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From YouTube: Spring School Board Work Session
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A
Welcome
everyone
I
called
to
order
the
beaverton
school
board
work
session
for
april,
4th
2022.,
we'll
start
with
a
roll
call
of
board
members.
Please
answer
with
present
or
if
you're
not
here,
don't
say
anything
so
susan.
B
C
A
B
A
Tom,
I
am
here
okay.
Well
then,
let's
start
with
our
first
item
board
members,
just
to
let
everybody
know,
there's
been
a
slight
change
in
the
order
of
items
we're
going
to
hear
today
we'll
be
hearing
the
student
discipline
report
a
little
bit
later
after
5
pm,
so
uganda
can
be
with
us
for
that
item
and
we're
starting
then,
with
the
grading
and
reporting
update.
D
Yeah
thanks
tom
thanks,
everybody
glad
to
see
you
welcome
to
the
work
session,
thanks
for
giving
us
the
opportunity
to
present
on
grading
reporting
just
a
little
bit
of
logistics
for
you
as
we
jump
into
this.
It's
myself,
dr
bridges
and
dr
franco
we're
all
here.
John
franco
and
myself
will
be
doing
the
majority.
In
fact,
all
of
the
presenting
to
you
and
then
dr
bridges
is
here
to
help
with
any
data
questions
and
any
questions
at
the
end.
D
So,
like
we've
done
in
the
past,
what
would
be
helpful
if
you
have
some
questions
that
are
you
know
pretty
detailed,
that's
great
if
you
could
write
them
down
and
even
maybe
note
the
slide
number
you'll
notice
on
the
presentation
in
a
moment
when
I
share
my
screen,
we'll
have
the
slide
number
on
there
and
then
just
save
the
questions
till
the
end.
D
If
there's
something
as
we're
talking,
it's
just
not
clicking
totally
appropriate
to
to
jump
right
in
and
ask
us
to
clarify,
but
for
those
you
know
more
standard
questions
it
might
be
a
little
might
be
more
smooth
or
streamlined
for
us
tantrum
at
the
end.
So
give
me
just
a
couple
seconds:
I'm
going
to
share
my
screen
and
kind
of
reorient
to
zoom
here,
hopefully
you're,
seeing
a
slide
show
with
a
little
bit
of
blue
colors.
So
just
a
reminder
to
the
board.
D
Why
we're
talking
about
grading
and
reporting
right
now
and
in
the
fall
of
this
school
year
so
fall
of
2021?
We
came
to
the
board
with
the
change,
a
significant
change,
the
grading
reporting
practices
which
had
some
had
some
some
dealings
with
some
contingencies
under
policy
ik,
and
what
we
changed
was:
we've
removed
the
mark
of
f
or
failure
from
the
opportunities
for
secondary
teachers
to
use,
and
we
encourage
and
increase
the
use
of
the
I
for
incomplete
or
the
end
for
no
grade.
D
So
just
a
couple
of
clarifications,
as
we've
gone
through
to
some
reminders
to
the
board
and
reminders
to
anyone,
who's
who's.
Listening
here,
nothing
from
the
grading
scale,
where
we
would
consider
a
student
to
have
passed
the
class
or
in
high
school
earned
credit.
Nothing
about
that
threshold
changed
so
the
the
lower
limit.
The
lower
limit
of
demonstrating
proficiency
for
a
credit
remained
the
same
as
it
always
had.
D
This
is
all
about
increasing
the
work,
we're
doing
and
increasing
our
opportunity
to
support
students
who
are
not
yet
able
to
demonstrate
proficiency
in
ways
that
we've
started
to
do
in
the
past,
but
this
is
building
it
out
to
a
much
much
greater
scale
and-
and
we
hope
to
be
much
more
successful
than
we
have
in
the
past.
D
What
you'll
see
today
is,
as
you
saw
in
your
packet
and
you'll,
see
in
a
minute
is
just
a
whole
lot
of
data,
we're
in
a
spot
right
now,
where
we
can
collect
data
from
the
first
semester
that
we've
undergone
this
change
and
compare
it
to
the
last
semester
that
we
had
before
the
change.
So
you'll
see
kind
of
a
number
of
different
data
sets,
but
sometimes
it'll
be
data.
Sets
just
about
this.
The
the
first
semester
of
this
year
that
we've
kind
of
previously
ended
and
then
sometimes
you'll,
see
some
data.
D
Sets
that
compare
last
the
end
of
last
school
year
to
this
school
year
and
we'll
talk
about
how
that's
influencing
our
thinking.
How
that's
influenced
our
planning
and
those
types
of
things
so
again,
you'll
hear
dr
franco
first
he'll
be
speaking
quite
a
bit
to
the
high
schools,
we'll
transition
I'll
spend
a
little
bit
of
time
talking
to
you
about
middle
schools,
okay,
get
back
to
dr
franco
to
to
close
it
down
and
then
I'll
help
to
facilitate
that
question
and
answer
at
the
end.
D
So
if
that
sounds,
okay,
we'll
go
and
again,
if
there's
things
you
need
us
to
answer
in
the
interim,
don't
be
shy,
feel
free
to
unmute
and
we'll
do
the
best
we
can
to
answer.
So
with
that
dr
frank
I'll,
push
it
over
to
you.
Just
let
me
know
when
you'd
like
me
to
advance
the
slides.
E
Yeah
I
appreciate
that
dr
sika,
and
so
just
a
reminder
to
the
school
board,
and
everyone
who
is
on
is
that
we
did.
E
We
did
present
some
of
this
at
the
february
session
at
the
february
board
meeting,
but
it
was
incomplete
because
it
was
as
it
was,
data
collected
as
of
january
20th.
E
So
this
first
slide
and
and
just
like
what
what
dr
sika
said,
you
know
it's
a
ton
of
data
and
it's
satellite
data,
if
you
will,
but
it's
a
great
data
point
for
us
that
we
can
use
for
dialogue
and
we
are
using
moving
forward.
Okay,
so
yep,
please
hold
your
questions
to
the
end,
and
hopefully
we
could
shed
some
light
on
some
of
some
of
the
good
work.
E
That's
happening
so
here
you'll
see
just
aggregated
high
school
mark
reports,
and
so
this
is-
and
this
is
not
the
number
of
students-
this
is
just
the
number
of
marks,
and
so,
as
you
can
see,
and
as
brian
alluded
to,
and
thank
you
so
much
for
your
support
with
the
removal
of
fmark.
But
instead
we
have
incorporated
the
incomplete
and
the
no
grade
the
p
is,
is
pass,
and
so
for
those
of
you
don't
know
we
do.
Schools
do
have
autonomy
to
issue
past
grades.
E
Okay,
so
and
you'll
see
this
and
it
was
included
and
I'm
not
going
to
kind
of
I'm
not
going
to
go
over
every
school,
but
just
wanted
to
kind
of
give
you
an
idea,
and
so
obviously
these
are
the
six
comprehensives
within
the
district,
and
you
could
see
a
little
bit
with
how
the
marks
you
know
how
it
looks
and
as
you
can
see,
and
they
they
similarly
follow.
E
The
same
trend
in
terms
of
there
are
definitely
more
a's
that
are
given
out
and,
and
we
have
a
line
graph
that
will
kind
of
show
a
little
bit
of
the
distribution
moving
forward.
Brian
next
slide.
E
Here
are
the
options
again,
it's
the
it's
the
same
as
the
second
chart.
That
was
that
we
just
looked
at
except
this
pertains
to
the
option.
Schools
and
again
what
I
like
to
pay
attention
to
here
is
generally
not
or
in
these
types
of
charts.
It's
generally
not
the
number,
but
you
can
really.
E
The
percentages
is
something
to
really
kind
of
take
a
look
at
and
and
then
in
a
future
slide
you'll
be
able
to
see
in
the
line
graph
how
it
actually
looks
like
trend
wise
and
to
see
if
there
are
any
outliers
now
brian
next
slide
and
speaking
of
here's,
a
line
graph
that
we
just
talked
about
and,
as
you
can
see,
overarchingly,
which
is
good,
the
trend
is
way
more
passing
grades
than
there
are
eyes
or
incompletes.
But
you
do
see,
we
do
have
some
outliers.
E
You
can
see
the
outlier
there
in
terms
of
the
end
and
again
mind
you
I'll
say
this
too,
you
know
an
I
is
and
an
end.
Even
so
to
speak,
I
mean
those
aren't
negatives.
We
like
to
refer
those
as
just
like
with
what
they
are.
Those
are
incompletes
or
not.
There
yet,
and
so,
with
our
credit
recovery
systems
and
also
with
summer
school.
E
You
know
the
the
inclusion
of
the
imn
allows
for
more
opportunities
to
for
students
to
make
up
credit,
as
opposed
to
before
when
it
was
the
f,
but
you
could
and
then
you
could
see
the
legend
there
to
the
right
which
lists
the
school
brian
next
slide,
and
so
this
is
just
again
just
a
different
way
of
looking
at
it,
and
so
you'll
see
for
the
next
few
slides
here.
E
The
difference
between
each
of
the
buildings
or
just
gives
you
a
snapshot
of
what
it
looks
at
the
buildings,
and
you
can
see
the
one
difference
that
we
added
here
is
you.
We
also
listed
the
school
enrollment,
so
that
is
a
category
that
wasn't
on
the
first
few
slides,
but
you
can
kind
of
see
not
only
what
we
originally
talked
about
or
originally
showed
in
terms
of
letter
grades,
but
you
can
see
how
that
pertains
to
the
to
the
school
enrollment
and
mind
you
remember.
C
E
It's
just
a
it's
just
a
a
good
data
point
that
we
look
at
because
I
think
it's
always
important.
There's
the
number
of
marks
that
are
given.
But
what
is
you
know?
What
is
the
total
population
of
the
school
and
kind
of
give
you
an
idea
about?
Okay?
So
if
I
have
this
many
marks
and
here's
my
population,
that
means
it
gives
you
an
idea
about.
Okay,
how
many
students
are
receiving
more
than
one
say:
hey
or
b
again,
satellite
data
to
its
finest
next
slide.
E
E
Okay,
so
here
is
what
we've
broken
down
in
terms
of
this.
This
is
the
number
of
I
marks
per
school,
and
so
I
again
is
incomplete
and
just
like
what
brian
said,
it's
a
comparison
and
so
like,
for
example,
I'll
give
you
like
if
we
just
take
a
look
at
a
low
high
school.
So
if
you
take
second
semester
of
last
year,
the
number
of
students
with
eyes
was
237,
and
this
is
what
was
really
cool
too.
E
Is
you
could
see
the
average
per
student
is
1.49
and
then,
if
you
look
at
you
know
second
semester,
if
you
take
a
lower,
for
example,
that
322
number
of
students
with
eyes,
but
then
the
average
goes
down
okay,
so
what
that
tells?
You
is
yes,
there's
more
students
with
eyes,
but
there's
also
less
students
who
have
multiple,
and
so
you
know,
if
that's
why
that
average
is,
is
significant.
E
If
you
take
a
look
at
you
know,
obviously
we
don't
want.
We
want
the
number
of
students
for
the
eyes
to
go
down
and
we
want
the
average
to
go
down
right,
and
so,
if
you
take
a
look
at
beaverton
high
school,
for
example,
the
number
of
students
with
incompletes
from
second
semester
of
last
year,
315,
if
you
take
a
look
at
the
average-
and
I
can't
brian
kids
away,
you
can
move
your
cursor
to
beaverton
high,
so
315
then
1.64.
E
E
But
not
only
did
the
number
of
students
with
incompletes
go
down,
but
then
the
average
went
down
right
and
so
that
that's
really
what
we
are
hoping
to
get
in
terms
of
trend
moving
forward.
So
that
just
gives
you
an
idea
of
where
we're
at
in
terms
of
the
comparison.
E
Okay,
so
this
gives
you
an
idea
of
different
groups
of
students
which
obviously
we
are
very
cognizant
about,
and
it
makes
sense
for
us
to
to
look
at
again
same
type
in
terms
of
the
actual
number,
but
then
also
it's
pertinent
to
also
look
at.
You
know
what
the
average
is
and,
as
you
can
see,
you
know
even
like,
like
I
mentioned
before,
for
some
the
number
did
increase,
but
then
the
average
went
down.
Okay,
so
I
think
it's
all
again
really
good
data
for
us
to
kind
of
dig
into
next
slide.
E
E
Okay,
so
what
we
did
look
at
was
incomplete.
Here's
n's,
okay,
the
number
of
n
so
remember,
n's,
is
no
grade,
and
so,
if
you
take
a
look
again
at
second
semester
of
last
year,
again
same
type
of
idea
here
and
so,
and
when
we
look
at
the
data
as
schools
and
we're
very
good
about
looking
at
the
data,
we
do
look
at
the
eyes
and
the
ends
we
look
at
it
separately,
but
then
we
also
look
at
them
together,
because
it
is
definitely
possible
that
you
could
have
not
that
many
eyes.
E
E
E
But
that's
why
I
think
it
is
important
that
we
do
compare
and
contrast
so
to
speak,
but
I
think
overarchingly
you
can
see
that
the
number
of
no
grades
did
if
we
run
a
comparison
from
second
semester
of
last
year,
to
first
semester
of
this
year
did
go
down
significantly
and
so
the
ends
and
just
just
a
reminder
what
the
ends
tell
us
is
that
there's
just
no
evidence.
E
Incompletes
means
that
there
is
an
evidence
there
is
regardless
of
how
small
that
is.
If
there
is
evidence
at
all,
a
student
will
get
it
incomplete.
If
there's
none
zero,
then
it
is
an
n,
so
the
more
incompletes
you
know
that
means
students
are
submitting
some
things,
and
so
this
I
think
this
is.
This-
is
really
good
data,
all
right
next
slide
and
again
just
broken
down
by
the
different
groups.
Just
like
with
the
last
with
the
the
last
slide
you
could
see
again.
This
is
for
n
marks.
E
I'm
sorry
there
was,
let's
see
yep,
it
is
n
marks
again
just
gives
you
an
idea
and
naturally,
because
you
saw
it
overarchingly
that
we
went
down
in
terms
of
comparison
from
second
semester.
Last
year
to
first
semester,
it
made
sense
to
say
that
we're
making
progress
with
with
our
different
groups
next
slide.
E
All
right
and
I'll
turn
it
over
to
brian
and
he's
going
to
talk
about
middle
schools.
D
Yeah
thanks
dr
franco,
similar
data
that
we
have
across
so
I'll
just
point
out
a
few
key
pieces.
This
is,
is
it's
our
middle
schools
and
remember
the
significant
difference
with
the
middle
schools
and
the
high
schools
is
the
middle
schools
are
not
awarding
credit,
and
so,
while
they
still
have
the
same
grading
skills
and
still
work
to
give
students
same
amount
of
feedback,
and
they
certainly
still
have
that
same
value
for
the
learning
that
goes
inside.
D
The
classroom
that
just
kind
of
transactional
piece
of
a
credit,
of
course
just
doesn't
exist
in
the
middle
schools.
However,
we
can
see
really
similar
trends
when
you
look
at
the
schools,
if
you
look
on
the
left
hand
side
of
this,
the
kind
of
first
two
columns
of
numbers
there.
Those
are
all
of
the
middle
schools
that-
and
you
can
see
all
of
them,
except,
of
course
tom
water,
because
they
didn't
have
students.
D
To
the
first
semester
of
this
school
year-
and
I
think
some
of
that-
and
I
would
think
some
of
this
is
in
play
with
the
high
schools
as
well
just
goes
to
the
awareness
that
this
sort
of
initiative
or
this
transition
has
brought
to
the
concept
of
continuing
learning
all
the
way
throughout
the
semester
and
how
teachers
and
students
are
just
many.
More
of
them
are
continuing
to
work
on
a
learning
target
by
learning
target
way
to
to
work
through
their
classes
again
similar
to
our
high
schools.
D
If
we
know
from
the
previous
slide
that
we
saw
a
decrease
overall
and
the
number
of
eyes
that
were
awarded
from
second
semester
last
year
to
first
semester
of
this
year,
we
would
expect,
of
course,
to
see
see
a
drop
as
well
when
we
look
disaggregated
by
our
race
and
ethnicities
and
you'll
see
that
by
this
slide
drops
in
all
areas,
we
noticed
a
fairly
interesting
trend
on
our
next
slide.
D
So
this
is
now
looking
at
ends
and
again.
This
is
that
additional
mark
or
another
mark
that
we
use
in
lieu
of
using
the
f,
the
n
being
that
no
grade
or
no
evidence,
yet
that
the
student
has
demonstrated
or
been
able
to
demonstrate
towards
proficiency
of
standards
during
the
second
semester
of
last
school
year,
we
did
not
have
many
schools,
many
of
our
middle
schools
using
the
ends
they
were.
They
had
already
been
starting
to
use
the
eyes.
D
Maybe
they
would
have
gotten
an
eye
last
year
in
a
similar
situation,
now
they're
getting
n,
but
when
you
take
the
time
to
total,
like
the
total
number
of
eyes
and
ends
last
year
and
the
total
number
of
eisen
ends
this
year,
we
still
are
seeing
that
decrease
across
the
board,
which
again
is
a
testament
to
just
the
continued
continued
focus
on
learning
that
this,
this
change
is
helping
us
to
increase,
and
again
the
similar
to
to
previous
slides,
though
we
won't
have.
D
This
is
a
little
bit
more
difficult
to
compare,
because
not
all
the
schools
are
using
the
ends
in
the
first
first
year
of
this
data
set
so
second
semester
of
last
year,
since
not
all
the
middle
schools
were
using
ends
it
that's.
Why
you're
seeing
the
increase
to
this
year,
just
because
so
many
more
schools
are
using
them
using
the
ends
in
the
repertoire
of
communication.
E
Yeah,
I
thought
you
thought
all
of
you'd
like
to
see
this.
This
is
by
content
area
or
subject
in
terms
of
the
percentage
of
incompletes
and
ends
and
again
we're
running
a
comparison
from
first
semester
or
second
semester
of
last
year
to
first
semester
of
this
year
and
again,
if
a
good
thing
to
look
at
again
is
just
kind
of
what
the
you
know,
the
percentages
look
like
just
kind
of
give
you
an
idea
and
again
mind
you.
E
You
know
incomplete
means,
there's
some
semblance
of
evidence
that
a
student
has
submitted
the
n
or
the
no
grade
means
there
hasn't
been
any
evidence
submitted.
So
this
just
kind
of
gives
you
an
idea
about.
E
E
In
terms
of
you
know,
credits,
so
credits
recovered
and
you
and
and
obviously
broken
down
by
by
groups,
and
so
you
can
see
a
little
bit
now
mind
you
and
you'll
see
this
also
on
the
next
slide
I'll
go
ahead
and
go
to
the
next
slide
too
brian.
E
This
is
by
school
and
then
it
said,
there's
a
continuation
moving
forward.
I
think
to
other
schools
on
the
last
slide.
So
I
just
want
to
caveat
to
this:
is
that
it's
it's
still
incomplete
in
a
sense
that
you
know
how
how
synergy
works
or
how
we
were
able
to
access
this
data
is
is
using
course
codes.
E
E
So
I
guess
what
I'm
saying
is
you
know
if,
for
example,
because
we're
a
standards-based
learning
system
and
we
are
into
making
up
learning
targets,
and
we
we
also
have
schools
that
don't
necessarily
use
the
exact
same
course
code
to
make
up
credit
for
learning
targets
right,
and
so
that
is
not
captured
here
in
this
data.
So
this
is.
E
This
is
incomplete
in
a
sense
that
we're
comparing
apples
to
apples
in
terms
of
course
codes,
whereas
we
know
for
a
fact
that
more
credit
is
being
recovered,
just
through
learning,
target
recovery
and
say
different
courses
that
other
schools
are
using
and
so
we're
just
we're
trying
to
figure
that
out
in
terms
of
how
to
gather
that
subset
of
data,
so
that
we
can
have
a
more
complete
picture.
E
But
even
if
say,
you
just
take
a
look
at
what
this
data
is
like.
If
you
take
a
look
at
like,
for
example,
beaverton,
high
southridge
high
and
the
number
of
grade
changes,
but
then
also
the
number
of
credits
recovered
and
brian,
do
me
a
favor
go
back
to
the
last
slide.
I
think
it
shows
the
different
groups.
E
I
mean
you
could
see
the
benefit
that
we're
having
if
you're.
If
you
just
take
a
look
at
our
students
with
disabilities,
for
example,
or
hispanic
latino,
you
can
see
there's
definite
positive
moves
being
being
made
in
terms
of
credits
being
recovered.
I
think
there's
one
more
slide.
Brian
slide.
Oh
no!
F
G
Yeah
I
can
address
that
susan,
so
they're
on
a
proficiency-based
system,
so
they're
reporting
summary
judgments
instead
of
letter
grades.
So
for
last
year
the
change
with
the
I
and
n
programming,
and
also
just
being
in
cdl
and
hybrid,
made
the
behind
the
scenes
grade,
reporting
not
work.
Well,
so
there
wasn't
any
reportable
data
and
then
the
same
thing.
This
semester,
the
teachers
don't
issue
letter
grades.
F
So,
even
though
we
are
looking
at
middle
schools
that
are,
you
know,
forget
what
we
called
it,
but
you
know
that
they
do
things
the
same.
Basically,
woodford
is
still
doing
their
grading
differently
than
all
the
rest
of
our
middle
schools
is
what
I'm
hearing,
and
that
was.
I
would
recommend
that
next
time,
there's
like
a
little
asterisk,
so
we
all
know
that
the
reason
that
woodford's
not
there
is
because
their
grading
system's
different
and
then.
F
D
Three
yeah:
okay,
let
me
I
can
pull
it
back
up.
Go
ahead,
john.
E
Yeah,
I
I
don't
necessarily
know
that
I
can
give
you
a
direct.
I
mean
if
you
talk
to
paul
he'll,
say
the
exact
same
thing
I
think,
and
if
you
talk
to,
I
think
merlot
potentially
could
fall
in
that
category
as
well.
Is
that
when
you're
talking
about
an
alts,
an
alternative
setting,
if
you
will
is
that
you
know
there's
there's
a
there
is
a.
It
is
a
distinct
reality
that
you
know
that
students
that
come
over
are
not
necessarily
exceeding
in
the
comprehensive
environment
or
they
need
a
little
something
different.
E
E
Okay,
not
only
is
trying
to
get
acclimated
to
the
new
environment,
but
to
also
it's
it's
it's
it's
ketchup,
so
in
other
words
like,
for
example,
if
I
bring
merlot
over
there's
a
point
in
time
where
we're
you
know
we're
coming
over
and
we're
seeing
more
kids,
who
are
a
little
bit
older,
who
technically
would
be
juniors
or
so
coming
over,
who
are
already
potentially
or
could
be
a
little
bit
behind
from
a
credit
perspective,
and
so,
even
though
say
the
four-year
like
graduation
rate,
we're
trying
to
improve
upon
the
five
year
is
actually
outstanding.
F
F
I
would
say
that
that's
not
clear
and
then
the
other
thing,
I'm
I'm
thinking
with
flux
online
is
there's
multiple
reasons.
At
least
that's
from
my
understanding
why
students
and
high
school
students
in
elementary
school
students
go
to
flux
online
and
it's
not
necessarily
all
because
they're
behind
in
school
they
may
have
mental
health
issues,
and
so
I
I
one
want
that
to
be
acknowledged
into
because
they
might
have
mental
health
issues.
There
might
be
other
reasons
why
their
grades
aren't
a
certain
way.
E
Setting
yeah,
no,
I
thank
you.
I
absolutely
agree
and,
like
I
said
this
is
why
it's
important
to
to
note
that
this
is
satellite
data
yeah
when
we
get
to
street
data
is
what
we
like
to
call
it
it's
getting
down
to
the
bottom
of
it.
Just
like
with
what
you
said,
all
those
types
of
things
that
come
into
play,
and
so
we
just
can't
look
at
this.
It
gives
us
a
data
point,
but
we
know
that
there
are
stories
yeah
beneath
that.
F
So
I
guess
this
is
interesting,
but
I'm
wondering
like
this
and
I
I
know
I'm
sounding
kind
of
I
don't
mean
to
be,
but
I'm
just
trying
to
understand
the
point
behind
this
in
a
sense,
then,
if
we're
you
know
in
terms
of
digging
into
it,
if
we're
not
really
looking
at
it
as
to
why
certain
things
are
the
way
they
are.
Why
are
we
looking
at
this
because
it's
something
new
that
we
have
the
we
don't
have
f's
and
so
we're
looking
at
how
many
students
are
eyes
and
ends.
E
Yeah,
I
think
again,
when
you're,
when
you're
talking
about
data
first
and
foremost,
that
we
we
need
like
this
is
the
reality.
Okay,
so
we
made
the
we
made
the
change
away
from
the
removal
of
the
f,
and
so
it
made
sense
to
look
at
this
piece
about
okay,
what
are
the
number
of
eyes
that
we're
getting?
What
are
the
ends,
but
I
think,
more
importantly,
to
see
because
that
was
a
big
piece.
That
was
a
big
question
from
the
board
about
when
we
actually
made
this
move
to
the
eye
and
the
end.
E
Will
this
give
our
students
more
opportunities
to
make
up
credit?
And
I
think,
if
you
just
take
this
as
face
value
again
without
getting
into
you,
know,
trying
and
mind
you.
This
is
a
data
point.
This
gives
us
an
avenue
to
move
forward
so
that
we
can
get
more
of
the
street
data
so
to
speak.
It
gives
us
a
kind
of
a
path
so
right.
So
where
are
we
making
some
progress.
F
Now,
because
I
mean
again,
I
say
that
last
year
was
kind
of
a
major
aberration,
because
we
started
back
in
school.
I
think
it
was
a
first
a
year
ago
now
and
in
person
and
so
we're
looking
at
kind
of
skewed
things
that
way.
But
the
point
is
that
we
want
to
look
at
the
eyes
and
ends
to
see
how
many
go
to
summer
school
for
recovery.
F
D
Susan
well,
well,
susan,
I
think
that's
a
really
great
point
in
in
yes,
but
and
though
we
we've
we've
sort
of
always
had
the
opportunity
to
have
like
the
summer
school
time
for
recovery,
but
the
point
in
time
data
that
we're
looking
at
now,
where
you
saw
the
part
about
the
number
of
eyes
that
have
been.
You
know
converted,
if
you
will
the
credits
now,
so
that's
that,
like
on
time,
help
for
a
student,
essentially
still
in
the
same
semester
that
they
demonstrated
that
incomplete.
D
D
Be
really
supportive
of
students,
if
you
remember
one
of
the
big
things
we
talked
about
was
not
just
changing
the
name
just
to
change
the
name
right,
not
just
going
I
from
f
and
that's
it.
But
is
this
pushing
us
towards
changing
our
practices
at
our
schools
and
one
of
the
things
that
we're
starting
to
think
that
that's
a
yes
that
we
are
is
those
eyes
that
are
turning
into
credits
right
away,
as
opposed
to
waiting.
F
I
mean
it's
important
that
because
the
numbers
get
a
little
overwhelming
and
you
know
hearing
it
in
terms
and
it's
good
news,
but
for
me
you
know
data's,
I
mean
some
people
love
data.
You
know,
I
know
that.
But
for
me
it's
just
like
give
me
like
the
hard.
You
know
the
hard
answers,
like
you
know
what
we're
doing
things
right
now
that
are
making
a
difference
for
our
students
and
all
of
our
students.
F
I
First
of
all,
thank
you.
I
know
this
is
a
lot
of
work
getting
all
of
this
information.
I
appreciate
that
and
also
I
you
know,
I
had
a
lot
more
questions
when
I
was
reviewing
the
information
over
the
weekend
and
and
today,
and
you
answered
a
lot
of
those
in
your
presentation,
so
I
appreciate
that
I
was
really
you
know
wanted
to
know
how
many
of
the
students,
individual
students
received
multiples,
eyes
and
ends,
and
you
you
came
up
with
that.
I
My
my
I
have
three
questions,
one
which
you
were
just
going
into
quite
a
bit
with
susan
on
the
credit
recovery.
I
know
I
would
assume
that
a
lot
of
those
numbers
were
credit
recovery.
We
were
able
to
do
this
last
summer,
and
or
is
that
also
included
of
folks
that
got
eyes
and
ends
the
first
semester
that
just
ended
and
they're
in
the
process
of
of
doing
it
now.
E
D
A
D
D
So
from
from
like
a
sort
of
pragmatic
like
what
could
be
possible,
everything
you
said
is
happening
in
our
schools
now
so
kind
of
to
susan's
point.
Yes,
it's
from
students
who
got
an
eye
previously
and
yes,
it's
from
students
currently
getting
an
eye
that
on
time
kind
of
remediation,
if
you
will
of
that
on-time
help,
but
let's
kick
it
to
dr
bridges.
Maybe
I
don't
know
john,
do
you
have
some
insight
on
this
exact
data
set?
What
of
that
scope?
It
may
capture.
G
So
what
this
captures
is,
as
dr
franco
said,
it's
kids,
who
had
an
irn
at
the
end
of
semester,
two
in
a
course,
and
that
grade
has
been
changed
to
a
passing
mark
for
the
same
course.
So
the
kid
has
been
working
over
the
summer,
not
necessarily
summer
school
or
this
year,
with
the
teacher
to
complete
the
work
to
demonstrate
some
level
of
proficiency
that
is
awarded
as
credit.
G
I
Okay,
I
and
I
know
I
know
this-
is
we're
developing
this
as
we
go
and
it's
and
it's
like:
where
do
you
stop
and
count
the
data
and
not
going
I
mean
I
I
absolutely
get
it,
but
my
other
then
question
is:
did
we
at
all
consider
breaking
this
down
by
grade
level.
D
One
we,
I
know
I
want,
maybe
dr
bridges
you'll
jump
in
there,
some
of
the
trickiness
in
that
and
some
subjects
it
would
work
better
than
others,
but
when
we
end
up
with
those
mixed
grade
classes
right,
you
know,
you'd
have
like
10th
and
11th
graders
in
the
same
course
code.
I
I
think
we
could
still
break
it
down.
D
If
that's
something
that
would
be
more
helpful
to
see
like
you
know,
we
know
chemistry
class
as
a
science
class
is
mostly
10th
graders,
because
that's
where
it
is
in
our
sequence,
but
we
probably
I
don't
know
john
bridges.
I
I
think
we
could
probably
further
break
it
down
by
student
grade
level.
If
we
could
get
to
that
level
of
detail.
G
Yeah,
we
could
do
it
by
grade
level,
but
there
wouldn't
be
any
data
for
the
ninth
graders
because
they
were
eighth
graders
last
year
and
they
wouldn't
be
recovering
eighth
grade
credit
because,
as
dr
sika
said,
there
is
no
eighth
grade
credit.
So
to
speak.
So,
but
we
could,
in
the
future,
look
at
credit
recovery
for
current
10th,
11th
and
12th
graders,
based
on
what
they
did
the
prior
year.
That
second
semester.
I
And-
and
I
know
we
do
a
really
thorough
job
and
we
we
have
been
for
years
that
ninth
grade
on
track,
because
we
know
that
how
important
that
is
for
our
ninth
graders.
So
I
I
believe
we
have
a
you
know,
probably
a
pretty
good,
lock
and
load
system
for
that
a
process
for
that,
I'm
I'm
just.
I
would
be
just
more
curious
as
a
board
member.
How
many
of
these
eyes
and
ends?
I
Are
you
getting
as
a
junior
or
a
senior
and
what
that's
going
to
then
take
to
get
you
graduated
in
your
course
recovery
is.
Is
that
the
is
it
the
majority?
Is
it
more?
Is
it
more
at
that
entry
level,
because
we
do
know
coming
back
from
covid
of
that
eyes
and
ends
coming
more
as
a
9th
or
10th
grader,
or
is
it
more
11th
and
12th
grader
that
we've
missed
some
that
it's
just
another?
You
know
a
point
for
me
to
just
kind
of
see.
I
You
know
that
information
and
then
the
other
thing
would
be
for
me
somewhere
down.
The
road
is
as
we're
comparing
the
eyes
and
the
ends
of
why
we
went
to
the
eyes
and
the
ends
of
and
again
I
know
it's
not
the
same
students,
but
how
many
f's
we
were
giving
out
and
what
kind
of
somewhere
down
the
road.
What
kind
of
difference
that
makes
to
our
students?
I
Why
we
changed
from
that,
so
that
we
could
provide
that
credit
recovery
and,
and
that
sort
of
thing
so
I
know
it.
I
know
it's
almost
next
to
impossible,
because
the
students
are
different,
so
you're
not
doing
a
direct,
but
it
would
just
be
curious
for
me
how
many
f's
we
gave
out
before
covid
at
the
at
the
first
semester
versus
the
I's
and
the
ends
that
we're
giving
out
now.
J
Thank
you
for
the
information
this
is
helpful
and
especially
to
see
that
we
are
giving
more
time
to
kids
to
recover
their
credits.
I
have
a
couple
of
questions
I'll
go
by
slides
on
number
one
slide.
You
talked
about
p
and
I
want
to
understand
a
little
bit
more
about
the
past,
because
I
noticed
in
the
future
slides
that
isp
and
community
schools
have
a
higher
number
of
p.
So
I
want
to
understand
what
does
a
p?
What
type
of
classes
are
these
and
does
it
affect
their
gpa?
What
what
is
it
why?
J
D
Let's
try
this
one
sunita.
Thank
you
for
the
question
great
question.
I'll
give
you
the
general
sort
of
what
a
p
means,
dr
franco.
Hopefully
maybe
you
can
speak
a
little
bit.
I'm
not
sure.
If
you
have
insight
on
those
specific
schools,
I'm
I'm
not
sure
I
would
have
to
get
that
to
you,
but
what
a
p
is
is
it
means
that
the
teacher
and
the
student
have
been
able
to
look
at
enough
evidence,
so
the
student's
been
able
to
turn
in
enough
work.
D
If
you
will
turn
enough
evidence
that
they
do
pass
the
class,
they
would
earn
credit
right,
but
it
doesn't
delineate
between.
Was
it
an
a
a
b,
a
c
or
a
d
right?
It's
just
a
pass,
so
you
do
earn
credit
for
the
class.
So
if
it's
at
the
high
school
level,
you
aren't
credit
towards
those
24
credits
required
for
graduation.
J
D
Is
no
no
good
question,
it
does
not.
So
when
the
computer
calculates
what
the
gpa
is,
those
those
classes
do
not
count.
We
do
have
some
policy
around
what
can
be
a
a
pass,
no
pass
class
from
the
start,
however,
any
any
student
and
their
counselor
and
the
administrator
they
can
have
a
conversation
about
a
particular
class,
and
if
that
happens,
policy
would
allow
it
to
happen
on
a
more
individual
basis
than
a
large
class
level
and
john
did
you
have
inside
on
those
two
schools?
E
Yeah,
you
know
I
don't,
but
that
is
definitely
something
I
could
ask
the
principals
about.
If
that's
some
information
you
would
like.
G
Oh
brian
help
me
the
course
that
the
kids
take
as
11th
and
12th
graders.
That's
not
a
subject
course.
G
G
Things
that
are
in
there
are
things
that
the
kids
should
be
getting
credit
for,
but
there's
not
learning
involved
like
teaching
assistant
or
something
like
that.
So
they
want
to
transcript
that
credit.
But
it's
not
a
letter.
Grade's
not
involved
with
that.
So
those
are
the
things
that
come
to
mind
that
apply
to
all
schools.
J
Okay,
my
next
question
is-
and
you
know
where
you
I
think
it's
slide-
11
or
the
ones
before,
but
they
are
in
multiple
where
the
the
grades
have
gone
up,
but
the
average
has
gone
down
and
I'm
trying
to
understand.
How
are
you
coming
up
with
that
number
of
the
average?
Because
if
your
numerator
is
the
number
of
grades,
what
is
your
denominator?
J
G
It's
so
the
that's
great
questions.
What
the
request
was
for
was
not
only
the
number
of
students
with
eyes
or
the
number
of
students
with
ends,
but
the
average
numbers
average
number
of
I's
for
students
that
had
an
I
or
the
average
number
of
n's
for
students
that
had
an
n.
So
if
we
just
look
at
say
the
first,
the
first
line
native
american
students,
there
were
12
students
that
had
eyes
and
semester
two
last
year,
eight
students
that
have
eyes
in
semester
one
this
year.
G
B
J
G
So
for
the
let's
take
the
native
american
students
again
for
semester:
two,
there
were
12
students
that
had
eyes,
and
there
were
a
total
of.
I
can
do
the
math
off
the
top
of
my
head.
I
think
20,
those
12
students
had
20
eyes
on
their
semester,
two
report
cards
last
year,
so
a
total
of
20
I's,
divided.
J
J
D
Thank
you,
so
nina
you'll
end
up
seeing
that
quite
a
bit
as
we
go
through
data.
It's
one
that
kind
of
catches
us
sometimes
when
we
want
to
be
careful
with,
like
even
in
discipline
referrals,
I'm
not
sure
if
they'll
go
into
it
today.
But
you
know
the
difference
between
a
student
having
like
one
discipline
infraction
or
you
know,
so
the
number
would
just
be
one
right
or
that
same
student
may
have
20
disciplinary
infractions
for
that
one
student.
D
A
K
Hi
hi
everybody.
Thank
you
for
the
information
and
I
think,
like
the
english
saying
the
details
in
the
pudding,
you
know,
and
I'm
I'm
excited
to
see
that
students
didn't
totally
give
up
on
us
and
that
they're
actually
students
who
are
earning
parts
of
those
credits
and
that
we're
setting
up
a
system
that
helps
them
get
the
rest
of
their
credit
so
that
they
can
actually
graduate
and
go
on
to
that
next
step.
K
The
more
we
can
figure
out
our
system
for
tracking
and
cleaning
up
the
data
with
that
coursework.
I
think
the
better
this
system
will
be
so
that
our
counselors
and
our
school
teams
can
easily
know
who
needs
what
supports
to
pass,
what
courses
and
what
pieces
of
those
courses
need
to
be
passed,
and
so
that
we
can
also
plan
out
our
summer
schools
in
a
more
targeted
way
and
so
that
we
can
also
use
our
sia
funds
in
a
more
targeted
way
to
support
our
high
schools
and
our
students.
K
K
As
I
look
through
like
on
slide
23,
it
talks
about
those
final
marks
that
were
changed.
I
still
see
that
a
larger
percentage,
for
example
on
mine
it
says
23,
is
that
23
on
yours.
It
says:
2020
high
school
final
marks
change.
That's
a
february
15th!
K
K
Yes,
okay,
20
on
your
sorry
about
that,
I
still
see
that
you
know
142
of
our
hispanic
students
as
compared
to
123,
and
I
know
that
the
percentage
of
hispanic
students
is
actually
lower
in
our
district
than
that
of
white.
So
it's
still
like
what
system
changes
do
we
need
to
have
in
order
for
those
for
such
a
high
number
of
our
hispanic
students
not
to
be
in
this
situation
and
then
the
next
slide
after
that?
K
K
So
I'm
wondering
what
supports
arts
and
communications
team
might
need
in
order
to
bump
that
at
least
up
to
a
50
percent
of
their
kids,
like
the
other
schools-
and
I
know
they're
each
a
little
bit
different,
but
mostly
I
mean
it's
great,
that
we're
figuring
this
out
now
and
that
we
can
continue
to
improve
our
system
and
figure
out.
K
Those
course
course
numbers
so
that
we
can
actually
make
this
the
most
useful
information
possible
for
our
counselors
and
our
teams
that
are
really
targeting
this
support
for
our
students
and
one
of
my
concerns
originally
was
when
the
school
high
schools
were
presenting
each
one
had
kind
of
a
different
plan
on
how
to
address.
I
remember
that
beaverton
high
school
had
worked
with
their
staff
and
had
it
like
really
detailed
like
each
course
has,
they
knew
exactly
which
standards
were
being
taught
at
what
time.
K
And
if
the
student
didn't
pass
a
certain
part
of
it,
they
knew
exactly
what
they
needed
to
teach
and
then,
but
I
didn't
hear
that
from
aloha
or
from
some
of
our
other
schools,
and
so
if
we
can
shore
that
up,
I
think
that
will
also
help
benefit
all
of
our
students
in
this
process.
But
thank
you
for
this
work.
K
I
mean,
let's
keep
it,
we
keep
it
moving
and
I'm
excited
that
our
kids
are
doing
the
work
and
if
they
get
stuck
somewhere
in
that
process
and
get
an
incomplete,
they
don't
have
all
the
evidence
yet
that
we
are
giving
them
an
opportunity
to
show
that
they
can
actually
get
the
rest
of
that
credit
and
earn
it.
Thank
you.
A
Thank
you
appreciate
the
the
chance
to
take
a
look
at
this
data
kind
of
like
becky
was
asking
I'm
wondering
about
some
baseline
data
to
be
able
to
understand
where
we
are
at
now
compared
to
where
we've
been
in
the
past,
and
when
I
was
looking
at
the
ends
and
the
eyes
I
was
wondering
you
know:
how
does
that
compare
if
we
were
to
go
back
multiple
years
in
the
past,
to
where
we
were
at
with
f's
right
and
maybe
aggregate
the
ends
and
the
eyes
and
compare
them
to
the
f
so
that
we
can
see
what
that
difference
actually
looks
like
the
other
thing
I
notice
is
that
we're
comparing
semester
two
to
semester,
one
and
I
was
wondering
as
the
school
year
progresses.
A
A
The
reason
I'm
asking
that
question
is:
is
there
a
natural
tendency
to
increase
the
number
of
ends
and
eyes
as
time
goes
on,
so
if
you're
conspiring
comparing
semester
two
to
semester,
one
then
there's
going
to
be
a
natural
difference
there,
just
because
that's
the
tendency
in
the
data
as
time
has
passed.
A
I
know
those
are
questions
that
require
more
data
and
time
than
we
have
right
now,
but
I
would
love
some
follow-up
on
that.
That
would
be
really
helpful
and
then,
lastly,
I
wanted
to
understand
a
little
bit
better
about
credit
recovery
and
those
later
slides
and
trying
to
understand
the
number
of
credits
recovered
compared
to
the
population
of
students
that
require
credit
recovery.
A
So
getting
some
percentages
in
there.
I
think
would
help
to
understand
what
percentage
of
students
have
recovered
credits
and
over
what
period
of
time
that
what
that
would
be
helpful
to
understand
as
well-
and
I
guess
I
will
add
this
to-
I
apologize
final
comment,
but
with
flex
online.
A
You
know
we
talked
a
little
bit
about
the
data
there
and
I
heard
you
guys
when
you
were
saying
that
we
have
some
students
who
may
be
coming
into
flex
online,
with
credits
that
that
are
either
either
behind
or
they've
lost.
Some
of
those
credits,
I
would
be
interested
in
seeing
what
percentage
of
the
population
coming
into
flex
with
lost
credits
is
compared
to
that
population,
a
semester
in
the
future
or
a
year
in
the
future.
A
A
So
that's
a
lot
of
information.
I'd
be
happy
to
follow
up
with
an
email
and
provide
some
more
clarification
or
some
bullet
points.
But
it
would
help
me
in
understanding
what
this
data
actually
means
for
the
changes
that
we
have
made
as
a
board
to
our
grading
and
reporting.
K
Sorry,
I
also
wanted
to
see
the
data
broken
down
by
english
language,
learners
or
multi.
You
know
multilingual
students
we
did
at
the
other
at
the
beginning,
because
we
have
it
down
as
hispanic,
but
I
didn't
know
if
you
meant:
are
they
hispanic
and
english
language
learners
or
ever
els,
or
so?
K
Some
of
that
breakdown
for
me
would
be
helpful,
knowing
that
there's
a
a
large
percentage
of
students
who
are
in
high
school
that
when
they
qualify
for
eld
statewide,
the
trend
is
that
they're
not
graduating,
so
it's
almost
like
60
of
those
students
are
not
graduating
if
they're
within
the
eld
program
in
high
school.
So
I
wanted
to
see
if
that's
true
in
our
district
as
well
and
wanted
to
keep
track
of
that.
So
if
you
can
break
it
down
by
our
eld,
that
would
be
great.
Thank
you.
D
Yeah,
thank
you
for
all
your
questions
and
comments.
I
saw
dr
bridges
taking
some
fevers
notes,
so
we'll
be
able
to
follow
up
and
subsequently
I'm
sure
we'll
be
coming
back
regularly
to
continue
to
update,
as
we
continue
to
improve
in
our
green
reporting
for
the
district.
So
chair
collette,
it's
all
yours.
A
Great
and
and
john
I'll
help
you
with
those
those
furious
notes.
I
know
I
gave
you
a
mouthful
there
just
a
second
ago,
so
happy
to
do
a
little
bit
of
follow-up
myself.
Thank
you
guys.
Next
up
we're
gonna
have
summer
programs
update
and
we
have
our
administrator
for
multilingual
programs
with
us
toshiko.
A
L
Hey
good
afternoon,
chair
colette,
superintendent,
grotting
board
members
and
staff
and
community
members,
my
name
is
toshiko
maurizio
administrator
for
multilingual
programs,
and
I
have
here,
I
hope,
they're
in
here
we
have
our
newest
administrator
that
we
just
hired
our
administrator
for
extended
learning
and
community
engagement,
vanessa
davalos,
who
will
soon
be
taking
over
everything
summer
school
and
community
engagement.
Are
you
here,
vanessa
see
move
in?
We
also
have
andy
robinson,
who
is
our
administrator,
also
an
administrator
in
the
multilingual
department
to
help
with
the
presentation.
L
So
let
me
just
see
if
I
could
share
my
screen
here.
L
It's
let
me
make
this
bigger,
so
we
are
here
to
provide
an
overview
of
what
we
currently
have
planned
for
summer
programs
this
year,
just
know
that
we
are
still
building
the
program,
and
so
we
won't
have
all
of
the
specific
details
for
each
of
the
levels,
but
we
can
provide
an
overview
and
vision
for
this
year's
summer
programs.
L
So
this
is
what
we
will
try
to
cover
today
in
the
time
that
we
have,
we
will
share
lessons.
We
learned
from
last
year
share
the
vision
for
this
year.
We
will
share
some
information
that
we
have
around
budget
and
then
vanessa
will
share
a
bit
about
the
leveled
programs.
Elementary
middle
and
high
andy
will
share
about
the
multilingual
department,
summer
programs.
I
will
talk
about
esy
briefly
and
then
the
potential
barriers
that
we
will
try
to
overcome
for
summer
program.
L
L
So
this
is
our.
This
is
currently
our
summer
team.
It
takes
there's
a
huge
undertaking
to
plan
for
for
summer
programs,
and
so
we
have
a
team
and
vanessa
was
starting
to
take
over
and
she
will
also
be
working
with
these
teams.
L
We
have
two
high
school
district
coordinators,
two
middle
school
district
coordinators,
and
then
we
went
with
a
three
district
coordinator
for
the
elementary
programs,
just
because
we
have
a
lot
more
schools
in
that
area
and
just
know
that
to
plan
for
summer
programs,
you
need
all
of
these
departments,
and
so
we
work
collaboratively
with
all
of
the
departments,
facilities,
maintenance,
risk
management,
hr
nutrition,
I.t
business
office
and
of
course,
we
have
tnl
representatives
that
we
meet
regularly
with
to
plan
for
for
summer
school,
along
with
the
district
coordinators,
we
are
also
working
on
building
our
site
coordinator
team,
so
each
of
the
schools
will
have
a
site
coordinator.
L
So
we,
as
you
know,
we-
we
had
a
team
last
year
that
presented
to
you
very
similarly
to
to
us
now
and
they
presented
our
plan,
but
then
they
also
presented
at
the
end
on
what
our
lesson.
What
were
the
lessons
that
we
learned
last
year?
L
So
I
just
wanted
to
summarize
that
for
you
today
we
learned
that,
with
all
that
money
that
we
received
from
ode,
we
were
able
to
provide
a
really
good,
enriching
summer
program
last
year
and
we
had
a
lot
of
students
and
families
that
were
interested
just
at
the
elementary
level
alone.
We
had
about
5
000
applications
that
were
submitted,
so
we
knew
that
there
were
families
and
students
that
really
wanted
to
attend
our
summer
programs.
L
L
We
also
learned
that
classes
across
all
comprehensive
programs
were
full
and
the
capacity
of
programs
could
not
meet
the
demand,
so
we
did
have
to
turn
away
some
of
our
students.
Last
year,
centering
courses
around
active
project-based
curriculum,
created,
joyful
learning
experiences
and
for
our
students,
especially
at
the
middle
school
level,
and
so
our
middle
school
team
is
definitely
planning
to
continue
a
lot
of
the
hands-on
project-based
experiences
for
our
students.
L
L
We
also
know
that,
like
I
mentioned,
it
takes
a
lot
of
collaboration
and
particularly
for
our
department
for
multilingual
department.
We
need
to
make
sure
to
collaborate
and
be
in
those
meetings
at
all
levels,
just
so
that
we
make
sure
that
we
prevent
the
duplication
of
efforts
and
programs.
L
L
L
We
know
we
learned
that
we
need
to
start
planning
for
summer
programs
really
early
as
much
as
possible,
so
we're
gonna,
vanessa's
gonna,
make
that
happen
next
year.
Staff
shortage
was
a
huge
issue
for
us
last
year,
so
we're
hoping
to
overcome
that
barrier
this
year
I
mean
this
is
huge
for
us.
A
lesson
learned
it's
summer
school
helps,
but
it
cannot
recover
all
missed
learning
from
previous
school
years
and
we
must
improve
our
support
for
students
during
the
school
year,
so
that
summer
is
a
time
for
acceleration
enrichment.
L
It's
fun,
and
it's
not
looked
at
as
remediation,
which
definitely
aligns
with
ode
summer
learning
practice
guide
and
their
vision
for
summer
school
this
year.
That
summer
programs
provide
a
unique
opportunity
to
build
relationships,
spark
joy
and
deepen
natural
curiosity
that
promotes
learning
growth
and
success
for
every
student.
L
So
our
vision
for
summer
school
this
year
will
definitely
align
with
ode's
vision
for
for
summer
programming
and
we're
going
to
start
moving
away
from
the
traditional
summer
school
to
more
of
an
equity
driven
summer
learning
program,
and
this
visual
can
be
found
in
the
ode
summer.
L
So
we're
going
to
try
to
take
on
the
shift
that
ode
is
recommending
for
a
traditional
summer
school
to
more
of
an
equity
driven
summer
learning
program
and
try
to
implement
that
into
our
summer
programs
this
year,
we'll
do
our
best
so
summer
budget.
It's
always
the
big
question
right.
You
always
need
to
know
how
much
money
you
have
to
run
an
effective
summer
program,
and
so,
as
you
know,
last
year
we
received
a
lot
of
money
and
we
beaverton.
Specifically,
we
received
13.2
million
to
run
our
summer
programs.
L
We
didn't
spend
all
of
that
money,
but
that's
how
much
we
received
last
year.
So
at
the
state
level
they
distributed
250
million
for
summer
programs
and
they
broke
that
down
into
k-8.
So
k-8
as
a
state
received.
90
million
and
then
912
received
72
million.
We.
L
What
we
know
so
far
this
year
is
that
the
legislator
legislature
approved
150
million
for
summer
extended
learning,
which
is,
if
you
can
say
it's,
100
million
less
we're
still
trying
to
figure
out
beaverton's
portion
of
that,
but
we
think
it's
in
the
ballpark
of
around
six
to
nine
million,
so
we're
going
to
plan
according
according
to
those
to
those
numbers,
I'm
going
to
turn
it
over
to
vanessa
right
now,
she's
going
to
talk
a
bit
about
all
the
different
level
programs-
and
I
just
say,
there's
not
a
lot
of
detail
on
here,
but
we're
still
planning
we're
still
building
it.
M
Thank
you
toshiko,
and
thank
you
so
much
for
having
me
today.
It
is
a
pleasure
to
be
here
and
I
I'm
excited
to
present
you
at
my
first
board
meeting.
I
started
in
mid-march,
so
you
know
I
just
went
for
forward
and
was
like.
Let
me
be
a
part
of
this,
so
I'm
excited
to
be
here
in
front
of
you
and
to
offer
you.
You
know
what
exciting
opportunities
we
are
about
to
give
our
students,
and
you
know
we
we're
going
to
continue
to
build
upon
these
programs.
M
So
again,
if
you
have
any
questions,
please
feel
free
to
just
go
ahead
and
ask,
and
we
can
answer
what
we
can
with
what
we
have,
what
knowledge
we
have
built
so
we'll
kind
of
start
with
the
elementary
program,
our
elementary
program,
some
of
the
logistics
we
have
17
sites,
how
we
determine
those
sites,
is
first
again
meeting
with
all
parties,
transportation,
I.t
facilities,
making
sure
that
our
buildings
are
not
under
construction
with
like
hvac
or
re-piping.
M
So
we
took
it
down
based
on
that
with
what
sites
were
available
and
then
from
there
we
looked
at
the
model
that
we
had
last
year.
So
you'll
see
that
we
had
district
coordinators
and
then
we
had
site
coordinators
at
each
site.
So
we're
going
again
with
that
hub
model
where
you
had
multiple
sites
for
camp
achieve
for
the
elementary
section.
But
then
under
some
of
those
sites
you
have
feeder
schools
that
are
around
those
sites,
so
that
is
part
of
the
17
sites.
M
So
we're
trying
to
then
look
across
the
system
to
make
sure
we're
equitably
providing
programs
in
all
areas,
because
we
know
our
most
underserved
populations
are
everywhere
and
not
just
in
in
schools,
so
in
our
title
school.
M
So
our
tentative
dates
right
now
are
july
5th,
through
july
28th
monday,
through
thursdays,
four
hours
in
person
and
we're
really
going
to
try
to
find
out
that
intricate
balance
of
integrating
those
core
standards
that
accelerating
learning
through
inquiry-based
learning
that
we
really
want
students
to
have
those
foundational
skills
with
enrichment,
so
engaging
those
students
and
really
doing
hands-on
activities
to
have
authentic
experiences
for
our
kids.
M
And
then
we
have
candy
academy,
there
are
there's
funding
coming
from
just
different
resources,
but
I
know
that
od,
I
want
od
some
of
the
ode
funds
to
partis
to
help
our
principals
offer
this
kindy
academy,
not
only
for
our
title
schools
but
across
our
system,
so
we're
looking
into
that
with
building
administrators
when
we're
thinking
about
prioritizing
students
in
partnership
with
our
schools,
because
our
schools
are
on
the
ground.
M
Our
teachers
are
counselors,
we're
looking
at
those
underserved
populations,
low,
ses
homelessness,
students
with
disabilities,
students,
students
of
color
and
then
we're
then
looking
at
students
with
high
numbers
of
rb
in
our
behavior
health
and
wellness
referrals
in
our
schools
to
really
look
at
those
most
in
need,
and
then
you
know
that
last
part
is
kind
of
allowing
students
across
the
system
to
be
part
of
our
elementary
programs.
B
K
Yeah,
I
know
that
the
when
we
look
at
the
ode
funding,
mostly
for
the
kinder
in
elementary
so
it's
new
to
me
that
they're
gonna
be
giving
money
to
the
other
parts.
K
Have
they
changed
that
now
that
they're
giving
funding
for
not
just
for
that
coming
the
incoming
incoming
kinders,
but
they're
actually
going
to
give
us
money
for
the
other
part
too.
Or
is
it
a
certain
percentage
of
that
money
that
has
to
go
to
kinder
and
then.
K
L
Gonna
break
it
down
again
similarly
to
last
year,
and
I
think
mike's
here
so
he
can
correct
me
if
I'm
wrong,
but
it'll
be
k-8.
It'll
be
9
12
and
I
believe,
there's
also
like
a
child
care
piece
to
that.
There
are
components
of
it
so
will
they'll.
Let
us
know
what
that
amount
is
and
we'll
make
sense
of
it
to
figure
out
what
it
means
for
for
beaverton
specifically,
and
then
I
believe,
there's
still
a
match
to
that.
L
So
I
think
it's
like
a
20
to
25
match
that
we
will
have
to
put
into
summer
programs.
M
Yes,
and-
and
I
think
that
at
least
from
feedback
that
we've
gotten
from
multiple
levels,
there
were
some
grant
constraints
on
like
enrichment
for
high
school.
So
I
I'm
looking
now
to
kind
of
meet
with
the
team
to
understand
what
those
constraints
are,
what
they
might
be
so
as
we
plan
to
kind
of
offer,
these
authentic
experiences,
not
only
for
our
elementary
kids
but
up
to
our
high
school
kids,
engage
our
kids
to
come
into
our
schools
that
we
have
the
the
money
to
do
so.
With
this
grant.
K
M
N
K
Yeah,
I'm
talking
about
the
healing
that
needs
to
happen
for
some
of
our
middle
schoolers
and
with
all
the
behavior
pieces
that
we're
seeing
yeah
like
thinking
outside
the
box
for
some
of
the
mental
health
and
wellness
like
just
opportunities
to
be
kids
and
have
fun
and
just
to
be
do
some
healing
during
the
summer,
so
that
they
can
recharge
and
come
back
and
hopefully
have
a
more
positive.
K
You
know
and
in
learning
a
more
learning
experience
a
more
healthy
learning
experience.
I
guess
I
would
say
for
seventh
and
eighth
graders
or
the
eighth
graders
going
into
high
school
in
ninth
grade.
M
And
I
think
you
know
the
pandemic-
that
system
that
systemic
of
those
pre-existing
conditions
of
inequities
that
have
faced
our
our
schools
and
and
now
coming
out
of
the
pandemic.
I
mean
that
trauma
is
still
going
to
come
with
our
kids
as
we
continue
to
work
through
this.
So
how
can
we
offer
a
program
that
not
only
supports
them
during
the
summer
but
supports
them
beyond
the
summer,
and
so
they
can
carry
these
skills.
That
was,
it
was
our
normal
into
the
new
century.
A
I
So
let
me
so
I'll
just
ask
my
elementary
yeah
go
through
it.
Welcome
welcome.
Thank
you
way
to
jump
right
into
the
deep
end
of
the
pool
you're
doing
great
so
on
the
kindy
academy
yeah.
How
are
we
going
to
identify
how?
How
is
that
identification
how's
that
reach
out
done?
Is
it
kindergarten
roundup
is
it
is
it
students
are
already
in
our
pre-k?
M
You
know,
I
think
you
labeled
important
parts
that
would
be
part
of
that
process,
and
I
think
I
really
want
to
work
closely
with
administrators
and
their
communities
to
try
to
find
effective
ways
to
make
sure
we
are
targeting
and
getting
to
those
families.
We
know
our
pre-k
programs
could
offer.
You
know
that
kindy
academy,
but
we
really
want
to
do.
M
You
know
reach
out
in
various
ways,
with
multiple
languages
working
with
multiple
departments,
to
make
sure
we
get
the
the
kids
to
our
schools,
because
this
is
this
can
be
our
maybe
their
first
experience
of
being
in
our
schools.
And
although
it's
a
short
experience,
I
think
it's
an
essential
experience
for
our
kids
to
have
to
feel
that
sense
of
belonging.
A
K
That
made
me
becky's
question
made
me
think
about
you
know
for
some
for
our
s:
high
scs
schools,
our
kinders,
don't
come
to
school
until,
like
the
day
of
school
starting,
we
don't,
they
don't
find
out
until
the
you
know
couple
days
before
the
week
before.
So
I
wonder
how
we
can,
how
we
can
well
just
put
it
in
the
back
of
our
minds
or
somewhere
in
there,
that
how
will
it
look
different,
possibly
for
some
of
our
title
schools?
M
And
I
will
bring
that
I'm
working
closely
with
building
administrators,
I'm
actually
going
and
presenting
at
their
next
meeting.
So
I
want
to
make
sure
and
kind
of
bring
those
things
up.
You
know
we
know
not
only
our
title
schools
need
it.
All
of
our
schools
need
candy
academy,
and
what
we
know
is
that
parent
component
is
essential
to
get
parents
and
families
in
our
communities
to
be
champions
for
our
schools.
M
So
we
will
do
everything
we
need
to
do
to
not
only
offer
kind
of
an
early
program
but
to
make
sure
to
see
where
we
can
put
money
towards.
You
know
guiding
those
families
that
may
come
in
later.
We'll
keep
that
in
mind.
Thank
you.
M
So,
with
middle
school,
they
will
be
offering
programs
at
all
middle
schools
and
again
they're,
really
focusing
on
that
accelerated
learning
and
sel
experience,
the
well-being
of
children
and
so
their
their
goal
is
to
really
have
you
know.
They
believe
we
believe
all
staff,
members
and
students
are
both
teachers
and
learners,
a
collaborative
experience,
and
what
that
looks
like
is
that
you
know
you
have
a
well-rounded
summer
school
if
you
can
go
to
the
next
slide
to
chico.
M
Thank
you
well-rounded
summer
school
experience
with
integrated
academics
and
hands-on
authentic
experiences,
while
making
sure
we're
meeting
the
whole
child
and
and
really
looking
at
how
we
can
we
be
strength
based
with
students
and
build
upon
that
to
ensure
that
they
are
engaged
and
really
feel
a
sense
of
belonging
in
our
summer
school
programs.
M
It
is
not
separated
from
the
regular
school
year.
We
want
summer
school
to
feel
like
we're
going
to
school
like
any
other
day,
but
an
even
greater
experience
to
get
them
intrigued
and
to
want
to
to
get
them
to
want
to
come
back
and
they
put
some
pictures
here
for
us.
You
have
some
smiles
there.
Some
collaborative
work-
and
you
know
those
those
essential
building
skills,
the
cte
skills,
career
technical
skills,
any
questions
about
middle
school,
I
believe
middle
school
is
going
to
be
again
the
15
days
four
hours
a
day
monday
through
thursdays.
M
A
I
I
So
we
had
a
lot
of
that
going
from
fifth
grade
to
sixth
grade
and
from
eighth
grade
to
ninth
grade,
so
I'm
gonna
be
anxious
to
see
what
kind
of
carryover
we
have,
but
with
that
incoming
sixth
grade,
it
would
seem
like
that
would
be
a
really
popular
part
of
that.
Making
that
transition
of
that
going
from
elementary
to
middle
school
also
wondering
is
this
at
all
a
place
that
we
would
introduce
avid
in
a
atmosphere
like
this,
of
just
getting
those
students
who
have
already
been
identified
in
elementary
school.
M
Be-
and
I
will
share
that
with
our
district
coordinators,
to
make
that
as
well
as
to
ensure
that
there
is
to
see
if
there
is
a
kind
of
6.5
experience
like
we
have
for
our
8.5
and
our
9.5
students.
A
K
That
we're
gonna
have
this
for
our
middle
schools
like
all
of
our
middle
schools,
because
I
think
it's
much
needed,
I'm
wondering
what
learnings-
and
this
is
not
necessarily
a
question
you
have
to
answer
right
now,
but
I
it
would
be
good
to
check
in
what
learnings
we
had
about
signing
up
for
middle
school
summer
school
from
last
year,
so
that
it
we
are
doing
it
in
the
most
equitable
fashion
and
for
our
kids
to
sign
up.
K
I
would
say
that
it
was.
I
experienced
something
with
my
own
kids
signing
them
up
for
middle
school,
that
we
could
just
sign
up
and
it
was
come
first,
come
first
serve.
I
was
on
the
computer
when
it
came
out.
I
signed
my
kid
up,
but
I
don't
know
that
she
was
the
right
kid.
You
know
like
there's
other
kids
that
had
higher
needs.
K
It
wasn't
clear
to
me:
I
just
signed
them
up,
because
it
was
something
oh
that'd
be
great
they're
going
into
you,
know,
sixth
grade,
so
I
think
it
it
would
it'll
be
it
would
in
some
other
schools,
did
it
differently,
so
maybe
kind
of
shoring
up
how
kids
are
signing
up
so
that
it's
equitable
across
our
schools,
and
then
it
also
made
me
think
about.
K
It
was
interesting
to
me
that
our
multilingual
department
is
in
charge
of
this
portion
like
the
summer
school
portion,
because
it's
really
an
instructional,
not
just
our
multilingual
department,
but
it's
like
for
all
students
with
that
said,
I
appreciate
I
think
toshiko
mentioned.
We
want
to
make
sure
we
have
multilingual
staff
in
each
of
these
spaces
so
that
we're
providing
a
space
for
all
multi.
K
You
know
our
multilingual
students
in
every
one
of
these
spaces,
so
maybe
that
was
the
thinking
behind
it
and
with
that
said,
I
know
that
we
have
some
of
our
students
that
are
migrant
or
multilingual
students
that
are
in
eld.
That
would
otherwise
get
like
a
certain.
We
get
a
certain
percentage
of
the
these
students
that
actually
get
spots
like
they're,
inspect
and
there's
like
certain
ways
that
you're
figuring
that
out-
and
I
know
there
weren't,
even
though
we
gave
a
certain
number
for
our
eld
students
and
migrant
ed
students.
K
Some
districts
have
larger
percentages
of
our
eld
and
migrant
students
in
summer
school.
So
as
we
move
forward,
I
just
it
could
be-
maybe
you're
talking
about
that
later.
Maybe
it's
at
the
end,
you
know,
or
if
you've
already
thought
about
through
some
of
those
pieces,
it
could
be
now
or
later
right.
L
Yeah,
let
me
yeah
bilingual
department
first
got
in
so
we
and
were
helping
and
supporting.
So
I
was
tasked
with
the
hiring
and
going
through
that
hiring
process
to
hire
the
administrator
for
extended
learning
and
community
engagement,
and
so
I'm
supporting
the
process
but
vanessa's
role.
She
is
actually
directly
under
jenny,
hansman,
and
so
she
that
position
is
definitely
k-12
and
she
will
be
taking
over
I'm
kind
of
like
helping
and
supporting
and
then
once
she's
on
board.
L
She
just
started
like
a
few
weeks
ago,
so
she's
kind
of
getting
I'm
getting
used
to
everything
and
attending
a
lot
of
meetings,
but
yeah
that's
a
very,
very
good
point
and
it
will
definitely
be
district-wide
so
and
including
the
family
engagement.
So
the
family
engagement
is
not
going
to
be
just
living
with
mld,
but
it
definitely
will
be
k-12.
M
Yeah-
and
I
think
we
really
really
do
want
to
be
intentional
on
how
we
are
recruiting
our
students
and
who
are
who
we
are
serving
in
our
programs,
especially
if
we
have
limited
staff
that
actually
come.
You
know
are
constrained
on
staffing
it
and
I
think
part
of
this
position
is
kind
of
building
those
consistency
system
wide.
So
everyone
knows
what's
going
on
across
our
system
of
in
summer
school
and
what's
possible
and
how
to
get
students
part
of
the
that
experience.
M
L
O
You
I
just
wanted
to
mention
so
last
year,
when
we
did
our
summer
school
program.
Part
of
the
requirements
were
a
minimum
about
half
of
the
students
needed
to
be
special
education
eligible
like
an
english
language,
learner,
part
of
migrant,
so
they
got
the
priority
of
them,
and
then
our
staff,
particularly
at
the
middle
school
level,
were
highly
active.
So
we
had
identified
all
also
all
our
top
students
who
had
been
referred
through
behavioral
health
and
wellness,
and
so
they
were
targeted
intentionally.
O
However,
we
in
the
end
we
had
kind
of
a
lottery
base.
After
we
did
the
outreach
based
on
the
number
of
students
and
slots
we
still
had
available.
So
there
was
a
pretty
targeted
effort
to
make
sure
that
those
students
who
are
you
know
historically
underserved,
were
their
target
of
the
programs
and
then
what
was
left
over
was
open
to
other
people.
Other
students.
M
Thank
you
danielle
for
that
historical
background,
and
then
we
have
our
high
school
experience.
M
And
so
again,
when
we
look
at
creating
those
in
conditions
for
students
to
feel
empowered.
We're
looking
at
that
free
to
students
that
transportation
provided
that
integrated
and
inclusive
eld
and
sped
model
of
pushing
in
and
then
you
know,
food,
the
basics
that
we
need
and
kind
of
that
well-rounded
staff.
M
What
do
we
need
to
support
the
whole
child
and
that's
counselors
social
workers,
bilingual
facilitators,
fed
and
then
we
have
support
staff
that
are
again
essential
part
of
the
program
essential
part
of
the
program
like
instructional
aids
and
so
again-
and
I
think
this
goes
across
levels-
our
class
sizes.
M
We
want
to
keep
from
15
to
15,
to
20,
make
sure
that
we're
serving
staff
and
offering
professional,
effective,
valuable,
professional
development
quality
of
life
so
that
they
come
in
and
they're
ready
to
serve
our
kids
as
well
as
a
teacher-friendly
schedule
and
calendar,
so
just
making
sure
we're
not
over
whelming
our
staff
but
we're,
but
it's
sustainable
in
making
sure
that
their
priority
is
our
students
when
they're
serving
our
kids
in
our
schools,
and
these
are
some
of
the
programs.
These
are
the
programs.
M
The
high
school
will
be
actually
offering,
and
so
you
have.
You
know
that
8.5
experience
where
students
are
incoming
ninth
graders
and
so
they're
really
coming
in
kind
of
building
those
relationships,
understanding
the
role
as
a
student
community
connections,
what
a
school
what
the
school
culture
is
like.
M
And
then
you
have
your
nine
and
a
half
which
is
our
current
ninth
graders
and
really
just
keeping
them
engaged
in
our
community,
keeping
those
relationships,
kind
of
strong
in
developing
their
personal
and
academic
skills,
again
meeting
the
whole
child
for
for
those
students
and
then
some
of
our
credit
bearing
experiences.
You
know
designed
for
that
engagement
and
inclusion
and
enrichment
in
mind
so
they're.
Basically
they
can
take.
M
You
know
kind
of
these
classes
that
are
more
authentic
and
more
hands-on,
more
inquiry-based
learning,
and
then
you
have
your
complete
it,
which
is
available
for
students
with
eligible
eyes.
But
those
programs
are
a
little
more
targeted
target
based
in
terms
of
what
class
they
need
to
complete.
And
so
I
would
imagine
that
those
kind
of
needs
change
at
each
high
school.
P
I
So
I'm
not
quite
sure
if
vanessa
you're
to
have
the
answer,
but
this
kind
of
went
back
to
our
last
conversation
about
course
recovery.
So
I
I
had
the
opportunity
to
spend
a
day
at
summer
school
this
this
last
year,
and
I
I
was
just
amazed
and
it
was.
It
was
just
great
how
engaged
the
students
were,
especially
like
I
said
before
they
hadn't
been
in
school
for
a
while,
so
a
lot
of
them,
they
were
just
glad
to
get
around.
I
You
know
people
in
a
structure
and
and
all
that
I
loved
the
enrichment
that,
like
you,
said
the
inquiry
all
of
those
sort
of
things,
but
now
going
back
to
the
course
recovery
at
the
high
school
level
and
us
having
teacher
burnout.
People
need
to
you
know
where
we're
going
to
get
the
right.
Folks-
and
I
know
you've-
got
you're
getting
a
much
bigger
lead
on
this.
I
To
my
question,
how
important
is
it
going
to
be
that
the
teachers
that
provided
the
eyes
or
the
ends
are
the
ones
working
with
the
high
school
students
to
get
them
the
course
recovery?
Or
is
it
it?
It
doesn't
matter
because
it's
proficiency
based
standard
based
whoever's.
There
can
help
them.
It's
not
going
to
matter
that
it
is
an
extension
of
what
the
students
have
already
had
at
their
given
high
school.
To
get
the
course
recovery.
M
Becky,
that
is
a
very
good
question
and-
and
I
would
start
with
first
and
foremost,
we
want
the
staff
there
who
know
who
know
our
kids
right.
So
we
want
staff
that
are
currently
in
the
building
that
are
offering
these
classes.
In
terms
of
recruitment
of
that,
I
want
to
check
in
with
that
high
school
team
to
see
what
we
are
doing
to
make
sure
that
these
to
energize
this
staff
to
be
part
of
our
summer
school
experience
for
our
students,
because
I
I
agree
with
you
and
the
importance
of
that.
I
And
then
my
other
thing-
and
I
know
you
addressed
it
in
this
a
little
bit
here
about
the
I
I
worry
about
the
students
who
need
it.
The
most
are
not
going
to
be
able
to
fit
in
that
nice
box
of
coming
the
four
hours
on
the
days
that
we
offer
it,
and
so
I'm
wondering
I
and
I
know
toshiko
you.
I
I
know
that
I'm
not
trying
to
jump
ahead
because
you've
got
a
lot
of
things
you're
still
thinking
of,
but
I'm
just
hoping
that
we
are
thinking
of
other
ways
to
meet
those
needs
rather
than
those
things,
because
I
know
a
lot
of
these
students
have
summer
jobs
or
they're
taking
care
of
other
siblings
or
whatever.
The
case
may
be
that
we're
just
trying
to
find
other
ways
to
get
them
so
that
they
can
get
that
that
that
course
recovery,
yeah.
L
L
It's
okay
and
andy:
did
you
want
to
add
anything
regarding
the
proficiency
base
and
becky's
question
specific
to
the
learning
targets
and
making
sure
that
teachers
are
the
ones
that
are
delivering
that?
I
know
that
you
dealt
a
lot
with
the
summer
programs
last
year.
Q
Yeah
thanks
to
chico
and
vanessa,
is
right.
We
do
want
the
the
staff
members
who
know
the
students
best
the
ones
teaching
them,
but
if
that's
not
possible,
then
I
know
in
the
past
we
have
had
teachers
as
long
as
they're
licensed
in
those
areas
to
be
helping
students
recover
those
missed
courses
and
that's
and
when
we
get
to
multilingual
programs,
that's
part
of
our
supplemental
model
for
high
school
learning,
target
recovery.
M
And
becky,
I
know
we're
you
know
we're
in
the
beginning
of
recruiting
teachers,
and
this
is
cross
elementary
middle
school
and
high
school,
but
I
want
to
really
be
thinking
about
people
who
staff
who
have
already
reached
out
to
me
who
are
energized
to
serve
our
programs.
Yes,
we
can
expect
teacher
burnout
and
there's
a
lot
of
things
happening,
but
what
quality
of
life?
M
What
opportunities
can
we
provide
these
teachers
coming
into
our
summer
school
experience
to
be
here,
for
our
kids
and
and
to
really
be
a
part
of
this,
and
so
know
that
I
have
energized
people
reaching
out
to
me
already
saying
I
want
to
be
a
part
of
this.
I
was
part
of
this
last
year
and
so
as
we
continue
to
to
build,
these
programs
know
that
there
are
people
in
our
district
ready
to
step
up
for
our
kids
and
ready
to
do
the
work
and
we're
going
to
start
there,
at
least
with
that
energy.
I
I
You
know,
learning
fun
and
because
it
is
inquiry
based
and
it
was
different.
So
I'm
I'm
not
saying
that.
I
know
that
you're,
you
know
pulling
people
against
their
will.
I
I
know
you're
gonna
recruit
the
folks
that
most
want
to
be
there.
I
just
I
just
know
that
we
weren't
able
to
meet
all
of
the
needs
because
we
didn't
have
enough.
So
I
was
just
trying
to
think
how
we
were
going
to
think
out
of
the
box
on
that.
Well,.
M
Thank
you
and
we'll
continue
to
work
with
the
team
to
continue
to
do
that,
because
you
know
we
do
want
to
offer
to
as
many
kids
as
we
can.
I
know.
Last
year
we
served
well
over
2
000
kids,
I
mean
that's,
that's
amazing
and
I'm
hoping
to
get
a
number,
so
we
can
continue
to
serve
more.
Thank
you.
Thank
you
for
your
time.
Q
Q
We
at
the
multilingual
department
have
been
getting
requests
from
teachers
ever
since
january
that
far
back
asking
about
what
summer
programs
we're
going
to
be
offering
because
they
they
want
to
be
involved.
Q
So
the
multilingual
department
really
has
a
has
a
dual
purpose:
role
in
summer
planning
and
implementation.
The
first,
as
was
already
talked
about
a
little
bit
before,
is
to
help
guide
the
development
of
these
district
programs
that
toshiko
and
vanessa
have
been
talking
about
so
far
guide
them
so
that
they're
accessible
and
meaningful
to
multilingual
learners
in
our
district,
and
so
we
have
staff
members
that
are
on
those
planning
teams,
they'll
be
providing
professional
development
as
well.
Q
Q
So
what
are
the
supplemental
programs
we're
offering
we're
still
developing
them,
but
this
is
our
best.
This
is
what
we
believe
we're
going
to
be
offering
at
this
time.
Some
of
them
are
more
developed
than
others.
Some
are
ready
to
go.
Some
are
still
in
development,
so
you
all
know
we
have
dual
language
programs
in
our
district,
and
so
students
are
studying
certain
amount
of
time
during
the
day
in
spanish.
Q
We
want
to
continue
that
education
and
experience
through
the
summer,
and
so
we
are
going
to
be
we're
going
to
have
a
dual
language
strand
and
one
or
more
elementary
schools,
depending
on
how
much
staff
we
can
recruit
and
also
in
middle
schools
as
well
high
school
learning,
target
recovery
and
new
credit.
This
is
I
started
talking
about
this
earlier.
So,
as
was
brought
up,
some
of
our
high
school
students
cannot
attend
the
district's
morning
program.
Q
They
may
not
have
the
four
hours
they
may
be
working
a
job,
they
may
be
providing
child
care
at
home,
a
number
of
issues,
and
so
what
the
multilingual
department
will
offer
is
an
afternoon
early
evening
opportunity
for
students
to
recover
learning
targets,
and
so
they
won't
be
taking
a
whole
course.
It
won't
be
like
taking
a
whole
new
semester
over
again.
Q
Instead,
the
teachers
working
with
the
students
will
look
back
on
their
entire
high
school
experience
and
look
at
all
the
learning
targets
they
were
proficient
in
and
ones
that
they
were
not
and
then
make
a
plan
to
identify
which
ones
they're
going
to
recover
that
summer.
So,
potentially,
students
can
make
up
multiple
course,
credits,
eyes
and
ends,
and
we
piloted
this
last
year
and
it
was
very
successful.
We
had
students
recover
the
equivalent
of
58,
I
think,
was
58
semester
courses
so
very
successful.
We
want
to
continue
that
model.
We
may
offer
some
new
credit.
Q
Also,
we've
done
in
the
past
very
popular
we've
offered
game
design
and
computer
coding,
so
some
little
high
interest
ones
so
that
they
have
some
opportunities
that
aren't
just
recovering
credits,
we'll
also
offer
newcomer
programs
elementary
middle
and
high
school.
Some
of
those
will
be
integrated
into
the
district
programs.
Q
Some
of
them
may
be
pull
out
depending
on
what
we
identify.
The
needs
of
those
students
are
high
school
student
high
school
newcomer
students
typically
need
more
support
with
math,
and
so
we'll
likely
offer
a
newcomer,
algebra
ags1
course
or
ags2.
If
that's
what
they
need,
we'll
offer
a
migrant
pre-k
program,
that's
really
required
by
our
migrant
ed
program.
Q
So,
for
example,
high
school
students
that
are
working
in
credit
recovery
will
assign
them
if
they
want
one,
a
coach
who
can
inspire
them,
motivate
them
help
them
get
their
get
their
work
done,
help
them
tutor
if
they're
comfortable
in
those
content
areas
something
new
we're
trying
this
year
with
our
tutoring
is
instead
of
having
it
at
a
district
facility.
We
are
experimenting
having
them
out
in
the
community,
so
we're
going
to
offer
one.
Q
In
addition,
we'll
offer
american
indian
alaska
native
life
ways
camp,
which
we've
done
every
year.
It's
an
opportunity
for
those
students
to
learn
about
native
heritage
native
culture,
language
and
then
also
there
may
be
an
additional
credit
recovery
opportunity
really
tailored
for
students
in
that
program.
We're
still
developing
that
we
have
a
wonderful
relationship
with
thprd
and
now
we've.
This
is
the
first
year
we've
offered
in
richmond
to
migrant
students.
It's
fall
spring
and
summer
and
we've
found
the
students
are
highly
engaged.
It's
just
a
great
additional
opportunity
and
experience
for
students.
Q
We
know
how
important
that
is.
So
we
plan
to
offer
that
again
it's
it's
a
wonderful
partnership,
it's
a
win-win
for
them
and
for
our
families
and
then
also
we
are
going
to
work
on
more
family
workshops.
This
summer.
We
think
we're
going
to
start
with
our
newcomer
programs
and
really
do
some
backwards
planning
identify.
What
do
our
newcomer
families
need
to
learn
want
to
learn,
and
then
let's
provide
that
to
really
prepare
them
to
start
the
school
year,
so
that
you
know
september.
Q
When
everyone
comes
back,
it
can
be
very
busy
and
very
overwhelming
for
families
that
are
new,
and
so
we
want
to
try
to
front
load
as
much
of
that
learning
as
possible
so,
for
example,
how
to
download
parent
square
onto
their
phones,
how
to
enroll
your
child?
How
to?
How
does
the
american
school
system
work,
where
you
can
get
language
interpretation
services,
some
of
that
those
basic
services
to
get
them
going
early?
L
All
right
so
I'll
go
ahead
and
talk
about
esy,
and
I
see
danielle's
here
so
feel
free
to
jump
in
danielle.
If
you
have
any
anything
else
to
add
just
wanted
to
share
that,
we
won't
be
having
yes,
why
it's
a
requirement,
so
it's
extended
school
year
and
these
are
for
student
recovery
services.
It's
for
students
that
qualify
for
special
education
services.
So
these
are
the
two
programs
that
our
department
will
be
providing
one.
L
The
first
is
esy
and
that's
to
provide
instruction
and
support
to
students
who
demonstrate
regression
and
a
lack
of
recruitment
on
iep
goals.
So
I'm
assuming
that
a
lot
of
the
teachers
will
be
going
over
some
of
those
iep
goals
and
identifying
the
students
that
they
they
will
invite
to
esy
and
then
recovery
services.
L
These
are
this
is
the
criteria
that
they're
using
so
it's
students
who
did
not
make
progress
in
iep
goals
over
the
course
of
the
pandemic
and
did
not
receive
services
last
year
and
then
those
that
during
the
school
year
may
be
eligible
to
attend
the
summer
program
again
looking
at
those
iep
goals
and
both
of
these
programs
will
run
will
take
place
at
hazeldell
elementary
and
their
dates
somewhat
aligned
with
ours,
it's
july
5th
through
the
21st
danielle.
Do
you
want
to
add
anything
else
to
esi
any
questions
around
esy.
K
O
So
esi
and
recovery
services
is
all
based
on
the
student's
iep,
so
there
isn't
a
certain
number
of
slots.
The
staffing
is
based
on
the
students
who
qualify,
so
we
sometimes
you
know
you.
On
average,
we
have
about
120
students
who
attend
extended
school
year.
These
are
all
students
who
are
on
ieps
and
it's
been
determined
by
their
iep
team
that
they
require
extend
esy
services.
K
O
What
happens
is
they
all
have?
I
all
the
students
have
iep
goals
and
so
prior
to
a
break
and
instruction
like,
prior
to
winter,
break
or
spring
break
or
summer
break
the
the
learning
specialists
assess
the
students
on
kind
of
where
they
are
in
terms
of
performing
towards
meeting
their
goals.
O
Then
they
go
on
break
and
then
they
come
back
after
a
portion
of
time
and
they
reassess
the
student
to
determine
if
they've
made
if
they've
lost
any
skills
and
then
if
they
have
lost
skills,
so
they've
shown
regression,
then
they
test
them
again
after
another
period
to
see
if
they've
been
able
to
recoup
the
skills.
So
it's
a
very
like
specific
formula
in
terms
of
looking
at.
You
have
to
regress
on
the
skills
that
you've
had
and
you
have
to
have
an
inability
to
recoup
those
skills
after
you've
returned
to
school.
Q
Yeah
for
a
multilingual
program
so
similar
to
last
summer,
because
so
much
funding
is
being
provided
to
the
district
for
these
elementary
middle
and
high
school
programs.
Our
goal
is
to
have
english
learners
students
in
the
migrant
ed
program
as
many
as
possible,
if
not
all
that
want
to
participate,
be
a
part
of
those
programs.
Q
I
know
vanessa's
working
with
those
different
level
planning
teams
to
set
what
are
the
criteria
for
that?
First
tier
of
student
registration
like
daniel,
was
sharing
about
how
it
worked
last
year
in
terms
of
the
supplemental
programs.
The
multilingual
department
will
offer.
We
don't
anticipate.
We
anticipate
that
any
english
learner
student
in
migrant
ed
program,
aian
program
will
have
a
spot,
because
so
much
funding
is
being
provided
by
the
district.
So
we're
confident
that
we'll
be
able
to
serve
all
the
students
in
the
mld
programs.
L
Funding
yeah,
okay
yeah,
not
the
adm,
the
0.5,
no,
the
adm!
That's
that's!
For!
During
this,
it's
separate
yeah
we're
talking
about
the
ode
summer,
learning
grant
in
the
millions
we're
hoping
that
we'll
get.
You
know
between
six
to
nine
million
dollars
so
where
the
idea
is
to
utilize.
L
Those
funds
first
serve
a
lot
of
our
multilingual
learners
in
the
general
program
and
then
use
our
title
grant
funds
that
we
receive
for
migrant
and
for
title
iii
on
the
supplemental
part,
and
so
because
we
don't
have
to
use
that
for
summer
to
support
the
students
in
those
general.
We
can.
We
have
a
lot
more
to
use
now
for
and
we
can
accept
a
lot
more
students
in
our
supplemental
program.
I
Kind
of
this
is
more
just
a
logistics
question,
and
this
is
such
good
information.
I
I
I've
never
heard
all
of
these
steps
before
on
the
board,
and
I
I
really
appreciate,
knowing
all
of
the
different
things
that
we
are
doing
as
a
board
to
share
with
our
community.
I
O
Yes,
we
do
and
we
so
our
we've
been
operating,
it's
required
by
law
to
offer
esp,
and
so
we've
been
offering
this
program
forever,
but
we
rotate
the
school
sites
every
year,
because
we
also
have
to
look
at
the
impact
on
the
school
for
cleaning
and
and
so
and
we
do
them
at
elementary
schools
because
they
have
a
playground
and
it
really
is
a
k-12
program.
So
if
you
have
never
been
to
our
esy
program,
I
highly
recommend
you
come
and
visit.
O
A
F
So
my
question
is
more
about
the
it's
still
a
logistics
question
in
terms
of
the
timeline
the
summer
school
offering
goes
through
july
28th,
and
I
noticed
that
the
supplemental
school
is
only
through
july
21st
and
I
was
just
wondering
why
the
time
was
less.
F
No,
I
was
looking
at
the
supplemental
for
special
ed.
It
looked
like
it
was
ending
on
the
21st
yeah.
O
So
our
program
runs
for
three
weeks
and
that's
pretty
much
how
it's
been
set
up:
we're
not
getting
specifically
supplemental
funding
for
esy.
So
it's
just
our
regular
program
that
we
do
every
year
our
students
in
special
education
will
have
access
to
the
district
summer
school
if
they
want
to
attend
that.
But
our
esy
program
is
just
always
operated
off
of
three
weeks
and
it's
funded
out
of
our
general
fund.
O
So
there
are
occasionally
that
like
well
this
year,
there
will
be
some
students
this
year
and
last
year
there
are
some
students
who
will
attend
the
extended
school
year
program
that
don't
actually
meet
the
criteria
for
esy,
but
it's
because
they
fall
under
the
recovery
services
act
aspect
and
then
next
year,
it'll
completely
go
back
to
the
normal
setting.
A
K
B
L
So
as
you're
planning
for
as
we're
planning
for
summer
school,
you
know
there's
always
we
always
have
to
anticipate
what
the
barriers
are
and
and
try
to
figure
out
how
to
overcome
these
barriers.
So
that,
as
a
lot
of
you
guys,
are
asking
questions
about
access
right.
L
How
are
we
going
to
get
students
to
these
programs
and
who
are
we
going
to
target,
and
so
we
identified
some
of
the
potential
barriers
here,
but
if
you
guys
have,
if
you
guys
see
anything
else
that
your
30-foot
level,
you
can
you
know,
share
it
with
us
and
we'll
try
to
figure
out
how
to
between
vanessa
and
ourselves,
we'll
try
to
figure
out
how
to
overcome
those
barriers.
But
some
of
you
mentioned
transportation
is
going
to
be
a
huge
barrier
with
a
lot
of
bus
driver
shortages
that
we've
experienced
this
year.
L
We
are
are
also
anticipating
some
shortages
in
the
summer,
so
vanessa's
going
to
be
working
with
transportation
department
on
how
to
ensure
that
when
we
design
the
program
for
all
the
different
levels
and
for
the
number
of
schools
that
we
have,
that
we
have
capacity
to
be
able
to
transport
our
students
to
these
programs
and
whatever
programs
we
we
offer.
So
that's
gonna,
that's
a
barrier,
but
we're
gonna
be
working
through
that.
Another
thing
is
capacity.
We
don't.
L
We
know
that
we
have
a
lot
of
teachers
that
are
interested
in
our
in
our
summer
programs
this
year,
but
we
need
to
make
sure
we
have
enough
to
support
all
the
different
types
of
programs
that
we
want
to
offer,
and
so
we
did
talk
about
tiering
the
students
that
were
going
to
be
targeting
for
for
summer
programs.
So
you
know
tier
one.
How
do
we
make
sure
that
all
of
our
underserved
populations
first
get
into
the
program
so
whether
they
are
in
a
hub
school
in
the
north
end?
L
Or
you
know,
in
a
title
program?
But
if
they
are
considered
one
of
the
tier
one,
students
that
they
would
get,
they
would
get
into
the
program
and
then
maybe
tier
two
looking
at
high
students
with
high
bhw
referrals.
That
could
be
our
tier
two,
especially
since
summer
programs,
we're
really
looking
at
targeting
scl
and
making
sure
there's
enrichment
opportunities
for
students.
L
And
we
just
know
that
for
a
lot
of
our
students
that
struggle
with
that
that
summer
time
is
a
really
good
time
to
kind
of
close
some
of
those
gaps
for
students
and
then
maybe
a
tier
threes,
those
that
just
want
to
be
in
summer
school
for
enrichment
purposes.
So
we
are
still
trying
to
refine
our
tiering
system
for
for
the
access
part
and
making
sure
to
put
our
equity
hat
on
and
making
sure
that
all
of
our
students
that
really
need
to
be
in
summer
programs
get
that
opportunity.
L
L
I
know
that
our
elementary
principals
are
saying:
if
you
have
the
information
out
before
conferences
that
are
coming
up
right
now,
we
could
at
least
get
the
word
out
during
conferences,
so
that
families,
if
they
have
that
flyer
they
can
be
looking
out
for
summer
school
and
making
sure
that
they
know
how
to
to
apply
for
it
if
it's
an
open
application
process
and
then
always
making
sure
that
we
have
all
of
that
translated
in
all
the
different
languages.
So
it's
accessible.
L
So
the
information
out,
using
all
of
our
communication
resources,
that
we
have
to
make
sure
that
the
information
is
received
in
a
language
they
understand
and
in
a
timely
manner
as
well,
and
then
karen
you
mentioned
about
you,
know
pre-k,
making
sure
that
we
also
have
a
deadline
to
to
have
students
that
or
families
come
in
later
in
the
summer
or
they
enroll
later
in
the
summer,
but
giving
them
an
opportunity
for
for
kindergarten
academy.
Also,
so
that
those
are
some
things
that
we're
going
to
be
looking
at.
L
And
then
I
think
becca.
You
mentioned
students
that
may
need
to
work
to
support
families,
and
andy
mentioned
some
of
the
things
that
multilingual
department
will
be
doing
to
to
offset
that
and
to
support
the
students
that
may
may
have
to
work
during
the
day.
But
that
might
be
that's
going
to
be
a
huge
barrier
for
a
lot
of
our
students,
especially
our
high
school
students
that
have
to
work
to
support
families.
So
we
know
that
this
is
a
barrier
and
we're
brainstorming
other
ways
that
we
can
support.
L
Students
that
may
have
to
work,
and
then
we
know
that
child
care
is
going
to
be
an
issue
for
a
lot
of
our
families
that
have
to
work
several
jobs
and
might
have
high
school
students
that
might
have
to
care
for
the
younger
siblings
right
if
they're
not
engaged
in
in
summer
school,
so
we'll
be
exploring
opportunities
with
administrators
to
see
what
options
there
are
for
child
care.
L
A
K
Something
that
I
haven't
seen
yet
and
that's
the
pd
and
the
coaching
for
our
staff.
So
when
we
have
our
summer
programs
and
we
bring
in
our
highest
need
students,
some
of
our
staff
might
need
some
training
on
how
to
support
students
with
high
behavioral
needs
or
high.
You
know,
spend
needs
or
how
to
best
meet
their
iep
needs
goals
or
eld
students
and
how
to
work
with
multilingual
students.
And
so
I
I
see
this
as
an
opportunity.
K
That
would
be
something
to
think
about
like
what
is
that
infusion
of
professional
development
for
them,
and
how
are
we
coaching
them
through
coaching
them
up
during
the
summer
school
and
then
the
second
part
was
thinking
about
our
support
systems
and
planning.
So,
as
I
think
about
our
middle
schools
and
the
struggles
that
have
happened
this
year,
I
see
some
schools
that
have
really
amazing
systems
have
in
place
at
the
middle
school
have
had
a
bit
more
success.
K
So
this
could
be
a
really
good
opportunity
if
the
middle
schools-
and
it
could
be
every
group
but
like
could
come
together
to
think
about
what
support
systems
what's
been
working
this
year
and
what
things
they
want
to
try
out
for
next
year
to
improve,
and
it
could
be.
A
Okay,
well,
thank
you
so
much.
That
was
an
amazing,
in-depth
report.
I'm
so
excited
to
see
where
we
are
at
this
summer
and
to
hear
about
these
programs
and
we
look
forward
to
hearing
about
a
lot
of
amazing
learning.
That's
going
to
be
happening,
come
september
so
or
I
should
say
end
september
after
you
guys
have
done
these
amazing
programs
over
the
summer.
So
thank
you
so
much.
A
I
think
what
we're
going
to
do
now
is
we're
going
to
take
a
quick,
10
minute
break,
and
then
we
will
come
back
at
505
and
begin
with
our
student
discipline
report
and
then,
after
that,
we'll
take
the
meal
break
after
that
report
is
over,
but
just
give
everybody
10
minutes
here,
as
we've
been
going
for
about
two
hours
and
when
we
come
back
we'll
be
ready
for
the
discipline
report.
R
Okay,
thanks
don
thanks
tom,
I
will
have
john
bridges,
I
think
you're
doing
the
slide
deck
for
this
one.
I
just
wanted
to
make
sure
no.
R
Thanks,
I
appreciate
that
so
good
afternoon
school
board,
chair
colette
members
of
the
board
and
superintendent
grotty.
We
are
so
glad
to
be
with
you
this
afternoon.
Teaching
and
learning
has
presented
to
you
three
reports
today:
grading
reporting,
summer
programs
and
the
last
one
today
is
a
student
discipline
report.
I
do
want
to
thank
toshiko
vanessa,
andy
brian
john
and
john,
for
their
presentations
for
this
report.
R
They
will
be
presenting
to
you
the
student
discipline
report
and
data
in
tnl.
We
truly
believe
that
keeping
our
schools
safe
and
providing
a
positive,
inclusive
environment
for
all
of
our
schools
is
a
top
priority.
We
do
know
that,
since
the
pandemic
and
students
have
returned
to
school,
we
have
experienced
many
challenges
at
all
of
our
schools.
R
When
we
look
at
student
discipline,
data
and
the
strategies
that
need
to
be
put
into
place,
we
always,
as
usual,
look
at
the
equity
lens,
and
we
are
consistent
in
making
sure
that
we
follow
these
questions
whose
voice
is
and
isn't
represented
in
this
decision.
Who
does
this
decision
benefit
or
burden?
R
This
report
also
addresses
what
has
kept
us
going
through
the
last
past
year.
Our
agenda
today
next
slide
oops
before
that
is
our
vision
that
we've
talked
about
all
year
is
a
safe,
engaging
and
consistent
in-person
full-time
experience
for
all
students
and
staff
next
slide.
R
So
our
agenda
for
today
is
first
off
patrick
and
ken
will
be
sharing
an
overview
of
how
we
respond
to
student
behavior
in
our
schools.
After
that,
we'll
have
danielle,
and
she
will
talk
about
the
importance
of
the
role
of
the
behavioral
health
and
wellness
teams.
As
you
know,
they've
been
an
integral
part
of
what
we're
doing
in
terms
of
student
discipline
in
our
schools.
R
After
that,
both
danielle
and
ken
will
talk
about
updates
to
the
student
and
family
handbook,
followed
by
john
bridges.
Who
will
talk
about
semester,
one
discipline
data?
We
are
hoping
that
at
that
time
we
will
have
time
for
questions
and
answers,
and
so
please
keep
your
answers.
Write
them
down,
ask
them
at
the
end.
R
We
are
hoping
that
we're
we're
leaving
enough
time
for
that,
but
also,
please
understand
that
we
will
not
be
answering
specific
questions
about
a
certain
school
but
would
be
happy
to
answer
them
offline.
So
keep
those
on
another
piece
of
paper
and
send
those
questions
to
me
and
I'll.
Make
sure
that
those
will
get
answered
today
is
to
give
you
an
overall
view
of
student
discipline
across
all
of
our
schools,
so
we'll
go
ahead
and
get
started
next
slide.
T
Right
next
slide,
please
all
right
good
evening,
chair,
collette,
school
board,
superintendent,
grotting!
Thank
you
so
much
for
having
us
here
this
evening.
Looking
forward
to
sharing
with
you
some
of
our
key
practices,
we
have
to
help
support
students
in
our
school
and
ken,
and
I
are
going
to
start
off
the
presentation
tonight,
sharing
with
you
our
foundational
practices
and
then
sort
of
a
broad
view
of
our
proactive
approaches
to
discipline
and
behavior
and
as
well
as
some
of
our
approaches
that
we
use
when
there
is
a
need
for
some
intervention.
T
So
we're
going
to
start
here
with
some
of
our
foundational
practices.
The
use
of
equitable
outcomes
and
student-centered
practices
is
always
at
the
core
of
our
work
for
each
and
every
child.
Every
day.
We'd
really
do
k-12,
pre-k-12
proactively,
teach
behavioral
expectations,
and
that
happens
across
the
school
day
in
a
wide
variety
of
ways,
and
not
just
at
the
beginning
of
a
school
year,
but
all
the
way
across
the
school
year.
T
We
also
really
spend
a
lot
of
time
and
emphasize
both
preventative
and
proactive
strategies,
and
that
means
everything
from
like.
I
said:
teaching
those
behavior
expectations
focusing
on
problem
solving
and
having
restoration
conversations
whenever
there
is
that
need.
When
there's
been
some
issue
within
the
school
ken
yeah
good.
S
Evening
we
also
believe
that
relationships
are
at
the
heart
of
our
work
and
those
relationships
are
with
our
students,
with
their
families
and
with
our
staff,
and
so
the
importance
of
community
and
relationships
is
a
central
value
that
we
teach
and
we
expect
our
building
leaders
to
cultivate
in
their
school
communities.
We
know
that
relationships
must
be
built,
but
at
times
they
must
also
be
restored.
So
we
actively
engage
in
in
building
those
skills
in
our
building
leaders
and
in
in
our
teaching
staff
and
in
our
classified
staff
that
wrap
around
students.
S
We
believe
that
context
matters,
and
by
that
we
mean
the
context
for
learning,
which
also
sometimes
becomes
the
context
for
learning
about
behavior
and
that,
as
we
are
building
skills
in
our
adults,
the
importance
of
the
context
of
keeping
that
student-centered
focus
that
patrick
started
us
out
with
really
becomes
something
that
is,
is
part
of
our
proactive
work
and
we
believe
that
non-exclusion
should
always
be
our
first
response.
So
we
try
to
maintain
relationship.
S
It
was,
it
was
hung
up
on
me
and
it
got
really
excited
and
went
too
far.
I
apologize
besides
our
foundational
practices.
We're
now
going
to
talk
about
proactive
approaches
and
proactive
things
would
be
things
we
would
do
in
anticipation
that
student
behavior
is
going
to
show
up
and
that
we
need
to
be
thoughtful
and
systematic
about
how
we
we
approach
that
so
every
school
has
a
student
conduct
plan,
and
that
is
a
shared
understanding
of
how
the
school
will
teach
students
the
expected
behaviors
and
how
the
school
community
will
react.
S
When
student
conduct
is
a
problem,
we
also
engage
in
collective
learning
around
student
behavior,
so
this
would
be
about
having
shared
understandings
of
strategies
to
engage
learners
positively
and
how
to
redirect
behavior
when
that
pro,
that
behavior
is
problematic,
simple
strategies
like
making
sure
that
people
are
working
with
students
and
maintaining
their
dignity
and
respect
for
the
child
and
doing
things
to
coach
students
in
ways
that
are
not
public
but
more
private.
S
Those
are
the
examples
of
work
that's
going
on
in
our
buildings,
and
we
also
believe
that
once
again,
knowing
every
child
as
a
learner
and
as
a
community
member
is
an
important
and
integral
support.
We
provide
to
create
the
capacity
for
students
to
regulate
their
own
behaviors
and
to
actively
participate
in
learning,
patrick.
T
Go
ahead
and
key
to
that
I
mean
we
spend
a
lot
of
time
really
knowing
and
understanding
each
child,
but
we
also
have
to
know
and
understand
our
own
selves,
our
own
biases
or,
as
in
the
cfe
training
talks
about
that
inside
out
work
and
that
equity
truly
is
our
collective
work
and
learning.
It
is
at
the
heart
of
really
what
we're
engaged
with,
not
just
as
it
comes
to
discipline,
but
when
it
comes
to
how
kids
learn
and
how
kids
interact
with
school
and
how
they
engage
in
the
learning
environment.
T
We
also
really
try
to
create
structures
and
systems
to
teach
skills
to
our
students
and,
as
you're,
going
to
hear
from
danielle
later.
Our
behavior
health
and
wellness
teams
are
really
critical
to
that
work.
Our
role
of
counselors,
the
role
at
the
elementary
level
of
student
success,
coaches,
the
role
that
social
workers
pre-k
12,
has
all
been
so
important,
as
we've
embedded
them
in
our
work
this
year,
and
it
has
really
helped
us
support
kids,
especially
as
they
have
transitioned
back
from
being
out
due
to
the
pandemic.
T
We
also
know
that
when
we
teach
those
skills-
and
we
do
it
in
a
variety
of
ways-
we
do
it
through
examples
might
be
when
we
confer
with
kids
during
a
readers
or
writer's
workshop
in
elementary,
it
might
happen
in
morning
meetings
it's
secondary
in
advisory
periods,
it's
through
a
differentiated
instruction
and
curriculum
our
social
emotional
lessons
giving
opportunities
for
student
leadership.
T
It's
not
just
discipline
when
there's
an
issue,
it's
how
do
we
teach
it
and
create
a
community
where
people
are
taking
care
of
each
other,
and
we
know
that
parents,
as
ken
said,
are
critical
partners
in
that
work
with
us.
Next
slide
ken.
We
also
know
that
there
are
times
when
there
is
a
need
to
intervene
with
students
due
to
a
variety
of
circumstances
and
when
we
think
about
our
intervention
approaches.
Oftentimes
ken-
and
I
were
talking
about
this-
this
is
almost
thinking
about
it,
as
our
in
the
moment
work.
T
S
Right
right
and
as
we
approach
those
situations,
restoring
relationships
sometimes
might
mean
that
the.
U
S
Does
need
an
opportunity
to
take
a
break,
and
so
sometimes
we
will
see
some.
Some
practices
for
coaching
and
exclusion
is
short
term.
Ultimately,
our
goal,
whether
it's
a
a
small
event
like
the
one
I
just
described
or
something
more
significant.
S
Our
goal
is
that
we
are
equipping
students
with
the
ability
to
return
to
the
learning
environment
and
with
the
capacity
to
restore
those
relationships,
our
decisions
to
exclude
students
should
be
seen
as
a
last
resort.
In
our
work
with
principals.
We
we
help
them
to
develop
that
stance
and
to
be
thoughtful
about
how
to
implement
the
need
for
balancing
the
needs
of
the
individual
with
the
needs
of
the
community
and
parents
and
families.
Again,
even
at
these
difficult
times,
they
are
critical
partners
in
supporting
student
behavior.
S
So
we
make
sure
we
take
time
to
help
them
along
to
understand
what
has
occurred
to
help
them
understand
what
we're
doing
to
address
those
concerns
and
what
we
will
do
in
the
future
to
prevent
on
the
likelihood
of
that
happening
once
again.
So
this
is
our
foundational
work
that
undermine
that
supports
all
of
our
work,
around
student
behavior
and
now
we'll
be
moving
to
danielle
who's.
Gonna
talk
to
us
about
behavioral
health
and
wellness
teams.
O
O
But
then
we
know
that
we
want
to
help
support
the
students
and
the
staff
and
the
family
following
an
incident,
because
our
students
are
still
coming
to
school,
they're
still
going
to
be
there,
and
so
we
want
that
to
be
at
a
place
where
our
students
feel
supported.
Our
staff
do
as
well,
and
our
families
have
the
tools
to
support
their
their
children
at
home.
So
some
of
the
things
that
we've
really
focused
on
over
the
last
two
years
is
really
this
idea
of
tiered
intervention.
O
O
Is
you
know
we
have
the
teams
at
all
schools,
but
we're
also
doing
a
quarterly
date
of
review
so
through
their
referral
process
of
students
coming
through
we're,
giving
the
data
back
to
the
schools
we're
working
with
dr
bridges
on
that,
get
it
giving
it
back
to
the
schools
and
giving
them
targeted
questions
that
they
can
ask
about
their
school
and
what
they're
seeing
and
the
information
that's
there,
because
sometimes,
when
we're
in
the
work,
it's
super
busy
and
it's
hard
to
piecemeal
out
and
see
kind
of
that
bigger
picture.
O
So
what
we're
trying
to
do
is
then
synthesize
that
information
and
give
them
that
opportunity
to
take
a
look
at
what
their
school
profile
looks
like
they're,
actually
getting
ready
to
get
a
set
of
data
this
week.
Additionally,
we
have
really
detailed
out
the
roles
and
responsibilities
of
the
people
in
on
these
teams
and
then
looking
at
our
tiered
supports
so
really
looking
at
that
universal
whole
school
support,
because
we
know
that
just
like
language,
arts
and
math
and
social
sciences
and
science
are
really
integral
and
important
for
students.
O
We
also
have
our
student
success,
coaches
and
our
school
support
specialist
coaching
teachers
on
how
to
build
that
school
community,
and
then
we
build
into
our
tier
two
and
tier
three
supports
so
really
as
we're
looking,
if
we're
having
students
who
are
you
know,
having
consequences
through
the
disciplinary
process,
we
definitely
want
them
also
routed
through
our
bh
and
w
team,
because
we
know
that
there's
a
reason
for
the
misbehavior
and
we
want
to
try
to
get
to
the
bottom
of
what
that
causes
so
that
we
can
kind
of
treat
that
issue
to
prevent
any
further.
O
You
know
escalation
or
other
further
problems,
so
we
have
a
variety
of
different
interventions
that
we're,
including
from
small
group
facilitation,
individual
meetings,
wellness
rooms,
behavior
intervention
plans.
We
have
staff
who
are
who
have
all
been
trained
on
restorative
conferencing,
beefing
up
our
attendance
interventions
and
then
again
we
have
these
very
robust
teams,
around
student
threat
assessment,
sexual
incident
response
and
safety
planning
for
suicidal
ideation,
where
we
partner
with
the
county,
dhs
law
enforcement
to
really
kind
of
wrap
around
our
students
and
a
lot
of
times.
O
What
we're
seeing
is
the
students
who
are
coming
through
our
disciplinary
process.
We
are
also
routing
them
through
our
stat
and
serp
processes
as
well,
which
then
involves
the
county
county,
mental
health
or
dhs
or
law
enforcement
to
really
have
a
conversation
about
what
might
be
going
on
for
the
student
outside
and
inside
school
next
slide.
Please.
O
So
this
here
I'm
not
going
to
go
through
this,
but
this
is
really
kind
of
the
robust
amount
of
training
that
we
are
doing
this
year
that
we
have
rolled
out
for
our
behavioral
health
and
wellness
team.
So
I
wanted
you
guys
to
have
access
to
that.
So
you
could
see
what
trainings
have
been
required
for
people.
What
and
we've
been
offering
so
it
has
been,
we've
actually
been
partnering.
O
We
were
able
to
get
some
grants
from
the
county
from
washington,
county
behavioral
health
to
help
assist
with
paying
for
these
trainings
and
really
this
focus
on
restorative
practices,
and
so
how
we're
repairing
harm
after
an
incident,
and
when
we
talk
about
discipline,
there's
a
lot
of
things
that
happen
that
cause
harm
right.
So
there
could
be
a
a
staff
member
who
feels
harmed.
O
We
have
the
student
who
might
have
been
either
kind
of
the
person
who
exhibited
the
misbehavior
or
those
who
were
the
recipient
of
the
misbehavior,
and
so
it's
really
working
through
those
pieces.
So
we
can
come
back
and
heal
and
help
the
students
heal
have,
and
then
our
staff
as
well,
because
one
of
the
things
we
know
is
with
staff.
O
It's
really
important
for
them
to
understand
why
things
might
be
happening
with
a
student
so
that
they
can
build
compassion
and
empathy
as
well,
so
that
it's
not
just
you
know,
you
know,
as
we
understand
more
about,
what's
going
on
with
the
student,
their
family,
it
helps
us
be
able
to
say
how
can
I
better
help
them
in
my
classroom?
So
all
of
these
pieces
are
just
for
your
reference
about
pd
that
we're
offering
to
build
a
more
responsive
system
of
staff
to
help
with
our
prevention
of
behavioral
incidents
that
might
occur
next
slide.
O
Please
again
what
I've
I've
talked
to
you
about
this
as
well.
This
you
know
this
is
the
first
time
in
bsd
history,
where
we've
done
a
behavioral
health
and
wellness
adoption
right,
like
we've,
had
piece
meals
here
and
there
someone's,
like.
Oh,
this
program
looks
really
good
we're
going
to
try
that
we
didn't
really
use
the
equity
lens
or
a
looking
at
a
trauma-informed
anti-racist
approach
at
looking
at
those
materials,
and
so
that's
really
what
we're
diving
in
now
and
then
with
that,
we
actually
have
some
pilots
going
on
actively.
O
One
of
them
is
we're
piloting
a
universal
screener
that
starts
at
fourth
grade
on
for
mental
health
factors
to
help
so
that
we
can
maybe
identify
students
and
get
them
the
supports
they
need
before
we're
reacting
after
an
incident
has
occurred
and
then,
additionally,
several
different
curricular
type
materials
that
we're
trying
trialing
at
the
elementary
and
middle
and
high
school
for
implementation
for
the
fall
next
slide.
Please.
O
So
our
plan
for
professional
development
for
our
staff.
So
as
we
look
at
discipline,
discipline
is
really
that
final
outcome
of
an
incident
that
happened
and
we
really
need
to
be
investing
our
own
time
in
that
prevention
to
limit
the
number
of
students
who
are
having
to
get
to
that
level.
Four
of
kind
of
the
discipline
piece.
O
But
we
also
want
to
make
sure
that,
following
discipline
that
we're
responsive
to
those
students,
as
well
so
for
this
coming
year,
we're
going
to
continue
our
pd
cycle
that
we've
been
doing
with
our
bh
and
w
staff,
but
we're
actually
we're
adding
the
addition
of
the
bh,
bh
and
w
adoption,
so
that
will
impact
all
staff
around
how
we're
looking
at
student
needs
student
trauma
their
experiences,
and
then
we
are
also
partnering
with
beaverton
police
department
in
washington
county
to
help
have
them
have
access
to
our
mental
health
and
restorative
practices
trainings.
O
So
they
can
see
from
that
more
restorative
instead
of
punitive
lens
of
what
we
are
trying
to
do
within
our
schools,
and
then
I
just
wanted
to.
Since
I
had
this
opportunity,
I
did
want
to
give
you
some
data
so
just
like,
we
will
look
at
our
disciplined
data,
also
looking
at
where
our
students
are
so
something
to
know
is
you
know,
as
of
today,
we've
completed
646
suicide
screens
and
that's
an
increase
of
243
screenings
at
the
same
time
two
years
ago,
prior
to
the
pandemic
happening.
O
So
we
are
definitely
seeing
a
lot
more
suicidal
ideation
with
our
students,
which
is
also
we
see
connected
to
the
number
of
referrals
that
we
have.
We
have
you
know
5700
referrals
to
our
teams,
and
so
when
we
look
at
that,
we're
looking
at
this
huge
increase
of
kids,
who
are
needing
another
level
of
support
and
a
team
to
wrap
around
them.
O
But
we
also
know
with
that
we're
seeing
you
know
larger
misbehavior,
which
and
some
of
it
you
know
frightening,
where
you
you
have
to
respond
for
the
you
know:
health
and
safety
of
students
which
at
some
points
becomes
exclusionary
and,
and
so
we're
trying
really
hard
to
avoid
that
all
right.
So
with
that,
then
ken
and
I
get
to
shift
into
our
student
and
family
handbook,
and
this
conversation
really
dovetails
to
discipline
because
we're
going
to
talk
about
substance
use
so
one
of
the
things
I
want
to
for
language.
O
We
really
talk
about.
Now
we
talk
about
drug,
you
know
alcohol
and
dangerous
drug
use
instead
of
saying
abuse.
So
the
language
has
changed
in
you,
know,
kind
of
out
in
the
substance
use
world
and
so
they've
moved
away
from
abuse
and
talking
about
use,
and
so
one
of
the
things
we
find
in
our
discipline
and
exclusionary
discipline
is
the
high
number
of
students
who
are
suspended
or
expelled
as
a
result
of
something
related
to
a
substance
use
incident.
O
So
it
might
be
alcohol
or
might
be
drugs,
but
there's
definitely
something
there.
That
is
contributing
to
that.
So
one
of
the
things
we
found
in
our
practice
and
in
our
student
family
handbook
is,
we
had
very.
O
We
quickly
moved
to
punitive
responses
for
substance
use
within
our
schools
and
it
was
really
looking
at
students
when
they
had
an
initial
offense.
Their
parents
were
expected
to
pay
and
go
and
get
a
drug
and
alcohol
assessment
and
it
if
the
parents
did
not
do
that.
The
student
would
be
expelled
or
could
be
expelled,
and
then
they
also
needed
to
complete
a
diversion
program.
O
So
what
we
did
to
reduce
some
of
those
barriers
this
year
is
we're
actually
contracting
with
lifeworks
northwest
and
so
students
no
longer
their
parents
no
longer
have
to
get
the
assessment
for
them.
The
district
is
paying
for
that
assessment,
they're
actually
getting
there.
So
it's
avoiding
kids
who
are
expelled
as
a
result
of
not
having
an
assessment
so
we're
providing
that
for
them,
and
then
for
the
second
semester,
we
made
some
adjustments
to
our
process.
Ken,
do
you
want
to
talk
a
little
bit
about
those
changes
or
I
can
keep
going?
No.
S
S
The
use
of
alcohol
and
dangerous
drugs
on
our
school
campuses
is
a
concern
we
have,
but
our
prior
policy
made
it
clear
that,
in
order
to
get
assistance
or
support
that
we,
we
were
compelling
administrators
to
move
to
expel
the
child
and
what
we
have
stated
about
the
importance
of
relationships
and
about
the
importance
of
avoiding
exclusion,
it
seemed
to
lack
integrity,
would
be
the
feedback
that
we
had
from
our
school
administrators.
S
I
also
want
to
acknowledge
beth
merrill
who's,
a
teacher
at
sunset
and
students
from
her
class
last
spring
that
did
research
and
advocated
to
our
superintendent
and
our
board
and
made
it
really
clear
that,
based
on
research,
our
approach
was
really
not
working
and
that
we
could
see
racial
patterns
and
exclusion
around
the
code
of
dangerous
drugs
and
the
code
of
alcohol.
So
our
stance
is
one
that's
based
on
the
work
that
that
danielle
was
describing
with
our
behavioral
health
and
wellness
teams
and
at
the
first
or
second
incident
at
a
level.
S
Our
our
stance
is
that
the
exclusion
from
school
is
separated
from
a
stance
of
offering
assessments
offering
support
having
the
behavioral
health
and
wellness
team
wrap
around
this
student
and
this
family,
and
it
is
not
appropriate
for
schools
to
be
expelling
students
who
are
manifesting
with
these
behaviors.
S
So
a
slight
exclusion
might
be
reasonable
as
we're
as
we're
stabilizing
and
wrapping
that
support,
but
we
will
not
be
seeing
expulsion
and
when
we
see
subsequent
incidents
at
each
level,
then
it
is
sometimes
appropriate
to
be
looking
for
exclusion
as
a
way
to
provide
greater
levels
of
support
and
to
balance
the
needs
of
the
community
with
the
needs
of
the
individual.
I
want
to
stress
we
used
to
call
these
first
and
second
offenses
and
we're
really
using
a
student's
stance
in
changing
our
language
to
describe
these
as
incidents
go
ahead.
Danielle.
O
All
right,
so
we
can
go
ahead
and
go
to
that
next
slide.
So
I
did
want
to
provide
you
just
kind
of
a
picture
of
what
we're
seeing
here.
So
we
have
this
year
we
had
61
students
who
did
go
forward
to
lifeworks
for
a
substance
use
assessment,
and
so
these
were
kind
of
unique
clients
that
were
served.
O
We
had
about
15
students
out
of
those
61
students
who
required
substance,
use
disorder,
treatment
and
they
were
referred
to
them,
and
the
nice
thing
about
our
connection
with
lifeworks
is
lifeworks
can
provide
the
substance,
use,
disorder,
treatment
and
so
when
they
come
through
on
an
assessment
with
us,
lifeworks
then
can
say
we're
going
to
work
with
you
on
a
treatment
plan
for
those
who
are
a
higher
level
of
risk
for
students.
O
So,
as
you
can
see,
you
know,
in
quarter
two,
there
were
two
students
who
did
not
opt
to
access.
The
substance
use
disorder,
treatment
at
lifeworks,
but
in
the
first
quarter
all
those
students
did
so.
This
is
really
seeing
like
that
next
level
of
connection,
so
that
you
know
we
can
exclude
a
kid
but
we're
not
treating
the
problem,
which
is
their
substance
use,
and
so
we
really
want
to
move
to
that.
O
So
that's
one
of
the
things
we
need
to
work
towards
next
slide,
please
so
for
this
next
year
for
this
coming
school
year,
we
have
a
very
we
part
of
our
bh
and
w
adoption
is
a
very
specific
carve
out
around
substance,
use
prevention
and
intervention,
and
so
we
will
have
some
general
prevention
through
division,
22
about
substance
use.
But
the
next
level
is
those
students
who
are
who
have
had
incidents
and
then
having
more
targeted
supports.
O
To
kind
of
to
talk
about
the
substance
use
what
their
needs
are
and
then
we're
also
looking
to
add
a
a
class
that
would
be
a
semester
class,
a
long
class
that
would
be
taught
by
these
substance
use
counselors
as
very
targeted
for
students
who
are
engaging
or
at
risk
for
substance
use.
O
So
really
looking
at
how
we
do
that
and
then
I
am
currently
exploring
a
partnership
with
lake
oswego
school
district,
where
they
have
harmony
high
school,
which
is
actually
a
high
school,
also
known
across
the
nation
as
recovery
high,
and
it
is
a
it's
a
school
that,
while
students
are
going
there
and
they
are
getting
their,
you
know,
act
they're,
completing
general
education
classes
and
stuff.
O
They
are
also
in
an
environment
to
work
on
their
treatment
needs,
and
so
it's
really
looking
at
this
next
level
of
students
who
our
lower
level
interventions
are
not
working
and
really
trying
to
avoid
leading
to
one
student's
being
expelled
or
excluded
from
school,
as
well
as
the
potential
for
overdose
or
any
of
those
other
things
in
our
system.
O
Okay,
next
slide-
and
I
think
that's
all
I
got
for
mine.
So,
thank
you
all
excited
to
be
here
and
to
present
on
just
this
work
of
what
we're
doing
as
a
district,
to
really
try
to
help
these
students
so
yeah.
F
Yep
so
danielle,
I'm
kind
of
tying
the
the
students
who
have
disciplinary
issues
with
the
students
that
have
substance,
abuse
and
they're
kind
of
tied
to
mental
health
issues,
and
you
stated
that
we
really
don't
have
as
much
support
from
mental
health.
As
you
know,
the
demand
is:
is
there
a
thought
to
not
only
contract
with
life
works
for
substance
abuse
evaluation,
but
also
for
support
for
mental
health
as
well.
O
So
yeah
I
have
a
meeting
with
morrison
center.
Actually,
I
think
later
this
week
and
we're
trying
to
explore
what
kind
of
options
they
have
in
terms
of
being
able
to
provide
therapists
within
the
school
setting.
But
we
have
to
work
on
that
because
here's
the
dance
that
we
have,
we
are
a
k-12
pre-k-12
education
system
and
our
our
is
really
around
educating
students.
And
so
we
have
to
be
careful
about
pulling
kids
from
their
instruction
in
order
to
get
their
therapy.
But
we
also
know
it's
a
chicken
or
egg
thing
right.
O
Part
of
their
treatment
is
mental
health
treatment,
along
with
the
substance,
use
treatment.
So
it's
a
combined
piece.
So
that's
really
where
we're
hoping
that
our
relationship
with
life
works
will
help
those
students
also
get
their
mental
health
components
met
through
there,
as
well
as
their
substance
use
pieces.
So,
but
yes,
we're
exploring
those
options
with.
I
I
reached
out
to
lifeworks.
They
were
not
available,
but
morrison
is
coming
to
meet
with,
are
going
to
be
really.
A
J
I
thought
I
wasn't
so
thank
you
good
information.
I
really
like
the
fact
that
you're
using
the
exclusion
part
as
your
last
resort,
I
also
like
the
part
that
you
guys
are
getting
a
lot
of
pd
because
it's
a
stressful
work.
J
My
question
to
you
is
that
you
know
how
do
you
track
students,
for
instance,
a
student
is
all
a
student
covet
happened
and
they
come
to
a
new
school
and
then
things
happen
to
them
whatever
they're
bullied,
or
they
start
slowly
losing
confidence
in
themselves
and
they
start
fading
and
they
are
dropping
out
of
their
classes.
J
O
So
in
our
system
we
have,
we
have
a
couple
of
things
so
one
we
have
an
early
warning
system,
which
is
this
report
that
comes
out
and
it's
populated
every
day,
and
it
goes
out
to
the
counselors
and
it
looks
at
attendance.
It
looks
at
grades.
It
looks
at
a
range
of
different
indicators
right,
so
those
staff
members
have
an
opportunity
to
look
at
that
and
kind
of
see
which
students
are
rising
kind
of
on
the
red
zone.
O
So
if
you
had
a
student
who
was
an
a
student
and
all
of
a
sudden,
their
grades
are
dropping
and
they're
not
attending
or
they're,
not
engaging
they'll
flag.
On
that
report
we
also
have
dropout
detective,
which
is
another
tool
that
our
grad
mentors
at
high
school
are
utilizing.
O
Where
they're
able
to
look
at
first
teachers,
who
are
utilizing
canvas
for
lessons,
they
can
post
reports
through
dropout,
detective
and
flag
those
students
who
are
on
track
to
have
like
an
iron
n
and
those
grad
mentors
then
reach
out
to
those
students
in
particular.
So
we
know
we
have
students
who
were
high
performing
students
who
have
dropped
off
in
terms
of
their
skills,
so
these
systems
are
are
set
up
to
catch
them.
O
That's
where
I
think,
furthermore,
that
our
the
screening
tool,
the
the
mental
health
screening
tool
that
we're
going
to
be
adopting
will
come
into
play
because
it's
a
self-reporting
tool
that
will
have
the
students
complete
and
then
those
bhw
teams
will
be
able
to
look
at
who's
who's
reporting,
pretty
at
risk
and
that
a
student
who's
performing
or
you
know,
reporting
at
risk
may
not
be
your
student
who
has
eyes
and
ends
right.
O
It
could
be
a
straight
age
student
who
is
on
track
to
be
the
valedictorian
who
is
flagging,
for
you
know
signs
of
depression
or
anxiety,
so
those
are
some
of
the
things
that
we
already
do
and
what
we're
building
to
do
for
the
future.
O
Well,
so
in
our
system
right,
so
if
they're
a
student
who
has
like
accommodations
or
anything
that
is
in
synergy,
we
are
also
working.
It
has
been
wonderful
and
working
with
us
with
a
mtss
multi-tiered
support
system.
So
our
goal
is
to
then
once
we
to
report
all
interventions
in
synergy.
So
when
that
student
moves
from
one
school
to
another,
that
will
go
with
them
currently
it
that
information
can
be
found
in
their
queue
folder.
But
that
means
you
have
to
go
into
the
office.
O
O
Yeah,
so
our
parents,
so
we
have
social
workers
in
all
our
schools.
So
a
big
part
of
the
social
worker
role
is
the
parent
connection
and
outreach.
So
if
we
have
students
who
are
being
flagged
through
that
system,
it's
trying
to
identify
what
the
needs
are
of
of
the
family.
So
then
those
the
social
worker
is
working
on
basic
needs,
they're,
looking
at
connecting
them
with
community-based
resources.
O
Unfortunately,
through
sia
we
have
a
partnership
with
nami,
the
national
alliance
of
mental
illness,
so
they
are
currently
running
parent
groups
for
us.
So
our
goal
next
year
is
to
start
expanding
those
group
opportunities
and
kind
of
doing
some
very
targeted
family
engagement
sessions
for
families
to
come
to
about
how
to
support
your
student,
you
know
with
learning
how,
to
you
know
mental
illness,
financial
issues,
those
kind
of
things
and
really
looking
at
a
parent
parent
engagement
series
about
that.
K
Thanks
for
all
this
work,
this
is
amazing
and
it
again
it
fills
my
heart
to
see
how
comprehensive
it
is.
I
know
we
have
a
ways
to
go,
but
it
this
is
amazing
and
that
we're
partnering
with
our
community
partners,
lifeworks
and
nami,
and
possibly
the
morrison
center
to
support
is
great.
K
I
was
wondering
about
the
mental
health
screener
you
mentioned
and
part
of
the
professional
development,
and,
if
I'm
wondering
if
it
was
normed
on
diverse
student
populations
or-
and
that
might
not
be
a
question
you
can
answer
now,
but
I
just
sometimes
with
those
health
screenings-
that's
one
of
my
wonderings.
O
So
when
we
we
looked
at
several
screeners
and
one
of
the
biggest
things
it's
taken
a
while
for
us
to
get
to
where
we
are
with
our
adoption-
and
dr
bridges
heard
this
today-
that
our
front
load
in
last
spring
was
about
making
sure
that
anything
we
adopted
was
anti-bias
and
anti-racist
nature
and
that
it
was
inclusive
of
all
students
we
actually
went
in.
There
was
one
set
of
materials
that
the
team
had
thought
they
were
gonna
you
like
they
were
like.
O
Yes,
we
were
gonna
want
to
pilot
this
and
they
got
into
it
and
threw
it
out
the
window
they're
like
nope.
This
is
not
inclusive
in
nature.
It
is
not
supportive
of
all
our
students,
so
that
has
really
been
the
approach
with
our
the
screener
screening
tools
that
we've
looked
at
as
well
to
make
sure
that
they
are
inclusive
and
that
they
have
been
utilized
on
a
wider
range
of
students
and
not
just
white
middle-class
students.
So,
yes,
cool.
K
B
F
Stumble,
I
just
have
a
comment
because
I
think
you
know
personally
trauma
that
my
family
went
through
four
or
five
years
ago
and
you
know
and
how
much
I
wanted
to
see
the
dial
moved
and
I'm
seeing
the
dial
truly
moved
and
I'm
really
excited,
I
know,
there's
a
ways
to
go,
but
just
you
know
seeing
it
and
hearing
it
and
I'm
always
going
to
advocate,
especially
for
the
kids
that
don't
have
the
resources
that
you
know
we
have.
F
I
am
just
so
excited
and
thank
you
and
your
team
for
all
your
work
to
make.
What's
happening
now
happen
and
to
continue
to
make
it
happen,
it's
it's
you're,
making
such
a
difference
in
our
children's
lives,
and
I
just
wanted
to
thank
you.
O
O
You
know
the
fact
that
we
look
at
yes
discipline
data
and
we
and
and
we're
not
proud
of
it,
and
we
want
to
do
something
to
change
that.
I
feel
like
we
are
at
a
point,
as
as
a
district
that
we
are
going
to
try
we're
making
taking
a
lead
right.
O
The
fact
that
I
we
are
adding
narcan
to
all
our
comprehensive
high
schools
and
middle
schools
and
elementary
schools
is
just
a
reaction
to
a
larger
problem
right
and
so
as
a
system.
I
just
got
to
thank
all
of
you
for
your
willingness
to
support
this
through
sia
through
esser
through
all
of
us,
so
you
know,
and
we
got
a
long
way
to
go,
but
it
definitely
feels
like
we're
making
some
movement.
A
K
The
only
one
piece
that
came
to
mind
as
we
were
doing
this
work
in
another
district-
is
that,
as
you
put
the
information
in
synergy,
making
sure
that
the
student's
confidentiality
piece
is
in
place
so
putting
it
in
synergy,
but
in
a
place
that
maybe
certain
people
can
have
access
to
it
as
a
and
obviously
that's
probably
a
non-brainer.
K
You
know
I
think,
but
just
wanted
to
mention
that,
as
we
want
to
make
sure
that
people
have
access
to
our
students
information
as
they
move
from
school,
so
they
get
the
best
supports
possible,
but
also
knowing
that
some
of
this
information
is
confidential.
G
G
The
first
area
of
the
board
asked
for
data
on
for
semester.
One
was
whether
responses
to
student
discipline
at
the
elementary
and
secondary
level
were
resulting
in
exclusion
from
class
which
could
be
in
school
out
of
school
suspension
or
expulsion,
or
were
they
other
remedies
like
having
restorative
circles,
contacting
a
parent.
G
Loss
of
privileges,
those
sorts
of
things
so
that
data
for
semester-
one
is
disaggregated
here,
and
you
can
see
that
for
elementary,
that
we
do
have
disproportionality
for
our
native
american
pacific
islander
and
white
students.
Those
are
all
the
non-exclusionary
responses
are
all
above
the
average
for
all
students.
G
Well,
ken
was
brilliant
enough
to
suggest.
Well,
maybe
the
board
would
like
to
know
how
this
compares
to
other
years,
so
I
did
go
back
to
the
first
semester
of
2017-18
and
replicate
this
data,
and
one
piece
of
good
news
is
that
our
non-exclusions
at
the
elementary
level
are
a
third
of
what
they
were
in
2017-18.
G
G
G
The
the
disproportionality
in
terms
of
race,
both
for
non-exclusions
and
exclusions,
are
pretty
similar
black
students,
hispanic
students,
pacific
islanders
and,
to
a
lesser
extent,
our
native
american
students.
Those
are
the
highest
or
are
above
the
rate
for
all
students
in
2021-22
first
semester.
G
That's
also
true
for
2017-18,
with
the
exception
of
native
american
students,
which
were
below
the
rate
for
all
students
in
1718
and
have
kind
of
crept
up
in
terms
of
non-exclusions
same
thing
for
the
exclusion
rates
in
terms
of
overall,
our
non-exclusion
rates
are
down
25
from
2017
2017-18.
G
So
on
pages
two
and
three,
oh
I'm
sorry,
two
and
three
are
the
exclusion
rates
by
school,
and
I
just
wanna
acknowledge
that
one.
This
is
the
number
of
exclusions.
So,
as
ken
said
at
the
onset
we're
talking,
a
student
can
generate
one
two,
three,
four
five
or
more
responses,
whether
it's
an
exclusion
or
not.
G
In
this
case,
we're
looking
at
exclusions,
we're
not
talking
about
the
number
of
students
we're
talking
about
the
number
of
exclusions
per
100
students
enrolled,
and
then
I
want
to
acknowledge
that
color
coding
is
a
little
arbitrary,
the
30
300
level,
but
I
want
to
come
back
to
that
30
percent.
When
we
get
to
the
last
page
of
the
report
and
say
why
that
may
be
an
appropriate
benchmark
to
look
at
four
and
five
and
six
and
seven
are
disaggregating
again.
G
G
What
could
be
considered
more
discretionary
violation
so,
for
example,
defiance
of
authority?
You
see
here
that
there
were
five
responses
to
incidents
where
the
student
was
deemed
to
be
defined
authority
in
1718
it
was
173.
G
So
it's
a
huge
difference
and
I
think
I
don't
like
I
like
to
talk
about
the
data
and
not
conjecture
on
the
whys,
but
I
think,
as
the
team
has
talked
about
the
fact
that
we
have
more
tools
in
our
tool
belt
to
respond
to
students
behavior.
That
doesn't
necessarily
mean
the
principal's
got
to
intervene
and
enter
something
into
synergy,
but
we
have
behavioral
health
and
wellness
teams.
We
have
student
success
coaches
at
the
elementary
level
that
can
intervene
without
having
to
go
to
some
sort
of
disciplinary
response.
G
Having
more
tools
in
our
tool
belt
is
helping
in
terms
of
the
secondary
exclusions,
where
we
had
some
increases,
I
think
some
of
the
drivers
of
the
increases
for
exclusions
or
that
are
bucking.
The
trend
where
we
were
reducing
non-exclusions
at
the
secondary
level
are
fighting
and
bullying
and
harassment
exclusions
for
those
who
are
up
60
between
2017-18
and
2021-22
and
again,
I
just
reiterate.
G
Exclusion
is
not
the
first
response,
but
sometimes
it's
the
appropriate
response
to
help
with
we
know
exclusions,
don't
change
exclusions
alone,
don't
change
behavior.
The
research
says
that,
but
we
also
have
a
responsibilities
instead
from
the
onset
for
student
safety
and
sometimes
if
it's
fighting,
there
needs
to
be
a
cooling
off
period
or
a
separation
of
students
to
make
sure
that
the
behavior
can
be
addressed
effectively.
G
Another
driver
of
exclusions
and
the
trend
in
non-exclusions
is
for
tobacco,
which
includes
vaping
those
have
more
than
doubled
between
2017-18
and
21-22
at
the
secondary
level,
and
then
also
for
non-exclusions.
It's
again
bullying
and
harassment.
Sexual
harassment,
tobacco
and
vandalism
are
going
up,
even
though
the
overall
rate
of
four
non-exclusions
has
gone
down
over
time.
G
Finally,
the
last
page
of
the
report
tries
to
put
this
in
context
and
the
goal.
I
didn't
get
it
exactly
right
in
this
report.
I
had
to
go
back
and
look:
we've
been
working
or
we
worked
with
education,
northwest
and
an
alliance
of
districts
to
address
disproportionate
discipline
going
back
to.
I
think
it
was
about
2013-14
and
one
thing:
education
northwest
helped
us
with
was
to
identify
what
should
our
goal
be
for
reducing
disproportionality
and
based
on
their
research.
G
So
we're
not
there
yet,
but
I'm
sure
you
can
see
from
the
charts
that
the
trend
over
time
is
that
we
are
reducing
disproportionality
in
our
exclusions
of
students.
This
is
not
incidents.
This
is
actually
students
from
class
b
long-term
picture
args.
The
students
we're
excluding
from
class
was
really
high
in
2012-13,
it's
fallen
until
about
26
2016-17
and
it
started
to
increase
again
before
the
pandemic,
and
then
our
data
kind
of
gets
interrupted.
G
So
in
2019
20
schools
were
closed
on
march
13th,
so
you
can't
really
exclude
students
from
school
after
that,
in
2021,
few
students
were
on
campus
and
that
only
incurred
occurred
in
the
last
quarter
of
the
year.
So
we
only
had
30
students
that
were
excluded
from
the
district
in
2021,
so
when
the
schools
are
reporting
in
their
2021
data,
looks
really
good
well
yeah,
because
kids
weren't
on
campus,
so
exclusion
was
not
an
option.
G
So
I
just
remind
folks
that,
as
danielle
said,
schools
are
embedded
I'm
looking
at
the
clocks.
I
will
wrap
up.
Schools
are
embedded
in
society,
so
what
happened
between
2016,
17
and
2018-19
to
start
driving
those
things
up?
Well,
we've
had
changes
in
the
state
in
terms
of
access
to
drugs
and
tobacco
products.
G
G
At
the
same
time,
our
restorative
justice
practices
are
important
to
strengthen
those
relationships
that
have
been
severed
or
weakened
by
the
pandemic,
not
only
between
students
and
teachers,
but
students
and
students
themselves.
I
think
you
see
that
reflected
in
the
increase
in
fighting
is
because
students
have
not
been
connected
to
each
other
because
of
the
pandemic.
So
we
need
to
continue
to
address
the
harassment
and
the
fighting
in
ways
that
will
reduce
those
and
to
counteract
the
societal
forces
that
are
tearing
us
apart.
A
Thanks
john
eric.
U
U
You
guys
published
you
know
actually
tom
and
I
were
rapping
on
the
yesterdays
there's
so
many
things,
but
I
just
have
one
little
question
like
it's
kind
of
like
tangential
but,
like
you
know,
I'm
thinking
of
like
teachers
as
stakeholders-
and
I
was
at
like
a
you
know,
a
track
meeting
with
all
the
metro
coaches
there
and
we
all
rapping
about
ideas
and
stuff
and
things
are
happening.
Are
we
as
a
district?
U
Are
we
still
like
you
know,
safeguarding
and
protecting
to
make
sure
that
they
can
around
the
effective
and
safe
environment?
With
the
you
know,
the
way
we're
navigating
and
make
sure
that
they
are
like?
There
are
lines
that
get
crossed,
and
you
know,
like
you
already
mentioned
a
lot
of
data
where
they
are
but
like.
Are
we
because,
like
some
of
these
people,
thought
that
you
know
things
are
so
stressful
and
different
than
you
know?
They
got
back
from
coven
and
it's
like
really
out
of
control,
potentially
at
some
of
these
schools.
U
So
how
do
we
navigate
like
the
best
things
on
studies
and
research
for
kids?
You
know
restorative
justice
and
keeping
them
in
the
school
versus,
like
you
know,
protecting
your
staff
and
making
making
them
want
to
stay
a
long
time,
a
long
period
of
time.
G
It's
definitely
a
balancing
act
between
the
needs
of
in,
in
some
cases
where,
where
you
have
a
victim
and
an
offender,
it's
we
need
to
keep
the
victim
safe
and
at
the
same
time,
we
need
to
intervene
with
the
offender
so
that
they
continue
their
education
and
we
change
their
behavior.
S
That
happy
to
talk
about
that
eric-
it
may
not
even
be
in
my
own
classroom
where
I'm
concerned
about
student
behavior.
It
might
be
that
I
am
seeing
my
colleague,
that's
reporting
behavior,
that
they
encountered,
or
it
may
be,
that
our
our
transitions
and
passing
times
are
ones
where
kids
are
engaging
in
ways
that
I
I
don't
feel
safe
as
an
adult,
and
I
don't
know
what
to
do
so.
S
There's
a
couple
levels
there
and
one
would
be
really
having
open
communication
so
that
staff
can
take
those
concerns
to
the
leaders
at
the
site,
who
have
a
responsibility
then
to
to
learn
more
about
what
is
happening,
to
make
sure
that
we
are
developing
strategies
and
systems
at
the
school
level.
I
know
that,
despite
all
those
best
efforts,
we've
had
issues
that
were
quite
difficult
in
the
fall,
and
it
was
surprising.
So
you
know
you're
well
aware
of
our
vandalism.
S
Numbers
are
up
well,
that's
because
we
have
tick-tock
challenges
to
go
in
and
and
to
dismantle
our
bathrooms
or
to
say
things
or
attack
your
teacher
that
that
in
itself
was
out
of
our
control.
But
we
had
a
responsibility
as
as
leaders
to
to
lean
into
that
and
to
support
the
safety
of
our
students
and
staff
at
those
moments.
S
So
some
of
the
things
we've
done
is
at
times
execs
are
in
working
with
buildings,
to
try
to
troubleshoot
and
and
we've
also
been
very
fortunate
that
esther
funds
have
been
available,
that
we've
been
able
to
identify
areas
where
we
don't
have
adequate
people
and-
and
the
reason
we
might
not
have
adequate
people
is
not
only
are
we
bringing
back
students
that
have
lived
through
trauma?
S
Not
only
are
our
adults
navigating
that
trauma
themselves,
but
responsibilities
to
keep
kids
distanced
meant
that
schools
were
administering
six
separate
lunch
periods
with
that
same
staff
and
they
were
spread
out.
So
we've
been
able
to
to
see
some
fruit
from
some
of
those
investments
that
were
made
at
the
middle
school
level.
They
were
made
immediately
after
winter
break
we're,
seeing
stronger
systems
in
place
and
and
staff
have
a
greater
sense
of
safety.
S
I
also
think
it's,
you
know
an
important
part
that
our
leaders
have
to
communicate
actively
about
what
is
happening
and
to
be
real
about
that,
but
to
also
to
talk
about
successes
and
to
to
gain
the
confidence
of
their
staff
and
their
students
and
their
and
their
parents.
So.
T
And
kevin,
the
only
thing
I
would
add
to
that.
I
think
back
to
kind
of
what
we
talked
about
right
up
front
is
what
are
the
proactive
strategies
we're
putting
in
place
so
that
you
know,
I
think,
the
work
with
the
bh
and
w
teams,
the
student
success.
Coaches,
the
counselors,
the
social
workers
having
the
right
people
in
schools
who
who
are
connecting
with
kids,
both
in
and
out
of
the
classrooms,
is
important
piece
of
that.
I
think
the
other
part
of
it
is.
T
Is
the
equity
work
that
that
buildings
are
doing
we're
coming
to
really
understand?
Who
are
our
kids
and
what
are
our
biases?
That
may
or
may
not
be
affecting
our
relationships
with
kids,
and
how
do
we
start
with
ourselves
and
our
reflection
and
looking
at
our
practices
as
a
way
to
go
now?
How
do
we
help
and
support
students
and
their
behaviors?
So
I
just
think
that
proactive
part
of
it
is
a
really
key
part
of
this
conversation.
C
Thank
you
so
much.
I
appreciate
all
the
information
that
have
been
shared
by
every
presenter
and
it's
a
lot
of
information
quite
comprehensive.
So
thank
you.
I'm
also
appreciative
of
the
fact
that
we
acknowledge
the
existence
of
implicit
bias
and,
and
we
are
willing
to
to
do
the
work
to
to
get
rid
of
it.
So
my
first
question
would
be
on:
how
do
you
determine
what
discipline
to
use
we
are
trying
to
work
around
reducing
this
proportionate
discipline?
C
C
How
do
you
determine
what
to
do?
How
do
you
decide
if
student
a
is
going
to
be
disrupted
in
their
education
and
suspended
out
of
school
and
student
b
can
stay
in
school
and
have
an
in-school
discipline?
Is
there
like
a
a
handbook
around
what
types
of
violations
weren't?
What
or
is
this
something
that
is
purely
at
the
mercy
while
the
hands
of
the
class
teacher
who
witnessed
that
violation?
That's
my
first
question
I
can
go
on,
but
how
do
you
want
me
to
proceed?
S
God
I'm
comfortable
answering
the
question
you
just
posed
and
then
we
can
continue
from
there.
The
student
code
of
conduct,
which
is
published
annually
as
part
of
our
student
family
handbook,
describes
four
levels
of
of
behaviors
and
those
would
range
from
ones
that
can
be
addressed
by
the
teacher
in
the
classroom,
setting
with
no
need
to
to
provide
a
report
to
somebody
who's,
an
administrator
to
those
that
are
more
severe.
S
S
The
bottom
line,
though,
is
that
the
idea
of
progressive
discipline
is
very
important,
meaning
that
we
have
to
look
at
the
severity
of
what
happened,
and
we
have
to
look
at
the
frequency
of
what
happened.
So
we
calibrate
our
practices
with
administrators
to
make
sure
that
we
don't
use
the
most
severe
exclusions
for
those
things
that
can
be
addressed
without
exclusion
and
so
over
time.
Let's
say
we're
talking
about
bullying.
S
If
we
see
that
our
work
with
a
student
when
we
did
not
exclude
the
child
is,
is
being
met
with
repeated
incidents,
then
over
time
it
becomes
more
progressive,
meaning
we
would
move
to
exclusion
and
in
some
cases
the
situation
is
so
very
serious
or
had
such
a
negative
impact
that
we
might
move
to
exclude
with
with
the
initial
one.
So
those
are
the
general
practices
we
work
on
building
in
our
administrators.
C
Thank
you,
ken.
My
follow-up
question
to
that
is,
after
the
student
has
served
their
time
for
lack
of
a
better
word
when
they
have
served
their
time
in
exclusion
or
non-exclusion.
What
is
the
step
to
do?
We
have
restorative
steps
to
bringing
them
back
into
class
into
the
classroom.
I
know
that
we
just
included
the
behavioral
health
and
wellness
team
not
too
long
ago.
Before
this
time
did
we
have
a
restorative
step
that
we
use
to
bring
back
that
student
into
into
the
classroom
when
they
come
back.
What's
that.
S
Thank
you
for
that
question
again.
I
I
am,
I
know
about
12
years
worth
of
history
at
the
middle
school
level.
Very
well
because
of
my
work
at
cedar
park
as
principle
in
in
central
office
roles,
it's
been
a
consistent
focus
to
work
on
building
restorative
practices.
It's
also
an
expectation
that
our
building
leaders
engage
in
required
restorative
practice
work.
S
So,
as
danielle
was
explaining,
the
expectation
has
now
expanded
to
counselors
it's
expanded
to
this,
the
social
workers
etc,
but
at
that
very
vulnerable
moment
that
we're
looking
at
a
student's
behavior,
the
person
that
can
exclude
the
student
is
the
administrator.
S
So
that
is
our
expectation
that,
after
a
student
returns
that
building
the
relationships
back
is
is
an
expectation,
so
that
would
be
a
conference
either
with
another
student
that
had
the
conflict
or
it
would
be
a
a
conflict
with
with
an
adult
that
that
would
be
addressed.
Not
everybody
is
ready
to
participate
in
that,
and
so
we
also
have
to
be
thoughtful
about.
How
do
we
plan
for
a
safe
return
when
people
don't
want
to
communicate
when
they're
not
interested
in
building
relationship?
S
T
Would
just
add
that
that
happens
at
elementary
as
well
and
oftentimes
it's
conversation
and
creating
opportunities
for
kids
to
build
relationships
back
with
each
other.
So
that
might
be
time
for
kids
to
come
and
play
a
game
together.
T
How
to
engage
in
it
the
kind
of
conversations
that
can
happen
both
at
home
and
at
school,
but
that
restorative
piece.
You
know
I've
been
doing
this
a
long
time
and
I'm
not
sure
we
always
called
it
restorative,
but
we've
always
had
those
conversations
finding
ways
for
kids
to
come
to
some
understanding
with
each
other
and
to
and
that
when
they
know
each
other
better,
there's
less
likely
net
that
there's
something
that
harm
is
going
to
get
done.
C
Thank
you
so
much
patrick
and
ken
sorry
for
hijacking
the
floor.
I'm
going
to
ask
one
more
question
and
then
I'll.
Let
my
fellow
board
members
continue
the
questions
and
then
I
can
ask
the
rest
of
my
questions
later.
If
that's
okay,
I
apologize
so.
My
next
question
is
around
cultural
responsiveness.
So,
when
you're
dealing
with
a
student
from
a
non-english
speaking
family,
do
you
is
there
any
sort
of
form
of
support
that
we
give
them?
How
do
we?
C
How
do
we
deal
with
a
student
from
a
non-english
speaking
family
or
an
immigrant
family
who
don't
really
understand
the
process
and
the
system?
How
do
we
how
we
communicating
with
them
around
our
disciplinary
practices,.
T
Well
I'll
start
ken,
and
then
you
can
jump
in.
I
think
the
the
first
place
is
is
that
trying
to
the
proactive
piece
is
trying
to
hire
staff
that
have
speak
the
languages
of
their
kids
so
that
they
have
that
experience,
if
that's
not
available
toshiko
and
her
team
are
fabulous
of
having
interpreters,
who
will
engage,
and
sometimes
that
could
be
getting
in
touch
with
toshiko
and
her
team
and
saying
we
need
a
phone
call
and
here's
some
things
that
we'd
like
you
to
talk
about
and
invite
in
for
a
meeting.
T
You
know
oftentimes
with
families
there
there
can
be
a
phone
call
that
helps
to
figure
out
and
solve
the
problem.
But
when
there
is
a
language
that
needs
to
be
an
interpreter,
we
truly
try
to
have
the
family
in
so
we're
building
that
connection
in
that
relationship,
so
that
it's
it's
not
just
on
the
phone,
and
it's
not
just
this
third
party
but
they're
there
in
person
to
build
that.
S
S
S
I
would
also
reiterate
our
our
administrators
are
very
skilled
in
slowing
down
and
teaching
parents
about
how
we
approach,
behavior
and
and
trying
to
build
trust
with
them
and
that's
an
important
component.
It
isn't
just
about
efficiency
of
processing,
a
concern
very
quickly
and
then
turning
the
student
back,
but
also
helping
parents
to
understand.
When
you
bring
your
concerns
to
me,
I
see
you.
I
know
that
your
concerns
are
valid
and
you're
a
vital
partner
here
at
the
school,
so
yeah
there's.
T
Right
and
I
think
that's
that
important
piece
where
it's
not
just
the
saying:
here's,
the
discipline
and
and
end
of
conversation,
it's
let's
talk,
let's
think
about
it.
Let's
work
together.
What
what
else
can
we
know
and
understand
about
your
child?
What
else
can
we
know
and
understand
about
your
family
experience?
What
else
can
to
help?
And
that's
that
part
that
we
talked
about
earlier
around
how
when
we
work
and
deal
in
these
situations,
context
matters
and
the
family
and
their
experiences
and
their
connection
are
critical
to
those
conversations
and
so
building
relationships?
C
J
J
So
I
appreciate
and
acknowledge
the
fact
that
the
numbers
have
gone
down
for
exclusion,
but
not
enough,
because
there
is
still
implicit
bias
and
we
need
to
work
on
that,
and
I
am
very
hopeful
that
the
information
that
you
have
provided
will
help
you
guys
to
drill
down
on
schools
and
see
which
schools
need
looking
at
if
we
can
use
a
different
approach
to
their
disciplinary
actions
and
also,
I
was
very
impressed
with
ken
that
you
know
just
changing
how
we
have
kids
in
the
hallways
like
six
different.
You
know
that
would
bring
down.
J
J
K
I
just-
and
I
honestly
need
to
answer
now,
but
some
of
the
areas
that
I
see
where
we
can
make
some
you
know
growth
is
I
I
see
that
in
the
non-exclusion
for
secondary,
we
still
are
excluding
kids
for
unexcused
absences,
there's
110
of
them,
which
seems
kind
of
odd
that
we
would
exclude
them
because
they're
not
coming
to
school.
So
that's
one
like
that.
I
think
it
would
be
great.
K
To
look
at
defines
of
authority
is
one
that
can
be
very
you
know
I'll
say
like
it
could
kind
of
judgment,
but
I
don't
need
an
answer
now,
but
it
would
be
good.
I
would
love
to
learn
more
about
how
what
rubric
we're
using
for
defiance
of
authority,
I'm
sure
people
don't
take
it
lightly,
but
and
then
for
the
exclusion
secondary.
K
I
see
exclusions
for
tardiness,
so
I'm
like
there's
other
issues
happening
for
exclusion
for
tardiness
and
if
you're
already
tardy
and
you're
not
coming
to
school
and
then
we're
excluding
them
and
then
there's
unexcused
absences
again
pops
up
there,
for
you
know
exclusion
which
and
then
I
know
definitely
weapons
are
very
serious.
I
don't
think
that's
a
light.
One
but
there's
weapons
that
are
look-alike
weapons,
so
that
was
just
an
interesting
one.
K
I
don't
think
that
kids
should
be
even
look-alike
weapons
to
school,
like
that,
I
don't
think
that's
a
positive,
but
it
was
just
that
I
had
never
heard
of
something
like
that
that
it's
interesting
that
we've
differentiated
from
somebody
bringing
a
real
weapon
to
one
that
is
a
look-alike
weapon
and
how
they're
using
it.
We
definitely
don't
want
violence
in
our
schools.
As
we
said,
safety
comes
first
and
if
kids
do
not
feel
safe,
they
will
not
learn.
So
that's
just
all
thanks.
Thanks
for
all
the
work.
C
Okay,
I
apologize
again,
I'm
gonna
ask
a
few
other
questions.
Please
bear
with
me.
I
wanted
to
know.
Is
there
an
appeal
process
if
a
student
is
disciplined
and
they
want
to
appeal
it?
Is
there
a
process
and
is
this
easily
available
or
accessible
to
families.
S
Good,
I
can
address
that
I'm
clear
clearly,
there's
always
an
informal
appeal
process
and
that
would
be
for
parents
to
say.
I
don't
believe
that
my
child
was
dealt
with
in
a
way
that
is
acceptable,
or
I
have
concerns
about
your
response
to
what
happened
at
the
school
formally
in
our
policy.
It
says
that
exclusions
up
to
four
days
do
not
have
a
formal
appeal
process,
but
for
those
exclusions
that
are
four
days
or
more,
there
is
an
exclusion
there's
a
a
formal
way
for
them
to
to
appeal
that.
S
S
It's
published,
I'm
not
sure
that
every
time
there's
an
interaction
with
the
parent
that
that
that
specific
part
is
is
shared.
C
Okay,
I
feel
like
parents
should
be
given
the
option
to
know
what
options
they
have.
If
you
do
not
agree
with
the
decision,
that's
been
taken
to
suspend
or
expel
or
whatever
the
situation
is.
I
think
that
parents
should
be
giving
let
them
explore
all
their
options,
be
made
aware
that
there
are
options
available
if
they
do
not
agree
with
the
decision
that's
been
taken
regarding
their
child.
Thank
you.
So
my
next
question
would
be
around.
C
I
know
we're
not
supposed
to
mention
schools,
but
it's
quite
obvious
that
there
are
schools
that
still
have
high
suspension
rates,
and
I
I
was
wondering
if
there
is
any
plan
to
provide
more,
maybe
support
or
coaching
to
these
schools
that
are
recording
high
high
rates
in
in
their
exclusion
practices
and
also
the
staff
getting
trained
in
restorative
justice.
Is
this
training,
something
that
would
be
made
compulsory.
S
I
didn't
start
and
then,
if
others
want
to
help
to
strengthen
my
answer,
that
would
be
great
any
time
that,
if
executives
once
again,
consis
consistently
are
looking
at
data
bringing
that
data
to
the
attention
of
the
principal
using
a
coaching
stance,
usually
to
start
and
then,
if
things
are
persisting
to
have
those
conversations
begin
to
look
more
directive.
What
I
want
to
stress
is
that
for
the
data
from
this
year,
the
student
behaviors
that
we're
manifesting
in
schools
have
been
quite
extraordinary.
S
John
made
it
clear
that
what
we
are
seeing
is
that
behavior
is
communicating
need,
and
many
of
our
students
were
were
in
deep
need,
and
sometimes
some
of
those
incidents
were
were
very
serious.
And
so
I
do
want
to
acknowledge
that.
But
we
can
see
patterns
over
time
where
it
requires
a
greater
level
of
scrutiny
and
support,
and
so
that
is
the
work
that
execs
do
with
with
principles
over
and
over
danielle.
Do
you
have
anything
to
add
about
her
question
about
restorative
practices?.
O
So
one
of
the
things
that
we're
looking
at
is
you
know
in
terms
of
our
behavioral
health
and
wellness
adoption.
There
will
be
a
strand
around
restorative
practices
and
what
that
would
look
like.
Additionally,
I
know
through
our
negotiations.
There
is
some
conversation
about
that,
because
I
know
that
our
union
partners
through
bea
are
interested
in
that
component
as
well.
So
there
is
a
lot
of
conversation
around
what
that
might
look
like.
O
I
know
a
lot
of
our
schools
have
utilized
our
restorative
practices,
trainers
to
come
in
and
do
like
during
a
staff
meeting
an
hour
training.
One
thing
it's
important
to
note
is
restored.
Intro
to
restorative
practices
is
a
full
day
training
and
then
the
conferencing
is
another
full
day
training.
So
we
do
run
into
some
complexity
with
the
limitations
around
professional
development
and
the
ability
to
pull
people
from
the
classroom
or
having
pd
days
where
we
can
deliver
that
it
doesn't
mean
it's
a
barrier
that
we
can't
overcome.
C
So
is
this
optional
or
compulsory
training.
O
For
our
behavioral
health
and
wellness
staff,
it
is
required
they
are
required
to
attend
and
then
for,
if
it's
delivered
during
their
staff
meeting
or
a
building
pde,
it
would
be
required
to
attend
unless
they
you
have
a
reason
not
to
be
there.
C
Okay,
thank
you
very
much.
My
last
question
is
going
to
be
around
elementary
school
suspensions.
I
understand
the
disciplinary
rates
or
suspension
practices
and
middle
schools
and
secondary
school,
but
I
still
cannot
understand
elementary
school.
What
are
the
possible
reasons
to
suspend
a
student
in
the
elementary
school?
What
what?
What
do
those
violations
look
like?
I
can't
wrap
my
mind
around
it.
Yeah.
T
Sometimes
it
is
repeated
something
over
time
and
that
needs
for
the
health
and
safety
that
it
might
need
to
be
that
that
a
child
is
removed
for
for
a
period
of
time.
It
can
also
be
at
times
that
it
creates
space
for
a
school
to
do
some
planning.
T
So
in
order
for
that
child
to
be
successful
at
school,
there's
can
also
be
times
when
it
is
there's
sort
of
some
compulsory
things
around
like
if
a
child
brings
a
weapon
to
school,
for
example,
or
if
there
is
some
extreme
fighting,
but
it's
really
at
the
at
the
elementary
level.
I
believe
it's
at
the
secondary
level
too.
It's
it's
not
the
go-to
for
an
elementary
principle,
and
it
is
really
the
last
resort
that
they
would
come
at
and
really
looking
at
the
context
and
as
ken
and
said,
the
severity
and
the
frequency.
T
C
Okay,
thank
you.
I
have
been
enlightened
this
few
minutes
that
you
guys
have
answered
my
questions
and
I
appreciate
it.
Thank
you
very
much.
K
Just
one
last
thing
I
think
I
agree
with
gwana
pointed
out.
We
have
some
of
our
schools
that
have
really
high
rates
in
our
middle
schools
of
in
the
data
and
I've
we've
talked
about.
K
I've
talked
with
some
of
the
of
you
before
about
some
of
the
discipline
pieces
and
I've
heard
about
some
of
the
changes
you're
making
where
you're,
putting
some
extra
staff
and
I'm
still
hearing
from
staff
asking
for
support
like
systems
within
those
schools,
and
I
think,
summer
time
summer
school
would
be
a
great
time
for
them
to
try
out
their
new
systems
and
put
in
place
some
new
new
new
supports
and
revamp,
so
that
students
can
come
to
summer
school
and
have
a
real,
healthy
space
for
themselves
and
continue
their
learning.
P
C
A
You
know
what
I
will
I'll
take
that
one
in
ghana,
because
that
was
what
I
was
going
to
wrap
up
with
is,
I
think,
we've
had
a
really
rich
conversation
today.
A
I've
never
seen
as
much
information
presented
to
the
board
both
on
how
our
practices
work,
our
systems
work,
drilling
down
to
the
different
types
of
incidents
and
how
we
look
at
them,
as
well
as
the
reporting
on
the
data,
and
so
I'm
hoping.
This
is
something
that
we
continue
as
a
regular
report,
and
I
would
propose
that
the
dawn
and
folks
come
back
with
with
the
frequency
on
that
report
with
what
we
would
be
looking
at
if
we
want
to
be
doing
that
every
year.
A
If
we
want
to
be
doing
that
more
frequently
than
that,
we
also
have
an
opportunity
next
year
as
we're
taking
a
look
at
our
school
reports
and
and
taking
those
into
account
and
then
also
with
our
strategic
plan,
because
this
may
be
something
that
we
can
add
into
our
strategic
plan
processes.
A
And
I
know,
as
we
move
from
one
superintendent
to
another,
there
may
be
some
shifts
there
as
well
and
some
opportunities
to
take
a
look
at
different
systems
and
how
reporting
occurs
so
I
don't
have
a
a
cut
and
dry
answer
for
you
now,
but
I
do
think
that
this
is
something
that
we
need
to
see
regularly,
and
I
appreciate
this
conversation
because
I
think
this
conversation
is
many
years
in
the
in
the
making
and
it
was.
A
It
was
great
to
be
here
tonight
and
actually
see
all
of
this
information
presented
to
the
board.
I'm
walking
away
with
a
much
more
rich
understanding
of
what's
happening
in
our
district.
What
our
challenges
are.
Some
of
the
great
work,
that's
being
done,
some
of
the
trend
lines
that
are
helping
reduce
some
of
those
challenges
and
then
others
where
we
may
need
more
work,
but
I
I'm
looking
at
discipline
and
practices
across
our
district
differently,
because
we've
received
a
lot
more
information
and
I
really
appreciate
that
so
uganda.
A
I
don't
want
to
cut
you
off
there,
but
I
did
I
felt
like
that
was
the
appropriate
answer.
A
Great
any
other
comments
from
the
board
before
we
close
up
here:
okay,
well.
A
Big,
thank
you.
That
was
a
lot
of
work
that
went
into
presenting
that
data.
It
was
incredibly
thoughtful.
Thank
you
for
everybody
who
showed
up
to
give
this
presentation
to
us.
It
is
much
appreciated
with
that
we're
about
6,
30,
so
board
members.
If
we
want
to
come
back
at
seven
o'clock
after
we've,
had
an
opportunity
to
get
a
little
bit
of
food
in
us
and
we
will
start
with
basically
the
second
half
of
the
meeting.
U
B
A
Okay-
let's
just
give
it
one
second
for
susan
and
we
will
start
in.
A
Okay,
awesome:
okay!
Well
welcome
everybody.
I
hope
folks
had
got
a
good
meal
in
there
and
we
will
be
starting
back
with
the
budget
update
and
associate
superintendent
schofield.
V
Thank
you,
chair
collette
members
of
the
board,
appreciate
your
time
and
attention
tonight
as
opposed
to
our
normal
financial
update,
which
we'll
provide
you
on
a
monthly
basis,
we're
going
to
talk
a
little
bit
tonight
about
the
staffing
allocation
methodology.
V
This
is
a
new
staffing
allocation,
relatively
new
staffing
allocation
methodology
that
we
adopted
back
in
about
january
of
2020
just
before
covid
hit,
and
I've
got
a
couple
of
friends
here
with
me
tonight
who
are
going
to
help
me
with
this
presentation.
V
Jenny
works
closely
with
me
on
the
staffing
allocation
methodology
from
the
tnl
standpoint
and
we
have
jessica
jones,
our
budget
manager
here
she's
the
brains
behind
the
the
staffing
allocation
methodology.
So
I'm
gonna
share
my
screen.
R
Thanks
mike
hello,
again,
I'm
here
to
talk
to
you
about
the
staffing
allocation
methodology
and,
as
mike
explained,
we've
had
the
sam
model
for
many
many
years
in
our
district,
but
a
few
years
ago
we
knew
that
we
needed
to
take
a
really
deep
look
into
how
we
were
allocating
resources
to
our
schools
and
really
wanted
to
make
sure
that
we
were
doing
it
in
an
equitable
fashion.
R
So,
a
few
prior
to
mike
coming
on,
we
teaching
and
learning
took
on
the
I
guess,
challenge
of
redesigning
our
sam
model
and
then
making
processes
in
place
so
that
we
could
have
the
cabinet
and
everyone
else
weigh
in
to
make
sure
that
it's
something
that
all
of
us
needed
to
do,
and
there
were
many
many
reasons
why
this
was
such
an
important
decision
to
make.
But
the
biggest
one
I
would
say
you
know
how
I
go
over
the
equity
lens.
Each
time
we
meet.
R
R
We
knew
that
we
had
students
living
in
poverty
that
required
greater
support
than
we
were
able
to
give
at
all
of
our
schools.
We
also
know
that
all
of
our
schools
serve
students
that
are
living
in
poverty.
It's
not
just
some
of
our
schools.
It's
not
just
your
title
schools,
but
it's
all.
Schools
have
students
that
are
living
in
poverty.
R
They
also
all
schools
should
receive
a
substantial
funding
to
support
the
academic
and
social
emotional
needs
of
students
living
in
poverty.
We
knew
that
was
true
and
we
knew
that
all
three
of
these
things
weren't
necessarily
happening
in
our
sam
model.
Title
one
funds
are
considered
supplemental
and
they
do
not
impact
class
size.
So
that
was
another
reason
why
we
needed
to
take
another
look
at
our
sam
model
and
then,
finally,
needs-based
staffing
is
always
used
to
determine
allocations
for
classroom
teachers,
counselors
and
non-salary
next
slide.
R
So
it
was
a
pretty
extensive
process
that
we
went
through.
The
new
sam
model
was
created
by
a
team
that
was
made
up
of
teaching
and
learning
staff,
human
resources,
staff,
business
services
I.t,
and
it
was
during
the
2021
planning
phase
at
the
beginning.
R
The
staff
and
allocation
methodologies
were
reviewed
throughout
the
fall
and
winter
of
19
2019
2020,
and
then
we
added
the
student
investment
account
which
we
anticipated.
It
would
be
32
million.
The
committee
then
analyzed
and
discussed
sam.
So
what
we
did
was
we
took
a
look
at
all
of
our
staffing
from
way
back
way
back
in
2009.
R
So
at
that
time
we
also
did
some
surveying
of
our
principals
and
administrators
and
gave
a
needs
assessment
to
see
what
what
are
some
of
the
obstacles
that
principals
were
having
in
their
buildings
and
what
resources
did
they
need
more
of
or
less
of
for
that
matter.
R
R
In
the
business
office,
I
always
say
made
me:
go
to
boston
for
a
business
workshop
on
budgeting,
which
the
teaching
and
learning
mind
in
in
for
myself
wasn't
exactly
what
I
wanted
to
do,
but
actually
learned
a
ton
so
really
glad
I
did
it
and
we
talked
a
lot
about
what
other
districts
were
doing
nationally,
so
that
redesign
of
sam
was
hopefully
going
to
be
allocated
in
2020
and
2021
budget
year.
R
But
what
happened
at
that
time?
We
we
got
everything
we
needed.
We
took
it
to
cabinet.
We
got
a
go
ahead
from
cabinet
that
it
was
pretty
much
over
budget,
so
we
needed
to
make
sure
that
we
kind
of
looked
at
it
and
took
some
of
the
things
off,
because
we
could
not
fully
implement
it
with
the
current
budget,
but
it
was
planning
to
go
out
right
before
the
pandemic
hit.
So
due
to
cdl
many
of
the
changes
that
were
in
sound
that
we
had
cabinets.
R
Okay,
we
were
ready
to
launch
were
not
fully
implemented
or
realized
in
that
year
because
we
didn't
have
kids
in
schools.
R
This
is
just
a
slide
of
some
of
the
committee
members
that
were
part
of
that
redesign
model
and
then
did
the
presentation
and
took
that
presentation
to
cabinet
to
get
the
go
ahead
to
implement
the
new
sam
model
and,
as
I
said
before,
it
was
to
be
implemented
fully
before
the
pandemic
hit,
but
we
just
realized
the
entire
sam
change
or
redesign
this
past
year.
So
what
you've
seen
in
schools
is
the
new
sam
model
next
slide.
R
Good,
so
that
sam
model
included
using
weighted
enrollment
for
classroom
teachers,
counselors
non-salary
allocations
and
secondary
assistance
principles,
so
that
weighted
enrollment
is
what
we
use
the
equity
lens,
for
that
was
the.
Why,
behind
why
we
wanted
to
do
this
and
the
way
that's
calculated
is
it's
based
on
the
number
of
projected
students
and
the
school's
direct
certification
percentage.
R
Also,
direct
certification
information
is
received
from
the
nutrition
services
department
is
where
we
get
that
from,
and
the
same
methodology
and
data
timeline
is
used
for
title.
1.
Determination
in
the
district
jessica
can
kind
of
go
deeper
into
that
as
she's
going
to
kind
of
take
you
into
the
numbers
of
what
that
actually
looks
like.
R
We
also
knew
that
there
was
a
significant
investment
in
class
size
with
all
of
the
sia
investments,
and
that
was
part
of
that
sam
redesign
and
then,
as
you've
noticed
and
as
you've
heard
tonight.
In
our
presentation
for
student
rate
discipline,
we
had
a
significant
investment
in
behavioral
health
and
wellness
teams,
which
included
social
workers.
Students,
success,
coaches,
nurses,
counselors
and
spent
supports
those.
W
Okay,
good
evening,
everyone,
I'm
gonna,
walk
you
through
a
little
bit
more
of
the
formulas
and
how
this
allocation,
how
these
allocations
go
out
to
our
schools.
The
first
slide
I
have
here
is
a
look
inside
our
sam
document.
These
are
examples
of
the
ratios
that
were
used
to
allocate
classroom
teachers
in
the
21-22
school
year.
W
W
So,
to
get
to
our
weighted
enrollment,
as
jenny
just
mentioned,
we
use
we
use
projections
that
are
provided
by
our
demographer
and
we
use
the
direct
certification
information
which
is
provided
by
nutrition
services,
and
it
is.
We
are
now
using
the
same
information
on
the
same
date
that
the
district
is
also
using
for
the
title
1a
determination
using
the
direct
certification
percentage.
We
calculate
the
number
of
students
in
poverty
and
then
we
weight
those
students,
the
weights
that
we
are
using
for
elementary
is
1.25
and
for
secondary
it
is
1.5.
W
Next
slide,
please
so
the
next
two
slides
I
have
examples
of
how
this
model
works
with
the
what
the
weighted
enrollment
really
does
for
a
school.
This
first
example
is
a
sample
middle
school.
It
is,
it
has
projected
enrollment
of
883
students
and
it
has
a
poverty
percentage
of
54.8.
W
W
Here
we
have
both
weighted
what
the
weighted
enrollment
does
and
what
would
happen
if
we
ran
this
model
on
the
unweighted
enrollment,
so
you
can
see
how
the
allocations
change
with
the
weighted
enrollment
this
school
will
receive
an
additional
8.2
teachers
using
a
very
simple
math
formula.
I
know
this
is
not
the
way
that
it
works
with
core
classes
and
electives,
but
just
using
total
students
divided
by
the
classroom
teachers.
This
would
reduce
the
average
class
size
at
this
school
by
6.4.
W
Next
slide,
please
so,
and
then
this
is
just
a
way
to
look
at
it
differently.
These
are
two
different
schools.
We're
using
the
weighted
enrollment
on
both
of
these
so
school.
A
and
school
b
are
very,
very
similar
in
are
very
similar
in
their
enrollment
and
they're
only
off
by
10
students,
but
you
can
see
that
school
b
has
41.2
percent
higher
poverty.
W
W
So
as
we
walk
this
through
on
the
same,
the
same
thing
using
the
classroom
teacher
ratios
based
on
weighted
enrollment
school
b,
would
receive
12.6
additional
teachers,
which
would
which
would
lower
their
average
class
size
by
4.4
again
very
simple,
straight
math
calculation
there's
an
additional
there's,
an
additional
counselor,
and
this
one
did
not
have
an
additional
assistant
principal
and
an
additional
thirty
two
thousand
dollars
of
non-salary.
So
you
can
see
that
even
though
they
start
very
similar
in
number
of
students,
they
have
varied.
W
They
have
very
different
demographics
in
their
buildings
and
will
be
staffed
very
differently
using
this
new
model,
and
I
see
the
question
susan,
I
got
ahead
of
myself.
I
was
thinking
of
the
high
school
model,
which
did
have
an
extra
counselor,
so
the
middle
school.
It
did
not
have
an
extra
counselor.
V
This
is
a
significant
piece
of
our
resources
as
a
school
district,
it's
important
that
you
kind
of
have
at
least
a
general
understanding
of
how
this
works.
V
This
is
how
we
staff
all
of
our
schools
and
why
we
are
careful
to
try
to
adhere
to
these
staffing
allocation
methodologies
so
that
we're
taking
into
account
poverty
as
it's
experienced
in
each
of
our
schools,
not
just
title
schools,
so
that
that
helps
all
of
our
schools
and
it's
a
way
of
allocating
resources
and
and
what
I
guess
I
would
use
with
the
air
quotes
in
a
fair
way,
so
that
one
school
doesn't
get
a
bunch
more
resource
than
another.
V
We
have
a
way
of
actually
allocating
these
resources,
while
it's
important
that
we
have
a
system,
that's
flexible,
where
we
can
make
some
changes
from
year
to
year.
We
do
think
this
is
an
important
thing
for
the
the
board
to
understand.
As
we
go
into
our
budget
season.
A
I
see
some
questions:
ugana,
sunita,
susan
and
then
eric.
C
Thank
you
so
much
for
your
presentation.
So,
after
all
the
all
the
factors
have
been
taken
into
account
and
after
implementing
all
the
formulas,
what
happens
if
some
of
the
schools
are
still
lacking
resources
and
still
struggling?
C
How
do
we
help
them
and
I'm
specifically
speaking
for
mckinley,
you
know,
I
know
that
that
there's
a
there
are
some
struggles
going
on
there.
Some
of
the
students
are,
you
know,
lacking
behind
and
reading
and
math
and
writing,
and
I
do
understand
that
you
know
there
are
factors
that
we
have
to
look
at
in
making
sure
that
resources
are
equitably
shared.
But
after
doing
all
of
this-
and
there
are
still
some
schools
that
are
struggling,
what
do
we
do
to
help
them
out.
V
Excellent
question:
uganda:
in
a
typical
school
year
outside
of
pandemic
and
not
having
s
or
resources,
we
we
might
have
a
very
small
amount
of
holdback
that
we
could
deal
with
some
particular
issues
at
a
school,
but
we
would
not
have
a
lot
of
money
to
address
individual
needs
that
are
specified
outside
of
the
formula
because
we
have
lesser
dollars
and
and
those
dollars
are
available
now,
that's
what
we've
been
doing
with
that
dollars
is
meeting
a
lot
of
needs
that
we've
heard
so
principals
have
gone
to
their
execs.
V
V
V
So
in
that
type
of
a
situation
it
would
typically
be
and
jenny.
You
can
jump
in
here,
but
typically
it'd
be
that
principal
talking
with
their
exec
about
strategies.
They
need
to
make
changes
in
their
schools,
but
it
wouldn't
necessarily
be
a
ton
of
financial
resource
because
we've
allocated
those
dollars
based
on
this
formula.
J
Thank
you
for
your
presentation.
It
helps
us
understand
this
model.
A
couple
of
questions.
One
is,
for
instance,
if
a
school
needs
to
say
counselors
instead
of
teachers
can
that
dollars
be
adjusted
accordingly
to
their
need,
or
does
it
mean
that
we'll
have
to
be
sticking
around
like
okay?
They
need
teachers,
this
many
teachers,
the
model
says,
but
maybe
the
need
for
the
school
is
for
counselors
or
social
workers.
Can
that
be
adjusted.
V
We
have
a
limited
amount
of
ability
to
trade
staff
out
jessica.
Do
you
do
you
know
specifically,
which
ones
are
or
not,
or
is
it
too
long
of
a
list.
W
If
it
is
a
teacher
that
is
given
through
the
local
option
levy,
you
cannot
turn
that
into
a
counselor
you'd
have
to
go
somewhere
else.
So
it's
a
pretty
long
list,
though.
V
Okay,
so
there
is
flexibility
to,
but
there
are
also
some
rules
that
you
know
like
that's
an
excellent
point
that
jessica
made
about
the
local
option
levy.
We
promised
we'd
buy
teachers
with
those,
so
you
can't
change
those
out.
J
Okay-
and
my
second
question
is
how
is
the
committee
decided
for
this-
you
know
for
updating
this
model,
and
is
this
like
an
ongoing
thing
or
it
was
done
in
2020
and
or
is
it
looked
at
every
year
and
is
it
the
same
committee
looking
at
it.
V
V
So
I
think
this
was
our
first
year
of
taking
a
look
at
it
and
what
we
did
this
last
november
was
in
our.
We
have
a
small
group
saying
a
large
group
sam,
the
small
group
sam,
is
dealing
with
start
of
school
enrollment
issues,
bubbles
at
certain
schools.
That's
a
group
that
is
led
by
jenny
and
I
and
we
have
a
couple
of
execs
on
that
jessica's
there
and
some
hr
folks.
V
So
we
deal
with
that
regardless
and
we
deal
with
some
modest
tweaks
to
the
sam
every
year.
I
think
this
coming
fall.
We
need
to
broaden
that
committee
again
and
get
some
of
our
broader
stakeholders,
like
we
showed
you
on
the
slide
where
it
showed.
I
don't
know
what
that
was:
25
30
people,
probably
where
we
would
bring
those
folks
back
in,
have
some
discussion
about.
V
What's
working
and
what
isn't
and
then
talk
about
what
tweaks
we
can
make
and
what
you
know
within
some
realm
of
affordability,
what
we
might
recommend
for
changes,
so
I
think
we're
due
for
that
senita
this
coming
fall.
U
Okay,
so
I
know
that
we
read
your
financial
report.
Like
you
know,
every
month,
or
so
you
show
us
like
what
a
school
is
projected
and
what
the
reality
was
and
what
we
have.
So
some
of
them
have
been
quite
huge
right.
You
know
because
people
are
doing
on
flex,
learning
online
or
the
parents
are
scared.
So
what
kind
of
tactical
adjustment
you
have,
because
that
could
be
quite
significant.
You
might
end
up
with
two
or
three
more
teachers
that
you
need
at
one
school
or
another
school.
I
heard
earlier
resource
allocation.
U
We
need
some
help
over
here,
so
you
guys
have
that
kind
of
like
a
tiger
squad
of
teachers
that
are,
you,
know,
flexible
enough
to
move
and
and
go
where
you
need
them.
V
So
a
good
question
eric
the
last
two
falls,
the
last
two
septembers.
I
think
I'll
speak
for
ginny
here
for
sure
we
have
not
been
having
a
good
time
in
september,
because
the
the
kids
have
not
shown
up
either
in
the
numbers
that
we
needed
or
in
the
locations
that
we
needed
them,
that
caused
us
to
transfer
a
number
of
teachers
over
the
last
couple
of
years.
V
We
are
hoping
to
avoid
that
this
in
the
coming
year,
as
I
mentioned
earlier
every
year,
we
do
have
a
little
bit
of
hold
back
that
we
start
the
year
with
where
we
know
what
our
allocation
is
to
our
schools,
but
we'll
hold
some
staff
back
so
that
we're
not
in
a
position
of
having
to
reduce
teachers
at
the
start
of
the
school
year.
V
So
so
those
are
some
of
the
adjustments
we
make
and
again
that
is
a
that's
that
small
group,
sam
committee,
that
starts
meeting
in
late
august
and
and
we
meet
pretty
much
weekly
through
mid-october
and
jenny.
Jenny
leads
that
and
she
she
lets
me
come
to
those
meetings
too.
So
yeah,
that's
how
we
deal
with
those
eric
we're
dealing
with
them
weekly
or
at
least
weekly
in
the
fall.
K
K
Pretty
close,
I
mean
they
just
met
their
kids
on
friday
and
then
they
were
like
thursday
and
then
they
were
moved
on
friday
and
it
was
like
traumatic
for
the
students
and
it
was
traumatic
for
the
staff
and
then
having
to
move
to
a
new
building.
So
I
I
think
jessica.
You
said
that
we
use
a
title
one
cutoff
date.
When
is
the
title
one
cutoff
date.
W
So
there's
a
date
that
we
use
in
the
district,
where
we
are
looking
at
the
direct
certification
information
to
make
projections
for
the
next
year,
and
so
that
date
is
march
1st,
and
so
we're
that's
the
same
date
that
we'll
be
using
for
projecting
into
the
22-23
year
for
our
weighted
enrollment.
It's
the
same
date
that
the
title
one
team
will
be
using.
K
And
then
what
knowing
how
difficult
it
is,
what
learnings
did
we
have
from
last
year?
I
know
it
was
really
hard
to
predict
because
we
had
kids
that
were
supposed
to
come
back
and
they
didn't,
and
all
that,
like.
V
That
that
director
prez-
that's
that's
primarily
the
issue,
but
our
learning
was
we
were.
We
thought
we
would
get
about
half
of
the
students
who
had
left
the
first
year
back
last
year,
we
built
budgets
around
it.
We
built
enrollment
forecasts
around
it
and
it
turned
out
to
be
nowhere
near
where
we
were,
which
caused
exactly
the
kind
of
things
you're
talking
about,
which
was
moves.
Late
moves
not
timely
moves,
not
things.
We
want
to
do
what
you.
V
V
I
can
I
I
can
tell
you
I
speak
for
the
group
of
we
are
not
the
the
last
two
septembers
have
not
been
fun
on
the
decisions
we've
made
to
move
staff
around
has
not
been
ideal
at
all
and
we're
going
to
try
to
avoid
that
this
year,
again
by
being
more
conservative
in
our
estimates
and
hoping
those
kids
show
up.
X
And
mike,
if
I
can,
if
I
can
chime
in
there
and
you
have
the
exact
numbers
and
to
mike's
point,
we
chose,
and
we
are
right
now
we
are
significantly
overstaffed
at
the
elementary
school
because
we
chose
to
do
just
like
you
said
karen.
We
didn't
think
it
was
right
to
you
know
after
the
three
or
four
months
of
school
or
two
or
three
months
of
school,
even
then
to
have
kids
separated
from
a
teacher
who
they've
developed
that
relationship
with,
but
for
the
board
to
know.
X
We
are
overstaffed
right
now
at
our
elementary
school.
We're,
as
you
can
imagine,
we're
down
about
2
000
students
in
the
in
the
district,
and
you
know
we're
we
are
deficit
spending
and
as
as
we
go
forward,
and
then
I
just
want
to
go
back
to,
I
think
mike
and
jenny.
They
talked
about
that
systems
approach
anytime,
you
mess
with
the
system,
just
try
to
address
one
person's
need
or
something
once
you
get
away
from
that
system
and
those.
X
The
value
of
the
system
you
once
you
open
that
door,
it
can
be
very
tricky
to
to
to
close
the
door
now.
Having
said
that,
we
do
know
that
we
have
some.
X
We
have
some
specific
issues
at
various
levels:
I.e
middle
schools,
some
of
our
higher
poverty
schools
and-
and
I
think
what
mike
said,
going
back
and
revisiting
the
allocation
model.
But
remember
we
just
this
is
really
the
first
year
we've
really
been
able
to
see
what
it
does,
but
we
just
thought
it
would
be
great
for
you
to
see
if
you're
a
high
poverty
school
you're
going
to
have
some
significant
increases
in
not
only
your
certified
staffing,
but
that
could
also
impact
some
of
those
specialized
folks
that
are
that
are
in
your
system.
X
The
one
thing
that
I
think
this
board
will
have
to
deal
with
and
the
new
superintendent
is
just
looking
at
when
that
esther
money
goes
away
because
it
is
supporting
so
much
of
our
needed.
Social
emotional
learning
supports
that
are
out
there
and
how
to
make
sure
that
we
are
going
to.
You
know
prioritize
the
dollars
that
we
do
have
so.
K
Yeah,
that
was
my
my
next
question.
My
next
area
was
around
the
esser
funding
and
our
communication.
So
I
know
mike
you
give
us
a
report
every
you
know
every
few
meetings
that
tells
us
exactly
how
many
teachers
are
paid
for
how
many
cl
certified
staff
is
paid
for
with
esser
funds,
and,
as
we
see
I
see
numbers
there,
I'm
like
every
time.
We
show
us
that
I'm
like,
oh,
my
goodness,
like
those
people
are
going
to
be.
You
know
those
those
won't
be
there.
K
We
have
to
we
don't
we
don't
necessarily
have
another
pot
of
money,
but
we're
going
to
fund
all
those
and
we
have
a
levy
too
to
pay
for
teachers.
So
I
I'm
wondering
about
our
kind
of
communication
campaign
to
our
community,
so
they're
not
shocked
about
decreasing.
In
you
know,
the
student-to-teacher
ratio
is
going
to
increase
and
letting
them
know
way
ahead
of
time.
You
know,
and
what
will
our
process
be?
I'm
assuming
it's
definitely
going
to
impact
our
sam
model
right
right.
So
what
is
our
process
going
to?
K
And
this
is
not
an
answer
right
now,
but
I'm
like
I
want
to
be
able
to
explain
to
our
community.
This
is
a
process
we're
going
to
use
to
reorganize
our
sia
funds
and
whatever
other
funds
are
around
to
address
our
sam
model.
Knowing
that
esser
will
come
will
go
away
and
then
really
having
a
campaign
now
full
out
campaign.
Saying
hey,
let
us
know
if
you're
coming
back
we're
figuring
out
staffing
for
your
schools
and
we
will
be
you
know.
K
Smaller
numbers
of
students
means
less
staff
in
your
buildings
and
if
you
all
of
a
sudden
decide
to
come
back,
you
know
early
on
it.
We
will
welcome
you
back
because
we're
excited
you're
coming
back,
but
it
will
be
a
little
bit
bumpy
in
your
class
sizes
if
we
don't
know
ahead
of
time,
so
we're
excited
to
have
people
back
at
any
time
that
they
want
to
come
back.
At
the
same
time,
we
need
to
know
ahead
of
time
as
much
as
possible
so
that
our
staffing
can
be
as
correct
as
possible.
V
V
You'll
see
it
when
we
propose
the
budget,
we'll
have
the
discussion
about
the
number
of
esser
positions,
and
we
will
always
show
you
that
three-year
trend,
or
next
year
two-year
trend
of
the
money
and
what's
left
so
that
folks
can
see
the
impact
and
and
and
I'll
also
tell
you
that
internally,
all
those
positions
that
we've
hired
are
listed
as
temporary
positions,
so
from
a
staff
perspective,
if
you're
in
the
temp
fill
in
the
blank
position,
we're
being
careful
to
make
sure
we
let
people
know
that
their
their
current
positions
are
temporary,
even
though
they
might
last
a
couple
years
for
us,
it's
still
a
temporary
position
so.
K
K
It's
for
our
eld
staffing
allocation
model,
and
I
I
know
many
districts-
have
staffing
allocation
models
for
eld
teachers
that
if
there
are
a
larger
number
of
newcomers
and
level
one
and
two
students
at
the
schools
and
that
staffing
allocation
is
a
little
bit
higher
than
if
you
have
levels
fours
and
five.
So
maybe
at
some
later
date
we
can
learn
a
little
bit
about
the
eld
staffing
allocation
model
in
beaverton
and
seeing
how
we're
using
the
equity
lens
in
in
that
process
as
well.
A
Thank
you
other
questions
from
the
board.
I
got
a
quick
question
for
you
mike
and
then
maybe
a
little
bit
of
a
soapbox.
Do
we
do
something
like
a
one
percent
hold
back.
A
And
maybe
just
by
point
of
illustration,
one
percent
hold
back
as
we
you
and
mike.
If
I'm
explaining
this
wrong,
please
correct
me,
but
it's
like
you're
holding
back
one
percent
of
your
staffing
budget,
that
you
don't
release
until
like
the
second
or
third
week
in
september,
when
you
have
a
better
idea
of
what
the
numbers
are
and
then.
V
Or
earlier
tom
it
might
be
earlier,
but
we
want
to.
We
want
to
be
pretty
sure,
we've
got
kids
registered
and
showing
up
so
yeah.
That's
that's!
That's
exactly
right.
We
we
we
allocate
a
certain
number
of
staff
and
then
last
year,
actually
what
we
did
was
what
what
was
jessica
one
percent
at
title
and
three
percent
of
non-title
schools.
B
V
So
we
actually
increased
the
whole
bet,
because
we
were
so
nervous
last
year
as
we
started
the
school
year.
One
percent
would
be
typical,
though,
and
again
what
we're
trying
to
do
when
we
do
that,
chair
collette
is
to
minimize
that
transfer
and
moving
around
once
the
school
year
started
exactly.
A
K
This,
but
you
were
just
talking
about
the
holding
back
some
funds.
It
made
me
think
about
our
also
our
the
pot
of
money
that
we
hold
back,
but
the
percentage
that
we
talked
about
the
last
meeting
right,
there's
a
certain
percentage
of
money
that
we
have
to.
We
want
to
keep
in
our
funds
a
camera.
What
was
that
percentage
again?
Our.
V
K
So
that
we
can,
in
you
know
in
case
of
an
emergency,
we
can
kind
of
look
at
that
use.
Some
of
that.
So
it's
important
to
us
to
keep
that
certain
reserve
there
as
we
look
forward,
especially
with
this
sr
funds
going
away
over
the
next
couple
years
and
trying
to
keep
our
amazing
staff
on
board.
We
don't
want
to
lose
any
of
our
staff
and
then
looking
into
the
levy
as
it
comes
up
as
well.
For.
V
K
A
They
were
much
lower
ratios
and
a
big
part
of
our
issue
has
to
do
with
state
funding.
You
know
oregon
used
to
be
the
bottom
of
the
barrel
for
state
funding
for
education,
and
you
know
I
remember
growing
up
in
the
90s
watching
measure
five
come
through
and
watching
all
the
cuts
to
education
and
the
doonesbury
cartoon
that
poked
at
all
of
the
things
that
we
had
done
to
our
education
funding
system
and
the
negative
effects
that
it
had
for
our
kids.
A
We've
made
some
steps
forward
since
then.
The
student
investment
act
was
a
huge
step
forward,
but
we
got
a
ways
to
go
here
too.
You
know
when
we're
talking
about
what
we
really
want
to
see
in
terms
of
class
sizes
and
what
the
research
shows,
what
we
want
in
terms
of
wrap
around
services
for
our
kids
there's
a
bigger
picture
here
and
that
bigger
picture
has
to
do
with
state
funding
and
it
has
to
do
with
what
we
get
from
the
legislature
every
year.
You
know
when
you
look
at
the
last
biennium
in
this
biennium.
A
We
only
got
a
three
percent
increase
when
you
look
at
what
inflation
is
at,
that
inflation
number
is
closer
to
seven
percent.
Over
the
last
year
we
got
a
three
percent
increase
over
two
years
and
the
seven
percent
inflation
over
one
year.
That
puts
us
behind
the
ball,
and
that
is
no
good
for
kids,
and
that
is
not
what
we
need.
The
funding
that
we
need
to
be
able
to
help
our
kids.
A
So
one
of
the
things
we
do
as
a
board
is
it's
very
important
to
engage
with
the
legislature
as
we
come
into
a
long
session
and
they
start
to
make
decisions
about
those
numbers,
and
it's
also
important
to
keep
our
eyes
on
opportunities
in
the
future.
Where
we
can
receive
more
larger
chunks
of
funding
for
our
students,
there's
something
called
the
quality
education
model
or
the
qem
it's
produced
in
salem,
and
I
think
it's
produced
every
two
years.
A
I
don't
know
if
it's
a
biennium
year
or
the
off
year,
but
they
it's
it's
education,
professionals
who
come
together
and
they
say
if
our
state
was
actually
doing
what
we
said
we
want
to
do
for
our
kids.
What
would
that
funding
level?
Look
like
before
the
student
investment
act?
We
were
routinely
two
billion
dollars
off
as
a
state.
2
billion
dollars.
A
That's
closed,
some
since
then,
but
that
is
not
closed
all
the
way.
My
guess
is
that's
closed
by
half
something
like
that,
and
so
we've
got
a
ways
to
go.
So
one
thing
I
would
just
say
is
like
there's
a
conversation
in
here
about
how
we
allocate
resources,
but
there's
a
bigger
conversation
about
how
we
get
more
resources
so
that
we
can
do
more
things
for
students
and
that
conversation
is
about
working
with
our
local
legislators.
A
It's
about
talking
to
folks
about
the
challenges
it's
about,
bringing
them
into
our
classrooms,
showing
them
what's
going
on.
The
reason
I
serve
on
the
school
board
is
education
is,
I
believe,
the
best
investment
any
community
can
make
it's
your
economy.
It's
your
political
system.
It's
pretty
much.
Everything
in
your
community
comes
at
some
point
or
other
through
that
school
system
and
that's
how
we
generate
more
dollars
and
how
we
have
active
citizens
and
how
we
keep
our
quality
of
life
up.
A
So
I
won't
go
further
on
my
soapbox,
but
this
conversation
definitely
triggered
that
for
me,
because
I
I
think
you
know
we
it's
a
good
conversation
to
have
about
resources-
and
I
appreciate
what's
being
done
here,
but
I
also
agree
with
board
members
who
are
like,
but
this
isn't
enough
right.
This
isn't
enough
for
this
school.
This
is
not
enough,
but
we're
facing
right
now
for
sure,
and
so
you
know
to
get
to
that
place
of
enough
is
going
to
take
continued
advocacy.
A
It
took
us
two,
two
and
a
half
decades
to
get
where
we
are
now
with
that
first
installment
of
funding
in
the
saa.
We
just
need
to
keep
it
up
so
that
you
know
down
the
road
one
day
we
can
look
around
and
our
schools
are
funded
where
they
need
to
be
to
meet
the
needs
of
our
kids.
So
I
will
put
my
soapbox
down
there,
but
if
there's
anything,
I
feel
incredibly
passionate
about
it's
that
and
moving
on
stepping
off
the
box.
I
think
we
have
esser
capital
projects
next.
H
Yep
great
transition
into
capital
projects
with
esser
funding
so
good
evening,
chair
colette
good
evening
school
board,
members
and
superintendent
grotting,
I'm
josh
gomez,
chief
facilities
officer
and
I'm
joined
today
by
our
new
administrator
for
maintenance
and
custodial
services.
Ron
umali,
so
ron
is
on
the
screen
he's
coming
to
us
from
the
city
of
portland,
where
he
had
approximately
nine
years
of
experience
with
the
city
and
various
positions,
capital
projects
and
maintenance.
And
it's
great.
P
N
Yeah
good
evening
ron
o'malley,
I
like
josh,
said
I
came
from
the
city
of
portland
and
I'm
I'm
just
really
excited
to
to
be
here.
This
is
you
know
my
my
two
kids
go
to
the
beaverton
school
district,
one
in
conestoga
and
one
shows
heights.
So
this
is
a
great
opportunity
for
me
glad
to
be
here.
H
All
right,
great
thanks
ron,
so
ron's
been
on
board
for
five
weeks,
and
you
know
here
recently
we
had
mountain
view.
We
had
that
apartment,
complex
townhome,
that
caught
fire
had
all
that
smoke.
We
had
to
close
school
for
a
couple
days,
but
rama's
on
site
very
dedicated,
it's
great
having
them
on
board.
So
thanks
rob
for
that
quick
introduction,
so
we're
here
to
talk
about
capital
expenditure
projects
that
are
funded
by
esser
school
board.
I
have
nine
slides
total.
H
But
more
specifically,
the
important
thing
is
that
for
sr
reimbursement
for
our
school
district
to
get
reimbursed
by
with
s
r
funds
for
capital
projects,
the
department
of
education
is
requiring
that
the
school
board
that
you
approve
the
capital
projects
that
are
over
25
000.
So
I'll
talk
about
that
at
the
end
of
the
brief
how
you
will
do
that
for
us
moving
forward.
H
So
that's
why
we're
here
today
so
for
background.
I
wanted
to
go
with
the
timeline.
How
did
we
get
to
here
today
in
terms
of
having
you
approve
capital
projects
and
just
kind
of
a
understanding
of
from
seoul
projects
and
how
we
put
a
list
together
so
in
april
of
2021,
as
you
can
see,
on
the
screen,
facilities
and
maintenance
got
together,
we
developed
an
initial
initial
list
of
projects,
so
we
were
told
you
have
esr
funding
available.
H
Can
you
put
together
a
project
list
so
that
we
can
use
these
funds?
The
estimate,
as
you
can
see,
on
screen,
21.65
million,
is
what
we
came
up
with
and
we
were
focused
on
schools
that
needed
mechanical
ventilation.
So,
if
you
go
back
to
last
year,
I
briefed
you
about
a
mitigation
strategy
with
ventilation
bringing
in
more
outside
air
and
so
by
focusing
on
mechanical
ventilation.
H
We
wanted
to
address
that
first
with
these
additional
funds.
We
also
then,
from
there
moving
forward.
We
wanted
to
focus
on
projects
that
we
had
from
our
condition
assessment:
the
fca
we
know
we
have
a
lot
of
projects,
deferred,
maintenance,
huge
deferred
maintenance
list,
and
we
wanted
to
be
able
to
look
at
that.
H
So
that
was
in
april
of
2021.
We
came
up
with
an
estimate
of
about
21
million.
Then
in
october
of
that
year
the
available
budget
came
to
us.
So
we
looked
at
a
big
big
project
list,
21
million,
but
the
available
budget,
because
we
just
talked
about
extra
money
that
was
needed
for
staffing.
H
We
had
to
decrease
our
our
budget
down
to
2.31
million.
So
that's
where
we
were
at
at
that
point
in
time
in
october,
so
a
big
drop
in
the
budget,
but
that
was
okay.
We
were
going
to
move
forward
with
the
plan
and
then,
in
late
october
of
october,
25th
associate
superintendent
schofield.
He
briefed
you
on
really
the
plan
for
the
esser.
It
was
a
big
spreadsheet,
gave
a
presentation.
H
He
hit
high
level
points
about
the
projects
that
we
I'm
going
to
show
you
here
in
a
couple
of
seconds
also
of
note
in
october.
Actually
that
same
day,
coincidentally,
the
department
of
education
put
out
the
requirement
that
a
school
board
would
have
to
approve
any
capital
expenditure
projects
using
us
for
funds.
That's
over
25
000,
so
just
want
to
give
you
a
sense
of
that
timeline
and
now,
moving
to
this
calendar
year
in
february,
we
have
talking
to
mike
scofield.
H
H
H
Current
school
year
year,
two
would
be
22
23
and
then
year
three
would
be
2324.,
and
if
you
were
to
go
on
to
our
district
website,
you
would
see
this
plan
and
superintendent
associate
superintendent,
scofield's
esser
presentation
that
he
gave
back
in
october
and
I'm
just
hitting
the
highlights
for
you
in
the
presentation.
H
So
in
year
one
I
talked
about
adding
mechanical
ventilation,
so
at
barnes
gym
west
tv
gym,
there's
no
ventilation
in
those
two
gems,
and
so
those
were
our
target
schools
that
we
looked
at.
We
had
our
estimates
defined
at
that
time.
You
can
see
the
the
estimates
on
the
right-hand
side
at
montclair
gym.
They
have
ventilation,
but
we
wanted
to
improve
the
mechanical
ventilation,
and
so
we
have
an
estimate
there
of
200k
at
heightened
and
earl
hassell.
H
We
have
we
had
existing
bond
projects,
but
we
wanted
to
add
scope
to
that
project
so
that
we
could
provide
more
hvac
repair.
So
it
was
just
adding
on
to
the
bond
project,
and
that
was
only
at
265
000..
H
H
The
chillers
just
can't
keep
up
with
the
cooling,
so
we
needed
to
address
the
chiller
itself
and
replace
an
older
chiller,
and
our
estimate
was
three
hundred
southridge
thousand
school.
I
think
some
of
you
were
in
south
southridge
high
school
when
we
had
some
cooling
issues
over
the
summer.
You
can
go
back
and
remember
that,
but
our
plan
was
to
refurbish
the
units
that
were
on
the
rooftop
and
upgrade
the
controls
based
on
the
available
budget
that
we
were
given
of
2.31
million.
H
H
I
know
raleigh
hills
is
a
a
project
in
the
proposed
bond,
but
it
was
important
enough
to
put
raleigh
hills
on
there
because
we
need
to
upgrade
the
controls
to
improve
ventilation
in
the
in
that
school.
H
H
So
here's
the
revised
project
list
that
we've
come
up
with
as
of
april
of
this
year.
The
updates
are
in
blue,
so
I'm
starting
with
year
one
so
bear
with
me
here.
As
I
go
through
this
for
barnes
elementary
school
gym,
you
can
see
no
change
in
the
scope,
we're
adding
mechanical
ventilation,
we're
still
at
200k.
H
H
west
tv
gym
the
the
ventilation
to
that
school.
We
have
a
contract
in
place.
The
equipment's
been
ordered
and
we're
estimate
to
complete
that
project
in
the
summer
of
2022.,
so
that
price
contract
price
is
125
000..
So
we
had
a
placeholder.
If
I
go
back
of
a
hundred
thousand
so
based
on
the
actual
amount,
you
can
see
the
increase
it's
125,
so
the
plan
will
change
as
we,
you
know,
refine
the
numbers
and
go
through
montclair
gym.
H
H
H
What
we
were
planning
to
do
now
is
we're
going
to
fund
all
the
bond
planned
work
that
we
have
currently
planned
for
with
this
current
bond
at
2.28
million
and
mckinley
is
part
of
that
project
scope.
Sometimes
we
group
projects
together,
so
mckinley
is
part
of
that
and
we
feel
it's
a
great
opportunity
to
take
the
esser
money
and
pay
for
a
project
that
was
planned
using
the
2014
bond
deferred
maintenance.
Let
me
go
back.
H
Heightened
came
off
because
we
were
able
to
take
care
of
hiding
internally
within
our
within
our
maintenance
team
and
then
at
isb.
We
had
some
work
that
was
done
in
the
current
the
current
bond.
H
We
added
one
rooftop
unit
to
the
gym
that
was
completed
last
summer
in
2021,
and
then
we
have
nine
rooftop
units
that
are
going
to
be
added
or
replaced
on
the
modular
in
the
summer
of
2022,
and
that
is
at
636
thousand
dollars.
Okay,
these
are
existing
bond
projects,
we're
going
to
fund
them
with
with
esser
dollars.
I'll
talk
about
the
impact
to
the
bond
here
later
on.
So
that's
year,
one!
That's
the
change.
That's
happened.
H
H
You
now
see
replace
in
the
on
the
slide
and
that
four
million
increase
we
were
going
to
refurbish
with
the
budget
of
a
million,
but
now
that
we
have
additional
funds
available,
we've
increased
our
budget
to
4
million
that'll
afford
us
the
opportunity
to
replace
the
units
at
southridge.
So
we
can
do
more.
Work
get
more
scope
into
that
project.
H
H
We'd
also
like
to
do
classroom
hvac
improvements,
because
the
air
is
sitting
up
high
in
the
classrooms
and
what
we
want
to
do
is
be
able
to
push
the
air
down.
So
we
have
better
cooling
and
better
heating,
so
we
have
an
estimated
placeholder
for
that
and
then
we
also
have
2014
bond
deferred
maintenance
work.
That's
planned
at
these
schools
here,
el
monica
greenway,
nancy,
riles
and
stoller
we're
basically
upgrading
controls,
we're
refurbishing
fans,
replacing
fans,
doing
a
lot
of
work
there.
H
H
So
now
our
total
revised
estimate,
as
of
today,
is
10.1
million.
You
can
see
it
there,
it's
an
increase
of
what
I've
proposed
before
of
about
7.8
million.
I
know
only
available
budget
is
7
million,
but
we
have
to
we
most
of
these
are
estimates,
and
it's
what
we
know
of
as
of
today.
So
we
have
a
three-year
plan.
H
So
the
impact
to
the
current
capital
bond,
so
I
talked
about
taking
the
esser
dollars
and
paying
paying
for
current
capital
bond
work.
What
that'll
do
it's
a
positive
impact
for
us
is
that
provides
about
4.13
million
in
deferred
maintenance
to
this
current
bond,
which
is
a
good
news
story
that
allows
us
to
apply
those
funds
to
other
projects
in
our
deferred
maintenance
list
and
some
examples
that
I
give
up
there.
We
have.
We
have
floors
that
are
rubberized
gym
floors
that
contain
mercury
at
the
schools
that
you
see
up
there.
H
Five
oaks
highland
park
mountain
view.
Those
floors
are
safe
to
use.
As
of
today
we
have
an
outside
consultant
who
does
a
visual
assessment
and
they
test
the
air
quality,
but
it
would
be
great
to
abate
those
floors
and
replace
them,
and
so
that's
a
that's
an
example
of
what
we
can
do
with
the
deferred
maintenance
money
that
we
save,
and
then
we
also
have
a
seismic
upgrade
project
at
mckinley.
It's
about
2.5
million.
H
If
and
we
have
a
grant
application
for
that,
so
we
should
hear
in
may
or
june
if
that
grant
is
approved.
If
it's
not.
That's
a
opportunity
there
that
we
can
look
at
with
the
4.13
million,
so
those
are
examples
of
what
we
can
do
with
deferred
maintenance,
but
again
great
positive
impact
and
it's
a
good
news
story.
H
So
what
are
our
next
steps
we're
going
to
we?
We
we're
going
to
move
forward
with
the
plan
as
I've
presented
to
you.
I
talked
about
it's
a
point
in
time
plan
because
contractor
availability
will
determine
who's
available.
What
pricing
we
get,
what
we're
able
to
negotiate
and
how
that
may
impact
our
planning
so
we'll
continue
to
move
forward
refine
the
plan
as
needed
for
the
school
board.
H
Specifically,
what
you
will
do
is,
as
you
get
these
contracts
that
come
to
you
in
the
consent
agenda,
that'll,
be
your
approval
and
that
that
will
check
the
the
block
for
ode.
That'll,
see
the
school
board
has
has
seen
the
contract
and
essentially
giving
it
your
approval
and
that'll
meet
that
requirement
so
that
we
get
our
reimbursement
for
anything
over
25
000
and
that's
it
board.
That's
the
end
of
our
presentation.
So
now
I
will
stop
the
screen,
share
and
open
it
up
for
questions.
I
I'll
I'll
go
with
anybody
who
calls
me
thanks.
Josh
first
question
is
because
it
is
esser
funds,
but
there's
I.
I
really
appreciate
how
creative
you
guys
have
been
with
with
the
financing
taking
from
here,
adding
to
their
doing
the
best
you
can
with
every
dollar.
I
really
appreciate
that,
because
they're
ester
funds
does
that
mean
the
bac
you
got.
You
went
through
bac
on
on
deciding
these
projects.
H
Through
the
the
bond
accountability
committee,
we
have
talked
about
it.
We
will
go
into
more
detail
with
them,
they're
aware
of
it
of
the
opportunity,
but
we
wanted
to
approach
the
board
first
as
a
plan
and
and
be
able
to
share
that
I've
talked
about
esr
funding
with
the
bac
before,
and
so
they
know
that
these
are
dollars,
and
at
that
point
in
time
we
talked
about
a
smaller
budget.
Now
to
come
back
to
them
and
say
we
have
more
funding,
it's
a
great
opportunity.
I
I
appreciate
that
and
then
my
second
question
is,
I
know
everyone
is
different
and
I
know
we've
been
using
our
ventilation
systems
much
harder
than
what
we
anticipated,
because
so
the
longer
we
use
them
the
harder
they
use.
I'm
sure
it
takes
the
wear
and
tear
more.
But
when
you
look
at
southridge,
which
I'm
very
familiar
with
when
you
look
at
southridge,
that
school
was
built
in
like
1999
is,
is
23
years,
usually
the
give
and
take
on
a
given
hvac
system.
H
It
is
I
mean
it,
you
know
it's
we
are
running.
We
are
running
our
equipment
to
failure
for
the
most
part
so
that
you
know,
as
we
get
new
equipment
on
board.
That's
why
a
bond
is
so
important
at
a
future
point
in
time.
I'll
brief,
the
board
about
our,
we
have
mckinstry
who
helped
us
with
the
condition
assessment
right.
B
H
Are
using
mckinstry
for
an
engineered
maintenance
plan?
They
were
going
to
help
us
look
at
our
staffing
and
our
maintenance
team
and
look
at
gap
analysis
and
what
we
should
be
doing.
My
goal
is
to
improve
our
preventive
maintenance
plan,
so
we
get
better
but
to
go
back
to
your
question.
We
are
running
equipment
hard.
It
has
been
hard
for
many
years
and
so
some
some
pieces
of
equipment,
depending
on
manufacturer
depending
on
quality
they're,
just
going
to
happen
to
fail
faster
than
something
else
that
was
provided
at
the
same
time.
I
It's
just
hard
for
me,
while
we're
going
out
for
this
bond
right
now
that
you
kind
of
you
kind
of
hope
that
you
have
some
of
these
puzzle
pieces
in
place
because
it
just
seems
like
we're
just
constantly
constantly
running
you
know
further
behind,
and
so
that
was
it.
I
was
just
surprised
to
see
the
southbridge
one
have
to
be
when
I
remember
when
the
school
was
built,
and
so
I
thought
it
had
a
little
bit
longer
life
span
than
that.
So
thank
you.
H
Yep,
I
think,
based
on
my
screen,
I'm
gonna
go
with
eric.
I
see
your
hand
up
there.
U
Two
little
questions
so
first
one.
I
know
that
you
know
esther
funds
are
they're
fungible.
We
use
a
lot
of
them
to
help
out
shore
up
a
lot
of
the
the
job
roles
we
had
right
for
you
heard
jenny,
hansman
and
scofield.
So
how
do
you
guys?
You
know
taking
a
seven
million
dollars
from
into
facilities
where
we
might
get
a
bond?
How
did
that
negotiation
with
like
jenny
and
scofield
and
don
and
stuff
like
that,
because
you
know
those
are
things
that
helped
us
a
lot
during
this
downturn.
H
Right,
well,
that's
that's
why
I
wanted
to
share
the
timeline
eric.
We
know
that
there's
staffing
that's
needed.
We
know
the
social
work,
that's
needed,
the
other
other
areas
of
the
district
that
require
we
started
out
high,
but,
based
on
what
was
available,
we
came
down.
We
had
to
bring
it
down
low
for
a
budget.
We
did
ask
for
personnel
staffing.
We've
asked
for
additional
hvac
techs
we've
asked
for
custodians
because
of
the
impact
with
cleaning
and
disinfection
we
have.
H
H
X
If
I
can't,
if
I
can
josh
eric
to
your
point,
if
there
is,
if
there
ever
was
a
silver
lining
to
covet,
I
think
what
it
did
show
us
was
how
important
our
ventilation
systems
are
to
the
breathing
and
the
safety
of
our
kids.
So
when
we
started
doing
some,
whether
it
was
air
quality
tests
and
making
sure
that
we
were
really
committed
to
safety,
I
think
it.
I
think
it
brought
probably
some
attention
to
the
operational
side
of
the
district.
X
That
often
is
the
first
to
get
neglected
that
at
some
point,
we
we
we've
got
to
keep
up
with
the
operational
side
also,
and
who
knows
when
this,
when
the
next
pandemic
is
going
to
come,
that
we're
going
to
have
to
ensure
some
of
the
safety
parts
of
our
of
our
system,
whether
it
includes
you
know,
we
went
through
the
lead
in
the
water
type
of
thing
and
we're
going
through
the
air
type,
and
so
I
think
that
the
one
thing
that
cova
did
do
it
highlighted
the
importance
for
preventative
maintenance,
but
also,
it
really
had
us
take
an
in-look
depth
at
all
of
our
systems.
Y
And
if
eric,
I
can
add
another
element
to
that
back
in
the
first
year
of
our
conversation
on
esser,
there
was
seven
million
dollars
was
in
reserve
in
essence,
but
we
needed
to
hold
off
on
that
based
on
the
needs
that
we
would
not
necessarily
forecast
out
to
operate
our
schools
in
a
safe
manner,
just
from
a
staffing
standpoint
and
the
sort,
so
those
in
essence
were
held
in
reserve
and
we
were
able
to
free
those
up
and
develop
this
plan
and
moving
forward,
and
we
can't
wait
until
the
last
year
to
expend
these
resources,
because
this
takes
us
truly
two
years
of
planning
and
be
able
to
secure
the
contractors
and
doing
that.
Y
So
we
can't
wait
to
the
last
minute
to
have
those
funds
released
to
us,
but
that
was
part
of
the
plan
from
the
outset,
but
we
also
knew
that,
if
that
seven
million
dollars
needed
to
be
cut
into
to
support
our
students
and
staff,
that
was
a
priority
for
us.
We
knew
that
from
the
outset.
Okay.
U
And
then
thank
you.
Thank
you
all
you
guys.
I
have
one
more
little
small
question
sure
it
looked
like
you
already
did
a
little
josh
like
I
know
that
you're
looking
at
the
future
and
if
we
get
the
bond
measure,
you
don't
want
to
like
put
good
money
into
school
if
it's
gonna
be
torn
down
and
put
up
a
new
school.
So
if
the
demographics
are
right,
you
know
we
might
have
a
consolidation
in
the
future
potentially
have
to
right.
As
a
district
is
you
know,
enrollment
declines?
U
Potentially,
so
do
you
ever
look
at
some
of
those
projects
say:
hey
those
are
maybes
because
you
know
in
the
future.
Why
would
I
put
good
money
in
an
investment
into
a
building
that
maybe
it'll
be
consolidated
with
another
one
or
some
other
kind
of
methodology?
So
how
do
we
plan
that
out,
like
maybe
three
four
five
years
out.
H
Yeah,
there's
a
balance
with
that
eric
in
that
our
foreman.
We
really
rely
on
our
heck
form
into
talk
about
the
time
frame.
Talk
about
future
planning
talk
about
the
what
ifs,
but
we
also
respect
that.
There's
recommendations
to
do
stuff
here
near
term,
because
we
need
to
be
able
to
make
sure
things
don't
fail
quickly.
Y
And
eric
those
are
separate
conversations
that
need
to
be
held
separately,
josh
and
ron
they're
very
much
on
the
facility
side.
Josh
is
aware
of
potential
conversations
in
the
future
where
we
may
need
to
have
consolidation,
but
those
are
not
final
decisions.
Those
have
to
be
made
by
you
as
a
school
board
as
you're
aware,
and
we
would
not
do
that
just
in
a
short
amount
of
time.
That's
a
process.
We
would
have
to
walk
our
community
through
and
have
an
understanding
of
what
that
plan
would
be.
U
H
It
was
important
enough
for
our
foreman
that
he
said
we.
You
know
we
have
to
look
at
the
controls-
I'd
like
to
do
that
sooner
rather
than
later,
but
we
said:
here's
a
a
potential
bond
that
will
come
and
if
you
know,
if
that
that
gets
approved
by
the
community,
then
that
that
project
will
come
off
the
list.
Yeah.
U
H
All
right
thanks
eric
studio.
J
Yeah
well,
thank
you
for
the
information.
This
is
helpful,
so
some
of
the
stuff,
you
said
that
the
7
million
will
take
care
of
is
from
the
2014
bond
right
right
right
and
then
that
will
save
money
and
will
be
pushed
into
our
current
bond
if
it
passes
so
we
will
get
an
additional
4
million
for
the
deferred
deferred
maintenance.
Right
now
we
have
like
120
million.
H
H
J
H
It'll
be
part
of
our
plan.
This
is
where
we
talked
about
with
the
bac
about.
What's
the
plan
to
close
out
this
current
bond,
several
factors
in
that,
if
we
get
additional
money,
we
have
to
plan
that
out,
like
the
4
million
that
I
talked
about.
If
the
next
bond
is
approved,
we
have
a
placeholder
in
that
deferred,
maintenance
for
beaverton
high
school
roof
replacement
at
4
million.
H
We
wouldn't
have
to
apply
that
in
the
deferred
means
next
month,
so
we
would
have
additional
funds,
which
is
a
good
thing
to
have,
and
so
we
we
would
work
through
that
plan
on
what
are
those
projects?
How
do
we
prioritize
them?
What's
the
timeline,
and
so
we
would.
We
would
work
that,
but
that's
this
current
bond.
K
K
Why
we're
going
for
these
replacements
of
hvac
systems,
because
that's
a
direct,
so
we
can
say
we
had
it.
We
needed
to
replace
them
anyways
to
make
it
safer
for
our
students,
but
because
this
sr
funds
are
saying
things
like
covet
related
stuff,
like
hvac
systems,
you
can
use
this
money
for
you
might
as
well
use
it.
I
I
thought
it
was
like
almost
in
my
mind.
I
had
made
two
pots
of
money
like
there's
a
step
that
we
use
for
covid
related
pieces
for
instruction
and
then
there's
these
pieces
for
maintenance.
K
V
This
is
what
we're
spending
on
hvac
or
curriculum
or
other
kinds
of
items
that
weren't
staff
related
and
that's
where
these
dollars
are
coming
from
and
if
you'll
remember,
and
we
will
give
you
an
update
as
we
go
through
our
budget
process
this
year.
But
the
idea
here
is:
we
need
some
balance
of
not
all
staff.
V
We
needed
some
resource
on
the
capital
side
so
that
we
we
didn't,
go
off
that
cliff
at
the
end
of
year.
Three
that
we
just
talked
about
when
we
were
talking
about
sam
of
we've
invested
a
bunch
in
staff
or
we've
spent
all
of
our
dollars
on
staff.
How
do
we?
How
do
we?
How
do
we
come
back
from
that
right?
How
do
we?
How
do
we
avoid
that
funding
cliff
at
the
end
of
year?
V
Three
and
that's
what
part
of
these
dollars
are
doing
is
helping
us,
so
josh
will
spend
some
of
this
money
out
there
in
that
year.
Three
that
will
help
get
us
across
the
finish
line
of
spending
all
the
resources
down,
but
instead
of
spending
it
on
staff,
heavy
intensive
resources
like
we
are
in
the
current
year,
like
if
you
look
at
the
current
year,
it's
it's
the
opposite
right.
V
A
I
think
at
the
last
board
meeting
becky
at
one
point
said
hooray.
I
think
that
was
her
entire
comment
and
not
a
hooray
to
the
esser
funds
going
away,
that
is
painful,
100,
but
a
hurray
to
see
that
we're
able
to
get
this
work
done
and
and
that
this
could
turn
into
additional
seismic
work.
A
Great
thanks
for
the
scoreboard,
support
appreciate
it
and
I
can't
make
the
same
kind
of
hooray,
but
you
know
that's
my
like
the
best
I
can
do
so
sorry,
becky,
I
think
next,
oh,
we
got
some
some
board
members
presenting
tonight.
I
think
we've
got
sunita
and
eric
who
are
going
to
present
to
us
about
the
bac.
J
So
the
the
technically
our
bond
is
coming
to
an
end,
the
2014
bond.
So
we
have
an
option
because
not
all
the
projects
are
done.
So
one
of
the
options
is
that
to
extend
the
bonds
till
next
year
and
have
the
bac
present
their
closeout
document
at
that
time,
and
so
that's
one
of
the
things
that
we
need
to
decide
whether
we
want
to
close
our
document
now,
because
technically
the
bond
is
ending
in
june.
J
So
the
bac
also
ends
unless
the
board
approves
that
extension
for
one
year.
So
that's
one
option
we
have
to
vote
on
and
then
the
other
thing
is
the
bac
members
who
are
currently
in
the
committee.
J
We
would
have
them
extend
for
one
more
year
if
we
do
decide
to
extend
the
bond
for
bond
committee
for
one
year
and
also
give
them
the
right
to
apply
for
the
next
bond
committee.
So
those
are
the
three
things
and
eric
you
want
to
add
anything
to
that
or.
U
Yeah
the
only
comments
it
has
like
you
know
as
a
bac
board
role.
We
get
to
vet
people,
they
went
on
to
the
committee
and
we
really
have
a
really
talented
committee
with
like
lots
of
diverse
construction
and
financial
background
experience.
So
I
think
it'd
be
sad.
If
we
we
lose
a
lot
of
these
people,
I
think
it'd
be
ideal
to
keep
them
and
these
people
also
like
they're
vocal.
U
They
speak
up
in
the
meetings
and
they
ask
hard
questions
or
good
questions,
so
I
think
there's
a
lot
of
value
to
get
some
more
continuity
to
extend
it
as
well
as
let
the
option
of
people
not
have
a
term
limit,
you
know,
so
they
can
participate
in
the
next
one
if
they
want.
Until
we
have
that
diverse.
U
A
I
So
not
that
I
want
to
jinx
anything
as
I'm
knocking
on
wood.
But
what
was
the
discussion?
Is
this
no
matter
what?
Because
we,
what
we
just
talked
about
that
there's
going
to
be
money
left
over
from
this
current
bond
that
we're
still
going
to
have
to
expend
so
we're
still
going
to
need
the
bond
accountabilities
input.
J
With
so,
there
are
two
separate
discussion.
The
first
discussion
is
on
the
current
bond
because
it
is
terminate
is
ending
on
june
30th.
We
are
recommending
that
it
be
extended
for
one
more
year
and
the
committee
members
gets
a
chance
to
stay
in
the
current
bond
accountability
committee.
The
second
discussion
is
that
if
we
do
get,
you
know
the
new
bond,
then
we
give
the
chance
to
the
current
board
members
to
at
least
apply
for
the
next
bac,
and
then
the
board
can
decide.
I
C
Thank
you
sunita
and
eric.
So
my
question
is
I'm
trying
to
understand
how
it
works.
So,
with
the
current
bond,
we
have
a
committee
and
when
this
bond
ends,
we
need
to
form
a
new
committee
for
the
new
bond.
Are
we
able
to
transfer
the
com?
The
current
committee
to
the
upcoming
band
for
this
year?
Do
we
have
to
totally
this
band
that
committee
and
their
from
a
new
one
yeah?
I
think
that's.
J
J
Then
if
we
do
get
the
new
bond
right,
it's
not
the
transferring
it's
just.
Basically,
we
want
people
will
apply
to
be
in
the
new
for
new
bond
accountability
committee
and
we
are
saying
that
let
the
current
members
at
least
apply
for
it,
and
then
we
can
select.
So
first
we
have
to
decide
about
the
extension
of
one
year
because
there's
no
point
in
closing
out
a
bond
if
there
are
still
projects
that
are
going
to
be
done.
You
know
next
year,
so,
okay.
F
So,
just
to
clarify
at
our
next
school
war
meeting
we
would
vote
on
extending
for
a
year.
We
don't
necessarily
have
to
vote
until
after
the
bond
is
let's
yeah,
I'm
gonna
be
optimistic
that
it
passes
in
may,
but
we
could
vote
after
the
may
for
the
giving
the
current
bond
committee
members
a
chance
to
apply.
F
J
Y
That's
it
yeah
good,
very
good,
clarification
susan,
so
it
primarily,
we
really
need
to
continue
the
guidance
of
this
current
bac
with
the
work
and
the
continuity.
We've
got
eight
years
of
history
with
with
three
of
these
members
phenomenal
history
and
background.
So
having
that
continuity
for
nine
years,
because
the
bylaws
say
that
a
bac
member
can
only
serve
for
eight
that's
so
we.
B
Y
Extend
them,
you
need
to
officially
extend
them
for
one
year.
That's
your
first
action.
You
have
six
other
members
who
are
sitting
on
that
bac
who
potentially
have
the
ability
to
go
further
because
they
don't
have
eight
years
of
service
at
the
bac
they
may
have
to
serve
in
a
dual
role:
the
2014
bond
and
a
2022
bond
at
the
same
time.
So
in
essence,
that
just
allows
them
to
have
that
lap
over
of
a
year,
but
that
continuity
is
essential
for
us
for
the
2014
bond.
A
I
Yeah,
carl,
you
exactly
said:
that's
what
was
the
kind
of
the
little
missing
link.
There
was
our
the
board's
responsibility
was.
This
was
set
up
for
an
eight
year
to
oversee
this
bond.
We
need
to
now
as
a
board,
to
say
we're
actually
going
to
extend
this
to
a
nine
year
so
that
that's
what
it
wasn't
just
because
of
2014
and
going
through
as
well
as
the
things
you
just
said,
carl
about
the
history
and
the
three,
but
it
was
really
because
the
board
had.
I
A
Other
questions
and
comments,
I
would
just
say
I
really
appreciate
this
plan.
I
love
the
idea
of
being
able
to
keep
the
folks
we
have
on.
It
takes
a
long
time
to
be
able
to
understand
our
bond
and
the
specific
projects,
not
to
mention
you
know,
learning
how
to
speak,
edu
speak
and
all
the
acronyms
we
have
and
then
adding
construction.
A
On
top
of
that,
that's
quite
a
skill,
and-
and
I
you
know,
my
understanding
is
even
if
we
extend
both
this
group
out
and
we
allow
them
to
be
able
to
apply
for
a
future
bond
committee
that
there's
still
an
opportunity
every
couple
years
to
go
out
and
see
if
anyone
else
is
interested
and
get
some
new
folks
on
there.
So
we're
not
preventing
you
know
our
community
from
stepping
up
and
getting
some
of
that
turnover.
A
But
we
are
preserving
the
opportunity
to
to
keep
people
who
really
have
a
strong
vested
interest
in
a
body
of
knowledge,
a
really
strong
quality
of
knowledge
about
what
we're
doing
so.
I
appreciate
that
and
then
to
the
year
clo
year-end
close-out
piece.
It
doesn't
make
any
sense
to
end
on
the
fiscal
year
if
your
projects
are
going
over
that
we
we
need
to
understand
where
this
bond
actually
closed,
not
on
some
artificial
date,
but
when
it
when
all
the
projects
are
done.
A
So
thank
you
for
that
thought
guys
and
we
look
forward
to
to
voting
on
something
in
the
near
future.
So
let
us
know
what
you
put
into
and
we'll
make
sure
that
it
makes
its
way
to
a
consent,
agenda
or
an
item
perfect.
A
Okay,
thanks
carl
with
that
we
will
tackle
the
actual
consent
agenda
tonight.
So
do
I
hear
a
motion
from
anyone
on
the
board
to
approve
the
consent
agenda.
A
B
A
B
J
A
Uganda
hi
becky,
I
tom
I
and
it
passes
unanimously.
So
that
is
the
end
of
our
work
session.
We're
going
to
adjourn
now
for
the
evening
board
members
stay
on,
because
we
have
an
executive
session
that
we're
going
to
start
when
this
meeting
closes
and
we'll
go
from
there
thanks
everybody,
lots
of
good
information
tonight
and
looking
forward
to
oh
karen.
Do
you
have
something.
A
No
not
at
a
work
session,
but
we
have
an
april
board
meeting
coming
up,
so
don't
lose
that
thought
just
hold
it
for
a
couple
weeks.
Okay,
all
right,
we'll
adjourn
the
meeting
for
the
night
and
board
members
stay
on
for
the
executive
session.