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From YouTube: BSD School Board Work Session
Description
The School Board is holding a virtual work session on Monday, November 16 at 6:30 p.m. to receive analysis of the community survey regarding the School Resource Officer Program. This meeting will be informational; no decisions will be made at this time.
A
A
We
hope
to
identify
places
where
we
need
to
adjust
places
where
we
need
to
identify
that
we
have
things
that
we
need
to
come
together
as
a
community,
and
that's
where
tonight
is
so
important.
Is
we
have
community
voice
and
we'll
be
learning
about
our
partnership
that
we
have
with
on
school
resource
officers,
with
the
city
of
beaverton,
with
the
city
of
hillsboro
and
with
the
washington
county?
A
We
ask
that
board
members.
If
you
have
questions
that
you
once
are
presenters,
you
can
put
your
questions
in
chat
or
just
say
that
you
would
like
to
ask
a
question
of
our
of
our
presenters.
So
with
that
I'm
going
to
introduce
our
superintendent
don
grotting
to
introduce
our
first
presenters.
B
When
we
begin
gathering
information
about
our
sros
and
their
work
in
school,
we
wanted
to
go
out
through
a
third
party
provider.
Necco
northwest
is
renowned
for
the
work
that
they
do
not
only
in
oregon
but
throughout
the
northwest
partnering
with
various
education
agencies.
So
at
this
time
it's
my
pleasure
to
turn
it
over
to
I
don't
know
who
first
joel
or
andrew
welcome.
C
Thank
you,
superintendent,
joel
ainsworth
sends
his
regrets.
He
wasn't
able
to
make
the
presentation,
so
it
will
just
be
me.
C
And
so
I
believe
I
need
to
share
my
screen.
Is
that
something
I
can
do
just
share
my
screen?
Will
that
work
or.
B
C
No,
it
looks
like
I
need
to,
I
can
restart,
and
maybe
it
will
work
then
otherwise,
I'm
happy
to
just
sort
of
talk
through
if
someone
else
can
show
the
slides.
That's
that's
fine.
C
F
G
C
Oops,
apologies
here,
just
okay
yeah,
so
what
I'm
gonna
do
with
these
slides
is
just
sort
of
walk
through
a
summary
of
our
findings.
Based
on
the
the
community
survey
that
the
school
district
deployed
over
the
summer
want
to
give
you
some
insights
or
our
insights,
into
the
the
general
perspective
that
respondents
had
on
sros
and
the
presence
of
sros,
in
particular,
in
schools
within
the
district,
and
also
highlight
some
of
the
common
themes
and
happy
to
take
questions
as
we're
moving
along
and
also
at
the
end.
C
So
just
quick
overview
of
what
the
survey
was
and
the
questions
we
were
asked
to
address.
The
district
distributed
an
online
survey
to
capture
experiences
of
students,
staff,
community
members,
parents
with
school
resource
officers.
This
survey
was
administered
in
late
july
to
very
early
august
and
there
were
almost
getting
close
to
2
500
respondents
from
again
students,
parents
and
teachers
that
respond
to
the
survey,
and
this
was
a
a
fairly
short
survey,
which
is
generally
a
good
thing
in
survey
work.
There
were
two
questions.
C
The
first
question
was:
have
you
or
your
students
had
any
personal
experiences,
positive
or
negative,
with
school
resource
officers
on
the
campus
of
a
bee
written
school?
These
were
free
response
questions.
The
second
question:
what
would
you
like
our
school
board
to
know
or
what
questions
do
you
have
about
school
resource
officers?
C
So
I'm
based
on
both
of
these
were
open
into
questions.
People
had
a
lot
to
say,
based
on
the
responses,
we
were
asked
to
review
the
responses
and
answer
two
specific
questions,
one
where
most
personal
experiences
with
sro
is
positive
or
negative,
and
that
ties
very
directly
to
that.
First
survey
question
there.
The
second
question
we
were
asked
to
address
was:
do
most,
respondents
agree
or
disagree
that
sro
should
be
in
schools
and
that
question
prevent
presented
a
little
bit
more
of
a
challenge
in
that
it
was
not
explicitly
asked
in
the
survey.
C
C
The
first
component
was
a
computer-based
sentiment,
analysis
of
all
of
the
responses
and
this
kind
of
sort
of
mechanical
scoring
of
responses
where
the
computer
has
an
algorithm.
That
looks
at
the
words
that
individuals
use
in
their
answers
and
assigns
them
a
score
either
positive
or
negative.
That
should
reflect
the
intensity
of
the
emotion
or
opinion
embodied,
and
then
we
look
at
all
the
words
in
a
response
and
come
up
with
an
overall
score
for
each
response,
and
this
this
analysis
allows
us
to
answer.
C
Questions
such
as
were
respondents
generally
positive
about
sros
or
not,
and
there's
fairly
good
evidence
that
that
we
can
answer
that
with
with
high
degree
of
confidence.
In
addition
to
that,
the
sentiment
analysis
is
a
mechanical
exercise.
It's
not
perfect.
It
has
many
limitations.
C
So
we
wanted
to
supplement
that
with
a
manual
detailed
review
of
a
number
of
responses
for
this
project,
we
could
not
do
a
detailed
review
of
all
of
the
two
plus
thousand
responses,
but
what
we
did
do
was
take
a
random
20
sample
four
to
five
hundred
responses
in
total
and
reviews,
those
in
detail
to
try
to
understand
the
common
themes
in
people's
in
people's
responses
and
in
addition
to
that
20
sample,
we
did
review
all
30
plus
responses
from
people
who
answered
the
survey
in
a
language
other
than
english
to
make
sure
we
capture
their
perspectives
and
it
will
pause.
C
C
It
okay
great,
thank
you
just
want
to
make
sure
we're
not
missing
anything
so
so
what
this
review
does
again
helps
us
to
sort
of
confirm
the
sentiment,
analysis
and
again
draw
out
those
themes
in
terms
of
the
top
concerns
or
positive
aspects
of
the
program
that
people
are
highlighting
in
their
responses.
C
So
I
will
say
all
the
findings
and
the
slides
after
this
reflect
the
survey
responses.
We
did
also
review
the
public
comment
that
was
submitted
in
the
june
school
board
meeting
and
I'll
say
this
a
couple
of
times,
but
the
tenor
of
the
survey
responses
was
somewhat
different
from
the
tone
of
responses
in
the
public
comment,
and
so
I
would
just
suggest
that
you
take
the
survey
responses
as
one
input
to
your
decision
making
process.
C
C
C
Most
of
the
experiences
were
reported
as
positive
and,
although
not
specifically
asked
in
the
survey
pretty
good
evidence,
we
find
very
strong
evidence
that
most
respondents
to
the
survey
favor
retaining
the
sro
program
in
the
beaverton
school
district,
some
of
the
most
common
commonly
cited
positive
opinion
for
like
the
school
safety,
an
appropriate
environment
that
supported
discipline,
anti-bullying
efforts
and
so
on.
We'll
go
into
a
little
bit
more
detail
in
a
few
slides.
C
There
were
also
a
lot
of
negative
views
of
sros.
These
were
a
minority
of
all
respondents,
but
in
many
cases
the
the
responses
were.
I
think,
on
the
one
hand,
more
varied
than
the
positive
sort
of
responses,
and
also
qualitatively
in
many
senses,
more
intense
in
terms
of
the
strength
of
opinion
or
emotion,
reported
and
a
lot
of
specific
concerns
about
the
negative
impact
of
the
sro
program
on
black
indigenous
and
other
students
of
color
and
some
of
the
consequences.
There.
C
Respondents
also
had
a
number
of
questions
about
the
program
and
suggestions,
for
example,
for
improving
screening
and
training,
along
with
providing
either
in
addition
to
or
instead
of
sros
a
wider
array
of
wraparound
services.
More
counselors
etc
as
part
of
a
more
comprehensive
student
support
environment
and
we'll
get
into
all
that
in
a
little
more.
C
They
said
they
did
not
have
any
experience
at
all,
but
that's
not
what
we're
looking
at
here
we're
looking
at
the
experiences
people
had
and
we
do
find
that
based
on
that
that
approach,
that
more
than
three-quarters
of
respondents
did
in
fact
report
having
a
had
a
positive
experience
with
the
sros
and
the
remainder,
a
more
negative
response
and
the
chart
shows
you
sort
of
the
distribution
of
the
responses
where,
on
the
left,
increasingly
negative
responses
were
smaller
and
smaller
shares.
Positive
responses
on
the
right.
C
C
Second
question:
we
looked
at
a
sentiment
analysis.
This
was
not
addressing
directly
the
question
of
whether
the
school
board
should
keep
sros,
but
whether
the
response
to
that
second
question,
which
is
what
else,
should
the
school
board
know
whether
those
responses
were
positive
or
negative?
And
again,
overall,
by
and
large,
we
found
that
those
responses
were
positive.
Nearly
three-quarters
of
responses
were
identified
as
as
positive
responses.
C
So
that's
good.
That's
in
terms
of
the
survey
responses
that
suggests
overall
positive
statements,
positive
opinions,
positive
ideas
about
the
srr
program.
There
are
countervailing
negative
opinions,
but
by
and
large
majority
seem
to
appreciate
the
experiences
and
so
on.
C
So
we
want
to
pull
that
apart
with
our
manual
review,
but
before
we
do
that,
give
you
a
sense
of
what's
behind
that
sentiment,
analysis
and
what
we're
looking
at
here
is
the
most
commonly
used
words
on
the
right,
positive
words
in
people's
responses
and
on
the
left,
the
most
commonly
used
negative
words.
The
larger
fonts
reflect
more
commonly
used
words,
and
this
is
a
useful
exercise
for
understanding
the
general
themes
present
in
the
responses.
It's
worth
pointing
out
that
this
kind
of
analysis
is
not
definitive.
C
It's
not
a
human
reading
and
understanding
responses.
For
example,
someone
might
use
prevents
violence
in
their
response.
Preventing
violence
is
presumably
a
good
thing,
whereas
the
violence
is
a
negative
word.
So
we
don't
take
that
sentiment
analysis
by
itself.
We
have
to
look
further
at
the
detailed
review,
but
I
think
this
this
these
word
clouds
give
you
a
good
sense
of
the
kinds
of
things
that
people
are
concerned
about
and
talking
about
in
their
responses.
C
Okay,
so
again
we
conducted
the
sentiment
analysis
and
we
also
conducted
a
detailed
manual
review
where
we
actually
had
humans.
Looking
at
looking
at
the
data
of
20
of
the
responses
and
the
next
few
slides
show,
you
results
from
from
that
that
analysis.
C
So
first
question
was
about
whether
people
had
responses
or
not.
As
I
mentioned,
this
is
no
surprise.
Not
everybody
has
had
an
experience
with
an
sro,
but
a
majority
64
of
this
sample
of
respondents
did
report.
Having
had
some
experience
with
the
sro,
I
will
say
that
for
a
handful
of
those
it
was
relatively
minimal.
There
were
some
respondents
that
said
yeah
I
saw
the
sro
walking
down
the
hall.
C
A
Andrew
this.
A
E
C
So
no
question
at
this
point:
just
yeah:
okay,
great
yeah.
So
this
gives
us
the
the
distribution,
a
majority
of
students
or
respondents.
Sorry,
we
don't
know
necessarily
if
respondents
are
students,
staff
or
parents
or
or
others,
but
a
majority
of
respondents
had
some
experience
or
their
student
or
child
had
had
some
experience
with
professor
rose.
C
Getting
to
the
the
second
question
that
we
were
asked,
which
was
do
to
what
extent
do
people
agree
that
sro
should
remain
in
the
school
based
on
this
manual
review.
We
find
that
almost
three
quarters
of
respondents,
72
percent,
do
think.
Sro
should
be
in
schools
and
a
couple
of
points
on
that
one.
This
did
involve
some
judgment
again.
The
survey
was
not
set
up
as
a
checkbox
or
a
strongly
agree
strongly
disagree
et
cetera.
C
We
had
to
use
our
judgment
really
to
classify
people
as
agreeing
or
not
in
some
cases,
it's
very
clear
in
others.
It's
more
ambiguous
in
the
final
category
sort
of
neutral,
no
response,
not
clear.
It's
just
too
hard
to
say,
based
on
our
judgment,
but
overall
big
picture,
nearly
three-quarters
of
respondents
believe
that
sro
should
remain
in
the
school,
and
this
has
if,
if
the
survey
is
representative
of
the
community,
we're
interested
in
this
would
have
a
statistical
margin
of
error
of
plus
or
minus
five
percentage
points.
C
C
So
if
we
put
those
two
questions
together,
I
think
there's
an
actual
question
about:
does
experience
with
an
sros
tend
to
increase
or
decrease
support
for
the
program
and
what
we're
finding
based
on
the
survey
data
is
that
experience,
if
anything
seems
to
predispose
people
to
support
the
sros
amongst
the
the
people
who
reported
having
some
experience
with
sros
80
of
those
agreed
that
sro
should
remain
in
schools
for
those
with
no
experience,
our
response
was
not
clear.
C
The
proportion
agreeing
was
much
lower,
although
still
a
majority,
but
but
a
much
larger
share
of
people
with
an
experience.
Sro
experience
did
in
fact
report
agreeing
that
death
should
remain
in
school.
C
Okay,
as
I
mentioned,
we
also
reviewed
all
of
the
the
responses
from
non-english
survey
takers.
Most
of
these
were
hispanic.
There
was
a
handful
of
chinese
vietnamese
and
russian
survey
responses
as
well.
If
we
look
at
the
agreement
that
sro
should
be
in
school
amongst
this
sub-population,
we
find
that
64
little
bit
less
than
two-thirds
of
respondents
think
that
sro
should
be
in
school
and
only
two
reported
explicit
disagreement
with
that
statement,
so
smaller
shared
than
for
the
population.
C
Overall,
I
think
again,
this
is
a
much
smaller
sample
and
we
can
have
reasonably
high
confidence
that,
if
this
is
reflect,
these
opinions
are
reflective
of
students
whose
families
are
are
not
native
english
speakers.
That
at
least
a
plurality
of
those
of
that
population
would
support
keeping
sros
in
schools,
if
not
a
majority.
Although
in
this
survey
the
answer
was
was
the
majority,
a
couple
of
couple
of
themes
will
lead
into
the
theme
food
draw
out
of
the
full
set
of
responses
on
the
negative
side.
C
There
was
a
comment
that
there's
little
interaction
between
sros
and
students.
They
are
not
very
friendly,
and
that
creates
fear
that
does
tie
into
some
themes.
We
saw
generally
across
all
respondents
on
the
positive
side.
Again.
This
was
cited
by
by
more
than
one
of
this.
This
group,
I
feel
much
more
secure
to
send
my
child
to
school,
knowing
our
schools
are
supported
by
local
police
and
each
school
is
under
their
watch
during
operation
hours.
Again,
that
was
a
common
sentiment.
We
found
in
the
the
broader
set
of
respondents
as
well.
C
We
did
identify
a
number
of
common
themes
that
were
cited
by
multiple
respondents,
both
the
positive
and
the
negative
experience
and,
as
we've
said
by
number,
we
saw
many
more
positive
reports
amongst
the
negative
experiences
we
did
see
qualitatively
that
they
tended
to
be
a
little
more
varied.
You
see
one
more
theme
on
the
negative
side
and
that
qualitatively,
in
many
cases
the
response
was
was
more
intense
in
terms
of
the
strength
of
the
opinion.
C
As
we
read
them,
and
I
will
say
that
we
have
some
full
quotes
for
all
these
themes
and
the
appendix
to
these
slides.
So
we
can
go
into
those
if
you
want,
but
I
left
them
in
the
appendix
in
case.
That's
too
much
detail
for
the
moment,
but
just
sort
of
run
down
these
the
positive
side,
positive
experiences
with
sros
many,
a
number
of
respondents
said
that
they
were
useful
and
important
for
anti-bullying
efforts
either
to
investigate
incidents
of
bullying
or
to
help
promote
anti-bullying
programs
across
within
schools
and
across
schools.
C
Some
respondents
said
that
they
were
vital
to
school
safety,
that
they
can
be
helpful
for
sharing
responsibilities
and
may
be
able
to
take
on
tasks
more
effectively
than
other
school
staff
members.
We
have
one
a
quote
from
one
responded
in
the
appendix
about
how
useful
was
to
have
the
ssro
able
to
find
a
student
who
left
campus
when
they
should
not
have
that.
C
Maybe
that
was
easier
because,
because
there
was
an
sro
around
and
then
finally
the
last
common
theme,
we
found
many
noted
up
the
opportunity
for
positive
interaction
with
law
enforcement
in
what
should
be
a
relatively
safe
environment
on
the
negative
side
commonly
cited
themes:
concern
about
discrimination
towards
minority
students.
C
There's
some
concern
about
the
presence
of
armed
sros
on
the
schools
in
the
presence
of
additional
guns,
similar
related
to
the
first
point
concerned
about
the
lack
of
diversity
in
sros
and
a
lack
of
questioning
of
the
screening
process
and
the
training
that
sros
went
through
and
then
finally,
the
perception
by
some
that
sros
maybe
overstepped
their
their
stated
and
prescribed
roles.
In
some
cases.
C
So,
just
sort
of
to
wrap
up
what
we
found
again.
Overall,
we
found
that
most
respondents
prefer
to
have
sros
in
the
schools.
Although
there
were
a
number
of
pointed
concerns
about
the
negative
impact,
particularly
on
on
bypop
students,
there
were
a
number
of
questions
again,
there's
in
the
appendix
there's
a
little
more
detail,
questions
from
the
community
suggesting
the
need,
maybe
for
more
communication
about
how
much
money
is
spent
on
the
sros,
the
specific
roles
of
sros,
the
kinds
of
screening
and
training
that
sros
receive,
in
particular
to
screening
and
training.
C
I'd,
say
sometimes
that
was
tied
to
sort
of
negative
sentiments
where
they
cited
a
lack
of
training.
In
other
cases,
it
was
just
a
general
information.
You
know
what
kind
of
training
do
they
receive.
You
know
how
do
we
know
that
they're
they're
supposed
to
be
in
the
in
the
schools
and
then
questions
about
whether
the
funds
could
be
better
spent
on
other
programs
again
getting
it
questions
of
effectiveness,
and
that
relates,
I
think,
directly
to
the
suggestions.
C
People
had
I
I
won't
say
most
commonly,
but
a
very
common
sentiment
was
that
the
school
board
should
listen,
carefully,
engage
with
and
listen
carefully
to
buyer
poc
communities
and
enact
their
recommendations
if
sros
are
to
remain
in
the
schools,
increase
the
diversity
of
sros
many
suggestions
for
creating
a
hybrid
model
that
incorporates
a
wider
white
ray
of
support
services
to
better
support
students
across
a
number
of
different
domains
and
then,
finally,
I
think
very
germane.
C
This
survey
there
were
a
number
of
respondents
that
suggested
that
to
ensure
and
help
support
sort
of
understanding,
the
representativeness
of
respondents
ask
explicitly
about
factors
that
are
very
relevant
to
this
particular
discussion,
such
as
respondus,
race,
ethnicity,
gender,
sexuality
and
language,
and
in
surveys
of
this
type,
and
so
that
wraps
up
our
findings
again,
there's
a
little
more
detail
in
the
appendix.
But
beyond
that
happy
to
take
whatever
questions
you
have.
A
Thank
you
very
much
andrew.
We
appreciate
eco
northwest,
helping
us
out
for
that.
Just
for
our
folks
that
are
just
joining
us.
This
survey
was
not
a
scientific
survey.
We
put
it
out
to
our
community
as
a
whole
and
and
got
the
responses
and
then
eco
northwest
just
helped
by
doing
what
they
just
did
putting
together
themes.
A
We
have
all
of
the
raw
data
that
we
will
be
visiting
and
looking
at,
because
there's
a
lot
of
information
in
there,
but
just
so
that
our
community
could
see
kind
of
a
thumbnail
through
the
2500
different
responses
that
we
had
and
then
also
that
this
is
a
gathering
of
instrument,
information
and
a
process
that
we're
going
to
be
working
through.
The
board
is
going
to
take
in
this
information
and
continue
to
work
with
our
superintendent
to
move
forward
in
in
the
process.
But
at
the
end
of
this
evening
it
is.
A
It
is
not
going
to
be
a
goal
that
we
are
taking
a
up
or
down
vote
on
the
future.
It
is
what
we
do
as
next
steps.
So
with
that,
this
is
a
gathering
of
information
and
finding
out
and
getting
questions
answered
by
board
members,
and
I
believe
donna
you
want
to
start
off.
First
with
asking
some
questions.
E
Sorry
about
that
guys,
I
got
bumped
off
of
my
internet
when
I'm
back
anyway.
I
want
to
thank
you,
andrew
for
the
thorough
report,
but
I
am
really
concerned
about
the
fact
that
I'm
not
really
sure
if
this
is
really
a
representation
of
our
community,
because
there
was
no
there's,
no
information
about
which
schools
there.
These
parent
students
attend.
E
I
do
know,
for
example,
like
schools
like
stoller
and
conestoga
and
whitford,
for
example,
they
don't
have
sros
assigned
to
their
campuses,
so
not
that
I'm
going
to
discount
those
parents
opinions,
but
they
really
probably
wouldn't
have
the
same
experience
as
a
mountain
view
or
five
oaks
or
any
of
the
other
middle
schools.
I
know
all
the
high
schools
have
have
them
so
can
you
explain
to
me
why
we
didn't
at
least
ask
the
parents
what
schools
their
kids
went
to,
because
to
me
that
would
be
more
reflective
of
communities.
Views
on
this
matter.
C
Yeah,
thank
you
for
the
question,
so
I
will
say,
as
you
noted,
there
really
is
no
way
to
quantify
the
representativeness
of
respondents.
We
were
not
involved
in
the
survey
design,
so
I
can't
speak
to
why
questions
were
included
or
not
included
in
the
survey.
E
So,
who
put
I
mean,
I'm
not
sure
this
whole
pro?
How
did
the
process
happen?
Who
developed
the
questions?
I
mean,
I
guess
you're,
giving
the
presentation.
So
I
guess
I
automatically
assumed
you
were
involved
start
to
finish
so.
Could
you
explain
how
all
that
happened
because
you're
making
the
presentation
so
I'm
assuming
this-
is
all
your
work.
C
Right,
yeah
well
so
the
presentations
and
the
analysis
of
the
data
we
had
is
all
of
our
work.
We
were
not
involved
in
survey
development
or
deployment
we
were
brought
in
after
the
survey
had
closed
and
asked.
I
think
it's
part
of
this
information
gathering
process
to
again.
Look
at
the
data
see
what
kind
of
themes
we
can
pull
out
from
the
survey
responses
and
provide
that
to
the
school
board.
A
Would
what
I'm
going
to
do
donna
is
that
we
talked
about
this
yesterday
is
this
was
when
our
community
wanted
to
have
some
input
back
in
june,
we
were
looking
to
see
what
we
could
as
as
quickly
as
possible,
get
out
to
our
community
to
gather
some
some
information,
knowing
that
this
was
going
to
be
a
a
beginning
of
a
conversation.
A
So
this
was
something
that
tom
and
I,
as
board
leadership,
worked
on
to
get
some
open-ended
questions
together,
and
we
worked
with
the
communication
staff
on
putting
that
survey
into
together
and
how
it
was
sent
out
to
the
community
and
then
gathering
those
responses.
I
know
tom
and
I
worked
very
closely
with
communication
staff
and
tom
if
you
want
to
add
anything
to
that.
H
We
didn't
want
to
kind
of
preclude
people
being
able
to
respond
with
their
personal
feelings
or
thoughts
in
any
way
about
the
sro
program,
and
then
we
wanted
to
make
sure
that
for
members
of
the
community,
who
might
not
be
comfortable
giving
personal
information
and
might
want
to
have
anonymity
that
we
weren't
asking
those
questions
so
that
we
would
be
able
to
garner
a
variety
of
responses
and
we
wouldn't
have
it
other
people
feeling
like
hey.
H
I
can't
respond
to
this
survey
because
I
don't
I
feel
like
it
would
expose
me
in
any
way
to
you
know
being
personally
named.
I
I
take
your
point,
though
donna
in
terms
of
what
we
can
garner
from
the
survey
data
now
that
we're
looking
at
it.
But
the
idea
was
a
starting
point
to
allow
our
community
to
respond
broadly
and
in
the
ways
that
they
felt
was
most
applicable.
E
A
I
I
guess
I
just
had
a
question
along
the
same
line
as
donna.
Is
there
any
demographic
information
that
we
can
get
split
out
based
on
the
respondents?
You
know
whether
it
was
students
who
replied
or
teachers
or
parents
or
demographic
information
about
background.
You
know
I
saw
the
english
language,
but
that
seemed
to
be.
The
only
thing
we
could
find
out
is
that
true.
C
Yeah,
that's
all
we
had.
I
mean
there's
within
the
responses
for
some
of
them.
You
could
you
could
sort
of
define
whether
it's
a
parent
or
a
teacher
or
a
student,
but
in
many
cases
you
can't
so
that
that
language
is
about
all.
We
have.
I
Have
a
follow-up
question
or
no?
No,
I
just
I
I'm
disappointed,
but
that's
I
don't
have
any
other
questions.
I
J
I'm
wondering
why
we
didn't
have
a
follow-up.
J
You
know,
as
we
have
with
other
surveys
out
there
with
our
differing
communities,
because
I
mean
we
are
especially
concerned
about
our
bipark
population,
and
so
I
feel
like
that's
a
big
piece
of
what's
missing
from
the
survey,
especially
because
we
don't
really,
I
mean,
because
those
questions
weren't
asked
in
the
survey
we
were,
we
don't
know
who
who's
answering
you
know,
and
so
it's
it
this.
It
feels
I
don't
know
if
it's
skewed
or
not,
but
it
feels
skewed
because
we
don't
have
demographic
information
and
also
like.
J
I
would
also
clarify
that
I
would
have
expected
that
we
would
have
done
some
follow-up
surveys
to
communities
of
color.
A
A
Obviously
we
made
you
know
we're
not
experts
in
putting
together
surveys
and
we
could
have
done
a
better
job
and
it's
something
moving
forward
before
we
can
certainly
get
more
specific
information
and
that's
why
we're
waiting
until
the
school
year
that
we
thought
we
could
do
more
outreach
with
our
students
and
and
that's
something
that
pat,
I
think,
is
going
to
address
a
little
bit
later.
But
point
point
well
taken
from
from
the
board.
J
Becky,
I
do
have
another
question
I
was
wondering
I
mean
we
know
that
there
were
over
2
000
respondents,
but
I
was
wondering
how
many
I
mean.
I
understand
it
was
a
smaller
representation,
but
how
many
people
responded
to
the
non-english
survey.
C
That
was,
it
was,
I
think
my
first
slide
said
about
30.
It's
actually
39..
So
it's
not
not
a
large
share
of
the
respondents.
J
So
they
even
the
information
that
was
gleaned
from
the
non-english,
doesn't
really
it's
not
very
telling,
because
there
weren't
that
many
respondents
from
the
non-english
respondents.
C
Well-
and
you
know,
we
were
not
asked-
there's
not
a
lot
in
terms
of
data
to
address
representativeness.
We're
not
asked
to
address
that
that
the
responses
are
what
they
are
and,
I
think,
as
part
of
an
information
gathering
process.
This
could
be
a
starting
point.
I
think
that
the
general
themes
that
we
pulled
out
are
not
that
different
from
what
you
would
pull
out
for
the
most
part
from
the
the
public
commentary.
C
Although
the
sort
of
positive
negative
ratio
is
a
little
bit
somewhat
different,
but
I
think
that
provides
avenues
for
exploring
as
well
as
obviously
intentionally
reaching
out
to
communities
that
you
do
want
respect
reflected
in
this
information
gathering
process.
A
All
right:
well,
there
are
any
more
questions
andrew.
We
appreciate
you
joining
us
tonight
and
again.
This
will
be
one
of
the
many
steps
in
a
process
of
still
gathering
information,
but
we
appreciate
you
at
least
giving
us
a
big
picture
and
we'll
try
to
zoom
in
on
more
specific
information
and
getting
more
current
and
accurate
data
as
we
look
at
the
process
up
closer.
So
thank
you
very
much
for
joining
us
tonight,
appreciate
it
yep.
Thank
you
all
right.
A
Next
up,
we
are
going
to
hear
from
deputy
superintendent,
dr
carl
meade,
and
he's
going
to
introduce
us
to
our
our
next.
Our
next
guest.
K
Excellent,
if
I
can
go
ahead
and
have
our
law
enforcement
partners
join
me
on
screen,
that
would
be
great.
K
And
all
right,
I
will
go
ahead
and
start
with
introductions.
I
know
we've
got,
I
believe,
one
or
two
still
possibly
going
to
join
us
carl.
I
just
admitted
two
people
perfect.
All
right,
then
we
should.
K
Yes,
pat,
go
ahead
and
join
us
on
screen
if
you've
joined
us.
K
There
he
is
excellent,
all
right
well,
thank
you,
everyone
and
good
evening
board
nice
to
see
everyone
this
evening.
I
just
wanted
to
take
a
moment
to
just
give
you
a
brief
overview
of
this
portion
of
the
agenda.
First
off.
I
want
to
start
with
introductions
it's
a
pleasure
for
me
to
introduce
chief
rhonda
groshong
from
the
beaverton.
K
K
Okay,
and
in
addition
to
that,
all
of
you
are
familiar
with
rick
fuente
he's
our
director
of
public
safety
he's
also
here
this
evening.
So
we
will
begin
very
briefly
here
in
just
a
moment
with
chief
roshan
and
sheriff
garrett,
with
just
brief
comments
from
each
of
them.
We
will
then
transition
to
rick
puente
to
be
able
to
give
some
background,
because
there
are
some
questions
from
the
board
about
the
role
of
our
campus
supervisors.
K
What
their
duties
and
responsibilities
are
in
the
schools,
so
rick
will
give
us
an
overview
of
that,
and
then
we
will
have
kevin
kevin
mcdonald
as
well
as
chad,
martin
and,
I
believe,
also
our
hillsborough
partners
to
join
in
and
to
give
the
overview
of
the
role
that
the
sro,
what
their
duties
and
responsibilities
are
as
well
so
and
feel
free
as
questions
come
up
through
their
presentations
feel
free
to
ask.
K
I
know
it's
hard
to
hold
off
until
the
end,
it's
easier
to
have
context
in
the
in
the
portion
of
which
the
presentation
is
happening.
So
with
that
chief
roshan.
M
Good
evening,
good
evening,
chair
tim
chuck
and
the
members
of
the
beaverton
school
board,
thank
you
for
having
us
here
tonight.
I'm
in
I
serve
as
the
police
chief
for
the
city
and
I
was
hired
in
1995..
At
that
time.
We
our
school
resource
officer
program,
was
different.
It
was
there,
but
one
thing
has
remained
constant
over
the
years
and
it's
our
strong
partnership,
the
police
department's,
strong
partnership
with
the
beaverton
school
district.
It's
one
we
value
and
we
will
continue
to
value
and
and
work
on
and
and
remain
have
that
strong
relationship.
M
N
Well,
we're
also
grateful
for
your
ongoing
partnership
with
the
beaverton
police
department,
the
sheriff's
office,
public
safety
really
across
across
the
the
spectrum.
N
Really,
the
role
of
an
sro
is
an
extension
of
our
dedication
to
community
service,
and
there
are
some
specific
scenarios
where
they
really
play
a
valuable
role
in
keeping
our
our
youth
safe
and
our
and
our
schools
safe.
Our
community,
safe
domestic
violence
is
just
one
example.
It
severely
affects
our
youth,
both
as
witnesses
and
survivors
the
relationships
that
sro
has
built
with,
with
with
students,
often
those
those
challenges.
Those
really
unfortunate
circumstances
get
reported
to
an
sro
and
they
end
up
investigating
some
of
those
unfortunate
circumstances.
N
Runaways
are
also
an
unfortunate
factor
in
some
of
our
schools
and
having
direct
communication
in
connection
with
sros.
They
they
oversee
a
lot
of
these
cases
as
well
and
then,
finally,
in
partnership
with
district
staff
connecting
students
in
crisis
to
behavioral
health
services
is
also
something
that
nsro
finds
themselves
doing
as
well.
Last
fall.
N
I
had
the
opportunity
to
spend
a
day
at
two
separate
high
schools,
with
our
sros,
just
to
kind
of
refamiliarize
myself
with
their
daily
functions,
and
I
was
captivated
by
the
the
familiarity,
the
relationships
that
our
sros
built
over
with
the
students
across
a
wide
array
of
of
diversity
and
age
and
and
background,
and
them
having
the
kind
of
conversations,
whether
it's
mentorship
advice
or
just
talking
to
them
about
their
day
at
their
school
in
their
community.
It
really
helped
reinforce
the
the
fact
that
there
are
some.
N
There
are
some
long-term
relationships
built
over
time
which
which
make
that
program
valuable
for
some
significant
number
of
students.
I
recognize
we
recognize
that
opinions
about
this
program
vary
and
that
reasonable
people
have
different
opinions
and
that's
absolutely
appreciated,
and
I've
listened
to
the
comments
earlier
this
evening
and
the
concern
rightfully
placed
about
by
poc
students.
I
just
want
you
to
know.
As
chief
groshong
said,
we
are
here
to
support
the
district
and
we're
flexible,
we're
open-minded
to
doing
our
job
differently
than
we
do
it
today.
N
It
has
evolved
over
time,
and
I
just
want
to
thank
you
for
your
service
and
your
priority
to
education
and
to
safety
in
in
our
schools.
Thank
you
very
much.
K
Thank
you
sheriff
garrett.
Before
I
hand
this
over
to
rick,
to
give
you
an
overview
of
campus
supervisors,
I
just
wanted
to
reference
the
document
that
was
provided
to
you
last
week
as
the
sro
report.
That
was
a
document
that
was
prepared,
interagency
collaboration
on
that
in
terms
of
being
able
to
provide
background,
certainly
an
opportunity
for
springboard
for
questions
for
you
that
you
may
have,
along
with
their
presentations
this
evening,
so
rick.
If
you'll
go
ahead
and
take
a
few
minutes
to
give
a
review.
O
All
right
good
evening,
beaverton
chair
tim
check
and
school
board
members
and
other
guests.
As
mentioned,
I'm
rick,
I'm
the
rick
puente
director
of
public
safety
today
we'll
be
discussing
the
status
of
our
beaverton
school
district
and
its
working
partnerships
with
our
local
law
enforcement
agencies
that
are
represented
here
tonight.
O
O
So
we
have
always
recognized
police
fire
and
medical
as
our
first
responders
about
a
year
and
a
half
ago
when
I
was
meeting
and
training
with
our
campus
supervisors,
the
term
of
immediate
responder
came
up
and
it
was
used
by
our
campus
supervisors
because
they
are
on
site
at
our
schools.
Well,
and
they
were
during
that
time
and
addressing
crisis
situations,
emergency
situations,
assisting
our
school
administrators
with
some
of
the
challenges
they
had.
O
So
we
started
to
take
a
look
at
what
that
those
opportunities
meant
for
being
an
immediate
responder
on
campus.
So
currently,
right
now,
our
beerton
school
district
right
now
overseas,
our
public
safety
department,
oversees
25
campus
supervisors
that
are
primarily
assigned
to
the
high
school
and
some
middle
schools.
I
believe
that
there's
three
middle
schools
that
do
not
have
campus
supervisors
at
this
time.
O
All
our
campus
supervisors
are
state
certified
through
the
department
of
public
safety
and
standards,
and
it
is
every
two
years
they
must
renew
their
certification.
As
a
matter
of
fact
about
three
weeks
ago,
I
just
recertified
10
of
our
campus
supervisors
to
maintain
that
certification.
O
As
of
about
almost
a
year
ago,
I
worked
with
hr
to
adjust
our
certifications
with
our
campus
supervisors
so
that
they
all
are
first
aid
cpr
and
aed
certified
and
trained,
and
of
course,
all
our
campus
supervisors
are
trained
through
safety
care,
which
is
part
of
our
district
training
regarding
restraint
and
seclusion.
O
They
also,
they
are
to
serve
as
a
visible
presence
to
our
students,
staff
and
community
campus
supervisors
are
a
tool
that
we
use
to
demonstrate
through
the
district,
our
reasonable
efforts
and
due
diligence
to
our
community
that
we
are
working
to
ensure
the
safety
of
all
our
students.
O
Our
campus
supervisors
are
usually
mobile
throughout
the
day,
interacting
with
students
and
staff
and
our
community
as
they
come
and
go
from
our
school
district
properties.
Campus
supervisor
also
called
to
assist
school
administrators
with
behavioral
issues,
student
flow
supervision
and
administrative
support
in
their
everyday
roles.
Campus
supervisors
have
the
opportunity
to
build
some
really
strong
relationships
with
students
throughout
the
days
and
they
continue
to
develop
that
professionalism
through
training
and
interaction
with
our
local
law
enforcement
partners
and
sros
and,
of
course,
our
continued
professional
development
through
the
district
level.
O
The
role
of
the
campus
supervisors
is
constantly
just
focused
to
assist
with
the
safety
and
security
of
our
schools,
unfortunately
recently
with
kovid,
and
has
changed
some
of
the
dynamics
and
the
deployment
of
how
we're
using
our
campus
supervisors.
O
Unfortunately,
kovid
has
created
some
issues
where
now
we
have
seen
an
uptick
in
some
vandalism
and
criminal
activities,
so
we've
redeployed
our
campus
supervisors
to
assist
more
with
the
safety
and
security
of
our
schools
and
buildings,
which
they
continue
to
do.
Our
campus
supervisors
also
serve
right
now
as
a
resource
for
our
sros.
O
Unfortunately,
child
abuse
continues
to
be
a
factor.
We
recently
had
a
medical
issue
at
one
of
our
high
schools,
where
a
student
was
life
flighted,
where
our
campus
supervisor
played
an
important
role
in
that
and
sharing
information,
so
they
still
serve
a
huge,
huge,
critical
role
in
the
partnerships
between
our
school
resource
officers
and
our
school
administration.
O
O
We
have
worked
continually
to
ensure
that
they
are
up
to
certification
standards
and
that
we
are
providing
the
best
customer
service.
I
believe
that
that
was
one
of
the
key
words
that
we
looked
at
a
few
years
ago
from
our
superintendent
is
how
do
we
provide
the
best
customer
service
in
safety
and
security
and
they're
really
working
on
that?
O
Lastly,
overall,
whether
it's
a
campus
supervisor
school
resource
officer,
school
administrator
or
district
staff,
I
believe
that
we're
all
responsible
for
the
safety
and
security
of
our
40
000
students
and
in
these
trying
and
challenging
times.
I
believe
that
no
one's
an
exception
to
to
the
challenges
that
we're
facing.
I
was
looking
at
one
of
the
books
that
we're
reading
as
a
district
called
dare
to
lead
by
brene
brown
and
one
of
her
statements
was.
O
We
don't
derive
strength
from
rugged
individualism,
but
rather
from
our
collective
ability
to
plan,
communicate
and
work
together,
and
that
to
me
describes
our
campus
supervisors
as
they
plan
and
collaborate
with
our
administrators
and
our
school
resource
officers.
It
has
been
a
great
partnership
and
I
just
look
forward
to
continuing
to
work
with
our
school
board
and
school
district
as
we
continue
to
plan
and
move
forward.
So
I
thank
you
very
very
much
for
this
brief
opportunity
and
I
will
turn
it
over
to
carl
or
our
next
law
enforcement.
K
Don
loves
to
be
able
to
mute
me,
so
we
have
a
couple
of
questions
from
board
members
susan,
I
believe
you're
up.
J
First
well,
thank
you
very
much
for
your
presentation.
So
I
have
a
question.
I
assume
that
we
have
supervisors
at
the
three
middle
schools
that
don't
necessarily
have
sros
at
them
so
that
all
of
our
schools
in
the
middle
school
and
high
school
know
donna's
saying
no
so
can
so.
Can
you
clarify
that.
O
So,
are
you
susan?
Are
you
asking
what
what
middle
schools
do
not
have
camp
supervisors?
Is
that
what.
O
K
We
don't-
and
I
can
answer
that
susan
as
I
was
president
of
the
district
when
we
were
going
through
those
budget
cuts
back
in
2008,
we
had
to
cut
those
positions
and
those
positions
have
been
I'll,
be
honest,
they've
been
denied
since
then,
as
requests
have
come
forward
almost
every
year
to
increase
our
campus
supervisors.
J
Okay,
I'm
okay,
so
I'll
get
over
this
being
stunned
by
that
and
move
on
to
my
next
question,
which
is
as
we're
planning
ahead
and
hopefully
looking
at.
You
know
the
whole
picture,
and
you
know
we
have
social
workers
in
a
lot
of
our
secondary
schools.
K
We
don't
have
anybody
from
teaching
and
learning
to
speak
to
that
at
this
point
in
time,
but
I
would
say
absolutely
the
answer
is
yes
and
that's
part
of
the
reason
why
danielle's
position
was
created.
Danielle
hudson
her
position
to
be
able
to
work
in
partnership
with
those
multiple
groups
as
we're
taking
a
look
at
student
safety
and
just
general
life
welfare
across
the
district.
So
the
answer
is
long-term.
Yes,.
B
Susan,
what
I
can
tell
you
in
many
of
our
schools
too,
are
not
only
our
campus
super
supervisors,
but
also,
sometimes
our
sros
are
on
care
welfare
teams
to
where
sometimes
our
administrators
may
not
know
something
that's
going
on
with
the
family,
but
our
sros
will
know
what's
happening
and
they're
actually
able
to
go
in
and
assist
some
of
our
administrators
with
knowing
that
hey
this
family
is
possibly
having
a
rough
time
out
there.
This
is
happening.
B
This
is
happening
that
otherwise
we
would
not
know
outside
the
school
environment
and
they're
able
to
assist
us
in
some
of
that
information.
B
I
know
some
of
them
are
using
using
some
of
them
on
some
attendance
attendance
team
issues,
doing
welfare
checks,
reports
of
child
abuse,
all
of
those
type
of
things
within
and
outside
of
the
school.
O
And
I
would
also
add
susan
that
I
know
that
currently
in
the
law
enforcement
communities
they
have
partnered
up-
and
I
believe
sheriff
garrett
and
chief
groshan
would
also
be
able
to
speak
to
this.
But
a
lot
of
law
enforcement
agencies
have
partnered
with
mental
health
professionals
to
provide
some
of
those
services
and
and
what
we
are
looking
at
in
the
district
with
added
social
workers.
Our
sros,
as
I
mentioned
it,
is
definitely
a
collaborative
effort.
O
I
believe
that's
the
same
kind
of
format
or
structure
or
program
that
would
be
used
in
that
in
that
setting
for
our
schools
to
address
some
of
the
mental
health
issues.
Some
of
the
emotional
issues
that
our
students
face.
So
it
is
definitely
something
I
see
really
mirroring
a
lot
what's
already
happening
in
our
community.
There's
a
saying
that
the
police
is
the
community
and
the
community
is
the
police
and
it
really
correlates
together-
and
I
see
us
as
a
district
really
supporting
each
other
to
address
the
needs
of
our
students.
O
P
Hi
this
is
danielle
hudson.
I
can
go
ahead
and
speak
up
a
little
bit
about
this.
So
at
this
time
it's
been
really
through
our
behavioral
health
and
wellness
teams.
You
know
we're
working
to
kind
of
get
those
off
the
ground,
but
particularly
at
our
high
schools
and
our
middle
schools.
What
we've
been
doing
is
including,
in
those
team
conversations
our
campus
monitors
our
campus
supervisors
as
well
as
our
sro,
so
I've
been
going
out
and
meeting
with
each.
P
My
team
has
been
meeting
with
each
building's
team
to
talk
about
what's
going
on
in
the
building.
How
are
they
starting
to
work
together?
So
part
of
that
is,
as
we
build
that
team
we're
going
to
then
be
adding
on
more
of
that
in-depth
kind
of
relationship
with
our
campus
monitors
and
campus
supervisors,
our
school
supervisors.
So
that
is
part
of
our
plan,
and
some
schools
are
already
on
it
and
doing
that.
P
P
We
have
our
social
workers,
we
have
our
safety
and
wellness
tosa
on
there
and
we,
our
law
enforcement
partners
have
been,
and
our
behavioral
health
and
wellness
community
partners
have
been
key
to
helping
kind
of
that
planning
from
the
community
side
for
a
student
as
well
as
in
the
schools.
J
Thank
you
danielle,
so
I
have
one
last
follow-up
question
that
goes
back
to
the
first
question
I
had,
and
I
made
an
assumption
about
the
three
middle
schools
that
don't
have
sros.
J
I
have
no
idea
what
just
happened
there,
but
is
that
a
choice
for
the
principals
to
not
fund
for
those
positions
or
is
that
a
school
district.
K
K
K
E
Yes,
I
first
would
like
to
start
by
saying
I
do
value
all
of
your
work.
My
brother
happens
to
be
a
police
officer
in
san
francisco,
so
I
totally
understand
what
what
your
role
is
and
how
important
it
is
for
for
all
of
us.
So,
but
I
do
have
some
questions.
E
The
first
one
is
in
the
report.
It
talks
about
enhancing
visibility
by
by
sros
so,
and
that
has
been
happening
over
time
which
might
have
contributed
to
some
of
the
concerns
right
now.
So
I
just
want
to
know
what
does
that
look
like?
What
have
you
been
doing
to
enhance
your
visibility
at
these
various
locations?.
K
E
F
K
E
If
we're
talking
about
the
police
department,
I
do
have
one
question
I
do
have
one.
I
know
I
was
looking
at
the
peer
court
data.
This
has
to
do
with
the
city
of
beaverton,
so
ron.
So
the
chief,
I
forgot
her
last
name.
Sorry
could
address
this
one.
So
I'm
sorry
for
anyway.
Let
me
find
your
name
on
here,
so
I
could
address
you
properly.
So
sorry
about
that.
K
Are
there
any
other
questions
for
rick,
specifically
about
the
campus
supervisor
position?
Okay,
seeing
none
and
again
a
pleasure
to
reintroduce
kevin
mcdonald
and
chad,
martin
and
they'll.
Take
it
from
here.
D
H
F
I
am
kev
mcdonald,
I'm
the
school
resource
officer
sergeant
for
beaverton
police,
I'm
really
trying
to
figure
out
how
to
condense
everything
that
the
sros
do
in
any
given
day.
I
know
the
board
has
been
given
kind
of
a
document
that
covers
a
lot
of
this.
F
F
It
can
go
from
that
to
a
an
overdose
on
a
campus
to
a
student
who's
having
a
mental
health
crisis
to
something
as
simple
as
a
sro
taking
a
theft
report
at
a
particular
school
as
far
as
coverage
goes
the
sros
with
beaverton
and
we
partner
with
washington
county.
So
I'm
speaking
a
little
bit
for
washington
county.
F
I
think
sergeant
martin's
nodding
his
head,
so
we
collectively
kind
of
do
similar
roles
within
our
agencies,
but
the
sros
cover
the
primary
high
schools
here
in
beaverton
and
same
in
washington
county,
but
we
also
cover
our
theater
schools,
which
would
be
the
middle
schools
and
elementary
schools,
so
we'll
take
calls
for
service
at
those
schools.
We
also
do
extra
visibility
on
those
campuses.
F
Middle
schools
and
high
schools
tend
to
be
the
bulk
of
our
work
as
far
as
call
for
service.
In
an
average
year
we
take
about
3
500
calls
for
service
within
the
school
district.
That's
just
for
beaverton.
Washington
county
has
their
own
numbers,
but
it's
a
large
district.
It's
a
city
within
a
city
and
the
calls
for
service
do
come
in
and
they
can
range
from
things
very,
very
minor
to
some
very
serious
crimes
where
guns
are
being
brought
onto
campus
weapons
knives.
F
Those
types
of
things
are
on
the
campus,
so
it's
it's
a
varied
thing,
but
our
job
isn't
solely
just
law
enforcement.
You
know,
I've
got
anecdotal
cases.
I've
got
a
few
of
them.
I
don't
know
if
we're
going
to
have
time
to
share,
but
I'll
try
to
condense
the
theme,
and
that
is
that
students
will
come
to
their
sro
when
they
have
issues.
F
One
particular
sro
relayed
a
story
where
he
dealt
with
a
particular
student
in
middle
school,
who
was
committing
crimes
and
that
sro
ended
up
dealing
with
that
situation
and
that
student
went
through
the
juvenile
justice
system.
However,
that
sro
maintain
that
relationship
with
that
student
as
they
progressed
through
their
high
school
and
eventually
graduated
and
later
this
sro
told
me
this
is
about
a
year
or
two
later.
F
That
relationship
changed
his
view
in
path
and
that's
again,
that's
just
one
anecdotal
scenario,
but
these
are
every
day
with
our
sros.
I
can
tell
you
firsthand
the
fact
that
my
sros
on
my
team
have
not
been
in
the
school
has
been
difficult
with
all
the
covenant
stuff.
They
love
their
work,
they're
invested
in
their
students
and
they're
invested
in
the
staff
and
community
within
the
school
system.
F
F
Yes,
there
are
times
where
we
have
to
apply
the
law
and
students
may
get
arrested
for
a
particular
crime,
but
when
we
really
look
at
the
data
as
far
as
arrests,
I
know
the
board.
Has
this
information,
at
least
for
the
last
three
years
here
in
beaverton,
96
of
our
referrals
to
the
juvenile
system
ended
up
being
gender
generated
either
by
the
student,
the
staff
or
the
community,
leaving
slightly
less
than
four
percent
of
the
sro
is
generating
self-initiated.
F
Simply
most
sros.
Don't
really
have
time
to
do
anything.
That's
self-initiated
their
day
is
busy,
and
I
would
also
like
to
impress
on
the
board
that
sros,
although
assigned
to
a
particular
school,
are
still
police
officers.
There's
a
crime
in
progress
near
school
they're
going
to
go
so
those
officers
and
deputies
have
to
be
ready
for
any
scenario,
whether
it
is
in
this
community
school
community
or
outside
of
that
school
community.
So
with
that,
I
think
I'm
going
to
stop
and
let
my
fellow
colleagues
chime
in.
Q
All
right,
so,
just
for
brevity,
I'm
not
going
to
repeat
everything
that
sergeant
mcdonald
said,
but
you
know
our
our
roles
as
sros
is
not
to
be
the
profound
authority
figure
in
the
schools.
Necessarily,
you
know
we
want
to
be
problem
solvers
and
a
hub
of
resources
for
children.
We
want
them
to
succeed
just
as
much
as
anybody
else.
Q
Q
You
know.
One
handful
story
that
I
can
share
from
one
of
our
deputies
involves
a
middle
school
student.
Deputy
mcneely
had
interaction
with
with
this
child,
who
was
suffering
from
mental
illness,
was
having
problems
with
his
father
and
deputy
mcneely
was
able
to
talk
to
a
student
and
his
father,
and
the
child
eventually
went
to
the
hawthorne
walk-in
center
for
services.
Q
About
a
month
later,
this
child
came
back
to
school,
hit
a
knife
on
campus
and
was
hearing
voices
command,
voices
to
harm
himself
or
others,
and
deputy
mcneely
was
able
to
locate
the
knife
on
campus
and
get
the
child
to
an
emergency
room
or
emergency
psychiatric
treatment
and
the
child
as
he
was,
as
as
he
was
adjusting
to
his
new
medications.
Q
They
were
out
for
most
of
the
year,
but
when
they
came
back
because
of
the
positive
interaction
that
definitely
would
be
built
with
this
child
every
day
when
his
child
would
come
would
come
in
and
definitely
deal
with
greet
him
just
as
every
other
student
and
really
built
a
positive
rapport
with
this
child
and
his
family,
which
is
very
important,
and
with
that,
I
think
I'll,
go
ahead
and
be
quiet
and
open
up
for
questions.
K
Excellent,
it's
any
of
our
other
officers,
want
to
add
any
comments,
or
are
we
good
okay?
Why
don't
we
go
ahead
and
start
some
questions?
Donna?
Why
don't
you
go
ahead
and
start
you
had
several.
E
All
right,
so
I
guess
I
guess
I'll
start
for
my
first
question
is
about
in
the
report.
There
was
a
comment
about
enhanced
visibility
of
the
sros
over
over
over
time.
So
I'm
just
kind
of
curious
exactly
what
has
that
looked
like?
How
has
it
manifested
itself
on
the
various
campuses,
and
why
was
that.
F
E
F
Right,
I,
I
think,
just
from
the
understanding
that
and
is
essentially
one
of
our
concerns
is
the
the
concept
of
active
threat
on
our
campuses,
and
I
know
that
since
school
hasn't
been
in
session,
that's
kind
of
a
distant
memory,
but
school
violence
has
been
at
historic
levels
within
this
country.
Unfortunately,
and
so
that's
something
that
we
have
strived
to
promote
more
visibility
to
make
our
campuses
more
secure.
F
E
Thank
you.
My
next
question
just
has
to
do
with
I'm
sure
you
will
agree
with
me,
because
we
both
are
aware
not
only
of
principals
but
of
teachers
who
involve
sros
in
frequently
in
more
matters,
and
they
really
shouldn't
be
involved
in
which
ends
up
creating
a
negative
dynamic
for
some
students.
This
could
happen
during
their
the
administrative
support
or
the
behavioral
issues
or
just
in
the
student
flow
context.
E
So
I'm
just
kind
of
curious
what
sort
of
guidance
you
give
your
officers
for
pushback,
because
you
know
I've
heard
from
some
teachers
as
well
as
principals.
Well,
some
teachers
have
said
principals
always
have
you
guys,
as
the
fallback
guy
they
contact
you
guys
first,
as
opposed
to
trying
to
deal
with
the
situation
themselves.
So
when
you
find
yourself
in
that
situation,
what
advice
do
you
give
them
to
tell
the
teachers?
No,
you
can't
deal
with
this.
This
is
outside
of
our
purview.
F
I
think
you
just
said
it.
Those
are
some
of
the
words
that
that
come
out,
so,
yes,
the
officers
and
deputies
have
discretion.
We
recognize
that
certain
things
come
into
play
with
whether
it's
culpability
of
the
student.
You
know
how
emotionally
mature
they
are,
the
age,
the
context,
the
situation,
the
severity
situation,
all
those
come
into
play.
I
know
most
officers
and
most
deputies.
F
Typically
if
school
sanctions
are
appropriate,
it's
it's
the
school,
that's
going
to
deal
with
that
if
it
rises
to
the
level
of
a
criminal,
you
know
situation
where
you
know
they
need
to
be
charged
and
they
will
be
routed
through
the
juvenile
system
or
they
may
go
to
our
peer
court
system,
which
we
have
in
beaverton
and
I'm
hoping,
maybe
eventually
washington
county
will
have
that,
but
the
officers
are
afforded
the
discretion
and
just
because
the
school
is
reporting,
it
doesn't
mean
that
we,
as
the
police,
are
going
to
take
action
if
it
doesn't
rise.
F
That
necessity.
B
B
B
The
accountability
needs
to
go
on
us
too,
because
we
have
some
inconsistency
with
administrators
and
we
need
to
do
a
better
job
of
finding
the
best
use
for
our
sros
and
what's
allowable,
and
what's
not
so
I
want
to
take
some
accountability
for
that
that
we
need
to
get
some
consistencies
internally
within
our
system,
because
when
we
met
with
all
of
our
law
enforcement
officials-
and
it
was
from
every
organization,
beaverton
hillsborough
and
the
sheriff's
office-
that
was
something
they
even
pointed
out
that
sometimes
they
feel
that
they're
put
in
a
situation.
E
Well,
I'm
you
know,
I'm
concerned
about
that,
because
you
know
the
school
district
hasn't
taken
any
leadership
on
that
in
that
regard,
and
this
has
been
going
on
for
years
because
we've
seen
you
know
the
disproportionality
of
suspensions
and
expulsions
and
and
other
things,
and
so
I
guess
I
would
like
to
see
the
school
district
do
something
about
that
and
give
better
guidance
to
principals
and
teachers.
This
has
been
going
on
too
long
too
long.
E
In
my
mind,
and
also
I
know
that
there
is
discretion
on
the
side
of
the
police,
but
I
know
that
they've
had
some
implicit
bias
training,
but
I
guess
I'm
just
concerned
that
they
might
you
know,
depending
on
the
police
officer,
maybe.
E
Handle
a
student
perhaps
more
aggressively
than
another
student,
or
maybe
I
don't
know
they
end
up
having
more
of
a
significant
consequence
than
another
student
who
might
have
done
the
same
exact
thing.
So
I
I'm
just
concerned
about
that
as
well,
and
I
guess
then
my
last
question
has
to
do
with
the
peer
court.
E
I
believe-
maybe
I
missed
this-
I
don't
know
there
really
didn't
seem
to
be
any
demographics
of
regarding
peer
court
in
beaverton
as
to
the
number
of
students
that
are,
you
know,
people
of
color
versus
you
know
non-students
that
are
not
people
of
color.
I
guess
I
would
like
to
see
that
to
see
because
peercourt
seems
to
be
another
restorative
justice
or
another
opportunity
for
a
student
to
make
good
and
not
really
get
caught
up
in
the
criminal
justice
system.
E
F
Just
answer
that
real,
quick
and
actually
back
up
to
the
the
administrators
calling
the
police,
one
thing
that
I
have
found
that
works
pretty
effectively
is
really.
F
With
the
sro
and
the
administrators
and
knowing
their
administration
team
and
having
those
open
conversations
before
those
situations
happen
and
having
that
communication,
so
that
they're
they're
already
knowing
what's
happening
or
a
simple
phone
call
hey.
What
do
you
think
about
this?
Those
those
phone
calls
like
that
seem
to
reduce
issues
down
the
road
getting
back
to
the
peer
court,
real,
quick
and
I'll.
Try
to
be
brief
here.
F
F
F
K
E
So
I
could
restate
it
in
the
peer
court
report
that
I
saw
there
was
no
information
about
the
demographics
of
the
students
that
were
recommended
for
peer
court
and
the
process.
You
know
at
the
end
of
it
how
many
people
had
a
good
outcome
or
a
bad
outcome,
so
since
it
was
in
the
demographics
and
for
every
other
thing,
I
was
wondering
why
it
wasn't
presented.
If
you
have
it
and
if
you
don't
have
it,
why
not.
F
I
don't
think
we
have
the
data,
I
do
remember
asking
our
coordinator,
but
I
don't
know
if
that's
something
that's
recorded
without
maybe
hand
checking
every
report
which
sometimes
it's
not
a
full
report.
So
I
don't
know
I'd
have
to
double
check
to
get
you
an
answer
on
that,
but
I
don't
think
the
data
is
there.
E
Yeah,
so
I
I
didn't
think
so,
but
I
was
saying
why
not
have
it
in
the
future
to
me,
that
would
be
something
important
to
know
because
we
know
exactly
which
type:
what
is
the
typical
type
of
student
that's
being
recommended
for
peer
court,
because
peer
court
is
something
that
is
generated
by
the
police
officer
or
by
the
school.
I
think,
but
so
I
just
want
to
see
how
many
students
of
color,
for
example,
are
recommended
over
non-white
students
and
there's
no
information
that
I
have
for
that.
E
K
Excellent,
thank
you.
Donna
I've
captured
all
of
that,
so
it's
we
absolutely
want
to
make
sure
that
we
continue
to
make
improvements
in
systems
and
donna.
You
made
a
point.
One
of
your
points
also
was
about
administrative
overreach
in
terms
of
our
sros.
When
I
have
become
aware
of
those
situations,
and
I've
been
made
aware
of
several
of
those
in
the
last
five
years.
K
While
I've
been
in
this
position,
I
have
actually
gone,
and
I
do
meet
with
the
administrative
team
and
talk
very
specifically
about
the
role
and
what
overreach
had
occurred
and
how
it
should
have
been
dealt
with
in
a
different
fashion.
Now
I
can't
say
that
it's
probably
every
situation
that's
occurred.
Have
I
been
made
aware
of,
and
part
of
that
is
is
what
kevin
talked
about.
K
That
piece
is
that
overarching
review
with
our
all
administrators
across
the
district
in
terms
of
the
role
of
the
sr
sro
when
it's
appropriate
and
when
it's
not
being
able
to
have
some
models
of
just
so
that
it's
very
clear
when
gaining
access
into
an
sro
to
deal
with
the
situation's
appropriate
and
when
it's
not.
So
that's
still
a
work
in
progress,
but
certainly
an
avenue
that
we
will
pursue.
E
And
one
other
thing
I'd
like
to
mention,
too,
is
in
the
student
handbook.
There
is
reference
to
when,
potentially,
depending
on
the
consequences
you
might
involve
police.
It
seems
like
that
would
be
an
appropriate
place
to
put
in
some
guidance,
because,
ultimately,
when
parents
have
issues
they're
going
to
consult
with
that
book,
and
so
if
they
have
something
in
there
that
they
can
hold
their
their
hat
on,
then
when
they
go
and
they
talk
to
schools
or
they
talk
to
the
police
department,
they
can
say:
hey
did
you
follow
this?
K
Excellent.
Thank
you,
donna
all
right,
lee
and
brian
question.
I
Yeah,
I
I
have
a
question,
I'm
curious
about.
You
know.
I
know
that
some
of
the
feedback
that
the
various
police
departments
have
been
getting
this
year
is
similar
to
feedback
that
as
a
school
district
we
struggle
with
as
well.
So
I'm
curious
what
you're
doing
to
diversify
your
workforce
to
be
more
representative
of
our
community.
You
know
I
appreciated
rick
saying
you
know
we
are
the
community
and
the
the
community
reflects
us,
but
I
know
at
least
as
a
school
district.
N
Well,
this
is
sheriff
carrick.
I
can
take
a
dive
into
that.
Thank
you
very
much
ann
for
your
question.
So
no
surprise.
The
sheriff's
office
is
primarily
the
majority
of
our
uniform
personnel
are
male
and
white,
which
is
one
reason
why
our
only
full-time
deputy
recruiter
is
a
female
number
one.
It's
not
because
she's
a
female
she's
she's
super
qualified.
She
was
the
best
candidate
to
be
that
full-time
recruiter.
She
just
happens
to
be
female,
which
is
a
which
is
a
a
bonus
for
us
number.
Two.
N
We
are
seeing
diversification
in
a
recruiting
class
as
a
function
of
a
diverse
community,
so
it
takes
us
on
the
government
side
longer
than
our
rapidly
changing
community
to
diversify,
but
it
is
happening.
It's
just
happening
by
all
metrics.
It's
happening
too
slow.
We
at
the
sheriff's
office
are
are
working
with,
for
example,
with
our
latino
community
leaders
to
establish
a
sheriff's
office.
Latino
advisory
commission
and
one
of
our
goals
is
to
is
to
have
deeper
engagement
into
our
latino
youth
to
attract
them.
N
We
kind
of
have
a
like
a
push
from
the
community
and
a
pull
from
us
to
to
to
increase
our
our
bilingual
bicultural,
a
latino
uniform
staff,
but
we
clearly
have
more
work
to
do
it's
it's
a
long-term
effort,
but
it's
a
priority.
So
thank
you
for
your
question.
M
Yeah,
thank
you.
I
just
want
to
piggyback
on
what
sheriff
garrett
said.
We
we,
we
realized,
we
need
to
have
a
police
force
that
represents
our
community
and
that's
been
a
goal
of
ours
for
years,
but
you
know,
like,
like
sheriff
said
it
takes
time
to
diversify,
but
we
are
trying.
We
are
making
efforts,
I'm
working
with
the
human
rights
advisory
committee.
M
I
routinely
ask
them
and
the
diversity
advisory
board
committee.
What
can
we
do
to
bring
in
give
us
tips
and
or
what
do
we
need
to
be
doing
out
there
in
the
community
to
get
police
officers
that
represent
our
community?
So
it
is
a
working
project,
progress
and
it's
very
challenging,
but
that
is
one
of
our
top
priorities.
K
R
Thank
you.
I
would
love
to
hear
from
our
law
enforcement
community
that's
represented
here.
You
are
probably
as
aware
as
we
are
of
the
feedback
that
we've
gotten
from
our
bipark
community
and
some
of
their
feelings
about
sros.
What
would
you
suggest?
I
would
love
to
hear
from
you
you're
in
our
schools
you're
in
our
communities.
What
can
we
collectively
do
to
improve
to
speak
to
some
of
their
concerns?
Do
you
have
some
suggestions
changes?
Q
One
of
the
things
that
I
would
like
to
see
more
is
if
we
could
get
some
invites
into
some
of
the
student
groups
and
we
can
interface
with
different
students
that
meet
throughout
the
campuses.
I
think
that
would
benefit
the
schools
greatly.
I
could
see
it
opening
up
our
sros
a
little
bit
more
to
student
groups
that
they
may
not
normally
have
access
to.
F
Yeah,
I
would
echo
what
sergeant
martin
said,
I
think,
having
the
invitations
to
talk
with
those
groups.
F
I
think
the
sro
program
as
a
whole
is
probably
the
best
conduit
for
law
enforcement
to
connect
with
students,
and
you
know
I
understand
that.
There's
questions,
one
of
the
things
that
we've
done
as
a
department
historically
is
we've
done
what
is
called
the
student
academy
within
the
high
schools
and
unfortunately,
it's
one
day
that
they
get
to
see
the
students
get
to
see
how
police
interact
in
the
community
and
learn
about
the
department.
F
It's
not
really
a
tool
to
recruit
people
who
are
interested
in
law
enforcement,
but
more
of
a
tool
to
help
students
understand
what
a
law
enforcement
role
is
in
our
community,
so
conduits
like
that,
are
great
to
interact,
but
really
it's
the
simple
conversations,
whether
it's
at
lunchtime
sitting
at
a
table
or
meeting
with
groups
informally
being
part
of
the
school
community,
so
that
the
students
understand
the
role
that
we
have
and
hopefully
those
barriers
are
broken
and
that
they
they
understand
the
job
and
maybe
down
the
road.
Q
K
A
Thank
you.
I
would
just
like
to
ask
sheriff
garrett
and
chief
prashang.
You
need
to
make
a
this.
This
is
a
a
very
important
partnership.
It's
a
partnership
that
both
of
your
the
city
of
beaverton
and
washington
county
make
an
investment
with
your
officers
in
your
time,
I'd
like
to
know
what
it
is
that
you
say
every
year
to
your
commissioners,
to
your
city
council,
of
why
this
investment
is
important
in
our
schools.
M
I'll
go
first
on
that
one
just
keeping
our
kids
safe
and
the
the
one
of
the
ways
a
lot
of
violence
happens
at
schools,
kids
report,
sexual
abuse
at
home
in
the
schools
and
the
sros
are
oftentimes
the
first
ones
to
hear
about
this,
and
they
bring
that
information,
and
that
comes
from
you
know
to
be
investigated,
and
that
comes
from
these
good
partnerships
that
we
have
with
with
the
schools
and
working
on
the
trust
that
our
officers
have
in
the
schools
with
the
students
and
it's
it's
imperative.
M
You
know
sergeant
mcdonald,
put
together
a
pretty
big
document
that
I
think
you
all
have
and
it
outlines
some
of
the
threats.
If
it's
the
report,
I'm
thinking
of
of
and
the
threat
mitigation
that
we
intercede
and
we're
able
to.
For
example,
somebody
brings
a
gun
to
school.
A
student
brings
a
gun
to
school,
or
has
plans?
Has
a
manifesto
of
coming
to
school?
M
The
next
day
to
you
know,
shoot
some
students,
the
sros
intercede,
a
lot
of
that
and
and
are
able
to
bring
about
a
positive
resolution
to
something
that
could
go
very
badly
and
that's
not
widely
known,
because
it's
not
widely
advertised
to
the
parents
and
and
some
of
this
you
know
the
school
staff
but
they're
invaluable
in
keeping
bad
things
from
happening
that
we've
seen
across
the
nation
that
incidents
happening.
M
They
know
the
staff,
they
know
the
layouts
of
the
school
of
something
god
forbid
were
to
happen
at
one
of
the
schools.
The
sro
is
going
to
have
the
contacts
inside
the
school
and
they
are
have
intricate
knowledge
of
the
layout
of
the
school,
whereas
a
regular
patrol
officer
may
not
have
that
contact
in
the
school
or
the
the
knowledge
of
the
layout
of
the
school,
so
they're
invaluable
at
mitigating.
You
know
catastrophic
events
before
they
happen
and
that's
what
I
would
I
would
say,
to
sell
the
sros
or
what
I
do
say.
Okay,.
N
Thank
you,
chair,
chair,
jim
tim
chuck,
and
very
similar
to
what
chief
korshang
said
to
me.
It
comes
down
to
relationships
and
there's
three
points.
I
would
make
number
one
the
relationships
that
sros
have
with
those
students
and
that
staff
it
solves
crime
when
there
are
victims
and
survivors
of
crime.
We
can
get
off
on
the
right
foot
and
save
time
and
effort
and
have
better
outcomes
from
from
a
from
just
a
criminal
justice
standpoint,
just
as
important
those
relationships
help
prevent
crime
that
that
chief
gorshan
was
talking
about.
N
We
have
anxiety
stories
of
close
calls
that
were
able
to
be
prevented
because
of
that
relationship.
The
sros
have
and
just
a
data
point
as
my
third
and
final
point,
a
data
point
from
from
last
spring,
in
as
we
were
talking
about
the
public
safety
local
option
levy,
our
juvenile
department
provided
total
referrals
county
wide
of
juveniles
to
the
juvenile
department
from
2008
to
2018
that
10-year
span
referrals
went
down
about
48.
N
So
we
are,
you
know
from
a
total
referral
standpoint.
I
think
we're
going
in
the
right
direction,
we're
still
the
safest,
major
urban
county
in
in
in
this.
In
the
state,
when
you,
when
you,
when
you
look
at
the
five
most
populated
counties
in
the
state,
we
have
the
lowest
crime
rate
countywide
and
so
we're
we're
it's
the
relationship
that
we
have
in
schools,
help
solve
prevent
crime,
and
then
we
are
on
a
downward
trend
over
a
long
period
of
time
when
it
comes
to
juvenile
referrals.
So
thank
you.
E
Yes,
I'm
just
kind
of
curious
as
to
what
sort
of
cultural
awareness
or
de-escalation
training
the
officers
have,
and
let
me
sort
of
give
you
an
example
here.
You
know
so
you
know
when
a
student
is
in
the
crosshairs.
If
you
want
to
call
it
and-
and
so
you
know,
there's
a
tendency
for
them
to
ask
questions
as
to
why
this
is
happening
to
them,
and
sometimes
I've
seen
it
myself.
Sometimes,
police
officers
are
not
very
patient
in
standing
there
and
answering
the
questions
before
things
escalate.
E
Then
there's
also
the
situation
where,
depending
on
a
person's
culture,
they're
not
used
to
looking
somebody
in
the
eye,
and
I've
witnessed
that
myself,
where
you've
seen
police
officers
say.
Hey,
look
me
in
the
eye
and
if
the
person
doesn't
that's
a
sign
of
disrespect
and
then
that
might
end
up
escalating
the
situation,
so
I
just
want
to
know
what
sort
of
training
do
you
give
your
officers
on
that?
Do
you
counsel
them
on
that
when
they're
in
they're,
interacting
with
students?
E
Now
I'm
talking
about
the
majority
of
cases,
we're
not
talking
about
somebody
with
the
gun,
we're
not
talking
about
somebody
who's
threatening
somebody
else,
but
we're
just
talking
about
class
flow
support,
people
who
are
having
maybe
a
meltdown
of
whatever
nature,
because
maybe
someone
call
them
the
inward
and
they
punch
them
in
the
nose.
And
what
are
you
doing
about
that
part
as
far
as
trying
to
make
that
person
feel
like
you
know,
they're
not
going
to
be
punished
for
someone
initiating
something
and
antagonizing
them?
K
And
donna
several
of
those
several
layers
and
what
you
just
gave
would
be
at
the
school
level.
That
would
not
be
necessarily
law
enforcement
involved,
but
I
think
that
they
can
speak
to
the
de-escalation
training
and
background.
E
Well,
the
reason
why
I
ask
it
because
I'm
I
would
assume
that
the
police
department
would
like
to
do
all
that
they
can
to
make
people
feel
comfortable.
So
I
guess
maybe
the
next
question
is:
if
they
don't
do
that,
then
why
not-
and
maybe
they're
not
prepared
to
answer
it
now?
Maybe
they
get
back
to
me
later,
but
it's
something
that
I
think
they
should.
They
should
consider
because
it
isn't
every
every
incident.
E
K
Well
agreed
agreed
and
I'm
gonna,
I
want
law
enforcement
to
be
able
to
address
any
training
that
they
have
in
terms
of
de-escalation.
My
comment
was
specific,
and
you
gave
the
example
of
a
student
getting
punched
in
the
face,
after
being
called
the
name,
that
is
a
school
level
matter.
That
would
not
be
something
we
would
hand
over
to
law
enforcement,
so
I
wouldn't
say
that
they're
always
involved
in
all
circumstances
of
the
school,
but
law
enforcement
partners.
If
you
want
to
address
the
escalation
strategies.
M
Y'all
address
that
so
just
not
for
our
school
resource
officers,
but
for
all
our
officers.
They
go
through
de-escalation
training
and
in
fact
we
do
that
we
just
got
done
doing
that
in
our
mandatory
and
service
training.
M
That's
what
we
need
to
be
good
at
that's,
why
we're
constantly
training
on
it
and
keeping
officers
up
to
date
on
that?
In
addition,
we're
looking
at
getting
all
of
our
sros,
not
all
of
them
are
currently
cit
trained
or
critical
incident
trauma
trained.
There's
a
40-hour
class
we're
going
to
work
on
that,
but
but
de-escalation
is
what
we
have
to
do.
M
N
Beginning
in
2015
we
started
a
dei
training
and
facilitated
discussions
regular
feature
as
far
as
in-service
training
goes.
We
started
with
contracting
with
an
outside
group
called
figure
eight,
and
then
we
had
a
diverse
staff
of
sheriff's
office.
Members
come
and
say:
look
we
want
to
do
this.
We
want
to
carry
the
ball
for
this
organization
or
diverse
group.
We're
multi-disciplined
send
us
to
training,
help
us
figure
out
how
to
do
this
and
we
spent
over
a
year
getting
them
ready,
and
we
have
an
internal
group
now
that
does
this.
N
We
have
discovered,
however,
that
we're
coming
up
short
because
we
don't
have
that
community
voice
so
that
two
months
ago
we
started
a
a
working
group
involving
diverse
community
members
to
incorporate
their
voice
into
our
next
update
that
we're
planning
for
2020
2021
covet
kind
of
kicked
us
off
a
year,
but
from
a
diversity,
equity,
inclusion,
standpoint,
that's
the
direction
that
we're
headed
and
from
an
escalation
standpoint.
Much
like
beaverton
did
you
know
we
took
a
really
hard
look
at
it
can't
wait.
N
We
built
escalation
as
a
requirement
into
our
policy
when
feasible
and
that's
that's
a
requirement.
It's
no
longer
just
recommended
and
when
we
go
to
the
to
train,
scenario-based
training
is
grounds
us
in
being
prepared
to
deal
with
what
deputies
see
in
the
community
and
every
one
of
those
scenario-based
trainings
that
we
have
when
we
unplug
and
go
to
the
training
center
involves
de-escalation,
because
that's
really
part
of
building
trust
is
to
de-escalate
now.
The
last
thing
I'll
say
is
we're
human
right.
N
So
we
don't
get
it
perfect
every
time
and
we
when
we
don't
get
it
right,
then
of
course
accountability.
Corrective
action
counseling
comes
into
place
and
I
get
that's
a
huge
responsibility
on
our
leadership
to
do
and
we're
focused
on
getting
that
right.
I
Dude
and
I'm
not
sure
who
it's
for
so
I'll,
just
put
out
there,
what
I'm
wondering
and
I'm
sure
there's
a
lot
of
experts
here.
I
I've
faced
tonight's
discussion.
I
What
other
information
do
you
need,
and
I
will
be
the
first
to
say
that
this
is
not
my
area
of
expertise
at
all
like
I
have
done
a
lot
of
studying
about
curriculum
and
about
how
students
develop-
and
you
know
I
know
a
lot
of
and
and
how
to
be
cost
efficient
with
school
dollars,
but
I
don't
know
very
much
about
policing
and
in
particular
how
we
can
what
the
trends
are
in
terms
of
developing
strong
partnerships
and
and
how
you
know.
I
If
you
look
I'm
guessing
that
20
years
ago,
what
beaverton
was
doing
was
actually
not
that
different
than
what
was
happening.
You
know
in
another
state
or
something
maybe
we
were.
I
mean
I
know
we'd
like
to
be
different,
but
I'm
guessing
that
whatever
the
dare
equivalent
was
was
in
other
places
as
well.
I'm
curious
about
what
the
overarching
trends
are
in
terms
of
how
we
are
working
to
ensure
student
safety
across
the
nation.
As
I
knew
you
made
reference
tonight,
you
know
school
shootings
have
been
omnipresent
threat.
I
I
know
that
there
are
other
traumatic
experiences
that
students
nationwide
are
going
through.
You
know
what
is
it
that's
happening
in
the
big
beyond
beaverton
that
we
should
be
learning
from
in
order
to
work
well
with
our
community
and
to
support
parents
and
teachers
in
the
everyday
work
of
raising
children.
F
I'll,
all
in
here
it's
a
little
bit
broad,
so
I
will
just
speak
on
what
I
know,
and
that
is
the
you
know.
I
can't
predict
what
schools
are
gonna
look
like
safety
wise,
but
if
we
look
at
the
trends
that
have
happened
in
the
u.s
school,
violence
has
been
a
concern.
F
H
F
Of
violence
and
on
a
pathway
to
violence
and
by
coming
together
as
a
community,
steering
them
away
from
that
path
and
we've
seen
students
who
made
serious
threats,
maybe
even
took
steps
towards
those
threats
and
we
were
able
to
as
a
team
a
community
team,
not
just
law
enforcement,
not
just
mental
health,
not
just
the
juvenile
department,
not
just
the
school
district,
but
as
a
team
collectively
work
together
to
steer
that
student
off
of
a
path
and
eventually
watch
them
graduate.
F
H
F
Partnership,
I've
witnessed
it
personally
within
the
district.
That's
something
that
we've
done
very
well.
If
I
were
to
ask
what
I
would
want
for
the
disc
from
the
district
to
help
us
do
a
better
job,
I
can
tell
you
that
students
with
disabilities
and
behavioral
issues
having
the
district
provide
us
with
that
training
would
be
phenomenal.
F
It
helps
us
understand
when
students
are
acting
out
because
they
have
behavioral
issues
and
that
helps
us
understand
what
need
what
path
needs
to
happen.
So
I'm
kind
of
losing
my
train
of
thought
here,
but
that's
my
two
cents.
K
J
Well,
first
of
all,
thank
you
so
much
for
taking
your
time
today
to
talk
to
us.
It's
been
very
informational.
I
do
have
a
question
and
it's
kind
of
relating
back
to.
We
have
the
student
advisory
committee
in
our
school
district
and
I
don't
know,
I
think
you've
met
with
them
a
few
times,
but
I'm
wondering
if
there's
an
opportunity.
You
know
in
terms
of
communication
communication
to
work
with
them
more
often
so
that
that
breaks
down.
J
Some
of
that
fear
base
that,
because
it's
a
very
diverse
group
of
kids,
some
of
that
fear
that
might
our
students
might
have
and
that's
pretty
much
it.
K
No
that's
a
great
suggestion,
susan.
I
would
say
that
I
know
that
our
law
enforcement
partners-
I've
heard
it
from
sheriff
garrett
as
well
as
chief
groshong,
in
terms
of
how
is
that
we
can
continue
to
reach
out
and
potentially
even
formulate
additional
groups
outside
of
our
school,
with
greater
context
for
diversity
to
be
more
inclusive,
because
not
all
of
our
kids
just
simply
attend
our
schools
or
reflected
there.
We
only
we
serve
only
about
24
percent
of
our
population
in
the
city,
so
we've
got
a
lot
of
other
families
out
there.
K
So
I
know
that
those
are
ongoing
conversations,
but
a
good
point.
Thank
you.
I
appreciate
that
so
with
that,
because
I
know
we
do
have
our
third
component
here
this
this
evening.
I
wanted
to
thank
our
law
enforcement
partners
here,
but
I
want
to
hand
it
back
to
vicki
temchek.
A
And
I
too
want
to
thank
and
especially
lieutenant
richards
and
sergeant
gilbert.
I
don't
want
you
to
think
you.
You
spent
your
evening
with
us
sitting
in
a
car
in
city
of
hillsboro
is
a
newer
partner
to
us
at
the
capitol
center.
I
don't
know
if
there's
anything
that
you
want
to
to
give
us.
I
know
you
didn't
have
a
real
chance
before
we
school
went
to
distance
learning
to
spend
a
year
with
us
yet,
but
I
don't
know
if
you
have
anything
that
you'd
like
to
add.
L
I
will
just
take
the
opportunity.
Thank
you
very
much.
We
have
one
sro
at
dela
rios
serving
at
the
base
academy
on
185th,
and
I
guess
I
just
want
to
say
I
appreciate
so
much
the
partnership
that
we
have
as
a
department
with
our
schools
and
beaverton
school
district
is
one
of
those
partnerships.
I
think
the
one
thing
that
I
really
want
to
say
is
how
important
trust
is
to
our
success.
L
Police
departments
rely
on
trust,
to
be
able
to
serve
the
community
to
the
best
impact
or
to
the
best
effect,
and
one
of
the.
In
my
experience,
one
of
the
main
benefits
to
a
good
sro
program
is
the
opportunity
to
build
trust
with
our
community
partners.
L
Just
about
everyone
in
the
community
is
connected
to
the
school
district
in
some
way
and
so
being
at
the
schools
consistently
and
and
taking
every
opportunity
to
build
relationships
and
build
trust
really
helps
us
to
serve
our
communities,
particularly
the
most
vulnerable
of
our
communities,
and
I
think,
that's,
in
my
opinion,
the
value
and
benefit
and
I'm
just
excited
to
work
collaboratively
and
and
come
up
with
ways
that
we
can
respond
to
the
concerns
of
our
community,
particularly
those
bypass
community
members,
who,
I
think,
would
benefit
immensely
as
well
as
the
police
department,
from
increased
trust
and
collaboration
with
the
police
department.
S
L
E
In
there
donna
here
so
I
know
we're
always
looking
for
cte
opportunities.
So
my
thing
is:
why
not
grow
your
own,
meaning
just
to
consider
have
a
police
academy
in
each
of
our
high
schools?
I
think
that
would
serve
multi-purposes
because
then
maybe
you
get
people
of
color.
I
must
give
a
shout
out,
although
I
won't
mention
his
name,
there's
even
an
aloha
high
school
student
who's,
a
friend
of
my
son,
who's,
a
beaverton
police
officer.
I
can
see
people
shaking
their
heads
who's,
a
person
of
color,
so
I
mean
what
an
opportunity.
K
A
Thank
all
of
you
for
spending
your
evening
with
us,
and
this
is
the
start
of
the
conversation,
I'm
sure
board
members,
like
ann
said
we're
going
to
be
looking
at.
What
do
we
need
to
have?
Next
and
again,
this
is
not
an
evening
that
we're
making
decisions
or
the
superintendent
is
making
any
decisions.
A
The
board
is
gathering
information,
because
it's
so
important
because
all
of
our
all
of
our
families,
all
of
our
students,
don't
come
from
the
same
perspective
and
have
the
same
lens,
and
we
need
to
recognize
that
all
of
our
students
need
to
feel
safe
in
our
schools
and
feel
valued,
and
thank
you
so
much
for
spending
your
time
with
us,
and
we
will
I'm
sure,
be
back
to
you
again,
but
thank
you
so
much.
We
appreciate
it
so
with
that
we're
going
to
welcome
our
own
pat
mccreary.
A
Thank
you
pat
thank
you
for
all
of
our
community
members
for
for
waiting
with
us
this
evening.
Again,
as
we
gather
information
and
get
lots
of
perspectives
here
tonight.
So
pat
I'm
going
to
have
you
introduced
some
of
our
community
members
that
we
have
that
are
going
to
speak
with
us
and
just
just
a
reminder
to
board
members.
A
We
we
received
about
20
public
comments
and
those
were
were
sent
to
you
on
friday
and
today,
and
I
really
would
appreciate
that
you
read
the
public
comments
of
the
public
sharing
with
us
some
of
their
their
thoughts
on
this
topic.
So
those
were
provided
to
you
and
will
be
part
of
the
public
record.
G
Thank
you
becky
good
evening
board
and
thanks
for
having
us,
I
my
name
is
pat
mccreary.
I
use
he
him
pronouns
and
I
serve
in
the
district
as
the
administrator
for
equity
and
inclusion,
and
I
was
tasked
for
tonight's
conversation
with
reaching
out
specifically
to
members
of
our
community,
who,
I
think,
are
very
much
the
reason
we're
having
this
conversation
folks,
who
represent
either
their
own
or
others
viewpoints
that
may
not
be
represented
in
the
collective
data
that
we
saw
in
the
summarized
data
from
eco
northwest.
G
So
I'm
going
to
share
a
couple
of
words,
but
before
I
do
that,
I
want
to
introduce
our
guests
from
the
beaverton
student
advisory
council.
We
have
beatrice
khan
who,
as
a
student,
probably
with
work
to
do
in
classes.
I
really
appreciate
taking
time
to
come
tonight
so
beatrice.
Thank
you.
We
have
justice,
rajiv
who's,
a
member
of
our
beaverton
black
parent
union,
specifically
on
the
public
safety
committee.
G
I
want
to
point
out
in
my
role
I
feel
that
it's
important
to
advocate,
in
the
same
spirit,
that
many
of
our
board
members
were
asking
questions
tonight.
G
The
the
invitation
to
share
voices
was
put
out
to
a
number
of
people,
and
I
think
it's
really
important
to
note
that
many
people
declined
the
invitation
not
because
they
didn't
have
a
voice,
but
because
of
the
process,
possibly
that
we
went
through
in
feeling,
as
though
their
voice
was
not
necessarily
valued
as
much
as
others
and,
more
importantly,
for
the
feeling
of
a
lack
of
safety
in
sharing
their
voice.
G
There's
a
potential
that
those
who
have
had
negative
experiences
with
law
enforcement
or
with
our
school
resource
officers
or
in
our
schools,
to
ask
them
to
come
and
share
that
experience
could
be
a
form
of
re-traumatization
that
is
not
not
safe
for
them
to
do,
and
so
I
I
just
want
to
make
a
point
of
saying
that,
though
there
are
not
more
voices
present,
it's
really
important
that
we
consider
the
voices
that
are
not
here,
because
they
do
exist
and
they
they
are
out
there
among
us.
G
I
also
want
to
point
out:
I
appreciate
the
the
summarized
feedback
that
eco
northwest
provided
for
us,
but
I'm
actually
going
to
go
into
kind
of
a
teacher
mindset
here
for
a
moment.
The
fact
that
we
have
72
percent
of
respondents
who
feel
that
the
the
sro
presence
is
a
good
thing.
That's
great!
I'm
going
to
argue
that,
just
like
a
teacher
giving
a
test
that
72
reflects
what
we
would
expect
in
the
relationship.
G
What
we
really
need
to
pay
attention
to
more
is
the
28
that
felt
either
that
the
sro
relationship
was
not
healthy
or
that
they
weren't
sure.
So
I
want
to
make
sure
that
we
enter
into
this
conversation,
not
necessarily
equating
all
viewpoints
or
not,
especially
not
saying.
G
In
asking
those
questions,
you
pointed
out
that
we
still
have
a
ways
to
go
in
in
really
soliciting
the
input
of
those
most
impacted.
I
think
it's
also
important.
I
don't
share
this
to
distract,
but
I
think
it's
important
that
we
contextualize
this
in
the
larger
context,
when
we
have
a
national
climate
in
which
we
have
specific
students
and
families
who
have
perceptions
of
law
enforcement
or
real
experiences
with
law
enforcement
that
are
negative,
we
cannot
expect
them
to
detach
that
from
their
experiences
with
sros
in
our
schools.
G
For
some
of
our
students,
they
are
very
much
the
same
thing
I
have
learned
in
this
role
throughout
this
this
year.
I
think
we
all
have
as
our
as
our
role
in
serving
others,
that
it's
not
so
much
our
intent
that
matters
as
the
impact
of
what
we
do
based
on
that
intent,
and
so
I
want
to
acknowledge
both
to
our
partners
in
law
enforcement
and
to
all
of
us
in
education.
G
G
G
How
we
do
so,
though,
is
also
very
important
if
what
we're
dealing
with
is
a
predominant
number
of
cases
that
deal
with
with
drugs
and
alcohol
that
can
be
dealt
with
potentially
a
different
way.
I
also
want
to
appreciate
that
I
was
able
to
have
a
conversation
with
our
partners
in
the
beaverton
police
department
and
learned
that
this.
G
G
I
would
rather
defer
to
our
guests
if
it's
okay,
just
to
check
with
our
speakers,
since
I
didn't
have
a
chance
to
check
with
you
the
order
I'd
like
to
go
and
beatrice
if
you're
comfortable,
going
first
I'd
love
to
give
the
floor
to
you
and
then
to
justice,
mark
and
jessica
in
that
order,
and
then
we
have
time
for
questions
afterwards.
So
beatrice
go
ahead
and
take
it
away
and
thank
you
for
coming
tonight.
T
Thank
you,
chair
tim
chuck
and
members
of
the
beaverton
school
board
for
soliciting
student
voices
on
this
important
issue.
My
name
is
beatrice
teals
on
and
I
represent
beaverton
high
school
to
the
school
board
on
the
beaverton
student
advisory
committee.
Our
student
leadership
team
at
beaverton
high
school
recently
formed
a
committee
and
begun
conversations
about
the
presence
of
school
resource
officers.
These
conversations
have
included
our
principal
dr
ann
irwin,
our
sro
beaverton
police
officer,
copeland
and
as
well
as
sergeant
mcdonald
for
the
beaverton
police
department.
T
T
Our
experience
with
sros
has
to
do
with
a
high
turnover
rate
and
as
much
as
a
mutual
relationship
with
an
sro
is
ideal.
Most
students
lack
interaction
with
a
consistent
sro
and
some
find
the
relationship
hindered
by
the
presence
of
a
gun.
This
role
as
a
mentor
can
be
fulfilled
by
security,
members,
counselors
or
our
school
social
workers.
What?
If
the
district
replaced
sros
with
more
counselors
and
mental
health
access,
I
urge
the
school
board
to
consider
which
adults
we
need
in
schools.
T
The
rules
you
expect
each
of
the
adults
to
play
and
use
data
and
metrics
to
determine
whether
those
influential
adults
need
to
be
armed
or
sworn
law
enforcement
officers.
Once
the
district
understands
which
adults
are
needed,
it
can
make
a
better
decision
about
the
potential
role
of
sros,
as
well
as
other
professionals
in
our
school
building.
Students
need
role
models
to
talk
to
and
to
connect
with
and
for
many
students.
Armed
sros
are
a
barrier,
not
a
solution.
G
U
Yes,
please
thank
you
for
having
me
tonight
so
I'll
start
with
two
things:
I'm
just
about
one
of
the
founders
of
one
of
the
coordinating
committee,
members
of
the
public
safety
committee
as
it
is,
but
it'll
be
even
black
parent
union.
Also,
in
my
hat
that
I
read
during
the
day,
I
managed
several
programs
of
workers,
youth
and
families
involved
with
the
criminal
justice
system,
juvenile
justice
system
and
the
adult
side
system.
U
U
What
is
the
actual
deployment
initiative
of
of
sros,
how
they
are
activated,
how
they're
engaged
and
how
they're
asked
what
things
they're
asked
to
respond
to
and
there's
you
know
different
data
around
the
the
the
challenges,
especially
for
you
know,
black
children
that
exists
with
you
know
the
not
just
the
presence
of
the
officer-
and
this
is
not
necessarily
about
the
officer
in
the
building
alone,
but
also
the
history
and
the
threat
of
time.
That
is
not
easy
to
cognitively
separate
yourself
from.
U
It
would
be
great
if
every
instance
in
life
could
be
taken
as
what's
happening
right
now,
but
that
is
not
how
humans
function.
That
is
not
how
we
experience
life,
and
so
therefore,
when
we
come
into
a
space
and
even
as
a
person
I've
been
here
for
16
years,
but
even
in
my
initial
movement
moved
to
this
community.
U
You
know
the
experience
of
a
lot
of
people
who
are
here
in
the
90s
and
prior
was
not
the
most
positive
right
and
I
had
to
experience
this
place
on
my
own
terms,
but
that
doesn't
move
remove
that
history
and
that
experience,
because
who
was
responsible,
who
wasn't
responsible
some
of
these
thoughts
that
have
come
up
in
our
discussion
around
this
has
been.
U
You
know
what
is
the
intent?
How
is
it
managed?
What
does
accountability
look
like?
How
do
parents
give
feedback
and
crossing
over
also
a
blurriness
around
the
role
of
sros
versus
the
role
of
school,
based
security
staff
and
again,
if
there's
an
issue
with
with
either?
How
does
someone
get
satisfaction
to
get
clarity?
Is
there
responsiveness,
or
is
there
an
acceptance
of
the
idea
that
you
are
actually
accountable
to
even
one
individual?
U
That's
not
having
a
good
experience
with
you,
even
if
everyone
else
feels
great,
or
at
least
appears
to
feel
great
the.
So
you
know
we
are
still
in
some
deliberation
around
and
I'm
glad
that
this
one
of
our
big
concerns
actually
come
in
this
meeting.
Was
this
a
decision-making
meeting,
because
there
was
definitely
concern
that
there
was
we
did
not
feel
there
was
a
sufficient
level
of
engagement
that
we
could
even
giving
input
that
we
would
be
giving
input
in
in
a
way
that
was
reasonable.
U
So
I
think
those
are
the
good
points,
many
points
for
me
and
that
I
I
I
think
we
would
be
very
interested
in
further
discussion,
like
whatever
decisions
come
down
the
line,
I
think
the
reality
of
accountability
and
what
are
the?
What
is
the
guidelines
and
the
rules
of
what
all
of
these
roles
are?
Oh
one
thing
I
do
need
to
add
is
also
generally.
My
experience
is
the
concern
of
the
accessibility
and
sometimes
police
officers
being
the
primary
person.
U
That's
in
the
building
when
there's
other
public
health,
mental
health,
general
cultural
support
entities.
That
would
also
be
great
to
have
frontline
access
and
a
high
level
engagement
and
support
by
administrative
staff
to
be
there
for
the
students
in
those
buildings-
and
you
know
that
is
not
always
that's,
not
necessarily
something
that
is,
that
is
done
right
and
some
consistency
with
that
would
would
also
be
my
challenge
to
like
yb.
U
Why
do
we
focus
on
this
particular
aspect
and
not
all
these
other
aspects
that
can
bring
around
well-being
and
safety
so
with
that
I'll
pass
it
to
the
next
person?
Thank
you.
V
Thank
you,
patrick
members
of
the
board
and
superintendent
grinding,
appreciate
the
opportunity
to
speak,
and
I
want
to
certainly
acknowledge
and
support
beatrice
and
justice
in
their
remarks.
I
think,
as
one
who
is
director
and
founder
co-founder
of
reap
his
organization
and
we've
been
with
the
district
dating
back
to
2007,
we've
seen
so
much,
and
I
think
that
the
district
has
an
opportunity
in
this
moment
to
really,
I
think,
bring
to
bear
more
clarity
of
the
role
of
the
resource
officers
in
schools.
V
I
think
that's
that's
low-hanging
fruit
to
really,
I
think,
calm
a
lot
of
the
anxiety
and
mistrust
that
often
many
of
our
students
and
adults
may
feel
when
you're
into
the
building.
I
think
there's
also
opportunity
to
explore
how
that
particular
officer
can
be
fully
integrated
into
the
community
of
the
school,
as
justice
mentioned,
sometimes
they're
perceived
as
militarized,
isolated
presence,
and
they
lack
the
connectivity
with
all
the
other
resources
in
the
actual
building
that
are
there
to
support
the
social,
emotional
and
academic
well-being
of
our
students.
V
So
I
think
we
all
can
agree
upon
the
importance
of
our
kids
and
our
adults
in
the
buildings
being
safe.
I
think
we
have
common
ground
there.
The
question
becomes,
how
do
we
bring
more
clarity
and
understanding
on
the
purpose
of
the
cross
and
how
to
in
fact
utilize
them
in
a
more
meaningful,
proactive
way
to
where
how
they
show
up
in
their
presentation
right
may
be
less
threatening.
We've
done
listing
sessions
with
our
students
matter
of
fact.
V
Earlier
today
I
already
had
on
the
calendar
a
discussion
with
the
police
chief
and
she
talked
to
some
of
our
staff
around
what
students
are
experiencing
in
the
buildings.
A
real,
robust
conversation
that'll
be
ongoing,
and
one
thing
you
may
be
clear
was
that
it's
important
that
the
students
understand
the
vision
of
the
police
chief,
that
represents
the
law
enforcement
in
the
city
of
beaverton,
and
how
do
we
mirror
that
standard
in
that
sense
of
empathy
and
inclusion
within
our
school
systems?
So
we'll
have
ongoing
conversations.
V
We
made
it
very
clear:
it's
important
to
really
build
alliance
with
students,
not
just
from
perspective
around.
Let
me
go
and
find
something
I
can
kind
of
bring
resolve
to
by
my
law
enforcement.
How
do
you
build
relationships
right
and
build
a
rapport
with
students
in
in
these
school
environments?
That
will
help,
I
think,
mitigate
a
lot
of
the
mistrust
that
we
know
of
his
historic,
especially
with
students
of
color.
V
So
I
think,
as
you
all
continue
to
have
dialogue
and
explore
this
particular
type
of
issue,
keep
in
mind
what
was
the
original
intent
for
the
sros
and
and
and
how
do
we
in
fact
integrate
them
into
the
into
the
broader
community,
with
other
resources
that
are
being
deployed
in
the
schools,
and
how
do
we
ensure
that
the
first
priority
is
is
building
trusted
relationships
with
students,
that's
not
connected
to
isolated
incidents,
and
that's
very,
very
important
that
we
understand
our
sros
have
to
be
considered
as
an
ongoing
resource,
not
just
around
just
safety.
V
Public
safety
is
not
just
around
crime
vandalism,
but
also
it's
the
mental
and
health
and
well-being
of
our
students,
and
they
in
fact
feel
that
these
sros
are
trusted
adults
right
that
have
their
best
interests
in
heart.
If
we
can
have
that
lens,
I
think
it
provides
for
us
a
more
holistic
and
comprehensive
perspective
of
how
we
best
leverage
these
resources
in
our
schools.
Thank
you
very
much.
S
I
am
also
a
member
of
the
beaverton
educators
for
black
lives,
which
is
a
group
of
bsd
classified
certified
and
admin
personnel
committed
to
anti-racist
work
that
breaks
down
white
supremacy
and
anti-blackness.
In
the
bsd
we
sent
a
collective
letter
to
the
school
board
and
the
beaverton
city
government
in
late
july.
Regarding
sros,
we
had
over
70
signatures
of
staff,
community
members,
graduates
and
families.
S
This
is
my
kiddo
and
to
which
the
board
responded.
We
then
sent
a
reply
to
the
board
last
week
with
close
to
70
signatures
again,
and
that
is
what
I'm
going
to
read
today
to
ensure
that
it's
on
the
public
record.
I
did
want
to
make
a
couple
of
extra
notes:
one.
There
is
very
little
data
nationwide
that
the
presence
of
sros
has
reduced
school,
shooting
a
2018
washington,
post
analysis
of
nearly
200
incidents
of
gun,
violence
on
campus
found.
Only
two
times
where
a
school
resource
officer
successfully
intervened
in
a
shooting.
S
G
Why
don't
we
use
this
time
if
it's
okay,
board
members
jessica
was
gonna,
share
her
piece
and
then
we
were
gonna
leave
some
time
for
questions,
I'm
wondering
if
there
are
any
questions
for
for
beatrice
mark
justice
myself
now
now
would
be
an
appropriate
time
to
ask
or
an
appropriate
time
to
stand
up
and
take
a
stretch.
If
you
wanted
to
either
one.
I
But-
and
I
guess
the
other
thing
pat
maybe
it's
like
we
did
receive
the
letter-
I'm
I'm
certain
one
of
us
could
read
it
if
jessica
would
find
that
helpful.
G
Okay,
let's
check
with
jessica,
okay.
P
G
Jessica
and
anne
did
just
suggest
if
it,
if
it's
hard,
because
I
think
we
are
all
dealing
with
covert
realities.
One
of
our
our
board
members
could
read
the
letter
for
you
if
that's
easier.
Unless
you
have
found
the
sanctuary
in
your
house.
S
That's
what
I
do.
Okay,
thank
you
for
your
response
to
our
first
letter
regarding
sros
and
the
beaverton
school
district
schools.
We
feel
strongly
that
any
decision
regarding
sros
needs
to
center
the
needs
and
voices
of
our
black
latinx
and
indigenous
students
and
families.
We
are
glad
to
hear
that
you
feel
the
same
way.
S
The
presentation
also
did
not
clearly
address
the
critical
side-by-side
comparison
of
the
racial
demographics
of
bsd
beaverton
and
students
referred
to
the
bpd
through
sros.
It
also
did
not
address
referrals
to
sros
through
the
washington
county
sheriff
office,
nor
did
address
the
referral
data
on
students
being
funneled
into
the
washington
county.
Juvenile
system,
which
shows
the
latinx
students
in
particular,
are
over
policed
in
our
schools.
S
S
Additionally,
the
survey
went
out
primarily
by
email
with
a
very
tight
turnaround
time
those
decisions
create
barriers
and
center
white
families,
which
is
the
opposite
of
anti-racist
work.
The
survey
also
made
no
concerted
effort
to
gather
demographic
information
in
regards
to
race,
ethnicity,
language,
sexual
orientation
and
gender
identity.
S
S
S
We
also
expect
the
school
board
to
be
transparent
about
the
third
party
responsible
for
collating
and
presenting
the
responses
from
that
survey,
which
we
heard
from
tonight,
and
we
expect
to
see
that
you
chose
a
third
party
per
recommendations
from
black
community
members
to
ensure
fidelity
to
anti-racist
practices
throughout
this
process
and
unclear.
At
this
point
of
that
is
entirely
what
happened.
S
S
S
S
How
will
the
school
board
thoroughly
review
and
present
the
research
that
already
exists
regarding
the
harmful
impact
of
sros
in
schools
on
black
latinx
and
indigenous
students?
How
will
the
board
then
ensure
a
transparent
accounting
of
the
ways
in
which
that
research
influences
the
board's
decision
about
sros
in
bsd?
S
Finally,
in
your
message
to
the
bsd
community,
you
mentioned
that
sros
will
not
have
a
presence
in
bsd
schools
until
at
least
november
13th.
A
concerned
staff
member
at
aloha
high
school
shared
at
aloha
sros
are
in
fact
maintaining
an
in-person
on-campus
presence.
The
sro
assigned
to
aloha
has
been
there
every
time.
I
have
been
there
and
never
wearing
a
mask.
I
might
add,
he
is
frequently
in
the
background
of
on-site
and
staff
zoom
calls
and
was
even
in
our
welcome
video
in
full
gear
and
armed.
S
If
the
school
board
is
implying,
there
is
no
sro
presence
during
cdl.
That
seems
dishonest
end
quote
in
this
uncertain
time
of
budget
cuts.
Amidst
the
global
pandemic
is
the
best
choice
to
continue
to
fully
fund
sros
when
they
will
not
be
able
to
perform
the
duties
outlined
in
their
intergovernmental
agreement.
S
This
could
be
months,
if
not
an
entire
school
year,
where
the
school
funds
sros,
even
though
they
are
not
providing
services
to
our
schools.
What
roles
will
sros
have
during
cdl
and
are
those
roles
that
would
be
better
suited
to
professional
educators,
paraprofessionals
social
workers
and
their
counselors?
S
G
Thank
you,
jessica,
and
thanks
again
to
beatrice
mark
and
justice
as
well,
and
I
think
we'd
love
to
open
it
up
for
questions
that
don.
I
saw
that
in
the
chat
you've
got
some
questions
that
you
wanted
to
ask
so
go
for
it.
E
Yes,
I'd
like
to
direct
this
to
mark
and
or
justice,
and
I've
got
two
questions,
so
my
first
one
is,
I
know
that
mark
you
talked
about
about
how
you
know
developing
trusting
relationships
between
sro
and
students
and
how
that
is
really
important,
and
I
know
that
you
know
you're
intimately
involved
with
students
through
the
reap
prog
program.
So
you
probably
have
a
good
pulse
on
that.
E
So
what
sort
of
advice,
if
you
were
asked
by
the
sros,
would
you
give
them
on
maybe
some
training
that
they
would
need
that
they
don't
already
have
or
how
they?
What
sort
of
skill
sets
they
would
need
beside
empathy
and
humility
to
be
a
good
to
establish
those
goods,
trusting
relationships
with
students.
V
Great
question
don
and
thank
you
if
okay
justin,
I
can
start
off
just
as
you
can
fall
behind
me,
I
I
would
say
that
it
begins
with
the
physical
appearance.
I
do
think
that
what
I
have
seen
I've
heard
from
our
students
and
staff
is
that
often
times
they've
seen
cross
come
on
campuses
use.
The
word
militarize.
V
You
know
they're
armed
with
all
the
vest
gear
on,
and
it
seems
very
intimidating
and
threatening
to
convenes
of
color
students
of
color
if
there
could
be
some
type
of
modification
in
the
dress
code
to
where
that
sro
really
blends
in
again
with
the
culture
of
the
school
community,
that
would
bring
more
integration
as
opposed
to
a
standout
again
we're
all
for
safety,
but
from
hearing
directly
from
students
and
seeing
some
best
practices.
V
I
think
that
really
kind
of
dismisses-
and
this
mitigates
a
lot
of
the
actual
mistrust,
because,
okay,
this
person
has
a
common,
familiar
presentation
like
everybody
else
that
are
adults
in
the
building,
with
the
understanding
that
they're
there
for
their
safety,
but
they're
integrated
in
such
a
way
to
where
they're,
more
approachable
and
not,
and
not
so
much
feeling
a
sense
of
threat.
That
will
be
the
initial
I
believe,
low-hanging
fruit.
I
think,
secondly,
to
really
encourage
sros
to
be
supported
with
of
a
range
of
of
engagement.
V
You
know,
in
terms
of
students,
seeing
the
sros
really
integrated
in
the
mission
in
the
work
of
the
school
communities.
V
You
know
I
just
walk
around
with
eyes
open
like
like
their
secret
service,
but
how
can
we
build
a
sense
of
integration
where
they're
part
of
school
activities,
things
that
don't
necessarily
have
them
connected
to
or
limited
or
restricted
to
discipline,
slow
discipline
solely?
How
do
we
get
them
integrated
into
more
of
the
dynamics
within
the
actual
school
campus?
That
shows
students?
Okay,
it's
not
just
about
discipline
or
or
threat
issues,
but
you
know
we
have
people
here
who
care
about
us
as
well.
Those
are
some
two
things.
U
I
mean
I
can
add,
I
can
add,
I
mean
much
more
exposure
with
with
with
our
kids
than
than
outside
my
own
children
and
some
of
you
that
families
have
relationship
with,
but
so
I
can.
Second,
though,
those
similar
those
same
viewpoints
have
come
up.
U
You
know
in
our
conversations
with
parents
talking
to
their
kids
and
with
my
own
kids,
the
other,
I
think
point
maybe
I
can
add
to
that,
would
be
from
my
perspective
as
someone
who
works
in
prevention
and
intervention
work
specifically
a
lot
of
the
youth
and
families
who
are
involved
with
you
know
what
we
would
classify
as
organized
so
to
speak.
Street
organizations,
as
I
refer
to
them,
sometimes
referred
to
as
gangs.
U
If
you're
gonna
have
a
relationship
with
a
student,
you
have
to
have
a
relationship
with
the
student,
and
that
means
a
seating
of
power,
a
seating
of
authority
and
a
certain
level
of
you
have
to
accept
the
level
and
terms
that
the
student
sets
and
that
the
family
said
so
the
family
doesn't
trust
you,
you
don't
have
the
the
the
that's.
U
That's
a
you
issue:
that's
not
a
them
issue
and
often
the
challenge
that
I've
seen
on
you
know
both
sides
of
the
line
where
there's
difficulty
is
the
person
you
know
with
the
privilege
and
authority,
sometimes
in
the
place
of
the
officer.
Maybe
doesn't
pick
up
that
the
trust
is
something
they
have
to
work
double
on:
to
earn
they're,
not
just
gonna
get
it,
and
if
you
know
I
don't
know
what
the
particular
training
modality
is
for
that.
I
don't
know
the
you
know
within
the
profession.
U
U
V
I
would
certainly
say
in
terms
of
a
suite
of
training
services
to
consider
it
would
in
fact
be
forming
form
practice,
restorative
practice,
anti-racist
practice,
implicit
biases.
These
are
a
clear,
I
think,
topics
of
natural
discussion
that
our
institutions
that
we're
seeing
now
really
see
the
value
of-
and
I
think
as
much
training
that
can
reflect
those
priorities-
would
be
impactful
not
just
for
the
actual
sros,
but
also
to
help
contribute
to
an
inclusive
and
safe
school
environment
for
all
students.
U
Only
I
think,
good
ad,
if
not
too
much
the
pillars
in
the
21st
century
report
on
policing,
are
actually
a
very
good
place.
To
start
I
mean
the
eight:
is
they
they
can't.
Wait
are
exerted
in
many
ways
from
that
much
deeper
body
of
work
and,
if
folks
are
not
familiar
with
that,
I'd
be
happy
to
send
you
the
link
to
read
the
report.
E
Yeah,
so
please
send
me
the
link.
I
really
would
like
to
read
that
and
then
I'll
have
one
more
question,
and
so,
if
you
could
create
an
sro
program,
what
would
that
look
like?
I
guess
what
role
do
you
think
the
sro
officer
should
play?
I
think
you
already
touched
upon
it
already
about
building
trusting
relationships,
but
is
there
anything
else
that
you
could
add,
or
you
think
we
should
add.
V
Well,
I
want
to
go
back
to
the
sro
again
being
set
up
for
success
when
it
comes
to
being
fully
integrated
into
the
school
community,
specifically
with
not
just
the
school
staff
and
students,
but
also
the
other
services
that
are
there
at
the
school.
You
know
whether
it
be
the
black
parent
union,
they
may
have
things
they
may
be
doing
with
parent
engagement
or
with
reap
or
other
organizations
that
are
there
to
support
students,
that's
very,
very
important
that
they
see
the
value
of
integration.
V
You
know,
I
would
also
add,
in
terms
of
what
makes
a
sro
program
successful
is
really
having
that
sense
of
buy-in
from
the
students.
I
think
if,
if
the
students
are
the
focal
point
and
our
parents
are
entrusting
their
children
with,
you
know
in
these
particular
environments,
in
this
type
of
social
planning
right
now
today,
in
our
in
our
state
and
country,
I
think
as
much
as
to
justice
point.
There
can
be
a
sense
of
shared
purpose,
shared
values-
that's
very,
very
important.
You
know,
so
those
are
ideals.
V
I
think,
in
my
mind,
in
terms
of
setting
up,
the
sro
for
for
success
is
to
be
integrated
with
all
of
the
other
programs
and
resources,
because
I'll
be
an
example,
one
of
my
staffers
when
the
entire
year
before
sro
even
spoke
to
them
an
entire
year
in
the
building
before
they
even
spoke
to
them.
V
U
E
G
J
Chat
was
opening
up
the
link.
Thank
you
for
that.
So
my
question.
I
actually
have
a
couple.
One
is:
do
you
and
you
may
not
know
the
answer
this
so
do
you
see
any
schools
right
now
that
are
modeling
at
least
close
to
a
relationship
with
sros
and
students?
That
is
positive,
that
we
could
be
looking
at
in
our
own
district?
V
Well,
for
for
myself,
you
know
again
it's
based
upon
that
sro
and
how
they
engage
with
the
students,
and
I
have
experience
in
hearing
from
our
students
and
staff
that
there's
been
sros
to
where
that
level
of
connection
was
lacking
right
and
then
they
went
on
personal
leave
vacation
and
who
have
replaced
them
were
engaging
with
the
students
they
were
in
in
the
lunch
line
of
the
students
interfacing
yet
been
watchful,
being
observant,
but
yet
engaging
and
humanizing,
while
they
were
there
with
the
students
and
that
we
found
to
be
a
best
practice,
because
students
save
supported
and
a
connection
right.
V
Well,
I
think
the
building
principle
is
the
leader
of
that
space.
So
I
think
it's
their
vision
and
how
they're
supported
by
the
district,
which
I
know
the
support
is
certainly
there.
You
know
to
make
sure
that
clear
vision
is
is
established
and
there's
buy-in.
There's
alignment
there's
a
sheer
understanding
of
what
the
role
is
going
to
be
for
sro.
That
comes
for
the
administration
and
I
think
because
we,
if
we
can
understand
that
and
they
buy
into
the
overall
school
culture,
it
makes
more
sense
for
a
win-win
for
everybody.
J
J
So
understanding
that
having
you
know
sros
that
have
weapons
and
knowing
you
know,
and
maybe
in
the
school-
that's
not
necessarily
positive
for
a
certain
demographic,
but
knowing
that
they
also
go
out
into
the
community
and
may
need
those
you
know
for
whatever
else
they
go
out
and
need
to
do
working
on
a
pro
working
on
some
way
of
collaborating
with
you
know,
washington,
county,
police
and
beaverton
plays
in
hillsboro,
please
so
that
possibly
we
can
have
some
kind
of
compromise
there,
so
that
when
they're
in
schools,
there
may
be
a
way.
J
I'm
just
saying
that
you
know
to
not
have
the
weapons
so
apparent
if
they
need
to
have
them.
But
you
know
so,
they're
not
is
not
so
intimidating.
G
C
G
The
idea
of
of
our
sros
and
law
enforcement
partners,
presenting
in
school
in
a
militarized
fashion
and
that
that's
the
term
that
that
oftentimes
students
would
use-
and
you
know
I've
witnessed
in
a
classroom
when
a
school
resource
officer
comes
to
the
room
and
you
just
see
certain
students
tense
up
and
that's
really
uncomfortable
as
a
teacher
to
see
that
I
don't
like
seeing
kids
just
traumatized
by
that
view.
It's
also
uncomfortable
because
I
know
that's
not
the
intent
of
the
person
coming
in
at
all
times.
G
So
I
think
if
there
is,
if
there
is
going
to
be
a
relationship
for
there
to
be
a
compromise
in
that
regard,
and
we
understand
the
need
for
law
enforcement
officers
to
be
at
the
ready
for
for
jobs
outside
the
school.
But
I
think
you
know
when
we're
talking
about
the
greatest
good
for
the
greatest
number.
If,
if
we
you
know,
if
we
have
I'm
just
gonna
name,
it
kids
can't
learn
when
they're
scared
right,
and
so,
if
they're
scared.
For
any
reason.
Because
of
how
somebody
looks,
that's
something
we
need
to
address.
E
I
was
also
going
to
say
that
you
know
people
do
have
concealed
weapons.
You
don't
necessarily
know
when
people
are
packing,
so
there
are
other
things
that
police
officers
can
do
to
camouflage
what
they're
wearing
it
doesn't
have
to
be
really
out
out
there,
but
it
could
be
where
they
have
access
to
it.
So
I
just
want
to
make
that
point.
V
Well,
I
agree
what
you
shared
pat,
also
done
as
well.
That
was,
on
my
mind,
I
I
think
a
lot
of
the
the
common
ground,
susan
or
or
the
compromise
you're
looking
for,
I
think,
will
be
realized
through
training.
I
think
the
more
our
our
law
enforcement
are
trained
in
implicit
bias
and
from
informed
practice
it
will.
It
will
lend
itself
to
being
more
empathetic
and
more
sensitive
to
the
perceptions
based
on
how
they
show
up
in
their
gear
and
how
they
engage
in
in
the
students.
V
V
That
diversity
comes
with
experiences
right
that
that
that
did
not
have
the
past
card
of
privilege,
so
they
were
exposed
all
types
of
social
dynamics
right
that
caused
trauma
right.
So
when
you
talk
about
folks
coming
into
a
particular
city
that
perhaps
didn't
have
these
issues
they
had
to
address
and
now
they're
coming
to
spaces,
where
they're
seeing
that
type
of
presentation
they
may
be
some
triggers
and
the
way
you
just
dismiss
the
triggers
is
to
build
authentic
real
relationships.
V
J
Well,
I
was
gonna
comment
mark
and
I
appreciate
those
comments
said
I
I
don't
think
it's
just
the
you
know
coming
from
again
be
as
I
can
speak,
I
swear
it's
been
a
long
day,
the
beaverton
police
department
and
the
washington
county
sheriff's.
It's
also
our
responsibility
as
a
school
district
to
you
know,
say
here's
what
we'd
like
to
see
in
our
schools.
Here's
what
helps
our
kids
feel
safe.
J
So
I
think
you
know
part
of
it
is
and
it's
working
on
collaborating,
because
I
really
do
feel
that
everybody
is
looking
out
for
the
best
for
our
students
and
safety.
You
know
I
have
a
concern
about
our
students
that.
G
You
know
going
back
to
the
the
feedback
we
got
from
eco
northwest.
There
was,
I
think,
15
of
the
respondents
just
to
that
survey
who
actually
said
that
they
don't
believe
that
sro
should
be
in
schools
and
that's
just
reflective
of
the
folks
who
did
the
survey,
and
I
know
that
we
have
we've
heard
tonight,
and
we
saw
as
well
in
some
of
the
public
comment
online,
that
there
were
folks
who
didn't
respond.
G
G
Also
susan,
you
mentioned
one
thing
that
we
haven't
really
talked
about
different
from
the
idea
of
of
crime
in
schools
and
the
role
of
that
we
have
a
number
of
students.
You
know
as
public
educators,
it's
our
job
to
take
anybody
who
comes
to
us
for
an
education
and
oftentimes
as
we
know
that
might
be
students
who
don't
have
documentation,
and
so
when
we
live
in
a
heightened
climate
of
fear,
around
law
enforcement
and
whether
or
not
that
represents
immigration,
etc.
G
That
that's
something
I
think
that
we
need
to
listen
to
as
well,
and
it's
likely
that
we
didn't
hear
those
voices
on
our
survey
because
of
the
fear
surrounding
that.
So
so,
just
again
acknowledging
that
those
those
views
are
out
there,
and
I
I
want
to
go
back
to
the
notion
that
as
public
servants,
both
us
in
education
and
our
partners
in
law
enforcement,
you
know
all
of
us
are
seeking
to
serve
the
best
way
possible.
That's
the
intent!
G
I'm
looking
david
thank
you
for
the
notice
that
jessica
had
to
go
deal
with
life
outside
the
board
meeting.
I'm
not
seeing
other
questions
in
there.
U
And
it
add
to
that
particular
question.
I
I
think,
though,
there's
something
to
think
about
within
the
the
protocols
that
a
police
officer
has
to
do
that.
We
have
to
go
well,
you
know
they
have
to
have
this
with
them.
They
have
to
have
that
with
them
like,
if
we're
not
talking
about
that
structurally
by
placing
that
person
inside
of
a
school
we're
missing
a
bigger
framing
thing
that
we
need
to
talk
about,
which
is
you
know
around
public
safety
in
the
broad
scope?
What
is
the
integration
between
that
and
schools?
U
And
then,
if
we
know
this
particular
constraint
is
very
important
for
the
larger
safety
model,
then
maybe
we
need
to
think
about
how
you
know
if
the
officer-
and
I
want
to
say
this-
because
in
my
experience
globally,
some
of
I
don't
know
many
of
the
sro
officers
in
the
district
outside
of
the
one
who
helped
my
son
want
to
take
police
report.
So
I
have
very
limited,
anecdotal
information
that
shouldn't
be.
U
You
know
used
as
a
distributive
interpreter
interpreter
of
of
practice,
but
often
the
the
training
modality
around
how
to
engage
with
youth
and
youth
development
and
those
things
are
very
good
things
and
that's
who,
when
there
is
a
legal
matter
with
a
kid
you
want
to
come
to
the
school,
to
talk
right
or
to
do
the
pickup
or
whatever.
Have
you,
however,
that
doesn't
necessarily
mean
that
they
have
to
just
be
there
right,
and
I
really
feel
that
that
it's
important
that
we
look
at
that
question
that
you
got.
U
If
you
have
this
material
and
these
tools
and
sprays
and
straps
and
clicks
and
all
you
know,
zip
ties
and
all
this
other
equipment
with
you
at
all
times.
Maybe
there's
you
know,
there's
a
different
road
to
think
about
how
we
structure
this,
or
at
least
to
ask
the
question:
can
we
get
there
and
also
I
just
want
to
make
sure
that
you
know
just
this
young
person,
that's
in
the
building
that
beatrice
had
anything
else.
To
add
that
we
don't
miss
you
so.
T
Ahead,
beatrice
okay,
I
just
like
to
really
highlight
mark's
point
and
justices
that,
as
a
students,
the
presence
of
the
school
resource
officer
in
full,
uniform
with
a
gun
is
again
pretty
scary
to
many
students
and
students
of
color
and
the
relationship
that
everyone
is
talking
about,
needs
to
be
included,
but
also
we
need
to
look
at
our
counselors,
our
advisors,
our
teachers,
our
mentors,
and
they
all
play
a
key
role
in
building
those
relationships.
The
same
relationship
that
we
say
the
sros
can
form.
A
Thank
you
I
just
I
I
want
to
thank
I
I
was
going
to
ask
just
real
quickly
during
this
time
of
covet,
and
obviously
I
wish
I
could
have
said
to
jessica.
I
mean
obviously
we
we
need
to
gather
more
accurate
data
to
reflect
all
of
our
students
and
find
a
way
to
do
that.
We
can't
expect
people
to
come
to
us.
We
need
to
go
to
them,
and
so
I
was
going
to
ask
justice
beatrice
mark
and
especially
jessica.
A
How
might
you
suggest
in
next
steps
how
we
get
to
people
in
this
atmosphere?
I
would
have
loved
to
have
held
five
community
sessions
going
to
the
groups
that
meet
and
having
us
listen
going
to
them
and
listen
to
their
input.
Instead,
we're
having
to
rely
on
things
like
pushing
out
surveys
and
and
jessica
brought
up
some
very
good
points,
whether
it
be
the
proper
language
or
same
thing
with
students.
You
folks
are
so
busy.
V
V
Just
a
few
weeks
ago,
we
had
both
senator
merkley
and
ron
weiningh
talk
about
mental
health,
education,
workforce
readiness,
and
we
have
those
twice
a
month
on
on
wednesdays.
V
That's
one
aspect:
we
have
other
events,
we
do
virtually
with
family
nights
where
you
all
can
be
guests
and
be
a
part
of
the
agenda,
and
I
say
that
because
of
the
dynamic
of
covet
and
the
the
virtual
work
we're
all
doing
with
students,
but
that
is
an
ongoing
virtual
platform
that
I
know
you
often
just
easily
be
inserted
into
to
listen
and
ask
some
questions
and
get
some
meaningful
feedback.
V
Like
I
mentioned
earlier
in
my
open
remarks,
you
know
we
were
on
a
call
with
the
police
chief
earlier
today
with
our
staff,
which
was
the
first
iteration
of
a
dialogue
around
public
safety
law
enforcement
city
of
beaverton,
sros
came
up
and
our
next
iteration
would
be
bringing
in
the
students
in
that
space
as
well
will
keep
building,
building
building
building
buildings.
V
G
Becky
I'll
I'll,
add
to
that
too.
I
I
just
want
to
point
out
that
I
think
one
of
the
things
that
I
think
we
could
be
better
we
could
get
better
at
as
a
system
is,
is
paying
attention
to
the
feedback
that
we
have
been
offered.
I
think
we
have
heard
folks
talking
about
the
impact
of
the
relationship
with
law
enforcement
and
sros,
but
a
lot
of
times
we,
those
those
that
feedback
is,
is
considered,
maybe
fringe
or
or
not,
aligned
with
the
intent,
and
so
we
don't
listen
to
it
as
much.
G
So
I
want
to
challenge
us
as
a
system
to
really
dig
into
that
feedback
lean
into
it
and
ask
more
about
it.
I
think
also,
as
was
pointed
out,
you
know,
we
know
we
know
with
a
certain
degree
of
confidence
which
groups
were
not
represented
in
that
summarized
feedback
right.
So
so
we
can
kind
of
what
I
call
listen
to
the
silence
and
we
can.
G
G
We
can
take
a
kind
of
more
of
an
active
stance
in
really
soliciting
feedback
from
those
who
maybe
have
not
offered
it
in
the
past
because
they
haven't
felt
safe
too
and
so
justice
it
looked
like
you
were
going
to
come
in.
I
didn't
mean
to
talk
in
front
of
you.
U
Oh,
no,
it's
fine,
I
mean,
I
think
I
would
add
to
what
was
stated
is,
I
think,
definitely
especially
in
this
very
specific
conversation
is,
is
is
reaching
out
to
the
community
organizations
and
those
who
have
the
relationships
with
the
those
who
are
having
the
most
disparate
impact
and
having
the
most
disparate
outcomes
that
you
know
being
a
latinx
community,
which
I
you
know,
I'm
not
the
person
at
all
to
speak
for,
but
I've
had
relationships
and
working
relationships
with
some
organizations
that
I
know
do
work
in
the
district
and
in
the
county,
and
you
know
whomever
I
think,
on
this
very
particular
issue
reaching
out
not
just
with
questions
that
are
very
broad
but
the
actual
quests
that
are
very
specific
to
the
things
that
we
already
know
that
you've
already
is
as
bad
as
we
already
know.
U
Folks
have
an
issue
with,
and
then
I
think,
the
internal,
whatever
the
internal
dialogue
that
you're
having
around
you
know
what
what
is
the
biggest
fear
of
change
in
this
situation
right.
We
know
that
sro,
at
least
my
understanding
of
the
sro
programs
are
about
a
20
23
year
old
program.
U
So
anything,
that's
22,
23
years
old,
25
years
old
needs
to
be
updated
whatever
it
is.
You
know
whether
that's
our
that's
our
role,
whether
it's
reading
curriculum,
whether
it's
you
know
math
curriculum,
it
needs
to
be
assessed,
and
like
is
this.
Does
this
mean
what's
happening
today?
Right?
Does
the
intent
of
this
match?
What
actually
our
young
people
need
today,
and
also
what
other
ideas
were
baked
into
this
previous
policy
decision?
That
were
reflective
of
you
know
you
know,
quite
frankly,
you
know
racist
homophobic,
gender
phobic.
U
You
know
religious
fears,
all
those
things
that
are
that
bubble
out
of
our
experience.
You
know,
as
our
country
continues
to
change
and
grow,
and
if
you're
not
willing
to
go
into
that
space,
then
we're
going
to
probably
have
a
disappointing
and
unsatisfying
outcome.
You
know,
quite
frankly,.
U
T
I
completely
agree
with
mark
that
there
needs
to
be
much
more
student
input,
I'm
trying
to
remember
back
to
july,
but
I
don't
believe
as
a
to
my
school
email
that
I
was
reached
out
to,
I
think
only
my
parents
got
an
email
saying
to
do
the
survey,
so
I
think
it's
really
important
the
next
time
around
to
solicit
student
input,
because
these
are
the
people
directly
being
impacted
by
your
choices
and
by
the
presence
of
sros.
So
we
definitely
nee.
Definitely
next
time
need
to
have
a
say
in
this
decision.
A
Well,
there
is
no
next
time
it's
still
the
decision,
so
we
just
need
to
continue
to
do
the
work
that
that
is
needed
into
into
this
going
forward.
So
it's
not
the
next
decision.
It's
it's.
This
decision
feature,
so
we
we
really
appreciate
student
voice.
So
thank
you
all
community
members,
for
speaking
your
truth
with
us
and
feeling
comfortable
to
join
us
and
spending
your
evening
with
us
again.
A
This
is
a
process
and
we
will
continue
with
the
process
and
we
really
value
community
input
and
it's
something
that
we
have
to
keep
building
upon
and
and
and
doing
better.
So
thank
you
so
much.
Thank
you
board
members.
I
know
it's
it's
past
the
time
that
we
said
that
we're
gonna
meet
tonight,
so
I
appreciate
you
being
with
us
after
a
very
full
day,
but
I
think
this
was
a
great
medium
step.
A
We
still
have
many
steps
to
go
and
I
will
be
reaching
out
to
you
individually
of
what
kind
of
things
you
want
to
see
happen
next
and
do
better,
and
there
are
things
we
can
build
upon
and
do
better
because
we
did
not
do
everything
correctly.
This
time
around,
so
we
have
to
continue
to
learn
as
we
go
and
take
the
feedback
that
you've
given
us
and
build
upon
that.
A
So
I'll
appreciate
that
appreciate
board
members,
we'll
see
you
at
our
next
business
board
meeting
at
the
end
of
the
month-
and
I
am
thankful
to
all
of
you-
and
I
hope
you-
everyone
has
a
very
nice
thanksgiving
holiday,
so
stay
safe.
Everybody.