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From YouTube: September 26, 2023 School Board Business Meeting
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A
B
Gosh,
it's
loud
sorry,
I
called
to
order
the
business
meeting
of
the
Beaverton
School
Board
on
September
26
2023
at
7
o'clock.
I
would
want
to
note
that
we
have
five
board
members
present
here
in
person.
Sunita
is
online
and
ugana
is
excused
I'm
going
to
read
Our
Land
acknowledgement
right
now.
The
Beaverton
School
Board
would
like
to
acknowledge
that
our
School
site
sits
on
the
land
of
the
toatin
kalapuya
people.
B
We
recognize
we
are
not
the
first
teachers
and
Learners
of
this
land
and
that
there
is
still
a
native
presence
here
today,
including
the
nine
Oregon
tribes.
Land
acknowledgements
continue
to
evolve
and
we
will
continue
to
consult
with
our
local
tribal
partners
and,
as
we
consider
how
to
honor
the
original
stewards
of
this
land
right
now.
We'll
move
to
our
agenda
review
so
board
members.
If
you
want
to
propose
making
a
change
to
the
agenda
or
pull
an
item
out
of
the
consent
agenda.
This
is
the
time
to
do
so.
B
I'm
going
to
start
by
saying
that
I
will
be
pulling
the
contract
authorization
for
the
district
auxiliary
facility
renovation
out
of
the
consent
agenda
for
staff,
to
provide
us
some
information
and
for
the
board
to
be
able
to
have
a
brief
discussion
before
voting.
Are
there
any
other
changes
to
the
agenda?
Any
anyone
would
like
to.
B
Request
s:
okay,
if
no
hearing
none
the
agenda
is.
B
Approved
now
we
have
the
pleasure
of
starting
our
meeting
with
the
performance
by
our
students.
So
tonight
we
are
going
to
hear
from
the
sunset
High
School
AC
capella
group,
free
to
breathe,
directed
by
Christopher.
B
D
C
D
D
D
D
D
D
B
W,
don't
forget
we'll
take
a
picture
with
you.
Thank
you
so
much.
That's
amazing!
So
we'll
have
you
come
up
here
and
maybe
Melissa
your
Zone
person.
F
D
B
Thank
you
so
much
again
to
our
students
and
their
families
and
our
our
teachers
that
supported
them
in
being
able
to
provide
these
performances.
Today,
we'll
now
move
on
to
our
next
agenda
item,
which
is
the
superintendent's
report,
so
Dr
balas.
G
So,
thank
you
and
I
really
appreciate
appreci
the
students
being
able
to
perform
it's
it's
great
to
see.
Kids
engaged
I
want
to
talk
about
three
topics:
budget
assessments
and
middle
level.
Schedule
start
with
budget
want
to
thank
our
voters
for
their
support
of
our
Levy
that
provides
over
280
teaching
staff
in
here
in
beon
school
system.
This
helps
us
keep
class
sizes
below
the
local
average.
We
will
need
to
make
some
adjustments
as
we
see
the
ending
of
federal
support
that
provided
District
resources
during
coid.
G
G
We
have
also
declined
enrollment
here
in
BSD
districts
in
Oregon,
get
paid
using
the
best
of
the
current
or
past
Year's
enrollment
numbers
and
we're
down
700
kids
from
last
year,
as
as
we
were
projected-
and
this
will
also
make
an
imp
to
our
budget
overall,
again,
less
kids,
less
money,
and
it's
no
different
here
in
Oregon
in
beon
as
an
other
Oregon
districts
and
we're
down
in
the
urban
areas
and
talking
to
superintendent
from
across
the
country.
They're.
G
Seeing
us
in
like
urban
areas
such
as
Boulder
and
Seattle
area,
as
well
and
again,
there's
just
less
kids
being
born
in
our
district.
I
know
that
you'll
be
hearing
some
long
range
projections
here
this
evening
from
our
Deputy
superintendent
and
others,
but
just
want
to
keep
the
board
informed
that
tough
decisions
are
are
going
to
be
had
here
in
the
spring.
G
We
do
have
a
a
reserve,
but
again
we
do
have
some
adjustments
that
we're
going
to
need
to
make
the
Statewide
test
results
have
been
released
and
beardon
continues
to
outperform
others
in
their
of
of
their
size
here
in
Oregon.
But
we
have
not
gone
back
to
where
we
were
prior
to
the
pandemic
again.
Test
results
are
just
a
measure
of
the
overall
status
of
the
district
and
temperature
check
on
how
kids
are
doing
and
they're
not
not
an
end.
G
All
Beall,
so
I
just
want
to
make
sure
people
understand
that,
and
we
need
to
continue
to
support
our
kids
as
we
know
that
they're
all
impacted
by
the
pandemic
and
we're
still
not
out
of
the
woods
yet
as
as
we
all
know
that
folks
are
work
in
schools
through
the
continued
focus
of
systems
of
support
for
our
kids.
We
know
that
we
will
continue
to
make
slow
progress
as
a
system,
but
it's
a
continue
progress
that
we
need
to
support
our
faculty,
our
staff,
as
they
work
in
buildings,
to
support
our
kids.
G
We
also
know
that
this
impact
occurred
across
the
country
and
it's
just
not
limited
here
to
be
rich
in
Oregon.
It's
it's
everywhere
and
want
to
make
sure
that
we
are
able
to
thoroughly
support
our
students
and
staff
to
be
able
to
take
care
of
students
and
their
mental
health,
their
mental
well-being,
but
also
support
them.
Academically
and
there's
going
to
be
years
of
recovery
in
this
about
the
middle
level
schedule
tonight,
you'll
hear
a
review
of
the
middle
level
study.
G
You
hear
the
report
that
we
were
when
we
were
last
together
and
I
appreciate
the
time
of
taking
over.
We
would
have
had
probably
about
18
months
or
so
of
Engagement
part
of
really
creating
any
schedules.
So
this
is
a
long
time.
It's
not
something
that
just
happened
overnight
and
really
appreciate
the
surveys
that
were
out
in
the
in
the
small
focus
groups
that
were
had
by
students
and
staff
and
again
look
forward
to
getting
recommendations
as
we
move
forward
to
see.
G
If
there's
any
changes
that
are
going
to
be
made,
any
recommendations
are
going
to
be
made,
but
I'll
make
sure
that
again
we
keep
the
board
of
breast
as
we
go
through
this
and
know
you
hear
something
from
staff
tonight
as
well
and
again
thank
you
as
we
weather's
changing,
and
it's
and
folks
that
are
out
playing
sports.
It's
getting
a
little
wet,
so
it's
get
little
more
laundry
happening
for
parents
at
the
high
school
kids,
so
I
remember
those
days
but
I.
G
Just
appreciate
the
board
being
here
today
as
well
earlier
on
when
we
talked
about
the
board
working
agreements,
your
it's
your
working
agreements,
so
it's
your
working
agreements,
so
I
appreciate
the
diligence
in
terms
of
how
the
board
has
focus
on
those.
So
thank.
B
H
Hi,
hello
am
I
on
hello,
hello,
good
evening
superintendent,
balderas,
chair
per
Perez
and
Beaverton
School
board
for
the
record.
My
name
is
Lindsay
Ray
I'm,
a
high
school
math
teacher,
currently
serving
as
the
president
of
the
Beaverton
Education
Association.
So
as
Dr
balderas
mentioned,
the
Ed
Northwest
report
on
Middle
School
schedule
will
be
shared
tonight
and
I
encourage
the
district
to
heed
the
findings
of
that
report.
H
Middle
School
is
such
an
important
and
tumultuous
time
for
young
people
and
I
think
it's
imperative
that
the
district
develop
a
schedule
that
incorporates
the
input
from
Educators
and
students
who
are
in
Middle
Schools
every
single
day.
I
know
this
is
a
complex
issue
and
I'm
hopeful
that
there
is
a
solution
that
will
underscore
the
importance
of
our
students
experience
as
well
as
our
Educators
expertise.
H
There's
also
a
report
tonight
on
summer
school
and
I
just
want
to
take
a
moment
to
recognize
the
incredible
efforts
of
our
staff
to
make
summer
school
successful
from
instructional
AIDS
counselors
classroom
teachers
to
site
coordinators,
District
coordinators
and
many
other
folks
who
worked
diligently
behind
the
scenes
summer.
School
is
a
huge
undertaking
and
requires
many
hours
of
work
to
do
great
things
for
Beaverton
students.
So
thank
you
to
all
of
you
for
giving
our
students
a
wonderful
experience.
H
I
also
want
to
take
a
moment
to
acknowledge
and
lift
up
the
efforts
of
the
many
people
in
our
region
who
are
fighting
to
improve
our
communities
for
students
and
families,
specifically
the
United
Auto
Workers,
the
OHSU
nurses
and
our
colleagues
at
the
Portland
Association
of
teachers.
H
These
folks
are
working
to
ensure
that
families
can
afford
to
live
in
the
beautiful
Pacific
Northwest
that
our
students
and
families
have
the
resources
they
need
to
thrive
and
that
corporations
and
organizations
are
held
accountable
to
supporting
the
commun
communities
in
which
their
workers,
customers,
patients,
students
and
families
live.
Finally,
I
would
like
to
bring
to
your
attention
the
dire
situation
in
many
of
the
districts
specialized
programs
due
to
critical
understaffing
of
par
professionals.
H
Students
receiving
special
education
services
deserve
safe
classrooms
with
enough
adults
in
the
room
to
provide
the
support
that
they
are
legally
entitled
to
with
so
many
unfilled
paraprofessional
positions.
There
are
many
many
classrooms
that
are
not
safe
and
do
not
have
that
support.
I
hope
the
district
will
act
swiftly
to
address
that
situation,
to
incentivize
people
to
take
on
on
those
positions
and
to
get
our
students
and
staff
the
support
they
deserve,
and
so
desperately
need.
H
I
J
J
We
appreciate
everyone
for
hosting
us
and
seeing
all
the
kids
so
excited,
and
we
are
very
excited
that
we
were
able
to
give
out
over
00
books
to
students
to
take
home.
That
day
today
is
day
21
of
our
school
year
and,
as
many
of
our
staff
are
so
very
happy
to
be
back
at
school,
be
back
with
our
students.
J
We
see
our
kids
still
flying
in
the
doors
every
morning,
still
excited
with
their
new
shoes,
still
wanting
us
to
ask
if
they
can
run
real
fast
or
still
wanting
us
to
be
real
excited
about
that
haircut.
They
got
a
month
ago,
we're
doing
it
and
we're
excited
we're
having
fun
we're
working
our
way
way
through
a
lot
of
our
changes.
But
it's
coming
very
apparent
that
our
classified
staff
are
already
very
tired
and
very
overworked,
as
Lindsay
mentioned
from
Bea.
J
But
a
lot
of
our
other
positions,
don't
understand
what
is
needed
and
how
to
keep
things
safe
and
keep
things
going,
but
outside
of
our
classroom
position
with
perz
and
the
effect
that
has
on
our
whole
building.
We
also
have
many
of
our
staff
throughout
the
district
working
out
of
class
to
support
other
unfilled
positions.
J
Their
workload
doesn't
go
away
and
they
don't
get
extra
help,
and
then
we
have
so
many
of
our
admin
and
our
teachers
stepping
in
to
support
classified
staff,
getting
breaks
and
lunches,
which
is
so
appreciative
appreciated.
But
that
also
means
they're
not
getting
their
plan
time
they're
not
getting
their
breaks.
This
system
is
not
going
to
last
long.
If
we're
already
this
tired
it.
The
21st
day
of
the
year,
we
are
thankful
that,
with
our
work
through
OCA,
we
have
seen
some
very
Creative
Solutions
and
we
do
hear
some
support
coming
from
the
district
level.
J
But
it's
not
coming
fast
enough.
We
have
more
than
30
open
pair
of
two
positions,
which
then
means
we're
pulling
all
these
other
classified,
making
other
positions.
And
then
we
also
have
many
clerical
positions
unfilled
and
we
just
really
need
some
more
more
ideas.
What
we're
doing
is
great
ideas.
We
have
a
job
fair,
coming
up
specific
towards
Paras.
We
have
our
new
PA
two
Rovers.
We
have
a
lot
of
our
Dao
staff
showing
up
in
buildings
to
do
coverage,
but
that's
not
longterm,
because
that's
going
to
get
all
of
us
behind.
J
So
we
really
hope
and
ask
that
we
as
a
community
can
come
together
to
get
more
creative
to
be
safe
staff,
students
and
academics
alike,
because
when
we're
so
worried
about
general
safety
and
supervision,
we're
not
even
getting
to
the
good
stuff.
We're
not
reading
we're,
not
playing
we're,
not
learning.
And
we
need
more
of
that.
And
we
as
OCA
just
want
to
say
shout
out
to
all
of
our
classified
staff,
shown
up
and
fighting
hard
working
hard.
And
thank
you
to
all
of
our
colleagues
supporting
us.
Thank.
B
You
thank
you,
Christie,
it's
now
time
to
hear
comments
from
our
community
as
a
reminder.
This
is
a
time
when
the
public
can
comment
to
the
board
and
the
board
will
be
actively
listening,
but
will
not
be
responding
or
answering
any
questions.
We
appreciate
you
being
here
today.
The
board
welcomes
public
comments
virtually
or
in
person
for
up
to
10
people
who
sign
up
before
the
meeting
and
when
more
than
10
people
request
to
speak.
B
Priority
is
given
to
students,
District
residents,
speakers
who
have
not
already
provided
public
comment
during
recent
meetings
in
a
variety
of
topics.
Comments
can
also
be
submitted.
In
writing.
We
have
received
10
requests
for
public
comment
today
and
they're
all
in
person.
The
10
speakers
for
tonight
will
be
cie
CI
ant
Kaye
de
bolt
Brian
forign
Brett
Hall
R
Ruan
Naran,
Laura,
Hoffman,
Jordan,
Garrett,
Paul,
swordstone
and
Jordan
Beck
and
Sheree
winterfeld.
So
only
the
people
I
named
are
allowed
to
speak.
B
Each
speaker
will
come
up
for
two
minutes
to
share
your
thoughts.
Your
time
cannot
be
shared
or
given
to
another
person.
We
have
a
timer
on
the
screen
and
when
your
2
minutes
are
up,
you
must
stop
speaking
and
make
way
for
the
next
person
your
microphone
can
be
turned
off.
If
you
go
over
time,
the
school
board
doesn't
hear
complaints
or
charges
against
individuals.
B
This
means
that
we
will
end
your
testimony
if
you
name
a
staff
member
board,
member
or
Committee
Member
by
name
in
your
testimony,
personal
matters
and
complaint
should
really
be
resolved
by
communicating
directly
with
the
employee,
the
supervisor
or
through
the
district
complaint
process
found
on
the
website.
We
ask
everyone
in
attendance
to
model
respectful,
Behavior
and
remember
that
we
have
students
as
well
as
staff
and
Community
here
in
person
watching
and
online.
B
Our
first
Speaker
today
is
cie,
please
come
up
to
the
front
table
and
please
take
a
seat
in
front
of
one
of
the
microphones.
There
you
go
you
the
button's
already
pressed,
so
it's
all
green
and
you
can
begin
when
you're
ready.
K
Okay
hi,
my
name
is
Cali
ANS
and
I'm
here
to
talk
about
Beaver
acres
and
make
sure
that
you
guys
are
aware
of
what's
happening
at
Beaver
Acres
Elementary
I've
had
a
student
at
Beaver
acres
for
over
10
years.
My
oldest
is
a
freshman
at
aloa
and
there's
just
over
the
last
10
years,
I've
seen
a
lot
of
changes
of
beaver
Acres,
the
in
2019
Beaver
Acres
boundaries
Chang
to
incorporate
a
lot
of
el
Monica
Elementary.
K
Also
Beaver
Acres
takes
the
students
who
opt
out
of
the
dual
immersion
program
from
Barnes
Elementary,
and
the
numbers
at
be
Breakers
are
just
really
skyrocketing.
One
of
the
few
elementary
schools
where
the
enrollment
is
growing.
We
actually
added
three
classrooms
at
Beaver
Acres
this
past
year,
which
I
was
surprised
to
hear
because
we
already
had
quite
a
full
schedule,
so
we
have
35
regular
classrooms.
We
have
seven
third
grade
classes,
including
three
in
Portables.
K
We
also
have
two
is,
or
three
ISC
classes
and
two
prek
classes
as
well,
so
so
it's
just
we're
kind
of
bursting
at
the
seams
and
we're
losing
our
sense
of
community
and
kind
of
the
connections
that
happen
with
a
smaller
environment
as
well.
It's
just
not
having
the
space
in
the
cafeteria
in
the
gym
in
the
library
for
students
to
get
the
attention
that
they
need,
and
also
just
for
the
admin
to
manage
the
staff
that
is
there
so
I'm.
K
Just
asking
that
there
will
be
some
changes,
maybe
happening
I
reached
out
to
Dr
me
in
late
spring,
and
he
was
kind
enough
to
call
me
back
and
said.
I
think
that
there
are
are
some
things
coming
up,
that
there
might
be
some
boundary
changes,
but
I
just
want
to
make
sure
that
you
guys
are
aware
of
the
issue.
Dr
me
I
know
is
sharing
some
information
about
enrollment
and
in
his
presentation
on
figure
17.
K
B
L
Hall
yep,
can
you
hear
me
yep
all
right,
cool
good
evening,
Dr,
balaris
and
esteemed
members
of
the
board.
I
am
an
art
teacher
at
mle,
Park
Middle,
School
I've
been
there
for
four
years
now
and
I
really
love
my
job
there
tonight
I
come
with
you
with
just
some
points.
I
want
you
to
consider.
When
talking
and
making
your
recommendations
about
the
middle
school
schedule,
I
ask
you
to
see
and
understand
the
immense
value
that
your
elective
teachers
create
and
provide
for
our
students.
L
We
are
often
the
classes
where
students
find
their
only
success
and
it
is
often
one
of
the
only
reasons
some
of
our
students
who
struggle
come
to
school
every
day.
We
are
teaching
invaluable
skills
and
knowledge
and
we
should
not
be
treated
as
second
class
citizens
or
employees
by
the
district
through
scheduling,
as
our
elective
officials.
I
myself
personally
voted
for
at
least
two
of
you
up
here,
I
assume
that
you
are
wanting
the
best
and
brightest
elective
teachers
that
the
state
that
the
country
has
to
offer.
L
But
unfortunately,
if
the
schedule
goes
back
to
the
way
it
was
where
elective
teachers
have
case
loads
of
300
400
and
only
see
our
kids
a
fraction
of
the
time.
That's
not
going
to
be
the
case
right,
we're
not
going
to
get
the
best
and
the
brightest
that
we
want
in
our
schools
providing
for
our
students.
I
ask
I
am
glad
to
hear
that
it
does
seem
like
the
process
has
been
long
when
reviewing
the
schedule,
but
talking
to
other
teachers.
It
feels
a
little
rush
this
year
and
I.
L
Think
that
there's
a
lot
of
worry
from
elective
teachers
just
because
of
the
past
trauma
that
they've
experienced
working
in
this
district
for
so
long
and
we
love
these
teachers
right,
we
don't
want
them
to
have
to
teach
600
band
kids
in
one
day.
That
is
a
load
that
no
one
should
have
to
bear,
and
so
I
do
ask
that
when
you
make
a
recommendation
for
teaching
and
learning
that
that's
part
of
what
you
emphasize
there's
other
schedule
choices
out
there
that
could
really
value
all
of
our
employees
and
their
work
that
they
do.
M
M
B
N
Good
evening,
Dr
balder
is
an
amazing
School,
Board
staff.
Thank
you
so
much
for
taking
your
time
and
listening.
My
name
is
Brian
foren
I'm,
a
22-year
veteran
of
the
Beaverton
School
District
I've
been
teaching
theater
at
the
honor
at
aloa
high
school
for
17
years,
and
the
last
at
Five,
Oaks
Middle,
School
I'm,
proud
to
be
a
teacher,
but
in
the
past
we've
had
many
different
schedule
changes.
N
So
it's
a
little
bit
of
history,
repeating
I
would
be
encouraging
us
to
remember
our
past
I'm,
a
history
teacher
as
well,
so
I
feel
it's
important
to
remember
from
our
past
mistakes.
If
we
have
made
mistakes
we
always
trying
to
move
forward.
We
all
wake
up
every
day,
thinking
how
can
I
help
my
students
and
we
go
to
bed
every
night
thinking?
How
can
I
help
my
students
have
a
better
day
tomorrow,
so
we're
all
going
for
the
right
things.
I
know
that's
to
be
true.
N
The
ask
is
that
we
have
daily
contact
with
our
students
and
maintain
a
36
student
count
as
that's
what
that
to
suggest
is
most
beneficial
for
our
students.
So
it
is
an
ask
that
we
look
at
equity
in
class
size
and
we
also
look
for
Equity.
As
far
as
human
beings,
I
was
disappointed
to
hear
electives
AKA
Encore
classes
described
as
a
break
in
time
in
socializing
in
our
last
meeting.
They
are
not.
This
is
my
first
time
being
here.
That's
why
I'm
here
we
follow
all
the
standards.
N
We
also
created
those
standards
for
the
state,
and
then
we
use
the
national
standards.
We
are
Avid
teachers.
We
lead
the
way
for
students
to
connect
with
school,
our
students
come
to
school
and
Encore
classes,
and
those
will
be
greatly
reduced
if
our
Encore
classes
are
diminished.
So
I
would
ask
that
we
maintain
the
days
every
day
with
our
students
so
that
we
can
maintain
those
numbers.
So
we
can
bring
more
students
to
our
district
as
other
districts.
Look
at
these
options
of
lowering
oncore
they're
going
to
come
to
us.
N
That's
where
our
numbers
are
going
to
grow,
let's
become
the
beacon
that
I
know.
We
can
be
I
worry
that
our
workload
of
ongoing
class
sizes
would
double
and
that
would
weaken
our
classes
and
that
would
weaken
our
overall
numbers
so
that
would
that
would
air
in
the
side
we
don't
want
to
go
on.
We
want
to
be
gaining
students.
Moving
forward,
I
see
bright
potentials
when
we
try
tinkering
within
our
system.
O
B
Laura
was
it
Bret
hall
or
Bret
Hall
yeah
I
apologize
I'll.
Your
first.
M
P
Great.
Thank
you,
ladies
and
gentlemen
of
the
board.
Thank
you
very
much
for
having
us
here
we're
here
to
explain
a
problem
that
we're
having
and
seek
a
solution.
We're
here
for
solution
based
purposes:
I
coach,
Mitch,
dico
and
I'm
Brett
Hall,
we're
attorneys
here
in
the
community
and
we
coach,
the
sunset
High
School
mock
trial
team,
which
we
have
several
students,
go
and
stand
up
guys.
P
First
off
I,
don't
know
if
you've
ever
heard
an
attorney
explain
something
in
2
minutes.
So
this
is
going
to
be
very,
very
difficult
for
me,
but
I'm
going
to
try
it
so
mock
trial
at
Sunset,
High
School
been
going
on
for
21
years.
I've
been
there
for
all
21
years
out
of
those
21
years.
We've
had
about
four
years
where
we've
had
educator
coaches
other
than
that.
P
It's
just
been
myself
and
other
attorneys
in
the
community
that
have
come
in
and
taught
I
can
tell
you
that
I
can
name
off
at
least
four
of
my
students
and
there's
hundreds
of
students
in
the
area
that
are
now
attorneys.
The
students
in
the
sunset
High
School
mck
trial
team
excel
at
everything
they
they
do
so
now
at
the
one
minute
Mark.
P
So
here's
the
issue
beginning
at
at
the
at
the
beginning
of
the
school
year
last
year,
we
were
advised
that
we
could
not
continue
to
have
our
program
in
the
school
andless
we
had
an
educator
present
problem
is
our
class
schedule
is
from
5:
to
7:
5:
to
6:30,
because
that's
our
schedule
and
that's
the
best
time
to
do
it
and
it
works
out
for
the
students,
because
it
doesn't
conflict
with
their
other
extracurricular
activities.
P
We've
tried
a
variety
of
different
solutions
and
we
ultimately
shifted
back
to
zoom
and
meeting
in
a
pizza,
parlor
and
anywhere
that
we
Poss
could
in
order
to
teach
our
students
who
did
take
fourth
place
at
State
last
year,
despite
the
despite
the
difficulties,
what
I
would
like
everybody
to
think
about
is
potentially
providing
a
non-compensatory
contract
to
allow
us
to
be
kind
of
independent
Educators.
We
both
have
JDS.
We
both
pass
pass.
The
background
check.
P
Another
option
is
to
maybe
the
board
would
be
willing
to
fund
a
position
to
stand
in
and
and
help
us
out,
and
we
would
be
interested
to
any
solutions
that
you
possibly
have
to
get
us
back
in
the
court
in
the
classroom
classroom
that
was
unplanned
yeah
yeah.
Thank
you
very
much.
I
appreciate
thank.
Q
Them
hello,
superintendent,
bers
and
School
Board
Representatives,
my
name
is:
Ragan,
ran
and
I'm
a
senior
in
Mountainside
High
School
I'm
here
tonight
to
speak
about
music
education
in
our
middle
schools
in
middle
school,
I,
attended,
Mountain,
View
for
sixth
and
seventh
grade
and
then
transferred
to
Highland
Park
at
Mountain,
View
I
played
in
the
band
and
had
a
great
teacher
Miss
Frasier
who's,
one
of
the
main
reasons
that
I
stuck
with
playing
the
trumpet
there.
We
only
had
band
every
other
day,
the
beginning
of
the
class.
Q
We
spent
a
lot
of
time
reviewing
what
we
had
taught
been
taught
two
days
before,
and
our
progress
was
was
slow.
Our
teacher
did
the
best
she
could
with
the
time
she
had
and
she
tried
to
work
and
go
students
individually.
But
in
those
two
years
we
got
through
very
little
curriculum
overall
when
I
went
to
Howland
Park
in
8th
grade,
I
was
very
behind
the
other
students.
Q
In
my
new
class
in
band
people
who
had
gone
there
for
sixth
and
seventh
grade
had
had
B
every
day
for
those
two
years
that
I
had
been
every
other
day.
They
were,
they
played
much
more
advanced
music
than
I,
was
ready
for
and
had
gone
through
a
lot
more
curriculum
than
I
had
sometimes
I
even
had
to
watch
a
fingering
of
the
person
next
to
me
to
make
sure
that
I
was
able
to
play
properly
both
class
every
single
day,
I
was
able
to
improve
very
quickly.
Q
I,
also
developed
a
much
bigger
connection
to
my
classmates
and
was
able
to
make
new
friends
in
my
new
school
because
of
how
much
I
saw
them,
having
experienced
both
everyday
and
every
other
day,
music
instruction
in
middle
school
I
can
tell
you
personally,
there's
a
big
difference
in
how
how
much
progress
students
can
make
and
the
connections
they
can
have
with
their
peers
and
instructors.
Thank
you.
M
F
F
Good
evening
my
name
is
Laura
Hoffman.
My
son
will
is
a
seventh
grader
at
Tumwater
middle
school
and
is
in
choir
and
band
on
behalf
of
our
students.
Performing
Arts
is
much
more
than
simply
showing
up
and
playing
your
instrument
or
singing
a
song.
Someone
with
little
experience
in
this
environment
may
be
surprised
at
the
social
emotional
effect
that
these
ensembles
have
on
their
members.
When
you
are
in
an
ensemble,
you
are
not
just
a
cog
in
the
machine,
but
you
are
in
Irreplaceable.
Member
of
a
family.
F
Many
students
and
instructors
alike
find
that
their
Ensemble
is
not
just
their
creative
outlet,
but
also
a
home
away
from
home.
A
consistent
group
of
friends,
supporters
and
lovers
of
Music,
whose
group
Synergy
is
incomparable
to
anything
else.
Music
making
is
one
of
the
most
ancient
humanistic,
natural
and
healthy
ways
to
express
and
process
emotions,
and
we
know
that
now
more
than
ever,
our
middle
schoolers
need
that
Outlet,
just
as
athletes
develop
skills
and
form
community
Through.
F
I
volunteer
every
week
in
tumat
music
rooms,
I
see
students,
demeanor
change
as
they
walk
through
the
doors,
I
see,
Comfort
determination,
camaraderie,
humor
commitment,
acceptance,
community
and
a
cohesive
sense
of
purpose
and
belonging,
and
it
is
truly
a
pre,
precious
and
privileged
site
to
see
and
why
I
show
up
every
week,
I
ask
that
you
consider
the
social
emotional
health
of
our
young
people
who
will
suffer
if
they
are
stripped
of
their
daily
outlet
and
their
home
away
from
home.
Thank.
B
You
and
it's
Jordan
and
I
think
Jack
and
Sawyer
are
coming
with
you
for
Jordan.
O
Hi,
my
name
is
Jordan
Garrett
I'm,
20
years
21
years
old
and
going
to
school
for
music
education,
I'm
a
woodwind
technician
at
the
Mountainside,
marching
Ensemble
and
a
Youth
Development
professional
for
the
Boys
and
Girls
Club
of
America.
These
are
my
younger
brothers,
Jack
and
Sawyer
Hammond.
Last
time,
I
was
here
speaking
I
was
there
about
their
age,
pleading
for
everyday
banned,
while
I
did
not
get
everyday
banned.
I
was
exstatic
to
see
my
younger
siblings,
get
the
chance.
O
I
did
not
my
freshman
year
of
high
school
I
walk
into
ban
excited
to
continue
my
music
education.
Only
to
realize
I
did
not
have
the
same
skill
set
as
my
peers.
Other
students
from
higher
income
areas
had
gotten
lessons
to
make
up
for
the
lack
of
in-class
band
time.
I
was
not
able
to
get
lessons.
My
parents
did
not
have
the
resources
or
the
time
for
lessons
and
they
still
don't.
When
entering
my
first
year
of
college,
I
was
once
again
behind
my
peers.
O
I
felt
embarrassed
and
ashamed
for
being
behind
on
my
Basics,
the
basics
that
you
learn
in
middle
school.
Music
programs
across
the
country
are
still
recovering
from
Co
19,
and
this
district
is
no
exception.
Without
everyday
ban
we
will
have
less
students
in
the
high
school
programs,
as
a
student
ban
motivates
me
to
do
well.
O
As
a
person
ban
gave
me
a
community
and
as
a
person
of
color
band
has
been
a
form
of
self-expression
and
acceptance,
despite
looking
so
different
from
most
of
my
classmates
as
a
sister
band
motivates
me
to
push
my
brothers
to
do
well
in
all
aspects
of
their
education.
Jack
has
expressed
to
me
that
he
is
interested
in
pursuing
music
as
a
career,
but
is
nervous,
but
is
nervous
on
how
these
changes
will
affect
his
future.
He
has
learned
how
to
listen
and
pay
attention.
O
During
class
time
Sawyer
has
expressed
how
band
is
his
favorite
class.
He
looks
forward
to
it
every
day
which
has
made
transitioning
from
ele
Elementary
School
to
Middle
School
easier
for
him
for
them
and
many
other
students.
Music
can
be
a
safe
space.
Please
do
not
take
away
from
them.
The
opportunity
to
learn
through
music
band
is
important
and
should
remain
an
everyday
Activity.
Thank
you
for
your
time.
Thank
you.
B
R
S
Well
good
evening
my
name
is
Paul
schwar
I
teach
band
at
Tumwater,
Middle
School
I
would
like
to
share
the
Deep
concern.
The
band
and
choir
Community
have
about
the
schedule
and
how
it
could
impact
classroom,
contact
time
and
best
practices
for
music
education.
A
couple
weeks
ago,
I
was
teaching
beginning
clarinet
players
how
to
get
a
clear,
sound
and,
and
it
can
be
quite
technical
at
the
start,
we
have
about
eight
different
things.
S
They
have
to
do
with
all
at
the
same
time,
while
blowing
their
instruments,
they
are
all
successful,
so
I
turn
to
work
with
the
flutes
and
very
soon
I'm,
like
oh
there's,
about
three
to
five
squaws
happening.
So
I
have
to
start
all
over
with
the
clarinets
right
now.
Flutes
need
daily
practice
with
finger
placement.
Where
do
they
put
their
fingers?
S
Beginning
trumpets
and
trombones
are
changing
notes
with
the
muscles
in
their
lips
and
throughout
the
band
we
discovered
late
last
week
that
many
students
did
not
iiz
that
an
e
on
page
five
is
still
an
e
on
page.
Eight
reinforcement
of
these
physical
skills
works
better
with
frequency
not
length
of
time.
If
a
new
schedule
had
longer
class
periods,
that
would
mean
Bandon,
choir
students
lose
stamina,
it
forces
an
alternate
activity
and
ultimately
less
time
overall
for
skill
reinforcement.
S
Additionally,
if
a
new
schedule
alternates
days,
it
provides
many
more
days
off
between
classes,
making
it
much
harder
for
continuity
from
class
to
class.
How
many
11,
12
and
13
year
olds
will
be
forgetting
instruments
what's.
The
cumulative
effect
are
eighth
graders
in
three
years,
capable
of
the
same
thing
as
eighth
graders
today.
S
Are
we
setting
up
our
high
school
music
programs
for
Success
band
inquire
work
best
with
daily
contact
time,
because
it
works
better
for
retention
and
muscle
memory,
while
learning
a
new
musical
language
music
teachers
believe
that,
in
a
time
when
all
options
are
on
the
table,
there
has
to
be
a
way
to
save
daily
contact.
It
is
best
practice.
Thank
you
very
much.
B
T
Shi,
hello,
Dr,
balderis,
members
of
the
board.
My
name
is
Jordan
Beck
I'm,
the
theater
teacher
at
Meadow,
Park,
Middle,
School
I,
am
really
lucky
to
be
at
Meadow
Park
because
of
the
common
Middle
School
experience.
I'm,
not
here
to
talk
about
the
common
Middle
School
experience.
I'm,
not
here
to
talk
about
the
explosive
growth
of
meow
Park
Theater.
T
We
haven't
had
a
theater
teacher
since
the
80s,
but
thanks
to
the
common
Middle
School
experience,
I'm
am
the
first
full-time
theater
teacher
there
it's
year,
three
I'm
just
going
to
take
10
more
seconds
to
say.
T
Last
year,
a
production
of
Romeo
and
Juliet
had
50
kids
in
it
and
14
members
of
the
meow
Park
staff
in
the
show
so
I'm
here
today,
because
I
want
to
plead
with
you
to
recommend
to
teaching
and
learning
that
elective
teacher
case
loads
are
in
parody
with
other
teachers
in
our
building,
and
this
is
primarily
because
the
backbone
of
my
practice
as
a
teacher
is
building
relationships
with
my
students,
navigating
the
hund
I
I
I
think
I
have
212
I
counted
today.
T
T
I
am
bursting
at
the
seams
mentally
remembering
that
Sur
is
dog
died
or
that
Brian
struggles
when
he
sits
next
to
Valentino
and
I
need
time
and
space
to
be
able
to
build
those
individual
connections
so
that
I
can
build
spaces
where
students
feel
like
they
belong
and
feel
like
they're
accepted
and
have
a
relational
connection
to
the
other
people
in
the
room.
T
So
I
would
plead
with
you
that
we
prioritize
parity
between
teachers
and
elective
spaces,
because
that
relational
space,
as
we've
heard
from
many
Arts
teachers
and
families
and
students
here,
creates
that
space
where
students
feel
like
they
belong
and
have
space
to
achieve.
So,
please
prioritize
parody
in
your
recommendation.
Thank
you.
So
much.
U
V
W
Good
evening
board
and
superintendent
I
would
like
to
introduce
myself.
My
name
is
Sheree
winterfeld
and
I
gladly
teach
at
fer
grve
Elementary.
As
a
fourth
grade
teacher
thank
I
have
at
16
years
in
the
district
and
eight
years
previously
in
Washington
state,
and
this
year
is
the
largest
class
size
that
I
have
personally
experienced
at
31.
W
Some
of
you
who
are
doing
the
math
are
wondering:
how
did
you
survive
a
recession
and
not
have
a
higher
class
number
and
I
will
tell
you
a
I've
been
lucky
and,
and
then
another
one
is
I
volunteered
to
go
from
5ifth
to
3D
and
watched
my
two
team
members
struggle
with
37
and
38
students
and
watched
one
of
them
pass
away
from
the
toxic
stress
that
came
from
that
we're
not
in
a
recession
any
longer
and
I'm
very
much.
W
A
nuts
and
bolts
young
lady
I
would
love
to
call
myself
young
still
anyway.
W
The
reason
I'm
here
is
I
am
a
strong
advocate
in
advocating
for
reduced
class
sizes
at
elementary,
especially
K12,
so
I
always
joke
that
the
love
language
of
the
district
is
legal
lease
and
money
so
break
it
down
to
us
a
little
bit
last
year,
I
was
brought
in
to
reduce
class
sizes
at
the
fourth
grade
level
and
I
had
a
class
size
of
22
that
generated
about
$350,000
this
year,
I
am
generating
well,
students
are
generating
about
500,000,
the
average
BSD
teach
makes
about
59,000.
W
So
if
you
divide
class
of
22
last
year,
they're
getting
about
$2,700
worth
of
me
this
year,
however
they're
getting
about
$1900
worth
of
me,
I
can
go
through
all
the
impacts,
but
what
that
means
is
a
30%
decrease.
So
why
I'm
really
here
is
to
ask
the
board
to
consider
creating
a
community
class
siiz
action
committee
and
and
to
help
prioritize
Early
Childhood,
especially
K1
and
two,
and
to
reduce
class
class
sizes
at.
B
You
thank
you
all
for
your
comments.
We'll
move
to
the
first
item
of
information
on
our
agenda
now
and
that's
the
an
an
update
for
the
10-year
forecast
of
enrollment
for
the
district
introduced
by
deputy
superintendent
Carl.
X
Me
good
evening
board
and
superintendent
balderis,
it's
a
pleasure
for
me
to
introduce
Charles
reiners,
who
has
joined
us
previously
with
previous
boards.
He
comes
to
us
from
flow
analytics
and
previously
worked
at
Portland
State
University
and
worked
on
several
projects
with
the
district
in
forecasting
our
numbers.
The
forecast
you're
going
to
be
hearing
this
evening
is
a
10-year
forecast
and
you're
wondering
how
the
heck
is
he
able
to
do
that?
That's.
Why
he's
the
expert
and
he's
going
to
be
able
to
share
that
information
and
background
with
us?
X
But
in
that,
as
you
know,
we
are
doing
this
a
little
earlier
than
what
we
typically
would
simply
because
of
the
issues
through
coid.
We
had
significant
changes,
as
everyone
did
across
the
state
and
nation
in
terms
of
education
and
where
we're
all
going
in
a
for,
as
with
our
forecast.
So
with
that
I
will
pass
Pon.
Y
Well,
thank
you,
Dr
balderas
and
members
of
the
board,
glad
to
be
here
and
I've
been
introduced
already
Charles
Ryerson.
So
thanks
for
that
I'll,
we
have
a
very
brief,
a
very,
very
brief
presentation.
It's
in
PowerPoint
and
I'm,
looking
at
it
right
up
there
on
the
screen
and
we'll
run
through
it
quickly,
but
we'll
be
here
to
answer
any
questions
discussion
as
long
as
you
want
after
after
the
presentation.
Y
So
if
you
could
first
slide
about
us,
I've
been
with
Flo
a
little
over
a
year
and
we
work
with
lots
of
school
districts
across
the
country,
but
I,
especially
like
working
in
the
Portland
metro
area,
where
I'm
most
familiar
and
with
Beaverton
as
I
have
several
times
next
enrollment
assessment,
demographic
and
residential
development
analysis.
Everybody
knows
it's
important.
Y
You
know
where
is
the
new
housing
located
within
the
district
and
that's
part
of
the
report
we're
going
to
focus
only
on
the
districtwide
forecast
for
brevity
here
this
evening,
but
we
can
go
in
depth
if
you'd,
like
and
I,
believe
you
have
the
the
complete
report
as
well.
So
sorry,
this
slide
isn't
a
little
bigger,
but
what
this
is
showing
is
yes,
the
population
within
the
Beaverton
School
District
has
been
growing.
Y
However,
the
a
big
slowdown
in
the
child
population,
the
between
20
and
2010,
the
population
under
18,
increased
by
about
12%
between
2010
and
2020,
only
increased
by
about
3%,
in
spite
of
the
adult
population
increasing
by
18%
So,
within
that
that
child
population
under
18
there
was
actually
a
decline
in
the
population
under
age.
Five,
due
to
the
birth
decline
that
Dr
balderis
alluded
to
earlier,
so
that's
impacting
incoming
kindergartens
already
in.
In
addition
to
the
impact
we
saw
from
coid.
Y
So
next
this
this
breaks
down
that
those
details
by
five-year
age
groups,
so
the
age
four
and
under
on
the
bottom,
showing
a
decline
of
about
2,000
students
between
2010
and
2020,
fortunately
took
a
long
time
for
the
2010
census
to
come
out
at
this
level
of
detail.
We
only
got
it
in
May
of
2023,
but
in
spite
of
the
fact,
it's
three
years
old,
it's
still
the
best
resource.
We
have
for
really
detailed
age
distribution,
all
the
way
down
to
the
Block
Level.
Y
So
we
rely
heavily
on
it
next
now.
This
is
the
story
of
declining
a
child
population.
The
birth
rates,
particularly
for
women
under
30,
had
been
falling
for
a
long
time,
even
through
the
period
when
births
were
increasing
in
the
district,
but
plunged
further
and
even
for
women
in
their
early
30s.
The
the
number
of
births
per
woman
declined,
and
these
are
we
get
birth
data
from
the
organ
health
authority
specific
to
residents
of
the
district.
Y
So
this
is
basically
number
of
births
by
age
of
mother,
divided
by
the
population
in
those
age
groups
showing
Decline
and
and
no
not
really
an
increase
for
older
women
per
in
terms
of
rates,
so
you
may
have
heard
of
replacement
rate
2.1.
So
that's
something
that's
often
cited
as
Nationwide.
If
there
was
no
moving
in
or
out
and
every
woman
had
an
average
of
2.1
children
over
the
long
run,
the
population
would
stabilize
well
we're.
Y
As
of
2020,
the
the
total
fertility
rate
in
the
Beaverton
School
District
is
down
to
about
1.3
so
well
below
replacement
rate
next,
so
here's
here's
a
table
showing
how
important
cohorts
are
the
K5
enrollment
in
the
school
district
actually
peaked
way
back
in
2015
and
even
before
the
pandemic
by
2019
District
had
lost
several
hundred
elementary
students
so
as
the
cohorts
progress,
the
Middle
School
enrollment
peaked
in
2018
and
High
School
enrollment
peaked
in
2021.
No
surprise
births
had
peaked
in
about
2007,
so
by
20
22.
Y
There
are
about
20%
fewer
births
to
District
residents
than
there
were
in
2007
and
next.
So
that
brings
us
to
the
forecast
and
for
slide
of
the
forecast
shows
the
relationship
between
births
and
kindergarten.
It's
the
basically
three
rows
at
the
top,
the
number
of
births
by
cohort
and
the
number
of
kindergarten
students
attending
Beaverton,
School
District
and
then
the
ratio
of
births
of
kindergarten
to
births.
Y
So
if
we
look
at
the
the
2022
kindergarten
column,
those
are
compared
to
births
between
September
2016
and
August
2017,
so
those
would
children
would
be
eligible
to
enroll
in
kindergarten
at
age,
5
in
Fall
of
2022,
and
that
ratio
of
77
It's,
a
combination
of
net
migration,
people
moving
in
people
moving
out
and
the
capture
rate.
You
know
not
all
children
go
to
District
kindergartens,
the
homeschooling
and
and
private
schools
account
for
some
of
that.
Y
So
that's
prior
to
the
pandemic,
the
rate
had
been
up
above
8,
so
the
big
wild
card
in
the
forecast
is,
you
know
how
much
recovery
is
there
going
to
be.
In
that
rate,
there
already
has
been
some
recovery
in
spite
of
births
being
or
kindergarten
being
smaller
in
2022
than
in
2021.
That
rate
had
edged
up
from
2020
to
21
22
in
our
middle
series
forecast.
Y
We
have
it
gradually
recovering
to
082
so
but,
however,
with
the
birth
decline,
which
is
yet
to
really
impact
the
kindergarten
as
much
as
it
will,
the
kindergarten
class
Size
Doesn't
recover
to
be
any
larger
than
it
was
in
2022.
Y
Really
so
next
three
scenarios
as
I
as
I
mentioned.
You
know
we
don't
know
for
sure
how
that
rate
ratio
is
going
to
recover
and
there's
a
little
bit
less
population
growth
in
the
low
scenario,
a
little
bit
more
in
the
high
scenario,
so
that
the
low
scenario
assumes
that
there
won't
be
a
rebound
in
that
ratio
of
kindergart
to
births.
The
high
scenario
assumes
that
we'll
go
back
to
where
we
were
before
the
pandemic
and
that
results
in.
Y
Long
range
kindergarten
forecasts
a
little
bit
higher
than
where
it
is
now
and
those
make
big
differences
and
we
go
to
the
next
slide.
Well,
first,
but
incoming
kindergarten.
The
next
step
is
cohorts
progressing
through
the
grades
and
we're
looking
at
six
years
of
historic
grade
progressions,
meaning
that
F
that
Top
Line
K1
is
the
ratio
of
each
Year's
kindergarten
or
each
Year's
first
grade
to
the
previous
year's
kindergarten.
So
generally
above
one.
Y
That
means
that
there's
more
students
in
first
grade
than
there
were
in
kindergarten
the
year
before
all
grades,
almost
all
grades
had
cohort
loss
between
2019
and
2020,
but
that
you
can
see
that
recovery
in
20121,
the
K1
ratio,
I
think
I'm
reading
1.09,
so
those
are
likely
accounting
for
a
lot
of
first
graders
who
were
not
in
school
in
kindergarten,
the
during
the
pandemic
first
year
of
the
pandemic.
Y
So
that
was
a
recovery,
a
continued
recovery
in
2022
those
rates
pretty
much
returned
to
where
they
had
been
pre
pandemic,
so
that
we
looked
at
the
three-year
pre-co
average
and
we
looked
at
the
most
recent
year
and
made
assumptions
about
basically
returning
to
the
the
historic
status
quo
going
forward
in
terms
of
cohort
growth
generally
slightly
more
families
moving
in
to
the
district
with
with
children
School
aged
children
than
moving
out
so
that
that
all
comes
together
in
the
next
slide,
showing
K12
enrollment
continued
decline
because
of
the
cohorts
and
the
birth
decline.
Y
It's
I
hate
to
say
inevitable,
but
it
pretty
much
is
so
that
the
magnitude,
though,
is
in
question.
We
we
call
the
middle
scenario
the
most
likely,
so
that's
showing
en
K12
enrollment
loss
of
about
you
know
nearly
nearly
4,000
over
10
years
and
the
last
slide
I
believe,
which
is
really
hard
to
see.
But
I
think
what
we're
showing
here
is
that
the
the
worst
of
the
K5
decline
or
or
a
lot
of
the
K5
decline
has
already
happened
and
in
relative
terms,
the
the
middle,
the
secondary
decline.
Y
That
we're
expecting
is
is
more
severe
going
back
to
what
I
mentioned
about
births
having
peaked
in
20
7.
Those
children
are
currently
in
high
school
and
that
bottom
right
chart
shows
the
black
line.
The
historic
High
School
know
peaking
in
in
2021
and
still
remaining
near
a
peak,
but
likely
to
decrease
much
more
due
to
the
smaller
cohorts
that
are
currently
in
elementary
school
and
I.
Think
the
next
slide
says
discussion
so.
X
Before
we
move
on
to
discussion,
my
apologies
I
forgot
to
introduce
Robert
McCracken.
He
is
our
district
demographer
and
is
located
up
on
the
third
floor
of
this
building.
So
my
apologies.
B
Robert
so
we'll
open
up
for
discussion
and
we'll
do
a
double
round
robin
just
we'll
go
round.
Z
B
Anybody
thank
go
ahead.
B
Yeah
and
we'll
come
back
to
sonita
after
we
go
one
this
way.
Okay,.
V
First
of
all,
thank
you
very
much
for
your
presentation.
I
appreciate
it.
I
know
it's
very
headyy
stuff.
What
it
points
out
to
me
is
exactly
what
we've
been
expecting
for
the
last
several
years
that
but
Co
kind
of
accelerated
the
decrease
in
population.
So
I
appreciate
this.
This
information
I
think
it
feeds
into
other
in
information
later
on
in
terms
of
schools,
and
you
know
size
of
schools,
but
I
did
have
a
question
regarding
birth
rates.
Y
Well,
we
didn't
look
at
birth
rates
at
that
fine
of
a
geographic.
You
know
in
the
past,
I've
tested
using
births
to
predict
kindergarten
at
the
Elementary
attendance
area
level,
and
it's
pretty
unreliable
at
that
level
because
it
fluctuates
so
much
at
for
smaller
areas
is
more
reliable
for
the
district
total.
But
I
will
say
that
you
know
where
there's
new
housing
there's
often
young
families,
so
I
wouldn't
be
surprised
if
the
the
places
with
the
new
single
family,
housing
or
new
affordable.
Y
You
know,
income
restricted,
multi,
family
housing
are
places
where
there
would
be
more
more
births,
more
children
and
and
we
at
the
individual,
School
level,
which
I
mentioned
we're
not
showing
in
this
presentation.
You
know
we
do
overlay
the
expected
future
housing
by
type
and
and
trying
to
to
phase
it
as
best
as
we
can
in
terms
of
our
things
under
construction
now
are.
Are
there
developments
that
are
approved
and
ready
to
build?
V
Z
Justice,
thank
you
for
the
report
and
the
enrollment
forecast
memo
that
you
shared
that's
up
on
the
website
to
shares
that
information
that
you
were
just
talking
about,
and
that
was
really
helpful
for
me
too,
to
be
able
to
see
the
density
of
growth
and
then
also
the
building
and
how
intricate,
though
everything
is
connected,
so
I
appreciated,
seeing
how
all
of
the
threads
of
enrollment
and
birth
rate
and
housing
and
the
different
types
of
housing
all
of
it
was
connected.
So
thank
you.
AA
Justice
well
I
mean
I.
Just
give
a
comment.
Thank
you
for
this
data.
I
I
guess
maybe
question
I
could
ask
the
at
least
my
interpretation
first
read
through
is
that
you
know
this
is
a
larger
demographic
reality
than
just
like
our
district
decision
making
is
that
is
that
an
accurate
way
to
look
at
this
data
or
there
something
else
in
there
that
you
know.
Y
Just
as
a
absolutely
we
should
look
at
Oregon
in
general
has
a
lower
birth
rate
than
than
the
us,
but
it's
been
falling.
Birth
rat
has
been
falling
in
the
US
and
birth
rat's
been
falling
in
in
Oregon.
E
Y
We
didn't
drill
down
in
race
or
ethnicity,
but
they
fall
fall
in
the
fastest
among
the
Latino
population.
So
you
know
the
in
the
1990s
when,
when
there
were
a
lot
of
new
immigrants
you
know
birth
rates
were
pretty
high,
but
now
that
the
Next
Generation
of
young
women,
you
know
more
likely
to
be
enrolled
in
college,
more
likely
to
be
in
the
labor
force.
So
those
rates
have
fallen,
the
fastest
of
of
any
race
or.
B
Ethnicity,
Tammy's,
good
Sunita
and
then
I'll.
AB
Go
thank
you
very
much
for
this
information.
Very
extensive
research
I
had
to
look
at
it
to
draw
some
conclusions
or
analyze
it.
I
I,
looked
at
the
enrollment
by
school
that
that
chart
and
I
saw
that
for
elementary
school
Hazel
day
has
huge
increase
that
we
are
expecting
in
10
years
and
I
can
track
it
back
to
the
construction
in
that
area.
AB
But
when
I
look
at
that
construction-
and
this
is
more
clarity-
also
question
most
of
the
construction
are
Hazeldale
Highland,
Park
and
Mountain
View
schools
are
going
to
be
feeding
into
those
schools.
When
I
look
at
the
increase
in
Hazeldale,
it's
like
83%
increase
right
like
going
from
400
something
to
700.
When
I
look
at
Highland
it's
about
23%
when
I
look
at
Mountain
Side,
it's
-3%
in
10
years,
so
I'm
wondering.
Is
it
timing
the
cause
for
it?
Or
is
it
something
more
than
just
the
timing?
What
could
be
some?
AB
Y
Well,
thanks
for
that
question,
I
observed
that
too,
as
we
were,
putting
the
forecast
together
and
you
know,
I
think
the
answer
is
the
the
High
School
attendance
area
is
much
larger.
You
know
the
hazeldell
area
is
where
most
of
the
new
housing
is,
and
so
they
it's.
The
high
school,
is
experiencing
some
of
the
same
trends
that
the
other
high
schools
are
in
terms
of
the
the
smaller
cohorts
coming
up
from
other
grades.
So
it
notice
it
is
pretty
stable
in
10
years
compared
with
the
other
high
schools
that
are
actually
losing
more
enrollment.
Y
So
Mountain
View
has
the
the
most
stable
enrollment
among
the
high
schools,
and
that
is
also
due
to
the
new
housing.
So
it's,
but
it's
it's
hard
to
overcome
those
cohort
Trends
and
when
there
is
new
housing,
it's
often
a
younger
population,
a
child
population
elementary
school
starting
out.
You
know
people
age
through
and
they
don't
necessarily
you
know
they
may
move
in
with
small
elementary
school
children,
fewer
people
move
when
their
children
are
in
high
school.
Y
Yes
Yes
actually
I'll
say
from
research
in
other
projects,
other
districts
and
and
even
Beaverton
and
previous
projects.
When
we
look
at
all
housing,
not
just
new
housing,
we
see
that
the
greatest
number
of
elementary
kids
per
home
in
houses
less
than
10
years
old,
the
greatest
number
of
high
school
students
in
houses
that
are
10
to
20
years
old,
so
I,
wouldn't
be
surprised.
If
we
went
out
further
we'd
see
Mountain
Side,
Mountain,
View,
sorry.
AB
B
Thank
you,
one
of
the
pieces
that
this
all
made
me
think
about
is
that
we
really
need
to
start
our
long
range
facilities
planning
and
that
you
know
that
you
mentioned
I.
Think
Carl
answered
my
question
on
that
one
and
looking
at
that
long
range
facilities
committee,
so
that
we
can
focus
on
those
what
boundary
changes
might
be
needed.
If
there's
any
potential
School
consolidations,
making
sure
we're
communicating
to
our
community
about
any
changes
that
might
be
needed
as
we
move
forward
on
this
and
I
think
also.
B
For
me,
it
was
kind
of
the
not
only
that
but
the
impact
that
that
might
have
on
Staffing
and
the
impact
that
when
we
look
at
our
facilities,
the
capacity
of
a
facility
versus
the
the
projections
and
also
the
conditions
of
the
technical
spaces
that
are
available
in
some
of
our
schools
that
are
quite
large
or
are
some
of
the
considerations
that
we'll
need
to
take
we'll
make
we'll
need
to
make.
So
that's
some
of
my
processing
but
Susan
I
think
we'll
go
to
second
round.
V
The
only
comment
and
thank
you
again
for
This
research,
but
the
only
comment
I
want
to
make
is
that
not
only
is
it
Mountainside
where
there's
a
high
single
family
housing
population
there's
also
that
same
thing
over
in
the
West
View
High,
School
and
West
View
certainly
has
been
overpopulated
for
years,
and
it
looks
like
it's
just
gonna
that
the
trend
will
be
similar
there
for
a
while.
Y
It
and-
and
that
allows
me
to
expand
on
on
board
member
raji's
question.
I
I
talked
about
the
birth
rates,
but
I
didn't
talk
about
the
the
type
of
housing
that
is
in
the
Beaverton
School
District,
because
when
when
he
asked
about
is
it
you
know
how
similar
is
it
to
other
places?
We
see,
you
know
the
the
urban
districts
that
are
have
lots
of
multif
family
housing.
Excuse
me
losing
the
most
enrollment.
You
know
there
are
some
some
perip.
Y
You
know
Suburban
districts
that
are
gaining
enrollment
when
they
still
have
l
lots
of
new
development.
We
work
with
some
Puget
Sound
area
districts
that
are,
you
know
outside
the
Seattle
area
that
are
growing,
but
excuse
me,
but
Beaverton
is
kind
of
a
mix.
You
know
there
is
a
pretty
high
percentage
of
multif
family
housing
in
the
Beaverton
School
District.
So
it's
getting
to
be
a
little
more
like
an
urban
District.
But
on
that
on
the
edges,
you
know
the
North
End
West
View,
the
South,
End
Mountain
view
mountain
side.
Y
Sorry,
sorry,
you
know
there
it.
You
still
have
the
new
single
family
development,
but
there
isn't
a
whole
lot
of
that
land
left.
You
know
for
new
single
family
development
once
that
builds
out.
So
it
is,
you
know,
becoming
more
more
like
an
urban.
B
District
any
just
anything
else,
s
Sunita
anything
else.
AB
I
I
guess
the
followup
that
I
was
going
to
ask
you
kind
of
touched.
It
is
that
to
look
into
the
capacity
of
Hazeldale,
Sato
and
Finley.
Those
are
the
ones
that
are
that
have
positives,
and
you
know,
looking
at
long
range
facilities
would
be
my
wonderings
about
it.
So.
X
You
are
correct,
and
that
is
something
that
chair
Perez
was
just
speaking
of
and
that's
part
of
the
district's
responsibilities
and
the
the
work
that
Robert
will
continue
to
do
is
followup,
as
we
determine
not
only
capacity,
but
as
we
take
a
look
for
consolidations
boundary
changes
in
the
near
future
across
the
district.
B
Thank
you,
I
think
from
my
only
last
thought
that
I,
when
I
was
looking
at
what
kind
of
housing
when
you're
talking
about
the
kind
of
housing,
it
was
really
interesting
to
me
to
see
that
there's
certain
pockets
of
Beaverton
where
they're
building
new
housing,
but
it's
just
like
one
bedroom
or,
and
so
it
doesn't
allow
for
families
to
move
into
those
spaces.
B
So
we
have
a
bunch
of
areas
in
Beaverton
where
it's
just
just
like
they're,
building
apartments
or
spaces
that
are
just
for
one
room
or
maybe
two
room
that
doesn't
make
for
a
a
space
for
families.
So
thank
you
for
your
report
with
that.
We'll
move
to
our
next
item.
Y
B
You
thank
you
that
would
be
Middle
School
schedule
review
introduced
by
Deputy
superintendent,
Heather.
B
R
Good
evening,
chair,
Perez
superintendent,
balderas
members
of
the
board.
We
are
here
with
you
for
the
second
time
having
a
conversation
about
the
Middle,
School
schedule,
review
and
I
am
joined
this
evening
by
our
our
colleagues
from
education
Northwest.
They
will
introduce
themselves
in
a
few
moments.
One
of
them
is
joining
us
from
the
East
Coast
via
Zoom,
so
hopefully
you're
able
to
see
Jette
there,
great
that's
good.
R
So
so,
just
as
a
reminder,
we
were
with
you
in
a
conversation
about
this
topic
on
September
12th,
at
one
of
your
study
at
your
most
one
of
your
most
recent
study
sessions
and
joined
by
our
colleagues
from
education
Northwest,
and
in
that
study
session,
we
were
able
to
share
with
you
the
qualitative
study
that
education
Northwest
engaged
in
with
our
staff,
our
students,
community
members
numbers
and
then
sharing
what
those
findings
are.
R
They
also
shared
the
eight
suggestions
that
came
based
on
on
what
what
we
learned
through
the
qualitative
study,
and
we
also
talked
about
what
the
next
steps
will
be
in
that
process,
and
so
for
our
time
with
you
this
evening.
Again,
we
just
wanted
to
do
a
brief
summary
and
reminder
about
what
that
process
has
looked
like
and
what
those
findings
have
been
and
what
we've
learned
along
the
way.
R
And
then
we
will
answer
any
additional
questions
that
you
may
have
and
then
I
will
share
just
as
a
reminder
about
what
our
next
steps
are.
So
with
that
I'd
love.
To
turn
this
over
to
my
colleague
in
teaching
and
learning
Miss
jel
O'neal.
I
Hi,
thank
you
for
having
us
today
when
we
presented
at
the
September
12th
board
session
I
began
by
sharing
background
information
about
how
we
arrived
at
the
point
of
re-evaluating
a
schedule,
so
just
some
brief
history.
Prior
to
the
2021-22
school
year,
middle
school
schedules
were
a
site-based
decision
and
that
included
both
the
length
of
each
class
period
and
the
elective
courses
that
were
offered
and
in
an
effort
to
create
a
common
student
experience
at
neighborhood
middle
schools.
I
A
schedule
was
designed
that
standardized
both
the
instructional
time
of
class
length
and
the
elective
courses
Additionally.
The
standardized
schedule
ensured
the
opportunity
for
students
served
in
ELD
and
special
ed
courses
to
have
access
to
at
least
one
elective
and,
as
we
heard
from
our
Educators
tonight,
it
also
standardized
the
number
of
students
that
each
teacher
served
into
a
more
balanced
ratio.
The
common
the
current
common
Middle
School
schedule
was
implemented
in
neighborhood
middle
schools
in
Fall
2021.
I
This
Co
ided
with
the
return
to
full-time
in-person
learning
and
concerns,
were
raised
during
that
first
year
from
several
stakeholder
groups
about
how
our
students
were
fairing
with
multiple
transitions,
short
class
periods
and
the
lack
of
interdisciplinary
team
structures.
So
in
response
to
the
stakeholder
concerns
during
the
second
year
of
implementation,
last
year,
teaching
and
learning
partnered
with
education
Northwest
to
conduct
a
qualitative
study
of
the
current
Middle
School
schedule
to
help
us
in
to
help
inform
and
guide
us
in
future
scheduled
decisions.
So
tonight
I'm
pleased
to
reintroduce
the
team
from
education
Northwest
who.
M
Will
introduce
themselves
good
evening,
it's
great
to
be
here
again.
My
name
is
Katherine
Rooney
with
education,
Northwest
and
I'm.
Here
with
my
colleague,
Pablo
Lopez
tril,
and
in
Virginia
Janette
Beret.
We
are
going
to
jump
right
into
a
brief
recap
of
the
suggestions
from
the
report
and
then
we're
happy
to
take
your
questions
so
with
that
Janette
thanks.
AC
Katherine
the
sound
okay,
everyone
can
hear
me.
Yes,
so
just
a
recap
of
the
suggestions
that
we
presented
early
in
September,
starting
with
the
first
one
being
around
teaming
many
BSD
Educators,
believe
that
they
could
actually
effectively
address
many
of
the
current
schedules
challenges
if
they
had
the
opportunity
to
collaborate
with
their
colleagues
and
to
discuss
how
to
support
the
needs
of
individual
students,
research
documents,
a
plethora
of
positive
student
and
teacher
outcomes
that
are
associated
with
this
idea
around
teaming
and
collaboration
amongst
teachers.
AC
Additionally,
this
suggestion
aligns,
with
the
Strategic
plan,
action
steps
of
providing
that
consistent,
systematic
teacher
collaboration
time
to
assess
student
data
and
improve
practices.
The
second
recommendation
that
the
second
suggestion
that
we
offered
was
around
minimizing
transitions,
Educators,
Educators
and
students
both
agree
that
the
current
number
of
classes
per
day
can
be
stressful
for
students
to
maintain
cognitive
literature
suggests
that
those
interruptions
to
learning
are
associated
with
also
negative
impacts
for
both
teachers
and
for
students,
particularly
at
the
neuro
neurod
Divergent
students.
AC
A
schedule
that
would
possibly
have
fewer
classes
per
day
and
or
an
equal
length
classes
would
reduce
the
number
of
daily
transitions
that
students
have
and
could
also
help
reduce
student
stress,
disregulation,
disruptive,
hallway
behaviors
and
the
amount
of
homework
that
students
have
depending
on
how
many
classes
they
have
each
day
suggestion
three
was
around
the
advisory
block.
Both
Educators
and
students
believe
that
this
advisory
class
time
could
actually
be
used
more
effectively.
If
the
advisory
course
content
were
integrated
into
other
core
classes.
AC
AC
The
fourth
suggestion
was
around
the
Lunch
Period
students
and
parents
suggest
that
the
time
currently
available
for
lunch
and
For
Recess
doesn't
always
allow
all
students,
time
to
visit
their
locker
for
students
to
use
the
restroom
to
get
a
hot
lunch
from
a
lunch
line
and
then
have
time
still
to
eat
their
meal
at
a
reasonable
Pace.
It
doesn't
always
allow
for
time
for
students
to
decompress
or
to
socialize
with
their
peers,
which
is
extremely
important
during
that
period.
AC
Research
suggests
that
students
who
have
less
time
to
eat
consume,
of
course,
less
of
their
meal
and
are
then
more
likely
to
choose
fruits
and
vegetables
or
healthier
options.
The
literature
recommends
a
30
minute
lunch
period,
including
transmission
time
transition
time
to
ensure
that
all
students
have
at
least
20
minutes
of
seat
time
to
finish
their
meal.
Just
to
remind
you,
then
we
moved
into
suggestions
five
and
six
suggestion.
Five
was
around
the
ideal
course
length
in
focus
groups.
AC
Educators
consistently
recommended
that
a
class
period
length
of
55
to
60
Minutes
would
be
ideal.
However,
most
were
willing
to
accept
a
shorter
class
period.
AC
If,
then,
all
the
class
period
lengths
were
equal
and
then
that
would
create
less
transitions
in
the
hallways
research
on
class
period
length
is,
is
largely
inconclusive
and
does
not
recommend
a
particular
class
period
length,
but
it
does
suggest
that
there
may
be
an
association
between
longer
classes,
favorable
teaching
conditions,
connections
at
schools
and
then
implementing
class
periods
of
at
least
55
minutes
should
be
considered
as
an
ideal.
The
next
suggestion
was
around
equal
course
length.
AC
So,
as
we
discussed
in
on
our
in
our
earlier
meeting
in
September,
the
educator
survey
and
educator
focus
groups
longer
class
periods
for
Math
and
Science
have
contributed
to
perceptions
that
maybe
Math
and
Science
are
considered
more
important
than
other
courses.
Therefore,
equal
class
period
lengths
might
improve
those
perceptions
and
provide
more
learning
time
for
most
course,
subjects
in
addition,
having
equal
class
periods
with
common
passing
times,
and
the
hallways
could
also
reduce
distractions
for
students
currently
in
class,
while
other
students
move
between
classes.
Common
PL
passing
times
for
all.
AC
Students
might
also
reduce
disruptive
hallway
Behavior,
as
it
allows
for
more
teachers
to
be
in
the
hallway
during
those
transitions
all
Hands-On
deck,
and
if
we
move
into
our
last
two
suggestions,
the
first
around
two
electives
to
most
Educators
families
and
students
who
particip
I
ated
in
the
study,
definitely
appreciate
the
opportunity
to
have
two
electives
continuing
to
offer.
Two
electives
will
continue
to
allow
students
to
explore
new
content
to
choose
what
they
are
most
interested
in
learning,
which
might
also
improve
on
engagement
and
climate
and
culture
within
the
schools.
AC
Scheduling
time
for
two
electives
would
be
particularly
important
for
our
elll
students,
our
special
education
students,
those
students
who
might
not
otherwise
have
the
opportunity
to
take
an
elective
if
two
aren't
offered
continuing
to
offer
two
electives
in
combination
with
other
suggestions
that
we've
talked
about,
might
also
require
some
creative
scheduling,
such
as
offering
an
elective
class
every
other
day
or
moving
to
an
AB
block
schedule
with
four
classes
every
other
day.
The
last
suggestion
was
around
Equity
of
common
schedule
and
considering
whether
a
common
Middle
School
schedule
is
actually
Equitable.
AC
A
beaver
and
Middle
School
Educators
do
not
believe
that
there
is
a
single
schedule
that
can
meet
the
needs
of
all
schools,
of
all
educators
of
all
students
and
of
All
Families.
They
expressed
concerns
about
the
lack
of
flexibility
in
the
common
Middle
School
schedule
to
offer
elective
options
and
supports
that
align
with
the
student
interest
and
needs
in
each
particular
school.
We
suggest
that
the
district
assess
whether
actually
a
common
Middle
School
schedule
is
Equitable
across
all
schools
or
whether
providing
some
sort
of
schedule.
R
You,
okay,
thank
you
Janette,
so
I
just
a
couple
of
notes
about
next
steps.
Before
we
hand
hand
it
over
to
Katherine
and
Pablo,
we
will
be
just
as
a
reminder
following
this
meeting.
Our
teaching
and
learning
team
will
be
engaged
in
conversations
and
work
with
our
Middle
School
principles.
R
They
truly
are
the
experts
in
this
area,
with
years
and
years
of
experience,
Al
together
around
scheduling,
and
we
will
be
taking
the
suggestions
from
the
study
and
we
will
listen
and
pay
close
attention
to
public
testimony
that
we've
heard
and
we
will
create
some
potential
schedules
and
share
those
with
the
superintendent
and
Dr
balderis
will
make
considerations
relative
to
those
suggestions
and
then
Ely
make
the
decision,
and
that
will
happen
by
the
end
of
November
and
so
just
wanted
to
remind
everybody
about
what
the
next
steps
look
like
after
that
timeline
and
the
end
of
November
staff
will
then
get
busy
working.
R
What
if
there
are
changes,
whatever
those
changes
may
be,
making
those
start
actualizing,
those
and
preparing
for
what
that
looks
like
for
fall
of
202
24
in
our
schools.
So
with
that
I
will
turn
it
over
to.
B
Questions
we'll
start
with
we'll
go
with
Susan
and
then
we'll
go
around,
but
I'll
call
on
people
as
we.
V
Go
so
this
may
have
been
asked
the
last
time
because
I'm
a
little
confused
about
certain
things,
so
I'm
a
proponent
by
the
way
of
the
ab
schedule,
just
Susan's
opinion
for
the
and
thank
you
so
much
for
the
hard
work,
I
guess
I'm
a
little
confused.
Are
we
with
you
understand
all
the
work
that's
happening
here.
V
Principls
are
going
to
have
a
little
disc
you're,
going
to
have
discussion
with
principles
kind
of
looking
at
what's
best
for
individual
schools,
but
is
the
framework
going
to
be
like
you
know,
we're
looking
at
longer,
you
know
more
Equitable
class
time
for
the
core
class
classes.
So
would
be
a
you
know,
less
classes
in
a
day
or
is
that
still
kind
of
up
in
the
air
I'm
a
little
confused
as.
I
To
yeah,
so
thank
you
Susan.
We
are
not
putting
paper
to
pencil
yet
on
schedules
because
we
wanted
to
receive
the
report
receive
the
suggestions
and
it
really
calls
us
to
to
have
conversations
the
suggestions.
Seven
and8
aren't
rooted
deeply
in
research,
but
are
perception,
data
from
our
staff,
and
so
the
question
of
what's
the
tolerance
for
difference
between
schools
is
an
important
conversation
for
us
to
have
before
we
begin
P,
penciling
out
schedules
and
saying
who's
going
to
follow,
which
ones
so
we
have
to
think
about.
How
will
the
schedule
reflect
our
values?
I
The
values
reflected
from
this
year-long
study
that
took
in
the
voice
of
students
and
parents
and
staff?
How
will
it
reflect
the
goals
of
our
strategic
plan?
How
will
we
meet
the
obligations
of
our
bargaining
unit,
contract,
state
law,
all
of
those
parameters
and
coming
up
with
the
values
that
will
guide
us
and
measuring
schedules
against
those
values
before
they're
shared
with
Dr
balaras.
B
And
we
might,
if
it's
a
follow-up
question
or
we
go
around
twice.
V
So
no
it's
more
of
a
comment
because
I've
been
on
the
school
board
for
so
long
that
I
have
to
say
that
I
I
feel
like
it's
a
little
bit
of
Groundhog
Day
in
some
ways
is
my
comment
there
so
and
I
know
this
is
really
hard
and
our
middle
school
students
are
particularly
susceptible
and
I'm
really
concerned
about.
You
know
all
these
changes
and
how
that
impacts
their
own
mental.
Z
Thank
you
again
for
sharing.
I
did
have
a
question
about,
and
Dr
Cy
you
mentioned
this
about
about
professional
or
working
with
teachers
for
possible
changes.
Can
you
just
talk
briefly
about
if
there
are
changes
when,
when
in
the
process,
is
the
the
support
for
teachers
to
support
the
change
when.
R
Z
R
Thank
you
for
that
question.
So
if
there
are
changes,
then
starting
in
in
December
and
in
January,
we
will
start
looking
at
potential
fiscal
impacts,
Staffing
impact
and
while
those
conversations
are
happening,
we
will
be
able
to
start
engaging
our
staff
and
our
leaders
and
and
not
necessarily
in
that
order,
because
our
leaders
will
be
a
key
part
of
key
part
of
that
professional
development
for
and
with
our
staff,
all
through
the
spring.
In
whatever
way,
that's
needed
to
prepare
for
the.
B
B
U
Thank
you
thanks
for
coming
again,
I
want
to
sort
of
repeat
a
comment
that
I
made
during
our
work
session
and
suggestion.
8
I
do
have
concerns
about
the
idea
that
that,
if
we
let
individual
schools
kind
of
develop
their
own
schedules,
that
that
is
somehow
more
Equitable
when
I
feel
like
we've
got
Folks
at
the
district
focused
on
Equity,
we've
got
an
equity
Community
advisory
committee.
That
I
hope
can
weigh
in
on
this,
and
I
have
an
office
of
equity
and
inclusion.
U
That
I
hope
can
weigh
in
on
this.
So
I
I
think
when
I
asked
about
that
at
the
the
work
session.
The
answer
was:
oh,
you
know
we
might
want
slightly
different
electives,
and
that
seems
you
know
consistent
with
Equity
goals,
but
I
would
be
very
curious
if
there
was
any
substantive
differences
between
the
schedules
and
how
that
would
lead
to
equity
and,
and
so
I
still
have
that
concern
and
and
would
want
to
hear
more
if
there
was
something
different
than
like.
Oh
yeah,
our
school
wants
a
cooking
class.
Great,
that's.
U
You
know
we're
meeting
the
needs
of
our
students.
So
I
guess
that's
a
continuing
concern
for
me
as
I
read
suggestion
a
is
is
wondering
you
know.
Are
there
substantive
changes
that
we
might
be
considering
allowing
these
schools
to
have,
and
you
know,
without
a
a
larger
Equity
lens
that
we
have
with
the
benefit
of
having
this?
You
know
large
District
administration
I
have
some
concerns
about
that.
So,
oh
thank
you.
AB
Sonita,
thank
you
very
much
for
the
information
and
going
over
the
different
options,
because
it
was
a
good
good,
refresher,
youve,
read
it
and
reread
it,
but
there's
so
much
information-
and
you
may
have
told
this
already,
but
I
I
would
like
to
know
what
exactly
happens
in
the
advisory
and
if
it,
if
it
is
taken
out,
then
would
there
be
like
a
clearcut
procedure:
a
process
set
up
on
how
it
would
be
taught
in
different
classes.
What
what
would
happen
and
that
I
think,
maybe
for
Heather
that.
R
Question,
thank
you.
I
would
I'd
love
to
start
by
hearing
Miss
O'neal
talk
about
what
that
looks
like
from
her
perspective,
having
been
a
recent
Middle
School
principal,
if
that's
okay
and
then
we'll
go
from
there
if
necessary.
Thank
you.
R
I
In
Fall,
2022
middle
schools
began
implementing
the
character,
strong
curriculum,
which
is
our
social,
emotional
learning
curriculum
and
that
took
place
during
advisory,
and
it
was
a
significant
portion
of
the
the
teaching
that
was
done
there.
But
in
addition
to
that,
there
were
digital,
L
literacy,
lessons
that
were
done.
There
were
schools,
specific
team
building
or
efforts
that
supported
whatever
was
happening
in
the
school
so
school
specific
prior
to
the
2122
school
year.
I
Each
School
developed
their
own
advisory
curriculum,
including
how
many
days
a
week
they
met
how
long
the
periods
were,
because
that
was
more
of
a
site
based
decision.
I
AB
Yeah
I
I
remember
when
the
behavioral
health
and
wellness
team
had
come
up
with
a
character,
strong
program.
It
was
very
impressive,
I
hope
that's
not
taken
away
and
it
is
kind
of
implemented
with
the
classrooms,
because
at
Middle
School
level,
their
mental
health
is
very
important
so,
but
is
a
good
option.
I
would
feel
because
this
way
they
are
not
losing
anything,
but
still
we
are
getting
the
time
and
it
would
be
nice
for
the
board
to
know
exactly
what
how
that
would
be
put
in
process.
So
thank
you
very
much.
B
One
of
my
wonderings
is
around
the
criteria
like
what
CR,
when
you,
what
I
heard
you
say
a
little
bit
earlier,
was
that
you're
going
to
take
the
recommendations
you
haven't
developed
the
criteria
yet
cuz
you're,
taking
the
recommendations
and
then
you'll
be
working
together
to
develop
those
but
and
it'd
be
great
to
see,
be
able
to
share
out
when
you
get
there
that
criteria
with
our
community
so
that
they
know
like
how
did
we
choose
this
schedule
or
what
what
what
rised
raised
rised
came
to
the
top
Rose.
B
Thank
you
eel
moment
and
then,
maybe
even
using
you
know,
we're
all
doing
Equity
each.
We
expect
every
single
one
of
you
to
be
using
Equity,
lens
and
I
know
we
have
a
district
Equity
lens,
so
maybe
it's
you
could
use
that
to
explain
it
back
to
us
like
this.
B
Is
the
you
know
the
the
positive
and
negative
impacts
that
we
this
decision
would
make,
and
so
as
we're
explaining
it
out
explaining
the
options
out
to
our
community,
we
could
use
our
Equity
lens
to
share
like
the
pros
and
cons
kind
of
using
what
would
be
the
negative
impacts
on
who
and
I
think
that
would
help
us
kind
of
be
able
to
get
behind.
B
Whatever
schedu
comes
out
and
I,
don't
know
if
it
would
be
possible
when,
if
we
come
up
with
a
couple
options
and
you're
like
okay,
these
two
would
work
or,
if
we're
thinking
we're
going
to
just
head
for
one.
But
if
there's
two
options,
if
students
could
have
some
input,
perhaps
on
what
they
think
would
be
best.
If
there
are
two
options:
I
don't
know
after
you
get
through
this
process
in
the
rubric.
B
If
you're
like
nope,
actually
only
one
works
with
their
Union
contract
and
this
and
that
then
that's
what
we're
going
with.
But
if
there
are
options
it
would
be
great
to
allow
for
our
students
to
have
some
voice
and
possibly
our
staff.
You
know
so
and
oh
thank
you.
I
guess.
I
can
wait
till
my
next
one.
Oh,
you
got
okay.
AA
Thank
you,
so
my
question,
I
was
trying
to
form,
was
really
close
to
what
Sunita
brought
up
around
like
how
the
advisory
content
would
be
distributed,
and
the
only
thing
I,
I
guess
I
would
ask
I'm
not
sure
if
it's
a
question
or
a
comment
or
may
be
more
of
a
thought.
Whatever
process
I
think
some
clarity
around
how
like
other
teachers
who
maybe
have
not
had
to
teach
that
advisory
content.
AA
How
would
we
make
sure
that
there's
space
either
in
the
the
training
portion
of
the
year
or
whatever,
to
make
sure
that
they're
appropriately
onboarded
to
take
that
content
up
I
just
know
as
a
person
who's
worked
in
schools
when
someone's
handed
something
they
didn't
have
to
do
before?
Sometimes
it
doesn't
go
very
well.
AA
You
know
not
by
anyone's
lack
of
care,
just
that
it's
challenging
to
integrate
something
new
that
you
did
have
to
occupy
for
and
the
second
question
or
concern
or
thought
I
would
want
to
have
especially
getting
down
to
that.
Like
section,
eight
around
number,
eight
around,
maybe
having
some
space
in
there
for
schools
to
maybe
make
some
decisions
around
an
elective.
That
may
be
more
interesting
to
their
particular.
AA
You
know:
composition
as
a
school
I
think
it
would
be
really
good
to
have
Clarity
around
how
that's
decided
like
on
a
year
toe
basis,
because
one
year
you
may
have
folks
that
are
really
into
something,
but
all
of
those
students
might
be
leaving
and
then
some
other.
You
know
that
changes,
and
now
you
have
a
new
set
of
people
with
a
class
they're
not
interested
in.
AA
So
you
know,
I
think
if
that's
going
to
be
a
part
of
the
at
least
a
hope
to
try
to
try
to
meet
that
I
think
it'
be
really
great
as
a
board
member
to
hear
how
we're
going
to
do
that.
So
that
way,
you
know
we
can,
you
know,
be
considerate.
You
know
going
forward.
You
know
when,
when
when
populations
and
Dynamics.
V
No
I
I
think
I
just
want
to
highlight
the
potential
change
to
the
middle
school
schedule.
V
A
Z
I
want
to
Second
Ken's
comment
about
the
criteria
just
to
know
how
are
you
prioritizing,
which
and
I
think
that's
just
for
transparency,
because
we
have
so
many
members
of
our
community
who
are
very
interested
in
this.
So
if
we
just
produce
something,
it
would
be
nice
to
know
how
it
was
created
and
the
criteria
and
what
was
prioritized
and
then
the
it's
such
a.
It's
a
so
much
tension
between
less
transitions
to
collectives,
everyday
contact
and
I.
There
is
no
perfect
schedule.
That'll
address
everything,
but
I
was
wondering.
Z
Is
there
any
research
that
shows
that
there's
certain
subjects
that
benefit
from
daily
contact
and
I
didn't
I
didn't
even
know
that
we
I
don't
know
if
we've
asked
that
question
before.
AD
Thank
you
looking
at
specific
subjects
that
benefit
from
daily
versus
non-daily
contact
was
not
a
part
of
the
review
that
we
looked
at.
I
can
comment,
however,
from
the
literature
that
we
looked
at,
that
there
is
some
work
at
the
high
school
level,
suggesting
that
maybe
for
some
subjects
such
as
math,
there
are
benefits
to
daily
versus
non-daily
contact.
However,
I
cannot
comment
on
whether
that
could
be
extended
down
to
the
Middle
School.
B
U
Tammy
yeah
thank
you
and
I
I
guess.
I,
never
really
said
this
in
our
work
session
or
tonight
yet
either,
but
I
I,
I,
I
love
all
of
the
first
six
suggestions.
I
think
they're,
very
thoughtful
and
well
supported
by
by
the
data
and
the
the
work
that
you
did.
I
did
want
to
emphasize
that
I
do
support,
especially
the
equal
class
period
links
as
a
person
who
did
more
than
my
share,
maybe
of
math
and
science
I
would
never
have
wanted
that
to
be
overemphasized
over
other
subject
areas.
U
So
I
think
that's
great
I
think
all
of
this
all
the
work
we
do
in
middle
school
is
preparing
us
to
be
good
little
humans
and
I.
Don't
want
to
suggest
that
any
one
of
our
courses
is
less
important
than
the
others.
So
I
think
that
message
will
be
received
when
we
start,
you
know
seeing
it
actually
play
out
in
the
the
length
of
our
class
periods
thanks.
B
AB
I
just
want
to
thank
you
for
the
work
and
I
look
forward
to
your
suggestions
that
you
are
going
to
bring
it
to
us.
Thank
you.
B
So,
thank
you
to
all
the
like.
All
the
work.
I
know
that
this
has
been
going
on
for
you
know
many
months,
so
it's
not
something
that
the
district
took
lightly
in
thinking
about
you
know.
Making
changes
I
know
that
when
we
did
make
that
initial
change
during
coid
staff
started
reaching
out
immediately
about
concerns
of
different
concerns
and
appreciate
all
the
you
know
the
the
thoughtful
suggestions.
B
One
thing
that
I
was
thinking
about
with
number
eight
is
you
know
we
we
did
have
you
know
like
meow,
Park
didn't
have
drama
and
kids
didn't
have
access
to
drama
for,
and
other
schools
did.
So,
as
we
think
about
what
Justice
was
saying
like.
How
do
we
give
people
options
if
we
decide
that?
That's
something
we
want
to
do
I
would
not
want
us
to
have
a
school
that
had
you
know
like
something
in
another
school
just
be
like
pulled
and
not
have
an
option.
B
I,
don't
know
how
to
explain
that
I,
don't
know
if
that's
right
wording
but
like
making
sure
what
is
making
sure
that
we
do
have
those
parameters
like
justice
had
mentioned.
If
they
we're
going
to
give
flexibility
so
that
there
is
access
to
all
kids
independent
of
zip
code,
independent
of
financial,
you
know
areas
that
you,
you
know
your
parents
finances
or
that
particular
school.
What
that
ptb
or
P
you
know
PTA
can
raise
so
just
wanted
to
name
that.
Thank
you
any
closing
thoughts.
Anybody,
okay,
we'll
go
ahead!
B
Thank
you
very
much.
We'll
move
on
to
our
you
want
to
take
a
break
sure.
Is
there
a
motion
to
take
a
little
break
yeah?
We
have
to
do
a
little
motion
right.
If
we
take
a
break
or
can
we
just
take
a
pause,
take.
I
B
We'll
recess
for
about
five
minutes
yeah
and
then
we'll
come.
B
B
R
Devalos
good
evening
again
board
members
superintendent
balderas.
It
is
my
pleasure
to
introduce
Miss
Davalos.
She
is
an
assistant
principal
at
William,
Walker
Elementary,
and
she
has
also
been
our
administrator
and
lead
for
our
summer
programs
the
last
two
years,
and
we
are
so
thankful
for
her
passion
and
her
intelligence
and
her
hard
work
in
all
that
she
does,
and
this
evening
she
will
be
sharing
with
you
some
of
the
data
and
highlights
from
our
2023
summer
programs
Miss.
AE
Davalos,
this
is
fancy.
You
don't
get
these
kinds
of
things
that,
like
William
Walker,
you
don't
get
these
fancy
good
evening.
Thank
you
so
much
for
having
me
and
thank
you.
Dr
Cy
I
had
the
opportunity
to
to
be
in
a
school
in
October
of
last
year,
and
I
was
also
given
the
honor
to
continue
serving
K12
summer
programs.
It
is
close
to
everything
that
I
do
I
lived.
This
experience.
I
was
one
of
those
kids
who
needed
these
programs
who
needed
the
people
that
surround
me
in
schools.
AE
In
order
to
know
that
you
know,
I
belonged
that
people
believed
in
me
and
that
I
could
actually
I
could
achieve
so
I'm
grateful
to
be
here
today,
so
I
will
get
started.
Our
first
thing
is
a
video
by
Community
involvement,
where
they
were
able
to
experience
some
of
our
programs
across
the
system.
So,
let's
start
with
that.
E
The
migrant
education
pre
program
is
a
very
important
program
for
two
reasons.
First,
we
know
that
prek
early
learning
is
good
for
all
students,
but
secondly,
students
in
this
program
come
from
families
that
are
migratory,
and
we
know
that
that's
one
of
the
biggest
indicators
that
students
may
not
attain
the
same
levels
of
achievement
as
other
students.
So
it's
a
great
great,
not
only
Intervention
Program,
but
also
an
acceleration
program
to
keep
these
students
maintaining
their
home
language
learning
both
languages,
but
also
continuing
to
learn,
content
and.
AE
Middle
School
over
the
years
has
changed
this
year.
We
had
this
beautiful
opportunity
to
kind
of
expand
our
thinking
around
middle
school
and
move
towards
that
academic
piece
with
integrated
enrichment.
So
we
really
wanted
to
re-engage
what
do
our
middle
schoolers
need
and
so
working
closely
with
the
administration,
as
well
as
their
teams
at
their
schools.
AE
We
worked
to
identify
the
needs
of
that
school
that
could
have
been
math
that
could
have
been
Avid
to
really
give
kids
the
every
everything
that
they
need
to
be
successful
as
they
move
forward
in
their.
A
Our
students
are
entering
into
our
schools,
feeling
loved
feeling
cared
for
feeling
part
of
something
bigger
than
themselves.
This
is
what
we
know
is
our
kids
need
us,
and
these
kids,
who
are
we
are
prioritizing,
are
at
the
core
of
what
we
do
in
education.
We
must
provide
them
this
elevated
opportunity
to
show
who
they
are
to
re-engage
with
their
learning
and
to
say
we
are
here,
and
we
got
you
and
we're
going
to
do
this
together.
AE
Okay,
thank
you.
So
much
I'm
glad
you
were
able
to
experience
a
little
bit
of
what
our
students
had
experienced.
So
I
wanted
to
give
the
board
this
time
around
a
little
more
of
disaggregated
data
of
who
we
served.
Our
prioritized
students
were
our
elll,
our
migrant
students,
our
newcomers,
our
dual
language
programs,
those
students
who
have
been
historically
underserved
special
education
students
on
504s,
and
so
when
we're
looking
at
the
demographics
of
students,
we
served
as
you
can
see,
we
have
last
year
this
year.
AE
AE
The
this
graph
will
give
you
an
idea
of
each
program
and
how
the
capacity
of
students
for
each
program,
so
our
extended
school
year
program,
had
about
108
students
all
the
way
to
our
biggest
program,
which
is
Camp
achieve
serving
all
34
elementary
schools
at
serving
2
744
students
are
comprehensive.
You'll
see
two
for
high
school
on
the
data
sheet,
our
Comprehensive
High
School
complet.
AE
It
is
for
those
students
who
have
incompletes
and
their
targeted
driven
opportunities
to
complete
the
work,
and
then
you
have
credit
which
is
second
to
the
bottom,
and
those
are
opportunities
like
core
content,
elective
credit
earning
experiences
in
those
areas.
AE
So
extended
school
year
is
offered
through
our
special
education
department
and
they
were
able
to
serve
about
114
students
eligible
this
year.
They
offered
they
had
about
15
specialized
programs,
they
serve
prek
through
grade
12
and
they
H.
AE
So
students
qualify
for
program
for
this
extended
school
year
based
based
on
IEP
goals
and
progress
monitoring
over
the
year,
and
so
they
were
able
to
continue
those
IEP
Focus
skills
for
those
students
and
then
provided
comprehensive
support
and
what
I
mean
by
that
is
academic
communication,
feeding,
nursing,
whatever
those
students
needed
to
ensure
they
were
successful
in
the
extended
school
year
program.
Some
of
the
feedback
we
got.
This
is
great
feedback.
We
got
some
parent
feedback
recommendations
and
then
some
program
need
this
year.
AE
We
were
able,
for
the
first
time
to
have
extended
school
year
at
William
Walker
with
William
Walker
students.
So
it
was
a
remarkable
feed
and
there
were
many
challenges
that
we
came
across,
that
we
had
that
we
worked
together
in
problem
solving,
and
so
thinking
of
that
you
could
see
our
parents
like
praise
the
staff
and
environment.
They
had
meal
access
because
it
was
a
meal
site.
So
nutrition
services
was
serving
meals.
This
was
the
first
time
in
a
long
time
that
they've
had
access
to
meals.
AE
They
appreciated
just
continuing
the
education
and
having
the
opportunity
and
they
were
a
central
location
which
I
know
when
Dr
balaris
and
I
visited
last
summer.
We
visited
sites
extended
school
year.
That
was
one
of
the
things
that
we're
looking
towards
is
we
really
need
a
central
location
because
we're
serving
such
a
wide
range
of
students
across
the
system?
AE
Some
of
the
recommendations
were
extending
the
school
days,
offering
full
day
program,
prrs
and
really
providing
more
teacher
communication
and
quantita
quantitative
data
programming
need
program
needs
so
since
they
shared
a
building
this
year
with
William
Walker,
they
began
to
see
some
of
the
things
that
they
did
have
a
need
for,
and
they
really
thought
about
that
dedicated
building
needing
adequate
custodial
staff,
supporting
that
program
and
the
needs
of
the
program,
a
more
controlled
environment
and
more
space
for
the
students
and
the
equipment
that
is
needed
for
those
students.
AE
So
our
wonderful
MLD
programs
were
able
to
deliver
academic
and
enrichment
programs
and-
and
please
keep
in
mind
that
our
MLD,
our
multilingual
Department
programs
and
our
special
education
programs
worked
collaboratively
with
me
from
the
very
beginning
of
planning
to
make
sure
that
those
students
that
we
prioritize
are
at
the
focus
of
everything
that
we
are
every
direction
we
went
and
every
inform
decision
we
made,
and
so
in
collaboration
we
delivered
academic
and
enrichment
programs
and,
as
you
can
see,
enriched
supported
and
engaged
and
and
they
gave
specific
numbers
into
like
our
native
lifeways
Camp,
our
English
learn
newcomers
as
well
as
our
migrant
education
and
dual
language.
AE
So
some
of
the
strengths
with
our
multilingual
Department
programs.
This
year
we
employed
diverse
staff.
We
had
had
English
language,
Learners
earn
93.5,
High,
School,
Credit,
English,
learner
newcomers.
We
operated
three
dual
language
programs,
so
we
had
dual
language
at
aloah,
Huber,
Park,
dual
language
at
V
and
a
we
welcomed.
You
know
William,
Walker,
being
such
a
beautiful
big
site.
We
also
welcomed
a
multilingual,
Department
prek
migrant
program,
Dual
language
program.
AE
They
were
able
to
take
some
field
trips
to
Portland
cook
shop
and
thprd
sports
complex,
which
was
really
cool
for
some
of
our
students
who
don't
get
those
opportunities
on
a
normal
basis,
and
so
they
took
a
lot
of
field
trips
and
we
were
able
to
offer
some
math
and
science
credit
recovery
for
our
baverton
high
school
students
in
our
migrant
program,
and
so
recommendations
were
to
continue
to
prioritize
those
under
English,
Learners
and
migrant
students.
AE
So
now
comes
to
our
Kinder
Academy
this
year,
with
the
budget
that
was
approved
with
teaching
and
learning,
we
were
able
to
still
offer
funding
for
our
element:
all
34
elementary
schools,
depending
on
the
size
and
the
expected
enrollment
for
kindergarten.
We
were
able
to
provide
funding
for
Kinder
Academy,
so
principal
principles
could
access
10,000
to
$15,000
to
support
their
Kinder
acmy,
which
has
been
done
the
last
2
years
and
a
great
opportunity
for
even
non-title
schools.
AE
So
title
schools
historically
have
offered
Kinder
Academy
because
they
have
had
some
title
funding,
and
so
this
gave
an
opportunity
for
all
of
our
tiniest
human
beings
to
visit
our
schools
and
be
a
part
of
our
communities
as
soon
as
possible
and
really
engage
with
our
teachers
and
our
staff
and
everybody
who
supported
summer.
So
we
were
able
to
deliver
academic
enrichment.
This
year
we
did
not
have
vendors.
AE
We
elevated
and
support
by
our
own
staff,
so
music
teachers,
PE
teachers,
Tech
teachers
who
wanted
to
teach
steam
classes
so
really
tried
to
integrate
that
into
our
days.
We
previously
it
had
been
about
100
students
per
Elementary
School
could
attend
our
programs,
but
this
year
we
utilized
the
equitable
distribution
of
elemente
student
allocation
per
School,
using
the
proportionate
distribution
method.
AE
So
based
on
the
student
that
were
prioritized
at
the
number
of
students
prioritized
at
an
individual
school
that
would
determine
their
allocation
for
how
many
students
could
attend
to
ensure
we
were
prioritizing
those
students.
We
shifted
to
an
academic
with
integrated
enrichment
in
our
middle
school.
So
when
I
did
some
W
walkthroughs
with
the
middle
school
was
so
cool.
AE
I
walked
into
a
budgeting
class
of
like
budgeting
student
loans
and
a
job,
and
like
things
we
know,
our
students
need
the
lifelong
skills,
we're
trying
to
build
with
our
students,
and
we
really
tried
to
work
with
middle
schools
and
like
what
do?
What
do
you,
your
students
need?
Is
it
math
Avid?
What
does
that
look
like
and
then
how
can
we
continue
to
make
it
fun
for
our
kids
coming
in?
We
supplied
meals,
so
meals.
We
had
nutrition
services
who
were
able.
AE
You
know
due
to
the
constraint
on
Staffing
I,
think
across
the
system,
nutrition
services
were
able
to
support
us
remarkably
in
a
number
of
schools.
However,
we
did
have
a
number
of
schools
that
did
not
have
access
to
meals.
So
what
did
we
do?
AE
We
went
out
and
built
a
partnership
with
Safeway
and
Safeway
served
about
$889,000
of
food
and
snacks
and
meals
to
all
of
our
to
the
schools
who
didn't
have
nutrition
services,
accessibility
and
then,
whatever
we
had
extra
towards
the
end,
we
were
able
to
give
students
access
and
to
take
it
home
and
share
with
families.
So
that
was
a
remarkable
opportunity
to
continue
the
effort
in
providing
what
our
students
need
during
the
summer
and
that's
just
not
academic,
that
is
social
emotional,
that
is
food,
that
is
transportation.
AE
Transportation
was
able
to
serve
K12
this
summer,
which
was
a
remarkable
feat.
I
think
that,
as
we
move
forward,
we're
we're
taking
assessment
on
that
and
what
that
looks
like
in
the
future,
because
serving
K12
is
big
and
we're
always
trying
to
recruit
bus
drivers,
so
that
will
continuously
be
assessed.
But
for
the
first
time
in
a
while
we
served
K12
students,
and
then
we
presented
multiple
High
School
options,
so
the
8.5,
the
9.5
the
completed
and
the
credit.
AE
So
some
of
our
strengths
were
you
know
just
celebrating
that
K12
collaboration
this
year
with
the
multilingual
department
and
special
education
extended
school
year
is,
we
really
did
try
to
come
together
to
support
one
another
and
make
sure
that
we
knew
like
how
was
Middle
School
supporting
high
school
and
high
school,
supporting
Middle
School
and
Middle
School
supporting
our
incoming
fifth
graders
from
elementary?
What
does
that
partnership?
Look
like
what
does
that
communication?
Two-Way
communication
look
like,
and
so
we
were
a
I
feel
like
that.
AE
It
should
really
be
celebrated
because
we've
come
a
long
way
from
two
years
ago,
just
acknowledging
the
staff
and
support
it.
It
was
a
huge
effort.
You
know
we
had
a
shorten
summer
and
a
couple
changes
and
so
I
think
coming
forward.
We
had
less
staff
wanting
to
work
during
the
summer,
which
is
completely
understandable,
and
so
this
last
summer
we
hired
more
external
hires
than
we
had
ever
hired
before
staff
stepped
up,
like
our
our
district.
AE
Our
lead
coordinator
stepped
up
to
make
sure
that
we
had
enough
staff
in
front
of
our
kids
to
serve
our
kids
and
be
safe.
Just
applauding
that
teamwork
and
Innova
Innovation
that
we
did
to
serve
our
students
like
no
matter
what
challenge
came
our
way.
We
problem
solved
D,
we
adapted
we
innovated
and
we
moved
forward
because
we
knew
we
had
to
serve
these
kids.
So
last
summer
we
earned
students
had
earned
1,545
high
school
credits,
and
then
this
year
we
were
able
to
do
1,24
high
school
credits.
AE
So
if
you're
thinking
about
like
how
did
that
compare,
you
know,
last
year
we
had
the
summer
learning
Grant
and
this
year
we
didn't,
but
we
did
have
funding
and
so
I
wanted
to
make
sure
that
you
knew
we
were
still
trying
to
meet
those
needs
of
our
students
who
need
to
graduate
and
then
then,
in
terms
of
our
recommendations,
we
hired
more
external
staff
so
beginning
early
again.
AE
So
I
want
to
be
close
in
communication
with
teaching
and
learning
very
soon
and
sharing
any
resources
that
I
gained
over
the
years.
AE
Any
recommendations,
any
timelines,
so
that
I
can
push
that
effort
forward
in
continuing
to
prioritize
our
summer
programs
and
make
this
a
consistent
thing,
enhancing
recruitment
strategies
working
closely
with
our
human
resources
department,
who
were
remarkable
this
last
summer
and
all
the
other
hiring
that
they
do
to
work
closely
with
us
to
ensure
we
are
moving
the
in
the
direction
of
summer
programs
as
a
district,
and
that
that
includes
multiple
departments,
reviewing
leadership,
rules
and
pay
and
then
improving
that
systemwide
communication.
AE
So
building
maybe
like
a
map
of
communication
of
like
what
that
looks
like
and
make
sure
everybody
has
what
they
need
in
order
to
serve
kids.
So
so
that's
the
end
of
my
presentation
and
I
I
just
want
to
say:
I
did
have
the
opportunity
to
walk
through
multiple
levels
and
I
just
have
this.
AE
This
immense
like
gratitude
and
love
and
care
support
and
respect
and
pride
for
every
person
that
stepped
into
our
buildings
to
serve
our
kids
this
last
summer,
because
it
is
heavy
work
and
it
seems
like
well,
it's
4
hours
or
it's
a
couple
hours,
but
every
day
they
walked
in,
they
knew
our
kids
needed
us
and
we
stepped
up
despite
challenges,
despite
any
kind
of
things
that
got
in
our
way.
We
and
every
summer
we
Face
challenges
and
what
I
did
my
best
to
communicate
was
that
okay,
we
have
a
challenge.
AE
Let's
problem
solve,
we
adapt,
but
how
we
respond
and
how
we
rise
is
what
defines
us
as
a
district
and
continues
to
Define
us
as
this
human
element
of
our
system.
We
want
to
move
to
consistently
continue
to
develop
these
inclusive
and
nurturing
nurturing
Equitable
systems
that
build
quality
programs
for
our
kids,
who
need
us,
and
we
want.
You
know
to
appreciate
how
far
we've
come
since
I
came,
which
in
two
years
ago,
how
far
what
an
honor
to
be
back
in
the
Beaverton
School
District
I've,
been
a
teacher
here.
AE
How
far
we
came
when
I
first
started
on
summer
programs
and
starting
to
build
the
relationships
between
teaching
and
learning
as
well
as
operations
and
how
that
comes
together
today,
I
want
to
celebrate
all
of
the
accomplishments
we
made
in
the
last
two
years.
AE
Od
funding
or
not,
and
I
also
want
to
just
reflect
on
the
ways
we
can
continue
to
improve
and
just
my
deepest
appreciation
and
honor
for
allowing
me
to
do
this
work
again
and
and
to
lead
this
work
and
to
continue
to
provide
guidance
and
any
kind
of
resources.
I
can
thank
you.
B
Graas
Vanessa
we'll
go
around
and
see
if
we
have
questions
from
the
board.
Susan.
V
Well,
I
I
do
have
one
question
and
then
a
comment.
Real
fast
question
is:
where
did
the
funding
come
for
this
year's
summer
school?
Did
it
come
from
Esser
funds.
V
R
Our
estra
funds
will
be
available
next
summer,
and
but
we
need
to
to
your
point,
it's
a
very
valid
one.
We
need
to
be
looking
out
in
out
years
and
making
plans
for
that.
V
I,
listen
to
Mike
I
swear.
My
other
comment
is
one
I,
always
I
I.
The
last
couple
years,
I've
heard
your
presentation
and
I
really
appreciate
it.
Some
the
things
that
our
students
are
able
to
do
in
the
summer
time
to
to
to
access
education
I
wish
that
this
is
a
wish,
and
you
know
that
there
was
more
opportunity
to
do
that
kind
of
learning
during
the
school
year
as
well.
So
I
appreciate
what
you're
doing
and
I
also
appreciate
that
you're
putting
students
first.
So
thank.
AA
I,
don't
I
have
a
big
question,
maybe
just
a
comment
one
thank
you
for
providing
these
resources
and
or
putting
this
program
together.
This
seems
like
you,
had
a
really
good
impact.
I
guess
my
only
question,
and
it's
not
maybe
something
needs
to
be
answered
today.
Is
there
anything
there's
anything
particular
structurally
that
we
should
know
as
a
board
to
mean
beyond
the
financial
considerations
to
make
sure
our
district
is
prepared?
You
know
to
figure
out
how
to
make
this
work
every
summer.
You
know
that
would
be
greatly
appreciated.
AA
I
U
Thank
you
principal
dilis.
Thank
you
for
that.
Your
enthusiasm
is
infectious.
I
really
appreciated
the
presentation.
Question
I
have
is:
are
any
students
excluded
from
participating,
I
guess
I'm
I
might
be
thinking
about
you
know,
disciplinary
issues
that
might
it
sounds
like
transportation
is
completely
off
the
table.
We
were
able
to
transport
our
kids
this
year,
but
are
there
any
students
that,
for
some
reason,
that
maybe
I,
don't
even
not
thinking
of
that
we
say
you're
not
allowed
to
participate
in
this
program.
AE
AE
For
the
most
part,
we
were
able
to
include
everyone
because
While
most
buildings,
let
met
their
allocation.
Some
may,
like
you
know,
William
Walker's
allocation
was
like
120
130,
and
so
maybe,
if
some
did
not
meet
their
allocation,
we
were
able
to
make
adjustments
as
needed
for
those
students
who
did
want
to
come.
Who
may
not
be
on
our
data
on
our
radar
but
still
need
us
and
and
note
teams
work
together.
AE
So,
like
the
Equitable
student
allocation,
we
had
counselor
school
teams
coming
together
to
to
find
to
look
at
eara
data
to
look
look
at
Behavior
data
at
the
middle
school
level,
again
counselors
teams
coming
together
and
at
the
high
school
level,
specifically
some
of
the
feedback
from
my
high
school
counselors
from
high
school
C.
Counselors.
Sorry
about
that
were
like.
Let's
get
can
we
have
more
ownership
over
registration?
AE
We
know
our
kids,
we
know
what
our
kids
need:
we're
we're
moving
towards
the
classes
that
they
need,
and
not
just
these
wonderful
I
mean
these
wonderful
enrichment
opportunities,
but
the
academic
needs
and
so
getting
to
the
whole
child.
I
mean
school
teams
are
stepping
up
to
make
sure
we
get
there.
So
as
that
evolves.
Thank.
AE
Eara
stand
for
it's
our
reading
assessment
in
terms
of
knowing
where
our
students
are
okay.
Thank
you.
AB
Sonita,
thank
you
for
your
presentation
and
your
leadership.
My
question
is
similar
to
what
Tammy
was
saying
like.
If,
if
do
you
have
the
information
about
like
how
many,
how
many
total
submissions
were
like
how
many
kids
wanted
to
be
in
this
program
and
and
we
know
that
7,000
were
accepted
and
how
that
layer
was,
but
what
was
the
total
need
of
the
district?
Do
you
know
that.
AE
I,
don't
H
I
don't
have
that
information.
What
I
know
is
that
schools
were
getting
applications
and
we
were
enrolling
and
registering
based
on
their
prioritized
number
and
how
many
they
were
allocated
and
moving
forward
and
registering
students
as
much
as
we
can
I
I
do
not.
AE
I
did
not
have
a
lot
of
common
pattern
of
feedback
of
my
student
wasn't
able
to
attend
because
we
weren't
accepted
most
students
were
accepted,
but
I
don't
have
that
specific
data,
because
we
took
applications
with
the
in
mind
of
the
first
layer
being
the
prioritized
and
the
second
layer
being
those
who
wanted
to.
B
B
Section
is,
you
know,
required
dedicated
building
need,
custodial
staff
seat,
controlled
environment
request
for
more
space
and
I
know
that
we
have
a
lot
of
building
happening
during
the
bond
building
that
probably
constricted
which
buildings
we
can
use
for
summer
programs
yeah,
so
I
I'm,
just
thinking
as
we
plan
ahead.
How
do
we
coordinate
now
with
our
bond
team?
You
know
for
for
this
next
summer,
so
that
you
have
the
space
you
need
and
also
the
equipment
you
know
or
I
think
there
was
another
one
that
you
needed.
AE
Like
that
yeah
extended
school
year,
specifically
having
that
shared
space
with
William
Walker
students,
they
they
stepped
up
and
really
tried
to
make
it
work
and-
and
you
know,
William
Walker-
is
a
huge
building
and
I
think
there
were
just
some
things
where
they
were
like
really
need
like
a
whole
building.
B
AE
A
more
controlled
environment
in
order
to
ensure
safety
of
students-
and
we
I,
will
tell
you
we
work
closely
with
operations
from
even
beginning
before,
even
establishing
dates
to
ensure
we
have
all
the
information
to
make
an
informed
decision
on
dates.
B
Cool
and
then
on
the
demographics
we
slide,
you
know
you,
we
showed
I
I,
it's
pretty
proportional
to
our
student
population,
our
Asian
po
student
population,
I
think
it
was
18%
of
our
you
know,
18%
of
our
Asian
population.
We
only
have
7%
as
a
in
the
big
picture.
In
Hispanics
we
had
39%.
We
have
like
44%
in
the
big
picture
and
I
as
we
continue
to
dream
about
what
we
can
do.
I
know
we
are
limited
with
Esser
I
just
keep
thinking
about.
B
How
do
we
continue
to
provide
opportunities,
continue
to
grow
it
if
possible,
for
that
accelerated
learning,
and
also
to
provide
those
opportunities
for
our
students
to
get
more
credits?
I
think
it's
really
important,
because
we
have
like
5,000
El
students
in
our
district
and
we
have
the
largest
number
of
newcomers
in
our
state
in
our
district.
So
it's
like.
We
have
226
newcomers
and
we
had
the
opportunity
for
50
of
them
to
participate,
so
I
mean
just
in
a
dream
world.
U
So
I
just
want
to
understand
a
little
bit
better,
so
it
sounds
like
we
are
really
looking
at
bringing
kids
into
this
program
that
have
the
greatest
need.
U
AE
AE
AE
Right
great
right
and
I
can
tell
you
from
our
cergy
data
is
back
to
your
question.
Dr
press
is
that
we
may
have
served
more
newcomers
that
data
is
just
not
labeling
newcomers,
so
all
program
served
about
228
stud
students
on
504s
1,188
students
with
Ser
resing,
special
education
services,
1,742
of
our
elll
identified
students
556
in
our
dual
language
programs,
as
well
as
152
migrant
programs.
AE
So
some
of
those
might
be
newcomers
they're,
just
not
particularly
labeled
in
the
data
and
one
of
the
things
I'm
looking
going
to
you
know,
work
with
teaching
and
learning
on
is
that
as
we
when
we
start
to
think
about
the
data
that
we
want
to
look
at.
How
is
that
data
disag
disaggregated
because,
like
I'm,
seeing
500,
504s
and
Ells,
but
those
students
may
be
counted
twice
because
they
may
have
both
qualified?
So
then
how?
What
data
do
we
need
disaggregated?
AE
A
B
So
we'll
have
our
monthly
financial
report
from
associate
superintendent
Mike.
AH
Scoffield
good
evening,
chair
perz
members
of
the
school
board,
thanks
for
the
opportunity
to
share
a
little
bit
about
the
finances
of
the
district
this
evening,
I'm
going
to
start
with,
there
was
a
state
economic
forecast
on
August,
30th
I,
don't
know
for
those
of
you
that
paid
a
lot
of
attention
to
it.
AH
I
tend
to
geek
out
on
it
and
spend
my
morning
looking
at
economic
data
for
the
state
the
kicker
has
kicked,
it's
kicked
for
a
while
now,
but
it's
estimated
currently
at
$5.6
billion,
amazing
record-breaking
all
the
adjectives
you
could
use
to
describe
it
very
large
number
estimated
for
the
kicker.
The
overall
economic
outlook
for
the
state
is
un
changed
at
this
time,
so
no
recession
watch
or
anything
at
this
point.
Econom
is
moving
right
along
here
in
the
state
of
Oregon.
AH
The
corporate
activities
tax
is
projected
up
slightly,
that's
important
to
us,
because
the
corporate
activities
tax
is
what
funds
the
Sia,
the
most
recent
kind
of
Third
Leg
of
the
stool
that
we
received
as
a
school
district
to
help
fund
education
in
our
community.
So
that's
good,
some
of
the
not
so
great
news,
as
you
mentioned
director
Raji,
not
not
particular
to
Beaverton,
but
overall
in
the
state
deaths
will
outnumber
births
for
decades
was
the
kind
of
oneliner
I
got
out
of
that?
AH
So
we
can
expect
that
structural
shift
and
and
the
enrollment
trends
that
you
saw
tonight
that
were
presented
specifically
for
Beaverton
to
continue
not
only
U
for
a
very
long
time,
but
throughout
the
state
and
the
school
agage
population.
Again,
Statewide
is
expected
to
decline
about
10%
in
the
next
decade.
So
overall
in
the
state,
the
the
the
numbers
are
are
moving
lower
for
the
number
of
students.
AH
Next
forecast
is
November
15th,
so
stay
tuned
and
and
at
our
meeting
after
that,
I'll
share
some
more
information
with
you
at
that
point,
but
that's
kind
of
where
the
state
is
and
how
the
economic
forecast
looks
so
pretty
stable
for
us
overall,
as
a
district
and
I'll
spend
a
little
time
with
you
tonight
talking
about
the
various
reports
that
we
provide,
you
I
won't
go
through
them.
AH
Every
meeting
in
in
a
ton
of
detail,
most
meetings
were
paying
attention
to
the
general
fund
forecast
and
summary,
because
that's
our
operating
budget
that's
and
that
one,
that's
the
one
that
can
move
around
a
little
bit
and
is
the
biggest
kind
of
controllable
piece
of
the
pi
pie
that
we
have
as
a
district.
AH
But
we'll
go
over
that
and
in
fact,
if
you
look
the
the
general
fund
summary
and
forecast
is
it
looks
kind
of
like
this
and
I'll
I'll
go
through
a
couple
of
lines
there,
so
you
can
look
at
it,
but
essentially
my
life
is
all
columns
and
rows.
So
you'll
see
we
have
those
here.
AH
We
start
with
revenues,
our
beginning
fund
balance,
State
School
fund
and
the
revenue
sources
and
then
in
the
lower
section
of
the
top
half
you'll,
see
expenditures
and
we
break
that
down
into
salaries,
benefits
and
kind
of
the
other
stuff
that
we
buy
on
a
year-to-year
basis.
The
the
First
Column
is
our
adopted
budget.
That's
what
the
school
board
adopted
back
in
June
next
to
that
is
the
final
budget.
AH
This
could
change
if
we
needed
to
come
back
to
the
board
and
ask
for
an
appropriate
ation
change
or
if
it's
under
the
limit,
we
might
be
able
to
change
that
internally.
So
we
don't
change
that,
doesn't
change
very
often,
but
you
can
see
those
numbers
there
if
there
is
a
change
as
we
go
throughout
the
school
year,
year-to-date
actuals,
that's
just
where
we
are
today
in
terms
of
revenues
and
expenditures
and
what
we've
expected
current
encumbrances.
AH
So
in
a
school
district
we
encumber
funds
when
we
have
purchase
orders
out
there
and
even
though
we
haven't
spent
the
money.
Yet
we've
made
obligations.
So
we
have
incumbrances
on
the
expenditures
side
that
you'll
see
every
month
and
then
you'll
see
a
total
of
those
under
the
actuals
and
encumbrance
column
and
then,
finally,
at
the
VAR
in
you'll,
see
our
year
in
forecast
that
that
will
change
at
various
times
throughout
the
year
and
and
we'll
try
to
give
you
reasons
why
that
changes
as
we
as
we
go
through
the
school
year.
AH
So
if
you
look
at
revenues
we'll
take
that
as
an
example,
if
you
look
at
the
state
school
fund
and
you
look
across-
we
had
budgeted
at
35.6
million
and
you'll
see
that
we've
received
78
million
do
year-to
date
and
our
final
year
in
forecast
right
now
is
39.9
million.
So
already
the
state
school
fund
is
up
from
what
we
budgeted.
Remember.
We
budgeted
at
10.1
billion.
It
came
in
at
10.2
billion.
This
accounts
for
that
increase.
AH
Also,
on
beginning
fund
balance,
you'll
see
we
budgeted
$124
million
we're
currently
estim,
estimating
that
at
14
million
more
$38.64
reasons
for
that
more
funding
in
the
state
school
fund
for
last
year,
I
believe
our
state
has,
as
enrollment
has
declined,
Statewide
that
has
created
more
dollars
available
per
student
in
the
system
and
that
has
created
different
districts,
giving
differ
amount
of
money.
So
we
got
a
little
more
money
than
we
had
projected
that
that
we
would
get
through
the
state
school
fund.
We
got
a
little
bit
more
money
in
local
revenues.
AH
We
spent
a
little
less
on
salary
and
benefits
for
some
of
the
reasons
you
heard
tonight.
When
you
talk
about
Che
Alles
and
getting
Staffing
challenges
and
open
positions,
those
kinds
of
things
so
a
little,
we
spent
a
little
less,
but
we'll
get
into
more
detail
about
that
in
November,
we'll
get
we
do
every
year
kind
of
a
scorecard
of
here's.
What
we
told
you,
here's
how
we
ended
up,
here's
where
we
were
right.
AH
AH
The
deficit
is
that
we
had
projected
early
on
was
around
$7
million
and
that's
pretty
much
wiped
out.
It's
almost
a
zero,
currently
so
a
very
small
deficit
as
we
look
to
how
much
money
we're
bringing
in
versus
how
much
we're
spending
excluding
that
beginning
fund
balance.
So
we
want
to
look
at
it
from
year
to
year
and
say
in
the
current
year.
How
much
are
we
spending
versus
what
we're
bringing
in
projected
ending
Fund
in
Balance
right
now,
sitting
at
that
138
million?
And
then
you
look
down
below
that.
AH
You
see
things
like
our
Appropriations.
We
keep
an
eye
on
that
because
that's
the
legal
limits
you
set
for
us
in
June
when
the
when
the
board
adopted
the
budget.
You
basically
have
said
here's
how
much
you
can
spend
and
here's
your
limit.
You
can't
go
above
this
without
coming
back
and
talking
to
us.
AH
So
again,
there
are
some
minor
circumstances
legally,
where
we
can
make
some
changes,
but,
generally
speaking,
we'll
come
back
and
talk
to
you
if
we
need
to
exceed
those
appropriation
levels
and
that
usually
only
happens
for
things
like
an
enrollment
increase,
an
uncertain
amount,
ofone
money
that
came
into
the
district
higher
funding
level
of
some
sort.
Then
we'd
come
back
and
talk
to
you
not
only
about
why
we
need
to
spend
it,
but
where
the
resource
for
that
came
from.
AH
So
that's
kind
of
that
piece
of
the
pie
in
terms
of
what
we
share
and
that's
the
one
we'll
pay
the
most
attention
to
during
the
school
year.
But
you
have
other
resources
behind
that
as
well.
The
next
report
we
have
for
you
is
the
summary
of
Revenue
expenditures
and
incumbrances
for
all
funds,
except
the
general
fund.
So
you'll
see
we've
listed
out
the
various
funding
sources
there,
whether
it's
a
student
body
fund
nutrition
services,
debt,
Capital,
they're,
all
listed
there
and
you'll
see
our
final
budget
year-to
date.
AH
Revenues,
including
beginning
fund
balance,
how
much
we
spent
what's
encumbered
and
kind
of
where
we
at
with
fund
balance
on
those
other
funds,
so
that's
another
resource
for
you
to
take
a
peek
at
on
a
monthly
basis.
The
next
report
is
an
interesting
one.
The
the
23
24
classroom
teacher
Staffing
by
school.
It's
the
one
in
kind
of
the
black
and
yellow
I
know
that
chair
Perez
refers
to
this
often
throughout
the
school
year.
So
it's
been
a
good
tool
for
her
to
use
to
kind
of
see
where
we're
going.
AH
It
gives
you
the
B
School
analysis
of
what
our
budget
enrollment
is
what
the
enrollment
was
on
a
particular
date.
In
this
case
it
was
September
11th,
the
enrollment
changed
from
there
and
then
what's
interesting.
Next,
to
that
is
we
have
multiple
layers
of
funding
for
funding
our
teachers
in
this
District
Dr
balar
mentioned
it
at
the
beginning.
AH
In
his
comments
about
the
levy,
so
you'll
see
the
number
of
teachers
that
are
staffed
from
our
general
fund,
the
number
of
teachers
that
come
through
on
the
levy
and
then
siia
is
also
a
funding
source
that
is
used
for
classroom
teachers
and
you'll,
see
that
as
well.
AH
So
you
see
the
the
numbers
in
each
of
those
schools
and
then
the
totals
for
those
and
then
that
that's
the
budgeted,
Staffing
and
then
you'll
see
the
actual
Staffing,
the
actual
Staffing,
as
as
a
board
member
mentioned
in
a
question
earlier,
that's
a
little
bit.
We
have
some
open
positions,
so
this
isn't
particularly
gospel
on,
but
it
is
on
that
particular
day,
so
we
might
have
three
or
four
open
positions
at
any
given
time,
and
so
that's
why
you'll
see
these
not
line
up
exactly
with
budget.
AH
We
did
move
some
teachers
at
the
start
of
the
school
year.
I
think
we
moved
three
in
the
middle
of
August
I
think
August
14th
that
got
moved
around.
That
was
primarily
because
of
super
low
class
sizes
and
some
really
large
class
sizes
that
we
took
care
of
and
and
we
didn't
make
any
moves
after
the
school
year
started
other
than
adding
some
additional
staff
at
both
the
elementary
and
secondary
level.
AH
So
that's
that
report
and
as
like,
like
you
mentioned,
if
you
look
at
down
at
the
District
totals,
you
can
see
the
Staffing
from
each
of
those
sources
and
as
again
as
Dr
balar
mentioned
at
the
beginning,
over
280
staff,
you
can
see
right
now.
What
we've
said
is
we've
got.
AH
289.50,
it's
it's
a
snapshot
on
a
date
and
time,
but
at
least
gives
you
somewhat
of
a
picture
on
on
what
enrollment
is
looking
like
and
what
our
classroom
teacher
counts
are
in
the
district
on
that
date.
The
next
report
is
Investments
and
and
what's
going
on,
with
both
Capital
Investments
on
the
capital
side,
so
we
have
significant
proceeds
from
bonds
that
we
issued
and
while
the
planning
and
and
and
permitting
and
progressing
goes
on
and
Contracting
goes
on
on
the
bond
side.
AH
Those
dollars
are
being
invested
currently
and
you
can
see
where
those
dollars
are
invested
and
what
they're
getting
you
have
Schoolboard
policy
around
this.
That
says
we'll
bring
this
to
you
every
month
and
share
it
with
you.
So
that's
why
you'll
see
that
you'll
see
what
we
have
again
in
all
funds,
as
well
as
the
general
fund
and
the
makeup
of
those
Investments
on
any
given
day.
We
have
a
lot
of
funds
that
we
park
in
the
local
government
investment
pool,
but
there
are
limits
to
that.
AH
So
we
try
to
stay
somewhat
invested
as
we
get
projects
moving
on
the
capital
side
like
hear
about
a
Raleigh,
Hills
or
Beaverton
high
school,
as
we
get
closer
to
actually
Contracting
for
that
work.
We'll
then
have
a
much
better
and
more
accurate
schedule
of
the
spend
down
of
those
dollars
and
we'll
really
do
a
good
job
of
matching
those
resources
very
important
right
now
low.
AH
On
the
on
the
short
side
of
the
of
the
bond
curve,
interest
rates
are
very
high
and
very
favorable
right
now,
so
we
feel
pretty
good
about
the
interest
rates
we're
getting
in.
In
fact,
in
the
general
fund,
year-to
dat
activity
and
forecast,
one
of
the
things
we
Ed
right
away
is
interest
earnings
for
the
year
so
feel
good
about
where
the
market
is
on.
AH
That
currently
think
it'll
be
strong
from
what
we're
hearing,
maybe
another
increase
in
interest
rates
by
the
Federal
Reserve
before
the
end
of
the
year.
If
that
happens,
that
would
suggest
that
that
number
will
stay
strong
throughout
the
next
year.
Right
now,
the
10-year
bond-
that's
one
we
look
at
for
when
we're
issuing
debt.
We
kind
of
pattern
ourselves
after
that.
That's
continued
to
increase
the
shorter
bonds
haven't
increased
as
a
higher
rate,
so
we're
starting
to
get
less
of
an
inversion
in
the
yield
curve.
AH
Maybe
it's
more
normal
I,
don't
I,
don't
know
we'll
have
to
let
time
play
out,
but
for
now
the
interest
rate
environment
is
pretty
good
compared
to
what
we've
had
the
last
three
or
four
years.
So
those
are
the
general
reports
for
today
again
I'll
go
over
I'll,
go
over
much
more
detail.
I
think
we
have
a
work
session
in
November
where
we're
going
to
take
a
deep
dive
into
budget
and
we'll
do
that
then
certainly
enrollment
Trends
are
are
our
long-term
concerns
for
us.
AH
You
saw
our
enrollment
projection
and,
as
was
mentioned,
that
we
might
lose,
as
you
know,
on
the
mid-range
forecast,
4,000
students
at
today's
funding
rate-
that's
$40
million
for
our
district,
so
imagine
10
years.
For
now,
what
our
funding
rate
is
and
and
that
many
fewer
students-
that's
a
lot
of
dollars,
leaving
the
system
over
the
next
next
10
years.
So
something
we'll
certainly
pay
attention
to
you'll
hear
a
lot
about
it
in
future
budgets
and
and
forecasting
discussions.
B
So
we'll
go
around
with
questions
Susan.
V
Today's
my
day
for
questions,
this
is
both
a
state
and
federal
question,
so
the
state
is
I'm.
My
mouth
is
dropping
at
the
the
kicker
at
$5
billion.
I
I
had
not
heard
that
so
I
didn't
have
that
nerd
re
action,
but
is
there
any
action
in
the
state
to
like
look
at
that
$5
billion
and
go
wait?
We
shouldn't
be
giving
that
all
back
to
the
people
of
the
Oregon.
We
should
be
saving
some
of
that,
because
if
you
look
down
the
line,
we're
you
know.
AH
That's
the
age-old
question
director
Greenberg
right
like
when
the
kicker
kicks
and
and
the
econom
is
really
great.
We
give
those
dollars
back
when
the
econom
is
bad
and
we
budget,
for
you,
know,
lower
tax
receipts
coming
in.
We
can't
get
enough
right
of
what
we
need.
So
it's
a
debate.
That's
happened,
I,
don't
know
how
much
traction
it
got
at
the
legislative
level
this
this
last
go
round.
I
I
couldn't
speak
to
that.
But
I
know
it's
something.
That's
brought
up,
especially
when
it's
at
record
levels
like
this.
V
V
How
might
that
impact
our
school
district,
I
I
could
foresee
it
impacting
individuals
that
might
receive
Medicaid
or
Medicare,
which
is
a
concern,
because
how
do
we
support
those
students,
but
is
there
any
in
direct
impact
from
the
federal
government
shutting
down.
AH
Not
yet
now
how
they
craft
it
and
what
are
essential
services
and
who
has
to
come
to
work
and
who
doesn't
and
who
comes
to
work,
even
unpaid,
that
that,
with
the
hope
of
being
paid
at
some
point,
may
have
an
effect
from
a
cash
flow
perspective.
As
a
district,
we
fine,
we
do
believe
the
federal
government
will
pay
their
bills
eventually
and,
and
the
hope
would
be
that
they
wouldn't
be
out
for
too
long
and
they'd
settle
it.
But
we'll
be
watching
carefully
to
see
what
those
impacts
might
be.
AH
Z
Just
thank
you
for
sharing
the
report
and
thank
you
for
the
clarification
that
I
had
or
the
questions
I
had
about
the
classroom.
Teacher
Staffing
by
school.
I.
Understand
it
better.
So
thank
you
bet
H.
U
Justice
Tammy
than
hey
Mike.
Thank
you.
Our
contingency
is
20%
of
our
budget
and
obviously
this
budget
was
approved
by
the
last
board
and
this
will
be
serving
us
for
the
upcoming
year.
But
when
we
meet
for
a
deep
dive,
I
want
to
better
understand
the
thinking
behind
that
my
understanding
is
osba.
Recommendations
are
significantly
lower
than
that.
So
one
wonder
what
we're
thinking
and
you
know
how
long
we've
been
doing
the
history
of
it
so
I'm
just
hoping
to
to
learn
more
about
that
when.
AH
We
do
sure
and
I
can
give
you
a
quick
brief
description
of
it
when,
when
I
got
here
in
2019,
the
district
had
budgeted
a
ending
fund
balance
of
$16
million,
so
it's
it
looks
quite
different
than
for
what
it
looked
at
that
point
and
you
as
a
board,
have
a
policy
to
maintain
a
5%
Reserve
in
the
contingency
and
a
5%
long-term
planning
fund.
Reserve
I
will
tell
you.
We
shared
this
data
with
the
budget
committee
and
the
school
board
last
year,
we're
similar
to
a
number
of
districts
right
now.
AH
In
fact,
we're
similar
to
our
state.
Our
state
has
around
a
20%
Reserve
Salem
Kaiser
School
District
had
about
a
19%
Reserve
last
year,
I
think
I,
think
Portland
Publix
was
a
little
less
tiger
to
Walton's
was
similar,
so
we're
not
dissimilar
from
others
right
now,
but
I
think
part
of
it
is,
is
a
lot
of
what
you've
heard
right.
Like
there's
Esser
funding,
there
was
a
lot
of
coid
dollars
in
the
system
for
a
number
of
years.
AH
We
did
not
have
significant
expenses
during
the
year
where
we
were
home
and
not
in
schools.
Staffing
shortages,
as
we
came
back,
all
those
things
have
played
into
where
we've
come
and
where
we've
gone,
and
then
I
would
add
to
that
the
reduced
number
of
students,
but
the
same
level
of
funding.
So
when
you,
when
you
start
that
big
punch
bowl
of
stuff,
that's
it
it's
it's
a
complicated
story,
but
it's
one.
We
can
talk
about,
or
at
least
point
to
the
things
that
got
us
where
we
got.
AH
I
will
say
that
that
we
have
different
challenges
moving
forward.
We
have
the
enrollment
decline.
Obviously
we
have
Esser
funds
that
are
going
away
that
that's
happening
soon.
We've
got
just
the
overall
challenges
of
just
as
students
don't
come
in
neat
packages
that
fit
classrooms.
They
don't
leave
in
the
same
packages.
So
a
lot
of
opportunity,
good
thing
that
we
have
a
lot
of
challenges
ahead
of
us
I'm
sure
we
will
be
spending
that
down
in
the
next
several
years.
AB
Sonita,
thank
you
Mike.
As
always,
good
information
I
know
it's
not
a
lot
of
money,
but
we
are
getting
more
money
right,
14
million
in
your
beginning
balance,
4
million
in
your
state
school
fund.
We
have
a
deficit
that
we
need
to
cover,
probably
that
will
be
used
for
that,
but
we'll
have
some
still
some
millions
dollar
left.
What
would
be
the
process
on
how
we
get
to
allocate
that
money.
AH
So
what
we
will
likely
do
this
year
now
that
the
school
year
started
is
we'll
we'll
integrate
it
into
our
budget
process
for
next
year.
So
we'll
talk
about
again
in
no
November
we'll
take
a
deep
dive
on
budget
start
talking
about
what
our
issues
are
and
and
where
we
need,
where
we
have
those
shortfalls
to
cover.
You
talk
about
things
like
summer
school
and
what
that
would
look
like
we'll
have
some
funding
for
that
next
year,
but
then
it,
it
literally
falls
off
a
clip
the
year
after
that.
AH
AB
B
Yep
and
then
we'll
as
a
board,
we'll
need
to
think
about
our
priorities
in.
In
those
conversations
we
still
have,
we
were
able
to
pull
out
knowing
the
SR
is
going
away.
We
were
trying
to
pull
it
out
of
Staffing,
so
it's
gone
you'll
see
in
the
in
the
elementary
there's,
no
Sesser
funds
being
used
for
staff
and
then
in
the
middle
school
we
still
have
7.2
staff
members
that
are
from
Sr
funds
and
that's
going
away.
So
we
got
to
figure
out
that
as
well.
B
Like
you
said
summer
school
but
thinkk,
you.
AB
Anybody
else
I
know
that,
but
the
I
just
wanted
to
know
the
process.
You
know
how
do
we
Define
decide
where
to
allocate
that
funding?
You
know
so
that
it's
it's
fair
to
we'll
bring
it
back.
AH
To
you,
you
know
all
the
op
you've
heard
them
all
right.
Middle
School
schedule
we'll
be
bargaining
this
next
year,
this
spring,
so
lots
of.
B
Opportunities.
Thank
you
if
there's
no
other
questions
right,
okay,
so
we'll
move
on
to
our
last
information
last
item
for
information
before
we
move
into
the
items
for
action
and
the
future
actions,
it's
the
next
one
is
the
annual
assignments
of
board
members
to
committees
and
other
seats,
I.
Think
for
me,
it's
pretty
self-explanatory.
B
The
process
that
we
followed,
were
you
can
see
on
on
the
document
which
board
members
will
serve
where
we
were
able
to
ask
I
was
able
to
ask
board
members
to
give
me
their
priorities
of
where
they
wanted
wanted
to
serve
and
then
tried
to
give
everybody
their
top
priority
and
and
and
kind
of
allocate
those
that
way.
Is
there
any
comments
or
conversation
on
those
before
okay?
Well,
thank
you
we'll
now
move
on
to
the
consent
agenda.
B
As
a
reminder,
one
item
was
pulled
from
the
consent
agenda
and
will
be
addressed
separately.
Do
I
have
a
motion
to
approve
the
consent
agenda.
B
Do
I
have
a
second
I?
Second,
it
so
the
consent
agenda
has
been
approved
and
we
will
go
on
to
the
next
part.
Oh,
we
got
to
take
a
vote.
B
B
AA
B
All
opposed
well,
we
had
all
yeses
ugana
is
absent,
okay,
so
the
consent
agenda
has
been
well
unanimously
approved,
knowing
that
ugana
is
not
here.
B
So
now
we'll
go
to
it's
now
time
in
the
agenda
to
address
the
item
for
Action
that
we
have
regarding
the
contract,
authorization
for
renovation
of
District,
auxiliary
facilities
or
District
support
center,
that
we
pulled
from
the
consent
agenda.
I'd
like
to
ask
for
staff
to
provide
us
more
information
and
allow
for
the
board
to
have
a
brief
discussion
about
this
item
before
voting
so
we'll
hand
over
to
to
Carl.
X
Excellent,
thank
you.
So
what
you
were
looking
at
and
what
I'll
be
speaking
to
is
the
ask
of
the
board
for
pastors
this
evening
is
an
amount
of.
X
So
as
you
can
imagine,
being
able
to
synthesize
a
lot
of
services
and
be
able
to
do
far
better
collaboration
across
the
district,
I
know
for
very
specifically
in
the
department
of
teaching
and
learning,
which
primarily
occupies
the
second
floor
of
this
building,
and
it's
I,
don't
even
know
the
number
it's
well
over
100
staff
that
occupy
the
second
floor.
I
can
tell
you
previously
in
the
teaching
and
learning
Department
in
our
old
facility,
the
actual
number
of
staff
that
were
housed
there
were
29
and
she's.
X
Now
I
mean
she's,
got
a
staff
well
over
100
that
she
now
is
able
to
work
with
and
collaborate
in
a
much
better
fashion.
That's
just
speaking
to
one
Department.
So
back
in
2021,
when
we
acquired
this
building,
conversation
was
had.
No
numbers
were
shared
or
anything
like
that.
But
conversation
has
had
about
what
is
it
we're
going
to
do
with
the
other
building
number
one
we
weren't
going
to
sell
it?
We
had
no
interest
in
selling
property.
X
We
had
an
interest
in
being
able
to
expand
that
for
better
usage
across
the
district,
for
our
district
needs
part
of
that
professional
development,
space,
Community,
Access,
space
testing
space,
a
variety
of
needs
that
we
have
across
this
District
that
we
currently
don't
have.
We
have
a
history
in
this
district
and
many
of
those
resources
have
dried
up
in
recent
years
is
utilizing
a
lot
of
church
facilities.
X
We've
used,
Sunset
Presbyterian
we've
used
the
Baptist
Church
on
Murray,
we've
used
Four
Square
Church
on
Walker
and
the
first
two
that
resource
is
dried
up,
not
because
they
don't
have
an
interest
in
helping
to
serve
our
students
in
our
community.
They
have
their
own
needs
and
they
had
to
prioritize
their
own
programming.
Same
thing
is
happening
with
the
for
Square
Church.
We
have
one
more
month
to
be
able
to
utilize
that
space
over
there
for
our
ongoing
meetings
and
needs,
so
those
resources
have
changed.
X
We've
had
students
and
we've
had
concerns
where
we've
had
to
do.
Ap,
testing
and
IB
testing
in
various
churches,
not
an
ideal
scenario,
especially
as
a
public
institution,
so
part
of
this
was
to
drive
forward
an
opportunity
to
be
able
to
create
space
for
all
of
those
types
of
things
that
I
mentioned
earlier
last
spring,
and
there
was
not
a
presentation
to
you.
You
did
not
miss
anything
if
you
were
an
existing
board
member,
so
I
just
want
you
to
be
aware
of
that.
X
Last
spring
we
had
brought
forward
the
first
stage
of
work
that
was
going
to
be
happening
and
that
got
approved
last
April
and
it
was
for
FFN
approximately.
It
was.
X
X
X
Justice
awesome
all
right
that
is
building
a
and
so
last
spring
in
May,
the
board
authorized
$875,000
of
a
$3
million
budget
for
the
beginning
of
the
remodeling
of
that
area
or
for
the
remodeling
of
that
area,
not
the
beginning,
but
the
full
conclusion
remodel
of
that
space
there
and
similar
to
reference
of
what
I
gave
for
teaching
learnning
the
number
of
staff
that
were
in
Building
C,
previously
building
a
housed,
a
total
of
24
staff,
that
was
between
offices
and
workstations.
X
We
are
looking
at
being
able
to
have
programming
there
for
meetings
anywhere
between
100
to
150
individuals,
as
I
said
not
only
for
community
space.
Professional
development
testing
needs,
as
we
have
in
the
spring
and
the
sword.
So
those
were
the
two
primary
first
acts
that
happened
of
the
board.
Moving
forward
to
today,
you've
got
a
ask
before
you
of
7719
$41
for
the
final
stage.
Work
of
this
and
you'll
identif,
you
see
Building
C.
It's
got
that
red
striping
through
it
as
well
as
Gus's
previous
office.
X
X
In
addition
to,
while
I
said
100
to
150
in
the
Crater
Lake
room
in
Building
C
in
the
clamo
lake
room,
we
will
be
looking
at
if
we
have
a
seated
Auditorium,
approximately
250
people
or
150
people
at
tables
in
work
station
or
work
areas
in
that
building.
To
also
give
you
further
context,
so
I
know
for
those
of
you
not
familiar
with
that.
X
Building
got
a
little
few
pictures
as
well,
and
the
first
picture
that
you've
got
up
here
is
I,
am
standing
at
what
used
to
be
previously
Mike's
office,
so
in
the
corner
of
Mike's
office
down
in
building
a
so
it'.
Be
right
here
at
this
corner
is
where
I'm
standing
and
I'm
looking
out
at
that
space
we
gutted
the
entire
area,
except
for
the
very
far
corner.
X
You
can
see
the
metal
2x4s
that
are
there,
that
we
took
out
the
old
restrooms
and
put
four
gender
neutral
restrooms
in
the
far
Corner
over
there
really
trying
to
make
facility
improvements.
Overall
next
slide
will
show
the
current
state
of
that
room.
So
you
can
see
it's
completely
been.
We've
got
wallboard
in
it's
been
painted,
carpeted,
the
it
work
is
happening
now
because
we're
having
a
speaker
system
put
in
microphones
everything
and
then
we've
got
graphics
as
well.
As
you
can
imagine.
X
Shell
doesn't
permit
us
to
have
anything
without
Graphics,
so
we'll
be
having
our
Graphics
there,
which
building.
AG
X
One
got
your
bearings
okay,
so
this
so
I'm
standing
actually
with
the
point
of
entry
of
my
old
office,
those
of
you
familiar
with
that
space.
That
was
a
point
of
entry
in
my
old
office
in
that
part
of
the
building.
So
that's
the
facilities
and
business
services
end
moving
forward
to
the
next
picture.
This
is
the
standing
over
by
the
community
or
by
our
Public
Safety
Office
Rick's
old
office.
X
Looking
out
that
square
box
in
the
Middle,
with
the
ex's
on
the
door
and
the
wall
that
to
will
be
eliminated,
that's
the
it
infrastructure
for
that
portion
of
the
building
that
will
be
relocated
over
to
the
left
side.
The
money
that's
being
requested
the
evening
is
to
finish
this
area.
We
were
able
to
in
essence
gut
it,
and
we
were
able
to
do
all
the
Hazardous
abatement
that
needed
to
happen.
X
We
were
able
to
do
Under
the
previous
contract
that
was
for
building
a
so
this
approval
tonight
will
help
us
to
complete
that
area.
The
next
slide
will
show
you
from
the
point
of
entry
directly
across
from
the
superintendent's
office.
If
I
were
looking
in
at
teaching
and
learning,
that
is
how
large
that
space
is,
and
those
of
you
that
remember
Kathleen
skidmore's
office.
It
is
that
pink
wall
on
the
far
side.
X
So
if
I
were
to
go
through
those
that
set
of
double
doors
at
the
very
far
end
of
this
picture,
that
would
go
through
that
entryway
that
used
to
be
into
human
resources
that
space
now
is
our
facilities,
Development,
Area,
okay,
so
big
picture
A
lot
of
words
thrown
at
you,
but
the
reality
is
is
that
this?
This
ask
this
evening
is
a
final
step
of
this
remodel
of
that
facility.
X
B
Hold
on
one
sec,
we
can't
move
on
to
conversation
unless
we
move
a
mo
make
a
motion.
So
is
there
a
motion
to
approve
this
item
and
we
won't
vote
yet,
but
you
just
need
a
motion
to
open
the
discussion.
V
Sorry,
I
I
jumped
the
gun,
I
move
to
approve
the
public
contract,
authorization
for
renovations
of
building
C
of
the
district
auxiliary
facility
or
District
support
center,
as
submitted.
B
Okay,
is
there
a
second,
a
second
B,
so
we'll
start
conversation
now
hold
on
one.
B
Second,
is
it
okay,
I'd,
like
to
start
by
asking
staff
to
provide?
We
already
did
that
part
okay,
so
hold
on
one.
Second,
there's
a
lot
of
steps
to
this.
So
let's
start
conversation
so
Susan
your
question.
V
X
No,
so
in
building
D
excuse
me:
that's
thank
you
for
asking
this.
So
building
D
is
now
our
facilities,
development
team.
That's
the
bond
team
that
we
moved
in
from
the
Portables
that
now
Clos
for
kids
occupies
that's
across
in
the
parking
lot.
As
you
continue
to
go
down,
Building
E.
They
still
continue
to
have
the
IT
training
room.
That
lab
is
there
and
then
we
have
on
the
back
side,
that
is
our
contract
Corner
on
the
back
side
of
building
it's
where
the
contract
Corner
used
to
be
for
HR.
X
That
is
now
the
contract
corner
for
contract
and
purchasing
I
should
say
for
the
bond
team.
That's
on
the
back
side
of
building
e,
that
more
solid
blue
area
and
as
you
move
down
to
building
F,
that
was
the
IT
department
that
is
now
facilities
maintenance.
So
our
maintenance
team.
We
were
able
to
put
Under
One
Roof.
They
used
to
work
out
of
warehouses
in
the
sort
off
of
170th
directly
across
from
Beaver
Acres,
so
we've
moved
all
of
those
offices
and
all
of
the
trades
into
building.
B
Z
Melissa
for
I
appreciate
the
first
I
appreciate
being
able
to
move
this
item
off
of
the
consent
agenda
and
then
also
the
background
on
what
was
the
original
intent
for
the
old
building
and
has
the
intent
changed
and
the
reason
I'm
asking
that
is.
Were
there
Renovations
at
the
old
maintenance
there
there
was
an
investment
of
Renovations
at
the
old
Maintenance
building
to
make
offices
and
everything
there,
but
now
they're
at
building
F.
X
X
Yes,
so
we
needed
to
increase
our
warehouse
space.
This
is
one
of
the
areas
also
we
have
we
are
drastically
in
need
of
as
warehousing
any
and
all
items
for
the
district.
We
get
mass
quantities
of
pallets
of
books
as
we
take
adoptions
in
We've,
not
necessarily
had
a
place
for
those
to
land.
I
can
tell
you
today
the
warehouse
that
we
have
over
on
Fifth
Avenue
has
84
pallets
of
discarded
books
that
I
have
no
place
to
take
or
get
rid
of,
and
that
occupy
space.
They
have
been
there
since
June.
X
It's
a
lot
of
real
estate,
we're
occupying
that
I
can't
put
other
items
there.
We've
committed
in
the
budget
last
year,
a
passage
of
a
million
dollars
by
the
board,
and
the
budget
committee
for
acquiring
at
least
two
classroom
sets
of
furniture
in
every
building
across
the
district
ongoing
that
furniture
has
to
land
somewhere
before
we
can
allocate
it
out
to
schools
again.
X
Creating
warehouse
space
was
a
priority
for
us,
so
that
was
part
of
the
plan
for
us
in
terms
of
being
able
to
move
our
staff
out
of
the
maintenance
facilities
over
off
of
170th
into
building
F.
Z
X
Not
a
significant
amount,
because
primarily
it
was
removing
walls.
There
were
no
ceilings
in
those
spaces.
It
had
been
built
so,
while
walls
had
been
put
in,
they
were
open.
Okay,
15
ft.
B
AA
Justice,
based
on
this
are
there
in
terms
of
whatever
costs?
Are
we
going
to
realize
savings
and
what
we
were
paying
to
use
external
facility
space,
and
is
that
I
don't
know?
How
does
that
jive
with
how
much
we're
spending
to
get
this
updated?.
X
There's
not
an
equal
amount
of
comparison
there
because
of
the
resources
that
we
were
utilizing.
It
was
by
the
the
Partnerships
and
the
good
nature
of
our
partners
in
those
Faith
organizations
that
allowed
us
to
use
that
space
for
free
that
space
has
dried
up.
We
don't
have
that
space
to
be
able
to
convene
the
same
level
of.
AB
Sunita,
thank
you
for
the
presentation
for
that
piece.
I
I
saw
that
there's
like
the
project
need,
was
like
three
$
million
right.
So
if
I
count
all
those
things
is
there
anything.
Is
this
the
last
piece
that
you
guys
are
saying
that
you're
going
to
spend
on
or
because
you
said,
8
775
is
this
one?
Then
you
had
875
and
then
244
for
furniture
and
fixtures,
and
then
this
is
this
the
final
piece
and
then
how
many
days
are.
We
is
the
warehouse
need.
AB
X
AB
X
So
that's
our
staff,
those
are
the
offices
of
our
staff,
our
custodial
staff,
our
custodial
supervisors,
our
maintenance
management,
the
and
the
sort
all
have
office,
space
or
workstations
in
that
portion
of
the
district.
AB
X
X
And
your
other
question
regarding
amount
of
money,
the
total
sum
is
$3
million.
Those
three
numbers
you
are
correct
do
not
add
up
to
$3
million.
We've
had
many
other
contracts
that
we
chose
not
to
put
under
the
general
contract
because
of
the
cost
or
the
increase
to
the
contractor
will
add
to
it.
You'll
have
an
increase
of
5
to
15%
so,
for
example,
AV
$21,000.
That
would
never
come
necessarily
to
the
to
the
board
for
approval.
X
We
have
a
spinning
amount
of
15
$50,000,
we're
able
to
get
that
through
a
public
contract
of
oetc
for
21,000,
so
we're
expending
those
resources
and
doing
that
we
needed
to
put
with
the
Hazardous
materials
abatement
was
134,50.
I've
got
an
entire
list
and
I'm
happy
to
send
that
to
the
board
of
the
other
expenditures
that
you
would
not
have
seen
or
had
to
approve
in
those
contracts.
X
Other
items,
for
example,
when
the
city
came
in,
to
do
a
permitting
of
that
permitting
costs
were
73,000
,
559
to
have
that
area
permitted
to
get
it
permitted.
We
then
had
to
commit
to
have
fire
risers
fire
sprinklers,
put
into
that
building.
It
used
to
occupy
30
people
we
now
have
up
to
150.
City
would
not
allow
us
to
occupy
it,
so
we
then
had
to
run
new
pipes
in
underground
and
then
put
fire
sprinklers
throughout
the
entire
facility.
AB
So
if
we
can,
if,
if
you
can
give
that
what
you
presented
today,
the
map
and
the
breakdown
I,
think
that
would
be
really
helpful.
X
X
B
Yeah
I
had
some
of
the
same
questions
like
and
the
reason
to
pull
it
is
that
I
didn't
remember,
seeing
the
$3
million
tag
on
trying
to
make
conference
space,
and
so
that's
the
part
that
to
to
use
the
space
I
mean.
I
saw
it
at
this
in
this
one,
but
and
knowing
that
when
we
voted
on
in
the
consent
agenda
last
time
with
the
previous
board,
it
was
it
came
out
of
general
fund,
and
so
at
least.
X
B
Okay,
I
saw
that
one
on
this
one
I
thought
it
was
from
General
funds
on
the
other.
One
and
I
didn't
know
myself
that
there
were
multiple
phases
where
we
would
be
coming
back
for
for
more
so
I
think
moving
forward
when
there
is
a
non-routine
item
like
this
one
being
like
the
bond,
accountability
is
isn't
looking
at
it,
cuz
it's
not
from
Bond
money.
You
know
it
wasn't
part
of
our
bond
I.
B
Think
that
we'll
maybe
talk
with
leadership
to
see
how
we
can
bring
those
forward
to
the
whole
board
and
actually
see
the
whole
phasing
of
it,
so
that
we
have
a
better
understanding
of
what
we're
agreeing
to,
because
$3
million
is
a
lot
of
money
and
when
you're
describing
it
it's
making
sense
to
me
like
okay,
we
put.
We
did
these
different
moves,
but
I
think
in
general
we'd
want
the
board
to
make
a
very
educated
decision
on
something
and
not
an
a
consent
agenda.
X
Agreed
chair,
pz,
very
much
agree
with
you
and
in
full
transparency
there
was
no
intent
to
try
to
hide
anything
by
any
stretch
of
the
imagination.
This
was
had
to
be
blocked
out
for
us.
We
knew
that
it
was
a
$3
million
sum.
As
we
had
estimated
out.
We
don't
have
the
project
management
staff,
as
I
gave
direction
to
our
our
team.
X
I
said:
I
need
to
start
moving,
because
when
I
got
news
from
teaching
and
learning
that
we
no
longer
would
have
meeting
space
for
principles
and
APS
come
after
October
that
I
learned
last
March,
we
had
to
start
moving
very
quickly,
so
I
had
to
realign
project
management
staff
to
be
able
to
do
that,
so
we
had
to
chunk
it,
and
so
that
was
a
lack
of
oversight
on
my
part
but
I
think
a
good
lesson
to
learn
and
one
of
the
pieces
that
I've
had
a
conversation
with
superintendent
Bal
darus
about
is.
B
Yeah
and
I
think
that,
even
when
we
look
at
that,
3
million,
like
whatever
that's
breakdown
when
you
give
us
the
initial
conversation
about
what
we're
doing,
is
like
there's
going
to
be
100,
I'm
learning
construction
stuff.
Now
you
know
like
it's
150,000,
you
don't
have
to
come,
ask
us,
but
it
adds
up
150,
150,
150,
150,
150
and
so
just
want
to
be
very
clear
about
how
we're
spending
the
money-
and
we
want
to
make
those.
V
So
Carl
I'm
going
way
back
to
like
2021
when
we
found
this
building
purchased
the
building,
and
there
was
discussion
about
the
old
central
office
building
and
I
can't
remember
so.
I
know
you're
saying
there
was
a
$3
million
budget.
V
Was
it
then
that
we
discussed
that
so
I
just
wanted
to
clarify
this,
that
that
$3
million
was
never
discussed,
that
there
would
be
these
retrofits
that
this
I
just
want
to
understand
this
in
my
own
head
that
the
reason
we're
doing
this
retrofit
is
because
we're
losing
space
at
some
of
these
other
locations
that
we've
been
able
to
get
for
free
but
they're,
using
using
that
space
for
other
things.
Now.
X
V
So
I
have
another
I
I,
totally
understand
that,
and
but
I
do
have
another
question,
because
when
we
purchased
this
building
there
was
an
for
any
buildings
that
we
might
have
that
we
could
sell.
We
to
make
up
some
of
this
money
have
is
that
do
we
have
any
potential
selling
of
buildings
that
might
because
it's
all
tied
together
in
my
brain.
G
Yeah,
you
know,
it's
I,
think
it's
a
bigger
discussion
in
terms
of
the
philosophy
about
selling
property
they're,
not
making
any
more
dirt
anywhere,
so
I
I
would
want
to
have
a
deeper
discussion
with
the
board
regarding
philosophy
about.
Z
Melissa
and
again
I
appreciate
that
the
history
behind
all
of
this,
so
you
said
that
it
it
there
wasn't
a
an
intention
for
it
to
not
be
transparent
and
I
appreciate
our
bond
accountability
committee,
because
our
bond
accountability
committee
helps
everything
be
transparent
right,
things
are
really
well
thought
of,
and
the
bond
accountability
committee
brings
us
things,
and
so
we
know
that
there's
been
this
thoughtful
oversight
so
outside
of
bond
funds,
how
is
it
decided
which
funds
will
be
prioritized
for
which
construction.
X
X
X
This
is
the
excise
tax
which
happens
to
be
part
of
the
general
fund.
It's
just
got
a
separate
label
in
the
budget
itself.
Okay
and
it's
intended
for
us
to
make
improvements,
facility
improvements
across
the
district
and
District
facilities.
That's
what
the
that
PO
of
funds
is
utilized
for
outside
of
that
to
be
honest,
I'm
I'm,
trying
to
think
we
as
a
school
district
have
not
allocated
general
fund
money
for
construction
purposes.
We
have
not,
in
years
I'm
looking
to
Susan
as
well.
X
First,
it
is
primarily
bonds
and
that's
I
mean
we've
had
the
sequence
of
bonds.
We
only
had
a
gap
of
a
four-year
Gap
from
2006
2010
to
2014,
without
a
bond
in
this
District,
but
every
other
all
other
years
have
been
covered
by
bonds,
four
years
or
eight-year
bonds,
or
this
current
one
is
six
years.
Z
And
my
statement,
I
guess
would
be
if
this
is
not
common,
because
we
haven't
had
to
do
this
for
us
to
be
using
general
fund
dollars
and
I
know
it's
the
excise
tax
and
it's
not
for
student
space
and
I.
It
sounds
like
administrators
will,
use
it
as
meeting
space
and
when
it
comes
testing
season
for
IB
and
AP,
students
will
use
it
for
testing
space.
X
And
teachers
will
use
it
for
professional
development,
for
curriculum,
in
which
you
authorize
for
purchasing
teachers,
need
the
training
to
be
able
to
better
utilize
those
curriculums
similar
in
back
in
nature,
when
you
were
working
in
the
science
department
or
part
of
teaching
and
learning,
you
would
pull
those
teachers
together
for
further
and
more
investigation
into
the
teaching
of
Sciences.
We
do
the
same
thing
in
math
and
language
arts
and
just
being
able
to
provide
that
space
and
opportunity
for.
B
All
Justice.
AA
I
guess
my
question
as
currently
can,
as
the
plan
goes,
I
mean
how
how
well
will
this
update
fit
sort
of
the
scale
of
our
expectation
of
space
use
like
is
this
like
right
at
the
number?
Is
this
like
more
space,
maybe
a
little
bit,
you
know
room
for
wiggle
like
how
you
know
are
we,
like
you
know
what
is
the
lws
and
also
I
guess
what
would
be
the
likelihood
that
we're
going
to
outrip
this
space
as
sufficient
for
like
training
or
whatever
this.
X
Space
will
provide
significant
for
us
significant
space
for
not
only
trainings
but
multiple
reasons
and
multiple
purposes,
something
that
we
have
never
had
as
a
school
district.
We
previously
our
most
common
well,
the
only
space
that
we
had
for
professional
development
previously
were
the
three
rooms
one
two
and
three
blue.
That
was
it.
You
could
fit
140
people
in
there
crammed
Fire
Marshall
says
you
can
put
124
we
put
more,
so
we
had
board
meetings
that
were
at
that
capacity
as
well
in
those
three
spaces.
X
That
was
it
so
for
us
to
be
able
to
create
this
amount
of
space,
and
this
space
here
for
multip
multi-purpose
use
is
significant
for
us
and
it's
not
uncommon
for
school
districts
to
be
able
to
have
that
that
level
of
space
and
be
able
to
have
that
available
to
our
community
as
well.
For
usage.
J
G
And
cafeterias
and
gymnasiums
are
being
used
during
the
day
with
kids,
kids.
The
only
time
we
have
access
to
schools
is
when
there's
teacher
release
days
to
be
able
to
have
access.
For
example,
Mountainside
we
use
Mountainside
the
commons
area,
the
the
cafeteria
for
all
admin
correct.
There
was
space,
but
again
we
wouldn't
be
able
to
do
that
during
a
regular
school
year.
AD
B
Right
Tammy.
U
Yeah
I
I've
had
many
many
community
members
reach
out
and
want
to
understand
how
we
can
open
up
our
schools
for
community
events
and
I
think
we
are
going
to
be
able
to
meet
that
need.
I,
think
the
devil
will
be
in
the
details,
but
I'm
really
hopeful
that
this
is
going
to
be
something
really
important
for
the
whole
Community.
Thank
you.
AB
One
final
question:
the
corporate
excise
tax
does
it
have
any
stipulations
that
it
has
to
be
used
for
construction,
or
can
it
can
be
used
for
any
purpose
right?
Is
that
correct.
B
I
guess
just
for
for
me:
it's
just
that
coming
back
to
if
it's
a
non-routine
item
having
the
full
picture
for
the
board
to
be
able
to
make
a
a
really
educated
decision
about
the
funding
and
how
it
will
be
used
and
that
we
have
that
time
to
look
at
the
the
numbers
and
the
impact
that
it's
going
to
have
and
where
that
money
is
coming
from
and
is
really
important.
B
So
I
think
we've
completed
our
double
round
robin
of
comments
and
questions
and
every
board
member
has
had
the
opportunity
to
speak
in
both
rounds.
So
unless
there
is
agreement
to
continue
the
discussion,
we'll
call
the
question:
is
anyone
seeking
to
continue
the
discussion
beyond
the
our
two.
Z
Rounds
I
I'd
like
to
make
a
motion
and
I
want
to
go
back
to
the
idea
that,
for
the
other
construction
contracts
that
have
come
to
us,
our
bond
accountability
committee
has
reviewed
the
proposals
and
offered
their
oversight.
But
with
this
proposal
we're
receiving
new
information
this
evening,
which
is
great
and
really
helpful
but
I,
think
it
deserves
consideration.
We
want
to
get
more
of
the
information
about
the
full
budget.
Z
The
numbers
for
and
I
have
more
questions
and
I
think
that
creates
it
to
be
a
little
bit
of
chewy
conversation
that
maybe
I
can
get
some
of
my
questions
answered
and
so
I'd
like
to
make
a
motion
that
we
delay
the
vote
for
the
district
auxiliary
office
renovation
project
for
$771,000,
9
or
$941
until
the
next
Schoolboard
business.
B
Meeting
so
there's
a
motion
to
delay
until
we
have
our
next
board
meeting
so
that
people
have
opportunity
to
ask
questions.
Is
there?
A
second?
Is
that
right
to
that
motion
to.
AB
B
AB
Is
is
there
one
one
more
question
to
that
before
I
delay?
That,
yes,
are
you
guys
waiting
on
the
construction
for
the
like?
Can?
Can
you
guys
yeah,
that's
the
impact
so.
AB
B
AG
B
B
It
okay,
so
she's
seconding
it.
So
now
we'll
have
a
discussion
about
the
impact,
so
it
sounds
like
sonita.
You
had
a
question
about
impacts
to
delaying
this
motion.
Yeah.
AB
So
my
question
would
to
M
Dr
me
would
be.
What
is
the
impact
for
you
guys
if
we
delay
this
right
now.
X
First,
impact
will
be
will
not
be
completed
in
January
as
we've
promised
staff
and
our
toas,
who
will
be
primary
users
of
the
space
as
well
as
teaching
and
learning
for
principal
and
AP
meetings.
In
addition
to
that,
we
risked
losing
the
contractor.
That
was
a
successful
bidder
on
this,
which
is
a
small
business.
Minority
owned
company
they
will
be
moving
on.
I
would
imagine
with
this
kind
of
delay.
They
can't
tie
up
their
resources
and
waiting
for
us.
So
that's
also
at
risk,
and
we
also
risk
the
cost
of
increase.
B
Month,
Susan
any
comment:
NOP
meliss,
any
comment.
Z
B
Z
AG
So
right
now
the
motion
is
to
post
postone
and
the
discussion
is
about
the
motion
to
postpone
the
discussion.
The
board
already
had
the
had
the
double
round
robin
discussion
of
the
original
motion.
Unless
there
was
a
motion
to
extend
debate,
extend
discussion,
normally
the
board
would
move
on.
B
So
it
sounds
like
we
would
continue
discussion
this
way
around
delay
unless
there's
a
motion
to
debate.
AG
U
Yeah
I
I
understand
why
we
would
want
to
consider
delaying
I
do
feel
like
it'd,
be
helpful
to
have
more
information.
I
do
also
appreciate
the
fact
that
we
don't
have
that
added
layer
of
the
B
Bond
accountability
project
like
you
were
talking
about
earlier,
so
I
I
get
all
the
reasons
why
we
might
want
to
slow
and
be
more
deliberative,
but
I.
Also,
you
know
the
the
again.
The
dollar
amounts
aren't
huge.
U
We
can
get
nickel
and
dimed
out
of
a
whole
lot
of
money
to
your
earlier
Point,
Dr
perz,
but
and
again
I'm
new
to
the
board.
So
there's
a
part
of
me
that
kind
of
feels
like
things
that
have
been
in
motion
that
don't
like
you
know
that
I'm
not
like
whoa.
This
is
not
I'm
not
opposed
to.
You
know.
We're
already
have
a
lot
of
forward
progress
on
that
we've
got
the
contractors
lined
up.
U
You
know
my
friend's
been
trying
to
get
a
contractor
to
do
her
bathroom
for
a
while,
and
you
know,
I
don't
know
if
the
same
thing
applies
in
homework
that
it
does
in
you
know
commercial
work,
but
I
I
guess
I.
Would
probably
lean
towards
moving
forward
with
the
understanding
that,
hopefully
going
forward,
we
would
have
more
information
provided
further
ahead
of
time
as
projects.
The
the
big
picture
of
the
project
you
know
was
laid
out
that
we
would
then
anticipate.
Okay.
U
The
next
contract
is
going
to
come
to
us.
We
know
it's
a
piece
of
this
whole
other
thing
so
I
think
going
forward.
We
could
have
a
a
better
idealistic
way
that
we
we
approach
it
and
right
now
we're
in
in
the
middle
of
it
and
I'm,
probably
going
to
support
moving
forward.
AB
Sonita
yeah
one
quick
thing:
if
you
could
do
Dr
me,
is
I
I
know
that
we
don't
have
the
oversight
that
Bond
accountability
committee
has,
but
you
have
been
with
the
bond
accountability
committee
and
you
know
like
what
oversights
are
looked
at
when
we
do
V
selection
and
when
we
do
accept.
You
know,
like
you,
said
small
business
vendor
that
you
have
waiting.
AB
If
you
can
give
us
some
some
insight
into
your
process
of
how
you
selected
or
how
you
went
through
about
this
one,
can
you
do
that,
or
is
that
too
much
to
ask
for.
X
X
B
So
I
think
my
brain's
getting
a
little
tired,
but
the
dis
right
now
we're
having
the
ending
doing
the
did.
We
do
a
second
one
already
just
second
round.
We
did
one
round
of
discussion
on
delaying
I
heard
you
just
to
clarify
for
myself,
I'm
sorry,
my
brain's,
a
little
tired.
You
said
there
is
a
cost
to
delaying,
because
there
all
there's
permits
and
things
that
have
already
been
paid
for
and.
X
There's
always
a
there's,
always
a
potential
for
increased
costs.
Costs
are
going
up
all
the
time
for
materials.
So
that's
something
I
don't
know,
but
that's
something
we
do
risk
we're.
Also
assuming
if
we
don't
go
with
the
contractor,
this
contractor
pulls
out
that
has
already
won
the
bid
it
delays.
Then
we
need
to
go
then
out
for
another
bid.
This
potentially
could
be
not
until
after
the
first
of
the
year
until
we
award
a
second
bid
going
into
into
the
holiday
season.
You
don't
have
a
lot
of
success
in
attracting
contractors.
B
Okay,
so
God
I
can't
remember:
did
we
go
around
twice?
Did
we
already
go
around
twice
I.
Think
I
think
we
have
a
can
I,
okay,
so
we'll
just
we'll
make
we'll
go
to
a
call,
a
vote
to
delay.
AG
B
I
U
B
No
okay
is
so
right
now
we
have
I,
can't
even
count
five
votes
for
not
to
postpone
and
one
vote
Yes,
so
we
will
not
be
postponing
at
this
time
this
motion.
So
now
we
go
back
to
the
other
motion
to
vote
on
this
to
to
allow
for
the
funding
to
occur
so.
B
Debate
is
there
a
second
to
extend
this.
AG
So
a
motion
to
extend
the
debate
has
been
made.
If
it's
seconded,
then
it
need
needs
a
2/3
majority
to
a
2/3
majority
to
pass.
There's
no
discussion,
it
could
be
amended,
but
there's
no
discussion.
AG
Extend
the
debate:
if
there
is
a,
is
there
a
second
I
Tammy?
Second,
it
there's
a
second,
so
this
is
not
under
Robert's
Rules.
This
is
not
a
debatable
motion.
You
won't
have
a
discussion
about
whether
or
not
to
extend
a
debate.
You'll
just
decide
whether
or
not
to
extend,
debate.
I,
don't
know,
didn't,
hear
you
specify
how
much
the
debate
would
be
extended.
B
AG
B
To
the
vote,
so
all
those
in
favor
of
extending
this
for
one
more
round
of
round
robin
raise
your
hand
say
yes,
yes,
so
we
have
1
two
three,
four,
all
those
opposed
to
extending
this
for
one
more
round
Rob
and
raise
your
hand
say
no
I'm
going
say.
E
B
So
that's
two
majority
is
a
yes,
so
we
will
wait.
No
because
it's
two3.
AG
B
Okay,
so
since
we
didn't
I,
don't
know
that
everybody
knew
that
is
that
or
are
we
just
Roberts
rolls,
okay,
so
that.
B
Extending
the
debate,
because
we
didn't
have
2third.
AA
AA
B
To
vote
now
we're
voting
on
the
first
one
to
go
ahead
and
is
there
a
motion
to
approve
the
public
contract
authorization
for
renovation
of
building
C
of
the
district
auxiliary
facility
or
District
support
center
as
sub
it's
already
on
the
table
as.
AG
B
U
B
Yes,
yes,
so
that's
one,
two,
three
four
five
all
opposed
to
approving
all
Oppo
all
opposed
to
the
approval
of
the
contract.
Authorization
raise
your
hand
and
say
no,
no,
so
that
is,
it
passes,
5
to1
with
board
member.
B
Gar
Carpenter
rajie,
Perez
and
Greenberg
voting
yes
and
Potter
voting.
No
thank
you.
We
will
now
move
to
our
next
agenda
item
for
action
or
future
meetings.
We
will
be
hearing
from
The
District's
General
Council
Camilia
about
some
recommended
changes
to
the
board
policies.
We
have
one
more
feel
free
to
stand
up
and
stretch
while
you're
listening.
If
you
need.
AG
To
thank
you,
so
thank
you.
So
here
we
are,
with
the
last
main
item
of
the
night
talk
about
some
policies.
This
is
the
first
time
that
the
the
new
newly
constituted
board
has
worked
through
policy
revisions.
AG
So
just
a
little
bit
of
background
about
this,
there
are
times
when
a
board
might
you
know,
really
dig
into
a
policy
or
develop
a
new
policy,
and-
and
that
is
a
a
process
unto
itself,
but
there
are
also
many
policy
revisions
that
are
made
as
routine
revisions
that
are
based
on
changes
in
the
Law
changes
in
recommendations
from
the
Oregon
school
boards
Association.
We
do
work
with
osba
and
they
provide
periodic
updates
of
recommended
policy
revisions.
AG
Most
of
those
are
to
to
respond
to
changes,
usually
in
state
law,
sometimes
federal
law.
We
also
through
the
pandemic.
There
was
very
little
work
done
on
updating
policies,
as
that
was,
as
changes
were
coming
out
it
as
there
were
other
priorities
for
board
attention
at
the
time,
and
so
we
have
been
working
through
a
little
bit
of
a
backlog
of
policy
updates.
AG
So
the
board
worked
through
quite
a
number
of
policies
last
year,
but
there
are
more
coming
this
year,
just
to
get
us
up,
toate
and
aligned
with
state
law
and
other
changes.
We've
also
just
had
a
legislative
SE
session
and
we
are
anticipating
a
significant
number
of
changes
to
come
out
of
that,
because
there
are
many
legislative
changes
that
will
impact
policy
language.
AG
So,
when
looking
at
these
policy
revisions,
osba
makes
a
recommendation,
our
our
staff,
our
Legal
Services
team,
Works
through
that
and
comes
to
the
board
with
the
recommended
changes
and
the
approach
to
that
has
been
to
to
look
specifically
at
what
is
being
changed.
What
is
recommended
for
change
in
that?
AG
Rather
than
opening
up
the
entire
policy
for
a
a
revamping,
usually
we're
looking
just
at
those
specific
areas,
there
are
times
when
the
changes
are
significant
enough
that
they
to
align
with
state
law
that
osba
recommends
just
getting
rid
of
an
old
version
of
a
policy
and
implementing
a
new
one.
Just
to
to
get
them
up
to
date
can
be
more
clear
than
than
having
a
completely
marked
up
version,
and
there
are
a
couple
of
those
in
this
case.
AG
AF
Good
evening
board,
thank
you
so
much
for
your
time
and
consideration
of
these
you'll
notice
in
the
cover
sheet
for
the
items
for
Action
that
there
is
a
sort
of
a
cheat
sheet
or
an
answer
key
as
to
what
the
different
different
changes
mean.
We
have
a
couple
of
policies
tonight
that
are
kind
of
companion
policies.
AF
So,
in
the
2019
legislative
session,
our
legislature
passed
Senate
Bill
155,
which
addressed
some
new
definitions
to
sexual
conduct,
sexual
abuse,
as
well
as
different
parts
of
how
we
share
that
information
and
report
that
out
when
folks
are
applying
for
jobs
and
and
how
that
that
information
is
stored.
So,
starting
with
the
very
first
one
board
policy
GBL
and
the
recommendation
to
delete
policy
gbla.
AF
So
we
had
both
of
these
policies
previously
and
the
recommendation
from
osba
is
to
sort
of
combine
them
all
into
one
space.
The
changes
that
you
see
in
there
are
largely
in
the
second
half.
That
is
the
combining
part.
AF
That
is
all
the
part
that
addresses
the
gbla,
which
would
be
deleted
and
then,
in
the
first
part
we
have
done
some
cleanup
work
on
pronouns,
which
you'll
see
that
throughout
our
policy,
work,
kind
of
updating
that
and
then
the
meat
of
it
really
is
the
part
in
number
nine
and
number
12,
which
are
adding
some
of
those
new
pieces
from
Senate
Bill
155
into
this
policy,
and
what
I
typically
do
when
I
present
them
is
to
pause
to.
Allow
you
guys
to
ask
any
questions.
AF
We
will
always
do
a
first
read,
which
means
this
is
the
first
time
you've
looked
at
it,
ask
questions,
interact
and
decide
if
there's
changes
and
we'll
bring
it
back
to
the
board
as
a
second
read
with
those
things
cleaned
up,
so
it
will
come
back
again
if
there's
need
for
additional
discussion.
U
So
on
the
proposed
one,
that's
all
in
blue
the
very
last
paragraph,
not
the
last
sentence,
but
the
last
paragraph
I
do
have
a
question.
It
says
a
district
employee
will
not
assist
another
District
employee
in
obtaining
a
new
job
if
the
individual
knows
or
has
caused
to
believe
that
the
district
employee
engaged
in
sexual
conduct
are
you
looking
at
GB
I
am
looking
at
gbn
AA
we're
on
GBL.
AF
U
R
AG
AF
So
right
now
we're
just
taking
a
look
at
GBL
and
and
so
there
are
changes
to
basically
subsume
gbla,
which
was
the
other
policy
about
disclosure
of
personnel
records
into
this
policy
and
incorporate
some
of
those
components
about
when
we
hire
somebody
disclosing
certain
information
about
previous
sexual
conduct
or
sexual
harassment.
Investigations
about
a
prospective
employee.
AF
So
what
I
would
am
going
to
propose
that
we
do
I
know
the
next
one
on
the
sheet
is
IB,
but
because
these
are
kind
of
companions,
I'm
and
and
Tammy.
Your
question
is:
is
pertinent,
I'm
going
to
skip
that
one
and
go
to
GB
NAB?
That
is
the
suspected
abuse
of
a
child
reporting
requirements
policy.
So
in
that
one
again
the
changes
reflect
quite
a
bit
of
leg,
legislative
work
that
happened
in
2019
with
gbn
AB.
AF
AF
AF
I
think
hers
was
about
the
okay
might
have
been
about
the
next
one.
The
other
part
to
gbab
is
you'll,
see
in
your
pocket.
Gb
na
a
v,
that's
a
mouthful,
a
r.
There
are
some
ARS
that
are
required
to
be
voted
on
by
the
board,
and
this
is
one
of
them.
AF
Yeah
AR
stands
for
administrative
regulation,
and
so,
if
you
think
about
policy
is
kind
of
like
the
Oregon
statutes
and
the
ARs
are
like
the
regulations
that
we
get
from
the
state
agencies
on
how
to
how
that
that
policy
is
going
to
be
administered.
How
how
how
it
gets
done
policy
tends
to
be
at
a
very
high
level,
not
real
specific.
The
AR
is
sort
of
how
we
put
that
into
practice.
AG
And
just
to
to
back
off
to
a
higher
level,
you
won't
see
very
many
administrative
regulations
because
normally
those
are
approved
by
the
superintendent.
For
the
most
part,
they
are
administrative
regulations.
However,
in
Oregon
we
have
a
handful
that
are
required
by
law
to
be
approved
by
the
board,
and
so
they
will
come
to
you.
It's
just
an
unusual
circumstance.
AF
Yeah,
that's
that's
a
good
thing
to
point
out,
so
the
AR
really
encapsulates
the
reporting
requirements
around
suspected
abuse
of
a
child
and
the
definitions
of
abuse
and
again
we're
being
it's
being
recommended
by
osba
to
pretty
much
dump
anything
pre-existing
and
reopt.
This
AR
that
that
has
been
completely
made
up
to
date
with
the
with
the
statutes.
AF
Please
so,
then,
the
last
of
this
kind
of
Trio
is
the
the
GB
NAA.
This
policy
deals
specifically
with
suspected
sexual
conduct,
which
is
different
from
sexual
abuse
and
again,
the
recommendation
from
osba
is
to
delete
the
pre-existing
jhff
which
existed
only
and
applied
only
to
students
and
adopt
this
policy,
which
has
a
broader
application
and
incorporates
those
new
definitions
lot.
The
language
in
here
is
very
similar
to
what
you
see
in
gbn
AB,
because
there's
a
lot
of
similar
parallels
in
terms
of
the
process.
U
Yes,
so
that
last
paragraph
an
employee
will
not
assist
another
employee
in
obtaining
a
new
job.
If
the
individual
knows
that
that
employee
has
engaged
in
sexual
conduct,
obviously
I'm
not
endorsing
sexual
conduct
with
students,
but
I'm
just
wondering
about
the
implications
for
an
employee,
and
can
they
never
have
a
job
again?
What
is
what
does
this
mean?
Is
this?
Is
there
any
implication
of
our
contract
with
Bea
and
OCA?
Has
that
all
been
cleared?
It
just
feels
like
we're
telling
a
person
that
they
can
never
have
a
job.
AF
AF
Somebody
who
you
know
was
the
subject
of
of
this
kind
of
an
investigation
in
finding
another
job,
largely
where
this
comes
from
is
districts
who
may
have
tried
to
hide
or
sort
of
pass
along
a
person
before
an
investigation
was
completed,
and
then
that
person
who
may
have
engaged
in
sexual
conduct,
grooming
behaviors
with
children
ends
up
in
another
school
district
and
that
school
district
doesn't
know,
and
one
of
their
colleagues
gives
a
recommendation
and
they
hire
that
person
and
then
later
find
out
that
there's
an
issue.
U
It
my
understanding
from
the
key
that
you
put
at
the
beginning,
though,
was
that
it
was
blue
and
then
highlighted,
yellow
when
it
was
language
that
came
from
the
legislature
but
and
I
thought
this
was
just
osba
recommended
language.
AF
That's
a
really
good.
Thank
you
for
pointing
that
out.
This
entire
policy
is
new,
the
newly
written
and
so
I.
Don't
we
did
not
highlight
individually
pieces
within
there
of
like
this
is
the
statutory
language
versus
the
other.
We
can
make
sure
to
do
a
better
job
of
that
next
time,
but
but
that
piece
of
it
is
is
directly
taken
from
the
statute,
but
that's
a
fair
question.
AF
Yeah
we're
going
to
go
back
to
IB,
which
is
the
freedom
of
expression
policy,
so
this
one
is
is
coming
up
so
that
we
can
make
sure
we're
changing
pronouns
in
here.
We
are
also
making
sure
that
the
list
of
protected
classes
aligns
to
our
current
list
that
we
are
using
and
then
updating
some
statutory
references.
So
it's
it's
a
really
minor
change,
just
to
kind
of
do
some
cleanup
and
align
it
to
the
model
policy.
AF
Okay,
so
these
policies
will
come
back
to
you
next
month
as
a
second
reading.
I
can
try
and
go
through
some
of
them
and
highlight
one
parts
that
are
taken
directly
from
statute
on
those
two
new
policies
that
will
help
as
you're
looking
at
those
for
that
second
reading.
But
thank
you
very
much
for
your
time.
B
Thank
you
for
your
time,
we'll
now
we'll
be
voting
like
she
said
in
our
next
meeting
on
this
one.
This
is
our
final
presentation
at
the
last
thing
on
the
agenda
is
comments
and
committee
reports
from
board
members
who
would
like
to
go
first
I
think
we
had
a
couple
committees
occur.
B
We
had
Bond
accountability,
audit
committee
and
bef,
but
oand
is
not
here
on
the
BF
sonita.
Is
there
any
updates
from
the
bond
or
the
audit
committee
that
you
want
to.
AB
AB
That
was
an
excellent
presentation
that
they
did
I
think
it
was
a
great
idea
for
them
to
have
them
do
that
they
did
internships
with
the
district
and
they
presented
what
projects
they
worked
on
and
for
the
audit
committee
it
was
a
Mike
was
there
so
if
I
miss
anything
Mike,
please
fill
me
fill
that
in
there
is
going
to
be
field
workor
starting
soon,
and
they
did
some
of
it
already
and
they
haven't
found
anything
any
major
discoveries.
AB
So
they
asked
about
community
members
what
they
would
like
them
to
look
into
if
there
was
anything
specific
that
they
wanted
to
look
into,
and
there
will
be
minutes,
I
can
present
the
minutes
to
the
board
if
they.
If
anybody
is
interested
in
the
committee-
because
we
haven't
done
this
before
last
year-
we
never
did
reporting
of
our
committee
minutes
and
stuff,
but
I
can
present
the
meeting
minutes
if
anybody's
interested
to
the
whole
board
if
they
want
to
see
what
happened
in
those
committee
meetings.
Thank
you.
B
Great
any
will'll
just
go
around
if
you
want
to
pass
or
you
can
speak.
If
there's
any
comments,
you'd
like
to
make
for
the
meting
so
Susan
pass,
Melissa
justice.
U
Tammy
sorry
I
just
want
to
make
one
one
of
my
one
of
our
community
members.
Let
me
know
that
we
had
a
little
Equity
win
at
one
of
the
schools.
Her
her
daughter
came
home
and
was
a
little
bit
sad.
That
spirit
week
was
going
to
be
crazy
hair
day
and
she
was
concerned
that
her
friend
that
wears
a
hijab
wasn't
going
to
be
able
to
participate
and
enough
feedback
to
the
to
the
principal
principal
you
right.
U
Let's
do
something
different
and
it's
sort
of
like
a
free
form,
crazy,
backward
shirt,
day
kind
of
thing,
which
I
thought
was
amazing
that
we're
able
to
like
make
it
feel
more
inclusive
for
for
everyone.
So
I
was
really
happy
to
hear
that
story
and
I'm
wondering
if
we
even
want
to
think
about
having
more
guidance
for
Spirit
Week,
because
it
would
never
have
Dawn
to
me
that
crazy
hair
day
wouldn't
be
inclusive.
B
Thank
you
s.
Oh
s
did
go
okay,
I
guess,
for
me,
thank
just
want
to
remind
everybody
that
there's
things
that
board
members
can
sign
up
for
School
visits.
We
have
the
osba
Road
show
that
you
can
go
to
there's
best
tours
we're
going
to
be
taking
that
our
staff
have
set
up
for
us
to
sign
up
for
and
all
sorts
of.
If
you
check
your
Friday
memo,
there's
a
lot
of
things
you
can
sign
up
for
so
just
wanted
to
put
that
out
there.
Thank
you
to
the
staff.