North Clackamas School District
Mark Pinder
Principal
MILWAUKIE HIGH SCHOOL
11300 SE 23rd Ave. · Milwaukie, Oregon 97222-7795
503-353-5830 · Fax: 503-353-5845
Amy Busch
Assistant Principal
Shirley Huyett
Assistant Principal
Michael Ralls
Assistant Principal
Tim Taylor
Assistant Principal
Site Council
April 13, 2009
Present:
Noah Hurd, Amy Busch, Yvonne McVay, Ken Blacksmith, Emily Burton, Mark Pinder, Brian
Durhkoop, Michael Ralls, Serena Mills, Jordan Entrikin, and Autumn Krumm
II. Norms Agreed On By Group:
1. Start-stop meetings on time.
2. Allow discussion and adequate reflection time.
3. Stay focused on topics relevant to site council.
4. Honor divergent opinions.
5. Save time to propose future agenda items.
6. Provide a week’s notice if meetings are changed or cancelled.
1. Medical van update—Michael Ralls
 The procedure: Send students you would like to refer to Rebecca Witherow in the main
office. She will make appointments for them with the van.
 The van is fully equipped with medications, and the medications it doesn’t have it can
write prescriptions for.
 The van does not have optometry services, but it can refer students to places for these
services.
 There is a Spanish/ English speaking staff member on the van.
2. Next Steps Workshops and SSE Preview for NCSC Juniors, April 7th at Clackamas HS.
Share-out:
 General perspective was that it was pretty organized. There is still concern about how
many seniors don’t have their work samples done by this time of the year. Mark will bring
to the next staff meeting the idea that students should have more done by the end of their
sophomore years. He is engaged in sending letters to parents whose students will not be
walking at graduation.
 It was remarkable many MHS juniors showed up at Clackamas without their schedules.
There initially did not seem to be an adequate backup for them. Mark stated that this is a
culture that we need to change. Clackamas and Putnam each had a handful of kids that
showed up without a schedule. There were 100+ Milwaukie students without schedules,
and they had been handed out to them just 2 days previously.
 Several ideas:
o Could the Jrs, on that day, do work samples instead of going to this “future” day.
o Not get to go to prom.
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o Our student members when asked said those would be an incentive, but many
don’t care about any of those things.
o Although work samples should be done in class, for example, there is not that
much emphasis on taking science classes after sophomore year, so difficult to
complete science work samples after then.
o Benchmark work samples each year as we go along.
Things going right: how coordinated are we in our communication starting with freshmen.
Stats say that if freshmen pass all classes, there is a 90-95% chance they will graduate.
(Our current graduation rate is 85%)
Also, report was made about our senior students presenting for SSE on that day, in our
building.
3. Learn Strong Report:
 Jordan & Autumn, our student members, were asked about the effectiveness of the ice
cream socials and candy rewards, etc.
 Ongoing question: What are we doing in a systemic way to shift our culture? We have
been asked to be a part of a dissemination grant to study and look at a class 2 years in a
row (sophomores & juniors). It is a comprehensive study of factors of our school, a
thorough vetting of demographics and what that means. It also includes perceptions of
students, staff, parents, etc. What are the things we do here and how? A team was
formed and spent two days going over test scores, grades and other learning data. It is a
process. Questions considered: How can we get more focused on freshmen? Do we give
them a study hall? Do we put a full FTE into it? Or do we have a curriculum where the
science teacher is responsible for some of it, the LA teacher responsible for some of it,
etc. Another area of needed learning: who teaches students how to look up their records
and grades?
 Structural changes are being proposed for next year, maybe a little ambitious. Already we
are telling incoming freshman, if you are not at a certain level for reading & math, you
need this additional class. There are student needs in other areas, and again students do
not know graduation requirements or how to look them up. Idea: This could be posted on
the District website.
 Jordan & Autumn at Learn Strong meeting yesterday. Talking about the needed culture
shift, asked about their impressions of the current culture. “Getting a D is fine”. Autumn
think that is accepted overall. Jordan said, as a freshman, his friends shot for a D that
was their goal, but now they, are mad at themselves. As they are looking at colleges,
which don’t accept D’s, they realize they could have done better. He remembers hearing
“3.5” from councilors, but his friends thought could make it up later. Autumn was asked
and answered that in Middle School, they didn’t really talk about GPA. These two
students check grades every other day. The biggest problem with ESIS, students don’t
know where to get their logon and password, and not all teachers know where to direct
students to get it.
4. Committees
A. Functioning PLC
 Our Formative Assessment of formative assessment: Assessment climate survey –
they are giving to each staff member and see how stacks up. Will be using this info to
formatively assess how our PLCs are doing. Due May 10th (so site council has time to
evaluate the data it gathers from this, and is able to share out w staff-(key piece)).
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PLC Reflection on the process of drafting, administering scoring, and using the data
from the attached common formative assessment.
Reflection questions and assessments to be handed in by PLCs. Will hand in one
assessment, and 2nd part is a reflection on the process.
Talked about accountability for the PLC group.
Weekly PLC meeting forms. Some PLCs have been regular and some have been hit
and miss. Mark & Amy Will start fielding and looking at all of them and see about their
progress. There seems to be some confusion about who to turn it into.
B. Reading committee
 Will be seeking feedback from the staff about their teaching of mini-lessons for
Oaks reading preparation.
o Did you conduct the mini-lesson with your classes?
o How long did it take you to complete the lesson from start to finish?
o Did you feel like you had the information necessary?
o Did students mention having done a CIM lesson in a different class?
o Did students seem to understand the lesson and it’s purpose?
o Did you examine their results? If so, how did they do?
o Was this lesson worth your time? Why?
o What suggestions would you offer to help improve it?
C. Writing committee
 Working on reporting out what the writing scores are. Have to manually tally.
Someday that will be in Results; there is no summary sheet as of now.
D. Equity Committee
 For our April presentation will be handing out & talking about the spreadsheet of
equity data that we’ve collected.
o Quick video clip 15 sec
o 5 minute presentation from Eddie Gamez and maybe another student of color
about what discrimination looks like to them
o Reading “Nice Is not Enough: Defining Caring for Students of Color”, a 2 page
article.
o Activity/Discussion around article. Where do we go from here?
 New data regarding 3rd Q A’s B’s & C’s. This represents 400 people. That’s about
28 SPED people, 123 ELL people, and 360 Non-ELL people..
o Mainstream: 34%(includes ell & sped)
o In ELL: 14%
o SPED: 14%
 Targeting students with 1 D or F, (300 kids) focusing on them. Suggestion: need to
do more In-service at the first of year about SPED and how to find out what their
accommodations are.
E. Math Committee

Planning a presentation for May.
New Business: Suggestion for management of assemblies. Have the top row reserved for
teachers and have the teachers sit there rather than clumping by the door. This will give them
a designated place to sit and they can monitor students from above. Teachers with a prep
period can get there early and reserve it for other teachers. Autumn; student government kids
can also save them for the teachers.