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A
Okay,
good
evening
welcome
to
the
sixth
meeting
of
the
middle
school
boundary.
Advisory
Committee
I
want
to
announce
that
all
of
our
building
or
middle
school
boundary
adjustment
meetings
are
being
live-streamed
on
the
district's
YouTube
channel.
We're
posting
links
on
for
that
on
the
board
adjustment
web
page
and
on
the
district's,
Facebook
and
Twitter
feeds
I
understand
that
the
audio
of
the
last
meeting
was
well
non-existent
and
terrible.
A
A
The
advisory
committee
meetings
are
all
public
meetings
and
all
materials
will
be
available
to
the
public
through
the
posting
of
those
materials
on
the
district
web
page.
As
you
know,
my
name
is
Steven
sparks
I'm,
the
administrator
for
long-range
planning
for
the
Beaverton
School
District
and
I'll
be
facilitating
the
meetings
here
throughout
our
boundary
process.
A
If
you
have
been
here
before,
we
have
meeting
expectations
and
these
expectations
depart
to
everybody
in
the
room
so
going
through
our
list.
The
expectations
for
the
meeting
are,
we
assume
the
best
intentions.
We
all
want
the
best
for
all
of
our
students.
We
listen
intently
to
understand
better.
We
are
open
to
considering
new
ideas.
We
remain
open
to
info
and
are
not
judgmental.
We
will
consider
all
options.
There
are
no
bad
questions,
our
interactions
will
be
done
with
respect
and
we
will
respect
opposing
viewpoints.
A
So
I
just
want
to
repeat
a
concept
that
we've
talked
about
here
before
our
committee
is
appointed
from
across
the
district
representation
from
many
different
areas
in
schools.
The
committee's
questions,
comments,
suggestions
and,
ultimately,
their
recommendation
before
the
benefit
of
all
students
in
the
district.
A
So,
as
I
said
last
time
at
our
meeting
in
terms
of
public
testimony,
I
want
to
be
sure
we
visit
how
we're
going
to
do
that.
We
will
be
drawing
names
we
randomly
across
elementary
school
district
attendance
boundaries.
If
your
name
is
called,
you
are
the
one
who
will
be
presenting
testimony,
you're,
not
yielding
your
time
to
somebody
else.
So
if
he
calls,
if
I
call
Steve
sparks
I,
don't
expect
to
see
Robert
McCracken
walk
up
and
I
just
want
to
have
a
single
representative
speak.
A
Then
we
expect
a
single
yellow
card
from
that
attendance
area
and
absent
that
each
person
who
wants
to
speak
will
have
an
equal
opportunity
to
have
their
name
called
so
also,
just
as
a
reminder.
You've
seen
these
before
as
our
board
objectives
for
the
boundary
quickly,
they
are
a
new
boundary
for
timberland,
reduce
the
number
of
students
to
approximately
90
percent
of
permanent
capacity
at
stoller.
A
A
A
What
I
want
to
do
is
a
couple
of
things:
first,
outcomes
for
tonight's
meeting,
starting
at
our
next
meeting
on
anywhere
a
30th,
we're
no
longer
going
to
be
we're
going
to
be
entering
the
third
phase
of
the
project
where
we're
going
to
be
working
on
working
mass,
not
test
maps.
So
what
we're
gonna
be
doing
is
at
the
end
here.
I
hope
that
we're
winning
our
map
choices
down
and
that
for
working
maps.
A
A
So
before
I
go
to
those
Maps
I
think
it
was
crystal
I'm.
Sorry
how
crystal
Charice
at
the
last
meeting
talked
about.
Well,
what
do
the
principals
think
and
someday
the
fight
can
struck
meyer
to
speak
on
that,
because
we
have
been
talking
quite
a
bit
about
what
makes
a
little
school,
and
this
also
will
address
Monica's
comment
about
dual
language.
C
Good
evening,
I'm
pinstripe
I
am
the
executive
administrator
for
middle
schools.
The
criteria
clearly
comes
from
the
board,
but
as
middle
school
educators,
we
want
to
ensure
that
every
child
in
the
district
is
that
a
school
that
is
one
that
prepares
that
child
for
life
after
high
school,
and
in
order
for
that
to
happen,
there
are
some
considerations
that
middle
school
principals
would
like
to
advance
to
you.
C
The
question
was:
what
are
we
thinking,
we're
thinking
that
middle
schools
are
best
when
there's
a
focus
on
to
equity
and
for
us
that
is
that
we
would
aspire
that
students
are
navigating
the
kind
of
diversity
that
is
in
our
community
and
they're
doing
that
at
a
young
age,
with
the
support
of
adults
that
have
helped
them
to
be
open,
minded
and
understand
that
there
are
people
of
different
economic
levels
and
people
from
different
racial
backgrounds.
So
that
would
be
a
lens.
C
A
positive
map
would
take
that
into
consideration
and
ensure
that
our
kids
have
diverse
schools.
We
think
it's
really
important
to
focus
on
the
feed
to
high
school
that
our
teachers
aspire
to
increase
the
level
of
rigor
and
in
order
to
do
that,
we're
taking
on
middle
school
exactly
during
middle
school,
our
students
are
taking
on
high
school
work,
we're
accelerating
their
learning
when
high
schools
have
disparate
programs.
That
means
middle
school
teachers
have
to
align
themselves
with
multiple
high
schools.
C
C
Well,
we
believe
that
middle
schools
need
to
have
about
800
students,
given
nine
campuses
for
us
to
be
able
to
offer
the
full
middle
school
experience
that
we're
working
hard
to
align
and
that
if
we
start
to
see
numbers
that
are
considerably
lower
than
that
that
we're
worried
that
we
would
be
hard-pressed
to
offer
the
full
complement
of,
for
example,
choir
band
drama,
and
so
there
would
be
pressure
to
eliminate
electives
and
from
an
equity
perspective.
That's
troubling
and
again
you
already
took
on
the
idea
of
dual
language.
The
last
couple
meetings.
C
We
would
love
to
see
some
solutions
that
are
thoughtful
about
not
splitting
the
elementary
campuses
where
students
are
in
dual
language
programs.
If
that
is
necessary,
there
are
other
ways
to
work
around
that,
but
a
clean
feed
so
that
every
child
that
was
taking
part
in
an
elementary
Dual
Language
Program
matriculated
to
a
middle
school.
That
would
be
ideal
because
it
would
not
require
families
to
have
to
navigate
to
cover
some
things,
to
get
their
kids
to
the
right
school
to
be
able
to
continue
their
learning
in
a
dual
language.
Fireman.
A
D
Thank
you
very
much
for
those
insights.
Those
are
very
helpful.
I
had
two
questions
about
what
theatres
that
you
referenced
one
is
you
didn't
allude
to
anything
about
elementary
to
middle
schoolers,
just
talk
a
bit
about
your
opinion
and
then
the
second
one
is:
if
I
look
at
all
of
the
maps,
all
of
them
have
several
split
feeders
at
high
school,
so
I'd
be
interested
in
your
opinion
on.
Is
there
a
difference
if
they're
balanced
split
so
about
50/50,
or
is
it
good
to
have
a
predominant
school
feeder,
good.
C
There's
a
couple
variables
at
play.
We
have
variable
size
of
elementary,
so,
for
example,
we
may
have
a
large
elementary
where
hundreds
of
kids
go
to
a
neighborhood
middle
school
and
a
small
neighborhood
school,
and
so
sometimes
students
coming
whether
or
not
it's
a
split
that
creates
a
dynamic
in
grade
six
that
we're
really
concerned
about
to
make
sure
that
kids
feel
welcome,
but
it
helps
to
have
some
familiar
faces
in
a
sense
that
they
are
part
of
the
bucking
in
you
know
now.
C
I
hope
that
I
can
keep
it
stable,
so
the
preference
we
would
love
to
see
clean
elementary
and
clean
high
schools
based
on
the
number
of
schools.
We
have
that'd,
be
a
challenge
so
being
thoughtful
about
the
balance
of
wits.
So
there's
a
critical
mass
of
students
would
enable
middle
schools
to
do
a
better
job
as
supporting
kids
in
grade
six.
E
C
A
All
right,
thank
you.
So
with
that
we
have
the
eight
maps
up
here
and
I'm
going
to
scan
through
them
real
quick,
but
for
tonight
in
terms
of
the
committee,
one
of
the
things
that
I
talked
about
I
think
it
was
in
December,
was
for
you
to
grab
the
mic
and
go
up
to
the
board
and
draw
on
it,
and
things
like
that.
Well,
you're
gonna!
A
Do
that
last
time
and
I
think
that
would
have
been
helpful
so
for
the
benefit
of
everybody
in
the
room,
I'm
just
going
to
walk
through
very
quickly
and
do
a
very,
very
high
level
view
of
what
these
maps
are
and
then
I'm
going
to
ask
different
committee
members
to
go
up
and
talk
about
those
maps.
If
you
get
long-winded,
I
will
cut
you
off
we're
not
going
to
you
know
half
an
hour
on
a
map
also
because
of
our
audio
problems.
A
I
would
ask
and
remind
each
of
you
that
turn
on
your
microphone
lean
into
it.
Put
that
thing
right
on
your
chin
and
speak
clearly,
don't
mumble,
and
if
you
want
to
go
to
the
map,
please
I'll
use
the
handheld
mic
and
we'll
get
everything
recorded
so
to
move
through
fairly
quickly.
Here
this
is
test
map.
Three,
this
map
was
shown
at
the
last
meeting.
What
has
what's
different
about
this
map
is
that
we
tweaked
some
of
the
Summa
assignments
and
those
numbers
are
reflective
of
that
test.
Map.
A
A
These
are
variations
of
staff
capacity
map
that
we
provided
last
week,
and
there
are
a
few
tweaks
between
these
two
that
I'll
ask
our
committee
member
to
talk
about
test
map
9.
This
was
the
map
that
was
requested
from
yes,
meaning
in
terms
of
a
remember
the
public
who
submitted
this
and
requesting
our
review
of
that
test.
Map
10
is
also
a
variation
of
the
staff
capacity
map
and
then
test
map.
11
is
yet
again
another
variation
of
trying
to
merge
the
capacity
and
the
theater
map
that
we
saw
last
week.
A
F
Okay,
so
tips
map
3
and
test
map
10.
There
are
a
few
things
that
are
common
among
the
two.
The
first
one
is
addressing
walkability
for
the
Finley's
kids.
We
are
in
this
area,
they
are
in
walking
distance
batteries
if
I
take
and
tired
of
Finley
and
feeding
the
stroller
is
going
to
put
it
about
90%
in
21
and
about
100
percent
in
25.
F
F
F
Mach
10
is
identical
to
three
very
picks
up
in
liquids
here
who
are
in
the
working
zone
solar.
It
also
addresses
a
Jacob
at
the
Springville
here
on
the
north
side,
because
they
simply
father
from
for
dogs
but
other
than
that
she
now
is
still
not
stolen.
El
Circo,
Maya,
Timberland
I
think
we
also
have
to
realize
that
the
sooner
program
here
it
is
not
that
the
entire
currents,
toulebonne
just
365
so
I,
think
offering
Summa
and
P
locations
is
something
I.
F
G
A
D
Steven,
this
is
a
may,
be
a
question
for
you
to
in
response
the
devious
question
to
us,
and
that
is
if
we
lose
the
walkability
option.
So
if
I
understood
the
process,
if
we
were
to
select
a
different
map,
for
example,
say
nine
and
eleven,
and
we
then
later
chose
that
we
should
split
thinly
to
create
some
walkability
zones.
We
could
do
that.
Yes,.
A
You
can
so
as
we
go
through
as
we
go
forward
in
the
working
maps
if,
if
there
are
playing
elementary
school
theatres,
irrespective
of
walking
zones,
when
we
go
through
that
analysis
of
transportation
costs,
proximity
and
the
like,
you
will
have
that
data
where
you,
as
a
committee
can
say
boy
I
am
not
so
sure.
I
would
like
for
us
to
revise
this
working
map
to
include
X
whatever
it
might
be.
So
it
is
not
a
yes/no
type
of
decision.
H
I
F
Okay,
the
concern
I
have
this
map.
10
is
yes,
I
understand
the
feeder
pattern,
but
again,
please
consider
the
knob
Bethenny
master
plan
and
also
the
investiture
coming
along
with
it
with
some
connections
to
185th.
There
is
a
resolution
for
map
3
to
solve
the
feeder
pattern.
Is
this
a
good
time
Steve
to
offer
those
requirements
for
the
committee
to
consider
on
map
3.
F
So
these
refine
method,
I
like
to
offer,
is
Big
Beaver
acres
for
Meadow
Park
to
Mountain
View.
This
should
resolve
the
mega
pack
going
to
four
high
schools
to
three
high
schools,
which
is
similar
to
the
other
has
maps,
and
the
second
is
move
Meadow
Park
circles
to
met
apart
from
Timberland.
These
are
also
resolved
overcrowding,
intimal,
and
so
these
are
the
two
refinements
that
I
like
to
offer,
and
this
should
resolve
the
spirit
of
America
Park
from
four
high
schools
to
three
high
schools.
K
L
A
M
L
The
way
across
the
width
of
the
district,
also
looking
at
Oak
Hills
now
having
a
fairly
long
commute,
I,
also
kind
of
evaluate
kind
of
mentioned.
Last
week,
I'm
looking
at
the
net
effect
on
the
various
schools,
I
mean
my
belief
is
that
we're
stuck
with
a
large
impact
at
the
stoller
community.
That's
the
nature
of
why
we're
here,
but
I'm,
seeing
an
extremely
large
turnover
at
both
the
existing
Cedar
Park
community
and
the
five
Oaks
community.
It's
it's
quite
a
lot
of
disruptions.
It's
not
necessary!
We
look
at
some
other
things.
L
Also,
the
general
what
I'll
call
the
Cedar
Mill
area
and
I
don't
mean
slim
elementary.
You
and
I
have
talked
about
that
more
later
in
another
map
and
also
just
looking
at
Bethany
sticking
out
there,
Bethany
Elementary
like
a
sore
thumb
with
with
different
schools
on
either
side
of
it,
Matt
10.
So
again,
we've
got
large
disruptions
beyond
Timberland
at
five
oaks,
Cedar
Park
and
also
a
metal
part
in
this
case.
So.
G
L
Know
you
know
when
I
say
large
I
mean
I,
believe
it's
fifty
percent
or
more
of
the
student
existing
community
is
turning
over.
We've
got
some
real
walkability
and
consistency.
I
noticed
you
mentioned
that
that
was
a
factor
behind
this
map,
but
you
look
at
the
split.
That's
been
introduced
at
Sato,
sending
it
down
to
Meadow
Park,
that's
a
highly
walkable
zone.
According
to
map
we
saw
similarly
the
split
of
'hail
'm.
That's
pulled
north
to
Cedar
Park.
It
isn't
a
walkable
zone,
the
Highland
Park,
so
there
there's
some
inconsistency
in
relation
of
walkability.
L
It
introduces
three
new
splits,
and
this
is
one
that
I
carved
up
that
really
jumped
out
at
me:
10
and
11.
It
takes
the
existing
solar
community
and
it
splits
it
into
four
parts
that
to
me,
is
it
just
jumps
out
that
seems
unnecessary,
there's
five
schools.
Now
we
should
be
breaking
it
up
into
four
pieces,
so.
E
For
the
you
know,
a
target
percentage
for
some
of
the
schools
and
certain
some
schools
do
not
have
portable
capacity,
so
five
oaks,
Timberland
and
Whitford
do
not
have
portable
capacity.
So
any
map
that
shows
overcapacity
at
those
schools
is
not
really
going
to
be
realistic.
In
my
opinion,
the
other
thing
to
look
at
is
there
are
some
schools
that
are
smaller
and
we
there
was
a
mention
of
needing
a
minimum
of
eight
hundred
students
middle
school.
A
F
Thoughts
between
three
and
ten
I
agree
with
most
of
the
comments
committee
made,
however,
on
Penn
noticed
that
Barnes
Elementary
goes
to
Cedar
Park,
which
does
not
support
the
Dual
Language
Program
I.
Also,
don't
like
the
fact
that
I'm
losing
Sato
walking
kids
on
nappin.
So
if
I
were
to
pick
between
three
and
ten
I
would
do
three
with
the
refinment
sorry
offered,
which
is
moving
Meadow
Park.
Sorry
moving
I'm
looking
into
my
notes:
yeah
bonds,
Beaver
acres
from
malefactor,
Mountain,
View
and
all
kills
from
timber
land
to
Meadow
Park.
A
A
L
I
do
I'm
gonna
make
a
note
here
then
I'll
move
over
there,
okay,
so
I'm
gonna,
I'm
gonna
turn
this
on
the
fly
into
map.
Five,
a
yeah
and
the
reason
is,
you
know
we
can
pitch
the
numbers
and
we
see
how
they
come
back
and
and
I'm
going
to
do
two
things
to
make
this
slightly
different.
The
one
is,
if
you
look
at
the
numbers
you
see
by
the
way.
The
starting
point
for
this
is
Steve
separation.
L
G
L
Springville
and
Finley
here
the
Sumer
program
down
to
Timberland
a
nice
thing,
I
want
to
point
out
here,
I
mentioned
with
with
the
previous
map,
we're
talking
about
split
Stoller,
four
ways.
This
is
one
of
two
maps
that
spits
Stoller
just
two
ways.
The
thing
I
want
to
change
because
we
have
capacity
the
way
the
numbers
fall
out.
We
have
more
capacity
at
Timberland,
I,
think
we're
maybe
50
under
the
target
of
800,
that's
largest
bull,
it's
the
safest
school,
that's
bringing
more
capacity.
L
What
I'm
thinking
about
bringing
in
the
populations
in
the
Tremblant
out
of
the
Cedar
Park
area.
The
first
thing
I
want
to
do
is
bring
in
Cedar
Mill,
since
it
encompasses
the
Timberland
boundaries.
So
this
one
is
going
to
go
to
Timberland
on
5a
and
then
to
address
the
issue
with
Whitford
capacity.
It's
narrowly
over
capacity
because
I
bought
this.
This
splinter
Valley
Park
and
we
will
return
this
back
to
Cedar,
Park
and
and
then
I
want
to
kind
of
park
it
there
on
5a
and
ever
laser
pointer.
L
You
know
I'll
just
make
one
point,
because
I
think
this
to
me
now
is
a
measuring.
Stick.
Okay,
we
have
met
all
of
the
objectives
we
have,
we
sufficiently
depopulated
stoller.
We
have
to
do
so
by
only
splitting
it,
you
know.
In
half
roughly,
we
have
to
live
with
the
fact
that
we've
learned
every
move
we
make
out
of
Stoller,
we'll
be
unpopular
with
the
community.
In
almost
all
cases,
three
of
the
four
factors
in
policy
JC
seemed
violated.
L
So
what
we're
stuck
with
it
capacity
over
right
here,
but
the
one
other,
the
one
other
change
against
the
existing
map.
Today
we
bring
in
Cedar
Mill,
that's
a
desired
change.
We've
heard
from
that
community.
We
enable
several
factors
to
policy
JC
here
and
I'm,
not
opposed
to
making
other
changes
in
the
south
there's
other
ideas.
We
can
potentially
evolve
this
map
later,
but
I'm
going
to
suggest
this
is
the
measuring
stick
in
that
we've
moved
three
elementary
schools
and
one
options
program
and
we've
met
our
objectives.
Okay,.
L
So
the
only
thing
I'm
going
to
say
is:
if,
if
we're
going
to
pursue
other
maps,
if
we're
going
to
evolve
this,
every
change
we
make
or
I'm
going
to
say
at
least
80%
of
it
should
be
like
this.
This
one
from
Cedar
Mill
comer
view
this
positive
by
the
community.
Otherwise,
why
are
we
doing
it
when
we
can
solve
it?
This
simply,
okay
on
to
map
six.
L
So
this
is
another
reshuffle
where
this
time
Springville
Sardo
Jacob
Whismur
remain
here,
and
so
we
need
to
move
five
Oaks
I'm,
sorry,
Rock
Creek
down
into
five
Oaks
five
Oaks
is
over
capacity
in
2021,
so
we
need
to
make
a
compensatory
move.
It
turns
out
you
look
at
the
southern
end
of
five
Oaks
today
and
we've
got
a
lower
Huber
Park,
that's
awfully
close
to
Mountain
View
anyway.
This
feels
like
a
good
move.
L
What
thinking
about
proximity
about
neighborhood
those
factors
so
that
comes
down
and
that's
a
large
school,
so
we
did
make
two
other
moves.
I
made
two
other
moves.
I
should
say
there
were
splits
here
in
Cooper,
mountain
and
Shalem,
where
these
were
over
in
Mountain,
View
I've
put
them
back
into
or
put
them
into
Highland
Park,
so
we
no
longer
have
elementary
school
splits,
which
is
a
positive
and
the
problem
there
is
you
look
at
the
numbers
is
Island.
Park
is
I,
think
114
for
2021.
L
It's
it's
a
very
high
percentage
of
permanent
capacity
that
led
into
the
email
question
we
saw
today.
Steve
said,
but
if
you
note,
it's
actually
I
believe
narrowly
under
or
right
at
capacity.
If
you
include
portables
and
highland
park,
is
one
that's
going
to
drop
significantly
and
it's
going
to
be
now
under
permanent
capacity
by
2025,
so
I'll
tap
that
this
discussion
for
later
I
hope
we
touch
on
it.
The
other
thing
I
want
to
mention,
though,
is
so.
L
Should
we
head
with
that
I?
Well,
what
I
think
we
need
to
do
is
decide.
What
to
do
here
did
do
we
kind
of
give
up
the
idea
of
resolving
one
of
those
splits
keep
the
numbers
down.
Do
we
wait
for
20-25
to
play
out
you?
Do
we
sequence?
Those
changes?
The
big
thing
that
I
think
we
need
to
wrestle
with
here
is
I
brought
in
capacity
to
fill
out
Timberland
with
its
Findlay
the
options
program,
Cedar
Mill
and
then
I
moved
Rachel
Carson.
L
Initially,
that
looks
fine
in
2021,
like
2025
folks
has
the
biggest
drop
in
enrollment.
It's
now.
If
I
remember
right
down
to
60%
right,
so
it
seems
to
me
we
need
to
return
Rachel
Carson
back
over
to
five
Oaks
and
then
I
think
we
would
have
a
discussion
about
which
of
the
other
elementary
schools
up
here
that
currently
feed
into
Cedar
Park.
Would
we
bring
in
two
Timberland
to
create
a
parrot
with
Cedar
Mill
and
with.
A
F
So
on
that
five
and
six
I
understand
the
Sumer
program
is
Timberland
only
yeah,
so
the
question
is
more
for
Steve,
which
is
how
does
the
transportation
work
for
the
kids
who
are
not
in
the
home
knowing
the
boundary
for
that
school?
In
other
words,
there
happens
to
that
Springville
child.
Who
is
all
the
way
up
there?
Not
West
really
have
to
travel
five
point
six
miles
to
Timberline
to
attend
summer
program.
A
So
if
there
is
a
new
assuming
program
or
the
their
summer
program
with
capacity
is
Timberland,
then
yes,
they
would
there'd
be
a
bus.
Do
that
for
these
transportation
questions
that
we
get
to
much
deeper
than
that
that
I
asked
on
our
administrator
for
transportation
to
respond.
But
for
for
this
question
that
you
just
asked
yes,
they
devised.
F
F
See,
okay,
so
just
to
put
in
perspective
that
is
100
sumac
is
from
Jacob
is
ma
hundred
walking
get
something
Li
about
20%
of
stroller
capacity,
average
summer
rates,
20%
of
Saito
capacity.
That's
a
total!
Roughly
about
300
kids.
We
are
mobilizing
by
moving
stroller
out
of
the
home
school
and
putting
a
Timberland
either
way,
putting
them
on
bus
or
making
them
travel
further.
N
Just
really
confuses
me.
I
just
doesn't
make
sense
to
me
to
have
two
areas
of
the
Middle's,
and
you
talked
about
community
splits.
I
think
that's
a
very
stiff
spring.
The
one
family
community
are
very
different
and
bring
them
together.
I
think
highlights
exactly
what
you
said
about
the
communities,
but
how
we
don't
want
that
and
then
moving
Cedar
Mill.
When
you
were
up
talking
about
nap
Friday,
you
said
that
you
wanted
to
move
Cedar
Mill
to
Timberland,
just
Cedar
Mill
yeah.
So
again.
N
For
me,
that's
really
weird
to
look
at
because
we
have
three
like
little
boxes
of
yellow,
just
spread
out
across
the
map
going
to
Timberland,
and
that
for
me,
is
not
ideal
because
you're
splitting
up
so
many
different
communities
and
bringing
in
just
I
mean
I
agree.
It's
a
good
like
point
of
diversity,
but
it
just
seems
a
little
extreme,
because
I
think
there's
a
lot
of
other
things
that
we
can
do
to
fix
that
problem
instead
of
splitting
up
communities.
N
Like
the
percent
capacity,
it
looks
like
that
the
schools
that
don't
have
the
capacity
to
earther
have
portable
are
the
ones
that
are
actually
like.
Hitting
max
capacity
are
above,
like
five
Oaks
has
no
portables
and
they're
at
a
hundred
and
six
percent
and
Whitford
has
no
portables
is,
and
it's
added
one
hundred
one
hundred
and
eight
percent,
whereas
some
other
schools
are
much
lower.
They're
like
ninety
or
below
and
I.
Just
don't
think.
That's
fair
I
think
I
see
that
same
problem
in
committee
in
the
test
maps
six,
but
the
school
that's
suffering.
I
So
let
me
start
with
like
a
general
comment,
so
I
think,
but
at
the
end
of
the
last
meeting
we
actually
decided
to
vote
on
some
of
these
maps.
I
think
it
was
almost
a
consensus
in
the
committee
that
we're
not
going
to
have
a
map
that
look
like
map
test,
3
or
5
or
6.
Some
kind
of
this
much
I'm
still
up
here,
I
think
for
majority
of
the
committee
members.
We
also
wanted
to
start
a
discussion
from.
A
I
So
I
think
I
have
just
one
comment
about
that's
my
five
and
six
I
cannot
understand
the
spirits
behind
it.
It's
like
we're
trying
to
get
objective
one
and
two
I'm
sorry,
but
I
mean
you
would
agree
that
what
these
maps
they
you
don't
have
like
consequence,
boundaries
for
middle
schools
and
I
think
that
would
be
a
big
problem
because
you
essentially
having
students
that
would
potentially
be
friends
of
each
other
for
about
three
years
and
leave
like
miles
apart
from
each
other.
So
I,
don't
think.
That's
gonna
work
out
well,
I!
I
A
D
Thank
You
Steven
I,
just
wanted
to
say
I
think
most
of
our
Atika
said,
is
what
I
was
going
to
say.
So
I
won't
read
comments
on
most
of
that
I
did
what
I
just
asked
similar
point
of
view.
I
think
it
would
be
illogical
to
me
to
have
people
driving
past
middle
schools
to
get
to
another
middle
school.
So
why
did
but
I
do
appreciate
Jason
the
idea
of
challenging
and
pushing
our
thinking.
So
just
why
did
we
not
take
Whismur
instead
of
Springville
into
temp?
L
So
the
you
word
here
for
the
last
meeting,
but
what
I
showed
as
Matt
for
last
meeting
was
Springboro
and
Jacob
Whismur
the
two
schools
in
installer
closest
to
Timberland
and
moving
moving
those
I,
don't
think
there
was
any
support
for
that
map.
Just
judging
from
the
reaction,
the
committee,
so
it's
again,
I
shuffled
around
I
heard
there's
a
lot
of
interest
in
supporting
walkability.
L
L
It
is
absolutely
correct
that
you're,
you
are
ending
up
with
a
non-contiguous
neighborhood,
so
in
that
sense
of
community
it
is
a
split
in
the
sense
of
again
we've
got
two
Stoller
as
a
community
having
it
in
two
parts,
I
mean
that
looks
to
me
much
better
than
splitting
it
for
different
ways
to
some
of
these
maps
and
shows
one
thing:
I
want
to
point
out.
You
mentioned
see
developing
on
its
own,
the
step
that
would
needs
to
be
done
next
on
map
six.
L
E
Very
quickly
to
agree
with
some
of
the
comments
about
having
population
split
and
with
different
middle
schools
in
the
middle
I
think
that
this
is
actually
driving
more
separation
between
the
student
bodies
and
that's
something
that
troubles
me,
especially
with
the
Springville
and
Finley,
because
there
are.
There
is
some
a
diversity
factor
on
one
side
and
not
on
the
other.
So
that
kind
of
puts
a
east/west
first
mentality
with
the
students
and
either
students
are
not
only
making
friends
but
they're,
also
having
middle
school
projects.
E
I
A
L
Sure,
just
addressing
givius
point
about
the
transporting
the
Asuma
students.
Of
course
I
mean
that
that's
it
acknowledged
downside
to
this,
but
again,
I
think.
One
reason
why
there's
a
lot
of
interest
most
quitting
and
doing
that
is.
It
is
an
options
program.
Look
at
where
is
be
located.
Look
at
where
base
is
located.
People
are
bussed
all
across
the
district.
It's
been
an
unusually
privileged
position
that
the
this
super
students
have
had
at
Stoller
unfortunate
due
to
the
over
capacity.
L
In
addition
to
moving
the
the
standard
population,
it's
like
they're
gonna
have
to
move
assume
a
population.
It's
not
no
one
wants
to
do
it,
but
it's
it's
the
it's.
The
task
at
hand.
I
mean
the
other
thing.
I'll
mention
folks
is
there's
all
sorts
of
reasons
to
say
no
to
something,
but
the
reality
is,
as
I
said,
we're
you're
going
to
deal
the
cards.
Only
three
schools
can
say,
and
if
you
look
at
this
I've,
given
you
between
das
I
just
had
three
different
options,
and
everyone
said
he
just
doesn't
work
for
anybody.
L
F
This
responding
so
the
demographic
up,
this
northern
part
of
the
district-
it
so
happens
that
summer
program
is
so
popular
right.
There
is
a
cleese
25
percent
of
overall
population
attending
summer
program
and
I
want
to
put
in
perspective.
That's
300,
odd
kids
that
we
are
transporting
and
distance
from
Spring
will
not
respond
or
to
Timberland
is
five
point.
Six
months
above
the
median
and
I'd
wanted
to
ask
Steve.
Should
we
be
applying
that
average
number
judgment
to
this
options
program
or
not.
A
L
Sorry
on
the
point,
and
again
it
ties
them
the
other
thing
of
the
difficulty
of
the
situation,
but
the
point
about
it,
you
know
it
looks
weird
to
drive
by
one
school.
I
am
going
to
challenge
our
ability
to
not
have
to
violate
that
somewhere
along
this
and
again,
as
I
looked
at
the
transportation
numbers
moving
say,
a
Springville
down
to
Timberland,
as
opposed
to
five
Oaks,
was
negligible
in
terms
of
the
distance
in
terms
of
dish,
time
distance
being
you
make
that
move
you
solve
it,
you
solve
two
objectives
directly.
L
If
you
push
that
big
population
out
of
five
Oaks
now,
you've
got
one
of
those
50
or
more
percent
turnovers
at
five
Oaks.
That
we've
got
to
do
there
and
then
another
one,
the
next
school
down
below
the
common
sake,
and
you
end
up
affecting
three
four
or
five
kids
to
achieve
an
objective
rather
than
one.
It's.
D
So
just
Steve,
just
very
quickly,
I
hear
you
Jason
I,
just
I
think
there
might
be
instances
where
we
have
someone
close
to
school
like
the
filming
conversation
without
a
lot,
but
we
have
in
this
map
five
all
of
bunny
slope,
all
of
Tamland,
all
of
cedar,
male
or
most
of
Cedar
Mill
Springville,
all
driving
past
the
middle
school
to
get
to
the
middle
school
that
it
shows.
So
it
did
agree
that
there
will
be
tough
choices,
are
just
it's
too
much
in
this
one.
For
me,
okay,.
A
O
City
map,
you
ever
started
the
question
of
why
I
started
the
map
7
with
stop
utilization
of
capacity
map
simply
because
the
middle
school
to
high
schools,
feeder
split,
that's
like
the
gold
standard,
it's
very
difficult
to
be,
and
when
I
remote
this
psycho
split.
So
my
idea
was:
if
I
can
get
to
this
middle
school
twice
were
free
to
pattern
and
limit
the
elementary
to
middle
school.
O
Splits
can
can
we
get
to
that
and
still
manage
numbers
so
start
over
utilization
of
capacity
map
removed
the
cycles
plate
and
then
I
built
on
Mike's
idea
from
last
week.
Now,
if
you
remember
his
main
challenge
and
test
map,
one
was
stolen
numbers
in
2020
forever
worse
than
today,
and
he
was
recommending
reading
some
part
of
spring
well
that
it's
south
of
spring
would
wrote
out
US
dollar.
So
that's
what
this
achieves
by
feeding
that
into
five
Oaks
and
brother
change
and
the
numbers
look
good.
They
stole
that
83
percent.
O
My
thinking
is:
that's
not
too
bad.
Considering
the
percentage
of
legacy
students
that
will
get
at
it.
There
are
enough
tools
to
think
about
what
we
can
do:
108
percent.
The
reason
I
was
comfortable
with
this,
because
when
we
looked
at
the
utilization
of
capacity,
even
Steve's
team
couldn't
get
below
identify
for
some
of
the
schools,
and
this
is
about
70
students,
less
70
students
less
than
what
we
have
today.
So
2025
projections
are
not
worse
than
what
they
are
today.
So
I
went
with
that
and
the
first
map.
O
It
is
a
variation
of
this
where
what
I
tried
to
do
was
the
Rock
Creek
part
was
split
between
meadow
and
five
Oaks.
I
tried
to
keep
that
whole
and
freed
that
into
five
Oaks,
and
we
achieve
similar
results.
Now
in
doing
that,
Rachel
Carson
got
it
now
fits
into
Cedar
Park,
so
it
went
as
Matt
went
was
map
eight.
There
are
enough
tools
for
us
to
optimize
further,
but,
like
I
said
the
question,
why
was
start
with
this
feeder?
O
A
H
This
boundary,
this
high
school
boundary
with
the
elementary
boundaries
in
five
Oaks
between
I,
don't
even
know
which
schools
they
are
at
such
a
mess
right
here
like
can
we
fix
these
two
little
pockets,
these
Li
nips
and
tucks
that
we
could
do
to
align
them
more
to
the
high
school
feeder
patterns?
Do
you
know
what
so.
A
H
A
That
would
be
a
Herculean
effort
and
not
one
we're
going
to
deal
with
for
high
school
the
during
the
high
school
boundary
decision.
This
boundary
was
worked
on
very,
very
hard,
and
you
know
going
back
and
touching
that
is
not
going
to
it's,
not
something
we're
going
to
take
on
as
a
part
of
this
process
do.
A
In
the
high
school
recommendation,
the
the
Aloha
boundary
went
up
to
highway
26
in
this
area.
Right
here
after
the
committee
finished
its
work,
there
was
a
lot
of
call
it
concern
from
neighbors
in
our
community
owners,
community
members
in
that
area,
and
the
board
will
actually
respect
that
superintendent.
The
deputy
superintendents
held
public
listening
sessions
about
that
recommendation
and
ultimately
decided
that,
given
the
the
proximity
of
this
area,
south
of
Walker,
Road
Aloha,
it
would
go
to
Aloha
and
that
this
north
of
Walker
would
go
to
west
view.
A
A
E
So
I
also
like
this
as
a
starting
point,
but
I
think
building
on
Teresa's
comment,
so
kind
of
that'd
be
very
accurate
area
can
moving
it
down
into
Mountain
View.
If
we
were
able
to
make
some
adjustments
to
that
part,
we
could
then
also
fold
Bethany
out
of
Meadow
Park
into
five
Oaks
and
put
Barnes
back
into
Meadow
Park.
Now
what
that
does
is
it
leaves
Cedar,
Park,
pretty
underutilized,
but
I'm.
L
So
the
of
the
two
there
they're
quite
similar
and
so
I
would
certainly
favor
eight
over
seven,
because
I
think
introducing
more
splits
were
headed
in
the
wrong
direction
and
just
a
minor
point.
I
almost
didn't
understand
the
point
of
the
very
small
split
of
Springville
and
just
looking
at
the
the
grid
codes.
It
just
didn't
seem
to
be
nearly
enough
students
to
justify
it
and
I
haven't
looked
at
the
the
number
students
in
the
grid
codes
there
in
Beaver
acres,
but
some
more
concern
really
my
big
concern
here.
With
both
these
maps.
L
L
I
can
tell
you
when
we
talk
about
different
ways,
to
define
community
I,
think
I'm
on
season
13
or
14
of
coaching
either
Milltown
soccer,
Cedar,
Mill,
Little,
League
or
YMCA
basketball
in
this
community,
and
because
these
tools
are
quite
small,
I
mean
you
really
take
two
and
a
half
of
Terrill
into
Cedar
Mill,
West
TV,
and
you
maybe
get
one
Springville
or
one
one
Sado,
there's
a
lot.
You
end
up
having
a
lot
of
interrelationship
between
those
kids
going
into
middle
school.
L
That's
obviously
a
great
benefit,
and
you
look
you
look
at
what
this
map
does
it
splits
that
community
that's
been
together,
three
different
ways
to
me:
that's
just
it's
too
much
of
an
impact.
I
look
at
the
desire
to
pull
in
Barnes
and
it
just
it
just
clearly
fails
the
proximity
factor.
I
believe
there
is
one
empty
grid
code
that
is
actually
closer
to
Cedar
Park
than
Meadow
Park
and
Barnes.
All
of
the
others
are
either
the
second
third,
fourth
or
fifth
closest
school
Cedar
Park
would
be
it's
just
its
distance
community.
F
So
the
concern
Sherri
is
raised
about
those
Tom's
near
the
five
Oaks
I.
Think
the
same
is
happening
with
Jacob
is
must
do
it,
you
see,
there's
J
charisma
goes
to
sunset
as
well
as
that's
you,
so
there's
a
small
pocket
of
kids.
If
you
eliminate
assume
our
kids,
because
they'll
go
to
Timberline
anyway,
so
that's
only
200
kids
from
Jacob
is
Murph
feeding
in
the
stroller
and
then
they'll
go
to
sunset
without
any
familiar
faces.
That's
problem,
one
problem
two
is
Barnes.
F
J
E
Agree
with
Michelle
I
have
a
lot
of
the
same
this
day.
I
feel
very
similar
for
maps.
Seven
and
eight
a
few
comments.
There
are
several
schools
that
appear
to
be
under
the
threshold
of
the
minimum
requirement:
quired
students,
these
possibly
include
for
test.
Seven
community
tests,
mat
seven,
that's
Cedar,
Park,
Meadow,
Park,
Mountain,
View
and
Whitford
out
in
the
2025
year,
and
then
moving
Rachel
Carson
in
test
math.
Eight
that
brings
Cedar
Park
up
so
I.
E
One
of
the
things
that
I
am
concerned
about
with
all
of
the
maps
is
that
I
feel
that
we
are
concentrating
the
growth
at
the
northern
end
of
the
district
into
Stoller,
so
both
were
keeping
both
Springville
and
and
sato,
and
the
high
growth
areas
in
the
northern
part
of
the
district
stay
in
Stoller,
and
that
is
somewhat
of
a
concern
for
me.
I
also
concur
about
the
walkability
for
Finley
and
would
like
to
see
that
address.
I
Ya,
so
I
just
wanted
to
make
a
comment:
I'm
an
agreement
with
Michelle,
as
we
got
NATO
pact,
I.
Think
keeping
the
fever
system
to
a
minimum
of
truth
to
two
high
schools.
I
think
that's
very
important
for
me
to
pack
I
guess
the
way
I
look
at
this
maps.
First
assault
is
one
of
the
things
we
would
have
to
do.
I
G
D
Also,
just
I
wanted
to
add
support
to
these
maps.
I
think
these
are
the
best
two
that
we've
seen
so
far,
in
particular,
eight
and
just
thinking
Steve
about
your
procedure
that
will
do
these
two
are
so
similar
and
I
hope
that
we
can
not
choose
these
two
as
the
two
that
one
of
the
two
becomes
our
our
map
of
this
approximation
as
we're
going
to
the
next
round.
That's
fair
I.
E
Just
really
quickly
say
that
I
feel
very
similar
about
the
seven
and
eight
having
experienced
what
it's
like
to
be
in
a
middle
school,
where
you're
going
three
different
high
schools,
it
sucks
so
I
would
say
that
I
do
prefer
the
ones
that
have
one
or
two
and
that's.
Why
I've
drawn
more
to
seven
and
eight
all.
A
E
O
E
E
A
E
E
Can
you
hear
me
so
this
part
right
here
is
the
part
that
I'm
talking
about
moving
observing
into
here?
That
would
remove
one
of
the
high
schools
and
then
taking
this
area
moving
it
down
into
Timberland.
That
would
that
would
also
remove
a
high
school
split
right,
okay
and
then
taking
Barnes
and
putting
it
back
into
Middle
Park.
That
would
remove
the
do
language
concern.
The
only
thing
that
it
does
is
it
reduces
this
capacity
pretty
low.
So
the
question
is
since
this
is
at
106.
Can
we
put
some
of
this
up
in
here.
G
A
Okay,
we're
gonna
go
to
map
9
and
mr.
Williams
you're
not
going
to
get
the
microphone
I'm,
glad
you're
laughs,
that's
what
was
it.
That
was
a
joke.
It
was
weak,
so
map
9
here
this
was
the
request
of
the
committee
to
take
a
look
at,
and
it
too
follows
a
more
of
a
feeder
pattern
of
Elementary
School's
two
middle
schools
and
you'll
see
that
there
are
a
number
of
changes
here.
A
So
if
you
look
at
Meadow
Park
again
just
to
start
someplace,
it
is
kind
of
the
amorphous
blob
that
would
be
going
to
three
different
high
schools,
but
it
would
be
you
know
the
the
barns
would
be
still
within
Meadow
Park
and
deal
with
that.
One
of
the
issues
here
is
Cedar,
Park
being
so
low
and
you
think
okay,
maybe
if
we
added
the
current
split
to
that.
Well,
then
it's
also
an
impact
to
Whitford.
A
So
it
also
has
votes
going
to
Highland
Park,
which
would
require
lifting
the
dual
language
program
out
of
out
of
Whitford
and
putting
it
in
Highland,
and
it
would
also
require
moving
the
high
school
to
a
language
out
of
Beaverton
high
school
and
putting
it
in
South,
Ridge
I.
Believe
beer
attended,
South
Ridge
both
have
it
now
and
I'll.
Let
ya
they
both
have
it
now.
So
perhaps
that
isn't
as
dramatic
of
a
impact.
The
other
thing
here
is
it
does.
It
does
get
five
Oaks
at
a
decent
size.
A
It
does
have
a
little
capacity
issues
in
2025
for
Conestoga,
but
the
main
concern
would
be
store
at
a
hundred
and
fourteen
percent
in
2025.
It
would
achieve
the
goal
or
the
objective
in
2021
Mountain
View
would
be
high
initially,
but
then
would
settle
down
to
a
good
number.
So
that's
a
very
high
level.
H
And
I
don't
know
it
would
be
really
cool
if
they
could
do
some
of
this
in
real
time.
But
looking
at
Meadow
Park
the
five
Oaks
pieces
that
could
potentially
feed
into
metal
Park,
even
though
we
don't
want
to
surly
split
Oak
Hills
would
be
that
slice
of
oak
panels
that
goes
to
at
Westview,
yes
and
then
pulling
L
Monica
down
into
Meadow
Park.
H
So
they
can
actually
go
to
Aloha
humor
Aloha
high
school
with
more
people
right,
because
the
majority
of
the
five
oak
school
is
going
to
go
to
a
different
high
schools
in
that
little
bit
same
thing
with
the
one
to
the
left
and
if
we
pull
all
of
those
down
to
Meadow
Park
and
then
we
then
take
some
of
your
Springville
or
Sato
into
five
Oaks,
a
nun
crowd.
Stoller.
H
I
D
Just
briefly
in
I
apologize,
if
you
guys
covered
this
last
week
when
I
was
out
of
town,
but
I
didn't
want
to
just
take
a
second
to
thank
the
community
for
a
map
like
this.
So
we
received
hundreds
of
comments,
several
attachments,
several
pieces
of
analyses.
We
read
them
all
I
read
them
all
for
sure
and
I
just
wanted
to
thank
you,
Jamie
Williams,
Tara
powers,
Eric
semental
and
others
who
did
an
incredible
amount
of
analysis
to
put
this
back
together.
D
F
Guess
I'll
continue
to
harp
on
walkability,
but
that's
okay,
so
the
problem
that
Sherry's
talked
about
the
right
hand,
side
of
Oak
Hills
going
to
sunset,
while
the
rest
of
them
go
to
rescue
I,
think
it
same
problem
exists
with
Jacob
is
more
that
is
feeding
into
concept.
So,
if
you're
going
to
adjust
Oak
Hills
to
put
them
with
a
familiar
faces
in
high
schools,
I
would
do
the
same.
F
K
P
Okay,
so
I
suggested
this
map
to
be
included
in
our
discussion,
because
I
think
there
is
some
potential
here
and
this
to
me
raised
the
question
that
we
might
have
touched
on
before
the
twenty
twenty-one
and
the
twenty
twenty-five.
So
the
Mandate
of
this
committee,
as
far
as
I
understand,
is
twenty.
Twenty-One,
so
if
we
meet
our
goals
in
2021,
I
think
we've
done
the
job,
but
we
can
give
recommendations
for
twenty
twenty-five.
P
In
addition
to
our
map
that
we
will
arrive
at
so
many
of
the
because
many
of
these
maps
meet
the
goals
in
2021,
but
do
not
meet
it
in
twenty
or
twenty
five
and
other
maps
work
in
2025
very
well,
but
do
not
work
now
so
so
this
is
I,
don't
know
it
should
be.
This
discussed
this
once
again.
Do
we
have
to
achieve
the
goal
in
2025
I
understand
it's
a
lot
for
the
community
to
tell
them
no
we'll
sit
again,
we'll
talk
again
in
2025,
but
things
will
change
also.
L
I
wanted
to
echo
everything
John
said
having
all
the
work
that
Jamie
and
the
community
is
putting
on
this.
Also,
a
lot
of
the
very
thoughtful
engagement
from
from
many
people
in
community
is
I'll.
Just
mention
a
couple
of
targeted
things
to
jump
out
at
me.
Looking
at
it
again
like,
like
the
previous
maps,
are
disgusting
I'm,
seeing
a
three-way
split
of
what
I'm
calling
the
the
Cedar
Mill
community.
That's
concern
to
me.
L
Beaver
acres
hanging
out
over
there
also
seems
like
a
split
of
community.
That's
not
ideal!
More
than
that,
what
I
would
say
is
I
personally,
don't
feel
empowered
to
make
the
level
of
change.
That's
indicated
in
this
map.
I
think
I
quickly
counted
six
elementary
schools
that
were
completely
reassigned
outside
of
those
that
had
anything
to
do
with
Stoller
and
Timberland
I.
Think
there's
a
lot
to
be
said
for
taking
stepping
back
and
taking
a
longer-term
look
I.
L
My
recommendation
is:
if
the
district
were
to
do
that,
we
would
be
doing
it
over
a
longer
period
of
time
that
we
have
here.
We
should
be
doing
elementary
middle
and
high
school
all
together
and
we
should
phase
them
in
over
a
period
of
10,
15
years.
I
think
to
have
this
level
of
change
in
the
year
and
a
half's
time
frame
is
too
too
much.
It's
not
in
our
objectives.
N
While
I
do
agree
with
Yasmine
about,
we
need
to
like
meet
the
goal
for
2021
I.
Think
that
the
change
between
88%
of
capacity
in
2021
and
114
percent
in
2025
is
a
pretty
significant
jump,
especially
in
four
years,
and
they
think
that
that
indicates
a
problem
not
to
mention
that
the
population
of
Cedar
Park,
with
this
proposed
boundary,
is
581.
Students
and
I
think
we
need
a
minimum
of
eight
hundred
students
per
it
to
be
like
a
functioning
middle
school.
N
So
I.
Don't
really
think
that
I
agree
at
this
map
is
a
really
good
place
to
start,
but
we
cannot
actually
introduce
there
or
like
propose
it
to
the
superintendent,
with
Cedar
Park
being
having
581
students
also
with
ships.
I
also
agree
with
the
ships
of
okay,
oceans
and
meadow,
and
then
I'm
Monica
like
right,
like
getting
rid
of
that
split
I'm
moving
it
Tomatoes,
I.
Think
keeping
schools
together.
A
O
It's
a
one,
quick
comment
to
address
Jasmine's
feedback,
so
this
map
is
exactly
same
as
Mike's
as
far
as
stroller
goes
and
I
would
assume.
As
far
as
2025
goes,
strollers
number
should
be
at
least
less
than
what
it
is
today
so
stroller
without
so
more
today's
I
think
1225,
and
that
was
a
reason
to
free
what
he
was
suggesting
last
time.
Also
south
of
Spain
will
outer
stoner
south
of
Spain
will
hold
a
few
great
course
right.
O
A
E
Similar
concerns
about
the
Cedar
Park
projected
student
populations
being
at
581
as
well
as
Watford
drops
to
672.
So
we
would
do
want
to
maintain
a
healthy
student
body
at
the
school.
So
we'd
need
to
make
some
pretty
pretty
changes
on
that
side.
Ideally,
both
could
stay
with
Watford,
and
that
would
relieve
some
of
the
some
of
the
capacity
in
a
Highland
Park,
which
is
above
100%,
but
it's
also
a
pretty
big
school.
So
you
have
to
probably
take
a
little
bit
out
of
the
top
of
Watford
or
something
to
balance
it
out.
H
Agree
with
that
I
think
those
going
to
Watford
make
sense
and
I
think
that
little
bit
into
Cedar
Park
could
be
I
believe
it's.
The
top
bottom
of
William
Walker,
which
is
currently
split
I,
could
go
back
into
Cedar
Park
on
the
snap
and
then,
if
we
are
going
to
move
those
that
might
be
even
moving
super
mountain
back
in
Highland
Park,
so
they're
staying
in
the
same
high
school
pattern,
whether
or
not
that
gives
enough
growth
for
Mountain
View
for
what's
coming
in
the
southwest
corner
of
Beaverton.
K
J
A
E
Just
wanted
to
act
on
it
said
about
the
thinking's,
our
community,
for
creating
this
map.
I
think
that
this
map
really
helped
us
see
that
this
map
to
me
was
the
no
split
Theatre
at
the
elementary
level.
That
I
think
we
kind
of
needed
to
see
and
I.
Think
for
me.
It
really
emphasized
that
split
theatres
at
the
high
school
are
possibly
more
of
an
issue
than
split
theatres
at
the
elementary
school.
H
A
A
E
E
A
So
map
11
we
were
also
trying
to
address
again
capacity
and
feeder
patterns,
but,
as
Jason
noted
and
others
have
noted,
there
there's
no
way
to
address
Stoller
without
either
you
know
limiting
it
to
two
feeder
patterns
or
two.
You
know,
conversely,
then
start
doing
some
introducing
some
splits.
So
what
we
have
here,
as
you
can
see,
is
the
major
change
that
I
think.
We'll
all
recognize
is
right
up
here
in
the
southern
half
of
the
saute
attendance
area
that
got
the
name.
A
Pirate
Park
during
the
Sato
boundary
nation
would
be
moved
down
to
Meadow
Park
and
the
southern
peninsula
here
of
Jacob
Whismur,
would
be
split
off
from
Stoller
and
moved
to
Timberland.
This
does
not
take
into
consideration
the
numerous
comments
that
we
have
received
about
walkability.
So
you
know
recognizing
that
there
are
issues
with
this
map,
as
there
are
issues
with
every
single
map
that
we've
talked
about,
which
will
which
leads
me
to.
A
You
know
reiterate
that
as
we
move
forward,
it
is
refinement
based
on
those
factors
that
are
in
policy
JCC
and
one
of
the
other
things
is.
We
remove
the
split
here
between
prorally
Park,
between
Oak
Hills
and
Whitford,
sending
it
all
to
Whitford
one
of
the
issues
that
Kate
that
was
identified
in
I,
believe
it
was
map
9,
where
we
had
all
of
Mackay
go
to
Whitford.
We
elected
to
keep
the
split
right
here
at
highway
217
for
it's
a
split,
but
it
was
proximity
based
for
that.
We
recognize
that
in
Conestoga's
sake,
mistake.
A
We
have
a
hundred
and
six
percent
in
2021
and
we
increase
projected
increase
by
one
student
in
2025.
So
we
don't
see
the
release
or
the
relief
coming
that
we
do
see
in
other
schools
the
concern
we
have
about
store.
Well,
it
does
take
a
big
bite
out
of
stolen
and
twenty-one
it
creeps
back
up
to
a
hundred
and
six
percent
in
2025,
and
that
is
a
little
over
1,100
1148
students.
A
So
it's
you
know
it's
better
than
today,
but
it
still
also
assumes
moving
some
of
those
students,
so
it'd
be
the
fiddley
students
and
the
some
of
the
whismur
students
out
of
the
summa
in
solar
to
the
summa.
If
there
be
a
Zuma
at
Timberland,
so
also
you'll
see
that
there's
a
part
of
Beaver
acres
that
split
that
is
legacy
if
I
could
use
that
word
from
the
capacity
map
that
we
saw
last
time,
I
believe
that
was
on
a
map.
F
L
So
it's
similar
some
things,
I've
said
about
other
maps
but
collected
this
one
again.
We've
now
got
a
a
four
way:
Stoller
split
that
just
seems
like
too
many
pieces
to
to
break
it
into
I'm,
not
a
fan
of,
but
I,
don't
think
they're
the
best
interests
of
students
we
approach
local
them
sometimes.
But
this
this
feels
like
introducing
splits
for
the
sake
of
making
numbers
work
on
the
map.
L
We've
got
not
enough.
Kids
being
shifted
out
of
solar
in
the
timberlands,
in
my
opinion,
and
in
a
very
large
disruption
to
the
core
of
the
Cedar
Park
community,
to
finish
some
thoughts
about
the
notion
of
pulling
Barnes
in
the
Cedar
Park.
So
it's
appeared
on
a
number
of
maps
and
I
pointed
out.
I
mean
it's.
It's
a
real
problem
in
terms
of
proximity
in
terms
of
these
sort
of
neighborhood
unity,
yeah
I
understand
it's
well-intentioned.
L
We've
heard
feedback
that
it's
it's
not
ideal
to
have
the
the
three-way
split
into
high
school,
but
there's
I
think
we've
done
our
due
diligence
and
seen
if
he
is
there
a
reasonable
way
to
solve
it
at
the
middle
school
level.
One
I
don't
believe
there
is
I'm
gonna
write
remind
people
of
the
history
here,
my
way
of
thinking
and
Roberts.
You
can
correct
me
when
I
looked
at
this
earlier
I
see
it
made
up
Meadow
Park,
maybe
60.
Maybe
two-thirds
of
the
total
population
is
destined
for
West
View.
L
The
other
third
is
kind
of
split
Beaverton
and
sunset,
maybe
sunset
a
little
bit
less
than
Beaverton
it's.
It's
not
big
enough.
Difference
to
argue
about
the
sunset
population
was
deliberately
introduced
four
years
ago
as
part
of
the
high
school
boundary
process.
We've
heard
some
very
impassioned
testimony
about
the
problem
of
the
the
Oak
Hills
kids
are
experiencing
and
a
way
to
solve
it.
That
would
balance
the
kids
of
the
northen
to
take
a
Whismur.
That's
been
cited
a
couple
of
times
that
exact
same
testimony
we
heard
was
provided
to
the
superintendent
and
the
board.
L
The
superintendent
chose
not
to
change
the
recommendation
of
the
committee
and
the
board
approved
what
to
approve
that
that
split,
Meadow
Park
for
the
sake
of
walkability
those
neighborhoods,
just
just
south
of
26
that
are
part
of
Barnes,
were
kept
in
to
sunset.
Rather
than
joining
the
rest
of
Barnes
at
Beaverton,
I
can
assure
you
a
number
of
community
members
pointed
out
that
may
not
be
the
best
application
of
policy
Jaycee
across
the
breadth
of
the
district.
L
Nevertheless,
the
superintendent
chose
not
to
change
that.
The
board
approved
it,
and
that's
just
as
recent
as
four
years
ago.
I
think
it's
fine
for
us
to
call
out
this
as
an
issue,
but
I
don't
see
it
as
a
mess.
We
can
reasonably
clean
up,
I
think
if
we
see
it
as
a
problem,
we
should
note
it
in
our
in
our
recommendation
to
superintendent
that
he
should
look
at
it
about
possibly
changing
high
school
boundaries.
That's
the
most
efficient
way
to
solve
that
problem.
My
opinion,
okay,.
A
O
A
Q
I'm
still
alive,
I
guess
I
would
just
comment.
I'm
just
walkability
issue,
I
think
walkability.
For
me,
it's
a
luxury.
It's
not
a
policy
JC.
This
is
neighborhood
proximity,
I
understand
you
can
put
walkability
underneath
that,
but
that
no
ways
but
myself
is
subordinate
to
you-
know
student
capacity
long
bus
rides.
So
that's
where
I
stand
with
respect
to
maps.
I
expected
the
support
to
see
I
think
it's
map
7a.
E
I
kind
of
waited
to
talk
so
I
want
to
just
hear
everybody's
opinions
on
all
the
maps
and
kind
of
just
take
it
all
in.
For
me,
walkability
I
mean
it
is
nice
to
be
able
to
walk
to
school,
but
we
do
live
in
Portland.
How
many
people
actually
walk
in
the
rain?
I
mean
that's
something
to
consider
I
know.
Walkability
is
nice.
My
kids
walk
to
school
very.
E
A
P
I
just
want
to
raise
one
point
in
the
comments
made
by
the
public.
There
was
somebody
referred
to
the
issue
of
programs
for
children
with
disabilities.
If
there
is
anything
that
we
should
know
or
take
into
consideration
during
this
process
about
these
programs
where
they
are,
what
should
we
bear
in
mind?
I
think,
please
help
us
out,
because
we
I
don't
have
any
background
about
that
and
the
comment
just
mentioned
them
so,
and
the
public,
of
course,
if
they
want
to
enlighten
soar,
just
tell
us
there
is
something
here.
Please
take
care.
A
C
Apologize
for
that,
the
students
in
a
neighborhood
school
that
have
special
ed
needs
that
can
be
met
with
the
resource
room
or
the
local
team.
You
don't
really
need
to
worry
about
that,
because
the
district
would
ship
resources
to
support
those
students
in
their
neighborhoods
school.
Other
district-wide
supports
for
students
that
have
more
profound
needs.
C
R
Sorry
I
would
also
add
that
is
far
less
of
an
issue
at
the
middle
in
high
school,
because
we
replicate
many
of
those
programs
across
all
of
our
schools.
Far
more
of
an
issue
at
the
elementary
level
where
we
may
have
only
three
programs
in
34
schools.
We
replicate
many
of
those
same
programs
across
all
eight
and
eventually
nine
middle.
S
Hi
I'm
Craig,
beaver
on
the
administrator
for
transportation.
I
just
have
one
or
two
things
for
you
to
consider
when
you're
in
making
your
decisions
coming
up,
what
you're
calling
walkability
it
doesn't
matter.
If,
because
we
have
state
law,
says
anybody
lives
within
a
mile
of
a
half
of
school
style
or
transportation,
so
their
walk
to
school.
If
you
take
walkability
out
and
just
throw
it
down
and
I,
look
at
it
now,
you've,
it
considerably
increases
our
costs
for
transportation,
considerably
increase
their
need
for
resources,
and
my
you
know
we,
the
nationwide,
statewide
and
region.
S
It's
a
tremendous
issue:
I've
hired,
you
know,
I've
lost
through
today,
I've
lost
24
bus
drivers,
I've
hired
27,
and
we
continue
to
interview
and
hire
every
single
week
and
it's
a
tremendous
thing
so
I
would
encourage
you
to
to
look
at
walkability.
You
know
because
if
you
don't,
then
we're
adding
a
significant
number
of
bus
routes
that
we
very
hard
very
hard-pressed
to
meet
that
demand.
So
it
is
very
important.
R
All
other
factors
I
want
to
add
to
that.
So,
just
in
full
transparency,
we
as
a
school
district,
receive
70%
of
transportation
costs
reimbursed
to
the
district
by
the
state.
Don't
be
comforted
by
that
number,
so
large
sum
of
money
that
comes
back
to
us,
but
that
other
30%
we
have
to
fund.
So
we
currently
fund
about
18
million
dollars
out
of
our
general
fund
for
transportation.
So
if,
in
fact
the
walkability
factor
decreases,
we
increase
more
busing
needs.
The
difficulty
in
that
is
it's
the
same
pot
of
money.
R
We
need
more
buses
and
more
routes.
We
have
fewer
teachers
to
serve
students
same
pot
of
money.
We
don't
have
a
separate
transportation
pot.
It's
a
general
fund
budget,
okay,
so
I
don't
need
a
cause.
I'm
just
stating
the
facts
and
I
want
the
committee
to
have
that
awareness,
but
also
the
community,
because
people
get
comforted
by
that
70%,
oh
yeah,
you
get
that
reimbursed.
18
million
dollars
is
still
real
money
that
comes
out
of
the
general
fund
that
comes
out
of
classrooms.
Ultimately,.
S
We
use
the
trash
fish
department,
but
we
use
national
state
guidelines.
We
have
guidelines
and
basically
for
elementary
welcome
I'm
sorry
for
middle
school.
Give
you
an
idea
so
for
no
assistance
for
middle
schoolers.
It's
it's
based
on
the
size,
the
size
of
the
road,
this
the
cars
per
minute,
speed
limit
so
for
middle
school.
There's,
no
assistance!
It's
three
lanes
30
miles
per
hour,
no
more
than
a
vehicles
per
minute
and
107.
If
I
see
275
feet
of
visibility,
so
three
lanes,
anything
more
than
three
lanes
were
very
hesitant.
S
We
don't
allow
little
scores
to
cross
unassisted.
If
it
has
it's
a
controlled
intersection,
it
goes
up
to
35
miles
per
hour.
So
if
it
has
a
signal
or
a
stop
sign,
we
would
the
same
limits.
It
just
raises
up
to
35
miles
per
hour.
If
we
have
a
crossing
going
there,
it
goes
up
to
five
lanes
35
miles
per
hour.
That's
it
so
in
crossing
guards
again
crossing
guards
is
a
real
there's,
a
real
thing.
It's
it
costs
money.
It's
it's
not
a
position
that
there's
not
a
fort
for
a
full-time
position
for
it.
A
A
I've
got
a
bunch
of
cards
here
and,
like
we've
done
in
the
past,
as
I
call
your
name.
Please
come
up
to
the
seats
that
are
reserved
for
our
public
speakers.
We
have,
let's
see
here:
Taylor
saw
from
Cedar
Mill,
we
have
Paul
Baker,
we
have
Sonia
Cruz,
we
have
Tron
Zhu
West
TV
Kim,
Sanders,
Oak,
Hills,
jothee,
Vemuri,
Kevin,
Lyons,
John,
Ayers.
T
T
A
U
U
All
right
so
I
mean
a
lot
of
great
points.
Like
some
of
you
said,
the
walkability
is
very
it's.
You
know
it's
a
luxury.
It
says
you
can't
move
walkability
areas
around
here
in
there
and
and
then
you
got
a
look
at
Timberland
around
that
area.
It's
going
to
be
walkable
right,
so
those
people
are
going
to
be
variable.
Those
kids
going
to
be
able
to
watch
it.
Gentlemen,
so
you're
gonna
save
money
there.
U
U
Yeah,
what
else
was
there,
but
I
think
it
was
very,
very
good
meeting
and
the
transportation
I
think
I,
don't
know
you
could
really
save
money
on
that
you
know.
18
million
you're
gonna
have
to
spend
money.
It's
not
like
you're
gonna
save
every
every
million
I
think
it's
a
public
school
and
you
need
to
you
need
to
spend
the
money
and
it
takes
money
to
do
it
to
run
on
school
system
like
this
largest,
a
third.
U
What
is
the
third
largest
school
system
in
Oregon,
so
I
just
don't
think
we
need
to
start
picking
out
what's
walkable
and
what's
not
I
think
we
got
some
really
great
maps
here
and
and
I'd
like
to
know
like
the
fact
that,
like
I,
think
I'll
bill
said,
the
middle
school
should
be
kind
of
close
to
each
other.
The
boundaries
that.
A
V
Their
community
thank
you
for
the
hard
work.
Firstly,
I
would
like
to
point
out
that,
in
the
material
middle
school
walk
through
school
areas,
I
think
it's
a
far
from
accurate.
If
the
dollar
middle
school
walk
to
school
area
and
meet
the
criteria
of
walk
to
school,
then
the
Timberland
middle
school
walk
to
school
areas
would
be
much
bigger
and
then
what
is
it?
What
is
it
about
it?
It
should
include
a
certain
part
of
a
West
TV
district,
the
December
19
scene
map
and
you
back
to
the
test
Maps,
except
for
the
magnet
3.
V
Oh,
the
other
maps
excluded
was
TV
students
from
Timberland
and
except
for
maps
3.
All
the
others
have
quite
a
lot
of
deficiencies.
Firstly,
all
the
maps
except
from
math
3
indicates
high
volume
of
cross
u.s.
26
traffic.
In
addition,
the
West
TV
and
students
suffer
not
only
the
car
crossed
us
26,
but
also
crossed
over
to
17
traffic.
V
Secondly,
map
six
and
nine
still
have
overcrowded
dollar
and
math.
Certainly
the
math
7
10
11
separate
the
elements
reduce
which
I
saw
this
practice
is
not
recommended
when
test
map
three
could
be
improved.
For
example,
we
can
I,
can
move
the
Nancy
rouse,
Elementary
School
District
from
Highland
Park
to
penisula
to
balance
the
two
middle
schools,
so
in
summary,
I
suggest
the
committee
select
has
mastery
or
slightly
improved
in
lab
3
and
so
that
West
TV
students
and
your
Chamberlain
as
well.
Thank
you.
B
X
Hi
I
have
four
kids
in
the
Beaverton
School
District
of
a
freshman
at
sunset,
an
eighth
grader
and
a
sixth
grader
at
Meadow
Park,
and
a
second
grader
at
Oak.
Hill
Hills
I
wanted
to
talk
tonight
about
cleaning
up
the
feeds
to
high
school.
Currently,
my
two
children
that
go
to
Meadow
Park.
They
will
be
split
for
my
eighth
grader
right
now.
She'll
be
split
next
year
into
Meadow
Park,
splits
into
three
different
high
schools,
sunset
being
the
very
low
end
of
that
split,
my
freshman,
who
is
at
sunset
this
year,
absolutely
hates
it.
X
She
knows
it's
a
good
school.
I
we
talk
all
the
time
about
how
great
of
a
school
it
is.
She
says,
mom
I,
don't
care
if
it
was
the
worst
school
in
the
district.
I
would
still
want
to
be
with
my
friends.
You
know
she's
having
a
real
rough
time
this
year,
because
in
just
today
she
when
I
picked
her
up
from
school.
She
said:
do
you
know
how
it
would
it
feels
like
to
walk
down
the
halls
every
day
and
not
recognize
anybody?
I
mean
a
very,
very
small
number
went
from
meadow
to
sunset.
X
Honestly,
I
don't
care
what
middle
school
my
kids
go
to.
I
will
be
committed
to
helping
out
at
what
every
school
they
end
up
there
in
I
have
nothing
but
respect
for
what
principal
Freeman
has
done
with
my
children
at
Meadow.
I
just
want
to
see
you
know
a
good
majority
of
kids
moving
from
middle
school
to
high
school
together,
a
freshman
girl
who
knows
nobody
pretty
much
is
hard,
and
even
that
handful
of
kids
that
live
in
the
Oak,
Hills
and
Erick
area
that
should
be
going
to
sunset.
X
A
number
of
them
have
found
ways
to
go
to
su
or
go
see
or
have
chosen
to
go
to
different
schools.
So
even
that
small
handful
of
kids,
some
of
those
kids
that
should
be
at
sunset
for
another
face
to
be
known,
aren't
there
and
it's
just
it's
hard
and
I.
Have
another
eighth
grade.
I
have
an
eighth
grade.
Girl
who'll,
be
another
freshman
next
year
same
thing
for
her
and
thank
you.
A
Y
Nice
to
see
you
again
Steve,
thank
you
for
the
opportunity
to
present
Jacob
is
my
two
very
large
and
rapidly
growing
Elementary
School's.
They
cannot
feed
Stoller.
Six
out
of
eight
maps
today
have
Springville
and
saddle
feeding
for
Stoller.
Why
do
these
mats
keep
coming
back?
The
numbers
just
don't
work
today.
We
thank
you
for
bringing
tests
map
three
for
consideration.
Some
key
factors
we'd
like
to
highlight
our
test
map:
six
through
11
put
stroller
over
permanent
capacity
in
2025
test
map.
Y
Three
brings
intous
taller
the
growing
shadow,
a
pretty
flat
jacob
Mesmer
and
some
are
declining
Findlay,
including
suma,
and
it
blinks
it
all
in
the
stroller
and
has
better
utilization
numbers
for
Stoller
than
any
of
the
proposals
on
the
table.
Today.
High
school
transitions
are
difficult.
We
just
heard
from
Kim
and
I
really.
Thank
you
for
that
testimony.
Here
we
are
fully
behind
that
test.
Maps.
Y
Five
through
nine
and
11:00
show
Jacob
is
myrrh
as
the
only
sunset
feeding
school
from
Stoller
chest
map
3
and
10
offer
a
balanced
high
school
representation
at
Stoller
beat
sunset
where
they
have
Findlay
and
Jacob
Mesmer
coexisting
or
West
View,
where
they
would
have
sat.
Oh
and
Jacob
is
not
going
together
about
45%
of
Sumer
students
live
work
in
the
walking
zone
of
Stoller.
Moving
Sumer
to
any
other
school
will
bring
us
unnecessarily
increased
transportation
cars,
as
we
just
heard
mr.
Y
beaver
elucidate
today,
and
that
was
great
that
he
shined
light
upon
it
and
their
detrimental
to
the
environment
as
well.
Test
maps
5
through
9
take
out
Sumer
program
out
of
stoller
completely,
so
we
do
not
support
those
maps
at
all
test
map.
3
preserves
Sumer
at
Staller
test
map
3
and
its
derivatives
best
incorporate
walkability
again
I.
Thank
the
transportation
representatives
here
doing
a
great
job.
You're.
Y
Z
Z
Conestoga
is
our
nearest
Middle
School
less
than
a
half
a
mile
for
some
up
to
a
mile
and
a
little
bit
more
than
a
mile
for
others.
Some
of
us
can
actually
see
the
school
from
our
homes.
It's
an
easy
walk
and
most
don't
have
to
cross
Jules
ferry.
There's
an
underpass
available
and
trails
to
get
straight
to
school.
Those
that
do
have
a
crosswalk
this
lighted
to
get
across
the
street.
It
is
walkable,
many
students
do
it
on
a
regular
basis.
Whitford
on
the
other
side
of
things
is
not
near
nor
accessible.
Z
Z
With
regards
to
feeder
patterns,
we
do
know,
there's
a
challenge
with
the
fact
that
we
go
to
Mackay
and
then
go
to
Conestoga,
but
our
families
would
prefer
that
it
is
our
local
middle
school
and
just
because
our
elementary
sends
us
it
has
a
proximity
issue
does
not
mean
that
that
needs
to
be
continued
through
middle
school.
So,
for
these
reasons
and
many
others,
we
implore
you
to
consider
a
feedback
and
allow
us
to
keep
going
to
our
community
school.
So
thank
you.
Thank
you.
AA
I
wanted
to
also
thank
you
guys
for
all
this
effort.
You
guys
are
putting
in
there's
a
lot
of
contentious
topics
to
go
through
so
I
really
appreciate
it.
I
wanted
to
echo
a
few
of
the
points
have
been
coming
up.
I
really
appreciated
the
discussion
on
transportation.
The
walkability
topic
is
important.
I'll
testify
that
we
do
walk.
We
do
take
advantage
of
that.
AA
If
you
look
at
the
Stoller
walk
area,
it's
a
tremendous
area
to
take
advantage
of
I've
been
in
the
school
district
for
22
years,
the
attending
Stoller
for
14
years,
when
we
explain
that
and
it,
but
there's
a
lot
of
history.
I've
seen
teachers
losing
their
jobs
over
these
budget
issues.
These
are
not.
This
is
a
zero-sum
game,
right,
we're
not
going
to
just
add
money
and
be
able
to
come
through
with
that.
AA
So
this
is
a
you
know:
opportunity
cost
our
you
know
ability
to
pay
for
for
this
staff,
so
walkability
is
a
big
topic.
I
wanted
to
underscore
the
value
in
in
map
3
that's
been
repeated
here
several
times
and
I
appreciated
the
statements
that,
when
you
take
the
growth
areas
of
saddo
and
and
Springville,
and
you
plump
them
into
a
single
school
you're,
not
seeing
the
steadiness
that
you're
gonna
need
to
have
when
you
look
at
I
have
to
say
that
we
need
to
be
able
to
look
forward.
AA
We
can't
say
that
it's
2021
and
we're
done
if
you
look
at
the
values
that
these
school
store
is
going
up
in
that
time
frame
was
four
years.
It's
25%
it
that's
not
just
all
at
the
end,
we're
going
to
figure
it
out
and
then
we'll
deal
with
it
at
that
that's
6
7%
happening
per
year.
That's
a
constant
retooling,
constant
dealing
with
that
problem.
Every
year.
It's
right
in
front
of
us
right
away.
It
I,
don't
think
anybody's
going
to
want
to
go
through
all
this
process
and
then
be
right
back
at
it
again.
AA
So
I
wanted
to
really
quickly
look
into
the
concept
of
legacy
we
are
in
somebody
mentioned
earlier
sports
teams.
We
are
connected
through
I
coach.
This
Jake
Whismur
teams
we're
part
of
the
Findlay
community.
We're
all
part
of
in
saito
is
all
part
of
the
same
group.
We've
been
going
there
for
14
years
now,
I
stuff
I
have
six
children
number
six
is
coming
up
through
there,
we've
been
in
graduate
every
hall.
We
are
integrated
with
that
school.
We're
part
of
the
community
and
it's
a
legacy
point
will.
AB
Problem,
you
did
perfectly
right,
so
thank
you
very
much.
Thank
you
for
all
the
volunteering
that
you
know
the
water
doing.
I
know
it
is
a
video
on
enviable
task.
Thank
you.
So
much
and
I'm
also
glad
to
see
that
the
conversation
today
has
been
a
lot
more
civil
than
it
has
been
in
the
weeks
passed,
so
they
texted
to
the
community.
Also.
The
three
main
thing
that
I
want
to
point
out
today.
My
home
is
in
the
pilot
Park
neighborhood.
My
backyard
is
pirate
park
and
my
kids
go
to
Saturday.
AB
For
us,
walkability
is
not
a
luxury.
It
is
something
that
I
have
been
hoping
that
my
kids
can
walk
and
bike.
They.
They
love
to
bike
and
I'm,
hoping
that
they
can
bike
to
stroller
along
the
pilot
path
trail
along
the
Rock,
Creek
Trail.
They
don't
have
to
you,
know
cross.
They
don't
have
gone
any
main
road.
AB
They
can
cross
a
trade,
they
can
cross
right
along
the
trail
and
it
will
be
straight
to
store
that
has
been
a
desire
for
me
for
a
long
time
and
when
I
see
a
map
that
takes
the
south
part
of
sattell
out
of
that
zone
and
puts
it
into
madoka.
That
is
my
biggest
concern
there.
So
so
I
was
a
little
disappointed
that
map
then,
while
being
presented
as
a
walkable
option,
because,
yes,
it
is
workable
for
Cindy,
but
you
take
away
the
walkability
for
subtle
kids.
AB
The
second
thing
I
want
to
point
out,
is
that
you
have
you
want
our
kids
to
do
more.
Exercise
to
you
know
to
enjoy
the
nature
then
to
enjoy
outdoors
taking
walkability
out
means
that
they
don't
get
that
chance
to
socialize
with
their
friends
and
form
like
a
school
train
like
a
Bob
train
on
a
bike
train
and
so
on.
So
that
is
really
important
for
the
kids.
AB
The
last
point
is
that
my
name
I
do
want
to
get
get
a
shout
out
to
my
neighbor.
Today
he
has
emailed
you
chief.
He
has
it
in
this
nice
fancy
dandy
program
which
takes
optimization.
You
can
put
in
whatever
variables
you
want
you
to
do
it,
it's
open
to
everybody,
you
can
go
to
a
website
and
you
can
use
that
tool
to
optimize
for
driving
distance
for
location
and
so
on.
That's
a
tool
that
I
use
for
future
bonding
adjustments.
Also
thank.
M
Hello,
my
name
is
Pamela
brim
and
I
am
a
parent
for
Rock
Creek
students.
A
few
things
about
the
maps
that
were
presented
today
that
become
concerning
for
Rock,
Creek
I,
don't
think
Rock
Creek
brought
up
very
frequently
in
these
conversations,
we're
kind
of
on
the
outside
of
the
district
they're
on
the
west
edge
and
most
of
these
maps.
M
So
moving
us
alone
to
five
Oaks
going
south
of
2006
is
alarming.
Having
us
moving
with
the
sister
community
to
five
oaks
would
be
something
that
I
would
hope
you
guys
would
really
look
at
because
again,
that'd
be
a
lump
of
kids
that
have
no
friends
moving
into
five
Oaks,
so
no
feeding
of
Rock
Creek
no
going
alone
couple
things.
Walkability
has
been
brought
up
a
lot
and
I.
Don't
think
that
walkability
for
one
school
specific
to
Stoller
should
come
at
the
cost
of
walkability
across
the
school
district.
M
A
lower
Huber
is
immediately
next
door
to
the
middle
school
they're
going
elsewhere.
That
so
I
think
there's
a
lot
of
things
that
would
be
clean
up
transportation,
wise
and
that
it
shouldn't
be
focused
on
just
one
school,
even
though
Stoller
and
Timberland
are
where
bulk
of
things
are
being
discussed.
The
community,
the
district
as
a
whole
needs
to
be
addressed
as
well.
Also
that,
as
far
as
map
9
goes,
there
was
a
second
version
of
the
map
that
does
show
high
school
feeder
being
reduced
into
less
blitz
versus
just
elementary
school.
A
A
F
A
F
S
We
transport
about
2,000
kids,
when
you
look
at
all
the
options.
The
bulk
of
those
kids
vast
majority
of
those
kids
we're
talking
middle
school
kids
is
going
to
talk
about
the
best
material.
Those
kids
are
going
to
the
option
high
schools,
but
we
have
depending
what
metal
Park
with
for
those
kind
of
places
between
a
hundred
and
twenty,
a
hundred,
fifty
kids
are
going
to
those
that
were
transporting
you
know
the
impact
really
is
and
isn't
the
same.
It's
almost
it's
almost
like
what
mr.
S
struck
when
I
was
talking
about,
will
put
the
resources
resources
where
we
need
to
go
if,
wherever
the
program
is
placed
whatever
soon
this
place,
you
know
we're
gonna
meet
that
and
pick
those
kids
up.
The
problem
comes
when
there
are
long
distances.
For
example,
thing
that
comes
to
mind
is
Springville.
You
know
we
have
kids
that
live
in
those
area
and
short
height
area
that
go
to
Springville,
so
those
kids
are
on
the
bus
for
90
minutes.
S
I
A
H
A
L
L
E
Q
A
So,
looking
at
my
notes
here,
it's
a
pretty
clear
indication
that
we
have
eight
and
nine
as
the
favorites,
so
we
are
going
to
come
back
at
the
next
meeting
on
January
30th,
as
you
see
up
there
with
eight
and
nine
doing
our
analysis.
For
me,
you
know
the
transportation
point
of
view:
the
proximity,
the
demographics,
you
know,
poverty,
all
the
different
factors
that
we
have
in
policy
JC.
A
A
We
will
move
forward
and
you
may
find
and
I'm
saying
this
for
the
audience
as
well.
You
may
find
that
you
know
8
&
9,
look
great
right
now,
but
you
may
say:
hey:
we
need
to
go
back
and
revisit
another
one,
that's
ok,
too,
but
we
need
to
go
into
our
next
phase.
Where
we
have
narrowed
it
down.
We
will
have
two
maps
up
here.
We
will
not
have
8
okay,
so
with
that
we
are
going
to
be
adjourned
until
January.
30Th
and
I've
told
you
it
would
not
know
today.