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From YouTube: February 2023 School Board Business Meeting
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A
A
We
are
going
to
start
with
a
roll
call
of
board
members.
We
have
one
board
member
who
is
excused
tonight
that
is
Susan
Greenberg
everybody
else
answer
present
when
I
call
your
name
Karen,
Perez,
presente,
Eric
Simpson,
president
Sunita
Garg.
B
A
I'll
note
Ghana
is
joining
us
via
Zoom
Becky
timchuk.
A
Colette
I'm
here
and
we'll
move
to
the
next
item,
which
is
the
land
acknowledgment.
I
would
like
to
acknowledge
that
our
district
rests
on
the
traditional
land
of
the
Tualatin
kalapuya.
We
think
the
ancestors
of
the
kalapuya
for
being
the
original
stewards
and
Protectors
of
these
lands.
We
are
honored
by
the
collective
work
of
many
indigenous
Nations
leaders
and
families
who
demonstrate
resilience,
resistance,
revitalization,
healing
and
creativity.
A
So
the
belief
we've
got
some
very
special
people
to
recognize
tonight
on
the
Beaverton
School
District
recognizes
the
following
individuals
for
their
outstanding
contribution
to
the
district
and
the
community:
Mountainside
High
School
junior
Henry
Marr
and
Westview
High
School
Junior,
Arnold,
Yang
we'd
love
to
have
both
of
you
come
forward
to
the
presenters
table.
If
you
are
here.
E
So
today
we
have
Westview
High
School
Junior,
Arnold
engv,
who
founded
the
Westview
High
School
cyber
security
club
and
serves
as
a
club's
president,
with
the
support
of
the
principal
of
principal
Matt
Peterson
in
cyber
security
club
advisor
Nicholas
Burns
Arnold
organized
cyber
security
summer
camps
certified
by
the
U.S
air
and
space
force
Association
and
supported
the
creation
of
five
cyber
Patriot
teams
across
Northwest
for
students
in
grades
6
through
12..
All
five
teams
competed
in
the
Cyber
Patriot
National
semifinals
on
January
21st
and
Arnold's
team.
E
The
Titan
Turtles
won
first
place
State
award
and
are
ranked
number
one
in
Oregon
and
number
eight
in
the
global
Platinum
tier
Nationwide.
That's
the
top
0.2
percent.
Additionally
Westview
High
School
team
titan
tortoise
won
the
third
place
State
award
and
is
ranked
number
two
in
Oregon
and
64
in
the
global
Platinum
tier
Nationwide,
which
is
a
top
1.5
percent.
Three
other
teams
are
also
ranked
team:
titan
Tortugas
Global
Platinum
tier
Knight,
Number
96,
Oregon
number
three
top
two
percent
and
Team
Titan.
E
E
F
Hello,
everyone
thank
you
for
having
us
here,
like
I,
said:
I'm
Arnold
Yang,
the
Junior
at
Westview,
High
School
and
the
president
of
the
Westview
cyber
security
club
and
the
team
captain
of
the
Titan
Turtles
team
here.
So
first
of
all,
I
would
like
to
thank
our
Club
advisor
and
AP
Computer
Science
teacher
Mr
brunes,
who
helped
organize
things
and
advised
our
Westview
cyber
security
club
I
would
also
like
to
thank
our
Westview
High
School
principal
Mr
Peterson,
for
allowing
us
to
run
the
West
View.
F
The
clubs,
teams
and
camps
under
Westview,
High,
School
and
I
would
also
like
to
recognize
all
the
teammates
here
with
me
today.
So
over
here
we
have
Arthur
the
vice
president
of
Linux
systems.
Here
we
have
Sean.
He
is
the
vice
president
of
Windows
systems.
Here
we
have
Kevin
Dew.
He
is
the
vice
president
of
Windows
Server.
We
have
Kevin
Yu
the
vice
president
of
Cisco
networking
and
Michael
Shu,
the
chief
networking
officer
and
vice
president
of
the
Westview
cyber
security
club.
F
So
thank
you
all
for
your
hard
work
for
your
perseverance
for
your
team
spirit
and
with
your
effort.
We
were
able
to
make
it
to
where
we
are
today.
I'd
also
like
to
share
a
few
stories
about
the
Westview
cyber
security
club
and
teams.
So
I
started
doing
cyber
security
three
years
ago
at
a
basic
cyber
security
boot
camp
and
then
in
2020
I
joined
my
first
cyber
Patriot
team.
That
year
most
of
my
teammates
were
all
seniors,
so
they
graduated
thereafter
and
in
2020.
F
So
in
2021,
that's
when
I
started
the
Cyber
Patriot
team
and
the
Westview
cyber
security
club,
so
throughout
the
cyber
security
Journey
learning
the
Journey
of
learning
cyber
security
I
learned
that
the
knowledge
of
cyber
security
is
important
for
the
community
and
all
the
citizens,
because
the
world
is
very
different
today
than
it
was
like,
maybe
10
20
years
ago,
we
are
more
dependent
than
ever
on
our
mobile
devices,
our
phones,
our
computers
and
the
various
platforms
on
them.
F
So
it
is
very
important
now
to
broaden
the
knowledge
of
cyber
security
in
students,
schools
and
communities.
So
that's
why
in
summer
2022
we
started
the
we
started
hosting
the
summer
camps
sponsored
by
the
Air
Force
Association.
We
all
to
we
did
this
to
recruit
new
members
and
solicit
learning
in
cyber
security.
We
also
started
hosting
monthly
cyber
security
seminars,
so
at
the
veterinary
Library
Annex,
and
we
have
some
flyers
for
the
Cyber
camps
and
seminars.
F
These
seminars
are
completely
free,
they're
held
in
hybrid
formats,
so
in
Zoom
or
in
person
you
can
go
outside
like
we'll,
have
them
left
outside,
so
you
can
go
check
them
out.
Basically,
at
the
seminars
we'll
talk
about
first,
a
few
current
events
like
yesterday,
we
held
our
most
recent
seminars,
so
we
talked
about
like
the
recent
Iranian
State
tv
hack
and
also
some
Microsoft
Exchange
servers
being
exploited
for
crypto
mining,
and
we
all
also
talked
about
a
few
other
current
events
and
generally
at
these
seminars.
F
We
also
talk
about
a
lot
of
foundational
knowledge
for
cyber
security,
so
how
to
harden
and
configure
your
systems
to
defend
against
basic
threats
and
also
what
to
do
when
you
receive
suspicious
messages
or
texts
and
what
to
do
if
your
device
is
infected
or
if
you
think
your
device
is
infected
moving
forward,
we
will
continue
to
host
the
cyber
camp.
This
summer,
like
I,
said
earlier,
we'll
host
it
in
July
and
August.
F
I
was
talking
to
Mr
Peterson
about
it,
and
he
said
that
we
might
need
to
talk
with
you
guys
about
hosting
the
cyber
camp,
with
the
facilities
at
Westview,
High,
School
and
like
the
maybe
we
need
to
apply
some
charges
for
to
use.
It
so
well
be
ready
for
some
like
offline
communication
about
it
over
the
next
few
months,
so
other
than
that
we
plan
to
continue
to
host
the
club
and
tournaments
and
continue
to
try
and
educate
the
Greater
Community
about
cyber
security.
F
G
I
Worry
that
Henry
can't
be
here
with
tonight
to
recognize
him
for
the
Oregon
music
Education
Association
omea
State
composition,
contest
Mountainside,
High,
School,
junior
Henry
Marr
won
the
high
school
category
of
the
2023
Oregon
music
Education
Association
State
composition
contest
with
this
piece
just
another
day
and
if
you
haven't
had
a
chance,
the
communications
team
has
done
a
wonderful
video
on
Henry
and
the
work
that
he's
done.
I
A
And
we
have
one
other
award
tonight.
We
have
an
award
for
the
National
Association
of
bilingual
Educators
superintendent
of
the
year
superintendent
Dr
balderas
has
been
named
superintendent
of
the
Year
by
the
National
Association
of
bilingual
education.
This
national
award
recognizes
the
superintendent
who
has
demonstrated
dedication
to
promoting
equity
and
high
quality
educational
opportunities
for
multilingual
Learners.
Dr
balderas
was
honored
at
the
nabe
annual
conference
on
Friday
February
24th,
congratulations,
Dr,
balderas.
J
So
thank
you
for
that,
and
these
awards
are
never
me.
Awards
are
always
we
Awards
because
of
the
fact
that
it
really
takes
a
whole
team
and
the
work
being
done
here
in
Beaverton,
under
the
leadership
of
Dr,
Cordy
and
tashiko
who's
here
tonight.
But
it's
really
the
the
future
is
really
bright
for
Beaverton.
You
know
we
have
over
100
languages
that
are
spoken
here.
J
You
know,
almost
60
of
our
kids
are
kids
from
diverse
backgrounds
and
we
need
to
really
honor
the
backgrounds
and
view
every
student
as
an
asset
for
the
skills
that
they
bring
to
us
each
and
every
day.
So
that's
one
of
the
things
that
we're
going
to
continue
to
expand
on
and
I
appreciate
the
work
done
in
previous
districts,
so
well
in
Edmonds
and
Eugene.
So
thank
you
for
for
for
that.
J
Thank
you.
First
of
all,
you
know
at
some
point
in
time.
I
want
to
work,
maybe
down
the
road
for
the
for
the
Cyber
ninjas.
So
it's
like
one
of
you
know
these
kids
are
absolutely
outstanding.
They
have
a
business
plan
going
on
person,
1A
knowledge
and
we
I
want
to
take
knowledge
that
we
appreciate
those
who
come
to
our
board
meetings
that
are
engaged.
We
have
a
very
engaged
crowd
tonight.
Beerton
always
has
prided
itself
for
being
an
inclusive
and
caring
Community.
These
board
meetings
are
no
different.
J
The
expectations
are
the
are
the
same
as
within
our
school
walls
that
we
can
agree
to
disagree
in
a
civil
Manner
and
that
we
treat
each
other
with
respect.
We
are
inclusive
of
all
and
promote
healthy
dialogue
whenever
possible,
our
goals
to
always
be
civil
to
each
other
and
respectful
for
each
other's
opinion.
I
think
that's
something
that
we
always
try.
I
always
say
you
know,
just
you
know,
act
the
way
with
the
way
you're
a
ton
in
kindergarten.
J
J
So
I
appreciate
the
audience
today
and
the
interactions
that
occurred
outside
of
the
walls
when
we
were
in
our
strategic
planning
meeting
the
district
adopted
the
social
study
standards
in
2020
curriculum
toward
the
social
state
standards
in
2021
and
they're,
currently
piloting
curriculum
throughout
early
through
early
adopters
across
our
school
district.
We
will
vet
the
curriculum
with
the
community
and
expect
to
continue
to
move
forward
with
the
full
adoption
and
expect
all
classrooms
to
utilize
a
curriculum
beginning
the
23-24
school
year.
J
All
districts
in
Oregon
will
be
expected
to
meet
the
27
2627
state
standards
and
reframe.
The
current
curriculum
to
meet
those
State,
Standards
I
think
that's
something
that's
maybe
been
talked
about,
and
I
just
want
to
make
sure.
There's
Clarity
in
terms
of
what
the
expectations
are
moving
forward
and
I
know
that
I've
been
meeting
with
Dr
Cordy
and
her
team,
but
that
is
the
expectation
that
we
continue
to
move
forward
with
our
curriculum
adoptions,
our
strategic
planning
process.
J
We
had
a
two-hour
session
with
our
school
board
with
Dr
Tammy
Campbell,
and
we
look
forward
to
bringing
that
forward
to
the
board
here
in
the
in
the
spring
for
full
adoption
and
appreciate
the
community,
the
80
stakeholders,
that
are
the
core
team,
but
the
the
hundreds
and
hundreds
of
other
folks
that
weighed
in
on
the
strategic
planning
process
and,
lastly,
I
want
to
congratulate
the
Westview
wrestling
team
for
the
third
place
finish
at
the
state
wrestling
tournament
this
weekend.
J
I
know
it
was
tough
weather
and
it
was
a
little
a
little
dicey
there,
Thursday
and
Friday
getting
the
kids
ready
for
Saturday,
but
I
want
to
really
want
to
thank
the
coaches,
the
athletes
and
the
parents.
I
know
that
when
you
get
to
the
state
wrestling
tournament,
this
is
something
that
kids
anytime
you
get
to
that
level.
These
kids
have
been
wrestling
since
little
guy
wrestling
since
they're
really
tiny
Dykes.
So
this
is
a
dream
that
they've
always
had.
J
So
it's
just
really
neat
that
that
all
kids
in
our
system,
a
lot
of
kids,
participated
in
the
wrestling
tournament,
but
really
good
when
it
can
graduate
Westview
for
their
third
place
finish,
but
really
want
to
congratulate
our
athletes
and
our
coaches,
because
it's
really
something
that
that's
just
a
tribute
to
the
dedication
of
everyone.
So
thank
you.
A
Just
gonna
read
the
information
about
giving
public
comments
and
then
we
will
have
I
believe
we
have
three
speakers,
but
we
have
room
for
10
speakers,
so
I
don't
know
if
anybody,
okay,
we
have
three
speakers
for
Hope
Chinese
public
hearing,
so
we're
going
to
start
the
public
hearing
for
Hope,
Chinese
and
I
just
want
to
thank
everybody
for
attending
this
hearing
with
us
today.
We're
very
grateful
for
your
presence
and
the
opportunity
to
receive
your
input.
One
of
our
District's
greatest
strengths
is
community
involvement.
A
Is
we
know
your
involvement
comes
from
a
place
of
caring
for
our
students,
families,
communities
and
staff.
Please
note
that
board
members
do
not
respond
directly
to
testimony,
but
we
are
paying
close
attention
to
your
comments.
We
know
it
can
be
difficult
to
testify
in
public,
but
we
are
sincerely
interested
in
hearing
your
comments
and
concerns.
A
We
ask
that
all
present
model
respectful
Behavior
to
provide
an
open
space
in
which
a
variety
of
viewpoints
and
perspectives
can
be
shared
and,
to
that
end,
a
few
guidelines.
Our
comments
do
not
allow
for
the
specific
naming
of
school
Personnel,
including
school
board
members.
Personal
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff.
A
If
a
school
Personnel
is
named
during
a
comment
period,
I
will
stop
your
comments
and
ask
you
to
refrain
from
naming
the
person
if
it
occurs.
The
second
time
you
will
be
asked
to
end
your
comments.
Everyone
has
two
minutes
to
provide
testimony
to
the
board.
A
timer
will
be
set,
it's
right
up
there
behind
me,
so
everyone
can
see
and
we'll
go
off
at
the
two
minute
Mark.
A
If
you
continue
talking
beyond
the
two
minutes,
I
will
ask
you
to
end
your
comments
and
your
microphone
will
be
turned
off
to
ensure
fair
treatment
for
all
commoners.
This
will
be
universally
enforced
uniformly,
regardless
of
the
subject
matter,
point
of
view
or
whether
you've
finished
your
prepared
comments.
I
understand
it's
difficult
to
provide
comments
within
the
shortened
time
period
and
recommend
that
any
comments
you
did
not
have
time
to
provide
orally
be
sent
to
the
board
in
email
or
paper
form.
I.
A
Also
ask
that
folks
do
not
speak
or
interrupt
the
meeting
outside
of
the
two-minute
period
provided
for
Testimony
if
this
occurs,
you'll
be
asked
to
leave
or
remove
for
the
meeting
and
then
one
final
piece
as
you
approach
the
presenters
table
here.
Please
select
the
center
microphone
I
think
today,
there's
no
other
option,
so
maybe
that
advice
is
not
needed,
but
it's
there
all
the
same.
Okay,
so
I
think.
First
off
we
have
Michael
herring.
K
K
Good
evening,
I'm
not
Michael,
Herring
I'm,
Kevin
olds,
I'm,
the
school
principal
at
Hope,
Chinese
charter,
school
I
was
actually
thought.
I
had
five
minutes
and
then
my
team
back
here
is
ready
to
go
for
the
other
20-minute
session.
So
let
me
just
say
at
least
that's
what
the
agenda
said
so
I
want
to
say
thank
you
for
the
opportunity:
superintendo
balderas
Beaverton,
Administration
team,
school
board
members,
teachers
classified
staff
and
community
members.
My
team
and
I
appreciate
your
time
this
evening.
A
K
K
A
L
There
we
go
thank
you
again
for
having
us
I'm
I'm,
actually
the
chair
of
the
hope,
Chinese
Charter,
School,
Board
I'm.
In
a
long
time,
Intel
employee
and
a
parent
of
two
students
currently
enrolled
at
Hope,
the
members
of
The
Hope
Community,
are
a
very
proud
community
and
very
proud
of
the
school
that
we've
created,
how
it's
grown
matured
and
our
academic
excellence
and
what
the
future
holds
for
their
students
and
program.
First
I'd
like
to
thank
BSD
the
school
board,
the
administration
for
the
great
support
and
partnership
with
hope.
L
We
really
look
forward
to
hopefully
growing
that
partnership
and
to
be
a
key
component
of
any
future
dual
language
pathway.
Efforts
in
the
district
at
the
the
staff
at
Hope
is
hard
working,
caring,
committed
and
always
go
above
and
beyond
to
support
the
students.
The
families
do
the
same
thing
through
their
volunteering
nature.
The
students
Thrive
and
provide
Excellence
is
just
demonstrated
by
their
test
scores
in
English,
math
and
Chinese,
which
you
can
see
in
our
renewal
request.
L
We're
very
proud
of
that
result
and,
of
course,
that
helps
and
contributes
to
Beaverton
overall
hope
also
has
a
very
strong
culture
and
environment
where
the
staff
are
a
key
part
of
our
success.
Our
world
language
teachers
have
an
average
employment
of
over
five
years
at
Hope
and
continue
to
mentor
and
improve
the
program's
Effectiveness
through
both
formal
and
informal
means.
Unfortunately,
our
current
funding
levels
are
only
allow
us
to
pay
them
about
93
percent
of
scale
and
has
proved
challenging
for
our
ability
to
retain
some
of
the
non-world
language.
L
I'm
gonna
skip
forward
a
tad
because
I
will
run
out
of
time.
I
will
make
note
that
hope
is
in
the
process
of
finalizing
our
own
strategic
plan.
We
would
like
to
partner
with
BSD
on
that
and
find
places
where
we
can
collaborate
and
find
areas
that
benefit
both
of
us.
Please
strongly
consider
increasing
hopes,
State
School,
fund
percentage
to
90
percent
is
requested
in
the
renewal
letter.
This
will
allow
us
to
continue
to
grow
a
strong
program
position
our
school
to
continue
to
be
a
strong
part
of
the
Beaverton
School
District.
D
Mr
we're
out
of
order
all
right
good
evening
board
members.
My
name
is
Tia
ping.
I
know
I've
interacted
with
a
lot
of
you
in
my
elected
position,
but
today
I
come
before
you
as
a
parent
of
two
wonderful
kiddos
who
attend
hope,
Chinese
charter
school
I'm
here
tonight
to
ask
that
you
approve
the
charter
sponsorship
renewal
and
continue
to
support,
hope,
Chinese,
Charter
School
this
year
is
our
family's
fifth
year
at
Hope
and
I
can
honestly
say
our
kids
are
flourishing
and
we
feel
lucky
every
day
to
have
access
to
a
school
like
hope.
D
Every
day,
I
hear
the
constant
complaints
of.
Why
do
I
have
to
learn
Chinese,
but
I
am
amazed
every
day
that
these
kids
are
learning
to
read
right
and
speak
fluent
Chinese,
while
still
excelling
in
all
the
subjects.
Every
other
student
in
the
district
does,
on
top
of
the
renewal
Quest
I
ask
that
you
consider
increasing
the
percentage
of
the
general
purpose
Grant
to
help
close
the
salary
gaps
that
exist
between
hope
and
BSD
teachers.
D
We
have
amazing
teachers
and
staffs
who
do
an
excellent
job
at
education
and
social
emotional
development.
Our
school
focuses
on
what
we
call
wisdom,
secret
characteristics,
which
is
including
how
to
be
a
great
world
citizen,
a
critical
thinker,
a
team
member
and
a
leader,
all
attributes
that
we
hope
that
all
of
our
children's
have
to
become
great
Global
Citizens.
Our
staff
is
also
committed
to
making
sure
that
students
do
not
fall
behind
this
year.
My
fourth
grader
actually
fell
behind
a
year
in
Chinese
and
with
RTI
and
staff
help
in
early
intervention.
D
By
the
end
of
the
semester,
she
was
at
highly
proficient,
so
they
are
committed
to
making
sure
children
do
not
fall
behind.
It
was
recently
announced
that
bscs
plans
to
expand
dual
language
programs,
all
across
the
district,
with
the
goals
of
high-level
bilingualism,
literacy,
High,
academic
achievement
and
socio-cultural
competence.
These
are
the
same
values
and
missions
of
Hope
Chinese
charter
school
over
the
last
10
years.
D
I
believe
that
hope
not
only
met
this
Mission,
but
is
the
gold
standard
of
how
to
sex
to
successfully
Implement
and
operate
a
dual
language
auction
program
I
believe
the
continued
partnership
between
hope
and
BSD
will
help
to
ensure
the
successful
expansion
of
dual
language
programs
in
our
district
and
to
ensure
that
this
opportunity
is
available
to
any
students
wishing
to
participate.
Thank
you
guys
so
much
for
your
time
today.
Thank.
M
A
And
our
last
commenter
for
the
the
hope,
Chinese
Charter,
School
renewal,
public
hearing
is
abihada.
N
Thank
you.
So,
yes,
my
name
is
Abby
and
I
am
the
parent
of
three
children
who
have
attended,
hope,
Chinese
charter
schools,
so
my
oldest
is
actually
in
high
school
and
he
was
in
the
very
first
kindergarten
class
when
the
doors
opened
over
a
decade
ago
and
he
continued
through
the
program
through
eighth
grade,
just
as
intended
k
through
eight
and
when
he
graduated
in
eighth
grade.
N
He
was
able
to
take
the
Oregon
stamp
language
proficiency
test
and
was
able
to
score
high
enough
to
get
full
High
School
Credit
in
Mandarin
and
then,
as
a
freshman,
was
able
to
take
the
AP
Chinese
test
and
get
college.
Credit
so
clearly
hope
did
a
fantastic
job
in
preparing
him
in
language,
but
it
also
prepared
him
well
across
the
boards
academically
for
high
school
and,
even
more
importantly,
it
gave
him
a
really
unique
perspective
of
the
world
and
kind
of
a
global
citizen
mindset
that
is
really
important
to
our
curriculum.
N
N
A
All
right
and
with
that,
unless
we
have
any
other
commenters.
O
Mm-Hmm
hi.
Thank
you
for
your
time.
My
name
is
David
Walton
and
I
have
two
children
that
attend
hope,
Chinese,
they're,
a
first
grader
and
a
third
grader,
and
when
I
think
about
the
things
that
I
value
and
hope
that
I
find
special
about
hope,
it's.
You
know
it
really
comes
down
to
three
things:
the
the
academics,
the
diversity
and
the
family
atmosphere
and-
and
you
know,
I-
think
the
academics
speak
for
themselves.
The
the
test
scores
are
easy
to
see.
Kids
at
Hope,
Thrive
academically,
I.
O
Think
the
things
that
don't
show
up
on
the
reports
are
just
that
the
passion
and
the
care,
the
extra
mile
that
every
teacher
goes
to
connect
with
the
kids
there.
It's
I've
seen
it
firsthand
it's
both.
My
kids
are
absolutely
thriving
there.
You
know.
Second,
is
the
diversity.
The
the
cultural
diversity
at
Hope
is
incredible
to
see
when
you're
in
the
classrooms
and
I
think
it's
something
that
I'm
so
thankful
for
every
day
that
my
kids
get
to
grow
up
in
a
in
a
diverse
school
I.
O
Think
the
thing
that
doesn't
get
talked
about,
probably
enough,
is
the
economic,
the
socioeconomic
diversity,
as
well,
when
hope
pulls
from
across
all
of
Beaverton
and
not
just
a
a
local
neighborhood
to
support
one
school.
It
you
get
a
lot
of
socioeconomic
diversity
to
complement
the
cultural
diversity
which
I
think
is
just
absolutely
a
bonus.
O
Additionally,
the
we
all
know
that
hope
doesn't
get
the
same
level
as
funding
and
because
of
that,
the
parents
and
the
families
are
really
asked
to
contribute
both
their
time,
their
energy,
their
money
to
bridging
that
Gap
and
what
you
get
with.
That
is
a
group
of
families
that
are
opting
in
to
a
different
educational
experience
for
their
kids
and
you're
you're,
getting
a
parent
population.
That
is,
you
know,
probably
on
average,
more
actively
engaged
than
in
a
normal
school.
O
And
you
can
you
can
feel
that
when
you,
when
you
go
to
Hope
and
when
you,
when
you
interact
with
the
other
families
that
hope
they're
they're
incredibly
engaged,
and
it
creates
a
absolutely
amazing
environment
there.
Thank
you.
A
G
G
Thank
you
very
much
good
evening,
superintendo
Valdez
board,
chair
Colette
and
members
of
the
school
board.
My
apologies
for
not
being
able
to
join
you
in
person
today,
please
let
my
current
situation
of
being
stuck
at
home
be
a
reminder
that
the
pandemic
is
not
over
just
yet.
G
I
want
to
start
this
evening
by
recognizing
the
work
of
the
incredible
Educators
in
BSD.
Our
staff,
including
certified
classified
and
our
substitute
Educators,
come
to
work
every
single
day
and
create
spaces
in
which
students
are
able
to
learn
and
thrive.
G
They
strive
to
ensure
that
each
of
our
students
sees
themselves
in
the
curriculum
to
foster
a
culture
of
curiosity
and
wonder
to
facilitate
learning
in
a
way
that
is
thoughtful
and
affirming
and
to
help
students
feel
safe
and
welcome
in
schools.
This
is
no
small
feat
and
requires
Educators
to
expend
physical,
emotional
and
mental
energy
every
single
day.
G
We
know
that
those
numbers
are
so
woefully
short
of
what
they
need
to
be
in
order
to
maintain
the
level
of
support
that
we
are
currently
providing
for
students.
The
board
talked
a
lot
during
the
work
session
earlier
about
the
importance
of
funding
to
accomplish
the
goals
of
the
district
and
I
appreciate
you
all,
looking
purposefully
toward
the
schools
our
students
deserve,
as
you
advocate,
for
those
resources,
as
we
push
for
adequate
funding.
I
hope
that
we
all
recognize
that
we
are
still
emerging
from
the
trauma
of
the
last
three
years.
G
I
want
to
emphasize
that
the
work
of
education
is
done
best
when
we
work
collaboratively
to
identify
what
is
best
for
students
and
I
hope
that
as
District
leaders
move
forward
with
a
strategic
plan,
you
continue
to
rely
on
the
input
and
feedback
of
our
students,
staff,
families
and
community
members.
Thank
you
very
much.
P
Thank
you
to
our
board
members,
our
BSD
management
administrators
staff
and
community
members
for
the
continued
support
of
our
community
in
the
idea
of
inclusion
and
Equity.
It's
something
that
is
so
intricate
into
our
district
that
to
me
it
seems
like
that's
just
every
day.
It's
what
it
seems
like
to
me.
It
should
be
shouldn't,
be
a
question,
but
here
we
in
Beaverton
are
a
very
large
and
diverse
community.
I
feel
very
lucky
and
privileged
to
live
in
this
community
work
in
this
community
and
feel
accepted
in
this
community.
P
P
A
Thank
you
Kirsty.
Next,
we
have
our
comment
period
for
community
members
and
I
want
to
first
start
by
noting
that
we've
received
85
written
public
comments.
Board
members
appreciate
your
comments
and
thank
each
and
every
one
of
you
for
taking
the
time
to
share
your
thoughts
with
us.
Thank
you
for
attending
the
school
board
meeting
with
us
today.
We
are
grateful
for
everybody's
presence
and
the
opportunity
to
receive
input.
One
of
our
District's
greatest
strengths
is
community
involvement.
As
we
know,
involvement
comes
from
a
place
of
caring
for
students,
families,
community
and
staff.
A
A
We
ask
that
all
present
model
respectful
Behavior
to
provide
an
open
space
in
which
a
variety
of
viewpoints
and
perspectives
can
be
shared
a
few
guidelines.
Our
comments
do
not
allow
for
the
specific
naming
of
school
Personnel,
including
school
board
members.
Personal
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff.
If
a
school
Personnel
is
named
during
a
comment
period,
I
will
stop
your
comments
and
ask
you
to
refrain
from
naming
the
person
if
it
occurs.
A
The
second
time
you
will
be
asked
to
end
your
comments.
Everyone
has
two
minutes
to
provide
testimony
to
the
board.
A
timer
will
be
set
and
we'll
go
off
at
the
two
minute
Mark.
If
you
continue
talking
beyond
the
two
minutes,
I
will
ask
you
to
end
your
comments
and
your
microphone
will
be
turned
off
to
ensure
fair
treatment
for
all
commenters.
This
will
be
enforced
uniformly,
regardless
of
subject
matter
point
of
view
or
whether
you
finish
your
prepare
comments.
A
I
understand
it
can
be
difficult
to
provide
comments
within
this
shortened
time
period
and
recommend
to
any
comments
you
did
not
have
time
to
provide
orally,
be
sent
to
the
board
in
email
or
paper
form.
Please
do
not
speak
or
interrupt
the
meeting
outside
of
the
two-minute
period
provided
for
your
testimony.
If
this
occurs,
you'll
be
asked
to
leave
or
remove
from
the
meeting
as
you
approach
the
presenters
table,
please
select
the
center
microphone,
which
we
all
know
is
the
only
microphone
tonight.
Okay,
so
thank
you
everybody
for
joining
us.
A
Q
Q
I
am
so
glad
to
be
here
being
able
to
express
myself,
How,
Lucky,
I
Am,
to
be
part
of
the
World
Language
department
at
this
Beaverton
School
District
prior
to
coming
to
this
public
school
system,
I
was
a
private
school
private,
high
school
teacher
and
teaching
for
middle
school
and
high
school
and
I.
A
Thank
you
Yoko.
Next
we
have
Megan
loboberg.
R
R
I
am
grateful
to
the
state
of
that
the
state
of
Oregon
adopted
new
standards
in
2021
and
that
our
district
is
implementing
them.
As
stated
on
oregon.gov,
the
2021
social
social
studies
standards
will
help
us
create
a
safe
and
inclusive
learning
environment
for
all
students
to
study
and
discuss
issues
of
discrimination,
Equity
racism
and
Prejudice
and
I
know
that
this
is
important
work.
When
I
started,
teaching
in
Beaverton
I
taught
wonderful
and
Brilliant
elementary
students
who
are
becoming
thoughtful
and
caring
young
people.
R
They
were
curious
about
themselves,
their
peers,
the
community
and
the
world
around
them.
I've
always
thought
to
make
my
classroom
a
welcoming
and
safe
environment
for
my
students,
I've
supported
many
elementary
students
who
were
picked
on
by
their
peers.
They
were
made
to
feel
less
than
because
of
their
mannerisms,
their
way
of
speaking
their
race,
their
economic
status,
their
preferred
activities
who
they
were
or
weren't
friends
with.
For
being
who
they
wish
to
be,
we
might
describe
these
behaviors
as
bullying
racism,
classism,
sexism,
homophobia.
R
The
predictable
targeting
of
certain
students
is
closely
related
to
biases
and
inequities
that
exist
in
our
world.
As
a
teacher
in
2019,
just
as
in
2007,
there
was
little
guidance
to
help
me
teach
my
students
and
to
address
their
misconceptions
and
misunderstandings.
Now
there
is
guidance
when
I
started
in
the
district,
the
instructional
research
resources
I
had
for
teaching
organ
history
did
not
include
enough
about
indigenous
people
and
when
they
did,
the
curriculum
covered
very
little
about
resilience,
identity
and
the
presence
of
indigenous
people
in
the
world.
R
Today,
in
our
district,
we
have
50
percent
57
students
of
color
and
at
least
97
languages
spoken.
I
am
grateful
to
be
a
member
of
this
diverse
Community.
It
is
all
of
our
responsibility
to
ensure
that
our
students
feel
welcome
in
our
schools
and
that
we
continue
to
improve
our
curriculum.
Thank
you,
foreign.
S
S
What
I
really
wanted
to
make
sure
that
you
are
aware
of
is
that
you
have
dedicated
people
that
is
shining
bright
to
the
rest
of
us
that
are
the
sister
oscas
Beaverton
School
District.
You
have
a
huge
responsibility
in
front
of
you
to
make
it
right
and
you
only
get
one
chance.
You
don't
get
to
do,
do-overs
right,
because
the
life
of
a
student,
you
get
a
student
for
only
a
little
bit
of
time,
and
then
you
have
to
pass
them
on
to
the
next
person.
S
So
all
I'm,
asking
all
of
you,
as
you
make
decisions
that
affect
our
children
and
affect
our
future,
is
to
ask
yourself
the
people
that
put
all
of
us
in
this
room
today,
the
ancestors,
your
ancestors,
my
ancestors
and
all
of
us
here.
What
did
they
do?
They
held
the
lying
for
all
of
us
right
and
they
did
so
much
to
move
their
children
into
today.
So
the
decisions
that
you
make
at
the
table
here
in
this
space
affect
the
future.
S
A
H
H
H
Ing
that
we
have
57
percent
of
our
children
are
coming
from
an
ethnic
background.
Why
isn't
the
food
that's
being
prepared
in
the
schools
reflecting
that
ethnic
background,
I've
seen
lots
of
Somali
kids,
who
are
fresh
off
the
boats
and
are
coming
into
this
new
school
and
are
looking
at
our
food
and
like
I,
find
better
on
the
streets
and
I
think
that
that's
really
sad,
because
that's
one
of
the
main
ways
that
we
can
help
regulate
children
through
the
pandemic
before
the
pandemic.
H
You
have
to
make
sure
that
all
of
your
needs
are
met
and
being
able
to
have
that
familiar
ambassador
of
you
know.
Nutrition
is
something
that
can
help
our
kids
long
term.
Also,
it's
a
great
Ambassador
for
different
cultures.
I,
don't
know
many
kids,
who
can
say
that
they've
had
a
Somali
meal
or
an
Islamic.
You
know
Feast
during
Ramadan
or
some
other
things
that
are
going
on,
but
I
know
that
they
are
happening
at
homes
for
a
lot
of
our
kids.
H
A
Next,
we
have
Becca
best.
T
Hi,
my
name
is
Rebecca
and
I
have
students
that
have
gone
to
the
school
and
continue
to
go
to
this
school
school
system
and
I
also
am
a
substitute
I'm.
A
classified
sub
and
I
work
with
special,
ed,
kids
and
I
cannot
tell
you
how
much
I
love
it.
I,
love
them
and
I
love
the
children
so
much,
but
because
I
love
them.
That
is
one
of
the
reasons
I'm
here.
T
I
am
so
grateful
that
our
superintendent
has
got
an
award
for
equity
and
then
bilingualism
and
all
those
things,
but
there's
so
many
children
in
our
district
who
are
very
vulnerable.
Who
need
that
attention
as
well?
We
need
to
allocate
money
that
are
to
the
schools
that
have
students
that
aren't
as
successful
on
our
wall.
It
says
we
Empower
all
students
to
achieve
post-high
school
Success,
but
that
doesn't
mean
that
we
give
them
the
Equal
Opportunity.
T
T
We
need
to
give
them
the
support,
despite
the
parents
instead
of
because
of
and
then
another
thing
that
I'm
also
very
grateful
for
is
that
we
are
that
we
did
revamp
our
social
studies
curriculum,
because
we
need
to
address
the
white
supremacy
that
our
nation
is
built
on
and
until
we
do
so,
we
cannot
heal
as
a
nation
and
I
also
appreciate
the
curriculum
that
are
how
that
we
have.
That
is
health
and
wellness,
because
there
are
many
children
that
come
from.
T
Many
orientations
within
our
district
who
until
recently
have
had
no
representation
and
they
maybe
feel
ashamed
of
who
they
are,
and
it
contributes
to
the
suicidality
that
we
have
in
this
system
in
our
nation.
So
please
continue
to
be
a
loud
voice
for
the
lgbtq
plus
people
and
for
for
the
people
who
are
not
white
and
for
the
people
who
are
poor.
That's
what
matters
and
we
need
to
stand
for
those
things.
A
V
For
many
years,
Our
World
Language
department
has
been
struggling
to
provide
rich
and
culturally
appropriate
content
in
the
target
language,
because
the
ID
audio
visual
materials
in
our
current
curriculum
are
woefully
out
of
date
and
incompatible
with
students,
Chromebooks
and
our
classroom
technology.
After
participating
in
the
pilot
process.
This
fall
I'm,
confident
that
the
Vista
World
Language
materials
that
we
are
recommending
to
you
tonight
offer
the
most
comprehensive,
accessible
and
engaging
resources
to
support
our
students
in
school
and
at
home
as
they
develop
both
functional
communicative
skills
and
cultural
competency
in
our
Target
languages.
V
W
Good
evening,
members
of
the
board
superintendent,
my
name
is
Emily
Grant,
Molina,
Emily,
Grant
Molina,
so
I
Maestro
espanol.
A
welcome,
so
I
was
a
dual
language
teacher
previously-
and
this
is
my
first
year
as
a
World
Language
teacher
at
the
middle
school
level,
all
of
our
middle
schools
currently
have
Spanish
World
language
classes,
with
our
common
Middle
School
experience.
W
Sixth,
through
eighth
grade
in
many
of
our
middle
schools
like
in
Mountain
View,
where
I
teach
it's
one
of
the
only
spaces
for
celebrating
language
and
culture
within
our
middle
schools.
So
in
my
Spanish
class
I
do
teach
Spanish
language,
culture
I
support
many
Heritage
speakers,
but
it's
also
a
space
in
which
we
celebrate
our
students
from
other
diverse
linguistic
backgrounds
and
cultures.
We
talk
about
culture
and
we
talk
about
language,
so,
as
you
can
see,
there's
a
lot
of
for
this
world
language
adoption.
W
One
of
the
things
I
want
to
point
out
that
I
find
to
be
super
important
is
our
alignment
with
actful
standards,
the
actual
standards
align
with
the
stamp
test
and
a
lot
of
the
work
that
the
Dual
language
programs
do.
So
what
we're
working
towards?
In
World,
Language
is
also
that
high
level
of
bilingualism
and
biliteracy
so
yeah
I
just
would
like
to
mention
that
the
adoption
of
this
World
Language
curriculum
is
really
going
to
strengthen
the
work
that
Beaverton
School
District
is
doing
to
promote
bilingualism
and
biliteracy.
Thank
you
very
much.
A
If
we're
ready,
I
think
we
can
do
virtual
commenters
now
and
the
first
one
is
Eli
Eli.
Are
you
there.
X
All
right,
let
me
know
when
you're.
A
Ready
for
me,
whenever
you're
ready,
though
we'll
we'll
set
the
clock
with
you,.
X
Excellent
good
evening
my
name
is
Eli
cabelli
and
my
son
is
a
seventh
grade.
Student
attending
Meadow,
Park
Middle
School
I
want
to
thank
the
billboard
for
supporting
the
common
Middle
School
experience,
giving
kids
access
to
two
daily
electives.
X
These
electives
are
helping
my
son
tremendously.
He
was
having
significant
challenges
with
Reading
Writing,
spelling
and
completing
assignments.
Over
the
past
few
years,
testing
resulted
in
the
diagnosis
of
auditory
processing
disorder.
As
you
can
imagine,
any
hearing
disorder
is
awful
for
learning
how
to
read
and
write
in
fifth
grade.
He
was
unable
to
complete
writing
assignments
with
his
peers
and
couldn't
even
write
his
own
name
since
his
diagnosis
and
with
much
focused
work.
He
is
caught
up
in
all
subject
areas
upon
entering
Middle,
School,
well,
I
was
excited
for
him
to
take
electives.
X
That
would
help
him
grow
as
a
person
and
Branch
out
giving
him
more
reasons
to
learn
with
my
own
music
background.
I
was
ecstatic
when
he
decided
to
try
band
and
play
clarinet.
Since
then,
I
have
been
working
with
him
on
your
training.
It
makes
span
more
fun
and
helps
him
understand,
spelling
and
the
differences
between
the
words
that
he's
reading.
This
helps
him
organize
his
thoughts
and
his
speech
patterns
and
improve
communication.
It's
currently
helping
him
learn
Hebrew
for
his
upcoming
Bar
Mitzvah.
It's
even
raised
his
IQ
as
tested
by
the
Gibson
test.
X
These
are
some
of
the
less
visible
benefits
of
music
education
in
our
schools.
With
the
Core
Curriculum,
we
are
teaching
children
what
they
need
to
know.
The
best
learning
comes
when
children
make
the
choice
to
learn,
which
is
why
we
need
to
give
them
reasons
why
they
need
to
learn
music
drama
art
speech.
Sports
play.
These
are
the
reasons
why
we
live.
There
are
so
many
positive
experiences
and
lessons
that
come
from
elective
education
in
our
schools.
X
Y
Sorry
about
that
I
was
text
messaging,
asking
for
them
to
restart
my
video
okay.
This
is
a
tale
of
two
hacks
and
how
they
impact
children.
In
politics,
words,
don't
always
mean
what
they
mean.
Idea
stands
for.
Individuals
with
disabilities,
Education
Act
and
a
logical
conclusion
would
be
that
it
covers
the
educational
needs
of
individuals
with
disabilities,
but
it
does
not
in
all
cases
in
order
to
be
covered,
a
child
must
have
a
differential
outcome.
This
doesn't
cover
children
who
are
smart
enough
to
keep
up,
but
do
so
at
Great
costs
to
themselves
emotionally.
Y
These
kids
have
in
what's
called
invisible
needs
that
include,
but
are
not
limited
to
ADHD
autism
ptsc
Etc.
These
needs
are
covered
through
Ada
Americans,
with
Disabilities
Act,
which
lives
up
to
its
name
but
doesn't
fund.
It
idea
includes
child,
find
which
mandates
schools
find
children,
it
would
cover.
Ada
does
not
have
a
childlike
child
finds
like
component.
Schools
are
underfunded.
Y
Ada
is
unfunded,
so
schools
are
financially
distance,
advised
to
identify
children
that
have
narrow
differences
from
their
peers,
because
if
they
did
identify
them,
then
they'd
have
to
provide
services,
but
without
funding
many
parts
of
aligning
for
Student
Success
provide
funding
through
grants
that
would
prevent
this
misalignment
of
funds.
I
urge
bird
members
to
read
the
written
documents
that
I
and
the
chair
of
Washington
County
Democrats,
submitted
for
more
detail.
Y
I
suggest
piloting
a
program
to
identify
and
accommodate
children
before
they
enter
kindergarten.
This
should
be
funded
by
grants
included
in
the
program
such
because
research
shows
that
it
will
increase.
High
School
Success
make
every
day
make
sure
that
every
day
matters
and
improve
indicator
and
intervention
systems
early
indicator.
New
intervention
systems,
plus
research
shows
that
identification
of
ADHD
prior
to
six
years
of
age
can
reduce
a
child's
chance
of
death
by
one
percent
and
that's
just
ADHD.
A
Z
Hello,
everyone,
I'm
Lori,
Perkins
and
I'm,
currently
the
nurse
on
special
assignment
the
Nosa,
with
the
Beaverton
School
District,
a
position
that
was
created
last
school
year
through
Esser
funds
and
will
be
cut
without
alternative
funding.
I'm
here
tonight
to
ask
you
to
support
continued
funding
for
the
Nosa
position
and
to
share
a
few
reasons
why
it's
important.
Z
Currently,
the
BSD
has
23
District
nurses,
10
classroom
nurses
and
eight
health
assistants,
a
team
of
41..
So
thank
you,
BSD
for
valuing
nurses,
because
our
team
has
grown
Central
coordination
as
vital
to
meet
the
mental
and
physical
health
needs
of
our
students,
Beyond
covid-19
management,
unlike
teachers
and
other
Specialists.
There
isn't
an
educational
program
that
produces
School
nurses.
Z
The
Nosa
position
provides
orientation,
professional
development
and
support,
so
our
new
nurses
from
various
nursing
backgrounds
can
effectively
act
as
the
medical
experts
in
their
schools
because
of
the
complexities
that
are
involved
with
school
Health
Management
many
districts
in
Oregon
have
actually
hired
nurse
administrators,
including
Hillsboro
this
past
year.
Eliminating
the
Nosa
position
would
remove
the
district
leadership
role
that
can
best
interpret
how
the
Oregon
nurse
Practice
Act
interfaces
with
OHA
and
ode
Health
requirements.
Z
The
Nosa
position
facilitates
coordination
of
district
county
and
state
requirements
related
to
student
health,
supports
and
coordinates
communicable
disease
guidance,
and
is
the
district
liaison
with
our
local
public
health
authority.
Without
the
Nosa.
Acting
as
the
point
person,
these
programs
practices
and
requirements
may
not
be
implemented
as
intended
or
in
a
coordinated
way.
Z
A
A
U
B
A
Got
your
eye:
Becky
Tim,
Chuck,
hi,
Tom,
I
and
the
consent
agenda
passes
unanimously
all
right.
The
next
is
our
section
for
reports
and
we're
going
to
hear
from
two
schools
tonight:
Sexton
Elementary
School
and
Stoller
Middle
School,
we'll
start
with
Sexton
with
principal
Rhys.
We're
looking
forward
to
hearing
from
you.
AA
AA
AA
When
people
ask
me
about
what
is
special
about
Sexton
Mountain,
those
three
things
continually
come
up
our
students,
our
staff,
our
community.
These
relationships
are
at
the
heart
and
core
of
what
we
do
every
day.
AA
Students
are
amazing.
They
have
curiosity,
Joy
creativity,
we're
really
focused
on
the
inquiry
cycle
and
they
Astound
us
every
day
with
what
they
can
do
and
what
they
bring
from
their
life
experiences
our
staff
collaboration.
This
is
a
picture
from
one
of
our
PD
days.
They
continually
collaborate.
Look
at
student
data
work
together,
we
created
an
additional
collaboration
period
that
happens
once
a
month
where
we
get
together
and
we
look
at
very
specific
data
for
our
school
and
our
BH.
AA
W
team
goes
into
classrooms
for
a
whole
grade
level
and
they
teach
a
lesson
really
focusing
on
real
people
who
make
a
difference
in
the
community
and
some
of
the
attributes
around
our
social
emotional.
So
those
lessons
are
happening.
Why
teachers
are
meeting
with
me
in
the
academic
coach
and
looking
at
ways
we
can
improve
our
community.
AA
Is
our
third
component
during
the
pandemic,
we
had
our
littlest
children
on
the
screen,
because
that
was
our
only
choice
and
our
only
way
to
have
a
platform
for
Learning,
and
so,
as
we
were
coming
back,
it
was
a
huge
concern
to
have
a
technology
period
where
they
just
went
and
played
games
and
coded,
and
so
we
talked
to
our
community.
AA
We
got
some
grants
and
we
created
a
maker
space
in
place
of
that,
and
it
was
really
from
our
PTC
and
Nike,
and
other
grants
were
able
to
secure
in
a
district
hosted
to
help
us.
Kids
are
now
making
circuits
with
Plato
and
coding
bracelets,
and
we
have
a
3D
printer
and
this
picture
is
their
programming
ozobots,
and
so
just
this
whole
inquiry
cycle
and
Engineering
has
been
opened
up
to
them
with
support
from
our
community
next
slide.
What
we're
working
on!
AA
AA
It's
at
the
core
of
what
we
do
in
elementary
school
and
again
moving
away
from
screens
to
paper
books
to
lots
of
very
texts
and
different
fiction
and
non-fiction
kids
having
individual
goals
and
knowing
their
progress
over
time
is
something
our
teachers
have
really
really
focused
on
this
year
and
we've
done
a
lot
of
work
around
the
other
pieces
are
social,
emotional
learning.
AA
This
is
a
group
of
kindergarteners
and
they're
building
a
tower
which
seems
like
play,
but
actually
there's
a
lot
of
social,
emotional
and
pro-social
skills
of
communication
and
collaboration
and
regulation
being
able
to
advocate
for
yourself
and
your
needs
and
being
able
to
have
empathy
for
others,
and
that
goes
from
kindergarten
all
the
way
through
fifth
grade
of
how
we
teach
those
skills
embedded,
but
also
we've
done
a
soft
start.
AA
So
our
students
come
in
at
8
15
and
they
have
15
minutes
in
their
classroom
to
get
settled,
play
a
game
talk
to
their
friends
and
just
start
their
day
in
a
very
calm
way.
We've
also
implemented
kindness
in
the
classroom,
as
well
as
using
our
coach
to
do
zones
and
really
identifying
how
you're
feeling
what
zone
you're
in
and
then
what
you
need
to
do
to
be
in
that
best,
Learning
Zone.
AA
AA
I
Five
or
six
years,
probably
about
the
time
you
got
there
and
I
think
it
was
already
there.
You
were
one
of
the
first
elementary
schools.
I
saw
that
had
a
space
for
students
to
help
with
their
emotional
well-being
and
I'm,
just
wondering
how
that
is
still
working
out
for
the
students
and
and
what
other
kind
of
things
that
you're.
I
Besides
this,
the
soft
opening
I
think
is
a
is
a
wonderful
new
concept
that
the
elementary
schools
have
had,
but
maybe
some
other
things
along
with
you,
folks,
being
one
of
the
first
ones
to
have
that
kind
of
room
available
for
the
students.
AA
I've
been
on
this
journey
of
really
looking
at
some
from
their
executive
functioning
and
so
our
littlest
ones,
when
they're
having
a
big
feeling.
What
is
really
the
the
triggers
and
the
antecedents
for
that,
and
so
when
we
started
to
kind
of
really
look
at
some
cognitive
development
for
some
kids,
a
room
was
working.
Some
it's
been
a
walk,
some
of
us
staying
in
their
classrooms.
Our
PTC
just
sponsored
a
glitter
jars
for
every
student
to
have
at
their
desk
and
they're,
making
them
with
them.
So
just
the
calminess
of
using
different
sensory
tools.
AA
We
still
have
our
room,
our
success,
coaches,
integral
to
that,
knowing
if
kids
need
a
quiet,
spot
music
or
if
it's
something
messy
like
Plato.
That
needs
to
happen,
but
it
has
been
a
journey
based
on
children
and
what
kids
need
and
figuring
that
out.
M
B
Thank
you,
you
know
you're
great
you're.
What
you're
doing
is
showing
because
you
guys
are
doing
better
than
the
state
the
district
your
schools
are.
The
kids
are
performing
really
well
and
it
shows
so
I
I'd
like
to
know
a
little
bit
more
about.
You
know
how
you
went
about
getting
that
maker
space
because
you
got
the
community
involved
and
that
piece
I
think
we
need
to
use
for
other
schools
too.
How
we
can
use
that.
Can
you
talk
a
little
bit
about
it?
AA
Yeah
and
it's
really
still
an
ongoing
process
every
month
in
our
newsletter
I
put
out
to
families.
Hey,
do
you
have
some
Play-Doh
hanging
around
toilet
paper
tubes
and
those
kinds
of
things,
but
we
really
started
with
a
space
was
really
important.
AA
Makerspace
is
very
messy,
there's
a
lot
of
equipment
and
and
supplies,
and
so
then
we
took
our
technology
teacher
and
sent
her
out
to
look
at
some
different
models
that
were
already
happening
in
the
district
and
then
worked
with
the
district
HOSA
to
figure
out
who
might
be
willing
to
sponsor
some
grants.
So
we
got
a
BF
Grant
and
then
we
got
one
from
Nike
as
well
as
asking
our
parents.
They
did
a
fundraising
one
month
for
supplies
and
a
3D
printer
too.
AA
So
just
trying
to
use
a
variety
of
things
that
were
already
going
well
too
on
the
internet
and
pulling
some
of
those
resource
is.
M
E
Hi
good
evening,
I
had
a
wondering
around
your
students
with
disabilities.
Like
can
you
tell
me
a
little
bit
about
how
you're
supporting
them
in
your
school
and
integrating
them
in
the
different
program
or
classrooms?
That's.
AA
A
great
question:
we
also
have
three
self-contained
programs
srcs
at
Sexton
Mountain,
so
those
are
kids
primarily
with
autism.
AA
So
one
of
the
things
that
is
super
important
is
the
collaboration
around
like
our
reading
goals
and
the
tools
we're
using.
Even
though
special
education
has
some
of
their
own
curriculum.
Kids
need
to.
We
need
to
have
that
consistency
amongst
the
school
and
really
really
helping
kids
know
the
small
steps
to
meet
that
next
level.
So
if
their
reading
level
is
here,
what
are
all
the
skills
they
need
to
get
to
the
next
level
and
so
making
sure
that
our
ESL
teacher
is
working
on
on
the
same
goal.
AA
Our
special
education
teacher
is
working
on
the
same
goal,
our
intervention,
all
our
teachers,
are
doing
their
own
interventions
and
our
pairs
come
in
and
confer
with
kids
on
their
goals,
and
so,
if
we're
all
working
on
that
same
couple,
little
mini
steps.
We
get
to
the
next
step,
much
quicker
instead
of
trying
to
spread
out
that
those
goals.
AA
So
we
try
and
do
a
lot
of
collaboration
around
that
this
year,
we're
using
fluency
kids,
the
district
provided
in
our
classrooms
for
math
fluency,
as
well
as
in
our
special
education
program
and
we're
already
seeing
great
results
when
the
classroom
is
using
those
same
tools
as
our
resource
room.
The
kids
are
picking
up
those
skills
much
faster,
so
it's
a
lot
about
collaboration
and
communication
and
common
goals.
C
Oh
miss
Reese.
Thank
you.
Thank
you
very
much
for
your
report.
I
love
the
way
that
you
are
using
social,
emotional
learning
and
then
what
you're
doing
with
that
and
and
the
Improvement
and
everything
that
you're
doing
with
the
kids,
I
I
love
that
and
I
was
gonna.
Ask
about
the
reading
achievements,
but
I
think
you
got
that
covered
I'm
good
on
that,
but
what
I
was
gonna.
My
main
question
is
on
the
I,
usually
look
out
for
the
participation
rates,
while
every
other
data
is
important,
but
I
specifically
always
look
up.
C
Look
at
that
and
I
see
here
that
you
don't
have
any
record
for
2021-22
students
reporting
that
at
least
one
adult
cares
about
them.
It
says
not
applicable
I'm,
just
curious
about
that.
Why
is
there
no
data
there.
AA
I
think
it's
because
there's
not
enough
kids
respond
to
the
survey.
So
usually,
when
that
survey
happens,
it
happens
in
technology
class
so
that
all
the
kids
have
access
to
that
survey
so
anywhere
it
says
not
applicable
I.
Think
there
just
wasn't
a
large
enough
amount
of
kids.
That
weren't
took
the
survey.
C
AA
Well,
we're
going
for
100
again
this
year,
so
I,
you
know,
I
think
it's
I,
don't
know
since
I
wasn't
a
part
of
that
survey
and
bringing
it
back
in,
but
I
will
say
this
year
more
than
ever,
I
think
during
the
pandemic,
one
of
the
things
that
we
really
focused
on
was
you
know
when
things
get
hard,
we
turn
to
our
team
into
each
other
and
I
just
have
an
amazing
staff
and
from
my
front
office
staff
to
everyone
who
works
in
my
building
and
when
I
think
we
look
to
each
other
to
solve
the
problems.
AA
C
AA
C
A
Other
questions
and
comments
from
the
board
I've
got
one
quick
question
for
you
principal
Rhys,
I
know
that
attendance
has
been
an
issue
across
our
district
and
I'm
wondering
if
there's
any
techniques
or
things
that
you
have
found
have
been
effective
in
that
realm,
with
your
students.
AA
One
of
the
things
we
had
a
really
hard
time
coming
out
of
the
pandemic
and
just
concerns
over
coughs
and
sneezes,
and
so
we
really
tried
to
do
a
couple
things.
One
is
reframe
that
for
parents,
if
you
send
your
child
and
they
have
a
fever,
we
will
call
you
and
and
tell
you
to
come
pick
them
up,
so
not
to
worry
and
then
the
second
piece
is
really
just
taking
those
individual
kids
on
what
we
found.
AA
We
sat
down
as
a
bhw
and
we
watch
the
attendance
and
if
kids
are
consistently
not
coming
into
school
or
coming
in
late,
we
just
ask
families
to
meet
with
them
and
it's
always
for
another
reason:
it's
not
like
hey.
We
just
can't
get
it
together,
there's
something
else
happening,
and
then
we
can,
when
we
can
start
to
solve
kind
of
those
systemic
problems.
We
see
the
attendance
rise.
AA
It
just
really
takes
time
and
that
cooperation
with
families
coming
together
with
plans
and
helping
them
make
schedules
and
and
just
kind
of
rearranging,
and
sometimes
it's
have
walking
with
a
neighbor
that
we
can
start
to
work
through,
but
it
really
has
to
be
on
an
individual
level
to
really
help
kind
of
change.
Those
trajectories.
A
AA
A
All
right
next
up,
we
will
have
a
report
from
Stoller
middle
school
with
principal
Gallivan.
AC
AD
Thank
you
Ken
and
thank
you
board
members
for
having
me
tonight
to
share
with
you
some
of
the
work
we're
doing
at
stroller
before
I
begin
I'll
introduce
my
two
assistant
principals,
Kelly
Angelina
and
Paul
Hansen,
who
are
hiding
in
the
back
and
I'll
start
with
maybe
talking
about
some
bright
spots
and
celebrations
this
year
for
Stoller
that
really
reflect
takeaways
from
last
year.
As
all
of
you
know,
coming
back
for
in-person
instructions.
AD
Last
year
when
we
welcomed
our
middle
schoolers,
it
was
evident
from
the
beginning
that
the
pandemic
impacted
them
in
ways
we
weren't
ready
for
and
I
believe
in
ways.
We
still
don't
know
how
they're
going
to
be
impacted
later
on.
So
after
looking
through
disciplined
data,
getting
feedback
from
parents,
students
and
staff,
our
Focus
was
really
to
create
a
school.
That's
safe
and
alert
a
safe
learning
environment
for
all
of
our
students,
but
even
more
more
important
than
that.
AD
To
be
honest,
was
to
create
a
building
that
welcomed
all
students
where
all
students
felt
like
they
belonged
and
they
felt
happy
walking
into
our
building.
One
of
the
things
we
were
able
to
do
was
establish
Affinity
groups.
We
started
at
black
student
union
Metra
GSA
and,
aside
from
it,
having
being
a
place
where
students
go
and
connect
with
each
other,
it
we
try
to
find
opportunities
for
them
to
do
take
on
leadership
roles
around
the
building.
AD
Another
thing
we
started
was
no
hate
November
and
that
really
was
a
kickoff
for
expectations
for
the
rest
of
the
school
year,
and
this
was
rooted
in
feedbacks
that
students
specifically
gave
us
around
hate
speech
with
either
racist
or
homophobic
that
they
were
hearing
throughout
the
building,
and
then
they
also
told
us
that
they
didn't
feel,
like
adults
were
doing
enough
to
stop
it
and
interrupt
it.
So
we
did
pd4
teachers
to
help
them
navigate.
AD
Those
conversations
with
students
interrupt
the
language
we
did
lessons
for
for
students
through
our
advisory
classes,
I
sent
the
letter
home,
telling
parents
what
we
were
doing
and
asking
them
to
partner
with
us
and
having
those
conversations
with
with
their
kids.
We
did
something
finally
called
stolar
lights
when
I
first
got
to
solar
I
noticed
how
rich
its
diversity
was,
and
I
was
I,
just
I
loved
it
and
instead
of
noticing
the
differences
I
try
to
find
what
United
us
and
what
United
us
really.
AD
Is
this
idea,
at
least
in
my
head,
that
almost
every
culture
celebrates
some
kind
of
Light
Festival,
for
example,
Diwali
Christmas,
Hanukkah,
Kwanzaa,
Chinese,
New
Year.
All
of
that
has
like
a
light
element,
so
in
I
think
January
I
forget
now
when
it
happened.
We
finally
kicked
it
off
because
obviously
I
couldn't
do
it
during
the
pandemic
and
we
had
performances
from
different
cultural
groups.
We
had
food,
we
had
art,
we
hung
lights
everywhere.
AD
It
became
a
little
mini
Hub
about
the
community,
so
that
was
wonderful
and
I
hope
it
continues
every
year
and
what's
on
the
next
slide,
there
we
go.
What
are
we
working
on?
We
were
going
to
continue
working
on
cell
and
Community
Building
social,
emotional
learning,
one
of
the
things
I've
been
reading
a
lot
about
and
have
been
concerned
about
is
specifically
the
mental
health
and
the
impact
that
the
pandemic
had
on
teens,
specifically
Middle
School
students.
AD
They
need
to
feel
connected.
They
need
to
make
connections
with
each
other
developmentally
Middle
School
is
the
year
where
we
kind
of
bridge
that
Middle
School
to
high
school
time,
and
sometimes
you
know
middle,
it's
middle
school
they're
going
to
struggle,
but
I
think
this
time,
they're
struggling
even
more,
and
that
is
going
to
be
our
Focus
because
of
if
a
student
doesn't
feel
safe
doesn't
feel
like
they
belong
they're,
anxious
about
their
buildings,
they're
not
going
to
learn,
and
then
the
next
thing
we're
working
on.
That's
a
big
impact.
AD
I
mean
that's
going
to
have
a
big
impact
on
that
is
teacher
collaboration,
I
believe
the
best
resource
you
can
give
any
student
is
a
well
trained
and
prepared
teacher.
That
is
where
we
need
to
put
our
most
of
our
focus
on
and
giving
teachers
time
to
collaborate
with
each
other
to
learn
from
each
other
is
the
best
way
honestly
to
support
our
kids.
AD
So
those
are
our
two
goals:
continue
to
support
our
students,
mental
health,
well-being
and
connectedness,
and
give
teachers
time
to
connect
with
each
other
and
be
prepared
to
receive
those
kids
when
they
walk
in
their
in
their
classrooms.
AD
This
is
our
data.
You
already
have
it
like
I
told
you
earlier
it's
one
of
it's
one
of
the
most
diverse
and
and
and
incredible
communities,
I
love
being
a
part
of
it,
and
we
can
go
to
questions
now.
M
E
AD
E
AD
End
with
us
finished
middle
school
with,
but
okay.
E
Something
you
would
ask
me
that
okay
I
was
just
like
okay,
okay,
9.25.95,
yes,
yeah
I
was
wondering
around
like
what
what
when
I
was
looking
at
your
school
data.
E
I
noticed
you
have
really
high
scores
higher
than
the
state
scores
and
they're
still
kind
of
proportional,
proportionate
with
some
of
our
groups
that
are
most
highly
impacted.
So
I'm
wondering
what
kinds
of
supports
do
you
have
for
your
English
language
Learners
in
within
your
school,
for
example,.
AD
For
English
language
Learners
our
model
for
for
delivering
is
it's
differentiated
right
if
you're,
if
you're,
depending
on
the
level
you're
at
you're,
either
getting
pull
out,
support
or
push
in
the
big
thing
to
support
English
language.
Learners
is
really
the
collaboration
time
between
the
ELD
teachers
and
the
classroom
teachers
around
things,
they're
working
on
to
maybe
start
off
whether
it's
a
background,
knowledge
or
vocabulary
support
before
they
go
into
the
content
area
class
I
know
that
our
ELD
teachers
also
push
in
a
lot
and
support
kids
in
small
groups.
S
E
AD
And
it
was,
you
know
it
was
across
the
state
and
I
think
it
was
across
the
country
like
I,
said
earlier.
I,
don't
think
we
knew
how
impacted
our
Middle
School,
aged
kids
would
be,
and
it
caught
us
off
guard
a
little
bit,
but
it
was
all
hands
on
deck.
Like
teachers
always
do
they
they
always.
You
know
we
always
come
together.
We
we
support.
Kids
I,
think
you
know
a
lot
of
the
time.
AD
We
were
kind
of
responding
to
events,
if
you
will
our
behavior
on
the
spot,
but
we
did
have
time
to
reflect
and
and
really
in
the
end
say.
Okay,
we
really
need
to
keep
a
safe
learning
environment
for
kids,
because
that's
what
parents
were
asking
for
and
kids
want,
a
safe
learning
environment
so
supports
we
put
in
place
again
was
all
hands
on
deck.
AD
Wherever
you
are,
you
support
you,
you
come
to
you
bring
parents
in
you,
talk
parents
obviously
were
were
as
concerned
about
their
kids
behavior
and
then
you,
you
do
Progressive
discipline.
You
have
restorative
conversations,
but
eventually
that
you
know
there
comes
a
time
when
you
do
have
to
give
a
consequence
where
the
student
has
to
be
held
to
high
expectations,
whatever
that
looks
like
and
I
think
that
allowed
Us
and
other
students
to
feel
like.
AD
Safe,
yes,
no,
it's
not
no
known,
it's
not
the
same.
It's
very
different
in
a
in
a
positive
in
a
good
way.
I
really
think
that
those
formative
years
that
kids
were
at
home
and
then,
like
I,
said
just
showed
up
I
think
they
forgot
especially
middle
schoolers
kind
of
how
to
be
around
each
other
conflict
resolution
and
all
of
that
this
year,
it's
different
than
the
behaviors
we're
seeing
are
are
around
hate
speech
around
bullying
around
harassment,
a
lot
of
drugs
and
alcohol.
AD
So
it's
kids
that
are
struggling
that
are
crying
out
for
help
and
I.
Think
that's
when
we
wrap
around
even
when
you
have
to
like
I,
said,
draw
a
hard
line
and
give
a
consequence.
You
still
bring
them
and
you
still
love
on
them,
because
when
I
was
in
the
classroom,
I
remember
telling
parents
this
middle
schoolers.
This
is
the
age
where
sometimes
they're
the
they're
very
prickly,
but
this
that's
when
they
need
the
most
love.
M
C
Hi
Miss
Galvin,
hello,
so
I
really
love
the
bright
spot
celebration
I.
Thank
you
so
much
for
celebrating
our
students,
cultural
differences
and
giving
them
a
sense
of
belonging
and
that
sense
of
inclusion.
So
thank
you
so
very
much
I
appreciate
that
I
I
have
a
question
around
that.
C
Let
me
take
a
look
at
the
report.
I
I
have
a
question
around
the
absence
and
exclusion
measures
in
2021.
Usually
we
see
that
as
zero
with
other
schools,
I
see,
2021
usually
has
zero,
but
I
see
four.
You
know
and
I
know
that
was
during
the
pandemic.
C
AD
I'd
have
to
look
at
that.
To
be
honest
and
get
back
to
you.
I
I,
don't
have
an
answer
right
now.
All
I
can
think
of
it.
Something
related
to
technology.
I,
don't
really
know.
M
C
C
Most
of
the
numbers
came
down
even
though
number
of
Class
Days
missed
due
to
suspensions
or
explosions,
are
still
high
at
158,
and,
given
that
our
students
are
struggling
with
behavioral
health
issues,
you
know
I
I
I
wouldn't
want
us
to
have
the
practice
of
suspending
or
expelling
students
for
having
mental
health
or
behavioral
issues
stemming
from
the
pandemic.
AD
C
AD
B
I
am
interested
in
knowing
you
are
doing
well
compared
to
all
the
other
schools
and
stuff,
but
I'm
interested
in
your
math
piece
and
science
Facebook
science
you're
doing
better
than
any
other
middle
school
and
math.
Your
second
I
think
after
ISP.
So
what
is
it
that
you're
doing
that
other
schools
can
probably
adopt
or
can
help?
You
know
what?
What
piece,
how?
Why
are
this?
What
support
systems
do
you
have
for
the
students.
AD
AD
They
have
at
home
and
then
obviously
the
expectations
we
have
in
the
building
and
creating
like
I
said
that
space
where
they
feel
like
they
can
belong
and
they
can
Thrive
so
I
think
it's
a
combination
of
all
of
that
when
students
feel
happy
to
be
in
school
when
they
feel
that
they
can
do
well,
they're
going
to
do
well
and
when
other
needs
are
being
met
and
parents
are
engaged
and
involved,
and
that
was
one
of
our
goals
for
this
year
and
increase
parent
involvement.
AD
There's
that
and
I
think
it's
just
a
reflection
of
of
all
of
that
together
and
teachers
who
love
math
and
science.
M
A
A
AF
We'll
see
how
well
I
can
multitask
here
and
run
my
own
slides
good
evening.
I'm
Shelly,
Bailey,
Shaw
I'm,
the
public,
Communications
officer
and
I
run
the
communications
and
Community
involvement.
Department
tonight
I
want
to
introduce
you
to
my
team,
small
But
Mighty,
that's
our
sort
of
our
trademark.
AF
Our
mission
is
full
one
is
to
communicate
the
district's
story
and,
secondly,
is
to
engage
our
community
in
meaningful
ways,
we're
one
of
the
few
departments
that
actually
has
interaction
with
almost
every
family
in
the
district,
every
staff
member,
every
school,
every
department-
and
so
we
know
a
little
bit
about
everything.
This
is
our
team
I
think
most
of
you
know
them
and
work
regularly
with
them
we're
a
bunch
of
one-offs.
We
all
have
an
expertise,
a
specialty
but
we're
a
very
collaborative
unit
and
that's
kind
of
one
of
our
Hallmarks.
AF
You
have
my
written
report
and
it's
a
long
meeting
tonight
so
I'm
going
to
just
try
to
go
through
a
couple
of
accomplishments
that
I
want
to
highlight
right.
The
first
was
the
successful
execution
of
the
bond
and
Levy
education
campaigns.
I,
don't
have
to
tell
you
how
much
work
an
educational
campaign
is.
We
did
two
this
year,
that
was
a
heavy
lift
for
the
department
and
I
again
am
surrounded
by
incredibly
capable
and
talented
people
who
were
able
to
pull
that
off.
Secondly,
is
the
expansion
of
our
video
storytelling.
AF
We
have
added
a
new
videographer
this
year
and
a
bond
Communications
specialist.
As
a
result
of
that
we've
been
able
to
increase
our
video
production
by
about
30
percent.
We've
also
been
able
to
take
on
a
number
of
Special
Projects,
so
we're
supporting
our
spiritual
education
department,
MLD
HR,
with
some
some
special
projects
that
showcase
the
work
that
they're
doing
and
we've
also
been
increasing
our
videos
that
are
Bond,
specific,
improved
website
experience.
We've
done
a
lot
of
web
work
this
year.
AF
With
a
district
website
School
website,
we
developed
a
new
careers
website
to
attract
employees
to
the
district.
The
idea
here
was
to
improve
the
interface
when
you
use
a
mobile
device.
Secondly,
to
improve
navigation
and
make
it
easier
for
families
to
find
what
it
is
they
need
and
third
was
to
use
the
websites
as
a
better
vehicle
for
our
show,
showcasing
of
our
students
and
our
staff
and
fourth
is
increased.
Community
engagement,
I
think
we've
done
more
Community
engagement
over
the
last
year
than
probably
in
the
past
10
years.
AF
We've
had
a
lot
of
projects,
various
initiatives
we
had
a
superintendent
search.
We
had
a
school
resource
officer,
review
strategic
planning
as
long
as
a
list
of
many
other
things.
All
these
required
public
meetings
focus
group
surveys
seems
like
we're
doing
a
lot
of
that
kind
of
work,
and
we
have
a
new
platform
that
we're
using
engage
BSD.
That's
that's
helping
with
all
that,
like
any
Department,
we
have
areas
that
are
challenging
and
goals
for
us
in
the
future.
One
is
connecting
and
sharing
information
in
a
better
way
with
our
non-english
speaking
families.
AF
Parent
square
is
a
great
tool
and
we
have
a
lot
of
families
in
the
district
who
are
utilizing
it.
But
what
we
need
to
do
is
partner
with
our
multilingual
department
and
come
up
with
a
better
training
system,
a
more
robust
training
system
for
our
non-english
speaking
families
to
make
sure
they
too
can
access
this
great
resource,
and
so
we're
going
to
be
doing
a
lot
of
that
planning
work
this
coming
summer.
AF
As
you
know,
we're
kind
of
in
the
final
stages
of
our
strategic
plan
once
the
that's
finalized,
that's
when
the
work
for
CCI
really
begins,
because
then
we
need
to
translate
that
work
in
a
meaningful
and
actionable
way
to
our
community.
So
that'll
be
a
big
Focus
here
at
the
end
of
the
year
and
moving
into
next
year,
increased
storytelling
around
the
2022
Bond.
AF
We've
already
increased
that
tremendously,
but
we're
always
looking
for
opportunities
to
show
our
community
and
be
transparentable,
transparent
and
accountable
about
how
we've
been
using
our
bond
funds
and,
lastly,
we're
preparing
for
the
relocation
of
clothes
for
kids.
It's
going
to
still
be
at
the
old
district
office,
but
in
a
new
building,
and
it's
a
really
an
opportunity
for
us
to
reimagine
how
we're
serving
families
we've
already
served
2500
families
this
year.
AF
I
First
of
all,
being
the
partner
of
the
watching,
what
your
staff
did
with
the
bond
was
just
beyond,
and
it's
gotten
State
recognition,
National
recognition
and
it's
so
well
deserved
and
I.
Think.
Sometimes
we
take
that
for
granted
when
it's
in
our
own
backyard
of
what
a
heavy
lift
that
was
and
then
turned
around,
and
did
it
again
for
for
the
levy,
like
you
said
in
the
in
the
same
year
as
well
as
the
superintendent
search.
So
just
kudos
to
to
your
small
But
Mighty
staff.
I
The
points
I
was
going
to
make
is
that
engagement
with
our
community
is
such
a
fine
line,
especially
when
we're
trying
to
do
it
in
the
social
media
world
of
how
we
keep
that
engagement,
but
at
the
same
time
as
Dr
balderos,
that
we
are
respectful
of
one
another
that
we
are
civil
to
one.
Another.
I
Just
tell
me
how
you
and
your
staff
have
tried
to
maneuver
around
that,
so
that
everyone
feels
included
in
our
district
and
that
they
have
a
voice
in
our
district,
but
at
the
same
time
that
we
can
keep
that
civility
in
a
place
where
it's
hard
to
do
it.
With
social
media,
social.
AF
AF
One
thing
that
we
have
adopted
in
our
department
is
sort
of
a
joy,
only
strategy,
so
we're
really
promoting
joy
and
and
celebration
on
our
social
media
channels,
we're
not
using
social
media
as
a
way
to
distribute
information
to
our
families
for
that
we're
using
parent
square,
and
so
all
that
kind
of
nitty-gritty
detail
kind
of
stuff
that
goes
out
on
parent
square
and
it
really
tapers
the
conversation
on
social
media.
So
you
don't
have
so
much
of
that
back
and
forth
that
we
saw
during
the
pandemic.
C
Hi
Shelly,
hey
there,
I
must
Echo
the
words
of
Becky.
It
was
an
amazing
work
that
you
and
your
team
did
on
the
levy
and
the
band.
So
thank
you
so
very
much.
It
was
just
nothing
short
of
amazing.
Thank
you.
So
my
question
is
around
parent
Square
I
do
know
that
most
families
struggle
with
navigating
through
it
and
when
I
was
using
it
also
as
a
parent
in
in
BSD
last
last
school
session.
It
was
also
challenging
for
me.
So
I
was
wondering.
C
Is
it
remotely
possible
that
you
could
have
other
means
of
disseminating
information?
Maybe
using
phones
as
well.
Is
that
something
that
you
and
your
team
could
consider,
maybe
in
the
future
or
even
now,
is
there
a
possibility
that,
in
addition
to
parents
were
to
also
send
out
information
through,
maybe
text
messages,
something
else
that
is
a
bit
easier
for
some
of
our
families,
so.
AF
I
want
to
differentiate
between
parent
square
and
parent
view,
I
think
what
I
hear
our
families
saying
is
that
the
parent
view,
which
is
more
of
our
learning
platform
with
our
secondary
schools,
can
be
a
little
bit
challenging.
What
we
mostly
hear
is
that
parent
view
is
a
is
an
easier
interface
that
folks
are
using
with
success.
AF
For
example,
in
the
last
couple
of
days
when
we've
had
snow
messaging,
you
know
parents
could
get
a
phone
call,
a
text
message,
an
email,
some
got
all
three
in
case
you
missed
that
message,
but
so
there's
there's
some
selection,
there's
also
a
feature
called
digest
mode,
which
means
that
parents
can
select
to
get
all
their
messaging
at
one
time
of
the
day.
So
that
they're
not
interrupted
and
the
only
time
we
would
interrupt
and
override
digest
mode
is
if
we
had
an
emergency
situation.
AF
For
example,
today
at
Hazel
Dell
we
ended
up
sending
students
home
because
of
a
carbon
monoxide
leak,
and
so
we
were
able
to
reach
out
to
our
families
right
away
and
let
them
know
that
we
were
going
to
have
an
early
dismissal.
But
I
am
with
you
on
the
fact
that
we
need
to
be
providing
more
training
for
our
families.
AF
E
Yeah
I
was
just
again
thank
you
for
the
work
of
the
bond,
the
levy
and
all
the
different
pieces.
I
worked
really
closely
with
your
staff
on
the
Levee
part
of
it.
I
I
had
once
one
question,
but
it
was
around
I
know
that
the
closed
closet
is
moving
from
one
side.
You
said
to
a
building:
is
it
moving
to
the
actual
building,
or
is
it
moving
to
the
other
side
to
the
Portables?
So.
AF
I
should
have
said
portable,
it's
actually
moving
from
the
oldest
I,
think
the
oldest
portable
in
the
District
on
the
other
side
of
the
building
to
one
of
the
new
ones,
the
one
where
facility
development
were
located
and
it's
a
much
larger
area.
AF
Portable
it'll,
be
a
much
better
experience
and
then
we'll
have
a
second
portable
that'll,
be
a
designated
sorting
room
for
our
volunteers.
So
we're
actually
really
excited
about
the
move
and
think
it'll
be
a
much
better
experience
for
our
families.
AF
Was
thinking
there
was
the
bathroom
in
that
one
there's
a
bathroom
and
we're
going
to
be
able
to
install
a
washer
and
dryer
so
that
we
can
do
some
of
the
clothes
washing
on
on
site
and
we
don't
have
to
send
laundry
home
with
volunteers.
So
they're
pretty
excited
about
that.
I.
E
M
B
B
B
I'm,
not
a
parent
anymore
in
the
school
district,
but
I
do
hear
from
other
parents
that
they
have
difficulties,
and
so
it
would
be
really
nice
if
they,
if
they
can
get
some
more
training
in
how
to
maneuver
around
even
like
today
yeah.
So
there
can
be
some.
You
guys
may
be
thinking
you're,
giving
the
information
they
need
and
they
may
not
still
be
getting
it.
So
thank
you
for
thinking
about
it.
Of
course,.
A
Other
comments
from
the
board
I
just
want
a
big
appreciation
and
big.
Thank
you
for
all
of
your
work
Shelly.
It
is
incredible
what
you've
done
in
terms
of
moving
our
Communications
forward
in
the
district
and
when
I
think
about
your
the
work
I
think
about
you
know
the
video
work
I
think
about
the
work
on
the
bond
and
the
levy
or
the
social
media
work
we
were
just
talking
about.
A
You
are
so
good
at
telling
the
story
of
our
district
and
helping
people
see
all
of
the
different
things
that
are
happening
on
a
daily
weekly
monthly
basis
in
our
district,
because
we
are
a
large
district
and
there's
a
lot
of
amazing
things
going
on
and
you're
always
going
in
there
and
finding
the
right
scoop
the
right
story
to
tell
that
helps,
move
forward
and
help
the
community
understand
the
work
that
we're
doing
and
I
know
that
that's
tireless
work
and
that's
work
that
happens
in
larger
cycles
and
every
day
and
I'm
so
appreciative
for
that
work,
because
I
think,
as
we
tell
that
story,
that's
how
we
build
part
of
our
work
with
our
community
is
off
of
that
story
and
that
narrative
and
that
common
understanding
of
what
we're
doing
what
we're
trying
to
achieve.
AF
Appreciate
that
but
I'm
supported
by
a
fantastic
team
and
couldn't
possibly
take
all
the
credits.
So
thank
you
for
my
entire
team.
A
All
right
next
up,
we
have
Mike
Schofield
with
our
financial
update.
AG
No
I
won't
be
that
interested
I
appreciate
the
time
tonight
to
talk
a
little
bit
about
the
financial
position
of
the
district
I
will
take.
Not
I
will
be
very
brief
in
my
comments
tonight,
because
I
know
I.
Have
you
all
next
week
for
a
deep
dive
on
budget
101,
so
I'm
looking
forward
to
that
next
week
and
spending
some
more
time
with
you,
you
have
The
Usual
Suspects
of
for
information
and
documents
in
your
packet.
AG
You
have
the
financial
report
for
the
general
fund,
other
funds,
you
have
the
the
student
teacher
report
or
the
classroom
size
report
and
our
investment
summary
all
those
are
well
and
good,
and
there,
as
we
look
to
the
general
fund,
I,
can
tell
you
on
our
financial
forecast.
We
have
a
couple
of
updates
in
the
current
year.
The
first
is
that
we
increase
the
amount
we
will
be
receiving
from
the
common
School
fund.
We
budgeted
for
4.3
million
dollars.
It
looks
like
it's
coming
in
around
5.2
million,
based
on
the
information
we
have.
AG
That's
been
a
struggle
all
year
and
we'll
continue
to
watch
that
number
closely
in
the
health
benefit
area.
We
brought
that
down
a
couple
million
dollars
as
well
in
our
forecast.
So,
overall,
if
you
look
at
what's
going
on
our
current
revenues
to
expenditures
and
this
year,
our
deficit
that
we
projected
early
on
to
be
around
17
million
dollars
is
shrunk
all
the
way
down
to
about
3.2
million
dollars,
so
that
deficit
has
gone
down
significantly
and
I
can
tell
you,
based
on
information.
AG
We
got
last
week
on
the
state
school
fund
that
our
our
Revenue
will
in
the
next
meeting
that
we
have
here
in
a
few
weeks,
we'll
show
you
a
state
school
fund
that
increased
my
nine
million
dollars
for
Beaverton
School
District
significant
increase,
so
our
essentially
our
deficit
will
go
away
for
the
current
year
when
I
present
our
financial
update
next
month.
AG
Great
news
for
us
you're,
probably
wondering
what's
causing
that
what
it's
it's
really
two
things,
one
primarily,
which
is
the
second
quarter
update
of
the
current
year,
enrollment
for
Statewide
enrollment,
is
in
and
what
the
state
department
of
Ed
does
with
that.
Is
they
Trend
that
data
from
the
second
quarter
to
the
end
of
the
year,
for
every
District
in
the
state
and
and
that
kind
of
becomes
our
new
Baseline?
AG
By
doing
that,
it
took
Statewide
enrollment
down
by
about
8
000
students,
so
when
you
think
about
fewer
students
in
the
system,
but
the
same
dollar
level
that
boosts
the
amount
we
get
per
student.
In
addition
to
that,
local
property
tax
revenues
have
increased
throughout
the
state
during
this
time
as
well
a
little
bit
higher
than
than
what
they
would
have
thought.
So
that
puts
our
amount
for
student
this
year
about
178
dollars
higher
than
it
was
just
a
month
ago,
per
student
per
admw.
AG
Actually
so
some
improvement
in
the
general
fund
in
the
current
year,
I'll
jump
really
quickly
to
next
the
next
biennium
the
state
economic
forecast
was
out
last
week,
more
money
available
in
2123,
which
means
more
kicker,
so
good
news,
bad
news
right
and
and
more
money
available
than
23.25
biennium
much
more
toned
down
interpretation
of,
what's
going
to
happen
with
the
economy
in
the
next
year.
The
recession
word
has
been
pushed
out
a
little
further,
which
allows
for
more
funding
in
the
2325
biennium.
So
we
look
forward
to
seeing
what
happens
there.
AG
As
you
heard
from
be
president
Lindsey
Ray,
the
governor
came
out
with
a
9.9
billion
dollar
number.
Remember
as
we
look
as
we
look
to
the
next
biennium,
that's
an
iterative
process
right,
like
the
first
number
we
shared
with
you,
is
what
legislative
fiscal
shared
was
with
the
legislature
early
on
about
the
9.5
billion
for
schools
and
what
they
thought
current
service
level
would
be.
The
next
iteration
is
the
governor
saying.
AG
So
that's
the
next
one
we'll
see
we'll
probably
see
that
in
the
next
few
weeks,
so
we'll
keep
an
eye
out
for
that
and
we'll
revise
our
numbers
again,
as
we
see
those
numbers
moving
forward,
10.3
still
what
we
need
we're
not
giving
up
on
that,
we've
still
got
needs
while
9.9
is
encouraging,
and
while
words
from
the
governor
saying
this
is
a
floor
and
that
she
expects
some
robust
discussion
around
it.
AG
M
AH
AH
And
then
one
more
question,
because
it's
from
the
open
comment,
I
I'm,
not
sure
how
the
pass-through
works
for
the
Charter
Schools
I
mean
are
those
true
statements
or
is
there
past
year
exactly
proportional
amount
of
students
they
have?
We.
AG
Pass
through
80
of
the
state
school
fund
to
them
on
the
amount
on
the
amount
per
student
and
that's
current
law,
they're
they're,
just
requesting
more
than
that.
Okay,
foreign.
A
Kind
of
came
to
mind,
as
you
were
talking
about
that
in
understanding
the
structural
deficit
in
the
budget
right
and
don't
feel
like.
You
have
to
answer
this
now,
but
I'm
just
kind
of
curious.
If
we
didn't,
if
we
weren't
holding
the
vacancies
that
we've
held
this
year,
what
would
that
deficit?
Look
like
it'd.
AG
Still
be
there,
that's
an
excellent
point
right
like
if
we
were
fully
staffed,
yeah
fully.
If
this
was
you
know,
Joe
Cool
normal
year,
we
it
we'd,
be
we'd
still
be
at
that
deficit
position.
What's
helped
in
that
helped
right
is
that
we
haven't
had
all
positions
filled
at
all
times
during
the
year
still
have
a
number
of
vacancies.
AG
Yeah,
it
would
I,
couldn't
give
you
a
specific
there,
but
where
it
does
show
up
and
where
you'll
see
it
next
Monday
night
is
in
the
next
biennium
right,
because
we
will
first
we'll
show
you
a
budget
that
assumes
we're
fully
staffed
or
at
least
a
projection
where
we're
suggesting
we'd
be
fully
staffed,
and
that's
where
that
deficit
comes
back
again.
Have.
AG
Think
so
I
mean
Susan
could
probably
help
with
that.
But
I
think
so
I
mean
it's.
It's
been
better
much
better
than
the
start
of
school,
at
least
from
what
I'm
hearing,
but
that's
anecdotal
on
my
part.
I
I
think
we
still
have
some
positions
open,
but
but
it's
been
better
then.
J
AG
District
I
think
what
we
actually
we
budget
around
90
and
I
think
what
we
actually
spent
last
year
was.
AG
Most
districts
want
to
be
in
the
mid
80s
again
when
you
think
about
what
what
what
that
means
to
me
in
the
business
office
is
that
if
you're
in
the
mid
80s
you've
got
some
fluctuation
with
your
budget
from
year
to
year,
where
you're
not
always
talking
about
jobs
and
people,
when
you
end
up
in
a
in
a
reduction
mode,
so
that's
kind
of
why
districts
like
to
be
around
that
area,
Dr
balderas
and
we're
we're
running
a
little
hot.
Compared
to
that.
Thank
you.
A
Next
up,
we
have
Ken
Bell,
Dr,
Josh,
Fritz
and
Dr
Heather
Cordy
to
talk
to
us
about
graduation
rates.
A
AI
Good
evening,
as
you
likely
know,
in
late
January,
the
Oregon
Department
of
Education
released
a
disaggregated
data
regarding
21,
22,
cohort,
graduation
and
Dropout
rates,
and
so
this
evening
two
of
my
colleagues,
Ken
Bell
and
Josh
Fritz,
who
are
both
executive
administrators
in
the
teaching
and
learning
department,
will
present
and
share
with
you
an
in-depth
look
at
the
the
district's
data.
We'll
highlight
the
successes
and
and
really
what
that
has
looked
like
as
we've
worked
on,
closing
the
opportunity
and
achievement
gaps.
We'll
also
talk
about
our
continued
areas
of
growth.
AI
One
thing
we
know
about
this
information
and
this
portion
of
the
agenda
there's
a
lot
of
information
and
it's
pretty
dense,
and
so
so
the
team
will
be
sharing
information
all
along
the
way.
But
we
really
do
encourage
you
when,
if
you
have
specific
questions
along
the
way
to
ask
those
so
that
so
that
we
can
address
them
for
you
with
that,
I'll
turn
it
over
to.
AJ
Good
evening
I'm
going
to
be
presenting
to
you
a
little
bit
about
graduation
rates
from
this
most
recent
school
year
and
I'll
start
by
taking
a
look
at
the
for
your
cohort
rate
and
as
Dr
Cordy
mentioned.
Please
stop
us
at
any
point.
We
want
to
take
you
where
you
want
to
go
in
the
data,
and
so
we're
going
to
highlight
some
things
and
look
at
some
areas
for
growth,
but
we'll
be
happy
to
answer
questions
anytime
along
the
way.
AJ
So
in
the
foyer
core
graduation
rates,
I
would
say
they
are
extremely
positive.
Our
district
averaged
89.1,
which
is
about
7.8
percent
points
higher
than
the
state
average,
and
continues
an
upward
Trend,
it's
the
second
highest
that
we've
ever
had
by
0.2,
and
so
it
continues
a
nice
upward
trend
for
the
district
and
continuing
to
make
gains
in
that
one
area
that
I
want
to
point
out
an
area
for
growth
would
be
around
the
flex
online
school.
Where
you
see
a
66
percent
graduate
rate.
AJ
Flex
was
a
kind
of
hastily
put
together
school
during
the
pandemic
to
deal
with
the
issues
that
came
around
with
with
that
and
the
differences
in
in
the
where
people
wanted
to
learn
and
how,
and
so
the
district
is
still
sort
of
coming
to
grips
with.
What
Flex
looks
like,
and
what
we've
seen
is
that,
over
the
last
two
years,
the
enrollment
of
flex
has
sort
of
shifted
from
people
who
are
looking
to
avoid
in-person
learning
more
to
people
who
are
looking
for
a
different
alternative
and
who
possibly
haven't
been
successful.
AJ
So
we
saw
last
year
we
had
66
seniors,
who
started
their
first
year
at
Flex
as
seniors,
and
so
the
majority
of
those
students
started
the
year
credit
deficient
and
so
we're
just
seeing
a
real
shift
in
population
and
the
students
who
are
interested
in
engaging
in
flex
and
we're
still
having
to
play
catch-up
with
how
we're
going
to
address
that
and
what
kind
of
interventions
and
supports
to
have
in
place
to
help
those
students
into
something
that
we're
currently
looking
at
in
address.
But
that's
sort
of
caught
us
off
because
it
is
the
population.
AJ
On
our
next
slide,
it
has
the
four-year
cohort
by
demographic
groups.
Mostly
most
of
our
areas
are
in
an
upward
Trend.
Some
of
them
have
flattened
just
a
little
bit,
but
that's
after
several
years
of
pretty
significant
growth
and
overall,
you
still
see
a
pretty
significant
upward
Trend
over.
If
you
just
take
the
last
five
or
six
years,
a
pretty
significant
of
almost
10
points
in
most
of
those
demographic
subgroups,
and
so
some
real
positive
work
in
that
area
on
our
next
slide
is
the
demographic
groups
by
by
a
different
breakdown.
AJ
Most
of
these
are
by
race
and
ethnicity,
and
you
see
a
little
bit
of
a
difference.
You
see
an
upward
Trend
in
many
of
those
groups,
but
you
still
see
some
wide
variations
from
year
to
year
in
this
previous
year.
All,
but
one
of
those
areas
were
in
an
upward
Trend.
One
of
the
reasons
why
you
see
some
of
these
wide
variations
is
because
some
of
these
groups
from
year
to
year
can
be
fairly
small,
and
so
one
or
two
students
not
meeting
graduation,
can
have
a
pretty
significant,
significant
shift
in
the
overall
pop
percentage.
E
One
of
the
pieces
I've
noticed
on
the
graph
before
and
it's
at
the
bottom,
whether
the
English
language
Learners
in
the
high
schools
and
then
on
the
next
one.
It's
Hispanic,
regardless
of
whether
they're
ell
students
in
our
graduation
rate.
So
as
we
continue,
one
of
the
things
to
for
me
to
keep
in
mind
is
that
I
was
keeping
in
mind,
is
and
not
necessarily
to
be
answered
now
but
like.
AJ
I
think
what
for
right
now,
our
real
Focus
has
been
around
ninth
grade
on
track
and
Trend.
Our
we
know
our
best
chance
of
success
is
to
close
that
Gap
as
ninth
graders,
so
that
they're
set
up
for
success
and
I.
Think
that's
where
we
have
been
putting
a
lot
of
focus
in
this
year
and
where
we
can
continue
to
make
some
gains
in
the
short
term.
But
I
would
agree
with
you.
AJ
E
E
AJ
On
the
next
slide
on
our
five-year
cohort
demographic
groups,
you
can
see
that
mostly
again
sort
of
an
upward
Trend.
Although
things
have
sort
of
flattened
out.
This
is
an
area.
The
district
showed
a
lot
of
growth
in
in
sort
of
five
or
six
years
ago,
through
about
a
year
or
two
ago,
and
then
now
you've
seen
them
as
we
move
up
in
those
some
of
those
have
started
to
flatten
a
bit.
AJ
There
was
one
I
think
that's
worth
highlighting
here
is
that
if
you
look
at
over
the
last
six
years
in
eel,
our
ever
ell
that
a
group
grew
by
10
points
or
9.6
points,
or
something
over
that
six
years,
which
that
that
was
a
number
that
really
bothered
us
at
that
time.
So
that's
been
some
real
growth
and
a
real
tribute
to
our
MLD
and
other
folks
with
the
growth
that
we're
making
in
those
areas.
AJ
The
last
slide
before
I
turned
over
to
Dr
Fritz
is,
is
one
that's
really
difficult
to
read
in
that?
If
you
look
at
just
the
overall
Trends
again
in
the
majority
of
groups,
you
see
an
upward
Trend,
but
you
see
a
couple
of
groups
that
are
really.
The
deviation
is
pretty
significant
from
year
to
year.
M
I
The
two
things
occurred
to
me
when
I
was
looking
at
the
information
one,
we
don't
track.
Early
College
the
graduation
rate
for
early
I
mean
I,
know
they
go
back
and
a
lot
of
times
get
their
if
they
choose
to
from
their
neighborhood
school
or
they
go
through
that
ceremony.
Do
we
count
them,
then,
under
that?
But
if
they
don't?
Where
do
we
get
that
and
then
also
the
GED,
where
we
count
the
GED.
AJ
I'm
not
sure
the
answer
on
that
I'll
have
to
get
back
to
you
on
the
on
the
Early
College.
Why
that
data
isn't
a
part
of
this
set
they're
not
cross
enrolled
they
as
Juniors,
they
enroll
there
completely,
and
so
there
should
be
data
on
that.
I'll
get
back
to
you
on
that
next
next
month
and
the
second
part
of
the
question
was
the
GED
portion.
Yeah
I'll
have
to
get
back
to
that
on
that
one
as
well.
M
C
So
my
question
is:
maybe
you
said
this
and
I
missed
it?
The
rates
for
flex
online
is
66.1.
Is
there
any
plan
to
to
raise
that
rate
to
to
the
level
where
others
are
I
also
see
that
communities
call
is
also
lower
than
most
of
other
schools?
C
AJ
No,
you
didn't
that's
a
great
question.
I
think
that
the
challenge
in
both
of
those
schools,
and
particularly
with
the
shift
in
in
enrollment
at
Flex,
is
that
we
have
students
going
to
those
schools
late
in
high
school,
already,
significantly
credit
deficient
and
so
they're.
Both
programs,
where
we're
working
with
kids
scrambling
to
try
and
get
them
caught
up
and
on
track,
and
so
it's
something
that
we're
addressing
we've
been.
We've
recently
done.
AJ
A
large
work
group
called
reimagining
Merlot
to
look
at
community
school
and
what
and
how
we
can
better
match
all
of
our
programs
there,
and
we
are
also
been
working
regularly
with
flex
and
doing
some
real
work
behind
the
scenes
on
what
Staffing
and
what
supports
would
be
in
place
next
year
to
address
some
of
these
deficiencies.
AJ
E
One
of
the
pieces
that
we
were
working
on
last
year
was
looking
at
our
policy
that
currently
reads
that
students
who
have
IEPs
can
stay
in
our
schools
until
the
age
of
21,
and
we
started
a
work
group
last
year
and
not
sure
where
all
that
work
had
gone
has
gone
from
this
year,
but
looking
at
actually
what
are
our
options
for
our
students
to
have
a
longer
path
or
pathway
for
actually
completing
you
mentioned.
You
know
we
have
newcomers
and
we
have
some
high
school
students,
for
example
in
the
flex.
E
You
know
that
started
as
very
credit
deficient.
We
have
more
students
that
have
that
no
pass
pass
or
missing
classes
from
all
of
that,
so
I'm
wondering
if,
at
a
later
time,
you
could
come
back
with
some
information
about
what
the
teams
are.
Thinking
about,
that
policy,
impossible
suggestions
that
you
might
all
have.
Initially,
we
talked
about
expanding
it,
particularly
for
students
with
special
that
have
IEPs
and
newcomers
to
start
off,
and
then
the
conversation
went
to
to
make
it
more
Equitable.
E
AJ
AK
Yeah
just
to
follow
up
on
that.
That
actually
was
a
conversation
earlier
this
afternoon
and
we
were
Consulting
actually
legal
counsel,
around
board
policy.
And
what
age
can
we
allow
students
to
remain
in
school?
So
they
do
have
those
opportunities
to
be
completers.
AK
That's
kind
of
a
side
conversation
because
these
metrics
the
state
would
still
be
going
back
and
looking
at
what
cohort
they
would
have
entered.
Even
if
say
they
were
a
newcomer
and
they
just
arrived
in
the
United
States
and
enrolled
with
us
at
age
19,
for
instance.
They
would
still
be
in
this
cohort
as
whether
or
not
they
completed
within
four
years
or
five
years.
E
I
know
Danielle,
Hudson
and
toshiko
were
working
on
that
last
year,
so
at
least
there
was
we
started
that
process
and
looking
at
a
feasibility
study
of
what
would
be
some
of
the
options
and
they
have
all
that
information
on
what
are
the
current
options
that
students
have
when
they
reach
18.
But
then
there
were
some
limitations
around
depending
on
students,
some
programs,
you
had
to
be
have
legal
immigration
status
or
you
had
to
go
away
and
some
students
couldn't
go
away
from
their
home
because
they
had
other.
M
AH
Is
there
a
chance
that,
like
some
of
the
graduation
is
like
higher
because
of
you
know,
reduce
rigor
and
maybe
not
saying
railroading
people,
but
you
know
just
wanting
to
move
people
through
versus,
like
you
know,
grades
of
the
past,
where
they
might
not
made
all
the
way
through
to
graduation,
at
least
within
four
years.
AJ
I
think
that's,
you
know
definitely
a
possibility
that
the
pandemic,
you
know,
impacted
potentially
some
of
that,
but
we've
been
back
pretty
much
at
the
high
school
level,
full
time
for
the
you
know,
past
year
and
a
half,
and
so
that
really
that
last
year
is
the
sort
of
critical
time
for
that.
So
I
think
it.
It
could
have
impacted
that
and
I
think
there's,
but
you
also
have
some
of
our
subpopulations
that
were
deeply
impacted
during
the
pandemic.
AJ
More
than
other
groups,
so
I
I
think
they'll,
there's
probably
a
little
bit
of
both,
and
there
are
some
groups
that
benefited
from
the
maybe
a
decreased
rigor
during
CDL
that
there's
also
some
groups
who
really
lost
access
to
their
supports
and
all
of
those
kinds
of
things.
So
it's
probably
a
wash
overall.
AK
So
this
next
section
here,
I'm
going
to
address
Dropout
rates,
Dropout
rates
reflect
the
percentage
of
Grade
9
through
12
students
that
left
the
district
without
earning
a
high
school
diploma
or
GED
and
who
are
not
continuing
an
education
elsewhere.
So
if
a
student
leaves
us
and
they
enroll
somewhere
else,
then
they
would
not
be
captured
in
this
data.
AK
The
BSD
average
for
the
21-22
school
year
was
1.7
percent
well
below
the
state
average
of
4.1
percent,
and
while
that's
an
increase
from
the
past
two
years,
I
think
this
kind
of
gets
to
the
comment
that
was
just
made
about
rigor
that
we
are
seeing
actually
on
par
with
what
was
happening
pre-pandemic.
So
in
1819
it
was
2.
17,
18
you'll,
see
there
1.9
16
17
2
percent,
so
we're
really
seeing
kind
of
the
the
numbers
swing
back
to
where
we
were
pre-pandemic.
AK
This
chart
here
it's
a
little
bit
hard
to
see
with
all
those
numbers
on
there,
but
this
graph
shows
the
breakdown
by
demographic
groups
and,
as
you
can
see,
students
who
experience
houselessness
or
homelessness
or
English
language,
Learners
and
students
who
experience
disabilities
are
most
at
risk
of
dropping
out.
Those
are
some
of
our
focal
students
that
we
most
need
to
be
aware
of,
as
we
think
about
our
our
Student
Success
plan,
our
Sia
plan.
AK
It's
important
to
note,
however,
that
the
dropout
rate
reported
for
economically
disadvantaged
students
is
the
same
as
the
rate
for
all
students
in
20,
20
and
2021
2022,
and
that's
why
you
can't
actually
see
it
on
the
graph
because
it's
super
imposed.
So,
if
you're
looking
for
economically
disadvantaged,
it
is
the
exact
same
line
as
all
students
yeah
this
next
graph.
Here
it
breaks
it
down
by
race
and
ethnicity,
and
we
continue
to
see
a
closing
of
the
achievement
gap
between
groups.
AK
However,
as
you
has
already
been
noted,
when
we
have
some
of
these
small
sizes
of
our
our
focal
groups,
there
is
kind
of
wide
variation.
When
you
have
a
small
number
of
students
that
maybe
don't
graduate
so
that's,
why
you
see
kind
of
these
Peaks
and
valleys
in
there.
But
overall,
if
you
really
look
from
the
left
hand,
side
of
the
chart
to
the
right
hand,
side
we're
really
seeing
a
closing
of
achievement.
Gap.
AK
AK
And
then
this
next
graph
here
again
is
looking
at
Ninth
Grade
on
track
to
graduate
those
having
six
credits
or
more
at
the
end
of
their
ninth
grade
year,
and
this
is
broken
down
by
race
and
ethnicity
and
again
I
point
out.
There's
that
one
line
there,
where
it's
a
small
in
grip
or
small
size
of
group,
and
so
when
we
have
just
a
few
kids
that
don't
graduate
or
drop
out
from
the
programs,
then
that's
when
you
see
kind
of
that
variation
in
line.
E
I
had
a
question
about
two
slides
back
where
it
had
the
Avid.
You
know
there.
There
wasn't
a
score
for
the
last
two
years.
Is
that
because
it
the
line,
went
together
or
what
was
up
with.
AK
That
that
actually
has
to
do,
because
when
we
were
in
CDL
they
will
not
report
our
data.
The
same
way,
I
will
tell
you
historically,
students
that
are
in
Avid
and
stay
in
Avid
throughout
their
educational
career,
outperform
other
groups
of
students.
We
just
don't
have
that
data,
because
Avid
itself
will
not
provide
us
data
when
we're
we
were
in
CDL.
Does
that
make
sense
yeah?
So
it
kind
of
looks
like
it
just
disappears
there
we
are
now
back.
E
The
last
comment:
I
I
know
we
keep
talking
about
like
the
going
up
and
down
of
the
numbers,
but
Hispanic.
The
percentage
of
students
that
we
have
that
are
Hispanic
is
huge,
and
so
that
number
has
actually
improved.
I
know
that
toshiko
did
like
her
study
and
then
had
came
up
with
different
models
of
supporting
our
English
language.
E
Learners
and
I
could
I,
don't
know,
I
can't
remember
what
year
that
study
ended
and
then
the
models
that
were
chosen
and
then
our
numbers
started
to
go
up
with
best
practices
being
implemented
in
our
schools.
So
I
think
that
shows
how
we,
our
Ells,
have
gone
up,
but
just
still
thinking
about
how
do
we
braid
funding,
not
not
just
ell
our
multilingual
Department
funding
but
SI
and
others
to
support
our
most
highly
impacted
students.
So,
in
addition
to,
instead
of
just
use
that
money
kind
of
thing,
thank
you.
M
B
A
Any
other
questions
from
the
board.
Thank
you
for
the
excellent
report.
We
appreciate
your
your
time
tonight
we'll
have
we're
going
to
move
on
to
items
for
Action
in
a
future
meeting
so
kind
of
our
first
readings.
The
first
thing
is
I
hope,
Chinese
Charter
School
renewal
and
then,
after
that,
we're
going
to
take
like
a
quick
break
of
the
board,
get
up
and
get
a
leg
stretch
and
then
we'll
head
back
into
the
rest
of
the
agenda.
A
K
Oh
that's
helpful.
I
do
want
to
thank
you
guys
for
for
having
us
I
think
it's
our
relationship
with
you
is
very
important.
K
I'm
going
to
kind
of
skip
through
some
of
these
things
so
that
you
guys
can
go
to
the
restroom
I.
We
too
are
in
the
middle
of
strategic
planning
and
I
and
I
think
it's
and
in
the
middle
of
the
budget
process
and
in
the
middle
of
all
of
the
same
things,
it's
a
very
busy
time,
and
so
a
couple
of
the
things
that
that
I
wanted
to
share
with
you
is
that
part
of
our
planning
is
to
build
stronger,
Community
relationships,
and
that
includes
with
the
Beaverton
School
District.
K
The
most
important
part,
as
you
heard
from
our
parents,
is
to
look
at
the
long-term
Financial
viability.
That's
within
our
school
and
I
know.
The
question
was
asked
about
the
percentage
coming
from
the
district.
K
It
is
at
80
percent
right
now
that
is
a
law,
but
it's
a
minimum
that
it
can
be
paid
out
when
we
in
your
binder
or
in
our
letter,
it
shows
a
study
that
we
did
of
all
the
schools
and
what
percentages
all
the
schools
get
in
Oregon
and
you
should
be
able
to
see
some
are
getting
a
hundred
percent.
K
Some
are
getting
95,
some
are
getting
90,
so
so
we
just
want
to
maintain
our
rigor,
maintain
our
programs
and
I
think
the
most
important
thing
is
they're,
your
kids.
These
are
your
kids
they're
coming
to
you
when
we're
when
we're
done
with
them
and
they're
going
to
your
high
schools,
one
of
the
one
of
the
reasons
behind
kind
of
looking
at
the
90
percent
versus
the
80.
Is
we
actually
bring
people
to
the
district
and
you
get
that
money
for
those
students
we
get.
K
We
currently
have
52
students
that
are
with
us
from
outside
the
district
and
the
Money,
Follows
them,
and
so
so
I
think
it's
it's
that
relationship
that
we
have
it's
kind
of
mutually
beneficial
and
so
I
I
do
want
to
continue
to
to
do
that.
We
want
to,
we
want
to
retain
our
teachers,
we
we
sometimes
like
the
we're,
never
going
to
be
at
100.
Beaverton
pays
our
teachers
very
well
one
of
the
best
in
the
district.
K
If
not
the
best
are
in
the
state,
but
we
do
want
to
be
able
to
pay
them
a
good
wage,
and
so
that's
the
other
piece
that
that
I
know
you
heard
from
our
parents
we're
a
12
year
old
school
starting
started
in
a
church
with
40
kids,
and
now
we
have
375
students
K
to
eight.
Our
registration
was
just
over.
Today
we
have
50
slots
to
fill
and
we
have
210
registrations
to
fill
those
50
slots,
there's
a
need
they
want
to.
K
We
I
want
to
remind
you
that
all
of
our
students
about
only
about
70
percent
of
them
are
Heritage
speakers,
and
so
when
they
go
to
our
schools,
they're
all
learning
Chinese
together
and
then
they
go
out
to
we
had
14
kids
this
year,
go
to
ISB
I,
don't
know
why
they
keep
taking
our
kids,
but
before
they
get
to
middle
school,
but
but
they
are
at
ISB
and-
and
we
have
a
few-
it's
usually
that
break
between
fifth
and
sixth
grade,
where
we
lose
a
few
more
kids
and
than
usual
because
they
want
to
want
to
go
to
a
middle
school.
K
Let
me
just
make
sure
and
I'm
not
going
to
keep
you
here.
I
can
see
people
shaking
in
their
seats.
K
I
could
go
on
and
on
and
on,
but
but
I
think
that
it's
the
biggest
thing
is.
We
have
a
good
program.
We
have
a
a
model
program
for
language
immersion
and
just
as
I
was
enjoying
looking
at
your
data,
we
have
we're
in
the
99th
percentile
in
mathematics
for
all
the
states
that
give
the
state
tests
all
around
us
we're
in
the
top
one
percent
and
we're
in
the
top
five
percent
for
language
arts.
K
So
we
not
only
have
a
rigors
program,
but
our
kids
come
out
able
to
get
college
credit
in
Chinese
at
some
of
them
can
so
we
want
to
continue
to
partner
with
you.
We
want
to
continue
to
grow
with
you
guys
and
be
a
part
of
your
plans
for
the
future
and
next
time
I
will
be
better
aware
of
when
to
talk
and
but
I
worked
very
hard
on
this
speech.
K
A
M
M
A
AH
I
know
it's
like
you're
you're
doing
well,
you're
scaling
your
your
operations
by
over
10,
so
you
know
30
more
students.
Won't
that
help
you
with
more
margin
and
money
to
spread
out
for
all
teachers
when
you're
gonna.
You
know,
as
you
have
more
and.
AH
Because
maybe
you'll
hire
one
or
two
more
teachers,
but
you
know
250
000,
more
Revenue.
You
know,
you'll
have
extra
for
that
of
teachers
or
no
certainly.
K
Certainly
increasing
increasing
student
population
is
is
going
to
help
us
where
that
money
goes.
Hopefully
it's
always.
We
always
talk
about
teacher
wages
first,
and
so
we
we
hope
it
would
go
towards
that
right
now,
we've
grown
significantly
20
to
20
about
20
kids
per
year
and
next
year.
It's
about
the
same.
So
it's
not
much,
but
it
is
a.
It
is
a
start
and
we'll
take
every
penny.
K
We
also
have
private
programs
that
we
run
to
try
to
bring
in
funds
and
but
we're
out
of
space,
and
so
we
can't
expand
too
much
at
this
point
and
we're
kind
of
looking
around
and
we
thought
about
the
old
District
office
and
those
Portables
and
back
would
be
a
good
place
for
our
school,
but
but
I
guess
not
I'm
just
teasing.
No
okay.
Co-Locating
is
the
new
thing
with
with
drawing
down
you
know,
but
anyway
we
we
we're
just
happy
to
be
here
and
happy
for
your
support.
K
C
Yeah,
thank
you
so
much
for
our
report
for
your
presentation.
I
just
have
a
a
quick
question.
You
mentioned
that
you
bring
students
to
the
district.
Can
you
expandiate
on
that
and
how
that
how
that
works?
How
do
you
bring
sedans
into
the
district.
K
Yeah,
that's
a
good
question.
We
because
we're
part
of
the
Beaverton
School
District
we
bring
in
students
from
all
over
the
district,
but
we
also
as
a
charter
school,
are
able
to
take
students
from
anywhere.
They
don't
have
priority.
But
right
now
we
currently
over
the
years
have
we've
got
52
kids
in
the
school
from
outside
the
district.
K
Some
come
from
Lake
Oswego,
some
come
from
Portland
some
come.
They
drive
from
all
over
and
so
out
of
the
registered
200
that
we
have
now
45
of
those
are
from
outside
the
district.
So
if
they
all
got
in
that
would
be
about
a
hundred
kids
from
outside
the
district,
so
I
think
I
figured
it
out.
It
was
about
650
000
with
for
the
current
kids.
We
have
in
the
district.
K
If
I
had
my
numbers
right,
but
that's
what
I
mean
they're
just
outside
District
people
we
have
Hillsboro,
we
have
Forest
Grove.
We
have
all
kinds
of
folks.
B
AK
K
K
B
M
E
I
I've
heard
from
multiple
community
members
and
from
our
some
of
our
Chinese
Community
leaders
of
the
importance
of
Hope
school
and
just
wanted
to
thank
your
staff
and
everybody
for
all
the
work
and
for
the
not
only
the
bringing
up
more
multi-lingual
students,
but
also
multi,
like
they
have
a
good
understanding
and
of
just
being
together
and
supporting
cultural
diversity
as
well,
so
I
think
there's
that
richness
not
only
of
language
but
also
the
cultural,
just
elevating
culture
in
our
Chinese
culture.
So
thank
you.
K
You're
welcome
I,
think
that
that
was
part
of
my
speech,
actually
the
importance
of
of
that
Global
fluency,
which
which
starts
with
diversity.
We've
got
people
from
Nigeria
people
from
Ukraine
people
from
Russia
people
from
all
different
countries
at
the
school
now
and
most
of
them
are
trilingual,
but
but
it
is
a
great,
a
great
place
for
kids.
So
I
appreciate
that
comment
and
we'll
relay
that.
K
A
A
Now,
coming
back
into
the
session
for
the
school
board,
I
know
it's
been
a
late
night
and
I
want
to
take
a
moment
to
appreciate
our
students
and
staff
and
teachers
who've
hung
in
there
to
be
with
us.
We
are
going
to
move
an
item
forward.
The
World
Language
curriculum
adoption,
we're
going
to
move
that
up
so
that
we
can
hear
from
toshiko
and
the
amazing
folks
in
front
of
us
right
now.
AL
Thank
you
so
much
for
moving
this
up.
We
totally
appreciate
it.
We
have
a
couple
teachers
here
and
a
student
that
need
to
get
to
school
tomorrow.
So
thank
you
so
much
good
evening
board
chair,
Colette
superintendent,
balderas
board
member
Staffing
Community.
We
are
excited
to
be
here
today
to
present
in
our
world
language
adoption
next
side.
Please,
for
this
particular
adoption,
we'll
be
focusing
on
world
language
courses.
We
currently
offer
such
as
French
Spanish,
Mandarin,
Chinese,
Japanese
and
American
Sign
Language.
AL
To
provide
some
context.
The
definition
of
World
Language
has
shifted
as
a
result
of
the
access
to
linguistic
inclusion
act,
a
law
that
was
passed
in
the
2021
legislative
session,
World
Language
is
now
defined,
which
we're
really
excited
about
as
any
language
other
than
the
student's
primary
language
to
include
sign
language
and
Heritage
languages.
Previously
the
definition
excluded
sign
language
and
Heritage
languages
and
a
defined
World
Language
is
a
language
other
than
English.
So
now,
English
is
included
in
that
World
Language
definition,
which
is
more
asset
based
next
slide.
AL
Please
the
last
World
Language
adoption
was
in
2011
and
since
then,
research
surrounding
language
acquisition
has
led
to
new
and
Innovative
practices
that
promote
a
Global
Perspective,
where
languages
taught
through
meaningful
context
and
practical
application.
Next
slide.
Please
a
project
team
was
appointed
by
the
school
board
during
the
21-22
school
year,
with
the
charge
of
identifying
best
practices,
aligning
the
targets
and
the
standards
and
then
making
recommendations
for
for
an
adoption,
which
is
what
brings
us
here
today.
AM
Thank
you.
My
name
is
Carol
batasad
and
I
am
a
former
Spanish
teacher
at
our
high
schools
and
I
am
currently
a
tosa
at
the
multilingual
department
and
in
front
of
you.
You
have
the
slide
that
shows
the
link
to
the
project
team
landing
page
on
the
BSD
website,
so
you
have
access
to
our
qcc
process
and
my
role
in
this
the
past
couple
of
years
has
been
to
facilitate
our
Cadre
meetings,
as
well
as
our
project
team
meetings
and
also
facilitate
the
roll
out
of
PD
as
we
move
forward.
AM
So
you
also
have
been
given
a
flip
book
that
has
all
the
documentation
of
the
qcc
process
that
we've
been
through
the
last
couple
of
years,
so
that
is
there
for
you
to
view
the
slides
that
you're
going
to
see
next
in
the
slides
that
my
colleagues
and
Caleb
are
going
to
walk
you
through
have
screenshots
and
images
of
documentation,
that's
included
in
the
flipbook.
So
it's
going
to
look
small
on
the
screen,
but
know
that
you
do
have
access
to
those
documents
and
the
full
size
of
the
text.
AM
So
you
can
view
those
as
needed.
So
I
think
it's
perfect.
That
Caleb
is
sitting
here
in
the
middle
of
the
five
of
us
right
in
the
center,
because
all
of
this
work
has
truly
been
with
our
students
at
the
center
and
I'm
excited
to
have
Caleb
here.
As
our
student
representative
for
our
project
team,
yeah.
AN
AN
We
met
monthly,
we
reviewed
what
the
Cadre
was
doing
and
we
provided
our
own
suggestions
and
I
personally
really
enjoyed
the
opportunity
to
learn
more
about
current
best
practices
within
language
learning
and
language
teaching,
as
well
as
realizing
the
power
and
value
of
my
own
voice.
As
a
student
and
I'm
really
excited
to
see
how
the
new
curriculum,
which
we
have
chosen,
could
Inspire
and
Empower
all
of
the
BSD
students
in
their
language
learning
Journey
next
slide.
Please.
AO
AO
AO
AO
AO
This
project
led
to
a
careful
crafting
of
the
both
the
World
Language
best
practices,
which
you
can
see
on
the
right
hand
side
there,
as
well
as
the
World
Language
adoption
position
paper,
which
you
can
see
on
the
left.
Both
of
those
are
links
that
you
could
read
in
more
detail
and
I
found
this
process
personally
to
be
very
helpful.
AO
In
my
own
language
teaching,
it
was
a
great
opportunity
to
to
grow
and
and
and
learn
more
as
a
as
a
teacher
both
of
these
documents,
and
particularly
the
position
paper
sort
of
summarized
our
the
cadres
position
to
create
a
commitment
to
Equitable,
culturally
Rich
research-backed
globally,
relevant
language
education
for
all
of
our
students
and
from
that
kind
of
basis,
in
philosophy.
If
you
will
or
in
solid
research,
we
then
began
to
look
at
the
different
textbooks
that
were
available.
AO
So
in
French
there
were
really
only
two
or
three
that
were
available
in
Spanish
I.
Think
about
the
same
I
think
Mandarin,
maybe
only
one
or
two
Japanese
I
think
only
had
one
and
ASL
only
had
one.
So
the
the
the
choice
wasn't
actually
really
that
huge,
but
we
were
able
to
kind
of
narrow
it
down
and
then
had
a
process
for
coming
to
a
decision.
So
I'm
going
to
let
Mary
Alice
talk
about
that.
AP
Hi
everybody,
my
name
is
Mary
Alice,
Tillis
and
I
teach
Spanish
at
Southridge
23
years
and
I
was
so
excited
to
be
part
of
the
pilot
team.
There
were
23
of
us
representing
all
of
the
comprehensive
high
schools
in
two
of
our
middle
schools,
and
we
were
able
to
gather.
Oh,
maybe
next
slide.
AP
Please
there's
the
list
of
all
of
the
teachers
that
were
involved
and
we
were
able
to
gather
information
both
from
students
and
teachers,
from
surveys
and
interviews,
my
students
and
I
loved
the
textbook,
we're
recommending
to
you
tonight
and
so
I'm
really
excited
to
share
some
of
my
personal
experiences
that
we
had
with
it.
AP
AP
The
technology
is
very
intuitive
everything's
online,
easy
to
use
Easy
to
access
through
canvas
the
audio
and
video
materials
they
have
to
offer
are
very
rich
and
authentic,
and
the
students
can
access
it
at
home
from
online,
so
everything's
hyperlinked,
again
very
easy
to
access
the
activities
in
the
textbook
and
then
for
practice
for
the
students
are
very
comprehensive
for
Reading
Writing
listening
speaking
culture,
the
assignments
could
be
Auto
graded,
so
students
can
get
immediate
feedback
on
their
practice
and
we
set
goals
in
class
for
80
or
higher.
AP
They
would
do
multiple
opportunities
whatever.
What
have
you?
The
another
favorite
activity
that
we
did
in
class
is
called
partner
chats
and
it's
sort
of
like
a
dialogue.
You
could
picture
it
a
b
dialogue,
but
they
film
themselves
and
it's
like
a
FaceTime
conversation,
so
kids
have
fun
practicing
and
then
finally
recording
and
sending
their
recording
and
truly
really
fun
to
watch
and
grade
as
well,
and
then
the
video
components
that
they
have.
We
especially
like
there
are
three
different
types.
AP
One
was
a
video
blog
and
it's
sort
of
tick,
tock
style,
really
relatable
for
the
kids
teenagers.
Talking
about
you
know
whatever
it
is
we're
learning
and
then
another
one
is
called
video
Mundo
and
it's
it's
more
a
realia.
So
it's
commercials
and
news
segments
and
things
that
are
really
happening.
That
also
relate
to
what
we're
studying
highly
engaging.
But
the
best
is,
this
part
called
the
news
and
cultural
updates
and
those
the
publisher
is
going
to
be
updating
in
real
time.
AP
So,
every
month
they
have
current
articles,
videos,
news
segments
from
actual
news
channels,
and
they
have
you
can
sort
the
activities
by
the
actual
standards,
which
is
the
direction
we're
headed
as
a
World
Language
team.
It
just
means
the
proficiency
level,
so
you
can
choose
the
proficiency
level
for
your
students
and
there
are
pre
activities
during
viewing
activities
and
post
viewing
activities
to
help
with
comprehension.
AP
Just
super
rich,
really
exciting
and,
like
I,
said
they're,
going
to
be
updating
those
in
real
time
and
lastly,
I
would
say
that
what
I
noticed
about
this
particular
book
was
that
it
definitely
aligns
with
everything
we're
talking
about
right
now
in
World,
Language
and
Beaverton
School
District,
and
that
is
the
actual
standards.
The
proficiency
levels
that
I
mentioned
and
then
also
the
the
textbook
is
designed
by
the
three
communication
modes,
which
is
another
instead
of
we
used
to
grade
by
Reading
Writing
listening
speaking
next
year.
AP
It's
going
to
be
the
three
communication
modes
and
the
textbook
is
already
set
up
that
way.
Assessments
activities
Etc
so
really
easy
for
teachers
to
get
on
board,
I,
think
and
then.
Lastly,
the
the
textbook
also
did
a
great
job
of
of
showing
us
where
the
IB
and
AP
themes
are
presented
in
the
text.
So
some
of
the
schools
in
our
district
are
IB
schools.
Some
are
AP
schools,
and
that
is
that's
going
to
be
easier
for
teachers
too,
to
see
how
they
can
align
there
their
curriculum.
AM
Thank
you,
I'll
jump
in
here,
okay,
and
we
also
were
able
to
have
a
couple
of
community
input
or
public
reviews.
So
the
first
public
review
that
we
did
was
a
fully
digital
public
review,
so
it
began
with
reading
through
our
position
paper
and
reading
through
our
best
practices
and
then
looking
at
the
different
curricula
that
we
were
also
looking
at
as
a
Cadre,
so
that
our
community
could
also
provide
feedback.
AM
AL
So
I
get
the
fun
part.
We
would
like
to
just
acknowledge
the
incredible
effort
and
contribution
of
our
world
language,
Cadre
members
and
all
the
teachers
that
have
piloted
the
curriculum,
as
well
as
the
commitment
and
thorough
review
of
the
World
Language
project
team,
including
our
students,
our
teachers,
parents,
committee,
members,
tosas,
administrators
and
board
member.
AL
We
would
could
not
have
reached
this
point
in
the
adoption
process
without
their
significant
investment
of
time,
their
passion
really
and
their
dedication
to
this
work
would
like
to
also
thank
our
toastas
for
putting
in
all
the
hours
to
get
this
adoption
to
this
point
right
now.
The
teachers
that
are
here
presenting
and
our
awesome
awesome
student
representative,
he
has
been
to
all
of
our
project
team
meetings
and
I-
have
just
left
almost
every
project
team
meeting,
just
so
inspired
by
his
incredible
knowledge
and
his
intelligence.
He
asked
us
and
challenged
us.
AL
It
asks
us
really
great
questions
and
challenged
us
throughout
this
process
and
so
Caleb.
Thank
you
so
much
and
thank
you
to
dear
mom
for
being
here
today
and
for
supporting
you.
AN
On
the
next
slide,
please
thank
you,
so
be
it
resolved
at
the
school
board
direct
the
superintendent
to
adopt
curriculum
for
World
Language
as
follows:
ASL
Don
sign
press
signing,
naturally
Japanese
Chung
and
sway
adventures
in
Japanese,
Mandarin,
Chinese,
Vistas,
new
Journeys,
Spanish
and
French
Vista,
Higher
Learning,
and
readers
and
classroom
libraries
for
all
languages.
In
addition
to
these
recommendations,
the
project
team
has
expressed
the
importance
of
and
the
need
to
provide
ongoing
professional
development
for
World
language
teachers
on
the
latest
research
supporting
best
practices
for
World
Language
instruction.
AN
E
In
this
committee
and
I
know,
we
looked
at
what
the
requirements
are
for
curriculum
adoptions
and
made
sure
that
we
that
had
addressed
all
of
those
pieces,
and
there
was
a
lot
of
learning
happening
all
through.
So
thank
you.
One
question
I
hadn't
thought
about
was
around
where's
the
money
for
the
professional
development
going
to
come
from
is
that
already
included
in
the
in
the
in.
AI
To
create
with
the
Strategic
plan
as
the
guiding
really
The
Guiding
instrument
to
determine
what
development.
AI
M
AL
Okay,
thank
you.
Yeah
I
would
just
add
that
the
beauty
of
adding
World
languages
under
mlds
that
were
able
to
actually
align
professional
development
because,
as
you
know,
for
second
language
acquisition,
a
lot
of
those
strategies
overlap,
and
so
you
actually,
as
a
district,
can
save
a
lot
of
money
by
you
know
adding
profession,
World
language
teachers
to
to
our
existing
professional
development.
So
that's
also
another
savings
for
the
district.
Okay.
Thank
you.
C
Hi,
thank
you
so
much
everyone,
great
job,
Caleb
great
job,
presenting
sorry.
We
captured
this
late.
So
my
question
is
you
have
ASL
Japanese,
Mandarin
and
Spanish?
Do
you
plan
to
add
additional
World
languages
to
to
your
portfolio,
and
is
that
I
mean?
Is
that
something
that
you're
looking
you're
planning
to
do
at
some
time
in
the
future.
AL
When
we
are
looking
at
our
dual
language
expansion,
we
are
also
considering
Heritage
languages,
which
might
also
fall
under.
You,
know,
World
Language
and
it
might
impact
the
number
of
or
the
type
of
languages
that
we.
AK
M
B
Thank
you
for
the
work.
My
question
is,
you
know
we
are
in
a
community
which
has
so
many
different
languages,
97
different
languages
being
spoken,
but
we
also
have
a
budget
that
we
are
stretching
right.
So
when
we
is
there
like
an
estimate
when
we
adopt
a
dual
language,
that's
like
where
we
are
teaching
the
content
to
right,
as
opposed
to
and
I
I
got
that
from
your
interview
at
OPB.
That
was
an
excellent
interview.
B
Gave
me
a
lot
of
information,
so
adopting
a
dual
language
seems
to
be
a
bigger
project
compared
to
adopting
a
Heritage
language
and
I.
Guess:
Dollar
Wise
it
it's
more
money
to
adopt
a
dual
language
than
a
Heritage
language.
Wouldn't
that
be
right
in
that.
AL
I
think
it's
just
about
being
strategic.
So
for
dual
language,
for
example,
if
you
do
a
strand
program,
you
need
so,
for
example,
if
it's
an
Elementary
kindergarten,
if
you
offer
two
sections
of
kindergarten
and
two
sections
of
in
Chinese
Mandarin,
for
example,
and
then
two
sections
in
English,
you
still
need
teachers
that
teach
kindergarten.
It
just
so
happens
that
those
two
sections
are
being
taught
in
in
Chinese
and
English.
So
there's
not
really
an
added
cost
to
that.
It's
just
a
number
of
students
that
are
interested
in
in
taking
that
language.
AL
So
as
far
as
dual
language,
there
shouldn't
be
an
added
cost
to
running
a
program
except
for
curriculum.
You
know
any
hiring
anything
that
you
do
to
recruit.
There
might
be
added
cost
to
that,
depending
on
where
you
go
to
recruit,
but
as
far
as
the
cost
for
dual
language,
it's
more
than
mode
of
instruction,
the
professional
development
and
how
you
strategically
teach
teachers
to
weave
those
languages
in
there.
You
might
have
some
cost.
You
know
to
bring
cultural
elements
into
into
that
practice,
but
it's
very
very
minimal
and.
AL
B
A
All
right
we're
gonna
go
back
now
to
aligning
for
the
Student
Success
plan
with
Dr
Josh
Fritz
and
Dr
Heather
Cordy.
AI
Good
evening
again
for
this
portion
of
our
meeting,
we
have
the
opportunity
to
update
you
on
our
integrated
guidance
application
and,
as
as
you
all
know,
because
we've
been
in
conversations
about
about
this
recently
Oregon
school
funding
has
really
evolved
over
the
past
several
years,
with
schools
receiving
an
increased
portion
of
their
funding
through
a
series
of
Grants,
rather
than
through
traditional
increases
to
the
state
school
fund,
and
we
could
spend
a
lot
of
time
talking
about
all
of
that
and
and
what
that
means
in
in
a
school
district.
AI
But
tonight
what
we're
going
to
focus
on
is
what
Oregon,
Department
of
Education
or
ode
is,
is
now
doing
to
combine
six
of
those
grants
and
those
six
grants.
Just
as
a
reminder.
Our
high
school
Success,
which
we
often
refer
to
as
major
98
student
investment,
account
continuous
Improvement
planning,
Career
and
Technical
education,
everyday
matters
and
early
indicator
and
intervention
systems.
Those
are
the
six
Grant
programs
that
are
now
being
referred
to
under
this
overarching
umbrella
called
integrated
guidance.
AI
AI
There
is
a
timeline
that
is
linked
to
the
integrated
guidance
application
that
has
a
sharing
with
you
this
month
and
then
the
board
taking
action
next
month
at
your
board
meeting
and
and
that's
a
timeline
that
is
imposed
upon
us
and
and
ideally
we
would
be
able
to
have
that
process
occur
within
the
larger
budget
process
to
be
able
to
really
because
there
are
so
many
pieces
of
this
where
braided
funding
is
absolutely
in
play
as
we
fund
various
parts
of
our
work
in
various
initiatives.
AI
So
what
feels
like
needing
like
we're
needing
to
talk
about
a
portion
of
the
the
larger
picture
tonight,
as
we
talk
about
integrated
guidance,
but
knowing
that
is
one
piece
of
a
much
larger
picture
and
ideally
we'd
be
able
to
have
this
all
in
one
conversation,
to
really
paint
that
larger
representation
of
the
budget
process.
But
that
is
not
the
case
so
just
important
to
remember
that
as
we
enter
into
these
conversations,
I
also
want
to.
AI
So
we
talked
a
little
bit
about
the
the
timing
and
the
process
this
month
and
then
next
month's
board
meeting
and
I
really
want
to
appreciate.
Dr
Josh
Fritz,
who
has
taken
the
lead
and
is,
is
leading
our
team
on
this
effort,
which
has
been
very
time
intensive,
very
stakeholder
involvement,
heavy
as
it
should
be,
and
I
want
to
appreciate
you
for
that,
and
with
that
turn
it
over
to
Dr
Fritz.
AK
AK
AK
AK
Foreign
already
mentioned
them,
but
these
are
the
six
grants.
High
School
Success,
our
student
investment
account.
Those
are
two
probably
the
biggest
for
us
around
financially
what
we
receive
from
the
state,
continuous
Improvement
planning.
There
are
no
funds
that
come
with
that,
but
that
is
a
piece
that
districts
are
required
to
do
annually
that
actually
goes
away.
This
is
in
place
of
the
continuous
Improvement
plan.
AK
The
other
three
are
are
Career
Technical,
educations
or
Perkins.
Grant
that
really
has
to
do
with
Career
College
ready.
Our
everyday
matters
is
around
attendance.
There
are
no
funds
tied
to
that,
but
again
we're
required
to
embed
that
into
this
process
and
then
early
indicator
intervening
systems
very
small
amount
of
money.
That
comes
with
that.
AK
So
we
started
out
in
September
of
this
past
fall
working
and
the
first
charge.
Every
district
is
required
to
have
a
planning
committee
and
the
role
of
that
planning
committee
was
really
to
identify
who
were
our
key
stakeholders
to
develop
a
plan
for
engaging
those
stakeholders.
We
went
through
a
comprehensive
needs
assessment,
beginning
with
looking
at
data
and
we're
going
to
look
at
some
of
that
here
this
evening
and
then
from
that
assessment,
using
a
district
Equity
lens
I
will
say
that
was
the
one
place
we
were
ahead
of
the
curve.
AK
We
already
had
an
equity
lens,
so
we
didn't
have
to
go
through
a
process
of
adopting
that,
but
also
that
team
then
really
assists
in
the
application
process.
Many
of
you
have
seen
kind
of
a
draft
of
that
which
is
about
28
pages
long
I
will
say
there
are
many
many
folks
that
have
been
part
of
writing
that
and
Gathering
the
necessary
pieces
for
that
next
slide
up
there
on
the
slide
are
all
of
our
planning
team
committee
members
and
what
and
again
I'm
not
going
to
recognize
all
of
them.
AK
I
would
have
if
they
were
all
still
here
with
us
this
evening,
but
many
of
them
have
now
gone
home.
What's
important
to
notice
is
that
these
are
folks
that
have
been
coming
together
since
September
every
Thursday
afternoon
to
do
this
work
and-
and
that
group
is
really
representing
a
wide
variety
of
voices
in
the
district
elementary
middle
high
within
that
all
of
the
various
kind
of
departments
and
vocal
groups
within
the
district.
AK
This
is
one
of
my
favorite
slides
from
ode.
They
call
it
the
easy
12-step
process
yeah,
you
all
laugh.
We
are
on
step
11..
So
here
we
are.
We
are
actually
checking
our
plan
at
this
point.
So
since
September,
you
can
see
all
of
the
multiple
steps
that
we
have
gone
through
to
even
arrive
at
the
point
of
being
able
to
say
to
our
community
and
to
you
as
a
board.
AK
Here's
a
draft
plan
that
we
believe
meets
the
needs
of
our
community,
and
here
we
are
then
checking
that
plan
with
our
community
with
you
before
our
required
submission
date.
Submission
opens
March
1st
and
we
are
required
to
submit
by
the
end
of
March
failure
to
do
so.
We
miss
out
on
these
grants
all
of
these
Grant
funds
for
the
next
four
years.
AK
Our
planning
process,
as
already
mentioned,
we
are
required
to
use
an
equity
lens,
so
that
was
the
one
thing
as
we
all
came
together
in
September,
we
were
like.
Oh
okay,
here's
one
thing
we're
not
behind
on.
We
have
this
in
place
and
we
were
really
able
to
lean
on
that.
We
also,
then,
thinking
about
Community
engagement.
AK
What's
the
breakdown
ethnicity
wise
within
that
gender,
wise?
How
many
students
actually
stay
with
those
Pathways?
So
there's
many
many
things
that
we
have
had
to
look
at
and
then
also
doing
a
deeper
dive.
I
would
call
it
on
our
focal
groups,
which
is
really
some
of
those
groups
of
students
that
historically
not
have
a
voice
in
systems
such
as
public
school
districts
and
then
within
that,
coming
up
with
outcome,
strategies
and
activities
over
the
course
of
the
next
four
years
next
slide.
So
there's
our
Equity
lens.
AK
Well,
you
know
when
we're
thinking
about
how
we're
making
sure
that
the
voice
of
this
group
or
that
group
of
these
students
are
being
hurt
next
slide,
some
of
the
community
engagement
pieces
that
we
did
as
I
call
this
the
highlights,
because
we've
done
so
many
different
pieces
to
make
sure
that
the
voices
are
all
being
heard.
Is
we
had
superintendent
listening
sessions
where
we're
actually
doing
demographic
cards
to
gather
information
about
who
was
there
and
of
those
folks
that
were
there
who
are
they
representing
as
their
students?
AK
Similarly,
with
the
superintendent
coffee
chats,
we
were
doing
demographic
cards,
we've
had
the
strategic
planning
events
most
recently,
four
groups
of
very
diverse
voices
in
the
room
really
talking
about
research-based
strategies,
and
how
do
we
move
the
work
forward
with
our
students?
We've
done,
surveys
which
involve
students,
parents,
faculty
staff
and
our
community
members.
AK
Our
multilingual
Department
did
some
amazing
multilingual
family
nights
where
there
were
actually
staff
that
spoke,
the
home
language
of
the
families
that
were
invited,
and
they
served
food
that
something
about
food
is
always
important
to
draw
families
in
had
Child
Care
different
ways
to
really
get
our
family
involved
into
sharing
what
they
felt
like
their
students
needed
to
be
served
best.
And
then,
of
course,
we
did
student
interviews,
which
is
my
favorite
piece,
was
interviewing
groups
of
students
with
some
very
open-ended
questions
and
just
letting
them
talk
and
hearing
what
they
had
to
say.
AK
AK
I'm
going
to
talk
a
little
bit
about
this,
this
is
one
of
the
areas
that
is
also
required
in.
Here
is
really
looking
at
our
Statewide
assessment
data,
and
this
was
one
of
the
pieces
as
we
looked
at
our
needs
assessment.
Is
our
our
literacy
levels,
our
reading
levels
of
our
third
grade?
Students
are
not
where
they
would.
AK
There
were
some
key
priorities
that
emerged
and
they're
here
is
continuing
to
prove
graduation
rates
for
all
students,
while
I
recognize
that
we
may
have
higher
graduation
rates
than
many
districts
in
the
state.
This
is
an
area
that
we
are
required
to
continue
to
work
towards
achieving
if
we
wish
to
receive
these
grants.
AK
One
of
the
other
key
themes
that
we
heard
loud
and
clear
across
every
group,
as
we
spoke
with
him,
was
about
class
sizes.
That
language
was
slightly
different
from
when
students
talked
about
that
versus
when
parents
or
staff.
But
we
heard
this,
it
was
totally
the
top
priority
in
every
group
was
reduce
class
sizes.
AK
Is
that
we
would
be
increasing
graduation
rates
for
all
students,
regardless
of
their
demographic
group,
continuing
to
close
that
achievement
Gap
and
that
every
student,
regardless
of
what
focal
group
or
demographic
group
that
they
belong
to,
that
they
would
report
an
increased
sense
of
belonging
at
school
and
again
there.
These
are
key
areas.
So
there's
five
areas.
AK
Really
it's
talking
about
graduation
rates,
CTE
rates,
rigorous
standards-based
learning
within
that
then
the
next
section
just
talks
about
the
proposed
plan
and
I
believe
that
all
of
you
have
had
a
chance
to
look
at
that,
and
so
in
the
interest
of
the
late
hour,
I'm
not
going
to
go
through
and
make
you
see.
All
of
that
I
do
want
to
highlight
this
slide
here.
AK
This
is
really
our
key
Investments
and
really
what
we
have
done
here
is
it's
not
a
drastic
change
from
the
Sia
plan
that
was
laid
out
last
time
around,
but
we
really
did
intentionally
also
think
about
some
of
the
things
that
have
been
built
into
the
district
supports
over
the
last
several
years
using
Esser
funds,
because
we
knew
that
those
Esser
funds
were
going
away.
We
have
a
one-time
opportunity
with
this
grant
to
build
in
anything
that
has
been
previously
funded
under
a
grant
to
consider
how
that
would
fit
into
this.
AK
Normally,
we
would
be
looking
at
what
are
New
Opportunities
So.
The
plan
is
not
vastly
different
than
what
we
have
been
doing
in
the
past,
but
these
are
the
key
proposed
Investments
and
then
within
that,
there's
always
a
dream
big
right.
So
if
you
look
at
the
the
data,
there
was
a
document
that
was
shared
with
all
of
you
that
have
that
budget
piece,
there's
an
additional,
tiered,
Tab
and
I
believe
there's
just
over
7
million.
That
was
the
dream
big.
AK
Don't
imagine
they're
going
to
give
us
seven
extra
million
dollars
a
year,
but
nonetheless
we
have
that
on
that
tiered
tab.
I
also
want
to
talk
just
really
quickly
about
the
definition
of
success,
because
this
is
very
different.
When
Sia
was
first
rolled
out,
it
was
kind
of
extra
funding
for
districts.
AK
Initially
there
was
this
idea
that
there
would
be
some
sort
of
measurement
to
measure
that
the
funds
were
being
used
accurately
and
successfully
and
the
pandemic
went
and
hit,
and
so
that
was
taken
away.
The
state
has
been
built
that
back
in
So,
when
this
plan
gets
approved.
Talking
then
asset-based
language.
Here
when
the
plan
is
approved
and
the
state
says
we
are
a
go-ahead
with
this,
the
state
will
actually
be
working
with
us
to
co-define
goals.
I
already
mentioned
around
graduation
rates.
AK
In
fact,
if
you
go
to
the
next
slide,
they
will
be
working
with
us
on
these
longitudinal
performance
growth
targets,
and
you
see
there
we
will
have
to
have
goals
set
around
third
grade.
Reading
proficiency
rates,
ninth
grade
on
track
rates,
regular
attendance
rates
both
are
four
year
and
five-year
graduation
rates
and
then
any
other
local
metrics
that
we
decide,
but
those
will
actually
be
co-designed
between
ode
and
the
district.
Our
planning
team
has
already
been
doing
some
initial
thinking
and
planning
around
that.
AK
For
each
of
those
area
there
will
be
three
goals,
so
it's
pretty
intensive.
So
there's
a
what's
our
Baseline
goal,
what's
a
stretch
goal
and
then
what
will
be
our
Gap
closing
goal
for
each
of
those
areas?
Districts
are
going
to
be
held
accountable
to
those
meaning
that
we
are
expected
to
meet
those
goals
or
there
may
be
the
risk
of
not
being
funded
in
a
future
cycle.
So
it's
just
a
piece
to
be
aware
of
that.
AK
We
will
be
building
these
in
when
we
get
to
the
point
where
the
plan
has
been
approved
and
there's
actually
a
Grant
application
saying
these
funds
are
coming
to
us
that
Grant
application
will
come
back
to
all
of
you,
I'm,
probably
in
June,
and
it
will
include
these
longitudinal
performance
growth
targets
and
at
that
point
then
you'll
be
asked
to
approve
those
growth
targets
as
well.
Okay,
next
slide,
which
brings
me
up,
which
brings
me
to
the
last
piece.
Well,
we
have
to
make
sure
that
this
is
submitted
by
March
31st.
AK
AK
Then
we're
in
what
I
call
the
hurry
up
and
wait
phase,
because
ode
will
be
reviewing
the
application
to
make
sure
that
it
is
what
they're
calling
sufficient
and
then
they're
actually
putting
together
quality
panels
made
up
of
public
citizens,
who
will
then
weigh
in
as
a
second
review
of
the
application,
and
we
will
probably
most
most
likely,
not
here
until
late
June,
whether
or
not
we
have
been
approved
for
these
funds
and
if
so,
what
those
co-facilitated
longitudinal
performance
growth
targets
are.
A
You
very
much
we
appreciate
the
thorough
presentation
foreign
next
up.
We
have
board
policy
revisions
and
Camellia
will
be
joining
us.
AE
So
we
have
three
policies
that
the
policy
committee
worked
on
to
bring
for
first
reading
at
this
meeting
before
we
dive
into
what
each
one
kind
of
what
what
the
changes
are
for
each
of
those
just
want
to
remind
folks
of
the
policy
drafting
key,
as
they
were
looking
at
it,
that
when
you
see
stuff
that
is
in
a
blue
font,
highlighted
in
yellow
that
is
required
language
changes.
So
that
means
there's
probably
been
a
change
to
the
statutory
language.
AE
It's
it's
the
legal
pieces
that
we
have
to
change
if
it's
just
blue
font
and
not
highlighted
those
are
changes
that
the
policy
committee
looked
at,
probably
came
in
the
form
of
the
model
policy
from
osba
and
we're
recommending
those
to
make
sure
that
we're
just
in
more
in
alignment
with
model
policy
and
then,
where
you
see
the
red
strike
through.
Obviously
that
is
our
old
language
that
we
are
proposing
to
remove.
AE
The
first
policy
that
we
are
the
committee
is
bringing
to
the
board,
for
consideration
is
board
policy
AC
the
non-discrimination
policy?
The
changes
in
there
are
pretty
minor
in
terms
of
what
what
we're
we're
looking
at.
We
added
a
footnote
within
that
policy
to
expand
the
definition
of
race
that
came
from
a
house
bill
that
passed
I,
believe
it
was
in
2019.
AE
It
also
cleans
up
the
legal
references
and
there's
some
alignment
of
language
in
there
to
align
with
the
osba
model
policy
and
I
will
take
a
pause
in
between
each
of
them.
So
that
way,
if
there
is
any
feedback
or
questions
about
the
policy,
then
I
can
answer
those.
AE
The
next
policy
that
we're
bringing
is
policy
GBA,
which
is
the
Equal
Employment
Opportunity
policy,
that
changes
that
have
been
recommended
in
here
are
that
there's
been
some
legal
changes
to
expand
the
list
of
protections
around
equal
employment
to
include
pregnancy,
childbirth
and
any
related
medical
conditions,
as
well
as
an
employee's
service
in
the
military
military
service,
is
now
protected
in
in
terms
of
an
unlawful
employment
practice
to
discriminate
against
folks
related
to
that.
AE
Okay,
the
last
one
that
we
are
bringing
agab
restraint
and
seclusion.
This
is
probably
the
most
dramatic
change
on
paper
in
terms
of
just
seeing
all
of
the
highlighted
language
in
2019,
Senate,
Bill
963
passed
and
was
a
lot
of
extensive
work
around
the
definitions
for
restraint
and
seclusion
as
well
as
redefining
sort
of
when
those
can
be
used
and
all
of
those
pieces,
the
language
that
the
committee
looked
at
and
that
we're
moving
forward.
AE
This
is
all
pretty
much
derived
directly
from
the
statutory
language,
because
it
is
it's
so
regimented
in
terms
of
the
definitions
and
what
you
need
to
have
in
policy.
So
I'm
happy
to
answer
questions
about
any
of
that
language.
It
has
been
vetted
by
our
special
education
department,
so
not
just
my
eyes
and
the
committee
size,
but
also
special
education.
U
C
AE
No,
it
wouldn't
it
wouldn't
be
a
committee
we
just
we
have
had
this
policy
looked
at
by
our
special
education
director
so
that
they
are
putting
their
eyes
on
those
specific
legal
changes
that
that
are
being
proposed
and
and
most
of
the
language
like
I
said,
is
we
don't
have
a
lot
of
leeway
with
it
because
it
is
taken
directly
from
the
statutory
changes?
Okay,.
C
AE
That's
a
great
question:
you
gonna.
What
I
would
assure
you
of
is
that
they
have
already
been
doing
training
to
these
new
restraint
and
seclusion
guidelines,
since
they
were
passed
in
2019,
Danielle
Hudson
and
her
team
and
Kelly
RAF
they've.
They
have
already.
We
already
have
that
training
embedded
for
our
staff
on
all
of
those
updates
and
changes.
We
now
need
to
get
our
policy
up
to
date,
so
it
reflects
what
we're
doing
in
our
buildings.
M
A
You
Camellia
I
appreciate
your
work
on
that:
okay,
we're
now
in
action
items
and
the
first
action
item
is
approving
the
Northwest
Regional
ESD
service
plan.
Do
I
hear
anyone
moving
to
adopt
the
approval
of
the
Northwest
Regional
ESD
service
plan.
A
The
motion
has
been
properly
moved
and
seconded
to
approve
the
Northwest
Regional
ESD
service
plan.
Are
there
any
questions
or
comments
from
the
board
great?
Then
we
will
move
to
a
vote
board
members.
Please
answer
with
I,
nay
or
abstain
when
I
call
your
name
Karen
Perez,
I,
Eric,
Simpson,
aye,
Sunita,
Garg,.
B
A
Uganda
and
Anaya
hi
Becky
timchuk
aye,
Tom,
Colette
I
and
the
motion
passes
unanimously.
We
now
move
on
to
the
approval
of
the
2023
legislative
priorities.
I
I
move
that
we
approve
the
school
board
legislative
priorities
for
this
year,.
AH
I
A
B
A
Uganda
aye
Becky,
timchuk,
aye,
Tom,
Colette
I
and
the
motion
passes
unanimously.
We
now
move
to
the
approval
of
board
policy
revisions
and
we're
going
to
take
these
one
at
a
time
because
I
think
that's
how
they
came
in
the
packet.
So
no
group,
okay,
we're
going
to
approve
all
of
the
board
policy
revisions.
As
a
group,
then
so
do
I
hear
a
motion
to
adopt
the
or
to
approve
the
the
board
policy
revisions
in
total.
J
Think
we
had
a
late
night
email
from
a
group
with
questions
regarding
our
expulsion
board
policy
and
really
the
board
policy
really
has
to
do
this
in
front
of
the
board.
For
tonight.
That
we've
had
for
about
a
month
is
regarding
gendering
and
also
the
defining
Student
Records
I.
J
Think
the
concern
from
the
community
group
really
has
to
do
with
more
of
the
procedures
around
expulsions
and
it's
something
that
we
are
going
to
be
entertaining
next
month
at
a
board
study
session,
that
you'll
get
more
information
in
terms
of
process
procedure
and
more
details
about
about
expulsions,
which
we
don't
do
very
often
in
our
schools
and
something
that
we
it's
a
it's
a
it's
a
last
resort
for
for
our
students.
So
we'll
get
more
information
at
a
study
session.
J
That's
been
planned
for
some
time,
led
by
Heather's
team,
Dr
Courtney's
team
for
next
month,
but
again
for
tonight,
for
this.
For
this,
for
this
action
item
has
to
do
with
gender
ungendering
language
in
terms
of
yeah
and
also
Define,
the
Student
Records.
So
I
think
the
parent
group
had
a
more
of
a
procedural
concerns
that
we
will
be
addressing.
Next
month,.
E
Yeah
I
think
it
was
kind
of
pointing
out
the
pieces
that
the
policies
kind
of
help
us
stay
in
line
with
law,
the
state
laws
and
then
the
ARs
are
what
help
us
or
the
staff
put
together
to
help
us
implement
the
policy.
So
I
think,
like
Dr
baldero
said
where
the
board
I
know.
Uganda
and
multiple
people
have
asked
to
talk
about
behavior
and
those
pieces,
and
so
we
have
that
study
session
coming
up
and
then
we
also
have
like
State.
E
Every
student
belongs
where
we
had
a
committee
that
looked
at
hate
and
bias
in
our
policies
around
and
how
we
would
support
students
and
again
that
was
a
committee
that
looked
at
it
with
multiple
people
from
the
community
and
staff
to
develop
a
policy.
But
then
the
staff
became
came
together
to
put
together
the
ARs
and
the
complaint
forms
and
all
those
pieces.
So
it's
kind
of
similar
to
that.
A
Any
other
questions
and
comments
from
the
board:
okay
board
members
answer
with:
oh:
oh
sorry,
ugana.
C
I
just
want
to
mention
that,
in
addition
to
what
Dr
balder
has
already
said,
just
legendary
coming
to
members
out,
there
know
that
we've
heard
your
voices
we've
seen
all
the
letters,
the
emails
that
you
sent
and
it's
important
that
we
keep
hearing
from
you.
It's
important
that
we
keep
getting
your
feedback
and
your
perspective.
We
are
not
ignoring
that,
but
tonight
we
will
be
voting
on
the
updates
to
the
language
of
the
policies
as
mandated
by
law.
C
So
it's
by
no
means
an
ignorance
or
ignominy
of
your
thoughts
and
of
your
positions
or
your
opinion
just
know
that
we
have
had
them
and,
as
Dr
Bader
said,
we'll
be
discussing
those
in
details
in
a
in
a
nanow.com
session.
Thank
you.
M
A
Great
board
members
answer
with
I
n
a
or
abstain
when
I
call
your
name:
Karen
Perez,
I,
Eric,
Simpson,
aye,
Sunita,
Garg,
aye,
Uganda
and
Anaya.
C
A
Becky
Tim
Chuck
aye,
Tom,
Colette
I
and
the
motion
passes
unanimously
Now's
the
Time
for
communication
from
board
members.
Anybody
have
any
Communications
for
us.
M
E
Was
able
to
go
to
the
participate
with
many
of
our
staff
members
at
the
coffee
chats
before
the
snow
apocalypse
and
I
just
wanted
to
thank
our
staff
for
being
there
I
think
for
our
community.
Those
are
really
amazing
spaces
to
come
and
voice
your
questions
and
ideas,
and
really
you
have
a
full
room
of
our
cabinet
there
to
answer
you
and
to
help
address
any
issues
that
come
up
so
I
wanted
to
thank
our
staff
for
being
there
just
wanted
to
say
that
thanks.