvement.
We
serve
over
36
000
schools
and
districts
globally
in
90
countries
serving
5
million
teachers
and
25
million
students
and
growing
as
part
of
our
continuous
Improvement
system.
F
F
That
designation
followed
the
two
high
schools
that
evolved
into
Fargo
North
and
Fargo
South.
So
it
gives
me
a
great
deal
of
pleasure
today
to
recognize
Excellence
once
again
right
here
in
Fargo
and
to
present
our
placard
of
115
years
of
continuous
accreditation
to
Fargo
North,
High,
School
and
Fargo
South
High
School
do
I
have.
A
A
Okay,
excellent:
we
will
move
on
to
our
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
forum
to
criticize
or
complain
about
a
specific
employee
or
student
by
name.
Vulgar
or
profane
language
will
not
be
tolerated.
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
to
or
debate
issues
in
this
forum.
A
This
evening
each
speaker
will
be
allotted
a
sorry
this
evening
we
have
a
three
speakers
signed
up
and
they
will
be
allotted
a
maximum
of
three
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
15
seconds
later,
signifying
the
end
of
the
speaker's
time
at
the
podium.
I
will
now
call
our
first
Speaker,
which
is
Devin
stachinski,
welcome,
Devin.
G
G
The
phrase
used
in
the
governance
meeting
was,
if
you
can't
get
your
point
across
to
the
board
in
three
minutes:
you're
just
rambling,
while
I've
spent
a
great
deal
of
time
here
addressing
major
problems,
and
it's
very
difficult
to
get
some
of
that
in
in
three
minutes
tonight.
I
would
have
liked
to
have
talked
about
your
potential
Solutions
alternatives
for
your.
G
H
Madam
president,
a
member
of
the
board,
my
name
is
Victoria
Johnson
I'm
here
to
respond
to
a
common
mate
at
the
last
school
board,
meeting
on
April
25th,
a
school
board.
Member
respond
to
my
comment
about
school
to
prison
pipeline
by
saying
quote:
there
are
many.
There
are
many
things
that
are
decrimized
for
school-age
Youth
and
those
come
through
the
administration
ruling
last
August,
our
our
school,
our
police
officer
could
no
longer
write
Citation
for
tobacco
use
in
youth
under
the
age
of
14,
runaway
trincy
and
unruly
behavior.
H
My
question
to
you
Ms
Robin
Nelson,
is
this:
was
black?
Was
black
youth
committing
more
the
crime
enlisted
compared
to
White
youth?
Is
that
the
reason
why
black
youth
are
getting
charged
at
the
higher
rate
compared
to
White
youth
I
simply
asked
this
question
because
the
data
I
have
showed
that
white
youth
use
more
tobacco
compared
to
black
youth?
Could
you
please
share
and
or
direct
me
to
the
right
website,
so
I
can
pull
the
correct
data
to
better
educate
myself
on
the
issue
of
school
to
prison
pipeline.
H
We
live
in
a
society
that
perpetuates
systematic
racism
and
oppression
which,
in
my
opinion,
can
affect
individual
black
students
and
how
they
perceive
themselves
and
their
relationship
with
the
school
staff.
It's
important
for
this
school
board
and
the
district
to
acknowledge
that
systematics
to
acknowledge
that
school
to
prison
pipeline
does
exist
within
the
education
system.
By
acknowledging
this
issue,
in
my
opinion,
is
a
critical
step
in
building
relationship
with
the
black
student
and
their
family.
Again
I
ask
you
miss
Robin
Nelson.
Can
you
please
be
transparent
with
me
and
send
me
the
right
data?
H
Madame
President
has
my
email
on
the
sign
up
sheet
and
I'm,
pretty
sure
she'll
be
kind
enough
to
share
with
you.
If
you
can
send
me
the
correct
data
so
I
can
pull
that
information
and
see
and
support
your
comment
that
you
made
at
the
school
board
and
each
and
every
one
of
you
school
board
members.
You
can
access
this
data.
You
can
go
to
the
North
Dakota
juvenile
court
annual
report
and
you
can
pull
those
information
and
can
you
you
can
look
at
those
data
yourself.
I!
H
Don't
need
to
come
here
and
tell
you
the
data
is
up
to
date
up
to
2021,
so
you
can
look
at
those
data.
The
2022
data
which
I
have
it's
not
public
yet,
but
I
have
a
copy
of
it.
I'm
not
sharing
with
you,
because
it's
not
publicly
yet
so
when
I
look
at
those
data
and
go
through
all
this
information,
I
have
not
found
something
that
support
the
comment
you
made.
The
most
powerful
tool
is
acknowledge
something
exists
and
then
how
do
we
sit
collaboratively
and
work
together?
H
Because
this
is
not
just
a
district
issue?
It's
not
just
a
police
issue,
it's
something
that
it's
our
youth.
So
how
do
we
all
get
together
and
we
come
up
with
solution
to
help
the
youth.
You
can
sit
here
and
pinpoint
and
say
well
we're
doing
just
fine,
let's
just
ignore
that.
It's
the
issues
not
going
away
because
the
data
speak
for
itself.
Madam,
president,
remember
the
word.
Thank
you.
I
Okay,
sorry
Lisa
esping,
Northside,
all
Fargo
Public
School
environments
are
physically
safe
and
psychologically
supported
for
students
and
adults.
I
read
this
to
my
middle
schooler.
Regarding
memo
96
from
the
school
board
meeting
on
March
28th
and
she
left.
Is
it
truly
how
our
schools
are,
or
is
it
what
we
want
to
portray
to
the
public
I've
been
emailing
and
having
meetings
for
years
with
admin,
school
board,
members
and
cabinet
members
regarding
the
violent
behaviors
of
students
and
the
lack
of
discipline
and
consequences
in
our
schools
and
have
gotten
nowhere?
I
In
fact,
I
got
zero
email
responses
to
my
letter.
I
set
March
27th
zero,
the
disrespect,
the
violence
and
the
language
are
teachers
are
experiencing
from
students
is
increasing
and
the
apparent
lack
of
consequences
is
simply
unacceptable.
I
cannot
blame
teachers
for
being
burnt
out,
leaving
the
profession
and
for
a
lack
of
substitute
teachers
in
your
place
of
work.
If
you
threw
books
at
your
boss,
yelled
curse
words
at
them
or
through
chairs
or
broke
property,
you
would
be
fired.
Why
and
school
as
has
continued
to
be
tolerated.
I
Prior
to
speaking
tonight,
we
were
given
the
guideline
of
no
profane
or
vulgar
language.
Why
is
this
language
acceptable
in
our
classrooms
and
in
our
schools?
We
need
to
be
doing
better
for
these
students
to
make
them
successful
members
of
society,
boundaries
and
expectations
and
consequences
need
to
be
in
our
schools.
I
understand
many
of
our
students
are
coming
to
school,
with
complex
needs.
I
What
I
can
understand
is
why
many
times
there
are
little
to
no
consequences
for
their
actions
and
therefore
the
problem
worsens,
while
continuing
to
endanger
our
staff
students
and
cause
academic
disruptions,
I
question
whether
we're
getting
a
real
picture
of
what
is
occurring
in
our
schools.
When
was
the
last
time
that
you
spent
an
entire
day
in
in
the
classroom
at
your
assigned
school,
not
just
talking
to
admin
but
sitting
in
the
classrooms,
Walking
The,
Halls
and
getting
honest
feedback
from
teachers.
I
A
few
examples
staff
being
kicked
bit
hit
and
hurt
to
points
where
they
haven't
returned
back
to
the
classroom
in
months
windows
and
classroom,
doors
being
broken
and
boarded
up
for
weeks
and
not
replaced
students
needing
an
adult
to
company
them
to
their
locker
or
restroom.
Due
to
incidents
in
the
hallways,
hallways
and
being
closed
in
classrooms
are
being
put
on
lockdown
with
zero
communication
home.
I
Putting
a
child
into
this
environment
is
like
letting
them
run
into
a
busy
street
dangerous
and
praying
they
don't
get
hit
by
a
car,
or
in
this
case
a
flying
object
or
harsh
language.
The
school,
the
environment
these
children
have
to
learn
in
is
traumatic,
both
mentally
and
sometimes
physically.
If
they're
in
a
line
of
fire
of
a
chair,
a
book,
a
folder,
a
scissors,
it's
complete
chaos
in
many
of
our
schools.
We've
had
nice
conversations
with
the
administration
over
the
past
several
years,
but
conversations
in
pleading
did
not
result
in
any
change.
I
I
All
I
want
was
for
my
children
to
attend
a
community
school
with
their
neighbors
and
Friends.
It
is
unfortunate
that
I
no
longer
feel
safe
doing
that
I
will
not
let
my
elementary
students
be
subject
to
this
abuse.
Any
longer.
I
will
be
doing
all
that
I
can
to
make
the
chain
change
needed,
not
for
my
children,
but
for
all
children
to
be
safe,
both
mentally
and
physically,
in
our
schools.
A
D
Thank
you,
I
think
I
will
share
a
little
bit
of
a
debrief.
That'll
come
out
in
a
board
column.
Most
of
most
of
the
activity
has
slowed
down,
but
here's
something
I
wrote
up
that
will
be
published
tomorrow.
North
Dakota,
68th
legislative
legislative
session
began
January,
3rd
and
adjured,
since
I've
got
to
make
sure
I
say
it
right:
synodia,
Sunday,
April
3rd,
about
3
A.M.
Your
board's
governmental
Affairs
committee
was
actively
engaged
prior
to
and
throughout
the
session
they
communicated
frequently
with
area
legislators.
D
Viewed
countless
hours
of
committee
work
and
floor
discussions
submit
his
testimony
and
fielded
media
inquiries
related
to
K-12
education.
Even
though
the
session
is
adjourned,
your
government
Affairs
committee's
work
is
not
done.
There
are
about
a
dozen
educated,
related
education
related
bills
that
have
not
yet
been
signed
by
the
governor.
When
I
wrote
this
yesterday
and
if
he
opts
to
utilize,
his
veto
powered
legislators
will
be
required
to
return
to
Bismarck
to
partake
in
the
reconsideration
of
each
updated.
D
Administrative
rules
will
be
composed,
beginning
on
in
June,
by
state
agencies
such
as
the
Department
of
Public
Instruction,
for
most
of
the
newly
adopted
laws,
districts
and
boards
are
often
consulted
with
during
this
process.
These
new
administrative
rules
typically
become
effective
in
August
following
each
session.
Other
bills
contain
time-specific
or
emergency
Clauses
that
dictate
implementation.
D
A
J
Late
Mayday,
as
we
celebrate
American
Education
week
and
including
our
all-important
esps,
which
is
the
mug
representing
our
very
important
staff
I've.
Also,
given
you
an
invitation
to
our
retirement
social
at
rural
Farm,
next
Monday
at
4.
negotiations,
we
are
pleased
that
we
continue
to
make
collaborative
progress
with
the
board.
However,
due
to
unforeseen
circumstances,
the
board
has
requested
this
week's
meeting.
The
postponed
FEA
is
concerned
about
the
timeline,
especially
given
the
number
of
interruptions
we
had
due
to
our
snow
days.
Committee
members
are
very
nervous
about
skipping
a
meeting.
J
We
request
for
the
board
to
provide
recommendations
for
multiple
meeting
dates
for
next
week
going
forward.
Our
Safety
Committee
will
have
a
report
for
the
school
board
soon,
as
we
wrap
up
our
committee
meetings
next
week
for
the
school
year
and
I
am
very
proud
to
announce.
A
new
president
has
been
elected
for
the
FEA
Mr
Grant
craft
I
am
finishing.
My
third
term,
serving
as
president
covering
seven
years
I
have
enjoyed
representing
representing
our
wonderful
Fargo
teachers
and
esps
working
to
attain
the
best
contract
and
working
conditions
for
our
wonderful
District.
J
K
Good
evening,
Madam
president
and
board
members
May
is
the
start
of
mental
health
awareness
month
as
well,
and
so
I'm
going
to
share.
Take
my
time
in
my
superintendent
report
today
to
just
share
a
few
pieces
of
data
regarding
mental
health
in
in
Fargo,
Public
Schools,
and
maybe
our
approach
moving
forward
as
a
result
of
some
legislative
session
as
well.
So
I
want
to
start
with
a
few
key
pieces
of
information
and
data
that
are
just
specific
to
our
region
and
our
community.
K
Later
this
week
in
our
school
news
later
newsletters,
we
will
be
including
a
video
that
was
recently
created
by
a
few
organizations
in
town,
the
463
Foundation,
which,
as
parents
of
our
students,
fargocast
public
health
and
Sergeant
Jacobson
who's
joining
us
tonight,
narrated
the
video
as
well.
While
that
video
is
going
to
be
included
in
in
the
video
sorry
in
our
school
newsletters
I
don't
want
to
share
the
whole
video,
but
I
do
want
to
just
start
with
quick
10
second
slide
about
couple
of
data
pieces
that
are
specific
to
our
region.
K
K
So
National
Data,
which
oftentimes
when
we
talk
about
National
Data
people,
think
that
it's
not
associated
with
Cass,
County
or
Cass
County
is
a
little
bit
different
would
say
the
same
thing
that
you
just
saw
about.
North
Dakota
suicide
continues
to
be
the
second
leading
cause
of
death
among
young
people,
ages,
10
to
24.
K
K
K
My
responsibility
is
to
our
students
and
our
Educators,
and
there
will
be
times
where
we
have
to
make
decisions
that
may
not
be
interpreted
in
the
same
accordance
of
the
spirit
of
state
law,
because
I
do
think
that
they're
going
to
be
a
violation
of
federal
law
and
it's
not
just
a
matter
of
federal
law
but
as
Educators.
We
all
have
a
responsibility
to
make
sure
that
if
there
is
any
situation,
even
if
it's
something
that
we
don't
think
is
appropriate
or
something
that
we're
not
allowed
to
do.
K
If
we
see
a
direct
harm
for
students,
we're
going
to
do.
What's
right,
we
have
had
conversations
at
government
governance
before
it
is
unfortunate
that
I
think
that
we
as
adults
in
North
Dakota
in
our
legislative
session,
failed
our
children,
because
we
are
putting
our
politics
over
their
Humanity
when
at
a
time,
every
piece
of
data
will
show
you
that
our
students
need
Advocates,
not
opposition.
K
We
have
a
responsibility
as
a
district
on
how
to
move
forward.
I
was
hopeful
that
our
governor
would
not
pass
a
piece
of
legislation
that
would
oppose
school
districts
protecting
children
if
we
know
that
outing
them
can
increase
the
risk
of
suicide.
The
same
goes
for
outing
through
gender-neutral
restrooms.
The
same
goes
for
outing
through
parental
conversations.
K
At
that
point,
that's
conflicted.
So
the
purpose
of
today
is
just
to
let
you
know
that,
given
where
we
are
with
some
of
the
new
legislation
that
will
pass
on
August,
1st
or
that
will
go
into
effect,
August
1st,
unless
directed
by
the
board.
Otherwise,
this
would
be
my
formal
request
on
record
to
tell
you
that
we
are
going
to
do
what's
right
for
kids
and
when
we
see
a
conflict
between
federal
law
and
state
law.
K
K
A
M
I'll
just
add
my
gratitude,
also
I,
think
in
my
line
of
work,
I've
worked
with
a
lot
of
lgbtq
Youth,
both
in
adolescence
and
in
college,
and
they
need
our
support
and
often
times
I
mean
we
have
no
idea,
usually
who's
lgbtq
walking
through
our
hallways
until
they
feel
comfortable
coming
out,
and
we
need
to
create
safe
and
supportive
environments
for
them.
Now.
N
Yes
and
just
kind
of
echoing
other
comments,
I
just
want
to
express
my
gratitude
to
Dr
Gandhi
and
the
administration
I.
Think,
as
everybody's
comments
have
sort
of
revealed,
the
bottom
line
is,
we
need
to
protect
and
support
all
of
our
students,
and
that
is
regardless
of
what
is
happening
outside
of
our
district.
We
need
to
protect
them.
So
thank
you.
E
Nikki
I'll
just
say
that
I
support
these
efforts
wholeheartedly.
Thank
you
for
taking
that
stand.
I
have
worked
with
the
Trevor
Project
and
I'm
drawing
a
blank
on
his
name
right
now,
but
there
is
a
professor
at
UND
who
has
applied
for
Grant
Monies
to
be
able
to
work
in
North
Dakota
and
they
were
not
granted
for
Eastern
North
Dakota,
but
they
were
granted
dollars
for
Western
North
Dakota
and
when
they
shared
some
of
the
statistics
with
me,
we
are
shockingly
in
North
Dakota
higher
than
elsewhere
within
the
country.
E
P
I
just
want
to
say
thank
you
to
everyone.
That's
that
have
spoken
on
this
issues
and
I
really
want
to
give
my
gratitude
to
Dr
Gandhi
for
speaking
up
on
this
issues.
I
I
believe
that
every
child
deserves
to
be
educated
and
it
doesn't
need
to
be
discriminated
based
on
who
they
are
or
what?
What
matters?
That
is.
We
create
those
kids
for
the
better
Futures,
that's
how
I
just
giving
them
the
education.
That's
that's
What
mattered
to
me
and
I
just
want
to
say
thank
you
for
speaking
up.
Okay,.
D
Okay,
Robin
I'm,
the
only
person
that
hasn't
spoke,
but
I
will
say
that
clearly,
Dr
Gandhi
hinted
towards
the
legislative
session
and
our
governmental,
Affairs
committee
and
I
didn't
share
all
the
bullet
points
on
what
we
advocated
for
against.
But
one
of
the
one
of
the
bullet
points
is
advocating
against.
D
Let's
see
here,
defending
student
rights
protected
by
federal
law
in
Title,
IX
and
I
think
it's
the
right
thing
to
do
to
defer
to
federal
law,
because
it's
there
for
a
reason,
and
there
is
there-
are
some
efforts
to
add
up
all
of
the
dollars
that
will
be
spent
challenging
some
of
the
federal
laws
and
I
think
that
thank
you
for
sharing
that.
Thank
you
for
bearing
your
soul.
This
indicates
that
you
are
a
leader
that
our
school
district
and
our
students
deserve.
So
thank
you
for
taking
that
stance.
A
A
E
A
K
So,
thank
you
board.
Members
purpose
of
this
memo
is
to
monitor
our
strategic
initiative,
six,
which
is
continuous,
Improvement
and
accountability.
As
you
know,
this
is
the
first
time
monitoring
this
memo
for
the
purposes
of
the
refreshed
strategic
plan.
It
is
important
for
you
to
recognize
that
as
we
go
through
this
learning
process,
we're
going
to
learn
some
things
along
the
way
one
of
the
pieces
is
that
in
our
school
district,
we've
often
used
just
continuous
Improvement
to
only
mean
the
school
improvement
process
through
the
accreditation
agency.
K
Of
that
we
use
cognia
uses
the
school,
Improvement
and
District
improvement
process
to
describe
continuous
Improvement.
Continuous
Improvement
for
us
in
our
strategic
plan,
is
more
based
on
just
a
philosophy
and
how
we
organize
it
as
a
whole.
So
cognated
data
will
be
shared
as
part
of
that
result.
Monitoring,
but
there's
also
things
that
we
as
an
organization
are
going
to
focus
on
as
we
go
through
our
strategic
planning,
continuous
Improvement
as
well
so
strategic
initiative.
K
So
as
I
scroll
to
the
bottom
of
our
strategic
plan
and
take
a
look
at
all
of
the
different
action
items
that
fall
under
our
strategic
initiative.
Six,
you
will
see
that
there's
a
wide
variety
and
plethora
of
data
points
that
we
consider
to
evaluate
both
instructional
practices,
the
outcomes
for
students,
analyze
gaps
in
disparity.
For
those
reasons,
it
was
really
important
for
us
going
into
this
strategic
plan
to
also
identify.
K
What's
a
data
point,
what
we
call
a
formative
data
point,
a
piece
of
information
that
we
use
as
Educators
as
practitioners
for
our
own
growth
and
development
versus?
What's
a
data
point,
that's
used
for
evaluation
of
maybe
a
staff
member
or
a
system
as
a
whole
and
over
the
last
couple
of
years
we
know
that
there's
been
a
little
bit
of
confusion
around
that
and
the
war
in
public
education
has
not
helped
as
individuals.
K
Look
to
one
data
point
to
make
a
generalized
decision,
which
is
not
really
true
or
fair
or
in
the
context
of
the
work
that
we
do.
So
what
you're
going
to
get
today
when
I
hand
it
over
to
Missy,
is
a
summary
for
our
internal
review
process
as
we
go
through
what
we
do
to
be
aligned
with
cognitive,
School
improvement
process,
how
each
School
develops
their
Improvement
plan.
That's
one
component
of
just
strategic
initiative
six
going
into
next
year
and
in
the
operational
plan,
you'll
also
see
a
focus
on
organizational
Effectiveness.
K
So
what
are
we
doing
as
an
organization
to
even
look
outside
of
the
areas
of
just
teaching
and
learning
and
school
and
destructive
Improvement?
To
become
more
effective,
to
use
our
resources
better
to
project
manage
better,
how
can
we
better
support
the
work
of
the
board?
That's
all
part
of
the
work
that
we
want
to
do
to
achieve
the
desired
results
in
the
Strategic
plan
and
therefore
we
do
feel
like
we
are
making
reasonable
progress
towards
that
goal.
Q
You
bet,
and
so
the
first
result
that
we
want
to
review,
is
the
analysis
of
school
and
District
Improvement
plans
and
cycle.
We
do
have
a
district
accreditation
committee
that
says
that
we're
not
going
to
wait
for
just
once
every
six
years
for
an
external
review,
and
so
we
make
sure
that
we
are
continually
evaluating
internally
about
five
schools
a
year
I'm
gonna.
R
Hi
I'm
Cheryl
Jansen
I'm
principal
at
McKinley,
Elementary
in
Fargo
and
I'm,
a
co-chair
of
the
district
accreditation
committee,
and
it
is
our
pleasure
to
come
to
share
with
you
the
reports
from
the
five
schools
that
were
visited
this
school
year.
So,
as
we
were
talking
about
the
system
accreditation
when
you
had
Bessie
deal
here,
cognia
is
our
accreditation
organization
and
you
look
back
to
North
High
South
High
We
are
continuing
from
there
to
now
working
on
continuous
Improvement
and
like
Dr
Gandhi
said
it
is
not
a
one-year
cycle.
R
We're
collecting
all
of
that
data
to
continue
to
move
not
only
the
schools
forward,
but
the
district
forward
as
well,
and
then
also
really
looking
at
what
does
it
look
like
in
our
classrooms
and
that's
really
at
the
heart
of
what
we're
doing,
and
tonight
we
have
five
of
our
schools
that
were
visited
this
year
in
your
packet.
You
have
their
full
reports
in
the
appendix,
so
you
can
always
be
looking
there,
we're
just
going
to
cover
the
top
points
about
the
key
accomplishments,
their
opportunities
and
the
next
steps.
R
S
Eric
Henrickson
principal
up
at
Longfellow.
By
the
way
there
was
a
Cubs
reference
already
today
for
those
of
you
that
know
me
that's
a
good
thing,
so
so
some
of
the
key
accomplishments
you
know
for
us
positive
relationships,
came
out
loud
and
clear
between
that
our
kiddos
have
a
lot
of
adults
that
they
can
turn
to
at
the
building,
which
leads
to
that
strong
positive
climate
and
culture.
S
It
says:
students,
parents
in
Southfield,
part
of
the
longfell
community,
I
mean
we're
a
family.
We
laugh
together,
cry
together,
sometimes
get
mad
at
each
other
and
that's
okay,
but
we
are
truly
a
family
and
I.
Think
the
one
thing
that
we've
done
really
well
is
is
the
implementation
of
tier
one
instruction
and
expectations
which
actually
leads
into
one
of
our
opportunities.
S
We've
spent
a
lot
of
time
this
year
and
we
still
have
a
long
ways
to
go
just
to
really
grow
our
mtss
process
and
the
procedures
and
we're
really
trying
to
hone
in
on
making
sure.
And
this
kind
of
goes
with
with
the
last
one,
for
the
expand
opportunities
for
Equitable
experiences
were
really
trying
to
make
sure
we're
matching
the
interventions
and
the
instruction
that
the
kids
need
and
making
sure
that
every
kid
gets.
What
what
the
the
individual,
what
the
data
is
showing
that
they
need.
S
Your
students
yeah-
this
is
a
high
point
yeah.
So
one
of
the
things
we
did
this
year.
This
was
actually
started
by
Susan
Peterson
who's
with
the
district
I'm
actually
also
one
of
my
parents,
but
we
did
a
book
drive
for
our
for
our
fourth
graders
put
on
and
came
up
with
a
collection
of
I
think
well
over
1200
books,
gently
used
books
to
bring
over
to
Madison,
actually
the
the
kiddos
at
Madison
kind
of
said.
S
Oh
I,
like
this
type
of
book
like
this
type
of
book,
so
we
actually
gave
them
an
individualized
collection
of
books.
It's
one
of
the
things
that
we
lost
during
covet
is
the
community
projects,
and
we
are.
We
were
really
excited
to
get
back
on
track
on
those,
in
fact
we're
trying
to
look
to
expand
on
that.
Even
in
the
upcoming
years.
S
Catalyst
is
a
big
thing,
as
I
heard,
you
had
a
chance
to
do
catalysts
on
that.
Just
makes
me
so
thrilled
I'm
super
excited
where
we're
going
with
Catalyst
has
made
a
big
difference
in
what
we
do.
That
was
one
of
our
opportunities
make
sure
we
continue
growing
that
and
then
just
making
sure
that,
as
I
said
before,
we're
trying
to
make
sure
that
we
get
every
kid
who
gets
what
they
need.
S
So
our
next
steps
were
we're
really
working
on
a
system
to
try
and
create
a
communication
with
our
data
that
we're
collecting
every
six
to
eight
weeks
and
and
making
sure
that
the
grade
level
teams
have
that
and
whether
it's
regular
Ed,
special
ed
and
so
forth.
Next,
we
actually
now
officially
have
four
fully
trained
Catalyst
coaches,
which
is
exciting
and
then,
like
I,
said
a
big
Focus
for
us
next
year
with
what
we're
going
to
be
doing
with.
S
T
So
some
of
our
key
accomplishments
again
the
relationships,
the
adult
to
students,
student
to
student,
adult
to
adult
parent
student
and
staff.
We
have
definitely
upped
our
game
in
family
engagement
events
as
a
stepping
stone
to
further
family
engagement.
As
we
work
on
that
scope
and
sequence
for
next
year,
whole
group
instruction.
That's
going
very
well.
We
have
several
new
staff
members
with
us
this
year,
so
watching
them
grow
as
they
become
teachers
and
increase
their
lifelong
learning
and
then
learning
activities
that
are
challenging
and
attainable.
T
Some
of
our
challenges
are
MTS
systems
and
structure,
so
this
kind
of
leaks
into
the
next
steps.
We
are
revamping
that
process
as
we
go
into
the
science
of
reading
and
we
develop
more
math
activities
through
avmr
to
enhance
the
area
of
math,
and
when
we
talk
about
social
studies
and
science,
seeing
what
kind
of
thematic
ways
we
can
stretch
those
Concepts
into
our
core
subject
areas.
So
there
will
be
a
six
week,
rotation
of
support
for
our
staff,
and
we
will
be
using
our
media
Specialists,
our
gifted
and
talented
teachers.
T
We
will
be
using
Administration,
our
counselor
and
several
other
ways
to
support
the
classrooms,
while
our
staff
are
allowed
to
speak
with
the
interventionists
and
make
really
good
plans
for
our
students
that
are
data
driven,
and
so
that
is
one
way
we
are
going
to
in
enhance
our
mtss
system,
increase
staff
and
parent
communication.
I
think
this
is
tricky
in
most
cases,
but
for
us
being
a
split
campus.
We
just
want
to
make
sure
that
our
families
are
getting
what
they
need.
So
we
are
you
using
different
modalities
of
communication.
We
are
using
paper.
T
We
are
using
Electronics
we're
using
seesaw
all
sorts
of
ways
to
make
sure
that
we're
reaching
everybody
we
just
had
our
Kindergarten
Roundup
last
night
and
by
attempting
some
of
these
new
ways
of
communicating
or
revived
ways,
we
got
16
out
of
our
20
families
there,
so
that
was
fantastic,
oh
and
those
Little
Cuties
already
that
class
of
2036
is
going
to
be
amazing.
So
our
little
Spartan
Scholars
got
a
tour
and
their
families
had
their
questions
answered.
M
Q
Now
that
we
have
all
buildings
having
leadership
trained,
but
I
will
say
that
the
expectation
or
goal
is
going
to
be
that
you
are
going
to
get
a
percentage
of
your
staff
at
what
we
call
Certified
and
they
have
some
research
that
says
once
you
get
five
to
seven
certified
in
a
building.
It
really
helps
the
environment
and
tipping
it.
Okay,.
K
Yeah
and
with
full
respect
to
the
ongoing
negotiation
process
as
well,
our
expectations
could
change
based
on
how
much
time
that
we
have
available
to
professionally
developed
teachers
or
incentivize
them
down
the
road
too.
So
that
would
just
be
consideration
and
then
one
piece
I
just
wanted
to
share.
I
know
that
in
our
results,
monitoring
monitoring
indicator
board.
K
Members
wanted
to
specifically
look
at
where
we
have
disparities
and
our
achievement
outcomes
as
well,
which
is
the
central
Focus
for
each
individual
school,
but
I
did
want
to
share
share
out
as
they
go
through,
and
you
consider
questions
for
for
our
principles
as
well.
Is
that
Within
public
education,
as
most
of
you,
know
that
we
use
free
and
reduced
lunch
as
the
primary
marker
for
disadvantage
students
and
that's
a
broad
category
of
students.
K
However,
each
school
is
going
to
look
at
and
focus
on
a
different
data
point
based
on
where
they
see
their
biggest
gaps,
because
some
of
the
resources
available
to
who
them
are
going
to
be
different
so,
for
example,
free
and
reduced
lunch
and
the
percentage
of
students
that
you
have
that
qualify
for
free
and
reduce
lunch
dictate.
Some
of
the
supports
that
you
get
so
we
have
some
Elementary
campuses
that
will
get
more
title
or
title
funding
to
begin
with,
whereas
others
won't
get
anything
at
all.
K
So
the
focuses
and
complexities
of
each
School
District
might
be
a
little
bit
different
and
then
the
second
piece
I
would
just
say
is
that
we're
still
recovering
from
title
money
that
was
available
to
us
at
the
individual
campus
level,
because
we
were
coming
off
of
two
years
of
where
free
and
reduced
lunch
applications
did
not
have
to
be
self-submitted
and
we're
still
seeing
a
little
bit
of
a
lagging
indicator
there
which
down
the
road.
Hopefully
we
get
some
more
targeted
support
as
well.
T
D
T
R
T
U
Welcome
good
evening
Madam
chair
Dr
Gandhi
on
the
board
I'm
Sarah
Schaefer,
the
proud
principal
at
Bennett,
Elementary
and
I,
discovered
last
week.
That
Bennett
is
the
largest
Elementary
in
North
Dakota,
so
we're
crowded,
but
for
a
different
reason
than
Leander
is
right
as
part
of
our
our
growing
pains
and
when
you
look
at
what
we
had
the
team
take
a
look
at.
U
U
And
so
what
came
out
in
the
report
in
the
visit
is
that
our
our
staff
were
frustrated
with
the
lack
of
math
interventions
and
so
because,
with
the
adoption
of
a
new
math
series
Bridges
this
year,
really
the
directive
to
staff
is.
We
need
you
to
go
through
and
experience
those
growing
pains,
because
we
don't
know
all
the
ins
and
outs
of
that
program.
Yet
so
it
was
logical
that
they
were
frustrated
with
math
when
the
team
came
to
visit
because
they
were
still
kind
of
starting
to.
U
U
Our
second
grade
have
50
52
percent
the
growth
there
was
a
little
bit
less
with
62,
but
first
grade
had
36
percent
and
it's
jumped
to
61
percent
as
well
as
fourth
grade
that
started
out
at
57
proficient
and
moved
to
80
percent.
So
we
know
that
the
work
that's
happening
with
that
Intervention,
which
focuses
on
Phonics
and
sight
words
and
phonological
awareness
is,
is
moving
Us
in
the
right
direction.
U
As
a
non-title
school,
we
have
some
limited
resources,
and
this
year
we
chose
to
really
have
our
resources
focused
on
the
reading
area
and
literacy,
as
we
kind
of
navigate
the
math
and
make
adjustments
then
for
next
year.
On
that,
the
other
thing
that
is
a
is
is,
it
is
an
opportunity
for
growth
is
really
focusing
on
those
elos
and
the
the
learning
scales
and
helping
students
also
be
in
charge
of
their
learning
and
really
increasing
the
level
of
rigor
that
happens
in
the
classroom,
see
that's
it.
U
Q
U
Go
forward
it's
very
exciting
so
and
with
our
kindergarten
open
house
that
we
had
last
night,
we
figured
we
had
as
we're.
You
know,
keeping
track
as
kids
are
coming
and
going
about
55
students
that
visited.
So
it
was
a
little
over
half
which
was
great
to
see
again,
as
Leander
said
that
class
of
2036.
U
V
We
at
Kennedy
are
focusing
on
primarily
students
with
disabilities,
and
we
are
also
focusing
on
behaviors
of
students
with
various
ethnicities
in
Otis
school
and
in
school
retention
or
suspension
rates.
We
have
noticed
and
I've
talked
to
Dr
Gandhi,
just
the
knowledge
of
that,
and
then
what
are
we
doing
about
that
is
important
to
their
learning
and
to
our
staff.
V
V
One
of
the
things
that
was
pointed
out
to
be
important
and
an
accomplishment
at
Kennedy
was
positive
relationships
with
students.
We
have
high
engagement
and
I
am
going
to
be
a
person
who,
amongst
others,
in
the
elementary
that
were
on
board
with
Catalyst
early
when
it
was
Envoy.
Actually
this
is
our
fifth
year,
and
that
was
one
of
the
things
when
I
took
over.
V
There
was
behaviors
were
high
and
we
worked
very
diligently
with
staff
to
prepare
them
and
give
them
the
tools
to
be
able
to
keep
a
calm
environment
so
that
kids
can
be
engaged
in
learning.
There's
always
room
for
growth,
I'm,
not
saying
it's
the
answer,
but
it
does
help
immensely
to
have
the
environment
to
support
learning.
V
We
also
have
a
strong
relationships
with
our
staff
with
our
students
and
then
our
PLC
reviews,
instructional
practices
in
student
work,
and
that
was
one
of
our
goals
this
year
to
make
good
use
of
our
PLC
time,
not
only
to
support
the
Educators,
but
also
to
support
the
learning
of
the
students.
So
it's
a
it's
a
nice
combination
of
winning
the
other
thing
that
we
have
worked
very
hard
with
for
the
last
three
years.
V
That
was
noticed
by
the
cognia
group
was
our
our
multi-tiered
systems
of
support,
our
interventions
for
our
struggling
academic
Learners,
as
well
as
our
struggling
behavioral
students,
and
so
that
was
a
a
nice
thing
to
see
that
we
are
really
seeing
the
gains
from
that,
and
it
is
acknowledged
by
the
other
people
that
came
in
to
observe
some
of
the
challenges.
Those
were
a
consistent
system
to
report
students,
progress
between
reporting
periods.
V
It
really
comes
down
to
that
communication
between
school
and
parents
and
students
to
know
where
they're
at
and
to
understand
what
they
need
to
do
to
reach
that
next
level.
I'm
going
to
go
to
the
item
two
and
the
last
one
they
really
are
similar
in
that
our
environment
has.
They
saw
a
lot
of
turn
and
talks,
which
is
a
great
engagement
strategy.
We
just
need
to
differentiate
that
to
other
strategies
that
are
individualized
as
well
as
group
focused,
so
that
kids
can
collaboratively
problem
solve
and
be
engaged
at
a
higher
deeper
level.
V
The
other
challenges
that
we
are
looking
at
is
Equitable
opportunities
for
development
of
skills
and
constant
learning,
prior
priorities
of
of
achieving
the
content
and
learning
priorities,
and
then
monitoring
our
instruction
and
adjusting,
and
so
as
kids
progress.
They
should
be
able
to
flow
in
and
out
of
groupings,
and
so
we
just
are
working
at
the
at
finding
a
system
to
tweak
to
get
those
Learners
needs
met.
Kennedy
is
a
non-title
building
and
with
limited
resources.
That
is
a
constant
thing
that
we
need
to
to
look
at.
V
Let
out
times
will
support
that
our
teachers
to
meet
in
those
PLC
groups
and
then
to
develop
the
Learners
attitudes
and
beliefs
to
be
successful,
and
this
would
be
to
increase
rigor,
collect
creativity,
Innovation
and
Collective
problem
solving,
which
goes
back
to
that
differentiation
and
then
that
balance
of
challenging
students
to
meet
their
Optimum
and
yet
supporting
them
enough.
So
that
they're
able
to
do
so.
E
I,
don't
necessarily
have
a
question
but
I'd
like
to
thank
each
one
of
you.
Oh,
we
got
one
more
to
go
I'd
like
to
thank
each
of
you
for
bringing
something
unique
and
individual
you're
meeting
your
families
and
your
students
where
they're
at
a
lot
of
times
we
get
questioned
by
oh,
we
heard
about
this
score
or
that
score.
What
are
you
going
to
do
about
it?
Well,
we
are
doing
things
about
it,
but
it
isn't
always
just
a
banner
hanging
over
the
city.
E
V
A
M
Yeah
hi
I
have
a
quick
question.
I
actually
meant
to
ask
the
previous
speaker
this,
but
it's
on
your
section
too.
So
I
guess
I'll
pick
on
you,
but
you
could
defer
to
her.
If
you
want
I
was
wondering
if
you
could
speak
just
briefly
about
the
restorative
circles
and
the
it
was
over
here,
the
daily
circles
and
just
the
training
that
goes
in
to
that,
and
maybe
the
impact
that
you
see
that
having
on
classrooms.
V
V
Just
because
I
truly
believe
that
in
North
Dakota
nice
we
need
to
give
victims,
as
well
as
the
people
who
have
offended
an
equal
voice,
and
so
that's
what
circles
do
for
us,
and
so
some
people
call
it
morning
meeting
and
there
is
a
morning
meeting
process
that
looks
very
different
than
restorative
or
practice
circles,
and
so
we
do
a
proactive
Circle
people
will
share
their
ideas
about
a
certain
topic.
Your
favorite
food,
very
easy
things
just
to
give
people
a
chance
to
listen,
take
turns
and
a
chance
to
be
heard.
Kids
can
also
pass.
V
They
don't
have
to
share
it
every
one
of
those,
but
it
is
a
way
to
build
relationships,
not
only
in
your
with
your
teacher,
but
also
among
students,
and
so
they
become
very
much
more
supportive.
There
is
a
process
to
that.
There's
a
talking
piece,
there's
centers,
there's
rules
that
you
have
to
follow
for
that
and
they're
easy
to
follow.
It
does
take
an
intentional
setup
to
follow
the
process
which
teachers
have
learned
to
do.
The
other
part
that
I
really
love
is
restorative
circles,
which
is
when
there's
harm
done.
V
How
do
we
repair
and
meet
with
kids
to
fix
things,
and
there
is
a
whole
process
for
that
too.
Our
counselors
are
trained
as
well
as
many
other
people
within
our
buildings,
just
because
it
never
goes
away,
and
we
don't
want
people
to
look
at
other
people
and
think,
oh
remember
when
they
got
me
and
I'm
going
to
get.
It
is
about
I
understand
you.
You
understand
me
now.
How
do
we
go
forward?
V
K
And
you
know,
I
I've
often
shared
that
the
dynamic
and
relationships
in
education
is
really
tough,
because
there's
so
many
moving
targets
and
moving
data
points
and
how
we
do
things.
So
our
measure
of
a
system
when
we
talk
about
Equity
work
in
closing
gaps
is
never
going
to
be
hit
100
threshold
across
every
Gap,
because
we
it's
very
hard
to
do
and
it
hasn't
been
done
yet.
K
But
it's
to
make
sure
that
we're
never
leaving
the
same
group
of
students
behind
and
Kennedy
is
a
really
good
example
to
just
take
a
look
at
some
of
the
things
that
principal
Reiki
shared
and
their
interconnectedness
to
one
another.
So
she
talked
a
little
bit
today
about
her
Focus
as
a
school
district
is
really
to
look
at
out
of
school
suspension
and
then
students
on
an
IEP,
but
just
to
backtrack
it
for
a
couple
years.
K
Three
to
four
years
ago,
Kennedy
was
one
of
the
schools
that
was
getting
a
lot
of
attention
for
student
behaviors,
aggressive
behaviors
and
and
staff.
Attention
too,
and
Kennedy
was
one
of
the
first
schools
that
when
we
start
brought
in
ukeru
as
a
trauma-informed
approach
to
take
a
look
at
as
a
pilot
for
the
district
that
we
kind
of
expanded
on
and
saw
some
of
the
successes.
K
So
it's
just
a
really
interesting
shift
to
see
that
what
was
once
perceived
as
a
aggression,
student,
aggression,
data
point
then
got
translated
into
a
a
focus
on
reducing
restraints
because
of
we're
using
a
trauma,
approach,
approach
or
trauma,
approved
approach.
But
then
also
now
focusing
specifically
on
not
just
looking
at
reducing
the
student
Behavior,
but
also
not
excluding
students
as
well.
K
So,
ultimately,
all
of
those
data
pieces
are
still
related,
because
it's
what
you,
where
you
focus
on
as
a
school,
and
when
you
go
through
that
school
improvement
process,
we
go
through
what
we
call
a
5y
analysis
to
really
dive
deeper
into
what's
causing
some
of
those
behaviors,
because
we
can
reduce
behaviors
by
kicking
kids
out.
But
we
know
that
if
we've
over
identified
specifically
young
men
of
color
that
are
emotionally
disturbed,
then
we
need
to
focus
on
suspension
and
expulsion
as
a
result
of
that.
W
Eagles
no
worries
I'm,
Tanya,
lingle,
building
principal
at
Eagles
Elementary,
and
our
data
is
going
to
be
focused
in
the
next
year
on
our
students
of
free
and
reduced
lunch.
We
are
Title,
One,
school-wide,
school
and
also
special
education.
This
next
school
year,
we
are
planning
to
have
three
star
programs,
our
our
programs,
for
our
students
with
autism
at
our
school.
W
So
we
would
like
that
to
be
a
focus,
so
our
key
accomplishments
in
this
past
review
cycle
I
do
have
to
say
that
you
know
I've
been
here
a
while,
and
so
we
used
to
prepare
mounds
of
materials
for
teams
as
they
came
through
and
I.
Think
what
I
appreciate
about
this
process
is,
it
is
ongoing
and
it
is
something
that
we
are
doing
every
day,
and
so
it's
not
an
event
like
Kerry
said
it
is
something
that
we
are
ready
for.
W
Whether
you
told
me
someone
was
coming
tomorrow,
we
would
be
ready,
so
I
think
that
that's
important
to
note.
It
used
to
be
a
lot
of
a
lot
of
work.
Gathering
all
that
information,
but
with
the
systems
we
have
in
place,
helps
us
to
be
successful
in
sharing
that
that
story,
so
the
review
team,
when
they
were
at
our
school
identified
a
fantastic
culture,
climate
that
Fosters
a
positive
learning
environment
for
all
of
our
students.
W
They
also
observe
learning
environments
where
our
students
were
highly
engaged
or
so
excuse
me,
highly
self-directed,
performing
learning
tasks
and
activities
independently
procedures
that
are
set
up
with
the
daily
five
routine
in
literacy
are
practiced,
and
that
is
where
they
were
seeing
that
success.
During
that
time,
they
identified
leadership
and
staff
at
Eagles.
W
Also
for
our
students
to
be
working
collaboratively
with
their
peers
and
student
groupings,
I.
Think,
since
covid,
you
know
we
moved
away
from
that
that
we
used
to
be
such
a
focus
for
us
and
so
that's
time
for
us
to
get
back
into
those
projects
and
and
project-based
learning
activities
for
our
students.
W
So
our
next
steps,
as
I
said
we're
Title
One
School.
This
year
we
were
one
of
three
schools
awarded
75
thousand
dollars
to
use
and
plan
for
and
I
can
proudly
say.
We
have
set
up
our
next
principal
administrative
team,
Dr
Young
in
working
with
Catalyst
in
the
new
leadership
team
monthly,
and
to
go
over
all
of
our
Behavior
metrics
and
our
all
of
our
procedures
so
that
we
can
revisit
mission
and
vision.
This
is
year,
eight
for
Eagles,
so
whether
I
was
there
or
not.
W
This
was
a
perfect
opportunity
for
them
to
do
that.
Go
back
and
review
those
things.
We
want
to
make
sure
that
the
new
team
has
a
common
vision
and
Mission
and
that
common
language
and
PLC
meetings
reviewing
expectations
for
formative
feedback
that
we
use
to
inform
our
teaching.
We
will
also
have
a
new
instructional
coach.
Our
instructional
coach
is
going
back
to
the
classroom.
She
taught
fifth
grade
at
Eagles.
That's
where
she
started.
W
Then
she
became
our
instructional
coach
and
now
she
wants
to
go
back
into
the
classroom,
which
is
great
for
her,
but
it
will
be
a
new
learning
curve
for
that
instructional
coach
and
a
perfect
opportunity
to
review
those
expectations
and
then
collaborate
with
PLC
teams
to
invest.
You
know
and
discuss
those
engagement
strategies.
How
are
we
going
to
get
our
kids
working
with
one
another
collaboratively
so
that
they
can
do
their
work
and
learning
together
so
excited
about
the
work
that
we're
doing?
Are
there
any
questions?
I.
Q
Would
just
like
to
before
we
go
to
questions
thank
Tanya
for
service
to
Fargo
Public
Schools.
She
has
been
a
great
thought
partner,
I
think
some
of
the
attributes
she
has
brought
to
Fargo
Public
Schools
is
integrity
in
her
decision
making
her
professionalism
and
her
student
focus,
and
so
I
have
learned
so
much
from
her
and
I
appreciate
it.
Thank
you.
W
D
Thank
you,
Mrs
lingle,
for
30
years
in
the
district
in
this
one
District,
you
have
spent
30
years,
I,
really
value
the
work
that
you've
done
in
your
school
I'm
in
your
school,
often
and
I
appreciate
the
culture
but
also,
most
importantly,
true
leaders
set
up
the
next
leaders
to
succeed
and
that
really
talks
to
your
integrity
and
your
commitment
to
your
families
and
your
students.
So
thank
you.
Thank.
B
K
I
want
to
Echo
the
same
thing:
Missy
is
the
words
I'll
be
the
numbers.
Well,
Matthew
was
talking
I
already
pulled
it
up.
I
often
refer
to
this
presentation.
I
use,
often,
which
is
by
the
Wallace
foundation,
on
the
impact
of
school
principals
and
lots
of
different
data
points
about
just
the
impact
of
school
principals
have.
But
you
know,
one
simple
line
of
just
the
average
Elementary
principles
effect
is
felt
by
483.
K
C
W
W
E
That's
why
I
got
all
excited
when
I'd
heard
from
four
principals
and
we
weren't
quite
to
five
yet
because
I
knew
five
was
a
rock
star
as
well
I'm
honored,
to
say
that
this
year
my
liaison
schools
are
Bennett.
So
Sarah.
Thank
you
for
being
here
and
Eagles
Tanya.
Thank
you
for
being
here
and
I've
known
Tanya.
For
many
years
we
used
to
be
neighbors,
and
each
one
of
you
just
brings
something
special
and
unique
and
I
just
really
truly
appreciate
the
work
that
you
do.
Thank
you
so
much.
P
I
know
there
are
one
principle
here,
but
I'm
not
gonna,
say
who
haven't
respond
to
me
yet,
but
no
I
just
want
to
say
seriously.
I
want
to
say
thank
you
for
all
that,
all
that
you
do
in
our
communities
and
they
all
mean
a
lot
and,
like
I
said
you
know
the
fact
that
I'm
here
today,
it's
because
of
you
and
the
fact
that
those
students
that
keep
coming
back
into
the
classroom
is
because
of
you.
You
are
making
the
impact
you
showing
them.
P
The
way
that
tomorrow
would
be
better
today
is
not
the
end
of
the
end
of
the
world.
Tomorrow
is
better
I
just
want
to
say
again.
Thank
you.
Thank
you
and
thank
you
to
the
whole
Board
of
Fargo
Board
of
Education,
especially
Dr
Gandhi
I,
know
you
you're
putting
up
with
a
lot,
but
we
are
here
behind
you
and
just
to
work
with
you
two
as
well.
I
just
want
to
say
thank
you.
O
When
we
get
focused
on
data
a
lot
of
times,
we
think
of
it
as
the
quantitative
side,
but
I
really
appreciate
how
qualitative
this
work
is,
and
the
question
I
had
for
the
around
the
qualitative
data
is
what
kind
of
I
guess
you
know.
What's
the
process
in
training
like
for
the
review
staff
that
go
out
and
visit,
because
that
that
seems
like
it
might
be
really
important.
R
You're
correct,
it
is
very
important
and
it's
an
ongoing
process
as
well
cognia
as
Betsy
deal
had
talked
about,
has
wonderful
resources
as
well
as
they've,
laid
out
the
structure
and
those
resources
for
us
to
gather
to
share
the
district
has
also
put
together
the
district
accreditation
committee,
where
I'm
co-chair.
There
is
one
representative
from
every
school
on
this
committee,
which
then
works
on
the
structure
of
what
it
looks
like
for
internal
reviews.
R
They
are
also
the
Catalyst
for
our
professional
development
for
the
process
of
cognitive,
continuous
Improvement
and
how
we
can
continue
to
look
at
ourselves
as
well
to
make
continuous
changes
in
order
to
meet
the
needs
of
our
students
that
our
teachers
as
well.
So
it's
a
combination
of
our
district
and
our
leader,
who
has
put
together
that
strategic
planning
beautifully
in
regards
to
how
important
that
is,
and
it's
not
a
One-Stop
shop.
We
continue
to
learn.
We
continue
to
do
better.
R
K
To
Greg's
Point
Cheryl
just
to
our
own
reflection
in
the
times
that
you've
been
doing
the
work
and
that
you
can
remember,
has
there
been
a
large
discrepancy
between
what
our
internal
Review
Committee
has
found
and
then
a
school
that
goes
through
the
official
process
down
the
road
with
cognia.
Or
is
it
feedback
often
similar.
R
Feedback
is
often
similar
and
the
reasoning
for
that
is
cognia
does
have.
Our
school
is
now
system
accredited
when
we
talked
about
North
High
and
South
High
or
Central
Fargo
South
further
Central,
that
was,
we
were
building
accredited.
So
on
my
early
years
we
were
building
accredited
which
now
shifts
to
system
accreditation,
and
when
we
look
at
that
piece
we
want
to
create
someone
had
said
it's
not
an
event
right.
It's
a
process
that
we
want
to
do.
R
We
want
to
use
that
data
and
use
that
qualitative
and
quantitative
data
and
that
process
in
order
to
continue
to
make
that
continuous,
Improvement
moving
forward,
so
that
it's
not
a
surprise.
It
shouldn't
be
a
big
event.
This
should
be
what
we're
seeing
in
our
buildings
and
well
under
our
classrooms
in
our
buildings
and
then
at
the
school
level
should
be
very
similar,
and
when
we
look
at
our
our
reports,
they
are
very
similar.
There
are
some
unique
pieces.
O
R
A
very
good
question:
we
need
to
remember
you,
you
need
to
understand
the
structure
of
how
an
Elliott
observation
happens.
It
is
a
15-minute
observation
within
a
classroom
at
a
given
time.
So
when
you
look
at
how
we
integrate
technology,
it's
not
always
right
front
and
center,
and
in
those
observations
they
are
not
talking
with
students
or
teachers
because
they're
not
interrupting
the
learning
environment.
So
it
is
very
common.
R
Q
So
a
lot
of
times,
schools
look
at
the
sammer
model,
which
is
just
a
model
that
says
how
do
you
get
from
substitution
to
Creation
with
kids,
so
I
think
we
have
a
desire,
our
Librarians
and
I
would
say.
Our
tech
support
are
very
interested
in
us,
expanding
the
uses
of
technology
and
leveraging
it
okay.
So,
second
part
of
the
report.
Q
What
we're
going
to
look
at
is
one
of
the
pieces
that
we've
talked
about
probably
for
a
year
now
is
really
taking
a
look
at
our
data
by
student
group,
and
so
this
we
certainly
will
take
input
from
the
board
tonight
because
it's
our
first
time
putting
it
together
like
this,
we
are
using
the
public
website
from
insights,
North
Dakota,
and
so
anybody
can
go
to
it
publicly.
You
can
go
to
the
state
and
look
up
the
state's
demographics
and
student
groups
and
the
state.
Overall.
Q
You
can
also
look
at
any
building
individually
or
any
District
that
is
in
North
Dakota,
so
for
key
accomplishments.
We
pick
the
main
areas.
There
are
more
areas
in
this
that
can
be
looked
at
to
just
give
an
overview
of
how
Fargo
Public
Schools
did
overall
versus
the
state
average
and
then
looking
at
the
top
performing
student
groups
from
the
state
and
from
our
district.
So
we
look
at
attendance
and
attendance
is
a
priority
for
us.
Q
We
really
believe
that
we
need
to
make
sure
we
have
students
in
school
and
connected
to
school
through
engagement.
So
what
we
have
is
that
we
average
91
percent
overall
attendance
and
I
I
need
to
remind
us.
This
is
2122
data,
so
we
have
to
always
wait
for
the
data
to
come
back.
The
state
was
93..
Our
groups
with
the
top
with
attendance
for
Fargo
is
Asian,
American,
white
and
black,
and
we
can
look
at
there
for
the
state.
Q
It
was
white,
Asian,
American,
black
and
English
El
learners,
so
English,
Learners,
they're,
very,
very
close
on
those
ndsas
is
the
academic
indicator
for
both
mathematics
and
English
language
arts
in
mathematics,
overall
Fargo
was
at
40
proficiency.
The
state
and
that's
overall,
all
grades
that
take
the
ndsas
was
39.
Our
top
performing
group
was
white
and
Asian
American
at
the
state.
It
was
also
Asian,
American
and
white.
Q
If
we
go
down
to
graduation
and
honestly,
I
didn't
want
to
read
the
whole
thing
Terry
because
I
know
you
have
it
in
front
of
you
but
I
think
on
graduation.
What
I'd
like
to
explain
I
might
need
Bob's
help.
Is
that
I
want
to
give
you
two
indicators
for
your
graduation
rate
for
traditional
means?
You
started
Us
in
ninth
grade
and
it
only
took
you
four
years
to
graduate,
but
we
also
are
allowed
to
meet.
Q
X
Sure
so,
I
believe
a
few
meetings
ago,
Andy
dahlin
and
Dr
Jonas
were
here
to
share
a
little
bit
about
Choice,
ready
and
the
work
that
we
are
doing,
and
that's
really
just
to
make
sure
that
our
students
meet
a
set
of
Benchmark
skills
that
all
students,
no
matter
where
they're
at
in
the
state
of
North
Dakota,
need
to
accomplish
in
order
to
meet
graduation
and
then
from
there
look
at
three
different
areas.
One
of
them
would
be
being
academic
ready,
basically
ready
for
a
two-year
or
four-year
institution.
X
If
that
is
Workforce
ready,
where
students
have
done
skills
in
CTE
or
other
areas,
that
might
have
earned
them
a
a
special
certificate.
And
then
there
is
the
military
ready
and,
as
the
state
of
North
Dakota
has
created,
our
choice
ready
model.
Really
they
worked
or
started
with
the
work
of
the
national
secondary
principles.
Association
use
that
as
the
foundation
and
then
stakeholders
across
the
state
built
the
different
metrics
for
each
of
those
components.
X
We
track
that
individually
for
each
of
our
students
and
we
make
it
front
forward
for
them
so
that
they
can
see
where
they
are
at
on
their
path
toward
Choice
ready,
and
it
is
our
goal
just
to
continually
to
increase
that
percentage.
Who
will
leave
us
Choice
ready
and
not
just
one
of
those
pieces
on
the
bottom,
but
at
least
two
of
those
three
academic,
Workforce
or
military
ready.
Q
And
then
our
last
category
is
the
state
engagement
survey.
The
state
engagement
survey
is
used
as
part
of
our
accountability.
Measures
by
building
and
the
students
are
asked
a
series
of
question
where
they're
going
to
give
them
a
score
on
academics,
behavior
and
attendance
today.
Bobby
might
be
wrong
on
the
last
one,
I
think
so,
and
those
three
areas
of
questions
that
they
go
through
they're
looking
for
to
see
if
the
student
is
committed,
and
so
they
they
break
it
down.
Q
Q
On
their
graduation
for
Fargo
Public
Schools,
this
is
a
new
category
for
me
that
I
have
to
do
a
little
bit
of
research
on,
but
formerly
El.
So
it
must
be
they've
exited
from
the
El
program,
and
that
is
a
group
that
we
have
not
been
pulling
if
that
makes
sense
in
our
data.
But
the
state
is
so
I
think
it's
something
we're
going
to
need
to
take
a
look
at
as
we
go
forward
and
maybe
ask
some
questions
to
why.
Q
Why
are
we
losing
them
in
the
graduation
cycle
as
we
go,
and
then
for
that
engagement
survey
in
Fargo,
Public,
Schools,
Native
American,
students
on
IEPs
and
Hispanic
have
the
it's
not
a
huge
difference
right
from
our
our
average,
but
we're
looking
at
those
demographic
groups.
Those
were
the
lower
scoring
Choice
ready
and
choice,
ready,
I
think
this
is
both
the
state
and
us
really
have
to
look
at
how
our
students,
who
have
IEPs
and
our
English
Learners,
able
to
become
Choice
ready
as
we
go
forward.
Q
K
No
thank
you
missy.
Thank
you
board
members
for
listening.
I
know
this
is
a
dissertation
of
data,
but
you'll
still
see
Bob
Missy
mine
and
the
principal's
body
language,
because
this
is
where
we
geek
out
and
the
reality
is
just
because
this
we
are
trying
to
get
efficiencies
and
get
better
outcomes
for
our
students
through
surgical
Precision,
when
there
are
so
many
complexities
to
what
we
do.
K
I
do
want
to
touch
base
on
just
a
couple
of
things
that
Missy
said
in
the
data
points,
so
just
bear
with
me
for
a
little
bit
as
well
in
future
years.
When
you
look
at
attendance,
one
of
the
conversations
that
we're
going
to
have
and
continue
to
have
as
a
district
is,
is
what's
the
better
Target
for
attendance.
Is
it
really
trying
to
hit
overall
percentage
threshold,
or
is
it
actually
tied
to
reducing
the
percentage
of
chronically
absent
students,
very
different
targeted
strategies
and
how
you
approach
that
level
of
Engagement?
K
We
know
that
certain
attendance
impacts
to
an
achievement,
but
there's
research
on
both
ends.
It's
maybe
not
trying
to
get
a
school
to
a
95
percent
versus
reducing
the
amount
of
kids
that
miss
10
or
more,
and
the
two
data
points
would
require
a
different
level
of
analysis.
So
that's
one
piece
just
a
couple
pieces
of
context
for
data
that
it
is
important
as
you
look
at
Statewide
comparisons.
Approximately
175
school
districts
in
the
state
of
North
Dakota,
less
than
10
of
them,
have
more
than
a
thousand
students.
K
So
when
we
talk
about
subgroups,
whether
it's
iepel
or
even
some
of
the
racial
subgroups,
you
may
not
have
comparable
end
sizes
for
the
majority
of
the
school
districts
in
in
North
Dakota.
When
looking
at
those
performative
reports,
Cass
County
has
25
percent
of
the
students
in
the
entire
K-12
student
body
in
North
Dakota
between
Cass
County,
Bismarck
and
Mandan.
We
have
four
out
of
every
10
students.
So
again,
when
we
look
at
Statewide
comparison,
it's
just
really
important
to
know.
This
is
what
we're
here
for
too
strategic
initiative.
K
Six
is
extremely
important
for
us
because
it
drives
every
other
strategic
initiative
and
the
work
that
we
do
as
an
organization.
So
so
thank
you
for
sticking
with
us,
but
we
can
go
through
even
more
detailed
data
points
for
those
that
are
seeking
more
information,
but
we'll
stand
for
any
questions
now.
A
A
I
guess
I'm
just
I'm,
so
surprised
to
see
how
low
the
IEP
graduation
rates
are
so
for
Fargo,
Public,
Schools,
39
and
then
Statewide,
it's
48,
and
even
if
you
jump
to
the
seven
year
rates
IEP
for
Fargo,
Public,
Schools
39,
but
then
Statewide
is
62.
I'm
just
curious.
Those
are
the
kids
getting
the
most
resources
and
the
most
help
is
do
we
understand
why
those
rates
are
so
low.
K
Yeah
I
actually
think
that
we
have
work
to
do
with
our
IEP
student
population,
but
I
will
it's.
The
data
is
also
interesting.
I
I,
don't
I'd
have
to
dive
a
little
bit
deeper
into
the
the
Statewide
comparison
data
to
see
which
schools
or
districts
were
how
their
reporting
was
or
where
the
case
was
remember.
This
is
a
lagging
indicator.
I
do
know
that
for
this
year
we
are
actually
being
celebrated
by
DPI
for
having
one
of
the
highest
graduation
rates
for
students
that
qualify
for
emotional
disturbance.
K
We,
as
I
think
the
board
knows,
are
having
lots
of
conversations
about
outcomes
for
our
students
with
disabilities.
I
do
think
that
we've
had
some
over-identified
students
and
sometimes
we've
targeted
more
behaviors,
and
we
have
targeted
their
academics
and
it
is
really
important
for
us
to
establish
a
culture
where
we
don't
use
a
disability
to
focus
on
the
result
of
their
disability
and
lower
expectations
for
them
on
the
academic
side.
So
it's
a
very
intricate
balance,
but
definitely
an
area
of
growth
for
us
as
a
district.
D
D
Robin,
so
you,
you
just
said
that
there
are
10
districts
in
the
state
of
North
Dakota
that
have
more
than
a
thousand
students,
so
that
goes
back
to
how
they
actually
collect
this
data.
Does
that
come
into
play
with
some
of
the
TSI
and
PSI
reporting
for
for
you
know
where
I'm
going
with
this,
because
this
was
a
legislative
bill,
yeah.
K
So
the
tsis
that
Robin's
is
the
North
Dakota
accountability
framework
every
year
will
again
lagging
indicator,
identify
what
they
call
based
on
their
framework,
accountability,
framework,
metrics,
the
bottom
five
and
bottom.
Ten
percent
of
the
schools
in
the
state
of
North
Dakota,
comprehensive
schools
and
targeted
schools.
Tsi
CSI,
is
the
acronyms
that
we
use
the
challenge
with
that
framework
is
twofold.
So
when
a
school
district
does
not
have
an
end
size
that
qualifies
high
enough
for
a
sub-pop,
the
other
areas
get
redistributed.
K
So
the
majority
of
the
school
districts
in
North,
Dakota
and
I
do
feel
comfortable.
Seeing
this
don't
have
an
end
size
large
enough
for
El,
for
example.
Actually
we
provide
satellite
El
services
to
many
school
districts
that
may
have
a
handful
of
students,
so
for
them,
if
they
don't
have
a
sub
population
that
might
need
more
resources
because
of
additional
complexities
which
is
identified
in
the
funding
formula
and
everything
else,
those
a
lack
of
end
size
for
El
that
weight
would
then
get
re-measured
or
all
the
other
weights
would
get
proportionally
distributed.
K
So
if
you
have
a
higher
performing
group
of
students,
then
that
carries
more
weight.
So
that,
according
to
that
own
framework,
it's
there's
sometimes
challenges
and
I'm
very
cautious
in
how
I'm,
using
my
words,
because
I
don't
want
to
associate
any
subgroup
with
additional
saying
that
they're
going
to
be
underperforming,
but
we
do
know
that
there
is
research
behind
certain
subpopulations
needing
more
resources
and
that's
why
we
allocate
our
resources
accordingly.
K
That's
just
one
example:
sped
could
be
another
example
of
of
that
happening
as
well,
but
in
that
TSI
CSI
framework,
that
is
a
challenge
for
us
and
then
last
thing
I'll
just
say,
is
Choice
ready
as
well.
The
first
year
of
choice
ready
reporting
every
class
a
school
in
North
Dakota
was
under
reported.
It
was
a
clerical
error
or
an
Administration
error
by
DPI
and
when
we
try
to
correct
just
by
updating
the
reports
and
I
think
we
shared
this
with
the
board.
K
P
Can
I
still
have
my
it's
not
a
question,
but
first
and
foremost
I
just
want
to
say
thank
you
Missy
for
providing
these
data,
because
I
evalued,
like
probably
five
or
six
questions,
I,
truly
appreciate
the
fact
that
you
know
you
went
through
them
and
then
you
answer
some
of
them.
I
know
you're
still
working
on
some
of
them.
P
P
P
At
all,
it's
all
about
teamwork,
and
that's
the
only
way
that
we
can
really
accomplish
so
much
that
we
want
out
of
our
children
and
then
the
fact
that
you
know
you
you
type
based
on
strategy
for
reducing
achievement,
Gap,
because
that's
something
that
I
saw
you
know
and
just
looking
at
this.
You
know
they
are
actually
a
lot
of
those
students
are
coming
to
schools.
But
then,
when
you
look
at
data,
it's
totally
different,
why
are
these
kids
are
performing
hello?
P
What
is
what
is
it?
Is
it
because
they
are
on
reduced
line?
Are
they
because
they
are
raised
by
a
single
mom
or
is
it
because,
just
because
nobody
is
really
paying
attention
or
or
is
it
really?
You
know
not
balancing
it
and
say
you
know
what
I
can
just
only
teach
this
kid,
because
it's
the
kids,
you
know,
and
so
I
just
like
to
say
thank
you
and
I
hope
that
you
can
put
more
data
into
our
into
our
system.
P
So
that
way
we
can
know
where
we
are
heading
as
a
district
and
how
we
can
really
tell
the
parent
to
say
you
know
what
this
is
where
we
headings,
and
this
is
what
we
want
your
child
to
be
at
so
hopefully
it's
you
know,
I
understand,
don't
get
me
wrong.
This
is
what
I'm
gonna
say
here
for
for
a
parent
that
are
coming
from
different
country.
Okay,
these
are,
there
are
a
lot
of
issues
that
they
really
do
go
through.
They
go
through
the
fact
that
you
know
majorities.
P
P
So
if
you
see
certain
things
like
that,
that
is
happening,
try
to
try
to
go
through
Dr
Gandhi
and
then
go
to
the
principle
and
then
trying
to
figure
out
what
this
parent
is.
What's
going
on
with
this
parent,
so
you
can
have
the
so
you
can
have
the
percentage
that
you're
looking
at
you
know
because
don't
get
me
wrong,
we
do
have
different
parentings
and
the
only
reason
why
some
of
these
parents,
some
of
these
kids,
are
really
behaving
in
a
certain
way
is
because
they
wanted
attention.
P
P
A
O
So,
for
like
this
set,
what
do
we
calling
the
second
section?
Second
result
so
I
guess
the
my
takeaway
is
more
of
a
challenge
for
administration
to
I,
guess,
identify
more
outcomes
or
or
data
points
than
what
can
be
found
from
insights
and
D
I.
Think
it's
a
good
start,
but
especially
in
you
know,
it's
shout
out
to
our
elementary
principals
down
there.
O
We
don't
really
have
a
whole
lot
of
these
data
points
for
our
younger
students
and
I
I
mean
we
just
heard
a
whole
lot
of
key
accomplishments
that
can
be
gleaned
from
our
elementary
schools,
but
I
think
when
it
comes
to
this
particular
result,
I
think
we
have
a
little
bit
of
a
lack
of
data
when
it
comes
to
non-high
school,
and
you
know
I
know
that
the
data
is
kind
of
skewed
that
way
from
how
it's
collected.
So
that's
that's.
O
Why
I'm
not
saying
you,
you
failed,
give
me
more
I'm
but
I'm
thinking
more
of
it
as
a
challenge
for
all
of
us,
the
board
Administration
and
even
our
elementary
administrators,
if
they'd
like
to
to
help
out
to
kind
of
expand,
how
we
view
because
I
I
know
in
the
in
your
opportunity
or
your
next
steps
does
identify
right.
This
is
a
spectrum
we
need
to
identify.
We
need
to
do
things
throughout
the
entire
K-12,
but
the
the
data
that
we
have
for
these
outcomes
doesn't
reflect
that
as
as
well
as
I
think.
K
K
Chris
Edmond
I
believe
is
the
author
Street
data
that
talks
about
non-traditional
data
pieces
that
are
used
to
look
at
schools
that
may
have
always
been
evaluated
by
one
means
of
what
we
could
do,
but
if
we're
looking
specifically
at
the
elementary
level
and
Missy,
Bob
and
I
know,
we
had
this
conversation
just
earlier
this
week,
R2
elementary
schools
that
potentially
would
be
receiving
TSI
or
CSI
funds.
Both
of
them
have
been
asking
for
the
same
thing
with
a
matter
of
success
and
I.
K
Think
that
one
biggest
data
point,
if
we're
going
to
get
behind
something
at
the
elementary
level,
that's
not
collected,
is
where
student
literacy
rates
are
starting,
because
what
we
will
see
is
a
fundamental
need
for
Pre-K
education
and
early
literacy
instruction
and
some
of
our
highest
poverty
areas,
and
we
get
that
from
the
parents.
We
get
that
from
the
community.
K
That
is
an
area
that
we're
struggling
with
in
terms
of
how
do
we
resource
being
able
to
try
to
provide
that
service
outside
of
Early
Childhood
special
education,
which
we're
funded
for
so
definitely
happy
to
look
at
more
two
things.
But
I
know
that
those
are
ongoing
issues
and
requests
for
us
from
our
elementary
administrators.
A
Y
O
C
C
Y
A
Z
Z
So
what
we
have
is
a
a
memo
to
approve
the
selection
of
a
consultant
who
will
perform
a
facility
condition
assessment,
along
with
other
scopes
of
work
as
part
of
their
package,
including
some
Capital
planning
and
energy
audit
educational
adequacy
review
of
all
of
our
spaces-
and
this
is
a
district-wide
essentially
like
every
square
foot,
every
building
that
we
possess,
and
so
it's
a
pretty
it's
a
pretty
big
lift.
But
it's
it's
a
necessary
one.
Z
The
last
facility
condition
assessment
that
was
performed
was
about
10
years
ago
and
typically
they
give
you
a
10-year
facility,
deferred
maintenance
plan
and
we're
coming
up
on
on
year.
10
of
that
and
a
lot
has
changed
in
the
last
10
years.
So
we've
it's
we're
due
anyway.
I
guess
is
the
point
there
as
part
of
the
process.
Z
We
went
through
a
process
very
similar
to
when
we
go
out
for
an
architect
where
we
put
out
an
RFP
that
described
the
scope
of
work
in
detail
this
one's
unique,
because
the
scope
of
work
is
so
broad,
there's
a
lot
of
pieces
to
it
and
there
are
kind
of
different
ways
to
approach
what
we're
trying
to
achieve.
As
far
as
the
information
and
data
that
will
help
guide
us
as
we
prioritize
and
schedule
projects
over
the
next
three
five
ten
years
and
there's
a
lot
of
things
to
consider
when
doing
that.
Z
Z
We
are
also
we're
also
asking
them
to
assist
us
in
updating
our
work,
order
and
capital
planning,
the
management
of
a
capital
planning
plan,
a
capital
plan
and,
and
basically
we're
leaning
on
their
expertise
in
the
industry
in
this
type
of
process
as
to
make
sure
that
we
are
utilizing
best
practices
and
how
we
have
our
stakeholders
submit
and
say,
like
work
orders
if
something's
broken
the
request
to
fix
it
as
well
as
requests.
For
you
know
small
projects
within
schools.
If
there's
a
programming
change,
we
need
to
make
an
adjustment
in
facilities.
Z
So
there's
that
piece.
The
first
steps
we're
meeting
this
week
with
the
selected
consultant
to
kind
of
drill
down
the
specifics
of
the
scope
of
work
and
make
sure
that
we're
aligned
with
what
we're
looking
for,
which
we're
going
in
that
with
a
very
high
level
of
confidence
that
we
feel
good
about
the
services
that
they're
providing
and
the
fee
proposal
that
they
submitted
and
and
that
we
we've
reviewed
seven
proposals
for
this
scope
of
work.
Z
So
we
actually
had
a
pretty
nice
variety
of
a
couple:
National
firms,
some
sort
of
regional
like
Minneapolis,
St,
Paul,
based
firms,
some
local
firms,
a
pretty
wide
variety
of
of
experience,
expertise
and
and
proposals.
So
we
were
really
glad
about
that,
because
when
you
have
this
sort
of
unique
work
and
this
broad
scope,
it
was
interesting
to
see
the
differences
between
the
levels
of
of
service
and
expertise
among
the
Consultants.
Z
So
the
cost
of
the
study
is
the
proposal
from
The
Firm
that
we
selected
was
572
368
and
it
does
include
the
entire
scope
of
work
that
we
requested
the
average
fee.
Just
because
I'm
sure
that's
a
question
especially,
is
it's
a
large
sum?
The
average
fee
across
the
seven
proposers
was
621
000,
so
we're
slightly.
Under
the
average
the
low
was
474
000
and
the
high
was
1.1
million.
Z
So
we're
you
know
in
that,
just
under
600
000
we're
just
below
the
average,
and
you
know
those
those
fees
are
kind
of
interesting,
because
again
that
the
way
that
you
address
the
scope
of
work
that
requesting
can
vary
from
one
company
to
another.
So
it's
but
it
was.
It
was
nice
to
see
that
in
general
we
were
we,
we
feel
very
confident
about
the
firm
we
select
and
that
the
fee
is
relatively
consistent
with
those
around
them.
So
that
is
promising
I.
Z
C
E
Z
They
are
headquartered
in
St,
Paul,
okay,
they
do
have
an
office
in
Fargo
seh
and
they
actually
teamed
up
with
there's
actually
three
firms
that
are
involved
as
part
of
the
team.
That's
that's
providing
the
work
and
they
all
kind
of
have
their
specialty
and
expertise
that
they
bring
to
the
table.
Ameresco
is
the
primary
FCA
consultant
and
they're
a
pretty
large
National
Organization,
but
fcse
is
kind
of
driving
the
ship
and
and
providing
a
lot
of
the
program
management
and
that
sort
of
work
in
the
in
the
study.
Okay,.
O
O
C
And
answer
your
question:
we
used
it
quite
well.
We
just
didn't
implement
it
at
the
recommended
funding
level.
They
actually
recommended
that
a
district
our
size
should
be
allocating
4
million
a
year
to
facility
ongoing
maintenance.
We
averaged
during
the
last
10
years,
closer
to
half
that
amount
about
2
million,
so
it
did
help
in
terms
of
prioritizing
which
projects
got
done,
but
clearly
we
didn't
complete
the
project
list
because
we
didn't
have
the
funds
to
invest
in
brick
and
mortar,
even
though
we
would
have
liked
to.
K
Jim
you
answer
that
perfect.
There
is
one
other
component
that
the
last
study
did
not
include.
James
can
quote
me
on
the
the
formula
or
the
percentage
here,
but
there's
a
cost
of
deferred
maintenance
in
the
building,
based
on
the
sum
of
each
part
that
needs
to
replace
on
a
cycle,
but
there's
also
needs
to
be
a
determination
of
at
what
point
is
the
sum
of
each
investment
not
worth
just
the
investment
in
the
building
as
a
whole.
K
The
cost
of
a
building
is
far
more
than
just
the
initial
time
of
the
Deferred
maintenance
or
the
time
it's
built,
and
that
study
didn't
include
that.
So
we
do
have
some
buildings
now
that
may
or
may
not
have
results
in
terms
of
here's
going
to
be
the
ongoing
maintenance
class
over
the
next
20
30
years
that
we
need
to
have
some
conversations
with
so
we're
looking
forward
to
some
of
that
analysis
as
well.
Z
And
I
would
add
that
the
the
study
that
was
performed
10
years
ago,
the
amount
of
this
scope
of
work
that
would
be
similar
as
far
as
the
work
being
performed,
is
about
half
of
the
overall
cost
of
the
scope
of
work.
The
educational
adequacy
piece
is
completely
addition
in
addition
to
what
was
done
10
years
ago.
The
energy
audit
is
an
additional
piece.
The
working
with
us
to
sort
of
modernize
the
processes
and
requests
and
work
order
system
would
be
in
addition
to
that
too.
So
it
is
a
little
bit
not
a
little
bit.
K
Z
Should
we
do
at
this
time,
because
when
a
plan
is
10
years,
old
things
do
change
and
we
our
needs
changed.
Our
philosophies
change
just
a
lot
of
of
difference
between
now
and
10
years
ago.
So
so,
as
we
go
through
this
process,
we
are
we're
pausing
a
bit
done
on
some
of
the
things
that
we
might
regularly
do
throughout
the
school
year.
Y
C
A
D
Z
All
right,
where
is
Bill
when
I,
need
him
to
push
him
sorry.
So
when
you,
when
you
brought
it
I,
did
do
just
a
quick
review
again
to
refresh
my
memory
a
bit
and
and
without
diving
super
deep
into
the
two
proposals.
One
of
the
Stark
differences
seemed
to
be
that
the
the
winning
proposal
is
a
local
company.
There,
they've
been
working
with
the
district
and
they
know
kind
of
what
the
expectations
are.
Z
They've
we'll
actually
have
a
little
bit
of
sort
of
retraining
to
to
bring
some
stuff
up
to
speed,
but
we're
comfortable
with
with
moving
forward
with
them.
The
other
firm
is
a
firm
I
believe
based
out
of
like
Minneapolis-St
Paul
area
and
they're,
more
of
a
national
Security
Services
firm,
and
they
actually,
in
their
proposal,
included
a
lot
of
extras
that
we
didn't
really
request
so
I
anticipate
that
the
vast
difference
in
proposals
is
due
to
some
of
that.
Z
D
A
N
O
B
A
P
P
It's
not
easy
to
talk
about
mental
health,
because
mental
health
can
definitely
put
a
lot
of
emotions
and
idea
into
your
mind
being
able
to
to
listen
to
Lim
mom.
You
know
who
who
the
founder
for
for
is
that
four
six,
four
three
six
okay,
then
I
was
able
to
meet
her
too
as
well.
Over
there
everybody
did
came
foreign,
the
fact
that
you
know
my
daughter.
P
Actually
they
were
best
friends
with
this
certain
students,
even
though
I
he
passed
even
to
the
point
where
my
daughter
had
really
struggled
with
mental
health
too,
as
well,
because
they
were
best
friends
in
second
grade.
You
know,
so
it
wasn't
easy
and
when
I,
when
I,
when
I
met
her
I,
said
I'm
like
a
mom,
because
oh
my
God
you're
Malacca
mom,
she
always
come
and
bite
over
and
they're
good
to
play.
I
said
I
know.
So
you
know.
D
Thank
you,
I
did
read
the
the
letter
from
from
Criminal
Affairs
committee.
Our
next
meeting
is
June
6th
at
7
30
A.M
I
did
visit
Kennedy.
My
liaison
school
also
attended
the
Catalyst
training,
which
I
know
a
lot
of
a
lot
of.
You
wrote
down
amazing,
but
I
also
wrote
down
the
word
calm
that
that's
such
an
incredible
program
and
the
more
people
that
we
can
educate
on
that
I
think
the
better
and
then
I
attended
a
community
event.
D
D
There
were
106
students
that
participated
and
what
they're,
given
their
group
is
given
five
thousand
dollars
to
Grant
out
within
the
community,
and
they
study
these
it's
a
year-long
process
and
they
also
had
staff
advisors.
So
seven
staff
advisors
did
it
as
well
and
they
were
there
to
present
on
how
they
connected
to
the
nonprofit
and
I
think
that's
a
great
example
of
the
Outreach
and
community
service.
That's
within
within
our
schools,
so
I
I
was
really
proud
to
be
part
of
Fargo
Public.
Schools
today,
106
students
very.
P
C
E
Mostly
negotiations
meetings,
I
missed
the
Catalyst
training,
sadly,
because
of
my
new
job,
but
I
did
ask
for
ways
to
receive
additional
information
and
for
a
makeup
date.
So
hopefully
we
can
get
that
scheduled
yet
within
the
school
year,
I
also
applied
earlier
this
year
for
a
seat
on
the
national
PTA
legislative
committee
at
the
national
level
and
I
received
an
interview
last
week.
So
I
was
excited
about
that.
However,
I
won't
know
the
results
till
fall,
but
I'm
kind
of
excited
about
that.
Friday
morning
we
have
cea.
O
M
Katie,
okay,
so
on
April
26th
I
attended
the
C3
Tech
governing
board
meeting
on
May,
2nd
I,
attended
gak
on
May
3rd
I
was
at
the
Catalyst
seminar
training
with
many
of
my
other
colleagues
here
and
then
on.
May
5th
I
attended
the
careers
on
Wheels,
which
was
a
presentation
for
all
of
our
middle
schoolers,
and
it
was
held
in
the
South
High
parking
lot
and
it
was
really
wonderful
weather.
So
I
think
everyone
was
in
a
good
mood
to
get
to
be
outside,
but
it
was
a
really
really
cool
event.
M
There
were
a
lot
of
just
different
employers
and
out
in
this
parking
lot,
and
then
the
students
would
go
in
groups
to
each
one
in
here,
just
presentations
on
what
it's
like
to
be
employed
and
what
they
do,
and
you
could
see
a
lot
of
excitement
from
both
the
employers
that
they
all
really
enjoyed
their
jobs.
There
was
a
plumber
there
who
loves
being
a
plumber
like
he
had
the
funniest
jokes
and
like
Rhymes,
and
so
we
might
have
like
this
surge
in
plumbers.
M
B
We
had
negotiations
with
the
FBA
on
the
27th
I
had
my
one-on-one
with
Dr
Gandhi,
and
then
the
negotiations
committee
meeting
following
that,
the
28th
had
a
planning
committee
meeting
on
the
2nd
of
May
I,
took
part
in
the
facility
assessment
interviews
for
the
motion
that
we
just
passed
this
evening
on
the
3rd
of
May.
I
also
took
part
in
the
Catalyst
training
at
Lewis
and
Clark
Elementary,
and
then
also
that
day
ahead
of
negotiations.
B
Committee
meeting
and
also
that
day
had
negotiations
with
the
FEA
and
on
May
4th
had
a
Native,
American,
Commission
meeting
and
I,
also
just
at
the
end
of
my
report,
would
just
like
to
take
an
opportunity
again
to
commend
Dr
Gandhi
on
his
on
his
leadership.
So
that
is
all
I
have
and
I
will
be
there
in
person
at
the
next
meeting.
Thank
you
excellent.
A
N
N
Then,
on
May
3rd
I
did
the
Catalyst,
training
and
I
know
it's
been
mentioned
several
times,
but
this
was
really
transformative.
For
me,
I
was
absolutely
Blown
Away
by
what
we
were
learning
and
I'm
just
excited
about
how
supportive
our
district
has
been
with
this,
and
it's
really
changed
kind
of
how
I
I
think
about
just
interacting
with
people
in
general.
So
I
was
just
really
grateful
that
we
were
able
to
be
included
on
that
and
I'm
I
was
really
excited
about
that
training.
N
Then
there's
just
been
a
lot
of
negotiations
on
May
3rd.
We
had
a
committee
meeting
and
then
a
session
that
evening
and
I
just
have
to
share
just
because
I
feel,
like
it's
sort
of
relevant
this
week,
I'm
in
South,
Carolina,
doing
a
implicit
bias
and
mindful
inclusion,
training
for
the
Department
of
Justice
and
even
though
it's
it's
geared.
H
N
A
Thank
you
so
much
we'll
move
on
to
president's
report.
I
do
not
have
much
to
report.
I
attended
planning
on
the
28th
I
was
unable
to
go
to
Catalyst,
because
I
have
my
job
and
io2
is
at
the
mental
health
month
news
conference
at
the
Fargo
theater.
They
are
representing
Fargo
Castle
baquel.
That
was
amazing
to
see
some
of
our
FPS
student
families
there
and
very
good
job.
Speaking
officer,
Jacobson
and
I
wrote
a
letter
of
recommendation
for
Nikki
for
her
National
Conference
for
PTA.