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From YouTube: February 27 School Board Work Session
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A
A
A
I
want
to
have.
We
have
three
goals
for
today's
session.
I
want
to
share
where
we
are
in
the
strategic
planning
process.
I
want
to
Garner
feedback
from
the
Beaverton
School
board
for
the
mission
statement.
If
you
remember,
we
were
I
started
this.
The
last
time
I
gave
you
an
update,
and
you
had
to
in
the
meeting
a
little
bit
quicker
than
I
had
anticipated
we're
going
to
pick
up
that
today
and
then
there
is
a
component
in
the
Strategic
Plan
called
foundations,
which
I
will
share
with
you
in
a
minute.
A
It's
really
the
bigger
District
initiatives.
We
want
to
give
feedback
from
the
board
to
start
to
gather
input
from
you,
combined
with
that
of
the
senior
leadership
District
leadership
on
what
these
foundations
will
be.
So
those
are
the
big
three
for
our
work
today.
A
I'm
going
to
do
some
reminders,
so
bear
with
me,
but
I
just
think
it's
so
important
to
ground
ourselves
in
the
assumptions
that
drive
and
shape
the
processes
that
the
team
at
the
scholar
first
uses
when
we
strategic
plan
with
districts.
The
first
is
that
this
process
presents
the
districts
with
the
opportunity
to
pause
and
assess
progress
towards
its
goals
and
areas
for
growth.
A
When
you
do
it
right,
it
engages
a
broad
stakeholders
for
listening
and
learning
and
grounds
the
plan
in
that
current
reality.
We're
going
to
spend
a
little
bit
of
time
today.
Talking
about
that
and
then
using
current
reality,
we
pivot
to
research
and
best
practices
to
create
a
dynamic
and
comprehensive
plan
for
improvement,
and
when
it's
done
well,
things
should
be
even
aligned
more
deeply.
You
should
have
greater
ownership
and
focus
which
is
really
informs.
A
When
you
think
about
where
districts
are
and
I
work
in
you
know,
lots
of
districts
all
across
the
country.
I
will
tell
you,
you
see
a
lot
of
misalignment
and
you've
got
boards
wondering
why
we
haven't
achieved
what
we
need
to
achieve
as
long
as
that
misalignment
is
happening
from
the
central
office
to
the
classroom
is
very
difficult
for
schools
to
improve
at
scale,
and
so
we've
engaged
in
some
pretty
comprehensive
work
with
both
the
central
office
team,
but.
B
A
By
having
large
numbers
of
teachers
looking
at
research
and
then
identifying
what
we
would
describe
as
best
practice
for
strategy
work,
we
think
that
that's
going
to
really
position
you
for
continued
Improvement,
which
leads
to
the
right
hand,
side,
which
is
alignment
when
I
first
did
my
intro
with
you
I
laid
out.
Some
guiding
principles
at
the
scholar
first
operates
within
one
is
that
we
want
to
inspire
the
next
iteration
of
improvement.
A
It's
done
with
the
district,
not
two
or
four
at
the
district.
It
has
to
be
anchored
in
student
voice.
So
remember
the
vision
statement
we
started
with
listening
to
students.
It
involves
co-construction
with
broad
stakeholder
group.
You
could
easily
take
your
goal
areas
and
go
in
a
room
with
10
people
and
ride
strategies.
We
didn't
do
it
that
way.
A
We
had
over
150
staff
who
came
to
the
the
event
at
the
church
after
school
and
their
grapple
they've
grappled
with
it
in
fact,
I'm
meeting
with
them
later
this
week
to
see
where
their
refinements
are
you're,
going
to
see
our
goals
and
the
no
longer
is
it
best
practice
to
have
goals
that
are
not
student-centered
that
we
will
share
with
you.
Those
student-centered
goals
that
are
Equity
informed
strategies,
and
you
heard
me
talk
about
research,
and
you
heard
me
talk
about
alignment
from
the
central
office.
So
these
are
the
guiding
principles.
A
I
just
want
to
re-anchor
everything
in
that
and
then
I've
shared
This
research
with
you,
but
one
of
the
ones.
One
of
the
most
important
components
is
that
first
bullet
that
high
performing
districts
have
five
or
fewer
initiatives.
That's
no
more
and
the
buildings
have
three
or
fewer,
no
more
and
so
I
think
that's
a
critical
thing
to
focus
on,
and
that
really
does
inform
some
of
what
you're
about
to
hear
the
University
of
Washington
University
of
Minnesota
looked
at
all
these
schools
and
they
found
that
not.
C
A
A
So
here
is
the
milestones
and
I
think
this
sums
it
up
student,
informed
vision
of
excellence
and
core
values
board
members:
you
gave
us
feedback,
we
have.
We
took
your
feedback
and
that
DLT,
under
the
leadership
of
your
Deputy
superintendent,
Heather
Cordy,
they
actually
revised
it.
We
have
a
central
office
theory
of
action
and
I'll,
explain
what
that
is
and
why
it's
critical.
A
B
A
Framed
and
named
goal
areas:
they're
student-centered
we're
not
merging
adult
strategies.
It's
all
about
scholar,
student
outcomes.
The
group
has
worked
to
draft
outcomes,
meaning
that
you're
going
to
have
very
specific
ways
to
measure
Improvement
towards
the
plan
we
had.
You
heard
me
talk
about
the
150
building
and
and
school
and
district
office
staff
who
met
on
the
16th
of
February.
Maybe
it
was
actually
maybe
it
was
the
fifth.
No,
it
was
the
16th
where
we
did
large-scale
co-construction
of
strategies
and
the
next
core
planning
team
meeting.
A
We
wanted
to
get
board
words
and
phrases
so
that
the
just
the
DLT
could
actually
do
the
framing,
and
you
can
see
the
next
steps
are
to
review
and
refine
the
plan
after
that.
So
that
we
it
aligns
to
school,
Improvement
planning
and
then
the
draft
will
be
complete
and
then
we'll
seek
board
approvals.
Sometime
I
I'm,
predicting
in
either
April
or
May,
and
with
the
new
plan
being
launched
in
June.
A
This
is
the
vision
of
the
student
experience.
We
deliberately
use
very
specific
language.
This
Vision
encaps
will
encapsulate
an
academic
part
of
the
child,
a
social
emotional
part
of
the
child
and
a
belonging
and
identity
part.
We
listen
to
student
voice.
We
took
the
feedback
from
the
students
and
that
the
core
planning
team
they
drafted
up
some
language
and
then
our
district
leadership
team
of
about
30
people
framed
up
this
vision
of
the
student
experience.
A
So
let
me
let
you
process
that
why
the
district
exists
who
it
serves
and
what
actions
it's
taking
to
accomplish
the
vision.
Here's
a
sample
of
one
and
I've
deliberately
highlighted
Parts
in
underlying
parts
so
why
it
exists
and
who
it
serves.
Garfield
School
District
will
Empower
all
students
to
discover
and
achieve
their
potential.
That's
why
it
exists
and
who
it
serves
the
actions
it's
taking
in
an
inclusive,
inspiring
and
excuse
the
double
and
there
and
Innovative
culture
of
learning.
Okay.
A
So
that's
one
sample
here's
another
one.
We
will
prepare
our
all
students
for
college
in
life
by
providing
a
challenging
curriculum
that
connects
students
that
connect
students
lives
and
their
future
in
a
safe,
supportive
and
nurturing
environment.
So
the
first
part
we
will
prepare
all
students
for
college
and
life,
that's
why
the
district
exists
and
who
it
serves
and
the
actions
are
by
providing
a
challenging
curriculum
that
connects
students,
lives
and
their
future
in
a
safe,
supportive
and
nurturing
environment.
I.
A
Just
pull
these
off
the
internet:
these
are
just
samples
of
mission
statements,
sometimes
you'll
see
them
and
they
don't
have
the
last
part,
which
is
what
or
how
the
district
will
act
to
accomplish
it.
So
again,
this
is
current
vision
that
has
been
drafted
by
your
large
committee
and
vetted
by
principals
and
teachers.
A
So
my
question
to
the
board
is
here's
another
mission
statement
from
another:
District
will
Empower
all
students
to
discover
and
achieve
their
potential.
That's
why
it
exists
and
what
they
want
students
to
do
and
how
they're
going
to
do
it
in
an
inclusive,
inspiring
and
Innovative
culture
of
learning.
That's
another
sample
short
statement,
but
really
capturing.
A
A
I
want
you
to
do
that
individually.
Spend
the
next
five
minutes
doing
that,
and
what
I'm
going
to
ask
you
to
do
is
share
and
then
put
this
in
the
chat
box.
So
we
capture
it
and
then
we're
going
to
take
your
feedback
and
a
group
is
going
to
draft
the
mission
statement
based
on
board
feedback
and
superintendent.
Balderas
team
will
bring
it
back
to
you,
so
you
can
see
it
and
give
one
look
over
before.
We
include
it
in
the
Strategic
plan.
A
I'm
going
to
go
back
to
the
template
just
one
more
time,
just
so
you
see
it.
The
beginning
part
is
what
we
will
do:
I'm
sorry
who
you'll
do
it
for
it's
a
brief
statement
about
we'll
Empower
students.
The
second
one
says
we'll
prepare
our
students
for
life
and
then
the
second
part
is
what
you
will
do.
That's
the
second
part
of
that
sentence.
It's
one
sentence,
though,
and
here's
another
example.
B
A
A
A
A
B
Okay,
I
have
a
couple
I
think
it's
a
full
statement,
but
it's
I
kind
of
stuff
with
my
head.
Some
was
from
like
almost
last
time,
though
so
inclusively
prepare
all
students
for
post,
High,
School
opportunities,
kind
of
resonate.
What
we
had
before,
but
still
in
my
head
on
number
two
is
kind
of
a
bullet.
B
I
thought
maybe
engage
students
to
explore
their
passions
because
I
feel,
like
you
know,
maybe
there's
a
lot
of
opportunities
in
the
world
and
hopefully
we
can
help
them
figure
out
part
of
those
here
in
schools
and
then
engender
lifelong
Learners
or
Scholars.
Just
kind
of
some
kind
of
comment
on
you
know
the
lifelong
aspect
of
learning
and
getting
that
passion.
E
E
I,
like
the
part
where
it
says
Empower
student,
to
achieve
their
potential,
and
how
do
we
do
that
is
I
for
me,
Safety
and
Security
is
important
for
the
students
in
the
building.
They
should
feel
safe
and
inclusive
environment,
challenging
curriculum,
which
provides
them
opportunities
to
Excel
and
making
sure
that
they
have
the
joy
for
learning.
C
C
C
I
also
liked
supported
and
challenged
as
a
pair
I
felt
like.
That
was
a
really
nice
pair,
because
we
want
to
always
be
challenging
our
students,
but
the
more
we
challenge
our
students,
the
more
we
have
to
offer
that
support
as
well
and
so
I
would
just
kind
of
leave
it
there
without
seeing
everything
in
context.
In
the
whole
statement.
Those
are
just
a
couple
of
of
thoughts.
C
D
I
was
thinking
about
BSD,
creating
the
conditions
for
each
and
every
student
to
thrive
and
I
also
connected
with
the
words
supporting
challenging
and
validating
on
them
throughout
their
educational
experiences.
Experience
and
I
I,
like
the
wording
that
Eric
used
with
so
that
they
can
explore
their
passions.
G
I
was
along
the
same
vein,
I
really
like
lifelong
learner,
and
you
know
words
like
individual
determination,
personal
advancement,
inclusive
collaboration,
and
then
you
know
that
we
Inspire
that
education
is
about
inspiring
us
at
whatever
level.
It
is
that
that
there's,
inspiration
and
and
why
we
learn
I,
didn't
try
to
string
them
all
together.
Just
word
salad.
A
C
H
So
I
worked
with
I
am
challenged,
supported
and
successful.
In
my
learning
and
the
phrase
I
came
up
with
is
the
school
district
will
provide
students
with
the
tools
and
the
support
they
need
to
be
successful
within
the
classroom
and
Beyond.
A
So,
there's
definitely
some
themes
that
you
are
that
we're
hearing,
and
so
what
I'm
proposing
that
we
do
we're
going
to
take
all
of
your
words
as
one
board
member
described
it
word,
salad,
the
words
that
grows
the
top
more
often
will
definitely
be
prominent.
A
We're
going
to
draft
the
mission
statement
and
I'm
I'm
I'm
sure
that
your
next
session
we'll
have
someone
who
will
bring
it
back
to
you
to
let
you
see
it,
but
this
is
what
will
be
the
key
ingredient
to
framing
up
the
mission
statement
that
will
accompany
the
Strategic
plan.
D
That
make
sense
this
is
Karen
one
of
the
things
that
I
think
would
be
important
and,
as
we
think
about
our
mission
is
some
in
the
vision.
We
have
a
lot
of
wording
that
the
students
chose
is
my
understanding.
So
how
do
we
include
their
words
within
the
mission
statement?
So
it
still
belongs
to
them
as
what
our
mission
should
be.
A
A
A
Maybe
not
so
I
wonder
if
she
might
be
able
to
give
comment
if
there's
about
where
we
made
tweaks.
F
Good
evening
superintendent,
balderas
and
board
members,
hello,
Dr,
Campbell
good,
to
see
you
again
so
a
couple
of
the
most
prominent
changes
that
we
made
with
without
having
my
notes
in
front
of
me,
but
based
on
your
feedback.
Thank
you.
So
much
thank
you
was
around
the
very
first
core
value
had
belonging
and
respect.
F
F
We
taking
a
look
at
the
notes.
Thank
you.
So
much
Carrie
I
appreciate
that
those
were
the
those
were
the
key
pieces.
There
were
other
other
impacts
around
words
like
growth
and
commitment
and
experiences,
but
the
really
big
takeaways
were
around
the
the
use
of
the
word,
respect
and
reference
to
students,
and
there
was
other
wordsmithing
that
happened
as
well
as
a
result
of
your
of
your
feedback.
A
A
A
This
particular
researcher
Isabella
Stevenson
Isabelle
Stevenson
talks
about
that.
When
you
were
focused
on
district
and
school
Improvement,
you
need
to
focus
on
ensuring
these
six
essential
conditions
and
I'm
not
going
to
read
all
six
of
them,
but
the
first
is
that
the
strategy
employed
is
powerful
enough
to
reach
the
goal.
So
we
did
some
strategy
work
and
they're,
not
quite
done
yet
for
you
to
see
them,
but
we
used
research
to
really
identify.
We
call
high
yield
strategies
and
here's
the
second
part-
and
this
is
really
where
the
theory
of
action
comes
in.
A
There
must
be
this
through
line
from
the
central
office
to
what
students
will
experience
in
the
classroom,
and
it
must
be
clearly
articulated
that's
what
a
theory
of
action
is.
It's
an
if
then
statement
and
we
work
backwards
from
our
vision
that
you
just
looked
at,
and
we
said:
if
that's
our
vision,
what
will
Educators
have
to
do?
What
will
principals
have
to
do
and
what
will
the
central
office
have
to
do?
Is
you
don't
align
that
you
will
not
have
the
right
kind
of
you?
A
Will
not
you'll
have
people
doing
competing
things,
and
so
we
really
spent
some
time
there
and
I
want
to
show
you
what
this
looks
like.
So
it's
that
item
number
two
that
this
theory
of
action
accomplishes.
So
what
is
the
theory
of
action,
and
this
particular
slide
outlines
that
it's
a
it's
a
hypothesis
about
what
will
happen
when
a
set
of
strategies
is
implemented
in
developing
a
theory
of
action
requires
using
critical
judgment
about
what
strategic
actions
will
lead
to
what
desired
results.
It's
backwards:
mapping,
it's
really
how
I
would
describe
it.
A
A
The
other
reason
you
do
it
is
that
it
allows
you
to
really
articulate
why
you're
taking
this
set
of
actions,
and
it
also
creates
cohesion
and
collaboration
amongst
the
team.
So
this
particular
researcher
Elena
Aguilar
Is
Well,
published
on
the
on
the.
Why
of
this
a
district
leader
and
who's
done
a
lot
of
work
around
district
and
school
Improvement.
This
is
another
one
from
the
nek
foundation
that
came
out
in
2022.
A
A
So.
This
is
again
another
level
as
to
why
this
theory
of
action
is
important.
I
recognize
not
a
lot
of
folks
who
strategic
plan
take
the
time
to
do
this,
but
I
believe
that
this
will
allow
us
to
be
way
more
focused
and
to
pick
those
strategies
that
are
highest
yield.
So
I'm
going
to
share
with
you
the
theory
of
action,
and
this
is
what
this
document
looks
like
now.
It's
I'm,
not
my
goal,
isn't
for
you
to
read
it
all.
I
just
want
you
to
understand
what
we
did.
A
You
see
the
visions
we
took
that
vision
statement
and
we
put
it
on
the
right
hand,
column.
We
broke
it
up
into
parts
and
we
said
if
a
learner
is
to
belong
in
to
say:
I
belong
in
a
matter.
What
will
the
educator
have
to
do?
What
will
the
principal
have
to
do
and
what
will
the
central
office
have
to
do,
and
we
did
that
for
all
the
components
of
the
vision
and
below
and
they're
currently
right
now
completing
this?
A
What
will
we
have
to
learn
because
often
we
don't
think
about
the
professional
development
based
on
the
top
part.
We
outlined
the
professional
development,
then
the
rest
of
the
the
other
parts
of
the
vision,
I
am
informed
and
engaged.
Member
of
my
community
I
see
a
future
I
want.
What
will
the
educator
do?
Will
the
principal
do?
What
will
the
central
office
do
then
this
one?
This
particular
group
has
already
finished
fleshing
out
the
professional
development
that
they
think
they're
going
to
need.
A
You
can
see
this
other,
we
just
take
it
out
and
we
chunk
it
and
we
work
backwards.
Then
we
meet
for
strategy
day.
They
have
this
as
a
reference
document,
so
we
can
be
sure
all
of
our
strategies
support
Educators
in
doing
this
in
doing
this,
so
this
column,
we
know
we
want
those
strategies
to
do,
and
this
group
is
still
working
on
completing
the
professional
development
component.
So
I
want
to
stop.
This
is
a
theory
of
action.
A
This
allows
us
to
really
be
thoughtful
about
how
we're
going
to
accomplish
the
vision
and
that's
where
this,
the
student,
what
I
call
centered
parts
of
this
sometimes
districts
will
use
this
theory
of
action
if
they
have
a
challenge
like
they
might
use
it,
for
we've
got
a
discipline
challenge
with
disproportionality
and
they'll.
Do
a
problem
of
practice
and
work
backwards.
A
I
I
think
we
need
to
also
use
this
for
our
vision
for
our
hopes
or
our
aspirations,
not
just
when
we're
trying
to
figure
out
a
challenge,
but
how
do
we
actually
realize
the
ideal
state?
So
that's
what
this
is.
G
I
found
it
interesting.
He
said
that
this
isn't
really
something
the
board,
maybe
not
from
an
operational
everyday
side,
but
I
think
it
is
so
important
when
you're
changing
a
culture
that
it
has
to
be
from
all
elements
and
that
we
are
using
the
same
language
and
reinforcing
the
same
things,
whether
we're
visiting
with
a
principal
or
with
a
student
or
with
a
parent.
D
Yeah
I
appreciate
that
what
Becky
just
noted,
I
think
it'd
be
helpful
to
us
to
have
another
column
of
what
will
the
board
do
to
support
this
work?
Perhaps
as
we
look
at
our
our
goal,
our
board
goals
and
then
have
the
superintendent
put
his
on
the
on
there
too,
just
so
that
we're
aligning
our
theories
of
action
all
the
way
across
the
system.
Perhaps
if.
A
I
could
if
I
could
do
a
cartwheel
I,
would
that's
exactly
what
you
should
be
thinking,
that's
exactly
right
and
so
you're
you're
absolutely
on
the
mark,
So
at
from
where
you
sit
at
the
policy
level
at
the
sponsorship
level
at
the
communication
level
in
the
community.
What
kinds
of
things
can
you
do
to
ensure
that
this
happens.
D
And
if
we
had
one
more
column
on
there
would
be
our
community
like
our
partners
and
things
like
how
could
they
be
part
of
this
theory
of
action
as
well?
So
you
have
our
Learners
there,
but
then
also
our
community
I
know
that
that's
something
that's
very
important
to
Dr
balderas
is
making
sure
that
the
whole
Community
parents
and
Community
are
involved
as
well.
A
When
you
create
them
initially,
therefore,
the
group
that
you
have
actual
what
I
would
say
the
ability
to
convene
and
ask
so
we
know,
and
what
what
does
the
district?
What
is
the
district
able
to
directly
control?
So
that's
the
other
condition
of
these
statements,
but
I
absolutely
agree.
In
fact,
what,
when
I
think
about
the
community,
the
component
of
that
is
where
you
should
see
some
of
the
central
office
actions
in
engaging
and
listening
to
the
community
listed
in
this
column
as
a
strategy.
B
E
When
I
look
at
the
vision
statement,
there
was
the
number
two
it
says:
I
believe
in
myself
and
my
community
Believes
In,
Me
and
I.
Think
I
in
our
strategic
plan.
I
didn't
hear
the
community
engagement
part
of
it
and
I
would
like
to
put
that
in
so
that
we
make
sure
that
and
how?
How
do
we
bring
that
into
our
theory
of
action?
So
because
that's
an
important
piece,
yeah
yeah
I,
just
wanted
to
mention
that
thanks.
Thank.
A
A
Okay,
so
I
want
to
share
with
you
the
four
student-centered
goals
and
you'll
notice.
All
of
these
are
student-centered
goals
and
the
reason
I'm
stressing
that
you
will
see
strategic
plans
that
will
have
things
like
robust
professional
development
or
even
facilities,
and
we
separate
those
things
out,
they're
going
to
be
in
the
foundations
and
that's
what
the
board's
going
to
give
us
feedback
on,
but
I
want
to
share
with
you
these
four
goal
areas
and
where
they
come
from.
There
is
research
that
talks
about
there.
A
There
is
there's
when
you
think
about
measuring
success
for
a
student,
you
look
at
the
social,
emotional
aspect,
the
belonging
aspect
and
the
academic
parts.
That's
the
whole
child.
When
I
was
a
principal
staff
developer,
even
assistant
superintendent,
we
spend
a
lot
of
time
in
the
academic
arena.
We
did
not
look
at
the
social,
emotional
and
the
belonging
component,
and
so
these
goals
break
out
this
way
goal
one
safe
and
thriving
and
the
names
for
these
goal
areas.
Your
District
leaders
came
up
with
these
names.
A
All
I
told
them
is
the
kind
of
category
this
first
one
is
typically
called
social,
emotional,
social,
emotional.
As
well
as
identity,
they've,
just
they've
just
coined
it
safe
and
thriving.
The
other
three
are
academic
areas.
Goal
two
is
early
learning.
Your
district
is
calling
it
pillars
for
Success
pre-k
through
three
goal.
Three
is
progress
and
achievement
on
standards.
This
goal
pretty
much
describes
that
every
student
leaves
each
grade
on
grade
level.
That's
what
this
is
pushing
goal.
Four
is
College
and
Career
ready
some
districts
call
it
Future
Ready,
some
call.
C
A
Come
together,
and
these
are
the
names
of
the
goal
areas.
These
are
all
student-centered
goals,
then
here's
sample
foundations,
the
foundation
sit,
is
like
the
pillars
on
which
these
goals
are
sitting
right
and
I've.
Given
you
two
District
samples,
this
is
not
what
yours
are
you're.
We
have
to
hear
from
you
get
feedback
from
you
and
feedback
from
your
leadership
team
about
what
these
are,
but
I
just
want
to
give
you
some
examples.
A
So,
when
we're
talking
about,
for
example,
the
community
component,
one
of
the
initiatives
that
I
often
will
see
in
the
foundations
is
authentic
and
culturally
responsive
family
engagement,
that's
where
they
tackle
that
Dynamic
and
coherent
teaching
and
learning
systems
and
structures.
Other
examples
robust,
hiring
and
and
retention
of
Staff
of
high
quality,
inclusive
minded
staff.
There
are
all
kinds
of
things
that
you
can
put
here:
I
suggest
no
more
than
four,
because
whatever
those
four
are
it
takes.
A
Initiatives
like
this
are
big
and
to
actually
do
them
well,
it
will
take
us
several
years
to
do
them
well,
because
they're
typically
done
at
the
central
office.
This
is
what
you're
going
to
think
about
what
what
you've
read
in
the
listing
and
learning
and
provide
feedback
on.
But
let
me
just
tell
you
how
this
goals
will
work
for
the
schools
for
next
year's
School
Improvement
plans.
Each
school
will
have
to
have
two
goals.
One
is
already
chosen
for
them.
Safe
and
thriving.
Everyone
has
to
have
that
goal.
A
It's
not
an
option
and
what
the
teams
were
doing
when
we
met
a
little
a
little
bit
over
a
week
and
a
half
ago,
they
framed
up
strategies
10
to
15,
for
each
of
these
and
I'm
gonna
get
model
for
you.
What
that
looks
like
from
the
research
and
to
help
Drive
what
was
in
the
theory
of
action,
every
school
will
have
goal
one.
Your
level
would
will
determine
your
second
goal
area.
A
C
D
I
think
when
you
said
you
do
a
cartwheel
I'm
ready
to
do
a
cartwheel
here,
just
because
I
think
that
the
alignment
is
good,
it
makes
sense
having
just
the
two
goals
and
having
that
safe
and
thriving,
with
one
other.
The
way
that
you
described,
it
makes
sense
to
me
and
it
they
point
to
Student
Success.
D
You
know
and
I
one
area
I'm
curious
to
see
what
they
put
in
those
four
boxes
later
on
that
are
behind
that
one
rectangle
you
have
just
to
see
where
Community
engagement,
parent,
Community
engagement
will
lie
within
right,
right,
I'm,
curious
to
see
where
what'll,
where
what
what
our
teams
will
come
up
with
for
those
four
boxes
and.
A
Yeah,
let
me
and
I'll
say
something:
that's
probably
a
little
I'll
be
a
little
bit
strongly
opinionated
here,
I've,
never
seen
a
district
not
have
authentic
and
culturally
response.
They
might
not
use
those
words,
but
family
engagement
is
key
because
what
happens
is
when
a
school
chooses
to
save
these
two
same
in
elementary
school
I
have
go
one
and
go
three
when
they
select
their
strategies,
often
what
has
to
happen.
They
have
to
pick
one
or
two
from
this
group
down
here.
D
Yes,
the
and
as
I'm
processing
what
you
just
said
if
they
pick
one
or
two
from
that
area,
if
my
school
were
not
to
pick,
would
pick
the
other
two
boxes
on
the
right
there.
Would
that
means
two
blank
boxes
right
like
technically
yeah.
They
wouldn't
yeah,
they
wouldn't
I,
know
they'll,
be
full
I
know,
there'll,
be
four
different
items
right,
they'll
be
yeah
each
for
each
one
of
those
four
boxes
will
be
full
right.
D
What
I
think
I
just
heard
you
say
is
like
obviously
we
can't
have
them.
Do
everything
there's
no
way
in
a
school?
No,
so
it'll
just
be
interesting
to
see
how
that
plays
how
that
plays
out
like
if
you
can
choose
not
to
to
engage
Community
or
not.
A
So
the
way
districts
have
done
this,
and
this
is
that
so
the
Strategic
plan
is
just
doing
is
rolling.
It
out
is
one
thing
implementing
is
another
right,
and
so,
for
example,
I
just
did
this
with
the
district
in
Washington
and
what
what
they
do
is
you
say
you
got
goal
one
and
goal
three:
here's
your
menu
strategies
and
they
what
what
is
directed
is
everybody
has
to
look
at
that
list
for
Community
engagement
and
select
one
or
two.
So
it's
not
like
an
option,
the
rest
of
them.
A
C
G
So,
to
get
this
right,
one
I
was
gonna
kind
of
joke
a
little
bit
here
that
it's
interesting,
the
adjectives.
You
know
how
important
these
adjectives
are.
C
G
Authentic
you
can
pick
so
many
different
adjectives,
but
I
thought,
but
what
you're
really
getting
down
to
in
these
gray
boxes
is
the
tactics
right.
The
tactics
that
yeah
everyone's
going
to
take
to
actually
Implement,
so
it
becomes-
and
it
would
be
very
hard
I-
would
think
in
at
any
grade
level
to
get
success
Thrive
without
having
some
kind
of
Engagement
from
someone
beyond
the
students
yep.
So
so,
whatever
way
we
want
to
call
that
out.
G
It's
it's
going
to
be
a
tactic
that
it
has
to
be
right,
some
kind
of
family
engagement
of
some
sort.
Whatever
way,
we
call
it
correct.
A
Correct
and
the
other
three
boxes,
the
schools
aren't
choosing
from
those
they're
going
to
be
central
office
like
a
lot
what
they
one
district.
For
example,
after
listening
and
learning
heard
a
lot
about
class
size,
they
they
heard
a
lot
about
facilities.
That
was
not
going
to
be
one
that
the
schools
will
choose.
These
are
things
that
impact
a
larger
District
initiative.
A
This
is
the
only
one
where
once
they
have
their
two
goals
and
they're
coming
up
with
how
we're
going
to
achieve
safe
and
thriving
they're
going
to
look,
because
this
will
actually
have
a
list
of
about
five
to
ten.
What
we
call
Best,
Practices,
they'll,
look
and
say
we're
going
to
pick
one
or
two
from
that,
and
that's
when
it
does
the
other
three.
You
don't
do
that
with.
C
A
They
would
just
I
apologize,
no
I'm,
sorry,
so
there
are
10
to
15
strategies
that
we
worked
on
last
week.
They're
not
ready.
Yet
we're
I'm
meeting
with
the
group
this
week
to
clean
them
up.
I
do
have
some
samples,
though,
to
show
you
from
another
District.
So
you
can
see
what
I'm
talking
about,
but
yours
are
not
ready
to
share
they're
still
creating.
E
A
But
the
key
was
having
teachers
and
principals
and
coaches
and
central
office
leaders
come
together
and
that's
what
Dr
Cordy
partnered
with
our
team
on
and
with
the
with
the
complete
and
utter
focus
of
vision
of
superintendent
balderas
to
have
150
people
in
a
room
and
now
you're
gonna
have
more
people
who
will
own
those
strategies
versus
it
being
dictated
too.
A
D
D
You
know
it
just
makes
me
think
about
the
flexibility
that
we
may
need
to
have,
because
there's
some
things
that
are
core
amongst
all
of
our
schools
or
throughout
all
of
our
schools
and
other
pieces
that
we'll
need
to
have
some
flexibility
if
a
school
picks
one
and
two
or
one
in
four
or
one
and
three.
D
You
know
so
that
we
have
some
core
standards
across
all
schools,
but
then
also
with
regards
to
funding
some
schools
might
need
a
little
bit
more
or
less,
depending
and
for
certain
areas
of
their
funding,
depending
on
which
goals
they're
working
on
you.
A
Implementing
are
things
that
exist
in
pockets
and
new
or
totally
new,
because
you
want
some
Innovation
and
what
I
reminded
the
team
is
that
all
your
strategies
shouldn't
be
new,
because,
if
they're
all
new,
you
can't
do
that.
That's
too
much,
it's
impossible.
You
want
a
mixture
and
I'll
show
you
that
in
a
minute,
because
I've
got
a
sample,
you'll
see
what
I'm
talking
about
right,
you're,
asking
all
the
right
questions
and
thinking
about
this
in
all
the
right
ways.
There's.
D
I'll
stop
after
this
event,
there's
one
more
thing
that
made
me
think
about
was
that
the
words
that
are
on
there
see
thriving
I
mean
I
can't
disagree
with
any
of
those
words
in
the
green
or
blue
boxes,
but
they
also
feel
very
I,
don't
know
just
almost
cold
and
I,
don't
know,
I
think
once
we
start
describing
things
in
the
different
foundations
or
strategies,
I
think
they'll
bring
them
more
to
life.
D
I,
wonder
how
our
students
will
connect
to
those
four
goals
like
if
I
was
a
kid
and
I'm
like
oh,
like
safe
and
thriving.
You
know
like
I'd
I'm,
just
curious
about
hard
Community
or
students
would
connect
with
those
four
goals
for
themselves,
but
that's
just
something
that
came
to
mind.
A
So
board
members,
one
of
the
most
important
things
that
you're
going
to
do
next,
is
I'm
going
to
ask
you
to
start
thinking
about
things
from
the
listening
and
learning
to
see.
If
you
can
start
to
generate
foundations,
foundational
focus
and
I
think
one
of
the
things
we
agreed
on
is
this
community
and
responsive
and
not
using
these
words,
but
this
authentic
and
culturally
responsive
family
engagement
is
probably
an
important
one.
I'm
hearing
that,
but
we'll
come
to
that
in
a
minute.
A
I'm
not
this
is
just
sort
of
like
what
the
instructional
planning
team
I
call
them.
Ipt
was
150
of
them
and
what
they
did
they
they
committed
to
meeting
that
day
and
then
the
groups
have
met
on
their
own
with
their
leads.
We've
got
two
or
three
people
building
principal
and
someone
at
the
district
office,
who's
leading
each
of
these
groups
to
be
sure,
they're
staying
aligned
with
research
and
they're
giving
us
drafts.
We've
told
them
that,
because
they
only
see
their
goal
area
and
they
can't
see
the
others
they
can't
see.
A
Redundancy
happens
that
Dr
Cordy
and
her
team
will
pull
all
this
together
and
do
the
cleanup-
and
so
we've
made
sure
folks
understand
that
and
I
wanted
to
share
with
you
the
definitions
of
the
strategies
before
I
I
share
it
again.
The
actual
template
sustaining
are
things
that
you're
currently
doing
that
are
positively
impacting
students,
some
districts,
you
have
a
lot
of
sustaining
and
if
you
have
a
lot
of
sustaining
they've,
probably
been
working
at
doing
coherent
things
and
common
things
across
the
buildings.
A
If
you
don't
see
a
lot
of
sustaining
my
experience
is
that
it
means
that
the
buildings
have
been
operating
kind
of
like
isolated,
doing
each
doing
their
own
thing,
because
if
it's
sustaining
it's
something
that's
happening
across
all
schools.
I'll,
give
you
a
good
example
in
a
lot
of
districts.
Pbis
is
something
that's
happening
across
all
schools.
A
Another
one
could
be
guaranteed,
Bible
curriculum,
where
we
have
curriculum
that
everybody's
we
bring
teachers
together,
but
everyone's
using
the
framework,
a
lesson
design
template.
We
have
a
common
template
for
how
we
design
lessons.
That's
another
one,
standard
space,
grading
reporting
across
all
schools.
If
it's
being
done
pretty
effectively,
that's
a
sustaining
practice,
implementing
we're
piloting
this
and
we're
doing
it
in
pockets
and
one
example
of
this
might
be
the
use
of
formative
assessment,
meaning
we
constantly
give
kids
feedback
real
time
and
we
see
pockets
of
it.
It's
not
everywhere.
A
Yet,
but
it's
it's
it's
it's
starting
and
when
you
put
it
here
now,
what
it
means
is
we
want
more
people
to
use
it,
because
anyone
who
knows
the
research
that
knows
that
that
formative
assessment
feedback
is
about
0.7
effect.
Size
I
mean
it's
almost
unheard
of
to
get
anything
above
a
point,
four
point
five,
but
that
has
a
lot
of
a
lot
of
runway
for
growth
for
kids
and
then
new
in
developing.
A
This
is
where
they've
looked
at
research
and
they're
looking
to
see
what
else
should
we
be
doing
this
in
the
research
that
we
haven't
done
so
they
each
of
the
groups
have
had
a
a
what
I
call
a
group
of
research
articles
that
they've
read
all
the
teachers
and
based
on
that
they're
framing
this
up.
So
let
me
show
you
what
it
looks
like
here
are
the
outcomes
for
your
goal
areas.
A
You
have
to
have
your
outcome,
so
you
can
know
what
to
measure
it's
not
enough
just
to
have
a
goal
area.
So,
for
example,
each
student
feels
same
goal
area
one.
That
means
we
have
to
survey
students
to
ask
them
that
all
identities
are
valued
and
all
students
are
included,
we'll
have
to
survey
students
to
ask
them
this.
This
is
the
outcomes
that
the
groups
have
determined
on
how
to
measure
this
a
goal
area.
3
all
students
demonstrate
progress
toward
the
achievement
of
the
standards.
A
All
students
will
demonstrate
agency
of
their
learning.
All
of
these
things.
We
will
be
working
with
your
psychometrician
to
come
up
with
metrics
to
measure
at
all
and
what
you
typically
do
once
establish.
You
set
a
schedule
to
share
this
information
out
at
a
board
meeting
annually.
To
say
here
is
the
metrics.
Here
are
the
outcomes?
Here's
where,
how
we're
progressing.
A
A
You
need
a
mixture
of
both
can't
have
all
district,
you
can't
have
all
building
and
is
it
sustaining
implementing
new
and
developing,
and
the
teams
are
completing
these
for
each
goal
area
when
you're,
when
you're,
when
I'm,
when
you're
done
you're
going
to
have
two
deliverables,
you're
going
to
have
a
four-page
strategic
plan
that
will
have
your
goal
areas,
your
core
values
and
all
of
that
then
you'll
have
an
eight
to
ten
page
document.
That's
internal
for
all.
The
schools
to
utilize
that'll
have
the
strategies.
A
A
B
A
Learning
one
another,
sustaining
strategy
that
this
means
they're
already
doing
it,
and
they
want
to
keep
going
on
this
one.
All
instructional
staff
are
trained
and
Implement
research-based
cell
practices
so
that
students
can
learn
emotional
literacy,
self-regulation
and
friendship
skills
using
the
castle
framework.
And
if
you
know
anything
about
this,
you
know
Castle
is
a
leading
expert
on
this.
So
these
are
the
two
things
is
district
one
to
continue
doing
something
new.
A
They
want
to
transition
to
kindergarten
practices,
students
and
teachers
experience
a
line,
cohesive
asset-based,
Early,
Learning
practices
and
environments
Pre-K
to
kindergarten,
and
they
have
a
framework
for
how
they're
going
to
go
about
doing
that.
Okay.
So
this
is
one
this
District,
because
they
have
two
sustaining
ones,
will
be
able
to
hit
the
ground
pretty
pretty
early,
because
some
of
these
things
are
already
in
existence
and
the
family
engagement,
one
conduct
law,
kids,
like
family
connection
conferences,
that's
the
state
assessment
Pre-K
to
engage
parents
as
trusted
Partners
in
their
children's
School
Success.
A
A
A
H
Yeah
Dr
Campbell
I'm
not
quite
sure
that
I
understood
the
meaning
of
building
or
districts
I'm
sure
you
mentioned
it
and
I
missed
it.
No
worries.
What
what
does
that
mean?
When
you
say
a
goal
is
in
building
or
if
it's
in
District?
What
does
that
mean
exactly
great.
A
Question
so,
for
example,
let
me
look
at
one
of
these
securing
equipment
and
implementing
systems
that
are
operationalized
and
maintained
in
all
buildings.
A
school
principal
can't
do
that.
That
has
to
be
done
at
the
district
level.
So
some
things
are
beyond
the
control
of
the
district
office.
I
mean
I'm,
sorry
of
the
building
principle.
They
have
to
happen
at
the
system
level
and
more
system
level
things
or
District
level
things
and
the
other
way
to
think
about
it
is
like
there's
one
under
each
student
is
empowered
established
and
support
mtss
in
all
schools.
A
Principals
can
do
that
individually.
That's
a
district
function,
so
it's
a
mixture
of
what
the
district
will
do
to
support
schools
so
that
I
it
can
actually
happen
at
the
building
level.
So
it
doesn't
mean
it
won't
happen
at
the
building
level.
It
means
the
district
has
to
do
this
so
that
it
can
happen
at
the
building
level.
Does
that
help.
H
Yeah,
so
so
each
of
these
must
have
either
the
district
level
or
the
building
level.
We
can't
have
all
building
or
all
districts
right.
A
Right
right
exactly
and
some
things
won't
have
District
if
it's
already
established,
usually
if
it's
sustaining
it's
just
the
buildings
are
continue
to
do
it,
but
this
is
what
this
District,
how
these
leads
have
interpreted
this,
and
it's
still
in
draft
form
the
reason
I
like
to
break
it
out.
This
way
is
to
illustrate
first
of
all,
everybody's
in
this
game.
It's
not
going
to
I
tell
people.
There
are
no
observers
on
a
good
strategic
plan.
C
D
D
At
a
minimum,
so
as
we
are
looking
at
our
different
strategies
when
they
are
putting
all
those
strategies
in
there
I
know,
you
have
the
implementing
or
developing
it'd,
be
nice
to
know
to
figure
out.
If
that's
a
year,
one
implementation
year,
two
year
three
year,
four
like
at
some
point
right
there
now,
because
they
can't
Implement
everything
right.
A
A
And
that's
what
your
dish!
That's!
What
you're
150
folks
are
working
on
right
now,
they're
creating
this!
A
So
I
want
to
go
back
to
something.
Marzano
said
that
a
Loosely
coupled
system,
it's
hard
to
focus
on
student
achievement
system-wide
they
tend
to
Foster
site-based
management.
So
if
you
had
all
buildings
in
no
District,
that's
really
when
you
see
Loosely
coupled
you
need
to
have
some
things
that
everyone's
doing.
The
other
thing
is
by
saying
something
is
sustaining
means.
We
want
everybody
doing
that
one
would
be
creating
inclusive
spaces
where
kids
belong.
I
can't
imagine
someone
would
say
some
schools
getting
out
on
that.
A
That's
why
goal
one
look
at
this
see
the
second
bullet.
Everybody
having
that
goal
one
around
safe
and
then
remember
what
your
words
were:
I,
don't
want
to
butcher
it
just
safe
and
thriving.
A
So
here's
what
we've
done.
Look
at
what
the
research
says
it
says
tightly
coupled
systems
are
the
ones
that
can
actually
focus
on
student
achievement
and
they
require
non-negotiable
goals,
be
set
for
achievement
and
instruction.
The
not
one
of
the
non-negotiables
is
that
everyone
has
to
have
the
safe
and
thriving,
and
everyone
has
to
pick
another
goal.
So
we've
come
to
some
things
that
are
just
non-negotiables
for
the
schools.
With
this
notion-
and
it
says,
the
goals
must
be
established
through
a
collaborative
process.
A
A
Because,
ultimately,
as
board
members
and
superintendent
you're
responsible
for
all
the
schools,
so
what
are
we
ensuring
in
terms
of
the
the
experiences
for
our
Scholars
all
across
the
district,
so
foundations.
A
This
is
where
we're
gonna,
Focus
right
now
and
I
know
you
won't,
have
it
all
fleshed
out
today,
because
we're
going
to
take
your
feedback.
Superintendent
valders
will
also
look
at
his
the
senior
team
and
we're
going
to
merge
these
to
come
up
with
the
foundations
for
the
Beaverton
School
District,
and
what
I
want
you
to
think
about
is
what
are
some
priorities
that
you
think
should
be
accounted
for
in
the
Forefront
one
of
the
four
foundations?
What
priorities
thinking
about
the
listing
and
learning
feedback?
A
Thinking
about
the
conversation
we
had
around
Community
engagement,
maybe
is
one
I'd
love
to
hear
each
of
you
share
out
loud.
What
do
you
think
are
comes
to
mind
when
you
think
about
foundations
and
the
way
I've
said
them
is
priorities
because
everything
can't
be
a
foundation,
but
if
we
had
four,
what
would
you
want
to
see
in
one
of
them
and
I'm
thinking?
We
could
do
it
the
same
way
we
did
before,
where
each
of
you
just
shares
and
we'll
take
note
of
this.
H
C
A
slide
up
that
contains
some
of
the
other
foundations
that
other
school
districts
have
used
just
so
we.
A
A
One
is
around
you've
seen
the
districts,
especially
if
they've
had
some
Financial
challenges,
something
around
fiscal
alignment
to
ensure
you
know:
fiscal
responsibility
and
alignment,
hiring
I've
seen
one
in
that
area,
they're
the
things
that
are
going
to
be
critical
for
the
schools
to
achieve
goals.
One
goal
two
goal
three
and
go
four,
which
is
why
this
family
engagement,
one
that
I
I,
don't
remember
the
board
of
board.
The
director
who
said
who
brought
up
black
community
is
so
important,
you're,
absolutely
important.
I
think.
Maybe
a
couple
of
you
did.
A
C
Okay,
I
think
maybe
we
do
a
round
robin
and
this
time
start
with
well,
actually,
why
don't
we
start
with
Uganda
this
time
and
then
go
Becky
and,
and
this
way
across
there.
G
I
I
guess
I
was
a
little
bit
stuck
here,
because
I
think
these
first
two
are,
you
know
so
important
to
all
four
of
the
goals.
So
then
trying
to
come
up
with
other
foundational
sort
of
things.
You
know
Equitable
practices
in
in
all
the
things
that
we
do
everything
we
bring,
that
it's
that
it's
equitable,
it's
accessible
to
all
of
our
students,
so
that-
and
that
are
our
staff
is-
is
highly
trained
and
engaged.
G
But
also
there
was
a
part
of
me
that
was
that's
very
pragmatic
and
practical
and
and
I
have
to
take
into
account
that
these
great
goals
depend
so
much
on
our
funding
and
we,
we
still
will
be
we'll,
be
we'll
be
providing
great
education,
but
maybe
some
of
the
ways
that
we
would
do
it
not
knowing
how
our
funding
so
I
know
that
that
is
something
that
we
can't
totally
control
or
our
buildings
can't
totally
control,
but
they
have
to
make
decisions
based
on
how
they
implement
this,
based
on
the
kind
of
funding
that
they're
given
so
I,
don't
know
if
there's
any
way
to
engage
that
or
capitalize,
and
we
also
saw
no
matter
what
kind
of
four
goals.
G
When
you
have
a
worldwide
pandemic,
you
get
you
get
taken
off
off,
track
and
I
know,
that's
not
something
that
you
can
put
in
your
foundational
piece
either.
So
I
probably
didn't
do
my
assignment
right,
but
that's
what
I
was
thinking
when
I
was
when
I
was
reading.
It
well.
A
One
of
the
things,
though
I
heard,
is
that
you,
you
acknowledge
the
first
two
you
think
are
important,
so
that
in
and
of
itself
helps
us.
But
I
also
heard
you
talk
about
professional
development,
because
some
of
what
you
described
wouldn't
be
a
foundation,
some
of
some
of
that
wouldn't
but
the
her
professional
development
as
one
of
them
and
highly
trained
that
that
one
I've
seen
it's
an
actual
initiative
that
you
can
lead
for.
D
Okay,
some
of
the
I
have
it's
kind
of
a
I
feel
like
I'm
in
a
little
bit
of
a
void
to
come
up
with
such
important
phrasing,
because
there's
so
many
pieces
that
go
into
it.
But
some
of
the
pieces
that
come
to
mind
is
that
I
had
like
staff
supported,
but
what
I
mean
by
that
is
what
Becky
was
saying
with
highly
trained
professional
development.
D
So
that's
something
that
wanting
to
make
sure
that
our
staff
has
whether
it's
the
mentoring,
whether
it's,
if
I,
think
of
like
our
dual
language
program.
Expansion
is,
do
they
know
if
we
have
Pre-K
to
third
grade
pillars
of
success.
Do
our
dual
language
teachers
have
the
training
they
need
to
teach
literacy
in
Spanish,
for
example.
D
So,
like
that
professional
development
that
needs
to
happen
and
then
the
other
area
that
I
I'm
I'm
trying
to
put
into
words,
is
as
we
have
that
accelerated
learning
for
all
students,
but
also
focusing
on
our
most
vulnerable
populations
at
each
of
our
schools.
Because
we,
when
we
look
at
our
graduation
rates,
we
know
like
our
English
language.
Learners
are
we're
graduate
we're
ending
up,
pushing
out
a
large
percentage
of
our
English
language.
D
Learners
right,
like
plus,
more
than
30
percent,
are
so
and
so
like
I
think
all
we
want
all
of
our
students
moving
forward,
but
we
also
know
we
have
some
large
gaps
and
so
somehow
wording
in
there
that
it's
for
all,
but
we
also
want
to
make
sure
we're
focusing
in
bringing
up
all
which
means
that,
for
some
of
our
students,
The
Gap
is
so
large
that
we
need
to
be
addressing
first
bed
for
ell
for
in
our
we'll,
be
talking
about
that
in
our
board
meeting
today
too.
D
So,
though,
that's
another
area
of
thinking
about
accelerating
but
also
focus
on
the
vulnerable
populations
or
who
we're
failing
at
this
time
and
then
the
highly
trained
professional
development,
the
community
engagement,
but
not
only
just
Community
engagement.
But
for
me
it's
really
about
Community
collaboration
and
voice.
D
Engagement
is
one
thing
we
can
do
that
in
a
survey
you
know
or
in
one
sitting,
but
really
collaborating
truly
collaborating
with
our
community
and
then
the
last
one
that
I
was
thinking
about
is
how
do
we
provide
the
curriculum
so
that
they
have
students
can
actually
engage,
but
also
so
that
we
have
the
materials
that
and
MPD
that
our
staff
needs
to
really
differentiate
for
our
students.
A
Really
quickly,
you
want
to
build
on
what
you
just
said,
so
when
this
is
fleshed
out
under
foundations,
that
should
be
I
want
to
say
between
five
to
eight
strategies
is
some
of
what
you
describe
will
actually
be
written
as
a
specific
strategy,
professional
development
curriculum
under
Dynamic
and
coherent
teaching
and
learning.
You
would
actually
have
some
strategies
listed
under
the
initiative.
C
G
C
Some
of
the
buildings
that
we
need
to
replace
as
well
that
kind
of
comes
along
with
it,
so
I
think
that's
a
really
important
goal
that
we
keep
in
mind
because
it's
a
goal
that
crosses
multiple
bonds
and
when
you
have
a
goal
that
crosses
multiple
bonds
like
that.
Having
something
in
a
longer
term
strategic
plan
could
be
really
helpful.
A
C
And
then
you
know,
I
was
I
only
had
one
and
then
Becky
spoke
up
and
I
really
thought
what
she
was
saying
about.
Sustainable
funding
so
important
during
my
term
on
the
board
or
my
time
on
the
board.
I
should
say
because
it's
multiple
terms
there
was
a
big
push
to
get
more
sustainable
funding
from
the
state,
and
that's
made
a
huge
difference
for
our
kids
and
I
believe
that
we're
maybe
a
half
of
the
way
to
where
we
need
to
be
in
terms
of
getting
full
sustainable
funding
from
the
state.
C
We
often
measure
that
with
something
called
the
quality
education
model
or
the
qem
and
having
somewhere
in
there
and
I,
don't
know
where
this
sits,
because
this
is
often
the
board's
role
and
advocating
for
things
like
this
right.
It
kind
of
sits
at
a
higher
level,
but
I
think
it's
an
important
goal
that
we
continue
to
push
for
that
North
Star
of
full
funding
for
our
schools
here
in
Oregon,
so
that
we
can
all
of
the
other
goals
that
fall
under
this
are
well
funded
and
supported.
So
those
are
the
two
for
me.
E
So
for
the
safety
and
driving
I
had
increase
in
the
use
of
restorative
practices
and
social
and
emotional
learning,
I
hear
a
lot
from
kids.
You
know
because
they
were
bullied,
they
don't
want
to
go
to
school,
they
make
excuses
to
going
to
school.
So
if
we
can
do
and
I
think,
BSD
is
doing
a
great
job
in
that.
So
that
would
be
something
I
don't
know
if
it's
a
foundation,
not
a
strategy,
but
that
that
comes
to
my
mind
that
that's
important
and
then
community
and
family
engagement
also
through
better
Communications.
E
There
are
a
lot
of
different
languages
spoken
in
our
community
and
there
are
sometimes
you
know.
Bsd
may
be
thinking
that
they
have
sent
a
thing
out,
but
the
parent
is
not
getting
it
somehow.
I
think
we
need
to
make
make
our
system
a
little
bit
more
inclusive
of
community,
so
that,
because
we
we
go
reach
out
to
the
community
for
a
lot
of
different
things
like
for
Bond
and
levies
and
volunteer
help,
and
we
have
to
make
our
system
a
bit
more
acceptable
of
the
community
and
about
the
third
thing.
E
I
was
I
had
aligning
over
budget
priorities
to
come
economic
excellence,
and
that
was
what
Becky
and
Tom
were
leading
to.
There's
a
lot
of
responsibility
put
on
board
members
about
trying
to
advocate
for
legislative
priorities
and
sometimes
I
feel
that
we
need
to
be.
There
needs
to
be
more
collaboration
between
BSD
and
the
board
members,
so
that
we
can
actually
do
that
in
a
better
manner
me
being
a
two-year-old
board
member.
You
know
we
need
more
information
to
go
out
and,
and
also
should
it
be
all
on
board
members.
E
Can
this
be
done
by
staff
members
too,
like
where
we
are
trying
to
get
more
money
for
our
school
district,
because
we
are
not
getting
enough
when
I
see
a
lining
our
budget
priorities
to
accomplish
academic
Excellence?
We
don't
have
too
much
left
in
our
budget
to
really
put
it
for
things
that
we
really
need
to
spend
on
students
and
challenging
and
support
systems
to
make
it
better
I
hear
of
kids
getting
into
ISP,
but
they
cannot.
It
becomes
too
much
for
them
because
they
can't
spend
money
on
it's
just
too
much.
E
They
are
smart
to
get
in,
but
sometimes
they
cannot
come
out
of
it
without
being
depressed
or
it's
too
challenging.
So
we
need
to
have
more
support
for
those
students
who
are
smart
but
cannot
finish
it
because
either
they
are
not
economically
in
a
space
where
parents
can
spend
money
on
tutoring
or
things
that
can
help
them.
So
we
need
to
think
about
those
things
too.
Thanks.
B
All
right
well,
I'll,
take
a
swing,
we'll
see,
I
have
a
small
business
so,
like
a
lot
of
my
mindset
was
around
like
HR,
like
talent,
development
and
people
and
I
don't
want
to
like
business.
You
know
Financial
system,
so
what
I
wrote
was,
like
kind
of
you
know,
always
seek
and
retain
diverse
top
talent
and
Educators,
and
it
kind
of
had
an
aspect
of
like
you
know.
I
thought
of
that
was,
like
you
know
the
development
of
those
people.
B
So
you
get
what
you
want
here
and
you
grow
that
person
and
you
keep
that
person
so
because
I
think
everything
on
that
list
is
about
having
really
good
talent.
That
cares
and
wants
to
keep
on
growing
and
then
I
didn't
put
Financial
per
se.
But
I
said
you
know,
you
know,
constantly
innovate,
execute
world-class
systems.
So
in
my
mind
it
means,
like
you,
know
the
financial
underpinnings.
So
we
can
fund
everything.
B
You
know
whether
you
like
when
scope,
you
know:
Mr
Scofield
came
in,
you
know
you
build
the
system
where
you
know
where
you're
at
and
what
you
can
do.
I
think
that's
really
important.
Those
are
the
kind
of
world-class
systems
that
allows
you
to
fund
different
programs
to
achieve
the
end
result.
So
I
know
it's
kind
of
mechanical
and
kind
of
business-like,
but
those
are
kind
of
two
things
that
were
on
my
mind,
so
I'll
throw
those
down.
H
So
I
had
a
a
lot
of
things
going
through
my
mind
and
when
I
look
at
pillars
for
success
and
I
just
made
a
couple
notes.
H
What
comes
to
my
mind
when
it
comes
to
Foundation,
would
be
having
cultural,
responsive
training
for
our
teachers
to
ensure
the
success
of
every
student,
especially
for
students
for
newcomer
students
and
for
immigrant
students.
How
do
they
learn?
How
do
we
ensure
that
no
student
is
Left
Behind,
so
I
think
that
one
of
the
foundations
that
we
should
have
there
would
be
ensuring
that
teachers
are
trained
in
that
area
and
knowing
how
to
respond
to
students
at
whatever
level
that
they
are
and
know
how
to
educate
our
students
from
diverse
cultures.
H
You
know
that's
what
was
jumping
through
my
mind
and
another
thing
was
mental
health
support.
How
do
we
continue
to
support
our
students,
our
students,
mental
health,
to
help
them
stay
in
school
and
be
engaged
in
their
learning,
so
that
brings
me
on
their
yeah
still
under
pillars
and
for
success
and
safe
and
thriving.
H
So
those
are
the
two
things
that
I
would
recommend
to
have
in
the
foundation
just
making
sure
that
no
student
is
Left
Behind,
we
are
reaching
every
student,
you
know,
so
that's
those
are
the
two
things
that
came
to
my
mind.
H
You
so
yeah
I
wanted
to
also
add
something.
It
reminds
me
of
a
trip
that
we
took
to
Aero
hassle
when
we
went
to
see
their
Cairo
I
think
their
Cairo
program.
It
was
really
really
intriguing
to
see
how
the
Educators
there,
where
catering
to
the
students
from
from
Africa-
and
it
was
really
interesting,
just
to
see
that
and
being
able
to
teach
the
students
who
are
still
new
in
the
US.
A
Thank
you
board
members
I
want
to
thank
you.
You've
given
us
quite
a
bit
to
think
about
what
I
can
tell
you
from
listening
to
you,
your
grain
sizes
or
different
grain
sizes
and
one
of
the
board
members,
so
astutely
recognized
some
of
what
you're
describing
will
be
in
the
strategy
work
and
some
of
what
you
surface
could
be
a
foundation,
because
a
foundation
is
a
large
grain
size.
A
I
call
them
tagline,
but
it's
really
a
promise
statement
about
what
we
want
to
to
students
to
know
in
a
very
short
abbreviated
phrase
that
captures
the
spirit
of
the
Strategic
plan.
It
also
is
a
way
to
Brand
the
plan
and
then
we're
going
to
have
families
and
staff
and
students
everyone
to
vote
on
this
and,
after
all,
that's
done
we're
going
to
come
back
to
the
board
for
approval
and
I
want
to
share
with
you
some
examples
of
taglines.
A
A
A
So
these
are
the
things
we're
getting
close
now
to
to
the
completion
of
the
Strategic
plan,
and
then
the
hard
part
happens
linking
it
to
school,
Improvement
planning
setting
up
times
throughout
next
year
to
actually
lead
for
this
and
monitor
it
and
celebrate
those
incremental
steps
all
along
the
way
I'm
going
to
stop
now,
and
hopefully
you
see
how
your
input
will
be
utilized
in
the
mission
statement,
as
well
as
in
the
foundations,
as
well
as
getting
an
opportunity
to
vote
on
the
tagline
that
the
core
planning,
team
and
and
Carrie.
A
E
A
This
is
how
you're
going
to
measure
and
we'll
spend
a
little
more
time.
I
will
spend
time
with
the
team
getting
clear
about
this.
Each
student
feels
safe
in
the
school
Community.
The
schools
will
know
for
that
particular
goal
area
that
they.
This
is
this.
These
are
the
these.
Are
the
metrics
that'll
tell
them
progress
on
that
goal.
A
A
Will
work
and
then
there
will
be
common,
a
common
tool
or
template
for
the
schools
to
do
that,
and
then
we
can.
We
take
all
that
data.
We
give
progress
annually.
So
the
board
is
monitoring.
Progress.
I
will
tell
you
I'm
Federal
Way.
It
wasn't
until
year,
two
that
we
got
to
get
the
real
traction,
because
in
the
first
year,
they're
just
getting
used
to
how
which
strategies
and
doing
their
PD.
This
is
it'll,
be
new
ugana.
H
So
my
question
is:
is
there
ever
a
situation
where
we
would
need
to
review
a
goal?
Let's
say
one
year
two
years
and
we're
not
making
progress
on
a
goal?
Could
we
decide
to
review
that
goal.
A
So
I
this
is
what
I
would
strongly
say.
You
would
look
to
revise.
We
would
look
at
our
strategies
because
there's
so
much
research
on
the
goal
areas
like
early
learning.
There
is
no
doubt
we
should
be
focusing
on
that.
So
we
would
do
the
review
on.
Are
the
strategies,
the
other
thing
that
I
would
say
sometimes
what's
happening
in
school
districts?
We
change
so
fast
and
you've
got
to
give
a
chance
for
the
building
staff
Fidelity
of
implementation.
A
We
know
we're
selecting,
really
good
strategies,
but
you
do
when
we
what
we
did
is
at
year
five,
we
pulled
our
our
teams,
our
our
core
planning
team.
Back
together
again,
we
took
one
of
our
goal
areas
we
realized.
It
was
extra,
we
changed
some
of
our
metrics,
some
of
our
outcomes,
but
we
had
to
learn.
It
took
us
a
while
to
know
what
those
tweaks
were.
C
Other
questions
from
the
board
great
well,
thank
you.
Dr
Campbell!
This
has
been
a
great
session.
We
we
appreciate
your
input,
ensuring
everything
and
we
look
forward
to
seeing
this
come
in
front
of
us
in
final
form
and
an
opportunity
to
to
vote
along
with
the
rest
of
the
core
team.
That's
coming
up
as
well.
A
Awesome
I
wanted
to
have
two
shout
outs:
I
want
to
shout
out
to
Carrie
delf
and
to
Dr
Cordy.
They
have
been
incredible
working
behind
the
scenes.
You
never
know
all
of
the
things
that
have
to
play
out
and
they
have
been
phenomenal.
I
also
want
to
shout
out
who
I
think
is
one
of
the
best
superintendents
there
is
and
that
superintendent
balderas
he
is
a
humble
but
clear.
Fierce
advocate
for
students
and
I
could
be
prouder
to
work
with
him
Gus
by
the
way
I'm
going
to
do
some
work
for
the
Edmonds
Foundation.