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From YouTube: May School Board Business Meeting
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A
Hello
and
welcome
I'm
calling
to
order
the
beaverton
school
board
meeting
for
may
23rd
2022..
A
A
B
D
A
E
Thanks
tom
good
evening,
everyone
I
would
like
to
extend
my
congratulations
to
louise
dro.
She
is
a
longtime
ct,
auto
technology
teacher
at
aloha,
high
school.
She
has
been
awarded
two
national
awards:
skilled
usa,
outstanding
career
and
technical
educator
award
and
the
national
honorary
life
membership
award.
Luis
will
be
recognized
at
the
national
leadership
and
skills
conference
in
atlanta
in
june.
So
congratulations,
louise
and
thank
you
for
your
tireless
dedication
to
the
students
in
the
automotive
technology
program.
Would
you
like
to
say
a
few
words.
F
F
F
F
G
I
do-
and
I
am
so
honored
tonight
to
recognize
the
best
community
for
music
education
award.
We
have
with
us
tonight,
blake
allen,
jeremy,
zander
and
michael
schleibach,
and
here
representing
the
bsd
community,
is
the
teacher
on
special
assignment
blake
allen.
Blake
are
you?
Can
you
wave
to
us
and
then
jeremy,
zander
and
then
michael
schlebach?
Bsd
is
one
of
only
two
school
districts
in
oregon
being
recognized
by
the
national
association
of
music
merchants
namm
foundation
as
a
best
community
for
music
education.
G
H
H
Both
mr
xander
and
mr
schlebach
are
here
with
me
tonight,
served
on
that
music
task
force
along
with
board
members,
susan
greenberg
and
tom
flett
prior
to
his
election
to
the
school
board.
I
believe
that
this
was
a
turning
point
for
music
programs
in
our
district
and
the
work
of
the
music
task
force
was
critical
for
getting
us
to
where
we
are
today,
I'm
going
to
tag
in
mr
schlebops,
I
think
he
has
something
to
say.
I
I
J
J
I'd
like
to
add
that,
while
we've
had
enormous
progress
in
the
last
eight
years,
there
are
a
couple
of
music
task
force
goals
we
identified
eight
years
ago
that
we
have
not
yet
been
able
to
achieve
two
of
which
I'd
like
to
highlight
tonight.
One.
We
continue
to
face
challenges
with
assigning
music
teachers
out
of
their
area
of
expertise
at
the
middle
school
level.
In
particular,
next
year,
choirs
at
three
of
our
middle
schools
will
be
taught
by
the
band
teacher
and
bands
at
one
of
the
middle
school
will
be
taught
by
the
choir
teacher.
J
H
Yeah,
thank
you
all
again
for
your
continued
support
of
our
music
programs.
We
really
look
forward
to
continuing
the
work
and
ensuring
all
beaverton
students
have
access
to
quality
music
programs
that
will
increase
student
engagement
with
schools
positively
impact
school
culture,
provide
additional
opportunities
for
social,
emotional
learning
and
empower
all
students
to
achieve
post-high
school
success.
Thank
you.
D
D
This
award
is
given
to
a
sixth
or
seventh
grade
student,
who
believes
that
building
empathy
for
others,
increasing
racial
awareness
and
promoting
social
justice
are
crucial
elements
in
fostering
a
just
and
supportive
community
with
scholarship
money.
The
winner
will
create
a
project
that
seeks
to
build
awareness
of
these
issues
to
the
foster
community
ashley
ashley.
Can
you
tell
us
more
about
your
project
and
congratulations.
K
All
right,
first
I'd
like
to
say
thank
you
so
much
for
choosing
me
for
this
award
and
with
the
help
of
my
crew
class,
a
crew
is
like
advisory.
We
will
make
our
school
a
better
place
by
having
monthly
videos
that
will
engage
students
and
help
them
be
the
change
we
want
to
see
in
our
school
community.
K
We
will
have
monthly
crew
challenges
that
would
unite
the
students
in
their
crews
and
help
them
learn
about
themselves
and
each
other.
We
will
be
partnering
with
the
school
counseling
team,
the
base
black
student
union
and
the
base
gender
sexual,
the
base,
gender
and
sexuality
alliance
and
the
base
metcha
to
make
students
aware
of
all
the
different
cultures
and
colors
in
our
school.
Thank
you
again
for
the
opportunity
to
make
our
school
a
better
place.
A
All
right,
I
think
I
have
our
last
recognition,
which
is
the
oropa
best
in
oregon
awards
for
our
communications
and
community
involvement
team,
congratulations
to
bsd's
communications
and
community
involvement
department
for
being
recognized
by
the
oregon
school
public
relations
association.
A
They
won
not
one
but
three
best
in
oregon
awards
for
district
branding
for
our
fentanyl
awareness
campaign
and
for
the
bond
website.
They
also
earned
three
additional
awards
for
video
production
and
I
think,
we've
all
seen
their
videos
and
how
amazing
they
are
so
I'm
in
no
way
surprised
by
this
well
done.
Shelly,
I'm
wondering
if
you'd
like
to
say
a
couple
of
words
about
the
amazing
work
that
your
team
has
done
this
year.
L
Yes
and
I'd
also
like
to
just
name
everyone
on
the
team,
because
our
work
is
incredibly
collaborative.
This
is
not
earned
alone,
so
we
have
carrie
young
melissa.
Larson,
christina
mackin
is
on
carla
barrack
curtis
joanna
schrout,
sean
vann
and
colin
elliott.
L
So
we
all
appreciate
you
recognizing
us
in
this
way
and
we
just
want
to
particularly
call
out
and
say
that
we're
really
proud
of
the
fake
and
fatal
fentanyl
awareness
program,
it
included
the
awareness
campaign,
student
education,
along
with
staff
training
and
now
bsd's
program
is
being
replicated
in
school
districts
in
county
health
departments
and
law
enforcement
agencies
around
the
country.
L
A
Well
deserved,
thank
you
guys,
okay,
so
we're
gonna
move
in
on
from
our
community
recognitions.
We
have
some
comments
from
the
beaverton
education
association
and
the
oregon
school
employees
association.
So
sarah
are
you
here
from
the
bea
great
all
right.
M
Thank
you,
chair,
colette,
good
evening,
good
evening,
superintendent,
grotting
and
members
of
the
board.
Thank
you
for
the
opportunity
to
speak
this
evening.
Many
great
things
to
celebrate,
that's
always
fun.
I
also
want
to
start
by
thanking
the
community
for
passing
our
construction
bond
last
week.
It
shows
that
our
community
believes
in
investing
in
our
schools
and
our
students,
and
I
know
that
that
funding
will
be
put
to
very
good
use.
It's
also
exciting
to
see
on
the
agenda
tonight.
M
I
would
also
like
to
announce
that
lindsay
ray
will
be
the
next
bea
president,
starting
officially
in
july.
Lindsay
has
been
serving
as
the
bea
vice
president
for
the
last
two
years,
which
has
been
a
very
interesting
time
and
she
was
a
math
teacher
at
west
view,
high
school.
Before
that,
I'm
excited
to
pass
the
baton
on
to
lindsay.
She
will
be
an
excellent
leader
for
our
union
and
I'm
sure
you
all
get
to
know
her
very
well.
Katie
lukens
has
been
elected
bea.
M
Vice
president
katie
is
a
teacher
currently
at
flex
online
school
and
she
taught
at
bethany
elementary
before
that
katie
is
already
a
leader
in
our
statewide
union.
She
has
deep
experience
working
with
and
supporting
early
career
educators,
helping
them
develop
their
professional
practice
and
their
leadership
skills.
So
she
is
bringing
that
to
the
table
and
has
a
lot
of
enthusiasm
for
doing
great
work.
M
Representing
beaverton
educators
has
been
a
huge
honor
for
me.
I'm
proud
of
the
work
that
our
union
has
done
and
I
know
I'm
leaving
bea
in
great
hands.
M
M
Since
then,
we
have
had
a
challenging
school
year
with
a
lot
of
student
needs
that
we
have
been
trying
to
meet
and
severe
staffing
shortages,
where
sometimes
simply
providing
supervision
for
students
has
been
our
most
important
goal.
This
is
not
the
education
that
our
students
deserve,
especially
when
we're
trying
to
provide
much
needed.
Mental
health
supports
credit,
recovery,
academic
and
social
skills
that
students
missed
in
the
pandemic.
M
We
have
incredibly
urgent
needs
across
the
district
right
now
and
we
don't
think
that
it's
financially
responsible
to
hold
back
resources
that
were
intended
to
be
invested
in
pandemic
recovery,
educators
and
our
students
are
feeling
it
right
now
and
we
have
tried
to
meet
some
of
those
needs
and
unfortunately,
we
have
had
the
district
repeatedly
declined
to
provide
some
of
these
supports
to
our
staff.
A
few
examples
quickly
in
our
2021
negotiation
over
compensation,
the
district
offered
bea
members,
a
zero
percent
cost
of
living
increase.
M
Twice,
we
asked
for
a
nominal
work
from
home
stipend,
because
educators
were
upgrading
their
wi-fi
purchasing
computer
monitors
to
have
better
remote
instruction,
making
makeshift
classrooms
at
home,
and
the
district
refused
that
stipend
last
spring
after
a
challenging
year,
in
which
many
of
our
members
were
not
able
to
take
time
off.
During
remote
learning,
we
asked
the
district
to
roll
over
one
pto
day.
Out
of
the
four
that
we
are
allocated,
this
request
was
denied.
M
We
proposed
twice
in
the
last
two
years
that
have
additional
sick
leave
allocated
for
covet-related
absences.
Despite
having
additional
funding
specifically
to
support
pandemic-related
expenses,
the
district
only
agreed
to
allocate
sick
leave
after
employees
used
up
all
of
their
other
accrued
leave,
and
now
our
bargaining
teams
have
been
meeting
for
over
a
year
negotiating
our
contract.
M
We
are
making
progress,
but
it
has
been
tedious
and,
as
I
think
you
have
seen
in
the
the
written
public
comments
for
tonight,
it
has
been
frustrating
for
educators
to
be
working
this
long
without
a
contract
and
hearing
no
to
many
of
the
proposals
that
we
think
will
improve
our
working
conditions.
M
So
we
have
multiple
opportunities
to
put
resources
where
they're
needed
and
to
show
educators
and
beaverton
that
they
are
valued.
We
are
still
at
the
bargaining
table
which
reminds
me
of
something
that
one
of
our
members
said
earlier
this
year.
When
we
asked
for
input
about
working
conditions,
they
said,
I
always
thought
that
beaverton
was
a
great
place
to
work,
because
the
district
was
taking
good
care
of
us.
M
We
have
a
chance
to
demonstrate
to
district
educators
and
our
students
and
families
who
are
watching
how
this
is
all
unfolded,
that
this
district
truly
values,
the
employees
that
make
our
schools
great.
Our
bargaining
session
is
scheduled
from
8
am
to
4
pm.
Our
team
is
prepared
to
stay
as
long
as
it
takes
that
day
that
night
into
the
wee
hours
of
the
next
morning,
so
that
we
can
settle
on
the
deal
before
the
end
of
this
school
year.
M
I
do
encourage
you
to
read
carefully
through
the
comments
from
educators
and
community
members
who
support
us,
and
I
know
you
all
serve
on
this
board,
because
you
love
this
school
district.
We
do
too,
we've
moved
mountains
for
our
students
over
the
last
few
years
and
we
would
like
to
see
you
demonstrate
that
you
value
our
work
through
actions
and
when
you
are
supporting
educators,
you
are
supporting
students.
A
Thanks
sarah
kirsty
from
oca.
N
Grotting
thanks
so
much
for
giving
us
this
time
at
the
table
this
evening.
Excuse
me,
my
nephew
is
here
and
he
is
on
the
spectrum.
So
if
you
hear
some
noise
in
the
background
he's
just
sitting
around
hanging
in
the
back
having
some
fun,
I
would
like
to
say
say
a
huge
thank
you
to
sarah
from
the
osca
all
of
her
time,
collaborating
with
us
the
last
few
years,
especially
going
into
the
bargaining.
N
My
first
time
at
the
barbie
table
and
being
able
to
reach
out
to
sarah
for
support
advice
and
just
all
things
union
has
been
very
helpful,
as
well
as
the
ba
members
showing
up
in
support
of
classified
union
bargaining
as
well
as
our
to
be
able
to
show
for
them.
N
It's
been
really
great
for
us
and,
I
think,
really
great
for
the
unity
and
the
rebounding
of
all
of
us
back
in
person
this
year,
because
there
was,
I
mean
we
all
saw
each
other's
faces,
a
lot
on
zoomed,
it's
just
not
the
same
and
for
two
years
without
each
other.
I
think
yes,
we've
all
worked
really
well
this
year
to
collaborate
back
together
in
a
very
difficult
year
of
education.
N
I
would
like
to
second
sarah
also
on
just
there's
many
things
to
celebrate
right
now.
I
know
as
an
educator,
I'm
in
a
weird
middle
ground,
where
I
am
very
excited
for
the
20
student
contact
days
to
be
20
and
it'll
almost
be
summer
and
just
have
some
time
to
breathe,
but
also
seeing
the
number
20
and
knowing
or
hitting
the
teens
tomorrow.
I'm
very
sad,
I'm
like
wait.
Wait!
Wait!
I
don't
want.
I
want
to
see
the
kids.
I
want
some
beer,
I
don't!
N
I
don't
want
a
summer
break,
but
I
know
we
all
need
a
summer
break.
I
just
want
to
say
thank
you
to
everyone
throughout
the
school
district
on
our
school
board
for
all
the
tireless
work
this
year
with
a
long
year
a
hard
year,
but
we're
working
through
it
and
we're
making
it
we're
almost
there.
N
I
thought
on
day,
47
we'd
never
be
at
whatever
day
we
are
on
day,
40
140,
something
so
I'm
just
really
happy
for
all
the
hard
work
and
dedication
of
everyone
throughout
the
district
to
support
our
students,
our
community
and
our
educators
from
osga.
N
N
For
us
our
contract
and
a
lot
of
our
staff
as
of
june
21st,
they
will
be
done
with
our
contract.
N
So
the
reality
of
getting
a
cola
out
retroactively
was
something
we
were
really
worried
and
in
talks
with
our
management
team
and
hr,
we
were
able
to
get
approved
a
3.5
retroactive
cola
for
this
school
year,
starting
july
1st
of
our
new
contract
last
year,
but
and
thanks
to
the
dedicated,
hard
work
of
our
payroll
staff,
they
are
committed
to
making
this
happen
on
our
june
payroll
check,
which
something
that
was
really
important
for
us
as
a
union
was
making
sure
that
our
retirees
were
able
to
be
supported
and
able
to
get
this
cola
raise
and
increase
before
they
retire.
N
We
wanted
to
make
sure
that
we
continued
to
value
all
of
the
hard
work
and
education
for
all
their
years
and
all
their
time
here
in
our
district.
So
thank
you
so
much
district
for
for
agreeing
to
this
and
helping
us
get
to
a
problem
solved
to
this
and
doing
all
the
hard
work
to
get
it
done
so
quickly
there
on
the
district
website,
you
can
look
up
follow-up
details
for
some
more
of
the
fine-tuning
behind
that
article,
something
from
my
e-board
as
well
as
our
bargaining
team.
N
We
would
like
to
say
a
huge
thank
you
to
the
district
management
team
meeting
to
the
bargaining
table.
We
have
felt
so
happy
with
the
communication
and
problem
solving
continue
to
happen
with
all
bumps
in
the
road
things
like
school
delays
for
april
snow
for
all
things,
schedules
and
family
crisis
emergencies
and
all
the
support
we
really
appreciate
it.
We
also
aren't
gonna
lie.
We
love
that
the
entire
bargaining
team
was
wearing
blue
last
week.
As
a
union,
we've
asked
the
district
to
wear
blue
in
solidarity.
N
N
I
would
also
like
to
thank
the
district
for
the
incentive
bonus
for
staff
willing
to
work
summer
programs
we're
all
so
tired
this
year,
more
tired
than
we've
been
because
we
didn't
work
in
person
for
two
years
and
our
kids
are
tired.
We've
had
a
lot,
and
so
the
commitment
to
work
extra
summer
hours
is
hard.
N
I
know
I
signed
up
because
I'm
committed
to
the
kids
and
I
need
to
stay
busy,
but
having
that
support
from
the
district,
giving
us
that
weekly
bonus
just
to
incentivize
us
as
well
as
appreciate
the
extra
hard
work
and
make
sure
our
students
are
getting
that
extra
connection.
This
summer
is
really
important
and
wonderful,
and
we
really
appreciate
it
yay
for
summer,
and
I
really
just
need
to
say
a
huge
shout
out
to
my
e-board
and
to
my
bargaining
team
for
their
tireless
volunteer
work
us
as
the
osca
classified
union.
N
All
of
our
board,
members
and
bargaining
team
volunteer
to
do
this
and
use
their
extra
time
and
efforts
and
goals
to
do
all
of
this,
and
I
just
need
to
thank
them.
They
have
supported
me
our
district
tirelessly,
they've
engaged
in
so
many
conversations
with
our
superintendent
as
well
as
school
board
members,
and
it's
just.
O
N
N
A
Okay,
so
we
we're
moving
to
the
public
comment
portion
of
the
board
meeting.
I
want
to
note
that
we
have
received
318
public
comments
board
members,
appreciate
your
comments
and
think
thank
each
and
every
one
of
you
for
taking
the
time
to
share
your
thoughts
with
us
for
folks
who
are
here
to
testify
in
person.
Thank
you
for
attending
the
school
board
meeting
with
us
today.
We're
truly
grateful
for
your
presence
and
the
opportunity
to
receive
your
input.
A
One
of
our
district's
greatest
strengths
is
its
community
involvement.
As
we
know,
your
involvement
comes
from
a
place
of
caring
for
our
students,
families,
community
and
staff.
Please
note
that
board
members
do
not
respond
directly
to
testimony,
but
we
are
paying
close
attention
to
your
comments.
We
know
it
can
be
difficult
to
testify
in
public,
but
we
are
sincerely
interested
in
hearing
your
comments
and
concerns.
A
Our
comments
do
not
allow
for
the
specific
naming
of
school
personnel
personnel
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff
person
if
a
school
personnel
is
named
during
a
comment
period.
I
will
stop
your
comments
and
ask
you
to
refrain
from
naming
the
person
if
it
occurs.
The
second
time
you
will
be
asked
to
end
your
comments.
A
A
Everyone
has
two
minutes
to
provide
testimony
to
the
board.
A
timer
will
be
set
and
will
go
off
at
the
two
minute
mark.
If
you
continue
talking
beyond
the
two
minutes,
I
will
ask
you
to
end
your
comments
to
ensure
fair
treatment
for
all
commentators
or
commenters.
This
will
be
enforced
uniformly,
regardless
of
the
subject
matter,
point
of
view
or
whether
you
have
finished
your
prepared
comments.
A
Please
do
not
speak
or
interrupt
the
meeting
outside
of
the
two-minute
period
provided
for
your
testimony.
If
this
is
occurred,
if
this
occurs,
you
will
be
asked
to
leave
or
removed
from
the
meeting.
Thank
you
again
for
joining
us
tonight.
We
look
forward
to
hearing
your
comments
and
we
are
going
to
start
off
with
hadak
hi
dak.
Are
you
here
with
us.
P
A
Q
P
School
board
members.
Thank
you
for
allowing
me
to
speak
today.
My
name
is
hadak
sarwar
and
I'm
a
junior
at
sunset,
high
school,
I'm
a
member
of
an
11th
grade,
lincoln
class
at
sunset.
After
spending
the
last
six
to
eight
weeks,
taking
part
in
a
community
action
project,
observing
data
and
inviting
mental
health
experts
into
our
classroom.
We
recommend
the
implementation
of
the
following
full
funding
of
the
wellness
center
at
sunset.
P
P
P
Some
steps
that
we've
taken
in
our
action
plan
at
sunset,
high
school,
include
inviting
guest
speakers
and
professionals
into
classrooms,
creating
and
sending
out
surveys
to
gather
data,
creating
posters
and
signage
to
spread
awareness
about
mental
health,
holding
a
wellness
and
mental
health
forum
at
sunset,
high
school,
creating
an
instagram
account
called
at
sunset
mental
health,
making
a
video
explaining
the.
Why
and
our
action
plan
and
finally,
the
creation
of
a
mental
health
and
wellness
packet.
B
B
I'm
ready
hello
members
of
the
board.
Wait,
you
got
it.
Okay,
good
hello!
Members
of
the
board.
My
name
is
lydia.
I
am
a
seventh
grader
at
whitford
middle
school.
I
would
like
to
share
my
opinion
about
the
school
day
schedule.
In
my
opinion,
the
schedule
should
have
most
of
not
all
of
my
classes,
including
my
including
band
every
single
day.
Okay,
so
first
of
all
having
the
classes
every
day
has
helped
me
stay
organized
so
that
I
can
keep
track
of
my
papers
and
my
sheet
music.
B
B
For
example,
if
I
had
classes
every
other
day,
it
would
be
harder
to
remember
to
bring
all
the
materials
and
I
might
bring
stuff
on
the
wrong
day,
but
having
the
same
classes
every
day
helps
me
develop
a
routine
of
bringing
the
same
materials
like
my
chromebook,
my
musical
instrument
and
my
notebooks,
so
that
I
don't
leave
anything
that
I
might
need
at
home.
And,
finally,
we
need
to
have
band
every
day.
The
only
way
that
we
will
be
able
to
progress
and
get
better
as
a
band
is
to
work
together
daily.
B
A
R
Of
course,
good
good
evening
churchlat
and
members
of
the
beaverton
school
board.
Sometimes
when
I'm
nervous
my
hands
get
clammy
and
my
heart
starts
racing,
it
takes
several
deep
breaths
for
me
to
get
the
thing
I
want
to
stay
out,
and
I
find
myself
practicing
this
conversation
in
my
head
over
and
over
again,
it's
almost
like
this
testimony
trying
to
find
the
words.
R
This
is
my
lived
experience
when
I
would
talk
with
folks
about
my
religious
holidays,
whether
it
was
a
colleague
a
supervisor,
a
teacher.
I
got
nervous
sharing
my
beliefs
and
asking
for
accommodations
for
those
beliefs,
and,
while
I
have
almost
always
been
met
with
arms,
wide
open
support
for
my
beliefs
and
holidays,
there's
always
been
an
uncomfortable
power
dynamic.
R
That
gives
me
anxiety
and
I'm
39
years
old
today,
and
I'm
like
shaking
just
sharing
this
with
you
all.
I
encourage
you
to
pass
the
recognition
and
accommodation
of
religious
and
cultural
beliefs,
customs
and
observances
policy.
Our
diverse
student
body
deserve
this
policy.
As
a
former
student
and
teacher
and
current
parent
of
beaverton
students,
I
know
firsthand
how
challenged
it
can
be
to
express
your
beliefs
and
customs
in
spaces
that
have
not
always
been
inclusive
of
those
beliefs
and
customs.
R
I
imagine
our
muslim
students,
jewish
students,
hindu
students,
baha'I
students
and
students
of
many
more
religions
and
faiths,
navigating
taking
a
day
off
from
school
and
worrying
about
the
academic
consequences
to
spend
time
with
family.
Please
pass
this
policy
to
ensure
every
single
student
feels
seen
heard
valued
and
appreciated.
I
also
want
to
take
a
moment
and
recognize
our
community,
led
by
blair
and
razib,
to
come
together
to
bring
this
policy
to
you.
R
E
A
Right
then,
next
up
we
have
tiffany
tiffany
vargas
tiffany
are
you
there?
I
am
all
right.
Let
me
know
when
you're
ready,
we'll
start.
S
I
am
ready,
hi
everyone.
My
name
is
tiffany
vargas,
I'm
the
parent
of
two
bsd
students,
and
I'm
here
tonight
to
request
action,
be
taken
to
address
the
inequities
for
the
one
in
five
children
who
have
a
learning
profile.
Like
my
fifth
grade
daughter,
the
educational
equity
code
on
the
bsd
website
says
that
the
district
is
committed
to
equity
and
the
success
of
every
child.
I
believe
we're
all
committed
around
this
equity
around
this
commitment.
S
The
go
code
goes
on
to
say
that
educational
equity
fosters
a
barrier-free
environment
in
which
all
students
have
the
opportunity
to
benefit.
Equally,
although
bsd
has
written
that
learning
to
read
and
write
is
an
essential
right
for
all
students.
I
haven't
seen
the
evidence
of
the
district's
equity
code
and
policies
put
into
practice
in
my
daughter's
classroom,
as
she
has
not
been
able
to
access
the
interventions
described
in
your
equity
code.
I
recently
learned
of
a
neighboring
school
district
that
is
accepting
inner
district
transfers
for
its
innovative
literacy
program.
S
Beaverton
denied
a
transfer
request
for
her
to
attend
that
programming.
This
decision,
wouldn't
will
not
provide
her
with
the
equitable
education
that
bsd
says
it's
committed
to.
How
can
bsd
deny
my
daughter
the
chance
to
be
taught
to
read
and
write
when
they're
not
equipped
to
provide
comparable
instructional
hours
in
programming?
S
Transferring
to
this
program
would
be
a
game
changer
for
her
self-esteem,
life
and
career.
In
closing,
I
ask
how
can
a
district
that
has
such
strong
equity
goals
and
46
million
dollars
of
unallocated
esser
funds,
which
are
specifically
designed
to
address
literacy
and
unfinished
learning,
continue
to
ignore
the
right
to
literacy
of
so
many
students,
including
my
fifth
grader?
Thank
you.
A
Okay.
Next,
we
have
rey
ray
last
name
is
an
initial
j.
T
Jessica,
yeah,
okay,
great
okay,
I'm
ready
hi,
my
name
is
ray
jessica.
Our
youngest
daughter
has
always
been
very
advanced
in
verbal
skills
and
has
an
excellent
memory.
She
loved
books,
but
when
she
started
learning
to
read,
it
was
apparent
to
me
that
her
skills
didn't
match
up
with
her
intellect
she
did
kindergarten
online.
So
when
she
showed
difficulty
learning
to
read,
I
just
chalked
it
up
to
like
a
less
than
ideal
learning
environment,
but
in
first
grade
I
still
didn't
see
much
improvement.
T
T
So
I
was
worried,
but
I
thought
surely,
if
there
was
a
problem
that
her
teachers
would
be
the
first
ones
to
notice
and
step
in
and
help
her
with
that,
I
assume
that
the
teachers
would
be
the
experts
in
reading.
T
T
They
told
me
about
the
cost
of
private
testing
and
private
tutoring
and
some
even
made
for
the
financial
sacrifice
to
go
to
private
schools,
so
we
finally
had
our
daughter
tested
privately,
and
it
was
confirmed
that
she
has
dyslexia
as
well
as
dysgraphia
when
I
shared
the
results
with
her
teacher,
she
was
surprised
and
apologetic,
and
she
said
the
teacher.
The
teachers
just
aren't
trained
to
identify,
reading
disabilities
or
use
different
strategies
to
teach
children
with
dyslexia.
T
So
my
daughter
started.
Private
tutoring
and
she's
already
made
a
huge
improvement
in
just
a
month's
time,
so
there
are
strategies
that
can
work
to
help
these
kids
and
they
can
also
work
for
other
kids
that
are
learning
to
read
just
the
same
way
but
she's
really
lucky,
because
I'm
a
stay-at-home
mom
and
I
have
the
time
to
research.
Those
issues
and
I
had
the
money
to
get
her
tested.
It
was
a
lot.
T
A
A
We
got
blair
up
next.
U
Hi,
my
name
is
blair
and
I'm
a
parent.
When
I
was
in
high
school,
I
took
off
the
day
of
school
for
the
jewish
new
year
yom
kippur
and
the
next
day
when
I
came
back,
my
teacher
said
that
I
missed
the
test
and
I
needed
to
stay
after
school
to
make
it
up.
U
I
asked
his
school
principal
if
there
was
any
policy
that
protected
kids
from
missing
tests
on
their
most
important
holidays
since
equity
is
so
important
to
our
district.
I
assumed
a
policy
must
already
be
in
place.
It
turned
out.
There
was
no
policy
like
this,
so
I
started
working
with
a
group
of
parents
to
request
that
the
district
adopt
such
a
policy.
U
During
that
time,
parents
and
students
told
me
of
similar
incidents
that
had
happened
to
them.
These
types
of
experiences
make
students
feel
excluded
and
that
the
school
system
doesn't
think
their
holidays
are
important.
I
urge
beaverton
school
district
board
members
to
support
the
recognition
and
accommodation
of
religious
and
cultural
beliefs,
customs
and
observances
policy.
U
There
have
been
at
least
60
people
who
have
submitted
written
support
for
this
policy.
I
also
want
to
thank
everton
school
district
board
members
and
staff
for
taking
action
to
prioritize
equity
and
inclusion
and
to
make
sure
that
all
students
can
feel
supported
in
celebrating
their
most
important
holidays.
Q
V
V
Hi,
my
name
is
molly
okerban
and
I'm
the
proud
parent
of
two
children
with
dyslexia.
My
children
are
10
and
6
and
we
live
in
the
beaverton
school
district.
Now
imagine
you
are
introduced
to
a
new
skill
could
be
a
hobby
or
a
sport.
Every
day
you
work
to
learn
more
but
make
little
to
no
progress.
The
lack
of
progress
continues
for
four
more
years.
V
Feelings
of
deep
shame
start
to
creep
in
you're,
told
just
to
try
harder
if
you're
lucky
it
is
discovered
how
far
behind
you
really
are.
Finally,
you
feel
that
validation,
these
feelings
soon
dissipate
when
you
realize
you
will
not
have
to
work
twice
as
hard
to
learn
in
a
new
way.
You
feel
so
much
frustration
for
the
time
that
has
been
lost.
V
This
is
my
son
nolan's
story.
He
was
showing
signs
of
struggling
his
reading
as
early
as
preschool
as
the
years
went
on.
He
was
tearful
most
mornings
before
school.
Every
day
he
carried
four
books
to
school
in
his
backpack
that
weighed
more
than
he
did
so
he
could
pretend
to
read
them
so
his
peers
wouldn't
catch
on.
In
a
meeting
about
nolan,
I
was
told
that
maybe
he
just
didn't
like
reading
and
that
he
wasn't
far
enough
behind
two
full
grade
levels
to
do
anything
about
my
intuition
knew.
This
approach
was
wrong.
V
Nolan
was
diagnosed
as
having
dyslexia.
It
will
take
years
of
additional
tutoring
using
evidence-based
instruction
outside
of
school
to
make
up
for
the
lost
time
now.
Nolan
is
wonderful,
but
I'm
biased,
but
he
isn't
unique
in
a
class
of
28.
There
may
be
as
many
as
five
children
who
struggle
with
dyslexia
with
evidence-based
interventions.
95
of
students
will
learn
to
read,
but
what
will
remain
is
the
educational
trauma
that
students
experience
while
the
beaverton
schools
wait
for
them
to
struggle
and
fail.
The
impact
of
this
trauma
may
be
lifelong.
V
I
encourage
the
beaverton
school
district
to
invest
in
professional
trainings,
for
teachers
and
administrators,
so
they'll
be
able
to
recognize
the
signs
and
remediate
students
like
my
son,
the
years
of
suffering
and
shames
for
students
who
struggle
to
read
is
preventable.
We
need
to
do
better
for
beavers
and
students
with
dyslexia.
Thank
you.
A
Next
we
have
molly
hilton
or
hi
latin.
I
apologize
if
I
got
that
wrong.
A
Okay,
I
think
we'll
move
to
the
next
person
on
the
list.
Lisa
lisa
shale,
drake.
X
X
It
has
been
extremely
challenging
to
get
evidence-based
accommodations
for
him.
Like
others
tonight.
My
son
is
among
the
60
percent
of
learners,
who
need
structured
literacy.
Direct
explicit,
systematic
instructions
to
learn
to
read.
Teachers
are
not
to
blame
for
the
content.
They
were
not
taught
at
university,
but
when
we
know
better,
we
need
to
do
better
to
rectify
this
gap.
In
teacher
knowledge,
beaverton
needs
to
provide
professional
development
in
the
five
pillars
of
reading,
so
that
95
percent
of
beaverton's
learners
can
be
taught
to
read.
X
The
good
news
is
beaverton
has
42
million
dollars
in
elementary
and
secondary
school
emergency
relief
funds
to
spend
for
unfinished
learning.
This
is
an
opportunity
to
make
smart
decisions
about
funds
that
could
help
provide
true
equity
for
beaverton
learners.
Like
others,
I
have
been
privileged
to
be
able
to
hire
a
private
tutor
for
my
son.
X
W
Okay
april
april
lacombe.
W
Y
Okay,
I
am
ready
okay,
great
hi,
my
name
is
razeeb
shishi.
I
am
a
bsd
parent.
My
daughter
is
in
third
grade
and
my
son
will
start
kindergarten
next
year,
god
willing
today
I'll
be
supporting
the
recognition
and
accommodation
of
religious
and
cultural
beliefs,
customs
and
observance
policy.
Today,
I'll
tell
you
aisha's
story:
aisha
is
a
muslim.
Y
When
one
ramadan
she
found
out
that
there
will
be
a
test
on
the
heat
day.
She
knew
her.
Grandparents
were
flying
over
from
overseas
to
celebrate
with
her.
She
wasn't
sure
what
she
should
do.
Should
she
take
the
test,
then
she
would
miss
all
the
fun
with
her
family
or
she,
or
should
she
ask
the
teacher
to
take
the
test
on
a
different
day?
Y
Y
Ash
was
heartbroken
and
decided
to
take
the
test.
The
night
before
the
eid
day,
she
was
busy
studying,
while
her
siblings
were
doing
henna
and
picking
clothes
for
the
day
on
the
on
the
day
after,
on
the
day
of
the
eve,
she
joined
her
family
for
the
early
prayer,
but
kept
checking
time
so
that
she
won't
be
late
for
the
test.
The
whole
process
had
been
a
very
stressful
experience,
and
this
is
not
unique
for
aisha,
and
this
is
not
any
for
muslims.
Y
Thousands
of
students
from
different
religious
and
cultural
backgrounds
go
through
this
go
through
this,
but
they
have
to
choose
either
the
religion
and
culture
or
the
school
events,
but
they
shouldn't
be
as
a
parent.
I
don't
want
my
daughter
and
my
son
to
go
through
what
I
showed
through
today.
Therefore,
I
asked
bsd
to
support
this
policy
because
it
all
students
should
feel
supported
in
celebrating
their
religious
and
cultural
holidays,
and
it
demonstrates
bsd's
commitment
to
racial
equality
and
inclusion.
Thank
you.
Z
Z
Students
love
to
have
choices
allowing
them
at
least
one
daily
elective
without
having
to
give
up
pe
or
their
access
to
support
in
english,
language
learning
or
special
education
is
the
right
thing
to
do
excellent
elective
courses
motivate
students
to
do
well
in
school
and
ready
them
to
graduate.
Thank
you
for
your
willingness
to
prioritize
students
thanks.
W
A
AA
All
right,
I
am
ready
yeah
like
ray
and
tiffany
and
molly
and
lisa,
who
I
don't
know
by
the
way,
although
we
all
should
know
each
other.
My
daughter
kayleen
has
dyslexia.
She
has
been
on
an
iep
since
second
grade.
AA
At
the
sixth
grade
iep
meeting
I
expressed
concerns
about
her
ongoing
struggle
to
read
and
the
school
psychologist
looked
point
blank
at
me
and
said:
we're
not
going
to
teach
her
how
to
read.
Instead
of
teaching
her
how
to
read,
she
said
they
would
provide
accommodations
with
assisted
technology
and,
true
to
their
word,
my
daughter
will
be
graduating
from
eighth
grade
next
month
and
she
is
still
only
reading
at
a
second
grade
level.
AA
Now
this
that's
just
not
okay
with
me,
and
I
hope
it's
not.
Okay
with
you
guys.
I
want
my
daughter
to
be
able
to
read,
and
for
many
years
now,
science
has
shown
us
what
works
for
students
with
dyslexia
and
other
language-based
learning
disabilities.
As
lisa
said,
they
need
systematic,
direct,
explicit,
multi-sensory,
structured
learning,
but
that's
not
what
she's
been
getting
in
the
classroom
just
recently.
AA
She
had
no
way
to
decode
them
and
therefore
no
way
to
read
them.
I
have
all
kinds
of
ideas
on
how
you
can
spend
some
esther
funds
if
you
are
looking
for
ways
to
spend
them.
I
echo
what
lisa
says
bring
in
tutors
bring
in.
There
are
tutors
who
know
how
to
do
this
structured
reading
and
it
is
expensive.
It's
not
available
to
all
families
if
they
don't
have
the
money
for
it,
bringing
those
tutors
in
and
supporting
teachers
and
getting
that
training
it
is
available.
AA
A
Okay?
Well,
I
think
that
concludes
our
our
comments.
Thanks
for
everybody
who
came
and
took
the
time
to
come
into
the
board,
we
appreciate
your
comments.
AB
Thank
you,
chair
clip
members
of
the
board
staff
community
members
students
out
there.
First
thing
I
want
to
talk
about
a
little
bit
is
our
2022-2023
budget
and
at
our
june
upcoming
june
21st
school
board
meeting
our
board
will
consider
adopting
my
proposed
2022-22
budget
that
was
prepared
under
the
guidance
of
assistant
superintendent
of
business
services
mike
schofield.
AB
This
budget
was
approved
by
the
entire
budget
committee
on
may
18th
and
recommended
unanimously
to
be
forwarded
to
your
school
board
for
adoption.
I
want
to
especially
thank
all
of
our
budget
committee
members
for
their
time
and
effort
in
reviewing
the
budget
asking
clarifying
questions
and
forwarding
the
budget
for
board
approval
in
preparing
our
budget.
AB
So
those
are
some
big
unknowns
that
we're
going
to
be
looking
forward,
to
which
kind
of
leads
us
into
bargaining,
and
we
do,
as
you
heard,
we
continue
to
bargain
in
good
faith
with
our
associations
and
we're
optimistic
and
coming
to
an
agreement
in
the
near
future
to
provide
additional
resources
to
our
classified
staff
and
certified
staff.
The
district
continues
to
stand
ready
to
work
with
our
associations
to
negotiate
contracts
that
provide
sustainable
resources
to
support
our
children,
families
and
staff,
not
only
now
but
into
the
future.
AB
So
once
again,
I
really
appreciate
our
bargaining
units
being
there,
but
also.
I
want
to
really
appreciate
this
board
for
not
being
short-sighted
in
looking
at
only
this
this
year,
and
maybe
a
couple
upcoming
years,
you're
responsible
for
years
of
education
to
be
provided
to
all
of
our
students
and
to
support
our
staff.
AB
If
I
could
give
out
an
award
tonight,
it
would
be
the
award
would
go
to
the
beaverton
community
and
it
has
to
do
with
the
passing
of
our
capital
construction,
school
bond
and,
on
behalf
of
the
school
board
and
staff.
I
want
to
take
the
opportunity
to
thank
the
beaverton
community
for
supporting
and
passing
our
capital
construction
bond.
AB
Your
support
of
the
children
and
staff
in
our
district
is
amazing
and
truly
appreciated.
This
bond
will
ensure
enhanced
learning
environments
in
all
of
our
schools.
It
will
help
address
safety
and
security
issues,
complete
needed,
deferred,
maintenance,
update
and
replace
technology,
replace
and
repair
schools
and
begin
addressing
the
significant
seismic
instructional
needs,
as
outlined
in
our
long-range
facility
plans.
AB
I'd
like
to
specifically
acknowledge
our
communications
department,
our
facilities
and
bond
team
and
all
of
our
campaign
donors.
Also
at
this
time,
want
to
acknowledge
the
unbelievable
efforts
of
our
vice
chair,
becky
temc
becky.
You
single-handedly
raised
nearly
two
hundred
thousand
dollars
to
fund
the
company
campaign
to
successfully
pass
the
bond
in
some
very
uncertain
times,
having
a
board
member
with
your
fundraising
expertise.
Your
work,
ethic
and
love
for
beaverton
school
district
is
a
blessing
becky.
I
want
to
thank
you
for
sacrificing
your
time.
AB
Your
energy
family
and
your
livelihood,
your
own
livelihood
for
those
of
you,
don't
know
if
this
is
what
she
does
for
a
living.
She
actually
makes
money
at
it.
She
didn't
make
any
money
doing
this
and
she
gave
up
a
lot
a
lot
of
herself
that
provides
economics
to
your
family,
so,
on
behalf
of
the
school
district
to
all
of
the
folks
out
there
responsible
for
passing
our
bond.
AB
Thank
you
very
much
and
tom
tom
talked
about
our
communications
team
and
their
awards
that
they
won,
and
sometimes
also
I
just
want
to
thank
our
entire
communications
team.
Often
the
news
that
we
put
out
there
is
not
positive.
Sometimes
we
have
to
deal
with
some
very
horrific
issues,
not
pleasant
issues,
and
it's
not
fun
to
have
to
communicate
that
to
our
family
families.
You
know
sometimes
we
mess
up,
but
we
always
try
to
do
better
but
shelley
to
you
and
your
team
on
behalf
of
everyone.
AB
Thank
you
for
your
timely
communication.
Definitely,
the
videos
that
you've
been
able
to
incorporate
for
our
community
for
our
students
and
staff
have
been
unbelievable.
AB
So,
thank
you
so
much
and
finally,
I
just
want
to
talk
about
as
we
go
forward
a
transition
going
on
with
the
new
superintendent,
dr
balderas.
I
want
to
tell
you
it's
going
very
well.
I
know
he's
been
in
contact
with
board
members
and
both
he
and
I
talk
almost
every
day
and
if
I'm
not
mistaken,
I
believe
he's
actually
watching
this
board
meeting.
AB
So
I
guess,
if
you're
out
there
welcome,
but
he's
he's
really
been
intricately
involved
in
the
hiring
of
our
principals
and
definitely
our
central
office
staff
and
congratulate
him
on
a
recent
hire
of
heather
cordy.
Who
will
come
on
and
be
our
new
deputy
superintendent
of
teaching
and
learning
for
those
of
you
may
not
know.
Heather
is
currently
the
superintendent
of
the
sherwood
school
district
and
has
has
multiple
years
in
successfully
leading
a
school
district.
AB
She
really
just
wants
to
get
back
to
the
teaching
and
learning
side
of
the
house,
and
I
think
she's
going
to
be
a
great
asset
to
our
team
and
we're
just
congratulations
also
to
our
hr
department.
AB
Our
hr
department's
actually
hired
over
a
thousand
people
this
year
and
it
is
they're
doing
a
tremendous
job
and
they're
working
as
fast
as
they
can
to
do
whatever
they
can,
and
so
congratulations
to
the
hr
department
for
trying
to
keep
us
on
track
and
they're
also
integrally
involved
in
the
bargaining
and
lots
of
other
things
that
go
on
to
the
end
of
the
year.
So
that's
what
I
have
chair,
collette
back
to
you.
A
Thank
you,
superintendent,
graudin,
all
right.
Next,
we
have
our
school
reports.
Do
we
have
principal
mcnamee
from
el
monica
here.
F
AC
X
A
We're
excited
to
hear
your
report
tonight
and,
if
you
want
to
start
and
and
give
it
to
us,
we're
great
all.
AC
Right
very
good,
thank
you
so
good
evening,
school
board,
superintendent,
grotting
community
members
and
the
beaverton
staff,
I'm
honored
to
have
the
opportunity
to
speak
with
you
this
evening
about
el
monica
monica
elementary
located
in
the
heart
of
beaverton.
I'm
sharing
with
you
tonight
about
our
equity,
academic
and
collaboration
goals
for
this
school
year
and
the
continuation
of
those
goals
into
the
22-23
school
year.
First,
I'd
like
to
mention
something
about
a
school
messenger.
AC
Now,
parent
square,
we
had
school
messenger
listed
as
a
communication
goal
because
we
believe
that
reaching
and
communicating
with
our
parents
was
essential
to
equity.
We
spent
too
much
time
examining
the
data
under
the
cumbersome
system
of
school
messenger
and
now,
with
parent
square.
We
are
able
to
communicate
much
better
with
our
parents
and
community.
Changing
the
platform
has
ensured
easy
access.
It
has
removed
language
barriers,
it
has
remedied,
missed
communication
issues
and
data
entry
errors.
AC
It
has
dramatically
reduced
the
number
of
phone
calls
to
the
student
office
to
the
school
office
about
school
closures
and
event
dates,
and
it's
pretty
easy
to
determine
who
we
are
not
communicating
with
and
to
re-establish
communication.
Along
with
that,
another
equity
goal
that
we've
had
is
our
a
bar
work.
Anti-Bias
anti-racist
work
that
began
in
the
summer
of
2020
the
spring
and
summer
of
2020.,
our
school
initiated
an
intentional
focus
on
anti-bias
and
anti-racist
work.
Given
the
events
of
2020
and
our
student
membership,
our
staff
felt
a
great
sense
of
urgency
in
this
work.
AC
Our
first
step
was
a
teacher-led
book
club.
We
read
the
book
unconscious
bias
in
schools,
a
developmental
approach
to
exploring
race
and
racism
by
tracy,
a
benson
and
sarah
e
fairman
in
the
2020-21
school
year.
Our
anti-bias
and
anti-racist
work
was
in
tandem
with
establishing
best
practices
for
comprehensive
distance
learning.
The
capstone
I
believe
of
that
school
year
was
actually
in
classified
zoom
meetings.
We
had
the
gift
of
time
and
the
gift
of
our
circumstances
that
we
were
able
to
accomplish
a
lot
in
our
anti-bias
and
anti-racist
work.
AC
With
our
classified
staff
that
year
multiple
pd
sessions,
we
learned
about
implicit
bias
and
explicit
bias
through
articles
through
the
ohio
state,
university's
kerwine
institute,
and
this
past
year,
21
22.
We
continued
our
anti-bias
anti-racist
work
using
the
resources
of
bar.
We
building
anti-racist
white
educators,
it's
a
reading
inquiry
series
that
provides
a
monthly
set
of
tools
for
learning
and
introspection
and
having
conversations
about
issues
of
racism
in
our
schools,
classrooms
and
communities.
AC
Our
goal
is
to
regularly
reflect
and
converse
with
each
other
to
better
recognize
and
resist
our
biases
and
the
impact
that
they
have
on
our
students
and
our
colleagues
of
color,
and
we
have
dedicated
one
staff
meeting
a
month
to
this
purpose.
Examples
of
our
collective
learning.
This
learning
experiences
this
year
are
articles
such
as
how
to
be
an
anti-racist
educator
by
dina,
simmons
and
also
a
video
where
bettina
love
vividly
explains
the
difference
between
allies
and
co-conspirators.
AC
In
the
fight
for
justice
from
her
book,
we
want
to
do
more
than
survive.
We'll
continue.
This
work
into
the
next
school
year
by
an
equity
audit
that
we've
just
completed
with
our
staff
and
using
the
book
building
equity
policies
and
practices
to
empower
all
learners
by
deme,
dominique
smith,
nancy,
frye,
ian
pampin
and
douglas
fisher.
AC
The
equity
audit,
like
I
mentioned,
is
completed
with
staff,
and
I
have
completed
a
focus
group
session
with
15
5th
graders
I'll
continue
that
work
through
june,
with
our
current
fifth
graders
and
plan
for
a
parent
survey
by
this
june.
This
information
will
drive
our
a
bar
goals
for
the
next
school
year,
but
I
consider
anti-bias
and
anti-racist
work
to
be
an
ongoing.
AC
I
think
some
of
the
data
that
you
have
actually
looks
very
positive
about
our
student
attendance,
but
I
do
know
that
our
student
attendance
this
school
year
has
been
dramatically
impacted
by
returning
to
regular
school
sessions,
instead
of
just
making
phone
calls
to
try
to
figure
out
the
the
challenges
related
to
school
attendance
and
home
visits,
which
we
did
a
lot
quite.
We
did
quite
a
bit
last
year.
We
decided
to
to
try
something
different,
and
this
is
definitely
a
work
in
progress.
AC
My
behavior
health
and
wellness
team
took
a
class
through
northwest
regional
educational
school
district
and
learned
how
to
write
empathy,
interviews
relating
to
problematic
school
attendance.
The
team
made
phone
calls
zoom
meetings
and
did
in-person
interviews.
We
specifically
selected
families
with
students
who
had
problematic
attendance
patterns
in
our
conversations
and
our
initial
data.
Initial
data
revealed
that
many
families
were
having
difficulty
re-establishing
the
homework
school
routines
that
included
getting
to
school
on
time.
AC
Every
day
I
would
say
we
are
in
the
middle
of
this
project
and
we
still
have
more
to
learn
the
only
accountability
mechanism
in
place.
Right
now
is
the
knowledge
that
students
are
missing
on
core
instruction
and
continuous
practice
in
their
learning
to
develop
those
core
academic
and
social
skills,
and
the
only
way
to
incentivize,
on-time
and
regular
attendance
is
by
making
school,
joyful,
engaging
and
inclusive
and
inclusive
experience
each
and
every
day.
AC
So
thus,
our
work
on
inclusivity
and
a
sense
of
belonging
will
continue
in
our
anti-bias
anti-racist
work
and
our
equity
work
into
the
next
school
year.
In
our
areas
of
academics,
we
continue
to
focus
on
literacy
instruction.
We
are
continuing
our
work
with
the
workshop
model.
We
continue
to
use
the
adopted
units
of
study
by
lucy
hawkins
in
the
teachers
college,
reading
and
writing
project
hegerty
and
on
our
primary
grades
play-based
inquiry.
AC
We
continue
to
use
the
erla
independent
reading
level
assessment
as
a
formative
assessment
tool
to
inform
teachers
and
instruct
students
we
utilize
our
academic
coaches
and
student
success,
coaches
to
support
the
work
of
the
of
teachers,
implementing
the
workshop
model
and
using
the
assessment
tool.
Currently,
two-thirds
of
our
students
are
proficient
or
on
track
for
achieving
proficiency
in
literacy
by
the
end
of
the
school
year.
AC
Those
students
who
are
still
having
difficulty
and
challenged
and
making
adequate
progress
were
also
challenged
during
the
comprehensive
distance
learning
last
year
and
who
are
multi-language
learners
who
need
more
time
to
develop
their
literacy
proficiency.
An
additional
equity
strategy
is
collaboration
and
we
have
many
opportunities
at
our
school
for
teachers
to
collaborate.
AC
They
work
in
collaboration
with
each
other
in
apac
academic
proficiency
and
achievement
committee.
The
core
team
meets
weekly,
I'm
with
teachers
that
rotate
through
different
grade
levels.
During
the
week
we
are
kept
apprised
of
literacy
growth
and
strategically
planned
for
literacy
interventions,
with
academic
coaches
and
social
emotional
support
with
our
school
counselor,
our
social
worker,
our
student
success
coach,
and
we
also
initiate
special
education
referrals
for
our
most
at-risk
and
vulnerable
students.
AC
Over
the
past
four
years,
we
have
initiated
a
book
club
as
an
opportunity
for
those
who
are
determined
to
strengthen
their
understanding
and
improve
the
quality
of
their
teaching
practices
through
co-teaching,
and
this
year
the
book
we
are
using
for
the
co-teaching
model.
The
study
tool
is
called
co-teaching,
do's
and
don'ts
and
do
betters
by
toby
j
carton
and
wendy
w
morasky,
and
I
know
I've
only
scratched
the
surface
on
the
learning
that's
taking
place
at
a
monica
elementary
and
I've
probably
run
out
of
time
either
that
or
I
talked
way
too
fast.
AC
So
I
want
to
thank
you,
superintendent,
grotting
and
the
beaverton
school
board,
community
members
and
beaverton
staff.
I've
appreciated
the
time
you've
taken
to
listen
about
monica.
Thank
you.
D
Thank
you
so
much
kelly
for
your
presentation.
I
was
looking
at
the
participation
rates
and
your
numbers
improved.
You
know
in
the
in
the
next
year,
2021
got
that
there's
no
number
for
the
days
missed
and
we
all
know
the
reason
why.
But
your
numbers
look
good,
and
I
want
to
thank
you
for
your
commitment
to
a
bar
work
and
all
you're
doing
for
our
students.
One
question
I
have
for
you
is:
I
read
where
you
mentioned:
that's
in
your
school
learning
plan.
D
You
mentioned
something
about
utilizing
parent
square
as
your
primary
communication
tool.
Does
it
mean
you
have
other
tools
that
you
use
to
communicate
with
parents,
or
are
you
looking
to
eliminate
all
other
forms
of
communications
and
use
parent
square.
AC
AC
Like
I
mentioned,
we
have
our
empathy
interviews
that
are
being
conducted
by
our
behavior
health
and
wellness
team,
and
I
personally
have
con
conducted
five
interviews
with
parents,
and
two
of
those
interviews
have
actually
landed
with
deeper
conversations,
so
I
have
some
more
in-depth
information
from
two
of
our
parents
as
a
result
of
those
empathy
interviews.
So
there
are
multiple
ways
to
communicate,
but
parent
square
definitely
is
a
delivery
method
that
has
dramatically
changed
or
improved
the
communication
with
our
community.
Over
the
last
three
years,
I've
been
principal
at
allmonica.
AD
Yeah,
I
got
a
question.
Hey
kelly,
I
I
know
you
were
west
tv
for
a
long
time,
the
season
leader.
So
my
question
is
more
like
what
do
you
think
the
value
proposition
for,
like
you
know
a
good
leader
like
yourself
to
actually
you
know,
try
different
challenges
or
move
from
one
school
to
the
other
versus
being
maybe
entrenched
in
one
school
for
like
a
10
year
period.
So
maybe
tell
us
what
you
think
about
that.
AC
Well,
that's
a
difficult
question
for
me
to
answer,
because
not
only
was
I
the
principal
at
west
fullerton
view
for
10
years,
I
was
a
student
at
at
west
tualatin
view
in
first
through
sixth
grade,
so
that
has
a
special
place
in
my
heart
that
will
never
be
replaced
by
any
school.
So
that
might
be
a
little
harder
for
me
to
answer
than
most.
I
do
believe
that
el
monica
is
a
different
challenge
and
I
have
fallen
deeply
in
love
with
my
school.
AC
It
took
a
little
bit
longer,
I
think,
because
of
the
pandemic,
when
you
don't
have
people
present
in
the
building
to
be
with
every
day,
but
I
do
believe
that
this
was
a
perfect
challenge
for
me.
It
stretched
and
grew
me
in
different
ways
in
different
areas
that
I
didn't
have
access
to
as
the
principal
at
west
tv.
So
I
appreciate
this
experience
this
growth
opportunity
and
I
wouldn't
change
it.
Q
AE
Thank
you
for
your
presentation
this
evening.
I
know
the
last
couple
of
years
have
been
really
tough
front
lines
for
administrators
in
schools
and
teachers
and
students
and
parents
so
appreciate
you
know
all
you've
done.
I
have
a
couple
of
questions
one.
I
know
you
touched
upon
the
empathy
conversations
that
leaders
are
having
with
parents,
but
I'm
just
wondering
how
these
the
emotional
and
social
growth
is
happening
with
students
at
el
monica
and
how
they're
doing
I
know
it's.
AC
Oh,
I
do
believe
that
the
pandemic
has
definitely
been
a
difficult
experience
for
not
only
the
children
but
the
adults
and
the
caregivers
as
well,
and
we
we
are
actually
seeing
evidence
of
that
through
some
of
our
empathy
interviews,
because
we're
getting
the
parent
perspective
on
how
it's
impacted
them.
We
saw
it,
of
course,
when
the
students
returned
in
the
fall,
but
having
the
conversations
with
the
parents
and
understanding
more
deeply,
why
it
is
difficult
for
families
to
return
to
a
typical
school
routine.
AC
That's
been
wonderful,
I
would
say
that
bar
none
there.
There
is
absolutely.
AC
I
am
impressed
with
the
the
people
that
were
hired
into
the
positions
that
support
that
emotional,
social
and
emotional
growth
here
at
my
school
I'm
having
a
part-time
social
worker
this
year
and
next
year,
I'm
looking
forward
to
having
a
full-time
social
worker
that
has
been
a
game
changer.
We
have
a
student
success,
coach
and
she
is
highly
skilled.
I
hired
her
this
last
year
and
then
also
having
one
and
a
half
1.5
academic
coaches.
AC
I
have
the
right
people
on
the
bus
for
for
this
type
of
work
and
working
with
kids,
and
we
are
a
cohesive
team.
Not
only
those
are
the
core
members.
Those
are
the
people
that
are
listed
as
our
behavior
health
and
wellness
team,
but
the
bilingual
facilitator.
We
have
here
at
almonica
both
of
my
school
secretaries.
AC
They
are
core
members
as
well.
They
might
not
be
listed
as
the
behavior
health
and
wellness
team.
AE
AC
Yes,
I
would
say
that
that
is
going
to
be
a
challenge.
For
the
most
part
we
can
remedy
that
this
year.
I
believe
that
the
the
way
that
the
grant
is
structured
for
camp
achieve
we'll
be
able
to
provide
transportation,
and
that
would
be
the
biggest
barrier,
is
getting
students
to
and
from
the
camp
this
year,
we'll
have
to
hold
it
at
beaver
acres
who's.
AC
My
partner
will
be
speaking
next
about
her
school,
which
is
just
down
the
road,
not
even
half
a
mile,
because
salmonica
will
have
construction
over
the
summer.
I
would
say
that,
yes,
most
of
it,
is
access
through
being
able
to
attend
willingness
and
wanting
to
go.
I
the
desire.
Is
there
it's
actually
transporting
and
get
getting
students
to
and
from
another
barrier
that
we
will
make
sure
to
to
eliminate
for
a
student's
food
access,
because
that
seems
to
be
a
limiting
factor
as
well.
C
Thank
you
for
your
report.
I
noticed
that
68
of
your
students
are
either
latino
or
asian,
and
out
of
that,
15
percent
is
out
of
your
student.
Whole
student
population
15
our
english
language
learner.
So
it
makes
for
an
interesting
mix
of
languages
as
well
as
cultures,
and
you
know-
and
I
noticed
that
you
talked
about
your
collaborative
co-teaching-
for
addressing
english
language
learners,
I'm
wondering
about
how
you
track,
how
you're
tracking,
like
the
progress
with
the
different
interventions
that
you
are
putting
in
place.
AC
Yes,
well
part
of
that
is
the
academic
proficiency,
the
apac
meetings
that
we
have
once
a
week.
I'm
attending
those
meetings.
We
have
them
on
thursdays,
but
basically
we
have
an
elaborate
data
set
that
shows
that
the
academic
progress
of
our
students,
our
el
teachers,
are
also
involved
in
those
academic
proficiency
meetings
as
well,
so
that
we're
able
to
track
their
progress
in
literacy
because
most
of
the
meeting
is
spent
on
literacy
secondary
to
that
is
behavior.
AC
We
do
occasionally
speak
about
math,
but
our
primary
concern
is
literacy,
instruction
and
language
learning,
and
that's
where
we
keep
most
of
of
that
data
and
information.
We
have
it
organized
in
to
a
certain
extent,
with
three
esl
teachers.
Each
of
the
teachers
cover
two
different
grade
levels
and
have
four
classrooms
that
they
co-teach
in.
So
we
have
our
day
organized
the
the
co-teacher's
ability
to
be
in
four
classrooms
on
a
daily
basis.
To
do
primarily
it's
the
writing
instruction
and
overlap
with
reading.
A
A
One
question
is
you're.
Looking
at
new
ways
of
reaching
out
and
working
on
the
attendance
numbers,
have
you
found
certain
techniques
or
things
that
are
working
well
for
your
community
that
are
starting
to
turn
those
numbers
around
and
bring
people
back
to
school?
And
what
do
those
look
like?
What
what
what
things?
If
there
are
things
that
are
working?
What
what
are
the
kind
of
your
top
three
or
something
like
that.
AC
Well,
right
now,
I
would
say
that
the
empathy
interview
itself,
even
though
it
is
a
tool
to
gather
information
and
understanding
and
knowledge.
I
think
it's
also
a
hello.
We
care,
and
we
are
here
for
you
and
this
is
and
welcome
to
el
monica.
We
want
you
to
be
a
part
of
this
community
and
we
want
to
engage
with
you
with
your
child
attendance,
so
just
making
that
personal
contact
is
huge.
AC
One
of
the
interviews
that
I
conducted,
I
had
a
parent,
a
father
who
came
to
the
school
for
his
his
empathy
interview
and
we
just
had
a
conversation.
What
were
his
goals
and
dreams
and
aspirations
for
his
five-year-old,
and
he
told
me
his
story
when
he
came
to
to
the
united
states
and
he
began
in
high
school
and
he
had
that
one
person
that
one
anchor
that
made
he
almost
made
it
through
high
school.
AC
He
said
he
almost
made
it
and-
and
he
thinks
that
if
he
had
an
additional
relationship
towards
the
end
of
high
school,
that
he
probably
would
have
graduated
and
that's
all
he
wants
for
his
daughter-
is
to
graduate
so
making
that
connection
knowing
his
name
when
he
drops
his
daughter
off
in
the
morning
and
being
able
to
say
good
morning
to
him,
he
is
now
connected
with
our
community.
AC
So
I
think
it's
that
it's
time
consuming,
yes,
but
I
think
it's
meaningful
and
our
behavior
health
and
wellness
team
is
committed
to
continuing
we've.
Each
chosen
five
additional
names
from
our
list,
our
highest
priority
concerns
to
reach
out
and
contact,
and
our
goal
is
to
have
those
finished
by
the
first
full
week
in
june,
and
so
then
we'll
have
added.
You
know
how
many
of
us
are
there.
We'll
have
25
more
connections
that
have
been
made
with
community
members,
but
I
think
it's
one
family
one
person,
one
relationship
at
a
time.
E
A
Next
up,
we
have
principal
tran
from
beaver
acres
elementary.
AF
Good
evening,
chair,
colette
members
of
the
school
board,
superintendent,
grotting
and
our
colleagues
and
community,
and
my
friend
and
colleague,
callie
mcnamee,
I'm
inspired
as
I
start
this
evening.
I'm
just
thinking
about
the
empathy
interviews
as
I
lead
into
today.
I'm
the
new
to
beaver
acres
principal
these
last
two
years
and
joined
during
the
time
of
pandemic.
AF
So
we're
all
aware
of
those
challenges,
one
of
our
staff
members,
that's
on
our
professional
development
team,
approached
carla
ramirez
and
myself
with
the
idea
of
the
theme
of
a
year
of
opportunity
to
approach
this
year
because
of
the
word.
Opportunity
lends
itself
to
action
and
asset
based
thinking,
and
I
keep
coming
back
to
that
because
it
seems
like
as
soon
as
we
think
we're
getting
ahead
of
the
challenges
new
ones
arise.
AF
AF
This
august,
where
we
looked
at
all
the
data,
we
could
get
our
hands
on,
including
some
anecdotal
that
we
strove
to
plan
and
collect
last
spring
and
there
were
some
strengths
to
that
and
some
challenges.
The
thing
I'm
most
proud
of
that
the
team
came
up
with
was
the
capturing
of
student
voices.
AF
We
asked
our
students
four
questions
last
spring
and
we
got
lots
of
answers
because
of
seesaw
and
all
of
the
online
learning.
So
we
got
lots
of
answers.
What
are
your
hopes
and
dreams
for
our
school?
What
is
something
good
from
this
school
year?
What
are
your
wishes
for
the
school
to
support
or
help
you,
and
what
do
you
wish?
AF
AF
That
is
easy
to
get
sucked
into
with
the
challenges.
So
we
felt
pretty
good
about
our
plan
as
we
approached
this
year,
but
I'll
be
honest,
the
implementation
of
that
plan
was
a
bit
challenging
with
quarantines.
We
were
one
of
the
lucky
schools
that
went
into
trl
for
a
week,
great
plan
implementation
a
little
bit
lacking
so
where's
the
opportunity
in
that.
Well,
it
creates
an
opportunity
to
be
reflective
and
capture
more
knowledge
of
hey.
AF
Does
this
plan
actually
mean
anything
to
us
now
that
we're
all
here
and
now
that
our
students
are
all
here
so
collaboratively
as
a
staff,
and
also
hindsight,
going
back
to
august
last
year
being
new,
some
of
our
staff
felt
like
their
their
voices,
weren't
fully
heard
and
listened
to.
So
we
worked
together
to
develop
a
tool
to
reflect
on
the
school
learning
plan
itself
and
we
asked
questions
and
the
tool
was
developed
by
our
staff
on
the
goals
themselves,
the
strategies
themselves
from
the
school
learning
plan,
and
then
what
were
your
professional
development?
AF
Professional
development
needs
related
to
each
of
those
areas.
Additionally,
our
staff,
as
they
do
in
all
schools.
We
use
our
school
learning
plan
to
develop
our
own
personal
goals
for
evaluation
and
reflection
throughout
the
year.
So
what
we
learned
from
our
staff
with
the
compiled
results,
so
we've
got
the
learning
plan.
We
did.
The
needs
assessment
didn't
actually
implement
the
plan,
like
we'd
hoped
now.
We've
had
some
time
to
look
deeper.
Do
we
need
to
revise
this?
AF
We
ask
them
to
prioritize
those
needs
and
the
top
ones
are,
and
this
one
has
all
the
voices
of
the
staff,
just
not
a
small
leadership
team
ela
conferring
and
building
stamina.
The
stamina
piece
is
still
tricky
and
engagement,
math,
the
balance
of
procedural
fluency
and
conceptual
understanding,
and
what
the
assessment
looks
like.
AF
With
the
guidance
of
the
academic
coach
or
the
student
success
coach,
I
see
that
both
as
a
barrier
and
also
I
love
that
our
staff
is
asking
for
that
that
that's
something
that
is
valued.
So
it
speaks
to
work
that
we
need
to
do
of.
How
do
we
be
creative
with
the
time
we
do
have,
and
how
do
we
look
at
ways
to
use
our
resources
to
to
be
more
intentional
with
that?
The
other
piece
that
I'd
like
to
highlight-
and
I
it's
hard
to
capture
the
heart
of
a
school
in
this
setting.
AF
But
if
you
were
to
walk
in
the
doors
of
the
school
in
the
morning,
what
you
would
hear-
and
you
could
try
it
tomorrow
if
you
want,
you-
would
hear
the
stuff
immediately
be
saying
good
morning,
tom,
we're
glad
you're
here
good
morning,
kelly,
we're
so
glad
to
see
you
today.
That
is
what
happens
in
the
school
of
700
plus
every
morning.
Kids
are
greeted
by
name.
So
some
highlights
with
that.
Our
kids
told
us
they
wanted
to
be
seen
as
an
individual
one
of
the
things
we
did
this
year.
That
was
super
powerful.
AF
For
me
as
a
new
principal,
is
we
embarked
on
an
activity
called
the
power
of
being
seen?
It's
borrowed
from
other
things,
you've
probably
seen
out
out
and
about,
but
each
student's
name
is
on
a
square
and
it's
organized
by
class
and
as
staff
we
go
around
and
we
write
like
things
we
know
about
their.
Do
we
know
the
family?
Do
you
know
they
have
siblings,
do
know
their
likes.
AF
It's
focused
on
assets
and
then
we
look
where
the
empty
squares
are,
and
each
of
us
put
our
name
by
some
kids
and
then
our
job
is
to
use
the
10
by
2
strategy,
where
you
find
10
days
two
minutes
a
day
and
you
try
to
get
to
know
each
of
those
kids,
those
kids
that
were
missing.
So
that's
pretty
important
work
to
the
students
and
to
us-
and
I
I
picked
five
kids.
AF
That
was
a
little
lofty
to
do
the
ten
by
two,
but
it
was
also
aspirational
and
reminded
me
of
the
language
that
cali
used
earlier
about
empathy
interviews.
How
are
we
listening
with
for
assets
and
where
those
students
are
coming
from
a
couple
other
highlights.
I
just
want
to
capture
last
thursday
was
my
first
in-person
event
at
beaver
acres.
We
welcomed
over
75
of
our
incoming
kinder
families
that
are
fully
registered.
75
of
our
90
that
are
registered
came
that's
83
attendance.
AF
It.
It
just
was
super
exciting
to
have
a
little
bit
of
return
to
welcoming
the
whole
family
into
the
community
of
a
school,
and
this
thursday,
and
you
are
invited.
Beaver
acres
is
hosting
arts
for
smarts
from
six
to
seven
thirty.
I
have
never
experienced
this.
I've
heard
about
it.
Apparently
it's
amazing,
it's
an
art,
show
and
the
art
is
not
expensive
and
you
can
come
purchase
student
art
and
it
benefits
more
art
in
the
school
as
well
as
as
books
there.
AF
I
am
prepared
to
speak
to
other
details
in
the
school
learning
plan,
but
I'm
hoping
you
captured
a
bit
of
the
heart
of
this
place.
I
will
say:
beaver
acres
is
affectionately
called
the
acres,
the
village,
even
though
it's
a
large
large
school,
it
has
a
feeling
of
community,
and
so
I
hope
you
could
hear
part
of
that,
as
well
as
the
data
story
that
you
have
in
front
of
you.
E
Thank
you
principal,
I
feel
for
you
being
the
new
principal
and
in
such
a
big
school,
and
I
loved
your
idea
about
getting
to
know
each
and
every
student
and
if
you
don't
know
the
teachers
actually
take
the
initiative
to
try
to
find
so
that
that,
thank
you,
thank
you
so
much
I
I
did
my
question.
E
E
AF
Yeah
I
I
saw
that
that
was
part
of
the
data
we
looked
at
also
this
august
and
I
haven't
seen
the
results
from
this
spring.
We
I
I
guess
I
can
speak
personally.
I
agree.
You
know
you
can't
come
into
the
school
building.
You
have
a
new
administrator
you're
working
and
trying
to
manage
your
your
children's
online
schooling
and,
as
we
know
during
the
pandemic,
a
lot
of
it
was
more
safety
driven
communication
rather
than
the
heart
and
soul,
and
that
feeling
we
hope
of
making
sure
every
family
feels
welcome.
AF
So
I'm
hoping
that
we
see
some
improvement
in
that
this
year,
especially
now
that
we've
been
in
person
and
we're
beginning
to
be
able
to
welcome
families
inside
the
doors
I
took
note.
I
wrote
down
on
my
little
piece
of
paper
empathy
interviews.
I
think
that's
a
nice
thing
to
take
back
to
our
team
for
those
pieces,
but
I
also
think
we
need
to
look
at
how
we
define
involvement
and
sometimes
I
think,
I'm
wondering
what
questions
we
can
ask.
AF
What
does
that
mean
for
a
family
to
feel
involved
in
their
child's
education,
because
I
think
it
actually
differs
across
cultures
needs
of
the
student
needs
of
the
family?
So
sometimes
I
wonder
if
I
ask
the
wrong
questions:
are
we
as
a
school
and
ask
the
wrong
questions
to
get
at
what
does
truly
being
a
part
of
your
child's
education
mean
to
you?
So
I
think
that's
something
that
we
still
need
to
dig
into.
AF
E
And
my
next
question
would
be:
this
is
a
title
one
school
right
and
there
are
a
lot
of
opportunities
that
a
title
one
school
can
provide
as
far
as
resources
are
concerned.
How
how
do
you
get
to
know
about
all
the
resources
are
fully
being
used.
AF
AF
If
you,
if
you
look
back
at
our
budget
narrative,
which
I
don't
know,
if
you
see
that
side
of
it,
one
of
the
things
we
put
resources
into
was
time
for
collaboration
because
that's
part
of
our
goal
and
then
with
not
being
able
to
use
subs
and
the
staff
shortages.
That
was
a
bit
of
a
barrier.
However,
we
try
to
do
the
best.
We
can
what's
the
opportunity
with
that.
AF
We
did
use
the
funds
to
provide
in
honor
of
staff
time
we
paid
them
for
their
time
to
to
spend
more
time
together
and
they
expressed
that
that
was
valued
and
appreciated.
AF
The
other
thing
that
we
know
is
that
books
in
the
home
for
rich
and
well-chosen
books
that
kids
can
and
want
to
read,
are
are
always
valued,
so
we
purchased.
We
just
did
it.
Last
week,
each
kindergartner
went
home
with
a
carefully
curated
bag
of
books
about
eight
that
they
got
to
take
home.
It
sends
a
message
it
also.
We
hope
it's
a
joyful
thing
versus
a
your
child
is
behind.
You
need
to
read
with
them.
AF
E
D
Thank
you
principal
tran,
for
your
presentation,
lots
of
good
information
here
I
want
to
thank
you
for
all
the
structures
you
have
put
in
place
to
nurture
our
students,
social
and
emotional
learning.
So
thank
you
so
very
much.
My
question
is
around
your
plan.
You'd
mentioned
that
you'll
be
targeting
you
plan
to
target
the
achievement
and
growth
of
students
who
are
language,
learners
and
students
who
are
historically
underserved.
B
D
Don't
see
what
strategies
you
plan
to
put
in
place
to
achieve
that,
could
you
talk
more
about
that?
Please.
AF
AF
Just
today
I
was
talking
to
the
teacher
and
he
talks
about
it
with
his
students
as
the
micro
goals,
because
we
want
to
be
constantly
changing
those
verses
that
you
know
reading
at
grade
level
at
the
end
of
the
year
that
has
no
meaning
for
a
student
also
when
we're
conferring
with
students,
they
need
to
know
when
to
apply
that
strategy
that
you're
talking
about
and
how
to
apply
it.
So
when
you
come
across
a
word
like
this,
you
can
try
these
strategies.
AF
So
when
you
meet
each
child,
exactly
where
they
are,
each
child
should
be
making
progress
and,
if
not
you're,
using
the
structures
like
kelly
referenced
earlier
through
your
apac,
your
larger
systems,
to
say:
hey
what's
going
on.
Why
is
this
child
not
making
progress.
C
Hi
nice,
to
see
you
one
of
the
I
was
super
excited
to
see
that,
like
uganda
was
saying
you
have
a
very
specific
goals
for
your
ell
students
and
that
you
have
a
format
in
withdrew
tracking
to
try
to
get
them
up.
C
You
know
to
fours
and
fives
in
in
their
success,
so
I
just
wanted
to
appreciate
that
about
your
plan
that
it's
very,
very
concrete
goals
and,
as
you
know,
it
says
in
here
it's
a
big
stretch,
but
it's
a
a
very
needed
stretch,
as
our
our
students
only
get
one
year
of
you
know
third
grade
or
one
year
fourth
grade
and
so
having
the
actual
goals
on
here
and
it's
tied
to
these
the
levels
you
know
how,
where
we're
trying
to
to
reach,
is
it's
nice
to
see,
and
I
look
forward
to
speaking
you
know
in
a
few
years
to
see
where
you
are
at
and
again
to
see
what
strategies
and
how
you're
shifting
your
strategies
to
address
their
needs.
A
Other
questions
from
the
board,
I
I
appreciate
the
presentation
and-
and
you
sharing
with
us
your
pivot
and
during
the
years
has
been
a
really
difficult
year
and
the
flexibility
and
the
willingness
to
work
with
staff
to
build
a
new
plan.
That's
incredible!
A
AF
In
some
ways
I've
wiped
that
week
from
my
memory,
I
would
say
it
was
actually
harder
leading
up
to
that
week,
because
I
was
a
little
bit
in
denial
about
how
many
students
were
out
because
I'm
like
no
we're
not
going
to
close
we've
got
to
keep
our
kids
in
school,
and
I
still
remember
when
nicole
will
my
my
executive
administrator
called
me
and
I
had
been
watching
attendance
closely.
AF
I
think
I
gasped
when
she
told
me
what
we
had
hit,
so
it
almost
felt
like
a
time
to
catch
our
breath
and
get
some
people
healthy,
because
we
were,
I
can't
remember
the
percentage
of
our
students
that
were
out
because
it
it
shocked
me.
I
think
I
believe
it
was
over.
AF
Half
of
our
students
were
out
so
in
a
way
that
week
from
then
on,
when
we
came
back
from
that
week,
it
felt
like
we've
steadily
seen
some
seen
improvement,
because
the
quarantine
structures
and
the
rules
at
the
time
for
how
you
had
to
communicate
and
get
kids
sent
home.
It
was
like
a
call
center
over
here,
so
it
was.
It
felt
like
kind
of
a
breath
of
catching
our
breath
and
I
think
even
our
families
weren't
shocked.
I
don't
think
I
heard
a
single
complaint
from
the
community.
AF
It
was
more
like,
of
course,
of
course,
this
is
happening
and
simpson
we're
seeing
our
attendance.
I
keep
asking
being
new
here,
our
attendance
secretary.
How
are
we
looking
in
in
normal
years
what?
What
would
be
a
reasonable
expectation
for
flu
season
for
for
kids
to
be
out,
and
we
still
have
far
to
go,
but
it's
getting
more,
where
we
can
see
the
light
and
see
some
areas
where
we
can
approach
problem
areas
versus
just
being
overwhelmed
by
the
numbers.
A
AG
Thank
you,
chair
colette
members
of
the
board.
I
appreciate
the
opportunity
to
update
you
on
the
finances
of
the
school
district.
Today
you
have
in
your
report
the
april
numbers
for
the
general
fund
and
also
the
local
option
levy
number
of
teachers
spread
across
the
district
and
their
location.
AG
Those
numbers
have
not
changed
since
last
month,
when
you
last
reviewed
them
not
enough
going
on
monetarily
to
make
changes
to
those
estimates.
At
this
point
in
the
year,
I
would
draw
your
attention
to
the
state
revenue
forecast
that
occurred
last
week
for
those
of
you
that
were
listening
or
or
reading
about
that.
A
pretty
large
kicker
is
projected
now
for
the
2123
biennium
significant
increase
in
collections.
AG
I
think
they
said
it
was
up
70
in
april
for
the
for
the
tax
year
collections,
so
quite
a
strong
increase
in
terms
of
tax
revenue
collected
so
so
strong
economy
in
our
state.
The
downside
of
that
is
most
that
will
be
giving
but
we'll
be
giving
back
folks
through
the
kicker
in
in
23.25.
AG
Also,
something
not
talked
too
much
about
is
the
the
actual
2325
biennium
was
updated
to
where
revenue
is
actually
going
to
be
lower
than
the
2123
biennium.
So
that's
something
to
keep
an
eye
on
in
the
forecast
concerns
about
that.
It
actually
shows
it
down
a
couple
billion
dollars
in
the
next
biennium.
So
we'll
keep
our
eye
on.
I
appreciate
you
looking
at
it
too
and
I'll
take
any
questions
you
have.
A
Mike
appreciate
you
keeping
us
up
to
date
on
that
revenue
forecast
just
so
that
I
can
conceptualize
what
you've
said
earlier
when,
when
the
kicker
kicks
right
most
of
those
additional
revenues,
then
don't
get
come
back
to
us
through
the
state
school
fund.
A
If
you
had
a
way
of
qualifying
that
or
helping
us
understand,
I
mean,
is
that
80
of
the
new
revenues
going
into
the
kicker
60
percent?
Well,
what
is.
AG
With
the
way
it
works,
that's
a
good
question,
chair
colette.
The
way
it
works
is
once
it
exceeds
that
two
percent
kicker
threshold.
It
goes
back
that
that
full
two
percent
or
anything
above
it
goes
back.
So
I
think
what
you're
referring
to
is
that
sweet
spot
where
you
might
get
a
percent.
AB
AG
What
their
estimate
was,
and
if
it
was
just
in
that,
if
it
was
under
two
percent,
those
resources
would
stay
with
the
state
and
would
be
allocated.
But
the
fact
that
it's
you
know
here,
we
are
in
june
halfway
through
the
biennium
and
they're
projecting
a
significantly
large
kicker
means
it's
all
going
back.
A
C
Yeah,
so
I
was
just
thinking
about
you
know:
we've
heard
a
lot
about
the
esser
funds
and
and
spending
those
down.
We
know
that
those
are
just
short
term
monies
that
we
have
to
that.
We
would
be
spending
where
we
are
going
to
be
spending
down
over
the
next
year
for
some
it's
one
year,
two
years,
any
any
other
notes
you
want
to
make
about
the
spending
down
of
those
esser
funds
and
the
restrictions
and
things
like
that
for
their
usage.
AG
Happy
to
do
so.
Thank
you,
dr
perez.
Those
as
you
mentioned,
those
are
funds
are
one
time
funds.
They
must
all
be
completely
spent
by
september
2024
and,
as
we
laid
out
probably
in
excruciating
detail
for
you
through
the
budget
process,
we
have
a
plan
to
spend
those
dollars
down
over
each
of
the
next
three
years
so
that
we
don't
put
ourselves
in
a
position
where
we're
falling
off
a
funding
cliff
and
causing
layoffs
and
the
like
in
our
schools.
So
that's
the
goal
of
the
extra
funds
it
is
allocated.
We've
got.
AG
We've
got
a
small
portion
that
that's
currently
unallocated,
but
we've
left
it
that
way
intentionally,
because
you
know
we're
still.
These
are
pandemic
dollars
and
that
pandemic
seems
to
kind
of
rear
itself
every
once
in
a
while
and
find
new
ways
to
spend
money
on
it.
So
we're
keeping
a
little
bit
in
reserve
there
to
make
sure
we
don't
get
caught
flat-footed.
A
Thank
you.
Thank
you.
Thank
you
mike.
I
think
we're
going
to
take
a
10
minute
break
now
before
we
move
into
the
discussion
items
so
board
members.
If
we
want
to
come
back
around
8
24
pm
and
be
ready
for
the
second
half
of
the
board
meeting.
A
All
right,
the
next
item
before
us
tonight
is
declaration
of
surplus
real
estate,
and
we
have
deputy
superintendent,
mead
and
administrator
for
long
range
planning
sparks
here
with
us
to
walk
us
through
this.
AH
Leaving
chair
colette
members
of
the
school
board,
my
name
is
steven
sparks
I'm
the
administrator
for
long
range
planning
and
tonight
we're
bringing
to
you
a
request
to
discuss
and
direct
staff
to
come
to
you
at
your
next
meeting
with
a
declaration
that
the
subject
property
that
we're
going
to
talk
about
tonight
as
surplus
for
us
to
then
go
through
the
process
of
selling
this
piece
of
property.
AH
AH
So
when
the
district
acquired
this
property
starting
2002
and
finally
concluding
in
2004,
the
district
did
go
through
the
land
division
process
to
remove
the
riparian
area
on
the
north
side
of
the
property
from
this
property
and
therefore,
as
we
go
to
you,
know,
potentially
go
to
market
this
property.
It
is
11.6
acres
of
net
developable
land.
It
is
zone
residential
and
would
result
in
a
residential
development
of
some
type
depending
on
who
would
be
the
winning
bid
for
this
property.
AH
W
C
Really
a
question
just
a
a
comment
like
I
thank
you
for
sharing
this
today
and
I
know
we've
had
multiple
conversations
that
be
explaining
why
this
property
is,
is
the
most
viable
for
the
district
to
sell,
and
just
thank
you
for
all
the
information
that
you've
been
sharing
with
us
over
the
next
last.
You
know,
last
few
weeks
and
months.
W
G
And
and
just
to
be
sure,
this
is
not
property
somewhere
down
the
road
that
we
would
expand.
West
view
high
school,
or
this
could
be
used
to
build
a
new
high
school
that
this
11.64
or
12
acres
was
originally
purchased
as
an
elementary
site,
and
that's
how
many
acres
it
takes
for
an
elementary
site.
AH
That
is
correct.
The
intent
back
in
the
early
zeros
was
to
convert
rock
creek
into
a
middle
school
and
then
to
build
a
new
elementary
school
on
this
site
and,
as
noted
in
the
staff
report,
the
board
subsequently
bought
the
property
on
the
former
two
pool
nursery
site
and
that's
where
the
middle
school
was
located.
Therefore,
we
don't
need
this
site
any
longer.
G
AH
That's
correct:
we
couldn't
add
to
westview
high
school
on
this
site.
It
would
be
just
too
distant
from
the
main
building.
We
do
have
a
room
on
the
north
side
of
the
school
westview
high
school,
where
we
could
potentially
add
a
wing
if
that
was
desirable
at
some
point
in
the
future,
but
this
property
would
not
benefit
the
high
school
in
any
way
that
isn't
already
being
accomplished
at
the
high
school
site.
AH
Okay,
so
you
will
see
us
next
month,
we
will
come
to
you
on
a
consent
calendar
with
a
recommendation
to
proceed,
as
outlined
in
the
staff
report
on
how
to
appropriately
dispose
of
this
property.
A
We'll
not
only
see
you
guys
next
month,
where
I
think
we're
going
to
see
you
in
a
second
here
for
our
next
agenda
item.
So
I
don't
oh
becky.
Do
you
have
a
another
question
or
comment?
No,
okay,
gotcha.
You
think
steve
will
look
forward
to
that
and
don't
go
anywhere,
because
we
need
to
talk
about
boundary,
adjustments
for
bonnie,
slope
and
findlay.
AH
So
again,
thank
you
for
making
the
time
for
us
here
this
this
evening
again,
my
name
is
steven
sparks
and
we're
here
to
talk
about
a
proposed
boundary
adjustment
process
that
we
would
like
the
board
to
approve
some
objectives
for
us
at
your
next
meeting
in
june.
So
we're
here
to
talk
about
why
we're
proposing
a
small
boundary
adjustment
up
between
these
two
schools.
AH
You
may
recall
at
this
time
last
year
we
came
to
you
for
a
small
boundary
adjustment
between
springville
and
sato
elementary
school,
we're
proposing
to
do
essentially
the
same
thing,
but
between
these
two
schools.
So
we
are
proposing
to
shift
the
boundary
between
finley
and
bonnie
slope.
The
reason
being
bonnie
slope
is
quite
is
that
is
overcrowded
it's
at
capacity
and
then
some
and
finley
is
in
a
declining
enrollment
scenario.
AH
So
there
is
room
at
findlay
that
will
benefit
both
findlay
and
bonnie
slow
by
shifting
students
to
the
findlay
area.
We
think
that
there
will
be
some
transportation
improvements
which
I'll
get
into
here.
In
just
a
moment,
there
will
be
no
changes
to
the
middle
school
and
the
high
school
boundaries.
These
will
only
affect
students
and
their
families,
along
between
at
the
elementary
school
level,
between
bonnie
slope
to
findlay,
and
as
always,
we
do
expect
to
come
forward
with
you
with
a
legacy
student
recommendation
so
for
general
orientation.
AH
AH
You
can
see
right
here
a
little
bit
closer
view
of
those
three
grid
codes,
the
students
that
were
proposing
to
move
they
will
be,
they
are
closer
to
findlay
and
that's
part
of
the
transportation
benefits
that
we
might
be
able
to
realize.
We'd
have
to
do
additional
studies
as
we
go
forward,
but
here
is
the
specific
area
you
can
see
how
the
area
has
been
developed
over
time.
AH
This
is
our
enrollment
snapshot
for
both
schools
again
over
time,
starting
with
school
year
1516
and
you
can
see
at
the
bottom.
Finley
has
declined
over
time.
This
is
expected.
It
is
a
neighborhood
that
has
matured
quite
a
bit
since
its
original
development
and
the
days
of
great
crowded
schools
or
great
crowded
classrooms
in
finley
are
behind
us
because
those
families
have
you
know
those
students
have
moved
on
and
we're
not
seeing
the
same
refill
rate
as
we
did
in
the
late
90s.
AH
AH
You
might
be
thinking
so
with
the
school.
Where
did
the
resident
students
go
in
these
two
attendance
areas
and
the
the
flex
online
program
is
the
main
relief
valve
for
our
elementary
schools,
and
you
can
see
that
we
do
have
have
experienced
growth
in
flex
with
the
two
attendance
boundaries
most
prominently
in
the
findlay
area.
However,
as
we're
projecting
for
the
next
school
year,
it
is
12
students,
but
the
main
point
of
showing
this
is
that
the
decline
in
finley
has
not
been
created
by
families
choosing
to
do
flex
online.
AH
AH
It
is
in
all
likelihood
the
other
two
grid
codes
would
still
require
transportation,
but
again
those
are
things
that
we'll
have
to
study
a
lot
more
in
a
lot
more
detail
as
we
move
forward.
AH
So
our
timeline
is
here
obviously
we're
here
tonight
to
have
a
discussion
with
you
and
presuming
that
the
outcome
is
a
positive
one.
Here
we
would
be
in
front
of
you
next
month
with
objectives
for
your
consideration.
G
First
of
all,
thank
you
so
much
for
answering
my
questions
today
and
I
appreciate
you
adding
those
numbers
up
on
the
bonnie
slope
finley
on
the
incoming
kindergarten
class.
I
appreciate
you
finding
that
information
and
then
also
walking
me
through
of
you
know,
because
I
I
I
did
ask
you
today
about
why
there
was
such
a
difference
in
the
last
few
years
at
findlay.
So
thank
you
for
walking
me
through
that.
It's
an
older
neighborhood!
G
That's
that
students
have
moved
on
to
the
next
level
and
no
new
families
are
are
moving
in,
and
I
understand
that
because
it's
the
same
way
in
my
neighborhood
right
now
and
and
then
also
just
answering
my
providing
that
additional
graph
on
the
students
that
are
in
flex
at
bonnie,
slope
and
findlay.
So
I
really
appreciate
you
walking
me
through
that
information.
AH
C
As
a
new
board
member,
I
appreciate
you
showing
us
the
timeline,
and
I
know
that
policy
jc
tells
us
board
members
what
the
process
will
be,
and
I
appreciate
you
clarifying
that
you
will
be.
You
know
going
out
for
voices
hearing
the
voices
of
our
families
at
both
schools
and
then
coming
back
to
us
with
some
recommendations
to
the
board.
C
I
know
that
in
my
zone,
two,
when
we
had
the
board
the
boundary
changes,
there
were
a
lot
of
suggestions
from
my
zone,
two
community,
and
you
know
hopeful
that
those
recommendations
in
the
past
will
be
taken
into
consideration
as
we
do
the
outreach
for
the
families
in
these
that
are
impacted
by
these
two
in
these
two
schools.
So
thank
you
for
that
timeline,
and
I
appreciate
I
guess
that
it's
stated
here
we're
following
policy
jc,
which
is
a
board
policy
that
kind
of
spells
out
the
procedures.
W
D
Thank
you
steven.
Thank
you
tom.
Actually,
karen
just
mentioned
what
I
was
going
to
say.
I
don't
have
a
question.
I
was
just
going
to
make
a
comment
just
to
appreciate
the
fact
that
we
are
including
our
affected
community
members
in
this
process.
You
know
just
giving
them
that
opportunity
to
give
an
input
in
the
process.
So
I
really
appreciate
that.
Thank
you.
Steven.
AH
E
AH
I'd
like
mr
mccracken
to
answer
that,
since
he
does
most
of
the
data
for
us
in
here
so
robert,
can
you
go
pine
on
that?
One.
AI
Yeah,
so
that
would
be
in
the
total
of
three
group
codes.
130
11
51
142
currently
have
122.
E
Will
be
moving
from
findlay
to
will
be
moving
to
findlay.
AH
So
let
me
translate
there
robert
you're
a
little
garbled
on
that,
so
we
have
approximately
120
students,
122
students
in
these
three
grid
codes.
Today,
most
of
those
students
are
in
the
grid
code
130
right
here,
and
that
includes
k
through
five,
and
you
know
we
do
have
projections
as
well,
and
robert
can
answer
those
if
you'd
like
we
can
dive
down
into
that
a
little
bit
more.
If
you
like,.
E
So
infinitely
we
have
about
400
some
students
right
according
to
the
numbers
I
saw
and
then
you're
going
to
put
another
122.
are
they
are
they
equipped?
Would
that
make
them
overcrowded.
AH
No,
the
the
capacity
at
the
schools
are
about
the
same,
and
if
we
were
to
add
120
students
over
there,
we
would
be
around
600,
which
is
slightly
below
the
capacity
for
findlay.
Today.
You
know
the
permanent
capacity
today.
AH
The
boundary
adjustment,
of
course,
will
take
place
next
school
year,
which
means
that
it
would
be
school
year,
24
25
when
or
23
24.
When
that
would
take,
you
know
effect,
and
so
the
numbers
of
students
will
obviously
change.
You
know
within
that.
You
know
by
a
handful
of
students,
we'll
also
we
expect
to
come
to
you
with
a
legacy
program
that
is
typically
very
important
to
the
you
know
affected
families.
I
don't
want
to
speculate
what
that
would
be,
but
the
bottom
line
is.
AH
AD
Hand
up
yeah,
so
this
looks
really
logical.
This
looks
like
the
right
thing
to
do
and
I
love
all
the
data
you
have
and
the
great
graphs,
and
especially
this
one
right
here,
showing
it
how
logical
it
is.
What's
the
since
I've
been
on
the
board
seven
years,
what's
the
emotional
feeling
so
far
for
this
transition,
because
I
know
some
people
love
change,
it
looks
like
you
still
have
a
grandfather
policy
for
families
that
exist.
They
can
stay.
AH
Well,
we
haven't
reached
out
to
the
community
at
all.
We've
talked
with
the
principals
and
the
incoming
principal
at
bonnie
slope
about
this
and
what
we're
looking
at
doing
and
again
it'll
take
time.
If
history
is
any
indicator,
yes,
the
families
will
be,
they
will
be
disappointed
to
see
that
they
are,
you
know,
targeted
to
move
to
a
different
school
because
they're
used
to
being
at
bonnie
slow.
AH
But,
given
the
you
know,
the
the
great
quality
of
the
school
at
findlay,
just
as
it's
as
great
at
any
slope,
families
will
be
able
to.
You
know
accept
that
and
it
will
come
down
to.
You
know
what
kind
of
legacy
program
you
know
we'll
be
able
to
come
to.
Q
AH
K
AI
Okay,
so
it's
120
call
it
120
students
out
of
the
three
great
code.
130
is
the
largest
and
I
believe
it
has
about
two-thirds
of
those
students.
It's
it's
the
largest
development.
It's
the
moments.
AI
It's
most
recent,
the
other
two
don't
have
quite
as
many
houses
than
them
and
the
one
that's
the
farthest
to
the
east
is
actually
outside
of
your
home
and
has
a
handful.
AH
So
the
the
main
takeaway
for
this
is
grid
code.
1,
1,
5
1
will
have
greater
development
potential
for
new
residential
than
grid
code
1142,
because
1142
is
outside
of
the
urban
growth
boundary
and
will
not
be
urbanized
in
the
near
future.
It
would
have
to
be
brought
into
the
growth
boundary
to
get
urban
zoning
and
urban
services
extended
to
it.
AH
Yeah,
the
this
is
rural
reserve
right
now
it
may
change
to
urban
reserve
at
some
point
in
the
future.
The
only
ugb
discussion
that's
happening
now
is
down
in
the
river
terrace
area,
opposite
mountainside,
high
school,
and
that
will
be
a
multi
multi-year
project
process.
So
there's
nothing
imminent
in
terms
of
a
change
to
the
ugb.
G
So
I
can't
quite
tell
from
this
map,
but
I
would
say
that
that
area
130
it
looks
like
that.
That
is
one
big
subdivision
and
that
dotted
line.
I
can't
quite
tell
what
means,
if
that's
a
main
road,
that's
dividing
the
between
finley
and
bonnie
slope
now,
but
it
it
looks
like
that's
one
really
big.
You
know
just
many
subdivisions
kind
of
put
together
there
in
that
little
130
area,
so
it
it
might
be
a
little
bit
more
natural
than
what
we
can
tell
from
from
the
map
here.
AH
That
that's
true,
this
is
the
area.
N130
is
called
thompson,
woods,
okay,
and
that
was
that's
been
developing
for
years
now
and
for
the
you
know
the
dashed
line
along
this
along
right
here.
This
is
thompson
road
right
through
here,
and
you
can
see
thompson
road
going
down
right
through
here.
So
the
you
know,
urbanization
has
taken
place,
there's
a
possibility
for
more
to
the
east
of
thompson
woods,
but
that
would
require
some
personal
assemblage
and
other
more
complicated
and
expensive
choices
to
make.
G
AH
So
we'll
have
to
go
and
look
at
it.
AI
More,
I
don't
mind.
The
bottom
line
is
just
the
study
area.
AI
G
AH
And
that
there
are
some
pedestrian
connections
between
the
thompson
woods
and
to
the
neighborhood
to
the
west.
So
there
are
some
street
connections
there
and
it'll
come
down
to
you
know.
Presumably
the
sidewalks
are
there.
We
got
to
look
at
the
distance,
we
have
to
look
at
the
speeds
of
the
roads.
You
know
things
like
that,
so
it's
not
a
fader
complete
that
this
would
be
a
walking
zone.
We
just
have
to
go.
Do
that
analysis.
A
A
Much
next
up,
we
have
the
behavioral
health
and
wellness
project
team's
phase,
one
adoption
and
looking
for
administrator
for
student
services.
Hudson,
oh
they
are
you
and
your
team
want
to
introduce
yourselves
and
lead
us
off
with
this
great
work.
AJ
Sure,
great
good
morning,
chair
collette
school
board
and
superintendent
grotting.
I
am
fortunate
to
be
joined
here
by
vilai
greene.
She
is
a
student
services
tosa.
She
does
all
the
things.
She
actually
keeps
us
really
on
track
and
has
been
the
one
that
continued
to
keep
this
work
going
throughout.
AJ
So
I'm
so
glad
that
she
could
be
here
and
this
she's
just
one
person
who,
out
of
all
the
many
of
people
who
have
been
involved
in
this
first
ever
behavioral
health
and
wellness
adoption,
so
we'll
go
ahead
and
I'm
gonna
be
sharing
my
screen
with
you
all,
and
so,
with
that
we're
gonna
go
ahead
and
again
this
is
our
phase
one.
We
realized
we
needed
to
have
two
phases
of
this
work,
so
this
is
phase
one
and
we'll
be
going
through
that
today
and
now
we
can't
see
your
screen.
A
AJ
AJ
And
then,
of
course,
you
know,
then
it
makes
you
a
little
nervous
right,
okay,
david,
if
I
share
it
with
you,
do
you
mind
doing
it
for
me,
because
I
think
I'm
on
a
new
computer
and
it's
being
challenging.
AJ
A
No
worries
danielle,
it's
all
good
you're,
just
giving
us
a
little
brain
break
here
we
had
to
go
through.
You
know
the
urban
growth
boundary
and
we
need
a
a
moment.
A.
AJ
Moment
I
totally
get
that
what
I
should
have
done
is
like
strategically
put
in
a
a
character,
strong
activity
for
us
to
do
at
this
point.
But
what
I
can
do
is
just
start
by
talking
about
the
items
we'll
be
talking
about
today
in
our
presentation.
AJ
So
we'll
be
start,
I
will
be
talking
about
our
foundational
documents:
the
k5
social
emotional
learning
program,
tier
one,
our
secondary
social,
emotional,
tier
one,
support
program,
our
612
substance
use
intervention
program,
which
is
a
tier
2
support,
and
then
information
around
our
professional
development.
A
AJ
Now
that's
my
team
they're
on
it.
Okay,
so
next
slide,
please
david
and
we
can.
This
is
the
items
we'll
be
reviewing
so
we'll
go
on
to
our
welcome
and
we
welcome
myself
and
vela
green,
and
we
can
go
on
now
to
this
is
just
a
reminder
of
what
our
definition
of
behavioral
health
and
wellness
is.
It
refers
to
the
social,
emotional
and
behavioral
welfare
of
all.
AJ
AJ
So
this
has
been
a
really
really
long
journey
to
get
us
to
where
we
are
today
and
presenting
this
information.
It
really
almost
all
started
way
back
in
november
14th
in
2014,
and
so
we're
here
may
2022
and
have
finally
gotten
to
this
point.
We
did
a
student
mental
health
survey.
At
that
time
we
wrote
a
white
paper
with
a
summary
of
that
information.
AJ
We
added
five
district
social
workers.
Then
superintendent
grotting
asked
in
the
1920
school
year
right
as
you
know,
we
were
going
full
force
and
then
the
pandemic
hit.
AJ
We
began
the
implementation
of
bhw
teams,
we've
been
planning,
multi-tiered
support
systems
we
had,
and
then
this
last
school
year
in
the
spring
we
started
a
behavioral
health
and
wellness
cadre,
so
we
could
start
exploring
adoption
for
an
adoption
with
learning
targets
and
materials
for
behavioral
health
and
wellness.
And
now
here
we
are:
we've
gone
through
our
project
team
and
are
here
to
share
our
findings
with
you
next
slide,
please.
AJ
So,
as
tom
was
talking
or
he
was
asking
about,
multi-tiered
support
system
or
tiered
supports,
so
we
always
start
when
we
think
of
a
tiered
system.
You
start
with
universal
screenings,
so
you
have
an
opportunity
to
screen
students
and
understand
what
their
strengths
are
and
what
areas
of
risk
they
might
have,
and
then
you
offer
tier
one
support
which
we
also
we
always
talk
about
as
universal
supports.
It's
universal
delivery,
all
students,
all
staff,
it's
our
cell
competency.
So
it's
the
basic
instruction
that
all
students
have
access
to.
AJ
Then
we
move
to
tier
two
supports
and
this
becomes
more
targeted
intervention
to
students.
Some
small
group
delivery,
some
some
students
so
like,
where
tier
one
is
all
students
tier
two
we're
talking
about
some
students
who
might
have
common
needs
and
then
for
students
who
need
more
intensive
support.
We
then
implement
tier
three
interventions.
Those
are
very
individualized
they're
intensive,
usually
few
students
need
this
level
of
support,
but
it's
very
targeted
to
their
needs
and
along
the
way,
through
tier
one,
two
and
three
we're
monitoring
the
students
progress
through
their
their
intervention.
AJ
So
how
are
they
progressing
with
universal
supports?
How
are
they
progressing
with
tier
two
interventions
and
then
how
are
they
progressing
with
tier
three
intensive
supports
next
slide.
Please
for
the
purpose
of
our
conversation
today
in
phase
one,
we
will
be
talking
about
a
tier
one,
support
which
is
our
k-12
social,
emotional
learning,
curriculum
curricular
materials.
AJ
And
then
we
will
be
talking
about
in
phase
two
one
tier
two
support,
and
this
is
a
small
group,
drug
and
alcohol
program
for
substance
use
intervention.
So
it
is
the
one
area
that
we're
prepared
to
talk
about.
AJ
That
is
a
tier
2
support
next
slide
next
school
year
we
will
be
coming
back
to
you
again
and
we'll
be
continuing
this
project,
where
we
will
be
looking
at
our
phase
two,
where
we
will
be
selecting
a
universal
screener,
then
we
will
be
looking
at
any
supplemental
materials
for
tier
one
to
help
support
the
the
materials
we've
selected.
AJ
AJ
So!
Here's
where
the
the
real
work
has
come
into
this
year-
and
this
is
our
foundational
documents
which
was
shared
with
you
through
your
board
packet,
we're
going
to
start
by
talking
about
our
position
paper.
So
our
position
is
really
what
we
came
forward.
It's
our
philosophy.
What
do
we
as
a
district
believe
around
behavioral
health
and
wellness,
and
there
were
over
50
people
and
part
of
this
group,
part
of
our
cadre
and
then
a
very
then
a
smaller
group
broke
out
to
really
dive
into.
AJ
What
do
we
want
to
say
the
beaverton
school
district
believes
when
it
comes
to
behavioral
health
and
wellness.
So
in
summary,
there
are
four
big
areas.
We
believe
that
behavioral
health
and
wellness
activities
aim
to
reduce
barriers
to
learning
and
increase
opportunities
for
student
engagement,
student
behavioral,
health
and
wellness
is
supported
by
teaching
them
tools
to
develop
the
social,
emotional
and
academic
skills
necessary
to
facilitate
student
voice
agency
and
engagement
as
they
prepare
for
their
future.
AJ
One
is
fostering
and
maintaining
healthy
relationships,
two
student
voice
and
self-empowerment
three
climate
culture
and
values:
four,
culturally
and
linguistically
relevant
anti-racist
and
anti-biased;
five
commitment
to
school-wide
collective
responsibility,
six
family
and
community
community
partnership
and,
lastly,
proactive
planning
and
data
based
decision
making,
typically
through
the
qcc,
the
quality
curriculum
cycle.
I
would
also
be
coming
to
you
with
learning
targets
that
have
been
identified.
AJ
Those
are
currently
on
pause
because
the
oregon
department
of
education
is
going
to
be
selecting
and
developing
statewide
learning
targets
for
behavioral
health
and
wellness.
So
we
decided
to
pause
that
piece
of
it,
because
we
didn't
want
to
do
a
lot
of
work
and
then
only
have
to
readjust
and
change
based
on
what
the
state
has
told
us
so
coming
forward,
and
you
know
that
will
be
something
we'll
be
bringing
forward
at
a
later
time
as
well.
AJ
Next
slide,
please
so
now
we're
moving
into
kind
of
the
meat.
So
we've
talked
about
our
philosophy.
What
do
we
believe
are
the
best
practices
and
principles
when
we
talk
about
behavioral,
health
and
wellness,
and
the
next
part
here
is
the
what
what
will
be?
What
are
we
looking
to
adopt
to
ask
the
school
board
to
adopt
and
purchase
to
address
our
goal
to
address
the
behavioral
health
needs
of
our
students
and
our
staff?
AJ
AJ
So
the
kind
of
kindness
in
the
classroom
really
has
is
outlined
with
kindness
concepts,
so
there
are
six
different
areas
that
we
teach
so
respect,
caring,
inclusiveness,
integrity,
responsibility
and
courage.
We
know
that
the
these
materials
are
lined
with
castle
common,
core,
ela
and
so
and
national
standards.
AJ
So
we
know
that
this
one
of
the
things
we
were
looking
at
when
we
looked
at
these
materials
was
one
that
they
were
aligned
to
national
standards,
but
then,
additionally,
that
they
were
trauma-informed,
anti-biased
and
anti-racist,
and
we
had
what
was
interesting
is
we
had
some
materials
that
we
thought
we
would
be
interested
in,
but
this
process
surprised
us
by
going
through
and
saying
wow.
This
is
this:
is
this
material
is
going
to
actually
harm
kids
and
we
were
able
to
throw
that
out
and
so
landed
here
with
kindness
in
the
classroom.
AJ
So
there
is
a
scope
and
sequence:
it's
k5
aligned.
There
are
four
30-minute
lessons
per
unit
and
then
there's
two
projects
per
unit,
so
the
the
classrooms
that
piloted
it.
One
of
the
biggest
thing
is
the
students
and
the
staff
said
it
was
fun.
You
know
they
were
engaged
and
it
was
fun
and
interesting
and
not
just
boring.
So
we
really
appreciated
that
and
then
there
are
also
extended
learning
opportunities.
AJ
So
there's
connections
with
families,
there's
teacher
connections
so
as
we
can
help
support
our
staff
with
their
wellness,
it's
targeted
towards
diverse
learners,
there's
distance
mini
lessons
that
can
be
done
as
well
as
booster.
Lessons
next
slide,
please.
AJ
So
I
know
that
some
of
the
board
members
here
have
asked
what
the
cell
delivery
will
look
like.
So
this,
the
cell,
lessons
at
the
elementary
level
will
be
delivered
by
the
classroom,
teacher
and
the
lessons
will
be
incorporated
into
the
instructional
minutes.
So
this
isn't
an
add-on.
It's
a
lot
of
our
schools
are
already
doing
this
work.
It's
actually
providing
them
now
the
tools
to
be
able
to
do
it,
instead
of
them
having
to
make
it
up
or
kind
of
create
things,
they
will
have
a
tool
to
deliver
this.
AJ
The
other
thing
that
is
really
great
with
kindness
and
clap
in
the
classroom
is
some
of
the
lessons
are
actually
they
are
aligned
with
the
same
learning
targets
that
we
have
in
social
sciences
and
in
science.
So
when
we
did
the
pilot
some
of
the
teachers
were
able
to
use
that
lesson
to
teach
their
social
sciences,
lesson
that
day
or
learning
target,
and
then
we
also
had
teachers
who
did
it
as
part
of
their
morning
meetings.
AJ
Some
of
them
did
it
at
the
end
of
the
day,
if
it
was
especially
if
it
was
a
project
based
activity
or
they
split
the
activities
between
two
days
to
divide
it
up
and
break
it
up
in
the
classroom.
AJ
Next
slide,
please
now
character.
Strong
is
our
6-12
adoption.
We
will
be
using
next
slide
please,
and
this
one.
He
also
has
a
scope
and
sequence
and
all
the
the
things
that
we
were
looking
at
in
terms
of
kindness
in
the
classroom,
their
character,
strong
concepts,
our
belongings,
well-being,
engagement
and
leadership.
AJ
AJ
So
at
the
middle
school
level
there
are
35
lessons
and
they
are
30
30
minute
sessions,
and
I
actually
need
to
change
my
language
we're
moving
away
from
lessons
to
sessions,
because
it's
more
about
engagement
than
it
is
about
just
learning
this,
like
specific
topic
at
the
high
school,
it's
25
30
minute
sessions
and
then
again
there
is
community
building
activities
that
are
part
of
the
program
and
there's
connections
for
parents
so
that
they
can
also
be
connected
with
this
work
outside
of
school
next
slide,
please
so
you're
again,
you're,
probably
asking
oh,
my
goodness.
AJ
How
are
we
gonna
do
30
minutes
of
additional
instruction?
Well,
so
our
cell
lessons
will
be
delivered
through
advisory
or
supervised
study.
The
school
will
determine
that
at
their
building
level,
if
you've
ever
gone
into
our
advisory.
What
you
may
or
may
not
know
is
there
are
a
lot
of
federal
and
state
lessons
that
are
required
to
be
done.
So
things
like
addie's
act,
aaron's
law,
substance,
use,
prevention,
digital
citizenship,
college
and
career
readiness.
AJ
When
do
these
lessons
happen,
and
how
do
we
train
our
teachers
so
that
they
can
facilitate
those
sessions
in
their
advisory,
so
we've
developed,
although
we're
talking
today
about
cell
the
cell,
lessons
will
be
a
part
of
this
larger
curriculum
learning
enhancements
package
where
that
students
will
have
access
to
all
of
these
different
things,
and
the
nice
thing
is
many
of
the
lessons
they
overlap,
so
they,
our
addie's
lessons,
are
support,
reported
by
our
character,
strong
lessons
and
our
digital
citizenship
are
supported
by
character,
strong
as
well,
so
we're
doing
we've
done
a
crosswalk
and
deleted
out
lessons
that
we
don't
need
because
we're
covering
them
in
another
way.
AJ
Teachers
in
both
cases
will
receive
training
on
these
these
materials
during
pre-service
week
and
we're
also
offering
two
days
of
training
for
our
principles
on
this.
So
next
slide,
our
next
material
set
of
material
is
teen
intervene.
AJ
We
can
go
to
the
next
slide
on
this,
and
this
is
our
program
that
is
intended
for
substance
use
intervention.
AJ
So
when
a
student
has
a
substance,
use
incident
and
we're
trying
to
move
away
from
seeing
offense
but
an
incident,
their
second
incident
would
move
them
into
this
intervention
called
teen
intervene,
and
it's
really
about
screening
for
substance
use
disorder,
doing
some
brief
intervention
and
referral
to
treatment.
AJ
There
are
three
60-minute
sessions:
they're
one-on-one
between
the
youth
and
what
is
known
as
a
certified
teen
interviewing
facilitator,
who
are
actually
we
are
in
the
process
of
hiring
five
substance,
use
specialists
and
they
will
be
the
people
trained
to
implement
this,
and
then
part
of
those
sessions
include
parent
engagement
as
well.
So
if
we
go
to
the
next
slide-
and
we
can
look
a
little
bit
more
into
detail
into
this
pro-
oh
it
won't
view.
So
one
of
the
things
to
know
is
so
parents
so
session.
AJ
AJ
Additionally,
we
we
started
this
year
and
will
be
continuing
next
year,
where
bsd
pays
for
substance
use
disorder
assessments
through
lifeworks
northwest
so
we'll
be
using
the
teen
intervene.
AJ
Screening
tool
to
help
us
determine
kids
or
youth
who
might
have
a
more
might
be
at
risk
for
substance
use
disorder,
and
then
we
will
refer
them
to
life
works,
and
so
we've
had
quite
a
few
students
who
have
been
referred
to
life
works
and
of
those
almost
you
know,
80
percent
that
were
identified
as
having
an
sud
a
substance
use
disorder
were
then
able
to
engage
in
treatment
right
there
at
lifeworks,
so
that
has
been
really
positive
next
slide.
AJ
So
this
is
just
our
team
vote
for
our
project
team.
We
had.
We
were
able
to
come
to
consensus
on
moving
forward
with
these
three
sets
of
materials
to
bring
forward
to
the
school
board
today
and
then,
lastly,
we'll
go
to
training
and
support.
AJ
You
can
go
to
that
next
slide,
and
so
our
student
success,
coaches
will
and
also
our
school
support
specialists.
AJ
They
have
been
engaged
in
training
on
transformational
coaching,
but
they
will
also
be
receiving
two
days
of
training
around
the
cell
adoptions
because
they
will
be
the
lead
educator
in
their
building
to
help
support
the
implementation
of
the
sell
materials.
They
are
also
members
of
a
sell
committee.
Each
school
will
have
a
sell
committee
to
make
sure
that
we're
following
through
and
making
sure
this
adoption
is
being
successful
and
that
team
helps
with
adult
sel.
So
we
know
we
need
well
teachers
in
order
to
have
well
students.
AJ
So
how
do
we
help
support
staff
in
their
buildings,
teachers
who
will
be
delivering
this
material
will
receive
training
during
pre-service
week,
we've
worked
with
both
kayla
for
the
kayla
bell
for
the
elementary
training
and
then
brian
sika
and
the
secondary
execs
for
the
secondary
training.
AJ
School
counselors
will
also
receive
optional
training
on
this,
so
that
they
can
think
about
how
this
aligns
with
their
their
counseling
lessons,
and
then
we
are
doing
a
four-hour
training
for
administrators
on
school,
climate
and
culture,
so
how
they
can
really
think
about
these
lessons,
as
well
as
restorative
practices
and
positive
interven.
AJ
Positive
behavioral
intervention
supports
so
a
combination
of
cell
pbis
and
rp
around
their
school
framework.
So
it's
a
lot
of
information,
but
hopefully
this
will
help
you
all
in
having
an
idea
of
what
we're
moving
forward,
because
our
plan
would
be
to
come
back
next
month
on
the
consent
agenda,
to
get
approval
to
move
forward
with
purchasing
these
three
tools
for
our
staff.
W
A
Questions
from
the
oh
susan
and
sunita.
Thank
you.
AE
Well,
I
don't
really
have
any
questions.
I
just
think
I'm
very
thankful
for
all
the
hard
work
and
getting
this
all
together,
I'm
really
amazed
at
and
that
just
the
comment
that
you
started
in
2014-
and
I
I
remember
that
I
mean
so-
and
I
mean
I'm
excited,
but
I'm
also
saddened
by
taking
eight
years
to
get
here,
and
I
know
that
it's
resources
is
the
whole
reason
why
it's
taken
so
long
to
get
here.
AE
So
I'm
excited
I'm
glad
that
we
are
going
to
have
so
much
support
with
education
for
our
students,
along
with
tying
that
with
having
counselors
and
social
workers
in
our
our
schools.
I
I
think
that
just
enhances
helping
support
our
students
and
especially
our
most
vulnerable
students.
So
thank
you,
danielle
and
your
team
and
everybody.
That's
worked
so
hard
to
get
this
going
and
I'm
looking
forward
to
hearing
the
results
in
the
next
few
years.
AE
E
Thank
you
danielle
and
your
team
for
this
work
and
thanks
to
bsd
for
actually
putting
in
the
money
for
this
needed
service
that
will
really
really
help
the
students
in
achieving
you
know
and
excelling
in
school,
and
thanks
danielle
for
clarifying
that
this
is
not
going
to
be
an
additional
class
for
middle
schoolers
because
we
hear
so
much
from
the
educators,
because
they're
already
struggling
to
you
know
make
it
happen
for
the
all
the
different
subjects
and
stuff.
So
this
is
really
good
that
it's
not
an
additional
instructional
time.
E
A
quick
question:
I'm
I'm
happy
that
that
is
drug
and
substance
use
intervention.
Is
there
anything
for
drug
and
use
substance
prevention
in
earlier
sciences.
AJ
Yes,
absolutely
so
we
as
part
of
this
we're
not
calling
them
advisory.
Lessons
anymore,
but
they're
termed
curriculum
learning
enhancements
and
one
of
them
is.
There
is
a
lesson
on
substance:
use
prevention
that
our
health
teachers
have
created.
So
at
the
middle
level
the
students
get
that
ongoing
because
they
have
health
and
pe
every
year.
AJ
They
get
that
ongoing
substance,
use
prevention
instruction
in
their
health
class,
but
one
of
the
things
is
that
the
high
school,
because
students
don't
take
health
and
p,
you
know
they
don't
take
health
every
year
they
only
take
two
health
classes;
they
don't
always
have
access
to
that.
So
that's
where
we've
generated
and
created
these
very
target.
This
very
targeted
substance
use
prevention,
lesson
that
folds
into
this
larger
curriculum
enhancements
that,
because
we
know
substance
use
falls
into
you
know
mental
health.
E
Yeah,
so
is
will
will
that
be
in
elementary
schools
too.
The
presentation.
AJ
Yes,
so
through
their
health
health
adoption,
they
also
cover
it
there.
So
you
know
it's
really
the
well
one.
You
know
it's
interesting.
AJ
We
have
a
lot
of
health
opportunities
at
elementary
and
middle,
but
not
so
much
at
high
school
and
and
it's
you
know,
as
a
district,
we
have
narcan
or
neural
naloxone
in
all
our
buildings
to
prevent
overdosing
and
it's
like
well,
you
can
have
that,
but
we
need
to
have
the
prevention
so
that
we
don't
have
kids
who
are
needing
narcan
right
exactly
so,
it
seemed
like
that
was
yes
we're
doing
that,
but
we
need
to
be
proactive,
and
so
that
is
where
this
investment
in
these
five
substance
use
specialists
in
these
materials.
W
C
Hi,
I
just
thanks
for
all
the
work
on
this
I
I
know
this
is
very
important
work
for
our
students
and
for
their
health
and
that
our
staff
needs
the
resources
to
be
able
to
best
support
our
students.
I
have
two
main
areas
that
I
have
been
thinking
about.
One
is
that
it
says
on
here
that
it's
these
materials
are
available
in
multiple
languages
and
we
have
dual
language
programs
in
our
district,
and
I
didn't
see
anywhere
what
languages
these
materials
come
in.
AJ
C
Okay
and
I
wanted,
I
noticed
there-
were
no
dual
language
schools,
besides
beaverton
high
school
in
the
committee,
so
in
my
dream
world
we
will
always
have,
because
we
have
dual
language
programs
that
are
important
to
our
district,
that
we
would
have
dual
language
schools
present
and
part
of
the
vetting
of
materials.
AJ
And
I
think
you
know
we
always
we
always
go
out
and
ask
people.
I
think
people
are
stretched
pretty
thin,
but
we
had
several
like
we
had
carolina
cordova
on
who's,
a
dual
language
tosa
on
the
committee,
so
we
do
try
to
get
a
well-rounded
approach.
I
think
people
don't
want
to
give
up.
You
know
multiple
nights
to
come,
so
that
is
definitely
a
consideration.
AJ
One
of
the
things
we
did
when
we
were
seeking
for
our
cadre,
as
well
as
our
project
team,
is
we
specifically
highlighted
that
we
were
requesting
bypoc
bilingual
bicultural
individuals
and
we
had,
for
the
first
time
ever,
actually
ask
people
to
identify
if
they
identify
in
that
manner,
so
that
we
could
have
a
better
variety
of
staff.
Unfortunately,
I
didn't
have
any
dual
language
teachers
take
us
up
on
it,
though,.
C
Okay
and
then
that,
in
that
same
when
you
were
mentioning
that
we'll
have
money
for
translations,
my
experience
in
the
past
in
different
school
districts
is
that
those
materials
come
out
in
english
first
and
so
our
dual
language
schools
have
to
wait
for
those
to
be
translated
and
don't
can't
implement
materials
at
the
same
time
that
they're
being
implemented
in
english,
so
that
I
don't
know
if
we
have
a
plan
of
making
sure
that
materials
come
out
at
the
same
time
and
then
after
they're
translated
oftentimes
there's
going
to
be
some
extra
money
that
might
be
needed
so
that,
once
it's
tried
out
by
the
dual
language
classrooms
that
they're
able
to
then
make
the
changes
needed
to
make
sure
the
language
is
accessible
to
the
students
in
those
languages.
AJ
Have
a
whole
dual
language
committee,
so
we
have
a
dual
language
committee
and
a
special
education
committee
both,
and
so
they
are
the
ones
who
will
be
helping
with
that
and
villa.
Why
don't
you
add
a
little
bit
to
that,
because
I
see
your
hand.
AK
Oh,
it's
very
exciting
we're
working
with
our
dual
language:
toasters.
Right
now,
we've
already
obtained
the
materials
for
kindness
in
the
classroom
on
the
spanish
materials
and
we
are
creating
the
slides,
so
all
of
that's
happening
simultaneously
will
not
be
an
afterthought
and
the
characters.
Raw
materials
are
already
translated
into
spanish.
For
us.
C
Great
and
then
my
second
piece
is
around
the
topic
of
kindness.
I
I
noticed
in
the
rubric
the
curriculum
scorecard.
It
says
lessons
are
designed
to
avoid
perpetuating
perpetuating
white
supremacy,
but
I
can't
read
right
now.
Well,
I
thought
it
says:
vulture
and
positionality
of
the
classroom,
teacher
and
there's
a
bunch
of
research
around
kindness
and
that
kindness
for
by
like
kids
of
color
or
people
like
me.
C
Of
course
we
teach
our
kids
kindness
right,
like
that's
one
of
those
non-negotiables
for
our
kids,
but
it
often
in
the
research.
It
shows
that
kindness
often
leads
to
color
blindness
or
comfort
for
white
dominant
communities
and
that
it's
also
like
looks
at
exceptional
forms
of
expression
over
time.
So
I
noticed
that
in
multiple
spaces
you
notice.
I
noticed
that
the
rubric
has
a
cultural
responsiveness
and
you
you
spoke
danielle
to
having
bipac
members
on
the
team
picking
these
materials.
C
AK
We
were
really
intentional
when
we're
looking
at
the
actual
materials
and
the
lesson
plans
that
it
wasn't
the
teacher
defining
what
it
looked
like
for
the
students
it
was.
The
students
and
teachers
were
co-constructing
the
meeting
together
they
were
able
to
draw
from
their
own
experience
their
family
backgrounds
their
and
then
share
with
the
group.
What
that
looks
like
so
we
understand
that
some
of
the
terminology-
or
maybe
the
themes,
can,
I
think,
all
have
the
ability.
Q
AJ
And
I
think
that
was
you
know
one
of
the
other
top
materials
we
were
looking
at
had
more
of
that
direct
instruction,
which
one
was
kind
of
was
boring,
and
but
it
also
is,
it
was
more
about.
Let's
teach
how
to
do
this
versus.
How
do
we
create
this
as
a
as
a
classroom
community
with
one
another.
C
And
I,
and
I
appreciate
a
lot
of
the
work
that
our
district
has
been
doing
over
the
last
year,
or
so,
with
kind
of
a
bar
work
to
get
our
staff
ready
for
this
work
and
I'm
sure
that
there'll
be
some
more
like
some
of
that
work
included
in
the
professional
development
to
help
our
staff
kind
of
implement
this
in
the
best
way
possible
for
all
of
our
students
and
then
my
last
question
was
around
oftentimes
there's
a
lot
of
oral
pieces
to
the
how
we
do
this
work
and
with
our
students
and
I'm
thinking
about
our
english
language
learners,
and
I
noticed
in
the
second
phase,
you'll
be
adding
materials
to
make
it
more
accessible
for
diverse
learners
or
english,
and
you
know,
students
of
different
linguistic
backgrounds,
and
so
I
look
forward
to
seeing
that
or
hearing
more
about
how
that
is
actually
going
to
happen
for
make
sure
that
all
our
kids
have
access
to
it
independent
of
their
language
home
languages.
W
D
Thank
you
so
much
danielle
for
the
presentation
and
the
level
of
work
that
went
into
this.
This
is
really
timely,
given
the
mental
fragility
of
most
of
our
students.
So
thank
you
for
this.
The
question
that
I
have
I've
already
current
already
asked
them.
I
was
wondering
what
steps
were
taking
to
make.
You
know
the
program
culturally
responsive,
given
the
the
diverse
student
body
that
we
we
have.
D
Those
have
already
been
answered,
and
I
just
want
to
point
out
that
I'm
glad
that
this
is
not
an
additional
class.
You
know
I'm
glad
that
sunita
asked
a
question.
I'm
happy
that
it's
not
an
additional
class.
I
led
to
you,
know
our
students
curriculum
and
it's
not
taking
away
from
their
traditional
instructional
learning.
Thank
you
very
much
for
putting
this
together.
A
Danielle
I
just
want
to
take
a
moment
and
really
appreciate
your
work.
This
has
been
a
long
time
coming
and
you've
kept
up
with
it,
and
it
is
amazing
to
be
here
right
now
with
this
curriculum,
and
it
has
always
been
important
to
do
this
work,
but
it
has
never
been
more
important
to
do
this
work
with
where
our
students
are
at.
I
echo
board
member
ananya's
comments
about
the
timeliness
of
this.
A
I
also
just
want
to
say,
too,
you
know
a
lot
of
people,
look
at
the
schools
for
academic
learning
and
preparing
our
students
for
careers
in
college,
but
the
backbone
of
all
that
is
this
social,
emotional
learning
and
it
actually,
you
know
when
you
look
out
on
the
long
view
it
can
be
more
predictive
of
how
folks
do
in
terms
of
being
able
to
own
a
house
and
keep
a
job
and
all
the
other
parts
of
being
in
society
that
we
want
for
our
kids
right.
A
We
want
them
to
be
able
to
attain
that.
So
I'm
just
incredibly
pleased
to
see
this
work
right
now
and
to
see
how
well
integrated
it
is
in
the
school
day.
You've
answered
my
questions
and
concerns
about
how
we
integrate
this
work
and
make
sure
that
we
move
from
an
amazing
set
of
curriculum
materials
to
an
amazing
experience
for
our
students,
so
that
we
can
impact
their
lives
and
you've
put
a
lot
of
thought
into
that.
A
So,
thank
you
so
much
for
everything
and
I'm
excited
to
see
how
this
will
impact
our
students
lives
going
forward.
A
All
right
next
up,
we
have
first
reading
of
two
policies,
igaca
and
jed,
and
I'm
tasked
with
kicking
this
one
off
tonight
for
the
board,
and
I
got
some
notes
that
I
took
so.
Let
me
pull
those
up.
A
This
is
a
really
awesome
moment
right
now,
the
if
you
look
at
the
two
policies
combined,
I'm
going
to
kind
of
list
off
the
things
that
they
do
so
they
allow
for
release
time
for
religious
and
cultural
observances.
A
A
A
AL
Thanks
tom,
the
only
thing
I
would
highlight
for
the
board
is:
I
think
there
were
a
lot
of
really
important
pieces
that
were
suggested
to
us
by
folks
who
came
well
before
me
in
the
policy
committee
around
some
of
the
maybe
the
the
nuts
and
bolts
of
how
to
implement
and
train
folks
in
in
how
to
do
this
work,
and
so
we're
gonna.
Take
that
work.
That's
already
been
done
and
look
at
ways
to
incorporate
that
into
the
administrative
right
to
bolster
and
support
the
language
that
we
put
into
this
policy.
AL
So
the
policy
is
the
first
step
at
really
honoring
the
work
that's
been
done
and
the
themes
and
the
really
important
key
factors
that
we
know
the
board
wants
to
wanted
us
to
honor.
And
then
we
will
do
some
work
in
the
ar
to
really
bolster
and
support
that,
so
that
it's
really
clear
what
the
expectations
are.
H
Tom,
nothing
to
add,
I
wanted
to
think
like
you
did,
blair
and
razib
and
then
also
just
the
help
of
the
task
force
with
it
and
that's
it.
Q
AE
I
just
wanted
to
acknowledge
the
the
hard
work
that
came
from,
especially
blair
initially
getting
this
going.
I
remember
her
communicating
over
a
year
ago,
I
might
have
been
even
two
two
years
ago.
I
think,
to
get
this
going
and
I'm
excited
to
see
this
policy
moving
forward
and
I
think
it
encompasses
a
lot
of
different
cultures
out
there
that
I'm
excited
to
see
and
proud
of
being
part
of.
E
Yeah
I
want
to
thank
pat
tatiana
razeeb
there
and
all
the
committee
members
there,
because
it
was.
I
was
a
part
of
it
for
the
small
this
year
and
it
was
really
nice
to
see
the
students
coming
and
giving
sharing
their
experiences
and
telling
us
how
it
feels
and
how
difficult
it
is.
I
I
believe
that
implementation
of
this
policy
will
also
bring
awareness
in
not
just
for
the
students
but
their
friends,
their
teachers.
E
They
will
also
learn
about
how
important
it
is
because
it
may
be
just
a
holiday
for
one
person,
but
it
is
very,
very
important
for
that
that
family
that
community
to
be
able
to
enjoy
that
day
without
thinking
about
exams
if
possible.
So
thank
you.
Thank
you
for
working
on
this.
W
C
Yeah,
I
just
want
to
thank
our
community
for
coming
out,
and
I
I
remember
I
heard
about
this
like
two
years
ago
before
it.
Even
you
know,
it's
been
kind
of
a
long
road,
but
it's
important
to
get
this
right
for
our
students
in
our
community.
I
wanted
we.
We
talked
a
lot
about
like
there's,
and
it's
in
this
that
says
the
list
of
holidays
or
observances
developed
as
a
result
of
the
policy
is
not
intended
to
be
exclusive
or
exclusive.
C
So
it
was
important
to
the
dis
to
us
that
it
is
an
inclusive
list
and
for
those
holidays
that
aren't
or
cultural
observances
that
are
not
on
the
big
list.
Whatever
that
turns
out
to
be.
We
know
that
there
are
other
holidays
that
our
community
members,
our
diverse
community,
celebrates
and
will
want
to
make
sure
that
that
list
isn't
just
exclusive,
but
that
has
been
a
conversation
and
there's
also.
We
had
the
conversation
around
there's
certain
things
like
outdoor
school
that
get
or
ap
tests
that
get
scheduled
not
by
us.
C
But
we
can't
change
those
dates
and
we
know
that
that
is
also
impactful
to
our
students.
But
whenever
possible,
we'll
work
to
make
sure
that
the
that
the
different
pieces
of
this
policy
are
are
put
in
place.
But
thank
you
to
everybody
for
your
work
and
for
taking
this
on
as
a
board
and
also
as
a
district.
A
Other
questions
and
comments
from
the
board
I
just
want
to
pat.
I
appreciate
you
bringing
up
the
equitable
policies
task
force.
I
was
remiss
not
to
list
them
earlier
in
their
great
contributions,
and
it
would
also
be
remiss
if
I
didn't
bring
up
camellia's
great
work
to
take
all
of
this
and
to
turn
it
into
the
actual
language.
She's
got
the
tricky
job
of
making
this
all
work
inside
policy
and
oregon
statute.
A
Is
district
policy,
our
okay,
our
last
discussion
item,
and
definitely
not
our
least,
is
our
social
sciences,
project
team
phase,
two
adoption
and
I
see
our
administrator
for
I
always
think
of
it
as
cia,
brian
curriculum
instruction
and
assessment,
the
the
school
cia,
not
the
other
cia,
who
is
here
with
us
to
go
through
this
adoption.
O
Thanks
sure,
thanks,
your
colleague,
superintendent
karate
members
of
the
board,
give
me
a
minute
I'll
share
my
screen.
We
have
a
brief
presentation.
I'm
joined
by
caleb
bell,
another
administrator
for
curriculum
instruction
assessment,
also
our
early
learning
administrator.
We
also
have
a
group
of
ptosis
here
with
us
tonight.
We
won't
hear
them
in
the
presentation
per
se,
but
when
your
questions
come
up,
we'll
we'll
have
them
help
answer
as
well.
So
just
give
me
one
little.
AI
O
O
So
you've
heard
the
term
qcc
a
couple
of
times
tonight:
bsd
people
in
school
district.
We
have
a
quality
curriculum
cycle.
That
is
essentially
what
we
do
anytime
we're
gonna
go
through
any
of
our
programs,
whether
it
be
math
science,
in
this
case
social
sciences
and,
like
you
heard
earlier,
behavioral
health
and
wellness
I'll,
just
kind
of
read
that
or
summarize
that
top
paragraph
for
you.
The
quality
curriculum
cycle,
provides
a
systematic
means
for
making
decisions
about
curriculum,
review,
revision,
development
and
adoption
of
practices
and
instructional
materials
in
the
k-12
social
sciences.
O
O
They're
very
well
developed,
they're,
well
constructed
and
as
a
reminder,
they
integrate
ethnic
science
studies
into
all
of
our
classes,
beginning
in
kindergarten
all
the
way
through
k-12
or
all
at
least
all
of
the
social
science
learning
targets
grades,
kindergarten
through
12.
O
So
here's
how
we
go
about
doing
this
I'll
kind
of
go
left
to
right
on
this.
We
always
start
this
process
and
it
wasn't
quite
as
long
ago
as
behavioral
health
and
wellness,
but
we
started
this
process
about
three
years
ago
and
we
put
together
a
group
of
k-12
teachers.
We
call
them
our
teacher
cadre.
This
was
the
largest,
the
most
diverse
and
the
most
representative
cadre
in
the
history
of
the
beaverton
school
district.
O
We
what
that
group
does.
Is
they
just
look
into
all
the
details
of
the
standards?
They
go
deep
into
the
weeds
of
all
the
different
materials
and
they
look
at
all
the
different
professional
development
and
they
get
ready
to
put
forth
recommendations
to
the
second
team.
I
want
to
remind
you
about
and
that's
our
project
team.
Our
project
team
would
also
include
teachers,
as
you
can
see,
they
include
tosas,
but
the
additions
that
kind
of
separates
them
out
from
the
project
team
is
or
excuse
me
separates
them
from
the
cadre.
O
Is
our
project
team
includes
students.
Our
project
team
includes
parents,
families
and
community
members.
We
have
both
school
and
district
administrators
and
we
have
a
school
board
representative
on
that
team
as
well.
In
this
case,
director
greenberg
was
the
social
sciences
representative
of
the
school
board.
The
task
of
that
team.
The
project
team
is
pretty
significant.
O
They
give
feedback
to
our
cadre
all
along
the
way.
Ask
for
revisions,
ask
for
auditions,
ask
for
more
information
and
ultimately,
they
author
and
approve
the
report
that
was
in
your
materials
that,
after
the
reading
and
discussion,
the
board
would
be
asked
to
consider
it
again
in
your
in
your
next
meeting
for
adoption.
O
Last
year
we
came
to
the
board
with
phase
one
of
our
social
sciences,
adoption
and
phase
one
included,
many
of
the
artifacts
that
you
already
heard
about
tonight
and
the
other
adoptions,
but
they
include
the
position
paper
which
that's
really
our
philosophy.
On
social
sciences,
we
gave
our
k-12
best
practices
document
and
what
that
is,
that
aligns
our
instructional
framework
specifically
to
the
social
sciences
classrooms
in
the
district
and
then
you'll
see
the
next
three
items
that
we
included
in
phase.
O
One
were
all
around
middle
school
that
was
strategically
done
to
align
with
the
common
middle
school
experience.
So
with
the
materials
you'll
see
in
phase
two
you'll
see,
some
of
them
are
a
little
bit
more
heavy
in
the
elementary
and
the
high
school
levels,
because
we're
a
little
bit
ahead
of
the
game
in
the
middle
school
again
to
align
to
that
common
middle
school
experience.
O
So
here
are
all
the
items.
If
you
will
they're
in
your
packet
that
are
in
phase
two
with
a
sense
of
time
tonight,
we're
not
going
to
present
to
each
one
of
them,
but
we
certainly
can
answer
any
questions
on
them.
O
The
one
I
think
I'd
like
to
highlight
for
you,
though,
is
around
materials,
and
you
may
have
noticed
in
your
packet
that,
rather
than
going
for
like
a
single
textbook
or
at
all
levels
are
cadre,
and
then
our
project
team
approved
getting
more
targeted
materials,
and
so
that
would
look
like
just
a
variety
of
different
resources
and
something
to
think
about
on
why
that
just
makes
a
lot
of
sense
is,
if
you
go
back
to
thinking
about
those
standards
that
I
was
talking
about
just
a
second
ago,
and
if
you
had
a
chance
to
read
them
or
if
you
allow
me
to
summarize
what
what
they
ask
us
to
do
or
actually
what
they
require
us
to
do
is
just
get
a
wide
variety
of
perspectives
that
are
based
upon
a
wide
variety
of
experiences.
O
So
almost
by
definition,
we
won't
wouldn't
be
able
to
have
our
students
do
that
from
just
a
single,
a
soul,
author
or
a
sole
source,
because
again,
just
by
the
very
definition
of
the
standards.
We
need
that
wide
variety
and
we
feel
that
by
putting
together
a
curated
collection
of
resources,
we
can
truly
offer
our
students.
The
the
kind
of
breadth
of
an
experience
that
they
deserve
and
that's
necessary.
O
You
know
moving
forward
into
the
future,
so
a
little
bit
about
the
budget
implications,
and
you
won't
see
specific
numbers
on
on
these,
but
just
more
of
a
general
idea
on
how
this
fits
into
the
budget.
O
The
top
part
of
this
table,
where
you
see
the
first
kind
of
highlight,
is
our
instructional
materials
and
again
you'll
see
that
we
have
some
targeted
materials
in
k5
materials
in
six,
eight
materials
in
912
and
the
the
startup
costs
for
those
are
actually
fairly
minimal
when
you
think
about
it,
just
in
isolation
and
really
the
reason
for
that
is
they're
very
well
aligned
to
other
priorities,
and
I
just
like
to
give
you
an
example
for
that
we'll
be
using
the
product
newsela.
If
you
remember
from
our
language,
arts,
adoption
or
language
arts
work.
O
Newsela
is
a
a
kind
of
big
player
in
that
it's
a
it's
a
large
resource
for
our
teachers
and
students,
it's
essentially
an
online
curation
of
current
event,
articles
etc,
along
with
kind
of
lessons
that
are
associated
with
them.
That's
that's
already!
In
our
budget.
We
already
purchase
it,
we
use
it
and
we'll
just
do
a
little
bit
of
add-on
costs
to
make
sure
that
we
have
the
the
sort
of
breadth
of
access
our
teachers
need.
O
Similarly,
in
the
student
investment
account
our
community
asked
for
in
in
the
in
sort
of
that
process,
and
we
delivered
on
purchasing
books
too,
and
I
I
don't
have
the
exact
language
in
front
of
me,
but
the
sia
called
for
increasing
the
number
of
books
with
cultural
representation
and
culturally
sustaining
experience
for
our
students.
Well,
it's
directly
in
line
with
the
social
studies
adoption,
so
many
of
those
resources
will
now
be
used
to
specifically
design
the
social
science
lessons.
O
The
bottom
part
of
this
table
talks
about
professional
development
and
I'm
going
to
go
into
it
a
little
deeper
on
the
next
slide.
Just
for
budgetary
reasons,
the
professional
development
is
going
to
come
in
the
way
of
some
two
or
two
or
more
but
think
of
elementary
and
secondaries
two
separate
contracts
working
with
nationally
known
consultants
and
nationally
known
facilitators
I'll
go
into
some
details
about
them
in
a
second,
but
for
the
purposes
of
the
budget,
the
contracts
are
modest
compared
to
other
budgets.
O
Other
contracts
that
we've
used
for
similar
roles
and
the
significant
cost
of
that
comes
from
I'm
just
paying
our
teachers
there,
either
through
subs
or
you
know,
extended
contract
to
participate
in
the
process.
O
So
the
the
two
pieces
of
professional
development,
the
this
is
where
you
take
those
materials
and
you
combine
it
with
our
teacher,
expect
expertise
and
that
really
designs
and
delivers
the
the
the
experience.
The
classroom,
experience
that
the
students
will
have
so
we're
very
fortunate,
the
elementary
level
to
be
partnering
with
dr
katie
swalwell.
She
is
a
20-year
20-plus
year
veteran
in
the
field,
she's
a
nationally
known
author.
She
has
national
experience
and
is
really
the
really
a
lead
scholar
in
this
work
across
the
country.
Really.
O
What
she
will
be
doing
is
authoring
lessons
to
really
ensure
that
we
meet
that
balance
of
meet
that
meet.
That
balance
of
a
well
thought
out
a
well-developed
lesson
that
teachers
can
follow,
that
teachers
can
adapt
and
that
teachers
can
meet
the
specific
needs
both
developmentally
speaking
for
students
and
ensuring
that
they
meet
the
new.
The
new
standards
that
have
have
come
out
so
think
of
the
processes.
O
We
have
these
collections
of
materials
now,
and
we
want
to
make
sure
that
students
have
a
consistent
experience
in
the
classroom
and
one
that
teachers
can
contin
continue
to
adapt
and
adjust
to
meet
the
specific
needs
of
their
classroom
in
a
very
similar
at
least
conceptual
manner.
Our
heist,
our
secondary
student,
secondary
teachers,
middle
school
and
high
school,
will
be
working
with
the
organ
writing
project
that
is
out
of
lewis
and
clark
college.
The
the
lead
on
that
is
linda
christensen.
O
Many
of
you
have
probably
heard
of
her
work
throughout
the
past
couple
of
decades
and
what
she
really
does
is
facilitate
the
process
to
to
lean
on
the
expertise
of
our
teachers
and
to
develop
co-constructed
co-designed
units
again
using
these
materials
and
ready
for
teachers
to
implement
across
really
across
all
of
our
schools,
both
middle
and
high
school.
O
So
I'll
just
I'll
end
with
this
I'll
I'll
end
with
this-
and
this
is
a
quote
from
oh-
I
don't
want
to-
I
don't
want
to
put
one
in
front
of
the
other,
but
maybe
a
maybe
a
project
team
member
that
we're
most
proud
of,
because
this
is
one
of
our
high
school
seniors
and
their
parting
thoughts
to
us
were
we're
very
profound
and
I'll.
Just
read
this
and
put
a
little
context
behind
it.
O
I
am
proud
of
all
of
us
and
even
when
this
cadre
project
team
ends,
the
work
is
never
finished,
so
keep
working
and
keep
fighting,
and
I
think
what,
when
I
think
of
that,
I
think
that
I
think
we're
delivering
some
some
quality
work
through
the
cadre.
I
think
our
project
team
was
very
thoughtful.
O
Our
project
team
was
very
insightful
and
is
delivering
a
report
and
in
something
that
our
community
and
our
board
can
be
proud
of,
and
that's
really
just
the
beginning,
because
now
our
task
is
to
implement
this
into
the
classroom,
implement
to
ways
that
all
of
our
students
feel
successful,
feel
seen,
feel
heard
and
feel
represented,
and
I
think
the
work
of
the
past
few
years
of
the
cadre
and
project
team
really
puts
us
in
a
position
to
do
that.
O
So
with
that,
hopefully,
that
brief
summary
was
helpful
to
to
jar
your
brains
for
some
questions.
The
way
it'll
work
just
tom
as
you
facilitate
the
question
and
answer
either
myself
self
or
kayla,
will
take
it
or
we'll
ask
one
of
our
ptosis
to
come
on
screen
and
answer
it.
C
Well,
I
I
actually,
I
really
enjoyed
reading
this
really
thick
document,
and
I
really
on
there.
The
curriculum
and
pedagogy
piece
is
where
I
kind
of
nerd
it
out.
With
respect
to
your
definitions,
I
appreciated
you
defining
different
terminology
that
how
we
see
it
in
beaverton
and
also
the
teaching
approaches
with
the
scaffolding
for
language
acquisition
and
the
it
also
the
other
part
of
the
student
section.
Four
about
student
engagement.
C
I
think
that's
really
important
section
as
well
for
me
making
sure
that
we
have
students
with
essential
knowledge
that
critical
thinking
looking
at
perspectives
and
being
independent
and
in
collaborative
work
as
well.
I,
at
the
state
level
we
were
working
with
now.
We
I
been
working
with
some
people
to
get
ode
to
translate
the
tribal
history
shared
history
material,
so
that
our
students
all
have
access
to
that.
C
So
our
teachers
don't
have
to
wait
for
those
materials
to
be
translated,
and
then
my
heart
was
like
incredibly
happy
to
see
that
from
the
very
get-go
we
have
the
book
lists
in
english
and
then
the
book
list
for
each
grade
level
and
the
book
lists
and
considerations
that
have
been
made
for
the
dual
language
programs
and
making
those
accessible
to
our
students
from
the
get-go.
C
O
Thank
you
for
those
words,
dr
perez,
I
concur
and
just
and
thank
you
for
your
efforts.
At
the
state
level,
we
do
have
a
budget.
Q
O
C
And
we
have
participants
from
toshiko's
team.
I
think
joanna
has
been
on
there
marcella
advocating
for
that
as
well
at
the
state
level
for
those
translations.
So
thank
you
to
them
as
well.
For
that
work.
Q
AE
I
keep
on
moving
on
square,
so
it's
like,
where
am
I
mine
again
is
is
not
a
question.
It's
just
a
comment
because
you
know
when
I've
been
able
to.
I
participated
in
the
the
work,
and
I
can
tell
you
that
both
brad
and
matt
have
brought
such
a
good
team
of
people
and
passionate
people
about
authenticity,
about
teaching,
authentic
history
and
having
students
as
part
of
the
team.
AE
I
just
want
to
commend
the
entire
team
for
working
so
hard
and
diligently
to
produce
a
very,
very,
very
broad
spectrum
of
curriculum
and
I'm
excited
for
it,
and
I
I
know
that
it
started
with
legislation
from
the
state,
but
I
really
feel
like
beaverton's
leading
in
this
work.
So
thank
you
so
much.
G
Becky
first,
I
have
just
a
couple
of
remarks
and
then
a
question.
I
I've
been
doing
this
work.
I
ran
a
large
non-profit
that
that
was
financial
literacy
and
social
studies
and
and
spent
a
lot
of
time
with
the
department
of
education
on
what
what
it
is
that
our
students
should
know,
and
I
know
that
this
is
something
we've
been
struggling
with.
Is
it
dates?
Is
it
people
is
it?
You
know?
G
G
The
kind
of
silver
lining
is
because
of
the
state
having
the
new
curriculum.
We've
been
able
to
embrace
this
all
at
once
and
and
work
with
lots
of
with
outside
groups,
and
most
of
you
know,
I'm
married
to
somebody
that
runs
the
oregon
historical
society.
G
G
U.S
history
and
it's
always
been
the
same
sort
of
way
of
how
to
embrace
that
because
it
is,
it
is
changing
so
much
so
this
work
is
really
near
and
dear,
and
I
too
read
every
bit
of
this,
but
I
have
to
the
juxtaposed
of
the
first
thing:
under
the
kindergarten
standard
and
learning
targets
is,
can
you
name
a
want
or
a
need,
that's
about
as
basic
as
it
gets
and
there's
a
lot
of
adults
that
still
cannot
distinguish
between
a
want
and
a
need.
G
Can
you
explain
u.s
money
and
how
it
is
used?
There
are
a
lot
of
adults
that
cannot
explain.
You
know
the
proper
use
of
money,
so
we
ask
a
kindergartener
this,
but
then,
as
we
go
on
in
the
standards,
identify
examples
of
unfairness
or
injustice
towards
individuals
or
groups
and
change
makers
who
work
to
make
this
world
better.
That
is
what
we're
asking
kindergartners.
Do
you
know
a
want
and
a
need
and
what
happened?
That
is
a
change
maker.
My
question
to
you.
G
After
making
all
of
these
statements-
which
I
am
so
proud
of,
the
work
that
you
folks
have
done
and
the
cadre
has
done-
and
the
project
team
has
done-
is
we're
gonna
we're
gonna
have
the
students
here
with
us.
This
is
a
very
different
way
than
most
of
their
parents.
Most
of
their
guardians,
most
of
our
community
has
learned
social
studies.
O
Yeah
great
great
question:
becky,
that's
let
me
take
two
two
stabs
out
and
we'll
see
if
anyone
else
wants
to
wants
to
jump
on
as
well,
but
two
things
one.
I
think
it's
really
important
to,
and
I
certainly
didn't
do
dr
swalwell
justice
in
my
introduction
to
her,
but
I
think
the
opportunity
for
the
bieber
school
district
to
partner
with
such
a
national
expert
who
really
leads
and
curates
this
work
all
across
the
country
will
help
us
design
lessons.
O
They
have
shown
to
allow
the
brilliance
of
our
youth
to
be.
You
know
to
use
dr
muhammad's
language
to
to
be
cultivated
in
ways
that
that
really
does
develop
out
their
full
potential.
O
So,
bringing
in
that
that
expertise
to
partner
with
our
teachers,
I
think
is
I
I
think
it's
a
is
a-
is
a
really
strong
first
step
and
if
you
remember
back
to
an
adoption
that,
in
some
ways
may
have
been
similar
to
this
one
when
we
were
working
with
our
community
on
our
new
health
standards,
a
technique
that
was
extremely
helpful,
then
and
will
be
repeated
now
and
maybe
even
earlier
in
the
process
than
we
did
last
time
is
just
hosting
community
events,
rather
than
just
individual,
like
health
information
nights
that
are
at
our
schools,
but
hosting
our
community
events
that
are
across
the
district
for
social
science,
education
and
having
families
actually
be
able
to
experience.
O
What
a
lesson
will
look
like
for
their
students.
We
know-
or
at
least
we've
learned
in
the
past,
that
when
we
have
our
families
actually
have
that
somewhat
authentic
of
an
experience
or
be
able
to
kind
of
see,
hold
and
touch
what
their
students
will
be
doing
as
a
instead
of
keeping
it
kind
of
behind
the
the
curtain.
If
you
will,
that
seems
to
help
our
community
understand
better.
O
So
those
are
our
kind
of
two
strategies
that
I
think
will
help
us,
navigate
that
and
then
it's
just
leaning
in
and
leading
our
community
the
way
that
they
expect
us
to.
W
C
I
think
what
becky
was
just
saying
made
me
think
about
just
community
conversations
for
us
adults
to
learn
our
own
oregon
history
in
the
process,
whether
it's
you
know
not
to
give
homework
to
the
team,
because
you
guys
already
have
a
lot
of
things
to
do,
but
maybe
a
couple
a
couple.
C
You
know
three
sessions
where
we
learn
about
our
tribal
history,
shared
history
in
oregon
and
we
as
adults
can
participate
in
learning
about
that
or
just
different
aspects
of
our
own
history,
or
maybe
some
of
our
videos
next
year
have
something
to
do
with
some
of
those.
I
know
that's
a
weed,
but
it
gets
me
excited
to
see
how
we
can
share
the
what
our
students
are
learning
with
our
community
around
our
true
his
our
history
in
oregon,
our
own
history,
always
a
learner.
Thank
you.
O
Thank
you,
dr
perez,
and
also
just
for
the
board,
keep
an
eye
on
the
chat.
Brad
parker.
One
of
our
ptosis
is
mentioning
a
similar
experience
that
the
oregon
historical
society
helped
portland
public
with,
and
so
we
have
some
partnerships
around
the
state
that
we
can
lean
on
to
help
us
move
that
forward.
A
I
just
want
to
say
this
is
incredible
work
I
think,
back
to
my
time
at
high
school
learning,
history,
myself
and
as
a
young
person,
maybe
one
year,
two
years
out
of
high
school.
I
remember
returning
and
talking
with
one
of
my
teachers
who
had
taught
some
of
this
the
same
material
and
saying
hey.
You
know
I've
been
out
there.
I've
been
reading
different
books.
A
You
know
the
history
that
you
all
taught
us
wasn't
everything
that's
out
there
and
I
remember
getting
an
answer
back
a
very
sort
of
hedged
answer
that
well,
you
know
we
really
couldn't
talk
about
all
of
those
things
in
school
and
I'm
so
proud
to
be
here
at
a
moment
where
we're
we're
going
to
be
taking
a
look
in
and
teaching
history,
not
as
one
narrative
but
history
as
many
different
threads
and
many
different
voices
and
also
as
a
critical
inquiry
where
we
can
look
at
power
systems.
We
can
look
at
oppressions.
A
We
can
take
an
opportunity
to
think
critically
about
the
things
that
have
happened
before
to
build
our
students
capacity
to
think
critically
going
into
the
future
and
there's
a
quote
here
that
came
from
your
position
paper
that
really
hit
me
and
it
said
a
transformative
social
sciences,
education
recognizes
and
analyzes.
I
love
that
word
analyzes,
issues
of
historical
and
contemporary
significance,
as
well
as
issues
of
local
and
societal
significance.
A
This
includes
asking
critical
questions
and
developing
research
investigations
separating
evidence-based
claims
from
opinions
and
evaluating
the
usefulness
and
degree
of
reliability
of
different
historical
and
current
sources,
and
when
I
think
about
where
we
are
right
now
with
all
of
the
different
types
of
media
that
are
hitting
our
students
and
how
one
makes
sense
of
the
world
and
when
how
one
develops
a
worldview
and
an
opinion
and
then
goes
out
and
affects
the
world,
I
think
nothing
could
be
more
important
than
than
teaching
students
the
true
complexity
of
their
history
and
building
those
critical
thinking
skills.
A
So
I'm
I'm
blown
away
with
the
work
that
you
guys
have
done.
I
had
a
couple
of
questions
about
implementation,
but
you've
already
answered
them
in
the
presentation
and
I'm
so
excited
and
proud
to
be
a
part
of
a
district.
That's
moving
forward
with
this
work.
So
thank
you,
everybody
on
the
team
for
for
the
work
that
you've
done.
E
And
so
thank
you
for
that.
Thank
you.
O
Sir
cola,
thanks
for
the
time,
thanks
for
allowing
our
team
to
be
here
thanks
for
our
team
for
participating
if
any
questions
come
up
before
your
next
meeting,
where
you'll
see
this
on
the
agenda
again
feel
free
to
reach
out
to
me
or
ms
bell
and
we'll
make
sure
to
get
anything
answered
for
you
thanks
for
your
time
this
evening,.
AE
AD
A
All
right,
it's
been
properly
moved
and
seconded
board
members,
I'm
going
to
take
a
vote
here
and
when
your
name
is
called
answer,
I
or
nay
susan.
AE
W
AE
A
The
motion
passes
unanimously.
Now
is
time
for
board
communications
board
members,
any
communications
that
you
want
to
make
tonight.
A
G
I
know
the
hour
is
late,
but
just
a
a
couple
of
things:
one,
we
lost
a
a
phenomenal
member
of
our
community
in
sherry
kalari.
I
know
most
of
you
probably
do
not
know.
Sherry
she's
been
around
a
long
time,
but
she
served
on
our
school
board
for
17
years
three,
as
as
board
chair
very
involved
as
a
rotarian
and
with
the
sheriff's
office.
She
had
many
many
hats
that
she
wore
in
washington
county.
Her
husband
served
in
the
legislature,
ted
kolari.
G
She
had
a
stroke
and
and
passed
away
from
from
that
last
week,
and
I
just
think
we
should
acknowledge
that
the
shoulders
that
we
stand
on
today
were
people
that
really
did
a
lot
of
work
here
in
the
beaverton
school
district,
as
well
as
washington,
county
and
just
to
let
you
know
both
sherry
and
ted
provided
us,
their
signature
and
our
voters
pamphlet.
I
mean
up
till
the
end.
G
They
were
still
supporting
the
beaverton
school
district,
so
I
I
just
want
to
acknowledge
sherry's
participation
in
our
school
district
and
and
that
we'll
miss
her.
And
lastly,
I
cannot
let
the
evening
go.
The
superintendent
gave
me
way
too
much
credit.
I
gladly
gladly
was
the
lead
goose
on
the
on
the
bond,
but
it
was
a.
It
was
a
team
team
effort
and
I
thank
you
all.
I've
said
it
before
your
presentations,
the
staff
coming
out
to
the
farmers
markets
going
door-to-door.
G
You
know
it's
talking
to
your
friends
and
family.
I
mean
it
was.
It
was
a
district
effort
and
I
thank
all
of
our
staff.
I
thank
everyone,
but
most
of
all
I
thank
our
our
great
beaverton
voters
for
in
and
trusting
in
us
this
large
large
723
million
dollars
to
do
the
best
for
our
students
and
staff
by
providing
healthy
and
safe
schools
and
facilities
and
and
new
chromebooks
and
deferred
me
all
the
things
that
we
need,
and
I
am
so
grateful
to
live
in
such
a
great
community.
G
So
I'm
very,
very
relieved
very
relieved
during
these
tough
times
that
our
community
invested
in
that.
So
so,
thank
you.
D
Thank
you
tom.
I
was
finally
able
to
to
visit
base.
I
think
it
was
two
weeks
ago
or
three
weeks
ago
and
I
had
a
tour
of
the
facility.
I
was
able
to
see
all
the
amazing
work
our
students
and
teachers
are
doing
at
days.
I
saw
the
different
projects
our
students
were
working
on
some
some
made
guitars.
It
was
so
I
was
so
blown
away.
Our
teachers
and
students
are
doing
such
an
amazing
work
at
base,
and
I
wish
that
one
day
we
will
recognize
and
highlight
them.
Thank
you.
C
I
wanted
to
first
thank
becky
for
all
of
the
amazing
leadership
and
passing
the
bond.
It
was
just
amazing
to
watch
her
and
try
to
learn
how
you
know
like
just
the
little
pieces
I
could
of
how
this
happened.
I
mean
how
to
make
this
happen
for
our
students,
and
I
know
she
really
put
out
her
whole.
C
You
know
heart
and
soul
into
this
work
for
our
students
and
it's
exciting
to
see
that
we'll
be
getting
beaverton
high
school
and
then
you
know
like
just
all
the
different
benefits
for
our
students.
So
thank
you
to
becky
and
to
our
community
for
for
passing
that
bond
for
us
and
our
students.
Really.
I
wanted
to
wish
our
seniors
on
the
bisac
kind
of
like
well
as
they
take
off
into
the
world.
It's
been
amazing
to
work
with
them.
C
This
year
we
had
our
last
gathering
with
them
today
and
it's
just
been
amazing
to
see
their
work
around
mental
health
and
around
sros
and
just
how
they
developed
those
plans,
and
they
were
working
really
hard
to
leave
kind
of
documentation
so
that
the
next
group
could
come
and
continue
that
work
and
still
give
it
their
own
spin.
So
I
feel
very
proud
of
the
work
that
the
bsac
has
done
and
I'm
excited
to
wish
them.
Well
as
they
move
on
those
that
are
seniors.
C
I
also
wanted
to
say
that
my
heart
goes
out
to
the
families
of
our
students
that
we've
lost
and
to
all
those
that
all
of
their
loved
ones
in
their
communities.
It's
been
pretty
painful
last
few
weeks
and
months
for
our
community
and
we've
been
able
to
see
how
people
have
come
together
to
support.
C
So
thank
you
to
our
community
and
also
to
our
staff
that
has
been
supporting
our
students
through
these
times,
and
I
think
the
last
part
was
just
a
thank
you
to
our
teachers
and
our
classified
staff
for
keeping
us
going.
I
know
everybody's
pretty
tired,
but
it's
been
great
to
to
see
even
like
at
my
own
daughter's
school.
They
just
had
a
play
and
that
drama
teacher
was
like.
C
I
don't
even
know
how
they
put
it
all
together,
but
it
was
beautiful
and
he's
making
kids
shine
and
our
teachers
do
that
on
a
daily
basis
in
our
classified
staff
as
well.
So
thank
you
to
them
and
it's
been
an
honor.
We've
been
working,
I'm
on
the
osca
bargaining
and
it's
been
really
great
to
work
with
christie
and
her
team,
and
we
know
that
one
of
their
team
members
lost
their
mother
and
so
our
hearts
go
out
to
him
and
to
their
to
their
family
for
the
during
this
difficult
time
as
well.
E
So
I
wanted
to
thank
the
educators.
I
had
an
opportunity
to
visit
mountain
view
school
and
I
was
there
maybe
10
minutes
before
the
time,
and
I
got
a
chance
to
see
how
the
teachers
were
shuffling
to
make
sure
that
there
are
teachers
to
be
in
the
classrooms
because
there
were
subs
were
not
there
or
the
teachers
were
absent,
and
so
the
amount
of
work
that
they
do
and
the
dedication
that
they
with
the
dedication
that
they
do.
E
We
had
an
indian
professional
singer
who
presented
indian
classical
music
to
the
elementary
school
students,
and
it
was
so
amazing
to
see
the
effect
of
music
that
it
does
to
the
kids.
You
know
when
we
talk
about
what
music
can
do.
It
was
really
nice
to
see
actually
in
action
where
kids
were.
You
know
suddenly,
when
they
heard
the
music,
how
quiet
they
were,
how
relaxed
they
were,
and
I'm
so
glad
that
bsd
provides
that
for
our
students.
E
So,
thank
you
and
thanks
to
the
community
becky
board
members
staff
everybody
to
make
the
bond
pass,
I'm
already
getting
questions
from
people
to
participate
in
bond
accountability
committee.
So
if
we
can
get
all
that
taken
care
of
because
the
the
community
wants
to
participate
and
know
where
the
money
is
going
to
so
so
that's
a
good
thing.
That's
a
good
thing!
So
with
that,
thank
you.
Everybody.
AE
I
did
have
something
to
say,
but
karen
spoke
to
it
when
she
spoke
to
the
the
loss
of
students
in
beaverton
school
district,
and
that
is
exactly
my
feelings
and
all
of
our
feelings,
I'm
sure.
So
I
appreciate
corn
bringing
that
up.
G
Yeah,
I
also
I've
just
all
this
happened,
but
melania
at
conestoga.
I
just
got
to
be
there
the
job
that
zan
has
and
all
of
the
counselors
that
work
with
the
family,
the
students
all
came
together
and
memorialized,
that's
just
more
than
than
any
student
should
have
to
to
bear,
and
it
it
really
just
shows
what
a
tight
community
we
have-
and
it's
very,
very,
very
sad.
A
Yeah-
and
I
echo
my
fellow
board
members
and
that
as
well,
the
folks
have
basically
covered
all
the
comments
and
I'm
wondering
maybe
we'll
take
a
one
minute
moment
of
silence
for
the
folks
that
we've
lost
over
the
last
couple
of
weeks
here.
So
I'm
gonna
just
be
quiet
here
for
a
minute.
A
You
board
members
for
that
moment
there,
and
I
just
want
to
end
by
my
great
appreciation
for
becky
and
all
the
work
that
she
has
done
for
this
bond.
I
know
everybody
else
has
said
it,
but
I
feel
compelled
to
say
it
as
well.
She
did
more
than
a
full-time
job.
I
know
that
becky
was
working
through
the
weekends.
A
A
I
do
not
believe
there
is
another
board
member
in
oregon
who
could
have
done
the
work
that
becky
did
to
make
this
happen
and
who
would
have
been
able
to
to
do
it
as
a
full-time
job
and
sacrifice
their
personal
life,
their
professional
life
and
put
everything
else
on
hold,
while
they
they
they
put
kids
first
basically,
and
that
to
me,
that's
the
highest
level
of
work
a
board
member
can
do
is
to
to
to
take
their
time
and
their
personal
energy
and
everything
else,
and
to
put
that
off
to
the
side
and
to
do
what's
right
for
kids.
A
So
thank
you.
Becky
and
I'll
also
just
remind
the
community
too,
that
this
is
the
first
of
three
bonds
because
to
get
to
full
seismic
safety,
we're
going
to
need
three
bonds
to
get
there.
So
thank
you
for
part
one
of
our
three-part
plan,
but
we
will
be
back
for
part
two
and
three
later
to
make
sure
that
we
finish
this
and
that
our
kids
are
all
safe.
A
So
with
that,
I'm
going
to
call
us
out
of
our
school
board
meeting
and
we
are
board
members
stay
on
we're
going
to
have
an
executive
session
afterwards.