►
From YouTube: School Board Meeting 10-28-19
Description
We had some technical difficulties with our livestream. We have provided supplemental audio for the two missing sections of audio. See the timecodes and links below.
Joint Meeting with THPRD 00:00 – 58:00
Pledge of Allegiance 1:04:50
Board Recognitions 1:05:15
Technical Difficulties 1:12:22
(See supplemental audio posted separately from timecode 00: - 15:20
Supplemental Audio Link: https://youtu.be/8qCmQddhgEM
Public Participation 1:27:30
Superintendent Comments 2:26:41
School Board Presentations
• Fir Grove Elementary 2:45:59
• Vose Elementary 2:54:19
Technical Difficulties 3:09:31
(See supplemental audio posted separately from timecode for Superintendent’s Advisory Committee Update 15:20 – 21:07)
Supplemental Audio Link: https://youtu.be/8qCmQddhgEM
Financial Update 3:22:46
Bond Accountability Committee Report 3:30:25
Student Success Act Update 3:37:20
Action Items
HS2/SST Renaming Process Approval 3:46:10
Aloha High School Seismic Roofing Upgrades 3:48:35
Consent Agenda 3:50:08
Board Member Communications 3:50:25
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Copyright © 2019
B
B
C
We
will
bring
our
meeting
to
order
the
Beaverton
School
District
Board
of
four
members,
along
with
the
TSP
four
members,
that
we
welcome
you
and
thank
you
so
much
for
coming
to
to
our
good.
But
thank
you
thanks
so
much
for
being
here
this
evening,
and
you
know
we
have
a
full
agenda
so
so
that
we
will
start
off
with
great.
D
Thank
you
very
much.
Thank
you
for
hosting
as
well
another
beautiful
day,
typical
day
October.
Well,
we
all
know
we
have
a
great
deal
of
really
good
history
working
together.
Our
two
agencies
and
I
think,
with
the
somewhat
recently
updated
IgA
between
the
two
agencies.
It
seemed
in
a
stronger
tie
or
final
tie.
D
We
serve
virtually
the
same
population
as
it
were
for
both
youth
and
adults.
In
many
cases
we
understand
that
together
we
are
stronger,
and
that
is
the
case,
certainly
in
the
past
and
moving
forward
and
another
great
example
of
that
was
this
past
Saturday
we
celebrated
the
reopening
of
Cedar
Hills
Park
and
which
has
the
beautiful
new
school
William
Walker
right
behind
it.
Your
your
board,
chair
was
so
willing
to
come
out
and
say
a
few
words,
a
great
crowd,
some
of
which
were
in
costume
board
members
included,
which
would
have
more
fun.
D
You
know,
I
think
the
aspects
of
how
we
work
together.
That
was
a
great
example
of
the
planning,
the
coordination,
the
maximizing
of
resources.
In
the
end,
that's
what
the
public
expects
and
I
think
we.
We
are
great
examples
of
doing
it
together.
Very,
very
well
we'll
hear
more,
both
from
your
staff
and
our
staff
different
partnerships
that
were
involved
in
working
together,
but
in
the
end
you
know,
the
clear
message
for
me
is:
we
are
very
appreciative
of
our
relationship
with
the
school
district.
Thank
you.
E
E
Sometimes
we'll
have
complaints
involve
school
property
and
we
have
a
park
right
next
to
it,
and
we've
come
together
and
were
able
to
work
together.
Specifically
at
furfrou.
We
had
some
issue
with
the
pathways
and
some
collective
impact
with
that
and
our
respective
staffs
are
in
close
communication
regarding
a
range
of
subjects
to
include
a
facility,
use
maintenance,
construction,
customer
interaction
and
feedback,
and
has
got
mentioned
our
new
IgA.
It's
a
work
in
progress,
but
it's
much
better
than
the
old
IgA
and
cooperation
with
some
of
our
summer
projects,
the
Cedar
Mill
elementary
roof.
E
I
know
it
impacted
some
of
your
parking
and
working
with
staff.
You
guys
were
just
great
to
work
with
at
same
thing
at
five
oaks
and
Highland
Park.
What
do
we
just
call
up?
And
it's
not
so
much
how
to
get
to
know
but
how
to
get
to
us
how
to
be
able
to
collaborate
and
that
that
really
really
goes
both
ways.
I
congratulate
the
kids
each
other
be
board
for
replanting
to
reach
out,
because
I
think,
while
we're
doing
a
lot
of
things
together,
there
may
be
many
more
things
that
we
can
also
tell.
G
C
When
we
chatted,
we
do
have
a
lot
of
mutual
projects
going
on,
but
I
think
what's
more
important,
as
the
years
went
on
that
most
of
us
here
know
most
of
you
and
have
that
open
communication.
It
doesn't
take
a
formal
meeting
like
this
to
pick
up
the
phone
and
chat
with
organization.
We
know
many
of
your
staff.
I
think
you
know
the
bars
have
so
I
think
that's
what
makes
a
working
partnership
is
that
people
feel
comfortable
and
rapport.
So
so
we
don't
want
to
make
this.
C
You
know
you
have
to
raise
your
hand
and
ask
the
question,
but
we
know
that
well,
we
we
came
together
and
talked
that
some
of
the
things
that
that
are
interest
to
both
of
our
organizations
is
after-school
programming
in
early
early
childhood
and
what
that
looks
like
what
that
looks.
Like
your
point
of
view,
what
it
looks
like
from
our
point
of
view
having
our
staffs,
you
know
talk
about
that.
So
I
don't
know.
C
We're
excited
to
be
here,
we
share
so
many
of
the
same
values.
Obviously
same
families.
You
have
five
very
engaged,
enthusiastic
board
members
before
you
today,
certainly
very
passionate
about
after-school
activities
without
discuss
it.
So
we're
excited
to
be
here
we're
trying
to
learn
from
each
other
and
find
areas
where
we
can
continue
to
collaborate
and
find
maybe
some
new
opportunities.
E
In
the
board
updates,
you
know
some
of
the
programs
that
we're
really
trying
to
take
to
another
level
and
involves
our
CTE
programs,
but
it's
much
more
than
career
technical
education.
It
really
has
to
do
with
student
success
and
making
sure
that
all
of
our
students
are
graduating
from
high
school
prepared
and
ready
to
go
out
into
the
workforce
or
go
on
to
college
or
whatever
they
choose
to
be
able
to
do
so.
We're
heavily
involved
with
that
I
see
you
sitting
there
again.
We
work
with
we're
working
with
a
lot
of
our
higher
education.
E
E
So
early
childhood
education,
I'm
fortunate
to
have
a
board
who's
really
educated
themselves,
and
there
are
some
of
my
best
cheerleaders
early
childhood
education
I
think
the
sooner
we
can
reach
these
children
and
their
families.
We
can
really
start
attacking
some
of
the
disparities
that
we
are
sitting,
whether
it's
in
student
achievement
or
student
discipline,
and
so
we
believe,
that's
a
key.
We
have
a
district
plan
to
try
to
open
open
the
school's
up
open
to
up
every
year,
we're
starting
with
our
title.
Schools
and
the
children
when
you're
serving
our
priority
are
those
children.
E
There
are
two
hundred
percent
in
the
world
of
poverty
level,
and
so
that's
sort
of
sue
me.
It's
free.
It's
free
too.
It's
free
to
parents
and
we're
just
seeing
a
lot
of
success
with
that,
especially
around
not
only
happen
to
make
success,
but
around
some
of
the
social
emotional
trauma
we're
seeing
so
much
of
first
grade
equity.
We're
trying
to
get
a
photo
real
focus
on
everything
we
do
has
to
do
with
faculty
school
board.
E
E
It's
been
said
we
would
put
a
thousand
a
thousand
different
teachers
of
color
into
your
Oregon
schools.
It
would
just
still
take
16
years
to
get
to
where
Oregon's
heading
so
and
so
trying
to
figure
out
working
with
higher
education
that
we're
getting
in
a
pipeline
grow
your
own
programs,
because
we
have
the
Future
teacher's
of
Oregon
sitting
right
here
in
our
schools,
and
then
we
think
that
there,
if
you
have
any
pretty
nights-
and
you
really
want
some
enjoyment-
we're
going
through
middle.
E
Had
our
first
meeting,
we
have
our
second
meeting,
it's
stoller
middle
school
on
November
5th
and
as
we
get
ready,
prepare
to
open
up
the
new
middle
school
on
the
20
in
2021,
we
will
be
doing
middle
school
boundaries
that
will
probably
impact
most
of
the
district,
and
we
really
want
to
relieve
some
of
the
capacity
issues
that
we
have
it
Stoller
and
spring
bill.
It's
also
maybe
possibly
used
some
adjustments.
B
E
E
E
He
comes
under
deputy
superintendent,
Carl
Meade
and
he
just
has
a
fantastic
team
and
I
know.
Doug
and
I
have
talked
about
this
in
the
future
as
we
prepare
to
look
at
future
facilities
when
we're
doing
that
making
sure
to
run
the
QHP
Rd
into
the
conversation,
and
is
there
something
that
we
could
do
to
have
some
collective
impact?
I,
don't
know
what
that
looks
like
do
not
at
least
considering
you
might
be
passing
up
some
opportunities.
C
M
N
Time,
Erica
Simpson
on
minute
zone
3,
which
is
Necedah
middle
son,
so
high
school,
is
the
primary
school.
We
know
that
surround
the
schools
of
code,
name
and
I.
Guess
I'm
on
the
board.
I'm
also
graduate
from
Sunday
a
class
of
1999
keep
a
lots
of
closet.
91
I'm
on
the
board's
excited,
really
love
the
area
of
the
school's
everything
about
this
area
and
all
the
recreational
programs
you
guys
I
like
do
to
Babbo
leagues
and
the
sports
leagues.
Do
it
guys.
O
Hi
I'm
Lee
and
lers
and
I'm
from
so
five
isn't
the
Tanis
for
knee
area.
So
my
kids,
at
five
of
them
all
to
swim.
Lessons
and
came
up
through
the
main
central
complex
and
my
kids
played
high
school.
That's
the
boat.
They
are
all
sorts
of
connections
and
I,
don't
have
a
main
high
school.
A
comprehensive
high
school
I
have
options.
Schools
in
my
zone.
A
C
Do
you
want
to
say
so?
The
fabulous
Board
of
Directors
was
actually
elected
region
Y
or
across
the
district
wide.
So
if
you
represent
all
250,000
patrons,
we
we
all
have
different
with
the
different
parts
of
the
area.
Though
my
name
is
Felicia.
Come
on,
Franco
I
serve
on
this
board.
Chair
I
grew
up
in
Aloha
and
I
actually
went
to
my
family
elementary
school
and
have
wonderful
memories.
There.
P
P
B
A
B
A
Usually
go
outside
the
manager
and
the
other
thing
is
that
by
serving
a
large,
it's
interesting
and
it's
challenging,
but
you
know
I
like
the
idea
that
I
represent
the
district
at
large.
For
these,
it
gives
me
a
great
deal
of
freedom
to
be
interested
in
a
lot
of
different
kinds
of
things,
so
so
I'm
happy
with
that.
So
I
feel
sorry
for
you
and
I
also
feel
sorry
for
your
boundary
issue.
Ourself
not.
B
O
A
And
I'm
also
really
happy
to
be
here
in
that
we're
so
supportive
of
our
staff,
and
so
appreciative
of
yours
in
the
work
that
they
both
do
and
I
love.
The
fact
that
the
two
boards
can
get
together
in
support
and
recognition
of
what
staff
does
so
I'm
really
happy
to
be
here
for
that
I'm
very
interested
in
seeing
what
we
do
in
mayor
is,
of
course,
wraparound
and
after
school
as
well.
Q
Thank
you
for
having
us.
My
name
is
Ashton
Harbor
Craig
I
grew
up
in
Beaverton,
so
I
went
to
so
big
supporter
of
CFC,
especially
now
in
this
capacity
when
and
myself
I
mean
most
of
our
has
checked
out
the
after
school
program
at
Shannon.
So
thank
you
very
partnership
there
and
just
really
looking
forward
to
see
you
all
good
luck.
Very.
C
R
M
C
From
each
other
and
growing
with
each
other,
obviously,
we've
had
some
change
on
our
board.
Collectively
we
are
all
relatively
new
to
elected
service,
which
is
awesome
and
exciting,
and
we
bring
new
energy,
different
perspectives,
contagious
energy
and
a
passion
for
public
service.
We
met
last
week
for
our
annual
retreat.
C
We
discussed
our
collective
values
and
priorities
for
the
year
to
guide
the
district,
especially
for
budgeting
thinking
to
our
decisions
unanimously,
which
I'm
super
proud
of
our
values
are
centered
around
one
equity.
We
provide
all
individual
individuals
the
opportunity
to
play,
learn
and
explore.
We
do
this
by
removing
barriers
to
participation,
fostering
an
inclusive
culture
and
offering
programs
that
celebrate
the
district's
diverse
population.
We
are
committed
to
diversity,
equity,
inclusion
and
access
and
want
to
see
this
value
infused
in
all
of
th
Berry's
work.
C
This
past
year
we
completed
all
staff
baseline
Dei,
a
training
including
for
all
part-time
employees.
We
completed
an
organizational
assessment
of
teach
parity
related
to
Dei
aim.
We
launched
a
new
event
related
to
registration,
extend
through
the
Vanita,
just
as
Spanish
speakers
of
registration.
We
provide
free
summer
programs
to
underserved
populations
without
rec
mobile
program
and,
of
course,
one
of
my
favorite
cheese
pairing
events
every
year
is
the
all
abilities
to
try
for
youth
with
fact
Oregon
that
we
do.
It
is
the
only
triathlon
for
people
experiencing
disabilities
in
the
Pacific
Northwest.
L
M
L
C
Seventh
value
is
around
sustainability
in
our
daily
responsibility.
To
be
good
stewards
of
our
resources,
it
is,
it
is
our
daily
responsibility.
The
incorporation
of
environmental
and
financial
sustainability
principles
include
using
resources
and
materials
wisely,
respecting
and
conserving
natural
systems
and
educating
ourselves
and
our
patrons,
and
our
third
value
is
centered
around
our
alignment
with
our
community
efficient
outcomes.
C
You'll
be
hearing
more
about
visioning
in
just
a
minute,
but
in
terms
of
visioning
being
a
value
for
us,
it
represents
our
commitment
to
being
responsive
to
our
community,
but
to
leave
a
community
engagement
to
ensure
that
the
years
to
come,
our
work
is
100%
informed
by
and
reflective
of
the
ideas
and
priorities
expressed
by
our
community
in
terms
of
priorities.
We
have
three
top
top
priorities
for
the
upcoming
fiscal
year.
The
first
is
to
invest
in
technology
to
ensure
we
are
prepared
to
provide
services
into
the
future.
C
B
C
Second,
priority
is
to
plan
for
future
facility
and
trail
needs
and
identify
additional
funding
sources.
We
know
we
have
unmet
needs
underserved
areas
and
our
existing
funds
can't
carry
us
where
we
need
to
go
to
develop
the
needed
amenities,
we're
working
on
our
grant
strategy
to
help
support
this
effort.
Our
third
priority
is
to
invest
in
our
people.
We
want
to
continue
to
push
ourselves
and
expand
our
dia
trainings.
Like
many
employers,
we've
experienced
mass
retirements
that
remember,
we
have
enough.
C
New
faces
to
the
organization
and
people
in
new
roles,
who've
been
promoted
and
are
growing.
We
want
to
make
sure
we're
supporting
our
employees,
developing
our
talent
to
ensure
we
are
providing
the
public
the
best
service
possible.
So
with
that
I
want
to
turn
it
over
to
I
show
pianist
to
give
us
an
update
on
the
after-school
progress.
Leticia.
C
Good
evening
as
the
director
of
park
and
recreation
services
for
12
partner
station
district
and
I
would
have
talked
to
you
about
the
after-school
programs
that
we
offer.
If
you're
not
aware,
we
do
run
after-school
programs
and
all
three
of
our
general
purpose-
recreation,
centers
at
Conestoga,
certain
homes
and
Cedar
Hill,
and
our
board
was
interested
in
growing.
These
programs,
unfortunately
they're
popular
and
they
were
at
capacity.
C
So
we
didn't
have
a
ton
of
options
for
growing
those
programs
in
those
schools,
and
so
over
the
last
year,
we've
gotten
creative
about
how
we've
done
that
we
did
identify
one
of
our
facilities
that
have
the
ability
to
be
used
for
after-school,
and
that
was
our
athletic
center
at
the
main
158.
So
we
did
start
an
after-school
program
there.
This
fall
such
as
last
month.
We
still
have
room
and
we
can
go
to
50
or
60
kids
there.
C
We
have
only
22
enrolled
right
now,
so
we
are
working
to
grow
awareness
of
that
program
and
we
are
largely
serving
two
of
your
schools,
Beaver
acres
and
Monica,
and
so
we've
been
able
to
provide
some
transportation
of
our
own
from
one
of
the
schools
and
you
all
are
providing
a
bus
service
that
you
would
normally
do
to
straight
across
the
street
to
help
get
us
kids
to
our
children
to
our
athletic
center.
So
that
program
is
growing
and
we're.
C
Looking
forward
to
that,
we
also
had
the
opportunity
to
take
over
the
program
that
was
at
shakeela
from
the
Newton
pal
program
that
was
no
longer
operate,
and
so,
with
your
cooperation
and
some
great
work
done
by
Steve
sparks
to
pull
this
all
together,
we
were
able
to
offer
a
legacy
program
to
up
to
30
students
that
have
been
involved
in
the
program
last
year
or
that
had
siblings
that
were
going
to
be
aging
into
the
program.
So
we
have
30
of
those
spots
that
are
filled
with
students
that
were
associated
with
pal.
C
We
have
an
additional
20
spots
available
and
ten
of
those
are
taken
up
right
now,
so
between
the
market
rate
spots
in
this
program
and
the
program
combined
with
a
$25,000
has
to
be
that's
from
our
own
financial
aid
program.
We're
able
to
just
about
pencil
out
this
program
so
we're
pretty
excited
about
that
model.
We're
going
to
be
watching
it
as
we
move.
C
C
It's
a
pleasure
to
be
here
with
you
see:
I'm
the
communications
director
at
THP,
Reid
and
I
was
asked
to
give
you
an
update
on
our
visioning
process.
So
as
police
never
mentioned,
it
really
is
about
finding
the
pulse
of
the
community
and
making
sure
that
we're
meeting
the
hopes
and
dreams
of
folks
for
their
Park
and
Rec
services
into
the
future.
We
started
our
outreach
in
June.
First,
that
was
five
months.
We
actually
closed
it
down
at
Saturday's
event,
we've
talked
to
more
than
10,000
people.
C
So
we've
talked
to
more
than
10,000
people.
In
five
months,
we've
gathered
more
than
11,500
comments,
our
volunteers
primarily
and
staff,
intended
more
than
a
hundred
and
dying
community
events
meetings
activities
during
those
five
months
we
were
so
lucky.
We
had
the
most
amazing
task
force,
so
we
have
13
members
of
the
community.
They
just
ranged
from
high
school
age.
We
had
a
student
from
South
Village
and
a
student
from
jazz
sitting
on
the
task
force,
college-age
students
as
well
to
retirees
we
so
the
ages
varied
where
they
live
throughout.
C
The
district,
varied
ethnicities
were
very
nine
different
languages,
including
the
sign
language
ability
were
represented.
Among
this
amazing,
talented
pool
who
volunteer
to
all
these
events,
activities
and
homes.
We
did
two
focus
groups
with
unite
Oregon
to
make
sure
that
we
were
reaching
populations
that
might
not
typically
go
to
events
and
activities.
So
we
worked
on
ended,
direct
outreach
with
immigrants
and
refugees,
and
we
also
went
into
your
schools.
So
thank
you
so
much
Laurine
for
helping
us.
T
C
Goal
areas
and
all
of
the
comments
kind
of
neatly
fall
into
these
four
buckets.
Those
four
buckets
are
one
being
welcoming
and
inclusive.
Everyone
feels
welcome.
Everyone
feels
safe
to
play.
Everyone
feels
like
their
interests,
are
our
thought.
Equity
isn't
is
lives
in
this
area
that
are
also
lives
in
all.
C
Is
that
there's
play
for
everyone,
so
you
can
imagine,
there's
lots
of
comments
and
ideas
in
there
about
the
evolving
ways
that
people
want
to
recreation,
how
we
need
to
move
with
the
times
to
meet
people's
roaming
interests.
The
third
goal
area
really
around:
preserving
our
natural
spaces
and
I'm
telling
you.
C
Our
youth
in
this
area,
talking
about
natural
play,
talking
about
wanting
to
explore
nature
talking
about
how
they
wanted
to
see
their
physical
play
environment,
reflect
nature,
really
really
beautiful
stuff
and
then
the
fourth
area,
accessible
and
safe
again,
I
personally,
was
really
moved
by
the
youth
outreach
every
school
that
I
visited.
Every
classroom
and
I
heard
kids
talk
about
making
sure
that
people
experiencing
disabilities
have
the
ability
to
play
recreation
and
enjoy
play
equipment
and
activities.
So
that
was
a
really
a
beautiful
thing
from
youth
outreach.
C
So
next
steps
for
us
aren't
a
needle
through
all
of
those
ideas.
We'll
have
committees
that
will
work
in
those
four
goal:
areas
we'll
somehow
I'm
sure
we'll
get
there,
get
those
11,500
ideas
new
to
down
little
down
to
something
that
we
can
test
with
the
public
will
survey
and
then
we'll
come
back
with
a
plan
for
our
art
board
to
hopefully
adopt
in
May
of
2020,
and
that
will
be
the
foundation
for
our
strategic
plan
moving
forward,
so
I
think
for
the
school
district.
C
Second
area
I
was
asked
to
give
an
update
on
is
financial
aid,
so
in
their
communications
department
at
each
parity
we
oversee
the
financial
aid
program.
We
completed
an
assessment
of
the
program.
Last
year
you
had
representatives
on
a
group
that
did
gave
us
input
on
our
process.
It
was
really
great
because,
from
that
report
we
found
immediately
structural
barriers.
We
had
in
place
that
we
were
literally
able
to
remove
some
of
the
structural
barriers
before
the
report
was
even
printed,
so
that
was
really
lovely.
We've
been
able
to
implement
those
changes
right
away.
C
We
did
increase
the
funding
to
the
program
and
we
were
able
to
take
a
half
time
financial
aid
specialist
to
a
full
time
with
the
intent
that
that
added
staff
capacity
was
all
about
community
engagement,
making
sure
we're
going
to
where
people
are
and
helping
people
through
the
process
of
applying
I
want
to
give
a
really
special
shout
out.
There
is
somebody
in
the
school
district
who
is
our
team's
personal
hero,
Livia
choroid
from
the
multi
level
department.
Is
our
angel
yeah.
She,
let's
give
her
around
today.
C
She
puts
us
into
all
the
back
to
school
rights,
all
the
special
family
meetings.
We
would
not
have
the
impact
that
we
do
without
that
partnership
and
without
Lidia.
Specifically,
we
are
so
grateful
for
her
help
and
support,
and
she
shows
up
everything
we
invite
her
to
you
to
help
make
those
connections
and
you.
T
C
C
Our
Student
Success
act
as
we
keep
pointing
out
and
getting
gather
information
that
I
think.
We
also
discussed
that
there's
a
way
we
can
cross
pollinate
a
lot
of
that
that
information,
because
we're
all
about
serving
our
community
better
and
so
getting
that
information
and
finding
ways
that
we
can
use
information
together.
So
I
think
we
probably
all
set
our
priorities
and
that's
her
thing.
So
do
we
want
to
just
open
it
up
to
questions
and
conversation
that
homework.
B
C
Q
M
M
Q
C
Q
E
Thank
you
I,
so
one
of
we're
hearing
and
speaking
of
the
student
success
that
are
from
parents
about
after-school
programs
and
as
we
begin
to
look
at
all
of
our
after-school
programs
to
include
the
existing
ones
that
we'll
see
when
we
start
looking
at
the
time
the
programs
are
offered
to
different
people
are
being
charged.
We
have
some
reliability
problems
within
our
own
district,
so
we
are
not
only
looking
at
those
seven
schools
that
do
not
have
any
program,
but
we're
also
looking
at
aren't
all
of
our
programs
and
we're
seeing
number
one.
E
What
is
a
quality
after-school
program
look
like
and
so
we're
going
to
be
working
with
Steve
sparks
and
probably
I.
Think.
Our
plan
is
to
never
go
on
really
get
a
clearer
picture
over
at
who
those
programs
are
serving
at
what
cost
they're
serving
and
more
than
that
for
the
people
that
are
not
getting
served
in
our
community
and
so
eventually,
I
think.
E
So
we
are
we're
really
looking
at
that,
and
we
have
a
lot
of
interest
in
that
and
we've
had
a
lot
of
programs
after
school
programs
that
have
come
on
that
come
in
and
have
left
that
have
not
been
successful
so
trying
to
meet
with
staff
find
out
what
they
want,
but
more
to
talk
to,
as
you
said,
talk
with
our
parents
and
find
out
what
what
what
do
they
want.
What
do
they
want
to
see
in
a
after-school
program?
E
C
Yeah
I
just
I,
just
want
to
add
that
you
have
a
very
willing
partner
in
the
Arts
District.
We
also
have
been
around
for
a
while
right
and
we're
gonna
be
around
for
a
lot
while
longer.
So
we
look
towards
you're
responding
to
that
RFP.
We
look
forward
to
keeping
you
up-to-date
regarding
the
programs
that
we
do
have
I'm
excited
that
you
all
are
also
on
your
own
equity
journey
and
we're
all
going
to
learn
together
and
learn
from
our
fumbles.
A
little
bit
learn
our
successes
as
well.
C
I
know
we
do
trainings
together,
which
I
think
is
great,
so
I
think
we're
going
in
a
really
exciting
direction
and
I
love.
That
you're
asked
really
critical
questions
of
your
programs,
and
you
should
be
asking
the
same
of
us
and
I
I
know
we're
going
to
answer
them
in
ways
that
are
reflective
of
our
values
as
an
organization.
Thank
you.
I.
O
I
C
Pricing
for
all
of
the
programs,
whether
in
school
or
in
one
of
our
it's
the
same.
With
the
exception
of
that
subsidy,
that's
provided
to
the
pala
legacy
students
at
Shan
gala.
The
activities
include
all
kinds
of
different
things:
oftentimes
the
children
in
the
programs
are
able
to
play
into
and
offer
suggestions
for
what
they
do,
but
they
do.
C
I
think
at
Conestoga
that
they
were
involved
in
a
stem
project
to
build
rafts
boats
that
they
were
then
able
to
test
out
in
the
pool
at
Conestoga.
When
we
visited
Shannon
last
week,
there
was
a
focus
on
static
electricity,
and
so
that
involved
blowing
up
balloons
and
rubbing
them
on
there
and
watching
a
little
ghosts
made
of
tissue
paper
float,
there's
also
a
little
food
oriented
activity
that
had
them
flavoring
pepitas
with
different
sweet
and
savory
things,
and
talking
about
what
that
interesting.
C
C
A
X
A
To
know
if
I
might
I
had
the
opportunity
to
tour
also
and
and
what
struck
me
was
the
attempt
to
really
focus
on
what
the
kids
needs
are
at
that
particular
facility.
So
there
are
areas
that
and
I
think
the
other
thing
is.
We
want
to
make
sure
that
we
set
aside
time.
She
has
time
in
a
place
in
a
quiet
place
for
homework,
so
that
is
one
of
the
other
pieces
that
we
do.
We
want
them
to
get
as
psych.
A
She
says,
get
the
wittle
town,
but
we
also
want
to
provide,
because
many
of
these
kids
don't
have
a
quiet
space
at
home
or
elsewhere
to
do
homework,
and
we
want
them
to
understand
that
we
also
support
that
activity.
So
we'll
do
now,
but
we
also
definitely
want
to
tailor
kids
are
different.
Different
areas
are
different.
We
want
to
try
to
tailor
that
I'm.
A
personal
fan
of
things
like
I
love,
our
learn
to
swim
programs
and
I
would
like
to
go
to
those
and
I
think
they
grow
well.
A
C
It's
a
clever
final
question,
because
I
know
that
through
th
pair
the
children
and
participate
in
sports
I,
don't
know
if
that's
th
parody
or
if
those
are
different
organizations
that
are
using
th
BRD
my
concern.
It
is
more
about
accessibility
to
those
programs,
and
my
kid
did
soccer
both
with
my
kids
in
soccer
and
the
t-ball,
and
all
that,
but
I
don't
see
a
lot
of
rebirth
I.
C
C
W
C
C
S
C
C
C
E
E
R
C
Just
throw
out
there
from
a
visioning
perspective,
I
think
there's
definitely
gonna
be
comments
in
there.
It
will
take
from
our
in
partnership
with
the
school
district
as
well.
They
might
not
be
things
that
we
can
implement
right
away
or
move
on,
but
just
good
to
start
a
conversation
of
awareness
of
comments
that
we
receive
couple
of
categories
that
come
to
mind.
We
did
an
allocation,
some
of
the
focus
option
schools.
C
So
we
definitely
heard
those
of
you
to
talk
about
of
the
lack
of
sports
options
for
them
at
those
schools
and
a
wish
to
see.
Th
irides,
step
in
and
media
offers
some
specialized
opportunities
for
those
students
who
maybe
don't
have
the
same
ability
to
participate
in
sport
as
they
do
at
the
typical
high
schools.
C
Another
idea
that
came
up
this
was
at
the
high
school
level
and
we
heard
it
multiple
times
was
about
a
need
for
a
district-wide
event
gathering
those
kids
talked
about
and
sorry
to
bring
up
boundaries
that,
as
kids
shifted
through
their
school
years,
I
met
friends
at
different
schools,
so
they
were
like
I
can't
teach
her
to
eat
you
in
a
district.
For
us
and
different
age
levels,
because
you
know
there's
not
one
school
where
everyone's
friends
good,
so
those
are
just
some
of
the
things
we
were
hearing
from
youth
that
we
might.
A
If
I
mean
there's
one
other
question
that
I
have
that
Don
you
mentioned
it,
and
and
for
me
it's
big
black
hole,
its
transportation
and
I.
Don't
know
as
we
move
forward.
This
is
a
piece
I
think
we
have
to
look
at
I,
don't
know
who
does
it
I
hope
we
go
to
try
yet
knock
on
their
door.
I,
don't
know
what
we
do.
I,
don't
know
what
your
constraints
are.
Ours
are
pretty
much
that
we
have
vans
as
opposed
to
a
merger
process.
A
So
are
we
doing
everything
we
can
for
transportation,
because
we
are
much
more
mobile
and
need
to
be
at
lunch
of
our
mobile
society.
So
as
we
talk
about
these
different
programs
and
moving
people
around,
we
have
to
talk
about
how
to
do
it.
So,
however,
however,
we
do
this
in
the
discussions.
I
would
ask
that
we
have
that
piece
in
that
as
well.
Thank
you.
Just.
E
At
that
point,
so
we
were
fortunate
and
working
with
a
tribe,
as
they
always
tried
to
really
stay
in
what
Norman
County,
but
they
actually
came
through
and
offered
our
high
school
students
approximately
seventy
thousand
dollars
in
trying
that
passes,
for
them
to
be
able
to
use
now
the
problem
is
trimet
doesn't
serve
some
of
our
different
sticking
of
boundaries.
It
says,
really
cover
all
the
boundaries,
but
they
came
through
and
they
wanted
this
and
Submission.
P
Needed
when
I
mentioned
whitening
with
thinking
about
transportation
stuff,
we
are
problem.
We
we
are
here
to
offer
after-school
care.
We
are
here
to
offer
different
experiences,
art
classes
and
classrooms,
those
companies.
Our
problem
is
that
we
don't
have
space
and
we
don't
have
community
centers
and
community
centers
to
serve
everybody
and
so
with
the
opportunities
that
especially
the
ones
where
you
guys
do
not
confer
after-school
care.
Yet
I
think
that's
a
great
place
that
we
can.
P
You
know
going
moving
ahead
thinking
about
partnership
when
we
bring
those
things
to
the
school
and
also
you
know
that
covers
Christmas
break.
You
know,
teacher
birthdays,
those
kinds
of
things
we
would
our
staff
is
there
every
day,
and
so
so
those
are
the
kinds
of
things
that
we
can
think
about
time
and
just
make
sure
they
informed
and
as
far
as
you
know,
the
visioning
isn't
very
important
and
so
I
think.
Once
we
start
developing
these
things
at
different
schools,
it's
gonna
be
very
important
to
do
another
mini
visioning
with
the
parents.
P
This
will
Cooler
serving
because
every
school
is
going
to
be
a
little
bit
different
depending
on.
If
sports
are
available
to
them,
do
we
need
to
create
other
sporting
activities?
First
of
all,
they
don't
have
sports.
If
art
is
not
a
big,
you
know
focus
there
if
they
don't
have
any
art
classes.
There
are
that
many
art
class
of
thing
and
that's
the
focus
that
the
parents
want
to
do.
D
D
B
K
C
C
C
I
also
want
to
give
us
kudos,
because
it's
an
exciting
that
we're
doing
this-
it's
also
really
exciting,
but
for
the
most
part
we
all
know
each
other.
It
is
really
cool.
I,
don't
know
that
we
could
say
about
a
couple
years
ago
right,
so
we've
all
invested
in
one
another,
getting
to
know
one
another.
Fighting
our
common
goals
and
priorities.
I
think
I
speak
for
all
of
us
when
I
say
like
we
want
to
continue.
The
communication
want
to
continue.
You
know,
building
partnerships,
we've
said
it.
C
C
Think
most
of
our
families
recognize
that
they
are
part
of
both
of
these
communities
and
I
think
that
we
need
to
make
sure
that
we
have
these
at
least
once
a
year
on
a
formal
basis
that
keep
our
our
informal
and
our
lines
of
communication
open.
And
we
really
appreciate
you
taking
the
time
to
join
us
and
next
time,
we'll
be
glad
to
join
you
and
your
facility.
So,
but
thank
you
so
much
for
for
being
here
this
evening
in
New
York,
more
than
welcome
to
stay
as
part
of
our
community
for
our
sporting.
T
Q
B
C
C
T
L
In
three
years,
Meghan
successfully
opened
William
Walker
elementary
school.
This
fall
on
time
and
under
budget.
This
follows
opened
in
Hazel,
Dell
elementary
school
in
2018
and
bhojas
Elementary
School
in
2017,
also
on
time
and
under
her
an
Arab
oil
administrator
for
facilities
development.
Instead,
it's
about
Meghan
construction
of
a
new
school
is
a
tremendous
undertaking,
but
to
do
it
three.
V
L
In
three
years
is
unprecedented:
Meghan
delivered
all
three
projects
on
time
and
under
budget
these
three
schools
represent
more
than
a
million
dollars
worth
of
work
and
approximately
350,000
labor
hours.
Megan
managed
all
of
this
for
maintaining
great
relationships
and
a
high
level
of
customer
service
it.
Over
the
last
three
years,
Meghan
had
the
opportunity
to
work
and
dive
three
principals
through
the
process
of
opening
new
schools.
Their
comments
about
Meghan
can
be
summarized
with
this
statement.
Meghan
is
amazing,.
G
C
V
C
Through
the
Oregon
promise
program
providing
most
high
school
graduates,
a
guarantee
of
two
years
of
free
Community
College,
this
legislation
is
key
to
creating
a
college-going
culture
for
families,
for
whom
this
might
not
have
been
an
option
before
senator
house
was
also
the
key
driver
behind
the
implementation
of
full-day
kindergarten.
The
first
school
year
after
that
measure
passed
senator,
has
hosted
the
governor
on
the
first
day
of
the
school
at
Nancy
Riley's
Elementary
Nancy
Ryles
is,
of
course,
named
for
a
former
state
senator
and
diversion
school
board.
Member
that.
C
I
C
AA
Thank
you,
I
mean
I
am
so
honored
I
am
so
honored.
Yes,
thank
you
very
much
you.
It
doesn't
take
long
when
you're
a
representative
for
a
state
senator
from
a
community
like
this,
to
learn
that
education
is
job
one
job
to
job
three
and
this
law
that
the
Legislature
passed
this
year
was
a
long
time
coming
and
I.
Don't
have
to
tell
anybody
here
that
what
we
did
it
works
still
not
done.
AA
We
still
have
more
to
do,
but
this
this
was
a
big
mountain
and,
after
years
of
pushing
boulders
up
those
mountains,
only
to
watch
those
boulders
roll
back
over
us.
This
was
a
big
deal
and
to
all
of
you
who
went
down
to
the
Capitol,
especially
superintendent,
school
board
members,
and
especially
the
Beaverton
teachers
who
came
down
there
I.
Thank
you
for
your
help.
We
wouldn't
have
been
able
to
do
that.
Dr.
hill.
E
I
just
want
to
say
something
he's
senators
being
pretty
humble
up
here
without
his
leadership,
this
would
not
have
happened.
He
went
to
the
mat
for
education
and
a
lot
of
people
and
I'll.
Tell
you
I'll,
say
this:
some
educator
or
some
politicians
sometimes
say
education
is
their
platform.
Since
I've
known
you,
education
has
been
your
platform
and
you
proved
it
with
this
last
legislative
session.
So
thank
you.
Thank.
AB
K
C
C
AC
AC
I
did
not
want
to
do
mindfulness
I,
frankly
thought
it
was
a
waste
of
my
time
and
but
after
doing
it
for
a
while
I
found
that
it
was
quite
amazing
how
small
amount
of
time
set
aside
each
day
could
influence
my
behavior
and
my
awareness
of
the
situation's
around
me
so
many
times
before
doing
the
mindfulness
sessions.
I
would
have
arguments
with
my
mom.
This
is
standard
and
they
seem
to
last
for
quite
a
long
time.
It
would
just
be
a
vicious
cycle.
She
would
say
something
something
I
approve
I
would
retort.
AC
She
will
retort
back
and
so
on.
However,
now
when
we
have
an
argument,
there's
a
part
of
my
brain-
that's
telling
me
what's
the
outcome
of
this
scenario,
is
it
really
worth
it
to
keep
argument
or
should
I
just
stop?
What
will
the
consequences
be
and
mostess
might
seem,
like
the
logical
thing
to
do
and
something
that
people
should
do,
but
when
you're
in
an
emotional
people
lose
their
ability
to
use
that
budget
to
make
the
right
decision?
AC
Mindfulness
has
helped
me
most
with
recognizing
when
a
situation
is
not
going
to
get
any
better
once
I
can
recognize
that
acumen
is
a
reasonable
decision
to
cool
down
whatever
may
be
happening
under
another
thing,
I
found
that
was
at
first.
It
was
hard
to
do
it
on
my
own
because
it
was
kind
of
boring,
but
when
it
was
done
with
friends,
it
became
much
more
enjoyable
and
pleasant.
This
is
a
key
reason
as
to
why
it
should
be
implemented
in
schools.
It's
something
that
everyone
needs.
AC
We
have
physical
education
teacher
ourselves
physically
fit,
so
why
should
we
not
have
mental
health
and
mindfulness
to
keep
ourselves
mentally
fit?
If
it's
done
in
a
classroom
settings,
then
the
students
will
be
more
willing
to
engage
in
the
activity
and
it'll
be
better
for
everyone.
Thank
you.
Thank
you
for
your
time.
Good
night.
AD
Hi
mokey
I
go
to
store
girls,
school
and
I'm
in
seventh
grade,
sometimes
when
I
get
angry
most
of
the
time
as
I
say
things
that
I
really
shouldn't
or
do
things
that
I
really
shouldn't
when
while
then
introduce
me
to
mindfulness.
This
is
just
about
relaxing
your
body
breathing
and
helping
you
focus.
This
helped
me
a
lot
so
I
can
count
down
in
focus.
I
can
paint
clearly
and
make
better
choices.
All
the
mindfulness
is
is
sitting
down
letting
your
selfies
and
thinking
only
in
the
present
moment,
not
in
the
future
or
the
past.
AD
I
sit
for
five
minutes
every
day
before
school.
Do
five
minutes
of
mindful
breathing
to
calm
myself
down.
When
thought
comes
to
your
brain,
while
you're
breathing,
you
need
to
bring
your
attention
back
to
your
breathing
to
maintain
your
focus.
This
helps
me
relax
and
calm
down.
I.
Think
school
should
implement
this
in
the
curriculum,
because
from
a
school
kids
stress
is
part
of
their
daily
lives,
working
on
tests
and
studying.
But
a
lot
of
stress
is
not
good
for
your
brain.
AD
If
mindfulness
is
in
our
curriculum
and
then
we'll
have
something
to
do
to
leave,
stress
and
their
daily
work
will
be
much
easier.
Also,
the
techniques
that
are
based
that
are
in
mindfulness
are
based
on
science,
where
they
get
to
the
nervous
system
in
the
brain,
so
this
can
also
be
educational.
Thank
you
for
your
time.
Y
Hello,
my
name
is
Mike
Kenny
I
have
a
daughter
in
the
third
grade
at
Santo
elementary
and
another
one
that
will
be
going
to
kindergarten
next
year,
I'm
here
to
talk
about
just
one
aspect
of
the
new
health
curriculum
that
is
concerned
me
and
some
other
parents,
and
that's
we're
surprised
to
see
that
the
advocates
for
youth
organization
is
not
an
educational
group
or
a
health
group,
but
rather
a
DC
activist
group
with
a
political
agenda.
According
to
the
New
York
Times
is
an
output
of
the
population
control
movement
of
the
60s
and
70s.
Y
The
district
is
using
the
organization
to
provide
health
information,
but
none
of
the
authors
actually
has
a
medical
or
is
a
medical
doctor.
The
lead
author,
Elizabeth
Schroeder
is
a
former
associate
vice
president
of
Planned
Parenthood
and
can
has
consulted
with
Planned
Parenthood
here
in
Portland
on
a
blog
post,
a
blog
post
on
her
website.
Y
F
Hello,
my
name
is
Brian
Ellis.
My
daughter
is
a
second
grader
elementary
school.
There
isn't
a
week
that
goes
by
that
I.
Don't
hear
about
some
behavioral
issue
at
Ford,
Road
they're
being
called
could
be
anywhere
from
Broome
queers
children
kicking
each
other
children
punched
in
the
face
punching
the
guy
I've
said
in
many
rooms,
listening
to
board
members
and
school
officials,
saying
they're
doing
everything
they
can
on.
F
F
R
Again,
what
did
you
share
the
view,
some
of
the
in
fact
mindfulness
programs
and
having
schools
and
based
on
what
we
are
hearing
regarding
some
of
the
bullying
and
other
issues?
I
really
believes
that
there
are
strategies
that
can
be
used
to
help,
so
it
doesn't
escalate
to
this
point.
So
you've
already
heard
a
lot
from
my.
AD
R
I'm,
just
gonna
give
you
some
testimonials
from
some
others.
Who've
taken
the
course
the
training
program,
so
here's
one
students
testimonial
too
often
I-
think
too
much
about
the
past
and
worrying
too
much
about
the
future.
Using
the
techniques
you
thought
can
help
me
focus
on
what
needs
to
be
done
in
the
present
moment.
R
He
has
feedback
from
the
teachers
I'm
one
tough
cookie
when
it
comes
to
relaxation
this
left.
So
the
above
feedback
is
based
on
their
personal
practice.
If
you're
open
to
it,
I
would
like
you
to
take
you
through
a
really
really
three
practice.
Just
to
give
you
a
taste
of
what
it
might
feel
like.
Think
of
this
as
a
pause
in
your
day,
so
allow
your
eyes
to
close
gently.
U
C
M
C
M
I
She
has
CF
a
curriculum
that
is
not
even
medically
or
scientifically
accurate.
There
is
nothing
healthy
or
safe
about
teaching
a
sixth
grader
in
a
classroom
where
to
touch
or
how
to
make
someone
sexually
aroused.
There
are
emotional
consequences
with
children
being
told
that
oral
and
anal
sex,
flavored
condoms,
dental
dams
and
even
early
sex
are
okay.
I
I
S
I
T
Two
libraries
back
to
the
district
office:
well,
many
other
reporting
school
districts
followed
suit.
Other
minion
have
also
started
to
retire
them.
The
current
OTE
snap
reports,
the
district's,
indicate
that
while
we
have
pretty
important
public
has
61
been
lip
line,
which
is
much
smaller,
has
five
and
woodland
has
seven.
Another
dimension
is
that
all
of
these
have
certified
high
schools
there's
at
least
27
impacts
that
research
studies
that
support
an
increase
in
writing.
T
Reading
math
and
graduation
rates
in
a
school
with
a
quality
school
ever
and
program,
led
by
a
licensed,
librarian
strong
school
level,
is
both
licensed
and
classified
staff.
It's
important
to
recognize
that
the
research
studies
do
not
support
an
increase
in
student
achievement.
We
have
to
assume
the
license
librarian
and
the
Student
Success
act.
Money
allows
money
to
be
spent
to
hire
licensed
libraries
I'm,
asking
the
board
recognized
that
the
library
is
just
a
large
classroom.
T
You
have
a
licensed
library.
In
conclusion,
I
asked
the
board
is
to
put
a
bunch
of
the
higher
license
librarians
in
our
schools.
I
also
want
to
clarify
it
and
I'm
not
here.
Advocating
for
the
lip
position,
position
is
one
where
we've
been
asked
not
to
prioritize
literacy,
but
to
focus
on
technology
I
strongly
support.
The
hiring
of
licensed
that
were
in
a
teaching
position
requires
a
teacher.
B
C
C
Of
respect
to
your
curiosity,
I
read
the
accountability
checklist
for
the
Oh,
a
our
chapter,
581
division,
22,
submitted
at
the
beginning
of
this
year
for
the
January
board
minute
I,
didn't
see
anything
responding
to
the
division,
22
turned
fireman
or
a
strong
library
program.
A
strong.
My
brain
program
needs
a
planned
effort
to
ensure
the
instruction
of
students,
school
staff
and
the
broader
learning
community
and
library
skills
information
that
is
the
and
educational
technology.
Such
a
program
promotes
a
rich
array
of
literary
experiences.
C
Suffering
lifelong
reading,
facilitates
collaboration
in
lesson
planning
and
instruction
ensures
equitable
access
to
library,
resources
and
licensed
school
librarians
and
develops,
and
manages
current
plentiful
and
diverse
library,
collections
of
print
and
electronic
resources
that
support
the
classroom,
particular
and
student
interests.
I
did
see
the
report,
accountability
for
media
programs
and
was
wondering
if
you
use
that
as
a
substitution,
also,
that
box
was
marked
yes
and
I
was
wondering
how
the
requirements
were
met.
I
see
how
the
lip
position
could
have
met
some
of
these
requirements
that
now
they
are
0.54
to
different
schools.
C
So
many
of
these
responsibilities
have
been
dropped.
There
are
parents,
hi
mister,
to
are
unaware
that
their
students,
classes
of
25
to
35
kids
receive
45
to
60
minutes
of
instructional
time,
with
only
a
classified
employee,
whom
is
not
required
to
have
a
background
in
teaching
or
even
a
college
degree.
The
SIP
questions
are
due
in
November
and
I'd
like
to
know
who's
in
charge
of
filling
out
question
number
10.
What
steps
have
been
taken
to
ensure
all
students
have
strong
access
to
a
school
library
program?.
U
AE
AE
Q
AB
AB
So
I
would
love
to
take
this
opportunity
at
some
later
date
to
have
some
form
of
meeting
with
concerned
parents
and
their
representation
from
the
school
board.
I
would
also
hope
that
that
might
that
meeting
might
start
to
form
a
more
open
and
collaborative
dialogue.
As
Alisa
mentioned,
the
email
was,
it
didn't,
include
a
lot
of
information
about
what
was
going
on
while
it
was
going
on
and
it
didn't
for
my
knowledge,
I
incorporated
any
community
parent
involvement
in
the
decision
making,
process
and
said
well.
AB
K
And
whereas
education
is
comprised
of
a
range
of
activities
by
which
families
and
communities
teach
knowledgeable
skills,
including
ethical
environment
and
student
advice,
behavioral
norms
and
traditions
and
whereas
fairness
and
equity
must
be
afforded
to
all
students
and
families
in
the
school
district.
And
whereas
public
schools
need
cooperation
and
support
of
all
parents,
and
whereas
a
parent-child
relationship
shall
be
honored
its
supported
by
teachers,
counselors,
administrators
and
school
board
members.
Therefore,
we
declared
November
parents,
rights
and
education
month,
affirming
the
constitutional
right
of
parents
to
direct
the
education
and
upbringing
of
their
children.
Z
My
name
is
Carol
Santos
I'm,
a
parent
of
four
current
PST
students
and
one
graduate
the
great
separation
of
church
and
state
does
not
exist
in
the
Constitution.
The
Constitution
does
explicitly
state
the
first
amendment
that
Congress
shall
make
no
law
respecting
an
establishment
of
religion
or
prohibiting
the
free
exercise
thereof.
The
First
Amendment
applies
in
to
all
levels
of
government,
including
public
schools,
organ
as,
in
effect
establishing
the
secularism,
this
secularism
in
our
schools.
Z
It
isn't
just
neutral
toward
religion;
it
is
openly
hostile
to
students
and
families
of
faith
and
in
demands
of
compliance
with
death,
whereas
secularists
Dogma.
This
is
a
direct
violation
of
the
Establishment
Clause
I,
don't
believe
you
as
school
administrators
necessarily
are
knowingly
pushing
this
ideology,
but
you
need
to
know
it
is
happening
and
be
on
guard
and
stand
up
against
it.
Religious
and
especially
conservative
students
do
not
feel
safe
openly
expressing
their
beliefs
in
point
of
view.
They
are
unfairly
characterized
as
bigots
simply
for
being
religious.
Z
That
in
itself
is
the
very
definition
of
bigotry
which
is
intolerance
toward
those
who
hold
different
opinions
from
oneself.
My
own
children
have
faced
this
intolerance
and
secular
secularists
compliance
in
their
classrooms.
My
son
says
when
I,
write
or
say
papers
with
messages
against
the
narrative.
The
teacher
is
pushing
I
get
an
obviously
lower
grade
than
when
I
say
what
the
teacher
wants
me
to
believe.
Z
He's
had
papers
returned
to
him
with
the
word
it
in
bold
letters,
Vitus
written
across
at
the
top,
well
that
in
the
same
class
having
to
write
favorably
about
leftist
political
cartoons
daily
by
inducting,
the
advocates
for
youth
read
ours,
curriculum
which
is
demonstrably
hostile
to
religion.
You
have
effect
put
your
stamp
of
approval
on
this
ideology
and
further
alienated
people
of
faith.
Advocates
for
uses
for
youth
is
affiliated
with
transparent.
Q
C
And
child
abuse
prevention-
one
example-
is
in
Michael
my
son's
fourth
grade
class.
The
gender
identity
lesson
would
teach
him
that
gender
feelings
might
not
match
his
physical
appearance
or
biological
sex.
I.
Don't
want
my
son,
my
fourth
grade
son
receiving
that
message.
The
statement
and
others
like
it
introduced
confusion
for
children
who
are
relying
on
adults.
For
truth,.
W
Is
the
use
of
the
gender
unicorn,
which
I
feel
can
be
very
confusing
for
young
children?
Feelings
are
dynamic
and
can
shift,
especially
in
children,
they're
easy,
my
friends
environment
in
school,
when
they
are
taught
that
you
are
able
to
choose
so
early
on.
It
can
be
confusing
example.
When
I
was
young,
I
loved
baseball,
collecting
baseball
cards,
I
told
all
my
sisters
to
call
me.
Joe
is
anything
if
I
had
been
taught
this
in
school.
W
I
feel
that
it
would
be
confusing
to
me
that
when
they're
saying
this
characteristic
identifies
you
with
towards
a
male
gender
I
feel
that
that
can
be
hurtful
and
harmful
to
our
children
and
I.
Think
we
need
to
be
careful
with
that
and
also
I.
Think
of
my
daughter
who's.
Now
in
second
grade
you
just
last
year
in
first
grade
would
tell
me
she
wants
to
be
heard
when
she
grows
up
she's
very
imaginative
she's
wanted
to
get
dear.
It
changes
a
daily
and
I
could
see
how
this
could
also
be
confusing
to
children.
W
So
I
would
just
like
you
to
reconsider
the
health
graduation,
help
health
curriculum,
adoption
and
rolling
out
and
to
please
inform
parents
more
I
only
knew
to
into
this,
because
my
sister
in
another
district
mentioned
that
I
should
look
into
it,
which
is
also
very
concerning.
That's
why
the
science
is
great.
So
thank
you
so
much.
L
V
L
L
C
L
L
AG
AF
L
AG
After
looking
through
the
3
R's
curriculum
and
the
OD
OD
guidance
to
schools
on
transgender
students,
I
was
left
with
some
unanswered
questions.
I'm
sure
that
you
have
answers
to
if
gender
fluidity
is
taught
to
children
starting
in
kindergarten
shouldn't
some
of
their
wrists
also
be
presented,
and
that
three
artists
lesson
plans.
Children
are
directed
to
third
party
websites
like
Planned
Parenthood,
don't
provide
that
providing
gender
affirming
care
so
to
be
balanced
shouldn't.
AG
Also,
what
will
science
classes
teach
and
beer
attending
schools
when
it
comes
to
chromosomes?
Will
school
sensor
lessons
that
teach
that
x
and
y
chromosomes
determine
your
sex
down
to
the
molecular
level?
Will
you
teach
children
that
they
can
only
cosmetically
change
their
bodies
that
they
will
never
be
able
to
be
the
opposite
sex
facebook
offers
71
Jenner
gender
identities
to
choose
from
how
many
gender
identities
will
be
s
to
recognize
and
how
will
they
be
defined?
Four
identities
like
androgynous,
gender,
diverse
gender,
non-binary,
gender
neutral,
neither
two-spirit
etc?
AG
We
recently
my
daughter
Mary,
said
from
Southeast
Portland
TV
version,
where
one
boy
in
my
daughter's
class
expressed
is
both
male
and
female
and
was
allowed
to
use
both
the
boys
and
the
girls.
Bathroom
will
be
s.
Ds
schools
be
obligated
to
notify
all
parents
in
these
types
of
situations
throughout
the
three
r's
lessons
plans
advocates
for
youth
recommends
that
girls
be
were
to.
U
C
O
C
Teachers,
mystic
Patrick
and
mr.
bytes,
because
that
in
a
slideshow
was
seeing
the
learning
health
targets
and
I'm
going
to
those
and
then,
of
course,
introduced
or
YouTube
video.
The
Aaron's
law,
based
on
the
presentation
of
the
curriculum
I,
felt
very
comfortable
with
what
they
were
teaching
and
lunches
that
fast
forward
to
this
year.
I
have
a
friend
with.
C
S
AF
C
Just
by
saying,
after
being
able
to
review
some
of
those
in
detail,
I
did
go
to
the
meeting.
I
was
able
to
be
an
empowered,
a
member
of
the
conversation
about
what
they
were
actually
teaching
to
my
students
and
I
was
our
super
superheroes.
Mr.
Lumis
resides
actually
confirmed
that
all
of
my
concerns
they
actually
don't
even
teach
those
that
they
too
felt
that
they
were
inappropriate
for
the
students.
AH
Thank
so
much
board
and
I
first
want
to
commend
you
for
the
strength
of
character
and
the
grace
that
you
display
on
listening
to
people
throw
on
you.
You
know
heavy
heavy
complaints
or
things
to
improve,
and
it
requires
a
lot
of
strength
to
do
that.
I
want
to
recognize
that
and
then
add
mine
as
well.
AH
But
the
point
that
I
want
to
add
is
this:
it's
not
only
a
point
of
concern
for
parents,
but
it
should
be
a
point
of
concern
for
the
board
beyond
just
the
fact
that
it
concerns
parents
and
that
I
feel
that
the
curriculum
does
not
need
the
stated
goals
of
the
Urban
Health
Program,
the
Beaverton
School
District
Health
Program
in
its
own
words,
wants
to
encourage
positive
family
communication.
It
says
that
counseling
and
guidance
for
sexual
decisions
best
comes
from
families,
biron
school
district
believes
the
decisions
become
sexually
active
and
see
they're
active.
AH
The
consequence
of
that
are
best
made
by
youth
for
beyond
the
high
school
age
and
between
school
district,
also
strange
to
present
medically
accurate
information.
That's
been
through
a
peer
review
research
process.
I
personally
took
the
time
to
study
the
lessons
and
my
four
children
will
be
receiving
and
found
they
did
not
meet.
Those
we've
heard
from
kinetically
accurate
before
and
not
a
lot
of
the
information
in
three
arms
comes
from
sources
that
are
not
from
the
medical
field,
not
involved
in
the
peer
reviewed
research
process.
AH
The
Burien
school
district
wants
to
have,
and
also
sex
we've
heard
that
sexually
explicit
material
is
thought,
an
age
that
tends
to
be
much
younger
and
then
parents
would
probably
teach
or
introduce
these
concepts
to
children.
So
this
did
not
support
Beaverton
School
District
goal
that
parents
should
be
the
primary
source
and
guidance
for
sexual
health
with
each
other.
Thank
you.
H
My
second
reader,
when
he's
in
kindergarten
at
the
very
beginning,
was
what
I
thought
being
bullied
by
another
student
and
pushed
kicked
punched
hit
multiple
occasions.
I
spoke
with
the
principal
and
she
asked
me
if
I
had
read
the
handbook.
She
then
defines
the
term
bully
to
me,
which
was
I
was
so
taken
aback
that
I
did
not
turn
around
to
find
the
term
assault
to
her.
B
H
H
My
son
who's
in
second
grade,
told
me
today
that
he'd
like
to
move
to
another
school
because
he
has
been
hit,
kicked
punched
at
least
weekly
since
kindergarten
now
I
understand.
Moving
to
a
different
school
takes
a
toll
on
the
child,
I've
been
to
many
different
ones
when
I
was
growing
up
and
it's
very
hard.
It's
also
why
it's
become
public,
but
it's
still
very
hard
and
I.
Don't
want
to
put
my
kid
through
that
I
just
didn't
want
him
to
get
hurt
at
school,
I
haven't
been
licensed
for
the
state
award.
H
AF
C
And
I'm
very
very
concerned,
my
child
is
also
been
a
part
of
the
bullying
situation
because
of
the
bullying
situations.
I
have
joined
my
child
at
lunch
and
then
I've
also
gone
out
on
the
playground,
which
I
have
then
been
told
that
parents
are
not
allowed
to
go
out
on
the
playground
that
it
is
a
risk.
I.
Ask
that
that
point.
The
policy
that
they
were
referring
to
my
principal
was
referring
to
which
then
she
sent
to
me.
C
C
C
C
He
has
anxiety
and
the
very
next
day
that
boy
approached
him
and
he
said
that
he
was
concerned
when
that
boy
approached
him
that
himself
I
just
what
he
said
to
my
was
I
hope
that
this
boy
doesn't
come
up
and
hurt
me
or
embarrass
me.
My
son
is
seven
seven
years
old,
and
that
is
really
disturbing
to
me
that
my
son
is
concerned
just
to
be
on
the
playground
and
I'm
told
I
cannot
be
there
just
to
be
there
to
make
him
feel
safe
and
I.
Don't
want
to
interrupt
or
do
anything
I
just.
V
We
have
amazing
a
great
community,
as
we
already
heard
some
shockingly
violent
behavior
by
some
students
this
school
year
already.
My
son
has
been
punched
in
the
stomach
so
hard.
It
hurt.
The
next
day
he's
seen
multiple
attacks
on
other
students
he's
been
assaulted
by
other
students
at
school
every
year
at
Fir
group,
and
it's
the
same
kids.
Every
year
now
a
friend
has
a
broken
wrist,
as
you
heard
from
a
recent
attack
at
school
again
by
a
student
who
has
repeatedly
hit
in
threatened
others.
V
The
principals
report
for
this
meeting
notes
that
she
has
had
to
call
the
police
multiple
times
due
to
disrupted
and
dysregulated
student
behavior
in
elementary
school.
Many
Furr
drove
students
are
afraid
to
attend
school.
Last
year.
I
and
other
parents
met
multiple
times
with
administrators
to
try
to
figure
out
a
way
to
help,
but
the
attacks
continued.
Every
school
has
students
with
behavioral
challenges,
but
most
schools
do
not
have
her
gross
level
of
violence.
I've
been
told
that
things
will
not
improve
at
fir
grove.
There
is
a
lawsuit.
V
It
should
not
take
a
lawsuit
to
protect
students
from
being
repeatedly
attacked
by
their
peers
or
for
the
students
who
keep
lashing
out
to
get
the
help.
They're
entitled
to
the
SC's
equity
pillar
says
we
provide
needed
support,
so
every
student
succeeds,
then
unit
support
is
a
plan
that
actually
works.
To
stop
these
assaults,
we
need
to
separate
repeat
attackers
from
the
rest
of
the
kids
and
help
them
get
the
skills
to
safely
return.
We
notice
specific,
clearly
communicated
behavioural
system
protects
by
students
who
have
been
allowed
to
return.
V
We
need
more
mental
health
services
and
more
staff
members
in
school
every
day.
We
need
all
of
these
things
now,
not
when
the
Student
Success
act.
Money
shows
up
not
when
another
student,
it's
bronze,
broken
or
worse,
not
on
another
wonderful
staff.
Member
leaves
because
the
toll
on
their
mental
and
physical
health
is
too
great.
Now.
S
Howdy,
my
name
is
Sarah
Hinton
I'm,
the
mother
of
a
second
grader
and
a
kindergartner
at
Grove,
Elementary,
School
and
I'm.
Also
a
PTO
board
member
and
a
frequent
volunteer
at
the
school.
Our
school
is
suffering
from
epidemic
of
violent,
disrespectful
and
destructive
behavior.
Our
children
are
suffering
and
our
staff
are
suffering.
S
We
have
been
here
before
to
ask
for
help.
We've
been
met
with
platitudes,
blank
stares
and
shrugs.
We've
been
told,
that's
just
how
it
is
now
like.
We
should
accept
violence
and
cruelty
and
move
on
and
done
asking
for
help
and
demanding
action.
Now,
I'm
done
being
scared
to
send
my
kids
to
school
and
Jenna
wondering
if
we
should
sell
our
home
and
move
out
of
the
Beaverton
School
District
and
data
planning
to
private
schools
that
I
cannot
afford.
I'm
done.
You
need
to
help
us
right
now.
S
Stop
ignoring
these
issues,
stop
ignoring
broken
bones,
stop
in
the
room
punching
pushing
and
throwing
stop
ignoring
that
teachers
are
being
threatened
and
cussed
at
stop
ignoring
that
children
need
more
mental
health
support,
stop
ignoring
us
now.
I
am
disappointed
in
this
district
and
how
you
are
failing.
Our
children
and
your
staff
are
you
thinking
to
yourselves
right
now
that
you,
in
fact,
are
not
ignoring
these
issues
that
these
parents
just
don't
understand
what
is
happening
behind
the
scenes,
then
stop
keeping
us
in
the
dark.
We
deserve
to
know.
S
What's
being
done
to
improve
this
miserable
situation,
we
are
done
being
kept
in
the
dark.
The
Beaverton
School
District
website
states
the
following.
We
are
committed
to
providing
all
of
our
students
and
families
of
safe
caring
and
inclusive
learning
environments,
free
from
bullying,
intimidation
and
harassment,
I'm,
going
to
make
sure
you
keep
that
promise.
S
O
Children
I
have
seen
instead
the
same.
He
has
repeatedly
act
out,
obviously
not
having
consequences
strong
enough
stop.
The
behavior
I
have
been
told
I'm
more
than
one
occasion
that
parents
who
refused
to
come
pick
up
their
unruly
child
and
nothing
could
be
done
about
it.
I
am
all
for
keeping
kids
in
school
and
working
with
them
and
working
on
emotional
illness,
but
it's
not
okay,
when
kids
are
afraid
to
go
to
school
because
of.
C
AE
However,
the
more
families
that
meet
the
more
stories
that
hear
about
safety
issues
at
our
school
you've
heard
a
lot
of
those
stories
already
I'm,
not
going
to
repeat
them.
The
first
time
I
heard
from
these
stories
I
was
savage
and
surprised
and
shocked.
I'm,
not
that
I
still
said
I'm
not
surprised
anymore.
AE
I
got
to
the
point
where
I
started
to
think
to
myself
how
fortunate
I
am
that
my
kids
have
not
been
attacked
at
school
and
that's
what
really
struck
me,
how
messed
up
that
is
it's
outrageous
that
I
should
feel
lucky
that
my
children
have
not
been
attacked
while
attending
elementary
school.
The
school
environment
should
not
be
like
this.
It
should
be
a
foregone
conclusion
that
our
children
be
safe
from
assault
at
hands
of
their
peers
when
we
send
them
to
school.
AE
None
of
our
children
should
be
afraid
to
go
to
school
because
they
might
get
beat
up
by
that.
One
kid
in
their
class
cannot
continue
like.
This,
meanwhile
gives
us
lots
of
staff
allocation
in
our
resource
room
based
on
lower-than-expected
IEP
enrollment
numbers.
Clearly,
there
is
some
kind
of
a
disconnect
between
the
kids
who
need
help
and
access
health.
I.
AI
And
I
have
a
fourth
grader
for
growth
and,
like
ninja
I've
been
fortunate
that
my
kids
haven't
been
victims
of
bullying.
I
was
growing
up
so
I've,
given
my
fourth-grade
son,
some
tips.
What
I've
noticed
about
this
year
is
that
we
started
the
year
with
to
fourth
grade
classrooms
that
were
more
than
30
students
each
and
with
two
fifth
grade
classrooms
that
were
more
than
30
students
each
the
fourth
grade,
parents,
politely
educated
a
bit
with
you
guys,
and
we
got
a
fourth
grade
teacher.
Thank
you
very
much.
AI
We
didn't
get
this
grade
teacher
and
then
a
couple
weeks
later,
the
other
shoe
dropped
and
we
lost
our
one
of
our
resource
people
and
I
I.
Don't
feel
that
those
are
unconnected.
I
could
be
wrong,
but
it's
not
a
theme
that
there
is
a
dearth
of
resource
here
and
when
I
volunteer
to
be
present
on
the
playground.
I
was
a
little
bit
of
the
parents.
Result:
parents
are
not
allowed
on
the
playground.
I
was
told.
AI
C
Today
on
this
issue,
but
I
feel
differently,
I
am
prefer
Grove
I'm,
a
parent
of
a
fourth
grader
and
I,
have
a
child
who
many
believe
their
children,
not
sure
couldn't
say
specifically.
But
I
can
say
that
as
a
parent
who's
had
a
child
suspended
multiple
times
that
no
one
can
say
what
the
principal
is
or
is
not
doing.
Regarding
these
children,
because
I
have
had
it
from
the
other
side,
but
that
principal
can't
speak
to
the
other
parents
about
what's
happening
with
my
pal
and.
X
C
C
C
C
C
M
J
Q
C
C
C
C
See
this
and
when
I
see
my
reading
and
writing
students
the
high
school.
What
really
strikes
me
is
that
it
is
the
economically
disadvantaged
students-
and
this
is
the
students
of
color
and
it's
because
they
don't
have
parents
like
me
who
are
able
to
navigate
Isis
so
to
know
that
ins
and
outs-
and
that's
really
concerning
35
percent
of
entrepreneurs.
C
C
C
We
need
counselors,
their
final
scores
are
increasing
steadily
and
their
numbers
are
increasing
steadily.
They
can't
handle
all
of
the
things
that
they
need
to.
We
need
specialized
teachers
to
talk
about
dyslexia
that
it's
not
a
bad
word.
We
also
need
PD.
I
went
to
teacher
training
15
years
ago.
The
latest
research
has
been
five
years
out
on
the
brain.
Research
of
dyslexia,
I
didn't
know
about
it
until
I
studied
it,
and
other
people
need
to
know
about
it
through.
Our
PD
I
would
also
like
to
see
a
change
in
our
curriculum
right
now.
C
J
Z
J
Q
AE
C
Q
Q
J
Good
evening,
good
night,
my
name
is
Liesl,
straighter
and
I'm
here,
to
kind
of
give
you
a
little
bit
of
a
story
about
my
two
kids.
I've
got
an
8th
grader
at
Whitford
and
they
have
a
5th
grader
Oh,
some
injury
and
my
8th
grader
with
her
cheese
in
the
band,
and
she
plays
clarinet
and
she's
having
an
OK
year
this
year.
But
when
she
started
as
a
sixth
grader,
she
started
to
learn
to
play
and
it
was
a
fantastic
experience
for
her.
She
had
never
played
an
instrument
before
she
is
excited
every
day.
J
She'd
come
home
every
single
day
with
that
instrument,
with
some
new
song,
with
some
new
story
that
mr.
and
gnashed
the
band
director
had
for
the
kids.
She
spent
all
their
lunch
breaks
with
a
bunch
of
new
friends.
She
made
her
first
year
in
middle
school
in
the
band
room
playing
your
instrument.
They
even
luncheon.
They
immediately
go
in
they're
having
a
great
time
she
she
had
so
much
fun
with
this
that
I
directly
attributed
to
her
ability
to
succeed
in
6th
grade
and
seventh
grade
last
few
years
to
honey,
full-time
and
every
day.
J
It's
been
amazing
for
her
to
learn
a
new
instrument,
she's
gotten
pretty
good
at
it,
but
also
learn
and
make
a
lot
of
new
friends.
As
a
result
of
that,
my
fifth-grade
daughter,
she
will
be
a
twit
for
next
year.
We
learned
over
the
summer
that,
with
the
band
programmers
can
be
cut
in
half.
We
learned
that
because
I
found
out
through
the
and
rectitude
was
leaving
that
it
might
happen,
and
then
it
found
out
for
sure
it
did
so
this
year,
which
is
an
age
of
course.
J
We
have
every
other
day,
bandit
woodford,
as
well
as
some
other
middle
schools
as
well.
It's
really
affected
her
a
lot.
She
she
she's
still
excited
about
playing,
but
a
lot
of
kids
in
her
class
have
dropped
out
a
lot
of
kids
and
segregative
dropped
out,
and
we
just
decided
to
play
anymore.
It's
good
just
referring
to
me
it's
disappointing,
especially
when
I
found
out
that
some
of
the
other
middle-school
still
have
daily
band.
B
C
Appreciate
all
of
you
coming
and
everybody's
really
patient
and
definitely
appreciate
the
advocacy
and
passion
that
you
have
for
our
students
and
that's
why
we're
all
in
there
tonight
is
for
our
students.
So
thank
you
so
much
for
being
so
just
for
the
record
also,
we
have
board
members
on
weapons
on
the
phones
on
stick
and
thanks
for
hanging
in
there
time.
E
You
first
thing:
I
want
to
talk
about
and
you'll
hear
a
little
bit
more
involves
our
implementation
of
States,
and
so
our
planning
team
has
been
working
with
BBA,
osea
and
many
other
partners
helping
to
engage
our
community
and
staff.
Our
bilingual
director
has
performed
several
meetings
in
native
language,
which
is
a
huge
success
for
folks,
and
so
we're
trying
to
really
hear
some
of
those
voices
that
we
normally
do
not
hear,
and
so
it's
a
pleasure
I
know
today
we're
talking
a
lot
about.
E
E
Don't
know
us
to
these
parents
here,
but,
as
you
know,
West
TV
had
some
water
problems
and
the
entire
school
had
to
move
to
another
location
and
I
just
want
to
at
this
time,
especially
thank
the
staff,
the
parents,
the
students,
the
administration
and,
as
well
as
our
facility
team,
led
by
Josh.
Don't
ask,
though,
those
students
will
be
returning
on
November
4th
to
their
school,
and
primary
importance
was
the
safety
when
they
left,
as
well
as
the
school
that
they're
occupying
so
I
just
want
to
especially
thank
those
parents
and
staff
members.
E
And
if
you
don't
have
some
of
your
other
evenings
taken
up
we're
going
through
the
middle
school
boundary
process
and
changing
middle
school
boundaries,
we've
had
one
he's
being
facilitated
by
Steve
sparks
and
first
meeting
I
was
able
to
drop
in
briefly
and
it's
a
great
diverse
group
of
engaged
parents
looking
at
our
middle
school
boundaries
and
where
they
should
be.
As
we
get
ready
to
open
up
our
new
middle
school
in
2021
next
meeting
will
be
stoller
middle
school.
E
E
Parents
were
involved,
kids
were
just
unbelievably
happy
and
they
had
to
do
a
lot
of
waiting,
but
they
do
a
lot
of
work.
A
lot
of
preparation,
judging
I
understand
the
culminating
competition
is
next
week
at
Autzen
Stadium
at
the
University
of
Oregon.
So
we're
fortunate
in
Beaverton
has
all
six
comprehensive.
High
schools
have
marching
bands
and
the
only
they
take
37
and
all
six
of
the
urgent
schools
have
been.
E
We
want
to
talk
about
and
you're
going
to
hear
from
two
amazing
educators
here
in
just
a
little
bit,
we
started
a
superintendent's
Advisory
Council
and
basically
we
have
staff
mainly
made
up
of
teachers,
but
we
do
have
some
classified
staff
that
are
on
my
council
and
basically
they're
coming
together
and
talking
about
some
of
the
difficult
issues
and
successes
that
they're
experiencing
in
the
classroom,
and
so
some
of
the
very
issues
that
we
talked
about
today.
We're
talking
about
mental
health
issues,
other
issues
all
the
way
from
class
size
curriculum
issues.
E
We
talked
about
that,
but
they're
really
a
dedicated
group
they're
not
getting
paid
for
this
work.
They
come,
they
spend
there.
They
spend
their
evenings
and
later
on,
you'll
hear
from
the
two
co-chairs,
who
are
just
once
again.
Just
amazing
folks
also
wanted
to
let
you
know
that
in
teaching
and
learning
and
this
effort
was
led
through
it
by
James
Bernard
deputy
superintendent,
we
are
going
to
meet
with
absolutely
every
school
principal,
and
these
school
principals
will
present
information
on
their
schools.
E
We
actually
had
40
staff
and
they
were
made
up
of
social
workers,
counselors
psychologists
and
they
went
into
every
classroom
and
advisory
period.
So
that
actually
touched
absolutely
every
student
we're
talking
a
little
bit
about
mindfulness
and
basically
they
talked
about
some
of
the
issues
that
are
impacting
our
high
school
students,
anxiety,
depression
and
a
way
for
them
to
voice
some
of
their
thoughts,
and
it
was
an
amazing
success
in
hearing
from
not
only
staff
members
but
from
hearing
from
students.
E
So
it
was
a
collaborative
effort
and
once
again
it
took
a
lot
of
extra
work
of
our
staff
to
go
in
there
to
go
in
and
just
coordinate
something
like
that.
But
what
I
will
say?
Mental
illness
is
on
the
rise.
We're
seeing
more
and
more
trauma
come
into
our
kindergarteners,
where
students
are
dysregulated,
they
have
behavior
issues
and
we
are
not
trained
for
that.
I
will
tell
you
as
public
schools,
it's
something
I've,
never
seen
in
my
25
plus
years,
and
it's
just
not
happening
in
Beaverton.
You
can
go
to
absolutely
any
school
district.
E
Ask
them
what
the
number-one
issue
is,
and
it
has
to
do
around
trauma
and
mental
health
issues.
Behavior
issues
that's
taking
place,
and
so
we
have
been
advocating
for
more
funding
as
well
as
trying
to
do
some
intersection
with
the
health
community,
some
of
our
hospitals
and
seeing
what
can
we
do
because
I
will
tell
you-
and
you
probably
know
my
kids-
we
are
not
trained
for
some
of
the
things
that
we're
saying
we're
simply
not
trained.
So
where
can
we
go?
E
Where
can
we
get
some
of
that
training
and,
at
the
same
time
start
providing
the
professional
development
to
our
teachers
that
you
did
not
receive?
When
you
went
through
your
teacher
prep
program,
you
did
not
receive.
You
did
not
receive
little
if
any
training
on
how
to
handle
dysregulated
students
that
exhibit
violent
behavior,
and
you
just
didn't
see
that
so
with
that
over
to
your
manager.
E
C
AJ
Hello,
everybody
I
just
want
to
say
thank
you
to
the
parents
who
spoke,
and
we
have
a
really
great
group
of
advocacy
for
parents
and
students
at
fir.
Grove,
so
I
appreciate
the
ditch
of
the
time
to
come
and
talk
to
you
guys
directly.
As
you
can
imagine,
we've
had
a
lot
of
conversations
about
leave
your
app
for
oh
I.
Don't
want
to
start
with
that.
I
want
to
start
with
our
mission
statement.
AJ
Arbor
Grove
community
believes
that,
by
working
together
to
create
meaningful
relationships,
honor
differences
and
encourage
excellence,
students
will
develop
a
lifelong
curiosity
enjoyed
learning
one
of
the
things
you
notice
that
Frick
Rovers
that
we
value
relationships.
We
know
that
during
the
day,
the
teachers
have
all
the
influence
and
persuasion
to
keep
this
child
in
class
and
in
that
class
learning
relationships
are
keying.
Community
circles
are
a
part
of
every
classroom
and
gives
each
community
time
to
bond
and
share
part
of
the
way
we
continue
to
build
upon.
AJ
That
success
is
to
keep
class
sizes
at
a
level
where
teachers
can
confer
with
students
about
academics
and
check
in
with
them
about
learning
in
life,
as
was
mentioned
previously,
our
fourth
grade
classes
were
larger
than
expected
and
got
an
additional
teacher
which
has
greatly
changed
that
fourth
grade
dynamics.
Unfortunately,
fifth
grade
classrooms
are
still
less
dirty.
AJ
Last
week
we
had
parent-teacher
conferences,
and
this
was
another
another
opportunity
to
build
meaningful
relationships.
I
was
able
to
drop
in
on
some
conferences
and
here's
what
I
saw
teachers
were
sharing
stories
about
each
child
and
who
they
were
as
a
person,
not
just
as
an
academic
learner.
Well,
you
can
demonstrate
they
care
for
a
child
beyond
academics.
That
makes
an
impact
not
only
with
the
parents
and
the
guardians
that
child
and
at
Ferger.
We
do
that.
AJ
Our
staff
is
in
the
middle
of
a
book
study,
I'm
culturally,
responsive
teaching
and
guess
what
that
main
message
is.
We
need
to
have
high
expectations
for
our
learners
to
move
them
from
deep
into
partners
to
becoming
independent
learners.
And
how
do
you
do
that?
You
do
that
by
fostering
deep
relationships
that
go
beyond
how
was
your
day
and
even
been
on
that
test.
AJ
Our
kids
are
more
than
their
last
test
score,
and
we
have
to
know
that
in
order
to
move
them
forward
emotionally,
socially
and
academically
building
relationships
is
challenging
when
students
aren't
attending
regularly
or
staying
inside
the
classroom
and
being
ventilated
at
Fir
grove.
We
reach
out
to
families
to
show
that
we
care
we
make
home
visits.
The
counselor
and
I
are
lucky
that
we
can
just
walk
across
the
street
to
visit
families,
whom
you
all
have
one
bus
at
our
school.
It's
a
walking
school
we
text
and
call
and
email
parents
with
updates.
AJ
We
work
with
multiple
community
partners
to
support
families
in
attending
regularly
and
to
support
50
of
your
needs,
because
50%
of
our
students
live
in
poverty.
We
are
title
one
school
and
that
creates
opportunity
to
support
students
and
families
outside
the
bonds
and
the
balance
of
classroom
learning.
I've
seen
our
counselor
and
staff
come
in
on
snow
days,
where
school
was
canceled
to
come
and
deliver
food
to
families,
but
this
collection
is
being
taken
up
by
members
of
our
community
for
families
that
have
lost
their
homes.
AJ
AJ
Our
students
are
and
doing
math
at
grade
level
compared
to
their
peers
at
that
grade
level
across
the
state
and
imagine
what
we
could
do
we
didn't
have
the
destructive
behaviors.
Our
kids
are
amazing.
In
math,
Stephen
students
see
themselves
as
mathematicians.
Math
is
fun,
isn't
based
on
worksheets
or
memorizing
facts
or
taking
x
tests.
Burgos
students
have
enthusiasm
for
the
math,
an
ability
to
make
discoveries
and
to
see
how
it
connects
to
life
and
other
disciplines.
AJ
Instead
of
giving
up
when
they
see
something,
if
something
hard
and
persevere
and
now
how
do
we
adjust
and
support
behaviour,
use
it
for
growth?
I,
take
time
out,
I,
take
money
out
of
our
school
budget
for
a
release,
time
for
teachers
to
include
salt
and
collaborate
on
how
to
support
students
with
our
counseling,
our
special
ed
team
and
my
student
success,
coach
and
myself,
and
with
those
with
that
time,
we
create
plans
with
students
in
mind,
not
just
the
student
who
has
the
behavior
needs,
but
the
entire
classroom
of
learners.
AJ
We
really
make
an
impact
with
families
and
I
will
tell
you
over
the
last
couple
years,
as
in
my
fourth
year
at
fir,
Grove,
we
have
had
more
students,
more
families
engage
in
community
services,
mental
health
services
over
the
past
two
years
than
ever
before,
and
that
is
a
new
impart
to
our
work
with
our
social
workers
and
our
counselors.
So
we
need
to
continue
to
do
that.
C
Thank
you.
Are
there
any
questions,
Susan
Thank,
You
Aaron,
and
thank
you
to
all
the
parents
that
have
come
tonight
to
speak
on
behalf
and
advocate
for
their
kids.
All
the
kids
in
your
school
I
was
at
Ferg
of
Earth
earlier
this
month
and
I
was
able
to
hear
many
of
these
same
stories
and
I
know
the
your
community
really
really
cares
about
every
single
child
at
that
school
and
they
want
to
work
collaboratively
to
make
a
difference
and
I
hope.
C
C
AJ
I've
actually
asked
teachers,
us
we've
had
lots
of
discussions
about
what
we
can
do
and
I
think
the
number
one
thing
that
keeps
coming
up
is
mental
health
services
directly
inside
my
school
I
have
families
who
want
to
connect
with
mental
health
services,
but
they
don't
have
the
ability
to
actually
get
their
child
there
during
the
time
that
they're
open.
So
if
we
had
it
at
the
school
that
would
save
a
lot
of
time.
AF
Be
able
to
share
about
the
diverse
and
unique
and
frightening
school
community
that
meets
at
post
Elementary,
I'm,
very
proud
to
be
the
principal
nurse.
My
second
year
and
I
have
my
partner
I,
actually
think
of
her
as
my
co
principal
unless
the
holds
who's
our
assistant
principal,
and
we
have
a
few
things.
We
want
to
share
a
little
sister,
I
think.
C
C
You'll
definitely
see
it
if
you
interact
with
thinking
of
our
kiddos
or
talk
with
our
teachers
or
have
conversations
with
our
families
I've
been
at
most
for
several
year
now
for
several
years
now,
and
it's
probably
one
of
the
most
unique
spaces
I've
ever
been
in
the
strength
of
relationships,
there's
always
been
a
foundation
in
that
most
but
I
think
over
the
last
few
years.
Some
of
the
interesting
circumstances
of
relocating.
C
Our
building,
which
was
their
business
hub
for
our
community
and
Asus
Center.
It
was
difficult
being
away
for
a
year,
but
coming
back
and
having
a
wonderful
space.
That
really
is
the
center
and
heart
of
our
community
has
been
really
bonding.
I
think
for
teachers,
for
students
and
for
families
alike,
relationships
are
huge.
Our
staff
has
a
wonderful
positive
environment
and
school
culture.
It's
because
they
take
time
to
have
relationships
with
each
other,
as
well
as
with
their
students
and
families.
C
It
was
exciting
to
see
them
and
have
them
come
back.
We
are
extremely
diverse
school,
so
as
a
large
tied
one
building
over
700
kids
were
pre-k
to
5
right
as
a
both
staff
and
parents
and
student
community.
We
represent
30
different
countries
and
about
12
different
languages,
we're
able
to
bridge
some
of
those
gaps
without
interpreters
because
we
can
communicate
comfortably
with
our
families.
The
majority
of
our
staff
have
that
opportunity
to
do
that
as
staff.
We
work
for
making
sure
that
we
do
that
outside
of
the
box.
C
C
AF
Some
things
I'd
like
to
share
with
you
or
some
of
the
opportunities
we
try
to
take
to
be
creative
and
at
least
think
of
it
as
informed
innovation,
taking
the
information
that
we
have,
maybe
in
data
or
numbers,
but
also
taking
into
account
the
reality
of
our
community
and
what
our
community
most
needs.
So
some
of
the
things
that
we've
been
trying
to
be
responsive
to
and
also
taking
account,
are
some
of
the
pieces
of
data
you
might
have
read.
AF
Those
positions
were
underfunded
last
year,
but
we've
still
continuing
with
the
initiatives
that
we
had
in
place
isn't
as
much
as
possible
and
making
sure
that
we
can
find
those
connections
and
links
for
every
K.
That's
gonna,
be
around
at
the
mark,
will
be
given
an
experience
two
years
to
look
at
how
we
can
grow
and
elevate
some
of
those
effective
strategies
even
further
another
really
important
program.
We
need
to
give
credit
to
those
aren't
in
the
language
program.
AF
Those
housing,
ak5
I,
don't
know
which
program
that
so
it
was
almost
60%
of
our
students
and
that
helps
our
students,
as
you
well
know,
who
have
Spanish
as
their
first
language,
continuing
to
grow
and
amplify,
strengthen
that
language
and
then
be
able
to
attach
English
and
be
able
to
develop
by
the
world.
There
are
these
skills,
but
also
gives
opportunity
for
their
students
in
our
school
community
to
develop
those
skills.
AF
Our
time
and
we
found
the
cemetery
immerse,
my
family's
not
even
having
emails
to
be
able
to
access.
These
I
have
also
done
our
tivities
and
surveys
newsletters,
and
so
we
worked
really
deliberately
to
get
as
many
families
as
we
could
have
signed
up
through
not
only
those
programs
but
also
email,
so
it
from
having
over
200
families
last
year.
That
didn't
have
any
emails
now
we're
down
to
under
20
and
we're
helping
to
provide
opportunities
of
our
parent
events
where
parents
can
get
help
right
there
to
get
signed
up
for
those
programs.
AF
Omg
sorry
rocks
in
particular,
post
birth
happen,
they're
extremely
there.
Kids
learn
during
the
school
day.
We're
also
incorporating
on
hundred
is
unanimous
first
banish
speaking.
Parents,
that's
starting
next
Friday
and
in
the
morning
and
I'm
coffee,
but
we'll
be
doing
that
right
now
means
not
at
least
once
a
month
twice
a
month,
so
parents
can
have
a
soft
space
to
land
and
be
able
to
find
some
resources
and
build
relationships
with
each
other.
So
we
do
some
of
the
examples.
C
AF
O
AF
AF
C
No
routines,
they
have
stamina,
they've,
had
interactions
with
kids.
We
we've
negotiated
some
of
the
like
sharing
concept.
You
know
all
of
that
stuff,
that's
taught
at
the
beginning
of
tender.
They
have
that
they
have
some
early
literacy
components.
I
mean
there's
some
magical
things
that
happen
and
that
we
see
transition.
AF
AF
C
I
AF
I
appreciate
that
when
I
came
to
those
last
year
and
also
every
time
national
Titans
for
two
years,
I
really
put
it
a
bit
of
priority
on
attendance.
Those
numbers
disappointed
us
I'll,
be
honest.
We
have
an
attendance
team
we
put
in
place
last
year
and
we
focused
having
case
managers
on
our
most
struggling
students
around
attendance.
I.
AF
So,
for
example,
just
last
week
we
have
conferences,
and
so
we
made
sure
every
teacher
had
facts
and
information
and
the
attendance
letters
that
help
their
parents
in
a
very
friendly
way
and
being
able
to
understand
that
we're
concerned
we
like
their
child
here,
but
it
was
really
like
a
tool
to
the
teacher
to
be
able
to
then
talk
about
what
their
child
is
missing.
Why
they
want
them
there
at
school.
What
what's
happening
during
that
time
of
the
day?
Why
that
sets
their
child
back
from
having
to
adjust
talk
about
this
regulation?
AF
So
that's
one
piece
and
then
other
that
we
implemented
I
have
seen
successes
with
all
those
numbers
may
not
shown
as
clearly
as
we
feel
it
when
we
look
at
our
data
is
individual
in
school
life
as
one
classroom
based
in
incentives
around
getting
as
many
students
within
a
classroom
and
within
our
school
in
school,
and
be
able
to
have
some
fun
activities.
So
that
celebrates
those
students
who
are
making
changes
and
shifting
things
I.
Think.
C
If
that
number
will
continue
to
see,
grow
and
being
part
of
the
case
manager
part
is
we're
working
with
a
pretty
significant
title,
one
population,
its
conversations
that
we
need
to
have
with
families,
to
figure
out
what
the
barrier
is
and
why
we
can't
get
a
mirror
on
time
or
what
we
can't
keep
them
here
for
one
time.
That's
where
we're
seeing
more
of
that
growth
too,
is
being
able
to
invest
that
time.
In
that
relationship
to
be
proactive,
we
were
sending
alarm
clocks
home.
C
E
C
M
C
Our
focus
is
examining
the
latest
in
the
cell
realm
as
much
we're.
Colleagues
around
the
district
are
doing
the
same.
Our
committee
is
diving
into
the
latest
research
and
district
data
to
help
support
our
students
beyond
the
realm
of
academia.
We
started
this
work
earlier
this
month
with
the
support
of
one
of
our
members
and
the
opening
who
brought
forth
state
and
county
data
from
us
to
one
was
serving
with
this
data.
C
The
community
focus
was
looking
at
mental
and
emotional
health,
such
as
depression,
suicide,
ideation,
the
fifth
set,
the
psychological
distress
that
our
students
are
facing
on
a
daily
basis.
After
that,
my
English
aired
out
AHA's
wanderings
and
a
lot
of
deep
concerns
and
made
a
plan
to
gather
more
district
specific
information
from
experts
such
as
Angela
Beulah,
who
will
be
joining
us
in
November.
C
E
C
AK
The
some
of
the
things
we
talked
about
at
the
last
meeting
got
now
embedded
in
the
working
budget,
so
the
increased
appropriate
over
the
increased
expenditures
to
add
the
teachers
to
the
classrooms
at
elementary
and
secondary
level.
Now
has
been
fully
incorporated
into
the
into
the
working
budget
estimates.
We
really
didn't
make
any
other
changes
other
than
shifting
around
in
the
working
budget.
We
still
haven't
got
the
refund
on
health
care
in
the
working
budget
when
it
gets
processed
it'll
give
so
that
it
is
in
the
forecast.
AK
The
big
thing
is,
we
do
have
a
role
for
September
and
now
October,
so
we
have
done
some
extensions
of
payroll
out
over
the
rest
of
the
year
and
we
haven't
found
any
big
reason
to
change
the
numbers
one
way
or
the
other
still
when
you're
extending
it
that
far
out
it's
going
to
have
some
air
in
it.
So
we're
still
doing
some
work
on
that,
but
at
least
you
should
feel
good
or
not.
There's
not
any
obvious
purple.
AK
AK
B
AK
L
Jim
I
wanted
just
to
take
a
moment
to
thank
you
for
taking
the
extra
time
that
we
had
off
outside
of
a
meeting
where
you
could
help
me
and
see
places
where,
after
walking
through
multiple
times
through
the
2018-19
budget
document,
where
somebody
who
is
really
looking
for
something
might
have
been
able
to
see
it,
I
was
just
I
knew.
My
fellow
board
members
would
be
interested
in
just
a
short
synopsis
of
just
how
easy
it
was
to
see
or
not
easy
to
see
the
discrepancies
between
what
had
been
budgeted
and
what
had
been
promised.
L
AK
Is
laid
out
the
we
don't
really
have
a
simple
5-year
listing
of
the
total
amount
of
salary
expenditures
for
the
general
fund,
where
you
can
just
walk
from
here
a
year
easily
and
see
a
great
patter
and
and
and
also
not
tied
directly
to
FTE
C.
You
can
see
the
expenditures
and
the
budgets
tied
to
how
much
FTE
is
in
it.
It
just
isn't
laid
out
that
way
in
our
budget.
You
either
get
it's
either
there,
but
it's
in
so
much
detail
that
you
can't
so
it's
by
program.
AK
You
can't
actually
see
the
whole
total
or
where
it
is
in
a
total.
You
have
to
go
to
one
page
to
see
the
the
salary
totals
and
another
page
to
see
the
FTE
totals
Nihat
and
they're.
Supplementary
tables
are
not
the
main
tables
in
the
document.
So
it's
a
little
tricky
to
see
it.
If
you're
just
carefully
looking
at
the
budget
and
I
think
we
we.
AK
AK
AK
If,
when
you
that's,
basically
what
you
have
to
do
to
see
that
to
see
that
two
years
compare
if
you
have
to
go
to
two
different
supplementary
tables
that
are
way
far
apart
of
the
book
again
and
see
DFT,
and
then
you
have
to
know
that
all
the
changes
to
salary
that
took
place
because
that's
they're
not
listed
right
there
with
the
document.
You
have
to
know
from
reading
the
text
that
means
in
akola,
and
we
did
a
and
three
extra
days
on
the
school
year
that
year
and
it
just
doesn't
jump
out
at
you.
S
O
AB
AK
Than
we
were
last
time,
in
other
words
or
any
balance
came
in,
and
so
as
we
go
forward
into
the
year,
I
think
there'll
be
lots
of
opportunities
to
find
that
savings
tonight
and
I
think
that's.
The
important
thing
is
that
you're
gonna,
you
are
in
a
situation
where
you
are
looking
at
class
sizes
in
some
schools
that
were
beyond
what
what
you
wanted,
and
so
you
made
that
choice.
AK
C
AM
Of
William
Walker
Elementary
in
the
five
Oaks
middle
school
and
our
committee's
assessment
that
the
bond
revenues
are
being
used
for
the
intended
purposes
in
making
the
program
goals
of
the
school
board.
Overall
projects
remain
within
established
budgets
and
there's
a
continued
positive
one
program
reserve
and
project
continuously.
AM
Now
this
assessment
is
based
on
the
five
meetings
that
we
have
so
far
this
year
with
the
staff
and
reviewing
and
discussing
the
punty
progress
reports,
their
monthly
progress
report.
In
addition,
members
of
the
committee
and
tours
of
the
Bible's
middle
school
had
the
Walker
elementary
during
this
reporting
period
to
get
a
hands-on
feel
for.
AM
AM
Through
the
reporting
period,
the
staff
worked
with
the
contractor
to
recover
that
potential
schedule
impact
for
the
opening
day
of
school.
The
work
was
accelerated
through
the
use
of
overtime
and
taking
advantage
of
working
with
a
contractor
who
had
built
the
identical
plan,
a
patient's,
a
elementary
school,
not
too
long.
That's
because
I
should
give
credit
to
Meghan
as
well.
AM
For
this
thing,
the
current
budget
trouble
project
challenge
is
with
the
seismic
and
ripping
upgrade
at
Aloha
high
school
because
of
scope,
increases
from
discovered
conditions
along
with
revised
building
codes
and
some
pricing
issues
due
to
escalation.
I
understand
you'll,
hear
more
about
that
later
in
this
program.
Finally,
as
mentioned
before,
the
recent
roof
leak
repairs
at
West,
TD
Elementary,
compounded
by
the
heavy
rains
we
had
in
September,
resulted
in
the
temporary
relocation
of
the
school
teachers
and
the
students.
AM
They
don't
meet
the
current
size
me
but
requirement.
So
as
you
all
go
forward,
that's
going
to
be
a
major
consideration.
The
bottom
line
is
that
the
committee
has
determined
that,
based
on
the
information
we
received,
the
program
is
in
compliance
with
the
purposes
set
forth.
Is
the
information
about
the
program
and
we're
provided
to
the
voters
in
advance
of
the
2014
election?
N
C
Q
Q
K
O
AN
Broad-Base
needs
assessment,
work,
the
continues
improvement
plan
which
will
be
submitted
its
Department
event
this
month.
We
forward
what's
the
next
stage
of
this
process,
as
we
try
to
take
all
of
that
information,
both
students,
human
data,
thus,
if
work
in
these
assessment
compiled
it
into
some
sort
of
actual
product
that
can
go
back
out
to
the
community
for
further
review
before
coming
to
you
all
like
a
superintendent.
So
what
you
have
in
front
of
you
is
sort
of
a
working
draft
of
what
we
envision
that
process
to
be.
AN
We
essentially
take
again
all
of
that
information,
and
we
want
to
do
two
rounds
of
what
we're
calling
convenings.
These
are
essentially
trying
to
distill
sort
of
a
community
based
policymaking
process,
so
the
first
round
would
be
sort
of
content
expertise.
We
would
you
know
envision
groups
of
15
to
20
people
expert
based
on
these
various
content
areas,
spending
two
three,
maybe
four
hours
working
through
all
of
that
information
alongside
the
charge
of
the
Student
Success
act
to
really
distill
it
into
sort
of
button
options.
Piece
I'm.
AN
You
can
see
the
the
initial
draft
of
those
groups.
We
just
have
sort
of
an
instructional
expertise,
convening
a
sort
of
equity
lens
community
based
organization
can
be,
and
then
a
student
health
expertise,
thing,
CCO
partners,
mental
health
partners,
Providence
Virginia
varsity,
that
kind
of
thing
working
on
it
from
a
student
health
expertise
again,
but
it
was
all
aligned
with
the
goals
and
requirements
in
student
success.
AN
So
then
the
product
from
that
group
would
then
go
to
a
second
round
of
convenience,
which
would
be
sort
of
demographic
based
where
we
would
really
begin
to
have
conversation
with
folks
representing
segments
of
our
community
to
find
out
are
there
line
sites
that
we
didn't
hear
about
in
our
needs
assessment?
Are
the
work
of
these
expert
communities
aligned
to
the
lived
experience
of
your
communities
to
do
these
proposed
programs
and
services
when
our
investments
make
sense
for
targeting
the
work
of
those
groups
and
the
students
who
the
measure
requires
this
tutorial?
AN
So
then,
based
on
that,
you
have
a
really
refined
actionable
product
that
we
would
then
return
back
out
in
a
very
broad-based
public
way.
So
again,
these
are
all
being
these
are
not
these
convenings
are
not
district
employees.
These
conveniens
are
community
based
and
beanies,
but
then
that
last
round
would
be
like
we
have
been
doing-
think
a
very
broad-based
actionable
phase,
garnering
additional
feedback
for
one
of
the
last
sort
of
loop
with
what
what
I've
called
an
internal
drafting
team.
AN
That
would
then
incorporate
all
that
to
deliver
to
the
superintendent
and,
ultimately,
to
you
as
a
school
board.
That's
the
working
stage
initiative.
It
sounds
like
a
lot
it's
because
it
is,
and
it
ought
to
be
done
between
now
and
March.
First
so
buckle
up,
it's
going
to
be
a
bit
of
a
walk
around
over
the
last
couple
months,
but
I
think
it's
a
really
interesting,
innovative
way
to
really
develop
some
investment
or
purchases
in
our
community
and
we're
excited
about.
Let
me
help
your
way.
O
E
Yes,
just
one,
this
group
has
done
a
phenomenal
work.
There's
three
of
them
up
here
that
there's
there's
more,
but
the
entire
Planning
Group
has
done
such
a
good
work
that
there's
people
around
the
state
wanting
to
use
this
process
as
a
model
to
share
with
others
to
tell
you
I
do
not
know
in
other
districts.
That's
that's
this
far
ahead
of
what
we're
doing
and
the
type
of
energy
time
and
energy
that
were
expending
to
really
reach
out
to
other
groups.
E
Maureen
and
I
today
met
with
a
Somalian
director
and
we're
playing
that
all
the
way
from
go
to
a
Moscow
and
getting
him,
and
he
mentioned
that,
and
we
know
it
when
we
call
up
some
of
these
groups
to
be
honest
with
you.
They
feel
uncomfortable
or
even
there's
a
trust
factor
there
that
they're
not
going
out,
but
we
we
can
reach
out
to
some
of
their
leaders
and
say
we
would
like
you
here
for
this
meeting.
He
says
you
can
even
help
yourself
reaching
out
to
the
community
based
organizations
like
David
talked
about
I.
E
C
AO
We're
gonna
get
started
by
remarks.
It
I,
don't
wanna,
say
thank
you.
I,
don't
get
the
board
meetings
all
that
often
and
I,
recognize
or
I'm
reminded
that
a
lot
goes
on
in
school
district
beyond
just
what
I
see
in
my
own
school
and
you
guys
get
to
hear
a
lot
and
I
respect
the
work
you
do
and
I.
Thank
you
for
it.
I
am
pleased
to
come
before
you
to
ask
for
you
to
vote
on.
AO
We
are
going
to
go
forward
with
a
Phoenix
as
our
mascot,
the
nation
symbol
of
renewal,
as
we
bring
two
traditions
to
schools
together,
Milton,
something
too
new
and
different
bringing
force
and
this
great
qualities
of
those
schools.
So
I
am
here
to
answer
any
questions
you
might
have.
Otherwise
I
will
remain
silent
and
let
you
do
your
important
work.
AO
O
C
AL
So
we
are
coming
here
tonight
to
seek
a
budget
and
roofing
project.
We
talked
about
it
here
for
a
couple
months,
I
think
so.
I
am
here
for
any
questions,
but
I
will
summarize
so
this.
Last
summer
we
completed
the
first
round
of
seismic
upgrades
to
the
foundation
and
sheer
walls
out
of
school
next
summer.
We
need
to
go
in
into
the
roof
level
attachments
and
remove
the
school,
and
so
this
is
what
we
need:
the
additional
funding
for
in
order
to
receive
grant
from
the
or
canvas
our
GP
program.
Y
C
A
V
AP
Okay,
okay,
first
I
have
a
life
on
the
other
end
of
this
line.
The
little
bit
I
wanted
to
give
you
guys
an
update
on
the
Planning
Committee,
so
we've
had
two
readings
now.
In
our
first
meeting,
we
worked
on
the
common
middle
school
experience
to
make
drafted
a
set
of
objectives
that
have
now
been
handed
over
to
an
internal
committee
composed
of
members
of
the
business
dog
that
is
Human.
AP
That
will
be
idea
to
get
all
of
the
buildings
in
the
district
up
to
a
high
level,
earthquake
preparedness,
and
so
we
got
a
little
bit
more
information
today,
but
I
think
coming
month.
It's
a
very
big
project
as
well
god.
If
anybody
has
any
questions
about
planning
me,
give
me
at
all
happy
to
focus
it
on
anything.
That's
going
on,
but
right
now,
I
think
we're
laying
the
groundwork
for
some
water
things
to
go.
T
C
C
A
wonderful
collaboration
and
the
residents
of
the
Greater,
Beaverton,
cedar,
hills
and
Beyond
area
should
be
very
proud
of
what
we
accomplished
together
and
we
I
feel
so
fortunate
to
live
in
a
community
that
values,
open
spaces
parks,
schools,
playgrounds
and
it's
been
said
that
playgrounds
and
schools
are
the
soul
of
a
community,
and
that's
that
our
soul
is
doing
very,
very
well
here,
and
it
just
shows
that
as
we
work
together,
how
important
these
bond
projects
are
and
how
we
use
that
money
so
well
to
improve
our
community.
So
with
that.