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From YouTube: December School Board Work Session & Business Meeting
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A
B
C
Excellent,
we
are
we're
excited
to
have
you
with
us
tonight.
We
just
introduced
you
and
the
work
that
you've
been
doing
very
broadly
and
wanted
to
hand
it
over
to
you
for
the
presentation
that
we
are
eagerly
awaiting
about
the
Strategic
plan.
B
Thank
you
so
much
board
members
good
evening
board
of
directors,
superintendent,
balderas
members
of
the
community
I'm
excited
to
give
you
an
update
on
the
process
that
I
shared
with
you
a
few
months
ago.
We've
we're
making
steady
strides
so
I'm
going
to
go
ahead
now
and
share
screens
foreign.
B
I've
got
four
deliverables
that
I'd
like
to
have
you
say
at
the
end
that
we
came
close
if
not
perfectly
meeting
one
is
to
give
you
an
update
on
our
efforts.
B
I
want
to
also
share
with
you
products
that
the
core
planning
team
and
the
district
leadership
team
have
created
one
of
the
things
that's
unique
about
our
process.
We
believe
in
Broad
co-construction.
There
are
hundreds
of
strategic
plans
that
have
died
in
the
river
of
non-ownership
and
we
want
to
be
sure,
we've
got
lots
of
ownership.
I
want
to
share,
because,
at
the
end
of
the
day,
board
members,
it's
going
to
be
the
rank
and
file
people
in
schools
that
have
to
implement
the
plan.
Marzano.
B
All
these
leaders
will
tell
you
that
when
you've
got
lots
of
leaders
co-constructing
it's
much
more
likely
to
be
implemented
with
fidelity
I'm,
going
to
also
share
with
you
themes
from
the
listening
and
learning
surveys.
I'm,
anticipating
a
few
folks
will
be
in
the
audience
who
actually
theme
this
information
I
think
I
saw
one
of
our
leaders
out
there
Carrie
anyone
who's,
not
here,
I'm,
going
to
ask
that
you
share
those
themes.
B
If
we
don't
have
someone
who
actually
did
the
theming
with
the
board
and
then
I'm
going
to
ask
you
to
give
us
some
stems
as
a
board
for
the
mission
statement.
The
mission
statement
is
a
statement
of
why
the
district
exists.
B
I
think
right
now,
you
don't
have
one,
and
the
last
task
will
be
to
give
us
key
words
and
phrases
that
you
think
as
a
board
are
critical
to
be
in
the
mission
statement,
so
that
we
can
take
it
back
to
our
writing
group
to
draft
it
up
and
we'll
bring
back
the
draft
to
the
board
and
and
I
want
to
say
maybe
six
to
eight
weeks.
B
So
those
are
the
things
we
want
to
accomplish.
I
want
to
remind
you
of
the
guiding
principles
having
been
a
superintendent
having
poached
superintendents
all
over
the
country,
working
with
the
University
of
Washington.
These
are
some
of
the
guiding
principles
that
you
can
find
in
school,
Improvement,
science,
research,
but
also
just
experience,
and
this
process
is
designed
to
inspire
the
next
iteration
of
improvement.
B
It
is
designed
so
that
we
don't
come
with
the
Strategic
plan
until
we
do
a
lot
of
this
organically.
So
it's
done
with
the
district,
not
to
the
district
or
for
the
district.
It's
anchored
in
scholar.
Voice
I
will
be
sharing
with
you,
for
example
the
vision
of
excellence,
and
it
started
with
listening
and
learning
with
almost
100
students
who
helped
to
inform
it.
B
We
will
be
using
research
and
evidence-based
practices.
I've
got
an
article
that
I'm
going
to
share
with
you
as
a
sample
of
the
learning
that
the
core
planning
team
is
engaged
in,
because
not
only
do
I
have
the
group
strategic
planning,
I'm
doing
things
so
they're
learning
about
best
practices,
because
in
February
we're
going
to
have
literally
hundreds
of
people
writing
strategies
to
align
to
the
goals,
and
you
want
them
to
have
had
what
I
call
exposure
to
research,
evidence-based
practices
and
the
last
component
again,
that
I
think
is
unique
about
the
process.
B
I
wanted
to
call
out
the
role
of
the
board
in
the
plan.
I
talked
to
you
a
little
bit
about
some
opportunities
for
you
to
participate,
but
here
are
the
things
that
I
hold
in
my
head.
As
a
former
superintendent
and
looking
in
the
research,
the
ultimate
responsibility
the
board
has
is
to
hold
the
superintendent
and
team
accountable
for
improving
the
outcomes
in
the
plan
and
what
that
looks
like
in
some
systems
once
the
plan
is
fleshed
out.
B
You
schedule
predictable
times
to
check
in
on
progress
to
see
if
those
outcomes
are
are
being
met
to
do
learning
once
we
lay
out
some
best
practices,
so
you
can
do
deep
learning
on
these
best
practices
so
that
when
it's
time
for
budget
and
resource
allocation,
you
understand
why
and
what
it
is.
You
are
sourcing
and
once
the
plan
is
drafted,
it's
important
to
do
a
crosswalk
to
ensure
policies
would
not
hinder
the
plan
from
actually
happening
and
to
inform
the
mission
statement
that
you're
going
to
be
doing
that
later
today
and
then.
B
Lastly,
the
process
of
co-construction
Ally
I've,
seen
districts
where
you'd
have
a
small
group
of
people,
four
or
five
saying
here's.
What
we
want
to
do.
It
might
feel
good
for
the
three
or
four
of
doing
it,
but
the
problem
would
never
work
because
you
need
the
people
that
are
in
the
ground
on
the
ground
in
the
classrooms
to
be
a
part
of
the
co-construction
and
once
they
coalesce
around
this
process,
you're
going
to
get
much
larger
scale.
Buy-In
I
want
to
remind
you
of
some
research.
B
One
of
the
main
ones
is
this:
first,
one
from
Battelle
that
says:
districts
should
identify
five
or
fewer
initiatives
for
the
district,
three
or
four
or
four
building
we're
we're
not
quite
there
yet.
But
when
we're
done,
we
should
have
goals,
so
buildings
will
have
two
or
three
goals:
the
district,
no
more
than
five
or
fewer
initiatives,
that's
critical
other
than
that
you're
going
to
overtask
the
system
and
folks
will
say
yep
we're
doing
it
we're
doing
it,
but
yet
they
can't
physically
do
it.
B
Here
are
the
Committees.
The
district
steering
committee
meets
in
between
all
major
meetings
to
plan.
What's
going
to
happen,
the
district
leadership
team
today
you're
going
to
give
us
some
stems
for
the
mission
statement.
This
District
leadership
team
is
the
writing
group.
They
come
together
and
they
craft
different
products.
B
The
core
planning
team
is
the
heart
and
soul
of
the
committee.
They
meet
once
a
month
and
it's
broad
stakeholders,
I
think
you're.
The
mayor
is
on
this
group.
We
have
Scholars
students
on
this
group
teachers,
building
leaders,
Community
parents-
that
particular
group
touches
everything
again
wide
scale,
co-construction
again
in
February,
once
the
goals
were
fleshed
out,
the
outcomes
of
the
metrics,
the
instructional
planning
team
will
be
the
teaching
side
of
the
house.
B
It
will
be
instructional
coaches
teachers,
District
coordinators,
District
teaching
for
learning
folks
principles,
they're
going
to
take
the
goal
areas
and
identify
10
to
15
strategies
that
we
believe,
no
matter
your
school,
you
should
employ
in
your
school,
because
the
research
is
clear.
We
got
to
be
sure
we
have
some
consistent
practices
across
schools,
not
cookie
cutter,
but
just
some
consistent
things.
Well,
if
we
just
say,
go
out
and
do
them
that's
one
thing:
it's
a
different
thing.
B
B
We
then
took
that
feedback
from
the
core
planning
team
and
the
district
leadership
team,
and
that's
what
the
core
planning
team
is.
Cpt
District
leadership
team
is
DLT,
so
I,
don't
I'm,
not
very
fond
of
acronyms,
but
for
the
sake
of
brevity,
it
does
work
to
use
them
here,
but
the
core
planning
team
gave
feedback
and
then
the
district
leadership
team
drafted
the
vision
of
Excellence,
which
I
will
share.
That
team
also
drafted
core
values
and
they
took
the
the
stems
from
the
core
planning
team
phrases
that
they
thought
were
critical.
B
That
would
be
pivot
Points
in
this
District
because
you
didn't
have
those
core
values
fleshed
out,
so
I'll
be
sharing
those
with
you
as
well,
and
then
we
engage
in
listening
and
learning
in
November.
The
next
day
we
issued
a
survey
we
got
over
I
want
to
say
participation
rates
close
to
1500
I
will
share
with
you.
What
came
out
of
those
themes
and
I'll
talk
to
you
a
little
bit
about
how
those
themes
will
help
us
with
our
strategy
work
with
our
strategy
work.
B
B
The
next
component
will
be
the
central
office
theory
of
action.
That
really
is
one
of
the
most
important
things.
We
literally
take
that
student
vision
and
we
say:
if
that's
what
we
want
students
to
do,
what
will
Educators
do?
What
will
school
leaders
do?
What
will
the
central
office
do
and
it's
often
ignored,
which
is
why
you
don't
get
alignment
so
we're
going
to
be
working
on
that
over
the
next
six
to
eight
weeks.
B
The
mission
statement
work
with
you
tonight,
the
listening
and
learning,
and
the
survey
is
complete
and
we've
generated
the
themes
from
listening
and
learning,
which
will
we
will
provide
the
board
with
tonight.
Lots
of
Rich
information
and
we've
got
work.
That's
already
queued
up
and
we're
planning
for
the
instructional
planning
team
to
do
the
strategy
work
in
February.
That's
one
of
the
big
things
that's
in
front
of
us.
B
I
want
to
just
reorient
you
to
this
framework
that
drives
a
lot
of
the
processes
by
saying
that
we
all
have
core
beliefs,
but
until
you
get
enough
people
in
the
room
to
create
a
student-centered
vision,
it's
hard
to
describe
that
those
core
beliefs
and
your
student-centered
vision
is
really
our
core
beliefs,
our
core
values,
with
clothes
on.
So
you
can
actually
see
what
we
say
we
want
for
Scholars.
B
We
then
measure
that
Vision.
So
when
you
think
about
outcomes
and
metrics
board
members,
it
should
be
driven
from
the
vision
that
we
frame
for
students,
often
what
we
do.
We
measure
inputs
how
many
trainings
we
had
how
many
people
came
to
the
training,
how
much
we
saw
something
in
a
classroom.
We
don't
measure
direct
student
outcomes
and
I,
don't
just
mean
academic
I
mean
social,
emotional
outcomes,
belonging
outcomes.
That's
how
you're
going
to
know
you're,
ultimately
moving
the
needle
to
your
larger
community
and
parent
stakeholder
group,
but
foremost
to
our
Scholars.
B
So
this
framework
drives
it
so
right
now
the
vision
is
done.
We've
got
our
core
values.
We
haven't
yet
defined
our
outputs,
but
the
next
step
is
doing
this
backwards:
map
of
the
theory
of
action
which
will
determine
the
inputs,
the
inputs
really
shape
what
happens
to
the
student,
which
then
tells
us
whether
or
not
we're
getting
the
results
we
want.
So
this
is
just
a
frame
that
I
use
to
to
shape
all
of
the
structures
and
processes
that
we're
using
with
the
team
and
it's
about
alignment.
B
B
This
is
the
other
research
that
I
just
want
to
anchor
you
in
it's
from
the
University
of
Chicago,
and
they
said
these
are
the
five
Essentials.
When
you
saw
districts
or
schools,
improving
you
saw
effective
leaders,
collaborative
teachers
involved,
families,
supportive
environments,
that's
where
belonging
goes.
B
That's
where
all
of
those
things
that,
when
students
are
seen,
heard
and
feel
like
they
matter
and
ambitious
instruction,
those
five
and
the
reason
I'm
sharing
those
with
you
when
we
get
to
the
place
where
we're
identifying
strategies
we'll
use
this
kind
of
research
to
generate
the
kinds
of
strategies
that
make
the
biggest
bang
for
your
buck.
This
is
just
one
example.
There
are
multiple
ones.
Here's
another
article
that
I
shared
with
the
core
planning
team
I
wanted
them
to
get
the
sense,
the
difference
between
acceleration
and
Remediation.
B
There
is
a
lot
happening
around
the
country
with
students
who
are
off
track,
and
you
hear
a
lot
about
remedia
mediation
and
what
I
tell
districts
you
need
to
be
more
in
the
acceleration
side
of
this
Frame.
Not
the
remediation
and
I
had
the
core
planning
team
to
unpack
this,
so
they
could
figure
out
the
difference.
B
C
D
B
You
know
what
I'm
going
to
do.
Do
you
all
have
laptops
in
front
of
you.
B
Bottom
line,
while
you're
waiting
on
it,
what
I
want
you
to
see
is
that
this
particular
chart
is
I.
Call
this
the
money
shot.
B
This
is
the
money
shot
in
that
it
clearly
defines
what
kinds
of
things
that
we
would
do
with
students.
If
we
want
to
see
them
accelerating
and
I,
don't
mean
going
fast,
I
mean
qualitatively
engaging
in
ambitious
instruction
and
it
talks
about
relevancy.
It
talks
about
connected
learning.
It
gives
you
real
cues
about
how
to
close
those
gaps.
So
this
is
one
example
of
what
I
share
with
the
core
planning
team.
B
B
When
you
write
something
up,
you
want
it
to
be
a
just
cause
and
a
just
cause
is
a
specific
vision
of
a
future
state
that
does
not
yet
exist
a
future
state
so
appealing
that
people
are
willing
to
make
sacrifices
in
order
to
help
Advance
toward
that
vision,
and
a
just
cause
is
not
about
our.
Why
our?
Why
comes
from
the
past?
B
B
B
B
C
F
B
So
I
picked
I
believe
in
myself
and
my
community
Believes
In
Me.
If
we
as
a
community
do
not
believe
in
our
students,
we
are
not
going
to
give
them
that
future
that
they
deserve.
So
we
have
to
believe
in
them
and
believe
in
that
they
are
worth
it
that
whatever
we're
doing
whatever
Vision
we're
mapping
up
for
them,
they
are
certainly
worth
it.
So
that's
what
resonates
to
me
powerful.
B
So
this
vision
started
with
students.
We
went
to
the
core
planning
team
and
asked
them
what
words
or
phrases
were
would
be
essential.
We
took
those
words
and
phrases
from
that
Committee
of
about
80
people
near
District
leadership,
team
of
about
40
and
I'm,
giving
you
rough
estimates
crafted
this.
Then
we
take
it
back
to
the
core
planning
team
and
they
give
us
feedback.
It's
this
accordion
process
of
broad
broad
input.
B
The
one
non-negotiable
for
me
is
that
it
has
to
be
student-centered,
so
we're
talking
about
student
outcomes
to
project
one
activity
that
will
happen
when
we
do
the
theory
of
action.
The
central
office
will
take
every
single
one
of
these
bullets
and
they
will
say
every
student
is
to
belong
in
matters.
What
will
Educators
have
to
do?
What
will
principals
have
to
do
and
what
will
the
central
office
have
to
do
we'll
backwards
map
it?
So
I'll
stop
I.
Think
I
heard
someone
else
trying
to
say
something.
B
Thank
you.
I
I,
like
the
fourth
one,
the
second
one
before
I,
feel
connected
to
my
learning,
because
learning
is
why
they
are
there
and
they
need
to
feel
connected
to
that
and
to
my
peers,
because
peers
is
also
very
important
and
I
would
add
community
in
it
and
to
adults
in
my
school,
because
I
think
all
those
parts
are
very
important
for
a
student
to
succeed.
B
B
So
once
the
vision
is
framed,
we
then
frame
up
core
values
and
I
explained
to
the
team.
The
core
values
should
be
on
the
job
postings
on
the
website.
They
signal
who
Beaverton
is
and
what
you're
about
and
they're
Invitational
to
people
who,
hopefully
you
share
your
core
values
and
they're,
also
deterrence
to
people
who
don't
and
why
this
matter
the
vision
and
core
values
will
be
the
filter
for
all
decision
making.
B
It
also
signals
what
matters
and
staff
actions.
So
we
went
to
the
core
planning
team.
They
looked
at
the
core
at
the
vision
of
excellence,
and
we
said
what
might
be
core
values
of
a
district
that
would
Vision
that
for
its
children
they
gave
us
words
and
phrases,
and
then
we
went
back
to
the
district
leadership
team,
and
this
is
what
they
generated
as
core
values
board
members.
Will
you
take
a
minute
to
look
at
the
core
values.
B
B
B
First
I
just
want
to
establish.
We
are
now
changing
the
word
student
or
children
or
whatever
to
Scholars.
Where
do
you
see?
Oh
I
did
I
just
noticed
that
so
right
now,
that's
what
the
committee
drafted
up
and
shared
with
the
core
planning
team
I'd
love
to
get
your
feedback
on
this.
This
is
so
one
of
the
most
important
things
that
I
will
tell
the
board.
I
certainly
use
that
word,
but
there
are
districts
that
go
with
students.
B
B
That
is
not
a
word
that
we
have
used
here
locally
right,
so
that
to
me
would
be
an
educational
process
that
everybody
knew
what
we
were
referring
to
when
we
talk
about
Scholars,
so
I
I'm,
not
saying
that
I
agree
or
disagree,
I'm
just
saying
it
would
be
a
different
cultural
norm
for
us
that
we
would
need
to
adopt,
and
then
my
only
other
takeaway
is
a
lot
of
good
words
up
there,
a
lot
of
of
things
and
just
like
how
we
have
with
our
strategic
plan
now
and
you
know
we
innovate.
B
I
B
Would
think
that
there
are
folks
in
our
Community,
as
well
as
on
our
cabinet,
as
well
as
our
students
or
Scholars,
that
would
would
interpret
some
of
the
words
differently
that
are
that
are
in
there
actually
Becky.
If
I
can
tag
on
that,
I
always
think
when
you
see
standard
base,
that's
very
edu.
B
Our
community
and
I
feel
that
our
core
values
should
be
speaking
to
our
community,
so
I'm
sure
there's
some
other
and
the
other
kind
of
vibe
I
have
with.
This
is
interesting
because
my
kids
happen
to
go
to
an
IB.
School
and
I
I
read
these
core
values
and
they
seem
to
relate
to
what
you
would
ex
what
I've
seen
come
out
of
the
IB
programs
kind
of
that
similar
kind
of
global
look
at
things.
C
B
B
Go
ahead,
I
would
just
saying
with
any
new
thing:
socializing,
it
is
going
to
be
important.
That's
going
to
be
critical
and
socializing,
meaning
unpacking
it
repeating
it
I'm
doing
it
at
Oak
parent
nights.
There
are
a
lot
of
different
to
go
about
that
and
I'm
hearing.
You
talk
about
even
a
glossary,
so
there
was
a
group
that
worked
on
this.
We
can
certainly
go
back
and
talk
to
them
about
when
the
plan
is
is
fleshed
out.
How
might
we
have
some
unpacking,
but
I
really
appreciate
that
feedback.
F
F
One
word
that
I
would
want
to
change
would
be
the
word
respect,
I
agree
with
below
I
mean
as
a
person
as
a
parent.
Of
course,
we
want
our
kids
to
respect
and
staff
to
respect,
but
amongst
which
one?
Where
are
you
looking
at
the
word.
F
Long
the
work
that
I've
done
and
the.
F
Word,
respect
amongst
our
communities
of
color.
Is
it's
one
of
those
words
that
respect
from
the
point
of
view
of
who
and
from
who
right
so
is
it
dominant
culture?
Respect
is
it,
but
what
is
that
I
would
use
a
different
word
than
respect
yeah?
It's
a
very
impactful
word
for
our
community's
color
and
when
we
think
about
behavior
and
discipline,
that's
one
of
those
pieces
where
our
students
are
doing
around
what
people
view
as
respectful
and
not
respectful
I
do
see
within
the
words
below
it,
like
that.
F
B
K
A
K
A
C
D
C
As
a
district,
that
is
one
of
our
Marquee
strategies
and
that
we're
going
to
be
carrying
that
forward
and
I,
don't
know
if
that's
the
intention
or
not.
If
that
is
the
intention,
then
you
know
I
want
to
just
think
about
it.
I
don't
necessarily
have
a
response,
but
I
just
want
to
make
sure
that
we're
intentional
about
that.
B
I
would
imagine
the
group
when
they're
doing
these
descriptors,
These
descriptors
are
what
I
call
Contemporary
or
future
forward
ways
in
which
we're
going
to
realize
our
core
values,
so
I
think
it's
intentional
for
a
reason,
so
I
I
would
say.
I
I
would
predict
that.
Yes,
these
were
chosen
for
a
Reason
by
that
group.
G
B
F
Thank
words:
that's
trying
to
build
something
for
them
sure
so
I
think
it
would
be
important
to
bring
it
back
to
them
and
loop
them
back
in
and
we
do
have
other
groups
of
students.
Maybe
our
student.
F
Advisory
committee
yeah,
we
have
a
student
advisory
committee
as
well
and
maybe
and
or
bring
back
the
students
that
you've
already
talked.
B
B
C
That
works
too
yeah
that
works
too,
and.
B
The
way
that
I
think
that
it's
in
there
and
I
want
Heather
is
there's
an
academic
component
to
the
child.
There's
this
belonging
component
to
the
child
and
there's
this
community
connectedness,
which
is
in
some
way
social,
emotional,
so
I
think
they're.
Thinking
about
this
whole
child.
They
just
didn't
call
it
out
as
a
separate
thing.
It's
actually
manifesting
itself.
This
way,
Heather
is
do
I.
Have
that
about
right.
H
Yes,
you
do
Dr,
humble
that's
just
spot
on
with
the
conversation,
if
that
group
had
when,
when
working
on
this
draft.
C
B
F
One
piece
that
I
don't
see
is
that
joy
for
learning
like
we
are
so
standard
based
and
so
like
go.
We
got
to
get
them
to
the
bed.
I
agree,
but
I'm
like
where's.
The
joy
in
that
where's.
The
joy
in
this
like
I,
want
them
to
be
like
excited
to
come
and
connected
and
have
joy,
but
maybe
I
don't
know
how
to
put.
F
E
B
You
one
of
the
most
powerful
learnings
I
had
was
from
your
students.
We
asked
them,
there
was
a
question
about
fun
and
it
was
your
students
who
said
this.
Young
man
says
fun
for
students
is
when
things
are
relevant
to
us
when
we're
challenged,
they
defined
it,
they
defined
it
better
than
any
place.
I've
been,
but
I
get.
What
you're
talking
about
and
I
will
I
will
also
say:
standard
space
doesn't
mean
boring
when
it's
done
well,
it
can
be,
it
can
be
fun.
B
I
do
agree
with
what
Tom
said
and
what
Karen
said.
I.
B
Education
is
it
something
that
can
be
merged
together
as
one
core
value,
so
we're
not
actually
editing
it
right
now,
because
I
want
to
be
respectful
to
the
group
of
people.
So
what
we're
trying
to
do
is
listen
to
see
if
you're
giving
us
a
theme.
You
don't
want
to
be
in
a
position
where
we're
writing
things
on
the
at
this
meeting,
or
it
just
nullifies
everything
they've
done,
but
what
I
am
listening
for
are
what
I
call
obvious
omissions
and
I'm
sure
Heather's
doing
the
same
thing.
B
So
what
we're
doing
right
now
won't
weigh
in
to
say
yes
we're,
adding
that
or
not
I'm
just
listening,
and
then
your
insights
will
inform
us
up
if
we
look
at
it
again.
So
just
keep
talking
because
what's
happening
is
you're
coalescing
around
something
that
might
actually
strengthen
the
document
and
that's
what
we're
listening
for
Becky
I'd
say:
one
thing
that
I
look
for
while
running
for
the
school
board
and
it's
still
something
is
I
want
to
be
about.
B
I
want
to
instill
in
our
children,
lifelong
learning
that
they
are
always
going
to
be
Learners.
It's
not
just
something
they
get
from
us
pre-k
through
12
that
they
get.
They
get
a
foundation
here
that
they
become
lifelong
learners.
B
Yeah
I
like
that
piece,
lifelong
learning,
a
connection
to
their
learning
that
that
they
are
doing
what
we
had
in
previous
slide.
I,
think
that
would
bring
residents
and
and
a
joy
for
learning.
One
piece
that
I
would
say
is
that
we
need
to
create
spaces
for
our
children
and
for
our
school,
which
are
safe.
E
B
I,
don't
know
how
we
can
bring
that
in
our
core
value,
because
with
what's
going
on
around
in
the
country,
parents
do
get
scared,
kids
do
get
scared
going
into
school.
So
how
do
we
create
spaces
that
are
safe
and
nurturing
for
them,
and
they
feel
that
this
is
the
place
I
want
to
go.
I
want
to
learn.
They
shouldn't
be
scared
there.
B
B
Awesome
so
we've
listened
and,
as
you
can
hear,
we
would
if
we
were
to
write
everything
down
and
revise
it.
It'd
be
a
whole
new
document.
That's
not
the
way
to
go,
but
I
did
hear
some
things.
That
I
think
are
streams
that
we
will
certainly
go
back
and
filter
with
your
input.
Thank
you
board
members.
B
Thank
you.
So
listening
and
learning
and
Carrie
do
I
have
the
latest
num
number
total
responses.
B
Okay,
all
right
so
1400
total
responses
and
although
I
may
not
have
the,
how
many
scholars
do
you
have
that.
J
B
B
That's
all
right,
I
will
just
come
back
to
it.
I
don't
want
to
hold
this
up
for
that
bottom
line.
We
want
to
have
big
numbers
in
terms
of
the
number
of
touches
and
the
influence
that
folks
have
had
on
the
plan.
So
again
we
had
two
teams
on
the
ground
on
November
21st.
We
started
at
6
30
and
we
ended
at
seven
at
night
and
we
listened
to
lots
of
people
and
sometimes
what
folks
will
do
they'll
just
do
a
survey.
B
The
reason
that
listening
is
so
important
is
that
when
you're
in
the
room
with
people,
they
will
give
you
more
to
the
story.
So
when
the
survey
comes
back,
you
can
go.
Oh
I
know
why
they
said
that
I
know
what
that's
about,
and
so
certainly
I
I
got
a
sense
from
listening
and
learning.
One
thing
I
know
is
the
Middle
School
schedule
lots
of
comments.
B
I
heard
a
lot
about
high
school
start
times,
I
heard
things
around
your
reading
curriculum
from
parents.
There
were
just
themes
and
I'm
just
saying
this
to
you
that,
just
from
being
on
the
ground,
you
get
a
sense
of
what
Rises
to
the
top.
So
before
I
share
these
with
you.
B
The
these
listening
and
learning
themes
will
be
a
resource
for
us
when
we're
building
out
our
strategies
in
February,
meaning
when
we
look
at
the
scenes
that
Rose,
the
top
five
that
will
drive
our
foundations,
it'll
drive
our
strategies,
it
will
drive
some
of
what
we
will
be
putting
in
the
plan.
Research
and
evidence-based
practice
will
also
be
a
part
of
that,
but
this
will
be
a
part
of
the
recipe
and
crafting
the
plan.
B
So
we
did
the
listening
and
learning
and
then
on
the
22nd
that
whole
District
survey
was
released
and
here's
the
first
question:
what
are
two
or
three
specific
things
that
are
working
to
support
Student
Success
at
your
school
or
in
the
district?
Now,
if
it
were
a
student?
Well,
no,
this
works
for
the
student,
so
it
was
all
about
Student
Success.
That
was
that,
first,
what's
working,
that
was
that
first
question:
Carrie
is
the
person
in
the
room
who
did
this
one
before
I
talk,
because.
A
H
We'll
do
share
that.
We
spoke
with
a
number.
B
H
B
B
H
The
next
question
there
were
more
answers
more.
B
H
H
L
B
B
A
I
Top
five
in
our
feedback
from
families,
a
lot
of
it
had
to
do
with
these
five
key
themes.
Some
of
them
you'll,
see
again
on
the
other
side
of
the
coin,
is
things
that
we
also
need
to
improve
at
and
one
of
the
things
that
we
kind
of
interpreted
from
that
is
certain
things
that
we
do
really
well,
but.
B
E
B
Now,
here's
the
next
question:
what
needs
to
be
improved
so
just
pay
attention
to
the
themes
knowing
you'll
have
those
quotes
to
see
a
little
bit
later
and
to
go
deeper.
G
H
Respect
building
the
environment
and
then
also
structural
things
like
schedules
Etc
and
the
final
one
is
consistency
in
the
teacher
alignment:
a
grading
expectation,
foreign.
B
I
Families,
these
are
in
the
order
in
which
they
were
appeared
in
terms
of
numbers
of
comments,
and
you
can
see
a
couple
things
to
note
is
the
movie
in
high
school
start
times
was.
It
was
a
very
common
response
by
our
families.
There
was
a
lot
about
reading
instruction
and
the
part
around
improving.
I
A
way
that
the
electronic
methods
of
canvas
and
parent
view
were
utilized,
as
well
as.
H
B
For
those
as
well
having
more
support
Personnel
okay
here
are
the
quotes,
families
and
Community.
What's
their
priority.
G
J
B
Quotes
and
here's
a
nice
summary
where
you
can
see
the
question
and
what
the
top
themes
were
for
each
group.
We
did
the
same
thing
for
all
of
the
three
questions
board
members,
so
you'll
be
able
to
see
it
panelist
who's
presented
tonight.
First
of
all,
thank
you
for
presenting
tonight.
But,
more
importantly,
thank
you
for
your
due
diligence
in
going
through
this
information
and
prioritizing
it
so
board.
B
Members
I
know
we're
on
a
tight
time
crunch,
but
what
I
one
of
the
one
of
the
last
pieces
that
I
need
from
you
is
a
word
or
phrase
that
you
think
will
be
essential
in
the
new
Beaverton
mission
statement.
You're,
not
crafting
the
mission
statement
tonight,
you're
giving
us
seedlings
little
seedlings
for
us
to
use
for
that
committee
to
craft
the
draft
we'll
bring
back
to
you.
So
a.
C
B
C
I'll
work
with
our
superintendent
to
see
if
we
can't
open
that
up
in
the
next
period
of
time,
maybe
add
it
to
a
school
board
meeting
in
the
future.
Absolutely.
B
C
C
E
C
B
B
D
I
D
F
B
C
So
welcome
everyone
I
call
to
order
the
Pendleton
School
Board
business
meeting
for
December
12
2022.,
we'll
start
with
the
Roll
Call
of
the
board.
Answer
with
president
Greenberg.
C
B
A
F
C
C
Board
members
begin
with
a
land
acknowledgment.
I
would
like
to
acknowledge
that
our
district
rests
on
the
traditional
land
of
the
12th
and
kawakuya.
We
think
the
ancestors
being
the
original
stewards
and
Protectors
of
these
lands.
We
are
honored
by
the
collective
work
of
many
indigenous
Nations
leaders
and
families
who
demonstrate
resilience,
resistance,
revitalization,
healing
creativity,
board
members.
Any
changes
to
the
agenda
tonight.
C
And
we
will
argue
with
our
super
attendance
report,
we'll
hand
it
over
to
Dr
balderas
and.
K
We
actually
have
a
student
performance,
so
we
have
a
tonight.
We
have
a
good
thanks
so
in
the
direction
of
Kelly
Hampton.
So
I
want
to
invite
the
students
head
over
to
our
phenomenal
students
to
come
up
and
for
a
performance
and
don't
know
where
you
like
to
be
to
be
best
third
right
right,
perfect.
So.
B
B
A
B
A
L
A
L
L
L
L
C
K
You
Kelly
and
thank
you
for
the
students
from
Bearden
high
school
and
the
acapella.
That's
just
part
of
why
you
know
just
a
well-rounded
education
is
so
important
for
our
for
our
students.
So
thank
you
for
performing
in
this
phenomenal,
something
again
great
our
this
is
our
last
board
meeting
of
2022.
K
You
know
what
and
as
I
reflect
back
in
terms
of
the
what
I'm
thankful
for
for
this
past
year,
thankful
for
the
kids,
the
students
and
the
resiliency
through
the
trauma
that
they've
experienced
the
last
two
years,
two
and
a
half
years,
the
community
for
their
continued
support
to
our
district,
and
then
you
know
we
passed
a
buying
and
operating
Levy
just
the
last
few
months,
believe
it
or
not,
so
we've
done
lots
of
heavy
lift
for
our
community
and
the
support
is
very
appreciated
to
our
staff
for
their
Relentless
efforts
to
meet
the
needs
of
our
kids
each
and
every
day
and
to
our
board
from
your
city,
guidance
and
support
through
these
really
difficult
times,
we've
had
last
few
years
so
with
great
appreciation.
K
To
discuss
our
current
service
level
and
what
our
Public
Schools
need
to
maintain
to
maintain
our
current
status,
we
will
need
to
continue
to
press
our
needs
to
our
elected
officials
as
they
continue
to
frame
the
budget,
as
we
start
this
long
session
coming
up
pretty
soon.
The
quality
education
model
that
we've
spoken
to
and
I've
been
around
Oregon
or
been
around
education
for
33
years.
It's
almost
like
folklore.
It
was
like
folklore
when
you
look
at
the
Quality
education
model
and
it's
over
at
11
billion
for
a
quality
education
model.
K
That
means
it's
a
prototypical
school
being
that
what
we
expect
our
schools
to
be
funded
to
be
successful.
Our
current
level,
our
estimates
are
just
right
over
about
9.5
minutes.
I.
Think
it's
about
9.252
is
what
we're
going
to
be
expecting
out
of
Salem.
So
we
we
want
small
class
size,
I,
think
the
board
and
the
community
that
was
here
present.
We
heard
what
our
community
wants,
based
on
our
strategic
plan
efforts.
We
all
want
smaller
class
sizes
and
the
need
to
support
the
kids
and
our
faculties
to
be
successful
in
in
our
classes.
K
K
You
are
our
future
and
this
board
and
the
staff
around
here
around
our
district.
We
have
4
200
staff,
members
fight
for
you
and
making
sure
that
we
provide
the
best
learning
opportunity
for
you
to
Define
your
own
success
and
that's
something
that
we
need
to
work
together
in
Partnership
to
continue
to
advocate
in
Salem
to
continue
to
press,
because
we
have
a
lot
of
new
elected
officials.
We
have
a
lot
of
new
affected
elected
officials
to
press
to
make
sure
people
understand
the.
K
Why
the
why
we
are
so
passionate
when
we
go
to
Salem
to
Advocate,
to
meet
with
our
electives
and
to
have
your
parents
to
go
out
and
advocate
for
you,
elected
officials
would
rather
listen
to
you
than
to
me
so
I
look
forward
to
the
opportunities
ahead
as
we
work
through
that.
So
again,
thank
you,
chair
Colette,
for
allow
me
some
comments.
Thank.
C
C
Have
received
six
written
public
comments
board
members
appreciate
your
comments
and
thank
each
and
every
one
of
you
for
taking
the
time
to
share
your
thoughts
with
us.
Thank
you
for
attending
the
school
board
meeting
with
us
today.
We're
grateful
for
your
presence
and
the
opportunity
to
receive
your
input.
One
of
our.
C
Greatest
strengths
is
community
involvement.
As
we
know,
your
involvement
comes
from
a
place
of
caring
for
our
students,
families,
community
and
staff.
Please
know
that
board
members
do
not
respond
directly
to
testimony,
but
we
are
paying
close
attention
to
your
comments.
You
know
it
can
be
difficult
to
testify
in
public,
but
we
are
sincerely
interested
in
hearing
your
comments.
C
Yes,
that
all
present
model
respectful
Behavior
to
provide
an
open
space
in
which
a
variety
of
viewpoints
and
perspectives
can
be
shared.
With
that
in
mind,
a
few
guidelines,
our
comments
do
not
allow
for
the
specific
naming
of
school
Personnel.
Personnel
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff.
C
We
should
have
our
labor
Partners
first
from
the
Beaverton
Education
Association.
Please
accept
my
apologies,
president
Lindsey
Ray
I
have
your
comments
and
then
we'll
jump
back
to
what
we
were
talking
about
earlier
in
a
couple
of
minutes
say.
Thank
you.
B
Engaging
it
covering
our
students
and
just
showing
up
for
every
day
for
the
last
year,
I
want
to
thank
community
members
for
their
generosity.
I've
been
working
all
along
with
us
leaders
and
students,
staff
and
schools
and
I,
wanted
to
thank
our
students
and
families
for
being
flexible
with
showing
up
or
staying
with
us,
as
we
all
work
with
a
better
school
when
we
return
in
2023.
It
is
my
sincere
hope
that
we
continue
to
focus
of
mental
health,
as
I
mentioned
here
before.
Both
students
and
staff
are
struggling.
B
B
It's
nice
to
have
a
sense
of
accounting.
After
years
of.
B
We
look
forward
to
The
Long
Winter
break
again
how
it
goes
superintendo
last
week
about
the
generosity
of
Our,
Community
Partners,
who
donated
meals
and
grocery
carts
for
our
families.
C
Thanks
Lindsay
all
right
now,
I'm
going
to
go
back
to
what
we
were
talking
about
earlier
in
terms
of
guidelines
for
the
public
comments,
so
a
few
guidelines
to
keep
in
mind
our
comments
do
not
allow
for
the
specific
naming
of
school
Personnel.
Personnel
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff.
C
If
a
school
Personnel
is
named
during
a
comment
period,
it
will
stop
your
comments
and
ask
you
to
refrain
from
naming
the
person
if
it
occurs.
The
second
time
you
will
be
asked
to
end
your
comments
are
allowed
to
comment
on
any
subject.
The
previous
restriction
on
commenting
only
on
agenda
items
before
the
board
has
been
removed.
C
C
J
C
J
C
Excellent,
let
me
get
the
timer
started
and
then
I
will
let
you
know
when
to
start
here.
C
J
J
As
you
can
see,
the
investment
I
have
in
this
community
runs
deep
in
my
veins.
I
am
here
to
acknowledge
the
Esser
funds
that
have
sustained
the
school
support
specialist
at
the
secondary
level
for
the
last
two
years
and
I'm
currently
here
to
implore
the
continued
funding
of
such
positions.
The
social
and
emotional
needs
of
our
staff
and
students
are
innumerable
post
pandemic.
We
are
seeing
behaviors
from
frankly
Humanity
that
are
far
from
exemplary.
J
The
need
for
these
positions
to
exist
in
order
to
help
students
and
staff
with
their
social
and
emotional
needs
as
immense
self-awareness
relationship
skills,
social
awareness,
self-management
and
responsible
decision
making
are
the
key
competencies
that
school
support
Specialists
focus
on
to
positively
Empower
students.
The
time
is
now
to
support
students
with
these
skills.
J
Our
students
are
inundated
with
adverse
behavioral
examples
through
media
and
beyond.
Our
students
are
impressionable
youth
that
need
to
be
provided
a
higher
standard
of
behavior
and
school
support,
Specialists
directly,
helping
students
learn
and
practice
these
skills.
We
want
our
students
to
leave
their
K-12
experience
in
Beaverton
being
Global
thinkers
kind,
human
beings
that
lead
positive
and
productive
lives
and
with
the
skill
set
to
persevere
through
life's
challenges
with
Grace
and
knowledge.
J
B
C
Next
up
we
have,
we
have
dihon
Dion.
Are
you
here
yeah?
You
can
come
up
to
the
dice.
We
have
microphones
over
there
for
you.
C
A
C
C
A
C
D
C
A
E
B
Tonight
that
is
run
primarily
of
both
you're,
headed
by
our
students
at
your
company
and
turn
away
through.
All
of
our
fifth
grade
classrooms
in
the
beginning
of
the
year
did
eight
lessons
on
what
does
it
mean
to
be
a
community
Builder,
because
they
all
play
a
role
in
that
and
then
from
there
they
were
able
to
build
their
individual.
B
The
other
thing
I
wanted
to
highlight
tonight
is
with
that
sense
of
belonging.
We
really
are
empathizing
to
keep
kids
in
classroom
by
being
a
shift
in
theater
Millions
eight
years
ago,
where
teachers
are
being
equipped
with
the
SEO
skills
and
strategies
to
support
students.
B
Our
Behavioral,
Health
and
Wellness
team
is
really
implements
on
that
too,
and
we
are
committed
to
being
advised
as
I,
raise
the
trauma,
informed
and
totally
support
our
students
and
our
staff
and
one
of
the
really
powerful
things
that
came
out
of
our
way
in
a
team.
A
couple
weeks
ago
was
when
an
outstand
staff,
of
course,
who
wanted
to
support
our
staff
at
our
primary
focuses
for
students
staff
asking
to
keep
the
focus
on
our
students,
because
we
want
our
kids
and
our
classrooms.
B
Of
keeping
kids
in
class,
but
we
do
have
some
questions
that
are
applied
but
oftentimes.
Those
adventures
in
our
mind
when
we
need
time
to
work
with
our
staff
and
work
with
our
families
coming
up
with
a
better
plan,
so
that
students
can
feel
successful
and
be
celebrated
in
the
classroom,
health
and
wellness
team.
We
have
moved
Beyond
just
our
requirement
for
that
pain,
and
last
year
we
started
making
it
a
truly
multivitis
within
everything
we
have
a
multilingual
Department
of
Representative,
our
academic
coaches
that
are
Representatives.
E
B
B
J
B
B
Becky
I'm,
very
intrigued
by
your
that
you
have
found
a
way
to
Cobble
together
a
built-in
collaboration
time.
So
could
you
please
elaborate
on
on
how
you
found
in
your
experience
to
build
in
that
collaboration
time,
because
we
know
how
valuable
that
is.
A
B
B
B
F
B
B
Thank
you
principal
chamberlay,
and
for
what
you're
doing
and
how
you're
utilizing
your
behavioral
and
wellness
team
I
appreciate
that
good
job.
Thank
you
very
much.
My
question
to
you
is
when
I
look
at
your
data,
I
do
not
see
data
for
black
students.
B
Asian,
Pacific,
Islander
I
only
see
data
for
Hawaii
students.
Is
there
a
reason
for
that.
I
K
You
know
I
I
speak
a
little
bit
and
the
data
is
important,
but
in
the
report
they're
not
scored,
but
the
the
principal
and
the
team.
Can
you
speak
in
terms
of
how
you
just
track
students,
because
I
think
the
question
is:
why
aren't
they
there,
but
we
do
care
of
all
kids
want
to
make
sure.
There's
clear
that
air
that
we
care
about
all
kids.
B
Okay,
I
would
love
to
say
that
whatever
it's
reported
and
then
the
next
question
I
have
which
always
interests
me
is
the
participation
rates,
2021
22
it
went
up,
it
went
from
28
percent
in
1819,
then
2021
it
went
down
to
nine
percent
fantastic
and
then
it
went
back
up
to
35
just
wondering
if
you
could
do
something
about
that.
You
know
percentage
to
bring
it
down.
No
pressure.
No!
Is
that
a
question
just
a
comment
itself.
Just
you
know,
students
missing
people.
Are
they
happy?
B
What
are
10
days
of
school
I
went
to
35
percent
and
then
number
of
Class
Days
missed
due
to
suspension
and
expansion
was
6.5.
You
know,
I
just
want
you
to
pronounce
that
and
just
hoping
that
your
that
number
can
get
better,
because.
E
B
B
That
would
be
for
in
online.
B
Bruce
Lee
is
something
we
want
kids
to
be
different:
okay,
it's
or
child
instead
of
finding
that-
and
we
are
very
Mindful
and
I
appreciate
you
bringing
that
point
up
that
we
are
getting
feel
more
mindful.
That's
a
good
idea.
F
I
think
one
of
the
first
things
I
was
going
to
point
out
was
the
extra
collaboration
time
so
as
a
system
Beaverton
School
District
as
a
system.
It's
something
that
I
dream
about,
like
figuring
out
helping
all
of
our
schools
affect
that
puzzle
of.
How
can
we
provide
that
collaboration
time
for
each
of
our
schools
for
our
staff,
because
it
is
so
crucial
in
the
work
that's
done
and
I
heard
you
speak
to
how
you
also
another
point.
F
I
heard
you
speak
to
how
you
value
this
the
collaboration
and
then
the
input
from
your
staff
and
even
your
students,
and
it
shows
in
your
like
future
reporting
that
they
contribute
and
that
they're
being
heard,
and
then
families
too
and
I,
appreciate
you
kind
of
talking
about
how
you're
building
back
volunteering
and
those
community
events,
because
that's
that
builds
those
relationships
with
our
kids
and
families
and
I
also
was
loved.
F
How
you
have
all
these
different
clubs
and
spaces
for
kids
to
feel
included
and
belonging
and
that
they
come
with
some
training
like
the
fifth
graders,
having
that
Community
Builders
becoming
Community
Builders
and
taking
ownership
of
their
own
schools.
So
I
think
thank
you
for
all
your
work
and
the
work
that
your
staff
is
doing
to
activate
spaces
of
belonging.
B
B
Providing
Equitable
opportunities
for
each
other
and
one
thing:
I
decided
dietary
restricted.
How
can
you
do
something
different
so
that
there
are
options
that
are
cafeteria
for
every
student?
But
how
can
we
work
in
the
schools
to
make
sure
that
the
kids
who
have
dietary
decisions
have
access
to
the
food
that
they're
able
to
eat
they're,
so
equally
minded
and
thinking
about
or.
B
B
To
say
something
that
I
didn't
say
before
it's
like
kind
of
in
the
classroom,
curriculum
we're
seeing
it
unfold
the
Communist
concept.
It
comes
from
the
students
anything
on,
and
so
it's
just
been
really
beautiful,
I,
it's
one
of
the
things
where
I
hope
we
can
continue
this
program
with
the
staff
support
that
helps
to
run
it
we'll
find
it
a
way
to
make
it
happen,
and
our
students
accept
coach
has
been
really
instrumental.
B
I,
don't
have
a
question
I
just
want
to
thank
you
for
elaborating
on,
because
that
was
in
our
minds
to
when
this
curriculum
started
this
year
to
hear
back
how
it's
working.
So
thank
you
for
bringing
that
to
us.
You
know
it's
really
good
to
hear
that
it
makes
a
difference.
No,
it's
not
just
that!
We
are
spending
this
money
because
budgetary
issues
and
stuff
it
is
actually
making
a
difference
and
I
like
the
part
that
you
teach
the
students
to
be
a
part
of
the
community.
B
Are
different?
That's
the
only
way,
I
know
how
to
say
it
and
I
think
a
lot
of
it
comes
down
into
we're
all
speaking
of
the
language.
We
are
really.
G
B
B
B
B
B
G
B
B
Of
the
issue
is
right,
so
we
need
them
with
our
school
support,
specialist
or
academic
coaches.
H
E
B
We
have
them
set
in
our
world
on
YouTube
progress
monitoring.
We
put
our.
B
H
B
I
heard
through
this
whole
presentation,
is
you
put
kids
first?
So
thank
you
so
much
for
that.
I
I
have
a
question
about
mental
health,
because
you
know
I
know
that
at
that
age
is
when
a
lot
of
kids
start
showing
signs
of
it.
They
may
be
more
absent
and
not
coming
to
class
or
not
going
to
certain
classes
and
I'm
just
wondering
how
that's
dealt
with.
B
We
come
visit
us
regularly.
Our
counselors
are
being
an
amazing
human
beings
along
with
our
social
worker,
and
they
know
they
know
really
quickly.
If
I
take,
you
know,
formulated.
I
B
B
I
have
a
follow-up
question
related
to
mental
health,
to
see
the
statistics
about
suicide
suicide
ideations,
you
know
it
was
shocking
to
see
but
I'm
glad
to
see
it
I
mean
it
sounds
weird
to
say,
but
I
appreciate
you
bringing
that
to
the
Forefront
and
making
us
look
at
that,
because
I
mean
it
starts
in
Middle
School.
It
can
start
even
younger
than
that.
So
I
appreciate
that
as
well.
B
B
But
I,
just
like
your
and
thank
you
for
sharing
your
data,
but
just
your
personal
observation.
I
have
the
opportunity
to
be
in
a
middle
school
a
couple
of
hours
a
week
and
I
have
been
doing
so
for
the
last
six
years,
just
my
and
not
being
a
professional
educator
last
year
to
this
year.
As
far
as
the
students
engagement,
discipline,
staff
interaction.
Can
you
just
tell
me
in
in
your
observation
as
a
principal,
what
you've
seen
the
difference
between
last
fall
and
this
fall?
It's
almost
an
oranges.
Honestly.
B
And
welcome
back
and
we're,
like
you
know,
you've
been
online
a
long
time
and
they
we
had
to
reach
together
the
space
right
and
we're
doing
it
by
saying
don't
be
more
than
three
yeah.
Thank
you
so
agree
on
each
other.
B
C
B
I
love
the
way
that
you
instill
confidence
in
our
students
and
how
you
prioritize
their
mental
health.
So
thank
you
so
very
much
I'm
gonna
bring
you
back
to
your
data.
B
Your
participation
rates
I
must
comment
that
the
numbers
improved
tremendously.
B
We
went
from
656.5
number
of
Class
Days
missed
in
2018-19
that
went
down
to
261.5.
So
thank
you
very
much
at
261.5.
That
is
still
quite
High.
I
appreciate
the
change.
I
appreciate
the
progress
that
we
have
made.
I
hope
that
that
number
improves.
Over
time
we
went
from
students
missing
class
due
to
suspension
and
expulsion
116
to
75.
That's
amazing,
thank
you,
but
still
high,
and
then
the
percentage
of
students
missing
fewer
than
10
days
of
school
was
57
percent
in
21
22.
So
that
was,
you
know
higher
than
the
previous
years.
B
Can
you
let
tell
me
why
that
went
higher
than
the
previous
years?
That's
the
only
data
that
is
out
of
out
of
place
with
your
participation
rates.
All
the
other
numbers
are
beautiful.
They
are
not
where
we
wish
them
to
be,
but
they're
definitely
where
they
used
to
be
so
that
is
a
huge
leap.
I
was
wondering
what
happened
that
made
that
school
back
up
to
57
per
percent
I
think
a
lot
of
that's
embedded
in
that
is.
F
I
think
I
am
one
of
the
biggest
Five
Oak
fans
and
cheerleaders
for
the
work
I've
been
in
the
cafeteria
volunteering
job
allows
I've
been
there.
Volunteering
in
different
spaces
and
I
actually
was
like
just
amazed
by
the
one-way
hallway,
like
that,
just
the
little
little
big
things
that
your
staff
and
you
have
come
up
with
to
allow
for
students
to
really
be
in
a
space
in
a
safe
way.
F
I've
also,
you
know
I
watched
you
play
Bingo
in
the
cafeteria,
with
all
the
students
which
could
be
Mayhem,
but
when
somebody
would
get
a
little
Rowley
a
little,
you
know,
I,
don't
know
how
I
can't
think
of
the
word
right
now
but,
like
you'd,
be
like
you
were
so
respectful
with
them,
and
you
could
have
a
conversation
with
them
and
comment
back
down
and
I
witnessed
with
our
own
family
and
with
other
families
and
just
the
love
that
the
counselors
and
the
staff
have
for
the
students
and
how
they
really
do
know
every
single
student,
almost
by
name
and
when
I'm
volunteering
and
I
in
the
hallways,
they're
like
hey
someone's.
F
So
by
name
you
know,
how's,
your
brother
or
hey,
so-and-so
like
and
it's
content,
I
mean
there's
like
hundreds
of
kids
in
the
hallway,
all
at
once
and
they're
I'm,
just
hearing
people
in
the
hallway
talking
to
kids
and
naming
them
and
naming
their
families
or
their
friends
or
and
correcting
kids
as
they're
doing
things
but
like
in
this
respectful
way
that
and,
as
things
happen
in
Middle,
Schools
I
know,
it's
been
challenging
I've
heard
from
multiple
schools,
but
the
schedule
hasn't
allowed
for
the
collaboration
that
they
were
used
to
and
you
all
have
found
ways
to
I.
F
Because
what
I've
experienced
is
that
you
do
know
your
students
and
I,
just
I'm,
really
thankful
for
all
the
work
and
also
I've
experienced
from
like
all
the
parent
communication.
That's
so
clear
and
very
direct
about
what's
happening,
what's
happened,
and
this
is
how
we've
addressed
it
in
seeing
that
there's
the
love
and
the
restorative
process,
alongside
consequences
that
are
aligned
with
some.
B
F
Rules
that
we
have
to
follow
as
a
district,
but
also
that
restorative
faith
and
love
that
kids.
C
F
It's
wrapped
around
and
I
think
that
advisory
time,
where
you've
stopped
everything
and
really
worked
on
community
shows
and
it's
in
your
hallways
and
in
the
cafeteria
and
in
the
classroom.
So
thanks
for
all
that,
work.
C
D
B
G
C
G
B
B
H
B
C
B
First
of
all,
I
want
to
thank
you.
You
guys
are
doing
all
that
you
can
do
and
I
love
the
fact
that
you
said
that
you
want
the
students
to
be
ready
for
high
school.
E
B
All
the
work
that
you
guys
are
doing,
but
when
I
look
at
the
the
numbers
right,
the
school
like
45
is
technology
disadvantaged.
Only
13.8
students
are
ready
for
in
math,
8th
grade
math
same
thing
for
Science
and
stuff.
So
my
question
to
you
is
not
what
you
can
do,
but
what
can
be
as
the
more
the
community
can
do
for
this?
B
G
B
B
B
We
tried
a
lot
of
different
things,
but
yeah,
thank
you
and,
and
so
everybody
know
that
we
have
a
lot
of
new
legislators
and
we
are
trying
to
do
legislative
advocacy
so
that
we
can
get
more
funding
for
the
schools.
So
this
is
this
tells
us
that
we
do
need
more
funding.
You
know
we
can
do
a
lot
more
than
we
are
actually
doing
in
our
schools,
so
I
hope
some
new
legislator
is
who
values.
Education
is
listening
today
and
wants
to
go
and
speak
for
our
schools
in
sale.
Thank
you
very
much.
C
B
G
The
word
description
well,
there's
Jennifer.
G
G
Provides
exceptional
support
because
at
the
end
of
this
ticket
there
are
three
questions
to
understand
the
opportunity
to
answer
and
those
are
how
how
well
in
a
timely,
manage.
G
A
G
And
on
all
three
items,
yes
or
over
95th
for
those
words,
so
we
have
a
team
of
dedicated
professionals
that
understand
customers.
G
I
We
have
received
primary
results
and
there
are
many
areas
where
we
are
aligned
with
that
scratches,
and
there
are
other
areas
now
where
our
practices
are
not
as
far
on
that
maturity,
Matrix
and
our
work
will.
I
G
I
G
G
I
I
B
First
of
all,
lovely
thing
you
see,
so
my
question
is
about
accessibility.
I
know
that
you
know
some
teachers
have
had
curriculum.
They
want
to
access,
but
because
of
the
needed
security
systems
that
we
have
built
up,
that
it's
difficult
to
align,
that
with
curriculum
that
teachers
want
to
get
that
may
not
be
from
a
secure
site.
B
G
I
G
So
the
teams
were
really
hard
to
mitigate
that
impact.
The
number
of
ways.
I
G
So
I
think
what
are
you
describing
is
on
the
school
system
because
we
had
to
use.
B
That
was
exactly
what
I
was
going
for.
So
thank
you
for
understanding
me
appreciate
it.
D
Both
the
digital
Equity
Gap,
because
I
know
that
we
have
great
devices
and
the
bonds
give
us
access
to
more
devices,
but
I
know
I
started
Kobe.
We
had
some
connectivity
issues
with
certain
families,
but
I.
Look
like
you're
going
on
offense
and
they're
taking
care
of
that.
But
I
just
want
to
hear
from
you.
Yes,.
G
F
Okay,
thank
you
for
all
your
work.
It
was
incredible
to
go
into
the
pandemic.
Having
devices
many
districts
didn't
have
that
those
getting
more
devices
I'm
thinking
about
two
things:
one
is
with
the
elementary
students
not
being
able
to
take
their
devices
home
and
some
of
them
not
having
as
I
know.
F
We
give
them
books
to
read,
but
I
know
like
my
middle
schooler
will
read
from
her
device
at
night,
but
or
people
are
going
to
bed,
sometimes
a
book,
and
so
I
wonder
for
some
of
our
homes
that
don't
have
as
much
access
to
books
or
the
library.
Then
how
do
we
address
that
for
some
of
our
elementary
school
students
that
might
need
their
device
to
read
from
or
to
do
homework.
F
And
then
another
thing
I've
seen
districts
use
you
talk
about
we're
getting
new
devices
at
the
high
school
and
middle
school
and
then
Downs
I've
seen
some
districts
use
their
old
devices
to
allow
families
to
connect.
So
I'm
just
wondering
what
the
plan
is
or
have
you
thought
about
how
to
provide
access
to
families
and
community
members
that
need
devices
with
the
old
devices
or
what's
going
to
happen
to
the
old
devices.
B
Hi
Steve
good
to
see
you.
My
question
is
I.
Had
a
parent
switch
out
to
me
not
too
long
ago
she
said
her
student
has
unrestricted
access
to
YouTube
on
the
school
computer
and
it's
called
Chromebook
and
she
had
tried
to
report
it
and
you
know
find
a
way
to
restrict
his
access,
but
that
never
seems
to
work.
Do
you
know
nothing
about
that?
Do
students
have
unrestricted
access
to
certain
sites
on
their
Chromebooks
and
is
there
a
way
to
cartel
that.
G
We
also
have
seen
that
further
restricts
what
students
can
see
to
make
sure
the
program.
Parents
also
have
the
ability,
through
our
lives,
foreign.
G
B
B
I
want
to
thank
you
and
your
staff
for
how
exactly
what
you
talked
about,
how
customer
focused
you
folks
are,
and
thank
you
for
explaining
that
we're
in
a
in
an
age
where
we
do
have
to
have
the
insurance,
but
mostly
for
continuing
to
work,
especially
with
our
computer
science
teachers,
who
are
so
dedicated
to
providing
a
good
experience
for
our
students
in
a
learning
experience,
but
still
working
with
them
on
having
the
right
access,
and
so
thank
you
so
much
for
always
being
so
customer
focused
you
and
your
staff
so
really
really
appreciate
that.
C
B
Yeah,
thanks
for
all
the
work
that
you
guys
are
doing
and
I
had
a
question
which
is
a
follow-up
to
what
lugana
was
saying.
Do
you
guys
provide
any
training
for
the
parents
on
how
to
manage
their
kids,
because
not
everybody's
tech
savvy?
So
is
there
any
training
or
any
information
provided
to
the
students
that
they
can
manage.
A
G
Look
at
I
apologize
information.
C
Thank
you,
Steve
excellent
presentation.
Next
up
we
have
the
financial
or
actually
the
annual,
comprehensive
financial
report
with
Mike
Schofield
and
Rob
Drake
Rob.
It's
great
to
see
you
thank
you
for
your
continued
service
you're
after
a
year
to
the
school
district,
which
is
appreciated.
G
Tonight,
and
also
thank
you
for
the
ability
to
serve
the
school
district,
I
have
a
roughly
four
user
background
in
local
government
that
I
just
completed
some.
G
Went
to
school
in
the
school
district
and
it's
exciting
to
come
to
these
meetings,
because
I
I
hear
the
genuine
stuff
that's
happening,
and
it's
important
I
think
for
the
public
that
we've
all
served
one
way
or
another.
They
should
know
that
the
law
is
being
followed
by
the
Lord
by
your
financial
staff
and
their
Collective
staff,
and
these
reports
are
good
and
I'll
highlight
them
briefly,
but
I
think
they're
important
that
the
public
hearings
lived.
G
Your
robotic
committee
is
comprised
of
board
members
and
lay
members
of
the
community
and
we
have
served
because
we
want
to
serve
and
this
annual
comprehensive
financial
report.
That's
like
said,
David
and
staff
have
been
Collective
work
with
it,
but
the
part
of
it
that
I'm
involved
in
is
that
you
hire
an
accountant,
firm,
the
state
to
throw
Mueller
and
Swank
or
CPAs,
but
under
Oregon
law.
G
Municipal
corporations
have
to
have
an
audit
and
an
annual,
and
it's
done
by
a
third
party
the
BSU
paid
for,
but
the
reports
I
didn't
get
back
from
the
auditing
department
is
your
financial
staff
is
very
accommodating,
provides
what.
G
Does
a
really
good
job
this
year,
like
many
years
past?
Is
it
a
report
received
an
unmodified
clean
opinion
for
the
period
ending
June
30th
of
this
year,
and
this
argument
is
not
for
the
faint-hearted,
but
it's
comprehensive
as
it
is.
You
should
know
that
it's
also,
if
needs
award
manually.
E
G
B
G
Right,
it's
the
third
party
saying
the
law
is
being
followed
and
it
follows
National
extended
standards
and
then
that's
really
critical
and
also
the
association's
cool
business
potentials.
International
also
awarded
certificate
of
excellence
and
financial
reporting
that
the
district
again
is
this
to
report
and
everything
associated
with
it
for
the
40th
and
consecutive
year.
That
might
be
easy
to
gloss
over
and
not
say
much
about
it,
but
it's
getting
taxpayer
and
videos
very
good
I
know
my
way
around
budgets
very
well.
G
These
documents
are
well
done
in
any
any
Finance
staff.
Any
school
or
any
work
will
be
proud
to
have
this
with
our
byproduct
and
so
I
have
nothing
to
have
to
report
tonight
other
than
it.
It's
gonna
get
harder
and
harder.
I
think
first
have
to
continue
maintaining
their
Excellence
that
they
seem
to
do
it
here
and
near
out
and
I'm
just
proud
to
be
reviewing
each
year
and
with
that
you
have
to
either
turn
it
over
to
Jason.
G
B
More
of
a
thank
you
for
for
many
years
of
Rob,
for
volunteering
in
our
school
district
and
for
your
service
generally.
So
thank
you
very
much
and
thank
you.
Both
gentlemen
sitting
there
next
to
you
for
Stellar
award.
D
Eric
I,
like
two
comments:
Jason
nice
job
this
year,
I
know
the
you
know:
the
financial
department
was
short
staff,
so
I
mean
this
is
really
scholarly
work
and
then
I
thought
this
might
be
you.
You
might
have
not
Perfection,
but
you
got
Perfection,
so
great
work
and
then
Rob.
Thanks
for
your
tireless
service,
I
know
you
love
this
kind
of
stuff
too,
which
is
awesome
so
I
hope
you
keep
on
doing
it
and,
and
it
was
good
to
have
you
facilitating
all
the
CPAs.
You
know
on
the
budget.
D
B
B
A
B
You
one
of
the
most
Bounty
processes
when
you
become
a
school
board
member,
is
were
responsible
for
a
billion
dollar
budget,
with
our
Capital
Bond
campaign,
as
well
as
our
general
and
it's
most
of
us.
We're
very
fortunate
to
now
have
two
that
do
have
a
financial
background,
but,
for
you
know,
I
feel
very
fortunate
in
that.
B
Not
only
do
we
have
an
expert
Finance
staff,
but
that
we
have
people
from
the
community
who
also
have
expertise,
and
it
helps
me
sleep
better
at
night
to
know
and
I
know
a
lot
of
people.
The
three
most
beautiful
words
are
I
love
you,
but
I
would
say
in
this
case
an
unmodified
cleanup
that
is
good
as
a
gift.
B
F
Funny
today
tell
that
joke
should
I
try
either
I
just
I.
Really
thank
you
for
the
report.
As
a
new
board
member
reading,
through
I
learned
a
lot
like
the
even
the
the
write-up.
It
shows
how
much
you
know
about
our
district
and
in
thinking
about
the
legislative
session
and
how
we
actually
need.
You
know.
10.3
billion
and.
F
An
understanding
that,
like
it's
a
growth
of
you,
know
like
five
percent
each
year
and
then
that's
actually
ten
percent,
like
all
those
little
details
that
I
wouldn't
have
known
as
a
board
member,
it's
really
helpful
to
have
that
all
in
one
place,
and
it
has
helped
me
understand
better
the
financial
piece
which
is
part
of
our
responsibility.
So
thank
you
for
the
way
it
was
written
up
too.
C
Thank
you
for
the
report
and
and
thank
you
for
reminding
us
that
the
Beaverton
School
District
has
been
knocking
these
ballpark
before
some
of
us
were
born
here.
So
thank
you,
I
think.
Mike
I
think
you
stay
with
us
for
the
financial
update,
yeah.
C
Thank
you
Mike.
Thank
you.
We
appreciate
it.
Next
up,
we
have
Carrie
Delp
with
the
local
option.
Levy
election
results,
which
I
think
we
have
a
sense.
They
were
quite
good.
B
B
In
the
past
weekly
received
the
official
certified
adoleshing
results
that
show
not
only
the
Bible
camp
but
also
the
breakdown
by,
and
we
have
the
opportunity.
There
hasn't
been
time
to
map
this.
Yet
at
this
point,
but.
B
J
A
B
Parade
for
a
long
verb
or
not
majorities
too
much
of
that
you
see
that
as
we
go
across
the
intelligence,
Levy.
G
B
B
E
B
B
C
With
that,
we're
going
to
take
a
10
minute
break
here
and
come
back
at
8
16.
C
Coming
back
from
our
break
here
and
we
have
item
for
action
and
computer
meet
future
meeting
and
which
means
that
we
will
be
hearing
at
the
next
board
meeting
about
the
boundary
adjustment
having
an
opportunity
to
vote
on
it
and
tonight
we're
going
to
get
the
initial
information.
Our
first
reading
from
Dr
Carl,
Mead
and
Stephen
Sparks.
G
G
G
As
well
as
sending
notice
to
everyone.
G
We
are
a
significance
line,
participation.
G
G
I
I
Us
and
said
we
have
another
option
for
you
for
which
we
did
and
the
option
for.
G
G
G
G
G
Or
the
we're
both
billing
and
qualities
book
you'll
note
that
the
orange
line
is
our
Hydro
assumption
in
our
recognition
line
is
a
low
growth
of
publishing
areas.
G
G
G
We
had
another
walking
to
Finley
in
that
area
and
certainly.
G
B
Thank
you
for
the
presentation.
My
question
is:
what
about
the
sibling?
Is
there
any
consideration
for
this
buildings.
B
G
Bus
line
for
another
three
years,
or
whether
it's
14
and
eventually
so
caring.
G
K
F
F
I
G
Those
students
or
walks
on
around.
G
F
I
just
had
a
comment.
I
know
a
lot
of
parents
had
given
input
and
I
appreciate
you
taking
in
the
Sprint
and
reading
all
that
into
account
coming
up
with
an
option
that
seems
to
kind
of
get
to
where
we
need
to
get
to
with
numbers,
but
also
still
address
some
of
the.
A
A
C
C
So
the
first
action
item
is
declaring
Merle
Davies
a
surplus
property.
Do
I
hear
a
motion
to
declare
Myrtle
davies's,
Surplus
property.
B
B
I
will
be
voting
in
favor
of
this
I
I
appreciate
the
community
weighing
in
in
the
last
few
days
on
on
this
and
expressing
having
meeting
places.
We
can
always
use
more
meeting
places
in
our
community
by
far
I
hope.
If,
if
there
is
a
will,
if
it's
for
sale
that
maybe
something
else
could
be
moved.
A
B
Done
with
it,
but
I
think
we've
we've
established
that
it's
a
brick
building
and
it
wouldn't
be
the
seismic
upgrades
to
it.
You
know,
even
if
it
weren't
in
the
you
know,
we've
been
shown
now
here
for
several
months
where
the
footprint
of
the
new
high
school
needs
to
be,
and
so
that,
with
all
the
due
diligence,
that's
been
done
by
by
the
architect
and
and
by
the
planning,
I
will
be
voting
yes
to
put
world
Davies
on
as
Surplus
property.
C
F
That
as
well
the
actual
Merlot
Merle
Davis
Building,
because
it's
not
safe
for
seismic.
So
even
if
we
were
to
leave
it
I
know
we
can't
because
it's
in
the
spot,
where
we're
going
to
be
building
a
new
school
and
there's
other
pieces
involved,
but
it's
not
a
safe
building
to
to
just
say:
okay,
let's,
let's
change
everything,
it
would
take
a
lot
of
money.
It's
all
the
it's
been
a
conversation.
F
That's
been
happening
for
a
long
time,
but
it's
not
seismically
sound
to
be
used
to,
and
then
the
other
part
is
I
saw
within
the
Beaverton
High
School
input
from
our
community.
There
is.
The
community
has
asked
for
like
a
community
space
or
some
space
within
the
new
building,
and
that
is
something
that's
being
looked
at
as
well.
So
that's
within
the
input
that
the
community
has
given
you've
been
heard.
We
know
it's
something
that
our
community
wants.
Something
that
we
want
is
to
have
our
community.
F
You
know
come
together
so
looking
at
how
other
other
ways
that
we
can
collaborate
and
work
on
providing
those
spaces
for
our
community
is
important.
B
I
was
going
to
ask
a
question,
but
I
think
Karen
has
given
the
clarity
that
I
wanted.
I'm,
not
sure
this
is
a
good
time
to
ask
a
question,
but
I'm
not
going
to
ask
you
because
Karen,
just
through
my
light
on
this
issue
for
me,
I
believe
in
our
community
voices
and
I
do
not
take
it
for
granted.
B
When
our
community
members
hear
their
opinion
on
issues
that
have
historical
significance
to
them,
and
tonight
I've
heard
from
members
of
our
community
I'm,
based
on
the
based
on
what
I
have
heard
from
them,
and
the
significance
of
this
building
to
our
community
members
I
would
not
be
putting
yes,
not
our
life
wasn't
enough,
but
I
would
not
vote
at
all
on
this
issue.
C
Other
questions
comments
from
the
board:
okay,
and
we
will
do
a
roll
call
of
board
members.
You
can
answer
with
I
may
or
abstain
when
I
call
your
name
Susan
Greenberg,.
A
B
C
C
Becky
Tim
Chuck,
hi,
I'm,
Colette
I
and
the
motion
passes
with
six
yeses
and
one
abstain.
Next
up,
we
have
the
Declaration
of
surplus
property
for
portable
classrooms.
Do
I
hear
a
motion
to
declare
these
portable
classrooms
or
Surplus
properties
yep.
C
B
K
C
F
Just
to
clarify
you
mentioned
in
the
Finley
piece
that
there
might
be
some
Portables
that
would
remain
there.
Those
aren't
included
in
this
part
or.
C
Any
other
questions
or
comments.
Okay,
great
board,
members
answer
any
or
abstain
when
I
call
your
name
Susan,
Greenberg,
hi,.
E
A
C
Colette
I
am
the
motion
passes
unanimously.
Next
up
we
have
the
appointment
of
bond
accountability.
Committee
members
do
I,
hear
a
motion
to
appoint
the
bond
accountability
committee
members
comment.
B
Please
sorry,
no
problem
I
wasn't
prepared.
Okay,
thank.
A
B
C
I
have
one
comment:
I'm
going
to
be
abstaining
from
the
vote
tonight.
I
have
a
in
my
day.
Job
I
have
a
professional
relationship
with
Mr,
Butt
and
I've
looked
into
that
it
is
not
an
actual
conflict
of
interest,
but
because
it
could
pose
the
appearance
of
such
I'm
going
to
be
abstaining
from
the
vote.
C
Great
and
we
will
move
forward
board
members
answer
with,
I
n
a
or
abstain,
Susan
Greenberg.
F
F
E
C
C
I
would
Echo
both
my
fellow
board
members.
Thank
you
for
stepping.
J
C
C
Well,
yeah,
please
report
back
to
us.
Let
us
know
what
you
find
out:
we're
very
interested
okay
board
members
answer
with
Ina
are
abstain.
Susan
Greenville,
hi,.
E
C
B
All
right
so
awkward
I
moved
that
the
Beaverton
School
District,
being
a
member
of
the
Oregon
School
Board
Association,
that
we
nominate
Susan
Greenberg
for
the
position
of
number
15
to
the
Oregon
school
board,
board
of
directors
and
Maureen
wolf
for
the
position.
Number
16.
I.
Second,.
B
This
is
a
it's
always
a
very
important
position,
but
this
is
a
very
important
position
as
we
get
ready
for
this
legislative
session
and
the
voices
that
we
have
here
in
Washington
County
to
be
served
at
the
state
level
are
very
important
and
Susan
has
done
a
great
job
in
the
past
and
morning
will
also
are
both
very
dedicated
to
that
Statewide
voice
and
we're
very
fortunate
to
have
both
of
them
represent
us
in
Washington,
Washington,
County
level.
A
F
I
just
wanted
to
State
what,
if
you
need
help
just
make
sure
that
you
let
the
board
know
and
we
can
serve
you
as
we
go
to
advocate
for
our
students
in
Salem.
Oh.
C
And
I
would
just
go
ditto
and
ditto.
Thank
you
for
stepping
up
Susan.
Okay,
we'll
do
the
vote
so
board
members
cancer
with
eye
and
a
or
abstain
Susan
Greenberg.
F
C
C
B
B
I
can
I'll
do
that.
One
first
of
all,
I
want
to
say
that
we
will
all
be
involved
in
legislative
advocacy.
It's
it's.
It's
going
to
take
our
whole
board
and
it's
going
to
be
an
uphill
battle.
C
Susan,
can
you
give
me
a
motion,
so
we
can
open
up
a
conversation
on
this
item.
Okay.
Okay,
sorry
to
be
a
stickler.
B
Comment
is
just
exactly
what
I
said
that
you
know
this
is
an
uphill
battle
and,
and
we
Becky's
our
rep
rep
in
terms
of
the
legislative
agenda
and.
B
Policy
committee
for
osba
and
I
know
that
we're
looking
at
potential
dates
for
osba
meeting
with
the
Washington
counties,
school
districts
and
I-
don't
think
we've
come
up
with
a
sell
a
day
yet.
But
we
are
working
on
that.
So
there's
an
opportunity
right
there
for
advocating
to
state
legislators
as
well
as
we're
working
on
some
dates
in
the
our
district
in
terms
of
meeting
with
legislators,.
A
B
If
you
haven't
had
a
chance,
I
encourage
you
to
this,
is
this
is
the
legislative
policy
this
has
worked
on
for
over
a
year
and
and
it
Ebbs
and
flows,
and
it's
it's
made
up
of
people
from
around
the
state
and
what
this
does
is
for
our
folks
that
lobby
at
the
state
level
for
the
Oregon
School
Board
Association,
that
they
know
what
our
priorities
should
be
because
they'll
be
a
lot
more
other
subjects
and
bills
that
come
up.
B
But
they
know
what
our
priorities
are
number
one,
of
course,
being
the
funding,
the
common
School
fund
being
the
number
one.
But
there
will
be
other
things
that
come
up
and
that
they
see
what
our
priorities
are.
B
I
will
be
participating
in
weekly
updates,
I
know
our
superintendent
will
be
getting
weekly
updates
and
I
will
then
soon
pass
that
on
and
then
when
they
call
us
to
come,
which
is
going
to
be
very
hard
because
the
the
capital
is
in
major
disarrays.
So
there
can
only
be
so
many
people
in
the
building
at
one
time.
But
when
there's
time
for
us
to
talk
to
especially
to
our
Washington
County
legislators,
we'll
all
be
called
upon.
B
But
these
are
priorities
that
have
been
set
that
have
been
worked
on
for
over
a
year.
C
Great
and
I
would
just
add
that
this
is
so
important.
What.
J
C
With
the
legislature,
because
when
we
are
advocating
we're
not
just
advocating
for
a
dollar
amount,
we're
advocating
for
our
capacity
as
the
board
to
be
able
to
take
on
priorities
in
the
coming
years.
So
if
we
get
this
Foundation
right
from
the
state
sets
the
stage
for
all
of
the
other
work
that
we
do
and
with
that
Susan.
Whatever
you
need
stand
ready
to
help
Advocate
with
you
and
our
superintendent
and
all
of
our
other
board
members.
So
we're
a
united
front
and
asking
for
what
our
kids
deserve
in
terms
of
funding.
But.
B
I'm
going
to
make
a
comment:
that's
kind
of
attached
to
advocacy,
because
superintendent
about
that
Paris
spoke
to
the
qem
and
I
want
to
make
sure
everybody
knows,
because
it's
been
such
a
long
time
and
we've
talked
about
qem
for
years
and
years
and
years
and
years
and
years
what
that
is.
So
if
someone
can
explain
that
and
I
know
what
it
is,
but
I
don't
know
if
everybody
on
the
board
knows
what
GBM
is.
C
B
C
I
think
every
two
years
and
it's
put
together
by
administrators,
education
professionals
like
teachers,
and
it
basically
says
if
we
were
funding
our
schools
at
the
level
our
kids
deserve.
What
would
that
look
like,
and
what
would
that
cost
and
every
time
that
they
produce
that
we
have
been
under
that
amount
markedly
markedly
by
billions
of
dollars
in
our
state,
so
I
mean
build
the
model
for
what
we
should
provide
to
kids,
and
then
they
come
up
with
the
price
tag.
C
There's
one
way
of
looking
at
education
funding
is
what
we're
doing
we're
advocating
for
our
service
level
to
make
sure
that
we
don't
slip
under
the
current
service
level.
We
have
right
now.
The
other
way
is:
what
would
we
do
if
we're
actually
giving
our
kids
the
education
they
deserved?
What
would
that
model
look
like
and
qem?
Is
that
bright
light
that
hopefully,
one
day
we'll
see
in
this
state.
K
B
Okay,
so
don't
thank
you
for
that.
Yes,.
C
B
C
Unanimously
now
we
have
time
for
board
Communications
any
final
comments
from
board
members.
Today
we
need
them.
B
Have
learned
so
much
as
a
group
member
and
having
the
levy
past
and
having
a
wonderful
superintendent
and
thank
board
members,
the
next
I
guess
somebody
else
will
talk
about
it,
but
we
are.
We
will
be
looking
for
new
board
members
and
so
please
apply
and
have
happy
holidays
and
fun
holiday
season.
Thank
you
very
much.
F
I
just
wanted
to
thank
our
staff.
We
had
some
listening
sessions
in
the
last
since
our
last
board
meeting
and
then
I
thought
people
did
a
great
job
answering
the
community's
questions.
So
thank.
F
Carl
and
Mike
and
Shelly
and
Carrie
all
those
folks
that
have
in
Dr
Valdez
and
all
the
other
staff
members
that
have
showed
up
and
all
those
to
answer
our
communities.
Questions
I
think
it's
great
that
we
hear
what
our
community
has
to
say
and
that
we
also
are
responsive
to
to
their
questions
and
then
also
wanted
to
think
Diana
for
all
her
work,
organizing
us
this
year
and
getting
our
meals
and
getting
us
to
places
that
we're
supposed
to
be
it's
a
big
heavy,
lift
and
we're.
F
You
know:
rambunctious
group
of
board
members
living
in
many
directions,
so
I
know
that
it's
not
an
easy
job
all
the
time
and
then
I
know
that
our
health
authorities
has
in
the
OD
has
talked
about
recommended
masking
for
our
students
and
families,
especially
as
they're
coming
back
from
the
the
break
just
just
to
keep
people
safe.
F
But
we
know
that's
a
family
decision
student
decision
staff
member
decision,
but
you
know
that
we'll
welcome
people
into
our
building
Master
without
aspect
that
that
we
use
them
as
we
come
back.
So
I
just
wanted
to
put
that
out
there
and
also
thank
you
to
Susan
and
the
HR
department.
For
that
big
event.
More
and
more
staff
into
our
sub
pool
I
know
it
not
having
enough
Subs
is
very
impactful
to
our
students
and
our
staff.
So
thank
you
for
continuing
to
work.
B
B
B
I
spent
the
day
at
the
Oregon
Leadership
Summit,
and
it
was
with
a
thousand
oregonians
from
around
the
state,
and
it
was
the
first
time
we
got
to
hear
from
our
new
governor-elect
speak
as
well
as
some
other.
B
After
20
years
we
have
the
internet
president,
speaker
of
the
house,
that
was
elected
black,
so
we
have
new
leadership.
As
already
mentioned,
we
have
a
lot
of
new
legislators
and
I
will
tell
you,
after
spending
the
day
listening
to
folks,
speak
on
homelessness,
mental
health,
the
importance
of
getting
a
semiconductor
here's
to
bring
in
warm
Suns
and
the
competition
that
we
have
around
the
country.
I
was
sitting
with
several
legislators
and
they
said
boy.
We've
got
a
lot
of
things
we
have
to
solve,
and
I
said.
B
B
There
are
a
lot
of
people
that
feel
that
the
legislature
did
their
part,
the
last
session
with
the
Student
Success
act,
and
it
is
going
to
be
all
of
us,
so
I
encourage
watch.
The
news
read:
the
newspaper
follow
the
legislature,
because
this
is
going
to
be
very
important
and
definitely
heard
from
governor-elect
kotec
and
from
leadership.
B
Education
is
important,
but
they've
got
a
lot
of
important
things
on
their
plates,
so
we
are
going
to
have
to
speak
with
one
United
voice
very
strong
and
be
very
tenacious
on
behalf
of
what's
right
for
students
and
I
hope.
Everybody
has
a
restful
and
peaceful
holiday
with
their
family
and
friends,
and
we
come
back
refreshed
and
ready
to
go
in
January.
B
C
Well,
I
hope
everybody
has
an
excellent
break
in
every
single
holiday.
When
we
come
back,
we've
got
a
lot
of
work
to
do
and
things
are
going
to
accelerate
towards
the
end
of
the
year
with
budget
season
and
other
things
starting
working
on
the
strap
plan.
There'll
be
advocacy
like
everybody's
talking
about
so
get.