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From YouTube: School Board Work Session - March 20, 2023
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A
B
All
right
welcome
everybody
I
called
to
order
the
Beaverton
School
Board
work
session
for
March
20th
2022.
we're
going
to
start
with
a
quick
roll
call
of
board
members.
So
when
I
call
your
name
answer
with
present,
the
first
person
is
Susan
Greenberg
and
she
will
be
joining
us
shortly
via
Zoom
Karen,
Perez
presente
next
is
Eric.
Simpson
Eric
is
excused
tonight.
Sunita
Garg.
C
C
D
B
Timchuk
and
Becky
Tim
Chuck
is
excused
tonight
and
Tom
Collette
I
am
present.
So
the
first
item
on
our
meeting
tonight
is
a
mid-year
update
from
superintendent.
Dr,
balderas
and
I
will
hand
it
over
to
Dr
balderas.
Thank.
E
E
Think
part
of
the
discussion
also
had
to
do
with
you
know
wanting
to
ease
back
into
a
back
to
I,
don't
want
to
say
the
word
normal,
but
going
back
to
post
covid
world
of
education,
and
we
were
able
to
do
that
very
well.
This
year,
I
think
coming
off
of
covet
the
covet
pandemic.
We
still
have
covid
in
the
area
and
we
have
some
administrators
out.
I
heard
today
and
actually
saw
the
day
so
but
wanted
to
really
start
off
with.
This
is
a
really
engaging
supporting
supportive
Community.
E
E
We
have
a
pattern
in
of
History
here
in
his
district
of
having
a
a
system
of
schools
and
previous
superintendents
previous
boards,
who
tried
to
align
it
to
be
a
school
system
and
in
my
33-year
career
in
education
since
measure
nine
major
five
major
five
in
1990
We've
battled
trying
to
figure
out
how
to
fund
schools
because
with
additional
funding,
you
can
actually
have
a
lot
more
autonomy
on
campuses,
because
you
have
more
resources
to
be
able
to
allocate
to
schools
with
restricted
funding.
E
I
think
we
have
to
be
more
systematic
and
more
strategic
in
our
initiatives.
Those
are
the
things
that
I
don't
want
to
talk
to
you
about
a
little
bit
in
terms
of
what
I've,
what
I've
experienced
in
the
district.
First
of
all,
I
appreciate,
being
here
and
Beaverton,
coming
back
home
into
the
district
that
educated
my
two
boys,
we
were
able
to
pass
a
local
Levy.
Thank
you,
Dr,
Perez
and,
and
the
rest
of
the
board
for
your
lift.
E
You
know
no
the
whole
board
as
a
whole,
but
it
would
make
you
temptect
of
the
heavy
lift,
as
well
as
being
one
of
the
leads,
so
Boardman
regard
and
board
member
Perez,
just
a
great
lift,
to
try
and
get
our
community
to
really
understand
the
the
need
for
the
for
the
levy
that
provided
again
over
280
teachers
into
our
school
system.
So
in
a
strategic
planning
process.
E
That's
the
meeting
we
were
just
at
before
this
meeting
and
we're
continuing
to
work
with
our
leadership
team
in
the
broader
Community
to
bring
you
something
here
in
the
in
the
spring
for
adoption
and
but
that's
going
fairly
well.
I
believe
one
of
the
goals
that
we're
working
towards
is
multilingual
expansion
next
year.
We
we
want
to
really
start
off
with
William
Walker,
but
also
we're
looking
at
also
other
languages.
E
I
know
that
we're
going
to
be
resending
a
survey
out
to
community
to
make
sure
we
have
a
solid,
solid
data
set
to
ensure
that
we
understand
the
want
and
need
in
our
community.
We
do
have
a
variety
of
languages.
Again,
we
are
a
very
diverse
Community.
57
of
our
kids
are
kids
from
diverse
backgrounds,
over
100
languages
being
spoken,
and
we
want
to
make
sure
that
we
provide
that
that
support
for
our
students
in
an
asset-based
manner
so
and
by
expanding
multilingual
programs
across
the
system
and
be
have
them
be
more
accessible.
B
B
E
You
thank
you
for
that
again,
so
multilingual
program
expansion,
something
we're
going
to
continue
to
do
as
well
as
continue
the
the
work
that
previous
administration
and
the
board
has
has
focused
on
which
are
preschool
expansions,
we're
going
to
try
and
continue
that
those
those
expansions
specifically
working
toward
the
schools
most
in
need
so,
for
example,
moving
a
program
from
body
slope
to
Hazeldale,
because
the
title
School
more
of
a
need,
but
also
continue
to
expand,
looking
at
a
matrix
where
there
is
a
need
in
the
community.
The
goal
is
to
have
that.
E
Can
this
continuous
working
continuing
of
programming
across
our
system,
which
is
going
to
support
our
students
and
behavior
supports
you
know?
I
know?
We've
heard
a
lot
about
our
supports
out
in
schools
and
we're
going
to
continue
to
do
that,
because
the
mental
health
of
our
students
is,
you
know
essential
for
us
to
con
to
consider
in
funding
and
budgeting
and
Staffing
knowing
full
well
that
we
we're
we're.
We've
been
underfunded
for
a
long
period
of
time.
You
know
this
next
year's
budget,
we're
looking
at
nine
nine.
E
As
long
as
whatever
questions
the
board
may
want
and
again
working
toward
continuance
of
adoptions,
we're
we
have
the
social
studies,
adoption
we're
doing
that
this
year
unit,
one
unit
two
and
hopefully,
and
hopefully
have
it
right
all
ready
for
for
next
year
with
unit
three,
so
NK
K5
and
then
begin
secondary
work
as
well.
E
You
can
have
a
list
of
stuff
I,
just
don't
want
to
keep
talking
about
lists,
but
I
want
to
really
talk
about
kind
of
the
inward
facing
things
that
we're
working
on
as
well.
I.
Think
one
of
the
inward
facing
that's
not
outward
facing
more
in
inside
the
system
are
looking
at
this
alignment
of
programming.
One
of
the
things
the
board
asked
me
to
do.
What
do
you
think
is
needed
here
to
be
a
better
Beaverton
I?
E
Think
one
of
the
things
that's
needed
is
like
I
said
earlier:
we've
been
a
system
of
schools
and
not
a
school
system
as
much
as
we
need
to
be,
and
we
need
the
backbone
of
a
K-12
assessment
system
and
a
K-12
intervention
system.
We
need
to
have
interventions
at
the
primary
Intermediate,
Middle
and
High
School
level
for
both
reading
and
math,
and
that's
something
that
we're
going
to
be
working
towards.
I
know:
Dr,
Cordy
and
staff
are
working
towards
that.
That's
something
that's
needed!
E
That's
a
set
of
central
backbone
element
to
really
support
kids,
and
with
that
we
need
to
get
so.
We
need
the
assessment
system
to
be
able
to
identify
where
kids
are
at.
That
needs
to
be
again
reviewed,
assessed
with
with
all
Partners
our
association,
Partners
teacher,
created
or
purchased,
but
then
have
an
intervention
system
lined
to
that.
So
if
there
is
a
student
that
has
a
math
deficiency,
possibly
in
grade
eight
well,
we
have
an
intervention
for
that
student
and
we
have
data
to
build
a
place
that
student
in
an
intervention.
E
So
again,
just
going
back
to
a
best
practice
system
and
what
I'm
saying
to
you
is
not
anything
new.
It's
not
anything!
That's
controversial!
It's
just
something
we
don't
have
here.
We
don't
have
a
K-12
assessment
system,
so
we
don't
have
the
data
to
be
able
to
put
kids
in
a
an
equitable
manner
into
interventions
that
are
that
they
need
at
the
inner
at
the
primary
Intermediate,
Middle
or
High
School
level.
E
So
that's
something
that's
we're
going
to
be
working
towards,
as
well
as
by
the
biggest
issue
we've
been
working
on
with
Mr
Schofield
over
here
is
our
budget
coming
out
of
Esser.
We
have
decreasing
enrollment
and
we
have
to
wean
off
of
the
federal
dollars
that
are
one-time
dollars
and
that's
something
that
we're
going
to
continue
to
do
not
just
this
year
next
year,
before
September
of
2020
4,
when
it
has
to
be
when
these
dollars
go
away.
So
looking
over
a
mic,
but
these
are
things
that
we
have
to
do
right
now.
E
We
are
working
on
some
reductions
at
the
district
office,
probably
about
three
percent
around
district
office
departments
as
well
as
reduction
in
whatever
area
we
can
so
we're
looking
at
every
Staffing
allocation
Edition
to
see
if
it's
needed
and
and
we're
a
long-term
alignment
to
sustainable
funding
for
these
people.
E
We
have
this
business
process
model.
It's
called
the
Erp,
it's
a
it's
a
resource
planning
system,
that's
over
20
years
old,
and
this
system
is
a
system
that
allows
folks
to
be
able
to
budget
understand
where,
where
HR
practices
are,
for
example,
your
time
sheets,
your
your
vacation,
your
personal
days,
but
also
this
is
how
you
get
paid
if
you
track
some
districts
across
the
country
that
have
really
dated
Erp
systems-
and
there
are
some
models
right
now
that
aren't
that
I
can
speak
to.
E
But
if
they're
old,
they
become
very,
very
ineffective
and
become
volatile
in
terms
of
how
people
get
paid
make
sure
and
we
we
want
to
make
sure
it's
the
number
one
priority
is
people
get
paid
on
the
timely
in
a
timely
basis?
There's
no
mistakes
in
your
paycheck.
There's
no
mistakes
in
your
leave,
and
this
is
something
that,
with
a
dated
system,
as
we
have
down
there's
more
possibility
for
that
to
happen.
E
So
we
want
to
make
sure
that
we're
able
to
update
our
system
and
that's
going
to
take
some
time
and
energy
and
dollars
so
also
working
on
some
standardization
across
the
system,
such
as
technology
purchases
and
Furniture,
more
be
more
centralized.
So
our
our
folks
can
can
ensure
that
we
have
the
right
equipment
for
our
kids
going
back
to
the
budget.
We
I've
stated
before
that.
We're
taught
to
again
our
our
staff
this
morning,
we're
about
89.3
people
in
general
fund
right
now,
89.3
percent
and
that's
above
average
in
in
the
metro
area.
E
These
are
just
high
level
things.
We're
working
on
I
can
go
deeper
into
anything,
but
really
wanted
you
the
board
to
understand
that
we're
doing
quite
a
bit
of
Investigations,
but
also
looking
at
what
else
can
we
do
to
support
our
kids?
I
know.
I
talked
to
a
couple
board
members
regarding
mental
health,
for
example,
and
can
we
look
at
it
a
little
bit
differently
and
look
at
outside
resources
such
as
outside
Partners,
I
know,
I
got
a
phone
call.
I
know.
Dr
Cordy
spoke
to
an
individual
Community
member
that
was
working.
E
That's
that
targets
Affinity
groups
and
making
sure
that
we
have
that
they
can
provide
a
service
as
a
CBO
as
a
community-based
organization
to
be
able
to
support
A
specific
group
of
our
kids,
a
grouping
affinity
group
of
our
kids.
That's
something
that
we're
we're
going
to
try
to
continue
to
have
discussions
and
see
how
we
can
marry
both
our
internal
staff
and
community-based
organizations
to
support
our
kids,
because
I
think
that's
something
that
we
can
that
we
can
do
and
provide
a
little
bit
more
resources.
E
F
Pieces
there's
a
lot
of
work.
That's
happening,
one
of
the
pieces
for
the
budget
for
myself
when
I
think
about
you
mentioned
moving
from
a
system
of
schools
to
more
of
a
school
system
and
with
the
reduction
of
what
I
heard
you
say
was
with
the
reduction
in
funding
that
we
need
to
focus
on
the
alignment
so
that
we
can
actually
afford
be
more
effective
in
the
work.
And
as
we
do,
that
alignment
I
just
I.
F
We
have
our
Sam
model
for
for
Staffing
for
the
money
we
give
to
each
School
and
we've
talked
about
that
alignment
of
like.
Is
it
how
many
people
are
in?
F
Everybody
has
access
to
a
b
or
c,
and
then
our
title
schools
can
use
title
money
perhaps
to
add
on,
and
so
just
thinking
about
with
mental
health,
supports
and
behavioral
supports
for
some
of
our
title
schools
and
some
of
our
schools
that
have
higher
need
in
those
areas
if
there's
a
way
to
align,
so
that
we're
not
taking
away
from
the
title
money
to
add
to
mental
health
and
behavior
so
that
it's
it's
still
equal.
F
But
it's
also
equal
in
a
way
that
maybe
some
people
would
have
a
1.0
instead
of
a
0.5
and
then,
if
they
want
they,
they
still
have
the
mental
health
needs
and
the
behavior
needs
and
the
reading
needs
and
the
you
know.
F
The
list
goes
on,
but
just
thinking
about
equality
in
a
in
a
way
that's
equitable,
knowing
that,
even
though
they
have
some
of
our
schools
have
title
money
that
it
may
not
be
0.5
for
everybody,
but
maybe
some
would
be
one
and
some
would
be
0.5
for
certain
things
that
are
needed
and
then
still
have
that
title
money
to
address
other
needs
that
are
high
needs
that
the
students
have.
F
G
Not
saying
no
carve-outs
like
in
terms
of
like
our
own
and
what
I'm
hearing
is
balance
from
you
making
sure
that
there's
balance,
especially
with
the
title
one
schools
is,
is
that
what
I'm
hearing
you
say,
Karen.
F
E
So
I
appreciate
that
and
I
think
one
of
the
things
I
can
take
back
in
terms
of
if
we
need
to
look
at
the
Sam
model
to
see
if
we
can
put
more
weights
in
the
Sam
model
to
ensure,
because
we're
talking
about
the
Sam
model
is
an
equity
Staffing
model.
And
if
we
need
to
look
at
the
equity
Staffing
model
to
make
improvements
to
it
to
have
additional
weights,
we
can.
We
can
definitely
bring
back
some
proposals
for
the
board.
Possibly
I
could
talk
to
Mike.
G
Following
up
with
Karen
saying,
you
know,
I
look
at
some
of
the
high
schools
that
might
have
less
students,
but
they
have
more
needs
because
they're
students
are,
the
families,
are
socioeconomically
on
the
lower
end
and
I
worry
about
secondary
schools.
Not
getting
their
needs
met
because
we're
a
smaller
school
and
there
isn't
that
same
kind
of
Title
One
for
high
schools.
So
I
just
want
to
ensure
that
our
students
get
their
needs
met
in
the
secondary,
as
well
as
the
primary
schools.
E
No,
absolutely
so
just
making
sure
that
we're
really
overt
and
what
and
how
we
staff
so
I
think
that's
something
we
can
even
present
to
the
board
down
the
road
in
terms
of
just
how
we
staff
and
re
and
revisit
the
Sam
model,
with
the
board
to
ensure
that
you
know
how
we
got
there
and
there's
little
I'm
learning
a
lot
about
being
here
in
Beaverton.
So
there's
little
Sam,
big
Sam
and
those
are
just
not
brothers.
E
So
those
are
those
are
a
smaller
group
and
a
bigger
group
that
involves
more
Association
partners
and
I
can
provide
something
for
the
board
in
terms
of
just
what
that
looks
like,
and
what
what
different
iterations
that
big,
Sam
and
little
Sam
had
gone
through.
So.
G
I'm
thrown
off
right
now,
people
looking
at
high
schools
being
the
same,
but
knowing
that
there's
high
schools
that
are
losing
population,
is
it
possible
within
those
high
schools
that,
even
if
they
have
the
same
model
that
maybe
there
might
be
some
other
entity
within
their
high
schools
that
could
use
the
space
so,
like
the
students
there
more
opportunity
for
other
programs
to
be
in
those
high
schools?
Is
that
something
that's
a
possibility.
E
I
think
anything's
a
possibility,
I
think
it
depends
on
on
space
and
what
that
could
look
like,
because
there's
a
lot
of
school
within
School
models
that
we
have.
You
know
we
have.
You
know
I,
think
one
school
when
I
arrived
here,
I
had
roughly
90,
kids
or
so
and
had
a
staffing
where
it
was
heavily
staffed.
E
Is
it's
going
to
be
continued
decline
over
some
time,
so
our
goal
is
to
create
more
opportunities
and
more
of
these
magnet
type
of
programs
to
really
try
to
attract
more
families
into
the
system.
So
that's
one
of
our
goals
for
for
some
of
this,
so
we
have
a
lot
more
language
opportunities,
a
lot
more
Alliance,
CTE
Pathways,
for
example.
E
You
know
our
goal
is
that
that
we
were
able
to
bring
back
more
of
our
kids
and
maybe
are
not
currently
are
being
homeschooled
or
are
maybe
left
for
a
bit
that
that
make
our
schools
more
attractive.
So
to
your
point,
I
think
there's
a
lot
of
opportunity
out
there
for
some
magnet
programs
across
our
system.
You
know,
for
example,
I
know
that
we
have
wait
lists
for
ISB.
We
have
wait
list
for
agma,
you
know.
Can
we
look
at
that
and
say
hey?
Do
we
have
a
different
program?
E
That's
like
those
programs
to
attract
more
kids.
I
know,
that's!
There's,
there's
pros
and
cons
to
everything,
because
you're
taking
some
of
the
kids,
maybe
from
our
comprehensives
into
these
programs,
but
at
the
end
of
the
day,
it's
about
meeting
kids
where
they're
at
meeting
their
needs-
and
there
are
kids
I.
Think
that's
the
one
thing
that
that
for
consideration
and
I
think
that
would
allow
us
to
maybe
bring
back
more
of
our
families
if
we've
lost
them
for
homeschooling
during
the
pandemic.
B
F
With
the
different
pieces
you
mentioned,
like
multilingual
expansion,
preschool
expansion,
behavior
supports
and
mental
health
supports
the
social
science
adoption
alignment,
CTE
programs
I'm
wondering
if
those
are
included
in
our
strategic
plan,
so
I'm
just
so
I
want
to
see
that
to
make
sure
that
you
know
if
those
are
things
that
we're
moving
forward
on.
Those
are
things
that
are
in
our
strategic.
E
Plan
they
will
be
and
I
think,
that's
part
of
the
board
discussion
in
terms
of
what
what
we
focus
on
year,
one
two
and
three,
because
we
can't
do
everything
you're
one,
because
everything
costs
money,
but
for
one
of
our
goals
and
I've
been
saying
this
really
loudly
publicly
is
the
three
areas
that
that
I'm
going
to
continue
to
focus,
focus
on
as
a
superintendent
and
make
my
recommendation
for
budgeting
purposes
or
multilingual
expansion.
Continue
our
Pre-K
programming,
which
the
board
and
previous
administration
did
a
phenomenal
job
of.
E
You
know
I
talked
to
PCC.
Last
week
we
met
with
Portland
Community
College
last
week
regarding
how
do
we
better
align
to
have
fluid
access
for
enrollment
at
PCC
and
have
our
kids
fill
out
the
financial
aid
forms
on
our
campuses,
so
in
my
dream,
world
every
one
of
our
seniors
would
be
able
to
have
their
financial
aid
forms
filled
out,
completed
on
our
campuses
and
then
have
automatic
acceptance
into
PCC
and
and
then
automatic
and
working
with
PSU.
So
they
have
a
local
package
if
they
want
to.
E
You
know:
Phoenix
una
Phoenix
Union
has
us
right
now
with
weather
local
universities
down
in
Phoenix
Arizona,
where
it's
you,
kids,
yeah,
Phoenix,
Union,
High
School.
It's
one
high
school
20
high
schools
in
Phoenix,
and
they
have
this
automatic
and
their
superintendents
I
know
is
one
of
the
things
where
it's
an
automatic
through
line,
so
kids
in
Phoenix
they
have
their
financial
aid
package
and
they
have
automatic
admittance
they
qualify
and
that
just
provides
that
eliminates
a
barrier
for
kids.
E
So
the
question
that
I
know
I'm
working
with
staff
on
is:
how
do
we
eliminate
barriers
for
kids
for
post-secondary,
because
post-secondary
also
doesn't
mean
an
AAA
in
a
BS
or
ba?
It
means
a
certificate
program,
maybe
badging
they
can
go
into
the
workforce.
You
know
there's
a
lot
of
opportunity.
You
know
education
is
changing
and
careers
are
changing.
So
how
do
we
make
sure
that
we
look
at
all
these
programmings
for
kids
to
make
sure
that
we
get
them
to
where
they
want
to
be
I,
know,
there's
a
question
on
that
too.
Sunita.
C
Yeah,
thank
you
for
all
the
information
that
you're
providing
us.
It's
very
helpful.
I
heard
you
say
that
there
are
programs
where
we
have
waiting
lists
like
ISB
and
agma
and
you're
looking
into
growing
those
programs.
So
in
what
do
you
foresee?
Do
you
foresee
that
growth
in
those
programs
in
the
next
year
the
year
after?
How
do
you
see
that
and
how
big
is
the
demand
I.
E
That's
a
great
question
and
I
think
this
is
a
multi-year
solution.
So
right
now
we
have,
for
example,
akma
in
one
location
you
know
kind
of
looking
at.
Can
we
have
a
similar
program
or
a
like
program,
a
light
program
on
the
other
side
of
our
district?
Much
like
ISB.
We
talk
about
ISB
being
right
now
and
currently.
Kind
of
a
dated
building
is
one
of
the
questions
from
from
Susan
mentioned.
Can
we
move
a
program
into
another
school?
That's
a
possible
and
we
could
do
a
lot.
E
We
just
need
a
long-range
planning
to
make
sure
that
we
have
space
for
the
growth,
because
again
and
also
again,
these
are
a
lot
of
our
own
kids.
So
if
we
open
up
a
program
and
they're
the
secondary
program,
that's
very
popular,
like
akma,
there's
going
to
be
a
reduction
at
the
high
schools
force
and
so
there'll
be
less
there'll,
be
more
space
at
our
current
comprehensives,
so
I
think
we
also
need
to
be
really
conscientious
in
terms
of
what
that
looks
like
in
the
rollout.
So
the.
C
E
So
this
is
this
will
be
in
front
of
the
board,
not
not
not
right
now,
but
in
but
again
it's
an
idea
that
that
we're
talking
about
internally
in
terms
of
can
we
have
additional
programming.
If
there's
a
need
for
programming
right
now,
it
seems
like
we're
not
meeting
the
need,
because
there's
wait
list.
E
So
how
much
can
we
provide
to
ensure
that
we're
meeting
the
needs
of
our
kids,
because,
if
there's
like,
for
example,
200
kids
that
want
to
get
into
actma
but
can't
get
in
or
ISB
and
can't
get
in?
Well,
there's
a
there's:
there's
a
want!
So
can
we
either
do
that
at
our
comprehensives
or
in
another
program,
because
there's
a
want
to
get
in
those
programs.
D
Yes,
thank
you
for
all
the
information
on
your
shed
guys.
So
this
is
a
follow-up
to
sunita's
question
I'm
going
to
ask
this
question
before
I:
ask
more
questions.
Now
you
mentioned
that
students
are
on
a
witness
for
the
ISB
program
and
the
act
math
program.
Why
is
the
wet
list
happening?
Is
it
due
to
space.
D
Okay,
so
we
also
mentioned
that
we
can
develop
a
new
program
if
there
is
a
space
for
that
program
in
a
different
and
a
different
school
or
in
a
different
space,
would
will
those
programs
still
retain
the
name
akma
ISB,
or
is
it
going
to
be
an
entirely
different
program
that
replicates
the
same
type
of
services,
offered
the
same
type
of
educational
fraud
and
ISB
and
agma.
E
So,
thank
you
for
that
question
and
I.
I
think
what
we
would
do
is
look
at
all
the
possibilities
and
bring
you
some
some
some
models
for
consideration,
because
I
know
there's
School
within
School
models
for
certain
programming,
so
we
can
have
right
now
and
looking
at
you
know
what
what's
the
attraction
to
these
programs
and
can
we
provide
that
attraction
or
local
comprehensives
or
does
it
have
to
be
a
separate
School
in
itself,
because
I
think
some
of
the
times
is
a
school?
E
Has
every
school
has
its
own
culture
and
some
kids
want
to
go
there
because
of
that
school
culture.
So,
when
I
go
to
akma,
it
has
a
certain
School
culture
if
I
go
to
Westview
different
cultures,
Southridge
different
culture,
so
some
kids
are
attracted
to
the
culture
and
also
the
academics.
So
I
think
the
goal
is
to
look
at
what
the
kids
are
asking
for
and
seeing
how
we
can
deliver
on
what
the
community
and
our
students
are
asking
for
within
our
school
system.
B
F
For
me,
all
these
ideas
seem
great
and
again,
I
just
want
to
go
back
to
making
sure
that
they're
in
our
strategic
plan
and
that
we
have
a
long-range
plan
so
that
we
can,
you
know,
be
transparent
with
our
community
and
our
staff
and
our
students
and
have
that
voice
of
our
community
as
part
of
the
process.
I
know
they
have
been
a
huge
part
of
the
strategic
planning
process,
so
I'm
still
I.
F
I
can't
speak
to
that,
because
we
haven't
seen
the
whole
plan
yet,
but
I
look
forward
to
seeing
that
and
just
making
sure
it's
all
of
our
dreams
are
connected
to
that
strategic
plan
and
the
long-range
planning.
So.
E
So
this
is
me
on
my
soapbox
a
little
bit
so
I
I
believe
Beaverton
is
leading
in
terms
of
what
we're
looking
at
for
proficiency
education,
but,
like
do
kids
know
what
we,
what
we're
teaching
them,
and
but
also
this
agrarian
calendar
has
always
been
a
bother
for
me.
You
know,
I'm,
being
a
former
Farm
worker
myself
is
I,
don't
see
a
lot
of
kids
right
now,
working
the
Farms
anymore,
as
they
did
years
ago
in
this
area,
because
they
remember
in
Hillsboro
and
Forest
Grove
when
they
worked
a
lot
of
the
nurseries.
E
So
looking
at
different
models
for
kids
and
schools,
Without
Walls
also
is
be
able
to
share
kids
across
campuses
so
that
if
we
can't
staff,
for
example,
on
IB
or
an
AP
Calculus
teacher
in
every
High
School
can
we
have
a
manner
using
the
technology
that
we
have
to
be
able
to
offer
that
that
class,
maybe
at
Sunset
high
school
but
kids
from
all
the
high
schools
or
a
couple
high
schools
can
attend
with
that
Class
via
technology
with
an
assistant
I
know,
Tennessee
has
different
I
mean
so
I'm
just
talking
to
a
lot
of
different
superintendents
and
just
looking
at
ideas
to
how
we
remove
barriers
for
kids,
so
I
think
that's
one
of
the
things
that
Dr
cord
is
working
towards
as
well
is
what
are
the
ways
that
we
can
utilize
our
current
technology
to
remove
barriers
to
provide
more
kids
access
to
core
content
across
our
mid-sized
District
Susan.
G
Hearing
this
this
brings
my
joy
to
my
ears.
Just
so
you
know
that,
because
man
I've
been
all
about
this
for
a
long
time
so
kind
of
speaking
to
that
I,
don't
know
how
many
years
ago
this
was,
but
there
was
a
it
was
probably
around
2014.
There
was
a
long-range
plan
that
was
done
Carl
and
a
lot
of
these
things
that
you're
talking
about
are
in
this
long-range
plan.
G
H
G
E
So
something
so
I
appreciate
that
comment,
because
we
will
look
at
everything
that
we've
had
before,
because
again,
what
I'm
saying
is
it
new?
But
how
do
we?
Because
what
what
kovid
provided
was
an
opportunity
also,
it
was
an
opportunity
we
wanted,
but
it
was
an
opportunity
right,
an
opportunity
to
really
look
at,
so
we
were
able
to
get
technology
into
every
kid's
hands,
not
just
here
but
across
the
country
across
the
world.
E
If
you're
an
administrator
I
mean
look
at
us
having
Zoo
meetings
now
we
have,
you
can
have
a
you
can
be
virtual,
and
so
this
is
an
opportunity
for
us
to
leverage
our
technology
to
really
look
at
ways
to
again
be
able
to
provide
access
and
inclusion
for
more
kids.
And
how
do
we
do
that?
E
B
I've
got
a
follow-up
question
for
that,
just
in
terms
of
like
facilities,
goals
and
and
where
we're
headed
there
in
the
next
couple
of
years
and
I
know
that
one
of
the
things
that
we
were
working
on
was
getting
our
building
seismically
sound,
so
that
I
think
it's
2032.
It
could
be
a
little
bit
later
than
that.
We
we
have
a
goal
of
trying
to
get
all
of
our
buildings
there
and
just
wondering
about
where
that
work
fix
fits
in
with
all
of
the
other
work
that
you.
E
So
that's
our
bond
work
that
led
by
by
by
Dr
made
and
his
phenomenal
Department
that's
doing
a
lot
of
leg.
Work
on
on
a
couple
of
builds
right
now,
so
I
know
the
one
thing
that
this
board
has
done
in
previous
bonds
is
be
able
to
allocate
the
resources
to
have
our
buildings
built
to
a
certain
standard,
and
that's
something
we're
going
to
continue
to
do
the
retrofit
I.
E
H
Yes,
great
question
Tom
appreciate
it,
so
we
are
continuing
with
our
work
for
seismic
improvements
and
we're
targeting.
We
refer
to
them
as
a
Parks,
Highland
Park
that
series
of
middle
schools
in
this
Bond
and
still
actively
pursuing
grants
from
the
state
to
couple
those
with
our
bond
dollars
to
stretch
them
even
further.
H
So,
for
example,
I'll
use,
Mountain
View
as
an
example
we're
moving
forward
with
seismic
improvements
at
Mountain
View,
but
at
the
same
time
we're
coupling
that
with
a
roof
replacement,
so
that
we
can
do
that
work
all
at
the
same
time
and
ultimately
save
the
district
money
and
resources
and
doing
those
projects
at
the
same
time.
B
H
Excuse
me
in
terms
of
where
we're
going
as
a
school
district
as
you're
well
aware,
our
enrollment
has
dropped
over
the
last
couple
of
years,
and
so
we
need
to
engage
in
some
pretty
deep
conversations
with
the
school
board
about
what
that
means.
Potentially
consolidation
in
the
future,
and
what
does
that
look
like
for
us
as
a
school
district
as
we're
tearing
down
rebuilding
Beaverton
high
school
as
well
as
Raleigh
Hills,
Elementary
School?
H
So
those
are
conversations
we'll
need
to
be
engaging
in
in
the
near
future
and
again
looking
at
our
high
school,
while
our
high
schools
still
are
full
as
we
look
at
those
numbers
across
our
populations
across
the
district,
we're
going
to
start
to
see
those
numbers
go
down
over
time,
so
leaning
into
Susan's
inquiry
about
so
should
we
be
looking
at
other
programs
or
others
type,
not
programs,
but
schools
act,
my
ISB
and
the
sort.
Is
there
an
alternative
for
those
and
that's
certainly
part
of
the
conversation.
We
need
to
engage
with
the
board.
E
So
in
the
future
you
know
with
decline,
enrollment
we
do
have
space
and
there
will
be
an
understanding
because
there
is
savings
through
consolidation.
But
that's
something.
That's
going
to
take
a
lot
of
community
input,
a
lot
of
community
meetings
and
a
lot
of
conversations
with
the
school
board,
because
this
is
something
that
people
move
to
locations
because
of
schools
a
lot
of
times
so
just
making
sure
that
we're
very
thoughtful,
very
intentional
and
as
transparent.
D
E
I,
just
have
a
lot
of
detail
that
you
know
that
you've
seen
before
in
a
Friday
memo,
but
details
regarding
specific
programmings,
but
in
general
I
think
the
Strategic
plan
will
drive
everything
so
I
think
it's
really
essential
for
the
school
board
to
take
a
look
at
that
and
look
at
you
know
our
recommendations
and
and
our
funding
for
what's
in
year,
one
once
in
year,
two
three
and
four
and
five
because
whatever
we
put
in,
we
have
to
be
able
to
make
it
sustainable.
E
We
don't
want
to
start
something
to
not
be
sustainable
and
I.
Think
that's
one
of
the
things
that
we
learned.
Every
district
is
facing
right
now
because
of
Esser
being
gone
in
2024
September.
2024
is
a
lot
of
those
things
that
were
maybe
programs
or
people.
You
know
they're
struggling
every
District's
struggling
to
find
a
way
how
to
keep
a
good
thing
going
as
long
as
they
can
and
what's
the
funding
stream
so
make
sure
it's
sustainable.
E
That's
why
I
always
Advocate
as
much
as
I
can
every
time
I
know
this
board
does
as
well
is
to
continue
to
talk
to
Salem
about
appropriate
funding
levels,
because
it's
not
you
know
when,
when
you
have
people
coming
to
board
meetings
advocating
for
positions
well
we're
advocating
for
positions
too.
So
it's
it's
not
US
versus
us.
It's
it's
really.
It
just
makes
sure
that
we're
loud
about
the
need
in
our
school
system,
because
I
think
that's
the
one
thing
that
I've
learned
over
the
years
is
you
know
everybody
that
comes
to.
E
You
is
right
because
that's
their
live
reality
they're
right.
So
how
do
we
ensure
that
the
people
making
decisions
in
Salem
understand
what
the
needs
are
locally
and
and
I
appreciate
the
board
members
advocacy
in
Salem
and
making
sure
that
our
elected
officials
who
are
working
on
budget
understand
the
needs
are
in
our
schools
because,
again,
I
think
what
you
hear
is
is
all
right
from
people
I
mean
no
one's
going
to
argue
that
we
don't
need
X,
Y
and
Z.
The
question
is:
if
we
have
a
dollar,
how
do
we
split
that
dollar?
E
I
E
Right
now,
hours
a
day,
talking
budget,
it's
top
of
mind,
and
it's
tough
because
budget
again,
when
you
talk
about
almost
90
of
our
budgets,
people
budget
is
people.
Budget
is
people,
and
we
take
that
very
seriously
because
it's
his
livelihoods.
This
is
this
is
this
is
very
difficult
conversations
and
that's
why
these
These
are
really
personal,
because
we
want
to
make
sure
that
we're
doing
the
best
to
keep
the
people
that
we
have
working
in
front
of
kids
and
when
I
say
closest
to
the
classroom.
E
G
And
looking
at
it
from
the
lens
of
we
just
had
the
Levee
pass
and
people
are
looking
like.
Well,
we
just
passed
the
levy.
How
could
we
be
cutting
teachers?
You
know
I
I
could
see
how
our
community
would
be.
You
know
like
educating
that
you
know
we
all
need
to
be
going
and
writing
letters
to
our
representatives
to
to
say:
don't
you
know
fund
us
under
10.2
billion
as
a
state,
because
it's
it's
not
local,
it's
Statewide
that
the
issue
is
and
somehow
we
need
to
commute.
B
This
is
our
work
session
on
on
discipline
data
tonight,
as
opposed
to
the
earlier
work
session
we
have,
which
was
our
mid-year
update.
I
will
do
a
quick
roll
call
of
board
members
answer
present
when
I
call
your
name
Susan,
Greenberg,
Karen,
Perez,
presente,
Eric
Simpson
is
excused
Sunita
Garg,
present
Uganda
and
Anaya
present
Becky
Tim
check
is
excused
and
Tom
Collette
I
am
here.
So
with
that
I'm
going
to
hand
it
over
to
Dr
balderas
for
our
presentation.
E
So
they
can
really
want
to
appreciate
all
the
instructional
staff
being
here
tonight
and
I
want
to
just
also
congratulate
Danielle
Hudson,
be
named
the
new
superintendent
in
clatskan
eye
School
District.
So
thank
you.
We
missed
and
she'll
do
a
phenomenal
job
at
classical.
So,
but
with
that,
we'll
turn
over
to
Dr
Cordy
who's
gonna
lead
the
team
in
his
presentation.
I
I
Our
conversations
with
is
a
reminder
about
our
Equity
lens,
and
so
you
will.
You
will
see
that
in
the
packet
that
we
shared
with
you
this
evening
and
just
as
a
reminder
about
what
what
those
elements
are.
The
first
question
that
we
ask
ourselves
whose
voice
is
and
isn't
represented
in
this
decision,
the
second
one
who
does
this
decision
benefit
or
burden?
The
third
is
this
decision
in
alignment
with
the
BSD
Equity
policy
and
the
fourth
is:
does
this
decision
close
or
widen
the
access,
opportunity
and
expectation
gaps?
I
Go
to
the
overview
side,
we'll
be
able
to
see
the
the
basic
elements
and
and
topics
that
we're
going
to
be
covering
tonight,
and
it
really
will
be
in
in
this
order.
We're
going
to
start
off
with
some
foundational
ideas
and
and
really
then
address
and
engage
in
a
conversation
with
the
board
or
around
the
supports
related
to
behavioral
health
and
wellness,
responding
to
student,
behavior
and
administrator
professional
guidance,
and
then
we're
going
to
look
at
the
data
and
have
a
discussion,
and
so
before
we
before
I
hand.
I
The
conversation
over
to
Mr
struck
Meyer.
There's
a
few
points
that
I'd
like
to
share
with
you
to
provide
even
more
even
more
context
as
we
as
we
enter
into
this
evening.
So
student,
behavior
and
and
the
school
response
to
that
behavior
is
an
important
responsibility
for
each
of
our
administrators
and
our
leaders
strive
every
day
to
really
balance
the
needs
of
individual
students
with
the
needs
of
the
broader
School
Community.
I
I
I
The
data
that
we're
sharing
with
you
identifies
some
areas
where
things
have
improved
over
the
past
year
and
also
some
areas
where
we
continue
to
have
work
that
we
need
to
do
so.
It's
important
to
celebrate
those
those
accomplishments
and
improvements,
but
it's
it's
equally,
if
not
more
important,
to
also
focus
on
where,
where
do
we
need
to
improve?
And
what
does
that
look
like?
I
We
have
done
significant
work.
The
team
has
around
student
expulsions
and
you
will
see
evidence
of
that
this
evening,
and
and
last
year
we
know
there
was
a
focus
and
and
understandable
concerns
about
some
of
the
of
the
things
that
were
going
on
at
the
middle
level.
Our
middle
schools
have
implemented
character,
strong
and
the
adopted
Behavioral,
Health
and
Wellness
curriculum,
and
it
is
an
important
strategy
to
provide
students
with
key
strategies
in
regulating
their
behavior
and
we're
seeing
evidence
that
that
is
making
a
difference.
I
We've
also
really
provided
our
building
Leaders
with
opportunities
to
engage
in
professional
development
and
to
collaborate
and
and
also
to
calibrate
their
approach
to
student
Behavior
this
evening,
we're
going
to
start
our
time
by
sharing
with
you
all
of
the
efforts
and
care
that
goes
into
supporting
our
students.
We
know
that
you're
going
to
have
questions
along
the
way
and
we
want
to
hear
those
and
we
want
to
engage
in
a
conversation
with
you
about
those
questions
and
thoughts
that
you
have.
We
would
ask
our
our
presentation.
I
Our
slide
deck
is
sort
of
divided
into
two
parts.
The
first
part
is
a
lot
of
background
sharing
with
you
the
supports
that
we
have
in
place
and
if,
if
it's
possible,
to
share
to
share,
wait
to
share
your
questions
or
ask
your
questions
until
the
end
of
that
that
first
phase,
we
believe
we
might
be
answering
some
of
your
questions
as
we
go
so
we're
in
an
effort
to
be
more
efficient
with
our
time.
Your
time
we'd
ask
you
to
just
consider
waiting
to
ask
your
questions
about
that.
I
J
Good
evening,
I
have
two
parts
that
I'm
going
to
share
with
you.
One
is
the
foundational
ideas
and
beliefs
that
we
have
that
we
work
to
instill
in
our
administrators
as
they
work
with
students
and
their
families,
and
then
our
approach
to
interrupt
harm
and
to
address
behaviors
when
they're
problematic.
J
So
these
are
the
the
ideas
we
strive
for
Equitable
student-centered
practices
around
student
Behavior
and
an
important
step
is
that
we
proactively
teach
behavioral
expectations
to
all
students
and
we
emphasize
practices
that
prevent
problems
from
happening
in
the
first
place
and
as
a
system
we're
committed
to
knowing
the
whole
child
and
supporting
their
growth
and
development
relationships
are
at
the
heart
of
our
work,
with
students
and
non-exclusion
is
always
our
first
response
to
problematic
Behavior
and
each
year
as
part
of
our
contractual
obligations.
All
schools
review
student
conduct
plans
with
tiered
supports
for
students.
J
J
J
Our
response
to
behavior
must
consider
the
context
and
the
severity
of
the
behavior
and
the
student
code
of
conduct
provides
guidance
for
appropriate
actions
to
interrupt
harm
and
and
to
support
learning
to
prevent
the
behavior
from
happening
again.
Our
approach
to
discipline
is
focused
on
restoring
relationships
and
returning
to
the
learning
environment.
J
Decisions
to
exclude
students
are
a
last
resort
and
they're
thoughtfully
implemented.
Parents
and
families
are
critical
Partners
in
supporting
student
Behavior,
and
we
know
for
every
behavioral
incident.
There
is
a
child
and
a
story
and
it
represents
the
hopes
and
dreams
of
their
family.
It
also
represents
the
thoughtful
care
that
our
Educators
undertake
to
create
safe
learning
environments
for
all
of
our
students.
J
Each
and
every
incident
calls
for
a
thoughtful
and
meaningful
response
by
Educators.
This
takes
time
and
deep
knowledge
of
the
individual
needs
of
each
learner,
and
we
have
a
highly
trained
and
very
thoughtful
group
of
Administrators
in
our
buildings.
They
are
there
to
support
our
students,
our
families
and
staff.
K
Good
evening,
it's
with
great
pleasure
to
be
here
tonight
to
highlight
the
work
that
we
have
done
around
Behavioral,
Health
and
Wellness
over
the
last
11
years
in
this
District.
So
if
we
go
ahead
and
start
on
this
timeline
here
we
look
back
to
the
2012-2013
school
year.
During
that
time
we
only
had
prior
to
that
we
had
three
social
workers.
In
the
district
that
year
we
reduced
all
three
social
workers.
We
had
a
significant
reduction
in
counselors.
K
We
had
no
counselor
tosa,
so
we
were
operating
in
a
pretty
lean
system
with
multiple
teacher
reductions
happening
at
the
same
time,
but
through
the
support
of
the
school
board,
our
superintendents
and
the
teaching
learning
department
and
the
advocacy
of
our
principals
and
our
staff,
we've
been
able
as
a
district,
to
really
invest
and
look
at
the
needs
of
our
students
from
a
whole
student
approach.
Looking
at
both
the
behavioral
health
and
wellness
needs,
as
well
as
our
academic
needs.
K
So
if
you
look
at
the
slide,
it
goes
through
to
2017,
and
some
of
the
biggest
things
to
think
about
is
that
in
you
know,
2012-13
we
really
had
very
limited
support
and
had
reduced
our
support
around
the
behavioral
side
and
the
emotional
side
for
our
students.
Then
in
2014-15
we
were
able
to
do
a
white
paper
research
where
we
looked
at
the
amount
of
behavioral
needs
that
were
happening
in
our
schools.
We
had
counselors
and
school
psyches
and
teachers
generate
data
around
what
was
impacting
our
students
and
what
was
happening
with
them.
K
So
through
that
we
became
began
an
internal
budget
team
Edition
where
they
were
strategic
investments
in
the
district
to
support,
and
at
that
point
we
were
able
to
add
some
central
office
supports.
We
added
five
social
workers,
we
added
College
and
Career
Readiness
counselors,
and
we
implemented
for
the
first
time
a
BSD
Suicide
Prevention
protocol.
K
So
through
that
work
we
from
there
we
have
continued
to
add
and
grow
the
work
that
we're
offering
to
students
to
hopefully
reduce
the
behavioral
needs
and
support
the
academic
needs
of
our
students.
If
we
knew
move
to
the
next
slide,
what
you'll
see
is
that
we
had
our
biggest
investment
really
start
or
planning
for
investment,
starting
in
the
2019-20
school
year.
K
With
the
addition
of
the
student
investment
account
and
the
plan
there,
we
had
a
mental
health
task
force,
we
had
mental
health
focus
groups
and
we
had
Student
Success
teams
which
are
now
or
we
were
starting
to
build
Student
Success
teams
which
are
now
known
as
their
behavioral
health
and
wellness
teams.
So
there
was
quite
a
bit
of
work
that
went
in
in
the
2019-2020
school
year
to
identify
how
we
were
going
to
address
the
needs,
the
behavioral
needs
of
students.
K
Universal
level
of
social
emotional
learning
supports
and
then
that
group
has
continued
on
to
phase
two
which
I'm
looking
forward
to
sharing
with
you
at
a
later
board
meeting,
which
we'll
talk
about
tier
two,
so
next
level
interventions
tier
three
and
special
education.
Just
like
Mr
struckmeyer
said
we
address
behavior
and
discipline
in
a
leveled
system.
K
So
what
I'm,
looking
forward
to
coming
forward
to
you?
This
road
is
not
ending.
It
will
continue
and
we're
really
looking
forward
to
coming
forward
with
our
official
Beaverton
School
District
multi-tiered
system
of
support
around
Behavior,
as
we
look
at
having
a
true
plan
for
how
we're
going
to
support
our
students
and
gather
data
and
assess
students
to
maintain
to
see
how
they
are
progressing
next
slide.
K
So
if
you
go
ahead-
and
you
see
this
data
that
we
have
here,
if
you
look
back,
you
can
see
starting
the
prior
to
2021-22,
we
have
no
behavioral
data
in
terms
of
who
was
supporting
our
students
that
intervention
early.
All
we
had
was
discipline
data.
So,
as
you
can
see,
as
of
this
year,
at
the
semester
we
had
over
8
000
students
who
are
referred
to
behavioral
health
and
wellness
staff
members.
Those
are
social
workers,
Student
Success
coaches,
School
support,
Specialists
nurses,
School
psychologists,
counselors
It's,
a
wide
range
of
a
multi-disciplinary
team.
K
The
other
thing
you
can
start
to
see
is
that,
ultimately,
we
did
see
a
decrease
in
our
sexual
incident
response
protocols
last
year.
But
if
we
stay
on
track,
we
will
have
almost
190
sexual
incident
response
responses
that
take
place
in
the
district.
We
will
have
almost
230
student
threat
assessments
and
over
a
thousand
suicide
screenings
that
we
will
be
looking
at
with
the
addition
of
her
staff
and
then
their
their
integration
into
the
school
teams
with
their
teachers.
K
They've
really
been
able
to
identify
the
students
who
need
help
and
intervention,
and
we
finally
have
a
system
to
track
that
next
slide.
Please.
So
one
of
our
next
big
updates
was
around
substance.
Use
I'll.
Have
you
go
to
the
next?
Oh,
it's!
Okay!
Oh
no
worries,
okay,
so
we
changed
in
the
spring
of
2022.
We
updated
our
student
code
of
conduct,
in
particular
around
substance
abuse,
and
at
that
time
we
removed
the
requirement
to
suspend
or
expel
students
on
their
first
offense.
K
K
So
we
emphasized
a
health
and
wellness
approach
and
through
that
we
partnered
it
was
our
first
Mental
Health
Partnership
with
LifeWorks
Northwest.
In
order
to
we
had
a
system
when
students
had
an
offense
that
they
also
then
had
to
go
through
an
intervention
diversion
program,
but
it
was
just
online.
It
was
pretty
independent
and
if
you
didn't
complete
it,
then
you
would
be
expelled,
so
I
didn't
really
get
to
the
root
of
the
problem
or
any
of
those
pieces.
K
And
then,
if
I
was
a
parent
and
I
couldn't
afford
a
substance
use
assessment,
then
my
student
might
get
expelled
because
I
couldn't
do
that,
so
we
partnered
with
LifeWorks
Northwest
and
were
able
to
start
sending
students
to
them
for
substance,
use
assessments
and
we've
been
partnering
with
them
again
this
year.
So
as
I
mentioned,
we
have
four
and
a
half
substance,
use
Specialists
and
a
full-time
bilingual
facilitator,
and
our
bilingual
facilitator.
K
K
We
are
also
then
partnering
with
Lifeworks
at
Northwest,
because
we
can
do
an
initial
assessment
of
the
student
and
if
they
need
substance,
use
disorder
possible
counseling,
we
can
refer
them
to
Life
Works,
who
then
can
get
them
in
their
system
for
help,
and
then
we've
also
been
partnering
with
other
districts
in
the
area
and
Washington
County
Department
of
Health
and
Human
Services
around
the
support.
So
we
can
have
a
more
robust
traction
as
we're
addressing
this
issue.
K
K
So,
if
we
look
and
we
go
on
to
look
at
our
LifeWorks
Northwest
substance
use
assessment
data,
you
can
see
a
decline
this
year
in
our
referrals
there,
with
the
use
of
our
substance
use
Specialists.
But
what
you
can
you
can
see
is
that
the
students
who
are
going
there
are
being
referred
for
an
assessment
for
substance
use
disorder
and
in
some
cases,
are
getting
enrolled
with
LifeWorks
Northwest.
We
are
seeing
supports
needed
at
the
middle
school
level
and
the
high
school
level
across
the
board.
L
All
right,
good
evening,
nice
to
see
you
all
thanks
for
having
us
tonight
so
I'm,
moving
on
to
talk
a
little
bit
more
about
just
how
we
respond
to
student
Behavior,
how
we
support
and
principles
support
children
when
they're
at
school
and
when
they're,
when
they're
behaviors
that
happen,
that
need
some
sort
of
attention
and
so
I
want
to
take
a
little
time
right
up
the
top
here
to
orient
you
to
the
student
code
of
conduct.
So
this
is
the
student
code
of
conduct.
L
It
is
online,
it's
a
it's
a
really
powerful
resource,
and
so
I
wanted
to
take
a
little
time
here
tonight
to
just
Orient
you
to
to
what
is
in
the
code
of
conduct
and
how
it
frames
our
work.
It
is,
as
Dr
Cordy
said,
it's
a
shared
document
that
applies
to
all
students
at
all
times,
while
they're
a
Beaverton
student
and
it
guides
and
Frames
all
the
discipline
that
happens.
K-12.
L
The
goal
of
the
work
in
schools
as
it's
specifically
related
discipline
practices
are
to
ensure
a
safe
and
respectful
learning
environment
that
all
are
treated
fairly
and
that
there
is
consistency
and
that
any
discipline
is
done
is
done
in
a
non-discriminatory
manner
to
ensure
that
parents
are
engaged
as
authentic
partners
and
that
all
School
staff
provide
effective
and
safe
teaching
and
learning
environments.
To
this
end,
and
if
you
look
at
the
code
of
conduct,
it
says
the
introduction.
L
We
also
know
that
each
time
there
is
behavior
that
calls
for
some
level
of
discipline
that
there
are
mitigating
circumstances
that
Mr
struck
Meyer
talked
about
earlier.
We
think
about
the
age
of
the
child.
The
conduct
I
mean
the
context
of
the
situation.
Does
the
student
know
and
understand
what
the
rules
are?
Is
there
some
other
factor
or
disability
that
is
impeding
the
child
in
their
decision
making?
L
When
you
look
inside
the
code
of
conduct,
you'll
see
that
there
are
38
described,
conduct
offenses
and
for
each
area
there's
a
description
that
outlines
the
nature
of
the
behavior
or
offense
and
that
each
fence
offense
there's
a
range
of
tiered
interventions
in
disciplinary
responses,
and
this
is
what
principals
use
assistant
principles
use
to
a
determine.
What
is
the
offense
and
how
am
I
going
to
respond
to
it
within
that
level
of
response?
There
are
four
levels
of
inner
responses
level.
L
One
is
really
what
happens
in
the
classroom,
it's
knowing
each
child
by
strength
and
need
it's
meeting
the
needs
of
the
child
through
the
their
academics.
The
instructions
engagement,
it's
knowing
each
child
as
a
learner,
providing
the
appropriate
rigor
scaffolds
and
supports
to
build
strong,
independent
and
confident
Learners.
It's
that
relationship
that
a
teacher
has
with
a
child,
and
that
could
be
anything
from
class
meetings
to
kindness
in
the
classroom.
L
L
There
is
the
next
level,
which
is
three,
which
is
around
suspensions
and
level
four,
which
is
extended,
suspension
and
expulsion,
which
doc
Mr
Bell
is
going
to
talk
about.
M
Thank
you
tonight,
you're,
going
to
hear
a
lot
of
the
data
shared
with
you
talk
about
exclusions,
behaviors
that
resulted
not
in
exclusion
and
behaviors
that
resulted
in
exclusion
and
just
wanted
to
make
clarify
what
we're
talking
about
we're
talking
about
exclusions
and
particularly
the
difference
between
suspensions
and
explosions,
because
it's
something
that
we
find
a
lot
of
our
parents
and
people,
sort
of
confuse
them
and
mix
them
together.
M
So
a
suspension
would
be
anything
10
days
or
less,
where
they're
either
removed
from
the
school
setting
or
it
can
include
in-school
suspension,
and
we
have
a
growing
number
of
schools
who
are
trying
to
re-implement
different
varying
degrees
of
in-school
suspension
and
trying
to
be
creative
in
their
Staffing
for
how
they
do
that.
And
then
we
have
expulsions
and
I'm
going
to
talk
a
great
deal
in
the
next
slide
about
expulsions
and
some
of
the
changes
that
we've
made
this
year.
M
But
this
is
anytime
11
days
or
more
that
the
student
is
removed
from
the
school
setting.
I
think
that
is
where
sometimes
most
people
believe
that
expulsions
are
for
a
year
and
so
expulsions
can
be
used
as
what
we
call
a
hard
reset
to
do.
A
number
of
different
things
to
look
at
different
options,
programs,
and
it
is
rarely
for
us-
we
have
not
done
any
that
have
been
for
a
year
this
year.
M
M
So
we've
had
a
couple
of
key
changes
this
year
that
have
made
a
significant
difference
in
some
of
our
data
and
the
first
one
is
around
our
drug
and
alcohol,
diet,
guidance
and
Dr
Meigs
talked
about
the
change
or
sorry
Dr
Hudson
Dr
Hudson
talked
about
the
change
in
the
first
level
of
offense
and
removing
the
requirement
of
a
suspension
or
expulsion.
Well,
the
student
code
of
conduct
gives
the
option
to
six
spend
or
expel
in
defenses
to
moving
forward
what
we
have
done
this
year
is.
M
The
exception
to
that
would
be
is
when
distribution
is
a
factor,
then
that
is
going
to
move
that
up
and
that
you
get
to
level
three
and
four
a
whole
lot
faster
with
with
distribution,
but
this
is
just
use
or
possession
for
drugs
alcohol.
The
second
sort
of
key
bucket
of
change
is
really
been
around
expulsions.
M
Last
year,
the
district
used
a
group
called
case
to
consult
on
expulsions
and
case
was
involved
in
expulsions.
Once
students
were
up
for
expulsion,
so
students
would
be
recommended
for
exposure
by
the
principal
it
would
go
before.
Case
Case
would
look
at
it
and
maybe
make
some
recommendations.
What
we
found
as
we
started
to
review
our
process
been
this
year
is
we
were
really
armchair
quarterbacking
after
it
was
too
late
and
we
really
needed
those
those
that
input
those
ideas,
those
transformative
things
to
occur
earlier
in
the
process.
M
So
we
reformed
the
case
process
and
it
now
is
a
consult
basis
prior
to
expulsion
and
at
any
time,
and
basically
the
recommendation
that
we've
given
schools
is
anytime.
Students
have
received
multiple
days
of
suspension.
They
should
be
brought
before
case
for
ideas
around
what
sort
of
protective
factors
might
be
able
to
be
come
up
with
or
or
just
all
the
different
ideas
and
so
case
is
not
a
set
group
of
people.
M
It's
actually
a
group
of
about
50
people
who-
and
we
pull
a
group
of
seven
or
eight
in
each
case,
to
consult
on
that
particular
case.
And
so
it's
a
multi-disciplinary
team
comes
from
a
lot
of
our
bhw
folks,
as
well
as
administrators
and
other
things,
and
they
and
they
focus
on
those
options
and
try
and
create
a
path
that
interrupts
those
behaviors
that
are
getting
in
their
way
of
learning
and
possibly
getting
them
to
a
place
where
exclusion
is
possible
and
we've
had
a
lot
of
success.
We've
had
about
30
case
consults.
M
M
The
other
thing
one
of
the
big
things
around
expulsion
is
we're
using
it
as
a
last
resort.
It
is
not
it's
not
something
that
is
considered
just
like.
We
talked
about
on
drugs
and
alcohol,
we're
not
considering
that
until
the
fourth
or
fifth
offense,
in
all
things
we're
trying
to
avoid
expulsion
when
we
do
get
to
expulsion,
we're
looking
for
the
shortest
term
possible,
exp
and
I'm,
a
big
believer
that
expulsion
does
not
should
not
be
the
end
of
Education.
M
So
we
look
for
the
shortest
term
possible,
whatever
that
looks
like
that
really
depends
where
we
are
in
the
school
year
and
where
we
are
in
the
grading
period
on
where
those
sometimes
make
sense,
but
we
are
typically
looking
for
the
shortest
term
possible
in
order
to
get
that
student
back
in
their
with
their
support
system
and
with
folks.
The
other
thing
that's
been
very
successful,
with
our
expulsions
is
going
to
conditional
expulsion.
M
This
is
not
something
that
we
did
regularly
in
this
District
prior
to
this
year,
but
all
except
for
one
expulsion,
the
very
first
one
of
this
year
have
been
conditional
and
what
that
means
is
is
that
every
expulsion
is
for
a
set
period
of
time,
but
students
can
return
early,
usually
in
the
previous
grading
period.
Whatever
the
previous
grading
period
break
is
whether
that's
a
quarter
semester
can
return
early
if
they
meet
the
behavioral
goals
that
is
set
as
part
of
their
expulsion,
academics,
attendance
and
those
kinds
of
things.
M
So
if
they
meet
those
and
since
we've
started
doing
this,
the
the
troubling
behaviors
in
our
programs
that
serve
many
of
these
kids
have
gone
way
down
our
success.
In
fact,
every
single
student
who
has
been
eligible
to
return
on
the
conditions
has
returned
early
so
far
this
year,
and
so
and
all
of
our
other
kids
are
set
to
do
that
as
well.
M
One
of
the
other
things
is:
we've
changed
sort
of
the
process
in
which,
when
we
expel
prior
to
this
year,
families
would
be
informed
in
the
expulsion
conference
that
they
were
expelled
and
they
were
getting
transferred
to
Merlot
and
they
were
going
to
go
to
alt.
Solutions
is
the
current
name
of
the
program.
Now
they
are
told
that
when
they
receive
an
expulsion
that
they'll
go
and
they'll
have
an
interview.
M
So
now
we
interview
the
students
and
their
family
talk
about
what
their
educational
goals
are
and
help
them
create
a
program
that
is
more
tailored
to
their
individual
needs.
We
have
students
who
start
do
doing
a
combination
of
Job,
Corps
and
Community
Schools
students
in
my
I
do
community
school
students
who
might
start
looking
at
a
GED
depending
on
on
where
they
are
in
the
thing
in
their
in
their
process
and
on
their
transcript
and
their
progress
towards
graduation.
M
So
there's
an
and
every
student's
plan
is
individualized.
We
move
really
fast
through
that.
It's
about
a
three-day
process.
From
the
initial
interview.
Through
some
other
interviews,
and
by
the
third
day,
we
have
them
enrolled
and
moving
forward
in
one
of
those
programs
and.
L
Why
we
wrap
up
this
section
is
that
we
work
closely
with
schools
and
with
principals
in
this
work,
that
this
is
thinking
about
discipline
and
how
they
work
with
kids
every
day
is,
is
a
big
part
of
the
role
that
principals
and
assistant
principals
play
and
they
work
very
hard
to
find
that
balance
between
creating
a
very
safe,
healthy
school
learning
environment
and
ensuring
that
kids
stay
in
school
and
get
and
are
there
with
their
peers,
interacting
in
the
ways
that
we
want
them
to,
and
so
some
of
the
things
that
we
do
to
help
principals
over
the
course
year.
L
The
the
one
I
really
wanted
to
highlight
is
article
9,
which
is
part
of
the
contract,
and
in
that
is
around
having
student
conduct
plans
and
every
school
has
a
school
conduct
plan
that
is
created
in
co-constructed,
with
staff
with
teachers
and
in
that
plan
it
talks
about
the
school's
approach
to
student
Behavior
expectations,
levels
of
support.
L
How
kids
will
be
referred,
how
there
will
be
restoration
processes
for
notifying
parents
and
that
sort
of
thing.
So
that
is
a
piece
that,
as
exactly
work
closely
with
with
principles
on
and
principals
work
very
closely
with
their
staffs
on
those
as
well
to
help
frame.
What's
beyond,
we
have
the
student
code
of
conduct
that
says:
here's
how
we're
going
to
respond.
L
The
student
conduct
plans
is:
how
is
we
as
a
school
going
to
work
with
our
kids?
How
do
we
ensure
that
we're
meeting
the
needs
of
kids
in
our
school?
We
have
leadership
meetings
those
happen
once
a
month
in
this
just
this
one.
Last
week
we
spent
time
looking
at
disciplined
data
talking
with
principals
about
what
is
the
data
telling
you?
What
are
your
plans?
How
are
you
responding?
How
are
you
moving
forward?
We,
as
execs
do
one-on-one
meetings
with
principals
we're
in
schools.
L
Every
week,
every
school
has
a
school
learning
plan
that
you've
probably
seen
they're
on
the
website
and
those
are
around
the
pillars
of
equity,
academic
excellence
and
collaboration.
We
have
excuse
me
level
based
calibration,
so
levels
talking
to
each
other,
so
there
is
strong
calibration
around
how
we're
going
to
respond
to
discipline.
Excuse
me,
and
then
principles
are
also
involved
in
professional
learning
teams
so
of
two
or
three
principals
who
spend
time
in
each
other's
schools
talking
about
problems
of
practice
so
and
behavior
and
discipline
weave
all
through
those
conversations
so
excellent.
G
So
one
of
the
things
I
heard
in
this
conversation
that
really
impresses
me
is
like
from
last
year
to
this
year
and
the
difference
in
terms
of
how
you're
approaching
discipline
in
our
district
and
I
commend
you
for
that.
So
I
I,
I'm,
very
encouraged
by
this,
so
I
just
wanted
to.
That
would
be
my
comment
and
then
for
those
students.
K
So
the
students,
when
they're
suspended
one
of
the
things
that
we
work
on
is
a
re-entry
meeting
where
someone
from
the
behavioral
health
and
wellness
team
reaches
out
to
the
student
and
family.
So
if
I've
been
expelled
for
a
behavior,
so
maybe
I
was
in
a
fight
or
something
just
coming
back
to
school
doesn't
mean
that
that's
not
going
to
happen
again
right.
K
So
the
combination
of
our
social
workers,
counselors
School,
support,
Specialists
they're,
reaching
out
and
in
cases
before
you
know
they
come
back
they're
doing
a
restorative
conference
or
something
like
that
so
and
then
there's
a
plan
to
support
the
student
upon
return
so
that
we're
proactive.
You
know
why
did
this
happen
and
then
our
students
who
are
at
Community
School
Merlot
station
campus
for
an
expulsion,
have
access
to
counselors
and
social
workers
and
all
of
those
people
who
are
on
site.
Additionally,
we
have
through
our
process.
K
If
we
have
students
who
are
exhibiting
ex
pretty
extreme
behavior,
that
is
a
targeted
threat.
We
have
a
level
two
student
threat
assessment
team
which
we
work
with
our
community
mental
health
providers,
our
staff,
Sheriff's
Department
police,
DHS,
Community
Mental
Health,
to
build
supports
for
that
student
kind
of
to
problem-solve
community
based.
G
Sure
so
I
think
maybe
I'll
ask
a
different
way:
I
suspect
that
our
students
have
trauma
in
their
lives
that
they
need
different
types
of
mental
health
support
than
necessarily
okay.
You
misbehaved,
and
let's
get
you
back
into
the
system
that
they
might
need
like
support
in
a
mental
health
where
they
can
talk
to
someone
about.
K
K
So
so,
there's
a
wide
range
and
Continuum
of
services
that
students
access
throughout
one
of
the
challenges
that
we
have,
though,
is
in
Beaverton.
We
have
a
lot
of
students
who
have
private
insurance
and
they
can't
access
counseling
supports
through
the
county
so
trying
to
navigate
with
our
insurance
providers
on
that
support
is
a
little
tricky.
G
Appreciate
that
so,
except
it's
really
hard
to
find
mental
health
support
in
general
and
then,
when
you
have
kids
that
are
really
struggling.
So
I
appreciate
that
Danielle
and
then
I
wanted
to
understand
case.
I
didn't
really
understand
that
at
all
like
what
is
case.
E
A
B
D
Thank
you
so
much
for
your
presentation.
It
shed
some
light
on
the
disciplinary
process
for
me.
So
I
have
a
few
questions
now
about
case.
I
know
that
if
you
a
few
weeks
ago,
are
coming
to
some
of
our
committee,
members
had
had
issues
with
principals,
making
the
unilateral
recommendation
to
expel
or
not
to
expel.
So
what
I'm
understanding
tonight
is
that
case.
I
may
be
wrong.
That
case
helps
in
making
that
recommendation.
Would
that
be
a
correct
assumption.
M
Actually
so
principals
make
a
recommendation
to
expel
and
then
the
executive
administrator
at
that
level
makes
the
final
decision
whether
to
expel
or
not.
The
case
team
is
involved
in
helping
find
the
right
level
of
supports
and
interventions
prior
to
expulsion
as
students
or
maybe
have
had
multiple
suspensions
or
just
other
issues
and
tries.
Is
this
another
layer
of
trying
to
help
schools
find
the
different
supports
necessary.
D
Well,
since
the
the
concerns
that
were
expressed
by
members
of
our
communities
that
it
made
them,
they
didn't
trust
that
a
principal
should
have
that
authority
to
make
that
recommendation.
Is
there
a
way
to
involve
case
earlier
than
at
the
stage
that
they
are
involved
currently,
instead
of
having
a
principal
make?
That
call
is
there
where
you
mentioned
something
about
a
code
of
conduct
being
changed
to
remove
suspension
as
the
first
on
first
offense.
D
Is
this
something
that
can
be
done
to
the
code
of
conduct
or
to
the
policy
in
a
way
that
the
principle
does
not
get
to
have
that
recommendation?
Because
expulsion
is
a
big
deal
as
far
as
I'm
concerned
and
I,
don't
I'm
of
the
school
of
thoughts
that
the
principal
should
not
be
making
that
recommendation.
E
So
can
we
speak
about
the
legality
of
who
can
make
this
decision,
because
there's
there's
actually
a
statute
to
this
Uganda
regarding
who
actually
has
to
make
the
decision
by
Statute?
Can
we
can
we
speak
to
that?
It
can't
be
a
teacher,
a
teachers,
don't
expel
teachers
cannot
expel
legally
there's
some
ramifications.
It
has
to
go,
I
think
you're
talking
about
the
process
to
where
he
gets
to
the
principal.
E
It
has
to
be
you
guys
to
have
an
administrative
license
to
to
recommend
an
expulsion.
You
have
to
have
an
admit.
An
administrator
has
to
make
that
recommendation.
It
can't
be
a
group
of
licensed
staff
members
that
aren't
administrators,
that's
by
Statute,
I.
Think
what
you're
talking
about
is
what's
a
process
before
he
gets
to
that
recommendation
and
I.
Think
maybe
can
we
speak
to
the
process
used,
say
if
an
infraction
happens
at
a
building
level?
What's
a
process
that
goes
up
the
chain
of
command,
an
administrator
always
has
to
make
the
recommendation.
J
Hi
there
I'll
try
to
speak
to
that
I,
don't
know
if
it's
board
policy
jjd
or
jge
it's
somewhere
around
there
there's
a
a
board
policy
that
guides
us
and
it's
based
on
the
Oregon,
revised
statutes
and
what
that
looks
like,
as
as
we
look
at
there's,
sometimes
one
event
where
an
expulsion
discussion
might
happen,
principal
might
consult
an
executive
administrator
and
say
here's
the
situation.
Here's
the
background.
J
We
are
thinking
that
this
situation
is
so
severe
that
we
are
recommending
expulsion
to
rec,
to
interrupt
harm
and
as
an
exec,
it's
our
responsibility
to
guide
them
back
to
the
student
code
of
conduct.
To
ask
questions
about
show
me
the
evidence
that
there
was
Progressive
discipline.
We
are
not
moving
to
expulsion
unless
we
have
evidence
of
that
or
show
me
the
level
of
the
harm
with
this
one
incident,
so
so
that
that
is
in
keeping
with
the
board
policy
and
it's
a
responsibility
that
we
as
execs
take
very
seriously.
J
The
other
examples,
though,
will
be
behaviors
that
persist
over
time
when
we've
tried
to
interrupt
harm
and
we've
continued
to
move
to
more
robust
responses
that
the
level
of
suspension
is
more
days
for
the
next
time
or
the
third
time
or
the
fourth
time,
and
in
those
cases
that
is
exactly
the
the
role
of
case
to
interrupt
that
continued
ratcheting
up
of
more
exclusion
and
to
say,
let's
consider
counseling,
let's
consider
supports
for
the
family.
Let's
consider
doing
some
things
creatively
with
the
student's
schedule.
Have
you
their
thinking
Partners?
D
Yes,
that
was
my
next
question
is
how
are
our
students
first
of
all,
our
students
aware?
Are
they
made
aware
of
what
the
rules
are
of
what
the
code
of
conduct
is.
E
Yeah,
so
students
and
parents
are
provided
the
code
of
conduct,
I
know
in
previous
districts.
It's
something
that's
sent
to
every
house
and
a
lot
of
times.
Parents
have
to,
or
students
have
to
sign
the
code
of
conduct
and
submit
back
to
the
building.
So
it's
kept
on
record
I.
Think
I
can
let
staff
speak
to
what
we
do
actually
here,
but
every
family
receives
a
code
of
conduct
and
typically
student
and
family
have
to
sign
off
of
that
code
in
conduct.
So
but
all
the
staff
respond.
J
Take
that
all
of
that
is
accurate,
I
would
just
say
that,
as
part
of
our
annual
notice
to
parents
with
the
verification
forms,
part
of
that
is
communication
about
where
to
find
it
and
for
families
to
review
it,
and
when
parents
complete
the
form
there
is
a
box
that
must
be
clicked
that
that
shows
that
they
have
reviewed
that
or
work
with
students
in
schools
is
done
through
advisory
generally
at
the
secondary
level,
where
there
is
guidance
provided
about
that
and
two
students
in
that
setting
and
it's
it's
coupled
with
our
work
around
the
foundations
of
character,
strong
in
middle
school.
D
K
When
we
were
working
to
hire,
we
had
staffed
five
substance
use
Specialists
for
the
school
year.
We
struggled
to
find
substance,
use
Specialists
that
wanted
to
work
full-time
so
that
0.5
is
a
part-time
person
and
then
we
added
the
bilingual
resource
facilitator,
because
none
of
our
substance
use
Specialists
were
Spanish-speaking
and
we
wanted
to
be
able
to
have
someone
who
could
connect
with
our
Spanish-speaking
families,
so
we've
trained
that
bilingual
resource
facilitator,
along
with
her
substance,
use
specialist,
and
he
co
offers
lessons
to
families
and
students
together
in
their
native
language.
B
F
And
I'll
say
Uganda:
this
is
the
time
you're
supposed
to
ask
questions.
So
it's
okay
to
ask
a
10..
I
got
a
10
too,
so
in
slide
nine
and
ten.
When
we
had
the
road
map
you
talked
about
like
we
worked
in
Phase
One
and
we're
doing
level
one
implementation
and
in
2023
we
moved
into
phase
two
and
then
you
we
have
a
phase
three
that
we're
ready
to
implement
as
allowed
as
time
allows.
So
my
question
is
around
the
funding
for
that.
F
So
when
we
started
phase
one
and
thought
long
term
about
our
implementation
of
phase
one
two
and
three
in
this
Staffing
and
all
these
great
amazing
supports
that
our
community
is
getting
used
to
and
needs
what
was
our
long-term
plan
for
funding
phase
one
two
and
three.
K
So
originally,
when
we
built
our
plan,
it
was
when
we
built
our
Sia
plan
and
at
that
time
we
were
looking
at
our
student
investment
account
and
high
school
Success
plan
dollars
where
to
kind
of
carry
that
on.
We
have
been
really
fortunate
because
right
now,
Washington
County
Department
of
Health
and
Human
Services
has
had
Esser
money
that
has
come
in
and
then
I've
also
been
able
to
build
a
partnership
with
Kaiser
the
healthy
Generations
Grant,
and
so
we've
been
able
to
get
outside
funding
to
help
beef
up.
F
K
F
The
but
the
high
school
Success
is
only
for
eight
through
twelve.
F
So
with
that,
I
was
just
I'm
thinking
when
I
was
in
Salem
last
week,
talking
to
our
legislature
to
try
to
get
that
10.3
one
of
the
things
that
was
kind
of
an
aha
for
me
and
I,
don't
know
our
I
hadn't
made
that
connection
before
is
that,
even
though
our
enrollment
is
going
down,
the
number
of
the
students
that
are
leaving
are
students
that
dis
didn't
necessarily
in
many
cases,
use
these
services
that
we
are
providing
for
all
students,
these
intensive
services,
and
so
even
though
our
numbers
are
going
down
and
our
funding
is
going
down
the
number
of
students
that
actually
need
those
Services
is
staying
the
same
and
that's
where
we're
struggling
to
to
say
to
our
community
hey.
F
You
know,
we
know
these
things
are
important.
We
have
a
you
know,
20,
a
plan
to
2025,
with
the
Sia
Money
going
down
or,
and
actually
the
whole
integrated
guidance
money
or
is
all
going
down
because
of
our
numbers.
The
need
is
still
there
and
that's
what
I
think
our
community
is
feeling
our
staff
we're
like
we're.
Still
doing
our
work
like
we
need.
F
We
need
all
of
these
people,
but
it's
where
we're
struggling
to
see
like
where
do
we
fund
these
these
positions
in
US
and
we
need
them
to
be
sustainable
positions.
So
another
comment
or
question
I
had
was
on
slide
11
when
we
talked
about
sexual
incident
responses.
F
Last
week,
Dr,
baldetas
and
I
and
a
couple
staff
are
Pat
and
Tatiana.
F
Our
Equity
directors
met
with
our
student
advisory,
Council
or
Beaverton
student
advisory
Council
and
something
that
they
brought
up
because
I
see
the
incidents
have
gone
down,
which
is
great,
but
what
our
students
have
mentioned
there
was
that
they're
still
needing
more
support
and
I
know
we're
just
talking
about
decreasing
funding,
but
what
they
named
was
that
they
know
we're
all
mandatory
reporters
and
they're
struggling
to
be
able
to
tell
us
when
sexual
assaults
happened,
because
they
they,
they
described
our
train,
our
our
health,
education
and
our
Aaron's
law.
Being
some
examples.
F
F
The
reality
of
what's
happening
at
high
school
juniors
and
seniors
and
that
when
they
had
questions,
they
were
scared
to
ask
because
they
knew
we
were
mandatory
reporters,
and
so
they
asked
for
us
to
look
at
ways
that
maybe
it's
we
team
with
outside
agencies
or
something
I
know
Portland
Public
looked
at
they
contracted
with
outside
agencies
that
are
not
mandatory.
That
worked.
That's
all
complicated,
because
there's
all
lots
and
rules
and
laws,
but
that
students
had
a
place
to
go
to
get
question
questions
answered
about
like.
Is
this
a
sexual
assault?
F
Or
is
this
not
without
it
being
a
mandatory
reporter
reporting
situation?
K
In
terms
of
so
this
year,
one
of
the
things
I
failed
to
mention
was
our
curriculum
learning
enhancements.
So
one
of
the
things
is,
we
created
a
scope
and
sequence
for
6th
through
12th
grade
that
includes
character,
strong
Addies
act,
which
is
suicide,
prevention,
lessons,
Erin's
lessons
and
have
kind
of
a
whole
scope
and
sequence
that
we
go
through
through
the
year.
K
J
K
Terms
of
outside
agencies,
so
we
had
started
not
that
they
wouldn't
be
mandatory
reporters,
because
if
we
had
a
student
who
came
forward
who
is
questioning
sexual
assault,
we
we
don't
want
to
be
the
investigators,
but
we
have
explored
opportunities
to
work
with,
like
the
Morrison,
Center
and
other
facilities
to
have
them
be
able
to
use
our
facilities.
K
The
complicating
measure
around
that
is
that
they
have
to
have
enough
students
who
qualify
for
their
service
for
billable
hours.
So
we
keep
trying
to
figure
out
a
way
to
work
that
out
and
I
know
has
done
some
of
that
and
been
successful,
but
it's
been
hit
or
miss.
It
really
depends
on
the
school
and
a
space,
but
it's
not
something.
That
is
something
that
would
prevent
us
from
continuing
to
look
into
that
as
additional
providers
and.
F
They
also
asked
about
the
the
need
for
like
places
for,
and
in
this
case
was
there
were
several
I
mean
these
were
students
from
all
of
our
high
schools,
like
multiple
students,
and
they
asked
for
a
space
for
them
to
learn
about,
like
date,
safety
dating
safety
or
relationship
safety
and
talked
about,
like
maybe
Adelante
mujeres
or
something
could
have
groups
at
school
where
they
can
come
and
have
these
discussions
and
just
learn.
F
F
The
I
can
pass
it
off.
Somebody
else
has
a
question
before.
B
C
Yeah,
thank
you
for
all
the
information.
There's
a
lot
here.
My
question
is
like
when
I
look
at
that
graph,
going
up
and
down
with
the
budget
cuts
and
stuff
is
there?
Is
this
being
looked
at
like?
There
are
some
things
that
has
improved
for
sure
like
when
I
look
at
the
numbers
and
I
don't
know
about
phase
one
and
phase
two.
This
question
needs
to
be
held
for
later.
Let
me
know,
but
you
know,
when
I
look
at
like
vandalism
has
gone
down,
sexual
assault
has
gone.
E
C
And
harassment
has
gone
down
which
are
really
things
that
we
should.
You
know
feel
good
about
that.
Yes,
things
are
working
so
when,
but
then
there
are
things
that
has
gone
up
too
and
we
need
to
improve
those.
So
when
we
look
at
budget
cuts
and
stuff,
how
do
you
guys
kind
of
do
the
calibration
on
that?
C
Can
we
do
we
have
data
even
to
look
at
for
that?
Far
back
that
that
many
cases
happen
and
now
that
we
have
the
support
system,
things
are
improving
like
that
far
back,
do
we?
B
Sunita
I'm
just
gonna
jump
in
really
quick.
If
we
have
questions
about
the
discipline
data,
there's
going
to
be
a
second
section
where
they're
going
to
go
over
that
so
I
think
if
you
have
any
questions
about
that
area,
I
would
just
hold
them
until
we
get
to
that
area.
So
we
can
all
look
at
the
data
and
then
ask
those
but
I
know
your
question
kind
of
touched
on
both
areas.
So
I
will.
E
Can
talk
really
quickly
Sydney
to
regarding
calibration
of
the
system
again
like
I
mentioned
earlier?
Is
we
have
a
lot
of
autonomy?
That's
occurred
over
the
years
in
this
school
system
and
we're
working
on
calibration
to
ensure
that
we
call
something
equally
across
the
district.
For
example,
I
know:
Mr
Bell
worked
on
Believe,
It
or
Not
tardies
at
their
secondary
to
be
consistent,
maybe
absences,
which
you
know
we're
in
2023
and
we're
still
talking
about
consistent,
let's
see
in
terms
of
what
a
tardy
is
so
and
so
the
data
over
the
years.
E
B
I've
got
a
question
on
an
earlier
Slide,
the
one
where
you
had
the
bhnw
referrals
I
noticed
that
it
went
from
like
3400
or
so
to
about
8
000.
When
you
look
from
2021-22
to
2022-23
and
that's
just
the
first
semester
data
is
that
an
effect
of
having
bhw
people
in
the
schools
actually
able
to
do
the
work
that
they
need.
You
know
were
previously
were
not
able
to
do
because
of
some
of
the
covet
issues.
K
I
absolutely
think
that's
the
case.
If
we
think
about
the
first
part
of
last
year,
our
we
had
were
first
time
we
were
fully
staffed
with
our
Behavioral
Health
and
Wellness
teams.
They
were
trying
to
figure
out
how
they
were
going
to
operate
and
most
of
them
were
being
substitutes
in
classrooms.
So
we
have
finally
gotten
to
a
point
where
they're
able
to
meet
together
they're
able
to
talk
about
kids
on
a
weekly
basis
and
they're
able
to
track
their
data.
K
B
F
I
guess
my
last
point
or
thought
was
around
what
Dr
ball
did
as
she
said
around
that
collab
calibration
and
I
appreciated
your
approach
to
providing
professional
development.
I
heard
you
talk
about
collaboration
amongst
the
teams
and
then
also
that
calibration
and
I
think
that
consistency
and
that
consistency
and
Reporting
will
be
very
helpful
so
that
we
have
accurate
data.
F
I,
remember
back
when
I
was
actually
in
the
building
here
in
Beaverton
and
the
state
put
out
the
law
that
we
needed
to
decrease,
expulsions
and
suspensions
and
all
of
a
sudden
everything
dropped
and
in
some
of
our
buildings
it
was
like
we're
not
doing
this
anymore
and
that's
it.
But
we
didn't
have
the
professional
development
in
the
collaboration
and
the
calibration
to
make
our
numbers
accurate
and
really
to
be
doing
best
practice
for
our
students
and
to
have
those
support.
F
So
I
think
it's
incredibly
important
to
have
that
calibration
and
that
PD
and
that
collaboration
that
you
mentioned
in
that
supportive
way,
so
that
as
a
system,
it
doesn't
matter
which
school
you're
at
you're
going
to
have
the
same
support.
You
know
similar
supports
and
that
alignment
is
really
critical.
F
A
Thank
you,
chair
Colette,
we're
going
to
walk
through
the
data
in
the
report
with
some
supporting
slides
and
the
organization
of
that
will
be
a
little
bit
out
of
order.
But
Patrick
and
Ken
are
going
to
talk
about
the
most
frequent
violations
by
outcome
and
level
and
kind
of
look
at
where
we
were
this
year
compared
to
last
year.
At
this
time,
then
Ken
Bell's
gonna
do
a
little
bit
deeper
dive
into
the
expulsion
data
that
he
talked
about
earlier
and
then
I'll
try
and
cover
the
rest
of
the
report.
A
Looking
at
kind
of
the
summary
level
data
of
how
we're
responding
to
conduct
violations
by
level
on
pages
three
through
eight
and
then
talk
about
really
keep
our
focus
on
equity
and
the
discipline
outcomes
by
Grace,
ethnicity
and
level,
as
well
as
the
exclusion
rates
by
race,
ethnicity.
So
we'll
do
the
front
end
in
the
back
end
of
the
report.
So
I
will
turn
it
over
to
Patrick.
L
So
we
just
wanted
to
just
take
a
moment
and
just
highlight
what
are
the
five
most
frequent
behaviors
that
were
resulted
in
suspension
at
the
elementary
level
and
then
at
the
secondary
level.
So
at
the
elementary
level,
these
go
in
order,
so
multiple
violations
and
what
that
means
is
that
there
were
two
behaviors
that
caused
the
suspension.
That
might
say
that
was
fighting
and
bullying
or
something
of
that
nature.
L
So
that
is
why
it's,
it
says
multiple
violations
and
then
you
can
see
what
the
next
four
there
are
in
order
and,
as
was
mentioned
earlier,
I
think
it's
really
important
to
to
talk
about
the
fact
that,
at
the
elementary
level
and
at
the
secondary
level,
that
suspension
is
not
the
first
place
people
go.
There
is
a
lot
of
work
that
has
been
done
prior
to
a
suspension
happening
and
that
is
plans
made
safety
plans
Communications
with
families
Outreach
all
sorts
of
things,
to
do
to
the
best
effort
to
keep
a
kid
in
school.
L
So
if
they
have
a
physical
altercation
minor,
as
you
see
up
there,
the
first
time
that
happens
is
not
resulting
in
a
suspension.
There
is
a
lot
of
other
work
that
is
done
and
there's
work
done
in
order
to
ensure
a
transition
back
to
school,
both
for
the
child
who
is
suspended,
but
also
for
anyone
who
there
may
have
been
harm
caused,
and
so
Ken
is
now
going
to
talk
about
semester.
One
for
secondary.
J
Thank
you.
At
the
secondary
level,
we
have
a
change
in
our
first
place,
so
to
speak.
Last
year,
fighting
was
the
most
frequent
thing
we
saw
in
semester,
one
of
the
2122
school
year.
There
were
206
instances
last
year
that
is
down
to
189
and
so
for
each
of
those
fights.
The
definition
of
fight
is
a
hostile
physical
encounter
between
individuals,
and
so
those
are
frightening
experiences
for
students
that
are
participating,
students
that
are
witnessing
for
our
adults
and
that
reduction
represents
a
lot
of
hard
leadership
work.
J
So
I
want
to
commend
our
building.
Leaders
on
that
I
also
want
to
draw
your
attention
to
physical
altercation
minor.
That
is
different
from
a
fight
in
that
it's
language
or
behavior.
That
disrupts
excuse
me
a
confrontation
tussle
or
physical
aggression.
That
does
not
result
in
injury.
So
sometimes
that
will
look
like
a
verbal
interchange
that
it
it
can
be
somewhat
violent,
but
there
are
there's
no
physical
contact.
J
Those
can
be
equally
traumatizing
and
again
the
reduction
went
from
142
instances
in
semester,
one
of
21
22
to
116.,
so
in
middle
schools
and
high
schools.
We're
very
excited
to
see
that
becoming
less
frequent,
those
two
areas
and
dangerous
drugs.
We
had
one
less
case
in
semester,
one
this
year
than
last
year,
but
as
Ken
Bell
was
explaining
to
you,
whereas
in
the
past
we
would
have
seen
dangerous
drugs
as
something
that
resulted
in
prolonged
suspensions
and
possibly
expulsion.
Those
are
now
things
that,
through
our
Behavioral
Health
and
Wellness
teams
and
substance
use
Specialists.
J
M
Yeah
wanted
to
ex
talk
a
little
bit
more
about
expulsions
by
looking
at
our
data,
and
we
we
had
10
expulsions
in
our
secondary
schools,
first
semester
out
of
a
little
over
19
000
students.
M
M
So
these
were,
these
were
essentially
all
of
the
the
10
expulsions
were
came
from
these
five
and
the
other
piece
of
our
expulsions
is
that
we
are
requiring
the
home
school
to
stay
in
contact
with
students,
while
they're
expelled
so
there's
a
monthly
check-in
meeting
where
they're
checking
on
meeting
their
goals,
and
they
have
a
trusted
adult
that
they
and
the
team
have
helped
choose
that
comes
and
visits
with
them
at
least
once
a
month,
and
some
are
doing
it
more
often
than
that
and
keeping
them
connected
to
their
school.
M
Having
those
conditional
expulsions
shows
them
that
we
want
them
to
come
back,
and
it
is,
is
a
big
difference
on
why
that
success.
But
we
feel
like
10
and
just
to
talk
a
little
bit
about
the
process.
So
when
a
principal,
so
an
assistant
principal
often
is
at
the
secondary
level
is,
is
often
the
one
who
deals
with
the
behavior.
They
then
would
bring
the
the
the
incident
to
the
principal
they
would
discuss
whether
an
expulsion
might
be
warranted.
The
principal
then,
would
call
their
executive
administrator.
M
We
would
have
a
conversation
or
in
that
conversation,
construct,
Meyer
and
I
would
ask
questions
like
what
are
all
the
interventions.
You've
attempted
what
are
the
things
that
have
been
done?
What
are
the
protective
factors
in
place?
I
mean
there's
a
a
lot
of
conversation
over
over.
These
are
some
of
the
longest
conversations
we
have
with
principals
and
if
we
feel
like
there's
enough
there
and
usually
principles
kind
of
come
to
their
own
conclusion.
In
that
conversation,
it's
it's
a
rarely
rare
where
I
would
say,
I,
don't
think
you
should
do
an
expulsion
here.
M
Usually,
as
we
talk
through
it,
they'll
be
like
I,
think,
there's
a
couple
things
we
can
still
try
before
we
look
at
this,
and
so
even
though
we've
had
10,
we've
probably
had
30
conversations
about
expulsion
and
only
done
10
of
them.
So
I
I
see
that
as
success,
we'd
love
to
have
zero,
but
I
also
feel
like
10
is
a
really
positive
move
in
the
right
direction.
A
Next
slide,
please
all
right,
I'm
gonna
take
us
home,
so
you
can
see
in
this
summary
slide,
which
is
covered
on
pages
three
and
four
in
the
report
that
it
both
exclusions
and
non-exclusions,
are
up
at
the
elementary
level
while
non-exclusions
and
exclusions
at
the
secondary
level
are
more
stable
and
Sunita.
You
made
some
great
observations
that
I
was
going
to
share
that
you
noticed
at
the
secondary
level
that
physical
altercations,
bullying
and
harassment,
disruptive,
disorderly
conduct.
Our
down
Ken
already
mentioned
that
dangerous
drugs.
There's
no
change
and
we're
seeing
an
increase
in.
A
I,
don't
know
if
I'd
say
less
disruptive
conduct
violation,
so
tobacco
use
unexcused
absences
tardiness.
Close
campus
violations
are
increasing
at
the
secondary
level
flip
side
at
the
elementary
level,
where
both
non-exclusions
and
exclusions
are
up
by
about
a
third.
What
we're
seeing
increases
in
are
physical
altercations,
bullying
and
harassment,
disruptive
disorderly
conduct,
which
is
the
exact
opposite
of
what
we're
seeing
at
the
the
secondary
level.
A
A
By
a
student,
so
if
you
have
two
students,
fighting
that's
going
to
be
counted
twice
in
here
is
two
incidents,
and
I
would
just
go
behind
the
numbers
a
little
bit.
These
3600
violations,
which
leadership,
has
responded
to
we're
committed
by
1860
students
so
basically
about
five
percent
of
students
enrolled
have
this
first
semester
had
some
sort
of
conduct,
violation
and
two-thirds
of
those
students
have
had
one,
whether
it's
an
exclusion
or
a
non-exclusion,
so
intervention
by
School
staff
and
leadership
are
hopefully
preventing
the
recurrence
of
those
behaviors
next
slide.
A
Please
discipline
outcomes
in
in
the
report.
You
could
see
22
23
compared
to
2122,
but
overall,
and
you
can
infer
it
from
the
last
slide
that
rates
of
exclusion
and
non-exclusion
are
up
for
all
racial
ethnic
groups,
except
for
Asian
students
at
the
elementary
level.
It's
interesting,
if
you
look
and
we
talk
about
the
the
disproportionality
of
either
exclusions
or.
A
A
What
are
the
groups
that
are
most
involved?
Native
American
and
Pacific
Islander
students,
which
are
our
smallest
populations,
think
about
their
100
Native
American
kids
at
the
elementary
level
at
the
secondary
level
and
about
200
Pacific
Islander
native
Hawaiian
students,
the
third
highest
bar
in
that
group,
both
for
non-exclusions
the
teal
and
then
the
exclusions
green,
are
white
students
and
are
actually
our
students
of
color
have
lower
non-exclusion
and
exclusion
rates.
When
you
think
of
converted
into
per
100
students,
I,
probably
should
say
another
factoid.
A
A
Almost
a
hundred
conduct
violations
in
the
first
semester,
70
response
responses
by
administrators
that
did
not
result
in
exclusion
and
27
that
resulted
in
exclusion.
So
there
are
an
over
over
overwhelming
majority
of
our
students
that
have
no
conduct
violations
at
all
and
I
think.
We
need
to
recognize
that
and
also
recognize
the
frequent
consistent
intervention
as
we
try
to
change
behavior
of
students
and
how
difficult
that
is
for
some
of
our
students.
A
Next
slide,
please
a
secondary
the
rate.
The
good
news
here,
I'm
sure
Sanita
saw
is
that
the
exclusion
and
non-exclusion
rates
both
for
Native
American
students
and
for
white
students
actually
decreased
from
semester
one
last
year
to
semester
one
this
year,
but
the
rest
of
this
story
is
very
familiar.
A
The
good
news
here
is
this
is
a
comparison
of
student
exclusions
from
first
semester
last
year,
the
first
semester
this
year
and
so
bars
that
are
going
down
like
for
black
students.
7.9
percent
of
black
students
were
had
an
exclusion,
the
first
semester
of
last
year,
that's
down
to
5.3
percent
this
year,
as
you
also
see
a
decrease
for
Native
American
and
multiracial
students,
not
unfortunately
for
latinx
and
Pacific
Islander
students,
and
then
the
second
chart
in
that
report
gives
the
kind
of
a
picture
of
the
risk
ratio.
A
So
the
good
news
there
is
that
our
black
students,
in
the
first
semester
of
21,
22
or
4.5
times
more
likely
to
be
excluded
from
class,
whether
that's
an
in-school
suspension,
an
out
of
school
suspension
or
an
expulsion
4.5
times
more
likely
than
white
students,
we've
reduced
that
disproportionality
to
2.9
the
first
semester
of
this
year.
This
is
a
huge
Improvement,
but
still
our
black
students
are
being
excluded
at
three
times
the
rate
of
white
students,
I.
Think
the
other
thing
again.
It's
just
some
first
semester
data,
but
that's
exciting.
A
If
you
look
at
that
bottom
chart
on
that
page,
is
that
Native
American
students,
it's
a
factor
of
20
percent
higher
than
white
students
and
multiracial
students,
it's
10
percent
higher
anything,
that's
a
factor
of
1.3,
the
oh,
dear
and
I.
Forget
this
citation
Dr
Perez:
can
you
remember?
Is
it
office
of
civil
rights,
or
maybe
it's
the
research
literature
as
a
district
you're
trying
to
get
all
groups
within
that
1.3
and
lower
range?
Well,
even
better
is
our
Asian
students
who
are
referred
much
lower
than
our
white
students.
A
A
A
Dr
Perez
kind
of
gave
some
of
the
state
context
is
that
we
there
was
an
effort
to
try
and
reduce
the
amount
of
time
kids
were
out
of
class,
and
you
see
that
in
our
data,
not
as
much
in
the
percentage
of
students
are
excluded,
but
in
the
number
of
days
so
back
in
2012-13,
which
is
the
first
data
I
have
which
I
think
Tom
I
remember.
We
started
tracker
Susan,
we
started
tracking
in
the
Strategic
plan
measures.
A
At
that
point
we
racked
up
over
13
000
days
and
then
the
number
of
days
went
down,
went
down
and
then
it
started
to
come
back
up
and
I.
Think
that
was
due
to
this
pre-pandemic
started
to
come
back
up.
Changes
in
the
state
context
in
terms
of
the
availability
of
more
marijuana
was
more
available.
You
have
the
rise
of
vaping
and
schools
need
to
respond
to
that.
So
you
see
the
days
start
creeping
up
by
2018-19.
A
We
were
still
lower
than
12
13,
but
it
was
starting
on
that
starting
to
approach
the
number
of
days
in
1213,
then
the
pandemic
came
interrupted
our
data,
but
even
last
year
we
had
6600
days
so
roughly
half
the
days
of
12
13,
which
I
think
really
speaks
to
the
work
that
this
team
has
described
to
you
to
try
and
keep
kids
in
school
at
a
time
when
Susan
as
you've
talked
about
repeatedly,
the
mental
health
and
the
behavior
challenges
have
really
skyrocketed
during
the
pandemic.
A
B
C
No
thanks
for
the
data
I
have
a
follow-up
question
on
What.
Dr
balderas
was
talking
about
calibration
when
we
think
about
parents.
You
know
the
only
way
that
they
know
that
their
kid
may
be
in
violation
of
a
code
of
conduct
is
through
the
code
of
conduct.
That's
out
there.
So
when
you're
thinking
about
calibrating
it,
you
know,
like
I,
was
looking
at
tardiness,
which
has
gone
up
and
and
to
your
point.
Yes,
it
makes
sense.
One
school
may
be
following
one
definition
of
tardiness
and
the
other
school
may
be
following
another.
C
You
know
way
of
measuring
why
a
student
is
or
when
a
student
is
starting.
So
are
you
thinking
about
changing
the
wording
in
the
school,
the
code
of
conduct,
so
that
it
it
relates
that
communication
there
is
Clarity
in
communication
between
parents
and
what
the
school
is
school
district
is
looking
for
in
the
code
of
conduct.
E
It's
always
yearly
reviewed
and
so
in
terms
of
what
what
that
looks
like
I'll
turn
over
to
staff
in
terms
of
the
process
being
used
in
terms
of
the
account
in
terms
of
what
wordings
being
being
stated
to
school
administrators
and
any
changes
to
the
code
again.
J
I
can
take
that
yes,
so
we
do
have
an
annual
review
and
it
is
an
opportunity
for
anybody
in
a
building
or
anybody
that
works
centrally,
to
identify
areas
where
they're
seeing
problems
of
practice
or
they're,
seeing
trends
that
are
going
in
the
wrong
direction.
We
use
all
that
feedback
and
we
look.
J
Sometimes
there
are
legal
updates
as
well
that
we
need
to
consider,
but
in
terms
of
the
example
you
were
giving
with
calibration
many
times,
it
is
simply
unpacking
language
for
staff
that
interact
with
our
students
and
to
make
sure
they
have
a
clear
understanding
of
those
expectations.
So
that's
our
starting
Place
always
to
make
sure
we
have
a
clear
understanding
before
we,
we
edit
words
and
if
it
is
not
clear
that
it's
incumbent
on
us
to
to
to
make
it
clear.
J
I,
also
think
it's
important
to
to
note
that,
for
many
of
our
administrators,
that
time
to
calibrate
to
learn
had
been
crowded
out
by
disease
mitigation
for
the
past
couple
years
and
they're
very
hungry.
For
this,
and
very
appreciative
of
our
focus
on
students
and
and
supporting
their
positive
behavior.
I
I
just
want
to
just
add
as
a
follow-up
to
that
the
and
it
was
referenced
earlier
in
our
presentation,
but
the
work
that
this
team
and
others
have
been
doing
for
one
in
our
monthly
leadership
meetings
really
hosting
conversations
and
talking
about
the
data
and
working
on
the
calibration
I
mean
those
conversations
are
happening
on
a
regular
basis
across
our
district
in
various
ways.
And
it's
it's
encouraging
the
the
results
of
those
conversations
and
we've
I
think
really
only
just
begun.
C
C
How
are
we
letting
the
parents
know
that
these
are
the
expectations
that
we
have
from
our
kids,
that
when
they
come
to
school
other
than
code
of
conduct,
is
there
any
other
ways
that
wherever
the
things
are
going
higher,
maybe
we
can
relay
that
to
our
parents
or
the
you
know,
caregivers
of
the
students,
that
these
are
the
expectations,
but
what
we
have
of
kids
and
so.
K
So
you
bring
parents
in
sometimes
for
Like
A
literacy
night,
but
then
they'll
do
you
know
strategies
for
working
with
your
students
on
these
kind
of
things,
so
I
know
that
a
lot
of
our
elementary
schools
have
been
really
doing
that
and
then
some
elementary
schools
have
been
having
kindergarten
nights
parent
nights,
because
we
know
where
we
really
need
to
Target
is
our
incoming
kindergarteners
and
setting
the
expectations
for
those
parents.
So
I
think
as
much
as
we
have
a
code
of
conduct.
L
I
would
just
add
at
the
elementary
though
I
think,
a
lot
of
things
that
principals
do.
They
do
principal
chats
which
create
spaces
for
parents
to
come
and
there's
Round,
Table
sort
of
conversation,
question
and
answer
that
happened.
It
also
happens
at
the
classroom
level
with
through
teacher
newsletters
and
conversations
with
parents
in
conferences,
the
communication
they
might
have
with
parents
about
a
child's
progress.
So
it
happens
both
organically
and
formally
at
the
elementary
level
and
I
would
assume
the
same
in
the
secondary.
C
F
I'm
thinking
about
the
number
four
well
I'm,
looking
specifically
at
the
non-exclusion
incidents
and
secondary
around
unexpected,
unexpected
absences
and
tardiness
and
thinking
about
what
like
I,
was
looking
in
our
code
of
conduct
and,
if
I
think
about
unexcused
absences.
It's
like
at
what
point
do
you
call
because
it
looks
like
you're
we're,
calling
a
truancy
officer
right
on
on
the
families
and
so
I'm
just
trying
to
understand
in
this
incidence?
F
What
does
this
mean
like
I,
understand
like
tobacco
use
and
those
disciplinary
actions
taken,
but
unexpected
absences
that's
on
the
parent,
because
we
haven't
called
it
in
whether
we
know
or
not
right
so
I'm
taking
my
own
kids
I'm,
like
I,
forgot
to
call
today
so
I
got
a
call
right
like
because
you're
homesick
or
for
whatever
reason.
F
But
what
is
the
consequence
to
our
students
for
unexcused
absences
and
at
what
point
do
we
does?
It
become
like
a
an
incident.
J
Craiging
to
try
to
Define
that
so
an
unexcused
absence
would
be
any
time
that
a
student
is
not
present
and
we
don't
have
an
explanation
that
meets
the
state
definition.
For
that
generally,
any
sort
of
interventions
should
not.
We
should
not
be
excluding
students
for
unexcused
absences.
That
would
be
a
starting
place
for
all
of
our
work
and
that
usually,
that
unexcused
absence
is
communicating
something
either
needs
of
the
family
or
personal
needs
of
the
student.
J
So
we
try
to
work
proactively
to
do
that,
we
have
site-based
support
for
those
students,
but
I'm
not
aware
of
any
use
of
truancy
Services
through
the
ESD
that
is
going
on
in
our
buildings.
We
found
that
to
be
quite
a
costly
solution
and
one
that
really
does
not
engage
with
families
in
a
way
that
we
find
to
be
very
productive.
So
we're
going
to
go
back
at
the
secondary
level
to
work
directly
with
students
and
at
the
elementary
level
it
would
be
more
frequently
be
work
with
families
about
supporting
their
needs.
L
I
would
just
add
that
at
the
elementary
level,
it's
about
the
Family
Outreach,
it's
about
conversation
and
I
know
that
it
it's
not
just
a
letter
saying
your
kid
is.
Is
it
has
this
many
days,
but
it's
about
I
know.
Principals
will
go.
Do
home
visits,
they'll
call
they'll,
Reach,
Out
they'll,
try
to
understand
what
is
it
the
root
cause
of
the
absenteeism
and
the
other
part
of
it
is
to
really
help
parents
understand
that
when
school
starts,
the
learning
starts
and
there's
important
things
that
happen
from
the
moment.
School
begins
and
I.
L
F
I
was
just
trying
to
figure
out
like
there
it's
right
up
there
with
you
know
tobacco
use,
and
so
I'm
like
why.
Why
are
the
unexpected
answers
and
tardiness
right
here
with
discipline
information,
because
to
me
it's
like
a
different
issue
like
we
gotta.
What
you
described
was
we're
gonna
work
with
the
family,
we're
going
to
work
with
the
students,
try
to
figure
this
out,
but
it
was
just
interesting
I.
F
Don't
know
why
I
hadn't
made
that
connection
to
it
being
like
it
makes
sense
that
we
need
to
follow
up
with
students,
and
there
has
to
be
some
conversations,
but
it
was
just
the
other
part
that
kind
of
struck
me
was
the
three
students
with
a
hundred
incidents
and,
in
my
mind,
like
we
want
to
change
that
behavior
and
keep
them
in
schools
like
that's
what
we
do.
F
That's
why
we're
here,
and
so
when
I
hear
three
students
in
a
hundred
incidents
and
knowing
how
much
it
goes
into
each
incident
for
that
for
the
schools
and
staff
I,
wonder
about
like
that
collaboration
and
support,
and
what
we
do
to
support
those
buildings
to
support
those
students
to
be
able
to
stay
but
also
know
how
much
time
into
each
each
one
of
those
incidences
is
an
intense
incident
and
takes
time
so.
E
I,
just
speak
a
little
bit
to
that.
Maybe
I
can
have
Danielle
speak
a
little
bit
about
this
as
well
in
terms
of
the
identification
process,
especially
when
they're
k12s
when
they're
Littles
come
into
our
system
they
transfer
in
and
maybe
what
the
what
the
process
is
for
identification
and
support
for
kids
that
maybe
need
some
additional
services.
K
And
so
what
often
happens
is
we'll
have
a
student
who
comes
and
for
you
know,
six
to
eight
weeks
we're
trying
to
get
to
know
this
student
and
they
are
struggling,
and
so
the
team
does
a
lot
to
wrap
around
I.
You
know
I
hear
it
often
where
the
Student
Success
coacher,
the
social
worker,
the
counselor,
the
building
principal
you
name.
K
It
is,
you
know,
taking
turns
to
intervene
with
the
student
and
they're
building
plans
and
then
from
there
we
potentially
get
a
consent
for
evaluation
for
special
education,
and
then
that
can
take
up
to
60
days
to
complete.
So
there
can
be
barriers
to
getting
medical
statements
to
the
student.
There
could
be
barriers
to
the
student
attending
school
and
so
all
of
that
time
takes
a
while.
K
So
the
process
takes
a
while,
it
I
know
it's
frustrating
for
people,
but
ultimately
I
would
say
we're
all
also
very
cautious
of
labeling,
a
five-year-old
with
an
emotional
behavioral
disorder.
We
want
to
make
sure
that
it
isn't
a
trauma
experience.
We
also
have
a
lot
of
wonderful
families
in
our
district
who
take
in
kids
from
foster
care.
We
have
a
lot
of
foster
care
homes,
so
we
have
a
lot
of
students
who
have
had
very
traumatic.
You
know
life
experiences
and
so
teasing
out.
K
F
And
in
no
way
am
I
saying
that
they,
you
know,
we
should
speed
up
the
process
like
and
I
I
taught
kindergarten
for
18
years
and
and
know.
F
Sometimes
parents
were
able
to
support
or
provide
a
bubble
for
their
student
in
a
way
that
we
can't
in
a
classroom
of
30,
and
so
that
there
is
a
lot
of
learning
and
I.
Remember
having
those
transition
meetings
for
students
that
were
coming
from
an
intensive
pre-k
program
into
our
Kinders
and
attending
those
meetings
trying
to
figure
out
like
what
supports.
Can
we
put
in
place
when
they
come
into
kindergarten?
Some
stayed
at
our
school
in
that
process.
Some
did
not.
F
There
was
a
lot
of
coordination
between
the
Pre-K
programs
and
the
K
kindergarten
teams
at
the
schools.
The
sped
teams
that
had
a
lot
of
meetings,
a
lot
of
paperwork,
kindergarten
teachers
and
trying
to
mitigate
those
spaces
and
really
looking
at
all
those
factors
you
mentioned
did
they
have
interrupted
education
and
now
with
covid
and
those
impacts,
also
them
not
being
around
other
students
as
well,
as
has
impacted,
but
it
just
was
impactful
to
think
about
three
students.
K
K
We
know
what
we
need
to
do
for
them,
and
so
that
has
been
a
key
intervention
and
that
strengthening
of
our
relationship
with
the
Early
Childhood
special
education
program
that
we're
really
those
those
students
who
are
coming
in
already
identified
are
much
more
successful
because
we
know
how
to
intervene.
But
then
we
always
have
a
couple
kids
who
come
in
that.
We
have
no
idea
where
they've
come
from
and
we're
just
trying
to
figure
out
how
best
to
support
them.
B
D
Yeah,
thank
you
so
much
again
for
for
your
report
and
when
I
was
reading
for
this
meeting.
That
I
saw
two
reports
in
the
packet
and
I
read
the
second
one:
I,
don't
even
if
I'm
allowed
to
ask
questions
on
that.
Second
report
is
that
okay,.
D
So
I'm,
looking
at
the
report
that
says
exclusion
from
class
by
res
slash,
ethnicity,
compared
to
White
students
and
the
goal
stated
here,
is
to
reduce
this
proportionality
to
have
odd
ratios
for
all
students
to
be
1.3
or
less
so.
My
question
is
how
how
are
you
proposing
to
to
reach
this
goal?.
M
Well,
I
think
that
our
answer
is
many.
Many
things
it
starts
from.
One
is
principals:
have
this
tough
balance
they're
trying
to
find
every
day
between
school
safety
and
supporting
their
students
towards
success
and
their
future
and
I
think
that
we
we're
doing
a
number
of
things?
For
example,
all
high
school
administrators,
Middle,
School
administrators
or
Elementary
administrators?
Looked
at
this
data
at
our
leadership
meeting
last
Thursday
and
talked
about
it
devised
individual
plans
about
how
to
address
it
and
look
at
it
with
with
their
teams
and
their
schools.
M
But
it
also
starts
with
with
a
district
Equity
plan
that
when
I
look
at
the
students
that
I've
approved
for
expulsion
this
year,
I
can
tell
you
that
almost
all
of
them
have
extensive
discipline
histories
that
date
back
as
early
as
third
grade,
and
so
it's
a
systemic
approach
to
Trend
fine
and
it's
everything.
It's
our
BH
W
teams,
which
I
think
is
something
that
we
didn't
talk
a
lot
about
today.
We
talked
about
how
case
intervenes,
but
really
before
case
ever
gets
involved.
M
Most
of
the
time
those
students
have
been
come
up,
weekly
on
our
bhw
teams
and
different
staff.
Members
are
trying
a
number
of
interventions,
so
I
think
it's
a
multi-faceted
approach
to
try
and
build
a
system
that
supports
all
students
so
that
we
don't
end
up
with
the
outcomes
that
we
don't
like
in
some
of
these
charts.
So
I
could
talk.
E
A
little
bit
on
that
in
terms
of
what
just
expand
on
Ken
said,
it's
really
talking
about
these
personalized
education
plans
for
every
kid
kindergarten,
all
the
way
through
grade
12
and
looking
at
these
supports
for
these
students.
That's
why
the
multi-tiered
systems
of
support,
the
tier
one
tier
two
tier,
two
and
tier
three
systems
that
are
consistent
across
the
district
are
so
important
for
us
to
to
really
have
in
place
and
be
able
to
have
data.
E
You
know
this
is
the
only
District
I've
ever
worked
in
that
I've
heard
the
term
data
shaming
before
I've
never
heard
that
term
before
in
my
professional
career
33
years,
data
shaming.
To
me,
data
shaming,
is
something
that
needs
to
be
looked
at
because
to
me
I,
don't
know
how
a
school
district
functions
without
having
information
to
inform
the
decision,
making
every
system
needs
information.
Will
you
have
in
front
of?
You
is
a
lot
of
data
they're,
just
numbers
just
numbers
now
what
we
do
with
those
numbers.
E
I
think
that's
the
one
thing
that
we
need
to
have
time
to
be
able
to
have
space
for
teachers
for
administrators,
to
be
able
to
look
at
those
numbers
to
build,
provide
supports
for
kids.
So
we
need
to
have
data
that
is
valid
and
reliable.
First
of
all,
and
then
we
need
to
have
time
and
space
to
review
that
data,
and
then
we
need
to
have
the
interventions
to
support
the
kids
used
in
that
information.
E
So
all
that
is
what
I
just
said
is
a
system
that
we
currently
do
not
have
in
Beaverton
that
we
are
looking
towards.
We
have
pockets
of
Excellence,
so
be
really
clear
as
well.
We
have
pockets
of
Excellence,
so
individual
leaders
are
utilizing
their
own
space
to
create
these
Micro
Systems
and
we
don't
have
the
macro
system
of
a
school
district,
so
principals
are
doing
the
best
they
can
in
their
buildings
with
their
staffs
to
create
these
Microsystems
of
support
for
kids,
so
I
know
that's
a
long-winded
answer,
but
it
needs
to
be
systematic,
systematic.
E
It
needs
to
be
K
pre-k
through
grade
12.
and
Beyond,
and
we
need
to
be
doing
it
together.
Not
in
separate
Islands,
because
I
think
that's
that's
I,
guess
the
secret
sauce
of
the
school
district
is
where
we're
all
looking
at
information,
but
we
have
a
places
where
we
can
support
kids
with
that
are
consistent
and
that's
something
we're
gonna.
That's
part
of
the
strategic
planning
process,
part
of
what
we
need
to
have
so
again,
pockets
of
Excellence,
but
having
plans
that
start
at
a
very
young
age
like
Ken
said.
E
If
we
know
kids
have
some
struggles,
academically
or
behaviorally
at
the
younger
grades.
What
are
we
doing
to
support
them
and
their
families?
And
how
are
we
sharing
information
across
levels
because
student
transitions
are
very,
very
difficult
between
elementary
middle
and
middle
and
high
school?
So
I
think
that's
one
of
the
things
that
we
continue
to
strengthen
as
well
and
I'll.
Let
the
rest
of
the
team
add
anything.
L
Well,
I
just
say
one
of
the
things
in
terms
of
the
behavior
part
of
it.
One
of
the
things
that
we
know
is
that
the
longer
kids
are
with
us,
the
better
that
they
do,
and
so
that's
because
we
get
to
know
them,
we
get
to
know
them.
Well,
we
get
to
know
what
their
needs
and
their
strengths
are
and
oftentimes.
L
We
talk
with
principals
of
the
elementary
level,
the
the
child,
who
is
really
struggling
in
kindergarten
and
first
grade
is
sitting
in
their
fourth
and
fifth
grade
classroom
doing
great,
and
so
we
really
that's
the
part
of
the
work
that
we
do
to
come
to
know.
Kids
know
them
well,
but
it's
also.
How
do
we
come
to
know
our
own
beliefs
and
our
own
biases
that
help
us
determine
how
we're
engaging
with
kids,
and
so
that's
part
of
our
work
as
well.
K
I
would
I
just
wanted
to
add
thanks
to
Dr
Bridges
and
his
team.
We
provide
quarterly
Behavioral,
Health
and
Wellness
data
by
race
and
ethnicity
to
our
buildings,
with
guiding
questions,
and
so
we've
had
a
couple
schools
and
like
Dr,
balderas
Who
talked
about
data
shaming.
We
send
them
individually
to
the
schools,
but
we've
had
staff
who've
said:
is
this
wrong?
Is
this
bad
and
our
response
back
is
well?
How
does
this
data
make?
You
feel?
K
How
do
you
feel
about
it
so
really
trying
to
get
people
to
start
saying
like
who
are
the
kids
who
are
coming
through
us
and
our
system,
and
why
those
kids,
why
not
other
kids
and
it's
it's
been
a
change
I
think
for
those
teams
to
really
be
able
to
just
see
it
in
a
really
user-friendly
manner.
So
I
want
to
thank
Dr
Bridges
team
for
that
they've
been
great.
B
F
And
I
think
that
that's
the
right
approach
right,
like
the
more
we
can
talk
about
the
data
and
to
have
our
each
school
team,
be
able
to
share
like
here's.
You
know
it's,
it's
two,
kids
that
are
a
hundred.
You
know
situations
in
my
building
or
and
then
that
brainstorming,
because
you
talked
about
not
only
the
professional
development
for
them
and
their
teams,
but
also
that
collaboration
like
this
is
a
shared
approach.
Just
because
it's
happening
at
your
building
and
it's
not
at
mine,
we
got
it.
F
Let's
brainstorm
like
let's
brainstorm
and
work
together
as
a
team,
because
these
are
all
of
our
kids
and
we
want
to
keep
all
of
our
kids
in
our
schools
and
what
might
be
working
in
your
school
could
maybe
work
in
my
school
and
it's
like
in
education.
As
a
teacher,
you
have
you,
keep
building
up
your
toolbox,
and
sometimes
you
forget,
you
have
a
certain
tool
in
your
toolbox
until
somebody
tells
you
like
in
collaboration.
F
Oh
there's
that
one
I'm,
like
oh
yeah
I,
have
that
one
in
my
toolbox,
I
just
haven't
used
it
for
a
while.
So
I
think
that
I
love
the
approach
of
collaboration,
transparency
in
the
data
and
then
owning
your
data
like
be
able
to
explain
why,
if
you
can
explain
it
great
if
you
need
help
reach
out
like
let's,
let's
collaborate
so
I.
Thank
you
for
the
approach
of
calibrating
collaboration
and
PD
that
you
mentioned.
E
And
you
know
the
timepiece
is
going
to
be
something
that's
needed
because
I
think
you
know
we
don't
have
the
time
embedded
right
now
in
our
system
and
fully
correct
me.
If
that's
the
that's
one
of
the
biggest
issues
I
see
in
this
school
district,
we
don't
have
time
to
build
the
space
to
be
able
to
do
that
as
much
as
we
want.
I
Right,
that
is,
that
is
absolutely
right
and
we
have
again
pockets
of
Excellence
where
building
leaders
are
are
getting
really
creative
to
carve
out
that
collaboration
time
for
Progress
monitoring
and
looking
at
data
and
having
those
conversations
and
it's
not
consistent,
and
even
just
today
in
a
strategic
planning,
conversation
and
large
meeting.
That
is
a
theme
that
is
definitely
emerging.
B
G
So
there's
a
I
tell
you
I'm
soaking
everything
in
today.
Data
is
always
a
little
harder
for
me
to
wrap
my
head
around.
To
be
honest
with
you,
I
have
a
question
about:
is
it
possible
that
you
know
we're
looking
here's
Dr
balderas
talking
about
systems
having
a
system
where
we
have
a
student?
G
You
know
young
child,
that's
been
ex
expelled
or
suspended
over
a
hundred
times
or
whatever
that
there's
other
students
like
that
that
might
behave
similarly,
but
they
are
not
having
the
same
result
in
terms
of
being
suspended
that
there's
a
different
way
that
they're
at
different
schools
are
being
disciplined
and
so
that
whole
consistency.
So
you
see
one
kid
like
that,
but
there's
another
kid
behaving
the
same
way:
I
don't
know
if
we
know
those
cases
because
they're
not
being
reported.
J
Susan
I
think
that
that
is
the
Crux
of
our
work
about
our
own
approach
to
to
behavior.
J
There
are
times
when
behavior
is
evident
and
we
can
all
agree
what
we're
seeing
so
there
are
times
like
when
a
fight
is
a
fight
and
we
have
evidence
that
they
were
fighting,
and
then
we
have
other
times
when,
for
example,
behaviors
reported
as
being
defiant,
and
so
we
have
all
sorts
of
Shades
of
Gray
there
so
that
that's
a
key
area
for
us
of
interrupting
implicit
bias
and
making
sure
that
we
are
really
growing
the
skills
of
our
administrators
around
that
and
then
again
it's
the
calibration
that
at
secondary
schools
we
have
multiple
administrators
dealing
with
behavior.
J
It's
also
important
to
note
that
one
of
the
things
we
unpacked
over
the
last
year
was
that
we
had
disparate
reporting
going
on
so
School
a
would
put
everything
in
Synergy.
Our
student
information
system
and
school
B
would
hold
it
all.
Behind
a
closed
wall
and
only
put
the
most
severe
things
in
there
that
made
it
really
hard
for
us
to
do
honest
work.
J
It
made
it
really
hard
for
us
to
look
for
Trends
and
to
actually
interrupt
harm,
and
so
Executives
have
been
crystal
clear
that
it
when,
when
Behavior
needs
an
office
Intervention
when
it's
level
two
our
expectation
is
that
we
see
that
and
I
think
some
of
the
things
we
were
celebrating
earlier
are
particularly
more
worth
celebrating
when
we
realize
we
actually
have
more
robust
reporting
this
year,
and
yet
in
some
of
our
categories,
those
behaviors
are
less
frequent.
G
M
So
in
any
student,
that's
expelled
is,
is
never
unenrolled.
Unless
they
choose
to
leave
our
district,
they
would
be
transferred
or
even
cross-enrolled,
to
two
programs
at
once.
Most
of
our
students
that
are
currently
expelled
go
to
either
alt
Solutions,
which
is
located
at
or
they
may
do
Interim
Home
instruction.
They
may
do
Flex
there's
and
some
of
them
are
in
multiple
programs
in
order
to
best
serve
their
needs,
so
they
then
they're,
never
unenrolled.
They
are
simply
transferred
from
one
of
our
schools
to
the.
E
E
E
E
E
Again,
that's
even
a
little
bit
subjective
with
the
intent,
but
it
gets
I
think
that's
the
work
ahead
in
terms
of
the
continual
calibration
across
our
system,
between
objective
versus
subjective
and
what
is
making
sure
the
discipline
is
is
is
calibrated
to
ensure
that
we're
being
that's
the
equity
piece
a
little
bit
in
terms
of
our
system,
so
that
we
don't
have
in
that
bias,
training
that
we
have
in
terms
of
making
sure
our
administrators
are
all
calling
something
the
same
thing
that
they
see
it
I
think
that's
I
can
keep
going
on
and
on
about
this,
because
this
is
something
that's
a
nationwide
Trend.
E
This
is
just
not
happening
in
Beaverton
Oregon.
This
is
everywhere
and
that's
why
you
have
bias
and
I
use
the
middle
school
boy
and
girl
example.
Often
is
Middle.
School
boys
get
disciplined,
it's
twice
a
rate
of
middle
school
girls,
that's
a
national
stat,
usually
that's!
It
hasn't
changed
for
30
years.
Probably
so,
Middle
School
boys
get
disciplined
twice
the
rate
as
Middle
School
girls.
So
why
is
that
I
mean
really?
E
So
that's
the
bias
it's
yeah
or
and
and
in
terms
of
how
do
we
work
through
that
and
it's
you
know,
I
spend
most
of
my
career
at
the
mental
level.
So
I
can
tell
you
my
my
sense
to
it,
but
that's
the
work
we
have
to
do
as
a
system
and
I
think
we're
on
our
way.
We
have
been
on
our
way,
I.
Think
tonight.
We,
the
boards
heard,
is
some
progression
toward
where
we're
gonna
head
by
staff,
but
it
takes
the
whole
team.
E
It
takes
time
and
we've
been
fortunate
enough
to
be
meeting
with
principals
and
assistant
principals
together
all
year.
Long
to
talk
about
this
I
think
that's
the
first
time.
That's
happened
in
a
long
time,
so
is
making
sure
that
we
do
it
as
a
team
with
the
board
involved
in
with
these
updates,
and
we
fully
expect
in
the
fall
when
we
have
a
new
board
to
be
doing
the
same
presentation
again
but
going
deeper.
F
I
was
going
to
say
that
would
be
great,
so
get
our
second
semester,
information
with
her
with
the
new
board
or
when
it's
ready
to
be
able
to
share
and
keep
learning
together,
and
so
that
we
have
that
consistency
and
check
with
with
you
all
our
systems
and
the
one
thing
we
haven't
talked
about,
and
it's
just
it's
a
quick
I'm
glad
we
haven't
seen
any
with
the
expulsion
and
suspension
expulsions.
F
Last
year
we
saw
a
couple
as
a
board,
and
the
paperwork
was
really
inconsistent
and
not
well
filled
out
and
so
I'm
glad.
Well,
we
haven't
seen
any
which
is
hopefully
because
we're
trying
to
you
know,
but
just
wanted
to
name
that
for
the
paperwork
and
that
process
making
sure
that
that's
consistent
as
well
as
you're
looking
at
the
other
systems,
so
that
if
there
was
a
case
that
came
to
us
as
a
board
to
look
at
that.
B
C
Yeah,
so
you
know
like
when
there's
a
two
data:
that's
provided
for
the
secondary
school
level
is
the
exclusion
rate
over
300
by
ethnicity
and
by
schools
and
by
ethnicity,
I,
I'm
glad
to
hear
that
you
know
implicit
bias,
training,
how
much
implicit
bias
training
do
teachers
get
like?
Is
there
a
requirement
or
what
what
happens
there.
I
So
I
I
can't
speak
as
much
to
what
that
professional
development
has
looked
like
up
until
now,
though
I
know,
I
do
know
that
it
has
been
rigorous,
but
as
our
office
of
equity
and
inclusion
has
been
working
diligently
to
learn
and
understand
the
modules
that
have
been
recently
created
by
ODE.
Those
will
be
the.
I
There
are
multiple
modules
with
several
modules
and
clusters
within
them,
and
this
is
one
of
the
primary
areas
of
focus
in
that
professional
development,
and
we
know
from
hearing
from
Dr
balderas
and
knowing
the
importance
of
that
professional
development
that
that
is
going
to
be
the
number
one
professional
development
series
that
we
ensure
is
offered
to
all
that
is
required
for
all
staff
in
the
coming
years
and
rolling
that
out.
And
that
is
a
key
part
of
those
series.
I
C
C
E
E
We
want
the
schools
to
be
used
to
be
safe
environments
for
all
kids,
so
that
exactly
yeah
so
I
think
it's.
How
do
we
create
a
more
sense
of
belonging
and
inclusion
at
these
schools?
And
what
is
what
can
we
do
to
support
the
school
culture
and
environment
and
staff
to
ensure
that
we
create
that
that
environment
I
know
that
when
I
first
arrived
here
and
I
heard
this
from
Community
is
the
two
middle
schools
where
there
is
a
great
amount
of
concern?
Were
metal,
Park
and
Mountain?
E
View
I
I
had
heard
that,
prior
to
my
arrival,
I'm
not
hearing
that
now
as
much
I'm,
not
hearing
that
now
as
much
so
Something's
Happened
there
this
year
to
cause
more
of
a
of
of
an
environmental
change,
culture
change
shift,
maybe
on
the
campus
I
think
there
is
a
quite
a
bit
of
transformation
in
terms
of
Staffing
as
well
that
occurred
on
those
two
campuses.
E
I
think
parents
are
a
key
part
of
any
discipline
behavioral
contract,
the
parents
are
Guardians,
so
making
sure
parents
and
Guardians
are
aware
of
the
situations
and
making
sure
we
continually
work
with
students
because,
again
being
in
the
school
for
so
long
as
I
was
is
there's.
This
is
not
all
kids.
This
is
typically
a
handful
of
students
that
need
some
additional
supports.
E
So
how
do
we
work
to
identify
those
students
to
ensure
that
we
provide
the
supports
that
we
can
as
a
system
to
support
them
interactions,
because
these
students
that
are
in
sixth,
seventh
and
eighth
grade
before
long
they'll,
be
in
our
high
schools
and
also
I,
think
we
need
to
revert
back
to
what
we
said
earlier?
Is
these
kids
are
right
now
in
our
elementaries?
E
So
what
are
we
doing
at
the
elementary
level
to
prepare
these
kids
support
these
kids
to
ensure
that
they
understand
our
behavioral
expectations,
work
with
their
families
before
they
get
to
any
Middle,
School
I
think
that's
something
that
we
need
to
continue
to
work
on.
So
my
point,
this
is
a
K-12
dilemma
that
we
need
to
really
tackle
and
work
through.