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From YouTube: August 2022 School Board Business Meeting
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A
Able
to
run
and
be
active
inside
students
in
music
and
band
classes
are
going
to
be
able
to
sing
and
play
all
of
their
instruments.
Students
will
be
able
to
eat
and
laugh
together
in
the
cafeterias.
These
small
bits
of
school
life
are
huge,
they're
really
really
big
deal.
A
I
know
we
are
all
feeling
hopeful
that
we
can
move
out
from
under
the
shadow
of
the
code
pandemic.
This
year
last
year
was
unbelievably
challenging
for
almost
everyone
in
public
education,
including
students,
staff,
administrators
and
we've
lost
a
lot
of
folks
to
retirement
and
resignation,
beliefs
and
absences
other
districts
and
even
to
other
careers,
which
means
there
are
a
whole
lot
of
new
faces
here
in
bse,
including
our
university.
A
We
need
to
be
a
district
that
commits
to
deep
equity,
work
and
anti-racist
practices
that
supports
and
lifts
up
students
and
staff
who
are
members
of
the
lgbtq
community,
who
are
members
of
color
or
some
other
historically
marginalized
group.
We
need
to
be
a
district
of
true
collaboration
with
meaningful
ways
for
bea,
for
our
siblings
and
osce,
for
bsd
leadership
and
for
our
students
to
establish
genuine
partnerships
and
decision-making
processes
that
benefit
our
schools
and
communities.
A
We
need
to
be
a
district
where
we
challenge
each
other
every
single
day
to
bring
our
best
for
each
and
every
one
of
our
students.
I
want
to
thank
dr
vanessa
for
your
email
this
morning.
Your
commitments
to
equity,
to
developing
actionable
plans
for
our
district
to
become
better
and
communicating
with
staff
about
district
priorities
and
decisions
are
very
much
appreciated
and
hopeful
that
they
will
set
a
positive
and
impactful
tone
throughout
this
year.
A
I
also
want
to
mention
that
our
union
is
in
the
midst
of
negotiating
agreements
for
licensed
substitute
educators
in
vsd.
We
know
the
substitutes
help
to
keep
our
district
running,
provide
continuity
for
our
kiddos
and
to
ensure
that
our
salary
educators
can
confidently
leave
their
students
in
good
hands.
We're
hopeful
that
we
can
come
to
an
agreement
soon
that
recognizes
the
value
of
these
educators
in
our
district
to
our
staff.
A
I
just
want
to
say
thank
you
for
your
continued
commitment
to
our
students
and
to
making
our
district
and
this
community
a
place
to
learn,
to
grow
and
to
thrive
to
our
students.
We
are
so
so
so
excited
to
welcome
you
back
and
to
our
community.
I
just
want
to
say
thank
you
for
your
continued
support.
We
are
able
to
do
our
jobs
better
because
of
your
trust
in
us.
A
A
C
A
A
Just
am
excited
I'm
going
back
to
our
building
today
for
our
first
day
of
in
service
just
planning
for
the
kids.
I
was
very
happy
to
see
all
of
our
educator
friends,
but
I'm
really
excited
for
next
week.
I
must
say
those
happy
little
smiling
kid
faces
master,
not
mask,
not
their
choice.
A
Was
saying
about
getting
back
to
some
resemblance
of
normal?
No
we'll
never
go
back
to
phone
normal,
but
just
being
able
to
be
in
school,
go
on
field
trips
hang
out
with
their
friends,
not
to
count
how
many
people
are
at
the
table
or,
if
you
know,
wait,
kids
count
five
seconds
before
they
walk
so
that
their
friend
has
space
to
walk
in
front
of
them.
Just
have
some
people
playing
the
playground
all
together
not
to
have
a
separate
zone
where
one
class
gets
the
playground
for
a
day.
I'm
excited
I
love
pe.
A
A
I
would
like
to
say
also
thank
you
to
the
vsd
management
and
people
on
our
board
for
all
the
hard
work
we
as
classified
signed
our
contract
this
summer
yay.
I
know
that
we
are
very
excited
most
of
my
board.
We
now
have
a
year
under
well.
Most
of
us
are
pretty
new,
so
we're
really
excited
to
know
what
we're
doing
kind
of
have
some
leverage
and
going
back
into
what
we
know
as
our
normal
or
close
to.
We
are
very
excited
what
we
can
do
now.
A
A
D
B
Thank
you.
I
want
to
start
by
noting
the
public
comment
section
that
we
have
received
seven
written
public
comments.
Four
members
appreciate
your
comments
and
thank
thank
each
and
every
one
of
you
for
taking
the
time
to
share
your
thoughts
with
us.
I
think
at
this
point
I'm
just
going
to
confirm
with
diana.
B
We
don't
have
any
people
coming
for
public
comment
tonight,
so
I'm
going
to
save
everybody,
the
preamble
to
those
comments
that
we
normally
do
and
we
will
move
on
to
reports,
starting
with
the
superintendent's
comments
and
dr
balderas.
A
Good
evening
portrait
colette
vice
chair,
dr
perez
at
board
members.
It's
been
a
very
busy
two
months
since
I
began
my
tenure
here
in
the
beertoon
school
district.
I've
been
meeting
with
students,
staff
and
community
members,
as
well
as
area
organizations
to
get
a
better
understanding
of
our
school
system.
A
The
community's
been
extremely
welcoming.
It's
been
just
it's
great
to
be
back
home
here
in
beaverton.
I
know
my
spouse
is
very
excited
to
hang
out
with
their
sisters.
So
again,
this
is
a
really
good
time
to
be.
Back.
Last
week,
mayor
beatty
held
a
luncheon
with
elected
officials
from
around
the
area
for
me
to
know
and
to
help
brainstorm
how
we
can
continue
to
partner
together
to
support
our
students,
families
and
broader
communities.
A
A
few
of
my
board
member
colleagues
here
were
able
to
be
president
and
thank
you
for
your
time
to
attend
with
the
lunch
meeting.
So
it's
tough
for
some
folks
that
are
working
some
areas
of
interest
included,
continuing
to
improve
our
alignment
between
our
local
school
business
community
and
our
career
technical
programs
and
working
to
support
our
students
through
community
schools.
Models
and
more
mental
health
supports
in
partnerships
in
partnership
with
community
organizations.
A
I
look
forward
to
just
continue
dialogue
around
these
topics
around
our
community
because
again,
like
I
mentioned
to
the
mayor
and
other
elected
officials,
there,
president
a
school,
an
excellent
school
district
has
an
excellent
community
and
an
excellent
community
has
an
excellent
school
district.
So
it's
all
hand-in-hand
both
stick.
Those
together
this
summer
is
busy
time
of
teaching.
Learning
has
been
a
busy
kind
of
teaching
learning
and
enrichment,
we're
able
to
support
our
students
in
programming
at
49
school
science.
A
A
To
food
service
staff,
our
nurses,
teachers,
our
classified
staff
and
administrators,
we
served
over
6,
000,
kids
in
those
programs.
The
summer
program
was
just
just
an
incredible
success:
incredible
lift
by
the
by
the
staff,
broader
community
and
again,
as
would
have
been
stated,
it
was
fun
to
see
these
kids
back
having
a
good
time
now,
the
reporter
and
I'm
as
excited
as
as
the
association
leaders
have
stated
it's
next
week,
we've
been
prepping
for
this
deep
cleaning,
doing
all
the
work
that
we
can
do
today.
A
We
welcome
back
our
teachers
and
our
certified
staff,
and
next
week
comes
the
exciting
day
again,
when
kids
actually
come
through
the
door,
some
of
our
students
will
be
new
to
our
district,
starting
kindergarteners
or
newly
moved
to
be
returned,
and
we
welcome
all
kids
and
all
families.
Some
of
our
staff
are
also
new
to
the
system.
As
we
prepare
to
start
the
school
year.
We
welcome
801
new
staff
with
accepted
positions
in
our
district
since
july
1.,
so
801
new
staff
into
our
school
system.
A
We
are
glad
to
have
them
working
with
us
to
support
our
students
to
learn,
grow
and
thrive,
and
again
that's
a
pretty
impressive
number
of
people
that
come
in
so
again
we
are
we're
excited
to
have
them
have
to
have
the
opportunity
to
build
it.
Have
them
called
be
within
their
district
of
choice
and
we're
going
to
continue
to
make
it
possible
for
us
to
retain
them
now
we
have
them,
we've
got
to
retain
them.
So
that's
one
thing
that
helps
package
my
staff
once
we
have
when
you,
because
again
it's
it's.
A
As
I
said
earlier,
this
last
four
years
of
focus
has
been
really
helpful.
A
Again.
We
are
in
our
fourth
year
of
hoping
so
want
to
make
sure
that
and
having
to
address
code
related
issues.
Staff,
students
and
community
are
wary
of
the
topic,
but
it's
still
very
prominent
in
our
decision-making
process.
That
needs
to
be.
You
will
hear
more
from
staff
tonight.
The
addresses
matter
I
want
to
thank
the
school
board
for
your
engagement
and
leadership
and
be
returned
in
the
recent
year,
the
most
difficult
time
I've
had
my
33
year
career.
This
has
been
the
most
difficult
time.
A
A
We
look
forward
to
the
community
that
comes
together
and
circled
around
the
beards
and
the
potential
the
peers
it
has.
That
always
have
been.
It's
been,
as
I
said,
I've
seen
time
and
time
again.
This
is
the
best
school
district
in
oregon.
I
chose
to
come
back
to
help
lead
with
you,
the
best
school
district
in
oregon
with
our
association
partners,
we're
going
to
continue
to
make
it
the
best
school
district
in
oregon.
So
thank
you
and
let's
welcome
22
23.
B
Thank
you,
dr
balderas.
Next
up
we'll
have
dr
balderas
again
with
the
superintendent's.
A
Entry
plan
it'll
be
a
little
bit
quicker.
So
as
this
is
the
third
time
I
think
the
board
has
seen
this,
but
I
wanted
to
make
sure
that
community
understands
the
transition
plans
that
we
get
through
these
entry
plans.
A
I
I
joke
with
staff,
often
that
you
know
we
don't
tear
down
the
defenses
before
asking
why
they
were
there
to
begin
with
so
and
that's
something
I
learned
a
long
time
ago.
It's
just
take
our
time,
be
patient
and
looking
at
the
systems
that
are
currently
present
to
see
what
we
need,
what
boundaries
we
have
about.
A
That's
what
gets
me
excited
because
again
it's
we
are
at
the
cusp
of
coming
off
a
difficult
again,
four
years,
but
the
next
three
to
four
years.
Five
years,
I
would
say
it's
going
to
be
just
as
difficult,
because
we've
had
kids
that
have
lost
time
and
space
they've
gone
further
behind
and
somewhere
students
move
further.
The
student
furthers
from
educational
justice.
A
The
student
furthest
from
educational
justice
are
those
kids
that
all
the
research
says
are
being
furthest
behind
right
now
and
we
have
to
make
sure
that
we
double
our
efforts
to
ensure
that
we
have
accelerated
learning
for
these
students
and
that's
the
work
that
we're
going
to
be
doing
in
the
next
few
years.
I'm
excited
to
do
that
with
you
yeah,
I'm
not
going
to
review
the
whole
review.
A
B
A
Whatever
issues
might
arise,
I
want
to
just
really
reiterate
that
that
that
advisory
team
is
is
truly
that
they
will
be
making
recommendations.
A
To
receive
input
from
cabinet,
ultimately,
of
course,
with
dr
balderas
being
the
decision
maker
at
any
and
all
points
along
the
way
with
that,
I
will
turn
it
over
to
dr
hudson
good
evening,
dr
balderas,
chair
colette
and
the
beaverton
school
award.
It's
good
to
see
you
all.
In
person,
it's
been
almost
two
and
a
half
years
so
good
to
see
you,
I'm
gonna,
go
ahead
and
talk
through
this
presentation.
A
There'll
be
three
different
areas:
there's
ongoing
practice,
previous
practice
and
being
practices
that
I'll
be
identifying
as
we
go
through
so
starting
with
copin
19
testing.
This
is
really
all
an
ongoing
practice,
so
we
will
continue
with
our
diagnostic
testing
months
on
site,
on
our
school
sites
for
staff
and
students
who
have
symptoms
consistent
with
cova
19
and,
ultimately,
anyone
who
and
you
know
ill.
We
will
offer
them
a
test
if
we
have
consent
parental
consent,
students
and
staff
who
are
at
home
and
maybe
develop
symptoms.
A
When
they're
out
there
at
home,
they
can
arrange
to
come
on
site
to
get
a
test
in
their
car,
so
they
can
still
have
access
to
that
testing.
We
did
discontinue
our
central
testing
site
in
june
because
we're
not
having
multiple
people
coming
in
and
that
had
to
do
with
the
accessibility
of
test
kits
and
then.
Lastly,
in
june
we
just
continued
our
ohsu
covet
screening
program.
I
want
to
touch
on
this
one
a
little
bit.
We
did
a
pretty
extensive
review
with
those
individuals
who
were
involved
in
managing
the
program.
A
I
also
had
a
pretty
active
role
in
that
there
was
a
pretty
consistent
frustration
from
family
members
who
experienced
false
positive
tests.
A
So
we
had
several
times
where
notifications
were
done
at
home,
that
a
student
was
positive,
coveted
and
they
in
fact
were
not,
and
so
then
we
had
would
have
to
backtrack
that
there
was
also
quite
a
bit
of
managerial
requirements,
so
it
was
taking
significant
staff
time
to
organize
the
test
kits
to
then
get
them
sent
home
and
then
to
receive
them
back
and
then
to
coordinate
with
ohsu
and
then.
E
A
Saw
a
pretty
significant
decrease
in
participation
by
students
in
the
spring
families,
just
kind
of
quietly
opted
out,
and
so
we
were
still
then
producing
lots
of
materials
that
were
coming
in,
and
parents
were
not
officially
resigning
from
the
program,
but
they
were
not
engaging
in
the
program.
So
we
decided
at
the
end
of
the
year
that
we
were
not
going
to
move
forward
with
that
program.
A
This
fall
and
really
that
is
because
we
would
prefer
to
have
our
staff
focus
their
time
on
testing
students
and
staff
in
our
buildings
who
are
exhibiting
symptoms
of
copen19
versus
dedicating
staff
times
and
trying
to
find
out
if
someone
is
asymptomatically
copied.
A
So
the
next
area
again
is
face
coverings.
So
again,
at
all
times,
disposable
masks
are
available
for
staff
or
students
in
our
district
facilities.
Staff
working
in
health
rooms
and
isolation
rooms
are
also
required,
strongly
encouraged
to
wear
face
coverings,
but
we're
actually
requiring
them
to
do
that.
Now.
A
We
I've
got
some
updated
information,
but
also
we
want
to
make
sure
all
that
ppe
is
still
available,
so
we
have
a
whole
bunch
from
the
spring
and
we're
reviewing
that
as
needed
in
times
of
low
transmission
nests
are
not
required,
they're
recommended
but
not
required,
but
you
do
have
access
to
that.
A
As
I
mentioned,
and
then,
additionally,
in
times
of
high
transmission,
we
will
notify
the
school
community
that
there
is
high
transmission
and
there'll
be
a
letter
that
goes
home
and
it'll
recommend
the
use
of
masking,
however,
masking
will
not
be
required
and
then,
lastly,
following
copied
19
positive
tests,
staff
and
students
are
encouraged,
but
not
required
to
wear
masks
on
days
six
through
time
when
they
return
isolation.
A
So
this
is
when
we
look
at
isolation.
So
when
a
staff
of
students
test
positive
for
focus
19,
they
need
to
isolate,
not
quarantine
so
again,
they're
not
having
any
interaction
with
others
for
five
days,
starting
from
the
date
the
symptoms
began,
and
that
remains
the
same
and
that's
been
our
current
practice
and
then
addition.
A
Like
I
said
before,
they
are
encouraged
to
wear
masks
on
days
six
through
ten
when
they
return.
So
the
other
thing
that
we
have
are
isolation
rooms.
So
one
of
the
things
that
we
learned
in
the
pandemic
was
there
are
actually
policies
and
procedures
that
were
in
place
and
it
helped
us
remember
that
those
things
are
in
place,
one
of
them
being
isolation
rooms
and
that,
in
fact,
we
need
to
have
a
separate
space
for
ill
students
and
non-ill
students
who
need
treatment,
health
treatment.
A
Level
single
grade
level
classroom
so
like
a
first
grade
class
would
be
a
cohort
or
any
of
our
special
education
specialized
programs
that
are
listed
up
there.
They
would
be
a
single
cohort,
then,
at
the
middle
and
high
school
level
it
would
be
individual
grade
levels,
so,
sixth
or
ninth
or
it
would
be
whole
schools.
A
You
know
if
the
whole
school
was
in
high
transition
and
we
were
seeing
rates
spread
just
first
among
the
grade
levels
and
then
in
particular,
then
we
have
a
narrow
focus
at
middle
and
high
school
for
some
very
specific
specialist
specialized
programs
where
those
students
don't
mainstream
out
of
their
classrooms,
so
they're
pre-contained
in
that
environment
and
then
our
community
transition
program
classrooms.
We
would
be
looking
at
those
as
cohorts
again.
So
this
is,
you
know,
student
instruction
and
absence
reporting.
A
So
if
a
cohort
of
students
is
recommended
to
transition
to
to
foreign
team,
not
isolate,
but
foreign
is
recommended
by
washington,
county
department
of
health
and
human
services,
that
cohort
will
transition
to
temporary
remote
learning
for
those
five
days.
A
If
the
cohorts
teacher
is
unable
to
teach
because
they're
ill,
which
has
happened
this
year,
we
will
provide
a
sub
for
that,
so
those
students
will
still
have
access
to
virtual
instruction
during
their
quarantine
time,
but
through
a
substitute
and
since
procedures
for
awards
and
quarantine,
they
were
they're
going
to
remain
the
same
as
we
would
for
students
who
are
at
school.
So
if
they
attend
online
virtual
learning
they're
remarked
present
if
they
do
not
attend
the
mirror
market.
B
A
A
So
really,
I
just
wanted
to
be
clear
about
what
our
new
definition
is
so
at
the
school
level
and
definition
of
high
transmission
would
be
that
30
or
more
of
the
students
are
absent,
with
at
least
10
of
the
students
and
staff
being
absent.
But
those
absences
have
to
be
directly
related
to
symptoms
like
the
flu
or
covalent-like
symptoms.
So
we
did
have
times
last
year
where
we
had
high
absentee
rates
at
a
school,
and
I
did
some
work
with
that
school.
A
Then
you
know
dive
in
and
say
what
are
why
to
have
such
a
high
absence
rate
at
community
school
and
they
were
not
covered
related.
So
we
have
that
conversation
and
then
the
cohort
level
for
high
high
rate
of
transmission
would
be
20
or
more
absenteeism
without
these
three
students
and
staff
being
absent.
So
really
looking
at
those
as
our
thresholds
and
those
were
given
to
us
by
washington,
county.
A
Our
next
one
is
that
you
know
what
our
prior
practice
was,
that
we
would
notify
anytime
someone
tested
positive
in
a
school.
You
noticed
by
families
and
staff.
Many
of
you
probably
got
multiple
like
messages
every
day
from
that,
and
we
would
always
send
out
notification
that
the
school
was
at
the
level
of
high
transmission.
You
know
that
students
and
staff
are
testing
positive,
so
we
only
want
to
alert
parents
forward
at
a
point
that
we're
at
high
transmission.
A
A
This
is
a
change,
so
in
our
previous
practice
we
didn't
have
as
a
school.
As
you
know,
in
the
school
district
we
were
operating
off
of
developing
our
own
guidelines
around.
When
did
we
shift
a
class
to
temporary
remote
learning?
We
actually
used
much
of
the
thresholds
that
had
been
defined
by
washington
county,
but
our
new
practice
now
would
be
that
we
would
wait
to
initiate
a
quarantine
of
cohort.
A
Only
when
washington
county
department
of
health
represented
that
so
they're
saying
they
would
like
us
to
pause
on
us
initiating
that
and
waiting
for
them,
because
they
have
them
more
information
and
then
we'll
come
forward
and
make
a
recommendation
for
us.
They
won't
require
us
to
do
it,
but
they
will
recommend
it.
A
I
talked
a
little
bit
about
student
instruction
when
they're
in
a
their
cohort
quarantine.
This
is
a
little
bit
different
about
a
student
who
is
in
covenanting
isolation.
Our
previous
practice
is
when
a
student
was
out
of
school
and
they
were
in
isolation
with
a
positive
test.
They
had
access
to
what
we
call,
and
so
they
could
then
log
on
online
and
continue
with
this
teacher.
Who
is
there?
A
The
new
practice
this
year
will
be
that
students
who
have
to
isolate
will
no
longer
have
a
quarantine
but
they'll
just
work
like
they
would
with
their
teacher
if
they
were
absent
for
any
other
reason,
and
then
we
had
also
a
very
different
attendance
rating
around
how
we
marked
those
students
absent.
They
will
be
marked
absent
due
to
illness
if
they're,
not
in
school,
because
they
have
to
iceland
moving
on
to
the
physical
distance.
A
A
But
what
we're
moving
forward
to
is
that
we're
no
longer
requiring
distance
to
adhere
to
social
system.
Cdc
has
come
out
with
guidelines
on
that
we're
just
waiting
for
ode
as
well.
So
I'm
not
requiring
that
and
then,
additionally,
what
we're
saying
is
in
a
time
of
high
transmission.
We
would
not
move
an
event
extracurricular
activity
to
a
virtual
situation.
We
would
maintain
in
person,
but
we
would
make
every
effort
to
you
know,
maintain
stays
and
encourage
individuals
who
are
participating
to
wear
masks
and
then.
A
Lastly,
we
are
in
the
process
of
all
the
schools
how
to
create
a
coven
19
management
plan.
So
they've
all
got
those
done.
We
did
a
lot
of
work
centrally
to
centralize
that
plan
for
them,
and
then
each
school
had
to
do
individual
planning
for
how
they
were
going
to
address
issues
of
equity
in
terms
of
students
who
are
disproportionately
impacted
by
you
know
know
they
have
a
lot
of
attack.
A
A
In
the
past-
and
I
did
see
quoted
throughout
here-
you
used
the
authority
to
be
the
washington
county
with
public
health.
We
know
in
the
past.
Sometimes
we
got
conflicting
information
from
the
oregon
health
authority
from
washington,
county
public
health,
maybe
even
ode.
A
So
we
were
always
referring
to
them,
based
on
that
so
they're,
taking
a
little
bit
more
of
an
active
role,
which
I
believe
is
because
some
of
the
impact
of
the
plans
have
pandemic,
has
kind
of
dropped
a
little
bit
for
them,
so
they
feel
like
they
can
be
more
actively
involved
in
giving
us
guidance.
So
often
ode
will
come
out
with
guidance
from
there,
which
they
then
work
with
the
health
authority
around
and
then,
but
they
always
then
say
you
have
to
work
with
your
lpha,
your
local
public
health
authority.
A
So
you
will
continue
to
work
with
them.
If
we
get
conflicting
information,
then
we
often
then
give
that
information
to
washington
county.
So
they
can
digest
it
and
come
back
and
say:
okay,
based
on
oha
and
ode.
Now
we're
recommending
this.
So
we
have
regular
meetings
with
them
to
keep
them
updated
on
what
we
find
out
a
quick
follow-up
question.
We
also
found
ourselves
in
conflict
that
so
many
of
our
employees
don't
necessarily
reside
in
washington
county.
A
A
So
that
is
a
really
great
question,
because
throughout
the
pandemic
we
have
had
that
as
an
issue
that
has
come
up.
We
have
always
held
to
washington
county
recommendation,
because
that
is
where
employment
is
so
they,
the
employees,
had
to
kind
of
look
at
what
their
their
rules
are
and
where
they
live.
But
ultimately,
here
in
our
county
we
would
follow
our
counseling
and
then
we
make
sure
they're
aware
of
that
so
transmission
and,
like
the
washington
county,
is
in
the
high
transmission.
A
They
make
recommendations
for
mass,
squaring
you
would
let
them
know,
and
then
you
would
hope
that
if
they're
living
in
multnomah,
county
and
they're
in
high
transmission
and
they've
made
recommendations
to
where
I'm
asking
that
they
would
wear
a
mask
but
again
there's
a
lot
less
requirements
than
we've
had
this
whole
time.
So
everybody
is-
and
I
think
the
cdc
has
clearly
moved
to
a
it's
up
to
you
and
you
can
choose
what
you
want
to
do
for
yourself
and
then
the
other
agencies
are
following
that.
C
Thank
you
for
all
this
information.
As
a
parent,
I
was
using
the
oah
student
testing
piece,
and
I
know
that
several
parents
and
community
members
have
asked
us
about
that,
and
I
understand
from
what
you're
explaining
you've
explained
to
us
in
a
couple
different
ways
that
it
we
are
choosing
not
to.
A
Go
with
the
ohsu
testing
at
this
time,
because
we
will
be
having
support
in
schools
where
our
parents
and
our
students
and
staff
will
have
the
availability
of
getting
a
test
there
if
any
symptoms
were
to
arise.
So
thank
you
for
clarifying
that
and
then.
A
How
can
we,
as
parents,
inform
the
school
about
our
kids
getting
a
positive
cover
test
at
home
right?
So
what
I
would
do
as
a
parent?
Would
you
call
the
attendance
line,
and
so
over
the
last
year
we
were
working
on
trying
to
figure
out
our
attendance
line
in
spanish,
because
currently
it's
still
in
english
and
the
information
we're
sharing
is
in
english.
There.
It's
kind
of.
C
Different
in
each
school,
if
I
go
to
parent
square,
what
I
would
do
is
I
go
to
parent
square
attendance
sign
and.
A
Maybe
if
we
just
add
in
parent
square
spanish
line
or
because
currently
you
have
to
call.
C
Figure
out
how
to
call
the
school
and
then
press
three
or
four
or
five
or
six
or
seven
if
you
spoke
any
other
language,
so
I
know
that
we
were
still
working
on
that
it's
been
a
year,
so
hopefully.
A
We'll
figure
that
out
soon
a
question
as
a
parent
too
for
me,
is:
if
do
my
children
have
to
take.
C
Get
the
negative
code
tests
before
they
go
back
to
school?
Are
you
requiring
that
or
just
or
will
they
be
so
I
would.
A
Keep
making
home,
and
sometimes
it's
like
five
or
six
days
and
they're,
still
getting
a
positive
cover
chest,
and
so
it
said
five
days
and
then
they
would
wear
a
mask
at
school.
So
I
don't
really
worry
about
that
piece.
So,
dr
friends,
I'll
start
with
the
part
about
the
attendance
line.
A
So
yes,
if
a
student
tested
positive-
and
I
would
also
say
if
a
staff
member
test
positive,
if
the
student
test
positive
for
cover
19-
that
they
should
call
in
and
report
on
the
attendance
line-
and
we
still
have
the
language
and
the
sign
that
says
if
your
student
has
tested
positive
foreign
19-
please
let
us
know
so
we
can
follow
up.
I
need
to
do
a
little
bit
more
research
about
where
we
are
with
the
attendance
plan
with
our
I.t
department.
A
So
let
me
do
some
research
and
I
will
get
back
to
you
about
that
and
then
in
terms
of
the
next
question,
was
about
the
oh,
that
if
they
have
to
have
a
negative
test,
they
need
to
be
fever-free
and
they
have
to
have
isolated,
but
they
can
come
back
to
school,
even
if
they
have
a
they're
still
testing
positive,
because
the
requirement
is
that
they
have
isolated
for
five
days
and
then
they
can
still
return.
So
both
of
those
are
pretty
much
percep
they're
not
required
a
negative
test
upon
return.
C
A
C
C
D
A
11Th
day,
even
though
their
absence
due
to
illness,
we
do
need
to
drop
them
from
our
goals
so
that
I
think
that's
the
continued
messaging
for
families
is.
I
understand
that
risk
and
that
concern,
but
that,
ultimately,
what
we've
heard
is
that
students
are
safe
to
come
back
on
day
six.
But
it
sounds
like
that's
an
ode.
C
Thing
the
10-day
drop,
it's
not
something
that
we
in
the
district
can
change,
but
then
they
drop
correct
us.
A
B
We're
over
time
right
now,
I'm
gonna
put
three
more
minutes
out
there
and
go
to
susan
and
then
we'll
go
right
after
that.
A
A
That
is
the
case,
and
we
know
we
all
have
these
ifs
if
we
might
be
or
offering
that
at
some
school
locations
for
located
locations
how
to
make
it
convenient
for
families
and
teachers.
Yes,
I
know
that
dr
reed
and
the
operations
department
has
really
just
been
working
closely
with
virginia
garcia,
and
our
plan
is
really
to
market
through
our
community
partners
that
give
us
that
and
market
heavily
so
that
we
can
really
traffic
people
to
those
destinations.
A
Dr
mead
and
his
team
did
a
wonderful,
fantastic
job
of
having
vaccine
clinics,
and
but
it
it
was
definitely
a
lot
of
work
to
get
that
done
and
not
that
we
don't
want
to
have
that
available
for
our
students,
but,
as
we
are
also
seeing
a
waning
interest
in
that
the
effort
would
probably
be
best
for
us
to
partner
with
our
community
partners
and
dr
anita.
If
you
have
something
to
add.
B
A
Thank
you
very
much
for
this
information.
This
is
really
good.
My
quick
question
is
no.
We
are
dropping
the
taxes
to
the
computers
when
they
are
quarantined
or
are
we?
What
are
we
doing
for
that?
We
make
sure
that
things
don't
walk
behind
a
lot
more,
you
know.
Is
there
anything
special
that
getting
them?
A
So
one
thing
I
do
want
to
talk
about
the
the
tutor
that
we
had.
What
we
did
find
is
when
we
moved
from
the
10-day
isolation
period
to
the
five-day
isolation
period.
A
It
was
so
if,
in
a
lot
of
cases,
students
might
only
miss
one
day
of
school
instead
of
a
full
10
days
of
school,
because,
depending
when
their
symptoms
arose,
that
kind
of
landed
where
how
many
days
they
were
out
of
school,
so
we
didn't
really
have
a
lot
of
use
for
it
in
the
spring,
because
a
student
might
only
be
out
for
one
day.
A
So
really,
what
that
is,
is
you
know
in
each
school,
in
their
plan
they're
supposed
to
look
at
if
they
have
a
student
who's
consistently
out
covered
or
they're
out
for
several
days,
like
dr
perez
noted
that
their
basketball
team,
their
behavioral
health
and
wellness
team
is
following
up
with
that
student
and
family,
and
then
our
nurses
are
still
going
to
be
continue
to
be
alerted
when
there
is
a
positive
case
so
that
they
can
follow
up
and
so
really
saying,
hey,
you're
out,
here's
how
you
can
access
your
resources.
A
So
really
you
know
we
are
at
a
point
that
we're
going
to
be
living
with
this.
You
know
illness
in
our
community
and
so
really
shifting
too
much
like
we
do
when
we
have
a
cold
or
flu
season
and
trying
to
help
support
students
and
families
with
that.
So
if
I
close
without
wellness-
and
then
that
knows
that.
A
It
may
also
be
the
teacher
who
reaches
out
to
them,
because
the
student
has
been
there.
It's
a
little
bit
more
complex
for
our
secondary
students
who
have
multiple
teachers
right,
but
really
what
we
will
continue
to
advocate
for
parents
and
figuring
out-
and
I
think
parent
square
is
a
really
great
tool-
is
how
you
can
have
that
two-way
communication
between
the
teacher
and
the
family
when
the
student
is
out
about
missed
assignments.
B
A
This
is
intended
just
as
an
update
all
the
way
to
the
presentation
of
see
change's
fdro
report
to
you
at
the
work
session
on
august
8th
following
that
work
session,
dr
balderas
instructed
the
staff
to
move
forward
with
an
internal
review
in
terms
of
the
recommendations
that
were
put
forward
in
the
city
chamber
report
that
that
group
is
gathered
one
occasion
and
we
will
now
continue
to
leave
every
wednesday
moving
forward
until
we
come
to
a
final
report
for
the
october
24th
school
board
meeting.
A
But
in
that
report
there
are
several
areas
in
which
we're
concentrating
on
it.
None
of
these
should
be
a
surprise.
We
are
not
surprised,
as
they
were
included
originally
in
the
document
with
sea
change
but,
most
importantly,
we're
taking
a
look
at
the
behavioral
health
components,
restorative
practices
we
currently
have
in
our
buildings
and
some
factors
of
are
we
applying
those
equally
across
our
system,
and
those
are
some
of
the
questions
that
we've
got
to
answer
and
delve
deeper
into
relationship
building
at
the
student
level,
as
well
as
our
adult
level.
A
We've
had
a
lot
of
isolation
over
the
last
two
years
and
the
implications
of
that
mental
health
per
day.
That
comes
in
multiple
ways.
It
comes
from
classroom
teachers,
not
just
behavioral
specialists
or
somebody
who's.
In
a
specific
field.
We've
got
to
be
taking
a
look
at
all
students
and
staff
in
an
ongoing
manner,
positive
identity
and
peer
relations.
We've
got
a
lot
of
work
to
do.
You
heard
the
superintendent
of
balderas
speak
to
the
fact
that
we
have
had
kids
in
isolation
for
two
years.
We've
got
room
to
grow.
A
We've
got
significant
efforts
that
we
need
to
go
forward
and,
in
essence,
bring
kids
up
to
speed.
If
it
all
possible-
and
part
of
that
is
socializing
they've
been
in
isolation
for
a
long
period
of
time.
So
what's
that
look
like
for
us
as
a
school
district?
As
we
take
a
look
at
our
mlu,
we
have
three
mousse
with
three
different
agencies
and
online
eoc.
A
What
does
it
look
like
in
terms
of
practice
and,
most
importantly,
to
help
inform
their
practice
and
our
administrators
practice
of
the
use
of
an
sro
in
our
schools
to
improve
communication,
and
that's
just
not
inward
with
our
staff?
It's
also
with
our
agencies,
but,
most
importantly
to
our
community
as
a
whole.
We
certainly
saw
the
sea
change
report,
a
lack
of
knowledge
of
what
sros
do
and
what
they're
charged
to
do
within
our
school.
A
Why
is
it
we
would
choose
to
engage
with
them
and
what
is
it
that
they're
charged
to
do
and
provide
support
to
in
our
schools,
trainings
for
all
levels
of
our
school
staff?
That's
going
to
come
in
multiple
forms.
We
talk
often
about
administrators.
We
need
to
go
significantly
deeper.
So
what
does
that
look
like?
And
where
are
we
moving
with
that
and
then
ultimately,
data
collection
and
reporting
reporting
back
to
you
as
a
school
board
reporting
outdoor
community?
And
what
does
that
look
like,
and
it
shouldn't
be
on
an
annual
basis.
D
A
Addition
to
is
the
items
I
listed
here,
we're
in
the
process
of
going
all
these
factors
right
now,
taking
a
look
at
what
current
practices
are
and
we've
got
a
lot
of
great
practices
in
place.
As
you,
as
a
school
board,
know,
we've
been
paying
attention
to
our
mental
health,
our
students
and
staff
for
a
long
period
of
time.
But
again,
what
does
that?
Look
like
in
a
concerted,
ensure
that
we're
aligning
those
resources
in
a
through
12
system.
A
And
then
you
balance
that
with
those
who
are
serving,
we've
got
a
number
of
adults
with
our
kids,
not
only
classroom
teachers.
The
class
editor
talked
about
employees
and
administrators.
So
with
that
workshop,
we're
developing
some
recommendations
that
we'll
be
making
to
superintendent
balderas.
Ultimately,
those
recommendations
will
be
certainly
part
of
seed
chain,
but
I
would
also
say
we're
going
steps
further.
So,
for
example,
nowhere
in
the
in
the
report
was
much
mentioned
about
our
campaign.
A
To
them
they
are
many
times
first
on
the
scene
of
an
incident.
What
does
that
look
like
in
terms
of
dealing
with
students?
How
do
we
gather
information
and,
more
importantly,
what's
a
follow-up
to
ensure
that
support
is
there
for
their
role,
student
supervisors
again,
another
position
and
assistant
principals?
We
talk
a
lot
to
administrators
and
we
usually
put
them
into
the
into
a
bucket
of
principles.
A
How
does
that
then
go
into
our
system
that
knowledge
base
go
with
our
assistant
principles
too,
so
carving
out
time
to
spend
time
with
them
to
ensure
we're
going
deeper
and
then
ultimately
providing
that
support
to
staff
at
the
building
level?
It's
going
to
be
a
multi-family
approach.
Some
of
those
things
will
be
a
nice
surprise
to
you.
A
Others
will
be
a
nice
reminder
of
other
practices
that
leaders
have
had
in
place
by
a
number
of
leaders,
so
the
republican
party
of
what
is
it
that
we've
got
and
how
is
it
we
continue
to
to
support,
but
more
importantly
and
ultimately,
move
forward
so
that
we
can
actually
have
the
best
results
for
kids,
and
that
is
not
only
relationships
with
our
sro
but
our
community
as
a
whole
in
the
understanding
of
the
role
of
an
sro
in
our
school
district.
A
B
Questions-
and
I
think
we've
got
about
10
minutes
here
for
questions.
Okay,.
A
A
The
weaver
can
affect
what's
happening
in
our
district.
The
report
that
the
city
of
new
york
received
is
the
same
exact
report
that
we
did
here,
so
our
work
is
going
to
be
working
correctly.
The
agencies
in
which
serve
our
district
and
that's
what
you're
doing
police
department,
hillsborough
police
department,
the
sheriff's
office.
Actually,
the
board
takes
that
right.
The
city
council
takes
is
a
separate
piece
at
this
point
in
time.
The
relationship
that's
established
with
the
deer
completely
department.
I
knew
with
testosterone
rules
on
a
regular
basis.
A
B
A
Thank
you
so
much
dentale.
The
question
I
have
for
you
is
in
your
reviews
and
while
you're
looking
at
how
about
the
recommendation
given
to
us
by
sieging
and
you're,
also
looking
at
how
to
mitigate
disproportionate
disciplines
and
treatments,
because
that's
the
huge
main
concern
that
I
have
around
the
insider
program.
I
don't
know
how
we're
going
to
implement
that
program.
If,
at
all,
we
are
going
to
implement
without
looking
at
these
promotional
treatments
that
some
of
our
students
are
receiving.
That's
one
of
my
major
concerns.
A
So
are
you
also
looking
at
how
to
mitigate
that?
Ultimately,
the
answer
is
yes.
That
will
not
be
completely
done
by
october
24th.
That
is
something
that
will
continue
to
be
ongoing
as
we
engage
in
those
relationships,
I
would
also
say
dr
hudson's
team
has
been
working
extensively
over
the
last
several
years
with
regard
to
those
practices.
So
what
is
it
that
we
are
owning
as
a
school
district
and
really
moving
forward
with
restorative
practices,
to
ensure
that
our
students
are
whole,
in
essence,
not
feeling
disowned
and
excluded
from
our
organization?
A
But
more
importantly,
how
is
that
we
can
actually
bend
those
stances
and
move
forward
there?
Definitely
some
assurances
in
place.
There
was
one
of
the
recommendations
that
was
in
cj
and
the
cga
report,
but
to
ensure
they're,
afro
they're
not
involved
with
discipline
of
our
students.
They
are
not
they're,
not
engaged
in
that.
That's
not
part
of
their
their
existence
in
support
of
our
schools.
A
Different
pieces
that
you'll
be
working
on
in
that
project
and
developing
this
recommendation,
then
one
piece
I
I
think
I
missed
was
the
training
that
you
know
what
kinds
of
training
will
they
be
getting.
So
if
we
were
to
keep
sros
what
kind
of
trainings
would.
C
They
get
in
the
report
there
were.
It
was
very
specific
that
our
lgbtq2si.
D
A
In
whether
it's
training,
whether
it's
practices
or
both,
I
do
appreciate
having
those
clear
defined
you
know,
practices
of
when
would
they
be
called.
Why
would
they
be
called
and.
A
C
How
you
don't
have
to
answer
this
now,
but
I'm
just
like
one
of
my
curiosities.
A
They're
on
that
inclusivity
of
that
group
that
will
be
needing
to
plan
this
or
if
it's
a
smaller
group
and
then
how
would
there
be
input
from
you
know
the
mental
health
department
or
the
you
know
all
the
different
people
that
come
into
contact
and
support
our
admin
or
our
students,
and
that
great
question.
A
A
Part
of
what
we
want
to
be
able
to
do
is
to
really
concentrate
and
take
a
look
at
where's
the
we
actually
have
existing
practices
that
are
best
practices
in
place
in
any
of
these
areas,
and
what
are
the
added
pieces
that
we
need
to
put
in
here
and
part
of
that
will
be
outreach
to
the
experts
in
the
field
to
make
sure
that
we've
got
a
very
inclusive
plan?
It's
not
going
to
be
perfect.
I
will
tell
you
that
now,
so
we
will
have
a
plan,
we
will
move
forward,
but
I
promise
you.
A
A
B
Thank
you,
dr
and
just
a
little
recap
nice
that
at
this
point
we've
received
the
report
from
sea
change.
City
council
received
that
report
and
we're
going
to
be
getting
the
operationalization
of
those
recommendations
in
october
and
then,
after
that,
we
have
a
discussion
here.
The
school
district
will
be
bringing
that
forward
to
the
city
council.
A
Thank
you
brendan
balderas
report,
I'm
carried
out
from
the
chief
of
staff
and
it's
a
pleasure
to
be
here
with
you.
As
my
first
coordinating
you're
gonna,
see
everybody
in
person.
The
board
voted
on
august,
8th
to
place
the
local
option
levy
renewal
on
the
ballot
in
november.
A
That
would
maintain
the
same
tax
rate,
which
is
1.25
cents
per
thousand
dollars
of
assessed
value
and
will
continue
to
support
the
funding
of
teachers
in
beaverton
by
currently
funding
280
speakers
a
year.
If
the
flooding
were
not
renewed,
we
would
no
longer
have
that
money
in
the
district
would
need
to
make
equivalent
cuts
to
286
teachers.
A
The
district
can't
advocate
for
or
against
any
ballot
measure
or
candidate,
but
is
obligated
to
provide
clear
information
to
the
community
about
what
is
going
to
be
on
the
ballot.
So
ms
bailey
shaw
is
going
to
provide
some
information
just
about
the
district's
communication
plans.
For
that
that
informational
excuse
me
that
neutral
information
going
forward.
C
Good
to
see
you
so
once
we've
developed
some
of
the
language.
A
C
C
A
To
the
one
that
we
did
for
the
bond,
but
it
won't
be
quite
as
long
because
it's
not
as
a
complicated
issue
as
the
bond
was
we'll
be
creating
posters
for
each
of
our
53
physical
schools.
Fights
they're
scheduled
to
go
out
the
second
or
third
week
of
september.
We're
gonna
build
that
right
now,
we'll
be
creating
explanatory
flyers
and
they'll
be
distributed
to
all
our
elementary
school
students,
probably
in
mid-october,
we'll
be
doing
mailers
to
voters
and
then,
in
october,.
C
A
The
district
is
working
on
at
district
level
and
then
at
the
school
level.
We're
really
going
to
be
relying
on
our
principals
to
be
the
key
communicators
with
educating
our
parents
and
neighbors
about
the
levy.
D
A
Information
at
back
to
school
nights
at
principal
coffees
at
pto
and
ptc
meetings
in
their
weekly
newsletter
and
then
via
parents
for
a
message
in
october.
In
terms
of
the
community,
dr
balderas
has
a
superintendent
listening
session,
that's
already
scheduled
for
october
25th
at
a
low
high
school.
Everyone
is
invited
to
come.
A
Questions
so
be
talking
about
the
levy
then,
and
then
I'll
also
be
reaching
out
to
our
media
partners
regarding
coverage
of
the
ballot
measure
again
similar
to
what
we
did
with
the
bond
in
terms
of
the
board
involvement.
Here's
where
the
ears
perk
up.
What
do
I
need
to
do
right.
C
The
bond
board
members
can
present
at
those
meetings
and
they
can
use
the
levy.
A
D
B
Well,
I'm
looking
forward
to
joining
some
pto
meetings
in
the
future
here
and
thank
you
for
the
clear
information
we
appreciate
it
right.
We're
moving
on
to
the
part
of
the
evening
where
we're
going
to
do
discussion,
items
and
our
next
one
is
the
educational
equity
used
by
the
committee
that
came
out
of
senate
bill
732
and
we
have
nick
dell,
mr
mccreary,
dr
zavala,
and.
A
We
had
a
surprise
presentation,
so
thank
you.
Yes,
the
2021
legislature
casts
senate
bill
73
to
which
calls
for
every
school
district
in
the
state
of
oregon
to
develop
an
educational
equity
advisory
committee.
Now
beaverton
already
had
an
equity
panel,
it
was
formulated
a
little
differently.
It
was
a
policy
advisory
route
meet
some
of
the
requirements,
but
the
district
is
looking
to
move
forward,
reconstitute
the
economy
committee
to
really
be
aligned
well
with
what
the
intent
of
the
legislation
is,
and
my
colleagues
here
will
provide
an
update
about
what
is
moving
forward.
A
Thank
you
good
evening,
foreign
members,
I'm
happy
to
give
you
an
update
on
where
we're
at
with
the
equity
advisory
committee.
As
michelle
told
you,
we've
learned
that
our
ability
to
use
the
task
force
over
the
past
few
years
has
really
informed
our
work
going
forward.
So
that
was
that
was
a
positive
learning.
We're
in
the
process
right
now
of
engaging
in
a
more
authentic
outreach
and
engagement
than
we
were
worried
that
the
september
15th
deadline
was
going
to
allow
us
to
do
so.
A
We're
going
to
to
the
community,
including
task
force
members
who
had
served
on
the
task
force
in
the
entire
few
years
to
see
about
interest
in
applying
for
membership.
To
this.
A
Committee
part
of
the
oversight-
there
is
the
two
terms
you
get
into
my
head
is
intended
to
provide
educational
equity
impacts
on
policy
decisions
to
the
board
experiences
of
underserved
students,
student
groups,
situations
that
impact
underrepresented
students
address
the
larger
district
like
climate,
conditional
topics
to
educational
equity
that
impact
the
student
experience
in
the
group
in
the
district
and
by
the
the
law
itself.
It
must
be
composed
of
members
of
those
underrepresented
groups
or
people
who
represent
them,
so
it
can
be
students,
staff,
family
members
and
community
members
who
work
with.
A
To
have
the
new
members
join,
we
want
to
have
the
communication
going
out
in
11
languages,
including
english,
to
get
the
english
from
the
staff,
parents,
community
members
and
students,
and
we're
going
to
do
outreach
to
those
communities
as
well.
So
we're
looking
into
other
ways,
not
just
a
message
then
set.
A
As
pat
mentioned.
The
group
is
going
to
be
constituted
with
foreign
members
that
still
want
to
serve
and
can
apply
again
and
the
superintendent
is
the
one
who
refers
and
your
board
members
decide
enough.
One
of
those
members
to
serve
in
the
every
advisory
committee.
We
have
developed
an
application
and
we
have
a
rubric
that
was
put
together
in
collaboration
with
equity
directors
from
the
state
and,
as
was
mentioned
before,
this
is
going
to
be
a
group
that
finally
represents
underserved
growth
in
the
individual.
A
A
A
So
we
have
a
year
from
now
to
be
able
to
again
make
the
correction,
so
this
year
we
can't
be
status
quo
until
we
do
have
mr
spoke
hillary's
going
to
come
in
and
present,
so
we
have
a
year
to
be
able
to
do
that
as
well.
So
it
gives
us
a
little
bit
of
leeway
as
this
is
again
the
first
year.
So
thank
you
for.
A
A
Can
you
just
explain
who
who
is
exactly
the
person
that
will
be
making
the
decision
who
served
on
this
committee,
whose
responsibility
and
accountability
is
to
make
that
decision?
It
is
the
superintendent's
responsibility
to
to
oversee
a
nomination
process
or
application
process
and
to
recommend
to
the
board
candidates
for
consideration
for
appointment,
and
it
is
the
board's
responsibility
to
appoint
members
to
the
committee
and
to
ensure
that
they
are
indeed
representing
and
elevating
underserved
forces
in
our
community,
so
that
we
will
require
a
board
action
at
that
time.
A
So
will
we
be
given
like
these?
Are
the
people
that
all
applied
and
somebody
will
be
doing
no?
Okay?
I
will
provide
us
late
for
the
board
for
consideration
and
we
will
get
that
internal
staff.
That's
critically
enticing
compartments,
I
mean
that's.
What's
what
or
what
districts
are
doing
that
all
of
those
applications
will
be
public
records.
A
I
just
know
whether
it
be
our
budget
community
or
our
bond
accountability,
whatever
whatever
it
is,
that
we
are
asking
the
public
to
apply
for
it's
not
always
extremely
transparent,
of
who's
applied
and
what
how
it's
something
was
based
upon.
So
I
just
want
to
make
sure
that
that
process
was
very
much
lined
out
and
the
people
that
that
do
apply
to
hear
back
from
us
know
why
they
were
not.
A
You
know,
go
on
to
the
next
step,
just
just
those
kind
of
things
yeah-
and
this
is
the
first
year
of
this
requirement.
So
again
it
will
get
better
again.
This
is
why
we've
asked
for
the
extension
of
modi
to
have
a
more
inclusive
process
to
ensure
that
we
have
clear
representation,
more
importantly,
and
actually
more
student
and
community
voice
that
had
been
there
previously.
A
B
A
D
A
It's
actually
explicitly
laid
out
in
in
the
requirements
for
school
districts
that
the
superintendent
and
current
members
of
board
cannot
be
appointed
at
the
committee.
However,
any
board
members
who
are
interested
in
viewing
the
work
of
the
committee
are
always
welcome
to
do
so
with
that
get
started.
Thank
you.
B
A
To
institute
the
reconstituted
equity
committee,
this
fall
without
having
a
transitional
time
with
the
previous
equity
policy
task
force
morphing
into
the
new
one.
We're
looking
to
do
that
reset.
This
fall.
Thank
you
for
the
contribution
and
thanks
to
the
board
members
who
served
all
the
previous
tasks.
C
I
know
that
they
made
some
changes
to
senate
bill
732,
and
I
remember
one
of
the
key
pieces
before
was
that
the
superintendent
chose
and
the
board
had
like
no
say
so.
It
was
interesting
to
me
that
they
made
that
change
because
from
the
onset
it
was
the
idea
that.
A
They
would
be
giving
us
feedback,
we
wouldn't
be
in
the
mix
of
trying
to
choose
who
was
going
to
be
on
there
right.
That
decision
was
made
in
the
legislative
process
it
was
originally
proposed.
The
legislation
would
have
had
these
committees
appointed
by
the
superintendent.
A
The
final
version
that
was
passed
by
both
houses
requires
that
the
superintendent
and
school
board
be
involved
in
that,
so
in
the
oregon.
Administrative
role
that
is
put
in
place
lays
out
the
superintendent
will
bring
forward
a
slate
of
campaigns
for
the
school
board
to
take
action.
A
Process
about
that
piece,
but
it
did
evolve
over
time
and
that
I
think,
has
also
potentially
caused
some
confusion
for,
for
some
folks,
who've
ever
read
one
version,
but
not
another
one,
but
that
is
the
process
going
forward
and
actually
we're
just
perceived
again
word
this
week
of
additional
tokens.
It's
going
to
continue
more.
So
I
think
what
we
see
now
may
be
different
here.
C
My
last
thing
was,
you
know,
when
our
communities
that
we're
trying
to
get
onto
the
committee
that
are
required
to
be
on
the
committee
come
out
and
put
their
name
out
and
share
all
their
information.
It
is
concerning.
A
That
that
is
public
record
for
their
own
safety,
knowing
in
different
parts
of
our
state.
C
In
our
town,
so
that's
and
I
know
that
it
will
be
public
noticed
as
well,
so
the
will
be
public
noticed
and
just
putting
that
out.
There.
A
As
this
will
be
a
committee
that
is
advisory
to
the
school
board,
as
well
as
to
the
superintendent,
they
will
be
public
meetings
going
forward.
The
public
will
be
able
to
view
them
and
that's
that's
absolutely
right.
They'll
be
noticed,
they'll
be
open
to
the
public,
to
view
and-
and
certainly
all
those
considerations
are
really
important
to
keep
in
mind,
as
is
people's
information
when
they're
submitting
it
to
the
district.
A
Thank
you,
since
this
new
regulation
says
that
board
member
or
the
superintendent
would
not
be
part
of
this
committee,
is
there
a
requirement
for
the
presidency
to
the
board?
How
often
will
they
be.
D
A
Is
not
a
requirement
that
the
equity
committee
be
presenting
to
the
board?
It
is
an
option
for
the
equity
advisory
committee
to
develop
an
annual
report
by
addressing
some
talk
that
they
that
they've
looked
at
data
experiences
and
it
is,
it
is
an
option
for
the
equity
committee
to
have
a
liaison
report
to
the
board
as
well.
So
we'll
be
looking
at
that
as
we
structure
the
committee
going
forward,
there's
no,
there
are
many
things
that
are
laid
out
clearly
in
the
ors
and
oar.
A
So
this
committee
really
makes
up
their
own
charter,
so
this
committee
has
a
point
on
the
board.
This
committee
is
really
going
to
be
a
self-serving
charter
committee
from
that's
made
up
of
a
community
that
that
meets
with
that.
That
needs
to
have
and
again
whatever
is
decided.
I
think
it's
going
to
be
it.
It's
a
new
endeavor
indicator
in
the
endeavor
we've
had
in
previous
district.
I've
worked
in
oregon
in
equity
committee
for
20
years
20
years,
so
it's,
but
this
is
something
that's
new
territory.
A
In
terms
of
how
we
train
folks,
I
think
it's
a
really
neat
opportunity
for
the
community
to
be
involved
and
also
I
I
do
hope
that
we
are
able
to
deal
with
some
training
with
this
committee
to
ensure
that
they
understand
again
the
nuances
of
public
and
public
education,
but
also
because
they'll
create
their
own
charter
and
again.
A
A
number
of
school
boards
county
commissioners,
city
councils,
and
so
we
have
a
deep
expertise
of
every
decade
and
engaging
with
local
governments
special
districts
to
retail
boundaries
that
they
are
contiguous.
They
are
balanced
by
population
and
they'll,
be
taken
to
account
other
considerations
as
directed
by
the
board
and
by
a
statute.
A
So
what
we're?
Looking
at
after
the
2020
census
was
the
release
of
a
redistricting
data
file
that
the
census
bureau
publishes
to
aid
governments
in
this
process
of
the
past
few
decades.
That's
in
the
peace
and
templars
data
we
have
so
far
from
the
20
census.
So
one
of
the
things
that
I
think
the
work
to
be
aware
of
is
that
it
will
be
limited
some
extent
and
the
kind
of
characteristics
that
we
can
look
at.
A
Typically
at
this
point,
this
many
years
after
census
would
have
a
little
bit
more
demographic
data
than
we
have
at
this
time.
So
the
I
have
you
know
I
think
you'll
have
a
number
of
slides.
I
haven't
seen
all
of
them,
but
I've
been
trying
to
talk
through
what
you're
seeing
here.
Unless
that
was
your
plan,
do
you
want
to
please
there
we
go
okay,
great,
so.
A
Now
that
you
have,
I
guess,
a
sense
of
what
the
project
is
intended
to
accomplish.
I
can
get
a
little
bit
into
our
workflow
and
what
we
can
plan
to
bring
back
to
you
in
the
next
few
months,
so
we
different
different
groups.
We
work
with
have
a
different
engagement
process
that
they
bring
to
their
project.
A
Sometimes
there'll
be
an
extensive
community
engagement
process
to
hear
from
people
what
kind
of
considerations
they
think
should
be
taken
into
account,
but
other
times
it
can
be
very
expeditious
process
and
we
can
kind
of
get
through
with
a
month
or
two
based
on
just
following
the
guidelines.
The
secretary
of
state
is
published,
as
well
as
the
census
data
that
we
have.
So
what
we
have
proposed
to
do
is
to
bring
two
alternatives
before
the
board,
one
of
which
is
a
kind
of
status
quo.
We
maintain
existing
boundaries
as
closely
as
possible.
A
We
make
a
set
of
minimal
changes
as
required
to
bring
the
board
zones
into
balance
and
into
compliance
with
the
law
if
necessary,
and
then
a
second
one.
That's
used
for
some
bigger
picture
thinking.
So
one
of
the
things
we've
done
sometimes
is
to
look.
There
are
mismatches
between
school
attendance
zones
and
and
board
zones
and
to
offer
an
alternative
which
more
neatly
nests,
spool
attendant
zones
into
board
zones.
A
So
I
think,
given
the
design
as
it
exists
right
now,
that's
probably
not
a
clear
consideration
than
the
overton
as
it
is
in
the
other
places
we've
looked
at,
so
we
can
do
other
things
we
can
think
about.
Maybe
if
we
were
to
redraw
zones
according
to
neighborhoods
or
according
to
you
know,
age
of
housing,
maybe
rental
neighborhoods
or
you
can
look
at
a
number
of
different
things.
A
You
know
languages
spoken
and
often
alternative
which
can
be
used,
for
you
know,
deliberation
and
consideration
and
when
those
two
locations
are
developed
with
some
kind
of
the
the
end
of
the
story,
we
can
also
go
back
and
make
further
changes
based
on
feedback
from
the
board
on
almost
12
minutes,
and
then,
ultimately,
they
will
find
a
preferred
alternative
and
turn
into
your
report.
That
has
a
description
of
those
board
zones
as
well
as
the
map.
Those
will
go
to
the
county
or
the
county
elections
office.
A
Will
be
used
to
redraw
precincts
if
necessary?
That's
one
thing
I
did,
which
is
that
we
often
will
try
to
use
the
existing
voting
precincts
to
just
reduce
the
burden
on
the
county
gis
office
and
advance
the
next
election,
but
according
to,
depending
on
what
the
timeline
is,
the
county
gis
that
you
know
may
take
as
many
as
not
just
a
year
until
precincts
can
be
updated
and
until
then
it
would
have
any
effect
on
the
election.
So
it's
one
thing
to
be
mindful
of
too.
B
Questions,
remember
I'm
sorry,
I
mean.
Let
me
interrupt
you,
you
jump
right
to
where
I
was
going
great
questions
before
so
I
see
susan
and
eric
then.
C
A
B
So
steve
just
doesn't
follow
up
with
that.
Allow
a
timeline
in
which
people
could
be
informed
of
the
zones
that
they'll
be
running
for
and
it
would
take
effect
on
july
or
2023.
B
So
just
make
sure
I
got
the
logistics
right,
the
board
would
deliberate
on
this.
We
would
come
out
with
the
zones
that
we
would
like
to
see
based
on
what
the
consultant
comes
forward
with
then.
As
soon
as
that
decision
has
been
made
can
go
out
publicly,
people
can
be
aware
of
that,
and
then
the
county
will
run
the
next
election
based
on
those
zones
and
those
who
come
into
effect
when
new
board
members
or
whoever
is
elected,
is
elected
for
the
basically
they
come
into
their
office.
On
july
1st
29th.
A
I'm
not
qualified
to
answer
election
law
questions
but,
generally
speaking,
that's
my.
D
A
To
discuss
in
terms
of
how
to
go
forward
in
terms
of
the
zone,
boundary
changes
is
that
correct
one
is
not
really
changing
it
at
all,
and
the
other
one
is
being
more
for
our
purposes.
Yes,
the
option
one
will
be
to
do
as
minimal
of
changes
to
the
boundaries
and
get
as
close
to
a
balance
on
the
number
of
people
in
each
zone,
and
we
will
also
take
a
much
broader
look
and
looking
at.
A
You
know
the
neighborhoods,
the
attendance
areas
and
other
factors
that
can
kind
of
create
a
I.
I
don't
want
to
call
it
a
sense
of
community
that
that
you
know
a
zone
that
makes
you
know
a
sense
for
a
community.
So.
C
A
No
we're
asking
you
right
this
evening
is:
if
you
have
factors
you
want
us
to
consider.
That
would
be.
This
is
the
time
to
do
that
at
our
next
meeting
we
have
drafts
to
share
with
you,
then
you'll
be
able
to
look
and
deliberate
on.
A
Have
we
done
it
correctly?
Do
we
need
to
do
it
more?
Do
we
need
to
think
differently?
Have
we
nailed
it?
We
just
need
to.
You
know,
get
some
preliminary
direction
on
how
you
would
like
us
to.
E
B
Number
of
different
outcomes
from
this,
but
how
do
we
want
these
boundaries
drawn
out
on
what
and
let
me
throw
out
some
different
things
right,
so
I
mean
even
I
think
you
could
describe
some
factors
that
you
just
did,
but
the
k-12
experience
we
wanted
to
be
continuous
with
the
school
catchment
areas.
That's
one
thing:
how
do
we
look
at
our
demographic
data?
Languages
spoken
all
of
those
things
can
be
factored
in
and
creating
a
different
zone
or
boundary
right
and
the
question
before
us
tonight
as
a
board.
What
are
our
values?
B
What
are
the
values
that
we
want
to
be
put
into
place?
Then
they'll
come
back
they'll
print
up
the
numbers
and
they'll
bring
us
the
final
product
and
we'll
take
a
look
at
that.
But
the
important
thing
is
that
we're
impartial
through
this
process,
which
means
that
we're
looking
at
a
set
of
values
that
we
want
to
see
enacted,
not
a
specific
outcome.
C
Our
you
know,
values
are
so
like
I'm
just
reading
this
and
from
I
read
my
packet
and
I
don't
think
I
got
the
but
that
that's
what
we
were
going
to
be.
C
A
B
A
I
think
so
yeah,
depending
on
how
complex
the
criteria
are
and
what
kind
of
engagement
process
there
is.
But
I
think
that,
if
we're
talking
about
you
know
a
set
of
good
criteria
which
are
available
in
the
census,
data
that
we
have
and
which
we
can
justify
and
lay
out
in
our
report
and
we
could
bring
before.
B
You
those
two
proposals
which
meet
those
two
criteria
still
on
on
this
timeline.
B
For
the
existing
boundaries,
so
we
know
which
ones
will
the
adjustments
and
and
how
much
that
could
give
us
more
time
on
the
board
to
think
about
the
factors.
If
what
I'm
hearing
from
board
members
is,
you
need
more
time
to
be
able
to
think
about
the
factors
we
can
learn
about
some
of
the
factors
tonight
and
maybe
come
back
in
september
and
put
forward
a
list
of
factors
for
you
to
take
a
look
at
yes
and
I
think.
A
C
A
really
a
different
kind
of
ball
game
than
instead
of
elections.
Yeah,
I'm
just
trying
to
understand.
C
E
So
why
was
this
mostly
a
question
like
clarification,
but
this
is
not
about
attendance.
You
know
areas,
it's
not
an
attendance
change.
It's
all
about
this,
the
dole
change
for
for
the
seven
board,
members,
that's
correct,
okay,
and
then
I
have
one
more
thought
I
mean
like.
I
guess
you
know
we
can
all
level
it
on,
but
let
me
when
I
went
to
the
board
and
obviously
a
passion
led
by
a
high
school
and
a
whole
interlin
around
this.
E
A
I
didn't
follow
this
process
10
years
ago,
when
I
wasn't
on
the
school
board.
I
guess
I'm
just
very
concerned
about
the
timeline,
and
I
did
not.
That
was
news
to
me
about
that.
It
needs
to
go
back
to
washington,
county
elections
and
in
approval.
A
Sometimes
that
criteria
bumps
up
against
each
other
and
it's
is
there
a
focus
a
depth
chart
here
is
we're
trying
to
cover
this
priority.
First,
and
I
I
would
say
probably
what
we're
trying
to
cover
first
is
to
make
it
reflect
our
demographics
of
our
we.
We
have
some
zones
that
have
too
many
and
have
two
less
and
that
that's
the
number
one
thing
is
we're
trying
to
make
that
more
equal,
I'm
not
going
to
say
not.
This
is
another
equity
issue
equalization
process.
A
I
worry
about
the
different
steps
in
the
timeline
that
we
do
have
three
seats
that
are
going
to
be
up
this
next
main
and
if
this
is
not
approved
until
january,
I
believe
people
have
to
declare
themselves
by
march
and
we're
going
to
need
to
educate
people
and
bring
them
along
on.
If
there
are
some
changes,
because
they
already
have
a
hard
time
figuring
out
where
they
live,
and
they
just
look
at
the
schools
we
represent.
A
So
I
am
one
I
want
to
do
it
correctly.
The
best
you
can,
I
believe
the
criteria
you
set
out
is
a
great
place
to
start.
I
I
personally
do
not
need
until
september.
A
I
would
just
assume
let
this
process
get
started
so
that
we
can
get
this
going,
because
I
think
what
makes
much
more
sense
is
how
we're
going
to
bring
our
public
and
communicate
this
to
our
community,
so
that
we
can
start
recruiting
candidates
and
in
january
to
me
is
just
is
just
too
late
when
people
have
to
make
a
decision
up
by
march.
So
that's
my
two
cents.
C
But
no,
I
think
I
I
appreciate
I
want
to
know
like.
If
we're
going
to
change
something
completely
changed
something
upside
down,
then
it
would
be
great
to
have
some
examples
of
maybe
districts
that
have
done
that
and
what
were
they
basing
those
decisions
on
like
what
criteria
were
they
using
to
make
this
more
equitable
or
or
for
whatever
criterias
they
might
use?
So
that
would
be
helpful
to
me.
At
the
same
time,
I
have
appreciated.
C
Then
that's
all
in
zone.
It
helps
us
bring
that
community
together
in
that
zone
and
think
about
that
zone.
In
that
way,
I'm
curious
to
know
what
what
other
districts,
if
somebody
has
done
it
and
figured
the
puzzle
out
and
made
it
an
amazing,
equitable
zoning
thing.
I
would
love
to
see
an
example
of
that.
A
Or
something
or
there.
C
Or
students
experiencing
homelessness,
or
so
I
would
just
be
interested
in
seeing
some
examples
of
maybe.
A
A
Be
connected
by
transportation
links
and
the
other
equal
population.
Those
are
the
basics
now,
as
you
mentioned,
the
situations
of
our
poverty
in
the
district.
I.
A
That,
because
they
are
in
specific
locations
to
create
zones
that
would
have
kind
of
an
equal
representation,
you
would
have
very
certain
time
gerrymandered
zones
that
would
not
be.
A
C
I'm
not
saying
that's
what
we
need
to
do,
I'm
just
saying
so
to
me
what
makes
sense
to
before,
knowing
one
set
of
pieces
that
yes
was
to
just
kind
of
move
them
so
that
we
have
even
numbers.
That's
what
we
were
asked
to
do,
and
that
seems
to
me
a
way
that
we're
not
messing
around
with
people.
Thinking
that
we're
trying
to
do
something.
A
B
I'm
going
to
throw
out
a
suggestion
here,
just
to
see
what
board
members
think
and
I'm
speaking
here.
This
is
one
board
member
to
me,
having
continuous
or,
however
this
having
zones
that
are
as
contiguous
as
possible
with
the
catchment
areas
really
help
with
communication
with
the
community.
People
see
us
as
representatives
of
these
specific
schools
and
when
our
zones
don't
match
the
caching
areas,
they're
confused
and
then
people
who
are
running
for
election
right
and
when
you're
running
for
election
with
a
school
board
member.
B
It's
a
really
rapid
level
right
or
you
know,
they're
confused
like
well.
Well,
my
my
kids
school
is
in
my
zone,
but
I'm
not
in
themselves
right
and
that
confuses
people.
It
makes
it
hard
for
people
running
to
the
grassroots
level.
So
you
know-
and
I
hear
what
you're
saying
then,
because
we
have
a
tight
timeline
here.
We
want
to
communicate
out
to
our
community
what
these
things
are
going
to
look
like,
so
that
people
know
when
this
election
is
coming
up.
What
to
expect
right.
B
One
of
the
things
we
want
to
do
is
provide
consistency
and
clear
communication
to
our
community,
so
people
who
want
to
come
up
and
step
up
and
do
this
work,
and
we
know
it's
great.
You
know
we
need
lots
of
great
people
to
do
this
work.
You
know
we
want
to
be
able
to
communicate
clearly
with
them.
So
what
what
I'm
thinking
here
would
be
creating?
B
I
think
there
are
limited
enough
criteria
that
it's
not
going
to
totally
take
you
two
months
to
crunch
the
numbers,
and
I
actually
think
it
would
be
a
value
to
the
community,
and
we
could
do
something
like
that
in
a
timely
manner,
to
your
point
of
view,
so
that
we
could
communicate
to
our
community
ahead
of
this
election.
So
I'm
putting
that
together
as
a
proposal
for
the
board
to
think
about
becky.
B
A
A
Is
it
the
psu's
job
long-range
planning
job
to
actually
assign
schools,
because
the
school
board
has
gone
in
the
past
when
we
have
opened
up
a
new
school
or
whatever
we
just
decided
amongst
ourselves?
Oh,
we
take
one
high
school.
We
move
it
over
here.
We've
got
one
middle
school
move
over
here.
Am
I
this?
A
Isn't
it
just
your
job
to
put
the
boundaries
down
for
streets
and
zones
and
that
who
what
schools
belong
to
each
zone
is
our
job
that's
right
and
because,
over
the
course
of
a
decade,
things
will
slowly
drift
away,
so
we'll
be
all
set
and
right
for
2020,
but
that
you
know,
certainly
things
will
change
there'll,
be
some
attempts
at
least,
but
the
picture
will
kind
of
stay.
You
know
roughly
in
shape
until
the
next
decade
can.
B
Be
adjusted
again,
but
yes,
we
did.
We
did
exactly
this
plan
for
a
neighboring
school
district
and
then
it
was
very
well.
They.
B
So
maybe
if
you
come
back
to
us
september
october,
what's
those
are
the
two
options
yeah?
I
I
think
we
need
to
caucus.
A
With
our
consultant
on
his
workload
and
ability
to
perform
in
a
manner
that
will
be,
you
know
effective
for
the
board.
If
we
can
do
it
in
september
and
october,
we
will
but
let
us
caucus
and
we
will
work
with
dr
balderas
and
bring
that.
B
To
you
as
soon
as
we
up
right
just
know,
that
of
value
to
the
board
is
getting
there
before
january,
so
people
can
have
that
understanding.
However,
you
know
that
plays
out.
I
understand
you
have
workload
issues
and
maybe
the
last
thing
I
want
to
just
put
out
there
too.
Does
this
rezoning
happen
with
the
senses?
Then
every
time
a
census
happens,
then
then
it
triggers
the
potential
for
rezoning.
A
It's
unique
here
in
the
portland
metro
area
because
of
the
metro
decision
making
with
the
urban
growth
boundary.
So
it's
a
little
bit
kind
of
disjointed
that
way,
unfortunately,
or
unfortunately,
we're
pretty
much
a
built
out
community.
We
don't
have
any
real
growth
boundary
expansion
areas
here,
there's
a
few
minor
ones,
but
if
that's
something
that
would
be
that
we
can
say
with
any
certainty.
There
will
be
development
coming
just
as
an
example
down
in
the
south
keeper
mountain
area.
B
Going
to
be
population
in
the
planet,
so
just
before
we
move
off
of
this
item,
I
want
to
make
it
clear
to
the
board
what
I
think
is
going
to
happen
next.
So
if
anybody
has
any
comments
concerns
anything,
they
can
speak
to
that
right
now,
but
the
consultant's
going
to
be
coming
back
to
us
sometime
in
the
fall
with
two
maps.
One
would
just
be
adjusting
it
based
on
population
and
the
other
would
be
looking
at
attachment
areas
so
that
it's
more
continuous
with
the
school.
A
Have
to
put
a
big
proviso
on
it,
because
the
population
of
the
census
tracts
do
not
match
the
school
boundary
order.
So
there
is
some
estimation
that
we
need
to
do
on
those
in
those
census
tracts
where
the
boundary,
the
beaver
in
school
district
boundary
splits
that
zone.
But
we
can
provide.
A
But
again
we'll
write
up
the
major
qualifications,
the
rock
of
salt
that
you
have
to
take
with
us.
So
can
you
just
let
her
know
what
the
numbers
are
right
now
think
about
26,
000
or
so
absolutely
our
total
population
in
the
district
is
estimated
at
288
947
and
we're
trying
to
have
as
a
target
approximately
41
000
population
in
each.
D
B
A
B
Okay,
so,
okay,
we're
going
to
move
on
to
action
items
here
we
have
the
consent
camera.
C
I'm
so
happy
be
doing
this
in
person.
I
believe
that
we
have
done
the
consent
agenda.
D
B
Question
it
has
been
properly
moved
and
seconded
without
the
consent
agenda
board
members
will
answer
with
I
or
abstain.
When
I
tell
their
names,
susan
greenberg.
D
A
B
Unanimously,
we
will
now
move
on
to
your
communication.
D
A
Last
week
the
legislative
policy
committee
of
the
oregon
school
board
association
met,
and
I
just
want
to
get
this
going
and
you're
going
to
hear
me
say
it
every
moment.
A
What
kind
of
money
we
need
for
our
students
so
that
they
are
successful
in
thriving
and
it
is
going
to
be
our
job
as
a
school
board
to
be
helping.
Our
community
understand
that,
and
definitely
our
legislators
to
understand
that,
and
there
are
lots
and
lots
of
things
that
the
legislature
has
to
fund.
There
are
lots
and
lots
of
needs
whether
they
be
mental,
health
or
houselessness,
but
because
they
finance,
then
we
were
a
very
big
part
of
that.
The
student
success
act.
We
do
not
get
to
take
our
hood
off
the
gas.
A
This
has
got
to
be
a
priority
and
we
need
to
understand
it
and
we
need
to
be
popular
in
numbers
so
that
every
single
time
we
are
on
message
with
our
community
and
with
our
legislators,
of
how
important
it
is
to
fund
schools,
at
least
at
the
current
service
level.
I've
only
been
hope
and
prayed
for
the
qem,
but
by
at
least
the
current
service
level.
So
you're
going
to
hear
me
say
this
over
and
over
again
between
now
and
and
then
spreading
and
how
important
this
is
as
a
school
board.
A
He's
been
putting
a
lot
of
energy
into
the
phenomenal
job.
That's
visited
the
summer
schools.
It
was
just
amazing
to
see
how
happy
our
teachers
were
and
to
see
how
happy
the
kids
were,
with
all
the
different
options
for
learning
for
the
students
and
the
staff.
We're
just
happy
and
thank
you
to
the
teachers
who
served
during
our
summer
school
and.
C
A
People
to
hire
so
thank
you
to
susan
and
the
whole
hr
staff
and
for
the
putting
on
the
new
teacher
academy.
It
was
great
to
see
all
our
teachers
and
just
excited
to
see
how
we're
going
to
be
supporting
them
and
helping
them
thrive.
A
That
we
are
all
working
sumita
and
I
are
heading
up
the
levy
committee
or
loving
work.
I
guess
and
the
whole
board
is
actually
helping
out
and.
C
We
want
to
make
sure
that
our
community
knows
the
importance
of
our
teachers
and
the
need
for
everybody
to
turn
over
that
ballot
and
vote.
Yes
for
our
teachers,
that's
over
280
teaching
positions
that
are
crucial
to
our
district
with
the
economy
going.
You
know,
we
don't
know
where
it's
going
and
it's
a
renewal.
We
know
we
want
to
respect
the
finances
of
our
community
and
be
good
fiscal
stewards
of
that
money,
and
we
are
very
thankful
to.
C
I
know
I
have
students
reaching
out
that
want
to
help.
We
have
a
website,
yes
for
beaverton
schools.org,
and
I
wanted
you
can
go
there
to
volunteer.
You
can
go
there
to
donate.
We
need
donations
to
help
us
get
information.
C
I'm
really
excited
about
the
stuff.
You
know
we
need
everybody's
support
and
it's
a
lot
of
hours
volunteer
time
so
I'll
pass
it
on.
Maybe
two
minutes.
I
keep
adding
to
the.
Let
me
work
because.
A
Thank
you,
karen.
First
of
all,
it's
really
nice
to
be
in
person
being
able
to
see
everyone
and
the
legislative
work
that
we
were
talking
about
really
really
important
and,
as
a
follow-up
pictures
are
very
important
and
the
one
thing
that
most
of
the
points
aren't
covered
with,
and
that's
really
great,
is
that
we
really
need
to
make
sure
that
people
know
who
wants
to
support
that.
D
C
B
Other
comments
from
the
board-
okay!
Well,
I
I
just
want
to
say
I
was
clapping
along
in
my
head,
what
you
said
earlier:
becky,
absolutely
and
and
also
sunita,
and
all
the
work
with
the
levy
and
what
it
comes
down
to.
This
is
a
big
year
for
our
budget.
B
E
B
Hopeful
that
we
have
somebody
coming
back,
rested
and
ready
for
another
great
school
year,
and
I
guess
I'll
just
end
by
saying
how
grateful
I
am
to
be
working
with
dr
goldarev.
This
has
been
an
amazing
summer.
Dr
balderas
has
hit
the
ground
running
for
our
community
for
kids,
our
teachers
and
our
staff.
B
Got
a
great
entry
plan
he's
already
got
meeting
schedules
to
do
outreach
and
I'm
very
excited
for
what's
to
come
in
our
strategic
planning
as
well,
because
I
think
that'll
be
the
result
of
some
really
great
work
with
this
board
and
superintendent,
and
with
that
I'm
going
to
join
our
meeting
and
hope
everybody
enjoys
their
nights.