►
From YouTube: MS Boundary Committee Meeting - November 5
Description
Meeting starts at 7:51
Map workshop with table groups 35:03
Table groups report out 1:26:55
This video, including text, graphics, images, video and audio is the property of the Beaverton School District and protected by U.S. and international copyright laws. You may not copy, reproduce, distribute, publish, display, perform, modify or in any other way exploit any part of copyrighted material without permission from the Beaverton School District.
Copyright © 2019
A
Talk
about
them
here
in
a
moment.
In
the
events,
please
have
a
seat
and
we
will
begin
our
meeting
this
evening
so
good
evening
and
welcome
to
the
second
meeting
of
the
middle
school
adjustment.
Advisory
Committee
before
we
begin
I
want
to
share
that.
We
have
interpretive
services
here
evening,
Spanish
Japanese
interpreter.
If
you
would
like
to
take
advantage
of
those
services,
please
go
over
to
the
sign-in
table
by
the
door
with
the
necessary
equipment.
A
Also,
I
want
to
announce
that
all
middle
school
boundary
adjustment
advisory
committee
meetings
will
be
live
streaming
to
the
district's
youtube
channel.
The
link
will
be
posted
on
the
middle
school
boundary.
Adjustments
share
that
on
the
district
districts,
Facebook
and
Twitter
feeds.
So
the
publication
wish
to
watch
the
meetings
as
they
occur,
or
replay
them
and
watch
them.
B
A
Advisory
committee
meetings
are
all
public
meetings
and
all
materials
will
be
available
on
the
available
to
the
public
through
posting
of
the
materials
on
web
page.
My
name
is
Steven
sparks
on
the
executive
administrator
for
long-range
planning
to
be
a
good
school
district
I'll
be
facilitating
the
advisory
committee
meetings
history
without
the
boundary
process,
both
before
I
dive
into
it
here,
I
want
to
invite
our
superintendent
to
come
up
and
say
a
few
words.
Thank.
C
You
Steve
I
just
got
a
big
shout
out
to
all
of
our
community
members
out
taking
time
out
of
your
busy
evening
to
come
and
listen
and
participate
tonight
and
special
thanks
to
all
of
the
Advisory
Committee.
We
have
17
advisory
committee
members
here
that
represent
throughout
the
district
and
they
have
children
in
the
district
and
so
they're
very
invested,
so
I
just
really
want
to
thank
you.
I
also
want
to
point
out.
C
We
actually
have
a
student
on
our
committee
and
I
believe
she
is
don't
they
still
alumni,
so
she
actually
loves
a
school
here.
Also,
at
this
time,
I'd
like
to
take
the
opportunity
to
introduce
I,
don't
know
where
he
is.
I
saw
Tom
over
collect
Tom
the
Left
Front
ease
of
our
school
board
member
anything
in
attendance
tonight.
So
thank
you,
Tom.
C
When
I
get
pointed
this
committee,
Advisory
Committee
I
gave
them
a
charge
and
the
charge
was
to
be
able
to
look
creatively
to
look
objectively
in
creating
and
looking
at
middle
school
boundaries,
I
also
directed
staff
that
we
have
no
preconceived
ideas.
All
of
these
maps
see
here.
There
is
nothing
it
is
wide
open.
It
is
I,
am
working
for
this
committee
and
the
committee
only
to
provide
me
recommendations
for
the
middle
school
boundary.
At
some
point,
I
will
have
to
make
a
recommendation
to
the
school
board.
C
C
Anyway,
we
did,
and
we
learned
a
lot
from
that-
we
actually
really
learned
a
lot
from
that
process.
As
you'll
see,
you
know
we
do
not
have
administrators
up
here.
This
is
truly
a
public
and
open
process.
We
are
here
to
provide
you
data
and,
as
I
said
before,
the
audience
is
going
to
be
able
to
participate
in
this
process.
C
We
are
working
here
to
meet
our
policy
JC
and
under
that
policy
the
board
has
four
objectives
that
they
have
provided,
and
mr.
sparks
will
be
talking
to
you
about
the
subject
later.
I
am
happy
to
have
you
here
tonight.
I
know
that
anytime,
you
start
talking
about
boundaries,
students,
changing
schools,
there's
a
lot
of
passion
in
the
room,
and
this
probably
will
not
be
less
boundary
process,
as
our
district
continues
to
change.
C
So
once
again,
just
want
to
thank
you
want
to
thank
our
staff
for
providing
all
of
the
information
to
our
advisory
committee
as
well
as
our
patrons
so
look
forward
to
seeing
your
recommendation.
I
know
we're
going
to
have
multiple
more
meetings
out
throughout
the
district,
to
gain
public
insight
and
to
provide
the
advisory
committee
with
as
much
information
as
possible
for
them
to
make
their
recommendation.
Thank
you.
A
Thank
You
Don,
the
table
to
the
right
is
lined
with
staff
and
there
are
too
many
to
introduce
so
I'm
only
gonna
introduce
the
most
important
ones
over
there.
We
have
our
building
leaders
in
attendance
here
tonight
too
work
with
us.
This
evening
we
have
Cheryl
Ashdown
of
Whitford
middle
school.
We
have
Shannon
Anderson
of
Cedar
Park
Shirley
brought
five
Oaks
Jericho
Freeman
of
metal,
parkas
Veronica
Alabama
of
Stoller
Shannon
Hess
of
Conestoga
Wendy
Praeger
of
Mountain
View
and
Curtis
Simona
of
Highland
Park.
A
A
Here
we
go
so
this
evening
we
will
all
be
doing
a
mapping
project
where
everyone
is
going
to
participate
before
they
begin
explaining
that
project
I
want
to
be
sure.
We
all
understand
our
expectations
for
this
video.
The
expectations
are,
we
assume
the
best
intentions.
We
all
want
the
best
for
all
our
students.
We
listen
intently
to
understand
it
better.
We
are
open
to
considering
new
ideas.
We
remain
open
to
influence
and
are
not
judgmental.
We
will
consider
all
options.
A
Many
of
you
were
not
at
our
first
meeting,
so
I'm
just
going
to
provide
a
brief
overview
of
the
boundary
adjustment
process.
So,
as
Don
said,
the
Advisory
Committee
is
developing
a
recommendation
of
the
middle
school
boundaries
that
benefit
the
entire
district.
So
all
the
students
not
being
specific
area
that
recommendation
will
be
going
to
superintendent
broaden
and
we
expect
that
recommendation
to
the
day
in
March,
20,
2008,
ended
running
will
considered
evaluate
the
Committee's
recommendation
before
forwarding
his
own
recommendation
to
the
board.
A
Committee
for
this
process,
what's
guiding
in
our
community
we're
creating
an
attendance
boundary
for
the
middle
school,
the
timberland
area,
we
are
looking
at
moving
a
large
number
of
students
out
of
solar.
We
are
looking
at
making
adjustments
as
necessary
in
other
parts
of
the
district,
as
may
be
impacted,
and,
lastly,
we
do
have
the
ability
to
consider
other
minor
adjustments
to
the
high
school
boundary
process.
This
does
not
mean
moving
large
areas
if
we're
doing
any
kind
of
big
moves
for
the
high
schools
that
will
need
its
own
separate
process.
A
The
types
of
tweaks
and
I'll
call
them
are
the
kind
of
dip
in
tuck.
If
this
screen
is
intuitive,
we
have
a
clean,
theater
powder.
That
kind
of
thing,
so
the
we'll
be
using
all
this
or
to
guide
the
Davinia's
discussions
and
recommendation
over
the
next
few
months.
The
committee
will
be
reviewing
maps
and
edits
to
the
boundaries
and
we'll
be
looking
at
all
the
data
that
we
have
for
those
areas
and
see
what
impact
it
would
be.
For
example,
what's
the
student
role
in
it?
What's
the
bus
transportation
impacts?
A
A
A
A
What
would
the
carry
on
cascading
impact
be?
What
changes
would
you
need
to
do
to
the
other
middle
school
attendance
areas,
use
the
streets,
the
natural
features
that
areas
that
you
know,
as
you
know,
what
our
natural
barriers
to
be
potential
attendance
boundaries
barriers.
The
main
point
here
is:
there
are
no
bad
ideas.
There
are
no
bad
questions.
We
are
going
to
take
everything
that
you
prepare
for
us
tonight,
we're
going
to
convince
them
into
themes
of
what
we're
seeing
and
you
herded
the
high
school
process.
There
was
a
kickoff.
A
You
are
basically
creating
the
kickoff.
Now
we
are
going
to
evaluate
what
we
see
we're
going
to
begin
talking
about
it
with
the
Advisory
Committee
and
from
that
we're
going
to
continue
to
narrow
down
to
a
recommendation,
so
each
table
has
and
that
it
has
pens
we
would
like
for
at
least
one
of
you
to
be
a
note-taker
on
the
maps
blog
the
commentary
that's
going
on,
we
will
have
our
advisory
committee.
Members
join
the
tables.
The
advisory
committee
is
there
to
help
facilitate,
ask
questions.
They
will
not
be
directing
where
the
lines
are
going.
A
They
are
to
try
and
even
to
help
do
that.
So
we
will,
we
do
not
want
solutions,
so
you
will
not
see
on
the
map
what
demographics
are
in
a
specific
area.
We
are
looking
for
ideas.
We
are
not
looking
for
a
solution
here
right
now
tonight,
because
we
want
the
Advisory
kids.
We
begin
to
review
now.
So
before
you
start
delivering
on,
as
I
said,
we
want
you
to
define
a
boundary
for
the
timbrel
area.
A
F
A
A
We
are
looking
for
you
in
your
knowledge
of
your
neighborhoods,
where
those
lines
will
make
sense
from
your
perspective,
we're
not
going
to
be
bogged
down
in
numbers
right
now
in
terms
of
whether
it's
the
number
of
students,
it's
the
the
busing
costs
or
the
makeup
of
the
attendance,
we
will
take
the
you'll
take
of
maps
that
you
provide
here
today
and
we
will
start
producing
that,
and
that
know
from
those
maps
from
those
things
and
that's
where
we'll
start
and
the
other
questions
before
we
get
going.
Yes,
sir.
G
Bomb
stove
was
a
new
elementary
school
that
was
built
ten
years
ago
and
then
the
Sato
was
the
new
elementary
school
that
was
built
right.
So
what
happened
is
when
21
smokers
built
and
then
when
Timberland
came
online,
the
plan
was
that
that
was
going
to
be
used
as
an
additive
of
standardized
form,
for
when
they
did
the
renovations
in
public
school
and
at
some
point.
G
A
The
for
software,
when
it
was
constructed,
it
was
Stoller
that
as
the
school
that
would
be
feeding
into
something
would
feed
into
Stoller,
which
would
also
then
feed
into
Western
High
School,
given
the
growth
effects
going
on
in
the
area.
As
you
see
in
the
slide,
as
you
see
on
this
slide
right
here,
Soler
is
approximately.
A
It's
five
to
six
hundred
students
more
than
what
the
other
middle
schools
are.
Are
the
school
board
has
received
complaints
for
a
considerable
amount
of
time
about
the
saudis
store
school.
We
are
at
a
point
now
where
the
typical
day
at
school
is
no
longer
going
to
be
a
swing
school
where
other
schools
have
been
in,
and
we
are
now
going
to
open
up
that
school
in
August
2021
as
a
middle
school.
We
have
to
create
an
attendance
boundary
for
that
school.
As
you
know,
plenty
slope
and
other
schools
could
be
going
there.
A
G
A
That
is
a
question
that
we
struggle
with
as
a
district
across
the
district,
we
were
dealing
with
this
issue
with
Mount
the
site
with
that
school
open.
We
were
dealing
with
that
issue
with
Sato
when
we
were
drawing
the
lines
for
that
new
school.
That
is
a
function
of
us
as
a
district
of
providing
schools
out
of
sufficient
capacity
and
experience
that
is
equitable
across
the
district,
so
having
a
school
here
at
Stoller,
that
is
600
students
above
what
every
other
middle
school
has
is
just
not
fair
to
the
students
teachers.
A
H
H
A
I'm,
not
we're
not
asking
you
for
solutions
here
tonight,
we're
only
asking
you
for
ideas:
we're
going
to
be
continued
to
work
further
into
this
over
the
next
several
next
couple
of
months,
where
we
will
start
focusing
around
solutions,
but
we
need
ears
now
your
feedback
on
a
much
higher
level,
thoughts
of
your
neighborhoods.
What
will
make
sense,
whether
it's
walkable,
what
you
know?
How
do
you
feed
into
the
middle
schools
throughout
the
district.
I
A
K
L
A
L
Comprehensive
studies
on
the
Beaverton
School
District
and
they
have
a
lot
of
data-
that's
already
there
and
I
know
in
two
hands
like
made
people
that
live
locally.
That
would
be
more
than
happy
to
vulture
they're,
trying
to
come
out
of
the
program
that
could
meet
all
the
pressure
from
the
entire
district,
and
then
we
make
the
case
for
that.
So.
A
M
Our
elementary
school
was
split
and
preliminary
map
came
out
before
any
community
feedback
was
received,
and
then
they
made
the
adjustments
afterwards.
But
I
can
tell
you
that
that
was
a
very
emotional
experience
for
one
of
the
parents
until
I
just
asked
it
even
without
the
data,
if
you
could
consider
tonight
being
your
voice,
because
I
think
my
sense
is
that's
what
they
want
to
hear.
Yes,
these
numbers,
but
they
also
need
to
know
you
know:
where
did
the
kids
play
together
or
where
to
come
in
first?
A
B
A
A
B
A
B
B
A
A
N
B
B
B
B
B
A
We
have
scheduled
30
minutes
is
for
public
testimony,
I
think
we're
going
to
get
through
the
tables.
Here
this
evening
our
Advisory
Committee
has
agreed
to
stay
until
just
before
nine
o'clock.
So
what
we're
going
to
ask
is
everybody
to
come
up?
You
can
come
up
as
a
group.
You
come
up
as
an
individual
for
years,
a
little
bit
before
you
can
come
up
with
your
mouth.
Explain
the
highlights
of
what
you
have
that's
recommendations.
That's
questions.
That's
observations.
It's
okay.
O
O
But
we're
everything
about
schools,
/
middle
school
and
we
try.
Our
emphasis
was
to
keep
the
areas
that
are
in
close
proximity
to
these
rules
relatively
intact
and
not
create
lines
that
sort
of
split
apart
places
that
are
but
communities
that
are
walking
distance
from
their
school.
But
we
didn't
say
mile
not
now.
O
H
A
A
Everybody
will
be
able
to
say:
oh
wait,
a
minute.
I
think
we
need.
We
have
more
data.
We
can
say:
okay,
this
village,
here
this
lunch,
you
go
there,
this
lecture
hall.
So
this
is
nothing
speak
now
or
forever
hold
your
peace
moment.
This
is,
let's
start
and
then
we're
going
to
continue
to
reply.
If
I
wasn't
clear.
Q
N
A
A
R
A
E
M
A
S
Much
giving
in
the
feed
with
what
we
got
here
for
many
people
regarding
student,
so
just
like
a
degree,
has
sprinkles
and
robbery
to
fight,
mostly
the
rationale
behind
it
is
that
you
know
the
first
and
foremost
a
vis
to
the
point
over
to
my
father
is
to
relieve
some
stress
of
a
student
is
to
move
the
very
high
green
areas
away
from
Stover
into
a
middle
school
that
opacity
to
absorb
it.
So
that
happens
to
be
five
books
and
then
because
we
had
an
incident,
a
line
drop
three
to
five
works.
S
S
K
So
we
kept
drawing
our
boundaries.
We
had
a
couple
things
that
we
felt
were
important.
You
normally
go
through
those
things
first,
if
we
feel
that
keeping
as
much
of
that
elementary
schools
together
was
important
as
far
as
the
transition
from
elementary
to
middle
school,
we
know
that,
sometimes
in
middle
school,
those
going
to
different
high
school
theatres,
but
just
in
terms
of
the
proximity
to
the
elementary
schools,
heating,
neighborhoods,
together,
right
and
walk
to
school,
those
things
were
were
widely
developing.
Those
elementary
schools
together
was
important.
K
B
I
K
By
our
mountains,
high
school
is,
and
all
of
that
happening,
and
so
that
that
really
addressed
the
population
where,
when
it's
happening
in
the
south-
and
so
that's
another
reason
why
we
drew
the
rainy
day,
we
also
tried
to
use
boundaries,
not
only
streets,
geographical
boundaries
just
says
in
terms
of
bright
walk
to
school.
So
what
we
did
was
we
relieved
Stoller
by
moving
a
Springville
Bethany.
K
I
D
D
T
T
J
U
J
So
a
couple
points:
we
noted
that
the
need
for
a
plan
to
have
either
a
change
to
either
an
existing
elementary
school.
Maybe
a
surrounded,
try
now
looking
at
land
to
build
middle
school,
knowing
that
that's
houses
so,
but
with
it.
So
we
started
with
concentrating
on
changing
the
Stoller
raspberries
and
then
sort
of
seen
what
the
Domino
effects
we
did
not
obviously
needed
to
happen.
So,
as
we've
heard,
with
a
lot
of
other
people,
our
idea
was
to
have
sprinkle
and
Rock
Creek
and
notify
those
which
would
alleviate
some
of
the
overcrowding
and
Stoller.
B
J
C
J
J
A
A
A
B
V
B
V
L
V
Whismur
and
Finley
all
together,
going
to
Stoller
and
then
they're
going
for
five
months
or
a
little
concerned
about
the
numbers
there.
If
the
numbers
work
out,
we
thought
it
makes
sense
to
keep
spring
them
at
Stoller,
but
without
knowing
the
numbers
you're
trying
to
make
you
divided
up
success,
there's
a
lot
of
that
growth
is
happening
to
spread
out
between
five
oats
and
mrs.
Soler,
and
we
did
take
a
little
bit
of
different
approach
for
the
new
middle
school.
A
G
G
G
Because
of
this
tumor
program-
and
that
is
what
is
another
my
opinion-
the
major
criteria
is
overcrowded
in
a
store.
So
what
are
the
benefit
like?
How
do
we
expand
that
program
to
other
schools
in
our
across
the
street?
You
I,
like
that.
You
don't
have
everybody
you
not
only
six
to
this
area,
because
this
school
is
the
only
one
that
has.
W
B
W
B
B
A
You
can
handle
being
standing
this
dr.
B,
you
can
handle
coming
up
here.
Okay,
so
here's
here's!
What's
going
to
happen
next,
we
will
take
rubber
Kenda's,
been
assembling
all
your
maps.
We
will
start
coalescing
around
ideas
that
we're
seeing
in
there.
We
expect
to
have
three
or
four
things
that
come
out
of
these
maps
and
we
will
publish
those
days
for
everybody's.
We
will
also
take
photographs
of
the
maps
as
they
are
and
we
will
also
post
those
online.
A
So
if
you
want
to
take
a
look
at
what
other
people
have
to
say,
you'll
be
able
to
go
on
and
look
at
it.
We're
not
going
to
be
able
to
do
it.
You
know
tomorrow,
but
they
will
be
posted
really
soon.
For
those
of
you
who
want
to
view
all
the
materials
on
our
web
page
be
sure
you
go
to
the
calendar
for
the
Advisory
Committee,
because
we're
posting
everything
on
that
page
all
in
one
location,
so
you'll
see
the
packets
you'll,
see
the
agenda
as
you'll
see
the
materials
we'll
see
those
maps.
A
A
A
Find
it
here,
yes,
our
next
meeting
is
November
21st
at
a
constant
Alina
6:30.
We
were
going
to
we're
planning
on
doing
something
like
this
for
the
folks
down
on
the
south
end
of
a
district.
So
those
of
you
who
were
working
the
north
end
of
those
folks
down
in
the
Conestoga
are
going
be
worth
to
Southend.
They
will
not
bill
as
you
are
not
that
familiar
with
the
north
end.
We
can
fight
you
to
come
down.
Please
continue
to
participate.
Please
come
down
and
see
what
is
being
said.
A
X
X
Y
Steve
first
I
just
want
to
thank
unity
to
finance
and
really
really
insightful
to
hear
on
your
viewpoints.
Thank
you
and
thank
you
for
saying
that
this
way,
community
before
in
two
parts
together,
I,
do
appreciate
that
the
one
question
I
had
is
about
the
things
that
we
develop,
because
we
definitely
heard
from
a
concentrated
group
and
some
schools
and
were
left
out
a
reminder
right
here.
That
I
think
it's
important
to
make
sure
that
we
have
to
are
considering
all
points.
Y
A
I
think,
what's
going
to
happen,
what
typically
happens
is
once
a
full
search
of
are
being
made.
People
start
paying
attention
and
will
then
you
know
want
to
come
in
and
see
their
piece
reason
why
we
have
the
middle
school
principals
areas.
They
are
first
line
for
a
lot
of
schools,
we're
also
in
keeping
our
elementary
school
principals
appraised
as
well,
so
they
know
what's
happening.