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From YouTube: BSD School Board Business Meeting - August 31, 2020
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A
A
A
Good
evening
and
welcome
to
the
school
board
meeting
for
the
beaverton
school
district
for
august
31st
on
2020.,
I'd
like
to
welcome
you
all
this
evening
and
we
will
be
starting
off
first
with
a
roll
call
of
the
board
members
to
see
who
is
present.
If
you
could
just
say
present
or
here
when
I
call
your
name
and
brian
here
on
a
tiner
here,
eric
simpson
here,
leanne
larson.
B
A
Susan
greenberg
here
vice
chair
tom
collette
here
and
chair
becky
tim
chuck,
president
all
right.
We
are
going
to
start
off
this
evening,
hearing
from
our
partners
from
the
osea
and
bea
and
we'll
start
off
this
evening
from
hearing
from
our
bea
president.
Sarah
schmidt,
sarah
welcome.
C
Hello
good
evening,
superintendent,
grotting
in
board,
chair
tim,
took
and
members
of
the
school
board.
I
am
sarah
schmidt,
I'm
actually
starting
my
fifth
year
as
the
bea
president
time
flies,
and
thank
you
for
the
opportunity
to
speak
tonight
as
we
sit
here
over
zoom
again
ready
to
kick
off
a
new
school
year.
I
want
to
ask
you
to
do
two
things.
C
C
So
here's
where
I
think
we
can
all
agree
public
schools
are
the
heart
and
soul
of
our
community
and
we're
all
serving
in
our
roles,
because
we
care
deeply
about
education,
about
lifelong
learning,
inspiring
and
empowering
youth
and
making
a
difference.
We
are
a
staff
of
incredible
talent,
expertise,
experience
and
professionalism,
we're
a
community
with
incredible
cultural
and
linguistic
diversity.
C
We
believe
that
every
child,
regardless
of
race,
race,
ethnicity,
gender,
sexual
orientation,
ability
or
zip
code
has
the
right
to
a
nurturing
educational
experience
and
we,
as
a
system,
are
growing
in
our
understanding
and
commitment
to
inclusivity,
equity
and
anti-racism
in
our
work,
and
we
are
a
community
that
cares
deeply
about
academic
excellence
and
innovation.
I
think,
however,
we
haven't
been
living
up
to
our
fullest
potential
as
a
community.
C
I
think
we
can
do
better
than
this,
and
I
know
that
we
will
so
as
we
look
ahead
together
towards
the
2020
2021
school
year.
I
see
endless
opportunities
for
us
to
work
together
to
reimagine
education
to
repair
harm
that
has
been
done
to
improve
on
old
systems,
to
take
risks
and
try
new
things
together
to
learn
from
our
mistakes
and
to
broaden
our
definition
of
success.
C
So
I'm
holding
myself
to
these
commitments
as
well
as
asking
you
to
join
me
in
making
these
commitments
to
live
up
to
our
our
goal
of
being
a
united
community
that
is
embodied
in
that
w
e.
So,
let's
find
meaningful
ways
for
bea,
osca,
bsd
leadership
and
this
school
board
to
establish
meaningful
partnerships.
C
D
Good
evening
to
the
school
board
members
to
school
staff
and
to
community
members,
I'm
amy
knutson
this
year,
I'm
taking
over
the
role
of
osea
chapter
president
for
beaverton
school
district.
I
have
some
very
large
shoes
to
feel
bill,
as
diana
hess
has
moved
into
a
new
role
in
the
superintendent's
office,
and
I
would
like
to
first
of
all
thank
her
for
all
that
she
contributed
to
our
organization
over
her
many
years
of
service.
D
We
look
forward
to
the
day
we
will
be
able
to
physically
welcome
our
students
back
into
the
buildings,
but
until
then
we
will
be
here
working
behind
the
scenes
to
make
the
2021
school
year
as
successful
as
it
can
be.
So
again,
thank
you
to
all
the
dedicated
classified
staff
for
the
patience
and
flexibility
throughout
this
difficult
season.
A
A
I
do
not
see
anybody
with
any
changes
to
the
agenda,
so
we
will
first
start
off
with
public
comment.
Public
comment
were
accepted
online.
This
is
the
way
we
need
to
do
this
during
our
zoom
time.
We
had
open
submission
all
last
week
and
it
closed
at
12
o'clock
on
saturday,
and
I
have
submitted
to
the
board
members.
You
each
got
a
copy
of
them
and
they
will
be
submitted
into
the
minutes
at
this
time.
We'll
just
try
to
summarize.
A
We
had
two
public
comments
and
one
was
from
a
parent
about
the
concerns
about
putting
our
students,
especially
elementary
in
pods
or
micro
schools,
and
that
this
could
maybe
perhaps
be
not
equitable
for
all
of
our
students
and
looks
for
other
ways
for
us
as
a
school
board
to
try
to
come
up
with
ways
to
to
support
equity
with
our
students.
So
that
was
one
of
the
concerns
and
then
the
other
was
from
a
district
staff.
A
Member
who
was
speaking
wanted
to
share
the
voice
of
our
our
black
students
and
actions.
They
would
like
to
see
in
our
schools,
and
they
would
like
to
for
equity,
see
discipline,
changes
in
our
discipline,
with
sros
being
removed
and
adding
a
policy
for
hate
speech
and
curriculum
where
we
have
anti-racist,
focused
and
accountability
for
graduation
and
exclusionary
practices
and
access
to
improve
interpretation
and
translation
services
and
support
report
cards
and
other
documents
in
other
languages.
A
Besides
english
and
ask
the
board
to
address
those,
so
the
board
will
not
be
addressing
those
this
evening,
but
we
will
get
back
to
these
folks
and
we
appreciate
everyone
that
took
the
time
to
submit
public
comments
and
the
board
members
have
all
in
detail
all
of
those
public
comments.
So
thank
you
very
much
for
participating
in
that.
E
E
My
our
staff's
key
priorities-
and
I
know
key
priorities
of
the
board-
include
safety
safety,
equitable
access,
wrap-around
services
for
our
most
vulnerable
and
most
marginalized
populations,
and
to
provide
a
more
rigorous
and
supportive
instructional
environment
for
all
students.
E
This
has
really
been
a
huge
lift
both
on
the
teaching
and
learning
side
and
the
instructional
side.
It's
been
the
work
of
many,
both
internal
and
external
stakeholders
to
include
teachers,
ptosis
administrators
parents.
We
have
really
tried
to
reach
out,
engage
folks.
Look
at
the
survey
data.
That's
come
out
on
where
we
fell
short,
it's
very
important
to
ensure
that
all
of
our
students
have
connectivity,
but
not
just
to
have
the
connectivity
to
have
those
wraparound
services
to
make
them
successful.
E
E
Some
of
these
groups
include
our
bipoc
students
and
staff,
we're
engaged
with
groups
including
bmac
bmac,
our
black
parent
union
beaverton
families
for
equity
and
others.
As
we
move
forward,
we
are
in
the
process
of
starting
professional
development
with
outside
stakeholders
who
are
entrained
in
this
work
to
address
racism,
implicit
bias,
culturally,
relevant,
relevant
teaching
practices,
disproportionate
discipline
and
other
equity
issues,
resulting
in
negative
outcomes
impacting
our
students
of
color
poverty.
Second
language
and
disabilities.
E
We
just
recently
administrators
were
able
to
attend
a
professional
development
focused
on
equity
and
racism
and
wanted
a
special
reach
out.
It
was
short
notice,
but
I
know
chair
tim
check
vice
chair,
colette
and
board
member
donna
tyner,
who
I
believe
was
there.
The
entire
time
participated
so
appreciate
your
participation.
E
Our
goal
is
to
reduce
the
amount
of
time
it's
going
to
take
to
train
all
staff.
My
goal
is
to
have
every
each
and
every
staff
member
in
the
beaverton
school
district
have
some
training
within
three
years
and
the
training
is
not
going
to
be
the
same
for
everyone.
It
cannot
be
the
same
for
everyone.
It
cannot
be
the
same
for
our
bypoc
staff
and
we
all
are
on
a
different
journey
when
it
comes
to
exhibiting
anti-racist,
behaviors
and
understanding
what
equity
means
for
our
most
vulnerable
and
marginalized
students.
E
So
right
now
we're
working
with
once
again
external
and
internal
stakeholders
to
contract
with
outside
providers
that
will
come
in
work
with
our
leadership
team
work
with
the
school
board
work
with
all
of
our
staff
in
having
this
completed.
So
we're
excited
about
that.
I
think
there's
a
real
excitement
as
we
get
ready
to
do
this
work.
E
As
you
know,
covet
19
has
bludgeoned
the
oregon
economy.
It's
impacted
school
funding
as
just
a
reminder.
The
we
were
so
excited
back
in
late
february
and
early
march
that
we
were
counting
on
100
of
sia
funds
and
that's
been
reduced
to
30
percent
and
as
we
look
forward
to
the
next
biennium,
there
appears
to
be-
and
the
word
is
that
we're
looking
at
somewhere
between
a
3.5
billion
and
4
billion
dollar
shortfall,
and
we
need
to
prepare
for
that.
E
We
cannot
be
short-sighted,
and
I
know
this
board
is
not
short-sighted
and
it's
given
me
some
specific
goals
on
how
to
address
this.
I
think
the
hiring
of
mr
schofield
was
a
great
step
in
improving
our
needed
fiscal
change
to
budgeting
reporting
and
transparency,
and
although
covet
19
has
impacted
our
economy
and
the
financial
outcome
may
remain
bleak,
I'm
committed
to
ensuring
that
our
expenditures
are
not
exceeding
our
revenues.
I
want
to
ensure
that
we
have
a
five
percent
contingency
and
we
have
a
plan
to
build
and
our
financial
reserves
to
prepare
for.
E
What's
coming
for
not
just
the
next
two
years,
it's
going
to
be
the
next
four
to
six
years.
I
know
I've
had
some
significant
and
complex
conversations
with
many
of
board
members
and
understanding
where
we're
going
as
a
state
and
where
districts
are
going,
but
we're
committed
to
that.
The
other
thing
I
want
to
point
out
that
as
of
today
and
once
again,
we
will
not
know
till
the
actual
start
of
school
until
our
10-day
drop,
which
will
be
on
the
28th
of
september.
E
But
as
of
today,
we
just
got
word
in
looking
at
this
day
last
year,
we're
down
approximately
1100
students,
the
primary
the
primary
numbers
are
residing
about.
800
of
those
are
at
the
elementary
level
and
the
numbers
increase
as
you
go
down
significant
number
of
kindergartners
now
we're
starting
school
later
we're
trying
to
do
everything
we
can
in
communication
with
folks
to
get
folks
registered.
E
But,
as
I
talk
to
my
counterparts
across
the
state,
this
is
a
trend
that
everybody
is
seeing.
They
are.
Some
parents
are
looking
for
other
alternatives
due
to
safety
factors,
there's
a
lot
of
reasons,
but
just
eleven
hundred
students,
just
some
quick
math,
that's
about
nine
million
dollars,
and
we
need
to
be
prepared
for
that.
E
I
know
our
human
resources
department
has
been
working
day
and
night
working
with
our
teaching
and
learning
department
on
our
operations
side
as
we
prepare
for
this,
and
I
think,
while
we
have
some
short-term
goals,
we
have
to
also
have
some
long-term
goals
out
there
and
be
looking
down
the
road,
so
we
are
going
to
get
through
this
and
we
are
going
to
be
prepared
as
we
move
forward.
E
The
last
thing
I
want
to
talk
to
you
about
is:
we
are
excited.
We
are
in
the
final
round
of
hiring
our
hr
person.
That's
going
to
look
at
our
recruitment,
hiring
and
maintaining
our
diverse
staff,
and
we
should
have
a
successful
candidate,
I'm
hoping
within
the
next
two
weeks.
We
had
some
very
phenomenal
candidates.
E
E
So
we're
really
excited
about
that
and
as
soon
as
that
person
gets
on,
we
really
want
to
sit
down
with
that
person
and,
as
a
team
set
some
goals
for
staff
to
be
able
to
deliver
to
the
board
and
what
are
some,
what
are
some
challenging
goals,
but
achievable
goals
in
diversifying
and
maintaining
our
staff?
E
Every
student
who
qualifies
for
a
free
and
reduced
lunch
will
receive
a
one
of
these
kits
and
the
communications
department,
along
with
our
families,
our
faith-based
organizations,
service
groups
and
businesses
have
went
above
and
beyond
and
be,
and
I
want
to
our
ba
bef
help
organization
they've
raised
somewhere
in
the
neighborhood,
I
believe,
of
75
000.
E
In
order
to
do
this,
and
so
I
think,
that's
a
phenomenal
phenomenal
aspiration,
so
we
will
ensure
that
any
and
all
of
our
students
qualifying
for
free
and
reduced
lunch
will
be
able
to
have
access
to
one
of
these
kits
and
then.
Finally,
in
talking
with
our
communications
director,
we
are
also
opening
our
closed
closet
used
to
be
open
on
one
day
a
week.
It's
now
open
four
days
a
week
and
we're
using
volunteers
and
some
dedicated
staff
time,
but
we
feel
that
we
need
to
really
go
above
and
beyond.
E
These
are
tough
times
for
our
families,
and
also
shelley
told
me
to
put
in
with
the
clothes
closet
is
looking
for
volunteers.
If
you
happen
to
have
some
time
anybody
out,
there
would
like
to
donate
to
our
close
closet.
So
that's
all.
I
have
at
this
time
madam
chair.
A
Thank
you,
superintendent,
grotting,
appreciate
that
and
now
for
the
thing
that
we're
all
waiting
for
a
report
on
our
comprehensive
distance
learning.
We
have
many
staff
people
from
teaching
and
learning
that
will
be
joining
us,
but
we'll
start
off
with
deputy
superintendent,
jenny,
hansman
good.
F
Evening,
thank
you
for
being
here
and
school
board.
Members
and
superintendent.
Grotting
today
is
a
really
exciting
day
and
part
of
that
has
to
do
with.
This
is
the
first
day
that
our
teachers
come
back
to
to
work,
and
I
I
think
it's
such
a
significant
time.
F
These
first
two
weeks
are
set
up
for
some
intense
learning
on
everything
from
our
our
our
management
systems,
to
our
core
curriculum
to
our
anti-racism
discussions.
All
the
next
two
weeks
are
going
to
be
involved
in
this
learning.
F
Our
team
continues
to
be
hard
at
work
and
we
have
done
everything
from
curriculum
plans
for
secondary
and
our
elementary
students,
along
with
how
we're
going
to
do
our
daily
schedules.
Our
calendars,
our
professional
development
in
all
of
these
areas,
obviously
a
big
lift,
but
our
teachers
and
our
community
deserve
that
tonight,
you're
going
to
be
hearing
from
many
of
our
teaching
and
learning
administrators
that
are
engaged
in
this
work.
F
The
part
that
I'm
really
excited
about
is
danielle.
Hudson
will
be
sharing
with
you,
our
behavioral
health
and
wellness
plans,
and
we
know
that
this
is
probably
one
of
the
most
important
areas.
We
want
to
make
sure
that
our
staff
is
health
healthy
and
our
kids
are
healthy,
so
really
looking
forward
to
that,
along
with
our
multilingual
department
and
our
fed
department
as
well.
So
we
will
kick
it
off.
Brian
sika
is
our
administrator
for
curriculum.
F
And
he
will
be,
he
has
led
this
effort
along
with
all
of
our
team,
so
he
will
be
kind
of
giving
us
a
few
updates
to
start
with
and
then
we'll
go
right
into
our
behavioral
health
and
wellness.
G
Thank
you
very
much.
Thank
you
for
chimchuk
board
members,
superintendent,
grotting
staff,
community
members,
everyone,
that's
everyone!
That's
watching!
Listening
from
afar,
my
name
is
brian
sica,
I'm
the
administrator
for
curriculum
instruction
assessment
and
have
been
able
to
help
facilitate
a
lot
of
the
return
to
school
processes
so
far,
and
I'm
extremely
proud
of
our
staff,
extremely
proud
of
our
students.
G
Like
jenny,
said,
we
welcomed
our
teachers
back
today
for
their
first
official
day
back
for
the
2020
2021
school
year
as
well
as
many
of
our
classified
staff
are
coming
back
today.
G
Some
came
back
last
week
and
some
are
coming
back
shortly,
and
so
we're
really
excited
to
see
how
these
plans
go
into
action
and
what
kind
of
service
we're
able
to
provide
to
our
students
into
our
community
like
danielle,
said
or
excuse
me,
like
jenny,
said
we're
going
to
focus
today's
update,
mostly
on
student
services,
behavioral
health
and
wellness
on
special
education
and
on
updates
from
a
multilingual
department.
In
addition,
an
update
from
flex
just
before
I'll
just
be
brief.
G
One
quick
update-
I
just
want
to
make
sure
the
board
is
aware
of
every
monday,
the
oregon
health
authority
releases,
the
covet
19
metrics,
the
two
metrics
that
are
most
significant
for
us
to
pay
attention
to
are
those
one.
Is
the
weekly
number
of
cases
related
as
a
ratio
to
every
hundred
thousand
residents
and
that's
by
county
so
and
then
the
other
is
the
percent
of
tests
that
were
positive
for
both
of
those.
G
What
we're
looking
for
for
the
cases
per
100
000,
we're
looking
for
a
county
for
washington
county,
a
a
total
in
the
week
of
10
or
less
cases
per
100
000,
and
at
that
positive
tests
rate
of
of
under
five
and
so
today,
on
the
newest
numbers.
Washington
county
went
up
a
little
bit
from
last
week,
where
right
now
we're
at
36
cases
per
hundred
thousand.
G
So
we're
you
know
about
three
and
a
half
times
higher
than
we
need
to
be
to
welcome
all
of
our
students
back
and
it
will
to
start
actually
a
hybrid
model.
Our
percent
of
positive
cases
is
reduced
down
to
3.6
percent
and
so
just
to
put
into
context
those
the
metrics
that
we
we
do
want
to
be
keeping
our
eye
on
they're
updated
every
monday
and
we're
happy
to
keep
the
board
updated
on
those
as
well.
So
with
that,
I'm
proud
to
turn
it
over
to
dr
hudson.
G
Our
executive
administrator
for
student
services
and
she'll
be
leading
us
through
the
first
part
of
our
presentation.
H
Good
evening
board
chair
tim,
chuck,
board
members
and
superintendent
grotting,
it's
really
great
to
actually
have
this
opportunity
to
talk
about
the
work
of
our
in
our
office
of
intervention
and
prevention.
So
I
thank
you
all
for
the
time
tonight.
I
want
to
start
by
thanking
my
behavioral
health
and
wellness
team
at
the
district
level,
vilai
green
leslie,
rogers,
amy
baker
and
chris
damiano.
H
They
have
been
working
extensively
tirelessly
definitely
for
the
last
two
weeks
since
they've
reported
back,
but
also
in
the
summer,
really
trying
to
think
about
how
we're
going
to
address
the
needs
of
our
students
and
comprehensive
distance
learning
and
our
staff.
So
you
know
students,
staff
and
family,
because
it's
all
three
that
we
need
to
be
thinking
about
so
starting
this
year
and
brian
I'll.
Have
you
shift
that
slide?
For
me
we
have
decided,
or
we
are
implementing
across
all
schools,
behavioral
health
and
wellness
wellness
teams
in
some
schools
they
had
different
names.
H
Sometimes
they
were
called
care
teams.
They
would
call
be
called
kid
chat
teams,
a
various
kind
of
a
compilation
of
different
names
and
we
have
adopted
behavioral
health
and
wellness
because
we
want
that
team
to
be
universal.
It
doesn't
matter
if
you're
at
raleigh
park
or
you're
at
bethany,
you're
at
meadow
park
or
you're
at
stoller
or
you're
at
aloa
or
mountainside.
You
will
have
a
behavioral
health
team
which
will
be
consisted
of
your
at
the
elementary
level.
It's
your
school
counselors.
H
It's
your
student
success
coach,
it's
your
district,
social
worker,
it's
your
district
nurse
and
then
also
collaborating
with
the
school
psychologist
in
the
building
at
the
middle
and
high
school
level.
It
is
looking
at.
Their
team
has
all
the
same
things
with
the
exception
of
the
student
success
coach,
because
we
don't
have
those
at
the
secondary
level
and
in
order
to
make
this
move.
One
of
the
things
that
I
want
to
say
is:
although
we've
had
some,
you
know
sad
information
about
our
budget
and
also
the
lack
of
funding
in
sia.
H
We
did
welcome
12
new
social
workers
to
our
system
last
week,
and
so
my
team
has
been
working
with
them
through
new
staff
academy
on
onboarding
them.
So
even
as
we
enter
this
kind
of
this
ray
like
this,
this
light
shining
is
that
we
did
add
some
social
workers
to
our
system
and
what
that
looks
like
is,
we
will
have
a
full-time
social
worker
at
every
comprehensive
high
school.
H
We
will
have
a
halftime
social
worker
at
our
options
and
middle
schools,
and
then
our
district
social
workers
will
solely
be
working
with
middle
or
with
elementary
schools
this
year.
So
our
social
worker
workforce
at
the
district
level
is
going
from
five
social
workers
to
5.45
to
work
with
the
elementary
school.
H
Need
for
capacity
to
work
with
engaging
students
and
their
families,
we
do
have
increased
staffing
going
into
this
year,
so
the
real
focus
with
our
behavioral
health
and
wellness
teams.
This
fall
in
particular,
is
trying
to
identify
those
students
who
are
not
engaging
in
comprehensive
distance
learning.
H
So
the
starting
point
is
definitely
looking
to
see
tracking
the
enrollment
of
students
from
last
year
and
those
that
are
still
showing
up
on
our
rosters
but
aren't
showing
up
to
or
checking
in
to
learning,
making
sure
that
we're
making
their
teachers
are
starting
as
a
touch
point
to
make
contact
with
those
families,
but
we
have
then
developed
a
universal
referral
system.
So,
as
a
teacher,
you
know
my
we
have
built
into
the
workday
student
and
family
connection
time,
particularly
on
wednesdays.
H
So
that's
really
this
time
for
teachers
to
be
connecting
with
students
and
families.
Now,
in
some
cases
they
may
try
to
connect
and
still
get
no
response.
So
you
know
maybe
they're
emailing
or
phone
calling
or
they're
trying
to
set
up
a
zoom
conference
and
they're
still
getting
no
feedback
and
response.
So
that
is
really
when
they'll
make
this
referral
to
this
team
and
that
the
work
of
that
team
is
then
to
build
an
intervention
plan.
H
So
it's
trying
to
gather
as
much
information
about
the
student
and
the
family
that
maybe
staff
already
know
so
that
we
can
try
to
say
it
like
what
do
we
think
the
barrier
is
and
then
their
goal
as
a
unified
team
is
to
go
out
and
again
look
at
things
like
traditional
email
phone
calls,
zoom
conference,
but
then
also
scheduled
home
visits.
So
how
do
we
set
up
visits
when
we're
going
now?
H
We
know
that
if
we
can't
reach
someone
via
email
or
phone
or
zoom
conference,
we
might
not
be
able
to
then
schedule
a
home
visit,
so
we're
preparing
our
staff
to
be
able
to
do
unscheduled
home
visits
to
be
able
to
connect
with
families
and
to
kind
of
figure
out
what
the
barriers
and
then
based
on
that
connection.
They
can
build
an
intervention
plan.
So
it's
is
the
issue
that
they
don't
have.
You
know
wireless
connectivity
is
the
issue
something
around
housing
related
or
is
it
food
insecurity
or
is
it
day
care
related?
H
H
H
That
team
then
responds
in
conjunction
with
the
classroom
teacher
connects
with
the
family
and
then
one
to
two
weeks
circles
back,
because
we
know
that
we
may
make
connection
with
the
family
and
the
student,
but
if
we
don't
continue
monitoring
that
they
could
drop
off
again,
so
that's
really
kind
of
the
big
work
for
them.
This
fall
around
our
behavioral
health
and
wellness
teams.
H
Okay,
so
then
the
next
area
is
around
social,
emotional
learning.
So
we
wanted
to
make
sure
that
students
had
continued
access
to
social,
emotional
learning
throughout
their
school
day
and
one
of
those
times
we're
really
leaning
on
wednesdays,
is
an
opportunity
to
do
synchronous
lessons.
So,
at
the
elementary
level,
our
counselors
and
student
success,
coaches
and
in
collaboration
with
our
district
nurses
and
our
district
social
workers
will
be
doing
delivering
synchronous
cell
lessons
every
week
to
support
students.
So.
H
They're
doing
the
elementary
they'll
be
really
looking
at
harmony,
our
harmony
kits,
which
we've
adopted.
They
talk
about
characteristics,
feelings
and
those
pieces,
but
we
want
to
make
sure
that
we're
touching
base
with
students
around
their
kind
of
mental
health
needs
in
the
system
and
then
additionally,
they'll
be
doing
small
group,
like
small
small
groups,
with
certain
kids
that
might
need
a
little
extra
time,
processing
and
then
they'll
be
offering
parent,
trainings
and
parent
sessions
so
that
parents
can
access
them.
H
We're
really
excited
this
year,
because
at
the
secondary
level
we
will
be
working
with
with
our
advisories
that
are
happening,
and
what
will
happen
is
one
at
a
minimum
one
advisory
class.
Each
student
will
get
in
one
of
their
advisory
classes.
A
counselor
or
social
worker
will
come.
F
H
And
they
will
be
doing
a
a
presentation
on
suicide
prevention,
so
we
have
never
been
really
able
to
get
to
the
point
other
than
students
who
are
in
their
health
classes
to
talk
about
suicide
prevention
and
intervention,
and
so
we're
really
looking
at
this
opportunity
through
advisory
to
get
our
our
counselors
and
our
social
workers
through
our
rotation
and
advisory,
to
discuss
how
we
can
address
suicide
prevention.
We
know
in
one
of
the
things
about
prevention
is
actually
talking
about
it
and
acknowledging
it
and
then
being
knowing
students
have
resources.
H
The
other
thing
that
the
behavioral
health
and
wellness
team
did
was
they
curated
a
series
of
10
lessons
and
really
it's
10
plus
they
were
charged
with
10,
but
they
did
more
of
social
emotional
learning
lessons
that
will
be
delivered
by
the
classroom
teachers.
So
we
know
that
some
people,
some
teachers,
really
have
a
skill
with
connecting
with
students
really
kind
of
having
that
opening
that
launch
to
the
learning
that
is
about
community
based,
and
we
know
other
teachers
struggle
with
that.
H
That,
oh,
we
don't
have
to
get
right
to
business.
So
what
this
team
did
was
curated
all
of
these
lessons.
So
then
teachers
can
then
just
decide
when
they're
going
to
do
them
in
their
sequence,
and
we
know
that
in
every
class
we're
addressing
kind
of
that
community-based
wellness
for
all
students
and
then
again
they
are
going
to
be
offering
parent
training
opportunities
to
assist
families
with
routines
and
kind
of
structures.
H
For
how
do
you
build
a
learning
environment
in
your
home
and
then,
lastly,
for
this
team,
we're
really
talking
about
staff
wellness,
so
brian
I'll
have
you
do
the
next
one,
and
so
this
is
really
about
how
we
offered
the
last
couple
of
weeks,
professional
development
to
our
building
administrators
to
help
them
start
to
think
about
how
they're
going
to
address
staff
wellness
in
their
building.
So
people
are
really
stressed
right
now.
You
know
everyone's
got
a
lot
going
on
they're
worried
about
how
are
they
going
to
work
from
home?
H
Are
they
going
to
get
covered?
Do
I
have
a
family
member
who's
sick?
What
am
I
going
to
do
about
daycare?
It's
all
the
things
we're
all
kind
of
worrying
about,
so
one
of
that
those
things
is.
We
need
to
make
sure
that
we
take
some
time
to
address
kind
of.
If
we
want
students
to
be
regulated,
we
need
to
have
staff
who
feel
regulated
because
a
dysregulated
adult
can't
help
regulate
a
dysregulated
student.
H
H
How
how
do
you
handle
that
in
that
situation,
although
it's
frustrating
so
that'll
be
one
of
their
focuses
of
working
with
their
teams
and
then
during
pre-service
week
this
week
and
labor
day
week,
we
are,
we
are
pushing
out
information
so
that
staff
have
access
to
some
of
those
wellness
professional
development
opportunities.
A
J
So,
thank
you,
danielle.
I
appreciate
your
presentation
so
actually
I
have
a
few
questions.
J
One
is
more
of
the
definition
of
a
social
worker
when
it
comes
to
the
school
district,
are
they
at
all
therapists
or
are
they
in
a
different
role
or
are
they
kind
of
and
all-encompassing?
H
I
see
what
you're
saying
we
don't
employ
them
as
therapists,
but
they
can
run
mental
health
groups,
so
they
can
run
because
that
is
their
practice.
So
they
are
mental
health
providers,
so
they
can
run
one-to-one
sessions
with
students.
They
can
do
small
groups,
they
have
all
of
that
skill
set
and
will
be
used
to
do
that.
J
Okay,
thank
you.
That
was
you
know.
I
should
have
asked
that
actually
months
ago,
and
I
never
did
so.
The
other
questions
I
have
one
is
you
know
for
going
into
these
students
home
who
you
know
who
aren't
getting
connected
and
you
find
out
that
one
is
just
really
difficult
for
them,
for
whatever
reason
to
find
a
good
space
in
their
home
for
educational
purposes,
we
worked
out
a
system
for
those
kids
where
just
being
at
home.
J
H
Environment,
yes,
okay!
So
I
know
that
at
this
time
we
don't
have
a
specific
plan
around
that
because,
as
you
can
imagine,
there
are
some
nuances
about
sending
district
staff
into
into
homes
or
into
like
going
to
the
community
space
really
because
of
things
like
making
sure
that
the
safety
protocols
that
have
to
be
in
place
in
our
blueprint.
F
H
Really
hard
to
then
make
sure
that
those
same
safety
precautions
are
put
into
place
in
a
neighborhood
setting.
So
I
know
that's
something
that
we're
continuing
to.
You
know,
discuss
and
discuss
with
neighboring
districts
about
what
they're
doing,
and
I
think
carl
has
a
comment
that
he
might
be
able
to
fill
in
on
this.
So
I'm
gonna
carl.
K
Yes,
susan
great
question:
we've
had
a
number
of
inquiries
from
our
faith
partners
to
do
exactly
that,
to
be
able
to
provide
a
safe
space
where
students
would
be
able
to
potentially
gain
access
to
the
internet
and,
quite
honestly,
to
be
able
to
have
a
space.
That's
potentially
warm
when
our
when
our
weather
changes
and
everything
else.
K
While
we
can't
necessarily
direct
students
to
those
it's
something
we
are
working
through,
because
we
can't
accept
the
liability
at
that
point.
So
we're
working
with
our
faith
partners
potentially
in
that,
and
there
may
be
others
that
come
up
in
the
near
future.
So
certainly
on
our
horizon,
and
we
definitely
want
to
to
have
a
focus
in
that
area.
J
So
I
mean
I
guess
I
would
tie
that
to.
I
know
that
everybody's
concerned
about
learning
pods
and
you
know
the
accessibility
to
the
barrier
that
would
be
to
lower
income
students,
or
you
know,
students
of
color
or
both,
and
that
might
be
taking
that
barrier
away
for
those
students.
J
L
K
J
I
understand
that,
and
I
appreciate
that
I
just
like
to
to
to
know
that
there's
a
possibility
for
these
kids
to
find
a
place.
So
I'm
really
happy
about
that
and
it
kind
of
ties
to
my
last
question
which
is
about
you
know
in
in
this,
goes
for
teachers
as
well
as
students
and
all
of
us
really,
but
the
isolation
that
we're
all
feeling
and
students
are
feeling
and
they
need
that
social
connection.
H
Seen
some
really
interesting
and
I
feel
like
innovative
opportunities
to
kind
of
engage
students
so
I've
had.
I
had
a
speech
language
pathologist
who
ran
dance
parties
every
friday
for
students
to
come
to,
and
so
she
would
dance
and
the
students
would
come
at
one
of
one
of
our
high
schools
at
southridge
high
school.
We
have
this
wonderful
teacher
lee
brown
there,
and
so
she
knew
her.
Her
students
wanted
an
opportunity
to
engage
socially,
but
you
know
she
can't.
You
know,
give
everyone
each
other's
phone
numbers
and
those
things.
H
So
she
set
up
like
a
zoom
call
and
she
was
there
and
she
was
there,
but
she
would
step
out.
So
she
was
monitoring,
but
her
picture.
Wasn't
there
or
anything
like
that,
and
so
she
could
hear
the
students
talking
and
you
know,
having
a
social
interaction,
but
it
was
like
during
lunch
time,
so
they
were
eating
lunch
and
her
role
was
really
just
to
set
up
the
zoom
so
that
the
class
could
be
there.
H
So
we've
seen
a
range
of
people
trying
to
figure
out
how
to
do
online
games
like
kahoot,
where
kids
can
come
on
and
they
can
like
practice
and
play
games
together,
and
you
know
true
or
false
games,
and
so
we
we've
definitely
been
trying
to
push
those
kind
of
activities
out
and
encouraging
step
up
staff
and
students
to
find
time
to
be
able
to
do
that
within
this
virtual
world.
H
J
Yeah,
well,
I
appreciate
your
answers.
I
know
they're
not
easy
and
I
hope
that
we're
pushing
out
the
social
part
of
this
to
I
mean-
and
hopefully
schools
are
being
proactive
with
that,
because
that
is
a
big
piece
of
this,
especially
for
kids,
going
into
sixth
grade
or
ninth
grade,
and
you
know
the
early
kindergarten
and
first
grade
kids,
who
have
not
really
been
integrated
into
that
particular
school.
H
And
it's
hard,
you
know,
as
a
parent
of
an
incoming
eighth
grader,
trying
to
balance
the
amount
of
screen
time
your
child
has
and
school
time
and
you're
trying
to
juggle
your
own
work
it.
It
is
a
challenge,
so
you
know
it's
really
trying
to
find
ways
that,
yes,
it's
screen
time.
But
how
do
you
make
that
interactive
and
fun
so
and
then
it
looks
like
tom.
You
had
a
question.
M
The
the
first
question
kind
of
building
on
susan's
word
proactive
there
I'm
wondering
about
proactive
community
outreach
in
terms
of
getting
communications
to
our
families,
about
what's
going
on
with
school
and
having
a
presence
in
the
community,
so
that
people
know
that
there
are
social
workers
and
there
are
people
in
our
system
who
are
there
to
help
them
and
if
you
guys
have
any
plans
of
visiting
like
apartment
complexes
or
targeting
places
where
some
of
our
low-income
students
live,
making
sure
that
we're
taking
care
of
our
immigrant
communities,
our
bipart
community
and
anything
that
we
can
do
to
make
sure
that
people
know
what's
going
on
before
that
disconnect
happens
right.
H
So
I'm
going
to
actually
ask
toshiko
maurizio,
I
think
you're
on
here
to
talk
a
little
bit
about
what
the
multilingual
department
has
done
around
that.
But
I
also
know
that
belly
and
the
communications
team
has
done
an
amazing
job
of
really
getting
information
out
to
families
in
a
way
that
I
feel
like
whether
it's
written
or
it's
video
in
a
way
that
kind
of
connects
with
people.
H
But
in
particular
I
know
that
toshiko
has
had
like
her
her
staff
really
going
out,
particularly
for
our
our
bilingual
families
and
who
may
not
have
english
as
kind
of
their
dominant
language,
working
with
them
and
connecting
with
them
to
see
kind
of
you
know,
do
they
know
when
school
starts,
what
that's
going
to
look
like
and
and
then
I
know
at
buildings,
they're
really
trying
to
figure
out.
How
do
we
send
staff
into
our
neighborhoods?
N
Would
you
like
to
weigh
in
yeah,
so
I
so
this
is
toshiko
hi
tom,
so
I
I
do
have
a
few
slides
on
family
engagement.
Should
we
brian
do
you
want
to
get
to
that
now,
and
I
can
talk
a
bit
about
how
we
are
engaging
our
our
family.
A
O
A
Can
go
into
the
outreach
is
that
okay.
M
Yeah
becky,
I
have
two
questions
that
are
more
specific
too,
to
what
danielle
just
presented
to
I'm
happy
to
hold
off
on
getting
the
answer
from
toshiko
until
we
reach
that
part
of
the
presentation.
Okay,.
A
M
One
of
them
is
capacity,
so
I
haven't
gotten
hard
numbers
back
from
the
number
of
students
that
were
engaged
with
learning
in
the
spring,
but
anecdotally.
The
number
of
students
that
were
disengaged
looked
quite
large
and
I'm
wondering
are
our
care
teams
in
a
position
to
be
able
to
ramp
up
and
deal
with
that
much.
I
guess,
contacting
the
families
outreach
to
families
everything
else
if
we're
looking
at
30
or
40
percent
of
our
students,
who
may
not
be
showing
up.
H
I
think
one
of
the
things
we
did
when
we
were
building
the
schedule,
so
there
is
plan
time
for
teachers,
but
there's
also
student
and
family
connection
time
built
in
and
so
that
intent
of
that
time
is
actually
not
to
just
rely
on
your
behavioral
health
and
wellness
team,
but
to
also
get
your
teachers
to
be
the
ones
who
are.
H
Contact
so
what
I
would
say
is,
I
have
amazing,
behavioral
health
and
wellness
team
members,
counselors
social
workers,
school
psychs.
They
are
wonderful,
but
really
that
the
biggest
relationship
is
between
the
student
and
the
teacher.
So
when
we
built
the
schedule
and
kind
of
rebuilding
those
pieces,
we
then
built
in
that
time
for
them
to
also
do
the
outreach
and
then
we
are
also
any
person
who's
going
to
do
like
we're,
opening
up
the
ability
to
do
home
visits
to
larger
number
of
people.
H
It's
really
trying
to
build
the
capacity
with
extending
that
to
our
para
ed,
educators
and
our
teachers,
and
not
solely
relying
on
our
behavioral
health
and
wellness
team,
because
honestly,
they
may
not
have
a
relationship
with
a
student,
and
so
it's
like.
How
do
we
leverage
the
people
who
do
have
relationships
with
kids.
M
Great
and
last
questions
about
homeless
students
when
I
was
looking
at
one
of
the
previous
slides,
where
you're
talking
about
the
different
ways
that
you
begin,
the
engagement
with
the
family
and
the
student,
you
know
your
phone
email.
Those
are
all
the
things
that
our
homeless
students
may
not
have.
So
how?
How
are
you
guys
planning
differently
to
engage
our
homeless
students
and
make
sure
that
we're
we're
taking
care
of
them
from
day?
One.
H
So
we
have
a
help
center.
So,
as
you
guys
know,
and
so
they're
one
of
the
big
jobs
of
the
people
who
are
there,
is
kind
of
locating
the
students
who
are
experiencing
houselessness
and
kind
of
figuring
out
where
they
are
so
where
are
they
residing
to
some
extent?
So
then,
instead
of
a
home
visit,
it
might
be
that
I
know
the
student
is
living
in
a
car
on
you
know
allen,
and
so
how
do
you
set
up
somewhat
like
two
people
to
go
to
that
car
and
try
to
connect
with
that
student?
H
So
a
big
part
of
with
you
know
kind
of
tracking
our
homeless
youth
is
trying
to
figure
out
where
are
they
located
or
where
could
we
find
them
and
and
then
who
are
the
people
that
people
know
so
that
they
can
find
people?
So
we've
talked
about
that
in
cdl.
If
you
have
a
student,
not
engaging
you,
don't
just
start
a
stop
with
the
phone
number.
That's
like
their
emergency
contact
right.
You
go
down
the
list
of
all
the
people
that
are
there
and
you
try
them
to
say.
Do
you
know
where
this
student
is?
H
Do
you
know
how
we
can
find
them,
so
it's
more
of
a
like.
We
don't
just
go
with
what
we
have,
but
what
kind
of
kind
of
like
an
investigation
to
try
to
find
the
student,
and
so
we
know
that
our
help
center
is
integral
in
working
with
our
behavioral
health
and
wellness
teams.
To
then
try
to
identify
the
students
and
get
the
supports
to
them.
A
So
why
don't
we
go
and
with
your
question
and
then
we
can
let
tashiko
speak
on
the
next
part.
R
Danielle,
I'm
excited
to
see
a
lot
of
what
you're
presenting
somewhat,
because
I
think
it
is
work
that
we
will
continue
to
see
when
the
pandemic
ends
and
it
will
so
the
kind
of
coursework
that's
being
developed
both
for
staff
as
well
as
for
students,
I
think,
is
going
to
have
a
long-term
positive
impact
for
everyone.
I
was
curious
about
it
being
delivered
during
advisory
and
it
made
me
wonder-
and
I'm
not
sure
if
this
is
a
question
for
you
or
for
brian,
but
you
know
what
is
the
boots
on
the
ground?
R
Attendance
gonna
actually
look
like
how
do
we
incentivize
kids,
to
show
up
for
a
class
that
you
know
they're
not
being
graded
in
you
know,
but
that
still
adds
value.
How
are
we
making
sure
that
we
connect
with
kids
in
these
pre-scheduled
times.
G
Yeah
sure
and-
and
I
think
that's
a
great
question-
I
think
there's
probably
two
ways
to
approach
that
answer.
One
would
just
be
the
value
of
the
class
and
the
value
of
having
that
you
know.
G
Let's
take
a
high
school
teacher,
for
example,
even
on
the
four
by
four,
a
high
school
teacher
is
going
to
have
somewhere
in
the
neighborhood
of
120
students
in
their
you
know,
kind
of
case
load
at
once,
and
so,
if
you
break
that
down
to
the
advisory
where
maybe
the
advisory
class
is
only
going
to
have
about
30
students
on
it
once
and
here's
one
of
them
with
me
now
have
that.
Have
that
those
those
have
that
teacher?
Who
has
that
connection
with
the
student?
G
So
we
can
guarantee
that
every
student
has
at
least
one.
You
know
positive
adult
role
model
and
then
and
then
now
you
can
see
what
all
of
our
teachers
are
going
to
be
going
through.
But
then
the
other
part
of
that-
and
I
think,
is
one
of
the
pieces
we
built
in
one
of
the
things
our
principals
have
been
working
with
right
now
with
our
teachers
is
when
that
advisory
class
happens,
and
let's
say
this
is
my
advisory.
G
The
people
on
this
screen
and
10
of
you
aren't
here
today
part
of
that
student
family
connection.
Time
on
the
day
advisory
happens
is
for
for
me
to
make
that
specific
outreach
to
those
students,
so
it
just
makes
it
a
kind
of
a
smaller
group
of
students
for
that
teacher
to
be
able
to
go
ahead
and
connect
with,
on
the
day
to
flip
it
you're
right,
there's
not
a
gpa
value
associated
with
it
and
there's
not
a
you
know
considerable,
like
graduation
requirement
associated
with
it.
G
R
All
right
and
then
just
clarifying,
is
that
a
t
or
are
we
having
separate
advisory
classes
as
well.
G
So
it's
embedded
into
a
t,
except
for
on
wednesdays
and
there's
a
bit
of
a
nuance
in
that,
but
with
wednesday's
being
primarily
time
for
students
to
engage
with
asynchronous
and
applied
learning,
to
ensure
that
every
student
has
a
synchronous
opportunity
every
day
and
to
make
sure
that
that
kid
is
connecting
with
school
every
day.
There's
an
additional
advisory
period
also
happening
on
wednesdays,
but
other
than
that
it's
embedded
into
a
t
in
almost
all
of
our
school
schedules.
H
H
H
This
is
limited
in
person
instruction,
so
one
of
the
things
is
at
in
the
blueprint
that
we
got
ode,
kind
of
changed
their
directive
and
added
kind
of
this
idea
that,
regardless
of
meeting
the
criteria,
the
metrics
that
we
could
offer
limited
in-person
instruction
to
our
emerging
bilinguals,
our
students
experiencing
disability
and
students
in
cte
programs-
and
they
just
said
that
we
had
to
verify
that
there
was
no
confirmed
cases
among
any
school
staff
or
students
14
days
leading
up
to
the
start
of
doing
in-person
instructions
and
it
talked
about
you
know
we
had
to
do
a
blueprint
and
we
had
to
comply
with
any
cohort
sizes
requirements
about
that.
H
So
we
really
kind
of
jumped
into
that
in
order
to
be
able
to
see.
If
that
is
something
sorry,
that's
my
kid
seeing
if
there
is
something
around,
could
we
make
this
work,
and
so
the
next
slide
kind
of
talks
about
our
reservations
about
moving
forward
with
in
person
so
one
we
have
really
inadequate
guidance
from
the
department
of
education
for
who
should
qualify.
They
don't
have
any
metrics
for
how
you
say
this.
H
Additionally,
there
was
very
limited
information
or
guidance
on
how
we
could
track
or
monitor
the
14
days
of
negative
covid
testing,
so
that
you
know,
are
we
surveying
people
and
making
sure
that
it's
clear?
How
do
we
affirm
that
no
one
has
had
coven
in
the
14
days?
Additionally,
attendance
groups
are
limited
to
two,
which
includes
students,
transportation,
cohort,
so
we'd
be
unable
to
serve
a
student
who
is
receives
both
special
education
service
and
eld
services,
because
we
couldn't
do
both
of
them
and
their
transportation.
H
So
when
we
start
looking
at
cohort
sizes,
when
we
talk
about
cte
that
gets
greater
than
the
size
that
we
can
have
for
a
cohort
of
students,
so
then,
which
students
in
cte
get
to
access
cte,
limited
in
person
and
which
ones
don't.
So
I
think
one
of
the
things
that
we
found.
I
was
moderating
a
meeting
with
the
department
of
ed
talking
about
limited
in-person
instruction,
and
it
was
very
what
they
explained
to
us
is
that
if
we
wanted
to
do
limited
in
person,
I
like
to
use
westview
as
an
example.
H
What
they
explained
to
us
is
that
you
have
to
have
all
the
students
in
the
school
be
clean
of
covib
for
14
days
and
all
the
staff,
regardless
of
if
they
were
going
to
be
on
site
or
not.
So
when
I
think
about
westview
I'm
like
so,
I
would
need
to
affirm
that
all
2200
students
at
west
view
high
school
are
covered
free
for
14
days
before
they
come
and
all
the
staff
and
it
just.
H
M
H
So,
in
the
end,
because
of
these
obstacles-
and
I
believe
you
like
believe
me-
we
do
want
students
on
site
when
we
can
get
them
there
safely,
students
and
staff
on
site,
but
when
we
started
really
looking
into
it,
we
wanted
to
really
continue
to
monitor
the
metrics
and
kind
of
and
build
our
implementation
plan
for
the
future,
so
that
when
we
feel
it
com
like
that,
we
have
the
data
we
need
to
safely
bring
students
and
staff
back
on
site.
We
could
go
ahead
and
do
that.
H
So
what
I
would
say
is
we
are
doing.
One
of
the
things
is.
We
are
building
an
optional
blueprint
for
cap
center
because
we
will
be
offering
special
education
evaluations,
we're
talking
one-on-one
with
a
tester
and
a
student,
so
we've
been
doing
that
all
summer.
So
we
will
continue
to
be
able
to
do
special
education
evaluations
and
then
toshiko
has
recently
got
received
guidance
from
the
department
of
education,
how
they
can
do
some
language
assessments.
H
So
we
will
start
kind
of
entering
that
world
of
limited
in-person
instruction,
but
it's
really
evaluation
and
so
we're
building
the
operational
blueprints
for
cap
center
and
then
eventually
we're
trying
to
think
about
some
other
sites
that
we
could
have
eval
opportunities
at.
N
All
right,
thank
you,
brian,
so
good
evening
board
chair,
I'm
tim
board
members
and
superintendent
grotting.
I'm
just
really
excited
to
share
all
the
work
the
multilingual
department
has
been
doing
in
the
summer
to
prepare
for
for
the
new
school
year
with
distance
learning,
and
I
know
that
your
question
was
specific
around
family
engagement,
but
I'm
going
to
start
out
talking
a
bit
more
about
how
we
power
preparing
how
we
prepare
for
family
engagement.
N
So
the
first
thing
that
we
did
was
we:
the
department
held
eight
different
family
engagement
sessions
to
gather
feedback
from
our
community
in
the
spring,
and
we
asked
them
three
specific
questions.
What
went
well
with
distance
learning
or
remote
learning
in
the
spring?
What
didn't
go
so
well
and
then
what
would
they
choose?
What
would
they
select
if
we
had
in-person,
hybrid
and
all
distance
learning,
and
so
we
received
a
lot
of
great
feedback
from
our
families.
N
N
They
felt
that
a
lot
of
the
information
they
received
in
the
spring
didn't
really
come
to
them
in
a
language
they
understood,
and
so
they
and
also
the
language
was
very
academic,
so
they
wanted
us
to
try
to
reach
reach
their
population.
So
that's
something
that
we
have
been
working
with.
A
community
involvement
with
and
they've
just
been
doing
an
awesome
job
and
making
sure
that
the
information
that
is
being
pushed
out
about
return
to
school
and
distance
learning
is
really
accessible
with
by
our
families.
N
The
other
feedback
we
received
was
that
there
were
so
many
different
platforms
that
teachers
were
using.
Some
were
using
zoom,
hangouts
canvas
csa,
and
so
they
were.
They
wanted
us
to
try
to
hone
in
and
figure
out,
just
and
choose
a
few
platforms
to
use,
and
so
our
future
ready
department,
our
teaching
and
learning
department
did
try
to
do
that.
So
for
elementary
they'll,
be
using
seesaw
and
upper
grades
might
be
using
canvas
secondary
is
all
going
to
be
using
canvas.
N
So
we
really
try
to
take
that
feedback
for
our
families
and
hone
in
and
just
use
a
few
platforms
that
our
families
can
actually
learn.
Then
the
last
one
was
that
secondary
students.
There
were
so
many
courses,
and
it
was
just
so
overwhelming
for
a
lot
of
our
students.
There
were
too
many
classes
and
a
lot
of
the
work
was
being
pushed
out
and
there
wasn't
a
lot
of
synchronous
instruction
where
the
students
can
actually
learn
what
they
were,
what
they
were
doing,
and
so
so
I
think
we
did
a
great
job.
N
The
high
schools
change
their
schedule
to
a
four
by
fours
to
make
it
more
manageable
first
for
the
families
and
for
the
students.
So
that's
how
we
started
our
feedback
sessions
by
getting
feedback
from
the
families
and
then
pushing
out
that
feedback
throughout
the
throughout
the
system.
And
then
we
held
teacher.
We
brought
in
some
teacher
groups
during
the
summer,
so
we
had
some
dual
language
teachers
working
during
during
the
summer
to
help
us
with
to
prepare
for
distance
learning.
N
We
also
had
we
brought
in
some
eld
teachers
at
the
elementary
level
in
the
secondary
level
to
help
us
to
create
guidance
documents
for
all
the
different
levels,
elementary
middle
and
high,
and
so
that's
what
we
worked
on.
N
We
worked
on
creating
guidance
documents
for
all
of
our
schools,
so
that
which
outlined
the
program
models
that
we
recommend
schools
implement
in
order
to
meet
the
state
and
federal
requirements,
and
then
we
also
plan
for
a
series
of
professional
development
opportunities
that
staff
will
have
access
to
this
week
as
well
as
next
week
and
so
going
into
family
engagement
to
start
that
work
off
what
we
did
was
well.
N
Let
me
first
just
highlight
and
celebrate
our
our
community
involvement
department,
our
communications
department,
so
shelly
and
her
team
just
pushed
out
if
you
haven't
seen
it
yet.
It's
a
family
toolkit
that
is
on
the
website,
and
it
has
so
much
information
in
there
that
will
be
available
for
families.
They
did
such
a
great
job
of
just
curating,
all
the
important
information
from
all
the
different
departments
and
to
put
it
on
this
website,
so
that
families
can
just
have
one
place
to
go.
N
It
also
includes
a
number
of
videos
and
we've
been
working
collaboratively
with
them
to
see
how
we
can
make
the
return
to
school
information
accessible
to
our
families,
so
that's
kind
of
something
that
we're
working
on
as
well
in
our
department.
That's
in
process
right
now
is
how
are
we
translating
and
modifying
the
return
to
school
information
to
make
it
culturally
and
linguistically
appropriate
accessible
for
our
non-white
and
non-english
speaking
families?
N
We
also
working
with
the
community
involvement
department
on
producing
the
district
videos
in
multiple
languages,
for
example,
how
to
use
technology
tools
that
we're
pushing
out
to
all
of
our
families
like
seesaw
and
canvas,
as
well
as
zoom
and
all
of
the
other
platforms.
N
We
also
are
sharing
interpreters,
contact
information,
so
we
have
all
of
our
bilingual
facilitators
that
speak
the
different
languages
and
they
have
phone
numbers
that
families
can
call
to
ask
questions,
and
so
those
all
of
those
phone
numbers
most
schools
have
a
poster.
It's
called
a
language
poster
with
all
of
their
numbers
so
that,
if
families
go
to
the
schools,
they
can
see
this
poster,
and
it
has
the
contact
number
for
all
of
our
facilitators.
N
They
call
the
number
they
can
have
actually
speak
to
them
or
they
can
leave
a
message
and
our
interpreters
will
call
them
back.
N
The
other
thing
we're
doing
is
that
we
have
bilingual
community
liaisons
that
are
based
out
in
the
secondary
schools
and
they
continually
support
our
non-non-english
speaking
families
in
numerous
areas.
We're
receiving
a
lot
of
questions
we.
Actually
we
had
an
issue
with
our
phone
routing
and
we
came
back.
Our
staff
came
back
on
august
17th
and
there
were
hundreds
and
hundreds
of
of
messages
from
our
from
our
community
asking
questions
around
enrollment.
What
are
some
of
the
available
resources?
N
How
do
you
access
parent
view?
And
so
our
staff
have
been
really
really
busy
since
they've
returned
answering
a
lot
of
these
questions
for
our
families.
N
We
are
also
pushing
out
and
promoting
the
use
of
talking
points.
If
you
haven't
seen
it
it's
an
app
that
is
available.
It's
currently
free
for
educators
and
poor
for
administrators
to
use
it
is
an
app
that
allows
staff
and
families
to
text
each
other
directly.
So
it's
a
really
good
app
that
staff
members
can
use
if
they
want
to
push
out
information,
or
they
want
to
just
ask
families
a
quick
question
in
the
language
that
they
understand.
N
So
I
believe
the
app
has
100
plus
different
languages
that
staff
members
can
access.
So
we
actually
had
our
summer
school
staff
using
talking
points,
and
then
they
provided
feedback
to
us
on
how
accessible
it
was
for
the
families,
and
then
we
also
pushed
this
out
to
administrators
through
our
administrator
newsletter,
we're
trying
to
promote
the
use
of
an
app
so
that
our
families
can
actually
communicate
directly
with
our
our
staff
members.
It's
always
a
great
way
to
build
relationships
with
our
families.
N
They
really
appreciate
hearing
directly
from
school
staff
and
the
big
project
that
we
engage
in.
We
did
this
in
the
spring
and
we're
going
to
do
it
again.
It's
called
a
family
check-in
plan
and
we
have
each
of
our
staff
members,
including
our
community
liaisons,
calling
each
family
that
have
indicated
they
need
an
interpreter
in
their
enrollment
form.
N
So
they
all,
we
all
divide
up
the
responsibilities
and
they
also
call
our
families,
our
migrant
families
and
as
well
as
our
american,
india,
alaska
native
families,
and
basically,
we
have
a
script
that
they
use.
N
That's
very
that's
consistent
with
everybody
and
basically
what
we
try
to
do
is
we
ensure
that
families
have
a
trusted
connection
with
a
district
staff
member
that
speaks
their
home
language
you'll,
be
surprised
how
how
much
our
families,
especially
those
that
are
new
to
the
country,
really
appreciate
getting
a
phone
call
from
somebody
that
actually
speaks
that
language.
It's
just
a
way
to
break
down
those
barriers
and
it's
a
good
way
for
them
to
connect
with
the
district.
N
So
we,
when
we
make
our
calls,
we
ask
questions
like
did
you
complete
your
enrollment
verification?
Do
you
have
any
questions
around
distance
learning?
Do
you
have
internet?
Do
you
have
a
tablet,
or
do
you
have
your
chromebook
and
do
you
have
any
other
needs
that
we
that
we
can
support
you
with,
and
so
they
and
they
document?
N
All
of
this,
we
have
a
spreadsheet
that
we
use
it's
going
to
be
divided
up
into
the
different
schools
so
that
school
staff
can
also
see
which
families
we've
contacted
and
they'll
know
if
we
were
able
to
make
contact
with
them
or
if
we're
in
prague
in
progress
or
if
we
still
need
to
call
them
back,
and
so
we
we
will
push
that
out.
That
is
going
to
be
starting
next
week,
calling
every
family
just
to
make
sure
that
they're
ready
for
for
distance
learning.
N
I
also
have
to
mention
that
our
teaching
and
learning
there
are
a
group
of
principles.
I
think
that
kayla
was
working
with
to
develop
parent
academy
sessions
and
which
I
think
is
going
on
this
week,
and
so
you
had.
We
had
principals
from
different
levels,
elementary
middle
and
high,
a
parent
academy
training
and
which
they're
delivering
this
week.
That's
for
our
english
speaking
families,
but
we
also
will
be
providing
some
parent
academy
type
training
sessions
for
our
families
that
speak
languages
other
than
other
than
english.
N
A
S
Well,
first,
I
just
want
to
commend
the
team.
I
mean
this
is
a
lot
of
great
work.
A
lot
of
good
thought
went
into
it
and
consideration,
and
I
know
it's
kind
of
hard
because
we're
in
a
new
world
order
to
think
of
every
eventuality
and
I'm
sure
that
you
probably
will
miss
some,
but
it
seems
pretty
thorough
to
me.
S
I
do
have
just
a
general
question
which
could
be
answered
by
anyone,
perhaps
to
chico
or
danielle
or
brian,
and
about
potentially
the
use
of
volunteers.
I
know
I
have
received
some
emails
from
parents
who
are
who
are
interested
in
trying
to
do
what
they
can
to
help
students,
especially
those
who
are
underserved,
navigate
the
system
or
at
least
provide
with
some
additional
assistance,
and
I
don't
know
whether
you
intend
to
or
even
if
it's
possible
to
make
way
to
allow
people
who
are
interested
in
volunteering
during
this
time.
L
Hey
donna,
I
think
I'll,
take
this
question.
Since
we
handled
the
volunteer
services.
We
are
opening
up
virtual
volunteering,
and
so
teachers
are
going
to
be
able
to
utilize
volunteers
in
their
virtual
classrooms,
with
one
caveat
that
when
students
go
into
a
breakout
session,
we're
requiring
there
to
be
two
adult
volunteers
in
that
breakout:
room
for
obvious
reasons,
protection,
and
so
the
teachers
will
be
managing
that.
L
But
it
will
be
open
for
some,
some
virtual
volunteering
and
hopefully,
when
we
get
back
into
school,
then
we
can
see
parents
back
in
the
classroom
again.
S
A
M
Yeah,
thank
you,
toshiko.
I
appreciate
all
the
information
about
reaching
out
to
our
multilingual
families
and
students.
When
I
was
talking
about
the
different
types
of
outreach
like
outlined,
you
know,
homeless,
students
and
multilingual
families.
I
want
to
make
sure
that
what
doesn't
get
lost
in
the
conversation
is
our
bypoc
families,
which
is
not
the
same
as
our
multilingual
families,
and
so
I'm
wondering
what
kind
of
outreach
we
have
planned
there
and
how
we
plan
to
do
that
in,
like
a
culturally
responsive
way.
N
I
think
I
mean
I
would
just.
I
would
just
share
that
the
work
that
the
community
involvement
has
been
doing
outreach
to
that
community
if
they,
if,
if
they
are
not
identified
themselves
as
as
needing
an
interpreter,
meaning
that
they
are,
they
don't
speak
a
language
other
than
english.
Then
I
believe
that
they
can
access
a
lot
of
the
parent
engagement
that
the
schools
have
been
putting
on
as
well
as
our
community
involvement.
N
The
information
and
the
the
outreach
that
we're
providing
is
making
sure
that
those
that
are
bilingual
and
speak
a
different
language
receive
that
same
information,
but
in
the
language
that
they
understand.
So
that's
kind
of
where
there's
a
crossroads,
but
we
kind
of
work
together
in
serving
our
our
diverse
families.
H
And
I
think
tom,
your
your
point
is
really
important
and
I
think,
as
we
continue
to
work
with
our
bipark
organizations
and
the
community,
and
continue
to
build
that
relationship,
they're
going
to
be
a
huge
resource
in
making
sure
that
we
are
reaching
a
larger
net
of
families,
not
just
and
families
that
are
non-native
english
speakers,
but
then
also
our
bipoc
families,
so
that
they
don't
not
they're
not
ignored
in
terms
of
making
sure
that
we're
making
a
coordinated
effort
to
reach
them.
M
K
So
tom,
if
I
may,
this
is
carl.
I
think
we
owe
you
as
a
board
and
yourself
that's
a
great
question.
We
owe
kind
of
a
separate
report
in
terms
of
what
we're
doing
in
terms
of
outreach
for
by
our
not
only
how
we're
engaging,
but
also
how
we're
engaging
in
families
and
community
who
have
been
reluctant
to
have
a
voice
previously.
So
I
know
certainly
patrick
mccreary.
K
J
A
question
about
how
many
students
are
in
the
multilingual.
N
Yeah,
so
those
that
are
english
language
learners.
We
are
about
12
as
a
district,
so
about
our
numbers
last
year
were
about
48
60
4
860,
students
that
are
identified
as
english
learners
and
for,
but
we
also
serve
because
we
manage
the
translation
and
interpretation
and
for
the
for
the
district,
we
also
serve
about
103
plus
different
languages.
So
all
of
the
families
that
have
indicated
they
they
speak
a
language
other
than
english.
N
But
there's
there
are
some
students
that
may
not
necessarily
be
english
learners,
but
they
their
parents
do
speak
another
language.
So
that's
you
know
six
or
seven
thousand
students.
If
you,
if
you
look
at
the
that
group
and
as
far
as
the
spring,
when
we
we
had
our
family
check-in
plan,
we
were
able
to
reach
majority
of
our
students.
There
were,
I
would
say,
probably
like
500
students,
maybe
between
360,
to
500
students
that
we
were
not
able
to
connect
with,
for
a
variety
of
reasons.
We've
made
multiple
calls.
N
It
could
be
that
the
families
left
and
did
not
answer
the
phones
or
they
they
moved
back
to
their
home.
H
Yes,
correct
I'd
like
to
introduce
kelly
raff
she's,
our
new
administrator
for
special
education
and
so
she'll,
be
here
to
talk
more
about
special
special
education
and
what
that's
going
to
look
like
in
cdl.
Q
Q
The
special
ed
department
has
been
working
hard
all
summer,
long
on
developing
plans
to
support
our
students
in
special
education
during
comprehensive
distance
learning.
I'd
be
remiss
if
I
didn't
thank
our
special
ed
staff,
so
our
admin
team,
our
tosas
and
certified
staff,
who
all
have
dedicated
so
much
time
this
summer
into
the
development
of
our
plan.
Q
Our
guidance
document
also
extensively
outlines.
What
adjustments
to
special
education
process
will
take
place
as
a
result
of
being
in
cdo.
So
this
includes
paperwork,
iep
paperwork
amendments,
our
revised
evaluation
process
and
how
we
will
conduct
meetings,
and
so
this
week-
and
next
we
have
a
number
of
different
trainings
specifically
to
help
staff
with
how
to
implement
special
ed
services
during
cdl.
So,
for
example,
how
does
a
resource
room
teacher
use
seesaw
effectively?
Q
How
do
staff
take
data
in
a
virtual
setting
which
looks
very
different
and
so
forth,
and
so
we're
hoping
that
those
different
offerings
will
really
help
better,
prepare
our
staff
to
take
on
cdl
with
our
students?
Brian
go
to
the
next
slide.
Please,
and
so.
We've
also
engaged
with
our
families
of
students
in
special
education.
We
know
that
the
spring
was
not
easy
for
some
of
our
families,
and
so
we
met
with
our
special
education
parent
advisory
council
to
gather
input
and
perspective
into
our
planning.
Q
Q
We
also
held
two
parent
q
as
last
week
on
the
district
facebook
page
and
we're
able
to
answer,
I
think
over
150
questions
and
those
questions
will
be
utilized
to
develop
an
faq
specifically
for
parents
of
students
in
special
education
and
then.
Finally,
another
major
aspect
of
our
planning
has
been
around
our
on-site
evaluation
center.
Q
As
danielle
mentioned,
we'll
be
continuing
our
on-site
eval
center
that
we
opened
this
summer.
We
were
able
to
complete
over
56
different
evaluations
this
summer
that
had
not
been
able
to
be
completed
in
the
spring.
When
we
went
to
remote
learning,
we
still
have
a
number
of
assessments
that
are
carried
over
that
we'll
need
to
work
on
this
fall.
Q
Q
Q
So,
overall,
you
know
we're
really
looking
forward
to
having
our
students
return
and
we're
so
excited
to
see
our
staff
working
in
new
and
creative
ways
with
our
students
with
disabilities.
As
someone
had
mentioned,
I
think
so.
Many
of
the
practices
that
we're
going
to
be
utilizing
now
are
things
that
are
going
to
carry
on
into
the
future
and
really
help
our
staff
to
continue
to
be
innovative
and
reach
our
students,
who
we
may
struggle
to
reach
in
different
ways
of
going
forward.
A
Any
questions
well
kelly.
We
know
that
that
you
know
we
welcome
you
and
and
thank
you,
and
we
know
that
there
are
definitely
obstacles
that
we
will
be
dealing
with,
but
we
appreciate
your
dedication
and
enthusiasm
by
your
department.
So
thank
you.
T
Yes,
good
evening
board
chair
tim,
chuck
board,
member
superintendent,
grotting
and
all
others
happy
to
be
here
tonight
to
present
give
you
a
quick
update
on
flex
online
school.
Today
was
the
first
day
the
new
staff
came
together.
It
was
super
exciting
to
have
teachers
joining
the
administration
and
the
small
staff
and
putting
it
all
together.
Finally
see
people
show
up
and
build
on
their
excitement.
T
Obviously
a
little
bit
of
a
you
know
overwhelmed
feeling
as
well,
but
super
excited
to
get
get
the
project
started
and
the
school
started
as
we
were
so
kudos
to
principal
autumn
and
his
staff
paul's
been
working.
T
You
know
non-stop
for
the
last
probably
six
months
on
this
and
really
has
a
good
foundation
in
place
still
need
to
have
a
lot
of
more
pieces
where
we're
about
you
know.
We
have
nine
months
probably
of
work
to
get
started
in
in
two
weeks,
but
we're
gonna
get
there.
We're
gonna
we're
gonna
get
there.
So
right
now
currently
enrolled
students
at
a
little
over
1300.
We
had
thought.
Perhaps
that
would
start
dipping
down
dropping
off,
but
it's
holding
steady.
T
It's
been
holding
steady
for
the
last
two
weeks,
so
good
sign,
good
sign.
There
definitely
heavy
about
60
percent
elementary,
which
is
different
than
the
national
average.
Usually
you
have
more
in
the
high
school
and
secondary
level
in
an
online
school.
So
with
us
we're
a
little
bit
upside
down
on
that,
but
due
to
covet
and
such
I
think
that's
to
be
expected
hiring
process.
T
We
welcome
32
teachers
this
morning
to
the
the
orientation
and
we
still
need
to
hire
about
12
more
of
the
teaching
staff
so
still
got
a
ways
to
go,
but
support
of
hr
and
business
office
been
been
great
in
that
area
and
and
we'll
get
there
and
then
classified
hired
two
new
office
staff
and
have
about
three
other
classified
positions
to
go
as
well.
So
all
coming
together
super
excited.
We
got
the
curriculum
in
place.
Teachers
are
starting
to
dig
into
that
and
canvas
and
learning
what
it's
like
to
be.
T
A
Questions
I
just
have
a
quick
question
on
pep.
I
don't
know
if
it
comes
into
you
or
maybe
it's
to
superintendent
grotting
or
to
deputy
superintendent
hansman.
So
we
have
1319
students
in
enrolled
in
flex.
That
means
they're
not
enrolled
in
their
local
in
catchment
school,
and
then
the
superintendent
also
mentioned
that
we
have
1
100
students
that
we,
we
don't
think,
are
enrolled.
So
this
would
be
together
over
like
roughly
2
400
students
that
are
not
in
their
locally
enrolled.
Schools.
That
we're
guessing
right
now
is.
E
Chair
tim
check,
this
is
superintendent
roddy.
That's
the
assumption
right
now
once
again
we're
in
unprecedented
time
so,
but
as
of
right
now
that
would
that
would
be
the
number.
So
there's
a
lot
of
issues
playing
in
here.
So,
as
you
know,
we
are
to
we're.
You
know,
I
guess
the
the
silver
lining
in
this
right
now
it
looks
like
our
elementary
class
sizes
are
going
to
be
very
acceptable
and
or
lower.
E
However,
as
we
transfer
teachers
from
our
schools
into
flex
because
of
financial
concerns
both
now
and
in
the
future,
I
think
we
have
to
be
cognizant
of
that
and
I
believe
also
when
we
do
finally
get
to
that
10-day
drop
on
the
28th
of
september.
I
want
to
be
perfectly
clear-
and
I
said
one
of
my
goals
is
to
make
sure
that
we're
not
we're
not
overexpending
funds
in
relationship
to
our
revenue.
E
We
would
have
to
take
a
real
hard
look
at
staffing
to
make
sure
that
we
are
using
our
resources
as
well
as
we
can
and
to
prepare
for
the
future.
I
don't
know
if
that's
where
you're
going,
but
right
now
the
your
math
is
correct.
E
Enroll
and
we
don't
know
because
school
is
starting
later,
if
folks
are
waiting
to
see.
I
know
that
you've
been
out.
You
were
out
on
a
couple
visits
and
you
relayed
to
me
that
some
of
our
families,
even
though
the
communication
we've
communicated
and
communicated
but
some
of
the
families
that
you
visited
weren't
quite
sure
when
school
was
starting.
E
So
I
think
we
we
just
need
to
be
diligent
in
making
sure
we're
reaching
out
to
all
of
our
families,
but
also
when
it
does
come
time
to
take
a
real
hard
look
at
our
at
those
staffing
issues.
T
I
A
R
R
And
I
was,
I
was
going
to
ask
you
about
it,
so
I'm
glad
you
brought
it
up.
The
the
question
I
had
was
around
timing
for
getting
teachers
hired
and-
and
I
know
school
is
starting
soon.
Do
we
expect
to
have
those
12
additional
teachers
assigned
before
september
14th,
or
I
know
you
guys-
have
got
a
ton
going
on.
T
That's
the
expectation,
yes,
yes
and
we're
we're
gonna
we're
we're
confident
we'll
get
there.
Yeah.
E
And
board
member
brian
one
of
the
complexities
of
that
is
two.
We
don't
want
to
go
out
and
hire
these
teachers,
and
then
we
look
at
and
find
out
that
we're
going
to
have
to
reduce
some
teachers
and
buildings
and
then
them
being
the
last
higher
than
we've
hired
them
and
put
out.
So
it's
a
it's
a
we're
trying
to
hit
a
moving
target
with
a
very
complex
problem
here,
but
our
hr
department's
really
working
with
us
and
we're
trying
to
have
the
best
timing
with
the
current
information
that
we
have
right.
I
Yeah,
like
it's
impressive,
how
many
people
you're
getting
for
your
flex
online
school-
that's
really
bigger
than
I
was
bargaining
for,
but
I
kind
of
have
a
business
question
on
this.
So
there's
1300
students,
you
know
8
000
a
pop.
Does
this
mean
business
wise?
This
is
like
10.5
million
dollars
of
of
defensive.
You
know
people
are
coming
to
our
flex
online
school
and
those
are
still
part
of
our
our
catchment,
including
100
people
from
outside.
E
Eric
I'll
try
to
answer
it,
I
would
say
yes,
we,
but
we
don't
know
how
many
of
those
students,
if
we
did
not
have
flex
online,
would
they
have
went
to
other
outside
entities
to
have
that
experience.
You
know
we
just
don't
know
that
we're
also
looking
at
trying
to
market
to
our
home
school
students,
as
well
as
students
that
are
in
some
of
those
outside
markets
in
online
programs
to
try
to
get
them
back
into
our
district.
I
Sounds
like
you're
doing
a
very
good
job.
Then
I
mean
this
is
probably
more
than
anybody
bargained
for.
I
imagine
so.
E
Yeah
we're
trying
just
I'll
give
you
talking
with
a
neighboring
district
of
our
size.
Their
online
enrollment
is
over
five
thousand
now.
J
Yeah,
it's
a
follow-up
to
don
about
the
comment
about
becky,
saying
that
there's
a
barrier
in
terms
of
communicating
to
certain
population
and
I'm
wondering
what
we're
doing
about
it,
because
when
I
took
a
tour
and
met
up
with
some
at-risk
students
and
a
parent,
it
was
same
thing.
They
didn't
know
when
school
was
starting,
and
so
there
was
a
communication
break
down
there.
E
We
can
it's
not
for
a
lack
of
effort,
we're
working
with
internal
and
external
partners
to
to
get
that
information
out,
but
we
also
know
that,
for
some
of
our
families
that
you
know
they're
they're
just
struggling
and
whether
you
see
another
email
or
a
text
message,
it
can
be
overwhelming
and
you
know
registering
for
school
may
be
way
down
on
their
priority
list.
We
think
it
needs
to
be
up
on
their
priority
list,
but
maybe
they're
just
trying
to
survive
to
whether
to
pay
the
rent
to
find
food
and
everything.
E
J
So
I
totally
agree
with
that,
but
I
mean
I'm
also
wondering
kind
of
following
up
with
danielle
in
terms
of
these
wrap-around
services
that
are
going
to
be
going,
you
know
into
homes
potentially
if
we
could
be
doing
that
proactively.
Now
I
don't
you
know
now
to
students.
We
know
that
typically
sign
up
or
they
come
in
the
first
day,
but
to
proactively
go
to
those
students
that
may
not
have
the
resources
or
families
that
may
not
have
the
resources
or
it's
difficult
to
get
online
or
phone
texts,
and
all
that.
H
So
I
know
our
buildings
have
been
trying
really
hard
to
reach
out
to
the
families,
so
staff
just
reported
back
today.
So
one
of
the
things
we
built
into
the
schedule
in
particular
for
labor
day
week
is
there
is
two
hours
pretty
much
per
day
for
those
four
days
of
student
and
family
connections.
H
So
we
really
wanted
to
push
that
like
yes,
there's
some
pd
that
you
need
to
kick
off
the
school
year
and
yes,
there
is
also
your
planned
time
that
you
get
to
prep,
but
we
really
highlighted
this
time
as
an
opportunity
for
those
teachers
to
start
them
pushing
out
to
try
to
like
connect
with
families.
So
it's
built
into
their
schedule
for
labor
day
week.
It's,
I
think,
it's
about
eight
hours
and
then
I
know
the
building
principles
have
been
working
on
building
building-wide
plans
on
how
they're
going
to
connect
with
their
communities.
J
So
that
just
to
follow
up
on
that-
and
I
have
to
tell
you-
I'm
really
pleased
with
the
outreach
that
our
district
is
doing
to
our
families.
So
it's
it's
not
a
critique.
It's
just.
You
know
asking
how
we
can
reach
those
really
at-risk
families.
Does
that
mean
that
schools
are
reaching
out
to
those
students
who
are
not
enrolled
yet.
H
So
one
of
the
big
things
so
our
enrollment,
I
believe,
rolled
over
from
last
year
right
so
we
didn't
drop
kids
out
of
the
system
unless
they
we
got
a
record
to
request,
so
they
have
kind
of
rolled
over
and
we're
trying
to
get
parents
to
verify
their
enrollment,
but
so
there
there
are
then
kids
who
we
know
didn't
access,
cdl
and
they're
going
to
be
the
top
priority
next
week
to
say:
okay,
where
are
you?
What
are
you
doing?
N
Yeah
and
susan
can
I
add
this
is
to
chico.
One
of
the
things
I
forgot
to
add
was
that
when
our,
when
our
staff
will
be
calling
families,
one
of
the
the
feedback
that
we
heard
when
we
did
our
community
sessions
is
that
some
of
our
families
do
not
have
access
to
the
internet,
and
so
they
really
appreciate
having
hard
copies
of
critical
information.
N
And
so
what
we're
doing
is
creating
pulling
information
from
what
shelly
and
her
team
have
put
together.
As
far
as
faqs
and
trying
to
put
all
of
that
together
into
a
really
concise
document,
we
could
be
a
few
pages
and
we're
going
to
translate
that,
and
some
of
it
have
already
been
translated,
but
we're
actually
going
to
mail
them
out
to
some
of
our
families.
N
So
that's
the
feedback
that
our
families
gave
us
is
making
sure
that
they
they
can
have
a
hard
copy
of
it
that
they
can
just
post
on
their
fridge
so
that
it
all
the
dates
are
there
and
all
the
critical
information
is
available
to
them
and
the
other
piece
of
information
data
that
we
we
have
not
collected.
But
we've
seen
other
districts
collect,
is
computer
literacy.
So
we
know
what
families
you
know
if
they
have
access
to
internet
they
have
a
device.
N
But
what
we
don't
have
information
on
necessarily
is
how
many
of
our
families
are
actually
computer
literate
and
where
that
gap
is
and
how
we
can
make
sure
to
bridge
that
gap
for
them,
and
so
that's
something
that
we're
going
to
be
engaging
in
is
creating
some,
maybe
some
professional
development
or
some
sessions
for
our
families.
That
may
may
need
just
some
scaffolding
of
how
to
use
the
computer
or
any
device
well.
J
Just
to
follow
up
on
what
you're
saying,
because
it's
kind
of
all
the
same,
that
there
are
families
that
are
not
part
of
the
multilingual
department.
That
would
also
need
to
have
it.
You
know
a
handout
and
a
mailer
sent
to
them,
and
hopefully
we're
capturing
those
families
as
well.
L
So
susan,
I
can
talk
to
that.
So
what
we've
been
doing
is
trying
to
get
that
kind
of
critical
information
out
in
a
printed
form.
L
So,
in
addition
to
what
we've
already
talked
about
social
media
and
the
bsd
weekly
and
emails
and
the
website
we,
for
example,
to
advertise
the
internet
free
internet
connectivity,
we
did
printed
flyers,
english
on
one
side,
spanish
on
the
other,
and
then
we
distributed
them
through
nutrition
services
for
the
pickups
that
were
going
on
at
the
schools
this
this
summer
and
that
actually
was
very
successful.
We
saw
a
huge
you
know,
surge
of
people
signing
up
after
we
did
that.
We
also
have
another
printed
flyer.
L
That's
going
to
be
put
into
all
the
student
success
kits
that
we're
assembling
this
week
and
again
those
are
going
to
free
and
reduced
lunch
students
and
they
have
a
list
of
important
announcements,
nutrition
services,
clothes,
closets
again,
hitting
that
internet
connectivity
piece
and
so
we're
trying
to
make
that
kind
of
a
one-stop
shop
flyer,
and
then
we've
gone
really
old
school
and
been
using
the
reader
boards
outside
of
schools
to
try
to
remind
people
that
hey.
A
So
I
see
leanne
you've
had
a
question.
B
I
do
it's
it's
about
the
flex
online,
and
maybe
this
was
covered
back
when
we
had
our
original
presentation
on
flex
online.
But
thinking
about
these
1319
students
are
is
the
equipment
that
is
required
to
be
on
the
flex
online.
The
chromebooks
do
have
we
thought
about
kids
that
wanted
to
do
this
or
maybe
signed
up
for
it,
but
they
have
connectivity.
Issues
may
need
a
computer.
B
T
Yes,
in
a
nutshell:
yes,
all
of
that
covered
it
to
the
team,
but
similar
to
what
we're
doing
with
all
students.
I
mean
we're
we're
trying
to
make
sure
we're
have
connectivity
for
all
students.
I
think
the
only
thing.
M
T
More
user-friendly
for
the
littles
and
different
apps
that
we
can
use
for
those,
so
we're
doing
that
and
then
the
rest
of
the
school
district
is
also
following.
Along
with
that
plan,
as
well
and
again,
steve
lankford
and
his
crew
been
working
very
hard
for
the
last
six
months
on
obtaining
more
wi-fi
hot
spots
and
we've
queried
all
of
our
our
families.
With
that
asking
them
do
they
need
support
with
that.
Do
they
have
access
so
we're
in
constant
contact
with
our
families
about
that
and
we're
we're.
O
O
Leanne,
if
I
could
just
jump
in
for
a
minute
what
we
are,
have
multiple
ways
for
students
to
connect
in
flex
and
throughout
the
district
we
have
a
web
page
on
the
website
addressed
in
connectivity.
We
have
multiple
hotspots.
A
This
needs
to
go
well,
and
we
know
we
are
in
very
unchartered
territory
and
we're
going
to
learn
as
we
go,
but
because
we've
got
this
and
we
know
how
to
pivot,
and
we
have
good
customer
service
we're
going
to
keep,
but
I'm
so
impressed
with
how.
A
Well
all
the
all
the
different
departments
are
working
hand
in
hand
and
how
customer
focused
you
are,
and
just
thank
everybody
for
all
their
hard
work
throughout
the
summer
months
to
get
this
done
and
we'll
look
forward
to
hearing
how
the
school
year
rolled
out
at
the
end
of
september.
So
thank
you
very
much.
Team
really
appreciate
the
great
report.
A
We're
gonna
move
right
along
here
to
discussion.
Items
first
thing
up
is
the
budget
committee
member
selection
process
mike
schofield.
P
U
About
the
2021-2022
budget,
when
we
are,
as
you've
heard,
still
knee-deep
in
the
2020
2021
budget,
and
just
so
you
folks
for
a
general
reminder
on
kind
of
where
we're
at,
if
I
could
take
a
few
minutes
and
talk
about
where
we
are
on
the
resource
side
and
just
kind
of
that
20
000
foot
level
and
then
again,
where
we
are
on
the
expenditure
side
currently
and
kind
of
what
we're
working
on
in
the
business
office
in
terms
of
resources.
U
I
think
at
our
last
meeting
we
shared
that
we
we're
currently
estimating
we'll
end
the
the
last
2019-20
year
with
about
54
million
dollars
in
ending
fund
balance,
which
is
good.
We
based
our
budget
on
somewhere
around
26
million,
so
pretty
good
shape
there.
In
terms
of
where
we
ended
the
year
in
early
august,
the
legislature
got
together
and
committed
to
the
nine
billion
dollar
level
of
funding
for
the
the
remainder
of
the
2019-2021
biennium,
which
was
good.
U
That
was
good
news
for
us
as
well,
so
we're
in
a
good
place.
There
we're
also
allocated
4.3
million
in
cares
act.
Funds,
we've
probably
spent
a
good
deal
that
will
be
designated
for
ppe
cleaning
supplies
and
those
kinds
of
things.
I
think
we're
probably
close
to
three
quarters
of
a
million
dollars
in
spending
in
that
area
already
alone,
we'll
probably
use
the
rest
of
that
to
help
backfill
some
problems
with
the
sia
in
terms
of
budget
and
I'll
get
to
that.
U
We
also
received
a
little
over
six
hundred
thousand
dollars
provided
by
the
governor's
office
for
connectivity.
So,
as
steve
mentioned,
we're
buying
a
bunch
of
hot
spots
and
doing
some
work
to
make
sure
we've
got
connectivity
in
place
and
that
we've
got
software
resources
as
well,
and
so
we've
got
some
dollars.
That'll
help
us
out
there
in
terms
of
the
sia.
Remember
our
funding
estimate
that
we
built
our
budget
around
was
32
million
for
the
sia.
U
Also
remember
we
didn't,
as
the
pandemic
was
upon
us,
and
we
went
to
distance
learning
right
off
the
bat
we
didn't
hire
for
a
number
of
those
positions.
What
we
are
on
the
hook
for
currently
through
our
staffing
allocation
methodologies,
a
little
over
16
million
and
that
included
the
12
new
social
workers
that
danielle
mentioned,
which
will
be
helpful
to
us,
but
as
superintendent
grouting
mentioned,
we
we're
only
expecting
you
to
get
about
a
third
of
those
funds
so
we're
upside
down
in
the
sia
somewhere
near
6
million
dollars.
U
We
did
not
at
the
time.
I
think
it
was
a
good
idea
to
essentially
blow
up
the
staffing
allocation
model
with
such
little
time
to
go
before
the
school
year
started.
So
that's
a
that's
a
whole.
We
need
to
shore
up
and
we're
committed
to
working
towards
that
as
we
work
through
the
year.
U
In
addition
to
that,
as
superintendent
grotty
mentioned,
we've
got
a
three
to
four
billion
dollar
shortfall
on
the
way
heading.
It
will
bear
down
on
us
this
winter
in
terms
of
having
to
start
to
begin
to
deal
with
those
issues.
So,
and
just
so
you
know
that's
somewhere
in
the
realm
of
a
twenty
to
eight
or
twelve
to
eighteen
percent
decrease
and,
as
you
may
recall,
every
five
percent
in
decrease
in
funding
for
us
costs
about
twenty
five
million
dollars.
U
So
you
could
be
in
the
50
to
75
million
dollar
range
pretty
quickly.
So
it's
a
significant,
potentially
significant
budget
hole
that
we're
facing
in
2123.
U
On
the
expenditure
side,
I
mentioned
some
new
costs
and
services
that
we're
having
to
provide
and
we're.
You
know
we're
doing
that
and
making
sure
we're
funding
those
things
for
the
needs
of
our
students
and
staff
we
did
as
as
pep
just
mentioned.
We've
got
staffing
for
flex
online.
We're
nearing
the
end
of
that.
A
great
big
shout
out
to
our
principals
for
their
flexibility.
U
Here
we
are
a
couple
weeks
before
school
is
starting
and
we're
moving
staff
around
here
at
the
bitter
end
because
of
all
the
num
students
that
are
attending
flex
online.
So
I
can't
thank
hr
and
the
principals
enough
for
their
hard
work
here.
U
Just
before
school
starts,
they've
done
a
great
job
and
I'm
I
cautiously
enter
zoom
rooms
that
they're
in
the
good
news
is
they
can't
throw
live
tomatoes
so,
but
they
they're
doing
a
great
job.
Our
next
big
hurdle
is
dealing
with
staffing
in
the
comprehensive
distance
learning
environment.
What
that
looks
like
to
us,
so
we
are
working
towards
making
some
determination
with
some
of
our
support
staff
in
terms
of
what
what
services
they
can
provide
or
what
or
if
we
don't
have
work
for
them.
U
What
do
we
do
with
those
folks
and
what
does
that
look
like
so
we're
working
on
that
right
now,
our
next
big
hurdle
will
be
once
school
starts
and
as
superintendent
graudy
mentioned,
what
do
we
do
for
staffing
for
if
we
have
reduced
enrollment
and
what
do
those
numbers
look
like
so
very
busy
in
the
business
office
way
busier
than
we'd
like
to
be,
but
we
are
trying
to
move
and
be
as
reactive
and
responsive
as
we
possibly
can
be
to
the
numbers
and
where
they
are
so
before
I
get
into
budget
committee,
any
questions
about
the
numbers
and
the
money
and
how
things
are
going.
M
Yeah,
I
just
want
to
make
sure
I
fully
understand
here,
so
you
were
saying
a
three
to
four
billion
dollar
deficit
and
you're
talking
across
the
biennium
right.
U
So
if
you,
if
you
said
this,
was
proportional
and
across
the
board-
which
I
don't
think
it
will
be,
I
think
you
know
the
legislature
will
do
try
to
do
a
better
job
of
protecting
k-12
in
terms
of
reserves
that
they
have.
But
if
you
were
sure
each
five
percent
is
25
million.
So
if
it
was
a
15
reduction,
we'd
be
in
the
75
million
dollar
reduction
range.
Okay,.
M
M
Yeah,
that's
more
than
significant,
that's
enormous!
If
the
legislature
were
to
try
and
hold
us
harmless,
then
do
you
think,
like
a
middle
number
would
be
somewhere
in
like
the
30
million
dollar
category.
It.
U
It
could
be
tom,
there's
so
much
to
play
out.
Remember:
we've
got
another
forecast
coming
at
the
end
of
september,
sure,
which
we'll
want
to
see
and
and
we'll
keep
our
eyes
on.
We've
got
I
I
should
also
mention
we
did
get
some
other
savings.
You
know
we
did
the
work
share,
furlough
and
that
included
the
month
of
july,
so
we
actually
saved
an
additional
about
a
million
dollars
in
the
month
of
july.
U
On
that
furlough
as
well-
and
I
should
also
mention
we
we
will
get-
I
don't
know-
I
think
I
touched
on
it
last
time,
but
the
oregon
supreme
court
ruled
in
favor
of
employers
on
the
pers
issue,
which
will
help
us.
We
will
be
looking
at
some
rate
reduction
in
the
next
biennium
as
well.
U
M
Just
take
that
question
with
a
comment
which
is
that
I
think
now
more
than
ever,
we
have
to
keep
our
advocacy
game
up,
especially
at
the
state
level,
because
the
impacts
for
our
advocacy
could
be
huge
for
our
students,
especially
when
we're
looking
at
dollars
that
big.
U
Yeah,
you
have
openings
for
zone
one
and
zone.
Two.
The
process
is
delineated
in
the
situation
sheet
and
I'm
since
I'm
new,
I'm
imagining
you're
all
more
familiar
with
this
than
I
am
and
you're
ready
to
go
in
terms
of
the
process
of
getting
new
budget
committee.
Members
appointed.
A
Does
anybody
I
mean,
did
we
we
put
out
a
an
all
call?
We.
A
Okay,
all
right
all
right.
Thank
you
mike.
Thank
you
on
to
the
next
discussion
item
and
that
is
school
board
goals
was
added
to
your
packet
board
members.
As
you
recall,
we
discussed
this
at
our
work
session.
A
We
talked
a
lot
about
different
things
that
we
were
going
to
try
to
do
this
next
year,
knowing
full
well
that
we're
not
sure
exactly
what
the
school
year
is
going
to
look
like
and
what
we're
going
to
be
facing
and
what
you
instructed
was
for
tom
and
I
for
board
leadership
to
come
up
with
some
goals.
So
we
didn't
try
to
make
it
a
laundry
list.
A
We
tried
to
do
some
big,
sweeping
sort
of
goals
and
then
talked
about
what
kind
of
committees
were
going
to
look
at
the
goals
and
then
what
the
intended
outcomes
were
for
all
the
goals,
so
you've
all
had
a
chance
to
hopefully
look
at
those.
Are
there
questions
things
we
missed
things.
We
need
to
delete
open
for
thoughts.
A
All
right
tom,
I
guess
you
and
I
got
it
right
right
on
the
nose
here
so
appreciate
everybody's
feedback
and
we'll
add
those
to
the
consent
agenda.
But
if
you
see
something
that
needs
to
be
done,
let
just
let
let
us
know,
but
thank
you
for
that
and
then
next
up
we
have
a
first
reading
of
school
board
policy
jhh.
A
H
Good
evening
again,
board
chair
board
members,
superintendent
grotting
in
the
community,
so
in
the
last
legislative
session
and
the
legislature
passed
senate
bill,
52
also
known
as
addie's
act,
and
it
requires
all
oregon
school
districts
to
adopt
a
suicide
prevention
policy
requiring
them
to
develop
a
comprehensive
plan
targeting
suicide
prevention,
intervention
and
postpension.
H
In
our
district
we
have
been
working
really
hard.
We
have
we've
had
a
suicide
prevention,
intervention,
post
pension
plan
developed
and
implemented.
We
have
a
whole
process
around
suicide
screenings.
We
train
all
our
administrators
social
workers,
school
psychologists
counselors
in
this,
so
we
were
kind
of
already
doing
this
work.
Knowing
that
there's
a
need
for
that
leslie
rogers,
one
of
our
student
services,
tosa
really
leads
that
work
with
those
folks.
H
You
know
we
were
in
a
spot
as
a
district
where
we
had
gone
several
years
without
a
completed
suicide,
and
it
was
one
of
those
things
that
you
get
to
the
end
of
the
year
that
you're
happy
about,
but
it
kind
of
feels
uncomfortable
to
also
you
know,
have
to
be
in
a
situation
where
you
celebrate
and
our
district
has
had
some
completed
suicides
recently
and
then
we've
had
the
completion
suicide
completion
of
some
graduates
of
our
district
as
well.
So
it's
really
imperative.
H
As
we
look
at
this
to
have
a
solid
plan
and
so
I've
the
legislature
came
back
and
said
we
agree.
So
districts
were
pretty
much
kind
of
coming
up
with
their
own
plans.
They
were
working
with
our
cap,
their
county
partners,
but
really
felt
like
there
needed
to
be
a
district
policy.
So
this
policy
in
particular
jhh,
isn't
a
replacement
policy.
It
is
a
brand
new
policy
that
we
would
be
looking
to
adopt.
So
we
worked
all
districts
in
washington.
H
County
are
using
the
same
brief
policy
language
they've,
all
kind
of
decided
together
as
we've
worked
with
washington,
county
behavioral
health
on
that
as
well,
and
so
they
kind
of
decided.
As
a
group,
we've
decided
to
share
resources
to
develop
similar
plans
across
because
one
of
the
biggest
things
that
happens
is
actually
also
postmention.
So
when
we've
had
we've
lost
one
of
our
students
or
a
neighboring
district,
has
the
districts
come
together
and
help
support
one
another.
So
we
have
a
pretty
extensive
flight
team
in
our
district.
H
They
are
a
combination
of
school
psychologists
and
school
counselors
and
social
workers.
They
are
phenomenal,
but
in
beaverton
we're
pretty
long,
so
we
have
quite
a
few
people
that
we
can
call
on,
but
last
year
in
particular,
we
had
a
lot
of
loss,
so
not
just
suicide,
but
also
staff
loss
in
depth,
and
so
after
a
while
that
weighs
on
people.
H
So
we
need
to
make
sure
that
we're
connecting
with
our
our
county
partners
and
our
local
districts,
because
you
may
need
to
bring
other
people
in
at
different
times
to
kind
of
help
with
the
situation
or
we,
our
team,
is
so
open
to
helping
other
districts.
We've
had
them
on
to
other
districts,
some
of
the
smaller
districts,
where
you
don't
have
that
many
counselors
or
you
might
have
a
lot
of
people
who
are
know
the
student.
H
H
We
will
be
offering
our
training
to
staff
next
week
on
actually
this
week
on
responding
to
mental
health
needs
of
bipac
and
lgbtq
youth
in
particular,
and
so
having
staff
come
to
that
students
receive
social,
emotional
learning
and
mental
health
promotion
in
their
schools
and
then
high
school
and
middle
school
students
will
receive
three
lessons
on
suicide
prevention,
and
then
we
are
also
working
with
washington,
county
behavioral
health
to
help
support
families.
So
how
do
families
become
aware
of
signs
and
symptoms
of
potential
suicide,
societal,
ideation
and
helping
support
them?
H
And
then
we
have
in
terms
of
intervention.
So
if
we
have
a
student
who
has
made
a
threat
for
self-harm,
so
all
our
behavioral
health
team
and
wellness
members
have
received
assist
training,
applied
suicide
intervention
skills
training
and
they
do
that
every
five
years
we
also
meet
with
counselors
and
staff
around
our
suicide
response
response
protocol
and
do
a
refresher
annually.
H
It's
not
something,
you
know
you
can
just
drop
and
not
think
about,
because
we've
actually
had
several
elementary
schools
that
have
had
to
complete
the
suicide
response
protocols
and
then
again
our
staff
work
with
those
students
who
are
at
risk
in
terms
of
suicide,
completion,
working
on
a
safety
plan
for
them
and
working
with
the
family
in
the
county
and
a
big
part
of
it
is
the
parent
family
connection
and
network,
and
then,
lastly,
as
I
talked
about,
we
have
a
pretty
extensive
flight
team
response
for
postvention.
H
So
if
there
is
a
suicide
completion,
we
have
a
very
like
a
detailed
toolkit
on
how
we
respond,
how
we
work
with
public
safety
and
then
the
information
we
communicate
out,
because
it's
really
important
when
we
have
a
loss
like
that
that
we
don't
that
we're
pretty
direct
about
it
because
you
nee,
you
need
to
talk
about
suicide,
and
I
think
a
lot
of
people
are
shamed
by
it
or
you
know
feel
it
shameful
and
the
problem
with
that
is
then,
if
you
don't
talk
about
it,
when
the
biggest
thing
is
people
who
know
they
have
someone
to
go
to,
that
is
how
we
can
prevent
suicide.
H
A
All
right,
it
looks
like
susan,
you
have
a
question
danielle.
J
My
day
of
questions
so
danielle,
I
have
a
question
about
postvention
so
for
students
who
attempt
suicide,
but
it's
not
completed,
is
there
a
postmention
for
those
students?
I
think
I
heard
that
in
what
you
were
explaining,
but
I
know
that
part
of
that
is
the
you
would
you
know
I'm
going
to
make
it
personal
here
for
a
second,
knowing
in
my
own
situation,
that
my
daughter
attempted
suicide,
that
it's
up
to
the
family
to
communicate
that
to
the
school
district
in
some
ways.
J
So
is
there
a
plan
in
place
for
families
for
dealing
with?
You
know
an
attempt.
H
And
so
it's
trying
to
make
sure
that
if
we
hear
something
we're
intervening
and
and
also
kind
of
a
lot
of
the
signs
and
symptoms,
because
in
a
lot
of
cases,
when
we
have
a
suicide
com,
you
know
attempt
or
even
a
completion.
H
There
are
signs
that
that
there
was
possibly
you
know
something
going
on
and
who
is
intervening
right,
and
so
we
you
know
so
that
is
one
of
the
biggest
things
we
try
to
push
is
as
we're
looking
at
students
disengaging
becoming
despondent,
becoming
isolated,
really
that
we're
looking
for
those
signs
and
things,
and
that
goes
back
to
our
teachers-
are
the
strongest
resource
in
our
building
because
they
know
their
students
right
and
so
those
relationships
are
so
important,
and
you
know-
and
it's
it's
interesting-
we're
grappling
in
the
zoom
world
right
now
about
how
are
we
going
to
address
suicidal
ideation
and
comprehensive
distance
learning,
knowing
that
we
need
to
have
parent
permission
to
have
you
know
those
one-to-one
conversations
with
students?
H
I
think
that
is
one
of
the
things
that
keeps
my.
My
team
up
at
night
is
trying
to
figure
out
how
we're
going
to
connect
with
those
students.
A
R
You
had
a
question.
I
do
danielle,
I'm
so
glad
to
see
that
you
know.
I
know
that
we
were
doing
all
the
work
anyway,
and
I
know
the
board
will
support
getting
a
policy
in
place.
It's
really
important
that
we
protect
our
kids
and
and
help
them
to
feel
supported
and
build
healthy
habits.
I
noticed
in
the
policy
that
was
in
the
packet.
There
was
some
bracketed
language
and
I
was
wondering
if
there
was
a
recommendation
on
that.
R
R
So
I
guess
just
the
the
version
that
came
to
us
for
a
second
reading.
We
want
to
just
have
those
brackets
out.
A
And-
and
this
is
you
know,
this
is
an
un-
you
know
this
is
usually
not
the
way
policy
is
developed
in
our
district
and
usually
we
we
have
a
policy
committee
and,
and
we
and
we
go
through
all
of
this,
but
because
it
came
through
the
legislature
and
then
so
so
ann
thanks
for
bringing
that
to
attention.
So
we
can
get
that
correction
for
the
second
reading
is
do
board.
Members
have
any
other
things
that
they
would
like
added
or
deleted,
or
because,
like
I
said,
this
would
normally
have
been
vetted
by.
A
You
know
a
policy
committee
and
and
but
because
it's
very
important
that
we
get
this
in
our
added
to
our
policies.
We'll
just
do
this
as
a
second
reading,
so
thank
you
danielle
for
for
walking
us
through
all
of
that
important
information.
Very,
very
timely.
So
thank
you
all
right
with
that.
A
Chair,
chair
board,
member
larson.
B
For
chair
tim
chuck,
I
move
that
we
approve
the
consent
agenda.
A
second.
A
A
B
A
A
Okay,
well,
I
I
I
have
some
great
communication.
First
of
all,
I
want
to
extend
we've
already
as
a
board,
but
to
just
go
on
the
public
record
of
thanking
our
nutritional
services
staff
for
ensuring
that
all
of
our
students
would
not
go
without
receiving
meals.
Normally,
there's
a
two-week
delay
between
before
school
starts,
and
it
was
brought
to
our
attention
from
our
community
members,
our
partnerships,
that
you
know
that
we
needed
to
do
something
and
between
superintendent,
grotting
and
deputy
superintendent,
carl
meade
and
charity
within
24
hours.
A
So
thank
you
very
much
for
for
that
happening,
and
we
had
a
chance
to
show
congresswoman
bonamici
at
aloha
huber
park
last
week
about
our
our
feeding
program
and
talk
to
her
about
getting
being
a
partner
with
the
usda
and
getting
waivers
and
just
making
her
aware
of
of
how
we're
feeding
students
and
how
we're
interacting
with
students-
and
so
that
was
a
a
great
thing
to
do.
A
Also
had
the
opportunity,
with
some
other
board
members
to
be
a
part
of
the
ready
reset
play
that
was
put
on
by
kia,
labelle
and
team
for
early
education
and
and
how
we're
trying
to
address
our
earliest
learners
and
going
forward.
A
It
was
great
to
to
have
other
board
members
see
that,
but
I
was
most
impressed
with
the
presentation
on
anti-bias
education
for
our
early
learners,
and
it
is
very
eye-opening
to
see
how
many
things
that
we
just
take
for
granted
that
you
know
from
from
what
kids
bring
to
lunch
to
what
we
read
all
the
different
things
and
it's
the
earlier.
A
We
can
be
aware
that
our
students
are
hearing
this
anti-bias
education,
that
the
more
we
can
get
it
corrected,
and
it
was
just
a
very
well
done
day
and
thank
you
to
the
staff
for
that
and
superintendent.
A
Grading
already
mentioned
the
the
all-day
leadership
and
and
thank
you
to
pat
mccreary
for
the
great
job
that
he
did
in
putting
together
a
full
day
of
wonderful
information,
and
we
will
be
sharing
more
of
that
donna
got
a
lot
out
of
it
and
and
tom
and
we're
going
to
be
sharing
it
with
some
other
board
members,
because
it's
some
really
good
information.
A
But
I
really
appreciate
pat
and
his
team
for
all
the
great
work
that
they
did
for
making
the
day
so
good
for
all
of
our
building
leaders
and
getting
that
information
and
it's
it's
a
slow
climb.
But
it's
an
important
climb
and
we're
gonna
keep
working
and
keep
working
and
do
it
well
and
deep
and
not
just
a
check
on
the
box
and-
and
so
it
was
very
well
done.
A
And
then
last
friday
I
had
an
opportunity
to
spend
several
hours
with
a
highland
middle
school,
psychologist
social
worker
going
out
and
meeting
with
our
students,
and
it
was
they
they
pre-arranged.
These
meetings
we
went
to
their
to
their
homes,
they
meet
us
outside.
Everybody
was
perfectly
safe,
but
just
finding
out
what
they
were
doing
this
summer
and
just
you
know
finding
out
where
you
know
meeting
them
where
they
are
and
what
kind
of
things
that
they
need.
A
But
it
was
absolutely
eye-opening
for
me
to
see
the
dedication
that
our
staff
have
all
on
their
own
to
do
what's
right
for
kids
and
to
be
reaching
out
to
these
kids
and
they
the
this
one
psychologist
kelly.
A
Why
can't?
I
not
kelly
smith,
I
believe,
is
her
last
name.
I
can't
believe
I
has
been
doing
this
all
summer
long
on
her
own,
because
they
knew
that
there
were
students
in
the
spring
that
were
not
being
reached
and
she
wanted
to
make
sure
that
they
understood
when
school
started
what
they
needed.
What
kind
of
wrap
around
services
meeting
with
the
parents,
all
the
kind
of
things
that
we
are
talking
about,
that
they
didn't
wait
and
were
instructed
to
do
it?
A
They
just
knew
this
was
what
was
right
for
kids,
and
it
was
very
impressive
to
see
that.
So
I
was
glad
that
I
had
those
opportunities
to
to
do
that.
So
with
that
superintendent
grotting,
do
you
have
anything
for
adjournment.
E
Yeah,
just
real
quick,
just
part
of
the
success
that's
going
on.
I
think
you
heard
from
some
very
skilled
and
empathetic
leadership
folks
tonight
and
we
have
some
amazing
teachers,
amazing
support
staff
in
the
district,
but
also
your
participation
as
a
board.
E
Your
support
as
a
board
goes
a
long
ways
and
while
we
can
always
improve
the
wii,
there's
a
lot
of
wii
going
on
right
now,
because
you
don't
get
to
where
we're
at
right
now
without
a
lot
of
we
there's
up
once
again,
I
think
there's
always
room
for
improvement,
but
I
think
everybody's
working
as
hard
as
they
can
for
our
students
and
families
but
appreciate
the
board's
engagement.
K
A
That
was
great.
That
was
great,
all
right,
everybody,
another
zoom
meeting
in
the
books,
we'll
see
you
all
on
september,
29th
at
6
30,
and
thank
you,
everybody
for
all
the
good
work
you're
doing
on
behalf
of
our
students
and
I'm
looking
forward
to
an
unusual.
But
we've
got
this
as
community
engagement.
We've
got
this
so
we'll
see
you
all
at
the
end
of
september.