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From YouTube: School Board Work Session
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A
Good
afternoon
and
welcome
to
the
work
session
on
october,
12th
of
the
beaverton
school
board
today
is
indigenous
people's
day
and
we
are
honored
to
be
meeting
on
the
land
of
the
taunton
valley
tribe
and
that
we
could
be
all
joined
here
and
are
prideful
of
the
sacrifices
that
they
made
so
that
we
could
be
meeting
today.
I
will
start
off
the
meeting
today
with
calling
the
role
of
our
board
members,
if
you
could
just
say
present
or
here
when
I
call
your
name
tom
collette
here-
leanne
larson
susan
greenberg,
here
eric
simpson.
B
A
A
Seeing
nine
we'll
dive
right
in
we're
here
for
several
hours
together
to
get
a
lot
of
important
information
and
kicking
us
off
today
is
early
learning
with
the
children's
institute,
a
very
important
partner
of
ours
and
I'll,
send
it
over
to
kayla
bell.
C
Thank
you
so
much
board
chair,
chimp,
chuck,
school
board,
members
and
superintendent
grotting
so
happy
to
be
with
you
today.
I
do
have
a
presentation
for
you
along.
I
have
jen
burkhardt
here,
she's
one
of
our
early
learning
ptosis
and
I'm
also
happy
to
be
joined
by
members
of
the
children's
institute.
I
have
karen
twain.
I
have
subin,
oh
and
I
have
marina
merrill
is
with
us
as
well,
and
we're
just
very,
very
happy
to
be
here
so
subin
is
going
to
go
ahead
and
share
a
slide
deck.
C
C
C
Next
slide,
I
think
this
is
a
really
important
quote:
we've
shared
it
before
and
we
will
continue
to
share
it,
but
we
do
not
yet
live
in
a
world
where
all
children
have
equal
opportunity
to
become
all
that
they
are.
This
is
the
reason
why
we
do
this
work.
This
is
the
reason
why
we
believe
it
is
so
important,
and
we
believe
that
beaverton
needs
to
take
take,
make
sure
that
all
of
our
children
have
access
to
become
everything
that
they
can
possibly
be
next
slide.
C
So
we
want
to
just
start
our
framing
by
why
early
learning
matters
and
a
lot
of
our
work
is
about
what
happens
with
brain
development
in
the
first
five
years
of
life
and
again,
I'm
not
going
to
read
this
show,
let
you
go
ahead
and
read
it
yourself,
but
we
believe
that
this
is
really
why
the
call
to
action
for
beaverton
and
beaverton
school
district
and
our
to
make
sure
that
all
of
our
children
are
be
able
to
have
a
robust
education
and
make
strides
to
be
the
best
that
they
can
possibly
be.
C
C
So
one
of
the
things
I
wanted
to
share
with
you
today
is
what
is
happening
in
pre-k
right
now
in
the
beaverton
school
district.
So
last
year,
looking
back,
we
served
235
families
and
since
we
were
in
seven
different
elementary
schools,
the
goal
of
our
pre-k
program
is
to
serve
our
historically
underserved
populations,
which
include
our
children
of
color,
our
children
experiencing
poverty,
our
emerging
bilinguals
and
it's
important
to
note
that
last
year
we
had
17
different
languages
that
were
represented
across
our
pre-ks.
C
C
We
have
seven
sites.
We
continue
to
have
plans
to
grow
our
partnership
with
our
schools
this
year.
Of
course,
we
put
a
pause
on
that
which
was
actually
a
very
wise
decision,
even
though
we
made
it
last
spring,
but
we
do
plan
to
bring
on
fur
grove
and
mckinley
next
year
and
as
you'll
notice.
In
this
slide,
we
have
a
partnership.
That's
been
going
on
with
the
lower
hebrew
park
and
with
the
votes
for
this
we're
starting
year,
four
with
these
schools.
C
So
how
does
pre-k
look
different
right
now,
so
one
of
the
things
that's
important
to
notice
to
note
is
that
right
now
we
are
in
comprehensive
distance
learning
and
so
for
our
pre-k
model.
We
had
to
make
some
adjustments
to
what
that
looked
like
and
what
we
have
done
is
we
have
made
sure
that
we're
still
keeping
the
focus
on
the
whole
child
and
what
the
child
needs
and
what's
developmentally
appropriate.
C
Our
program
does
look
a
little
bit
different
than
the
model
when
they
are
on
site
right
now,
it's
still
four
days
a
week,
which
is
exactly
what
we
have
done
in
the
past,
but
it's
about
six
and
a
half
to
seven
hours
a
week
in
total,
with
students
being
on
site
or
on
synchronous
learning.
With
their
teacher,
we
continue
to
have
two
paraprofessional
serving
students
in
this
program
and
a
certified
teacher
for
every
classroom.
F
This
is
something
that
I
can't
say.
You
know
one
day
that
we've
nailed
it
or
that
we
bought
a
box
curriculum
that
addresses
all
these
pieces.
But
we
approach
every
experience,
curriculum
professional
development.
With
this
lens,
which
again
you
can
read
here,
we
really
our
group
really
decided
that
an
anti-bias
stance
and
framework
was
essential
to
our
work.
As
you
heard
from
kayla,
we
strive
to
have
an
inclusive
classrooms
and,
through
our
partnership,
partnership
with
northwest
regional
esd,
we
landed
on
an
inquiry-based
playful
inquiry.
F
Curriculum
that
was
is
inspired
by
social
constructivist
learning
and
rojo
amelia,
but
also
is
very
much
connected
to
the
work
that
we
have
been
doing
in
the
k-5
space
with
common
core
state
standards.
F
Looking
at
standards,
we
use
the
oregon
early
learning
and
kindergarten
guidelines,
which
is
very
much
connected
to
what
you
would
all
see
in
content
and
skills
standards,
but
but
also
we
took
an
approach,
a
more
holistic
approach
in
looking
at
something
that
kayla
referenced
earlier,
called
the
habits
of
mind
that
focus
on
social,
emotional
learning,
but
also
really
take
into
account
research
across
many
platforms.
F
About
really
what
does
it
mean
to
be
a
great
thinker
and
an
effective,
an
effective
learner.
So
I
think
if
we
go
next
slide,
I
guess
I
say
that
here's
a
list
of
some
of
the
of
the
habits
of
mine,
which
are
really
just
the
ways
of
thinking
they're,
very
much
aligned
to
brain
research
and
developing
that
strong
architecture
of
the
brain.
F
C
Just
to
let
you
know,
we
will
not
have
that
data
for
next
year,
as
there
is
no
oregon
kindergarten
assessment
for
this
year.
So
that'll
be
a
piece
that
we
will
continue
to
look
at
other
ways
to
collect
data
on
how
our
students
that
came
from
pre-k
decay
did.
But
our
data
reflection
also
lets
us
know
that
our
we
had.
We
had
room
to
grow,
but
we
also
have
many
strengths
within
our
model
as
well.
C
C
We
also
know
that
what's
been
really
really
impactful
in
our
pre-ks
is
our
collaborative
model
with
our
community
partners.
We
have
been
very
blessed
to
work
with
so
many
in
the
field
that
really
believe
that
early
learning
is
the
work
that
needs
to
be
done,
and
so
we
continue
to
build
those
partnerships
and
we
hope
to
make
a
bridge
with
those
partnerships
from
our
pre-k
sites
to
our
case
sites.
C
One
of
the
other
strengths
of
the
program
is
that
how
much
our
students
adjust
to
school
more
quickly,
students
who
have
come
from
a
pre-k
to
move
to
a
k
have
had
the
opportunity
to
know
what
it's
like
to
be
in
school.
They
have
had
a
model,
that's
two
and
a
half
hours
a
day
where
they're
really
focusing
on
the
social,
emotional,
health
of
a
child
and
the
well-being
of
a
child.
We
also
know
the
strength
of
our
model.
C
Is
that
how
our
families
feel,
because
again,
family
outreach
is
a
really
big
piece
of
that
they're
also
able
to
engage
in
conversations
on
a
more
regular
basis
about
how
their
child
is
doing
in
a
pre-k
again.
These
are
practices
that
we
believe
are
incredibly
important,
and
we
want
to
see
how
many
of
these
practices
we
can
move
forward.
C
The
other
piece
that
is
a
great
strength
of
our
pre-k
is
the
ongoing
and
embedded
professional
development
that
we
continue
to
see,
and
we
continue
to
actually
do
in
our
cdl.
One
of
the
things
that
you
would
wonder
is
how,
in
the
heck,
can
we
possibly
have
a
pre-k
program,
doing
comprehensive
distance
learning?
C
Well,
to
be
honest
with
you,
we
were
a
little
concerned
about
that
last
spring,
but
one
of
the
things
that
we
learned
is
once
we
had
some
of
those
relationships
established
among
our
pre-k
teachers
with
our
administrators,
and
we
had
those
relationships
in
knowing
exactly
what
we
believed
in
and
what
was
what
we
thought
was
at
the
heart
of
our
program.
We
were
able
to
make
modifications.
C
We
also
know
that
we're
transitioning
many
of
our
students,
the
majority
of
our
students
from
an
individualized
family
service
plan
to
an
individualized
education
plan.
So
what
that
means
is
many
of
our
students
are
not
spending
time
having
to
go
into
a
specialized
program
but
they're
able
to
transition
right
from
a
pre-k
to
a
kindergarten.
C
C
I
also
want
to
share
with
you
share
with
you.
Some
information
about
vos
vos
has
been
in
our
program
now
for
four
years
and
one
of
the
things
you'll
notice
here
is
we
talk
about
the
approaches
to
learning
and
we
talk
about.
This
is
a
snapshot
of
what
votes
looks
like,
and
this
is
what
we
hope
to
see
in
our
other
schools.
C
With
the
more
time
that
we
have
in
our
pre-ks
to
k-model,
you
will
notice
that
for
votes
they
saw
an
increase
in
their
data
with
their
children,
how
they
are
able
to,
in
the
approaches
to
learning
scales
that
you
saw
on
the
data
sheets
that
we
provided
for
you,
but
you'll
see
that
there
is
an
increase,
and
it
says
over
the
last
two
years,
voces
ratings
were
higher
than
the
district's
ratings.
So
we
believe
that
this
is
work.
We
can
continue
to
build
on
that.
C
F
So
I
think
you
may
have
to
advance
the
slides
to
see
the
images
there
we
go.
Oh
thank
you.
I
didn't
know
how
that
animated.
So,
yes,
we're
gonna,
be
talking
about
pre-k
and
building
some
of
that
momentum
and
some
of
that
success
that
we've
had
in
pre-k.
And
how
can
we
build
that
up
into
the
other
grades?
Children's
institute
is
really
supporting
that
work
and
around
pre-k
2
pre-k
5
alignment.
F
So,
as
many
of
you
heard,
we
had
a
two-day
event
in
august
called
ready
reset
play
that
was
on
boarding
grade
k
with
some
of
these
practices
that
I'm
going
to
talk
to
you
about,
but
what's
been
great,
is
learning
from
what
has
been
successful
and
what
is
working
in
our
pre-k
spaces
so
that
we
can
use
those
to
to
scale
up.
So
this
first
picture
is
just
really
about
these
pictures
are
just
really
about
environment.
F
We've
been
learning
a
lot
about
how
environment
impacts,
our
student
learning,
how
it
trauma-informed
environments
and
how
back
to
those
habits
of
mind,
how
does
our
environment
provide
opportunities
for
students
to
think
strategically
collaborate
pay
attention
for
long
periods
of
time
to
a
task
at
hand,
and
you
can
see
this
image
on
the
left.
It's
very
natural,
color
natural
hues,
lots
of
collaborative
spaces
agency,
there's
ways
for
children
to
access
learning
without
independently
and
on
the
right.
F
You
can
see
a
bit
of
the
contrast
and
you
can
see
it
probably
even
feel
a
little
bit
through
the
screen.
The
differences
here
we'll
go
to
the
next
slide
and
we
can
share.
This
is
an
example
of
sort
of
you
can
see
the
difference
of
I'm
sure
immediately.
The
image
on
the
left
is
more
invitational.
F
Maybe
what
you
would
have
seen,
maybe
in
a
choice
when
you've
heard
of
choice
before
in
a
kindergarten
classroom
just
things
everywhere-
maybe
not
that
organized,
maybe
not
as
intentional
as
that,
as
we
are
hoping
to
grow
into
grade
k
and
we'll
go
to
the
next
slide.
This
slide
is
really
about
the
teacher
roles
and
how
we
are
learning
so
much
in
in
the
pre-k
space
and
growing
that
up
that
we
really
want
teachers
to
be
working
alongside
children,
observing
their
strengths.
Observing
those
habits
of
mind.
F
We
just
talked
about
providing
those
rich
opportunities
to
notice
gifts
in
children
and
then
what
our
next
nudges,
both
in
the
content
and
skills
and
the
habits
of
mind
and
how
those
interplay
together
so
you'll
see
the
image
on
the
left.
The
the
teachers,
alongside
learning
with
the
children,
nudging
and
the
and
the
one
on
the
right,
is
obviously
different.
F
This
is
more
of
an
example
again
on
the
left.
We
see
children
engage
in
something
that
is
of
their
interest
and
that
they're
using
that
to
grow
their
learning
they're
collaborating
it's
probably
more
open-ended
inquiry-based
learning
in
the
left
and
on
the
right.
You
see
a
child
working
on
their
own
with
something
more
of
a
closed,
closed
idea
of
a
of
a
material
that
probably
has
a
one
use.
You
can
see
it's
working
with
some
trains.
A
train
thing
has
a
one
idea:
we're
on
the
left.
F
There's
many
possibilities
so
and
then
our
last
image
is
again
the
child
on
the
left
following
something
they're
engaged,
and
you
see
the
helicopter
on
the
side,
something
that
is
engaging
to
this
child
and
they're
using
letters
and
writing
to
share
and
communicate
where
on
the
right.
You
see
it's
more
of
an
isolated
task
right.
It's
not
connected
to
this
child's
history.
Culture
experience.
It
is
something
very
isolated
and
working
on
very
concrete
tests
without
kind
of
tapping
into
the
whole
repertoire
of
this
child
as
a
human.
C
So
the
information
we've
shared
with
you
about
pre-k,
the
importance
of
that
is
because
again,
we've
learned
many
lessons.
We've
learned
many
things
about
what,
after
watching
our
children
listening
to
their
families,
and
we
want
to
take
all
of
that
into
our
kindergarten
classrooms
and
that
work
has
begun,
and
so
this
is
the
myth.
When
we
talk
about
kindergarten
readiness,
many
people
hear
that
you
you
have
parents
who
will
say
is
my
child
kindergarten
ready
and
it
used
to
be
that
we
would
answer
that
question
like
do.
They
know
certain
things.
C
Do
they
know
how
to
count?
Do
they
know
their
letters
and
sounds
and
really
what
we've
learned
is
that
it's
not
just
about
that?
It's
about
their
executive
functioning,
how
that's
a
better
predictor
of
whether
their
academic
set
success.
How
are
these
children
performing
socially
in
that
classroom?
Do
they
have
the
ability
to
share
those
little
things
that
we
know
are
so
incredibly
important
really
are
important.
We
talk
a
lot
about
data
and
the
data
that
we're
collecting
for
students,
but
really
again.
C
I
think
you
just
need
to
let
that
sit
there
for
a
moment,
because
it
does
change
how
we
feel
and
how
we
look
at
our
kindergarten
readiness
it
used
to
be
the
first
thing
we
did.
Of
course
we
have
the
oregon
kindergarten
assessment.
We
will
continue
to
provide
that
assessment,
but
we're
also
looking
at
the
whole
child
as
well.
C
So
when
we
started
this
work
last
year
and
actually,
as
jen
mentioned,
its
work's
been
ongoing
for
a
while,
but
we
really
wanted
to
focus
on
how
we're
the
children
and
it's
really
an
interesting
conversation
to
have
when
you
bring
teachers
into
a
room
and
principals
into
a
room,
and
we
start
talking
about
what
is
the
challenge
in
kindergarten?
Right
now
we
talked
about
the
behaviors
we've
been
very
concerned,
as
you
know,
as
a
school
board
that
you've
heard
many
people
come
forward
and
say
that
what
are
we
doing
in
kindergarten?
C
We've
acknowledged
that
work
and
then,
of
course,
one
of
the
things
we
have
to
acknowledge
is
that
several
years
ago
we
went
from
a
half
day
to
a
full
day
and
was
that
developmentally
appropriate?
Were
we
prepared
for
that?
As
a
district?
Did
we
make
the
do?
We
train
our
teachers
well
enough
to
do
that
work?
These
are
all
questions
that
we've
asked
ourselves.
C
C
So
we
took
our
dilemmas
and
we
took
our
noticings
and
then
we
decided
what
we
needed
to
do
was
respond.
So
how
do
we
respond?
As
you
know,
our
district
is
really
focused
on
the
social,
emotional
learning
of
children.
We
now
have
behavior
health
and
wellness
teams.
That
is
at
the
next
step.
In
that
work,
we
noticed
that
we
needed
to
make
sure
our
teachers
were
familiar
with
best
practices
in
what
is
playful
inquiry,
and
how
do
you
actually
do
that?
What
does
that
look
like?
So
we
went
ahead
and
we
did
ready
reset
play.
C
We
had
about
a
hund
well,
over
100
kindergarten
teachers
attend
that
of
that
two-day
event.
We
also
had
our
community
partners
with
us.
The
children's
institute
along
with
christy
moraz,
was
a
part
of
that
work
and
teaching
preschool
partners.
So
not
only
are
we
looking
at
a
behavior
dilemma
but
we're
and
what
we've
noticed,
but
we're
actually
trying
to
make
actionable
steps
into
taking
a
look
at
how
do
we
make
kindergartners
more
successful
in
kindergarten?
C
We've
also
noticed
again
that
we
need
to
work
on
that
alignment
which
we've
we
spoke
about,
and
then
we
also
had
to
just
take
a
look
at
what
pd
is
needed.
What
does
that
look
like
one
of
let's
see,
and
the
children's
institute,
of
course
is
a
part
of
that
work
with
us
as
well,
I'm
going
to
go
to
the
next
slide,
so
one
of
the
things
mentioned
in
the
previous
slide
was
elat
the
early
learning
alignment
team.
C
So
the
early
learning
alignment
team
was
formed
to
start
looking
at
what
are
those
best
practices
from
the
pre-k
model
that
we
really
need
to
make
sure
we're
implementing
into
our
kindergarten
model,
and
we
did
not
do
that
work
in
isolation.
There
was
a
large
list
of
people
that
were
part
of
that
work
with
us,
because
what
we
know
is
this:
isn't
just
the
work
of
teaching
and
learning.
C
So
the
early
learning
alignment
team
met
last
year
and
they
will
continue
to
meet
again.
This
year,
in
a
virtual
environment,
but
what
we're
really
looking
at
is
what
are
the
best
practices?
What
does
that
look
like?
What?
How
do
we
change
the
environment?
What
are
our
approaches
to
content?
How
do
we
instruct
children,
where
does
language
fit
into
that?
We've
talked
about
schedules?
We've
actually
changed
up
the
schedule,
even
in
cdl,
comprehensive
distance
learning
this
year
to
make
sure
that
our
kindergartners
have
the
opportunity
to
have
playful
inquiry
as
part
of
their
day.
C
We're
working
to
also
revise
the
kindergarten
report
card
to
reflect
the
habits
of
mind.
So
again,
this
is
a
big,
comprehensive
shift
for
us,
but
we
believe
it
is
the
right
shift
for
us
to
do
that,
and
our
goal
this
year
is
to
have
a
continuation
of
ready,
reset
play
which
will
include
this
year
first
grade.
So
as
we
continue
to
look
at
our
alignment
work,
we
continue
with.
We
started
with
pre-k.
We
looked
at
those
practices.
Now,
we've
got
kindergarten
next
year.
C
C
We
have
seven
schools
that
have
been
pre-k
schools
and
have
had
the
opportunity
to
actually
see
this
work
and
to
see
what
is
happening
when
they
have
students
who
have
been
in
their
pre-ks
come
on
into
the
kindergarten
and
how
those
students
are
much
more
regulated
and
ready
to
learn
when
they
arrive.
But
we
don't
have
everybody
on
board
with
that,
because
they
don't
have
that
opportunity.
So
part
of
our
work
this
year
is.
C
We
are
starting
a
lunch
and
learning
series
that
begins
this
friday
and
where
our
goal
is
to
be
working
to
make
sure
principals
have
everything
they
need
to
do
this
work.
Well,
what?
What
does
early
learning
look
like?
What
is
early
learning?
What
does
playful
inquiry
look
like
and,
of
course,
it's
really
important
too.
I
want
to
make
sure
to
stress:
we
are
not
getting
rid
of
academics
in
kindergarten.
C
We
have
talked
about
the
how
the
environment
might
look
differently
and
about
playful
inquiry,
but
we
still
have
curriculum.
We
still
have
our
workshop
models
and
reading
and
writing
and
math
we're
still
teaching
science
and
social
studies
and
health
we're
just
doing
it
a
little
bit
differently
than
we've
done
before,
and
we're
taking
some
of
that
pressure
off
a
student
and
making
sure
that
we
have
opportunities
for
kids
to
engage
in
inquiry
and
in
play.
So
this
work
that
we're
doing
with
principals
will
be
a
monthly
series
board.
C
Members
are
always
welcome
to
attend
and
I
will
be
kicking
it
off
with
superintendent
grotting
this
friday,
and
I
know
that
board
chair
chimchuk
is
also
going
to
be
coming
as
well,
and
we
appreciate
that
and
anybody
else
that
would
like
to
attend.
Please
let
me
know
so
we
have
a
lot
of
work
to
do,
but
we
believe
this
is
the
right
work.
We
also
believe
this
isn't
work.
That's
just
going
to
go
away
in
a
couple
of
years.
We
know
that
it's
more
important
than
ever
next
slide.
C
C
Our
partnership
with
them
is
to
make
sure
that
we
are
looking
at
students
who
are
going
to
be
our
beaverton
students.
We
try
to
make
sure
that
they
are
coming
to
their
their
home
school,
and
these
are
children
who
need
extra
supports.
They
are
on
the
ifsp
and
they
are
students
who
would
some
some
students
would
go
into
possibly
specialized
programs
special
education
programs.
C
Some
students
would
not,
because
they
wouldn't
be
ready
to
come
straight
from
a
northwest
regional
esd
program
to
a
standard
kindergarten.
So
part
of
that
work
is
that
we
are
making
that
bridge
and
making
sure
that
kids
are
successful
and
that
they
are
included
and
that
we
also
do
a
lot
of
outreach
with
parents
as
well.
That's
very
important.
C
We
are
also
very
lucky
to
work
with
teaching
preschool
partners.
They
are
guiding
our
work.
They
are
helping
with
teach
our
teachers,
they
are
helping
train
the
ptosis.
We
also
have
early
learning
coaches
this
year
that
are
working
in
our
title,
one
schools:
they
are
supporting
our
pre-k
schools,
as
well
as
their
kindergarten
classrooms.
C
We
are
also
very
blessed
to
be
part
of
the
washington
county,
early
learning
hub,
where
we
meet
with
other
districts
and
other
community
partners,
and
we
talk
about
the
important
work
that
is
happening
in
early
learning
in
the
county
and
that's
also
where
we
have
our
our
family
resource
coordinators.
These
are
coordinators
that
are
through
our
our
grant
from
the
washington
county,
grant.
It's
called
the
kpi
grant
and
they
serve
our
families
and
make
sure
that
our
families
are
connected
to
the
washington
county
resources
that
they
need.
C
I'm
going
to
go
also,
I'm
going
to
skip
children's
institute.
For
just
a
moment.
We
have
the
beaverton
city
library,
we
also
meet
with
them
on
a
regular
basis
to
talk
about.
How
do
we
provide
supports
to
classrooms
including
book
bags
for
teachers?
That's
a
big
part
of
the
work,
and
then
we
are
very,
very
fortunate
to
work
with
christie.
Moraz
christy
moraz
is
an
author.
She
is
a
professional
developer
and
she's
a
speaker,
and
she
has
been
very
intrigued
by
the
work
that
we
are
doing
here
in
beaverton.
C
As
a
matter
of
fact,
she
thinks
we
are
definitely
leading
the
way
across
the
nation
in
terms
of
what
it
looks
like
to
implement
early
learning
practices,
so
she's
been
partnering
with
us
as
well
and
helping
will
help
with
our
continue
to
help
with
our
pd
and
then.
Finally,
I
want
to
talk
about
the
children's
institute,
so
the
children's
institute
is,
I
will
let
them
talk
for
themselves.
C
I
won't
even
try
to
explain
all
that
they
do
to
serve,
but
we
are
very,
very
happy
to
be
in
this
is
year,
two
of
our
partnership
with
them,
and
one
of
the
things
that
has
happened
over
the
course
of
the
year
is
we
were
moving
along.
We
were
working
and
planning
together
and
then,
of
course,
we
all
went
into
remote
learning
and
during
that
period
of
remote
learning
we
could
have
stopped
the
work.
C
We
could
have
put
a
pause
on
that
work,
but
what
we
decided
is
that
it
was
more
urgent
than
ever
that
we
meet
so
the
children's
institute
meets
with
our
early
learning
team
weekly
and
we
talk
about
what
are
our
next
steps?
What
are
our
children
need?
What
do
our
teachers
need
and
what
do
our
two
schools
that
we're
working
with
need
as
well,
so
we
are
very
blessed
to
be
working
with
them.
C
G
Thank
you,
kayla.
I
want
to
just
pause
for
a
second
because
I
did
see
director
greenberg
ask
when
she
could
ask
questions
and
we
definitely
saved
some
time
at
the
end,
not
only
for
questions
but
really
more
so
for
dialogue.
So
if
it's
a
burning
question,
we
can
kick
it
back
over
to
kayla
for
a
second
or
if
you
think
you
can
wait
till
the
end,
then
we
can
do
it.
Do
it
all.
H
G
Okay,
all
right
sounds
good,
okay,
well,
first
of
all,
thanks
to
board
chair
tim
chuck
and
our
directors
at
beaverton,
as
well
as
super
superintendent
grotting.
We're
just
really
excited
to
be
here.
Honestly.
We,
we
love
our
work
with
beaverton
and
we're
excited
to
tell
you
more
about
it
and
continue
this
partnership
before
we
talk
a
little
bit
about
our
work.
G
As
many
of
you
know,
we
are
an
organization
that
is
really
focused
on
policy
and
advocacy,
but
we
now
nci
have
a
large
team
in
programs
and
the
idea
there
is
to
actually
do
the
work,
be
a
program
team
and
inform
the
policy
and
advocacy.
G
So
this
has
become
critical
and,
of
course,
beaverton
is
a
big
part
of
that.
You
can
see
here
on
our
call
today.
Subano
marina,
merrill
and
aaron
lolich
are
on,
but
you
can
see,
there's
a
larger
team
here
and
we've
intentionally
put
our
titles
just
so
you
can
see
like
we
all
have
sort
of
a
different
purpose
and
we
come
together
fitting
nicely
as
a
as
a
puzzle
so
to
speak,
and
we
cover
everything
from
communication
to.
G
Wow,
I
have
music
accompaniment,
I
don't
know
who
that
came
from,
but
I
loved
it.
So
tony
is
a
family
engagement
coordinator,
so
she'll
be
interacting
a
slightly
different
way
with
beaverton,
and
so
anyway,
we
all
come
together
to
make
one
team,
but
we
have
lots
of
angles
to
us.
G
So
if
we
can
go
to
the
next
slide,
there's
a
lot
to
explain
and
we're
not
going
to
go
deep
into
a
hole
today.
But
the
easiest
way
to
really
explain
it
honestly
is
to
show
you
this
three
minute,
video
on
early
school
success
and
then
I'll
fill
in
some
some
information
afterwards.
So
we
can
show
the
video.
D
I
D
I
D
I
I
D
I
G
All
right,
so
that's
the
the
quick
version
of
ess.
You
can
hear
the
voices
of
laura
and
subin
on
there
we're
pretty
certain
that
we're
gonna
get
famous
with
this
video,
so
they're.
Holding
on
to
that
thought,
and
I
hope
you
enjoyed
it-
we
we
have
been
busy
at
work
as
as
kayla
mentioned,
and
really
where
we
come
from
on.
This
is
that
traditionally
bertha
five
has
been
one
experience
and
elementary
has
felt
like
a
completely
different
experience
and
alignment
seemed
important
to
us.
G
G
I
I
know
what
k12
needs
to
operate,
and
I
know
that
we
need
both
those
things
to
come
together,
but
we
have
good
news.
The
good
news
is
that
these
are
complementary
approaches.
You
know
once
they're
integrated.
We
know
how
to
retain
that
info.
You
know
over
time
and
and
play
goes
right
along
with
the
other
approaches,
so
they're
not
diametrically
opposed
in
any
way
they
actually
fit
together
quite
nicely.
So
that's
our
intent
to
take
the
best
of
both
worlds
and
not
be
exclusive
in
our
in
our
thoughts
and
our
strategies.
G
How
we
came
to
you,
you
may
remember
you,
you
filled
out
an
application
requesting
our
assistance,
but
we
liked
you
and
chose
you
to
be
one
of
our
districts,
because
we
saw
that
beaverton
was
committed
to
early
learning.
We
saw
that
the
school
board
was
committed
to
early
learning
and
superintendent
grotting
and
his
directors
were
committed.
So
you
know
it
was
an
easy
choice
in
some
ways
to
choose
beaverton
and
you
have
a
plan
to
launch
10
preschools.
G
So
there's
an
expansion
effort
in
there,
but
the
best
of
news
is
that
this
isn't
just
about
expansion.
It's
about
your
commitment
and
our
commitment
to
quality,
and,
as
you
well
know,
you
could
easily
open
up
10
preschools
just
like
that,
but
we
learned
from
full
day
kindergarten
as
an
example
that
they
might
not
be
qualitative.
I
mean
they
may
not
be
the
way
that
you
want
them
to
go.
So
that's
where
we
step
in
that's
what
early
school
success
is
really
about.
G
We
we
want
to
have
that
quality
so
that
we
can
get
to
a
seamless
system
and
a
shared
vis
vision.
Excuse
me
for
a
seamless,
pre-k
elementary
system
across
beaverton
school
district.
We
want
to
take
those
promising
practices
and
move
them
up
through
the
system
really
in
kindergarten
in
your
early
grades.
G
So
the
focus
right
now
is
on
kindergarten
and
because
we
know
that
we
have
to
start
the
change
somewhere.
You
know
if
we
tried
to
implement
this
at
all
grades
across
all
levels
at
once.
We
all
know
what
that
result
would
be,
and
it
wouldn't
be
excellent.
It
would
not
be
good.
It'd
just
be
too
much
to
handle
and
we
want
to
do
it
well,
and
I
know
that
you
do
too.
So
what
what
we
do
at
children's
institute
is
that
we
look
at
the
research
and
that's
exactly
what
we've
done.
G
We
know
that
beaverton
school
district
is
a
pioneer
and
really
a
front-runner
in
this
area
and
we're
excited
because
your
leadership
and
practice
will
be
a
model
for
the
state
and,
quite
frankly,
the
entire
state
and
the
nation,
as
we
lift
up
this
work.
So
it's
something
that
you
can
be
proud
of
and
we
really
think
it'll
help
move
the
dial.
G
You
know
in
terms
of
the
what
what
we're
actually
doing
ci
is
facilitating
your
core
in
school
teams,
we're
doing
professional
learning,
and
I
know
some
of
you
have
taken
part
in
that
we've
we've
talked
about
play,
we've
talked
about
anti-bias,
we've
done
some
equity
work
and,
along
with
the
plan,
do
study,
acts
so
you've
seen
some
different.
G
Many
of
you
have
seen
some
different
aspects
of
of
the
professional
learning
and,
as
we've
been
in
the
pandemic,
honestly,
we've
tried
to
help
as
much
as
we're
able
with
online
learning
and
what
that
means
for
your
youngest
learners,
we're
strategically
planning
with
your
district
bottom
line
and
your
admin,
and
we
really
appreciate
kayla
and
jen's
efforts.
They've
been
our
our
focal
points
and,
of
course,
your
schools
and
your
principals.
It's
it's
been
fantastic.
G
Of
course.
This
is
all
with
the
idea
that
we're
building
capacity
for
educators
to
engage
families
and
students
and
what
we're
really
trying
to
do
is
problem
solve
in
a
collaborative
way.
So
we
don't
come
in
and
say
here's
what
we
know
you
need
to
do
it
this
way
or
vice
versa.
Beaverton
doesn't
tell
us
what
to
do.
We
really
come
together
and
and
work
with
one
another
to
learn
from
each
other.
G
G
J
Thanks
karen
good
afternoon,
everyone,
I'm
marina,
maron
the
director
of
research
and
strategy
at
children's
institute,
and
so
my
role
is
to
really
help
connect
the
dots
between
our
deep
learning
that
we're
doing.
J
So
as
both
kayla
and
jen,
and
karen
have
already
mentioned
a
lot
of
the
work
that
we
did
in
the
past
year
was
really
developing
relationship
and
working
with
core
teams.
So
we
really
see
ourselves
as
bringing
forth
a
facilitated
process.
That's
grounded
in
human-centered
design
and
improvement
processes.
So
we
are
working.
You
know
very
directly,
with
mckay
and
vos
and
they've
developed
a
core
team
and
we're
working
on
setting
inclusive
tables
to
work
through
that
cycle
of
inquiry
that
we
shared
with
you
and
we've
had
some
great
kickoff
meetings
with
them.
J
Thus
far,
this
fall
and
they
are
all
getting
and
diving
right
into
working
on
their
own
following
up
from
problem
of
practice
and
those
fishbone
priorities
that
they
identified
last
year
now,
diving
in
and
working
towards
some
change
ideas
and
doing
those
pdsas.
J
As
kayla
mentioned.
We're
also
going
to
be
helping
to
support
the
principal
lunch
and
learning
series
so
helping
to
bring
some
content
alongside
to
across
the
district
of
principal
leaders
in
elementary
schools
and
we're
participating
in
supporting
some
facilitation
and
thought
partnership
in
the
kinder
reset
team
working
with
the
district,
a
core
team
and
the
cabinet
members
to
make
sure
that
there's
connections
and
ensuring
that
this
work
is
embedded
into
your
strategic
planning
and
your
longer
term
goals
across
your
kind
of
p20
system.
J
J
So
kind
of
a
coaching
of
coaches
model
is
starting
to
get
going
and
just
providing
some
global
professional
development,
so
those
are
really
kind
of
the
strategies
that
we're
bringing
and
supporting
all
to
the
to
the
great
end
of
getting
that
job
embedded
professional
learning
across
different
levels
in
the
district.
J
So
just
really
quickly.
This
is
kind
of
an
overview
of
the
progress
we
were
really
getting
going
last
year
with
establishing
those
core
teams
setting
inclusive
tables.
J
Getting
those
school
teams
formed
up
having
them
do
the
beginning
part
of
their
processes,
and
then
we
had
in
january
a
big
cross
site
team
with
our
forest
grove
partners
too,
where
we
brought
together
the
data
that
was
had
been
collected
from
our
evaluation
team,
brought
together
with
the
empathy
data
and
interviews
that
school.
J
You
know
the
educators
had
done
with
students,
families
other
staff
to
pull
all
of
those
pieces
together
to
get
to
the
place
where
they
were
really
identifying
where
their
their
change
ideas
were
going
to
be
in
their
school
teams
and
then
kobit
hit.
And
so,
as
you
know,
everything
was
kind
of
upended
with
those
plans,
but
not
the
commitment
from
the
beaverton
school
team
to
work,
and
so,
as
kayla
mentioned,
we
actually
doubled
down
and
started
meeting
weekly
with
her
team
and
have
continued
that
and
have
been
able
to
continue
working.
J
You
know
planning
together
and
I
think
that
table
that
we
had
you
know
had
we
not
had
covet
in
some
ways.
I
think
we
may
have
only
had
two
or
three
of
those
groups
that
we
were
working
with
very
deeply,
but
the
we've
been
able,
through
this
time,
to
really
expand
and
think
bigger.
I
think
in
some
ways
together
to
think
about
these
multiple
places
in
which
support
is
needed
to
really
ensure
that
there's
cohesion
and
strong
alignment
and
strong
practices
across
the
district.
J
D
So
I
think
my
job
right
now
is
to
give
a
salient
accessible
example
of
our
work
and
how
we
partnered,
with
your
district
in
implementing
ready
reset
play.
You've
heard
a
lot
about
this
event
that
happened
and
all
that
went
into
it.
D
What
I
find
interesting
is
that
when
we
talk
about
ready,
reset
play,
we're
referencing
the
two
dates
august,
18th
and
19th,
but
really
what
people
don't
see
is
everything
that
happened
behind
the
scenes
that
was
months
and
months
of
planning
and
implementation,
work
and
relationship
building
that
led
to
an
event
that
led
to
just
that
event,
and
I
would
also
argue
that
the
event
wasn't
the
only
focal
point
or
the
only
kind
of
outcome
of
all
that
planning.
There
was
a
website
that
was
created.
D
There
were
multiple
resources
that
are
have
been
given
to
kindergarten
teachers
and
are
actually
new
resources
are
being
developed
as
well.
So
really
this
this
ready
reset
play
is
what
we're
calling
a
set
of
experiences
right.
That's
what
we
were!
That's
how
we
always
saw
the
outcome
now.
The
planning
for
this,
I
would
say,
started
before
march,
before
kind
of
we
were
asked
to
stay
home
and
stay
safe.
D
There
were
the
the
wheels
were
already
in
motion,
headed
towards
the
ready
reset
play
launch
event,
but
it's
starting
in
march
was
when
we
started
getting
really
much
more
specific
in
our
planning
for
these
these
experiences,
and
originally
we
were
struggling
with.
What
were
the
outcomes?
Is
it
a
notebook?
Is
it
a
guidance
document?
Is
it
a
curriculum?
What
are
we
creating
here?
D
What
are
we
making
and
we've
all
experienced,
creating
huge
long
guidance
documents
that
end
up
sitting
on
teachers
desks
and
they
never
get
used,
and
we
knew
we
didn't
want
that,
and
so
we
really
thought
through
how
we
could
do
this.
But
to
do
that,
we
conducted
interviews.
We
conducted
empathy
interviews
with
teachers
to
kind
of
get
a
sense
of
what
keeps
them
up
at
night.
What
what
questions
do
they
have?
What
what
helps
them
to
thrive?
D
D
I
have
two
really
accessible
links
here
that
I'm
happy
to
share
in
the
chat
box
once
I'm
once
we
get
to
q,
a
from
the
george
lucas
foundation
and
from
the
national
association
for
elementary
school
principles
on
not
just
the
research
on
the
value
of
play,
but
also
what
play
looks
like
in
the
classroom,
so
both
of
these
pieces
are
really
consolidating
copious
amounts
of
research
on
how
play
works
in
classrooms.
D
The
other
thing
that
I'm
here
to
do
is
to
speak
specifically
to
how
we're
attending
to
matters
of
diversity,
equity
and
inclusion.
I
just
want
to
state
that
I
think
jen
said
this
earlier.
This
isn't
a
situation
where
we're
either
nailing
it
or
not.
Nailing
it
we're.
I
recognizing
our
positionality
our
privilege,
our
our
life
experiences
warrants
and
beckons
us
to
constantly
reflect
and
reevaluate
and
really
think
about
who
we
are
and
how
we
walk
into
the
spaces
where
we're
working.
D
So
that's
kind
of
the
fourth
bullet
point
down
as
ci's
constantly
researching
reflecting
and
evolving
as
we
do
our
own
work.
I
can
share
real
briefly
that
we've
had
several
good,
intense
conversations
about
how
we're
attending
to
diversity,
equity
and
inclusion,
and
I
think
those
discussions
are
forming
into
adaptations
and
new
decisions
that
we're
making
in
our
work
and
it's
an
ongoing
process.
It's
a
pursuit.
D
I
think
that
when
in
our
professional
learning-
and
I
don't
know
if
anyone
mentioned
this
but
before
the
ready
reset
play
on
august
18th,
the
keynote
event
was
anti-bias
education
and
from
that
event,
four
different
principals
reached
out
to
us
and
said
we
want
this
message
for
our
entire
school
staff.
So
four
of
the
schools
have
had
strong
momentum
and
movement
in
anti-bias
anti-racist
practices,
and
we
were
happy
to
kind
of
you
know:
spark
the
flames
there
in
terms
of
creating
more
movement
in
that
direction.
D
The
way
we
think
about
these
inclusive
tables
that
we've
referenced
in
terms
of
bringing
teams
together,
we
really
think
about
how
we
can
bring
people
who
are
at
the
margins,
who
have
been
disenfranchised,
who
have
been
pushed
out
of
processes
and
and
and
have
been,
maybe
even
looked
at
through
a
deficit
lens
and
deemed
difficult
to
work
with,
for
example,
we
don't
see
it
that
way.
D
We
we
believe
in
an
assets
based
approach,
we
recognize
systemic
inequality
and
we
want
to
bring
them
into
the
process,
as
multiple
people
have
mentioned
already
in
the
luncheon
learning
series
with
principles,
the
same
messages
that
I'm
referencing
here
will
be
brought
to
the
principles
as
well.
D
That
would
make
the
work
really
meaningful
and
practical.
So
I
think
that's
that's
it
for
me.
I
think
we're
at
a
q
a
point,
so
I
don't
know
who
actually
aaron,
I
think
aaron.
Are
you
moderating
our
q?
A?
Is
that
what
we're
doing
here,
yeah.
K
I
would
love
to
so
hi
everyone,
I'm
aaron
lolich
from
the
children's
institute.
It's
wonderful
to
be
here
with
you.
I
think
the
way
we're
going
to
approach
this
is,
if
you
have
a
question
for
someone
specific
feel
free
to
ask:
ask
them
directly
via
the
chat
or
via
unmuting,
and
if
you
have
a
general
question,
you're,
not
sure
who
it
should
go
to
feel
free
to
just
pose
it
or
direct
it
toward
me,
and
then
I
will
select
the
best
person
to
answer
it
or
the
person.
I
want
to
pick
on.
L
So
I
have
a
question
going
back
to
kayla's
initial
presentation
of
what's
been
going
on
in
beaverton
with
pre-k.
So
so
it's
real
simple
one.
The
numbers
from
votes
versus
aloha
huber
does
alois.
Heber
have
similar
numbers
as
to
votes.
C
It's
a
great
question:
I
just
didn't
have
that
data
available?
Okay
so,
but
I
can
definitely
find
it.
We
just
the
children's
institute
have
pulled
some
data
for
votes
specifically
and
we
didn't
have
it
for
a
little
humor.
Okay,
it
would.
L
Since
they've
been
in
doing
it
the
same
length
of
time,
I'm
just
curious
I'd
like
to
think
that
they're
very
similar
numbers,
but
it'd
be
great
to
know
that
and
then
the
other
question
I
have
is
about
technology
for
families,
because
so
much
of
it
is
online.
Has
that
been
a
difficult
reach
for
families.
C
Well,
I
think
we
have
our
children
on
ipads,
which
we
know
is
easier
for
them
than
having
chromebooks
at
that
age,
so
they
have
the
ipads
and
our
family
resource
coordinators
have
been
reaching
out
as
well
as
the
we
have
the
instructional
assistants
that
are
also
reaching
out
to
families.
C
L
That's
good
and
I
just
as
a
whole,
I
just
want
to
thank
your
whole
team
in
terms
of
what
you're
doing
for
early
childhood
education.
Definitely
that's
the
trajectory
we
all
need
to
go
into
so,
and
this
is
very
exciting.
I
know
it
is
difficult
in
the
climate
that
we're
in,
but
I
know
we're
inching
up.
So
thank
you
very
much.
N
I
do
I
could
not
be
more
thrilled
to
be
hearing
a
presentation
about
the
power
of
play
and
developmentally
appropriate
practice
for
not
only
our
pre-k
but
our
younger
elementary
grades
as
well.
I
have
to
admit
that
my
heart
sinks,
when
I
think
about
us
implementing
these
initiatives
during
a
pandemic
and
I'm
curious
about
how
we're
bridging
the
gap
you
know
what
is
what
does
play
look
like
when
we
are
working
with
kids,
isolated
in
their
homes,
without
access
to
high
quality
educational
materials
in
their
school
environment.
N
So,
where
we're
not
able
to
provide
the
advanced
verbal
experiences
that
we
would
expect
as
part
of
that
play
and
with
the
ability
to
choose
and
move
around
an
educationally
rich
space
that
are
the
hallmarks
of
everything
that
we're
trying
to
do
here.
My
I'm
anyway,
I'm
just
looking
for
what
we're
doing
to
bridge
the
gap.
F
And
that's
such
a
great
question:
I'd
love
to
jump
in.
If
that's,
okay,
kayla
on
this
one,
you
know
we
had
this
shift
or
pivot
very
quickly
in
our
ready
reset
play
programming.
F
With
that
in
mind
about
three
weeks
out
subin,
I
think
we
got
the
the
word
that
we
were
going
to
be
in
cdl
and
we
worked
with
our
partners
and
our
professional
development,
those
who
are
going
to
be
doing
the
professional
development
to
really
pivot
and
think
through
that
lens
and
yes,
you're
right.
F
It's
a
it's
a
giant
challenge,
and
also
I
have
been
so
inspired
by
what
educators
can
do
and
how
innovative
they
can
be
they're
doing
they're
having
choice
they're
having
play
dates,
they're
having
some
of
our
eld
teachers
are
coming
into
those
play
dates
and
supporting
the
language
development
they're.
Using
those
experience,
those
playful
experiences
through
a
screen
to
engage
children
in
other
content
and
and
and
connections
and
those
habits
of
mind
that
we
were
talking
about.
Is
it
perfect?
F
Absolutely
not,
but
is
it
evolving
and
are
they
attempting
it
absolutely
and
we
would
love
to
share
some
examples
at
some
point
with
you
all
about
the
very
innovative
practices
our
teachers
took
from
the
deep
learning
that
we've
been
doing
around
developmentally
appropriate
practices
and
playful
inquiry
and
how
they're
adapting
that
through
the
screen
it's
it's
inspiring
is
is
the
best
I
can
say
if
I
can
just
get
it.
A
C
I'll
go.
I
just
want
to
add
that
one
of
the
things
that
we've
done
was
a
little
bit
different
too,
is
we.
We
provided
funds
for
every
kindergarten
teacher
to
purchase
materials
to
make
sure
they
could
send
home.
So
these
were
not
just
any
old
things
to
send
home.
We
were
very
deliberate
in
what
they
purchased
so
that
they
could
do
these
playful.
G
I
would
just
add
that
there
was
also
work
with
families
didn't
just
hand
them
a
bag
of
stuff,
but
but
actually
said,
like
hey
here's
how
you
can
interact
with
your
child
and
make
this
a
part
of
the
instruction-
and
you
know,
make
it
fun
and
joyful,
and
all
that
kind
of
stuff,
and
so
vos
is
a
perfect
example
where
this
was
actually
something
that
they
were
working
on
pre-pandemic
and
then,
as
the
pandemic
hit
it
just
sort
of
worked
out
that
they
could
continue
that
work.
D
The
one
what
I
wanted
to
add
is
that
on
one
hand
we're
having
to
be
responsive
and
kind
of
dealing
with
immediate
issues
or
concerns
or
questions
that
teachers
are
having
around
implementing
play-based
learning,
and
we
are
doing
that.
But
I
think
the
work
of
ess
is
coming
up
with
ideas
that
are
sustainable
and
durable.
That
will
endure
and
what
we're
trying
to
do
is
implement
or
think
about
facilitating
a
process
where
we're
taking
research
right
which
hasn't
been
applied
during
a
pandemic
right.
D
That's
not
that
doesn't
exist
and
thinking
about
how
do
we
adapt
our
online
practices
to
take
that
research
into
account?
And
so
it's
innovative
work.
It's
it's
place
and
I'm
so
proud
of
the
various
people
that
have
been
named
throughout
the
slides
because
the
their
the
work
that
they're
doing
here
is
they're,
coming
in
with
courage,
they're
coming
in
with
the
desire
to
do
something
above
and
beyond
their
normal
scope
of
work,
and
so
just
wanted
to
name
that.
N
The
the
thing
that
I'm
gleaning
from
your
answers
is
that,
in
addition
to
the
fact
that
we
are
working
hard
to
innovate
during
a
very
trying
time,
I
I
guess
the
other
piece
that
I
didn't
hear
maybe
specifically
named,
but
that
I
know
is
part
of
your
ongoing
work
and
maybe
more
of
it
now
than
ever
is
working
to
strengthen
and
work
with
parents,
because
we
know
they're,
always
the
first
teacher
and
right
now
they're
the
primary
teacher
as
well.
I
think
you
know,
as
we
go
through
this.
N
A
A
I
would
assume
that
you
know,
amongst
a
whole
bunch
of
other
things,
that
that
piece
is
totally
been
put
on
the
back
burner,
but
just
wondered
what
we
have,
because
we
do
know
how
important
that
partnership
is
with
with
the
parents.
So
just
wondering
what
our
thought
process
is
down
the
road
with
that.
C
So
I'll
go
ahead
and
start
so
just
so,
you
know
part
of
our
work
with
the
print
elementary
principles
in
our
in
our
professional
development.
Work
is
going
to
be
just
around
that,
like
how
do
principals,
how
does
staff
have
conversations
with
families
about
a
developmentally
appropriate
practices
like
what
does
that
look
like,
and
so
we
know
that
we
need
to
build
that
that
lens
for
principals
as
well,
so
that
they
can
engage
in
conversations
with
families
at
home.
A
And
then
the
second
part
of
my
question
is
how
what
was
our
retention
as
far
as
bringing
in
new
students
into
the
program,
I'm
sure
somewhere
last
spring.
We
were
identifying
them
or
maybe
maybe
not
I'm
just
wondering
how
you
got
the
next
group
to
to
come
in
during
during
different
enrollment
times
that.
C
Was
a
challenge
so
typically,
we
have
enrolled
students
with
a
paper
application
process
where
our
schools
were
able
to
just
pass
out
applications
to
families.
Our
family
resource
coordinators
also
did
that
as
well
as
school
counselors.
When
we
went
into
the
pandemic,
we
lost
the
ability
to
do
paper,
so
we
ended
up
having
to
create
on
our
school
website.
C
We
have
application
process
for
the
pre-k
programs
and
then
we
also
had
we
had
to
have
families
also
enroll
in
pre-k
online.
I
will
say
that
the
principals
had
to
do
quite
a
bit
of
work.
The
teachers
on
site,
the
counselors,
the
family
resource
coordinators
as
well,
had
to
do
quite
a
bit
of
work
to
make
sure
that
we
had
reached
families,
but
I
believe
that
some
of
the
schools
already
had
before
we
closed
down
in
february
in
march,
had
the
information
to
begin
starting
that
work.
So
it
did.
C
It
did
delay
us,
but
we
kept
moving
forward
and
we
had
to
get
innovative
and
find
other
ways
to
do
it.
A
And
my
last
would
just
be
a
comment:
everything
that
I've
been
able
to
see
with
the
partnership
with
children's
institute.
It's
high
quality,
it's
well-rounded,
it
is
relevant
and
I
just
so
appreciate
having
this
really
strong
partnership
that
the
beaverton
school
district
can
be
learning
from
and
and
and
learn
as
going.
You
know,
so
thank
you
very
much
for
for
that
for
that
partnership.
F
F
You
talked
about
the
home
visits
being
kind
of
on
the
back
burner,
but
it's
actually
very
interesting
in
cdl
we're
in
their
homes
we're
in
families
homes
every
day
now,
and
so
our
learning
around
family
engagement
and
learning
from
families
about
their
hopes
and
dreams
for
their
children
and
their
ways
of
interacting
and
our
ability
to
even
share
some
of
our
own
ways
of
interacting
through
playful
inquiry.
F
H
So
I
have
a
comment
and
it
turned
into
a
quick
question.
I
was
tickled
to
see
the
data
that
our
kids
at
vos
are
doing
better
than
the
general
in
our
school
district
would
love
to
see
the
data
from
the
other
pre-k
programs.
I
know
every
fall
if
it's
possible.
That
would
be
something
that
the
board
would
be
very
interested
in.
It
just
confirms
what
I
think
our
hunch
has
been,
that
this
is
what
we
need,
and
it
really
does
help
our
kiddos
that
are
underserved.
H
So
I'd
be
really
excited
about
that.
One
question
is,
I'm
sure
this
is,
I
don't
know
if
you
can
answer
it,
but
is
what?
Where
is
our
sites
when,
when
are
we
hoping
to
get
the
kiddos
back
in
the
classroom?
Are
you
going
to
follow
the
early
elementary?
Are
you
going
to
go
rogue
on
us?
How
are
we
going
to
get
those
kids
back
in
the
classroom
where
they
belong.
C
That's
a
great
question
and
I
think
it's
a
question
that
we
continue
to
ask
ourselves
every
week.
We
really
want
to
have
our
kids
back
in
the
classroom,
but
again
we're
still
following
the
metrics
and
still
following
the
same
guidance
that
we
would
be
doing
for
our
k12s
k123s,
so
we've
attached
pre-k
to
that,
but
we,
I
cannot
even
tell
you
how
much
we
would
like
to
get
back
in
there
with
our.
A
O
Yeah,
just
a
real,
quick
comment,
thanks
for
the
great
presentation,
I'm
very,
very
excited
about
this
work
and
I
love
to
see
every
year
how
we're
increasing
our
pre-k
capacity.
One
sort
of
comment.
I
hope
that
we're
tracking
the
data
as
kids
matriculate
upwards.
O
I
know
from
like
the
perry
preschool
study,
that
a
lot
of
the
benefits
of
preschool
are
not
necessarily
like
shown
right
away,
but
they
they
track
with
the
child's
like
full
k-12
experience
and
then
even
beyond,
and
so
I'm
just
hoping
as
the
years
go
by
and
we
see
more
of
these
students
matriculating
upwards-
that
we
can
be
tracking
some
of.
C
That
is
our
plan
when
that
first
group
of
students
becomes
third
graders
and
what
that
looks
like
what
you
know,
assuming
that
we'll
have
data
to
collect
from
from
state
assessments,
but
we're
also
looking
at
what
other
assessments
are
important
for
us
to
look
at
you
know,
attend
attendance
is
very
important.
C
Looking
at
we
know,
we
have
kindergarteners
who
are
not
have
not
been
performing
well,
have
had
more
discipline
issues
in
kindergarten,
we've
had
dysregulated
kindergarten
students,
so
we're
also
trying
to
look
at
how
do
we
collect
that
data
as
well
and
again,
a
lot
of
things
we're
moving
forward
and
then
we're
here
in
comprehensive
distance
learning?
So
we've
had
to
put
a
pause
on
some
of
that,
but
it
is
part
of
our
plan.
Stephen
did
you
want
to
add
to
that.
D
Yeah,
just
something
real
brief:
ci
is
constantly
referencing
and
talking
about
the
very
preschool
project,
among
other
many
important
early
childhood
studies.
I
would
say
one
of
the
things
that
I
just
wanted
to
point
out.
I'm
not
saying
that
you
were
inferring
this
or
implying
this,
but
for
the
for
the
board
to
consider
is
that
oftentimes.
As
an
early
childhood
advocate,
we
hear
that
preschool
is
like
a
silver
bullet
right
that
it's
it's
something
you
implement.
You
do
and
then
all
every
we've
solved
social,
emotional,
we've
solved.
D
Part
of
the
work
is
not
just
preschool
implementation,
but
it's
alignment
and
we're
talking
about
the
early
elementary
grades
as
well,
because
we
know
that
building
on
the
not
just
the
practices
is
not
just
about
making
coherence,
but
it's
about
making
quality
building
quality
within
our
elementary
grades
as
well
leading
up
to
those
third
fourth
grade
years,
where
standardized
testing
starts
to
become
more
nuanced
in
a
different
way,
and
so
just
wanted
to
name
that
for
the
school
board.
A
All
right
any
other
comments
from
board
members.
So
if
not
superintendent
rodney
wanted
to
to
wrap
up
the
session.
P
Yeah,
just
first
of
all,
it's
so
exciting
and
I
think
in
the
presentation
it
was
mentioned
through
the
video.
You
saw
some
of
the
key
partners
there
and
I
just
cannot
say
we
talked
about
the
board,
whoever
ever
thought
that
a
k-12
board
would
be
spending
an
hour
and
a
half
of
their
board
time.
Talking
about
early
learning.
Karen
was
with
me
and
karen,
and
I
were
on
the
team
that
met
with
senator
hass
when
we
did
full
day
kindergarten
just
to
get
full
day
kindergarten,
and
so
I
don't.
P
I
just
want
to
make
sure
that
the
board
knows
this
would
not
happen
without
you.
We
are
making
some
very
difficult
financial
decisions
and
they
are
around
equity.
They
are
around
doing
the
best
for
our
most
vulnerable
and
marginalized
students,
and
it
would
not
happen
without
this
board.
I
can
tell
you
I've
been
there.
I've
done
it
and
tried
to
do
it
in
other
districts,
and
the
board
should
really
be
proud
of
what
you've
done.
Where
you
put
your
stance
in
this,
so
we
talk
about
equity.
P
If
you
can
think
about
it,
some
of
our
first
some
of
these
children's
first
interaction
with
our
school
system,
and
we
talk
about
bias,
anti-bias
anti-racist
that
teacher
and
what
we're
doing
and
stuben's
and
professional
development.
That's
going
on
to
talk
about
that
to
engage
our
students
at
a
very
early
age
on
anti-bias
anti-racist
work
is,
is
going
to
pay
long-term
dividends
for
both
not
only
those
children
but
the
families.
P
P
What
they've
done
I
mean
this
is
not
easy
work
and
then,
finally,
I
just
wanna-
I
I
hope
board
members
heard
kayla
talked
about
it.
P
She
talked
about
these
students
who
are
coming
from
the
early
intervention
program,
so
these
are
students
zero
to
five
who
either
have
a
learning,
disability,
a
physical
disability,
some
sort
of
disability,
and
we
see
60
70
of
these
students
a
year
and
in
the
past,
if
they
have
not
been
engaged
in
some
sort
of
early
childhood
education,
quality,
early
childhood
education,
these
students
are
going
into
specialized
programs
and
for
the
most
part,
their
lives
are
beginning
to
be
tracked
throughout
the
k-12
and
when
you
are
starting
to
have
the
majority
of
these
students
now
being
able
to
be
included
into
the
regular
classroom,
you're
changing
those
lives
and
the
other
things
so
we're
talking
about
special
education,
but
also-
and
I
and
I
know
the
children's
institute-
if
we
had
time-
would
talk
about
what
it
does
for
these
students
in
the
area
of
language
development
also,
and
especially
in
beaverton,
where
we
speak
so
many
different
languages,
it's
really
helping
them
out
and
then
the
children's
institute.
P
I
just
want
folks
to
know
you
got
the
dream
team
in
front
of
you
right
here
I
mean
the
dream
team
and
what
karen
mentioned
is
so
important
about.
How
do
we
bring
the
early
childhood
education
world
in
with
the
k-12
world?
And
when
I
look
around-
and
I
see
aaron
and
marina
and
subin,
and
karen
twain
and
others
here
they
have
done
the
work
and
a
lot
of
them
have
done
work
in
the
k-12,
but
they've
done
the
work
in
the
early
childhood.
P
It
is
truly
the
dream
team-
and
I
guess,
what's
sad,
is
that
you
know
every
school
district
in
oregon
couldn't
be
working
with
the
dream
team
because
I
really
believe
it
is.
It
can
be
the
game
changer
for
education,
whether
it's
about
especially,
if
it's
about
equity,
it
is
the
game
changer.
You
heard
the
you
know
zero
to
five,
that's
where
we
should
be
putting
all
of
our
money.
That
is
really
where
we
should
be
prioritizing,
but
yet
we
don't-
and
it's
hard
to
so
just
thank
you.
P
Thank
you
to
all,
but
really
a
shout
out
to
the
board
for
having
the
courage
to
do
this,
because
I
I
look
at
leanne
leanne
what
the
oregon
school
boards
association's
done,
with
advocacy
for
early
childhood
now,
and
I
know
that
there
are
some
board
members
on
this
board
who
have
been
key
and
instrumental
in
in
getting
that
done,
and
other
districts
look
to
beaverton.
So
everybody
wants
to
do,
but
you
know
what
we've
done
in
this
short
amount
of
time
it
used
to
be.
P
You
know
we're
trying
to
catch
up
well
now
other
people
are
trying
to
catch
up
with
that
and
that's
because
of
our
teachers,
our
administrators
ptosis
and
our
director
kayla
you've
come
in
and
just
taken
off
and
it's
hard
work
and
finally,
if
you're
a
leader,
if
you're,
really
a
leader
at
the
elementary
school,
if
you
don't
want
to
take
the
time
to
learn
about
early
childhood
education,
you're
not
going
to
be
an
effective
leader,
you
cannot
be
an
effective
leader
today.
So
thank
you
to
all.
A
All
right
well,
thank
you
very
much
and
board.
I
think
we're
reminded
why
we
hired
this
guy,
so
his
passion
is
our
passion.
So
thank
you
so
much
for
and.
B
A
You
folks
from
children's
institute
and
kayla
jen,
thank
you
for
joining
us
with
our
work
session
and
and
giving
us
so
much
important
information.
So
we
appreciate
it
so
we'll
look
forward
to
the
next
one.
Thank
you
and
for
the
record,
I
want
everyone
to
know
that
board
member
donald
timchuk
has
done.
A
That
donna
has
joined
us
so
with
that,
I'm
going
to
turn
it
over
to
deputy
superintendent
carl
mead
to
take
us
on
the
next
part
of
strategic
plan
and
reports.
Q
All
right
good
afternoon,
everyone,
it's
a
pleasure
to
see
everybody
and
thank
you.
So
we
can
go
ahead
and
have
our
ops
team
go
ahead
and
turn
their
cameras
on
now.
I
believe
we've
got
everybody
in
the
waiting
room
with
the
exception
of
steve
sparks
and
he
will
hopefully
be
joining
us
by
4
30..
He
had
a
conflict
that
he
absolutely
needed
to
take
care
of,
and
I
completely
understood
that
so
he
will
be
joining
us
so
on
with
us
today,
you're
very
familiar
with
this
team.
Q
We
have
josh
gamez
matt
lichtenfels,
we've
got
aaron
boyle
nathan,
potter,
steve
sparks
charity,
charity,
rawls,
rick,
puente
and
craig
bieber,
and
in
a
similar
fashion,
to
how
we've
conducted
this
in
the
past,
we
have,
as
this
board
always
does
reads
our
materials.
So
you've
got
the
full
background
of
information
that
this
team
has
provided
to
you.
They
are
going
to
just
simply
take
a
couple
of
minutes,
each
person
and
around
ramen
just
to
give
a
quick
update.
If
there's
an
update
to
the
report
or
some
other
brief
information.
Q
That
will
add,
be
a
value
add
to
this
conversation
today.
They
will
add
that
piece
in
and
then
once
that
is
done,
we
will
circle
back
with
the
board,
and
this
will
be
an
opportunity,
as
we've
done
in
the
past,
an
opportunity
just
for
the
board
to
have
an
exchange
with
them.
Ask
questions
inquiries
to
delve
deeper
and
again
to
strive
to
keep
the
agenda
as
short
as
possible
for
becky
it's
this
is,
would
be
a
miracle
for
us.
You
have
several
other
topics
ahead
of
you,
but
this
has
been
a
challenging
year.
Q
Q
So
with
that,
even
though
the
schools
were
closed,
we
had
a
lot
of
work
to
do
in
terms
of
caring
for
our
facilities,
making
sure
that
our
facilities
were
kept
safe.
As
you
have
certainly
seen
reports
over
the
last
several
months,
vandalism
has
increased
over
time,
so
we've
been
strategic
in
how
we
actually
move
forward
with
supporting
our
schools
and
making
sure
that
we
are
doing
everything
necessary
to
make
sure
that
they're
well
protected.
Q
Q
As
I
said,
there
were
the
reports
that
you
have
read
this
in
preparation
for
this
evening,
a
lot
of
great
information
there.
They
have
made
sure
to
try
to
capture
as
much
as
I
possibly
could,
but
I
promise
you,
you
will
remember
things
over
the
course
of
the
last
year.
That
they'll
say
oh
shoot.
I
probably
should
have
remembered
to
put
that
in
my
report,
and
this
is
a
great
opportunity
for
that
exchange
and
conversation
and,
as
I
said,
while
challenging
this
work
has
been
outstanding.
Q
I
look
to
this
team
on
a
daily
basis.
They
are
amazing
professionals,
their
leadership
in
helping
to
keep
our
district
going
and
moving
forward
on
an
operations
and
support
services.
Side
has
been
outstanding,
they're
a
stellar
group
of
individuals
to
to
work
with
they
keep
me
honest
if
nothing
else
through
a
great
sense
of
humor,
and
I
very
much
appreciate
them
every
single
day
so
with
that
josh.
If
you
want
to
go
ahead
and
take
it
away,
we'll
start
there
and
then
just
for
what.
Q
If
you
have
in
front
of
you,
the
agenda
in
terms
of
those
presenting
this
evening,
we'll
just
go
in
the
ordering,
which
was
on
the
board
agenda
just
for
ease
for
everyone,
and
I
don't
need
to
continue
to
come
back
back
and
forth.
So
thank
you.
Q
We
can
wait
till
we're
totally
done
because
we're
going
to
only
take
about
a
minute
and
a
half
to
two
minutes
per
person
to
go
through
right
now,
and
then
we
can
circle
back
and
we
typically
find
that
board
members
have
five
or
six,
if
not
a
dozen
questions,
for
that
one
individual
to
kind
of
go
in
tandem
and
it
works
nicely
in
that
fashion.
Okay,
perfect
thank.
R
You
all
right
good
afternoon,
chair
tim
check,
board
members,
josh
gomez,
chief
facilities
officer
and
before
we
turn
it
over
to
matt,
aaron
and
nathan.
R
For
for
their
specific
reports,
I
wanted
to
cover
some
highlights
and
I
want
to
start
with
some
accomplishments
since
our
last
report-
and
I
can
sum
up
the
accomplishments
in
three
areas.
So
for
the
first
one
collaboration
and
the
second
one
I'll
cover
will
be
new
supervisor
hires
and
then
the
last
one
will
be
exercising
emergency
management.
R
So
starting
with
collaboration,
we
worked
with
risk
management
yeah.
I
think
you
all
know.
Carl
greenland
works
with
the
risk
management
team
and
we
work
with
public
safety
to
develop
a
process
where
we
used.
R
We
prioritize
safety
matters
as
they
relate
to
our
facilities,
so
we
leaned
on
a
tool
called
a
risk
assessment
matrix
as
a
guide
and
that's
pretty
common
in
our
industry
in
many
industries
out
there,
where
we
prioritize
our
efforts,
prioritize
labor,
we
prioritize
our
resources,
our
funding
resources
and
we,
the
group
developed
a
safety
assessment
category
and
we
applied
that
to
our
work
orders
to
our
work
order
system.
I
thought
that
was
a
very
collaborative
effort,
something
that
we
didn't
have
before
in
the
district.
R
So
if
the
school
you
know
they
submit
a
work
order,
we
can
then
tie
it
to
a
priority
and
and
taking
that
forward,
we
have
different
categories,
whether
it's
a
critical
category,
serious
category
moderate,
but
along
with
that,
how
long
it'll
take
to
remediate
those
work,
orders,
and
so
we've
developed
that
through
that
partnership
and
collaboration-
and
I'm
very
excited
about
that
second
thing:
a
second
accomplishment
I'll
talk
about
new
supervisor
hires,
we
had
two
great
hires
in
our
supervisor
positions
and
you
may
not
be
aware
of
them.
R
First,
we
had
lawrence
gillespie
enter
our
maintenance
supervisor
position.
Lawrence
is
not
a
stranger
to
to
be
region.
School
district,
he
was
assistant,
principal
educator,
conestoga
middle
school
having
him
over
as
a
maintenance
supervisor
has
given
us
that
school
perspective,
which
we
get
from
other
administrators,
but
having
him
in
that
key
position
really
helps
us.
So
I
just
wanted
to
give
a
recognition
to
lawrence,
and
then
we
also
hired
from
the
aurora
public
school
system.
We
hired
chad
lawrence,
so
we
have
lawrence
gillespie.
R
We
have
chad
lawrence,
so
two
lawrences,
but
chad
came
in
from
from
colorado
where
he
served
as
a
custodial
supervisor
and
having
chad
as
our
overall
lead
for
that
custodial
supervisor
has
just
been
a
great
great
thing
for
the
maintenance
and
custodial
department
and
then
last
definitely
he's
not
a
new
hire
but
aaron.
I
just
want
to
recognize
aaron
boyle
as
our
obviously
with
our
facilities,
development
team.
R
The
current
bond
is
moving
in
the
right
direction,
we're
looking
for
ways
to
spend
our
program
reserve
and
that's
a
great
problem
to
have
when
you're
looking
for
ways
to
spend
your
program
reserve
so
kudos
to
aaron
and
also
aaron's
leadership,
and
his
his
experience
in
this
current
bond
is
very
helpful
for
the
next
bond,
as
we
put
together.
That
plan
he's
been
here
from
the
beginning
and
he
can
he
can
put
those
experiences
to
the
next
bond.
R
The
last
accomplishment
I'll
talk
about
is
exercising
emergency
management.
As
you're
aware
of
the
district,
we
stood
up
an
emergency
management
team.
We
had
to
deal
with
covid
deal
with
all
the
changes
in
safety
and
procedures
that
were
happening
for
me
personally.
Learning
more
about
tnl
has
been
great
leaning
on
the
executives,
leaning
on
hr,
leading
our
communications
department
and
district
nurses.
R
We
continue
to
learn
as
we
work
together,
but
that
has
been
a
very
positive
experience
and
I'm
confident
that
the
district
can
can
work
together
in
our
ability
to
respond
to
any
emergency
situation,
and
that's
just
been
a
great
learning
experience
two
quick
areas
for
improvement:
communication
with
schools.
R
You
know
we
have
the
54
schools
and
having
to
communicate
with
them
from
a
district
level.
We
have
custodial
form
in
our
school,
but
but
being
able
to
give
them
the
district
perspective
about
funding
and
about
priorities.
I
think
is
needed
and
we
need
to
continue
to
work
on
that
communication
with
them
as
we
as
we
move
forward
and
then
the
last
thing
is:
we've
had
a
lot
of
general
fund
reductions.
You
saw
that
nathan
potter's
report.
R
We
have
taken
up
close
to
3
million
for
this
school
year
alone
and
we're
we're
willing
and
ready
to
do
that.
But
there
there's
a
need
to
tom.
You
mentioned
you
know,
effectiveness,
efficiency,
so
looking
at
that,
because
we're
dealing
with
these
reductions
so
with
that
school
board.
Thank
you
for
your
continued
support.
I'm
going
to
turn
it
over
to
matt
for
energy
and
resource
and
we're
very
fortunate
to
have
matt
he's
very
detailed
report,
analysis
and
I'll.
Let
matt
cover
that
for
you
so
matt
over
to
you.
S
Thank
you.
Thank
you
for
your
time
today,
I'm
the
energy
manager
for
the
for
this
program,
and
I
just
wanted
to
say
our
department.
You
know
we.
We
continue
to
work
with
our
mission
to
deliver
high
return,
higher
high
high
return,
energy
efficiency
upgrades
to
all
bsd
facilities
through
our
sb
1149
program,
funding
and
energy
trust
of
oregon
incentives.
S
S
As
a
result
of
these
projects,
we
have
saved
from
the
utility
usage
side
about
ninety
seven
thousand
dollars
just
this
year
and
total
since
bonds
start
about
three
hundred
and
seventy
thousand
dollars
in
terms
of
building
portfolio
energy
performance
and
how
we've
been
operating.
You
know
this
has
been
a
really
unique
year
since
the
you
know,
because
of
the
early
shutdown,
our
primary
energy
performance
indicator
or
energy
use
index.
S
S
S
We
are
working
towards
finalizing
a
water
policy
and
an
accompanied
ar
hopefully
in
the
next
few
months,
so
that
we
can
solidify
our
water
conservation
narrative,
but
it
it
may
not
be
enough.
Water
is
about
a
third
of
our
annual
utility
spend
and
we
don't,
at
this
point,
have
any
operating
budget
for
water,
conserving
equipment.
S
We
could
realize
double
digit
rate
increases
due
to
fresh
air
and
hvac
run
time
run
times
increasing
across
all
of
our
buildings,
but
we'll
our
department
will
monitor
closely
and
will
reduce
where
we
can
and
provide
monthly
updates
operation
and
maintenance
have
a
direct
and
immediate
impact
at
sustaining
our
level
of
energy
usage.
S
The
I
would
say
most
of
the
savings
we
realize
in
early
shutdown
is
a
direct
result
of
the
of
the
work
the
hvac
department
did
to
modify
hvac
schedules.
That's
where
most
of
that
money
has
has
come
from
from
their
efforts.
So
maintaining
those
department,
staffing
levels,
is
absolutely
critical
in
in
maintaining
and
reducing
energy
use
and
keeping
equipment
operating
as
it
should.
M
Okay,
I
think
I'm
next
good
afternoon
I'll,
try
and
keep
it
brief.
Had
a
lot
of
information
in
my
report,
a
lot
of
successes
and
some
challenges.
The
one
big
impression
I'd
like
to
leave
you
all
with,
though,
is
that
the
bond
program
is
in
really
good
shape,
feel
really
good
about
things.
M
M
Probably
the
biggest
risk
that
we
have
remaining
is
with
respect
to
these.
It's
a
big
pot
of
money.
We
have
it's
called
the
district
wide
repair
project,
so
I
think
roofing
and
hvac
those
those
become
pretty
challenging.
I
I
feel
very
comfortable
we'll
be
able
to
complete
them
within
the.
M
One
of
one
of
the
reasons
why
they're
challenging
is
one
thing
I'm
really
passionate
about
is
like
life
cycle
planning
for
our
buildings
and
we've
left
towards
the
end
of
the
bond,
a
lot
of
projects
and
really
old,
aging
facilities,
so
think
you
know,
I
think,
a
roof
replacement
on
like
a
hundred
year
building
and
it
concerns
me
or
it's
challenging
to
make
decisions
about
how
we
prioritize
those
projects
on
those
type
of
buildings,
and
so
looking
forward
really
glad
that
we
have
the
information
from
the
facilities,
condition
assessment
in
front
of
us,
and
it
can
help
us
make
those
decisions
really
looking
forward
to
incorporating
some
of
that
long-range
planning
into
the
next
bond
measure
really
excited
about
the
opportunity
to
go
out
for
another
bond
soon.
M
T
All
right,
I
think
it's
my
turn
following
aaron
nathan,
potter,
maintenance
and
custodial
just
building
on
some
of
what
josh
had
shared
just
the
context
of
it.
We
were
able,
with
the
chad
lawrence's
arrival
to
actually
functionally
realign
our
department,
and
that
was
one
of
our
biggest
events.
T
T
Just
in
context
is
when
you
have
a
water
main
break,
it's
very
quick
for
us
to
come
in
and
repair
the
water
line,
but
the
buildback
usually
takes
a
lot
more
time
because
of
either
needing
materials
contractors
of
the
like
the
problem
that
created
for
us,
it
meant
our
work
order
started
to
age,
even
though
the
emergency
was
addressed.
Now
we
have
very
old
work
orders
that
are
taking
time
for
us
to
complete
this
work,
order.
T
Kovit
kovit
has
been
a
a
a
massive
evolution
for
our
department,
from
the
acquisition
of
electrostatic
disinfection
equipment
to
plexiglas
barriers
to
cleaning
supplies
and
stockpiling,
necessary
cleaning
and
disinfection
supplies,
so
that
we
can
try
and
minimize
the
turbulence
of
the
supply
chains
that
are
out
there
working
through
protecting
our
workforce
having
our
workforce
decisively
engaged
in
the
building,
as
covid
calls
comes
in
from
the
counties
and
then
trying
to
contact
trace
that,
and
then
also
that
optimization
of
the
hvac
system
that
matt
talked
about.
T
T
It
will
impact
how
we
deliver
customer
services
and
sometimes
having
to
manage
our
customers
expectation
on
the
time
it
takes
us
to
accomplish
things
it
and
then
the
biggest
piece
looking
forward
is
a
risk
is
wanting
to
develop
a
preventive
maintenance
program.
This
will
help
us
relieve
repair
costs
and
ongoing
challenges
of
when
it
comes
time
to
fixing
something.
T
If
we
can
get
to
it
beforehand,
with
filters
belts,
lubrication
alike
and
actually
prevent
that
system
from
breaking
a
true
testament
to
the
maintenance
team
is
they
have
extended
the
operational
lives
of
a
lot
of
our
equipment?
Long
past,
it
should
have
been
replaced,
systemic
systemically
the
challenge
there
is,
I
think,
in
erin
alluded
to
in
the
fca.
We've
identified
a
massive
body
of
work
coming
at
us
of
just
routine
life
cycle
replacement
and
that's
a
challenge
looking
forward
pending
your
questions
at
the
end,
I'm
more
than
happy
to
take
it.
U
So
I
understand
I'm
next
I
apologize
for
being
late.
The
long-range
planning
section
is
continuing
to
plug
away
on
several
different
fronts,
not
the
least
of
which
is
the
middle
school
boundary
adjustment
process.
Our
last
meeting
with
the
advisory
committee
will
be
this
thursday,
where
we
will
have
a
recommendation
to
forward
to
superintendent
grotting.
U
We
are
also
plugging
away
on
the
long
range
facilities
plan.
The
consultant
team
is
out
working
on
this.
We
are
looking
to
have
a
focus
group
meeting
with
about
our
focus
group,
we're
I'm
still
recruiting
a
few
people
and
we're
going
to
be
about
10
12
people
for
in
size
for
that
matt.
We're
targeting
a
meeting
in
the
second
week
of
november.
U
For
that
group
facility,
use
is
still
kind
of
temp
down
with
we're,
obviously
not
opening
up
the
buildings
for
rentals
and
things
like
that,
but
we
are
dealing
with
people
who
are
on
the
on
the
grounds
who
are
trying
to
run
their
businesses
on
the
grounds
and
we're
trying
to
get
in
front
of
that
and
address
that
the
state
has
issued
guidance
for
outdoor
recreation
and
so
we're
trying
to
balance
not
only
that
guidance,
but
also
what's
right
for
the
district
when
it
comes
to
you
know
having
people
on
the
properties.
U
Those
are
perhaps
the
top
three
things
that
are
going
on
with
long-range
planning.
I
do
want
to
call
out
robert
mccracken,
while
I
have
you
here,
he
has
been
working
and
doing
some
excellent,
excellent
work
in
doing
projections
and
monitoring
our
enrollments
and
trying
to
compare
that
to
where
we
were
in
prior
years.
I
think
he's
done
excellent
work.
U
The
numbers
are
not
encouraging
and
necessarily
something
we
want
to
see,
but
through
his
work
we
have
been
able
to
be
ahead
of
that
information
so
that
our
business
office
and
teaching
and
learning
are
able
to
plan.
You
know
weeks,
if
not
months
ahead
on,
you
know
where
our
enrollment
is
and
has
been
heading.
So
with
that
I'll
be
glad
to
answer
any
questions
that
you
may
have.
V
Hello
charity
rawls
with
the
nutrition
services,
so
I
just
wanted
to
highlight
a
few
things
one
just
I
really
wanted
to
make
sure
I
gave
some
recognition
to
the
front
line
staff
in
our
schools.
Who've
been
working
since
the
closure
in
march
through
the
entire
closure,
so
the
great
work
that
those
frontline
essential
workers
have
been
doing
for
us
in
nutrition
services
they've
been
extremely
flexible
as
we've
pivoted
and
pivoted
again,
and
I
hate
that
word
now,
because
we
do
it
so
much.
V
But
they've
been
really
appreciative
through
all
the
changes
that
we've
had
and
really
also
to
recognize
the
team
in
my
central
office
who
really
worked
on
all
the
planning
and
the
organizing
and
developing
everything
so
that
we
could
make
sure
that
those
site
staff
have
the
tools
they
need
to
be
able
to
feed
kids
as
best
we
can
so
just
to
kind
of
walk
people
back.
V
We
started
from
doing
a
closure
of
seven
days
to
now
it's
been
since
march,
and
we
started
with
just
a
few
schools
serving
curbside
and
now
serving
at
33
schools.
Bus
stops
and
then
also
starting
home
deliveries.
So
we're
working
on
all
the
different
ways
that
we
can
get
food
to
kids
and,
to
that
end,
just
a
couple
things
we're
working
on
and
we'll
be
focusing
on
again
is
that
expanded
services
where
we
can
so
we
started
supper
program
meals.
V
V
So
we're
trying
to
work
with
some
of
our
partners
on
enrichment
activities
to
send
out
with
those
and
add
some
supplemental
activities
for
kids
to
do
working
with
the
library
working
with
the
dairy
council
or
osu
extension
on
some
of
those
things
we
are
starting
home.
Deliveries,
as
I
said,
is
another
way
to
reach
our
severe
need
families
who
might
not
be
able
to
have
transportation
or
are
unable
to
leave
the
home
to
come
and
access
meals.
V
Is
that
looking
at
all
of
our
costs
and
how
we
can
reduce
our
costs,
as
well
as
expanding
our
services,
to
get
more
reimbursement,
so
all
areas
of
that
commodity
foods
we're
trying
to
utilize
those
as
best
we
can
farm
to
school
funds
that
we
have
all
of
those
different
programs
and
one
little
update
I
did
want
to
add
that
you've
probably
heard
about
is
that
the
usda
did
extend
the
waivers
under
sfsp
and
cacfp,
so
we'll
be
able
to
continue
to
serve
all
students
free
for
breakfast
and
lunch
as
well
as
supper
and
that's
through
the
end
of
june.
V
I
still
have
some
questions
for
ode
and
how
that
will
roll
out
for
non-area
eligible
locations.
So
our
current
schools
that
aren't
running
right
now
aren't
area
eligible
and
that's
part
of
why
they
aren't
running
right
now.
So
we'll
get
some
clarification
from
ode
on
what
we'll
be
able
to
do
if
we
come
back
into
a
hybrid
model
with
those
schools.
W
Good
afternoon
board
rick
puente
with
the
public
safety
department.
First
of
all,
thank
you
very
much
for
the
board's
support
throughout
this
past
year
and
your
mindfulness
of
the
safety
and
security
aspects
of
our
district,
as
you
can
imagine,
being
a
a
reactive
entity
within
the
district
there's
a
lot
of
you
don't
see
us
in
action
until
stuff
happens,
and
so
we're
just
proud
to
continue
to
be
a
an
important
role
within
the
district.
W
But
with
that,
I
think
that
one
of
the
things
that
I
want
to
share
with
the
board
is
you
know:
gold
is
refined
by
fire
and
I
think
coven
19,
the
beaverton
high
school
fire,
the
budget
situation
and
all
these
things
really
has
caused
us
to
look
at
our
process
and
define
us
and
look
at
the
importance
of
the
partners
that
we
work
with
within
our
district
and
so,
and
I
think
that's
one
of
the
things
that
in
public
safety
this
last
year,
I
have
really
strived
to
reach
out
in
the
midst
of
covid.
W
We've
been
doing
some
things
internally
right
now
we
at
the
beginning
of
the
year
we
submitted
a
reclassification
for
our
staff.
There's
five
staff
members
in
public
safety
that
serve
the
district
as
a
whole
in
the
office
and
so
for
a
district.
Our
size
there's
a
lot
of
needs
there,
and
so
we
did
some
reclassification
to
bring
up
our
training
and
certifications
for
our
staff.
W
With
that,
it's
been
an
honor
because
we
have
been
recognized
by
other
districts
for
the
work
that
we're
doing
in
regards
to
public
safety
and
some
of
the
procedures
and
process
that
we
have
done
in
partnership
with
our
bond
team
working
with
josh
gammas
and
his
team
aaron
boyle
facilities,
and
so
it
has
been
a
great
working
relationship
there.
Currently,
in
our
district,
we've
deployed
25
campus
supervisors
serving
our
district
right
now,
with
students
not
being
in
class,
sometimes
you
would
say
well,
what's
the
need
for
campus
supervisors?
W
Unfortunately,
I
believe,
as
carl
had
mentioned
earlier,
we
have
seen
an
increase
in
our
graffiti
and
vandalism
and
just
other
suspicious
activities
around
our
buildings,
trespassing
factors.
I
think
the
most
recent
was
having
students
ride
bicycles
on
top
of
our
roofs,
which
is
something
we're
trying
to
address
and
so
having
some
extra
set
of
eyes
deploying
our
campus
supervisors
to
try
to
prevent
some
of
these
behaviors
is
actually
working
in
our
favor.
W
So
we
continue
to
support
our
district
to
ensure
that
our
our
students
and
staff
are
are
safe,
but
also
right
now
our
facilities
and
schools.
W
Earlier
this
year,
we
also
with
the
challenges
we
were
able
to
work
with
safe
routes
to
school,
to
reassess
our
crossing
guards
and
really
take
a
look
at
the
needs
of
how
to
ensure
the
safety
of
our
students.
Unfortunately,
covet
happened
right
as
we
were
finishing
off
with
this
project,
so
we
continued
and
we
completed
it,
and
it
allowed
us
to
really
take
a
look
at
our
crossing
guard
positions
and
sites
to
really
ensure
that
we
are
using
our
resources
to
their
fullest
potential,
where
they're
most
needed
and-
and
as
I
mentioned.
W
Unfortunately,
we
weren't
able
to
roll
that
out,
because
students
are
not
in
school
at
this
time,
but
we
have
a
plan
for
when
they
do
come
back
and
so
a
shout
out
to
safe
routes
to
school
transportation
and
all
those
that
are
that
join
us
at
that
table.
Sros
right
now,
we
continue
to
be
in
discussions
about
the
status
of
our
sros.
W
W
Unfortunately,
in
the
last
couple
of
weeks,
we
have
seen
quite
the
increase
in
our
child
abuse
reports,
some
teen
suicide
assessments,
as
well
as
other
concerns
that
they
take
a
look
at
so
I
we
are
grateful
because
they've
been
able
to
support
our
school
administrators
in
addressing
some
of
these
issues
that
have
come
up
through
public
safety.
W
Currently,
public
safety
is
working
on
several
projects:
the
security
camera
projects
that
is
going
across
the
district
working
with
again
facilities
in
the
bond
team
and
and
that's
making
some
progress
along
with
our
fire
intrusion,
burglary
system
being
separated,
which
will
create
our
systems
in
our
district
to
be
more
applicable
in
in
meeting
the
needs
of
our
buildings
individually
and
and
also
our
response
for
when
an
emergency
arises.
W
The
only
other
thing
that
I'd
like
to
mention
from
public
safety
is,
I
know
that
we
have
been
looking
at
some
of
our
emergency
response
with
the
ball
peak
fire
evacuation.
It
really
caused
us
to
take
a
look
at
our
emergency
operations,
the
need,
prior
to
our
paul
jewell.
Coming
to
the
district,
we
were
working
with
ashley
mcconnell
about
further
training,
fema
training
and
what
that
would
look
like
at
the
district
level
going
through
the
ball
fee.
W
W
How
do
we
develop
that
within
our
district
and
then
one
other
change
that
has
come
to
our
attention
was
a
few
months
ago
the
I
love
you
guys
foundation,
if
you
recall
they're
the
ones
that
establish
the
standard
response
protocol,
they
put
out
a
notice
that
they
have
updated
their
standard
response,
and
so
we
are
currently
looking
at
what
that
would
look
like
and
how
that
would
impact
our
district
they're
moving
slowly
away
from
the
lockdown
lock
out
into
a
hold,
secure,
lockdown,
and
so
we
as
a
district
are
taking
a
look
from
public
safety,
along
with
risk
and
other
departments
to
see
what
that
would
look
like
as
we
roll
that
out
right
now,
with
no
students
in
school,
we
have
a
little
time
to
really
fine-tune
those
plans
and
so
a
lot
going
on
behind
the
scenes.
W
But
we
cannot
do
it
without
our
all
our
departments
that
support
us
and
so
again
a
shout
out
to
all.
As
carl
mentioned,
I
mean
there's
several
of
us
in
this
group
operations
that
really
make
it
happen,
and
so
you
know
someone
has
to
carry
josh
gamez
and
his
team
and
so
we're
more
than
glad
to
do
that
here
in
public
safety.
Sorry
josh.
W
X
Sorry
about
that
hi
good
evening,
I'm
craig
beaver
with
the
transportation
department.
First
of
all,
I'd
like
to
thank
the
board
and
superintendent
grotting
for
your
continued
support
for
the
drive
for
our
drivers,
our
department.
We
very
much
appreciate
it,
and
I
too
would
like
to
draw
the
board's
attention
to
the
great
work
my
supervisors
continue
to
do.
Have
them
continue
to
do,
there's
three
operations,
supervisor
advisors
and
a
transportation,
maintenance
supervisor,
they've
done
great
work
and
quickly
quick
responses
to
needs
the
merging
needs
at
schools
and
other
areas
through
covid.
X
X
We
still,
even
though
we're
in
shut
down
the
300
or
so
drivers
still
have
to
get
eight
to
ten
hours
of
training
every
year
in
order
to
maintain
their
certificates,
as
well
as
managing
bus,
cleaning
and
seat
repair
groups
for
those
drivers
who
aren't
driving
routes
or
are
performing
those
services
on
about
on
the
300
or
so
buses
that
we
have
also
special
education
assessments
are
beginning,
starting
next
week,
where
kids
we're
going
to
be
bringing
kids
into
the
capital
center
for
assessments
for
ieps
and
then.
X
Lastly,
early
childhood
learning
through
the
northwest
regional
district
is
beginning
starting
next
week,
we're
transporting
some
kids
for
early
learning.
So
those
are
some
of
the
the
things
that
are
ongoing
and
we've
also
done
those
in
over
the
last
year
as
well.
So
I
wanted
to
make
sure
that
we
brought
that
to
the
board's
attention.
The
really
about
three
areas
that
you
saw
through
the
report.
There's
really
three
areas
that
we
wanted
to
talk
about,
number
one
always
has
been
and
always
will
be,
is
hiring
and
retention
of
of
drivers.
X
As
you
saw
in
the
report
again,
we
had
a
net
loss
of
four
drivers
of
last
year,
but
since
july
1st,
through
this
week,
we've
lost
a
dozen
already
and
the
majority
of
those
have
been
to
retirement
people
that
may
have
may
have
put
it
off
with
earlier,
but
because
of
kova
they're
just
deciding
to
do
it.
The
good
news
to
that,
though,
however,
is
that
we
have
continued.
As
I
mentioned,
a
robust
hiring
and
training
program.
X
We
have
added
11
people
since
july
1st,
so
that's
good,
we're
only
down
in
net
five.
We
continue
to
hire
and
train
for
the
day
when
we
either
have
limited
and
limited
in-person
instruction
or
the
highway.
You
come
back
to
the
hybrid,
the.
X
That
is
really
something
at
the
top
of
our
list
is
with
respect
to
equity,
right
after
the
george
floyd
george
floyd
death,
some
of
my
people,
a
couple
of
my
people,
came
to
me
and
wanted
to
embrace
that
and
and
do
something
about
it
and
they
created
a
racial
equity
team
on
that
team.
X
It
has
three
individuals
on
it:
a
african-american,
a
hispanic
american
and
a
caucasian
young
lady,
and
they
have
taken
and
they've
really
really
taken
off,
and
this
was
prior
to
the
district's
rollout
and
we're
very,
very
proud
of
them.
Today,
they've
completed
a
department-wide
survey,
kind
of
taking
the
pulse
on
where
people
with
people's
understanding
of
of
racial
equity
means
and
how
comfortable
getting
a
taste
for
how
comfortable
people
are
discussing
those
type
of
things.
X
So
our
next
step
is
to
begin
to
implement
discussions
based
around
that,
and
so
we've
been
working
with
the
inclusion
department
on
how
best
to
do
that
very
challenging
right
now
because
of
the
remote
situation
and
that's
why
we
why
I
haven't
implemented
it
already.
If
we've
been
in
person,
we
would
have
started
with
small
focus
groups
and
things
like
that.
X
A
little
bit
more
difficult-
and
I
want
to
I
want
to
make
sure
that
we
implement
this
the
right
way,
but
that
is
an
excuse
for
pulling
off
we,
we
will
be
getting
started
on
it
this
month
and
then
the
third
area
I
wanted
to
touch
on
was
we
are
behind
the
scenes.
My
routing
team
has
been
six
routers
and
a
routing
coordinator
has
been
hard
at
work,
preparing
potential
routes
for
hybrid
and
limited
in-person
instruction,
so
we
have
about
six
different
scenarios
based
on
what
possibly
can
happen.
X
Excuse
me,
and
especially
with
limited
in-person
instruction,
we
have
a
couple
of
different
scenarios
and
options
so
that
if
that
day
comes,
we
are
in
a
position
with
some
minor
adjustments
to
fire
that
up
fairly
quickly,
so
I'm
very,
very
proud
of
them,
and
again
thank
you
for
supporting
us
and
allowing
us
to
continue
to
move
forward
with
our
our
retention
program.
So
I
believe
I
am
the
last
one,
and
so
again
I
stand
ready
to
answer
any
questions
you
might
have.
Thank
you.
Q
And
becky
with
that,
I
think
the
team
is
ready
for
any
questions
that
our
board
has
for
them.
A
Thank
you
board
I'll,
just
whoever
wants
to
start
you
can
either.
I
can't
see
you
right
now,
so
you
may
have
to
put
something
to
chat.
B
Have
one
question
I'll
throw
one
out
there
I'll
just
oh
go
ahead!
Donna!
Do
you
want
to
go
first,
donna.
Y
B
Yeah
I
was
reading
those
reports
last
couple
days.
They're
really
awesome.
Nice
work
on
all
those
one
question
I
had
like,
maybe
steve
sparks
and
maybe
nathan
is
like
looking
at
the
demographic
information
on
your
long-range
planning
and
and
with
covet,
maybe
being
a
new
normal.
U
Thank
you
for
that
question.
I
don't
want
to
prejudice
the
long-range
facilities
plan
and
what
comes
out
of
that,
but
certainly
the
the
district
is
in
a
there's,
a
new
paradigm
for
the
district.
We
are
not
a
growing
district,
as
we
have
been
for
decades.
U
We
are
a
largely
built
out
community
and
given
the
real
estate
prices,
the
residential
real
estate
prices
in
eastern
washington
county,
we
will
be
pricing
out
younger
families,
so
we
will
be
looking
at
as
a
district.
U
We
have
to
be
looking
at
the
size
and
the
number
of
facilities
that
we
have,
and
is
it
the
right
model
for
delivering
the
service
to
our
community,
and
then
you
couple
that,
with
the
the
facilities
conditions
assessment
that
I'm
sure
aaron
spoke
about
and
as
nathan
can
tell
you
about
the
just
general
maintenance
that
we
have
to
do
it's
an
issue
we
have
to
address
and
it
and
it
is
coming.
I
don't
know
where
it'll
come.
U
I
have
some
suspicions,
but
it
is
a
conversation
that
this
board
and
succeeding
boards
will
have
to
address.
A
So
tom
you
want
to
ask
a
question.
O
Yeah
I
I'll
start
with
a.
I
have
a
couple
questions
about
maintenance,
so
I'm
trying
to
understand
where
we're
at
right
now
are
we
at
a
place
where
our
deferred
maintenance
backlog
is
growing,
whether
we're
at
relative
stasis
or
we're
actually
starting
to
get
ahead
in
reducing
our
deferred
maintenance
backlog.
T
T
I
think
I
think,
as
you
start
moving
forward,
though
looking
at
kovid,
the
work
volume
has
actually
come
down
without
customers
in
the
building.
That
was
the
only
other
point.
T
I
was
really
thinking
in
that
piece,
but
again,
as
you
start
looking
at
that
customer
when
they
are
in
the
building,
there's
an
ocean
of
other
finish
type
work,
they're
continually
wanting
us
to
address,
painting
flooring,
carpeting,
wood
chips,
sidewalks
asphalt,
the
like
and
then
things
that
we've
also
become
aware
of,
and
the
fca
has
helped
us
put
the
information
in
a
specific
place
or
some
of
our
large,
like
playing
surfaces
or
synthetic
turfs
they're
on
a
limited
life
before
they
need
to
be
replaced,
and
a
few
of
them
are
coming
up
on
the
horizon
same
thing
with
our
running
tracks.
T
M
Okay,
I'll
add
on
to
that
real
quick
too.
If
you
don't
mind
yeah,
I
agree
with
nathan
that
it
is
growing,
and
one
kind
of
quick
statistic
I
like
to
give
is
that
in
the
district
we
have
five
and
a
half
million
square
feet
of
buildings,
and
one
kind
of
planning
number
around
building
life
cycles
is
that
a
building
should
last
about
75.
Q
M
Meaning
you
should
replace
it
at
the
end
of
75
years
and
if
you
calculate
you
know
five
and
a
half
million
square
feet
divided
by
75
years.
You
really
should
be
replacing
about
70
000
square
feet
of
building
square
footage
per
year
and
we're
we're
definitely
behind
the
curve
on
that.
This
bond
is
actually
pretty
close,
but
it's
definitely
behind.
O
Thanks,
I
mean
I
think
that
really
highlights
the
importance
of
the
capital
bond
work,
but
I'm
also
thinking
about
your
report,
nathan
and
something
that
I've
seen
in
previous
reports,
which
is
the
need
for
more
frontline
staff
and
for
more
people
in
the
trades
to
be
doing
this
work,
I'm
also
thinking
about
where
we
are
economically
and
that
some
of
the
worst
effects
of
kobit
may
be
yet
to
come.
O
So
when
we're
looking
at
the
next
biennium,
that
puts
us
in
a
really
tough
spot,
because
I
know-
and
I've
seen
this
with
other
municipal
governments,
where
they
get
this
backlog
going
with
their
deferred
maintenance
and
it
eats
their
budget
later
and
suddenly
it's
it's
starting
to
take
away
from
frontline
staff.
You
know
in
our
case
would
be
like
teachers
and
the
operating
budget
and
everything
else.
O
So
my
question
is:
have
you
guys
taken
a
look
at
something
like
a
span
of
control,
audit
or
a
performance
audit
to
see
how
you
might
be
able
to
take
the
resources
you
have
now
and
move
them
to
the
front
line
to
be
able
to
start
turning
that
situation
around?
So
if
you
know,
maybe
we
can't
get
to
a
place
with
our
current
resources
where
we're
decreasing
the
deferred
maintenance
backlog.
But
maybe
we
can,
you
know
through
some
creative
thinking
into
a
place
of
stasis
or
something
like
that.
T
Yes,
I
mean
the
last
formal
report
we
had
done
was
the
district
management
council
report
that
was
produced
in
2017.
I
think,
with
our
departmental
realignment.
We
actually
achieved
one
of
its
one
of
its
efficiencies
that
it
saw
by
actually
putting
under
functional
budgets,
functional
supervisors,
each
of
our
our
business
lines.
T
That
was
one
thing
I
I'd
like
to
think.
We
continually
are
looking
at
our
processes
and
where
we
spend
our
most
money,
an
example
recently
that,
with
the
arrival
of
lawrence
gillespie,
we
got
a
lot
of
traction
under
taking
things
like
sidewalk
replacement
and
repair
in-house,
it's
very
very
expensive.
When
we
attempt
to
contract
that
work
and
an
example
was
again
sunset:
high
school,
we
replaced
about
a
10
foot
section
of
sidewalk.
It
cost
us
close
to
six
thousand
dollars
when
we
just
when
the
montclair
water
line
broke.
T
There
was
about
an
eight
section,
eight
foot
section
of
sidewalk
we
had
to
remove
to
get
to
the
water
line.
We
did
that
repair
in-house
for
about
298
dollars
and
sunk
labor,
so
so
we're
any
place.
We
can
find
the
opportunity
we're
trying
to
make
that
investment
same
thing
with
building
our
portable
siding
replacement.
Re-Roofing.
T
Our
painting
team
is
an
amazing
testament
to
that
frontline
investment
of
our
staff
for
probably
close
to
six
hundred
thousand
dollars
in
labor
and
materials.
We
save
the
district
close
to
three
million
dollars
annually
in
what
it
would
take
to
contract
the
painting
of
seven
buildings,
so
yeah
we're
continually
looking
the
challenges.
Just
with
these
recent
budget
cuts,
we
got
pressed
on
both
sides,
both
manpower
and
non-salary,
and
we
lost
some
equity
funding,
which
is
how
we
solve
this
and
some
other
projects
for
schools.
T
It's
just
a
challenge.
Money
money
directly
correlates
to
customer
service,
the
more
money
we
have
the
more
projects
we
can
do
so
yeah,
but,
like
I
said,
the
whole
team
is
now
fully
invested
in
trying
to
figure
these
opportunities
to
lower
our
costs
and.
Q
Q
Nathan
mentioned
the
the
equity
fund
tom,
and
I
just
want
to
highlight
that
for
a
moment.
Unfortunately,
due
to
the
budget
cuts
this
year,
we
had
to
eliminate
that,
and
that
was
a
fund
we
created
four
years
ago,
when
I
came
into
the
department
and
working
with
title
one:
schools
specifically
where
they
don't
have
the
same
ability
for
fundraising
with
their
ptos
and
the
sort.
We
had
created
a
fund
in
essence
that
helped
to
backfill
and
meet
those
needs
where
they
don't
have
that
level
of
resource.
O
I
appreciate
that,
and
it
sounds
like
you
guys
have
done
some
great
work
on
performance
audit.
One
thing
I
would
just
reiterate,
especially
in
difficult
times,
is
that
span
of
control
piece
can
be
very
important
in
scene
where
you
can
prioritize
onto
the
front
line
and
I'll
just
let
that
hang.
I
want
to
pivot
really
quick
and
ask
charity
a
question
about
nutrition
services
and
just
first
thank
you
for
everything.
O
You're
doing
right
now,
you're
doing
some
of
the
most
important
work
district
and
making
sure
that
our
families
and
students
have
food,
and
we
really
appreciate
all
those
pivots
that
word
you
hate
and
I
hate
it
too
right
now
as
well
and
all
the
wonderful
work
that's
being
done.
Reading
your
report
and
kind
of
threading
through
some
of
the
different
things
that
I
was
reading
in
there
it
looks
like
you
know,
we're
working
to
expand
services
for
our
students,
which
is
excellent,
that's
great.
O
At
the
same
time,
it
looks
like
the
services
we
have
been
providing
have
been
at
a
deficit
right.
So
you
we've
kind
of
gotten
to
the
point
where
we've
that
operating
reserve
you
had
of
about
three
months
of
services
has
been
eaten
up,
and
I
just
wanted
to
highlight
for
the
board,
because
I'm
guessing
this
may
be
coming
our
way
that
there's
probably
going
to
be
a
general
fun
to
ask
within
the
next
year
or
so
to
be
able
to
make
sure
that
you
guys
stay
whole,
which
I
hold
wholeheartedly
support.
V
Yeah,
I
think,
and
like
I
had
mentioned,
you
know
we're
doing
everything
we
can
to
make
sure
that's
as
small
a
gap
as
possible
until
we
can
come
back
to
in
person
and
we're
you
know,
thinking
ahead,
putting
into
place
things
so
that
we
can
build
back
quickly
that
reserve.
You
know
we
have
the
expanded
income
guidelines.
We
have
cep
for
schools.
So
when
we
do
get
kids
back,
we
will
be
able
to
hopefully
be
serving
more
students
and
rebuilding
some
of
that
and
getting
more
reimbursement
for
meals.
O
L
Susan
well,
mine
is
mostly
just
an
overall
thank
you,
for
you
know
everything
that
you've
all
done
to
support
our
schools
and
our
students
throughout
this
like
unbelievable
time.
But
I
do
have
a
question
about
the
furloughs.
Has
they
had
been
in
your
area
more
in
terms
of
people
that
have
been
furloughed.
Q
Yeah,
so
I
would
say,
the
two
departments
that
have
been
hit
the
hardest
are
nutrition
services
and
transportation,
each
of
them
all
of
their
employees
have
taken
two
days.
It's
a
forty
percent
reduction
furlough
in
those
two
departments.
In
the
other
departments,
we've
maintained
our
custodial
workforce
as
well
as
maintenance
staff.
As
that
work
continues
to
go
forward.
You
heard
rick
talk
about
our
campus
supervisors.
There
was
conversation
around
that
initially,
but
given
the
growing
body
of
issues
that
are
happening
in
our
facilities,
we've
repurposed
them
out
there
in
the
field.
Q
L
Then
I
I
also
want
to
acknowledge
your
two
departments,
for
you
know,
do
going
above
and
beyond,
and
then
for
your
staff
to
be
doing
such
amazing
work
and
also
those
that
are
furloughed,
thanking
them
for
their
service
and
how
much
we
appreciate
them.
A
H
Great
report,
thank
you,
everybody.
I
just
have
a
quick
question.
It's
a
general
wondering
when
the
board
will
begin
to
see
the
before
us
about
the
bond
reserves
and
maybe
projects
that
are
going
to
vie
for
those
reserves.
You
don't
have
to
tell
me
a
week
or
a
month,
but
like
is
it
going
to
be
this
year?
Is
it
going
to
be
at
the
latter
half
of
the
year
next
year?
When
are
we
going
to
kind
of
begin
to
see
some
of
that.
M
M
Of
course,
but
right
now
we're
kind
of
in
the
middle
of
closing
out
a
lot
of
projects
from
this
last
summer
and
that'll
return
money
to
the
reserve.
So
I
would
say
next
spring
summer
time
we'll
have
a
a
good
presentation
for
you.
Q
And
leah,
just
as
a
reminder
that
our
bond
doesn't
actually
officially
end
until
june
of
2022,
so
that
would
give
us
or
like
for
us
to
aim
for
spring
earlier
in
the
spring.
So
we
could
get
some
ideas,
get
some
authorization
to
move
forward,
and
then
we've
got
a
year
of
significant
work
ahead
of
us
to
be
able
to
deliver
on
that
for
our
community.
The
other
piece
of
this
is
while
we
may
have
ideas
as
a
staff,
we
have
to
develop
a
process
to
make
sure
we're
soliciting
from
our
community
too.
Q
A
Leanne
any
other
questions.
Okay,
I
don't
see
any
other,
so
I
just
had
a
couple
of
questions
one.
I
just
had
a
question
about
where
we're
tracking,
with
the
aloha
seismic
project
a
little
high
school
seismic
project.
We
haven't
talked
about
that
in
a
while.
I
know
every
time
I
drive
by
there
there's
lots
of
activity
going
on,
so
I
know
they're
busy.
M
Sure
great
question
yeah,
so
the
project
is
substantially
complete
and
that's
sort
of
a
contracting
term.
It
means
they're
complete
enough
that
we
could
use
the
facility
for
school
if
we
need
to
they're
still
wrapping
up
loose
ends
and
getting
things
buttoned
up
and
complete,
but
yeah.
It's
largely
complete
in
great
shape.
A
huge
success,
definitely
in
good
shape,
financially
and
we'll
be
returning
some
money
to
the
bond
program,
but
very
happy
with
the
project.
A
A
But
we
know
we
hear
about
some
child,
so
is:
are
we
not
using
school
dude
for
anything
right
now
and
is
there
no
use
outside
or
inside
just
just?
I
want
just
a
better
understanding
what
our
buildings
are
being
used
for.
Q
Q
This
year
we
do
limit
their
access
to
the
building
between
8
and
4
30
every
day,
and
that's
so
that
we
can
actually
have
our
custodians
go
back
and
do
all
of
the
cleaning
that's
necessary,
as
we
have
to
keep
logs
for
each
of
our
facilities
and
keep
track
of
the
specific
areas
in
which
every
staff
member
gains
access
into.
So
we
can
do
the
appropriate
level
of
cleaning.
So
that's
just
on
the
staff
side.
Obviously,
custodians
are
reporting.
Q
U
Thank
you
for
that
question.
The
outside
use
is
very,
very
limited,
so
we
do
have
child
care
in.
I
believe
three
schools
right
now
that
are
all
day
child
care.
We
do
have
problems
of
field
jumping-
and
you
know
leagues,
just
coming
on
to
the
fields
and
things
like
that
part
of
what
rick's
team
is
helping
us
with
are
people
who
are
coming
on
on
the
school
site
during
the
day,
so
the
7
to
4
30
we're
closed
and
people
are
still
coming
onto
the
property.
U
So
we're
dealing
with
that
the
uses
that
we
are
authorizing
are
kind
of
the
drive-through
uses.
So
clean
water
services
is
we'll,
be
doing
leaf.
U
Pickup
events
at
different
schools
where
people
will
drive
on
you
know,
leave
their
drop
off
their
leaves
and
then
drive
off.
So
it's
really
short
stint
type
of
uses.
U
The
the
long
term
neighborhood
cleanup
in
the
cedar
park
neighborhood
will
continue
where
they
can
bring
in
their
dumpsters
on
a
saturday
morning
and
it'll
be
the
same
kind
of
thing.
People
drive
through
drop
and
leave
type
of
thing,
so
there
are
those
types
of
uses.
Think
of
them
as
we're
learning
from
like
the
covid
testing,
drive
up
type
of
events
that
have
also
gone
on
our
properties,
but
in
terms
of
renting
gyms
for
basketball
or
classrooms,
or
things
like
that.
There's
none
of
that
going
on.
We
are.
R
R
We
are
looking
at
expanding
that
guidance,
so
we
can
allow
for
fundraiser
type
support
and
other
social
type
activities.
We're
talking
about
that
now
and
we're
looking
to
put
that
guidance
out
to
school,
so
they
can
follow
the
safety
protocols
and
they
actually
use
school
dude
to
help
us
inform
the
district
of
what
events
are
occurring.
So
we've
been
able
to
use
school
dude
to
help
give
us
that
that
awareness
of
those
events.
U
And
I
I
apologize,
you
asked
the
question
of
whether
or
not
school
dude
is
being
used
as
josh
said.
Yes,
it
is
being
used.
That's
how
we're
becoming
aware
of
asks-
and
you
know
authorizing
uses
on
the
site
so
that
the
school
and
others
are
aware
that
those
activities
are
going
on.
A
So
can
you
just
explain
a
little
bit
to
me?
The
difference
between
it
seemed
like
we
found
some
kind
of
I'll
use.
The
word
compromise
this
summer
when
folks
wanted,
when
it
was
still
during
the
school
year.
I
know
we
were
keeping
a
very
our
our
facilities
are
closed
and
even
though
people
didn't
recognize
our
grounds,
our
facilities
and
we
were
keeping
that
up,
but
it
seemed
like
during
the
summer
we
kind
of
found
a
compromise
where
people
could
use.
A
U
So
I'll
just
answer
it
from
a
school
deuce
school
dude
perspective
are,
we
are
not
going
after
or
dealing
with
the
people
who
are
walking
the
track
on
a
saturday
morning.
That's
that's
not
a
concern
of
ours.
What
we
do
have
a
concern
of
are
these
organizations,
these
groups
that
will
show
up
at
a
high
school
and
have
an
all-day
soccer
tournament.
That
is,
you
know
it
is
it's
something
on
facebook
or
you
know
wherever
and
these
these
organizations
show
up.
U
That
is
what
we're
dealing
with
and
that's
what
we're
trying
to
explain
as
no.
You
need
to
go
through
school
dude
to
do
that,
but
the
incidental
uses
of
somebody
coming
in
and
on
the
playground.
I
we
we're
not
chasing
people
off
unless
it's
during
the
school
day
and
we've
had
plenty
of
examples
of
that.
Where
you
know
we
we
have
the
it's
a
wednesday
and
or
it's
a
tuesday
people
are,
you
know
at
work.
U
Cdl
is
going
on,
yet
we
have
families
on
the
grounds
and
then
there's
you
know:
meal
pickups,
it's
chaos,
so
we've
tried
to
exp.
You
know
explain
delicately
to
people
that
during
the
school
day
we
are
closed
because
people
are
working
on
campus.
A
All
right
any
other,
I
think
we'll
let
superintendent
grouding
have
the
last
word
before
our
dinner
break.
P
Yeah,
thank
you
thank
you,
chair,
chum,
chuck
and
thanks
for
everybody,
for
the
presentations
and
everything,
and
I'm
gonna
use
a
little
bit
of
analogy
with
josh
and
the
navy
sailing
a
vessel
of
this
of
this
magnitude
in
good
weather
is
hard
enough.
But
now,
when
you
add
in
covet
some
of
the
social
unrest
that
we're
seeing
as
well
as
some
of
the
financial
constraints
that
people
were
talking
about,
have
talked
about
it.
P
P
I'm
looking
at
every
one
of
them
are
just
quality
people,
and-
and
this
is
this
is
tough
times
to
be
a
leader
and
they've
done
a
magnificent
job
and
but
it's
challenging
and
it
continues
to
be
challenging
as
we
go
forward,
and
I
just
want
to
say
thank
you-
and
I
just
want
to
you-
know
tom
kind
of
alluded
to
it-
a
little
bit
we're
going
to
have
some
significant
financial
challenges
coming
to
this
district
and
there's
going
to
have
to
be
some
very,
very,
very
difficult
decisions
made,
and
you
know
we
need
to
make
those
informed
decisions
with
the
best
research
we
have
in
front
of
us
and
what
are
different
ways
we
can
think
out
of
the
box,
but
our
people
are
a
most
valuable
resource
and
maybe
it's
restructuring
or
doing
whatever,
but
it's
just
gonna
be
some
tough,
tough,
tough,
tough
situations
that
you're
gonna
hear
about
a
little
bit
later
on,
but
just
a
big
shout
out
to
our
frontline
workers
on
the
operational
side,
all
of
our
supervisors,
administrators.
P
A
Right,
the
the
board
joins,
you,
superintendent,
grounding.
We
know
these
folks
have
just
really
gone
above
and
beyond,
for
our
students,
for
our
families
and
and
we
thank
them
for
constantly
thinking
out
of
the
box
and
and
trying
to
get
to
the
yes.
So
thank
you
very
much
staff
for
being
with
us
this
evening.
So
it
is
five
or
six
twenty
five.
Now
what
time
is
it
yeah?
It's
5
25
and
we
normally
don't
run
ahead.
A
So
as
I'm
knocking
wood
here,
so
we'll
go
ahead
and
adjourn
early
for
dinner
and
if
it's
all
right
with
everybody,
we'll
come
back
at
six,
because
if
we
come
back
at
six,
we
might
get
done
even
earlier.
A
A
Z
Q
I
don't
think
I
need
to
do
an
introduction
for
the
next
three.
I
think
you
can
just
take
them
in
the
order
in
which
they
are
on
the
agenda,
and
so
we
section
them
out
for
about
20
minutes
for
each.
A
A
A
Good
to
go
all
right,
we're
ready
with
our
next
next
three
we're
making
sure
that
everybody's
here,
okay,
let's
see,
we've
got
ann
tommy
she's
on
eric
susan
tom
donna,
donna's
here
and
I
think
we're
good
to
go.
Okay,
welcome
back
from
dinner,
break
everybody
and
we're
gonna
start
off
with
continuing
our
reports
from
operations,
and
first
up
is
human
resources,
susan
ricas,
chief,
human
resource
officer,
susan.
It's
all
yours.
AA
Thank
you
good
evening,
chair
tim,
chuck
and
school
board.
Superintendent
grotting
appreciate
the
opportunity
to
be
here
tonight
to
hear
the
other
reports
and
to
share
from
the
hr
perspective
I'm
going
to
share
my
screen.
I
have
a
powerpoint.
Just
you've
received
the
report
with
most
of
the
content
in
it.
So
this
is
just
a
quick
visual
to
kind
of
help.
Me
share
my
thoughts
with
you,
so
I'm
going
to
do
that
now
there
it
is.
AA
So
again,
thank
you
very
much
for
your
time
tonight.
As
you
know,
this
is
a
report
on
quality
staff
and
the
measures
that
we
historically
and
traditionally
have
used
are
the
evaluation
ratings
for
teachers
distinguished
proficient
and
basic.
AA
We
do
have
a
little
challenge
with
that
for
the
20
1920
school
year,
in
that
we
suspended
evaluations
and
ode
did
not
collect
ratings,
and
that
will
happen
again
next
year.
So
for
that
measure
we
do
have
a
year
and
we'll
have
a
second
year
this
year,
where
we
won't
have
that
metric
to
look
at
for
our
staff
retention.
AA
AA
Maybe
our
we'd
like
to
see
diversification
of
the
workforce
in
higher
retention
rates
for
our
non-white
staff
members.
So
we
work
on
that,
but
across
the
board
we
have
some
of
those
groups
that
have
raised
a
little
and
some
that
have
it
mostly
flat
again
the
last
metric
that
I'll
speak
to
that.
We
have
traditionally
used
is
survey
data
from
our
spring
staff
survey
and
for
the
spring
of
2020
we
did
not
send
out
a
staff
survey.
AA
I've
shared
with
you
in
the
report
that
we
have
some
additional
focus
areas
in
the
area
of
hr
for
this
year.
A
big
huge
part
of
our
efforts
this
year
is
just
to
support
the
return
to
school
plans
for
remote
learning
in
the
context
that
we're
all
living
in
also,
we
have
some
transition
and
transformation
in
our
hr
department
and
we're
looking
to
onboard
some
new
hr
administrators.
AA
AA
Also,
we
are
negotiating
several
different
contracts
or
reopeners
or
demand
to
bargain
the
next
piece
that
I'll
speak
to
is
really
important,
and
that
is
this
effort
in
the
beaverton
school
district
and
it's
in
other
school
districts
as
well,
but
it
has
been
an
effort
that
we
have
endeavored
to
do
for
some
time.
We've
made
some
good
strides,
but
certainly
not
enough
in
the
beaverton
school
district
and
that's
the
effort
of
diversifying
the
workforce
and
something
I
would
like
you
to
know.
AA
Just
from
my
perspective
is
I
really
believe
that
for
us
to
move
the
dial
and
change
things
with
respect
to
changing
the
demographics
of
our
staff
to
better
reflect
the
demographics
of
our
community,
we
need
to
have
a
diverse
portfolio
of
efforts.
We
need
to
invest
in
our
partnerships
with
teacher
preparation
in
higher
ed.
We
need
to
invest
in
our
partnerships
with
community
groups
that
help
us
target
the
profile
of
candidate
that
we're
looking
for.
AA
AA
You
can
see
on
the
slide
in
front
of
you
some
of
the
efforts
that
we
they're
either
new
or
ongoing
partnerships
or
other
initiatives
that
we
do.
AA
I
think
the
most
powerful
that
I
want
to
speak
to
tonight
is
I'm
very
grateful
that,
in
a
difficult
time
financially,
this
district
has
made
an
investment
to
hire
an
administrator
for
talent
acquisition,
and
this
is
the
first
time
that
we've
hired
a
position
where
the
priority
responsibility
is
going
to
be
the
recruitment
of
diverse
staff.
So
I'm
very
excited
to
later
introduce
to
you
demarcus
mitchell
and
I'm
excited
about
what
that
can
do
to
really
turbo
charge
our
team
to
support
this
district.
In
this
effort.
AA
I
also
want
to
highlight
the
importance
of
mentoring.
We
often
can
get
excited
about
recruiting
and
finding
people
convincing
them
to
come
to
beaverton,
but
the
question
is:
what's
in
beaverton
when
they
get
here:
what
kind
of
environment
are
we
welcoming
welcoming
them
to?
Is
this
a
place
where
they
feel
at
home?
Is
this
a
place
where
they
feel
welcomed,
or
they
feel
like?
AA
They
have
a
support
system
and
our
mentors
are
a
very
important
part
in
any
year
of
helping
our
new
staff
to
adjust
and
become
strong
and
do
well
in
their
onboarding
and
in
their
ongoing
work.
But
in
this
context
of
remote
learning,
where
the
challenges
are
much
more
tremendous
than
they
are
in
our
typical
environment,
it's
all
the
more
important
that
we
have
that
support
for
our
new
teachers
and
our
new
staff.
AA
We
also
have
community
and
professional
partners
such
as
oregon
association
for
latino,
administrators
and
others
that
we
need
to
work
together
with
and
rely
on,
so
that
we
can
again
strengthen
our
ability
to
not
only
attract
the
staff
that
we're
seeking
to
hire,
but
also
support
our
diverse
educators,
who
are
in
bsd
right
now,
with
growth
opportunities
with
a
pipeline
for
leadership
to
move
forward.
So
we're
very
excited
about
this
work.
AA
AA
We
have
high
retention,
so
we
don't
proportionally
hire
a
lot
of
new
staff.
We
also
tend
to
lose
our
diverse
staff
first
when
we're
in
staff
reduction
mode,
and
these
are
tough
times
right
now,
so
that
is
another
barrier
we
have
or
something
that
thwarts
us.
We
also
have
a
problem
with
attracting
diverse
staff
into
teacher
ed
programs.
AA
I
think
all
of
us
understand
that
beaverton
is
a
destination
district
for
teachers.
If
you've
not
been
to
the
oregon
professional
educators,
fair,
then
you
may
not
have
seen
the
line
that
goes
around
the
block
for
the
beaverton
booth.
But
what
I
would
like
to
do
is
make
this
a
destination
for
diverse
educators,
and
I
don't
believe
we're
there.
We
have
a
lot
of
work
to
do
and
we're
going
to
do
that
together
with
our
schools
and
our
other
departments
in
our
community.
AA
So
we
do
have
a
few
important
goals
and
I'm
excited
to
work
with
our
our
powerful
hr
team
to
meet
these
goals.
AA
I
spoke
to
some
of
these
before
I
want
to
just
emphasize
that.
From
my
perspective,
the
important
part
for
me
is
strategic
and
systematic,
and
it's
also
patient,
because
it
doesn't
happen
overnight,
but
I
understand
that
from
an
hr
perspective,
we
have
a
role,
that's
technical
and
it's
important.
There
are
structures
that
we
can
put
in
place
that
can
help
us
in
this
endeavor
there's
there
are
trainings
that
we
can
give.
AA
There
are
a
lot
of
technical
structural
things
we
can
do,
but
what
I'm
most
interested
in
is
the
gains
we
can
make
adaptively
for
this
district
to
change
and
shape
who
our
district
is
and
what
our
district
feels
like,
particularly
for
our
students
who
have
who
come
from
households
where
language
other
than
english
is
spoken
or
where
they
come
from
diverse
viewpoints.
This
needs
to
be
their
home.
We
talk
about
structure
versus
culture
and
again,
just
like
I
said
about
technical.
AA
AA
I
want
us
to
get
that
march
market
share
that
we're
not
getting
because
we're
losing
people
to
other
districts
or
we're
not
truly
supporting
our
own
students
in
pipelines
to
develop
them
and
inspire
them
to
lift
their
eyes
and
think
about
education
as
a
career
and
become
educators
in
the
beaverton
school
district.
AA
So
I'll
leave
you
with
a
quote.
The
quality
of
your
life
is
determined
by
the
quality
of
your
relationships,
and
the
quality
of
your
business
is
no
different,
so
this
work
that
we're
going
to
do
together
with
developing
our
quality
staff.
It's
individual
work
and
it's
also
collective
work,
and
it's
also
the
right
work.
A
lot
has
been
said
tonight
about
the
pandemic
and
the
context
that
we're
in
that
is
so
incredibly
challenging.
None
of
us
would
have
foreseen
this,
but
I
love
this
quote
from
a
book
we're
reading
together
in
cabinet.
AA
That
says
your
circumstances
are
not
the
reason
you
can't
succeed.
They
are
the
reality
in
which
you
must
succeed,
and
I
feel
that
is
the
case.
We
have
the
privilege
in
hr
to
have
a
powerful
role
for
this
organization
in
hiring
and
retaining
quality
staff,
and
we
take
that
very
seriously
in
this
time
where
things
are
so
difficult.
We
have
a
great
opportunity
to
be
there
for
our
personnel
and
to
continue
to
strive
to
be
that
district.
That
is
everything
that
we
want
to
be
and
should
be
for
our
students.
AA
AA
This
is
the
power
team
here.
I
hope
you
realize
that,
and
then
janine
mobley
is
an
is
a
relatively
new
hire.
She
started
august
10th
with
us
she's
also
hr
administrator
janine.
Are
you
here?
I.
AA
AA
A
A
All
right
well
we're
looking
forward
to
we
know:
we've
got
some
tough
decisions
moving
ahead
and
we're
glad
we
have
such
a
good
team.
That's
going
to
help
us
make
those
decisions,
and
we
know
that
you're
doing
best
by
our
staff
and
by
our
students.
So
thank
you
very
much.
Thank
you
all.
Thank
you.
A
E
Again
for
those
watching,
my
name
is
shelley
bailey
shaw,
I'm
the
public
communications
officer.
I
run
the
communications
and
community
involvement
department.
We
are
seven
employees
strong
plus
myself.
As
you
know,
I
started
this
position
three
short
months
ago
in
the
strategic
report
that
you
have
in
your
board
packet.
I've
highlighted
the
accomplishments
of
the
department
during
the
2019
2020
school
year
and
those
achievements
are
the
work
of
our
former
communications
director,
marine
wheeler
and
our
outstanding
staff.
I
can't
take
credit,
but
they
did
some
very
fine
work.
E
Instead,
I'd
like
to
take
my
time
tonight
to
focus
on
changes
that
we've
made
in
the
last
couple
of
months
and
address
challenges
that
we
face
in
the
coming
school
year.
So
I'm
going
to
break
my
presentation
up
into
three
parts:
volunteering,
community
partnerships
and
communications-
I'm
going
to
share
my
screen
with
you,
but,
as
you
know,
I
am
also
running
the
meeting.
E
So
let's
just
hope
that
I
don't
connect
this
so
here
we
go
and
we'll
go
up
top,
so
we
start
with
volunteering
and,
as
you
might
anticipate
we're
expecting
volunteer
engagement
to
be
substantially
impacted
by
coven
19..
As
of
right
now,
volunteers
can
only
participate.
Virtually
volunteers
cannot
be
alone
in
breakout
sessions
with
our
students
without
the
presence
of
a
second
volunteer.
E
E
We
are
currently
producing
a
video,
a
social
media
campaign.
We
have
media
who
are
going
to
help
promote
our
volunteering
and
a
new
web
page,
and
it's
all
debuting
next
week
when
we
have
a
really
big
push
for
avid
recruitment.
So
we're
looking
to
see
good
numbers
there
and
third
in
our
volunteering
category
would
be
the
close
closet.
E
E
E
E
I
know
you
all
will
be
there.
Our
intention
is
to
recognize
the
excellent
partnership
work
that
occurred
last
year
as
sort
of
inspiration
for
the
rest
of
the
school
year.
We've
been
producing
seven
videos
to
highlight
our.
We
award
winners
and
we're
going
to
be
rolling
those
out
to
the
community,
and
we
also
have
set
aside
time
for
our
school
administrators
to
have
a
goal
setting
session
with
their
community
partners
as
part
of
that
meeting
next
on
the
list
is
food
insecurity.
This
continues
to
be
a
key
concern
for
families
in
our
community.
E
While
we
currently
have
a
grant
with
the
usda
that
provides
for
800
free
food
boxes
every
week,
it's
subject
to
monthly
renewal
and
that
uncertainty
creates
a
lot
of
stress
for
our
families
and
a
lot
of
logistical
challenges
for
our
staff,
but
we
continue
to
distribute
those
boxes
and
we
have
expanded
our
sites
from
one
to
three
high
schools:
internet
connectivity.
This
is
a
problem
that
we've
just
tackled.
E
You
know
hear
that
call
and
have
come
forward
and
offered
those
spaces
up
and
now
we're
working
with
school
principals
to
try
to
get
the
word
out
about
this
new
resource.
So
we're
excited
about
those
partnerships
and
lastly,
in
this
category
is
the
community
resource
fund.
So
this
fund
is
managed
through
our
department
and
I
don't
like
to
have
money
sitting
in
a
bank
account.
So
I
am
intent
on
spending
the
donations
that
our
community
has
generously
given.
E
I
think
that's
what
they
expect,
and
so
so
far
in
addition
to
addressing
some
food
scarcity
needs,
we
spent
55
thousand
dollars
on
the
student
success
kits
as
a
reminder.
We
assembled
16
000
student
success
kits
in
august
and
distributed
them
to
all
the
students
in
our
district
who
qualify
for
free
and
reduced
lunch.
E
We've
also
partnered
with
the
behavioral
health
and
wellness
team,
and
contributed
eight
thousand
seven
hundred
and
fifty
dollars
towards
an
outreach
program
that
they're
about
to
start
reaching
out
to
families
who
have
yet
engaged
in
online
learning.
So
we're
continuing
to
look
for
opportunities
to
support
our
community
through
that
fund
and
now
to
our
communications
work.
E
E
Secondly,
the
website,
since
the
redesign
in
2018,
we
continue
to
make
improvements
on
the
content
and
consistency
and
user
experience
of
the
website,
and
I
just
threw
down
some
numbers
here
just
to
show
you
how
well
of
a
well-used
resource
that
is
so.
These
are
numbers
from
the
2019-2020
school
year
we
had
1.7
million
new
users
to
the
website
and
we
have
page
views
in
the
area
of
9.8
million,
so
that
is
a
focus
area
for
our
department
media
coverage.
E
It's
my
goal
to
increase
the
district's
profile
in
the
community
through
positive
news
coverage,
so
by
leveraging
our
department's
expertise
and
personal
connections,
we
have,
in
this
area
we're
actively
pitching
stories
to
our
news
partners.
The
pandemic
has
actually
presented
an
opportunity
for
us
for
the
first
time
the
beaverton
school
district
is
producing
content,
namely
video,
and
then
we
are
providing
that
directly
to
television
news
stations
and
they're
using
it.
So
this
has
been
a
a
good
opportunity
for
us
to
sort
of
expand
our
reach.
E
E
E
They
have
new
look,
they
have
a
new
delivery
system,
they're
incorporating
more
video,
and
we
we've
made
a
really
conscious
effort
to
make
the
messaging
clearer
and
more
concise
with
less
repetition,
the
bsd
weekly,
because
of
how
we've
changed
the
formatting.
I
can't
give
you
what
the
new
open
rate
is.
That
is
how
many
people
are
actually
clicking
on
it,
but
anecdotally.
I
would
say
that
we
have
a
much
higher
percentage
of
people
who
are
actually
reading
the
newsletter
right
now.
E
The
staff
talk,
the
open
rate
has
increased
by
48
percent
in
the
last
three
months,
so
fair
to
say,
more
staff
are
engaging
with
that.
So
that's
good
news
and
then
the
last
category
for
communications
is
social
media.
So
here
we're
comparing
july
through
august
2019
through
july,
through
august
2020,
and
when
I
came
on
in
july
1st,
we
made
some
technical
tweaks
to
our
accounts
and
then
we
have
substantially
increased
our
output
on
our
social
platforms.
E
You
know
in
in
2019
we
might
have
been
posting
once
every
couple
of
days
and
now
we're
posting.
You
know
four
or
five
times
per
day
on
all
our
platforms.
E
So
I
want
to
kind
of
share
with
you
some
of
the
metrics
here,
because
I
really
do
think
the
numbers
tell
the
story
on
facebook
we've
seen
a
19
increase
in
our
followers.
E
We've
seen
a
461
percent
gain
in
our
page
views
over
the
last
three
months.
Instagram
we've
had
an
increase
in
of
127
for
our
followers.
The
number
of
posts
are
up
by
47
and
our
overall
engagement
in
on
instagram,
which
includes
likes
comments
shares
is
up
411
on
twitter.
We
have
a
modest
gain
of
2.6
percent,
but
the
number
of
posts
are
up.
594
impressions,
which
is
a
measure
of
our
reach,
is
up.
E
250
percent
and
our
engagement
on
twitter
is
up
914,
so
I
think
the
the
department's
doing
a
lot
of
really
good
work
here,
we're
hoping
to
work
more
with
our
multilingual
department
in
growing
our
latinx
audience,
and
if
you
are
not
following
our
district's
social
accounts.
This
is
my
invitation
to
you
to
to
do
so.
E
The
last
category
here
is
some
concerns.
You
know:
we've
become
increasingly
reliant
on
the
translation
services
from
our
multilingual
department.
We've
committed
to
providing
not
only
all
our
important
messages,
but
every
issue
of
our
community
newsletter
in
all
eight
languages.
That's
something
that
we
had
not
previously
done.
That
requires
a
lot
of
translation
support
which
can
be
you
know,
a
burden
on
our
multilingual
department,
we're
exploring
a
platform
called
parent
square
and
it
has
an
integrated
translation
service
in
it.
E
That
is
a
possible
solution,
but
I
should
note
that
any
change
that
we
would
make
wouldn't
be
implemented
until
the
2021-22
school
year.
Information
overload
it's
a
real
thing.
So,
since
march
2020
there's
been
a
need
for
critical
messaging,
but
our
community
and
our
staff
are
tiring
and
combining
compounding
that
issue.
You
have
parents
receiving
multiple
communications
from
the
district,
from
schools
from
teachers
and
often
they're
getting
those
messages
on
multiple
platforms,
which
makes
it
really
time
consuming
for
them.
E
My
hesitation
here
is
that
I
know
that
it's
going
to
be
a
big
lift
to
get
the
entire
district
to
transfer
over
to
a
new
single
platform,
but
I
do
have
think
it
has
some
distinct
advantages
and
finally
morale.
You
know
the
pandemic
has
forced
everyone
to
approach
education
in
a
new
way.
Staff
in
all
departments
and
schools
are
coping
with
increased
workloads,
stress
uncertainty.
E
Frustration,
worry
and
uncertainty
have
also
impacted
the
morale
of
our
community
and,
as
people
become
more
dissatisfied
with
the
state
of
education,
not
specifically
in
the
beaverton
school
district,
but
just
in
general,
we're
concerned
about
how
these
attitudes
may
affect
their
willingness
to
support
projects
like
the
bond
campaign.
So
we
continue
to
acknowledge
our
community's
uneasiness
answer
their
questions
and
try
to
promote
positivity
where
we
can,
and
that
is
all
I
have
for
you
there
any
questions,
I'm
happy
to
answer
them.
A
Much
shelley
for
a
very
in-depth
report.
There
board
members,
do
you
anybody
have
any
questions.
A
I
know
I'll
ask:
can
you
explain
because
I've
heard
some
folks
that
that
still
think
our
website
is
kind
of
hard
to
maneuver
and
find
the
right
information?
I
know
that
there
were,
I
know
when
we
changed
it.
It
had
to
do
with
to
apply
with
ada,
but
can
you
explain
how
how
that
works
with
the
website?
A
E
So
we
needed
to
become
ada
compliant,
which
we
are
now
ada
compliant,
and
there
is
a
committee
that
oversees
the
entire
website.
So
it's
not
solely
our
department,
which
presents
some
challenges
because
we
have
a
lot
of
hands
in
the
pot.
So
I
would
agree
with
you
that
I
think
navigation
could
be
improved
on
the
website,
and
that
is
something
our
team
is
sitting
down
to
look
at
to
see.
A
Again
well,
thank
you
so
much
for
that
great
report
and
appreciate
your
staff
and
just
on
a
personal
note.
I
know
I've
said
it
before,
but
I
was
just
absolutely
amazed
what
your
staff
pulled
off
and
putting
together
those
16,
000
student
success
kits
in
one
week.
I've
never
seen
a
group
of
people
work
so
hard
and
the
community
came
together
and
it
was.
It
was
just
a
great
sight
to
see
and
big
big
kudos
to
to
you
and
your
staff.
So
that
was
great
well.
A
My
workout
right
our
last
report.
Last
but
not
least,
how
would
we
be
doing
cdl
without
this
gentleman
chief
information
officer
steve
langford
floor?
Is
yours,
steve.
Z
Good
evening,
everyone
and
thank
you
for
this
opportunity
to
share
some
great
work
by
rit
staff.
When
schools
closed
it
was
challenged.
In
march.
Almost
overnight,
we
had
to
move
all
applications
and
services
from
just
being
available
for
some
of
them
on
the
pr
on
premise
in
the
buildings
to
now
being
accessed
from
home,
and
so
our
boundary
was
not
just
a
school
district
anymore.
Z
It
became
everyone's
homes
was
now
part
of
our
our
world,
and
so
our
staff
had
to
look
at
every
single
application
that
every
single
service
they
had
to
adjust
it
to
make
sure
that
was
available
securely
from
people's
homes.
And
then
we
had
to
train
everyone,
and
so
from
that
point
in
time
forward,
our
staff
has
been
very
engaged
in
that
work
and
in
supporting
students
and
and
staff,
as
we
transitioned
into
comprehensive
distance
learning.
Z
Z
That
bond
provided
two
rounds
of
student
devices
for
our
students
and
put
us
in
a
position
where
we
could
quickly
get
the
devices
in
the
hands
of
students,
and
so
without
that
bond.
I
I
think
our
challenges
we
would
look
very
different
and
so
we're
very
grateful
for
the
support
of
our
community
from
that
bond.
Z
Something
that's
not
in
the
report
that,
because
the
report
is
just
a
snapshot
of
the
work
we've
been
doing
something
not
in
the
report
I
think
is
compelling
and
new
work
is
that
we
are
working
right
now
for
cte
courses
to
allow
them
students
to
run
applications
that
they
typically
need
a
high-end
computer
for
through
the
chromebook,
and
so
it's
not
quite
ready
to
go
out.
Yet
it's
been
a
complex
move
to
get
this
to
work,
but
we're
very
close.
Z
We've
turned
it
over
to
some
cte
teachers
and
the
feedback
has
been
positive
and
we
hope
very
soon
that
the
students
will
be
able
to
to
not
only
use
their
devices
for
their
regular
courses,
but
the
courses
that
require
specialized
hardware
we're
going
to
be
able
to
leverage
that
chromebook
as
well.
So
the
report
has,
like
I
said,
a
snapshot
of
our
work
very
proud
of
our
team.
They've
worked
very
very
hard,
and
with
that
I'm
happy
to
answer
any
questions
you
might
have.
A
Thank
you
steve.
It's
just
unbelievable
what
your
team
has
been
able
to
to
do
and
the
amount
of
questions
they've
had
to
answer
so
board
members.
Do
you
have
any
questions
of
steve
and
the
cdl
process
or
I
have
a
quick
question.
L
And
thank
you
I
mean
I
should
say
thank
you
to
both
shelly
and
susan
too,
because
you
guys
have
been
amazing
but
steve.
Do
you
have
any
idea
how
many
students
are
actually
just
using
their
own
devices
versus
you
know,
devices
provided
by
the
school
district,
and
I
I
want
to
say
how
thankful
I
am
for
the
bond
as
well.
Z
We
do
maintain
by
school-
I
don't
have
the
number
on
top
of
my
head,
but
we
do.
Student
devices
are
checked
out
to
students,
and
so
we
can
get
that
information
and
look
at
that.
We,
I
can
tell
you
that
in
this
year
the
checkout
at
the
secondary
level
has
been
higher,
particularly
in
high
school
than
in
years
past.
In
years
past,
some
students
would
just
elect
to
use
their
home
device.
A
O
Thanks
for
the
report,
steve
and
everything
that
you
and
your
team
are
doing
to
support
our
students
right
now,
I
know
when
you're
talking
about
doing
300
more
than
you
were
doing
before.
That's
incredible
and
it's
really
really
appreciated.
O
I
kind
of
have
a
specific
question,
one
of
the
things
that
I've
been
hearing
from
students
and
teachers
and
folks
in
our
community
being
one
of
like
the
biggest
kind
of
glitches
and
hurdles,
is
getting
kicked
off
of
zoom
because
there's
some
sort
of
interaction
between
the
app
zoom
and
the
chromebooks
and
I'm
wondering
is
there
a
fix
that
we
found
for
that
and
and
how
is
that
going.
Z
That's
a
great
question
that
is
not
just
a
be
rich
in
issue.
It
is
an
issue
that
we're
seeing
nationally
zoom
is
a
fantastic
tool
and
has
allowed
students
and
teachers
to
interact.
Just
like
we're
doing
here.
Z
That
being
said,
the
student
chromebooks
they're
not
quite
as
powerful
as
a
laptop,
even
though
they
look
like
a
laptop
they're,
not
really,
and
what
what
has
we've
learned
from
working
with
zoom
is
that
when
students
have
many
many
tabs
open
at
once,
multiple
tabs
or
maybe
haven't
restarted
recently,
there
can
be
issues,
particularly
when
teachers
try
and
screen
share,
and
it
overwhelms
the
the
chromebook
and
then
causes
students
to
get
kicked
off,
and
then
they
have
to
reattach
to
the
meeting.
Z
Zoom
is
aware
of
the
issue.
They
are
working
on
a
new
release
of
their
software,
which
should
take
care
of
this
problem.
That's
what
we're
hearing
from
them.
Z
Yeah
anything
we
what
we,
the
advice,
we've
been
giving
students
and
families,
is
to
try
and
make
sure
that
they're
they're
they're,
just
using
the
tabs
that
is
applicable
to
the
class
and
and
trying
to
do
that,
can
help
drop
the
load
on
that
chromebook.
The
chromebooks
are
a
fantastic
device.
It's
just,
I
think,
we'll
get
fixed
in
the
software
update.
O
A
P
Yeah,
just
real
quick-
and
I
I
know
the
board
probably
knows
this,
but
you
you
just
listened
to
our
three
three
directors,
noticing
that
two
of
those
three
directors
are
new
to
the
system:
one's
completely
new
to
due
to
education,
so
coming
in
and
they've
just
done.
Some
amazing
work
and
I
know
susan
spent
a
lot
of
time
focusing
on
diversity
and
whatnot,
but
when
you
think
about
an
hr
director
and
she's,
come
in
she's
dealt
with
work
share,
she's
dealt
with
furloughs,
and
then
we
have
bargaining
going
on.
P
At
the
same
time.
It's
just
been
amazing
what
her
and
her
team
have
done,
and
also
when
I
talk
about
the
teams,
we
have
new
directors,
but
also
these
new
directors
and
steve
himself.
They've
lost
some
very
key
people
within
their
departments
who
have
went
on
because
of
their
expertise,
have
went
on
to
different
and
new
jobs.
So
they've
had
to
go
out
and
recruit
new
folks
and
I
think
they've
just
done
a
a
great
job
there.
P
On
the
communication
side,
as
you
can
imagine
in
this
time
of
time,
everything
is
just
ramped
up
and
I
think
shelley's
come
in
and
did
a
a
great
job
in
a
difficult
time
and
then
steve.
P
He
talked
about
the
device
employment
deployment,
but
also
talking
about
what
he
has
done
with
connectivity
in
reaching
out
to
vendors
literally
saved
the
districts,
hundreds
of
thousands
of
dollars,
whether
it's
through
working
with
comcast
working
with
sprint,
verizon
those
type
of
issues
so
just
three
great
directors,
and
but
within
their
organizations
they
talk
about
their
frontline
workers.
They
lead
by
example,
their
work.
Ethics
are
outstanding
and
the
other
thing
that
I
think
all
three
of
them
do
very
well.
They
empower
their
people.
P
A
Great
okay,
with
that,
we
finish
up
reports
from
the
staff
and
now
we're
going
to
move
to
board
committee
reports-
and
I
know
it's
early
in
the
year,
but
some
of
the
committees
have
been
able
to
meet
at
least
once
or
getting
ready
to
move.
So
I'd
like
to
call
on
the
chairs
to
just
kind
of
bring
the
rest
of
the
board
up
to
date
on
the
kind
of
things
that
they're
working
on
in
committee.
So
eric.
If
you'd
like
to
talk
about
return
to
school
and
finance,.
B
Yeah,
so
we
the
return
to
school
and
finance
committee.
We
had
our
kickoff
meeting
last
monday,
and
so
we
had
a
good
session
of
staff
and
ann
and
myself
there
and
so
I'd,
say
we're
kind
of
storming
for
me,
norman
and
trying
to
make
sure
we
have
the
right
objectives
for
this
year's
focus,
and
it
looks
like
one
of
the
main
tasks
we'll
be
working
on
is
like
kind
of
the
staffing
allocation
model.
B
As
you
know,
of
some
of
them,
you
know
the
demographic
information
and
reduction
of
students.
Some
of
those
alignments
are
off.
So
some
of
our
first
things
we'll
be
doing,
is
working
with
jenny,
hansman
and
department
on
you
know
where
we
are
misaligned
on
resources
and
to
work
with
staff.
If
there's
ideas
on
to
use
those
resources
or
to
obviously
you
know,
maybe
different
budgeting
techniques.
B
So
that's
one
thing
we'll
have
on
this
committee
and
then
one
thing
in
the
first
meeting
we
were
discussing
is
like
you
know
it
looks
like
you
know.
The
planning
committee
is
kind
of
going
over
the
bond
or
the
next
bond
of
what
to
do.
But
in
my
conversations
with
becky
poor
chair,
it
looks
like
there's
still
opportunity
for
us
to
still
engage
on
some
of
the
the
project
lists
and
the
prioritization
and
all
the
the
pre-planning
that
we
did
with
the
facilities
report
that
josh
and
carl
did
last
year.
B
So
we
might
have
two
main
tasks
for
this
year
in
this
committee:
we're
going
to
meet
every
two
months
but
we'll
probably
have
to
move
it
up
to
once
a
month
because
it'll
be
you
know
quite
a
bit
of
things
to
look
at
and
discuss
in
this
committee.
B
So
is
there
any
questions
or
direction
guidance
from
everyone
on
the
board.
A
Questions
all
right,
thank
you,
eric
and
we'll
look
forward
to
hearing
after
our
next
meeting
and
then
leanne.
If
you'd
like
to
talk
about
planning
and
advocacy.
A
H
You
board
tim
chuck
board,
chair
tim
chuck,
we
met
also
last
monday.
It
must
have
been
a
busy
day
for
the
staff
and
we
looked
at
our
four
goals
that
were
given
to
us
via
the
board,
looked
at
the
2000
or
the
upcoming
bond.
What
we
thought
about
that,
what
research
needed
to
happen
where
we
stand
with
it,
along
with
long-range
planning
as
one
objective,
the
second
one
was
on
the
student
success
act,
making
sure
that
all
the
work
that's
gone
on
continues.
Is
there
a
place
for
advocacy?
H
Is
there
more
work
that
needs
to
go
on?
We
looked
at
general
advocacy
since
this
is
a
legislative
session
year,
maybe,
and
also
in
terms
of
what
we
might
want
to
do
with
other
boards
and
commissions
at
the
city
level,
at
the
county
level,
at
the
thprd
level.
That
sort
of
thing,
and
then
also
to
talk
about
communication,
the
board's
communication
out
to
our
constituency,
as
well
as
community
engagement,
although
we
know
there's
a
whole
community
engagement
that
overlaps
with
another
subcommittee.
H
So
what
I
asked
our
committee-
and
I
have
susan
and
becky
and
staff
on
it
with
me-
what
are
some
timelines
and
can
we
kind
of
plot
that
out
over
the
year
to
see
what
needed
to
take
priority?
And
it
pretty
much
rose
to
the
surface?
That
looking
forward
to
a
bond
and
long-range
planning,
and
maybe
the
student
success
act
would
quickly
take
some
precedence.
H
So
we
have
some
tasks.
We
also,
as
eric's
said,
we
were
going
to
meet
every
other
month,
but
we're
going
to
bump
it
up
and
do
monthly
until
we
feel
that
we
have
a
good
handle
on
things.
So
we
have
some
tasks
out
there
that
mostly
the
staff
are
going
to
do
in
terms
of
bringing
some
information
back.
H
That
in
regards
to
the
bond,
and
also
in
regards
to
the
student
student
success
act
and
engaging
our
community
again
this
year,
depending
on
what
doe
requirements
are,
so
that's
kind
of
where
we're
headed
right
now
and
I'm
happy
to
take
any
input
from
the
board
or
questions
in
regards
to
any
of
that.
H
N
I
just
have
a
question
mostly
just
because
I
know
that
the
and
I
will
forget
the
names
so
the
committee
that
eric
reported
on
and
the
committee
that
leanne
reported
on
seemed
to
have
some
significant
overlap,
and
I
know
that
we
want
to
work
in
a
collaborative
way,
but
also
not
duplicate
efforts
so
chair.
I
hope
you'll
take
a
a
note
to
send
us
some
more
specific
guidance
so
that
we
can
better
plan
our
own
agendas.
N
A
And
I
think
what
we
when
I
was
talking
to
the
two
chairs
I
knew
it
was
that
there
would
be
overlap,
but
we're
looking
at
one
as
far
as
like
polling
and
timing
and
the
other
one
about
how
we,
how
we
go
about
figuring
out
what
the
projects
will
be
in
the
and
the
financial
end
of
it.
So
that's
kind
of
what
I
was
looking
at
the
two
split
outs,
but
we'll
we'll
get
those
spelled
out
so
that
we're
not
duplicating
efforts.
A
Okay
and
then,
lastly,
is
our
equitable
policies
task
force
and
it's
set
up
a
little
bit
differently
than
our
board
committee,
but
tom.
If
you'd
like
to
share
with
the
board
where
we
are
with
that.
O
Yeah
and
just
to
be
clear,
I'm
not
the
the
head
of
that
committee
because
it's
not
going
to
be
a
committee,
it'll,
be
a
task
force
and
we're
going
to
have
an
administrator
and
a
community
member
who
are
going
to
be
co-facilitating
that
but
there's
an
informational
piece
in
the
board
packet
that
I
think
everybody
got.
That
outlines
that
work.
I'm
incredibly
excited
about
that
work
and
also
to
see
that
this
is
a
committee
that
has
the
potential
to
stretch
for
two
years
and
be
able
to
tackle
multiple
issues.
O
There's
a
lot
of
investment
upfront
in
getting
the
committee
as
large
as
that
together.
If
you
take
a
look
at
the
composition
of
the
committee,
there's
a
lot
of
students,
educators,
community
members
and
people
that
we're
bringing
together
to
do
that.
Work-
and
I
think
you
know
the
big
focus
for
this
year-
is
going
to
be
the
hate
speech
policy
and
taking
a
look
at
the
student
handbook.
And
then
there
are
other
issues
and
other
policies
that
we
may
want
to
look
at
in
the
second
year.
O
O
A
Any
questions
okay,
well,
it
looks
like
we've
got
lots
on
our
plate.
I'm
not
worried
that
anybody's
going
to
get
bored,
so
we
do
not
have
any
public
contracts.
We
just
put
that
as
a
placeholder.
There's
no
public
contracts
to
discuss
tonight
so
with,
unless
anybody
has
any
other
business
to
bring
in
front
of
the
work
session.
A
We
will
adjourn
the
work
session
for
tonight
and
board
members
if
you
could
all
stay
on
for
a
quick
executive
session.
So
with
that
the
media.