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From YouTube: Beaverton School Board Meeting 5-14-18
Description
This is AUDIO ONLY from the Beaverton School Board Meeting on May 14, 2018.
A
B
C
D
Expect
excellence:
the
Oregon
athletic
advisor
of
the
year
Eric
Reinbold
Eric
Reinbold
student
council,
advisor
leadership,
teacher
and
activities
advisor
at
Madison
High
School
has
been
named
the
Oregon
activities
advisor
of
the
year
for
2018
by
the
Oregon
association
of
student
councils.
What
makes
this
award
even
more
special
is
that
it
started
with
a
student
nominating
Eric
and
working
with
their
administration
to
help
complete
the
application
stated
Todd
percent,
it's
easy
to
say
that
we
would
not
have
a
successful
opening
without
Eric's
guidance,
leadership
and
grit.
D
Eric
is
passionate
about
having
a
leadership
program
that
represents
the
student
body
at
mountainside
high
school,
one
of
the
nominating
students,
I,
hope,
I,
said
Salman
was
our
rope.
Ride
Walt
tells
the
students
to
buy
what
they
sell.
These
are
the
words
to
live
by
he's
committed
to
serving
the
students.
Mr.
Reinhold
can
be
found
on
most
mornings,
holding
the
doors
open
greeting
the
students,
smiling
learning
new
names,
congratulating
sports
victories
and
dancing
to
his
old
school
playlist.
D
Quite
simply,
a
man
married
to
the
very
servitude
he
had
spent
his
career
teaching
Eric
supports
his
students
beyond
the
classroom
in
school.
He
helps
them
attend
conferences,
summer
camps
and
demonstrates
the
importance
of
networking
with
other
students
and
schools.
Eric
is
a
lifelong
learner
and
leads
by
example
every
summery
he
attends
the
Advisory
Leadership
Institute,
the
program
by
oh
AFC,
to
help
advisors,
learn
and
network
to
before
serving
on
the
planning
team
to
open
the
new
mountainside
high
school.
D
This
past
year,
Eric
served
as
athletics
director,
oh
activities,
director,
sorry
about
that
of
South
High
School,
an
award-winning
program
under
his
leadership
and
on
a
personal
level,
I've
known
Eric
for
years
as
a
great
coach,
he
everything
they
say.
Enthusiasm
class
knew
him
long
before
he
was
married
and
had
kids,
and
it's
just
great
to
see
you
and
it's
great
to
see.
E
F
E
E
A
Thank
you
board
members.
We
have
had
one
request
to
change
the
agenda
that
I
have
already
gone
ahead
and
planned.
We're
gonna,
move
the
substitute
teacher
agreement
from
the
consent
agenda
and
will
act
on
that
separately
beforehand.
Are
there
any
other
changes
to
propose
to
the
board?
Yes,.
G
A
We
absolutely
there's
nothing
in
the
consent
agenda
for
that.
Thank
you.
Are
there
any
other
changes
all
right,
then.
Next,
on
our
agenda
tonight
we
have
time
for
public
participation.
Have
we
welcomed
the
public's
comment?
If
you'd
like
to
address
the
board,
we
ask
that
you
please
complete
a
yellow
card.
I'm
like
what
I'm
holding
here,
please
give
it
to
Candace
hi
in
our
recording
secretary
tonight.
H
Good
evening,
superintendent
trotting
in
members
of
the
board
I
have
some
stories
to
share
with
you
today.
I
went
ahead
and
put
out
feelers
for
some
positive
stories
about
the
impact
of
early
release,
collaboration
on
our
students
and
after
stories
from
teams,
and
that's
just
at
the
elementary
level,
so
I
picked
out.
H
A
few
highlights
to
share
with
you
tonight
and
I
won't
have
to
come
back
next
time
and
share
some
from
the
secondary
level
with
you,
so
I'm,
pretty
as
astonished
at
some
of
these
stories
and
they're
just
little
little
gems,
but
the
first
one
is
from
the
first
grade
team
at
Kinnaman.
This
grade-level
team,
along
with
their
English
language
development
teacher,
spend
time
collaborating
researching
leveling,
creating
ordering
and
organizing
some
accept
some
level
books
for
their
students,
and
these
cuts
of
books
provide
below
grade
level
on
grade
level
in
above
grade
level.
H
Book
sets
for
their
students
that
cover
a
wide
variety
of
interest
areas,
and
this
has
helped
their
students
build
their
fluency
confidence
and
excitement
and
all
of
their
readers
over
at
hazel
dam.
The
second
grade
team
has
been
working
on
best
practices
using
our
new
math
curriculum
and
the
workshop
model
of
instruction.
H
Our
elementary
school
counselors
have
been
getting
together,
they've
gladly
taken
the
opportunity
to
collaborate
and
they're
looking
at
providing
positive
student
growth
and
development
through
their
ferret
line
of
work,
they
have
discussed
and
plan
lessons
from
the
zones
in
curriculum
for
whole
class,
small
group
and
individual
student
check-ins,
so
this
opportunity
for
them
is
allowing
them
to
deliver
PD
to
their
own
building
staff
and
increasing
their
capacity
to
deliver
the
social-emotional
report.
For
this
reason,
our
school
effects
Auto
the
4th
grade
team,
has
spent
some
of
their
collaboration
time.
H
Creating
a
steam
unit
focused
on
erosions
they've,
incorporated
science,
technology,
engineering,
art
and
math
into
one
unit,
and
they
were
able
to
meet
the
various
needs
and
desires
of
all
of
the
students
in
their
classes.
The
kids
had
a
meaningful
dialogue
with
the
project
manager
of
Sato
about
a
current
erosion
problem
on
their
playground
and
through
the
unit
they
were
able
to
show
their
level
of
understanding
with
the
science
learning
targets,
because
the
teachers
were
creating
opportunities
for
all
of
them
to
be
engaged
and
successful.
H
Just
one
more.
The
beaver
acres
fifth-grade
team
spent
some
time
collaborating
to
plan
several
social
studies,
units
that
incorporate
projects
project-based
learning
and
technology.
They
worked
with
their
future
ready
innovation
strategists
to
plan
and
implement
a
unit
recently
on
the
American
Revolution,
and
they
said
that
student
engagement
is
through
the
roof.
They've
seen,
students
taking
on
leadership
roles
and
ownership
for
learning
in
new
ways
and
the
students
have
been
utilizing
resources
and
technology
to
become
fluent
in
the
social
studies
content
as
they
create
various
projects
and
writing
pieces.
So
I
had
a
lot
of
fun.
I
I
Hello
I'll
try
again
thank
you
very
much
and
like
the
weather,
a
lot
of
people
are
out
walking,
biking
and
may
is
a
lot
that
we
do
celebrate
it
as
welcome
back
challenge,
but
we
did
have
Walker
back
to
school
day
last
week
where
we
had
17
schools
participate.
We
do
have
several
schools
who
are
doing
it
all
month
long
and
we
anticipate
having
72
events
for
for
the
full
month,
and
we
are
averaging
probably
about
a
decrease
of
about
a
thousand
car
trips
to
school
and
taking
up
by
walking
biking
kids
to
school.
I
Anybody
wants
event
come
on
out
and
if
you
I
know
a
bunch
of
you
have
seen
them,
but
it
is
a
ton
of
fun.
I
want
to
thank
you
for
your
continued
support
of
active
transportation.
Being
a
teacher
and
you've
been
with
working
with
kids
for
a
long
time.
We
do
know
that
kids
that
do
get
exercise
at
the
beginning
of
the
day
are
a
lot
more
up
or
there
are
a
lot
more
active
learners
once
they
are
in
school.
So
active
transportation
is
very
near
and
dear
to
all
of
our
heart.
I
I
have
been
working
a
lot
with
the
state.
You
have
heard
House
bill
2017,
it's
a
transportation
bill.
They
do
have
a
safe
routes
to
school
with
it,
where
they're
allocating
10
million
dollars
annually
statewide
for
infrastructure
projects
around
schools,
so
working
with
our
safe
routes
to
school
team.
We
are.
We
are
looking
at
what
projects
are
needed
throughout
the
schools
at
new
school
to
be
able
to?
Can
we
make
active
transportation
better
and
more
yeah,
more
better,
better
for
the
kids
and
make
it
so?
The
parents
can
feel
a
lot
better
about
to
happen.
I
As
you
know,
I
work
working
with
schools
with
education
and
I
wanted
to
bring
some
highlights.
First
of
all,
forego
elementary
school,
which
everybody
who
was
at
their
real
awards,
saw
the
fantastic
grief
that
they
had
with
Eric
miles
and
Leslie
Villegas,
promoting
her
own
and
walking
thread
in
neighborhood.
It
brought
the
whole
neighborhood
in
we
also
at
fir
Grove.
They
are.
There
are
definitely
leaders.
I
We
did
the
same
type
of
thing
with
with
cycling,
where
we
had
a
small
bike
education
program
with
a
whole
bunch
of
community
partners,
including
the
city
of
buritan,
and
it
be
within
PD,
and
they
went
for
a
two-mile
ride
throughout
the
community.
Everybody
from
pre-kindergarten
to
to
grade
eight
kids
were
riding
with
us.
It
was
a
ton
of
fun.
I
Both
got
ten
new
bikes,
which
was
which
is
really
cool.
Compliments
of
Washington,
County,
bicycle
transportation
coalition,
so
we'll
be
doing
education
there
as
well,
and
another
highlight
I'd
like
to
say
two
things:
stolen
stole
our
middle
school.
Their
leadership
team
of
students
has
taken
on
their
promotional
welcome
back
to
school
day.
Events
throughout
the
whole
year.
It's
a
students
whose
were
concerned
about
the
traffic
in
front
of
their
schools,
and
it's
the
students
who
want
to
do
something
about
it,
so
they'll
be
promoting
their
Stoller's
welcome
back
to
school
day.
Thank
you
very
much.
J
Welcome
again
it
thank
you
for
letting
me
speak
time
when
you
look
back
on
this
time
years.
From
now
on
your
public
service,
as
a
board
member,
you
might
ask
what
did
I
do
or
not
do
to
protect
our
most
vulnerable
population,
undocumented
students
and
their
family
members,
since
you
passed
resolution
to
support
immigrant
students
and
their
families
on
january
9th
2017
11
days
before
the
inauguration
of
President
Trump
ice
has
arrested
46,000
people
without
criminal
records,
171
percent
increase
in
the
number
of
non
criminal
individuals
arrested
over
2016.
J
Since
you
passed
this
resolution,
you
have
heard
the
stark
testimony
from
students,
educators
and
family
members
over
the
last
year
about
the
real
trauma
and
O'gorman
fear.
Undocumented
families
are
facing
constantly
worrying
that
their
parents
will
be
snatched
away,
leaves
children
feeling
angry,
helpless
and
trapped.
Since
you
passed
this
resolution
initiative,
I
p22
will
probably
appear
on
the
ballot
in
November
2018,
if
approved,
it
will
repeal
Oregon's
30-year
sanctuary
law
that
was
passed
with
broad
bipartisan
support
to
stop
racial
profiling
against
people
because
of
their
skin
color
or
perception
of
immigration
status.
J
Since
you
passed
this
resolution,
you
now
know
that
a
former
deputy
superintendent
retweeted
that
illegal
aliens
are
more
dangerous
than
assault
weapons
and
should
be
banned,
and
you
also
know
that
another
district
central
office
employee
has
supposed
to
hateful
Facebook
postings
supporting
Trump's
s
whole
country
remarks.
These
actions
show
that
the
hate
towards
undocumented
immigrants
is
not
only
from
the
White
House
but
alive
and
well
in
Beaverton,
School
District.
Our
immigration
system
is
broken.
J
I
know
this
because
my
sister-in-law
17
years
to
get
a
green
card
as
a
sibling
from
Mexico
when
someone
says
get
in
line,
no
cutting
I
wonder
how
much
they
really
even
know
about
how
difficult
it
is
to
immigrate
legally
into
the
United
States.
Now
it's
the
time
to
say
yes
to
sanctuary
district.
Thank
you.
K
My
name
is
Mackenzie
I'm
from
health
and
science
school.
The
reason
why
all
of
the
port
employment,
the
number
members
are
CAMHS
right
now,
is
because
you
care
about
the
the
well-being
of
students.
You
care
enough
for
the
BSD
students
that
you
are
willing
to
be
in
your
seats
right
now.
So
why
aren't
you
doing
your
job,
please
I'm
speaking
for
all
illegal
immigrant
students,
hiding
in
fear
for
eyes
in
schools
in
fear
of
being
deported?
Think
about
what
difference
you
will
make
to
immigrant
students.
K
Think
about
the
kindness
that
you
will
share
upon
those
students.
There
is
absolutely
no
reason
why
the
BSD
should
not
be
a
sanctuary
district.
This
gives
students
a
feeling
of
being
welcomed
to
love
and
care
for
doing
during
school.
This
is
a
very
big
importance
for
the
Hispanic
community,
the
and
not
just
the
Hispanic
community,
but
immigrants
coming
from
other
countries
that
are
unable
to
be
educated
and
if
this
district
does
not
become
a
sanctuary.
K
B
K
A
sanctuary,
but
that's
not
what
we're
saying
and
I'm
speaking
on
behalf
of
the
immigrant
children
in
fear
of
ice,
and
that's
not
what
we
mean.
It's
only
provides
safety
for
children
in
schools
during
the
school
hours
when
they
are
learning
when
they
are
growing
when
they're
being
educated,
which
is
needed
when
you
want
children
which
is
meet
what
you
want
for
the
BSU
children
to
be
in
the
board.
Members
seating
that
you
are
in
I
appreciate
that
you
were
listening
to
us,
but
it
doesn't
mean
anything
unless
you're
willing
to
take
action.
Thank
you.
L
Hi
I'm
Amelia
I'm
from
real
estate
in
high
school
I'm
here
representing
the
Merlot
match
that
group,
the
student
Latino
student
group,
who
are
again
as
last
coordinating
I,
don't
make
a
Jesus
they're,
all
working,
so
I
just
want
to
ground.
This
conversation
run
the
sanctuary,
status
and
experiences.
I
know
that
we're
talking
about
protecting
undocumented
students,
but
it
affects
the
entire
Latino
population
because
of
racial
profiling
because
of
stereotypes
that
people
make
so
I
just
want
to
read
some
stories
that
my
students
shared
with
me.
L
Deportation
is
the
number
one
wearing
in
everyone's
minds.
Kids
are
afraid
to
come
home
and
have
their
parents
not
come
home.
I
was
with
my
friend.
She
was
upset
when
I
asked
her.
What
was
wrong.
She
told
me
that
over
the
weekend
she
was
at
the
park
some
guys
yelled
at
her
to
go
back
to
Mexico
because
she
was
being
the
Spanish.
First
of
all,
she
was
born
here.
L
L
Growing
up
I
was
always
more
scared
that
I
would
come
home
one
day
and
my
dad
would
and
I'm
sorry
growing
up.
I
was
always
scared
that
I
would
come
home
one
day
and
my
dad
I
have
a
really
bad
relationship
with
my
dad
right
now.
Every
detained
ethics
it
right
now,
because
god
forbid
I
come
home
and
he
doesn't
come
home
not
because
he
does
not
want
to,
but
because
he
got
deported.
My
friend
was
upset
because
you
couldn't
get
a
scholarship
because
of
her
daca
I
couldn't
help
and
she
was
so
sad.
L
I
was
walking
by
Aloha
and
there
was
a
truck
with
an
American
flag.
I
was
okay
with
that,
because
that's
the
patriotism
and
then
he
had
them
make
America
great
again.
Everything
in
it
NRA
had
on
this
dashboard.
I
felt
like
you
already
hated
me,
those
signs.
It
was
like
I
knew
that
whoever
drove
a
truck
he
didn't
know
being
a
teenager
is
hard
enough,
like
that
one.
L
She
has
a
baby
if
she
will
take
the
baby
I,
don't
know
what
the
kids
will
do
being
here
without
a
mom
or
a
dad,
I,
don't
know
anything
about
what
the
district
would
do
if
there
was
an
ice
raid
in
an
apartment
or
something
there's
a
lot
of
fear
with
living
here.
My
coworker
I
had
to
go
with
her
boyfriend
to
pick
up
her
boyfriend's
grandparents
from
the
airport.
L
His
parents
wouldn't
go
because
they
didn't
have
papers
and
they're
terrified
that
something
was
going
to
happen
at
the
airport
that
they
would
get
picked
up
when
they
were
there.
A
lot
of
my
friends
are
really
worried
about
that.
Guy
I
think
that
some
teachers
really
don't
believe
in
white
privilege
a
lot
of
people.
Don't
believe
that
it's
just
frustrating
just
because
they
don't
believe
in
that
it
doesn't
mean
that
they
don't
have
white
privilege.
So
these
are
words
of
students
who
are
suffering
in
our
district
and
I.
Know
that
want
to
protect
our
students.
M
Good
evening
these
cohort
members
and
Tom
Ronnie,
thank
you
for
this
space.
I
would
like
to
share
with
you
a
a
song
that
I've
written
based
on
my
story:
retelling
the
story
with
their
hands
empty.
My
family
and
I
emigrated
to
us
from
Mexico.
Let
me
behind
my
birthplace
of
Yucatan,
was
a
risk
that
we
were
willing
to
take.
In
the
end,
the
opportunities
awaited
the
risk.
Let
me
tell
you
how
this
came
to
be
all
I
need.
M
Is
this
moment
of
time
I'm
going
to
leave
my
footprints
behind
so
that
I
paved
the
way
for
those
to
come?
I
waited
for
the
bus
on
the
first
day
of
candor,
asking
myself
I,
don't
avoid
I
trembled
as
I
walked
them
to
my
classroom,
all
still
in
speaking
in
English.
At
that
moment,
I
encountered
myself
diminished.
The
teacher
mispronounced
my
name
and
fell
unwelcoming
all
I
wanted
was
to
escape
and
go
back
home
to
speak
with
my
family.
I
may
know
in
high
school.
M
If
I
spoke,
Spanish
people
would
tell
me
to
go
back
to
Mexico.
I
got
colorful
names
like,
and
the
school
system
never
seemed
to
value
me
for
who
I
was
at
home.
My
family
encouraged
me
to
value
my
cultural
roots.
We
need
to
welcome
more
students
into
our
classrooms,
so
come
on
educators.
Let's
strive
for
more
inclusiveness.
M
I
will
continue
to
serve
my
students,
defend
her
equity
and
seek
for
justice
vol,
but
this
song
in
mine,
I'm
a
BSD
alumna
and
you
don't
know
how
it
feels
when
you
step
out
and
you're
targeted
police
officers
are
any
any
person
just
walking
in
the
street
and
you
get
called
hateful
names
like
went
back.
You
don't
belong
here.
These
things
are
things
that
are
happening
outside
over
inside
our
schools
and
outside
our
schools
on
Beaverton-
and
we
are
here.
M
Please
ask
you
to
make
us
sanctuary,
make
us
safe,
make
us
be
in
the
district
that
we
we
belong.
We
all
belong
to
be
here.
We
all
look
belong
to
be
in
a
safe,
secure,
place
and
I.
Think
if
you,
if
you're,
if
you
ever,
have
been
targeted,
you
feel
you
know
how
it
feels.
You
know
how
diminish
you
feel.
You
know
how
hateful
you
you
think
of
yourself,
and
it
takes
a
lot
of
courage
to
get
up
the
next
day
and
just
just
live
life
strongly
I
learned
how
to
strongly
get
up.
But
why?
M
A
N
Some
of
you
may
be
wondering
why
I'm
back
here,
and
the
reason
is
because
a
long
time
ago,
I
filmed
myself
with
hate
or
who
I
was
at
such
a
young
age.
I
was
treated
as
an
outcast
only
for
being
who
I
was,
but
that
girl
no
longer
lives
in
me
for
I
fill
myself
with
strength
and
pride
I'm,
just
as
human
as
any
other
person
and
I'm
aware
that
our
district
already
follows
many
of
the
sanctuary
policies.
N
I
did
not
see
the
harm
in
naming
it
once
you
may
just
be
a
word,
but
for
me,
along
with
hundreds
of
others,
it's
a
reassurance
of
support
of
our
education,
dreams
and
aspirations.
You
claim
that
school
is
a
safe
environment
for
each
and
every
student
student,
we're
being
who
you
are
isn't
something
you
should
have
to
hide
and
that
each
student
is
supported
to
the
fullest
19
weeks
into
2018,
and
there
was
21
school
shootings.
N
Trump
himself
suggested
that
teachers
are
armed
and
be
able
to
protect
students
one-sided
school,
but
what
would
I
be
doing
if
the
school
is
self?
Is
the
one
denying
our
safety?
Racism
is
something
that
happened
over
five
decades
ago
right.
No,
this
is
a
reality
that
I
face
each
day
on
my
life.
It's
something
that
I
see
us
arguing
when
it
shouldn't
be
not
even
a
year
ago,
I
remember
as
if
it
were
yesterday
feeling
so
helpless
and
all
I
needed
I
had
gone
to
sleep
early
right
before
the
election,
in
fear.
N
Fear
in
my
heart,
but
all
I
could
do
was
have
hope
in
this
country
and
pray
that
it
wasn't
asked
corrupted,
as
I
thought,
I
remember,
going
to
school
was
still
not
knowing
who
had
won
walking
to
one
of
my
classes.
The
next
thing
I
know
a
ring
of
white
boys
surround
me
screaming
build
a
wall
I
end
up
on
my
knees,
trembling
in
fear,
crying
I
spent
the
rest
of
the
day
in
the
bathroom
I,
remember,
being
13
hating
myself,
for
who
I
was
hitting
my
brown
hair
and
eyes.
Everything
that
made
me
mean.
N
I
came
home
crying
at
my
mom
when
my
mom
would
ask
what
was
wrong.
I
couldn't
find
it
in
myself
to
tell
the
woman
who
gave
me
my
life
that
I
didn't
want
that
I
no
longer
wanted
feeling
undeserving
of
life
simply
because
I
was
who
I
was
I'd
live
back,
it
I
look
back
at
it
now
and
never
again
will
I
ever
be
ashamed
of.
N
Who
I
am
naming
the
district
sanctuary
wouldn't
be
used
as
the
flea
or
a
refuge
for
mice,
but
it
means
that
the
district
is
willing
to
step
up
and
fulfill
their
promise
that
each
student
is
treated
with
equal
respect
and
support
that
they
listen
to
our
struggles
and
work
to
improve
them
and
reaffirm
us
that
we
are
accepted.
I
hope
you
consider
this
for
all.
We
are
asking
for
as
an
education
without
the
fear.
Thank
you.
Thank
you.
N
N
A
A
O
I
will
be
brief.
I
just
want
to
thank
everybody
in
this
room,
especially
our
board
community
members,
for
the
work
that
you've
done
in
putting
a
local
option
levy
on
the
ballot
and
tomorrow's
very
important
day.
For
us,
we
are
hoping
that
we're
going
to
maintain
that
funding
for
300
teachers.
So
it's
very
important.
The
other
thing
I
would
like
to
remind
word
is
on
May
22nd.
O
We
are
going
to
recognize
and
have
our
avid
celebration
there,
where
we
will
recognize
the
first
avid
graduating
class
and
I
believe
in
talking
with
show
or
expecting
somewhere
around
150
folks.
There
so
I
know
you're
all
invited
there.
It's
going
to
be
a
mountainside
and,
what's
what's
the
time,
show.
P
O
I
was
fortunate
to
sit
in
at
Conestoga
school
and
watched
counselors,
the
vice
principal,
the
principal
student
manager
and
attendance
secretary,
and
they
went
over
each
and
every
student
who
had
below
90
percent
attendance
rate
and
they
assigned
a
staff
member
to
that
student,
and
they
talked
about
what
type
of
intervention
they
did.
It
took
a
lot
of
time
that
they
do
that
on
a
weekly
basis
and
they
also
are
tracking
the
students
and
was
really
exciting
at
the
end
of
at
the
end.
O
A
Q
B
A
Q
Thank
you.
You've
all
got
a
copy
of
the
report
here.
We
are
here
to
represent
a
delightful
little
community
school,
which
is
Shalem.
It
encompasses
pretty
much
from
fir
Grove
over
to
Cooper
mountain
down,
Beaverton
high
school
and
although
Hubert
kind
of
that
area
at
the
district
and
once
start
with
focusing
on
our
successes.
Q
So
we
try
to
create
that
for
our
children
in
their
families,
we
have
something
called
the
mini
Mustangs
that
we've
done
for
several
years,
which
is
the
children
you
get
to
come
in
and
get
some
actual
academic
experiences,
pre
academic
experiences,
and
then
their
parents
are
taught
how
to
work
with
them
on
pre
academic
skills
as
well
and
as
well
as
we
always
have
had
a
kindergarten
orientation.
In
the
time
that
I've
been
here.
R
Another
aspect
of
our
school-
that's
really
pretty
amazing-
is
over
the
past
several
years
we've
become
a
stem
focus
school.
We
ventured
out
we're
very
to
be
selected
along
with
Island
Park
several
years
ago
to
have
that
particular
honor
and
I'm,
proud
to
say
that
Beaverton
chose
a
school
that
that
could
focus
those
STEM
efforts
on
traditionally
underrepresented
students
in
STEM
fields.
Right
now
we
have
about
40
stem
partners
who
work
with
our
teachers
and
our
school.
R
They
provide
a
range
of
services
around
planning
implementation
of
lessons
opportunities.
They
also
have
been
known
to
serve
some
of
our
social
emotional
support
needs
at
shaylen
for
our
families
and
students,
and
most
recently,
we've
been
selected
to
be
a
part
of
a
computer
science
pilot
program
for
next
year,
so
we'll
be
working
with
the
district
in
those
strats
to
be
able
to
craft
a
computer
science
program
that
bridges
the
technology
classroom
to
the
regular
classroom
for
our
students
in
K
through
five.
R
Q
We
shift
into
the
challenges
we
do
have
two
main
areas
that
we
need
to
focus
on.
Our
social-emotional
is
first
and
their
academic
growth
with
our
social
emotional
needs.
If
you
noticed,
in
fact,
when
we
looked
at
this
report
two
years
ago,
we
had
twenty
four
by
five
days
of
in-school,
suspensions,
17.5,
you're,
part
of
that
or
after
that,
and
then
just
this
past
year.
Q
One
hundred
eighteen
point
five
days,
and
we
honestly
called
John
bridges
and
said-
is
this
right
because
it
did
not
feel
like
there
was
a
huge
shift
in
this
far
as
what
we
were
doing
or
changes
in
the
way
that
we
were
disciplining
students.
But
it's
important
to
note
that
forty-five
of
those
days
for
one
student
who
is
on
an
interneuron
interim
placement
pending
a
therapeutic
placement
so
that
didn't
count
for
45
of
the
days,
but
that's
still
a
significant
jump
in
days.
Q
We
do
have
two
emotional
growth
center
classrooms
and
we
are
noticing
that
students
are
coming
to
us
with
much
more
high
mental
health
needs
than
we
have
had
in
the
past
and
honestly
we're
only
suspending
in
school
or
out
of
school,
as
students
are
injuring
each
other.
So
we
have
the
same
threshold
for
students
being
put
into
those
categories,
but
it
has
increased
academically.
We
were
wanting
to
look
a
little
bit
at
cohort
data,
so
I
know
that
you've
heard
about
that
a
little
bit
before.
Q
But
if
you
look
at
it,
it
looks
like
we're
going
down
in
significantly
in
areas,
but
if
we
look,
for
example,
for
the
third
graders,
if
we're
looking
at
the
1415
data,
they
would
be
the
fifth
graders
in
the
second
page
that
are
the
1617
data.
So
we
did
make
increases
in
that
cohort
of
students
from
40%
in
1415
to
48%
and
in
reading
English
language
arts.
We
did
go
down
slightly
with
math
but
to
focus
on
our
action
plans.
Q
So
we
have
a
very
proud
that
this
year
we
have
created
what
last
year
as
well,
but
we
refined
this
year.
Our
kid
chat
process:
we
have
had
99
kid
chats
this
year.
This
is
our
binder
of
individual
kid
chats
and
what
that
is,
the
parents,
the
teachers
I
paid
for
0.3
of
a
school
psych
out
of
my
title
funds,
our
Student
Success
coach,
which
thank
you.
Thank
you.
Thank
you.
That's
an
amazing
position
for
us
to
have.
Q
We
all
come
together
with
the
classroom
teacher
and
we
develop
individuals
plans
for
students
to
try
to
help
them
be
more
successful
in
school.
So
that's
59,
different
kids,
99
different
kid,
chats,
sometimes
they're
meeting
again
to
tighten
up
the
plan.
Sometimes
we're
actually
meeting
in
a
celebratory
sort
of
plan,
meeting
to
say
wow.
This
kid's
done
amazing
and
they
no
longer
need
to
have
a
check-in
checkout
or
some
more
additional
support.
Q
So
we're
going
to
continue
to
refine
that
for
next
year
and
then
what
the
additional
I
could
with
the
academic
growth
we
have
been
lucky
and
to
have
lumpy,
no
additional
economic
funding
position
for
this
year,
so
we've
actually
been
able
to
provide
reading
writing
and
math
support
at
all
grade
levels.
This
year,
K
one
two
three
four
five
kind
of
divided
up
with
some
different
specialists,
I
paid
for
a
half-time
math
specialist
as
well
on
title
funds.
Q
Q
It's
becoming
greater
more
recently,
we
actually
met
with
a
demographer
last
week
and
it's
very
interesting.
A
lot
of
our
students
are
getting
kind
of
priced
out
of
the
apartments
that
they're
in
he
showed
us
some
information
about
the
number
of
apartments
that
have
been
thought
out
in
the
last
two
years,
even
and
how
much
more
expensive
it
is
for
them
to
buy
the
apartments
and
therefore
they're
charging
much
higher
rates.
Q
R
Would
say,
though,
that
when
it
comes
to
our
population,
who
are
generally
served
through
title
they're
experiencing
really
really
dire
situations
when
it
comes
to
homelessness,
we're
worse
before
they
have
been
able
to
make
ends
meet.
Now,
it's
not
and
that's
where
this
book
comes
in,
to
be
able
to
wrap
around
those
those
families.
We've
had
many
many
social
work
referrals.
Those
have
proven
to
be
helpful
and
we're
just
trying
to
draw
families
as
close
as
possible.
During
this
time.
G
Yeah
Donna,
first
of
all,
welcome
Angie
and
Erica
and
to
see
you
here,
I
know,
I
mean
and
talking
to
a
lot
of
the
principal's
in
my
area.
There,
of
course,
are
including
what
you're
saying
about
kids
coming
to
school
with
behavioral
issues
and
how
that
spiked
and
so
I
just
kind
of
wanted
to
get
a
sense.
Is
it?
Is
it
just
every
demographic
as
far
as
that,
whether
it's
wealthier
kids
or
poor
kids
and
it
mostly
poor
kids?
And
then
here
we
go
another
question.
I
know
you
don't
know,
but
just
speculate
or
guess.
G
Q
When
I
think
about
it
is
more
so
our
children
who
are
coming
from
poverty,
but
not
always,
we
do
have
some
that
are
middle
class
upper
middle
class
and
are
also
struggling,
but
they
could
also
have
adverse
childhood
experiences.
They
could
have
had
families
that
have
divorces
and
things
like
that
that
have
impacted
them
pretty
significantly
the
cell
phone
thing
I,
don't
know
they
are
getting
them
younger
and
younger,
and
even
our
children,
whose
families
don't
have
much
money,
they
will
put
money
towards
getting
them
a
device.
Q
That
I
used
to
have
to
work
with
in
middle
school
and
now
is
becoming
more
of
an
elementary
issue,
so
somewhat
I
think
there's
also
a
piece
of
what
we
cannot
call
free-range
children,
where
they're
not
being
supervised
very
well
by
their
parents
and
so
they're
left
to
their
own
devices,
whether
that
is
with
electronics
and
they're,
able
to
feel
much
more
free
in
their
communications
with
each
other
and
potentially
even
older
people.
Q
S
R
Is
a
service
gap,
but
it's
a
it's
about
persistence
and
it's
about
really
knowing
your
families
and
realizing
that,
if
a
social
work
referral
isn't
the
way
to
them
that
you
that
maybe
it's
a
direct
contact
that
needs
to
happen
as
much
as
possible.
We
try
and
draw
families
into
our
building
and,
if
they're
not
able
to
come
to
our
building,
we
go
to
them
and
so
so
they're.
R
If
there
is
a
gap
there
and
part
of
it
has
to
do
with
trust
and
knowing
that
we're
all
in
this
together
and
that
we
want
to
make
sure
that
they
are
being
served
in
the
best
way
possible
and
sometimes
sometimes
the
social
work
referrals
aren't
the
exact
need
that
they
have,
and
so
we
need
to
try
another
route.
But
it's
about
persistence
and
it's
about
the
time.
What.
Q
We
found
is
we
had
some
feedback
from
parents
that
they
heard
the
word
social
worker
and
sometimes
DHS
was
using
that
word
for
the
people
that
were
in
their
service,
and
so
there
was
a
trust
issue
when
they
heard
that
their
red
flag,
laughs
and
they
didn't
want
to
engage
and
we've
also
had
a
lot
of
situations
where
the
parents
will
come
to
us
or
in
a
meeting
they
say.
Yes,
that
sounds
great
I'm
having
trouble
getting
connected
with
counseling.
Q
But
then
the
social
worker
will
reach
out
multiple
times,
and
then
they
don't
engage
at
that
point,
so
sometimes
it's
being
offered,
but
the
parents
either
because
of
overwhelming
circumstances.
We
have
people
working
multiple
jobs,
trying
to
accommodate
counseling,
maybe
for
themselves,
whereas
files-
and
they
just
feel
like
they
can't
add-
that
additional
service
for
their
children.
So
there
are
people
coming
from
pretty
impacted
circumstances
that
engage.
S
R
Have
a
variety
of
different
needs:
we
have
something
as
simple
as
a
backpack
buddy.
We
have
a
church
who
provides
backpack
food
for
our
students
for
over
the
weekends
for
some
students
it's
around
counseling
for
some
families,
it's
around
counseling
for
some
of
them.
It's
check-in
checkout,
it's
a
simple
list
or
frequent
communication
between
home
and
school
as
to
how
the
data
is
gone
for
some
families,
it's
just
a
simple
email
that
can
make
all
the
difference
in
the
world.
R
Q
So
the
third
graders
last
year,
where
that
is
a
group
that
is
very
impacted,
being
a
girly
I,
don't
know
if
you've
heard
this,
but
there's
often
like
an
infamous
class
that
passes
through
a
school
and
they
have
a
lot
of
struggles.
So
we
have
a
lot
of
resources
put
into
there
and
so
the
sixteen
seventeen
third
graders
I
think
you'll
see
similar
results
this
year
with
them
being
fourth
graders.
So
again,
that's
kind
of
a
retract
talking
about
the
cohort
data,
the
third
graders.
F
R
We've
used
that
additional
academic
funding
position
that
aintry
spoke
up
to
be
able
to
support
that
particular
grade
level.
We
also
have
wraparound
services
through
our
counselor
through
our
school
psychologist.
We
have
intervention,
that's
placed
so
when
it
comes
to
serving
our
students.
We
don't
necessarily
do
it
equally,
but
we
do
it
with
our
lens
towards
equity,
so
the
time
that
they
get
in
smaller
group
intervention
tends
to
be
higher
than
other
grade
levels,
and
we
do
this
all
the
decisions
or
database
decisions.
R
So
whenever
we
come
to
the
table,
which
would
you
several
times
a
year
to
be
able
to
look,
individual
student
means
we're
always
looking
at
what
exactly
this
particular
group
of
students
will
need,
and
it's
it's
on
a
case-by-case
basis
for
some
of
them.
It's
about
attending
to
basic
needs
like
we've
talked
about
with
food
and
behavior,
and
you
know
family
type
things
for
others.
R
It's
about,
you
know
making
sure
la
is
strong,
but
maybe
math
is
something
that
they
have
a
harder
time
with
and
so
making
sure
that
that
intervention
is
in
place
across
the
curriculum,
not
just
in
reading.
So
we're
trying
to
think
creatively
about
ways
of
surveying
individual
students
in
an
effort
to
grow
the
cohort.
But.
T
T
Q
I,
don't
have
a
percentage,
but
I
know
that
we
were
close
to
the
top
for
elementary
referrals
for
social
worker.
So
it's
it's
fairly
significant
and
their
needs
are
fairly
significant.
Many
of
them
have
insurances,
but
they
just
have
trouble
navigating
figuring
out
counselors
that
will
meet
their
schedules
and
things
like
that
or
if
they
have
English
as
a
second
language,
finding
counselors
that
can
work
with
them
and
their
family.
So.
T
District
tell
me
I
have
to
say
I
really
commend
you
for
doing
that.
That's
really
huge,
because
I
think
that's
such
a
huge
issue
in
our
school
district
with
so
many
so
many
stresses
that
are
going
on
and
to
sit
genteel
on
wit,
but
everywhere
so
I
really
loved
you
for
working
with
your
families
like
that.
Can.
R
G
So
I
was
just
noticing
because,
obviously,
to
make
a
happy
community
teachers
have
to
be
happy
too,
and
so
I
was
looking
here
and
it
looks
like
teachers
and
staff
reporting
that
they
contribute
to
school
decision
making
process.
It
was
at
82
and
1415.
Then
it
took
a
quite
a
dip
in
1516
and
now
it's
going
in
the
right
direction.
So
what
things
are
you
doing
to
improve?
It
looks
like
it's
moving
upward,
but
it
did
take
a
dip.
Last
thought.
I
should
say:
1516
yeah,.
Q
And
I
think
some
of
it
had
to
do
with
the
behavioral
things
that
we
were
seeing
with
students
in
the
school
and
the
teachers
just
feeling
the
stress
of
that
in
their
classroom
or
even
was
an
in
their
classroom
in
the
school
environment
in
general.
So
we
did
some
focus
groups
at
the
end
of
last
year
and
we
came
up
with
I,
don't
know,
maybe
15
different
items
that
we
were
going
to
focus
on
for
this
year.
Q
So
we've
done
things
such
as
a
coffee
talk
just
for
teachers
to
have
a
time
with
Erica
and
I
with
coffee
and
donuts.
Once
a
month,
we've
implemented
a
culture
and
climate
committee,
that's
different
than
the
PE
a
committee
so
that
people
can
anonymously.
The
idea
would
be
like
there
would
be
a
suggestion
box,
but
the
feeling
that's
an
electronic
version
of
that,
so
people
can
attach
their
name
to
it
or
not,
but
it's
something
that
they
would
like
to
bring
up
as
a
school
community.
Q
R
R
A
R
U
So
there's
a
lot
of
good
things
going
on
at
Finley,
and
one
of
the
things
that
you'll
see
from
our
test
scores
is
that
weather
is
good
differences.
Another
difference
is
when
I
was
there,
it's
300,
kids
less
now
than
it
was
nine
years
ago,
and
there
are
11
years
ago
we
run
two
campuses,
and
now
only
kids
are
with
me.
So
that's
an
exciting
thing.
The
other
thing
that
is
kind
of
the
same.
In
the
11
years
that
I've
been
there.
U
Our
test
scores
have
always
remained
towards
the
top,
and
so
at
the
beginning
of
the
school
year
we
started
out
with
being
celebrated
by
the
state
for
having
the
3rd
highest
scores
in
reading
and,
of
course,
being
competitive.
That
I
I
had
to
go.
Look
at
the
schools
that
were
ahead
of
us
and
the
first
one
was
Riverdale
and
so
I
saw
that
well.
U
I
think
they
spend
was
at
$19,000
per
pupil,
so
they
have
more
money
to
put
her
kids
and
in
the
next
group
was
been
Josephine
County,
and
they
only
have
eight
kids,
ten
classroom.
So
we're
three.
So
we
were
excited
about
that.
We
have
the
second
highest
scores
in
the
district
in
the
area
of
math,
behind
take
a
whisper
who
has
91
percent
and
we
have
90
and
and
looking
at
college
readiness
for
the
all
grade
levels.
U
The
low
score
that
we
have
is
80
percent
of
our
kids
are
ready
for
college,
probably
the
biggest
difference
that
has
been
made.
This
here
is
that
collaboration
really
start
for
early
release,
time
being
able
to
focus
in
on
together.
That
comes
out
of
test
scores,
and
one
of
the
things
that
we're
going
to
be
talking
about
is
not
necessarily
what
you
guys
see
on
those
pieces
of
paper,
but
that
only
gives
you
one
story
about.
V
Are
the
growth
rate
so
at
first
glance
it
could
be
a
challenge,
but
what
we're
trying
to
you
only
look
at
the
data
is
to
think
about.
How
does
the
growth,
how
does
the
growth
rate
correlate
to
proficiency?
Most
of
our
students
are
in
the
highly
proficient
band
and
then
is
level
three
and
level
two
they're
pretty
equal
with
level
one
being
the
smallest
band.
V
So
really,
what
we
looked
at
when
we
had
students
with
who
are
the
two
percentile
for
the
growth
rate,
was
to
then
go
in
to
look
at
their
their
their
individual
data
and
to
think
about,
should
we
be
concerned
about
this
student?
What
we
found
is
that
a
lot
of
those
students
didn't
move
with
in
their
achievement
level
band.
V
So
if
they
were
a
level
four,
they
stayed
at
a
level
four
but
may
have
gotten
down
20
or
so
points
which
then
showed
that
they
weren't
really
making
they
weren't
showing
up
as
having
a
growth
rate,
but
they
were
still
highly
proficient
that
we
did
notice
as
well
other
students
who
were
not
making
that
the
growth
that
we
wanted
them
to
make.
So
really
looking
at
the
growth
rate
and
asking
those
questions
about,
how
does
it
correlate
to
proficiency,
and-
and
when
do
we
begin
to
worry
about
growth
rate?
V
Is
it
and
when
we
really,
when
it's
moving
through
those
those
achievement
level
bands,
so
that's
some
work
that
we're
also
working
with
our
teachers
as
well.
One
concern
as
well
as
is
the
test
becomes
more
rigorous
each
year.
Are
they
are
the
kids
able
and
students
able
to
match
with
that
and
and
how
many
points
lower
is,
is
still
them
keeping
up
with
the
rigorous
tests
that
continues
each
year.
A
couple
things
that
we
are
also
really
working
with
ourselves
and
well
with
our
teachers
is:
how
do
we
use
the
data
from
smarter
balanced?
V
How
do
we
use
even
just
navigate
the
Oaks
portal
website?
How
do
we
look
to
make
sure
the
teachers
are
aware
that
the
test
scores
are
populated
into
synergy
fairly
quickly
and
then
looking
now
that
we've
had
a
couple
of
years
of
smarter
balanced?
How
do
we
begin
to
look
at
the
patterns
that
not
that
we
have
a
few
data
points?
How
do
we
look
for
the
patterns
and
trends,
a
couple
things
that
we've
done
being
able
to
separate
out
for
ela?
V
You
have
the
four
claims,
reading
writing
speaking
and
listening
and
research
and
then
taking
the
time
with
our
teachers
to
look
at
the
areas
where
we
could
celebrate
with.
Definitely
the
areas
that
we
needed
to
grow.
One
area
last
year
was
in
listening,
so
on
that
the
students
listened
to
a
fairly
complex,
usually
nonfiction
passage
and,
and
they
have
to
answer
some
high-level
questions
on
that.
N
U
It
wasn't
just
our
third
fourth
and
fifth,
and
have
to
make
the
changes
or
have
to
understand
it
goes
all
the
way
down
to
kindergarten,
so
sharing
that
with
a
kindergarten.
First,
second,
third,
fourth,
fifth,
even
our
specialist.
What
can
you
do
to
embed
better
practices
or
more
practices
in
the
areas
that
we
have
a
deficit
in
which
one
of
them
is
listening
and.
V
The
teachers
have
great
questions
as
well.
We
have
open
classrooms
with
pods,
and
so
there
is
a
lot
of
noise.
So
what
really
was
thinking
about
is
that
something
that
we
could
think
about,
or
is
it
students
who
are
still
acquiring
English,
and
so
what
supports
can
be
given
with
vocabulary?
We
did
notice
an
increase
then
last
year,
so,
but
then
taking
the
time
to
say
you
know,
did
the
instructional
practices
have
a
positive
impact?
If
so,
let's
keep
doing
it.
If
not,
what
more
can
we
do?
V
So
those
are
some
questions,
I
think
as
well
having
the
time
to
to
look,
for
example,
as
well
with
the
new
math
adoption.
One
other
area
that
we
looked
at
was
students
having
struggling
with
applying
the
math
problems
applied
so
in
a
real-world
problem
where
it
told
the
story,
and
so
the
new
math
curriculum
that
really
embeds
the
problems
in
a
context
and
where
they
have
to
apply
it
and
sort
of
embedded
in
that
story.
V
U
Because
we
don't
have
a
hundred
percent
of
our
kids
meeting
and
exceeding,
we
have
lots
of
work
to
do
so.
Some
of
our
plans
moving
forward
is
to
start
linear
off
and
in
the
year
with
the
conversations
around
our
aspect,
data
again,
not
just
looking
at
the
overall
scores,
but
looking
at
the
individual
cohorts
that
connect
the
individual
groups
of
kids
and
then
looking
at
what
we're
doing
in
the
classrooms.
Look
at
what
we're
doing
in
the
grade
levels.
U
One
of
the
things
we've
done
is
we've
strengthened
through
collaboration,
our
teams,
so
they,
when
you
go
to
a
fifth
grade
classroom
if
all
five
of
you
are
in
a
different
fifth
grade
classroom,
their
education
is
more
similar
than
it
is
different.
We're
also
looking
at
that
growth
rate.
It
hasn't
been
something
that's
been
on
our
radar
as
a
district
or
even
for
me,
I,
didn't
know
a
lot
about
it,
and
so
me
learning
more
about
it
is
helping
me
also
help
this
kid
are
the
teeth,
the
kids
there
are,
my
kids.
U
The
teachers
learn
more
about
it.
I
got
a
there's
some
gifts,
sometimes
that
come
like
one
of
the
things
I
can
say
about
this
fear
as
I'm
leaving
is
that's
the
best
staff
that
I
have
is
for
the
strongest
staff.
The
kindest
staff
and
I
can
say
that
I
would
put
my
own
kids
and
any
one
of
theirs
classrooms.
There's
not
one
classroom
that
I
would
want
my
child
in
and
two
people
that
we
have
on
our
staff
this
year.
U
That
we
haven't
had
before
is
a
third
grade
teacher
who
the
math
program
was
very
hard
for
us
at
the
very
beginning
of
the
school
year
and
every
collaboration
meeting
we
were,
everyone
was
kind
of
hunkered
in
watching
videos
and
going
through
pieces.
They
tried
for
a
couple
of
days
and
they
abandoned
it
and
go
back
to
what
they
know.
We
kept
saying,
keep
going,
keep
going,
you
guys
will
be
able
to
do
it,
and
this
one
third-grade
teacher
came
to
me
and
she
goes
I've
been
using
plasma
for
seven
years.
U
If
I
can
help
with
anything.
Let
me
know
I'm
like
honey.
You
were
going
to
be
in
front
of
these
people,
so
she
is
provided
us
with
PV
that
we
have,
that
has
just
helped
us
grow
even
faster,
and
it's
just
been
a
gift.
The
other
person
we
hardly
have
to
intervention
teachers
to
halftime
people,
and
normally
the
intervention
person
would
work
with
the
kids
and
do
the
interventions
and
what
we
did
this
year
as
a
is
kind
of
a
risk.
I,
don't
think
to
you
to
tell
it's.
Gonna
I
might
be
in
trouble
as.
E
U
Risk
I
use,
half
of
one
of
my
people
is
club,
is
coaching.
The
teachers
and
the
other
person
is
working
with
the
kids,
and
so
this
teacher
I've
never
done
that
before,
where
she
actually
goes
into
the
classrooms,
as
we
have
kids
are
struggling
teachers
that
are
struggling
with
different
strategies
and
resources,
and
then
she
goes
in
and
just
model
lessons
for
them.
She
goes
in
and
shows
them
how
to
do
it.
It's
like
we're
getting,
she
holds
them
up
and
she
coaches
them.
U
She
gives
them
materials
and
I
feel
like
that
has
been
a
huge
difference
in
our
reading
of
the
issues.
One
of
these
people
who
have
been
to
the
teacher's
college
16
times,
so
she
has
acknowledged
that
no
one
else
has
so
I
feel
like
that's,
who
gets
that
you
were
given
this
year
that
we've
been
able
to
take
advantage
of
so
that.
T
You
for
a
report
and
thank
you
for
coming
in
front
of
us
today.
So
I
have
a
question.
It's
more.
You
know.
I
know
that
you're
a
very
diverse
school,
but
economically,
it's
not
as
diverse,
but
you
know
in
terms
of
registered
this
to
Hamlin
on
record
in
terms
of
kids
struggling
with
behavioral
issues.
It
doesn't
appear
as
if
that's
an
issue
Finley
but
I'm,
just
curious.
If
you
know
yours,
okay,
so
you!
Yes,
we.
U
Have
them
we
had
to
blow
it
kids,
we
have
to
clear
classrooms.
We
have
the
kids
running,
we
have.
Probably
we
have
a
plan
that
Jennifer
and
I
do
where
it's
check-in
plans.
They
check
in
like
five
times
a
day
and
we've
had
a
variety
kids
on
it,
maybe
twenty
this
year,
something
like
that.
We
have
our
process
where
everybody
is
school,
so
we
have
a
process
of
referrals
and
trackers,
and
so
we've
tracked
the
behaviors.
U
A
higher
though
I
was
in
the
last
three
years.
This
year
has
not
been
my
hardest
year.
Last
year
was
my
hardest
year
with
behavior
problems.
I
would
say
also
that
I
been
at
Finley
for
11
years
and
I
probably
have
had
two
IDI
kits
in
ten
years,
and
this
year
I
have
five
so
that
isn't
even
increasing
the
mental
health.
The
anxiety
kids,
just
you
know
not
wanting
to
get
out
of
the
car.
You
know
you
go
to
the
car
and
pull
the
kids
out
because
they're
so
scared
about
coming
to
school.
U
T
D
I
was
just
curious
when
I
looked
at
since
I
know
it
doesn't
look
like
it's
been
an
issue,
so
I
doubt
that
you've
provided
a
lot
of
focus.
I
just
wondered
if
you
have
a
recipe
for
success
of
why
you
have
such
a
high,
your
high
population
of
students
missing
less
than
10
days
where
it
seems
to
be.
This
is
a
issue
that
we're
seeing
across
the
board
that
were
having
her
problems
with
attendance.
I
just
wondered
if
you
had
some
and
it's.
U
Funny
that
you
say
that,
because
I
said
that
Jennifer
there's
that
we've
got
to
do
something
about
this,
that's
not
high
enough.
You
know
a
lot
of
our
kids
who
go
most
of
our
kids,
who
come
from
other
countries
will
take
off
it
for
vacations,
and
so
one
of
the
things
that
we
are
working
hard
on
is
trying
to
number
one
tell
the
families
you
know.
Can
you
find
another
time
to
go
number
two.
If
you
go
here's
some
things
that
you
can
do
and
then
number
three
talk
about
the
importance
of
education.
U
We
do
have
a
counselor
this
year
that
we
watch
all
the
tardies
and
they
send
them
a
letter.
That's
signed
with
my
name,
and
so
they
all
send
me
these
ugly
emails
about
why
they're
always
gone
and
then
I
have
to
deal
with
it.
So
we're
always
working
on
it,
but
I
actually
didn't
think
that
was
a
very
nice
number.
I
thought
it
was
a
little
number
with.
She
said:
oh
no,
it's
comparing.
Q
F
U
That's
a
great
question:
when
I
first
got
to
Finland
when
I
walked
around
even
before
I
started,
I
saw
a
lot
of
our
tagged,
kids
or
smart
kids
we're
helping
others.
You
know
the
teacher
mentors
are
doing
special
projects
and
had
like
a
different
education
going
on,
and
so
one
of
the
things
that
I
was
important
to
me
from
the
very
very
GetGo
somebody
say
this.
All
the
time
is
that
every
child
deserves
to
make
a
year's
growth
for
some
kids.
U
They
need
to
make
more
than
year's
growth
just
to
catch
up,
but
those
kids
that
are
above
grade
level.
They
also
deserve
to
make
a
year's
growth.
So
over
this
11
years
since
I've
been
at
Finley,
we
did
things
like
what
to
read.
Watch
math,
not
because
I
think
that's
the
best
strategy
to
help
kids,
but
it
was
really
to
teach
the
teachers
how
you
can
meet
the
needs
of
youth,
those
kids
as
white
as
they
are
in
your
own
class.
U
You
don't
have
to
have
a
lot
to
read
or
a
lot
to
what
to
math,
but
they
had
to
experience
it
by
teaching
the
high
kids
by
teaching
the
little
kids
by
teaching
the
interventions.
In
order
to
understand
that
and
then
I
would
say
five
years
ago
we
went
back
to
no
pullout
programs
within
the
grade
level
and
the
teachers
meeting
their
own
bees.
U
The
other
thing
that
happened
when
I
first
got
to
Finley
is
that
the
ideas
were
doing
all
the
interventions
for
the
Loess
kids,
and
so
we
have
switched
that,
like
any
intervention
that
we
talked
about,
it
has
to
be
done
by
a
certified
teacher,
and
so
that's
really
hard.
Sometimes
when
teachers
like
I,
can't
do
this
so
I'll
talk
about
what?
How
can
your
team
do
it
so
you'll
always
go
back
to
the
team.
You
don't.
Let's
go
back
to
that
collaboration.
You
have
these
five
kids,
that
this
is
what
they
scored,
that
pre
assessment.
U
V
Because
well,
one
thing
of
teachers
have
noticed
too
about
those
students
where
they
were
much
stronger
in
the
computation
and
maybe
very
fast
readers,
but
our
teachers
have
worked
really
hard
to
really
dig
into.
Can
they
explain
their
thinking
in
math?
Are
they
really
able
to
apply
it
and
what
they
found
was
that
they
were
able
to
really
challenge
them
in
that
way,
making
them
slow
down
and
maybe
not
jump
ahead
to
reading
the
latest,
most
fittest
book
out
there,
but
that
really
reading
this
book
at
your
level.
V
B
V
U
And
one
of
the
things
that
I
was
in
a
classroom
with
a
first-grade
classroom
and
the
teacher
wrote
on
there.
We
had
just
collected
food
for
that
for
November
we
did
food
for
food
and
so
the
teeth
we
told
everyone
how
many
pounds
we
collected
and
how
much
pounds
how
many
pounds
it
takes
to
feed
one
person.
So
the
teacher
broked
a
kind
of
the
story
problem
up
on
the
board
and
mehnat.
They
asked
a
question.
U
None
of
the
kids
could
tell
her
the
answer
like
they
all
just
sat
there
and
when
she
wrote
it
in
an
algorithm
on
there,
all
the
hands
went
straight
up
in
the
air,
and
so
that
is
an
area
that
we
really
have
to
work
on
with
their
kids.
It's
not
it's
not
always
about
the
answer
or
the
formula
it's
about
the
process
and
the
application.
O
Just
imagine
Kathleen
and
so
did
angie
that
sometimes
all
of
the
successes
are
aha.
They
don't
always
show
up
in
the
data
here
and
I.
Just
it
comes
to
mind
when
I
came
and
visited
you
this
year
and
the
young
man
who
walked
up
to
me
that
even
took
you
by
surprise.
Don't
know
if
you
want
to
share
that
story,
but
it
was
that
was
a
success,
but
it
doesn't
show
up
in
a
test
school.
So.
U
We
have
a
little
boy
who
is
in
third
grade
and
he's
very,
very
quiet.
He
was
a
behavior
problem
in
kindergarten.
First
and
second,
we
do
parent
input
forms
and
his
name
was
on
the
most
parent
input.
Forms
of
I
do
not
want
my
child
with
this
kid,
and
so
we've
worked
really
hard
to
came
to
boost
him
up
and
try
to
help
him
build
those
relationships
back,
but
he
was
very,
very
quiet
every
time
he
sees
me.
It.
U
I
was
walking
through
my
office
and
into
the
air
employer
area
and
he
was
putting
up
some
posters
and
he
walked
over
to
Don
and
he
says,
can
I
talk?
Can
I
ask
you
a
question
and
he
said
sure
he
does
I
have
a
complaint
and
they
got
sure
he
says
something
to
the
effect
that
I
do
not
like
the
toilet
paper
here.
N
X
B
A
W
We
have
a
supplemental
budget
on
the
agenda
tonight
for
1718
and
it's
for
general
fund,
the
categorical
fund,
the
general
fund.
We
have
increased
revenues
received
from
the
ESD
state,
school
funding,
local
option,
living
and
expenditures
have
increased
for
classroom
teachers,
maintenance
and
operations
and
transportation,
and
we
also
have
reduced
the
transfer
out
of
general
fund
the
categorical
fund.
The
second
fund
is
a
supplemental
budget
is
includes.
W
Grant
from
the
state
and
that
Conklin
would
open
schools
and
I
get
a
reimbursement
for
some
of
the
items
of
you
purchase
to
open
schools
and
we're
going
to
be
using
that
for
adding
the
additional
grade
levels
at
Mount,
Zion
high
school
we
needed
transfer,
some
of
it
was
too
much
was
appropriated
into
support
services.
I
was
really
most
of
us
going
into
the
classroom.
F
Y
As
you
can
see,
we've
got
an
array
of
individuals
and
we've
got
a
variety
of
topics
to
address
to
you
as
you've,
seen
in
your
packet
and
those
materials,
but
a
great
opportunity
for
us
to
be
left
conversations
and
address
any
questions
that
you
have
regarding
these
materials.
So
without
any
further
ado
start
with
good.
Z
B
Z
Area,
of
course,
you
know
well,
we
also
have
Liz
Leon's,
who
was
our
project
manager
for
outside
high
school
and
also
has
taken
the
Arts
Academy
magnet
Academy,
on
which
she's
going
to
speak
about
tonight
at
the
end
of
our
presentation.
So
we
have
several
pieces
in
here
and
I'll.
Try
to
move
through
this
quickly
on
the
first
part
to
the
more
interesting
discussions
at
the
back
of
the
package.
F
Z
Our
internal
audit,
where
we
found
the
error
and
our
participation
for
minorities
and
women-owned
businesses
as
well,
goes
back
to
2016
and
they
had
to
do
with
mountainside.
So
it
was
a
big
error
where
we
missed
the
award
of
the
GMP
as
we
put
those
numbers
so
for
the
last
two
years,
we've
been
over
reporting
our
participation
at
16%
and
that
graph
we've
showed
you
the
correction
now
where
that
line
will
be,
and
today
we're
slightly
above
that
10%
goal
as
well,
but
again
will
will
reflect
that
going
forward
as
well.
Z
We
apologize
for
that
mistake.
It's
a
one
one-day
mistake
that
lasted
for
two
years
and
the
team
finding
that,
after
going
through
the
records
there
and
finding
that
we've
made
that
mistake
so
that
that's
all
I
wanted
to
cover
on
the
bond
report,
but
all
positive
any
questions
on
that
part.
Before
we
go
to
the
estimated
completion.
Z
All
right
so
the
go
into
the
first
attachment
which
we've
called
the
estimated
completion
analysis
so
based
on
discussions,
we've
had
with
you
about
the
desire
for
additional
security
projects,
the
recommendation
for
the
bond
accountability
committee
to
add
twelve
million
from
program
reserve
and
security.
You
asked
us
for
more
information
about
the
risk
accepting
with
that
and
how
that
looks
across
the
entire
program.
With
that
one
of
the
other
pieces
we
were
working
out
for
you
was
the
actual
true
cost
of
the
98
million
district-wide
facility
repairs
project.
Z
You
have
in
front
of
us
today
and
before
we
made
any
decisions
on
the
security
projects
or
you
make
those
decisions
and
on
other
pieces
of
this,
we
wanted
to
make
sure
that
you
had
full
transparency
on
the
program
and
give
you
our
best
analysis
we
have
and
what
it
will
take
to
complete
the
entire
program.
The
good
news
is
that
we
are
confident
of
the
work.
Z
That's
in
the
bond
has
been
promised
to
the
voters
we
can
complete
within
the
project,
but
as
you've
seen,
the
numbers
is
maybe
tighter
than
we
had
hoped
that
we
would
have
a
little
more
slack
in
that
program.
Reserves
going
to
the
end,
we're
still
again
our
confidence
on
these
we've.
We
put
some
contingency
into
these
numbers
again
because
we
are
still
four
years
away
and
we
have
market
volatility
to
worry
about
as
well
going
forward.
Z
So,
looking
at
the
report,
if
you've
seen
that
I'm
sure
you've
seen
the
table
there
as
well,
we've
we've
divided
this
up.
The
gray
area
under
current
projects
give
you
those
budgets,
so
the
projects
we
have
and
the
the
individual
project
contingency.
We
have
against
those
projects
which
comes
up
to
about
20
million
in
contingency
there.
So
that
is
committed
to
projects,
but
it
is
contingency
and
that
piece
as
well
going
to
the
far
side
you
have
the
budget
increase
and
then
the
program
reserve
hold
so
going
that
program
reserve
hold
column.
Z
If
she
details
on
that,
the
the
first
one
being
the
seismic
project,
we
had
great
news
with
the
law
high
school,
the
two
and
a
half
million
dollar
grant
that
we
see
from
the
state.
Of
course,
part
of
that
is
it's
a
higher
level
of
work
that
we're
doing
in
a
lower
high
school.
So
the
overall
budget
has
gone
up.
Z
We've
talked
with
you,
the
next
few
or
that
twelve
million
across
security
that
we
spoke
about
and
then
the
last
one
is
the
the
25
million
at
this
point.
That
we
see
is
the
is
kind
of
our
high
end
of
what
it
will
take
us
to
accomplish
the
facility
repair
projects
across
the
district.
We
tried
to
provide
some
good
information
in
here
about
what's
going
on
with
the
market
as
well,
if
you've
seen
the
graphs
in
here.
Z
It's
interesting
that
right
now,
Portland
is
the
third
largest
market
for
construction
in
the
country
behind
Los,
Angeles
and
San
Francisco.
That's
that's
incredible,
and
then
the
next
one.
When
we
talk
about
those
big
cost
factors,
we
have
20-plus
routes
to
accomplish
in
the
in
the
facility
repairs.
And
of
course,
if
you
look
at
the
graph
from
Gordian
for
the
portland
area,
you
see
that
we
have
the
largest
growth
is
in
a
roof
cost
at
a
twenty
four
percent
increase
in
the
roof
e
market.
Z
Z
Tonight
on
this
as
well,
we
want
to
offer
this
as
discussion
we
will
have.
This
has
not
been
to
the
bond
accountability
committee.
We
will
be
with
them
on
the
30th
of
May
to
discussing
with
them
and
then
and
so
we're
looking
for
your
guidance
and
the
guidance
of
the
BAC
as
we
move
forward
with
the
program,
I'll
pause
there
for
questions
on
this
portion.
A
Yeah
I
guess
I
have
one
question:
I
know:
Eric
has
some
guidance,
I'm,
psychic
and
I
am
curious
and
I
probably
should
have
I'm
in
wrong
part
of
the
report
and
what
we
moved,
some
of
the
CET
out
of
bond
project
budgets
and
towards
other
things.
It
wasn't
clear
to
me
what
we
were
moving
it
towards
right.
So.
Z
We
had
one
of
the
things
we
receive
facility
grant
dollars
from
the
state.
In
this
this
cycle,
we
made
a
decision
of
about
2.2
million
that
came
in
decision
made
by
Dawn
to
take
about
million
of
that
and
apply
it
to
general
fund
expenses
towards
our
new
buildings
as
well
that
Claire
takes
care
of
and
the
other
piece
of
the
budget.
The
other
piece
said
that
the
million
dollars
of
facility
grant
was
outside
the
bond
and
it
could
be
added
to
the
bond.
It
could
be
kept
that
as
well.
Z
We
we
looked
at
that
and
we
spoke
with
Don.
One
of
the
things
about
facility
grant
is
it
goes,
it's
very
limited.
What
you
can
do
use
that
money
for
as
well,
but
FF&E
the
furniture
and
the
equipment
is
a
good
expenditure
of
that,
so
that
money
is
very
fungible
and
usable
within
the
bond
as
well.
We
had
made
in
previous
years
there's
a
commitment
of
the
construction
excise
tax
to
the
bond
of
about
six
million
dollars,
I
requested
to
dawn.
Z
If
we
could
swap
out
that
part
of
that
commitment,
dollar-for-dollar
CET
to
use
that
outside
of
the
bond
for
our
general
fund
expenditures,
a
lot
of
that
our
costs,
we
have
in
facility
repairs
and
functions
that
support
the
bond,
but
are
not
inside
the
bond.
And
so
it
does
approvable.
We
swap
those
dollars
out
fulfilling
the
commitment
with
a
facility
grant
and
making
the
CET
usable
for
us
outside
of
the
bond.
A
Y
A
S
Z
We
hold
those
against
the
individual
projects
as
we,
if
you
look
at
the
first
one
they're
the
project
closeout.
Those
are
again.
This
is
from
the
last
year
where
it
says
2.6
million.
So
those
are
funds.
We
still
have
some
closeout
cost
on
those
projects,
but,
as
those
are
done,
hopefully,
some
of
that
money
will
flow
back
into
the
program
is
repeats
as
well
those
contingencies
with
all
those
other
projects,
that's
a
fairly
standard
hold,
and
we
kind
of
look
at
that
as
we
will
probably
use
those
on
those
projects.
Z
S
Z
F
You
know
and
I
gotta
talk
to
Paul
with
it
like
I
saw
the
reserve
going
down,
so
they
come
like
40
plus
million
to
4.6,
and
maybe
you
know
obviously
nervous.
No
decision
has
to
be
made
tonight.
This
is
get
the
juices
flowing
for
every
year.
I'm
sure
you
all
look
at
this
year.
You're
scared,
it's
not
about
cetera,
so
I
think
this
gets
things
started
and
also
there's
like
you
know,
not
all
the
car
be
like
there's
certain
things
that
you
know
have
different
priorities
obvious
like
security
and
other
items.
P
B
AA
Z
AB
AB
D
Mike
what
another
math
whiz
so
I
will
take
this
one,
but
we
started
off
with
votes
and
William
Walker,
almost
being
the
same
funding
allocation
and
now
you're
finishing
those
at
you
know
over
almost
all
these
projects
are
a
little
bit
over
and
you
have
just
a
little
bit
of
already
built
in
over
with
waiting
Walker,
but
you
haven't
even
started
William
Walker.
Yet
so
I'm
wondering
how
you
came
about
when
they
started
off
being
the
same
allocation
to
how
you
know.
AB
AB
D
D
It's
just
I
know
that,
yes,
this
is
not
an
exact
time
and
you're
asking
us
to
give
you
advice
when
something
that
is
not
an
exact
science.
So
you
know
I
I
am
trying
to
give
you
my
best
guidance
on
on
what
you
know.
These
cost
should
be
the
my
last
question
is
the
information
that
we
received
in
our
last
work
session.
D
Z
D
Z
G
I
just
have
a
question
being
the
risk
management
is,
there's
always
Plan
B.
So
if
the
worst
case
scenario
happens
at
what
point
in
time,
would
we
know
that
there's
the
worst
case
scenario,
meaning
we've
got
funding
supposedly
allocated
for
these
projects,
but
it
ends
up
costing
us
a
little
bit
more,
which
means
you
really
do
not
have
the
4.6
in
contingencies,
left
or
or
maybe
it
eats
into
the
things
that
we've
budgeted
already?
How
how
when
will
we
know
that
we're
in
trouble.
Z
Well,
that's
a
that's
a
great
that's
a
great
question.
You
know
as
we
as
we
look
at
this
is
we
have
this
report
as
we
as
we
continue
our
estimating
and
we
make
more
Awards
and
complete.
This
work
will
revise
these
figures
and
it
will
lead
us
to
you
know.
As
we
see
that
trend
develop,
it
will
lead
us
to
decision
points
if
we
need
to
change
course
on
these
things
and
how
we
manage
the
budget
in
these
as
well.
Y
B
D
Asked
for
my
guidance
speaking
for
myself,
all
I
ask
is
that
every
single
month
you
give
us
real
numbers
the
best
to
your
ability.
I
know
it's
not
an
exact
science,
but
I
don't
want
to
be
caught
off
guard.
So
my
guidance
to
you
is
just
give
it
to
us
as
real
as
possible
and
then
let
us
make
a
decision,
but
not
what
you
think.
I
want
to
hear.
P
S
Y
You
mentioning
a
month-to-month
and
very
much.
We
want
to
do
that
and,
if
you
think
it's
appropriate
would
not
be
in
the
same.
If
we
get
the
whole
current
bond
report,
it
would
be
far
more
specific
in
the
dollars
in
the
dollars
and
cents.
We
want
to
be
able
to
have
you
track
that
and
know
exactly
where
dollars
are
being
spent
and
where
we're
going
it's
a
little
bit.
Obviously
it's
to
tease
that
out
every
month
can
be
cumbersome
but
also
understand
the
urgency.
Paul
feels
that
as
well.
Z
And
I
tell
you
today,
since
I've
been
on
board
I've
not
been
comfortable
with
the
district-wide
repairs
at
98
million,
and
we've
expressed
that
to
you
and
for
the
first
time
we
have
more
work
to
do
on
those
estimates.
Again,
it's
450
separate
projects
that
they
have
to
be
scoped
and
worked
out.
So
we've
worked
on
those
and
but
for
the
first
time
we
have
a
real
number
that
we're
presenting
to
you
and
if
you
feel
like,
we
have
better
fidelity
on
that
project
that
they've
ever
had
and.
A
I
want
to
really
applaud
you
for
one
updating,
the
and
I
will
get
and
I'm
wrong,
but
the
minority
and
women
businesses
data
I
just
feel
just
so
impressed
that
we
would
really
own
that
that
was
wrong
for
so
long
I'm.
So
thank
you
so
much
for
making
sure
that
that
got
corrected
and
also
for
I've
been
also
feeling
nervous
about
that
facility
upgrade
number
for
a
long
time.
You
know
every
other
projects
gone
over
about
a
quarter
at
least
25
percent,
so
it'd
be
odd.
A
B
A
Not
comfortable
with
it
being
that
tight.
That's
me
speaking
as
me,
not
as
this
not
as
this
position
so
I
do
think
that,
although
you
know
I
think
that
means
some
hard
choices
and
maybe
deferring
decisions,
at
least
for
me.
So
we
we
just
have
a
long
time
still
to
go
and
some
major
old
buildings
that
we're
about
to
start
fixing,
which
I
would
just
be
shocked,
I
mean
I.
Just
so
pleasantly
surprised.
A
B
M
E
AB
So
I'll
be
quick
on
this.
I
just
want
to
share
kind
of
what
we're
doing
at
five
Oaks
floorplan
you're
a
part
of
that
we
are
actually
beginning
construction
this
summer.
So
we
have.
The
work
is
some
are
under
contract
already,
and
it's
sort
of
just
set
the
stages
for
the
rest
of
the
project.
It
will
be
about
a
two-year
construction,
obviously
occupied
during
construction.
AB
School
and
it
allows
us
to
create
some
flex
areas
and
really
update
the
interior
of
the
school
and
we're
really
bringing
up
to
our
current
standards.
So
we're
really
excited
about
that.
Another
main
goal
of
the
project
is
relocating
the
main
office.
You
know
the
big
Commons
area
space
is
perfect
space
to
move
the
office
to
read
about
the
front
door,
so
really
improve
safety
and
security
in
school.
Y
X
Since
the
last
time
I
was
here,
I,
our
design
has
changed
significantly
and
the
primary
reason
I
want
to
express
is
well.
There
were
actually
two
number
one.
We
have
a
new
principal
Warren
Page,
who
is
here
today.
We
started
a
reprogramming
or
a
reevaluation
of
the
program
that
we
had
developed
during
the
concept
and
we
ended
up
adding
some
more
academic
spaces.
We
ended
up
taking
out
the
Commons
library
combo
that
we
had
come
up
with
early
and
we
now
have
separate
spaces.
X
We've
added
extra
science
classrooms,
we've
added
a
two
classroom
makerspace,
as
well
as
some
collaboration
areas
and
teacher
planning
areas
that
in
the
future,
if
needed,
could
be
converted
back
to
classrooms.
It's
a
more
flexible
design
and
one
of
the
reasons
that
the
exterior
changed.
We
had
the
Passat
tools,
as
you
recall,
although
it
it
was
exciting,
the
main
reason
that
we
did,
that
was
so
that
we
could
prefabricate
sections
off-site
and
bring
them.
But
thanks
to
the
board,
who
gave
me
an
extra
year,
we
don't
need
to
think
that
way
anymore.
X
C
The
decisions
that
were
made
really
are
just
good
for
kids,
so
we
looked
at
what's
going
to
help
our
kids
academically.
What's
going
to
help
our
kids
artistically,
we
wanted
to
keep
it
an
art
school
and,
as
you
walk
up
or
drive
up
to
act
mode,
we
want
you
to
be.
You
know,
establish
the
beauty
of
it,
but
when
you
get
inside
it
needs
to
be
functional
for
kids.
We
need
to
have
spaces
where
the
kids
are
learning.
We
need
to
have
spaces
where
kids
are
creating
and
this
design.
This
redesign
really
does
that.
C
It
doesn't
add
in
square
footage,
we're
looking
to
raise
the
budget,
in
fact,
as
the
youngest
child
in
the
bond
family.
We
want
to
make
sure
that
we're
sensible
about
our
costs,
but
we
also
want
to
make
sure
that
what
our
kids
are
gonna
walk
into
is
really
a
positive
thing.
So
the
changes
that
must
they
talked
about
aesthetics
on
the--,
on
the
east
side,
it's
gorgeous
and
it's
simpler,
and
it
brings
so
much
light
into
the
building.
That
I
think
that
that's
going
to
be
a
really
nice
addition
to
so
really
sensible
good
choices.
X
B
X
Z
So
yes,
my
problem
with
this
project,
the
first
one
was
we
had
to
design
Bjorn
had
some
concerns
with
it.
I
went
to
act
my
to
tell
him
that
he
was
gonna
have
to
suck
it
up
and
live
with
what
we
had
design.
He
brought
up
some
great
ideas
and
I
left
that
meeting
with
a
different
opinion
and
I
think
the
important
thing
between
the
two
years
that
we've
had
the
changes
in
design
here,
we're
able
to
deliver
more
program
within
the
budget
with
the
school.
Z
T
X
X
F
B
W
Your
work
session
and
then
we'll
go
into
listening
to
listening
sessions
in
the
fall
one
of
them
games
in
Spanish
and
but
getting
some
solid
input
from
the
community
before
we
come
back
internally
to
balance
that
we'll
have
to
have
a
multi-tiered
balancing
because
of
legislative
session
will
be
occurring.
So
we
won't
have
final
numbers
until
we
get
later
in
the
spring.
But
certainly
we
can
make
our
decisions
about
what
those
tiers
were.
Quite.
A
F
S
Thank
you
as
well.
In
phase
one,
it
says,
beginning
in
April,
2018
subgroup
of
the
internal
budget
team
will
create
an
inventory
program,
the
services
associated
cost
and
their
impact
on
student
achievement
and
customer
service
and
wondering
how
you're
measuring
that
impact
on
student
achievement
in
customer
service.
We're.
W
Still
designing
that
right
now,
so
we
look
forward
to
bringing
that
to
you
in
office
and
it
will
have
multiple
views
and
in
terms
of
metrics,
as
if,
for
instance,
if
we
went
just
to
ask
back
scores,
there's
no
way
that
we
could
say
as
pecks.
You
know
this
thing
that
we're
spending
here
is
having
this
influence
on
us
back.
W
AA
Yeah
I
really
appreciate
the
continuation
of
the
inclusion
of
the
two
listening
sessions
in
the
fall.
I
really
think
that
made
a
difference
this
year
and
we
weren't
doing
major
cuts.
We
were
doing
minor
cuts
per
se,
but
I
think
that's
going
to
be
wonderful,
to
be
able
to
explain
to
the
community
early
on
and
to
always
try
to
drum
up
enough
communication
so
that
we
do
get
our
community
members
to
come
out.
T
B
A
G
B
AC
B
AC
On
the
district
to
meet
the
needs
of
our
non-english
speaking
families
and
certain
levels
of
services
provided,
depending
on
the
volume
of
languages
spoken
in
the
district
as
well,
for
instance,
we
directly
translate
I
think
to
the
top
seven
languages
and
then
beyond
that,
it's
providing
other
types
of
language
support
rather
than
the
direct
reliance
and
translations.
That
is,
of
course,
why
we
have
an
entire
Department
devoted
to.
A
And
they
and
actually
Donna,
you
know
one
thing
that
I'm
so
glad
to
see
our
policy
is
starting
to
support.
To
is
the
idea
that
the
policy
now
is
much
broader
than
just
you
know.
The
goal
is
to
teach
English.
The
goal
is
to
make
sure
that
our
students
are
accessing
the
content
that
they
should
be
accessing
at
wherever
they're
at
in
their
schooling
at
that
time,
independent
of
their
language
skills,
and
so
this
is
really
a
great
shift,
even
though
it's
you
know
three
small
sentences
or
whatever
it
is
all
right.
Thank
You.
AD
AD
To
a
supplemental
plan
and
the
reason
for
the
late
addition
is
due
to
a
recent
installation
by
the
Washington
County
of
what's
called
a
rapid
flashing
beacon
on
West
baseline
Avenue,
and
what
that
is,
it's
a
the
crosswalk
is
it's
a
crosswalk
with
a
very
LED
flashing,
yellow
light
with
the
implementation
of
that
it
now
meets
our
guidelines.
Our
minimum
guidelines
for
elementary
school
children
across
those
guidelines
are
a
30
month,
35
mile
per
hour,
speed
limit,
which
it
is
up
to
five
eight
five
lanes
of
traffic.
AD
This
only
has
three
lanes
of
traffic
and
at
least
135
foot
of
visibility.
Their
signage
was
put
in
over
200
feet
away
from
each
from
the
crossing
going
each
direction.
With
this
we
would
be.
We
would
like
we're
able
to
do
this,
we'll
put
in
a
crossing
on
there,
which
transportation
will
be
able
to
fund
through
public
safety,
with
the
savings
that
will
achieve
with
reduced
busing,
so
we
paid
for
selfies
for
my
head.
AD
AD
The
path
is
completely
paved
is
a
very
short
path
on
the
Greenway
which
again
is
paved,
and
then
it
goes
through
streets
that
are
very
low
traffic,
very
quiet
residential
streets
in
DL
Monica,
its
113
students,
current
students
that
were
busting
on
two
routes
right
now
that
will
affect
and
view
the
new
construction.
Looking
at
about
another
forty
to
fifty
new
students
that
we
expect
to
see
by
the
fall
of
next
year
when
construction
is
finished,
that
would
be
another
bus
that
will
also
limit.
AD
AD
They
face
in
school
away
from
transportation,
I
related
to
transportation,
but
once
we
get
some
of
those
issues
on
the
buses,
it's
been
very
challenging
this
year,
a
couple
of
route
on
to
the
routes
there
we
had
the
assistant
principal
have
to
ride
several
times
each
week
for
the
past
five
months
to
deal
discipline,
issues
that
we're
having
now
a
lot
of
it.
Yet
is
done
really
it's
it's
some
of
its
cultural.
So
that's
you
know.
AD
There's
high
concentration,
students
living
apartments,
there
there's
a
lot
of
interaction
outside
of
school
that
is
falling
over
into
the
school
day
and
bus.
So
outside
leadership
was
very
excited
about
it.
They
had
a
number
of
ways
they
felt
they
could
help
with
some
stagger
through
these
times,
and
things
like
that.
We
work
closely
again
with
the
entire
safe
routes
to
school.
Can
the
safe
routes
to
school
group,
which
is
Police
Department,
Sheriff's,
Department,
Washington,
County
Lynn
retreat,
Risk
Management,
Public,
Safety
everybody's
reviewed
it?
AD
We
also
have
a
community
listening
session
last
week
are
made.
We
went
in
and
we
invited
invited
community
that
the
target
community
there
113
for
the
hundreds
of
families
there
and
we
had
about
half
a
dozen
people
came
in.
We
went
through
a
very
detailed
with
them.
Obviously
they
were
not
particularly
excited
about
having
the
buses
removed
that,
after
we
explained
to
them
and
explained
the
path
to
them.
AD
We
found
that
a
lot
of
people
hadn't
really
realized
how
close
it
was
and
what
the
pads
were
like
and
the
people
that
were
familiar
with
the
past
has
did
agree
that
you
know
they
are
why
they
are
relatively.
They
are
safe.
That
type
of
thing.
We
also
invited
email
feedback
for
those
people
that
could
meet.
We
received
over
a
dozen
responses
on
email
and
again
same
type
of
thing.
A
lot
of
those
education
responded,
the
people
who
loved
education
about
what
exactly
we
were
talking
about
that
helped
and
again
there
is
some.
AD
A
B
A
A
All
right
and
then
just
to
clarify
the
board,
needs
to
approve
that.
We'll
expect
to
see
that
at
our
next
meeting,
okay
and
next
on
our
agenda
is
an
opportunity
to
discuss
the
things
that
the
board
is
done
and
the
district
does
as
a
whole
to
promote
feeling
of
safety
for
documented
and
undocumented.
Immigrant
students
included
in
your
packet
were
our
existing
resolutions,
copies
of
summaries
of
some
proposed
legislation.
A
G
A
Will
be
great
and
then
also
from
our
own
website
or
our
protocols
for
access
to
students
and
student
information
so
with
that
I
really,
this
is
a
board,
has
an
opportunity
to
talk
to
discuss
what
needs
they
perceive.
What
directions
they'd
like
to
go
in
and
I
turn
the
time
over
to
you,
yeah
Donna,
I'm,.
G
In
favor
of
designating
Beaverton
at
the
sanctuary,
school
district
I
want
to
cover
two
things
about
this
designation
with
you
tonight.
First,
the
importance
of
being
a
sanctuary,
school
district
and
second,
a
suggestion
on
how
this
trend
can
be
defined
and
applied.
Words
are
powerful
words
can
comfort
when
we're
feeling
sad,
inspire
us
to
take
action.
Make
us
laugh,
stimulate
our
thoughts
and
educate
us
words
create
filters
through
which
we
view
the
world.
A
single
word
can
make
the
difference
between
feeling,
included
or
excluded
words
matter.
G
Sanctuary
is
a
case
in
point:
it's
not
a
legal
term,
there's
no
common
definition.
It
depends
on
the
jurisdiction
and
the
context
in
which
it
is
used.
It's
used
in
various
ways
by
school
districts
across
the
nation.
Yes,
there
is
the
concern
that
sanctuary
overstates
the
power
of
schools
to
protect
students,
while
the
sanctuary
resolution
is
mostly
symbolic,
it
is
seeking
on
a
deeper
cultural
meeting.
G
Students
in
the
district
know
there
are
limitations
on
what
protections
we
can
offer,
knowing
your
school
district
and
sanctuary
district
brings
comfort
and
a
feeling
that
it's
safe
to
go
to
school
in
the
ends
of
the
district
understands
the
challenges
you
face.
It's
a
sign
that
you
are
welcome.
You
will
not
be
discriminated
against.
It
reinforces
that
you'll
be
given
the
same
opportunities
as
every
other
student.
G
While
it's
true
that
we
have
processes
and
policies
in
place
to
protect
all
students,
we're
being
called
upon
to
reinforce
our
support
of
students
with
immigrant
status,
we're
being
called
to
reassure
them
that
we
will
continue
to
take
steps
to
create
a
welcome.
Lea,
welcoming
and
safe
environment
sanctuary
is
a
powerful
word
because
of
the
message
of
inclusion
and
belonging
it
conveys.
Let's
tell
the
students,
we
support
them
by
adopting
a
sanctuary
resolution.
G
So
if
this
proposal
is
accepted,
I
offer
the
following
definition
of
what
sanctuary
status
means
in
our
district.
It's
already
covered
in
our
V,
which
says
we
build
honest,
safe
and
inclusive
relationships
with
our
diverse
students
and
their
families.
We
provide
needed
support
so
that
every
succeeds.
I
T
And
I
don't
I
wish.
I
could
say
that
if
we
became
a
sanctuary
district
that
all
our
kids
would
feel
safe,
but
sadly
we
can't
promise
that
to
our
kids,
I
want
to
I
can't
tell
you
how
much
I
want
to
say
to
every
single
child
that
you're
saying
that
your
parents
are
safe.
Now
there
was
an
article
in
that
we
were
going
in
yesterday
about
a
family
in
Texas,
where
parents
were
stopped
by
the
police.
T
Dad
ran
a
stop
light.
He
was
in
a
holding
cell
for
two
months.
It
was
so
horrible.
He
had.
He
decided
to
go
back
to
Mexico.
His
wife
went
with
him.
His
kids
are
still
in
the
United
States,
yes
in
separating
children,
but
sadly
saying
that
we
will
be
a
sanctuary.
School
District
will
not
change
that
for
our
kids.
I
would
like
to
put
in
place
in
our
district
mental
health.
T
More
mental
health
capacity
so
that
our
kids
have
some
places
to
talk
to
I.
Would
you
know
I
have
a
very
very,
very
close.
You
have
student
she's
in
college
she's,
a
deaf,
a
kid
who
goes
to
Pacific
University
and
I
called
her
up
and
I
said.
I
asked
her
specifically
to
tell
me:
you
know
how
you
feel
about
it
essentially
school
district,
and
she
told
me
that
she
has
done.
She
specifically
has
written
up
done.
Research
on
this
particular
issue
and
what
she
said
is
that's
not
gonna
help
what
it
is.
T
Gonna
help
in
what
she's
doing
is
she's
getting
involved,
knocking
on
doors
through
the
Washington
County
latina
group,
so
she's
taking
action.
We
all
need
to
take
action.
She
you
know.
She
also
said
that
PCC
has
a
lot
of
resources
out
there,
that
we
need
to
help
our
kids
and
our
families
get
to
I
also
want
to
read
something
from
someone
in
our
community
who
says
who
happens
to
be
part
of
the
Hispanic
community.
T
The
district's
takes
students
inclusions
and
safety
seriously.
We
are
fortunate
to
live
in
a
community
city,
county
and
state
who
shares
our
values.
Labeling
ourselves,
sanctuary
district
does
not
add
anything
to
our
current
status
me
but
may
give
false
information.
We
don't
want
our
families
to
have
misunderstandings
and
labels
and
laws
I
want
our
kids
to
be
safe.
I
want
our
families
to
feel
safe.
I
am
upset
that
we
have
a
country
where
there's
so
many
people
out
there
that
feel
that
they
have
no
place
to
go.
T
S
So
I
am
in
support
of
declaring
our
district
a
sanctuary
district
and
putting
that
language
in
I
had
an
opportunity
to
meet
with
a
group
of
students
about
a
week
ago
and
the
very
issue
that
you're
speaking
to
Susan
came
up.
I
asked
the
students
I
said
by
labeling
our
district
to
sanctuary
district.
Is
this
going
to
convey
to
folks
right?
S
The
people
in
the
community
can
come
to
a
school
and
they
will
be
safe
from
Isis
agents
right
when
it
conveyed
to
people
that
there
is
something
special,
we're
doing
on
site
our
premises,
that
will,
you
know,
prevent
them
from
getting
their
pain,
and
none
of
the
students
believe
that
that
was
the
case.
What
the
word
conveyed
to
them,
however,
though,
was
a
sense
of
safety
and
inclusion
in
their
school
district
and
I've
got
some
quotes
from
the
students.
This
is
just
things
that
they
told
me
as
we
were
talking
once.
S
It's
me
knowing
I'm
a
welcome
feeling
unwanted
without
the
reassurance.
The
reassurance
that
were
part
of
the
community
so
I
think
the
value
of
Congress
of
the
sanctuary
school
district
is
what
it
conveys
to
our
students
in
our
community,
not
necessarily
in
what
it
does
in
terms
of
the
larger
federal
situation
and
I.
Think
that
that
value
is
important.
I
also
think
that
it's
something
when
I'm
looking
at
you
know
where
we
currently
are
here
in
our
community.
We
have
PCC
city
of
Beaverton,
the
city
of
Portland,
Multnomah
County.
S
All
of
them
have
passed
resolutions
with
that
word
sanctuary,
so
it's
not
like
the
school
districts
out
on
its
own
stepping
out
ahead
of
other
areas
and
I
really
do
think
that
that
word
convey
something
special
for
our
kids,
because
when
I
was
I
was
thinking
about
this.
In
deliberating
about
this
word,
you
know
I
kind
of
if
I
separate
all
of
the
adult
concerns
out
from
it
and
I
think
about
it
from
a
kid
perspective,
if
that
word
can
bring
safety
and
comfort
to
our
students,
then
I'm
all
for
putting
that
in
there.
S
D
There
are
different
perspectives,
different
differences
of
opinion,
and
we
try
to
do
our
best
being
on
the
school
board
to
represent
as
many
folks
as
we
can
and
unfortunately,
before
every
single
thing
we
decide,
we
don't
get
to
go
out
and
do
a
poll
amongst
all
of
our
people
all
the
time
we
just
do
the
best
you
can
to
gather
the
information
that
that
we
have
and
as
powerful
as
I
believe
words
are
and
I
do
know
that
words
they
can
be
hurtful.
They
can
be
helpful.
D
I,
think
actions
are
stronger
than
words
every
single
time
and
I
believe
that
this
district
and
our
actions
and
our
actions
every
day
by
our
teachers,
our
actions
every
day
by
our
administration,
our
actions
I,
will
speak
for
myself
as
a
board
member
speak
louder
than
any
word
can
and
I
wish.
A
word
can
magically
make
folks
feel
accepted,
or
they
would
not
be
bullied
or
belittled
poor,
but
that's
a
magic
we
cannot
ever
put
in
order
education
of
folks
to
know
where
people
belong.
D
That
was
the
strongest
thing
and
I'm
in
the
education
business,
but
when
I
really
come
back
to
all
and
I
talk
to
a
lot
of
different
I
read
a
lot
of
different
things,
but
it
always
came
back
to
me
as
a
board
member
is
there
was
nothing
that
I
can
see
that
I
have
the
authority
or
the
jurisdiction
and
how
another
school
district,
or
how
a
city
wants
to
deal
with
that.
That
is
their
choice.
D
To
do
that,
my
choice
is
that
I
was
elected
to
the
Beaverton
School
Board,
and
there
was
nothing
in
there
that
I
could
see.
That
gives
me
the
legal
authority,
to
name
our
Public
Enemies,
a
sanctuaries
different
and
so
for
that
I
have
to
go
back
with
what
I
was
elected
to
do
and
I
believe
that
what
I
was
left
to
do
is
to
educating
and
supporting
some
policies
that
we
already
have
resolution
that
we
have
in
place.
T
That
we,
the
city
of
Beaverton,
Washington
County,
have
a
police
department
and
they
have
Sheriff's
Department.
They
them
them
being
a
things
for
a
city
and
a
sanctuary
county
is
very
important
for
our
families.
We
need
to
support
our
families
in
every
way.
We
need
to
do
it
even
more
than
the
way
where
you
are
now
but
again,
I
say
I'm,
not
sure
that
using
the
word
sanctuary,
school
district
is
going
to
take
away
the
fear
that
our
kids
I
see
it
in
here
that
are
talking
in
the
fear
and
frustration.
T
F
I
feel
you
know
very
emotional
in
here
speaking
and
I
got
to
speak
to
a
couple
of
hundred
people
today,
you
know
open
up
for
personal,
no
to
hear
how
that
beer
come.
But
again,
like
you
know,
sanctuary
I,
don't
know
how
that
will
give
them
more
safer
than
we
have
now
in
our
current
policies
and
what
the
school
district
has
stuff
I
heard
from
them
is
like
there
is
like
intrinsic
racism.
You
know
even
in
Portland
you
in
today,
and
all
it's
horrible
I'm,
intimidation
and
people
not
respecting
each
other
I,
don't
know
sanctuary.
F
We
take
that
away.
I
think
it's
just
the
way
the
system
need
to
get
better.
Parenting
gets
better.
Rules
need
to
be
better,
but
you
know
I
heard
her
story
today.
You
know
people
were
talking
about
walls
stuff,
like
that.
That's
unacceptable,
but
I'm,
not
sure
if
something
that
kind
of
sanctuary
would
make
any
difference
at
all.
For
that
kind
of
you
know
intrinsic
baseline
races.
G
Well,
you
know,
speaking
as
a
black
person,
african-american
person
with
a
long
history
of
experiencing
racism.
I
just
have
to
say
that,
no
matter
what
people
say,
it's
still
going
to
exist
right.
People
are
still
gonna
mistreat
people.
There
have
been
incidents
recently
and
into
the
news
you've
heard
about
the
student
at
Yale,
for
example,
who
was
just
sleeping
minding
her
own
business.
You
know
about
the
two
gentlemen
who
just
happened
to
be
in
Starbucks
for
two
minutes:
they
got
arrested.
Words
cannot
change.
Those
situations
are
not
gonna
change
people's
hearts.
G
However,
if
you
go
into
a
place
where
you
know
you
feel
wanted,
people
are
welcoming
you,
and
you
know
that
the
school
district
has
says
it's
a
sanctuary.
School
District.
You
know
what
you're
still
going
to
have
to
confront
racism.
You
know
that
people
are
gonna,
look
at
you
differently,
but
somehow
you
have
a
feeling,
at
least
that
the
system,
at
least
here,
has
your
back
and
that's.
Why
I
think
it's
important.
S
Is
there
harm
in
using
the
tongue?
I
guess
that's
what
I'm
wondering
you
know
from.
It
seems
like
there's
a
lot
of
concern
that
maybe
doesn't
convey
the
strength
that
this
board
fills
in
terms
of
what
we
would
want
to
see
for
our
students
in
their
school
experience,
but
I'm
wondering
what's
the
downside.
T
I,
don't
know
if
there's
a
downside
or
an
upside
to
this
I
know
it
is
very
emotional
I
again
say
that
you
know
I
live
in
fear
for
a
very,
very
close,
my
son's
girlfriend
for
her
and
her
family
every
single
day.
Okay,
but
I,
don't
think
saying
that
we're
a
sanctuary,
school
district
is
gonna,
take
away
that
fear
I'd
rather
bring
the
supports
into
our
school
district,
taking
action
as
Betty
said,
to
give
them
the
support
that
they
really.
T
T
Not
just
you
know,
there's
a
lot
of
anti-semitism
going
on
so
I
just
want
to
clarify
that
there's
a
lot
of
things
going
on,
but
I
do
want
to
say
that
I'd
rather
take
action
and
help
these
kids
and
I
in
families-
and
you
know
I'm
talking
to
kids
and
families
out
there
too
and
they're
not
necessary
to
action.
That's
what
they're
saying
that
giving
them
empowering
them
to
take
action
would
be
a
really
good
move
for
us.
AA
I
do
think
we
need
to
do
our
part
and
I
feel
very
strongly
that
the
resolution
that
we
passed
in
January
speaks
extremely
loud
at
what
our
core
values
in
this
district
are
about:
immigration,
not
irregardless
of
the
status,
but
just
of
all
our
students,
whether
they
are
of
a
different
color
than
we
are
a
different
religion,
their
sexual
orientation.
We
we
want
all
our
students
to
feel
safe,
accepted
and
to
have
spaces
where
they
are
not
bullied
or
hurt
because
of
any
of
those
issues,
and
so
I
stand
on
the
resolution
that
we
passed.
AA
A
So
what
I'd
like
to
look
at
is
so
I've
heard
a
lot
of
concerns
about
what
we
should
or
shouldn't
do.
I'm
I'm
looking
a
little
bit
for
places
where
we
can
have
the
full
force
of
the
board
in
terms
of
what
we
support.
I
think
that
they,
that
would
be
important
and
whatever
it
is
that
we
do
so
Lee
Ann
suggested
perhaps
taking
a
look
at
advocating
around
the
protecting
sensitive
locations.
Act.
One
thing
that
I
happen
to
like
about
that
myself
is
I
feel
like
some
of
the
information.
A
That's
in
the
act
itself
is
not
widely
understood
that
this
is
an
act
that
really
is
just
proposes
to
codify
long-standing
practice
of
ensuring
that
ice
is
outside
of
sensitive
locations
such
as
schools,
hospitals
and
churches,
and
that
that
would
be
an
important
piece
of
community
outreach
for
us
to
take
part
in
as
well
as
any
advocacy
that
might
be
associated
with
that.
So
I
don't
know.
A
You
know
carnatic
discrimination
or
bullying,
many
of
our
policies,
kind
of
elude
and
immigration
status,
but
do
not
call
it
out
specifically
and
I,
and
that
actually
is
a
board
change.
That
is
something
that
we
could
implement,
but
I.
Actually,
that
was
a
question
I
have
for
camellia.
If
there's
any
strong
reason,
why
we
wouldn't
I
know
in
general
would
try
to
follow
what
the
feds
should
say,
but
we
also
have
jurisdiction
to
include
a
brought
in
our
own
description.
So
I'm
wondering
if
you
could
give
us
any
guidance
there.
Yeah.
AE
I
mean,
while
there's
not
statutory
support,
either
at
the
federal
or
state
level
for
including
that,
as
a
protected
class
per
se,
we
can
always
extend
the
reach
of
our
protections.
One
example
where
we've
done
that
in
the
past
is
that
we
supposedly
call
it
out
the
definition
of
sexual
orientation
typically
to
address
a
lot
of
different
folks
and
not
all
of
that
altogether,
as
the
statute
does,
and
that
is
a
really
purposeful
choice
on
our
part,
to
make
sure
that
all
of
those
different
folks
feel
safe
and
feel
honored
and
protected
in
our
districts.
T
A
A
Any
other
comments
or
questions
all
right,
so
I
know
that
you're
aware
today's
a
discussion
we'll
have
opportunities
to
look
at
actually
actions
based
on
this
discussion
going
forward,
but
I
think
we've
got
the
direction
that
we
need
to
move
forward.
I
appreciate
board
members
and
staff
support
in
what
is
a
messy
conversation.
I
know
that
many
people
don't
understand
that
the
board
actually
can't
have
conversations
like
this
unless
we
were
all
together
in
a
meeting
just
like
this,
and
so
we
we
just
sometimes
have
to
do
it.
P
A
Then
next
Thank
You
camellia
next
on
our
agenda
Donna,
has
drafted
a
description
of
the
Beaverton
School
Board
members
role
on
the
BEF
board.
Donna's
graciously
been
serving
on
that
board
this
year
and
I
know
that
it's
been
about.
What
actually
does
this
person
do
as
a
and
so
I'll
chime
ed
over
to
you?
Thank
you.
G
And
so
to
that
end,
we
thought
it
would
be
appropriate
to
sort
of
define
roles
and
responsibilities
and
so
plate
based
upon
the
tenure
that
I've
had
thus
far.
I
came
up
with
some
suggestions
as
to
how
we
should
proceed
and
shared
it
with
marine
and
with
Becky
and
with
Anne,
and
this
is
kind
of
what
we've
come
up
with.
So
we
would
serve.
Whoever
is
lucky
enough
to
have
this
post
after
me
would
basically
be
performing
three.
G
One
is
to
be
pretty
much
the
liaison
between
the
Burton
Education
found
a
and
the
scoreboard
sharing
information.
I
know
we
haven't
been
sharing
a
great
deal
event
from
formation,
but
we're
going
to
start
doing
that
in
the
hopes
that,
sometime
soon,
we
will
establish
a
better
relationship,
we're
going
to
be
inviting
them
to
join
us
for
dinner
before
one
of
the
school
board
meetings
and
I
know
there
is
a
plan
afoot
for
them
to
put
together
something
for
a
work
session,
so
it'll
be
more
official,
and
so
we're
going
to
be
working
on
that.
G
Yes,
next
thing
is
we're
going
to
do.
The
person
serves
as
an
ambassador
and
obviously
an
information
time,
conduit,
sharing
information
between
the
two
boards
and
then,
of
course,
making
sure
working
as
an
ex
officio
member
without
voting
rights.
We're
looking
at
the
fiduciary
responsibilities,
because
the
foundation
does
collect
a
lot
of
money
that
has
been
used
by
a
lot
of
our
schools
and
teachers,
so
providing
some
sort
of
input
as
to
how
those
Joseph's
funds
should
be
allocated
and,
of
course,
I'm
also
open
to
any
additional
suggestions.
A
G
We
do
at
our
board
meetings
to
go
over
how
much
money
we
are
collecting
sort
of
ideas
of
how
to
collect
more
resources
going
out
and
solicit
various
members
and
businesses
in
the
community
and
also
what
the
priorities
are
for
funding
like
I
forgot,
what
that
bus
is
called
the
future
future
bus,
for
example,
is
one
of
the
funding
sources
and
just
you
know
a
support
for
that.
You
know
continuing
support
for
that
and
then
the
other
type
of
major
initiative
that
might
come.
It's
way.
D
G
G
Just
the
folks
that
I
chatted
with
because
honestly,
the
first
version
I
had
had
us
as
a
voting
member,
but
then
we
had
discussions
which
I
guess
was
with
more
worried
and
a
couple
of
other
board
members
who
had
served
before
and
they
thought
it
would
be
best
if
we
were
not
so
I
was
just
going
with
what
they
they
had
said.
That's.
D
F
D
G
A
You
know
I'm,
Tom,
actually,
I,
think
Donna
and
Donna's
really
done
such
a
great
job
of
trying
to
figure
out.
You
know
what
is
a:
what
is
our
role
on
their
board
and
how
can
she
best
serve
them,
while
also
you
know
letting
them
do
the
work
that
they
need
to
do
as
well,
and
this
is
also
a
great
example
of
you
know.
All
of
our
board.
Members
have
committee
assignments
and
others
special
assignments
that
they
take
and
they're
always
hidden.
A
A
AA
T
A
AF
Good
evening
for
chair
before
Tancredi
two
weeks
ago,
a
key
before
you
asking
for
your
consideration
of
the
health
project
team
report
and
you
included
instructional
materials
for
health
and
tonight
we're
here
to
asked
for
your
approval
with
the
recommendation
of
the
report
and
the
associated
health
adoption
instructional
materials
we're
here
to
post.
Any
questions
answered
your
questions
tonight
that
you
might
have
regarding
the
report
over
the
bathroom.
AA
D
Really
appreciate
all
the
hard
work
and
thought
that
went
into
this,
because
I
know
that
it
was
a
difficult
project.
Agarn
and
I
really
appreciate
the
innovativeness
of
coming
up
with
and
I
do
want
to
be
on
the
record
that
I
worry
us
adopting
this
and
going
forward
when
we
know
our
financial
strength
that
we're
going
to
be
in
next
year
and
I.
Believe
in
adoption
is
only
as
strong
as
the
tools
we
give
our
teachers
in
our
classrooms
so
that
our
students
are
successful.
A
A
P
A
G
G
AE
AE
Looking
at
that
particular
policy,
this
one
talks
about
different
data
points
that
that
are
considered
under
the
federal
and
state
law
to
be
personally
identifiable
information,
meaning
they
are
protected
and
cannot
be
disclosed
to
any
third
party
outside
the
district
without
the
parents,
explicit
consent
in
writing,
and
so
these
items
are
are
things
that
we
do
collect
on
the
enrollment
form.
Some
of
we
have
lots
of
students
that
come
to
us
from
other
places
that
it
does
not
necessarily
mean
that
they're,
not
here,
documented
or
for
different
reasons.
AE
I
think
it
helps
us
know,
sort
their
schooling
and
their
background
be
able
to
translate
placement
in
a
particular
grade
to
know,
because
it's
not
all
just
driven
by
age,
that
is
comparing
like
schooling,
and
so
one
of
the
questions
I
know
in
our
enrollment
form.
I
looked
at
it
before
we
came
in
tonight.
It
does
ask
if
you
report
outside
the
United
States,
what
was
your
first
year
school
in
the
US
so
that
we
can
kind
of
figure
out
like
like
for
best
placement
and
our
student?
Is
that
academically?
AE
So
it's
not
use
them
necessarily
in
that
particular
way.
I
think
when
we
talk
about
your
question
about
JOA
the
next
policy,
which
describes
that
particular
item
as
directory
information
which
could
be
disclosed,
we
would
be
okay
with
removing
that
from
a
directory
information
keeping
in
here,
because
this
is
just
designating
it
as
the
confidential
information.
Is
that
hope.
G
Yes,
but
then
there
was
kind
of
a
part
two
to
that
yeah,
which
you
mentioned,
which
it
says
that
prior
consent
needs
to
be
in
writing.
So
my
concern
was:
if
a
person
is
from
another
country,
how
are
they
supposed
to
know?
How
are
they,
how
can
they
communicate?
That,
should
the
consent
be
broader,
for
example,
especially
if
someone
is
having
the
information
translated
to
them,
how
Cal
should
that,
what
form
can
they
get
it
back
to
us
saying?
No,
we
do
not
want
to
have
this
information
released.
It's.
AE
A
really
good
question
about
us,
so
by
federal
law,
were
required
to
provide
to
parents
annually
so
every
year
they
have
to
get
a
notice
in
their
back
to
school.
Packets
is
usually
where
it
goes.
It's
also
available
online
that
informs
them
of
what
their
rights
are
under
the
by
law
and
state
law
is
pretty
much
corresponding
so
that
details
for
the
rights
that
go
beyond
just
release
of
Records.
AE
It
also
talks
about
their
right
to
inspect
records,
to
contest
something
that's
in
the
record,
but
it
very
specifically
tells
a
parent
how
to
opt
out
on
that
particular
form
that
is
translated.
I
know
it's
available
on
our
website
in
all
the
languages
that
we
translate
into,
and
probably
what
goes
home
in
packets
or
is
made
available
as
play
English
in
Spanish.
But
there
is
information
on
there
if
you
need
this
translated
and
how
to
find
that,
but
it
is
available
on
our
website
for
parents
in
all
of
the
languages
we
translate
it
to,
but.
G
How
would
they
necessarily
know
I
mean
if
it's
in
a
packet
I
mean
I
mean
I'm
insured?
How
will
we
push
out
that
information?
It's
on
the
website?
Surely
it's
translated,
but
I
would
just
think
if
you're
in
the
elementary
school
your
child
brings
the
packet
home,
the
child
isn't
going
to
be
aware
of
telling
the
parents
hey.
You
know
you
have
this
option.
How
would
they
be
told
if
there's
nothing
that
goes
home
with
them,
but.
G
AE
And
many
of
our
documents,
Don
are
not
translated
in,
are
not
putting
the
packet
in
all
languages
that
we
translate
into.
We
make
those
available
on
the
website
and
folks,
there's
a
lot
of
different
places
where
we
advertise
are
multilingual
service
department,
where
a
parent
could
call
and
say
I
need
help
with
this
entire
pocket
to
translate
the
whole
packet
for
them
or
get
the
items
that
are
in
the
packet
in
their
their
native
language.
A
AC
The
consent
to
release
language
is
Jo
B,
and
it
is
the
opposite
of
what
you
may
be
thinking.
The
consent
to
release
says
all
of
this
data
is
private
unless
I
explicitly,
given
you
the
consent,
or
at
least
the
application,
the
Jo
a
says.
Essentially,
the
exception
is
this
list
of
directory
information,
for
which
you
may
opt
out
of
the
of
that
being
provided
instrument
to
read
information.
We
do
provide
families,
multiple
opportunities
to
understand
the
availability,
okay
and
as
chair
Brian
noted,
if
we
removed
place
of
birth
from
the
directory
information.
B
D
Plus,
nothing
I.
Remember
nothing
bad
happens.
If
people
did
not
fill
that
part
out,
no
there's
no
repercussion
to
that.
We
don't
require
to
know
someone's
place
of
birth
if
they
so
there's.
No.
If
someone
is
really
feeling
strongly
about
that,
they
don't
want
anybody
to
know
what
their
place
of
birth
is.
It's
not
it.
We
won't
not
accept
a
child
based
on
that
or
work
or
anything
else.
That's
great
yeah.
D
A
R
A
A
common
reason
why
that
we
went
as
our
I
just
have
one
last
question
on
this,
because
we
went
through
this
list.
More
than
I
would
care
to
share,
and
so
I
for
many
of
the
things
they
were
being
collected
or
part
of
directory
information
for
reasons
that
I
was
not
familiar
with,
like
date
of
birth,
might
have
to
do
with
sports
listings
or
things
like
that.
It
was
there
some
reason
that
I
can't
imagine
why
we're
a
place
of
birth.
We.
B
AE
Might
actually
be
used
for
by
school
and
I
spoke
with
Steve
Langford.
Also,
a
part
of
the
meeting
to
just
is
there
anything
that
we
are
thinking
about
that
gets
requested
for
I,
don't
believe
that
there
is
date
of
birth,
does
get
used
for
birthday,
party
lists
and
other
kinds
of
things,
particularly
at
the
elementary
school
level
for
sports.
You
know,
there's
lots
of
different
uses
for
that
data
point,
but
we
couldn't
really
think
of
what
place
of
birth
would
be
used
for.
B
AE
AC
G
N
G
AC
B
AC
So
well
we
had
that
language
saying
there
shall
be
administrative
regulation.
They're
never
actually
was
an
administrative
regulation.
Section
504,
as
you
can
imagine,
is
very
highly
regulated
from
the
federal
government
and
rule
making
in
that
Avenue
and
so
OSP
A's
recommendation
was
to
strike
that
language,
since
it
was
unnecessary
for
us
to
create
an
additional.
G
A
This
is
the
policy
about
boundaries
between
school
districts
and
the
committee
thought
that
it
was
fine
to
let
a
convening
committee
charged
with
examining
the
boundaries
to
come
up
with
their
own
criteria.
At
the
time
that
the
committee
keeps
off,
rather
than
mandating
what
the
criteria
were
ahead
of
time.
G
S
AC
G
Okay
and,
of
course,
JFC
that
is
Student,
Conduct
I
was
just
proposing,
perhaps
adding
a
number
six,
which
is
inform
parents
of
all
disciplinary
actions
taken
against
their
child.
As
soon
as
practical
I
know,
that
probably
opens
up
as
I
still
refer
the
Weaver
and
that
parents
should
know
what
disciplinary
actions
are
happening
with
their
children,
because
that
allows
them
the
opportunity
to
to
intervene.
AE
A
A
N
AE
Our
discussion
today
and
recalling
discussions
around
this
policy
diet
is
that
number
5,
which
talks
about
engaging
parents
or
guardians
in
the
disciplinary
process
is
meant
to
address
that
I
guess
I
already
have
some
concerns
about
several
phrases
within
your
recommended
language
as
being
undefined
in
a
little
bit
of
too
speculative
inform.
Does
that
mean
call?
Does
that
mean
writing?
Does
that
mean?
You
know
an
email?
What
are
we
talking
about?
You
can
always
honor
for
that.
AE
AE
Does
that
mean
the
same
day
the
same
week,
the
same
month,
so
I
think
there's
a
lot
of
challenges
with
the
language
that
could
trip
us
up
and
put
more
roadblocks
to
good
communication
from
teachers
and
and
principals
with
parents
and
students
than
just
simply
the
language
that's
in
there,
which
is
engaging
parents
in
the
process.
Well,.
G
I
guess
I,
don't
think
we
always
necessarily
engage
parents
for
everything.
That's
going
on
in
the
classroom
itself,
so
I
think
conceptually
how
we
could
address
that.
Maybe
there's
just
a
reworked
another
five,
so
I'll
think
about
that
or
a
suggestion
since
you're
looking
for
suggestive
language
well,.
G
D
It
gets
us
in
trips
us
up
and
then
it
makes
it
hard
for
a
teacher
to
know
what
they're
supposed
to
do
and
not
do
and
when
they're
supposed
to
do
it.
So,
with
your
permission,
I
would
like
to
go
ahead
and
approve
this
in
this
second
reading
and
then,
if
you
could,
with
someone
else,
whether
it
be
with
teachers
or
something
that
we
get
more
defined,
bring
it
bring
it
back
up
so
that
we
can
add
it
back
to
our
policies
or
progressive
event
in
the
AR.
That's.
A
Donna
I
know
for
me
one
of
the
things
that,
as
we
walked
through
all
of
these
policies,
that
was
helpful
for
me
and
helpful
might
be
an
overstatement.
But
it
was
interesting
to
me
to
see
how
many
of
these
policies
worked
together.
So,
as
you
take
a
look
at
it,
there's
a
separate
one
for
suspension
now
separate
one
for
expulsion,
so
they
just
all
sort
of
see
how
they
all
fit
together,
where
they
fit
in
with
the
handbooks
and
the
ARS
that
go
into.
R
AA
Totally
appreciate
now
those
intent
of
running
the
parent
to
be
involved.
I
think
it's
clearly
stated
here.
It's
just
maybe
a
matter
of
practice
in
our
district,
and
so
maybe
that's
something
that
either
needs
to
be
hashed
out
through
the
ARS
or
in
training
or
whatever,
through
the
HR
department
or
through
principals.
But
it
seems
to
be
that
things
have
come
forward
where
it
really
is
a
matter
of
not
practicing
the
policy
at
a
point
in
time
that
maybe
would
make
the
board
more
comfortable
with
parental
involvement.
G
AE
G
G
A
AA
A
AA
B
AA
T
D
P
B
AA
A
R
T
F
A
D
A
G
We're
going
to
do
is
just
give
you
a
list
of
my
activities,
so
I
went
to
taser
bail
with
Daphne
Aloha
humor
I
visited
the
school
aero
hassle,
PTO,
Beaver
acres,
PTO
I
went
to
the
ESD
innovation
exhibition
at
a
little
high
school
Tom
and
I
went
to
the
dyslexia
at
the
state
level.
Meeting
attended
the
is
be
at
a
school
visited,
ISP
and
I
went
to
the
is
be
PTO,
and
then
this
past
weekend
I
was
at
the
first
color
caucus
board
meeting.
We
actually
have
one.
D
Black
Saturday
on
a
beautiful
Saturday
I,
went
to
the
Terra
Nova
plant
sale
and
I've
never
been
to
turnover
before
so
that
was
really
great
and
the
students
were
very
helpful
and
I
got
some
beautiful
strawberry
and
some
flower
plants,
and
last
month,
when
we
didn't,
if
just
one
of
my
favorite
things
to
do,
is
South
Ridge,
High
School
puts
on
a
living
histories
with
the
veterans
group
all
day
long.
The
students
come
in
the
veterans
speak
and
watching
it
over
five
years
time
we're
getting
fewer
and
fewer.
D
There
was
no
one
there
from
World
War,
two
very
few
from
Vietnam
and
we've
just
how
important
that
is
that
we
provide
that
kind
of
living
history
to
our
students
and,
last
but
not
least,
I
welcome.
All
of
you
to
join
us
tomorrow,
night
at
7
o'clock
after
Golden
Valley
brewery
to
see
election
results.
I.
Thank
all
of
you
for
your
hard
work.
Donna.
Thank
you
for
working
the
phones.
Thank
you
for
canvassing
I.
D
T
Gonna
call
up
Becky
for
all
her
hard
work
on
the
local
option.
Levy,
I
could
say,
I'm
really
proud
to
be
have
sat
in
the
committee
with
you
and
I
am
so
impressed
with
you
and
appreciate
all
you've
done
for
our
kids
in
the
district.
I
also
wanted
to
point
out
that
I
went
to
than
their
K
PTC
meeting
last
week
and
I
could
not
believe
how
many
people
they
have
on
their
committee.
T
They
have
like
over
12
people
and
it's
such
a
small
school,
so
they're
very
engaged
parent
group
and
I
did
hear
some
good
news
that
their
school
is
there.
They
and
I
forgot
what
Heather's
full.
It
was.
It's
a
possible
after-school
program
next
year
through
the
21st
century
abundant
funding,
and
this
will
this
will
be
powerful
for
students
and
the
community
and
I
know
that
Don
had
some
help
with
that.
So
hopefully
they
get
it.
It
sounds
really
exciting
for
them
and
they
do
have
a
really
committed.
A
Thank
you
all
for
your
attention
to
the
agenda
topics
tonight.
I
know
that
it's
been
a
long
day
for
board
members,
but
the
real
work
was
much
before
you
came
to
the
meeting.
So
thank
you
very
much
for
all
that
you're
doing
and
we'll
look
forward
to
seeing
you
tomorrow
night.
This
meetings
adjourned.