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From YouTube: December 16, 2019 School Board Business Meeting
Description
School Board Recognition 07:12
Beaverton Student Advisory Committee 11:44
BEA/OSEA Comments 13:44
Public Participation 20:24
Reports
Superintendent Comments 01:01:14
School Board Presentations:
Greenway Elementary School 01:05:47
Kinnaman Elementary School 01:22:26
Financial Update 01:43:42
Middle School Boundary Adjustment Update 01:53:45
Student Success Act HB3427 Update 02:06:53
Action Items
Comprehensive Annual Financial Report 02:20:02
Consent Agenda 02:26:44
Board Communication 02:28:00
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Copyright © 2019
A
B
C
C
Graders
managed
by
the
Oregon's
Secretary
of
State's
office.
She
was
surprised
by
Deputy
Secretary
of
State
Bridge
file
and
director
of
civics
education,
Marybeth
burgers
and
then
special
assembly
November
20th.
When
asked
about
her
her
teacher
Meredith
Brundage,
says:
Braga
is
an
exceptionally
hard-working
student
who
campaigned
to
become
Oregon's
kid
governor
of
2020.
She
was
selected
as
one
of
the
top
seven
finalists
from
all
over
the
state.
She
ran
on
the
platform
of
transitioning
the
homeless,
into
permanent
housing.
C
D
E
E
We
had
an
open
discussion
about
what
how
we
wanted
to
impact
our
community,
our
school
district,
and
after
talking
about
all
the
different
issues
that
we
were
facing
at
our
school.
We
decided
that
mental
health
was
something
that
we
all
really
wanted
to
focus
on
and
to
have
an
awareness
campaign
throughout
the
year.
So
so
we
look
forward
to
doing
that.
We're
doing
some
critical
research
right
now
reaching
out
to
our
peers,
looking
at
different
ways
that
we
could
affect
effectively
help
people
ever
really
excited
on
what
we're
going
to
do.
B
Well,
we
appreciate
you
being
there
with
us.
You
know
it's
a
busy
time
of
year
and
thank
you
for
the
dedication
and
out
to
Student
Advisory,
and
we
really
appreciate
having
the
member
on
the
boundary
committee
doing
them
an
extra
look
at
that
as
well.
But
we
look
the
branch
coordinating
with
you
again.
Are
there
any
any
questions?
Well
give
thanks
very
much
for
being
with
us
this
evening
appreciate
it.
G
F
The
president
of
the
Beaverton
Education
Association,
and
thank
you
for
the
change
to
the
agenda.
I,
really
appreciate
having
a
little
bit
of
time
set
aside,
but
I
don't
feel
like
I
was
taking
away
from
our
families
and
students
that
are
here
to
speak.
So
I
wanted
to
talk
a
little
bit
tonight
about
the
power
of
partnership
and
how
this
can
guide
us
through
the
next
few
months.
We'll
use
foyer,
I
guess
next
year.
Officially,
I'm
really
grateful
for
the
opportunities
for
community
engagement
that
we've
had
from
the
Student
Success.
F
Is
a
new
territory
for
us
and
we're
doing
some
things
differently:
holding
parent
meetings
in
native
languages
reaching
out
authentic
food
in
members
of
our
community.
Listening
to
the
concerns
of
parents,
students
and
staff
and
I
think
in
order
for
us
to
really
truly
serve
our
community,
we
have
to
know
them
so
I'm
appreciative
of
that
process.
F
I
know
Jim
Nelson
a
lot
of
great
work
with
her
team
on
rolling
that
out
last
week
at
the
Oregon
Health
Forum
with
was
Leslie
Rogers,
when
I
march
home
says
to
learn
about
how
health
professionals
can
partner
with
education
professionals
to
yield
better
results
and
solutions
for
our
students
and
families.
It
was
also
very,
very
promising
event
at
VA.
We
are
launching
a
task
force
to
look
at
doing
some
work
around
racial
and
social
justice
within
our
Association,
hoping
to
strengthen
some
connections
in
our
community.
F
Work
on
racial
and
social
justice
causes
and
also
help
facilitate
the
examination
of
our
own
practices
as
educators
and
how
we
can
better
lift
up
our
marginalized
communities
within
our
Association.
So
there's
a
lot
of
things.
I
said
we're
in
the
middle
of
a
lot
of
things
about
ongoing
right
now
and
it's
hard
to
kind
of
mark
the
progress
when
you're
in
the
middle
of
it,
but
I
want
to
remind
everyone
that
we
see
all
of
these
things
that
are
happening
at
our
level.
F
Our
educators
that
are
in
the
classrooms
every
day
might
not
see
that
movement
and
they're
still
turning
themselves
inside
out
every
day
for
their
students,
getting
stretched,
really
thin
and
don't
see
a
light
at
the
end
of
the
tunnel.
Yet
so
we
can
keep
communicating
to
folks
along
the
way
about
what's
happening,
I
think
that
will
go
really
far.
F
So
on
that
note,
I
will
wrap
up
by
acknowledging
our
educators,
who
are
working
with
our
kids
every
day
and
I'm
talking
about
BPA
members
or
classified
colleagues
principals,
everyone
looking
at
those
students
eyeballs
every
day
and
notice
that
our
beans,
when
they're
stories,
we
can't
thank
them
enough,
so
I
just
wanted
to
wrap
up
by
telling
our
members
and
everybody
out
there.
Thank
you.
You
matter
the.
F
Good
evening,
as
the
president
of
osea
I
wanted
to
remind
folks
that
this
time
of
year
is
especially
important
and
sometimes
hard
for
many
of
our
families,
whether
their
co-workers
or
students
that
we
serve
and
as
members
of
osca,
we
try
to
get
back
in
many
ways
as
many
ways
as
possible.
Last
month
we
have.
F
It
for
our
community,
we
collected
items
for
the
health
center
at
our
last
chapter
meeting
and
the
transportation
department
felt
the
entire
sped
bus
with
donations
as
well
for
the
help
center.
Our
chapter
was
able
to
provide
a
donation
for
the
presents
with
partners
program
that
serves
over
250
union
members
and
their
families
from
the
Portland
metro
area.
On
Saturday,
each
person
got
a
hot
holiday
meal,
a
chance
to
meet
Santa
Claus
she's,
a
family
game,
a
ball
a
blanket
along
with
three
as
stuffed
animals
and
three
to
four
toys
for
each
child.
F
We've
been
sending
members
from
osta
as
volunteers
to
this
amazing
program
for
over
five
years,
and
it
always
one's
my
heart
and
starts
the
holiday
season,
I'm
bright.
For
me
being
able
to
see
these
excited
children
and
very
grateful
families
and
parents.
Sometimes
we
see
our
VSD
students
there
and
their
families
as
part
of
unions
in
our
area
that
our
members
in
need.
Ose,
eight
members
are
usually
the
lowest
paid
staff
in
the
district.
How
wonderful
it
is
that,
even
with
difficult
financial
circumstances,
they
still
find
ways
together
and
giving
back
where
we
can.
F
Our
community
give
what
they
can
support
those
that
need
a
little
boost,
be
patient
with
others
that
want
to
keep
right
now
and
check
in
on
our
neighbors
Thank
You
turf
school
board
members
for
serving
our
Beaverton
community
and
I
hope
that
you
all
have
the
opportunity
to
enjoy
your
friends
and
family
over
the
winter
break.
Thank
you
to
all
of
our
members
that
will
be
working
over
the
break,
we'll
be
thinking
of
them
and
we'll
see
you
in
the
new
year
when
we
start
bargaining
for
osea
members.
Thank
you.
B
Public
participation
and
we're
trying
to
a
new
format
this
evening,
because
we
have
so
much
public
participation
is
our
last.
We
want
to
try
to
get
to
everyone.
We
can
so
you're
going
to
be
limited
to
two
minutes
and
I'm
really
going
to
at
two
minutes.
Ask
you
to
stop
there's
something
else
that
you
need
to
say.
You
can
put
it
in
write
in
to
us
or
give
it
to
us
and
write
that
just
so.
B
F
Duncan
I'm
an
early
learning
elementary
Tosa
and
the
title
1
coordinator
here
in
the
Beaverton
School
District
I'm
here
to
thank
you
for
investing
in
early
learning
and
specifically
our
pre-k
classrooms.
I
want
to
let
you
know
this
investment
is
no
small
matter.
Our
team
has
been
on
a
steady,
steep
and
fast
path
to
understand
the
rules
of
early
learning.
We
have
relied
heavily
on
our
many
partnerships,
who
have
held
our
hand
along
the
way
are
developmentally
appropriate
program
model
is
reflected
and
consistent
in
each
one
of
our
classrooms.
F
What
we
have
found
is
this
model
is
working
for
children
and
families,
we're
seeing
enormous
success
in
our
former
pre-k
students
who
are
now
in
kindergarten.
These
children,
who
would
not
have
been,
who
would
not
have
had
access
to
high
quality
pre-k
experience
without
your
investment,
would
have
a
different
school
story
rather.
F
There's
so
much
to
learn
from
our
pre-k
model,
that
is
transferring
the
school
success
and
it
is
worth
noting,
as
we
work
to
reinvigorate
well
I
know,
each
of
you
is
an
advocate
for
early
learning.
We
also
want
our
community
to
understand
our.
Why,
across
the
United
States,
our
local
and
national
leaders
are
beginning
to
understand
the
economic,
political
and
social
impact
of
investing
in
our
youngest
children
and
their
families,
and
it
is
highlighted
in
the
73
minute
documentary,
titled
notice,
small
matter
on
January
30th.
F
Our
team
is
hosting
a
community
viewing
a
mountainside
high
school
from
6
to
8
p.m.
and
we
would
like
to
officially
invite
you
and
hope
you'll
invite
others
to
this
Beaver's
in
community
viewing.
We
hope,
you'll
not
only
be
proud
of
the
investment
you
are
making,
but
also
be
moved
to
grow.
Our
impact.
J
Good
evening
my
name
is
Robin
car
and
you
know
and
Robert
Landing.
We
represent
friends
of
music
tonight
and
we
would
like
to
thank
the
school
board
climate
planning
committee
for
their
career
guidance
to
administrators
regarding
middle
school
scheduling
objectives,
including
a
common
middle
school
experience,
developmentally
appropriate
class
length,
a
schedule
to
meet
stay
PE
requirements,
allow
student
choice,
quality,
electives
and
equitable
access.
We
give
her
public
support
for
these
objectives
and
express
appreciation
for
the
transparency
of
the
middle
school
boundaries
process.
J
We
value
these
communications
as
a
demonstration
of
the
district's
commitment
to
build
trust
and
accountability
with
the
community.
We
would
like
the
board
to
know
that
we
are
grateful
for
the
work
and
leadership
of
superintendent,
Robbie
and
BSD
administrators.
He
offered
in
August
to
communicate
with
us
on
a
regular
basis
regarding
the
middle
schedule.
He
has
done
that
and
those
communications
with
Don
and
his
teaching
and
learning
administrators
have
been
valuable.
Thank
you
to
all
through
the
SD
Board
administrators
teachers
and
classified
staff
for
your
dedication
and
hard
work
each
day
for
students
and
Families.
J
F
Have
some
real
concerns
about
the
common
middle
school
experience
and
that
equity
that
the
district
value
so
much,
especially
as
it
relates
to
the
closing
of
Raleigh
Hills
middle
school
program?
You
have
five
pillars
of
equity
partnership,
people,
place
policy
and
practice,
and
Raleigh.
Hills
really
is
an
example
of
those
five
pillars,
and
so
it
seems
this
short
sighted
for
a
district
to
close
that
option,
while
allowing
other
options
to
remain
open.
We
bring
multiple
perspectives
together
for
the
underserved
community.
F
Our
school
took
it
upon
ourselves
as
a
parent
group
and
with
Jane
younger
our
community
outreach
and
social
support
liaison.
We
brought
in
community
members
to
provide
backpacks
for
students
that
need
extra
food
support.
We
now
distribute
35
backpacks
to
families
and
again
that
was
because
we
brought
on
st.
Cecilia's
church
to
fill
those
backpacks
for
us.
We
also
did
a
winter
warm-up
Drive
and
are
providing
food
boxes.
We
do
a
lot
to
make
sure
that
the
underserved
part
of
our
is
included.
F
We
reflect
diversity,
we're
in
the
top
30%
of
diversity
in
the
state,
and
we
have
18
languages
spoken
there.
We
provide
a
safe
and
inclusive
affirming
place,
and
you
say,
and
in
fact
kids
that
are
outside
of
the
royal
boundaries
have
been
able
to
attend
when
they
were
having
problems
at
Whitford
in
other
middle
schools.
The
place
was
made
for
them
where
they
could
be
safe.
You
have
a
policy
to
articulate
vision
for
equity,
but
we're
not
seeing
a
lot
articulated
about
what
this
common
middle
school
experience
means,
and
so
that's
concerning
also.
F
K
When
I
arrived,
I
appreciated
the
welcoming
staff,
the
administration
was
helpful
and
we
share
a
common
philosophy
about
kids,
especially
middle
schoolers
relationships.
Make
all
the
difference.
In
my
first
few
months,
at
five
Oaks
I
tried
to
understand
my
students
when
they
were
often
guarded
and
struggled
at
school.
I
began
to
learn
more
and
more
about
my
school
community.
K
There
are
struggles,
but
there
is
wonder
there
is
joy
and
there
is
success,
but
I
find
the
most
disheartening
part
of
my
day
is
feeling
that
the
larger
community
of
Beaverton
in
the
district
continued
to
feed
the
perception
that
by
votes
is
not
a
good
or
safe
place
for
their
child.
To
attend.
I
have
listened
to
the
board
meetings
audio
from
last
month's
meeting
and
was
completely
demoralized.
K
Listening
to
the
parents
and
students
from
Rachel
Carson
say
they
did
not
feel
my
folks
was
safe
or
that
the
teachers
of
five
books
cared
about
the
behaviour
of
the
students
that
we
just
brushed
it
off.
Nothing
could
be
further
from
the
truth.
It
has
continued
to
fester
in
the
community.
Groups
of
parents
are
sending
out
emails,
perpetuating
the
hate
towards
by
votes.
These
wounding
and
discriminatory
conversations
that
are
occurring
at
boy,
babies
and
especially
school
bound
comedians
have
to
stop
I.
Do
appreciate
the
addition
of
an
extra
cool
campus
monitor.
B
H
F
The
original
school
district
alone-
oh
wow,
that's
apparent
to
to
kids
in
the
district
and
in
former
Beaverton
School
District
teacher
I,
recently
saw
the
two
openings
for
the
chief
human
resource
officer
and
public
communications
officers
and
wanted
to
urge
you
to
consider
how
you
stack
these
roles
as
they
are
integral
to
building
on
that
wouldn't
even
learn
in
the
district.
As
a
former
teacher
of
color,
one
of
the
reasons
I
left
was
because
I
felt
unsafe
in
my
school,
specifically
unsupported
and
unable
to
meet
the
needs
of
the
kids
in
my
classroom.
F
One
of
the
hardest
things
was
interacting
with
students
who
are
constantly
struggling
and
trying
to
give
strength
and
voice
to
power
through
their
circumstances.
I'm
not
alone,
in
what
I
went
through
and
I
know,
teachers
who
have
left
and
many
more
who
want
to
leave
the
room
in
teacher
training.
Ways
in
the
health
of
our
schools
and
the
future
of
the
teaching
profession
is
profound,
I
believe
rethinking
how
to
stop
to
constrict
HR
team
could
benefit
teachers
who
are
struggling.
F
For
example,
if
you
took
the
chief
human
resources
officer
model
and
put
it
into
a
director
role
and
potentially
a
recruitment
and
retention
specialist,
that,
when
pieces
on
the
need
for
teachers
of
color,
we
can
have
just
fine,
then
we
have
to
she's
done
I
hope.
The
district
is
actively
seeking
diverse
I'm,
highly
qualified
talent
through
sourcing
on
social
media
I'm,
putting
a
premium
candidate
experience
in
the
recruitment
process
to
find
great
talent.
We
cannot
just
post
and
pray
for
good
people
to
apply
oftentimes
to
run
with
different
results.
We
need
to
think
differently.
F
We
need
to
step
out
of
our
comfort
zone,
opposed
to
the
roles
we
have
previously
have
and
reconsider
within
these
roles
are
meeting
the
needs
of
our
students.
Sometimes
you
repair
the
people
who
are
most
comfortable
with.
Let's
take
the
time
to
hire
those
talented,
highly
all
employers
and
he's
right
for
the
job
before
we
do
that,
let's
make
sure
the
real
we
are
trying
to
fill
represents
his
students.
As
a
student,
we
have
our
students
and
their
lives.
That
surely
depend
on.
L
Thank
you
for
having
me,
my
name
is
Jennifer
Matlin
and
I
am
a
parent.
The
Beaverton,
School
District
special
needs
child
and
I'm
here
to
advocate
the
best
questionings
children.
I
went
to
the
favorite
budget
listening
session
at
Laurel,
high
school
was
asked
to
come
and
speak
here
as
well,
so
my
daughter
is
not
only
in
a
specialized
classroom
in
school,
but
she's,
also
in
the
mainstream
posture,
and
what
I'm
advocating
for
is
support
for
those
mainstream
become
teachers.
L
So
my
daughter
is
in
the
classroom
but
needs
a
modified
diploma
and
qualified
work
and
with
that
those
teachers
are
struggling
with
that.
He
said
that
they
have
a
lot
of
students
in
the
classroom
to
have
a
lot
of
work
going
on
and
they
need
support
and
they
need
resources
from
the
school
district
to
be
able
to
really
understand
how
to
modify
the
work
and
I'm
how
to
work
with
those
questioning,
kids
that
are
in
the
mainstream,
classroom
and
I
know
we're
looking
at
we'd
be
reducing
class
sizes.
L
But
you
need
to
also
think
about
that
piece
of
it
as
well.
We
have
wonderful
teachers,
I
appreciate
every
single
one
of
them.
They
truly
care
about
all
of
our
kids
and
want
to
do
their
best,
but
they
really
need
more
support
and
how
to
modify
the
work
and
how
to
really
work
with
those
questions.
Children
within
the
mainstream
classroom-
I'm
not
buying
here
today,
together
to
advocate
for
that.
M
M
We
we
may
have
opposing
opinions
on
this
whole
process,
but
thanks
for
hearing
us
thanks
for
being
willing
to
dialogue,
so
that
said,
I
want
to
cast
just
a
little
vision
for
how
aspiring
and
uplifting
it
could
be
for
us
to
collaborate
together
for
30
hills,
catering
option.
You
know
there
are
a
lot
of
hard
stories
out
there
when
it
comes
to
public
education
right
now,
locally
and
nationally
teacher
stripes.
You
have
funding
challenges
across
the
whole
country,
articles
all
over
the
internet,
about
teachers,
stress
and
burnout.
M
You
know
bullying
problems
that
are
brought
directly
to
your
feet.
Every
single
month
at
these
meetings,
I'm
amazed
that
what
he
won't
go
through
every
single
time,
every
school
day
that
you
wake
up.
It
takes
great
courage.
So
thank
you.
Despite
these
challenges,
the
story-
our
Valley
Hills-
is
a
beautiful
one,
is
a
story
of
bright
students,
wonderful
teachers
and
highly
engaged
in
us
and
you've
seen
us.
We
are
at
force.
M
We
have
a
24-hour
news
cycle
of
bad
stories.
What,
if
the
story
of
O'reilly
Hills
could
be
an
incredibly
uplifting
and
inspiring
one
inspiring
for
our
city
is
fine,
for
our
state
is
bright
for
the
whole
country
in
the
spirit
of
collaboration.
Let's
dream,
together
about
what
the
Rolling
Hills
case
rate
option
could
be.
We
understand,
there's
some
requirements
that
maybe
our
middle
school
is
not
media.
Let's
work
on
them
together.
N
Thank
you
so
much
for
the
time
I'd
like
to
move
some
comments
and
get
some
clarifications
in
terms
of
classifications.
I
would
like
to
know
what
was
the
rationale
of
building
the
new
middle
school
where
it
was
built,
I
request
asking
which
schools
were
planned
to
feed
into
the
new
middle
school
and
I
was
told
that
no
schools
were
identified
as
feeding
into
the
new
middle
school
thinking.
N
This
does
not
make
sense,
I,
don't
save
money
to
Amazon
post
and
then
place
an
order
later
so
ridiculous
in
the
lease
that
we
spend
sixteen
million
dollars
of
taxpayer
money
without
knowing
which
I
am
sure.
This
is
not
the
case.
I'm
sure
BSD
had
at
least
tentative
idea
about
which
schools
would
be
to
the
new
videos.
So
we
can
clarify
this.
N
A
future
confused
is
planning
to
build
a
process
which
takes
five
to
ten
years
from
idea
to
construction
complete,
please,
we
should
clarify
advance
which
schools
or
a
new
elementary
or
high
schools,
so
that
folks
can
plan
in
advance
if
they
want
to
attend
a
particular
school.
For
whatever
reason,
with
regards
to
the
numerous
schools,
the
idea
was
that
new
school
would
address
overcrowding
and
not
veterans.
Please
spring,
then
the
new
squad
should
have
new
bed
close
to
the
community.
If
basic
common
sense
is
to
be
followed,
the
community
surrounding
it.
B
Boundary
meeting
on
Thursday,
where
you
can
say
this
board,
we
don't
know
anything
about
when
it's
going
out
we're
following
to
wait,
see
how
the
process,
so
you
are
more
than
welcome,
but
this
is
probably
not
the
best
time.
I'd
probably
get
a
little
bit
further
down
the
road,
and
we
also
give
you
the
Avenue
on
Thursday
or
if
it's
dedicated
to
the
values,
but
first
it
goes
to
the
boundary
committee
and
to
the
staff.
O
Because
it's
a
transition
physically
under
girly
things,
it's
the
toughest
times
preparing
for
pitch
themselves
and
they
are
closest
to
their
elementary
school.
So
splitting
the
movie
school
is
just
not
a
not
a
good
way
and
I've
seen
like
I,
don't
know
like
maybe
five
schools
getting
split
and
sort
of
me,
but
then
I
heard
parents
complaining
about
it,
so
those
big
school
middle
school,
at
least
to
start
with
and
encourage
I.
P
O
P
Fundamental
cause
of
that
is
the
process
where
you
give
the
public
like
an
hour
hour
and
15
minutes
to
draw
boundaries.
It's
just
completely
unrealistic
or
how
difficult
that
problem
is.
We
have
a
group
of
parents
that
tried
to
do
it.
Offline,
I,
think
20
times
that
amount
of
time
trying
to
get
any
set
of
boundaries
where
the
numbers
actually
added
up
and
I.
Think
you
need
to
include
more
than
just
what
people
were
able
to
accomplish.
P
You
need
to
hire
all
the
other
thing
is
some
of
the
some
of
the
information
people
were
given
to
draw.
The
maps
was
just
some
of
the
maps.
The
collected
some
of
the
TTH
PRD
trail,
so
I'm,
trying
to
figure
out
what
was
possible
or
not,
and
that
kind
of
throws
off
your
calculations,
for
which
neighborhoods
are
possible.
P
P
The
final
thing
I
wanted
to
say,
is
in
the
process.
I
think
there
needs
to
be
a
little
bit
more
enforcement
as
far
as
fairness,
representation
and
some
of
the
beatings
free
for
all.
It's
kind
of
the
equivalent
of
a
polling
place
and
the
first
hundred
people
get
to
vote
and
gets
to
vote.
It's
Friday.
Q
Much
more
dad's,
also
representing
the
BST
boundary
mapping,
I,
don't
have
a
lot
to
add
I
would
encourage
everybody
to
look
at
more
equitably.
Yes,
walking
is
something
that's
very
important,
but
also
make
sure
that
everybody
in
the
PSD
district
travels
with
a
reasonable
amount
of
time
to
their
schools.
There
being
quite
a
few
articles
written
instances
we
have
seen
their
bullying
is
something
that
happens
a
lot
in
transit
and
that
only
amplifies
when
you're
travelling
for
about
45
to
50
minutes
every
day
and
that's
starting
to
happen
during
the
middle
school.
Q
Q
How
would
BSD
justify
or
make
sure
that
one,
the
people
who
are
representing
in
vaporiser
a
committee
don't
get
any
extra
step,
I'm,
not
saying
that
they
would,
or
they
wouldn't
I'm,
just
trying
to
understand
how
it
will
be
justified
to
make
sure
that
all
schools
will
be
represented
equitably
when
decisions
are
made
through
the
Advisory
Committee?
But
that's
that's
just
being
a
concerned
parent
asking
the
question
not
suggesting
one
way
or
the
other.
That's
all
I
got.
R
Good
evening,
I
think
I'm
gonna
pile
on,
and
you
know,
I've
seen
all
the
robust
debate
here
on
the
middle
school
redrawing
where
everything
join
maps
and
looking
at
the
numbers,
it
really
looks
like
this
could
potentially
affect
every
single
elementary
school
across
the
district
potentially.
And
what
rates
to
considerable
others
raised
as
well,
which
is
you
don't
actually
have
notes
from
each
of
those
elementary
schools
represented
in
the
Advisory
Committee
and
I,
just
wanted
to
find
out
how
you
ensure
that
things
are
equitable
and
there's
fairness
throughout
this
process.
S
T
U
This
family
has
to
go
through
the
stress
and
it's
adding
stress
to
the
families
case
and
everyone
I
would
really
appreciate
if
you
guys
can
consider
the
amount
of
stress
that's
going
on
to
kids
and
it's
gonna
affect
their
health
for
sure,
and
the
second
thing
is
like
not
Bethenny's
way
into
the
and
it's
lot
of
hilly
area
like
up
and
down
nothing.
So
the
notes
would
just
grow
days.
The
Boy
Scouts
are
gonna,
be
horrible
and
dropping
each
cave
is
adding
traffic
to
the
community.
U
It's
more
safe,
I,
don't
feel
it
safer
for
that
takes
a
lot
of
people
who
are
talking
all
same
school.
Kids
me
to
go
to
the
same
school
I'm
in
highly,
because
kids
are
going
to
school,
to
learn,
socialization
mingle
with
each
other
and
learn
from
the
air
and
go
from
there.
So
I
would
highly
recommend
safe.
V
F
F
F
F
F
So
that's
kind
of
a
quick
summary
of
where
we're
at
right
now,
I
know.
Couple
of
you
have
emailed
me
some
questions.
The
ones
on
that
about
was
about
the
framework
so
really
this
year
about
sort
of
a
triangle
of
a
multi-tiered
system,
and
those
interventions
are
really
all
that
students
need
access
to
so
we're
working
with
teachers
across
the
board.
That's.
F
These
across
all
of
it
and
really
looking
at
what
does
it
look
like
in
math?
What
does
it
look
like
in
ela?
Does
it
look
like
in
inner
social-emotional
learning
and
then
our
Tier
three
they're
students
who
needed
share
three
intervention,
and
those
are
students
who
require
a
most
amount
of
deep
thinking
about
the
problem
before
rushing
to
solutions,
and
so
it's
sometimes
academic
intervention
needs
or
social-emotional
interventions.
G
F
Is
our
second
wonderful?
It
really
is
an
amazing
place.
I
keep
telling
the
same
story
over
again
because
we're
talking
about
you
know:
where
are
our
strengths?
Center
students
come
with
and
I
was
in
a
pre-k
classroom
and
they
were
already
writing
expert
books,
which
is
some
things,
are
third
grade.
Students
also
right
and
a
student
said
to
me
that
I
am
an
expert
on
the
color
red
any
had
red
on
every
page
and
I
was
like
you
are.
You
are
coming
to
school
with
all
of
these
amazing
strengths,
I
love
our
pre-k
team.
F
G
J
F
W
F
Or
new
students
who
move
in
and
so
the
students
have
been
every
way
for
a
long
period.
We
do
have
structures
in
place
but
understand
them.
We
have
different
supports
in
place,
so
the
students
right
now
who
are
needing
to
access
tier
3
interventions
are
either
in
kindergarten
or
they're
new
to
our
school.
Some
of
them
have
been
there.
So
it's
hard
to
say,
because
once
the
structures
we
put
in
place
there's
change,
it
is
a
population
that
moves
around
quite
a
bit.
F
So
while
we
keep
looking
to
see
I'll
be
getting
better,
it's
hard
to
always
say
that,
yes
and
this
area
we
are
I,
know
that
a
couple
small
changes
like
even
last
year,
the
mornings
were
difficult
for
our
for
our
students.
It
just
seems
like
they
came
in
and
it
was
busy,
so
we've
changed
sort
of
they
if
they,
if
they
want
to
come
in
a
little
earlier,
they
can
eat
breakfast
and
I.
Think
that
we've
tripled
the
number
of
students
who
eat
breakfast
and
then
our
state
that
our
mornings
are
a
little
bit
calmer.
F
So
I
try
to
look
in
that
way
like.
Where
is
a
problem
that
we
know?
Look
at
another
example
is
we
have
one
cohort
of
students,
they
were
in
three
classes
last
year
and
then
with
our
last
night's
allocation
they're
in
to
this
year,
so
they're
about
25
to
28
to
30,
and
they
typically
just
have
a
lot
of
students
with
needs.
We
have
to
restructure
recess
and
really
try
and
add
as
much
more
adult
support
out
there
and
I
would
say.
In
the
two
weeks,
we've
seen
a
decrease
in
physical
altercations
during
that
time.
C
C
F
The
equity
of
area
for
mr.
Bubb,
which
is
for
mr.
Nath,
so
overall,
more
33
percent
of
our
students,
are
our
proficient,
which
means
that
70
percent
were
not
proficient
in
math
right
now
and
I
continue
to
try
and
talk
about
that.
When
you
have
such
a
large
number
of
students
who
are
not
able
to
access
every
level
math
standards
right
now
or
do
we
meet
them
for
their
ad,
but
particularly
for
our
English
learners
that
the
math
proficiency
is
going
back
with
so
much
of
it.
X
C
B
Y
Wanted
to
applaud
you
on
the
high
number
of
students
that
report
they're
feeling
cared
for,
because
that
is
really
an
important
thing
in
our
schools
and
for
the
academic
achievement
of
our
students
and
also
the
parents
feeling
like
they
are
valued
and
informed.
But
you
talked
briefly
about
why
you
thought
parents
were
feeling
that
way
and
I
just
wondered.
I
know
some
of
the
JUNK
maybe
happened
before
you
came
in
or
as
you
were
coming
in.
Y
F
You
know
I
would
just
say
that
that
is
because
of
the
school.
It
really
is.
I
really
do
I
mean
it
is
in
some
of
the
parent
comments
on
our
parent
survey
and
the
student
comments
that
you
know
three
adults
will
create
a
child
by
name
before
they've
walked
in
the
door
so
that
it
is
not
being
just
the.
F
F
Z
Thank
you
for
the
report.
I
really
appreciate
how
much
detail
you've
gone
into
here,
and
it
was
great
to
be
able
to
take
I'm
slipping
on
the
name,
but
your
smooth
playing,
I
guess
and
be
able
to
go
through
and
look
at
all
the
detail
of
all
the
areas.
You're
targeting
I
have
a
couple
of
questions
related
to
behavior.
A
F
That
the
from
three
years
ago
last
year,
we
had
31
with
50%
of
them
being
in
September
and
October.
We've
had
four
this
year.
So
it's
been,
there's
been
a
decrease.
I
will
say
that
our
team
is
on
response,
respond
very
quickly
when
students
are
escalating
and
as
well
with
them
teachers
to
help
them
give
them
a
break
so
that
we
can
prevent.
Group
clears
just
so
that
the
learning
can
continue
and
then
to
started.
Providing
break.
A
F
So
there
there
is
still
such
a
need
that
I
would
say
my
students,
oh
she's.
She
doesn't
amazing
job.
She
really
works
hard
on
the
tier
1
interventions,
really
looking
at
what
who,
what
all
students
need
and
then
working
hard
as
well.
For
the
you
know
the
professional
development
with
our
staff,
but
but
she
also
really
has
to
help
a
lot
with
access
in
tier
3
interventions,
because
just
that,
when
students
need
more
assistance,
we
find
ourselves
really
busy.
It's
really
hard
to
it's.
It's
such
a
complicated
issue.
F
F
Would
say
for
Greenway
I
do
think
that
and
our
parent
educator
team
is
wonderful,
with
the
training
that
they
have
and
so
para
and
more
para
educators
who,
who
are
able
to
help
maybe
sometimes
help
regulate
students,
help
you
through
the
classrooms.
Help
with
the
positive
reinforcement
is
there,
so
you
think
that
some
care
educator
support
would
really
be
helpful.
AA
Just
gonna
say:
Jen's
being
a
little
bit
modest.
She
went
into
a
difficult
situation
in
the
middle
of
the
year
and
so
I've
had
comments
from
her
teacher
teaching
staff
who
things
like
said
she's
a
working
principal
she's
out
there
she's
doing
the
work
with
us.
She
never
asked
us
something
to
do
that.
She
wouldn't
do
and
she
does
build
community
I
would
agree.
F
F
F
F
F
I'm
also
saying
that
our
students
are
one
of
the
challenges,
I
think
we've
seen
staff
and
having
that
soft
start.
In
terms
of
the
approach
that
we
took
as
a
district
to
roll
out
the
math
adoption,
we
really
put
us
in
a
spot
where
we're
in
a
place
where
people
who
are
at
varying
levels
of
comfort
with
that
we
have
just
their
competency
as
instructors
when
I
came
to
Kinnaman
last
year,
there
weren't
really
grade
levels
that
we're
implementing
and
consistent
curriculum
and
even
sometimes
on
grade-level
teams.
F
Teachers
were
doing
different
things,
so
we
did
a
lot
of
work
with
our
math
Tosa
caregiver
self
she's,
wonderful,
we
guided
professional
development
were
basically
broke
apart.
The
math
workshop
that
PD
is
on
number
toxins.
Lessons
confirmed
that
Congress
last
year
we
had
an
opportunity
to
have
her
come
in
the
classrooms
and
illustrate
our
lessons.
We
had
still
really
great
maps
to
do,
teachers
who
also
have
even
even
in
some
moments
no
that's
going,
and
if
they
know
that
someone
who
just
wants
to
see
something
in
action,
we
can
swap
them
out.
F
F
Public
that
we
are
expecting
our
students
to
become
number
of
dreambox
substance
per
week
and
so
we're
recognizing
classes
that
are
leaving
the
packet
as
it
were,
and
rewarding
students
for
successfully
completing
five
to
ten
lessons
to
bring
the
whole
there
in
another
way
that
we're
exercising
our
math
brains
to
help
them
grow.
Back
in
amendments
we
replaced
our
technology,
rotation
or
specials
with
scan
classroom
with
the
certified
instructor
in
there,
and
so
maybe
the
change
there
is.
F
F
Engaging
the
Camden
in
terms
of
other
challenges
that
we
are
facing
are
different
Greenway
as
well
with
many
other
schools
and
social
emotional
regulation
relation
is
an
area
that
our
staff
are
needing
going
professional
development
opportunities,
and
we
do
have
a
school-wide
success
framework
for
our
staff
that
details
our
philosophy.
You
really
have
a
lot
of
protocols
and
things
at
places
if
students
are
exhibiting
extremely
disruptive
or
dangerous
behavior,
so
that
our
staff
have
a
common,
consistent
way
to
respond
to
those
things.
So
far
this
year,
we've
had
three
brothers.
F
F
Stand
for
Earl
is
the
district
adopted,
independent
reading
level
assessments.
So
it's
a
formative
assessment
that
delivers
specific
and
actionable
data.
The
nice
thing
about
it
is
that
it
tells
a
teacher
exactly
where
a
student
is
why
people
with
the
skills
and
behaviors
that
the
students
can
lead
to
really
move
the
dial.
F
Q
F
Intervention
teacher
is
the
elbe
teachers
resource
for
teachers,
counselors
and
classroom
teachers
that
come
together,
and
we
take
a
look
at
data
and
see
how
many
kids
might
need
certain
interventions
and
then
kids,
we
have
a
protected
and
that
knowing
that's
a
battle
for
instruction
those
times.
We
have
to
get
a
little
creative
at
times
as
to
what
groups
might
work
best
with
students,
because
we
find
that
there
are
many
students
that
have
lagging
skills
in
multiple
areas
and
the
probably
benefit
from
many.
F
There
was
another
question
about
the
plan
asking:
what
do
privatize
means
really
were
making
a
commitment
to
open
up
our
classrooms
to
lesson
studies,
whether
it's
tokens
administrators
are
swearing
and
teachers
at
the
grade
level
or
even
across
grade
levels,
to
kind
of
share
successes,
challenges
and
strategies,
really
we're
trying
to
not
only
help
grow
our
teachers.
We
want
our
students
to
have
more
opportunities
for
higher
level
thinking
and
the
idea
behind
you
privatizing
things
would
be
to
share
best
practices,
well--that's
practices
and
an
opportunity
with
that.
F
There
was
also
a
question
about
the
dare
to
leave
glossary
so
folks
that
don't
have
a
copy
of
our
plan.
I
need
mention
of
some
work
that
we
were
doing
around
just
kind
of
strengthening
our
staff,
culture
and
trust
within
the
building
and
the
durability.
Glossary
is
basically
an
alphabetical
summary
of
the
recommendations.
P
language
skills
tools
outlined
and
burning
backgrounds
book
dare
to
lead.
So
it's
really
the
intent
behind
that
entire
book
is.
F
F
We
can
talk
about
things
that
we're
going
to
work
on
as
a
collective
and
we
can
really
set
some
norms
that
helps
us
engage
in
some
tougher
conversations
without
feeling
as
much
judgments
in
about
back-channeling
and
knowing
that
clear
is
kind
and
elementary
educators
sometimes
have
a
difficult
time
being
very
direct
with
people,
but
that,
if
they're
not
direct,
sometimes
we
actually
don't
get
to
the
underlying
issue,
and
so
it's
it's
been
helpful
and
it's
a
work
in
progress
with
us.
I
think
I
already
addressed
this
a
little
bit
but
much
like
us
Jim.
F
You
asked
about
the
edition
of
Student
Success
coaches
and,
if
they've
helped
with
behavior
issues,
absolutely
I
believe
so
our
student
success,
coach
is
partner
and
someone
and
brainstorm
with
and
problem-solve
with
a
nice
thing
is,
is
that
she
coordinates
with
other
Student
Success
coaches.
They
share
ideas
for
professional
development
and
I
guess
from
a
district-wide
standpoint.
That
means
that
the
professional
learning
that
our
educators
as
an
asylum,
they
are
at
least
somewhat
coordinated.
These
people
are
getting
common
messages
and
you
know
when
we
have
some
schools
that
have
highly
mobile
population.
F
That's
really
good
for
kids
in
this
area
teachers
transfer
from
one
building
to
another.
It's
not
like
a
completely
different
philosophy,
philosophy
on
how
to
do
things,
and
so
I
do
think
that
there
is
an
opportunity
for
better
alignment
across
the
board
there
as
to
whether
or
not
the
severity
and
number
of
student
behavior
issues
is
continuing
to
escalate
or
declining
with
the
Student
Success
coaches.
I
am
Not
sure
that
there
is
a
correlation
or
causation
there.
F
I
think
that,
regardless
of
whether
or
not
we
have
Student
Success
coaches,
we
are
going
to
have
a
number
of
kids
coming
into
our
schools
with
adverse
childhood
experiences.
Ongoing
trauma,
a
lot
of
things
going
on
that
are
causing
them
to
exhibit
extremely
disruptive
and
dangerous
behaviors
I
don't
need
to
be
able
to
do
in
whom
there
I
just
think
that's
kind
of
the
reality
of
where
we're
at.
F
Are
amazing
goes
there?
You
also
asked
about
other
supports
that
would
help
social-emotional
learning
I,
don't
know
that
it's
extremely
popular
idea,
but
I
do
think
if
there
was
some
sort
of
safety
care
for
all
type
approach
that
we
offer
to
all
staff
that
have
direct
contact
with
students.
That
would
be
helpful
and
you're
not
going
to
hold
two
days,
but
at
least
for
the
first
day
where
staff
are
learning
about
the
escalation
strategies
and
things
like
that,
I
think.
If.
A
F
It
would
be
kind
of
helpful
in
responding
to
some
of
the
staff
concerns
about
behavior
and
safety.
I
do
think
that
having
more
social
workers,
school
psychologists
and
resource
room
teachers
would
allow
for
students
that
have
some
more
complex,
social-emotional
learning
needs
to
be
served
in
a
more
meaningful
way.
These
kids
are
in
our
general
education
environment
and
are
showing
up
in
times
at
least
at
our
school
and
other
schools.
That
I've
worked
at
that
there
may
benefit
from
a
higher
level
of
service
and
they're.
F
F
G
F
Yes,
part
of
it
and
they've
had
a
chance
to
touch
with
our
group
of
team
leaders.
They
didn't
really
have
a
lot
to
say
about
where
that
may
have
come
from
had
ideas,
but
not
really,
some
of
which
is.
You
know
whenever
there's
a
change,
you
know
you
get
used
to
doing
things
in
a
certain
way
and
then,
but
we
do
have
a
process
where
our
our
team
leaders,
we
need
twice
a
week.
There's
representatives
from
classified
staff
every
grade
level,
the
LD
special
education
intervention.
F
Team
as
well
and-
and
there
are
some
things
that
we
like
you
know
what
this
is
something
that
might
be
best
served
if
our
smaller
group
of
team
leaders
come
together
talks
about.
It
makes
the
decision
more
often
we're
having
the
discussion
narrowing
down
super-focused
asking
leaders
to
go
back
to
their
teams
to
get
input.
F
There
are,
as
you
might
imagine,
sometimes
people
have
a
certain
level
of
discomfort
of
being
part
of
decisions
that
are
made
and
ask
for
administrators
to
make
the
final
decisions.
Merchants
would
just
totally
fine
but
we're
as
a
staff
trying
to
get
to
a
point
where
people
be
more
direct,
not
kind
of
give
the
dirty
yes
during
a
meeting
afterward.
So
we
have
some
work
to
do.
I
I
F
F
I
B
T
AB
You
Jim
chair
members
of
the
board,
Jenny
Perotti.
We
shave
your
time
tonight.
So
can
anybody
suggest
they
give
you
a
little
bit
of
background
about
me
before
I
get
started
with
my
answer
report.
So
I
will
tell
you
I'm
born
and
raised
Oregonian
from
Roseburg.
My
first
experience
with
k12
funding.
You
have
to
know
when
I
was
in
high
school.
My
dad
owned
a
CPA,
firm
and
auditing
was
the
summer
family
business.
AB
AB
So
as
I
understand,
I've
been
working
with
Jim
Scherzinger
talking
about
it,
you
have
to
speak.
This
is
Monday
number
two
on
the
job
for
me,
so
you
probably
know
a
little
more
about.
What's
going
on,
the
finance
report
at
this
point
than
I
do
I
would
say
that
I
would
heat
on
where
we
are
with
the
projected
surplus
and
deficit
balance.
That's
something
that
Jim
says
you
folks
are
keying
in
on
we're,
providing
you
monthly
updates
as
to
what's
changed
in
that.
So
as
I
understand
it,
the
working
budget
were
the
allocation
of
the.
N
AB
Street
funding
did
happen,
and
that
happened
during
the
month
November.
We
also
have
a
maintenance
budget
where
we
allow
speaking
people
from
the
onion
spending
from
the
prior
to
coming
to
the
summer
to
help
those
maintenance
projects
that
are
being
done
over
the
summer
and
the
recent
one
in
the
new
one
is
an
increase
of
a
half
million
dollars
in
costs
and
salary
benefit
costs
for
administrative
folks
who
were
obtain
vacation
payouts
and
those
are
interactions
obligated,
but
it
appears
that
we
haven't
been
budgeting
for
those
impacts.
AB
AB
AB
AB
Look
at
it,
you
know,
I,
don't
know
that
I,
don't
know
what
anymore
will
I
know
this
year,
problems
based
on
legislation
right
so
that
that
may
this
may
be
an
unusual
year.
I,
don't
know
that
we'll
go
back
and
take
a
look
this,
even
though
what
kind
of
put
any
number
to
it,
not
that
we
will
know
you're
going,
please
put
a
number
to
it.
Z
AB
I
haven't
reviewed
our
licensed
or
certified
contract
yet,
but
my
guess
is,
you
have
a
lot
of
your
vacation?
Is
there
on
a
standard
contract
and
I'm,
not
sure
what
kind
of
doubts
we
have
a
typical
might
be
some
personal
need
or
those
kinds
of
things
but
October
and
the
classified
like
you
can
have
vacations,
but
I
don't
know
to
what
extent
those
are
allowed
to
accrue.
AB
A
W
I'm
a
process
person
in
the
in
systems
person,
so
obviously
there
was
some
sort
of
process
you
went
through
in
order
to
discover
this.
So
you
could
you
like.
Please
explain
that
and
obviously
this
is
a
process
that
we're
going
to
move
forward
with.
So
hopefully
we'll
discover
anything
else,
and
we
were
like
this
again
Church.
AB
So
I
believe
again
as
Jim
surging
here
set
up
this
working
budget.
Taking
a
look
at
pairings
about
a
month
month
basis
is
critical,
it's
very
helpful
in
the
process,
and
so
what
happens
is
that
as
we're
looking
at
a
month
and
say
what's
different,
what's
changed
from
last
month?
Why
are
we
paying
out
or
more
money
this
month?
That
was
the
reason
why
and
finance
that
finance
and
budget
staff
products.
My
intention,
so
that's
how
we
catch
those
moving
forward
or
one
of
those
variances.
B
B
Are
there
ways
with
checks
and
balances
that
we
as
a
board
could
better
help
you
to
set
yourself
up
for
success
so
that
we
do
not
have
surprises
in
the
air
getting
ready,
because
obviously
this
is
a
whole
we're
in
a
whole
new
we've
always
been
on
a
growth,
and
we
can
make
that
things
because
we
were
on
a
growth.
Now
we
don't
have
that
growth.
So
we
really
need
to
be
sure
about
the
buckets
and
where
the
money
is
going.
AB
Because
that
helps
us
improve
and
that
helps
us
do
a
better
job
and
help
to
create
our
account
in
terms
of
where
we
are
financially
it's.
The
district
I
think
you're
right,
growing
district.
That
can
hide
a
lot
of
issues
that
you
have,
that
I
mean
you're
able
to
get
over
and,
as
you
grow
flat
to
down
enrollment
districts,
much
more
sensitive.
W
AB
AB
W
AB
Yeah
I
would
agree,
it'll
kind
of
be
a
two-step
process.
We've
got
to
do
with
that
general
fund
deficit
and
get
that
squared
away,
but
at
the
same
time,
there's
significant
investment
company
right
so
with
this
significant
I
kind
of
like
to
get
the
structural
deficit
piece
out
of
the
way
in
the
coming
month,
or
so
so
that
we
can
then
focus
on
CSSA
dollars
that
are
coming
and
we're
focused
on
and
I'll
be
relying
on.
You
got
a
great
team.
Good
candidate,
they're,
gonna
they're
gonna
help
get
us
through
this
process.
B
Well,
we
are
glad
to
have
you
know
the
Leadership
Summit
today,
with
people
from
all
around
the
state
and
everywhere,
where
I
got
sales
from
be
person.
I
was
told
what
how
fortunate
we
are
to
have
you
two
here
in
our
district
and
that
you
come
with
great
credentials,
and
you
did
great
things
and
pressure
borrow,
and
we
are
very
fortunate
to
have
her
expertise
join
us
here
at
paper.
10.
So
welcome.
AC
AC
The
comments
that
you've
heard
here
tonight
have
been
heard
and
have
expressed
horrified
expressed
to
the
Advisory
Committee
we
have,
as
of
today
over
1200
comments
that
have
been
submitted
online
and
we
are
committed
to
a
transparent
process,
so
everything
we
receive
is
being
published
on
the
webpage
materials
for
the
December
19th
advisory
committee
meeting
is
up
on
the
webpage
and
we
are
compiling
the
comments
that
were
received
on
a
weekly
basis
with
those
on
volume
as
well.
I
want
to
assure
you
and
the
public
that
there
have
been
no
confidential
meetings.
AC
AC
A
W
Was
just
you
know,
just
sort
of
curious
I
know
that
there's
a
process
involved
where
how
people
are
elected
or
if
they
appointed
to
be
on
the
boundary
committee
and
I
was
just
was
wondering
because
it
was
brought
up
here
that
a
couple
of
schools,
weren't
represented.
So
I
was
wondering
what
was
that
that
process
that
determined
who
would
serve
on
the
committee
so.
AC
We
had
about
a
six-week
period
for
recruitment
or
the
recruitment.
We
said
school
messenger
notices
how
our
middle
school
principals
went
out,
and
you
know
what
their
back-to-school
nights
trying
to
get
people
to
apply.
We
do
school
principals
do
the
same
thing.
We
were
out
there
trying
hard
to
find
people
I.
Think
if
you
come
to
our
Advisory
Committee,
either
going
to
be
very
pleased
with
the
breadth
of
representation
at
the
district
in
terms
of
who's
on
our
committee.
AC
I
think
this
is
the
most
the
first
committee
I've
ever
seen
with
the
school
district
and
in
terms
of
selecting
who
is
who
or
most
of
the
middle
schools.
We
only
received
two
applicants,
sometimes
none
and
we
had
to
go
and
find
people
or
Cedar
Park.
We
had
approximately
12
applicants
and
for
Stoller
we
have
five
that
we
have
three
from
Finley,
one
from
one
from
Springville:
zero
from
Sato
and
zero
from
Rock
Creek.
We
interviewed
everybody,
we
reviewed
all
their
application
materials.
We
spoke
with
principals
out
there.
AC
I
AC
What
I
think
is
perhaps
frustrating
to
people
is
the
process
that
we
have
created
for
this
learning
front
of
the
high
school
experience
were
one
of
the
many
points
of
feedback
people
did
not
like
was
there
being
a
kickoff
map
and
staff
prepared
map,
and
that
gave
it
the
question
that
the
district
or
we
knew
what
we
wanted
to
do
and
therefore
we
were
out
pitching.
This
is
what
it's
going
to
be,
and
the
advisory
community
and
the
public.
AC
AC
There's
some
some
good
things
going
to
come
out
of
it.
Some
they
are
not
so
good,
but
this
is
an
iterative
process.
We
are
not
jumping
to
a
conclusion.
In
the
first
month
of
this
project,
you
were
listening.
That
is
the
goal
of
the
first
two
years
of
first
three
meetings
was
to
listen
to
the
community.
We
have
been
hearing
loud
and
clear.
AC
The
Advisory
Committee
will
now
take
that
testimony.
Take
those
maps
that
may
be
provided
and
start
evaluating
what
those
ideas
are
and
come
up
with
their
own.
This
is
you
heard
about
that.
You
four
themed
maps.
It
is
not
selected
one
two,
three
or
four
and
the
theme
maps
are
just
ideas
and
the
Advisory
Committee
will
come
up
with
a
recommendation
that
may
or
may
not,
for
example,
any
of
the
things
or
anything
that
the
public
has
provided.
So
what
we're
doing
in
terms
of
this
process
is
listen
first.
AC
This
next
meeting
on
Thursday
will
be
okay,
let's
start
evaluate
based
on
the
board
objectives,
oh
and
then
we're
going
to
add
more
layers
as
we
go
along
to
say:
okay,
this
idea
has
merit.
So,
let's
start
looking
at
the
transportation
of
socioeconomic
status.
Let's
look
at
walkability.
Let's
look
at
all
those
factors
that
are
in
the
policy
to
see.
Okay,
does
it
still
hold
water
and
we
won't
know
until
we
get
point
which
will
be
a
cherry.
B
C
Just
for
my
own
clarification,
I
know
that
you
needed
some
extra
time,
I'm
sure
that
the
amount
of
data
that
our
community
is
looking
for
in
order
to
make
an
informed
decision
is
forgiven
and
I
know
that
this
is
a
problem
that
will
have
an
easy
solution
that
site
for
the
new
middle
school
it's
frozen.
That
was
so
my
question
is
looking
at
this
aggressive
timeline.
Do
we
feel
like
we're
going
to
be
able
to
work
through
this
process
with
the
right
amount
of
information?
Do
we
anticipate?
AC
You
for
that
question:
I
think
that
is
a
very
good
question
for
us
to
consider.
I
have
a
schedule
in
mind
in
order
to
provide
the
most
amount
of
time
for
transition
planning
or
the
middle
school.
That's
a
full
school
year
for
that
and
to
a
decision
in
front
of
you
before
the
end
of
this
school
year.
If
we
need
more
time,
I
want
the
Advisory
Committee
to
tell
us
hey.
A
AC
Need
more
time
with
this
I
put
the
schedule
up
there
to
set
expectations
if
the
Advisory
Committee
is
feel
like
hey.
You
really
need
to
consider
this
have
more
time
to
consider
this
I
don't
want
to
turn
around
and
say:
oh
yeah,
we
have
an
open
date
and
we
need
to
give
people
some
certainty,
because
it
is
certain
that
certainly
is
such
other.
B
AC
For
permanent
capacity,
our
operational
definition
is
that
it
is
the
permanent
structure,
so
it
does
not,
including
for
those
for
several
reasons,
one
first
and
foremost
as
portables
are
supposed
to
be
temporary.
We're
supposed
to
have
enough
room.
We
did
in
the
building
for
the
students
that
are
attending
there
and
that
we
bring
in
portables
for
those
temporary
problems
where
we
have
more
students
than
what
that
build.
It,
because
it
takes
planning
to
pass
a
capital
pond
and
finding
the
side
another
school.
So
sometimes
that
temporary
might
be.
AC
B
C
C
C
C
H
AD
Thank
you
so
that
the
kickoff
of
phase
two,
as
we've
discussed
before
as
these
sort
of
content
conveniens
panels
at
twenty
to
twenty
five
sort
of
expertise
area
as
one
of
instructional,
one
on
student,
mental
of
wellness
and
behavioral
health,
and
one
on
equity
and
community
partners.
Those
will
meet
beginning
the.
What
is
the
second,
the
first
full
week
in
January
the
second
week
in
January
that
week
and
the
subsequent
week
as
well,
we're
meeting
afternoon
and
evenings
the
yes.
AD
You
know
this
graciously
offered.
There
are
facilities
and
we'll
be
using
some
of
their
support
dollars
to
feed
those
panels
of
community
partners
joining
us
with
those
overlap
meal
times
to
really
provide
a
conducive
atmosphere
for
people
to
roll
up
their
sleeves
and
get
some
part
work
done.
The
goal
of
those
folks
would
be
to
sort
of
create
an
actionable
draft
of
program
based
on
the
needs
assessment
and
our
overall
achievement
data
across
the
board
line,
whether
to
investment.
AD
B
AE
And
a
chair
board
members
good
evening
I've
had
the
pleasure
to
work
with
three
of
you
on
the
otic
community.
That
would
also
like
to
thank
you
for
allowing
me
to
service
for
a
guy
who
just
prepared
this
budget
last
year,
a
municipal
budget,
it's
nice,
to
take
some
ownership
of
this
budget,
but
I
must
tell
you
and
you
already
know
it,
but
it's
a
very
complex,
comprehensive
document
and
I'm
pleased
to
say
you
know
capper
as
again
and
not
me
or
asking.
AE
AE
AE
Compliment
to
your
staff,
they
also
continue
to
receive
annually
Awards
financial
awards
from
peers
in
the
industry,
and
that
too,
is
really
important.
Third
party
folks,
look
at
the
budgets
to
prepare
correctly
they're
handled
carefully.
If
you
like,
numbers
like
I,
knew
that's
sort
of
like
the
big
night
out
when.
G
AE
Are
two
separate
processes
than
I
would
rely
on
Jason
to
talk
to
you
about
what
happened.
You
should
know,
too
that
the
state
requires
a
saga.
Every
year
we
talked
to
the
auditor
privately,
a
staff
to
lead
and
and
I
have
a
separate
conversation
with
the
auditor
by
phone
and
they're
not
uncomfortable
with
that
situation.
AE
I
mean
anytime,
having
managed
municipal
budgets,
you
want
to
be
sure
at
the
end,
if
you
budgeted
$100-
and
he
said
cannibals
contingency,
one
$10,
what
contingency
more,
if
you
can
possibly
do
it,
but
that
is
a
different
situation
than
the
money
being
properly
accounted
for
meeting
state
budget
law
and
also
balancing
as
long
as
the
funds
are
identified
and
I.
Think
I
would
rather
rely
on
and
explain
the
difference.
AF
For
you,
yes,
the
captor
is
the
annual
report.
That
shows
actually
how
much
look
at
look
at
your
procedures
and
how
are
you
tracking
the
power
and
you
cash
handling
or
your
procedures
from
HR
and
hiring
back
hurts?
Are
you
reporting
these
stuff
that
leads
into
the
state's
full
fun
and
lead
them
to
our.
Z
AF
Y
B
B
Z
Z
Thought
this
was
just
a
wonderful
program
and
I
was
so
impressed
with
that.
I
also
had
an
opportunity
to
visit
and
engage
in
a
great
conversation
with
the
teachers
that
are
about
equity
and
what
it
means
to
have
equity
in
our
district.
People
brought
up
some
pretty
amazing
comments.
They
were
talking
about
little
class
size
means
and
some
of
the
higher
SES
schools
that
they
have
talking
compared
to
the
lower
SES
schools
and
larger
impact
that
they're
seeing,
and
they
wanted
to
make
sure
that
that
message
was
being
heard
at
the
district.
B
Y
I
just
have
two
quick
comments.
One
is
I
just
wanted
to
show
support
for
five
Oaks
teacher
Sandra,
the
King
tonight
I
know
that
there
are
great
teachers
and
staff
there
and
I
really
appreciate
how
the
district
and
administration
is
wrapping
services
around
there
and
really
reaching
out
and
helping
you
that
school.
As
you
know,
it's
near
your
my
heart
and
my
children
went
there
in
my
neighborhood
and
so
just
a
shout
out
to
all
the
good
work.
That's
going
on.
There.
Y
I
also
wanted
to
highlight
Maureen
wheeler
sent
out
an
email
this
afternoon
about
six
focus
groups
that
are
coming
up
on
student,
mental
health,
behavior
and
I
responded
and
asked
this.
It's
trying
to
solicit
staff
to
come
and
I
asked
about
board
members
and
how
we
can
do
that
and
it's
through
teacher,
what's
called
teacher
source,
if
you
don't
have
access
and
all
that
so
I
just
wanted
to.
Y
Let
you
know
that
we
are
invited
and
if
you
are
interested
in
attending
any
of
them
led
from
chlorine
or
Danielle,
know
and
they'll
just
make
room
for
us
and
I
can
get
with
me
great.
How
spread
themselves
out
and
attend
and
I
want
to
apologize
for
not
being
here
last
month
and
missing
it,
but,
as
you
know,
I
was
able
to
accomplish
my
life
goal
of
making
it
to
Everest
base
camp
and
probably
around
the
time
you
were
meeting
I
was
somebody.
W
To
mention
that
a
number
of
us
were
able
to
have
lunch.
Fourth,
at
the
Stanford
Stanford
children
luncheon
to
beat
the
odds
luncheon,
and
there
was
just
some
very
phenomenal
stories
of
students
and
their
achievements.
It
actually
made
me
cry.
It
was
awesome,
so
there's
lots
of
great
students
out.
There
are
lots
of
great
stories
and
I'm
really
helpful,
really
proud
that
I'm
here
at
the
Beaverton
School
District,
hopefully
in
one
small
way,.
A
C
We
were
privileged
to
hear
tonight
by
people
who
are
focused
on
how
to
better
support
our
specialized
students
through
and
work
through
information
into
mainstream
classrooms,
fidgets
I
thought
or
and
could
to
our
community,
who
are
really
bringing
that
to
the
forefront
and
I.
Don't
know
the
rest
of
you
thought
we
heard
the
words
developmentally
appropriate
practice.
C
We're
starting
to
be
able
to
see
things
that
I
know
are
student
focused
and
that
our
community
and
staff
are
asking
for
these
things
that
we
know
that
are
best
for
kids
is
really
a
phenomenal
thing,
and
I
probably
should
have
finished
with
that
phenomenal
work.
Because
now
I
have
to
talk
about
some
hard
things
which,
because
I
serve
on
the
I,
think.
C
They're
with
Eric
and
Becky
I'm,
not
sure
she
trusts
us,
but
she
watches
us
like
a
hawk
I.
Think
is
a
good
thing,
but
a
couple
of
things
I
will
just
wanted
to
give
the
rest
of
the
board
an
update
on
the
discussions
that
we've
been
having
there
because
it'll
be
a
preview
of
other
important
work
that
we
need
to
talk
about.
C
The
first
is
that
we
have
been
taking
a
hard
look
at
our
reserves
policy
and
we
have
a
recommendation
that
will
be
coming
to
the
policy
committee
next
and
then
with
the
intention
of
bringing
it
to
the
board
for
review
in
January.
We
will
be
having
a
full
discussion
about
how
it
is
that
we
attack
our
reserves.
C
I
think
a
priority
for
our
committee
has
been
to
make
sure
that
we
have
policies
that
we
follow,
and
so
we
want
to
make
sure
that
we're
very
clear
and
provide
guidance,
but
that
we're
also
making
sure
that
we
are
not
encouraged
our
continued
bad
behavior
and
so
we'll
be
bringing
that
to
the
board.
You
can
look
forward
to
that
good
time
shared
by
all
in
January,
but
the
other
thing
that
we've
been
spending
quite
a
bit
of
time
on
as
you're
aware,
are
bonds.
C
C
It's
also
framed
frankly
in
a
concern
that
we
need
some
time
in
order
to
increase
and
build
the
trust
that
we
have
with
our
community
that
we
understand
our
community's
needs
in
the
buildings
and
maintenance
and
that
we
can
be
entrusted
to
spend
their
money
wisely.
I
know
that
that
is
a
responsibility
that
this
board
takes
strongly
and
that
it
was
staffs
recommendation
of
the
givers
to
build
that
trust.
C
I
Aaron
so
like
oh
actually,
I
did
some
some
real
interviews
with
some
people
from
the
DSD.
A
so
I'm,
always
very
impressed
by
the
on
the
product
coming
out
of
the
schools
in
this
district
Westview
be
bursting.
Some
say
that
they're
all
great
you
know
a
little
small
business
need
some
new
energy
so
really
always
proud
to
every
people
from
my
alma
mater
or
somewhere.
I
You
know,
like
you,
know,
a
couple
more
quarters,
or
a
year
of
like
smart
fiducial
responsibility
will
learn
to
trust
the
community
and
ensure
that
we
can
get
this,
and
so
the
recommendation
was
on
that
of
November
of
2021,
and
so
now,
comparing
it'll
stop
have
more
time
to
prepare
and
to
get
the
community
more
involved
in
the
difficult
that
may
be.
You
know,
seven
meetings
would
be
really
good
with
you
know
the
law
or
constituents
around
the
district,
and
if
you
rush
the
process,
they
might
not
give
us
as
much
time
so.
I
B
B
The
student
success
I
have
to
take
extra
meetings,
there's
just
a
lot
of
extra
work
and
I
really
want
to
thank
the
staff
for
putting
in
the
extra
time
and
going
the
extra
mile
I
want
to
thank
our
community
for
stepping
up
to
serve
on
our
different
committees.
That's
a
lot
to
ask
people
in
our
in
our
community,
but
for
the
engagement
and
for
the
extra
time
and
I
very
much
when
I
thank
this
board.
B
Not
only
do
we
the
organ
ease
when
we
come
prepared
and
professional,
and
we
have
lots
of
these
questions
that
our
community
has
they
are
passionate.
We've
been
taking
a
lot
of
side
meetings
beyond
our
regular
meetings.
I
appreciate,
I,
appreciate
all
the
committee
work
that
folks,
the
different
committees
that
you're
serving
on
I.
Thank
you
for
being
there
and
taking
that
seriously.
I
need
us
all
to
have
a
restful
winter
break
because
we
come
back
in
January
hitting
the
floor
running.
B
We've
got
some
really
big
decisions
that
need
to
be
made
here
in
this
district
and
we
have
a
budget
to
put
together.
We
have
mental
schools,
we
have
some
bargains
that
we
have
to
do.
We
have
the
Student
Success
pact
and
we
just
never
know
what's
around
the
corner,
so
we
need
to
rest
enjoy
our
families,
enjoy
our
friends
and
maybe
not
trying
to
think
about.
B
You
know
school
board
work
all
day
every
day,
but
we
in
january/february
we've
got
some
little
big
decisions
to
make
and
I
was
thinking
about
a
year
ago
at
this
time
and
we
were
faced
as
a
district,
a
very
difficult
time.
We
were
getting
some
outside
folks
that
were
making
our
lives
very
difficult
and
and
I
remember
how
what
stress
there
was
and
how?
Yes,
there's
stress
and
I
wish.
B
We
could
make
every
single
one
of
our
students
and
families
happy
with
every
decision,
but
that,
but
it
is
a
relief
to
know
that
the
decisions
making
where
our
kids
were
not
putting
them
at
harm's
way
and
that
everyone
is
safe
and
it's
a
lot
better
place
to
be
than
it
was
a
year
ago.
At
this
time
it
really
is
so
I
wish
you
all
a
happy
holiday
season
and
get
some
rest,
and
with
that
we
are
adjourned,
and
we
will
come
together,
we're
not
out
of
my
bag.