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From YouTube: BSD School Board Business Meeting
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A
Good
evening,
everyone
and
welcome
to
the
november
30th
beaverton
school
board
business
meeting.
We
welcome
you
all
this
evening
and
we're
going
to
start
off
first
by
taking
attendance
of
our
school
board,
so
school
board
members-
if
you
could
just
answer
by
saying
here
when
I
call
your
name
and
brian
here,
donna
tyner
here
eric
schmidt.
A
That's
a
good
way
to
start
yeah.
I
like
eric
schmidt,
lehan
larson
here
susan
greenberg,
here
tom
collette
here
and
chair
becky,
tinchuk,
here
all
or
present
board
members.
Are
there
any
changes
to
the
agenda?
A
C
C
I
just
had
to
do
a
quick
location
change.
My
internet
was
a
little
unstable
there.
We
go
good
evening.
Superintendent
grunting
chair
attention,
members
of
the
board.
I
hope
that
you
all
had
a
restful
and
safe
long
weekend
and
thank
you
for
the
opportunity
to
speak
tonight.
One
thing
that
has
been
made
abundantly
clear
to
all
of
us
during
this
pandemic
is
that
two
very
different
things
can
both
be
true
at
the
same
time,
and
I
want
to
give
you
a
couple
of
examples.
C
Tonight,
teaching
and
working
with
students
in
new
ways
has
stretched
educators
thin
in
a
lot
of
different
ways.
C
The
thought
of
learning
how
to
teach,
while
physically
distancing
from
our
students
spending
time
that
should
be
used
for
learning
enforcing
hygiene
and
safety
protocols
and
possibly
needing
to
provide
in-person
instruction
and
cdl
at
the
same
time
is
overwhelming
and
heartbreaking
as
school
board
members.
I
know
that
you
agree
that
the
best
place
for
our
students
and
staff
is
in
our
school
buildings
learning
together
and
in
order
to
get
there
we're
going
to
need
to
get
this
virus
under
control
and
as
soon
as
possible.
C
In
addition,
we're
going
to
need
dedicated
staff
members
who
feel
valued,
supported
and
safe
and
in
order
to
get
through
this
pandemic
and
build
our
schools
back
to
be
better
than
they
were
before
we're
going
to
need
staff
members
who
experience
this
profession
as
one
that
is
sustainable
last
month,
as
I
said,
I'm
looking
forward
to
I'm
sorry.
C
As
I
said
last
month,
I'm
looking
forward
to
hearing
tonight
about
how
the
immense
workload
that's
on
the
shoulders
of
educators
right
now
is
being
addressed
and
what
support
is
provided
for
the
well-being
of
our
staff
so
that
we
can
be
providing
for
the
well-being
of
students.
We
can't
expect
the
great
results
that
we
want
for
our
students
if
we
aren't
taking
care
of
the
educators
who
are
on
the
front
lines
and
to
the
school
board
as
well
as
members
of
our
community
who
may
be
tuning
in
tonight.
C
A
D
Good
evening,
hello
to
superintendent,
chair
tim
chet
as
board
members,
employees
and
community
members
who
are
all
here
tonight.
Thank
you
for
the
opportunity
to
speak
tonight.
First
off,
I
want
to
commend
the
classified
employees
for
continuing
to
show
up
for
community.
D
Our
members
have
risen
to
the
occasion
this
year
in
many
ways
that
we
have
never
needed
to
before.
As
uncertainty
continues
to
take
its
toll
on
everyone.
Our
classified
employees
have
been
asked
to
pit
it
again
and
again,
our
schedules
were
work.
Environments
entities
have
changed
many
times,
even
just
in
the
last.
D
Answers
to
our
questions
can
be
difficult
for
all
of
these
reasons
and
for
others,
we're
feeling
tired
and
drained
we're
having
difficult
decisions
for
ourselves
and
our
families,
knowing
when
our
position
will
change
again.
Despite
all
of
this,
our
members
have
continued
to
and
get
whatever
task
they
are
given
accomplished.
D
D
D
Classified
employees
have
borne
more
of
the
instability
and
more
of
the
financial
burdens
of
this
situation
than
any
other
school
district.
Employee
group
schools
once
again
are
will
depend
on
all
of
us
to
meet
the
needs
of
our
families.
Right
now,
we
need
to
depend
on
you
make
decisions
on
our
behalf,
so
that
we
can
still
be
here
to
do
that.
Important
work
show
us
with
your
actions.
A
Thank
you
amy
very
much
for
joining
us
tonight.
We
appreciate
all
that
the
osa
employees
are
doing
for
the
school
district
during
this
difficult
time.
So
thank
you
very
much.
We're
very
excited
for
the
first
time
to
this
year,
this
school
year
to
have
joined
us
our
student
advisory
committee.
These
are
all
students
that
are
chosen
from
our
various
comprehensive
and
option
high
schools,
and
we
have
the
four
officers
joining
us
tonight
for
the
first
time
to
address
the
board.
A
So
we're
going
to
start
off
tonight
with
one
of
the
co-presidents
neil
from
west
view,
so
neil
take
it
away.
E
Hello
guys
I'm
neil
neil
jane,
a
junior
at
west
view,
high
school
and
I'm
one
of
the
co-presidents
here
at
bsac,
alongside
miriam
and
so
far
at
bsac,
we've
kind
of
like
gotten
to
know
everybody
like
we
elected
our
officers,
and
we
started
just
talking
about
like
some
topics,
we're
passionate
about
like
some
common
ones.
E
F
Hi,
so
my
name
is
jonah
patterson
and
I
am
the
bsac
secretary
for
this
year.
It's
a
privilege
to
be
here
it's
my
first
year
as
secretary
and
as
bsac,
I'm
a
junior
this
year
from
southridge
high
school,
so
I
kind
of
want
to
start
by
just
kind
of
asking
the
question
why
right
like.
Why
are
we
here
as
students,
and
I
think
the
reason
for
that
is
you
know
this
is
a
school
district
right.
It's
supposed
to
serve.
F
Students
and
bsac
is
sort
of
the
only
really
major
institutional
voice
that
students
have
to
express
what
we
want
to
get
done
and
as
much
of
a
privilege
as
that
is
I.
I
really
think
that
students
need
more
of
a
voice
in
this
district
as
it
stands
and
as
neil
jane
said,
there
are
a
lot
of
issues
that
bsac
is
planning
on
focusing
on
this
year.
But
the
two
that
really
stand
out
to
me
is
school
security,
culture
and
mental
health.
F
Both
I
think
we
have
the
chance
to
really
radically
change
this
year.
School
security,
culture
because
we're
not
in
school
as
of
right
now,
and
so,
while
we're
out
of
school,
we
have
the
chance
to
really
alter
how
we
look
at
security
and
safety
in
schools
before
we
go
back
and
then
also
looking
at
student
mental
health.
F
My
understanding
is
this
was
a
focus
of
bsac
last
year
as
well
and
again
we
have
the
chance
to
really
radically
alter
how
you
look
at
student,
mental
health,
because
you
know
whether
I'm
talking
with
other
bsac
members
or
just
like
my
friends
at
school,
there's
a
real
student
crying
out
right
now
for
better
mental
health
services
in
schools,
and
I
think
that's
something
we
have
to
really
focus
on.
F
So
I
guess
rally
poindexter's
who's
next.
G
Awesome,
thank
you
hi
everyone.
My
name
is
riley
poindexter.
I
am
from
mountainside
and
I
am
the
head
of
social
media
for
this
year
for
bsac.
This
is
my
second
year
in
bsc
bsac
as
well,
so
my
job
this
year
is
kind
of
to
gather
materials,
resources
to
post
and
share
out
to
the
community.
So
everyone
has
access
to
what
we
are
doing
during
our
meetings,
and
so
we
hopefully
help
our
greater
community.
H
A
Oh
there
we
go,
I'm
sorry,
you
can
see
that
this
is
a
great
group
and
they
are
a
very
active
group
and
they
have
lots
of
good
opinions
and
I've
just
been
amazed
how
well
they
are
working
together
when
they
haven't
all
even
met
in
person
coming
together,
and
I
think
we're
going
to
hear
a
lot
from
this
group,
and
I
really
appreciate
them
being
here
this
evening
board
members:
do
you
have
any
questions
of
of
the
four
students?
A
A
All
right,
well
group:
we
look
forward
to
seeing
you
next
month
and
you
did
a
great
job
and
thank
you
so
much
for
taking
time
out
of
your
homework
time
to
be
with
us
tonight,
so
really
appreciate
it.
So
thank
you
all
right.
Next
up
we
had
public
comments
and
the
public
comments.
We
we
had
the
lines
open
starting
last
week
and
board
members.
A
You
all
should
have
received
a
copy
of
all
of
the
public
comments,
but
just
a
brief
summary:
we
had
a
parent
jill
rector
who
is
encouraging
as
soon
as
possible
to
get
our
schools
back
open
to
our
students.
People
asking
us
when
we
think
our
schools
are
going
to
be
open.
Another
parent
for
the
social
and
emotional
nancy
wilson
wanted
to
know
for
the
social
emotional,
when
we'll
be
able
to
get
our
students
back
in
school
and
make
your
school
a
priority.
A
We
also
had
some
folks
that
asked
some
questions
about
the
middle
school
boundary.
Particularly,
there
was
a
question
about
changing
an
elementary
boundary
for
findlay
to
jacob
wismer
and
when
we
might
be
approaching
that
there
was
also
a
shout
out
to
christine
mackin
from
our
staff
on
what
a
great
job
she's
doing
with
the
food
box
program,
that
kerry
came
from
kerry,
matsu
and
then
another
parent.
A
That
was
encouraging
that
we
passed
the
middle
school
boundaries
that
was
from
santa
kumar
and
then
another
parent
that
wanted
to
talk
to
make
a
point
about
when
we
would
be
able
to
open
our
schools
and
then
a
community
member
inca
gunter
who
wanted
to
know
about.
Let
us
know
about
a
very
good
beaverton
food
project
that
has
food
pantries
that
are
open
to
our
families
and
wanted
to
know
that.
A
We
are
well
aware
of
that
and
then
just
a
couple
of
more
comments
about
our
middle
school
boundaries
and
the
use
of
portables,
so
board
members.
You
have
those
in
detail
for
you
to
reference,
and
we
appreciate
our
community
taking
the
time
to
share
their
thoughts
and
concerns
with
the
school
board.
And
we
look
forward
to
the
time
where
we
can
all
be
together
and
and
hear
from
public
comments
in
person,
but
thank
you
for
taking
the
time
to
do
that.
A
Next
is
we're
going
to
start
off
with
our
reports
and
first
up
we'll
be
hearing
from
superintendent
greiten.
I
Thanks
chair
tim,
chuck,
welcome
school
board
staff,
members
and
community,
and
you
never
want
to
follow
students
and,
as
miriam
had
said,
I
think
this
is
a
really
a
motivated
student
group.
I've
set
in
with
him
a
couple
times,
as
I
know,
becky
has
and
dr
franco
helps,
facilitate
them
and
they're
really
motivated
and
and
really
going
the
extra,
especially
in
these
times.
I
I
want
to
first
talk
a
little
bit
about
comprehensive
distance
learning,
limited
in-person
instruction
in
our
return
to
school
planning,
and
I
think,
as
both
of
our
union
presidents
talked
about,
safety
of
our
students,
staff
and
community
continues
to
be
our
number
one
priority
and
our
district
continues
to
remain
in
comprehensive
distance
learning
status
and
we'll
remain
there.
We
are
planning
to
remain
there
until
the
end
of
the
semester.
I
Every
week,
once
a
week,
we
meet
every
monday
every
monday,
with
washington,
county
health
director
and
some
of
her
team,
and
we
did
that
today
and
the
numbers
continue
to
increase
and
in
her
opinion
and
its
opinion
at
this
time,
they
really
expect
those
numbers
to
continue
to
increase
through
new
year's
and
that's
because
of
the
holiday
season.
Social
distancing
that
probably
is
not
taking
place
in
a
lot
of
areas
just
want
to
expand
on
what
sarah
said.
I
It's
so
important
for
us
all
to
adhere
to
those
to
those
measures,
but
they
expect
those
numbers
to
continue
to
rise,
and
there
will
be
once
the
numbers
start
coming
down.
I
There
will
be
about
a
two
to
three
week
lag
and
in
fact
she
said
we
probably
were
not
going
to
see
the
impact
of
thanksgiving
for
probably
two
two
to
three
more
weeks:
the
full
impact
and
we'll
start
seeing
that
next
time
we
meet,
we
are
going
to
be
talking
about
vaccinations
as
they
prepare
for
a
vaccination
process
and
prioritization,
and
so
she's
keeping
us
informed
we're
meeting
weekly
and
we're
staying.
I
Staying
up
on
that
and
our
combined
teams
of
teaching
and
learning
and
operations,
they
continue
to
work
diligently
to
prepare
for
multiple
scenarios
to
accommodate
for
both
limited
in-person
instruction,
hybrid
models
and
return
to
school
once
our
metrics
allow.
For
that-
and
just
let
you
know
we
are
washington
county,
we
are
in
the
red
and
just
another
reminder.
We
also
have
to
see
what's
happening
in
multnomah
county
also
and
just
on
distance
learning.
I
I
was
able
to
sit
in
on
some
zooms
with
southridge
high
school
teachers
and
kenneman
elementary
teachers
and
I'll
just
confirm
what
sarah
says
the
the
classrooms
that
I
set
on
at
all
levels.
These
teachers
were
absolutely
fantastic,
creative
in
the
way
that
they
get
students
to
engage,
keep
their
attention
and
move
forward.
The
way
they
take
attendance
that
they're
very
creative
in
the
way
they're
going
about
it.
I
I
was
able
to
visit
with
some
students,
and
especially
at
the
high
school
level
and
one
of
the
silver
linings
that
high
school
students
really
like
about
cdl
they're
able
to
get
up
later.
They
can.
They
can
go
on
zoom
in
their
pajamas,
so
they're
getting
more
sleep.
So,
in
fact
they
said:
is
there
any
way
we
can
start
school
later
because
they
really
enjoy
getting
up
later
so.
I
No
indoor
activities
are
being
permitted
at
this
time
and
I
will
let
folks
know:
we've
had
some
positive
cases
of
cobit
and
some
with
some
of
our
athletic
teams,
and
some
of
them
have
been
quarantined
and
once
they're
quarantined
they'll
be
able
to
return
two
practices.
What
I
can
tell
you,
the
students
were
extremely
excited
to
be
able
to
come
back
and
participate
in
those
activities.
I
Talk
a
little
bit
about
child
care.
As
you
know,
beaverton
school
district
was
allotted
about
just
a
little
bit
under
two
and
a
half
million
dollars
for
child
care
subsidies
to
be
delivered,
and
I
just
want
to
really
say
a
shout
out
to
shelly
in
our
communications
department
and
her
entire
team,
as
well
as
steve
sparks
carl
and
others.
I
So
we
had
2.4
million
dollars
and
some
school
districts
were
having
a
real
hard
time,
getting
rid
of
that.
We've
already
expended
1.7
and
we
believe
we
have
the
receipts
to
expand.
The
rest
of
it
by
the
end
of
december-
and
I
think
that
just
is
a
real
testament
to
us
really
trying
to
communicate.
I
There
were
some
issues
going
on
with
who
could
get
it
and
who
couldn't
get
it,
and
so
you
know
we're
talking
with
the
county,
but
we
were.
We
were
really
under
county
rules
on
how
the
folks
that
were
to
get
it
and
how
they
got
it.
But
overall
it's
been
a
success
and,
and
the
parents
that
are
receiving
those
are
very
happy
middle
school
schedules
in
your
information
items,
you'll
see
that
we
have
finalized
a
middle
school
schedule
for
middle
schools
beginning
next
year.
I
The
decision
also
coincides
with
my
middle
school
boundary
recommendations
and
I
really
want
to
thank
all
the
stakeholders
this
process,
actually,
I
found
out,
started
way
back
in
2014
and
we're
we're
completing
it,
and
I
want
to
thank
especially
thank
ken
struckmeyer
executive
director
of
middle
schools,
and
he
is
his
leadership
in
going
through.
This
very
difficult
process
really
helped,
and
I
think
students
will
be
happy.
I
think
parents
will
be
happy.
I
It's
not
the
perfect
schedule.
I
don't
know
if
there
is
the
perfect
middle
school
schedule,
but
this
will
really
focus
on
equitable
opportunities
for
all
students
and
for
students
to
have
electives
and
for
some
of
those
electives
to
be
take
place
every
day,
and
we
have
some
extra
time
built
in
there
for
math
and
science
tonight,
you'll
hear
from
our
cfo
mike
schofield
about
the
budget
and
our
current
financial
system
situation,
and
while
we
are
building
our
ending
fund
balance,
we
know
we
are
experiencing
a
significant
decline
in
enrollment.
I
I
In
addition,
we'll
be
opening
a
new
middle
school
next
year,
we
need
to
start
replenishing
a
fund
for
pers
rates.
We
were
notified
today
that
pers
pers
is
expecting
rates
to
re,
be
increased
in
the
23
25
biennium,
so
anything
that
we
can
begin
doing
now
to
offset
some
of
that
will
help
us
in
the
future.
I
In
addition,
we
know,
as
we
just
heard,
that
when
these
students
come
back
to
school,
they're
going
to
need
many
interventions,
some
of
our
most
vulnerable
marginalized
students
are
going
to
need
interventions.
Those
interventions
would
come
in
the
form
of
possible
before
after
school
interventions
during
school,
as
well
as
possible,
some
summer
school
boot
camps
to
help
get
school
students
acclimated.
I
In
addition,
we
know
that
when
our
students
come
back,
we're
going
to
see
some
significant
social
emotional
resources
that
need
to
be
allocated,
and
we
still
don't
know
what
really
opening
school
is
going
to
look
like.
As
far
as
covid
the
protective
equipment
that
we're
going
to
need
or
any
other
accessories,
so
while
I'm
happy
that
we
are
building
a
fun
balance,
we
believe
that
that
fund
balance
will
be
expended,
especially
with
some
of
the
unknowns
that
we're
we're.
I
I
Also,
I
want
to
point
out
that
beaverton's
getting
a
kind
of
a
hold
on
this
kid
governor
nomination
process,
tanish
garg,
a
springville
springfield
fifth
grader-
was
selected
as
oregon's
kid
governor
for
this
year.
So
congratulations
to
him
and
this
program
is
only
in
its
fourth
year,
and
this
is
the
second
year
in
a
row.
I
Beaverton
student
was
selected
last
year,
mandala
of
wismer
elementary
was
the
recipient,
so
that's
exciting,
and
especially
in
these
times
those
students
just
going
the
extra
mile
parents
going
the
extra
mile-
and
this
has
been
a
very
trying
year.
I
will
very
much
be
glad
when
2020
is
over
looking
to
next
year.
The
hope
of
a
vaccination
and
when
we
can
get
our
students
back
and
staff
back
into
school
safely
is
is
our
main
priority.
So
thank
you.
A
A
All
right
we'll
go
to
our
next
report,
and
that
is
mike
schofield,
our
associate
superintendent
of
business
services.
The
floor
is
yours,
mike.
J
Thank
you,
chair
tim
chuck,
members
of
the
board
superintendent
grotting,
appreciate
the
time
this
evening
to
be
with
you
and
share
a
little
bit
about.
What's
going
on
with
our
finances
as
superintendent
grotting
mentioned.
If
you
look
at
the
one
page
summary,
you
can
see
that
where
we
anticipate
being
at
the
end
of
this
year
is
an
ending
fund
balance
of
just
under
76
million
dollars.
J
I
want
to
be
very
clear
about
what
you're
looking
at
here.
This
is
through
october
31st,
which
is
essentially
the
first
two
months
of
the
school
year
getting
started.
This
might
turn
out
to
be
our
high
water
mark,
but
we'll
have
to
wait
and
see
what
it.
What
it
does
not
anticipate
is
things
like
hybrid,
some
of
the
other
unknown
expenditures
that
we
may
have
as
we
move
through
the
year
again,
it's
based
on
the
first
two
months
of
actual
expenditures
and
kind
of
projecting
that
forward.
J
So
we
know
we
have
a
cost
of
living
increase
that
we
need
to
bargain,
which
would
affect
those
numbers
as
well
and
and
so
moving
forward.
This
basis
is
assumes
we
are
where
we
are
as
we
move
forward
throughout
the
school
year.
We
know
this
number
will
change
we'll,
continue
to
monitor
and
adjust
as
we
go
through
the
year
on
the
revenue
side.
Revenues
are
unchanged
from
last
month's
report.
J
We
do
expect
some
revenue
changes,
we'll
kind
of
get
our
arms
around
those
in
december
and
january,
and
a
little
bit
more
in
february
as
well.
So
look
for
some
changes
in
the
next
few
months
on
those
on
the
expenditure
side.
What
we
really
did
was
took
down
some
of
the
expenditure
cost
estimates
moving
forward
again,
based
on
that
experience
of
september
and
october.
J
I
would
also
add
that
this
is
based
on
our
historical
trends,
in
terms
of
where
we've
been
in
previous
years
as
we
get
through
october,
moving
forward,
but
again
at
a
a
much
more
muted
level.
Given
that
we've
been
in
cdl
and
that's
all,
I
have.
K
Mike,
I
know
we're
quickly
approaching
what
we
is
a
very
busy
time
of
year,
and
I
know
that,
as
we
face
our
upcoming
budget
process,
I'm
curious
about
how
you're,
starting
to
think
about
you,
know
our
costs.
How
much
we
expect
them
to
go
up
in
order
to
keep
kids
safe.
K
J
Those
are
all
great
questions
director
brian,
we
are
looking
at
all
of
those.
We
know
if
we
go
into
hybrid,
we'll,
have
additional
costs
for
safety
issues,
whether
it
be
staff
or
stuff.
As
I
like
to
say,
we
think
there'll
be
increased
costs
there.
If
we
get
into
that
environment,
we
know
right
now
that
our
enrollment
has
dropped
significantly
from
last
year.
We
have
our
first
enrollment
projection
meeting
tomorrow
to
talk
about
how
we
might
project
enrollment,
which
will
be
fascinating.
J
J
You're
right
we're
down
about
1700
students
at
this
point
and
what
we
use
to
project
the
number
of
students
will
be
key
in
terms
of
our
revenue
because
we're
you
know
all
of
our
fundings
based
on
our
students
and
their
demographics.
As
superintendent
grotting
mentioned.
We
have
other
factors
in
play
here.
You
know
what
what
kind
of
extra
staffing
and
provisions
need
to
be
made
for
next
year,
given
where
we
are
as
a
district
and
and
how
long
kids
are
in
this
current
environment.
J
So
we
are
making
lists-
and
you
know
putting
those
together
as
we
move
forward
to
make
sure
we're
accounting
for
the
increased
costs
as
we
move
forward
and
as
well.
As
I
mentioned,
we
are
still
in
bargaining
and
bargaining
cost
of
living,
so
we've
got
a
number
of
things
on
our
plate,
but
we
are
certainly
trying
to
track
all
of
those
items
down,
as
we
begin
to
put
a
budget
together
for
21
22.
K
Well,
you
know,
given
the
large
amount
of
uncertainty
you
know,
I
guess
I
just.
I
appreciate
the
efforts
that
we've
made
through
a
variety
of
means
in
order
to
get
that
ending
fund
balance
to
a
place
that,
I
think
is
you
know
higher
than
we
had
budgeted
originally.
K
Certainly
then,
you
know
when
we
were
talking
last
march,
is
what
we
would
have
expected,
but
given
the
high
degree
of
need
that
we're
expected
to
see
as
well
as
the
fact
that
we
know
we're
overstaffed
right
now,
I
think
it's
the
the
right
position
to
be
in.
I
appreciate
the
work
that
you're
doing
to
help
us
plan.
A
Any
other
questions
from
board
members
mike.
I
just
have
a
couple
looking
at
revenues
coming
in
you're
feeling
pretty
confident.
I
know
we
haven't
started
seeing
property
taxes
yet,
but
with
the
counties
feeling
pretty
confident
that
that's
going
to
come
in
at
the
pace
that
we're
anticipating.
J
A
J
Seen
anything
different
at
this
point:
becky
we
have
we're
beginning
to
just
now
see
collections
they've
been
late
compared
to
prior
years.
Again
it's
2020.,
so
they've
been
a
little
later
than
anticipated.
Again,
we
owe
an
estimate
to
the
state
for
next
year
on
december
11th,
so
we're
putting
those
numbers
together
right
now.
J
We
don't
have
any
reason
to
suggest
that
they
would
be
lower
because
these
assessed
values
have
been
locked
in,
but
but
we'll
be
watching
that
carefully
as
we
move
forward
and
not
only
for
our
district
but
remember
property,
taxes
are
a
statewide
issue
and
all
part
of
the
state
school
fund
formula.
So
given
the
fires
and
what's
happened
to
and
what
what
those
effects
might
be
we'll
be
watching
those
as
well.
A
I
I
just
know
when
you
look
at
the
revenues:
there's
no
there's
not
a
whole
lot
of
categories
that
that
you
can
take.
So
I
appreciate
it,
and
so,
if
you
could
just
remind
me
again
under
that
other
category,
where
we're
looking
at
about
a
five
million
dollar
difference,
what
that
what
that
covers?
So
we
can
best
understand
going
forward
whether
that's
a
temporary
thing
or
a
long-term
thing.
J
So
that's
a
great
question:
chair
tim
chuck,
you
may
recall
over
the
summer
well
for
the
budget.
This
year
we
budgeted
for
a
new
laptop
purchase
for
the
through
apple
for
staff
laptops.
J
We
decided
to
wait
on
that
a
year,
so
four
of
that
five
million
dollars
would
have
just
been
loan
proceeds
and
you
would
see
in
the
corresponding
expenditure
section
an
expenditure
of
that
same
dollar
amount,
since
we
held
off
on
that
you'll
see
that
we
we
decreased,
that
by
4
million,
and
we
also
decreased
our
expenditures
on
the
other
side
by
4
million.
For
that
apple
lease,
the
other
part
of
the
of
that
section
or
the
the
other
of
the
other
section.
J
A
And
then
under
expenditures
with
the
salary
I
mean
we.
I
know
we've
already
heard
from
our
osea
president
tonight
that
a
lot
of
those
changes-
and
you
know
that
that
we-
the
sacrifices
that
our
oca
are
making
to
allow
us
to
do
the
work
so
that
we
are
anticipating
when
we
are
being
able
to
bring
students
back
in
that
we
can
bring
these
folks
back
on
online.
But
that
goes
under
the
benefits
and
salaries.
Is
there
anything
else?
Besides
the
furlough
of
some
of
the
osea
that
that
accounts
for.
J
Yeah
under
the
salary
and
benefit
light
items
you'll
see
that
it's
primarily
due
to
those
are
reduced
primarily
due
to
three
factors.
First,
as
you
mentioned,
is
the
furlough
second.
Is
we
typically
budget
for
a
bank
of
staff
that
we
need
to
hire
at
the
beginning
of
the
year
to
deal
with
unanticipated
class
sizes
and
adjustments?
We
did
not
hire
those
staff
this
year,
so
that's
been
left
as
savings
for
this
year
and
the
third
and
most
major
component
is
the
cost
of
living
increase.
J
We
haven't,
given
that
we
budgeted
for
a
two
percent
cost
of
living
increase
that
hasn't.
You
know
we
haven't
finished
our
bargain,
so
once
we
finish
that
bargain
we'll
have
a
better
idea
of
how
that
might
impact
the
salary
and
benefit
item.
A
Thank
you
for
all
those
explanations,
because
I
know
there
again
aren't
a
lot
of
places
for
the
buckets,
and
so
I
appreciate
you,
anticipating
and
looking
out
for
because
when
it
you
know,
we
can't
when
we
make
the
decisions.
Now
we
don't
have
it
to
go
back
to
so
I
appreciate
you
looking
forward
to
what
we're
going
to
need
to
do
for
our
students
and
staff
when
we
are
able
to
come
back
in
a
safe
in
a
safe
way.
So
thank
you
so
much
for
for
doing
that.
A
All
right,
our
next
update,
is
return
to
school,
update
and
I'll.
I
deputy
superintendent
has
been,
will
you
start
off
or
do
you
want
me
to
go
to
dr.
A
L
Yeah
jenny,
it
looks
like
you're
mine
there
you
go
jenny.
M
Trying
to
talk
with
a
horse
voice
and
can't
unmute
my
button
anyway
good
evening,
chair,
chimtuck
and
superintendent
grotting
along
with
school
board
members.
It's
we're
happy
to
be
here,
it's
hard
to
believe
that
we
are
here
again
each
month.
I
don't
think
any
of
us
anticipated
a
return
to
school
update
each
month,
but
we
are
here
and
happy
to
do
so
later
in
our
presentation,
you'll
be
hearing
both
from
brian
and
josh
gomez.
M
We
are
here
to
give
you
an
update
on
several
different
things:
attendance
guidelines,
outcomes,
grades
and
reporting
metrics,
the
new
metrics
timelines
covered
safety
and
communication.
M
Excuse
me,
and
during
all
of
that,
I
think
the
one
biggest
thing
we
need
to
remember
is
that
all
of
our
teams
continue
to
work
extremely
hard
on
making
sure
that
we
are
delivering
comprehensive
distance
learning.
We
are
planning
for
hybrid
and
we
are
planning
for
limited
in-person
instruction.
M
We
also
want
to
continue
to
celebrate
the
amazing
teachers
that
have
done
incredible
work
with
our
students
and
as
superintendent
grotting
alluded
to
any
of
the
zooms
that
anybody
is
able
to
participate
in
with
what
our
teachers
are
doing
with.
Our
kids
is
pretty
nothing
short
of
amazing.
It's
transforming
the
way
they
teach
it's
transforming
the
way
students
learn.
So
it's
really
a
very,
very
exciting
thing
to
see
at
this
time.
M
We
also
know
it's
taken
an
incredible
toll
on
our
teachers
and
staffs
and
know
that
everybody's,
putting
as
much
time
and
effort
into
making
sure
that
our
students
are
successful
as
possible,
and
so
with
that,
I'm
going
to
turn
it
over
to
brian
to
give
you
those
updates
and
josh
brian
thanks.
Thanks
for
saving
my
voice.
L
Yeah
thanks
jenny,
thanks
for
being
here
hope,
you're
feeling
better
soon,
thanks
the
opportunity
board,
tim
chuck,
school
board,
members,
superintendent,
grotting
staff
and
everyone
that's
listening
here
to
give
an
update
on
our
return
to
school
planning.
It's
gonna
include
an
update
on
cdl,
where
we're
at
with
the
current
metrics.
As
far
as
returning
to
school
and
some
of
our
processes
moving
forward
so
david,
could
you
please
advance
the
next
slide?
L
You
know
a
habit.
We've
gotten
into
with
teaching
and
learning
and
throughout
our
district
is
just
to
make
sure
that
we
present
every
issue
through
our
lens
of
equity,
and
so
we
just
always
ask
when
we
engage
in
any
conversation
that
we
recognize
respond
to
and
act
on
these
four
questions
so
we'll
just
leave
them
there
ask
that
members
of
the
board
members
of
the
community
read
through
those
and
keep
those
in
our
minds
as
we
continue
to
move
forward.
L
Next
slide,
please
so
just
a
reminder
what
we're
currently
doing
in
the
beaverton
school
district,
just
within
all
of
our
planning,
but
our
current
implementations
are
limited
to
comprehensive
distance
learning.
These
are
the
same
talking
points
I've
been
presenting
since
the
summer.
Again,
students
are
engaged
five
days
a
week.
We
have
consistent
tools
to
use,
they
include,
live
daily,
live
interactions
and
grades
and
credits
are
being
awarded.
L
We've
begun
our
first
phase
of
limited
in-person
instruction,
but
that's
very,
very,
very
limited,
and
it's
limited
to
evaluations
in
certain
programs
that
are
offered
to
students,
and
so
those
evaluations
generally
occur.
L
You
know
most
over
a
few
hours,
they're,
not
over
us
over
a
set
of
times.
So
it's
for
an
individual
student.
It's
it's
generally
a
one-time
entry
into
the
buildings
to
to
do
those
evaluations
that
cannot
be
done
in
a
virtual
setting.
So
that's
where
we're
at
now
david.
Can
you
advance?
Please.
L
We've
talked
a
little
bit
about
attendance.
I
thought
I'd
display
it
just
a
little
bit
differently
today.
So
these
are
our
average
daily
attendance
rates
by
level,
but
also
over
our
the
you
know.
The
months
we've
had
so
far
so
september,
october
and
november,
so,
as
you
can
see,
our
attendance
rate
has
stayed
fairly
fairly
constant.
You
know
within
about
a
half
a
percentage
point.
L
You
know
slightly
slightly
down
in
a
few
areas,
but
I
think
you
could
general
generally
say
the
takeaway
is
that
attendances
remain
constant
though
I
do
want
to
remind
the
board
and
remind
anyone
listening
that
attendance
is
quite
a
bit
different
during
cdl
than
it
is
during
a
you
know,
an
on-site
or
a
typical
school
year.
L
Attendance
can
mean
someone
participating
much
like
you,
and
I
are
right
now
in
a
zoom
or
a
you
know,
a
synchronous
alive
opportunity,
but
it
can
also
any
interaction
with
a
teacher,
I
guess
you'd
say,
counts
for
attendance,
and
that
can
be,
you
know,
completing
an
assignment,
an
email,
and
what
have
you?
So?
I
think
more
than
ever,
it's
important
that
we
realize
that
while
we
we
certainly
want
attendance
to
be
high
and
it'll
certainly
help
us
predict.
You
know
the
higher
the
attendance
rate.
L
I
think
we
can
still
say
the
the
better
off.
We
are
it's
not
the
only
piece
we
need
to
look
at
when
trying
to
monitor
success,
engagement
and
progress
towards
our
learning
targets.
So
david.
Can
you
advance
the
next
slide
this
past
november?
You
know
the
middle
of
november
was
a
pretty
important
time,
particularly
for
high
schools.
L
The
the
end
of
the
first
quarter
marks
when
that
first
time
to
award
credit
would
be
so
when
our
our
high
school
classes
each
each
each
section
of
the
course
we
we
call
is
worth
a
point.
Five
credit
that
point
five
credits
generally
awarded
at
the
end
of
the
first
semester,
but
on
the
4x4
that
0.5
credit
is
awarded
every
quarter.
L
L
The
bottom
part
of
the
table
is
a
comparison
to
last
year
and
it's
really
the
best
we
have
for
a
comparison.
We
were
on
a
totally
different
schedule.
Of
course,
last
year
and
and
of
course
we
were
an
in-person
instruction
last
year,
but
what
you'll
see
on
the
bottom
table
is
the
end
of
the
first
semester,
the
grade
distribution
at
the
end
of
the
first
semester.
L
So
if
you
think
about
learning
targets,
both
those
tables,
at
least
in
theory-
represent
where
a
student
has
gone
through
about
half
the
learning
targets
for
a
year-long
class
and
would
have
been
awarded
a
0.5
credit
and
so
the
the
numbers
that
you
see.
So
if
you
see
the
first
ada
22
459,
that's
just
the
total
number
of
a's
they're
not
really
comparable
year
to
year,
because
students
were
taking
more
classes
on
the
on
the
semester.
Schedule
in
2019,
they
were,
you
know,
could
have
signed
up
for
as
many
as
seven.
You
know.
L
Credit
bearing
or
grade
earning
classes
in
2019,
whereas
now
they
can
only
sign
up
for
four,
so
we
added
in
the
the
percentages,
and
so
that's
just
the
percentage
of
a's
to
the
total
number
of
grades
awarded,
so
just
to
see
how
the
distribution
is
similar
in
difference
and
there's
some
key
things
to
point
out.
You
know
the
the
percentage
of
you
know,
a's
and
a's
b's
and
c's
and
even
d's
aren't.
You
know
incredibly
different
from
one
another,
and
I
I
think
you
could
take
some
positives
and
some
questions
out
of
all
of
those.
L
L
I
think
we
all
know
an
f
is
right.
That's
when
a
student
is
given
a
failing
grade
in
the
class
they
they
do
not
earn
credit
for
the
class
and
would
have
to
make
up
that
credit
in
a
in
a
variety
of
different
ways,
and
particularly
if
that
credit's
needed
for
graduation,
the
I
is
incomplete
and
I'm
going
to
talk
a
bit
more
about
that
in
the
next
slide.
L
But
an
I
also
does
not
award
credit
and
it
again
shows
the
student
has
yet
to
demonstrate
proficiency
on
all
of
the
learning
targets
they're
supposed
to
and
the
end
is
no
grade
and
it's
another
slightly
different
way
to
demonstrate
that
that
student
is
also
not
not
completed
or
not
demonstrated
proficiency
on
all
the
learning
targets
they're
supposed
to
so
the
there's
some
opportunities
and
some
challenges.
L
What
I
what
I
want
to
key
on
before
before
we
jump
to
the
next
slide,
is
that
in
our
current
4x4
model,
you
might
see
a
reduction
in
in
fs
and
there
there
is
some
positivity
to
be
brought
forward
with
that.
But
if
you
are
to
look
at
the
total
number
of
different
marks
that
don't
award
credit,
then
the
numbers
are
quite
a
bit
higher
and
that's
something
that
we're
concerned
about
and
that
it
we're
going
to
continue
to
take
action
on.
L
But
I'm
going
to
at
least
explain
the
next
slide,
a
specific
input
or
intervention
that
we've
done
so
david.
If
you
could,
please
advance
the
slide,
so
I
want
to
talk
just
a
little
bit
more
about
the
eye,
the
benefit
the
the
mark
called
the
eye,
the
benefit
of
the
eye
and
and
how
it
how
it
can
can
help
students
and
and
how
our
teachers
are
using
it
to
to
continue
to
be
helpful
to
students.
L
So
again,
in
a
standards-based
system,
the
the
standards-based
system
that's
been
in
place
in
beaverton
for
many
years
now,
students
are
awarded
credit
by
demonstrating
proficiency
to
a
set
of
learning
targets
or
or
learning
standards,
and
so
really
the
use
of.
I
is
just
this
and
so
that
that
first
statement,
sometimes
to
contrast
that
it's
helpful
to
say
the
idea
of
seat
time
or
the
number
of
minutes
that
must
be
met
to
get
credit,
that's
really
a
dated
term
and
that
term's
not
used
in
state
statute
anymore.
L
It's
not
used
in
bsd
policy
anymore,
and
we
really
do
emphasize
the
prioritization
of
proficiency
towards
learning
standards
as
our
mode
for
awarding
credit.
So
what
the
I
just
means
is
the
student
is
yet
to
and
has
not
yet
demonstrated
proficiency
towards
all
of
those
targets,
and
so
what
the
I
indicates
to
to
everyone
to
us.
It's
a
communication
to
the
teacher.
It's
a
communication
to
parents.
L
It's
a
communication
from
the
teacher
is
that,
while
the
student
has
not
yet
demonstrated
the
the
the
mastery
of
the
targets,
they
still
have
an
opportunity
to
do
so.
So
the
where
an
f
represents
somewhat
of
a
finality.
A
student
has
to
kind
of
engage
in
something
completely
different.
To
make
up
an
f.
What
an
I
means
is
the
student
needs
to
continue
working
with
their
teacher
in
order
to
you
know,
meet
the
requirements
for
the
class.
L
The
the
simplest
example
to
that
would
be
a
year-long
class
where,
if
the
student
is
doing
something
in
the
latter
part
of
the
class,
they
need
and
are
able
to
demonstrate
that
they
know
how
to
do
the
material
from
the
very
beginning.
Many
of
our
classes
are
more
complicated
than
that
and
our
teachers
are
continuing
to
engage
with
students.
L
You
know
in
materials,
that's
that's
kind
of
outside
of
what
may
be
in
their
normal
ski
sequence,
they're
going
back
to
what
they
taught
earlier
and
they're
continuing
to
work
with
students
to
to
to
bring
those
eyes
up.
So
the
the
practice
works
best
for
year-long
classes,
but
teachers
have
the
ability,
the
expertise,
the
knowledge
and
certainly
the
opportunity
to
do
so
in
all
of
their
classes.
L
L
Since
our
last
meeting,
the
governor
has
changed
the
metrics,
and
so
I
just
wanted
to
give
a
little
bit
of
update
on
what
the
new
thresholds
and
what
the
new
guidance
or
I
guess
requirements
are
for
us
and
we're
still
using
that
case
rate
per
100
000,
so
that
idea
of
how
many
cases
new
cases
are
are
found
per
hundred
thousand
residents
of
the
counties.
That's
still
there.
L
We
used
to
talk
early
in
this
in
the
fall
and
in
summer
it
was
over
a
seven
day
period.
Well
now,
it's
just
a
case
rate
over
a
14
day
period.
So
same
idea,
just
a
different
amount
of
time
goes
by
when
we're
counting
up
the
cases,
another
fairly
significant
change
with
governor
brown's
new
new
requirements
for
schools.
L
L
You
know
adding
grades,
you
know
hopefully
weekly,
but
but
it
may
be
a
longer
time
in
between,
as
we
add
grades
and
that
all
depends
on
our
ability
to
limit
any
kind
of
spread
and
our
ability
to
make
sure
we're
following
all
of
the
health
and
safety
protocols.
L
So
david,
can
you
please
advance
the
slide
so
a
little
bit
about
the
numbers
and
then
I'll
have
a
graphical
representation
following
when
we
fall
to
between
zero
and
fifty
cases
per
hundred
thousand?
That's
when
we're
just
fully
implementing
our
plans
with
a
timeline
for
hybrid
instruction
and
then
fully
on-site
instruction,
k-12,
that's
between
zero
and
50.
L
That's
when
we're
going
to
begin
our
implementation
of
the
k3
hybrid,
monitor
the
health
and
safety
protocols
monitor
any
kind
of
spread
and
eventually
still
get
to
the
point
of
of
a
k-12
hybrid.
But
it's
a
it's
a
slower
implementation
with
a
closer
kind
of
dialogue.
L
I
guess,
if
you
will,
with
the
local
health
authority,
the
band
of
100
to
200
cases
is
really
only
relevant
if
we've
already
been
in
hybrid,
if
we're
already
in
hybrid
and
cases
increase
to
in
that
range
of
100
to
200,
we
have
to
work
with
the
local
health
authority
on
if
on,
when
it's
appropriate
to
go
back
into
cdl.
But
again,
that's
if
we've
already
started
hybrid
and
are
kind
of
returning
or
you
know,
another
surge
or
another
increase
in
cases.
L
The
100
to
200
is
much
less
relevant
when
we
eventually
when
we
start
decreasing
we'll
you
know
pass
through
that.
First,
there's
not
a
there's,
not
a
significant
benchmark
on
the
way
down.
It's
not
until
you
get
into
that
50
and
100.,
and
then,
of
course,
the
200
cases
and
above
that's
that
that
cdl
for
all
so
david.
If
you
can
thank
you
for
this
slide.
So
this
is
updated.
As
of
today,
the
the
newest
numbers
out
of
the
state
just
quickly
give
some
reference
for
you
all.
L
L
The
100
is
the
yellow
line.
That
150
is
where
we
have
to
do
our
incremental
implementation.
Sorry,
my
my
graph
just
got
a
little
a
little
pixelated.
I
hope
you
can
still
see
yours.
The
red
line.
The
red
dashed
line
is
the
200
marker
again,
that's
most
relevant
when
you're,
when
you're
climbing
back
up,
but
the
two
most
important
lines,
of
course,
are
the
blue
and
the
purple.
L
The
blue
is
washington,
county's
cases
for
100
000
residents
and
the
purple
is
multnomah
counties,
and
so
it
it
cannot
be
understated
how
far
beyond
allowable
metrics,
we
are
to
consider
an
increase
in
in-person
instruction.
At
this
time
we
talk
about
the
the
200.
L
You
know
we're
double
that
amount
of
cases
in
washington,
county
alone
and
as
superintendent
grotin
said,
you
know
we're,
including
multnomah
county.
Just
anecdotally,
anecdotally,
just
I've
had
to
adjust
how
tall
that
graph
gets
the
past
three
weeks.
It
used
to
only
go
till
400
and
everything
fit
in
there,
and
then
I
had
to
go
to
500,
and
today
unfortunately,
I
hit
600.
L
So
I
know
I'm
the
third
one
to
say
it,
but
our
our
students
are
going
to
be
back
in
school
as
soon
as
we
can
all
make
sure
to
to
flatten
this
curve
and
to
make
sure
that
this
virus
is
not
threatening
our
students
and
our
staff.
So
that's
where
you're
at
we'll
continue
to
update
this
weekly.
L
What
what
we
have
next
is
this
idea
of
limited
in
person,
and
you
didn't
hear
me
talk
about
it
much
in
the
metrics,
because
limited
in
person
involves
very
few
students
and
can
be
implemented
really
using
the
decision
of
the
district,
and
so
our
next
point
of
having
more
students
on
campus
will
be
in
the
form
of
limited
in-person
instruction.
It'll
include
internet
access,
access
for
language,
students
need
language,
support
resources
and
access
for
students
needing
specially
designed
instruction.
L
We
we're
making
some
significant
progress
on
it
on
an
implementation
timeline
with
our
you
know
classified
and
our
licensed
employees.
However,
the
the
spread
that
I
just
mentioned
has
has
really
paused
our
timeline,
and
so
I'm
going
to
spend
just
the
next
few
minutes
talking
about
the
timeline
and
then
josh
will
talk
a
little
bit
more
about
the
the
safety
protocols.
Becky.
A
A
N
Sure,
thank
you,
becky,
and
the
reason
I
want
to
ask
now
is:
I
don't
want
to
go
too
far
past
where
you
brought
up
grades.
So
my
question
is
about
the
grades
and
looking
at
the
metrics
of
that
and
looking
at
the
f's
and
the
incompletes
and
the
the
no
grade.
N
What
percentage?
If
we
know,
if
we
have
any
idea
of
those
kids,
have
limited
access
to
the
internet
and
or
have
limited
you
know
just
help
at
home
or
their
home
situation
makes
it
difficult
to
be
getting
online
and
going
forward
with
education.
L
Susan,
I
don't
have
an,
I
don't
have
a
number.
We
don't
have
really
a
way
to
like
district
wide.
Who,
who
has
that,
though,
huge
concern?
I
think
we
would
all
agree
that
that
that
concerns
valid
likely,
many
so
remember
and
I'll.
I'm
sure
this
will
come
up
a
number
of
times
in
questions.
Our
schools
have
their
behavioral
health
and
wellness
teams.
L
So,
as
our
our
schools
are
reviewing
this
data
and
they're
they're,
going
on
kind
of
that
student
by
student,
look
through
their
their
case
loads
and
saying:
okay,
you
know
brian
seca,
has
you
know
three
f's
or
two
f's
and
an
incomplete
or
whatever
it
is?
You
know,
they'll
be
reaching
out
to
me
directly.
You
know
computer
telephone
whatever
and
helping
to
make
sure
that
our
services
can
help
remove
any
of
those
barriers.
So.
N
Well,
so
I
guess
I
find
that
the
question
I
just
asked
really
important
a
key
question
to
understand:
what's
going
on
with
our
students,
so
you
know
if
there's
a
way
of
getting
that
information
from
our
schools.
I
don't
need
to
know
school
by
school,
but
it's
a
metric
that
I
think
is
really
important
to
see
where
we're
heading
and
what
what
the
needs
are.
I
think
it's
really
important
for
us
to
understand
that.
I
Susan,
as
far
as
this
is
dawn
as
far
as
the
internet
access,
I
know
we
have
steve
lamford
on
the
line
here
and
he
might
steve.
I
don't
know
if
you
want
to
come
on
and
I
think
we're
doing
a
fairly
good
job
as
far
as
internet
access.
I
think
the
broader
question
is
you
asked,
is
you
know
there
are
so
many
things
happening
in
the
home
right
now
and
some
of
those
things,
as
you
know,
would
be
hard
to
find
out
exactly.
I
O
Yes,
good
evening,
everyone
thanks
for
the
question
susan.
We
distributed,
we
received
in
november
500
hotspots
through
the
state
grant
and
through
verizon
or
through
verizon,
and
we've
distributed
all
of
those.
At
this
point
and
at
one
point
we
were
actually
at
zero
families
on
a
waiting
list
for
a
hot
spot.
That
number,
as
of
today,
has
risen
to
140
families.
O
We
did
receive
last
right
before
the
holiday
break.
We
have
received
800
hot
spots
through
the
new
t-mobile
program
that
we
will
be
distributing.
N
O
N
Follow-Up
question
for
that
steve
because
I
mean
I
know
a
lot
of
this
is
out
of
our
control,
so
these
aren't,
like
you
know
it's
just
trying
to
understand
and
also
just
understand
the
difficulty.
So
even
with
these
hot
spots
that
are
out
there,
students
would
still.
I
know
I've
heard
from
teachers
that
students
are
still
having
trouble.
O
I
think
you're
you're
right
there's
a
couple
of
things.
We're
looking
at
one
is
the
area
of
the
city
and
the
carrier
of
the
hot
spots,
because
carriers
have
poor
connections
in
parts
of
the
city
and
so
we're
looking
because
we've
got
a
number
of
carriers.
Now
we're
able
to
start
to
find
the
best
carrier
for
a
family.
O
So
we're
going
to
be
switching
hot
spots
for
those
families
that
need
it
and
I
think
the
other
barrier
that
we're
addressing
is
the
data
caps,
because
most
of
our
hot
spots
come
with
a
10
gig
data
limit,
and
that
was
great
when
it
when
we
were
in
person
in
school
and
students
would
use
it
in
the
evenings
to
to
continue
learning
and
and
working.
O
That
is
not
sufficient
in
a
full
cdl
environment
and
the
new
800
hot
spots
that
we've
received
have
10
times
the
current
allotment.
So
we
will
be
going
from
10
gigs
a
month
to
100
gigs
a
month
which
will
be
adequate
for
a
cdl
environment.
So
as
quick
as
we
as
soon
as
we
can,
we
need
to
move
get
those
hot
spots
in
the
hands
of
our
students
that
are
experiencing
data
campus
juice.
But
yes,
you're
right.
There's
a
number
of
factors.
N
So,
on
a
more
positive
note,
I
I
do
appreciate
the
fact
that
our
school
district
for
students
that
are
impacted
in
one
way
or
another,
that
they
many
didn't
receive,
f's
they
received
eyes
or-
and
so
I
I
want
to
make
sure.
I
call
that
out
as
a
positive
thing,
so
I
I'm
not
trying
to
call
out
negative
things.
I
just
wanted
to
bring
up
my
concerns
about
so
many
of
our
students.
A
A
K
Yeah
I
had
two
one
is
around
grading
brian.
I
thank
you
for
clarifying
that
those
fall
semester
marks
from
last
year
were
for
a
full
semester.
I'm
curious
if
we've
started
to
take
a
look
at
how
these
not
giving
credit
is
impacting
students
being
on
track
to
graduate
of
whether
they're
you
know
freshman.
We
know
it's
really
important
to
get
six
credits
by
the
end
of
the
year
and
you
know
for
seniors.
K
L
Yeah,
no,
that's
a
great
question.
We
don't
have
it
all
yet
and
we'll
we'll
we'll
get
that
to
you
when
we
have
the
the
most
recent
numbers
that
I
saw
today
were,
if
all,
if
all,
if
none
of
the
eyes,
let
them
put
that
way
if
none
of
the
eyes
were
you
know,
turned
into
a
letter
grade
up
to
25
of
students
would
be
not
earning
all
of
their
credits,
so
they'd
be
getting
and
what
would
be
equivalent
to
an
f
in
at
least
one
of
their
classes,
and
so
that's
very
significant.
L
And
so
what
we'll
need
to
do
is
run
our
on-track
reports,
including
the
eyes,
though
you
know
make
sure
that
you
know
make
sure
the
reports
are.
You
know,
updated
to
run
the
eyes,
but
we'll
get
that
and
we'll
share
that
when
we
have
it,
but
just
don't
have
it
at
this
time.
K
Thanks
brian,
that's
you
know
it's
a
it's
a
real
punch
to
the
gut
there
for
us
as
we
you
know.
I
know
we're
talking
about
what
we
have
to
do
to
support
our
kids,
but
you
know
clearly
we're
not
doing
the
right
thing
by
them
and
then
the
other
question
I
had
was
just
a
clarifying
one
around
the
metrics,
and
I
know
that
we're
tied
to
multnomah
county.
Does
it
mean
that
you
know
we
have
to
really
the
the
line
that
shows
multnomah
county
is
the
line
that's
relevant
to
us.
L
This
was
a
long
time
ago,
but
washington
county
actually
was
doing
worse
than
multnomah
county
only
for
one
time.
So
really
it's
whichever
line's
doing
worse.
L
L
Foreign,
yes,
the
first
time
the
governor
was
proposing
these
like
right
at
press
time,
washington
county
was
was
close,
multnomah
county
wasn't,
but
it
wasn't
over
by
what
it
was
now.
So
you
know
with
two
months
ago
we
were
a
lot.
Both
counties
would
have
been
a
lot
closer.
They
weren't
measuring
it
on
the
same
14-day
day
window,
but
we
were
a
lot
closer.
The
few
months
ago,.
P
You
had
a
question,
I
do
brian,
my
question's
on
attendance
and
I
know
you
you
touched
on
it
a
little
bit
in
terms
of
the
way
that
we
measure
it
and
it's
not
a
super
meaningful
number
just
in
terms
of
engagement,
etc.
But
I
I
just
have
a
question
because
the
the
the
attendance
numbers
have
looked
great
consistently,
but
there
was
a
recent
article
in
beaverton
valley
times
and
there
were
different
numbers
that
were
not
so
great.
L
I
I
didn't
see
the
no.
I
didn't
see
the
article,
so
I'm
not
sure
what
they
were
showing
a
number,
though
that
does
get
used
a
lot,
and
we
can
we've
shown
this
in
different
presentations
than
we
can
and
it's
the
number
of
students,
usually
with
lower
than
90
attendance
or
some
reference
to
the
chronic
absenteeism,
and
so
that
numbers,
usually
when
you
see
that
you'll
see
somewhere
more
in
the
80s
or
something
like
that.
L
You
know
only
80,
something
percent
of
students
are
at
90
or
greater
attendance,
and
so
that's
just
a
little
bit
different
way
to
think
about.
You
know
some
students
are
right
at
that
hundred
percent,
but
then
some
students
are
showing
up.
You
know
eighty
percent
of
time,
seventy
percent
of
time,
sixty
percent
of
the
time,
so
that
that
could
be
what
the
article
in
the
times
was.
This
is
this
is
just
simply
a
measure
of
for
most
students.
It's
going
to
be
the
same
they're
supposed
to
be
here.
L
The
same
number
of
school
days,
they've
all
been
enrolled.
You
know
all
school
year
long,
but
it's
whatever
amount
of
days
a
student's
been
marked
present.
Divided
by,
however
many
days,
they've
been
enrolled
and
again
you
can
get
marked
present
by
any
interaction
between
the
teacher
and
the
student.
N
Yes,
I
do
and
thank
you
again,
so
it's
tagging,
along
with
what
ann
was
asking
about,
you
know
being
having
the
metrics
to
graduate
on
time.
L
So
thanks
for
the
question,
susan
there's
been
really
very
limited
discussion
about
changes
to
graduation
requirements
from
the
state
level.
One
would
be
the
what's
called
a
career,
ed
credit,
what
we
call
the
career,
ed
credit,
and
it
just
comes
to
job
shadow.
L
You
know
interview
some
some
of
those,
but
it
really
isn't
tied
to
a
specific
course
and
then
the
department
of
education
is
going
to
submit
a
waiver
so
that
students
asking
that
during
this
school
year
again
that
students
don't
take
the
osas
exam
or
the
s
back,
and
that
would
be
tied
to
the
essential
skills
requirements
for
graduation.
L
N
As
our
school
district
thought
about,
bringing
that
up,
bringing
it
up
the
ladder
versus
them,
bringing
it
down.
L
I
Sorry
dawn
damien,
I
was
gonna,
say
susan,
this
is
dawn.
I
think
colt
gale
it's
been
brought
up.
That
would
have
to
be
something
that
would
be
passed
by
the
state
board
of
education,
and
so
I'm
sure
that
they've
talked
about
that.
But
to
date
I
don't
think
anybody.
I
I
don't
think
they're
gonna
do
that
now.
I
I
think,
as
time
goes
by
and
you
start
talking
about
high
schools,
if
they're
going
to
not
graduate
20
25
percent
of
their
classes,
then
I
think
it'll
start
raising
the
the
issue
up,
just
like
it
did
last
year
when
you
remember,
go
away
from
grades
and
it
was
either
a
pass
or
fail
and
given
giving
school
districts
that
opportunity.
I
But
I
don't
think
it's
to
that
I'll.
I
can
go
ahead
and
ask
colt.
I
know
he's
discussed
it
with
the
state
board
they're
aware
of
the
number
of
fs
and
incompletes,
and
I
can
tell
you
that
probably
beaverton's
where,
as
ann
said,
it's
kind
of
a
kick
in
the
gut
and
we're
not
doing
a
great
job.
But
there
are
other
districts.
Larger
districts
are
either
in
a
little
bit
more
dire
straits
than
than
we
are
so
I
think
that
districts
are
looking
at.
I
We
talked
about
you
know
when
we
can
come
back.
Some
sort
of
interventions
are
looking
at
possible
summer
boot
camps,
where,
even
if
you
had
to
hold
those
outside
trying
to
do
something,
if
the
weather
was
right,
trying
to
get
these
kids
caught
up,
trying
anything
and
everything
to
be
able
to
allocate
resources
and
interventions
to
make
sure
that
they
can
graduate
if
they
have
that
opportunity.
L
Yeah
tom,
they
are
it's
really.
The
teacher
has
to
reconcile
their
daily
interactions
with
the
students,
so
as
long
as
the
student
interacts
as
you
described,
or
in
any
other
way
throughout
that
day,
that
so
yes,
as
long
as
they
do
it
during
the
day
that
the
school
that
the
course
was
on,
they
can't
do
it
on
the
weekends.
Q
Okay
and
then
I've
got
another
couple
questions
about
social
connection
for
kids
in
mental
health.
I
don't
know
if
that's
something
you're
going
to
cover
later
in
your
presentation,
I
can
hold
those
questions.
L
L
Part
we'll
continue
to
update
you
on
how
those
eyes
decrease,
and
so
that
we
stay
away
from
that
25
percent
number,
and
so,
as
teachers
are
working
with
students
to
turn
those
eyes
back
into
passing
grades
and
the
students
are
doing
the
work,
we'll
continue
to
update
you
on
the
the
direction
those
are
going
so
david.
Thank
you
for
keeping
the
slide
deck
going.
I
just
have
two
more
on
my
part:
that'll
go
quickly.
L
This
is
the
timeline
that
has
been
communicated,
and
I
I
left
it
there
to
illustrate
a
point
and
superintendent
grotting
mentioned
it
that
as
we
stand
now,
our
earliest
return
to
hybrid
instruction
and
our
earliest
return
to
expanding
our
limited
in
person
would
occur
at
the
end
of
very
end.
Of
the
first
semester
was,
could
be
potentially
some
limited
in
person
and
then
the
beginning
of
second
semester
for
any
kind
of
a
hybrid.
L
The.
I
think
the
important
piece
to
look
at
on
this
is,
as
you
think,
of
that
roll
out
that
would
put
the
earliest
for
a
secondary
hybrid
to
be
in
the
beginning
of
march,
but
the
last
sentence
is
the
most
important
all
timelines
are
subject,
first
and
foremost
to
the
health
and
safety
situation,
health
and
safety
for
staff
and
students,
collective
bargaining,
you
know
staffing
and
student
participation,
and
so
the
next
slide,
please
and
it'll
just
reference
one
thing
from
ready:
school,
safe
learners.
L
The
the
document
from
oregon
health
authority
and
oregon
department
of
education
tells
us
when
our
metrics
are
above
the
200
cases
per
100
000
residents
that
we
really
should
consider
pausing
even
limited
in
person.
It's
not
quite
the
hard
fast
rule
that
the
rest
of
the
metrics
are,
but
it
is
a
recommendation
in
ready,
school,
safe
learners.
L
That
is
where
we're
at
now,
and
so
as
a
district
we've
committed
to
kind
of
a
timeline
of
communication,
we'll
be
checking
in
on
the
metrics
and
adjusting
any
kind
of
rollout
in
any
kind
of
timelines
on
on
the
dates
that
you
see
pending
any
significant
changes,
possibly
from
a
vaccine
or
other
health
and
safety
protocols.
But
I
can
imagine
that
our
timeline
will
be
adjusted.
You
know
we
we
have
another
board
meeting,
I
believe
december
15th.
I
I
can
imagine
it's
very
possible
to
timeline
it.
L
We
have
been
communicating,
maybe
adjusted
even
further,
just
because
of
where
we're
at
based
on
county
metrics,
so
I'm
going
to
hand
it
over
to
josh
gomez,
chief
facilities
officer
and
then
we'll
both
be
available.
All
and
jenny
will
be
available
to
take
any
additional
questions
and
tom.
I
know
you
had
some
so
I'm
ready
for
those
when
josh
is
done.
R
All
right,
thanks
brian
good
evening
board,
chair
tim
chuck,
I've
got
a
couple
of
quick
slides
for
you.
I
wanted
to
touch
on
safety
and
communication.
What
have
we
as
a
district
done
to
date
in
those
areas
specifically
for
our
staff
and
then
talk
about
ppe
supplies
and
equipment?
R
So
for
safety
and
communication
you
can
see
the
resources
that
are
on
the
screen.
What
do
we
lean
on
in
putting
together
guidance
for
our
staff?
First
and
foremost,
the
ode
oha
great
school,
safe
learners,
the
90
page
document?
It
was
last
updated
october,
30th,
that's
the
most
current
version,
it's
a
90
page
document,
and
again
we
continue
to
lean
on
that.
R
As
superintendent
grotting
mentioned
earlier.
We
are
in
constant
communication
with
washington,
county
public
health.
We
meet
with
them
weekly
here
recently,
we've
been
talking
to
them
daily
and
the
we
in
the
district
specifically
has
been
our
hr
staff.
So
whenever
we
have
a
positive
case,
that's
been
for
a
staff
member
or
even
with
the
student.
We
work
communicate
with
washington,
county
quickly
and
and
right
away.
R
We
are
also
working
with
occupational
safety
and
health
administration,
so
osha
they've
got
guidance
that
they
put
out.
So
we've
been
looking
at
comparing
the
two
between
osha
ode
and
oha
and
making
sure
that
we're
not
missing
anything
so
we're
looking
at
that
and
then,
of
course,
collaboration
with
other
school
districts.
We
are
meeting
with
other
districts
frequently
and
talking
to
them
about
what
they're
doing
what
they're
experiencing
and
so
that's
been
very
helpful.
R
A
covet
19
reporting
tool,
so
we
do
essentially
have
a
24
7
hotline,
but
it's
through
the
form
of
a
health
help
desk
ticket.
So
anybody
in
the
district,
if
they
have
a
concern
with
the
safety
protocol,
for
they
see
something
at
work.
If
they
they
see,
they
have
again
any
any
concerns.
They
can
essentially
do.
R
Ticket,
it's
not
a
phone
line
per
se,
but
it's
it's.
Essentially
you
go
on
the
internet
and
just
like
you're
submitting
a
a
help
ticket
for
an
I.t
issue.
You
can
do
it
for
a
kobet,
19
protocol,
so
kudos
to
carl
greenland
and
the
risk
management
team
for
putting
that
together.
That
is
available
for
anybody
in
the
district.
They
can
use
that
and
so
that
tool
has
been
up
and
it's
been
live
since
november.
R
4Th
is
when
we
first
established
that
so
that
has
been
a
good
good
resource
for
our
staff
and
then
the
hr
side
they've
created
a
bucket
email.
That
email
is
up
on
the
screen
so
really
for
administrators
and
supervisors.
If
they
have
a
question,
I
have
a
an
employee,
who's
tested
positive.
What
do
I
do,
or
I
have
somebody
who
has
a
they've,
been
in
close
contact
with
somebody
at
home
in
their
positive
case
at
home,
a
family
member?
R
What
do
I
do,
and
so
that
is
led
by
keisha
in
our
hr
team
and
and
debbie
and
they've,
been
bombarded
with,
as
you
can
imagine
tons
of
questions
and
that's
been
a
useful
tool
for
our
staff.
David
next
slide.
R
Through
the
help
of
our
communications
team
and
kudos
to
sean
van,
our
graphics
designer
we've
been
able
to
put
together
a
safety
and
communications
guide,
and
it's
a
16-page
document
that
basically
what
to
do.
If
you
have
a
question,
it's
a
it's,
a
quick
guide
for
administrators
and
in
there
they've
in
that
guide,
you
can
have
what
if
a
student
or
employee
presents
coveted
symptoms,
what
do
you
do?
R
What
are
communication
protocols
for
positive
cases
when
to
stay
home?
What's
the
bsd
based
covering
policy?
All
that's
in
that
guide
and
that's
available
to
everyone
in
the
district
we
put
it
together,
specifically
for
administrators
and
supervisors,
but
again
we
have
made
it
available
to
anyone
in
the
district
to
take
a
look
at
and
have
access
to.
We
will
update
that
guide
as
we
need
to
as
we
move
forward,
and
this
guide
has
been
a
collaboration
between
hr,
our
school
nurses
facilities,
team
custodial.
R
It's
been
a
just,
a
big
collaborative
effort,
it's
not
just
one
single
department,
that's
that's
put
this
guy
together
and
so
that
it's
been
a
very
helpful
tool.
We've
received
feedback
from
administrators
on
how
we
can
improve
it,
so
we're
continuing
to
get
that
we'll
continue
to
to
update
as
we
need
to
everything
that
I
just
talked
about:
the
covid
reporting
tool,
the
hr
bucket
email
and
the
safety
and
communications
guide,
that's
all
available
on
the
internet.
R
So
if
you're
a
bsd
employee
you
go
to
the
internet,
you
click
a
covet
19
button
and
those
top
resource
those
little
buttons
there
that
you
see
on
the
screen
will
pop
up
and
you
can
get
access
to
that
guide
that
I
just
talked
about.
You
can
get
access
to
the
school
metrics
data
that
brian
covered.
R
You
get
the
weekly
cobit
updates
at
whether
they
come
out,
weekly
or
or
however
frequently
those
updates
are
captured
in
there,
and
then
you
also
have
the
cobia
19
safety
and
or
that
that
reporting
tool
they
talked
about.
They
click
that
button.
It
automatically
opens
up
the
help
desk
ticket,
so
they
have
quick
access
to
that.
We
have
a
site
for
all
staff,
and
then
we
have
a
intranet
site
for
administrators
and
supervisors,
which
gives
a
little
some
different
information
next
slide.
David.
R
Just
an
update,
I
briefed
you
a
couple
of
school
board
meetings
ago
about
face
coverings.
What
what
did
we
have?
What
did
we
have
on
hand?
What
was
on
order-
and
so
here
are
the
numbers
of
adult,
face
coverings
and
child
face
coverings.
What
we've
distributed
out
to
our
schools
and
to
other
facilities,
we're
close
to
300
000?
R
What
we
have
in
storage
is
close
to
400
000,
so
we're
sitting
on
quite
a
bit
of
face
coverings,
and
that
is
expected
because
we
don't
have
you
know,
obviously,
students
in
schools
and
for
the
most
part
our
staff
are
showing
up
we're,
throwing
face
coverings
very
common.
R
You
know
for
you
to
just
come
to
work
and
they're,
going
to
bring
their
own
face
coverings,
but
they
are
available
if,
if
staff
need
them
when
they're
in
our
when
they're
in
our
buildings,
we
do
have
some
child
face
coverings
that
we
purchase
through
through
a
vendor
and
they
have
been
distributed.
An
initial
allotment
we
do
have
more
in
storage
again
haven't
had
to
really
use
them
because
we're
in
a
cdl
at
this
time,
hand
sanitizer.
R
In
addition
to
the
bottles
that
you
get,
that
you
pump,
we
have
foam
and
we
have
liquid.
We
also
have
a
freestanding
foam
unit
where
you
walk
up
and
you're
able
to
pump
it.
We
have
delivered
all
those
to
our
schools.
You
see,
450
units
have
been
delivered,
we're
in
the
process
of
putting
together
wall
mounted
units
as
well,
so
you're
going
to
have
a
variety
of
hand,
sanitizer
and
then
we've
just
started
delivering
plexiglass
barriers
to
our
to
our
schools.
R
We've
delivered
six
schools
so
far,
we'll
do
the
rest
of
them
here
in
the
coming
weeks,
as
we
get
them
from
our
vendor.
Those
are
targeted
for
front
office,
library,
cafeteria
they're,
not
for
classrooms
and
that's
per
the
guidance
with
great
school,
safe
learners.
So
again,
that's
where
that
is
we're,
leaning
on
that
for
that
guidance,
and
then
we
do
have
electrostatic
sprayers
on
hand.
It
gives
us
the
capability
to
become
more
effective
if
we
have
to
disinfect,
we
haven't
had
to
use
them.
R
Yet
we're
looking
at
that
the
use
of
those
sprayers
for
a
more
a
larger
viral
response,
but
we
just
we
haven't
had
that
need
at
this
time,
but
we
do
have
that
capability
in
our
in
our
in
our
storage
david.
I
believe.
That's
the
last
slide
that
I
have
yes,
the
pending
or
question
scoreboard.
That
is
all
I
have.
Q
Yeah,
but
before
I
ask
a
question
to
brian,
I
have
a
quick
question
of
josh
when
it
comes
to
some
of
the
resources
available
to
our
staff,
and
I
guess
it
would
extend
to
any
students
who
are
brought
here
in
lippy
as
well.
Q
Do
we
have
the
ability
for
people
to
contact
the
district
with
concerns
about
a
potential
positive
or
an
exposure
to
covid
24
hours,
because
one
of
the
things
that
I've
learned
throughout
the
couple
of
months
is
that
workers
and
people
in
the
general
public
don't
always
learn
that
they're
covered
positive
or
been
exposed
during
work
hours
right
and
the
hours
of
contact
tracing
between
when
somebody
learns
and
when
the
tracing
begins.
Those
are
really
precious
hours
because
they
can
prevent
additional
exposures.
R
So
it's
not,
they
can
submit
that
at
any
time
tom,
but
it's
not
like
it's
being
monitored.
24
7..
Our
hr
team,
though,
has
been
working
hard
and
and
they're
very
responsive
in
that
have
we
had
cases
in
the
evening.
Yes,
we
have
and
not
like
at
two
in
the
morning
I
would
say,
but
we
had
cases
at
nine
o'clock
principal
will,
make
a
call
they
reach
out
to
their
either
their
executive
or,
to
me,
and
just
say,
hey,
look.
I
have
a
concern.
R
We
start
the
the
communication
and
actions
at
that
point,
something
we
can
look
at,
but
we
just
again
we
have
that
tool
set
up
currently
where
it's
accessible,
24
7,
not
being
monitored,
24
7,
but
again,
something
that
we
can
take
a
look
at.
Q
I
know
that
some
of
the
other
large
employers
have
somebody
who
will
like
carry
the
phone
so
that
that
it's
not
that
burden
can
be
shared
amongst
a
group
of
people,
but
there's
always
somebody
on
the
line
for
a
phone
or
who
checks
their
email
if
something
comes
through
after
hours.
So
just
something
to
think
about
there,
you
know
kind
of
shifting
back
to
brian.
You
know:
we've
been
hearing
a
lot
about
our
students.
Q
Even
at
a
time
when
you
know
our
metrics
are
quite
high
and
if
there's
any
programs
that
are
happening
at
schools
and
if
we're
taking
a
look
at
that
issue,
it
may
be
a
district
level
for
a
broader
plan.
L
Yeah
thanks
thanks
tom,
and
I
think
you
know
that
idea
of
you
know
the
social
side
that
schools
you
know
provide
for.
Students
is
one
that
we
probably
don't
talk
about
enough,
but
it's
certainly
significant.
It's
on
the
minds
of
our
kids.
It's
an
on
the
minds
of
our
teachers.
You
know
don
mentioned
the
outdoor.
L
We
have
outdoor
athletics
that
are
going
around
right
now,
that's
you
know,
serving
a
purpose
and
trying
to
figure
out
how
to
bring
in,
and
you
know,
expand
to
other
activities
again
as
they
fall
into
the
you
know,
limited
allowance
that
we
have,
for
you,
know
any
kind
of
in-person
or
any
kind
of
group
gathering
a
lot
of
our.
I
guess,
aims
in
meeting
the
social
connection,
though,
is
still
being
done
virtually.
You
know
virtual
assemblies
virtual
advisory,
lessons
that
tend
to
take
on
much
more
of
a
social
feel.
L
We
have
activities
directors
still
at
the
high
school
level
and
they're
trying
to
still
plan.
You
know
things
like
homecoming
and
how
can
homecoming
still
be
done
in
a
virtual
setting,
so
I
know
it's
something
that
our
teams
are
thinking
about
and
our
teams
are
trying
to
get
creative
around
again
the
the
in
the
virtual
space.
I
think,
there's
a
lot
of
creative
examples
happening
out
there
throughout
the
schools.
As
far
as
in-person
goes
again
trying
to
stay
within
this
health
and
safety
metrics.
L
A
few
examples
that
were
shared
with
you
know
with
me
over
the
past
few
weeks
is
just
the
I
just
kind
of
impromptu
connections
that
are
occurring
even
like
meal
pickup
sites
or
the
you
know,
the
the
the
buses
that
have
turned
into
kind
of
mobile
libraries,
but
again
trying
to
you
know
we're
still
in
the
business
trying
to
limit
interactions.
You
know
limit
them
right
now
to
keep
people
safe,
and
so
a
lot
of
those
are
happening
in
really
small
groups.
L
Q
Then
my
next
question
is
I'm
more
around
mental
health.
You
know,
I
think
one
of
the
the
biggest
concerns
that
I
have
is
you
know
the
district's
doing
moving
forward
and
doing
a
good
job
of
trying
to
keep
staff
and
students
in
our
community,
safe,
which
I
really
appreciate
by
the
way,
is
mental
health
and
the
and
the
toll
that
it
takes
on
students
being
at
home
being
in
front
of
a
screen
for
as
long
as
they're
in
front
of
a
screen.
L
Yeah,
I
think
the
the
systematic
way
and
just
a
reminder
to
the
board
we've
implemented.
You
know
behavioral
health
and
wellness
teams
at
each
one
of
our
sites
and
that
real
tom
that
really
is
their
charge.
The
charge
of
the
behavior
health
and
wellness
team
is
to
use
any
data
that
we
have
and-
and
I
I
really
do
mean
the
broadest
sense
of
the
word-
data-
that
data
can
be
a
recommendation
from
a
teacher.
The
data
can
be
really
anything.
L
It
could
be
some
of
the
great
data
we
talked
about
earlier,
but
what
that
team
is,
is
it's
just
a
group
of
educators
who
you
know?
Sometimes
we
use
word
staffs.
You
know
staffs
that
student
or
or
gets
together
to
talk
about
the
student
to
make
sure
that
any
resources
we
have
are
going
towards
helping
the
student
with
whatever
barriers
or
challenges
or
or
whatever
they
happen
to
be
experiencing.
L
I
think
you
know
it's
it's
it's
it's
easier
right
now
and
I
don't
mean
easier
in
a
good
way.
It's
easier
right
now
to
kind
of,
and
I
want
to
use
the
word
hide,
but
it's
all
I
can
think
of
right
now
hide
behind
the
screen.
What
I
mean
is
it's
easier
for
challenges
that
students
are
experiencing
to
to
go
unnoticed,
so
we
need
to
continue
to
be
diligent
with
those
teams.
L
Q
That
you
kind
of
spoke
right
to
the
concern
that
I
have
is
hiding
behind
that
screen
right
when
kids
go
dark
in
the
classroom,
and
maybe
this
is
already
happening,
or
maybe
it's
happening
in
patches.
But
I
would
really
challenge
the
district
to
come
up
with
a
comprehensive
response
to
that
or
a
way
of
reaching
out
to
those
students
and
their
parents
to
make
sure
that
when
that
is
occurring,
we're
going
that
extra
mile
to
make
sure
that
that
the
person
on
the
end
of
that
that
black
screen
is
okay.
L
Yeah,
I
think
one
thing
is
pretty
interesting
that
you
know
our
pre-k
and
even
some
of
our
kindergartner
schools
and
our
younger,
our
younger
schools
were
were
starting
to
roll
out
in
in-person
home
visits.
That's
more
and
more
limited
right
now,
but
they
we
are
developing
protocols
to
do
it's,
so
we
still
call
it
a
home
visit,
but
you
know
a
virtual
home
visit
with
families
and
so
we'll
continue
to
refine
those
practices.
L
But
yet
you
know
just
a
matter
of
engaging
reaching
out
and
connecting
with
families
is
always
going
to
be
a
priority.
But
thanks
for
the
feedback,
we'll
continue
to
make
progress
on
that.
B
Yeah
this
one's
like
for
brian,
again
kind
of
a
two-part
question,
so
I
guess
you
can
see
from
the
high
school
level
like
you
know,
we're
obviously
losing
skills
and
we
might
have
the
option
of
pass
on
some
people
that
are
close
to
the
finish
line.
But
what
about
the
damage
or
anecdotal
damage?
We
have
done
at
the
younger
grades
and
then
and
if
people
fall
so
far
behind
and
they're
kind
of
feeling.
Hopeless.
B
Second
part
of
the
question
was
we
have
like
ideas
like
holding
people
back
or
boot
camps
or
accelerated
learning,
because
maybe
we
lose
a
whole
year
for
some
people,
and
so
that's
kind
of
my
question.
L
Yeah
tom
or
excuse
me
eric,
that's
might
be
the
biggest
concern
really
in
all
of
this
is
you
know,
learning's
hard
to
measure
anyway,
like
truly.
What
a
student
has
learned
is
is
hard
to
measure
anyway
and
in
a
virtual
setting
it
becomes
even
more
challenging.
I
think
don
spoke
to
a
couple,
broad
ideas.
What
you
can
just
boil
it
all
down
to
is
we
we
need
more
time
where
we
have
students
interacting
with
teachers,
and
so
some
of
the
ways
that'll
need
to
happen
is
this
summer.
L
We'll
need
to
have
more
time
with
students
and
teachers
interacting
together.
We
want
that
to
be
in
person.
L
We
want
to
figure
out
a
way
for
that
to
be
in
person,
because
that
you
know
if
the
computer
isn't
working
for
that
student,
we
want
to
figure
out
a
way
to
make
to
make
in-person
working,
we're
hoping
to
be
able
to
continue
to
think
about
expanding
the
school
day,
and
you
know
how
can
we
get
students
to
be
able
to
spend
more
time
when
we
are
able
to
come
back
on
campus
more
more
time
on
campus
making
up
things
that
were
missed?
So,
generally
you
you
hit
the
ideas
we're
talking
about.
L
We
are
still
hoping
that
we
can
be
providing
those
interventions
in
a
face-to-face
environment,
at
least
in
a
hybrid
model.
You
know
as
early
hopefully
as
early
as
the
end
of
this
year
summer
next
year,
but
really
the
virus
is
going
to
predict
that
timeline,
and
we
also
need
to
remember
that
we
are
our
teachers,
our
staff,
our
administrators,
are
still
working
to
continually
improve
cdl
we're
not
just
this,
isn't
just
as
good
as
it's
ever
going
to
get
they're
continuing
to
try
to
work
on
that
as
well.
L
So
I
think
you
hit
it
right
in
the
head
and
a
couple
of
those
ideas,
but
it
all
really
boils
down
to
just
increasing
the
amount
of
time
that
students
can
have
direct
contact
with
their
teachers.
B
A
All
right,
any
other
questions
I
know
josh,
I
just
wanted
to
ask:
have
we
at
all
explored
the
ventilation
or
some
of
the
devices
that
you
can
you
know
put
in
buildings
as
far
as
because
it
seems
like
more
and
more?
This
is
about
an
airborne
sort
of
thing.
So,
besides
the
mask
wearing
is
there?
Is
there
anything
we
we've
looked
at
as
far
as
helping
the
air
quality.
R
We
are
looking
at
our
our
systems,
becky
and
in
terms
of
what
you
know
in
terms
of
our
like
filters,
increasing
our
filters,
we're
going
to
increase
them
where
we
can
there's
a
different
rating
like
we
we're
leaning
on
society
of
air,
conditioning
refrigeration
and
heating.
Ashrae
is
the
association
they
put
out
recommendations
on
increasing
your
filters.
The
problem
is:
if
you
increase
your
filter
too
much,
you
may
not
have
the
system.
R
Our
system
will
be
older
to
support
that,
so
we're
looking
at
that
in
terms
of
air
cleaning
air
purifying
if
it's
needed.
If
we
have
a
space,
that's
needed
as
part
of
the
hybrid
plan,
we'll
look
at
that
and
we're
still
looking.
You
know
we're
still
exploring
those
options.
R
There's
ionization,
there's
also
ultraviolet,
but
you
know,
along
with
that,
you
have
some
other
concerns.
You
introduce
ozone
and
you
have.
We
have
to
balance
kind
of
that
piece
of
it
as
well.
One
thing
that
we're
looking
to
do
for
our
schools
is
before
the
break
is
give
them.
You
know.
Basically,
you
know
if
you're
looking
at
hybrid
planning
here
are
the
areas
of
your
school,
we're
concerned
about
and
for
all
of
our
offices,
all
of
our
classrooms
and
our
gyms
there's
only
all
of
them
have
mechanical
ventilation.
R
So
we
can
push
air
through
it.
There
are
only
two
spaces
that
don't
have
it
and
there
are
two
gems
and
so
we're
looking
at
what
are
the
options
to
make
that
space
usable
so
that
kind
of
analysis
is
what
we're
taking
a
look
at.
Have
it
landed
on
anything
to
go
to
your
question?
Are
we?
Are
we
gonna
add
any
additional
equipment,
purifiers
we're
still
looking
at
that,
we're
very
comfortable
and
confident
what
we
have
now
in
our
ability
with
staff
in
the
building?
R
Even
in
a
hybrid
setting,
we
have
the
the
the
ventilation,
the
proper
ventilation
to
take
care
of
our
students
and
our
staff,
because
our
buildings
were
designed
that
way
they
were
designed
for
you
know
full
load
and
it
just
there
there's
recommendations
to
increase
that
airflow
from
outside.
A
I
appreciate
that.
I
just
know
that
you
know
those
are
one
of
those
kind
of
things
if
and
when,
because
that's
something
that
mike's
taking
into
account
as
far
as
our
finances,
but
we
want
to
be
able
to.
If
we
there's
any
way
we
can
get
students
in
any
way
that
we're
prepared
to
keep
them
safe
and
our
staff
safe,
and
so
it
sounds
like
you
guys
are
thinking
of
all
those
and
on
top
of
it.
So
thank
you.
Thank
you,
brian
for
the
incred,
the
intense
cdl.
A
I
know
we'll
hear
from
you
next
month
so
and
jenny.
Thank
you
to
your
teaching
and
learning
staff.
I
know
you
guys
are
pulling
extra
loads,
so
we
appreciate
that
so
all
right
folks,
it's
a
little
bit
after
eight
and
that
concludes
the
reports,
we're
going
to
move
to
discussion
items.
But
what
I'd
like
to
see
is:
do
we
need?
Do
we
need
a
small
break
here,
just
a
little
mental
break
or
physical
break?
Let
raise
your
hand
if
you'd
like
to
take
a
break
right
now,
everybody's
ready
to
move
on.
A
I
can
see
here,
okay,
all
right,
so
we
will
move
on
to
discussion
items
and
first
up
is
long-range
facility
planning
and
we're
gonna
hear
from
mr
sparks
our
executive
administrator
of
long-range
planning.
S
Good
evening,
chair
tim
chuck
members
of
the
board
for
the
record,
my
name
is
steven
sparks
with
me
this
evening
to
assist
in
this
presentation
is
josh
gamez.
If
you
haven't
heard
from
him
enough
on
the
last
item,
he
will
be
able
to
speak
some
more
on
the
long
range
plan.
Also
here
is
carl
mead.
Who
will
be
able
to
assist
with
this
presentation
as
needed
david?
S
Since
our
last
meeting,
we
have
seated
a
focus
group
rather
than
an
advisory
committee,
to
assist
us
in
vetting
the
long-range
plan
that
we,
that
staff
and
a
consultant
team
are
preparing.
S
We
have
met
one
time
earlier
this
month
to
talk
about
the
need,
for
you
know,
facilities
that
we
have
throughout
the
district,
and
I
will
be
sharing
with
you
some
of
the
information
that
we
provided
to
our
focus
group
on
this
slide.
You'll
see
who
are
members
of
our
focus
group.
I
think
we
do
have
a
very
good
group
of
people
who
are
very
engaged
and
representative
across
the
district.
S
We
also
have
partners
from
the
city
of
beaverton
and
washington,
county
department
of
land,
use
and
transportation
to
be
a
part
of
this
focus
group,
because
once
the
board
approves
a
long-range
facilities
plan,
both
those
jurisdictions
will
be
adopting
our
facility
plan
into
their
comprehensive
plans,
specifically
the
facilities
chapter
of
their
comprehensive
plan.
S
Next
slide,
please!
S
So
on
this
you
will
re.
Remember
this
slide
as
our
schedule.
We
are
working
to
get
a
plan
to
the
board
here
in
may.
To
have
you
act
on
the
plan,
we
will
be
doing
lots
of
check-ins
with
you
either
through
meetings
such
as
this
or
with
monthly,
just
updates
on
where
we're
going
from
this
slide,
you
can
see
the
three
circles.
Those
are
our
meetings
with
our
focus
group,
so
we
talked
about
need
at
our
last
meeting.
We
are
going
to
talk
about
a
preliminary
draft
plan.
S
At
the
december
15th
meeting
between
december
january
and
february,
we
will
be
doing
outreach
to
the
communities
throughout
our
community.
Rather,
I
am
working
to
get
on
various
agendas,
so
those
could
be
cpo
meetings,
knack
meetings,
cci
meetings
with
the
city
and
the
county
looking
to
get
on
other
organizations
such
as
the
west
side,
economic
alliance,
to
do
a
presentation,
it's
all
about
getting
the
word
out
and
soliciting
feedback
from
the
community
on
the
draft
plan
that
we
have,
and
it
will
also
include.
S
We
expect
a
community
survey
to
take
place
in
january
as
well.
So
all
those
efforts
will
be
compiled
and
sorted
and
brought
back
to
our
focus
group
in
march.
To
talk
about.
Do
we
have
the
confidence
in
what
we
have
identified
as
a
facilities
plan
as
priorities
for
the
next
10
years?
S
To
then
recommend
that
plan
to
the
board,
which
would
start
in
april-
and
you
know
this
would
be
the
april
meeting
the
may
meeting
and
potentially
a
june
meeting
as
well
next
slide,
please.
S
S
And
we
have
three
main
areas
of
need
that
we
addressed
with
our
focus
group
on
the
educational
programming
side.
Next
slide,
please.
S
Actually,
I'm
going
to
have
to
backtrack
a
little
bit
here.
What
we
are
looking
at
in
our
equity
or
our
educational
programming
is
we're,
including
our
equity
lens,
in
terms
of
what
have
we
done
already
in
terms
of
new
capital
investment,
as
well
as
where
are
our
existing
campuses
or
our
facilities
are
on
an
equity
matrix.
So
here
on
the
vertical
you
have
the
participation
of
free
or
free
and
reduced
lunch
programs
and
on
the
horizontal,
the
number,
the
percentage
of
students
of
color.
S
S
In
terms
of
educational
adequacy,
what
we
were
measuring
this
on
was
classroom
size
based
on
the
education
spec,
that
we
have
or
education
specification
that
we
have
adopted
back
in
the
you
know
as
part
of
the
2014
bond
program,
you
will
see
that
these
bars
that
are
in
the
black
color
are
those
that
we
have
found
to
be
most
lacking
and
in
another
way
of
describing
it
is
kind
of
the
negative
aspect.
S
You
know
the
schools
that
have
or
the
facilities
that
have
the
most
need
in
so
far
as
the
information
that
we're
trying
to
project
in
this
one
you'll
see
that
this
is
just
educational
adequacy,
which
is
a
square
footage,
a
gross
square
footage
per
student
in
each
of
the
schools
for
elementary
schools,
that
is
122
square
feet
for
middle
schools.
The
target
is
148
square
feet
and
for
high
schools.
The
target
is
155
square
feet.
S
I'm
more
than
happy
to
share
this.
I
mean
I
know
it's
hard
to
review
on
this
screen
and
in
this
orientation,
and
I'm
more
than
happy
to
share
with
you
the
powerpoint
here.
So
you
can
see
what
schools
and
what
the
squares
are
for
each
of
those
schools
next
slide.
Please.
S
S
You've
heard
about
the
facility
conditions
assessment,
which
is
a
major
you
know,
victory,
I
would
say
for
the
board
and
the
school
district
in
having
real-time
data
on
all
of
our
facilities,
and
that
is
going
to
be
a
document
that
is
a
living
document
that
will
be
updated
annually,
so
that
we'll
have
current
information
as
we
go
forward
for
all
of
our
needs
in
our
facilities
next
slide,
please
so
you'll
see
that
we
have
over
five
and
a
half
million
well
5.7
million
square
feet
of
space,
distributed
against
a
across
over
60
facilities.
S
We
also
have
three
undeveloped
properties,
which
we
do
need
to.
You
know
look
after,
and
so
all
of
that
takes
time.
All
of
that
takes
investment
next
slide.
Please.
S
So
in
these
next
slides
you
will
see
the
darker
bars
as
they
relate
to.
You
know
several
subjects
in
this
slide.
You
have
age.
All
of
our
facilities
are
aging.
You
have
beaverton
high
school
parts
of
it
are
over
a
century
old.
I
know
I
looked
that
old,
but
I
wasn't
around
in
1904
what
1905
or
1910
or
something
so
it's
it
is
an
old
building
that
does
need
to
be
addressed.
We
also
have
other
schools
in
the
elementary
schools
that
are
over
90
years
old,
so
these
facilities
need
to
be
updated.
S
What
worked
in
1920
1930
does
not
work
in
2020,
so
we
need
to
make
investments
in
those
facilities,
so
we
use
75
as
the
lifespan,
the
average
lifespan
for
a
building,
and
we
have
to
plan
ahead
because,
as
years
go
on,
additional
buildings
will
become
older,
so
in
the
next
10
years,
sunset
high
school,
for
example,
will
be
over
75
years
old.
So
we
need
to
think
about
that
as
we
move
forward
next
slide.
S
Please
facility
condition.
This
is
the
result
of
the
facility
condition
assessment.
We
have
a
facility
condition
index
and
that's
what
this
shows.
So
the
dark
lines
are
showing.
We
have
a
lot
of
need
in
those
schools.
We're
systems
ranging
from
hvac
to
windows,
to
you,
know,
flooring
to
sidewalks
out
in
the
out
on
the
site
and
everything
in
between
need
to
be
updated,
improved
because
they're
at
the
end
or
nearing
the
end
of
their
operational
lifetime.
S
We
also
have
seismic
conditions,
so
we
are
trying
to
have
our
facilities
in
the
life
safety,
immediate,
occupancy
type
of
category
for
seismic
stability.
We
do
have
a
number
of
older
schools
that
are
not
meeting
our
desired
expectation
for
the
buildings,
and
so
they
are
looking
at
needing.
You
know
seismic
investment.
S
Some
seismic
investment
has
been
done
through
grants
that
our
facilities
team
under
josh
gamez
have
applied
for
and
received
from
the
state
of
oregon.
Although
high
school
and
beaver
acres
are
two
of
the
most
recent
examples
of
investment
from
state
grants
to
improve
the
seismic
scores
and
stability
in
those
schools,
but
this
is
another
factor
for
considering
what
schools
what
facilities
need
next
slide.
Please.
S
Energy
energy
use
is
another
one,
and
this
is
an
opportunistic
scoring
and
you
can
see
a
lot
of
our
support
facilities
have
a
lot
of
need
for
electrical.
You
know
efficiency
improvements
next
slide.
Please.
S
This
is
the
I
I
there's
no
way
you're
going
to
be
able
to
see
all
this
information
from
the
slide,
but
it
shows
all
the
deferred
maintenance
investment
that
is
needed
in
our
schools
and
it
will
totals
in
terms
of
deferred
maintenance.
You
know
approximately
610
million
dollars
and
you've
received
this
before
when
josh
gammas
and
aaron
boyle
presented
to
you
the
facility
condition
assessment.
I
don't
need
to
go
over
this
again
next
slide,
please.
S
This
is
a
graph
showing
our
recent
expenditures
and
the
dark.
The
dark
lines
are
those
that
are
new,
that
we
have
just
spent
money
on
in
the
2014
bond,
and
it
shows
you
know
graphically
the
amount
of
investment
each
school
has
or
each
facility
has
received
in
capital
bonds
in
2014.
S
So
our
third
factor
is
capacity
and
enrollment
next
slide.
Please,
these
next
three
slides
will
show
our
capacity
projections
in
up
out
to
2031
for
elementary
middle
and
high
school.
Now,
as
we
all
know,
projections
are
our
best
estimate
and
given
the
things
that
are
going
on
right
now,
it's
pretty
hard
to
to
nail
down,
but
these
are
our
best
estimates
at
this
time
in
terms
of
being
over
or
under
capacity
at
certain
schools.
The
darker,
the
reddish
colors,
are
the
over
capacity,
and
the
blues
are
under
capacity.
S
So
you
can
see
north
of
the
district
is
still
you
know,
going
to
experience
some
growth
and
we
do
note
some
growth
down
in
the
southern
part
of
the
district
as
well.
Next
slide,
please.
S
S
So
I
note
that
the
red
color
in
the
middle
is
not
reflective
of
the
boundary
that
has
been
proposed,
so
we
had
to
do
this
early
in
the
process,
and
I
regret
that
there
may
be
a
little
confusion
with
this
graphic
you'll
note
that
up
in
the
stoller
neighborhood,
we
still
anticipate
growth
up
there
in
resident
students,
and
I
note
that
specifically
that
we're
talking
about
resident
students
next
slide,
please
in
high
school.
We
still
have
you
know.
S
The
carryover
that
you
would
see
in
that
we
saw
in
stoller
would
still
apply
to
the
westview
high
school
attendance
boundary
next
slide.
S
One
of
the
things
that
I
would
note
in
all
of
the
enrollment
slides
is
we
that
we,
the
district,
have
capacity
to
accommodate
the
students
that
we
project
at
all
of
our
schools.
S
S
Second,
I
would
also
note
that
when
you
look
at
these
slides,
you
will
see
that
many
of
the
same
schools
that
are
on
the
negative
end
of
the
spectrum
are
the
same.
Schools
you'll
see
several
that
pop
up
in
each
situation
and
working
forward
with
our
planning
process.
Our
plenary
plan
is
those
are
our
higher
priorities
that
are
going
to
be
noted
to
our
focus
group
as
needing
you
know:
priority
investment
for
future,
whether
that's
bond
or
a
general
fund
or
whatever.
It
might
be
that
the
board
decides
to
do
to
address
those
deficiencies.
S
A
Thank
you
steve
for
that
in-depth
presentation
and
report
board
members.
Do
you
have
any
questions
it
looks
like
anne
would
like
to
know
if
we
can
get
a
copy
of
all
the
information
on
the
in
the
deck.
S
A
Q
Thanks
becky,
just
a
quick
question
when
I
was
looking
at
the
deferred
maintenance-
and
this
might
not
be
something
that
you
guys
have
like
prepared.
But
one
thing
that
when
I'm
thinking
about
deferred
maintenance
is,
is
the
rate
at
which
it's
increasing
and
if
there's
some
way
to
understand,
you
know
every
year
that
goes
by
25
million
dollars.
More
deferred
maintenance
adds
to
that
backlog
or
5
million.
Q
Because
when
I
look
at
it,
it's
not
just
a
number,
but
it's
the
curve
and
how
steep
that
curve
is
that
helps
me
understand
our
situation
and
how
potentially
harmful
and
difficult
it
could
be.
S
You're
absolutely
right
and
I
look
to
josh
to
respond
further
on
that.
R
Tom,
that's
something
that
we
can
yeah.
I
think
putting
in
that
graphic
and
showing
it
that
in
that
form,
is
something
that
would
be
helpful
and
we
can.
We
can
put
that
together
we're
we
use
the
kids
tree,
they're
our
experts
and
and
we
can
and
they
we
can
rely
on
them
to
help
put
the
data
in
that
format.
Additionally,
I'll
add
machines.
R
We've
we've
hired
them
on
to
help
with
the
updates
as
well
to
keep
the
data
fresh
like
steve
mentioned
earlier,
so
it's
a
significant
amount
of
data
we
covered
it
before.
I
think
I
even
showed
you
the
spreadsheet
and
what
that
looks
like
and
recognizing
that
we
need
to
continue
to
lean
on
them
to
help
update
it.
We're
doing
that
thanks.
A
A
It's
probably
something
we're
gonna
have
to
look
at
in
our
overall
budget
and
that's
a
hard
one
for
us,
because
we
of
course
want
every
dollar
we
can
to
go
directly
to
students
and
salaries
and
and
the
kind
of
things
that
that
you
can
see
we're
getting
further
and
further
behind,
and
it's
costing
us
more
and
more.
So
that's
that's,
definitely
going
to
have
to
be
a
a
long,
a
discussion
that
the
the
board
is
going
to
have
to
have
about
how
we
adjust
that
so
that
we
don't
get
further
behind.
A
Well
again,
thank
you
for
all
the
information
and
we'll
look
forward
to
hearing
as
the
focus
group
meets
and
I'm
sure
board
members
as
more
information
is
available
to
us,
we'll
have
more
questions.
So
thank
you,
steve,
okay,.
R
I
Thank
you,
chair
tim
chuck,
members
of
the
board.
You
have
my
recommendation.
The
full
report,
as
well
as
the
community,
has
had
this
for
some
time.
So
I'm
not
going
to
read
this
entire
report
to
you,
but
I
what
I
really
want
to
hit
on
is
some
of
the
successes,
challenges,
questions
and
recommendations
that
I
heard
from
the
committee
as
well
as
I
struggled
with
myself.
So,
as
you
know,
this
project
began
clear
back
in
june
of
2019
and
it
was
interrupted
at
the
board's
request.
I
We
had
the
pandemic
hit
and
there
was
hope
that
maybe
we
could
get
back
to
in
person.
So
we
kind
of
stalled
that
out
for
a
while,
once
we
found
out
that
we
were
not
going
to
be
able
to
have
that
in-person
interaction,
we
decided
to
go
ahead
and
perform
those
meetings
virtually
and
we
performed
a
lot
of
outreach.
I
There
was
that
six-month
hiatus
at
the
with
the
committee,
but
then
we
went
to
virtual
live
streaming
and,
first
of
all,
I
want
to
really
express
my
appreciation
and
admiration
for
our
advisory
committee,
their
dedication,
diligence
to
the
process
and
just
to
let
you
know,
during
the
process
I
individually
reached
out
to
them
not
to
discuss
what
their
decision-making
was.
I
I
Some
of
that
in
person
virtually.
I
know
that
anytime,
a
pto
requested.
We
go
out
to
them.
Our
staff
accommodated
that
and
went
out
to
ptos
in
any
other
community
meetings,
and
it
was
wonderful
going
back
to
the
advisory
committee.
As
you
know,
it
had
a
student
on
it
and
she
was.
She
was
great
as
as
well
as
all
of
the
other
committee
members.
I
I
Also,
I
want
to
acknowledge
our
district
staff
and
today
with
me,
when
we
have
questions,
if
there's
some
technical
questions
that
you'd
like
to
speak,
we
have
robert
mccracken
steve
sparks
ken
struckmeyer
and
carl
meade
with
us,
and
I
just
want
to
say
these
were
once
again
complex,
passionate
gatherings
and
hats
just
off
to
all
of
these
folks
for
their
work,
and
when
I
met
with
the
advisory
committee
when
they
gave
me
their
recommendation,
we
wanted
to
find
out
what
went
well
in
the
process
and
what
could
be
improved
and
they
specifically
to
each
member
really
called
out
the
customer
service
that
they
felt
that
robert
our
demographer
steve
sparks
they
provided
when
they
wanted
information,
they
received
information.
I
They
felt
that
it
was
very
transparent
and
just
they
couldn't
really
say
enough,
how
well
they
felt
supported,
and
for
some
of
the
members
I
want
to
let
board
members
know
how
we
ensured
their
safety.
As
you
know,
people
get
very
passionate
during
these
and
there
were
a
couple
of
our
advisory
members
who
actually
reached
out
to
me
personally,
and
they
were
a
little
bit
worried
about
their
safety.
So
we
incorporated
processes
into
those
meetings
to
where
those
folks
felt
safe
before,
during
and
after
the
meetings.
I
So
I
wanted
to
make
sure
you
knew
that
some
of
the
areas
for
improvement
that
they
believe
they,
I
think,
after
the
high
school
boundaries,
there
was
this
idea
of
transparency
where
they
thought
you
know
there
were
some
people
thought
man.
Well,
maybe
the
district
had
already
made
up
their
mind
on
the
high
school
boundaries,
and
it
was
some
of
it
was
already
well-formed
and
I
think
to
make
sure
that
we
didn't
do
that.
I
We
just
started
out
with
kind
of
blank
maps,
and
that
was
kind
of
criticized
by
some
of
the
members,
because
it
they
felt
that
they
didn't
have
enough
information.
They
would
have
liked
a
little
bit
more
guidance
from
the
district,
although
they
knew
what
we
were
trying
to
do,
but
a
little
bit
more
guidance
from
the
district.
I
They
also
wish
that
maybe
some
of
the
information
they
could
have
had
a
little
bit
earlier.
Some
of
that
information
would
have
to
do
with
transportation.
I
So
maybe
they
had
a
little
bit
better
look
of
the
entire
the
whole
picture
and
before
they
start
making
maps
and
sometimes
they
felt
like
they
were
taking
one
step
forward
and
two
steps
back,
and
so
that
came
out
loud
and
clear.
Another
thing
that
was
really
brought
up
is
if
the
district
could
invest
or
find
a
piece
of
software
that
they
could
do
some
real-time
moving
of
maps
moving
of
neighborhoods
to
see
some
real-time
enrollment
adjustments
happening
in
real
time,
and
they
said
that
that
would
be.
I
That
would
have
been
very,
very
helpful
at
that
time.
I
They
also
talked
about
having
you
know,
separate,
separate
meetings
for
public
testimony
and
conducting
early
community
surveys,
maybe
if
they
had
some
earlier
community
survey
information
ahead
of
ahead
of
time.
For
that
and
finally,
they
also
talked
about
the
desire
to
review
all
of
the
district's
boundaries,
so
just
not
maybe
middle
school
elementary
and
high
school,
but
for
at
some
point
for
us
to
take
it
look
at
all
of
our
boundary
information
with
specific
attention
to
poverty
and
social
justice
concerns
in
our
community.
I
Once
again,
in
conclusion,
I
just
think
the
middle
school
boundary
adjustment
process
is
a
testament
to
the
hard
work
of
our
community.
The
dedication
to
hall,
who
were
involved
in
the
project.
I
Being
well
done
and-
and
I
think
the
people
whether
it
was
staff
advisory
members
in
our
community-
they
really
want
to
be
have
the
well-being
of
the
district
students,
staff
and
family
at
heart.
I
I
did
accept
the
boundary
advisories
committee
recommendation
in
full.
We
also
talked
about
once
again
on
I'll
talk
about
some
of
those
challenges.
One
of
them
had
to
do
with
student
body,
composition
and
fran
reduced
lunch,
and
if
you'll
see
you
have
it
in
your
packets,
that
you'll
see
that
some
of
our
schools
are
free
and
reduced.
I
Lunch
rates
increased
in
some
schools
and
they
decreased
in
other
schools,
and
I
can
tell
you,
as
a
superintendent
in
my
time,
in
various
districts
in
the
districts
before
beaverton
were
far
more
impoverished
than
the
beaverton
school
district,
and
I
would
hate
to
sell
any
of
our
kids
short
that
are
on
free
and
reduced
lunch.
I
I
think
we
need
to
have
a
growth
mindset
for
those
students
and
it's
the
district's
responsibility
to
ensure
that
the
allocation
of
resources
go
to
meet
the
needs
of
those
students,
and
I
just
want
to
say
that
I'm
glad
that
last
year
that
our
staffing
allocation
committee
took
a
hard
step
towards
equity.
So
if
free
and
reduced
lunches
rates
raise
and
increase,
their
staffing
is
going
to
increase.
I
Now
we
need
to
make
sure
that
those
increases
are
going
to
meet
the
needs
of
our
students,
but
I
just
want
to
say
I
hope
we
have
a
growth
mindset
for
those
students
because,
regardless
of
your
poverty
rates,
all
students
can
learn.
Do
those
kids
need
more
absolutely,
but
they
also
live
in
the
communities
where
they
live.
I
They're
they're
they're,
proud
of
their
communities,
and
it
really
goes
upon
the
district,
in
my
opinion,
to
make
sure
that
those
allocations
are
are
met
and
done.
One
of
the
other
things
I
want
to
touch
upon
was
they
struggled
with
was
definitely
the
idea
was
to
repopular
to
depopulate
stoller
middle
school
and
we
had
to
populate
a
new
middle
school,
currently
timberland
timberland
school,
and
it's
going
through
a
middle
school
which
is
going
through
a
naming
process.
I
So
with
that,
there's
also
been
talk
about
well.
Will
the
capacity
they're
still
going
to
use
the
portables
at
stollers?
I
Stoller
can
accommodate
its
students
without
using
those
portables
if
they
want
to
use
those
portables
for
some
offices-
or
I
don't
know,
there's
been
talk
because,
just
because
of
the
when
they
built
stoller
the
gym
space,
some
possible
some
sort
of
pe
activities,
but
as
far
as
core
classes,
those
portables
do
not
need
to
be
used
with
the
current
current
measures,
the
depopulation
of
stoller,
those
those
portables
do
not
need
to
be
used.
I
I
wanted
to
make
that
that
clear,
one
of
the
one
of
the
things
that
the
committee
did
feel
good
about
where
it
was
the
feeder
program
patterns
for
elementary
middle
to
high
school,
they
felt
that
they
made
some
gains
in
reducing
feeder
patterns.
I
And
but
having
said
that,
they
also
felt
the
majority
of
parents
felt
we
wanted
to
keep
our
students
together.
They
felt
that
if
we
could
stay
together,
that
would
be
better.
But
I
will
tell
you
there
are
there?
Are
parents
out
there
that
still,
that
is
an
issue
with
them
and
they
will
be
traveling
on
a
bus?
If
you
approved
my
recommendation
and
the
proximity
did
not
work
in
that
particular
neighborhood.
I
The
other
decision
I
talk
about
is
legacy
student
options
so
allowing
if
you're
a
seventh
grader
to
remain
at
that
middle
school.
But
if
you're
an
incoming
student
that
you
would
go
to
the
new
middle
school
and
it
would
be
an
option,
a
choice,
a
choice,
not
an
option.
It
would
be
a
ch,
a
choice
for
parents
to
allow
that
student
to
go
there,
but
if
they
did
have
a
sibling,
the
sibling
will
be
required
to
go
to
their
to
their
new
middle
school.
I
Also,
one
of
the
things
that
they
were,
I
think
the
committee
struggled
with,
but
it
wasn't
part
of
their
purview-
was
where
what
happens
with
suma,
what
happens
with
rachel
carson
and
what
happens
with
that,
and
it
was
kind
of
out
of
their
purview,
but
really
when
you're
going
to
start
considering
enrollment,
because
enrollment
numbers
do
impact
the
capacity
of
a
school.
That's
one
thing
that
they
really
struggled
with.
I
So
one
of
the
suggestions
was,
you
know,
could
maybe
either
that
decision
been
made
earlier
or
some
way
to
have
them
not
out
there.
So
one
of
their
recommendations
definitely
was
for
rachel
carson
to
of
environmental
science
to
be
moved
relocated
to
cedar
park,
which
would
help
with
the
capacity
of
that
school.
I
And
the
other
thing
that
I
made
a
decision,
there
was
a
lot
of
an.
There
was
a
lot
of
worry
and
I
think
it
quelled.
Some
of
the
worries
of
the
finley
parents
was
to
be
able
to
have
a
suma
program
at
the
new
middle
school
where
timberland
currently
is,
and
so
having
a
fourth
suma,
the
suma
numbers.
I
did
review
the
zuma
numbers
assuming
numbers
across
the
districts
are
increasing.
I
I
Meeting
with
the
community,
that
was
a
very
positive
aspect
for
community
members,
so
that
would
be
my
recommendation
there
on
with
suma
students,
and
I
am
ready
for
any
and
all
questions.
I
If
you
have
questions,
if
they're
of
a
technical
nature
I
may
refer
or
ask
mr
sparks
or
if
they
have
to
do
with,
specifically
within
enrollment
fran
reduced
lunch
rates,
I
know
donnie,
you
had
some
questions
about
free
and
reduced
lunch
rates,
some
disparity
in
where
we're
looking
at
resident,
students
versus
students
actually
in
the
actual
infrastructure,
and
how
we're
looking
at
that.
So,
but
I
look
forward,
I
would
ask
for
your
consideration
and
approval
of
my
recommendation.
Thank
you.
A
Thank
you,
superintendent,
grouding,
and
it
looks
like
the
first
person
has
question,
is:
is
donna
tyner.
T
I
don't
have
a
question
so
much
just
have
a
statement.
I'd
like
to
make
okay,
I
I'm
opposed
to
the
proposed
map
for
a
variety
of
reasons.
First,
it
concentrates
poverty
into
one
of
and
one
middle
school,
thereby
disadvantaging
students
of
color
and
depriving
them
of
the
necessary
resources
to
thrive
and
overcome
historic
inequities
and
barriers.
T
T
T
If
aloha
huber
feeds
into
mountain
view,
a
lower
huber
has
the
highest
number
of
homeless
students
than
any
other
k-8
school
in
the
beaverton
school
district
mountain
view.
Currently's
facility,
as
we
just
saw,
is
over
50
years
old,
we're
going
to
make
that
school
99
capacity
with
this
boundary
change
based
upon
the
information
you
provided
us
so
now.
We
all
know
that
students
at
schools,
the
disproportionate
number
of
low-income
and
homeless
students,
suffer
no
matter
what
you
say.
I'm
sorry.
T
I
have
to
disagree
with
you
on
that
and
plus
I've
always
thought
or
said
in
other
meetings,
that
the
school
district
has
ignored
black
students,
which
I
will
stand
by
that
and
they
have
not
really
dedicated
sufficient
resources
to
helping
students.
Aside
from
allocating
a
teacher
or
two
to
these
schools
that
need
help,
they
are
their
languishing
and
I
don't
see
any
changes
coming
across
because
of
covid
and
we're
going
to
have
financial
problems.
T
So
there's
really
not
going
to
be
enough
money
to
go
around
to
provide
the
mountain
view
if
it
is
changed
as
you
are
proposing,
with
the
actual
needs
that
it
with
all
the
needs
that
it
will,
I
mean
with
the
financial
resources
it
will
need
in
order
to
thrive.
T
A
Any
other
questions
of
on
the
middle
school
boundary.
K
I
have
a
few
questions.
I
was
curious.
I
looked
at
the
charge
that
was
made
to
the
committee
in
the
first
place
and,
and
it
gave
the
committee
latitude
to
look
at
small
changes
to
the
elementary
and
high
school
boundaries
and
I'm
wondering
particularly
in
the
area
where
we
have
where
the
proposal
is
to
bus
students.
Did
the
committee
have
a
conversation?
K
You
know
decide
that
that
was
a
recommendation
they
didn't
want
to
make.
I
it
appears
that
there
was
conversation
that
you
know
there
was
a
preference
to
keep
the
student
body
at
findlay
together,
but
I
was
just
curious.
You
know
what
the
conversation
was
around
that
transportation
issue.
S
Sure
I
I
was
waiting
to
see
if
you
wanted
me
to
take
that
one.
Yes,
the
committee
considered
busing
proximity
and
minor
changes
to
existing
boundaries
in
several
areas
of
the
district,
but
primarily
in
the
north
part.
S
One
of
them
was
looking
at
the
divide
between
you
know
on
bethany
boulevard,
between
oak
hills,
east
and
oak
hills,
west
and
sunset
west
view
mountain
view
5.0.
So
that
was
one
and
the
committee
decided
that
that
was
too
big
of
an
adjustment
to
make
under
the
the
order
of
minor
adjustments.
S
The
committee
did
spend
a
lot
of
time
looking
at
findlay
and
what
kind
of
adjustments
could
happen
there
that
would
preserve
walkability
for
those
areas
that
are
approximate
to
the
school,
and
the
committee
spent
a
lot
of
time
on
this
and
looked
at
areas
south
of
laidlaw.
Well,
the
walk
zones
are
south
of
laidlaw
road
and
north
of
blade
law.
Road
and
the
enrollment
projections
could
not
accommodate
all
of
the
walkability
to
stoller
middle
school.
S
The
community
reacted
in
a
manner
where
a
lot
of
commentary
was
provided
that,
and
it
was
from
folks
in
those
three
grid
codes
to
stay
together
in
finley
and
feed
towards
the
timberland
area
middle
school.
S
It
was
not
unanimous
and
you've
seen
that
in
your
public
comments
that
many
families
want
to
be
able
to
walk
to
stoller,
and
that
was
a
tough
one
that
the
committee
just
basically
said.
We
cannot
solve
this
and
given
the
amount
of
comments
we
recommend
all
of
them
go
together
to
timberland.
There
were
a
couple
of
other
minor
changes
that
were
considered
throughout.
One
is
off
of
170th
and
near
170th
and
alexander,
that
involves
beaver
acres
and
barns,
but
the
that
was
also
decided
not
to
follow.
K
K
Yeah,
I
would
be
interested
to
know
that
and
then
I
had
trouble
reading
the
map,
so
I
just
wanted
to
make
sure
I
was
understanding
on
the
the
feeder
patterns
by
my
eyeball.
We
still
have
at
least
one
middle
school
and
this
proposal
a
metal
park
feeding
to
three
different
high
schools,
is
that
correct.
S
Yeah,
it's
it's
a
lowest
sunset
and
beaverton
high
school
are
the
schools
that
meadow
park
will
feed.
K
And
then
I
think
this
last
question
is
probably
for
becky.
We
are
just
voting
on
the
boundary
adjustment.
I
I
it's
my
assumption
that
things
like
the
transition
plan
and
the
summa
recommendations
are
outside
of
the
this
vote,
because
those
are
logistical
decisions
for
the
district.
Is
that
correct,
correct.
A
A
A
So
could
someone
explain
to
me
how
free
and
reduced
I
know
john
bridges
can
look
at
who
gets
it
currently
and
right
now
in
the
pandemic?
It's
a
it's
a
different
sort
of
thing,
but
when
we
move
people
around,
how
do
we
calculate
what
free
and
reduce
like?
How
is
that?
What
formula
is
used.
S
S
We
are
not
able
to
predict
with
any
certainty
what
the
free
reduced
lunch
percentages
will
be,
but
we
do
have
understanding
of
what
exists
today
and
if
today
were
to
continue
to
the
future,
then
what
that
might
look
like
it's
important
to
note
that
what
dr
bridges
has
provided
is
actual
numbers
for
a
specific
time
and
what
we
have
provided
are
numbers
based
on
resident
students
and
what
happens
in
these
areas
in
all
of
the
attendance
areas.
S
Is
certain
number
of
students
go
to
option
schools
and
we
don't
know
what
the
pre-reduced
lunch
or
not?
Is
that
makeup
of
those
options?
Students
is
going
to
be
so
we're
doing
our
best
estimate,
but
that's
what
it
is.
It's
an
estimate
and
there.
So
there
are
two
different
numbers.
One
is
you
know
here's
what
actually
has
shown
up
in
a
specific
at
a
specific
date,
and
ours
are
based
on
resident
students,
which
is
a
bit
different.
T
T
And
that
was
it
did
that
didn't
seem
to
be
provided
to
the
committee
as
a
factor.
I
don't
think
or
was
it
for
their
analysis,
the
homelessness.
S
That
was
not
a
factor
provided
to
the
advisory
committee
and
that.
N
A
So,
can
you
also
explain
what
the
committee
looked
at
as
far
as
like
like
adding
another
school
that
has
a
higher
free
free
and
reduced?
What
what
was
the?
What
was
the
rationale
of
of
why
we
added
another
school
to
already
an
existing
school
that
has
a
large
free
and
reduced
lunch.
S
So,
in
the
case
of
aloha
huber
attendance
area,
that
school
could
have,
you
know
was
looked
at
to
go
to
three
different
middle
schools.
It
was
highland
park,
it
was
meadow
park
and
it
was
mountain
view
what
we
heard
from
the
administrators
we
didn't
receive
much.
We,
I
don't
think
we
received
any
oral
testimony,
but
we
may
receive,
I
believe,
receive
some
written
testimony
from
that
that
area
on
the
proximity.
S
The
advisory
committee
recognized
that
moving
a
low
of
humor
and
it
would
be
about
half
of
the
alola
huber
enrollment,
since
they
have
the
sixth
through
eighth
program
at
that
school.
They
recognized
that
there
would
be
an
increase
in
pre-reduced
lunch
at
mountain
view.
S
However,
their
expectation
and
their
belief
was
that,
having
that
proximity
to
mountain
view
would
encourage
students
and
their
families
to
be
able
to
get
to
school
by
walking
rather
than
if
they
missed
the
bus
to
mountain
view
or
to
highland
park,
they
they
didn't
have
an
option
of
getting
to
school.
So
they
felt
that
having
that
ability
to
get
to
mountain
view,
due
to
that
proximity
outweighed
the
factors
of
free
reduced
lunch
at
that
location.
At
the
mountain
view,
location.
T
But
it
doesn't
sound
like
we
talked
to
anyone
really
in
that
area.
From
what
you
just
said,
we
talked
to
the
administrators
at
the
school,
but
we
really
didn't
have
any
testimony
from
the
people
in
the
area,
and
I
do
know
that
some
of
the
people
in
that
school
they're
actually
going
to
to
mountainside,
which
they
have
enjoyed
going
to
that
school
and
they
are
being
bussed
there.
I
thought.
T
A
All
right
and
then
my
last
question
steve
is
was
the
was
the
committee
given
any
kind
of
guidance
of
what
the
optimum
mix
should
try
to
be
in
any
given
school
for
free
and
reduced
and
non-frame
reduced?
Was
there?
Was
there
any
guidelines
of
an
optimum
because
it
didn't
only
go
up
at
mountain
view?
It
also
went
up
at
cedar
park
and-
and
it
also
went
up
at
meadow
park
that,
as
the
superintendent
also
pointed
out,
it
also
went
down
and
it
decreased
in
some
areas.
Was
that
did
the
committee
at
all?
A
S
I
would
defer
to
ken
strzeckmeyer
on
this,
but
my
recollection
was
that
you
know
a
cap
of
you
know
in
the
neighborhood
of
40
was
the
optimum,
but
I
may
be
confusing
that
with
another
factor.
So,
okay.
U
Evening
my
my
memory
is
that
there
were
questions
about
school
size
and
we
had
conversation
that
you
want
a
goldilocks
size
of
the
school,
not
too
large
and
not
too
small.
So
we
provided
the
team
with
the
number
around
800
that
when
we
start
going
to
too
far
below
800
that
becomes
problem
problematic
to
have
well-rounded
programs.
And
when
you
get
too
large
that
then
we
we
have
some
facility
constraints.
I
don't
recall
any
guidance
coming
from
teaching
and
learning
or
from
facilities
regarding
free,
reduce
that
was
provided
to
the
committee
yeah.
S
I
I
may
be
misremembering
the
the
conversation
in
terms
of
guidance.
We
talked
about
a
lot
of
different
things
and
my
memory
just
isn't
really
solid
on
providing
guidance
on
pre-reduced
launch.
I
know
we
talked
a
lot
about
areas
that
would
be
removed.
S
For
example,
up
in
stoller
there
was
some
good
codes
that
were
considered
to
be
removed
from
the
stoller
feeding
area,
but
that's
where
a
lot
of
the
diversity
exists
in
that
attendance
area,
so
it
was
decided
to
retain
you
know
those
grid
codes
at
the
risk
of
possibly
you
know
having
too
many
students
at
stoller
middle
school.
So
I
mean
the
the
advisory
committee
did
consider
free
reduced
lunch
throughout
all
their
decisions.
S
It'd
be
hard
for
me
to
speculate
what
they
would
have
done.
I
think
the
if
summa
were
known
beforehand.
I
think
a
lot
of
the
community
angst
would
have
been
addressed
in
terms
of
the
advisory.
S
I
I
can
chair
tim
chuck,
I
do
agree
with
donna
tyner
and
the
fact
that
you
know
once
again
I'll
say
it
behooves
the
district
to
make
sure
that
schools
with
higher
and
for
reduced
lunch
rates
have
adequate
resources.
I
But
I
also
want
to
point
out
that
aloha
huber
is
going
to
be
coming
in
to
that
to
mountain
view
and
aloha
huber
is
one,
even
though
it
has
a
70
free
and
reduced
lunch
rate
is
one
of
our
highest
performing
elementary
schools
coming
into
to
to
that
school,
and
so,
once
again
I'll
just
go
back
that.
I
don't
think
that
free
and
reduced
lunch
rates
determine
outcomes
and,
and
it
once
again
I
think
it's.
T
T
A
All
right
so
board
knows
that
they
can
still
ask
questions.
We
will
be
taking
a
vote
on
this
at
our
december
board
meeting,
so
any
other
information
or
or
anything
that
else
that
you
need
from
the
staff
between
now
and
then
please
let
the
staff
know
so
that
they
can
get
the
research
done
and
get
questions
answered,
and
this
discussion
does
not.
You
know
as
far
as
getting
your
questions
answered
doesn't
end
here
tonight.
A
You
definitely
have
until
we
vote
on
this
in
december,
so
I'm
sure
we'll
still
be
hearing
from
community
members
and
and
the
discussion
will
go
on,
but
we
appreciate
the
advisory
committee
and
all
their
work
and
superintendent
and
staff
work.
This
has
been
a
year
and
a
half
coming
and
it's
they're
never
easy.
So
I
appreciate
all
the
the
stuff
the
staff
report
here.
So
with
that
we're
going
to
move
to
action
items
first
action
item
is
the
resolution
to
adopt
the
osba
2021-22
legislative
policies.
A
The
resolution
was
provided
to
you
in
the
packet
and
then
diana
made
sure
that
everybody
saw
all
the
legislative
priorities
at
the
osba
being
a
member
of
that
committee.
I've
joked
the
last
two
meetings
that
I
don't
even
know
if
they're
worth
the
paper
they're
printed
on,
but
we're
doing
doing
our
best,
because
the
legislative
priority
may
be
just
making
sure
that
we
get
the
money
that
we
need
to
support
our
schools.
But
you
do
have
that
in
front
of
you.
P
A
It's
been
properly
moved
and
seconded
that
we
passed
the
resolution
to
adopt
the
2021-22
legislative
priorities
and
principles.
Is
there
any
discussion
seeing
none
board
members?
I
will
call
your
name
signify
by
saying
I
nay
or
abstain
and
hi
donna
hi
eric
hi
leanne
hi
susan.
I
vice
chair
tom.
Q
A
And
chair
tim
check,
I
all
right
next
order
of
business
is
the
appropriation
resolution
21-130
for
the
20
20
21
budget.
Is
there
mike?
Do
you
want
to
present.
J
Thank
you,
chair
tim
chuck.
I
can
take
this
as
superintendent
grotting
mentioned
at
the
start
of
the
meeting
we
received
pass-through
grant
through
that.
That
was
a
part
of
the
cares
act
to
the
tune
of
just
under
2.5
million
as
a
child
care
subsidy
in
order
to
comply
with
local
budget
law
by
the
end
of
the
school
year.
We
don't
want
to
be
over
our
appropriations,
so
this
appropriates
additional
dollars
in
resource
and
expenditure
to
account
for
that
grant
and
we're
looking
for
your
approval.
A
A
It's
been
properly
moved
and
seconded
that
the
board
approved
resolution
21-130
for
the
2021
budget.
I
will
call
the
role
of
the
board
signify
by
saying
aye,
nay
or
epstein:
ann
hi,
donna,
aye,
eric
aye
hi,
susan
hi,
tom.
Q
A
B
Q
A
Becky,
I
all
right
with
that
the
action
items
are
taken
care
of.
Is
there
any
board
communication
this
evening.