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From YouTube: April 2023 School Board Business Meeting
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A
and
we're
going
to
start
with
a
roll
call
here
so
board.
Members,
please
answer
with
present
when
I
call
your
name
Susan
Greenberg,.
B
B
A
Collette
I
am
in
fact
here:
okay,
we'll
begin
with
a
land
acknowledgment.
I
would
like
to
acknowledge
that
our
district
rests
on
the
traditional
lands
of
the
Tualatin
called
puya.
We
think
the
ancestors
of
the
kalapuya
for
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
and
creativity.
A
B
Register
Molly,
would
you
please
make
your
way
to
the
presenters
table?
Get
me
sorry
about
that.
C
B
All
right,
Molly
Bannister,
is
a
senior
and
Avid
scholar
at
base
she's
been
named,
one
of
500
Dell
Scholars
nationally
Molly
was
awarded
twenty
thousand
dollars
to
the
school
of
her
choice.
A
laptop
book
phase
and
more
the
Dell
scholarship
targets,
highly
motivated
students
who
have
demonstrated
the
drive
to
succeed
despite
obstacles,
Mali
participates
in
the
biomedical
pathway
at
base
and
has
been
an
avid
scholar
since
middle
school
Molly.
Can
you
tell
us
how
you
plan
to
use
the
scholarship
and
more
about
your
future
plans.
D
I
plan
to
use
the
scholarship
for
my
education
as
a
social
worker
I
want
to
get
pursue
a
degree
in
family
development
in
human
Sciences,
currently
I'm
planning
on
attending
Central,
Oregon,
Community
College,
but
then
I'll
transfer
to
a
four-year
institution.
To
finish
my
degree
and
then
I'll
use
my
scholarship
for
that,
and
then
after
that,
just
you
know
future.
F
I
was
holding
a
baby
like
by
its
armpit
because
it
was
like
dangling
and
I
just
I
just
wanted
to
be
careful
of
the
head
because
it
was
just
super
young
wow.
G
A
car
crash
in
Beaverton
led
to
a
special
Rescue
of
a
baby.
You
just
heard
there
in
that
overturned
car
the
rescue
were
just
16
years
old,
managed
to
get
the
baby
out
unharmed.
Just
minutes
after
the
crash
wow.
Our
Tim
Gordon
has
the
story
of
how
the
teenager
and
his
friend
just
happened
to
be
in
a
position
to
help.
H
Well,
the
crash
happened
out
here
in
Beaverton
late
Wednesday
afternoon.
This
is
Murray
in
Southwest
Millican
way
and
if
you
drive
out
this
way,
you
know
it's
a
busy
intersection.
It
was
a
crash
that
normally
wouldn't
make
the
news.
Thankfully
nobody
was
injured.
A
few
pictures
were
posted
by
people
on
social
media,
one
of
the
car
overturned
on
the
roadway,
but
it
became
a
story
when
we
learned
a
baby
was
rescued
and
two
teenage
boys
from
South
Ridge
High
School
took
care
of
that
sixteen-year-old,
Eton,
mignon
and
17
year.
Old,
stone,
Fowler
are
friends
since.
I
F
Moved
here,
yeah
really,
which
was
in
like
sixth
grade
pretty
much
yeah.
That's
awesome,
yeah.
H
I
F
F
I
fit
through
the
window
and
I
climbed
to
the
back
seat.
Where
I
see
the
baby
was
like,
like
upside
down
like
hanging
from
its
like
from
the
car
seat.
So
I
tried
to
unstrap
it,
but
it
was
just
hard
to
like
I
couldn't
really
fit
back
there.
So
I
unstrapped
the
baby
and
then
I
just
kind
of
tried
to
drag
it
out,
but
being
careful
because
it's
probably
like
only
three
or
four
months.
F
I
E
A
J
K
Thank
you
for
having
me
here,
I'd
like
to
introduce
Bella
ragudo,
who
is
currently
a
senior
at
Southridge,
High
School,
who
keeps
herself
busy,
as
she
is
a
member
of
all
three
of
our
award-winning
Performing
Arts
programs
and
student
leadership
in
theater,
Bella,
recently
portrayed
Mary
Poppins
as
Mary
Poppins,
and
currently
the
student
director
of
spark
and
an
active
theater
council
member
in
instrumental
music.
She
is
actively
involved
as
a
low
brass
member
and
also
in
vocal
music.
Bella
is
actively
involved
in
Avon,
say
and
concert
choir
in
leadership.
K
Bella
is
also
our
ASB
student
ASB
are
all
student
body
vice
president
and
remains
active
and
engaged
leading
our
student
body
at
Southridge
Bella
most
recently
received
the
Oregon
thespians
future
theater
educator
scholarship
and
is
currently
committed
to
attending
Linfield
in
the
fall
to
pursue
a
theater
education
degree.
With
hopes
to
take
over
my
position
when
I
retire
and
in
addition,
she
wants
to
continue
her
involvement,
hopefully
with
the
Oregon
chorale
Bella's
here
tonight,
to
perform
I'll
be
here
from
the
musical
ordinary
days.
L
L
M
M
M
M
You're
probably
wondering
why
I
even
came
here
tonight.
Well
today,
something
happened.
That's
supposed
to
be
all
right.
I
saw
this
swarm
cloud
of
papers
fall
down
from
the
sky
and
I
fought
that
day
and
I
started
to
cry,
but
as
sure
as
I
breathe,
I
heard
John
clear
his
face.
Saying:
hey
allowed
to
move
on.
M
M
You
don't
have
to
cry
because
I'll
be
here
when
you
start
going
back
to
the
places
we
went
to
together
when
you
take
off
my
ring
and
you
let
yourself
smile
when
you
meet
someone
handsome
and
patient
and
true
when
he
says
that
he
wants
to
be
married
to
you
when
you
call
him
one
night,
he
leaves
you
downtown
and
you
finally
answer
him.
Yes,
yes,
Jason
I
will
marry.
You
I
will
give
you
my
heart.
A
All
right
next
up,
we
have
the
superintendent's
Report
with
comments
from
Dr
balderas.
P
P
That
was
that
was
wonderful
again.
My
my
comments
are
really
brief,
really
want
to
just
talk
about
budget
and
it's
hard
to
talk
about
budget
after
that
performance.
But
you
know,
as
we
all
know,
we're
in
the
middle
of
the
creation
of
the
23
24
District
budget.
It's
a
reminder
to
the
board
state
budget
number
that's
been
developed
up
for
both
the
governor's
office
and
the
co-chairs
is
at
9.9
billion.
Current
service
level
and
school
districts
were
really
advocating
for
10.3
billion.
To
maintain
our
current
level
of
service
I
want
to.
P
We
often
talk
about
current
service
level
and
want
to
make
sure
folks
understand
what
that
means.
It's
really
keeping
what
we're
doing
the
same
current
service
level,
keeping
what
we're
doing
the
same
and
the
9.9
is
not
what
anyone's
advocating
for
so
with
this
level
of
budget
and
with
the
decrease
in
enrollment
the
district,
it
has
to
look
at
reductions
as
we
have
this
year
as
we
continue
to
build
the
budget.
P
The
fourth
coming
budget
will
have
a
reduction
of
three
percent
overall
at
the
district
office
level,
with
some
departments
also
looking
at
Staffing
reductions
to
again
prepare
for
for
a
future
budget
constraint
that
we
have
forthcoming.
The
goal
is
to
keep
the
budget
reductions
as
far
away
from
a
classroom
setting
as
possible.
It
will
there'll
be
some
impacts
to
schools,
though
it
always
has
to
be
and
again
I.
P
P
It
needs
federal
dollars
so
more
to
come
on
how
we
sustain
the
good
work
that
we
are
doing,
we'll
spend
the
next
few
months
addressing
again
how
to
best
maneuver
the
staff
that
we
do
have
again
for
long
term
into
long-term
sustainable
funding
streams,
if
possible-
and
one
also
just
relate
that
we
we're
doing
great
work
in
the
district.
We
want
to
be
able
to
continue
that
great
work.
That's
why
we
need
to
continue
to
advocate
in
Salem
for
a
service
level.
P
P
I
know
you
do
a
lot
in
Salem
advocating
and
want
to
continue
to
do
that
so
again,
just
a
continual
press
on
our
elected
officials
to
make
sure
people
understand
what
any
reduction
does
to
school
systems
and
we're
really
fortunate
that
we
have
a
really
supportive
Community,
but
again
just
a
constant
pressure
on
Salem
and
continue
to
really
do
what's
best
for
our
kids,
our
current
staff,
as
well
as
our
communities,
so
also
about
the
whole
child.
You
know
I
was
able
to
spend
my
last
weekend
with
my
my
youngest
student
personally
Diego.
P
He
is
a
senior
at
Whittier
College
and
had
a
senior
night
at
at
down
in
Whittier
California
where
he
plays
across,
and
it
really
brought
back
memories
of
when
he
was
in
Beaverton
and
actually
he
was
with
Ellie
Mead
and
playing
lacrosse
I
think
they
were
both
about
five
years
old
over
here,
you're,
your
youngest
and
my
youngest,
and
and
how
just
what
our
instruction,
what
what
our,
what
our
educational
system
does
for
our
kids
with
regards
to
having
whole
whole
child
and
and
again
I'm,
just
proud,
dad
and
proud
to
have
been
in
Beaverton
for
so
many
years
and
give
my
kids
the
great
experience
that
they
both
received
so
close
out
my
comments
and
again
just
appreciate
the
great
performance
again
earlier
today
and
again,
that's
the
whole
child
right
there.
P
That
is
a
whole
child
and
why
we
need
just
activities
and
opportunities
for
our
kids
to
be
successful.
So
thank
you
again.
A
Thank
you,
Dr
balderas.
Next
up
we
have
public
comments
and
we
will
start
with
our
employee
groups.
I
think
we
have
President
Ray
here
from
the
Beaverton
Education
Association.
Q
Hello
good
evening,
superintendent,
balderas
board,
chair
Colette
and
members
of
the
school
board
for
the
record.
My
name
is
Lindsey
Ray
I'm,
a
high
school
math
teacher,
currently
serving
as
the
president
of
the
Beaverton
Education
Association
I
wanted
to
start
tonight
by
talking
about
a
situation
that
I've
heard
about
from
a
number
of
Educators
at
work
sites
across
the
district.
We
are
experiencing
disruptive
learning
at
every
level
caused
by
dysregulated
students
who
are
simply
not
having
their
needs
met.
Q
I've
heard
so
many
stories
from
Educators
across
the
district,
including
from
our
classified
colleagues
as
osea
president
Kirsty
SackMan,
talked
about
at
the
last
board
meeting
Educators
being
harmed
on
the
job.
Every
day
it
is
demoralizing
I've,
heard
students
who
should
have
one-on-one
aids
for
support
with
behavior
and
learning,
but
those
aides
aren't
being
provided.
So
it's
left
to
classroom
teachers
to
meet
the
exceptional
needs
of
one
or
two
students
in
addition
to
the
entire
rest
of
their
class.
As
you
might
guess,
this
is
not
humanly
possible
and
our
students
are
losing
out.
Q
We
are
often
not
holding
our
students
accountable
to
their
actions
and
we're
doing
them
a
disservice
as
they
Advance
through
our
school
system.
I
want
to
be
clear
that
I'm
talking
about
addressing
these
disrupted
learning
environments
by
increasing
support
and
creating
consistent
expectations.
I'm
not
talking
about
harsh
disciplinary
action
here,
I,
know
and
appreciate
that
we
are
working
within
a
system
that
disproportionately
affects
students
of
color
and
others
in
historically
marginalized
populations.
Q
I'm
talking
about
recognizing
that
our
students
are
crying
out
for
support
that
they
are
looking
to
us
to
help
create
School
communities
that
feel
safe
and
affirming
School
communities
in
which
they
know
the
expectations
and
are
held
to
them.
School
communities
in
which
they
have
the
support
that
they
need
in
the
form
of
Staff
like
one-on-one,
AIDS
and
social
workers.
Effective
restorative
practices
throughout
the
district
that
are
done
to
Fidelity
and
curriculum,
including
dual
language
and
CTE
programs,
is
identified
in
our
strategic
plan
that
addresses
the
needs
of
every
single
student.
Q
We
experienced
a
similar
crisis
of
disrupted
learning
a
few
years
ago
and
Educators
came
together
all
across
the
state
to
identify
Solutions
in
a
report
compiled
by
oea
called
a
crisis
of
disrupted
learning,
while
the
root
causes
of
the
current
situation
are
no
doubt
different.
Those
Solutions
are
informative
during
this
time.
I
hope
that
we
can
work
together
to
support
students,
staff
and
administrators
in
creating
School
environments
in
which
every
student
can
thrive.
Q
I
also
wanted
to
remind
folks
that
School
Board
elections
are
on
the
horizon.
As
you
all
know,
I
encourage
everyone
to
consider
the
candidates
running,
ask
good
questions
and
get
involved
in
the
Democratic
process.
It's
exciting
and
the
work
of
our
board
makes
a
difference
just
as
a
reminder.
Ballots
will
be
mailed
out
this
week
and
they
are
due
in
by
Tuesday
May
16th.
So
please
vote
and
finally
I
want
to
take
a
moment
to
comment
on
the
draft
of
the
Strategic
plan
and
the
agenda
tonight
and
looking
through
it.
Q
I
see
an
incredibly
aspirational
document
and
I
am
so
excited
to
see
our
progress
toward
the
goals
for
Student
Success.
Many
of
the
vision
statements
tie
in
directly
with
my
earlier
comments
on
supporting
students
in
disrupted
learning
environments
and
I
hope
that
we
can
carry
out
this
plan
hold
ourselves
and
each
other
accountable
and
lean
into
those
stated
values
to
work
toward
the
student
schools
that
our
students
deserve.
A
Thank
you,
president
Ray.
Next
up,
we
have
president
SackMan
from
osca.
R
We
as
OCA,
would
like
to
take
the
opportunity
to
thank
all
the
members
of
our
school
board
for
their
continued
efforts
and
work
that
supports
our
staff,
students
and
Community
to
the
three
school
board
members
whose
positions
are
up
for
election.
We
would
like
to
say
a
giant.
Thank
you
genuine
thank
you
for
all
of
the
time
and
energy
you've
spent
over
the
years
and
you've
done
so
much
for
our
community,
and
we
really
thank
you
for
your
service.
R
I
would
like
to
Echo
the
words
of
B.A
president
Ray
on.
Thank
you
for
what
you
shared
tonight.
I
have
spoken
before
about
the
reality
of
what's
going
on
with
our
students
and
in
our
buildings
and
I
would
just
like
to
reiterate
that
we
need
to
come
up
with
a
better
solution
as
a
district
and
need
to
come
up
with
a
better
standard
that
we
can
all
try
to
have
the
same
Baseline.
R
I,
don't
think
I
ever
thought,
we'd
get
to
day
131
of
student
contact
days,
but
we
sure
did
today
and
it
continues
to
be
a
wild
ride.
I
love
being
an
educator,
I
love,
my
school
Community,
I
love
living
and
working
in
BSD
I
grew
up
here
and
I
love
being
able
to
work
and
continue
to
support
our
community.
R
With
that,
though,
we
recognize
that
the
challenges
that
we
have
as
Educators
really
it's
really
hard
to
say,
but
it
boils
down
to
our
budget
and
we
know
that's
a
big
thing
coming
up,
so
we
as
OCA
would
like
to
to
continue
to
invite
our
classified
employees
to
do
your
research
for
all
of
the
bills.
Coming
up
for
election
for
looking
into
our
School
Board
elections,
we
asked
the
staff
write
down
workers
testimonies
and
send
them
in
to
our
local
legislators
or
contact
OCA.
So
we
can
invite
you
to
come
speak.
R
So
it
is
very
important
that
we
have
our
staff
actually
on
the
floor.
Coming
and
sharing
our
stories.
We
don't
need
the
negative
stories,
that's
not
what
we're
necessarily
looking
for.
We
need
real
life
worker
stories,
The
Bad,
The,
Good,
The
Ugly,
the
happy
The
Wonderful,
all
of
them,
because
we
know
how
much
every
person
in
our
buildings
whether
it
be
a
school
building.
Our
district
offices
are
people
that
Rove
our
buildings
doing
all
kinds
of
different
work.
We
need
all
of
us
and
we
can't
set
the
budget
just
by
saying:
hey,
we
need
you.
R
We
would
like
associate
to
remind
our
classified
staff
to
keep
reaching
out
to
us
and
our
members
of
the
board
whether
you
are
an
active
member
or
a
classified
colleague
and
sibling.
Please
reach
out,
as
we
get
to
the
point
of
the
Year,
where
changes
in
classrooms
in
schools
in
budgets
and
positions
are
happening.
We
can't
help
support
or
understand
or
explain
these
changes.
R
If
we
don't
understand
what's
happening,
we
would
like
to
thank
our
BSD
Administration
for
continuing
to
partner
with
osca
nbea,
to
keep
the
conversation
open
to
invite
us
to
tables
to
share
the
changes
that
are
coming
usually
before
staff
know,
so
that
we
can
have
the
same
language
and
ideas
of
what
is
happening.
So
we
can
work
together
to
be
a
support.
We
know
that
changes
in
Staffing
and
budget
are
really
hard.
We
know
that
building
allocations
changes
in
positions.
R
We
recognize
that
the
due
diligence
to
figure
out
our
budget
has
been
made
and
everyone
is
working
tirelessly
to
find
a
balance,
but
we
also
need
to
recognize
what
we
need
to
do
to
speak
out
and
support
each
other
as
we
continue
to
grow
through
these
challenges
and
changes
again.
We
think
everyone
on
our
school
board
for
all
that
you
do.
Thank
you.
A
Thank
you,
president
SackMan.
Next
up,
we
are
going
to
open
a
public
hearing
on
instruction
time
and
Carrie.
Do
we
have
any
comments
for
this
public
hearing.
A
So
I
want
to
note
just
first
off
that
we
have
received
16
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
everyone
attending
the
school
board
meeting
with
us
today.
We
are
truly
grateful
for
your
presence
and
the
opportunity
to
receive
your
input.
One
of
our
District's
greatest
strengths
is
its
Community
involvement
is
we
know
your
involvement
comes
from
a
place
of
caring
for
our
students,
families,
community
and
staff.
A
A
We
ask
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,
including
school
board
members.
Personal
matters
should
be
dealt
with
either
through
the
complaint
process
or
by
contacting
a
principal
or
central
office
staff
person.
A
A
Everyone
has
two
minutes
to
provide
testimony
to
the
board.
A
timer
will
be
set
and
go
off
at
the
two
minute
Mark
and
you
can
see
it
right
up
there
behind
us.
I'll
ask
you
to
end
your
comments
and
your
micro
I'm.
Sorry,
if
you
continue
talking
beyond
the
two
minutes,
I
will
ask
you
to
end
your
comments
and
your
microphone
will
be
turned
off
to
ensure
fair
treatment
for
all
commenters.
A
Please
do
not
speak
or
interrupt
the
meeting
outside
of
the
two-minute
period
provided
for
your
testimony.
If
this
occurs,
you'll
be
asked
to
leave
or
remove
from
the
meeting
and
then,
as
you
approach
the
presenters
table,
please
select
the
center
microphone,
which
could
be
a
challenge
tonight
because
which
one
is
the
center
I
bet.
Shelley
can
figure
this
out
for
us
this.
This
is
not
a
puzzle.
Folks,
there
you
go
it's
the
one
on
my
left
or
your
right.
Thank
you
again
for
joining
us
tonight.
T
Ready
good
evening
board
members
and
Dr
balderas,
my
name
is
Lucas
Chua
and
I'm.
Currently,
a
student
at
McCurdy,
a
senior
at
Southridge,
High,
School
and
I-
think
it's
it's
safe
to
assume
that
a
majority
of
us
know
how
to
drive,
and
you
can't
really
learn
how
to
drive
without
having
some
experience
with
a
driving
instructor.
For
the
past
two
years,
I
have
been
taking
the
Hands-On
anatomy
class
called
Sports
Medicine,
which
is
a
CTE
pathway.
T
We
use
soap,
chart
nodes
from
our
student
clinics
to
earn
a
CTE,
but
our
Student
Connect
has
been
shut
down
in
the
middle
of
the
semester.
This
semester
twice
and
weeks
from
me
and
my
fellow
seniors,
who
are
graduating
this
collection
of
classes
under
the
program,
has
helped
so
many
kids
earn
their
CTE
certificate,
as
well
as
the
ieb
career
pathway.
T
And
this
program
is
a
Hands-On
textbook
like
class
and
it's
helped
Inspire,
so
many
students
who
want
to
become
physical
therapists,
massage
therapists,
all
of
these
good
health,
good,
paying
jobs
and
I've
never
seen
so
many
students
engaged
in
a
classroom
environment
with
most
of
the
programs
there's
a
huge
stigma
of
like
which
students
go
to
which,
but
the
sports
med
career
pathway
program
is
the
most
diverse
pathway
program
that
we
have
at
our
school.
T
There's
all
sorts
of
races
and
there's
transgender
students,
cisgender
students,
Asian
students,
black
students,
latinx
and
whites,
and
there
and
sorry
excuse
me
and
our
student
clinic
is
providing
the
experience.
Nobody
is
getting
paid.
We
are
just
simply
there
and
everyone
to
empower
our
students
to
achieve
those
High
School.
V
Yeah,
hello
how's,
my
volume
good,
excellent
board
members
superintendent.
My
name
is
Leah
Gulick.
Thank
you.
So
much
for
your
time
tonight,
I'm
a
senior
at
Sunset,
high
school
and
co-president
of
our
climate
change.
Club.
There
I
first
learned
about
climate
change
when
I
was
in
Middle
School
nature,
as
for
so
many
others
is
my
safe
space
to
learn
that
each
and
every
day
these
Wild
Spaces
are
being
harmed
by
humans.
It
changed
my
life.
V
Climate
change
is
not
an
international
issue.
It
is
not
only
an
international
issue,
it
is
local.
It
has
affected
our
homes
here
in
Beaverton
we
have
been
through
strange,
apocalyptic
lockdowns
due
to
drought-filled
wildflowers
in
our
region.
We've
seen
the
wiring
on
public
transportation,
melted
by
scalding
heat
waves,
we've
watched
as
vulnerable
populations
such
as
those
without
housing,
health
care
or
adequate,
adequate
food
and
water
access
have
been
harmed
by
poor
air
quality
and
extreme
weather.
V
V
We
need
District
level,
climate
change,
action,
I'm,
testifying
today,
because
my
club
has
been
working
with
students
from
Westview
District
parents
in
the
Eco
schools,
Network
and
BSD
staff
to
develop
a
draft
of
a
climate
action
policy
following
the
work
of
our
neighbors
Portland
Public
School
District,
who
passed
a
climate
action
policy
last
spring.
This
policy
will
include
Community,
built
and
community-oriented
climate
action
after
getting
feedback
from
a
diverse
array
of
teachers,
students,
staff
and
community
members
from
our
region.
V
U
Hello,
okay,
good
evening
board
members
and
superintendent.
The
Earth
is
actively
dying
which
not
only
eliminates
homes
for
all
the
human
race,
but
all
biotic
and
abiotic
diversity
as
well.
It
is
up
to
the
people
to
rescue
the
damage
humans
have
done
immediately,
or
it
will
be
the
people
that
have
assassinated
its
own
kind.
U
U
Today,
we
plan
to
introduce
a
similar
policy
for
the
Beaverton
School
District,
to
create
more
of
an
environmentally
friendly
community.
Implementing
this
policy
will
not
only
build
a
foundation
to
achieving
equal
positive
goals,
but
it
will
also
serve
a
role
in
the
essential
and
vital
goal
solving
the
climate
crisis.
U
These
steps
are
needed
to
make
a
difference.
These
steps
are
needed
to
contribute
to
saving
our
Earth
enough
is
enough.
It
is
time
to
learn
how
to
work
alongside
our
planet
rather
than
against
it
to
the
Beaverton
School
District
Board
in
one
month's
time.
Please
read
this
policy
with
a
lens
of
clarity
perspective
and
for
the
Improvement
of
humanity.
U
W
This
on
okay,
cool
cool,
I'm
ready,
you
can
start
timer,
hi,
I'm,
Natalie,
McWilliams
and
I'm,
a
junior
at
Sunset,
High
School
in
school.
We
always
learn
about
how
climate
change
is
causing
extreme
weather
changes,
natural
disasters,
sea
levels
rise,
and
so
much
more.
This
makes
me
feel
scared
for
our
future,
as
this
will
only
get
worse.
I
mixed
race
and
my
grandma
is
from
an
island
off
of
Japan
called
Okinawa.
W
W
W
Around
climate
change
in
high
school,
most
of
us
are
trying
to
figure
out
our
post-high
school
plans
and
as
if
this
isn't
an
extremely
difficult
task,
the
uncertainty
of
climate
change
makes
it
exponentially
harder,
because
we
do
not
know
what
our
future
will
look.
Like
many
reports
have
shown
that
climate
change,
it
will
also
disproportionately
affect
historically
marginalized
communities.
W
X
I'm
here
tonight,
representing
the
Beaverton
Eco
school
network
and
showing
support
for
an
amazing
collection
of
students
who
are
advocating
for
a
BSD
climate
action
policy.
We
agree
that
it
is
time
for
measurable
goals,
actions
and
climate
Justice
for
our
students,
because
we
owe
it
to
them
and
all
of
our
future
Generations.
X
A
And
next
commenter
is
Tatum
Wilson.
Z
Hi,
my
name
is
Tatum
Wilson
and
I'm.
A
junior
at
Beaverton,
High,
School
I,
am
joined
today
with
my
friend
senior,
who
is
also
a
senior
at
Beaverton
high
school.
We
are
both
sources
of
strength,
peer
leaders
and
mckinney-vento
students,
and
for
those
of
you
who
may
not
know
what
a
mckinney-vento
student
is,
it
is
a
student
with
unstable
or
inadequate
housing
I'm
here
today
to
speak
in
support
of
our
high
school
social
workers.
Z
Regarding
next
year's
plan
to
cut
the
total
number
of
high
school
social
workers
down,
meaning
all
Beaverton
School
District
high
schools
would
share
a
total
of
4.5
social
workers.
To
me,
this
is
horrifying.
Thinking
about
last
year,
had
I
not
gotten
daily.
Access
to
the
social
workers,
I
would
not
have
gotten
access
to
the
help
or
resources
I
needed
because
of
my
social
workers.
I
have
been
given
a
stable
place
to
live
while
I
finish
high
school
and
access
to
necessary,
Mental,
Health
Resources
without
social
workers
me
and
all
502
other
high
school
mckinney-vento.
Z
Z
School
counselors
have
the
same
resources
that
our
school
social
workers
do
for
me,
I
am
in
the
second
home
program
and
I
had
never
heard
about
the
second
home
program
until
I
had
a
meeting
with
my
social
workers
and
I
would
be
living,
probably
with
a
friend
or
on
the
street,
had
I
not
had
access
to
my
social
workers
and
okay
I.
Think
that's
it.
Thank
you.
A
O
A
Becky
timchuk
aye
Tom
Collette
I,
am
the
motion
passes
unanimously.
Next
up
we
have
school
reports
and
our
first
school
report
will
be
with
principal
miles
from
Firgrove
Elementary.
AA
Good
evening
Dr
Valdez
chair,
Colette
School
Board
thanks
for
having
us
tonight.
My
name
is
Patrick
Meigs
I'm
one
of
the
elementary
Executives,
and
it
is
my
absolute
honor
and
privilege
to
introduce
Aaron
miles.
She's
the
principal
at
Fir,
Grove
and
she's
here
tonight.
Talk
about
the
amazing
work
that
she
and
her
school
Community
are
doing
so
take
it
away.
Erin.
AB
Good
evening,
Fir
Grove
Elementary
is
a
school
of
about
400
pre-k
through
fifth
grade
students.
50
about
50
of
our
students
live
in
poverty.
We
are
also
a
walk-in
school
with
only
one
school
bus
for
the
neighborhood
children
who
live
farther
than
one
mile
away.
Our
school
is
nestled
between
Murray
and
Allen.
Boulevard
I
want
to
talk
about
some
bright
spots
and
celebrations,
and
it
was
so
hard
to
choose.
AB
Pre-K
all
of
our
bright
starts
bright
spots
are
connections
and
connections
are
about
strengthening
community
Pre-K
is
in
its
second
year
at
fur
Grove
and
we're
loving
having
the
four-year-olds
as
part
of
our
school.
There
is
so
much
happening
through
learning
in
play,
habits
of
mine
are
introduced
and
reinforced
daily
across
the
school
families
are
invited
into
the
classroom
to
learn
alongside
their
child
and
our
class
Partnerships
with
Northwest
Regional
ESD
provides
much
needed
opportunities
to
serve
students
and
identify
other
unmet
needs
across
the
entire
18
student
classroom.
AB
If
I
ever
need
a
moment
of
Joy
I'll
sneak
into
that
classroom
to
have
some
fun
feel
free
to
come
and
visit
and
hang
out
with
the
four-year-olds
of
fur
Grove.
Our
Behavior
Health
and
Wellness
team
is
another
area
of
bright
spot
across
the
school.
We
collaborate
weekly
to
support
our
children,
who
are
struggling
emotionally
physically
or
behaviorally.
We
work
hand
in
hand
with
classroom
teachers,
families
and
outside
providers
to
address
needs.
For
example,
we
make
home
visits
to
share
food
clothing
and
other
resources.
AB
We
set
up
support
plans
for
students
and
help
teachers
meet
needs
inside
the
classroom.
This
team
is
busy,
many
hands
make
like
work
and
kids
are
more
successful
and
we
are
able
to
identify
their
needs.
The
more
we
support,
kids,
both
in
and
out
of
the
classroom.
We
can
make
connections
and
this
support
leads
directly
to
increased
student
attendance
and
increase
learning.
AB
This
Stellar
team
creates
professional
development
coaches
teachers
in
the
classroom
and
teaches
model
lessons,
as
well
as
serving
students
interventions
kindergarten
through
fifth
grade.
All.
That
being
said,
we
continue
to
see
student
needs
and
are
doing
our
best
to
make
to
meet
their
academic
needs.
This
is
why
we
are
working
on
strengthening
the
core
instruction
inside
the
classroom
with
vertical
articulation
teams.
What
are
those
teachers
have
cross-grade
level
teams
to
collaborate
with
and
learn
from
each
other
in
reading
math?
In
writing.
Teachers
are
finding
this
time
together,
useful
and
valuable.
AB
We
are
seeing
this
collaboration
lead
to
improved
practices
across
the
classroom.
We
celebrate
all
kinds
of
learning
here
at
fur.
Grove
you
move
up
a
reading
level
come
get
a
free
book
from
the
principal
or
your
attendance
is
approving.
You
get
a
certificate
and
recognition
the
end
of
the
year.
Growth
parade
is
something
not
to
be
missed.
Have
you
learned
to
tie
your
shoes
multiply
and
make
new
friends
come
and
celebrate
with
us
and
don't
forget
our
music
concerts?
AB
They
are
the
best
two
grade
levels
at
a
time,
get
to
sing
dance
and
play
instruments
in
front
of
a
jam-packed
gym
audience
now.
Some
things
we're
working
on
attendance
attendance
data
is
not
where
we
want
it
out
of
the
400
students
about
half
of
them
are
below
the
90
attendance
rate.
Sometime
during
the
past
year,
our
attendance
team
meets
weekly
to
look
at
data
and
Target
plans.
AB
AB
When
I
talked
about
professional
development
in
our
intervention
teams
and
our
vertical
articulation
teams
we're
using
those
to
help
meet
the
needs
of
our
students
in
the
classroom,
as
well
as
developing
our
prayer
professionals
who
work
with
students,
I'm
proud
of
the
work
we're
doing
at
fur
Grove
and
the
community
we're
supporting
and
continuing
to
build,
and
we
welcome
your
visit
anytime
I'm
now
happy
to
answer.
Questions.
A
Questions
from
the
board
Susan
and
then
ugana.
E
For
Grove,
one
of
my
schools,
probably
a
good
six
years
very
happy
I
visited
many
many
times
gone
to
many
concerts.
There
I
know
that
covet
has
been
really
really
tough
on
all
of
our
schools
and
I
know
that
for
you,
looking
at
attendance,
you
know
and
all
that
but
I
under
I
mean
I
just
want
to
say
that
I
totally
respect
what
every
school
has
done,
including
for
Grove.
For
that
my
question
did
I,
have
a
question:
I!
E
AB
Thank
you
for
that
question.
One
of
the
things
we
found
is
with
about
a
third
of
our
students
who
are
not
attending
mental
health
issues,
and
physical
issues
are
what's
keeping
them
away
from
school
and
the
students
who
are
in
school.
Those
are
the
kids
that
we
can
actually
work
with.
Our
social
worker
is
amazing,
and
our
counselor
is
amazing.
They've
been
having
groups
with
the
kids
one-on-one
sessions,
drop-in
sessions,
we're
reaching
out
to
families
constantly
to
help
to
connect
them
with
mental
health,
supports
and
we're
also
supporting
our
classroom
teachers
by
providing
professional
development.
E
AC
B
Thank
you
principal
miles
for
your
presentation
and
thank
you
for
the
amazing
work
you're
doing
at
Fair,
Grove
and
I
I
want
to
say
that
I'm
impressed
with
the
participation
rate
the
numbers
look
great.
The
question
that
I
have
for
you
is
around
the
reading
levels.
They
came
down
significantly
from
1819
2021.
B
AB
I
think
that
covid
was
not
good
and
what
we
noticed
is
last
year.
Our
third
grade
reading
numbers
were
not
very
good
compared
to
fourth
grade
and
fifth
grade
and
I
can
tell
you
why
online
learning
is
not
the
best
way
to
learn
and
when
we
came
back
into
the
classroom,
the
particular
grade
level
had
a
lot
of
students
and
a
lot
of
unmet
needs.
Coming
back
in
from
covid,
we
had
a
lot
of
students
who
emotionally
weren't
prepared
to
be
back
in
a
classroom
of
30
to
31
students.
AB
That's
a
lot,
and
because
of
that
this
year
we
targeted
that
particular
grade
level.
They
now
had
an
additional
classroom
teacher.
They
we
focused
our
reading
interventions
and
math
interventions
for
that
grade
level,
and
we
also
reached
out
to
families
to
show
here's
what
we
see
your
your
child,
doing,
here's
what
you
can
do
at
home
to
help
partner
with
us
and
what?
What
do
we
need
to
know
about
your
child?
AB
That's
what
we
did
for
our
third
grade
and
across
the
school.
Our
vertical
articulation
teams
are
where
it's
really
where
the
information
is.
The
knowledge
is,
the
knowledge
is
in
the
building.
We
have
a
lot
of
wisdom
and
our
teachers,
and
so
we
can
share
what
we
know
across
school
with
with
each
kindergarten
through
fifth
grade
teacher.
AD
I
found
I
thought
your
vertical
articulation.
Teams
really
amazed
me.
Can
you
tell
me
how,
when
we
know
that
the
days
are
so
full
how
you
have
found
time
to
carve
out
with
your
teachers
to
have
that
collaboration
time
to
share
that
valuable
information?
How
you
how
you've
managed
to
do
that
in
your
in
your
building.
AB
I
took
one
of
the
days
that
I
had
for
staff
meetings
and
I
made
it
vertical
articulation
teams,
so
that
showed
teachers
that
I
thought
it
was
so
important
that
I
took
my
time
and
gave
it
back
to
them,
and
the
feedback
that
I
got
from
my
teachers
is
phenomenal.
They
all
love
it
and
I
can't
say
that
I
created
this
model.
It's
currently
going
on
in
other
schools
across
the
district.
AC
AE
Hi
my
questions
around
the
scores
for
your
Hispanic
students
and
I'm,
just
wondering
when
I
see
those
numbers
like
below
less
than
five
percent
of
your
students.
You
have
32
percent
that
are
Hispanic
in
your
school
and
then
less
than
five
percent
in
in
all
the
other.
In
all
areas,
their
their
scores
are
really
low
and
I
heard
you
say
that
there's
professional
development
that
you're
providing
I'm
wondering
about
what
in
your
professional
development,
is
helping
or
addressing
some
of
those
scores
for
your
Hispanic
students.
AB
We
have
currently
our
English
language
development
teachers
are
doing
a
collaborative
co-teaching
model
kindergarten
through
fifth
grade
and
what
we
have
is
co-teaching
actually
going
on
in
some
of
the
classrooms,
so
where
the
teachers
can
actually
share
their
teaching
strategies
in
front
of
the
classroom
with
another
teacher
for
what
we
found,
our
students
who
are
not
attending
a
large
portion
of
them.
Our
students
are
bypoc
students
and
latinx
students,
and
so
our
attendance
team
is
also
working
with
the
with
those
families
to
get
them
to
come
to
school.
AB
If
they're,
not
in
school,
we
can't
be
learning
and
we
actually
worked
on
creating
a
walking
School
Bus.
We
targeted
an
area
where
students
who
have
not
been
having
High
attendance
rates
to
get
them
to
come,
so
we're
seeing
what
we've
just
rolled
that
out
so
we're
seeing
what
kind
of
evidence
we
would
have
to
get
them
back
into
school.
AE
And
I'm
wondering
like
what
supports?
Do
you
need
from
the
board
in
order
to
best
serve
your
Hispanics?
Not
all
Hispanic
students
are
English
language
Learners,
but
I
I
didn't
see
any
like
percentage
of
you
have
18
27
ever
English
language
learner,
so
it
doesn't
say
like
how
many
English,
how
many,
what
I
don't
know
how
many
students
of
your
Hispanic
students
are
actually
English
language
Learners,
but
I'm
hearing
you
say
that
there's
attendance
is
a
huge
part
for
them
wondering
like
how
are
you
differentiating?
AE
AB
AE
Is
there
are
those
apartment
complexes
like
more
or
I?
Don't
I'm
not
actually
I
shouldn't
assume
that
they
live
in
apartments,
but
sorry
about
that,
but
are
those
homes
like
less
than
a
mile
away
and
it's
just
the
rain,
the
cold
and
they're
not
walking
to
school
correct?
Okay.
AB
AF
Good
evening
Ken
struck
Meyer
Middle
School
exec.
It's
my
distinct
pleasure
to
introduce
Joanna
Castillo
principal
of
Meadow
Park,
Middle
School.
This
is
her
first
year
in
that
role
and
I
do
want
to
share
some
some
positive
impacts.
She's
had
on
Meadow
Park
and
on
the
Beaverton
School
District
Joanna
has
supported
the
Meadow
Park
staff
in
creating
a
community
where
they
have
high
behavioral
and
academic
expectations
for
students
and
a
high
level
of
support
for
those
students.
AF
N
Buenas,
my
name
is
Joanna
Castillo
and
I'm.
The
proud
principal
of
Meadow,
Park,
Middle,
School
and
I
just
want
to
acknowledge
some
people
that
are
here
with
us.
My
family
is
in
the
back
my
mom,
my
mama
and
my
husband,
my
daughter,
and
this
is
the
first
time
that
I
do
this.
So
they're
very
excited
to
be
here,
especially
my
little
one
and
then,
of
course,
my
Medical
Park
staff
is
here
in
support,
so
I
truly
appreciate
their
presence.
Thank
you.
Y'all.
N
So
are
bright
spots
and
celebrations.
Of
course
we
have
to
start
with
our
students
and
our
Middle
Park
students
are
resilient.
They
look
for
ways
to
be
part
of
a
learning
community
where
they
know
they
are
safe.
Where
they're
seen
where
they're
known,
where
they're
valued
and
challenged
each
student
at
Middle
Park
brings
a
unique
experience
and
perspective
and
our
job
is
to
Foster
and
encourage
an
environment
for
them
to
do
so,
and
it
all
starts
with
our
staff
right
staff
lead
the
way
in
creating
these
environments
we
have
grown
together
immensely.
N
N
So
those
are
our
bright
spots.
Next
is
what
we
are
working
on.
Behavior
Health
and
Wellness
teams
is
something
that
we
are
really
focusing
on
and,
alongside
with
our
Beaverton
School
District,
we
really
want
to
focus
on
our
multi-tiers
of
support
systems
within
that
team.
We
also
want
to
focus
more
on
school-wide,
Avid
implementation
and
culturally
relevant
practices
across
the
building
with
that.
These
are
specific
areas
that
we
have
focused
this
year
and
will
continue
to
focus
in
the
upcoming
years.
N
We
also
know
that
having
instructional
systems
that
are
inclusive
and
aligned
across
our
building
is
important
and
every
day
we
grow
in
our
Avid
implementation
and
our
Avid
work.
We
know
and
understand
that
our
personal
interactions
with
each
student
immensely
Drive
their
interaction
with
us,
with
humility,
with
care
and
with
patients.
We
will
continue
to
grow
in
this
area.
N
We
want
our
students
to
be
feel
safe
and
to
feel
respected
in
every
interaction
that
they
have
with
us.
And
lastly,
this
is
our
data
from
last
year,
and
this
was
really
important
when
I
started
Meadow
Park
Middle
School,
because
this
drove
our
professional
development
plan
this
school
year.
We
know
that
universally
designed
for
learning
strategies
and
Avid
strategies
will
drive,
designing,
Equitable
access
and
diverse
learning
opportunities
for
everyone,
and
this
data
was
the
springboard
to
our
engagement
in
both
of
these.
So
I'm
ready
to
take
any
questions
that
anybody
has.
P
Can
you
start
real
quick
before
we
get
started?
You
know
when
you
say
I
think
I
heard
you
write
that
you
said
that
you
failed
because
the
representation-
and
this
is
never
a
blame
game
I
first
of
all,
I
am
honored
to
have
you
be
the
principal
of
Meadow
Park
and
thank
you
for
accepting
the
position
when
I
called
and
you're
doing
amazing
work
with
your
staff
and
building
a
reset
of
the
school
system
and,
as
stated
earlier
by
both
Bea
and
osea.
P
Sometimes
it
takes
a
reset
in
a
school
system
for
a
correction
again.
This
is
not
anything
that
you've
done.
This
is
something
that
we
need
to
do
as
a
system,
because
our
kids
need
the
highest
of
expectations
and
we
need
to
make
sure
that
they
understand
how
and
what
that
looks
like
how
to
do
it
and
what
that
looks
like
the
modeling
that
needs
to
take
place.
P
You
know
I
spent
nine
years
at
the
middle
level,
myself
I
know
how
difficult
the
kids
are
because
they're
you
know
quirky
and
I
love
working
at
the
middle
level,
because
I
thought
I
was
a
little
quirky
too
to
work
at
the
middle
level.
So
but
again
we
are
in
this
together
and
I
am
honored
that
you're
here
with
us
and
look
forward
to
continual
work,
so
I
just
want
to
make
call
that
out.
Thank.
AD
Thank
you
very
much
for
your
presentation.
It's
been
a
privilege
of
mine
to
be
an
avat
tutor
for
the
last
seven
years
at
Conestoga,
Middle
School,
so
I
was
very
intrigued
about
your
Statewide
Avid
implementations.
So,
could
you
tell
me
what
that
looks
like
how
you're
incorporating
that
yeah.
N
It's
a
it's
a
big
Endeavor
and
it
looks
like
having
a
targeted
professional
development
right
now,
we're
really
working
with
student
dialogue
and
what
students
are
saying
in
the
classroom:
On,
Any,
Given
topic
and
in
our
lessons
this
aquatic
seminars
is
what
they're
called
and
having
you
know,
debate
and
just
having
conversations
that
are
academically
driven.
We've
also
implemented
good
gotchas
teachers.
Classrooms
where
we
have
wicker
posters
and
wicker
is
just
a
standard
for
Avid
and
every
Wednesday.
We
call
it
Wacky,
Wednesday,
okay,.
N
Do
call
it
week
or
Wednesday.
We
call
it
Wednesday
and
we
just
go
into
classrooms
and
see
what
kids
are
doing
and
identify
what
skills
they
they
are
participating
in,
and
this
is
to
both
highlight
what
this,
what
the
teachers
doing
in
the
classroom,
to
provide
those
opportunities
and
kind
of
like
oh
I,
need
to
like
focus
on
X
scale
and
then
for
teach
for
students
to
be
celebrated
through
that
yeah.
AC
B
Thank
you
principal
Castillo
and
I.
Think
Wacky
Wednesday
sounds
really
cool
and
thank
you
for
the
work
you're
doing
at
the
at
Meadow
Park
the
question
I
have,
it
might
not
necessarily
be
a
question
for
you
I'm,
just
throwing
it
out
there,
because
when
I
look
at
the
numbers,
you're
right,
the
numbers,
the
suspension
rates-
are
pretty
pretty
high
and
I'm
just
wondering
when
students
are
suspended,
do
they
have
access
to
online
instruction
or
do
they
just
stay
home?
N
They
our
lessons,
are
posted
on
canvas,
so
they
can
complete
their
work
there.
But
again
when
our
kid,
the
last
thing
we
want
to
do
is
suspend
kids,
because
we
want
kids
to
be
at
home
right.
That's
I
mean
that's
cool,
that's
what
we
want
kids
to
be
at,
because
that's
where
we're
going
to
be
supporting
them.
I
can
tell
you
that
this
level
of
support
that
each
student
receives
upon
their
return.
It's
one
of
the
best
quality
that
I've
seen
in
any
school
that
I've
given
from
my
staff,
and
we
really
really.
B
So
I
am
I
feel
good
in
knowing
that,
even
though
they
are
suspended,
they
are
still
receiving
the
support
that
they
need,
because
these
numbers
are
that
disappointing
to
me
and
no
blame
to
you.
I
mean
this
is
a
system
thing
that
we
need
to
fix.
You
know,
but
it's
disappointing
to
me,
but
I'm
glad
that
something
is
being
done
to
support
our
students.
So
thank
you
very
much.
Yeah.
AE
So
I
just
thanked
her
mother,
her
husband
and
her
daughter
for
being
here
and
that's
supporting
her
in
that
way
and
I
should
also
say
for
her
staff,
because
the
work
that
the
staff
is
putting
in
is
amazing
and
I've
heard
many
positive
I
used
to
get
videos
of
what
was
happening
in
the
negative
aspect
and
this
year,
I'm
hearing
positive
things
from
the
parents
of
what's
happening
in
the
school
and
then
also
I
mentioned.
AE
My
fifth
grade's
daughter
went
to
visit
middle
park
with
her
class
and
just
came
back
like
beaming
about
all
that's
happening
that
she
saw
in
the
band
and
how
they
played
I
heard
all
the
details
about
the
questions
they're
asking
in
class,
and
so
it's
really
exciting
to
see
the
excitement
in
the
building
and
from
students.
And
so
my
lasting
was
around.
What
can
we
do
as
a
board
to
continue
to
support
to
support
the
work
that
she's
starting
to
do
this
year
and
addressing
all
the
different
needs
of
student
staff?.
N
The
pride
is
just
glowing
everywhere
as
soon
as
you
enter
a
building,
you
can
just
feel
a
sense
of
community,
which
is
something
that
we're
really
really
proud
of.
You
know:
I
I
noticed
you
asked
the
same
question
to
the
previous
principal
that
was
sitting
here
and
I.
Don't
think
I've
ever
been
asked.
What
do
you
need
in
a
way
in
in
this
level
right
like?
N
What
is
it
that
that
that
is
needed
to
support
you,
but
I
think
that
first
thing
that
came
to
mind
was
people
coming
to
the
building
and
looking
around
and
giving
me
feedback
is,
what's
the
most
valuable
to
me,
I
think
it's
important
that
people
live
the
experience
of
a
school
and
I
with
humility,
I
think
that
any
feedback
that
is
provided
so
that
we
can
improve.
N
O
I'm,
a
meadow
park
class
87
I
really
enjoy
my
time
there
and
and
my
mom
was
a
science
teacher
there,
where
Brian
Forbes
is
right
now
for
like
the
70s
and
80s,
so
I
always
enjoyed
Meadow
Park,
so
you're
one
of
our
new
leaders
in
the
district-
and
you
know
obviously
Gus
brought
you
over
here.
What's
your
first
takes,
you
know,
I
mean
you
come
from
somewhere
else
and
you
come
to
Meadow,
Park
or
I
mean.
O
What's
any
any
comments
you
can
make
on,
that
is
a
first
year
leader
in
the
district
versus
a
lot
of
other
people
in
the
district
you
know.
Usually
we
have
5
10
20
years
in
the
district.
N
O
Yeah
you're,
coming
to
the
district
from
you,
know
different
districts
and
experiences
and
a
lot
of
the
principles
we
have
report
out
are
usually
you
know,
10
20-year
veterans
here,
and
so
this
is
a
cool
perspective
to
hear
from
you,
yeah.
N
I
think
it
it's
super
important
to
invest
in
a
community
that
you
are
also
personally
invested
in,
like
my
daughter
goes
to
Cedar
Mills
and
she
loves
her
school
I
come
from
Texas,
so
it's
totally
different
from
Oregon,
but
my
experiences
in
my
previous
District
were
amazing,
as
well.
I.
Think,
building
Community
everywhere
that
you
go
is
a
highlight
of
my
experiences
with
everybody
that
I
meet.
That's
super
important
and
my
take
personally
of
Beaverton
is
the
supportiveness
the
take
of
the
staff
that
I
am
so
fortunate
to
work
with?
N
Y
E
Welcome
in
I
appreciate
your
enthusiasm
and
it
just
sounds
like
you
have
an
amazing
and
sorry
just
your
enthusiasm,
it's
exciting,
and
it's
it's
very
catching
is
what
I
was
trying
to
come
up
with.
But
my
question
is
about
the
students.
It
sounds
like
a
lot
of
students.
You
know
again
it's
the
same
question.
I
asked
to
Aaron
about
the
mental
health
after
two
years.
You
know
the
many
of
those
kids
skipped
at
least
one
grade
per
se
in
person
and
how
students
are
doing
in
school.
N
Of
course,
you
have
individual
impacts
of
students
that
struggle
with
mental
health
and
with
everything
that
came
out
of
covet
and
dysregulation
here
and
there
the
children
are
well
I,
don't
know
if
you've
heard
that
poem,
but
the
children
are
well
and
when,
when
they
are,
it
makes
everything
well,
but
I,
I'm
not
going
to
Blind
myself
of
the
challenges
that
are
there
seventh
grade
is
seventh
grade
right
seventh
grade
is,
is
a
challenge,
but
we're
there
to
support
them
with
love
with
care
with
dedication,
and
especially
with
compassion.
E
A
Principal
Castillo
I
just
want
to
appreciate
when
I
got
to
do
my
school
visit
with
you
this
year,
middle
schools
have
been
heavily
impacted
by
the
pandemic
and
there
have
been
a
lot
of
behavior
issues
and
a
lot
of
things
that
were
brought
to
the
board
when
I
walked
into
Meadow
Park.
A
This
year
it
was
like
a
different
school
I
was
blown
away,
Walking
The
Halls,
seeing
the
work
that
you've
done
and
the
focus
on
student
learning
and
and
every
classroom
I
was
walking
into
so
I
I
know
you
came
in
with
a
heavy
lift
and
you
had
a
lot
of
work
that
you
had
to
do
to
get
there,
but
I'm
so
proud
of
the
work
that
you
and
your
staff
have
done
and
I'm
so
excited
to
be
in
a
learning
environment
like
that
to
see
that
those
challenges
well,
you
know
they're
not
overcome,
because
they're
constant
issues
that
have
to
be
worked
on
there
was
such
a
market
change.
P
A
AG
It's
nice
to
see
all
of
you
I
want
to
thank
you
for
making
time
tonight
to
have
a
department
report
from
Human
Resources
I
have
to
say
that
following
Aaron
and
Joanna,
it
just
gives
me
chills
listening
to
them.
Talk
about
the
classroom
and
the
wonderful
things
that
are
happening
in
schools,
and
so
it
is
a
little
difficult
to
follow
those
reports
with
operations.
But
here
we
go
so
first
of
all,
if
we
could
go
to
our
first
slide.
This
is
your
Human
Resources
team
here
to
serve
you
and
this
team.
AG
There's
a
quote
that
I
have
heard,
and
I
will
paraphrase
it
and
I
may
say
it
wrong.
But
the
quote
was
something
like
this:
the
mission
of
the
school
district
takes
place
in
the
classroom
and
everything
should
be
focused
on
the
classroom
for
teachers.
The
focus
should
be
on
quality
instruction
and
for
all
the
rest
of
us.
The
focus
should
be
on
supporting
the
classroom,
and
so
when
we
think
about
a
department.
That
really
is
what
we're
here
for
we
are
here
to
support
the
classroom
and
everything
that
we
do
is
designed
around
that.
AG
So
I'd
like
to
give
you
a
brief
update
of
our
work
so
far
this
year
and
some
of
the
things
we're
focusing
on
in
the
future
I'm
very,
very
proud
of
what
we've
done
with
recruiting
and
hiring
this
year.
Human
Resources
work
is
cyclical
and
it
never
stops.
So
we
the
minute
that
you
have
achieved
something
with
recruitment.
You
have
a
new
cycle,
beginning
and
you're
you're,
going
to
work
on
that,
but
I
just
want
to
highlight
something
that
again
goes
back
to
the
way
that
we
support
this
District
as
part
of
a
larger
team.
AG
A
year
ago,
our
principals
were
in
the
classroom
almost
every
day,
because
the
number
of
unfilled
positions
were
something
we
could
not
get
ahead
of,
and
so
one
of
the
things
that
I
want
to
highlight
for
this
year
is
just
in
the
line
of
recruitment.
What
we've
been
able
to
do
to
hire
sufficient
substitute
pools
for
licensed
staff?
We
have
around
900
and
for
classified
staffed,
approaching
500,
and
while
we
still
have
unfilled
vacancies,
we
have
better
patterns
than
I
have
seen
in
years
in
in
HR
accepting
the
year.
AG
We
were
remote,
of
course,
and
that's
because
of
the
work
that
we
did
to
hold
a
job
fair
in
December
and
the
recruiting
work
we've
done
and
the
work
we've
done
collaboratively
with
schools
and
other
departments,
and
that's
just
one
example
of
successful
recruitment.
Again,
ongoing
all
the
time
right
now,
our
focus
is
on
recruiting
for
the
year
coming.
I'm
very
also
excited
and
happy
about
what
we're
doing
there
with
early
hire
for
hard
to
fill
positions.
AG
One
more
thing,
I
want
to
say
about
Recruitment
and
hiring.
Is
we
have
a
labor
market
issue
and
it
is
bigger
than
Beaverton
and
it's
bigger
than
the
Portland
metro
area.
It's
Statewide
in
its
National
Art.
Our
teacher
education
programs
are
lagging
with
candidates
they're
all
experiencing
this,
but
the
reason
I
find
Hope
working
in
Beaverton
is
Beaverton
is
a
destination,
is
still
a
destination
district
for
our
education
candidates
and
for
our
our
non-education
employees
as
well
and
I'm,
not
complacent
about
that.
AG
We
recently
attended
the
Statewide
Oregon
professional
Educators,
fair,
and
that
fair
makes
it
very
clear
that
Beaverton
is
the
place
where
our
teachers
across
the
state
want
to
work.
So
we're
excited
about
that.
This
year,
we've
hired
over
1
200
hires,
and
we
don't
see
that
necessarily
slowing
down
in
the
year
to
come.
AG
Another
achievement
I
just
want
to
speak.
To
briefly,
is
just
it
has
been
part
of
our
vision
in
HR
that
we
would
do
more
work
that
is
proactive
to
support
our
leaders
with
staff
supervision
and
various
best
practices
associated
with
human
resource
processes.
AG
Just
to
help
all
of
our
leaders
feel
more
supported
in
the
work
that
they
do
with
our
employees
and
this
year
because
of
the
way
things
have
settled
and
stabilized
across
the
district,
and
because
of
our
full
team
being
hired
in
HR,
we've
been
able
to
provide
more
of
that
training
for
our
leaders,
some
of
that's
with
contractual
compliance.
Some
of
it
is
with
Staffing.
Some
of
it
is
with
how
to
work
successfully
with
staff
supervision.
AG
Also
I
want
to
just
highlight
systems
and
collaboration.
This
is
not
a
part
that
I
put
in
the
written
report,
but
it's
not
insignificant
we're
in
a
new
building,
it's
a
beautiful
space
and
it's
a
well-designed
space
and
the
design
and
architecture
of
this
building
and
the
placement
of
our
departments.
AG
We've
also,
as
you
are
well
aware,
experienced
a
a
fairly
long,
a
fairly
long
privilege
that
Becky
got
to
join
us
with
with
negotiations
that
took
a
lot
longer
than
they
normally
do.
But
we
achieved
agreement
on
three
contracts,
and
then
this
year
it's
been
the
work
of
implementing
those
contracts
and
creating
some
significant
and
substantial
new
systems,
for
example,
a
sick
leave
donation
process
for
our
osca
and
Bea
members,
an
internal
job,
Expo
job
fair.
That
will
be
standing
up
this
spring
for
the
first
time.
AG
AG
I
also
just
will
mention
that
another
achievement
is
just
our
ongoing
commitment
to
a
collaborative
problem-solving
relationship
with
our
labor
Partners
Beaverton
has
a
long
history
of
working
very
collaboratively
with
Bea
and
osca,
and
this
year
we
have
enjoyed
being
in
person.
It's
been
a
bit
of
a
strain
on
the
relationship
that
some
of
our
our
connections
and
communication
have
had
to
be
so
often
remote,
and
so
we're
committed
to
that
ongoing
work
with
them
and
what
that
means
in
HR
is.
AG
It
means
that
occasionally
we're
doing
mid,
midterm
negotiations
for
demands
to
bargain
or
completing
memoranda,
event
understanding
or
were
finding
resolution
for
grievances
that
come
forward.
There's
a
lot
of
different
work.
We
do
in
order
to
productively
address
concerns
and
support
for
our
employees.
AG
Let's
look
at
where
we're
going
or
where
we're
looking
to
in
the
future.
I
had
trouble
thinking
about
the
future,
because
most
of
these
we're
working
on
now,
but
they're
also
Forward
Thinking.
So,
as
you
know,
with
all
of
the
work
we've
been
doing
with
the
budget
and
trying
to
right
size
our
spending
and
be
responsible
about
Grant
funds
that
are
going
to
be
disappearing
next
year,
we
do
have
some
challenges
moving
into
our
district
rights
Staffing.
AG
But
it
is
our
joy
in
HR
to
I,
know
I
sound,
like
Pollyanna
when
I
say
that,
but
it
is,
it
is
something
we
enjoy
so
serving
our
leaders
and
helping
them
with
the
complexity
of
making
it
all
work
together
with
allocations
and
licensure
and
the
humans
that
are
represented
by
that
Staffing
and
making
it
work
again
for
the
classroom
and
for
students,
and
so
we
are
in
the
midst
of
that
right
now,
that's
probably
between
Staffing
and
the
hiring
season.
AG
We
also
have
made
some
some
progress
with
Recruitment
and
Retention
of
high
quality
staff,
particularly
staff,
that
more
perfectly
would
mirror
a
diverse
Community,
but
we
are
not
complacent
about
where
we
are
with
that,
and
we
look
forward
to
with
this
work
with
the
Strategic
plan
really
aligning
the
action
plans.
We
have
in
HR
to
really
redouble
our
efforts
to
close
some
of
those
gaps
and
and
continue
to
make
progress
in
that
area.
AG
The
interdepartmental
collaboration
that
I
spoke
to
is
just
the
beginning,
we're
working
together
with
our
colleagues
in
other
departments
to
continue
to
refine
systems
and
update
systems
to
serve
the
district
better
and
then
one
piece
I
just
would
like
to
mention
is
like
other
departments
and
like
the
organization
as
a
whole.
The
human
resources
department
has
seen
quite
a
bit
of
turnover
in
the
last
three
years.
AG
Right
now,
with
our
executive
admins,
two
out
of
the
four
are
new
this
year
in
their
first
year
and
as
I
mentioned
in
the
written
report
that
onboarding
of
new
team
members
is
such
an
opportunity
to
take
stock
of
our
processes
and
our
culture
and
how
we
do
things
and
the
service
we
give
and
refine
those
things
and
question
them
and
build
something
better.
So
onboarding,
our
new
team
and
gelling
as
a
team
in
service
to
the
district,
is
also
a
very
important
future
Endeavor
present
and
future
Endeavor
for
us,
so
Shelly.
AG
Those
links
on
the
side
are
for
the
interview.
Stream
is
one
of
one
of
the
improvements
we've
made
this
year
to
our
process,
where
our
hiring
managers
can
access
video
interviews
from
from
candidates
who
want
to
work
for
them
and
it
helps
them
with
screening
and
what
I
love
about?
Why
I
put
those
links?
If
you
do
go
to
the
third
link
Shelley,
we
have
our
own
students
asking
the
interview,
questions.
It's
quick!
So,
hopefully
you
or
maybe
not.
C
AG
A
I
think
we
got
time
for
a
few
questions
here.
I
see
Becky
anybody
else
here,
Quran.
AC
AD
Two
questions
Susan.
Thank
you.
So
much
for
the
presentation,
I
did
learn
a
lot
more
about
HR
in
my
year
of
and
I
makes
me
even
more
appreciate
what
a
delicate
balance
it
is
with
that
we
have
with
our
staff
and
how
that
needs
to
be
a
really
strong
collaboration,
and
how
important
communication
is.
AD
My
question
to
you
is
as
an
HR
team,
we
are
seeing
more
and
more
specific
kinds
of
hires
that
we
have
to
in
our
buildings,
as
well
as
at
the
at
the
district
level
that
they
have
to
have
a
real
certain
set
of
skill
sets
and
expertise,
whether
it
be
CTE
or
or
some
of
our
Arts
programs.
What
very
specific
skill
sets.
How
does
HR
help
our
building
leaders
in
in
that
they
can
make
these
hires
in
in
the
right
way,
knowing
that
they
have
the
right
expertise
for
our
students.
AG
Thank
you
for
the
question,
so
one
of
the
ways
that
we're
helping
with
those
very
specific
and
kind
of
narrow
skill
sets
is
just
expanding
the
channels
that
we
use
for
Recruitment
and
a
recruitment
model
that
we've
used
for
a
long
time,
I'm
going
to
liken
it
to
fishing.
AD
And
my
second
question
is,
we
know
over
and
over
and
over
again
how
difficult
the
last
few
years
have
been.
Teaching
has
always
been
one
of
the
most
difficult
callings
there
has
been
in
in
our
society
and
and
obviously
it's
even
much
harder
now
so
I
see
all
these
great
tools
that
we
have
for
recruitment.
AD
Is
there
a
lot
of
thought
that
the
HR
department
has
put
in
in
retention,
because
that's
and
we've
always
really
had
good
retention
here
in
the
Beaverton
School
District?
We
try
to
pay
good
wages
and
have
other
living
things
that
we
bring
folks
into,
but
as
the
HR
team
talked
about,
how
we
do
the
job
of
keeping
and
retaining
the
talent
that
we
have.
AG
Thank
you,
a
very
good
question
and
while
recruitment
is
flashy
and
sparkly
retention
is
so
much
more
important.
It's
it's
very
important
for
us
to
have
the
conditions
here
that
retain
the
staff,
we're
trying
to
retain
and
attract,
and
so
that's
multifaceted
in
HR.
There
are
things
we
can
do
to
support
through
onboarding,
ongoing
onboarding
support
and
also
check-ins
with
our
new
staff
and
different
ways
of
differentiating
support
for
specific
and
group
hires.
But
I
will
say
that
the
work
for
retention
is
larger
than
that.
AG
And
while
it's
true
that
teaching
is
a
very
difficult
profession,
it
I
can't
think
of
a
more
meaningful
one,
and
so
I'm
really
happy
of
the
the
work
that
we're
doing
together,
because
that
will
impact
retention.
As
we
become
the
school
district
that
feels
rewarding
and
fulfilling
to
the
candidates
who
are
trying
to
seek,
then
they
will,
they
will
stay
with
us.
I
hope
that
makes
sense
not
passing
the
buck.
It's
all
of
us,
yeah.
AC
AE
I
had
the
retention
question
as
well,
and
I
was
thinking
about,
like
mentoring
in
the
different.
You
know
they
have
your
B
pack
and
yeah
be
back.
AE
Have
available
and
I
know,
superintendent
Valdez
has
been
coming
to
those
to
to
see
the
staff
as
well
and
I.
Think
those
help
and
I
would
love
to
see
us
increase
the
number
of
bilingual
bicultural
mentors
that
we
have,
as
we
increase
the
number
of
bilingual
bicultural
staff.
AE
Trying
to
hire
folks
and
I
have
seen
the
amazing
work
that
Alfonso
is
doing
and
in
trying
to
remove
barriers
for
folks
as
they're
applying
absolutely
that's
also
another
piece
of
not
just
in
how
we're
getting
more
folks
in,
but
also
like
as
a
retention,
removing
those
barriers
for
staff
as
we're
bringing
them
in
not
less
than
the
quality
of
Staff,
but
just
removing
barriers
in
our
systems.
I
think
is
awesome.
Thank
you.
Yeah
correct.
AC
AC
B
Uganda,
thank
you
for
a
presentation,
and
this
is
just
a
curiosity
question.
How
are
you,
how
is
the
HR
assassin
diverse
pool
of
candidates
when
you're
feeling
positions?
How
do
we
assess
assistance.
B
AG
Okay,
so
our
hiring
process
is
12
months
a
year
for
our
classified
in
our
admin,
but
it's
pretty
concentrated
in
the
summer
for
licensed
for
our
teacher
staff
and
that's
because
of
the
the
school
year.
So
it's
an
incredible
volume
of
hires
at
a
short
window,
a
relatively
short
window
of
time.
So
consequently,
HR
supports
our
hiring
managers
and
equips
them
with
guidance
and
support
so
that
they
are
the
ones
that
are
undergoing
the
interviews,
the
screening,
the
interviews
and
the
and
the
requests
to
hire
candidates.
AG
So
our
current
system,
applicant
tracking,
it
is
it's
electronic,
but
it's
basically
screening
for
lack
of
a
better
word,
almost
like
paper
applications.
But
it's
just
on
a
computer
and
then
now,
when
we're
bringing
in
video
interviews,
it
helps
a
little
bit
more
with
quick
screening
to
know
who
you
want
to
interview
and
then
once
those
hiring
managers
have
selected
and
done
like
a
paper
screening
to
see
who
qualifies,
then
they
interview
and
then
check
references
very
important
and
then
requests
to
hire
in
HR.
AG
So
our
main
role
in
HR
is
a
supportive
role
to
support
them
with
good
hiring
practices
and
help
them
to
have
the
candidates
pools,
that
they
need
and
then
complete
the
process
of
the
hire
based
on
their
recommendation.
I
hope
that
helps.
Y
AE
AG
A
All
right
next
up,
we
have
Mike
Schofield
with
our
financial
update.
AH
Good
evening
school
board,
thank
you
for
the
chance
to
talk
a
little
bit
about
finances.
I'll,
try
to
be
brief
and
to
the
point,
I've
got
a
couple
things
I'd
like
to
cover
tonight.
First
is
our
financial
forecast.
This
is
the
big
one
that
we
make
prior
to
putting
our
numbers
in
for
next
year's
budget.
So
it's
an
important
one.
AH
This
month
we
also
get
a
ton
of
feedback
this
time
of
year
from
Oregon
Department
of
Education
for
things
like
high
cost
disability
funding
that
we
apply
for
each
year
for
adjustments
to
the
state
school
fund.
We
start
getting
little
Peaks
and
glimpses
at
what
might
be.
We
won't
get
those
adjustments
until
May
15th,
but
we
start
to
ask
good
questions
and
kind
of
get
ode
on
the
hook
with
where
they
think
we're
headed.
So
these
are
pretty
good
numbers.
AH
If
you
look
at
the
forecast,
you'll
see
that,
on
the
revenue
side,
we've
increased
our
revenues
primarily
in
two
spots.
The
first
spot
is
our
interest
earnings.
That's
up
well,
above
not
only
what
we
budget
about
what
we
had
projected
earlier
due
to
the
rising
rate
environment.
So
that's
been
good
for
our
general
fund
and
that
will
help
us
again
next
year.
AH
You
can
see
that
Improvement
adds
to
our
ending
fund
balance
this
year,
which
becomes
our
beginning
fund
balance
for
next
year
and
puts
us
in
a
pretty
strong
position
moving
into
next
year,
at
least
from
a
fund
balance
perspective
as
Dr
Bob
there
has
mentioned,
9.9
doesn't
help
us.
That's
not
a
sustainable
State,
School
fund
level
for
us,
but
but
this
will
help
to
have
those
reserves
in
place
as
we
go
into
the
next
biennium.
AE
Just
wanted
to
know,
like
the
difference
between
what
made
sense
to
me,
was
the
difference
between
a
9.9
funding
and
a
10.3
funding
is
like
10
school
days.
Right,
like
that's
huge
like
it
helped
me
understand
that
this
is
a
big
gap
that
we're
trying
to
kind
of
figure
out.
What
to
do.
We
want
to
keep
our
teachers
we
want
to
keep
all
of
our
social
workers,
all
of
our
health
people
like
we
want
to
keep
what
we
want,
what
we're
doing.
AE
Currently,
yes,
our
current
service
model,
but
that
difference
between
a
9.9
and
10.3
is
10
school
days
or
136
teachers
correct,
and
so
that's
the
scary
part
for
us
and
the
reason
we're
going
to
Salem
to
Advocate
is
because
that's
a
huge
impact
on
our
schools
and
part
of
that.
Understanding,
for
me
was
also
that
when
the
state
says
we're
going
to
give
you
9.9
that
should
be
enough
is
that
the
people
that
are
doing
those
numbers
are
not
school
people
right
and
so
they're,
just
like
Financial
people
that
to
them
like?
AE
AE
AH
AE
And
at
the
same
time,
why
we're
having
to
look
at
cutting
something
and
I
know
that
Dr
Valdez
has
started
like
changing
and
making
those
impacts
at
the
district
level
like
here
in
this
building,
and
it
impacts
people's
lives
and
livelihood?
We
know
that,
and
people
will
have
jobs.
It
might
not
be
the
ones
they
currently
have,
but
we're
still
trying
to
adjust
like
how
do
we?
What
what
can
we
do
if
they
go
9.9
and
and
so
just
voicing
that
for
our
community
to
understand
as
well,
I.
C
E
But
Karen
is
saying:
I
mean
the
impact
is
also
just
kind
of
you
know,
kind
of
steamrolling
out
there,
because
you
have
did
the
two
and
a
half
years
of
covid,
and
then
you
add
to
it
that
we're
looking
at
not
the
state
is
looking
at
not
funding
us
at
the
level
that
would
be
appropriate
for
our
students
and
the
fact
that
Oregon
as
a
state
is
below
you
know
every
other,
just
about
any
other
state
in
the
nation.
E
In
terms
of
funding
schools,
you
know
I,
you
know
I
feel
as
going
off
a
cliff,
because
you
know
our
state
doesn't
fund
at
the
level.
They
should
so
I'm
just
kind
of
piggybacking
off
of
you
car
and
totally
agreeing
with
it
and
wanting
to
cry.
AH
You'll
yeah
you'll
hear
from
me
in
a
couple
of
weeks
where
we
talk
about
kind
of
the
uncertainties
moving
forward,
but
one
of
the
key
concerns
I
have
is
just
politically
the
the
student
investment
account
and
the
and
the
dollars
that
were
generated
from
that
have
been
great
and
we've
been
trying
to
Target
them
and
use
them
as
best
we
can
to
meet
the
needs
of
our
kids.
AH
However,
at
the
same
time,
if,
if
they're
not
gonna,
if
the
legislature
is
refusing
to
fund
our
core
operations,
that's
our
bigger
budget,
that's
the
big
piece
right
like,
and
if
we
can't
fund
the
core,
how
can
we
possibly
provide
the
supports
kids
need
and
my
my
fear,
long-term
long
after
I'm
out
of
the
business
will
be
what
is
the
Sia
in
10
years?
What
does
that
look
like?
Is
it
even
you
know
it?
AH
Is
it
measured
and
valued
anymore
because,
as
we
continue
to
eat
at
the
core
of
our
general
fund
budgeting
it
it
takes
a
toll
on
all
our
other
resources
and
it'll
get
districts
start
saying?
Well,
we've
got
to
fund
the
core
operations,
so
we
start
getting
distracted
from
the
original
intent
of
the
essay.
So
that's
certainly.
A
A
concern
yeah
and
I
agree
with
that.
Mike
I
think
one
of
the
concerns
with
the
Sia
was
that
it
didn't
hold
them
to
a
specific
service
level
of
funding,
so
it
could
be
used
in
lieu
of
some
of
the
core
funding
which,
if
they
bring
us
below
our
current
service
level,
is
exactly
what
is
happening.
Yep.
Y
AE
And
I
guess
another
learning
that
I
had
to
in
this
process
as
a
community
member
is
around
the
funding
for
special
education
services
so
that
there
are
certain
laws
that
require
us
to
to
fund
to
do
certain
supports
for
our
students
who
experience
who
have
special
needs,
and
we
want
to
obviously
do
those
supports,
but
there
are
many
laws
that
are
not
funded
so,
whether
it's
a
one-on-one
Aid
or
whether
it's
what
we
would
logically
say.
AE
Of
course
we
want
to
give
them
a
118,
but
those
things
aren't
funded
so
that
money
has
to
come
from
somewhere.
It's
not
the
student's
fault.
The
student
has
that
right:
it's
not
the
teacher's
fault.
It's
not
like
necessarily
A
Fault
thing,
it's
more
of
like.
Where
do
we
find
that
money
and
I
know
that
you've
helped
us
keep
a
reserve?
AE
So
it's
great
that
we're
diversifying
it's
great
that
we're
providing
Pathways.
It's
great
that
we're
you
know
providing.
We
want
to
pay
certain
people
more,
but
they
don't
always
put
money
behind
it.
So
then
we
have
the
same
bucket
of
finances.
To
try
to
do
all
these
amazing
things
that
we're
trying
to
do
exactly.
P
Exactly
over
the
last
10
years
to
that
point
is
we've
had
a
lot
of
unfunded
mandates.
They
come
through
the
pipe
and
making
sure
that
every
mandate
that
comes
from
Salem
is
funded
to
some
extent
because
it
does
stretch
our
again.
We
have
one
dollar
to
spend
it's
how
we
spend
that
dollar.
Is
it's
getting
harder
and
harder,
because
these
are
again
to
your
point
as
well,
chair
Colette?
Is
we
get
a
customs
or
to
a
certain
service
level,
but
we
can't
afford
it.
How
do
we?
P
How
do
we
figure
out
what
what
to
prioritize
I
think
that's
the
struggle
again.
This
is
just
not
a
an
Oregon
issue.
This
is
a
national
issue.
You
know
our
friends
up
north
in
Seattle
they're,
looking
at
11
general
fund
reduction
this
year,
11
general
fund
reduction
this
year
and
they're
not
a
whole
lot
bigger
than
us.
So
again,
this
is
just
a
a
regional
issue.
This
is
a
national
issue,
but
again
going
back
to
pressing
Salem
to
our
current
funding
level.
P
P
We
use
a
lot
of
acronyms
so,
and
that
was
the
start,
and
it's
just
been
this
ongoing
roller
coaster
of
reductions
and
until
we
fix
this
and
I
don't
know
if
I'm
gonna
see
it
in
my
lifetime,
but
we're
going
to
continue,
but
we're
not
going
to
stop
advocating
I
know
you
won't
either.
So
it's
a
continual
advocacy
for
our
current
service
level.
So.
AH
So
if
you
would
look
at
your
in
your
portfolio
summary
page
I
want
to
go
over
just
a
few
terms.
I
know
that
we've
got
some
banks
that
have
been
the
news
recently
and
reasons
for
that
and
and
some
of
those
Banks
struggled
where
they've
bought
some
longer
term
safe
Investments,
like
treasuries
and
and
same
kind
of
Investments.
AH
We
have
but
got
themselves
in
a
position
where
they
needed
to
sell
those
treasuries
to
meet
customer
deposit
demands
and
to
do
that
when
the
interest
rates
are
rising,
isn't
a
very
good
position
to
be
in
because
those
short-term
notes
aren't
worth
near
as
much
in
a
higher
rate
environment
and
it
it
can
kind
of
steamroll
for
folks.
AH
But
I
do
want
to
draw
your
attention
to
the
report
just
to
talk
about
some
of
the
terms
that
we
have
and
you
can
see
the
Investments
we
have
when
you
look
at
the
first
section
next
to
the
Investments.
It
talks
about
par
value,
and
you
see
those
are
nice
round
numbers
pars,
pars
kind
of
short
for
parity.
In
other
words,
all
all
bonds
are
denominated
in
similar
amounts
of
hundreds
or
a
hundred.
Thousands
or
thousand
dollar
notes,
but
par,
is
what
what
we
will
receive
as
a
school
district.
AH
As
you
see
it
listed
Here
If,
We
Hold,
those
in
those
Investments
until
maturity
so
and
we
plan
to
do
that
right.
So
we
build,
we
build
a
spending
plan
every
year
and
especially
with
our
bond
funds,
we
have
a
capital
investment
spending
plan,
and
so
what
we
do
is
we
take
those
reserves
and
we
and
we
ladder
them
so
that
we
we
invest
those
funds
and
then
we
get
them
out
as
we
need
them.
AH
So
our
intent
and
plan
is
to
hold
all
of
our
investments
to
maturity
and
that's
the
value
you
see
under
the
section
listed
as
par.
If
you
look
next,
you
see
market
value
and
market
value.
What
we're
essentially
doing
here
on
a
monthly
basis,
is
marking
our
investments
to
Market
and
saying
if
we
had
to
sell
all
of
our
investments
as
of
March
31st.
That
is
the
amount
of
money
we
would
have.
By
doing
so,
we
have
no
intent
of
doing
that.
AH
We
will
keep
ours
till
maturity,
so
the
the
number
to
the
call
on
the
left.
That's
more
meaningful
for
us,
but
we
do
Market
every
to
Market
every
month
so
that
we
kind
of
know
where
we
are
in
terms
of
a
month-to-month
basis,
the
next
section
over
there.
The
next
column
is
Book
value.
Book
value
is
what
we
purchase
those
Investments
for
so
that
when
we
buy
it,
we
book
it
at
that
investment
value.
AH
So
just
a
little
technical
glimpse
into.
What's
going
on
on
your
on
your
read
as
you
look
at
these,
as
you
mentioned
director
Simpson,
we
kind
of
chatted
on
email
about
that,
just
to
remind
folks
of
how
this
works
and
what
you're
looking
at.
When
you
look
at
these
Investments,
if
you
look
at
just
the
total
earnings
at
the
bottom
of
that,
first
page
you'll
see
that
our
effective
rate
of
return
has
gone
up.
It's
it's
over.
Two
percent
over
the
three
month
period
you
look
over
the
longer
term.
AH
It
drops
to
a
lower
number
and
that's
again
because
the
interest
rate
environment
has
changed
significantly
from
where
we
were.
It
was
a
good
thing
last
summer
when
we
sold
bonds
because
it
helped
our
taxpayers
to
have
to
pay
a
a
little
less
on
the
debt.
Now,
on
the
other
side,
we
got
a
rising
in
straight
environment.
AH
It's
a
good
thing
on
the
investment
side,
we're
able
to
invest
those
funds
and
keep
those
proceeds
with
again
the
spots
that
they're
necessary,
whether
it's
general
fund,
whether
it's
Capital,
Construction
bonds,
but
again
just
a
quick
review
of
the
portfolio
summaries
that
make
sense
to
folks.
So,
as
you
read
you
kind
of
know
where
we
are
and
what's
going
on
on
any
given
month
as
we
share
this
report
with
you
all
right.
A
AF
A
A
P
Thank
the
board
for
for
the
study
session.
We
had
prior
to
the
board
meeting
where
the
board
was
able
to
review
the
the
plan
boring
death,
but
I'm,
going
to
turn
it
over
to
our
chief
of
staff,
Carrie
Delph,
to
provide
another
quick
overview
and
two
to
ensure
that
the
our
radio
audience
that
actually
our
live
audience
also
has
a
has
a
as
an
understanding
of
where
we're
at.
S
Yes,
thank
you
very
much,
so
the
board
had
a
little
deeper
discussion
of
this
in
the
work
session
before
this
meeting,
and
this
won't
be
the
last
time
this
comes
to
the
board.
This
tonight
is
the
board's
first
look
at
the
pieces
that
have
been
put
together
of
the
district's
draft
draft
strategic
plan.
This
will
be
coming
before
the
board
for
approval
on
May
22nd.
S
For
tonight.
This
is
an
overview
of
the
work
that
has
come
together
in
a
extensive
Community
process,
with
engaging
thousands
of
members
of
our
community
and
working
to
co-construct
elements
of
the
district
strategic
plan,
which
will
which
will
help
to
guide
the
district's
Focus
work
budget
to
help
ensure
that
we
are
pulling
together
to
best
support
all
of
our
students
in
the
years
ahead.
S
So,
looking
at
a
few
different
pieces
of
this
plan
that
have
been
put
together,
one
of
these
pieces
is
is
our
promise
or,
however,
that
is
phrased
our
commitment,
our
goal,
the
District
promises
to
to
continually
strive
to
ensure
that
this
is
true
for
our
students.
This
is
a
statement
that
was
created
by
a
large
core
planning
team
of
stakeholders,
including
many
students,
parents,
staff
and
community
members
group
of
about
80
people.
This
was
one
of
the
pieces
that
that
group
worked
on.
S
They
came
up
with
several
different
possibilities
for
a
a
statement
that
that
helped
to
boil
down
the
core
intention
of
this
plan,
and
then
we
put
out
I,
believe
seven
possibilities
to
our
community,
asked
our
students
and
and
families
and
community
members,
as
well
as
our
our
staff
team,
to
weigh
in
on
what
felt
like
the
best
resonance
for
our
community
and
and
for
this
plan.
We
heard
back
from
more
than
five
thousand
people
and
out
of
those
seven
statements,
one
of
them
really
stood
out
from
the
rest.
S
Every
every
possibility
had
some
support,
but
one
that
was
nearly
nearly
2
twice.
The
support
of
the
next
runner-up
was
this
statement
belong.
Believe
achieve
you
see
on
the
slide,
there's
a
little
more
explanation,
a
little
bit
of
unpacking
about
what
we
mean
by
that,
but
that
core
statement
or
or
promise
statement
is,
is
what
our
community
told
us
resonated
with
them
for
what
they
want
to
see
us
be
striving
for
and
what
we
they
want
to
see
us
promising
to
to
be
working
towards.
With
this
plan.
S
S
Why
we're
here
and
we
started
by
talking
to
more
than
a
hundred
students
from
the
elementary
through
High
School
level,
actually,
fourth
graders
through
12th
12th
grade
Plus
in
focus
groups
and
hearing
what
they
felt
was
working
well,
what
needed
to
be
improved,
what
their
experience
was
in
schools
and
from
that
input
again
that
core
Planning
Group
that
Community
stakeholder
group
worked
to
to
to
pull
out
some
themes
of
what
that
what
they
heard
from
students
and
the
end
result
of
that
was
this
vision
statement
that
in
Beaverton
School
District,
we
envision
all
of
our
students
being
able
to
say
I,
belong
and
I
matter,
I
believe
in
myself
and
my
community
Believes
In
Me
I'm
an
informed
and
engaged
member
of
my
community
I'm
challenged,
supported
and
successful
in
my
learning.
S
I
feel
connected
to
my
learning,
to
my
peers
and
to
the
adults
in
my
school
and
I,
see
a
future
I
want
and
I
know
how
to
achieve
it.
Those
are
themes
that
came
out
of
directly
of
what
our
students
said
to
us
about
what
was
important
to
them.
Those
were
the
the
elements
that
Rose
to
the
top
from
that
with
this
community
group
and
it's
the
core
of
what
we
want
to
be
working
towards.
S
The
draft
mission
for
this
plan
was
developed
based
on
board
members
input
again
responding
to
the
community
voice
and
student
voice.
That
had
been
heard.
This
is
a
draft
statement.
The
board
provided
some
input
on
that
earlier
this
evening
and
maybe
some
adjustments,
but
in
that
before
we
move
forward,
but
the,
but
the
core
of
this
mission
is
aimed
to
reflect
what
was
heard
from
board
members
about
was
what
was
important
to
you
and
so
we're
having
a
second
iteration
of
that,
and
that
draft
mission
is
Beaverton.
S
School
District
promotes
a
deep
sense
of
belonging,
while
challenging,
supporting
and
inspiring
all
students
to
explore
their
passions,
achieve
their
goals
and
graduate
ready
to
thrive
in
college
careers
in
life,
and
another
underlying
piece
of
this
are
values
were
identified
through
this
process.
I
won't
read
through
all
the
details
of
these,
but
they
they
Center
on
three
areas:
academic,
Excellence
belonging
and
dignity
and
Community
connections.
S
So
coming
to
the
the
meat
of
what
we're
looking
to
focus
on
as
we
move
forward
with
a
strategic
plan,
we
have
identified
four
different
goal:
areas
and
outcomes
for
each
of
those
goals.
We
also
have
groups
that
have
worked
to
develop
strategies
that
would
support
reaching
those
goals
in
what
would
be
most
impactful
to
help
ensure
that
we're
supporting
success
for
our
students.
What
you
see
here
are
some
higher
level
action
areas,
and
then
we
have
more
detailed
strategies
and
action
plans
that
will
be
developed
from
this.
This
slide
is
really
A
visual
representation.
S
It's
not
meant
to
be
able
to
be
read,
but
this
is
in
in
larger
font
in
the
board
packet
online,
but
the
four
goal
areas
are
are
that
we
want
our
students
to
be
safe
and
thriving.
That's
really
around
social,
emotional
learning
and
well-being.
S
We
have
the
area
of
foundations
for
Success,
which
is
about
our
youngest
Learners
pre-k.
Through
third
grade.
S
We
have
an
area
of
progress
on
standards
which
is
more
focused
on
the
Intermediate
Middle
grades,
and
then
we
have
our
focus
on
College
and
Career
ready,
and
that
is
more
about.
S
Our
older
students
are
particularly
our
high
school
students
in
each
of
those
areas
that
we
have
teams
have
identified
desired
outcomes
in
each
of
these
areas,
and
that
is
what
we
want
to
achieve
and
what
we
want
to
measure
to
be
able
to
show
the
board
in
our
community
how
we're
progressing
towards
achieving
the
the
goals
of
this
plan,
and
then,
underneath
that
you
see
there,
there
are
some
high-level
action
areas
that
we
will
focus
on.
That
is
not
the
that
is
not
complete.
S
There
will
be
additional
strategies
that
are
more
detailed
than
these,
as
well
as
some
that
maybe
don't
fit
entirely
underneath
each
of
these
actions,
but
this
gives
you
a
flavor
and
a
direction
of
some
of
the
areas
that
we
need
to
be
working
on
to
achieve
the
goals
for
our
students,
and
then
we've
talked
about
four
different
areas
that
are
about
student
student
learning
and
achievement
and
and
supporting
student
well-being.
S
We
also
have
these
four
Foundation
areas
that
that
both
contribute
to
teaching
and
learning,
but
also
to
the
other
support
areas
that
are
needed
to
have
a
a
whole,
healthy
and
supportive
school
system
to
to
help
to
ensure
that
the
success
of
every
learner
and
those
four
foundational
areas
are
engaging
and
effective
teaching
and
learning
systems,
authentic
engagement
with
students,
families
and
community
facilities
and
programs
for
world-class
learning
and
effective
systems
and
structures
for
Student,
Success
and
underlying
all
of
these
areas.
S
We
don't
believe
this
is
a
separate
column
or
a
separate
Foundation
that
can
be
pulled
out
and
unrelated
to
other
areas.
Underlying
this
entire
plan
is
a
focus
on
Equity,
engagement
and
Excellence.
That
needs
to
be
threaded
throughout
all
the
work
that
we
do
and
all
the
all
the
focus
of
this
plan
so
to
come
to
these
these
Focus
areas
and
the
Strategic
plan.
This
is
not
something
that
was
done
in
isolation.
This
was
not
solely
a
small
group
of
people
who
came
together
and
made
a
plan.
S
This
really
started
with
reaching
out
to
our
students
and
then
reaching
out
to
our
community
we've
heard
from
hundreds
of
students
and
then
also
hundreds
and
thousands
of
our
families,
our
staff
members
weighing
in
on
their
values,
their
experiences
and
their
priorities
for
our
schools.
What
they
want
to
see
are
schools
be
and
do
for
our
students,
so
in
total
we
actually
had
more
than
nearly
8
000
participations
in
in
this
process.
S
7
866
total
participants,
many
of
those
in
online
surveys
in
person
and
online
focus
groups,
and
we
also
had
more
than
200
community
members,
including
staff
students,
families
who
participated
in
in
committees
who
who
met
multiple
times
and
gave
a
great
deal
of
their
time,
an
effort
to
support
us
in
this
work.
This
has
really
been
a
community
engaged
process
and
hopefully,
really
aligns
with
what
our
community
wants
to
see
for
our
schools.
Really.
S
Y
AE
Wanted
to
say
thank
you
for
the
presentation
we
had
earlier
today,
because
I
think
we
we
were
able
to
ask
most
of
our
questions
or
I
was
able
to
ask
my
questions
in
and
I
I
felt
pretty
proud
that
during
our
vision
statement,
those
are
words
that
our
students
brought
forth
as
what
they
wanted
to
see
in
our
district,
so
that
we
are
using
our
student
voice
and
trying
to
hold.
You
know
them
at
the
center
of
this
work.
That
is
a
strategic
plan
for
them
and
I.
AE
B
Thanks
Terry
I,
don't
have
any
questions.
I
just
want
to
say
thank
you
for
the
work
you
have
done
and
I'm
so
impressed
that
we
didn't
do
this
work
in
isolation.
This
is
a
very
important
work.
A
very
important
process
and
I'm
glad
that
we
were
able
to
include
our
student
voice
is
not
cognitive
voices
in
this
process.
So
thank
you
very
much
and
to
all
the
team.
Thank
you.
A
AI
D
AI
There
we
go:
that's
the
one,
so
the
instructional
time
requirement
is
that
92
percent
of
students
in
the
district
are
to
be
scheduled
and
actually
receive
the
required
instructional
time
at
each
grade
level
and
80
of
students
in
each
School.
We
are
not
in
compliance
with
that
without
board
action,
83
percent
of
our
students
meet
the
instructional
time
requirement
for
the
state
and
fewer
than
80
percent
of
students
in
six
of
our
schools,
which
are
high
schools.
Are
options.
Don't
meet
that
instructional
time
requirement
next
slide.
AI
Please
so
scheduled
instructional
hours
and
delivered
instructional
hours.
Where
we're
not
meeting
the
state
requirements
which
are
in
the
right
hand,
column
are
in
red
and,
as
I
mentioned,
it's
at
the
high
school
and
the
options
level
at
grades
9
through
12.,
so
grades
9
through
11
990
hours,
is
the
state's
instructional
time
requirement
and
it's
966
six
for
seniors.
So
the
recognition
by
the
state
that
seniors
should
be
able
to
get
out
a
couple
days
four
days
earlier
than
the
rest
of
the
grades
to
accommodate
graduation
requirements.
AI
So
why
aren't
we
meeting
next
slide,
please
in
Beaverton
for
the
last
couple
years?
The
last
day
for
seniors
has
been
eight
days
earlier
than
for
grades,
nine
through
eleven
we're
moving
in
the
right
direction
next
year
and
Beyond,
where
seniors
will
be
released
five
days
early
for
graduation
so
three
days.
Additional
instruction
for
seniors
equates
to
about
18
hours
of
additional
instruction
options,
transportation
and
schedule.
AI
You
well
know
that
the
options
schools
start
earlier
and
end
earlier
they're
about
15
minutes
shorter
than
the
comprehensive
high
schools
that
translates
to
44
hours
of
instruction
15
minutes
a
day
translates
into
44
hours
of
instruction
high
school
schedules
in
passing
time.
There's
actually
a
difference
between
our
comprehensive
high
schools
with
the
longest
amount
of
instructional
time,
in
other
words,
the
shortest
passing
periods
and
the
shortest
amount
of
instructional
time.
The
longest
passing
periods.
Difference
is
nine
minutes
a
day
that
doesn't
sound
like
much.
AI
That
also
adds
up
to
a
significant
number
of
hours
that
students
are
since
they're,
not
there
a
full
day,
they're,
not
there
for
the
instructional
time,
then
there
are
things
that
we
don't
do
to
ourselves
like
weather
closures
or
facility
failures
or
Public
Safety
evacuations
of
buildings.
Those
things
can't
be
counted
as
an
instructional
time,
they're
not
scheduled,
but
they
do
reduce
the
time
available
to
students.
So
that's
how
we
ended
up
with
the
situation
on
the
last
slide.
AI
The
second
issue
is,
we
can
schedule
students
to
meet
the
instructional
time
requirements,
but
students
and
their
families
make
choices
on
whether
they're
going
to
be
in
school
for
all
of
the
available
instructional
time.
AI
So
those
two
factors
put
us
in
a
place
where
we're
not
in
compliance
and
now
you're
going
to
fix
it
for
us.
So
next
slide,
please.
The
first
thing
you
can
do
that's
allowed
under
division.
22
is
to
count
up
to
30
hours
of
Staff
professional
development
as
instructional
time.
We
have
27.75
hours
available
this
year
and
we
need
every
minute
of
it
to
be
in
compliance.
There
are
other
things
that
districts
routinely
count
as
instructional
time.
AI
We
do
not
count
recess
or
parent-teacher
conferences,
because
we
don't
have
an
issue
with
instructional
time
at
our
elementary
and
middle
schools.
It's
just
at
the
high
school
and
options
level,
so
that
would
be
one
thing
to
get
us
in
compliance
next
slide,
please.
The
other
is
to
after
the
public
hearing
that
we
had
today
to
for
the
board
to
exempt
students
from
instructional
time
requirements,
whether
they
need
it
or
not,
if
they're
seniors
that
are
on
track
to
graduate
or
any
student
in
high
school,
that's
taking
an
AP,
an
IB,
Early
College
course.
AI
And
so,
if
we
do
that,
if
you
do
those
two
things
at
the
next
meeting,
99
of
students
will
meet
instructional
time
requirements
and
80
of
students
in
each
school
will
meet
instructional
time
requirements.
So
we'll
satisfy
the
requirements
now,
even
with
the
30
hours
at
base,
ISB
and
akma.
The
seniors
are
not
making
the
instructional
time
requirement.
AI
But
when
you
put
in
the
exemption
because
every
kid
at
ISB
that's
a
senior
is
taking
an
IB
course
so
you're
exempting
them
from
the
instructional
time
requirements.
Virtually
every
kid
at
base
and
akma
are
either
taking
Advanced
courses
or
their
seniors
that
are
on
track
to
graduate
because
you've
seen
the
High
graduation
rates.
Those
schools
have.
AI
We
have
very
few
students
in
the
district
that
are
not
Exempted
but
still
don't
meet
those
instructional
time
requirements.
So
they're
kids
that
may
have
a
early
release
their
senior
year,
but
not
be
on
track
to
graduate
because
they've
and
their
parents
have
decided
they
need
to
be
on
a
five-year
graduation
plan.
They
could
be
Juniors
that
have
early
release,
for
whatever
reason
that's
appropriate
for
their
graduation
plan,
but
maybe
they're
not
taking
an
advanced
placement
or
an
ipe
course,
but
it's
a
very
small
number.
AI
AD
I
asked
question
earlier
today
from
the
superintendent
I
got
a
very
quick
answer
on
the
passing
time
and
and
these
kind
of
things
Dr,
Cordy
I'm,
going
to
ask
you
this
question
and
I.
Don't
know
if
you
have
the
answer
or
not.
Do
you
know
how
many
school
districts
are
out
of
compliance
on
is
because
it
sounds
like
this
must
be
an
issue
in
lots
of
school
districts
at
the
high
school
level
when
you
take
NPD
days
and
closures
and
all
that
kind.
AJ
Of
thing,
yes,
thank
you
for
the
question
director
Tim
check
off
the
top
of
my
head,
I
I
I,
can't
tell
you
confidently
a
number,
but
I
can
tell
you.
My
experiences
in
Oregon
have
have
all
been
very
consistent
with
what
we're
talking
about
here
tonight.
AJ
AD
So
my
follow-up
question,
then
there
is,
if
it,
if
it's
a
problem
at
the
state
level,
is
there
an
issue
with
how
many
hours
the
requirement
of
high
school
students
that
isn't
doable,
I'm
I'm
struggling
with?
Do
the
means
justify
the
end
or
does
the
end
justify
the
means?
And
if
you've
got
hours,
that
the
state
is
saying
that
you
should
be
in
school,
which
Oregon
has
got
one
of
the
shortest
school
years
in
in
the
country?
AD
I
just
feel
like
I'm
hedging,
I,
I'm,
I'm
I'm,
taking
something
and
giving
the
board
approval
to
hedge
to
make
something
fit
and
should
I
be
I
mean?
Is
this
a
bigger
problem
than
what
we're
trying
to
fix
here,
and
there
must
be
a
reason
why
the
state
and
ode
has
the
hours
that
they
are
saying
that
a
student
should
have
and
again
I
don't
have
an
issue
when
a
student
is
going
to
graduate
no
matter
what
and
you
know,
early
release
and
late
and
I
know,
then
that
becomes
Staffing
and
scheduling
issues.
AD
On
top
of
that
and
we
have
our
option.
Schools
I
mean
I.
I,
get
all
of
the
reasons
why?
But
I'm
trying
to
get
there's
a
reason
why
the
state
requires
this
and
now
you're
asking
me
as
a
board
member
that
I
should
be
hedging
my
bets,
if
there's
students
that
need
to
have
this
instructional
time.
So
that's
when
that's
what
I'm
struggling
with
here.
AJ
And
I
I
I
couldn't
have
summarized
the
frustration
any
more
articulately
than
you
just
did
and
it's
it's.
You
know
what
it's
it's
an
ongoing
and
perennial
Challenge
and
when,
when
districts
all
around
us
are
continuing
to
sort
of
bump
up
against
the
the
the
challenges
around
meeting
the
number
of
hours,
and
then
we
have
these
creative
ways
of
of
then
meeting
the
requirements.
AJ
What
what
is
the
right
approach
to
that?
And
so
it's
it's
been
an
ongoing
conversation
in
Oregon
around
the
school
year,
certainly,
and
knowing
that
we
are
one
of
the
shortest,
if
not
the
shortest,
probably
in
the
in
the
in
the
in
the
nation.
And
then
when
we
look
at
the
instructional
minutes
through
a
magnifying
glass
it
it
even
it
amplifies
the
challenges
and
so
I
don't
have
I.
AJ
Don't
have
a
a
solid
answer
for
you
on
that
other
than
to
to
to
Really,
affirm
the
frustrations
and
knowing
that
those
conversations
are
being
had
with
all
of
our
neighbors
as
well.
P
It's
actually
a
national
conversation
regarding
the
Carnegie
unit
right
now
in
seat
time,
and
what
and
talking
to
my
peers
across
the
country.
This
is
something
even
the
Carnegie
and
said:
they're
they're
questioning
the
Carnegie
unit
in
terms
of
like
what
is
this
magical
990
hours?
What
is
it
you
know?
What
is
this
magical
and
time
that
it
grants
our
kids?
It's
really
the
Proficiency
in
terms
of
what
do
kids
actually
learning.
While
we
have
them
and
I
don't
disagree
with
you
director
Tim
check.
P
You
know:
I
had
10
additional
days
in
Washington,
State
I
just
left
the
state
that
had
10
additional
days
of
it.
So
of
instruction
I
mean
we
went
to
late
June,
we
started.
We
went
to
late
June,
so
you
know
that's
how
we
fund
our
our
schools
going
back
to
the
funding
is
because
there
is
nothing
magical
about
this.
I
think
we
do
need
to
really
address
this
as
a
not
just
a
stated
thing
as
a
country
in
terms
of
how
we
do
our
business.
AD
That
I
just
think
it's
ridiculous,
that
we
are
having
a
conversation
at
nine
o'clock
on
a
Monday
night,
because
a
school
has
one
minute
more
of
passing
time.
I
mean
we,
we
are
in
the
education
business
and
the
students
that
need
it.
The
most
and
again
I
know
that
doesn't
the
students
that
we've
we've
talked
about
absenteeism
this
evening
we've
talked
about
you
know,
we
cannot
educate
a
student
that
is
not
there,
but
I
I
just
think
we're
pushing
on
the
wrong
end
on
this.
Y
AE
So,
as
I
was
reading
this,
it
says
right
here
like
upon
approval
by
the
local
school
board.
A
district
may
include
its
calculations
instructional
time
and
the
things
you
need.
So
the
two
asks
that
you're
making
are
things
are
basically
like
you.
You
could
have
already
showed
us
the
numbers
with
the
30
days
that
they're
telling
us
that
we
can
use
for
30
hours,
sorry,
not
days
30
hours
for
staff,
development
and
30
hours
for
well
parent
teach
conference,
don't
count
for
high
school
I'm,
just
thinking
high
school.
AE
So
if
we
do
that,
because
we're
allowed
that's
what
they
say,
we're
supposed
to
do,
it
seems
like
we
should
be
calculating
the
numbers
already
with
like
the
at
where
I'm
getting
at
the
ask
that
you're
asking
us
to
me
because
we're
following
these
rules,
it's
not
a
huge
ask.
It's
just
the
system
is
set
up
in
this
way
that
we
have
to
come
to
us.
So
it's
not
my
one
thing
that
I
was
looking
at
on
page
68
and
it
talks
about
like
it
broke
down
who's.
AE
Getting
these
who's
it
impacting
who's,
getting
who's,
getting
the
who's
being
accepted
by
race,
language,
about
disabilities,
female
male
and
I
was
like
it's
interesting.
It
was
just
interesting
to
me
that
there's
two
like
46
of
them,
like
26,
27
2627,
are
white
students
and
there's
1176
Hispanic
students
and
about
a
thousand
181
Asian
students.
So
I
was
just
looking
at
the
percentages
of
how
many
students
we
actually
have
in
our
system
and
how
what
percentage
you're
Hispanic
and
what
percentage
are
Asian
and
just
seeing
it's
just
curious.
AE
AE
AI
Seniors
on
track
to
graduate
which
we
know,
we've
made
improvements
over
the
last
couple
years,
significant
improvements,
but
our
graduation
rates
for
our
Hispanic
Latino
and
our
black
students
are
lower
than
for
Asian
and
for
white
students.
So
that's
a
little
bit
of
the
cap,
but
I
suspect
the
other
piece.
The
other
exemption
is
for
kids,
that
are
taking
AP
or
IB
coursework,
and
we
know
that
that's
part
of
the
Strategic
plan
coming
up
is
to
reduce
the
disparities
in
enrollment
and
attainment
in
AP
and
IB
courses.
I.
Think
more
so
well,.
AI
In
AP
courses
and
IB
courses
at
some
schools,
obviously
at
ISB
there
is
no
disproportionality
because
every
kid
that's
enrolled
there
is
taking
an
IB
course
in
grades,
11
and
12.,
but
other
schools.
There
is
disproportionality
in
terms
of
the
percentage
of
students
that
are
taking
Advanced
coursework
based
on
race,
ethnicity,.
AE
AE
That
means
those
are
the
students
in
the
district
wait.
These
are
so
zero
percent
of
the
students
at
Aloha
High
School
met
requirement.
Is
that.
AI
AC
AI
AI
AI
AE
You
know
so
all
that
to
say
I
think
I'm,
hoping
that
when
we
look
at
our
high
school
schedules
more
deeply
in
that
big
study
that
we're
doing
that
we're
addressing
some
of
these
things
in
in
and
making
the
changes
we
need
to
make
in
order
for
students
to
get
not
only
the
hours
but
that
it's
functional
for
the
school
I.
AE
Don't
know
how
to
you
know
if
we're
changing
the
schedule
to
an
A,
B
schedule
or
if
we're
changing
whatever
it
is,
start
time
or
end
time
that
we're
also
looking
at
some
of
that
Equity
issues
across
the
district
in
our
high
schools,
with
the
amount
of
time
that
students
have
access
to
school
or
instructional
time.
Thank
you.
AF
D
AE
Far
as
the
recommendations
that
you're
asking
for
to
me,
they
make
sense.
So
it's
not
necessarily
my
questions.
Aren't
my
wonderings
aren't
necessarily
around
the
recommendations
it's
around
which
students
are
needing
these
when
we
break
it
down
by
race
and
then
also
just
noting
that
it'd
be
great
to
address
some
of
these
pieces
that
whatever
we
can
address,
even
though
we
know
ode
needs
to
change
some
pieces
in
our
high
school
schedule,
changes
that
we
might
be
looking
at
in
the
future.
AJ
And
thank
you
for
that
director
Perez
and
what
we,
a
team
of
us
met
today,
even
just
to
talk
about
the
the
high
school
start
time
and
continuing
on
in
those
conversations
and
that
work,
and
this
conversation
was
a
large
piece
of
that
and
one
of
those,
just
as
an
example,
is
looking
at
the
hours
for
our
option.
Schools
and
the
the
the
fewer
number
of
minutes
that
they're
experiencing
now
compared
to
the
Comprehensive
High
Schools.
O
Eric
I
was
just
kind
of
echoing
back.
He
said
it
doesn't
feel
good
when,
like
all
the
all
the
leaders
of
the
schools
come
in
and
say,
we
need
more
time
with
students
teaching
them
everywhere
at
all
levels.
You
know,
we've
heard
that
consistently
for
Less,
you
know
months
and
months
and
stuff
and
then
now
we're
going
to
give
a
waiver.
So
what
happens?
If
we
don't
do
the
waiver
I
mean
if
we're
like,
because
to
me
you
know
professional
development
I
mean
five
days
of
that.
O
AI
P
A
division,
22
issue
so
we'd
have
to
report
it
and
we
have
to
have
correction
action
and
it's
it's
something
where
we
would
have
to
address
it.
We
would
address
it
in
other
districts.
I
worked
in
Dr,
Cordy,
you've
addressed
it
too.
We
can
add
days
back
at
the
end
of
the
year
as
well,
and
something
that
is
allowable
I,
don't
know
we
can
get
to
that
end.
In
terms
of
the
amount
of
days
again,
we
had
weather
days
a
lot
of
systems
make
up
these
weather
days.
It's
just
this.
P
O
So
one
more
like
I
guess
kind
of
small
question
seems
like
your
system
and
you're
looking
at
longer
days
or
changing
days
or
you
know,
you're.
Looking
at
the
feature
like
the
professional
development
days.
Are
they
like
a
line
where
you
don't
lose
somebody's?
You
know,
you
know
I,
know
they're
in
the
middle
of
the
week
A
lot
of
times
or
you
know
those
are
going
to
be
moved
around
a
little
bit.
So
you
don't
have
like
you,
have
a
better
opportunity
not
hitting
this
every
year.
O
E
O
P
Sisters
also
have
just
waivers
way
up
front,
so
it's
just
a
consistent.
You
already
are
going
to
get
certain
things
that
the
board
approves.
We
don't
have
to
go
to
the
board,
so
in
Eugene
we
did
that
for
for
certain
things
like,
for
example,
PD,
because
we
were
so
short,
something
so
often
that
it
was
just
automatic
that
we
knew
what
we're
going
to
get
credit
for
yeah.
So.
AI
AI
If
we
didn't
have
professional
development
days,
kids
would
be
in
school.
Is
that
30
hours
of
instruction
going
to
result
in
improved
student
outcomes?
If
teachers
don't
have
the
time
and
the
skills
to
collaborate
at
Brown,
improving,
instructional
practice,
I
think
it's
a
fair
trade-off
to
say
we're
going
to
take
30
hours
of
instructional
time
in
the
calendar
and
convert
that
into
professional
development
for
staff.
AI
So
I,
don't
I,
don't
don't
think
the
board
should
be
beating
themselves
up
about
doing
this
waiver,
it's
just
if
when
we
develop
a
district
calendar,
we
recognize
the
importance
of
professional
development
for
staff
to
improve
student
achievement.
The
board
has
to
take
action
and
say
yes.
The
district
can
do
that
in
the
calculation
of
instructional
time.
I
hope
that
frames
it
in
a
more
positive
way.
I.
O
Mean
I
think
we
all
probably
all
agree
that
the
professional
development
is
good,
makes
the
teaching
skills
better
more
effective.
But
you
know
we
all
think
that
the
metrics
are
made
for
instructional
time
for
students.
That's
important
too
so
I
think
we
probably
want
both
I
mean
would
be
the
goal.
But
it's
not
like
we're
not
getting
both
we're
getting
shortchanged
on
the
amount
of
instructional
time
right.
O
A
Question
is
because
what's
tricky
about
this,
is
that
there's
a
lot
of
threads
and
there's
a
lot
of
different
reasons
why
students
aren't
meeting
instructional
time,
and
some
of
those
reasons
are
because
students
are
are
achieving
at
higher
levels
or
they're
graduating
early
or
they're
part
of
programs
where
there's
academic
achievement
at
a
higher
level,
which
is
great.
A
But
my
question
is,
is
where
we
have
disparities
in
the
system
right
when
you're
talking
about
like
the
option,
schools
versus
the
comprehensive
high
schools
and
the
number
of
minutes,
or
we
have
students
who
may
not
be
meeting
these
minutes
for
other
reasons
and
it's
negatively
affecting
them
academically.
Is
there
work
that
the
district's
going
to
be
doing
in
the
background
to
true
that
part
of
it
up?
A
I,
understand
the
disparities
when
we're
talking
about
you
know,
students
who
are
like
taking
IB
courses
that
makes
sense
to
me
I
get
that
that's
totally,
not
an
issue,
but
on
the
other
end,
is
there
going
to
be
a
long-term
effort
to
to
true
the
other
part
up
so
that
we
don't
have
disparate
instructional
minutes
that
may
be
hurting
our
students.
P
Yes,
quick
answer:
yes,
okay,
and
what?
What
does
that?
Look
like
that's
secondary
schedule?
That's
working,
making
sure
that
there's
a
line
and
we
hold
and
the
schedules
are
approved
by
central
office
staff.
Again
talking
about
pretty
standard
operating
procedures
in
school
districts,
I've
worked
in
is
Dr
Cortes
as
well
is
making
sure
that
we
count
those
instructions.
Again,
we
have
complete
oversight
over
the
secondary
schedules.
There's
autonomy,
what
happens
within
the
day,
but
in
terms
of
passing
time
and
when
things
started
end.
That
is
nothing
again
going
back
to
the
guardrails,
the
guardrails.
P
We
create
what
happens
within
the
guardrails.
That's
the
magic
that
happens
with
schools
within
School
walls,
but
the
guard
rails
are
have
to
be
consistent
or
else
inequities
happen.
If
you
don't
pay
attention
again,
not
intentionally
I've
seen
it
happen
before
seven
month,
differential
in
instructional
time
in
Eugene,
School
District
seventh
month
in
the
same
school
district,
K-12
K-12,
seven
months.
P
A
B
So
I
understand
what
has
been
discussed
here.
I
had
a
question
I
wanted
to
ask,
but
in
the
midst
of
all
the
conversations
some
of
those
questions
have
been
answered,
but
I
just
want
to
be
sure
that
I'm
understanding
what
has
been
asked
of
the
board
so
for
us
to
be
in
compliant,
we
we
have
to
to
come
into
compliance.
We
have
to
you're
asking
us
to
approve
30
hours
of
professional
development
for
teachers,
something
like
that
and
if
instructional
time
is
a
time
that
is
spent
educating
the
kids.
B
How
does
that
I
know
that
will
put
us
in
compliance?
But
how
does
that
help
the
students?
How
does
that
help
them
get
that
time
that
they
need
to
be
educated?
I,
don't
even
if
my
question
is
making
sense
at
all
I'm,
just
trying
to
wrap
my
mind
around
what
has
been
asked
of
the
board.
So
if
having
30
hours
of
professional
development
is
what
will
put
us
in
compliance,
then
we're
still
missing
out
of
that.
B
If
I
understand
that
the
the
you
have
a
definition
of
instructional
time
as
the
time
that
students
are
engaged
in
regular,
scheduled
instruction
learning
activities
or
learning
assessments
and
they
are
working
under
the
direction
and
supervision
of
a
teacher
or
instructional
assistance.
So
if
this
is
what
we're
doing
or
being
asked
to
do,
how
does
the
student
get
that
time
of
there
for
the
instruction?
Because
that's
where
I'm
getting
confused.
AI
X
number
of
professional
development
staff
work
days
with
conference
days
built
in
because
all
of
those
things
are
important:
parent
engagement,
student
contact
time
with
teachers
and
teacher
professional
learning
and
and
preparation.
So
that's
a
choice
that
we've
made
as
a
district
and
that
choice
is
constrained
by
the
amount
of
funds
that
we
have
and
the
number
of
days
we
can
buy
so
to
speak,
to
have
teachers
teaching
in
their
contract
and
the
number
of
days
they're
in
contact
with
students.
So.
AI
AI
AE
Karen
and
I
think,
like
Eric,
said
we
believe
in
staff
having
professional
development
like
the
research
shows
like
if
they
didn't
have
professional
development,
then
we
wouldn't
have.
We
couldn't
be
improving
on
the
different
pieces
and
there's
all
this
requirement
by
the
state,
at
the
same
time,
of
certain
professional
developments
that
we
have
to
give
our
staff
or
we
don't
get
funding.
AE
So
it's
kind
of
like
what
Becky,
where
we
all
started,
is
or
I
think
it
was
Becky
that
you
know
we're
being
asked
to
do
something
that
ode
is
kind
of
an
impossible
thing,
but
at
the
same
time,
Dr
balderas
has
said
that
we're
going
to
be
addressing
the
equity
across
all
schools
and
time,
and
we
have
a
study.
That's
looking
at
our
high
school
schedules
that
will
help
us
improve
in
our
systems
across
all
of
our
high
schools.
AE
So,
as
we
move
forward,
we'll
probably
be
dealing
with
this,
for
you
know
every
year,
but
it's
exciting
that
some
of
our
kids
are
actually
graduating
early
because
they're
finishing
the
requirements
and
that
for
them
we're
like.
Yes,
you
know
by
all
means,
of
course,
if
you're
graduating
early,
that
makes
sense.
And
yes,
we
need
professional
development
for
our
staff
and
it's
something
that
we
can
do,
because
that's
what
they've
given
us
ode
has
said.
A
Other
questions
and
comments
from
the
board.
Okay,
thank
you
for
the
presentation.
Next
up
we
have
instructional
materials
for
flex,
online
and
I.
Think
Dr,
John
Bridges
is
going
to
stay
with
us
and
be
joined
by
Paul
autumn.
A
AI
Thanks
Paul
for
joining
I'm,
just
going
to
tee
this
up
quickly,
because
this
is
kind
of
routine,
but
I
do
want
to
give
you
the
the
background
and
maybe
take
a
little
blame
while
we're
at
it.
So,
as
you
know,
districts
have
to
adopt
instructional
materials
in
all
core
subjects
mandated
by
the
state,
and
we
do
that
through
the
quality
curriculum
cycle,
and
you
also
know
that
you
authorized
flex
online
to
become
a
an
option.
AI
School
for
students
in
the
in
you
authorized
it
in
June
of
2020
for
the
school
to
open
in
September,
2020.,
think
back
to
then,
and
what
a
different
world
it
was
so
District
staff
Paul
his
teachers
just
did
an
amazing
job
standing
up
that
school
and
making
that
an
option
for
hundreds
and
hundreds
of
students
in
the
fall
of
2020
and
one
thing
that
they
had
to
do
in
that
compressed
timeline
was
to
identify
how
they're
going
to
teach
to
Beaverton
learning
Targets
in
an
online
environment.
AI
It
wouldn't
have
been
fair
to
say
to
the
teachers.
Not
only
are
you
going
to
have
to
fully
teach
students
online
and
be
prepared
to
do
that
in
over
the
summer
you're
going
to
have
to
adopt
all
the
current
District
adopted
instructional
materials
to
do
that
in
an
online
setting
that
would
have
been
in
possible.
AI
So
what
Paul
and
and
his
team
did
was
to
identify
instructional
platforms
to
deliver
Beaverton
learning
targets
and
content
standards
to
students
in
an
online
environment,
and
there
were
three
platforms:
those
were
stood
up.
They
were
very
successful
and
at
the
same
time
the
staff
has
been
working
really
hard
to
use
and
continue
to
increase
the
use
of
District
adopted
materials.
AI
So
this
is
coming
after
the
fact.
I,
probably
should
have
realized
that
they
were
using
a
digital
platform
to
deliver
multi-disciplinary
subjects
and
the
board
needed
to
adopt
that
it
didn't
come
onto
my
radar
until
June
of
2021
I
think
when
the
district
put
out
the
division,
22
template-
and
there
was
a
note
from
the
state
that
said:
hey
districts.
If
you
stood
up,
stood
up
an
online
school.
Remember
you
need
to
adopt.
Your
board
needs
to
adopt
an
independent
adoption
for
those
online
platforms
oops.
AI
So
we
told
the
state-
and
you
know
that
that
we
were
not
in
compliance
and
we
thought
we'd
have
that
done
by
August
of
2022
a
lot
of
the
work
which
includes
these
criteria,
checklists
required
by
the
state
so
for
each
subject,
area
Paul
and
his
staff
had
to
go
through
and
look
at
the
online
platforms
and
see
how
well
they're
addressing
the
instructional
materials
criteria
in
those
five
subject:
areas
that
just
didn't
quite
get
done
over
the
summer.
So
we
needed
more
time
to
get
that
done.
We
told
the
state
we'd.
Have
it
done?
AI
I
think,
the
area
that
we
probably
could
be
that
we
are
asking
for
grace
in
addition
to
the
timeline
is
that
as
you've
seen
in
the
qcc,
it's
important
and
it's
required
to
have
parent
and
Community
involvement
in
the
adoption
of
instructional
materials.
We
couldn't
do
that
for
the
flex
online
materials
because
of
the
timeline,
although
I
have
to
commend
Paul
and
his
staff
they've
made
available
those
online
platforms,
so
parents
that
are
choosing
to
send
their
kids
to
flex
online
can
see
what
those
independently
adopted
instructional
materials.
AI
AK
Thanks
so
much
John
I
appreciate
that
appreciate
the
time
tonight
to
have
a
chance
to
talk
to
you
about
it,
superintendent,
balderas
and
director
Colette
and
the
board.
The
one
thing
that's
different
in
Oregon
with
with
our
neighboring
states
or
many
of
the
states
when
I
did.
My
research
originally
is
Oregon
is
not
does
not
have
an
adopted
list
of
digital
curricula
where
they
are
multi-subject
and
that's
exactly
what
we're
talking
about.
It's
not
just.
We
bought
something
for
social
studies.
We
buy
a
provider
that
that
covers
these
subjects.
AK
Oregon
doesn't
do
that
like
they
do
in
Washington,
Florida,
Arkansas,
Iowa
and
on
and
on
Maryland,
and
so
Oregon's
own
statute
says
that
because
they
don't
they
say
sorry.
If
it's
a
multi-subject,
you
need
to
do
an
independent
adoption
which
exactly
what
we
did
then
so
we're
doing
the
independent
adoption,
based
on
the
fact
that
it's
a
multi-subject
to
digital
provider,
not
a
single
subject
provider.
We
try
really
hard,
as
John
talked
about
to
use,
digital
or
BSD
approved
adoption
materials
always.
But
there
are
times
when
in
our
online
format
that
just
doesn't
suffice.
AK
AE
So
I'm
wondering
about
the
parent.
You
mentioned
that
parents
before
they
get
before
they
enroll
their
students,
get
to
look
at
the
curriculum
to
choose.
If
that's
something
they
want
to
do,
I
mean
that
they
approve
for
their
children
at
least
the
type
of
curriculum,
I
guess
or
the
I'm
wondering
I'm
still
not
clear
of
between
we.
This
is
an
action
for
future
for
a
future
meeting.
So
right
now
we're
hearing
the
information.
AE
AI
Yeah
we're
the
school's
using
the
online
platforms
and
has
been
since
2020.,
so
we
could
stop
and
say:
oops.
We
made
a
mistake:
put
together
a
flex
online
curriculum
project
team
and
have
them
investigate
platforms
with
parent
engagement
like
we
do
during
a
regular
qcc
and
basically
start
over
again
or
we
just
say.
Well,
you
know,
because
of
the
pandemic
and
the
timing
that
we
had.
We
couldn't
involve
parents
in
order
to
stand
up
the
school.
AI
What
we,
what
I
forgot
to
mention
going
forward
is
that
it
would
make
sense
and
we
will
incorporate
flex
online
in
the
qcc
cycle.
So
when
we
do
an
English
language,
arts
and
math
adoption
that
Flex
staff
is
at
the
table,
looking
at
the
materials
being
investigated
by
the
district,
determining
if
those
could
work
at
Flex
or
if
there's
still
a
need
to
have
a
multi-disciplined
disciplinary
platform.
So
it's
a
weird
space
that
we're
going
subject
by
subject.
AI
AE
I'm
still
trying
to
wrap
my
brain
around
like
so
the
state
says:
I
just
want
to
make
sure
we're
following
the
rules
like
and
I,
don't
understand
the
rules
yet
so
we've
followed
a
process
at
understanding
that
you
actually
followed
a
process
of
trying
to
do
the
adoption
and
then
at
least
that's
how
I
understood
it
like
the
only
piece.
AE
That's
missing
is
that
parent
peace,
but
then,
when
parents
actually
get
to
look
at
the
materials
before
their
children
come
into
the
program,
and
so
what
you're
describing
is
something
that's
actually
following
the
different
pieces
that
we're
asked
to
do
for.
P
We're
late
in
the
process
so
basically
we're
late
in
the
process.
We
caught
it
late
that
we
were
supposed
to
go
that
OD
required
a
specific
mechanism
for
this
for
adoption.
Is
that
correct
and
but
we've
been
doing
it
since
the
pandemic
hit
so
like
every
District?
Did
we
just
acted
very
quickly?
Your
team
worked
on
it
and
I
think
we're
kind
of
going
backwards.
We're
we're
just
behind
we're
behind
and
we're
asking
the
board
for
initial.
First
read
we'll
go
the
second
read
for
approval
of
a
curriculum.
AJ
And
just
a
piece
on
on
on
the
the
visibility
for
families.
All
of
this
is
on
the
website
and
has
been
so
it's
all
viewable
at
any
point
by
anybody,
not
just
families
who
are
thinking
about
enrolling
there.
AE
AJ
AE
My
like
second
and
last,
question
was
around
I
know
that
we
have
when
you
presented
last
time.
We
have
many
students
with
like
with
special
needs
like
anxiety
and
other
pieces
that
are
coming
to
school
at
Flex.
We
also
have
kind
of
a
large
number
of
multilingual
Learners
that
are
coming
to
flex
and
I.
AK
AK
But
yes,
we,
the
when
we
originally
purchased
the
materials
we
actually
did
have
a
panel
of
teachers
and
folks
look
through
the
curriculum
so
that
we
could
get
input
to
find
out.
What's
you
know,
we
looked
through
several
options
in
that
very
truncated
summer
when
we
did
it
and
we
looked
for
those
scaffolds
or
how
do
they
support
language
Learners
and
some
of
the
ways
that
these
providers
did
was
translation
text
to
speech,
visual
Clues
visual
dictionary,
you
know,
so
they
do
a
lot
of
the
same
things
that
we
would
do
in
a
classroom.
AK
AE
As
we
and
this
might
not
be
the
question-
a
comment
for
now-
maybe
it's
something
we
talk
about
later,
but
as
we
think
about
our
students
with
special
needs
in
flex
and
our
multilingual
Learners
and
thinking
about
here's,
this
materials
that
they
have
to
do
at
home
alone.
And
they
do
have
coaching
like
if
we
can
think
about
like
Hybrid
models.
AE
I
know
that
they
can
come
in,
but
like
just
wanted
to
take
a
second
to
remember,
Becky,
to
tell
us
in
the
work
that
she
did
in
connecting
students
that
were
kind
of
getting
lost
between
the
Transitions
and
the
impact
that
the
positive
impact
she's
had
on
Flex.
AE
Before
going
to
Beaverton,
High
School
and
just
thinking
about
like
almost
like
I'm
thinking
about
her
and
the
work
that
she
did
and
the
needs
of
our
students
as
well,
that
she
was
advocating
for
and
thinking
about,
like
as
we
move
forward
with
flex
online
thinking
about
the
needs
of
those
students
and
that
the
needs
that
your
staff
or
you
might
have
in
supporting
those
students
that
the
board
can
actually
support
with.
AE
So
maybe
not
now,
or
it
could
be
now
or
at
a
later
time,
thinking
about
what
else
can
the
board
do
to
support
in
that
space
of
students
that
might
either
need
hybrid
or
supports
for
English
language
Learners
or
for
students
that
have
some
special
needs
and
need
something
more
than
just
that
curriculum
that
we're
going
to
be
giving
them.
AK
Yeah
no
I
appreciate
that
yeah
appreciate
the
shout
out
to
Becky.
I
can't
really
talk
about
it.
Sorry,
but
yeah
the
PA
are.
We
at
Becky
had
left
the
same
passion
we
have
for
for
our
diverse
population.
We're
proud
of
the
fact
that
we
keep
getting
more
diverse
each
year.
I
will
say
our
language
learner
numbers
are
actually
going
down.
AK
I,
actually
think
that
that's
in
part
due
to
the
good
work
of
our
multilingual
Department,
because
they've
done
really
good
work
supporting
us
and
our
families,
our
bilingual
resource
facilitator
is
unbelievable,
she's
fabulous
and
then
we
also
have
had
a
really
strong
language
development
teachers
and,
and
they
work
with
families
to
make
sure
this
is
a
good
choice
for
them.
You
know
they
have
the
supports
at
home.
So
yeah
I
appreciate
that
yeah
and
yeah.
AF
Y
E
Thank
you
for
being
here,
especially
being
here
so
late,
so
appreciate
that
and
Paul.
You
know:
I
really
appreciate
everything
you
do
for
flux
online,
so
I
just
have
a
clarifying
question,
because
I
think
I
got
a
little
confused,
even
though
I
I
understand
that
we
adopt
flux
online
and
it's
coming
from
Florida
I
mean,
but
then
I
also
heard
and
I
just
want
to
make
sure
I
heard
this
that
a
lot
of
our
curriculum
is.
E
You
know,
BSD
curriculum
that
we're
using
which
I
am
very
thankful
for
and
appreciative
for,
because
I
know
that's
really
hard
to
convert
to
online.
So
I
just
wanted
to
reiterate
that
in
my
head
that
that's
what
I
heard
that
we
are
using
a
lot
of
our
curriculum
that
the
base
might
be
Flex
kind
of
to
do
certain
things,
but
that
we're
utilizing
our
Beaverton
School
District
curriculum
for
a
lot
of
our.
AK
It's
absolutely
correct,
in
fact,
every
year
the
the
two
lines
cross
further
down
the
road.
You
know
the
the
we
start.
We
have
to
have
something
to
to
turn
the
school
up,
to
make
it
go
and
as
the
teachers
work,
they
find
ways
to
incorporate
the
district
materials
in
better
ways
and
just
to
be
clear.
The
Florida
which
they've
renamed
Flex
point
because
they
didn't
want
to
say
Florida.
E
AK
A
AK
They're
they're
very
clear
about
what
the
independent
adoption
is
and
they're
also
very
clear,
and
it's
in
the
packet
about
what
an
independent
digital
adoption
is
and
that's
what
we
followed.
So
we've
actually
done
everything,
that's
required,
and
so
we're
at
the
point
now,
where
we're
asking
for
board
approval,
which
is
also
a
part
of
their
requirement.
AK
I'm,
not
positive.
So
please,
you
can
verify
me
I,
actually,
don't
think
that
they
were
late.
I
think
that
the
during
the
pandemic,
as
soon
as
the
pandemic
ended
ode,
adjusted
their
div
to
requirements
for
digital
materials
because
they
had
such
an
influx
of
digital
things
stood
up
so
I
actually
don't
know
that
we
were
late.
I
think
that
they
adjusted
the
div
22
requirements
after
pandemic,
and
then
we
reacted
to
that.
So.
Y
L
AE
That
was
really
helpful
and
the
the
voicing
of
here's,
these
seven
steps
that
they've
asked
us
to
follow.
Od
has
asked
us
to
follow
in
doing
this,
and
we
have
followed
the
seven
steps
that
they've
told
us,
and
it's
outlined
in
the
board
packet
like
how
we
what
we
did
for
each
of
those
steps,
so
that
makes
me
feel
better
about
saying.
Okay.
This
now
makes
sense
to
me
that
we're
actually
meeting
what
OD
has
asked
us
to
do,
which
I
wasn't
clear
on
before.
Thank
you,
of
course,.
U
AL
Good
evening,
everyone
in
our
first
chunk-
these
are
the
board
policies
that
the
board
policy
committee
is
bringing
for
consideration
on
first
reading.
There
are
three
policies
that
we
are
bringing
forward
for
you
this
month.
AL
They
include
board
policy
JB
that
equal
Educational,
Opportunity,
jfcm,
threats
of
violence
and
jfcf,
which
is
our
hazing
harassment
and
bullying
policy
with
JB.
The
proposed
revisions
are
aligning
the
language
and
designation
of
Legally
protected
groups.
So
that's
what
some
of
those
changes
represent
to
make
sure
that
those
definitions
align
with
other
policies
with
our
threats
of
violence,
draft
that
we
have
before
you.
AL
Those
revisions
are
recommended
to
better
align
our
policy
language
with
the
actual
statutes
and
the
osba
model
policy,
language
that
that
we've
received
and
then
finally
with
jfcf
again,
this
is
an
alignment
that
we're
doing
to
better
align
that
policy
language
with
both
statutory
language
and
address
some
of
the
updates
to
complaint
procedures,
as
well
as
gender
Mutual
language
and
you'll
see
that
quite
a
bit
as
we're
bringing
policies
forward
that,
as
we
are
looking
at
them,
we're
aligning
things
to
gender
neutral
language.
A
Yeah,
great
okay,
so
what
we
have
next
is
items
for
Action
at
this
meeting.
Do
I
hear
a
motion
to
approve
the
board
policy
revisions.
E
I
move
that
we
approve
the
following
policy:
changes
to
revisions
to
board
policies,
igb
and
igba
revisions
to
administrative
regulation,
efaa-ar
and
deletion
of
existing
board
policy;
gbn
DBA,
a
and
Adoption
of
new
policy,
gbn,
GBA
and
Adoption
of
new
board
policy.
Gbea.
B
B
AD
AD
A
C
C
A
B
Happy
birthday,
Becky,
so
I
had
an
exciting
couple
of
weeks.
I
might
rather
two
weeks
last
Friday
I
attended
the
black
history
Gala
at
Mountainside,
High
School.
It
was
really
exciting
to
see
how
much
work
our
students
put
in
into
the
very
first
annual
Gala
and
I'm
hoping
this
would
be.
This
wouldn't
be
the
last
one
if
it
felt
good
to
see
our
black
students
finally
be
seen
like
finally
have
that
feeling
of
having
their
presence
known
in
the
school
district.
B
So
I
was
really
proud
to
be
there
and
I'm,
hoping
that
they
would
get
the
support
they
need
to
make
this
an
annual
event,
so
it
was
exciting
to
be
there
and
then,
two
weeks
ago,
I
was
at
Melo
station
I
visited
with
one
of
the
with
the
social
worker.
B
There
and
I
did
a
tour,
and
it
was
incredible
to
see
that
Melo
station
has
somehow
turned
into
a
refuge
for
our
students,
a
vulnerable
students
and
and
community
members
and
I
couldn't
help
but
notice
all
the
needs
that
they
have,
and
in
my
fantasy
world
I
hope
that
we
will
be
able
to
provide
those
needs
that
they
might
continue
to
service
our
vulnerable
community
members.
I
know
that
their
lists
was
quite
long
and
I
just
dreamed.
B
Y
AE
I
just
wanted
to
Echo
what
the
Bea
said
around
the
School
Board
elections
and
for
people.
You
know
your
voters,
pamphlets,
people's
voters.
Pamphlets
have
come
out.
AE
AE
May
16th
is
a
deadline
so
for
people
to
get
in
their
their
materials.
Early
I
also
wanted
to
thank
the
superintendent
and
our
staff
for
holding
the
listening
sessions
that
are
available.
AE
It
really
is
an
amazing
space
for
our
community
to
come
and
ask
questions
directly
from
you
know
our
district
level,
superintendent
assistant,
superintendent
and
they're,
giving
their
time
for
people
and
I've
we've
heard
from
our
students
our
make
our
students
who
our
experience
or
who
are
some
of
our
McKinney
vento
students
or
students
who
qualify
for
mckinney-vento
about
the
supports
that
are
social
workers
at
the
high
school
level
and
their
knowledge
in
that
and
I
know
that
we're
looking
at.
AE
AC
AD
I
thought
I
was,
might
still
be
here
celebrating
my
birthday
so
but
I
I
do
want
to
say
and
I
know,
we've
hit
upon
it
quite
a
bit.
This
is
a
riddle
really
critical
time
for
our
community
to
step
up
and
for
us
to
reach
out
to
our
legislators,
and
we
have
got
some
really
big
decisions
to
make
in
this
District.
But
it's
made
a
lot
harder
if
we
cannot
at
least
meet
our
current
service
level,
it
doesn't
mean
automatically.
AD
We
can
afford
all
the
things,
because
we
still
have
to
right
size
with
between
losing
the
Esser
funds
and
losing
student
enrollment
and
the
different
but
I
say
to
anybody
that
comes
to
me
and
says
you
need
to
do
this.
I
say
turn
that
energy
toward
the
legislature,
that's
where
our
money
comes
from.
So
we
just
need
to
keep
our
foot
on
the
gas
here
and
let
them
know
how
much
our
district,
especially
our
students,
need
to
be
represented
and
funded
at
the
level
they
deserve.
AD
So
please,
please
use
our
voice.
Have
our
community
use
our
voice
and
it's
it's
it's
not
too
late.
The
decision
has
not
been
made.
The
May
forecast
comes
out
and
I
know
these
are
discussions
we're
going
to
be
having
at
our
budget
meetings
that
are
coming
up,
but
it's
really
really
important
that
our
community
steps
up
yeah.
A
Here
here,
Becky
I
just
wanted
to
give
everybody
a
quick
update
from
the
policy
committee.
This
month
we
looked
at
multiple
policies,
including
DH
loss
coverage,
ikef,
graduation
requirements,
jeca
admission
of
residence
students,
jecb
admission
of
non-resident
students,
lbe
public
charter
schools
and
lbea
Resident
student
denial
for
virtual
Public,
Charter
School
attendance,
so
I'm
sorry
to
leave
you
all
with
a
very
long
and
dry
list
of
policies,
but
we
did
want
to
make
sure
that
everybody
knows
what's
going
on
and
what's
headed
to
the
board
next.