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From YouTube: January 2021 School Board Meeting
Description
View meeting materials after Thursday, January 14 at 12:00 p.m.: https://www.beaverton.k12.or.us/about-us/school-board
A
Good
evening
and
welcome
to
the
january
19th
beaverton
school
board
meeting,
we
will
start
off
our
meeting
this
evening
by
taking
roll
if
the
board
members
will
still
answer
by
saying
present,
or
here
and
brian
here,
susan
greenberg,
here
happy
birthday,
susan
leanne.
Thank
you
here.
Eric
simpson.
B
A
A
Seeing
none
we'll
start
off
with
our
first
order
of
business
and
our
first
order
of
business
is
welcoming
our
guest
from
the
president
of
the
bea
sarah
schmidt.
Sarah
welcome.
C
Hello,
everyone
good
evening,
super
superintendent,
grotting,
chair,
tim
chicken
members
of
the
board
and
happy
new
year
feels
like
it's
been
months
already,
I'd
like
to
start
off
by
talking
a
little
bit
about
how
the
ground
keeps
shifting
underneath
our
feet
as
the
coven
19
pandemic
continues
on.
Today,
we
receive
some
more
guidance
from
ode
that
will
impact
our
work
moving
forward.
C
I
would
like
to
express
gratitude
for
the
district
message
that
just
went
out
probably
moments
ago
to
address
some
common
misconceptions.
That
was
a
really
important
message.
I
think
for
everyone
to
hear
including
explanations
for
why
we
can't
immediately
open
our
school
buildings
to
in-person
instruction
and
how
we
serve
students
in
such
a
wide
variety
of
ways.
C
That
means
there
are
many
many
logistics
for
us
to
figure
out
before
we'll
be
ready
to
bring
students
and
staff
back
in
person.
So
I
just
wanted
to
express
some
gratitude
for
that
now
that
we
have
a
tentative
agreement
with
the
district
on
our
financial
reopener
bea
is
wholeheartedly
engaged
in
bargaining
over
the
working
conditions
for
a
return
to
in-person
instruction.
C
There's
been
lots
of
interesting
news
about
that
roll
out,
and
we
are
all
watching
with
baited
breath
to
find
out
more
information.
Some
of
our
members
received
their
vaccine
over
the
weekend
who
are
in
healthcare
positions,
but
we
in
general
just
want
to
make
sure
that
those
things
are
in
place
as
far
as
other
pieces.
C
C
If
anyone
would
like
to
see
our
proposal,
it
is
posted
on
our
website
and
we'd
love
to
have
you
be
informed
about
that.
The
only
other
thing
I'd
like
to
say
this
evening
is
another.
Thank
you
to
the
leaders
at
our
middle
schools
for
sending
out
some
communication
recently
to
both
families
and
staff
about
the
events
in
washington
dc
on
january
6th.
C
C
C
After
being
cautioned
to
steer
clear
of
political
statements,
I
understand
that
we
should
not
get
into
partisan
politics
as
educators,
but
what
is
true
is
that
every
decision
that
we
make
about
our
work
is
political
in
education.
The
decisions
about
who's
represented
in
our
curriculum,
what's
covered
in
our
curriculum,
whose
voice
is
centered.
All
of
these
things
are
political
and
in
fact,
what
we
are
silent
about
is
also
political,
so
I
don't
think
that
we
can
encourage
educators
to
be
anti-racist
and,
at
the
same
time,
discourage
folks
from
being
too
political.
C
What
is
true
is
white.
Supremacist
insurrectionists
stormed
the
us
capital
to
prevent
a
peaceful
transition
of
power.
It
was
a
historic
event
in
our
country
and
educators
who
work
with
students
every
day
need
to
be
truthful
with
the
students
that
we
have
built
relationships
with
about,
what's
going
on
in
a
developmentally
appropriate
way,
of
course,
and
to
help
students
place.
Those
events
within
the
context
of
our
country's
history
and
staying
neutral
is
not
anti-racist.
C
I
think
that
we
are
all
wanting
to
do
the
right
thing
and
I'm
hoping
that,
as
we
work
together
to
carry
out
our
responsibilities
to
students
that
we're
doing
this
collective
work
as
a
community
using
a
tool
that
we
already
have.
I
hope
that
we
can
move
forward
using
the
equity
lens
that
beaverton
has
had,
as
well
as
our
equity
policy
in
an
authentic
way
and
use
the
questions
and
the
answers
in
the
equity
lens
to
guide
our
decisions
and
our
guidance
to
staff.
C
Thank
you
very
much.
I
know
this
is
school
board
appreciation
week
recognition
month,
and
I
wanted
to
end
by
thanking
all
of
you
being
a
school
board.
Member
is
a
volunteer
position
for
folks
in
our
community
that
don't
know
that
you
all
dedicate
a
lot
of
time
to
the
district,
and
we
are
grateful.
Thank
you.
A
Thank
you,
sarah
for
joining
us,
and
thank
you
for
the
kind
remarks
is
amy
knutson
able
to
join
us
this
evening
from
osea.
A
Okay,
maybe
amy
will
be
able
to
join
us
later
in
our
meeting.
Next
up
are
some
of
our
favorite
guests
and
those
are
our
members
of
our
student
advisory
committee
and
we
have
four
with
us
tonight.
A
D
All
right,
yeah,
hello,
I'm
neil!
Thank
you
for
the
introduction,
ms
tim
truck
and
at
vsac
we've
been
mostly
discussing.
You
know
the
two
topics,
mental
health
and
school
security
officers
and
I'll
be
talking
just
about
you
know
our
work
with
mental
health,
so
with
mental
health
we've
been
specifically
trying
to
like
define
our
point
of
action
of
you
know
what
we're
trying
to
get
accomplished
within
the
next
few
months
or
even
carrying
into
next
year,
and
so
you
know
some
points
of
actions.
D
We've
thought
we
could
work
on
is
trying
to
create
like
more
regular
check-ins
with
students
who,
like
maybe
just
every
week
or
so,
to
get
just
check
in
with
students,
mental
health
or
another
option.
We've
thought
of
is
just
getting
more
resources
in
place
for
students
like
maybe
having
like
therapists
or
counselors
available
once
a
month
or
something
in
an
online
format
which
could
be
like
a
voluntary
position
and
just
trying
to
like
many
students
may
be
looking
for
that
kind
of
professional
help.
D
E
Thanks
yeah,
so
neil
and
others
in
the
be
on
the
bsac,
been
working
with
mental
health.
I
and
others
with
me,
have
been
working
on
sros
and
school
security,
and
you
know
going
forward
seeing
what
we
can
do
to
sort
of
reform
that
system,
and
so,
during
our
last
meeting
we
discussed
some
of
the
research
we
did
regarding
sros
as
they're
used,
both
nationally
and
specifically
with
beaverton,
and
we
found
a
lot
of
interesting
information
and
it's
going
to
sort
of
guide
us
as
we
move
forward.
E
But
our
next
goal
sort
of
to
is
to
sort
of
get
a
reality
understand
the
reality
of
what
sros
in
that
system
is
like
sort
of
on
the
ground.
You
could
say
so
with
principles
with
administrators.
That
sort
of
thing.
The
report
that
the
district
released
regarding
sros
was
super
helpful
and
we
appreciate
that.
But
we
want
to
we're
gonna
set
up
meetings
with
our
principals
to
discuss
sort
of
what
the
reality
of
that
is
like
with
them
and
that's
sort
of
where
we're
at
going
forward.
E
And
after
that,
we
want
to
start
sort
of
a
dialogue
with
the
you
know:
school
resource
officers
themselves,
as
well
as
administrators
and
a
public
sort
of
discourse
regarding
where
people
are
at
across
the
district
and
how
they
feel
about
this
sort
of
thing
and
that's
sort
of
where
we're
at
going
forward.
F
We
officially
relaunched
our
humans
of
bsd
instagram
and
for
this
the
different
students
on
the
sac
interview,
one
person
in
their
school,
that
they
feel
like
really
represents
bsd,
and
then
we
highlight
them
on
instagram
by
posting,
a
picture
of
themselves
and
then
putting
their
interview
in
the
caption
and
so
far
we've
had
two
schools,
the
last
two
wednesdays
in
mountainside
and
southridge,
and
then
tomorrow
we
have
one
coming
out
from
sunset.
So
that
is
really
exciting
and
we're
really
proud
of
that.
F
A
Well,
thank
you,
and
I
want
to
give
a
special
thanks
to
neil
who
joined
the
school
board
members
and
the
superintendent
with
our
state
legislators,
our
state
senators
and
state
representatives
last
thursday,
and
presented
a
day
in
the
life
of
what
it's
like
to
be
a
bsd
student
and
be
doing
cdl
and
really
appreciate
you,
neil
taking
the
time
to
do
that,
and
thank
you
all
for
joining
us
tonight.
School
board.
Members.
Do
you
have
any
questions
of
our
our
great
students.
G
I
have
just
one
sure,
ann
on
the
the
committee:
that's
working
on
the
research
with
around
the
school
resource
officers.
I'm
wondering
what
you
see
as
next
steps.
E
Yeah,
so
next
steps
right
now.
Actually
I
have
scheduled
a
meeting
with
the
principal
of
southridge,
because
we
we
want
to
get
an
understanding
of
what
sros
and
those
sort
of
policies
and
those
officers
you
know
what
they
really
do
all
day
and
how
they
interact
with
people
who
work
at
the
school.
E
That's
sort
of
an
important
element
of
that
research,
and
then,
once
we've
done
that
you
know
we
have
to
sort
of
have
all
our
research
on
before
we
can
talk
about
what
we
really
want
to
do
next,
regarding,
like
any
changes
or
reforms
we
want,
we
might
want
to
you,
know,
recommend
or
advocate
for
but
we're
sort
of
looking
towards
changing
how
estros
are
used.
I
mean
I
can
get
one
more
specifically
because
if
you
want
or
if
that's
sort
of
good
enough
and.
G
So
I
don't
want
to
put
words
in
your
mouth,
but
it
sounds
like
you're,
you're
sort
of
in
a
research
phase
and
then
you're
planning
to
move
into
a
evaluating
and
and
potentially
bringing
some
recommendations.
A
E
That's
right:
yes,
students
at
beaverson
high
school
participated
in
a
poll
of
their
sort
of
opinions
on
sros,
not
just
like.
Are
you
in
favor
of
them
or
against
them,
but
also
like?
How
do
you
interact
with
them
on
a
day-to-day
basis?
How
do
they
make
you
feel
that
sort
of
thing
that
was
actually
really
valuable
information
for
us
and
that
we're
going
to
use
that
going
forward
as
well?
A
Well,
we
look
forward
to
hearing
more
information
and
I
really
hope
there's
a
time
that
the
the
board
can
just
get
together
with
the
students,
because
that's
what
we
we
really
enjoy
is
that
student
voice,
but
we
really
appreciate
anytime
that
we
ask
you
to
participate
that
you
do
so.
Thank
you
so
much
and
we'll
look
forward
to
seeing
you
next
month.
So
thank
you
for
joining
us
tonight.
A
All
right
next
step
is
we
public
participation
and,
and
we
have
taken
the
scan,
that
we
open
up
our
public
lines
for
people
to
leave
emails
and
those
broken
up
from
thursday
through
today,
and
we
received
42
comments
in
emails,
and
I
know
most
of
us
board.
Members
are
also
receiving
direct
emails
from
a
lot
of
our
stakeholders,
and
I
just
did
a
brief
little
summary
of
the
42
comments
of
the
42
comments.
A
Three
came
from
community
members,
18
came
from
parents
and
21
came
from
staff
and
of
our
community
members.
Two
encouraged
us
to
allow
in-person
learning
and
in
our
schools,
and
one
encouraged
us
to
do
that
after
our
staff
is
vaccinated
and
of
our
parents.
11
asked
us
to
allow
in-person
learning
and
four
asked
us
to
continue
in
cdl
and
three
were
interested
in
allowing
some
sort
of
in-person
or
hybrid
learning
and
staff
comments.
A
We
had
three
that
asked
us
to
continue
in
cbl
or
eight,
I'm
sorry,
eight
decide
and
cbl,
and
six
asked
that
before
we
move
forward,
that
staff
receive
the
two
vaccinations
and
two
said
that
they
were
ready
for
at
least
k
through
two
to
return
to
in
person
and
five
said
that
they
believe
that
the
hybrid
method
will
be
disrupted
to
our
students
and
that
teachers
may
change
and
and
the
hours
may
change.
A
But
all
of
our
all
of
the
comments
have
been
supplied
to
the
board
members
to
read
in
their
entirety
and
they
will
be
entered
into
the
public
record.
But
we
appreciate
everyone
for
taking
the
time
to
send
us
their
thoughts
and
opinions,
because
this
is
a
very
difficult
time
right
now
and
people
have
lots
of
thoughts
and
opinions.
So
we
appreciate
them
taking
the
time
to
share
them
with
the
board
all
right.
A
Our
next
order
of
business
is
our
reports,
and
first
up
is
to
hear
from
superintendent
grime
superintendent
friday.
Thank.
H
Currently,
our
district
will
remain
in
comprehensive
distance
learning,
at
least
through
the
end
of
this
semester,
which
goes
through
february
8th
and
I,
along
with
other
superintendents
in
the
tri-metro
area.
We
just
recently
met
with
all
of
the
major
health
care
providers
to
partner
in
providing
vaccinations
to
all
of
our
staff
in
our
school
district.
So
we
may
expedite
our
ability
to
safely
return
to
school.
H
H
While
there
is
a
great
desire
to
get
our
students
and
staff
back
into
our
school
safely,
it
is
also
important
to
know
that
predictions
for
positive
covet,
19
rates
in
washington
county
as
well
as
the
state
of
oregon,
are
supposed
to
increase
in
february,
and
at
this
time
we
simply
do
not
have
definite
timelines
and
or
specific
vaccine
numbers.
H
However,
today,
in
a
meeting
with
governor
staff
and
health
educators,
we
were
told
that,
through
february,
7th
oregon
is
only
expected
to
receive
approximately
31
000
vaccines
each
week
for
the
entire
state
and
after
february,
7th.
That
allotment
is
only
going
to
50
000
per
week
and
just
as
a
rule
of
thumb,
the
tri-county,
because
of
its
student
population
and
everything
will
probably
receive
approximately
50
percent
of
those
vaccinations.
H
We
are
also
talking
about
some
mass
distribution
centers
for
vaccinations
that
have
been
called
out
to
be
the
oregon
convention
center
and
just
recently,
looking
at
the
portland
airport
in
one
of
the
parking
facilities
there
as
being
a
place
for
distribution
of
vaccines.
H
In
addition,
ohsu
is
looking
at
a
possible
drive-through,
for
those
folks
are
going
to
have
a
really
a
difficult
time
in
traversing
the
convention
center.
We
are
supposed
to
begin
and
we
have
begun
the
process
of
vaccinating
some
of
our
educators
who
work
one-on-one
most
closely.
Some
of
our
nurses
have
vaccines
our
social
workers
and
some
and
some
staff
that
work
directly
with
danielle
hudson
has
done
a
great
job,
along
with
brian
seeker.
The
entire
planning
team.
H
In
getting
that
word
out
to
folks
staff,
who
can
go
right
now
and
try
to
acquire
the
vaccine
and
once
again,
as
the
governor
put
out
on
the
25th,
educators
will
be
in
that
priority
list,
but
it's
really
going
to
come
down
and
and
to
the
number
of
vaccines
that
oregon
will
receive
just
to
let
you
know
they're
approximately
somewhere
between
forty
five
thousand
and
fifty
thousand
educators
in
the
tri
county
area.
H
We
do
believe
in
hospital
leadership
in
all
of
our
major
hospitals
do
believe.
If
we
have
the
vaccines,
they
believe
that
they
could
actually
vaccinate
all
of
the
educators
up
to
50
000
educators
on
two
weekends,
but
once
again
we're
waiting
for
the
vaccine.
Next,
I'd
like
to
talk
a
little
bit
about
activities
in
athletics.
We
continue
to
follow
the
oha
guidelines
that
work
with
osa
to
provide
our
students,
the
ability
to
practice
condition
and
compete
when
we
can
successfully
adhere
to
all
the
current
rules
and
regulations
set
forth
by
the
oha.
H
We
know
at
this
time
also
we
are
experiencing
a
significant
decline
in
enrollment,
just
the
uncertainty
of
the
future
covid19
financial
requirements,
some
of
our
roll-off
costs
and
what
our
k-12
budget
will
be
passed
in
the
legislature.
H
We
do
estimate
some
of
the
cares
money
that
is
coming
to
us
assistant
superintendent.
Schofields
has
estimated
we
do
not
have
the
check
but
estimating
possibly
somewhere
beaverton
school
district
should
receive
somewhere
in
the
vicinity
of
18
million
dollars
to
help
us
with
covet.
19
related
costs
that
could
include
some
interventions
some
summer
school,
some
of
the
protective
equipment
that
we're
going
to
have
to
buy
some
of
the
social
distancing
protocols
that
are
going
to
require
additional
resources
and
our.
H
Lastly,
I
want
to
point
out
that
our
communications
team
has
done
a
great
job
in
working
with
our
business
services
department
to
provide
a
video
and
survey
to
engage
our
staffing
community,
as
we
gather
input
to
prioritize
the
limited
resources
during
this
covid19
era,
and
I
believe,
that's
posted
on
the
website,
and
so
people
can
go
in
and
they
can
take
a
take.
A
look
at
that
next.
H
I
want
to
briefly
and
thank
you
jonah
for
leading
us
into
this
talk
about
an
sro
update
and,
as
you
know,
the
district
has
engaged
with
students,
family
staff,
law
enforcement
and
other
stakeholders,
stakeholders
regarding
our
sros
in
our
schools,
and
we
are
currently
in
discussion
and
planning
a
discussion
with
our
city
officials
to
talk
about
possible
future
reforms
of
our
sros
and
what
that
may
look
like,
and
also
some
of
the
feedback
that
we
have
got
regarding
our
sros
is
what
kind
of
reforms
could
be
there
as
well
as
we
have
support
for
their
continuation
as
well
as
support
from
some
for
their
removal
from
our
schools?
H
And
lastly,
but
not
least,
I
want
to
take
a
little
time,
and
I
know
school
board.
Members
are
probably
going
to
get
frustrated
with
me
here,
but
I'm
going
to
do
it
anyway.
H
As
mentioned
january,
is
national
school
board
recognition
month,
our
school
board
members
volunteer
and
sacrifice
their
time,
resources
and
energy
to
serve
our
nearly
forty
thousand
students
in
beaverton?
Six
thousand
employees,
our
diverse
families
and
other
stakeholders
within
the
beaverton
school
district.
It's
important
to
know,
unlike
other
states
oregon,
does
not
pay
their
school
board
members.
H
In
addition
to
these
critical
and
overwhelming
duties
and
responsibilities,
school
board,
members
are
now
being
challenged
with
the
most
significant
adaptive
change
required
to
our
education
system
in
our
lifetime,
which
has
been
caused
by
covet
19.
further.
They
are
leading
in
times
of
significant
economic
uncertainty,
social
unrest
and
political
divisiveness.
Like
we've
never
seen
in
our
country,.
H
And
I'll
just
go
off
script
here,
a
little
bit
like
many
of
our
community
members,
our
families,
our
staff
members
out
there.
We
have
school
board
members
before
you
that
have
lost
loved
ones
during
this
covid
crisis,
they've
lost
jobs
and
they
have
been
required
to
take
care
of
loved
ones
caused
by
covet
19..
H
But
yet,
through
all
of
this,
I'm
looking
at
each
one
of
them,
they
have
maintained
their
duties
as
school
board
members,
multiple
years
of
service
and
sacrifices
that
they
make.
I
want
to
thank
each
of
you
personally,
I
know
on
behalf
of
our
staff.
We
thank
you
and
finally
I'll
leave
you
with
a
quote
from
dr
martin
luther
king.
That
describes
your
service.
H
H
A
There
we
go,
I
couldn't
get
myself
off
from
you,
you
you
made
me
speechless
there
for
a
moment
don.
Thank
you
so
much
for
your
very
kind
words,
and
I
I
I'll
just
say
on
behalf
of
you
know
myself.
We
we
we
thank
you
folks
for
your
your
kind
support
and
the
recognition
that
you
give
us
with
that
board
members.
Do
you
have
anything
that
you'd
like
to
say
to
the
superintendent
or
any
questions
on
his
report.
A
Again,
thank
you,
superintendent.
Now
you,
you
kind
of
teed
it
up
already,
but
we're
going
to
hear
from
associate
superintendent
mike
schofield
with
a
financial
update.
Thank
you.
I
Chair
tim
chuck,
members
of
the
board
superintendent
grotting.
I
appreciate
the
opportunity
to
share
a
little
bit
about
the
finances
of
the
district
you
have
before
you
the
december
31
budget
and
financial
forecast.
It
is
unchanged
from
the
november
forecast.
However,
we
know
a
number
of
things
will
be
changing
as
superintendent
grotting
mentioned.
I
We
have
some
additional
cares,
act,
money
that
we
know
is
coming.
We
haven't
received
our
school
district
allocation
yet,
but
we
look
forward
to
seeing
that
we
have
some
implications
due
to
bargaining
that
will
show
up
in
our
forecast
moving
forward.
We
also
have
some
additional
cares,
act
that
came
to
us
through
washington,
county
over
winter
break,
so
lots
of
things
changing
lots
of
numbers
that
will
begin
to
trickle
into
the
system
in
the
coming
a
couple
of
months.
So
look
forward
to
that
and
I
would
take
any
questions
you
have
at
this
time.
I
J
Mike
when's
just
a
comment,
I
saw
on
twitter
the
budget
presentation
that
I
think
communications
worked
with
you
on
and
I
just
wanted
to
compliment
both
you
and
the
communications
team
for
a
very
nice
presentation.
A
Any
any
other
questions
I'll
ask
one
mike,
and
I
and
I
know
again,
this
information
is
coming
at
you.
Folks,
like
you
know
fire
hose
here,
and
I
know
you
haven't
been
able
to
superintendent
grotting
mentioned
some
of
the
money,
that's
coming
from
the
federal
government
and
we're
not
exactly
sure
but
think
it's
about
18
million
that
bsd
I
heard
I
I
know
you
haven't
been
able
to
crunch
all
of
those
numbers,
but
when
we
see
things
like,
we
may
be
responsible
as
a
school
district
for
testing.
A
I
That's
an
excellent
question:
chair
tim
chuck,
we
I
I
don't
have
enough
detail
or
enough
meat
on
the
bone
to
really
say
what
that
will
cost.
We
do
know
that
we
will
have
safe
reopening
costs
that
that
need
to
be
accounted
for,
and
so
we
will
continue
to
as
we
get
more
information
and
put
our
plans
together.
We'll
we'll
share
that
with
you
and
be
sure
we
we
communicate
with
you
kind
of
what
those
costs
of
reopening
are
we.
I
You
know
we
have
part
of
the
budget
video
we
we
provided
share
some
information
about.
Knowing
you
know,
a
student
needs
going
to
be
pretty
significant
as
we
begin
to
get
kids
back,
and
so
exactly
what
that
looks
like
and
how
it
rolls
out.
A
And
then
my
other
question
would
be
just
how
much
business
changed
our
budget
of
the
budget
that
we
put
together
and
passed
last
june
and
the
cost
that
we
could
not
possibly
foresee
and
now
the
income
that
we
could
not
possibly
foresee.
A
A
Thank
you
very
much
mike.
Thank
you
all
right,
next
up
something
different
and
fun,
and
that
is
the
proposed
name
for
our
new
middle
school
and
joining
us
is
our
communications
director,
shelly,
bailey
shaw,
so,
and
also
with
her
is
the
the
planning
principle
for
the
new
middle
school
jill
o'neill,
so
shelley.
Take
it
away.
F
K
All
right
are
you
all
able
to
see
that
first
image,
okay,
great
well
good
evening,
chair
tim,
chuck
and
board
members?
All
of
you
received
my
full
report
regarding
the
naming
opportunities
for
the
middle
school.
I
encourage
you
to
give
that
a
full,
read
or
background
when
you
have
a
moment.
K
So
the
new
middle
school
is
loaded
located
in
the
cedar
mill
area
of
our
district
on
118th
avenue
in
the
timberland
neighborhood.
That's
why?
For
the
past
couple
of
years,
we've
referred
to
this
school
as
timberland,
while
it's
served
as
a
temporary
school
for
students
during
our
many
construction
projects.
I
think
it's
important
to
note,
though,
that
that
name
timberland
is
really
a
made-up
name
by
the
developer,
and
while
the
timber
and
milling
industry
played
an
important
role
in
this
community's
development,
there's
nothing
particularly
special
about
the
name
timberland.
K
Of
course,
the
first
people
to
inhabit
these
lands
were
the
calapulia
tribe,
specifically
the
at
faulty
band.
We
provided
some
links
in
the
report
where
you
can
learn
more
about
that
rich
history.
I
also
want
to
note
that
there
are
native
elements
that
were
incorporated
in
the
design
of
the
new
middle
school.
The
architect
actually
took
inspiration
from
california
baskets
and
then
incorporated
that
into
the
look
of
the
exterior
on
the
brickwork
of
the
school,
and
I'm
gonna
play
a
little
video
for
you
here.
K
I
want
to
point
out
the
area's
most
prominent
natural
feature
which
we'll
circle
back
to
later
in
this
report,
but
this
is
theater
mill,
creek
falls
or
what's
sometimes
called
cedar
falls.
It's
thought
to
that.
This
would
have
been
a
gathering
place
for
native
people.
It's
a
short
three-minute
walk
from
the
school
you've
likely
driven
by
this,
probably
dozens
of
times,
and
never
even
known
that
you
did
it's
tucked
into
the
woods
right
between
cedar
mill,
church
and
the
timberland
neighborhood.
K
K
The
falls
were
not
only
important
to
the
caulipulia,
but
also
to
cedar
mills
first
settlers
the
falls
powered
the
community's
first
lumber
mill,
which
is
the
namesake
of
this
community.
K
Now,
in
the
report,
you
see
that
we
did
a
deep
dive
into
the
ownership
of
the
parcels
of
land
where
the
school
sits,
starting
in
the
late
1800s
with
the
holland
jones
families.
I
want
to
thank
the
local
historian,
virginia
bruce
and
the
folks
at
washington
county
who
helped
me
with
all
the
research
on
this
part
of
the
project.
K
K
We
did
have
a
few
community
members
suggest
that
we
name
the
middle
school
for
that
family.
Tuple
middle
school,
but
I
also
need
to
tell
you
that
in
german,
that
name
translates
to
the
word
devil,
so
it
did
not
make
our
list.
That
brings
us
to
our
process.
K
In
december,
we
heavily
promoted
the
opportunity
to
submit
naming
suggestions
via
our
website.
We
received
400
and
I'm
sorry
543
suggestions,
there's
a
link
in
your
report
that
you
can
click
on
and
you
can
look
at
the
entire
list
from
those
suggestions.
We
identified
five
top
contenders
and
I've
listed
them
here,
each
with
pros
and
cons,
and
I'm
just
going
to
go
briefly
through
them.
The
first
was
the
name:
cedar
falls
or
cedar
of
some
sort.
K
This,
of
course,
reflects
the
most
prominent
natural
feature
in
the
area
and
it's
also
consistent
with
the
location-based
middle
schools
that
we
have
in
the
district.
However,
there
is
some
concern
that
there
could
be
potential
confusion.
We
do
have
two
cedar
schools
in
the
district,
already
cedar
mill
and
cedar
park.
K
K
We
as
a
district
wouldn't
need
to
do
any
re-educating
of
our
community
they're
already
really
familiar
with
that
name,
but,
as
I
mentioned
earlier,
it
doesn't
really
have
any
direct
historical
significance,
there's
something
else
that
came
through
with
the
suggestions
from
the
community,
and
that
was
a
real,
strong
desire
to
honor
our
native
american
history
in
that
area.
And
in
that
vein,
we
had
two
names
come
through
at
faulty
at
faulty
and
and
a
couple
of
things.
K
These
native
names
are
in
line
with
the
district's
commitment
to
a
bar
work
or
anti-biased
anti-racist
work.
As
I
mentioned
earlier,
the
school
already
has
native
elements,
so
those
are
all
positives.
The
cons
both
names
are
kind
of
difficult
to
pronounce,
and
there
are
schools
with
these
names
already
in
the
state
of
oregon.
K
And
additionally,
we
got
some
feedback
from
our
native
american
parent
group
napap,
and
I'm
going
to
show
you
that
next
so
brandon
culbert
from
mld
and
principal
jill
o'neil,
and
I
met
with
the
native
american
parent
group
and
presented
these
two
options
to
them
and
they.
What
we
heard
from
them
is
that
they
would
like
us
to
avoid
names
that
were
solely
focused
on
tribes
and
what
they
pointed
out
and
wanted
us
to
recognize
that
we
have
students
in
our
district
that
represent
over
65
different
native
tribes.
K
So
zeroing
in
on
this,
these
one
or
two
names
was
not
something
that
they
supported.
So
that
led
us
to
a
conversation
about
choosing
a
word
in
the
chinook
wawa
language.
So
that's
a
language
that
evolved
in
the
pacific
northwest
as
a
way
for
different
tribes
to
communicate
between
each
other
and
also
for
tribal
and
non-tribal
people
to
communicate,
and
so
we
zeroed
in
on
the
word
for
waterfall.
Here's
where
I
come
full
circle
and
that
word
for
waterfall
in
chinook
wawa
is
tum
water
or
tum
chuck.
K
Now
the
group
of
parents
really
latched
on
to
that
word:
tum
water!
Now,
granted
there
is
a
school
in
a
city
in
washington,
that's
named
tum
water,
but
there
is
no
tum
water
in
oregon
so
phase
three.
We
brought
that
name
tom
water
to
the
tribes
that
you
see
mentioned
here
on
your
screen
for
their
input.
We
wanted
to
make
sure
that
they
were
involved
in
this
process
and
we
heard
back
from
four
out
of
six
of
them.
L
Thank
you
shelley
for
that,
so
I
had
a
wonderful
time
visiting
with
our
fifth
graders
and
our
current
sixth
and
seventh
graders
over
the
course
of
about
seven
school
days
and
with
each
of
the
groups.
I
was
gathering
information
about
what
their
hopes
and
dreams
are
for
the
new
middle
school,
as
well
as
their
opinions
on
the
naming
of
the
school.
L
I
then
asked
them
to
vote
between
two
choices:
tom,
water
and
timberland,
and
about
66
of
them
preferred
timberland
as
well.
What
was
interesting
is
the
results
were
different
from
elementary
school
to
elementary
school
and
between
the
middle
schools
too.
So
for
the
students
who
live
in
the
cedar
mill
area,
they
were
attached
to
cedar
falls
and
students
outside
that
area,
leaned
more
towards
timberland
or
the
other
names.
K
To
you
shelley,
thank
you
jill,
just
a
quick
word
of
thanks
and
recognition
to
the
folks
you
see
here
on
their
screen.
They
were
all
really
instrumental
in
helping
me
put
together
this
report.
So
thank
you
for
that.
Just
a
reminder
to
the
board.
You
are
scheduled
to
make
a
final
decision
on
the
name
at
the
next
board
meeting
and,
at
this
point
I'd
be
happy
to
answer
any
questions.
A
G
I
I
was
really
interested
to
see
all
of
the
research
and
excited
to
see
the
variety
of
names
that
were
discussed
with
the
community
and
family
with
the
native
american
parent
group.
I
am
curious
what
the
conversation
was,
but
about
the
pros
and
cons
of
tom
water
versus
tom
chuck,
and
I
was
just
wondering
if
you
could
give
me
a
little
bit
more
balance
background
on
that.
K
I'm
only
laughing
because
I've
had
a
joke
with
chair
tim
chuck
that
if
she
chose
tom
chuck,
then
she
there
might
be
some
confusion
in
the
district
as
to
why
that
name
was
selected.
But
I
think
the
overall
feeling
of
the
parent
group
was
that
they
supported
either.
I
think
they
just
felt
as
though
tom
water
was
easier
to
say,
maybe
more
recognizable,
but
either
was
going
to
be
fine
with
them.
K
I
should
note,
too,
that
we've
had
some
discussion
about
if
we
did
choose
a
native
american
name,
the
thought
that
would
need
to
go
into
choosing
the
mascot-
and
I
know
that's
a
conversation
that
jill
has
had
with
students
as
well.
G
Well,
having
watched
jill
thoughtfully
worked
through
a
mascot
change
in
the
past,
I'm
sure
that
she's
ready
for
this
challenge
as
well
all
right.
Thank
you
for
that
background.
M
K
So,
to
my
knowledge,
there
aren't
any
other
timberlands
in
oregon,
so
it
would
be
a
name
we
don't
share
with
others.
As
you
recall,
it
was
a
name
that
was
just
sort
of
created
by
the
developer.
It's
a
made-up
name,
so
the
downside
is
that
it
doesn't
have
a
deep
connection
with
the
cedar
mill
community
and
I
will
say
done
on
a
personal
note.
I
live
in
this
community,
the
cedar
mill
community.
K
I
have
for
the
last
20
years,
it's
a
very
tight,
close-knit
community
and
we
kind
of
like
our
little
secret
water
waterfalls
there
that
nobody
knows
about,
and
so
it
didn't
surprise
me
that
jill
found
a
lot
of
support
amongst
those
students
who
maybe
go
to
cedar
mill
elementary,
because
we
know
of
this
it's
a
it's
kind
of
a
local
gem.
K
So
I
I
think
that's
why
that
community
sort
of
you
know
had
support
for
the
cedar
falls
name,
but
as
far
as
timberland
goes,
there's
there's
no
strong
reason
to
reject
that
name.
I
will
point
out
that
the
board
you
know,
has
voiced
a
lot
of
support
for
our
ebar
work,
and
this
could
be
an
opportunity
to
highlight
that.
K
J
So
I
have
a
side
note,
because
I
noticed
first
of
all
thank
you
for
all
the
hard
work
and
jill
it's
so
nice
to
see
you.
I
I
appreciate
seeing
you
there
because
I
saw
a
name
on
there.
You
know
there
were,
I
know,
hundreds
of
names
being
nominated,
but
one
of
the
names
I
saw
on
there
was
verna
bailey
and
she
was
a
principal
at
montclair
elementary
school,
but
she
also
you
know.
I
just
wanted
to
call
out
that
she
was
the
first
african-american
woman
to
go
to
the
university
of
mississippi.
J
So
she
has
a
lot
of
history.
I
realize
she's,
not
one
of
the
names
out
there,
but
I
just
wanted
to
to
acknowledge.
You
know
her
amazing
history
in
our
school
district
too,.
K
Well,
and
to
be
clear,
you
as
a
board
have
every
right
to
choose
another
name.
That
is
not
amongst
these
five.
What
we
did
is
in
the
report.
You
have
kind
of
a
longer
list
than
I've
I've
presented
here,
and
we
did
denote
those
names
that
were
five
hoc
and
so
by
all
means
you
could
go
a
different
direction.
A
G
So,
as
we
think
about
this,
I
I've
been
pondering
a
lot
about
the
naming
of
saddle
elementary
school,
and
I
have
been
remembering
and
also
just
because
that
school
is
in
my
zone.
I've
had
more
one-on-one
experience
of
being
able
to
see
the
impact
of
a
name
on
a
community,
and
so
having
witnessed
that
you
know,
and
I'm
remembering
everything
from
the
very
beginning
of
when
we
chose
the
name
having
to
go
through
an
education
process
of
how
we
pronounce
it
and
then
watching.
G
G
I
have
never
regretted
as
a
school
board
member
and
I
can
see
the
impact
that
it's
had
on
the
community
there,
and
so
you
know
I
I
recognize
fully
I'm
one
vote
of
seven
and
I
I
hope
that
we
find
something
that
will
inspire
future
students
and-
and
I
guess
maybe
pushes
the
envelope
a
little
bit
more
than
you
know.
I
I
I
understand.
Shelley's
joke
I.
G
I
think
that
there's
a
lot
of
impact
that
can
come
from
stretching
our
boundaries
a
little
bit,
making
something
a
little
bit
less
recognizable
and
then
really
having
that
community
connection.
So,
as
we
think
about
things
over
the
next
little
while
I
I
hope
that
we,
you
know,
let
let
our
minds
shift.
You
know
forward
10
or
20
years
and
think
what
do
we
want?
This
impact
to
look
like.
M
Donna
I
just
said
that
kind
of
goes
to
the
question
I
was
going
to
ask,
which
is,
I
don't
believe
we
have
any
schools
that
are
named
out
of
after
the
first
pea
peoples
or
any
any
reference
to
that.
Or
do
we
because,
obviously
we
are
on
their
land.
K
We
do
shahilam,
oh
shahela,
okay,
I
do
want
to
mention,
and
I'm
glad
you
brought
that
up
ann
one
thing
I
neglected
to
say
was
kind
of
some
excitement.
We
have
around
the
possibility
of
there
being
extended
learning
opportunities
that
are
centered
on
native
american
heritage.
What
if
brandon
were
here?
One
thing
that
we
talked
about
was
possible:
river
restoration,
creek
restoration
projects
that
we
could
partner
with
thprd
or
even
partner,
with
some
of
our
tribal
leaders
in
the
area
to
do
work
like
that.
K
We've
talked
about
maybe
having
a
community
garden
at
the
middle
school
that
highlighted
native
plants.
You
know
to
the
area,
so
really
you
know
making
it
more
than
a
name
really
incorporating
it
in
the
identity
of
the
school
and
jill.
If
you
want
to
chime
in
with
any
other
ideas,
please
feel
free.
L
I
I
think
you
recaptured
it.
I
do
think
part
of
the
parent
advisory
council,
the
native
american
parent
advisory
council.
Is
they
wanted
to
be
sure
that
if
we
chose
a
native
name,
it
would
be
used
respectfully,
and
there
was
quite
a
bit
of
discussion
around
that
so
incorporating
our
native
american
heritage
meaningfully
into
the
work
of
this.
The
school,
as
well
as
the
whole
school
district,
will
be
important
that
it's
done
respectfully.
It's
done
meaningfully
and
not
just
superficially.
K
And
you're
the
tum
water
versus
tom
chuck,
there
is
one
thing
I'll
bring
up
here:
tom
water
could
be
rhymed
with
something
that
is
less
than
ideal.
I'm
just
thinking
like
a
middle
schooler.
Let
your
mind
wander
is
that
there
might
be
a
rhyming
there.
That
would
sort
of
be
unfortunate
I'll.
Let
you
think
about
that
anyway.
But
tom
chuck
has
fewer
rhyming
opportunities,
but
again
I'm
channeling,
my
inner
middle
schooler,
so
leanne.
N
I
wanted
to
follow
up.
I
thought
ann
had
some
really
good
reminders
to
us,
as
we
think
about
the
schools
that
we've
been
able
to
name-
and
I
just
want
to
say
thank
you
for
the
great
research,
the
historical
background
and
just
some
of
the
importance
to
that
community.
N
Our
church
is
located
up
in
that
community
and
I
know
my
husband's
a
part
of
the
cedar
mill
chamber
of
commerce
and
they're,
a
very
tight-knit
group
of
individuals
and
businesses
that
love
their
community
and
really
invest
in
it.
N
So
I'm
really
excited
to
first
of
all
think
about
doing
something
that
honors
that
heritage
of
our
native
american
families
that
were
first
there
also
to
bring
in
the
community
and
what
they
really
enjoy
with
the
hidden
falls,
and
all
of
that
it
is
a
beautiful
park
like
setting
back
in
there
and
the
fact
that
some
of
this
has
been
already
integrated
into
the
building
architecture
and
some
of
the
textures
and
things
around.
I
I
just
see
such
a
rich
educational
opportunity.
N
There's
also
that
historical
house
that
sits
there
that
I
think
someday
will
receive
some
sort
of
love,
and
I
know
th
prd's
in
charge
of
it.
Funding
has
been
an
issue,
but
I've
been
in
that
home.
It's
it.
The
school
might
even
have
an
opportunity
to
do
something
with
partnering
with
th
prd
anyway.
N
B
Yeah,
I'm
a
resident
in
cedar
mill,
and
so
like
I
mean
I
do
I
really
like
that
tom
truck
for
some
reason,
this
kind
of
it
resonates
with
me
for,
like
you,
know
the
native
american
and
the
history
that
we've
read
about,
and
you
know
I
remember
how
we
felt
like
when
meeting
the
sado
family.
It
was
a
really
big
deal
right,
so
I
think
that
could
be
something
more
powerful
like
I
said,
10
20
years
from
now
we're
all
like
old
and
not
part
of
the
district
at
all.
B
But
it's
really
cool
to
make
something
that
you
know
has
you
know
originality,
and
it
really
goes
to
the
land
and.
B
Pays
respect
and
homage
to
those
before
us,
so
you
know
open
playbook.
Let's
go,
you
know
we
have
time
here
so.
A
It
was
very
you
know
when,
when
shelly
first
brought
this
up,
I
I
couldn't
believe
because
what
the
irony
of
this
is
my
last
name
is
my
married
last
name
and
tim
chuck
is
ukrainian,
and
but
I
am
native
american,
so
to
have
this
come
in,
and
this
kind
of
circle
was
which
it's
just
ironic
at
at
most,
and
I
you
know
even
when
before
shelley
sent
me
all
things,
I
I
so
appreciate
the
work
that
the
communications
team
did
in
such
a
professional
way
thoughtful
way,
passionate
way
and
that
they
reached
out
to
our
community
before
they
even
presented
this,
because
I
think
a
lot
of
times
we
you
know
shoot,
then
think
about
aiming,
and
this
time
it
was
going
out
to
the
community.
A
That
would-
and
I
I
really
appreciate
that-
and
I
thought
from
the
very
beginning,
the
first
time
you
went
through
a
tour
of
that
school.
You
can't
you
know
that
native
american
basketball
on
the
outside
of
the
building
hit
you
in
the
in
the
natural
surroundings,
but
I
also
get
the
difference
between
sato,
which
I
think
was
so
rich
and
to
have
the
connections
with
that
family
and
the
dedication
there
was
so
meaningful.
A
But
this
school
has
had
this
name
for
four
years,
and
people
do
get
used
to
familiarity
and
and
just
kind,
so
it
would
be,
but
it
doesn't
mean
you
should
avoid
something
just
simply
because
it
would.
You
know
not
be
the
easiest
thing
thing
to
do,
but
you
guys
have
given
me
a
lot
of
perspective
tonight,
because
I
really
did
think
there
is
no
way
someone
just
people
would
just
think
it's
ridiculous
that
a
name
be
so
similar.
But
I
I
do
think
the
historical
perspective
is
very
interesting.
A
So
we
will
have
something
to
think
about
before
our
next
board
meeting
and
I
welcome
board
members
to
reach
out
to
shelly
or
to
jill.
But
definitely
we
will
need
to
be
voting
on
this
next
time,
so
be
be
sharing
your
thoughts
between
now
and
then,
but
thank
you
so
much
for
the
great
presentation
tonight.
K
A
Right
next
report
is
return
to
school.
I
don't
know
really
what
we
have
to
talk
about,
but
if
you
guys
want
to
have
a
report,
we'll
we'll
take
it
now.
This
is
a
very
critical
time
and
we
appreciate
all
the
work
that
the
staff
has
put
in
so
deputy
superintendent
hansman.
If
you
want
to
start
off
or
dr.
O
O
Thank
you
good
evening
board
chair
tim,
chuck,
superintendent,
grotting
and
school
board
members.
First
of
all,
I'm
really
grateful
that
this
is
school
board
recognition
month.
On
behalf
of
teaching
and
learning,
I
would
really
like
to
thank
you
for
your
stellar
service,
especially
during
these
times
of
stress
and
frustration
and
uncertainty.
O
You
have
really
stepped
up
and
given
us,
our
team
really
consistent
supportive
leadership
and,
as
you
know,
this
work
has
not
been
easy
and
we've
come
to
you
with
many
different
thinking
around
return
to
school,
many
different
positions
that
we
will
be
starting
and
it
continually
changes
and
you've
been
very
patient
and
also
very
supportive
during
this
time.
So
just
know
that
you
are
really
appreciated
by
our
district
and
our
team,
and
thank
you
for
your
service.
O
Brian
ceca.
As
you
know,
well,
by
now
our
administrator
for
curriculum
instruction
and
assessment
is
going
to
lead
you
through
another
update
this
evening
for
return
to
school,
along
with
a
potential
timeline
for
the
next
few
months,
and
as
you
know,
those
are
always
up
for
a
challenge
in
terms
of
if
they
will
stay
the
way
they
currently
are
tonight
and
just
with
new
information
that
we've
received
as
well.
So
thank
you
again
for
all
that
you
do
and
brian
you
can
go
ahead
and
take
it
away.
P
Jenny
appreciate
it:
thanks
portrait
tim
truck
superintendent,
karate
school
board
members
community-
it's
been
well
documented,
well
said
tonight,
just
thank
you
all
for
your
service,
thanks
for
volunteering,
your
time,
your
efforts
and
your
energy
to
our
students,
our
staff
and
to
our
community.
I
have
a
presentation
I'll
I'll.
Take
you
through.
That
is
an
update
of
both
comprehensive
distance
learning,
as
well
as
some
thoughts
and
ideas
around
the
new
guidance.
P
So
if
you
just
on
your
screen,
just
a
reminder
where
we're
at
right
now
in
comprehensive
distance
learning
again,
I
I
go
back
to
this
every
time,
because
it
is
what
the
majority
of
our
38
000
students
are
experiencing,
and
that
is
online
or
you
know,
computer
school
students
are
engaged
in
learning
five
days
a
week.
Our
teachers
are
using
consistent
tools.
Students
have
access
to
live
inter
live
instruction
or
live
interactions
at
least
once
a
day
with
their
teacher
and
grades
and
credits
will
be
awarded.
P
P
So
I
again,
I
wanted
to
take
the
time
to
do
a
brief
update
on
cdl
again,
because
this
is
right
now
what
our
new
normal
is,
and
I
I
think
it's
important.
I
think
it's
important
for
us
all
to
remember
in
our
community
to
remember
that
this
method
of
learning
will
be
with
us
throughout
this
entire
school
year
in
in
some
form
and
of
another.
P
It
may
vary
by
how
old
you
are
to
the
frequency
of
it,
or
it
may
vary
even
on
what
choice
you
make
as
far
as
what
our
community
chooses
to
do
as
we
get
closer
to
hybrid,
but
we
won't
just
get
to
put
cdl
away.
We
need
to
remember
to
keep
improving
it
to
keep
keep
refining
our
skills.
Keep
supporting
our
students,
keep
supporting
our
families,
keep
supporting
our
teachers
and
our
staff.
P
So
with
that,
I
have
two
ideas
that
were
in
your
report,
two
pieces
that
I'd
like
to
share
with
you
and
happy
to
talk
about
more
if
needed,
but
we're
going
to
talk
a
little
bit
about
attendance
and
then
a
little
bit
about
where
we're
at
as
far
as
student
progress
as
far
as
it's
related
to
the
grades
that
they're
earning
in
their
classes
so
attendance,
this
top
graph.
This
was
in
your
board
report,
the
bottom
graph,
though
it's
similar,
it
wasn't
on
your
board
report.
P
It's
similar
data,
though,
for
the
previous
year,
just
for
a
kind
of
a
point
of
comparison
and
while
we're
I'm
not
going
to
read
every
every
number
there
to
you,
I'm
going
to
point
out
two
trends
and
then
some
comments
for
us
to
really
think
about,
as
we
continue
to
move
forward,
as
you
can
see
in
in
both
the
top
and
the
bottom
graph.
So
both
this
year
and
and
last
year
we
do
see
a
significant
decline
in
attendance
in
december.
That's
something
we've
historically
seen,
we've
seen
it
forever.
P
We
attribute
that
to
both
kind
of
common
colds,
natural
illnesses,
families
doing
various
various
things
in
december.
What
we're
what
we're
not
seeing
this
year
yet
or
at
least
not
to
the
same
degree
in
previous
layers
years,
we
really
do
see
our
attendance
kind
of
rebound
again
into
january.
P
It's
it's
probably
too
early
yet
to
say
if
that
were
to
happen,
this
data
is
about
a
week
old,
but
that's
something
we
want
to
keep
an
eye
on.
Is
this
kind
of
declining
of
attendance
in
cdl?
Is
it?
Is
it
the
same?
We've
been
seeing
yearly
and
we
can
expect
a
rebound
or
is
it
maybe
more
related
to
you
know
a
cdl
fatigue
if
you
will
or
or
issues
related
to
that-
and
I
would
have
to
imagine
that
some
of
that
is
probably
going
on.
You
know
this
is
we.
P
We
know
that
this
is
not
optimal
for
our
students
not
optimal
for
our
staff
and
so
just
an
area
for
us
to
keep
in
mind.
I've
also
tried
to
share
with
the
board
a
number
of
times
that
attendance
really
isn't
our
indicator
of
engagement,
just
the
way
that
we
can
kind
of
count
a
student
being
being
in
attendance
one.
It
varies
so
widely,
there's
so
many
more
options
than
there's
been
in
the
past
and
the
the
requirement
has
never
been
for
attendance
to
be
some
sort
of
demonstration
of
learning.
P
So
I
wanted
to
share
with
you
where
we're
at
a
little
bit
on
our
course
marks
and
when
I
say
mark's
grades,
just
just
you
know,
think
of
it
equivalent
to
grades
top
of
this
graph
says
current
marks.
This
is
just
a
summary
of
the
data
that
was
in
your
board
report.
Our
school
administrators
are
able
to
access
this
data
real
time,
so
this
data
is
accurate
from
a
teacher's
gradebook
and
that's
important
to
distinguish
meaning
it's
not
at
the
end
of
a
reporting
period.
P
So
this
is
right
where
they
are
now
and
I'll
just
share.
While
what
I'm
going
to
present
today,
I'm
not
going
to
present
as
if
it's
positive,
what
I
am
going
to
say
is
the
the
data
tends
to
get
better.
When
we
get
to
that
final
reporting
period,
I
I
will
share
our
students
looking
forward
to
that
february,
8th
kind
of
end
of
well
february
5th,
I
guess
end
of
first
semester.
P
Many
of
them
are
working
really
really
hard
right
now
to
kind
of
get
caught
up.
If
you
will
complete
things
that
they're
yet
to
complete
and
teachers
are
giving
additional
assessments.
So
historically,
we
see
grades
improve
when
that
final
thing
comes
out,
but
but
I'm
presenting
here
some
of
the
challenges
that
we're
still
going
under
in
cdl
and
as
you
can
see,
we
we
talk
about
green,
yellow
and
red
zones.
That's
just
arbitrary
cut
offs.
P
P
If
you
look
overall,
however,
what
the
data
also
shows
is
just
another
impact
that
covet
is
having
in
another
way
that
the
disproportionate
results
of
our
system
are
are
coming
out
and
another
data
piece
suggesting
that
our
our
students,
identifying
as
students
of
color,
are
we're
further
finding
challenges
and
able
to
to
help
them
all
meet
their
educational
goals.
G
P
P
Yeah
we
can
dig
and
get
the
exact
numbers,
but
you're
you're,
absolutely
right
on
the
right
trend.
Certainly
I'm
not
sure
those
specific
numbers.
I
don't
have
that
right
in
front
of
me,
but
the
trend
is
accurate
and
okay.
So
again
I
just
switched
slides
in
case
you
didn't
notice.
This
is
the
similar
same
data
just
for
the
at
the
high
school
level,
a
little
bit
a
little
bit
higher
percentage
of
green
zone
students
with
our
all
students.
P
Again,
the
the
disproportionate
impacts
of
our
students
of
color,
are
are
being
displayed
at
high
school
as
well.
P
So
some
of
the
things
we're
working
on
again.
I
don't
pretend
to
presented
that
data
like
it's
a
positive,
but
I
will
share
what
our
teams
our
schools
are
working
on
in
order
to
hopefully
make
some
progress
in
this
area.
One
there's
not
many
requirements
that
we
can
change
as
far
as
kind
of
graduation
requirement
to
high
school,
but
we
did
eliminate
the
need
for
the
credit
associated
with
the
career.
P
Ed
credit,
it's
a
0.5
credit,
but
that
is
something
that's
within
our
control
and
that's
just
something
that
was
cdl
and
in
alignment
to
some
decisions.
The
state
board
of
education
made
that's
something
that
we
can
take
a
little
bit
of
pressure
off
the
students
with
we've
published
priority
standards
or
priority
targets.
P
And
again
our
leaders
are
working
on
that,
as
as
as
we
go,
superintendent
graudin
associate
superintendent
scofield
both
mentioned
federal
funds,
as
we
look
at
a
teaching
learning
department
on
that,
the
the
key
thing
to
think
about
is
just
extending
our
time
with
students
we
we
need
more
time
with
our
students
engaged.
We
want
that
to
be
extending
the
school
day
when
it
can
be
in
person.
We
may
want
that
to
be
extending
the
time
to
earn
credits.
P
All
those
systems
really
require
us
to
just
have
more
time
with
students
interacting
with
our
staff.
Much
of
that,
you
know
if
we
can
get
into
in
person
or
not
by
the
time
our
our
students
have
moved
on.
Of
course
that
depends
on
a
lot
of
the
metrics,
but
as
we
develop
those
plans,
we'll
keep
you
updated
on
what
the
what
we're
proposing
the
use
of
those
funds
to
be.
But
it
really
is
just
extending
the
amount
of
time
that
we
can
be
engaging
with
our
students.
P
Brian
yeah
tom,
go
ahead.
Q
Yeah
I
going
back
to
the
students
in
the
red
zone
when
student
reaches
the
red
zone.
Is
there
additional
intervention,
that's
happening?
I
know
we
had
the
that.
I
think
it
was
the
wellness
teams
that
came
and
talked
to
us
and
I
appreciated
their
work,
but
is
there
you
know
I'm
thinking
about
their
work
in
terms
of
like
wrap
around
services?
Do
we
have
something
in
terms
of
academic
interventions
that
we're
doing
right
now
to
identify
these
students?
P
So
tom,
I
don't
to
answer
the
second
part.
First,
I
don't
have
the
numbers
of
students
that
maybe
like
were
in
the
red
zone
last
week
and
then
came
out
of
the
red
zone
this
week
because
of
the
interventions
that
were
done
but
you're
right,
and
that
this
data
informs
the
behavioral
health
and
wellness
teams.
It
informs
the
school
administrators
as
far
as
who
they're
doing
their
outreach
with,
but
a
a
a
position
and
that's
understating
a
very
important
group
of
people.
But
our
our
graduation
coaches
is
a
as
a
team.
P
We
haven't
really
talked
about
as
much,
but
each
high
school
has
at
least
one
graduation
coach,
and
these
are
employees
that
really
reach
out
to
families
and
students
who
are
in
that
red
zone.
Who,
in
this
case
right,
are,
are
at
risk
for
not
graduating
or
not
going
to
be
on
time
to
graduate
and
really
they're
working
one-on-one
with
families
to
remove
the
barriers,
whether
that's
academic
support
for
the
students
or
in
cdl.
It
could
be
any
number
of
barriers.
They're
trying
to
work
through
tom
I'll
have
to
see.
Q
Yeah,
because
that's
what
my
question
is
is
when
looking
at
this
I'm
seeing
a
snapshot
in
time
and
I'm
trying
to
understand
are
we
successfully
intervening
to
move
students
out
of
the
red
zone
and
these
are
declining
numbers
or
increasing
numbers,
flat
numbers,
and
then
you
know
maybe
some
sort
of
comparison
point
to
where
we
would
be
in
a
non.
You
know
cdl
year,
because
I'm
trying
to
get
the
full
context
of
what's
happening
here.
J
I
have
a
couple
of
questions.
One
is
kind
of
looking
at
the
state
standards,
realizing
realizing
that
we've
been
in
a
year
and
a
half
of
cdl
and
some
of
our
kids
are
behind
as
there,
and
I
think
I've
asked
this
question
before.
Are
we
looking
to
our
state
to
change
some
of
their
metrics
that
they're
looking
for
for
graduation
rates
because
graduation,
I
mean
because
of
that
or
are
we
giving
our
kids
more
choices
in
terms
of
how
to
graduate
different
paths?
J
P
I
think
susan,
I
think
those
actually
they're
both
really
excellent
questions,
I'll
just
take
them
kind
of
separately.
When
we
talk
about
learning
targets
we
are,
we
do
have
the
ability
now
to
kind
of
look
system
wide
and
say
what
are
the
targets?
Let's
just
talk
about
ninth
grade
math,
which
targets
really
seem
to
be
the
ones
that
our
students
are
struggling
with
most
and
then
we
can,
you
know,
push
out
guidance
to
teachers.
P
We
can
talk
about
collectively
working
on
those
specific
targets
to
to
to
remediate,
as
far
as,
though,
like
the
state
board
of
education
or
or
then
even
ode,
giving
us
any
kind
of
guidance.
Nothing
at
this
point.
That's
not
for
a
lack
of
advocacy,
that's
not
for
a
lack
of
suggesting,
but
right
now,
graduation.
P
So
graduation
requirements
remain
the
same
except
for
the
requirements
for
the
career,
related
learning
experiences
and
that's
how
we
tied
our
career,
ed
credit.
Again,
that's
pretty
minimal
to
be
honest
with
you
and
then
also
the.
As
you
know,
the
state
has
a
waiver
proposed
if
you
will
or
applied
for
a
waiver
as
far
as
the
s
back
exam
and
then
that
will
remove
those
requirements
for
the
the
essential
skills.
P
As
far
as
then
one
little
funnel
down
from
that
the
grading
and
reporting
on
it.
It's
just
it's
going
to
continue
to
be
local
decisions,
and
that's
what
I
was
talking
about
with
our
secondary
team,
putting
out
that
that
guidance
and
then
susan,
I'm
sorry.
I
lost
your
second
question.
Can
you
remind
me.
J
Well,
yeah:
well
there
I
have
follow-up
question
to
what
your
answer
was
there,
because
my
concern
is-
and
I
know
that
we
have
teams
out
there
with
mental
health,
but
you
know
the
kids
that
are
falling
behind
is
feeling
you
know
giving
up.
J
So
you
know
that's
a
concern
of
mine
and
with
giving
up,
you
know
it's
just
a
cycle
that
it's
hard
to
get
caught
back
up.
So
that's
my
concern
about
our
students
and
the
second
question
was
the
barrier
in
terms
of
having
access
to
wireless
at
home,
and
I
know
that
we,
you
know
steve
and
his
team
has
worked
really
hard
to
have
connectivity.
I
just
didn't
know
if
some
of
our
issues
with
students
you
know
and
their
grades
is
that
they
have
limited
connectivity
to
the
universe.
P
P
P
I
think
what
we
need,
and
I
think
one
thing
I'm
very
confident
in
sharing
is
how
dedicated
our
schools
are
to
the
first
part
of
that
question,
and
it
is
working
with
the
human,
the
human
stories
that
are
coming
out
of
this,
the
the
you
know
you
kind
of
described
how
students
are
probably
feeling
right
now
in
our
schools,
leaning
into
it,
there's
not
a
playbook
for
solving
it
and
it's
something
that
we
are
going
to
be
navigating
as
a
system
for
a
long
time.
P
Our
students
are
doing
amazing
things
right
now.
Our
students
are
navigating
a
world
that,
a
year
ago
we
wouldn't
have
dreamed
of
literally
a
year
ago.
We
would
have
had
no
idea
and
our
kids
and
our
families
are
navigating
it
so
they're
they
are
they're
working
really
really
hard,
but
we
need
to
kind
of.
P
We
need
to
continue
to
refine
comprehensive
distance
learning,
and
that
is
why
I
wanted
to
put
the
first
part
of
my
report
on
this
with
you
to
to
just
to
remind
you
to
remind
the
community
how
important
it
is
for
us
to
continue
to
remain
focused
on
this,
as
we
look
to
take
steps
out
of
what
is
this
new
normal
so
that
I
really
appreciate
those
questions
as
I
transition
a
little
bit
so
on
december
23rd,
we
got
some
news
that
the
that
governor
brown,
essentially
she
sent
a
letter,
but
really
what
it
did
was
those
cutoff
points
we've
been
talking
about
from
metrics
for
for
the
past
few
months
now
they
became
advisory.
P
She
also
reiterated
her
her
goals
around
public
education
and
again
you
have
the
five
bullet
points
in
your
report
that
she
demonstrated
that
she
put
out
in
her
letter.
So
today
we
received
the
updated
version
of
ready
school
safe
learners,
so
this
was
essentially
the
oregon
department
of
education
and
oregon
health
authorities.
P
Next
release
of
guidance
with
that
change
in
advisory
metrics
and
some
of
the
direction
that
she
had
given
director,
gill
and
pat
from
oha
I
apologize.
His
last
name
is
escaping
me
right
now.
The
most
significant
change
is
the
levels
of
those
metrics
themselves,
so
we'll
go
into
those
in
a
little
more
detail
in
in
just
a
moment.
Some
other
additions
that
that
we
heard
about
this
afternoon
we've
talked
about
hybrid
learning.
We've
talked
about
limited
in
person
instruction.
P
Well
now
we
have
another
option
to
look
at
and
that's
learning
outside,
so
you
can
just
think
of
that.
Like
another
bucket
like
lippy
was
and
like
hybrid
was
again
just
got
the
guidance
a
couple
hours
ago.
It
seems
like
you
have
to
have
at
least
75
percent
of
your
walls,
open
air.
We'll
look
into
that
deeper.
I
don't
think
it's
going
to
cause
widespread
change
to
our
systems
for
large
groups
of
students,
but
it
may
give
us
some
additional
opportunities
for
smaller
groups
of
students
or
individual
programs.
P
There's
a
lot
of
recommendations
that
came
into
place.
We,
it
sounds
like
we'll
have
to
take
a
little
bit
larger
role
in
contact
tracing
than
we
originally
thought.
I
think
becky
or
there
was
a
question
from
a
board
member
around
testing.
The
guidance
for
testing
wasn't
live
yet,
but
we
are
getting
more
information
about
what
it
would
look
like
to
have
on-site
testing
again,
obviously,
cleaning
and
sanitation.
P
They
didn't
change
and
really
what
what
the?
What
the
in
the
true
sense
of
the
word
argument
or
what
the
rationale
is,
is
that
for
these
metrics
to
change,
you
have
to
have
very
strict
health
and
safety
protocols
to
account
for
the
metrics
that
are
higher,
so
the
metrics
really
didn't
the
excuse
me
the
the
boundaries
that
we
have
to
fit
in
really
didn't
change,
and
we
were
thinking
there
may
be
a
change
to
lippy.
P
P
Really
important
for
the
changes
you
can
see
this
in
the
updated
version
of
cdl
I'll,
try
to
summarize
briefly
with
you,
so
these
are
now
all
advisory.
That's
really
important
that
that's
just
new
terminology,
however.
They
are
advisory
best
based
on
the
health,
our
health
authority's
best
thinking,
there's
still
new
cases
over
those
14
days
and
based
on
100
000
county
residents.
So
the
idea
of
the
metric
didn't
change
on
a
if
you
see
where
I
say
350
to
200
increase
in
limit
and
definition.
P
We
didn't
have
a
cutoff
point
as
high
as
350..
So
that's
brand
new
now
so
when
we're
between
350
to
200
cases
per
100,
000
residents,
that's
when
we
can
begin
to
introduce
elementary
hybrid
starting
with
our
youngest
students
and
as
we
demonstrate
that
we're
able
to
do
so
safely
and
successfully,
we
can
add
in
our
older
students
up
to
an
elementary
school.
So
you
know
fifth
grade
for
us.
P
The
200
mark
that
used
to
be
a
hundred
so
that's
been
increased
up
up
to
a
hundred
so
and,
and
the
definition
is
a
little
bit
different,
it's
continue
to
prioritize
elementary
secondary
remains
primarily
in
distance
learning,
until
you're
able
to
demonstrate
that
you've
safely
implemented
the
hybrid.
So
that's
our
step
into
getting
secondary
schools
back
to
something
more
than
limited
in
person
instruction
and
the
50
case
rate
has
not
changed.
That
is
when
all
of
our
students
would
be
looking
at
a
hybrid
model.
P
The
bottom
remains
extremely
important.
We
still
must
partner
with
our
local
health
authority,
in
our
case
washington,
county
public
health,
to
make
sure
that
our
community
spread
is
low
enough
and
you
can
read
their
definition,
but
it
doesn't.
It
doesn't
negate
us
from
any
of
obviously
any
responsibility
of
looking
at
community
spread
on
that
right.
Q
In
the
previous
guidance,
there
was
specifics
about
whether
your
case
counts
are
rising
or
or
declining,
and
that
made
some
of
these
thresholds.
It
changed.
What
you
could
do
within
the
threshold
is
that
being
carried
over.
P
I
don't
want
to
speak
too
much
to
it
tom.
I
think
a
lot
of
that.
I
think
the
default
on
that
is
going
to
be
to
work
with
the
local
health
authority
and
know
the
how
the
you
know.
The
specifics
is
how
it's
going
in
washington
county.
I
want
to
dig
into
it
a
little
deeper.
I
didn't
see
that
specifically
mentioned,
but
let's
look
a
little
deeper
into
radical,
safe
learners
to
make
sure.
Q
Yeah,
my
recollection
was
that
when
you
were
between
the
200
and
350
that
you
can
maintain,
if
you're
within,
if
you
started
that
period
in
hybrid
or
in
person,
but
that
if
your
numbers
are
increasing,
that
you
cannot,
you
know,
use
that
as
an
opening
point.
I
just
was
wondering
if
that
specific
piece
was
carried
over.
P
To
be
honest,
with
y'all,
I
better
check
before
I
answer
that
one
but
I'll
we'll
we'll
be
we'll
be
reading
those
in
detail
until
the
next
one
until
the
next
one
comes
out,
and
I
just.
Q
P
No
problem
at
all,
I
wish
this
could
be
more
updated.
You've
seen
this
a
million
times.
It
continues
to
be
the
same
graph.
I
just
add
to
it
the
one
piece
this
is
still
this
14-day
period
is
as
of
january
9th.
P
Normally
they
would
have
been
updated
by
now
and
and
just
our
our
data,
our
data
dashboard
isn't
updated.
Yet
so
I'm
not
sure
if
I
I
can't
explain
to
you
why.
I
can't
tell
you
why
the
important
thing
to
look
at
here
is
just
that.
Washington
county
is
right
about
at
that
350
mark
right
now,
multnomah
county
was,
it
was
just
a
little
bit
under
it,
and
that,
of
course,
was
on
january
9th.
P
P
So
just
last
things
the
the
the
timeline-
and
this
is
probably
the
most
unsatisfying
statement
I've
had
to
make
all
year
long.
I
wish
I
had
a
date
that
we
could
tell
you
when
our
kids
are
coming
back,
but
this
change
just
isn't
going
to
allow
it
right
now
and
here's
why
I
think
the
superintendent
clearly
said
absolutely
not
first
semester.
I
think
we
know
that
in
all
likelihood,
coming
back
before
spring
break
right
around
that
spring
break
mark
is
something
that
we're
looking
real
closely
towards.
P
P
There's
a
lot
of
things
that
they
ask
us
to
consider
as
we're
considering
responding
to
these
advisory
metrics,
where
president
schmidt
was
on
earlier
as
and
we're
also
working
with
our
both
of
our
colleagues,
all
of
our
colleagues
from
osea
we're
working
really
hard
to
get
agreements
with
our
bargaining
units.
P
Those
will
define
the
working
conditions
for
our
staff,
and
so
until
those
are
in
place,
we
we
just
need
to
respect
and
and
keep
going
with
that
process,
the
community
spread
of
the
virus
and,
of
course
the
cova
disease
is
important
and
just
the
the
gentleman
who
spoke
with
to
us
today
from
ohsu,
I
believe
his
his.
P
I
believe
his
title
was
a
medical
economist
or
something
like
that,
but
he
makes
you
know
all
the
models
that
our
hospitals
are
using
and
he
adamantly
is
predicting
what
he
was
calling
a
second
winter
wave,
meaning
that
we
can
expect
our
case
rates
to
increase
from
where
they
are
now
and
again.
I
won't
I'm,
certainly
not
an
epidemiologist.
P
He
was
suggesting,
as
we
come
into
february
in
the
early
to
mid
part
of
february,
is
when
we
would
see
that
case
rate
continue
to
rise
for
for
a
matter
of
weeks
before
we
saw
a
decline
again.
Obviously
I
would
if
that
were
to
happen
as
as
he's
predicting,
that
puts
us
above
above
the
advisory
metrics
again
just
the
this
final
statement
I
just
want
to.
P
If
I
can
just
give
a
quick
shout
out
to
our
all
of
our
teachers,
all
of
our
administrators,
all
of
our
staff
members
and
everyone,
everyone
in
the
district
and
all
and
all
of
our
parents
out
there,
as
well
as
the
kids
just
for
navigating
this.
This
challenge
they
they're
working
they're
working
tremendously
hard
in
a
complex
and
difficult
situation.
So
I
just
want
to
give
them
a
quick
thanks-
and
I
believe
I
left
some
time
in
the
agenda
for
any
more
questions
that
you
have
so
chair,
tim
chuck
I'll.
A
Well,
thank
you,
dr
sneaker,
because
we
know
that
was
a
very
quick
turnaround
board
members.
I
know
we
don't
have
all
this
information
right
in
front
of
you
because
it
just
came
out,
so
it's
not
like
when
we
normally
get
a
board
book
and
have
time
to
comprehend
everything.
A
So
it
was
just
given
to
you
right
now
know
full
well
a
lot
of
the
things
that
were
brought
up
tonight,
especially
about
grading
and
that
sort
of
thing
we
will
be
doing
a
deep
dive
with
our
work
session
that
will
be
coming
up
on
february
1st
and
that
will
also
give
teaching
and
learning
some
time
to
research.
Any
of
the
questions
that
we
may
have.
A
So,
if
there's
things
that
you
want
to
see
specific
data
on,
please
make
sure
that
that
gets
passed
on
so
that
we
can
have
that
ready.
So
with
that
ann,
I
see
you
have
a
question.
G
I
do,
and
I
I
I
don't
see
it
in
the
guidance,
so
I'm
just
now,
as
I
look
at
our
data
and
the
experience
of
our
kids
as
well
as
our
commitment
to
equity
as
a
district,
I
don't
I
I
feel,
like
I'm
curious
about
what
ode's
recommendation
is
for
what
we
should
be
doing
to
better
serve
our
neediest
students.
G
I
don't
see
that
the
guidelines
actually
address
the
issue
at
all,
and
so
I'm
just
really
curious.
You
know,
besides
getting
kids
back
in
school
and,
frankly,
the
the
guidelines
all
lead
me
to
the
conclusion
that
that's
not
happening
anytime
very
soon.
For
the
majority
of
our
students,
I'm
just
curious.
What
other
guidance
is
there
for
how
to
address
the
needs
of
our
students,
who
needed
help
the
most.
H
And
this
is
dawn
I'll,
take
a
crack
at
that
and
then
ask
brian
or
others
if
they
want
to
come
in.
I
think
number
one
they're
focusing
on
making
sure
that
districts
have
when
they're
planning
their
limited
in-person
instruction
that
they're
prioritizing
those
students
who
are
not
being
successful
in
cdl
and
for
that
matter
of
fact,
even
limited,
in-person
instruction
or
hybrid,
if
you're
in,
if
you're
in
hybrid.
So
they
are
talking
about
trying
to
use
an
equity
lens,
whether
you're.
H
Looking
at
your
titles
title
one
schools
or
other
schools
that
have
high
populations
of
special
education,
students,
emerging
language,
learner
students,
students
of
color
students
of
poverty
and
really
trying
to
look
at
expanding
those
limited
in-person
opportunities
to
target
some
of
those
students.
H
I
just
want
to
stay
on
the
vaccination
front,
they're
also
looking
at
and
wanting
districts
to
prioritize,
because
there's
not
enough
vaccinations
talking
about
which
grade
levels
which
students,
even
which
staff
which
departments
need
to
be
vaccinated
first.
So
I
know
that
all
the
districts
in
oregon
are
looking
at
a
vaccinate,
vaccination
prioritization
and,
as
you
can
imagine,
that
is
very,
very
complex.
So,
ryan,
I
don't
know
if
there's
anything
you
want
to
add
to
that.
P
I'll
just
try
to
briefly
talk
about,
and
I
think
we
all
hope
we
know-
and
we've
said
this
for
a
long
time.
The
greatest
our
greatest
asset
is
that
relationship
between
teachers
and
students,
and
so
we
want
that
back
but
ann.
I
agree
with
your
sentiment.
We
need
to
do.
We
need
to
increase
that
our
effectiveness
in
school
or
excuse
me
in
cdl,
really
the
guidance.
P
A
lot
of
the
guidance
does
lie
embedded
with
our
sbls,
our
standards-based
learning,
and
just
really
trying
to
give
students
as
many
diff
one
reducing
those
number
of
targets,
standards
and
giving
students
as
many
different
opportunities
and
different
types
of
opportunities
to
demonstrate
their
understanding.
That's
that's
really.
Is
our
our
kind
of
strongest
asset
or
strongest
tool
that
we
probably
have
from
a
teacher
and
learning.
Q
Yeah
to
extrapolate
a
little
bit
on
ann's
point,
I'm
thinking
about
two
things:
one
is
socialization
and
then
the
other
is
mental
health
and
those
are
common
themes.
Again.
Some
of
the
emails
I
receive
and
also
some
of
my
own
personal
concerns
about
our
students
right
now
and
those
are
things
that
may
not
necessarily
be
captured
in
the
academic
data,
and
you
know,
as
my
mind
thinks
about
those
things.
I
guess
my
my
questions
would
be.
Q
What
are
the
mental
health
supports?
I
mean
I,
I
heard
the
presentation
from
the
health
and
wellness
team
and
I
appreciated
what
they're
doing,
but
are
we
able
to
get
our
students
more
psychological
services?
Are
we
able
to
bring
on
staff
who
can
provide
some
of
that
extra
psychological
support?
I
know
I've
heard
from
parents
that
it's
very
difficult
right
now
to
get
a
hold
of
a
psychologist
and
get
you
know,
students
in
to
get
that
extra
support,
and
then
I
guess
my.
Q
My
second
question
is,
you
know
a
lot
of
the
conversation
centers
around
getting
kids
back
into
school
or
getting
sports
going
on,
but
I
think
there's
maybe
this
third
area
of
safe
outdoor,
socially
distance
activities
that
could
provide
socialization,
maybe
even
more
than
you
know,
in-person
instruction
might
bring
in
some
ways
right
with
all
of
the
strictures
that
students
have
to
deal
with
when
they're
inside
of
the
classroom
have
we
done
anything
to
develop
a
model
around
that
or
take
those
ideas
further.
Q
You
know-
and
I
understand
we've
got
osa
over
here
in
sports
and
that's
one
thing
and
we've
got
the
ready
school
safe
learners
over
there,
but
there's
this
third
space
that
I
wonder
about
exploring.
So
those
are
my
two
questions,
mental
health
and
and
what
can
we
do
for
socialization
outside.
P
Yeah
tom,
thank
you
very
much
for
those
questions.
I
think
mental
health
is,
you
know,
continues
to
be
a
significant
concern.
It
was
before
the
pandemic
and
it
certainly
is
during
the
pandemic.
As
you
know,
as
you
said,
behavioral
health
and
wellness
teams
at
every
school
they're
the
teams
they're,
going
to
help.
You
know
students
find
those
wraparound
services.
As
far
as
you
know
directly
to
answer
your
question
about
no,
we
we
have
not
increased
like
we
have
not
hired
more
psychologists.
P
You
know
at
this
time
now
again
trying
to
wrap
in
just
another
piece.
If
you
remember
from
all
our
talk
around
the
sia,
the
student
investment
account
not
maybe
not
just
school
psychologists,
but
the
idea
of
wrap
around
mental
health
services
was
and
continues
to
be,
a
major
part
of
that
plan.
P
I'll
take
it
as
good
news
as
far
as
our
forecast
for
what
our
sia
looks
like
it
may
be
for
next
year,
certainly
compared
to
what
it
was
for
this
year,
and
so
that
continues
to
remain
as
part
of
our
plan
as
we
go
through
the
revisions
and
submissions
and
I
and
tom.
P
I
owe
you
an
apology
as
far
as
not
communicating
well-
and
I
owe
our
high
school
team-
an
apology
as
far
as
what
they're
thinking
around
some
of
the
high
school's
initial
ideas
of
returning
and
that's
some
of
the
first
things
that
they
really
want
to
address
while
cdl
is
still
going
on.
But
how
can
because
of
all
the
limits
we
we
have
talked
about
ad
nauseam.
P
But
what
can
we
do
to
to
to
bring
kids
in
for
some
of
those
socially
so
almost
social
experiments,
those
social
opportunities
to
that
that
they're
lacking?
And
so
you
know,
our
high
school
teams
are
spending
a
lot
of
time.
P
Thinking
about
that,
what
that
could
look
like
just
quick
example
is
when
pdl
day
ends
at
2,
30,
perhaps
being
able
to
find
ways
for
students
to
become
be
on
campus
within
all
the
rules
within
all
the
safety
protocols,
to
get
some
of
those
activities
and
in
interactions
done
and
then
just
last
piece
on
that.
I
do
think
that
could
be
where
this
learning
outside
may
even
help
us
have
more
opportunities
for
that
that
type
of
activity
so
again
apologize.
P
I
haven't
been
as
clear
with
that
in
our
in
my
reports
that
is
definitely
high
on
the
mind
of
our
our
high
school
and
our
middle
school
leaders.
H
H
What
exactly
are
some
of
the
interventions,
mental
health
issues
that
some
of
our
wellness
teams
have
already
identified,
but
also
just
not
leaving
it
with
social,
emotional
there's
so
also,
eventually,
we're
gonna
have
to
start
addressing
the
academic
needs
of
these
students
as
well.
Q
Quick
follow-up
on
that
we
have
an
or
is
there
anything
in
the
works
for
some
sort
of
an
assessment
in
terms
of
the
this,
the
psychological
services,
our
students
are
going
to
need,
and
I'm
thinking
about
you
know
not
just
right
now.
Is
there
a
distance
learning
and
how
that
affects
our
students,
but
also
the
trauma
that
students
may
have
experienced
during
this
pandemic?
Q
You
know
in
terms
of
people's
family
experience
I
mean
I
understand
what
it's
like
to
have:
families
that
have
it's
gone
through
covid
and
what
that
can
do
to
a
family
and
if
we
have
any
extra
support
that
we're
planning
to
put
in
place-
and
maybe
an
assessment
might
be
a
first
way
of
looking
at
that
problem
and
understanding,
because
I
I
I'm
concerned
that
we
can
have
people
referred
over
to
psychological
services.
P
It
thinks
tom
un,
unfortunately,
dr
hudson
is
ill
and
not
able
to
not
able
to
join
in
comment
on
his
heart,
and
I
I'd
like
to
leave
it
to
her
team
to
talk
about
what
specific
assessments
are.
I
know
we've
used,
one
called
aces
in
the
past.
I
don't
I
don't
know
how
relevant
that
would
be
I'd
really.
Rather
let
the
experts
comment
on
that.
So,
let's
get
that
to
you
I'll
connect
with
with
dr
hudson
on
that
one.
I
don't
want
to
speak
to
it.
A
M
Had
a
question:
yes,
yes,
I
have
a
question.
I
guess
I
know
sort
of
in
in
sort
of
seeing
the
information
from
the
state
and
recognizing
that
elementary
spring
elementary
school
students
are
back
as
kind
of
different
than
middle
or
high
school
students,
because
elementary
school
students,
quirks
quote
unquote,
are
naturally
in
a
pod.
If
you
want
to
call
it,
it
would
just
be
the
question
of
how
many
elementary
school
students
do.
M
You
want
one
teacher
to
manage,
and
you
know,
as
far
as
the
social
distancing
and
everything
else,
that's
involved,
so
I
I
know
that
we're
working
on
everything
together,
but
I
guess
I
want
a
sense
of.
Are
we
like
separating
them
out?
You
know
in
essence,
focusing
in
on
elementary
school
students
might
be
an
easier
lift
and
then
middle
and
high
school
students
having
someone
else.
M
Some
in
other
groups
work
work
on
that,
but
with
the
idea
of
getting
the
elementary
school
students
back
sooner
because
they
because,
because
of
just
how
they
operate,
it's
a
lot
easier.
P
You
know
donna
great
question:
absolutely
right.
Not
only
do
elementary
school
students
are
kind
of
already
built
into
pods,
their
their
pods,
don't
really
interact
with
each
other.
They
don't
change
classes
throughout
the
day
and
to
answer
your
question,
absolutely
we
have
teams
working
on
an
elementary
plan
teams
working
on
a
secondary
plan
and
as
soon
as
we
meet
them,
not
only
meet
the
metrics,
but
again
collective
bargaining
and
every
requirement
we
have
to
meet
our
k2
will
be
our
first
students
to
come
back
to
what
we
would
call
a
hybrid
model.
P
J
Just
have
a
comment
about
trauma,
for
our
students
I
mean
covet
is
a
big
part
of
it,
but
our
kids
have
been
through
a
lot
of
trauma
just
from
the
unstable
government
we've
had
the
last
six
months
or
so
so
I
just
you
know,
there's
a
lot
of
trauma.
Our
kids
have
gone
through.
A
Well,
this
is
going
to
be
foremost,
I
mean
everything,
we're
we're
doing
right
now,
our
energy's
going.
We
appreciate
the
new
information
from
today
and
I
know
we'll
go
you'll
continue
to
keep
the
board
updated
and
you
can
see
that
we're
we're
concerned
about
our
students,
we're
concerned
about
our
families,
we're
concerned
about
our
staff
and
we're
you
know.
I
appreciate
how
hard
everyone's
working
to
try
to
get
some
answers
and
then
deal
with
all
the
outside
factors,
and
if
we
could
all
produce
vaccine
I'm
sure
we
would.
A
We
would
do
that
if
we
could
so
anyway.
Thank
you
again
for
the
additional
information
today
and
now
we'll
move
from
reports
to
action
items
and
dr,
so
you
can
just
stay
where
you
are
and
change
a
different
hat
here
and
bring
us
up
to
date
on
the
second
reading
of
the
pe
adoption.
P
Yeah
thanks
everyone,
brian
tica
administrator
for
teaching
and
learning
so
in
regards
to
this
is
something
that,
at
times
we
put
in
a
consent
agenda,
but
this
is
just
the
second
reading.
I
did
receive
a
question
around
the
budget,
so
I
would
like
to
just
speak
to
it.
I'm
also
happy
to
put
a
report
in
that
summarizes
what
what
I'm
about
to
say,
and
it's
really
around
cost
of
phase
two.
It
gonna
be
as
clear
as
I
can,
though.
P
Cdl
doesn't
make
anything,
be
clear:
the
largest
expense,
so
phase
2
is
about
a
200
000
investment
in
resources,
meaning
materials,
meaning
tangible
things
that
we
can
purchase
in
terms
of
equipment.
The
vast
majority
of
that
would
be
in
terms
of
wearables,
so
you
know
like
not
an
apple
watch,
but
many
of
you
maybe
have
an
apple
watch
that
tracks
your
fitness.
P
That's
not
the
brand
that
the
the
team
was
recommending,
but
the
idea
would
be
around
wearables
would
have
the
most
significant
financial
impact
and
it's
about
half
the
amount
of
money,
the
the
first
year
and
then
rolling
out
in
the
future.
P
Right
now,
where
we're
at,
though,
is
this
is
a
bit
of
the
confusing
part.
The
team
is
actually
recommending
that
we
do
not
move
forward
on
wearables
at
all.
Until
we
come
out
of
comprehensive
distance
learning,
they
feel
that
the
training
and
the
visioning
around
what
they
would
be
used
for
was
not
envisioning
distance
learning,
while
they
they
actually
may
be
useful,
like
no
one's
suggesting
that
they're
a
bad
idea
in
distance
learning,
that's
just
not
what
they
built
a
model
around,
so
the
idea
would
be
face
this.
P
This
set
of
resources,
which
is
the
largest
financial
impact
of
the
adoption.
The
the
timeline
is
just
uncertain
because
it's
dependent
on
when
we
come
out
of
cdl.
Many
of
the
other
resources
are,
are
pretty
small
in
cost
nature
and
and
can
be
adapted
more
or
less
to
to
cdl.
For
that.
So
for
those
of
you
that
sent
that
question,
I
hope
that's
clear.
P
I
also
have
a
report
ready
to
to
send
you
all
on
the
back
end
again
just
a
reminder,
as
the
board
adopts
the
recommendations
from
the
project
team,
you're
you're,
not
locking
us
into
purchases.
It's
just
a
budget
impact
statement
that
you're
receiving
purchases
are
always
always
budget
dependent,
always
dependent
on
the
the
you
know,
budget,
that's
adopted
and
the
resources
fit
into
the
teaching
and
learning
on
budget.
So
leanne
go
ahead.
I
see
you
have
a
question
in
the
chat.
N
Thanks
and
appreciate
your
answering
my
I
was
one
of
those
that
sent
a
budget
question
and
appreciate
that
I
didn't
ask
you
this.
So
if
you
need
to
get
back
to
me,
that's
fine
and
I
apologize,
but
it's
really
on
because
it
it
triggered.
When
you
said
you
know,
of
course,
some
things
are
going
to
get
put
on
hold
because
of
cdl.
How
has
phase
one
implementation
gone?
Do
they
feel
like
they've
worked
their
way
through?
Are
they
still
in
the
process?
N
Just
at
the
beginning
I
mean
I,
I
haven't
thought
about
pe
for
a
bit
because
we've
been
a
bit
distracted,
shall
I
say
so
anyway
just
to
curious,
where
we
are
with
phase
one
as
we
head
into
the
phase
two.
P
Well,
leanne,
that's
a
great
question.
I
I
know
what
we've
had
even
teachers
make
the
news
from
from
what
they're
doing,
with
with
cdl
they're
they're
doing
a
great
job,
great
question:
to
be
honest
with
you,
what
the
the
work
high
school
is
still
working
on,
that's
phase:
one
is
aligning
all
of
their
classes
to
the
targets
that
are
adopted
it
I
don't
know.
Maybe
this
is
not
as
obvious,
but
one
thing
that
we
do
know
is
that
the
pe
experience
can
look
fairly
different
throughout
different
high
schools
just
throughout
the
time.
P
So,
while
that
was
a
goal
of
phase
one
and
the
targets
are
adopted
and
implemented,
the
actual
kind
of
delivery
of
those
learning
targets,
that's
what
high
school
is
currently
working
on
and
they're
just
needing
more
time,
with
all
the
all
the
additions
that
our
staff
has
been
under
they're,
just
asking
for
some
more
time
to
to
get
those
courses
aligned.
So
that's
kind
of
a
phase.
One
update.
A
Any
other
questions
about
phase
two
that
that
has
been
great
to
see
so
many
of
our
beaverton
pe
teachers
featured
in
the
newspaper
and
and
on
tv.
You
can
tell
they're
really
thinking
out
of
the
box
and
trying
to
be
proactive
and
keeping
our
students
engaged
during
the
cdl
experience,
so
we're
fortunate
to
have
them
in
our
school
district.
N
Great
and
I
want
to
just
say
I
just
think
we
have
a
phenomenal
group
of
pe
teachers-
all
our
teachers
are
wonderful,
but
in
light
of
all
that
the
work
that
they've
done,
I
know
they're
leaders
in
the
state
and
and
I'm
just
very
proud
of
our
pe
teachers
across
the
district.
So
I
move
that
we
approve
the
phase
two
physical
education
project
team
report
for
our
district
and
the
physical
education
curriculum
adoption
by
second,
it's.
A
Been
properly
moved
and
seconded
the
school
board
adopts
and
approves
phase
two
of
the
p
project
team
report
and
the
curriculum
adoption.
Is
there
any
discussion
seeing
none
we'll
call
the
role
of
the
board
and
if
you
could
answer
by
voting,
I
nay
or
epstein,
that
would
be
great
ann
brian
hi,
susan
greenberg,
hi,
leanne
larson.
Q
P
I'm
sorry,
but
I
just
want
to
make
one
more
comment:
our
toe
servers
are
toaster
that
helped
us
lead
this
she's,
not
with
us
today,
cheryl
wadrell.
This
is
going
to
be
her
last
pe
adoption.
She
goes
through
because
it's
going
to
be
about
that
time.
I
just
like
to
publicly
thank
her
for
her
over
30
years
of
service,
the
beefing
school
district,
leading
multiple
adoptions
and
as
well
as
our
pep
grant.
We
most
recently
went
through
so
just
a
shout
out
and
thank
you
to
her
sorry.
A
A
Second,
it's
been
properly
moved
and
seconded
that
we
approve
the
consent
agenda
board
members,
please
signify
by
saying
I
nay
or
abstain
and
brian
aye
susan
greenberg,
aye
leanne
larson
hi,
eric
simpson,
donna,
tyner
aye
vice
chair
colette,.
Q
A
Sure
tim
chuck,
I,
with
that
the
motion
passes
to
approve
the
consent
agenda:
seven:
two
zero:
now
are
there
any
board
comments.
G
I
don't
know
how
many
of
our
fans
are
still
on
watching
us
on
youtube,
but
I
know
that
when
we
made
please
for
budget
committee
members
in
the
past
that
it
was
fruitful,
and
so
I
wanted
to
publicly
remind
the
public
tonight
that,
starting
in
the
month
of
february,
there
will
be
opportunities
for
them
to
file
as
candidates
for
the
privilege
of
serving
as
a
school
board
member.
G
I
have
personally
enjoyed
that
privilege
for
coming
on
eight
years
now,
and
I
I
want
to
put
it
out
there
to,
and
I
have
been
that
I
I
do
not
intend
to
run
again
and
that
I
have
a
strong
belief
in
volunteer
service
and
the
impact
that
volunteers
make.
I
also
have
a
strong
opinion
that
the
volunteer
organizations
are
strengthened
by
turnover
and
would
encourage
anyone
who
has
questions
about
the
process
of
running
or
what
it's
like
to
serve
as
a
school
board.
G
A
I
would
just
like
to
say
to
the
I
I
know
everyone
at
the
district
office
as
well
as
all
of
our
staff
throughout
the
district
is,
is
working
time
and
a
half,
but
I'd
like
to
just
give
a
a
shout
out
to
the
communications
team.
A
There
has
just
been
so
much
active
communication
with
our
families,
with
our
students,
the
the
videos,
the
the
great
presentations,
the
reach
out
for
budget
listening
sessions,
just
lots
and
lots-
and
I
I
know
they're
working
overtime
in
it
and
it
shows
so
want
to
thank
them
very
much
for
doing
that,
and
also
our
nutritional
services
folks
who
keep
providing
these
meals.
A
I
think
you
know
at
the
beginning,
everyone
was
paying
a
lot
of
attention,
and
now
they
just
consistently
and
and
try
to
find
ways
of
how
we
get
food
boxes.
When
the
rules
keep
changing
and
the
vendors
keep
changing,
nothing
seems
to
be,
nothing
seems
to
be
easy,
and
especially
for
our
families
that
are
struggling.
We
hear
you,
we
know,
we
know
this
is
difficult.
It
is.
A
It
is
so
hard
when
we
get
emails
from
families
that
are
struggling
when
their
students
are
depressed
and
they're
down,
and
parents
don't
know
what
to
do
they're
trying
to
juggle
work,
and
they
don't
know
what
any
of
this
means
as
far
as
child
care
or
what
we
we
know,
and
we
know
our
staff.
It
is
scary
to
not
know
what
is
ahead
and
when
the
vaccine
is
going
to
work
and
when
everyone's
going
to
get
it.
A
These
are
all
a
lot
of
unknowns
and
with
unknowns
becomes
fear
and
we,
as
a
school
board,
want
you
to
know.
We
hear
you
and
we
are
all
working
hard
to
try
to
do
what
is
very
best
for
our
students
and
our
staff
and
to
keep
everyone
safe.
This
is
a
very
complex
matter
and
we
just
do
not
have
the
luxury
of
not
doing
anything.
We
have
to
keep
moving
ahead
and
keep
working
together
to
try
to
find
out
what
we
can
do.
A
That
is
best
for
our
students
and
we
will
do
that
because
we
are
a
great
school
district
with
great
school
board
members
and
a
great
staff,
and
we
will
continue
to
work
together
to
find
the
answers
that
are
necessary
to
keep
moving
forward.
So
with
that
superintendent
grotting,
do
you
have
any
closing
remarks.
H
Just
happy
school
board
recognition
month
and
I
think
you
said
it
well
becky.
We
have
a
lot
of
competing
interests
out
there,
but
keeping
kids
number
one
is
our
priority
as
we
work
through
these
complex
issues
with
multiple
stakeholders.
So
thank
you
all.
A
And
with
that
meeting
is
adjourned,
and
our
next
school
board
meeting
will
be
a
virtual
work
session
on
monday
february,
1st
2021
at
3
p.m,
and
we.