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From YouTube: Beaverton School Board Meeting 4-30-2018
Description
Audio only of the Beaverton School Board Meeting on April 30, 2018.
A
B
C
B
Middle
school
not
be
sure
Rahman,
stoner
middle
school,
Zachary,
Zane,
Mill,
Park,
Middle,
School
Tsuyoshi
pond
eat
ranked
first
at
the
Oregon
State
competition
and
will
travel
with
his
coach
Manny
Norris
to
washington
d.c
to
compete
in
the
Mathcounts
national
competition
in
May
Ram
gold
rush
de
Monte
and
Peter
Jen
also
placed
in
the
top
ten
at
the
state:
competition,
Sandra,
Miller,
coaches,
the
Cedar
Park
team
and
Mark
McClure
coaches,
the
metal
part
team.
This
is
Sandra's
first
year
as
a
math
counts.
B
Coach
Manny
has
been
coaching
for
29
years
and
mark
has
been
coaching
for
10
years.
The
math
counts.
Competition
program
is
a
national
middle
school
coaching
and
competitive
mathematics
program
that
promotes
mathematics,
achievement
through
a
series
of
fun
and
engaging
beef
style
contests.
The
program
exists
in
all
50
states,
plus
US
territories,
territories
and
the
Department
of
Defense
and
state
Department
schools,
congratulations,
ma'am,
counts
competitors
and
comfort.
E
F
E
Will
be
on
ESPN,
the
competition
is
in
May,
but
all
you
have
to
do
is
go
to
the
math
counts
website
and
you'll
see
a
link
on
there
and
it'll.
Take
you
to
ESPN
where
hopefully
you'll
see
our
students
compete.
If
follows
right
after
the
spelling
bee,
the
Spelling
Bee
usually
gets
more
attention,
but
every
now
and
then
we
make
the
news
it
might
happen
this
year.
So
again,
thank
you
very
much
for
taking
the
time
to
recognize
us.
G
H
Students,
access
to
robust
digital
tools
is
key
to
their
success
as
a
21st
century
citizen.
Yet
many
students
from
economically
disadvantaged
families
have
limited
access
to
these
tools,
both
at
school
and
at
home.
Closing
the
gap
will
require
a
broad
approach
involving
schools
and
communities
working
together,
Kosan
created
the
Community
Leadership
Award
for
digital
equity
to
encourage
and
recognize
those
districts
that
are
working
to
eliminate
in
inequities
in
their
all
the
access
gap.
I
I
just
like
to
thank
our
whole
team
administrators.
Some
people
didn't
come
up
here,
Claire
Hertz
and
show
Shaquille,
Keller
pivotal
and
offering
advice
and
support
along
with
along
with
David
Williams
and
we've
done
a
lot
of
work.
We
sell
a
lot
of
work
to
go.
It's
no
secret
that
the
past
few
weeks
have
been
very
difficult
for
our
district
with
regards
to
equity
issues,
and
you
know
we
saw
that
we
stopped
a
ways
to
go,
but
we've
come
a
long
way
in
it.
In
closing.
Just.
I
Observation
one
is
equity,
is
no
one
person's
responsibility
is
no
one
board's
responsibility.
It's
all
of
our
responsibility,
every
community
member,
every
teacher,
every
employee
and
we
all
have
to
take
ownership.
Second
observation
is
that
there's
no
one
magic
bullet
for
racism
and
in
equities
in
our
school
there's,
no
one
Starbucks
PD,
that's
going
to
solve
everything
we
we
have
to
be
in
it
for
the
long
run
and
I
think
we
are,
and
finally,
with
over
40,000
students
that
we
have
in
our
district,
99
percent
of
them
will
never
step
foot
in
this
room.
K
Award
at
the
Oregon
school
of
public
relations,
Association
OS
PR,
a
communicator
of
the
Year
award
for
nearly
18
years.
Laureen
has
served
as
the
public
communications
officer
in
our
district.
In
this
role.
She
leads
district
communications,
Community
Relations
elections
in
left
field,
legislative
activities,
media
relations,
volunteer
services
and
Community
Partnership
functions
and
the
course
of
her
school
public
relations.
Career
Maureen
has
led
multiple,
successful
Bond
campaigns
and
two
successful
local
option
campaigns
number
three
on
the
way.
K
Maureen's
passion
is
flutie
service
and
this
evident
not
only
in
her
work,
but
in
the
time
she
invests
beyond
business
hours.
She
has
held
leadership
roles
within
the
Washington
County
public
affairs
forum,
OS
PRA,
the
Oregon
Community
Education
Association,
the
Beaverton
Area
Chamber
of
Commerce
leadership,
Beaverton,
the
NRC
at
Washington,
County
and
Beaverton
rotary.
She
served
as
the
national
public
relations
Association
at
SPR.
A
northwest
regional
vice
president
from
2009
to
2012.
A
All
right
are
there
any
money,
you'd
like
to
suggest,
and
he
can
just
start
doing
it
tonight,
all
right,
then
next
on
our
agenda
is
the
time
for
public
comment.
We
welcome
your
public
comment.
If
you
would
like
to
address
the
board,
we
ask
that
you
please
come
see
the
yellow
part
and
give
it
to
our
recording
secretary
Kenneth
Hyatt
sitting
over
there.
I
have
quite
a
few
cards
tonight,
so
I
will
be
limiting
people.
A
The
two
minutes
for
each
card
and
I
have
no
idea
what
order
here
and
it's
just
have
whatever
they
handed
me.
So,
with
one
exception,
we
have
a
group,
I
think
who's
coming
students
first,
so
we're
giving
them
first
dibs
typically
board
members
will
not
respond
today,
but
rather
someone
from
either
the
board
or
staff
we'll
get
back
to
you
within
the
week.
So
with
that,
I
would
like
to
invite
you
on.
M
M
You
may
not
be
surprised
to
hear
school
safety
disrupted
learning
and
school
funding
were
all
hot
topics.
The
most
exciting
news
for
us
was
that
Westview
high
school
math
teacher
Lindsay
Rae,
was
here
today
was
elected
as
the
vice
president
of
oh
is
region
1,
which
serves
the
Portland
metro
area.
We're
very
excited
for
her
to
take
on
that
leadership
position
within
oh
yay.
She
doubled
down
and
made
us
extra
proud
by
winning
the
coveted
Elliot
Human
Rights
Award
at
the
OE
awards
banquet
for
her
work
advocating
for
social
justice,
I.
M
Also
wanted
to
say
that
I
really
appreciate
the
district's
actions
to
address
the
recent
retweet
by
the
former
deputy
superintendent.
I
also
appreciate
superintendent,
ridings
recognition
that
trust
and
faith
will
need
to
be
restored
with
students,
parents,
staff
and
members
of
the
Beaverton
community
I
believe
that
the
most
critical
part
of
this
renewed
commitment
to
equity
in
our
district
will
be
seeking
out
and
listening
carefully
to
the
voices
and
experiences
of
our
students
in
our
schools.
M
I
also
have
a
quick
update
on
our
engaged
project.
Members
and
leaders
and
EEA
have
been
37
schools
so
far
this
year
and
have
had
almost
1,400
individual
conversations,
a
memory,
we're
learning
a
lot
about
our
members,
core
values
and
priorities
as
educators.
It's
been
a
great
way
to
connect
leaders
of
VTA
with
their
colleagues
and
to
make
sure
that
we
are
effectively
representing
our
members
and
their
priorities.
M
The
last
thing,
I
wanted
to
say
was
I,
don't
know
if
you
all
have
had
a
chance
to
take
a
look,
but
the
TEL
survey
results
have
been
being
public.
There
is
lots
of
lots
of
places
to
dive
deeply
into
that
data.
I
noticed
pretty
quickly
that
class
size
is
still
a
piece
of
data
around
our
district.
That
is
pretty
substantial.
I
noticed
in
the
question
that
says,
class
sizes
are
reasonable,
such
that
teachers
have
the
time
available
to
meet
the
needs
of
all
students.
M
58%
of
the
respondents
in
our
district
said
no
I
believe
this
underscores
the
importance
of
voting
before
May
15th,
but
it
also
speaks
to
the
need
for
a
long
term
solution
to
lowering
class
sizes
and
caseloads
in
our
district,
so
that
teachers
on
staff
can
meet
the
needs
of
all
of
our
students,
so
I
recommend
taking
some
time
to
read.
Those
results
are
very
interesting.
Thank
you
for
the
time
saying.
Thanks.
N
Hi,
my
name
is
Courtney
Gaffney
and
I'm
here
to
talk
about
the
health
adoption
tonight.
I
am
a
high
school
health
teacher
at
sunset,
high
school.
This
is
my
12
year.
Teaching,
which
also
happens
to
be
my
first
year,
was
the
first
year
of
our
last
health
adoption.
So
it's
time
you
first
know
I
feel
I'm,
a
member
of
that
whole
cadre
and
the
health
project
team.
N
For
me,
this
process
has
been
so
exciting
to
be
part
of,
because
I
have
seen
so
much
passion
and
everything
has
been
very
well
thought
out
throughout
this
entire
adoption.
We
have
put
together
curriculum
that
we
are
very,
very
proud
of,
and
that
we
really
feel
is
inclusive
to
all
stakeholders
in
Beaverton
and
every
day
in
my
classroom,
as
well
as
in
extracurricular
activities
and
in
the
community
I
see
such
a
great
need
for
quality,
comprehensive
health
education
that
not
only
teaches
concepts
but
skills
to
the
whole
child.
O
Okay,
hello,
I
am
Alex
Basu,
and
this
is
my
part.
Two
year
teaching
in
Beaverton
I
have
had
the
privilege
of
teaching
fourth
grade
through
12th
grade
here
at
schools,
all
across
the
title,
button
I
taught
at
a
station
I'm,
currently
not
teaching
middle
school
health
and
I
love
it
and
I.
Think
health
is
really
important
to
me
and
I
appreciate
you
looking
at
this
tonight,
because
our
kids
are
not
very
healthy
they're,
not
as
healthy
as
we
wish.
O
They
could
be
mentally
and
physically
and
I
think
what's
going
on
in
our
world,
it's
important
look
at
health
education
as
a
very
important
topic
and
we're
all
it's
different
than
it
was
12
years
ago
and
Beaverton
is
different
than
it
was,
and
we
want
to
make
sure
that
what
we
are
teaching
these
kids
is
exactly
what
they
need.
So
we
really
didn't
put
forth
a
package.
We
think
best
fits
all
of
the
or
tuning
students
and
it's
inclusive.
J
P
Sprang
to
find
voice,
I
worked,
I'm,
Suzy,
Nicolai
I'm
at
a
lower
unit.
Clark
I've
been
there
for
16
years.
I
work
in
the
Bible
program
and
I
have
over
the
years,
I've
become
more
and
more
involved
in
the
obob
program.
It
was
begun
at
our
school
by
second
our
librarian,
and
then
we
lost
our
librarian,
so
classroom
teacher
picked
it
up
and
then
she
moved
and
then
another
one
picked
it
up
and
she
moved
and
so
I
ended
up
with
it
and
I
teach
second
grade.
P
So
I
kind
of
have
to
stretch
myself
to
get
up
to
the
third
fourth
and
fifth
graders
and
every
year
we've
had
more
participation
in
our
building.
So
a
friend
of
mine
said
she
was
gonna,
run
it
this
year.
I
thought
she
was
out
of
her
mind,
so
I
said
I
would
help
her
and
it
just
turned
into
a
conundrum.
Was
80
schools
in
region,
1
about
40%
of
those
are
Beaverton
School,
District
schools,
and
we
were
surprised
that
the
facilities
were
charging
more
money.
P
So,
to
make
a
long
story
very
short,
we
ended
up
taking
those
80
schools
breaking
him
into
four
mini
regions.
I
went
with
the
mini
region
that
was
able
to
use
a
building.
Charles
F
Tigard
entired
for
$86
I,
think
I
have
an
information
packet.
The
one
thing
I
did
find
out
about.
Oh
bob
is
across
the
district.
A
lot
of
people
are
not
aware
of
what
it
even
is.
P
I
collected
data
from
all
the
three
to
five
schools
upon
money,
they're
spending
how
much
money
we
cup
from
Obata,
we
wrap
money,
it's
almost
like
$15,000,
just
at
the
3:5
level
that
ptcs
are
putting
into
these
books
and
stay
in
our
district.
So
my
recommendation,
what
I'm
asking
look
at
me
recommended
to
you
is
that
somewhere
along
the
line
that
you
know
that
we
can
negotiate
with
facilities
so
that
at
least
one
of
the
regions,
the
regional
set,
the
high
school
level,
which
is
only
like
seven
schools
or
the
middle
school.
P
A
J
Name
is
Karen
servants.
Some
of
you
know
me
personally
for
leading
our
literacy
volunteering
in
my
son's
schools
participating
as
a
levee
captain
on
the
last
levee
and
my
activism
during
the
teacher
transfers
years
ago.
I
value
your
efforts
to
make
beaverton
schools
excellent
and
your
commitment
to
pursuing
better
outcomes
for
all
students.
However,
tonight
I
ask
for
a
change
in
response
to
the
recent
social
media
post
by
the
now
resigned
assistant
superintendent.
His
post
offended
me
on
my
on
many.
J
The
obvious
hateful
and
ignorant
rhetoric
it
reminded
me
that
prejudice
and
bias
can
lurk
in
the
most
diverse
county
in
the
state.
On
the
day
of
the
post,
I
decided
to
look
into
how
diverse
ESD
administration
is.
I
spoke
to
the
BSD
receptionist
to
ask
how
many
racial
minorities
work
in
the
higher
levels
of
the
administration.
I
was
informed.
J
1
1
out
of
41
by
my
count,
BSD
home
to
forty
thousand
eight
hundred
and
sixty
students,
of
which
51.8%
our
racial
minorities,
has
served
and
represented
by
an
administration
with
a
minority
had
count
around
three
percent.
How
on
earth
can
you
guide
the
district,
don't
even
understand
the
challenges
of
the
students.
I
have
no
doubt
that
many
of
those
40
are
well-meaning
folks,
but
I've
been
married
to
my
husband,
a
second-generation
mexican-american
for
over
20
years
and
I
still
would
not
dare
to
assume
I
know
what
it
is
to
be
a
racial
minority.
J
Now
we're
in
the
bsd
mission
statement,
vision,
statement
or
district
goal
are
the
words
diversity
or
inclusion
present.
These
two
words
are
powerful
statements
for
what
any
organization,
company
or
body
stands
for.
More
importantly,
adding
diversity
to
our
guiding
statements,
which
can
also
give
us
a
platform
in
an
organizational
starting
point
to
expect
and
in
that
more
minority,
hiring
and
participation
in
this
administration.
Are
there
really
no
people
of
color
applying
and
if
not,
what
is
being
done
to
find,
recruit
and
welcome
them?
J
Adding
diversity
to
our
statements
might
be
a
first
step
to
inspiring
those
applicants.
Adding
inclusion
might
be
a
way
to
ensure
you
don't
hire
bigoted
staff
who
spout
off
fallacies
and
ignorance
I'm
here
to
ask
BSD
board
administration
of
parents
to
work
together
to
add
the
words
inclusion,
and/or
diversity
to
the
district's,
various
guiding
statements
and
principles,
but
those
changes
we
as
a
district
will
have
the
right
to
expect
and
demand
more
minority
representation
in
our
administration
so
that
it
more
fully
empathizes
and
properly
represents
those
minority
students.
J
Diversity
includes
racial
minorities,
disabled
students
and
staff,
and
our
LGBT
home
community
Beaverton
is
changing.
Oregon
is
changing
I
challenge,
you
all
updated
mission,
our
vision
and
our
district
goals
to
demonstrate
to
everyone
that
diversity
and
inclusion
are
strengths,
that
diversity
and
our
administration
will
become
a
vital
goal
and
the
BSD
is
a
modern,
forward-thinking
eyes,
open
district.
A
F
F
It's
very
strange
that
I'm
sitting
here
interesting
the
board
in
the
looking
at
the
superintendent
superintendent
when
I
was
a
chairman
of
the
board,
would
be
sitting
over
there
with
the
rest
of
the
staff
and
I'd
be
talking
to
the
chairman,
because
it's
the
board,
who
really
runs
this
Disney,
except
for
the
board
for
review
the
policies
which
allows
somebody
to
do
this.
If
you've
been
allowed
to
do
it,
we
should
change
the
name
from
an
assistant
superintendent
to
political
commissar
as
I
understand.
F
One
of
his
main
complaints
about
this
book
was
that
it
included
vulgar
language.
Whoa.
Has
this
man
ever
been
on
a
school
bus?
We
six,
the
seventh
and
eighth
graders
vote
the
language
of
the
thing
of
the
day.
I
think
it's
time
for
the
school
board
to
take
hold
of
this
themselves,
review
the
policies
review,
who's
hired
and
not
the
sort
of
travesty
occur
again.
Thank
you
for
your
attention.
R
Video
game:
please
members,
my
name
is
Rebecca
Miller
I'm,
a
parent
in
the
Beaverton
School
District
and
I,
had
the
honor
of
volunteering
on
the
health
project
team
since
September
of
2017,
with
a
great
group
of
people
in
my
professional
life,
I
work
as
a
planner
in
human
services
for
local
government.
Part
of
my
work
duties
involve
engaging
members
of
the
public
and
other
stakeholders
in
shaping
public
policy,
improving
programs
identified
and
then
meeting
on
that
needs.
The
resources
are
thin
and
the
need
for
services
never
ends.
R
There
are
complex
rules
to
navigate
competing
priorities,
looming
deadlines
and,
most
importantly,
a
great
needed
desire
to
get
it
right
in
order
to
serve
the
community
with
equity,
integrity
and
compassion.
Because
of
that,
I
can
tell
you.
The
butan,
School
District
staff
and
teachers
did
an
outstanding
job
of
managing
the
health
project
team
I'm
grateful
for
the
minds
and
hearts
that
Shepherd
us.
Through
these
past
seven
months,
jennifer
Hickson
to
health,
cadre,
Jared,
cordon
ken
struck,
Meyer
and
Suzuno
that
were
exemplary
throughout
the
process
for
every
hour
we
volunteers
spent
together.
R
I
would
not
be
surprised
if
they
spent
20
here's
what
they
did
well,
they
made
complex
materials
like
Oregon,
Health
standards,
curriculum
materials
and
criteria,
Erin's
law
and
board
adoption
processes
accessible.
They
used
a
group
decision-making
process
which
allowed
for
dissent
and
ultimately
pushed
us
to
be
better
more
thoughtful
to
get
those
results.
They
did
the
work
outside
the
room
that
was
necessary
to
make
our
time
together
very
effective.
R
They
addressed
controversial,
controversial
topics
straight
on
with
professionalism
and
grace
they
respected
and
trusted
every
voice
in
the
room
and
those
that
provided
public
comment
and
I
feel
that
all
of
our
voices
are
reflect
a
package
we'll
be
looking
at
tonight.
So
I
decided
to
apply
to
join
this
group
because
of
the
question
on
a
seventh-grade
sexual
health
quiz.
My
son
brought
home
earlier
that
year
it
read
and
I
quote
true
or
false
girls
who
date
older
guys,
are
putting
themselves
at
risk.
R
So
our
health
educators
deal
with
the
most
difficult
topics
and
need
a
solid
set
of
standards
and
curriculum
that
serves
every
student.
Well,
I
believe
you
will
have
that
before
you
today
and
it's
been
a
pleasure
serving
with
you
miss
Larson
and
I.
Think
you
can
agree
with
me
that
the
work
was
well
done.
Thank
you
for
the
opportunity
volunteer.
S
Hi,
how
welcome
everybody
and
welcome
to
spring
it's
let's
getting
nice
out
there
I
want
to
thank
the
help
cadre
as
well
for
doing
such
a
spectacular
job
and,
as
you
know,
I've
been
speaking
about
the
physical
health
aspect
of
a
lot
of
kids,
trying
to
get
them
to
walk
and
bike
to
school.
More
because
physical
activity
helps
to
be
successful
in
the
classroom
and
that's
what
it's
all
about
number
one
and
number
two
is
safety,
and
that's
what
we're
really
trying
to
do
is
for
the
health
and
safety,
the
kids
and
the
community.
S
We
have
a
busy
busy
last
term
and
it
keeps
continuing
walk
and
roll
challenge
month
starts
made
first,
which
is
Terrell.
We
have
several
schools
who
are
who
are
logging,
steps,
role
and
sort
of
adult
walking
rules
because
walk
bike
and
bus
is
really
really
good
and
scooter
is
getting
home.
But
section
mountain
is
going
to
be
telling
for
a
full
month
to
see
how
many
people
have
walked
and
bike
and
how
many
miles
a
day
that
they
are
doing.
Bethany
is
also
doing
it.
G
S
Others
are
choosing
one
day
which
so
October
9th
has
welcome
back
to
school
day.
Some
people
are
doing
it
once
a
week.
So,
if
you
want
to
join
in
sex
and
mountain
is
due
Tuesdays
and
Thursdays,
every
Tuesday
and
Thursday,
however,
each
one
is
doing
every
Friday,
so
there's
lots
of
choices
and
just
ask
I
would
like
to
do
a
shout
out
to
fir
Grove
for
Rose
PE
teacher.
S
A
T
Hello,
my
name
is
Lydia
Gersh
I'm,
a
senior
at
South,
Beach,
High,
School
and
I
am
a
member
of
the
Buchan
Health
Project.
So
during
my
work
during
the
mutant
health
project,
I
was
educated
intensely
on
different
oregon
health
standards,
Aaron's
law
and
best
practices
and
many
more
many
more
topics.
Every
meeting
we
would
review,
discuss
and
become
extremely
knowledgeable
in
every
topic
we
pursued.
We
examine
ideas
and
topics
within
the
lens
of
fitting
and
working
with
our
diverse
community.
We
strive
for
comprehensibility
and
inclusivity
before
the
mutant,
Health,
Project
I
thought.
T
I
knew
a
lot
about
health
it
having
received
two
years
of
it,
was
exceptional
teachers
and
having
just
had
a
passion
for
it
and
being
involved
in
different
health
education
programs.
But
after
my
work
with
the
beauty
of
Health
Project,
there
was
so
much
more
than
I
need
to
know,
but
leaning
I
feel
almost
an
expert
and
I
important.
The
butan
Health
Project
I
was
privileged
to
experience
a
quality
health,
education,
I
dedicated
teachers
and
determined
school
behind
them.
A
A
V
W
Calathea
me:
let
us
to
the
end.
Listen
at
least
it'll
be
felt
on
peeling.
Horny,
though
want
a
more
pork
is
having
cualquier
momento
su
mundo
finish
and
alcohol
isospeed
us
Constanta
meant
this
couch.
Ammos
Linda
has
a
case.
Almost
criminales
konami,
SMS,
estar
aqui
es
o
is
normal
parent
of
Scott
Rose
uppercase,
an
animal
no
significa
que
deberÃa.
They
start
the
serbian
que
las
personas
Auriga,
a
three
capella
to
e
el
principe
de
superintendente,
simple
table
right:
okay,
I'll
go
get
the
gas
vamos
a
costume
rebels.
It
also
no
significance
again.
W
So
most
criminal
is
perky
cannabis
una
man
for
Tina,
porque,
tenemos,
Pinellas,
mistress,
oportunidades,
Katy,
Nanna's,
otras,
personas,
no,
no
Shyama,
criminal,
spondylus,
Compiegne,
a
no-no,
Shyama
Karenina
response,
a
MOS
in
trabajo
key
is
no
Kiran.
I
said
alguna
vez
I'll
be
started,
is
be
Scott
Pluta.
His
Hall
is
pyro,
meaning
more
overdose
map,
etc.
Honto
para
poder
sobre,
we
didn't
know
mundo
from
the
simple
of
Stefan
man.
No,
no,
no
parity
data,
Dante
Lucas,
your
si
police
tener
éxito.
It's
not
kosaki
polydamas
has
mayonnaise
federal,
given
Sahel
estamos
mitosis
of
hibiscus
rocky
Nepal.
W
U
Why
is
it
that,
just
because
we
one
of
their
life
we
become
susceptible
to
hate,
I
didn't
know
that
happiness
was
a
crime.
I
can
accept
that
I
can't
rebuild
and
what
the
world
with
my
own
two
hands,
but
I,
don't
like
people
who
can
do
something,
no
matter
the
size
of
the
decision,
sit
and
watch
life
isn't
fair
wish.
I
could
help,
but
what's
the
thing
that
makes
you
hesitate,
do
not
see
what's
in
front
of
your
eyes,
or
has
it
become
something
that's
easier
to
ignore?
We
say
we
have
our
hands
tight.
U
Yet
here
we
are.
Why
is
it
that
we
tell
students
to
study,
get
take
school
from
them?
You
want
kind
of
working
students.
Some
of
them
become
that
you
have
that
power.
41,000
students
in
this
district,
with
one
out
of
four
being
Latino,
not
even
including
the
different
ethnicities
that
also
account
for
our
population
being
attacked
and
living
in
fear,
is
something
already
bad
enough.
U
Making
this
district
a
sanctuary
district
would
be
taking
one
step
further
and
being
able
to
create
a
real,
safe
environment
for
students
and
Families
alike,
but
really
angers
me
on
the
saddest
part.
Somehow
we
all
regret
suffering
we've
become
used
to
it.
Why
is
it
the
thousands
of
kids
live
an
agonizing
fear
that
we'll
end
up
alone
with
a
it's,
because
nobody
here
will
do
anything
about
it
once
it
happens.
Why
can
we
have
dreams
of
traveling
with
their
parents
or
siblings?
U
Why
can't
we
dream
of
being
what
we
want
to
be
when
we
grow
up?
Guess
it's
just
something:
we're
not
given
I'm
sorry
that
I
wanted
more
than
a
fifth
grade:
education,
I'm,
sorry
for
wanting
the
chance
to
eat
and
live
in
what
we
consider
luxury
it
you
make
well
I
support,
I'm,
sorry,
for
wanting
more
a
few
years
since
a
day,
those
are
words
that
we
won't
say
it's
something
that
it's
a
regret
that
our
parents
wouldn't
even
dare
think
about.
U
Even
less
am
I
in
criminal,
that's
offensive
and
it
hurts
all
of
us.
All.
We
want
is
a
chance
that
should
sort
insult
everybody
in
this
room,
we're
no
longer
pointing
out
people
with
darker
skin
color,
we're
pointing
fingers
at
Children
and
Families
escaping
poverty,
real
poverty
and
violence.
But,
to
be
honest,
we've
been
pointing
fingers
for
a
long
time
now
forget
Mexican,
immigrant,
illegal
immigrant
brown,
black
or
white.
Why
can't
we
drink.
X
Mackenzie
Pereira
nemec's
from
health
and
science.
How
can
you
tell
students
that
education
is
important
if
they
don't
feel
comfortable
or
welcome
to
do
so?
Having
majority
of
teachers
that
are
white
but
puts
a
sort
of
discomfort,
students
of
color
who
feel
and
feel
like
an
outcast
allowing
teachers
of
color
will
help
students
feel
more
comfortable
to
be
around
teachers
allowing
for
a
better
learning
environment.
X
A
small
chance
to
this
retention
would
just
would
just
be
by
welcoming
people
of
different
races,
including
hispanic
asian
and
black
members,
to
be
a
part
of
the
Beaverton
School
District,
Board
teachers
and
administration.
This
would
give
them
a
sense
of
voice
and
understanding
for
the
students
of
color,
put
your
front
foot
forward
and
start
hiring.
Retaining
and
putting
a
serious
effort
into
recruiting
teachers
of
color
also
make
change
early
and
offer
possible
students
of
color
for
teaching
careers
or
jobs.
C
My
name
is
Jacqueline
Hanna's
friend
I'm,
a
junior
by
science.
Today,
I
will
talk
about
the
lack
of
representation
within
schools
for
Latino
culture
and
its
history.
The
sense
of
lack
of
representation
of
reporter
and
history.
We
are
forced
to
think
of
core
subjects
in
English,
which
you
may
notice
is
not
is
greatly
impacting
our
youth
and
our
unit
and
I
know
the
children's.
The
lack
of
history,
representation
towards
many
coaches
is
very
vague,
leaving
many
students
with
very
little
to
no
knowledge
of
their
quarterback.
C
C
However,
when
a
kid
stops
his
first
foot
into
school,
the
first
thing
they
hear
is
English
a
language
that
that
many
have
not
ever
heard
the
form
this
makes
them
feel
out
of
place
and
sometimes
and
I'll
pass
because
they
may
not
understand.
Personally.
I
was
siblings,
I
was
20
and
all
English
school
and
they
begin
teacher
speaking
basic
Spanish
classes.
I'm.
You
deeply
saddened
because
my
sister,
which
is
very
upsetting,
is
that
the
basic
level
of
Spanish,
just
like
a
non-native
speaker,
I,
mean
it's
good
I'm
minute.
V
Hi,
my
name
is
Emilia
I
work
across
the
street
at
Murillo
station
high
school
I
am
the
National
facilitator.
My
menschell
students
aren't
able
to
be
here
because
they
are
all
working
so
I'm
here
on
their
behalf.
First
I
wanted
to
thank
you
for
supporting
the
DREAM
Act
in
2010.
A
document
came
from
the
school
board
in
support
of
the
DREAM
Act,
and
we
just
really
appreciated
that
and
hope
that
the
DREAM
Act
is
not
officially
dead.
V
V
V
All
of
our
students
deserve
to
come
to
school,
knowing
that
they're,
safe
and
protected,
providing
sanctuary
status
to
our
school
will
allow
our
undocumented
students
and
their
families
the
chance
to
better
engage
in
schools
in
their
schooling
and
future
I
support.
The
students
request
for
sanctuary
social
justice
goes
beyond
compliance.
The
trauma
students
and
their
families
go
through
our
definitely
impacting
school.
Achievement
led
us
to
be
a
compassionate
district
that
is
a
steward
for
human
rights.
V
There's
a
district
document
called
district
equity
policy
in
front
of
June,
2nd
2014,
and
in
it
it
says
that
the
district
will
incorporate
the
voice
of
of
students,
families
and
communities
that
reflect
student
demographics
into
decisions
that
benefit
student
success.
So,
but
that
I'd
like
to
read
a
couple
of
the
student
comments
from
this
petition.
V
How
does
this
not
happen
already?
It's
time
for
you
to
do
the
right
thing
by
making
this
the
district?
A
sanctuary
district
you
are
showing
us
and
our
parents
that
you
support
us
I
represent
many
students
who
are
affected
either
by
a
daca
being
documented
or
undocumented.
Many
students
are
also
affected
by
mixed
status.
Families
I
expect
the
decision
of
DSC
to
be
in
favor
of
sanctuary
and,
lastly,
sanctuary
school
now.
Y
My
name
is
Ethan
Maryam,
okay
and
I
have
to
say
that
amelia
is
the
hero
of
many
students
and
really
Station
high
school.
Just
want
to
say
that,
because
my
child
is
actually
also
one
of
the
students
there
and
I
have
to
say
my
station
was
a
savior
for
him
and
I'm
here,
because
I
he
couldn't
make
himself
to
come
here.
So
I
decided
to
be
his
voice
and
so
that's
basically
dropped
in
my
lap.
So
I
don't
have
much
time.
Y
Z
Y
They're
transgender,
whether
they're
something
you
may
not
expect
that
student
to
be
because
they
are
not
safe
here
in
be
written
and
I
can
tell
they
were
them
from
personal
experience,
because
there
was
a
time
when
I
was
my
child
in
the
ER
here
at
like
in
st.
Vincent,
where
my
child
told
that
my
the
doctor
that
he
was
bullied
by
teacher
and
that's
why
he
was
in
the
ER.
So
just
so
you
know
that's
real
and
I'm
telling
you
that
is
when
one
parent
of
probably
many
come
forward
with
that.
Y
So
what
you
heard
here
is
very
real.
Very
few
parents
come
forward
because
I
put
in
four
years,
it's
been
about
four
years
because
it's
too
overwhelming
for
us
to
deal
with
this.
Many
of
the
of
the
parents
of
the
students
here
with
children
I
school,
fearing
vice,
to
show
up.
They
are
not
here
because
they
can't
be
here
they're
working
hard
to
make
a
living
so
recognize
just
because
they're,
not
here
speaking
they're,
not
presented
here,
don't
ignore
them
because
right.
X
Y
See
that
plug
over
there
I
was
stunned
when
I
saw
that
me
empower
all
students
to
achieve
high
school
success
right
now.
The
Beaverton
School
District
is
failing
I'm,
so
sorry
to
say
that
I
don't
mean
to
be
that
in
any
bad
way.
But
it's
the
truth
and
it's
important
that
you
face
that
you
feel
you
feel
those
children.
You
feel
those
parents
who
are
trying
their
best
to
support
them.
I
can
tell
you
that
I
was
there,
help
them
listen
to
them.
Listen
to
that
petition.
There
are
just
a
few
of
them.
Y
We
have
a
supportive
teacher
like
Amelia
who
rallies
them
together.
It's
not
that
that
place
sunset
high
school,
for
example,
and
I'm
gonna,
say
that
out
openly
that
school
filled,
my
child
he's
still
suffering
from
what
teens
were
there
I'm.
So
sorry,
I
know
I
hate
to
point
fingers,
but
sometimes
it
has
to
be
said.
Thank
you
so
much
for
listening
to
me.
I
appreciate.
AA
AA
So
even
though
we
face
the
difficulties
of
today
and
tomorrow,
I
still
have
a
dream.
It's
a
dream,
deeply
rooted
in
the
American
dream.
I
have
a
dream
that
one
day
this
nation
will
rise
up,
live
out
the
true
meaning
of
its
Creed.
We
hold
these
truths
to
be
self-evident
that
all
men
are
created
equal.
Some
of
you
may
not
recognize
this.
Some
of
you
may
not.
This
was
said:
August
28
1963
by
a
man
who
had
one
of
the
biggest
impacts
of
civil
rights
in
all
American
history
and
as
much
as
I
wish
saying.
AA
This
wasn't
true,
that's
not
the
reality.
I
can
say
even
54
years
after
the
speech
was
given.
Martin
Luther,
King
Jr's
dream
has
yet
to
come.
True
I'm
here
today
fighting
for
what
I
believe
in,
and
that
just
happens
to
be
that
many,
along
with
hundreds
of
other
students,
should
be
able
to
go
to
school
without
the
fear
of
being
ripped
out
of
it.
When
all
we
were
looking
for
was
an
education.
My
parents
shouldn't
have
to
feel
afraid
of
waking
up
in
the
morning
going
to
work,
not
knowing.
AA
If
we'll
make
it
back
home
to
say
good
night
that
we
love
each
other,
education
is
right:
everyone
has
its
some
somewhere.
We
should
all
feel
safe,
not
like
a
book
or
a
table
that
can
be
ripped
out
of
the
building
at
any
time.
We
all
go
to
the
same
school
eat
the
same
food
or
learn
the
same
things
play
the
same
sports.
Is
it
fair
because
of
my
status,
I'm?
Wonderful,
to
be
taken
out
of
my
class?
That
I
was
only
in
search.
AA
I
was
funny
and
in
search
of
a
better
future
for
me
and
my
family,
if
he
knew
them
I
figure
that
runs
through
my
head
in
the
amount
of
awareness
I
have
of
my
actions
and
surroundings.
I
bet,
you
forgot
only
14,
imagine
walking
out
of
the
front
door
each
morning,
not
knowing
if
it
was
the
last
time.
You'll
ever
see
your
family
and
school
I
want
to
feel
safe,
for,
as
I
should
be
able
to
have
the
same
rights
as
the
rest
of
the
school
I
no
longer
want
to
live
in
fear.
AA
We
are
all
one
and
who
is
ice.
What
is
I
student
safety
in
a
school
too
many
incidents?
Students
live
in
fear.
Is
this
what
we
want
in
our
school
district?
If
this
is
what
it
is,
I
don't
want
to
stand
by
it.
We
live
in
a
country.
We're
going
to
get
education
is
a
fear
from
thousands,
but
we
can
all
put
a
stop
to
it.
I
hope
you
don't
sitter,
there's
not
only
for
me,
but
for
the
hundreds
of
students
who
have
lost
their
voice.
AA
AB
Welcome
superintendent
school
board
I'm
this
Johnson
I
teach
in
health
and
son
school
and,
as
many
have
already
noted
today,
I
think
our
equity
pillar
is
on
the
ground,
but
there
are
some
ways
we
can
maybe
lift
it
back
up
and
to
where
it
should
be,
and
I
think
I
want
to
go
back.
I
taught
here
for
24
years
and
I've
seen
it
on
the
ground
before
in
2010
I'm,
a
gay
student
teacher
was
dismissed
wrongly
and
from
the
answering
that
students
an
ascent
question.
AB
AB
AB
AB
One
way
to
take
action
could
be
to
regain
the
trust
of
the
immigrant.
Latino
community
would
be
to
help
make
our
school
better
reflect
our
students
as
far
as
makeup,
so
I
made
a
suggestion
that
scored
that
they
consider
looking
at
neighborhood
zones
real
neighborhood
zones,
where
you
run
in
your
neighborhood,
not
district-wide,
they
did
it
in
Texas
because
of
a
court
order
and
it
led
to
a
very
diverse
school
board.
Also,
first
administration
and
I'll
finish
up
quickly.
Sorry,
I
I,
don't
think
I
had
two
minutes
but
ago.
AB
The
two
latino
administrators
I
mean
staff
members
who
earned
a
PhD
in
Beaverton
left
the
district
last
year
and
I
found
that
really
troubling.
These
were
friends
of
mine
and
also
colleagues
who
I
expected
to
be
in
favor
to
now
their
administrators
somewhere
in
Ulsan.
Is
I
I,
don't
think
they
had
an
exit
interview
I,
you
know
they
just
disappeared,
and
the
school
district
certainly
help
pay
for
their
stipend
to
get
that
PhD
and
now
they're
gone
working
somewhere
else.
AB
S
AC
S
AC
Melissa
oz,
more
I
come
today.
Unprepared
and
I
just
want
to
speak
to
share
two
minutes
of
my
son's
story
this
year.
It
touches
on
a
lot
of
the
things
that
everyone
is
saying,
this
room,
the
kingdom
kind
of
see
what
this
was
about
for
preparation
to
speak
in
future
sessions.
But
I
can't
help
myself
as
I
hear.
AC
Students
say
that
everyone
that
you're
in
front
of
a
group
of
people
who
have
an
ability
to
make
decisions
while
they
watch
things
happen,
I
have
to
say
that
I
believe
everyone
here
must
have
some
sort
of
passion
to
do.
What
you're
doing
and
there's
a
lot
of
talk
about
safety
for
every
student,
but
I
I
want
to
share
that
my
son's,
a
third
grader
and
as
of
today
he's
not
a
Beaverton
student
he's
transferred
out
of
district,
because
I
spoke
up
for
his
needs.
AC
As
a
specialist
student
earlier
in
the
year
when
I
was
told
he
was
moving
too
much
in
music
class,
he
is
ADHD
and
sensory
processing
disorder.
He
had
a
great
teacher
last
year
in
the
year
before
he
didn't
even
get
a
chance
to
know
the
teacher
this
year,
because
the
principal
at
the
school
and
since
I
can't
make
complaints
that
will
not
name
names.
The
principal
at
that
school
issued
me
a
trespass
notice,
a
warning.
AC
The
first
day
that
I
was
pulled
out
of
work
to
come
meet
with
her
I
was
advocating
that
everyone
asking
if
everyone
knew
he
had
enough
AUP
the
student
resource
officer
about
a
month
later
came
barging
into
my
door.
Scaring
my
son
at
bed
and
my
son
ended
up
in
treatment
for
three
months
at
a
day
treatment
facility
and
on
April
6.
When
he
was
out,
he
sat
in
front
of
a
new
sped
team.
AC
Not
one
of
them
met
my
child
and
they
said
that
there's
not
enough
data
to
support
that
my
son's
not
so
mentally
ill
that
he
deserves
to
have
the
shortened
school
day
on
him.
He's
also
a
minority
and
attends
a
school.
That's
less
than
1%
black
he's
mixed
he's
two
races
and
not
one
person
met
him
and
I
just
want
to
say
for
the
two
seconds
that
I
have
that.
Prior
to
this
year,
he
was
only
in
a
general
ed
classroom.
AC
J
AC
Just
of
this
year
and
my
son
has
gotten
one
hour
of
education
since
he
was
out
of
treatment
four
hours
a
week,
because
there
wasn't
a
tutor
outside
of
the
hours
of
8
of
8
and
9
and
last
Monday.
He
was
denied
all
of
his
faith
because
there
was
a
records
request
for
a
telephone
meeting
for
the
other
district
that
has
since
enrolled
him
and
is
giving
him
an
opportunity,
and
he
wasn't
even
in
disenrolled
from
the
district.
Then
they
reinstated
it,
but
after
28
they
they've
been
talking
to
the
district.
AC
AD
We
got
our
eighth
principal
last
week.
Maybe
have
a
cynical
after
all,
my
years
in
the
classroom,
which
I
would
never
trade
for
anything.
But
I
know
that
my
bottom
line
is
looking
out
for
my
students,
developing
relationships
with
them
and
helping
them
grow
through
exploring
the
choices
they
have
been
cultivating
that
growth
I
do
not
believe
that
the
bottom
line
for
an
educational
and
bureaucrat
is
the
same
thing.
They
seem
to
be
concerned
with
finances
or
telling
us
why
our
thermostats
have
to
be
kept
at
a
certain
level
and
so
on.
AD
AD
And
here
was
this
bureaucrat
patting
himself
on
the
back
for
a
job
well
done
by
keeping
kids
safe
from
the
words
in
the
book
and
speaking
of
nightmare
worlds.
I
was
that
kid
instinct,
the
kid
who
was
beaten
and
senseless
at
home
with
objects
that
left
scars,
who
simply
did
not
realize
that
my
home
life
was
not
normal
and
that
the
rest
of
the
world
did
not
act
like
this,
and
it
wasn't
until
I
got
out
of
the
house
that
I
realized
that
this
was
not
normal.
AD
These
there
are
kids
out
there
who
need
to
know
this
for
themselves
and
those
kids
who
are
in
situations
reflected
in
my
experiences
and
experiences
of
the
kids
and
stick
believe
me.
They
are
not
damaged
because
of
the
words
in
my
book,
but
there
they
affair
may
be
missed
opportunities
for
reconstruction
and
maybe
for
healing
tonight,
I
urge
superintendent,
prodding
and
the
school
board
to
respectfully
I
respectfully,
encourage
you
to
reconsider
the
overturning
of
the
end
of
the
banned
book.
Stick.
AE
For
years,
I
teach
at
Aloha,
high
school
and
I
couldn't
be
a
rep
of
all
the
years
that
I've
been
here
and
I
just
wanted
to
remind
you
about
an
email
I
sent
on
April,
23rd
and
I
just
like
to
encourage
you
to
do
everything
you
can
to
retain
teachers
of
color
teachers
that
honor
diversity
and
I've
just
asked
you
to
reread
that
email.
I
do
appreciate
the
email
that
you
sent
today.
Superintendent,
Grimes
I,
really
appreciate
it
then
I
also
appreciate
all
of
your
service.
My
son
is
graduating
from
sunset
in
high
school.
AE
A
AF
Before
I
get
into
the
details,
I
too
want
to
apologize
to.
Everybody
is
here,
for
the
hate
will
retweet
that
went
out
and
I.
Think
Matt
still
here
really
focuses
that
this
is.
That
is
not
a
reflection
of
the
work.
That's
going
on
here
in
the
school
district.
The
hard
work
that's
been
taken
on
by
students,
staff
administration,
our
school
board.
AF
Moving
on
I
just
want
to
talk
a
little
bit.
2018-19
budget
I
was
able
to
even
to
meet
with
the
governor
last
week
and
she
talked
about
the
general
shortfall
that
we
have
coming
at
us
and
as
the
president
of
bapa
Sara
Schmidt
talked
about.
We
definitely
need
some
revenue
reform.
We
indicated
that
there
was
about
six
or
seven
superintendents
in
the
room
and
if
we're
really
going
to
move
education
forward
in
Oregon,
not
only
revenue
reform,
but
we
need
stabilized
revenue
reform.
So
we're
not
wondering
year-to-year
what
classes
are
going
to
be
cut.
AF
What
programs
may
go
away?
We
need
to
know
some
when
we
invest
in
something
we
can
have
a
long
term
commitment
to
meeting
the
needs
and
just
for
people
to
know
I
know
staff
know,
but
Oregon
ranks
third
from
the
bottom,
in
the
United
States
for
the
number
of
adults
per
students
in
our
in
our
in
our
classrooms
in
our
schools.
So
that
is
something
we
need
more
adults
in
our
classrooms.
More
caring,
adults
and
I
do
agree
more
diverse
adults
in
our
classrooms
that
better
represent
the
makeup
of
our
student.
Demographics.
AF
AF
Last
year
it
was
seventeen
hundred
and
fifty
seven,
and
now
we
have
nineteen
hundred
and
seventy
nine
students
in
2017-18
and,
what's
probably
most
alarming,
is
the
number
of
homeless
students
from
zero
to
three
have
almost
tripled,
and
our
four
and
five-year-old
population
is
significantly
increasing.
These
are
the
kids
that
are
going
to
be
coming
in
and
entering
our
kindergartens,
and
we
need
to
really-
and
these
are
many
of
them-
are
students
of
poverty,
historically
underserved
populations
and
they're,
getting
priced
out
of
their
homes,
whether
it's
renting
a
home
and/or
buying
a
home.
AF
We
are
trying
to
work
with
faith-based
organizations
there,
private
organizations
trying
to
attack
the
housing
issue
as
well
as
some
of
these
families.
They
really
just
need
basic
staples
like
food
and
clothing,
and
so
sometimes
when
you're
not
able
to
concentrate
on
where
you're
going
to
sleep
at
night
or
what
you're
going
to
eat
or
how
are
you
going
to
pay
the
electric
bills?
It's
pretty
hard
to
come
to
school
and
be
ready
to
be
ready
to
learn
in
order
to
have
that
support
at
home,
parents
are
their
child's
first
teacher.
AF
On
a
positive
note,
we
just
received
some
information
that
we
are
going
to
receive
about
a
2.5
million
dollar
seismic
grant
for
a
lower
high
school.
In
addition
to
the
other
work
that
we
were
going
to
be
doing
and
that's
going
to
come
to
about
8
million
dollars,
so
that
is
to
protect
that
school
to
protect
the
occupants
of
that
school
to
bring
it
up
to
seismic
upgrades.
AF
The
other
thing
we're
working
out
on
is
safety
and
working
with
our
Beaverton
Police
Department
and
they've
been
working
with
as
active
threat
response
rollouts,
and
that
is
at
the
request
of
teachers.
So
heaven
forbid
there
is
an
incident
that
teachers
and
students
are
trained
on
really
what
to
do.
If
a
horrific
incident
like
that
would
occur,
like
happened
in
parkland,
so
they've
really
been
proactive.
AF
We're
working
we're
working
with
those
folks
and
trying
to
find
out
how
we
can
dedicate
time
so
I
think
it
will
calm
the
fears
of
some
students,
as
well
as
staff,
so
they're,
better
trained
to
know
exactly
what
to
do
and
then,
as
president,
she
meant
also
indicated
shell
survey.
Results
are
out,
our
administrators
are
looking
at
them.
AF
Our
teaching
and
learning
department's
going
to
look
at
them
as
well
as
our
cabinet
and
we're
going
to
identify
where
we
have
some
successes
and
make
sure
we
continue
that
great
work,
but
also
identify
where
there
are
some
challenges,
whether
it
regards
the
size
of
our
classes.
Definitely
right
now,
if
you
go
into
any
school
in
Oregon
or
across
the
United
States
I
would
say
you
are
hearing,
we
are
seeing
more
trauma.
Mental
illness
come
into
our
schools
than
ever
before,
as
well
with.
AF
Students
are
getting
stressed
out,
whether
it's
academic
stress
stress
at
home
could
be
citizenship.
Stress.
There's
just
a
lot
of
kids
are
under
a
lot
of
stress
right
now
and
expecting
our
teachers
to
meet
the
needs
of
each
and
every
student.
When
we
do
have
some
areas
where
we
do
need
to
decrease
class
size
and
all
that
goes
right
back
to
the
funding
issue.
We
need
more
resources
in
Oregon
and
they
need
to
be
stable.
So
that's
all
I
have
thank
you.
A
AG
Our
team,
what
is
important
to
us,
it's
class
sizes
with
students
and
teachers,
class
sizes,
need
to
be
reduced
or
may
have
heard
it
many
times
today
and
students
agree.
The
constant
sizes
need
to
be
reduced
in
order
to
in
order
to
learn
the
best
way
possible
and
then
also
teacher
and
instant
relationship.
It's
very
important
and
that
can
be
improved
by
having
that
students
in
each
class.
We
also
had
a
letter-writing
campaign
and
to
our
legislators
and
her
say,
representatives
which
went
really
well.
AG
It
was
about
having
those
ideas
on
gun
control,
about
people
feeling
unsafe
in
our
district,
due
to
what
happened
in
parkland
and
we're
continuing
that
six
to
seven
hundred
letters,
which
was
amazing
for
us
we're
hoping
to
continue
with
that
and
then
also
we
came
up
with
an
Instagram
for
our
district
called
humans
BSD.
So
you
guys
have
newsroom.
Please
call
we
have
about
750
people
following
right
now,
which
is
amazing
because
that's
a
huge
increase.
We
only
had
for
a
few
months.
A
AH
AG
AI
Bringing
forward
concerns
is
coming
into
a
school
that
is
known
as
such.
A
tight
kit
tight-knit
community
school,
the
challenges
that
brings
for
our
new
students
and
our
families,
how
they
find
their
place
and
make
that
way,
especially
with
the
challenges
that
they
bring
in
their
everyday
life.
So
I
wanted
to
thank
the
school
board
and
the
district
for
also
providing
that
and
as
a
result
of
some
of
those
meetings,
were
making
some
changes.
AI
As
you
see
it's
not
as
evident
in
the
action
plan
that
I
presented
with
you,
because
it
was
more
things
moving
forward
to
next
year,
but
were
already
moving
up
some
of
those
actions
to
help
make
sure
that
we
have
are
meeting
the
needs
of
each
and
every
one
of
our
students
and
our
families
and
making
sure
that
they
are
known
through
our
regional
meetings.
I
feel
really
fortunate
to
be
able
to
get
other
ideas
from
other
schools.
Be
rakers
actually
shared
an
activity.
They
did.
AI
It
called
the
powered
being
seen,
and
that
was
something
that
ended
up
about
making
sure
that
every
student
has
a
connection
with
more
than
just
their
classroom
teacher
and
that's
an
activity
that
we
were
going
to
move
into
this
next
year.
But
we've
actually
moved
that
up
for
June
and
looking
forward
to
that
and
making
sure
that
we're
making
those
connections.
AI
I
felt
really
fortunate.
Last
week,
I
had
the
opportunity
to
attend
an
event
at
Cedar
Mill,
which
I
wasn't
quite
sure
what
what
was
going
to
happen,
that
it
was
our
multi
cultural
night
and
I
knew
that
it
was
going
to
be
representative
of
different
cultures
that
our
eld
teacher
had
presented.
But
I
was
pleasantly
surprised
to
walk
in
and
find
different
community
groups
represented
within
our
school
sharing
food,
music,
dance,
martial
arts,
different
a
piece
of
them
and
to
be
able
to
see
them
shine.
AI
We
have
27
languages
spoken
in
our
school
and
to
be
able
to
see
that
they
could
hide
and
connect,
and
one
of
the
parents
said
I,
don't
feel
so
alone
now,
and
that
was
a
really
powerful
statement
to
hear
from
them.
I
also
feel
very
fortunate
to
work
with
such
a
powerful
PTC
community.
That
also
looks
at
equity
as
being
a
part
of
how
they
want
to
drive
their
decision-making.
AI
I
had
the
opportunity
to
share
that
they're,
also
helping
contribute
to
even
something
such
as
school
supplies,
to
make
it
less
of
a
burden
for
our
families
coming
in
and
to
be
able
to
support
those
families.
One
thing
that
we're
working
on
academically,
if
you
look
at
our
data,
is
that
we
aren't
making
some
gains
in
some
places
not
making
as
much
gains
as
we'd
like
to
in
other
places
and
looking
at
that
growth
gap.
That's
developing
and
so
keeping
cooperation
is
something.
AI
Looking
comparatively
I
can
see
that
across
all
schools,
that's
a
number
that
needs
to
be
addressed,
and
so
that's
one
thing
that
we're
looking
to
develop
an
implement
because
we
need
to
have
a
process
for
how
we're
documenting
that
something
that
we're
working
on
currently
right
now
and
some
of
it
could
be
a
relation
with
family
swing
over
out
of
the
country.
But
at
the
same
time
we
want
to
make
sure
that
we're
following
up
and
connecting
and
following
through
on
those
families.
B
So
what
have
you
identified?
I
know
the
year
is
like
the
first
year
is
kind
of
a
year
of
discovery
and
just
from
the
numbers
it
looks
like
you
inherited
it
down
decline
in
certain
areas
as
far
as
like
5th
grade
math
and
math
in
general,
for
the
school
and
for
all
students,
English
language
arts.
So
did
you
identify
these
just
one
thing
for
each
that
you're
maybe
will
consider
focusing
on
this
next
year?
What.
AI
And
primarily
one
thing
we
were
looking
at-
is
building
that
stamina,
that
reading
stamina,
making
a
commitment
every
block
that
we
look
at
the
grade-level
guidelines
to
make
sure
that
we're
giving
time
for
kids
to
read
in
text
and
to
support
their
reading
with
that.
And
so
that's
coming
up.
We
were
mapping
out
the
rest
of
this
year,
trying
to
decide
what
do
we
need
to
get
to
a
good
start.
AI
Stop
equipment
this
year
to
pick
up
where
we
left
off
this
year
for
next
year,
so
that's
for
literacy
and
then
for
math
I
would
actually
go
back
and
do
it
a
little
differently
if
I
had
the
chance
to.
When
we've
looked
at
our
data
at
the
beginning
of
the
year,
our
staff
identified
math
as
an
area
that
was
a
bigger
need
than
literacy.
AI
Of
course,
we'd
have
to
so
keep
that
literacy
focus
going
on,
but
I
think
with
the
new
method
option,
as
we
dabbled
in
our
literacy
adoption
really
trying
to
give
ourselves
more
permission
to
do
that.
But
I
felt
like
there
was
a
sense
of
urgency
and
so
I
think
that
I
would
have
maybe
approached
that
a
little
bit
differently
in
the
sense
of
not
trying
to
get
too
much
too
done
too
soon.
But
at
the
same
time
we
have
that
sense
of
urgency
we're
needing
to
go
forward.
AI
I
set
some
teachers
over
to
another
school
to
observe
in
a
classroom,
because
there
was
a
teacher
who's
taught
from
the
context
for
learning
earned
in
maybe
years,
and
they
brought
back
some
running.
The
collaborative
math
PD
that
came
out
of
teaching
and
learning
was
extremely
powerful
and
one
of
the
things
we're
looking
at
its
interaction
plan
is
how
do
we
continue
that?
AI
B
Those
answer
your
questions
and
think
you
just
want
to
comment.
I
just
know
that
now
is
the
new
math
adoption
it's
more
reading
centric,
so
I
would
hope
that
the
there's
still
be
a
good
emphasis
on
reading.
So
by
the
time
they
get
over
there,
they
can
read
and
understand
how
to
do
the
math
work.
Yes,.
AI
And
one
thing
that
I
will
say
is
that
we've
seen
an
increase
with
the
level
of
student
engagement
with
the
math
adoption
and
I
think
that's
key.
We
moved
to
a
common
core
and
looking
for
a
frequent
it's
going
to
support
the
standards,
but
it
was
to
be
in
all
honesty.
It
wasn't
very
exciting
for
many
of
our
students
and
if
I
were
to
ask
you
to
come
into
my
building
and
ask
any
student
any
teacher
who
is
in
many
contexts
for
learning.
AI
AE
Z
G
Z
AI
Say
if
you
were
to
ask
any
person,
who's
been
at
Cedar
Mill
for
longer
than
a
year
and
I
would
hope
this
year
as
well,
that
they
would
say
that
the
one
word
that
defines
Cedar
melons
community
and
that
came
up
among
the
staff
that
comes
up
among
parents.
It
comes
up
amount
of
students
and
I.
Think
because
there
was
a
consistency
in
administration
and
relationships
was
a
priority
to
him
and
I'm
trying
to
carry
that
torch
throughout
as
well.
Keeping
that
at
the
forefront
and
that's
why
also
with
our
growing
population.
Z
A
AI
Or
new
development
and
then
sub
pumping
of
the
apartments
down
by
market
of
choice.
Those
feed
is
for
our
school
as
well,
and
actually
I
just
had
a
principal
chat
last
Friday
and
was
made
aware
that
there's
a
development
going
in
and
our
tenant
area
that
also
has
decided
to
have
45
homes
built
on
it.
So
it's
a
combination
of
homes
have
been
also
families
moving
into
the
apartment
area
there.
AI
G
A
AH
Good
evening
I'm
going
to
go
ahead
and
start
and
I'll
hand
it
over
to
my
TV
over
here
and
I
did
have
all
of
just
cuz
I
got
today.
It
would
be
definitely
heavy
on
everybody's
heart
and
including
mine
and
the
community
that
I
serve
so
good
evening
as
a
transplant
from
California
I'm
excited
to
share
that
this
is
my
first
year
as
a
member
of
our
William
Walker
Beaverton
and
Oregon
community.
AH
For
this
reason,
my
focus
has
been
building
relationships
and
taking
into
account
the
current
structures
and
practices
we
use
to
advance
student
achievement
and
build
positive
collaborative
relationships
with
our
students
and
stakeholders.
This
year
we
have
also
been
very
focused
on
getting
ready
for
our
move
to
Timberland
a
move
that
involves
a
ton
of
urging
packing
and
collective
encouragement.
AH
As
we
plan
ahead,
our
leadership
team
has
recognized
that
our
students
don't
have
the
same
starting
line
when
they
enter
our
school.
This
fact
fuels
the.
Why?
Behind
our
commitment
to
serve
our
students,
it
drives
the
need
to
provide
all
William
Walker
students
with
the
instruction
and
structures
needed
to
advance
their
academic
vocabulary
and
conversations.
AH
To
achieve
this
outcome,
we
believe
it
is
fundamentally
imperative
that
we
have
positive
relationships
with
our
students
and
Families,
with
the
help
of
our
culture
of
care
training
and
our
student
success
coach.
We
have
embraced
the
beginning
of
this
work
at
this
time.
I'd,
like
my
advice,
principal
mrs.,
Wendy
Bernard,
to
elaborate
on
the
work
we've
done
in
this
area.
AJ
G
AJ
From
where
we're
standing,
as
you
know,
the
the
culture
of
care
work
is
based
on
good
to
do
as
well
as
they
can
and
when
kids
are
not
doing
well,
whether
it's
a
difficult,
behavior
or
or
an
undesirable
behavior.
It's
indicative
of
a
lagging
skill,
and
so
we've
been
really
working
with
our
staff
this
year
to
identify
those
legging
skills
are
and
and
help
teach
those,
and
so
it's
not
about
you,
know
a
misbehavior
or
a
naughty
student.
It's
about
okay.
What
does
that
student
need
to
be
successful?
AJ
And
that's
really
that's
what
equity
is
getting
kids,
what
they
need
to
be
successful,
so
we
started
that
work
with
the
foundation
was
really
around
adverse
childhood
experiences,
talking
about
the
impact
of
those
on
students
and
their
capacity,
their
resilience
and
and
what
it
means
to
be
a
trauma-informed
building
and
we've
also
thrown
in
some
rain
research.
You
might
hear
kids
in
our
building
talking
about
the
amygdala
hijack.
They
certainly
are
talking
about
the
zones
of
regulation.
We
owe
mrs.
AJ
AJ
We're
really
trying
to
focus
we're
trying
to
keep
kids
in
class
and
in
order
to
do
that,
we're
focusing
on
prevention,
and
that
is
done
through
a
variety
of
strategies
number
one.
We
want
teachers
to
just
have
a
lot
of
tools
in
their
toolbox,
helping
kids
regulate
calming
centers
in
their
classrooms,
having
kids
in
community
circle
to
start
their
day
or
two
to
come
together
around
a
difficult,
difficult
circumstance
or
share.
You
know
their
favorite
dessert
whatever
it
is.
AJ
To
just
have
a
quiet
start
to
their
day,
with
with
other
students
and
we've
seen
some
really
unique
relationships
with,
like
fifth
graders
met,
first
graders,
developing
and
so
there's.
Obviously
a
need
for
a
great
mindset
shift
when
we're
talking
about
more
restorative
practices
and
so
we're
kind
of
plodding
along
in
that
work.
But
I've
seen
just
a
ton
of
growth
this
year
and
I'm
just
really
pleased.
A
AH
A
B
I'd
like
to
welcome
you
both
to
the
school
board,
meeting
and
I,
you
know
I
know
you're
new
too
so
I
just
think
I'd
have
had
a
question
because
obviously
am
I
the
educator,
so
sometimes
education
speak
I,
don't
always
get
so.
I
was
hoping
you
could
unpack
this
for
me.
So
I
know
that
you're
trying
to
know
to
address
how
there's
a
lot
of
behavior
regulation
skills
that
are
being
adopted
out
at
the
school.
B
AH
To
that
language
think
so,
academic
language
is
more
of
your
Tier
three
vocabulary
in
which
many
of
our
students
are
still
struggling
to
be
able
to
decode
in
decipher.
So
it's
what
you
read
in
a
textbook
and
it's
if
you
take
out
all
the
common
tourism
and
you're
left
with
your
academic
content,
and
so
it's
being
able
to
understand
that
vocabulary
and
be
able
to
connect
to
it
to
be
able
to
synthesize
the
information,
but
with
the
Common
Core.
It's
not
just
about
memorizing
the
information.
AH
It's
about
really
internalizing
what
it
means
to
you
as
a
learner
and
how
you
can
use
that
information
to
change
the
world
around
you,
and
so
our
students
are
very
used
to
having
someone
talk
to
them,
and
so
we
are
really
encouraging
our
students
to
have
a
voice
and
that
their
thoughts
are
a
value
and
that
there's
not
a
wrong
answer
that
what
you're
thinking
is
not
wrong.
It's
powerful
and
it
will
help
us
be
able
to
help
you
grow
and
achieve
great
things.
So
what
our
teachers
are
doing
is
we're
really
looking
at
internally?
AH
What
are
our
current
systems
in
place?
How
are
we
encouraging
that?
Are
we
even
encouraging
that
in
our
activities
and
then
systematically
teaching
children
how
to
have
those
conversations,
how
to
have
what
we
typically
have
a
conversation
and
we
boldly
vacu
build
upon
my
idea,
you
maybe
add,
on
you
elaborate
on
it
and
to
be
able
to
have
that
sustained
conversation
and
enjoy
the
conversation
about
the
academics
that
we're
learning
excellent.
Thank
you.
So.
Z
AH
Say
yes,
they
would
say
it's
been
a
very
valuable
and
I
think
that
it
helped
them
have
some
common
planning
around
the
learning
that
students
are
doing
in
math,
especially
the
new
math
adoption,
and
being
able
to
understand
that
and
share
just
the
risks.
Teachers
are
taking
with
their
instructional
practices.
So
I
think
that's
what
they
would
say.
Students
are
benefiting
from
I.
AJ
Can
give
you
a
really
good
example
from
our
first
grade
team
and
they
actually,
we
use
a
co-teaching
approach
to
the
English
as
a
second
language
instruction
and
they,
instead
of
deciding
to
go
visit
some
other
classrooms.
Where
co-teaching
was
happening,
they
decided
to
shine
the
light
on
themselves
through
their
early
release
time.
AJ
They
talked
about
it
and
planned
it,
and
so
they
were
they
set
it
up
so
that
they
did
an
instructional
round
just
in
their
first-grade
hall,
and
so
the
ESL
teacher
taught
each
writing
class
and
then
the
other
teachers
watched
and
focused
just
on
what
they
saw,
students
saying
and
doing,
and
then
they
got
together
during
the
early
release.
Time
and
you
know,
went
through
the
process
and
they
all
said
it
was
one
of
the
most
impactful
professional
learning
experience
they'd
ever
had,
and
not
only
were
they
able
to
see
each
other
engaged
in
in.
AJ
You
know
what
they
that
they're
as
teacher
that
which
they
never
had.
They
had
worked
as
a
team
they,
so
they
got.
You
know
some
tips
and
tricks
from
each
other
and
they
were
admiring
each
other,
but
they
were
also
really
focusing
on
what
students
were
able
to
do
and
and
I
think
that
they're
it's
it's
it's
a
really
prime
example
of
them,
lifting
each
other
up
and
that's
really
what
early
release
is
about
great.
Thank
you.
AK
AH
Pearls
of
wisdom,
I,
you
know
what
it's
it's
very
different,
because
I
would
have
to
say
that
you
know
it's
just
like
buying
a
house.
You
know
it's
really
hard
to
move
your
new
furniture
into
your
old
furniture
into
your
existing
house.
Your
new
house,
you
know
I
mean
it's
just
it's
not
possible.
You
want
to
make
it
fit,
but
it
isn't
so
I
think
every
district
every
state
is
very
different
and
unique,
and
that's
what
makes
Oregonian
people
so
good,
wonderful
and
so
I'd
hate
to
say
that
what
it's
been
done
in
California.
AH
AJ
We
are,
we
have
a
grant
at
William
Walker
we're
a
hundred
percent
of
our
students,
receive
free
and
reduced
lunch,
and
breakfast
so
I
think.
That
is
why
the
asterisks,
because
there's
we
don't
actually
have
the
current
data
it.
When
several
years
ago
it
went
above
ninety
percent
and
at
that
time
the
grant
kicked
in
and
so
and
because
there
are
not
applications
to
track
and.
K
A
G
Q
P
AH
It's
Riley
when
I
did
the
rapport
I
also
looked
at
the
report
card,
so
if
you
and
what
I
provide
you
with
an
attached?
No,
no
I,
don't
think
because
they
were
one
that
I
found
referred
to
the
true
Weaver
card,
radiant,
details
of
16,
17
and
15
16
and
those
actually,
you
have
a
leveling
and
the
subgroups
of
them
within
English
language,
arts.
G
AH
AG
G
H
They
not,
I
noticed
the
number
of
last
days
and
this
dude
is
suspensions
and
it's
functions
that
they
were
at
54
then
went
down
to
13
and
now
they're
back
up
to
52
from
laughing.
I
was
16
17
and
I'm
just
wondering
you
know
with
all
the
new
supports
you
know.
Are
you
seeing
a
difference
or
more
kids
staying
in
school
this
year
than
last
year.
AJ
Definitely
definitely
yeah,
and
I,
if
I'm
remembering
just
anecdotally
from
last
year,
there
were
a
couple
of
students
who
were
persistently
having
physically
aggressive
issues
and
that
that
over
time
did
result
in
suspension.
So
I
think
there's
a
chance
that
maybe
two
or
three
students
make
up
the
landscape.
AH
I
would
like
to
share
them
with
our
attendance
and
we've
been
doing
this
years.
We've
been
starting
a
student
success
team
process
where
we
actually
invite
parents
and
and
do
an
action
plan
on
increasing
student
attendance.
We
at
the
table.
We
have
our
counselor.
We
have
our
social
worker
as
well
as
the
teacher,
the
parent
myself,
mrs.
Bernard,
if
she's
able
to
attend
because
she
might
be
covering
a
classroom
so
that
the
teacher
can
be
there
as
well
as
our
student
success
coach
and
it
really
has
been
a
powerful
meeting.
AH
Some
of
our
older
students
will
invite
to
the
table
once
we
have
a
discussion
with
parents
to
figure
out.
Is
this
actually
something
that
the
older
child
is
reluctantly
wanting
to
come
to
school?
Or
is
this
more
of
a
kind
of
a
family
systemic
issue?
But
we
have
seen
a
very
high
success
rate
as
a
result
of
these
meetings.
A
A
AL
D
For
1617
and
1718
enrollment
and
weightings
are
down
and
while
dropping
taxes
are
up
statewide,
this
brings
our
fund
balance
to
general
and
back
up
to
six
point,
six
percent
projected
for
June
30th.
We
are
advertising
a
supplemental
budget
hearing
for
our
May
14th
4th
media
increase
revenue
by
4
million
in
state
school
fund,
the
investment
earnings
and
ESD
revenue.
We
will
appropriate
expenses
in
general
month
for
classroom
teachers
allocated
in
the
fall,
as
well
as
an
increase
as
increased
costs
in
maintenance
services
and
transportation.
D
Z
Z
AM
AM
We
can
capture
that
and
intervene
at
the
earliest
possible
moments
for
those
students,
so
this
this
report,
if
you
look
at
the
top,
a
lot
of
different
filters
can
be
activated
for
this
to
get
that
either
a
whole
school
or
subgroups
of
students.
This
is
all
scrambled
data,
which
is
why
you're
seeing
the
student
names
look
a
bit
different.
We
for
student
data
privacy
or
running
on
the
side
of
a
training
database,
so
this
is
not
real
data.
AM
This
purpose
and
we'll
show
you
how
this
is
organized
so
at
the
top-
and
this
really
came
from
the
principles-
they've
wanted
a
lot
of
flexibility.
So
why
does
it
look
at?
Can
we
forget?
My
programs
can
be
look
at
specific
counsel,
caseloads
to
be
able
to
make
sure
that
we're
giving
these
students
to
the
appropriate
staff,
so
the
top
is
all
filters
that
can
be
activated.
If
you
look
in
the
middle
section
here,
the
color
coded
the
way
we've
done.
AM
This
is-
and
this
is
again
working
with
our
secondary
leadership,
to
talk
about
what
would
what
would
be
important
criteria
for
this,
and
so
we've
color-coded
the
early
learning
categories
with
not
passing
three
or
more
classes
and
attendance,
less
than
90%
being
something
that
the
school
building
staff
really
going
to
pay
attention
to
and
take
a
look
at
and
then
moving
into,
not
passing
through
more
classes.
But
attendance
is
over
90%
and
then
moving
through
the
filters.
It
really
talks
about
it.
AM
They're,
looking
at
you
can
see
different
gradations
of
passing,
not
passing
classes
and
attendance.
So,
even
though
there's
a
lot
of
data
here
really,
what
constitutes
the
logic
in
the
early
warning
system
is
the
passing
classes
and
attendance
so
and
if
you
have
questions
feel
free
to
jump
in
yes,
I
have.
Q
AM
This
is
near
real-time
data
when
we
say
that,
because
there's
so
much
data
being
compiled
and
built
for
this
report
that
we
haven't
run
every
few
hours.
So
the
great
thing
about
the
early
warning
system
is,
when
you
think
of
a
tennis
data
and
gradebook
data.
That
data
is
only
up
to
a
few
hours
old,
because
the
data
from
being
inside
of
the
teachers
grade
book
to
actually
being
trying
to
use
photo
report.
So.
B
AM
AM
It's
it's
another,
pretty
heavy
use
over
almost
a
thousand
uses
since
the
start
of
school,
secondary
lonely,
and
so
it's
used
quite
frequently.
It's
used
by
multiple
people
within
the
building.
The
the
ability
to
filter
by
Councillor
is
important
because
then
we
can
start
to
counselors
could
take
a
look
at
the
students
that
are
working
with
office
staff,
we're
able
to
use
it
and,
of
course,
building
leadership
table
to
use
there.
So
if
we
move
down
sorry.
B
AM
Right:
okay,
so
we
move
down.
So
you
see
the
the
students
here
that
are
in
the
not
passing
through
more
classes.
The
this
is
kind
of
the
the
level
of
detail
and
what
our
secondary
leaders
said
was
very
important
to
them
was
knowing
information
about
the
student
name
and
braven
GPA,
but
also
how
they
doing
academically
so
counter
beth's.
That's
an
important
criteria
that
was
used
and
identified
for
for
this
report,
judgments
two
or
under
so
the
county
baths
is
the
the
mark
at
the
reporting
period.
AM
The
judgments
to
or
under
is
the
that's
the
more
summit
of
formative
assessments
so,
as
those
assessments
are
being
in
again
they're
not
for
they're,
not
a
grade,
but
it's
able
to
actually
use
both
of
those.
So
this
this
identifies
how
how
students
are
doing
in
between
that
that
rating
period
as
judgments
are
at
summary
judgment.
Sir
entered
attendance,
and
you
see
for
all
categories
current
last
and
year
that
was
identified
as
important
period
absences
attendance,
authorize,
unauthorized
only
and
then
all
absences
to
give
a
picture
of
the
student
attendance
mobility.
We're.
AM
Looking
at
how
many
times
has
students
moved
as
a
information
that
they
that
would
be
important
to
this
report
and
then
discipline?
So
it's
it's
really
when
we
think
about.
Are
they
mooring
systems?
Academics
behavior
in
the
fourth
grade,
so
it
ABCs
is
how
they
call
that
the
the
last
part
of
this
report
I
want
to
show
you
probably
gonna
vamp
for
about
10
seconds.
This
is
in
our
training
database.
Well,
that's
faster
than
I
thought.
AM
It
is
pushing
our
training
database,
which
is
not
very
heavily
powered
because
it's
just
for
training.
This
is
the
it's
really
pushing
it.
So
I'm
grateful
that's
up
here
because
it
wasn't
sure
it
was
going
to
be
so
when
I
click
to
the
course
detail.
This
really
moves
into
the
individual
student
and
it
gives
a
picture
overtime
of
how
they're
doing
in
the
courses.
So
you
see
all
the
courses
lined
up
the
grades.
AM
G
AM
G
AM
What
we
call
the
student
list
report
and
I'm
gonna
move
to
the
next
just
cover
very
briefly,
the
next
two
pieces
of
the
early
warning
system,
because
well,
this
is
for
building
leadership
and
specific
staff.
Teachers
aren't
using
the
data
in
this
format,
so
we
had
something
different
from
them,
so
we.
AM
AM
So
we
created
icons,
and
this
again
is
all
scrambled
data
that,
as
students
start
to
fall
within
those
categories
of
the
early
warning
system,
meaning
supporter
or
concerns
about
academic
or
or
behavior
attendance
teachers
now
can
hover
over
an
alert
and
then
they
will
see
a
detailed
view,
and
so
this
is
an
example
of
what
what
a
teacher
would
see
in
the
gradebook
as
they
as
they
hovered
over
the
icon.
So
they
could
see
that
of
the
students
passing
not
passing
one
or
two
classes
and
they're
good.
AM
Their
attendance
is
below
many
of
your
staff
and
then
lastly,
this
is
brand
new.
This
is
called
the
school
summary,
and
so
this,
while
the
other
one,
was
focused
on
individual
students
or
groups
of
students,
questions
from
secondary
leadership,
we're
about
how
can
I
see
a
summary
of
what's
happening
via
early
warning
systems
in
my
school.
So,
just
to
the
left
column
here
this
is
a
breakdown
by
grades
and
by
programs
and
percentages,
so
very
quickly.
Building
staff
could
take
a
look
at
this
and
they
could
say.
Okay.
AM
Now,
however,
my
ninth
graders
doing
on
my
10th,
I
individual
grade
levels
up
at
the
top.
There
was
interest
again.
I
would
like
to
see
how
students
are
doing
with
regard
to
passing
with
core
classes,
core
content
areas
and
then
non
core
classes
and
then
all
classes,
of
course,
and
then
finally,
we
added
an
attendance
grid
or
attendance
metric
that
shows
the
individual
school
and
the
district
average.
AM
F
AK
AM
We
we
I
would
say
the
experts
of
the
people
on
the
building's
using
the
tool.
We
did
do
quite
a
bit
of
training
with
building
administration
and
leadership
in
the
winter
months.
It
was
a
video
I,
put
the
link
in
there
of
you.
If
you
want
to
see
mr.
struck
Meyer,
do
an
excellent
job
of
walking
campus
through
this
great
logic,
if
you
haven't
seen
already,
but
we
have
to
have
some
training
to
make
sure
and
then,
as
people
have
questions
or
concerns
that
are
able
to
contact
us
and
we're
continuously
refining
an
estimate.
AE
H
AM
It's
time
of
year,
end
of
term
things
I
we're
not
seeing
that
we're
still
hearing
consistent,
positive
feedback
on
us
I
think
it's
has
to
do
somewhat
with
the
cadence
of
reporting
periods
and
time.
But
you
know
you're
right
it
is.
It
has
dropped
off
a
little
bit.
It's
particularly
March
March.
We
had
spring
break
and
enables
a
partial
month
so.
Z
This
is
really
awesome
and
I
would
love
to
see
maybe
next
year
either,
if
being
a
report
at
the
end
of
our
board
meeting
our
board
packets.
Just
so
we
can
get
more
feedback
after
it's
been
in
place.
You
know
how
many
students
has
it
helped
alleviate
some
disasters,
how
you
know
just
the
usage
and
the
data
off
from
it,
because
this
is
really
amazing,
work,
so
I'd
love
to
in
a
year.
A
AN
AM
And
office
staff
and
building
leadership-
and
it
looks
a
little
bit
different
depending
building
who
they
have
run
the
reports.
Okay,
so
these
handsome
mix
teachers
are
consuming
it
through
the
icons
on
the
gradebook,
so
they
don't
have
to
go
to
an
extra
place
they're
already
in
there
taking
attendance.
So
we
figured
we
want
to
make
that
as
quick
and
intuitive
as
possible
for
them.
So
there's
no
extra
place
you
have
to
go
to
and
then
building
staff.
It
really
depends
upon
the
structure
in
the
building.
I'd
say:
counselors
are
pretty
heavy.
Okay.
AN
AM
A
Know
just
detail:
I
want
to
make
sure
I
understand,
and
so
it
looks
to
me
like
uses
on
it.
I
wonder
how
my
students
are
doing
basis.
You
are
you
also
pushing
out
reports
or
anything
like
that,
so
that
it's
just
it's
this
time
of
year,
so
we're
letting
you
know
we
just
have
progress
reports
or
something
like
that.
Is
that.
G
A
A
AN
Thinking
about
that,
is
there
a
function
of
our
way?
This
can
be
used
where
it
pops
up
and
says
you
know
all
of
a
sudden.
The
student
has
crossed
that
line
right
between
the
number
of
absences
you
know
being
over
10
or
something
like
that,
and
then
you
there's
a
flag
that
goes
up
and
that's
generated
in
a
report
that
are
like
alert
spokes
or
do
they
have
to
always
go
into
this?
No.
L
AM
Is
a
great
question,
one
of
the
pieces
of
feedback
we
got
on
this
would
be.
It
would
be
really
good,
maybe
on
a
weekly
to
show
change.
So
if
a
student
is
starting
to
struggle
with
the
tenants
or
starting
to
struggle
with
grades,
how
did
they
do
last
week
today?
Did
they
move
you
know?
Are
they
did
they
move
into
a
different
area
of
concern
all
over
they're
off
they're
all
areas
of
concern,
but
but
that's
something
that
we've
just
recently
been
asked
to
kind
of
show
a
performance
over
the
last
few
weeks.
G
AM
A
J
AO
G
AO
The
material
you
have
in
your
covers
two
orders
because
of
our
kind
of
six
meeting
a
year
schedule
which
is
created
all
sorts
of
problems
for
the
staff
which
to
thank
them
for
working
on
the
schedule
and
being
patient.
So
we
have
the
fourth
quarter
of
2017
in
the
first
order
of
2018.
Overall,
the
main
messages
the
projects
are
on
track.
You
know,
there's
the
occasional
blip,
but
the
staff
is
proactively
managing
them
and
communicating
regularly.
So
the
committee
hasn't
had
any
major
concerns,
given
that
we
haven't
had
to
deal
with
problem
projects.
AO
We
spent
some
time
on
other
issues.
Over
the
last
several
months,
we
spent
some
time
about
the
bethany
repipe
project,
also
the
ACMA
construction
schedule
update,
and
then
we
started
our
conversation
about
the
prioritization
for
spending
of
programs
or
funds,
and
we
have
not
finished
that
personally,
because
we
think
our
recommendation,
it's
not
a
formal
recommendation
at
this
point-
would
be
that
you
not
spend
them
yet,
but
we
want
to
continue
working
on
that
and
staff
is
going
to
be
bringing
back
more
information
in
the
future
to
help
us
think.
AO
That
we
might
prioritize
that
in
alcohol,
if
I
mentioned
this,
the
last
time
I
was
here,
but
the
committee
elected
Cheryl
Twiggy
as
the
Vice
Chair.
So
my
time
is
terrors
running
short
and
Sarah
will
be
next
in
line
at
our
last
meeting.
So
what
I
mentioned
that
we
held
it
at
below
a
high
school
and
had
the
opportunity
to
tour
the
Innovation
Fair,
which
was
a
fantastic
experience
and
I,
think
it
was
great
for
us
to
get
out
and
spend
some
time
at
mountainside
and
Sato,
but
seeing
Aloha
and
the
stuff
that's
happening
out.
AO
There
was
a
great
experience
too.
I
really
appreciated
that.
In
fact,
Lee
just
wanted
to
thank
the
board.
I
have
some
colleagues
who
participate
in
other
Bond
accountability,
committees
or
other
school
districts,
and
there
are
two
things
that
I
think
has
made
my
experience
and
the
rest
of
the
committee's
experience
very
productive
and
positive,
and
the
first
is
that
the
board
has
done
a
great
job
of
sending
very
clear
expectations
for
the
bond
accountability
committee,
and
the
second
thing
is:
the
board
has
been
very
respectful
of
the
Charter.
AO
B
A
question
just
a
comment
so
if
I
can
have
any
influence
at
all,
I
know
that
eventually
you're
going
to
be
considering
what
to
do
with
the
contingency
funds,
so
safety
is
really
important.
You
know
it's
a
big
thing.
There's
a
lot
of
issues
at
our
schools,
still
regarding
locked
doors
and
having
doors,
and
things
like
that.
So,
if
I
could
put
in
a
suggestion,
it
would
be.
Perhaps
that
should
be
able
to
talk
over
the
list
for
consideration
for
what
to
do
with
the
funds.
That's
what
I'm
going.
AO
K
You
you've
gone
through
cycles
here
with
this,
you
know,
and
because
you
have
expertise
and
in
other
areas
do
see
ways
as
we're
going
to
the
final
phase
of
this
is
we're
coming
to
the
final
projects
of
this,
of
any
restructuring
of
how
you
report
to
the
board
or
how
the
committee
is
restructured.
Do
you
have
any
advice
or
anything
that,
as
you
said,
your
time
is
short
is
what
you
said.
G
AO
We
are
through
the
large
projects.
You
know,
there's
a
significant
level
of
trust
between
the
committee
and
the
board
and
the
staff
I
think
you
could
probably
go
to
orderly
meetings
and
you
know
I
think.
Frankly,
we've
had
a
little
bit
of
a
challenge
coming
up
with
material
for
meeting
every
two
months.
AO
A
Alright
Brian,
we
just
really
appreciate
the
service
that
you've
given
oh
I'll,
be
back
in
this.
Maybe
Cheryl
will
con
you
into
coming
for
the
next
report
to
the
board.
I
also
wanted
to
applaud
you
for
having
a
meeting
that
wasn't
that
on
a
new
school
I
know
that
at
least
our
inboxes
are
already
starting
to
pull
with
project
ideas
for
other
schools
and
I.
Think
that
more
your
in
are
not
new
schools.
The
more
you'll
understand
the
challenges
that
those
have
so
I
guess.
That
would
be
my
only
recommendation
to
the
committee
I
know.
J
A
Real
hassle
for
staff,
however,
there's
really
no
a
better
way
to
get
a
feel
for
what
the
breadth
of
the
district
is
and
of
being
in
our
buildings.
Most
people
I
think
board.
Members
are
included
in
this.
You
know
we
think
all
schools
are
like
the
one
that
you
have
the
most
impact
with
interaction
in
that
that's
absolutely
not
the
case.
So
thank
you
for
your
leadership
and
for
the
work
that
you're
doing
team.
AL
Good
evening,
it's
my
pleasure
to
introduce
the
members
of
the
health
project
team
they're
here
this
evening
to
talk
about
the
recommendation,
we're
bringing
for
the
ceiling
I'm
gonna
start
at
the
far
end.
Richard
Morris
is
our
Tosa
for
outreach
and
engagement.
Crissy
Lawrence
is
an
elementary
Tosa
that
supported
the
health
team.
AP
AP
Good
evening,
lieutenant
board
members
last
spring
and
I
were
sitting
here
asking
for
your
authorization
to
form
a
health
project
team
and
Wow.
Do
we
have
an
amazing
group,
you've
heard
from
some
of
them
tonight?
We
have
a
group
that
we
are
profoundly
grateful
for
a
group
that
is
credibly,
talented,
dedicated
and
passionate.
AP
We
had
students,
parents,
teachers,
administrators
board,
member
the
end.
We
want
to
publicly
thank
them
for
their
work.
We
began
working,
this
fall
starting
with
monthly
meetings
and
then
moving
to
weekly
meetings,
as
we
got
close
to
this
time
and
we're
excited
to
bring
this
report
in
this
recommendation
to
you
too.
We
hope
that
you
will
accept
this
for
review
and
consideration.
Tonight.
We've
been
really
impressed
with
this
project
team,
who
deeply
understand
that
academic
success
is
indeed
inextricably
linked
to
student
health.
AP
This
is
a
group
who
understands
and
has
a
common
commitment
to
improving
health
education
k12
and
still
inhabits
the
product
Student
Wellness,
now
into
the
future.
Increasing
student
safety
preventing
abuse
and
strengthen
our
connections
with
our
parents
and
community.
To
these
ends,
I'd
like
to
introduce
past
the
life
of
a
crystal
Hawkins
who
serve
on
the
health
project
team
as
one
of
our
community
members.
AQ
Peterson
I
am
a
registered
dietician
and
I
am
director
of
youth
wellness
for
any
dairy
nutrition
council
and
I
can't
tell
you
how
honored
I
was
to
be
on
this
committee.
Our
project
team
was
amazing.
The
organization
spectacular
the
thoughtfulness
and
the
whole
process
from
beginning
to
end
identifying
the
whole
make
sure
everybody's
voices
were
heard,
asking
who
was
at
the
table,
who
wasn't
how
we
could
get
all
of
the
vast
views
on
people's
perspectives
not
only
for
students
but
for
staff
and
the
entire
community
I
kept
talking
about
the
end
of
the
meetings
wow.
AQ
It
was
amazing.
We
had
these
to
our
meetings
and
they
ran
really
smoothly.
As
I
said,
the
back
Meishan
was
spectacular
when
the
committee
had
the
Tanakh
questions.
Additional
research
was
always
done
and
communicated
to
us
efficiently
and
so
we'd
be
prepared
for
the
next
meeting.
So
I
just
might
have
the
opportunity.
I
made
a
few
notes,
because
I
want
to
make
sure
to
hit
some
things.
I
felt
that
overarching
the
commitment
everybody
on
the
team
was,
as
I
said,
just
outstanding.
AQ
The
focus
on
the
students
was
never
straight
from
everybody's
focus
was
on
students
how
short
and
long-term
not
just
to
have
it
for
a
class,
but
for
life
on
skills
to
be
healthy
students
in
their
whole
educational
career
and
thereafter
in
life.
With
that
said,
it
was
also
brought
up
to.
The
focus
was
on
that.
How
staff
can
support
that
in
every
school
building,
not
just
one
school
willing,
not
to
do
one
great,
that
it
was
spectacular
and
I
work
with
schools
around
the
state
and
districts.
AQ
This
commitment
is
really
asked
unique,
I
think
the
variety
of
lenses
that
were
brought
to
the
table
and
the
thoughtful
route
discussions
that
really
helped
to
everybody's
viewpoints
be
open
and
consider
all
the
very
diverse
community
that
we
have
I
just
I
have
really
good
things
to
say:
I
think
every
lens
was
looked
at
as
best
as
abilities,
and
you
know
will
continue
to
be.
The
focus
commitment
to
the
quality
of
education
and
the
professional
development
was
also
really
nobody.
M
M
Many
who
were
here
with
us
tonight
to
show
their
support
for
this
listening
to
the
various
testimonies
tonight
really
attest
to
why
we
need
quality,
comprehensive
k12
health
education
in
Beaverton
when
I
first
came
together
with
the
health
cadre,
our
goal
was
to
create
health
literate
students
which
essentially
is
giving
them
the
ability
to
access,
understand,
appraise,
apply
and
advocate
for
health
information
and
services
to
maintain
or
enhance
their
own
health
in
the
health
of
others,
and
we
are
starting
to
see
these
students
come
to
that.
Our
first
goal
was
to
really
figure
out.
M
What
is
that
we
want
our
students
to
know
and
to
be
able
to
do,
and
we
face
this
information
of
the
national
health
standards,
the
oregon
state
health
standards,
which
were
just
adopted
in
December
2016,
and
then
we
looked
at
what
we
were
currently
doing
with
in
Beaverton
what
was
working
and
what
we
felt
needed.
Some
change,
and
though
the
long
term
and
supporting
targets
that
are
being
presented
to
you
was
a
combination
of
those
efforts.
M
We
also
looked
at
state
laws
that
are
in
play
and
noticing
that
we
are
not
necessarily
clients
with
some
of
those,
but
our
recommendation
to
you
today
would
bring
us
to
that
compliance,
especially
with
Aaron's
law,
along
with
the
healthy
teen
relationship
act
and
the
human
sexuality,
education
and
drug
prevention
curriculum
highlights
of
our
targets,
where
you
might
see
some
shifts
from
what
we
have
been
doing
previously.
So
we
really
wanted
to
make
sure
we
were
providing
more
athletically,
accurate
information
and
there's
a
shift
to
start
that
younger.
M
We
wanted
to
make
it
a
more
skill-based
approach
to
teaching
health
and
not
so
concept
heavy,
because,
yes,
the
kids
need
to
know,
but
they,
more
importantly,
have
to
know
what
to
do
with
the
information
that
are
being
given
and
given
time
to
practice
and
refine
those
skills
we
as
part
of
our
plan.
We
know
that
our
educators
are
going
to
need
more
practices
and
trauma-informed
instruction.
M
We
need
more
support
with
culturally
responsive
teaching
and
to
create
a
curriculum
that
is
more
inclusive,
and
you
will
see
that
our
efforts
to
do
that
are
represented
within
a
bit
of
academic
supporting
targets,
especially.
We
also
know
that
we
can't
do
this
necessarily
all
on
our
own
as
health
educators.
We
are
looking
for
community
partners
to
help
support
these
programs
are
not
proposal.
You
will
see.
We
would
like
to
partner
with
Cara's
Northwest
SARP
Dairy
Council
has
always
been
on
our
side,
and
we
work
closely
with
youth.
M
P
AR
Going
to
give
you
a
little
bit
of
information
on
the
professional
development
plan.
If
you
look
on
page
61,
we
have
an
implementation
plan
and
there's
a
phase
one
and
a
Phase.
Two
2018-19
is
phase
one
we're
going
to
start
with
you.
Why
we're
going
to
introduce
the
new
standards
or
going
to
introduce
Erin's
law
to
the
teachers
and
we're
also
going
to
introduce
the
new
revised
comprehensive
health
education
guide,
which
includes
answering
like
an
answering
difficult
questions
protocols.
AR
So
we
want
to
build
that
background
knowledge
for
the
teachers
first,
so
that
first
year
we're
going
to
focus
on
that.
We're
going
to
take
three
we're
gonna,
take
three
hours
in
the
fall,
we're
going
to
spend
the
summer,
creating
the
training
and
then
we're
going
to
give
it
to
the
leaders
of
the
school
of
the
administrators
and
the
administrators
with
their
counselors,
and
our
intervention
teachers
are
going
to
present
this
in
their
own
building
to
their
teachers.
We
just
felt
like
that
was
really
important,
that
they
are
they're
doing
the
work.
AR
2019-20
is
phase
two.
This
is
when
we're
going
to
be
training
out
the
actual
curriculum
and
materials.
We
always
want
to
start
with
the.
Why
and
then
we'll
dig
into
their
materials.
Whatever
curriculum
is
pushed
forward.
That's
what
we're
going
to
work
on
we're
going
to
take
advantage
of
the
week
three
PD
opportunities
to
work
on
integration.
If
teachers
want
to
take
the
health
content
and
integrate
it
into
science,
social
studies,
language
of
art.
AR
As
an
elementary
teacher,
we
have
a
lot
of
different
things
that
we
have
to
teach,
and
so
integration
is
something
that
we
need
to
consider
as
a
possibility.
So
page
61
is
the
implementation
plan,
and
if
you
move
to
page
63,
this
is
the
professional
development
plan
which
has
the
same
information,
but
though
it
goes
a
little
bit
deeper.
This
format
we
use
for
ela
and
math,
so
we're
trying
to
transfer
this
to
all
content
areas.
What
we
want
to
do
is
we
want
to
ensure
that
if
we
require.
AH
G
AR
M
For
the
secondary
professional
development
plan
on
which
looks
like
they're
on
pages
6,
2,
4,
6
fact
of
Europe
report,
we
want
to
get
the
ground
running
a
little
bit
faster
on
many
of
our
secondary
schools.
There
is
a
health
education
class
in
place.
How
much
time
is
given
can
vary
and
we'd
like
to
see
some
changes
made
in
that,
but
we
know
we
have
some
foundational
pieces
there.
We
are
proposing
a
two
day
training.
Either
teachers
will
get
to
pick
either
summer
dates
or
early
September,
in
which
they
will
be
able
to
unpack.
M
The
new
standards
of
targets
become
more
familiar
with
the
curriculum
we
are
recommending
mid.
October
is
when
we
will
do
more
of
this
specific
training
around
sexual
abuse
prevention
and
just
the
sexual
health
piece
in
general
and
again
we
are
really
turning
to
our
community
partners
to
help
support
that
training
to
take
place.
This
is
where
we
want
to
rely
on
experts
in
the
field
to
help
give
us
again
the
best
strategies
possible.
M
We
also
will
be
using
early
release
time
to
work
and
collaborate,
we're
talking
as
a
cadre,
perhaps
trying
to
do
regional
meetings,
because
right
now
getting
everybody
in
the
district
in
one
place
by
1:30
is
really
challenging
at
the
high
school
level.
So
maybe
some
regional
offerings
ptosis
support
sessions
so
that
we
can
do
maybe
some
co-teaching
to
help
support
those
teachers
who
maybe
are.
M
With
some
of
the
newer
material
that
we
are
recommending,
we
also
will
be
putting
together
a
comprehensive
health
education
guide
to
give
teachers
a
foundational
piece
on
how
to
approach
topics
that
may
hear
more
sensitive
in
nature,
a
question-and-answer
protocol
that
they
can
use
to
help
again
make
it
so
people
feel
safe
and
comfort.
Students
feel
safe
and
comfortable
within
the
classroom
to
be
able
to
ask
questions
and
again
trying
to
offer
this
for
all
teachers
who
would
be
teaching
in
college
in
the
secondary
level.
That
is,
our
goal
is
to
get
everyone
involved.
AE
H
AL
Aaron's
law
is
home
in
Oregon
University
856.
A
lot
of
numbers
of
man
Senate
bill
856
requires
for
regular
lessons
of
sexual
abuse
prevention
for
all
students,
grades
K
through
12,
and
it's
based
on
an
Illinois
law
that
was
based
on
a
young
lady
who
was
abused
that
went
to
bat
and
worked
harder
than
Illinois
to
make
sure
that
that
never
happened
to
other
kids
after
her.
And
so
we
are
really
honored
to
have
that
charge
to
be
creating
a
system
that
how
students
understand
what
they
need
to
do
to
keep
themselves
safe.
AL
AN
So
I
want
to
thank
everybody
for
their
work
on
this,
so
I
was
reading
through
the
targets.
I
was
very
impressed.
There
were
moments
where
I
was
smiling
and
I
could
see
where
the
work
being
done
here
is
would
be
really
impactful
for
equity
across
the
district,
and
thank
you
guys
for
that
work.
That's
great
I
have
one
question:
are
there
any
resource
materials
that
deal
with
intervention
techniques
for
bystanders
to
prevent
sexual
assault
and
thinking
about
our
secondary
students?
Here
we.
M
Do
we
are
proposing
the
advocates
for
youth
curriculum
which
six
through
12?
They
have
lessons
that
provide,
and
some
of
the
areas
in
which
that
would
be
addressed
is
when
trying
to
help
kids
understand
how
to
create
boundaries,
knowing
what
their
sexual
rights
are.
In
that
communication
skills
the
Start
program,
the
sexual
assault,
Resource
Center,
is
start
their
program
for
high
school
health
has
a
very
specific
lesson
of
my
standard
intervention,
which
basically
the
goal
of
that
lesson,
would
be.
AN
Does
that
I
don't
this
is
just
kind
of
a
question?
Is
that
dovetail
with
any
of
the
work
being
done?
You
know
with
our
colleges
because
I'm
wondering
too
about
you
know
how
we
can
educate
our
students
here
at
the
high
school
level
before
they
go
on
to
college
right,
where
we
see
a
lot
of
sexual
assault
happening
and
what's
the
prevention
piece
better
right,
so.
M
We
haven't
worked
directly
with
any
of
the
college
programs,
but
sark
is
a
community
program
that
works
with
various,
not
just
schools
but
other
community
organizations
that
they
could
help
us
build
that
were
also
at
somebody.
Schools
posing
to
move
health
to
to
either
junior
senior
here
to
help
support
more
that
skill-based
worked,
so
that
kids
are
that
they
are
different
that
are
juniors
New
York
versus
freshman
sophomore,
we're
having
them
go
through
a
health
class
again
senior
year.
It's
so
impactful
because
they
suddenly
realize
I
am
the
only.
Z
M
AF
Just
want
to
thank
you
all
for
your
I
could
work,
then
through
several
health
adoptions,
and
they
can
be
some
of
the
most
controversial
adoptions
and,
as
I
read
through
some
of
the
comments,
a
wide
variety
of
what
folks
come
from
just
a
couple.
Questions
as
Beaverton
starts
to
dive
into
the
early
childhood
world
and
conversations
about
that,
as
well
as
some
of
our
students
who
go
pass
grade
12
and
into
transition
services,
and
some
of
our
high
needs.
AF
AP
AF
Love
your
idea
about
purposely
intentionally
reaching
out
to
community
partners
who
have
done
this
work
before,
because
I
know
that
for
some
teachers
that
are
very
uncomfortable
about
starting
to
teach
new
curriculum
that
and
just
to
be
able
to
bring
folks
to
the
table
that
gives
them
the
confidence
and
modeling
to
get
to
get
to
be
able
to
do
that.
So
it.
AP
All
just
mentioned
something
so
I
think
when
we
talk
about
community
the
thing
that
tends
to
get
people
a
little
uncomfortable
is
the
idea
around
sexual
health
and
maybe
gender
identity,
but
we
remember
there's
it
within
this.
There
are
targets
and
standards
on
injury
prevention
on
healthy
eating
on
child
protection,
drug
prevention,
mental,
social
and
emotional
health.
So
all
of
those
things,
in
addition
to
every
student
in
here
is
applicable
for
any
parent
and
a
student
community.
K
So
have
we
thought
about
in
for
some
reason
and
then
also
the
question
I
so
believe
in
community
partnerships
and
collaborations
I.
Think
it's
such
a
valuable
part
of
our
district.
Do
any
of
these
have
a
fee
involved
with
do
we
design
contracts
with
them
to
provide
us
those
services
and
again,
would
that
be
part
of
the
budgetary
process.
AL
AL
We
are
trying
to
balance
our
desire
to
do
the
same
thing
in
elementary
with
the
realization
that
we
are
shifting
practices
of
mathematics
and
English
language
arts,
and
if
we
went
with
that
same
velocity
at
elementary,
we
feel
that
it
would
actually
be
counterproductive.
Instead,
we
must
find
ways
for
teachers
to
see
that
health
education
is
woven
into
the
work,
that's
being
done
with
workshop
and
mathematics,
it's
being
woven
into
the
workshop
or
work
in
English
language
arts,
and
so
we
need
to
be
much
more
strategic.
M
So,
in
terms
of
is
their
fee
attached
to
some
of
the
trainings.
These
are
companies
that
need
to
maintain
funding.
Sark
has
a
flat
fee
rate
that
they
recharge,
but
it
would
also
give
us
all
the
materials
they
would
continue
to
provide
ongoing
support
and
curriculum
development,
because
we're
asking
for
support
from
them
on
developing
more
lessons
around
Aaron's
law
for
the
high
school
level,
where
the
student
may
not
be
in
a
help
us
same
with
Kara's
Northwest,
they're
kind
of
doing
a
very
similar
approach.
M
AP
I'll
put
it
this
way
if
the
elementary
level
we
quit
lying
resources
for
teachers
a
while
ago,
and
they
I
mean
there's
a
value
statement
than
that,
so
the
quality
of
instruction
around
home.
It
can
be
linked
to
the
support
people
received,
and
so
we
certainly
have.
We
still
have
a
plan
or
not
knowing
the
future
future
a
sort
of
a
plan
to
try
to
weather
the
upcoming
future,
which
we
know
which
could
be
we'll
have
some
budget
chasms.
Z
Ken
and
Darrin
did
a
fabulous
job
of
helping
us
work
through
this,
and
our
committee,
as
you
know,
was
made
up
of
a
lot
of
teachers,
administrators
community
members,
parents.
We
had
some
amazing
students,
you
heard
from
one
of
them
today
and
all
of
them
together
really
want
our
students
to
be
healthy
and
that's
clearly
come
across
not
just
physically
but
emotionally
mentally
in
every
way
and
have
lifelong
skills.
So
the
curriculum
that
they've
chosen.
It
was
not
easy.
Z
We,
as
you
can
see
some
of
its
up
a
little
bit
here
and
there,
because
nobody
writes
curriculum
that
covers
all
our
standards
and
the
new
laws.
So
they've
done
a
masterful
job
of
digging
in
and
finding
the
best
for
me,
Burton
and
I
just
wanted
to
say
it
was
just
such
a
privilege
to
be
a
part
of
this
great
group
and
they're
coming
with
their
very
best
work
to
recommend
to
us.
So
thank
you.
I.
A
Said
I
just
want
to
make
sure
I
understand
economists,
so
I
could
see
that
we
were
picking
and
choosing
curricula,
but
at
least
I
thought
I
got
that
what
I
couldn't
picture
was
if
I
was
a
teacher
in
an
elementary
classroom
or
in
a
high
school
classroom.
How
does
that
all
come
to
me?
How
do
I
find
out
what
the
recommended
way
to
teach
certain
pieces
like
I
I,
went
to
the
three-hour
training,
but
you
know
enjoy
a
show
up
again.
What
does
this
actually
look
like
if
I'm,
a
classroom,
teacher
and.
M
Z
M
To
do
the
training
in
the
summer
we're
going
to
offer
dates
then,
but
realizing
we
can't
require
that.
So
then
we'll
have
it
early
September
for
those
who
couldn't
do
a
summer
date,
the
curriculum
were
proposing
the
foundational
pieces
of
the
mcgraw-hill
materials,
all
digital,
so
that
will
be
at
their
fingertips
and
part
of
the
training
will
be
learning
how
to
use
the
digital
platform
that
they
provide.
M
Most
of
the
curriculum
that
we
have
is
online,
some
of
which
free
down
them
very
easy
to
use,
ICS,
hopefully
being
able
to
again
I,
want
to
make
connections
with
like
key
point
people
at
each
of
the
secondary
schools,
so
that
they
know
and
I
know
what
their
needs
are.
What
support
they
may
need
so
that
I
can
continue
to
support
their
work
mixture
as
the
rollout
begins.
M
AR
I
can
talk
a
little
bit
about
the
elementary
so
next
year,
we're
gonna
train
out
on
Sarah
thumb,
Aaron's
log.
So
it's
a
four
lessons
per
grade
level
per
year
on
sexual
abuse
prevention.
We
do
have
a
free
online
program
or
pushing
for
trying
to
push
for
it.
It's
called
fake
child
abuse
org.
It's
very
easy
for
the
teachers
to
see
and
work
from.
AR
So
we're
going
to
train
that
Apple
train
those
materials
out
we're
going
to
train
the
comprehensive
health
education
guide,
which
has
a
like
an
answer:
protocol
for
sensitive
questions,
the
materials,
the
comprehensive
curriculum
for
health.
We
aren't
going
to
train
that
out
until
the
next
year,
even
though
the
teachers
will
probably
get
that
this
coming
year.
I
will
offer
some
week
three
opportunities
and
teachers
are
ready
to
dig
into
that.
I
just
think
it's
too
much
too
much
too
soon.
We
need
kind
of
a
slow
roll
out
elementary
teachers
have
a
lot
going
on
there's.
AR
There's
writing
training
going
on.
Math
is
fairly
new.
We've
got
science
next
year,
so
it's
kind
of
a
slow
roll
out.
The
good
thing
is,
the
curriculum
that
we
propose
is.
The
old
curriculum
is
from
the
same
publishing
company.
So
the
format
is
similar.
It's
updated
materials
teachers
are
comfortable
with
it
and
it's
familiar
to
them.
So.
N
A
A
All
right
next
on
our
agenda
is
time
for
a
follow-up
or
discussion
at
our
work
session.
A
few
weeks
ago,
board
members
had
the
opportunity
to
receive
some
training
from
a
member
of
a
no
de
marquise
Jones
and
Smith,
who
helped
us
work
through
some
materials
and
some
of
a
good
discussion
and
I
knew
that
board
members
were
taking
that
opportunity
to
reflect
and
appreciated
the
opportunity
that
we
had
there.
We
got
a
lot
of
positive
feedback
there,
but
also
I
think
it
was
a
little
unclear.
So
what
next?
A
A
And
so
I
just
wanted
to
be
able
to
open
the
floor
up
to
board
members
to
see
sort
of
where
they
were
feeling
in
terms
of
were
there
things
that
you
saw
or
heard
that
you
thought
I
definitely
want
them
forward
on
that
or
things
that
we
want
to
push
off
to
subcommittee.
You
know
I,
just
kind
of
I
needed
to
be
able
to
have
people
have
time
to
have
reflected
and
bring
back
their
ideas
and
thinking
Domon.
We
missed
you
at
our
work
session,
yeah.
B
A
Z
A
G
AN
How
could
we
develop
something
like
that
for
our
policy
work
for
our
budget
work
and
and
how
do
we
do
that
in
a
way
that
really
encompasses
all
the
different
roles
that
we
have
as
a
board,
while
at
the
same
time
making
sure
that
it's
not
doesn't
just
become
another
box?
That's
checked,
but
it's
something
that
people
can
really
lean
into
and
use
effectively.
So
I!
Guess
that
all
that
being
said
it
to
me.
That
seems
like
something.
I
would
like
to
see
that
subcommittee
work
on
and
come
back.
A
Okay
I'm,
so,
in
addition
to
what
we've
already
talked
about
Tom,
it
seems
like
you're
interested
in
perhaps
customizing
similar
to
what
hoody
is
actually
already
The.
Situation's
needs
to
include
different
kinds
of
information,
depending
on
what
the
thing
is,
so
that
my
team,
we
do
have
financial
impact
for
short-term
things,
but
not
for
things
like
policies.
Certain
things
like
that
coming
here.
Right
now,.
A
AF
The
one
thing
that
would
ask
is,
when
the
committee's
formed
to
really
try
to
work
with
show
in
teaching
and
learning
so
there's
some
stuff
that
we're
doing
right
now,
so
not
completely
reinventing
the
wheel.
So
there's
those
things
that
are
taking
place
right
now
too,
and
they're
doing
some
great
work
in
these
areas,
so
that,
as
the
committee
is
to
really
lean
on
our
staff
to
and
to
let
us
bring
resources
that
are
already
taking
place.
Yeah.
A
A
G
A
A
AK
Think
actually
I
talked
to
Dave
a
little
bit
earlier.
There's
this
kind
of
little
ambiguity
on
this
one
to
start
because
I
wasn't
sure
it
was
about
marking
materials
it,
but
I
think
you
kind
of
made
me
clarify
this
mostly
I
can
a
team
goes
for
tour
event
somewhere
else,
so
it's
not
really.
My
interpretation
didn't
Thanks.
AS
One
in
it,
it
does
have
what
seems
like
a
rather
cumbersome
title,
but
this
is
really
more
about
language,
very
clarifying
that
if
you
are
on
a
non
school
sponsored
tread
field,
trip,
competition,
etc.
Even
though
it
may
be
an
extension
of
something
you're
already
doing
at
school.
But
it
is
a
explicitly
known,
school-sponsored
activity
that
we
take
no
responsibility
for
that.
That
event.
K
Even
though
it
could
be
someone
on
staff
that
is
accompanying
you,
they
are
doing
that
totally.
It's
a
total
separate
entity
in
the
case
in
point
used
to
be
Washington,
DC
trips
or
a
trip
to
Germany.
That
was,
you
know,
a
part
of
your
German,
but
it's
they're
not
doing
it.
As
as
a
teacher
of
VSD
there.
It's
a
totally
separate.
AS
Yeah
the
example
you
often
see
is
a
is
in
your
language
courses,
where
teachers
will
work
with
a
Torah
company
and
there
are
certain
guidelines
about
how
they
can
recruits
it,
kids,
etc,
but
they
will
accompany
they
would
be
the
paid
chaperone.
For
that
event,
as
a
private
citizen
operating
a
private
capacity,
students.
AS
AK
A
AS
Actually,
it's
funny.
If
you
look
and
be
online
that
the
strikethrough
on
the
the
precursor
to
the
laundry
list,
it
appears
to
be
an
underlined
it
sort
of
shifted
down,
but
it
is
a
start
through
find
the
strikethrough
up.
A
laundry
list
is
actually
really
faint.
If
you
look
closely
so
we
have
edited
that
and
reloaded
and
affordabl
a
very
clear
version,
essentially
striking
everything
laundry
list
and
the
precursor
paragraph
is
almost
perfect.
AS
G
G
Z
A
The
language
is
really
around
the
words
and
the
district's,
having
conversations
and
not
that
and
agreeing
to
a
process
and
criteria
for
what
that
would
happen,
rather
than
dictating
that
we
would
visit
next
people
or
send
out
polling
or
anything
like
that
about
people
who
would
be
impacted.
So
it's
definitely
a
change
that
could
be
introduced,
but
it
was
not
something
that
I
think
just
as
boards.
It
was
sort
of
just
implied,
and
we
wanted
to
do
things,
but
we
both
like
give
us
needs
to
call
it
out
specifically.
Z
AS
Do
think
the
policy
requires
before
a
process
were
to
commence
that
much
like
an
internal
review.
A
process
and
objectives
would
be
brought
to
the
board
for
review
so
to
the
degree
to
which
you
don't
want
to
find
future
board
bodies,
your
future
legislative
body,
from
action
that
this
essentially
gives
them
the
authority
to
define
that
process
at
the
time
would.
AS
K
We
have,
if
I
recall,
we
had
lots
of
discussions.
Who
starts
this
discussion?
Who
so
to
do?
Can
a
group
of
people
decide
that
they
want
to
be
in
a
different
area,
or
is
it
once
that
discussion
has
had
do
they
need
to
be
which
do
they
need
to
be
confirmed
with?
But
but
where
does
the
discussion?
Where
does
the
discussion
I
start
I,
don't
think
I?
Don't
think
any
of
us
disagree
that
that
the
people
that
are
most
affected
or
that
we
would
think
be
engaged,
but
do
they
start
the
discussion.
Z
A
G
A
I'm
not
sure,
if
maybe
just
a
similar
statement
would
apply
here
or
if
the
board
would
feel
like
I
have
a
hard
time
imagining
that
future
boards
would
be
really
bent
out
of
shape
if
we,
if
they
wanted
to
remain
board
members,
which
maybe
they
were
tired
and
anyway,
I.
Think
that
the
that's
language
that
we
already
use.
That's
not
bad.
If
that's
the
intent
that
we're
trying
to
clarify-
and
that
would
be
fine,
we
could
find
that.
Q
So
it's
verbatim
from
a
no
RS
RS,
three
three
nine
OH
302.
That
comma,
however,
is
not
in
the
statute,
so
that
might
be
just
an
error
on
the
part
of
OS
VA.
So
we
can
read.
I
read
this
sentence
several
times
and
also
read
it
in
the
statute.
I,
don't
know
that
the
comma
changes
the
leading
materially
it
doesn't
really.
But
if
the
board
would
like
us
to
remove
the
comma
so
that
it
is
verbatim
to
the
statute,
then
that
would
be
easy.
AN
Q
AN
Z
Q
The
way
I
just
read
that
it's
just
a
tournament
phrase
at
the
beginning
of
it
anything
you
can
take
out
with
with
these
beliefs
in
mine
and
start
the
sentence
with
the
district
will
develop
procedures
and
then
it's
not
a
belief
statement.
So
it's
really
not
a
belief
statement,
which
is
probably
why
we
didn't
necessarily.
S
Z
And
and
I
have
say:
I
only
found
one
other
belief,
but
I
didn't
recognize
it.
So
I
did
go
back
and
look
for
the
word
belief
and
I.
Don't
know
if
I
caught
a
ball
I
just
call
them
another
one.
But
if
we're
going
to
be
consistent,
I
think
we
have
to
dig
it
out
unless
you
guys
think
it
makes
sense
to
keep
it
in
and
I
will
leave
that
to
the
committee's
decision.
I
just
wanted
to
raise
the
issue
I.
A
AO
Q
Q
The
amount
of
due
process
that
a
student
might
receive
with
respect
to
discipline
kind
of
varies
depending
on
the
deprivation
of
the
right,
so
without
getting
too
legalistic
on
a
suspension,
you're
not
depriving
them
of
as
great
a
right.
So
the
level
of
due
process
legally
is
lower
versus
an
expulsion.
So
to
put
something
in
policy
that
could
fluctuate
and
change
based
on
case
logs.
That's
really
what
establishes
what
our
obligations
are.
Q
B
Have
a
question:
is
it
still
in
the
disciplinary
handbook
that
they're
supposed
to
be
something
offered
to
a
parent
that
actually
explains
what
the
due
process
is?
It's
been
in
the
handbook
for
a
long
time
and
when
I've
asked
what
that
is
that
they
would
provide
to
a
parent
if
they
ask
for
it.
No
one
can
give
me
a
straight
answer,
so
the
question
isn't
still
in
there.
If
it's
still
in
there,
what
can
we
provide
because
I
think
that
goes
to
the
heart
of
the
issue
here,
Donna.
B
That's
kind
of
fun
because
then
it
gets
to
where
you
can
find
it,
because
I
know
we
only
have
that
information
in
our
bore
guidelines
as
to
what
that
sort
of
means.
I
think
it
would
be
nice
for
the
public
have
that
information
as
well
somewhere.
So
whether
it's
provided
as
part
of
the
disciplinary
handbook
request,
that's
in
there
or
some
policy
I
think
it's
important
to
have
it
somewhere.
Q
AN
G
AS
AS
So
that
this
policy
deals
with
students
with
disabilities
and
the
student,
the
disability
has
a
educational
placement
as
part
of
their
IEP,
and
what
this
policy
is
discussing
is
that,
as
a
result
of
a
disciplinary
action,
the
result
of
a
disciplinary
action
may
cause
a
change
of
placement.
If
that
is
the
case,
an
IEP
team
must
be
convened
to
determine
if
it's
the
appropriate
placement.
So
specifically
in
a
couple
of
areas.
AS
This
is
the
student
welfare
policy,
and
the
proposal
from
the
committee
was
to
delete
it.
I
would
put
it
in
context.
We
noted
that
there
were
a
variety
of
sort
of
students,
safety,
student
welfare
policies,
I
think
there
were
about
four
of
them
smattered
throughout.
We
didn't
keep
one
that
I
believe
it's
called
just
students,
safe
Inc
elsewhere
in
policy.
The
question
specifically
was
about
the
requirement
to
inspect
the
physical
condition
of
our
buildings
and
Tom.
Thank
you
for
raising
it.
We
did
have
a
chance
to
talk
about
it.
AS
Then
this
would
fall
under
those
instances
of
the
obligations
that
the
district
undertakes.
That
are
not
necessarily
a
policy
like
the
obligation
to
an
inspect
our
bus
fleet
to
make
sure
it's
a
proper
functioning
order
to
inspect
our
you
know
football
field
bleachers
to
make
sure
they
don't
collapse.
You
know
these
kinds
of
things
to
have
a
proper,
effective
functioning
physical
plan
for
the
district,
and
then
the
rest
of
that
would
be
triggered
through
maintenance
plans
and
things
that
would
fall
on
your
budget.
Perfume.
AS
G
Q
Q
By
the
language
in
the
statute,
you
could
probably
I
wouldn't
recommend
doing
that,
but
by
the
language,
in
the
statute
you
possibly
could
with
our
transcripts
and
UN
scripts,
is
off
the
table.
Yeah
yeah.
You
cannot
withhold
a
transcript
based
on
fines
or
penalties,
and
you
could
say
possibly
that
you
couldn't
attend
a
social
event.
If
your
fines
were
not
paid.
You.
Q
AN
AN
AS
AS
Thank
you.
So
the
last
one
here
Jo
a
the
issue,
was
raised
under
the
second
page,
I
believe
under
exclusion,
very
funky
sentence
and
powder
student
opt-out
and
student
IDs
fragment
we.
We
were
a
bit
flummoxed
by
as
well,
so
thank
you
for
raising
it.
We've
been
in
contact
with
O,
SBA
and
I
think
we're
going
to
look
to
bring
some
modified
language.
The
intent
there
is
to
stay
students
have
the
ability
they
do
have
the
ability
to
opt
out
in
front
of
allowing
us
to
give
their
directory
information
to
third
parties.
AS
Instead
of
saying,
is
you
have
an
opt
out
of
distribution
to
a
third
party,
but
for
the
purposes
because
we
often
will
form
out
the
student
ID
card
productions
with
third
party,
so
we
still
control
the
use
of
the
data,
but
we
can't
say
no.
You
can't
produce
me
student
ID
card,
essentially
yeah.
Thank.
AN
B
I
just
have
a
question:
this
is
the
first
time
we've
had
a
significant
number
of
animal
on
hold
policies
so
whets.
That's.
Why
I
saw
and
with
the
draft
I
got,
the
nail
was
on
hold.
I
was
became
the
ones
that
I
physically
got
mail
and
I
was
wondering
what
was
happening
with
those
I
said
on
hold
on.
We.
Z
Have
one
more
that
I
apologize,
I
didn't
ask
before
it's
pretty
simple
I
know
throw
your
pen
down
on
the
table,
it's
jhc
and
it's
another
Buckley's
second
sentence.
You
can
look
at
it
and
decide
on
your
own
if
you
want
to
take
out
something
about,
because
it's
a
belief,
statement,
statement
about
programs
that
help
good.
Q
A
All
right,
thank
you.
We
will
have
a
few
more
policy
aspect
from
first
reading
at
our
next
meeting.
It
will
not
be
as
large
of
a
stack,
so
it
will
not
be
coming
very
far
ahead
and
then
it
look
well
get
it
too
soon
as
we
can,
but
it
won't
be
something
scary,
although
you
can
imagine
that
some
of
them
registered
our
favorite
hot
topics,
they
will
require
your
time
and
it
ought
to
it
all
right.
Thank
you
so
much
for
your
attention
this
evening.
Last
on
our
agenda.
A
Z
Was
just
going
to
inform
the
board
that
I'm
working
very
hard
on
revenue,
reform
and
Becky
was
with
us
at
the
OSB,
a
legislative
policy
committee
all
weekend
where
I
gave
a
report
and
update,
but
we're
not
only
through
OSP
a
but
sitting
on
several
state
committees
that
are
one
with
the
business
community.
You
want
with
the
governor
they're,
just
some
different
groups.
They're
stirring
waters
is
what
I
will
say
and
I'm,
believing
that
we
are
going
to
make
a
difference
when
to
sleep
hopeful.
K
Do
in
the
very
active
months
and
seen
a
lot
of
great
things
or
days,
but
I
want
to
say,
and
the
last
one
that
I
have
had
the
opportunity
to
speak
to
a
lot
of
our
pts
and
I
know
a
lot
of
this.
That
I
spoke
to
a
lot
of
ETS
and
how
impressed
we
should
be
with
how
hard
they
work,
how
organized
they
are,
how
dedicated
they
are
and
how
fortunate
we
are
to
have
such
strong
PT
O's
in
in
our
district
and
that
two
parallel
on
top
of
May
15th.
K
We
have
a
very
important
job
here
and
between
now
and
May
15,
we
need
to
tell
everyone
that
lives
in
the
Pyrenees
school
district.
How
important
is
that
they
get
out
and
vote
and
that
we
need
300
children,
300
teachers
in
front
of
our
children,
and
we
are
the
messengers
of
that
and
we
need
to
tell
everyone.
We
know
if
we've
got
two
weeks
to
go
folks
and
I'm,
counting
on
this
board
that
help
all
of
our
teachers.
So
please,
please,
please,
our
PTO
s
are
doing
their
job.
We've
got
canvassing
going
on.
K
We've
got
phone
banks
in
the
last
two
weeks.
We've
still
got
money
to
bring
in
the
door,
so
we're
not
quite
done
that
I
know
at
our
next
board
meeting.
We
are
going
to
be
talking
about
how
proud
we
are
the
butan
district
voters
and
that
they
support
our
schools.
So,
let's
just
finish
this
up,
please
I.
A
K
Z
AP
AN
Wanted
to
comment
that
we
had
a
great
meeting
today
with
congresswoman
Bonamici.
We
got
this,
who
are
ACMA
and
a
wonderful
conversation
about
a
well-rounded
education,
the
importance
of
that
arts,
education
and
just
take
the
opportunity
to
to
talk
about
the
informational
I.
Don't
we
have
an
important
package
or
movement,
the
correlation
between
graduation
rates
for
our
secondary
students
in
band
and
choir
I
think
this
is
amazing
here
and
I
hope
they
continue
the
work
of
reducing
barriers,
so
more
students
can
get
this
benefit,
especially
our
underserved
students,
and
especially
our
students
from
low-income.
A
From
board
members
about
the
AR,
so
I
wanted
to
give
a
shout
out
to
our
staff
or
started
to
get
those
in
line
with
our
policies
expect
to
see
more
of
those.
But
I
know
that
this
was
the
first
time
where
we
saw
a
big
chunk
come
through
as
information
items.
Part
of
updating
policies
is
the
process
of
going
started,
making
sure
that
the
ARS
are
compliant
as
well,
and
so
that's
what
you
saw
there.