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From YouTube: BSD School Board Business Meeting
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A
Good
evening
and
welcome
to
the
february
22nd
board
meeting
of
the
beaverton
school
board,
we
appreciate
you
being
with
us
this
evening,
especially
a
little
bit
earlier
than
we're
normally
joining
you,
but
thank
you
for
being
with
us
this
evening,
we'll
start
off
this
evening
with
the
roll
call.
A
So
if
I
call
your
name
please
answer
by
saying
here
and
brian
here,
susan
greenberg,
I
know
susan
might
said
she
might
be
running
just
a
little
bit
late,
we'll
come
back
to
her
leanne
larson
here
eric
simpson,
here,
donna
tyner
here
vice
chair
tom
collette
here
and
chair
becky
tim
chuck
present
all
right
and
with
that
we're
going
to
start
off
our
evening
with
how
we
start
off
every
evening
with
our
guests
and
our
first
guest
this
evening
is
president
of
the
bea
sarah
schmidt
sarah
welcome
this
evening.
B
Hello,
I
made
it
on
time
and
early
earlier
than
normal
good
evening,
superintendent
grotting,
chair
tim
checking,
members
of
the
board
from
I've,
got
a
quick
bea
update
here
for
everybody,
we're
working
with
great
urgency
on
agreements
for
implementing
in-person
instruction
and,
as
an
association
we've
been
focused
on
safety
protections
workload,
protections
and
really
creating
the
most
ideal
learning
experiences
for
our
students.
B
Through
the
end
of
this
year,
we
have
our
ready
school,
safe
learners,
guidance
from
the
state.
We
have
updated
guidance
from
the
cdc
recently
and
now
our
task
is
to
work
with
district
leaders
on
how
all
of
these
things
will
be
implemented
in
our
schools.
B
So
we've
got
a
long
meeting
tomorrow
and
we've
been
working
pretty
tirelessly
on
that,
and
I
know
our
community
is
both
educators,
families
everyone's,
you
know,
keeping
their
eyes
on
that,
so
we
are
working
very
hard
in
other
in
other
news,
speaking
of
hard
work,
I
just
want
to
always
acknowledge
the
hard
work
that
educators
have
been
doing
this
year,
putting
together
powerful
learning
experiences
for
students,
given
pretty
incredible
challenges
and
doing
our
work
in
a
new
way.
B
I
want
to
acknowledge
some
of
the
things
that
folks
have
been
hearing
some
rhetoric
about
a
lost
lost
year
or
that
we
need
to
address
learning
loss.
That's
happened
during
the
pandemic
and
while
the
pandemic
has
brought
so
much
pain
and
suffering,
I
noted
we
just
passed
500
000
deaths
in
our
country,
and
it
is
significant.
B
B
Our
narrative,
a
little
bit
thinking
about
learning
loss
is
deficit-based
thinking,
and
I
want
to
invite
us
just
as
a
thought
experiment
to
turn
our
attention
on
the
learning
that
has
been
found
this
year,
and
I
want
to
share
a
few
examples
from
our
members
about
things
that
they're,
seeing
with
students
that
are
really
worthy
of
celebration,
while
acknowledging
at
the
same
time.
B
This
is
not
an
ideal
situation
that
we're
in
so
we've
heard
from
teachers
that
students
are
learning
technology
and
helping
their
families
to
navigate
and
kids
are
little
sponges,
so
they're
picking
those
things
up
really
quickly.
Families
have
had
a
lot
more
avenues
for
communicating
with
teachers
and
so
there's
a
an
increased
amount
of
communication.
That's
happening
and
we
have
a
lot
more
tools
and
I
think
that
those
are
going
to
stay
in
our
tool
bags
moving
forward.
B
That
is
really
special
to
their
culture
and
their
family,
and
lessons
and
activities
from
class
are
becoming
conversation
starters
for
families,
because
we're
teaching
inside
our
students,
homes
and
I'm
also
hearing
that
students
are
really
accessing
office
hours
and
reporting
that
they
really
appreciate
being
able
to
work
at
their
own
pace
when
doing
asynchronous
learning.
And
if
that's
made
a
difference
for
a
lot
of
our
students.
So
again,
this
is
not
to
say
that
cdl
has
been
a
complete
success
on
all
fronts.
B
It
has
been
significant,
a
significant
challenge,
but
as
educators,
we're
also
learners
and
we've
been
learning
a
lot
about
our
profession
throughout
this
pandemic
and
how
we
can
be
using
new
ways
of
teaching
our
kids.
So
as
we're
looking
ahead
at
returning
to
in-person
instruction
and
even
as
some
of
our
students
stay
in
cdl.
B
It's
really
important
for
us
to
take
stock
in,
what's
working
and
all
of
the
ways
that
we've
changed,
the
way
that
we
serve
students
and
what
learning
can
be
incorporated
from
this
year
into
what
we're
building
for
the
future
and
what
I've
started
calling
better
than
normal.
We
don't
want
to
go
back
to
normal.
B
Thank
you.
Always
you
are
seeing
your
appreciated.
Your
work
is
valued
to
our
families
and
community.
We
will
do
our
best
as
always,
to
give
every
student
the
best
learning
environment,
in
whatever
learning
model
they
are
in
and
also
please,
everyone
wear
a
mask.
Wash
your
hands.
Keep
your
gathering
small
help
us
keep
this
downward
trend
of
covid
cases
so
that
we
can
all
be
back
in
our
school
buildings.
A
Thank
you,
sarah,
so
much
for
joining
us
and
we
appreciate
all
of
our
hard-working
staff
and
teachers,
and
we
appreciate
you
being
here
with
us
tonight.
So
thank
you,
susan.
We're
glad
to
have
you
with
us.
I
know
this
earlier
start
time,
we're
all
balancing
all
the
different
things
in
our
life.
So
we
appreciate
it,
but
I
did
want
to
wait
until
you're
here
board
members.
Are
there
any
changes
to
the
agenda
tonight?
A
Great
we'll
just
move
right
along.
So
thank
you
very
much
all
right,
our
next
guest
with
us
this
evening,
our
representative
from
the
student
advisory
committee-
and
we
have
president
neil-
are
you
there
you
go
and
and
then
riley
so
we'll.
Let
you
take
it!
Take
it
away.
We
love
having
you
guys
here
with
us.
C
Thank
you
yeah,
so
at
the
bsac,
the
main
issue
I've
been
working
on
like
I've
mentioned
in
the
last
few
meetings,
is
student,
mental
health
and,
right
now,
in
our
mental
health
in
our
group,
we're
trying
to
develop
a
survey
to
give
the
students
to
gather
their
input
on
like
their
what
how
their
mental
health
is
doing.
You
know
what
they'd
like
to
see
improved
in
schools
and
and
the
way
like
mental
health
is
treated,
and
we
plan
to
gather
this.
C
This
data
and
information
to
eventually
develop
a
mental
health
seminar
with
like
different
mental
health
professionals,
hotline
reps
and
like
bsac
reps,
and
this
would
be
helpful
for
staff
to
regarding
how
to
treat
like
student
mental
health
and
how
to
help
students,
students,
mental
health
in
the
best
way.
So
that's
what
we're
currently
working
on
for
mental
health
and
I'll
go
ahead
and
pass
it
on
onto
riley
now.
Thank
you.
D
So
much
on
bsac
is
also
to
run
our
humans
of
bsd
instagram,
which
I've
been
talking
about
the
last
few
months,
and
it's
been
super
successful,
really
positive
feedback,
we've
almost
finished
with
every
high
school,
and
then
we
will
start
again
at
the
beginning,
so
we
can
get
as
many
spotlights
as
possible
and
then
our
other
group
is
also
working
on
around
sros
and
right
now,
they're
conducting
one-on-one
interviews
with
different
high
school
sros
and
then
also
putting
out
google
forms
to
get
student
engagement,
sort
of
input
on
how
they
feel
about
sros
and
their
goal
within
maybe
this
year
or
even
going
into
next
year,
is
to
create
some
sort
of
like
conduct
book
for
both
students
and
sros
to
make
sure
everyone
feels
comfortable
with
having
them
in
our
high
schools.
A
Well,
we
appreciate
you
guys
taking
time
from
your
homework
and
your
all
your
other
activities
to
be
with
us
tonight
and
we're
very
excited
to
have
a
meeting
with
the
student
advisory
committee.
The
board
is
to
meet
with
you
on
march,
8th
and
we'll
get
to
spend
some
one-on-one
time
with
you
and
speak
to
you.
You
know
so
we're
really
looking
forward
because
it's
one
of
our
favorite
things.
So
thank
you
so
much
for
the
time
that
you
give
to
to
the
school
district
and
being
the
voice
of
our
our
students.
A
So
we
appreciate
that
so
we'll
let
you
guys
get
back
to
your
homework
so,
but
thank
you
for
being
with
us
tonight
appreciate
it
all
right.
Next
is
our
public
participation,
and
since
we
have
been
meeting
virtually
we've
been
taking
that
public
participation
we
open
up,
so
people
can
submit
written
public
testimony.
It
was
open
on
thursday
and
then
it
stayed
open
until
today,
at
noon,
we
had
65
comments
that
were
all
given
to
you
as
board
members
that
you
have
to
read
in
their
entirety.
A
They
will
be
entered
into
part
of
the
public
record.
I
did
my
best
this
afternoon
to
try
to
summarize,
and
let's
just
say
we
have
a
lot
of
passionate
folks
that
are
advocating
for
many
different
things.
We
had,
we
heard
from
lots
of
parents
everything
from
keeping
our
current
comprehensive
distance
learning
to
having
quite
a
few
people
that
are
ready
for
our
schools
to
reopen
and
open
tomorrow
or
open
next
week
or
open
in
the
next
month,
but
lots
of
different
things
about
that.
A
We
had
folks
that
would
like
to
get
more
regular
updates
and-
and
so
we're
approaching,
that
of
how
we
can
get
more
regular
updates
because,
as
many
of
you
know
as
many
of
the
board
members
as
many
of
our
community
know,
information
is
almost
changing
on
a
daily
basis,
and
so
almost
as
fast
as
we
get
information
out,
it
is,
it
is
changed,
and
then
we
also
need
to
when
we
are
doing
all
of
our
communication.
A
All
of
our
communication
needs
to
be
interpreted
so
that
all
of
our
families
can
hear
that
information,
and
that
does
have
a
little
bit
of
turnaround
time.
A
Lots
of
people
want
to
know
what
the
next
year
is
going
to
look
like
and
when
we're
going
to
be
making
decisions
on
on
next
year,
and
we
also
had
teachers
that
also
were
given
concern
about
how
hybrid
is
going
to
work
and
and
the
workload
some
folks
that
were
questioning
some
of
the
things
that
we're
doing
in
social
studies
and
we'll
have
staff.
Look
at
that.
Also,
a
staff
member
asking
when
we're
gonna
be
continuing
our
sro
discussion,
also
something
that
is
on
our
agenda
tonight.
A
We
had
six
families
that
would
like
us
to
name
our
new
middle
school
timberland.
We
also
had
two
or
three
families
that
would
like
us
to
honor
the
native
american
heritage
so
like
with
everything
in
in
our
school
district,
we
have
differences
of
opinion
and
also
some
folks
that
had
some
questions
about
the
boundary
change
and
what
those
changes
are
going
to
mean
to
cedar
park
and
some
folks
on
what
we
do
with
background
check
and
some
folks
also
having
some
questions
about
our
social
media.
A
So
that's
just
a
quick
summary,
but
all
of
us
will
have
those
to
read
in
our
the
entirety
and
it
will
be
part
of
our
public
record,
but
we
really
appreciate
our
community
taking
the
time
to
share
their
thoughts
with
us.
It
is
very
important
that
we
hear
from
our
community-
and
we
appreciate
that
so
with
that
we
are
going
to
be
starting
our
reports
for
the
evening
and
our
first
report
is
from
superintendent
grotting.
E
Thank
you,
chair
tim
check,
school
board
and
welcome
community
and
staff.
First
thing
I'll
talk
about
is
a
little
bit
of
an
update
on
our
return
to
school
planning
and,
as
I've
said
before,
we
continue
to
pivot
regarding
covet
19
and
requiring
us
to
shift
many
times
and
also
to
acknowledge
that
we
know
that
these
shifts
often
cause
anxiety,
frustration
to
our
students
and
families
and
staff.
E
E
At
the
beginning
of
our
fourth
quarter,
which
takes
place
on
april
19th,
I
want
to
say
we're
working
with
both
bargaining
units
and
I
think,
we're
making
great
progress
and
just
want
a
special
shout
out
to
bea
leadership
and
osea
leadership
for
working
with
the
district,
and
one
also
to
know
out
there
that
we
are
going
to
maintain
a
distance
learning
option
for
families
that
want
to
continue
in
distance
learning.
We
know
that
we
have
many
families
out
there
in
different
circumstances
and
also
have
apprehension
about
coming
back.
E
We
will
be
bringing
together
educators
to
talk
about
those
hybrid
models
at
the
elementary
middle
and
high
school
level.
We've
also
heard
from
our
families
that,
if
at
all
possible,
it's
extremely
important
to
maintain
that
teacher-child
relationship.
If
we
can
at
all
do
that
so
we're
going
to
leverage
administrators
teachers,
educators,
other
educators
and
support
staff
to
see
how
we
might
go
about
doing
that,
I'm
very
optimistic
that
we
are
going
to
meet
our
deadlines
of
both
april
5th
and
april
19th,
and
very
optimistic
about
that.
E
We
know
that
this
is
a
a
significant
has
a
significant
impact
on
our
community
and
on
our
staff,
as
we
get
ready
to
come
back
so
we're
working
with
many
outside
stakeholders
working
with
our
internal
team,
to
see
how
we
might
be
able
to
expand
opportunities
for
that
for
that
to
take
place
also
optimistically
our
case
loads,
positive
cova,
19
case
loads
in
washington
county
continue
to
decline.
E
E
Next.
I
want
to
talk
a
little
bit
about
activities
and
athletics
and
we
continue
to
follow
those
oha
guidelines
work
with
osaa
to
provide
our
students,
the
ability
to
practice
condition
and
now
compete
in
contests
when
we
can
successfully
adhere
to
the
current
rules
and
regulations
set
forth
by
oha
and
osaa,
with
our
current
metrics
we're
planning
for
practices
conditionings
and
contests
in
all
sports.
E
We
know
that
many
of
our
families
are
in
significant
economic
distress
right
now,
and
so
we
are
going
to
waive
those
fees.
It
will
take
a
hit
on
our
bottom
line,
but
we
think
it's
the
right
thing
to
do
right
now,
so
for
parents
and
students
out
there,
regardless
of
the
number
of
activities
that
you
would
like
to
participate
in,
there
will
be
no
fee.
E
On
the
budget
side,
you
know
we
we're
we're
continuing
to
look
at
our
ending
fund
balance,
we're
starting
to
use
some
of
that
ending
fund
balance
to
plan
for.
E
Summer
school
to
plan
for
interventions
that
we
know
that
our
students
need
so
we'll
end
up
we'll
eat
up
some
of
that
ending
fund
balance.
We
also
know
that
there's
some
cares
money
that
we
have
received
right
now.
E
Our
let
our
administrators,
arcosa,
osba
and
other
folks
were
advocating
to
the
legislature
that
to
go
beyond
the
governor's
9.1
billion
dollar
budget
to
go
up
to
9.58
billion
dollars
allocation
for
the
k-12
system.
E
We
are
currently
looking
at
full
funding
for
measure
98
and
partial
funding
for
the
student
investment
act,
but
that's
partial
investment.
We're
hoping
is
going
to
be
somewhere
up
around
80
percent,
which
is
a
lot
better
than
we
had
last
year,
also
want
to
report.
We
work
with
a
multicultural
organization,
called
rape
and
wants
the
board
and
community
to
know
that
we
will
be
expanding
our
services
with
reap
from
currently
from
aloha
and
beaverton
high
schools
to
both
the
mountain
view
and
meadow
park
middle
schools,
this
coming
fall.
E
Once
again,
you
know
reap
is
a
multicultural
nonprofit
organization
with
their
primary
mission
to
ignite
elevate
and
engage
students
of
color
to
become
our
next
leaders,
and
so
we're
really
excited.
We
were
able
to
meet
with
mark
this
morning
and
we're
really
excited
about
about
that
and
reaching
out
and
then.
Finally,
I
just
want
to
point
out
that
we
have
some
amazing
staff.
As
sarah
said
doing,
some
amazing
work.
We
cannot
come
back
next
fall.
E
The
way
that
we
left
about
a
year
ago,
we've
learned
so
many
things,
there's
so
many
significant
changes
that
we
can
make.
That
will
be
a
benefit
for
our
students
and
staff,
and
then
I
just
want
to
highlight
you
saw
you
saw
one
of
the
gentlemen
today
neil
was
on
here
with
the
b
stack
and
right
now,
he's
come
up
with
a
non-profit
to
where
he's
actually
helping
the
delivery
of
groceries
to
our
seniors
in
our
community,
and
I
don't
know
if
you
saw
it.
E
Beaverton
high
school
has
some
folks
there
that
they're
actually
arranging
vaccinations
for
our
seniors,
and
I
have
a
hard
enough
time
with
technology,
and
I
know
some
of
our
seniors
have
a
tough
time
in
trying
to
navigate
that
system.
So
we
have
these
seniors,
taking
it
upon
themselves
to
really
go
out
and
help
our
senior
community
in
getting
those
vaccinations
and
just
just
great
things
happening,
so
our
students
are
doing
a
great
job.
That's
all
I
have
madam
chair.
A
Great
yeah,
it
is
amazing
some
of
the
things
that
our
students
are
doing
through
this
pandemic.
It
just
amazed
me
how
innovative
and
out
of
the
box
and
take
initiative
board
members.
Do
you
have
any
questions
for
the
superintendent
tonight
after
his
report
all
right?
Thank
you
so
much
superintendent
for
that
great
report
and
it's
great
to
hear
that
we
are
moving
forward
with
school
and
with
every
vaccination
we
get
one
step
closer.
So
thank
you
so
much
for
that.
Great
news.
F
If
you
take
a
look
at
the
one
sheeter
on
on
the
forecast
for
the
general
fund,
you'll
see
that
we've
revised
revenue
down
about
four
and
a
half
million
dollars,
expenditures
up
1.1
million
dollars
and
therefore
lowering
in
the
reserve
amount
to
to
about
71
million
dollars.
At
this
point,
we
will
be
keeping
a
close
eye
on
our
expenditure
projections
and
and
revenue
projections.
F
As
we
move
forward,
the
the
revenue
decline
was
specifically
around
our
high
cost
disability
fund
and
some
concerns
that
we
won't
have
near
the
numbers
that
we've
had
in
prior
years
in
terms
of
those
high
costs.
I
don't,
I
think
that
will
be
the
case
in
a
number
of
districts
as
well.
We
just
don't
know
quite
how
that
will
play
out
financially
for
all
districts,
so
we'll
keep
an
eye
on
the
finances,
as
superintendent
grouding
mentioned,
we're
on
our
way
we're
working
on
budget.
F
A
Thank
you
board
members.
You
have
any
questions
about
the
finances.
A
G
F
A
So
are
we
going
to
be
dealing
with
like
several
different
budgets,
depending
on
on
when
we
start
getting
student
numbers
or
when
we
start
getting
the
media
from
the
federal
government?
I
mean.
I
just
know
that
you're
you're
trying
to
nail
jello
to
a
wall
here
but
is?
Are
you
going
to
be
dealing
with
like
several
working
budgets
or
I.
F
Think
so
chuck
we'll
be
working
with
a
lot
of
numbers
right
and,
as
you
folks
are
probably
aware,
we'll
also
have
the
state
revenue
forecast
on
wednesday.
That'll
tell
us
some
more
information
we'll
expect
to
see
the
co-chairs
budget
framework.
F
F
A
And
is
there
something
the
board
can
be
doing
right
now
to
assist
you
with
this?
I
know
we
have
a
committee
helping,
but
I
mean
is
there
something
we
can
be
doing
with
the
legislature
or
something
else
that
you
would
like
the
board
to
be
helping
you
out
with.
F
Certainly,
I
I
think
the
significant
priority
we
have
is
while
the
sia
and
other
funds
are
great
and
and
wonderful
for
our
kids,
having
an
increase
of
1.1
percent
in
the
state
school
fund
is
not
going
to
get
us
where
we
need
to
go
as
a
district.
F
Our
costs
go
up
more
than
and
again
that
1.1
percent
increases
over
the
biennium,
so
any
advocacy
work
we
can
do
around
getting
that
9.1
billion
up
closer
to
the
9.6
billion,
as
super
nintendo
graudin
mentioned
earlier,
will
be
key
because
we,
if
we're
funded
at
the
9.1
we
are
general
operating
budget,
will
simply
continue
to
erode
over
time
and
that
that's
just
not
good.
A
Thank
you
so
much
all
right
next
report
is
our
return
to
school
and
deputy
superintendent
has
been
we'll
start
with
you
and
I'm
sure
you'll,
okay,
you're
with
your
staff.
H
Well,
good
evening
board
chair
tim
check,
superintendent,
grotting
and
the
school
board
really
happy
to
be
here
this
evening.
We
have
a
lot
of
information
to
share
with
you,
but
I
want
to
start
out
as
as
usual,
reiterating
what
superintendent
grodding
and
sarah
schmidt
has
alluded
to,
and
that
is
thanking
our
educators
from
our
staff
to
our
teachers,
to
our
students
and
our
parents,
for
helping
us
with
our
comprehensive
distance
learning,
and
we
know
everybody
has
had
such
a
big
lift
this
year
and
can't
thank
them
enough.
H
H
I
Great
thanks:
jenny
thanks
for
tim,
chuck
board,
member
superintendent,
grotin
and
everyone.
Everyone
listening
appreciate
the
time
to
share
some
updates
with
you
and
answer
any
questions
that
you
have
just
going
to
jump
right
in
again,
remembering
our
advisory
metrics
won't
spend
a
lot
of
time
on
this
slide,
but
just
remember
that
the
obviously
the
lower
the
better
our
numbers
are
based
on
14
days
cumulative.
So
we
add
up
the
number
of
new
cases
for
14
days
in
a
row
and
compare
that
to
the
number
of
residents
in
both
multnomah
and
washington
county.
I
That's
just
a
little
bit
different
than
the
way
the
cdc
chose
to
put
their
metrics
out
if
you
looked
in
their
guidance,
they're
doing
it
by
a
seven
day
window.
So
if
you're
looking
and
comparing
those
two
just
remember
one's
based
on
seven
days,
the
cdc
and
oha
and
ode
chose
to
to
maintain
the
14
day
day
window.
I
But
again
those
metrics
give
us
direction
on
what
levels
of
student.
By
that
I
mean
what
grade
level
of
student
that
we
should
be
prioritizing
and
bringing
back
and
then
just
the
last
thing.
I'll
note
on
this
slide
is
that
there
is
no
level
of
metric
right
now.
That
does
not
require
us
to
still
meet
all
of
the
health
and
safety
metrics
and
ready
school,
safe
learners,
in
particular
the
35
square
feet.
So
right
now,
there's
no
no
number
we're
looking
for
which
would
allow
us
to
not
enter
into
a
hybrid.
I
So
that's
some
of
what
we're
looking
for
when
don
talks
about
planning
for
next
year.
That's
going
to
be
something
we'll
have
to
pay
attention
to
is:
is
that
does
the
ready
school
save
learners,
guidance
change
as
the
metrics
continue
to
decrease,
so
we'll
be
keeping
an
eye
on
that
for
for
next
year?
Here's
the
graph,
I
hope,
you're
well
familiar
with
by
now,
keep
heading
in
the
right
direction.
I
The
washington
county
and
multnomah
county
are
pretty
close
together,
so
they're
getting
kind
of
pushed
on
the
slide,
but
both
well
under
the
200
mark
multnomah
county,
just
above
at
about
100
cases,
108
cases
per
100,
000
residents
and
washington
county
dipped
below
the
100
at
the
the
93,
almost
94
cases
per
hundred
thousand.
Looking
back.
That
puts
us
about
even
with
where
we
were
when
this
graph
starts
about
about
the
middle
of
october,
and
so
our
what's
not
shown
on
this
is
another
one.
I
We
need
to
keep
track
of
and
that's
the
test
positivity
rate
and
for
both
counties
that
is
below
five,
which
is
certainly
the
threshold
that
we're
looking
for.
So
I
can't
think
of
any
other
way
to
say,
but
this
is
good
news
just
remember.
We
were
worried
in
october
that
it
was
going
to
go
up
when
we
were
here,
and
it
did
so.
Like
sarah
said
just,
we
need
to
keep
encouraging
our
community
to
pay
attention
to
those
masculine
hand
washing
and
all
that
and
keep
them
going
down.
I
So
we
can
get
our
kids
back
back
in
in
school
as
much
as
they
can
a
little
bit
about
the
timeline.
The
week
of
february
22nd
is
upon
us
today
was
our
first
shot
at
our
phase,
two
of
limited
in-person
instruction
with
our
internet
cafes,
where
we
had
students
across
all
grade
levels.
Accessing
our
campus
today
was
mostly
about
the
technology
about
getting
access
to
the
network.
I
The
next
kind
of
big
week
will
be
the
week
following
spring
break
and
the
week
following
spring
break
is
when
we
plan
on
doing
our
staff
development
for
our
elementary
teachers
on
what
they
need
to
know
to
be
ready
to
meet
all
of
their
new
protocols
and
procedures
in
their
schools.
What
that
would
look
like
what
we
have
in
our
agreement
is
three
days
for
that,
so
that
would
be
the
three
days
following
spring
break
again.
I
This
is
all
proposed,
but
it's
looking
pretty
good
for
now
april
1st
and
2nd
our
students
would
remain
in
cdl
and
then
april,
the
5th,
of
course,
our
pre-k
2
students
come
back
and
anyone
that
would
happen
if
there
are
teacher
changes.
Anyone
that
would
have
a
teacher
change,
regardless
of
the
grade
level,
would
start
it
on
that.
Fifth,
even
though
grades
three
to
five
would
not
be
back
in
the
hybrid
yet.
I
So
if
you
just
look
at
the
bottom
of
this
slide,
our
elementary
hybrid
begins.
On
april
5th,
we're
gonna
bring
grades
three
to
five
back
on
april
12th
and
we're
aiming
at
april
19th
for
for
the
return
for
secondary
and
a
reminder
that
coincides
with
the
fourth
quarter,
which,
at
the
secondary
level,
the
quarter
by
quarter
is
a
bit
more
significant
of
a
time.
I
The
way
those
classes
are
organized,
especially
at
the
high
school
being
that
we're
now
on
a
four
by
four
at
our
comprehensives,
a
little
bit
of
a
note,
they're
still
working
out
the
exact
dates
of
when
the
secondary
staff
development
would
would
take
place.
That's
that's
still
under
consideration
with
our
teams,
just
a
little
bit
of
numbers
for
who
was
given
the
opportunity
and
agreed
that
they
would
take
us
up
on
that
opportunity
today
for
limited
in-person
instruction.
I
You
know
some
quick
math
there,
somewhere
in
the
neighborhood
of
around
700
students.
Welcome
back
for
the
internet
cafe,
obviously
that's
nowhere
near
as
many
as
we
want
to
eventually
get
back,
but
it's
a
it
is
an
incremental
step
step
back
in
that
right
direction,
as
we
expand
limited
in
person
like,
I
said,
we're
at
internet
cafes
right
now,
focusing
on
the
network
and
access
to
the
network,
but
we're
also
going
to
be
delivering
services
to
our
special
education
and
multilingual
departments
as
we
build
towards
those
return
to
hybrid
dates.
I
So,
let's
talk
about
those
dates,
our
elementary
hybrid
we're
so
excited
to
welcome
our
students
back
back
onto
campus
on
april
the
5th,
and
so
students
will
be
able
to
be
on
campus
four
days
a
week
wednesday
for
the
student
experience
will
remain
very
similar
to
what
what
it
is
now
the
in-person
groups
it
looks
like
they'll
have
to
be
either
an
am
group
or
a
pm
group,
but
I'm
going
to
show
you
some
numbers
in
a
minute
we'll
we'll
see,
but
students
will
be
on
campus
half
of
half
of
a
day
and
that's
really
needed,
because
we
we
have
to
maintain
that
35
square
feet,
and
it's
it's
just
sort
of
a
coincidence
that
that
ends
up
giving
our
classroom
capacities
about
half
of
what
the
class
is.
I
Students
will
have
online
for
the
the
remainder
of
their
school
day,
so
we
still
want
our
students
thinking
about
a
full
school
day,
even
though
they'll
only
be
on
campus
for
for
half
of
their
school
day.
The
online
portion
of
that
will
either
remain
asynchronous
in
nature
or
with
a
pe,
music
or
arts
teacher,
possibly
providing
some
some
live
opportunities,
and
then
again,
families
have
the
option
to
remain
fully
remote
for
the
remainder
of
the
current
school
year.
I
You
had
a
report
similar
to
this
or
a
graph
similar
to
this
in
your
report
just
wanted
to
give
you
some
very
updated
numbers.
This
is
kind
of
the
end
of
it.
I
This
has
16
000,
almost
17
a
little
over
16
000
students
accounted
for,
and
if
you
just
look
at
the
very
very
end,
the
very
right
where
it
says
total
51,
just
a
little
over
51
percent
of
our
families
chose
to
remain
in
comprehensive
distance
learning
again
just
about
50
percent
of
our
families
are
choosing
to
return
in
a
hybrid,
so
a
little
bit
less
than
we
thought
we
thought
we'd
be
a
little
bit
more
in
the
one-third
to
two-thirds,
but
this
gives
us
numbers
now
now
we
know
for
sure,
and
so
we
can
really
now
go
school-by-school
classroom
by
classroom
and
figure
out
what
the
impacts
of
these
these
decisions
are
an
update
for
you.
I
I
had
mentioned
this
in
my
report:
our
secondary
plan.
We
had
called
it
bsd
connect
and
that
was
to
expand
limited
in
person
instruction,
we're
gonna
discontinue
that
term.
The
the
reasoning
for
discontinuing
that
term
is
with
the
metrics
trending
in
the
direction
they
are
with
the
opportunities
for
vaccines
and
ideas
that
are
put
forth.
I
We
now
believe
we
can
enter
into
a
hybrid
model
safely
at
the
secondary
level,
and
so
there's
not
a
need
for
this
intermediary
kind
of
advanced
lippy
or
extended
lippie,
we'll
still
be
doing
limited,
in-person
instruction
at
the
secondary
level,
but
again
we're
targeting
april
19th
to
return
our
students
into
that
hybrid
model.
I
The
model
at
secondary
works
a
little
bit
differently,
happy
to
talk
details
if
it's
appropriate,
but
in
in
effect,
if
you
will,
students
will
attend
class
in
person
two
full
days
a
week,
but
it'll
be
for
the
full
time,
not
like
the
elementary
where
it
was
four
days
a
week
for
half
the
time.
This
is
two
full
days
two
days
a
week,
but
for
the
full
time
and
students
will
remain
with
all
of
their
classmates
and
within
their
teacher,
they'll
do
so
in
a
concurrent
fashion.
I
So
if
we
were
all
in
the
same
class,
some
of
us
may
be
participating
in
person.
Some
of
us
may
be
participating
at
the
same
time
online
at
our
at
our
secondary
level,
and
that
that
goes
a
little
bit
to
the
specialty
nature
of
the
the
courses
that
the
teachers
are
teaching
at
the
high
school
and
middle
school
levels.
I
Our
next
steps
from
a
teaching
learning
perspective,
we've
already
had
one
and
we're
planning
it
two
more
centrally
on
what
we're
just
calling
them.
Building
walk-throughs
and
josh
gamez
was
able
to
lead
us
through
an
elementary
school
through
all
monica,
and
we
have
representatives
from
all
departments
able
to
just
really
walk
through
a
simulation
of
the
student
day
and
the
staff
day.
Really
talking
about
those
specifics.
What's
it
look
like
when
a
student
gets
off
the
bus?
What's
it
look
like
as
a
student
enters
the
the
door?
I
How
do
we
navigate
restroom
breaks?
How
do
we
navigate
the
entire
day
and
we'll
be
doing
that
at
the
middle
school
as
well
as
the
high
school,
to
give
principals
the
guidance
that
they
need
to
make
sure
their
buildings
are
ready
to
to
welcome
students
in
again,
like
I
said,
we're,
we
we're
diving
into
that
data
that
I
was
sharing
a
second
ago
about
student
and
family
choice
and
that'll.
I
Allow
us
to
finalize
the
class
rosters
superintendent,
graudin
directed
us
to
do
whatever
we
can
within
our
abilities
to
limit
the
amount
of
teacher
changes
and
we're
going
to
be
spending
our
our
time.
You
know
in
a
foreseeable
future
doing
our
best
to
make
that
happen,
and
then,
finally,
I
think
don
mentioned
this
as
well.
We
do
have
our
certified
staff,
consultancy
groups
and
that's
just
what
we're
calling
our
staff
input
we're
convening
teams
of
educators
throughout
our
system
to
really
help
us
refine
the
details
and
the
application.
I
So
with
that
josh
I'm
going
to
turn
it
over
to
you
for
your
part
and
then
maybe
we
can
just
take
questions
together
at
the
end.
J
That's
good
brian
good
evening
school
board,
josh
gomez,
chief
facilities
officer,
so
I
wanted
to
give
you
an
update
from
our
february
first
work
session
about
hvac
and
talk
about
things
that
have
been
done
since
that
time.
So
at
that
work
session,
I
talked
about
a
memo
that
was
drafted
for
our
administrators
and
supervisors.
J
That
memo
was
completed
and
we
did
send
it
out
to
to
the
admin
and
supervisors
on
february
10th,
so
that
was
shared
with
them.
In
that
memo,
it's
a
15-page
document.
We
talk
about
modifications
that
we're
making
changes
that
are
being
done
to
reduce
the
risk
of
code
transmission
through
hvac
system
and
so
far
we
we
are
getting
feedback
from
staff,
and
so,
as
we
get
feedback
and
questions,
we
are
addressing
that
as
we
get
them.
Communications
also
posted
that
memo
on
social
media.
J
They
did
that
in
february
11th
and
that
was
put
on
instagram
and
our
facebook
page,
and
what
I'm
going
to
walk
you
through
now,
brian's
going
to
help
me
out
here
is
we
do
have
that
memo
posted
on
the
bsd
website,
it's
under
the
return
to
school
update.
J
So
once
you
go
to
our
main
page,
you
select
the
return
to
school
update
button
there,
and
then
here
you
have
a
lot
of
information
that
communications
has
worked
very
hard
on,
but
under
the
faq
section
there
is
a
health
and
safety
accordion
and
brian.
If
you
can
select
that
accordion
and
a
whole
bunch
of
topics
that
are
talked
about
in
that
accordion,
you've
got
disinfection.
J
You've
got
information
about
wearing
a
face
covering
social
distancing,
but
if
you
scroll
to
the
bottom,
there
is
a
link
about
hvac
and
when
you
click
that
that's
the
memo
that
I'm
referring
to
so
that's
available
on
our
district
website,
it's
there
we'll
kind
of
keep
it
right
here
and
so
again,
a
15-page
document.
It
goes
through
the
areas
that
you
see
there.
We've
got
our
references.
What
we
looked
at,
what
guidance
came
out
of
that
our
references
from
ashrae
from
ode
from
oha?
J
J
J
And
then
we
can
move
on
to
the
next
slide,
so
I
talked
about
merv
13
filters
in
our
our
push
to
get
those
installed
into
our
systems.
So
I
just
wanted
to
give
a
reminder:
merv
13
filters
are
not
required
for
lippy
phase
2,
based
on
the
guidance
that
we
had
looked
at.
I
talked
about
at
what
point
in
time
would
we
need
merv
13
filters
in
our
schools
and
based
on
that
guidance?
We
we
see
it
that
when
we
have
building
occupancy
close
to
50
is
when
we
would
need
that.
J
J
J
We
only
started
four
elementary
schools
today,
but
we
were
just
prioritizing
elementary
looking
at
schools
that
had
lippy
again,
not
not
needed
for
lippy,
but
just
that
was
our
priority,
so
we
could
we'll
get
those
installed
on
march
3rd,
the
remaining
elementary
schools
were
looking
to
have
those
completed
installed
by
march
15th
and
and
then
from
there
we'll
look
at
a
phase
shipment
of
more
filters
for
middle
school
and
high
schools.
J
We
completed
our
extended
runtimes
for
our
programming
in
all
of
our
schools,
so
we
can
do
that
remotely
so
that
programming
has
been
completed
and
then
we've
also
received
all
of
our
our
hepa
air
cleaners.
These
are
portable
air
cleaners
that
will
be
used
in
our
isolation
rooms.
That's
a
precaution
that
we're
taking
those
have
been
received
and
delivered
to
all
of
our
isolation
rooms
and
with
that
board,
that's
an
hvac
update
and
at
this
point
we'll
take
your
questions.
A
K
Nikki,
I
have
a
question
yes
or
two
one
is
directed
to
brian
and
in
terms
of
students,
return
to
school
and
those
who
are
at
home.
I
know
that
everybody
has
in
mind
that
many
of
these
kids
have.
K
I
Thanks
susan
great
question,
I
think
you
know
the
health
and
well-being
of
our
students
is,
you
know,
definitely
the
forefront.
I
think
a
couple
of
things
to.
I
One
can
my
standard
answer:
overarching
is
we'll
still
have
our
behavioral
health
and
wellness
teams
at
every
school,
and
another
thing
to
remember
is
our
our
school-based
counselors.
You
know
our
counselors
that
are
on
site
will
still
will
be
working
with
schools
and
and
they're
not
going
to
change
assignments
or
anything.
So
as
we
welcome
our
students
back
onto
campus,
the
ones
that
are
you
know
in
person,
it'll
give
an
additional
touch
point
for
those
students.
I
So
I
think
that's
our
approach
and
I
think
we're
only
we're
hoping
to
in
expecting
our
our
you
know,
effectiveness
of
those
teams
that
go
up
as
we
are
able
to
get
get
some
in-person
things,
and
I
noticed
my
colleague,
danielle
unmuting,
her
video
so
feel
free
to
fill
in
all
those
gaps.
M
Yeah,
so
thank
you
so
much
susan
for
the
question
about
this
right
now.
Our
bhw
district
team
is
working
on
re-putting
out
information
around
some
things
we
can
do
around
community
building.
One
of
the
actual
things
that
we're
focused
on
not
just
with
our
students
is
our
staff
well-being.
We
think
both
are
huge.
We
have
staff
and
students
who
haven't
been
on
site
for
a
year
now,
so
we
know
that
we're
going
to
have
to
do
some
commit
community
building
for
our
staff.
M
We
have
staff
who
actually
have
never
actually
stepped
foot
into
their
building
and
have
only
seen
students
online.
So
that
is
one
thing
we're
focusing
on
and
then
the
other
piece
is
around
our
students,
so
we're
working
on
making
sure
that
we
have
kind
of
all
hands
on
deck
approach.
So
when
we're
looking
at
returning
to
school,
our
social
workers
will
be
on
site.
Our
counselors
will
be
on
site.
M
The
elementary
level
will
have
our
student
success
coaches,
but
then
they
will
also
have
some
office
hours
to
then
still
be
able
to
connect
with
our
students
who
choose
to
remain
in
cdl.
So
that's
a
big
part
and
then
I
know
down
the
road
as
we
start
thinking
about
sia
and
esser
funds,
we're
working
on
building
a
more
robust
approach
and
expanding
our
behavioral
health
and
wellness
work.
So,
for
instance,
we
have
starting
next
month
we
have
a
qcc
quality
curriculum
cycle,
that's
going
to
start
around
behavioral
health
and
wellness
in
particular.
M
So
not
only
are
we
looking
at
the
staff
and
who
we
have
to
support
kids,
but
then
also
what
are
the
best
practices
for
staff
wellness
and
student
wellness?
And
then
what
are
the
materials?
We
need?
Pre-K,
21
we're
really
looking
at
that
early
learner
to
our
oldest
learners
in
our
systems.
So
I
hear
you,
we
are
very
concerned
about
this,
but
what
I
gotta
say
is
today
hearing
back
around
having
students
in
lippy,
just
the
students
who
were
there
were
excited
to
be
there.
M
The
staff
who
are
there
we're
excited
to
have
them.
I
have
to
give
a
shout
out
to
our
classified
staff,
who
are
there,
who
are
supervising
these
small
cohorts,
so
we're
definitely
planning
for
it
and
hoping
for
it,
and
I
just
I
just
want
to
get
the
kids
on
site
and
I
think
everyone
else
does,
because
we
want
to
figure
out
what
we
need
to
do.
K
Honest
honestly,
I
I
I
have
a
comment
saying
how
excited
I
am
to
to
think
about
our
students
heading
back
into
schools.
For
you
know,
I
didn't
think
that
the
secondary
kids
would
be
coming
back
this
year.
So
I'm
especially
happy
to
hear
so
many
of
our
kids
will
be
heading
back
if
they
feel
comfortable
in
school.
I
do
have
a
question
about
like.
Are
you
anticipating,
like
50
from
like
what
you're
seeing
from
the
survey
or
is
it
hard
telling?
Are
you
getting
elementary.
I
K
I
Yeah
we're
you
know,
I
think
I've
long
in
this
process
decided
not
to
try
to
make
those
predictions,
but
we
have
a
similar
survey.
That's
gonna!
That's
gonna
go
out
for
secondary
kind
of
a
model
of
the
plan,
very
similar
format
asking
them
it.
It
won't
be
as
impactful
on
the
model,
because
the
model
sort
of
lends
itself
either
way
with
that
concurrent
process
I
was
talking
about,
but
we'll
be
able
to
get
you
those
exact
numbers
when,
when
that
survey
goes
out
and
the
numbers
come
in.
K
I
Well,
I
don't
know
exactly
because
we
did
have
to
put
a
a
default
as
far
as
if
no
one
responded,
you
know
we
had
to
say
you
you
were
going
to
have
to
be
put
in
the
cdl.
I
You
know
section,
I
I
don't
know
what
the
final
response
rate
was,
and
so
I
I'd
have
to
find.
I
can
reach
out
and
find
that
out
for
you,
but
I
I
I
think
we
had
a
pretty
high
response
rate
on
it.
Oh
and
it
looks
like
shelly
might
have
that
number.
N
I
think
there's
a
final
response
rate
was
95
percent.
We
had
about
five
percent
of
our
elementary
enrollment,
who
were
then
deferred
to
cdl,
so
the
school's
worked
really
hard
to
get
participation.
O
Yeah,
I
have
a
comment
and
then
a
quick
question.
First
of
all,
this
is
amazing
news.
I'm
sure
everybody's
really
excited,
as
susan
said,
just
the
thought
of
our
kids
heading
back
to
school
and
being
safe
and
having
our
teachers
engaged
and
and
ready.
For
that
I
know.
Information
has
been
changing
daily
and
it's
good
to
see
the
metrics
moving
in
the
right
direction,
and
hopefully
they
stay
that
way.
O
So
thank
you
for
being
so
responsive
and
especially
for
working
hard
to
get
our
secondary
kiddos
back
in
now
that
the
decision
you
know
has
been
announced
and
say
that
everything
works
and
it
keeps
going
in
that
direction.
O
I
It
so
any
like
any
extenuating
circumstances
like
that
we
are
asking
get
directed
right
to
the
principal,
and
it's
just
really
it's
like
things
that
they
deal
with
quite
often
meaning
extenuating
circumstances,
and
so
they'll
just
work
with
the
family
and
do
the
best
they
can
again
within
whatever
it
does
the
school
specific
numbers
end
up
being.
O
P
P
At
this
time
I
had
the
opportunity
to
listen
in
on
the
listening
session
and
quest
q,
a
with
elementary
parents,
as
they
were,
trying
to
understand
what
was
going
to
happen,
and
the
one
message
that
came
out
loud
and
clear
to
me
was
the
strong
connections
that
this
parents
and
the
students
felt
to
their
teachers
and
how
little
anybody
wanted
to
change.
So
I
I
really
felt
like
two
things
going
on
there.
P
One
is,
you
know,
I
think
people
just
they
want
to
understand
what
they're
stepping
into
next
and
also
special
shout
out
to
our
teachers
to
have
built
those
kind
of
connections
that
no
matter
what
that
was
what
they
didn't
want
to
get
rid
of.
So
I
just
really
wanted
to
honor
our
teaching
staff
and
our
families
in
that
communication.
P
I
know
that
as
they
as
collectively,
we
sort
through
next
steps.
One
of
the
big
questions
is
so:
when
will
families
know
about
their
new
teaching
assignments?
How
are
they
going
to
understand
what's
coming
next,
and
I
I
wasn't
sure
if
I
just
missed
it,
but
I
just
wanted
to
clarify
and
how
much
longer
is
it
going
to
be
before
families
understand
like
what
is
their
new
classroom
going
to
look
like
at
the
elementary
level.
I
That's
a
great
question
and
again
as
we're
as
we're
looking
through
the
data
we're
going
to
really
try
to
minimize
those
changes.
That's
something
don's
been
very
clear
with
us
on
I'll.
Just
get
super
pragmatic
with
you.
We
we
have
to
give
a
two-week
notice
to
to
staff.
I
That's
just
sort
of
a
you
know,
contractual
thing
that
that
we'll
be
doing
so,
the
the
very
latest
that
a
family
would
know
would
be
before
spring
break
is
what
what
the
latest
it
would
be
before
a
stat,
a
family
member
would
know
what
the
new
any
new
you
know.
Teaching
assignment
would
be,
but
our
goal
would
be
to
get
it,
as
is
you
know
as
absolutely
as
quick
as
we
can
out
to
him.
I
Chair
tim
chuck,
I'm
not
positive,
but
I
think
ann
might
have
froze
on
us.
L
Yeah,
thank
you
guys
for
the
great
work.
It's
it's
good
to
see
the
progress
that's
been
made.
I
have
a
question
I
mean
this
is
a
question.
I've
been
getting
from
some
community
members
about
how
we
arrived
at
the
chunk
of
time
that
we
did
in
the
frequency
of
time
for
instruction
for
our
elementary
school
students
and
I'm
wondering
brian,
if
you
can
kind
of
walk
us
from
where
we
start
with.
I
Yeah,
you
bet
tom,
that's
a
great
question,
so
I
think
to
start
it's
every
every
human
in
a
room
needs
35
square
feet.
It
again
it
just
so
happens.
If
you
take
the
square
footage
of
all
of
our
classrooms,
very
roughly
speaking
it
totally.
Of
course
it
depends
on
the
room,
but
you
can
think
you're
somewhere
between
15
and
18
people
per
per
room
that
we
have
so
that
that
pretty
much
tells
us
there's
no
way
to
have
all
of
our
students
back
and
really.
I
We
can
have
approximately
half
of
our
students
back.
So
that's
where
way
back
in
the
fall
and
even
in
the
summer.
That's
where
we
were
thinking
this
attendance
group,
one
and
attendance
group
two.
So
that's
how
we
got
to
the
idea
of
splitting
the
students
as
half
the
half
came
from
the
35
square
feet?
Okay,
so
then
it's.
How
frequently
can
we
get
those
students
on
to
class
and
it
really
came
down
to?
Is
it
two
full
days
or
is
it
four
half
days
at
the
elementary
level?
I
It
comes
down
to
what
that
online
experience
will
be,
for
the
students
that
are
in
hybrid,
so
and
and
what
it'll
be
is
it'll,
be
mostly
asynchronous
work,
so
it'll
mostly
be
work
that
students
will
be
doing
independently
or
you
know,
with
the
assistance
of
the
family.
So
that
was
one
reason
for
the
four
days
a
week
is
we
we
feel
our
teachers
will
be
able
to
kind
of
set
up
that
that
asynchronous
time
every
day.
I
In
addition,
that
everyday
touch
point
we
didn't
want
because
of
the
nature
of
the
online
we
didn't
want.
Our
teachers,
to
you
know,
say
goodbye
to
a
student
on
tuesday
and
have
it
be
the
five
full
days
with
limited
or
even
no
interaction
with
their
teacher?
They
would
have
online
work
to
do,
but
it
wouldn't
have
that
that
that
teacher
interaction
and
then
the
last
piece
is,
you
know,
especially
for
our
youngest
youngest
students.
I
You
know
our
kindergartners,
you
know
never
have
even
been
on
on
school,
yet
that
two
and
a
half
hour
time
is
a
bit
of
a
transition
back
towards
a
central
sense
of
normalcy
time
on
school
away
from
the
comforts
of
their
home
and
in
other
families.
So
that's
what
goes
into
our
thinking
now,
in
all
transparency,
like,
I
think,
we've
shared
it
in
board
meetings
prior,
we
were
expecting
more
of
a
60
to
75
percent
into
the
hybrid
and
so
being
that
it's
only
50
50.
I
That
is
going
to
have
some
impacts,
in
particular
around
those
you
know,
teacher
assignments,
we'll
we'll
be
taking
a
close
look
at
how
that
will
impact
it,
and
the
results
of
the
survey
may
give
us
more
options
than
we
would
have
predicted,
based
on
the
75
or
60
mark.
L
And
alongside
that,
I
know-
superintendent
grotting
touched
on
this
earlier,
but
it
sounds
like
there's
some
work
looking
at
child
care
options
for
parents,
because
I
know
one
of
the
challenges
for
for
working
parents
is
that
you
know
two
hours
right.
It's
hard
to
get
back
to
work
with
two
hours,
and
so
how
might
this
program
dovetail
with?
You
know
some
of
the
other
community
services
that
are
already
out
there
or
that
we
might
be
engaging
our
community
with.
I
I'd
like
to
thank
deputy
superintendent
mead
for
unmuting,
his
video
and
he'll
he'll
be
taking
that
one.
Q
Absolutely
steve
sparks
has
been
working
on
this
tom
with
our
principles
to
determine
if
in
fact,
which
school
will
have
the
actual
space
and
also
working
with
our
providers
to
determine
if
they're
going
to
be
equipped
to
be
able
to
staff
a
program
that
would
serve
kids
in
an
a.m,
shift
or
a
pm
shift,
and
so
we
are
looking
at
several
of
our
schools
being
able
to
provide
daycare
on
site.
Q
So
let
me
give
you
an
example:
if
you
have
a
student
that
is
in
an
am
session,
a
parent
may
need
an
am
session
of
schooling.
They
may
need
a
pm
session
for
day
care,
looking
at
that
option
and
making
it
available
to
them
and
then
vice
versa,
so
it's
really
dependent
upon
space
in
the
school
and
that's
a
site
by
site.
Q
A
All
right,
any
other
questions
from
I've
got
a
couple.
Brian
you
mentioned
about.
The
staff
had
been
doing
a
walk
through
at
each
of
the
levels
at
some
point,
especially
for
our
families
that
have
never
physically
the
students
that
have
never
physically
been
in
that
school.
Will
we
be
able
to
put
anything
like
that
online
so
that
someone
can
can
just
kind
of
get
an
idea
of
what
it's
going
to
look
like
inside
and
just
kind
of
help,
with
sort
of
their
anxiety
of
what
to
expect.
N
So
becky
our
team
right
now
is
producing
a
video
that
is
basically
the
day
in
the
life
of
an
elementary
student,
so
it'll
take
them
from
the
bus
ride
through
arriving
at
school
to
how
they
get
their
classroom.
N
What's
going
to
happen
in
the
classroom,
how
breaks
are
going
to
be
handled
and
all
the
details
in
between
it's
a
a
very
ambitious
video
project,
we're
calling
it
the
beast
and
it
will
be
ready
in
just
a
couple
of
weeks,
so
we'll
be
getting
that
out
to
families
as
soon
as
possible,
we're
doing
one
for
elementary
and
then
we'll
also
be
doing
a
separate
one
for
secondary
great.
Thank
you.
A
A
That
kind
of
thing
is
there
a
way
on
our
that
that
our
principals
or
whatever,
can
give
updates
to
our
family
as
those
are
happening,
because
I
know
that
that
is
again
a
place
where
a
lot
of
our
families
are
anxious
to
hear
about
the
hvac
system.
Is
there?
Is
there
a
way
as
those
go
in
that
we
can
update
our
families
on
on
the
progress
where
that's
being
made.
J
Sure
becky
we're
happy
to
do
that.
Like
I
mentioned,
we
have
schools
that
are
lined
up
to
get
the
mr13
filters,
so
I
can
work
with
communications.
We
can
come
up
with
a
a
way
to
communicate
how
we're
making
progress,
especially
as
we
get
to
hybrid
so
we'll
look
at
that
and
we'll
find
the
right
means
to
to
get
that
on
our
website.
A
Great,
so
I
assume,
besides
what
we're
trying
to
share
with
through
our
bsd
website,
through
our
direct
communications
through
emails.
A
Through
I
mean,
we've
got
lots
of
different
ways
that
we
use
is,
is
our
principles
also
updating
our
families,
as
things
are,
are
happening,
so
it's
not
just
us
from
a
district
level
that
that
our
families
are
also
getting
direct
communication
on
how
things
are
working,
whether
it
be
lippy
or
whether
it
be
hybrid
or
protocols
or
our
principles,
also
addressing
that
on
a
weekly
basis,
a
monthly
basis.
I
just
I
don't
know.
D
H
That
one,
yes,
our
principals
are
working
with
their
staffs
as
soon
as
they
get
updates
from
either
the
community
involvement
or
teaching
and
learning
they
take
that
information
to
their
staffs
as
well.
So
all
year,
long
we've
kind
of
had
a
system
going
on
to
make
sure
that
everybody
is
involved.
There
has
been
so
much
information
that
we're
not.
H
We
don't
always
get
it
right,
but
we
are
trying
to
make
sure
that
our
principals
are
getting
that
information
from
their
execs
and
the
teams
in
order
to
relay
it
to
our
staff
as
well.
Yeah.
A
I
know
that
there's
a
fine
line
between
not
enough
communication
and
too
much
communication
and
it's
something
to
and
and
each
family
has
a
different
definition
of.
What
is
you
know
what
kind
of
information
they
need,
but
just
what
is
the
best
way
that
we
have
found
to
try
to
keep
our
our
families?
You
know
updated.
So
it
sounds
like
we're
using
lots
of
different
different
methods
there.
So
I
appreciate
that
and
then
the
last
thing
is
more
of
a
comment
rather
than
a
question.
A
I
appreciate
all
the
work
that
deputy
superintendent
made
and
steve
sparks.
I
know
it's
a
huge
undertaking
with
our
child
care,
but
I
I
know
our
first
priority
should
be
opening
our
schools
and
that's
what
we
are
so
waiting
for
as
a
board,
and
it's
so
good
to
hear
that,
and
I
so
appreciate
that
we
are
moving
in
that
direction.
A
A
We
can't
create
more
room
and
we
we
can't
make
vendors
be,
but
I,
if
there's
just
any
way,
that
any
of
our
partners
out
there
can
hear
us
and
think
outside
the
box
and
find
ways
that
we
can
support
our
working
families
in
because
I
think
that
really
had
to
have
resonated
with
our
families
trying
to
decide
whether
to
pick
hybrid
or
cdl
of
just
how
they're
going
to
manage
that
that
communication.
A
So
if
there's
just
a
again,
I
I
know
that
everybody's
got
a
lot
on
their
plate
and
what
the
biggest
thing
is
getting
our
schools
safely
open.
But
if
there
is
just
any
way
that
our
partners
out
there
can
help
us
with
addressing
that.
I
would
really
really
appreciate
it
on
behalf
of
our
working
families.
A
Any
other
questions
from.
Thank
you
very
much
for
all
the
work.
We
appreciate
the
great
news.
We
appreciate
the
positive
direction
that
we're
going
in.
We
appreciate
the
positive
partnership
that
we
have
with
all
of
our
our
our
classified
and
certified
staff.
To
make
this
happen,
and
we're
just
very,
very
appreciative.
Q
Good
evening,
chair
tim,
chuck,
superintendent,
grotting
and
school
board,
it's
good
to
see
all
of
you
this
evening.
Q
This
is
an
update
that
steve
is
going
to
be
providing
to
you
and
it's
an
update
of
the
last
three
weeks.
As
you
had
an
update.
I
believe
it
was
a
work
session
that
you
had
last
and
the
progress
that
we're
making
on
that
and
our
outreach
to
the
community.
So
that's
the
intent
of
this
report
at
this
time,
steve.
R
Good
evening,
chair,
chimchuk
and
ward,
my
name
is
steven
sparks
and
tonight
just
giving
you
a
brief
overview
of
what
we
have
done
over
the
past
three
weeks.
Since
we
met
with
you
on
february,
1st
we've
been
to
over
40
community
meetings.
These
are
pto
meetings,
knack
meetings,
cpo
meetings
and
others
as
I
can
get
on
them,
and
we
have
had
a
pretty
good
participation
and
good
questions
that
have
come
out
of
there.
Generally
people
are
supportive
of
our
work.
It
depends
on
the
audience.
R
Of
course,
there
are
lots
of
questions
on
timing
of
a
potential
future
bond,
and
you
know
strategies
for
how
to
campaign
for
such
a
bond.
But
people
generally
understand
that
as
a
mature
community
and
with
older
facilities,
there
are
a
lot
of
needs
across
the
facility.
A
lot
of
people
will
want
to
advocate
for
their
particular
facility,
but
as
they
look
across
all
of
our
data
points
and
look
at
it
as
a
as
a
whole
understand
that
needs
may
be
higher
in
other
locations
and
not
a
specific
school
site.
R
So
that's
been
encouraging
to
you
know,
hear
people
speak,
you
know
broadly
and
understand.
You
know
the
needs
as
a
district.
R
One
thing
I
do
want
to
observe
is
that
the
folks
at
the
raleigh
hills
community,
and
not
just
the
pto
but
the
neighborhood
meeting
as
well,
we're
very
appreciative
of
knowing
that
in
the
plan
we
are
identifying
raleigh
hills
elementary
school
as
a
top
priority
for
any
future
bond.
So
they,
you
know
their
temperatures,
you
know
went
down
and
you
know
they
will
continue
to
observe
and
participate,
and
you
know
it's
all
good
because
they
want
to
be
involved.
R
L
I'm
wondering
in
terms
of
the
long
range
planning
work
that
you
guys
are
doing
if
you're
going
to
have
incorporate
goals
as
a
part
of
your
final
product
for
seismic
safety
and
potentially
a
goal
for
how
we
deal
with
deferred
maintenance.
As
we
look,
you
know,
on
the
long
outlook
to
10
15
20
year
line
tom.
J
And
I
can
I
can
take
that
question.
Thank
you
for
sending
that
to
us
as
far
as
putting
a
goal
in
the
in
the
plan,
I
think
that's
definitely
something
that
we
can
look
at
and.
C
J
Wanted
to
talk
through
what
we're
thinking
about
you
know,
for
both
deferred
maintenance
and
with
seismic
standards
with
deferred
maintenance,
I'll
go
back
to
our
facilities,
condition
assessment
that
we
got
from
mckinstry,
and
I
gave
that
presentation
last
year
about
what
mckinstry
had
done
for
us.
The
resources
that
they
provided.
That
tool
that
we
have
now
that
looks
at
all
of
our
facilities
gives
us
a
condition
assessment.
When
do
we
replace
items?
J
When
should
we
replace
equipment
and
that's
been
a
very
helpful
tool,
and
with
that
we've
been
able
to
plan
and
look
at
bond
planning,
and
that's
why
it's
so
important
that
we
look
at
a
future
bond
because
we
know
we
need
additional
capital
improvements
to
to
help
us
get
through
that
backlog,
and
so
with
the
options
that
we're
looking
at
in
the
plan
for
for
the
next
bond.
J
We
know
that
we
can
make
a
significant
improvement
in
our
backlog
and
by
doing
that,
we'll
reduce
that
and
we
can
go
from
a
district,
that's
being
very
reactive
and
looking
at
a
lot
of
things
as
they
break
as
they
require
emergency
maintenance.
To
now
we're
looking
at
what's
planned
in
the
schedule,
so
we
have
those
numbers
we
we
know
what
that
looks
like
and
that's
something
we
can
talk
to
in
a
long
range
plan.
J
As
far
as
seismic
safety
standards,
the
the
oregon
statute
455.400,
it
says
that
we
have
to
subject
to
available
funding.
We
have
to
have
seismic
rehabilitations
and
other
actions
to
reduce
the
risk
before
january,
1st
2032.,
and
so
with
that
that's
the
goal,
I
mean
that's
something
that
we're
targeting
we've
always
been
targeting
that
aaron
boyle
has
done
a
great
job
through
his
seismic
road
map
and
kind
of
looking
at
what
are
our
priorities
for
what
needs
to
be
repaired
in
a
current
existing
school.
J
L
Thanks
josh,
I
appreciate
the
information
I
I
just
think
it's
important
that
we
have
some
way
of
measuring
our
success,
because
I've
seen
with
other
public
entities
where
they
don't
have
a
goal
in
mind,
and
they
do
things,
I'm
not
saying
we're
doing
things
piecemeal,
but
where
they're
doing
things
piecemeal
that
over
time,
these
things
grow
and
grow
and
grow
until
they
hit
the
public
attention.
When
there's
a
big
budget
cut
and
we're
at
a
place
now
with
so
much
work
that
you
guys
have
been
doing,
that's
so
good.
L
I
hope
we
can
find
a
way
to
set
a
marker
for
future
boards
and
maybe
even
future
josh's
and
future
errands
and
people
in
those
positions
so
that
we
know
where
we
are
relative
to
that.
As
time
goes
by
and
we
don't
ever
find
ourselves
in
that
trap
of
of
laying
off
staff
or
other
people,
because
we
didn't
pay
enough
attention
to
those
a.
Q
Great
road
map
of
our
history
and
the
my
biggest
concern,
as
well
as
aaron
and
josh
and
steve,
is
moving
forward
and
looking
forward
that
we
should,
as
a
school
district,
be
able
to
have
a
road
map-
that's
15,
20
years
out
and,
more
importantly,
at
15,
20
years
out.
Looking
back
our
could
we
owe
that
to
our
community
not
only
for
the
bonds
that
they
have
supported
us
with
in
the
past,
but
also
the
future,
so
they
can
have
a
clear
road
map
of
where
we're
going
and
why
we're
going
a
certain
direction.
Q
So
mckinsey
has
been
a
major
part
of
that.
The
seismic
report
is
another,
and
so
we
have
continued
to
gather
information
just
as
we
are
capitalizing
on
all
the
information
from
this
2014
bond
and
an
eight
year
bond
is
a
long
cycle.
We
will
have
a
comprehensive
big
picture
of
everything
that
was
accomplished
in
this
bond
for
our
community,
so
that
something
can
be
looked
at
site
by
site
for
those
who
want
to
dig
deeper
into
it.
Great,
we'll
be
able
to
have
that
as
a
resource
for
them.
P
Yeah,
I
just
for
me,
it
helps
if
I
just
keep
track
of
what
we
see
as
the
next
steps
on
this
long-range
facility
plan
update
and
when
what
we're
expecting
from
the
board.
I
know
at
some
point.
We
will
approve
it
and
I'm.
P
I
also
had
the
opportunity
to
attend
at
least
one
of
steve's
meetings,
and
I
recognize
that
he's
doing
an
amazing
job
getting
out
to
a
lot
of
people.
I
also
recognize
it
is
a
tough
way
to
get
public
feedback,
and
so
I'm
very
curious
about
how
we
are
going
to
navigate
doing
this
very
important
job
during
a
very
difficult
time.
So
and
for
me,
as
a
board
member,
I
would
help
to
just
understand.
You
know
where
we
see
this
in
the
next
six
months.
R
Well,
I
can
speak
to
the
planning
process
here
of
getting
a
recommended
plan
to
you
this
spring.
Once
we
get
to
you
know
an
adopted
plan.
Obviously
the
board
is
going
to
have
to
consider
timing
for
referral
of
any
bond
and
for
that
has
to
be
a
strategy
on
getting
information
out
and
soliciting
feedback
from
folks
on.
You
know
the
content
of
a
bond,
so
there
is
a
lot
of
work
to
to
do
with
that.
R
In
presenting
at
these
meetings,
we've
been
sharing
with
the
audience
that
this
is
just
the
first
step
of
public
engagement
that
there
will
be
more
to
come
as
the
plan
is
refined,
but
in
terms
of
a
specific
communication
strategy,
a
public
involvement
strategy.
We
we're
it's
early
days
for
us.
We
haven't
done
that
yet,
but
we
do
recognize
the
need
and
critical
importance
of
that.
P
I
just
have
a
clarifying
question
then.
So,
when
you
talk
about
the
next
phases
for
public
involvement,
what
I
heard
you
say-
and
I
just
wanted
to
make
sure
I
had
this
right-
was
it-
was
really
more
public
feedback,
around
bond
timing
and
timing
of
projects
than
around
changing
or
updating
the
plan.
P
R
Yeah
you're,
absolutely
right
so
in
terms
of
the
plan
itself
yeah.
This
is
the
time
for
communication
on
the
planet.
In
asking
those
specific
questions
to
the
community,
you
know
there
hasn't
been
a
lot
in
terms
of
the
oral
testimony
or
dialogue.
R
Now
we
do
have
the
survey
that
has
been
published
and
I
have
yet
myself
have
gone.
I've
not
gone
through
all
of
the
comments
that
have
been
provided
so
there.
I
would
anticipate
that
there
would
be
more
in
that.
I
can
tell
you
that
the
most
meaningful
comment
about
you
know
the
long
range
plan
in
terms
of
you
know,
content
for
the
plan
gears
around
the
capacity
numbers
in
terms
of
what
do
we
need
to
do?
Should
there
be
boundary
adjustments?
Should
we
add
capacity?
S
I
guess
what
I'm
interested
in,
seeing
as
we're
working
through
this
as
plan
is
maybe
some
sort
of
element
or
criteria
that
deals
with
looking
at
a
way
to
to
minimize
our
maintenance
costs,
because
every
time
we
have
a
new
construction
project,
whether
we
remodel
a
building
or
we
build
a
new
facility
that
requires
more
maintenance
people.
And
of
course
I
don't
know,
what's
going
to
happen
in
the
future
or
the
near
future.
S
But
I'm
cognizant
of
the
fact
that
that
maintenance
dollars
to
should
say
to
pay
for
for
maintenance
staff
comes
out
of
a
different
bucket
and
we
don't
always
have
a
lot
of
money
from
the
general
fund
to
pay
for
our
teachers,
let
alone
the
the
maintenance
staff.
So
I'm
sure
that
there
is
some
creativity
or
there's
probably
some
construction
plans
that
would
take
that
into
account.
S
That
would
make
it
so
we
wouldn't
necessarily
have
to
double
the
size
of
our
maintenance
crew
in
order
to
quote
unquote
increase
our
square
footage
attention
to,
to
I
mean
to
increase
the
attention
to
an
increased
number
of
square
footage
at
our
schools,
so
I'm
just
kind
of
throwing
throwing
that
out
to
have
as
a
consideration
and
when
you're
sharing
with
us.
Maybe
the
the
plans
you're
looking
at
sort
of
expressing
it
in
that
context
that
how
it
doesn't
necessarily
mean
that
we
have
to
grow
exponentially
our
maintenance
budget.
Q
Q
I
would
have
loved
to
have
seen
that
that
is,
we've
seen
nothing
even
remotely
close
of
a
ten
percent
where
we
do
see
an
increase
in
staffing
is
at
the
custodial
level
in
the
building,
because
that's
a
day-to-day
upkeep
of
a
facility,
but
we
have
not
seen
any
kind
of
marked
increase
in
maintenance
staff
per
se.
At
a
district
level,
it
has
primarily
been
at
a
building
level
in
custodial
staff.
S
S
So
I'm
just
just
wanting
to
make
sure
that,
when
we're,
when
we're,
considering
our
the
changes
that
we're
going
to
be
making
the
improvements
that
we
factor
that
in
as
well,
because
just
to
make
sure
that
we
have
enough
people
to
cover
the
facilities
as
we
remodel
them
or
as
we
build
them,
is
all.
T
I
can
address
that
real,
quick,
that's
a
really
good
comment
and
really
good
thoughts,
and
it's
something
I'm
really
passionate
about
is
how
can
we
design
the
facilities
to
require
as
little
maintenance
and
operational
costs
as
possible?
So
it's
something
we're
very
thoughtful
about,
and
work
really
closely
with
our
maintenance
counterparts
on
how
to
accomplish
that.
A
So
I
I
just
have
one
comment.
I
like
ann
set
in
on
one
of
our
long-range
planning
meetings,
and
I
too
wanna.
I
was
so
impressed
with
the
quality,
the
the
amount
of
information.
I
I
learned
things
as
a
board
member.
It
was
just
very
well
done
and
I
appreciate
the
the
work
steve
and
the
and
the
staffing
that
was
you
know
in
in
that.
So
you
know.
A
Thank
you
so
much,
but
also
I'd
have
to
say
on
the
six
years
that
I've
been
on
the
school
board,
we
have
never
had
as
many
tools
to
use
in
making
our
decisions
and
putting
together
a
long-range
plan
that
we
that
we
know
this
the
status
of
our
buildings.
This
isn't
a
guess.
This
isn't.
We
know
we
know
what
we
need
to
do
with
staying
up
on
maintenance.
A
We
we
have
these
tools
now,
it's
just
a
matter
of
putting
it
it
all
together,
and
I
just
really
admired
the
staff
of
the
things,
the
tools
that
you
have
brought
in
and
the
work
that
you've
put
in
so
that
we
as
a
board
can
make
a
really
good
sound
decision
based
on
based
on
facts
not
just
just
hunches
and
our
best,
our
best
guess
so
so
thank
you
so
much
for
for
that
work,
and
we
look
forward
to
having
that
report
when
it's
all
done.
So.
Thank
you,
gentlemen.
A
Q
Again,
good
evening,
everyone,
so
this
is
a
topic
that
goes
back
several
years
back
when
paul
odenthal,
and
I
presented
this
to
the
board
when
we
were
realizing
that
we
would
not
be
able
to
complete
the
98
million
dollar
90
million
worth
of
projects
that
had
been
promised
to
our
voters
that
there
was
going
to
be
an
increased
cost
in
that
we've
all
become
familiar
with
that
as
we've
gone
through
the
bond.
So
this
is
a
topic.
Q
This
is
now
the
third
time,
at
least
in
a
formal
presentation
of
the
board
that
we've
approached
you
two
years
ago,
paul
myself
last
year,
josh
aaron
and
myself
as
well
and
last
year
you
voted
and
approved
several
million
dollars.
I
believe
it
was
about
12
million
dollars,
maybe
13
for
the
12
erin
12
million
dollars
last
spring
for
us
to
be
able
to
move
forward
with
the
projects
last
summer.
Q
T
Yeah
I
mean
that
pretty
much
sums
it
up.
It's
just
the
remainder
of
the
repair
projects
that
are
committed
as
part
of
the
bond
program,
they're
district-wide
repair
projects,
so
it
takes
place
all
over
the
district,
it's
about
14
million
dollars
and
it's
roofing
hvac
site
work
projects,
all
sorts
of
different
things,
but
really
this
is
just
the
money
required
to
be
able
to
finish
those
projects
and
we've
been
showing
it
in
the
financial
reports
for
a
couple
years
now.
So
it's
not
it's
not
a
impact
to
the
bottom
line.
At
this
point,.
Q
And
as
a
reminder,
this
is
sorry
liam
go
ahead
with
your
question.
O
Oh,
it's
fine!
I
just
what's
the,
can
you
remind
us
what
the
total
reserve
is
that
this
is
coming
out
of.
T
Okay,
yes,
I
can
so
it
after
this
transfer.
It
would
be
7
million.
Let
me
open
up
the
report.
Real
quick.
T
J
And
I
can,
I
can
add
quickly
that
the
plan
for
the
different
installments
for
the
deferred
maintenance
has
been
read
to
the
bond
accountability
committee
and
we've
been
talking
through
this
projection
and
they
were
aware
of
the
first
transfer
and
now
this
transfer
and
we
really
haven't
changed
a
plan,
so
that
has
been
communicated
with
the
bac
and
they
have
endorsed
that
transfer
of
funds
to
to
be
able
to
get
us
to
our
rep.
Today.
L
S
Yes,
I
just
wanted
to
know
if
you
had
a
general
ballpark
or
idea
when
all
the
projects
that
are
associated
with
the
bond
will
be
completed
when
the
last
one
will
be
sort
of
done
or
close
to
or
approximate.
T
As
far
as
schedule
goes
yes
right
now,
our
plan
is
to
have
most
of
the
projects
scheduled
to
be
done
by
the
end
of
next
calendar
year.
So
the
end
of
2022.
There
are
a
couple
that
will
go
beyond
that,
but
but
not
very
many.
S
Thanks
aaron,
I
just
wondering
if
I
think
this
is
something
we
should
be
celebrating
and
broadcasting,
but
I
think
it
would
be
nice
to
have
on
our
website
like
a
clock
or
something
or
other
that
indicates
you
know.
People
can
just
see
very
visually
their
tax
dollars
at
work
and
how
all
the
projects
are
almost
finished
and
on
budget
yeah
on
budget
and
oh
because
we're
basically
and
all
the
things
that
we've
done
that's
extra
to
boot.
So
I'd
like
to
see
that
on
a
website
like
a
countdown
or
something,
I
think
it's
awesome.
Q
We
will
be
happy
to
deliver
that
and
actually
had
we
been
in
session
this
year,
we
had
planned
on
having
a
massive
rollout
in
the
fall
so
that
back
to
school
nights
and
everything
else
that
there
was
going
to
be
in
every
school,
not
only
a
poster,
but
literally
a
banner
of
the
work
that
had
been
done
in
that
school
facility
and
comparatively
across
the
district.
So
that
experience
was
not
there
so
we're
busy
at
work.
Q
P
Well,
josh
mentioned
this,
but
he
also
did
it
in
such
an
understated
way
that
I
wanted
to
just
amplify
a
little
bit
about
the
bond
accountability
committee
discussion
around
this
recommendation.
They
wholeheartedly
support
it.
There
are
rather
bullish
about
the
fact
that
you
know,
as
donna
said,
you
know,
there's
so
much
worth
celebrating-
that
we've
closed
out
projects
successfully,
that
we
were
able
to
transfer
our
returns
back
and
then
be
able
to
recommend
ways
that
we
can
reuse
those
funds
in
a
way.
P
That's
responsible,
honors
our
community
and
maintains
our
buildings
in
the
way
that
they,
our
community,
expects
from
us,
and
so
I
just
wanted
to
share
with
you
how
thoughtful
the
bond
accountability
committee
has
been
regarding
this
and
that
they
have
carefully
reviewed
it
that
they
are
carefully
holding
back
until
they.
P
You
know
the
remaining
reserves
until
those
projects
are
really
really
really
closed
out,
and
you
know
I
I
expect
we'll
have
a
few
more
opportunities
to
spend
an
extra
dollar
or
two
along
the
way,
but
in
the
meantime,
they're
very
comfortable
with
this
recommendation.
G
No,
I
think,
answered
it.
Well,
I
mean
like
at
the
very
end
there
will
be
a
little
bit
more
contingency,
money,
probably
or
reserve
money
at
the
end,
and
the
committee
still
has
the
mechanism
to
grade
projects
and
bring
it
out
to
the
board
for
final
blessing
approval
to
use
the
last
seven
million
ish
dollars
that
will
be
available.
So
so
no
change
of
plan.
Yet
great.
A
So
any
other
comments.
This
is
a
great
great
report,
appreciate
it
and
the
board
will
vote
on
it
next
month
and
if
anybody
has
any
questions
between
now
and
next
month,
please
let
the
the
aaron
or
carl
or
josh
know
so.
Thank
you
so
much
for
the
the
great
report.
So
next
discussion
items
everybody
stay
where
they
are
is
about
the
design
of
raleigh
hills.
Q
Just
to
give
the
board
a
reminder,
not
that
you
have
no
lack
of
memory
here
with
regard
to
raleigh
hills.
We
deferred
that
project
in
this
bond
due
to
the
condition
and
the
age
of
that
facility,
and
we
went
to
the
staff
paul
odenthal
and
myself
went
to
the
staff
as
well
as
the
community
well
over
a
year.
Q
I
believe
it
was
a
year
ago
october
to
share
that
to
get
a
perspective,
and
I
would
say
overwhelmingly
people
understood
and
supported
that
decision,
but
we
also
heard
that
it
was
a
priority
that
it
be
at
the
very
top
of
the
next
bond
that
it
would
not
be
a
project
that
would
get
buried
or
be
in
the
fourth
or
fifth
year
of
the
bond,
and
that's
absolutely
what
our
planning
is
is
moving
forward
so
that
we
can
actually
be
prepared
at
the
beginning
of
the
next
bond.
Q
It
probably
won't
be
immediately,
but
we
will
certainly
be
on
well
on
our
way
with
the
planning,
with
the
intent
to
be
able
to
tear
down
and
rebuild
a
facility
in
that
location,
and
so
with
that.
Aaron
will
give
us
an
update
and
what
this
request
is
and
this
evening
so
you'll
have
the
privilege
of
hearing
kind
of
the
big
picture
with
not
a
final
vote
until
next
month.
For
this
transfer.
T
T
Q
So
aaron,
if
you
can
remind
us
what
is
the
amount
that
we're
requesting
out
of
this
total
sum.
T
Sure
so
that
we
have
12
a
little
over
12
million
set
aside
right
now,
but
we
don't
know
the
exact
amount
we
will
have
to
go
out
and
work
with
some
arc.
Well,
it
ends
up
being
a
negotiation
with
architects,
but
it'll,
be
it
won't,
be
the
full
design,
and
so
we
said,
probably
up
to
a
million
dollars.
We
would
like
to
spend
on
doing
this
evaluation
work
and
really
it
would
be
a
great
benefit
for
the
design
in
the
future.
It's
it's
not
like
a
wasted
effort.
T
G
Have
one
question
on
that?
Aaron
like
I
know
that
spending
money
now
is
a
good
thing,
but
say
we
don't
get
the
next
bond
measure
and
we
have
to
delay
it
a
couple
of
years
out
before
we
have
them
the
funding
to
go
through.
Would
that
cost
now
still
be
directly?
You
know
beneficial
for
us
or
we
lose
anything
in
the
distance
between
funding.
T
Yeah
good
question,
so
I
would
say,
for
the
most
part
it
the
money
would
be
well
spent
and
it
would
not
be
wasted
there.
You
know,
depending
on
how
far
the
design
went,
there's
the
opportunity
that
changes
would
have
to
be
made
like
if
code
changes
happened
or
something,
but
we're
not
going
to
progress
the
design
that
far,
that
that
would
be
an
issue
we're
really
taking
it
kind
of
up
to
the
conceptual
level
which
you
reminded
me.
A
P
Well,
I
was
just
going
to
echo
aaron,
you
know
the
again.
The
the
back
was
very
interested
in
making
sure
that
we
were
just
moving
forward
with
a
conceptual
design.
At
this
point
they
really
felt
like
because
we
were
uncertain
when
the
bond
would
eventually
pass
when
construction
would
start.
P
You
know
we
all
know
so
many
things
about
construction
change,
and
so
I
I
they-
and
I
believe
also
they
are
very
sensitive
to
the
fact
that
this
is
likely
to
be
a
complicated
project
like
aaron
mentioned,
they'll,
be
a
project
with
a
lot
of
community
interest
and
a
lot
of
priorities,
and
so
really
taking
the
time
to
thoughtfully
go
through.
P
This
conceptual
design
was
seen
to
be
a
value
in
terms
of
economic
planning,
as
well
as
in
community
engagement
and
making
sure
that
we
end
up
with
the
right
project
for
raleigh
hills.
So
there
was
a
lot
of
support
for
this
as
long
as
it
was
a
conceptual
design.
A
Yeah,
I
think
I
think
you
guys
have
had
a
you
know,
a
really
tough
thing
we
went
out
to
this
community.
We
heard
what
they
had
to
say:
there's
it's
a
school
that
has
a
lot
of
investiture
in
our
community.
It's
been
around
for
a
long
long
time,
but
we
can't
get
it
out
ahead
of
the
voter.
I
mean
this.
A
This
all
is
contingent
on
getting
support
of
of
our
voters
so,
but
you
need
to
be
prudent
and
that
we
have
an
actual
plan
that
we
are
trying
to
present
and
that
just
doesn't
happen
overnight.
So
I
appreciate
the
thoughtful
way
that
you're
trying
to
go
about
of
being
prudent,
but
at
the
same
time
not
taking
it
all
for
granted
that
our
community
needs
to
understand
and
buy
into
supporting
this
financially.
So
so
so,
thank
you
so
much
for
for
doing
that.
We'll
look
for
it
again
board
members.
A
If
you
have
any
questions
between
now
and
next
month,
when
we
need
to
vote
on
that,
let
the
let
the
team
know
so.
Thank
you
all
right,
that
is
it
for
discussion
items
and
now
we're
coming
to
the
main
event
of
the
school
board
meeting,
and
that
is
our
action
items.
A
And
the
first
is
the
approval
of
the
new
middle
school
and
we'll
hand
that,
over
to
our
communications
on
shelley
bailey,
shaw,.
N
Good
evening,
everyone
in
our
board
meeting
in
january,
we
discussed
the
naming
options
for
our
new
middle
school,
which
has
been
referred
to
as
timberland
up.
Until
this
point,
I
describe
to
you
the
process
that
we
went
through
with
soliciting
input
from
the
community
from
our
native
american
parent
group
and
how
we
did
outreach
to
our
tribal
partners.
N
There
was
also
consideration
to
the
name:
cedar
falls
middle
school
and
also
we
talked
about
the
students.
Most
popular
choice
was
to
retain
the
name
timberland,
so
those
are
all
choices
before
you
and
today
we're
looking
for
a
final
decision
that
we
can
communicate
out
to
that
community.
So
thank
you.
A
Thank
you
shelly
for
that
explanation.
We've
got
shelly
here
with
us
who
her
and
her
team
did
the
research
we
have
jill
o'neal,
the
the
new
principal
of
the
middle
school,
who
was
working
with
the
community,
so
board
members.
If
you
have
any
other
questions
before
we
actually
get
to
discussing
the
the
middle
school,
are
they
any
other
questions
of
shelly
or
for
jill.
A
All
right
does:
does
anybody
have
a
motion
to
bring
forward?
I
do
donna.
S
I
move
that
we
name
the
middle
school
tum
water
and
these
are
the
reasons
one
it
symbolizes
the
cedar
mills
falls
that's
less
than
half
a
mile
away
from
the
school
there's
a
direct
tie
there
and,
as
a
shelly
bailey
shaw
said
we
did
talk
to
our
native
american
community
and
they're
in
favor
of
of
that
name
and
third,
our
community
has
a
strong
desire
to
adopt
a
name
with
indian
roots,
so
it
ties
in
to
that.
So
that's
why
I
move
that
we
name
the
school
tum
water.
A
I
second
that
all
right,
it's
been
properly
moved
and
seconded
that
the
new
middle
school
be
named
tumwater
with
that
is
their
discussion
from
the
board.
A
All
right:
well,
I
will
I
have
some
discussion.
I
I
want
first
of
all
we
heard
from
community
members,
and
we
know
I
I
wasn't
at
all
surprised
that
our
community
wanted
to
have
the
name
timberland,
that's
what
the
school
has
been
referred
to
the
last
four
or
five
years.
It's
what
our
community
has
gotten
used
to,
and
I
I
can
definitely
see
that.
That
is
why
they
would
feel
comfortable
with
that
choice
and
it
would
be
the
the
path.
A
And
I
think
years
from
now.
I
I
know
that
the
students
here
today
that
you
know
timberland
is
a
real
easy.
But
we
are
naming
a
school
for
75
150
years
and
what
a
story
we
are
going
to
be
able
to
say
that
we
took
our
roots,
our
heritage,
something
that
is
so
important
to
the
twalton
valley
to
our
first
americans
here
and
why
we
are
honoring
that-
and
this
is
not
an
opportunity
we
get
very
often
in
our
in
our
school
district.
A
And
I
think
this
that
we
would
be
missing
an
opportunity
and
I
apologize
to
those
that
want
the
name
timberland
and
I
think
that
there's
a
way
for
our
students
voice
to
be
heard,
and
we
still
have
a
mascot
and
a
whole
bunch
of
other
things
to
choose
with
our
first
with
this
middle
school
that
they
will
be
able
to.
But
I
I
really
think
that
it
is
important
for
this
board
to
recognize
what
we
have
in
our
own
backyard
and
and
name
it
tum
water.
P
I'll
keep
it
short.
I
I
agree
with
you
wholeheartedly
on
taking
advantage
of
this
opportunity.
I
recognize
that
the
architecture
of
the
middle
school
incorporates
native
american
elements,
and
I
believe
that
this
will
help
to
reinforce
the
naming
and
education
aspects
that
are
available.
P
As
part
of
this,
as
I've
been
sitting
here
tonight,
I've
been
remembering
that
when
westview
high
school
was
first
named,
actually
it
was
named
after
a
development
similar
to
what
is
being
highly
advocated,
that
a
timberland
be
do
be
do
now,
and,
and
actually
the
board
had
to
over
had
to
change
that,
because
people
soon
went
wait
a
minute.
You
know
we're
more
than
a
commercial
area,
and
so
I'm
glad
that
the
board
is
entertaining
this
as
a
possibility.
A
Any
other
discussion
on
the
motion
with
that
we'll
call
the
question:
if
you
will
vote
either
I
nay
or
abstain
when
your
name
is
called
the
motion
is
that
we
name
our
new
middle
school
tom
water
and
brian
aye,
susan
greenberg,
aye,
leanne,
larson.
O
L
A
Chair
becky
timchuk
I
with
that
the
motion
pass,
is
seven
to
zero
and
we
have
a
new
middle
school
in
beaverton
school
district
and
it
is
now
be
forever
known
as
tum
water
middle
school.
Thank
you
so
much
board
for
your
work.
Thank
you
staff
for
all
the
work.
Thank
you
to
our
community
that
that
gave
us
input
and
we
look
we're
very,
very
proud
of
our
new
middle
school
and
the
rich
heritage
that
it
brings
to
our
school
district.
A
So,
thank
you.
Are
there
any
other
motions.
L
And
this
is,
I
wonder
if
aaron
is
still
on
here,
carl
just
a
quick
question,
because
we
have
on
there
an
agenda
item
regarding
the
track
at
beaverton
high
school,
and
I
just
want
to
make
sure
that
that
the
work
that's
being
done.
There
also
dovetails
with
the
possibility
in
a
future
bond
that
we
are
looking
at
a
new
high
school
and
that
folks
in
the
community
are
aware
of
that.
So
I
wanted
to
bring
that
up
really
quickly.
L
J
To
address
that
tom,
so
those
funds
are
being
taken
from
what
we
just
talked
about:
the
deferred
maintenance
program,
it's
not
being
taken
from
community
funds.
J
The
project
scope
is
to
resurface
and
we
expect
that
to
last
five
years
or
so
and
so
it'll
be
kind
of
an
alignment
with
you
know
if
we
were
to
get
a
new
bond
and
have
a
replacement
high
school,
so
the
work
is
definitely
needed.
I'm
sure,
if
doctor
we're
here,
she
would
say
the
same
thing.
We
need
that
track
to
be
resurfaced.
It's
been
a
long
time
coming,
and
so
that's,
basically
the
scope
of
it
again.
Deferred
maintenance
coming
out
of
the
out
of
our
current
bond
program.
A
Thank
you
tom,
so
I
will
all
those
I
will
call
your
name
and
if
you
approve
the
consent
agenda
signify
by
saying
I
may
or
abstain
and
brian
hi
susan
greenberg,
I
leanne
larson
hi
eric
simpson,
aye
donna,
tyner
aye
vice
chair
tom
collette,.
L
A
Chair
becky
timchek,
I,
with
that
the
consent
agenda
passes
seven
to
zero.
That
brings
us
to
the
end
of
just
the
regular
business
part,
but
do
board
members
have
any
comments
that
they
would
like
to.
A
Well,
I
guess
I
have
a
nickel
in
my
meter
tonight.
I
have
just
one
comment
that
I
want
to
make
to
all
of
our
all
of
our
members
of
our
community
that
go
out.
These
have
been
very,
very
difficult
times.
A
A
We
all
serve
on
this
board
because
we
want
to
do
what
is
right
for
students,
and
so
we
appreciate
our
community's
support
during
this
difficult
time
and
keep
asking
the
questions
and
keep
engaging
in
conversation
with
us
and
I've
been.
It's
been
a
real
privilege
for
me,
the
last
couple
of
weeks
to
engage
with
a
lot
of
the
members
of
our
community
and
hear
their
concerns
up
front,
and
we
are
strong
because
we
have
a
passionate
engaged
community
and
I
will
take
that
anytime.
A
E
Thanks
everybody
for
all
their
hard
work,
and
these
difficult
times
and
and
like
you
said,
especially
to
our
first
teachers
of
our
students,
our
parents
and
families,
and
everybody
and
and
thanks
to
all
the
staff
here,
been
working
hard
and
we're
gonna
get
through
this
and
come
out
better.
A
With
that,
our
regular
meeting
is
adjourned.
Our
next
meeting
will
be
on
monday
march
15th
and
we
are
adjourned
and
aboard.
We
will
meet
an
executive
session,
but
we'll
take
like
a
five
minute
break
and
and
come
back
and
have
executive
session.
So
thank
you
very
much.
This
ends
our
regular
board.