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From YouTube: April 6, 2020 School Board Spring Work Session
Description
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C
Somebody
just
is
in
the
waiting
room
of
some
David
or
the
man
and
I,
don't
see
anybody
in
the
waiting
room,
although
there
it
is
Mike.
E
F
D
D
And
things
constantly
change
so
trying
to
keep
you
updated
and
then
really
just
want
to
thank
the
for
your
staying
in
touch
with
us,
providing
us
information
as
you
hear
from
our
community,
and
it
allows
us
to
to
get
ahead
of
some
of
that
stuff.
So
we've
been
our
communications
department
led
by
Maureen.
We've
really
been
trying
to
stay
in
contact
with
our
with
our
community.
So
that's
just
a
brief
update,
I
think
you're
going
to
have
a
lot
of
more
direct
questions
answered
today
in
our
presentations.
D
F
Thank
You
superintendent,
Ryan
appreciate
that
and
thank
you
board
members
for
joining
us
all
from
your
safe
locations
at
home
and
with
that
word,
our
first
zoom
meeting
and
we'll
do
the
best
we
can
and
all
of
us
are
new
normal
I
know.
Most
of
us
are
using
these
with
our
professional.
So
with
that
we're
going
to
start
off
with
a
co
good
19
update
of
what's
going
on
around
the
district
and
well
first
hear
from
Joshua
Karl.
H
All
right,
this
is
Carl
me,
deputy
superintendent,
for
operations
and
support
services
for
the
record.
I
just
want
to
give
you
a
little
bit
of
background
a
little
bit
more
detail
than
what
we
provided
in
this
situation
sheet.
As
you
saw
on
that
document,
this
began.
Our
current
state,
shall
we
say,
began
through
for
winners,
order
back
on
March
17th
and
then
we'll
find
conditions
for
us
that
were
put
into
place
for
us
to
continue
to
function
and
operate
and
ultimately
be
able
to
continue
payment
or
pay
towards
our
employees
through
this
situation.
H
So,
prior
to
that,
though,
we
had
convened
a
pandemic
team
starting
the
way
back.
It
feels
like
now
March
2nd
so
beginning
of
last
month.
It
was
approximately
25
colleagues
throughout
the
district,
representing
all
departments
who
came
together
he
morning
and
initially
thinking
we
would
meet
for
about
an
hour
to
an
hour
and
a
half.
Sometimes
we
were
actually
meeting
up
to
three
hours
to
convene
that
group
and
the
intent
of
it
was
to
be
able
to
address
any
questions
that
may
be
coming
forward
from
our
schools,
from
our
staff
and
from
our
community.
H
Now
remember
back
then,
and
that
long
ago,
but
remember
several
weeks
ago,
we
didn't
have
a
lot
of
guidance.
There
wasn't
guidance
coming
out
of
Oh
Dez
out
of
the
governor's
office
or
the
sort.
We
were
just
beginning
to
hear
of
implications
of
practice
that
was
happening
up
in
Washington
and
various
other
places
around
the
nation,
but
nothing
in
essence,
standardized
across
our
own
state.
So
we
were
trying
to
deal
with
situations
as
they
were.
Coming
up.
People
were
asking
questions.
Oh
I
was
exposed
to
XYZ.
H
We
were
working
very
close
communication
with
the
county
health
and
their
AOC,
which
was
established
I
believe
later
that
first
week,
and
that
was
a
huge
resource
for
us
to
be
able
to
run
questions
by
them.
We
had
our
district
nurses,
who
were
part
of
pandemic
team
being
able
to
address
these
questions
and
we
would
field
anywhere
between
I
think
the
lowest
point,
and
this
was
the
very
beginning,
maybe
10
or
12
questions.
H
It
got
upwards
up
to
50
to
60
questions
on
a
daily
basis
that
people
were
asking
of
us,
which
then
we
were
turning
around
and
providing
written
documentation
so
that
it
was
there
for
a
reference
and
for
others
to
be
able
to
take
a
look
at.
We
then
took
those
messages
and
created
three
sequences.
We
had
specific
messaging
that
went
out
to
administrators
so
that
they
knew
with
it.
What
action
they
needed
to
do.
What
information
that
is
was
included
in
that
information
that
was
also
provided
to
our
community,
so
three
levels
of
communication,
administrative.
H
We
had
a
staff
communication
on
databases
and
one
also
for
our
community
at
times
somewhat
repetitive,
but
again,
trying
to
emphasize
the
importance
of
a
safety
and
precautions
that
we
were
taking
as
a
school
district
to
be
able
to
keep
our
children
safe.
At
that
point,
we
still
had
nearly
40,000
students
attending
on
a
daily
basis.
We
were
running
buses
throughout
the
district.
We
had
implemented
some
practices
for
our
bus
drivers.
H
We
had
extended
their
their
morning
shift
by
15
minutes
in
their
afternoon,
shift
by
15
minutes
to
be
able
to
do
a
full
wipe
down
of
their
buses,
seats,
railings
and
all
those
types
of
things.
So
they
took
those
responsibilities
on
at
the
same
time,
and
Josh
will
address
this
a
little
bit
later.
Some
of
the
actions
that
were
happening
at
the
school
level
with
our
custodial
staff,
but
before
we
do
that,
I
know,
there's
going
to
be
questions
that
come
up.
I
will
go
through
various
pieces
of
this
information
here.
H
H
At
that
point,
so
continuing
on
here
meal
service
was
a
primary
target
of
the
governor's
order,
and
so
we
were
able
to
begin
that
the
week
prior
to
spring
break
that
we
we
served
a
little
over
thirteen
thousand
thirteen
thousand
one
hundred
ninety
nine
meals
that
first
week
of
operation,
that's
in
15
sites.
We
had
15
actually
brick-and-mortar
sites
that
people
needed
to
come
to
to
pick
up
a
meal.
For
that
time.
H
The
week
following
which
was
just
last
week
a
week
following
Spring
Break,
we
served
eighteen
thousand
three
hundred
and
sixty-four
meals,
so
we
increased
that
by
nearly
fifty
one
hundred
meals
in
just
a
week's
time
of
practice.
At
the
same
time,
we
went
from
fifteen
brick-and-mortar
locations
to
seventeen
and
we
also
increased
distribution
and
through
bus
routes.
Now
it's
still
not
a
perfect
system.
H
We're
continuing
to
improve
we've
got
some
push
points
that
we
need
to
really
take
a
look
at
in
the
very
far
north
of
the
district
and
in
the
south
end
of
the
district,
where
those
are
not
typically
summer
food
sites
and
that's
where
these
places.
This
is
where
our
food
locations
are
being
situated.
At
the
present
time,
so
we
were
trying
to
take
a
look
at
that.
What
modifications
do
we
need
to
make
to
ensure
that
all
students
have
access
to
meals
throughout
the
district?
So
that's
continuing
to
evolve.
H
H
H
It's
part
of
this
is
word
of
mouth
location
and
the
sort-
and
these
meals
are
not
just
a
lunch
meal,
we're
providing
a
breakfast
and
a
lunch
in
one
package
for
students
and
again
this
is
from
ages
1
to
18,
and
it
you
do
not
necessarily
need
to
be
a
student
of
the
Beaverton
School
District
to
gain
access
to
it.
The
next
piece
of
this
is
in
terms
of
the
grab
and
go
lunches.
H
I'm
sorry,
the
meals
is
making
sure
that
we've
got
enough
product
and
that's
certainly
we're
hearing
that
Don
and
I
and
David
heard
this
the
other
day
in
terms
of
a
conversations
happening.
Statewide,
there's
some
food
shortages
in
various
areas,
the
state,
fortunately
we're
not
in
that
situation,
now
we're
ahead
of
our
ordering
making
sure
we're
on
that,
so
that
we
can
continue
to
provide
nutritious
meals
to
our
students.
So
a
lot
of
kids,
who
are
very
happy
and
being
able
to
access
this
and
we're
very
pleased
about
that
Josh.
G
Good
morning,
Josh
got
enough
chief
facilities
officer
with
the
daycare
programs.
We
have
private
day
care
providers
who
we
used
previously,
and
we
have
two
providers
right
now
that
are
operating
at
Cooper
mountain
and
at
Terre
Linda
the
priority.
This
is
a
governor
priority.
The
priority
for
children
in
those
daycare
programs
are
centered
around
our
frontline
emergency
workers,
the
first
responders
and
the
health
care
professionals.
But
if
the
service
is
also
available
to
previous
BSD
families
who
are
registered
in
that
program,
the
numbers
have
been
low
here
over
the
past
March
16th.
G
But
we
are
working
with
our
daycare
providers
to
communicate
out
to
the
community
the
services
available
and
they
are
reaching
out.
We
are
reaching
out
to
the
families
on
our
website
to
let
it
know,
let
it
be
known
that
that
service
is
available.
I
I
know
that
it's
aimed
at
Providence
st.
Vincent.
They
do
have
their
own
daycares,
that
they're
providing
so
I
think
that's
kind
of
attributed
to
the
numbers
being
low,
but
I
think
here
in
the
coming
weeks.
G
We
expect
the
numbers
to
increase
as
we
move
forward,
so
we're
continuing
to
support
that
the
daycares
are
operating
out
of
our
cafeterias
and
if
they
have
to
expand,
they
will
expand
out
into
the
gym
and
other
classrooms
is
needed
for
custodial
and
maintenance.
I'll
talk
about
that
quickly.
It's
not
in
your
situation
report,
but
our
our
focused
and
custodial
has
been
primarily
to
the
meal
service
and
the
daycare
the
daycare
programs.
So
as
the
daycares
operate
during
the
day,
their
hours
are
from
7:30
in
the
morning
to
5:30.
G
It's
also
an
opportunity
to
look
at
putting
in
work
orders
that
need
to
be
done
so
that's
happening
right
now.
Today,
Tom
I
know
you
had
a
question
about
PPE
and
I'll.
Wait
till
we
get
to
the
end
to
cover
about
that
and
talk
about
it.
Also
this
time
from
a
maintenance
and
custodial
side
we're
looking
at
an
opportunity
for
energy
savings.
We
know
the
buildings
are
unoccupied,
so
we
have
lowered
our
building
temps
to
to
about
55
degrees
that
allows
for
to
maintain
some
energy
savings
during
this
time.
G
We've
also
shortened
our
garbage
service
service
right
now,
so
that
obviously
we're
not
collecting
a
lot
of
trash,
so
we've
were
getting
some
savings
there.
Moving
on
to
donated
supplies
over
spring
break.
Good
news
story
is
that
we
we
provided
some
gloves
and
ni5
mask
to
the
VA
Portland
Medical
Center
and
Providence
st.
Vincent
and
the
numbers
are
in
the
situation
report.
You
can
see
that
we
donated
over
1,000
boxes
of
the
exam
gloves
and
over
2,095
masks,
which
is
great
custodians
collected
them
at
the
schools.
G
They
collected
the
masks
specifically
from
emergency
preparedness,
buckets
that
we
had
in
the
classrooms
and
the
gloves
were
collected
from
our
health
rooms.
We
did
not
tap
into
our
custodial
supply
because
we
know
the
supplies
are
needed
to
continue
to
do
our
work,
but
with
those
available
supplies,
health
rooms
and
in
those
buckets,
we
were
able
to
collect
them
across
the
schools,
get
them
into
our
central
office
and
then
distribute
them
out
to
to
those
two
locations.
A
lot
of
work
there
that
week,
but
it
was
it-
was
a
lot
of
good
work.
H
Over
spring
break
we
Steve
Langford
and
his
team
did
an
outstanding
job
of
soliciting
information
from
our
community
of
what
the
need
was.
As
you
know,
we
distribute
Chromebooks
to
our
students
in
grades
6
through
12
and
students
have
access
to
a
Chromebook
in
grades,
4
5
access,
but
that's
not
typically
travels
to
and
from
home,
so
trying
to
address
a
need
for
the
governor's
order
and
recommend
it
in
the
work
of
OD
e
is
that
has
shifted
from
just
supplemental
to
moving
forward
with
instruction
over
the
coming
days.
H
We
knew
that
we
had
a
gap
there
between
kindergarten
and
fifth
grade,
so
to
resolve
that
we
needed
to
make
sure
we
had
tools
put
in
the
kids
hand
into
our
kids
hands
and
those
specifically
being
Chromebooks
doesn't
mean
that
every
student,
the
district
needs
them.
Many
parents
have
those
resources
at
home
and
they
have
access,
but
we're
also
seeing
families
where
that's
strained,
because
they're
working
from
home
their
computer
for
work.
They
can't
relinquish
it
to
their
child
for
to
engage
in
school.
H
So
last
week
was
the
first
week
of
distribution
of
Chromebooks,
two
kids
in
kindergarten
through
fifth
grade
distributed
approximately
4900
Chromebooks
in
round
one.
We
knew
that
this
would
not
resolve
the
issue
across
the
district.
The
second
piece
of
this
since
round
two
is
again
word
of
mouth
people
may
not
have
gotten.
The
information
been
able
to
register
for
a
Chromebook
online
and
so
round.
H
Our
first
site
was
Bethany
elementary
last
week,
just
as
a
test
site.
We
did
one
school
in
the
morning
to
see
how
it
would
go.
Steve
and
team
did
an
outstanding
job
and
then
one
of
our
greatest
needs
was
over
Lowe
Huber
again
that
probe
that
went
incredibly
well.
There's
a
news
story
done
on
that
one,
and
just
you
saw
the
distribution
happening
very
seamlessly
and
staff
fully
engaged
and
actually
practicing,
as
we
should
social
distancing
throughout
this
entire
distribution.
H
Not
only
to
staff
but
also
to
students-
and
they
are
incredibly
busy
as
this
is
some
new
information
for
parents
and
for
kids,
especially
in
our
primary
grades.
How
do
you
function
with
the
Chromebook?
How
do
I
do
this?
Do
that
so
on
and
so
forth,
so
they're
online
they're
being
able
to
answer
questions,
take
phone
calls
and
be
able
to
address
those
needs
and
concerns
throughout
the
district.
So
we
Josh
and
I
could
probably
talk
for
a
good
hour
and
a
half
to
two
hours
of
the
work.
H
That's
happened
over
the
last
month,
but
we've
got
a
lot
of
other
priorities
is
I
feel
like
we
have
made
a
huge
shift
from
an
operational
side
of
things
to
to
answering
questions
of
the
unknown.
To
making
a
shift
of
this
is
a
new
reality
and
into
programming,
and
what
school
needs
to
look
like
here
in
the
near
future.
So
Josh
and
I
are
happy
to
take
any
questions
you
may
have.
G
I
G
H
Said
we've
got
a
question
submitted
by
Donna
and
her
question
is:
are
you
providing
hot
spots
to
students
without
internet
service,
great
question
and
thank
you
for
asking
I
forgot
to
include
this
information.
We
are
gathering
information
where
hot
spots
are
needed.
Some
of
the
things
that
are
happening,
as
in
major
providers
who've
actually
opened
up
the
internet.
They
are
eliminating
kind
of
the
it's
unlimited
now
shall
we
say
for
users
across
anybody
who
has
self-service.
H
The
other
piece
of
this
is
trying
to
teach
our
parents
and
kids
what
a
hot
spot
is
and
how
you
can
actually
utilize
that
as
well,
so
that
will
also
potentially
assist
many
of
our
families.
The
other
part
of
this
is
trying
to
gather
as
I
said,
information
of
who
needs
a
hot
spot.
We're
trying
to
acquire
those
Steve's
team
is
moving
forward
with
that
to
acquire
those
hot
spots
so
that
we
can
resolve
that
need.
But,
ultimately,
yes,
we
want
to
be
able
to
provide
access.
H
We
don't
want
to
have
to
have
kids
after
we
locate
it.
They
typically
do
to
gain
access.
Many
of
our
kids
have
depended
upon
commercial
environments
to
be
able
to
gain
access,
such
as
a
Starbucks
or
McDonald's
of
the
sort,
with
many
of
those
closed
up
that
internet
services
also
closed
down.
We're
also
hearing
stories
of
neighbors
who
are
opening
up
their
own
Wi-Fi
of
their
own
homes
to
expand
so
that
their
neighbors
potentially
have
access
to
their
Wi-Fi.
In
this
time,.
A
I
curious
first
of
all,
I'm
so
heartened
to
know
that
we're
doing
so
many
things
to
make
sure
that
we
are
getting
out
the
tools
and
the
food
that
our
students
need
and
I'm
sure
Carl,
like
you
know,
with
the
free
internet
access
I'm,
assuming
when
we
give
out
the
Chromebooks
we're
also
given
the
instructions
for
how
to
you
know,
get
access
to,
whichever
provider
might
be
close
to
their
homes
and
I
guess.
The
other
question
I
have
is
how
it's
sort
of
an
existential
one.
How
do
we
know
that
we're
meeting
the
need?
A
H
That's
a
great
question:
it's
it's
a
world
of
the
unknown
right
now,
because
we've
had
we
have
our
summer
experience
and
summer
experience.
The
distribution
of
meals
is
a
very
different
course
of
action,
and
so
this,
what
we're
seeing
and
what
we're
monitoring
right
now
is
we're
seeing
a
daily
increase
every
single
day,
we're
continuing
to
see
our
numbers
increase,
charity
and
the
team
are
tracking.
Those
numbers
she
and
I
were
talking
last
week,
will
will
be
meeting
again
this
afternoon
to
assess
that.
H
Where
is
it
that
we
need
to
potentially
go
so,
for
example,
in
the
North
we're
looking
at
potentially
opening
up
Springville,
which
would
not
be
a
typical
summer
meal
site,
but
it
would
be
close
access
to
a
number
of
students
who
are
free
and
reduced.
We
were
part
of
the
Rock
Creek
community,
because
their
closest
location
happens
to
be
sunset.
H
High
school
doesn't
make
a
lot
of
sense,
so
trying
to
open
up
other
sites
around
the
other
issue
that
we
have
us
down
in
the
south
and
the
district
happens
to
be
Becky's
zone,
not
a
single
school
down.
There
has
been
identified
within
her
zone
so
we're
looking
at
mountainside
technically
could
qualify
because
Mountain
View
is
designated
to
attend
that
school.
H
The
difficulty
with
that
is
access
to
that
school
for
walking
is
not
recommended,
especially
for
kids
in
the
elementary
level
high
schoolers
middle
schoolers,
it's
appropriate,
but
for
elementary
kids
to
walk
and
gain
access
to
meals.
So
it
would
be
more
of
a
drive
up
service.
So
we're
taking
a
look
at
what
kind
of
bus
stop
service
we
might
be
able
to
provide
in
the
south
end
of
the
district
over
there
there's
a
closest
school
for
service
over
there
happens
to
be
South
Ridge,
so
again
not
convenient
for
that.
H
In
so
we're
monitoring
we're
adjusting
and
we're
taking
a
look
at
this
every
day.
We're
not
going
to
wait
three
weeks
out
we're
making
adjustments
based
on
just
information
from
last
week
going
into
this
week,
if
we're
able
to
make
some
additional
bus
stop
services,
we're
looking
by
the
end
of
the
week,
adding
those
and
adding
those
those
lines
and
making
sure
we've
got
the
volunteers
to
distribute.
A
Okay
and
I've
just
took
one
quick,
follow
up
I
know.
You
said
that
you
were
getting
our
orders
and
without
any
problem,
are
we
getting
any
insight
from
our
suppliers
that
they're
projecting
shipment
delays
or
any
you
know,
I
know
that
there's
sort
of
this
crisis
mentality
out
there
about
who's
open
or
not,
but
I'm,
I'm,
hoping
that
our
suppliers
are
not
impacted.
Our.
H
Suppliers
in
the
metro
area,
they're
doing
fine
and
actually
the
benefit
we
also
have.
This
were
a
large
enough
school
district
is
that
we
have
somebody
who
does
their
primary
job
is
their
only
job
is
to
do
the
food
ordering
across
the
district.
So
he
was
continuing
to
do
that.
He's
monitoring
that
so
we've
got
our
supplies
for
several
weeks
to
come,
and
so
he's
just
continued
to
shelve
new
product
as
it's
coming
in.
F
With
that,
thank
you
Carl
and
Josh
for
that
great
update
and
thanks.
Please
thank
your
staffs.
You
know
how
much
extra
work
and
all
the
thought
process
and
that
your
trying
to
turn
you
know,
do
well
by
our
students
and
our
family.
So
we
really
appreciate
the
extra
effort
and
the
hard
work
everybody's
put
in
and.
H
Becky
may
I
offer
one
other
piece
and
I
should
have
included
this
in
terms
of
food
service,
because
it's
not
just
our
grab-and-go
meals.
We
have
a
lot
of
faith
partners
who
are
actually
stepping
up
and
providing
meals
or
food
boxes
for
supplemental
food
boxes,
for
families
in
multiple
areas
in
the
school
districts.
So
that's
also
continuing
we're
going
over
schools
for
that,
obviously
again,
social
distancing,
in
fact,
so
those
volunteers
are
continuing
as
well.
F
Thank
you
for
mentioning
that
Carl.
This
is
where
the
we
and
collaboration
we
do
know
what
a
strong
community
we
have
in
Beaverton
and
they're
the
Greater
Beaverton
area
and
and
we're
fortunate
to
have
all
those
partners
with
us
to
provide
meals.
So
with
that,
we
will
turn
to
Ginny
to
give
us
an
update
on
our
distance
learning
for
all.
B
B
Remote
learning
and
BSD
has
tried
to
get
together
and
make
sure
that
we
have
everything
in
order
for
that,
so
I'm
going
to
go
through
each
one
of
those
phases,
so
that
your
understanding
comes
from
the
changes
that
have
taken
place
throughout
the
last
few
weeks
and
and
how
our
department
and
have
decided
to
kind
of
move
forward
with
them.
The
first
phase,
as
you
remember,
launched
on
March
16th,
which
was
really
basic.
B
It
was
intended
to
limit
learning
loss
and
maintain
student
involvement
with
learning
resources
during
that
initial
10-day
closure,
and
this
did
not
require
any
help
from
our
teachers.
It
did
not
require
any
materials
or
action
was
just
there
to
help
parents
maneuver
this
time.
During
their
kids
phase,
two
was
introduced
as
soon
as
the
governor
came
out
with
their
guidelines,
and
there
was
a
big
difference
between
phase
one
and
phase
two,
and
that
difference
meant
that
teachers
were
now
to
facilitate
learning
opportunities,
provide
formative,
feedback
and
connect
with
students
on
a
regular
basis.
B
So
as
soon
as
that
order
came-
and
it
happened
to
be
right
at
the
beginning-
a
Spring
Break.
Our
team
got
together
with
all
of
our
toeses
in
our
department,
we're
talking
secondary
elementary
and
making
sure
that
our
teachers
were
prepared
for
that
change.
That
required
a
lot
of
communication
with
our
principals
and
administrators.
B
So
as
soon
as
our
our
CIA's
administrators
came
out
with
curriculum
instruction
and
assessment
from
all
of
the
work
that
we've
done,
then
our
executive
administrators
took
that
those
resources
to
our
principals
and
pre
loaded
them
prior
to
information
going
out
to
our
teachers
to
make
sure
that
our
administrators
were
on
board,
that
they
understood
the
resources
and
what
their
teachers
were
being
asked
to
do,
and
they
had
many
zoom
conferences
with
their
administrators
prior
to
starting
with
phase
two
phase.
Two
started
last
week.
B
Basically,
with
our
teachers
using
professional
resources
that
are
ptosis
had
developed
in
in
terms
of
that
entire
week,
so
we
wanted
to
make
sure
they
had
enough
time
to
access
the
information,
understand
the
information
and
really
feel
prepared
to
be
ready
for
this
week,
so
that
took
a
lot
of
planning
upfront,
but
it
also
took
a
lot
of
communication
with,
like
I,
said
our
principals
as
well.
They
had
staff
meetings
that
helped
work
with
their
teachers
so
that
they
knew
how
to
zoom
they
knew
had
how
to
use
some
of
the
remote
learning
activities.
B
All
of
those
were
done
last
week,
I
have
personal
I,
have
a
teacher
in
the
family.
That
kind
of
showed
me
her
vision
along
the
way,
and
last
week
the
teachers
really
took
on
a
huge
amount
of
learning
and
really
really
tested
kind
of
the
way
that
they've
taught
and
transformed
how
they're
teaching.
So
today
was
the
launch
of
Phase.
Two
and
with
that
came,
our
teachers
connecting
with
students
are
teaching
our
students
providing
feedback
to
them,
which
is
pretty
darn
exciting.
B
Last
week
we
got
more
information
from
the
deputy
superintendent
of
the
Eau
de
Colt
Gil,
and
he
publicly
stated
that
there
is
a
strong
possibility
that
we
could
remain
closed
for
the
duration
of
the
school
year.
Phase
three
planning
when
we
began
that
last
week
really
assumes
a
long
term
closure.
Should
schools
reopen
reopen.
In
the
meantime,
the
teaching-learning
Department
will
provide
guidance
and
support
to
transition
back
to
to
an
in-person
education,
but
for
right
now
we're
looking
at
a
long
term
closure
with
the
planning
that
we're
doing
for
Phase
three.
B
So
right
now
our
teachers
are
in
Phase.
Two.
Our
principals
are
helping
direct
them
in
Phase
two
and
we're
getting
prepared
to
move
into
Phase
three.
Now
because,
as
you
know,
that
was
pretty
new
information
for
us.
We
have
had
people
working
all
weekend
and
last
Thursday
and
Friday
to
make
sure
that
we
are
prepared
to
move
our
teachers
into
phase
three
phase.
3
includes
some
shifts,
as
I
stated,
with
phase
two.
They
were
to
connect
with
teachers.
They
were
to
give
learning
opportunities.
B
It
was
mostly
supplemental
learning
opportunities,
but
the
shift
then
transformed
into
a
distance
learning
for
all,
and
what
that
meant
is
that
phase
three
includes
learning
tests
are
to
be
specifically
aligned
to
BSD
courses
and
include
new
content.
Learning
tasks
can
be
assessed
in
a
summative
manner,
and
so
there
will
be
evidence
of
proficiency
of
learning
targets.
Credit
will
be
issued
at
the
high
school
level.
In
addition,
accommodations
and
modifications
to
curriculum
instruction
and
assessment
must
be
made
for
special
education
students.
B
So,
as
you
can
see
from
phase
2
to
phase
3,
there
was
a
significant
shift
in
what
we
are
now
asked
to
give
our
students
and
because
our
team
felt
prepared
and
ready
to
take
this
on,
because
we
and
faced
were
very
connected
to
the
state.
So
much
of
what
we
we
shared
all
of
those
resources
were
shared
with
OD
E,
so
a
lot
of
what
their
guidelines
and
requirements
were
were
based
on
BS
DS
model.
B
So
a
lot
of
what
we
were
doing,
we
were
already
doing
really
well,
so
it
just
needed
to
include
these
shifts.
So
as
of
today,
those
shifts
have
been
in
process.
We
have
not
launched
phase
3,
yet
that
will
happen
on
Wednesday
Wednesday
communication
will
go
out
to
our
staff
and
they
will
go
out
to
our
community
at
that
time.
We
wanted
to
give
significant
amount
of
time
this
week
to
make
sure
our
teachers
were
feeling
comfortable.
B
They
were
ready
to
interact
with
their
kids
and
be
ready
for
this
shift
coming
next
week,
because
it
is
pretty
quick
turnaround,
and
so
all
of
this,
as
you
can
imagine,
takes
a
lot
of
collaboration
with
our
association
with
our
cabinet,
with
making
sure
that
we're
moving
in
the
right
direction
and
that
everybody
is
on
board
with
it.
So
we
are
calling
it
now
phase
through
three
distance
learning
for
all,
and
our
team
has
developed
as
they
did
in
Phase.
B
B
Although
Elementary
is
going
to
take
a
lot
of
resources
to
make
sure
we're
up
and
running
which
I'll
explain
in
a
minute,
so
they
are
going
to
kind
of
go
in
a
staggered
start
next
week,
but
full
employment
implementation
from
everyone
will
be
occurring
next
week
of
phase
3,
which
has
required
a
lot
of
shifts
to
scheduling
in
terms
of
for
secondary.
It's
required
us
to
take
a
look
at
middle
school
schedules.
B
I
can't
tell
you
how
many
emails
and
thoughts
I've
been
getting
from
teachers
along
the
way
of
their
excitement
to
be
able
to
connect
with
their
kids
this
week.
There's
a
whole
lot
of
excitement
going
on
with
teachers
connecting
with
students
and
really
feeling
excited
about
that
now.
All
of
this
has
significant
challenges.
As
you
know,
this
is
called
distance
learning
for
all,
which
means
every
child
needs
to
be
have
a
Chromebook,
be
on
board
with
their
families
and
be
able
to
take
this
on.
B
B
They
didn't
see
the
notice
of
the
Chromebooks
going
out
last
week,
so
she's
working
with
her
team
and
making
sure
that
before
this
week
started
that
she
had
her
kids
on
board
her
parents
on
board
ready
to
to
get
started
in
this
work,
because
it's
a
family
affair,
not
just
a
student
to
teacher
so
especially
when
it
comes
to
kindergarten
and
first
graders,
the
the
the
families
really
need
to
be
on
board.
B
Now
we
have
provided
we
haven't
shared
this
out
yet,
but
on
Wednesday,
when
it
goes
out
to
the
community,
I
will
be
seeing
the
school
board
to
make
sure
you
have
the
resources
and
guidelines
on
to
know
really.
What's
the
and
asked
of
our
teachers
and
and
support
the
plan,
we
know
that
this
is
not
a
perfect
plan
and
we
know
that
we
are
going
to
make
mistakes
along
the
way,
and
this
fast
timeline
makes
it
certain
that
we're
gonna
have
to
take
feedback
along
the
way.
B
So
each
one
of
these
steps,
Kayla
with
the
elementary
brian
with
the
high
middle
and
high
school,
are
doing
constant
feedback
with
our
teachers
all
week
and
our
administrators
to
make
sure
that
we
are
giving
just
a
lot
of
customer
service
when
it
comes
to
making
sure
everybody's
on
board.
And,
lastly,
it's
I
just
want
to
thank
everybody.
That's
been
involved
in
the
planning
of
it.
B
It's
it's
allowed
communication
and
collaboration
to
be
at
its
finest,
even
though
it
is
remote,
but
it
takes
a
village
to
make
this
happen
and
with
the
support,
a
cabinet
and
everything
that
had
Karl
and
Josh
talked
about
to
begin
with,
so
that
we
were
in
a
prime
place
to
be
able
to
start
and
launch
this.
Our
team
has
this
feeling
of
we've
got
this.
We
know
we've
got
this,
but
we
also
know
we're
gonna
make
mistakes
along
the
way.
F
C
Can
you
hear
me?
Yes,
thanks
for
the
poor
Ginny
and
thanks
for
your
hard
work
and
the
many
other
staff
and
administrators
that
are
there
working
through
these
difficult
and
quick
changes,
I'm
wondering
how
we're
tracking
family
participation,
not
just
at
the
school
level,
but
at
the
greater
level
and
what
kind
of
layers
we
have
in
place
to
reach
out
to
families
as
this
situation
moves
forward.
So.
B
B
J
B
So
Danielle
and
her
team
are
on
that
and
it's
taking
a
lot
of
lift
from
her
team
as
well.
So
but
what
I
know
and
what
they
have
done
in
Phase
two
as
well,
is
making
sure
that
we
follow
the
guidelines
that
are
given
to
us
by
the
state
and
make
sure
that
we
are
looking
at
accommodations
and
modifications
with
online
learning
the
nature,
shifting
it
and
I'm.
B
Looking
at
some
of
the
pieces,
it
takes
some
direct
instruction
from
special
ed
to
make
sure
that
that
is
happening,
and
she
has
a
document
that
I
you
can't
see,
but
I'm
opening
up
right
now.
But
it's
all
about
how
the
purpose
of
it
is
to
provide
guidance
and
support
to
teachers
as
they
do
their
accommodations
and
modifications.
So
they
will
receive
training
and
receive
receive
a
lot
of
instruction
on
how
to
make
that
happen.
B
It's
going
to
be
a
big
lift
for
those,
but
the
planning
and
presenting
of
that,
for
example,
if
you're
doing
reading
you're
looking
at
visual,
supports
virtual
checks,
check-ins
opportunities
for
repetition.
So
the
document
outlines
all
of
the
things
that
they
may
need
to
use
with
their
specialized
instruction
and
be
able
to
features
and
make
sure
that
they
they
can
do
that
same
instruction
remotely.
So
it's
taking
what
teachers
have
normally
done
in
the
classroom
and
teaching
them
how
to
do
it
remotely
with
those
students.
That's
that's
just
the
start.
E
First
of
all,
I'd
like
to
commend
you
on
all
your
hard
work
and
all
this
effort.
This
has
been
quick
and
you
guys
have
certainly
risen
to
the
challenge.
It's
truly
monumental
task
and
I
know
that
I
have
gotten
some
inquiries
already
with
parents
that
are
concerned
about
graduation
kids
are
concerned
about
graduation
and
those
might
be
too
early
to
ask
because
you're
you're
working
on
everything
else
in
addition
to
to
this.
E
B
D
So
thanks
great
question,
Donna
and
I
think
a
couple
weeks
ago
everybody
was
shooting
towards
looking
at
reducing
the
number
of
credits,
so
in
the
state
of
Oregon
to
graduate
24
credits
are
required
and
they
were
talking
about
floating
an
idea
out
there
about
taking
that
down
to
19
for
seniors
this
year
and
that's
the
way
that
we
were
headed.
What
I
can
tell
you
is
I
think
they
may
shift
from
that
mentality.
D
It
will
provide
some
significant
opportunity
for
our
current
seniors
to
be
able
to
graduate
where
they're
not
being
penalized.
I.
Just
can't
put
it
out
here
on
this
live
stream
right
now,
because
it's
confidential,
but
hopefully
we're
going
to
get
some
word
by
tomorrow,
because
we
and
the
rest
of
the
school
districts
and
we
really
need
to
know
that
those
students
are
and
more
so
who
are
those
students
that
may
be
in
jeopardy
of
not
graduating.
D
H
D
D
A
I
was
wondering-
and
it
sounds
like
you've
alluded
to
this-
a
little
bit,
but
I've
received
email
and
from
the
public
around.
How
is
Beaverton
contributing
to
the
conversations
around
how
we're
implementing
practice
and
also
around
timelines
of
school
closures,
and
the
conversations
around
graduation
I'm
just
wondering
if
you
could
illuminate
a
little
bit
about
the
role
Beaverton's
playing
in
trying
to
make
sure
that
we're
doing
the
right
things
for
all
of
the
kids
Oregon
great.
D
So
I'm,
probably
on
phone
daily,
with
the
Department
of
Education
in
the
governor's
office
and
they're,
looking
towards
Beaverton
and
some
of
our
larger
districts,
as
well
as
some
other
remote
districts,
just
because
of
where
they're
at
and
whatnot
and
they're
really,
and
in
fact,
I
will
just
say
that
the
Department
of
Education
actually
sent
a
team
up
to
interact
with
our
teaching
and
learning
team
and
our
technology.
Folks
as
we
develop
distance
learning.
D
It's
also
we're
going
to
have
students
coming
back
now
next
year
and
they're
gonna
have
gaps
by
not
going
over
and
showing
proficiency
in
standards
that
they've
missed
out
on,
so
we're
going
to
have
to
start
planning
for
next
year.
As
these
students
come
back.
How
are
we
going
to
fill
in
those
gaps?
Identify
what
those
critical
standards
are
as
we
move
forward,
but
I
think
initially,
our
primary
right
now
is,
and
people
are
really
worried
about
this
all
the
way
from
parents
to
seniors
we
do
not
want
to
in
looking
through
our
equity
lands.
D
D
He
called
me
and,
as
I
said,
they're
thinking
about
going
they're,
devising
a
different
plan
for
seniors,
and
he
reached
out
to
me
specifically-
and
he
wanted
to
run
his
idea
by
me
and
then
in
turn,
I
was
able
to
get
on
the
phone
last
night
with
several
teaching
and
learning
folks
and
are
really
trying
to
take
our
input
in,
as
are
they
some
other
districts
but
Beaverton's?
Definitely
a
leader
in
this
in
this
area
and
I
get
what
I,
what
I
can
say.
D
What
they're
doing
is
looking
at
when
a
specific
state
stopped
and
they
went
into
a
no
more
school
taking
place,
they're
evaluating
where
those
students
were
at
that
specific
time
and
then
possibly
being
able
to
use
that
progress
and
that
GPA
and
that
would
determine
whether
or
not,
if
they're,
going
to
get
credit
and
then
and
then
districts
are
able
to
shift
from
those
students
they
can
continue
to
learn.
They
could
continue
to
go
on,
but
really
shift
resources
to
those
students
who
are
not
up
to
progress
at
that
day.
D
D
We're
going
to
need
that
because
I
know
that
school
boards
are
are
particularly
interested
right
now
in
our
seniors,
how
they're
going
to
graduate
just
along
that
line
right
now,
as
you
can
imagine,
there's
a
lot
of
heartbroke
and
seniors
thinking
that
I
don't
get
a
walk
across
that
stage.
I
don't
get
a
get
that
diploma,
we're
going
to
have
to
wait
to
see
if
that,
in
fact
is
the
case,
but
we
also
have
a
teaching
and
learning
team.
I
know
right
now
to
figure
out.
D
How
can
we
make
this
important
to
these
students
and/or
their
parents?
So
if
somebody
has
a
great
idea
out
there,
if
we're
unable
to
collectively
gather
in
a
specific
location,
we're
just
really
trying
to
think
of
things,
because
this
only
comes
by
once
in
a
lifetime.
I
know
my
daughter
just
got
a
letter
yesterday,
UNLV
is
not
graduating.
Graduation
is
canceled
and
you
know,
but
I
think
I.
Think
a
high
school
graduation
has
a
lot
more
emphasis
in
pact
and
it's
their
first
big
event
in
their
lives.
D
F
D
D
How
do
we
probably
trying
to
look
through
an
equity
lens,
especially
for
our
most
vulnerable
students,
and
we
want
to
talk
about
this
I
talking
about
some
of
our
special
our
special
education
students
are
emerging
language
learner
students?
How
are
we
going
to
be
able
to
give
them
what
they
need
as
we
go
forward
and
then
I
think
at
the
end
of
the
year,
I
think
there's
gonna
be
a
lot
of
work
for
us
in
the
summer
to
say:
okay,
where
do
we
think
our
kids
landed?
D
B
I
think
you
said
it
really
well
and
really.
It
is
about
connecting
with
students
first
and
foremost,
make
sure
they're,
healthy
and
and
safe,
also
making
sure
that
we
can
have
as
much
teaching
occur
as
possible
I'm
in
a
remote
situation,
and
we
don't
want
a
learning
loss.
We
want
to
make
sure
they're
prepared
and
ready
for
what
comes
in
the
fall
and
and
really
that's
the
prime
and
to
know
that
that
their
health
and
safety
is
really
important.
B
We're
doing
a
lot
of
around
the
social-emotional
learning,
with
making
sure
that
that
is
in
the
schedule
for
pre-k
to
12,
making
sure
that
that
social-emotional
piece
is
attached
to
that
as
well,
along
with
trying
to
teach
to
every
to
as
many
targets
as
we
can
and
within
that
period
of
time.
So
before.
D
E
This
though
this
is
a
quick
one,
I
get
inquiries
from
parents
who
are
wondering
if
there's
going
to
be
some
sort
of
forum,
because
they
have
lots
of
questions
and
they're
trying
to
figure
out
how
to
get
them
answered.
So
is
it
a
question
that
I
should
direct
them
to
their
principal,
or
is
it
something
that
we
were
considering
like?
E
D
D
Oh
I
was
going
to
say
great
question
and
all
that
Jennie
covered
honor,
two
things
I
think
something
that
wasn't
brought
up
on
the
whole
distance
learning
thing:
Steve,
Langford
and
his
crew.
They
have
actually
a
helpdesk
ticket
and
they
have
people
that'll
go
on
walk
people
how
to
get
on
their
computers,
take
them
through
it.
They
can
even
manipulate
some
of
their
computers
and
help
parents
and
students
with
with
with
that
and
then
all
that
Jenny
talked
about
it.
I
know
that
we
have
a
process.
D
B
We're
right
now
developing
a
feedback
loop
with
our
teachers
but,
most
importantly,
our
families.
As
soon
as
that
goes
out
on
Wednesday.
Our
team
is
working
with
community
involvement
and
and
trying
to
have
our
website
have
a
place
where,
where
any
parent
can
go
and
ask
questions
and
and
give
feedback
to
what
we're
doing,
and
so
that
we
can
relay
that
back
to
our
team
and
see
what
changes
can
be
made.
So
that's
in
process,
and
it
should
be
something
that
we
definitely
want
by
next
week
up
and
running,
so
that
we
can
I'd
feedback.
J
D
I
I
think
right
now,
I
think
there's
a
potential
but
I
believe
right
now,
just
because
several
extenuating
circumstances,
one
one
would
be
the
budget
that
I
right
now.
I
don't
see
that
movement
to
extend
the
school
year
at
this
time,
I
think
I
believe
we
were
supposed
to
go
up
till
I,
believe
June
13th,
if
I'm,
if
my
I'm
right
and
so
going
beyond
that
with
knowing
what's
coming
down
on
the
budget,
I
would
believe
it
would
and
you'll
hear
some
of
some
of
that
I.
D
Don't
think
it
would
be
wise
financially
as
well
as
we
are
under
contract
with
you
know
our
collective
bargaining
agreements
and
once
we
start
that
the
day's,
actually
we've
only
missed
I,
think
four
or
five
days
that
we
actually
shut
down.
So
it's
contractual
issues
and
a
whole
bunch
of
others.
Other
things
going
on
there
Susan.
F
F
K
Thank
You
chair
good
morning,
Mike
Schofield,
associate
superintendent
of
business
services,
appreciate
the
opportunity
to
share
a
little
bit
of
kind
of
where
we
are
financially
try
to
paint
the
picture
of
where
we
are
with
this
year.
What
we
have
to
look
forward
to
and
if
we
could
go
to
the
next
slide,
I'll
kind
of
cover
all
those
topics
so
we'll
deal
with
our
1920
budget.
We'll
talk
a
little
bit
about
the
2020
2021
budget
process
and
timeline,
we'll
dive
into
the
covin
19
in
packs.
K
Basically,
in
1920
you'll
see
our
projected
general
fund
ending
balance
@
31.9
million.
That
is
up
from
what
I've
shared
with
you
in
Prior
months
so
and
that
has
no
impact
from
kovat
19.
It's
just
where
we
are.
We've
got
additional
revenue
coming
in
from
the
state
school
fund
and
we're
estimating
a
little
bit
less
spending
as
of
the
end
of
March
so
more
to
come
on,
Coppa
19
we've
also
implemented
spending
and
hiring
restrictions,
so
the
spending
restriction
went
out
on
March,
19th
and
hiring
restrictions
are
now
coming
into
place.
K
For
2020
2021,
the
budget
document
is
nearly
complete.
It's
built
on
the
most
recent
state
school
fund
estimate,
which
have
a
type
of
their
thickest
February
25th
was
when
we
got
that
recent
update.
It
includes
the
new
staffing
allocation
model.
It
includes
student
investment,
account
the
SIF
30
2.7
million,
and
at
this
time
our
timeline
remains
the
same.
So
by
law.
K
The
budget
you
adopt
won't
be
implemented
in
the
fall
of
2020
and
that
simply
due
to
the
timing
of
information,
we
need
to
make
decisions
and
I'll
get
into
that
a
little
bit
more
as
we
move
through
the
presentation
here,
Cobin
19
impact.
So
what
do
we
know
we're
in
an
unprecedented
time?
We
know
that
our
proposed
2020
2021
budget
will
be
negatively
impacted.
We
know
there
are
record
unemployment
claims
in
the
state
of
Oregon
I.
Think
the
number
through
March
28
is
a
hundred
and
seventy
eight
thousand
people
have
applied.
K
Our
unemployment
rate
has
gone
from
3.5
percent
in
February
to
4.4
percent
in
just
the
month
of
March,
so
we
and
I
believe
the
state
economist
looks
at
jobs
as
primarily
how
the
general
fund
of
the
state
of
Oregon
will
be
impacted.
So
we
know
it's,
it's
we're
not
a
good
place.
The
state
of
Oregon,
though,
is
in
a
better
financial
position
than
they've,
been
in
the
last
couple
of
recessions,
when
you
think
back
to
2008
or
even
prior
to
that
in
2002,
the
state
didn't
that
the
cupboards
were
pretty
bare
going
into
those
recessions.
K
So
what
are
we
doing?
Now?
We've
got
emergency
spending
required
due
to
the
governor's
order,
including
meal
service
in
daycare.
That's
not
a
significant
impact
on
our
budget
other
than
we're
providing
it
right.
We've
got
the
waivers
to
be
able
to
serve
the
meals,
we're
able
to
run
buses
and
it'll,
we'll
be
able
to
count
those
in
our
transportation
grant
and
we're
providing
the
disabilities
for
the
daycare
and
including
custodial
those
kinds
of
emergency
spending
required
to
implement
distance
learning.
We've
got
some
of
that
going
on
now
in
the
technology
area.
K
I
think
we'll
have
some
more
as
we
go
down
the
road
but
I
think
it's
too
early
to
tell
exactly
how
much
what
happens
in
there
but
more
to
come
on
that
as
well.
Again,
those
spending
and
hiring
restrictions
are
in
place
and
we're
currently
analyzing
cost
containment
measures
in
all
departments
for
the
rest
of
the
school
year.
K
Okay,
here's
what
we
need
to
do-
and
this
is
probably
the
biggest
you
know
unknown
of
where
we're
at,
but
we
want
to
know
what
the
federal
cares
Act,
what
the
impact
is
on
our
state,
how
much
relief
are
we
gonna
get?
How
much
relief
is
the
state
going
to
get
in
general
and
how
much
will
come
directly
to
schools?
We
don't
know
that
now.
We
know
that
folks,
at
the
Department
of
Ed
are
going
through
it
and
and
trying
to
determine,
and
in
addition
to
that,
they're.
K
Looking
at
other
things
like
in
our
title
funding
can
we
have
unlimited
carryover
or
for
maintenance
of
effort?
Where
do
we
need
to
be
on
that?
Are
we
going
to
get
a
grace
on
maintenance
of
effort
for
the
19:20
school
year?
So
there's
a
lot
of
that
they're
looking
through
those
documents
now
and
looking
through
the
impacts
to
see
what
they
need
to
do
to
give
us
guidance
moving
forward.
K
So
that's
our
first
piece,
our
next
piece
that
that
we're
we're
it's
going
to
be
very
important
is
the
initial
impact
on
state
revenue,
the
state
of
Oregon.
The
state
economists
will
provide
their
forecasts
on
May
20th
that'll,
be
their
next
update.
That
is
going
to
be
a
very
telling
situation
for
us
in
terms
of
where
we
are
as
a
state
in
terms
of
personal
income,
tax
collection
and
the
impact
on
the
state
general
fund.
So
that
will
come
on
May
20th.
My
guess
is
shortly
thereafter.
The
Legislature
will
be
called
into
a
special
session.
K
If,
if
this
recession
behaves
like
the
previous
two,
what
happens?
Is
you
wait
for
that
revenue
forecast
you
get
it
and
then
the
legislature
comes
into
session
to
balance
the
budget.
So
what
we
need
to
know
again
financially
is
one
what
the
what
the
federal
impact
is
to
what's
going
on
with
our
state
personal
income,
tax
collections
and
corporate
income
tax
collections
and
three.
K
What's
the
legislative
response
going
to
be
how
much
of
the
reserves
that
they
have
will
they
allocate
and
and
what
that
might
look
like
next
slide,
our
next
steps,
so
we're
going
to
have
to
internally
identify
and
prioritize
potential
reductions,
we'll
get
to
work
on
that
here
quickly
and
we
need
to
clearly
communicate
our
financial
dilemma
and
uncertainty
with
all
the
bargaining
groups
and
constituents.
So
you
know
we're
going
to
it's.
K
It's
going
to
be
somewhat
confusing
and
I
want
to
be
careful
with
our
community
and
our
staff
that,
as
we
roll
out
a
budget
on
April
20th,
again,
that's
that's
to
meet
our
our
timelines.
That's
to
get
a
budget
adopted.
What
we
actually
will
implement,
we
likely
won't
know
until
you
know
late,
May
or
June
what
the
impact
is
on
on
k12
and
more
specifically,
our
school
district.
What
I've
also
asked
principles
to
create
spending
plans
to
identify
and
review
all
required
spending?
A
Yep
thanks
Mike.
My
question
is
around
you
know,
and
you
alluded
to
the
fact
that
we
will
likely
be
passing
a
budget.
You
know
well
before
we
have
actual
information
from
the
state
about
what
our
disbursements
will.
Look
like
I'm
wondering
if
there's
been
conversation
about
that
amplification
with
state
income
tax
being
delayed
in
terms
of
when
it's
being
and
what
the
flow
of
dollars
to
us,
how
that
impacts
us
or
if
it
does
there,
but
mostly
just
a
planning
impact
so.
K
From
a
cash
flow
perspective,
again,
I
think
the
states
in
a
better
position
in
terms
of
collections,
that
they've
made
and
establishing
their
rainy
day
fund
our
funds,
in
addition
to
that
I
know
that
the
state
has
the
ability
to
do
some
short-term
borrowing
if
they
need
to,
and
they
may
need
to
do
that
for
this
year.
But
I've
heard
nothing
yet
about
any
reduction
in
dollars
sent
for
the
current
fiscal
year.
L
Thanks
Mike
for
that
presentation,
that
is
a
good
overview
and
helpful
to
know.
I
just
wanted
to
ask
it's.
Maybe
a
specific
question
about
the
budget
process.
One
have
we
been
in
contact
with
our
budget
committee
members
and
two
with
the
three
meetings
that
are
scheduled.
Will
those
being
similar
to
this
in
terms
of
a
zoom
meeting?
What's
planned
for
that.
K
That's
a
great
question
Lance.
So
what
we're
doing
is
we're
reaching
we
kind
of
wanted
to
get
through
this
meeting
today
to
see
how
instructive
it
would
be
for
our
April
20th
meeting.
So
this
will
be
helpful
in
terms
of
as
we
debrief
about
how
the
meeting
went.
I
think
that
this
type
of
meeting
is
what
we'll
use
for
the
April
20th
meeting
moving
into
May,
we'll
see
we'll
see
what
the
restrictions
are.
C
I
have
kind
of
more
of
a
comment,
so
I
think
going
into
the
next
fiscal
year.
Our
community
was
expecting.
It
was
gonna,
be
an
adze
budget,
especially
with
the
new
sa
funds
and
with
the
very
very
real
possibility.
This
could
have
an
extremely
adverse
effect
on
our
budget
into
the
next
year
and
maybe
even
beyond.
How
are
we
going
to
be
communicating
with
our
community
to
ensure
that
people
understand
the
new
reality
and
how
that
extends
to
the
school's
budget
and
the
possibility?
K
If
he
again,
if
it
goes
like
past
sessions,
what
the
next
forecast
would
be
I
think
it's
September,
24th
and
depending
on
where
the
numbers
are
then
the
legislature
may
need
to
meet
again.
So
this
could
be
an
ongoing
issue
for
us
moving
forward.
So
we
just
stay
tuned
and
make
sure
we're
letting
folks
know
what
the
potential
impacts
are.
C
Just
a
quick
follow-up
on
that
to
ensuring
that
there's
opportunity
to
for
people
to
know
where
to
advocate,
because
I
know
that
our
legislature
is
gonna
have
to
make
some
difficult
decisions
and
the
folks
at
the
federal
level,
I'm
guessing,
there's
gonna
be
more
to
come,
and
so,
if
we
can
help
plug
people
in
who
are
concerned
about
what
these
impacts
might
look
for
the
school
district
ahead
of
those
decisions
being
made.
That
would
be
wonderful,
excellent.
K
But
what
you
will
see
in
the
proposed
budget
is
the
full
on
full
allocation
and
remember
what
you're
doing
is
you're
appropriating
dollars
at
the
end
of
the
day
through
your
budget
hearing
and
your
in
taxes.
Those
are
all
those
legal
hurdles
that
we'll
get
through,
but
how
we
actually
budget
and
look
like
or
what
we
look
like
in
terms
of
program
in
the
fall
will
probably
happen
in
June
and
July.
I
K
Know
anything
more
Thanks,
that's
why
we've
done
the
hiring
restriction,
we're
not
we're
not
hiring
anymore,
the
SI
positions
at
this
point
because
of
all
the
uncertainty
around
what
the
collections
might
actually
be
and
remember
a
big
chunk
of
our
si,
a
included
maintaining
the
class
sizes
we
have
so
that's
a
significant
piece
of
it
around
class
size.
Thank.
I
F
K
At
this
point,
what
we're
doing
is
we're
hiring
on
a
case
by
case
basis,
no
postings
are
going
out
until
cabinets
how
to
look
at
them
so
again
we're
moving
forward
with
the
budget
$2
for
si
a,
but
not
necessarily
all
the
programming
around
it
until
we
get
some
more
certainty
after
that
may
forecast
and
after
the
legislature
means
does
that
make
sense.
Yes,.
K
I
asked
specifically
if
he
saw
it
playing
out
similar
the
way,
the
way
it
has
in
past
recessions,
where
again
the
legislature
doesn't
meet
until
the
forecast
comes
out,
then
they
they
take
care
of
things.
He
agreed
that
that
the
impact
on
the
economy
could
be
very
severe.
Initially,
the
question
will
be
how
quickly
we
come
out
of
it,
and
a
lot
of
that
will
depend
on
what
we
see
in
terms
of
just
in
our
state
and
and
nationally
how
quick
we
get
back
to
business.
So
he
had
some
insight.
K
F
So
any
you
didn't
mention
anything
about
the
community,
the
commercial
activities
tax
that
that
would
be.
That
would
take
the
whole
legislature
that
wouldn't
just
be
the
Revenue
Committee
or
the
governor.
That
would
take
the
whole
legislature
on
making
any
changes
to
that
commercial
activities.
Tax
right.
K
Right
so
you
know
he
said
that
mentioned
specifically,
that
that
could
be
an
outcome.
An
outcome
could
be
to
delay
it,
but
he
wasn't
sure
which
way
the
political
wind
was
blowing
at
that
point,
that
maybe
that
would
be
a
tool
but
not
the
tool
they
uses
at
the
legislature.
Maybe
they
would
do
something
else
to
provide
relief
instead
of
delaying
net
tax.
D
B
D
I
know
that
some
of
the
larger
districts
with
the
forecast
5
they've,
been
looking
at
what
would
a
1
billion
dollar
general
fund
shortfall?
Look
like
what
is
a
2
billion.
What
is
a
three
billion
look
like
and
we've
been
kind
of
pushing
on
the
Department
of
Education
and
revenue
department
that
we
at
least
give
us
give
us
something.
Just
you
know
a
billion
dollars
for
Beaverton.
That's
approximately
a
twenty
five
million
dollar
hit
us
that
we
would
be
looking
at
if
they
proportioned
out
education.
X'
hit
on
that.
D
That's
what
we'd
be
looking
at
would
be
about
a
twenty
five
million
dollar
hit.
I
think
a
portland
public
they're,
looking
at
in
around
thirty
million
dollars.
So
when
you
start
talking
about
taking
a
1
billion
or
a
two
billion
or
up
to
a
three
billion
dollar
shortfall
hit
you're
talking
about
some
pretty
devastating
things
happening
in
education
and
school
districts.
D
You
know,
25
and
and
I
think
the
senator
also
talked
about
you
know.
Right
now
we
have
about
a
1.9
billion
dollar
rainy
day
fund,
but
that's
just
not
for
education,
that's
the
entire!
That's
our
entire
state
and
I!
Think
the
senator
did
say
that
and
talked
about
to
not
think
that
they're
going
to
dip
into
that,
probably
in
this
very
first
year,
because
it
wouldn't
be
the
first
year
that
would
we
really
be
worried
about
it
would
be
that
next
biennium,
that's
coming
to
us
I
know
I
see
Tom
shaking
his
head.
D
There
we've
talked
about
this
and
so
I
hope.
I
just
hope
that
people
think
we
have
this
rainy
day
fund.
It's
going
to
be
the
savior
for
all
for
us
all.
Yet
that
is
not
going
to
be
the
case,
and
it's
not
going
to
be
the
case
that
that
all
of
those
funds
are
going
to
be
directed
at
strictly
at
k-12
education.
So
you
know
when
you
start
thinking
about
if
we
have
to
go
through
a
twenty
five:
thirty
million
dollar.
D
Reduction,
you
only
get
to
that
type
of
reduction
by
one
thing
and
that's
stopping
and
so
the
money
any
of
the
money
that
we
can
save
right
now
will
help
save
jobs,
we're
trying
to
communicate
that
with
our
bargaining
units
and
I
think
a
little
bit
later,
you'll
probably
hear
something
from
sue,
but
you
know
trying
to
work
together.
This
is
Empress
precedent
at
times,
and
you
know
every
time
you
start
looking
at
those
unemployment.
J
My
comment
is:
I
know
that
before
the
SI
a
we
were
in
the
hole,
thirteen
I
mean
we
are
in
the
hole,
thirteen
million
dollars
for
next
year.
I
know
that
we
have
some
savings,
I'm,
just
wondering
what
will
potentially
looking
at
in
terms
of
being
in
the
hole
to
you
know
to
look
at
in
terms
of
okay.
We
have
potentially
25
million,
but
what
are
we
looking
at
being
behind
by,
in
addition
to
the
25
million,
so.
K
Susan,
that's
that's
the
the
complicated
piece
of
this.
So
you
are
2020.
2021
budget,
as
will
be
presented,
is
a
balanced
budget
and
the
deficit
is
eliminated,
but
part
of
that
is
through
si
a
right.
That's
part
of
how
we
eliminated
our
deficit
I'm.
Moving
forward
from
there
when
don
talks
about
a
billion
each
billion
dollars
proportionately,
is
about
twenty
five
million
dollars.
That's
pretty
anything
else
happening.
So
that's
pre
money
from
the
cares.
Act
federal
cares.
Act,
that's
free
anything!
K
F
Any
other
questions
well
Mike.
We
thank
you
and
your
team
know
there's
a
lot
of
moving
pieces
and
you're
getting
information
from
a
lot
of
different
areas,
but
we
appreciate-
and
again
this
is
the
one
of
the
most
critical
things
the
board
is
responsible
for,
for
is
the
fiduciary
responsibilities
and
financial
health
of
the
district,
and
so
the
the
board
is
here
to
assist
and
we
look
forward
to
meeting
with
the
budget
being
part
of
budget
committee.
Come
April,
20th.
F
All
right
with
that
we're
gonna
move
on
to
action
items,
and
the
first
action
item
is
accepting
the
superintendent's
emergency
declaration
or
approving
an
exemption
from
the
competitive
bidding
requirements.
This
is
in
response
to
the
governor's
executive
order.
This
is
just
a
an
action
item
that
we
as
a
board,
need
to
take
as
a
body.
A
I
A
F
A
A
F
I
F
It's
been
properly
moved
by
an
Brian
and
seconded
by
Donna
tanner.
Is
there
any
discussion
on
the
motion
all
right
with
that
I'm
going
to
call
the
role
of
the
board
members?
Who
can
respond
and
I
need
you
when
I
call
your
name
just
tell
me
if
it's
an
if
you're
voting,
aye
or
nay
and
Brian
hi
Tom
:,
all.
C
F
I
F
C
F
Check
votes,
aye
that
the
motion
passes
six
to
zero,
that
we
accept
the
consent
agenda.
With
that
our
work
session
is
finished.
We
will
be
meeting
again
for
a
regular
board
meeting
on
April
27th.
We
will
be
letting
our
public
know
how
that
meeting
will
be
working
most
likely.
It
will
be
on
soon
again,
but
we
will
be
working
on
how
we
can
get
public
comment
into
the
public
record
and
so
we'll
be
letting
the
public
know
through
our
various
areas
of
communication,
how
we
will
be
working
that
meeting
I.
F
Thank
all
of
you
for
your
patience,
I
think
the
staff
we're
all
learning
here.
We
all
need
to
give
each
other
grace
to
understand
the
circumstances
that
we're
in
the
most
important
thing
is
that
our
community
is
safe
and
healthy
and
that
we
continue
to
do
the
very
important
business
that
we're
responsible
for
in
the
Beaverton,
School,
District
and
I.
Think
our
staff
has
has
shown
that
going
above
and
beyond,
and
we
thank
everyone
for
being
a
part
of
the
meeting
the
work
session
today
and
with
that
we
are
adjourned.