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From YouTube: March School Board Business Meeting
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A
Welcome
everyone
I
called
to
order
the
beaverton
school
board
meeting
for
march
14
2022..
I
want
to
begin
with
the
land
acknowledgement.
I
would
like
to
acknowledge
that
our
district
rests
on
the
traditional
land
of
the
tualatin
kalapuya.
We
thank
the
ancestors
of
the
kawapuya
for
being
the
original
stewards
and
protectors
of
these
lands.
We
honor.
We
are
honored
by
the
collective
work
of
many
indigenous
nations
leaders
and
families
who
demonstrate
resilience,
resistance,
revitalization,
healing
and
creativity,
we'll
start
with
a
roll
call
of
board
members.
B
A
C
A
In
zone
seven
tom
collette-
I
am
here:
does
anyone
have
any
changes
they
would
like
to
make
to
the
agenda
tonight.
A
Okay,
I'm
hearing
none.
We
will
start
with
some
community
recognitions
and
eric.
If
you
want
to
start
us
off.
We
have
an
amazing
student
from
sunset,
high
school.
D
E
Yeah,
thank
you,
so
I
think
you
got
most
of
it.
That's
for
our
purpose.
We're
really
focused
on
destigmatizing
mental
health
in
asian
american
communities.
E
So
we
do
that
a
lot
through
online
activities
like
webinars
discussion
groups-
and
I
think
this
you
know-
is
such
a
great
opportunity,
because
I'm
getting
a
lot
of
I'm
about
to
get
a
lot
of
coaching.
So
it'll
help
me
like
bring
project
lotus
into
like
in
person
around
the
country,
which
I
think
is
super
important.
You
know
when
we're
heading
out
of
this
pandemic.
E
E
Staff
really
helped
build
those,
especially
like
people
like
my
counselor,
miss
sandberg,
so
I'm
just
really
thankful
for
the
beaverton
school
district,
because
I
think
that
a
lot
of
the
staff
here
have
like
are
really
cognizant
about
cultural
identities
and
the
importance
of
mental
health,
and
I
know
that
because
when
I'm
working
in
schools
and
other
states-
that's
not
always
the
case.
So
I
think
that
you
know
I'm
really
grateful
for
this
school
district.
I'm
really
grateful
grateful
for
this
opportunity.
Thank
you.
A
A
I
see
principal
irwin
go
I'm
starting
to
see
some
students
awesome
all
right.
So
congratulations
to
our
winter
athletic
teams.
The
season
culminated
with
the
boys,
basketball
teams
from
mountainside,
southridge
and
beaverton
competing
in
the
state.
Playoffs
beaverton
boys
went
all
the
way
to
the
great
eight
and
won
the
sportsmanship
trophy
at
the
tournament.
A
Mountainside
went
all
the
way
to
the
final
four
on
the
girls
side,
westview
mountainside,
southridge
and
beaverton
high
school
basketball
teams,
all
competed
in
the
playoffs
with
the
beaverton
girls
bringing
home
both
the
metro
league
and
the
osaa
state
championship
join
us
this
evening
to
say
a
few
words:
our
beaverton
hedge
coach,
cathy
narrow
assistant,
coach,
john
narrow
and
team
captains,
emily
rice,
madison,
narrow,
laney,
spear,
zoe
border
and
hannah
rice.
F
I
know
that
coach
nero
will
we'll
talk
about
the
amazing
group
of
young
women
who
are
student
athletes,
they're
leaders
in
our
classrooms,
in
our
hallways
and
and
definitely
on
the
court.
But
before
she
goes,
I
want
to
make
sure
that
people
know
how
proud
we
are
of
kathy.
This
is
her
first
state
title
as
a
as
a
coach.
F
I
had
the
pleasure
of
introducing
her
at
senior
night
in
person
and
in
our
in
our
senior
night
in
the
stadium
are
at
beaverton
high
school,
and
I
know
kathy
coach
nero
to
be
a
a
coach
of
great
distinction.
F
I
think
I
said
at
that
time
that
she
is
unarguably
the
best
women's
high
school
basketball
coach
in
the
state
of
oregon
and
I'd,
amend
those
remarks
tonight
and
tell
you.
She
is
one
of
the
finest
coaches
period
in
the
state
of
oregon
she
coaches
with
honor
and
is
always
pursuing
joy
in
everything
that
she
does
and
it's
two
of
the
things
that
kathy
and
I
talk
about
a
lot
about
the
honor
of
service
to
others
and
the
joy
that
every
day
brings
you
and
when
you
look
for
those
two
things.
F
You
end
up
have
finding
success,
and
so
we
were
thrilled
to
be
there
on
saturday
with
our
fans
with
our
band.
We
had
the
best
student
crowd
around
and
it
was
a
wonderful
community
win
for
us.
So
I
just
hats
off
to
kathy
and
the
entire
coaching
squad,
and
also
our
amazing
women's
basketball
team,
kathy.
G
Thank
you
ann.
I
appreciate
it
yeah
I
we
are
just
so
grateful
to
the
beaverton
school
district
to
beaverton
high
school
to
ann
who
beaverton
high
school
has
been
so
lucky
to
have
to
my
block
and
I
could
go
on
and
on,
but
it
was
just
as
such
a
special
group
of
girls
that
just
put
the
team
first
and
we
talked
about
just
enjoying
the
journey
and
enjoying
every
day
you
look
at
the
last
two
years
with
coven.
G
You
know
you
never
know
what's
around
the
corner
and
what
might
be
coming
and
that's
why
you
have
to
appreciate
each
day
and
be
in
the
present
and
give
it
your
best,
and
these
girls
did
that
and
I'm
just
so
proud
of
them,
and
I
just
want
to
thank
everybody
for
their
support.
The
the
the
atmosphere
saturday
night
with
the
beaverton
high
school
and
everyone.
There
was
just
amazing
I'll.
G
Let
the
girls
hannah
rice,
emily
rice,
our
seniors,
incredible,
leaner
leaders,
laney
maddie,
zoe,
just
awesome,
just
fantastic
job,
so
girls,
I
don't
know
if
you
want
to
say
anything,
I'm
so
proud
of
you.
So
I
don't
know
if
the
girls
are
supposed
to
speak
or
I'm
just
supposed
to
speak,
how
this
works.
H
Say
something
I
just
wanted
to
say
how
grateful
I
am
to
be
part
of
that
program
in
this
program
for
the
past
four
years
and
how
much
I've
grown
as
a
person
on
and
off
the
court,
and
just
thank
the
beaverton
community
for
everything
they
give
have.
Given
me.
I
K
Well,
obviously,
I'm
not
a
senior,
so
I'm
not
done
yet,
but
this
year
was
just
so
great
and
like
the
past
three
years,
I've
been
here.
The
experience
has
just
been
incredible
and
I'm
really
happy
that
we
could
end
this
year
this
way,
and
hopefully
we
can
do
it
again
next
year
so
and.
L
K
J
This
could
very
well
have
been
a
three-peat
state
championship,
and
you
know,
because
of
covid,
this
team
would
have
been
the
favorite,
I
believe
in
the
last
two
years,
and
that
just
I
I
think
it
goes
to
show
what
this
team
has
fought
through,
because
when
you
have
to
fight
through
something,
that's
this
devastating
to
have
it
right
there
at
your
fingertips,
the
last
two
years
and
not
get
it,
but
yet
have
that
pressure
that
I
imagine
these
seniors
had
on
them
to
try
to
win
it
and
do
it
for
all
of
those
players
that
had
it
right
at
their
fingertips,
but
just
did
not
get
the
chance.
J
I
think
it
really
says
something
about
the
grit
and
resilience
of
this
team
and
coach
and
your
assistant
coaches,
hats
off
to
you,
because
it's
it's
hard
to
do
not
everybody
gets
the
opportunity
to
step
on
that
floor
at
the
child
center.
So
hats
off
to
you
and
also
ann
to
you.
What
what
icing
on
the
cake?
J
I
think
I
text
to
you
and
I
I
knew
how
much
your
heart
was
crying
for
those
girls,
the
last
two
years
that
didn't
get
that
chance
so
icing
on
the
cake.
M
Can
I
just
add
two
two
quick
things
I
think
you
guys
would
like
to
hear.
One
is
kathy.
Is
the
second
woman
coach
in
oregon
state
history
to
win
a
state
title
as
a
coach
in
the
6a
level?
The
first
one
was
done
at
central
catholic
at
2003.
sandy
did
it,
which
was
amazing
and
number
two.
The
girls
set
a
6a
playoff
record
of
holding
one
team
to
18
points
in
a
game.
M
And
for
the
season
we
held
our
opponents
to
28.1
points
a
game
as
a
season,
so
pretty
pretty
amazing.
Pretty
amazing
group.
F
We
are
looking
forward
to
celebrating
this
team
the
rest
of
this
week
and
then,
when
we
come
out
of
spring
break,
we've
got
some
some
things
planned.
So
it's
it's
great
to
start
it
off
with
a
a
a
celebration
with
you
all
tonight.
So
thank
been
great.
Having
us.
A
All
right
next
up,
we
will
hear
from
our
labor
partners.
We've
got.
Sarah
are
you
here?
We
got
sarah
schmidt,
the
president
of
the
beaverton
education
association,
great
and
then
we'll
be
followed
by
kirsty
from
osea.
N
Thank
you
so
much
chair
clint.
That
is
a
tough
act
to
follow.
As
I
pull
up
my
comments
here,
I'll
just
say,
I
was
a
former
student
athlete
myself.
The
tenacity
and
community
building
and
dedication
to
a
cause
that
you
learn
from
athletics
is
hard
to
match
in
other
places.
Okay,.
N
N
N
At
this
point
in
the
pandemic,
it's
a
good
time
to
reflect
on
the
ways
that
we
have
had
to
adapt
and
pivot
and
navigate
unprecedented
times.
How
many
times
do
we
say
that
phrase?
And
here
we
are
this
week
with
some
changes
in
our
protocols
based
on
a
reduction
in
case
rates
and
and
community
spread
of
covid,
so
it
feels
like
we're
coming
out
on
the
other
end
of
things,
while
being
very
cautious.
N
Throughout
this
time
there
has
been
incredible
loss
and
trauma
and
struggle.
We
also
have
some
successes.
I
think
that
have
come
out
of
this.
We've
learned
how
important
it
is
to
put
each
other
first
as
humans
and
focus
on
relationships.
Before
we
worry
about
academic
rigor,
we
found
ways
to
new
ways
to
use
technology
for
learning.
N
We
have
focused
on
practices
that
reduce
and
eliminate
racism
and
bias
in
our
work,
so
that
every
student
can
thrive
in
our
schools
and
as
we
move
forward,
we
have
a
chance
now
to
create
a
budget.
That
is
a
moral
document
that
aligns
with
what
we
have
learned
about.
What
students
and
educators
need
and
is
aligned
with
the
district's
stated
values.
N
N
I
know
that
the
district
at
the
beginning
of
the
process
shared
your
guiding
principles,
which
are
improving
learning
conditions
being
financially
responsible
and
maintaining
quality,
labor
relations,
va's
priorities
or
interests,
I
should
say,
have
been
focused
on
the
implementation
of
a
full
continuum.
N
Luckily,
we
have
resources
and
we
have
an
opportunity
to
invest
in
these
supports
and
the
things
that
we
know.
Students
and
educators
need,
as
mike
schofield's
budget
update,
shows
and
you'll
hear
more
about
tonight.
I'm
sure
that
the
district
has
a
projected
ending
fund
balance
of
97.2
million
or
about
16
and
a
half
percent
of
the
budget.
It's
important
to
note
that
osba
recommends
that
districts
maintain
reserves
in
the
five
to
eight
percent
range.
N
This
funding
has
been
allocated
to
our
district
to
invest
in
our
students,
learning
conditions
and
not
to
be
held
as
reserves,
as
you've
heard
from
educators
all
year.
The
need
for
support
is
now
our
classified
staff,
who
have
been
the
backbone
of
this
district
throughout
the
last
couple
years,
need
the
support
now.
N
So
it's
time
to
do
right
by
our
community
and
our
students
and
use
resources
responsibly
and
agreements
at
the
bargaining
table
are
a
great
way
to
show
your
staff
to
show
bsd
students
and
their
families
and
our
community
that
this
district
takes
this
responsibility
seriously
and
values.
The
staff
that
work
here
you.
A
Thanks
sarah
appreciate
the
comments.
Next
up,
we
have
kirsty
sachman
from
the
oregon
school
employees,
association.
O
Evening,
everyone
good
evening,
chair,
colette,
superintendent,
grotting
and
members
of
the
board,
I'm
kirsty
sachman.
I
am
the
osea
classified
president,
as
well
as
a
para
two-sped
educator
at
mckinley
elementary
just
because
we
had
these
amazing
members
of
our
bhs
basketball
team.
As
a
former
bhs
staff,
congratulations
to
our
women's
basketball
team.
We
are
all
so
proud
of
you.
Your
hard
work,
really
matters.
O
You
guys
showed
up,
and
you
did
great
things
I
remember
being
at
the
child
center
two
years
ago,
when
we
thought
we
were
gonna,
take
take
the
last
one
and
you
guys
continued
working
and
working
hard
and
continued
the
legacy,
and
we
are
all
very
proud
of
you
just
want
to
say
a
yay
for
you
guys.
Thank
you.
O
I
also
would
like
to
say
on
behalf
of
me,
as
well
as
our
e-board
and
all
of
our
classified
staff.
We
think
bea
and
sarah
schmidt
for
their
continued
comments
and
support
always
supporting
us
as
classified
staff.
We've
worked
very
hard
this
year
to
grow
our
relationship
with
ba
and
stand
in
solidarity
100,
and
we
thank
you
guys
very
much
for
all
of
your
support
throughout
the
year.
As
was
as
we
go
into
our
bargaining
contract
negotiations
last
week,
we
celebrated
classified
appreciation
week.
O
I
would
like
to
say
a
big
thank
you,
a
giant
thank
you
to
each
and
every
classified
staff
member,
as
well
as
our
subs.
For
all
your
continued
effort,
hard
work,
dedication
to
our
community.
We
know
that
each
and
every
day
our
community
could
not
run
without
our
valuable
efforts
and
support.
I
could
never
say
enough.
Thank
yous.
Our
board
can
never
say
enough.
We
could
never
do
enough
to
really
accentuate
the
thank
you
that
we
have
for
all
the
hard
work.
O
Remember
or
not,
we
worked
really
hard
to
get
out
a
small
gift
of
our
appreciation
because
we
know
that
those
little
moments
really
matter,
and
so
I
really
want
to
thank
my
board
for
all
their
hard
work
this
last
week,
as
well
as
their
hard
work.
Every
day
of
this
whole
year
as
an
osa
board,
we
are
working
hard
to
continue
everyday
supports
of
our
classified
staff
and
we
are
currently
preparing
for
election
elections
for
next
year's
e-board.
O
All
of
our
positions,
except
our
vice
president,
are
open
for
nominations,
so
just
putting
that
out
there.
If
you
are
classified
staff
and
have
a
little
extra
time
to
give
each
month,
we
would
love
to
have
you
on
our
board.
We
want
more
voices
at
the
table
because
we
know
that
we
are
stronger
together
than
we
are
separate.
O
We
are
also
looking
for
conference
delegates
to
represent
our
chapter
at
our
osca
june
conference
as
a
board.
O
We
have
continued
this
year
to
try
to
increase
our
communications
around
all
things
union,
but
we
are
this
spring
working
very
hard
to
bring
updates
on
our
bargaining,
because,
since
our
last
school
board
meeting,
we
have
had
our
first
bargaining
meeting
with
the
district,
and
we
are
looking
forward
to
our
second
bargaining
session
coming
this
friday
march
18th,
we
as
a
board
as
well
as
the
union,
would
like
to
thank
everyone
at
our
bargaining
table
both
on
our
side,
as
well
as
the
district
side
for
the
time,
the
patience,
the
understanding
and
the
listening
ears
and
the
voice
of
the
table
because
all
of
our
voices
matter
and
if
we
don't
work
together
as
a
collective,
we
can't
grow
together
as
a
collective.
O
O
O
We
as
oca
are
communicating,
often
with
bea,
to
increase
that
communication
and
the
wrap
around
of
our
equitable
working
conditions,
because
we
all,
I
can
never
say
enough-
stand
stronger
together.
We
value
the
growth
in
our
relationship
with
bea,
as
well
as
our
district
staff,
and
we
thank
everyone
here
in
this
meeting
and
everyone
listening
for
their
time.
Their
support,
please
again
we're
blue
this
friday
in
solidarity
of
our
union
bargaining,
as
well
as
our
upcoming
bargaining.
Thank
you.
So
much.
A
Okay.
Next
up,
we
would
normally
have
our
student
representatives
or
bsac,
but
tonight
they
they
didn't,
have
an
update
for
us,
so
they
let
us
know
that
they're
going
to
take
a
pass
on
tonight,
but
we
will
see
them
at
the
next
board
meeting
and
with
that
we'll
move
into
the
public
comments
part.
A
I
want
to
note
that
we
received
six
written
comments
board
members
appreciate
your
comments
and
thank
each
and
every
one
of
you
for
taking
the
time
to
share
your
thoughts
with
us.
We
also
are
going
to
be
taking
comments
on
our
board
meeting
tonight
and
we
thank
folks
for
attending
the
board
meeting
with
us
today.
We're
truly
grateful
for
your
presence
and
opportunity
to
receive
your
input.
One
of
our
district's
greatest
strengths
is
community
involvement.
A
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
With
that
in
mind,
a
few
guidelines,
our
comments
do
not
allow
for
the
specific
naming
of
school
personnel
personnel
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff
if
a
school
personnel
is
named
during
a
comment
period,
I
will
stop
your
comments
and
ask
you
to
refrain
from
naming
the
person
if
it
occurs.
A
second
time
you
will
be
asked
to
end
your
comments.
A
Comments
must
be
relevant
to
our
current
board
agenda.
If
you're
speaking
on
a
different
subject,
you
will
receive
a
warning.
If
a
commentator
continues
to
deviate
from
the
board's
topic,
they
will
be
muted
and
their
testimony
ended.
If
you
have
not
spoken
directly
to
a
subject
on
the
board
agenda
tonight
within
30
seconds
of
beginning
your
testimony,
I
will
stop
and
ask
that
you
speak
to
an
issue
on
the
agenda
or
end
your
testimony.
A
Everyone
has
two
minutes
to
provide
testimony
to
the
board.
A
timer
will
be
set
and
will
go
off
at
the
two-minute
mark.
If
you
continue
talking
beyond
the
two
minutes,
I
will
ask
you
to
end
your
comments
to
ensure
fair
treatment
for
all
commentators
or
all
commenters.
I
should
say
this
will
be
enforced
uniformly,
regardless
of
the
subject
matter,
point
of
view
or
whether
you
have
finished
your
prepared
comments.
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
removed
from
the
meeting.
Thank
you
again
for
joining
us
tonight
and
we
look
forward
to
hearing
your
comments
and
I
our
first
commentator
is
kimberly
criswell
hernandez
kimberly.
If
you
want
to
turn
on
your
screen-
and
let
me
know
when
you're
ready,
I'm
getting
a
timer
set
up
for
you.
P
All
right,
thank
you
and
good
evening,
and
congratulations
to
our
athletes
wow
so
exciting.
Thank
you
for
making
the
right
decision
to
make
mask
optional
for
our
children's
and
teachers.
My
son
was
elated
after
school
today.
The
first
thing
he
said
in
the
car
was,
I
got
to
see
my
teacher's
face
today,
obviously
brought
me
to
tears.
P
Unfortunately,
shame
on
you
for
requiring
mass
for
volunteers
that
have
a
religious
or
medical
exemption
for
this
kovid
jab
exemption
or
not.
This
is
discriminatory
and
should
be
protected
by
the
civil
liberties
act
and
is
illegal.
Enough
is
enough,
and
especially
for
the
women
out
there
remember
my
body,
my
choice.
That
should
not
be
forgotten
in
any
circumstance,
the
second
we
got
the
email
they
needed.
Volunteers
and
I
wouldn't
have-
and
I
would
not
have
had
to
have
worn
a
mask.
P
P
P
A
Here
we
go
and
whenever
you're
ready
you
can
start.
Q
And
states
that
the
district
is
requiring
unvaccinated
volunteers
to
be
masked.
In
reading
this
oar
section,
there
is
no
mention
of
mass.
This
is
a
district
policy,
and
I
asked
the
district
to
remove
this
policy
for
the
following
four
reasons:
one.
This
appears
to
be
a
privacy
violation
of
sorts.
By
forcing
a
mask
on
a
volunteer,
it
becomes
identifiable
health
information.
Q
Q
Q
A
A
J
Chair
collette
welcome
board
members,
students,
staff
and
parents
and
community
happy
to
be
here
today
and,
as
you
know,
today
was
our
mass
optional
policy
implementation
as
as
it
started
today
and
heard
mostly
very
positive
comments,
and
we
do
continue
to
follow
oregon
health
authority
and
our
oregon
department
of
education
regarding
protocols
for
covid19,
and
once
again
I
just
want
to
thank
you
know
all
of
our
students,
our
families
staff,
for
their
effort
to
get
to
this
place
that
we
are
today.
J
The
mitigation
strategies
that
we
used
have
allowed
us
to
help
continue
our
students
to
be
in
continuous
education.
So
a
great
shout
out-
and
thank
you
also.
I
want
to
do
a
shout
out
and
thank
you
to
shelly
bailey
shaw
and
our
communications
department
for
putting
out
the
either
way
it's
okay,
video
and
letting
folks
know
it's.
J
Okay,
if
you
want
to
wear
a
mask
or
if
you
don't
want
to
wear
a
mask
just
to
let
you
know
at
some
different
activities
today,
whether
it's
a
central
office
and
definitely
I
was
at
the
state
tournament
watching
our
watching
our
girls
win
the
state
championship
and
what
I
would
like
to
say
is
when
I
looked
up
into
both
student
bodies,
both
barlow's
student
body
and
our
student
body,
I'd
probably
say
about
50
to
60
percent
of
our
kids,
were
still
wearing
masks
and
so
and
some
of
them
weren't,
and
I
think
I
think
people
need
to
use
their
own
judgment.
J
Everybody
has
a
different
lived
experience,
whether
you're
a
student
staff,
member
or
other
folks
coming
in
so
I
was
just
real
happy
with
what's
going
on,
our
cases
continue
to
fall
and
I
hope
we
get
in
in
a
much
better
situation
even
than
we
are
today.
Also.
I
just
wanted
to
take
this
this
time
and
and
comment
on
the
process
that
this
board
is
used
for
the
superintendent
search.
I
just
want
to
applaud
you,
as
we
know
it's.
J
The
most
important
decision
that
board
could
do
can
do
in
selecting
the
next
superintendent,
and
I
know
we're
getting
ready
to
finalize
that
process
and
excited
for
that
to
take
over,
but
just
wanna.
You
know,
you've
all
got
a
lot
on
your
plate,
but
you
you
know
you
went
out.
You
did
a
national
search.
You
found
a
consultant.
J
You
had
some
of
the
very
best
candidates
from
across
the
nation
apply,
and
we
will
be
looking
forward
to
wednesday
at
11
o'clock
that
that
announcement.
So
thank
you
for
doing
doing
your
work.
J
There
talk
a
little
bit
about
the
2022
2023
budget
and
you'll
hear
a
little
bit
again
today
from
assistant
superintendent,
mike
schofield,
our
superintendent
in
charge
of
business
services,
and
we
have
been
in
contact
also
with
the
department
of
education
specifically
around
the
enrollment
drops
that
various
districts
are
seeing
and
we,
as
you
know,
beaverton
we're
down
about
2
000
students.
J
J
Those
are
one-time
funds
and
we're
using
them
when
those
funds
go
away,
we'll
no
longer
have
those
resources,
so
I
just
want
to
applaud
mike
and
his
group
in
the
business
office,
but
also
the
board
and
other
staff
and
really
taking
a
time
to
look
at
this
as
a
long-term
issue.
Yes,
we
have
a
high
ending
fund
balance,
but
the
reason
we
have
that
high
ending
fund
balance
right
now
is
because
we've
had
an
infusion
of
dollars
for
at
the
federal
level
as
well
as
during
covid.
J
J
I
was
at
the
state
championship
able
to
watch
our
our
girls
win
that
state
championship
and
it
was
a
great
to
see
the
entire
community
get
there.
J
But
it
was
just
it's
great
to
see
all
the
long,
hard
work
that
takes
place
through
these
athletes
and
these
coaches
come
to
do
great
things
and
also
I
don't
want
to
not
take
the
opportunity
to
recognize
our
our
beaverton
boys,
one,
the
sportsmanship
trophy
for
the
tournament,
and
that
says
a
lot
about
the
conduct,
the
character
of
these
students
and
their
coaches
and
things
that
are
being
instilled
within
these
students.
J
It's
not
always
just
about
wins
and
losses,
there's
a
lot
more
taking
place,
whether
it's
on
the
playing
field
or
in
a
band
room
or
in
a
choir
room
or
during
a
play.
There's
lots
of
things
happening
that
we
don't
often
get
to
see
and
that's
all
I
have
chair
collette.
A
Thanks
superintendent
grotty
next
up,
we
have
our
school
reports.
We
have
cooper
mountain
elementary
in
aloha
huber
park,
principal
montalongo.
Do
you
want
to
kick
us
up
off
with
cooper,
mountain.
S
Yes,
I
would
love
to
good
evening
chair,
colette,
school
board,
members,
superintendent,
grotin
students,
staff,
parents
and
community,
and
I
need
to
give
a
special
shout
out
to
my
cooper
mountain
peeps,
who
are
sending
me
a
text
of
support,
as
I
present
to
the
school
board
for
my
first
time
as
a
principal,
my
name
is
ali
montalongo.
I
am
the
principal
at
cooper
mountain
and
I
am
grateful
for
the
opportunity
to
share
about
our
school
tonight.
S
S
S
S
Of
course
we
have
an
a
bar
committee,
but
we
also
have
an
abar
plc
which
is
open
to
the
entire
staff
we
meet
once
a
month
after
school
and
discuss
some
pretty
significant
topics
and
it's
been
great
to
see
how
many
people
have
joined
that.
S
Two
years
ago
we
started
an
asian-american
pacific,
islander
parent
affinity
group
at
cooper
mountain.
We
did
this
in
order
to
solicit
the
voices
of
our
largest
marginalized
group.
Learning
in
this
team
is
about
education
and
equity.
As
parents
in
the
school
system
learning
about
equity
so
that
they
can
advocate
and
be
strategic
stakeholders
in
our
community.
S
S
They
meet
over
zoom
with
staff
members
and
talk
about
kind
of
whatever
is
on
their
mind,
but
one
of
the
recent
quotes
I
have
here
from
a
student
is,
I
am
a
person
of
color.
I
know
I'm
different.
I
know
it
can
be
difficult,
but
I
think
it's
still
awesome,
so
it's
just
providing
a
really
nice
space
for
our
bypass
students
to
come
together.
S
S
A
Thank
you
principal
montalongo
questions
from
the
board.
T
Hey
thank
you
for
for
your
presentation
and
I
think
that's
some
that's
great-
that
you're
connecting
to
the
aapi
community,
since
that's
the
largest
group
that
you
have
in
your
school.
So
that's
that's
a
great
resource.
One
of
my
questions
was
in
your
plan.
You
talked
about
that
there's
an
opportunity
for
improvement
in
both
ela
and
math,
and
I
was
wondering
if
you
could
talk
a
little
bit
about.
T
I
see
that
you
have
like
some
professional
development.
That's
coming
up.
I
like
that.
You
have
the
common
plan,
time
and
clever
collaborative
planning
times
and
you're
structuring
some
of
the
communication
so
that
teachers
can
get
together
and
do
some
of
that
planning,
and
I
was
wondering,
what's
what's
the
disconnect,
you
know
I
think
for
it
to
be.
T
There
isn't
a
lot
of
poverty
according
to
the
numbers,
but
why
are
the
numbers
so
low
in
the
academic
side?
In
your
opinion,.
S
So
that's
a
great
question
and
again
I've
only
been
here
since
2019,
so
the
the
test
scores
that
I
have
seen
and
that
have
been
that
have
shown
for
cooper
mountain
are
something
that
took
place
prior
to
me
arriving
here
at
the
school.
S
That
is
one
of
the
questions
that
I
had
and
that
I
spoke
to
actually
in
my
interview
when
we
were
talking
about
test
scores,
and
I
think
one
of
the
areas
was
that
there
hadn't
been
a
previous
expectation
of
a
common
curriculum
or
a
common
curricular
experience
for
all
students,
and
so
now
I
believe
that
that
is
more
aligned
as
far
as
vertically
as
well
as
horizontally.
T
Thank
you
and
I
think
what
are
the
for
for
one
of
them.
You
talked
about
having
kid
chats
as
one
of
on
kid.
Chats
a
and
b
were
held
weekly.
Are
the
kid
chats
like
when
the
teachers
get
together
to
talk
about
kids
or
the
kids
getting
together
and
have
chat?
You
know
about
their
work
and
things
like
that.
S
Yes,
good
question:
it's
the
teachers
getting
together,
and
so
typically
what
we
do
so
kid
chat.
A
is
for
academic
concerns
and
b
is
for
behavior
concerns
and
what
we
do.
For
example,
we
had
one
today
and
a
fourth
grade
teacher
had
a
concern
so
that
teacher
brings
forth
the
concern
and
then
the
other
fourth
grade.
Team
members
are
there
as
well
as
the
counselor,
possibly
the
academic,
coach
myself
and
the
student
success
coach,
and
then
we
all
sort
of
offer
additional
interventions
that
maybe
haven't
been
tried
yet
prior
to
seeing.
T
Thank
you.
I
guess
the
last
thing
I
was
thinking
about
the
quote
from
the
student
and
saying
I
know
I'm
different
and
it
made
me
think
about
as
we
continue
this
work
and
I
don't,
and
I
don't
know
like
how
they
feel
different,
what
they
experience
of
being
different
if
they're
talking
about
what
they're
experiencing
in
their
school
or
different
from
what
and
so
as
a
person
in
brown
skin
in
predominantly
white
spaces,
I
don't
necessarily-
and
everybody
has
a
different
experience.
I
don't
necessarily
see
myself
as
different.
T
I
just
see
that
there
are
things
that
I
have
to
offer
in
life
experiences
that
I've
had
to
bring
to
the
table.
So
as
we
continue
this
work,
I
I
wonder
about
like
following
some
of
that:
a
bar
work
that
you've
started
and
seeing
how
students
feel
if
they
feel
different
or
if
they
see
some
of
their
super
powers,
that
I
would
name
in
their
different
identities
and
whether
it's
race,
ethnicity,
gender
expression.
S
And
if
I
could
just
speak
to
that
for
a
moment,
we
have
really
sort
of
turned
the
narrative
to
celebrate
differences
as
assets,
and
so
my
experience
with
that
quote
from
that
student
was
was
as
a
celebration
not
as
a
and
othering
if
you
will
and
just
knowing
the
student
and
knowing
how
they
present
and
how
they
show
up
in
space.
I
believe
that
was
a
positive
comment.
I
do
appreciate
what
you
said,
because
I
see
how
it
could
be
interpreted
either
way.
A
C
Hi
ellie,
thank
you
so
much
for
your
presentation.
I
want
to
start
by
saying
thank
you
for
the
anti-racist
and
antibiotics
work
that
you
are
doing
in
your
school.
Thank
you
for
creating
a
safe
space
for
students
of
color
to
be
able
to
express
themselves
freely.
So
I
appreciate
that.
Please
keep
up
the
good
work,
I'm
always
interested
in
looking
at
participation
rates,
and
your
numbers
look
really
great
on
the
side
of
how
much
parents
are
engaging
and
how
much
they
feel
valued.
C
So
I
see
the
number
there's
a
bit
of
a
difference
there,
but
still
looks
good.
I
love
that
your
teachers
are
filling
value
of
their
country
to
contribute
and
make
decisions.
So
I
like
that.
I,
like
those
numbers,
I'm
also
very
much
interested
in
looking
at
the
absence
and
exclusion
measures,
see
that
the
number
reduced
it
was
quite
high
in
1819
at
19.0
and
then
7.5.
C
I
just
want
to
just
put
it
out
there
that
I
would
love
to
see
it
just
keep
getting
better
as
as
we
get
back
to
normal.
I
understand
it
is
0.0
for
2021
based
on
covida
and
all
that,
but
once
we
get
into
a
normal
routine,
I
just
put
it
out
there
to
to
hopefully
make
sure
that
the
number
keeps
getting
better
and
better.
So
no
question
they're
just
comments.
Thank
you.
Thank
you
very.
S
L
U
Great
to
see
you
allie,
and
I
am
looking
forward
to
some
a
couple
of
visits
coming
up
and
coming
to
cooper,
mountain
in
person.
That
will
be
great.
My
question
to
you:
has
there
been
any
and
it
could
be
just
anecdotal?
I
know
you
don't
have
any,
but
do
you
know
why
your
population
is
have
you've,
got
more
students
that
have
attended
flex
this
past
couple
of
years
or
do
you
think
they've
moved
out
of
the
area
because
of
affordability
or
home
you
know
home?
U
Do
you
have
any
idea,
or
are
you
expecting
students
to
return
next
next
september.
S
I
do
have
an
idea
so
when
we
first
went
to
cdl
so
that
again
was
the
spring
of
my
first
year
here
we
had
about
75
families,
out
of
I'm
going
to
say
around
4
30
at
that
time
about
75
families
who
left
to
go
to
other
options,
several
went
to
flex,
we
had
some
go
to
home
school.
We
had
some
people
just
move
out
of
the
area
all
together.
S
That
number
is
slowly
coming
back.
I
think
I
said
in
my
most
recent
from
a
couple
days
ago
that
were
I
want
to
say,
462,
but
that
sounds
kind
of
high
right
now,
so
432
so
we're.
Definitely
I
think
people
are
coming
back
flex,
students
at
the
semester.
S
I
only
had
four
come
back,
which
I
thought
there
might
be
a
little
bit
more
than
that,
but
we,
I
think,
we're
headed
in
the
right
direction.
As
far
as
that
goes.
U
And
do
you
have
any
you
know
most
people
think
smaller
is
always
better.
Are
there
special
challenges
when
your
population
has
changed
like
that
or
are
there
been
special
obstacles.
S
I
think
staffing
is
a
little
bit
difficult
when
it
when
your
numbers
fluctuate
like
that
you
can
get
down
to
some
really
low
class
sizes
class
sizes
which
nobody
would
ever
complain
about,
but
also
I
have
some
really
big
class
sizes
this
year.
In
my
kindergarten
in
particular,
that
has
been
difficult.
S
So
I
would
say
just
the
fluctuation
of
a
number
of
students
and
trying
to
balance
that
with
staffing
needs
has
been
probably
the
most
difficult.
A
All
right
well,
thank
you
for
coming
tonight
and
spending
time
with
us.
We
appreciate
the
update
and
I
look
forward
to
seeing
you
in
a
couple
years
when
we
can
talk
about.
Hopefully
we
can
talk
about
what's
going
on
in
a
post-covered
world.
A
And
next
up
we
have
principal
giardiello
from
aloha
huber
park.
A
David,
can
you
grant
access.
V
V
My
name
is
alfonso
yarviello
and
it's
my
pleasure
to
talk
about
aloha
here
park
and
the
work
and
the
effort
that
we
are
making,
and
I
would
just
I
know
that
this
for
some
of
you
familiar
with
your
part.
I
love
your
part.
We
are
around
900
students
currently
with
a
large
population
of
english
learners,
even
though
the
numbers
say
that
we
have
94
95
percent
of
free
and
reduced.
I
think
that,
with
the
copies,
those
numbers
not
being
necessarily
accurate,
but
I
will
say
that
certainly
we
are
a
larger
than
85.
V
We
have
26
languages
and
50
countries
represented,
which
is
part
of
our
richness,
and
what
makes
is
a
logical
part.
Special
are
the
programs
that
we
have
within
the
school,
the
dual
language
program
and
the
new
commerce,
and
we
serve
both
the
elementary
school
and
the
middle
school
newcomers
from
the
district.
V
V
If
you
follow
the
green
lines,
that's
a
lot
of
human
part
growth
and
you
have
the
average
in
the
digital
in
the
state
and
what
we
are
really
proud
makers
proud
is
the
growth
of
the
ells
and
the
special
ed
kids
that
we
we
track
and
follow,
but
we're
leaving
new
times.
And
when
I
started
as
a
principal,
I
knew
that
the
challenges
were
ahead
of
us
with
all
the
circumstances
kobe's
and
when
he
said
crisis,
the
people
that
suffer
the
most
are
the
people
that
need
the
most.
V
So
what
we're
going
from
now
and
I'm
sharing
with
you.
What
is
our
mission?
What
we
call
our
mission
through
our
daily
efforts?
We
will
provide
all
our
students,
especially
those
who
have
been
historically
marginalized,
with
the
necessary
skills
and
opportunities
to
make
their
own
choices
about
their
education
now
and
after
they
leave
the
k12
educational
system.
V
V
But
what
I
really
made
my
mission
is
to
make
the
kids
the
protagonist
of
that
growth,
because
sometimes
when
kids
have
needs,
we
have
that
over
effort
to
do
things
for
them,
and
that
is
not
giving
the
best
of
themselves
and
that's
why
I
made
even
the
bold
attempt
to
change
the
logo
and
I
invite
the
staff
to
adopt
that
compass,
because
we
want
to
offer
that
vision
that
we
want
the
kids
just
to
have
a
compass
in
their
life
to
choose
their
own
future.
V
The
three
main
tools
that
we
use
for
this,
I
will
say
one-
is
what
we
call
kind
of
the
flame.
So
the
sparkle
is
all
what
is
needed
because
the
power
is
in
the
case.
So
we
are
adopting
a
lot
of
things
for
kids
who
have
their
own
voice
and
they
find
places
to
be
themselves
and
to
explain
themselves
and
that's
a
big
intention
that
we
have
in
order
to
put
this
equity
move
into
practice
into
the
daily
practice.
V
The
second,
it
will
be
the
high
quality
staff
that
we
have,
so
I
have
been
proud
to
be
involved
in
the
higher
than
75
percent
of
the
stock,
and
I
can
tell
that
we,
our
big
big
effort,
is
in
diversity
talking
about
race,
where
the
school
with
44,
I'm
not
sure
where
the
district
is,
but
I'm
sure
that
we
are
one
of
the
top
and
grace
is
one
of
them.
But
gender
is
another
one.
V
The
reason
that
for
us
have
males
in
the
elementary
is
because,
in
the
schools
of
poverty,
the
male
figure
is
not
always
present
with
all
the
families,
if
we
are
not
looking
necessarily
for
the
50
50
for
to
have
a
serious
presence
of
males
and
have
a
lot
of
experience.
If
you
see
the
experience
of
our
teachers
is
high,
we
have
a
unique
way
of
hiring
it's
a
really
long
process
for
hiring.
We
never
compromise
because
we
have
the
best
of
the
best,
and
that
has
been
our
secret
sauce
of
our
your
part.
V
My
success
is
any
is
not.
Mine
is
of
my
staff
and
the
quality
of
stuff
that
we
have
in
the
building,
and
the
third
thing
is
the
collaborative
efforts
that
we
have
in
the
building,
the
collective
efficacy,
and
we
have
made
in
these
two
years
big
changes
that
were
necessary.
V
So
one
is
to
find
that
middle
point,
unity
between
where
the
district
is
going
and
when
a
lot
of
your
part
needs
to
be
based
on
the
needs,
and
we
are
working
really
hard
together
with
the
district.
I
think
that
never
like
never
before
we
enhance
our
dual
language
model.
We
aligned
with
the
district
in
our
fifth
in
a
1910
model,
and
we
with
approval
cabinet
created
the
middle
school,
is
going
into
a
full
dual
language
model
to
assure
the
pathway
from
kindergarten
all
the
way
to
a
to
high
to
high
school.
V
We
put
a
lot
of
books
and
a
lot
of
choice
there
we
are
creating.
We
created
a
position
for
family
and
community
involvement,
just
to
focus
in
families
that
are
not
represented
as
a
certified
position
and
she's.
This
person
is
working
right
now
in
a
project
that
is
a
family
partnership
action
team,
where
parents,
teachers
and
community
will
be
involved
in
giving
voice
and
a
guidance
to
the
school.
V
We
have
a
real,
clear
vision
where
we're
going
in
the
near
future.
So
we
know
what
is
needed,
even
though
we're
responding
to
the
needs
as
well,
and
for
this
matter
all
the
teachers
have
had
voice.
If
you
ask
me
about
challenges,
I
will
just
mention
two
things
as
a
challenge.
One,
as
I
mentioned,
is
the
copy
impact
attendance
has
been
a
problem,
the
kids
that
are
behind.
V
If
we
have
you
know
same
great
kids
that
were
at
different
levels,
that
has
that
gap
has
been
really
humongous
with
the
new
times,
but
we're
ready
to
face
it.
The
second
challenge
I
will
say
is
that
the
humidity
part
is
is
changing
and
we
are
really
affected,
for
is
real
gentrification,
the
cheapest
apartment,
I
think
in
the
area,
and
these
are
not
the
best
one.
These
are
around
1500
right
now,
and
families
are
suffering,
and
I'm
concerned
that
the
families
that
need
it
the
most
will
have
to
move
out
of
the
area.
L
B
First
of
all,
I
loved
your
presentation.
I've
never
seen
anything
like
that
where
you
just
click
on
something
and
expand,
so
I'm
really
impressed
with
how
you
focus
on
how
you
had
it
focused
fired
on,
and
I
just
love
putting
really.
I
can
feel
that
you
put
your
kids
first
and
their
voices
first,
and
I
just
wanted
to
compliment
you
on
that,
and
I
know
you
have
really
tough
challenges
and
it
sounds
like
you're
facing
them
head-on,
and
I
really
commend
you
for
that
as
well.
B
V
This
we
are
going
to
the
truth
is
that
this
pathway
was
not
established
at
last,
at
least
for
the
large
europa
kids,
so
they
had
the
elementary
with
us
even
in
previous
years.
If
they
leave
the
attendance
area,
they
will
have
to
leave
the
program.
That's
not
anymore
a
fact.
So
now
we
with
the
support
of
cabinet
and
the
superintendent
now
is
a
real
option
program.
So
the
kids
start
the
program
with
us.
R
B
W
Hello,
thank
you
for
your
presentation.
It
was
really
good
and
I
did
check
your
diversity
numbers.
They
are
much
better
than
other
schools
and
it
shows
you
know
that,
and
also
your
discipline
actions
that
you're
taking
that
you're
doing
in
school
suspension
instead
of
out
of
school.
That's
really
really
good,
and
I
was
impressed
with
your
presentation.
Thank
you
for
what
you're
doing
and
keep
on
doing
it.
I
don't
have
any
questions.
I
just
wanted
to
thank
you
for
what
you're
doing.
C
Hi
also
so
thank
you
so
much
for
your
presentation
and
I
really
enjoyed
it
and
I
just
wanted
to
say
thank
you
for
your
commitment
to
diverse
hiring.
I
am
a
firm
believer
that
our
students
benefit
when
they
see
themselves
and
their
educators
and
and
members
of
staff.
So
thank
you
for
that.
I
also
like
the
numbers
that
I'm
seeing
and
participation
rates.
I
see
some
of
the
numbers
drop
down.
I'm
just
curious
as
to
what
what
happened.
C
That's
a
huge
change,
and
I
I
love
that
number,
I'm
just
curious
as
to
what
you
did
to
arrive
at
that,
and
also
you
mentioned
for
2021
and
2022.
You
have
12
days
in
school
suspension
just
like
sunita,
that's
a
great
move.
I
truly
appreciate
that.
So
out
of
curiosity,
what
steps
did
you
take
to
reduce
that
number
to
23.5.
V
The
reality
is
that
we
are
a
school
like
any
other
school
and
the
secret
is
the
teachers
I
mean
those
are
the
heroes,
because
when
you
have
good
teachers
that
do
the
work
and
are
really
for
the
kids
first
of
all,
you
don't
have
to
be
chasing
kids.
I
don't
chase
kids
in
the
building,
so
the
other
thing
is
that
I
have
kids
with
high
high
needs,
but
we
put
an
effort
to
know
those
kids,
so
the
kid
that
needed
the
most
is
the
kid
that
will
not
benefit
being
outside
of
school.
V
So
we
have
a
lot
of
interventions
and
we're
getting
really
good
handling
situations
and
preventing.
So
I
will
say
it's
a
lot
to
be
working
up
front.
So
as
simple
as
you
know,
what,
if
a
teacher
is
absent?
We
know
upfront
which
keys
we
have
to
to
target
and
be
successful,
because
if
a
kid
with
a
substitute
is
not
responding
and
acts
out,
is
not
the
kids
fault?
Is
the
system
fault
so
those
kind
of
simple
things
to
be
ahead
and
to
make
the
key
successful
when
circumstances
change?
V
That's
what
I
really
think
that
we
we
have
created
really
good
systems
in
that
matter.
Obviously
we're
not
perfect,
but
we
are
trying
to
find
ways
to
to
bring
solutions
every
time
and
to
be
ahead
of
the
game.
L
T
T
I
just
it's
more
of
a.
I
wanted
to
point
out
something
that's
amazing,
about
dual
language
programs.
T
If,
if
the
program
is
consistent,
if
it
has
good
curriculum,
like
all
the
special
sauce
that
he
talked
about
amazing
staff,
the
consistency,
it's
a
well-structured
dual
language
program,
k8
will
show
this
curve,
and
I
just
wanted
to
point
it
out
to
our
board
to
show
that
when
this
is
done
right,
then
this
is
a
curve
that
you
will
expect
to
see.
And
you
might
see.
T
We
know
that
we'll
see
lower
numbers
at
the
third
grade
levels
and
usually
in
what
we
expect
to
see
is
that
by
eighth
grade
the
students
have
met
or
exceeded,
and
that's
what
we
see
with
those
95
90
of
their
hispanic
students
in
math
or
in
1819,
before
the
pandemic,
in
72
of
the
hispanic
students
in
reading
in
eighth
grade.
T
T
The
gap
has
increased
during
the
time
of
covid,
predominantly
has
increased
for
our
black
students
and
our
hispanic
students
and
our
low-income
students
and
there's
this
one
sentence
that
says
white
parents
are
using
their
resources
to
secure
educational
options
for
their
individual
children,
and
I
and
I,
and
I
that
I
kind
of
that's
kind
of
just
spun
in
my
head.
My
experience
is
that
predominantly
parents
that
have
the
income
higher
incomes,
whether
they're
white
black
hispanic,
can
afford
to
pay
for
the
pieces
that
you
mentioned
there
in
our
documents.
T
It's
not
necessarily
in
my
experience
that,
like
high
income
latinos,
we
can
pay
for
the
classes
just
as
well
as
the
white
parents
that
are
can
afford
it,
and
so
that
was
the
only
piece.
I
I
see
what
you're
saying
and
I
in
it's
true
in
your
building
with
the
experience
of
95
percent
of
your
kids-
are
in
poverty.
That's
a
high
number
compared
to
our
packet.
It
was
a
different
number,
but
it
was
just
that
one
sentence
that
kept
spinning
in
my
head
a
little
bit.
T
I
understand
from
your
explanation
what
you
meant
and
I
saw
that
the
gaps
with
numbers
that
you're
showing,
but
that
was
just
one
comment.
V
May
I
just
come
in
that.
A
one
interesting
thing
about
like
oliver
park
is
that
I
will
say
90
to
95
percent
of
the
kindergartners,
come
to
school
or
enter
school
without
not
number
sense
or
phonemic
awareness.
So
we
start
from
scratch
and
that's
reality,
but
talking
about
numbers
and
results,
you
are
totally
right.
It
takes
time,
so
our
strategy
hasn't
been
never
the
achievement
per
se
say
we
see
that
the
chief
will
come
just
with
patience,
consistency,
a
systematic
approach
and
it
takes
time.
V
Yes,
I
mean
our
numbers
start
low,
but
we
pay
much
more
attention
to
the
growth.
That's
how
the
keys
are
started
where
they
ended
the
year,
how
they
start
how
they
ended
the
year
and
the
gains
that
we're
making
and-
and
that
has
been
pretty
much
what
motivate
us
to
keep
going,
and
I
know
that
we'll
face
new
challenges
and
we
might
go
backwards
a
little
bit
with
the
new
tests,
but
I'm
sure
that
we
will
find
a
way
to
recover
because
we're
already
trying
to
do
it.
D
Eric
hey
alfonso,
thank
you
for
the
very,
very
good
report,
I'm
just
going
to
echo
a
little
bit
of
dr
perez
said,
but
I
noticed,
like
you
always
have
great
equity
results
from
a
lower
hubert
park.
I've
been
on
the
board
seven
years
and
I
think
it's
always
been.
Like
you
know
tom
and
susan
becky
me
like
you
know
this
has
been
one
of
the
best
equity
schools.
D
We've
had
right
because,
where
you
come
from,
it
doesn't
really
your
output
at
the
end,
the
time
of
a
low
hero
park.
You
see
your
numbers
in
1819,
amazing
awesome.
D
So
my
question
is
kind
of
like
I
know,
there's
gonna
be
damaging
things
that
happened
for
last
two
years,
so
I
think
you
kind
of
mentioned
it.
But
well
you
have
to
dig
out
of
a
hole
for
a
while
because
of
you
know,
like
I
said,
lack
of
participation
means
and
stuff
like
that.
Would
we
expect
like
21
22
to
not
be
so
good
and
you
just
come
out
of
the
you
know,
maybe
academic
hall
or
you?
What
do
you
expect
to
hear?
I.
V
I
will
say
that
we're
in
the
year
that
we
are
creating
a
new
baseline,
does
it
true,
because
even
we're
kind
of
a
recovering,
but
in
casing
first
grade
and
second
grade
for
some
of
them
is
the
first
time
in
school.
So
we
have
to
be
patient
and
we
are
right
now
creating
basis.
What
is
the
basics
again,
which
is
okay,
something
that
we
have
learned
is
that
it
pays
off.
Is
you
don't
rush?
V
So
I
honestly,
I
think
that
patience
even
if
take
us
if
we
go
just
make
10
gains
or
10
percent
achievement
this
year
is
not
something
that
will
be
satisfied,
but
I
will
understand,
and
it
will
be
a
challenge
to
to
keep
growing.
V
So
I
think
that
never
helps
to
compare
with
others,
but
just
to
face
the
reality
that
you
have
and
take
the
best
of
the
kids,
because
I
can
tell
you
talk
about
that
kindle
in
the
flame,
it's
beautiful
to
see
the
kids
writing
right
now,
and
I
can
tell
you
that
the
writing
that
I'm
seeing
and
witnessing
right
now.
I
have
never
seen
it
in
alola
here
park
and
that,
for
me,
is
huge,
because
I
have
seen
great
things
in
a
lot
of
your
park
and
the
level
of
reading
happening
right
now.
V
V
W
W
How
do
you
get
the
support
from
the
parents?
What
are
the
things?
Did
you
do
something
differently
to
take
the
parents?
You
know
because
they
are
also
very
important
in
a
child's
success.
So
I
want
to
hear
from
you
what
has
the
school
done
to
make
it
so
that
the
parents
are
also
included
in
that
source,
so.
V
If
you
have
teacher
planning
conferences,
it's
rare,
the
parents
that
misses
that,
and
something
that
happens
too,
is
that
we
have
a
lot
of
families
that
really
believe
in
the
school
and
have
had
kids
for
generations.
I
mean
all
the
kids
with
us,
or
not
necessarily
for
generations,
so
for
them,
that's
why
I
will
say
that
the
generification
concerns
me,
because
a
lot
of
families
that
love
the
school
really
are
struggling
to
to
to
remain
in
the
area.
V
I
created
this
space
to
create
boys,
so
we
just
try
to
be
creative
before
covet.
We
we
have
this
every
wednesday.
We
have
an
open
door
for
hispanic
parents
that
go
I
used
to
have
before
covet.
Once
a
month.
I
opened
conversations
with
alfonso
at
night
with
parents
and
it
was
not
necessarily
about
academic,
but
just
topic
that
here
we
are.
Let's
talk
about
issues
and
what
I
can
learn
from
you.
How
can
you
learn
from
me
and
it
was
just
open
conversations-
I
had
to
be
honest
sunita.
V
This
is
an
area
that
there's
too
much
to
do
yet.
I
will
not
I'm
not
satisfied
yet,
but-
and
this
is
an
area
that
we
need
to
work
the
beauty.
I
I
created
this
position
that
molly
dwyer,
which
is
a
former
counselor
for
me-
what's
really
important
to
be
a
certified
person
because
of
the
dedication
is
really
doing
a
lot
of
affinity
groups
and
bringing
voices
to
to
the
school.
So
we're
just
restarting
this
and
relaunching
new
new
approaches
to
this.
L
U
I
was
not
going
to
ask
a
question
because
I
thought
maybe
one
of
my
board
colleagues
would
get
to
this,
but
aloha
huber
park.
K-8
was
one
of
the
early
adopters
of
our
pre-k
early
learning,
and
then
I
heard
you
talking
about
how
many
of
your
students
that
arrive
at
kindergarten
with
never
attending-
and
I'm
just
wondering
is
this.
U
V
Yeah
again
we're
kissing
poverty
time
and
and
the
school
and
collaboration
with
parents
so
er.
The
pre-k
right
now
is
beautiful,
that
we
have
with
the
district
and
with
the
board
support
but
pre-k
already
part.
I
had
it
for
many
many
years
before
that,
and
we
really
believe
on
that,
and
it
really
makes
a
huge
difference
on
the
games.
The
keys
that
are
in
the
pre-k
are
different
kids
and
you
notice,
when
they
start
kindergarten,
they're
ready
so
focusing
in
the
keys
that
needed
the
most
it
makes
has
made
a
huge
impact.
V
So
I
mean
I
that's
a
program
that
I
I
I
hope
will
never
happen.
But
if
not,
I
will
go
back
to
find
funds,
because
that's
so
really
really
important
to
give
those
that
time,
and
especially
with
that
model
that
the
district
has
adopted,
that
is,
a
playful
inquiry
environment,
the
discovery
and
developing
those
social
skills
and
communication
skills
is
beautiful
to
see
yes,
so
the
pre-k
and-
and
let
me
tell
you,
the
pre-k
kids
are
coming
and
the
kinder
kids
are
coming.
V
V
L
T
Yeah,
I
was
gonna
say
for
some
of
the
attendance
piece
for
specifically
in
some
of
the
schools
with
a
large
latino
population.
What
I
heard
from
some
of
the
moms
was
around
they
couldn't
during
the
covert
time.
They
couldn't
miss
any
more
work,
so
they
ended
up
keeping
their
children
at
home
because
if
they
were
to
miss
more
work,
if
somebody
got
sick,
then
they
would
lose
their
job.
So
it
was
this
balancing
act
of
trying
to
keep
your
job
and
trying
to
keep.
T
You
know
your
kids
in
school,
while
balancing
covet
and
covet
risk
for
the
families,
so
that
I
think
impacted
a
lot
and
then
preschool
online
is
not
the
same
as
preschool
in
person.
So,
even
if
I
think
the
kids
that
had
the
pre-k.
T
Even
online
benefited
from
the
children
who
didn't
so
there's
only
a
limited
number
of
our
kids
that
actually
can
get
into
that
one
class
or
a
couple
classes
that
are
available,
but
still
the
it's
a
struggle
to
not
be
like,
as
we
know
not
being
in
person
with
the
teachers
and
learning
that
play
and
the
play
structure.
And
you
know
all
those
other
pieces,
but
I'm
excited
we.
We
have
those
programs
available
and
in
the
work
that's
happening.
But
thank
you.
A
Alfonso,
I
just
want
to
mirror
a
lot
of
the
praise
that
my
fellow
fellow
board
members
have
for
your
work.
It's
incredible
what
you're
doing
over
there
and
thank
you
for
taking
a
moment
to
point
out
what's
happening
with
the
gentrification
and
with
the
higher
rents
here.
A
A
lot
of
our
conversations
are
focused
on
what
happens
inside
the
schools,
but
I
think
it's
very
important
too,
to
point
out
those
outside
pressures,
because
those
are
huge
issues
for
our
community
and
we
need
to
find
solutions
because
all
across
our
district
folks
are
getting
priced
out
and
before
they're
getting
priced
out,
they
are
having
a
lot
of
trouble
because
those
rents
put
a
lot
of
pressure
on
families.
A
V
Thank
you
thank
you,
tom
and,
and
when
I
was
talking
is
I
started
as
a
principal
after
being
an
assistant
principal
so,
and
I
have
been
part
of
this
whole
process
on
one
hand,
we
have
this
curriculum
analogical
part,
because,
where
the
needs
to
respond
to
the
needs
of
the
kids.
D
V
V
So
we
keep
that
when
I
was
talking
about
the
mission
that
skill
development
piece,
which
is
with
some
specific
programs,
but
at
the
same
time
we
are
putting
a
lot
of
effort
in
that
choice
in
that
a
unison
study
in
that
workshop
model,
and
you
know
what
they
work
together.
Finally,
so
it
is
not
that
they
are
programmed
against
the
others,
it's
just
about
to
find
that
that
middle
ground
and-
and
I
really
think
the
same
way
that
the
district
is
doing
some
implementations.
V
Talking
about
the
efforts
in
phonics
and
talking
about
the
efforts
in
in
developing
basic
knowledge,
I
really
think
that
we
all
are
together
in
the
same
boat.
So
even
talking
about
that
program,
I
really
feel
that
we
are
much
more
aligned,
if
not
full
time
along
with
the
district
now,
but
at
the
same
time
we're
keeping
the
practices.
V
X
Thank
you,
chair
clatt
members
of
the
board.
I
appreciate
the
opportunity
to
go
over
the
financial
report
with
you
today.
If
I
could
draw
your
attention,
I
know
it's
only
been
a
couple
of
weeks.
We
were
hopeful
at
our
last
meeting
that
we
would
be
prepared
to
update
some
revenue
forecast
numbers.
X
Unfortunately,
we
have
not
seen
an
update
from
ode,
so
we
we
don't
have
that
for
you
tonight.
So
in
terms
of
where
the
numbers
are,
they
haven't
changed
from
what
you
saw
a
couple
of
weeks
ago.
I
do
know
that
ba
president
schmidt,
as
well
as
superintendent
grotting,
brought
up
the
financials
and
kind
of
where
we
are
I'll
address
a
few
of
those
points
here
tonight.
X
X
That
and
we
touched
on
it
in
budget
101
last
monday
night,
it
looking
just
at
the
general
fund
doesn't
tell
the
picture
of
what's
going
on
in
terms
of
resources
in
our
schools
like
it
did.
You
know,
maybe
three
years
ago
right
so
now,
you've
got
not
only
the
general
fund,
which
is
our
primary
operating
budget,
but
you've
also
got
the
student
investment
account
which,
for
our
district
this
year
is
about
30
million
dollars,
as
well
as
the
one-time,
esser
federal
funds
that
superintendent
rodney
mentioned
at
the
onset.
X
So
when
you
factor
those
in
and
again,
we
touched
on
a
little
bit
last
monday
night
at
budget
101
and
I'll
I'll
do
a
better
job
of
presenting
that
picture,
as
we
put
our
budget
together
for
this
year,
but
we're
I
I'm
guessing
right
now
we're
going
to
spend
between
the
general
fund
and
the
sia
and
esser
we're
going
to
spend
about
56
million
dollars
more
than
we
spent
last
year,
which
is
an
11
12
percent
increase,
that's
quite
an
increase
from
one
year
to
the
next,
and
so
looking
just
at
the
general
fund.
X
It's
hard
to
get
the
full
picture
of
what's
going
on
in
the
district,
so
we'll
continue
to
work
on
that
to
provide
a
better
picture
both
for
you
and
the
budget
committee
and
and
the
community
at
large,
about
where
we
are
on
the
finances
of
the
district.
But
that's
where
we
are
today.
X
That's
all
I
have
on
the
financial
report
you
do
see
later
in
your
further
down
in
your
packet.
I've
got
an
item
down
there
about
potential
bond
refunding.
X
This
is
carol
samuels
from
piper
sandler
brought
this
to
us
last
week
or
week
before
last
that
there
may
be
an
opportunity
for
us
to
refund
some
previously
issued
debt.
I
think
it
was
under
the
out
of
the
2014
bond
that
was
issued,
but
we've
got
some
debt
out
there
that
we
may
be
able
to
refund
and
save
our
taxpayers
some
money.
X
So
what
we
do
in
this
case
is
we
we'd
refund
that
debt
and
pass
that
savings
on
to
the
taxpayers
in
terms
of
property
tax
rates,
given
where
interest
rates
are
today
and
given
where
the
10-year
note
was
earlier
today,
I
think
it
was
over
2.1
percent.
X
I
would
I
don't
know
if
this
is
even
going
to
be
possible
quite
frankly,
but
by
passing
this
resolution
tonight
we'll
be
in
a
position
to
where,
if
it
does
make
financial
sense,
we
can
do
the
refunding
and
again
save
our
taxpayers
some
money.
So
that's
later
on
on
your
consent
agenda,
I
appreciate
your
time
and
attention
tonight
and
my
wandering
around
here
a
little
but
I'll
take
any
questions
you
have
at
this
point.
L
U
Thank
you
for
the
report
and
when
we
had
the
budget
101
and
looking
at
your
report,
it
seems
we
had
a
lot
of
questions
and
surveying
about
class
size.
And
I
know
that
that
is
something
that
is
discussed
and
it
obviously
goes
hand
in
hand
with
the
staffing
allocation
model.
And
so
how
do
we
get
our
because
this
is
obviously
a
high
top
priority
for
our
families?
U
X
Yeah,
that's
a
that.
That's
great
question
director
tim
chuck,
so
you're
you're
right
three
years,
we're
down
about,
or
at
least
we're,
projecting
that
next
year,
we'll
be
down
about
2
000
students
from
where
we
were
three
years
ago.
That's
a
pretty
significant
number
of
students,
but
so
what
we
do
is
we
size
our
district
and
class
sizes
accordingly
right.
X
So
as
the
as
we've
dropped
students
at
the
various
grade
levels,
we've
also
absorbed
a
number
of
teachers
in
in
that
process,
so
it
hasn't
been
as
much
of
a
roller
coaster.
I
wouldn't
say
the
last
couple
of
years
as
more
of
it's
just
been
the
downward
slope
of
that
roller
coaster,
right,
like
it
hasn't
bounced
around
too
much.
X
But
we
we
use
a
formula
you're
right
in
the
staffing
allocation
methodology
and
we're
going
to
bring
that
to
you
in
your
work
session.
I
believe
it's
on
april
4th,
so
we
can
give
you
a
picture
of
how
that
staffing
allocation
methodology
works
and
give
you
a
little
peek
behind
the
curtain.
I
shouldn't
say
that
it's
actually
published
in
our
budget
document
every
year
for
those
that
want
to
look
at
it,
but
give
you
a
flavor
for
what's
going
on
in
that
staffing
allocation
methodology
and
how
that
provides
resources
to
our
schools.
Does
that
help.
C
Thank
you
mike.
I
have
a
quick
question
about
the
the
bond
refund.
If
the
resolution
passes
tonight
does
it
is
it
gonna
have
any
impact
at
all
on
the
bond
that
we're
going
out
for
in
may
in
terms
of
what
is
going
to
save,
or
rather
how
much
money
taxpayers
are
going
to
be
saving?
Is
there
any
correlation
between
the
two
bonds?
Is
it
going
to
make
any
impact
at
all
should
if
we
go
on
with
the
bond
that
we're
passing
in
may
that
we
plan
to
pass
in
may.
X
Excellent
question:
you're
gonna
it
may,
if
we're
able
to
do
this,
what
it
would
mean
is
future
bonds
would
cost
less,
because
we've
refunded
them
at
a
lower
rate,
which
would
then
mean
that
we
would
save
money
that
would
be
passed
on
directly
to
our
taxpayers
in
terms
of
tax
rates.
We
don't
know
that
enough,
yet
to
say
what
that
would
be
and
how
it
might
have
an
impact
but
down
the
line.
T
Hey
thank
you
for
your
presentation
and
I
was
one
of
the
questions
I
I
kind
of
kept
hearing
in
our
in
our
bond
presentations
was:
can
you
pay
for
teachers
with
bond
and
we
I
kept
saying?
No
bonds
are
for
buildings
and
technology,
and
there
was
some
of
the
families
were
mentioning
that
people
were
saying
that
you
could,
and
I
was
like
nope
that
you
can't
use
the
bond
money
for
teachers.
We
use
the
levies
for
teachers
and
we
pay
for
278.6
teachers
with
a
levy
and
then
with
the
esser
funds.
T
It's
20.6
according
to
this
report.
So
as
esser
funding
goes
away,
there's
20.6,
you
know
staff
members.
If
a
levy
were
not
to
pass,
then
that's
278.6
teachers,
but
bond
is
for
buildings
and
for
technology
and
we
can't
change
it
once
right.
Now
it's
going
up
to
the
ballot
and
people
are
asking,
can
you
change
it
and
move
things
around
so
nope?
We
have.
We
have
put
something
you
know
out
for
the
public
to
see
and
that's
what
we
we
have
to
spend
our
money
on.
T
We
can't
just
change
our
minds
and
move
things
around
for
the
most
part
with
you
know
the
big
buckets
that
we
have
in
there,
but
I
just
wanted
to
clarify
that
for
our
community.
X
That's
correct
director
perez.
Thank
you
for
asking
that
question.
The
capital
bonds
are
meant
for
capital
items
right.
We
do
have
some
technology
and
some
other
things
like
that
in
there,
but
primarily
it's
for
capital
needs
and
that
comes
through
a
bond
levy
that
is
dedicated
to
capital.
A
good
point
on
the
local
option
levy
that
we
are
fortunate
to
have
that
in
this
community.
T
T
So
I
know
that
it's
that
balance
of
you
know
getting
giving
that
to
our
our
students
and
using
that
with
our
students
and
our
staff
and
then
also
keeping
some
of
that
reserve
at
a
higher
level-
and
I
know
you
mentioned
like
what
different
districts
are,
keeping
at
as
a
reserve
so
that
we
we
can
actually
balance
so
that
we're
not.
T
We
don't
want
it.
We
want
to
make
sure
we
have
enough
to
be
responsible
fiscally
if
we
were
to
have
some
some
changes
in
sia
or
our
funding
from
ode.
X
Correct
as
we
look
at
another
good
point
director
president,
we
look
towards
the
future.
We've
kept
a
reserve.
You
know
you
know
we're
we're
not
as
we
look
to
our
counterparts
and
our
peers,
both
in
terms
of
size
of
district
as
well
as
geography,
those
that
are
around
us.
X
X
I
the
points
and
the
reasons
why
you
have
a
reserve,
especially
in
times
like
this,
where
we're
relying
on
one
one-time,
esser
funds
at
the
federal
level,
it's
important
to
have
some
reserves
so
that
we
don't
set
ourselves
up
for
a
funding
cliff
in
a
couple
of
years.
So
that's
a
good
reason
to
keep
a
reserve
a
good
reason
to
keep
our
eye
out
and
always
a
good
reason
to
look
two
or
three
years
out
as
we
build
our
budgets
each
year.
X
Our
our
goal
is
to
keep
you
know,
kind
of
small
ripples
in
the
river
instead
of
a
lot
of
white
water
rapids
in
the
rivers
from
year
to
year.
So
that
that
that's
our
goal
and
that's
an
excellent
reason
to
hold
reserves.
And
I
would
say
again
we're
neither
super
high
in
reserves
compared
to
our
counterparts
nor
low
we're
kind
in
the
middle.
A
Other
questions
for
associate
superintendent
scofield
I've
got
a
quick
question.
You
know
in
thinking
about
enrollment
in
your
projection
of
us
being
down
2
000
students
next
year.
My
understanding
of
the
rules
around
funding
and
enrollment
is
that
they
are
modulated.
So
you
get
the
higher
of
the
last
two
years
in
terms
of
enrollment,
and
my
question
is
thinking
about
that
rule.
Are
we
about
to
see
a
change
in
our
funding
next
year
or
has
that
change
already
happened
in
this
fiscal
year?.
X
Our
enrollment
is
actually
lower
this
year
than
it
was
last
year,
so
we're
living
on
last
year's,
because
that
was
the
higher
amount.
Pretty
we
were
pretty
hopeful
in
terms
of
how
we
staffed
and
budgeted
during
the
current
year
that
our
enrollment
would
bounce
back.
Remember
we
lost
about
1500
students
the
first
year
we
thought
that
would
bounce
back
up.
You
know
that
we'd
recover
about
750
students.
We
have
not
recovered
any
of
those
students.
X
In
fact,
our
enrollment's
declined
a
little
further
and
we
expect
a
decline
even
further
next
year
in
terms
of
where
we
are
on
our
projection
for
2022-2023.
X
X
Yeah
we'll
wait
till
we
get
closer,
but
I
can
give
you
just
kind
of
a
you
know.
Rough
estimate
that
if,
if
each
student's
worth
nine
thousand
dollars
in
our
district
in
terms
of
adm
and
we're
down
2
000,
that's
about
18
million
dollars
to
our
district.
A
A
You
all
right.
Next
up,
we
will
have
the
district
covet
update.
I
see
we
have
administrator
for
secondary
curriculum
instruction
and
assessment
cica
with
us,
and
one
administrator
for
student
services
hudson
as
well.
Y
I'm
just
going
to
jump
right
in
good
to
see
everyone
thanks
for
being
here.
As
you
know,
as
superintendent
grounding
said,
lots
of
changes
came
our
way
and
are
going
into
a
into
effect
today
and
in
the
coming
weeks.
So
just
going
to
highlight
a
few
of
them
and
then
answer
any
of
those
burning
questions
that
you
have
so
thanks
for
thanks
for
listening
tonight.
Y
So
what
we'll
talk
about
we'll
look
at
the
metrics?
There
was
a
little
bit
of
a
shift
just
want
to
make
sure
you
remember
that
we
are
going
to
be
looking
at
specific
cdc
numbers
and
guidance
and
what
they're
calling
kobe
community
levels.
So
I
just
want
to
take
a
look
at
those
talk
about
the
shifts
that
that
is,
those
recommendations
have
caused
us
to
go
through
in
the
organization.
Y
Just
remember
this
year,
our
north
star,
the
entire
time,
has
been
to
keep
us
safe,
engaging
consistent,
in-person,
full-time
experience
for
all
of
our
students
and
staff.
Y
I
think
it's
a
great
time
to
commend
everyone
getting
to
this
point
with
minimal
disruptions
to
that
we're
gonna
keep
going
and,
like
I
said,
we
have
some
we're
able
to
take
away
some
restrictions,
get
back
to
where
students
and
staff
can
go
a
little
more
freely
about
their
day
and
also
talk
about
those
strategies.
Those
are
still
in
place,
so
the
metrics.
I
want
to
ask
you
to
take
a
look
at
remember
last
time.
Y
We
talked
kind
of
going
away
from
specifically
looking
at
daily
case
rates
for
the
county,
and
you
know
localized
rates,
there's
this
cdc
put
in
a
new
a
new
threshold,
they're
calling
them
coveted
community
levels
or
yeah,
coveted
community
levels
and
there's
sort
of
that
sliding
scale
between
cases,
new
cases
in
your
community
and
hospitalizations.
Y
So
if
you
have
high
cases
and
high
hospitalizations
you'll
be
in
a
red
zone
or
a
high
risk,
as
you
can
see,
I
have
the
national
map
up
here.
Most
of
the
country
you'll
see
is
in
green,
which
means
it's
some
combination
of
low
cases
and
low
hospitalizations,
so
the
risk
of
spread
and
the
risk
of
overwhelming
the
health
care
system
is
as
low
as
it
can
be
according
to,
according
to
cdc
just
the
same
idea,
but
showing
you
the
state
of
oregon.
Y
If
you
take
a
peek
in
the
upper
left-hand
corner
of
our
state,
you'll
see
us
you'll,
see
multnomah,
county
and
all
of
our
surrounding
communities
and
counties.
Also
in
that
low
low
area,
and
with
the
exception
of
those
two
counties
near
the
bottom,
everyone
is
in
either
in
the
low
or
the
medium
risk
level,
which
again
gives
recommendations
of
less
restrictive
mitigation
strategies
and
just
finally,
just
to
give
you
some
context
of
what
this
means
in
bsd,
how
we've
noticed
it.
Y
I
just
pulled
a
little
bit
of
point
in
time
data
about
two
months
ago
or
january
13th.
We
reported
over
4
000
students,
either
in
quarantine
or
isolation.
That
means
4
000
students
that
we
were
trying
to
do
our
best
to
serve
while
they
were
at
home
and
and
many
of
them
were
were
ill
and
sick
and
not
able
to
participate
in
school.
I
pulled
the
number
as
of
this
morning
and
we
reported
six
total
students
in
in
isolation.
So
that's
just
tremendous
news.
Y
You
know
the
number
will
bounce
around
a
little
bit,
of
course,
but
obviously
we're
nowhere
near
where
we
were
just
a
couple
of
months
ago,
and
I
think
that
could
probably
only
be
only
be
described
as
excellent
news.
Y
So
here's
a
list
of
of
how
the
changes
at
the
state
level
remember.
It
shifted
everything
essentially
to
a
local
decision
with
some
recommendations,
including
the
masking
masking
mandate
becoming
a
local
decision.
So
now
we
have
masking
being
optional
in
all
of
our
settings,
highlighting
our
tagline
shout
out
to
our
community
community
involvement
department
that
either
way
it's
okay
campaign.
We're
doing.
Y
The
instructional
restrictions
that
we've
talked
about
have
been
lifted,
meaning
if
the
the
teacher
making
their
best
judgment
for
what
the
student
should
do.
Instructionally
or
you
know
you
know
in
the
learning
for
their
classroom,
they
are
now
able
to
do
that
at
their
discretion
without
any
type
of
covet
mitigation
strategies
getting
in
the
way.
Y
So
it's
not
just
taking
it
away
for
the
reasons
of
taking
it
away,
it
is
based
on
tracking
the
virus
and
knowing
what
was
effective
and
what's
not
effective,
so
contact
tracing
has
actually
been
taken
off
the
list
of
cdc
recommended
mitigation
strategies
and,
if
you
remember
the
quarantine,
that's
kind
of
specific
definition
of
quarantine
was
someone
that
was
in
close
contact
with
someone
who
had
tested
positive.
So
we
would
have
found
that
out
through
contact
tracing
so
since
we're
not
doing
contract
tracing
we're
really
not
doing
quarantining
anymore.
Y
The
reason
you
hear
a
little
bit
of
that
hesitation
there
and
a
little
bit
of
the
maybe
some
time
is.
If
we
see
our
schools
or
a
particular
school
spike
in
cases,
you
could
see
a
case
where
an
entire
classroom
does
shift
to
remote
learning
because
of
an
outbreak
in
the
classroom,
and
so
that
could
contain
some
quarantines
as
well,
but
for
the
most
part
and
hopefully
for
the
rest
of
the
school
year.
We
won't
have
the
need
to
quarantine
any
students,
lots
of
talk
about
distancing
social
distancing
over
the
past
few
years.
Y
The
current
guidance
from
the
oregon
department
of
education,
the
oregon
health
authority,
has
a
striving
for
three
feet
of
space
in
in
all
of
our
activities.
But
what
that
means
is
that
the
like,
I
said
earlier,
the
the
instructional
strategy
will
sort
of
take
precedence
over
the
spacing,
so
if
they
need
to
get
closer
together
to
do
their
classroom
activity
to
to
maybe
even
to
eat
lunch
in
a
way,
that's
a
more
manageable
by
the
schools
and
can
free
up
staff
to
do
other
things.
Y
Related
to
that,
our
spectators
in
our
events
will
not
be
limited,
and
we
do
have
built
into
the
mou
some
increased
sick
time
available
for
staff
members.
Should
they
a
little
bit
complicated,
but
should
they
run
at
a
sick
time
this
year
due
to
all
the
different
various
impacts
of
the
mou,
so
those
kind
of
the
big
changes
that
happened
as
this
shift
and
as
we
as
we
we,
you
know,
implemented
everything
along
with
our
our
labor
partners
and
came
some
agreements
on
what
the
conditions
would
look
like.
Y
Y
Y
We
have
a
we
completed,
a
significant
upgrade
and
updates
to
our
hvac
system,
including
the
regular
change
of
filters
and
that'll
continue.
We'll
continue
to
communicate
positive
cases
throughout
our
school
community,
we'll
continue
to
have
isolation
for
infected
students
and
staff,
and
just
remember
that
difference
between
isolation
and
quarantine.
The
isolation
is,
somebody
did
test
positive
for
cova
19,
so
they'll
need
to
stay.
You
know
stay
home
or
stay
away
from
the
schools
for
a
period
of
five
days.
Y
Our
testing
program
remains
very
robust.
We
still
have
diagnostic
and
screening
testing
for
staff
and
students
we'll
continue
to
monitor
our
site
cases,
so
there
may
be
times
where
we
have
to
make
decisions
to
increase
mitigation
strategies
at
a
particular
site
and
then
finally,
we
do
have
a
clear
threshold
to
put
bring
back
those
more
restrictive
measures.
I
just
kind
of
talked
about
taking
them
all
away.
Y
If
washington
county
goes
into
a
high
risk
category
or
a
high
covered
community
level
category
by
the
cdc
that
will,
you
know,
by
definition,
initiate
a
return
to
our
previous
mitigation
strategies
that
were
in
place
this
year.
The
cdc
and
oregon
health
authority
is
confident
that
we
are
looking
well
into
summer
and
can
expect
the
levels
to
stay
at
low
in
the
summer.
But,
of
course,
we'll
monitor
that
for
any
unexpected
changes
to
that
chair
collette,
that's
my
update.
I'd
love
to
hear
any
questions
from
you.
Y
I'm
gonna
end
the
screen
share
for
now,
but
if
you
need
me
to
pull
anything
back
up,
I'd
be
happy
to.
A
You
know
I
have
a
clarifying
question
for
you,
brian
and
sorry,
becky
I'll
get
you
one.
A
Second,
you
know
one
of
the
hardest
parts
of
this
pandemic
right
has
been
all
of
the
different
metrics
and
the
different
cut
rates
and
points
at
which
things
change
and
trying
to
get
some
sense
of
consistency
and
clear
expectations
for
what
what
you
know
what's
going
on-
and
this
is
a
great
moment
right
now-
it's
wonderful
to
see
the
cases
go
down
with
that
slide,
where
they
went
from
4
000
to
6
quarantines
in
isolations,
that's
breathtaking
and
so
positive,
and
I
love
seeing
that
thinking
ahead.
A
Were
we
to
see
like
an
increase
in
cases
and
I
sincerely
hope
we
do
not.
I
hope
that
that
we're
seeing
this
thing
tail
off,
but
we
never
know
what
are
the
thresholds
that
would
bring
masking
back
to
our
district,
just
so
that
we're
clear
with
our
community,
and
we
have
clear
expectations
for
what
to
expect.
I
saw
you
had
the
red
zone
on
there,
but
what
does
that
mean
in
actual
numbers
of
cases
and
or
hospitalizations.
Y
Yeah
so
yeah.
So
let's
answer
that
in
two
ways.
Unfortunately,
it's
not
quite
as
simple
of
an
exact
number,
because
it's
a
sliding
scale,
but
if
we
go
into
the
high
category
that
red
number
the
high
category,
that's
the
clear
threshold.
That
is
the
what
puts
us
over
what
the
numbers
are,
though
it's
it's
tricky
to
say
and
I
can
send
the
board
the
the
link
to
the
website
that
lays
it
all
out.
Y
Where,
if
you
have
more
excuse
me,
if
you
have
less
cases,
you
can
handle
more
hospitalizations
before
going
into
that
red
category
and
just
to
put
it
one
more
step
further.
Y
Y
It's
they're
they're
weighted
somewhat.
Equally,
I
think
it's
just
sort
of
saying
the
more
the
more
new
cases
is
is
prob.
You
would
probably
reasonably
be
able
to
say
if
there's
a
lot
of
new
cases
in
your
community,
the
the
chance
of
your
hospitals
filling
up
rapidly
is
higher.
So
that's
why
you
don't
have
as
much
tolerance
for
your
existing
hospitalizations,
okay.
A
That
makes
sense,
and
thank
you
for
trying
to
explain
something
that
sounds
quite
complex.
Becky.
U
I
apologize
chair
colette.
I
should
have
gotten
my
hand
up
there
before
you
made
your
remarks.
I
apologize
dr
sika.
I
don't
know
if
this
is
a
question
for
you
or
dr
hudson,
but
we've
we
got
a
handful.
U
The
board
did
over
the
weekend
and
then
today,
obviously
we
had
public
comment
about
why
we're
having
volunteers
or
why
we
have
different
staff
members
go
through
different
protocols
as
far
as
you
know,
mask
wearing
and
what
they
have
to
prove,
and
I
just
wondered
if
you
could
share
with
us
that
this
wasn't.
You
know
how
this
operational
decision.
This
was
not
something
that
was
arrived
on
by
the
board
or
how
this
operations
decision
protocol
was
was
decided
and
what
it
was
was
based
on.
Y
Yeah
I
can,
I
can
take
a
shot,
I'm
just
looking
to
see
if
anyone
else,
okay
I'll,
take
a
shot
at
this
one.
So
in
the
various
laws
and
recommendations
from
oha,
it
talks
about
the
exceptions
to
the
the
required
vaccine
mandate
right
and
one
of
our
obligations
is
to
ensure
that
we
are
keeping
that
staff
member
or
that
volunteer,
that
person
associated
with
our
school
district
we're
an
obligation
to
keep
them
safe,
where
they
don't
have.
Y
The
protection
of
the
vaccination
and
masking
is
one
of
the
most
effective
personal
individual
protections
that
we
can
have
so
we're
in
an
obligation
to
provide
such
protection.
Should
someone
have
that
religious
or
medical
exception.
Y
T
Yeah
that
made
me
think
about
if
we
have
sports
groups
in
our
buildings
or
using
our
buildings,
like
you
know,
like
one
mom
was
saying
I
can
do
my
kids
sports.
I
can
be
a
coach,
but
I
and
not
wear
a
mask
and
not
be
worried
about
it,
but
I
can't
be
a
volunteer
and
I'm
wondering
I
mean
if
it's
a
talented
hills,
park
and
wreck.
T
You
know
sports
thing
and
that
might
be
a
weed,
but
maybe
that
are
there
for
organizations
that
use
our
buildings
it
might
be
different
than
for
us
when
we
are
in
charge
of
what's
happening.
Is
that
right.
Y
Yeah,
I
think
that's
the
right
way
to
be
thinking
about
that
one,
the
the
policies,
the
procedures,
the
the
things
that
that
I've
been
talking
about
that
we're
talking
about
those
are
any
beaverton
employee.
Anyone
you
know,
including
coaches,
would
be
following
those
same
ones.
Of
course,
there's
other
entities
that
provide
sports
they,
that
would
be,
you
know,
having
different
different
policies
or
different
procedures
and
for
their
employees.
Z
A
Other
questions
from
the
board:
well,
we
we
appreciate
it.
This
is
probably
the
most
optimistic
coveted
report
I
have
seen
in
two
years
and
it
is
great
to
see
those
numbers
coming
down
and
here's
hoping
that
they
stay
there.
So
thank
you,
brian
and
thank
you.
Danielle.
Z
Z
These
changes
really
emanate
from
some
work
that
the
district
has
done
to
support
our
students,
who
may
have
a
reason
to
change
their
name
or
have
a
preferred
name
that
is
different
than
their
legal
name
in
our
synergy
system,
and
so
for
years.
We
have
worked
to
come
up
with
a
way
to
reflect
that
in
things
like
roll
call
and
other
reports
and
things
that
teachers
access
or
substitutes
access,
so
that
students
really
can
protect
that
preferred
name
and
have
that
be
the
primary
way
that
we
address
them.
Z
Steve
langford
and
his
team
made
those
changes
and
noted
that
in
our
board
policies
we
simply
referred
to
student
name
in
the
definition
of
directory
information,
and
so
in
order
to
continue
that
protection
of
the
this
sort
of
differentiation
between
legal
name
and
preferred
name.
We
are
asking
and
recommending
to
add
the
word
preferred
in
front
of
name
to
those
policies
so
that
it's
really
clear,
which
name
could
be
considered
directory
information
in
our
policies.
L
T
T
Z
Way
of
saying
it
is
that
is
that
the
default
that
will
pull
to
those
reports
will
be
the
preferred
name.
The
legal
name
will
still
be
there
in
the
back
of
the
house
and
for
all
of
our
reporting
to
the
state
where,
where
we
really
can't
change
that,
but
in
terms
of
those
places
where
a
student
might
be
outed
or
feel
uncomfortable,
because
the
legal
name
is
being
used
now,
the
preferred
name
will
be
the
default
for
for
those
those
reports
and
items.
T
And
then
for
parent
like
when
the
report
card
goes
home,
I
don't
know
if
we
still
do
that
paper
report
cards
going
home
but
or
when
we
see
it
on
our
gosh.
I
want
to
say
synergy,
but
it's
not
synergy.
Is
it
synergy.
Z
So,
yes,
you
would
see
the
preferred
name,
I
believe,
in
parent
view
and
student
view,
and
on
the
report
cards
it
will
pull
to
preferred
name.
So
the
process
still
is
for
a
student
who
is
requesting
a
name
change
to
fill
out
a
form
with
their
counselor
and
turn
that
in
so
that
that
gets
recorded
into
synergy.
Z
One
of
the
questions
that
has
come
up
through
the
process
is:
can
a
student
keep
that
change
of
name,
private
or
or
basically
so
that
their
parents
wouldn't
know
that
they
had
made
a
change
to
their
name
and
at
this
time
that's
not
a
possibility,
because
the
way
the
system
is
going
to
now
pull
and
default
to
preferred
name
so
that
we
can
protect
in
so
many
other
ways.
It
is
going
to
pull
that
name.
Z
So
so
we
still
allow
students
to
share
with
their
teacher
or
staff
individually
that
they
want
to
go
by
a
different
name
and
communicate
that
at
the
local
level.
But
if
there
is
a
full
system
change
to
a
preferred
name,
that's
going
to
be
a
process
that
uses
our
name
change
form
and
parents
for
students
who
are
under
the
age
of
18
are
involved
in
that
process.
T
T
We
gave
the
option
for
students
to
have
depending
on
so
that's
something
to
think
about
for
transcripts
when
they
apply
for
scholarships
and
other
things
or
for
colleges,
then
they
have
to
sometimes
we
would
either
print
both
if
they
had
it
legally
changed
or
print.
You
know
talk,
give
them
the
option
of
what
name
they
wanted
and
talk
through
with
the
counselors,
what
that
would
mean
for
them
if
they
were
to
for
certain
scholarships
and
things
when
they
apply
to
colleges
and
career
technology
stuff.
But
thank
you
for
doing
that
change.
U
And
just
so
that
we
have,
this
has
been
something
that's
been
discussed
for
a
long
time,
and
I
recall
discussing
this
with
our
student
group.
You
know
it's
there's
many
reasons
that
people
would
have
a
preferred
name
and
it
it
can
be
whether
you
know
folks
come
here.
Somebody
gave
them
that
name
and
they
want
a
preferred
name,
and
I
know
being
in
a
classroom
that
this
is
something
students
take
a
lot
of
personal
pride
if
you
pronounce
their
name
wrong
or
or
any
of
those
things.
U
It's
just
a
point
of
pers,
but
there's
there's
many
different
reasons
why
someone
could
put
down
and
want
to
be
known
in
our
system
with
as
a
preferred
name,
and
I'm
just
so
glad
that,
after
lots
that
we
are
doing
this,
the
the
proper
way
and
the
legal
way
in
including
all
of
our
students.
C
Thank
you,
camilla.
I
have
a
quick
question
for
the
benefit
of
our
committee
members.
Z
T
Is
there
still
a
way
for
a
student
to
have
like
I,
I,
my
name's
karen,
I
might
want
to
go
by
everybody
knows
me
by
kk.
Can
I
still
have
a
spot
somewhere
where
that
name
is
saved
or
is
or
is
this
more?
This
is
like
or
there's
no
longer
a
the
preferred
name
is
now
a
real
functional
thing
that
changes
everything.
Z
I
am
going
to
ask
if
steve
langford
is
listening
if
he
could
pop
on
and
maybe
explain
from
the
it
perspective,
what's
going
on
with
the
changes
that
happened
in
synergy,
because
I
am
not
the
best
person
to
answer
that
question
steve.
I
see
you've
you've
popped
on
screen,
so
thank
you
for
saving
me
on
the
on
the
technical,
I.t
questions.
R
Absolutely-
and
you
did
a
great
job
explaining
it
good
evening,
chucklett
over
to
the
school
board.
Yes,
there
is
still
a
nickname
field.
That
is
also
allows
the
student
to
say
I
would.
This
is
a
nickname
that
I
would
use,
so
this
would
be
an
addition
to
that
nickname.
Z
No
they're
good
questions,
they're
they're,
good
questions
and
one
you
know
one
thing
to
keep
in
mind
in
terms
of
this
policy
change
and
the
reason
why
we're
asking
for
a
change
to
policy
is
because
the
policy
just
referred
to
student
name
in
general,
and
so
we
were
concerned
that,
if
it
just
referred
to
name
that
that
could
end
up,
as
you
said,
board
member
perez
that
it
could
out
a
student.
Z
If
somebody
requested
directory
information,
for
example,
to
create
a
student
directory
at
an
elementary
school,
for
example,
they
make
they
make
directories.
The
ptos
often
pull
those
names
and
make
a
directory,
and
so
we
were.
We
were
wanting
to
make
sure
that
the
policy
aligned
to
the
terminology
that
we
were
using,
so
it
was
pulling
the
right
data
point
into
a
directory
like
that.
Z
The
process
for
student
name
change
is
one
that
is
an
internal
process,
and
we've
worked
on
that
quite
a
bit
through
over
the
years
to
both
honor
nickname
as
well,
as
you
know,
find
a
way
to
honor
these.
These
preferred
names
and,
as
as
board
member
tim
chuck
highlighted,
there's
lots
of
different
reasons.
Why?
T
AA
AA
I
have
a
powerpoint,
I
want
to
go
through
here
and
I
will
go
through
it
as
quickly
as
I
can
and
get
to
questions
from
you
at
the
end
here.
AA
So
the
question
here
is:
what's
the
purpose
of
doing
this
and
long
term,
this
has
been
a
goal
of
the
board
and
the
school
district
to
move
from
relying
on
portables
in
our
schools
and
move
students
back
into
the
buildings.
This
is
done,
for
you
know,
enhancing
the
security
of
our
students
and
there
are
also
better
learning
environments
having
a
permanent
classroom,
and
it
also
improves
that
access
to
programming
and
support
functions
like
the
students
being
able
to
go
to
the
restroom
and
not
have
to
go
outside
and
into
a
building.
AA
AA
This
evening,
we're
coming
to
you
with
a
request
to
declare
portables
that
are
at
four
schools
in
two
administrative
locations
as
surplus,
we'll
be
coming
to
you
in
the
coming
months,
with
additional
sites
and
the
the
the
the
benefit
of
declaring
these
portable
surplus
gives
us
the
flexibility
to
move
quickly
or
slowly,
depending
on
the
demand
for
the
portables,
the
budgeting,
the
funding
that
we
may
have
for
disposing
of
portables.
AA
So,
for
example,
the
single
classroom,
portables,
are
our
older
program
or
older
portables,
and
they
do
not
have
the
demand
out
in
the
community
that
the
double
portables
have
so
that
single
portable,
that's
out
in
front
of
el
monica
elementary
school.
We're
going
to
have
to
demolish
that.
So
the
other
important
factor
is
just
because
we're
declaring
them
surplus
doesn't
mean
that
they're
going
to
be
removed
immediately.
AA
AA
We
also
have
declining
enrollment
in
parts
of
the
district
that
we
as
you've
been
talking
about
this
evening.
We
have
changes
in
programming
which
creates
more
space
in
our
buildings.
We
also
have
bond
funded
enhancements
that
are
making
spaces
more.
You
know
putting
in
permanent
walls
in
the
buildings
that
will
then
facilitate
having
those
classrooms
activated
with
classes
that
may
be
in
portables
here
today
and
with
the
administrative
sites.
The
move
to
the
summit
building
will
equate
to
us
not
needing
some
of
the
portables.
AA
AA
With
this
strategy
we're
not
proposing
to
eliminate
every
single
portable
in
the
district,
we
are
taking
a
small
byte
which
will
improve.
You
know
the
number
of
students
that
are
actually
in
permanent
classroom
settings
and
not
the
portable
classrooms.
AA
This
graph
right
here,
as
you
know,
we
in
the
long
range
planning
section-
have
lots
and
lots
of
data
that
we
track,
and
what
I
want
you
to
take
away
from
this
is
those
colored
columns.
There
blue
means
they're,
really
empty.
Red
means
they're,
really
full.
The
first
column
is
looking
at
a
school
based
on
its
permanent
capacity,
so
the
inside
the
building,
the
second
column,
includes
the
portable
capacity.
AA
What
I've
done
here
in
this
next
slide
is
here
are
the
elementary
schools
that
have
portables
this
prior.
This
prior
slide
was
just
all
elementary
schools.
This
is
just
the
schools
that
have
portables
and
you'll,
see
that
we
have
about
10
elementary
schools
that
have
plenty
of
capacity,
and
we
don't
necessarily
need
to
rely
on
those
portables,
the
four
or
the
three
elementary
schools
that
were
here
with
you
tonight.
AA
They
have
lots
of
capacity
and
don't
need
those
portables
I'll
get
to
the
specifics
for
each
of
these
schools
in
just
a
moment
so
going
through
the
schools
here.
This
is
l
monica,
and
there
are
five
portables
out
here.
AA
The
two
that
are
circled
were
added
before
covid,
when
the
enrollment
at
for
grove
was
quite
high
and
was
rivaling
middle
and
even
perhaps
some
high
schools,
so
with
the
boundary
adjustment
that
we've
done
these
two
portables
that
are
in
the
blue
circles,
we
don't
need
any
more.
Those
portables
are
empty
and
only
the
three
portables
over
here
on
the
right
side
of
the
screen
are
being
used
and
they're
being
used
for
a
fifth
grade,
their
fifth
grade
class
as
part
of
the
2014
bond
inside
elm
el
monica.
AA
Here
we
are
adding
permanent
walls
to
a
number
of
classrooms
and
that
may
facilitate
the
ability
of
the
school
to
move
the
fifth
grade
back
into
the
building.
This
is
a
decision
that
will
come
much
later
in
in
consultation
with
our
teaching
and
learning
partners
and,
most
importantly,
the
school
principal
and
so
by
declaring
the
surplus
right.
Now
that
will
give
us
the
flexibility
at
a
future
date
to
dispose
of
those
three
portables.
Should
we
need
or
be
able
to
dispose
of
them.
AA
My
plan
would
be
to
dispose
of
the
two
that
are
in
the
blue
circles
much
sooner
and
have
to
you
know,
wait
and
see
on
the
other
three
with
fur
grove
they
have
about
five
empty
classrooms.
Today
they
don't
use
this
portable,
but
for
music
and
the
principal
there
is
very
anxious
to
see
this
portable
go
away,
and
so
this
is
a
portable
that
we
would
like
to
remove
sooner
rather
than
later.
AA
At
highland
park,
we
have
four
oops.
We
have
four
single
portables
here.
All
of
them
are
being
used
for
storage.
At
this
point,
you
can
see
how
close
they
are
to
the
property
line.
There
is
a
public
path
that
goes
behind
this
area.
It
is
just
it's
something
that
we
need
to
correct.
AA
If
the
bond
is
passed,
this
site
will
be
redeveloped
and
those
portables
will
be
taken
away
when
the
678
program
finishes
after
next
school
year.
Those
portables
will
not
be
needed,
so
declaring
them
surplus
right
now
again
will
give
us
that
flexibility
over
time
to
move
them
off
the
site
or
demolish
them,
as
the
case
may
may
be
needed
as
part
of
the
summit
move.
The
sped
program
offices
that
are
over
there
at
the
isb
campus,
this
portable
right
here
is
a
single
and
they
use
it
for
meeting
space.
AA
They
will
not
need
it
for
meeting
space
anymore,
since
we
will
have
meeting
space
at
the
merlot
building,
and
you
know
small
group
meetings
at
the
summit
building
and
then
here
at
our
central
office.
AA
We
have
plans
for
utilizing
the
buildings,
the
portable
buildings
over
on
the
east
side,
which
is
the
larger
rectangle,
the
three
portables
circa
1990
age
over
here
on
the
east
side
we'd
like
to
demolish.
We
have
the
closed
closet
in
two
of
those
portables.
AA
We
are
going
to
move
them
over
to
the
east
side
of
the
property,
we're
looking
at
the
large
portable
where
the
bond
team
is
located
and
the
portable
on
the
you
know,
just
north
of
that
large
it'd
be
a
much
larger
space,
a
much
more
convenient,
almost
retail
type
setting
and
we're
kind
of
excited
about
how
we
would
able
to
improve
that
function
over
there
in
those
buildings.
AA
So
the
two
portables
that
are
circled
in
blue
those
are
surplus,
as
well
as
the
three
singles
that
we
would
ask
you
to
declare
a
surplus
as
part
of
this
action
here,
I'm
just
going
to
click
through
a
couple
of
photographs.
This
is
not
to
shame
anybody,
so
I'm
not
going
to
say
what
school
we
took
these
at,
but
we
visited
a
number
of
schools
and
you
can
see
that
our
portables
here
are
largely
areas
of
storage.
AA
I
think
the
thing
that
we
would
like
to
be
sure
that
you
understand
is
that
with
the
coven
requirements,
you
can
see
lots
of
tables
lots
of
chairs
lots
of
desks
that
in
adjusting
for
covid
learning,
our
schools
were
very
successful
in
becoming
a
little
more
lean
operation
within
their
buildings,
and
so
a
lot
of
this
material
we
just
don't
need.
We
will
be
able
to
hold
on
to
some
of
it
to
be
able
to
respond
to
growth
in
other.
AA
So
that's
it
for
my
presentation,
I'm
happy
to
answer
any
questions
that
you
might
have
and
I
will
turn
off
the
the
share
here
and
I
can
pull
it
up
if.
AA
A
Susan,
then
sunita
and
karen.
B
I
guess
I'm
just
going
to
go
to
the
bottom
line
is
steve,
because
I
we're
putting
up
some
what
we
would
like
to
put
up
some
of
our
portables
for
sale
and
okay,
because
and
so
you
have
a
certain
amount,
you
want
to
put
up
for
sale
this
year
and
then
2023
and
then
going
forward.
That's
what
you
want
to
see
happen
is
there
like.
Do
we
have
to
vote
on
this,
or
is
this
informational?
I'm
just
not
quite.
AB
W
Yeah,
I
want
to
thank
you
for
giving
this
information.
Yes,
it
did
help.
I
would
love
it.
You
know
if
we
can,
if,
if
a
school
needs
space
that
we
can
give
them
classrooms
rather
than
portables,
but
economics
doesn't
allow
us
to
do
that
right
now,
because
it
is
very
expensive
to
give
a
classroom,
as
you
know,
right
so.
W
W
I
know
that
you
mentioned
you
answered
my
some
of
my
questions
in
the
email,
so
thank
you
for
that.
I
know
that
once
we
put
it
in
surplus,
you
said
that
the
class,
the
school
portables
are
in
good
conditions
and
in
the
past
they
have
been
given
to
schools
which
they
need
who
need
a
portable.
AA
AA
We
will
then
list
the
portable
for
sale
on
a
government
materials
web
page
where
we
have
listed
portables
before
and
we
have
been
able
to
sell
them
before,
most
recently
to
hope
chinese
charter
school
that
bought
one
of
the
portables
from
the
five
oaks
middle
school
campus
we've
also
again
with
the
single
portables
we
have
listed
them,
we've
listed
them
for
free
and
still
weren't
getting
any
bytes
on
them,
so
it
it
just
depends
on
what
the
demand
is
out.
There.
AB
Sunita,
let
me
address
the
the
remainder
of
your
question
and
that
is
schools
can
request
additional
space
in
their
facilities.
It
is
not
simply
by
putting
up
a
hand
and
saying
I'd
like
a
portable
or
two.
We
go
into
that
facility
and
evaluate
because
not
all
principals
use
their
buildings
all
spaces
in
the
most
efficient
manner.
So
we
will
at
times
provide
guidance,
we'll
work
with
teaching
and
learning
on
that.
AB
So
it's
not
just
a
matter
of
oh.
I
think
I
want
a
portable
because
the
mission
which
we've
taken
on
since
this
bond
of
2014
the
board
has
been
giving
us
very
clear
directives,
eliminate
our
portables
as
much
as
possible
across
the
district.
It
is
for
safety
and
security.
It
is
for
sight
of
student
visibility
from
the
main
building
all
kinds
of
things.
So
simply
because
the
school
says
oh
we'd,
like
a
portable,
doesn't
mean
they
need
one.
W
So
also.
AB
As
you
know,
you've
got
the
cost
of
that.
The
board
passed
for
votes,
that's
a
little
over
two
million
dollars
in
that
facility
for
those
four
classrooms.
Now
that's
in
that
one,
each
and
every
single
building
may
be
different
depending
on
the
design.
That's
there
to
acquire
a
portable,
I'm
not
sure
the
cost
off
the
top
of
my
head,
but
to
move
a
portable
from
an
existing
site
to
another
is
anywhere
between
two
and
four
hundred
thousand
dollars.
Okay,.
W
Yeah,
it
would
be
nice
to
have
the
portable
cost
to
just
so
that
we
have,
because
I
know
sato
was
three
million
for
four
classrooms,
so
that
comes
to
like
750
000,
which
is
way
more
than
200
or
400
000
from
moving
affordable.
If
a
class
who
needs
it
right
and
evaluation
process
is
good,
that's
good
that
we
need
that,
but
I
think
we
need
to
look
at
all
those
costs
before
we
say
okay,
putting
them
in
surplus.
AB
T
Hi
good
evening,
I
appreciate
you
giving
us
this
background
information
for
the
new
board
members,
and
I
appreciate
how
you
mentioned
the
process
of
how
it
happens.
I
I
didn't
know
that
prior.
T
I
also
appreciate
that
you're
speaking
to
the
admin,
the
community
to
make
sure
that
that
that
space
is
not
being
used-
and
I
was
thinking
about
like
highland
park
having
four
portable
portables
worth
of
stuff
and
in
my
mind
I
thought:
where
are
they
gonna
put
that
stuff?
But
it
looks
like
in
some
of
the
pictures.
It
might
just
be
furniture
that
has
been
maybe,
as
we
go
down
in
numbers
that
maybe
isn't
is
no
longer
needed
and,
as
a
teacher
I
saw
those
hexagon
tables
and
I
was
dang.
T
We
got
to
put
those
out
to
the
you
know
elementary
school
teachers
and
say:
do
you
want
a
hexagon
table,
because
I
would
take
those
in
a
second
compared
to
those
big
you
know.
So
I
know
I'm
wondering
like
how
old
can
staff
take
a
look.
I
know
you've
done
that
in
the
past,
where
staff
takes
a
look
at
what
is
this
surplus
materials
that
maybe
we
can
trade
out
some
of
the
the
furniture
that
might
be
more
functional
in
some
classrooms,
as
the
numbers
change?
AB
Absolutely
absolutely
it's
a
great
great
inquiry.
The
other
part
of
this
is,
as
steve
mentioned,
I
think
we'll
see
a
shift
of
what
we're
see
what's
sitting
in
those
portables.
Now,
with
coveted
protocols
diminishing,
we
will
have
re-entry
of
furniture
back
into
classrooms
because
a
lot
of
that
furniture
is
actually
from
our
teachers
classrooms.
As
you
go
into
those
portals,
you'll
see
teacher
names
all
over
the
place.
AB
T
And
then
the
last
question
would
be
like:
where
did
you
get
the
disco
ball?
In
the
background
for
tonight's
meeting,
it
looks
like
my
daughter's
like
little
like
little
disco
ball,
that
they
do
with
the
karaoke.
AB
A
Hey,
I
just
want
to
pause
for
for
a
second
and
make
sure
that
we're
clear
on
what
we're
voting
on
later
right.
So
in
carl,
please
and
steve
correct
me
if
I'm
wrong
here,
but
you've
already
done
an
internal
prioritization
and
you've
taken
a
look
internally
before
you
put
this
on
a
list
to
be
dispossessed
and
once
we
vote
for
it
to
be
dispossessed,
it
is
highly
likely
that
those
portables
will
either
be
sold
or
demoed,
basically,
is
what
I'm
hearing
in
some
cases.
A
AA
AA
Yes,
you,
you
will
see
us
again
in
the
future,
but
they
will
be
four
different
portables
at
different
locations.
Right.
AB
And
jericho,
please
understand
that
principles
were
involved
in
these
decisions
on
each
site.
This
was
not
done
on
a
facility
site.
We
did
a
walkthrough
of
those.
We
went
through
walkthroughs
of
several
other
schools
and
you're,
not
seeing
those
here
tonight,
because
there
is
still
a
significant
use
for
those
in
other
sites.
A
A
R
C
L
T
I
thought
you
were
having
technical
difficulties
or
karaoke
in
the
back
there,
just
so
just
to
clarify
the
principles
were
already
involved
in
this
process.
They're,
not
it's
not
something
that
you're
going
to
go
back
and
talk
to
them.
Now,
after
we've
actually
surplus
their
stuff.
No.
L
W
AB
Those
schools
need
to
go
through
us,
so
those
schools,
if
they
have
a
sense
that
they
are,
they
do
not
have
enough
capacity
for
the
number
of
students
in
their
school.
They
need
to
contact
facilities,
we'll
do
a
thorough
walkthrough
of
their
facility
and
look
at
the
classrooms.
AB
AB
I
L
C
I'm
stephen:
I
apologize,
I
missed
part
of
your
presentation,
it's
bedtime
and
that
time
is
usually
rough
in
my
household
so
proud
of
me.
My
question
is
a
very
quick
one:
does
it
cost
more
to
add
additional
classrooms
or
to
get
portables?
How
did
we
end
up
with
portables
instead
of
additional
classrooms.
AB
AA
AB
AA
The
portables
are
a
rapid
response
to
very
quickly
changing
environments
and
that's
the
reason
why
we
have
portables,
where
we
do
adding
a
permanent
space
to
a
building
is
more
involved
in
looking
at
how
you
can
accommodate
those
spaces,
and
then
you
have
to
go
through
the
capital
bond
process
to
you
know,
build
permanent
spaces
so
his
I
I
don't
have
all
the
historic
knowledge
that
others
might
about
why
portables
at
those
locations,
but
typically
that's
the
reason
why.
AB
Exactly
steve
during
the
time
I
would
say
during
the
90s
and
early
2000s,
we
had
significant
growth
throughout
the
district
and
we
did
not
have
the
resources
in
a
bond
to
build
permanent
capacity.
So
an
easy
thing
to
do
was
to
add
portables
onto
sites
and
with
our
standards
of
safety
and
security.
We
are
in
the
process
of
trying
to
eliminate
portables
and
build
permanent
capacities
of
all
facilities
to
make
sure
that
students
can
enjoy
their
entire
school
day
on
the
interior
of
a
facility
and
gain
access
to
all
the
necessary
programming.
That's
needed.
A
A
A
AB
Absolutely
I
will
make
a
call
to
mountain
view
tomorrow,
based
on
this
feedback
that
we've
received
from
our
from
sunita
this
evening
and
I'll
be
able
to
share
information.
Thank
you.
A
Great
okay,
then
I
think
this
is
our
last
discussion
item
and
we're
going
to
move
into
the
action
items
here.
Do
I
hear
a
motion
to
approve
the
consent
agenda.
B
A
Right,
it
has
been
properly
moved
and
seconded
that
we
vote
on
the
consent
agenda.
I
will
take
a
roll
call
of
board
members
and
you
can
vote
either.
I
or
nay
susan.
B
A
O
W
U
A
Tom
tom
votes-
I
I'll
never
get
over-
how
weird
that
is
to
ask
yourself
to
vote,
and
the
motion
passes
unanimously
with
that
we
are
at
the
time
for
board
communications
board
members.
Do
you
have
some
communications
for
us
tonight.
T
I
couldn't
find
my
little
cursor.
I
just
wanted
to
thank
osea
for
I'm
on
the
bargaining
team,
so
it
was
great
to
meet
their
team
and,
to
start
our
conversation
and
for
the
beaverton,
like
the
the
other
side,
we're
both
districts,
so
I
was
kind
of
osca
and
and
us
over
here.
Having
that
conversation,
it
was
a
good
process
and
I'm
new
at
it.
So
it
was
great
to
to
meet
everybody
and
see
how
thoughtful
they
are
in
their
in
their
in
the
conversations.
U
I
just
want
to
thank
staff
and
board
members
for
giving
of
their
evenings
to
go
out
and
talk
to
our
community,
whether
it
be
our
nacs
or
our
ptos,
or
the
cpos
or
cpo3r
sharkey,
whatever
whatever
you're
out
there.
Speaking
to
I
want
to
thank
you
for
taking
time
from
your
families
to
educate
our
community
on
our
upcoming
bond.
U
W
L
B
Well,
I
I
know
that
everybody's
been
through
a
lot
this
last
school
year
last
two
years
actually-
and
I
know
we're
coming
towards
the
spring
break,
and
I
wanted
to
wish
our
staff
our
students,
our
school
board,
are
very
restful
spring
break.
A
Other
comments
from
the
board-
I
would
just
echo
susan,
I
mean
it
is
incredible
to
be
here
and
see
the
numbers
that
we're
seeing
right
now,
but
I
think
of
everything
that
our
school
district
has
been
through
over
the
last
couple
months,
what
our
staff
have
been
through,
what
our
families
have
been
through,
what
our
students
have
been
through.
A
We've
seen
the
the
4
000
numbers
that
preceded
the
six
numbers
we
are
today
and
I
hope
everybody
has
a
chance
to
catch
their
breath,
get
some
rest
and
really
enjoy
their
spring
break
right
now,
because
so
many
folks
deserve
it.
We
wouldn't
be
here
right
now
with
these
numbers,
if
it
hadn't
been
the
work
of
a
lot
of
staff,
a
lot
of
students
and
a
lot
of
parents
and
folks
in
our
community.
A
So
thank
you
all
for
that,
and
then,
of
course
I
would
be
remiss
if
I
didn't
put
in
a
big
pitch
for
the
bond
here
is
incredibly
important
and
we're
getting
closer
and
closer
to
election
day,
and
that
bond
represents
a
huge
step
forward
in
seismic
safety
for
our
district.
It
also
represents
an
opportunity
to
ensure
that
our
funds
are
going
where
they
should
be
going,
which
is
towards
teaching
positions
and
staff
positions
across
the
district,
so
making
sure
that
we
have
a
handle
on
our
deferred.
A
Maintenance
is
incredibly
important
in
that
bond,
we'll
make
sure
that
happens
too.
So,
if
anybody's
out
there
watching
and
yeah,
you
agree
with
this-
please
let
people
know
75
of
the
folks
in
beaverton.
Do
not
have
kids
in
our
school
and
we
need
to
be
having
conversations
with
them
and
letting
them
know
about
the
importance
of
this
bond
on
election
day.
We'll
be
glad
that
we
did
that
and
I'm
hoping
for
a
very
successful
bond
that
can
support
our
students.