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From YouTube: BSD School Board Business Meeting
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A
Good
evening
and
welcome
to
the
beaverton
school
district,
this
december
14th
school
board
business
meeting.
We
are
welcome
to
have
you
here
this
evening,
we're
going
to
start
off
by
calling
for
attendance
for
the
board
member.
So
if
you
could
just
say
here
or
present,
when
I
call
your
name
and
brian
here,
susan
greenberg,
here
leanne
larson
here
eric
simpson,
here,
donna
tyner
here
vice
chair
tom
collette
here
and
becky
timchek
in
attendance
this
evening
board
members.
Are
there
any
change
to
the
agenda
this
evening?
A
Seeing
none
will
proceed
with
our
first
order
of
business
and
joining
us
this
evening.
With
the
comments
is
our
bea
president
beaverton
education
association?
President?
Sarah
schmidt,
sarah
welcome.
B
Good
evening
superintendent,
grotting,
chair
tim
cook
and
members
of
the
board
welcome
to
your
last
board
meeting
of
2020.
I'm
sure
we're
all
happy
about
that.
I've
said
it
before,
and
I'm
gonna
keep
saying
it.
Educators
have
been
absolute
heroes
this
year
and
have
been
going
above
and
beyond
to
stay
connected
with
our
students
during
cdl
and
as
we
continue
through
this
pandemic,
there's
no
doubt
that
it's
going
to
continue
to
take
a
workforce
of
dedicated,
highly
qualified
and
amazing
educators
to
continue
to
provide
excellent
learning
experiences
for
our
students.
B
B
B
I
hope
that
you'll
keep
in
mind
the
courageous
students
from
west
view,
high
school,
who
came
to
this
board
in
december
of
2018
and
the
many
students
and
families
since
then
to
demand
a
hate
speech
policy
in
the
district
and
also
protocols
that
will
help
make
schools
a
safer
place
and
taking
action
now
is
great.
But
I
want
to
make
sure
that
we're
acknowledging
that
not
taking
action
until
now
has
resulted
in
the
active
marginalization
of
students
and
staff
and
has
perpetuated
unsafe
learning,
environments
for
students
and
working
environments
for
staff.
B
So
I
think
we're
all
in
agreement
that
incidents
of
bias,
whether
based
on
a
person's
race,
gender
identity,
sexuality,
disability
or
any
other
factor
has
no
place
in
our
schools
or
in
our
community,
and
I'm
appreciative
of
this
board
to
have
such
a
strong
equity
policy
and
in
order
for
us
to
live
up
to
those
statements.
This
accountability
work
is
the
right
place
to
focus
our
attention
and
intention.
B
So
thank
you
for
taking
this
on
now
and
making
this
a
priority
of
the
board
and
you
have
our
full
support.
Bea
leaders
are
willing
partners
in
this
work
and
we
hope
to
collaborate
with
you
on
the
implementation
process.
B
Lastly,
as
I
said
earlier,
I
know
we're
all
going
to
be
excited
to
put
2020
behind
us,
but
I'm
hoping
that
we
can
work
together.
2021
is
not
going
to
be
easier.
B
We
have
a
long
road
ahead
of
us
and
we
really
need
to
be
making
good
choices.
I
said
this
last
month,
as
we
were
heading
into
the
thanksgiving
break
and
now
as
we
head
into
our
winter
break,
I
just
want
to
urge
everyone
in
our
community
to
take
the
copa.
19
virus
seriously
make
good
choices,
help
us
curb
the
spread,
because
educators
want
to
be
back
in
classrooms
with
students,
but
only
when
it
is
safe
for
everyone.
So
I
will
look
forward
to
seeing
you
all
in
the
new
year.
A
A
Next,
we
will
have
representation
from
our
very
we
love
having
our
students
with
us,
and
we
have
four
students
with
us
from
the
student
advisory
committee
and
I
am
going
to
kick
it
off
to
one
of
our
co-presidents,
neil
first
and
then
I'll.
Let
you
call
on
some
of
your
fellow
board
members,
but
thank
you
for
being
here
tonight.
C
Yeah,
of
course,
thank
you
for
having
me
so
yeah
I'll
go
first
I'll,
just
introduce
myself,
I'm
neil,
I'm
a
junior
at
westview
and
I'm
the
co-president
of
one
of
the
co-presidents
at
psac
here
and
just
some
some
stuff
we've
been
discussing
at
bsac,
we've
been
kind
of
narrowing
down
our
focus
for
what
we
want
to
talk
about
this
year
and
the
two
things
we
came
down
to
were
like
improving
student,
mental
health
and
then
the
school
security
and
school
resource
officers.
C
Talking
about
that,
so
I
was
more
involved
in
the
mental
health
work.
So
that's
what
I'll
be
talking
about
and
we're
basically
talking
about
how
students,
how
many
students
mental
health
have
suffered,
especially
during
the
pandemic,
like
with
remote
learning
and
like
missing
that
kind
of
social
interaction.
So
you
know
trying
to
compile
like
resources
for
students
and,
like
I
know,
westview
has
done
this
with
like
the
wellness
room
and
just
trying
to
match
that
across
other
areas
and
and
also
just
trying
to
reduce
the
stigma.
C
Mental
health
is
another
big
goal
for
us,
so
yeah
I'll
go
ahead
and
hand
it
off
to
jonah.
Now.
D
Yeah
hi,
so
my
name
is
jonah
patterson,
I'm
the
secretary
of
vsac
this
year,
and
I
was
more
involved
in
the
group
that
was
going
to
talk
about
sros
this
year
in
school
security
and
we've
come
up
with
a
bit
of
a
tentative
plan
for
how
we're
gonna
go
about
this.
But
our
goal
this
year
is
to
really,
at
the
very
least,
start
a
conversation
about
sros
surrounding
sros
and
how
we're
going
to
bring
more
students
than
just
the
the
four
of
us
into
this
conversation.
D
And
so
our
plan
for
now
is
we're.
Gonna,
try
to
get
some
research
on
sros
and
how
they
work,
not
only
in
this
district
but
across
the
country
in
by
around
the
end
of
december,
and
then
in
january
and
february.
Our
plan
is
to
actually
start
asking
students
in
schools,
their
opinion
on
various
sro
policies
or
or
their
their
opinion
on
sros
right,
because
we
want
to
get
as
many
voices
involved
as
possible,
especially
students
of
color
and
other
marginalized
students,
and
then
after
we
do
that.
D
Our
goal
is
to
really
start
a
conversation
around
sros.
So
we
are
planning
to
talk
to
some
sros.
You
know
in
person,
obviously
over
zoom,
for
the
time
being
and
get
some
students
involved
with
that
too.
If
they
want
to
come,
it
could
be
a
public
event
and
then
also
ultimately,
look
at
what
reforms
can
be
made
going
forward
as
far
as
sros
go.
D
As
I
said
during
the
last
meeting
which
I
attended,
we
have
a
really
a
good
opportunity
this
year
because
we're
not
in
the
building
to
reform
how
we
look
at
building
security
and
sros
in
general,
and
so
I'm
looking
forward
to
it.
E
Okay,
hi
everyone,
my
name
is
riley
and
I'm
the
head
of
social
media
for
this
year
and,
along
with
what
neil
and
jonah
were
just
talking
about,
we
are
also
relaunching
our
humans
of
bsd
campaign
and
this
takes
place
on
instagram,
and
what
this
is
is
the
members
of
bsac
reach
out
to
students
in
their
specific
schools
who
demonstrate
action,
exceptional
qualities
of
students
in
the
buretton
school
district?
We
then
write
a
bio
and
find
some
quotes
from
them,
and
then
we
highlight
them
on
our
humans
of
bsd
instagram.
E
So
this
is
a
really
great
way
to
try
to
keep
kids
connected
during
this
time.
Meet
new
people
see
the
amazing
things
that
students
are
doing
during
virtual
learning.
So
we
are
very
excited
to
be
restarting
this
as
well
next
I'll
hand
it
off
to
miriam
our
other
co-president.
F
Hi
I'm
miriam
and
I'm
the
other
co-president
again
we
divided
the
committee
into
two
different
projects
to
work
as
it's
the
most
efficient
way
for
us
to
conquer
all
of
our
goals.
This
school
year,
neil
and
jonah
described
the
two
different
important
topics
that
we're
working
on,
but
all
groups
are
creating
different
action
steps,
goals
and,
of
course,
a
timeline
to
organize
ourselves.
G
A
H
F
Who
wants
to
start?
I
could
hi,
I
go
to
isb
the
international
school
of
beaverton.
C
Yeah
and
I
go
to
westview
high
school.
A
We
have
a
great
group
of
students
and
they're
very
active
and
very
articulate,
and
it's
it's
just
a
joy
to
be
able
to
meet
with
them
once
a
month
and
we're
really
appreciative
that
superintendent
grotting
is
also
able
to
join
us
and
dr
franco
and
it's
just
a
great
way
to
get
student
input.
But
thank
you
all
for
joining
us
tonight.
We
really
appreciated
having
you
here
with
us,
so
thank
you.
A
Next
up
we
have
public
participation
and
the
way
we've
been
doing
this
during
the
zoo
meetings
is
we
opened
this
up
to
public
comment
on
thursday
and
and
keep
it
open
until
this
afternoon,
and
people
provide
us
comments
that
have
all
been
sent
to
us
as
board
members
so
that
we
can
read
them
in
depth
and
they
become
part
of
the
public
record.
This
last
a
few
days
we
got,
we
received
10
public
comments
and
just
a
quick
summary.
A
It's
everything
from
looking
closer
at
cdl
and
not
working
for
all
of
our
families
and
how
we
can
better
improve
it.
Support
of
the
middle
school
boundaries
calling
on
us.
We
have
a
a
teacher
calling
on
us
to
look
again
at
our
sro
policies
and
and
and
removing
them
from
our
schools,
and
then
we
also
have
a
lot
of
folks
that
are
several.
I
should
say
not
a
lot
of
several
that
are
asking
us
to
look
at
how
to
get
our
students
back
in
person
and
return
and
return
to
school.
A
So
we
thank
everyone
for
taking
the
time
to
share
their
public
comment
with
us
and
we
will
be
reaching
out
with
the
proper
staff
with
the
with
the
comment
back,
but
thank
you
so
much
for
taking
the
time
to
share
your
comments
with
us.
A
So
now
we
will
start
our
reports
for
the
evening
and
first
up
is
comments
from
superintendent
grotting.
I
Thank
you,
chair
tim
chuck,
members
of
the
board
staff,
students
and
community
members.
First
thing
I
want
to
talk
about
is
a
thing,
that's
probably
foremost
center
of
mind
and
that's
comprehensive
distance
learning.
Our
limited
in-person
instruction
and
our
return
to
school
and
our
district,
as
of
now,
will
remain
in
comprehensive
distance
learning,
at
least
through
the
first
semester,
due
to
the
current
metrics
that
currently
exist
in
washington
and
multnomah
county
prior
to
the
end
of
the
semester,
and
this
will
be
on
our
about
january
13th.
I
We
will
reevaluate
the
metrics
and
any
new
and
additional
guidance
from
ode,
oha
oregon
health
authority
and
our
governor
to
identify
our
plans
for
the
next
quarter
and
just
to
let
folks
know
our
next
quarter
ends
on
april
15th.
Our
current
intentions
to
return
to
any
significant
in-person
instruction
remains
going
from
quarter
to
quarter
to
allow
both
students,
families
and
staff
to
prepare
and
plan.
I
We
continue
to
work
with
stakeholders
regarding
our
return
to
school
and
vaccination
protocols,
timelines
testing
opportunities
that
are
going
to
exist
in
the
future
and
later
tonight.
You
will
hear
more
in
detail
about
our
efforts
from
our
teaching
and
learning
operations
and
operations
team.
There
will
all
there
is
a
great
desire
to
get
our
students
back
and
our
staff
back.
I
I've
been
on
several
zooms
our
teachers
desperately
desire
to
be
back
in
the
classroom
with
their
students,
our
students
desperately
desire
to
be
back
in
the
classroom
with
their
teachers,
but
we
want
to
also
make
sure
that
we're
done
this.
We
do
this
safely
and,
as
you
know,
and
as
you're
hearing
in
talking
with
our
county
health
officials,
the
predictions
for
covet
19
positive
testing
will
continue
to
increase,
probably
through
mid
or
late
january,
there's
some
great
hope
out
there
with
vaccinations
coming.
I
I
want
you
to
know
that
the
current
vaccinations
that
will
exist
and
that
are
coming
in
the
future
are
to
assist
those
students
er
from
ages,
17
and
above
there's,
currently
no
vaccine.
That
will
be
available,
probably
at
least
till
this
time
next
year
for
students
younger
students
up
to
the
age
of
16..
I
I
I
also
want
to
make
something:
that's
very
clear
that
just
being
vaccinated
you're
still
able
to
transmit
covid19,
it
stops
you
from
getting
coven
19,
but
it
does
just
because
you're
vaccinated
folks
who
are
vaccinated
are
able
to
transmit
the
disease,
we're
all
working
hard
and
we
really
yearn
for
the
day
that
we
can
come
back
with
our
students.
We
know
that
some
of
our
most
vulnerable
marginalized
students
are
are
really
suffering
out
there,
as
well
as
their
families
activities
in
athletics.
I
Basically,
the
oregon
health
authority
has
taken
over
the
processes
and
procedures
that
guide
oregon,
high
school
athletics,
and
currently
we
are
just
offering
outdoor
activities
as
far
as
practices.
The
osa
did
recently
with
in
conjunction
with
oha,
has
allowed
formal
practices
to
begin
on
february
22nd.
I
Currently
assuming
there's
not
a
turn
for
the
worse
in
metrics
and
also
will
be
allowing
contests
to
begin
as
of
march
1st.
Those
will
only
be
for
certain
sports
and
right
now,
no
contact
sports
are
being
allowed
later.
Today,
you'll
hear
from
mike
schofield
our
assistant
superintendent
over
our
business
services
and
talk
about
the
budget,
and
I
just
want
to
say
a
big
shout
out
to
all
of
our
staff
classified
staff.
We
have
classified
staff,
who've
been
furloughed,
but
our
certified
staff,
our
administrators.
I
I
As
you
know,
the
governor
passed
the
proposed
budget
of
9.1
billion
dollars
for
k-12
education,
with
full
funding
for
measure
98
and
almost
full
funding
for
the
student
investment
act.
So
we're
excited
about
that.
I
know
that
our
cfo
will
be
talking
to
you
about
a
current
service
level.
We
were
estimating.
We
would
need
at
least
we're
there
9-1
we
would
need
around
10.
I
think
he's
been
doing
some
work
and
he's
going
to
share
a
little
bit
with
you,
possibly
what
that'll
look
like.
I
Also,
I
want
to
talk
about
covet.
19
liability,
insurance
legislation
and
we've
been
working
with
osba
our
legislators
and
other
stakeholders
to
encourage
our
legislators
to
provide
protections
for
school
districts
regarding
kovid
19
liability
claims
and
david
williams
has
been
instrumental
in
working
from
the
district
with
with
many
stakeholders
and
to
make
sure
that
we
are
protected
from
various
claims
that
may
arise
from
covet
19.
I
As
you
know,
we
did
a
lot
of
work,
put
a
lot
of
work
into
engaging
our
community
and
other
stakeholders
in
preparing
and
submitting
our
student
investment
act
plan
because
we've
been
in
coven
19.
The
department
of
education
has
determined
that
we
will
not
have
to
go
through
that
entire
process
this
coming
year,
that
we'll
be
able
to
do
quarterly
reports,
and
if
we
want
to
make
some
adjustments
in
the
plan
we'll
be
able
to
do
that.
But
we
will
not
have
to
go
through
the
entire
plan,
so
there
were
along
with
beaverton.
I
The
early
learning
division
has
awarded
the
beaverton
school
district,
a
grant
of
about
a
quarter
million
dollars
to
for
a
preschool
promise
grant
in
which
we
will
open
up
a
preschool
at
merlot
station
in
the
merlot
station.
That
grant
will
help
serve
students
from
the
almonica
area
and
beaver
acres
catchment
areas,
and
this
will
be
some
of
our
most
vulnerable
and
marginalized
students.
I
In
addition,
we
do
have
plans
and
we're
hoping
our
budget
will
accommodate
it.
We
have
plans
to
also
open
two
new
preschools
at
mckinley
and
fur
grove
once
again,
two
of
our
more
economically
impacted
schools.
I
I
If
we
were
able
to
along
with
the
preschool
promise,
and
if
we
did
open,
mckinley
and
furgrove,
we
would
have
20
preschool
classes
in
our
district
and
on
the
way
to
as
we
go
down
prioritizing
our
most
vulnerable
students.
So
big
big
shout
out
there,
that's
all
I
have
madam
chair
and
board.
A
J
Thank
you,
chair
tim
chuck,
members
of
the
board,
superintendent
grotting.
You
have
before
your
financial
report
through
the
end
of
november.
I
won't
spend
a
ton
of
time
on
it
tonight
since
we
just
went
over
this
a
couple
weeks
ago.
J
So
what
you'll
see
is
a
little
improvement
and
fund
balance
as
superintendent
grotting
mentioned
just
under
77
million
dollars
is
our
projection
at
this
point,
which
is
about
13.9
percent
of
revenue,
so
saving
some
money
and
that
fund
balance
is
going
up
as
superintendent
grotting
mentioned,
we
are
working
hard
to
establish
a
current
service
level
budget
and
we'll
have
more
information
for
you
on
that
at
a
future
meeting.
A
Any
questions
for
mike
what
was
the
mic
I'll
just
ask:
what
was
the
the
last
superintendent
grounded
kind
of
alluded
to
this
a
little
bit?
What
are
you
projecting
that
we
may
need
for
our
current
service
level.
J
Yeah,
based
on
what
we're
looking
at
right
now,
it's
in
the
range
of
about
9.7
billion
that
we
would
think
would
be
closer
to
a
current
surface
level
budget.
As
you
know,
our
budget
moved
around
quite
a
bit
since
last
march,
so
getting
all
of
those
you
know
we
made
some
reductions
in
july.
J
We've
had
furloughs,
we've
had
all
kinds
of
goings
on
in
the
budget,
but
we
think
it's
probably
in
the
9.7
billion
dollar
range.
J
A
So
do
we
know
yet
what
that
might
mean,
what
kind
of
expenditures
that
we
may
need
to
keep
in
hand
here
in
the
in
the
district,
with
that,
with
the
differences
in
the
in
the
two
numbers.
J
That's
a
good
question,
chair
tim
chuck,
so
we're
going
to
face
two
issues.
As
we
begin
to
build
our
budget
for
the
21
22
school
year,
the
first
one
will
be
enrollment
and
what
our
enrollment
will
be.
I
got
some
preliminary
numbers
last
week
that
would
suggest
we
will
have
some
shortfall
in
terms
of
enrollment
and
because
of
that
we
will.
We
will
have
some
reductions
in
staff
due
to
that.
So
that's
one
issue
is
staffing,
that's
primarily
just
based
on
enrollment.
J
The
second
issue
is
the
9.1
versus
the
9.7
right
in
terms
of
how
that
gets
us
to
a
current
service
level.
Right
now
we
are
hoping
that
our
fund
balance
and
and
by
building
our
fund
balance
that
will
help
us
to
bridge
that
gap.
But
again,
remember
as
we
look
to
future
years
again.
If,
if
our
expenditures
on
an
annual
basis
are
rising
faster
than
our
revenue,
we
will
continue
to
have
problems
with
structural
deficits
in
the
future.
J
So
when
you
look
at
the
9.1
billion
that
the
governor
has
has
proposed
in
her
framework
compared
to
the
9
billion
in
the
current
year,
that's
about
a
1.1
increase
over
the
biennium,
and
you
can
imagine
our
costs
are
increasing
greater
than
1.1
over
a
biennium.
So
again
that
just
takes
away
from
services
that
we
can
provide
in
the
coming
year.
So
stay
tuned
more
to
come
on
that
lots
of
water
to
flow
under
that
bridge.
As
we
begin
to
build
a
budget
but
lots
of
variables
moving
forward.
G
A
Thank
you
for
that
update,
and
I
know
you're
crunching
a
lot
of
numbers
and
thank
you
to
your
staff
and
we
thank
all
of
our
district
employees
that
helped
us
save
the
money
where
we
could
so
that
we'll
have
it
for
next
year
when
we're
we're
really
going
to
have
to
make
some
tough
choices.
So
so
thank
you
for
that
update
all
right.
Next
up
is
oh.
K
Okay,
anyway,
I
was
just
wondering
I
know
at
one
point:
we
had
a
shortfall.
So
what
exactly
has
happened
with
all
that
and
then
I
know,
there's
been
a
number
of
different
things
that
have
happened
with
purrs
and
could
you
sort
of
explain
the
impact
of
those
two
on
our
our
projected
budget?
Sure.
J
Sure
so
the
shortfall
that
we
had
last
year,
we
essentially
got
ourselves
to
where
our
revenues
and
our
expenditures
were
at
a
break-even
level
in
our
proposed
budget
that
did
not
allow
that
allowed
for
the
five
percent
required
contingency
that
the
board
says.
We
need
to
reserve
and
we
also,
but
it
did
not
meet
the
need
of
the
other
five
percent
that
we
needed
to
actually
look
at
building
back
a
reserve
that
we'd
spent
the
year
before.
J
So
all
of
the
expenditures
from
last
year
are
captured
in
our
beginning
fund
balance
for
this
year
and
in
our
current
projected
ending
fund
balance.
So
we
are
currently
spending
less
than
we're
bringing
in
which
allows
that
fund
balance
to
go
up
and
pers.
Regarding
pers,
we
received
our
new
rates
in
september.
J
Our
purge
rates
will
go
down
in
the
2123
biennium
somewhere
in
the
neighborhood
of
a
about
a
three
percent
reduction
in
the
rates
and
those
will
be
captured
in
our
current
service
level.
That
we'll
share
with
you
at
an
upcoming
meeting.
A
Okay,
now
we
will
move
on
to
return
to
school,
update
deputy
superintendent
hansman.
Do
you
want
to
get
us
started.
L
Sure,
good
evening
board
chair
chimchak
school
members
and
superintendent
grotin
we're
happy
to
be
with
you
again
this
evening,
and
I
really
want
to
start
out
by
really
thanking
the
board
for
your
support,
as
both
sarah
and
superintendent
grouding
have
alluded
to
our
staff
and
our
students
and
our
schools
have
worked
incredibly
hard
for
the
last
10
months
and
really
transformed
and
the
way
we're
teaching.
So
we
know
that
that
hard
work
does
not
go
unnoticed
and
your
support
along
the
way
has
really
meant
a
lot.
L
It
has
been
a
heavy
lift
for
everybody
involved
and
we
really
appreciate
that
tonight.
Our
return
to
school
update
is
a
little
bit
shorter
than
it
has
been
in
the
past,
but
brian
cecca
will
give
you
an
update
on
our
timeline
for
both
hybrid
and
lippy
in
the
coming
months,
and
I'm
really
excited
that.
L
Danielle
hudson
is
with
us
tonight
with
a
team
of
people
from
tara,
linda
from
principals
to
counselors,
and
her
team
is
going
to
talk
about
the
behavior
health
and
wellness
teams
that
every
one
of
our
schools
in
beaverton
have
at
this
point,
and
each
of
those
teams
are
doing
incredible,
work
with
making
sure
that
all
of
our
students
are
engaged
and
attending
our
classes
in
our
schools,
and
they
will
show
you
the
direct
ways
in
which
we're
making
sure
that
all
of
our
kids
are
being
served.
L
M
World
david,
can
you
go
ahead
and
advance
the
next
slide,
so
just
a
little
bit
to
remind
us
that,
with
the
decisions,
we're
making
are
crucial
that
we
consider
all
angles,
but
we
also
need
to
consider
that
our
current
educational
environment
is
having
different
results
for
different
students
and
and
they
can
be
predictable,
and
we
just
want
to
take
a
moment
to
ensure
everyone
and
to
help
everyone
remember
to
reflect
through
these
questions.
We
call
these
the
bsd
equity
lens
and
they
certainly
guide
our
thinking
and
drive
our
decision
making.
M
So
just
as
a
reminder,
we
have
two
two
formats
for
teaching
and
learning
going
on
the
district
right
now
we
have
comprehensive
distance
learning,
which
is
certainly
our
primary
mode
of
education,
and
then
we
also
have
a
small
amount
of
limited
in
person.
Instruction
would
just
be
those
crucial
evaluations
that
we
need
to
do
that.
Just
can't
can't
be
done
in
a
virtual
environment,
the
limited
in-person
instruction
we
are
doing
through
those
evaluations-
they're,
not
it's
not
like
every
day
with
the
same
student.
M
As
you
know,
it's
just
a
student
coming
in
for
a
small
amount
of
time
and
and
then
returning
so
we
we
have
no
ongoing
if
you
will
in
person
instruction
occurring
at
this
time.
Let's
go
ahead
and
advance
david,
please
so
this
slide
demonstrates
the
metrics
that
we
need
to
be
at
and
superintendent
grotting
described
where
we're
at
just
as
a
visual
reminder.
M
We
really
need
to
get
both
those
blue
and
purple
lines,
which
represents
washington
and
multnomah
counties
down
below
the
horizontal
red
line,
to
really
think
about
expanding
our
limited
in-person
instruction
any
more
than
we
are,
and
we
need
to
be
down
to
that
yellow
line
to
be
talking
about
a
hybrid
and
now,
while
maybe
we
have
a
little
a
little
glimmer
of
hope.
M
You
see
the
the
line
starting
to
go
down,
not
to
not
to
be
pessimistic
in
it,
but
I
look
into
the
data
at
the
state
level,
the
state
of
oregon's
case
rates
still
are
increasing
and
many
of
our
surrounding
communities
are
increasing
as
well.
So
we'll
keep
a
close
look
on
this.
We
don't
want
to
get
too
caught
up
in
the
little
blips
and
the
data
that
that
may
or
may
not
be
suggesting
long-term
trends
or
not,
but
we'll
we'll
certainly
take
a
look
at
those.
M
But
again,
I
I
think
the
takeaway
from
this
is
that
the
the
spread
and
the
positivity
rate
of
cover
19
in
our
community
is
really
what
is
dictating
the
timeline
that
the
superintendent
shared
and
that
I'm
going
to
go
into
just
a
little
bit
more
detail
on.
So
can
you
advance
the
next
slide?
M
Please
so,
there's
two
purposes
for
sharing
these
dates
with
you
right
now,
one
is
to
reiterate:
we
will
not
be
expanding
or
adjusting
our
instructional
framework
or
our
instructional
model
until
the
very
earliest
february,
8th,
the
february
8th
date
marks
the
beginning
of
the
second
semester
or
the
beginning
of
the
third
quarter.
Those
those
dates
are
the
same.
M
One
thing
to
look
at,
though
the
second
reason
for
showing
this
is
that,
even
when
we
start
the
hybrid
model,
for
example,
if
that
were
to
start
on
february
8
or
whenever
it
does
start,
it
won't
be
all
students
back
at
once.
We'll
start
with
those
youngest
students
right
now,
the
requirements
are
for
us
to
start
grades
k3
and
then
there's
a
roll
out
period
before
the
remaining
students
would
would
be
able
to
come
back
and
participate
in
whatever
that
instructional
model
is
of
course
again.
M
The
the
virus
controls
the
timeline,
and
these
are
all
all
based
on
coven,
metrics,
based
on
bargaining
and
and
based
on
other
factors.
J
M
You
can
stay
on
that
next,
one
thanks
ryan
yeah
and
go
ahead.
O
Just
one
clarifying
question
before
you
get
too
much
further:
if
you
could
go
back
just
one
to
get
to
the
k3
hybrid,
if
you
go
back
even
just
one
more
slide,
do
we
have
to
get
below
that
yellow
line
for
any
students
to
go
back
to
school
in
part,
some
of
the
time
in
person.
M
For
the
hybrid
yes,
so
the
hybrid
would
be
that
kind
of
about
half
of
the
school.
You
know
about
half
the
classes,
the
only
exception
to
what
you
said
and
is
that
limited
in
person
can
start
below
the
the
red
line
which
represents
200,
but
that
really
is
just
a
small
kind
of
groups
of
20
at
a
time
and
limits
of
a
few
hundred
students
on
campus
throughout
the
week.
So
any
appreciable
yes
below
that
yellow
line
thanks
yeah.
Thank
you
for
the
question.
M
How
about
one
more?
Oh,
no
david!
I'm
sorry
my
mistake
that
that
is
the
right
one.
I
I
just
details
on
the
timeline
that
superintendent
grotting
shared.
We
we've
kind
of
set
some
dates
to
continue
our
communication
and
to
to
suggest
possible
changes
to,
for
example,
that
february
8th
date
december
16th.
That's
that's!
You
know
right
now,
we'll
go
out
to
the
community.
Actually
we'll
probably
end
up
going
out
tomorrow.
M
With
that
firm
decision,
the
superintendent
had
made
about
february
8th,
looking
on
or
about
the
13th
of
january,
we'll
need
to
make
a
decision
on
that
february,
8th
date
at
that
time,
because
we'll
need
to
if,
if
it
were
to
go,
we
would
need
to
be
doing
considerable
action
to
make
that
happen.
M
I
I
think
it
needs
to
be
shared
with
the
board
needs
to
be
shared
with
the
community
that
that's
not
likely
to
happen,
and
then
it's
likely
to
happen
that
on
that
january,
13th
date
there'll
be
some
extension
or
some
change
and
again,
like
the
superintendent,
said,
we'll
be
making
those
decisions
quarter
by
quarter
and
the
third
quarter
will
be
ending
on
april
15th.
I
believe
which
would
which
would
then
we'd
be
talking
about
the
following
monday
for
a
return
plan.
Some.
M
H
I
have
a
clarifying
question
with
that,
so
if,
on
january
I
just
want
to
understand
this.
If,
on
january
13th,
we
see
that
the
numbers
haven't
hit
the
relevant,
you
know
yellow
line
or
a
red
line
depending
on.
If
we're
talking
limited
in
person-
or
you
know,
k
through
three
and
we
postpone
it
would
be
postponed
until
april
in
terms
of
going
back
to
school.
M
Yeah,
that's
correct,
that'd,
be
that
that
next
quarter,
like
don,
was
saying
we're
gonna
go
quarter
to
quarter
on
this,
for
planning
and
for
all
of
that,
and
so
the
next
quarter
ends
in
in
mid
april.
The
the
caveat
to
that-
and
this
is
going
to
be
sort
of
the
frustrating
part
or
one
of
the
frustrating
parts
of
this
to
think
about
is
we.
We
do
know
that
a
vaccine
is
coming
out
and
we
do
know
that
that's
going
to
impact
us.
M
What
we
don't
know
is
exactly
how
it'll
impact
those
metrics
and
we
don't
know
how
it
may
impact
guidance
coming
out
from
oregon
health
authority
or
the
oregon
department
of
education.
We'll
always
have
to
have
that
caveat
if
the
guidance
or
the
regulations
change
we'll
just
have
to
come
back
and-
and
you
know,
I
think,
pivots
the
word
of
the
century-
that
I
think
we
hope
we
never
use
again.
But
that's
what
we'll
have
to
do,
but
based
on
all
the
information
we
have
now
susan,
that's
exactly
right.
M
N
Yeah
to
that
point
in
the
what
superintendent
garadine
shared
in
his
comments,
do
you
have
a
timeline
for
when
educators
might
get
the
vaccine
and
when
we
might
be
able
to
have
oregon
educators,
vaccinated
yeah.
M
I'm
getting
a
little
out
of
my
league
as
a
you
know,
not
a
public
health
expert
I'll
only
share
the
information
that
was
shared
with
us
and
it
was
shared
with
us
in
a
way
that
the
entire
distribution
chain
of
a
medical
vaccine
could
influence
this.
But
tentatively,
the
one
a
is
hoping
to
be
fully
vaccinated
by
the
end
of
january,
which
that's
not,
teachers
and
educators.
M
Teachers
and
educators
would
be
the
next
one
b,
which
we
didn't
get
a
firm
timeline
on,
but
you
can
imagine
it
would
be
coming
shortly
after
that
with
with
maybe
some
overlap.
So
certainly
not
this
year
into
the
latter.
Part
of
winter
is
really
the
best
information.
That's
been
shared
with
us
again
on
a
very
tentative
bit
of
information.
We've
been
given.
M
So
that's
that's
a
great
question
that
came
up
and
I
believe,
that's
still
in
development.
I
think
kind
of.
Oh,
I
don't
know
quite
what
the
direction
would
be.
The
closer
you
are
to
student
contact,
the
higher
you
would
be
on
the
priority
list
and
it's
you'll
hear
a
lot
of
times.
It'll
come
out
as
a
quote:
unquote
teachers,
but
washington
county
is
clear
with
us.
N
N
M
I
And
if
I
could
vice
chair
colette,
the
thing
they've
also
been
talking
about
is
don't
forget
with
the
current
two
companies
that
are
out
there,
moderna
and
pfizer,
even
after
the
first
vaccination
you're
almost
another
month
out,
21
days
or
28
days
with
the
next
vaccination,
and
so
there's
there's
almost
a
month
there,
and
then
our
our
team
has
done
a
great
job
in
planning.
Working
with
our
unions
is
to
make
sure
that
when
we
do
decide
to
come
back,
we'll
have
to
get
our
folks
back
in
our
buildings.
I
I
One
of
the
other
positive
things
that
we
have
heard
from
the
oregon
health
department
is
that
we
will
be
able
to
provide
covet
19
testing
at
each
one
of
our
sites.
That
will
not
be
testing
for
everybody,
but
if
we
suspect
either
a
student
and
or
a
staff
member-
and
we
have
permission
that
we'll
be
able
to
offer,
offer
a
test
right
there,
a
fairly
rapid
test.
I
If
we
see
somebody
exhibiting
symptoms
that
we'll
be
able
to
give
that
test
and
then
we'll
work
with
the
oregon
health
authority-
and
we
talk
with
our
county
today
and
trying
to
partnership
to
find
out
how
that
training
will
take
place
as
well
as
then
what
the
contact
tracing
and
all
of
that
will
look
like.
But
that
was
hopeful
news
that
we
will
be
able
to
administer
the
test
ourselves.
It
will
not
take
a
a
nurse
or
anything
we'll
just
have
to
have
somebody
that
goes
through
the
training.
N
So,
just
to
kind
of
summarize
a
couple
important
points
from
what
I
just
heard
when
we're
talking
about
the
number
of
vaccine
doses,
we
get
half
that
for
the
number
of
people
that
will
be
vaccinated
and
when
you're
talking
about
the
date,
people
receive
the
vaccine.
It's
really
31
days
and
some
odd
change
from
when
the
vaccination
will
actually
take
effect
and
it's
safe
for
that
person
well
or
relative
to
the
guidance
with
the
vaccine
that
word
safe.
I
want
to
be
really
careful
using.
M
I
think
that
is
tom,
really
important
when
we're
hearing
the
dates
come
out
of
the
county.
Are
they
talking
received
the
second
dose
already
or
are
they
talking?
You
know
the
first
dose
come
in
when
they're
talking
number
of
doses.
It
has
seen
that
you're
exactly
right
that
when
they
describe
the
number
of
doses,
they
really
are
the
full
number
of
doses.
M
So,
essentially
you
would
need
to
cut
that
number
in
half
to
get
the
the
number
of
people
and
then
and
then
yes,
we
learned
guidance
on
how
long
after
and
then,
like
superintendent
guardian
was
saying
the
amount
you
can
still
transmit
the
disease
with
it
that
the
dates
they've
been
pretty
good
with
us
they're
pretty
aspirational
about
that
1a.
Getting
those
both
doses
in,
but
they
haven't.
We
haven't
really
heard
timelines
on
how
far
1b1c
and
then
going
into
2
would
take
to
get
both
doses.
I
Yeah,
you
know,
I
I
don't
know
those
details
assuming,
but
not
not
not
exactly
clear
and
once
again,
when
we
heard
that
we
didn't
hear
the
information
actually
came
through
a
department
of
education
meeting
where
we
had
somebody
there
from
the
department
of
education
and-
and
I
think
our
county
health's
still
trying
to
get
their
heads
wrapped
around
this
too.
It's
it's
just
so
fast-moving,
okay,.
M
Thanks
thanks
tom
just
last
sentence-
and
I
apologize
if
this
hasn't
been
brought
up,
but
we
really
need
the
board
and
the
community
and
everyone
to
be
considering.
We
are
looking
at
multiple
scenarios
where
I
show
there
and
I'm
getting
to
that
last
line.
Where
I'm
talking
about
monthly
communications,
we
are
looking
at
multiple
scenarios
on
what
summer
could
and
may
look
like
and
we're.
Looking
at
multiple
scenarios
on
what
even
fall
of
2021
can
look
like.
M
I
know
we
all
want
to
be
able
to
say
we're
going
to
be
all
back
and
ready,
certainly
by
fall,
but
we
are
having
to
consider
just
all
the
possible
scenarios
going
with
the
events
of
vaccination,
the
the
students
and
just
generally
speaking,
where
we're
at
and
so
we'll
continue
to
update
the
board
on
all
of
those
plans.
M
But
right
now
a
considerable
focus
of
ours
is
continuing
to
improve
cdl
for
all
of
our
students,
and
so
at
this
time
I
am
going
to
turn
it
over
to
dr
hudson
and
her
team
who's
going
to
talk
about
the
great
work
they're
doing
with
their
behavior
and
health,
behavioral
health
and
wellness
staff.
So
danielle
is
all
yours.
P
Thank
you,
dr
seka,
good
evening
board
chair
tim
chuck,
the
school
board
members
and
superintendent
grotting.
I
am
here
tonight.
P
I
have
the
pleasure
of
one
talking
a
little
bit
more
about
our
behavioral
health
and
wellness
team,
and
I
have
our
district
team
here
with
us
to
give
us
some
overview
and
then
we've
also
invited
the
behavioral
health
and
wellness
team
from
tara
linda
elementary,
and
they
will
be
sharing
a
little
bit
about
their
behavioral
health
and
wellness
team
and
we're
hoping
to
then
next
month
bring
either
a
middle
school
or
high
school
and
then
a
middle
school
and
a
high
school
in
february.
P
P
So,
together
the
five
of
us
make
up
our
district
behavioral
health
and
wellness
team,
and
we've
been
working
hard
this
year
to
bring
about
a
streamlined
process
where
we
are
moving
away
from
silos
of
counselors,
just
working
by
themselves
or
social
workers
or
student
success,
coaches
or
the
building
admin
team,
but
instead
a
really
collaborative
team
at
every
single
beaverton
school.
Where
we
are
talking
about
students
and
their
needs,
we
are
leading
the
conversation
from
an
equity-based
lens,
really
leaning
into
our
equity
co
questions.
P
Additionally,
we
are
really
focusing
on
our
trauma-informed
practices
and
anti-biased
and
anti-racist
practices
so
merging
those
two
together,
so
that
we
make
sure
we're
not
continuing
to
disenfranchise
students
and
families,
while
also
helping
to
support
them
in
a
way
that
makes
sense
to
them,
and
so
we're
also
kind
of
trying
to
we're
gathering
demographics
about
students
who
are
being
referred
to
these
teams
to
really
get
a
better
understanding
of
why
a
student
might
be
referred
to
a
behavioral
health
and
wellness
team
and
what
we
can
do
as
a
district
to
be
more
responsive
and
before
before.
P
I
transfer
it
over
to
my
team
to
take
over
just
a
couple
of
things
that
I
am
we
are
doing
right
now,
as
we're
focusing
with
our
meeting
with
our
behavioral
health
and
wellness
teams
at
the
building
level
is
around
connection
with
families.
One
of
the
big
things
we
want
to
make
sure
is
we're
looking
at
behavioral
health
and
wellness
data.
P
That
shows
that,
even
after
interventions,
20
of
our
students
are
still
not
engaged
at
kind
of
a
level
that
we
would
hope
and
what
we're
really
thinking
about
is
how
do
we
build
that
connection
with
the
family
so
that
those
families
want
to
reconnect
with
us
in
the
fall
and
still
want
to
be
part
of
the
beaverton
school
district?
We
don't
want
to
lose
those
families,
so
we're
working
on
highlighting
connections
with
families
and
then
we're
trying
to
do
that
through
a
trauma
informed
lens.
One
of
those
signs
is
through
our
new
attendance
calls.
P
We've
updated
those
phone
calls
to
start
with
saying:
hey
family.
We
know
that
you
know
it's
a
difficult
time
and
we're
here
to
support
you.
Your
student
may
have
missed
school
today,
but
you
know
what
you
can
come
and
reach
out
to
us
to
our
counselor
social
worker,
the
admin
team
to
really
try
to
have
parent
parents
and
students
feel
connected
and
supported
by
our
district.
P
So
with
that,
I'm
gonna
go
ahead
and
move
over
or
can
we
do
next
slide
and
I
will
have
amy
baker
talk
a
little
bit.
Q
Good
evening,
everyone,
I'm
amy
baker,
the
social
worker
on
special
assignment,
and
I
just
want
to
remind
you
of
some
of
the
basic
functions
of
the
behavioral
health
and
wellness
teams
and
what
we're
doing
at
the
district
level
to
support
those
teams
at
the
school
level.
So,
as
has
been
mentioned,
these
bh
w
teams
do
meet
every
single
week
to
talk
about
student
and
family
need
needs
and
they
also
talk
about
staff
needs.
Q
These
teams
also
coordinate
the
social
emotional
lesson
delivery
to
all
students
in
their
buildings,
and
then
we
support
these
teams
at
the
district
level
on
during
wednesday
collaboration
time,
so
we're
able
to
get
together,
nurses,
school
counselors,
the
success,
coaches,
school
social
workers
and
other
folks
on
those
teams.
So
they
have
time
to
learn
from
each
other
and
network
and
collaborate
and
then
we're
also
providing
targeted
professional
development
to
all
of
those
team
members
together
on
wednesdays.
R
Good
evening,
everyone
thanks
for
the
opportunity
to
share-
and
this
is
actually
not
a
comprehensive
list
of
all
of
the
ways
that
the
bhw
teams
from
each
school
site
have
reached
out
and
tried
to
engage
families
and
students
and
caregivers.
But
this
is
some
of
the
highlights
that
we
have
to
share
a
couple
of
ones
that
you
might
see
on
here.
R
Danielle
just
a
moment
ago
referenced
the
new
and
improved
attendance
message
which
really
comes
from
you
know,
strengths-based
compassionate
lens
and
especially
for
those
repetitive
phone
calls
that
some
families
are
are
getting
the
home
visits
are
something
we're
quite
proud
of
in
the
sense
of
that.
Even
in
this
you
know
pandemic
we're
still
able
to
get
people
safely
to
visit
homes.
With
the
help
of
leslie
rogers.
R
We
were
able
to
create
some
guidance
around
that
and
a
canvas
course
which
even
has
a
little
quiz
at
the
end
of
it
and
the
gift
cards
referenced.
There
are
where
a
scaled-up
kind
of
a
scaled-up
project
from
one
of
the
earlier
projects
was
a
camp
connect
from
the
summer
and
they
found
some
really
sick,
big
successes
around
cultivating
family
advocacy
and
creating
stronger
family
connections.
R
We'll
talk
about
that
a
lot
more
in
a
moment,
but
really
that
is
the
opportunity
to
be
able
to
share
when
we
meet
with
the
school-based
sites
as
a
district-based
site,
we're
able
to
kind
of
share
tips
and
tricks
that
we
are
seeing
successes
with
and
with
that
set
up.
I
will
send
the
next
slide
to
leslie.
S
Hi,
I'm
leslie
rogers,
I'm
glad
to
be
here
tonight,
so
we
started
last
month
doing
a
behavioral
health
and
wellness
road
show
where
our
team
of
five
is
scheduling,
meetings
with
every
building
team.
S
Our
goal
of
that
is
to
to
really
give
some
personalized
attention
to
validate
the
work
that
is
being
done
in
bil
in
buildings
and
and
to
really
create
an
authentic
conversation
about
what's
going
well
and
what
the
challenges
are
and
trying
to
determine
what
sort
of
help
and
support
we
can
provide
to
schools
what's
been
really
interesting
about
that
is,
is
the
brilliance
that
has
come
out
of
those
meetings.
S
Hearing
about
some
of
the
the
innovative
ideas,
the
out
of
the
box,
thinking
some
of
the
best
practices
and
strategies
that
are
going
well
and
then
that
has
has
led
us
to
be
able
to
share
it
with
other
schools,
we're
putting
it
in
tnl,
tuesday,
sharing
it
on
a
spreadsheet,
making
sure
that
we
are
reiterating
those
get
those
good
ideas,
because
we
want
to
ensure
that
schools
are
not
operating
in
silos.
So
the
goal
of
that
is
to
the
goal
of
these
meetings
is
to
build
relationships.
S
Also
to
validate
the
really
heroic
efforts
of
these
teams
to
make
it
make
sure
that
we're
demonstrating
solidarity
and
to
really
close
that
gap.
We've
also
talked
about
crisis
response
protocols
in
cdl.
That
is
something
that
I
I
get
to
be
involved
with
around
whether
that
is
behaviors
that
are
happening
in
synchronous
learning,
parent
crises,
mental
health
crises
threat
to
self
harm,
to
self,
around
suicide
or
harm
to
others,
and
making
sure
that
we
are
available
to
answer
questions
and
provide
whatever
support
is
needed
to
those
schools.
S
And
finally,
within
those
road
show
meetings,
we're
we've
created
a
survey
where
schools
can
we
send
them
off
into
breakout
rooms
to
reflect
on
their
practices.
It
gives
a
chance
to
kind
of
highlight
the
the
challenges
highlight.
S
The
successes
ask
for
ask
us
questions
and
again
document
those
best
practices
and
what
is
working
well,
and
I
would
say
just
in
terms
of
the
relationship
building,
it's
been
awesome
and
what
we
want
schools
to
know
is
that
we
are
there
for
them
and
with
that
next
slide
and
I'll
pass
it
on
to
eli.
T
So
what
have
we
learned?
The
feedback
has
been
resoundingly
positive,
we're
hearing
from
schools
that
this
format
has
sparked
better
collaboration
across
disciplines
by
including
other
specialists
and
support
staff,
including
nurses
and
grad
mentors
bilingual
facilitators.
This
resulted
in
richer
discussions,
more
tailored
interventions
and
allowed
for
teens
to
identify
more
students
who
would
have
typically
followed
through
the
crafts,
but
in
identifying
more
student
needs.
It
also
led
schools
to
really
reflect
on
how
they
define
authentic
engagement
and
realizing
that
participation
doesn't
necessarily
always
equal
engagement.
T
We
know
that
as
a
system
we
weren't
meeting
the
needs
of
our
students
and
families
before
covid.
We
know
that
distance
learning
has
exposed
a
lot
of
disparities
and
inequities
of
the
system,
and
we
know
that
as
a
system,
we
need
to
really
rethink
how
we
define
engagement
so
that
it
better
reflects
of
that
qualities
of
our
community
include
cultural
capital,
student
voice
and
parent
voice.
T
We
are
hearing
that
schools
are
going
all
the
way
up
to
the
doorsteps
of
the
families,
with
books,
supplies
and
resources
in
hand
and
are
still
coming
up
short.
We
also
know
that
our
families
are
doing
the
best
that
they
can
but
circumstances
are
preventing
them
from
engaging
and
what
we've
been
telling
behavioral
health
and
wellness
teams,
and
what
we'd
like
for
all
of
you
to
know
is
that
continuous
and
sustained
positive
connections
help
build
and
strengthen
resilience
and
its
money
in
the
bank.
T
Efforts
to
create
a
community
of
care
may
not
always
produce
immediate
results,
but
they
will,
in
time
and
for
schools
not
to
get
discouraged
and
not
to
give
up.
School
teams
remain
vigilant
to
provide
support,
and
we
want
our
students
and
families
to
know
that
we
aren't
going
anywhere
that
we
are
here
for
you
when
you
are
don't
just
take
it
from
us,
we're
so
lucky
to
have
the
team
from
tara
linda
here
today
to
share
their
experience
with
you.
So
take
it
away.
U
Hi
thank
you
for
inviting
us
this
evening
and
we
are
one
more
slide.
We
are
here
with
our
team.
U
I'm
christy
batzell
the
principal
and
I
have
with
me
tonight:
bretta
mccarter,
our
counselor
christy
edmunds,
our
student
success
coach,
who
also
serves
as
our
intervention
teacher
and
zandy
westenberg,
our
school
nurse
and
terry
hammond,
our
social
worker
and,
what's
super
exciting
about
our
team,
is
we
were
really
a
team
of
three
last
year
with
our
school-based
staff,
brita
christie
and
I
and
then
we
would
connect
with
sandy
when
we
could
and
our
social
worker
was
different
last
year.
U
But
again
we
would
meet
occasionally,
maybe
monthly,
to
check
in
when
there
were
things
we
needed
to
talk
about,
and
this
year
as
you've
already
heard,
our
team
meets
every
week,
which
has
been
a
really
amazing
gift
to
be
able
to
put
our
heads
together
to
talk
about
the
needs
of
our
families,
and
so
what
we
wanted
to
do
tonight
is
give
you
some
context
for
what
you've
heard
from
our
district
team
and
then
I
will
tie
some
of
those
things
together
at
the
end.
U
So
we're
going
to
start
with
some
stories
tonight
and
bretta
mccarter.
You
can
go
to
the
next
slide.
Bretta
is
just
going
to
tell
a
story
about
one
of
our
families,
and
then
we
have
a
couple
more
brit
and
terry
actually
are
going
to
give
you
a
picture
of
one
of
the
things
our
team
has
done
this
year
with
one
of
our
families.
V
Hi
I
wanted
to
share
about
one
family
that
our
success,
coach,
christy
and
I
started
connecting
with
over
the
summer
through
camp
connect,
which
chris
talked
about
a
little
bit.
This
is
a
single
parent
family,
with
multiple
children
in
the
school
district
and
they've.
Because
of
covet
and
the
closures
they've
experienced
some
pretty
some
pretty
severe
economic
hardships
and
so
working
with
them.
V
We've
been
able
to
connect
them
with
lots
of
different
resources
that
they've
needed,
and
food
clothing,
internet
hot
spots,
and
we've
been
working
with
them
all
school
year
and
since
august,
and
we
early
on
noticed
that
their
need
was
a
lot
greater
than
we
had
anticipated.
V
So
once
we
started
meeting
weekly
with
our
behavioral
health
and
wellness
team,
we
it
was
really
easy
to
be
able
to
brainstorm
together
and
pull
in
different
ideas
and
resources
than
maybe
last
year
in
the
spring,
when
it
was
kind
of
just
the
three
of
us
working
together,
we
didn't
have.
V
V
Unfortunately,
we've
been
since
working
with
this
family
we've
been
able
to
build
a
lot
of
trust
and
a
really
really
good
sense
of
rapport
and
the
parent
has
felt
more
comfortable
and
having
that
direct
connection
with
our
social
worker.
Since
so,
we
now
have
multiple
people
on
our
team,
who
are
really
good
points
of
contact
for
the
family
and
the
parent
feels
comfortable
to
reach
out
and
ask
for
help
and
ask
for
support
in
lots
of
different
ways
and
go
ahead.
Terry.
W
Okay,
thanks
freda,
so
I'm
terry
hammond,
the
school
social
worker
and
I
met
tara
linda
in
five
other
schools
in
the
district
and
my
introduction
to
the
family
that
british
talking
about
was
when
I
was
able
to
meet
with
a
family
with
a
parent
and
support
them
through
a
really
complicated
application
process
that
they
were
applying
for
resources
and
support
with
through
washington
county.
And
during
that
meeting
I
got
to
know
the
parents.
I
got
to
know
more
about
the
family.
W
They
got
to
know
who
I
was
and
what
my
role
was
with
the
district
and
after
a
while,
they
felt
comfortable
enough
sharing
more
needs
with
me,
and
I
offered
to
follow
up
with
them
with
some
more
resources.
We
did
that
and
now
we're
keeping
in
touch
pretty
regularly.
This
parents
are
really
strong
advocate
for
their
family
and
for
themselves
and,
like
freda
was
saying
now
feels
comfortable
reaching
out
to
me
and
britta
and
the
rest
of
the
team.
W
When
anything
else
comes
up
and
there's
many
people
supporting
this
family
in
their
different
roles
and
because
of
the
behavioral
health
and
wellness
team,
we're
able
to
coordinate
our
support
and
collaborate
so
we're
not
overwhelming
the
families
with
a
bunch
of
things
coming
from
a
lot
of
different
people,
and
I
think
now
christy
edmunds
is
going
to
share
another
example
of
our
work.
X
Hi,
I'm
christy
edmund,
so
I'm
going
to
talk
about
another
one
of
our
families
that
we've
been
working
with
again.
This
work.
This
work
that
we've
been
doing
and
connecting
with
this
family
has
started
in
the
summer
with
our
camp
connect,
which
was
a
grant
that
was
provided
by
the
beaverton
education
foundation.
X
So
this
allowed
us
to
kind
of
look
into
their
needs
with
food
resources
clothing
if
they
needed
internet,
we
were
able
to
provide
the
gift
cards
to
the
families,
because
we
we
know
that
we
need
to
meet
their
needs
before
any
learning
can
happen.
So
we
got
to
get
a
head
start
on
that
with
this
family
and
providing
them
the
resources
they
needed.
First,
and
this
family
has
multiple
children
in
the
school
district
at
different
levels
of
schools
so
and
another
thing
about
this
family.
X
To
give
you
a
little
background,
they
english
is
not
their
first
language,
so
it
made
it
easier
when
we
connected
to
have
somebody
that
they
can
text
that
they
could
contact
that
they
could
ask
any
questions
over
the
summer.
As
we
know,
when
school
started,
there
was
so
much
communication
coming
and
being
at
multiple
schools
means.
Communication
was
from
like
three
different
counselors.
There
were
12
or
more
teachers
contacting
about
their
schedules
and
different
things,
and
so
our
our
team
decided
that
we
needed
to
help
streamline
this
communication
for
this
family.
X
It
was
a
lot
of
people
getting
in
touch
with
this
family,
and
so
we
brought
together
all
three
behavior
health
and
wellness
teams
from
all
three
schools
to
assign
a
point
contact
person
which
that
point-and-contact
person
became
our
community
liaison,
and
so
with
so
many
other
things
going
on
for
this
family.
We
just
found
this
main
point
of
contact
to
be
very
helpful
for
the
family
and
and
for
the
schools.
X
So
I
think
our
next
one
is
going
to
be
sandy's
going
to
start
us
off
for.
Y
That
hi
thank
you
christy,
so
my
name
is
andy
and
I'm
the
school
nurse
for
tara,
linda
as
well
as
four
other
schools,
so
the
last
student
we'll
be
discussing
was
brought
to
our
team
because
the
family
member
had
originally
reached
out
to
the
teacher
looking
for
support
with
behaviors
that
were
being
seen
in
the
home,
and
we
didn't
have
an
established
relationship
with
this
family
at
the
time
so
initially
britta
our
school
counselor
was
planning
on
reaching
out.
Y
But
during
our
team
meeting
I
had
noticed
the
student
did
have
a
medical
diagnosis,
and
so
we
decided
as
a
team.
I
should
make
the
initial
contact
with
the
family
to
just
gather
more
information
and
see
how
we
could
best
support
this
student
and
then,
when
connecting
with
this
family,
we
actually
found
out.
There
was
much
more
than
just
needing
behavioral
support
at
home.
Y
The
barriers
that
this
family
and
student
were
facing
in
accessing
their
education
were
far
greater
than
we
originally
understood,
and
so
there
were
siblings
in
the
home
that
were
needing
help
support
health
support
resource
needs
such
as
food
and
financial
assistance,
child
care
needs,
and
so
on.
So
after
connecting
with
the
family
throughout
the
course
of
a
week
and
truly
gaining
a
better
understanding
of
the
situation,
I
brought
the
information
back
to
our
behavioral
health
and
wellness
team.
Y
So
we
could
use
all
of
our
areas
of
expertise
and
collaborate
and
really
create
a
plan
for
this
family
to
help
the
student
access
their
education.
While
we're
in
distance
learning,
we
decided
the
next
step
would
be
to
complete
a
home
visit.
So
myself
and
terry,
our
school
social
worker
went
out
to
connect
with
the
family
in
person.
So
now
I'm
going
to
pass
it
off
to
terry
to
speak
a
little
on
how
our
home
visit
went.
What
we're
seeing
now
in
our
plans
for
continued
support
for
this
family
thanks.
W
Andy
so
I
joined
sandy
on
this
home
visit
to
meet
and
learn
more
about
the
tara
london
family
and,
like
the
behavioral
health
and
wellness
team,
said
before
our
focus
in
these
teams
is
forming
relationships
with
the
family
first
and
foremost,
and
a
home
visit
in
this
particular
situation
was
an
appropriate
way
to
start
that,
and
just
as
a
side
note,
this,
the
home
visits
look
really
different.
Now
we
were
standing
outside,
we
were
wearing
masks.
W
We
were
very
far
apart,
and
yet
it
felt
like
a
much
more
natural
way
to
have
a
meaningful
conversation
rather
than
the
emails
and
the
phone
calls
and
zoom
meetings
that
we're
all
used
to
right.
Now
and
again.
This
is
unique
for
every
family.
W
Prior
to
this
visit,
we
connected
with
the
students
teachers
who
had
already
prioritized
certain
aspects
of
distance
learning
and
they
had
already
created
an
individualized
plan.
So
at
the
home
visit
we
were
able
to
discuss
that
plan
in
person
which
seemed
to
be
really
beneficial
for
the
family
and
they
just
kind
of
seemed
to
exhale
a
little
bit,
and
then
we
also
discussed
resources
we
could
offer
at
that
time.
W
In
the
weeks
after
our
visit,
we
did
see
an
initial
increase
in
attendance
and
assignment
completion,
and
that
doesn't
always
happen
with
every
family,
because
relationship
is
the
most
important
thing,
but
with
this
particular
family
there
was
an
uptick
in
the
following
weeks
of
of
engagement
and
now
we're
just
we're
continuing
to
connect
and
build
rapport
and
check
in
with
a
student,
and
I
have
now
an
ongoing
relationship
with
a
family
where,
if
I
hear
about
new
resources
or
organizations
that
have
recently
got
more
funding
that
fall
into
the
category
of
what
that
family
is
looking
for,
I
just
contact
them
individually
and
let
them
know
what
kind
of
supports
new
supports
are
available
right
now,
and
so,
as
a
team.
U
Yeah,
so
as
you
can,
as
you
heard,
those
are
just
three
examples
or
three
families
that
we've
worked
with.
We've
supported
quite
a
number
this
year
and
we'll
continue
with
that
work.
But
just
as
you
heard,
there's
just
a
lot
of
things
that
our
team
is
working
on
and
it
all
goes
together.
U
There
isn't
where
we're
only
talking
about
family
support
or
engagement
or
attendance
or
academic
progress,
but
we're
taking
all
of
those
different
pieces
into
consideration
as
we
meet
and
are
putting
our
heads
together
to
try
and
come
up
with
the
best
plan.
We
often
talk
about
who
the
best
contact
is
going
to
be
for
a
family,
as
you
heard
in
the
second
example.
U
U
The
other
thing
our
team
has
helped
with
especially
over
the
holiday
time,
is
coordinating
food
deliveries
or
supplies
or
other
supports,
and
we've
actually
continued
that,
even
as
we
think
about
our
weekly
supply
pickup
that
we
offer
at
our
school
there's
families
that
aren't
able
to
come
for
various
reasons.
So
our
team
helps
coordinate
those
deliveries
and
just
making
sure
that
our
families
and
our
students
have
what
they
need.
U
U
Okay.
So
the
next
slide
just
has
a
couple
successes.
So,
as
you
heard
our
team
talking
about
that
weekly
meeting,
really
approaching
families
with
how
can
we
be
helpful
rather
than
saying
you're
not
doing
this
you're
not
doing
that?
Why
can't
you
do
this,
but
coming
at
our
relationship
or
our
outreach,
as
what
do
you
need?
U
Thinking
about
all
the
needs
a
family
would
have
beyond
just
connecting
with
school,
because
there's
so
many
things
in
the
way
for
our
families
right
now,
as
you
all
know,
and
then
I
think
the
other
success
really
is
streamlining
our
approach,
as
you
heard
in
those
examples,
there's
a
lot
going
on,
but
as
a
team
we've
been
able
to
really
figure
out
the
best
approach
or
what
we
think
might
be
the
best
approach
at
the
time,
so
that
we're
we're
really
trying
to
reach
out
to
the
families
with
what
they
actually
need
at
the
time
or
what
finding
out
what
they
need.
U
So
we
can
provide
those
supports
because
I
think
a
lot
of
times
in
schools.
We
just
hope
something
works
and
try
lots
and
lots
of
different
things
as
we're
supporting
families,
and
this
behavioral
health
and
wellness
team
has
allowed
us
to
really
think
together
about
what's
going
to
support
our
families
and
then,
of
course,
there
are
some
things
that
are
hard.
So
that's
our
next
slide.
U
Of
course,
engaging
online
is
hard
and
I
think
our
our
camp
connect
that
you
heard
about
early
on
was
actually
a
way
that
we
were
able
to
provide
some
success
at
least
to
the
access
point
of
online,
so
that
has
gone
well,
but
then,
now
that
everybody,
I
think
in
our
school,
has
the
ability
to
get
online
and
has
a
device.
It's
now
getting
them
to
sign
in
and
join
their
classes
and
participate,
and
so
that's
the
next
piece
that
we've
been
problem
solving.
U
Also,
as
you
know,
families
in
crisis
are
it's
a
huge
barrier
and
you
know
finding
food
or
paying
bills.
Those
are
the
first
thing
and
until
they
have
the
ability
to
address
those
things
you
know
sitting
down
and
doing
your
schoolwork
or
finding
out
what
needs
to
be
completed
is
really
down
the
list,
and
so
our
team
is
trying
to
support
families
in
those
areas.
U
U
And
so
it
really
takes
a
lot
of
effort
to
build
those
relationships
so
that
they
trust
us
and
are
willing
to
rely
on
the
resources
that
we
have
in
our
social
worker
and
counselor,
and
so
sometimes
getting
that
initial
contact
through
a
nurse
is
a
much
more
less
threatening
approach
or
point
of
contact,
and
then
we
can
get
to
the
point
where
a
social
worker
or
counselor
can
reach
out.
So
we've
had
some
success
with
that,
but
it
does
take
time
for
families
to
say
yes
to
those
resources.
U
You
heard
about
families
in
multiple
schools
in
one
of
our
examples
that
is
just
really
hard,
especially
if
you
think
about
a
second
language
family
who
are
struggling
to
understand
what
we're
sending
in
english,
and
I
just
feel
for
our
families
who
are
trying
to
navigate
such
a
big
system,
and
so
that
continues
to
be
a
challenge
and
will
continue
to
be
that
way.
I
think
the
other.
The
other
hard
thing
is
right.
U
Now
I
guess
a
success
is
we're
just
focusing
on
probably
half
of
what
our
job
as
a
behavioral
health
and
wellness
team
will
be
it's
a
lot
of
time
now
and
that
time
is
going
to
double
or
triple
whenever
we
get
back
in
person,
because
the
team
will
also
be
available
to
problem
solve
or
think
through
supports
for
behaviors
that
happen
in
the
classroom
and
most
of
those
aren't
in
play
right
now
and
will
eventually
be
there.
So
I
actually
really
look
forward
to
a
time
when
we
have
our
team,
I'm
able
to
support
that.
U
We
haven't
had
that
situation
before
where
we
have.
You
know
a
whole
team
thinking
through
supports
for
our
families,
because
often
what
we're
seeing
at
school
is
telling
us
more
about
what's
going
on
outside
of
school,
not
just
in
school.
So
we
need
those
our
team
to
help
support
us
in
that,
but
that
will
also
increase
like
I
said
the
the
time
we
need
together
and
then
I
think
the
last
piece,
that's
really
hard
is
when
we're
in
person
when
our
students
are
in
front
of
us,
we
learn
a
lot
about
them.
U
We
can
talk
to
them,
their
parents
aren't
listening
or
their
family
members
aren't
listening
in
the
room
or
sitting
next
to
them.
We
can
ask
them
questions
and
then
we
also
just
become
aware
of
their
needs
either
because
of
what
we
see
or
what
they're
saying
at
school
and
we're
just
missing
that
information
right
now,
so
we're
having
to
rely
on
what
we
know
from
before
or
what
we
happen
to
see
on
zoom
and
that
will
change
someday
where
we're
able
to
have
that
information
and
that
will
inform
our
teams.
U
So
we
can
even
do
a
better
job
reaching
out,
but
that
is
a
challenge
right
now,
but
I
can
tell
you
that
I
am
super
happy
to
have
a
team
where
we
are
working
together.
This
is
we're
headed
in
the
right
direction.
U
I
know
hopefully
someday
we'll
get
to
a
place
where
our
whole
team,
even
maybe,
is
at
our
school
all
the
time
versus
you
know
right
now,
where
terry
and
zandy
our
nurse
and
social
worker
are
split
between
some
other
schools,
and
I
I
can
see
the
power
of
that
as
we
move
forward,
so
that
day
is
coming
at
some
point.
U
We
hope-
and
you
know
thank
you
for
listening
and
thank
you
for
supporting
these
teams
in
our
schools
as
a
district,
just
because
it
is
such
a
powerful
opportunity
for
for
our
families.
P
K
Oh
yes,
I
do.
I
sent
becky
a
little
note
so
anyway,
I
just
want
to
commend
your
work.
This
is
just
you
know,
wonderful
and
it's
awesome
and
it's
targeted
and
it's
great.
I
just
have
a
simple
question.
I
think,
and
the
tara
linda
principal
christie
can
just
guess
and
welcome
christy
nice
nice
to
see
you
could
you
perhaps
just
share
or
tell
me
just
approximately
what
your
enrollment
is
now
and
approximately,
how
many?
What
would
your
case
load?
How
many
families
are
you
working
with
now.
U
Oh,
you
know
what
I'm
gonna
have
britta.
If
she's
here
answer
that
question
she
is
keeping
all
of
our
data
we
actually
have.
Each
of
our
schools
are
using
a
similar
data
tracking
system
and
she
is
our
person
in
charge
of
that.
So
I'm
going
to
ask
her
to
answer.
Brett.
Are
you
on
here?
Do
you
have
a
guess
best
guess
I.
V
Am
I
don't
have
the
I
don't?
Have
the
document
open
my
my
best
guess
it
started
off.
There
was
a
lot
of
referrals
at
the
beginning,
as
as
we
were
settling
into
cdl
and
as
as
families
have
become
more
used
to
it,
and
this
is
has
become
the
norm
for
right
now.
V
P
Yeah,
I
can
actually,
I
pulled
up
your
report,
so
I
have
information
about
that.
So
at
tara,
linda
they've
had
you
know
so.
One
of
the
things
I
want
to
start
with
is
we're
really
pushing
teachers
to
do
interventions
to
start
with
right,
reaching
out
to
families
doing
phone
calls,
because
really
that's
the
lowest
level
of
support
and
those
people
already
have
connections.
P
That
next
level
is
a
referral
to
our
behavioral
health
and
wellness
teams
and
at
tara
linda
they
have
had
a
27
referrals
since
the
start
of
the
school
year,
which
and
in
that
most
of
those
students,
they
are
continuing
to
support
those
students
and
those
families,
so
they're
finding
success
like
either
they've
been
resolved
or
they're
continuing
to
work
with
those
families,
but
so
for
tara,
linda
that
has
kind
of
been
their
kind
of
overview.
P
P
We
picked
them
one
because
their
team
is
amazing
and
they're
working
really
hard
together,
but
they're
also
a
really
good
example
of
a
team
that
isn't
isn't
a
title
one
school
where
they
might
have
had
some
title
supports
already
in
place
and
they're,
not
also
a
super
affluent
school,
where
they're
kind
of
more
struggling
with
parents
who
are
pulling
their
students
out
to
homeschool
them
or
doing
other
learning
pods
so
they're
a
really
good
example
of
a
school
that
doesn't
get
some
of
that
additional
funding,
but
they
still
have
students
who
have
a
great
need
for
support.
P
But
overall
there
are
about
27
families
there
that
they're
working
with
with
a
half-time
student
success
coach,
a
kind
of
point
to
social
worker
if
even
that,
a
.25
nurse
and
a
full-time
counselor.
So
it
is
a
bunch
of
people
who
are
going
each
a
lot
of
ways,
but
this
building
through
the
framework
we've
set
up
for
them.
They
have
really
been
able
to
come
together
and
say:
how
do
we
meet
families
where
they
are
and
how
do
we
support
them?.
K
A
H
Go
ahead,
it's
a
quick
question.
I
think
so
this
would
be
for
the
nurse
and
the
social
worker.
I'm
sorry!
Thank
you
all
for
your
hard
work.
I
appreciate
it.
You
know
at
both
the
district
level
and
at
tara
linda,
but
question
is
because
you
have
such
limited
time
with
tara
linda
I'm
just
curious
about
the
other
schools.
If
you're
seeing
about
the
same,
I
don't
know
what
other
schools
you're
working
with.
H
If
you
both
go
to
the
same
schools,
different
schools,
if
it's
similar
situations,
if
some
schools
have
more
cases
in
other
cases,
are
you
dealing
with
high
school
middle
schools?
So
there
you
go.
I
guess
there's
more
more
questions
than
one
than
one.
There.
Y
So
I
can
speak
for
my
question
terry
and
I
do
have
different
case
loads
so
and
I'm
across
I
not
only
serve
tara
linda,
but
I
have
a
middle
school
across
town.
I
have
highland
park
as
well
as
two
other
elementary
schools
in
a
charter
school,
and
so
we
are
seeing
the
same
needs
in
my
experience
across
all
of
my
schools
and
we
have
very
similar
practices.
I
will
say
my
middle
school.
Y
We
have
a
little
more
student,
so
we
do
have
more
needs
in
that
school
and
I
I
am
involved
in
that
team
as
well,
and
so,
but
that
team
is
a
little
bit
bigger.
We
do
have
a
few
more
resources
with
that
school
as
well,
but
yes,
we're
seeing
the
same
kind
of
needs.
The
same
academic
support
the
same
behavior
support
the
same
needs
for
resources
in
all
of
my
schools.
W
And
I
was
gonna,
I
was
gonna
say
too,
I
can
follow
up.
On
the
last
question.
We
were
looking
up
the
reports
and
we
have
63
referrals
from
the
beginning
of
the
school
year.
I
think
23
was
from
the
last
quarter,
but
just
wanted
to
update
that.
I
have
a
unique
position
as
a
social
worker.
W
I'm
I'm
in
between
high
school
and
district
district
social
workers
are
across
elementary
schools,
so
I
am
at
three
elementary
schools:
community
transitions
program
base
and
flex,
which
is
k
through
12.,
so
it's
kind
of
all
across
the
board.
It's.
W
As
far
as
number
of
referrals,
tara,
linda
is
kind
of
right
in
the
middle
of
the
number
it's
about
average,
I
have
a
little
over
40
referrals,
43
referrals,
just
on
my
caseload
across
all
of
those
schools
and
tara
linda's,
in
the
middle
of
that
I
would
say,
as
far
as
what
kind
of
things
I'm
seeing
at
all
of
the
different
schools,
with
the
elementary
schools
that
I'm
working
with
and
on
the
teams,
I'm
seeing
a
lot
of
needs
for
resources
and
support,
because
we're
working
with
families
more
often
in
the
high
schools
that
I'm
working
with
the
majority
of
the
students
I
work
with
are
seeking
outside
mental
health
provider
referrals.
A
Well,
we
appreciate
you
giving
us,
we
know
it's
been
a
long
day
for
you
and
you've
got
another
one
tomorrow.
We
appreciate
you
taking
the
time
to
be
with
us
this
evening
and
providing
all
that
good
information
and
giving
us
a
much
better
view
of
what
what
we're
facing
in
our
schools
during
cdl
and
during
these
trying
times
with
our
families.
So
thank
you
so
much
for
taking
the
time
to
share
all
this
important
information
with
us
really
appreciate
it.
So
thank
you
now.
J
Thank
you,
chair
tim
chuck,
members
of
the
board
superintendent
grotting.
I
appreciate
a
chance
to
present
you
with
our
comprehensive
annual
financial
report.
By
way
of
introduction,
I
want
to
say
a
big
thank
you
and
express
my
appreciation
to
jason
gutro
and
the
finance
team
for
their
hard
work.
Excellent
and
a
job
well
done
not
to
steal
his
thunder.
We
have
rob
drake
here,
chair
of
our
audit
committee,
who
is
prepared
to
share
some
information
with
you
and
and
rob.
Z
Thank
you
mike
madam
board,
chair
and
board
members.
My
name
is
rob
drake
and
I
serve
as
chair
for
your
audit
committee
and
have
done
so
for
about
a
decade,
and
I
have
a
municipal
background
for
anyone
who's.
Listening
to
this
meeting
and
familiar
with
these
budgets,
you
may
or
may
not
also
know
that
oregon
law
requires
that
public
agencies
must
have
an
independent
outside
financial
audit
performed
annually.
Z
Z
Z
No
issues
were
noted
by
the
independent
outside
auditor
and
with
that
madam
chair
I'd
be
happy
to
answer
any
questions.
A
Thank
you
very
much
for
joining
us
tonight
and
we're
it's
great
to
have
such
an
experienced
hand
at
the
wheel
still
so
we
appreciate
your
long
service
with
us
rob
we
really
do
and
and
just
to
keep
mike
squared
away,
because
we're
never
quite
sure
of
him.
So
we're
glad
that
we
have
you
overseeing
mike,
but
are
there
any
questions
from
board
members
on
the
audit
leanne.
AA
A
And
ann
or
eric,
I
know
you've
been
overseeing
this
and
being
been
a
part
of
this
for
years.
Anything
to
to
add,
as
far
as
what
board
members
should
know
about
the
about
the
audit.
AB
Yeah
I'll
go
ahead
and
you
go
first,
no,
okay,
so
yeah
we
had
some
new
members.
I
think
lately
and
and
denise
joined
the
audit
committee.
So
it's
always
nice
to
have
like
three
public
people,
they're
really
good
at
cpa,
questions
and
lee
was
so
good,
she's,
google
doc
to
document
questions
and
keep
us
on
our
toes.
So
it's
always
nice
to
have
people.
Volunteering
like
that
on
this
very
fun
package.
A
Well,
we're
very
fortunate
to
have
such
good
people
over
helping
us
oversee
the
taxpayers
dollars
and
that
we
are
using
them
wisely
and
having
the
fiduciary
responsibility
to
have
making
sure
that
we
have
folks,
like
you
from
our
community
that
are
helping
us
out.
So
thank
you
so
much
for
joining
us
tonight
and
and
thank
you
for
that
great
report,
so
appreciate
it.
A
Next
up
we
have
the
first
reading
of
policy
acb.
All
students
belong
and
david.
I
think
we'll
you're,
maybe
the
poor,
no
nope
camille
all
right.
Come
here!
Sorry,
let
you
be
a
point
person.
AC
As
many
of
you
know,
in
the
fall,
this
last
fall,
the
oregon
department
of
education
created
a
temporary
rule
which
took
effect
in
september,
and
it
was
designed
to
really
create
safe
and
inclusive
school
climates
where
all
who
participate
in
our
school
communities.
Parents,
students
and
volunteers
feel
welcome.
AC
We
understand
as
staff
that
this
is
really
only
the
beginning
of
the
work,
and
we
believe
that
this
policy
will
be
will
be
looked
at
by
lots
of
different
folks.
The
board's
equity
committee
or
excuse
me
task
force
together
with
really
trying
to
gather
the
input
from
our
community
and
our
staff
and
our
students
to
make
sure
that
the
policy
that
we
have
in
place
over
the
long
term
really
reflects
those
needs
and
supports
all
of
those
different
folks.
AC
But
today
we're
hopeful
that
we
have
a
policy
that
meets
the
legal
requirements
and
can
be
put
in
place
to
meet
the
regulatory
deadline.
That
we
must
have
a
policy
in
place
by
january
1.
Knowing
that
this
is
a
springboard
for
us
to
continue
to
work.
On
and
perfect.
K
No
questions
just
comments.
I'm
just
happy
that
we're
finally
making
some
progress
in
this
in
this
area
so
well
done.
AA
Ahead,
mine's,
not
a
question
either.
I
was
just
going
to
say
similar
line
to
donna
that
I'm
just
so
thankful
to
get
something
on
the
books
in
our
about
policy
headed
in
this
direction.
I
look
forward
to
the
work
that's
yet
to
come
in
expanding
and
detailing
and
with
some
community
involvement,
as
well
as
our
staff.
So
thank
you
for
the
work
to
get
it
at
least,
be
the
work
to
begin
and.
G
N
Most
of
what
I
was
gonna
say
has
already
been
said,
but
I
just
want
to
emphasize
to
my
fellow
board
members
that
we're
going
to
be
taking
a
look
at
this
policy
as
a
part
of
the
equitable
policies
task
force,
and
this
may
end
up
being
a
placeholder.
This
may
be
a
policy
that
we
strengthen
or
expand,
based
on
the
input
that
we
get
from
our
community.
N
So
I'm
glad
to
see
it
on
the
books,
but
I
know
that
there's
a
lot
of
work
to
come
and
and
the
work
with
this
policy
we're
also
going
to
be
taking
a
look
at
the
student
handbook
and
some
of
our
other
policies
so
we're
going
to.
We
have
some
deep
work
to
go
in
the
coming
months,
but
I
I
just
wanted
to
make
sure
that
folks
understood
that
this
could
end
up
potentially
being
a
placeholder
with
another
version
of
this
coming
in
front
of
the
board
in
the
future.
A
I
think
the
important
note
here
is,
even
though
this
is
something
our
policies
are
something
we
control
locally
and
and
and
have
a
say
on
here
locally.
This
was
something
that
was
generated
around
the
state
and
it
just
shows
how
important
it
is
that
we
recognize
this
work
as
a
state,
but
then
also
how
we
are
going
to
what
it
means
to
us
here
in
beaverton
in
the
beaverton
school
district.
A
So
it's
a
great
framework
to
start
from
so
appreciate
the
presentation
on
that,
and
I
we
will
be
visiting
in
this
for
months
to
come.
So
thank
you
very
much.
Next,
we
have
the
first
reading
of
the
pe
adoption
and
deputy
superintendent
has
been
we'll
start
off
with
you
or
dr
sika.
L
E
M
Thank
you,
dr
jenny.
Thanks
thanks
everyone
again
again,
I'm
brian
zika
administrator
for
curriculum
instruction
assessment.
I
have
with
me
today
cheryl
wardell,
who
is
our
long
time
tosa
for
physical
education
in
the
district,
so
we're
here
to
do
a
first
reading
of
what
is
phase
two
of
the
physical
education
adoption
we'll
go
into
a
little
bit
of
timeline.
M
You
board
did
adopt
phase
one
a
while
back
and
phase
two
was
actually
on
your
agenda
april
of
2020
and,
of
course,
march
of
2020
is
when
our
world
changed
and
so
well.
While
we
certainly
haven't
returned
to
normal,
we
are
trying
to
continue
this
work
to
you
know,
move
the
district
forward
and
certainly
to
remain
in
compliance
with
division
22..
M
So
can
you
advance
the
slide,
please
so
just
a
big
thanks
to
our
project
team
to
go
through
the
work
of
not
only
reflecting
on
our
current
state
of
physical
education,
but
as
well
as
best
practices,
national
and
international
research,
and
to
to
produce
the
report
which
we
are
presenting
to
you
today.
I
certainly
won't
go
through
all
of
these
names,
but
just
highlight
that
we
had
students,
staff,
community
members
board
members,
as
well
as
other
administrators
involved
involved
in
this
comprehensive
process.
M
Next
slide,
please
thank
you.
So
I'm
just
going
to
dig
a
little
bit
into
the
timeline.
Just
just
for
a
reminder
in
april
of
2018
is
when
we
presented
phase
one
to
the
board
and
we
did,
we
were
able.
You
were
able
to
adopt
that,
and
essentially
at
that
time,
budgets
were.
Excuse
me,
I'm
sorry
2019.,
I
said
2018
a
second
ago
phase
one
was
adopted
in
april
of
2019
and
it
essentially
right.
M
At
that
same
time
we
were
going
through
a
significant
budget
challenge
in
the
district,
and
essentially
all
progress
was
halted
due
to
due
to
budget
concerns
at
the
start
of
the
next
school
year.
The
project,
team,
reconvened
and
and
work
work
went
forward
just
as
a
reminder.
The
project
team
is
really
charged
with
reviewing
the
the
program
coming
up
with
best
practices.
Those
are
kind
of
our
alignments
to
our
instructional
framework.
M
We
come
up
with
a
position
paper
which
is
sort
of
a
philosophical
piece.
Our
learning
targets,
which
do
drive
that
consistent
curriculum,
that
is,
that
is
a
goal
of
our
district
and
then
we
make
recommendations
on
resources
and
materials,
and
then
we
we
inform
the
board
on
what
budget
budget
implications
would
be
as
well
as
what
professional
development
for
our
staff
will
look
like.
M
So
if
you
could
go
to
the
next
slide,
please
and
again,
so
what
has
already
been
adopted
are
three
of
those
components
that
I
that
I
spoke
to
you
you,
you
were
able
to
adopt
and
you
did
adopt
the
position
paper,
the
best
practices
document
and
the
learning
targets,
and
so
today
we're
just
gonna
in
the
report
that
was
presented
to
you.
We
outlined
what
the
materials
were
as
well
as
some
of
the
other
components
of
that
quality
curriculum
cycle.
So.
AB
M
Next
slide,
please
we'll
go
into
phase
two
now
which
again
phase
two
are
the
components
of
the
report
that
we're
asking
you
to
consider
tonight
is
the
first
reading
and
then
voda
and
the
later
board
meetings
so
cheryl.
If
you
want
to
go
ahead
and
describe
a
little
bit
of
the
nuance
that
cdl
threw
into
this
sure.
AD
Yes,
so
hello,
yes,
I
am
cheryl
and
I
also
am
teaching
at
william
walker
this
year,
half
time
yes,
so
we
have
researched
and
presented.
As
you
know,
there
is
no
one
resource
that
would
meet
the
needs
of
physical
education
k-12,
and
so
it
is
the
best
of
what
we
see
that
is
out
there.
So
we
this
year
have
used
wellnet,
that's
something
that
we
used
in
our
pep
grant
that
we
it's
a
website
for
physical
education.
AD
AD
It's
something
that
we
piloted
in
our
classrooms
found
a
lot
of
success
and
we
went
ahead
and
launched
that
this
year,
nike
has
helped
fund
that
launch
where
synergy
and
their
platforms
speak
and
we're
giving
kids
a
chance
to
be
able
to
log
miles
from
home,
and
our
pe
teachers
are
kind
of
the
glue
and
the
ambassador
of
that
and
logging
those
smiles.
And
then
the
classroom
teacher,
even
in
cdl,
has
a
choice
to
use
it.
AD
But
we
see
that,
as
we
come
back
into
hybrid
is
useful
things
we
have
not
been
using
yet
are
the
pangrazy.
Our
five
for
life
is
really
meant
to
be
used
in
a
gym.
Obviously,
heart
rate
monitors
were
waiting
again
until
adoption
and
being
able
to
see
kids
live
our
spark
and
our
teaching
games
for
understanding
where
we're
doing
a
lot
more
fitness
and
and
things
that
are
equitable
to
kids,
while
they're
home
next
slide.
Please.
AD
So
some
adjustments
for
pd
again
we
went
ahead
and
went
over
our
new
learning
targets
and
implemented
those
this
year.
We
obviously
had
to
do
some
things
we
didn't
anticipate
such
as
seesaw
teaching
zoom.
We
did
some
content
implementation.
AD
We
have
put
a
strong
emphasis
on
sel,
which
is
already
a
large
part
of
our
program,
some
things
that
will
need
to
be
done
after
the
adoption
and
as
we
move
out
of
cdl
will
be
a
curriculum
map.
We
will
need
to
be
doing
some
pd
around
resources.
AD
What's
adopted
a
use
of
ipads,
which
we
have
about
a
thousand
ipads
in
our
gym
our
assessment
strategies,
using
synergy
and
updating
use
of
grade
book
more
into
moving
back
marathon
kids
back
into
the
schools,
skill
progressions,
a
curriculum
map
that
will
fit
all
of
our
learning
targets
and
again
we
know
that
sel
again,
a
large
part,
but
will
be
a
high
emphasis.
As
we
come
back
into
the
schools
wearables,
we
we
would
like
to
phase
those
in
as
budget
allows.
AD
We
also
realize,
with
a
flex
school
that
we
will
be
re-looking
at
that,
because
schools
that
are
online
pe
around
the
nation
most
of
the
time
have
some
kind
of
wearable
to
track
students,
physical
activity
level.
M
So
we're
gonna
split
this
one
up
a
little
and
I'll
cover
the
first
part
with
budget
and
again
we
reported
on
a
budget
implications
for
the
adoption.
Obviously,
the
budget
situation's
in
a
significant
different
place
now
than
it
was
in
in
february
of
last
year,
and
so
what
a
couple
of
things
that
are
impacting
the
the
implementation
timeline
and
then
therefore
the
budget,
one
it's.
M
It
is
just
the
availability
and
the
stability
of
the
state
school
fund
and
then,
therefore,
of
course,
our
general
fund
and
what
resource
can
be
allocated
throughout
the
system.
But
I
think
another
interesting
piece
is
exactly
what
cheryl
was
just
speaking
of
when
we
first
went
into
cdl.
M
We
had
decided
to
just
completely
pause
on
any
purchasing
of
wearables
kind
of,
for
the
obvious
reason
that
we're
not
going
to
be
in
contact
with
our
with
our
students
and
then,
as
we
have
entered
into
this
and
learned,
the
online
pe
world
really
does
use
wearables
and
does
and
quite
well
and
quite
successfully
and
there's
models
really
throughout
the
country
that
do
that
and
so
we're
needing
to
kind
of
figure
out
how
the
long
online
solution
of
of
bsd
flex
will
be,
and
then,
depending
on
how
long
we're
in
cdl
as
a
system.
M
What
what
we
can
continue
to
do
to
support
that
program,
and
so
the
the
full
budget
won't
be
realized,
probably
as
quickly
as
we
wanted.
But
we'll
phase
it
in
over
time
as
resources
allow
and
has,
as
our
instructional
model
continues
and
cheryl's
just
gonna
wrap
it
up,
which
is
a
few
more
examples
of
those
resources
and
some
shifts
and
then
we'll
take
any
questions
that
you
have.
AD
Yeah,
so
we
have
discussed
wearables
but
again
looking
at
that
for
that
online
school.
One
thing
that
we
were
in
meetings
last
winter
about
that
normally
aren't
so
much
part
of
the
adoption,
but
meetings
with
carl
meade
about
the
use
of
projectors
and
just
how
much
technology
has
changed
in
our
physical
education
to
meet
our
learning
targets
that
we
use
those.
AD
Ironically
when
we
hit
cdl.
We
know
that
I
just
can't
imagine
pe
teachers
or
myself
being
able
to
go
back
to
not
being
able
to
use
a
projector
to
it,
enhances
our
teaching
so
much
in
physical
education.
Microphone
is
going
to
be
really
important,
as
people
are
distance
and
hearing
and
large
classes
in
large
spaces
so,
and
we
will
also
need
to
really
evaluate
our
physical
spaces
as
we
move
again
for
the
potential
of
hybrid
and
fully
returning.
So
we
do
see
maybe
some
priority
changes.
AD
Also,
obviously,
equipment
will
be
a
long
range
goal
to
to
really
get
equity
across
our
district
in
the
way
of
equipment.
But
just
as
brian
has
just
said
that
that
timeline
may
look
different
and
our
priorities
may
look
a
little
bit
different.
AD
I
also
just
really
wanted
to
take
the
opportunity
to
thank
don
and
the
school
board
for
maintaining
physical
education
as
a
core
class.
We
have
one
of
the
best
teams.
I
know
we
have
the
best
team
in
the
state.
We
have
54
elementary
pe
teachers,
strong
that
have
created
and
collaborated
weekly
since
april,
and
I
just
couldn't
be
prouder
of
them.
AD
They
have
worked
so
hard
to
meet
not
only
the
physical
health
and
well-being
of
our
students,
but
also
the
social
emotional.
So
we're
really
appreciative
to
have
that
chance
to
be
on
zoom
with
them
to
be
live
with
them
and
to
maintain
that
relationship
that
will
be
so
vital.
As
we
come
back
to
class,
we
have
over
20
000
miles
logged
in
less
than
a
month
of
marathon
kids.
AD
K
K
I
learned
how
physical
physical
education
develops,
students,
competence
and
confidence
to
take
part
in
a
range
of
physical
activities
that
become
central
part
of
their
lives,
both
in
and
out
of
school.
I
learned
how
regular
participation
and
physical
activity
and
higher
levels
of
physical
fitness
have
been
linked
to
improved
academic
performance
and
brain
functions
such
as
attention
and
memory.
These
brain
functions
are
the
foundations
for
learning,
so
I
just
wanted
to
say
that
the
timing
could
not
be
any
better
to
approve
the
physical
education
curriculum.
Now
that
we
see
our
way
beyond
covid.
A
Well,
we
appreciate
you
being
here
this
evening
and
thank
you
for
your
patience.
This
has
been
a
long
road
here,
so
thank
you
so
much
for
and
and
cheryl
your
advocacy
for
pe
it
it
comes
through
on
the
screen.
It
comes
through
in
person.
It
comes
through
everywhere,
so
we're
we're
very
fortunate
to
have
your
enthusiasm
and
and
your
advocacy
on
behalf
of
our
our
students.
So
thank
you
for
being
here
with
us
this
evening.
We
appreciate
it.
N
A
I
think
I
think
our
legislature
also
has
a
little
bit
agrees.
Agrees
that
it's
a
core
class
as
well.
So
all
right.
Thank
you
all
right
now,
we're
gonna
move
to
action
items
and
first
up
on
action
items,
is
our
middle
school
boundary
with
the
superintendent's
recommendation,
so
superintendent
will
give
you
the
floor.
I
I
Tonight.
We
have
dr
mead,
our
demographer
here,
as
well
as
stephen
sparks
and
ken
strzokmyer,
who
is
our
executive
director
of
middle
schools
also.
I
just
want
to
take
once
again
the
opportunity
to
thank
our
committee.
This
committee
went
over
a
year
and
tackled
this
problem
and
they
stayed
with
it
through
a
pandemic.
I
It
was
a
very
diverse
committee
and
they
just
did
an
outstanding
job.
I
want
to
thank
our
community
for
showing
up
in
force
and
their
responses,
both
during
in-person
and
during
covet,
and
I
finally
want
to
thank
our
staff.
This
has
been
a
long
road
and
all
the
staff
that
were
involved
in
it,
led
by
facilitated
by
steve,
sparks,
want
to
thank
you
for
your
commitment,
and
we
are
here
to
answer
any
questions
I
could
go
through
this
again,
but
I
believe
you've
had
it.
K
I
guess
I'll
just
make
a
comment
before
I
give
my
vote.
People
know
where
I
stand
on
this,
but
carol
belden
said
in
her
equity
and
equality
that
equality
is
leaving
the
door
open
for
anyone
who
has
the
means
to
approach
it
and
equity
is
a
pathway
to
that
door
to
those
who
need
it.
The
proposed
boundary
places
roadblocks
in
that
pathway
for
marginalized
students
by
further
concentrating
homeless
student
and
students
on
free
and
reduced
lunch
into
two
middle
schools.
K
Mountain
view
specifically
will
open
when
returned
to
in-person
learning,
with
the
wave
of
high
risk
and
high
needs
students,
students
coming
out
of
covid
remote
learning
requiring
additional
resources,
thereby
creating
a
situation
where
staff
is
overwhelmed.
Addressing
the
social
emotional
needs
of
these
students
in
learning
gaps,
we
cannot
change
where
we
live.
We
cannot
change
where
poverty
is
concentrated,
but
we
can
change
the
amount
of
poverty
concentration.
O
I
do
I
guess.
The
first
thing
I
would
like
to
do
is
acknowledge
that
discussing
the
middle
school
boundary
and
opening
a
middle
school
at
a
time
when
schools
are
closed
is
frankly
surreal.
O
I,
at
the
same
time,
I
recognize
that
this
committee
has
worked
a
long
time
in
order
to
put
forth
a
recommendation
and
that
it
is
the
board's
responsibility
to
vote
on
that,
so
that
questions
can
be
put
aside
as
far
as
where
the
boundary
is.
As
far
as
we
know
should
schools
open,
which
I
know
we
all
hope
that
they
will
very
soon
one
of
the
boundary
committee
members
wrote
us
today.
O
It
happens
to
be
somebody
who
I
have
met
with
on
many
occasions
as
in
support
of
her
work
on
the
boundary
process,
and
I
wanted
to
just
read
some
of
her
remarks,
which
I
know
went
to
all
of
us
today,
because
I
think
they
summarize
many
of
many
of
my
thoughts.
O
She
says
bottom
line.
I
am
not
happy
with
the
map.
Problems
exist
and
then
these
are
her
words.
Poor
schools
are
remaining
poor
and
there
are
still
crowded
schools.
O
Nevertheless,
I
I
voted
for
the
map
with
a
lot
of
apprehension
and
dissatisfaction.
It
is
my
I
agree
with
with
her
in
many
ways
I
find
you
know,
I'm
not
in
love
with
this
solution.
At
the
same
time,
upon
my
review,
I
believe
that
the
objectives
as
specified
by
the
board
have
been
met
and
that
the
criteria
that
we
have
asked
the
committee
to
consider
have
been
considered
and
applied.
O
I
can
imagine
a
school
board
in
the
future.
Deciding
that
walkability
was
the
priority
that
would
be
dictated
for
those
boundaries
should
they
need
to
be
refreshed
at
a
future
date.
I
could
also
imagine
that
the
board
might
give
very
specific
guidance
about
how
poverty
would
be
concentrated
at
some
schools
rather
than
at
others.
I
do
not
believe
that
this
board
did
this
and,
in
addition,
the
middle
school
boundary
map
is
consistent
with
schools
throughout
our
district.
O
At
this
time
where
I
think
I
I
know
that
my
board,
my
fellow
board
members
com
enough
to
know
that
none
of
us
are
satisfied
that
we
have
some
schools
with
high
degrees
of
poverty
and
others
that
have
not.
That
is
true
at
every
level
in
our
school
district
and
a
great
concern
to
this
board.
O
So
I
I
guess
in
in
summary,
I
do
believe
that
the
objectives
have
been
met
and
that
the
criteria
were
considered,
which
is
what
the
board's
charge
is
yeah
on
this
decision.
I
would
also
like
to
clarify
what
we
are
voting
on
and
what
we
are
not.
We
are
voting.
My
understanding
is
on
the
middle
school
boundary
adjustment
and
not
where
special
programs
are
placed
which
would
be
at
the
discretion
of
the
superintendent
in
order
to
further
balance.
N
I
have
a
comment
becky,
I
wrote
something
out
and
it's
a
little
long,
so
I
apologize
to
my
fellow
board
members,
but
I
feel
like
these
are
important
thoughts.
N
I
want
to
thank
the
members
members
of
the
boundary
adjustment
advisory
committee
for
their
hard
work
on
behalf
of
the
whole
beaverton
community.
Boundary
decisions
are
difficult
in
normal
times
with
the
covet
19
pandemic
interrupting
the
committee's
work.
I
want
to
extend
extra
appreciation
for
the
difficult
conditions
committee
members
worked
under.
I
want
to
also
thank
superintendent
graudin
for
his
consideration
of
the
boundaries.
I
appreciate
his
commitment
to
providing
schools
with
high
free
and
reduced
lunch
rates,
with
additional
supports
and
we'll
be
looking
forward
to
hearing
more
about
these
supports
in
the
budget
process.
N
I
want
to
honor
the
work
done
by
the
group
of
committee
members
who
came
together
to
struggle
with
the
multiple
competing
concerns.
Listen
to
robust
community
input,
synthesize
large
data
sets
draw
and
redraw
the
boundary
map
and
after
much
debate
arrive
at
the
current
map.
I
believe
the
committee
has
achieved
the
charge
provided
in
the
june
24
2019
board
objective
and
will
be
voting
yes
tonight
to
support
this
boundary
decision
every
time
the
district
engages
in
a
large
public
process.
We
learn
how
we
can
better
serve
our
community
and
strengthen
decision-making
processes.
N
I
have
two
areas
of
focus.
I
hope
will
be
addressed
in
future
board:
boundary
objectives,
defining
a
district
goal
or
guidelines
for
student
body
composition
and
more
actively
seeking
community
input.
I'm
concerned
that
the
jc
factor
student
body
composition
is
not
well
defined,
nor
is
there
a
clearly
articulated
goal
for
student
body
composition.
N
Factors
such
as
neighborhood
proximity
or
clean
feeders
are
clear.
We
want
students
to
attend
schools
that
are
close
to
their
homes
and
ensure
that
groups
of
students
matriculate
to
the
same
school.
But
what
is
the
goal
for
student
body
composition
when
approaching
deliberations
about
student
body
composition?
Is
the
committee
to
look
solely
at
free
and
reduced
lunch
eligibility
rates
or
other
factors
such
as
demographics
and
number
of
homeless
students?
What
does
the
current
research
tell
us
regarding
student
composition
and
student
achievement?
N
Are
there
tipping
point
percentages
when
student
body
composition
has
a
stronger
influence
on
student
achievement?
How
much
can
additional
resources
and
strategies
balance
increases
in
underserved
student
populations
in
a
school?
What
guidelines
ensure
we
can
center
the
needs
of
underserved
students
and
communities
when
making
boundary
decisions?
N
Answering
these
questions
and
providing
future
committees
with
more
specific
guidance
can
ensure
that
the
district
has
an
even
stronger
equity
focus
in
future
boundary
adjustments
to
be
capable
of
providing
this
focus.
We
should
strongly
consider
convening
a
work
group
to
make
recommendations
ahead
of
any
future
adjustment
processes.
N
N
Every
boundary
decision
involves
a
trade-off
between
the
different
jc
factors,
knowing
how
the
community
members
directly
affected
by
changes
view,
these
trade-offs
can
provide
needed
direction
in
the
future.
I
hope
we
take
even
more
and
even
more
proactive
stance
towards
community
input,
utilizing
focused
listening
sessions,
community-specific
surveys
and
direct
parent
outreach
to
ensure
we
hear
from
community
voices
across
the
district.
It's
not
enough
to
provide
a
venue
for
community
voices.
If
we
are
missing
the
voices
of
large
swaths
of
the
district,
we
must
find
new
strategies
for
engagement.
N
Having
made
these
suggest
suggestions,
I
want
to
reiterate
that
I
believe
the
committee
has
met
the
charge
provided
by
the
board
and
are
off,
and
I
offer
these
suggestions
for
future
improvement.
Thank
you
to
everyone
who
participated
in
the
boundary
decision
committee
members,
educators,
administrators
parents,
students
and
community
members.
A
Comments,
I
have
a
few
comments
to
make,
and
that
is
first
of
all,
I
want
to
thank
our
community
for
stepping
up.
Democracy
is
messy
and
we
asked
our
community
members
to
volunteer
and
be
a
part
of
an
over
a
year-long
process
where
they
met
every
month
until
the
pandemic
hit
trying
to
work
out
what
was
best
for
our
community.
A
Our
board
gave
two
objectives
with
the
staff,
and
that
was
to
create
an
attendance
boundary
for
a
new
middle
school
that
was
built
long
before
a
pandemic.
That
would
have
been
used
as
a
swing
school
and
was
going
to
be
scheduled
to
be
open.
This
next
fall
and
we
needed
to
populate
that
new
middle
school
and
then
also
it
was
to
reduce
enrollment
at
stoller
middle
school,
where
it
was
over
600
students,
and
we
asked
them
to
reduce
that
to
a
90
permanent
capacity.
A
A
There
were
four
factors,
and
these
four
factors
said
they
may
include
not
that
they
had
to
include,
but
they
may
include-
and
I
watched
this
committee-
try
in
every
way
to
include
these
four
factors.
Student
body
composition,
as
we've
already
talked
about
that
that
may
be
something
that
we
need
to
better
define
because
it
is
so
important
to
to
our
student
enrollment,
current
and
future
availability
of
space
of
a
school.
A
We
have
so
many
schools
that
are
over
capacity
and
then
those
that
are
under
and
we
just
seem
to
watch
the
ebb
and
flow
in
different
parts
of
our
district
theater
patterns
from
elementary
middle
and
high
school,
and
we
think
that's
easily
defined,
but
our
schools
don't
come
in
nice.
Little
lego
pieces
that
this
one
elementary
school
and
this
second
elementary
school
fit
perfectly
into
the
next
middle
school.
We
have
to
divide
schools
and
how
do
we
decide
which
ones
are
divided
and
which
of
our
community?
A
That's
used
to
be
in
one
another
has
ever
all
of
these
are
hard
decisions
because
it
does
not
come
in
simple
answers.
It
is
complex
answers
and
then
finally,
neighborhood
proximity
and
accessibility.
We
all
have
different
definitions
in
our
community.
What
is
that
neighborhood
proximity?
Is
it
where
we
shop?
Is
it
where
we
play
sports?
Is
it
where
we
go
to
church?
Is
it
where
we
are
able
to
walk
to?
What
exactly
is
that
we
have
different
perspectives
on
what
that
means.
A
A
They
tried
to
take
a
scalpel
to
something
that
you
really
could
not
take
a
scalpel
to,
and
I
appreciate
their
their
hard
work
and
when
I
look
at
our
community
that
came
together
to
try
to
do
what
was
best
for
students
and
even
though
what
may
be
best
for
this
one
student
may
be
different
than
from
another
student.
A
They
did
try
to
do
their
best,
but
my
last
remark
is
if
we
truly
believe
as
a
board
that
it
is
our
job
as
to
look
at
equity
and
make
our
schools
more
equitable.
We
need
to
be
spending
our
time
talking
to
our
city
leaders,
our
county
leaders
and
our
state
leaders,
because
this
is
a
job
much
bigger
than
us
deciding
boundaries.
This
is
about
just
helping
our
community
build
housing
that
is
affordable
throughout
our
district.
A
It
is
about
finding
ways
that
our
families
that
cannot
afford
to
live
in
in
single
dwelling
homes
to
live
in
apartments
or
not
have
any
place
to
live
in
a
shelter.
We
need
to
work
with
all
of
our
leaders.
If
that's
truly
what
we
believe,
because
that
is
the
only
way
we
will
find
any
sort
of
balance
in
equity,
not
by
moving
every
year
or
every
five
years
or
every
10
years,
because
it's
an
impossible
thing
to
do,
because
we
can't,
as
donna
already
said,
we
can't
tell
people
where
to
live.
A
AA
I
move
that
we
confirm
that
the
objectives
for
the
middle
school
attendance
boundary
adjustment
have
been
made
that
have
been
met
and
that
the
policy
jc
was
considered,
and
I
further
recommend
that
we
approve
the
middle
school
attendance
boundary
adjustment,
as
recommended
by
superintendent
grotting.
O
G
Second,
all
right,
the
properly
moved
and
seconded
that
we
approved
the
superintendent's
boundary
adjustments
and
that
policy
jc
were
satisfactorily
considered
and
the
staff
really.
A
Recommended
the
board
to
approve
the
middle
school
attendance
boundary
adjustment,
I
will
be
calling
the
the
board
members
you
can
answer
by
saying:
yay,
nay
or
abstain.
Anne
brian.
O
A
No
vice
chair
tom
collette,
hi
and
board
chair
becky
timcheck
votes.
I,
with
the
motion,
passes
six
to
one
next
order
of
business
is
our
second
reading
of
policy.
Acb.
All
students
belong.
A
A
It's
been
properly
moved
and
seconded
that
we
approve
policy
acb
again,
I
will
be
calling
the
role
and
you
can
signify
by
saying
I
nay
or
abstain
and
brian.
AB
A
Chair
becky
tim
check
vote
aye
with
that
the
motion
passes
seven
to
zero.
The
next
order
of
business
is
to
appoint
budget
committee
members
to
build
vacancies.
A
J
Thank
you,
chair
tim
chuck.
I
appreciate
it.
As
you
may
recall.
A
few
months
ago
we
brought
you
forward
a
couple
of
budget
committee.
Openings
for
zone
one
and
zone
two
went
through
a
process
of
advertising
those
openings,
and
I
would
actually
like
to
let
director,
greenberg
and
director
brian
express
how
they
convince
folks
to
be
brave
souls
and
join
our
budget
committee.
So
I'll
leave
it
to
you
directors
to
go
ahead.
H
H
Sorry
about
that
jason-
and
I
can't
remember
his
last
name-
I
hate
to
say
it.
H
Thank
you
and
he
not
only
has
worked
in
our
school
district
as
a
teacher,
but
he
currently
is
a
vice
principal
in
the
sheridan
school
district
and
he's
also
engaged,
I
think,
in
the
planning.
So
he's
he's
very
engaged
in
our
school
district
and
what's
happening
all
around,
so
I'm
pretty
excited
had
a
great
conversation
with
him
excited
for
him
to
be
a
budget
committee.
H
Member
sorry,
I
haven't
met
him
in
person,
but
had
a
good
conversation
with
him
on
the
phone
and
I
think
he's
going
to
be
a
good
fit
and
a
good
match
for
our
budget
committee.
O
True
to
form
zone
two
I
had
quite
a
few
applicants,
a
high
degree
of
interest
for
the
budget
committee
position,
and
I
I
will
side
note
here.
Several
of
the
applicants
became
aware
of
the
opportunity
by
watching
the
school
board
meeting,
so
that
is,
I
think,
a
first
with
us
being
of
on
zoom
a
new
degree
of
awareness
from
this
forum.
I'm
pleased
that
farah
was
an
applicant.
O
She
is
an
engaged
community
member,
both
at
with
her
employer
as
well
as
a
longtime
member
of
the
bethany
community.
O
Many
of
her
children
have
made
their
way
all
successful
graduates
of
the
beaverton
school
district
and
she
has
two
children
who
are
still
part
of
the
district.
Even
one
of
her
kids
has
been
a
teacher
in
the
district.
Previously,
as
so
a
long
time,
community
member
equity
advocate
speaks
multiple
languages.
I
could
not
be
more
thrilled
that
she
was
an
applicant
and
that
she's
agreed
to
step
up
on
behalf
of
the
community.
So
I
wholeheartedly
recommend
her
as
a
member
of
this
committee.
A
All
right
board
members:
do
we
have
any
questions
about
our
selections
or
from
mr
schofield
about
the
budget
numbers
all
right.
AA
A
G
N
A
Chair
becky
tinchuk
votes,
aye,
with
that
the
motion
passes
seven
to
zero.
Congratulations
new
budget
members.
We
look
forward
to
seeing
you
starting
in
january,
so
that
that
is
great
all
right.
Next
order
of
business.
A
AB
N
A
A
I
will
just
say:
I
hope
everybody
has
a
wonderful
holiday
with
their
family
and
everybody
stays
safe
and
healthy
and
we'll
look
forward
to
seeing
you
all
next
year
and
I
do
hope
that
there
is
a
time
that
we
all
get
to
actually
see
each
other
in
person
in
the
near
near
future.
A
So
with
that
superintendent
grotting,
do
you
have
anything
for
the
good
of.
I
The
world
just
thank
you
to
this
entire
board
for
leading
this
school
district
through
some
very
difficult
situations.
Issues
as
we
go
forward.
We
we
have
a
lot
more
to
go
through
but
appreciate
each
and
every
one
of
you.
A
All
right
with
that,
the
next
school
board
meeting
will
be
tuesday,
tuesday
mark
your
calendars,
not
monday,
tuesday
january
19th,
at
6
30.
It
will
be
on
zoom
and
with
that
the
meeting
is
adjourned
and
board
members.
If
you
could
all
stick
around
for
executive
session,
that
would
be
appreciated.