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From YouTube: School Board Meeting January 24, 2023
Description
Fargo Public Schools - Board of Education Meeting - Live Broadcast - January 24, 2023
A
B
C
A
Opposed
motion
passes
we'll
move
on
to
the
recognition
of
audience
portion
of
our
agenda.
We
have
two
people
signed
up
to
speak
this
evening.
At
this
time
the
board
will
will
hear
comments
from
the
public.
We
ask
that
each
speaker
who
has
signed
up
to
address
the
board
State
their
name
and
home
school
district
for
the
record
speakers-
must
refrain
from
using
this
form
to
criticize
or
complain
about
a
specific
employee
or
student
by
name.
Vulgar
or
profane
language
will
not
be
tolerated.
A
The
board
is
interested
in
your
comments
and
will
listen
carefully,
but
is
not
obligated
to
respond
or
debate
issues
in
this
forum.
This
evening
each
speaker
will
be
allotted
a
maximum
of
five
minutes.
Upon
conclusion
of
this
allotted
time,
a
chime
will
sound
and
the
speaker
is
asked
to
conclude
if
necessary.
A
final
time
will
sound
15
seconds
later,
signifying
the
end
of
the
speaker's
time
at
the
podium.
I
will
now
call
our
first
speaker
to
the
podium
which
is
Devin
stachinski
welcome.
D
D
I
just
have
one
question
about
the
enrollment
report
and
I
noticed
that
there's
going
to
be
a
underutilization
of
South
and
I'm
curious
as
to
why
that
is
still
the
case.
When
previous
projections
said
there
was
going
to
be
underutilization
at
South
and
now
on
to
the
other
topics
from
the
governance
meeting
that
I
have
a
bit
of
a
concern
with.
D
This
begs
the
question:
why
would
you
only
leave
that
in
committee,
if
you're
already,
if
you've
already
been
talking
about
that
annually
and
it's
historically
talked
about
annually
as
you've
all
pointed
out,
a
very
awkward
discussion,
I
I
don't
have
an
issue
with
being
paid.
What
you're
worth
when
you're
working?
In
fact
Greg
brings
up
a
very
excellent
point
and
that's
the
amount
of
time
it
takes
for
you
all
to
do
your
jobs
as
board
members.
D
I
know
some
members
of
the
board
are
involved
in
a
great
deal
of
things,
and
it
makes
me
wonder,
as
a
citizen
is
the
appropriate
amount
of
time
that
is
required
of
this
board,
where
it's
so
crucial
to
our
students.
Education
is
the
appropriate
amount
of
time
being
given
attention
being
given
when
attention
is
being
pulled
by
many
different
factors,
just
something
to
think
about
the
other
part.
D
Wouldn't
the
first
stop
be
working
directly
with
the
parents
to
solve
that
issue
and
then
make
that
a
Next
Step,
you
I,
don't
know
if
I'm
misunderstanding
steps
that
have
already
been
taken,
but
it
sounded
like
the
way
it
came
across
was
parents
were
not
in
this
equation.
It
was
the
school,
is
solving
an
issue
and
they're
reaching
out
to
local
health
professionals
to
solve
it
and
not
having
that
direct
parental
involvement,
like
I
said,
could
have
been
a
misunderstanding
of
my
part,
but
that's
how
it
came
across
listening
to
it.
E
E
I
did
receive
a
response
today
that
submission
was
about
two
weeks
ago
and
I
received
or
yesterday
I
received
response
and
then
a
little
bit
like
this
morning.
I
got
extra
response,
but
I
did
was
able
to
confirm
with
Dr
Gandhi
that
one
no
training
has
been
done
for
Fargo
Public
School
Employees,
with
the
exception
of
signing
the
policy
that
is
already
in
place.
Two
no
future
training
has
been
developed
or
identified
to
roll
out
to
staff
three
next
school
year.
E
E
No
action
was
taken
by
the
administration
to
address
the
policy
with
the
staff.
I
did
open
records
request
to
find
out
addressed
on
any
meeting
that
policy
for
last
two
years
and
came
back
with
no.
No
policy
was
shown
up
on
a
meeting
in
June
of
2022.
The
board
fired
a
teacher
for
allegedly
inappropriate
behavior
towards
students
that
teacher
from
South
Fargo.
E
No
action
was
taken
by
Administration
to
address
the
policy
with
the
staff.
Okay,
then,
in
November
of
2022.,
a
teacher
was
arrested
for
allegedly
inappropriate
relationship
with
the
student.
This
teacher
resigned,
so
you
guys
don't
have
to
take
action
with
that,
but
no
policy
or
sorry.
No
no
action
was
taken
by
Administration
to
address
the
policy
with
the
staff.
E
E
E
Are
you?
Okay
with
that,
as
the
board
I'm?
Not
blaming
you
guys,
I'm,
not
saying
it's
your
fault
at
all.
I
know
you
guys
can
control
who
we
hire
anything.
But
are
you
guys?
Okay
with
that
that
no
action
has
been
taken
or
no
training
has
been
done
board
member
Nelson
at
the
C
at
the
Boys
and
Girls
Club?
E
Why
wouldn't
we
just
do
a
policy
review?
I
know
it's
common
sense.
I
would
think
it's
common
sense
not
to
have
inappropriate
relationships
with
students,
but
three
of
your
staff
last
year
at
one
school
it
wasn't
common
sense
to
them.
I'm.
Just
asking
that
maybe
you
guys
make
a
motion
address
it.
Dr
Gandhi
did
respond
to
me
again
today.
He
said
he
found
out
yesterday.
He
didn't
know,
but
today
he
found
out
that
there's
training
going
to
happen
next
year
for
a
mandated
reporter
training
that
all
staff
will
have
to
do.
E
But
that's
that's
eight
months
away
for
that
to
happen
at
the
current
rate.
So
that's
one
student,
every
four,
every
four
months
at
South,
two
more!
Maybe
are
you
guys?
Okay
with
that
to
wait
a
whole
school
year
to
the
end
of
the
school
year
until
next
school
year
starts
to
do
a
training
or
I
mean
at
least
just
do
a
policy
review
go
over.
E
I
know
that
one
of
the
guys
was
a
prominent
member
of
this
community.
He
was
in
the
orchestra
or
whatever
or
orchestra
Symphony
like
it.
You
don't
know,
and
so
I'm
not
saying
you
guys
would
have
known
but
like
let's
do
some
action.
Let's,
let's
see
what
we
can
do
to
try
to
prevent
this,
rather
than
take
no
action,
it's
going
to
take
another
story.
Another
student.
A
F
All
right,
thank
you,
Dr
Newman
I
will
I'll
keep
it
brief
in
your
board
memo.
You
have
a
summary
of
this
year's
demographic
report.
We
work
with
RSP
and
Associates
to
provide
this
report.
This
update
to
the
board
on
an
annual
basis.
What
this
report
will
do
is
this
will
be
just
be
a
launching
point
to
confirm
some
of
the
projection
data
that
we've
been
receiving
from
previous
years
as
well.
F
Our
intention
would
be
to
continue
with
the
projects
that
we've
identified
in
some
of
our
long-range
facility
plans
based
on
these
numbers,
but
based
on
the
reports
today,
at
a
future
work
session
down
the
road,
we
would
look
to
dive
a
little
bit
deeper
prioritize
some
of
the
projects
that
we've
already
identified
in
the
long-range
facilities
and
financial
plan
development
for
public
schools.
So
with
that
being
said,
I
will
hand
it
over
to
rob
from
RSP.
G
This
report
is
broken
up
into
really
five
parts.
Part
one
is
the
enrollment
in
demographics.
Part
two
is
development.
Part
three
is
the
projections
and
then
Par
Four
are
some
next
steps
or
some
considerations
and
then
there's
a
lot
of
information
in
the
appendix
to
help.
You
understand
some
things
in
Greater.
Detail.
G
So
if
we
start
with
this
hundred
thousand
foot
perspective,
we're
indicating
your
district
is
going
to
continue
to
grow.
You
can
see
that
breakdown
of
what
that
looks
like
at
the
elementary
level,
the
Middle
School
level,
high
school
level,
you're
going
to
see
things
are
color
coded.
So
if
you're
colorblind,
you
may
not
see
it,
but
typically
things
that
are
Elementary
will
have
in
red.
Middle
School
is
blue
and
then
High
School
is
green.
G
I'll
talk
about
how
some
of
these
changes
are
happening
because
the
high
school
is
decreasing,
but
we'll
talk
about
that
when
I
get
to
a
particular
slide
capacity,
and
we've
done
some
different
things
with
your
capacity.
This
go
around
where
we're
showing
things
where
you
may
be
over
the
utilization
of
the
building
and
then
when
you're
under
75
of
the
building.
That
way,
you
can
use
this
more
as
a
planning
tool
in
how
buildings
are
functioning.
G
There's
quite
a
bit
of
developments
that
will
happen.
It's
actually
been
happening,
but
will
start
to
happen
at
greater
rates
when
the
flood
diversion
project
is
completed.
That
really
will
start
to
shift
some
things
from
the
Horus
area
to
the
southern
Fargo
City
Limits
area
and
we'll
show
you
that,
in
some
of
the
maps,
lots
of
visuals
in
this
report
to
give
you
context,
because
your
district
is
so
vertical.
G
Sometimes
we
have
to
zoom
in
in
different
ways
to
be
able
to
show
you
some
different
things
that
are
happening
in
the
district.
Usually,
there's
going
to
be
an
inset
on
the
right
side
of
each
of
those
Maps,
so
we
have
Elementary
boundaries,
your
secondary
boundaries
and
then
a
visual
of
your
feeder
system
where
there's
dotted
lines,
that's
where
it's
broken,
Some
solid
lines
are
a
complete
feeder
meeting.
G
In
the
case
of
Longfellow,
you
completely
go
to
Ben
Franklin,
whereas
if
I'm
in
pod
or
Hawthorne
Elementary,
we
go
to
both
Ben
Franklin
and
Carl
Ben
eielson.
So
again,
just
an
understanding
of
that.
We
break
your
District
into
those
planning
areas
and
I've
talked
about
this
in
previous
years.
This
is
a
really
good
value
to
understand
how
changes
are
happening
as
we
isolate
with
different
data
sets.
G
So
everything
we
look
at
from
Census
Data
student
data,
Cass,
County
data
city
data
sets
other
data
sets
that
we
create,
with
our
understanding
of
your
community,
all
gets
parlayed
into
a
planning
area,
so
we
can
see
what
changes
are
occurring.
Typically,
those
planning
areas
are
single
family
developments,
mobile
home
developments,
Town
Homes,
duplexes
Apartments.
They
all
have
different
yield
rates.
G
G
Here's
a
signature
slide
with
live
birth
information
and,
as
we
focus
on
Cass
County,
something
that
really
has
stood
out
is
we
have
more
live
births
than
what
we've
seen
in
the
last
few
years.
We
look
at
2021.
We
had
2500
live
births
in
Cass
County.
What
we
use
with
this
data
is,
we
know,
five
years
later,
the
number
of
kindergartners
that
are
in
your
District.
So
when
I
look
at
the
2017
row,
we
have
2
525
live
births
in
2017..
You
follow
that
row
over
to
the
2023
column
and
right
to
its
right.
G
You
can
see
we
had
851
kindergartners.
So
this
starts
to
give
us
an
understanding
of
potential
correlation
of
live
births
to
Future
kindergartners.
It's
not
a
complete
Apple
to
Apple.
As
you
can
imagine,
people
that
gave
birth
to
Children
back
in
two
thousand
team
may
no
longer
live
in
your
District
or
may
have
chosen
another
way
in
which
they're
getting
their
students
educated.
Much
like
there
may
be
more
live
births
that
happened
in
the
November
and
December
months,
and
so
that
kind
of
skews
some
of
this.
G
We
look
at
your
past
enrollment.
What
I
want
you
to
really
have
as
a
takeaway
here
when
we
look
at
that
senior
class,
we've
consistently
been
smaller
than
the
incoming
kindergarten
class
the
following
year,
as
we
start
to
see
the
bubble
of
some
of
these
grades.
We
look
at
the
current,
9th
and
10th
grades
where
there
are
over
900
students
in
order
to
have
that
natural
bounce
that
we've
been
able
to
have
in
most
years
of
a
smaller
senior
class
being
replaced
by
a
larger
incoming
kindergarten
class.
Our
kindergarten
enrollment
will
have
to
increase.
G
That's
one
thing
to
take
away
from
this.
The
other
element
that
I
want
you
to
see
with
this
data,
showing
it
a
different
way,
is
how
enrollment
has
changed
year
to
year
with
each
grade,
and
so
I
always
focus
on
the
three
year
average
and
the
three
year
weighted
average.
The
bottom
two
rows
in
this
table
to
get
a
sense
of
what
change
we're
seeing
from
a
district
perspective
in
each
of
the
grades,
a
quick
takeaway.
We
tend
to
always
have
an
increase
from
eighth
to
ninth
grade.
G
Typically,
that's
related
to
private
homeschool
type
students,
parochial
students
that
are
coming
into
your
system
because
of
the
opportunities
for
those
education
platforms,
then
we
also
typically
are
seeing
decreases
from
nine
to
ten
and
sometimes
from
10
to
11.,
very
normal
of
almost
all
the
districts
we
work
with
in
North
Dakota
migration.
This
was
something
last
year
that
we
talked
about
a
little
bit
wondering.
How
will
this
continue
to
change
as
we
get
another
year
passed
on
the
cobit
experience
and
what
you
see
in
this
visual?
G
It's
broken
down
by
elementary
middle
school
and
high
school
for
the
last
three
school
years.
Everything
on
the
right
hand,
side
the
orange
part
of
These
Bars.
Those
are
students
that
were
new
to
that
school
year,
so
they
were
not
receiving
Services
the
previous
year.
The
bar,
that's
to
the
left.
That's
green
are
students
that
were
receiving
Services
the
previous
year
of
the
Year
being
shown,
but
not
in
the
district.
G
You
know
all
this
starts
to
apply
back
to
each
of
those
planning
areas.
The
next
series
of
visuals
give
you
some
perspective
of
change.
That
happens
in
the
last
five
years.
Orange
is
where
we've
had
an
increase.
Green
is
where
there's
been
a
decrease.
The
darker
the
brain
is
the
greater
the
decrease,
the
darker,
the
orange,
the
greater
the
increase.
Typically,
the
newer
developments
are
where
we
see
the
most
prolific
enrollment
increases.
G
Older
developments
are
dependent
on
where
they
are
in
their
subdivision
life
cycle.
Some
are
continuing
to
age
out,
so
they're
getting
grayer
or
fewer
kids,
and
some
were
starting
to
see
where
we're
seeing
a
Resurgence
of
students,
so
it
gets
into
when
the
housing
product
was
built,
the
value
of
those
homes
and
how
it's
turning
over
with
the
people
that
live
there
or
when
they
moved
into
each
of
those
projects.
G
B
G
Me
make
a
note
of
that,
so
I
can
for
sure
give
you
the
right
response,
but
I
do
believe
they
were
not
in
these
numbers,
because
we're
looking
at
brick
and
mortar
and
I
think
our
Focus
was
how
many
of
them
in
the
years
the
last
couple
years
have
come
back
in,
but
let
me
make
sure
I'm
completely
accurate.
With
that
statement.
Thank.
G
H
G
G
G
The
first
visual
that
I
show
is
how
are
some
of
the
variables
correlating
or
not
correlating
with
each
other,
so
the
green
line
represents
the
census
population
estimates
and
when
you
look
at
this,
there's
changes
that
have
happened
when
we
get
to
decennial
senses
information,
because
it's
the
most
accurate
right.
We
have
all
the
long
form
short
forms
that
are
filled
out
and
so
there's
adjustments
that
happen
with
census
data.
So
I'm
not
concerned
with
the
shifts
when
we
look
at
the
2009
to
2010
or
the
jump
from
2019
to
2020..
G
Those
are
just
some
calibrations
of
of
what
is
with
real
data
and
what's
been
estimates,
the
takeaway
is,
we
have
more
people
moving
into
the
School
District
boundary,
and
so
this
is
more
than
the
city
limits.
This
is
taking
into
account
just
the
Fargo
Public
Schools,
so
different
than
what
you
may
see
from
city
data.
The
Blue
Line
represents
the
building
Trend,
so
the
certificate
of
occupancies.
G
You
can
see,
there's
been
some
years
back
in
2012
2013,
where
I'm
with
846
722
units
that
were
built
now
we're
consistently
in
the
400
units
being
built
and
certificate
of
occupancy
when
people
can
actually
move
into
those
residences,
and
this
would
includes
single-family
multi-family
units.
The
red
line
represents
our
enrollment
change.
What
we're
trying
to
start
to
get
a
sense
of
is,
as
the
population
is
growing
in
your
community
and
we're
seeing
building
activity.
G
So
one
of
the
things
that
we
continually
are
trying
to
focus
on
is
what's
happening
with
Millennials
and
we're
starting
to
have
some
really
good
data
to
understand
they're,
waiting,
longer
and
they're
likely
to
have
fewer
kids.
So
that's
starting
to
drive
some
of
the
factors
of
we
look
at
live
birth
data-
it's
not
yet
showing
that
we're
still
having
more
live
births
than
what
we've
seen
in
the
last
couple
years,
but
I
think
that's
being
offset
because
the
number
of
people
that
are
moving
into
your
community
yeah.
G
This
is
one
metric
to
try
to
look
at
some
of
those
variables.
The
next
couple
of
slides
helps.
You
understand
the
value
of
why
we
look
at
planning
units
and
what
we've
aggregated
here
is
by
each
of
the
Elementary
attendance
areas,
a
yield
rate
of
students
that
we
get
with
single
family
developments.
G
If
we
focus
on
that
bottom
row
of
District,
K5
back
in
2015,
that
17
meant
we
received,
we
provided
services
to
17
K
through
five
students
for
every
100
single
family
units
in
the
district.
It's
remained
pretty
consistent.
It's
a
little
bit
lower
here
in
2022,
where
it's
16
for
every
100
single
family
units.
G
C
G
Is
three
or
more
students
lower
than
that
District
average
orange
is
where
it's
three
or
more
greater
than
that
District
average
and
again,
what's
really
interesting
about
this?
Is
you
can
see
with
single
family
developments
which
attendance
areas
are
yielding
more
than
we
do
the
same
thing
with
the
multi-family
all
I
really
want
to
highlight
here
is
we
were
at
about
nine
K5
students
for
every
100
multi-family
units?
G
That's
dropped
to
eight,
but
we've
built
over
3
700,
more
multi-family
homes
multi-families
to
find
them
Apartments,
duplexes,
Town,
Homes
mobile
homes,
so
everything
that's
not
single
family.
The
other
thing
that
we
tried
to
hone
in
on
is
some
districts.
During
the
pandemic
we
saw
some
movement
to
multi-family
developments
as
a
general
role.
We
didn't
see
that
in
your
District
consistence
through
most
of
these
attendance
area.
Oh
this
map
is
a
visual
that
probably
just
helps.
G
G
G
All
of
these
variables
are
applied
back
to
those
planning
areas,
so
we
can
have
some
sort
of
indication
what
we're
seeing
with
change
and
being
able
to
predict
that
with
some
of
these
variables,
as
we
look
at
where
product
has
been
built,
you
can
see
this
smattering
of
units
they're
down
by
Davies,
High
School.
That's
where
everything's
happening
right.
Everything
for
the
most
part
up
north
is
is
built
out.
If
we're
seeing
things
in
the
core
part
of
town.
It's
people
developments
with
some
new
apartments
and
the
town
home
type
developments.
G
G
That's
going
to
be
built
on
the
southern
side
of
your
District
foreign,
the
tour
that
I
did
when
I
was
last
up
in
Fargo
here
a
couple
months
ago,
I
believe
just
looking
at
what's
in
the
ground
meeting
with
the
city
to
understand
how
some
of
these
projects
are
occurring
and
what
likely
could
happen.
As
as
we
really
focus
on
the
south
side,
we
developed
areas
that
are
currently
being
built,
so
that's
the
green
things
that
may
be
built
towards
five
years
and
then
those
that
may
be
Beyond
five
years.
G
G
All
that
information
is
aggregated
back
to
this
table
that
helps
us
understand,
first
off
what
High
School
attendance
area
it's
in,
so
we
look
at
that
far
right,
part
of
the
column
but
focusing
on
the
potential
units
and
so
think
about
this.
When
we
look
at
the
current
or
the
green
areas,
those
would
be
shovel
ready
where
we
have
access
to
sewer
water,
all
the
infrastructure.
To
make
that
happen
right
now
we
have
about
1900
units
that
could
be
built
within
the
next
five
years.
G
G
G
At
about
5200
5250
students-
and
we
have
you
growing
to
a
little
over
5400
students
in
27-28
I'm
at
the
middle
school
level,
we're
a
little
over
2500
students,
maybe
growing
to
about
26.50
at
the
high
school
we're
at
about
just
under
3
600
students,
and
we
have
you
I'm
at
about
34.50
when
we
get
to
27
28s.
The
key
to
this
movement
of
students
is
when
you
go
back
to
slide
14
and
we
look
at
the
students
by
grade.
G
We
have
some
larger
grades
that
are
moving
through
the
high
school
and
when
they
leave
like
I,
mentioned
the
ninth
grade
and
the
10th
grade
being
937
947.
Those
are
really
large
grades
as
they
move
through
the
system.
There's
some
smaller
grades
that
are
following
them
up,
and
so,
if
we
don't
see
some
changes
in
the
trend
of
cohort
change,
we
should
see
fewer
kids
at
the
high
school
level.
So.
G
G
G
We
also
show
what
the
target
enrollment
is
so
a
capacity
per
se
of
students
that
could
be
in
those
facilities
and
then
the
grades
that
are
served
to
the
right.
We
show
you
the
pass
enrollment
from
1819
through
22-23,
that's
tabulated,
three
different
ways:
the
middle
row,
green
font,
is
reside.
So
when
the
students
are
geocoded,
we
know
where
they
live,
and
we
know
how
that's
associated
with
every
boundary
for
the
grades
that
are
being
served
in
that
boundary.
G
Let's
reside
the
bottom
row
attend
because
of
the
student
database.
We
know
where
the
students
are
actually
attending
so
different
than
reside.
Where
are
they
actually
putting
their
seats
in
a
building?
The
top
row
that
res
slash
ATT
is
reside,
slash,
attend
that
purple
font.
They
are
a
subset
of
resides,
so
they
reside
and
actually
attend
that
building
for
those
grades.
So
let
me
just
help
you
work
your
way
through
this
we'll
just
start
with
Bennett.
G
We
had
619
K5
students
that
resided
there
in
22-23
and
when
I
say
resided
there,
these
These
are
students
in
your
school.
So
this
is
like
your
markets.
Forecast
619
of
them
are
there.
665
are
actually
attending
bended,
but
it's
actually
a
little
bit
different
than
the
619,
the
665
of
the
619
607
resided
in
attended.
So
we
we
lost
12
students
to
one
of
the
other
Elementary
buildings,
but
then
we
gained
from
that
607
to
665
on
students
from
either
Elementary
buildings.
So
that's
the
explanation
of
the
past.
G
G
Be
greater
than
a
hundred
percent
and
where
it
would
be
less
than
75,
and
so
this
gives
you
a
perspective
of
how
efficient
or
inefficient
or
over
utilized
buildings
could
be,
and
as
you
move
to
the
right,
we
show
you
the
forecast
for
each
of
the
buildings
based
on
reside
and
based
on
a
attend.
A
10
can
change
quite
a
bit.
It
could
be
you
shift
to
program,
you
maybe
close
some
of
your
your
transfer
options
to
buildings.
G
There
could
be
changes
in
a
Family
household
living
condition
where
they
have
two
addresses
and
one's
in
the
boundary
one's
not
in
the
boundary.
There's
some
things
that
can
shift
with
the
tens.
We
always
try
to
focus
on
accuracy
being
with
the
reside
because
program
choices.
Those
can
those
can
shift
a
little
bit.
But
as
you
look
at
this
particular
page,
if
we
focus
on
a
10
but
likely
students
that
would
be
in
a
building,
I'm,
so
bottom
row
of
every
school
we
can
see,
Bennett
will
run
into
challenges.
G
G
If
we
look
at
some
of
the
other
buildings
on
this
page,
under
utilization
would
be
Hawthorne
and
Horace
Mann.
In
a
couple
years,
you
see
that
at
Eagles
in
Jefferson,
with
the
attend
enrollment,
when
we
look
at
the
second
page
again,
this
is
just
alphabetical.
When
we
look
at
Kennedy
through
Washington,
really
we
see
quite
a
few
buildings
that
would
be
underutilized
based
on
that
Target
enrollment
I
do
want
to
say
something
about
capacity.
G
An
Administration
may
have
more
conversation
to
this.
Much
that
much
conversation
we've
had
with
districts
is
how
we
look
at
capacity
post
covet
is
a
little
bit
different,
so
this
number
may
change,
based
on
other
things
that
you
may
need
to
see
happen
in
buildings
such
as
maybe
more
professional
development
spaces,
more
conference
rooms,
maybe
more
social,
mental
well-being
spaces.
G
So
this
is
just
a
number,
but
that
may
that
number
may
change
so
I'm,
not
overly
alarmed
by
some
of
these
numbers
and
what
that
means
for
under
utilization
or
over
utilization,
because
there's
some
things
that
probably
are
more
conversations
with
Administration
in
you,
the
board
as
I
move
it
to
the
secondary
buildings.
You
can
see
that
we
definitely
have
some
over
utilization
challenges.
As
we
look
at
Ben
Franklin
one
year
in
Discovery,
Davies
High
School
would
become
over
utilizing
the
attend
as
well.
So
there's
there's
a
lot
of
changes.
G
G
G
The
last
piece
of
the
projections
that
we
try
to
help
the
district
with
is
to
guide
them
towards
how
you
potentially
could
staff
your
buildings
with
the
number
of
students
that
are
projected
there,
so
page
40
would
be
if
all
the
students
actually
went
to
the
building
based
on
their
address
and
what
we're
forecasting.
This
is
the
potential
number
of
students
you
would
see
by
grade
in
each
of
these
buildings,
page
41.
G
G
G
Foreign
I
want
to
focus
in
conclusion,
before
I
open
up
for
more
discussion
with
you
guys
really
on
those
those
driving
themes
of
the
enrollments
small,
larger
grades.
Graduating
smaller
grades
coming
in
are
are
having
an
impact
on
what
we
potentially
could
see
with
enrollments
with
development
activity.
G
G
G
B
Thank
you
rob
that
was
always
very
insightful.
I
appreciate
all
the
work
that
you
do
and
and
these
local
visits
that
you
make
a
lot
of
these
demographics
and
thank
you
to
the
Advance.
Thank
you
to
the
planning
committee,
because
this
is
what
you
really
dive
into
with
a
long
range
facility
plan,
Dr,
Gandhi
or
maybe
one
of
the
assistants.
Can
you
remind
us
of
what
the
target
class
sizes
are
for
different
grades?
B
F
We
first
redefined
capacity
and
what
it
means
for
Fargo,
Public
Schools
prior
to
me,
starting
that
was
in
2017,
Dr
Gross
and
at
the
time
Dr
agree.
The
two
associate
superintendents
walked
every
building
with
the
principals
to
understand
how
many
students
really
can
be
served
in
that
building,
based
on
the
academic
programming
that
we
have
and
then
the
guiding
the
class
size
ranges
that
the
board
has
adopted
in
in
The
Guiding
principles
of
our
long-range
facilities
plan.
F
So
some
of
those
programming
specifically
would
be
special
education
when
most
of
our
buildings
were
built
as
new
schools
or
older
schools,
at
least
they
probably
were
not
considering
various
special
education
programs
and
other
ancillary
programs
that
we
now
offer
and
utilize
those
spaces
as
well.
So
that
was
the
first
shift
since
then.
F
So
essentially
at
this
time,
Davies
is
targeted.
Enrollment
should
really
be
Discovery,
plus
one
grade
level
same
for
Ben
Franklin
and
North
same
for
Carl,
Bennett
and
South.
So
that
was
the
shift
that
we
did
since
then.
So
at
the
elementary
level,
we're
still
using
programming
at
the
secondary
level,
we're
using
that
plus
the
programming
piece,
Barbara
Missy
feel
free
to
chime
in
if
I
miss
anything
else.
G
A
F
B
Thank
you.
The
get
committee
met
today
and
the
governance
committee
met
yesterday
and
I
looked
for
some
guidance
as
to
what
what
the
board
would
like
to
be
presented
during
this
agenda
session
and
I.
Don't
want
to
be
redundant
in
what
we
share,
but
so
perhaps
I
would
will
share
some
of
the
the.
How
should
I
say
it
committee
testimony,
because
there
was
a
great
thing
that
just
happened
that
you
all
might
not
be
aware
about.
We
supported
two
bills
that
talked
about
campaign.
Finance
disclosure,
reporting
requirements
and
they're.
B
Essentially
they
both
came
out
of
Fargo
is
what
I
could
gather.
We
supported
both
that
for
any
any
school
district
over
a
certain
number
of
residents
or
students,
there
would
be
some
campaign
reporting
requirements
just
like
most
other
elected
elected
positions
within
within
the
state
of
North
Dakota,
and
they
maybe
the
term
I
should
use.
Is
they
ascended
From
the
Ashes?
B
They
both
received
a
do
not
solid,
do
not
passes
out
of
the
committee
it
that
committee
members
seem
to
think
it
was
a
Fargo
issue,
but
whatever
the
case,
I
was
stunned
that
they
came
out
do
not
pass.
However,
when
they
hit
the
house
floor,
both
of
them
were
resoundedly
passed,
so
there
were
two
bills:
11
16,
and
that
talked
about
the
number
of
residents
within
each
school
district
and
then
1257,
and
that
talked
about
the
students
within
School.
B
Each
School,
District
1116
came
to
the
floor,
regardless
of
the
do
not
pass
that
passed
55
to
37
with
too
absent,
and
then
1257
talks
about
the
student
threshold
for
reporting
requirements.
It
seemed
to
be
that
most
people
thought
that
might
be
easier
to
calculate
for
business
management
managers,
because
Jackie
will
have
one
more
thing
to
manage
with
this
bill
that
passed
72
to
20
with
two
absents
and
I
want
to
note
that
all
Fargo
legislators
voted
in
favor
of
1257..
B
So
I
think
that
is
a
great
celebration
of
the
need
for
transparency
at
the
school
Board
election
level,
because
those
are
becoming
more
high
profile.
I
would
also
say
that
I
don't
want
to
be
redundant.
We
send
out
weekly
updates
to
our
legislators.
I
really
appreciate
everybody's
involvement,
I
I
view
a
lot,
I
receive
a
lot
of
questions
from
legislators
and,
quite
frankly,
I,
usually
key
them
off
to
the
experts
and
those
are
typically
our
Educators
or
our
fine.
B
Our
you
know
our
finance
department
and
so
I
I
think
our
legislators
appreciate
our
Insight
I'm,
also
working
with
the
Senate
Ed
chair,
so
Lots
going
on
there.
Maybe
I'll
move
this
up
to
our
committee
meeting
that
happened
today.
We
met
we
had
some
really
great
Dialogue
on
different
different
legislation
and
Direction.
On
on
how
we
wanted
to
communicate.
B
We
have
a
crossover
meeting
that
is
scheduled
Amy's
right
on
the
money
for
getting
that
through,
and
our
next
governmental
Affairs
committee
meeting
will
be
February
14th
at
noon.
These
will
not
always
be
regularly
scheduled
every
month,
just
based
upon
the
activity.
This
is
kind
of
the
the
season
pre-crossover
of
kind
of
wait
and
see.
Try
to
Advocate
try
to
look
for
some
amendments
and
then,
after
crossover,
when
things
start
to
winnow
down,
because
we
start
with
this
many
bills
and
they
kind
of
sift
down
through
committee.
B
We
tend
to
get
more
more
busy.
After
crossover,
so
there's
there's
there's
a
lot
going
on.
Let's
just
put
it
that
way:
lots
of
activity
and
I'm
I'm
not
going
to
repeat
everything.
The
media
is
doing
a
really
nice
job
of
reporting,
what's
out
there
so
other
than
that.
I
would
turn
it
over
to
Dr
Gandhi.
F
B
A
J
As
a
teacher
and
leader
I
see
our
staff
working
rigorously
each
day
to
help
students
of
all
abilities,
learn
and
develop
necessary
skills.
In
all
my
conversations
with
teachers,
not
one
has
ever
expressed
a
belief
that
this
student
just
can't,
learn
and
grow.
Fea
is
proud
of
the
overall
growth
mindset
of
our
teachers,
both
special
education
and
general
education
exhibit
and
the
commitment
they
demonstrate
to
students
of
all
abilities.
J
Fea
continues
to
stand,
ready
and
collectively
Advocate
on
legislative
bills
in
order
to
better
support
the
students
and
staff
of
our
district.
We
hope
to
hear
from
you
in
advance
of
any
public
support
for
bills
so
that
we
can
best
accomplish
that
shared
activism,
and
we
were
able
to
start
our
calendar
committee
tonight
with
Dr
Gross.
J
F
F
So
the
special
board
meeting
really
will
just
be
for
a
couple
of
amendments
to
extend
some
dates
regarding
those
purchase
agreements
should
the
once
those
Agreements
are
all
in
hand
or
those
amendments
are
in
hand.
Tara
will
lead
that
process
and
work
with
and
Marie
in
the
Dr
Newman
to
to
schedule
that
special
board
meeting
as
soon
as
we
can.
If
it
happens
to
be
next
week,
where
I
will
be
in
Bismarck
for
the
North
Dakota
Association
of
school
administrators,
it
really
should
just
be
passing
a
couple
of
amendments.
F
A
L
A
Same
sign
motion
passes
we'll
move
on
to
our
business
section.
Our
only
agenda
item
this
evening
is
the
North
High
track
donation.
This
comes
to
you
at
your
desk
in
memo
number
80.
I'll
just
recap.
A
little
bit
at
our
regular
board
meeting
on
January
10th,
we
approved
a
policy
change
to
el8.
The
financial
Administration
was
which
states
that
the
superintendent
may
not
pre-author,
authorize
or
commit
to
acceptance
of
funds
raised
through
a
fundraising
activity
in
excess
of
twenty
five
thousand
dollars
for
designated
purposes
unless
it's
authorized
by
the
board.
A
So
FPS
has
been
contacted
by
an
individual
requesting
to
be
authorized
for
a
fundraising
effort
that
would
change
the
color
of
the
North
High
School
track
project
from
red
to
blue
and
gray.
At
our
meeting
for
planning
committee
on
January
17th,
we
reviewed
the
impact
of
this
fundraising
on
District
resources,
District
personnel
and
cost
differences
to
maintain
the
red
coloring
of
that
track
and
the
district's
ability
to
sustain
the
new
track
color
in
the
future
so
follow
and
review.
The
planning
committee
recommends
that
the
Board
of
Education
pre-authorized
the
fundraising
efforts
for
this
project,
Robin.
B
H
J
B
B
I
A
H
H
A
H
A
L
A
A
I
I
also
attended
those
same
two
meetings
that
Katie
mentioned,
but
I
also
attended
negotiations
committee
and
trying
to
remember
days,
I
I,
believe
it
was
last
week.
I
went
to
the
stick
it
to
cancer
event,
where
basically,
every
hockey
team
in
the
Fargo
West
Fargo
area
played
cancer
to
raise
money
for
charity
and
I
was
up
way
past.
My
bedtime,
but
I
did
get
to
see
a
shootout
Victory
from
Fargo
North
and
that
was
pretty
cool.
N
Thank
you,
since
I
wasn't
able
to
attend
the
last
board
meeting
I'll
just
give
you
a
real
brief,
because
it
does
include
some
liaison
information.
January
5th
I,
attended
the
negotiations
committee
meeting
January
6th
I
was
at
Eagles,
which
is
one
of
my
liaison
school
for
about
two
hours
that
morning
and
metwest
staff.
There
was
a
very
good
couple
of
hours:
January,
7th,
National
PTA,
put
on
an
all-day
leadership
training
that
was
great.
It
was
like
from
nine
to
five
or
so
January
16th
Again,
full
negotiations.
N
N
Also
that
evening,
National
PTA
legislative
training
for
visiting
with
our
Senators,
which
is
upcoming,
January
20th
cea,
met
our
Focus.
There
is
for
fostering
more
staff
engagement,
ways
to
ideas
to
go
about
that
and
discussing
a
more
active
student
voice,
trying
to
figure
out
what
that
looks
like
what
would
be
a
good
way
to
proceed
with
that.
January
23rd
governance
and
I
also
attended
the
Davies
band
concert,
which
was
a
combination
of
Discovery
and
Davies.
It
was
6th
through
12th
grades.
N
K
C
So
on
that
there
was
a
night
before
they
told
me
that
to
see
if
just
come
and
observed
it
so
I
went
over
there
and
up
and
observed
it
and
then
in
the
evenings.
I
came
back,
I
went
and
saw
the
play
at
North
High
again
so
I
stayed
there,
probably
until
8
30,
just
to
see
how
our
students
are
doing,
and
they
did
amazing
job
with
the
play
which
I
did
not
attend.
I
think
Katie
attended
it
so
and
her
too.
So
it
was
really
good.
C
So
since
I
saw
the
play
first
before
you
guys
see
the
whole
thing
and
then
and
then
on
the
19
I
went
met
with
grants
at
the
car
events,
so
we
just
had
a
conversation
and
then
I
was
able
to
eat
some
lunch
with
it
with
him
saw
how
the
lunches
are
and
kind
of
understand.
Why?
But
anyway,
the
lunches
are
good.
I
didn't
complain.
First
I
was
kind
of
like
okay,
but
it's
it's
work
out
perfect
and
then
on
the
20th.
We
had
that
communication.
C
The
Gap
communication
that
we
had
maybe
I,
sat
around
communication
advocacy.
We
had
that
one
on
the
20th,
so
I
attended
that
and
then
on.
Monday
I
was
able
to
meet
with
principal
Donna,
which,
which
was
yesterday,
of
course,
at
Longhorn,
so
I
get
to
see
the
the
facility
that
they
had
over
there
I
took
the
tour
get
to
meet
with
the
with
the
teacher.
C
Just
we
had
a
great
conversation
get
to
see
what
they
do
really
because,
after
reading
what
we
just
after
reading
the
server
that
was
sent
out
so
and
then
it
it's
already
been
scheduled,
so
I
was
able
to
see
the
thing
that
they
are
doing.
What
are
they
doing
and
just
I
just
want
to
have
an
understanding
at
firsthand,
so
so
that
way,
I
can
have
understanding
when
a
decision
come.
C
How
can
I
be
able
to
help
them
in
in
that
decision
making,
because
these
are
the
crucials
meeting
that
definitely
need
to
be
happening,
because
so
we
have
an
idea.
What
are
they
doing
in
a
classroom
and
right
now,
I
feel,
like
you
know,
even
in
el2,
I
need
to
learn
more
about.
What's
really
going
on,
because
I
was
one
of
those
students
who
was
El
and
even
though
I
did
not
speak
the
first
language
I
had
amazing
teachers.
C
L
A
Thank
you.
All
I'll
briefly
share
a
president's
report.
Since
we
last
met,
planning
has
met,
I
took
part
in
the
FPS
Samford
legislative
meeting.
My
Council
on
school
health
meeting
has
met
I,
attended
the
ndsba,
brunch
and
learn.
The
topic
was
North
Dakota
anti-gifting
Provisions,
which
was
really
interesting.
I
wrote
a
piece
that
ran
in
the
Fargo
Public
Schools
newsletters
about
the
functioning
of
our
governance
committee
and
hopefully
that
was
helpful
to
people
and
and
then
on
the
21st.
A
This
past
weekend,
I
attended
the
2023
High
School
choral
Festival,
which
was
really
cool.
It
was
Area
High,
School
choirs,
our
Davies
Vivace
choir
performed
at
that
it
was
held
at
Concordia.
It
was
sort
of
an
all-day
event,
but
very
cool
governance
meant
yesterday
and
then
I
just
wanted
to
give
kind
of
a
shout
out
to
some
of
our
teachers,
because
I
experienced
this
week,
a
personal
phone
call
to
and
a
voicemail
to
my
cell
phone
from
one
of
my
children's
teachers.
A
There
was
about
a
minute
over
a
minute
in
length,
just
saying
really
positive
things
that
they've
seen
for
our
kids,
I
told
Dr,
Gross
and
Dr
Gandhi
about
that.
But
your
heart
always
jumps
a
little
when,
when
you
know
the
Teacher
Calls
your
cell
phone,
but
it
was
really
nice
and
I'm
so
proud
of
our
staff.
I
mean
it
I
know
it
takes
a
lot
of
extra
time
and
energy
to
go
above
and
beyond
to
do
that,
but
it
means
a
lot
to
the
families.