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From YouTube: Beaverton School Board Meeting 1-21-20 (Full audio)
Description
Please use this video for full audio of the January 2020 School Board Business Meeting.
Pledge of Allegiance :25
Board Recognitions :54
BEA/OSEA Comments 11:50
Public Participation: 17:21
Superintendent Comments 1:07:06
School Board Presentations:
Montclair ES 1:13:25
West TV ES 1:29:49
Financial Update 1:38:52
Division 22 Compliance Assurances 1:44:00
Student Success Act 1:56:30:
Discussion Items
First Reading of Policy DBDB – Financial Reserves 2:09:15
First Reading of Policy DFA –Investment of Funds 2:30:15
First Reading of School Board Administrative Regulations 2:32:25
Action Items
Consent Agenda 2:34:14
Board Communication 2:34:29
B
Nine
students
from
different
school
districts
have
been
awarded
the
president's
fallen,
tiered
service
support
by
the
Oregon
Chinese
coalition
for
a
combined
fourteen
hundred
and
twenty
volunteer
hours
in
a
single
year
receiving
the
gold
award,
our
cherry
Joan
of
Western
High,
School,
David,
Shaw
and
Becky
bow
sunset.
High
school
and
Jenelle
people
of
Whitford
middle
school
Silver,
Award
recipients
are
jenni
John
and
Jackie.
O
sons
of
high
school
and
laura
quinn
of
West
View,
High
School,
the
bronze
award,
goes
to
nurse
on
a
scholar.
B
Middle
school
Nancy
buying
of
sunset
high
school
is
a
non-resident
student
who
contributed
271
volunteer
hours,
even
though
she's
not
qualified
for
this
program.
Her
volunteerism
won
her.
The
community
volunteer
service
award
created
by
Oregon
Chinese
coalition,
based
on
the
same
criteria
of
this
award.
C
Hello,
my
name
is
Janelle
I'm
in
seventh
grade
before
middle
school
today,
I'd
like
to
share
a
few
words
about
the
benefits
of
volunteering,
how
I
got
started
and
what
I'm
doing
in
the
future
volunteering
is
very
important.
There
are
many,
also
fortunate
people
whose
lives
are
significantly
improved
by
the
work
of
volunteers.
They
probably
interact
as
volunteers.
More
than
you
know,
libraries,
museums,
youth
clubs
and
other
organizations
rely
on
volunteers
for
their
day-to-day
work.
C
Volunteering
helps
not
only
the
community
and
people
that
help,
but
the
volunteers
themselves
join.
My
service
I've
learned
more
about
the
community
and
the
issues
and
challenges
it
faces,
but
I've
also
met
with
people
from
all
walks
of
life
who
I
otherwise
never
would
have
met
while
making
new
friends
improving
my
social
network
and
gaining
self-confidence
and
I
feel
better
about
myself,
because
I'm
making
a
difference.
There
are
many
things
people
can
do
to
volunteer.
C
My
sister
and
I
have
started
little
things
like
joining
a
group
of
students
to
get
performances
at
retirement
homes,
but
I
started
to
get
serious
about
volunteering
after
attending
a
summer
camp
called
Camp,
Medellin
Springs.
It
gives
wonderful
therapy
kids,
who
have
difficulties
with
communicating
and
socializing
I
met
when
he
came
sponsors
the
organelles,
and
they
told
me
that
the
number
of
campers
has
declined
in
recent
years
due
to
the
Elks
lack
of
advertising
resources.
C
Humans
say
the
same.
If
so,
many
kids
could
benefit
from
capital
wood,
I
decided
to
help
spread.
The
word
I
did
many
things
such
as
radio
Wikipedia
article
getting
the
camp
flyer
posted
around
the
Portland
area,
school
districts
and
also
working
with
the
Oregon
Chinese
coalition
to
organize
dozens
of
volunteers
who
stayed
with
the
Elks
over
a
weekend
to
prepare
the
camp
for
the
last
last
summer.
Campers
after
helping
all
those
peoples,
charities,
I
got
so
addicted
to
volunteering.
That
I
asked
my
relatives
to
donate
money
to
charity.
D
C
C
This
will
benefit
both
sides,
because
the
kids
who
have
trouble
making
friends
will
be
solving
for
friends
and
kids,
who
are
already
confident
in
it
will
be
a
more
open-minded
and
inclusive
according
to
the
longest
human
study
Harford,
which
started
about
80
years
ago
about
1
and
5
people
report
that
there
locally,
which
is
bad
for
their
mental
and
physical
health,
so,
let's
pair
up,
will
make
a
difference
for
a
lot
of
people.
We
are
planning
to
start
clubs
at
several
local
schools.
Soon.
C
D
F
F
We're
fortunate
to
have
a
school
board
that
has
the
ability
to
work
together,
they
think
independently,
but
when
that
decision
is
made
collectively
they
really
support
that
decision.
If
those
of
you
who
do
not
know
school
board,
members
do
not
get
paid,
it's
an
unpaid
position.
It's
a
volunteer
position.
I
know
that
each
of
these
folks
give
up
time
from
their
families
from
their
jobs
to
do
what's
best
in
basically
guiding
almost
a
billion-dollar
entity
to
do
what's
best
for
students
and
staff.
F
They
work
tirelessly
in
addition
to
just
attending
board
meetings.
Every
one
of
these
board
members
is
on
some
sort
of
committee,
whether
it's
a
planning
committee,
a
financial
committee,
there's
multiple
committees:
they
help
bargain
our
contracts.
They
do
several
things
in
addition
to
serving
beaverton
at
the
local
level.
Several
of
these
folks
have
been
at
the
state
and
national
level.
F
F
A
legislative
liaison
to
OSP
a
and
Ambria
was
the
first
oregon
school
board,
member
elected
as
scored
member
of
the
year.
So
once
again,
these
jobs
and,
if
you're
out
in
the
audience
and
you'd
like
to
run
for
one
of
these
jobs
that
come
up
four-year
terms
and
it's
think
they
would
say
it's
a
very
fulfilling
job.
Also,
they
deal
with
some
very
complex
issues,
whether
that
has
to
do
with
high
school
boundaries,
budgets,
opening
closing
of
schools.
F
Almost
anything
you
can
think
of
they're,
very,
very
complex
issues
in
guiding
the
education
of
42,000
students
and
over
six
thousand
five
six
thousand
employees,
and
they
deal
with
this
in
a
very
compassionate
empathetic
way.
But
they
also
know
that
when
tough
decisions
have
to
be
made,
they're
willing
to
stand
up
and
do
what's
right
for
students
and
staff.
So
please
join
me
and
this.
G
Good
evening,
everybody
zanuck
running
chair
ten
check
the
numbers
of
the
board.
Thank
you
for
the
time
that
you
spend
doing
this
important
work.
I'm
going
to
jump
in
to
that
a
common
mental
experience,
work
I've
had
many
conversations
with
both
Tom
and
Becky
sobbing.
Nobody
feelings
about
this,
but,
as
I've
talked
to
more
media
members,
it's
even
appropriate
to
speak
to
the
entire
board
tonight
in
office.
G
So
at
this
point
in
the
process,
staff
in
the
comprehensive
middle
schools
have
been
informed
about
the
work
that's
being
done
on
looking
at
a
comment
at
middle
school
schedule
and
as
of
this
week,
they
have
an
opportunity
to
survey
to
get
their
feedback.
However,
it
has
caused
a
great
deal
of
disappointment
and
frustration
that
teacher
if
it
wasn't
an
earlier
part
of
this
process
and
now
it
seems
as
though
there's
a
deadline
to
make
a
decision
and
another
being
asked
to
give
their
feedback.
G
G
I
Good
evening
so
far
tonight
running
through
the
board
and
all
the
gaps,
that's
the
president
of
the
Beaverton
chapter
of
School,
Employees,
Association
I
am
grateful
for
the
opportunity
to
speak
to
you
all
this
evening.
Dr.
Martin,
Luther
King
once
said.
No
work
is
insignificant.
All
labor
that
uplifts
humanity
has
dignity
and
importance
and
should
be
undertaken
with
painstaking
excellence.
As
we
begin
the
negotiations
process
with
VSD
this
month.
I
Our
office
staff
that
welcomes
parents
and
students,
while
giving
all
they
can
to
their
administrators
our
technology
department
that
ensures
more
and
more
pieces
of
equipment
and
programs
run
well
for
all.
These
are
some
of
the
many
job
classifications
that
we
will
be
bargaining
for
from
the
direction
that
our
members
will
give
us
to
follow
from
the
survey
that
was
just
sent
out
last
week.
We
bring
our
excellence
to
you
and
else
for
a
very
reasonable
contract
for
our
members.
Thank
you.
A
Next
up
we're
going
to
have
a
public
participation
and
just
reminder
that's
for
welcomes
public
comment.
If
you
would
like
to
address
us,
if
there
was
a
yellow
card
that
you
can
complete
in
the
front,
all
public
comments
are
limited
to
two
minutes
and
we're
gonna
really
try
to
keep
you
two
minutes.
We're
not
trying
to
be
rude.
You'll
see
those
clock
right
behind
me
here
if
I
can
tell
you're
wrapping
it
up,
but
we're
going
to
keep
you
two
minutes.
A
So
we
can
try
to
hear
everyone
tonight
and
well
be
rotating
on
topics
and
we're
going
to
do
this
for
the
first
45
minutes
and
if
there's
any
additional
comments,
we'll
hear
them
at
the
end
of
our
meeting
and
someone
either
staff
or
board
will
get
back
to
you
at
a
later
date.
If
you
have
a
question
to
the
board
so
with
that,
but
I'm
sure
some
soon
will
call
you
up
and
then
I'll
call
up
who's
up
next,
so
get
ready
to
come
up
front.
All.
K
K
What
we
would
ask
respectfully,
is
a
pause
in
this
decision.
We've
just
heard
about
the
middle
school
schedules.
The
comprehensive
middle
school
experience
isn't
established,
yet
the
middle
school
boundaries
are
in
flux
and
we're
sharing
us
about
what's
going
to
happen
with
the
other
options
programs.
So
we
hope
that
you
would
cause
on
this
decision.
L
M
M
Administrative
transfer
I'm
here
tonight
on
behalf
of
my
family,
about
16
families
in
our
school
community
and
I'm
sure
many
more
different
ways.
We
are
grappling
with
a
policy
change
that
we
were
notified
of
just
last
month
and
how
administrative
transfers
are
evaluated
and
granted
we've
gone
from
an
historically
more
flexible,
family-friendly
policy
on
this
to
one
that
is
very
restrictive
and
now
being
so,
abrupt
leave
and
forced
the
gene
was
made
to
only
allow
transfers
based
on
a
narrow
selection
of
hardships
or
for
at
least
the
last
year.
M
These
transfers
were
still
granted
just
that
they
had
been
in
the
past.
The
decisions
on
forces
now
feels
unnecessarily
abrupt
and
harsh
front
of
us,
but
particularly
for
families
with
current
fourth
graders,
facing
the
prospect
of
switching
schools
two
years
in
a
row.
This
is
something
numerous
studies
have
shown
is
mendl's
to
children,
social-emotional
development
and
into
academic
performance.
M
We
feel
this
decision
decision
is
creating
hardship,
financial
and
logistical
emotional
for
are
keenly,
and
especially
for
RC
in
being
faced
leaving
their
school
community
and
the
only
school
environment
that
many,
if
not
most
or
most,
if
not
all,
of
ever
boundaries.
In
addition,
many
of
the
parents
in
our
group
have
contributed
greatly
to
Ridgewood
over
the
years,
and
the
community
as
a
whole
would
suffer
from
a
loss
departure
we're
asking
that
this
decision.
We
revisited
that
you
review
the
letters
that
we
prepared
detailing
our
concerns
and
relating
the
impact.
N
P
Q
History
to
the
document
don't
be
alarmed
by
size.
We
tried
to
make
a
collective
group
of
parents
all
the
people,
think
of
as
well
the
factors
into
you
know
why
we
feel
this
way.
It's
very
easy.
You
just
super
emotional
about
it
in
me,
like
our
kids
right.
This
is
the
most
we've
ever
done,
but
the
more
we
tried
to
step
back
from
it.
We
really
realized.
Q
We
realized
the
impact
of
these
decisions
and
the
idea
that
we've
gotten
quite
a
few
years
with
the
status
quo,
and
then
now
it's
been
told,
hey,
that's
that's
done
and
it's
very
hard
to
explain
to
you
no
need
to
retain
role,
and
so
I
guess
I'll.
Just
ask
you
know
thoughtful
review
of
the
document
and
please
reach
out
if
we
have
any
questions,
we'd
love
to
talk
more
about
handout.
You
know
that
this
is
a
district-wide
issue.
Q
We
can't
be
dorrance,
we
receive
this
and
I
figure
this
out
and
we
tried
to
reach
out
to
as
many
parents
as
we
could.
You
know
how
to
fill
the
show
up
and
try
to
make
our
voices
heard
on
this,
but
you
know
what
that's
what
the
matter
is
just
to
reiterate
with
ERISA
just
said
is
that
when
we
step
back
from
putting
these
plainness
terms,
it
feels
like
we're
creating
an
additional
hardship.
R
Anymore
and
superintendent
I
mean
we
should
each
have
a
packet
with
some
slides
presenting
some
of
our
data.
My
name
is
dr.
Marla
macro
rate
I've
been
a
pediatrician
in
our
community
for
20
years
and
have
three
kids
and
abuse
in
public
school
I'd
like
to
talk
to
you
today
about
delaying
school
start
times
for
middle
and
high
school
students
in
our
district
I
believe
that
our
current
policies
for
school
start
times
stand
in
direct
opposition
to
the
existing
science
around
sleep
and
biological
needs
of
adolescents
as
a
community
that
prides
itself
upon
evidence-based
practices.
R
It
is
our
responsibility
to
our
kids
and
community
to
support
them
in
a
way
that
meets
these
needs.
What
we
know
about
adolescents
leave
is
quite
clear:
teens
need
more
than
8
to
10
hours
of
sleep
a
night,
yet
fewer
than
one-third
of
our
high
school
students
get
more
than
7
hours
of
sleep
changes
during
adolescence
shift
their
natural
sleep
cycle,
making
it
much
harder
to
fall
asleep
earlier
ideal
sleep
for
teens
happens
between
11:00
p.m.
and
8:00
a.m.
R
our
current
school
start
time
is
7:45
makes
it
very
difficult
for
the
teams
to
get
the
sleep.
They
need.
It's
not
a
matter
of
just
telling
them
to
go
to
sleep
earlier
or
catch
up
on
the
weekends.
For
sleep.
Sleep
is
linked
to
decreased
attention,
memory,
behavior,
visual
executive
functioning,
higher
rates
of
anxiety
and
depression,
tardiness
absenteeism
of
motor
vehicle
accidents.
You.
R
American
Academy
of
Pediatrics
has
long
recommended
delays
school
start
times
as
a
key
way
to
help
teens
lead
more.
A
growing
number
of
schools
have
done
this
across
the
country.
Seattle
School
District
in
2016-17,
delayed
from
750
to
8:45
a.m.
the
study
came
out
in
December
of
showing
measurable
benefits
increased
daily
sleep
of
over
half
an
hour,
bringing
them
closer
to
the
recommendation.
Also
reduced
absenteeism
and
tardiness
improved
academic
performance.
S
Hi,
my
name
is
Melissa
Tom
I'm,
also
an
emergency
physician
and
I
join
my
colleague
in
compelling
the
board
to
look
at
this
issue
starting
school
later.
The
science
behind
it
is
is
strong,
and
so
the
obvious
next
question
would
be
well.
Why
don't
we
make
a
change?
There
are
natural
barriers
to
any
change
number
one
to
change
it's
hard
for
anyone.
Number
two
oftentimes
communities
will
look
at
later
school
start
times
with
concern
towards
after-school
activities
and
sports.
S
But
if
you
look
at
schools
who
have
made
the
changes,
it's
to
the
contrary,
that
actual
participation
increases,
probably
because
students
aren't
as
tired
and
so
their
participation
after
school
activities
and
sports
increases
at
a
rate
of
school
or
sport.
Related
injury
decreases
their
focus
and
attention
as
athletes
increases.
These
are
compelling
reasons
to
change,
naturally,
economics
as
a
second
concern
for
any
school
district,
primarily
transportation
costs,
and
when
you
look
at
other
school
districts
who
have
made
the
changes,
for
example,
we'll
see
how
Seattle
was
able
to
do
what
they
call
flip.
S
S
In
some
districts
like
Long
Beach,
they
are
able
to
save
a
million
dollars
with
changes
in
shifting
school
start
times,
and
if
you
look
beyond
just
the
school
district
and
you
look
at
the
nation
as
a
whole,
granted
a
study
in
2017
that
projected
eight
point:
six
billion
dollar
economic
gain
to
our
national
economy
by
just
removing
school
start
times
in
secondary
schools
to
830
I'm
asking
the
board
to
work
with
us.
We
owe
it
to
our
students
in
Beaverton
School
District,
to
promote
their
health,
their
safety
to
optimize
their
academic
achievement.
T
T
Speaking
on
the
issue
of
mental
and
emotional
health
and
the
reason
I'm,
you
is
because
I
had
not
received
any
response
to
repeated
requests
for
a
meeting
to
take
this
further
and
I
would
just
like
to
be
able
to
discuss
it
to
other
timeframes
are
not
applicable
or
do
not
work
for
something
of
this
nature.
So,
in
the
past,
I
have
presented
information
on
the
need
for
it.
T
What
it
is
why
it's
needed,
and
some
feedback
on
student
benefit
that
was
achieved
because
of
some
violence
and
as
part
of
teaching
at
the
school
that
has
a
mindfulness
collective,
which
I
just
learned
about
which
is
fantastic,
but
I
also
know
that
people
are
not
trained
with
their
teaching.
This,
so
I
would
really
appreciate
being
able
to
meet
to
discuss
this
further
than
the
two
minutes
segments
that
I'm
doing
at
this
point
of
time.
I
really
results
of
the
SSA
survey.
T
From
my
understanding,
there
are
tasks
close
being
set
up
at
the
elementary
middle
and
high
school
levels
to
tackle
this
issue
and
I'm
trying
to
figure
out
how
does
a
person
from
outside
the
community
become
part
of
it?
Equity
and
excellence
are
astounding,
so
we
make
sure
we
have
this
as
part
of
it.
Thank
you
so
much
for
your
time.
I
appreciate.
U
U
The
parents
of
petition
is
not
reasonable.
You
expect
that
when
they
bring
their
kids
here
and
they
come
home
and
you
get
it
well
and
ready
to
learn,
but
I
have
received
a
lot
of
letters
from
parents
who
think
I
can
do
anything
anything
they
acts
should
say
something
promise
but
yeah
yeah
tonight
before
watch
award.
I
am
NOT
cynical
because
I'm
confident
that
those
we
will
act
elevate
district
to
preside
over
the
welfare
education
of
our
children
are
well-meaning,
but
the
road
to
heaven
is
paved
with
stones.
U
That
means
you
have
to
innovate.
You
have
to
really
do
the
hot
job.
I
look
around
I,
don't
think
you
have
a
tool
to
do
that
job
at
the
moment,
I'm
sure
well
in
the
future,
so
I
will
be
coming
here
again
to
at
least
be
a
part
of
the
solution.
So
I
don't
want
to
how
many
tonight
without
making
my
own
contribution.
I,
look
at
that
Becky
who's
been
a
part
of
my
life
for
a
long
time,
so
I
am
12
child.
This
is
not
one.
U
V
We
can
see
that
their
discipline
statistics
and
how
our
black
students
are
given
harsher
punishments
than
the
white
students.
However,
today
I'm
not
going
to
be
talking
about
statistics
and
data,
we
already
know
but
share
some
of
my
personal
experiences
of
being
a
black
student
in
the
Beaverton
School
District
I
used
to
go
to
Portland
Public
Schools
and
not
once
did
I
question
my
identity
of
being
a
Black
Muslim
student
or
my
overall
safety
at
school.
Coming
from
my
neighbor's
school
to
Beaverton,
School
District
was
quite
a
big
change.
For
me.
V
There
were
multiple
times
where
students
would
say
some
of
the
races
over
hate
speech
in
hallways
in
classrooms
at
games
and
see
that
type
of
behavior
was
being
accepted
and
normalized.
This
is
the
first
year
that
I
did
not
feel
safe
in
my
own
school
black
students
don't
feel
safe
going
to
school
anymore.
If
we
don't
change
the
way
these
issues
are
dealt
with,
it
creates
these
spaces
and
environments
where
heat
is
derived
that
eventually
becomes
the
new
norm
to
start
the
change
in
the
right
direction.
V
We
have
to
evaluate
how
we
discipline
hate
speech
and
think
about
changing
our
policies
and
handbooks
around
it.
Given
how
many
times
our
current
give
it,
how
times
are
currently
changing
society,
we
need
to
ensure
that
our
students
feel
empowered
and
equipped
with
the
right
tools
to
go
out
into
the
real
world.
That
change
starts
right
here
in
this
room
today,
I
urge
you
school
board
members
and
school
district
staff
to
change
some
of
your
ways
to
ensure
that
black
students
feel
safe
in
their
own
classrooms
and
where
racism
he,
which
is
not
tolerated.
W
Good
evening
this
is
the
first
time
that
I'm,
seeing
all
the
school
board
members
in
one
spot
and
similar
to
Villa
I'm,
going
to
share
some
of
my
own
experiences
and
I
want
to
earn
some
of
the
variants
and
some
of
my
peers.
On
my
experience.
It
differs
a
lot
I'm
originally
from
New
York,
City
and
I
moved
from
Florida.
W
So
right
off
the
bat
you
can
probably
tell
that
might
have
experienced
different
I
might
be
used
to
a
different
kind
of
schooling,
so
I
just
want
to
personally
thank
all
of
you
I'm,
not
sure,
if
you're
aware
of
what
has
been
happening
at
Southridge
lately,
but
when
I
was
a
freshman
and
the
student
population
looked
a
lot
different
than
it
does
now,
they
were
mainly
they
were
mostly
white
students.
You
definitely
see
much
diversity,
and
now
it's
not
it's
not
like.
W
It
is
like,
like
a
large
amount
of
students
of
every
race,
but
I
can
see
that
our
principal
de
venise
Lange
is
taking
steps
toward
embracing
students
of
all
walks
of
life
and
school
on
the
East
Coast
and
New
York
City
and
in
the
South,
is
very
different
than
an
order
came
along
and
be
person.
I
went
to
school
in
the
projects.
I
went
to
school
in
the
ghetto.
X
Three
years
I've
been
in
high
school
and
learned
that
change
comes
from
two
things,
speaking
out,
no
matter
what
the
consequences
are
and
listening
no
matter
what
you're
forced
to
hear.
You
still
wonder
what
it
was
like
for
you
over
and
over
having
to
hear
children
in
front
of
you.
If
I
can
for
you
to
listen
to
them,
feeding
free
to
protect
them,
I
used
to
wonder
how
you
would
sit
and
listen
to
life
is
so
nothing.
X
How
do
you
can
sit
and
still
not
be
able
to
make
the
changes
we
need
for
you
to
be
for
us
to
be
kept
safe,
I
soon
realized.
The
problem
was
none
of
you
and
listening.
A
lot
of
you
are
hearing
us
I
realize
that
you're
seeing
I
realized
this
through,
seeing
that
there
were
some
adults
who
did
listen
to
us
and
we
did
years.
There
are
many
in
this
room
in
front
of
me
today,
who
have
heard
me
and
have
turned
how
them
turn
helped
me
makes
make.
X
Did
you
hear
a
trauma
that
we
have
a
distrust
of
administration
and,
at
the
time
not
only
to
earn
our
trust
but
I
respect
adults
who
realize
that
as
black
students,
we
face
things
that
they
as
adults
couldn't
believe
and
that
we
had
experiences
that
made
us
have
to
grow
up
faster
and
then
our
place
in
the
world
even
faster?
What
I
want
to
ask
you?
X
What
I
want
you
to
ask
yourself
is
that
if
you're
one
of
these
adults
that
listen
to
us,
who
heard
us
I
promise
you
that,
if
you
are-
and
you
know
who
you
are
I
started
out,
let's
do
the
rest
of
you
and
do
Lisa
dole
affected.
Listen.
I
started
the
boxing
summit,
which,
in
the
first
year,
had
no
support.
Y
We
help
reduce
hand
over
traces
in
their
classrooms,
so
I'm
really
made
for
not
gonna,
but
you
should
go
to
Conestoga
and
one
of
the
things
that
I've
seen
it
around.
There
is
see
it's
touching,
but
it's
hair
making
really
ignorant
comments
and
they're
not
getting
and
there's
enough.
Nothing
has
no
there's
no
consequence
for
them
and
I
think
that
that's
kind
of
a
lot
of
times
once
you
get
these
up
to
their
teachers,
they
don't
see
what's
wrong
with
it.
So,
for
instance,
I
have
a
student
in
my
creative
writing
class.
Y
You
come
touching
my
hair
and
when
I
told
them
to
stop,
they
didn't
want
it
and
they
were
basically
calling
game.
I,
also
kind
of
dull
and
basically
kind
of
turned
me
into
this
toy
for
them
to
play
with
and
I
didn't,
kill
him
that
when
I
told
my
teacher,
they
didn't
really
see
an
issue
with
it.
They
were
just
kind
of
like
why'd,
you
stop
I
said
I
did
they
said?
Well,
they
didn't
stop.
Y
I
can
used
told
I
can
just
tell
them
that
they
should
stop,
and
even
after
that,
they
continue
to
touch
my
hair
and
they
still
wouldn't
do
anything.
They
just
kind
of
blew
it
off
like
it's
not
even
a
big
deal,
and
it's
not
the
first
time
it
happened.
It
kids
you
to
happen
for
pretty
much
over
the
course
of
a
month,
and
it
made
me
feel
really
disrespected.
A
student
and
I
wasn't
totally
sure
what
to
do
about
it.
Z
Z
These
schools,
the
entire
time
to
pinion
very
strategically
and
purposefully
to
protect
when
I
send
my
children
to
school
I'm
depending
on
the
adults
in
the
building
to
look
out
for
my
children.
Even
if
they
don't
understand
how
they're
being
treated.
Why
it's
a
problem
either
they
don't
fully
grasp
the
weight
of
what
another
young
person
is
doing
or
how
they're
behaving
or
how
come
that
young
people
are
behaving.
They
have
obligation
to
look
out
for
my
child
I'm
thankful
that
my
daughter
just
met
my
son
who's.
Z
A
senior
and
Southbridge,
have
achieved
or
found
a
place
in
themselves
when
they
deal
with
these
particular
type
of
issues
to
take
a
higher
road.
They
do
not
be
consumed
by
anger
as
a
parent
and
also
a
personal
experience
in
education
in
service
with
using
families
for
over
20
years.
I
understand
that
the
training
has
required
and
necessary
is
available.
D
Z
Fact,
and
even
after
volunteering
at
times
say
for
the
most
part
staff
you
tried
to
engage
would
have
been
supportive
of
us
and
appreciated
the
way
we've
shown
up
but
I'm,
looking
to
you
as
a
board
to
show
the
leadership
to
push
for
more
want
to
help
and
want
to
do
more
for
their
kids,
where
there's
a
black
student
summit,
and
we
want
to
bring
those
young
people
together.
First
supporting
money
to
support
which
facilities
support
parents
in
it
would
be
their
support
with
food
and
other
resources.
Z
R
We
don't
we're
not
addressing
lightness
at
this
mr.
white
district,
so
we
need
to
start
doing
light
workshops
to
help
these
white
teachers
understand
that
their
their
contribution
to
the
trauma
because
master
and
a
student
was
reading
shoes,
and
this
teacher
came
up
to
him
and
said
you
know,
I'm
a
minority
as
a
white
man
at
this
in
this
country
it
was
totally
unsolicited,
and
so
this
became
a
huge
conversation
in
which
the
teacher
had
told
the
students-
maybe
he
shouldn't
be
read,
use
Walkman
and
just
pay
attention
to
his
teachers
are
saying
I'll.
R
R
AA
Hello,
everyone
I
am
a
licensed
clinical
social
worker
in
the
community
and
provide
mental
health
therapy
to
a
lot
of
our
african-american
students
within
Beaverton,
School
District,
and
a
lot
of
my
customers
are
regarding
the
mental
health
and
how,
when
black
students
try
to
speak
up
and
use
their
focus
earlier
in
silence,
or
they
are
being
dismissed
right
in
front
of
the
white
students
who
have
either
called
them
a
racial
slur
or
has
estimates
it.
Okay.
AA
For
me
to
call
you
a
today,
and
these
are
the
different
situations
between
South
Ridge
Beaverton,
high
school
West,
View
I,
keep
hearing
about,
there's
a
tram
to
the
point
where
kids
are
signing
until
extremely
depressed
they're
not
coming
to
school
as
often
as
they
should,
because
they
don't
feel
safe
in
a
classroom.
And
that
was
a
problem
for
me
as
an
advocate
I
want
to
know
and
want
to
challenge
you
all
to
start
thinking
about.
AA
If
there
are
no
resources
that
you
or
not
connect
in
a
charges
to
that
can
help
be
representative
with
them
or
help
in
the
process
of
them
speaking
and
having
a
safe
place
to
share
their
voice.
Please
bring
someone
in
help
connect
these
students
with
the
community,
because
for
many
of
them
a
lot
of
the
students
are,
but
they
don't.
AA
They
don't
come
from
or
again
they
come
from
other
cities
in
which
is
this
culture
shock
to
begin
with,
it's
greatly
white
in
a
school
system
so
when
they
do
use
their
voice
and
talk
it
too
loud
or
oh
you're,
it's
not
even
of
importance,
it's
not
sitting
well
for
them
because
now
they're
starting
to
decrease
their
voice.
So
it
is
my
concern
and
I
just
want
to
keep
and
putting
this
on
the
table
that
we
need
you
all
to
reach
out
to
the
black.
AA
We
need
more
programs
over
around
mental
health
or
even
just
in
connector,
showing
them
who
is
in
their
community.
You
are
not
alone.
How
can
you
facilitate
that
I
know?
I
work
with
Reynolds
and
Reynolds.
Do
a
lunch
of
art
for
the
black
community
where
black
community
members
business
members
come
in.
So
even
thinking
of
how
can
you
be
make
a
community.
O
O
The
previous
two
superintendents
used
to
call
me
all
the
time
and
ask
me
hey
Tyrone:
can
you
sit
on
this
one?
Can
you
sit
on
that?
I
have
yet
to
receive
a
call
from
Don
Ronnie,
who
was
been
here
for
a
while.
Okay
I
have
been
involved
in
raising
money
for
playground,
equipment
for
elementary
schools,
I
have
gotten
Nike
Safeway
the
Portland
Trail
Blazers
Office
Depot
to
donate
coats
to
donate
school
bags
for
underprivileged
children.
I
have
a
daughter
who
has
graduated
with
honors.
O
She
came
in
interviewed
with
the
school
district
and
I
asked
her
I
said
Victoria.
Were
there
any
people
of
color
on
that
town
and
she
said
no.
No,
there
weren't
I
said
you
gotta
be
kidding.
They
used
to
be
people
of
color,
because
I
used
to
get
call
for
those
interviews.
I
have
yet
to
be
called
by
Don
Brice
as
I
had
his
previous
superintendent's.
O
All
the
time
I
used
to
get
calls
so
I
am
very
concerned
and
the
other
thing
before
I
run
out.
I
got
10
seconds.
Why
would
you
replace
a
woman
of
color
in
a
diversity
position
with
a
white
man,
nothing
against
white
men,
but
that
is
not
the
position
for
a
white
male
to
be
in.
You
cannot
replace
this
person,
whether
that,
whether
you
just
can't
do
it.
A
C
H
You
Magna
logic
actually
of
vertigo,
so
it's
a
little
bit
difficult
for
me
right
now,
but
I
do
appreciate
the
opportunity
to
actually
sit
in
front
of
all
of
you.
Do
you
think
we've
organised
quite
a
few
parents
to
show
up
and
are
actually
continuing
to
organizes
black
families
and
come
here
today
representing
the
Beaverton
black
parent
unions?
H
My
daughter,
my
husband,
just
were
out
here
previously.
We've
had
a
lot
of
experience
with
the
district
and
I've
actually
wanted
to
do
this
work
for
a
long
time.
I
do
a
lot
of
work
with
Portland.
Portland
has
a
lot
of
organizing
and
community.
We
have
never
found
that
in
Beaverton,
and
so
that's
one
of
the
problems
being
able
to
connect
through
schools,
and
it
was
a
question:
why
couldn't
we
connect
to
community
through
our
schools?
It's
just
one
indicator
of
the
isolation
that
black
families
feel
in
the
district.
So
the
Beaverton
black
parent
union.
H
It
is
bringing
black
families
together
and
really
meant
the
message
that
I
want
to
bring.
Is
that
we're
here
we're
here?
We
want
to
be
partners,
we
want
to
be
involved
and
we
will
continue
to
show
up.
This
is
just
the
beginning
for
us
and
we
really
wanted
to
participate,
engage
with
all
of
you
in
solutions
that
are
really
going
to
result
in
different
experiences
for
our
students,
so
we're
collective
of
parents.
We
want
to
see
cultural,
culturally,
relevant
resources
and
support.
H
H
We
want
cultural
competency,
training
for
all
teachers,
staff
and
administration,
and
we
want
to
see
accountability
and
we
want
again
the
opportunity
to
be
partners
with
you
in
this
we're
professionals
we're
parents,
we
have
experience.
We
have
talent,
I,
myself
am
an
equity
consultant
with
over
20
years
of
experience
in
the
field.
We
can
bring
a
lot
to
bear
to
be
partners
in
the
solutions.
AB
Anymore,
my
name's
Jorden
theory
I'm
a
product
of
the
buna
school
district,
eight
and
twelve
live
here
in
the
flesh.
Thank
you
for
the
work
that
you
are
doing.
I
want
to
start
by
saying
that
you
know
it's
kind
of
sad
when
a
black
family
or
a
family
of
color,
and
this
that
lives
in
this
district
chooses
to
send
their
kid
to
Jesuit
or
OAS
thinking
that
that's
going
to
be
a
better
environment
for
them
like
really
and
that's-
what's
happened
with
a
lot
of
families
in
this
community
right.
AB
That
brings
a
lot
of
people
of
color
here
right
and
they're,
placing
the
same
retention
issues
that
the
teachers
here
are
facing
right
and
that's
because
of
the
the
environment
that
folks
are
dealing
with,
and
so
that
implicit
bias
that
whiteness
that
mrs.
Watkins
was
talking
about
is
very
serious.
The
other
pieces,
small
steps
that
you
can
take
to
address
some
of
these
equity
issues.
There
give
you
an
example:
the
district
is
25%
plus
hispanic/latino.
AB
This
is
my
fourth
meeting
and
I
regularly
see
more
than
a
handful
of
Hispanic
Latino
people.
Here
we
should
be
ashamed
of
ourselves
right,
also,
interpretation.
Why
don't?
We
have
interpretation
services
here
at
vailable
for
people
so
when
they
do
come,
they
do
feel
welcome
right
last
point:
every
me
and
I
come
to
there's,
usually
not
enough
scene
right,
there's
a
lot
of
space
in
this
room.
We
can
probably
reconfigure
it
to
make
more
room
for
more
seats
so
that
people
don't
always
have
to
stand.
Thank
you
for
your
time.
R
I
have
why
have
two
kids
in
the
Beaverton
School,
District
and
part
of
our
issue,
and
the
reason
why
around
me
have
one
is
because,
as
a
black
student,
my
time
I
felt
like
he
wasn't
supported
as
a
junior
at
sunset,
high
school
and
me
as
a
parent
of
a
special
hedge
trying
to
talk
to
Kelvin
the
color
Turkish
leg
and
regular
counselor
and
the
principal
to
figure
out
the
college
win
and
that
just
wasn't
happening.
I
was
felt
like
I
was
policing
his
teachers
and
just
not
getting
anywhere.
R
P
Superintendent
board
members
and
officers
have
a
couple
of
concerns
and
others
we
don't
mind.
I
came
to
ask
you
to
have
an
open
mind
to
consider
other
ethnic
perspectives
when
discussing
the
needs
of
their
school
district
community
I'm
asking
for
your
bravery
to
enter
into
a
dialogue
on
what
skills
are
required
for
a
growing,
diverse
school
district
as
a
community
of
administrators
teachers,
students
and
parents.
We
all
need
new
skills
and
resources
to
harmonize
the
different
perspectives
to
make
our
community
successful.
P
I
have
two
sons
and
one
school
and
a
daughter
in
another,
and
when
I
asked
my
kids
this
evening,
what
concerns
they
had
they
talked
about
here.
It
talked
about
people
playing
with
their
hair.
They
talked
about
people
using
language
to
free
with
them,
but
the
biggest
thing
that
all
three
of
them
said
was
just
that
we're
getting
kind
of
over
the
slavery
discussion
in
history
class.
It's
like
there
is
no
robustness
in
the
curriculum
to
go
into
the
fabric
of
American
history
other
than
in
slavery.
AC
Fabric
of
family,
core
I
have
to
attack
no
one
at
Westview,
both
10th
grade
and
one
eighth
grade.
My
concern
is
how
the
district
schools
are
inducing
comma
on
my
kids,
I'm,
not
sure
the
district
is
the
winner
of
the
role
it
plays.
My
students,
academic
opportunities
and,
if
you're
educators
understand
what
it
really
means
to
practice:
trauma-informed
curriculum.
AC
For
instance,
my
kids
often
collusion
how
they
are
being
taught
about
racism
as
a
past
tense
learning
about
what
it
was
like
to
be
like
a
black
person
in
the
past.
At
the
same
time,
they
are
experiencing
racism
in
our
school
and,
in
the
class
classroom,
hand
up
present
tense.
It
is
heart,
that's
heartening,
to
know
that
the
person
school
district
educators
do
not
acknowledge
the
needs
of
my
kids
and
I'm,
not
giving
them
an
opportunity
to
express
and
justices
that
they
are
experiencing.
It
doesn't
take
a
lot
to
create
change.
AC
AE
AD
Aloha
high
school
and
news
in
high
school
and
it's
I
want
to
affirm
what
our
students
were
saying,
and
we
need
to
hear
that
because
what
I
hear
is
that
folks
are
touching
their
hair
and
treating
them
as
though
they're,
not
human.
It's
like
they're
Hamlet,
it's
not
okay
and
it's
great
as
a
community
partner
to
be
on
the
fringe.
In
those
conversations
where
fevers
in
High
School,
where
we
had
the
Black
Student
Union,
together
with
art
students
in
in
those
conversations
at
a
little
high
school
at
the
all
staff
meeting
today.
AD
A
AD
Need
to
do-
and
we've
been
talking
about
that
right
and
it's.
What
does
that?
Look
like?
Let's
use
some
of
the
trains
that
Reap
offers
every
year
that
doesn't
get
usek
street
to
the
district.
Let's
continue
to
bring
our
students
to
the
events
like
the
Black
Student
Success
summit
that
happens
every
year.
The
black
know
challenge
that
happens
every
year
so
that
we
can
build
that
community.
The
thing
that
I
see
in
here,
sometimes
women
do
bring
up.
AD
Some
of
these
concerns
is
that,
well
everybody
a
lot
of
students
use
this
word
the
n-word,
and
so
we're
not
sure
exactly
how
to
approach
that
I
believe
there
is
policy
around
that.
I
believe
that
it
is
supposed
to
be
met
with
either
suspension
like
conversation
that
and
that
that
does
not
happen.
I've
seen
that,
and
so
we
really
need
to
do
something
about
that
and
I.
AF
Thank
you
all
for
your
time,
thanks
for
being
here,
I
want
to
talk
a
little
bit
about
this
to
sixth,
in
the
plan,
I
was
able
to
look
at
someone
what
was
put
together
and
based
on
a
lot
of
the
conversations
I
feel
like
we
need
to
talk
about
how
we
can
use
this
funding
and
I
want
to.
Let
y'all
know
I'm
also
talking
to
you
here
in
the
cabinet
and
not
just
the
board,
because
you
guys
are
a
big
part
of
that
as
well.
AF
I
really
want
to
make
sure
we're
thinking
about
and
focusing
on
is
helping
children
badger
can
earn
ready.
Looking
at
students
who
are
not
eating
breakfast.
Looking
at
a
teacher
retention
data
looking
at
chronic
absenteeism,
I'm
really
concerned
about
our
school
to
Prison
Pipeline.
And
what
are
we
doing
to
look
at
our
discipline
data
every
month?
Our
principals.
Looking
at
that
data?
How
are
they
being
accountable
to
that
data?
Is
that
data,
even
people
to
death?
Look
even
our
student
to
counselor
ratio
looking
to
access
to
culturally,
really
trauma
support
services.
AF
A
F
L
As
you're
well
aware,
we
did
not
hold
school
for
our
high
school
students
today
that
allowed
us
for
the
preparation
for
the
the
building
and
a
deeper
clean
that
needed
to
occur.
Most
importantly,
we
need
to
do
an
air
quality
check
today
and
so
very
pleased
to
report
that
the
majority
of
the
building
is
ready
and
open.
The
port
kids
tomorrow
for
a
regular
start
of
the
school
day,
all
allowed
off
to
get
to
some
of
the
specifics
of
the
facility,
but
I
have
to
the
compliment,
and
her
were
just
amazing
leaders
for
work.
L
The
community
of
York,
my
high
school
running
around
and
just
moving
forward
in
addition
to
that,
I
feel
like
I'm,
one
of
the
luckiest
people
on
the
basically
having
hired
this
gentleman
as
well
so
put
a
lot
of
faith
into
his
hands
and
he
stares
that
forward
over
the
course
of
the
weekend
stepped
into
the
role
was
able
to
hire
consultants
and
moving
us
forward
in
a
very
quick
fashion.
Pacific
League,
very
pleased
with
Arabic.
So
far,
so.
AE
In
summary,
we
added
over
20
spaces
at
Lincoln,
High
School,
on
the
east
side
of
the
chicken
on
the
west
side
of
school,
three
rooms,
three
of
the
leadership
rooms
at
the
fireman,
and
they
just
put
a
fire
occurred.
You
had
Jason
spaces
that
damages
Spokane.
This
room
can
do
that
so
over
the
course
of
the
next
couple
of
weeks,
we'll
be
working
with
our
property,
restoration
and
all
four
to
clean
the
room
communities.
Those
are
going
to
get
them
back
to
where
we
refuse
to
get
a
normal
condition,
so
great
response
beds.
AE
Elsewhere
we
had
our
environmental
health
consultant
on
site.
We
did
the
air
quality.
They
took
samples
made
sure
that
the
air
was
safe,
so
they
are
so.
We've
got
a
long
way
to
go,
but
we
are
moving
forward
Bannerman's,
helping
her
her
guidance.
It
was
a
very
smooth
process,
a
very
common
product
or.
L
Bad
that,
although
this
smell
to
his
school,
you
just
walk
in
it's
a
school
snow,
it
doesn't
even
did
that
bus
from
that
school.
That
mean
it
was
like
the
cleanest
air
I've
ever
smelled.
I
like
it
was
just
amazing
I
mean
we
had
a
crew
of
15,
yeah
and
so
I
believe
you're
expecting
over
90
this
evening
through
the
night
to
continue
that
work
clean
the
deficit
that
thing
so
it
takes
second
of
a
team,
and
we
said
that
that
experience
on
a
regular
basis.
So
there's
no
way
we
can
go
to
that
depth.
L
But
it's
teachers
were
even
commenting.
Is
they
were
going
and
permitted
some
of
their
classrooms
today
make
comments
about
you
say:
oh
my
gosh.
This
is
like
the
freshest
air
I've
ever
used
in
my
life,
so
a
little
funny
story
as
well
on
Saturday
when
I
wasn't
even
in
high
school
and
the
fire
was
actually
in
process
in
progress.
I
was
at
the
front
doors
and
we
were
police
actuate,
the
over
and
combed
over,
and
there
were
group
of
students
amazing.
L
What
people
will
come
out
work
they
very
nice,
we're
willing
to
take
it
upon
themselves
and
thought
it
was
a
brilliant
idea.
The
solution
begins
with
an
entire
week.
This
win
and
it's
okay,
we'll
take
it
describe
and
what
they
were
really
after
was
canceling
your
finals.
This
week,
I
didn't
happen
to
their
dismay,
so
they
try.
It
was
pretty
fun
any.
L
Every
time
I
would
say
that
was
probably
anywhere
between
70
to
80
firefighters
there
and
they
did
this
job
standing
there
watching
I
know
the
kind
of
damage
water
can
do
are
making
experience
than
others
when
I'm
standing
there
at
the
parking
lot
and
I
see
all
these
houses
going
to
the
building
and
these
hoses
are
flat
and
then
all
of
a
sudden
they
filling
all
I'm
thinking.
Oh
my
god,
there's
that
before
yeah
when
you
occur,
but
again
they
can
take
it
to
three
rooms.
We
were
very
fortunate.
AH
AE
So,
with
the
immediate
areas
around
those
three
damaged
rooms,
we're
looking
at
a
couple
of
weeks
just
to
get
those
back
they've
got
some
water
and
smoke
damage
that
has
to
be
taken
care
of,
but
the
rooms
themselves.
Those
three
rooms
work.
It's
gonna
be
a
while
a
couple
months
in
order
to
get
into
the
room
and
take
care
of
all
that
damage
it
pretty
significant
loss,
we're
looking
probably
late
spring
of
some
time
to
get.
AE
AI
AI
AI
Let's
start
by
talking
about
the
uniqueness
of
a
small
school,
we
strive
to
implement
the
initiatives,
particular
options
and
systems
defining
how
a
school
is
wrong
and
in
functions
and
to
put
in
place
the
items
that
the
district
asked
us
to
do
and
that
gets
harder
and
harder
all
the
time
as
you
think,
about
a
small
school,
because
it
is
limited
resources.
We're
constantly
asked
to
do
more
with
less,
but
it
can
get
montclair
I.
AI
AI
We
feel
that
a
small
community
is
important
to
create
a
culture
of
camaraderie
and
care
so
that
we
can
all
learn
and
grow
together,
especially
since
we
are
very
small
and
intimate
and
work
very
closely
together
along
its
many
exciting
things
happening
about
Claire.
We
do
have
our
challenges
outlined
in
our
school
learning
plan
and
Logan
to
the
report
that
I
submitted
to
the
board.
We
recognize
that
we
need
to
do
some
work,
especially
in
the
area
of
mathematics.
AI
We've
dedicated
ourselves
to
exploring
some
leverage
practices
with
regards
to
my
mathematics
and
one
of
the
practices
leveraging
and
accountability
requires
speech
an
individual
in
our
school
to
ask
and
then
act
upon
the
very
simple
question
of
what
am
I
doing
to
impact
student
learning
daily
basis
and
we're
currently
meeting
in
collaborative
groups
to
build
capacity
with
them.
We
know
that
there's
great
talents
and
strengths
within
our
building
and
we
want
to
show
them,
and
so
we
do
that
on
a
weekly
basis
and
our
staff
meetings.
AI
A
AG
AG
AI
Know
that's
a
great
question.
I
think
that
one
of
the
things
that
we
talk
about
in
our
school
is
that
we
have
a
high
level
of
generalists
that
are
expert
in
a
diverse
amount
of
disciplines
and
we're
all
trying
to
do
afraid
very
broad
things
with
the
limited
skills
that
we
have,
and
so
one
of
the
things
that
I've
talked
about
before
is
our
math
collaboration,
which
means
the
second
Tuesday
of
every
month
and
talks
about
practices
that
turn
the
dial
best
practices.
AI
Talk
about
really
unpacking
the
math
workshop,
which
is
near
to
all
of
us
when
I
was
teaching,
we
didn't
teach
in
this
manner
and
so
I'm
holding
in
Joseph's
from
the
district.
We
have
our
math
representative
who
goes
to
professional
development.
She
comes
back
and
reports
to
our
groups,
we're
doing
lesson,
studies
in
the
day
and
really
exploring
the
possible
lessons.
So
we're
we're
trying
to
unpack
what
it
means
to
be
a
mathematician
and
are
building.
AG
My
comment
about
that
is
I
mean
I,
appreciate
that
and
I
think
it's
really
difficult
and
I
think
it
I
think
our
teachers
work
really
hard
to
get
to
where
they
need
to
be,
and
then
I'm
thinking
as
these
fifth
graders
transition,
the
middle
school
and
they're
kind
of
behind
in
their
mouth.
You
don't
and
that's
on
a
Montclair
issue.
That's
a
district-wide
issue
with
the
new
curriculum,
so
I
know
it's
really
difficult.
So
I
just
wanted
to.
You
know
comment
that
even
asking
Emily,
tough
questions,
they're.
AH
I
just
want
to
start
by
giving
you
a
big
congratulations
on
your
achievement:
data
for
the
eol
students
and
the
students
with
disabilities.
It
really
great
to
see
that
when
I
was
kind
of
digging
into
the
data
on
the
math
and
I'm
thinking,
specifically
a
5th
grade,
math
I
saw
a
pretty
big
gender
disparity
in
the
data.
There's
only
a
few
good
comments
on
that
yeah.
AI
But
I'm
glad
you
brought
that
up
to
me.
You
know
previous
email
conversations.
We
went
back
and
we
looked
at
that
too.
I
think
one
of
the
things
that
is
difficult
to
do
is
to
quantify
a
child
support,
because
every
child
is
so
unique
and
when
we
looked
at
the
data
looking
at
17
18
18
19,
we
were
really
compelled
to
look
at
the
demographics
of
this
each
student
and
the
group
of
students
that
we
have.
AI
AI
Throughout
the
course
of
the
year,
compared
to
only
10%
of
our
male
students,
in
that
same
group
of
population
go
back
even
further
than
the
year
before
we
were
looking
at.
22
percent
of
our
female
population
severely
impacted
11
percent
of
our
male
population
other
than
that
we're
needing
to
dig
in
and
figure
out,
you
know,
are
there
discrepancies
and
how
we're
teaching
our
males
versus
our
females?
AI
N
Hello,
how
are
you
good
to
see
you
so
I
guess,
I
just
have
a
question,
because
I
know
that,
with
this
new
math
curriculum,
it's
been
around
for
a
while
requires
a
lot
more
reading.
You
have
to
actually
read
the
word
understand
the
word
interpreted
interpreted
and
you
know
how
it
fits
in
a
sentence
in
order
to
get
the
appropriate
math
response
versus
back
in
the
day
because
I'm
one
person
we
used
to
just
look
at
the
number.
N
There
were
equations,
it
was
just
purely
numerical,
so
you
didn't
need
to
speak
English
to
get
a
correct
score.
You
just
need
to
understand
the
concept
of
the
number
and,
depending
on
what
the
equation
is
you
come
with
the
correct
answer,
so
my
question
has
to
do
with
I.
Don't
understand
why
there
isn't
a
direct
correlation
do
this
or
not,
between
English
language
skills,
so
you
see
a
school
and
it
has
really
pretty
pretty.
V
X
AI
It's
a
really
good
question,
I
think.
If
my
staff
were
here,
they
would
have
a
lot
of
different
answers
for
you,
I
think
one
of
the
things
that
they
keep
telling
me
is
that
with
our
pawsome
units,
which
are
amazing
units
and
although
they're
aligned
to
the
Common
Core
State
Standards,
they
use
different
skill
sets
and
those
skill
sets
and
not
the
same
skill
sets
that
are
used
in
doing
the
house
or
the
expec
or
whatever
we're
calling
it
today.
AI
It's
a
different
test,
it's
a
different
way
of
thinking
and
so
I
think
part
of
what
we're
finding
as
a
dilemma
is
that
what
we
do
on
a
daily
basis
in
our
classroom
is
often
different,
while
we're
being
assessed
on
and
what's
being
shown
as
data
points
for
our
school
in
terms
of
the
reading
itself,
I
think
we've
done
a
really
good
job.
In
focusing
on
reading,
we've
put
all
of
our
intervention
programs
around
in
the
school
around
reading
and
but
because
of
our
small
schools
structure
that
presents
a
problem.
AI
AJ
We
thank
you
for
coming.
I
have
a
question
on
our
suspension
and
expulsion
data
that
you
have
I
know.
We
had
a
comment
earlier
about
tracking
it.
Does
anybody
even
pay
attention
to
it
and,
of
course
we
do
we
reported
on
every
school.
I
was
wondering
if
you
could
share
with
us.
What
do
you
do
with
that
data.
AI
We
have
professional
development
and
our
building
around
there
how
to
support
students
who
are
blowing
up
for
lack
of
a
better
word
or
yes
to
excavating,
and
so
that's
one
way
we
try
to
keep
the
numbers
low
is
we
have
supports
in
place
one
of
the
things
that
we
have
this
year
that
we
haven't
had
in
the
past?
Is
our
student
success,
coach
and
she's
been
very
instrumental
in
helping
our
staff.
Our
students
regulate,
created
a
Zen
zone
in
our
program
where
kids
can
go
and
have
downtime.
AI
N
So
what
do
you
do
as
a
leader
to
at
your
school
to
try
to
work
with
those
those
teachers
not
automatically
accept
the
student
that
they
send
down
to
their
class
classroom
and
try
to
make
still
make
the
student
feel
good
still
work
with
the
teacher
to
make
sure
that
probably
she
has
brought
the
most
where
she's
that
that
she
pulls
confident
about
herself
as
well?
How
do
you
bridge
all
that
and
the
same
time
get
the
teacher
to
do
the
right
thing?
I.
AI
Take
all
day
doing
that,
because
that's
what
I
do
every
day,
Adam
so
first
of
all,
I
think
it
goes
back
to
training.
You
know
we
spent
the
last
year
just
doing
cell
training,
we
put
aside
reading
and
anything
else
and
just
looked
at
cell
for
professional
development,
because
we
had
teachers
who
they
themselves
became
dysregulated
when
a
student
was
growing
up
in
the
classroom,
and
so
we
were
looking
at
how
to
recognize
adult
atonement
and
and
achievement
and
recognize
when
you
yourself
are
becoming
to
give
in
able
to
help
the
student.
AI
In
the
moment
we
also
looked
at
programs,
so
students
were
getting
training
in
the
classrooms.
Our
student
success
coach
was
going
in
and
during
trainings,
their
counselor
changed
what
she
was
joined
and
during
the
trainings
they
have.
The
big
thing
is
it's
coaching
teachers,
you
know
we're
in
a
unique
position.
The
school
is
becoming
more
and
more
volatile
every
day
and
it's
a
national
thing.
It's
not
just
at
Montclair,
it's
not
just
in
Beaverton
and
so
as
a
principle.
It's
my
job
to
support
teachers
that
go
and
coach
them,
give
them
management,
ideas
and
strategies.
AI
But
then
there
also
comes
a
time
when
you
have
to
say:
is
this
the
right
position
for
you
and
maybe
coach
them
out
of
the
profession?
I,
don't
like
to
do
that?
I
feel
that
everybody
has
enough
grow
and
learn,
but
there
there
are
a
lot
of
things
that
we
can
do
that
help
teachers
improve
upon
what
they
do
from
A
to
B.
W
A
AK
E
So
I
believe
I
already
spoke
about
all
of
you,
but
just
for
those
in
the
room
who
don't
know
much
about
my
background.
This
is
my
13th
year
as
an
administrator
and
person.
I
started
this
beautiful
new
Consuela
terrible
path
for
38
years,
and
this
is
my
first
year
at
West.
Stewie
I'm
excited
to
be
receiving.
This
tell
you
about
the
wonderful
thing
is
happening
at
once.
You
need,
but
first
off
just
a
little
bit
more
about
my
background.
E
So
I
come
from
a
family
that
differs
both
of
my
parents,
were
teachers
and
I
always
knew
from
a
young
age.
This
is
what
I
wanted
to
do
when
I
can't
imagine,
do
I
love
what
I
do
and
I
love
coming
to
work
every
day,
running,
races
and
marketing
for
mountains,
kind
of
artists,
universities
and
my
daughter
went
to
be
Burton
scholarship
renovated
from
us.
You
know
trying
to
talk
her
into
being
a
teacher.
She
left
me
really
worried
she
wanted
to
pursue
her
dream,
which
is
in
music,
so
she's
down
into
my
folder.
E
So
a
little
bit
about
this
TV.
Many
of
you
know
that
it
was
19.
It's
a
very
small
school
350
students.
We
have
one
specialized
from
them
at
the
STC
classroom.
In
addition,
it
rates
a
25
to
being
a
students
with
a
broad
range
of
abilities.
We
have
the
very
talented
and
gifted
students.
They
have
one
out
of
ten
students,
a
talented
gifted,
but
then
they
also
do
have
students
that
receive
intervention
and
support.
And
when
you
take
my
students.
E
Intrusion
of
bloggers
that
Canyon
or
a
building
in
the
fall
and
relocating
to
Timberland
for
five
weeks
was
a
wonderful
experience.
It's
very
difficult
and
challenging,
of
course,
but
what
was
so
wonderful
was
getting
to
partner
with
Ackman
and
after
students,
and
they
were
able
to
partner
with
our
students
in
Appendix
C.
A
AC
N
F
It's
academic
I
started:
can
you
just
focus
speak
a
little
bit.
Scarlett
was
one
of
the
teachers
that
were
the
principals
administrators
that
was
transferred
and
probably
did
not
like
it,
the
and
at
first
because
I
think
somebody
said:
here's
something
nobody
likes
change,
but
I
know
I've
talked
to
you
several
times.
Can
you
just
tell
me
about
that
in
that
transition
for
you
and
how
how
you
believe
what
you
believe
the
decision
is
I.
E
D
E
You've
been
in
a
building
for
quite
a
while
I
would
said
my
previous
school
for
eight
years,
and
there
does
come
a
time
where
you're
ready
for
a
new
experience
and
a
new
challenge,
and
when
I
came
to
SUV
there
are
a
lot
of
aspects
of
being
in
this
school
that
are
very
different
from
the
school.
That
is
that,
and
so
it
was
a
real
growth
opportunity
for
me.
E
I
felt,
like
I'm
learning
online
I
think
it
was
very
beneficial
to
make
a
move
and
I'm
really
grateful
that
he
has
the
opportunity
and
I
also
think
it'd
just
really
program.
I
wanted
to
just
publicly
thank
all
of
the
people
here
in
the
room
that
were
super
helpful
for
our
transition
when
we
had
to
move
disappointed
and
so
I
can
just
mention
just
be
people
that
car
leaves
Josh
Thomas
my
executive
administrator,
Patrick
meds.
AG
E
As
Sean
as
mentioned,
there
is
it's
a
new
way
of
teaching
now,
and
so,
when
you
have
new
teachers
that
join
yourself,
you
really
didn't
have
to
get
them
up
to
speed.
It
takes
time
we're
very
fortunate,
though,
that
you
have
specialists
in
the
district,
that
map
ptosis
and
also
have
winters
that
work
with
our
new
teachers.
So
they
are
getting
a
lot
of
support
and
it
does
take
time
and
it
doesn't
happen,
but
it's
taken
earn
our
teachers
that
have
been
learning
it
now
for
three
years.
D
D
E
N
Is
a
follow-up
math
question
and
to
leave
I
heard
Sean
correctly,
you
can
correct
that
you
can
tell
me
if
I
brought
that
with
this
new
math
adoption,
it's
a
lot
more
about
concepts
than
formulas.
So
is
the
issue
centered
then,
on
the
teachers
not
getting
the
concepts,
or
maybe
the
teachers
not
being
able
to
order
by
looking
for
teach
there.
We
go
the
concepts
appropriately
to
the
students
I.
A
I
have
great
question.
Thank
you
very
much,
and
you
know
always.
We
always
do
see
the
reflection
upon
where
students
feel
like
someone
cares
about
them
and
91
percent
and
parents
report
that
they
feel
informed
and
included
94
percent.
Those
are,
you
know,
really
high
members.
That's
a
reflection
upon
your
community
there.
My
question
is:
when
we
talk
about
change
wherever
they
change
was
the
elimination
of
the
PYP
program
at
West,
TV
and
I'm
just
wondering
what
this
first
year
did
you
feel
like
that
program?
A
E
E
A
AL
50
chair
moves
board,
lieutenant
Ronnie
good
to
be
here
tonight,
final
update
through
7:30.
First,
we
have
only
one
significant
adjustment.
For
this
month
we
took
over
winter
break
at
collections
on
the
local
option
levy.
They
are
not
keeping
pace
with
what
we
had
estimated.
So
we
brought
that
budget
estimate
down
by
an
$18
on
the
revenue
side.
So
not
great
news
on
the
expenditure
side.
That's
not
reflected
in
the
report
you
have
tonight
that
will
be
reflected
in
January
with
our
January
financials,
which
will
present
you
next
month.
AL
AH
AH
AL
It's
roughly
two
things
about
half
of
it
is
compression,
and
you
know
compression
is
when
you
in
taxes
go
above
the
95
minutes.
Okay,
so
you
know
all
about
that.
So
that's
that's
about
half
of
it.
The
other
half
of
it
appears
to
be
a
little
bit
of
optimism
in
our
number
in
terms
of
what
we
would
get
because
of
growth.
AL
N
AL
So
we
need
to
look
at
the
impact
on
on
Rubino's,
essentially
those
expenditures
over
to
the
general
fund
at
this
point,
what
that
impact
will
look
like,
because
the
local
option
is
completely
invested
in
classroom
teachers.
That's
not
something
that
we
tend
to
make
changes
to
during
the
middle
of
the
year,
so
I
would
be
back
to
you
with
impacts
and
potential
impacts.
AH
I
won't
ask
a
question
about
not
just
a
million-dollar
image,
but
what
are
we
going
to
be
doing
differently
going
forward
when
we're
tracking?
Is
this
run
through
the
specific
revenue
source
to
make
sure
that
we
track
more
closely
with
what's
actually
happening
in
the
market,
or
is
a
variance
of
about
a
million
dollars,
something
that
is
very
difficult
to
build
a
model
than
what
you
predicted
I?
Think.
AL
I
think
it's
something
that
we
can
refine
and
take
a
look
at
I.
Don't
know
what
was
used
in
the
past
in
terms
of
the
assumptions
and
out-building.
So
there
you
know
it's
a
very
property
by
property
kind
of
an
analysis
when
it
comes
right
down
to
it.
I'd
like
to
be
closer
than
nine
dollars
on
a
$35
number
for
sure,
but
and
push
pay
close
attention
to
it
as
we
move
forward,
Thank
You.
A
AL
So
remember
what
you're
looking
at
on
this
financial
report
are
changes
to
the
working
budget
right.
So
we
have
these
working
budget
changes.
Where
we're
saying
we
found
some
things
as
we
go
throughout
the
year
that
we
picked
up
on
and
we're
modifying
Norton
is
a
whole
separate
cash
flow
estimate
that
we
run.
This
is
here's
where
we
are
during
the
year:
here's
where
we
think
we
are
each
month
of
the
year
and
while
we're
gonna
end
in
here,
that's
not
something
I,
don't
think.
AL
That's
been
shared
if
you
on
an
up
to
date,
phases
on
moving
forward
basis
and
when
I
get
a
report
that
I
like
that
I
think
you
might
like
that
something
I'll
start
sharing
with
you,
so
you
can
kind
of
get
an
idea
of
where
I
think
we're
going
to
end
here.
Every
month
you
get
a
rough
estimate
of
it
here,
but
I
think
we
can
do
a
little
bit
more
refined
out
of
that
and
then
wants
to
come.
I
still
get
my
arms
around.
A
AL
Issue
compression
is
always
there
and
can
continue,
so
you
will
keep
a
close
eye
on
it
in
terms
of
I
mean
over
time
that
local
option
11
is
a
piece
of
the
tax
that
gets
squeezed
out
if
we're
of
the
measured
by
the
limit.
So
there's
always
that
possibility
and
I
think
they
can
continue
to
worsen
over
time.
AM
I
want
to
know
I'm
Debbie,
Downer
I,
do
really
like
reporting
to
you
and
month
of
January,
since
that's
school
or
appreciation
month
is
thank
you
for
your
ability
to
keep
the
big
picture
in
mind:
Thank
You
students.
First,
your
leadership,
your
commitment
might
say
a
triple
your
salaries,
because
you
doing
such
a
great
job.
D
AM
One
of
those
is
particularly
troubling
and
that's
the
drugging
out:
drugs
and
alcohol
like
a
drug
and
alcohol
education,
it's
an
annual
requirement
and
it's
not
happening
and
our
high
schools
in
grades,
10
and
12,
because
there's
no
vehicle
for
making
that
happen.
Our
plan
of
Correction
last
year
was
well.
The
health
project
team
will
take
care
of
that
and
they
didn't
take
care
of
that,
and
now
it
gets
going
on
the
counselors
to
find
a
vehicle
to
have
that
done.
AM
So
this
so
I'm
reporting
on
our
compliance
for
the
1819
school
year
and
I
can
pretty
much
tell
you
right
now.
We're
not
gonna
get
this
done
this
school
year
either.
So
we
really
do
I
think
we
need
a
waiver
from
the
State
Board
of
Education
for
this
second
year,
so
that
we
have
a
plan
in
place
for
next
school
year
to
get
to
meet
this
requirement.
AM
We're
going
to
have
the
same
thing
with
the
social
studies
curriculum,
because
we
have
our
budget
that
we
froze
the
PE
and
science
project
teams,
though
at
work
got
behind
in
terms
of
adopting
curriculum,
identifying,
instructional
materials.
That's
been
going
on.
You've
been
getting
updates
on
that,
but
we
also
suspend
her
didn't
even
start
the
work
for
the
social
studies
team,
so
the
State
Board
adopted
standards
in
social
studies
in
May
of
2018.
AM
AM
The
other
thing
I
want
to
talk
to
you
about
was
instructional
time,
so
the
waiver
that
you
approved
last
application
for
the
waiver
from
the
Department
of
Education
for
instructional
time
requirements
for
students
and
alternative
education
programs,
we're
talking
about
Merlot,
GED
foam
instruction,
early
college
high
school
that
was
approved
by
the
Department
of
Education.
So
we
were
in
compliance
with
instructional
time
requirements
last
year,
our
current
instructional
time
this
year
is
really
tight
in
a
couple
of
places.
AM
Some
of
our
kindergartens
are
like
right
at
the
minimum
hours
of
instruction
once
no
day
will
push
them
below
the
limit.
That's
okay,
because
the
requirement
that
the
school
level
is
that
eighty
percent
of
students
in
the
school
needs
instructional
time
requirement.
So
if
one
break
goes
below
we're
fine,
we
do
have
one
options:
high
school,
that's
about
five
or
six
hours
above
the
minimum
amount
of
time,
so
I
was
really
happy.
AM
AM
I
may
be
coming
back
again
because
division
22
recall
in
the
last
year
you've
approved
waiver
for
students.
That's
consistent
with
the
rule
that
has
being
proved
by
you
that
students
do
not.
We
can
count
students
as
median
instructional
time
requirements
that
don't
have
a
full
schedule,
if
they're
seniors
and
on
track
to
graduation
or
if
they're,
taking
an
IV
or
dual
credit
course.
AB
AM
Those
numbers
after
the
first
semester
grace
to
see
who's
enrolled
in
AP,
ID
or
dual
threat.
Of
course,
if
we
are
below
eighty
percent
in
any
school
or
any,
two
percent
of
the
district
I'll
come
back
to
you
in
the
spring,
while
a
public
hearing
and
improve
that
waiver
in
also
reported
that
a
demographics
of
the
students
that
are
awaiting
an
instructional
time
requirement.
N
So
I
know
without
the
Student
Success
act
fund
is
supposed
to
be
used
to
having
you
know,
closing
the
achievement
gap.
So
I
was
wondering
if
you
are
considering
thinking
about
cuz.
It
seems
logical
to
me
leveraging
those
funds
to
work
on
ethnic
studies,
because,
as
we
know
that
official
ethnic
studies
are
to
students
of
color,
what
can
you
tell
me
about
that?
Because
that
might
help
in
making
part
of
the
compliance
being
as
part
of
compliance?
If
we
can
work
focus
on
that
today
and
Jenny
shaking
your
head,
maybe
shave?
AM
AM
AM
And
so
that
will
be
our
standards,
teachers
will
receive
professional
development
on
that
I
think
we're.
The
SSA
who
come
in
is
that
there
are
additional
professional
development
needs
that
we
don't
have
in
our
budget
that
we
need
to
satisfy
some
of
those
funds
to
make
sure
that
students
are
receiving
a
well-rounded
education,
including
the
diversity
and
a
social
space
curriculum
that
we've
been
missing
for
a
long
time
and
indefinite
States
Kirtland
standards
is
really
gonna.
Help
us
meet
is
that
the
correct
answer.
AN
AJ
I
have
a
question
on
the
non-compliance
on
the
drug
and
alcohol
education.
It
looks
like
potentially,
it
will
come
through
two
advisory
classes.
Is
that
something
that
the
health
curriculum
cadre
is
going
to
make
a
proposal
for
supplemental
I
know
they're
working
on
some
other
supplemental
curriculum
right
now
for
other.
C
B
D
B
AG
B
Then
the
other
thing
I
was
surprised
to
see
was
the
data
gap
again
around
the
teachers
having
access
to
their
growth
data
for
their
current
and
priors
just
prior
students?
Is
that
really
what
they're
supposed
to
begin
like
people
who
so
that
you
can
see
what
your
teeth
your
students
did
when
you
have
them
last
year
and
then
also
in
what
state
kids
came
to
you?
Is
that
the
objective
of
that
okay?
And
we
have
the
data
we
just
haven't-
been
able
to
give
it
to
teachers
in
a
meaningful
way,
except
right.
D
AM
Compliance
I
think
it's
always:
we've
been
relying
on
health
teachers
to
deliver
the
drug
and
alcohol
prevention
curriculum
in
lessons,
so
its
annual
instructional
requirement,
but
only
two
grades,
they're
getting
it
right
now,
and
this
is
kind
of
I,
don't
know
what
happened
like
that
slip.
Somehow,
okay,.
AH
A
Sorry,
when
I
asked
you
this
applying
that
for
the
record
when
we
are
out
of
compliance
and
we
ask
for
different
waivers
for
different
things
or
out
of
compliance,
is
it
just
because
the
state
that's
practice
guideline?
Are
there
any
repercussions
for
being
out
of
compliance
of
certain
medicines,
so.
AM
Yes,
so
the
State
Board
of
Education
under
the
law
could
withhold
state
school
fund
for
any
district
that
either
does
not
submit
a
plan
of
Correction
or
fails
to
follow
through
on
Planet
correction
in
that
year.
There's
also
a
provision
that
we
can
ask
the
State
Board
of
Education
for
another
here
to
get
our
plan
to
and
that's
what
we
need
to
do
in
those
two
areas
that
drug
and
alcohol
instruction
and
social
settings.
A
AK
We
are
arriving
at
January,
which
means
that
we
just
have
18
more
months
to
kind
of
get
some
of
this
work
done.
In
the
last
couple
of
weeks,
we
have
held
our
convenience
one
for
academic
convening
one
for
student
help
convening
and
one
for
equity.
Those
were
facilitated
by
our
Northwest
against
the
partners
and
facilitated
by
me,
Megan
Irwin
and
Bob
Saxton.
AO
So
tomorrow
is
really
the
the
main
turning
point
in
our
work
in
drafting
our
SAT
plan.
So
then
this
has
been
a
really
fantastic
process
and
I
do
want
to
start
out
with
somewhat
of
a
response
to
your
question
about.
Are
we
considering
X
thing
in
our
essay
plan
and
the
thing
that
I
have
been
continuously
pushing
to
our
team
leaders
in
the
district
and
any
external
partners
that
come
to
us?
AO
It's
not
about
what
we
here
are
wanting
in
the
the
plan,
we
really
tried
to
work
very
hard
to
decentralize
the
policy-making
so
that
it's
not
us
agreement
with
the
plan.
It's
a
broad
group
of
partners
from
both
the
community
externally,
as
well
as
the
community
internally
for
the
district
really
working
through
a
protocol
to
determine
what
is
the
best
investment
we
can
make
for
our
kids
and
for
our
football
populations
by
the
sentiment
of
requirements
in
the
student
investment.
AO
So
it
really
has
been
a
great
process,
but
I
know
that
at
times
it
can
be
frustrating
when
people
say
boy.
Could
you
go
to
go?
Do
this
well,
I,
don't
know
I,
don't
know,
because
tomorrow
is
really
where
all
that's
going
to
come
to
have.
So.
Last
week
we
have
last
two
weeks.
We
have
these
three
main
convenings
that
Ginny
reference,
which
were
a
great
opportunity
for
a
facilitated
conversation
for
these
broad
groups
of
people.
AO
D
AO
AO
AO
So
we
want
to
put
forth
two
department
bad,
a
sort
of
tiered
approach,
with
multiple
strategies
that
we'll
be
able
to
implement
a
sort
of
a
plan,
a
and
then
a
movement,
a
plan
B
when
things
are
not
able
to
be
accomplished
in
that
first
primary
strategy.
This
is
this
is
not
something
that's
written
in
there,
but
I'm.
Just
as
an
example.
If
we
said
we
wanted
to
hire
100
qualified
social
workers
next
year,
we
might
get
halfway
through
the
rear
and
realize
we're
not
going
to
be
able
to
hire
on
qualified
social
workers.
AO
So
we
need
to
be
able
to
adjust
and
plug
in
another
strategy
that
will
support
the
same
targeted
focal
populations
in
the
district
and
get
an
accomplishment
in
that
same
year,
so
that
that's
what
they'll
be
working
on
tomorrow.
It's
a
tall
order
for
the
day.
I
am
very
optimistic
that
people
with
all
the
right
borders
will
be
at
the
table
working
on
crafting
this,
and
they
will
have
an
action.
The
package
that
we
can
begin
to
refine
to
bring
you
all
in
March
and.
AN
AN
AN
People
don't
want
to
do
it
that
way,
to
give
us
so
many
points,
and
we
want
to
bring
this
to
you
in
March
March
during
this,
what
we're
seeing
as
you
know
that
it's
due
by
April
15th
I,
don't
think
we
want
to
be
on
the
bottom
of
the
stack.
So
it's
sort
of
you
to
think
about
our
timing
and
the
mutagen
one
to
two
meters.
F
AO
As
a
reminder
on
that-
and
you
know
we
have
talked
about
it,
but
it
always
bears
repeating.
So
our
target
is
to
review
an
application
on
March
9th.
Then
we'll
have
investment
priorities
and
specific
things
that
we're
proposing
to
get
done.
It
will
have
some
broad
conversation
about
targets.
The
measure
requires
the
district
is
set
on
targets
based
on
five
metrics
that
are
defined
in
statute
and
any
other
metrics
we
choose
to
define
locally.
AO
However,
you
will
not
at
that
time
be
approving
those
targets,
so
you
should
that
the
application,
if
you
all,
approve
the
department
for
their
review
and
approval
at
that
time.
We
that
engaged
the
department
in
negotiations
process
over
what
the
appropriate
targets
are
and
then
that
once
we
come
to
the
ground
with
the
Department,
those
targets
will
come
back
to
you
for
final
approval
at
some
later
date.
It's
a
little
bit
undefined.
AO
If
the
wild
card
here
is
home
and
we'll
take
the
departmental
review
and
approve
200
applications
and
how
long
it
will
take
the
department
to
negotiate
several
thousand
data
points
across
the
state
for
final
approval.
But
for
us
the
desire
is,
of
course,
that
approval
of
the
application
to
begin
the
metrics
are
about
tracking
progress
on
the
backend.
D
AO
E
AJ
Just
want
to
comment
from
my
perspective
of
being
part
of
this
committee
and
just
kudos
to
how
it's
come
together
in
such
a
short
timeline,
and
we
were
kind
of
leading
the
pack
out
in
the
state,
because
nobody
really
knows
what
anybody
else
is
doing
and
we're
probably
well
I
know
David
is
helping
OTE
catch
up
and
and
get
it
all
out
there,
but
I
hope
you
can
see
that
it
went
I.
Look
at
it
as
a
funnel
process
that
it's
been
this
huge
gathering
of
data
from
our
communities
and
our
partners
and
focus
groups.
AJ
So
we've
taken
a
lot
of
information
and
then
has
these
partners
come
together
and
I
just
want
to
echo
what
David
said:
it's
not
this
committee
making
any
decisions,
it's
drawing
people
together
to
do
that
and
Susan
and
I
both
plan
to
attend
tomorrow
in
the
afternoon
to
see
what
the
kind
of
end
product
might
look
like
or
how
far
they
get
and
let
them
watch
them
do
their
work.
But
the
other
thing
I
just
want
to
remind
us
as
we
go
out
and
hear
back
on
how
we're
spending
in
all
of
this.
AJ
This
is
at
the
end,
all
we
will
have
a
continuing
process
over
the
next
couple
of
years
and
I
know
there
will
be
many
more
in
our
community
that
will
want
to
be
engaged
and
hear
about
it
and
know,
and
we're
going
to
do
everything
we
can
to
to
include
that
and
get
feedback
on
it
and
and
continue
to
improve
the
process.
But
I
just
wanted.
From
my
perspective,
I
feel
it's
been
a
really
fruitful
process
and
a
great
job
done
in
a
very
short
time.
A.
B
Couple
of
things
for
me,
one
was
I-
was
appreciative
to
get
the
final
report
out
about
that
showed.
All
of
the
input
that
we
had
received.
I
really
noticed
that
a
couple
of
themes
popped
up
loud
and
clear,
regardless
of
who
was
providing
the
input
which
I
think
it's
always
in
many
ways.
It
makes
our
job
easier
right.
You
know
when,
when
we
all
agree
so
that
the
things
that
popped
out
we're
really
an
emphasize
and
I
won't
put
these
in
any
particular
order.
B
B
Broadening
our
curriculum
to
make
sure
that
students
had
access
to
the
full
range
of
school
options
were
really
the
kind
of
the
things
that
popped
up
at,
at
least
in
my
to
set
my
own
expectations.
So
after
this
day,
I
would
expect
that
those
three
things
might
receive
some
attention,
but
I
was
also
curious,
particularly
because
we'll
be
going
through
a
phase
plan.
If
something
like,
if
training
for
all
staff
might
be
something
that
we
would
be
looking
at
either.
B
AK
There's
several
opportunities
to
have
professional
development
and
some
trainings
some
of
what
we're
looking
at
in
some
of
the
conveniens
that
we're
having
is
like
a
package
deal,
whether
you
are
talking
about
having
a
social
worker
and
a
care
team
and
a
student
success,
coach
and
the
training
that
goes
with
it.
So
so
it's
looking
at
all
the
stock
tips
that
include
the
staffing
and
then
the
training
to
make
it
a
full
package
feel
so
that
you're
getting
everything
you
need.
AK
N
Just
want
to
say
that
I
appreciate
the
leadership
Jim.
You
know
you've
been
leading
the
charge
on
this.
It's
a
monumental
task
and,
of
course
everyone
that's
been
helping
you
it's
been
great,
you
guys
I,
guess
I
just
wanted
it's
just
different
practical
thing.
You
just
send
it
to
me
later,
I
just
kind
of
wanted
to
to
sort
of
see
the
list
of
community
members
and
partners
that
are
going
to
be
participating
tomorrow
as
you're
working
on
the
draft.
The
first
draft.
A
A
Okay,
the
other
all
right.
What
I'm
going
to
do
here
is
take
a
break
and
then
we're
going
to
come
back
to
our
special
enemies
and
so
at
8:50.
Our
first
discussion
item
is
the
first
reading
board
policy
DVD
on
financial
reserves.
You
have
the
policy
committee
met
last
week
and
we
discussed
this,
but
this
is
the
place
we're
looking
at
new
language,
and
this
is
the
place
where
we
need
to
discuss
and
we've
got
Mike
here
to
answer
any
questions
on
it.
So
with
that
and
we're
going
to
have
you
address.
W
B
B
A
policy
near
and
dear
to
my
heart,
and
it's
something
that
really
in
my
board
tenure
we
took
really
just
dive
on
our
financial
reserves
and
and
what
would
be
inappropriate,
amount
and
process
for
having
them
in
general
at
the
time,
inviter
Falls
that
this
was
just
coming
back
off
of
the
really
experience
of
having
to
play
off
large
numbers
of
this
staff
and
as
a
board,
we
wanted
to
ask
ourselves
thoughtfully
how
we
could
avoid
being
in
that
situation.
Again.
It
was
very
disruptive
for
teachers.
It
was
very
disruptive
for
students.
B
It
was
not
providing
the
right
kind
of
indication
of
experience
that
we
wanted,
as
well
as
honoring
the
professionals
that
worked
for
our
district
and
so
as
a
board.
We
felt
very
strongly
we
wanted
to
prevent
being
in
that
situation
again
and
I
believe
because
of
the
fiscal
prudence
of
artwork,
we
in
fact
have
been
able
to
provide
some
stability
through
using
the
reserves
about
last
year
that
we
weren't
forced
to
take
some
hard-drinking
members.
B
That
said
so,
you
might
recall
that
you're
putting
together
the
policy.
Originally,
we
took
a
look
at
other
districts
across
the
state,
as
well
as
financial
trends,
economic
ups
and
downs
in
the
state
of
Oregon
over
a
long
period
of
time-
and
we
came
up
with
the
straw.
Man
idea
that
three
years
was.
B
B
B
B
B
You'll
notice
that
it
maintains
the
sentiment
behind
original
policy,
which
is
that
we
would
like
to
make
sure
that
we
have
preserved
sufficient
to
be
able
to
main
staffing
during
a
difficult
financial
times.
We
also
want
it
to
be
responsible
in
terms
of
how
we
build
up
those
resources
and
monitor
those.
B
There
was
one
change
that
I
wanted
and
we
also
having
been
through
last
year's
discussions
and
we
put
a
lot
of
thought
into
the
use
of
rainy
day
and
recommending
against
that
term
because
of
some
the
confrontations
that
are
inherent
with
it.
So
actually,
in
the
section
use
of
reserves
where
it
says
rainy
day,
there
was
a
record.
We
recommend
that
that
state
financial
instead,
we
restrict
strike
rainy
day
generally
the
debates
around
how
hard
is
it
raining
didn't
seem
to
be
fruitful,
and
so
with
that.
N
AJ
N
Money
and
would
be
counterintuitive
because
the
idea
was
we're
going
to
be
trying
to
level
out
the
rough
years,
and
so
how
challenging
would
that
be
then
to
have
to
come
up
with
money
and
to
put
back
into
the
fund?
Perhaps
during
that
time
that
were
utilizing
the
funds
to
level
it
out.
So
we
decided
that
the
best
thing
to
do
would
be
to
strike
that
because
the
idea,
the
concept
is,
we
plan
on
putting
money
back
in,
but
we're
not
going
to
put
ourselves
in
these
sort
of
time
schedule
to
get
it
back.
I.
N
B
The
one
last
thing
I
would
say
was
that
that,
as
a
committee
we
felt
like
it
was
really
important
policy
that
we
follow
that,
and
so
we
wanted
to
make
sure
that
when
those
of
us
who
are
sitting
here
now,
you
know
it's
my
highest
hope
that
this
a
policy
like
this
sticks
around
for
a
long
time
and
that
it
gives
sports
the
discipline,
as
well
as
the
flexibility
that
they
need,
which
is
I,
think
what
we
always
look
forward.
Thompson's,
there's
questions
or
concerns
thoughts.
AJ
I
just
want
to
reiterate
how
important
I
think
this
policy
is
to
the
financial
health
of
the
district
I'm
nervous,
not
putting
a
timeframe
on
rebuilding,
because
that
could
mean
five
years.
It
could
mean
20
years
and
I
know
practicable
will
be
a
word.
We
will
try
to
interpret
so
I'm
I
just
want
you
to
know
that
internally
I'm
struggling
a
little
bit
with
letting
the
three
years
ago,
I
like
being
within
compliance
at
all
times
of
our
policies.
AJ
However,
if
this
is
the
building
back
of
the
first
year,
I
don't
feel
like
we're
out
of
compliance
with
a
time
frame.
Still
so
I
don't
know
if
you
can
shed
more
light,
Thank
You
Donna
for
explaining
a
bit
but
I'm,
not
sure
the
three-year
limit
puts
us
out
of
compliance
unless
you're
telling
me
for
sure
there
is
no
way
we
will
get
that
built
back
up
in
three
years.
I
think.
N
AL
AL
So
that
kind
of
a
bite
right
now
in
the
year
we're
coming
off
of
where
we
are
living
off
of
preserves
that
were
I,
think
appropriately
used
to
get
us
through
this
year
would
be
a
very
heavy,
but
for
us.
So
if
you
want
to
keep
the
three-year
limit,
what
that
means
is,
and
even
more,
if
we
don't
do
much
this
year,
that'll
mean
even
more
the
next
year
and
I.
Think
I
am
not
comfortable
with
those
five
percent
preserves.
That's
those
are
semi
white-knuckle
times
for
being
in
our
office.
AL
We
don't
like
that
over
time,
we'd
rather
be
up
in
that
ten
to
fifteen
percent
reserve
area,
where
things
are
a
little
more
comfortable
in
Wisconsin
store
but
I.
Think
given
where
we
are
today
that
kind
of
our
reality
here
in
beer,
one
of
that's
a
significant
investment
in
dinners
or
three-year
period
might
might
actually
take
a
little
longer.
Who
knows,
maybe
maybe
we're
going
to
get
significant
increases
to
the
student
investment
account?
AL
AG
AH
So,
as
I
was
thinking
about
this
policy,
this
one's
difficult
for
me
to
think
about
any
abstract
because
I
see
this
is
the
series
of
trade
offs
where
I
could
kind
of
go
either
away
with
the
shorter
period
of
time,
where
a
longer
period
of
time,
and
that
determination
really
depends
on
the
context
in
which
we're
making
the
budget
decision.
So
the
more
I
thought
about
it.
The
more
I
started
writing
outs
with
questions.
D
AH
We're
popping
up
into
my
head,
so
do
we
want
this
fun
to
be
something
that
mitigates
downturns
or
losses
over
a
one-year
period,
a
three-year
period,
a
five-year
period?
How
do
we
think
about
using
these
funds
because
one
of
the
things
I
think
about
just
kind
of
drawing
it
right
is
when
you
go
down
with
your
revenue
and
then
you
come
back
up.
What
we're
trying
to
do
is
not
go
down
so
far.
So
what's
that
distance,
you're
bridging?
AH
AH
AH
Really
do
core
functions
after
that,
if
we
replenish
our
rainy
day
fund
next
year,
can
you
quantify
the
budget
cuts
required
to
establish
the
fund
right,
but
I
boil
all
these
questions
down
kind
of
tea
to
key
questions.
For
me,
one
was:
is
the
money
more
valuable
invested
in
services
currently
or
held
back
to
mitigate
against
the
future
cotton
and
then
the
second
question
is
when
a
future
cut
will
likely
be
deeper
than
the
cut
in
curve?
Are
we
to
re-establish
the
devant
ie,
what
a
future
cut
threatened
services
more
core
organization?
AH
N
So
I
just
think
that
I
know
was
in
putting
this
together.
I
know
the
idea
was,
you
know,
we
don't
know.
What's
gonna
happen,
it's
kind
of
like
you're
kind
of
reacting
to
the
cars
that
that
you're
dealt
with
and
you're
making
a
decision
in
real
time,
just
like
we
did
when
we
decided
to
dip
into
the
rainy
day
fund.
Now
we
were
you
know,
looking
at
the
landscape
or
looking
at
what
our
obligations
were
and
the
importance
of
having
our
teachers
in
the
classroom
and
figured
out
that
wow.
You.
N
N
N
I
would
think
because
we
just
don't
know,
what's
going
to
happen
in
real
time,
we're
trying
to
have
some
money
left
over
like
we
do
now
that,
hopefully
you
won't
have
to
tap
into
it,
but
there
would
be
some
money
there
to
tap
into
if
we
needed
how
much
we
don't
know
we
might
need
to
use
it
all.
We
might
need
to
use
only
part
of
it,
but
also
along
the
way,
we're
hoping
we
can
put
more
money
in.
So
it's
not
as
low
so
I.
Guess,
that's
what
I
would
say.
I
don't
know.
D
A
Would
like
your
professional,
because
it
is
it's
a
it's
a
you.
Could
we
can
talk
about
this
at
first
of
all,
as
a
philosophy?
Is
this
a
philosophy
that
we
as
a
board
are
behind?
And
then
you
have
the
particular
deal,
but
these
the
points
that
that
Tom
brings
up
I
mean
that
is
a
that
is
we
are.
You
would
be
taking
running
to
force
a
savings
or
something
down
the
road
that,
if
you
don't
you
know
for
so
I
would
I
be
in
rest
of
your
professional.
AL
Opinion
so
I
think
it's
a
balance
over
time
comment,
and
that
is,
we
probably
won't
build
the
back
as
fast
as
we
ought
to,
because
we
don't
want
to
sacrifice
a
program
to
do
that
and
as
we
come
to
times
where
we
need
to
draw
it
down
from
me
professionally,
you
would
get
a
recommendation.
It
would
be
incremental
about
that
as
well.
So
we
would,
we
would
belabor
some
of
those
issues
and
and
again
and
I
have
to
watch
tiny
play
out.
Is
the
2002
recession
and
lasted
six
months
in
reality
or
its
it.
AL
You
know,
2008-2009,
where
it
kept
feeling
mean
those
two
guys
that
kept
on
giving
I
think
that
that
would
be
instructive
and
you
kind
of
don't
know
to
you
says
it's
right
there
in
funny,
but
you
will
always
find
from
the
recommendation
that
would
be
incremental
about
a
lot
of
things,
because
we
want
to
keep
that
balance
of
program
versus
reserves
and,
at
the
same
time,
I
will
tell
you.
The
ten
percent
reserve
is
not
outrageous.
Most
districts.
Have
it
a
lot
of
districts
in
metro
area.
AL
AH
In
another
way
of
asking
all
those
questions
would
be
when
we're
looking
down
the
road
at
the
economic
conditions
over
the
next
2-3
years,
right
when
I'm
thinking
about
these
questions
professionally
allocated
what
the
city
economist
does
right
in
Orkut,
it's
being
done
to
look
out
in
the
future.
What
do
you
think
for
the
next
2-3.
AL
AL
For
good
luck,
that's
on
the
immediate
horizon
and
the
Gordon's
still
growing.
We
still
have
a
pretty
healthy
economy
in
our
state,
pretty
healthy
national
economy.
So
even
you
know
how
much
the
state
comes
in
their
forecasts,
pretty
routine,
don't
see
anything
on
the
immediate
horizon,
which
suggests
we're
in
deep
trouble
and
in
fact,
that
kicker
is
kind
of
artificially
held
down
the
resources
that
are
coming
into
that
tiny
because
of
the
kicker.
So
I.
AL
A
So
what
I
would
like
to
propose
here,
because
the
policy
committee
got
to
take
this
one,
pretty
good
and
put
in
our
juices
for
those
of
you
that
are
not
on
the
policy
committee.
This
is
the
time
if
you
have
any
issue
with
the
language,
but
there
be
the
ear
or
we're,
including.
This
is
the
time
because
we
are
going
to
bring
this
back
up
vote
so
that
we
have
a
policy
that
we
are
following.
J
B
Think
one
thing
that
I
wanted
to
highlight
is
that
both
to
use
the
reserves
and
then
the
process
for
building
up
the
reserves
are
under
foreign
direction
and
so
that
that's
still
very
clear
in
the
policy-
and
you
know
it's
the
good
news,
bad
news
from
the
board,
because
in
the
end
it'll
always
mean
that
the
board
has
to
choose
and
set
the
direction.
But-
and
it's
clearly
in
their
role
to
do
that.
B
D
AJ
AJ
A
I
believe
Mike
was
very
specific
on
that
he
he
wanted
to
be
held
accountable
to
the
board
as
far
as,
if
we
don't
do
what
we're
saying
he's
going
to
come
back
and
say
this
is
the
reason
why-
and
this
is
what
we're
going
to
do
about
it
so,
but
you
know
you're
right,
you
can
have
a
new
CFO,
you
can
but
here's
the
thing
we
can
have
a
holding
board
and
they
may
not
have
the
same
philosophy
here
at
all.
So
this
is
this
for
our
philosophy.
AH
I'll
be
brief,
because
I
gave
you
a
dissertation
earlier
I
support
this
work
and
one
of
the
things
I
want
to
say
that
I
think
hangs
over
all
of
this,
which
is
future
boards
can
change
policies,
so
you
can
put
an
arbitrary
number
on
it,
and
future
board
could
change
it.
It's
the
commitment
from
the
people
in
this
room
getting
this
upgrade
about
what.
AH
U
AG
A
We
just
need
to
change
our
vernacular
too,
so
that
it's
very
easy
thing
to
get
into
the
habit
of
we're
going
to
change
our
financial
reserves
any
other,
so
we
will
see
this
as
important
excellent
than
with
the
just
that
one
changed
or
good
with
all
the
rest
of
the
language.
Alright.
Thank
you.
Alright.
Our
next
discussion
item
is
the
first
reading
the
school
board
policy,
dia
investment.
A
AL
You
chair
members
of
board,
you
have
in
front
of
you
policy
DFA,
it
is
presented
to
you
without
change
at
all.
I
would
draw
your
attention
to
be
very
last
section
section,
11
that
says
the
CFO
and
deliver
to
view
the
investment
policy
and
submitting
of
revisions
to
the
Oregon
short-term
funding
board.
If
required-
and
it
says
again
the
last
time
this
policy
in
any
of
our
business
subject
presented
in
any
way
the
board
will
approve
all
versions
to
the
policy.
AL
So
I'm
bringing
this
to
you
as
your
annual
take
a
look
at
it
since
I'm
new
I'm
curious
as
to
how
do
you
want
to
get
this
in
the
future?
You
want
this
as
a
consent.
It
you
want
me
to
come
up
and
say
you
know
here
we
are
again
no
changes.
You
want
to
formally
approve
it.
How
would
you
like
to
see
this
in
front
of
you
this
time
next
year
or
in
the
future.
A
I'll
give
my
two
cents
I
think
something
like
this.
It
can
be
very
easy
to
go
in
our
consent
agenda,
but
I
think
if
we
can
just
have
a
time
of
the
year
that
you're
just
coming
up
and
we're
making
sure
that
we're
still
okay
with
these
current
iPay
taking
two
minutes
I
think
is
well
worth
in
our
meetings.
That's
my
two
cents.
AC
AB
AO
That
this
rate
regulations
are
left
to
the
administration.
Well,
there
are
a
few
personal
throughout
that
state
or
federal
law
required
that
they
be
adopted
by
the
district
governing
body,
which
is,
of
course,
you
all
the
ones
before
you
today
are
entirely
special
education,
regulated
ARS
and
federal
law
requires
they
be
adopted
by
you.
So
therefore
they
are
in
front
of
you
today.
The
adds
to
them
are
mostly
technical
in
nature
and
the
process
they
go
through.
AO
Just
to
give
you
a
little
bit
of
background,
they
are
recommendations
from
OS
VA
that
are
then
brought
to
the
Department
of
Ed
special
education
team
for
review
and
vetting
approved
by
that
that
team
and
then
distributed
out
to
school
districts
for
school
district
adoption.
Any
changes
made
at
the
district
level
would
then
have
to
return.
It
then
for
additional
approval
by
their
team.
These
these
edits
are
all
pre
approved
by
the
department.
So
should
you
adopt?
That
will
be.
A
A
AJ
We're
going
to
do
a
bit
of
thank
you
to
our
legislators
and
we're
going
to
have
students
from
various
of
our
districts.
Talk
about
what
the
Student
Success
act.
Hope
is
for
them
and
maybe
some
barriers
that
they
hope
that
will
be
over
come
by
it.
So
it
should
be
a
rich
engaging
evening.
We're
hoping
this
the
most
of
our
legislators
there
and
I
would
love
to
have
you
all
there
as
well.
AI
AG
Respectful
cultural
awareness
and
about
specific
religious
holidays,
whether
it
was
Hindu,
Jewish,
Muslim
and
various
other
religions,
that
weren't
necessarily
represented
to
that
the
district
be
more
aware,
possibly
come
up
with
somewhat
ARS
and
I
want
appearance,
but
about
a
new
policy
around
that.
But
we
encouraged
you
know
more
education
for
our
principals
and
again,
possibly
even
yaar,
but
it
it
was
a
very
intriguing
meeting.
It
was
glad
to
be
part
of
it.
I.
B
Guess
I'll
just
piggyback
on
Susan's
comment,
although
I
wasn't
at
the
meeting,
I
have
been
tracking
this
issue
actually
I
think
the
first
time
I
talked
to
his
superintendent
about
this
particular
thing
was
about
six
years
ago.
It
is
a
issue
that
actually
is
is
near
and
dear
to
me,
my
own
personal
experience,
I
recognized
that
it
is
a
hard
solution.
B
The
first
thing
is
to
call
it
out:
I
think
whether
it's
in
our
general
fund
or
as
part
of
Student
Success
act,
I
think
I
was
shocked
at
first
I
showed
up
on
the
board
and
was
schooled
about.
You
know
my
own
personal
feelings
and
the
more
I
look
out.
I
realize
you
know
I'm
sure
I
have
a
long
way
to
go,
but
I
feel
like
my
district
ends
further,
that
we
we
just
have
a
lot.
AG
A
AH
Ooh
yeah
I
got
to
visit
the
opening
of
a
new
school
this
week,
which
is
one
of
the
most
amazing
things
of
being
or
remember,
was
to
see
that
and
I'll
keep
it
brief.
But
for
me
it
was
more
than
just
the
building.
It
was
walking
into
this
new
space.
That
said
to
our
students,
you
matter
and
the
community
is
investing,
and
that
was
such
a
strong
feeling
being
in
that
building
with
those
kids
as
they
were
getting
and
I'm
very
excited,
I.
AH
D
A
A
So
some
of
our
schools
that
are
in
real
strong
need
are
McKinley
and
Hazel
Bale
they
those
they
still
need
some
volunteers
there.
So
just
want
to
make
you
aware
of
read
out
loud
day
and
any
other
plans
who
know
the
schools
would
love
to.
Have
you
there?
Reading
out
loud
to
students,
I
want
to
also
acknowledge
the
work
of
the
staff
what
they
did
over
the
weekend.
A
We
never
know
what
crisis
is
going
to
hit,
but
I
always
am
assured
by
the
professionalism
of
the
staff
from
an
ER
when
all
of
her
staff,
all
of
the
folks
that
cleaning
up
nobody.
You
know
why
why
it
was
you
get
in
you
pitch
in
and
you
solve
it,
you
do
it
and
I
know
how
stressful
our
teachers
and
our
staffs
are
already
under.
A
So
much
stress
and
every
single
time
we
have
something
like
a
flood
or
a
roof
or
whatever
I'm,
just
always
amazed
by
the
resilience
of
our
staff
and
that
they
make
our
students
feel
safe.
But
again
tonight
was
a
reminder
that
not
all
of
our
students
every
single
day
feels
safe.
It
is
our
job
as
a
board
to
look
at
that
and
find
ways,
but
that
said,
it
is
great
to
be
on
a
board
that
is
dedicated
to
the
work
and
I'm
very
proud
to
be
a
part
of
this
scored,
14
and.