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From YouTube: September 26, 2023 School Board Work Session
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A
A
Welcome
everybody
I
called
to
order
the
work
session
for
the
Beaverton
School
Board
on
September
26th
2023
at
5,
30
pm
right
I
just
want
to
note
that
we
have
six
board
members
or
five
board
members
present
here
in
person.
Sunita
is
online
and
Uganda
is
excused,
and
today's
the
topic
of
today's
work
session
or
sorry.
The
topic
of
the
work
session
today,
is
our
board
operating
agreements.
A
I
just
wanted
to
say
that
that
today's
work
session
is
a
continuation
of
the
work
that
we
started
at
a
retreat
and,
as
a
reminder,
those
operating
agreements
that
we'll
be
talking
about
today
started
from
previous
work
that
the
board
had
done.
A
The
previous
chair,
Tom,
Colette
and
I,
were
asked
to
revise
them,
so
I
gathered
over
15
like
different
operating
agreements
from
Oregon
and
Washington
to
kind
of
compare
and
what
I
noticed
that
they
almost
all
had
in
common,
where
that
initial
table,
showing
our
responsibilities
and
those
of
the
superintendent
and
with
a
very
with
a
very
new
board,
we
went
on
the
site.
A
We
leaned
on
the
side
of
putting
a
little
bit
more
detail
then
than
not,
and
during
that
Retreat
we
were
asked
to
kind
of
cut
it
back
a
little
bit
to
make
it
so
that
it's
a
kind
of
a
shorter
document
and
there's
many
of
the
board
policies
kind
of
Drive.
The
statements
that
are
on
this
document
today
that
you'll
that
we'll
be
talking
about
another
piece
is
that
you
can
look
through
each
of
our
board
policies
to
get
this
information,
but
it's
also
really
hard
to
do
that.
A
One
last
piece
is
that
the
board
operating
Agreements
are
more
than
just
how
we
conduct
ourselves
in
these
meetings,
because
we're
publicly
elected
officials
that
are
out
in
our
communities
in
our
schools.
We
work
with
our
District
employees
or
you
know,
engage
with
them
and
impact
the
Strategic
plan
and
the
budgets,
but
we
have
one
employee,
which
is
our
superintendent
and
our
interactions
with
each
other.
A
The
superintendent
and
all
those
that
I
just
named
are
you
know,
kind
of
outlined
in
the
various
sections
of
this
document,
so
I
think
that's
all
I
want
to
say
superintendent.
Is
there
any
comments
you'd
like
to
make
before
we
get
started?
I.
B
A
C
C
The
last
time
we
were
together,
as
Karen
mentioned,
we
were
tasked
with
putting
together
a
more
succinct
version
of
the
working
agreements
and
specifically
those
items
that
board
members
are
going
to
encounter
over
and
over
again,
and
so
with
in
collaboration
with
the
board
leadership
as
well
as
District
staff,
we
have
put
together
a
a
shorter
version
that,
hopefully
is
simple
to
refer
to
and
is
makes
this
super
convenient
for
the
board
members
if
we
could
Advance
one
so
just
a
reminder
in
terms
of
of
why
we
have
working
agreements
and
for
those
people
online
that
may
be
listening
and
wondering.
C
Why
would
we
spend
time
on
such
a
thing?
Working
agreements
do
provide
a
great
framework
for
board
members
to
understand
their
role
and
and
to
make
sure
that
they're
fulfilling
their
responsibilities.
The
other
thing
that
it
does
is
it
starts
to
outline
how
the
board
and
superintendent
team
work
together
to
accomplish
work
for
kids
and
I.
Think
that's
a
key
reason
why
why
many?
Many
districts
have
working
agreements
like
this.
The
other
thing
that
it
does
it
helps
us
in
a
proactive
Way
start
to
head
off
some
potential
issues
where
dysfunction
may
occur.
C
They
they
oftentimes,
have
working
agreements
and
if
you
look
back
over
the
last
couple
years
where
in
Oregon,
so
many
of
our
board
members
came
onto
boards
during
covid,
and
we
during
this
last
election,
we've
got
folks
that
have
joined
the
board
as
well.
So
it's
not
uncommon
at
this
time
for
boards
to
be
pursuing
and
identifying
working
agreements
just
just
because
they
haven't
had
the
opportunity
in
the
years
of
experience
together
to
to
understand
their
roles.
C
C
So
our
goals
for
this
evening
is
we
are
going
to
do
some
work
in
some
small
groups,
we're
going
to
have
a
couple
board
members
per
group
and
then
we're
going
to
have
a
scribe
for
you
that
one
of
the
staff
members
is
going
to
assist
with
that
and
our
goal
is
to
look
at
the
content
of
the
working
agreements.
C
That's
going
to
be
shared
with
you
and
I
think
you
got
a
copy
of
those
in
advance
and
we'll
be
looking
at
those
again
in
small
groups
and
you'll
be
assigned
a
portion
of
the
working
agreement
to
your
group.
Will
that
doesn't
mean
you
won't
have
the
opportunity
to
weigh
in
on
the
rest
of
the
working
agreement,
but
you're
you're
going
to
be
the
the
expert
for
for
the
next
half
hour
or
so
in
that
area.
You'll
read
that
you
look
for
things
that
may
need
edited
something
that
lacks
Clarity.
C
The
way
it
currently
is
and
if
we
could
encourage
you
to
focus
on
the
content
and
not
so
much
the
wordsmithing.
That
goes
with
that.
We'll
we'll
take
care
of
that
as
we
take
notes
as
you
share
out
Smalling
following
your
time
to
work
together
and
to
take
a
look
at
your
portion
of
the
working
agreements,
then
you'll
come
back
and
you'll
share
out
with
the
rest
of
the
group
and
we'll
start
to
capture
that
information.
C
D
E
Hi
everyone,
so
we
are
going
to
get
you
moving
a
little
bit
so
we'll
we
have
divided
you
and,
like
Mike,
said
in
a
couple
groups,
if
you
want
to
advance
yeah
the
next
site
there.
So
when
you
get
to
your
group,
you'll
have
a
chart
paper
that
will
hand
over
to
you
and
really
what
we
want
you
to
do
is
divide
that
into
four
quadrants.
E
With
your
group,
you're
gonna
on
the
first
quadrant
you're
gonna,
look
at
the
section,
that's
assigned
to
you
and
see
if
there's
any
additional
clarification,
that's
needed
or
potential
edits,
and
just
note
that,
like
Mike
said
you
don't
want
to
get
into
the
awardsmithing
part
or
grammar
just
making
sure
that
if
there's
something
that
you're
confused
about,
you
just
make
a
note
about
it.
The
other
quadrant
is,
if
there's
something
missing,
that
you
were
hoping
to
read
in
this
section
or
that
you
were
hoping.
E
The
section
included
also
make
a
note
of
that.
The
next
section
is,
if
there's
something
you
don't
agree
with,
whether
it's
just
something
that
you
don't
think
should
belong
here
in
the
section
or
you
just
don't
want.
You
would
want
to
strike
it
out,
make
a
note
of
that
in
that
quadrant
and
then.
Lastly,
any
questions
that
you
have
that
aren't
answered
there,
that
you
want
to
have
a
conversation
with
the
group.
E
So
we're
gonna
give
you
about
20
minutes
with
your
group
to
do
this
portion
and
then
we're
going
to
come
back
with
a
larger
group
and
then
have
a
more
robust
conversation
where
everybody
gets
to
share
about
their
section.
E
So
if
you
want
to
advance
to
the
next
slide,
I'll
show
you
what
group
and
what
section
and
I
think
we'll
probably
leave
this
slide
up.
So
you
have
this
as
a
reference,
so
you
notice
that
I,
just
as
accidentally
you're
on
two
places
and
that's
because
I
just
realized
that
Uganda
was
gone.
So
I
was
trying
to
move
you
over.
E
So
please
stay
in
the
Communications,
Group
D
and
E
with
Melissa,
and
then
the
first
group
is
Susan
and
Tammy,
and
the
second
group
is
Sunita
and
Karen
and
in
the
italicized
name
at
the
bottom,
is
your
scribe.
Your
staff
member
is
going
to
be
in
your
group.
That's
going
to
help
capture
your
comments.
Does
anybody
have
any
questions
about
what
we're
about
to
do?
E
D
E
E
F
All
right,
so
we
did
for
category
D
communication
with
staff.
First
question
that
came
up
or
clarification
is
for
d
b
and
that's
board.
Members
will
direct
questions
and
comments
to
the
superintendent
executive
leadership,
where
appropriate
board
members
will
not
directly
contact
other
District
employees.
Even
if
there
is
a
previous
relationship
established.
The
question
is
clear
expectations
as
a
visitor
and
engagement
with
building
Administration.
So,
for
example,
I'm
at
a
basketball
game
and
the
principal
comes
up
and
starts
chattering
at
me.
G
I
think
my
example
was
I
cannot
remember,
it
was
you
know
in
the
in
the
space
of
someone
either
sharing
information
with
me
am
I
to
try
not
to
have
that
conversation
or
or
if
it's
a
Clarity.
G
E
F
Information
requests,
so
the
question
here
is:
does
a
superintendent
have
discretion
to
forward
to
staff
or
board?
It
says
15
minutes
in
here
in
terms
of
more
15
minutes
of
Staff
time
to
work
on?
Does
the
superintendent
have
a
discretion
to
say
great
question,
but
I
prefer
that
that
come
from
the
board
and
not
from
a
single
board?
Member
is
the
question
here.
E
F
And
then
we
only
had
one
other
and
it's
in
the
next
section
of
visits
to
schools
on
e
letter
B
board
members
are
invited
to
attend
public
school
events
such
as
performances
and
athletic
events,
and
will
notify
the
superintendent
of
their
attendance.
Does
this
mean
all
events
or
all
events?
As
in
games,
volunteering
going
to
a
play
Everything
across
the
board,
Melissa's
worried
about
your
inbox
on
your
phone
getting
filled.
E
H
Okay
in
our
group
again,
we
had
Section
5
board
Communications,
a
b
and
c,
and
so
in
Quadrant
One
clarification,
clarification
and
potential
edits.
We
are
suggesting
an
edit
related
to
a
c
and
and
that's
an
area
that
talks
about
how
topics
might
be
addressed,
and
there
are
examples
such
as
the
superintendent's
weekly
memo
and
item
for
information
or
an
item
in
an
upcoming
board
meeting
agenda.
This
group
is
recommending
adding
also
the
possibility
of
non-quorum
information
sessions
where
staff
and
non-quorum
number
of
board
members
can
talk
and
learn
about
a
topic.
H
So
that's
one
potential
edit.
The
next
one
is
section
c
Communications
with
the
public
item
e
item
e
says:
if
a
communication
is
sent
to
All
board
members,
the
chair
of
Vice
chair
will
respond
on
behalf
of
the
board
copying
the
superintendent,
the
suggested
edit
is
eliminate,
Vice
chair
and
add
instead
or
designee,
and
so
there
was
conversation
in
the
group
about
just
sometimes
you
know,
having
having
it
be
more
clear
about
the
chair
or
designee
will
probably
be
beneficial.
H
One
example
that
was
shared
is
when
it
is
logical
for
another
board
member
to
address
or
answer
a
question
within
their
Zone.
It
might
be
that
the
board
chair
identifies
that
person
as
a
designee,
but
that's
what
the
group
is
suggesting
for
an
edit
there
in
what's
missing
quadrant
two
section
c
Communications
with
the
public
item
F.
H
H
There
was
nothing
in
quadrant
three
that
the
team
couldn't
agree
with,
and
we
there
was
a
ques.
There
was
a
conversation
that
was
tangential.
I
would
say
to
our
assignment,
and
we
just
put
that
in
general
in
the
questions
that
we
have
further
conversations
about.
How
do
we
ask
questions
related
to
presentations?
When
does
it
get
put
into
the
the
portal
or
the
question
document
that
exists
and
some
further
clarification
around
that
that
process
or
that
trajectory
of
asking
questions
anything
else,
team.
H
E
Thank
you
so
now
we're
going
to
move
to
the
first
group
with
sections
one
through
four
roles
and
responsibilities:
governance,
operating
agreements
and
Leadership,
and
that
was
Susan
and
Tammy.
I
Thank
you
so
this
group,
in
talking
about
what
might
be
missing
one
thing,
was
mentioned.
That
was
in
the
previous
longer
draft.
That
was
found
to
be
helpful
to
say,
which
was
about
noting
that
the
board
uses
Robert's
Rules,
rather
than
just
assuming
that's
understood
that
that's
the
guide
for
the
board's
Parliament
parliamentary
procedure
in
looking
at
what
could
use
more
clarification
or
edits.
One
specific
line
item
that
there
was
feeling
could
be
clarified.
I
More
was
in
section
2
letter
D
the
line
that
says
making
make
decisions
only
as
a
whole
board
at
properly
convened
meetings.
Individual
directors
have
no
authority
to
take
action
or
direct
the
superintendent
to
action
and
policy
or
organizational
matters,
and
they
felt
that
could
be
clarified
about
how
that's
addressing
essentially
two
areas
board
members
don't
make
decisions
for
the
board.
The
whole
board
makes
decisions
for
the
board
and
also
that
the
board
makes
decisions
in
public.
I
I
There
also
was
just
overall
the
suggestion
to
look
for
redundancies
and
compress
or
eliminate
those
redundancies.
There
was
a
feeling
that
there
was
still
too
much,
maybe
too
much
detail
and
that
there
were
some
areas
that
could
be
cut
down
really,
in
particular,
looking
at
section
three:
the
board
operating
agreements.
I
There
are
multiple
different
line
items
that
talk
about,
essentially
the
no
surprises
principle
about
bringing
things
up
with
the
superintendent
and
board
chair
with
a
heads
up
about
questions
or
concerns
before
a
meeting
before
raising
new
issues,
but
those
are
split
out
into
multiple
different
bullet
points
or
or
letters,
and
there
was
a
feeling
that
that
could
probably
be
clarified
and
compressed,
and
that
also
in
just
you
know,
if
we
have
this
noted
under
kind
of
the
sticking
points
or
the
the
areas
that
there
were
concerned
or
can't
agree
about,
is
still
just
a
feeling
that
overall,
it's
too
long
and
too
detailed
and
they'd
like
to
compress
and
simplify
more
and
the
specific
feedback
that
the
table
on
page
one.
I
I
It
does
mostly
refer
to
to
things
that
are
established
in
policy
and
compresses
it
into
a
table,
but
that
it
was
felt
that
it
it
wasn't
to
these
two
board
members.
It
wasn't
a
helpful
start
to
the
to
the
operating
agreements.
Draft
anything
else.
E
Great
so
now
we're
going
to
have
an
opportunity
for
those
of
you
that
didn't
have
those
sections
to
maybe
provide
additional
questions.
If
what
you
heard
from
the
share
out,
you
wanted
to
have
them
expand
a
little
bit
more
on
or
something
that
you
want
to
discuss
as
a
group.
So
we'll
go
back
this
way
again,
starting
now
with
our
group,
one
that
just
shared
what
their
recommendations
were
or
things
that
they
wanted
to
get
clarity
or
edit
do
any
other
board.
Members
want
additional
information
or
have
additional
comments
in
that
section.
J
E
K
I
did
because
when
I
first
read
I
saw
the
chart,
it
was
super
helpful
to
me.
Could
you
expand
on
your
thoughts
about
the
chart
in
section
one,
not
I
just
found
it
helpful,
but
I'm
also
thinking
there
was
probably
more
of
a
discussion
about
why
you
thought
it
could
be
in
a
different
space.
J
So
from
my
experience,
I've
never
seen
anything
like
that
in
a
board
agreement.
So
that's
part
of
my
reaction
to
it
and
the
other
part
is
I,
I'm,
not
sure.
It's
part,
it's
in
the
policy.
You
know,
and
it's
it's
I
I
feel
like
it's
something
that
we
should
have
to
refer
to,
but
it's
not
something
that
should
be
part
of
the
board
agreement.
That
I
mean
that's
just
my
opinion
upon
it,
I
mean
other
people
might
have
like
you
know
like
yours,
Melissa's
like
well.
L
Also
I
I
agree,
I
think
way.
The
way
I
looked
at
the
operating
agreements
was
sort
of
like
Rules
of
Engagement
and
how
we
come
together
as
important
to
our
work
and
so
for
me
having
one
of
our
policies
just
just
put
into
our
working
agreements
like
you
know,
we
can
always
refer
to
policy,
and
so
it
felt
a
little
bit
redundant
and
a
little
bit
unnecessary
for
what
I
perceive
a
working
agreements
document
should
be.
L
They
do
have
some
excellent
sample
ones
at
osba
and
they're
much
more
concise,
but
additionally,
I
had
another
Point.
Give
me
one
second,
oh
yeah,
so,
for
example,
I.
What
I
think
is
really
important
is
for
us
to
know
when
we
come
together,
we're
gonna
be
following
Robert's
Rules
and
you
know
Carrie
or
someone
else
might
act
as
our
parliamentarian
and
how
we
conduct
ourselves
at
business
meetings,
how
we
conduct
ourselves
out
in
out
in
the
public.
L
Like
you
know,
a
lot
of
that
communication,
stuff
I,
think,
is
really
important.
I
know
that's
outside
of
ours,
but
for
me,
I
felt
like
the
work
that
we
need
to
do
here
is
what
I
would
anticipate
most
of
the
working
agreements.
This
section
of
the
working
agreements
would
be
about,
and
then
the
other
two
sections
of
communication
would
also
be
important,
but
I
didn't
feel
like
this
section
was
as
helpful,
especially
the
the
first
section.
D
Yeah
so
couple
of
friends
I
think
the
the
board
chart
helps
us
the
gist
of
it
is
that
our
go-to
person
is
our
superintendent
and
if
that
can
be
I
looked
at
other
operating
agreements
for
other
districts
too,
and
I
never
found
anything
like
that
in
there.
So
if
we
can
just
put
that
gist
of
it
and
Robert's
Rule
or
those
things
in
it,
I
think
that
would
be
enough.
We
don't
need
to
put
the
chart
personally
but
that,
but
that
main
essence
of
it.
D
We
need
to
understand
what
is
our
role
in
this?
You
know
like
when
people
come
to
us.
Our
go-to
person
should
be
the
superintendent,
because
that's
the
person
we
have
hired
to
take
care
of
the
district.
That's
one
point:
I
mean
I,
I'm,
okay,
with
if
the
gist
is
put
in
there
about
the
chart,
because
I
didn't
see
that
chart
anywhere
else
either
just
like
Susan
and
Harry
listening
and
the
second
thing
was
it's
more
of
a
clarification,
I
understand
the
fact
that
we
should
not
be.
D
You
know
taking
too
much
of
our
staff
time
I
respect
that
they
have
a
lot
to
do,
but
at
the
same
time,
if
we
don't
get
answers,
then
we
are
also
at
loss,
so
that
15
minutes
seems
very
restrictive
to
me
that
we
can
only
ask
for
15
minutes
of
their
time.
Is
it
for
one
question?
Is
it
for
all
their
time?
What
what
is
that
15
minute
I
personally,
would
not
want
to
put
that
I
mean
we
need
to
be
respectful
and
that's
why?
D
How
we
ask
our
questions
were
a
topic
that
we
had
discussed
between
car
and
Mike
and-
and
one
thing
that
came
to
me
is
that
all
of
us
we
talked
about
is
that
before
the
meeting.
If
there
is
something
that
we
see
that
in
the
presentation
documents
is
missing,
we
ask
for
that
or
if
we
want
an
elaboration,
we
ask
for
we
come
up
with
our
questions.
D
We
bring
it
to
a
meeting
and,
most
of
the
time,
the
presentation
we
might
get
the
answers
for
our
questions,
but
if
we
don't,
we
can
ask
them
in
the
meeting
and
if
we
don't
get
it
in
the
meeting
because
of
time
or
they
don't
have
it,
we
can
put
it
in
our
portal,
but
so
I
mean
we
still.
You
know
getting
the
answers,
help
us
to
see
or
clarifying
our
confusions
or
or
information
that
we
need
so
personally.
I
feel
that
15
minute
was
too
restrictive.
I,
don't
know
how
others
feel
about
it.
D
A
I
think
on
that
topic,
one
of
my
wonderings
is
that
we
are
seven
of
us
and
if
each
of
us
ask
20
questions
and
it's
15
minutes
per
question,
that's
a
lot
of
Staff
time
that
they
should
be
probably
concentrating
on
our
kids
and
doing
something.
That's
impacting
our
students
right
instead
of
answering
some
of
our
minute
questions.
So
it's
kind
of
like
how
do
we
find
a
balance
so
that
you
get
your
questions
answered
so
that
we
can
make
we
get
our
questions
answered
so
that
we
get
can
make
the
most
educated.
A
You
know
decisions
for
our
students
and
keeping
our
questions,
I
guess
at
a
higher
level
and
I
think
it's
good
to
discuss
like
what
is
too
much
and
what
is
just
right,
I,
don't
know
it's
15
minutes
or
20
I,
don't
know,
but
being
mindful
that
you
know,
I
could
be
mindful
I'm
only
asking
five
questions
and
each
of
those
questions
only
take
15
minutes.
A
But
then
there's
seven
of
us
right
and
how
often
do
I
ask
questions
and,
like
you
know
what
information
do
I
really
need
to
make
sure
that
I
can
make
an
educated
decision
and
what
information
is
just
I'm
curious
or
you
know
I
just
want
to
know
more,
but
it's
not
really
my
role
and
I
don't
know.
You
know
I
think
it's
good
for
us
to
discuss
what
that
might
be.
I
don't
know
if
this
is
the
right
time.
L
I
kind
of
I
do
kind
of
agree
with
both
you
frankly,
but
I
think
that
there
can
be
a
sense
that
Dr
balderas
can
get
to
a
point
where
he's
like
he
can
come
to
our
chair
and
just
say
it's
it's
become
too
much
work
for
my
staff.
Can
we
figure
out
another
way
that
you
know
I?
L
Don't
I
can't
spend
any
more
of
my
staff
time
answering
the
question
so
there
could
there
be
some
kind
of
just
like
we're
too
busy
right
now
or
or
some
kind
of
like
you
don't
put
an
extra
limit
on
it,
but
we
can
get
to
a
point
where,
like
we're
overwhelmed,
I'm
sorry,
but
also
in
my
previous
board
work.
You
know
we
had
a
rogue
board
member.
That
was
asking
staff
to
do
8,
10
12
hour
projects,
you
know
and
that's
inappropriate
too.
L
That
was
one
board
member,
not
speaking
as
the
board,
so
I
don't
know
what
the
right
balance
is.
I,
I
kind
of
agree
with
both
you.
You
know
I'm
definitely
gonna
have
a
lot
of
questions
as
my
in
my
first
year
and
what
is
that
balance
of
being
told?
You
know
what
we'll
just
we
don't
have
the
bandwidth
right
now,
so
I
I,
don't
know
what
the
right
answer
is
and
I
just
wonder.
C
Ahead,
why
would
you
say,
as
we
look
at
making
some
adjustments
to
that
one?
Basically,
if
we
soften
it
a
bit
and
have
it
more
of
a
I,
don't
know
I,
don't
want
to
say
moving
Target
because
it
you
know,
we
want
it
to
be
the
the
same
expectations,
but
I
think
we
can
soften
that
and
meet
what
you're
after
here.
A
One
thing
that
I'm
thinking
about
with
that
and
in
the
discussion
is
that
we
will
be
evaluating
Dr
Valdez,
that's
he's
our
one
staff
person
and
if
at
some
point
he's
telling
you
know
Susan
or
any
of
us,
you
know
like
that's
too
many
questions.
A
I
could
see
us
be
like
that's
your
job
right
like
we
hired
you
to
answer
our
question,
so
I'm
trying
to
figure
out
like
what
is
that
balance
of
what
it
would
be
and
maybe
putting
it
back
on
board
leadership
right,
like
I,
feel
like
we,
one
of
the
things
that
we
had
been
discussing
with
Sunita
is
like.
Maybe
when
people,
when
all
any
of
us
have
a
topic,
we
want
to
put
an
agenda
by
all
means.
A
Let
us
know
and
then,
as
we
said
in
the
communication
section,
we'll
bring
it
to
board
leadership
and
say,
like
hey,
that's
actually
something
we
need
to
spend
more
time
on.
The
whole
board
has
questions,
or
maybe
it's
something
that
we
bring
to
that
non-quorum
information
session,
or
maybe
it's
just
in
the
Friday
memo.
A
But
there's
a
lot
of
topics:
I,
don't
know,
I,
guess
I,
just
I
can
leave
it
open-ended
I,
think
that
makes
sense
and
want
to
ensure
that
maybe
it's
we
put
it
on
board
leadership
instead
of
the
superintendent
like
he
can
just
be
forwarding
us.
Here's
all
these
questions
from
Susan
and
here's
all
the
questions
from
Karen
and
maybe
Sunita
and
I
could
be
more
responsible
of
like
hey
you
guys.
That's
you
know
that's
a
little
much
or
how
can
maybe,
and
it's
figuring
out
like
what
are
you
trying?
A
J
If
the
communication
is
sent
to
All
board
members
and
then
the
vice
chair
responds
on
behalf
of
the
board,
copying
the
superintendent.
You
know,
if
that's
a
question
that
would
impact
the
entire
board.
Is
there
a
way
of
like
getting
a
circle
back?
So
we
know
what
the
response
is.
J
I
guess
it
is
kind
of
the
the
question
that
Justice
was
asking
in
terms
of
getting
the
delineation
there
of
like
I
mean
the
conversation
you
might
have
at
a
game
that
you
know
principle
comes
up
and
you
know
maybe
brings
up
issues
at
the
school.
You
know
we
know.
That's
not
the
right
thing
to
do
like
answer
for
them,
but
then
to
give
the
proper
feedback
to
that
either
teacher
principal
whatever,
so
that
this
school
board
member
looks
like
they're
doing
their
job.
A
And
I
think
that's
like
part
of
part
of
part
of
it
is
being
who
we
are
right,
like
people
will
come
to
us
and
talk
to
us
about
stuff,
and
so
it's
like
I,
always
we
are
people
in
our
community
and
we're
known
by
our
community.
So
it's
like
it's
that
piece
of
for
me.
A
It's
like
listening
to
what
people
are
saying
and
then
seeing
have
you
thought
about
this
or
if
I'm,
in
a
space
with
my
children
and
I,
have
to
like
figure
out,
am
I
here
as
a
parent,
because
we're
I'm
all
over
the
place
as
a
parent
and
being
able
to
let
people
know
hey
right
now,
I'm
here
as
a
parent
and
not
as
a
board
member.
A
But
if
you
email
me
I'll
be
happy
to
figure
out
how
to
answer
that
question
or
direct
that
to
the
right
person,
because
what
I'm
finding
is
oftentimes
like
I
work
in
education
and
I,
know
education,
but
I,
don't
know
a
lot
of
the
stuff
you
know
like
that,
so
it
makes
I
could
give
somebody
erroneous
information
by
trying
to
answer
somebody's
question
and
so
I
think
that
figuring
out
whatever
it
is
for
yourself
of
like
when
somebody
comes
and
speaks
to
you
and
deciding
whether
I'm,
here
as
a
person
or
as
a
board
member
and
then
figuring
out
what
your
phrase
might
be
too
like
what
would
be
a
response.
A
E
Okay,
so,
as
you
can
see
even
by
this
exercise
that
there's
always
going
to
be
room
for
improvement
on
the
working
agreements
and
even
something
that
you
might
agree
this
year,
maybe
something
happens
so
you
have
an
experience
and
then
it
changes
the
next
year.
So
that's
why
these
I
just
want
to
also
mention
like
you
don't
want
to.
You:
don't
want
Perfection
to
get
in
the
way
of
good,
because
every
year
you're
going
to
be
looking
at
these
with
new
experiences
with
fresh
eyes,
and
you
might
want
to
make
additional
changes.
E
But
the
goal
is
that
you
have
a
good
starting
document
that
you
start
working
as
your
award
carries
on
throughout
the
year
and
you
make
notes
about
it
and
maybe
come
back.
Oh
remember,
we
gotta
revisit
this
item
next
year
when
we
are
looking
at
our
working
agreements,
but
that
this
is
a
good
starting
place
to
be,
at
so
I'm
gonna
hand
it
over
to
Mike
and
maybe
talk
about
our
next
steps
and
see
how
we're
feeling
about
it.
C
Yeah,
so
what
I'm
hearing
is
you
love
these
yeah?
No
wait
as
we
look
at
this
we're
going
to
look
to
simplify
some
of
the
concepts
that
we're
here
and
we'll,
of
course,
remove
the
redundancies
that
you've
mentioned
and
I
just
provide
greater
Clarity
on
on
this.
So
we'll
go
ahead
and
make
those
changes
and
then,
if
you
want
to
advance
one
more
yeah
one
more.
C
Thank
you
at
the
October
24th
meeting,
then
we'll
have
an
amended
set
of
working
agreements
for
you
to
look
at
with
the
suggestions
that
you've
that
you've
put
in
place
here
and
I
guess
we
need
some
direction
from
you
at
this
point.
When
we
bring
back
an
amended
set
of
working
agreements,
I
would
assume
you
would
like
to
look
at
these
one
more
time
and
it's
the
best
place
for
that
to
happen
in
a
work
session,
or
is
that
to
send
you
to
send
them
out
to
you?
A
A
J
L
Yeah
I
I,
agree
and
in
this
case
it'd
be
nice
because
you
guys
are
probably
going
to
go
and
work
on
this
and
it'll
be
prepared
well
ahead
of
the
school,
the
rest
of
the
school
board
meeting
packet,
I!
Wonder
if
we
can
get
that
enough
ahead
of
time
that
maybe
in
the
portal
we
can
even
like
do
additional
like
back
and
forth
I,
don't
know
what
you're
thinking
is
share
price,
but
you
know
if
there's
something
in
there
that
I
was
like
oh
yeah.
L
This
is
what
I
meant
to
say,
and
this
is
what
they
heard
and
it's
not
what
I
wanted
I.
Wouldn't
you
know
if
we
we?
Hopefully
we
aren't
looking
at
substantial
edits,
but
it'd
be
nice
to
have
it
enough
ahead
of
time
that
we
were
able
to
say
oh
yeah.
That
was
completely
the
opposite
of
what
I
intended
to
say,
or
whatever
the.
A
One
thing
I
am
thinking
is
that
we
have
to
have
our
discussion
in
public
and
so
I.
Don't
know
that
we
can
use
the
porter
to
go
back
and
forth
on
things.
So
it's
just
for
like
getting
a
staff
question
answered,
but
not
going
back
and
forth.
A
G
So
my
thought
would
be
whatever
the
logistics
with
the
timing
we
have
between
now
and
the
24th
that
we
either
even
if
it's
a
small
amount
of
time
that
we
get
the.
This
is
the
final.
What
it
looks
like
even
with
30
minutes
to
go
in
a
meeting,
I
think
I,
don't
know
I,
don't
remember
if
we
have
something
already
scheduled
right
like
so
that
we
have
enough
time
that
on
the
24th
we
can
agree
with
what
we
have
that.
A
I
Can
certainly
look
at
that
in
agenda
setting
with
board
leadership
about
the
timing
of
that
it
is
also
an
option
to
have
this
come
as
an
item
for
future
action
in
the
October
24th
board
meeting
and
come
back
after
final
round
of
input
to
be
Incorporated.
Come
back
with
the
final
four
for
approval
for
approval,
with
or
without
any
final
adjustments
in
the
I
believe
it
is
November
28th
meeting.
A
Yeah
that
would
be
good
that
yeah.
So
what
I'm
hearing
you
say
is
we'll
have
it
come
up
for
item
for
discussion,
so
we
can
actually
have
the
discussion
there
and
then
that
would
be
like
the
first
read
of
it
and
then
in
the
next
meeting,
then
you
could
be
like
yes
approve.
A
And
then
we'll
move
into
the
closing
of
the
meeting
Dr
Valdez.
Do
you
have
any
comments
you'd
like
to
share.
B
No
just
just
appreciate
the
work
and
again
as
I
appreciate
what
Eric
has
said.
We're
not
in
a
rush
to
do
is
want
to
get
it
right,
so
take
our
time
and
we'll
process
and
continue
to
process.
So
the
board
feels
it's
your
work
in
agreements,
so
whatever
the
board
wants
us
to
do
in,
but
take
our
time
I
appreciate
that.
A
I
just
want
to
thank
everybody
for
engaging
in
the
conversation
to
Mike
and
Erica
for
helping
us
through
this
and
to
our
staff
for
helping
us
subscribe
and
helping
us
think
through.
So
we've
completed
our
work
session
for
today,
and
we
have
a
few
minutes
for
a
brief
break
before
we
start
our
meeting
at
7
pm
for
our
business
meeting.
So
I
call
the
September
26
work
session
of
the
Beaverton
School
Board
adjourned
at
6
35.
Thank
you.