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From YouTube: BSD School Board Business Meeting - September 29, 2020
Description
For meeting agenda, visit https://www.beaverton.k12.or.us/about-us/school-board
A
Beaverton
school
board
september
29th
board
meeting.
We
appreciate
you
all
being
with
us
here
this
evening.
We
know
it's
a
beautiful
fall
night
and
we'd
probably
like
to
be
outside
and
there's
some
little
thing
on
tv
that
maybe
will
get
our
interest
as
well.
So
we
appreciate
you
being
with
us
tonight
to
take
care
of
the
school
board's
business.
First
order
is
board
members.
Do
you
have
any
changes
to
the
agenda?
A
B
B
We
always
like
to
start
our
monthly
bea
meetings
with
a
reflection
of
what's
going
well,
because
we
can
learn
a
lot
from
the
things
that
are
working,
so
I
want
to
start
tonight
with
some
kudos.
First
of
all
to
our
members.
I
know
educators
really
love
the
work
that
we
do,
we're
really
leaning
into
our
collaboration
pillar.
We
know
we
learn
a
lot
from
our
colleagues
and
we're
really
leaning
into
that.
B
As
we
start
a
very
challenging
school
year,
we
heard
repeatedly
from
our
members
over
the
first
couple
weeks
of
this
school
year
that
their
building
administrators
were
incredibly
supportive
and
understanding
and
flexible.
As
we
start
this
unique
school
year
we've
made
as
a
district,
a
commitment
to
anti-racism
work
and
in
implementing
culturally
relevant
practices,
historically
accurate
teaching
and
curriculum
this
year.
I'm
grateful
that
the
members
of
this
board
have
voiced
an
urgency
to
address
and
dismantle
racism
in
our
system
and
create
better
systems
of
accountability.
B
In
the
spirit
of
learning
and
growing,
I
want
to
talk
tonight
about
a
problem
of
practice
that
I
believe
can
be
found
in
every
single
school
community
right
now.
It's
that
we
are
on
week.
Three
and
our
members
are
burning
out
the
expectations
and
burdens
that
have
been
placed
on
teachers.
Shoulders
are
grinding
staff
to
a
fine
dust.
B
Educators
are
putting
in
14
to
16
hour
days
and
working
on
the
weekends
just
to
keep
up,
and
this
is
not
a
matter
of
learning
one
new
digital
platform.
We
have
a
lot
of
folks
in
our
district
who
are
very
fluent
in
technology
and
digital
platforms,
and
I
don't
think
this
is
just
the
getting
into
the
swing
of
a
new
school
year.
I
can
only
imagine
how
our
students
are
handling
this
and
how
challenging
the
start
of
this
new
school
year
has
been
for
families.
B
I
have
no
doubt
that
you'll
hear
some
doom
and
gloom
messaging
about
the
district's
financial
forecast
today,
due
to
this
pandemic
and
the
economic
crisis
that
it
has
caused.
But
I
want
to
remind
you
that
our
whole
community
is
going
to
fare
better
if
we're
listening
and
responding
quickly
to
feedback
from
students,
parents
and
staff.
B
So,
as
I
mentioned,
what's
being
asked
of
educators
this
year
is
unsustainable
and
there's
no
end
in
sight.
We
can't
even
comprehend
november,
let
alone
winter
break
or
june.
Our
leadership
team
has
spent
over
30
hours
over
the
last
couple
months
in
negotiations
over
working
conditions,
and
we
haven't
had
a
meaningful
acknowledgement
of
the
incredible
amount
of
time,
energy
and
emotion
that
our
members
are
pouring
into
their
work.
There
hasn't
been
a
significant
change
in
the
expectations
for
staff.
It's
giving
them
the
breathing
room
that
they
need
to
do
their
jobs.
B
Well,
luckily,
ode
is
encouraging
districts
to
focus
on
ongoing
reflection
and
iteration
of
the
plans
that
have
been
created,
as
well
as
cultivating
connection
and
relationships
during
this
school
year.
This
is
the
very
same
thing
that
we're
asking
for
we've
launched
this
school
year.
We've
created
something
that
we've
never
had
to
do
before
and
educators
have
some
feedback.
B
The
folks
who
are
closest
to
the
work
can
tell
you
what's
working
and
what's
not
working,
they
have
ideas
about
how
we
can
better
serve
students
and
what
their
barriers
are
to
increase
student
engagement.
Our
educators
know
how
parents
are
faring
more
or
less
and
how
we
can
better
partner
with
families
to
do
this
work.
So
the
question
I
want
to
leave
you
with
tonight
actually
have
a
few
questions
is:
are
you
going
to
listen?
Are
you
ready
to
take
the
expertise?
B
A
C
Good
evening
I
apologize,
I
don't
have
any
video
today,
I'm
having
some
technical
issues,
but
I
am
here
so
good
evening
to
superintendent
rodin,
to
the
beaverton
school
board,
to
the
school
staff
and
to
community
members.
I
come
to
you
tonight
feeling
torn.
On
the
one
hand,
many
of
our
classified
staff
have
taken
on
new
challenges
of
distance
learning.
With
grace
and
persistence.
C
They
have
been
called
upon
to
do
their
jobs
in
completely
new
ways.
They
have
risen
to
meet
challenges
and
have
adjusted
their
mindsets
to
make
this
school
as
successful
as
possible
for
our
students
and
families.
I
am
so
proud
of
them.
I
see
those
employees
working
hard
to
overcome
setbacks
and
frustrations.
C
I
see
them
giving
extra
effort
to
learn
new
strategies
and
techniques
to
reach
students
and
I'm
humbled
by
parents
who
are
taking
on
these
new
responsibilities
on
the
job,
while
also
supporting
their
children's
their
own
children's
educational
needs.
I'm
grateful
to
the
district
for
envisioning
new
ways
that
they
can
serve
and
continue
to
respond
to
the
complex
and
changing
needs
of
our
schools
in
this
time,
but
I'm
also
feeling
frustrated
and
worried,
along
with
nearly
600
classified
staff,
who
are
not
being
utilized
utilized.
Well,
those
who
have
received
furlough
notices
in
the
past
week.
C
I
feel
for
those
who
are
scrambling
to
figure
out
how
they
will
continue
to
support
themselves
and
their
families
in
this
time
and
for
those
who
are
wondering
if
they
can
afford
to
stay
in
a
job
that
continues
to
pull
back
on
resources
that
they
depend
on
hearing
that
the
district
is
saving
money
for
the
next
biennium
by
taking
wages
away
from
employees
who
have
selflessly
served.
The
district
in
essential
roles
such
as
feeding
our
students
and
safely
transporting
them
to
and
from
school
each
day
is
disheartening.
C
We
all
believe
that
there
will
come
a
time
when
students
will
enter
our
buildings
and
those
roles
will
again
become
essential
in
the
meantime,
there
are
so
many
needs
in
our
school
community
that
we
could
be
filling.
We
could
use
this
as
an
opportunity
to
do
more
for
our
students
than
we
normally
thought.
We
normally
don't
have
the
people
power
to
do
when
we
do
go
back
to
our
buildings.
The
classified
staff
that
have
been
able
to
weather
the
storm
will
be
there
eager
to
serve
our
students.
C
C
There
will
be
financial
costs
associated
with
filling
empty
positions,
but,
more
importantly,
there
will
be
human
costs
when
staff
and
students
return
expecting
to
see
familiar
faces,
that
make
our
school
community
bright
better
and
better
and
find
that
some
of
the
great
ones
are
missing
to
all
the
classified
staff
that
are
working
harder
than
ever.
This
fall.
I
thank
you
to
all
the
classified
staff
that
are
doing
every
assignment
you
are
given
with
gratefulness
and
hoping
for
more
work
to
come
soon.
I
stand
with
you
to
the
classified
staff
from
either
category
who
are
struggling.
C
My
heart
goes
out
to
you
to
the
school
board
and
the
administration
I
remind
you
that
classified
staff
in
our
district
are
so
much
more
than
just
numbers.
We
are
a
diverse
group
of
people
who
have
chosen
to
invest
in
our
students
because
we
care
and
we
are
ready
and
willing
to
meet
students
needs
beyond
the
classroom.
Walls
please
invest
in
us
so
that
we
can
continue
to
serve
our
community.
A
Thank
you
very
much
amy
for
your
comments
and
appreciate
you
being
joining
us
this
evening.
We
also
have
the
last
week
we
had
comments
from
our
public
and
the
board
has
been
given
those
comments
as
well
as
there
are.
You
can
find
them
on
our
board
book
right
now
for
anyone
that
would
like
to
see
what
all
the
comments
are.
A
And
finally,
the
last
one
which
I
think
we're
all
feeling
is
zoom
is
just
not
quite
working
yet,
and
we
wish
that
we
could
do
something
else
and
that
probably
summarizes
what
we're.
What
we're
all
feeling,
but
it's
the
world
that
we're
living
in
right
now,
so
all
all
folks
will
be
getting
a
comment
either
from
staff
or
from
the
board
thanking
them
for
their
for
their
public
comments.
D
D
D
D
D
D
As
we
finalize
these
enrollment
numbers,
and
if
the
significant
decline
continues,
we
will
be
overstaffed
and
will
most
likely
to
need
to
make
adjustments
to
stay
within
our
staffing
allocation
ratio
model
and
budget.
In
order
to
prepare
for
the
next
biennium,
I
have
directed
our
staffing
allocation
team
and
our
business
team
to
review
staffing
and
enrollment
to
make
recommendations,
and
one
thing
that
we
heard
in
the
last
budget
crisis
that
we
went
through
was
from
bargaining
units
from
our
community
and
everything
we
need
to
live
within
our
means.
D
We
need
to
be
transparent
and
live
within
our
means.
While
I
don't
mean
to
be
doom
and
gloom,
I
also
I
am
going
to
be
transparent
and
we
are
going
to
live
within
our
means
and,
as
I
said
before,
this
is
not
specific
to
the
beaverton
school
district.
We
have
constant
communication
with
the
six
largest
districts
and
they
are
also
actually
experiencing
higher
decreases
in
enrollment
than
we
are
percentage
wise.
D
D
D
We
actually
had
a
conversation
about
five
o'clock
this
morning
and
he
got
some
really
exact
information
and
I
forwarded
that
to
the
board
today
and
our
staff
has
that
and
that
will
help
us
better,
determine
exactly
where
our
numbers
are,
who
we
can
count
and
how
we
can
count
them,
and
at
the
next
board
work
session
we
will
have
some
solid
data
for
the
board
return
to
school
you're
going
to
hear
from
our
folks
tonight
on
return
to
school.
We
continue
to
monitor
covet
19
data
in
both
washington
and
multnomah
county
and
remember.
D
We
are
planning
for
comprehensive
distance
learning
and
determining
when
it
will
be
safe
for
our
students
and
staff
to
return
to
in-person
instruction
recently.
As
you
know,
the
data
has
been
moving
in
the
wrong
direction
to
seriously
consider
any
large
group
in-person
instruction
for
the
immediate
future.
D
At
this
time
we
are
still
committed
to
reviewing
data
and
going
from
quarter
to
quarter
when
making
decisions
to
return
to
in-person
instruction,
and
I
said
the
data's
been
going
in
the
wrong
way.
The
data's
been
going
in
the
wrong
way
since
early
since
the
first
part
of
september,
and
when
I
say
we
look
at
quarter
to
quarter,
you
will
hear
tonight
a
recommendation
which
I
support
when
we
do
look
at
the
data
and
we
see
that
it
is
highly
highly
unlikely
or
maybe
even
impossible
for
us
to
return.
D
These
students
compromise
our
most
vulnerable
and
marginalized,
and
right
now
we
have
our
special
education,
our
multilingual
department
and
teaching
and
learning
trying
to
work
on
a
plan
that
we
can
meet
the
needs
of
these
students.
It's
very,
very
difficult.
It's
it's
extremely
difficult
when
you're
taking
in
all
of
the
social
distancing
rules,
the
cohort
rules
and
everything
it's
a
very,
very
difficult
process.
But
we
are
we're
very
interested
in
looking
to
see
how
we
can
possibly
do
small
group
instruction
that
comprehensive
distance
learning
simply
does
not
work
for
and
later
this
evening.
D
As
I
said,
you'll
hear
from
our
our
team
and
plans
to
move
forward
in
covet
19
area,
and
I
just
want
to
take
a
little
bit-
and
I
said
it
before,
but
I
just
want
to
really
take
a
shout
out
for
our
operations
team
and
our
teaching
and
learning
staff,
both
of
these
being
led
by
deputy
superintendent,
mead
and
deputy
superintendent
hasman.
These
people,
who
are
working
around
the
clock
to
do
whatever
they
can
to
do
good
things
for
our
students
and
families,
unbelievable
team.
D
We
have
folks
calling
us
every
day
and
they
want
to
know
what
beaverton's
doing
we're
working
as
hard
as
we
can.
I
want
to
talk
to
you
a
little
bit
about
child
care.
As
you
know,
the
county
was
allocated
money
for
child
care.
They've
also
allocated
some
of
this
money
to
the
beaverton
school
district.
D
We
are
continuing
to
work
with
our
county
and
other
school
districts
in
washington
county
to
provide
child
care.
Funds
are
available,
but
there
are
many
issues
to
finalize
before
we
can
implement.
Deputy
superintendent,
mead
and
assigned
staff
continue
to
work
with
other
school
districts,
child
care
providers
and
the
county.
So
we
may
be
able
to
offer
services
and
financial
aid
to
our
families.
It
is
a
work
in
progress,
progress
and
we
are
working
with
other
stakeholders.
D
I
don't
think
it's
getting
held
up
on
our
end
right
now,
but
when
you're
working
with
multiple
stakeholders
and
waiting
for
some
rules
to
come
down
to
how
you
can
distribute
the
money,
it
takes
some
time,
but
really
looking
forward
to
being
able
to,
hopefully
subsidize
some
of
our
families,
economic
forecast
and
financial
update.
Later
this
evening,
you
will
hear
an
extensive
report
from
assistant
superintendent
of
business
services,
mike
schofield
regarding
the
district's
financial
status,
latest
economic
forecasts
and
strategies
to
prepare
for
the
challenges
facing
all
school
districts
in
the
next
biennium.
D
Combating
racism,
promoting
justice
for
all,
addressing
a
global
health
pandemic,
experiencing
significant
economic
issues
and
navigating
social
and
political
difference
will
make
2020
a
defining
time
in
our
history
and
a
path
none
of
us
could
have
predicted
as
a
school
district.
We
are
committed
to
providing
an
inclusive
environment
for
all
students,
families
and
staff.
D
This
will
be
uncomfortable
and
difficult
work,
calling
for
courage,
a
sense
of
urgency
and
acknowledging
diverse
perspectives
as
long
as
they
do
not
promote
violence,
hate
racism
or
discrimination,
striving
to
make
our
classrooms
and
schools
inclusive
of
multiple
and
diverse
viewpoints
will
allow
our
students
to
engage
their
critical
thinking,
skills
and
allows
staff
and
students
the
opportunity
to
discuss
the
contemporary
issues
that
are
impacting
us
today
and
will
influence
their
futures
at
this
time.
We
are
working
with
several
internal
and
external
stakeholders
to
move
this
work
forward
later
this
evening.
D
You
will
also
hear
about
a
component
of
our
equity
task
force,
work
being
spearheaded
by
our
school
board
and
being
attended
by
board
members,
donna,
tyner
and
tom
colette.
In
addition,
late
tomorrow,
there
will
be
a
message
going
out
to
staff
and
community
regarding
our
equity,
our
anti-racism
stance
as
we
move
forward
in
these
difficult
times,
and
I
believe
the
board
members
have
that.
D
A
E
E
Okay
is
sorry
I
lost
my
place
for
a
minute.
It
has
taken
a
huge
amount
of
effort,
diligence
and
dedication
from
our
teachers,
our
staff
and
our
administrators
to
begin
the
year
in
remote
learning.
We
would
also
like
to
sincerely
acknowledge
the
incredible
work
that
our
staff
has
done.
In
the
last
few
weeks,
our
teachers
and
our
staff
are
working
tirelessly
as
we
work
together
to
serve
our
students
in
such
a
challenging
environment.
E
We
would
like
you
to
know
that
our
team
is
committed
to
problem
solve
and
support
our
staff,
so
they
may
overcome
the
barriers
that
have
been
present
during
remote
learning.
We
would
also
like
to
help
reduce
the
struggles
of
our
staff,
as
they
continue
to
work
hard
to
support
our
students
and
families.
E
Our
team
will
work
to
try
to
solve
technical
problems
as
well
as
structural
problems
that
will
help
ease
this
tough
transition.
We
want
our
staff
to
know
that
we
value
and
support
the
work
they
are
doing
for
our
students
and
families.
Tonight
you
will
hear
from
brian
zika
our
administrator
for
curriculum
instruction
and
assessment.
He
will
give
us
an
update
on
comprehensive
distance
learning.
We
will
also
be
hearing
from
danielle
hudson
our
executive
administrator
for
student
services.
E
She
will
be
giving
an
update
on
behavioral
health
and
wellness
and
finally,
our
executive
administrators
in
teaching
and
learning
we'll
share
with
you,
the
successes
and
the
challenges
that
we
are
seeing
in
all
of
our
beaverton
schools.
We
will
also
have
time
for
questions
at
the
end,
so
thank
you
for
this
opportunity
to
share
with
you
this
evening.
F
Thanks
ginny
appreciate
the
introduction
appreciate
the
acknowledgement
of
all
the
work
our
teachers
and
families
are,
are
engaging
in.
Thank
you,
georgio
timchuk,
all
board
members,
superintendent,
grotty
and
all
staff.
I
appreciate
the
opportunity
to
update
you
on
comprehensive
distance
learning,
as
well
as
my
colleagues
that
are
here
with
me
tonight.
David.
Can
you
please
advance
the
slide.
F
So,
just
a
reminder
of
the
few
key
pieces
of
distance
learning
that
we've
been
talking
to
you
about
for
the
past
few
months
and
how
we
want
to
make
sure
to
distinguish
comprehensive
distance
learning
from
our
experiences
that
we
had
last
spring.
Comprehensive
distance
learning
calls
for
students
to
be
engaging
and
learning
five
days
a
week.
F
Next
slide,
please
david!
So
we're
early
on.
We
have
about
two
weeks
of
attendance
data
that
we're
able
to
share
right
now.
School
started
on
september
14th,
officially
for
students,
and
since
then,
in
those
two
weeks
we
have
an
overall
attendance
rate
of
right
around
95
percent,
as
you
can
see
in
the
screen,
and
you
can
see
the
breakdown
of
elementary
with
a
little
bit
higher
than
the
average
at
96.8
percent
middle
schools
about
92
percent
in
high
schools
right
around
that
95
percent
attendance
rate.
F
I
think,
while
that's
certainly
an
increase
from
what
we
saw
in
the
spring,
we're
very
cognizant
and
want
to
caution
all
to
realize
that
attendance
in
in
distance
learning
well,
attendance
always
is
not
the
only
indicator
of
success
and
attendance
and
distance
learning.
We
certainly
have
a
lot
more
engagement
to
do
with
our
students
and
with
their
families
to
make
sure
that
students
are
being
successful.
There
are
plenty
of
distractions
out
there
on
distance
learning,
maybe
even
more
so
or
definitely
more
so
than
in
the
classroom
and
so
just
being
in
attendance.
F
F
So
I'm
going
to
elaborate
on
a
few
of
superintendent,
graudin's
main
points
or
a
few
of
his
points
specifically.
Is
they
related
to
the
metrics
of
coven
19
and
the
requirements
of
ready
school,
safe
learners?
Just
to
reiterate
what
superintendents
said
ray
school,
safe
learners
calls
on
the
school
district
to
consider
the
metrics
of
any
county,
where
there's
at
least
10
percent
of
your
staff
living
residing
in
in
that
county,
and
so
we
have
approximately
15
percent
of
our
staff
in
multnomah
county,
and
so
we
took
a
little
deeper
dive.
F
We
considered
it
further
really
wanted
to
look
to
see.
If
was
that,
just
the
schools
on
the
east
end
of
our
district,
or
was
it
throughout
our
district
being
that
the
requirements
for
elementary
schools
would
would
kind
of
dictate
that
they
would
be
the
first
schools
to
return?
We
did
look
most
closely
at
our
elementary
and
our
k-8
options
and
about
75
percent
of
those
schools
within
their
own
staffs,
exceed
that
10
threshold.
F
So
we
are
we
have
committed
to,
and
we
are
tying
the
metrics
of
multnomah
county
to
washington
county
for
any
reopening
decisions
and
really
what
that
means
is
both
multnomah
county
and
washington
county
would
need
to
meet
any
leveled
metrics
for
us
to
make
any
decisions
about
hybrid
instruction
or
in-person
instruction
next
slide.
Please.
F
F
I've
been
prefacing
over
about
the
past
month
and
really
making
sure
people
understand
that
when
we
meet
these
metrics,
we're
still
required
to
and
will
be
meeting
all
of
the
safety
requirements
in
ready
school,
safe
learners.
So
that's
the
first
three
chapters
of
ready
school,
safe
learners,
which
that
really
means
all
of
the
social
distancing.
All
of
the
hygiene.
All
of
the
the
pieces
that
ready
school,
safe
learners
calls
us
to
do
for
student
and
staff
safety.
F
We
will
be
doing
that
so
when
we
talk
about
returning
to
school
when
the
metrics
are
met,
we're
really
talking
about
returning
in
some
sort
of
a
hybrid,
as
you
recall,
we're
not
able
to
meet
all
of
those
safety
requirements
if
we
were
to
bring
back
our
full
student
body
on
the
same
day
or
or
at
the
same
time.
So
it's
just
a
bit
of
a
clarification
we
are
talking.
These
metrics
would
be
to
enter
into
that
that
hybrid
model.
F
F
So
for
the
for
the
next
couple
minutes,
I
really
want
you
to
have
in
mind
that
10
number
that
10
new
cases
per
100
000
residents,
what
what
there
is
an
exception
to
that
is
when
we're
talking
about
our
youngest
learners,
our
grades
pre-k
through
through
third
grade
that
number
can
go
up
to
30
to
enter
back
into
a
hybrid.
So
the
two
numbers
that
I
really
want
you
to
most
consider
right
now
are
the
10
cases
per
hundred
thousand.
F
That
really,
then,
means
that's
really
for
our
grades,
four,
through
twelve
to
be
able
to
come
back
in
a
hybrid
and
then
the
the
number
30,
and
so
that's
30
cases
per
hundred
thousand,
and
that
would
be
for
our
grades
pre-k
through
three
to
come
back
into
a
hybrid
david.
Could
you
advance
to
the
next
slide?
Please,
the
metrics
are
released
to
the
school
system
every
monday,
so
every
monday
they're
released
and
what
they
really
are
is
the
count
for
the
pre
for
the
previous
week.
F
So
you
know
yesterday
was
or
their
data
was
released.
Actually,
on
september
28th,
it's
a
typo
on
the
screen
for
the
week
that
began
on
september
20th
and
if
you
look
at
the,
if
you
look
at
the
metrics
you'll,
see
like
don
said,
they're
not
headed
in
the
right
direction.
Nor
are
they
anywhere
near
that
10
cases
per
hundred
thousand
washington
county
has
37
cases
per
100
000,
which
is
an
increase
from
previous
weeks.
Multnomah
county
has
45
cases
per
100,
000
residents,
which
is
a
significant
increase
from
previous
weeks.
F
F
So
what
that
means
remember.
Grades
4
through
12
need
to
see
we
before
we
can
consider
it
safe
for
staff
and
for
our
students
to
return
for
grades
4
through
12.
We
would
need
to
have
the
metrics
say,
10
cases
per
100,
000
students
or
100
000
community
members,
residents
of
that
county.
So
originally,
like
don
said,
we've
committed
to
communicating
this
on
a
quarter
by
quarter
basis.
Our
first
quarter
will
will
end
shortly
in
in
mid-november,
and
second
quarter
will
begin
on
november
16th.
F
I
I
do
have
the
the
slight
caveat.
Don
frequently
mentions
the
need
to
pivot.
We
are
constantly
looking
at
data.
We're
constantly
working
with
the
state.
We're
constantly
working
with
our
school
district
partners
throughout
the
state
should
the
guidance
from
the
department
of
education
and
organ
health
authority
as
we
learn
more
about
the
disease
as
we
learn
more
about
the
virus
and
as
resources
change.
F
If
we
can
think
about
grades
pre-k
through
3.
Frankly,
the
data
is
not
suggesting
does
not
give
us
much
more
optimism.
The
data
is
still
trending
in
the
wrong
direction
and
the
data
is
still
significantly
higher
than
it
would
need
to
be
to
consider
return
to
hybrid.
However,
in
early
september,
the
the
that
was
different
in
in
early
september
before
the
impacts
of
the
fires.
Before
labor
day,
the
data
was
suggesting
that
we
could
perhaps
return
not
knowing
how
the
next
few
weeks
will
go.
F
F
We
don't
want
to
pay.
We
don't
want
to
put
false
hope
in
there.
We
don't
want
to
communicate
something.
That's
incorrect,
however,
we're
not
yet
saying
that
comprehensive
distance
learning
is
extended
for
the
pre-k
through
grade.
Three,
though
that's
certainly
in
our
discussions
and
in
our
planning
by
october
19th
we
will
have,
we
will
have
communicated
whether
that
extension
will
occur
and
again
it'll
occur
on
a
quarter
by
quarter
basis,
so
we're
going
to
keep
a
close
eye
on
the
data.
F
Unfortunately,
it's
not
headed
in
the
right
direction,
but
we
are
going
to
look
another
week
or
two
to
see
if
it
starts
to
trend.
Remember
the
pre-k
through
3
has
to
be
at
that
30
cases
per
hundred
thousand
and
then
finally,
what
I'll
leave
you
with
is
what
don
said
we
know
despite
our
high
attendance
rate,
despite
all
the
wonderful
efforts
of
our
teachers,
we
know
that
some
of
our
students
are
just
unable
to
successfully
access
and
successfully
engage
in
comprehensive
distance
learning.
The
state
does
allow
us
a
an
opportunity
called
limited
in-person
instruction.
F
The
requirements
are
extremely
tight.
The
safety
protocols
are
very
high.
However,
there
are
opportunities
for
us
to
think
about
bringing
very
small
groups
of
students
in,
in
addition
to
the
evaluations
that
are
already
occurring,
but
bringing
small
groups
of
students
in
to
support
them
with
the
needs
that
they
have
during
distance
learning.
G
Thank
you
good
evening,
chair
tim
chuck,
the
school
board
and
superintendent
grotting.
I'm
excited
to
be
here
to
talk
to
you
about
our
behavioral
health
and
wellness
teams.
So
one
of
the
things
that
happened
in
the
spring
is
we
were
really
trying
to
gather
information
about
what
was
impacting
students
from
accessing
cdl
and
so
entering
the
school
year.
We
have
implemented
our
behavioral
health
and
wellness
teams
at
every
school,
so
this
is
something
new
they're
working
on
this
they're
working
on
how
they
work
as
a
team.
G
We
have
asked
these
teams
to
collect
referrals,
so
the
first
line
of
defense
is
always
our
classroom
teacher.
They
have
the
relationships
with
the
students
they
have.
They
make
that
connection
on
a
regular
basis.
So
that
is
really
our
front
line
of
defense.
But
then,
if
that
is
not
working
and
we're
still
seeing
a
student,
not
engage,
we've
asked
those.
Those
teachers
then
to
submit
a
referral
to
the
behavioral
health
and
wellness
team
and
then
what
they
do
is
they
track
data
on?
Who
are
the
students
who
are
coming
through
to
them?
G
What
are
they
doing
to
help
kind
of
intervene
with
the
family
or
the
student
and
then
tracking
to
see?
Did
the
referral
produce
a
positive
outcome
and
the
student
is
engaging?
Do
they
need
ongoing,
going
support,
or
is
the
student
not
engaging,
so
that
is
what
we've
asked
them
to
do,
and
they've
collected
data
and
reported
on
friday
for
the
first
two
weeks
so
go
ahead
and
ch
next
slide
david.
G
So,
as
you
can
see,
we
had
a
significant
amount
of
referrals
that
came
in
through
our
schools,
so
over
1700
students
were
directed
to
our
behavioral
health
and
wellness
teams,
and
those
team
members
include
our
counselors,
our
social
workers,
our
student
success,
coaches,
our
school
psychs,
our
nurses,
administrators
and
those
team
members,
then
kind
of
said.
Okay.
What
are
we
going
to
do?
We're
going
to
send
emails?
G
We're
going
to
do
phone
calls
we're
going
to
use
this
app
called
talking
apps,
which
is
a
way
to
text
families
in
their
native
language,
where
they
scheduled
individual
zoom
meetings
with
families,
our
students
and
they
even
completed
293
home
visits,
went
out
to
homes
and
connected
with
students
and
connected
with
families.
So
we
have
a
range
of
students
who
were
referred.
G
The
highest
number
of
referrals
came
from
our
hispanic
or
hispanic
students
in
the
districts
or
latinx
students,
but
followed
by
white
students,
and
then
you
can
see
that
primarily
most
of
the
referrals
were
males,
but
it
was
previous
or
it
was
pretty
much
split
between
males
and
females
in
terms
of
who
needed
this
additional
outreach
next
slide,
please
one
of
the
things
that
this
reporting
is
helping
us
as
a
district
do
is
we
had
a
lot
of
ideas
about
what
was
the
barrier
to
accessing
cdl.
We
thought.
G
Maybe
you
know
it
was
wi-fi
or
a
device,
and
so
we
were
putting
into
a
lot
of
work
to
try
to
figure
out
okay.
How
do
we
solve
this
problem?
So
we
wanted
to
collect
some
information
to
say
well,
what
truly
is
the
barrier,
so
our
top
the
top
barriers
to
cdl
when
our
teams
reached
out
to
families?
Is
we
we're
seeing
a
lot
of
families
that
aren't
students
that
are
struggling
because
they
might
not
have
an
adult
available
to
help
them
do
their
school
work?
G
Wi-Fi
access,
which
I
know
that
our
it
department
has
been
striving
really
hard
on
some
of
it
has
been
a
language
barrier.
I
know
our
multilingual
department
has
been
reaching
out,
but
there
were
some
families
who
didn't
even
know.
We
started
school.
There
is
family
work
schedule.
So
if
there's
not
a
parent
available,
maybe
there's
some
kind
of
crisis.
The
family's
dealing
with
we've
had
some
basic
needs
unmet.
G
So
I
know
we
have
several
schools
and
we've
increased
the
number
of
schools
that
are
going
to
be
having
food
boxes
and
pantries
and
we're
also
looking
absa
met
on
friday.
So
that
is
the
group
of
administrators
and
we're
going
to
do
a
push
to
kind
of
look
at
how
we
can
get
some
basic
needs.
Hygiene
materials
to
get
out
to
families
we're
seeing
increased
a
need
around
food
insecurity
and
houselessness
and
then
again
on
child
care
issues
within
homes.
G
Next
slide.
Please!
So
really
some
some
of
the
top
interventions
that
we've
done
in
order
to
kind
of
overcome
these
barriers
is
people
are
just
doing
individual
check-in
sessions.
We
have
staff
who
are
setting
up
times,
they're
they're,
calling
you
know
in
the
evenings,
they're
calling
in
the
mornings
they're
finding
times
to
see
like
when
are
you
available?
When
can
we
connect
with
you
they're
going
out
and
dropping
off
school
supplies
and
materials?
They're
they're
doing
those
home
visits,
they're
figuring
out
what
it
is?
I
know
at
several
elementary
schools.
G
They
went
out
and
purchased
cardboard
like
science,
fair
poster
boards,
so
that
people
could
have
students
could
have
their
own
work
area
so
really
seeing
what
they
need.
Our
our
schools
have
been
pushing
out
devices.
It
has
been
doing
that
making
sure
we
have
hot
spots
and
then
really
streamlining
our
process
of
referring
students
to
our
help
center
to
make
sure
that
we're
addressing
houselessness
and
food
insecurity.
G
G
H
Thanks
danielle
good
evening,
everybody
superintendent,
grotting
school
board
nice
to
be
with
you
this
evening
and
to
spend
a
little
time
talking
about.
What's
going
on
in
our
k-12
schools
the
summer
into
the
fall,
as
you
all
well
know
has
been
both
challenging,
but
also
has
been
rewarding
for
for
our
elementary
schools.
The
challenge
for
principals
and
teachers
is
leading
and
teaching
in
these
unprecedented
times,
but
it's
also
important
to
know
that.
H
There's
a
lot
of
joy
that
schools
have
found
in
the
return
of
teachers,
the
return
of
kids,
kids
being
back
in
schools,
and
we
are
seeing
wonderful,
wonderful
things
happening
as
execs
we've
been
working
closely
with
the
elementary
principals
in
support
of
their
work
and
their
launch
of
the
year.
Principals
and
teachers
are
working
tremendously
hard
and
there's
a
lot
going
on,
and
principles
are
leading
with
a
deep
sense
of
possibility
and
intention
and
teachers
are
doing
the
same
in
their
classrooms.
H
H
Our
work,
this
fall
has
been
centered
on
how
to
lead
well
in
a
cdl
environment
and
how
to
support
teachers
during
these
difficult
times,
and
it's
about
continuing
to
help
and
support
principals
in
their
work
with
teachers
and
teachers
with
their
work
with
students,
not
just
in
cdl,
but
over
the
course
of
the
entire
year.
We're
going
to
share
with
you
tonight
some
specific
challenges
and
successes
that
we've
experienced
the
elementary
schools.
This
fall,
and
it's
just
important
to
note
that
the
principles
are
a
remarkable
group
of
people.
They
work
tremendously
hard.
H
I
We
are
in
uncharted
territory
and
we
continue
to
navigate
the
endless
obstacles
and
barriers,
and
I
think
many
of
the
people
who
have
spoke
before
me
have
talked
about
those
barriers
with
you
from
sarah
to
dawn,
and
so
I'm
going
to
be
repeating
and
I'm
going
to
be
repeating
some
of
the
work
that
is
already
being
done
globally
k-12.
But
this
is
information,
that's
just
from
the
elementary
level.
I
We
are
proud
of
our
teachers,
our
principals
parents
and
students,
and
everyone
is
doing
the
best
that
they
can
do
on
any
given
day.
This
is
new
for
all
of
us,
and
this
means
that
not
every
day
will
everything
go
smooth.
Probably
the
area
that
we
hear
the
most
about
right
now,
which
we
anticipated
was
about
technology.
I
I
One
of
the
things
that
we'll
continue
to
do
is
to
make
sure
that
our
kids
do
have
a
device.
We
have
very
few
kids
that
don't
but
we're
still
working
on
that
a
lot
of
our
ups.
Our
challenge
has
been
that
some
parents
feel
that
what
it
looked
like
in
the
spring
is
so
different
than
what
it
looks
like
in
the
fall
that
the
kids
are
have
too
much
screen
time
and
so
we're
having
to
navigate
conversations
about
that
with
parents.
I
Another
issue
that
we
never
would
have
predicted
was
the
smoke
the
smoke
made
it
so
that
we
had
to
cancel
events
that
we
were
trying
to
do
in
order
to
bring
a
connection
between
our
families
and
our
students
in
the
school.
The
smoke
also
made
us
cancel
some
events
like
distribution
of
devices,
that,
on
the
first
day
of
school,
we
still
had
kids
that
we
had
to
deliver
devices
to
on
monday
and
tuesday
of
the
first
week
of
school,
the
connections
with
families
and
kids.
I
When
you
talk
to
the
principals,
they'll
say
that
it
felt
like
a
disconnect
between
what
has
been
and
what
should
be-
and
that
is
you
know,
being
a
warm
and
welcoming
environment
for
families
and
students
for
a
new
school
year.
Our
schools
were
closed.
All
summer
long.
It
was
difficult
for
families
to
connect
with
the
schools
so
that
they
could
register
their
kids,
so
they
could
make
sure
that
the
children
understood
what
they
were
supposed
to
do,
or
any
paperwork
that
needed
to
be
done.
I
One
of
the
things
that
the
schools
will
say
that
the
families
have
been
so
patient
with
working
with
the
schools,
knowing
that
we
are
working
very
hard
to
make
this
work
and
we
just
need
everyone's
patience
and
we
need
everyone
to
have
grace
as
we
move
through
it,
navigating
the
social
emotional
experience.
I
think
sarah
talked
about
it
and
dawn
talked
about
it.
This
work
is
really
really
hard.
I
I
We
need
to
listen
to
our
people,
we
need
to
anticipate
and
we
need
to
help
find
close
down
some
of
those
barriers
or
find
some
other
solutions
for
them.
So
we'll
continue
to
do
that
as
we
work
with
our
principals,
but
one
of
the
best
things
I
heard
when
I
was
at
a
school.
The
other
day
is
one
teacher
said
when
the
day
comes,
that
I'm
actually
able
to
welcome
my
students
into
my
classroom.
H
H
You
know
there
have
been
a
lot
of
challenges
and
we've
talked
about
the
challenges
and
barriers,
but
I
think
it's
also
important
to
know
that
with
challenges
have
come,
a
lot
of
successes
as
well,
and
I
think
at
the
end,
the
biggest
success
of
all
is
the
fact
that
children
have
come
back
to
school,
and
I
know
that
when
I
was
in
a
building
I
spent
all
summer
and
then
the
kids
would
come
back
and
I
always
say
to
myself.
Thank
goodness,
my
friends
have
come
back
to
play.
H
There
has
been
a
success
this
year
is
the
tremendous
amount
of
of
professional
development,
that's
being
offered
to
teachers.
Opportunities
to
learn,
support
with
curriculum
and
teachers
are
connecting
with
these
opportunities.
They
are
eager
learners
in
that,
and
what
we
also
know
to
be
true
is
that
we
have
tremendous
teachers
who
are
doing
tremendous
things
every
day
for
our
kids
and
they
have
been
appreciative
of
the
amount
of
time
and
effort
has
been
there
to
offer
the
pd
and
support
that
they've
gotten.
H
So
what
kind
of
books
do
you
like
to
read
and
the
kid
told
them
and
they
were
given
a
bag
of
books
and
off?
They
went
so
things
like
that
are
just
really
fun
to
hear,
and
it's
important
that
we
remember
those
successes
are
out
there.
I
think
a
big
success
that
we
have
had
as
long
as
well
as
a
challenge
is
what
we
continue
to
do
is
to
really
focus
on
our
anti-bias
anti-racist
work.
Schools
have
jumped
in
they're
deeply
engaging
in
it.
H
H
That
says,
as
kathleen
talked
about,
people
are
missing,
as
in
person
connections
absolutely
but
they're
also
coming
at
the
work
with
possibility,
intention
and
thoughtfulness
and
and
just
as
we
would
expect
our
teachers
and
our
principals
to
do,
and
so
those
those
would
be
some
successes
that
I
think
it's
important
to
remember.
In
the
midst
of
all
the
other
stuff
that
we're
worrying
and
thinking
about,
and
I
will
pass
it
on
to
ken
who's
going
to
talk
about
middle
school.
J
J
We
know
how
committed
our
secondary
teachers
are.
We
appreciate
their
hard
work
and
we
really
appreciate
that
they're
approaching
the
work
we're
doing
with
the
growth
mindset
at
the
secondary
level,
we've
been
focused
on
building
relationships
with
our
students
emphasizing
health
and
wellness,
and
really
engaging
students
in
meaningful
and
challenging
learning.
I'm
going
to
highlight
three
areas
of
our
work
at
the
middle
school
level.
Patrick
did
a
great
job
explaining
how
the
start
of
the
year
routines
are
very
different
and
doing
drive
up
distribution
is
part
of
our
experience
as
well.
J
I
would
mention
doing
your
school
portraits
in
a
covered
play
area
outside
is
not
something
I
ever
thought
I
would
experience,
but
that's
the
reality
of
the
logistics
that
our
secondary
and
elementary
principles
have
had
to
plan
for
this
year.
I
want
to
highlight
that
normally
this
time
of
year,
we
would
be
having
a
back
to
school
a
night
a
night
when
the
community
would
come
together
on
campus.
It's
an
opportunity
for
parents
to
meet
teachers.
J
I
also
want
to
highlight
our
commitment
to
advisory
advisory
is
a
vehicle
for
us
to
build
authentic
relationships,
a
small
community
where
we're
not
just
learning
academics,
but
we're
learning
about
ourselves
and
we're
learning
about
our
behavior
and
we're
learning
to
be
powerful
learners.
Those
are
our
goals
for
our
kids.
We
have
been
very
appreciative
of
the
partnership
of
the
behavior
health
and
wellness
team.
Danielle
talk
to
you
about
some
of
the
interventions,
but
proactively.
J
An
academic
conference
is
a
time
when
a
group
of
principals,
a
small
group
of
principals,
come
together
with
superintendent
grotting,
with
deputy
superintendent
handsman
with
executive
administrators
to
walk
them
through
the
priorities
and
the
shared
work
of
the
adults
working
on
their
school
campus.
We're
going
to
be
kicking
those
off
in
a
couple
weeks.
J
K
K
Just
to
give
you
just
just
quickly,
we
do
have
a
few
more
slides
after
this,
and
what
ken
and
I
did
is
when
we
were
talking.
We
did
find
that
we
had
common
themes
at
the
secondary
level.
So
when
you're
thinking
about
successes
and
challenges,
we
really
lumped
in
together,
and
so
we
had
our
individual
updates
per
level.
But
when
we
do
talk
about
successes
and
challenges,
we
were
we
thought
it'd
be
better
just
to
go
together.
K
K
Superintendent
grotting
did
mention
a
message
that
will
be
going
out.
We
are
very
excited
about
this
message
about
the
stance
that
we
are
going
to
take
as
a
district,
because
we
are-
and
we
believe
that
this
is
not
just
a
part
of
the
work,
but
it
is
the
work
moving
forward
and
then
the
school
learning
plans
will
encompass
anti-bias,
anti-racist
goals
and
strategies
and
also
graduation
goals
at
the
high
school
level
and
then
just
to
go
back.
K
K
J
All
right,
so
I'm
gonna
take
the
first
two
challenges
and
then
john's
gonna
help
me
with
the
the
other
two.
These
challenges
are
ones,
as
the
elementary
execs
were
saying
we
may
or
may
not
have
predicted
them,
but
what's
important
is
that
we
are
listening
to
our
teachers,
we're
listening
to
our
building
leaders
and
we're
working
hard
to
support
their
success.
We
had
a
few
rare
incidences.
J
This
fall
where
students
shared
information
about
how
to
go
to
a
zoom
room
with
students
that
weren't
enrolled
in
the
classes,
and
some
of
those
students
were
disruptive
or
disrespectful.
It
did
have
an
impact
on
learners.
We
took
that
seriously.
We
addressed
behavior
but,
more
importantly,
we
helped
to
build
our
capacity
of
teachers
of
how
to
navigate
creating
zoom
room
with
protocols
that
kept
them
and
kids
safe,
and
did
some
things
to
monitor
on
the
implementation
of
that
to
ensure
that
teachers
could
focus
on
working
with
kids
and
not
focus
on
policing.
J
The
doorway
into
their
classroom
is
frequently
attendance.
Taking
is
another
area
where
we
had
an
opportunity
for
growth.
The
tenants
taking
in
a
normal
classroom
at
the
start
of
the
year
is
slow
because
you
have
to
learn
who
your
kids
are:
it's
more
challenging
in
a
zoom
room
where
kids
may
or
may
not
have
their
camera
on,
or
they
may
or
may
not
be
using
their
district
account
to
access
us
and
it
may
not
be
possible
to
know
their
names.
J
In
addition,
this
state
allows
for
students
to
engage
in
learning
after
class
and
we
need
to
make
sure
that
we
are
accounting
for
that.
We
have
some
expectations
around
teachers
doing
some
of
that
work,
but
some
of
our
guidance
might
have
been
cumbersome
at
first.
So
we've
been
really
engaging
in
conversation,
learning
more
about
the
teacher
experience
and
making
sure
that
we
can
account
for
our
kids
engaging
in
learning
but
have
realistic
expectations
for
our
teachers.
K
Yeah,
thank
you,
ken
and
just
to
highlight.
Maybe
a
few
more
and
mind
you
just
like
what
patrick
meg
said
is
that
these
aren't
the
only
challenges,
but
when
you're
thinking
about
just
overall
challenges,
these
are
things
that
definitely
have
come
up
to
the
forefront
the
zoom
in
attendance.
Just
like
what
ken
mentioned,
the
elementary
folks
did
also
the
smoke
and
the
weather
2020.
K
You
know
they
had
a
saturday
freshman
welcome
that
that
they
did
just
this
past
weekend.
So
those
types
of
things
are
happening.
Just
push
back
a
little
bit
due
to
the
smoke
into
the
weather
and
substitute
teaching
we're
still
trying
to
figure
out,
not
necessarily
well
yes,
I
mean
what
it
looks
like
in
substitute
teaching,
but
what
it
looks
like
to
be
a
sub
during
that
time,
but
more
so,
how
do
we
go
about
setting
up
subs?
K
I
have
gotten
together
and
figured
out
a
way
where
we
can
do
that
where
subs
can
set
up
zoom
links.
Therefore,
if
we
have
a
teacher
who
has
to
go
out
on
emergency,
as
we
know
two
and
o'clock
two
o'clock
in
the
morning
and
they're
sick,
there
are
ways
that
we
can
work
through
some
of
those
things.
So
so
that
was
an
initial
challenge
and
we'll
continue
to
to
work
through
that
david
next
slide.
J
All
right,
so
our
pre-service
week
this
year
we
had
two
weeks
to
support
teachers
and
their
success.
I
want
to
extend
my
thanks
to
caleb
bell
to
john
paplinsky,
to
brian
ceca,
for
their
leadership
in
coordinating
ptosis
in
supporting
buildings
and
having
really
really
thoughtful
professional
development.
J
It
supported
our
teachers
in
comprehensive
distance
learning
and
it
supported
them
in
in
taking
this
moment
and
being
effective
as
anti-racist
educators
in
our
district.
The
area
of
anti-racist
leadership
is
something
that
john
franco
and
I
have
been
very
committed
to
building
the
capacity
in
our
building
leaders,
including
our
avid
coordinators
over
the
last
two
years.
J
But
what
was
really
great
to
see
this
this
fall
is
that,
rather
than
those
being
local
efforts,
it
was
a
systemic
beaverton
effort,
and
so
we've
heard
lots
of
good
feedback
from
teachers
about
the
quality
of
professional
development
provided
by
ptosis
in
teaching
and
learning
and
extending
beyond
that.
The
common
focus
among
secondary
principles
is
really
noticeable.
J
They
are
on
the
same
page.
They
are
sharing
best
practices,
they
are
pushing
one
another
and
we
have
a
very
cohesive
leadership
group
and
just
a
lot
of
a
lot
of
thanks
to
them
for
their
their
work.
And
again,
our
attendance
this
year
is
quite
good.
We
had
some
kids
that
we
couldn't
engage
because
they
didn't
have
devices
the
first
week,
but
since
then,
the
support
of
our
building-based
behavior
health
and
wellness
teams
is
helping
us
to
see
really
strong
tens
and
trends
and
attendance,
and
we
feel
good
about
that.
K
Is
you
know
it
shouldn't
just
be
one
one
night
or
one
activity
at
the
beginning
of
the
year,
but
especially
now,
we
need
to
incorporate
more
frequent
student
family
engagement,
engagement
activities
and
given
now
we
are
in
a
cdl
environment,
it
doesn't
have
to
be
in
the
evening.
We
could
do
some
things
during
the
day.
We
can
do
more
things
asynchronously,
and
so
that
has
been
an
opportunity
that
we
are
hoping
to
capitalize
on.
K
And
on
top
of
that
talking
about
our
abar
work,
we
need
time.
We
need
time
to
dialogue
about
these
things
as
a
group,
and
I'm
and
I'm
very,
or
we
are
very
happy
that
we
have
these
wednesdays,
for
these
professional
development
learning
opportunities
and
for
collaboration
and
again
being
an
educator
for
a
long
time
being
married
to
one
being
around
them.
L
K
A
N
The
graduation
number
that
you
presented
john
was
the
first
time
that
I
had.
I
think
I
had
seen
that
and
I'm
wondering
frankly
I
I
was
pleasantly
surprised
to
see
what
I
think
is
the
highest
graduation
number
ever
for
beaverton
school
district,
and
I'm
wondering
what
we
can
learn
from
that
experience.
That
at
the
same
time
were
you
know,
I
think
the
perception
was
that
we
were
losing
kids
left
and
right
that
we
were
actually
having
our
most
a
successful
year
ever
getting
kids
graduated
and
ready
for
their
next
steps.
K
K
What
I'm
thinking-
but
I
would
say
this
like
we've,
never
had
like
if
you
think
about
like
if
we
were
to
pull
this
same,
pull
the
same
report
from
last
year
in
terms
of
seniors
within
our
system.
I
agree
with
you,
it
is
the
highest
it
has
been,
and
you
know
I'd
have
to
say
that
you
know
in
large
part
there.
You
know
there
were
some
pieces
there
with
march
and
then
also
with
the
past
and
the
incomplete,
but
I'm
not
going
to
take
to
me.
N
Yeah,
I
think
you
know
it's
so
exciting
to
see
that
you
know.
Through
these
challenges
we
are
able
to.
You
know,
put
some
new
things
into
practice,
perhaps
or
just
you
know,
recognize
pat
ourselves
on
the
back
for
when
things
really
work
and
and
help
kids
get
to
where
we
know
they
want
to
be.
You
know
every
kid
wants
to
graduate
absolutely.
How
do
we
get
them
there?
All
right,
thanks
for
sharing
the
news.
L
L
So
when
we're
looking
at
attendance
data
with
our
students,
are
we
looking
in
terms
of
a
percentage
of
the
total
number
of
students
who
could
be
going
to
school
right
now,
or
is
that
a
number
that
is
contextualized
against,
like
our
pre-code
numbers
before
and
I'm
trying
to
understand,
because
it's
they
both
could
mean
something
different
for
the
number
of
students
that
are
how
big
our
success
is
basically
or
how
much
we
further.
We
have
to
go
because,
obviously
there
are
part
of
that
number.
F
Yeah,
hey
tom,
great
question,
thanks
for
asking
that,
so
it
is
a
percentage
of
students
that
are
active
in
our
you
know
in
synergy
so
in
our
center
information
system.
So
it's
students
that
are
active
so
to
do
that
they
would
have
had
enrolled
been
enrolled
in
our
system,
so
that
goes
to
one
of
the
numbers
don
talked
about
how
a
number
of
our
kindergartners
have
not
come
on
board
they're,
not
into
our
system.
F
Yet
so
obviously
that-
and
not
only
do
we
have-
you-
know
upwards
of
five
percent
of
our
students
not
regularly
attending
or
not
attending
at
all,
or
at
least
not
significantly
attending.
We
also
have
the
students
who
have
not
yet
enrolled,
so
the
percentage
you
saw
is
of
students
who
are
active
in
our
who
are
active
in
the
system.
What's
their
essentially
their
daily
attendance
rate.
L
L
Okay
and
of
those
1300
students
we
we've
lost,
do
you
think
some
of
them
would
enroll?
You
know
like
there's
an
intentional
own
enrollment
and
then
there's
a
barrier
to
enrollment
right
and
of
those
1300
students.
Are
we
seeing
that
there's
a
barrier
to
enrollment,
or
are
we
seeing
that
there's
an
intention
not
to
enroll.
F
I
I
think,
we're
seeing
quite
a
number
of
different
scenarios
and
actually
everything
you
described.
We
could
give
you
an
example
of
from
families
who
are
just
not
yet
sure
how
it's
going
to
work
and
there's
so
many
barriers
that,
until
we've
removed
some
of
these
barriers,
it
really
makes
no
sense
to
enroll
for
the
family
and
our
behavioral
health
and
wellness
teams.
Our
counselors,
our
administrators,
are,
are
still
working
with
them,
switch
that
maybe
another
another
example.
Another
side
example
would
be.
L
Okay-
and
that
brings
me
to
my
last
question,
which
is
you
know-
I've
seen
a
number
of
interventions
that
danielle
you
put
up
there
with
your
slides.
What
are
we
doing
for
those
students
where
those
interventions
aren't
working?
You
know,
what's
kind
of
the
next
step,
what's
the
next
frontier
to
make
sure
that
we're
reaching
those
kids
that
we're
not
reaching
right
now.
G
So
I
mean
the
biggest
thing
right
now
is:
we're
is
relying
on
kind
of
our
home
visits.
So
you
know
if
you
can
reach
out
to
the
family
or
the
family
via
email
and
zoom,
and
all
of
that,
if
you're
still
not
getting
there,
then
it's
going
to
the
home,
so
we're
exploring
some
schools
have
done
things
where
they
have
gotten
a
bef
grant
or
they
have
gotten
funding
from
local
churches
and
they've
gone
and
brought
like
gift
certificates
to
kind
of
get
them
in
the
door.
Like
hey,
I'm
bringing
you
something.
G
Can
I
talk
to
you
about?
What's
preventing
your
child
from
coming
to
school,
so
I
mean
ultimately,
the
biggest
thing
we
can
do
is
really
just
making
that
human
contact
and
that's
really
kind
of
the
front
line
of
defense
and
then
having
someone
identified
as
the
kind
of
the
plan
manager
for
that
student.
So
they're
the
go-to
person
to
be
doing
the
follow-up
phone
calls.
The
connections,
and
you
know
that
team
tries
to
identify
who's
that
person
that
that
kid
has
a
relationship
with
that.
Will
you
know
kind
of
get?
L
G
A
O
Hey
thanks
thanks
for
the
great
report,
teaching
and
learning
it
was
really
informative.
So
it's
really
impressive
about
the
you
know
the
amount
of
people
that
log
on
and
engage
initially,
but
what
kind
of
like
diagnostics?
Or
what
can
you
tell
about
the
engagement
level
once
they're
online,
because
I
know
a
lot
of
people?
O
F
Eric
I'll
take
a
shot
at
that
one
I'll
tell
you
our
absolute
best
level
of
knowledge
on
how
well
a
student
is
progressing
towards
our
learning
targets.
Right.
That's
that's
what
our
teachers
are
experts
in
really,
if
we
want
to
know
how
well
our
students
are
actually
progressing
through
distance
learning
or
any
learning
it's
when
we're
able
to
see
the
feedback
and
the
assessments
and
and
ultimately
the
report
cards
and
grades
right,
ultimately,
is
going
to
be
a
kind
of
report
format
to
them.
I'll
do
I'll!
F
Just
share
one
piece
of
information.
We
learned
on
the
very
first
day
of
distance
learning
for
the
mill
and
high
school
students.
There
was
like
3.5
million
clicks
through
canvas.
To
be
honest
with
you
eric.
I
have
no
clue
if
that's
good
or
bad,
I
I
honestly,
I
don't
know,
and
so
we
have
more
diagnostics
than
you
than
than
we
can
really
do
on
reports
and
that,
but
ultimately
that's
what
our
teachers
are.
F
Experts
at
they're
experts
in
teaching
students
or
experts
in
assessing
students
or
experts
and
giving
feedback,
so
ultimately
through
conferencing,
with
families
through
report
cards
and
through
that
will
be
our
true
and
then
ultimately,
like
ann
said
in
in
however
many
years
you
are
from
graduation.
Ultimately,
graduation
will
be.
You
know
our
kind
of
first
big
measure
of
success,
so
we're
happy
to
report
to
the
board
any
seesaw
and
canvas
metrics
that
you
like,
and
but
I
would
encourage
you
really
to
focus
on
the
assessment
pieces
that
the
teachers
are
giving
as
well.
K
P
Well,
first
of
all,
thank
you
to
your
entire
team.
I
am
extremely
impressed.
Thank
you
to
the
principals
into
the
teachers,
I'm
really
impressed
with
our
school
district
and
I'm
impressed
with
our
students
and
I'm
impressed
with
our
families.
But
of
course,
I'm
concerned
about
students
that
you
know
might
continue
to
have
a
gap
because
of
missing
so
much
school.
P
You
know
the
three
months
march
through
you
know,
may
or
june,
whenever
it
ended
and
then
going
on
to
the
summer
having
the
gap
and
then
starting
school
and
how
how
that
is
affecting
teaching.
But
I
do
have
a
couple
of
questions
one
is
about.
I
know
that
kindergarten
numbers
are
very
low.
I
I
was
wondering
if
pre-k,
if
we
have
less
students
in
pre-k
right
now,
does
anybody
know
that
answer.
Q
P
H
I
I
can
talk
a
little
bit
to
that
susan,
because
I
work
directly
with
the
help
center
and
so
the
we
have
three
liaisons
in
the
office
at
the
moment,
and
we
are
actually
in
the
process.
Due
to
some.
We
had
a
social
worker,
but
with
the
hiring
of
social
workers,
we
were
able
to
our
social
worker,
moved
to
a
school
base,
and
so
we're
able
to
use
that
position
to
be
able
to
hire
two
more
liaison
positions.
H
H
They
know
their
community
partners
really
well
and
so
they're
working
to
both
identify
who
the
kids
are
working
with
counselors
social
workers
both
on
the
eligibility
part
of
mckinney-vento,
while
simultaneously
working
with
our
community
partners
to
say
what
are
the
resources
that
are
out
there
and
how
do
we
keep
doing
it
and
as
we
know
that
the
resources
in
the
community
are
are
being
stretched
as
well,
and
so
that
team
does
a
lot
of
work
with
with
partnership
development
as
well.
So
it's
kind
of
a
two-pronged
approach
at
the
help.
H
Center
and
they've
got
a
an
enormous
caseload
and
they
they
work
tremendously
hard,
but
the
with
bringing
on
so
many
new
social
workers
and
the
behavior
well
health
and
wellness
teams.
We
danielle-
and
I
have
been
working
with
that
group
to
to
link
up
the
work
with
this
help
center
more
to
schools
and
more
to
those
teams.
So
that's
actually
helping
identify
and
getting
the
need
services
out
there
that
we
need.
I
P
I
think
it
was
last
week
and
I'm
talking
to
my
friend
and
happened
to
see
someone
in
the
school
district
and
someone
rolls
down
their
window
and
I
hope
pep
is
here
to
and-
and
just
was
so
excited
said
susan,
I'm
so
excited
because
both
my
kids
are
doing
flux
online
and
it
is
perfect
for
them.
So
I
mean
so.
I
just
wanted
to
share
that
piece.
I'm
you
know.
P
P
It
makes
me
exceptionally
proud
of
what
we're
doing
in
our
district,
and
I
also
wanted
to
say
that
neighbors
stopped
me
about
our
distribution
of
you
know,
chromebooks
and
ipads,
and
how
smooth
and
just
how
so
many,
how
we
had
that
going
prior
to
the
pandemic
and
just
something
again
to
be
really
proud
of.
So
I
just
want
to
thank
you
all,
for
I
know
it's
not
easy.
P
R
R
I
guess
my
questions
center
mostly
on
supports,
since
I
think
everybody
else
has
covered
a
lot
of
the
other
questions
I
had,
but
so
I
know
that
in
doing
this,
anti-racist
leadership
work
you're
going
to
have
to
call
people
out.
Excuse
me
you're
also
going
to
have
to
coach
them.
So
what
sort
of
supports
are
you
giving
the
leaders?
Because
often
there
is
backlash
associated
with
it,
and
maybe
the
teaching
staff
may
not
be
appreciative
of
the
direction
some
of
them,
I'm
not
saying
all
of
them
are,
but
some
of
them.
H
Sure
I'll
give
it
the
first
stab
you
know
don.
I
really
appreciate
that
question
in
your
your
the
care
that's
coming
through
that
for
principals,
because
they
they
are
engaging
in
some
very
challenging
and
difficult
conversations,
and
I
think
that
the
support
that
don's
messaging
to
the
community
is
a
place
that
allows
principals
to
hang
their
hats
on
that.
So
that
gives
one
level.
H
The
other
thing
is
that,
as
as
execs,
we
are
coming
alongside
them
and
saying
we're
here
to
support
you
we're
here
to
help
you,
and
we
know
that
there's
going
to
be
times
when
people
aren't
going
to
like
the
decisions
you
make
or
that
a
misstep
is
made
or
what
but
we're
here
to
learn
together
and
be
together,
and
that's
our
constant
message,
while
simultaneously
helping
and
support
their
leadership
through
our
one-on-ones.
Our
our
whole
group
meetings
and
pat
mccreary
has
also
been
a
really
big
support
for
them.
H
They
have
used
to
help
guide
what
they're
doing
in
their
building,
so
we're
trying
to
wrap
around
them
while
simultaneously,
knowing
that
a
lot
of
that
hard
work,
they're
gonna
need
to
do,
but
knowing
that
we're
here
behind
them
to
help
support
to
the
best
they
can
and
if
a
plate
can
complain
comes
through
and
and
some
have
we
we
just
handle
it
and
we
go
through
it
and
we
we
do
what
we
can
to
help
the
school.
The
teacher
and
the
family
feel
like
their
voices
are
being
heard,
so
we
can
move
forward.
D
Donna,
this
is
dawn.
If
I
can
interject
a
little
bit,
we
I
want
to
give
a
shout
out
to
our
bmac
and
bmac
folks.
Also,
we've
been
in
conversation
with
them
and
they've,
given
us
some
guidance
and
suggestions
and
we've
taken
a
lot
of
those
suggestions.
Also,
they
have
been
very
good
at
willing
to
stand
alongside
of
our
administrators,
whether
it's
in
a
building,
a
department
and
whatnot,
and
so
starting
to
form.
I
I
R
Well,
that's
great,
I'm
glad
to
hear
that
okay,
so
my
next
question
is
having
to
do
again
with
supports
for
teachers
and
staff.
We
are
living
in
uncharted
territory,
coveted
and
we've
got
racial
injustice
issues
and,
of
course,
the
election.
So
the
deal
is
what
sort
of
supports
are
we
providing
to
staff?
Overall,
I
mean
everybody
has
different
levels
of
stress
that
impacts
them,
and
I
know
that
they.
I
know
that
a
lot
of
companies
are
offering
you
know
counseling
for
for
people.
R
Some
companies
have
employee
resource
groups
that
you
know
folks
can
get
to
get
together
where
they
can
have
a
forum
to
talk
about
things.
I'm
sure
the
school
district
has
something
or
are
we
just
relying
upon
our
our
the
normal
learning
teams
that
we
have
in
the
schools
to
do
it
together
to
sort
of
help
teachers
navigate
through
the
emotional
minefield
that
they
find
themselves
going
through?
R
G
So
our
behavioral
health
and
wellness
district
team
has
been
working
with
administ
principals
on
ways
that
they
can
run
professional
development
or
do
activities
with
staff
that
are
trauma
informed
that
focus
on
wellness.
We
have
also
been
through
our
staff
talk
and
and
working
with
community
involvement.
We
have
been
pushing
out
wellness
kind
of
resources
to
staff
and,
interestingly,
today
I
was
in
a
meeting
and
one
of
the
staff
members
I
was
meeting
with
was
talking
about
how
they're
doing
they
read
the
staff
talk
and
they're
doing
the
wellness
exercises.
G
Our
health
insurance
plans
have
options
for
massage
and
acupuncture
and
chiropractic
work,
so
we've
been
really
trying
to
plug
all
of
those
things,
so
our
building
principles
are
focusing
on
wellness
with
their
staff.
We
have
employee
assistant
programs
for
staff,
we're
pushing
out
ideas
throughout
our
staff,
talk
and
really
just
trying
to
just
check
in,
I
think,
with
our
teachers.
I
think
sarah
talked
about
that
at
the
beginning
that
one
of
the
things
she
got
from
the
bea
reps
was
just
the
amount
of
time.
R
R
Obviously,
because
we
can't
do
anything
in
person
and
then
another
question
is:
will
it
be
triggered?
Will
they
be
started
again
once
we
resume
and
if
so,
what's
that
going
to
look
like,
is
it
going
to
be
all
all
in
or
is
it
going
to
be
more
baby
steps
because
in
some
cases
fees
are
collected
and
since
we're
not
resuming
those
activities
no
feel
be
collected?
So
I
guess
I'm
just
interesting
what
triggers
those
after
school
activities
whenever
we
do
resume
our
normal
or
quasi
normal
operations,.
D
So
right
now,
as
a
district
or
as
as
myself
as
kind
of
taking
the
stance
that
we
are
not
starting
any
of
those
activities
until
we
can
ensure
that
we
can
commit
to
some
sort
of
small
group
instruction
so
making
sure
that
we're
not
bringing
we're
not
prioritizing
athletics
over
instruction
right
now
and
believe
me,
I'm
an
athletic
guy,
and
I
know
how
important
athletics
are
to
to
our
students.
But
right
now,
that's
the
stance,
we're
taking
we're
working
with
other
districts.
There
are
other
districts
who
have
allowed
practice
and
conditioning
to
resume.
D
We
have
not
hillsboro
is
not
portland
public
has
not,
and
I
could
give
you
a
list
of
people
who
have
have
have
done
that
at
this
time
and
you're
correct
in
that
we're
not
collecting
any
fees
right
now.
So
right
now,
osaa
is
specific.
To
athletics
has
put
out
a
schedule
that
if
we
do
and
are
able
to
come
back
and
they're
able
to
have
contests
that,
we
would
consolidate
our
four
seasons
into
three
seasons
and
they
would
be
shortened
seasons.
D
So
we
are
working
with
athletic
directors.
Athletic
directors
have
been
working
with
their
coaches,
finding
out
how
we
can
bring
those
students
back
safely.
I
know
josh
gomez
and
carl
mead
has
worked
extensively
with
them,
also
on
the
operational
side
on
what
safety
standards
and
what
requirements
would
have
to
be
in
place
to
bring
these
students
back
whether
it's
in
an
outdoor
and
then
definitely
if
it
gets
to
where
it's
in
an
indoor.
D
R
I
was
also
interested
too,
not
just
athletics,
but
you
know:
there's
other
groups,
for
example,
like
the
debate
team,
there's
also
robotics,
there's
a
lot
of
other
groups
out
there
that
that
gather
together
for
for
other
reasons
outside
of
sports.
So
I'm
just
curious
overall.
My
question
was
more
of
a
general
across
the
board
and
not
specifically
athletics,
but
about
those
two
about
those
for,
for
example,
I'm
assuming
the
same
thing
applies,
but
I
just
wanted
to
hear
it
from
the
horse's
mouth.
D
So
we
are
saying
bring
those
proposals
send
them
up
through
your
principal,
bring
them
to
us
and
if
it
looks
like
they
can
be
conducted
safely
and
once
again,
I'll
probably
say
it's
probably
not
in
person
at
the
school,
but
it
can
be
done
safely
in
another
in
another
manner.
We
are
allowing
that.
So
I
don't
know
john.
I
know
that
you've
been
heavily
involved
or
carl
or
josh.
If
you
want
to
add
anything
to
donna's
question.
K
Yeah,
I
could
talk
a
little
bit
about
it,
thanks
don.
So
actually
we
are
coming
forward
to
cabinet
to
present
our
proposal
on
some
stipends
and
things
along
those
nature,
and
then
also
I've
been
working
with
athletic
directors,
but
also
have
gotten
some
information
from
our
activities.
People
activities,
directors.
K
K
You
know
whether
or
not
there's
pay
to
go
with
that
or
not,
and
so
things
are
happening
on
a
virtual
level,
but
nothing
in
person
and,
like
I
said
on
thursday,
we'll
present
kind
of
a
more
detailed
plan,
because
I
have
been
in
communication
with
some
various
groups
in
terms
of
what
they
will
be
doing.
So
we
can
have
a
more
I'm
going
to
say,
consistent
approach,
moving
forward.
A
R
S
My
questions
were
my
question
was
answered,
but
I
just
wanted
to
say
that
I
am
extremely
pleasantly
surprised
by
the
numbers
of
involvement
of
students
and
how
I
will
look
forward
to
seeing
how
we
continue
to
be
able
to
keep
them
engaged
and
showing
up
each
and
every
day,
especially
after
you
know.
We
get
past
that
maybe
the
first
four
weeks
and
the
newness
is
worn
off.
I
think
all
of
them
were
bored
stiff
and
ready
to
start
something
new
and
be
back
together.
S
A
So
we'll
just
keep
working
on
that
so
board
members.
We
still
have
two
other
reports
to
go
here.
We
are
a
little
bit
behind
schedule
because
of
all
the
important
information
we
got.
So
if
you
could,
let
me
know
in
the
chat
I
you
know
I
can
go
either
way,
but
I'm
happy
as
soon
as
we
get
the
reports
done.
The
next
two
reports
to
take
a
small
break
or
we
can
just
keep
pushing
forward.
A
So
if
you
could
just
let
me
know
after
if
you
want
a
break
after
we
get
done
with
the
next
two
reports
in
the
chat
that
would
that
would
really
be
helpful
for
me.
So
next
up
we
have
our
charter
school
reports.
We
always
look
forward
to
hearing
from
our
charter
schools
and
I'm
not
quite
sure
it
looks
like
michelle
you're
ready
to
go.
So
why
don't
you
go
ahead
and
get
us
started?
Introduce
yourselves
and-
and
we
can
go
from
there.
T
Thanks,
I'm
michelle
herron,
I'm
the
director
can't
hear
you.
Can
you
hear?
Oh
there
you
go
computer.
Can
you
hear
me
now?
Yes,
I
feel
like
between
the
phone
and
the
computer.
It's
a
constant!
Can
you
hear
me
now
so
if
I
fade
out,
let
me
know
and
I'll
talk
louder
or
wait
till
it
comes
back,
I'm
here
with
my
board
president
krista
billings
and
we're
happy
to
present
our
annual
report.
It's
a
little
different
than
most
years,
because
we
don't
have
any
assessment
data,
so
you've
all
had
a
chance
to
read
it.
T
I
thought
kristen.
I
would
just
go
through
a
few
changes
that
have
happened
since
the
last
time.
We
spoke
with
you
and
then
give
you
time
to
answer
questions
or
ask
questions.
I
know
you're
all
ready
for
a
break,
because
I
can
see
the
chat
so
we'll
try
to
talk
fast
and
make
sure
we
get
you
the
information
that
you
need.
T
We
typically
see
a
fair
amount
of
attrition
between
fifth
and
sixth
grade,
as
I
I
think
most
k-8
schools
do,
and
most
of
our
demand
is
coming
from
students
at
the
lower
grades,
so
that
was
a
pretty
big
shift.
That
was
difficult
for
a
community,
but
I
think
very
important
to
for
our
sustainability
as
a
school.
T
Another
change
is
that
we
added
a
spanish
proficiency
test
for
admissions
in
grades.
Three
through
eight
and
bsd
was
tremendously
helpful
in
getting
that
up
and
running,
particularly
tashika
maurizio
and
her
whole
department
were
excellent
resources
for
us
and
helped
to
get
us
the
information
we
needed
to
implement
that
and
then
our
big
training
focus
last
year
was
sciapp
a
protocol
for
helping
with
language
acquisition.
T
So
we
spent
a
fair
amount
of
our
professional
development
time
and
money
on
getting
everybody
to
a
common
place
in
terms
of
strategies
and
language
around
them,
so
kind
of
the
highlights
from
last
year.
The
low
light
obviously
was
covered,
and
then
this
year
some
things
that
have
been
noteworthy,
one
of
them
is
kind
of
an
accident.
T
We
are
currently
experiencing
a
different
enrollment,
because
many
of
our
families
are
choosing
other
options,
whether
it's
flex
online
or
homeschooling,
but
we
are
confident
that
our
enrollment
will
bounce
back,
because
our
wait
lists
are
still
strong.
So
we
see
this
as
a
temporary,
a
temporary
situation
that
many
schools
are
experiencing
and
then
like
bsd,
we're
committed
to
continuing
our
work
around
anti-bias
anti-racism
equity
training,
some
things
that
we've
worked
on
so
far
starting
last
spring
were
staff
book
studies
currently
we're
reading
white
fragility
together
and
discussing
it.
T
Thank
you
to
john
bridges,
he's
our
liaison
and
he's
been
an
amazing
advocate
and
helper
as
we've
gone
through
all
the
same
twists
and
turns
that
you're
going
through
and
figuring
out
how
to
do
school
differently,
and
we
really
really
appreciate
his
support.
So
I'm
going
to
turn
it
over
to
krista
for
an
update
on
finances.
T
U
We're
in
a
decent
financial
situation
for
this
coming
year,
given
a
global
pandemic,
we
were
able
to
retain
all
of
our
staff
head
count
and
actually
add
a
few
additional
assistance
through
the
sia
funds.
This
last
year,
we
were
also
awarded
a
ppp
loan
for
427
000
and
we're
working
with
our
bank.
Now
on
the
forgiveness
of
that
loan,
the
ppp
loan
was
a
huge
help,
as
we
were
not
able
to
hold
their
biggest
annual
auction
fundraiser
last
year,
and
we
expect
fundraising
efforts
to
be
down
this
year
as
well.
U
It's
with
the
cares,
sia
and
pbp
funds
that
we
find
ourselves
in
a
position
to
be
able
to
provide
the
best
online
learning
program
as
possible
for
our
students
and
meet
our
debt
ratios
for
our
bond.
We
will
be
submitting
a
revised
budget
next
month
to
the
district.
We
were
holding
off
to
see
what
enrollment
did
in
september
and
what
our
actual
expenses
were.
U
A
T
It's
great,
I
I
wasn't
with
arko
in
the
old
building,
but
I
continually
have
people
say:
oh
my
gosh,
you
should
have
seen
the
old
building,
so
I
think
just
having
a
space
that
works.
That's
actually,
even
though
it
wasn't
built
to
be
a
school,
it
totally
functions
as
a
school.
It
has
light.
It
has.
Space
has
been
a
really
important
motivator
for
staff
and
students
to
give
us
stability
and
kind
of
a
sense
of
place.
T
A
A
V
Good
evening,
can
you
hear
me
clearly
great?
Thank
you
so
good
evening
to
everybody.
As
always,
we
continue
to
be
grateful
for
our
partnership
with
beaverton
school
district,
and
I
don't
think
I
need
to
state
the
obvious
about
the
challenges
from
last
year
as
spring
and
as
we
continue
into
this
year
because
of
the
pandemic,
but
mainly
besides.
The
concerns
for
our
student
learning
has
been
budget
concerns.
V
So
a
few
things
that
we
learned
from
the
spring
that
we've
tried
to
improve
on
for
this
fall
in
moving
forward
with
cdl,
has
been
to
like
provide
daily
chinese
lessons.
Instead
of
alternating
days
and
with
more
synchronous
learning
time,
the
students
have
a
more
typical
schedule
of
with
whole
groups,
small
group
lessons
and,
following
those
cdl
time
frames
for
teacher
directed
applied,
learning
and
then
rest
for
the
students
as
well.
V
I'm
so
impressed
as
I've
been
able
to
pop
in
on
all
my
teachers
to
see
their
lessons
and
greet
the
students
again.
It's
always
nice
to
see
them,
but
the
way
they
are
preparing
those
lessons
and
engaging
students.
It's
it's
pretty
remarkable.
Considering
the
situation,
everyone
is
in
we're
successfully
using
google
classroom
for
our
four
to
eight
classes
and
seesaw
for
the
younger
students.
So
that's
been
a
helpful
to
have
consistent
platforms
for
the
parents
and
we
were
using
those
in
the
spring
as
well.
V
We
were
also
able
to
provide
chromebooks
now
starting
this
fall
for
all
of
our
students
in
4th
through
8th
grade
that
was
a
new
development
and
ipads
and
laptops
on
loan
for
all
of
our
k-3
students
who
needed
them.
So,
in
addition,
we
also
put
more
into
our
chinese
support
with
tas
for
kindergarten
and
first
grade
intervention
and
then
still
offering
free
homework
club
for
students
to
check
into
if
they
need
support,
because
it
was
the
chinese.
V
Of
course,
that's
been
the
toughest
on
families,
especially
since
most
of
our
families
do
not
speak
chinese
at
home.
We
also
have
the
extra
social
emotional
support
through
our
counselor
and
she's,
been
able
to
connect
with
families
who
you
know
are
in
crisis
or
or
need
more
support
and
those
students
that
need
her.
V
Our
board
has
also
been
helping
to
lead
the
charge
to
do
more
work
with
diversity,
equity
and
inclusion,
where
we're
promoting
our
anti-bias
and
anti-racism
learning
for
our
students
and
staff
and
families
we're
holding
cdl
five
days
a
week
right
now,
but
the
teachers
are
already
complaining
that
this
is
too
much.
It
sounds
like
we're
experiencing
some
similar
feedback
as
to
the
rest
of
the
district.
V
So,
as
the
metrics
allow,
you
know
we're
preparing
to
move
to
the
hybrid
plan
when
we
can.
The
plan
you
know
is
to
hold
in-person
classes
for
half
the
class
cohorts
on
alternating
days,
so
that
there's
teacher
contract
contact
not
contract
contact
at
least
every
other
day,
but
all
this
uncertainty
as
to
you
know
when
we
can
possibly
do
that
is
really
wearing.
V
I
see
how
much
my
teachers
prepared,
you
know
just
to
set
up
classrooms
and
conduct
class
from
home
and
then
to
think
about
switching
back
to
the
building
and
then
possibly
back
home
again.
If
we
were
to
shut
down
it's
it's
just
a
bit
daunting.
So
there
are
concerns,
of
course,
for
staff
and
student
safety
as
well,
but
we
miss
seeing
our
students
interacting
with
the
families
in
person
and
really
look
forward
to
the
day.
We
can
do
that
again.
V
A
You,
you
provided
a
very
good
report,
very
thorough,
thank
you
and
appreciate
that
you
guys
are
are,
are
pivoting
and
and
and
thriving
and
as
well
as
anyone
can,
and
so
thank
you
so
much
for
joining
us
tonight
really
appreciate
it.
Thank
you
becky
all
right.
I
can
read
body
language
pretty
good,
even
on
zoom
and
I
think
we'll
take
the
break
now.
A
A
A
A
A
W
Thank
you,
chair
tim
chuck,
members
of
the
board
superintendent
grotting,
appreciate
the
time
tonight,
similar
to
the
others.
I'll
take
a
little
more
time
tonight
than
I
normally
would
in
discussing
where
we
are
with
finances
again
for
the
record,
mike
schofield
associate
superintendent
of
business
services.
W
I
would
draw
your
attention
to
the
year-to-date
activity
and
forecast,
which
is
something
you
see
on
a
monthly
basis
as
part
of
your
financial
report.
I
want
to
walk
through
a
little
bit
of
what's
going
on
in
those
numbers,
then
I
want
to
take
you
into
some
detail
about.
What's
essentially
happened
in
the
district
finance
from
a
financial
perspective
since
july
and
then
we'll
come
back
and
talk
about
the
big
picture
again
and
wrap
up
with
a
discussion
about
the
state
revenue
forecast,
which
happened
last
week.
W
So
if
if,
if
you're,
looking
at
the
year-to-date
activity
and
forecast
you'll
see
our
beginning
fund
balance
and
and
top
section
is
revenues,
the
first
column
is
the
adopted
budget.
Next
is
the
final
budget.
Those
two
numbers
look
the
same
at
this
point.
The
next
column
over
is
year-to-date
actuals.
Our
current
encumbrances
is
next
and
then
a
total
of
the
actuals
and
encumbrance,
and
then
a
year-end
forecast
out
to
the
far
right.
So
as
you
look
for
comparisons,
take
a
look
at
that
final
budget
column
and
kind
of
compare
that
to
the
year-end
forecast.
W
So
again,
in
terms
of
beginning
fund
balance,
you
can
see
we
our
final
budget,
which
was
pre-covered.
We
estimate
our
beginning
fund
balance
at
32
million.
We
are
currently
estimating
our
year-end
forecast
at
56.4
million
dollars,
so
a
significant
increase
again,
a
big
thank
you
to
our
staff,
who
participated
in
furloughs
in
the
spring
to
our
building
administrators,
who
are
very
judicious
with
spending
in
the
spring.
W
All
those
factors
help
contribute
to
a
better
fund
balance
to
start
the
year.
If
you
look
down
a
couple
more
lines,
state
school
fund,
you'll
see
our
budget
was
285.8
million.
We
currently
have
brought
that
down
a
little
bit.
You've
heard
some
discussion
about
our
enrollment
drop.
We
brought
that
down
to
just
around
284
million,
based
on
remember.
W
We
get
paid
the
higher
of
the
school
year
that
we're
in
in
terms
of
our
extended
admw
or
the
immediate
prior
year,
whichever
is
higher,
so
we
are
looking
that
and
believing
that
we
will
be
funded
this
year
based
on
our
enrollment
from
last
year.
So
we
brought
that
number
down
a
little
bit
the
next
four
or
five
lines:
property
taxes,
common
school
fund,
local
option
levy,
those
are
primarily
property
tax
based.
We
have
not
moved
those
numbers
again.
W
We
went
back
and
looked
at
2008
to
see
what
happened
with
property
taxes
when
the
great
recession
happened
takes
a
while
for
property
taxes
to
actually
decline
in
a
system
like
this.
So
at
this
point
we
are
not
taking
those
numbers
down:
we've
left
them
where
they
are
investment.
Earnings
below
that
you'll
see.
We've
brought
that
down
significantly
due
to
the
interest
rate
environment
that
we're
in
so
that
number's
down
substantially
we've
taken
it
down
a
million
dollars.
W
Funds
from
the
northwest
range
of
esd
we've
modified
that
a
little
bit
again
based
on
what
we
think
we'll
get
this
year
and
then,
in
the
other
section
that's
gone
from
16-1
down
to
11
point
on
a
big
piece
of
that
is,
you
know
just
some
of
the
uncertainty
around
what
we're
gonna
collect
in
terms
of
fees
from
athletics
activities.
We
had
that
discussion
earlier.
We
brought
those
numbers
down
a
little
bit,
but
we'll
watch
them
closely
and
monitor
and
adjust
each
month.
W
So
that's
the
revenue
kind
of
big
picture
in
terms
of
where
we
are.
If
you
look
down
at
the
expenditure
section,
you
will
see
salaries
benefits,
purchase,
services,
supplies
of
material,
all
those
are
down
compared
to
where
we
were
estimating
our
budget
compared
to
what
we
think
our
final
forecast
will
be
and
on
and
on
down
the
line-
and
you
see
we
hold
our
contingency
at
the
same
26.7,
but
we
think
overall,
expenditures
will
spend
about
515
516
million
dollars.
W
That
gives
us
a
surplus
during
the
year
of
36.5
million,
and
so
you
see
a
projected
ending
fund
balance.
Currently,
here
we
are
in
the
month
of
september,
at
63.2
million
dollars,
that's
about
an
11.4
percent
as
a
percentage
of
actual
forecasted
revenue,
so
not
in
terrible
shape,
not
in
great
shape.
Do
you
have
questions
about
this
summary
page
before
I
get
it?
What,
if
you
just
look
at
a
snapshot
in
time,
our
fund
balance
right
now?
Is
it
that
63.2
I'm
going
gonna
go
into
a
little
bit
more
detail
on?
R
W
So
the
decline
in
terms
of
impact
to
our
funding
will
be
limited
to
the
higher
of
this
year's
enrollment
or
last
year's
enrollment,
and
we're
already
going
to
rely
on
last
year's
enrollment
as
our
as
our
funding
source.
What
will
be
tricky,
I
think,
is
looking
at
next
year's
budget
and
trying
to
determine
do
we
budget,
based
on
the
2020
2021
enrollment
numbers?
What
kind
of
bounce
back
will
we
see
what
kind
of
enrollment
increase
will
we
see?
Where
is
where
are
we
with
coven
19?
Where
are
we
with
a
vaccine?
W
What
are
we,
you
know
what's
kind
of
the
state
of
the
district
in
the
state
of
the
country
and
state
of
the
world?
At
that
point
I
guess
I
should
say
in
terms
of
our
ability
to
get
kids
back
in
school,
so
that's
going
to
be
a
little
trickier.
That's
primarily
a
next
year
question
more
than
this,
your
question,
but
we'll
keep
our
eye
on
it.
L
W
The
the
overall
reduction
is
are
from
it's
from
our
budget
and
and
our
budget
that
we
had
for
this
year.
Tom
was
just
a
little
bit
higher
than
last
year
and
the
numbers
that
we
believe
we
will
finally
get
for
enrollment
for
last
year.
Remember
that
was
an
estimate
are
coming
in
just
a
little
bit
lower.
I.
W
So
that
is,
you
heard
from
dr
franco
earlier
tonight
about
some
discussion
about
getting
activities
going
coming
up
with
some
activities
that
we
can
provide
and
our
ability
in
the
past
they've
used
some
general
student
body
funds
to
cover
some
of
those
costs.
Okay,
so
imagine
you
know
the
sticker.
You
get
on
your
asb
card.
That
gets
you
into
all
the
athletic
events
you
know
for
free
during
the
year
or
something
like
that.
We
don't
have
those
this
year,
so
we
think
we're
gonna.
Have
some
costs
involved
got
it?
W
W
So
a
bit
of
good
news
looking
into
the
next
biennium,
what
governor's
budget
will
happen
on
or
about
the
first
week
of
december?
That's
when
we
should
expect
to
see
the
governor's
budget
we'll
see
the
co-chairs
budget,
probably
in
late
february,
would
be
a
kind
of
typical
routine
time
to
see
that
and
then
we'll
see
the
first
state
school
fund
estimate
for
the
next
year
in
march.
That,
first
week
of
march
2021.,
so
just
from
a
calendar
perspective,
those
are
the
dates
that
are
on
my
radar
and
some
dates.
W
So
these
are
budget
updates
and
it's
a
laundry
list.
But
I
want
you
to
see
it
because
I
I
I
want
you
to
know.
There's
there's
been
a
ton
of
activity
going
on
in
terms
of
trying
to
deal
with
cost
containment
measures
deal
with
all
of
the
new
and
different
expenditures.
We've
had,
and
just
some
of
the
idiosyncratic
pieces
of
of
what's
gone
on
with
sia
as
well,
but
again
our
beginning
fund
balance
about
56
million,
that's
included
in
the
monthly
financial
you
just
looked
at.
W
We
took
central
reductions,
I
don't
know
it
seems
like
forever
ago,
but
back
in
july
we
we
cut
5.3
million
dollars
from
the
budget
just
because
of
all
the
uncertainty
and
and
the
way
the
economy
was
trending.
At
that
point
we
had
furlough
not
only
in
the
last
school
year,
but
for
those
folks
that
were
12-month
employees.
W
We
experienced
furlough
into
the
month
of
july
that
got
us
about
another
825
thousand
and
that's
that's
accounted
for
in
that
monthly
financial
number,
you've
seen
health
rebate,
we've
got
a
reduction
of
a
million
dollars
there
that
we've
reduced.
We
we're
gonna
watch
that
closely
in
terms
of
what
we
think
we're
going
to
get,
but
at
this
point
we're
comfortable
taking
that
number
down
in
terms
of
our
health
costs
by
1
million
the
next
one
flex
online
school,
so
that
was
essentially
an
online
school
that
was
set
up.
W
W
We
have
a
delay
in
the
apple
lease
purchase,
that
is
a
net
reduction
of
1.1
million
and
it's
reflected
in
the
monthly
financials.
So
what
you
have
in
this
case
is
you
have
a
reduction
in
revenue,
because
when
we
lease
these,
we
have
proceeds
from
a
lease
and
then
we
have
expenditures
to
pay
the
debt
service
on
the
lease.
So
the
net
reduction
is
about
1.1
million
dollars.
Steve
langford
would
remind
you
that
he
will
be
back
asking
for
this
next
year.
This
is
a
one-year
delay
on
that
apple
lease.
W
So
this
is
something
you'll
see
again
next
year
in
the
budget.
We
just
delayed
it.
A
year
classified
bargaining.
We
had
a
cost
increase
of
about
760
000,
that's
included
in
our
monthly
financial.
Remember
we
wrapped
up
bargaining
pre-covered
with
them
or
nearly
excuse
me
nearly
pre-covered
with
them,
and
there
was
an
increase
of
about
760,
000
and
again,
that's
included
in
the
monthly
financial.
You
just
looked
at
next
slide.
Please
david.
W
W
W
Those
students
then
left
the
brick
and
mortar
school
they
were
in,
and
so
we
made
staffing
adjustments
to
the
tune
of
5.3
million
approximately
to
accommodate
both
in
helping
stand
up
to
flex
online
program,
as
well
as
getting
back
in
line
with
what
our
staffing
allocation
methodology
called
for.
So
that
was
about
5.3
million
dollars
additional
furlough.
That's
that
will
be
underway
soon.
We're
estimating
that
to
be
an
additional
cost
savings
of
1.4
million
dollars,
and
then
we
have
this
staff
reductions
due
to
reduced
enrollment.
W
We
that's
currently
estimated
at
6.1
million.
We
are
down
significantly
in
our
enrollment
compared
and
and
which,
conversely,
I
hate
using
the
word,
but
it
essentially
says
we're
overstaffed
to
the
tune
of
about
6.1
million.
At
this
point,
so
we
are
keeping
an
eye
on
that.
We've
done
the
elementary
analysis.
We
still
need
to
do
the
analysis
for
secondary
and
we
will
do
that
in
the
near
future,
so
stay
tuned
for
that,
but
we
we
feel
like
we've,
got
some
adjustments
that
need
to
be
made,
as
the
superintendent
mentioned
at
the
top.
W
During
his
comments,
because
of
this
significant
reduction
in
enrollment,
we
will
have,
we
will
likely
have
staffing
reductions
moving
forward
student
investment
account.
That
is
the
that
one
kind
of
goes
the
other
way
and
we're
not
saving
any
money
we
budgeted
and
we
are
currently
expecting
to
spend
about
16
million
dollars.
Our
anticipated
revenue
is
about
10
million
dollars
in
terms
of
what
the
state
has
told
us
to
anticipate
receiving,
so
that
creates
a
six
million
dollar
shortfall.
W
W
We
noted
that
we
would
use
some
of
those
esr
dollars
to
help
backfill
some
of
that
student
investment
account,
but
that's
an
area
where
we're
a
little
upside
down
and
underwater.
At
this
point,
questions
about
those
you
can
see
quite
a
bit
of
activity,
not
the
usual
july,
to
september
activity
in
terms
of
what's
going
on
financially.
But
we
pulled
a
lot
of
levers
and
I
thought
it
was
important
that
I'd
share
with
you
kind
of
what's
been
being
done.
L
W
W
We've
start
we've,
we've
been
tagging,
you
know
cost
to
date
where
we
know
you
know
the
additional
hand
sanitizer
the
additional
cleaning
equipment,
some
of
those
kinds
of
things
that
we
know
and
we've
made
some
of
those
purchases,
but
I
believe
we
have
more
to
come
and
and
so
that'll
be
a
stay
tuned
item
as
we
as
we
go
down
that
path.
Okay,.
R
W
X
I
I
do
good
evening
school
board,
so
donna
to
your
question
about
air
circulation.
That's
something
that
we're
looking
at
with
our
maintenance
team
and
developing
that
plan
mike
hasn't
gotten
that
request
yet
because
we're
still
looking
into
that.
So
that's
that's.
To
come
and
to
tom
to
your
question
about
some
of
the
other
things
that
that
you
were
talking
about
we're
we're
still
looking
into
that.
X
L
D
Tom,
if
I
can,
if
I
can
add,
just
something
that
that
that
would
be
on
the
kind
of
the
resource,
the
material
side.
The
other
thing,
if
we
end
up
going
into
a
hybrid
we've,
made
the
commitment
to
our
families
that
we
are
giving
them
a
choice
with
distance
learning
and
if
we
go
back
to
a
hybrid,
our
teachers
are
already
under
a
a
lot
of
strain
and
workload
is
how
do
you?
How
do
you
teach
in
the
classroom
and
then
also
accommodate
those
students
outside
of
the
classroom?
D
Does
that
mean
extra
staffing,
and
I
think
that's
where
you
really
get
into
some
significant
dollars
and
trying
to
figure
out
also
who
is
going
to
who's
going
to
remain
in
school
and
who's
going
to
continue
on
with
the
distance
learning?
So
it's
it's.
It's
a
complex
issue,
but
a
good
good
question
and
we're
thinking
about
it,
but
trying
to
land
on
what
those
dollar
figures
are
is
going
to
be
tough.
P
W
So
susan,
we
just
met
at
superintendent
grotting's
request.
We
just
met
on
monday
to
have
the
initial
discussion
and
look
at
some
initial
numbers,
and,
like
I
mentioned,
we've
only
looked
at
the
elementary.
We
still
have
to
look
at
the
secondary
it.
This
will
be
a
little
while
in
the
system
for
us
to
just
kind
of
get
our
arms
around
it
deal
with
the
other
things
that
we've
got
coming
at
us
in
terms
of
again.
If
we
do
go
into
hybrid,
how
do
we
provide
cdl
for
those
that
still
want
it?
W
W
M
A
Y
A
Y
A
Thank
you
and,
and
then
mike
had
a
question
about
meals.
I
know
that's
something
we
get
reimbursed.
You
know
somewhat
reimbursed
from
the
federal
government.
I
know
we're
delivering
meals
in
an
entirely
different
way
kind
of
like
what
we're
seeing
with
the
revenue
is.
That
is
that
something
that's
costing
us
more
upfront
is.
W
Yeah
overall
becky
we
have,
we
have
essentially
through
the
spring,
and
this
summer
the
the
nutrition
service
fund
had
built
a
pretty
decent
reserve.
In
the
you
know,
couple
million
dollar
range
and
we've
essentially
eaten
through
most
of
that
reserve
getting
through
last
year.
There
is
some
discussion
and
talk
both
at
the
state
level
and
at
the
national
level
about
some
recognition
of
that
and
the
hardship
that
it's
been
on
on
school
districts
and
some
potential
additional
revenue
there.
But
at
this
point
we
don't
have
it.
W
A
Well,
I
would
just
like
this
is
this:
is
one
of
these
issues
that
schools
have
the
delivery
system?
We
have
the
implementation.
We
are
boots
on
the
ground,
we're
the
closest
to
knowing
you
know
this
issue,
and
if
this
is
something
the
school
board
or
the
oregon
school
board,
association
can
take
up
with
our
state
legislature
with
our
federal
legislators.
This
is
this
is
something
near
and
dear
to
our.
You
know
our
heart
that
we
need
to
take
care
of
our
students
that
need
to
be
fed.
L
W
Primarily,
just
that
we
can't
we
can't
get
any
value
in
terms
of
rates
anywhere.
It's
it's
just
really
problematic.
You
know
that
was
one
of
the
beautiful
parts
of
refunding
the
bonds
that
we
did
back
this
summer.
This
is
the
other
shoe
that
drops
on
that.
Our
ability
to
earn
is
just
not
out
there.
We
there's
not
much
out
there
at
all.
We've
got
we're
maxed
out
in
the
local
government.
Investment
pool
right
now,
because
that's
the
best
thing
going.
W
It
you
and
I
tom
can
play
armchair
economists
a
little
bit
here,
but
everything
I
hear
and
have
seen
from
the
federal
reserve.
They're
saying
rates
are
going
to
be
low
for
a
long
time
and
they're
happy
with
that.
So,
given
that
you
know
if
we
don't
get
some
natural
inflation
somewhere
they're
going
to
be
low
for
a
long
time,
thank
you.
W
M
W
So
let's
talk
a
little
bit
about
the
latest
revenue
forecast.
This
is
the
nice
silver
lining.
The
2019-2021
deficit
that
was
expressed
back
in
the
may
forecast
is
essentially
eliminated
in
the
most
recent
forecast
and
I'll
show
you
a
little
bit
about
that
in
a
minute.
There's
also
improved
revenue
forecast
for
the
2021-2023
biennia
as
well.
W
W
W
The
darker
red
line
is
the
current
forecast
and
then
the
other
lines
are
previous
recessions,
so
you
can
see
that
back
in
may,
the
forecast
was
for
an
unemployment
rate
to
hit
around
that
20
percent
range
bounce
up
and
then
improve
about
four
years
from
now
in
their
most
recent
forecast
last
week
you
see
the
dark
red
line.
We
did
not
hit
that
20
percent
we
hit
around
14
and
the
recovery.
Now
it's
similar
in
terms
of
what
they
had
described
as
a
square
root.
W
W
W
The
additional
six
hundred
dollars
a
week
of
unemployment
benefit
without
those
you
could
see
would
be
we'd
be
significantly
below
the
zero
line
with
those
we've
stayed
above
so
personal
income
has
held
up
really
well
for
now
now
I
would
also
say
that
in
the
forecast
I
believe
the
state
economist
is
thinking.
There
will
be
some
more
federal
stimulus
that
will
be
brought.
We
could
probably
debate
that
for
hours
amongst
ourselves
in
this
meeting.
W
So
that
was
part
of
the
good
news
that
wasn't
necessarily
baked
into
the
may
forecast
next
slide
david
bottom
line,
and
I
would
draw
your
attention
less
to
the
numbers
on
the
left
and
more
to
the
graph.
If
you
look
at
the
red
line,
that
was
the
march
2020
forecast,
that's
the
one
that
they're
kind
of
basing
what
has
changed
since
that
time.
W
W
You
can
see
the
dotted
line
projected
a
slower
kind
of
revenue
collection
during
the
next
biennium,
the
blue
line's
a
little
better.
I
would
also
note,
though
it
is
not
nearly
as
good
as
what
the
march
forecast
was.
You
see
that
little
bit
of
a
disjointed
in
the
2123
area,
and
then
it
starts
to
line
back
up,
albeit
lower
out
into
23.25
and
beyond.
W
W
W
Department
of
program
needs
are
throughout
the
state,
including
school
districts
and
that'll
that'll
be
a
good
sign
or
a
good
indication
of
where
we
are
compared
with
the
revenue.
That's
anticipated.
So
if
you
were
to
look
at
it
as
as
probably
as
simply
as
possible
revenue
dollars
will
be
up
in
the
2123
biennium,
but
will
they
be
up
enough
to
pay
for
cost
increases
in
the
2123
biennium?
That
will
be
what
we'll
be
looking
for
and
paying
attention
to
as
we
move
forward.
A
And
thank
you.
We,
we
can
all
use
some
good
news.
So
thank
you
and
we
appreciate
you
being
so
proactive
and
keeping
us
up
to
date.
So
all
right,
that's
it
for
reports.
Now
we're
going
to
move
on
to
discussion
items
and
first
up
is
pat
mccreery
and
pat.
Thank
you
and
your
team
for
for
staying
up
with
us
so
late
and
we're
really
looking
forward
to
hearing
about
this.
So
the
floor
is
yours.
Z
Sure
thing,
thank
you
very
much
and
good
evening
board
members,
I'm
actually
on
for
two
discussion
items
tonight
and
I'm
going
to
address
the
second
one
first,
because
it's
more
informational
and
I
want
to
make
sure
to
leave
time
for
any
questions.
After
the
more
substantive
and
action-oriented
item
at
the
august
10th
school
board
work
session,
I
presented
a
district
equity
update
and
outlined
a
number
of
efforts
underway
throughout
the
district,
in
working
toward
our
ability
to
ensure
racial
equity
and
actively
anti-racist
learning
spaces.
Z
In
partnership
with
the
school
board's
equity
committee,
I
look
forward
to
forming
and
facilitating
an
equitable
policies
task
force
I'll
offer
the
board
a
proposal
for
the
coming
october
work
session.
That
will
suggest
immediate
charges,
including
the
creation
and
enactment
of
the
task
force,
the
development
of
an
of
a
district
anti-racist
vision,
development
of
a
proposed
board
policy
on
bias,
incidents
and
hate
speech,
and
an
accompanying
proposal
for
response
protocols
and
a
review
of
the
student
and
parent
handbook
to
analyze
how
such
a
policy
can
be
actualized.
Z
I
want
to
intentionally
acknowledge
that
I'm
able
to
offer
you
this
resolution
as
a
lifelong
oregonian,
who
is
myself
a
forced
guest
on
land
that
was
taken
from
its
original
inhabitants.
It's
important
to
acknowledge
these
moments,
where
we
have
the
opportunity
to
both
acknowledge
and
actively
repair
historical
harms.
As
the
administrator
in
the
office
of
equity
and
inclusion.
I
see
this
resolution
as
a
specific
and
actionable
opportunity
to
prove
our
commitment
to
anti-racism
in
1977.
Z
The
idea
of
indigenous
people's
day
was
proposed
by
native
nations
to
the
united
nations
as
a
way
to
acknowledge
and
honor
the
historic
and
continued
lived
experiences,
contributions
and
struggles
of
our
world's
first
nations.
People
in
2016,
the
city
of
beaverton,
adopted
a
similar
resolution
acknowledging
the
second
monday
in
october
as
indigenous
people's
day,
urging
partner
institutions
to
do
the
same
as
a
way
of
acknowledging
honoring
and
supporting
and
celebrating
our
community.
Z
In
2017,
the
oregon
legislature
passed
senate
bill,
13,
tribal
history,
shared
history,
directing
the
ode
and
all
school
districts
to
implement
a
k-12
native
american
curriculum
developed
by
the
nine
federally
recognized
tribes
in
oregon
in
education.
We
know
that
there
are
significant
improvements
in
engagement,
development
and
achievement
among
students
when
they
are
able
to
see
themselves
mirrored
in
the
people,
curriculum
and
values
reflected
in
their
school
district.
We
know
that
grades
improve
that
graduation
rates
improve
and
that
social
and
emotional
well-being
improves
when
we
actively
and
intentionally
ensure
that
students
are
seen.
Z
Z
AA
AA
My
name
is
brandon
culbertson,
my
indian
name
is
thunderbear.
I
come
from
the
northern
arapaho
and
fort
peg
tribes
at
present.
My
job
in
the
beaverton
school
district
is
the
title
vi.
Aian
coordinator
and
I've
had
the
pleasure
of
being
afforded
the
opportunity
to
advocate
at
the
state
level
for
our
aian
students
through
the
ode
aian
advisory
committee,
where
I
serve
as
the
vice
chair,
and
I
will
just
say
that
the
committee
is
very
excited
about
this
resolution
and
this
work.
AA
AA
I'm
a
product
of
the
beaverton
school
district,
having
gone
through
from
k
to
12
and
I've
had
some
interesting
experiences
in
in
my
in
my
time
in
the
district
stemming
from
like
in
kindergarten,
where
you
know
the
construction
choose
your
choose,
what
you
want
to
be
an
indian
or
a
pilgrim
make
make
the
headdress
on
onto
high
school,
where
I
received
a
bad
grade
in
ap
history,
because
I
challenged
a
professor
or
teacher
rather
on
manifest
destiny
and
some
of
the
like
bad
atrocities
that
took
place.
So
I
wish
back.
AA
AA
This
resolution
will
help
in
that
work,
as
well
as
to
make
those
students
feel
seen.
I'm
gonna
quickly
address
columbus.
You
know
he
had
a
litany
of
human
rights
abuses
against
him.
He
didn't
discover
america
even
from
the
european
perspective.
He
was
500
years
too
late.
He
leaf
erikson
beat
him.
What
he
did
set
up
was
the
transatlantic
slave
trade.
That's
what
he
laid
the
roots.
For
you
know,
it's
not
like
overturning
the
constitution,
it
was
in
the
30s
that
the
united
states
kind
of
took
it
as
a
national
holiday.
AA
So
that's
that's
that
we
could
go
into
great
detail,
but
I'm
mindful
of
the
time
and
then
there
is
a
long
history
of
natives
having
a
very
terrible
experience
in
educational
spaces.
They
were
used
as
a
a
primary
facilitating
locations
for
assimilation
and
it's
a
lived
experience.
Personally,
my
grandmother
went
to
a
boarding
school
as
well
as
my
mother,
but
my
grandmother's
experience
was
was
really
heinous.
She
was,
for
the
most
part
an
indentured
servant
when
she
wasn't
picking
potatoes
or
ironing.
You
know
she
she
was.
AA
She
was
not
studying.
So
that's
that's
unfortunate
and
that
mirrors
many
of
our
family's
lived
experiences,
so
it
it
just
speaks
volumes
that
that
that's
acknowledged
and
that
you
know
we
move
forward
in
a
good
way
and
that's
part
of
the
reason
why
there
is
historically
has
been
low,
graduation
rates
and
high
truancy
rates.
But
I
do
want
to
share
something
positive,
and
this
was
thank
you,
john
bridges,
for
for
for
going
the
extra
mile
and
digging
up
this
data
for
us.
AA
AA
When
you
look
at
the
students
that
were
involved
in
the
title
vi
program,
so
it
just
goes
to
show
how
important
culture
and
community
and
positive
self-identity
can
play
in
student
achievement
and
then
once
again.
Thank
you
all
for
your
time.
I
I
know
it's
late
and
and
with
that,
I
am
going
to
go
ahead
and
mute.
Z
Brandon,
thank
you
very
much,
and
I
also
want
to
just
take
a
moment
to
acknowledge
and
appreciate
publicly
the
work
of
brad,
parker,
matt,
highfield
and
toshiko
maurizio
in
helping
us
with
this
resolution
and
sorry
and
chris
rempel
as
well,
who
we
were
lucky
to
have
fill
in
for
brandon.
While
he
was
deployed,
we
wanted
to
make
sure
to
leave
time
for
any
questions
that
might
arise.
So
that's
what
brandon
I
wanted
to
present
and
then
we'll
turn
it
over
to
the
board.
R
A
Board
members
any
other
either
about
the
resolution
or
our
equitable
policies.
We've
got
things
going
on.
I
I
too
want
to
publicly
acknowledge
pat
brandon
in
your
absence,
but
matt
and
brad.
I
mean
this.
They
have
been
working
on
this
for
well
over
a
year.
Families
have
been
working
on
this,
and
so
this
was
not
done,
something
that
was
done
lightly.
It's
done.
It
was
done
with
a
lot
of
thought
and
care,
and
so
I'm
just
very
very
glad
that
it
is.
A
Z
Z
Z
AA
What
I
would
say
is
the
strength
behind
this
resolution
is
that
it
moves
beyond
performative
talk
into
actionable
solution-based
measures
in
relation
to
just
supporting
sb13
work.
You
know
it
does
acknowledge
historical
ramifications,
but
really
the
strength
in
it
lies
in
in
its
tie
to
that
sb13
work
and
that
speaks
to
tribal
sovereignty,
as
well
as
our
partnership
with
our
community.
S
Z
So
leanne,
I
have
to
acknowledge
my
my
inherent
bias
as
a
recently
out
of
the
classroom
teacher,
I
I
that
might
be
something
that
I
would
insist
upon.
That
might
be.
It
is
something
I
think,
because
we've
heard
so
much
from
students,
specifically
with
regards
to
the
the
issue
of
hate
speech
and
bias,
incidents
and
and
a
need
to
be
able
to
document
those
somehow
and
respond
to
them.
Z
Q
Yeah,
I'm
sorry
this
is.
I
just
wanted
to
make
a
shout
out
to
pat
mccurry.
Thank
you
so
much
for
all
the
work
that
you've
put
into
this
resolution
and
brandon.
Thank
you
also,
and
I
just
wanted
to
to
share
that.
Brandon
was
actually
recently
nominated
and
approved,
as
vice
chair
for
oregon
department
of
education's
american
india,
alaska
native
advisory
committee.
It's
a
three-year
term
and
he
also
serves
as
the
vice
president
of
the
oiea's
executive
board.
So
anyway,
just
congratulations
on
your
nomination.
A
And
just
lastly
again
know
how
late
it
is,
but
just
as
a
point
of
personal
privilege
here,
it's
it's
my
my
heritage,
I'm
very
proud
of,
and
I
my
family
is
not
one
of
the
oregon
tribes,
but
it's
with
with
great
pride
that
that
I've
been
able
to
be
a
part
of
this
and
see
this.
This
go
forward
and
just
really
appreciate
all
the
work
that
everybody
could
put
into
this
and
to
acknowledge
our
indigenous
students
and
our
native
american
students
going
forward.
A
So
with
that,
we
will
move
into
action
items
we're
getting
there,
we're
getting
we're
getting
to
the
end
folks.
The
first
action
item
is
we
get
to
nominate
one
of
our
own
to
the
osba
board.
Leanne
larson
leanne
has
served
on
the
board
with
distinction
for
many
terms,
and
she
wants
to
return
and
we
want
her
to
return.
A
She
really
represents
beaverton
very
well
in
in
her
role
there
and
obviously
as
being
past
president
of
the
oregon
school
board,
association
and
she's,
just
a
great
advocate
for
the
student
voice
always
but
for
many
other
things.
So
with
that
we're
going
to
discuss
if
there
is
any
kind
of
discussion
or
if
there
is
emotion.
N
A
A
A
A
An
architectural
contract
for
votes
elementary
and
just
board
members
as
us
going
forward.
We
have,
we
have
josh
here
to
talk,
we
have
carl
and
we
have
principal
singleton
from
those
and
monique.
We
know
how
late
and
we
know
how
long
all
of
your
days
have
been.
But
thank
you
for
being
here
with
us
in
case
we
have
in
case
we
have
any
questions,
so
we
apprecia.
We
appreciate
that
so.
AB
AB
AB
A
A
X
Good
evening,
chair
jim
chuck
school
board,
josh
gom
is
chief
facilities
officer
I'll,
kick
it
off.
What
you
have
in
the
board
packet
is
an
update
to
the
situation
sheet
that
was
briefed
to
you
at
the
august
10
school
board
meeting
and
at
that
meeting
the
board
requested
that
we
revisit
the
topic
after
we
had
our
enrollment
numbers
from
the
2021
2020
2021
school
year,
and
so
in
that
update
situation
sheet,
we
have
the
latest
enrollment
numbers
for
votes
and
we
also
included
the
average
class
size.
X
That's
in
the
paper,
the
enrollment
information
is
current.
As
of
september
21st,
and
the
average
class
size
information
is
current.
As
of
september
22nd,
you
also
received
an
email
from
monique
singleton
principal
at
voss
monique.
Thank
you
again
for
joining
us
and
having
it
late
and
in
her
email,
just
kind
of
summarized
she
gave
you
information
on
her
allocation
of
classroom
teachers.
Y
X
Thank
board
member
jan
bryan,
susan
greenberg,
thank
you
for
your
emails
and
your
questions.
I'm
going
to
go
into
that
now
and
cover
cover
those
questions,
and
you
had
five
questions.
Susan,
you
had
one
question
and,
and
one
of
those
questions
overlaps
with,
and
so
I'm
going
to
cover
the
first
three
that
ann
had
shared
just
to
share
with
the
board
about
what
those
questions
are
for
man,
and
you
had
asked
about
the
details.
X
That's
just
kind
of
the
focus
as
we
move
forward
with
with
the
design.
You
had
asked
a
question
about
what
is
the
current
configuration
of
votes?
That
is,
what's
the
the
number
and
type
of
each
classroom
so
like
when
he
said
she
has
30
classrooms,
but
specifically
for
that
breakdown
of
the
30
there's
22
grades,
one
through
five
classrooms.
X
Next
question
that
you
had:
how
long
would
we
expect
construction
to
take
to
build
the
four
classrooms
so
once
we
do
a
contract
award,
we
get
through
the
design
we
get
through
permitting
we
do
contract
award
we're
looking
at
about
six
months
to
do
construction,
so
our
goal
would
be
by
the
summer
of
2021
to
get
as
much
of
the
work
done
as
possible.
So
if
we
were
to
get
approval
tonight,
we'd
get
through
the
design
we'd
get
through
permitting
and
then
we
would.
X
AB
Yeah,
it's
a
great
question.
We
wanted
to
include
that
in
the
situation
sheet
and
that
is
the
forecast
from
psu
10
years
out.
It's
about
120
student
difference
in
terms
of
a
decrease
overall
at
votes
in
the
next
10
years,
given
coven
19,
I,
my
crystal
ball
is
completely
cloudy,
if
not
completely
broken
at
this
point
in
time,
but
even
if
we
did
see
that
level
of
decrease
in
that
school
facility,
I
see
some
significant
opportunities
ahead
for
us.
AB
Vos
has
been
a
model
school
in
terms
of
pre-k
and
I
can't
speak
from
monique,
but
I
bet
you
that
if
she
had
the
opportunity
to
expand
pre-k
options
within
her
school
for
her
community
in
one
of
our
poorest
communities,
I
think
she
would
leap
at
that
opportunity.
So
it's
she
currently
has
two
pre-k
classrooms
there.
AB
If
she
had
the
opportunity
to
be
able
to
expand
that
further
and
have
more
sessions,
I
don't
think
she'd
have
any
difficulty
in
filling
those
slots
from
her
own
community
and,
if
so,
I'm
sure,
there's
from
greenway
or
other
schools,
just
very
close
by
to
be
able
to
help
fill
those.
In
addition
to
that,
they
do
have
two
specialized
programs
in
that
facility
and
again
that
helps
to
round
out
that
whole
school
community
and
context
throughout.
AB
We
don't
foresee
those
going
away,
have
no
desire
to
have
those
move
off
site,
so
it
just
continues
to
allow
us
to
be
able
to
give
us
a
full
scale,
service
and
program
model
for
students,
and
I
yes,
oh
I
thought
somebody
was
asking
a
question,
so
I
think
there's
some
significant
opportunities
ahead
again.
Those
are
decisions
that
will
have
to
be
made
within
teaching
and
learning,
but
I
certainly
see
that
monique
has
had
great
success
with
pre-k.
It's
actually.
AB
AB
As
you
know,
we're
just
two
weeks
in
everything
is
just
all
over
the
board.
I
am
slated
to
give
that
update
to
you
on
on
october.
26Th,
that's
a
whole
month
out,
so
I
will
probably
send
something
else
out
to
you
before.
That
is
an
intermediary
just
so
you
have
a
sense,
but
we'll
do
an
official
one
for
the
board
on
october
26th,
so
josh
back
to
you
or
is
that
it.
X
X
O
You
know
we,
you
know
we're
scared
of
putting
portables
up
we're
opposed
to
having
portables.
So
they
thought
this
would
be
a
very
cost
effective
smart
option
to
leverage
the
design
we
have
it
both
to
you
know
if
we
have
to
build
those
four
classrooms,
it
looked
like
a
reasonable
option.
So
those
are
the
discussions
that
the
you
know,
the
five
or
six
members
of
the
citizens
bond
advisory
committee
were
pretty
bullish
on
this.
That
proposal.
X
R
You
had
a
question:
well,
not
a
question.
I
just
I
appreciate
the
additional
information
that
we
didn't
have
last
month
and
the
clarity
around
it
so
in
looking
at
it
from
the
equity
lens
to
me,
it
makes
makes
sense,
considering
the
economies
of
scale
achieved,
and
you
know
in
order
to
support
our
pre-k
students
and
also
our
local
community,.
M
S
S
We
have
a
little
bit
of
a
tunnel
vision,
because
we
only
get
this
much
of
the
information
and
we
know
that
you
on
the
staff
have
this
much,
but
we
don't
see
that,
and
so
it's
hard
to
bring
us
along
sometimes
so
apologize
for
the
clunkiness
of
this
process.
But
we
just
want
to
make
sure
all
our
decks
are
in
a
row.
R
And
I
just
think
also
too
by
for
for
public
disclosure,
I
mean
not
everyone's
going
to
go.
Look
at
our
website
to
see
the
project
the
progress
of
our
existing
projects,
but
you
know
maybe
at
another
school
board
meeting
we
just
kind
of
give
a
quick
overview.
You
know
how
things
are
going
at
acma
and
some
of
the
other
big
big
projects
that
were
working
on
and
when
we
believe
those
things
will
be
completed
would
be
good
just
so
it's
in
the
the
public
record.
A
N
Had
a
comment
yeah,
you
know.
As
we've
received
this
proposal,
I've
been
reminded
of
the
people
who
came
when
those
prior
to
versus
construction
and
looking
at
the
original
design
and
their
frustration
that
the
building
was
too
small.
So
I
in
in
many
ways
I
share
their
frustration
that
we're
having
to
address
the
problem.
This
way,
I'm
also
glad
that
we
are
taking
a
deep
look
at
how
we
can
continue
to
support
our
students,
particularly
our
early
learners.
A
So
my
only
comment
is
this
has
been
a
long
process
and
I
think
we've
learned
a
lot
from
the
process
and
I
think
we've
learned
a
lot
how
important
it
is
that
we
all
be
communicate
and
be
on
the
same
page.
But
I
agree
with
a
lot
of
things
that
that
ann
said
we
we
knew
when
we
heard
when
we
built
that
that
we
were
going
to
have
more
of
a
need.
A
We
as
a
board
asked
that
we
use
title
dollars
and
we
use
that
pre-k
and
monique
and
her
team
stepped
up
to
it
and
and
they
need
more
space,
and
we
luckily
have
this
cte
and
we
don't
throw
around
money
easily,
and
this
was
you
know,
a
discussion
that
needed
to
be
had
and
we'll
know
going
forward.
You
know
how
important
it
is
that
we
bring
the
board
along
with
this
and
working
with
the
bac.
So
eric
is
there
something
that
you
would
like
to
do
at
this
time.
Yeah.
R
L
A
A
A
I
was
going
to
start
off
this
nights.
We've
got
this
shout
out,
but
we
got
this
shout
out.
It's
almost
10
o'clock
so
for
everyone
that's
going
way
and
above
we'll
find
another
way
to
recognize
those
folks
that
are
just
going
above
and
beyond,
and
how
much
the
board
appreciates
the
work
that
that
they
are
doing
so
any
closing
mark
superintendent,
grotting.