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Public comment urges peer-driven inclusion and notes college credit earned via gifted portfolio
Summary
During public input, a resident urged peer-driven inclusion and early-grade supports for students with diverse needs and described a gifted-and-talented portfolio that she said earned college credit.
During the public-input period, a resident identified as Barbara urged the board to adopt peer-driven, inclusive practices that begin in lower grades and allow students to discover and develop their passions.
"By working together with staffs and students, they gain understanding and acceptance," Barbara said. She told the board that her daughter completed a portfolio while participating in a gifted-and-talented program and received college credit for it; she provided the board with a copy of the portfolio form referenced in the district materials.
Barbara urged the district to start inclusive supports early so they become routine and to ensure schools allow students opportunities to pursue individual interests and strengths. The board accepted the materials and closed public input before moving to the consent agenda.
