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From YouTube: March 2023 School Board Business Meeting
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A
A
B
C
A
I
know
Uganda
is
having
some
issues,
but
she
will
be
connecting
with
us
and
joining
us
virtually
tonight.
Once
we
get
those
Tech
work,
issues
worked
out,
Becky,
Tim
Chuck
here,
Tom,
Collette
and
I'm
here,
I
want
to
begin
with
the
land
acknowledgment.
I
would
like
to
acknowledge
that
our
district
rests
on
the
traditional
land
of
the
Tualatin
kalpuya.
A
A
Okay
hearing
none?
We
will
now
turn
it
over
to
Becky
chimchek
who's,
going
to
introduce
some
special
performers.
A
E
Anything
I
got
okay.
Well,
I
am
multi-talented,
so
it's
hard
to
pick
of
what
what
kind
of
things
that,
but
we
are
in
for
a
big
big
treat
tonight
and
that
we
are
going
to
have
some
students
performing
for
us
and
they
were
just
warming
up
at
the
very
end
of
the
hall.
So
this
will
be
very
nice
and
I'm
I'm,
very
sorry
that
their
instructor
could
not
be
here
with
them
tonight.
E
So
they
gave
me
the
honor
of
introducing
them
from
Mountainside
all
right
very
soon,
here,
I'm
gonna
have
to
start
singing
right
up
to
pet
would
be
Volare,
I,
think
yay.
Here
they
come.
E
Mm-Hmm,
so
while
they
are
sitting
up,
I
will
introduce
the
Mountainside
High
School
flute
quintet.
We
have
Shannon,
who
is
a
senior
Angie
who,
if
you
can
guide
Angie,
give
your
hand
up
Shannon
there
we
go
and
voices
and
Kalina
and
Kyra.
So
we
have
a
combination
of
Juniors
and
seniors.
Here
are
all
flute
students
and
Mountainside
highs.
Wind
Ensemble,
the
flute
section
performed
at
the
district
solo,
an
ensemble
contest
on
Saturday
March
4th,
where
they
earn
scores
that
qualify
them
for
the
performance
at
the
state
chamber
music
championship
in
late
April.
E
E
F
F
F
F
F
F
E
G
Thank
you
and
that's
a
really
is
a
great
place
to
start
way
to
start
a
board
meeting.
I
want
to
thank
you
to
the
board
our
community
for
your
advocacy
in
Salem
and
locally
with
our
elected
officials,
to
ensure
that
we
can
provide
the
best
educational
outcomes
for
our
kids.
The
governor
has
proposed
a
9.9
billion
dollar
budget
for
K-12
education
for
the
next
biennium.
G
That's
not
a
final
budget.
It's
hopefully
the
starting
point
for
the
floor.
For
the
conversation,
our
need
is
a
budget
of
at
least
10.3
billion
for
most
of
Oregon
school
districts
to
be
able
to
sustain
the
current
service
level
across
our
great
state,
not
common
additions
that
were
made
with
temporary
funds
that
came
to
schools
for
pandemic
relief,
that's
10.3
billion.
G
As
a
reminder,
it
would
take
11.9
billion
to
fund
the
quality
education
model,
which
was
created
in
1999
as
a
model
of
what
a
prototypical
school
system
should
look
like
here
in
the
state.
These
temper,
these
temporary
pandemic
relief
dollars
were
a
tremendous
help
to
reopen
school
buildings
safely
and
immediate
needs
of
kids
that
were
heightened
by
that
pandemic.
These
funds
are
facing
out
or
Esther
dollars
will
be
depleted
by
September
of
2024.,
and
we
also
receive
less
resources
from
the
student
investment
account.
G
So
the
positions
at
our
district
added
many
of
these
positions
that
the
district
added
using
these
one-time
dollars
will
need
to
be
reduced
or
reallocated
to
a
different
funding
stream
and
something
else
reduce
instead
that
funding
stream
will
need
to
be
stable
and
sustainable
to
not
have
the
yo-yo
effect
on
Staffing.
It
is
never
good
practice
to
fund
positions
with
one-time
dollars
or
Grant
funds,
as
these
funds
are
not
sustainable
over
time.
G
G
We
need
additional
resources
to
address
our
reality
and
I
appreciate
what
the
board's
done
in
terms
of
advocating
in
Salem
I
know
that
you're
going
to
be
spending
some
time
here
this
week
and
in
future
weeks
as
well.
So,
the
more
that
we
can
get
our
community
to
really
advocate
for
our
kids
in
our
schools
across
the
state
would
be
appreciated.
So
I
appreciate
the
efforts
being
done
by
our
board
down
the
Salem
there's
also
some
bills
regarding
reading
initiatives
being
discussed,
we're
watching
these
discussions
to
see
where
they
will
go.
G
Our
goal
is
always
to
teach
our
kids
to
read
successfully
to
meet
the
needs
of
our
kids,
so
they
don't
and
our
kids
don't
all
learn
the
same
way.
Our
kids
do
not
all
are
in
the
same
way.
We
need
curriculum
that
will
best
meet
the
needs
of
our
students,
one
that
provides
the
differentiation
and
flexibility
for
kids
to
both
learn
to
read
and
read
to
learn
in
the
different
curriculum
area.
G
At
the
last
board,
meeting
I
mentioned
that
our
social
studies
curriculum
was
being
piloted
by
early
adopters
among
our
elementary
schools,
teachers
that
was
not
correct.
I'm
sorry
I
apologize
the
first
unit
of
the
new
social
studies.
Adoption
was
rolled
out
district-wide
earlier
earlier
this
school
year.
The
second
unit
was
at
first
being
taught
by
certain
teachers
who
were
early
adopters
but
is
now
being
used
district-wide.
The
third
unit
will
be
available.
This
fall.
G
We
expect
that
the
full
adoption
will
be
used
in
all
K5
classrooms
for
the
23-24
school
year
and,
lastly,
our
winter
sports
season
has
wrapped
up
our
Beaverton
Women's
Basketball
team
and
our
Beaverton
Mountainside
men's
team
made
to
the
state
tournament
in
the
tel
Center
quarterfinals
this
year.
It's
always
great
to
watch
kids
play
once
kudos
to
the
athletes
and
coaches
who
worked
hard
and
competed
this
season.
It's
now
Springtime,
couldn't
tell
by
the
weather
outside
I,
know
that
it
is
a
very
wet
spring
for
our
spring
athletes.
G
I
know
that
one
of
our
board
members
also
the
coach
and
understands
that
very
well,
but
and
again
as
we
start,
the
fall,
the
the
spring
season,
which
those
athletes
and
coaches
the
best
as
well.
So
thank
you.
A
H
Hello,
I
always
I,
never
know.
Okay.
Here
we
go
good
evening,
superintendo
balderas,
chair
Colette
and
members
of
the
school
board.
For
the
record,
my
name
is
Lindsey
Ray
I'm,
a
high
school
math
teacher,
currently
serving
as
the
president
of
the
Beaverton
Education
Association
I,
feel
like
a
broken
record,
but
I'm
going
to
talk
about
mental
health.
Again
this
evening,
I
have
mentioned
at
almost
every
school
board
meeting
that
our
students,
families
and
staff
are
still
emerging
from
the
collective
trauma
of
the
pandemic.
H
H
Ever
increasing
food
prices,
High
housing
costs
and
steady
inflation
is
affecting
our
community's
food
and
housing
security,
adding
to
the
stress
and
impacting
both
physical
and
mental
health
in
our
community,
Behavior
Health
and
Wellness
teams
are
BH
and
W
teams
have
been
vital
in
our
schools
to
supporting
students
and
staff
over
the
last
few
years.
In
the
midst
of
these
challenges,
I
have
heard
countless
stories
of
members
of
bhw
teams
from
across
the
district,
helping
to
connect
students
and
families
to
resources.
H
Helping
students
find
their
balance
when
they're
dysregulated
or
having
a
bad
day
working
to
create
a
culture
of
belonging
in
schools
and
to
address
a
myriad
of
needs
as
a
district
continues
to
work
through
the
budget
process,
the
contribution
of
these
teams
must
be
taken
into
account.
The
needs
of
our
community
are
not
going
away
and
we
must
continue
to
support
their
work.
H
The
bottom
line
is
that
our
Educators
need
to
need
support
to
serve
all
of
our
students
that
support
comes
in
many
forms,
including,
but
not
limited
to
paraprofessionals
social
workers,
training
on
and
effective
implementation
of
restorative
practices
that
create
a
culture
of
positive
accountability,
curriculum
that
reflects
our
students
and
families
and
more
I.
Thank
you
for
keeping
all
of
our
students,
families
and
staff
in
mind
and
soliciting
feedback
from
all
of
those
groups.
As
you
work
to
finalize
our
budget
for
next
year,.
A
Thank
you,
Lindsay
and
next
up
we'll
have
Kirsty
SackMan
from
the
Oregon
School
Employees
Association.
I
I
I
would
also
like
to
say,
happy
classified
appreciation.
Yes,
it
was
last
week
but
I'm
a
little
biased
as
a
classified
staff.
We
need
to
say
thank
you
to
our
classified
staff
every
single
day,
because
we
know
that
they
are
the
glue
that
holds
together
our
Administration,
our
district
offices,
our
buildings,
our
students,
our
families.
Our
classified
staff
worked
tirelessly
every
single
day
to
make
sure
that
our
students
get
everything
they
need
in
all
the
different
ways.
I
I
could
start
a
list,
but
I'd
be
here
through
the
whole
meeting
of
all
the
things
our
classified
staff
do
so
I
would
like
to
say.
Thank
you.
I
would
also
like
to
say
thank
you
to
our
BSD
Administration
for
all
of
their
messages
of
support
and
appreciation.
This
last
week
also,
when
I
was
in
Salem
last
week,
I
was
able
to
sit
with
Governor
kotec
as
she
signed
a
bill
which
seems
silly
to
me
that
we
had
to
sign
one,
but
that
just
advocated
that
everybody
needs
to
support.
I
I
I
recognize
that
the
importance
of
a
soft
start
last
year
when
we
went
back
into
full
in
person
and
I,
recognize
that
we
needed
to
give
our
students
some
a
lot
of
Grace,
as
well
as
our
Educators,
as
well
as
our
families.
But
the
reality
is.
We
are
experiencing
a
problem
with
the
equity
and
following
through
with
discipline
I'm,
not
asking
for
more
suspensions
I'm,
not
asking
for
more
expulsions.
That's
not
the
way,
but
we
can
discipline
our
students
in
other
ways
and
hold
them
accountable
for
their
actions.
I
I
At
the
end
of
the
day,
we
all
have
rules,
laws,
things
that
we
have
to
follow,
and
that's
so
important
of
our
success
as
people
and
being
in
schools.
What
we're
teaching
students
is,
how
to
be
kind
and
accepting
and
open
to
everyone.
You
don't
have
to
like
everyone,
but
you
do
have
to
show
a
level
of
respect
and
know
how
to
follow
rules.
I
I
This
is
a
very
extreme
example,
but
it
is
something
that
I
represented
as
staff
this
last
year.
Who
is
a
classified
staff?
Who
is
a
female
bypoc
educator
who
was
cornered
by
five
male
students
pressured
and
pressured
pressured
into
a
corner
with
racial
comments,
sexist
comments
and
threats
of
harm
to
them
in
their
role
as
an
educator
just
trying
to
get
them
to
go
to
class?
I
This
staff
tried
to
use
the
best
educational
words
they
had
best
support
students
kept
cornering
them.
This
staff
finally
was
fed
up
enough
and
said,
get
the
hell
away
from
me
and
push
through
the
students
to
go
ask
for
admin
support
with
these
students
that
staff
was
then
reprimanded
asked
to
go
into
a
meeting.
Not
one
of
those
five
male
students
was
taken
into
any
kind
of
meeting
conversation
talk
about
what
they
could
do
better
or
how
they
could
have
communicated.
I
But
this
stuff
was
almost
lost
their
position
in
our
district
we
almost
lost
a
very
good
staff
as
an
oscea
member
and
representative
I
was
able
to
go
in
and
Advocate
to
those
admin
and
bring
a
reality.
This
is
a
very
extreme
case.
That's
not
always
what
is
happening,
but
a
lot
of
small.
My
new
moments
like
that
are
happening
as
as
an
adult
and
an
employee.
If
I
can't
advocate
for
myself
or
my
other
employees,
how
can
I
advocate
for
my
students?
I
Nobody
should
be
scared
to
come
to
our
school
building,
no
matter
what
version
of
a
person
you
are
parent,
family,
member
student
educator.
In
any
capacity,
we
should
all
feel
safe
in
our
buildings
and
our
community,
and
that
is
something
that,
as
OCA
we
are
pushing
for.
Hence
why
we
had
our
diversity
over
division
rally,
our
last
school
board
meeting.
We
know
that
this
school
board
stands
for
that.
I
We
know
what
our
goal
is
as
a
community,
but
there's
still
work
to
be
done
and
I
would
just
ask
the
school
board
please
to
look
at
this
and
see
what
we
could
do
as
a
community
to
make
sure
that
everyone
feels
safe
to
be
here,
because
that's
the
goal
we
have,
but
there's
still
work
to
be
done.
Thank
you.
A
A
Thank
you
for
attending
the
school
board
meeting
with
us
today.
We
are
truly
grateful
for
your
presence
and
the
opportunity
to
receive
your
input.
One
of
our
District's
greatest
strengths
is
community
involvement.
As
we
know,
your
involvement
comes
from
a
place
of
caring
for
our
students,
families,
community
and
staff.
Please
know
that
board
members
do
not
respond
directly
to
testimony,
but
we
are
paying
close
attention
to
your
comments.
We
know
it
can
be
difficult
to
testify
in
public,
but
we
are
sincerely
interested
in
hearing
your
comments
and
concerns.
A
We
ask
that
all
present
model
respectful
Behavior
to
provide
an
open
space
in
which
a
variety
of
viewpoints
and
perspectives
can
be
shared.
With
that
in
mind,
a
few
guidelines,
our
comments
do
not
allow
for
the
specific
naming
of
school
Personnel,
including
school
board
members.
Personal
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff
person.
A
If
a
school
Personnel
is
named
during
a
comment
period,
it
will
stop
your
comments
and
ask
you
to
refrain
from
naming
the
person
if
it
occurs.
The
second
time
you'll
be
asked
to
end
your
comments.
Everyone
has
two
minutes
to
provide
testimony
to
the
board.
A
timer
will
be
set
and
will
go
off
at
the
two
minute
Mark
and
you
can
see
it
right
up
there.
If
you
continue
talking
beyond
the
two
minutes,
I
will
ask
you
to
end
your
comments
and
your
microphone
will
be
turned
off
to
ensure
fair
treatment
for
all
commenters.
A
Please
do
not
speak
or
interrupt
the
meeting
outside
of
the
two-minute
period
provided
for
your
testimony.
If
this
occurs,
you
will
be
asked
to
leave
or
remove
from
the
meeting
and
as
you
as
you,
approach
the
presenters
table
tonight,
please
select
the
central
microphone
which
tonight
that's
your
only
option,
so
that
part
should
be
pretty
easy.
A
J
J
as
a
Beaverton,
resident
and
MSW
intern
at
BHS?
I
am
extremely
concerned
about
the
impact
that
the
proposed
budget
to
align
with
the
integrated
guidance
for
ode
initiatives
will
have
in
regards
to
cutting
many
jobs
in
our
community
and
the
inevitable
negative
impact
it
will
have
for
our
students.
Mental
Health
School
social
workers
are
crucial
members
of
an
effective
school
team,
which
is
why
there
are
currently
at
least
55
social
workers
and
45
psychologists
in
our
district.
J
J
The
students
that
we
help
are
dealing
with
very
heavy
issues
as
young
teenagers
trying
to
make
their
way
in
our
world.
Here
are
a
few
of
a
few
of
the
issues
that
several
of
them
deal
with
houselessness
adjusting
to
living
in
a
new
country
not
having
enough
food
in
their
home.
Sharing
a
bedroom
with
multiple
siblings
working
full-time,
so
they
can
financially
help
their
family
sexual
assault,
racism,
homophobia,
transphobia
wanting
to
die
wanting
to
hurt
others,
bullying,
physical
and
verbal
abuse
in
their
homes.
J
Our
students
need
social
workers
who
are
trained
in
recognizing
and
intervening
with
mental
health
needs.
From
a
systemic
perspective.
There
is
a
major
shortage
in
private
practice.
Therapist
that
can
support
teenagers
I
urge
those
of
you
working
on
the
budget
to
get
creative
so
that
we
can
maintain
our.
A
All
right
up
next
Johanna,
Monroy
or
Johanna
I
apologize
if
I'm
mispronouncing
your
name
John,
okay,.
L
K
Okay,
I
am
a
proud
Beaverton,
School,
District
alumni
and
now
employee.
This
week,
I
supported
a
student
who
was
jumped
and
or
assaulted.
Her
aggressors
are
still
trying
to
get
revenge.
Last
year,
I
had
a
student
get
shot
multiple
times,
yet
they
graduated
suicide.
Ideation
and
safety
plans
have
been
created
to
keep
students
safe
and
families.
These
are
examples
of
crises
that
can
come
up
every
day.
We
have
a
crisis,
it
can
be
a
lot
for
14
to
18
year
old,
to
handle.
K
This
is
specifically
for
my
population
that
I
serve
and
our
families
alone.
Looking
at
the
statistics
of
Oregon,
we
often
fall
back
within
Mental
Health
Care,
specifically
by
Park
mental
health
professionals.
We
have
a
lot
to
do.
I'm
puzzled,
why
we
are
being
cut?
Is
it
the
manipulation,
data
driven
or
biased?
K
Ask
our
students,
our
families,
who
really
need
our
services.
Our
staff
often
tell
us
wow,
you
do
so
much.
We
need
more
of
you.
We
do
need
more
of
us.
Our
community
care
needs
more.
They
deserve
the
support.
I
am
a
professional
minority
of
four
percent
Latina
who
holds
a
master's
degree.
So
I
often
speak
up
for
the
most
vulnerable
voices
that
need
advocacy
for
my
community
specifically
suffers
from
generational
trauma.
We
need
preventative
care.
That's
us
when
I
think
about
inequities
in
Social
Mobility.
We
need
policies
that
support
our
community.
K
K
These
are
funds
for
mental
health,
specifically
through
oh
China.
I
can
talk
more
about
those
funds,
but
we
really
need
to
be
there
for
our
students.
We
really
need
even
more
school
social
workers
and
specifically
by
Park.
Thank.
A
M
Good
evening
board
members
I'm
also
here
to
discuss
the
proposed
budget
cuts
to
the
Social
Work
Program,
taking
bsd's
Equity
framework.
We
ask
ourselves
who
does
this
decision
benefit
or
burden
in
a
district
that
roughly
has
about
60
percent
of
our
students
identifying
as
minority
about
12
with
disabilities?
14
is
English
learning,
English
language
Learners
and
about
38
qualifying
for
free
and
reduced
lunch.
It's
a
pretty
simple
answer.
M
Social
workers
have
a
unique
skill
set
that
allows
us
to
work
through
an
equity
lens,
maintain
social
justice
perspective
throughout
that
time
and
Implement
multi-generational
family
systems
with
a
trauma-informed
lens,
I'm
gonna,
just
call
it
out
blankly
or
like
plainly,
but
social
workers
can
do
these
things.
Counselors
can't
school,
Success
coaches
can
school
Sikes
can't
social
workers?
Can
we
bring
the
skills
necessary
to
improve
family
functioning
which,
in
the
long
run,
improves
a
child's
social
emotional
functioning
throughout
their
lifetime?
M
Not
only
are
our
students,
but
my
fellow
staff
members
are
tired,
The,
Rundown
and
they're
dealing
with
their
own
physical
and
mental
health.
As
many
as
many
of
you
have
already
noted,
removing
social
workers
would
not
only
deepen
the
burden
for
students,
but
it
would
deepen
the
burden
for
my
fellow
educators,
other
teachers
classified
staff
and
my
administrators
I
recognize
that
I'm
coming
to
you
as
a
cisgendered
educated
white
woman,
discussing
Equity
concerns
but,
as
Spider-Man
says,
with
great
power,
comes
great
responsibility.
The
thank
you.
N
Hello
for
the
record,
my
name
is
Jamie
Denton
I'm,
a
high
school
social
studies,
teacher
at
the
Beaverton
Academy
of
Science
and
Technology
I've
taught
in
the
district
for
over
20
years,
both
middle
school
and
high
school
and
I.
Never
in
my
20
years
have
been
faced
with
a
more
challenging
educational
experience.
N
I
think
that
oftentimes
during
the
pandemic
and
during
distance
learning,
I
heard
a
lot
from
colleagues
and
from
administrators
and
from
people
within
the
community
that
they
were
worried
about
skill
gaps
and
knowledge
gaps.
That
kids
were
going
to
experience
because
of
the
different
distance
learning
experiences
they
have
as
a
person
that
teaches
kids
every
day.
I
would
say
that
that
is
true,
that
the
kids
do
have
skill
and
knowledge
gaps,
but
the
most
pressing
issue
that
they
face
is
their
social,
emotional
variance
and
how
they
experience
covet.
N
And
people
often
ask
what
is
the
best
resource
for
kids
that
have
these
various
different
needs
and
I
can
say
without
question
that
social
workers,
within
my
building
and
within
the
buildings
of
my
colleagues,
have
been
the
number
one
resource
and
advocates
for
the
for
these
kids
I'm
deeply
concerned
with
the
proposed
massive
reduction
in
social
workers
and
I'm,
not
sure
if
you
understand
the
the
importance
of
having
a
dedicated
social
worker
within
each
building,
that
the
kids
can
can
know
and
trust,
and
have
these
important
conversations
that
they
have
and
under
the
current
budget
proposal,
for
reducing
the
number
of
social
workers
to
14.3
something
for
elementary
and
and
middle
and
option,
schools
would
be
spreading
these
people
out
to
an
extent
where
they
would
no
longer
be
able
to
do
their
job.
N
I
do
appreciate
do
their
job
to
the
effective
level
that
they
are
now
I.
Do
appreciate
Mr
superintendent,
that
you
said
that
our
job
is
to
meet
the
needs
that
the
that
have
been
heightened
by
the
pandemic
and
I
would
say
that
the
number
number
one
need
is
the
social
emotional
needs
of
our
kids
and
cutting
social
workers
would
be
detrimental
to
that.
L
Hello,
I
am
also
a
teacher
at
base.
I
teach
High,
School
language
arts
there
and
I'm
also
here
to
speak
on
the
proposed
cuts
to
our
social
workers.
I
can
say
that
this
is
my
second
year
in
the
Beaverton
School
District,
and
one
of
the
things
that
Drew
me
here
was
the
commitment
to
equity
and
one
of
the
biggest
ways
I've
seen
that
play
out
is
having
a
social
worker
in
every
school.
L
I
have
many
friends,
my
partner
that
teach
in
other
school
districts
that
have
similar
Staffing
levels
to
what's
proposed
in
the
budget
for
the
coming
year,
and
they
do
not
have
the
kind
of
relationships
that
we
are
able
to
have
with
our
social
workers.
Having
one
in
the
building
every
single
day
is
absolutely
instrumental
in
responding
to
many
of
the
challenges
that
have
already
been
mentioned.
L
Having
a
social
worker
in
the
building,
all
the
time
allows
them
to
build
relationships
with
students
so
that
they
can
talk
about.
Some
of
the
many
challenges
is
they
might
face
that
have
already
been
named.
I,
don't
think
those
relationships
will
be
built
when
a
social
worker
is
spread
between
four
to
five
different
schools
and
only
can
respond
to
the
absolute
highest
tier
cases
that
are
being
presented
to
them.
L
I,
don't
look
forward
to
a
a
school
year
where
I
don't
have
anywhere
to
turn
when
I
have
a
student
who
doesn't
have
enough
food,
a
student
who
is
struggling
with
anxiety
or
depression,
a
student
who
doesn't
know
how
to
get
to
and
from
school
a
student
who
doesn't
feel
safe
going
home
I,
don't
know
what
to
do
in
the
in
those
cases
when
we
don't
have
a
social
worker.
That's
just
on
the
hall
for
me,
so
I
I
recognize
budget
concerns,
but
I
ask
you
to,
like
other
people
have
said.
O
O
In
May
of
2015
I
was
given
the
great
privilege
of
being
hired
as
one
of
the
first
licensed
School
social
workers
for
the
Beaverton
School
District
I
was
one
of
five.
Yes,
five
social
workers
to
serve
an
entire
District
of
55
schools.
We
pledged
into
creating
a
program
that
was
designed
to
help
students
and
families
connect
to
Mental
Health
Services
in
our
community.
Among
many
other
roles,
we
were
Trailblazers
and
many
districts
followed
our
example
due
to
the
wisdom
and
foresight
of
many
of
our
district
leaders.
O
Our
program
began
to
grow
and
to
allow
better
service
to
better
services,
to
our
schools
and
to
some
of
our
most
vulnerable
students
and
families
in
our
district,
through
programs
like
mckinney-vento
and
our
new
newcomer
programs
amidst
a
pandemic
that
has
created
absolute
Mayhem
for
the
growth
development,
socialization
and
stability
of
our
students
and
their
families.
We
have
grown
to
a
strong
team
of
55
plus
and,
thank
goodness
because
every
time,
I
open
a
publication
or
listen
to
the
news.
O
According
to
a
new
National
survey
conducted
by
Mental,
Health
First
Aid
student,
mental
health
was
the
number
one
concern
for
school
board
members.
Where
does
our
Beaverton
School
District
board?
Stand
on
this
issue?
Are
you
all,
as
concerned
as
we
are?
Are
you
all
prepared
for
the
influx
of
Crisis
that
are
already
stressed?
Educators
para
Educators,
counselors
and
administrators
we
put
would
be
put
under
if
we
were
not
there
to
men
to
support
them
any
crisis
that
happens
in
a
school
day.
O
A
Now
we
have
two
virtual
commenters
tonight,
we'll
start
with
Aaron
Wertz.
A
Oh
okay,
it
looks
like
Aaron
may
not
have
joined
us
online,
so
Amy
Hoffman
Amy,
are
you
there.
P
Thank
you
for
the
opportunity
to
speak
on
a
topic.
That's
really
important
to
me:
equity
for
students
with
disabilities
in
our
schools.
This
is
my
son
Matthew.
P
He
is
in
one
of
the
district's
SCC
classrooms.
That's
a
social
communication.
Center
he's
in
the
fifth
grade,
Matthew's
autistic
with
extremely
high
anxiety,
he's
also
very
bright,
but
because
of
his
anxiety
he's
not
yet
able
to
spend
time
in
a
general
education
classroom,
Matthew,
loves
computers
and
learning
about
programming.
He
wants
to
be
a
video
game
designer
when
he
grows
up
his
dad
and
I
would
love
for
him
to
attend
bass,
which
is
the
science
and
engineering
option
School
in
the
district.
P
The
only
special
education
support
at
base
is
a
resource
room
where
he
could
receive
help
with
homework,
but
no
specialized
instruction.
Unfortunately,
this
level
of
support
isn't
enough
for
Matthew
at
this
time
and
other
students
like
him.
He
still
needs
the
smaller
class
size
and
the
hired
teacher
to
student
ratio
of
the
SEC
to
be
successful
in
school.
I
know
the
district
is
dedicated
to
equity
for
every
student
it
serves,
but
by
not
having
an
SCC
program
in
the
option.
Schools,
the
district
is
falling
short
of
that
goal.
P
Matthew
and
other
kids
like
him
in
the
SEC,
should
have
the
opportunity
to
be
successful
in
an
auction
school
just
like
their
typically
developing
peers
and
without
SEC
programs.
They
aren't
able
to
do
that.
I
would
like
to
ask
the
board
to
honor
the
district's
commitment
to
equity
for
every
student
by
making
options.
Thank.
A
Q
A
Becky
timchuk
aye,
Tom,
Collette
I
and
the
motion
passes
unanimously,
we'll
move
to
the
next
part
of
our
meeting,
which
is
reports,
and
we
have
the
bond
accountability.
Committee
here
and
I
see
we
have
a
former
BSD
School
Board
member
who's,
going
to
be
presenting
Tom,
Quillen
and
Aaron
Boyle
from
the
facilities.
It's
good
to
see
you
back,
Tom
yeah.
R
Chair
Colette
members
of
the
board,
superintendent,
balderas
staff
and
community
members.
Thank
you
very
much
for
the
opportunity
to
offer
this
report
from
the
Bond
citizen
accountability
committee.
As
you
as
you
may
remember,
the
bond
accountability
committee
was
formed
after
the
2014
Bond
measure
and
we
have
a
charter
that
that
requests
that
we
come
before
you
routinely
to
report
out
on
progress.
So
I'll
hit
a
couple
of
the
highlights.
I
know
that
you
have
the
report
for
the
record,
but
just
to
hit
a
couple
of
the
highlights.
R
We
have
continued
to
meet
during
the
pandemic,
remotely
and
and
more
recently
in
person.
The
the
BAC
met
four
times
during
so
far
during
the
22-23
school
year
and
have
we
have
two
more
meetings
remaining?
R
We,
the
the
we
are
operating
the
BAC
today
at
about
13
members.
That
includes
nine
members
who
are
carrying
over
from
the
2004
team
Bond
and
in
the
transition
phase.
Where
we're
on
ramping
new
members
for
the
BAC.
We
have
an
additional
four
new
members
appointed
by
the
board
and
I'll
come
back
to
that
in
the
beginning.
R
At
the
at
the
end
of
my
comments,
because
we
would
like
the
board's
help
in
recruiting
additional
members
to
the
BAC
do
want
to
thank
board
members,
Eric,
Simpson
and
Karen
Perez
for
for
their
ongoing
support
of
the
BAC,
and
for
for
your
for
your
leadership
and
responsiveness
and
help
and
and
our
work
reviewing
reviewing
the
bond
reports
and
progress.
R
I
think
the
most
important
thing
of
the
bond
accountability
committee
is
that
we
are
focused
on
ensuring
that
the
bond
program
is
on
track
to
meet
its
goals.
So
the
the
2014
Bond
goals
represent
an
important
document
for
us
and
that's
part
of
our
work
is
to
always
be
mindful
of
the
2014
Bond
goals
and
comparing
our
notes
against
that.
Our
progress
against
that.
R
The
a
couple
of
the
highlights
that
we
note
in
our
report
are
that
the
as
as
the
bond
approaches,
completion
and
close
out,
the
staff
has
successfully
maintained
positive
Bond
program
reserves
and
project
contingencies.
R
And
in
general,
all
all
of
the
other
goals
are
on
track
as
well.
R
We
wanted
to
the
committee
wanted
to
acknowledge
that
the
staff
have
refreshed
the
cost
management
and
control
plan
cmcp
for
the
2022
Bond
program,
which
is
an
important
document
that
helps
both
staff.
The
board
and
the
BAC
understand
the
roles
and
responsibilities
around
specific
decisions
and
types
of
decisions.
R
One
of
the
key
areas
of
the
Bas
of
the
bac's
responsibilities
is
in
communicating
key
information
to
to
bond
and
District
stakeholders,
and
the
BAC
is
very
grateful
to
the
to
BSD
staff
for
the
work
on
the
overhaul
of
the
BSD
website
and
the
way
the
bond
information
is
presented.
There,
there's
excellent
social
media
outreach,
BSD,
briefs
and
Outreach
through
parent
square
and
other
other
channels
as
well.
So
that's
that's
a
note
of
positive
performance
as
well.
R
The
in
support
of
our
work,
the
bac's
work
to
continue
monitoring
progress.
The
staff
has
re
continually
reviews
progress
reports
at
each
at
each
meeting
and
most
I
think
one
of
them.
R
The
the
rewarding
things
for
some
of
the
members
of
the
BAC
myself
included,
has
been
to
be
able
to
have
the
privilege
to
go
visit,
schools
and
see
firsthand
progress
from
the
2014
Bond
and,
most
recently,
we've
had
the
opportunity
to
go
on
a
tour
of
Beaverton
high
school
and
see
some
of
the
opportunities
for
the
2022
Bond
so
and
by
the
way.
Congratulations
to
everyone
for
the
success
on
the
2022
Bond
as
well.
R
The
last
the
last
area
of
the
report
focuses
on
other
reasonable
duties
requested
by
the
school
board
or
superintendent
of
the
BAC.
There
have
been
conversations
in
the
BAC
meetings
where
staff
have
brought
matters
of
consultation
about
how
to
how
to
allocate
contingency
or
to
prioritize
certain
options
or
certain
certain
opportunities
around
Capital,
Areas
and,
and
so
the
the
those
discussions
have
been
very
helpful.
R
R
In
closing
I
would
just
say:
I
would
like
to
thank
staff
for
reopening
solicitation
for
new
members
of
the
BAC.
The
BAC
transitions
at
the
end
of
June
to
be
to
comprise
solely
members
of
the
2022,
be
a
bond
program,
BAC
and
so
I
will.
As
chair.
My
my
term
will
end
then,
and
my
my
tenure
on
the
committee
will
end
then
as
well,
and
so
today
we
are
at
six
members
who
are
continuing,
that's
below
our
Charter,
which
asks
us
to
have
seven
to
nine
members.
R
R
I
want
to
thank
you
all
for
your
generous
leadership.
I
know.
Some
of
you
are
also
looking
at
the
end
of
terms
here
and
it's
just
been
a
privilege
to
get
to
observe
your
service
and
your
commitment
to
the
district
I
really
want
to.
Thank
you
for
your
strong
commitment
to
the
kids
and
the
and
the
taxpayers
of
this
community.
R
Your
agenda,
permitting
our
BAC,
will
come
back
at
the
your
June
meeting.
If,
if
that
works
for
your
agenda
to
present
our
our
next
quarterly
report,
which
will
be
really
a
closeout
report
for
the
2014
Bond
and
with
that
we'd
be
happy
to
take
questions,
I
should
say
here.
E
First
of
all,
Tom.
Thank
you
so
much
for
your
service,
it's
so
important
when
we
have
somebody
that
understands
being
a
board
member,
you
know
what
it
was
like
when
we
didn't
have
those
funds
and-
and
you
do
know
how
important
that
is
and
how
important
it
is
to
the
taxpayers
that
we
spend
those
dollars
the
way
they
expected
them
to
be
spent.
So
thank
you
for
providing
that
that
service.
E
My
question
to
you
is
this,
because
you
have
been
a
former
School
Board
member
and
now
you're
ending
coming
to
the
end
of
your
tenure
here.
How
important
do
you
think
it
is
that
we
have
folks
on
the
bond
accountability
that
understand
the
history
of
how
things
have
been
done
in
Beaverton,
or
do
you
think
that
that's
not
really
important?
It's
really
important
is
here's
the
2022
and
we
just
and
we
just
move
forward.
R
Thank
you
for
that
question.
I
I,
think
one
of
the
strengths
of
the
committee
is
that
there
there
is
a
diversity
of
views
in
the
committee,
A
diversity
of
10
years,
or
people
with
people
with
kids
of
different
ages,
who
comprise
that
committee
and
I
think
that's
very
helpful.
R
I
I
do
think
that
there
are
opportunities
to
I.
Think
one
one
of
one
of
the
key
functions
of
the
committee
has
been
to
be
able
to
have
focus
a
strong,
a
strong
representation
from
people
with
building
construction
experience
and
I.
I
would
encourage
the
board
and
community
members
from
other
areas
who
maybe
have
younger
kids
or
have
a
sense
of
the
of
what
they
want
out
of
buildings
and
and
so
on,
to
to
consider
serving
on
the
on
the
BAC
as
well.
R
G
A
A
little
something
too,
which
is
when
bonds
are
passed
by
our
community,
it's
because
of
trust,
I,
believe
it's,
because
the
trust
that
we
build
in
the
community
and
instrumental
in
that
is
the
work
that
you
and
and
the
bond
advisory
committee
have
done
to
make
sure
that
there's
transparency
there
to
make
sure
that
everything
is
running
on
time,
and
we
have
this
excellent
group
of
people
who
basically
spend
extra
time
making
sure
that
this
goes
in
a
fashion
that
everybody
in
the
community
knows
it's
being
handled
correctly.
A
So
thank
you
so
much
for
that.
It
really
does
make
a
difference
and
I
will
hope
to
see
lots
of
folks
applying
for
that
vacancy.
It
really
is
a
big
way
to
make
a
difference
and
I
think
you
just
have
to
look
to
our
last
Bond
in
the
trust
that
was
established
to
the
community
to
see
what
big
difference
that
is
for
our
kids.
So
thank
you
for
your
service.
R
Thank
you
and
I
I,
just
I
would
just
like
to
acknowledge
one
of
my
fellow
committee
members
is
here
in
the
with
me
Randy
Smith,
who
is
one
of
our
newer
members
and
a
key
member
for
us
going
into
the
future
for
the
2022
bound
program,
so
I
want
to
thank
Randy
as
well
for
joining
us
tonight.
A
All
right
next
up,
we
have
school
reports
and
we'll
start
with
West
TV
with
principal
Valentine.
T
Good
evening,
Dr
Valdez,
chair,
Colette
School
Board
pleasure
to
be
here
this
evening,
thanks
for
having
us
just
want
to
take,
you
know
just
say
that
it's
an
honor
and
a
privilege
to
introduce
Scarlett
Valentine
she's,
the
principal
at
West
Tualatin
Elementary.
She
was
also
she's
been
there
for
four
years.
She
was
the
arrow
hassle
before
that
as
a
principal
and
she's
here
tonight
to
share
the
great
work
that
she
and
the
staff
over
at
West
TV
are
doing
so
Scarlett.
U
Good
evening,
thank
you
for
having
me.
We
have
a
lot
of
exciting
things
happening
at
West
TV.
The
picture
that
you
see
here
is
of
Nicole
Sarita
she's,
our
PE
teacher,
and
you
might
recognize
her.
U
When
that
video
comes
out
in
an
upcoming
newsletter,
all
right
next
slide.
Thank
you.
So
some
of
the
things
that
we'd
like
to
celebrate
this
evening
at
West
Tualatin
view
are
the
efforts
that
we've
made
to
build,
rebuild
School
Community
as
a
result
of
the
pandemics.
So
one
of
the
things
that's
been
really
exciting
is
that
we've
been
very
purposeful
of
creating
opportunities
for
our
families
to
be
a
part
of
our
school.
We
have
monthly
night
events
for
families
to
attend
art,
Night
movie
night
science
night,
and
so
that's
been
really
wonderful.
U
To
have
another
thing
that's
been
really
exciting
is
just
having
our
volunteers
back
in
our
building,
so
we've
been
able
to
bring
bring
back
the
programs
that
we
had
prior
to
the
pandemics,
such
as
art,
literacy
and
our
continent
club.
We
brought
back
Oregon
Battle
of
the
books
this
year
we
have
a
team,
that's
competing
in
the
regional
competition
this
weekend
and
Tigard
and
I'll,
be
there
on
Saturday
to
cheer
them
on.
So
that's
been
really
exciting.
We
had
our
book
fair
this
past
week
week
in
person
again,
and
that
was
a
lot
of
fun.
U
This
fall
to
provide
all
kinds
of
robots
and
3D
printers
and
electronic
micro
bits,
and
it's
been
wonderful.
It's
been
probably
the
most
exciting
thing
for
kids.
If
you
ask
any
of
them,
what's
your
favorite
specials
class
this
year,
they
would
say
the
maker
space,
so
students
are
developing
those
skills
for
inquiry
and
collaboration,
and
it's
been
really
exciting.
We're
having
an
open
house
for
our
stem
lab
next
week
on
Wednesday
night.
U
If
you
want
to
come
check
it
out
you're
more
than
welcome
what
we're
working
on
on
our
school
learning
plan
is
focusing
on
Equity,
and
one
of
the
things
that
we
did
this
year
is
in
creating
an
inclusive
environment
for
all.
U
I
encourage
my
teachers
to
assign
Partners
ahead
of
time
so
that
that
wouldn't
happen
to
any
student,
and
they
all
took
the
challenge,
and
it's
been
really
beautiful
to
see.
Another
advantage
of
that
is
that
teachers
are
able
to
partner
students
together
they
can
challenge
one
another
instead
of
having
students,
self-select
Partners
or
maybe
one's
doing
most
of
the
work.
So
so
that's
been
really
beautiful.
We're
also
focusing
our
academic
goal.
This
year
is
reading.
U
We
have
a
lot
more
students
this
year
that
are
needing
support
as
a
result
of
the
pandemic,
so
we're
making
sure
teachers
are
differentiating
their
instruction
to
meet
the
needs
of
all
of
their
readers.
It's
been
exciting
to
see.
Already
this
year
we
have
a
quarter
of
our
students
that
were
receiving
support
and
reading
in
the
fall
that
no
longer
need
the
support.
So
that's
been
really
exciting
on
our
data.
Overall,
our
data
is
very
good
for
English
language,
arts
and
math.
U
However,
you
can
see
there's
some
room
to
grow,
so
our
focus
in
addition
to
reading
this
year
has
also
been
on
math
we're
trying
to
identify
those
gaps
that
students
have
had
and
then
meeting
students
where
they're
at
so
we
do
definitely
have
some
room
to
grow,
but
we
have
had
some
success
already
this
year,
and
this
picture
here
is
of
our
students
and
our
All-Star
Dash.
It's
our
one
fundraiser
of
the
year-
and
this
is
how
we
raised
all
the
money
for
our
maker
space
this
year.
B
First
of
all,
thank
you
for
coming
today
and
I
was
always
kind
of
intimidating
coming
in
front
of
a
line
of
people,
but
we're
actually
really
nice.
Oh,
so
my
question
is
I'm
going
back
in
time
to
you
know
my
early
years
on
the
school
board
and
I
remember
West
TV
as
being
like
the
smallest
School
in
the
school
district,
or
maybe
it
was
Cedar
Hills,
but
I
it.
You
were
very
small
and
what
I'm
seeing
is
like
there's
a
huge
growth
at
West
TV.
U
I
I
can't
speak
to
that,
but
I
will
say
that
actually
the
number
of
students
at
our
school
actually
has
been
going
down.
Yeah.
We
currently
have
300
students,
so
we
have
two
classes
in
each
grade
level.
B
It's
2013
and
I
think
there's
been
a
lot
of
up
and
down
I
think
there
was
a
certain
point
where
West
TV
was
around
the
200,
maybe
I'm,
remembering
oh
yeah.
Thank
you.
Carl
I
was
like
going
what's
Happening,
Here
yeah,
so
I.
You
know
what
I'm
going
back
in
time
like
I
said:
I'm
old,
but
anyway,
I
was
trying
to
figure
that
out
and
I
always
ask
a
question.
B
I
I
understand
that
you
know
many
kids
have
come
back
younger
kids,
not
knowing
how
to
behave
in
school,
because
there
was
that
Gap
with
covid
and
certainly
they're,
probably
in
third
or
fourth
grade
now
and
I.
Just
know
it's
difficult
for
our
schools
and
wanted
to.
You
know,
commend
your
school
and
your
teachers,
for
it
looks
like
they're
going
in
the
right
direction,
but
I
know
it's
hard.
So
thank.
A
C
I
want
to
thank
you,
the
story
that
you
shared
about
assigning
a
partner
I
want
to
thank
you
for
your
thoughtfulness.
That
really
means
a
lot
to
me.
C
Also,
your
school
is
doing
really
well
like
when
I
look
at
your
scores
in
every
subject,
every
grade
they're
doing
better
than
the
district
they're
doing
better
than
the
state
scores.
So
thank
you.
Whatever
you
guys
are
doing,
it
is
really
working.
You
know.
I
would
also
like
to
know
a
little
bit
about.
You
talked
about
building
Community.
You
know
that
seems
to
be
the
you
know
the
secret
to
make
a
school
better.
And
what
do
you
feel
that
the
parent
teacher
you
know
those?
C
U
Do
think
it's
our
parent
group,
that
is
a
big
part
of
that
we
intentionally
are
looking
for
ways
to
include
our
families
and
when
we
meet
every
month,
the
parent
group
and
I
we're
always
thinking
about.
How
can
we
include
parents
in
school
and
what
other
things
can
we
do
to
improve
the
school
experience
not
only
for
students
but
for
families,
and
so
I
would
say
that
that
definitely
is
the
most
important
I
find
in
creating
that
Community
for
families
in
our
schools
and.
C
F
C
And
you
said
that
you
guys
are
working
on
your
math,
because
I
saw
like
third
grade
they're
doing
really
well
and
then
suddenly
it
drops
in
fifth
grade
the
success
rate.
Is
it
because
it
has
started
like
in
the
third
grade
that
you
it's
becoming
better
now
that
third
grade
students
will
be
better
or.
U
Yes-
and
we
actually
had
found
that
during
the
pandemic,
we
didn't
have
a
lot
of
our
students
testing.
It
was
optional,
State
Testing,
so
it
wasn't
a
very
accurate
picture
of
how
our
students
are
really
doing.
But
I
do
believe
that
this
year,
when
we
receive
our
state
test
scores,
it
will
be
much
more
accurate
and
it
will
reflect
how
well
they're
doing
in
both
reading
and
in
math.
V
Hi
Scarlett,
thank
you
for
your
presentation
and
I
I
have
to
Echo
what
Sunita
said.
Your
numbers
look
good.
Your
school
is
doing
well,
but
I
have
a
question
regarding
the
kindergarten
Readiness
I'm
looking
at
it,
and
it
says
that
all
students
like
when
it's
talking
about
being
above
end
of
kg
reading
level,
I
think
that's
what
Sunita
already
asked.
But
my
curiosity
is
around
how
the
the
numbers
went
down.
You
know
I
would
think
it's
a
pandemic.
V
However,
when
you
look
at
the
height
of
the
pandemic,
2020
to
2021
I
have
83.
You
have
83
percent
for
students,
I'm,
sorry
I'm
a
bit
under
the
weather
for
students,
kindergarten
Readiness.
You
have
83
during
the
pandemic,
that's
20
20
and
2021,
but
then
you
come
to
2021
and
2022.
You
have
54
percent
I'm
wondering
if
you
could
speak
on
that
a
little
bit
I'm
just
curious.
It
might
be
that
I'm
reading
it
wrong,
but
I'm
just
curious.
U
I
I
able
to
say
that
the
reason
for
the
difference
would
be
definitely
the
pandemic.
I
think
it
would
be
related
to
that.
We've
had
excellent
attendance
even
during
the
pandemic,
but
I
really
I
really
can't
say
for
sure
exactly
why
the
percentages
had
gone
down
so
much.
V
Okay
and
of
course,
looking
at
the
exclusion
measures
that
I
always
look
at
I
understand
it
is,
it
is
a
challenge
for
every
principal
every
principle
that
has
come.
It's
been
it's
a
challenge
and
I'm,
just
hoping
that
we
can
all
find
sustainable
ways
to
to
keep
our
students
in
school.
That's
that's
all
I'm
gonna
say
well,
thank
you
so
much
overall
nice
presentation
and
thank
you
for
the
good
work
you're
doing.
Thank
you.
A
W
Hi
nice
to
see
you
today,
one
of
my
wanderings
around
you
mentioned
that
your
your
team
is
working
a
lot
on
differentiation.
So
I
was
wondering
if
there's
some
examples
of
how
how
your
team's
differentiate
for
the.
U
Different
levels
of
students-
yes,
so
in
Reading,
what
we're
doing
this
year
is
ensuring
that
our
teachers
are
providing
that
extra
intervention
in
Reading
in
the
classroom,
as
well
as
students
that
are
receiving
extra
intervention
support
outside
of
the
classroom.
And
so
a
student
is
getting
twice
as
much
intervention
support
in
Reading
as
a
result,
so
they're
getting
their
core
instruction
and
reading
they're
getting
intervention
instruction
from
their
classroom
teacher
in
reading
and
then
they're
also
getting
intervention
instruction
outside
of
the
classroom
from
a
reading
specialist.
A
Other
questions
from
the
board
all
right.
Thank
you
so
much.
Thank
you.
Thank
you.
So
much
next
up
we
have
Michael
Crandall
from
Early
College
in
Terra
Nova.
D
Good
evening
superintendent
and
balderas
chair,
Collette
and
board,
my
name
is
Ken
Bell,
executive
administrator
over
high
schools
and
option
programs
and
I
have
the
great
pleasure
tonight
to
introduce
to
you
the
principal
at
Terra
Nova
and
early
college
Michael
Crandall,
who
is
in
his
fifth
year,
leading
these
programs
so
I'm
sure
the
great
things
going
on
in
his
two
programs.
X
Thanks
everyone
good
evening,
yeah
so
you're
speaking
about
Early
College
in
Terra
Nova,
and
what
I
would
like
to
start
with
is
just
maybe
I'm
kind
of
talking
a
little
bit
about
the
program
and
how
they're
both
set
up
they're,
both
very
unique
Terra
Nova,
is
been
around
since
2016
2017,
we're
located
on
the
original
Campus
of
Bonnie
Slope,
Elementary,
School,
five
classroom
Schoolhouse
and
in
that
year
a
couple's
teachers
from
Westview
we're
looking
for
a
place
to
do
Hands-On
learning
for
Science,
and
so
that
program
has
built
and
has
grown
into
the
program
we
have
today,
which
is
a
fully
functioning
CTE
program
that
Awards
dual
Credit
in
biology.
X
The
photo
you
see
there
is
our
our
campus,
that's
the
the
heart
of
our
program.
That's
the
farm!
Everything
you
see!
Pictured
was
built
by
students,
so
the
greenhouse,
the
barn
in
the
back
all
of
the
production
rows
to
the
right
of
the
greenhouse
is
an
area
that
we
have
kind
of
sequestered
for
the
title:
VI
coordinators,
where
we're
learning
some
traditional
farming
techniques
from
them
to
the
left
of
the
barn,
our
student
production
rows.
Each
student
gets
a
garden
bed
and
they
map
out
some
growth
and
a
growing
project
for
the
year.
X
Early
college
has
been
around
since
1987.
in
one
form
or
another.
It
used
to
be
called
a
PCC
partnership,
it's
one
of
the
larger
dual
credit
programs
or
early
college
programs
in
the
state
of
Oregon,
certainly
the
largest
in
the
metro
area.
We
have
320
students
and
we
have
students
located
on
both
the
Sylvania
and
Rock
Creek
campus.
X
You
could
go
ahead.
One
slide,
oh,
if
you
can
go
with
it.
Thank
you.
Some
things
we're
proud
of
really
we're
seeing
some
of
our
student
outcomes
at
Early
College,
mirroring
those
that
we
had
prior
to
the
pandemic,
which
is
really
exciting,
and
we're
really
happy
about
that.
42
percent
of
our
graduates
last
year
earned
a
high
school
diploma
along
with
an
associate's
degree.
That
number
would
be
higher.
X
X
Also,
this
first
term
at
PCC
this
year,
60
of
our
students
are
in
academic
honors.
So
we're
excited
about
that
at
Terra
Nova.
One
of
the
great
things
is,
we
have
a
food
distribution
model,
so
our
students
worked
over
the
summer
through
the
support
of
our
summer
work
program
and
we
donated
3
000
pounds
worth
of
fresh
vegetables
to
Urban
cleaners,
and
you
know
there
is
a
a
rather
large
Harvest
that
happens
up
until
the
point
that
students
arrive.
X
X
So
we're
really
proud
of
that
and
what
we're
working
on
is
a
Korean
community
in
both
programs,
so
at
at
Terra
Nova,
the
the
farm
is
the
center
of
all
of
our
learning
and
that's
where
a
lot
of
community
is
is
based
out
of,
and
so
we
have
Hands-On
learning
units
with
every
unit.
If,
if
you
go
back
to
the
previous
slide,
there's
a
good
example,
it's
a
it's
a
hot
sauce
unit,
so
our
students
planted
peppers
back
in
the
in
the
spring
and
they
they
learned
about
different
peppers.
X
They
learned
about
capsaicin
and
the
chemistry
behind
that
the
bio,
the
biological
impacts
on
the
on
the
on
the
soil
of
growing
these
crops
and
they
learned
in
the
sustainability
unit.
They
learned
about
food
preservation
and
pickling
and
they
all
created
their
own
hot
sauces,
and
so
in
the
middle
there.
That's
our
the
culmination
of
our
unit
and
students
are
trying
different
hot
sauces.
That
was
a
very
regrettable
day
for
me.
X
I
tried
I,
think
one
student
labeled,
there's
chemical
warfare,
and
it
was
it
was
an
apt
description-
turns
out
that
Scotch
bonnet
peppers
are
pretty
hot
yeah,
so
at
Early
College,
creating
Community
is
we're
moving
into
a
new
office
and
Student
Center
at
Rock
Creek
after
spring
break.
We
have
been
traditionally
been
in
a
maybe
a
600
square
foot
space
for
five
six
staff
members,
there's
no
place
for
students
to
gather
whether
we're
moving
into
a
space.
X
That's
roughly
this
size
and
we're
going
to
be
sharing
that
space
with
a
couple
different
programs.
It's
going
to
create
a
lot
of
synergy,
we'll
be
able
to
do
things
like
FAFSA
Fridays,
we're
big
on
alliteration.
We
have
waffle,
Wednesday,
FAFSA,
Friday,
so
yeah
and
and
then
you
know
another
thing,
a
way
that
we
build
community
in
our
program
at
early
colleges.
There.
X
There
are
two
courses,
three
courses
that
we
teach
two
are
required:
one
is
optional
and
the
cg101
102
class
is
a
class
that
all
of
our
students
take
and
it's
a
orientation
to
our
our
program
and
students
learn
how
to
be
college
students
in
that
in
that
class,
and
then
cg140
is
a
class
where
they
design
their
post
High
School
their
post,
high
school
plans
and
one
of
the
things
we're
working
on
is
possibly
creating
a
series
of
courses
for
students
to
take
their
senior
year.
I'm,
a
financial
literacy
class.
X
There
is
a
a
leadership
class
and
so
we're
looking
at
expanding
that
and
we
developed
a
partnership
with
Terra
Nova
with
the
title
VI
coordinators,
as
I
mentioned,
we
plant,
we
helped
them
plant
a
native
canvas
field
in
the
front
of
our
building.
We
did
a
three
sisters
unit
and
they
are
using
our
space
during
grading
days
for
traditional
ceremonies
and
and
learnings
for
their
students,
and
so
there's
a
good
Synergy
where
we're
growing
things
on
the
on
the
farm,
and
then
that
is
also
used
in
in
some
of
their
programming.
So
that's
been.
X
That's
been
really
great.
Our
data
is,
is
there
for
you?
Our
data
at
Terra,
Nova
and
at
early
college
is
a
little
a
little
interesting
to
pull,
because
we
are
programs
and
not
schools,
and
so
the
state
doesn't
pull
directly
from
our
schools
from
our
from
our
school.
X
But
I
mentioned
some
of
the
data
earlier,
but
one
of
the
things
we
look
at
is
underserved
in
higher
education
rates,
and
so
we
have
we've
included
that
data
for
you,
along
with
other
data,
so
I'll
I'll
leave
it
up
to
questions
at
this
point.
B
First
of
all,
thank
you
Michael
for
coming
today.
I
love
the
fact
that
our
students
have
an
opportunity
to
explore
different
ways
to
get
an
education,
and
it's
very
exciting.
I
have
a
few
questions.
One
is
my
concern
about
students
that
are
going
to
the
Early
College
High
School
and
they
might
have
I
know
it's
not
unusual
for
students
who
have
anxiety
and
depression
to
go
to
early
high
school
as
an
option,
and
how
is
that
dealt
with.
X
So
yeah
you're,
right,
I,
think
a
lot
of
a
lot
of
students
and
a
lot
of
families
see
the
the
schedule,
the
College
schedule
as
and
this
and
and
just
the
fact
that
they
are,
they
are
not
in
the
same
spot
every
day,
all
day
as
as
an
alleviation
to
anxiety.
X
So
we
have
a
very
high
number
of
students
that
that
do
that
do
deal
with
that
we,
we
are
very
purposeful
when
students
come
in,
that
we
try
and
capture
that
information
on
our
application,
so
that
we
know
that
they
need
extra
support.
We
have
a
very
a
very
low
student
to
counselor
teacher
ratio,
a
student
counselor
ratio,
so
that
helps
with
with
that
anxiety,
I
think
the
as
I
mentioned,
the
the
schedule
itself
is
is
conducive
to
alleviating
some
of
that
anxiety.
X
We
are
able
to
Pivot
some
students
to
a
more
remote
PCC
calls
it
remote.
Those
are
classes
that
meet
synchronously,
but
not
in
person
meet
online,
so
we
are
able
to
kind
of
manipulate
students
schedules.
If
that's,
if
that's
conducive,
we
have
a
social
worker
on
staff.
Pcc
also
offers
free
health,
mental
health
counseling
for
our
students,
so
that's
a
benefit
that
students
also
receive
when
they
come
into
our
program.
B
I
appreciate
that
Michael
and
I'm
glad
to
hear
that
you
know
there's
a
partnership
with
PCC.
You
know
in
terms
of
individual
support
for
students
for
mental
health
issues.
So
thank
you
for
that.
So
my
other
question
is
in
terms
of
partnership
with
the
high
schools.
Here.
Are
you
do
you
have
any
Partnerships
with
any
of
our
high
schools
and
how
would
that
work
for
PCC
Early
College,
like
potentially
even
having
some
classes
at
high
schools.
X
Yeah
so
right
now,
I'm
working
with
the
principals
at
Aloha
and
Southridge
to
bring
a
requisite
number
of
Hands-On
learning
classes
that
will
be
offered
this
summer
for
our
students
and
and
what's
still
kind
of
in
the
initial
stages.
But
one
of
the
things
that
is
difficult
for
high
school
students
navigating
PCC,
because
many
PCC
classes
are
open
to
high
school
students
that
they
could
take.
Is
that
the
course
catalog
is
it's
thousands
of
classes?
X
It's
overwhelming
and
so
I've
been
working
with
PCC
just
did
a
reorganization
and
I've
been
working
with
our
contacts
there
and
with
those
two
principles
I'm
trying
to
get
three
or
four
classes
that
just
could
be
offered
over
the
summer
that
are,
that
would
be
easily
accessible
for
high
school
students
and
and
then
that
kind
of
our
hope
would
be
that
that
that
carries
over
into
the
school
year
and
and
we
can
fill
some
move
some
of
those
classes
into
the
the
building
as
dual
credit
offerings-
and
you
know
my
hope
would
be
that
there
would
be
some
offerings
that
are
always
available
every
summer.
G
E
Thank
you
Michael
two
questions,
one
about
each
of
the
programs.
The
first
is
I,
don't
know
if
you
know
the
answer
to
this
or
not,
but
do
you
think
Terra
Nova
will
be
bringing
back
their
spring
plant
sale.
X
Yes,
yes,
we
haven't
advertised
it
yet,
but
I
actually
had
a
conversation
with
the
our
our
farm
educator
about
that
our
plan
is
we
typically
coincide
that
with
Mother's,
Day
and
I
think
we're
going
to
be
well.
The
weather
is
not
cooperating
right
now
for
plants
to
be
ready
by
Mother's,
Day
and
any
way
shape
or
form,
but
we
think
we're
going
to
be
able
to
pull
it
off.
Probably
the
week
prior
to
Mother's,
Day
yeah.
E
Well,
I
appreciate
that
I
always
enjoy
going
as
a
former
4-H
student
I,
always
like
and
I
always
learn
so
much
from
the
students
when
you
go
out
there
and
they
are
so
proud.
So
that
was
my
first
question.
My
second
question
is
about
early
college
and
the
AVID
program.
Can
you
explain
to
me
how
Avid
works
at
the
at
the
Early
College
yeah.
X
So
we
do
not
have
an
avid
program,
so
the
the
information
that's
on
there
are
students
who
qualified
or
were
ever
in
Avid
that
are
joining
our
program.
X
E
I
X
X
Yeah
are
those
courses
that
I
was
mentioning
the
cg101
102,
the
students
who
do
come
from
Avid
they
they
do
comment
a
lot
about.
There
is
just
a
very,
very
high
correlation
between
some
of
the
things
that
they
are
learning
in,
that
CG
101
102
class
and
what
they
learned
in
Avid
strategies
so
organization,
time
management.
Those
those
types
of
soft
skills
are,
are
course,
outcomes
that
are
expected
at
PCC
that
we
teach
in
those
classes
well,.
V
For
your
presentation,
you
made
the
program
sound
like
attractive
and
I'm
sure
the
students
are
having
a
great
time
there.
So
thank
you.
My
question
is:
how
do
students
qualify
to
join
one
of
the
programs?
X
If
we
have
more
students
who
apply
than
capacity,
we
run
a
lottery
and
we
have
had
rental
had
to
run
a
lottery
the
last
several
years
and
it's
just
a
randomized
lottery
to
get
into
Terra
Nova
early
college
is
a
little
bit
different.
There
is
an
application
process.
The
application
is
open.
Now
there
are
a
couple
there.
There
are
several
pieces
to
applying
to
Early
College.
The
first
thing
students
have
to
do
first
is
they
have
to
be,
they
join
us
and
they
apply
at
the
end.
X
Typically,
at
the
end
of
sophomore
year,
so
we're
a
two-year
program,
and
so
students
are
right
now
applying
to
our
program
and
I'll,
be
doing
a
presentation
on
Thursday
night
for
a
hundred
families.
Students
first
have
to
apply
to
PCC
and
get
an
ID.
They
have
to
energy,
what's
called
their
G
number,
they
have
to
get
into
the
PCC
system
and
then
they
have
to
take
a
math
placement
test.
X
The
reason
for
that
is
that
there
are
some
math
classes
at
PCC
that
are,
we
can't
put
onto
a
high
school
transcript,
so
the
big
thing
that
students
have
to
have
is
they
have
to
take
this
math
placement
test
and
they
have
to
place
into
math
60,
which
would
be
the
lowest
math
class
that
is
offered
at
PCC
that
we
can
put
onto
a
transcript.
The
second
thing
they
have
to
have
is
12
high
school
credits
completed
at
the
end
of
their
sophomore
year.
X
Our
students
earn
less
credits
per
year
than
their
high
school
peers
because
of
the
conversion
rate.
So
if
they
don't
have
that
number
of
credits,
we
can't
give
them
enough
classes
to
graduate
high
school
on
time.
So
those
are
the
two
big
pieces,
so
students
apply,
we
we
go
through
their
application
and
those
are
the
things
we're
looking
for
and
then,
if
we
have
more
students
apply
then
then
capacity,
then
we
run
a
lottery.
V
X
Yes,
that
is
correct,
so
the
state
doesn't
we
we?
Although
our
name
says
school
on
it,
we
are
not
officially
a
school,
so
our
students
will
graduate
from
their
home
high
school.
We
add
Trends,
we
add
credits
to
their
transcript,
so
the
state
doesn't
track
several
of
the
demographic
datas
that
you
would
have
in
other
schools.
A
W
Hey
I
was
at
a
conference
this
last
week,
where
I
saw
toshiko
and
Brandon
present
on
Terra
Nova
in
the
partnership
with
the
natives
program
and
just
the
native
ways
that
you
mentioned
the
native
ways
of
planting
and
harvesting.
That
was
really
impressive.
So
thanks
to
them
to
your
whole
team
for
that
work,
with
respect
to
Early
College,
how
many
students
actually
apply
and
don't
get
in
and
have
to
go
into
like?
How
often
do
you
have
that
lottery
for
the
Early
College
specifically,
and
how
many
don't
get
in.
X
So,
for
the
last
for
the
last
three
years,
every
kid
who
every
kid,
except
for
maybe
one
or
two
who
were
in
the
weight,
pool
and
maybe
chose
another
path,
have
been
able
to
get
in
that
qualified.
So
we
have
had
to
run
a
lottery
and
and
start
at
a
weight
pool.
However,
there
are
students
who
choose
not
to
come
or
they
move
or
anything
like
that.
X
So
so,
at
the
end
of
the
last
at
the
end
of
August,
we
had
everyone
in
who
was
we
had
closed
the
weight
pool
at
that
point,
I.
W
Noticed
that
there's
26
of
your
students
are
English
or
ever
yells
or
English
language
Learners.
How?
How
are
they
served
like
how
do
they
get
their
English
ell
services,
so.
X
The
majority
are
have
have
exited
the
the
overwhelming
majority
95
94.
Let's
say
those
students
who
still
qualify
have
three
options:
option
one
would
be
to
take
a
a
class
at
PCC
option.
Two
would
be
to
attend
services
at
their
home
high
school
and
they
construct
a
schedule
to
to
accommodate
that,
and
the
third
would
be
that
they
can
have
individual
Zoom
meetings
with
an
ell
tosa
and
all
of
the
students
who
have
qualified
for
those
Services
have
opted
for
option.
Three.
X
Yeah,
that
was
that
was
the
yeah,
the
one-on-one
Zoom
meetings.
We
had.
We
had
one
student
who
went
through
the
the
course
she
was
one
of
our
valedictorians
two
years
ago
and
she
she
opted
to
leave
the
course
she
didn't
feel
like
it
was
meeting
her
needs.
So.
W
And
then
another
question
was
I
noticed
like
to
get
in
you,
I
actually
went
on
your
website.
It
was
like
trying
to
figure
out
how
do
people
get
into
this
right
and
notice
that
one
of
the
factors
was
like
it
was
if
they've
been
in
Avid
if
they're
a
poverty,
if
that
was
one
of
the
the
weight
weights.
X
W
And
then
aaot
was
yeah.
X
That's
the
it's
a
associate's
degree:
okay,.
W
My
other
question
was:
is
there
a
way
to
see
kind
of
differentiated
by
those
groups
like
I
was
just
thinking
about,
like
you
know,
there's
incoming
data
about
Avid,
first
in
the
family
and
college,
and
that
but
I
was
wondering
about
the
completion
rates?
How
does
that
correlate
like.
X
Yeah
PCC
has
just
just
this
morning,
helped
create
a
dashboard
for
data
and
I
have
most
of
the
data
that
I
have
been
tracking
has
been
myself
with
a
Google
sheet,
because
I
have
to
that
data.
I
have
to
track
against
Synergy,
and
you
know
so
I
believe
I
should
be
able
to
get
that
data
to
you
once
I
spend
some
time
with
that
dashboard
later
this
week,.
W
Okay,
thank
you
for
your
I'd
like
to
visit
sometime
because
it
looks
just
really
interesting.
I
have
had
former
kindergarten
students
that
have
been
in
your
program
and
that
I've
helped
get
into
the
program
like
just
trying
to
figure
out
how
to
get
in.
It's
there's
a
lot
of
steps
like
gosh.
If
you
can
get
into
that
program
by
just
getting
yourself
into
PCC,
yeah
I
mean
it's,
it's
a
lot
of
steps.
So
do
you
have
other
folks
at
counselors
and
specific
counselors
and
things
that
help
kids
that
are
just
for
that
position.
X
W
Yeah
I
noticed
it
was
kind
of
even
across
all
the
schools
like
a
certain
number
from
each
school,
so
that
was
interesting
to
me,
too.
Okay,
cool.
Thank
you.
A
B
X
So
when
they're
in
the
program
right
yeah,
so
our
intergovernment
agreement
with
PCC
requires
us
to
intervene
before
they
do
in
terms
of
academic
support.
So
any
student
who
receives
a
grade
of
us
lower
than
a
c
in
any
class,
is
put
on
an
academic
support
plan
and
that
support
plan
looks
different,
it's
tailored
for
each
student
depending
on
their
their
needs.
X
It
might
be
a
student
who
has
been
very
successful
and
then
they
take
Vector
calculus
and
that,
like
it
did
for
me,
I'm
just
destroyed
my
GPA
yeah,
and
so
that
student
may
need
that
made
student
may
need
different
support
than
say
the
first
term
student
who
didn't
do
well
in
multiple
classes,
I
mean
so
we
developed
a
academic
support
model.
It
again
it
looks
different
for
each
student.
We
work
with
them.
For
that
term.
X
They
do
a
midterm
progress
report,
we
monitor
their
grades
and
and
then,
if
they're,
on
for
multiple
terms.
What
we
look
at
then
is
you
know,
is
the
student
still
on
track
to
graduate
from
high
school?
Are
they
making
appropriate
success
and
in
steps
towards
success
and
and
if
they
are
not,
and
if
they
can't?
You
know
if
they're
coming
off
track
to
graduate,
we
don't
have
a
mechanism
for
credit
recovery,
adding
additional
classes
to
a
student's
schedule.
Beyond
full-time
is
not
a
recipe
for
success
for
a
high
school
student
in
college.
X
A
W
I
just
thought,
like
one
of
the
policies
that
I've
been
looking
at,
is
the
one
that
only
students
with
IEPs
can
stay
until
the
age
of
21
in
our
district.
That's
not
the
same
in
all
districts.
Other
districts
allow
students
to
stay
until
the
age
of
21.,
so
it
just
that
might
be
like
it's
something
that
is
interesting
to
me,
because
some
of
our
students
might
be
benefiting
from
your
program
from
early
from
our
program
early
college.
W
But
the
runway
is
too
short,
because
I
heard
you
say
like
they
have
to
come
in
with
12
credits,
and
they
have
some
of
them
maybe
fail
class
and
need
to
recover.
So
here's
another
space
where
a
longer
Runway
might
be
beneficial
to
some
of
our
students
to
make
sure
that
they
get
over
the
finish
line.
So
I
just
wanted
to
name
that
yeah
yeah.
X
It's
so
far
we
haven't
had
students
who
have
we
have
had
students.
Students
can
apply
to
our
program
in
their
junior
year
if
they
are
off
track
to
graduate
and
need
a
fifth
year
to
complete,
and
so
we
do
have
some
students
who
are
going
into
a
fifth
year.
Thus
far
the
last
three
years,
all
students
who
have
started
our
program
in
December
of
their
senior
year
have
graduated
so
they've
all
finished.
W
X
W
X
B
To
piggyback
on
that
Karen,
because
I
I
think
that
helps
students
that
have
mental
health
issues
not
feel
like
they're
failures.
So
you
know
so,
if
there's
a
way,
especially
at
the
community
college
level,
that
you
know
they
can
continue
and
whether
they
get
a
diploma
or
not
that
they
feel
that
they
can
strive
to
that
I
think
that's
a
really
positive.
X
A
change
in
that
policy
would
would
make
some
changes
to
my
program.
A
C
This
is
a
certification
question,
so
the
kids
they
spend
half
a
day
at
PCC
and
half
a
day
in
their
high
school
or
is
it
all
day
all.
C
Q
Kind
of
a
little
bit
like
what
Susan
was
saying
but
like
what's
their
post
High
School
experience
because,
like
I
know
that,
like
a
couple
years
ago,
I
met
one
of
your
students
there.
She
was
already
a
sophomore
almost
in
college,
so
many
credits
is
incredible.
So
if
they
enter
like
a
big
schools,
it
can
be
kind
of
a
cultural
shock.
Or
do
you
have
any
statistical
data
saying
like
you
know
how
the
path
after
they
go
to
early
college
and
they
get
way
way
ahead.
X
X
Well,
you
can
see
from
the
the
the
the
the
post
outcome
data
like
what
they're
planning
on
doing
and
and
one
of
the
photos
in
in
in
the
presentation
was
a
student
who
he
had
his
thumb
up
and
and
I
took
that
photo
that
day
he
took
the
he
took
the
AP
Spanish
exam
and
got
16
credits
that
day
and
from
PCC,
and
that
put
him
on
a
track
to
earn
his
associate's
degree
he's
a
he's,
a
junior,
but
that
student
came
into
the
program
thinking
he
was
going.
X
His
post
High
School
plan
was
going
to
be
X
and,
and
that
was,
and
he
was
leaning
towards
a
trade.
He
came
into
the
program.
He
found
some
success
and
he's
he's
his
now.
X
Post
High
School
plan
is
to
to
get
his
to
go
into
engineering,
and
so
a
lot
of
students
will
come
in
and
and
they
will,
they
will
see
one
path
and
then
they
will
find
another,
but
many
of
them
will
come
in
and
they
will
be
able
to
knock
off
a
full
year
if
not
more
I
spoke
to
a
parent
who,
just
yesterday
her
son,
is
starting
a
PhD
program
and
he's
three
years
out
of
high
school.
X
Q
A
Other
questions
from
the
board.
Thank
you.
We
appreciate
the
great
presentation.
Thank
you.
Next
up,
we'll
have
a
department
update
from
Transportation
with
Craig,
beaver
and
Dr
Carl
Mead.
Y
School
Board,
many
of
you
I,
believe
all
of
you
are
familiar
and
have
met
Craig
Beaver.
It's
my
pleasure
to
introduce
him
again
this
evening
to
you.
He
is
here
to
give
you
high
level
kind
of
Capstone
experiences
that
have
happened
over
the
last
year
and
some
of
the
things
that
we're
looking
ahead
to
Craig
comes
to
the
district
with
many
years
of
service
in
transportation.
This
is
actually
happens
to
be
his
eighth
year
with
us
in
Beaverton
schools.
With
that.
Z
Good
evening
superintendent
and
board
members
because
of
2021
and
the
pandemic
year,
I
base
the
report
which
you
already
have
on
1819,
because
it
was,
it
was
apples
and
oranges,
otherwise,
so
just
real
quickly.
Our
overall
cost
for
last
year
remain
the
same
as
18
19.,
but
that
you
know
that's,
including
wage
increases
that
we've
had
in
the
meantime.
So
we're
pretty
proud
of
that.
We
didn't
increase.
Z
Oh
the
cost
of
our
wages
went
up,
which
is
the
single
largest
cost
for
us,
although
our
total
mileage
did
decrease,
we
were
looking
at
that
is
because
of
shifts
in
enrollment
related
to
the
pandemic
online
schooling
and
reduced
activity
trips
because
of
driver
shortage
issues.
Z
Speaking
of
that
or
recruiting
in
a
retention
for
last
year,
were
significant
and
mainly
due
to
the
increased
competition
for
qualified
commercial
drivers
with
the
outside
Market,
which
paid
at
the
time
considerably
higher
wages.
I
am
very
pleased
and
I'll
speak
in
a
moment
about
that,
to
fortunately
say
that
this
has
been
addressed
with
last
year's
or
with
the
July
1
significant
increase
to
driver
compensation,
so
that's
a
huge
hurdle
for
us
and
then
on
a
high
note.
Z
Also,
we
have
procured
close
to
a
million
dollars
in
grant
funding
towards
electric
buses
and
infrastructures
were
those
highlights
of
of
the
last
year.
Looking
forward
to
2023
and
Beyond
is
again
like
to
say
at
this
point
in
time
we
have
added
53
bus
drivers
to
date
through
Friday
that
compares
with
that
six
year,
average
of
31
at
the
same
time
frame.
Z
So
we
are
or
20
drivers
ahead
of
normal
and
our
losses
are
are
even
with
the
average,
which
is
about
30
losses
at
this
time
of
the
year
normal,
so
we're
net
20
this
year
and
again,
that's
significantly.
We've
certainly
had
a
great
push.
We've
used
some
different
kinds
of
strategies
for
advertising.
You
may
have
seen
a
few
TriMet
buses
around
with
our.
Z
That
was
a
lot
of
fun.
In
fact,
and
the
good
thing
about
TriMet
is,
if
you
know
nobody
buys
that
space.
It
continues
to
go
so.
As
a
matter
of
fact,
yesterday
I
saw
another
trial,
a
TriMet
bus
with
our
ad
still
on
it,
even
though
we
haven't
done
anything
with
that
in
several
months.
So
and
then
there
are
still
some
TriMet
buses
bus
benches
around
with
the
ads
on
it.
Z
So
that's
something
we're
going
to
go
back
to
strategically
as
of
January
4th,
something
that
has
happened
this
year
and
that
we're
moving
to
the
Future
on
also
as
of
January
4th,
we
transitioned
75
of
our
Fleet
to
something
called
renewable,
renewable
diesel
fuel
and
the
Monday
following
spring
break,
which
is
April
3rd.
The
remaining
25
percent
of
our
Fleet
will
transition
to
renewable
Propane,
fuel
and
electricity.
Z
So
as
of
April
3rd,
we
will
no
longer
be
using
any
petroleum-based
seals
for
any
of
our
school
buses,
and
the
significance
of
this
obviously
is
reducing
our
carbon
footprint
but,
most
importantly,
eliminating
risk
from
our
students
for
ingesting
harmful
emissions
from
our
buses.
So
we
are
pretty
proud
about
that.
We're
the
only
we're
the
only
School
District
in
the
state
doing
that
and
we've
taken
a
lead
on
it.
We're
pretty
proud
of
that.
Z
Normally
it's
a
little
bit
more
expensive.
However,
what
we're
finding
is
it's
extremely
competitive
with
what
we
were
paying
for
petroleum-based
fuel,
so
we're
pretty
excited
about
that.
We
currently
have
four
electric
school
buses
in
service
right
now
on
Route,
so
those
routes
are
primarily
servicing
Title,
One
schools
at
schools
and
historically
underserved
populations.
We
have
15
additional
electric
buses
on
order
right
now.
12
of
those
are
going
to
be
or
dedicated
to
special
needs
service,
and
we
expect
to
have
those
in
service
by
the
fall
of
this
coming
school
year
in
23.
Z
Z
I
just
received
today
final
documents
for
us
to
complete,
to
finish
our
associate
here
to
move
on
with
our
association
with
Pacific,
Portland,
Gas
and
Electric
to
fund
completely
fund
the
infrastructure
for
an
additional
22
charging
stations,
so
we'll
have
30
charging
stations
by
the
end
of
the
year
with
no
cost
to
us
whatsoever
and
then
the
other.
Z
The
only
other
thing
I'll
say
is
that
we're
currently
working
with
an
outside
consultant
for
to
evaluate
our
bell
schedule
and
possibilities
of
making
shifts
to
better
address
concerns
of
the
community
and
also
Medical
Data
supporting
later
High
School
start
times
as
well
as
addressing
that's
one
part
of
it,
but
even
more
so
with
we
are
we're
going
to
be
faced
with
additional
demands
with
related
to
The
Dual
language
program,
CTE
programs
preschool
Middle,
School,
option
programs,
things
like
that,
where
we're
trying
to
shorten
ride
times
for
Middle
School
options
and
option
programs
and
programs
such
as
Terra
Nova,
where
right
now,
it's
a
little
bit
longer
ride
time.
Z
So
we
are
very
optimistic
that
a
bell
schedule,
change
we'll
be
able
to
address
days
all
these
issues
and
and
and
hopefully
make
a
real
real
stab
at
that.
So
we're
currently
through
that
I'm
told
that
that
they'll
have
a
report
for
us
before
the
school
year
ends
by
late,
May,
I'm
they'll
be
in
touch
with
with
you
all,
as
well
as
teachers
and
other
stakeholders
in
the
community.
It's
not
a
silo
decision.
It's
it's
very
broad.
Z
This
is
the
organization
that
has
a
lot
of
experience
with
this
and
has
worked
actually
even
with
districts
that
are
two
and
three
times
our
size,
so
we're
a
large
district
for
them,
but
they've
worked
for
districts
even
larger
and
have
been
quite
successful
so
with
that
I
will,
and
the
last
thing
I
would
just
point
out
if
you
didn't
already
know
I'm
the
snow
guy.
So
my
associate
right
here
is
the
other
snow
guy
I
get
to
wake
him
up
in
the
morning.
Z
So
if
you
were
wondering
where
those
calls
start,
they
all
start
with
me
so
and
then
they
flow
down
to
Gus.
So
he
gets
the
call
at
4.
30
Gus
gets
the
call
at
4
45,
so
I'm
happy
to
answer
any
questions
you
have
and.
Z
F
Q
On
them,
I
know
in
the
route
reduction
because
of
the
safe
routes
with
sidewalks
and
other
infrastructure.
How
much
does
that,
if
you
just
encapsulate?
How
much
does
that
save
your
department
for
like
so
people
can
walk
to
school.
Z
As
a
matter
of
fact,
I'm
gonna
be
talking
about
that
here
in
a
few
minutes
about
the
supplemental
plan.
Actually
it
doesn't
it
doesn't,
it
doesn't
actually
reduce
number
routes,
it
just
reallocates
our
assets,
which
is
what
it
really
does.
There
is
some
savings.
You
know
where
we
reduce
two
or
three
routes,
let's
say,
but
we're
just
reallocating
them
to
somewhere
else.
Z
That
is
in
need,
because
of
expansion
and
growth,
and
again
we're
always
trying
to
find
ways
to
improve
on
the
model
of
the
option,
School
model
and
having
them
come
in
so
early
and
things
like
that,
so
that's
kind
of
where
we're
at
but
as
we'll
talk
about
shortly
with
with
the
supplemental
plan,
Washington
county
is
a
great
partner.
They
continue
to
make
improvements
with
our
input
and
it's
really
really
been
helpful.
Q
W
I
did
see
the
TriMet
bus
with
our
low.
Our
you
know.
Job
I
was
like
dang
we're
good,
you
know,
I
can't
believe
they.
Let
us
put
it
on
there,
but
I
also
wanted
to
thank
osca
and
our
staff
for
really
working
hard
during
bargaining
to
make
more
Equitable
salaries
for
our
different
groups.
I
know
that
people
were
working
hard
and
the
District
staff
took
that
very
seriously
and
wanted
to
make
that
a
more
Equitable
salary,
so
it
it
it
from
the
data.
W
It
shows
that
it
made
a
difference
and
that
provides
us
more
ability
to
better
serve
our
students,
and
our
community
in
in
I
also
wanted
to
note.
We've
had
I've
been
getting.
You
know,
calls
and
people
writing
about
just
the
the
school
bell
schedule
and
the
importance
of
looking
I
see
how
you've
taken
it.
W
The
district
has
taken
that
seriously
and
contracted
out
to
see
how
can
we
improve
and
work
with
our
high
schools
to
have
a
later
start
and
knowing
that
we're
going
to
be
expanding
our
dual
language
programs
and
other
programs
that
need
Transportation.
So
thank
you
for
all
that
work,
and
it
takes
time.
So
some
of
our
community
would
like
it
to
start
like-
let's
just
change
it,
and
let's
start
now,
because
it
does
impact
kids
right
and-
and
we
know
that
what
the
research
says
about
having
that
later
start.
W
So
we
are
taking
that
seriously
and
we
are
have
put
somebody
to
help
us
to
do
that.
Puzzle
and
I'm
also
feel
I
feel
very
proud
about
how
we've
decreased
our
carbon
footprint
and
increasing
our
charging
stations
and
the
way
that
your
team
and
the
staff
have
been
really
creative
about
finding
and
writing
grants
so
that
it
doesn't
pull
away
from
our
general
fund
to
in
many
ways
that
I
mean
30
charging
stations,
lots
of
buses.
I
know
it
takes
time
to
write
all
those
grants.
A
C
Yeah,
thank
you
for
all
the
work
that
you
guys
do,
especially
now
that
we're
seeing
more
snow
in
Portland
since
last
year.
So
thank
you
very
much
for
that.
I
I
wanted
to
ask
I
know
this
data
I
have
read
somewhere,
but
you
might
know
it
how
many
total
number
of
buses
do.
We
have
for
BSD
three.
C
C
That
yeah
I
mean
just
the
ones
that
you
said
it's
like
about
almost
49
50
buses
right.
If
that
Grant
passes
with
the
30
new
buses,
what
do
you
guys
do
with
the
ones
when
you
get
more?
Do
you
sell
it
or
well.
Z
Right
now,
the
ones
that
are
funded
through
the
DEQ
are
required
to
be
destroyed
because
they're
historically,
because
they
are
older
buses
and
they're
trying
to
take
them
off
the
road.
Z
However,
with
the
uscpa
money,
it
doesn't
require
that
so
we
are
replacing
our
oldest
Fleet,
but
we
are
keeping
some
of
the
best
of
those
and
putting
those
in
reserve
right
now,
and
then
we
are,
you
know
if
they,
if
they
are
old,
if
they're
younger
than
2009,
which
at
this
point
none
of
them
are
But
as
time
comes
we're
starting
to
replace
things
that
are
like
2011
and
2013,
where
they
meet
the
EPA
requirements
for
exhaust
set
for
then
we
will
go
ahead
and
resell.
Z
Those
the
truth
is,
though,
is
they're
not
there's,
not
a
big
market
for
large
buses
anyway.
So
a
lot
of
times
we're
happy
if
the
scrap
company
will
just
take
it
from
us
free
and
not
charge
us
to
take
it
from
us,
but
we
haven't
been
faced
with
that
in
quite
some
time.
All
the
buses
still
further
replaced
in
the
last
five
years
have
been
because
of
the
grant.
Writing
we've
had
to
destroy
them
as
part
of
the
agreement
to
get
the
more
polluted
buses
off
the
road.
Z
I
will
tell
you,
though,
that
we
talk
about
their
more
polluted
buses.
All
of
our
buses
from
the
year
2014,
even
2010,
on,
had
been
equipped
with
a
diesel
particulate
filters,
so
they
were
filtering
those
things
you
rarely
saw
black
smoke
coming
out
of
a
bus
and,
as
the
years
have
gone
on,
especially
these
2007
to
2009
buses,
you
virtually
never
see
any
kind
of
black
smoke,
so
they're
they're
very
cling,
relatively
speaking,
but
again
the
newest
Technologies,
and
they
don't
compare
with
electric.
C
It's
good
to
know
yeah.
What
do
you
think
about
Native
school
start
for
high
schoolers,
because
you
know
studies
show
that
they'll
benefit
from
it.
Z
Z
We've
explained
all
that
to
them,
because
it's
not
only
going
to
affect
high
school,
it's
going
to
affect
the
other
grade
levels
as
well,
and
so
we
need
to
be
conscious
of
that
and
that
could
be
challenging
depending
on
what
decisions
are
made,
but
we
don't
anticipate
it
at
needing
a
tremendous,
more
number
of
routes
or
or
drivers
to
do
that.
Z
However,
we
are
supportive
of
it.
We
think
it's
great
I
mean
we've
seen
some
districts
already
have
a
later
start
time.
We
had
a
concern
about.
You
know
later
start
time
versus
the
later
End
Time
versus
start
time
of
Athletics
hasn't
seemed
to
be
a
problem
with
OSAA
or
other
districts.
Z
So
we're
not
really
concerned
about
that
as
well
as
long
as
we
keep
our
staffing
up
to
where
we
need,
and
we
have
the
ability
to
throw
the
Assets
in
place
at
the
right
times
at
the
peak
times
that
the
you
know
within
a
half
hour
after
the
school
gets
out
to
get
them
to
where
they
need
to
be
on
time.
That's
good
and
again
and
I
want
to
say
again,
I
can't
thank
again
the
bargaining
team,
OS
osca
and
your
support
for
the
Improvement
in
the
wages
it
is
made.
W
Just
one
thing,
I
forgot
to
say:
I
was
really
excited
to
see
that
you
have
the
repair
Technical
Training.
So
not
only
are
you
are
we
investing
in
our
Our
People
by
paying
them
a
fair
wage
and
more
comparable
wage,
but
we're
also
investing
in
their
training
so
that
when
we
have
all
these
new
buses
that
they're
able
to
really
work
on
work
on
them
and
help
maintain
them?
So
thank
you
for
thinking
of
that
as
well.
Z
One
of
the
other
things
that
we
have
done
also
is
we
started
it's.
It
happened
now,
starting
the
second
semester.
We
started
our
our
own
little
CTE
program
with
the
auto
repair
and
conjunction
with
auto
repair
Tech
out
of
Aloha
high
school.
So
we
have
two
students
involved
with
that.
We
hope
to
double
that.
So
we
have
you
know
each
semester
and
you
know
as
as
much
as
we
can
to
get
them
involved
with
diesel
repair.
Z
Hopefully
a
little
self-serving
we'd
like
to
use
that
potentially
as
a
pipeline
for
ourselves
for
our
own
folks,
because
it's
we're
competing
with
the
outside
market
for
that
as
well,
but
so
far
so
good,
it's
only
been
a
few
weeks,
but
the
kids
are
doing
great
and
our
employees
love
working
with
the
kids
and
teaching
what
they
know.
So
we're
really
excited
about
that.
A
V
Presentation
Greg,
so
I
just
have
a
quick
question
here.
We
gradually
phasing
out
these
old
buses
with
electric
bosses
is
that
the
goal
moving
forward.
Z
Realistically
speaking,
I
at
this
point
in
time
with
the
technology,
I
don't
see
that
happening,
the
limitation
with
the
buses
that
we
have
are
about
100
to
120
miles
between
charges
and
that'll
work
for
a
lot
of
our
intra
District
trips.
But
when
we
start
having
heading
south
and
heading
to
the
coast,
an
electric
bus
at
this
point
in
time
isn't
the
solution
there's
nowhere
to
recharge
them,
and
things
like
that.
Z
So
for
this
time
being
we're
going
to
have
we're
going
to
have
a
fleet
of
electric
of
diesel
buses
to
be
able
to
do
that.
I
will
tell
you,
though,
the
standards
are
changing
in
2024
California
air
resources
board,
which
organ
is
adopted
and
so
is
Washington.
The
state
of
Washington
have
really
made
it
stringent.
The
manufacturers
are
making
significant
changes
to
diesel
motors,
so
they're
going
to
continue
to
get
cleaner,
but
until
that
technology
makes
the
next
Evolution
it
won't
be.
A
AA
Good
evening,
School
Board,
just
for
the
record,
this
is
your
third
Monday
in
a
row
of
getting
to
discuss
District
finances.
So
it's
good
to
be
in
front
of
you
again
appreciated
your
time
last
Monday
night,
where
we
went
through
kind
of
budget
101
and
did
some
historical
perspective
and
tonight
we're
here
to
talk
about
February
and
where
the
numbers
are
for
us.
As
a
district
in
February
I
apologize
to
you
up
front
that
I
accidentally
tried
to
send.
AA
You
looks
like
give
you
January's
data
again
and
thanks
to
the
quick
work
of
Diana
Hess,
you
now
have
February's
data
in
front
of
you
on
paper
and
on
your
screen.
If
you
want
to
look,
it's
also
updated
and
revised
February
in
terms
of
where
we
are
in
February
I
alluded
to
this
last
week.
In
fact,
I
think
I
alluded
to
it
two
weeks
ago.
AA
We
would
be
with
the
state
school
fund
primary
driver
director,
Tim
chuck,
if
you
want
to
take
it
from
here,
you
can
but
primary
driver
of
that,
as
you
mentioned
last
week,
was
a
fewer
number
of
students
in
our
state
system-wide
and
ode
adjusting
for
that
in
their
last,
what
they
call
the
second
quarter
adjustment,
so
that
drove
our
resources
higher
in
the
current
year.
AA
It
eliminated
the
deficit
that
we
had
both
budgeted
and
projected
for
this
school
year,
so
a
little
bit
better
place
in
terms
of
where
we
are
financially
this
year.
As
Dr
Valdez
mentioned,
we
are
focused
primarily
right
now
on
23-24
and
making
sure
we
can
get
to
that
10.3
billion-
that's
still
important,
while
an
increase
in
reserves
in
this
year
is
helpful.
Those
become
one-time
resources
moving
forward
so
hitting
that
state
school
fund
at
10.3
is
still
a
priority
for
us
and
I'll.
Take
any
questions
you
have
from
there.
E
So
when
we
went
over
budget
101
last
week-
and
we
then
before
that
we
went
over
the
very
detailed
integrated
that
we
will
be
talking
about
a
little
bit
later
here
passing.
E
E
AA
Yeah
I
think
probably
the
best
way
to
describe
it
is
we're
kind
of
out
of
sync
with
ode
on
the
integrated
guidance.
They
have
said
you're
going
to
meet
these
timeline
school
district
and
you're
you're,
going
to
publish
it
on
your
website
by
a
certain
date.
AA
You're
going
to
have
made
your
decisions
and
you
as
a
school
board,
have
to
make
a
decision
in
March
in
terms
of
approving
that
budget,
that's
out
of
step
with
our
regular
budget
process
that
we're
currently
in
the
middle
of
so
we
won't
bring
you
a
budget
until
the
first
week
of
May
and
that'll.
Be
our
proposed
budget
and
integrated
guidance
is
at
peace
of
that
budget.
AA
So
I
would
I
would
liken
it
to
showing
you
a
couple
of
chapters
of
a
book
and
saying
approve
the
whole
book
and
say
it
was
great
we're
not
there
yet
as
a
district,
so
we're
making
those
decisions
internally,
not
only
with
what's
happened
with
integrated
guidance,
but
what's
happening
with
Esser
funds.
Both
the
the
prior
plan
commitments
as
well
as
commitments
they'll,
be
proposed
by
the
superintendent
to
move
forward
with
the
remaining
Esser
dollars.
So
we
have
a
lot
of
water
to
go
under
the
bridge
before
we
bring
you
a
proposed
budget.
AA
W
So
like
when
we
look
at
this
particular
document
that
he
sent
us
there's
Esser
funds
that
are
being
used,
the
Middle
School
to
support
Staffing
and
we've
had
you
know
a
lot
of
community
members
and
just
staff
and
students
and
advocating
for
the
mental
health
supports
for
our
students,
whether
it's
the
social
workers
or
other
positions
that
are
part
of
those
teams
that
have
been
built.
W
So
what
I'm
hearing
you
say
is
that,
right
now,
with
the
Sia
funding,
there's
I
think
there's
a
certain
number
of
positions
there,
but
that
there's
still
other
budgets
that
will,
depending
on
what
the
state
does
too,
that
we'll
need
to
see
how
to
fund
to
maintain
some
of
those
mental
health
supports
for
our
students
and
kind
of
wrap
around
services,
and
even
with
that
said,
with
their
decreasing
number
of
students,
there's
going
to
have
to
be
cut
somewhere,
and
so
it's
kind
of
like
we're.
W
Holding
all
these
truths
like
we
want
to
keep
the
mental
health
supports
for
our
students
and
social
workers
and
we're
also
decreasing
staff
at
the
district
level.
First,
so
that
we're
not
hitting
the
students,
you
know
like
we,
it
all
impacts
students
but
kind
of
looking
at
multiple
ways
of
supporting
the
services
that
we
can
provide
that
we
currently
provide.
Okay.
G
Speak
a
little
bit
about
that
I
think
pre-covet
I
think
we
had
14
social
workers
14
and
with
the
influx
of
federal
dollars
and
the
help
of
the
federal
dollars
we
were
to
expanded
out
to
55
or
so
so
I
think
it
goes
back
to
these
are
soft
dollar.
These
are
one-time
dollars
are
going
away.
G
So
these
it's
it's.
Where
else
can
we
find
dollars
to
continue
and
sustain
programming?
It's
really
as
simple
as
that,
it's
it's
federal
dollars
are
going
away.
We've
used
a
lot
of
these
federal
dollars
on
people
like
every
District
did
across
the
country.
It's.
How
do
we
prioritize
the
need
and
not
have
it
be
soft
dollars?
What
I
call
soft
dollars
but
really
go
to
the
general?
If
that's
what
we
want
to
do,
it
has
to
be
sustained
again.
G
We
can't
yo-yo
the
budget
because
those
are
people's
livelihoods,
so
we're
gonna
purchase
additional
supports.
We
need
to
find
a
sustainable
resource,
and
that
goes
back
to
the
advocacy
in
Salem
for
10-3.
So
I
keep
going
back
to
the
advocacy
and
continue
to
push
the
state
to
fund
us
where
we
need
to
be
funded.
Can.
B
I
ask
a
follow-up
question
to
that:
Gus,
because
something
that
was
said
earlier
made
me
think
that
the
mental
health
piece
of
that
is,
oh,
you
know,
is
so
important
when
we're
seeing
it
Statewide
that
the
the
state
could
actually
fund
out
not
from
education
but
from
the
mental
health
side
of
things
in
terms
of
supporting
schools.
E
Becky
also,
though,
there's
other
school
districts
do
different
collaborations,
and
we
here
at
the
Oregon
School
Board
conference
I
mean
there
are
other
counties
that
pick
up
things
like
social
workers,
because
they
think
that
that
is
a
priority
for
their
for
their
whole
District.
So
that
is
something
that
we
have
not
really
explored
here
and
again,
not
that
any
county
or
city
is
just
swimming
and
money.
G
And
years
ago,
in
Hillsboro,
when
I
worked
in
Hillsboro
years
ago,
we
use
you've
contact
as
another
service
provider
to
really
extend
our
dollars.
So
I
think
we
need
to
look
at
every
opportunity
to
continue
to
support
our
kids
and
our
faculty
in
our
schools.
Whatever
that
looks
like
I
think
we
just
need
to
continue
to
look
and
Advocate
and
really
seek
in
terms
of
different
models
that
are
out
there
to
see
how
we
can
do
wrap
around
services
for
our
kids
and
our
staff.
Q
Eric
well,
this
is
more
of
a
financial
question
but
I'm.
Obviously,
in
light
of
like
Silicon,
Valley,
Bank
and
stuff
like
that,
I
mean
I.
Looked
at
your
thing,
it
doesn't
look
like
you
had
any
high
risk,
but
we
do
Park
a
lot
of
cash
right
for
some
of
the
capital
projects.
You
know
100
million
dollars
any
any
risk
exposure
at
all.
Are
we
perfectly
positioned.
AA
As
long
as
the
government
continues
to
pay
its
bills,
we're
in
pretty
good
shape,
so
we've
got
a
number
of
Treasury
and
agency
bills
out
there.
We
have
one
piece
of
corporate
debt.
That's
with
Toyota.
Outside
of
that,
we
don't
have
everything
we
have
is
with
the
federal
government.
At
this
time
we
have
no
crypto
here,
no
crypto,
no,
no
Bitcoin,
no
crypto
yeah
exciting
times
in
the
market.
Right
now,
I,
don't
I!
You
know
we
watched
the
10-year
treasury
very
closely.
AA
B
Up
on
that
question
about,
let's
say
you
know,
there's
the
off
chance
that
our
government
federal
government
doesn't
Fund
in
June
or
possibly
September.
What's
what's
the
impact
to
our
school
district,
it's.
AA
We
we
would
be
the
small
pieces
of
the
problems
if
that
happened.
I
I
think
there
will
have
much
bigger
problems
going
on
nationally
I
that
we'll
get
there.
I
mean
I,
think
this
is
I've
watched
this
over
and
over
again
and
it'll,
be
a
little
bit
of
white
knuckling
I'm
sure,
but
we
got
to
get
there.
You
know,
and
not
just
in
the
United
States,
but
globally.
The
where
the
dollar
is,
how
people
pegged
our
currency,
it's
pretty
important.
A
W
In
our
budget
101
class,
we
talked
about
that
contingency
budget
that
we
have.
That
gives
us
a
little
bit
of
flexibility,
not
long-term
flexibility.
Like
again,
we
don't
want
to
use
this
as
soft.
We
don't
use
soft
dollars
to
pay
for
people,
but
so
it's
we
know
I
noticed
that
other
districts
didn't
have
as
much
of
a
contingency
but
having
that
contingency
is
important
for
us,
because
we
can
then
support.
As
you
know,.
W
AA
That's
exactly
right
what
we
look
for
when
we
keep
reserves.
Is
that
ability
to
keep
you
know
the
water
somewhat
calm,
you
know
small
little
ripples
in
the
water
as
opposed
to
large
White,
Water
waves
happening
and
and
you're
spot
on
with
your
earlier
comments.
Getting
this
budget
together
is
a
complicated
item
right
like
when
you
look
at
a
number
of
students
going
down.
What's
our
funding
level,
what
soft
dollars
do
we
have
that
are
running
out?
What
are
our
other
resources?
What
would
be
carved
out
at
the
state
level?
AA
All
of
those
things
are
playing
in
all
at
the
same
time,
right
as
we
put
that
budget
together,
so
you
described
it
well,
when
you
talk
about
it's
a
whole
number
of
levers,
we
are
pulling
and
pushing
to
put
this
budget
together
and
I,
as
I
mentioned
before.
I
think
we
I,
don't
think
we'll
know
our
funding
level
when
we
propose
the
budget
we'll
be
making
our
best
guess
at
that
point
and
probably
won't
know
until
June
or
July.
AA
So
it's
a
it's
always
a
little
bit
dicey,
but
we'll
do
the
best
we
can
to
put
together
the
best
plan
we
can,
with
the
best
information
we
have
and
as
as
you
just
mentioned,
reserves
do
help
help
you
to
to
stretch
dollars
over
time
and
keep
things
at
a
at
a
more
consistent
basis.
A
C
We
keep
hearing
about
three
numbers:
qem
11.9,
current
service
level,
10.3
and
then
the
proposed
9.9,
if
10.3
happens,
will
that
take
care
of
us
are
going
away
and
keep
the
current
service
level.
AA
AA
C
I
mean
that
that's
just
tells
us
the
need
for
the
advocacy.
You
know
it's
for
me
when
I
was
looking
into
this
I
to
be
an
advocate,
it
seems
very
daunting
for
a
person,
but
there's
a
lot
of
resource
out
there.
So
if
anybody
is
listening
to
this,
you
know
like
a
parent,
a
Community
member
staff,
a
lot
of
people
came
and
talked
for
social
workers.
You
know
if
they
can
advocate
the
need
that
is
there
yeah,
you
know
it's,
it
would
be
so
helpful.
C
Osba
is
a
very
good
resource
in
how
to
Advocate
our
our
website
is
also
a
very
good
resource
in
keeping
track
of
the
bills
that
are
happening.
So
if
anybody
is
listening
advocate
for
the
students
for
Education
thank.
AA
G
So
I
just
want
to
repeat
what
he
said.
I
think
that's
really
important
point
is
we're
slowly.
The
the
board
and
previous
administration
has
done
a
really
nice
job,
with
stair
stepping
down
of
these
extra
dollars
and
there's
another
stair
step
down
next
year
in
the
budget.
So
this
is
just
a
continual
stair
step
down.
So
there's
reductions
this
year,
there's
reductions
next
year,
so
just
to
repeat
what
you
just
said
and
the
board
and
this
past
administration
have
done
a
nice
job
of
stair
stepping
down.
AA
Yep
but
we'll
you'll
get
continued
advocacy
when
you
think
about
it.
The
the
Esther
funds
go
away,
September
of
2024,
which
is
in
the
middle
of
a
biennium,
and
we
won't
be
in
a
position
to
just
say
we
can
backfill
everything.
That's
there
when
you
talk
about
over
20
million
dollars
would
be
a
significant
significant
number
to
deal
with.
So
those
are
all
those
balancing
issues
right.
You
look
at
reserves
and
how
you
stretch
them
out.
You
look
at
trying
to
get
the
10-3.
AA
You
look
at
how
we're
spending
excellent
dollars
currently
how
the
Sia
is
structured,
reduced
enrollment.
All
of
those
things
together
make
for
a
pretty
complicated
recipe
for
budget,
but
we'll
work
our
way
through
it
and
we'll
bring
you
our
best
efforts
and
recommendation
in
May.
V
I
have
a
muted.
Can
you
hear
me
yep,
okay,
so
I
was
about
to
ask
the
question
and
then
Mike
just
answered
it.
So
I
put
my
hand
down.
I
was
gonna
ask
when
the
insurance
are
going
to
go
away
eventually,
and
then
you
just
mentioned
they're
gonna
go
away
in
September
2024.
Is
that
that's
okay
yeah?
So
that's
why
I
put
my
hand
down.
Thank
you.
Mike
thank.
A
You
any
other
questions
from
the
board
all
right.
Thank
you,
Mike.
Thank
you.
Next
up
we
have
items
for
action
and
a
future
meeting
and
we'll
start
with
our
transportation
supplemental
plan
with
Craig,
beaver
and
Dr
Carl
Mead.
Z
Hi
good
evening,
again,
with
regard
to
the
supplemental
plan,
I
wanted
to
make
one
update
and
we'll
be
getting
it
to
you.
Within
the
last
72
hours
we
were
notified
by
the
Washington
County
land
use
that
the
of
the
Aloha
the
project
they
were
doing
that
was
going
to
enable
us
to
affect
the
Aloha
High
School
Hazard
area
has
been
pushed
back
to
the
end
of
December,
so
we're
going
to
be
removing
that
from
this
plan
and
there
will
be
no
changes.
Z
Z
So
we
it's
just
it's
not
safe
for
them.
So
we
want
to
add
that
it
it
only
affect
about
20
kids,
but
it's
still.
We
only
have
one
bus
into
Bethany
right
now,
so
it's
pretty
small,
the
other
two
in
in
Mr
Simpson
had
alluded
to
it:
removing
Transportation
for
a
for
Cedar
Mill
and
because
of
that
is
the
Cornell
Road.
Z
Improvements
for
sidewalks
has
made
it
through
and
those
will
be
finished
prior
to
the
actually
before
the
end
of
the
year
here,
our
school
year
and
so
we've
received,
it
only
affects
five
students.
We
receive
one
email
on
it.
Z
Z
So
we've
received
any
one
email
for
the
five
students
for
Cedar
Mill,
and
it
was
a
concern
just
that
this.
This
Cornell
Road
is
busy.
The
sidewalks
are
there
and
we
understand
that
the
other
one
is
for
saddle
I
need
to
preface
that
we
have
134
students
potentially
involved
with
this.
We
received
nine
emails
total
about
this.
What
I
need
to
say
Professor
is
that
when
Sato
was
established,
there
were
because
of
the
lack
of
infrastructure.
Z
There
are
several
areas
that
we
offer
transportation
to
pending
the
completion
of
the
infrastructure.
We
are
very
upfront
about
that.
We've.
Every
year
we've
told
the
school
about
it,
we've
reinforced
that
to
the
school
that,
as
these
projects
get
completed,
that
we
will
be
pulling
back
our
transportation,
and
this
is
one
of
those
projects
and
again
the
emails
that
we
have
gotten
basically
coming
down
in
two
categories.
The
area
effect
is
between
0.5
and
0.7
miles
from
the
school.
It's
1.0
mile
for
elementary
for
elementary
students
to
walk
and
again
it's
all
sidewalked.
Z
There
is
one
area,
a
very
short
area
of
less
than
100
feet.
I
believe
that
is
is
delineated
with
curbs.
It
doesn't
have
an
actual
sidewalk
there
yet,
but
it's
paved
delineated
with
curbs
and
it
has
vertical
delineators
next
to
it
to
reinforce
with
the
with
the
reflectors,
to
reinforce
that
this
is
a
walk
path
that
will
be
filled
in
once.
They
finish
the
project
there,
but
in
the
meantime,
Washington
County
went
ahead
and
put
this
in
for
us
so
that
we
could
go
ahead
and
take
advantage
of
that.
Z
So
basically,
the
responses
we
have
gotten
is
majority
has
been.
The
bus
is
full
indicating
that
there's
great
usage
of
it-
and
we
do
appreciate
that.
However,
it
is,
it
is
again
half
a
mile
from
the
school,
and
now
it
is
safe
to
go
so
we
we
certainly
understand
that,
and
the
other
one
is
that
it's
you
know
parents
of
have
have
said
essentially
that
well
we're
going
to
drive
in
the
school.
Z
What
I
will
you
know
that
it'll
increase
the
traffic,
because
parents
are
going
to
drive
their
kids
to
school?
For
that
half
mile
we
have
a
very
robust
program
with
walking
school
bus
at
Sato
are
safe
for
us
to
school
coordinator
and
her
assistance
focus
on
that
school's,
very
heavily.
They
have
for
the
last
two
years
to
encourage
walking
and
they've
made
great
strides
with
it.
We'll
continue
to
do
that.
To
hopefully
show
people
the
you
know
the
safety
of
it
again.
Z
It
continues
as
that
infill
there
with
the
houses
and
things
like
that.
That
area
is
going
to
continue
to
grow
and
it's
the
bottom
line
is
that
now
that
it
is
safe,
we
no
longer
will
qualify
for
reimbursement
from
the
state
for
that
Transportation,
and
so
that's
the
reason
for
it.
It's
quite
simple.
It's
so
with
that
I'm
available
to
answer
any
questions
again,
we
continue
to
solicit
input
from
parents.
Z
We
are
going
to
reach
out
to
them
again
and
you
know
asking
them
for
input
to
see
if
there's
something
that
we
missed.
That
kind
of
thing
we
understand
that
it's
always
a
difficult
decision
for
folks.
You
know
going
through
this
when
we
have
a
bus
and
we
remove
it.
We
understand
that
we're
sensitive
to
it
but,
as
I
said
before,
we're
not
cutting
routes
or
anything
we're
just
able
to
re-reallocate
those
buses
to
other
areas
that
are
in
great
need
as
well.
W
Yeah,
thank
you
for
that
clarification
about
Sato,
it's
one
of
my
schools
and
they
I
had
seen
that
piece
of
there's
one
section
where
there
isn't
a
sidewalk
yet,
but
what
I'm
hearing
you
say
this
that
there's
like
it's
been
reinforced
with
vertical
reflectors
for
that
100
feet
or
something,
and
that
that's
going
to
be
finished
right.
B
Z
They've
paved
it
so,
first
of
all,
it
was
just
dirt,
so
they've
actually
paved
along
with
their
brand
news.
Pavement
they've
put
a
curve
in
there
and
then
to
help
also
reinforce
that
this
is
a
walking
path
for
motorists.
They've
also
put
these
vertical
delineators
along
it
as
well,
which
they
weren't
required
to
do,
but
they
went
ahead
and
did
it
for
us
anyway.
Ultimately,
though,
it
will
be
cemented
in
in
the
actual
sidewalk
once
the
project
is
completed
in
that
area,.
Z
Yes,
on
page
page
12
is
a
picture
of
the
of
the
actual.
Z
Oh,
if
yeah
page
12
has
an
actual
picture
of
it.
In
addition
to
that
that
area
right,
there
is
also
has
the
flashing
school
bus
or
School
sign
so
20
miles
per
hour,
flashing
lights
on
that
for
that
entire
area
as
well
before
Vehicles
even
reach
that
area,
so
there's
a
reduced
thing
and
then
there's
a
four-way
stop
at
the
end
right
where
the
school
is.
So
it's
not
even
a
it's.
It's
a
natural
reduction
speed
on
top
of
everything
else,.
A
Z
Z
Yeah
we're
gonna
revisit
that
we're
gonna
revisit
that,
potentially
for
the
24-25
school
year.
A
D
AB
Good
evening,
School
Board,
we
have
quite
a
slate
of
policies
here
for
first
reading
for
March
I
will
quickly
remind
you
of
the
coding
that
we
use
on
the
policies.
So
if
it
is
in
blue
and
highlighted
that
means
that
is
required.
Language
statutorily
required
language
if
it's
just
blue,
that
is
typically
osba
language
that
they're
recommending
and
if
it
is
struck
out
in
red.
That
is
language
we
are
recommending
for
deletion.
AB
I
will
run
through
the
list
here
and
I
will
pause
after
each
little
policy
to
see
if
anyone
has
questions
or
comments
about
that
policy.
So
the
first
two
policies
in
this
group
are
both
related
to
our
talented
and
gifted
programs
kind
of
not
as
a
package
but
they're
they're
related
in
terms
of
the
changes.
AB
All
of
the
changes
that
are
being
recommended
to
those
policies
reflect
quite
significant
changes
to
the
Oregon
administrative
rules.
Since
2018,
when
this
policy
was
last
reviewed
and
adopted,
the
language
in
there
is
taken
straight
from
the
legal
requirements.
So
there's
there's
not
a
lot
of
drafting
on
my
part
with
this.
I
am
just
making
sure
that
it
reflects
the
current
law
and
standards
around
both
our
program
services
and
the
identification
of
students.
AB
Great,
the
next
one
that
you
have
in
your
packet
is
efaaar,
so
you'll
notice,
that's
an
AR.
The
reason
why
it
is
coming
to
you
is
a
board
is
because
this
is
one
of
the
required
ARS
that
must
be
passed
by
the
board,
there's
a
handful
of
them
about
10
or
so
that
are
required
by
Statute
to
be
passed
by
you
all
again
with
this
one.
AB
The
bulk
of
the
changes
in
this
reflect
thing
changes
to
the
law
at
the
federal
and
the
state
level,
so
the
language
is
not
necessarily
language
that
that
we
are
creating
whole
cloth.
That's
coming
out
of
changes
to
the
law
and
statutes.
AB
The
next
two
policies
in
the
agenda
both
relate
to
sexual
harassment
and
workplace
harassment.
There
were
quite
a
bit
of
changes
at
the
legislative
level
in
2019
refining
the
laws
that
apply
to
both
of
these
situations,
so
the
first
one
gbn
jba
the
changes
that
are
reflected
in
here.
AB
Our
changes
to
some
of
the
definitions.
Actually,
let
me
look
at
this
one.
We
might
have
just
made
some
of
oh
yeah.
That's
right
on
this
one.
AB
E
Had
a
policy
on
this,
there
wasn't
anything
that
the
that
the
committee
thought
locally
was
any
different
than
what
was
proposed
here
by
the
by
the
state.
AB
There
other
than
keeping
I'm
trying
to
see
if
we
kept
some
of
the
definitions
that
we
had
in
the
footnotes.
No
I.
AB
Yes,
there
is
so
much
that
has
changed
with
the
2019
legislation
that
is
mandated
now
around
our
processes.
Oregon
changed
modified
all
of
their
definitions.
Title
IX
went
through
a
massive
change
in
2020,
and
so
there
wasn't
a
lot
to
keep
out
of
our
previous
policy,
because
so
much
has
changed
in
terms
of
the
definitions
and
process.
W
AB
Last
one
that
we're
bringing
for
first
read
is
the
workplace,
harassment
policy
gbea.
This
is
a
brand
new
policy.
That's
again,
why
there's
no
markup
on
it!
This
reflects
a
Senate
bill
that
came
about
in
2019.
AB
There
were
some
areas
that
the
committee
discussed,
where
we
felt
like
some
of
the
wording
felt
a
little
awkward,
but
it
reflects
the
actual
wording
in
the
statute,
and
the
statute
doesn't
just
apply
to
schools
and
school
districts.
It
applies
to
all
public
employers.
So
if
there
are
parts
of
some
of
the
language
that
seem
like
in
within
like
the
definitions,
for
example,
that
seem
like
oh,
why
are
we
saying
it
that
way?
It's
because
the
statute
is
actually
worded
that
way
and
it's
meant
to
apply
to
a
broader
audience.
Besides,
just
K-12
education.
AB
A
A
A
Good
yeah,
that's
good!
It's
been
properly
moved
and
seconded
to
adopt
or
to
renew
hope,
Chinese
Charter
Schools
Charter
any
discussion
from
the
board.
A
E
E
Think
more
of
the
discussion
is
not
things
that
we
really
talked
about
out
loud,
except
for
the
principal
making
the
presentation
at
our
last
board
meeting
and
that
is
giving
90
funding
versus
the
80
funding
that
they're
currently
receiving
and
making
the
comment
about
having
those
funds
so
that
they
can
just
like
a
lot
of
things.
We've
already
talked
about
tonight,
whether
it
be
attracting
bus
drivers
or
whatever,
but
attracting
top
personnel
and
keeping
top
Personnel
by
by
that's
what
the
dollars
would
be
used
for.
E
E
Okay,
so
it's
not
it's
not
something,
so
it's
just
something
that
was
in
the
overall,
so
without
without
just
going
into
those
specifics
based
on
just
renewing
the
charter,
I
will
be,
I
will
be
voting.
This.
W
I
think
like
what
Becky
was
saying,
I
think
our
our
job
is
to
vote
on
the
charter,
and
then
our
staff
will
be
working
with
Hope's
team
and
our
team
to
figure
out
the
other
parts
of
it
is.
G
That
correct
and
to
director
Perez's
point
is:
our
goal
is
to
have
Equity,
be
the
lens
that
we
use,
as
we
disapproved
a
previous
Charter
at
a
specific
rate
as
well.
V
V
A
Great
any
other
comments
or
questions
from
the
board.
All
right
with
that
I
will
take
a
vote
board
members
answer:
I,
N,
A
or
abstain
when
I
call
your
name
Susan
Greenberg,.
A
And
then
motion
passes
unanimously
all
right.
The
next
item
in
front
of
us
is
approval
for
the
aligning
for
Student
Success
plan.
Do
I
hear
a
motion
to
approve
the
aligning
for
Student
Success
plan.
Q
A
W
Like
we've
stated
a
couple
times
tonight,
I
think
that
I
just
want
to
state
that
we-
this
is
just
one
piece
of
the
budget
and
how
we
fund
our
schools
and
we're
still
waiting
for
some
more
information
from
the
state
and
several
of
us.
Many
of
us
are
going
to
Salem
to
advocate
for
more
funding
for
our
schools
as
well.
W
As
you
know,
we
hear
our
community
and
or
I
I'll
speak
for
myself
here
in
the
community
and
also
knowing
that
our
students
have
been
highly
impacted
by
covid
times
and
the
mental
health
needs
and
the
importance
of
all
the
different
support
staff
that
we
have
and
so
again
it's.
This
is
one
piece
of
the
puzzle
of
a
budget,
and
we
will
continue
to
look
at.
W
E
I
will
be
voting
I
this
evening
and
I
want
to
see
how
fortunate
I
feel
to
be
in
a
district
that
we
have
the
correct
staff
that
puts
so
much
time
and
expertise.
E
There
are
a
lot
of
districts
that
struggle
with
these
major
pieces
and
that
this
is
what
the
state
is
requiring
us
to
get
these
kind
of
funds,
and
these
funds
are
absolutely
necessary
to
our
bottom
line,
and
we
are
just
fortunate
to
be
in
a
district
that
we
have
the
staff
that
can
put
the
expertise
to
that
and
allow
that
these
funds
to
flow
into
our
district,
that
our
students
and
our
staffs
are
desperately
need.
A
Other
questions
and
comments
from
the
board:
okay,
board
members
answer
I
and
a
are
abstain
when
I
call
your
name
Susan
Greenberg,
aye,
Karen,
Perez,
I,
Eric,
Simpson,
aye,
Sunita,
Garg,
aye,
Uganda
and
Anaya
hi
Becky,
timchuk,
aye,
Tom,
Colette
I
and
the
motion
passes
unanimously.
Next
up
we
have
the
approval
of
board
policy
revisions,
which
includes
AC,
non-discrimination,
GBA,
equal
employment,
opportunity
and
jgab
use
of
restraint
and
seclusion.
Do
I
hear
a
motion
to
oh
you're
you're,
absolutely
right!
A
Thank
you,
Susan,
my
bad
okay,
we're
going
to
go
back
here
and
we're
going
to
do
c
before
we
get
to
D.
Okay,
so
C
is
World,
Language
curriculum
adoption
do
I,
hear
a
motion
to
adopt
Our
World
Language
curriculum.
A
W
Adoption
in
our
you
know,
we
had
student
reps,
we
had
teachers,
staff
things
to
our
community
that
came
out
to
look
at
the
materials
and
and
give
their
input,
and
thanks
to
our
all
of
our
staff,
that
did
all
that
work.
So
thank
you.
A
Other
questions
or
comments
all
right
board
members
answer
with
I,
nay,
are
abstain
when
I
call
your
name
Susan
Greenberg,
hi,
Karen,
Perez,
I,
Eric,
Simpson,
aye,
Sunita,
Garg
aye
and
Anaya
hi
Becky
timchuk
aye
Tom
Collette
I
am
the
motion
passes
unanimously?
A
Okay,
now
we're
going
to
get
to
the
board
policy
revision
approval,
which
includes
AC,
non-discrimination,
GBA,
equal
employment,
opportunity
and
jgap
use
of
restraint
or
seclusion.
Do
I
hear
a
motion
to
approve
the
board
policy
revisions.
Q
A
Second,
the
motion:
it
has
been
properly
moved
and
seconded
any
questions
or
comments
from
the
board
all
right,
but
we'll
take
a
vote
board
members
answer
with
I
n
a
or
abstain
when
I
call
your
name
Susan
Greenberg,.
D
Q
How
about
the
awesome
opportunities,
my
26th
season,
coaching
track
at
Sunset?
So
even
though
I'm
turning
out
on
the
board,
I
still
have
a
ton
of
energy
left
for
the
for
the
high
school
students,
girls
and
boys
jumpers.
So
you
know,
I
know
we're
having
a
rainy
start
this
season,
but
Sunset
has
270
students
out
there
running
and
competing.
So
it's
a
real
nice
thing
to
see
so
one
year,
a
couple
years
ago,
we
got
over
300,
which
is
like
incredible
so
whoa.
A
E
I've
got
a
little
bit
of
a
laundry
list
here.
First
of
all,
I
want
to
thank
our
department
of
equity
for
putting
on
another
conversation
about
race
at
Southridge.
Last
week
it
was
I
wish
it
could
have
been
better
attendant,
but
I
know
how
hard
that
is,
for
you
know,
for
community
members
to
get
there
late
in
the
afternoon,
but
I
just
want
to
recognize
the
phenomenal
job
that
our
students
did
to
hear
from
our
students.
E
To
hear
from
their
perspective
was
was
amazing,
and
what
it
reminded
me
of
is
how
much
we
we
value
student
voice
here
and
I
wish.
We
had
the
opportunity
here
more
directly
from
our
students,
especially
our
student
advisory
committee,
just
any
of
our
our
students,
because
it
was
a
good
reminder
of
the
kind
of
things
that
they
are
living
with
right
today,
and
so
that
I
really
appreciate
and
I
appreciate,
Southridge
High
School
the
effort
that
they
put
I
had
the
opportunity
to
attend,
heightens
Battle
of
the
books.
E
It
was
great
to
see
these
students
taking
on
competition
with
battle
the
books
I
got
to
see
several
rounds
and
I
loved
it
that
we
had
rounds
of
all
young
men,
all
young
women
combination.
It
was
all
it
was
all
great
and
I
really
enjoyed
that
and
I
think
heightened
for
inviting
me
and
along
with
books,
I
was
asked
and
thoroughly
enjoyed
going
to
Cooper
Mountain
Elementary
for
read
across
America.
E
E
It
was
just
a
wonderful
place
to
be
in
I
really
enjoyed
that
and,
lastly,
I
want
to
say
and
recognize
Ron
Porterfield
who
was
with
us
and
that
we
lost
a
wonderful
man
and
I
met
Ron
years
ago,
when
he
was
a
superintendent
in
Vancouver
and
got
to
work
with
him
many
many
years
ago,
and
then,
when
he
came
to
the
Beaverton
School
District
to
join
Nancy
Riles
as
principal
I
was
thrilled
and
every
time
I
went
to
Nancy
Riles
students
were
foremost
and
to
have
him
in
our
district
office,
even
though
he
was
in
the
district
office
and
operations.
E
W
So
I
had
I
had
the
opportunity
to
go
to
see
Frozen.
It
was
so
amazing,
like
I,
wanted
to
go
back
like
multiple
times,
but
I
knew
I
could
only
we
only
got
two
seats,
and
so
that
was
really
cool.
With
my
daughter.
We
had
to
to
be
able
to
see
that
and
to
really
they
had
a
really
diverse
staff
staff
cast,
and
they
were
amazing.
It
just
felt
like
I
was
watching
something
on
it's.
You
know
Broadway,
really.
W
It
was
just
so
cool
I
also
wanted
to
I
got
to
see
at
the
Coast
Conference
the
multilingual
Department
presented
on
the
Dual
language
expansion,
research
that
they've
been
doing
and
just
seeing
the
impact
of
students
is
the
positive
impact
of
that.
W
Our
dual
language
programs
are
having
on
our
students,
graduation
and
just
success
in
State
Testing,
and
how
that
you
can
see
the
curve,
so
they
redid
Thomas
and
Collier's
study,
which
is
like
a
really
important
study
in
indual
language
education
and
they
it's
a
national
study
that
they
redid
and
it
shows
that
the
same
Trends
positive
Trends
are
happening,
and
then
they
had
a
presentation
for
parents
to
explain
the
positives
of
dual
language
programs,
and
it
was
great
to
hear
the
parents
asking
these
important
questions
about
like.
Why?
W
Don't
we
do
that
at
other
schools
and
we're
like?
Well,
that's
what
we're
trying
to
do
you
know,
and
so
just
seeing
those
conversations
was
really
beautiful
and
it
was
dead
in
Spanish
so
that
our
parents
had
access
to
it
and
then
also
I
wanted
to
thank
the
social
worker.
At
my
daughter,
school
has
a
parent
group
in
Spanish
and
her
last
session
that
she
did
with
the
parent
group
was
around
self-care
for
the
parents,
and
you
know
we
all
didn't
forget
to
take
like
as
a
parent.
W
We
take
care
of
our
kids
and
we
do
our
work
and
it
was
just
really
beautiful
to
see
all
the
work
she
put
into
it
in
that
the
parents
and
the
moms
just
like
really
thinking
about
their
own
lives
and
how
they
take
care
of
themselves
as
they're
trying
to
take
care
of
their
kids.
So
it
was
just
another
beautiful
thing
to
see.
So
thank
you.
C
I
had
an
opportunity
to
attend
the
color
caucus
team
meeting
last
Saturday,
and
it
was
interesting
because
they
we
talked
about
the
bills
that
directly
affect
the
the
staff
and
the
students
how
to
track
those
bills
and
not
everybody
can
go
to
Salem.
C
I
haven't
been
to
Salem
to
do
an
advocacy
for
any
bill,
but
there
are
a
lot
of
other
ways
that
people
can
advocate
for
what
they
believe
in
and
osba
is
again
I'm
going
to
say
it
again.
It's
a
very
good
resource
to
find
how
to
do
advocacy
for
what
you
believe
in
and
what
you
want:
the
outcomes
that
you're
looking
for
your
school
and
your
District.
So
it
was
an
interesting
meeting
for
me
also
with
Beaverton
School
District
website
is
also
a
very
good
resource
for
that.
Thank
you.