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From YouTube: Beaverton School Board Meeting 6-18-2018
Description
School Board Business Meeting Audio - June 18, 2018
Please use the timecode guide below to scroll to the portions of the meeting you would like to listen to.
Recognitions of Students Staff and Community @:40
Public Participation @11:45
Superintendent Comments @30:06
Jacob Wismer Elementary School @35:27
Five Oaks Middle School @58:41
Financial Update @1:24:43
Attendance Guidelines 1:25:36
District Procedures for Investigating Sexual Conduct and Harassment Complaints @1:55:17
ELD Project Team Report @2:04:57
School Board Handbook @2:23:22
First Reading of School Board Policies @2:24:14
Adoption of 2018-2019 Budget @2:43:10
Approval of Multiyear Finance Plan @2:44:20
Bond Accountability Committee Report & 2014 Capital Construction Bond Reserve Reallocation @2:45:17
Superintendent Contract @2:52:54
Election of School Board Chair and Vice Chair @2:53:44
Second Reading of School Board Policies @2:56:43
Board Communication @2:58:12
This video, including text, graphics, images, video and audio is the property of the Beaverton School District and protected by U.S. and international copyright laws. You may not copy, reproduce, distribute, publish, display, perform, modify or in any other way exploit any part of copyrighted material without permission from the Beaverton School District.
Copyright © 2018
A
Thank
you,
everyone
and
next
on
our
agenda.
We
have
several
recognitions
to
present
the
first
LeeAnn
will
be
reading
for
Chris
and
breed
who
is
unable
to
be
with
us
tonight,
followed
by
that
Becky
will
read
the
one
first
Susan
phobic
and
dr.
Susan,
and
then
Susan
will
read
the
last
month
or
is
it
Aliyah
Blattner?
Okay,
great
at
the
end,.
B
Academy
as
a
home,
instructor
Chrisann
has
spent
her
career
dedicated
to
helping
every
kid
she
encounters.
She
loves
the
most
complicated
cases
and
never
gives
up
until
success
is
reached.
She
loves
to
research
and
doesn't
leave
any
stone
unturned.
Christian
believes
going
to
extreme
measures
to
meet
the
needs
of
the
most
difficult.
Her
magic
weapon
is
her
pet
snake.
She
uses
to
build
strong,
trusting
relationships
with
the
student.
She
has
the
King
Kenan
sense
of
humor.
That
only
adds
to
her
likability
stays.
B
Kathleen
Skidmore
principal
at
Finley
elementary
school
Chrisann
is
a
fierce
advocate
for
students,
particularly
when
it
comes
to
inclusive
practices.
She
often
sees
potential
in
students
before
it's
recognized
by
others,
and
students
meet
those
high
expectations.
Chrisann
brings
creative
ideas
to
the
table
when
teachers
feel
they
have
exhausted
their
bag
of
tricks.
She
will
be
missed
by
our
home
instruction
team
here
at
bridges,
but
I
am
excited.
She
will
have
the
opportunity
to
enjoy
her
well-deserved
retirement.
B
B
She
worked
so
hard
to
get
to
the
root
of
a
student's,
difficulty
or
disability,
and
she
will
be
missed,
says
Lenoir,
Johansson
assistant,
director
of
special
education,
the
flag
of
Liberty
and
learning
has
become
an
important
reminder
to
all
communities
that
education
serves
as
a
driving
force
in
advancing
freedom
and
liberty
in
our
democratic
society.
Congratulations,
Chris
and.
C
We
expect
excellence
by
Columbia
lemon
outstanding
teacher
award
to
dr.
Susan
Cole
veteran
dr.
Kovac
was
recently
awarded
the
Super's
eye.
Columbia
Willamette
outstanding
Teacher
Award
susan
has
been
awarded
this
honor
for
her
tireless
work
in
supporting
and
engaging
in
science,
research
and
education
in
the
original
District
students.
C
Contributions
include
reviewing
and
advising
students
on
their
research
projects,
training
and
supporting
teachers
to
engage
in
the
same
work
with
their
students,
development
of
the
Summa
science
research
program,
convening
the
district's
s,
our
C
and
I
RVs
to
review
students,
design
and
research
participation
and
district
science
review
committee.
Reviewing
science
research
projects
coming
into
the
district
writing
grants
to
support
science
fairs
in
the
mutant
school
district
as
a
developing
partnership
to
support
this
work.
C
Coordinating
and
running
three
science
fairs
a
year
for
students
and
coordinating
special
awards
at
the
Northwest
science
and
synthesized
melanic
Coby
Willamette
is
a
science
research,
Honor
Society.
They
engaged
the
Portland
Oregon
scientific
and
technology
community
to
enhance
the
health
of
the
scientific
research
enterprises
provide
opportunities
for
the
next
generation
of
scientists
and
engineers
and
promote
the
public's
understanding
of
science
and
technology.
They
are
compromised.
Our
faculty
and
students
from
several
colleges
and
universities
in
the
Portland
area,
as
well
as
colleagues
and
local
businesses,
industries,
federal
and
state
agencies
and
medical
centers,
congratulations,
Susan.
D
E
We
expect
excellence
2018
s,
NCTE
Achievement
Award
in
writing,
alia
planner
alia
Blattner,
a
senior
at
South,
Bridge,
High
School
has
been
selected
for
it.
A
2018
achievement
award
and
read
in
writing
given
by
the
National
Council
of
teachers
of
English
NCTE.
The
ncte
achievement
awards
and
writing
is
a
school-based
writing
program
of
steps.
King
speak
established
in
1957
to
encourage
high
school
students
to
write
and
to
recognize
some
of
the
best
student
writers
in
the.
F
E
Only
students
who
are
juniors
may
participate
schools
in
all
50
states.
The
District
of
Columbia
Canada
American
schools
abroad.
In
the
version
I
islands
are
eligible
to
nominate
students
for
the
writing
program.
Alya
received
a
certificate
of
superior
writing
and
has
also
been
selected
to
attend
the
prestigious
Kenyan
writing
program.
This
summer,
this
year,
schools
nominated
462
students
of
that
number,
227
received
certificates
of
superior
writing
and
235
received
certificates
of
nation.
Each
student
submitted
two
pieces
of
writing
to
independent
judges,
scored
each
submission
on
expression
of
ideas,
language
use
and
unique
perspective
imports.
G
H
H
F
A
A
F
F
I
K
A
A
A
Say
please
complete
a
yellow
card
and
give
it
to
our
recording
secretary
Candace
hi
tonight.
I
do
not
have
very
many
cards,
so
I'll
be
allowing
free
minutes
per
card
and
more
members
typically
do
not
respond
the
night
of
the
meeting,
but
either
a
member
of
staff
or
board
members
will
respond
within
the
week.
I
would
not
I'd
like
to
invite
Sarah
Schmidt
and
then
followed
by
Lynn
Miyagi.
L
Some
this
last
month,
but
reading
through
some
of
these
things
and
our
teachers
and
other
staff
members
have
been
doing,
is
incredibly
inspiring
and
pretty
much
exactly
what
we
had
hoped
for
when
we
designed
this
schedule.
We
know
that
the
Beaverton
School
District
hires
all
of
the
best
educators
and
when
we're
giving
them
this
extra
time,
I
think
they
have
completed
the
occasion
they're
doing
things
like
implementing
our
curriculum
adoptions,
increasing
student
engagement
and
greeting
technology
into
their
teaching
practices
and
so
on.
So
here
are
a
few
more
specific
examples.
L
M
L
The
wealth
of
all
the
pd
that
their
english
teachers
have
been
getting
from
the
district
and
sharing
that
with
their
colleagues,
one
of
the
things
they
worked
on
with
their
science
teachers
was
using
reading
reading
strategies
with
their
teachers.
They
notice
that
their
students
were
more
willing
to
use
vocabulary
and
they
were
more
comfortable
with
scientific
terminology
using
the
same
strategies
that
they
use
when
they
work
on
literature,
they
noticed
an
increase
in
test
scores
and
those
science
teachers
were
hearing
their
students
starting
to
ask.
L
What's
the
lens
we
should
be
reading
this
article
with,
which
is
something
that
they
in
our
daily
classes
and
our
incorporating
really
great
reading
strategies.
All
around
the
sunset
high
school
computer
science
and
engineering
department
has
used
collaboration
time
to
help
teachers
use
some
of
the
tools
that
are
available
to
enhance
their
classrooms.
They
used
virtual
reality
to
do
with
the
art
tour
of
Google
Earth
in
Spanish.
They
did
laser
cut,
DNA
models
in
biology
and
electrical
circuitry.
In
physics,
they
said
that
the
Spanish
students
really
loved
the
VR
activity.
L
It
was
a
lot
of
fun,
then
they
help
them
learn
some
of
the
vocabulary
words.
They
would
use
for
traveling
the
biology
process
using
a
prototype
of
the
DNA
model
and
they're
getting
some
feedback,
and
the
students
in
physics
have
said
that
the
physical
circuitry
helps
enhance
the
theory
into
the
introduction
of
their
physics
class.
L
The
aloha
highschool
CTE
teachers
we're
using
their
collaboration
time
to
set
up
and
train
on
a
new
makerspace
that
a
computer
lab
and
video
production
equipment.
They
also
were
using
best
practices
to
teach
students,
professionalism
for
when
they
go
into
those
careers
plan,
cross
curricular
cross
program
projects
and
on
CTE
student
recruitment
into
their
programs.
L
L
For
my
high
school
with
an
avid
program,
they've
been
their
schedule
requires
them
to
do
the
junior
part
of
Ivy
theory
of
knowledge
and
have
an
avid
force
so
they've
been
using
their
Wednesday
early
release,
collaboration
time
to
examine
the
habit,
curriculum
and
the
theory
of
knowledge
curriculum
and
find
out
where
the
overlap
is
and
how
they
can
make
that
more
accessible
for
their
students
and
makes
that
the
byproduct
for
their
students
is
all
of
their
theory.
Of
knowledge.
L
N
N
Last
year,
I
was
ill
able
to
report
that
one
school
dropped
their
driving
rate
to
school
down
this
year,
I
haven't
done
all
schools,
but
I
haven't
at
least
nine
schools
that
have
had
successes
and
then
they've
increased
their
walking
by
trick
vibrate
and
decrease
their
drives
drive
alone
late.
So
it's
really
quite
exciting,
but
thank
you
very
much
for
your
support.
I'd
also
like
to
thank
the
safe
routes
to
school
team.
N
We
do
meet
monthly
and
we
do
take
a
look
at
how
to
devise
ways
to
make
a
much
safer
for
kids
to
walk
him
back
to
school
and
sorry,
not
just
walk
and
bike
the
always.
And
how
do
you
get
our
kids
to
schools
if
they
can
learn
safely
and
our
team
is
Public,
Safety,
transportation
facilities,
the
city,
the
county,
th,
PRD
and
others,
and
we
do
have
a
lot
of
people
who
are
very
concerned
that
to
make
sure
kids
get
to
school
being
healthy,
but
also
so
they
get
to
school.
So
they
can
learn.
N
I,
think
thanks
to
them.
I
do
want
to
report
to
deliverables
that
we
just
completed
action
plans
for
both
Cedar
Mill
and
Kim
in
the
elementary
schools.
Kinnaman
elementary
schools
been
working
really
hard
to
look
at.
How
do
they
get
the
kids
across
Kinnaman
safely
and
we've
done
a
lot
of
work
with
Washington,
County
and
I
do
believe
before
school
goes
in
in
they
were
they
thought,
but
it
is
a
little
bit
early,
but
they
really
think
it
is
called
in
our
RFP.
N
Rapid
flashing
beacon
will
be
these
put
in
on
on
Kingman
to
get
the
kids
across
safely
the
Cedar
Mill.
You
may
have
also
heard
they're
doing
a
big
development
along
Cornell.
Well,
they
where
they
will
have
sidewalks
bike
lanes,
Center
turn
lanes,
so
kids
could
walk
to
school
a
lot
better,
but
also
people
can
get
to
the
school
easier
and
a
lot
safer.
So
thank
you.
I
also
like
to
thank
the
crossing
guards
crossing
guards
throughout
of
the
district.
N
I
have
been
providing
a
wonderful
service
and
wonderful
help
to
all
of
our
kiddos,
getting
them
to
school
safely
and
usually
with
a
smile
on
their
face.
We
want
to
thank
all
the
crossing
guards.
We,
we
are
correcting
the
data.
Everything
from
ten
kids
to
150.
Kids
are
crossing
every
single
day,
so
I
really
want
to
thank
them.
N
But
what
definitely
wanted
to
talk
thank
Martin
County,
installing
pylon
pylons
at
Findlay
elementary
school
to
separate
the
traffic
on
camera
records,
the
main
road
and
then
Saltzman?
Yes,
turning
in,
but
also
the
the
RFP
they're
putting
in
at
Kinnaman
school
they're,
also
looking
at
one
on
late
law
and
174th,
as
well
as
the
added
sidewalks.
So
I
want
to
thank
our
partners
for
the
city
in
the
county.
F
O
O
This
thing
shall
remember,
except
tom-toms:
we
do
the
oral
histories
hope
I
stopped
by
for
a
beer,
and
he
still
takes
that
calls
which
is
nice
and
take
me
back
on
our
adventure
come
couple
years.
You
know
looking
at
this.
Maybe
two
things
jumped
out
concerned
about
in
terms
of
policy
one
we
had
a
problem
with
a
lack
of
transparency
throughout
the
process.
O
Things
happening
outside
of
what
was
a
public
process
that
had
significant
influence
on
that
velvet
process.
I
understand
the
desire,
the
board
to
decide
in
Madison
the
ports
of
their
power
to
decide
whether
this
would
compete.
You're,
not
question
is
whether
this
committee,
and
especially
when
there's
not
a
committee.
How
do
you
provide
that
increased
transparency?
I,
don't
have
a
great
answer
for
you,
but
I
would
love
to
see
something
in
here
to
ensure
there's.
O
There's
major
transparency,
for
the
other
thing
is
around
the
language
around
the
specific
factors
who
is
here,
I
see
a
reduced
number
of
factors
in
federal
policy
and,
most
importantly,
the
language
change
subtly,
but
vary
significantly
from
Fortson
to
attendant,
shall
consider
and
how
these
factors
it's
now
optional
before
us
apartment,
which,
in
in
the
context
of
a
legal
argument,
gave
the
gift
community
a
recourse
to
say,
here's
hook
must
have
occurred.
This
has
to
occur
in
me.
We
have
a
legitimate
gripe
if
it
happened.
O
If
it's
May,
there
is
no
recourse
thinking
about
just
more
generally
think
of
every
conversation
you
have
with
us
with
any
group.
It
either
started
with
the
community
members
in
Cambridge
the
policy.
You
don't
understand
the
recommendations
based
on
that
some
of
our
neighbors
built
a
tool
that
did
exactly
that
in,
but
it
had
to
start
with
that
have
to
be
there
and
if
it's
not
there,
it's
very
difficult.
O
O
O
Think
we
need
to
pick
factors
we
should
be
Shou
and
I'll
have
no
problem.
Tom
and
I
were
talking
earlier.
You
had
set
the
objectives
or
the
boundary,
there's
some
language
you're
saying
that
those
factors
might
need
to
adjust
my
planning
definition
to
those
definitions,
given
those
can
change
over
time,
but
I
feel
very
strongly
in
here
to
avoid
this
mess
I.
P
Think
what
Jason
said
is
is
very
appropriate
I'd,
like
to
kind
of
add
to
that,
based
on
the
experience
we
have
for
the
high
school
Andre.
Doesn't
you
know
the
way
this
policy
has
proposed
if
you're
intending
to
vote
on
this
tonight,
I'm
hurting
into
both
now
and
consider
and
make
changes
to
improve
this
policy?
H
P
You
know
district
got
bigger,
a
school
needs
to
be
shut
down
and
I.
Think
with
that
there
should
be
a
requirement
for
an
enrollment
study
by
a
third-party
expert.
We
had
happened
in
this
last
one
was
going
woman.
Such
was
done
by
an
expert.
It
was
done
by
staff,
the
community
looked
at
the
numbers
and
couldn't
believe
these
enrollment
projections
that
were
set
for
2020
just
didn't
look
right.
We
made
that
known
six
months
before
the
first
vote.
We
kept
being
told
by
the
staff
that
don't
know
you're
wrong.
P
P
P
To
cover
it
up
by
saying,
oh,
but
we
always
intended
for
that
to
have
a
buffer,
but
not
once
in
the
previous
six
months
have
they
ever
said
that
to
us
so
I
kind
of
don't
believe
that
I
think
the
other
one
is
that
when
superintendent
Gras
team
you
know
finally
did
do
one,
and
this
was
not
a
piss
fall,
but
when
he
did,
he
came
out
that
the
enrollment
numbers
that
they
were
using
for
2020
we're
not
vehicle
2035.
That's
pretty
important
information,
I.
P
School
was
built
that
75
million
dollars
over
budget
in
a
location
that
is
probably
the
wrong
location
for
this
time.
We're
not
going
to
hit
the
numbers
that
was
used
in
the
projections
for
another
15
years,
so
I
think
that
any
any
change
should
include
a
requirement
for
an
enrollment
study
at
least
come
to
this
process
with
real
facts.
I
think
you
know,
including
you
know
touching
on
a
topic
that
Jason
discussed.
Is
this
other
the
the
criteria
to
be
used?
P
P
Jason's
concern
is
that
they
don't
say
shall
and
I
think
that's
an
appropriate
concern,
because
now
it's
open-ended
but
I
think
another
concern
that
I
have
is
that
they
just
say.
May
it
may
include
these,
but
it
suggests
that
it
may
not
include
other
factors,
so
I
can
see
in
the
future.
Maybe
10
years
from
now
someone
saying
you
know:
I
can
consider
student
body
composition,
I,
don't
have
to
consider
any
of
those
others
because
I,
don't
have
to
say,
shall
but
I
can't
transportation
costs.
So
I
can
make
this
wonky.
P
You
know
student
body
composition,
oriented
math
that
has
transportation
costs
out
the
window
and
I
can't
consider
that
and
that's
what
that
language
suggests
so
I
I
would
consider
language
to
improve
on
that.
If
you're
insisting
on
going
with
some
of
this
in
the
end,
if
the
Board
finds
that
the
superintendent's
proposal
meets
the
for
approve
objectives
and
read
and
reasonably
considers
the
relevant
factors
in
public
input,
so
the
relevant
factors
in
the
longer
shall
the
man
the
board,
shall
approve
the
proposed
boundary
adjustment.
P
I
think
at
the
end
of
the
day,
need
to
change
that
a
number
of
board
members
expressed
feeling
like
her
hands
were
cuffed.
You
know
that
the
staff
had
come
out
and
said
we
met
that
we
Chuck
that
we
checked
that
check
that
and
certain
board
members
even
at
the
boat,
were
thinking.
I,
don't
want
to
vote
for
this
math.
It
doesn't
pass
eyeball
test,
but
I've
got
this
language
that
says
that
they
check
the
box.
P
I
shall
consider
this
and
I
think
at
the
end
of
the
day
you
as
or
represent
the
community
and
are
kind
of
the
last
step
in
this
process,
so
math
is
proposed,
regardless
of
whether
it's
been
done
and
you
look
at
this
map
and
it
just
doesn't
look
like
you
should
have
the
right
to
say.
No,
you
shouldn't.
P
And
safe,
but
the
language
says,
shall
I
know
that's
what
your
job
is
as
the
board
if
their
job
is
to
get
the
numbers
right
in
the
facts
right
and
made
of
Reason
board.
You
know
proposals
based
on
the
factors
that
you
set
forth,
but
in
the
day
look
at
this
is
wrong.
You
should
be
handcuffed
by
a
piece
of
paper
to
change.
You
know
the
last
piece
of
paper
that
handcuffed
you
was
done
15
20
years
before
your
time
baby.
This
is
not
your.
This
is
not
your
policy,
so
please.
Thank
you.
Thank.
R
A
H
Be
a
real
quick,
been
to
and
other
staff
senior
staff
to,
graduations
and
I
think
our
graduations.
It
went
off
with
without
a
hitch
and
I
really
want
to
thank
Steve
Langford,
where
we
were
able
to
livestream
all
of
our
graduations
I
just
got
to
receive
numerous
emails
from
people
not
living
in
the
district,
and
they
couldn't
go,
but
they
were
happy
to
be
able
to
the
other
ceremony
that
I
went
to
along
with
board
member
larsson.
It
was
truly
a
treat
for
me
was
they
are
aging
out
ceremony.
H
We
were
able
to
watch
28
of
our
most
challenging
students,
so
these
are
students
who
have
went
through
our
schools
and
they've
reached
the
age
of
21
and
they're
in
a
transition
program,
and
they
are
aging
out
and
I
also
some
of
our
most
resilient
students.
And
if
you
have
never
been
to
an
aging
out
ceremony,
it
is
a
really
special
to
watch
those
students
and
especially
the
parents,
and
just
a
real
tribute
to
our
teachers
who
teach
these
staff.
H
Sarah
indicated
today,
I
was
fortunate.
I,
just
I
said
it's
probably
the
best
day
I've
had
all
year,
I
was
able
to
be
a
less
view
with
a
high
school
group
for
about
two
hours
and
invited
up
there
by
a
teacher
went
to
Barnes
in
about
an
hour
with
a
hour
and
a
half
of
the
third
grade,
classroom
that
I
went
to
per
grow
to
their
fifth
grade
graduation,
and
that
was
that
was
exciting,
just
not
to
make
anybody
feel
too
old.
H
But
those
third
graders
will
graduate
in
2027
from
our
high
schools
and
those
fifth
graders
will
graduate
in
2025
and
that's
kind
of
neat
is
it's
a
thing
you
go
in
there
and
those
third
graders
know
they're
going
to
graduate
from
high
school
and
they're
already
talking
about
college
and
what
they
want
to
do.
As
the
fifth
graders
also
was
able
to
attend
a
meeting
of
parent
special
education,
parent
advisory
group
meeting.
H
H
As
we
look
at
a
very
challenging
a
next
biennium
and
I
just
want
to
just
Jason
kind
of
reminded
me
and
I.
Just
don't
want
to
I
know
it's
over
and
Becky
probably
says
it's
over,
but
just
cannot
say
enough
about
the
people
who
were
involved
in
our
local
option
levy.
Our
bargaining
unit
members,
our
principals
Jason.
You
were
their
team
members,
Becky
the
board
and
everybody
it's
making
such
a
big
difference
and
I
can't
imagine
going
into
this
next
budget
year.
Looking
at
having
the
reduced
300.
H
H
A
S
S
S
S
So
you
can
see
how
much
more
rigorous
the
aspect
is
and
in
2015
after
the
kids
took
the
first
bad
chest,
I
decided,
let's
taking
class,
so
my
project
was
to
do
a
surfing
after
the
kids
took
the
efekta
see
how
they
thought
about
it,
and
one
of
the
questions
was
for
math.
How
many
questions
asked
you
things
that
you
have
not
learned
in
school
and
322
students
94%
said
none
or
a
few
and
then
for
English
language
arts?
How
many
questions
asked
you
about?
S
S
Were
we
want
to
go
back
to
Oakes,
so
kids
will
be
kids,
so
I
feel
that
that
is
our
success
or
these
statistics,
okay,
go
with
mark
and
as
far
as
our
challenge
is
go,
we
we
have
a
very
diverse,
wonderful
student
body
twenty-four
different
languages,
children
coming
in
from
all
over
the
world
for
maybe
two
to
five
years.
Wonderful
experience
have
begin
to
learn.
English
we
get
to
learn
about
their
culture,
but
I
did
notice
looking
at
the
66
that
they
did
not
perform
as
well
as
our
total
student
body
population.
R
So
kind
of
dick,
the
Whizzer
was
really
exciting
to
see
the
diversity
in
the
population
there
and
a
very
different
population.
But
one
of
the
things
that
we've
been
talking
about
and
that
Jonah
even
were
talking
about
prior
to
me,
coming
to
Jacob,
was
nervous
moving
towards
a
more
inclusive
practice
where
the
students
would
need
to
be
pulled
out
for
their
language
services
and
at
Kinnaman.
We
had
been
doing
that
for
10
plus
years,
just
dabbling
of
knowing
knowing
in
our
heart
that
spunk
with
better
for
children
and
trying
to
make
it
work.
R
And
then,
when
she
cooked
a
penalty
now
a
multilingual,
Department,
she's
been
researching
and
gathering
information
and
know
we
Jacob
prison
would
be
one
of
only
nine
elementary
schools.
After
before
doing
it
strictly
pull
out
model
for
the
idea
of
these
students,
so
I'm
really
excited
to
jump
into
working
through
the
co-teaching
model
of
co-teaching
mo
stirring
the
conversations
about
how
it
can
work
instead
of
why
it
won't
work.
It's
a
difficult
age
for.
R
R
So
they
start
to
act
out
and
we
have
typical
behaviors
because
they
they
lose
it
unsure
what
to
do
and
how
to
navigate
those
emotions.
And
it
comes
the
culture
carrier
group
see,
and
so
next
year
we
get
our
student
success.
Coach
we've
already
started
planning
with
the
student
success,
coach
and
I.
Think
a
lot
of
the
strategies
that
we're
going
to
be
implementing
on
their
culture
of
care
are
really
going
to
benefit.
These
students
are
migrants
that
are
struggling.
R
The
last
thing
our
action
plan
is
keynote
of
a
a
question
from
our
one
of
our
parents.
That
translates
the
newsletter
to
Japanese
for
our
Japanese
community,
and
he
there
was
a
misunderstanding
about
our
Java
farm
and
we
weren't
having
any
success
in
getting
it
solved.
So
we
said
what
we'll
meet
with
them
and
it
was
wonderful,
and
so
we
started
meeting
with
them
monthly
and
if
they
had
a
question
that
they
wanted
to
talk,
if
they
wanted
us
to
address,
we
would
bring
in
people
that
knew
about
that.
R
One
time
it
was
my
really
teachers
about
summer
resources
for
their
kids
and
others,
showing
up
with
our
counselor
on
some
of
the
lessons
she
was
teaching
in
the
classroom.
So
it
really
doesn't
become
a
two-way
street
as
well
and
that
they
gave
us
some
resources
about
Japan
on
the
go,
which
is
a
group
of
people
that
come
in
for
free
and
do
this
magnificent
last
one
with
in
the
mushroom,
with
the
kids
about
Japan
and
Japanese
culture.
So
we're
hoping
to.
U
R
T
A
I
I
E
I
really
appreciate
you
reading
both
the
tests,
questions
and
the
us-backed
questions,
because
not
very
often
I
get
to
hear,
especially
the
aspect,
questions
I
think
it's
so
important.
You
know
to
get
grounded
that
way.
So
I
really
appreciate
that
and
I
also
have
a
question
that
you,
your
timed,
your
presentations
in
kind
of
the
eld
folks
are
coming
talking
about
new
curriculum,
so
you
kind
of
like
advertised
early
for
them.
So
thank
you
for
that.
But
my
question
is
actually
about
the
statistics
here
and
I.
E
F
Q
It
looked
like
your
fifth
grade:
growth
rates
full
for
English
and
math.
That
kind
of
dipping
down
for
the
last
couple
years,
I
mean
obviously
I'm
like
really
high
scores
coming
in
and
I
sports
throughout,
but
I
mean
taking
from
eighteen
higher
a
day.
Is
there
anything
going
on
there
pushing
challenging
folks
or
what's
wrong
I.
S
A
C
Have
to
I
think
this
is
the
first
time
I
have
seen
on
one
of
these
reports:
zero
students,
missing
class
for
suspension
or
expulsion
eighths
or
days
missed
I.
Think
it's.
The
first
report
I've
seen
doing
that.
But
you
mentioned
you
have
students
that
have
frustrations,
because
English
is
not
their
first
language
and
they
they
needs
to
be
successful
in
another
language.
Can
you
tell
me
you?
Don't
you
don't
have
a
culture
of
care?
Yet
that's
gonna
start
next
year.
C
S
The
last
thing
you
want
to
do
is
send
them
home
and
they
run
in
the
hide
and
Toshiko
said.
Let's
let
go
of
the
academic
pressures
right
now
and
let's
just
make
them
feel,
welcome
and
that's
part
of
the
culture
of
care
philosophy
if
kids
have
to
feel
trusted
and
cared
for
before
they
can
learn,
and
so
that's
really
been
a
priority.
And
so
we
are
starting
with
the
culture
of
care
next
year.
Workers
see,
but
it's
not,
that
we
haven't
used
a
lot
of
the
practices
you
know.
R
Coming
down
to
the
staff
this
year,
that's
one
thing
that
I
did
notice
that
they
they
already
have
the
thought
and
the
belief
that
in
elementary
school
the
kids
are
doing
the
best
they
can
and
so
that
when
they
wouldn't
be
eating
like
that
or
when
you
see
those
behaviors,
there's
there's
a
reason.
Why
that
you
need
to
look
for
a
person?
It's
not
because
they're
bad,
so
that
really
nice
nice
thing
to
get
to
join
that
staff
and
already
have
not
any
place.
B
Thank
you
so
much
for
the
report.
My
question
is
a
follow-up
on
early
release
and
kind
of
a
void.
Sara
was
sharing
anything
the
opening
comments.
How
if
we
were
to
go
to
the
staff
and
ask
them
what
do
you
think
about
early
release?
What
would
they
tell
you
and
what
did
they,
how
they've
been
using
their
early
release
on
Wednesday?
They.
S
If
you
go
in
to
the
grade
levels,
you
can
see
same
lessons
basic
great
level
and
they're
checking
each
other
in
there.
They
have
the
time
now
to
collaborate
and
know
what's
best
and
so
I
believe
been
tremendously.
Successful
and
I
won't
give
up
my
first
Wednesday,
because
we
have
a
lot
of
training
to
do.
A
I'm
curious
a
lot
I
was
really
excited
to
hear
about
Jacob
Wisner
moving
to
the
pushing
and
I
was
just
wondering
what
you
could
describe
for
us
as
a
court
about
how
you're
helping
to
ease
that
transition.
What
are
you
doing?
Different
sort
of
people
be
successful.
Lobster.
That's
such
a
culture
change
for
you
guys
to
take
on
hit.
S
Give
us
I
am
I,
really
support
this,
and
it's
because
our
Japanese
look
they're
an
Asian
parents
amass
us
when
you
consider
this
model,
we've
seen
it
in
other
schools,
I've
also
been
sitting
in
classrooms,
observing
a
teacher
and
seeing
kids
to
leave
during
just
before
they
come
back.
They
just
missed.
You
know
a
tremendous
lesson
and
so
having
Erika
here
with
her
eld
background,
has
been
wonderful,
and
so
she
has
these
ideas.
She
has
the
contacts,
resources
she's
done
it
at
Kinnaman,
so
now's
the
time
to
do
it.
Someone
let
her
talk
about
it.
S
R
It's
going
to
be
difficult,
but
regardless
of
what
the
barriers
are,
we're
gonna
address
and
we're
going
to
talk
about
them
and
we're
going
to
do
a
lot
of
team
building.
We're
gonna
have
a
lot
of
conversations
about
how
to
work
with
each
other.
I
talk
to
adult,
because
they're
all
fabulous
at
working
with
the
kids,
sometimes
that
adult
adult
can
be
difficult
and
a
lot
of
reassurance
that
as
long
as
they
speak
up
and
talk
to
us
and
communicate
with
us,
we
will
continue
to
address
their
needs
and
everybody.
S
Erica
has
just
had
them:
go
on
a
field
trip
to
another
school
to
look
at
their
model,
we're
asking
them
or
asking.
Does
she
go
so
we're
getting
things
in
order,
but
we
know
that
this
time
of
year
is
not
the
time
to
really
push.
It,
there's
a
lot
of
stress
right
now,
but
the
last
few
days
of
school
and
so
we're
trying
to
reassure
them.
S
So
we're
trying
to
make
it
as
comfortable
for
them
as
possible
and
I
told
one
teacher
I
said:
if
I
were
you
I
throw
hallelujah
I
get
to
work
for
the
classroom
teacher
so
so
we've
got
some
people
really
supportive,
but
I
think
our
dld
teachers
are
a
little
worried
to
go
into
the
classrooms.
We're
just
trying
to
reassure.
R
And
they
don't
have
time
to
read
the
books
and
to
get
up
to
speed
on
different
ways.
But
the
important
piece
is
really
the
planning
piece
and
we're
committed
to
using
your
time
to
have
been
playing
together.
Make
sure
that
you're
matching
your
starting
with
the
content
standards
and
then
matching
the
standards
that
go
with
it
so
that
they
all
know
and
around
the
same
page
and
as
far
as
what
it
looks
like
in
the
classroom.
R
So
when
you
go
to
see
co-teaching
you're,
really
seeing
only
the
tip
of
the
iceberg,
the
planning
piece,
the
the
endermite
piece
that
you
don't
really
see
in
the
classroom,
often
is
probably
the
most
important
so
time,
time
time
most
committed
to
is
time
per
team
building
and
relationship
building
between
the
adults
and
then
time
for
them
to
collaborate
and
work
with
each
other.
Around
instruction.
H
The
one
thing
I
noticed
when
I
came
up
and
met
with
Erika
and
Joan.
Is
we
look
on
here
and
see
a
lot
of
percentages
when
you
walk
into
that
school?
Not
only
the
ministry,
but
every
teacher
knows
what
that
percentage.
That
percentage
is
student,
that's
as
a
student
place,
so
they
can
actually
tell
you
or
each
and
every
child
is
in
relationship
to
the
progress
in
mathematics,
language
or
any
other
subject
area.
S
S
S
So
we've
come
to
really
fall
back
on
that.
That's
our
go-to
document
now
and
it's
really,
you
know
I
like
doing
things
like
that.
So
it's
always
been
my
summer
project
and
network
and
I
have
a
school-based
link
so
that
when
you
click
on
the
link
to
the
kid
it
goes
right
to
their
early
chart.
So
you
know
exactly
where
they're
at
so
I
know
it
I
get
really
excited
about
that
I'm
working
with
intervention
teacher
to
make
it
happen,
pill.
E
S
It's
true,
but
I
think
we
are
thinking
of
the
newcomers
will
be
pulled
out.
We
need
that.
That's
appropriate
the
other
kids
we're
going
to
be
assigning
by
grade
level
and
I'm,
going
to
my
teacher
on
two
teams
and
they're
going
to
be
planning
together,
good
for
teams
and
we're
going
to
create
a
time
for
them
to
do
that.
So
the
planning
is
what's
really
important
and
then
checking
in
on
the
students
and
working
with
the
teacher,
maybe
teaching
a
lesson
maybe
having
centers.
A
Wanted
to
piggyback
on
something
the
superintendent
said,
which
is
the
other
thing
I
noticed
about
Jacob
is:
where
is
that?
Not
only
are
they
on
top
of
the
results
for
students,
but
that
when
you
go
in
there,
it
also
has
this
incredibly
large
early
and
is
we
need
to
me
that
they
both
have
managed
so
well
that
people
feel
welcome
that
they've
gone
so
far
out
of
their
way
to
make
people
from
other
countries
feel
welcome
when
they
come
to
school
and
that
you
feel
part
of
that
community.
That
I
don't
know.
A
F
V
Think
part
of
that
has
to
do
with
teachers
working
together
and
collaborating
I
also
believe
that
our
Writers
Workshop
and
reading
workshop
are
making
all
the
difference
all
sort
of
your
classroom,
so
we're
challenged
by
that
we're
also
challenged
by
so
as
you
can
see
that
60
60
percent
of
our
kids
miss
10
or
more
days
of
school,
and
you
know
I
wonder
about
that
all
the
time
it
would
work
on
that.
All
the
time
we
go
to
homes,
we
pick
kids
up,
we
wake
the
kids
up.
V
They
can
see
Mountain
View
and
they
kind
of
covered
by
most
they
have
to
ride
so
strange,
and
so
we
Matt,
Peterson
and
I,
have
worked
for
the
last
few
years
trying
to
get
kids
even
though
they're
in
a
the
five
Oaks
area,
especially
the
parent,
doesn't
dry
if
there's
no
way
of
transportation
other
than
a
parent
walking
and
we're
not
on
a
bus
line
up
by
votes
either.
So
even
getting
there
as
to
parent
can't
take
mass
transit
transport
there.
V
And
so
we
have
to
do
a
lot
of
work
around
that
and
in
empowering
families
and
powering
parents,
which
is
one
of
the
reasons
that
we
really
love
working
with
our
social
worker
and
our
social
worker
has
made
a
huge
difference,
providing
resources
for
families
and
then
recently
we
just
started
I
in
April
from
the
multi-lingual
Center.
We
have
a
I'm
African
American
liaison
specializing
in
Somali
families,
so
that
we
have
another
liaison
to
work
with
our
families.
Just
like
we
have
our
Hispanic
liaison
that
works
with
our
families
and
I.
V
V
They
weren't
sure
when
there
is
what's
going
to
come
in,
they
weren't
sure
whether
there
was
going
to
be
issues
around
that,
and
so
families
are
starting
to
come
back
or
trying
to
be
as
welcoming
as
we
possibly
can,
and
so
whenever
we
do
any
kind
of
event.
There's
lots
of
phone
calls
that
are
made
home
by
those
people.
They
could
speak
to
the
language
for
them
so
that
we
can
make
sure
that
they
are
out
there.
V
V
We
have
currently
61
active
ill
up,
161
ëall
students.
We
have
66
kids
that
are
on
monitor
first
year
monitoring
and
we
have
20
kids
that
are
on
120
kids,
that
are
on
your
to
of
monitoring.
So
you
have
a
wide
that
are
receiving
ESL
services.
We
all
also
get
lots
of
refugee
kids
and
whose
parents
their
parents
have
never
been
to
school,
they've
never
been
to
school,
so
the
whole
business
of
school
is
really
difficult
for
them.
V
So
one
of
the
things
that
we
really
thought
about
is
what
can
we
do
to
provide
more
interventions
for
kids
to
remove
it
and
with
teachers
that
they're
familiar
with,
and
so
we've
made
some
changes
with
our
schedule
for
next
year,
so
teachers
will
be
doing
it
every
other
day,
either
an
intervention
on
enrichment
or
a
core
plus,
and
we
match
our
last,
the
first
Wednesday
in
June
we
rolled
out
the
schedule.
We
let
teachers
know
they
all
kind
of
knew
about
it,
and
I
was
amazed.
V
We
I
have
them
worked
by
grade
levels
and
they
has
great
levels
made
some
decisions
about
what
interventions
their
students
need.
So
there's
going
to
be
some
math
intervention
at
the
eighth
grade
for
all
nine
teachers
will
be
doing
an
intervention
in
math,
even
if
they
teach
humanities
so
they're
all
going
to
learn
together,
we're
all
going
to
make
sure
that
those
kids
have
a
strong
foundation,
because
at
the
eighth
grade
level,
they're
all
going
to
go
to
a
gs1.
V
The
sixth
grade
have
decided
that
what
they
want
to
do
is
they
want
to
teach
kids
how
to
be
most
or
they're
going
to
help
them
with
abbath
strategies
in
organization
and
all
of
those
pieces
and
digital
citizenship.
Those
kids
are
going
to
have
a
Chromebook,
a
wonderland
Chromebook
for
the
very
first
time
we've
had
some
issues
this
year
around
appropriate
use
of
Chromebook
through.
So
we
thought
this
will
do.
Did
you
have
a
citizenship
across
all
three
grade
levels,
but
we
thought
this
would
be
a
perfect
opportunity.
V
We
are
also
going
to
start
working
of
Mountain
View
Aloha,
high
school
and
fire
boats
are
going
to
start
working
with
new
teacher
development
group
in
math.
A
low
has
found
tremendous
progress
with
their
kids
in
math,
and
so
we're
going
to
work
with
them
and
we're
gonna
work
on
those
transitions
between
middle
school
and
high
school.
We're
really
feel
like
that's
what
we
need
to
do.
We
need
to
make
sure
that
all
everybody's
all
in
and
it's
all
consistent,
doesn't
matter
which
math
teacher
you
have
it
doesn't
matter.
V
If
you're
a
mountain
of
u5o
70%
of
our
kids
are
gonna
mentor
will
blow
us,
so
we
are
really
feeling
like
we
need
all
in.
We
have
a
strong
avid
program
and
we
are
feeling
like
those
school
right.
Strategies
are
starting
to
make
a
difference.
We
are
seeing
kids
be
more
more
organized,
we're
seeing
kids
doing
critical
thinking.
I
have
three
incredible
avid
teachers,
so
I
don't
have
to
worry
about
those
classrooms.
V
I
think
I've,
told
I've
told
several
remember
that
so,
where
I'm
really
concentrating
on
the
school-wide,
one
of
the
things
that
we
found
is
that
tutorial
are
the
strongest
part
of
the
avid
program
in
that
it
kids
own
their
learning.
They
they
identify
their
point
of
confusion,
and
so
Evan
is
creating
collaborative
study
groups.
V
So
that's
what
we're
going
to
start
doing
school-wide
and
so
our
priest
pre-service,
that's
part
of
a
pre-service
training
that
we're
going
to
do
so
that
kids
start
to
earn
on
their
own
learning
in
the
classroom,
and
teachers
wanted
to
learn
the
whole
tutorial
process
where
kids
aren't
kids
do
questioning
and
they
they
learn
from
one
another,
and
so
that's
another
thing
that
we're
going
to
be
doing.
We
also
did
a
whole
process
about.
Why
are
we
here?
V
We
did
a
whole
visioning
this
year
too,
and
so
they,
the
staff,
came
up
with
our
vision
or
in
five
of
us.
We
inspire,
nurture
and
educate,
and
so
that's
what
they
wanted
their
tagline
to
be
that's
what
we're
going
to
be
looking
at
as
we
start
as
we
start
renovation,
and
you
know
what
one
of
the
things
that
we
can
have
printed
upon
the
walls
and
painted
on
the
walls.
So
speaking
of
renovation,
so
we're
starting
our
renovation.
V
The
day
after
without
teachers
have
been
packing,
they've
been
purging
for
two
years,
they've
been
packing
this
whole
year.
All
the
portables
are
going
away
about,
probably
about
a
third
of
the
teachers.
Are
packing
out
their
rooms
and
they
have
to
move
to.
There
are
six
phases
to
this
construction
project.
We
are
going
to
be
construction
sites,
starting
as
soon
as
kids
get
out
of
school.
They'll
start
they'll
start
hammering
and
I.
Don't
know
they
just
said:
that's
when
it
gets
really
noisy
they'll
be
working
during
the
day.
V
Also
it'll
all
be
partitioned
off,
but
the
renovation
is
starting.
Rachel
Carson
is
moving
to
Timberland
for
the
year.
So
that's
another
thing,
and
so
some
of
the
teachers
from
five
Oaks
will
be
going
up
to
Timberland
to
do
PE
encore
up
there.
So
we're
in
a
big
state
of
flux.
Stress
it's
high,
but
it's
gonna
be
fine.
I!
Think
people
are
super
excited
that
our
kids
are
going
to
get
a
school
that
they're
going
to
be
really
really
proud
of,
because
right
now
it
doesn't
look
that
great.
A
F
I
V
We
are
doing
restorative
practices
and
we
it's
really.
It
really
starts
in
the
classroom,
and
so
we
started
to
work
on
that
this
year.
We've
changed
things
about
how
we
do
suspensions.
You
should
see
a
drop
in
this
year's
and
this
year
mystics
from
last
year,
we
were
really
alarmed
we
hand
down
and
so.
U
L
V
So
we
are
so
where
we
work
on
that
this
year
and
we
set
it
up
where
we
had.
Our
student
manager
worked
on
a
lot
of
restorative
practices.
We
Kim
Hopson,
come
over
from
Conestoga
shoot
than
the
student
manager
there
and
now
she's
at
five
Oaks
in
the
DPD,
and
so
she
does
several
programs
that
we
should
see
a
significant
drop
in
that
number
and.
I
I
Country,
so
that
might
be
part
of
the
reason,
but
I
know
that
the
parents
reported
they
fill
in
forms
and
valued
as
active
partners
and
their
child
education
has
gone
down
quite
a
bit.
It's
now
66
percent
and
sort
of
has
been
in
the
mid
70s,
so
I
just
so.
How
is
what
are
you
doing
it
sort
of
addressed
that
issue
or
that?
Just
because
you
have
all
these
new
kids
coming,
no.
V
It's
really
about
combining
parents
with
technology
and
do
that
and
again
so
we
have
canvas
now
and
we
have
parent
view.
We
found
that
we
didn't
have
that
many
parent
that
went
into
parent
view,
and
so
we've
done
a
lot
of
teaching
around
that.
We
also
we're
able
to
get
a
lot
of
hot
spots
and
because
we
have
a
lot
of
families
done
on
wireless,
so
we
were
able
to
provide
that
for
a
lot
of
families.
We.
V
We're
going
to
continue
to
do
that,
and
maybe
even
a
little
bit
more
we're
trying
to
figure
out
that
piece
of
that
parents
that
don't
have
technology
at
home
can
can
access
it
curette
at
five
notes,
but
also
they
a
lot
of
them.
If
they
they
could
use
their
phone,
but
they
really
didn't
have
a
computer
at
home,
and
so
now
the
kids
having
Chromebooks
parents
can
actually
use
their
little
books
to
get
on
and
look
at
canvas
and
apparently
I
have.
I
One
final
question:
I
hope
you
don't
think
I'm
picking
on
you
I
think
you're,
wonderful,
because
I'm
asking
all
these
tough
questions,
so
the
last
one
has
to
do
with
teachers
and
staff
recording
they
contribute
to
school
decision
making.
Now,
of
course,
I
don't
know
how
many
teachers
both
submitted
their
survey,
but
it's
down
to
like
it's
been
fifty
sixty
two
and
it's
53
percent,
so
I'm
sure
how
you
can
address
that.
So.
V
V
Work
so
hard,
and
so
time
is
really
limited
during
the
school
day
and
I'm
not
gonna
lie
they're
exhausted
at
the
end
of
the
day,
so
trying
to
find
people,
groups
of
people
together
has
been
really
difficult,
so
that
early
release
was
really
helpful,
because
that's
when
we
did
the
really
hard
work
around.
What
is
our?
Why?
Why
are
we
here?
What
do
we?
What
do
we
want
to
accomplish
with
kids?
What
am
I
our
schedule
to
look
like?
V
What
are
the
things
that
we
find
our
most
important,
but
we
finally
have
a
way
to
be
able
to
do
that
on
a
consistent
basis.
I
wish
I
had
more
than
one
early
release
on
month.
That
was
my
control,
but
that
being
said,
I
really
believe
that
teachers
are
using
it
really
really
efficiently
and
effectively,
but
I
think
that
that
I'm,
hoping
that
that
looks
better
for
next
year,
when
I
lift
it.
V
When
I
looked
at
the
TEL
survey
and
had
gone
up
this
this
year,
because
we
were
had,
we
finally
had
a
way
to
be
able
to
do
that,
and
you
know,
and
middle
schools
get
out
at
10:00
to
4:00
it's
really
late
in
the
day,
and
we
also
try
to
do
a
lot
of
athletes
collectivities.
So
those
teachers
that
stand
they
stand
with
kids
and
not
with
other
adults,
so
they're,
either
planning
for
the
next
day
or
they're,
working
with
students.
V
W
E
So
thank
you
for
coming
in
outside
it's
hard
to
know
that
the
day
before
the
last
day
of
school.
So
thank
you.
So
my
question
is
about
your
advocates.
I,
don't
know
how
many
kids,
you
have
an
avid
but
I'm
curious
with
the
numbers
we're
seeing
with
testing.
This
may
be
a
John
Burgess
question,
but
I
know
how
you've
implemented
that
at
your
school.
V
V
Currently,
it's
really
important
that
we
make
sure
that
all
kids
give
those
strategies,
and
so
that's
what
we're
working
on,
but
we
saw
that
our
Navigant
did
better
did
better
in
school
as
far
as
as
far
as
grades
and
they're
their
test
scores,
but
we
also
saw
that,
as
they
went
to
high
school,
they
were
doing
better,
which
is
what
we
want.
What
we
want,
because
that's
where
its
credit
laid.
V
So
we
want
to
make
sure
those
kids
are
doing
on
it,
so
we're
seeing
that
those
other
kids
are
doing
doing
better
and
part
of
that
is
their
own
personal
advocacy.
Those
are
the
kids
that
you
select,
the
middle
range,
a
kid
that
comes
to
school
all
the
time,
but
is
a
C
student,
and
so
they
already
have
something
that
we
just
build
on
and
now
it's
our
job,
those
kids
that
don't
have
I.
F
E
E
A
B
Hi
there
hi
I
before
I,
ask
my
question
its
back
man
I
just
want
to
say
that
I
have
a
soft
spot
in
my
heart
for
five,
because
my
kids
all
went
there
and
sometimes
you
look
at
scores
and
you
think
it
doesn't
really
reflect.
What's
going
on
in
this
school,
I
wrote
down
a
couple
of
things.
While
you
were
talking,
five
books
has
such
a
rich
culture.
You've
got
a
diverse
community
that
I
loved
that
my
kids
got
exposed
to
that
variety.
They
have
staff
that
really
really
care
about
their
kids
and
I.
X
B
Scores
look
as
they
do
so.
Thank
you
for
all
that
you
do
and
for
your
persistence
and
being
there
year
after
year.
But
my
question
is:
you
talked
a
little
bit
about
the
teachers
collaboration
in
maybe
being
one
of
the
reasons
that
the
math
scores
have
gone
up.
What
else
is
there
anything
else
that
comes
to
mind
that
maybe
has
contributed
to
that
as
well?
I,
just.
V
Think
that
the
teachers
are
extremely
committed
to
these
students
and
Nation
ships
come
first
and
I
think
people
out
of
their
way
to
help
kids
I,
see
teachers
after
school,
helping
kids
I,
see
teachers
at
lunchtime
every
day,
helping
kids
and
I
never
stops
and
they
bend
over
backwards
and
that's
frigid
personified.
Oh
I,
just
really
believe
that
these
people
are
committed
and
we
have
people,
don't
leave
people
don't
go
to
a
different
school
and
I.
Think
that's
not
about
me.
That's
about
those
kids!
It's
about
the
commitment
that
they
have
towards
those
children.
V
I
I.
Absolutely
believe
that
and-
and
there
are
t
I'm
not
going
to
say
that
there
are
people
in
my
office
crying
because
they're
frustrated
and
discouraged
and
and
when
our
test
scores
come
out.
It's
discouraging
it's
really
hard
when
people
working
that
hard
all
the
time
and
their
kids,
they
feel
like
they
they've
missed
something
they
haven't
done.
Something
and
I
and
I
say
that
if,
if
it
wasn't
for
them,
maybe
the
scores
would
even
be
lower
than
they
currently
are.
But
I
know
that
everybody
gives
110%
the
entire
time.
I
A
Y
V
We
have
scheduled
aware
you
kids,
up
PE
and
encore,
and
so-
and
it
was
every
day
PE
and
every
day
on
court
and
what
happened
was
if
you're,
a
student
that
had
special
ed
services
for
you,
ESL
services,
or
he
had
private
services
or
in
an
avid
class.
You
lost
one
of
those
you
lost
PE
or
you
lost
encore,
and
so
we
started
a
zero
period
and
the
numbers
dwindle.
V
I'll
be
honest,
but
I
looked
at
those
kids
that
are
still
in
there
that
have
been
consistent
and
their
grades
either
stay
steady
with
additional
classes
or
went
up.
So
that
was
a
really
good
sign.
But
it
also
told
us
that
you
know
there
are
kids
that
they,
they
are
working
so
hard
all
day,
long,
there's
no
joy
for
them.
They
don't
get
PE,
they
don't
get
encore
because
they're
needing
special
services
and
special
ed
and
ESL
or
and
and
then
there
were
kids
that
were
great
candidates
for
avid.
V
But
if
they
took
Abbott,
then
they
need
to
get
an
encore
class.
And
so
this
way
by
changing
our
schedule
by
actually
teachers
teaching
more
than
they
have
in
the
past.
They
have
less
planning
time
during
the
we
are
hoping
that
all
kids
get
a
little
bit
of
everything
and
so
that
they
do
have
a
more
well-rounded
day.
A
A
So
if
you
can
choose
to
masturbate
as
a
foreign,
we
have
we
I'm
sure
you're,
aware
we've
changed
the
format
of
school
and
actually
the
format
for
school
reports
has
changed
and
we
are
looking
more
closely
at
achievement.
Data
and
including
growth
data
and
I'm,
really
curious,
I
won't
say
five
Oakes's
growth
data
looks
pretty
much
in
line
with
all
the
rest
of
the
district
Adam
as
people.
Looking
at
this
carefully
I'm
an
Eric
sort
of
alluded
to
this
question
for
gigabit.
My
question
is:
might
be
different,
which
is
pretty.
A
V
V
V
We,
of
course
you
know,
you're
not
going
to
get
the
like
focus
that
click
click,
click,
click,
click,
I'm
done
it's
15
minutes
later,
but
I
kids
literally
have
have
anxiety,
I've
seen
crying
I've
seen
teachers
crying
because
they
can't
help
them.
It's
I
think
it's
really
hard.
I
think
we
need
to
look
at
what
what
kids
are
producing
in
class.
We
need
to
take
a
look
at
what
did
they
have
money
use?
What
is
the
writing
that
you're?
Seeing
that?
V
Because
if
you
looked
at
my
writing
samples
from
the
beginning
of
the
unit
stated
to
the
end
or
the
beginning
of
the
Earthman,
you
would
be
amazed-
and
these
are
kids-
that
don't
speak
English
very
well.
I
mean
those
are
the
things
you
should
be
looking
at
and
that's
hard
to
look
at
because
you
can't
it's
not
a
number.
You
can't
have
a
number
to
that,
and
so
I
I
don't
know,
kill
me.
But
if
we
just
had
a
group
of
principals
saying
these
are
the
things
that
we.
V
Is
how
we
see
growth
and
students,
and
how
do
we
look
at
this,
because
I
will
tell
you
this
date,
this
folks?
In
fact
it
doesn't
matter.
This
is
incredibly
discouraging
to
my
teachers.
Incredibly,
so,
and
then
you
know
you
look
at
another
school
and
their
scores
are
really
high
and
the
kids
are
scoring
so
higher
than
any.
V
You
don't
see
any
home
there's
nowhere
for
it
to
gobble,
and
so
I
I
think
that
it's
time
for
the
district
to
take
a
look
at
what
kids
are
doing
in
the
classroom
and
looking
at
what
are
they
doing?
How
are
they
getting
into
college
I
mean
when
you
start
to
look
at
those
pieces
and
those
soft
skills
that
kids
need
to
have
also
and
the
critical
thinking.
F
A
T
X
In
front
of
you,
okay,
it
should
have
the
data
that
we
shared
with
you
again
February
and,
if
you
remember
from
that
school
board,
before
I'm
really
frustrated
with
our
numbers
in
attendance.
So
at
that
time,
superintendent
Ravi
charged
a
team
to
work
on
some
sensitive
or
essa
district
on
attendance
guidelines.
X
So
what
you
have
with
you
is
the
data
that
says
we
need
to
really
make
sure
that
our
kids
are
coming
to
school
and,
as
you
heard
from
the
to
school
reports,
you
know
that
it
really
is
needs
to
be
an
emphasis
in
Beaverton,
and
we
want
to
make
sure
that
that's
happening
with
the
data
that
you
have
seen.
The
first
one
shows
the
district
data
on
10
or
more
school
days,
and
that's
the
district
guidelines
and
that's
our
goal,
spirit
irritant
the
other
one.
That
looks
like
this.
X
This
is
about
what
the
same
reports
and
it's
no
more
than
10%.
We
have
a
higher
bar,
and
so
it
does
is
the
best
antenna
more
school
days,
so
yeah
I
have
with
me
today.
Our
team
show
has
led
a
group
to
work
on
how
to
be.
How
do
we
help
this
issue
and
how
do
we
make
sure
all
of
our
principals
and
our
schools
are
aware
that
we
need
to
make
this
a
number
one
priority,
so
she
was
going
to.
X
Z
Good,
you
need
more
members
and
superintendent
grunting.
It
was
it's.
This
is
great
clearly
to
be
here
tonight.
Yeah,
as
Jenny
said,
I
have
the
pleasure
of
assigning
principals
assistant
principals
to
work
with
me
of
developing
tennis
guidelines
and
I've,
been
away
from
the
building
level,
far
too
long,
ten
plus
years
so
I'm
off
to
even
come
up
with
procedures
and
processes
I'm
like
I,
just
because
the
people
who
work
every
day
to
develop
systems
to
make
sure
that
our
students
are
here
in
a
regular
basis.
So
what
we
worked
on
last
year
was
we.
Z
We
asked
that
question
of
so
what's
really
getting
in
the
way
of
our
students
being
here
on
a
regular
basis.
So,
just
like
any
good
educators
were
too.
We
just
asked
the
question
and
all
of
them
conducted
their
own
research.
Some
along
did
home
visits.
Some
of
them
did
focus
groups
some
talk
to
students
individually
and
found
out.
So
again.
What
are
the
reasons
why
students
aren't
here
on
the
regular
basis?
So
again
it
was
about
research,
and
this
year
we
got
together
quite.
Z
Are
you
thinking
about
some?
What
would
it
look
like
if
we
had
a
cave
through
12
system
or
more
than
a
framework
for
us
to
be
able
to
address
this
issue
around
chronic
absenteeism
and
based
on
our
learning?
What
became
really
important
for
all
of
us
is
that,
whatever
the
guidelines
we
provide
will
be
one
something
that
can
be
used
by
all
of
our
building
leaders,
the
kids
again,
it
needs
to
be
user
needs
to
be
a
process
where
we
can
share
information.
Z
We
have
so
many
buildings,
so
many
students,
so
instead
of
Crandall
coming
up
with
their
own
system
and
Tina
wait.
What
are
you
guys
doing?
We
just
have
to
create
a
living
document
where
we
can
share
these
sources.
So
here's
a
letter
that
we
sent
here's
some,
that
check-in/check-out
systems
we're
developing.
Z
Z
So
three
things
that
we
said
that
we
need
to
be
consistent,
Cave
all
the
way
through
12
one
is
that
we
need
to
have
a
team
at
a
building
level
and
all
of
our
schools
already
have
a
team,
a
support
team
that
addressed
issues
around
behaviors
or
attendance
or
academics,
or
the
combination
of
all
three
issues.
So
it's
not
necessarily
creating
and
yet
another
team
on
the
building
level,
but
making
sure
that
every
building
has
18
a
team
that
consists
initiators,
counselors
teachers.
Z
Sometimes
we
have
to
involve
community
and
iran's,
but
if
you're
making
sure
that
we
have
a
team,
we
have
multiple
set
of
eyes.
Looking
at
data,
pretty
understanding
again,
why
kids
aren't
coming
to
school
and
another
piece
that
needs
to
be
consistent
is
a
use
of
data,
so
not
just
looking
at
numbers,
but
also
asking
students
of
what's
going
on.
Z
What
can
we
do
so
he's
using
both
qualitative
and
quantitative
data
to
make
sure
that
we
know
what
needs
to
be
done
to
support
our
students,
and
the
third
component
of
the
guidelines
should
be
around
look
looking
at
multi-tiered
system
of
support
using
the
fancy
educational
jargon
here.
Essentially,
what
I
mean
by
multi-tiered
system
of
support
is
that
one
at
the
universal
level,
we
really
have
them
consistent
language
as
a
whole
school
that
we
really
have
to
push
that
in
terms
of
attendance.
So
what
are
you
doing
in
assembly?
Welcome
Emma
communication?
Z
They
say
to
the
parents
in
the
regular
basis
say,
for
example,
when
you
walk
into
Bethany
come
to
school
on
the
front
door.
You
see
a
picture
says
today's
attendance
rate
is
percentage.
Article
is
96
percent,
so
again,
there's
a
ways
in
which
the
schools
are
communicating
on
a
regular
basis,
attendance
and
also
we
need
to
provide
them
early
interventions
again
based
on
the
needs
of
our
students.
If
your
kiddo.
D
Z
Safe
then,
we
need
to
connect
figure
out.
So
what
are
you
going
to
the
doctors?
I?
Are
you
getting
this
of
what
you
need,
or
if
the
student
is
say,
for
example,
being
not
feeling
really
comfortable
at
school
didn't
think
about?
So
what
can
we
do
to
make
sure
that
the
students
are
paying
the
support
they
need
at
the
classroom
level,
school
level,
and
also
that
the
tier
3
level
that
we
do
need
to
provide
individualized,
be
intense
/
wraparound
service
for
students,
so
those
are
three
components.
Z
AA
You
know.
Other
challenges
we
have
our
process
is
that
the
first
contact
comes
from
the
classroom,
farther
you
get
away
from
the
classroom,
the
less
trust
there
is
and
the
less
personal
connection
there
is,
and
so
our
first
contact
when
there
is
an
attendance
issue,
is
coming
from
a
classroom
teacher
and
it's
a
hollow
concern.
AA
Also,
there
are
often
very
legitimate
reasons
why
people
are
absent
and
so
on,
a
spreadsheet
you
may
see
is
their
number
of
absences
and
that
student
may
be
in
round
three
of
Weiss
this
year
and
it's
it
the
whole
thing
and
so
or
if
you
were
in
the
top
twenty
in
the
top
twenty
people
of
twenty
students
with
absences.
Six
of
them
are
in
my
classroom.
AA
AA
AB
So
hi
I'm
tina
myers,
I
assistant
principal,
at
Whitford
middle
school.
This
is
my
second
year
of
Woodford
before
that
I
was
I've,
been
apart
for
two
years
and
taught
a
middle
part
taught
ESL
at
the
high
school
level
as
well.
So
I
will
start
by
saying
that
the
middle
school
level
attendance
is
kind
of
a
thorn
in
our
side,
as
we
saw
by
the
data.
That's
when
the
gym
starts
to
happen
in
middle
school,
but
we
also
know
you
know
like
our
district
goal.
We
want
to
support
success
in
life
while
showing
up.
AB
This
is
part
of
success
in
life,
so
we
are
working
on
teaching
that
our
most
of
our
students
with
chronic
attendance
problems
basically
comes
down
to
three
areas.
I
think
of
we
have
social-emotional.
So
sometimes
that's
bullying,
sometimes
I,
just
Rama
I,
think
of
the
social
welfare
issues,
so
they
might
be
babysitting
for
their
siblings.
They
might
be
helping
their
parents
interpret
for
appointments,
and
then
we
have
mental
health
issues
which
I
feel
has
been
on
the
rise
lately:
depression
anxiety,
so
I
wit,
heard
this
year.
We
had
a
goal
to
address
attendance.
AB
There's
one
number
that
was
thinking
about
Spartans
with
78%
last
year.
We
were
horrified
by
that.
So
as
an
administrative
team,
we
took
that
on
as
our
goal.
Our
goal
is
93%.
We
have
had
a
rise
where
one
data
point
I
thought
was:
was
eating
on
quite
9%.
I,
really,
don't
think
it's
quite
that
high,
but
I,
don't
think
we're
going
to
meet
our
goal,
but
we
definitely
have
increased.
We
have
an
attendance
team
we
need
about.
We
try
to
meet
every
week,
but
the
reality
of
that
with
various
crises
that
come
up.
AB
Is
we
consistently
once
a
month?
We
have.
Some
life
happens
things
we.
When
we
talk
about
relationships
we
had
a
counselor
change.
We
had
our
tendon
secretary
got
a
job.
I
was
the
district
who
she
was
the
keeper
of
our
data
and
she
knew
the
family
she'd
been
three
years,
so
the
last
couple
of
months
have
been
a
bit
of
a
challenge.
AB
What
we
have
learned
is
the
interventions
need
to
be
individualized.
Like
I
said,
we
have
three
kind
of
areas
generally
that
the
read
the
barriers
are
approved
into,
and
so
our
interventions
have
to
be
individualized.
We
have
a
student
attendance
interview
that
our
counselors
to
do
it's
a
five
page
interview
and
they
try
to
talk.
They
talk
to
the
student
about.
You
know
what
what
is
the
merit?
What
are
the
barriers
and
they
come
down
to
those
antecedents?
Okay,
they
don't
have
an
alarm
clock.
F
AB
Buddy's
going
to
call
you,
you
know
or
text
you
in
the
morning.
So
as
I
said,
it
is
the
thorn
in
our
side.
Sometimes
resources
personnel
can
be
an
issue.
Our
social
worker
Kevin
was
kept
very
busy
and
often
she
was
helping
find
families,
a
life
skills
person
to
kind
of
help
the
family
with
what
is
which
of
your
morning
routine.
AB
AB
AC
AC
AC
Our
attendance
is
I
think
impacted
by
three
things.
First
of
all,
the
social
emotional
side
of
our
students
is
rearing
its
head
to
a
level
that
is
impacting
double-digits
of
students
on
a
daily
basis.
This
anxiety,
that's
depression.
If
it
is
trauma,
if
it
is
school
wins,
but
that
social-emotional
piece
is
real,
we.
Y
AC
Y
AC
The
high
school
principals
talk
about
it
and
how
we
can
work
together
to
solve,
and
is
there
the
second
challenge
we
have
a
critical
level,
especially
the
senior
year
is
work
quick
story.
One
of
our
math
teachers
received
an
email
on
Friday
from
one
of
the
students
and
this
email
said
to
teach
our
teacher
X
I
can't
come
take
my
final
today
because
my
dad
is
taking
me
taking
him
taking
me
to
work
with
them
and
you
won't.
AC
Let
me
come
take
my
final
and
the
teacher
emailed
the
admin
team
and
said
what
do
we
do
and
the
response
that
we
all
said
was.
We
need
to
think
about
this
because
we're
living
in
a
different
world
now
than
we
live
ten
years
ago,
and
so
how
can
we
support
the
student
technical
family?
What
is
the
role
that
finding
most
of
our
grades?
AC
But
if
work
and
supporting
a
family
is
the
utmost
importance
to
a
students
when
you
don't
mind
that
and
that
directly
impacts
the
global
work
and
then
the
third
Tony
we
have
is
our
systems
are
outdated.
Our
systems
recording
attendance
in
attendance,
but
intervening
for
attendance.
There
are
traditional
models
and
our
students
come
from
very
complex
backgrounds,
and
so
how
can
we
all
that
improve
our
practice
over
time?
An
opportunity,
important
successes
of
Southbridge?
First
success?
We
have
a
team
just
like
Whitford
does
we
need
every
other
week
on.
AC
AC
To
be
honest,
I,
don't
know
how
much
headway
have
been
made
when
we
talking
about
kids
every
two
weeks,
but
our
work
is
more
focused
with
home
visits
and
moving
forward,
and
so
we
think
this
success
is
building
conversation
in
the
system
to
help
students.
The
early
warning
system
at
the
secondary
level
has
been
wonderful.
It
is
very,
very,
very
good
tool
that
we
can
use
to
support
gathering
data
quickly.
AC
AC
Abid
has
been
great
that
quick
data
point
9th
grade
data
from
last
year
compared
to
this
year,
so
Southwest
High,
School
students,
current
sophomores,
that
were
at
Southridge
last
year
compared
to
current
freshmen,
who
are
Southwest
this
year.
Last
year
we
had
a
51%
attendance
rate
that
94%
attendance
are
higher
this
year.
Our
attitudes
are
71%,
so
we're
seeing
a
big
increase.
There's
that
stuff
focus
on
relationship
building
I
want
to
leave
with
a
quick
little
synopsis.
Here.
AC
A
focus
group
conversation
this
year
in
my
evaluation,
I
am
with
150
students
and
I
broke
the
students
out
of
different
demographics,
based
upon
their
definers
to
groups
and
members
separately,
when
Lucas
students
were
to
Morehouse
and
one
group
of
students
that
had
poor
attendance
so
below
75%
attendance
and
I
asked
a
student
several
questions.
Both
groups
came
back
and
said:
it's
not
the
school
that
was
causing
it's
nothing
from
the
school.
It's
the
barriers
that's
happening
around
in
the
school.
That's
not
a
class
together,
that's
not
allowing
us
to
be
successful.
AC
Work-Family
need
illness
and
a
lack
of
opportunity
to
get
to
school.
Does
that
drive
to
get
to
school,
which
I
found
really
interesting,
I?
Think
the
last
question
I
asked
all
the
focus
groups
was
reading.
Reading
suffers
on
a
scale
of
one
to
ten
one
being
we
are
the
worst
school
in
the
face
there
Kennedy
caught
herself
versus
ten.
We
are
the
best
school
on
the
face
of
the
earth
by
being
we're
doing
our
job
over
average,
both
of
these
groups
scored
us
the
highest
of
any
of
the
demographics.
X
And
by
saying
that
we
are,
we
are
refining
this
process
and
we
are
refining
these
guidelines.
One
of
the
things
that's
really
important
to
us
as
a
district
is
to
make
sure
that
we're
and
with
that
there
will
be
training
in
August
and
September
for
all,
make
sure
that
we
all
are
having
teams
working
on
these
that
we're
having
a
consistent
process
with
data
that
everyone
across
the
district
is
using
data
and,
finally,
that
we
have
a
process.
E
One
because
I
personally
go
through
a
mental
health
issue
with
my
child
this
year,
but
it's
been
going
on
for
a
long
time
and
I
cannot
tell
you
how
much
I
appreciate
what
you
guys
done
to
get
it
going.
I
wish
I
could
say
that
I
have
my
deaf
child
in
school
this
year.
I
didn't
but
I
know
that
you
work
really
hard
and
I'm
hopeful
that,
with
the
systems
that
you
have
a
place,
that
my
child
will
be
attending
suffrage
at
least
part
time
next
year.
Thank
you,
I.
A
Have
a
question
is
because
I
so
appreciated
the
work
and
Jenny
the
commitment
to
standardize
across
the
district
from
the
report,
it
was
hard
for
me
to
understand
what
was
new.
What's
current
practice,
how
different
we
are
between
schools,
so
I
just
wasn't
able
to
give
us
the
broad
brush
to
have
those
sorts
of
questions.
AD
AC
Rate
differently,
I
think
guidelines
will
allow
us
to
have
common
conversations,
common
expectations,
but
I
think,
most
importantly,
it
will
allow
us
to
set
benchmarks
consistently
across
the
district
with
those
benchmarks,
all
right,
I,
don't
know,
but
right
now
with
me
entering
attendance
conversation
at
the
high
school
of
all.
I
can't
speak
for
those
little
bit,
probably
somewhere.
We
all
have
different
entry
points
and
that's
really
hard
to
have
a
conversation,
so
this
system
will
help
us.
I
I
just
know
it's
an
totally
I
hear
from
students.
That
say
you
know:
CTE
programs
after
school
programs
are
really
one
big
indicator
of
them,
making
it
to
school
that
without
those
those
programs,
you
probably
wouldn't
see
them
there
and
I
know
that
you
didn't
touch
upon
that
David,
but
I
don't
know
if
this
is
also
part
of
the
fight,
the
attraction
of
trying
to
get
kids
to
come
to
school
every
day
as
well.
And
what
are
you
doing
regarding
those
issues?
AC
The
data
behind
CTE
does
show
that
historically
under
performing
or
achieving
students
do
better
in
school,
with
programs
in
the
work
at
the
high
school
level
around
CTE,
the
common
conversation
we
have
is
Hockley
providing
enriching
opportunities,
beginning
to
conversation
in
eighth
grade,
moving
through
great
13
or
moving
post
high
school,
so
the
11
and
12
grades,
when
the
students
are
getting
their
work,
experiences
where
they're
digging
deep
in
that
career
exploration,
they
have
a
path,
that's
behind
them
and
we
have
a
vision.
That's
what
that's
before
them.
We.
AC
We
know
that,
while
the
other
work
with
CTE
that
is
important
to
bring
up
here
is
that
CTE
also
has
to
be
embedded
in
that
culture
of
a
building.
So
how
can
we
make
sure
that
we're
enhancing
that
culture
and
then
providing
opportunities?
So
what
systems
in
the
district
can
we
do?
You
can
be
employee
to
push
kids
in
in
CTE
pathways
and
the
same
time,
support
maintained,
build
and
foster
cultures
that
allow
students
to
be
successful
and.
AC
Z
Of
culture,
relevant
teaching
is
about
knowing
the
truths
and
building
relationships
across
all
the
process.
So
again,
once
students
feel
like
they
are
cared
for,
they're,
valued
and
they're
known,
then
it's
more
likely
that
they
are
going
to
be
here
with
us.
So
we
are
pushing
a
game
of
classroom
level
number
one
intervention
which
is
to
make
sure
that
students
do
know
their
teachers
and
they
don't
care
for.
I
Just
guys
have
one
follow-up,
I
believe
and
only
put
Michael
on
the
spot,
but
I
believe
that
you
were
working
with
Matt,
who
was
at
Mountain
View
sort
of
sort
of
linkage.
We
link
up
the
after-school
programs
between
the
elementary
school
and
middle
school
as
another
way
to
keep
kids
in
school.
So
I
don't
know
if
that's
going
to
be
broader
than
what's
going
on
other
parts
of
district
I'm,
not
aware
of,
but
could
you
talk
about
that.
AA
AA
AA
AC
I'm
at
south,
which
Louisville
and
I
in
our
region,
I,
have
a
luxury
of
building
system
with
a
new
battery,
with
40%
of
our
students
being
new
and
creating
something
work.
Part
of
a
school
and
I
would
take
to
language
as
an
example
working
with
both
working
with
with
bird
working
without
fish
to
juice
in
alignment,
so
the
five
six
level,
those
sort
of
transition.
F
AC
Same
thing
about
revitalization
grams,
so
the
CTE
work
that
we're
doing
with
the
engineering
reaching
down
to
Whitford
heinlein
the
Conestoga
so
that
those
eight
meters
have
access
to
injuring
expirations
as
an
eighth
grader
coming
into
summer,
so
that
8.5
summer
school
program
and
the
more
we
can
communicate.
Articulate
in
these
programs.
The
better
we're
going
to
create
these
systems
to
support.
So
it
doesn't
seem
like
it's
a
foreign
territory
when
students
choose
or
but
students
move
go
to
the
level
and
so
the
dual.
AA
A
Thank
you
very
much
David
in
your
comments.
I
was
really
grateful
to
hear
you
mention
benchmarks,
and
the
thought
was
maybe
the
next
step
for
us
to
be
taking
on
it's
super
important
for
us
to
get
a
line
between
buildings,
both
vertically
and
horizontally,
and
so
I
want
to
encourage
you
to
keep
up
the
work
because
we
know
when
you
know,
kids
in
school.
Thank
you
very
much.
A
And
that
we
have
a
special
request
for
the
bond
accountability
committee
report
to
go
in
concert
with
the
action
item
later
in
the
agenda,
and
thank
you
very
much
for
being
willing
to
do
that.
So
then,
next,
on
our
agenda,
we
have
a
report
from
sue
Roberson
on
our
district
procedures
for
investigating
sexual
content
and
sexual
harassment,
complaints.
AE
Before
I
open
it
up
to
you
for
questions,
I
just
have
a
couple
of
comments.
First,
I,
don't
think
it's
probably
a
surprise
to
you.
In
this
past
year
we
have
seen
a
spike
in
the
complaints,
not
all
sexual
harassment,
ones
that
just
in
general
complaints,
probably
system-wide
I
think
that
other
school
districts
are
noticing
the
same
thing.
So
I
just.
F
AE
Just
more
out
there
and
more
considerations
and
they're
seldom
just
clean
with
just
a
clean,
clear
answer:
it's
they're,
just
not
black
and
white,
not
all
investigations.
I
know
I
noted
in
there
that
we
have
hired
an
outside
independent
investigators,
but
our
our
administrators
are
considered
independent
investigators.
AE
Unless
the
complaint
is
about
them
and
typically,
we
can
use
them
as
investigators,
but
sometimes
things
become
a
bit
more
complicated
and
it
makes
more
sense
and
it
may
be
determined
by
at
what
level
and
the
complaint
process
you're
out
where
it
makes
sense
to
hire.
Somebody
from
the
outside
I
will
state,
though,
that
that
is
something
that
is.
You
know.
AE
Some
are
lighter
complains
that
are
easily
resolved
by
restoring
relationships
having
some
of
those
conversations
between
the
complainant
and
the
person
that's
being
accused,
and
some
of
that
and
then
finally,
I
would
just
say
that
one
of
the
things
that
we're
doing-
and
this
hasn't
gone-
it'll
go
before
cabinet
tomorrow.
But
we
are
developing
additional
guidelines
for
our
teachers
around
boundaries
that
we
will
put
in
the
code
of
conduct
for
2018-2019
we're
developing
some
poster
type
of
materials
as
well.
AE
For
our
administrators
that
talk
about
what
are
some
of
those
gray
areas,
what's
what's
considered
appropriate,
what's
considered
inappropriate
and
I
would
say
in
today's
environment
really
touch
of
any
sort?
Is
you
touch
at
your
own
risk?
What
we
would
advise
our
employees
seems
to
not,
but
we
give
them
some
examples
in
this
and
talking
about.
I
So
if
I
know
with
what
you
just
provided
with
us
today,
will
there
be
any
like
administrative
regulations
going?
You
know
it's
not
with
this
or
I
know
some
additional
guidance
I'm
just
trying
to
think
of
like
the
timing
of
the
notification
to
the
person
following
the
complaint,
you
know
how
the
the
privacy
of
that
person,
how
about
going
to
be
maintained
and
measures
to.
A
I
AE
Areas
about
that.
Thank
you
that's
correct.
So
as
far
as
updates
I
think,
a
lot
of
it
is
just
making
sure
that
we
follow.
What's
there
it's
the
most
critical
piece
and
there
will
be
there's
some
judgment
pieces
that
go
in
that,
no
matter
what
you
add
to
it
AR
there
will
still
be
those
unique
circumstances
where
oh,
it
really
really
would
be
better.
If
you
went
this
direction,
you
put
too
much
into
it
too
specific.
They
may
not
fit
the
situation
and
then
you're
locked
in
with
that
too.
A
AE
AE
Muddy
the
waters
quite
a
bit,
and
some
of
that,
so
you
know
at
what
level
does
a
complaint
go
forward
and
then
become
a
decision
of
independent
decision
makers
out
there?
That
may
not
have
been
involved
in
and
in
the
interviews
or
those
conversations,
those
processes
out
there,
you
just
you
risk
offending
the
applecart.
That's
just
that's
my
personal
opinion.
AE
A
Had
a
question-
and
you
think
I'm
gonna
have
these
memorized
by
now,
because
we
have
been
in
fact
this
policy
was
just
enacted
in
May,
but
there
is
a
part
that
talks
about
annual
training
and
then
I
was
curious
to
see
it
mentions.
District
employees,
parents
and
students
regarding
prevention
and
identification
of
sexual
conduct
and
I've
seemed
like
a
rather
broad
charge
that
we
had
very
recently
enacted,
but
I
was
curious.
What
thon
has
gotten
to
annual
training
for
parents
and
students
around
this?
So.
AE
There
is
annual
training
around
child
abuse
and
reporting
procedures
whose
video
that's
been
in
place
for
a
number
of
years.
It's
on
the
website
or
has
been,
and
through
employee,
it's
not
just
employee,
onboarding
or
orientation,
its
annual
training
they
do.
And
now,
as
you
know,
we
do
it
through
online
Safe,
Schools
or
before
it
was
just
strictly
through
code
of
conduct
and
what
principles
covered
in
the
in
their
pre-service
meetings,
but
now
they
have
to.
AE
There
has
to
be
a
record
that
they
have
signed
off
on
this,
and
that
is
it
the
kind
of
training
that
would
really
get
to
the
heart
of
all
of
it.
Probably
not
you
know
just
that
poll.
You
know
where
do
you
put
that
whether
the
resources
toward
that
could
there
be
more
yes,
I
think
there
could
be
more.
A
D
AF
Kings
would
interpret
any
rotting
board
members.
My
name
is
Jessica
Maurizio
administrator
for
multi-level
programs
and
I
have
here
with
me,
Karen
mullet,
who
is
our
elementary
Tosa
and
also
our
NATO.
So
for
this
curriculum
induction
work,
we
have
got
that
valent,
heater
and
moats,
and
also
served
on
the
project
team,
as
well
as
the
and
cadre
healthier
without
a
secondary
Tosa,
also
involved
in
the
project
team.
AF
In
addition,
instructional
resources
for
LD
instruction
have
been
recommended
and
also
included
in
that
day
and
I
just
want
to
clarify
that
this
is
an
EOD
adoption
and
not
does
not
include
the
language,
so
it
is
program
model,
but
this
is
specifically
for
for
yielding
so
before
we
get
to
the
recommendations.
I
wanted
to
provide
an
overview
of
the
process.
As
you
know,
we
are
required
by
state
federal
law
to
have
instructional
materials
that
align
to
the
new
Common
Core
State
Standards,
as
well
as
the
English
language
proficiency
standards.
AF
F
AF
The
administrators
did
an
excellent
job,
just
showing
how
the
folks
is
very,
very
different
than
us
back
and
just
the
increase
demands
of
us
back
as
she
was
reading
out
the
choices
from
Oaks
to
2s
back.
You
can
just
picture
your
daily
students
and
how
the
increased
language
demands
is
hard
for
them
as
well,
so
teachers
definitely
have
to
shift
their
practice
and
eld
teachers
have
to
thin
as
well,
and
also
you
know,
Beaverton
is
a
fairly
large
district
in
the
context
of
LD.
AF
There
also
exist
diversity
within
the
district
and
the
types
of
program
models
that
are
implemented
in
the
individual
school
settings.
So
you
heard
co-teaching
you
heard
will
be
pulled
out.
We
have
dual
language
and,
with
the
program
model,
study,
results
that
are
in
the
horizon
and
uncertainty
on
which
newmich
models
in
the
selected
the
district
to
implement
this
did
pose
some
problems
from
the
cadre
and
project
team.
Selecting
curricular
materials
to
meet
the
diversity
of
program
models
currently
in
existence
was
definitely.
AF
However,
we
feel
that
the
recommendations,
the
recommendation
by
the
project
team,
does
a
great
job
of
providing
the
flexibility
needed
to
satisfy
all
of
the
program
models
now
to
focus
our
work.
The
cadre
started
to
draft
the
position
that
really
served
as
the
anchor
in
the
selection
of
materials
and
resources.
AF
There
was
strong
support
from
the
teams
that
language
acquisition
occurs
two
out
a
student's
day,
which
means
that
all
teachers
are
language
teachers
and
therefore
any
professional
development
that
we
provide
should
be
ongoing
and
should
include
all
content
teachers.
Now
I,
don't
want
to
listen
to
me
all
night,
so
me
so
I'm
gonna,
pass
it
on
to
Karen.
Karen
is
going
to
talk
a
bit
more
about
the
best
practices
document,
as
well
as
the
elementary
recommendations,
and
then
Rob
is
going
to
talk
about
the
secondary
recommendations
as
well
as
our
plan
for
professional
development.
AF
W
So
going
along
with
what
Toshiro
mentioned
we
created
as
best
practices
document
and
intentionally,
we
didn't
name
it
eld
best
practices,
because
the
cadre
felt
really
strongly
that
they
didn't
want
best
practices
around
what
to
support
our
multilingual
learners
for
that
to
be
living
just
in
the
eld
class
periods.
They
wanted
that
to
live
throughout
a
student's
day,
since
kids
are
only
with
it,
you'll
be
teacher
for
a
small
slice
of
their
day,
so
it's
organized
into
seven
guiding
principles
that
align
to
the
paper
and,
overall.
J
Ok
good
evening
board
members,
so
the
recommendations
put
forward
by
the
secondary
team
are
very
similar
to
the
elementary
recommendations
and
as
much
as
teachers
told
us,
they
really
would
value
a
collection,
a
collection
of
texts
that
were
both
mirrors
and
doors
right.
So
the
students
can
see
themselves
in
the
text
in
different
ways,
but
also
by
opportunities
to
travel
somewhere
b-before.
J
J
The
resources
that
we're
providing
and
that
really
gets
to
them
for
part
I.
Think
of
this
adoption,
which
is
we're
using
this
as
an
opportunity
not
just
to
uplift
our
students
but
to
build
a
deep
capacity
in
our
eld
teachers
and
and
what
that
amplifies.
It
goes
beyond
to
do
deeper
space
and
creates
change
the
school-wide
district-wide
system-wide.
J
That's
unique
to
our
planet
is
our
support
for
our
newcomer
students.
We
have
a
secondary,
a
great
need
in
a
great
mission,
and
our
teachers
have
a
great
heart
for
this
group
of
students.
Our
teachers
want
to
know
that
they
are
doing
the
right
thing,
making
a
difference,
helping
the
student
in
some
cases
helping
students
identify
consonant
vowel
consonant
work
right,
but
the
kids
in
the
look
of
greater
discomfort
was
from
a
refugee
camp.
J
J
J
We
have
to
live
it
ascend,
we
have
to
mean
it
and
it
has
to
be
both
a
year
and
has
to
be
deep,
and
it
has
to
be
on
board
that
this
can't
be
something
that
we
do
and
it
was
an
HPD
and
we
all
had
a
good
time.
They
got
a
good
coat
of
it,
but
it
has
to
be
something
that
you
meet
sustaining
power
to
change
and
it
really
proved
because
I
think
our
plan,
if
you're
submitting
tonight,
addresses.
AG
The
process
they
went
through,
we
allow
for
a
lot
of
voices
to
be
heard
with
our
appearance
committee
members
were
member
for
administrators
teachers
and
also
students
and
parents.
So
we
feel
very
confident
on
that
door
to
use
the
resources
and
the
professional
development
we're
proposing
and
recommending
to
this
board
who
serve
the
needs
of
our
students,
but
especially
English
students
and
also,
hopefully,
be
a
positive
impact
on
the
student
achievement.
That
was
that's
the
hope
and
the
goal
right.
AG
C
E
F
Q
E
AF
Three
funds
grant
funds
to
pay
for
the
Dopson
because
it
is
required
by
the
state
and
so
we're
being
very,
very
diligent
on
you
know,
which
ones
can
be
feet
on
the
ground
which
ones
can,
and
so
we
can
still
filter
through
Eva's
over
the
collection,
some
of
the
multi-cultural
books
and
possibly
move
some
things
over.
But
those
are
some
things
that
you
will
have
to
go
through
to
buy
by
the
state.
Y
I'm
excited
by
a
lot
of
what
I
see
here,
but
I
want
to
pick
three
things
out
that
I'm
really
excited
by
just
highlight
them:
one
is
viewing
students,
heritage,
language
is
a
strength
and
not
using
that
deficit
model,
but
understanding
that
our
students
come
to
us
with
inherent
strengths
and
recognizing
that
that's
awesome.
Let's
focus
on
social
justice
and
advocacy
and
reflecting
on
systems
they
contribute
in
equality.
How
can
we
address
those
barriers?
I
think
that's
great
and
then
building
that
strong
communication,
our
family
and
staff
in
creating
that
so
there's
so
much
here.
A
1007
one
question
about
ice
in
my
head
and
I'm-
probably
misguided,
but
I
have
a
vision
of
what
this
looks
like
in
terms
of
how
materials
are
distributed
at
the
elementary
level,
but
then
once
against
a
secondary,
it
gets
really
fuzzy
for
me.
So
I
was
just
curious.
If
you
could
spend
just
a
minute
and
I'm
talking
about
I
could
see
the
materials
I
can
see
things
I
would
have
used
by
I.
Just
wasn't
sure.
Are
they
going
to
the
science
teacher,
the
social
studies
teacher
or
they
go
into
the
English
language,
arts.
A
AF
F
AF
J
J
A
A
It
is
there
as
a
discussion
item
only
if
there
were
things
that
people
thought
gosh.
You
know
I
forgot
that
was
in
there
or
we
need
to
update
that
or
why
what
else
is
missing
some.
It
was
really
just
meant
to
be
a
reminder
of
these
things
that
we
have
committed
to
each
other
and
then
an
opportunity
to
update
and
and
put
additional
or
subtractions
in
good.
Q
A
A
If
their
board
was
just
horrified
in
any
of
these,
or
you
know
they
are
in
your
packet
for
a
second
reading,
as
well
as
a
way
of
giving
public
notice
that
we
might
take
a
vote
on
those.
It
was
impressive.
The
discretion
was
spurred
depending
on
what
discussion
we
had
on
these
items,
and
so
that
is
the
framework.
But
first
before
we
do
anything,
we
need
some
discussion
and
so
there's
four
I
just
thought:
we'd
go
through
them
in
the
order
that
they're.
L
A
The
packet,
so
the
first
is
JP,
oh
and
then
the
last
I
another
question
the
paper
copies
that
some
of
you
get.
They
cut
them
on
as
only
first
reading.
They
happen
on
our
public
weekly
notice.
The
judges
says
Friday
as
potential
for
second
reading
as
well,
because
I
was
wanting
to
be
extremely
transparent
about
the
fact
that
we
might,
depending
on
discussion
tonight,
so
sorry
for
the
confusion
there.
A
So
with
that,
the
first
two
policies
were
actually
coming
back
to
the
board,
penning
conversation
that
we
had
recently
around
how
to
best
serve
students,
particularly
those
who
have
immigration
status,
might
not
feel
supported
by
our
district
staff,
and
so
this
these
rewrites
were
in
response
to
that.
In
addition,
that
way
policy
is
coming
through.
As
the
first
time
questions.
A
A
I
Just
wanted
to
you
know,
clarification
I,
don't
we
changed
the
shell
to
the
main,
so
I'm,
making
an
assumption
here
you
guys
incorrectly,
because
you're
always
good
at
doing
that
so
anyway,
I'm
assuming
that
May
was
we've
had
as
I
know,
you
could
not
every
district
to
me
not
every
zone
is
the
same.
Not
every.
Let
me
say,
attendance
area
is
the
same,
and
so
while
one
criteria
might
bubble
up
to
the
top
for
one
area,
probably
a
different
one
will
bubble
up
to
talk
to
from
a
different
one.
F
A
C
And
also
the
fact
that
not
all
of
the
boundary
decisions
we
make
her
are
done
the
same.
How
we
did
the
high
school
boundary
was
was
very
different
than
how
we
did
elementary.
So
we're
not
going
to
say
every
single
time
you
have
to
go
through
this
sort
of
stuff,
because
it's
it's
going
to
be
different.
So
that's
why
we
came
up.
C
AB
F
C
E
Can't
warm,
but
my
mighty
question
is
about
transparency.
Germany
is
it's
not
really
spelled
out
here
and
it
can
be
interpreted
in
different
ways
with
different
leadership
and
so
I?
Don't
know
if
there's
some
way
of
integrating
that
in
there
in
some
way,
so
that
it's
understood
that
you
know
we
have
a
transparent
process
from
the
beginning,
where
everything
is
communicated
out
that
my
team,
a
school
board
member,
that
non-voting
member
Ani.
A
I
A
F
I
So
there's
a
lot
of
confusion
there
and
I
might
be
getting
down
to
the
lead.
So
I
don't
know
if
that
belongs
in
an
AR
or
if
that's
something
that
should
be
but
I
mean
just
thinking
about
those
processes
that
we
learned
the
last
time
in
now,
the
elementary
school
process
to
eat
a
lot
more
transparent,
a
lot
more
involved
than
the
high
school
yeah.
A
A
Susan
I
know
that
the
effort,
and
in
fact
this
line
that
has
come
through
both
you
know
prior
versions
of
JC,
and
then
this
current
one,
the
district
committed
to
a
boundary
adjustment
process
that
is
transparent,
collaborative
and
inclusive,
is
the
attempt
to
put
in
at
a
policy
level
rather
than
to
spell
out
what
exactly
transparent
means
and
then
the
public
involvement
plan
associated
with
that.
A
few
other
paragraphs
down.
A
So
for
sure
we
were
getting
the
AR.
My
fellow
policy
committee
members
I
want
to
apologize
that
I'm
noticing
that
I'm
actually
working
off
of
somewhat
back
level
language
this
this
language
of
in
some
cases,
some
factors
may
outweigh
others,
actually
did
not
make
it
through
committee,
which
I
can
save
in
confidence,
because
David
Williams
is
in
Hawaii
yeah.
A
A
C
C
A
B
A
B
Just
input
and
I
don't
know
how
I
feel
not
to
think
about
it.
A
little
bit
more
on
transportation,
cops
I,
don't
see
that
as
neighborhood
proximity,
because
there's
a
cost
versus
field
go
to
bad
community
and
your
culture,
that's
around
the
neighborhood
and
I.
Don't
look
at
that
criteria
so
much
through
the
eyes,
but
it
may
be.
I
would
but
right
now,
I
really
see
those
as
kind
of
two
separate
things
and
I'm.
Ok
with
limiting
I
agree.
B
We
need
to
come
up
with
what
the
ones
that
we
think
are
the
most
important
and
it
gets
really
complicated
when
there's
a
lot
of
those
most
important.
So
I
appreciate
that
process
and
I
like
having
time
to
think
about
it.
The
only
other
one
that
seemed
was
staffing
patterns
and
I
was
never
really
sure
what
that
meant
anyway.
Yeah.
A
AB
A
Y
A
C
Also
think
what
we
were
trying
to
avoid
in
it.
There
are
pluses
and
minuses
to
this,
but
what
we
found
through
that
last
process
is
they're,
unlike
so
many
other
things
like
a
court
of
law.
You
have
a
definition
of
terms.
This
is
what
this
means.
These
things
were
listed
here.
We
had
74
people
to
have
a
different
definition
of
what
that
meant.
So
it
was.
It
was
not
something
that
was
miserable
because
we
all
had
a
different
definition.
C
Now
we
said
there
had
spent
all
the
time
in
defining
every
single,
but
every
single
word
met
there.
We
wouldn't
even
have
to
have
like
a
committee
or
anything
else.
We
just
throw
those
factors
in
there
see
and
then
spit
something
out.
So
that's
what
came
through
in
all
of
our
discussions
over
and
over
again
is
so
many
of
these
things
that
we're
looking
at
is.
Do
you
know,
do
you
what
that
means?
C
No,
be
you
know
what
what's
your
definite
and
we
found
out
that
so
it's
easier
for
us
as
we
collect
that
next
bounty
process.
What
are
what
shall
we
be?
Judging
that,
on
and
and
again
taking
into
account
not
just
what
we
said
in
people
right
here
think
now
or
what
this
superintendent,
but
what
this
document
you
become
as
we
from
to
the
next
and
that
and
hopefully
went
out.
You
know,
and
we
need
to
do
this
every
two
or
three
years.
F
A
B
AG
Q
I
heard
tonight,
people
like
Intel
went
up,
and
you
know
a
lot
of
people
like
the
data
that
we
use
to
make
decisions
I'm,
not
sure
if
that
can
be
wrapped
into
like
a
policy.
But
you
know
third
party,
you
guys
like
I,
you
know
I
hear
law,
that's
the
end
and
then
you
said
suggested
this
and
we
said
no.
It's
suggested
that
and
I've
never
heard
of
it
today
and
I'm
I've
heard
before
so.
Yeah.
F
A
A
AH
And
some
of
it
has
been
trying
to
respond
to
changes.
They
came
to
us
from
Eau
de
and
some
specifics
that
were
put
into
the
Oregon
administrative
rules
or
how
many
steps
can
we
have
in
a
process
when
a
parent
or
constituent
complains
about
a
particular
issue?
And
what
does
that
need
to
look
like
the
OE
are
prescribed
for
a
certain
timelines
and
and
again
how
many
steps
in
our
process-
and
so
one
of
the
things
you'll
notice
in
in
this
rewrite-
is
that
there
are
now
only
four
steps
in
the
practice.
AH
That's
driven
entirely
by
Oregon
law
that
we
can't
have
more
than
four
steps
for
an
individual
that
have
to
go
through
in
their
process
and
we've
also
gone
through
and
tried
to
make
more
consistent
that
timeline,
so
that
they
also
adhere
to
the
timelines
that
are
set
board
and
that
Oh
a
are,
in
addition
to
the
staff,
has
been
doing
a
lot
of
collaborating
and
talking
about
what
the
AR
cannon
should
look
like,
so
that
it
defines
the
prop
the
actual
decibel.
So
the
process
a
lot
better
for
the
hearing.
I
AH
David
and
I
have
actually
we've
written
up
the
AR
and
we
hope
to
have
the
AR
in
place
pretty
much
on
the
tail
end
of
this
going
through
and
passing
so,
and
then
we
need
to
do
a
bit
of
training
with
folks
around
the
AR,
because
there's
going
to
be
some
pieces
in
there.
That
might
be
slightly
different
from
what
we've
done
in
the
past,
but
making
sure
that
we
really
adhere
to
that
format
and
a
documentation.
I
A
A
A
T
B
F
A
F
A
B
B
U
Think
there
were
two
different
factors
that
contributed
the
committee's
comfort
with
that
recommendation.
The
first
was
that
most
of
the
large
projects
are
either
in
progress
or
are
close
to
having
prices
to
relatively
fixed,
or
at
least
staff
knows
what
that
price
range
was
going
to
be
so
the
risks
the
program
was
significantly
less
at
this
point
in
time.
That
was
when
the
program
started
several
years
ago.
So
that
was
the
first
factor
and
the
second
factor
was
when
we
thought
about
the
criteria
we.
F
U
We
felt
that
risking
delivering
on
the
commitments
that
the
board
promised
to
the
voters
and
to
that
that
level
of
funding
would
bring
all
schools
up
to
the
same
standard
and
that
it
was
very
important
for
the
district
to
be
able
to
meet
that
standard
consistently
and
equitably
across
the
district.
So.
A
Related
to
that
I
wanted
just
to
clarify
tonight.
That
board
is
being
asked
to
approve
reserve
funds
allocated
for
just
two
things.
One
is
seismic
upgrades
and
then
the
other
is
for
some
of
the
proposed
security
improvements.
One
is
to
complete
work
that
was
promised
as
part
of
the
original
bond
program,
and
then
this
second,
which
is
2
million
dollars,
is
for
the
additional
work
on
the
door
box
for
classrooms.
Is
that
correct?
That's
correct.
I
Yeah,
so
I
was
just
wondering
if
there's
been
any
discussion
about,
maybe
the
impact
of,
but
how
the
tariff
situation
goes
and
I
give
out
no
steel
and
aluminum
and
out
that
might
play
on
our
future
construction.
So
I
don't
know
if
you've
been
talking
about
that
and
you
know
discussing
how
that
might
impact
the
overall
project
as
we
move
forward.
K
As
we
prepared
the
report
and
hands
together
the
estimated
completion
that
we
gave
to
you,
we
took
those
factors
into
consideration.
There's
always
risk
in
those
programs
as
well.
When
we
try
to
again
as
we're
projecting
out
over
the
next
three
years
of
this
bond
program,
to
make
sure
that
we
had
significant
amounts
of
contingency
built
into
our
estimates,
to
overcome
those
factors
as
well.
Is
it
perfect?
Can
we
guarantee
that?
K
No,
but
again,
as
Brian
said,
were
hazel
nails
approaching
completion
William
Walker
has
been
awarded
we're
moving
forward,
Ackman
we're
getting
into
good
pricing
data
as
we
go
forward
and
then,
of
course,
Raleigh
Hills
is
the
other
one
that
we're
working
on
as
well.
So
at
this
point
we
do
feel
like
our
our
confidence
and
those
factors
are
coming
together,
as
well
as
as
I
told
you
last
time
for
the
first
time
when
you
scoped
out
the
maintenance
project
and
have
a
good.
F
A
Y
Just
want
to
thank
you
for
bringing
this
before
us.
I
think
the
seismic
upgrades
and
the
security
upgrades
are
really
important
work
and
it
appreciate
the
committee's
finding
the
time
to
prioritize
that
and
put
it
in
front
of
us
right
now.
Keeping
our
kids
safe
is
always
a
huge
priority
for
me.
So
thank
you.
Q
There's
a
healthy,
poorly
ask
questions
to
do
as
a
healthy
commentary
on
you
know
what
should
be,
maybe
without
the
prior
you
list
and
then
the
BAC
are
trying
to
work
on
privatization
and
the
waiting
for
a
safety
projects
always
brings
it
up
to
the
top.
So
the
money
on
the
funding
or
those
things,
those
things
would
rise
at
the
top
of
any
project
that
would
be
done
in
the
future.
I
So
I
guess
I
know
that
there's
a
lot
of
issues
around
the
school
district,
as
we
do
hear
about
them
like
some
of
the
teachers
and
have
to
lock
their
doors
from
the
outside,
so
I'm.
Assuming
that
this
additional
four
million
is
not
going
to
take
care
of
the
lion's
share
of
the
things
we
hear
about,
or
what
percentage
is
that
going
to
take
care
of
additional
items
that
we're
not
part
of
the
original
bond
project
list?
Right.
K
So
the
the
four
million
is
to
that
that
is
added
to
the
ten
million
project,
which
is
to
get
the
perimeter
security
that
we
started
as
well.
So,
as
you
remember
that
10
million
was
thrown
into
the
bond
as
a
a
just
an
idea.
We
wanted
to
spend
money
on
security,
but
as
we've
come
to
that
standard,
realization
is
that's
a
14
million
dollar
bill
as
well,
so
we're
that
four
million
is
to
continue
that
piece.
K
The
additional
2
million
is
to
allow
us
to
put
push
button
locks
in
every
classroom
in
the
district
and
just
just
for
the
security
project.
We
have.
We
started
with
the
Elementary
and
we've
been
working
our
way
up.
So
our
intention
is
to
start
at
the
high
school
level
work
back
down
on
those
push
button
locks
Aloha
is
the
first
one
that
we're
planning
to
go.
A
C
Believe
this
is
your
last
meeting
as
chair
of
our
PhD
and
I
want
to
thank
you
for
your
service.
You
know
it's
not
only
been
easy,
especially
hard
when
you're
dealing
with
so
many
members
of
the
community
that
come
from
all
different
backgrounds
and
I
just
want
to
thank
you
for,
for
serving
and
in
this
role
and
providing
such
great
expertise
in
an
area
that
not
all
of
us
have
a
lot
of
expertise
in
it.
So
thank
you.
Thank
you.
A
A
A
A
S
A
D
A
B
B
M
F
Y
Like
to
nominate
Eric
for
a
board,
vice
chair
I
really
appreciate
this
positive
spirit
on
board
his
push
for
achievements
denied
for
data
serving
on
the
board.
There
has
been
a
pleasure
the
whole
time
he
keeps
it
fun
he's
a
great
guy
and
also
your
deep
community
connections.
You
know
a
lot
of
folks
around
here
and
your
parents
taught
in
this
district,
so
I
think
you'd
be
a
great
board
vice
chair
and
or
to
vote
me
for
you
and
how's
that
if.
F
E
F
E
F
AG
A
A
F
I
A
F
Y
Know
I
I
wanted
to
thank
you
for
your
service
and
I've
learned
a
lot
about
understanding
the
deeply
the
district's
issues.
I
personality
always
brings
us
to
consensus,
your
insight
into
systems
and
how
that
continually
can
be
improved
and
your
long-term
thinking
like
I,
said
I've
learned
a
lot
and
I
appreciate
the
service
and
how
many
hours
that
you
put
in
to
be
able
to
help.
C
Just
just
a
couple
things
because
I
know:
we've
all
been
doing
that
I
got
to
attend
the
first
app
graduation
and
that
was
quite
a
great
sight
and
it
was
it
was
really
wonderful.
Also,
I
talked
and
I
attended
a
powwow
at
South
Ridge,
High
School.
It
was
a
very
warm
day,
but
just
a
great
way
to
showcase
some
of
the
different
things
that
we
have
going
on
in
our
district
in
the
districts
would
be
really
thinks,
especially
Toshiko.
C
It
was.
It
was
very
well
attended
for
the
very
first
time
of
coming
back,
so
that
was
that
was
great
and
whenever
I
need
to
be
reminded
of
the
good
things
that
I
got
to
go
to
the
Highland
end-of-the-year
jazz
concert
with
outside
and
under
the
stars
was
wonderful
and
they
handed
that
break
awards,
and
it
just
brings
a
smiling
face
that
all
the
work
that
we
do
is
just
great
to
see.
C
Kids
so
engaged
and
loving
what
they
are
doing,
and
so
those
like
is
that
I
know
we're
all
got
to
do
graduations
and
I.
Thank
you
very
much
for
giving
me
the
opportunity
to
leave
this
group.
I
have
immense
respect
for
all
of
you,
working
with
the
staff
and
and
within
a
wonderful
teacher,
but
don't
you
I've
got
very
big
shoes
to
fill,
and
some
I
accept
that
and
I
hope
to
be
learning
all
the
time
but
I.
Thank
you
for
the
confidence.
C
A
So
those
of
you
who
have
been
invited
to
respond,
please
do
so
the
way
we've
learned
that
the
feedback
is
so
we
ask
that
people
respond,
that
support
members
will
probably
get
your
own
homework
but
take
the
summer
off
first,
but
for
those
who
are
community
members,
we,
but
we
do
try
to
get
that
out
while
it's
fresh
school
god
I
never
hear
that
happened
at
this
school
year
so
that
did
go
out
last
weekend.
I
did
want
to
publicly
thank
Steve
Langford
for
getting
graduation
graduation
event
out
livestream,
it
really
did
meet.
A
Oh
I
hope
you
pass
it
on.
It
really
did
mean
a
lot
to
an
awful
lot
of
people
that
that
was
available
and,
as
Becky
was
mentioning
going
out,
the
door
I.
The
other
thankful
thank
our
how
to
Stewart
couple
people
who
weren't
here
waters
is
such
a
privileged
orbit
Marion
with
with
it
and
so
I'm
glad
I,
didn't
scare
Becky
away
that
she
is
still
on
the
board
I'm
working
with
those
other
two.
It
was
really
good
to
learn
with
them
and
then
took
Janu.