►
From YouTube: March 9, 2020 School Board Meeting
Description
School Board Recognitions – 4:42
BEA/OSEA Comments – 9:06
Public Participation – 16:43
Reports
Superintendent Comments – 49:20
School Presentations
Cedar Park Middle School – 58:35
Conestoga Middle School – 1:06:34
Financial Update – 1:17:00
Middle School Boundaries Adjustment Project Update - 1:19:25
SIA Application – 1:27:20
Public Hearing: Student Investment Account – 2:37:11
Discussion Items
Transportation Supplemental Plans 2020-2021 – 3:21:55
Adoption of Science Curriculum Phase II – 3:25:25
Action Items
Student Investment Account Approval – 3:38:20
Consent Agenda- 3:45:36
Board Communication – No comments
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Copyright © 2020
A
B
The
Keller
brothers
grant
Jeff
and
Brian
Keller
and
sister
Sharon
Dudley,
have
generously
stepped
forward
to
pay
four
thousand
two
hundred
dollars
of
the
unpaid
Neil
balance
for
Barnes
elementary
school.
They
attended
Barnes
in
the
1960s
and
70s,
and
their
goal
is
to
bring
awareness
to
this
financial
issue
and
to
encourage
others
to
help
other
schools
and
the
nutrition
services
department
then
ask
Nutrition.
Services
Department
is
an
enterprise
business
in
the
Beaverton
School
District,
meaning
they
received
no
funds
from
the
general
fund.
B
E
A
G
G
I
want
to
start
tonight
by
thanking
all
of
the
DEA
and
osea
members:
parents,
students,
administrators
and
community
members
who
put
on
a
red
shirt,
carried
a
sign,
wrote
to
a
legislator
and
elevated
the
crisis
of
underfunding
in
Oregon
schools
during
the
last
school
year
in
school.
During
the
last
school
year,
the
students
success
Act
passed
and
one
of
the
refer
to
the
ballot,
because
we
created
an
army
to
fight
for
our
students
and
we
weren't
going
to
back
down
and
we
have
extra
funds
to
invest
for
next
year.
Because
of
that
effort.
G
If
you
were
to
ask
me
in
August
what
I
thought
about
our
student
investment
account
process
or
what
the
proposal
would
look
like,
I
would
not
have
been
able
to
envision
what
has
been
accomplished
or
the
plan
tonight.
It's
been
difficult
because
32
million
dollars
does
not
go
a
very
long
way
and
we
have
such
a
great
need
and
a
huge
deficit,
however
I
believe
what's
being
put
forward
to
you
today,
is
a
huge
step
in
the
right
direction
to
truly
achieve
equity
and
educational
justice.
G
We
need
to
look
at
the
system
that
produces
the
current
album.
Our
system
is
currently
producing
outcomes
that
are
predictable
by
race,
socioeconomic
status,
English
language
proficiency
and
ability
one
of
the
most
impactful
steps
in
the
aging
process
that
we
have
done
this
year
with
the
convening
of
expert
groups
to
figure
out
why
these
groups
spent
hours
examining
the
root
causes
of
disparities
and
academic
achievement
for
our
students,
of
color
students
with
disabilities,
students
in
poverty
and
why
we
aren't
adequately
addressing
our
students
being
a
gorilla
and
mental
health
challenges.
G
G
In
addition,
I
think
you'll
see
that
many
of
the
investments
in
the
plan
were
chosen
to
address
those
root
causes
that
were
identified
by
this
work
so
as
educators,
we're
always
learning
and
looking
for
teachable
moments
and
we
practice
using
a
growth
mindset.
As
such,
there
are
three
areas
related
to
the
essay
process
and
proposal
that
I
encourage
you
to
focus
on
as
we
move
forward
class
size,
reduction,
well-rounded
education
and
authentic
community
engagement.
G
So
lowering
class
sizes
is
a
huge
priority
of
our
members
who
are
charged
with
building
relationships
with
students
providing
differentiated
instruction
and
caring
for
the
academic,
social
and
emotional
growth
of
students.
We
will
continue
to
push
for
real
class
size
in
case
of
reductions
so
that
students
can
receive
the
individual
attention
they
deserve.
A
well-rounded
education,
we're
well
past
the
days
of
No,
Child,
Left,
Behind
and
standardized
test
scores
in
reading.
Writing
and
math
should
not
be
the
sole
drivers
of
just
making.
G
The
data
shows
that
our
students,
parents
in
community,
want
more
access
to
the
arts
for
languages,
science,
history,
civics,
personal
finance,
CTE
and
culturally.
Sustaining
curriculum,
though,
not
reflected
in
the
si8
plan,
this
feedback
shouldn't
be
ignored,
and
hopefully
the
district
will
be
able
to
increase
access
to
electives
through
general
fund
investments,
high
school
course
offerings
middle
school
scheduling
and
placing
the
high
value
on
educating
the
whole
child
and,
lastly,
open
to
community
engagement.
G
The
process
for
the
last
few
months
has
revealed
two
things:
our
community
members
have
ideas
about
how
our
schools
could
provide
a
better
experience
for
all
students
and
they
want
to
have
a
voice
in
decision-making.
We
have
a
wonderful
opportunity
to
use
this
process
as
the
first
step
towards
a
future
where
community
engagement
is
proactive,
not
reactive,
authentic,
not
transactional
and
strengths,
based,
not
deficit
based.
G
So
it's
been
clear
since
September
that
the
SA
process
would
be
a
tight
timeline
and
districts
are
being
asked
to
create
a
plan,
as
the
rules
were
being
made
up,
I'm
impressed
with
the
quick
progress
that
was
made
in
seeking
out
voices
that
aren't
often
heard
keeping
the
focus
on
the
big
picture
rather
than
pet
projects
and
holding
our
historically
marginalized
populations
at
the
center
of
this
work.
And
hopefully
this
is
the
start
of
a
new
era
for
a
slow
district
or
we
don't
just
talk
about
equity,
but
we
mean
it.
We
live
it.
G
Is
how
our
Executive
Board
decided
to
celebrate
our
members
by
giving
them
something?
That's
good
for
our
community.
We
appreciate
all
the
kind
words
throughout
the
week
from
different
administrators
and
superintendent
and
with
working
with
different
administrators
during
our
contract
during
these
sessions
that
they're
very
productive.
We
look
forward
to
our
next
session,
which
is
this
Friday,
and
this
being
our
last
year.
Mr.
Robertson
is
bittersweet
as
she
is
such
a
key
part
of
bargaining
and.
G
But
we're
most
excited
about
the
mental
health
and
behavioral
health
increases,
particularly
the
behavioral
health
pair
of
educators
that
are
slated
for
the
secondary
schools
to
implement
behavior
support
plan
interventions,
monitor
wellness,
centers
right
point
in
time:
instructions
to
students.
This
is
very
exciting
whether
our
current
employees
apply
and
fill
some
of
these
new
positions.
We're
bringing
a
new
classified
staff
to
fill
these
as
a
chance
to
become
a
part
of
a
brand
new
team,
helping
support
our
students,
emotional
and
behavioral
health
in
a
new
way.
We
appreciate
all
of.
F
F
At
this
time,
we're
gonna
start
our
public
participation.
If
you
would
like
to
make
some
public
comments
this
evening,
there
are
yellow
cards
out
in
the
hallway
and
we
will
have
ice
chair,
Simpson
call
the
first
name
and
then
who's
up
next,
so
you
can
start
moving
forward.
You
will
have
two
minutes.
You
will
see
a
clock
up
behind
you
and
we'd,
really
like
you
to
keep
to
two
minutes
and
if
I
see
you're
getting
close
I'm
going
to
kind
of
ask
you
to
wrap
it
up.
F
F
So
if
we
ask
that
you
don't
mean
here
here
this
evening
and
then
in
the
middle
of
our
meeting,
we
will
be
having
a
public
testimony
on
the
student
Investment
Act
and
those
were
the
bright
green
cards
so
that
we
will
be
doing
in
the
middle
of
our
agenda.
When
we
talk
about
the
student
Investment
Act,
so
if
you
would
like
to
make
comments,
no
there
are
yellow
cards
and
then
you
can
hand
them
over
here
to
barrier
Debbie
at
the
end
of
the.
So
with
that
we
will
start
off
with
I'm
sure
something.
L
Good
evening
my
name
is
Betsy
Norman
on
a
teacher
at
sunset,
high
school
and
I'm
here
today
to
address
the
lack
of
equity
and
diversity
in
our
districts.
Hiring
practices
well
I
realized
that
the
sij
that
will
be
discussed
much
later
to
see
things
make
some
attempts
to
address
this
issue,
namely
with
the
hiring
of
administrators.
L
It
is
my
desire
to
encourage
the
board's,
taking
direct
stand
and
make
a
clear
commitment
to
the
hiring
of
diverse
persons
at
all
levels
of
our
district,
but
especially
in
our
schools
and
classrooms,
despite
all
the
studies
that
show
the
importance
that
educators
of
color
have
for
students
of
color,
but
take
more
than
my
two
minutes
to
explain
the
research
detailing
the
impact
that
these
educators
have
on
student
self-esteem,
achievement
engagement,
but
take
more
than
90
minutes
representation.
Matters,
furthermore,
is
clear
through
the
board's
own.
L
Existing
policies
regarding
equity,
as
well
as
the
administrative
positions
being
created
by
the
SI,
a
funds
that
the
school
district
and
school
board
know
that
representation
matters
as
well.
So
when
is
the
proverbial
rubber
hit
the
road
the
board's
equity
policies
were
adopted
in
2011?
How
long
will
we
pass
policies
and
hire
administrators
without
directly
addressing
the
lack
of
representation
in
their
classrooms
and
in
our
district
leadership?
How
long
will
we
realize
that
our
students
have
a
need
but
refuse
to
address
it
in
just
a
few
moments?
L
You
will
hear
from
the
student
regarding
the
impact
that
an
educator
who
look
like
them
might
have
had
in
our
educational
career,
but
I
want
to
leave
you
with
a
request.
Our
district
puts
a
lot
of
emphasis
on
specific
data
based
measurable
outcomes.
Please
consider
including
language
which
would
allow
our
district
to
measure
the
impact
of
the
new
administrative
positions
being
put
into
place
via
the
SAA
funds.
Please
study
the
impact
of
the
school
board,
policies,
GBA
and
jdv
on
actual
hiring
practices
as
they
exist
today.
L
Well,
this
might
not
be
of
the
year
that
the
hiring
windfall
we
all
hoped
for
happens
hiring
will
happen.
So
let
it
happen
with
the
knowledge
that
Beaverton
is
one
of
the
most
linguistically
diverse
districts
in
our
state,
with
over
85
12
languages,
our
families,
and
that
we
are
quickly
becoming
a
majority
minority
student
population.
Let's
make
sure
the
adults
reflect
the
student
population
as
they're
serving.
M
M
To
have
a
teacher
that
looks
like
me
would
be
to
know
I'm
normal
to
have
a
teacher
that
looks
like
me
to.
Let
me
know
that
I
don't
need
to
be
a
Princess
Tiana
or
a
Michelle
Obama
to
be
unapologetically
me
or
an
unapologetic,
be
smart
to
have.
A
teacher
that
looks
like
me
would
give
me
the
chance
to
form
relationships
with
my
teachers
on
topics
that
people
truly
understand,
because
we
both
have
faced
it
at
this
high
school.
There
is
an
issue
with
visibility
and
diversity.
M
M
I
have
someone
to
confide
in
and
I
have
someone
that
I
can
trust
to
believe
in
me
and
push
me
to
where
I
need
to
be
the
role
models
that
I've
had
in
my
life
the
personal
role
models
that
I've
had
in
my
life,
we're
all
from
whites
white
teachers
that
then
ever
truly
understands
the
internal
struggle.
I
constantly
face
being
a
big
kid
growing
up
in
a
white
country.
M
My
aunt
in
my
uncle's
on
my
dad's
side,
all
lived
in
a
coverage
of
an
impoverished
nation
and
they
struggled
so
much
that
their
that
the
roles
that
they
gave
me
were
not
ones
that
I
should
look
up
to.
They
were
not
responsible
roles
that
I
needed
to
have
to
go
further
in
my
life.
To
have
someone
that
looked
like
me
would
give
me
the
opportunity
to
see
someone
who,
six
without
being
famous
without
being
a
star
figure,
because
the
first
person
I
saw
that
looked
like
me
on
the
screens
was
Princess
Tiana.
M
O
O
To
tell
your
teachers
or
racism
means
to
me:
it's
not
my
job,
to
let
all
my
teachers,
my
peers,
to
know
what
it
means
to
be
a
black
girl
in
my
school.
So
when
you
tell
so
when
a
teacher
comes
up
to
me
after
school
asking
me
so
Maya,
what's
it
like
to
be
a
blacks
today,
happily,
how
am
I
supposed
to
answer
that?
O
That's
not
my
job,
our
schools
don't
have
any
education
for
teachers
or
if
they
do
have
any
itself
enough
for
them
to
know
how
to
handle
any
subjects
on
race
and
this
need
or
like
they
don't
know
how
to
talk
about
it
and
by
doing
doing
so,
they
go
to
their
students,
who
don't
go
there
to
educate
their
teachers
on
what
it
means
to
be
black.
That's
not
my
job
I'm,
not
an
educator.
O
P
Good
evening,
everyone,
my
name,
is
Dina
Shriner
and
I'm.
A
licensed
clinical
social
worker
in
the
Beaverton
School
District
I
have
been
in
my
industry
for
13
years,
and
I
would
like
to
share
with
you
some
information
about
what
it
means
to
be
a
social
worker
and
how
it
can
fit
into
the
academic
study.
P
Sadly,
the
media
in
misinformation
in
our
community
has
made
the
title
social
worker,
a
title
that
has
some
negative
connotations.
Frequently,
a
social
worker
is
confused
with
the
DHS
case
manager
in
the
child
welfare
system.
While
there
are
staff
at
DHS
who
are
social
workers,
this
is
not
a
requirement,
an
idiot
just
child
welfare
worker
and
social
worker.
The
term
is
a
protected
title
that
requires
one
to
obtain
a
master's
degree
in
social
work.
P
Social
workers
are
trained
in
a
generalist
practice,
which
means
that
we
can
go
into
the
medical,
political
schools,
VA
hospice
or
even
government
jobs.
We
are
prepared
to
bridge
the
gap
between
families,
community
resources
and
systems
if
they
interact
intersect
with
frequently
we
are
trained
in
evidence-based
practices
that
help
us
work
alongside
families
in
a
very
meaningful
way.
A
strong
component
of
social
works
is
a
flexibility
to
meet
individuals
where
they
are
at
this
phrase.
Meeting
people
where
they
are
at
has
a
double
meaning.
P
It
can
mean
that
physically
we
meet
people
in
their
homes
at
jobs
during
their
lunch
breaks
or
even
up
the
street
at
our
domestic
violence,
Resource
Center
at
the
Family
Justice
Center.
It
can
also
mean
reflectively
listening
to
a
person's
story
to
pick
up
on
some
messages
that
are
dropped
throughout
conversation
to
identify
it,
we
need
to
slow
down
and
change
our
goals
to
match,
for
the
individual
is
that
in
their
personal
process,
to
help
them
achieve
their
maximum
potential.
Q
First
of
all,
I
like
to
thank
you
everyone,
so
we
just
got
a
meeting
packet
today
for
the
meeting
that
is
gonna
happen
on
Thursday,
and
you
see
that
that
is
p.m.
for
the
projection
of
the
participant
build
community,
and
we
are
very
thankful
for
PSD
to
fixing
the
error
that
was
there
in
that.
We
were
actively
working
hard
in
the
background,
because
we
were
not
sure
how
or
where
that
prediction
came
from,
because
our
communities
are
all
the
construction
in
our
communities
almost,
and
so
they
were
actively
posting
all
the
comments.
Q
So
we
are
really
thankful
to
DSD
that
they
fixed
that
either
and
the
number
looks
really
not
good
and
that
it
looks
like
we
will
have
some
good
progress
on
the
map.
I
also
like
to
add
that
we
already
have
eight
to
nine
meetings,
participatory
process
and,
most
of
the
time,
the
discussion
is
around
Summa
program,
which
every
five
to
six
percent
kids
in
the
district
rest.
Ninety
ninety-five
percent
of
kids
are
in
the
level
of
programmers.
Most
of
the
time
we,
the
committee,
discusses
about
Summa
program.
Q
R
M
F
K
S
G
T
T
G
G
V
T
G
G
X
Followed
by
Campbell
Stewart,
hi,
I'm,
Colette,
Casa
deli
and
I
have
a
library
and
instructional
technology
teacher
this
year
by
Java
sled
between
southern
high
school,
and
so
that's
one
live
for
over
2700
students
and
only
spending
two
and
a
half
days
at
each
school.
So
I'm
here
tonight
to
talk
about
two
things:
transparency
and
Trust.
X
For
me
right
now,
there's
very
little
transparency
in
the
budget
and
decision
making
process.
You
know
several
people
have
assured
me:
oh
don't
worry!
The
lip
position
is
only
going
to
be
cut
for
one
year.
I,
don't
know,
maybe
maybe
not
I
had
no
input
in
it.
It's
hard
for
me
to
trust
the
process
when
the
district
isn't
actually
supporting
programs
that
are
already
in
place.
So
the
future
ready
program
started
five
years
ago
when
the
bomb
was
passed
and
a
lot
of
all
the
wonderful
Chromebooks
and
entire.
X
The
live
leaders-
and
you
know
you
asked
us
to
work
with
students
and
teachers
to
implement
this
one-to-one
learning
process
in
the
school
and
I.
Think
we've
done
a
pretty
good
job.
I
actually
think
we've
done
an
excellent
job,
actually
I
think
beaverton
for
a
lot
of
ways
is
recognized
as
a
seller
community
up
until
this
point
up
until
this
year,
when
we
don't
even
have
the
personnel
in
the
schools
to
fix
the
Chromebooks
that
are
having
problems.
X
I
hear
you
talk
a
lot
about
investing
in
your
rainy
day
fund
and
you're
gonna
hear
a
lot
tonight
about
how
people
want
to
spend
the
student
in
investment
app
well
I
want
you
to
know
what
I
invest
my
time
in
I
invest
my
time
in
with
ninth
graders.
Today,
I
spend
three
hours
working
with
sixty-five:
ninth
graders
teaching
them
how
to
access
and
evaluating
information
from
databases,
I
work
with
writing,
121
and
I
history's
teachers
on
research
papers
or
how
to
create,
with
eighth
graders
over
an
AK,
Mahara
graphic
novels
out
of
ebooks
I.
X
Think
you
need
to
invest
in
the
programs
that
you
already
have
money
and
time
and
things
that
you
put
or
the
crumble
future-ready
program.
So
when
you're
hearing
tonight
about
all
the
different
ways
that
people
want
you
to
spend
money,
so
I
want
you
to
trust
us
that
we
will
make
this
a
fabulous
program.
But
we
need
to
reinstate
the
lid
position
full
time
at
the
secondary
schools.
G
Good
evening
my
name
is
Campbell
Stewart,
and
this
is
my
fifth
year
serving
in
the
Richmond
school
district.
It's
one
of
the
five
district
school
social
workers
currently
serving
a
lot
in
school
in
honor
of
school
social
worker
week
last
week
and
national
social
worker
month.
We
wanted
to
share
a
bit
about
who
we
are
the
skills
and
supports
we
bring
to
our
school.
G
Did
you
know
that
social
workers
are
the
largest
provider
of
mental
health
services
in
our
nation
and
that
many
states
for
years
have
supported
and
maintained
robust
social
work
programs
in
their
schools?
We
are
thrilled
that
the
day
has
come
to
expand
our
program
to
better
integrate
ourselves
into
our
school
communities
as
a
profession
we
value
above
all
else,
the
dignity
and
worth
of
all
individuals.
We
strive
to
engage
families
and
communities
to
gain
a
deeper
understanding,
connection
and
support
that
will
ultimately
help
our
students
to
thrive
in
school.
F
G
Unfair
portrayal
of
our
in
film
and
media
social
workers
study
and
understand
family
systems
and
the
immeasurable
value
that
family
culture
and
community
support
play
in
the
child's
life
we
strive
to
be
creative,
collaborative,
transparent,
supportive
and
empower
students
and
families
to
fulfill
their
own
destiny.
We've
come
alongside
families
and
some
of
their
darkest
times
to
meet
them
where
they
are
at
with
compassion
and
support.
We
help
to
elevate
their
story
to
schools
in
a
way
that
evokes
care
and
curiosity
rather
than
judgment
in
change.
G
We
partner
with
our
teachers,
our
school
counselors,
our
school
psychologists
and
our
administrative
teams,
and,
more
to
better
understand
the
unique
needs
of
every
student
and
how
to
best
serve
them.
We
value
a
multidisciplinary
and
culturally
responsive
approach
to
solving
some
really
difficult
challenges
that
our
students
are
facing
today.
We
know
that
no
one
profession
can
meet
these
challenges
alone
and
we
are
eager
to
see
our
profession
grow
and
BSD
schools
in
our
larger
community.
Thank
you
for
your
time.
Y
Good
evening
my
name
is
Marco
Peralta
Montoya
and
I'm,
a
senior
at
Westview,
I'm
sure
trying
to
express
my
concern
about
the
implementation
of
a
new
integrated
yoga
instruction
area
model
at
the
secondary
level.
I
have
spoken
with
many
teachers
and
others
district
staff
members.
This
strong,
if
you
live
in
the
new
model,
is
not
the
way
to
best
serve
our
students.
Yellow
students
account
for
at
least
10%
of
our
students
that
are
normal
population
because
they
do
not
have
the
language
goes.
Y
Northern
allowed
web
for
themselves,
having
moved
here
from
Mexico
at
the
age
of
nine
I
have
first-hand
experiences
in
yellow
students
have
been
being
a
270
years
in
middle
school.
I
have
first-hand
experience
of
how
difficult
it
can
be
to
help
teach
content
in
class,
even
with
the
advantage
of
being
able
to
communicate
with
my
peers
in
Spanish
I
feel
that
the
elimination
of
poetic
losses
in
favor
of
a
pro
teaching
model
at
the
secondary
level
will
make
it
even
more
difficult
for
yield.
Y
Ell
students
to
succeed
I
know
that
there
has
been
a
study
made
by
Beaverton
School
District
in
coordination
with
the
educational
request
and
I
found
that
there,
the
education
Northwest
could
make
no
conclusions
about
the
integrated
integrated
models
in
grades
six
through
12.
So
I
especially
concerns
me
about
how
the
district
is
still
going
to
with
the
port,
with
the
elimination
of
the
pullout
model
in
secondary
schools.
Z
Z
On
to
business,
I
want
to
share
that
I
appreciate
that
the
district
took
some
of
the
feedback
we
suggested
in
the
current
plan
after
we
presented
our
concerns
with
the
original
plan.
I
am
cautiously
optimistic
with
the
addition
of
staff
that
will
focus
specifically
on
equity
practices.
These
were
clearly
a
direct
result
of
engagement
with
the
diversion
families
for
equity
and
the
Beaverton
Barney
Union
there.
Z
For
years,
specifically,
I
want
to
call
your
attention
to
the
first
one
is
intentional:
anti
bias,
training
I'm
excited
to
see
the
equity
training,
but
a
ten
year
implementation
concerns
me
as
I've
shared
with
your
leadership.
There
must
be
specific
messages
to
all
staff
within
the
district
on
a
regular
basis
about
equity,
how
it
works
in
our
district
and
the
importance
of
its
focus
in
every
single
decision.
My
school
district,
my
school
experience
from
one
elementary
to
another,
should
not
be
different,
but
the
same
edition.
Z
Lastly,
I
want
to
ensure
that
there's
appropriate
oversight
and
how
this
money
is
spent.
How
can
the
community
continue
to
stay
engaged
in
this
process?
What
bridges
can
we
build
to
continue
to
help
our
kids
to
be
successful?
I
hope
that
this
experience
engaging
with
the
community
has
opened
the
door
for
constant
conversations
and
I
hope
that
it
will
not
stop
there.
AA
Jeanne
wanes
I
have
anything
prepared,
Rock,
Creek
parent
I'm,
also
here
to
discuss
the
boundary
adjustment
process
met
with,
and
recently
you
should
converse
were
very
thankful
for
that.
Just
wanted
comments
on
the
kind
of
division
in
our
community
in
the
Bethany
area
now
and
I
think
that
we
should
probably
think
this
process
for
the
next
time.
I,
don't
really
have
any
late.
Strong
words
of
criticism.
AA
We
kind
of
going
from
walkability
to
busing
things
that
are
not
necessarily
stated
in
the
objectives
and-
and
we
discussed
the
the
irregularities
with
the
data
which
has
led
to
confusion
on
the
committee,
including
discussion
of
whether
or
not
suma
should
be
considered,
which
is
fine
for
it
to
be
considered
one
way
or
the
other,
but
I
think
even
to
this
day
that
committee,
the
two
meeting
on
Thursday,
doesn't
know
whether
or
not
they
should
be
considering
that
so
then.
Lastly,
my
last
10
seconds
I
think
we
should
probably
try
to
control
the
disruption.
AA
V
Hello,
superintendent,
grouting
administrators
and
board
members,
my
name
is
Mary
Miller
I'm
in
Oak,
Hills,
middle
Park,
Westby,
parent
and
I've
had
kids
in
the
district
for
thirteen
years
now,
I'm
speaking
this
evening
as
an
oak
Hills
community
member
with
some
concerns
about
the
middle
school
boundary
process
similar
to
the
previous
gentleman,
but
also
since
tonight
is
all
about
student
investment
out
I
have
a
couple
quick
thoughts.
There
are
a
lot
of
details
in
a
proposal
to
spend
32
million
dollars.
My
ask
is
that
board
members
only
vote.
V
If
they've
read
the
proposal
line
item
by
line
item,
the
proposal
includes
diversity
and
equity,
administrative
bloat
that
will
focus
on
judging
people
by
the
color
of
their
skin
rather
than
the
content
of
their
character.
It
also
includes
creating
a
position
for
a
community
organizer
and
activist
position
that
is
more
political
than
educational.
Please
only
vote
if
you've
read
the
details
now
back
to
the
middle
school
boundary
topic,
I
attended
a
boundary
committee
meeting
a
few
weeks
ago
and
as
the
previous
Dolan
referenced,
you
know
it
was.
There
was
a
lot
going
on.
V
I
was
heartened
to
see
that
several
committee
members
are
close,
that
I
know
and
trust
my
favorite
middle
and
high
school
principals
and
knowledgeable
administrators,
but
I
became
dismayed
when
I
saw
that
the
meeting
was
filled
with
so
many
mobilized
parent
groups.
I
am
concerned
about
the
process
being
affected
by
a
few
focal
influential
parents
I'm
wondering
if
this
is
a
trend
that
applies
to
other
recent
changes
in
policies
in
curriculum
or
even
the
student
investment
act,
decisions
that
will
be
discussed
later
this
evening.
V
I
am
now
hearing
that
the
new
plan
is
to
split
up
hills,
elementary
kids,
to
two
different,
no
schools.
It
is
unprecedented
that
ten-year-old
kids
attending
their
neighborhood
elementary
school
would
not
all
feed
together
to
their
neighborhood
middle
school.
If
families
choose
to
self-select
a
split
with
an
option
school,
that
is
a
choice
but
I'm
wondering
if
splitting
should
be
something
that
is
imposed
and
required
with
neighborhood
middle
schools.
V
In
a
district
with
34
Elementary,
School's,
eight
middle
schools
and
six
high
schools,
we
should
carefully
consider
a
plan
that
conflicts
with
students
filtering
together,
200
schools,
as
they
matriculate
I'd,
like
Hills
Elementary
School,
to
continue
to
be
together
with
neighboring
elementary
schools
to
us
being
able
middle
school.
If
a
few
influential
parents
have
given
the
impression
that
whole
and
enough.
F
AB
Hello
BSD
board
members.
I
am
here
to
talk
about
the
latest
developments
in
the
middle
school
market
adjustment
process.
The
total
population
of
stoner
at
this
hand
of
today
has
shrunk
by
hundred
thirty-four
kids.
You
know
adjustments
to
the
numbers.
It
was
fourteen.
Ninety
one
in
2025
it
was
coming
up
to
thirteen
fifty
seven
few
questions
to
come
to
mind.
What
is
the
board
objective
on
portables
in
2025
so
because
you
have
never
made
a
clear
call
on
the
use
of
portables
beyond
2021
that
stoner.
AB
If
the
board
objective
is
90
percent
performance
capacity
in
2021
to
me,
it
automatically
employees
of
the
board's
wishes
to
educate
on
portable
that
Stoller
Stoller
had
a
security.
Lockdown
kids
were
starting
portables
for
a
greater
part
of
the
day.
Fine
box
is
the
right
thing
and
got
rid
of
portables
in
one
of
your
best
middle
schools.
What
justification
do
you
have
of
not
providing
a
true
classroom
experience
to
its
attending
students,
who
will
be
responsible
for
anything,
goes
wrong.
AB
AB
Say
that
someone
will
not
be
discussed
in
the
following
meeting,
but
the
new
map
depicts
so
much
in
turbulent
boundary.
What
guarantee
exists
from
TLD
that
there
will
indeed
be
a
summer
program
in
Timberland
has
clearly
made
this
fall,
or
is
this
mass
opposition
to
push
the
map
through
in
the
next
meeting
once
a
deal
is
sealed,
but
so
more
remains
of
floating
option.
Will
it
be
like
the
SDK
infinitely
heavenly
take
two
buses
and
go
down
to
meadow
parts
for
the
soma?
AB
We
want
to
guarantee
that
there
will
indeed
be
or
so
on
integral
and
lastly,
there
have
been
a
few
comments
and
emails
from
family
parents
which
have
not
shown
up
with
a
public
testimony
and
comments.
It's
been
a
frustrating
right,
but
you
do
the
right
thing
and
put
things
up
for
everyone
to
see.
Thank
you.
F
AC
Thank
you.
Thank
you
for
everyone
coming
and
testifying
keep
my
comments
relatively
short,
but
some
significant
topics.
Another
one
I
want
to
talk
about
the
coab
in
nineteen
corner
virus
it's
taken
place
and
what
we're
doing
about
it.
I'm
sure
that
you've
heard
that
there
was
a
a
positive
test
yesterday
or
over
the
weekend
at
Cole's
borough
and
that's
impacting
that
community.
Well,
we
need
everyone
to
know.
Is
we
basically
are
taking
our
direction
from
the
Oregon
Health
Authority,
as
are
all
other
school
districts
in
origin?
AC
We're
also
working
closely
with
other
Department
of
Education
kokyo,
deputy
superintendent
of
instruction
and
our
OHA
experts
are
recommending
that
schools
colleges,
universities,
consider
all
alternatives
before
closing,
if
a
coab
in
nineteen
case
is
detected
among
students
or
staff,
this
guidance
recognizes
that
the
instruction
in
schools
is
vital
to
student
well-being,
the
intermission
they
maintain
that
schools
provide
many
of
our
students,
the
only
ready
access
to
health
care
and
food.
Our
district
continues
to
develop
remote
learning
opportunity
for
not
only
students
identified
with
code
of
19
but
other
infections.
AC
Our
website
has
been
updated
daily
at
this
time.
Really,
a
shout
out
to
deputy
superintendent
me
who
is
leading
our
team
working
with
OHA
he's
actually
on
a
select
group
of
folks
that
works
made
over
de
and
they're
getting
the
latest
information
daily,
and
then
that
information
is
being
posted
on
to
our
website
and
also,
if
you
have
any
questions
at
all,
don't
hesitate
to
call
for
the
district
office.
This
continues
to
change.
AC
It
grows
across
not
only
or
even
between
the
United
States,
so
we're
taking
it
very
seriously
as
our
transportation
we're
doing
deeply
we're
not
clinging
schedules,
we're
doing
deep
cleaning
all
the
way
from
our
buses.
Our
light
down
every
day,
we're
allocating
more
resources,
cleaning
supplies
in
order
to
claim
once
again,
they're
recommended
I
was
actually
able
to
set
with
a
lead
doctor
on
this
at
OHA.
He
says,
basically,
this
most
significant
thing
that
you
can
do
number
one
is
wash
your
hands
continually.
AC
Sneeze
use
your
elbow
and
also
you
know,
avoid
travel
if
possible,
and
then
you
are
sick
or
become
ill
make
sure
you
stay
home.
So
those
are
the
three
things
that
we
can
continually
do
we
monitor
and
I
believe
that
things
are
changing
daily
as
you're
aware,
there's
districts
sort
of
shut
down
for
multiple
time
in
Washington,
but
right
now
our
Oregon
Health
Authority
is
recommending
that
we
keep
our
schools,
open,
middle
school
schedules
and
common
experience
and
I
think
your.
AC
We
are
delaying
implementation,
changing
middle
school
schedules
and
programming
until
the
beginning
of
the
2021
school
year.
However,
the
new
common
scheduling
and
programming
will
be
finalized
by
October
1
of
2020
and
I
am
committed
to
that.
This
will
allow
us
more
time
to
engage
stakeholders
and,
as
you
know,
we
will
populate
a
new
middle
school
in
2021.
AC
So
when
we
do
that
there
will
be
significant
transfers
take
place,
whether
it's
the
hiring
of
you
folks,
and/or
the
transfers,
staffing
from
other
schools,
and
so
my
thought
was,
if
we
are
going
to
do,
multiple
transfers
in
the
district
I
would
just
as
soon
do
them
all
at
once
to
allow
staff
to
be
more
consistent
and
to
have
their
choice.
It
also
allows
parents
a
little
bit
more
time
as
far
as
different
programming
in
schools.
AC
AC
Middle
school
boundary
process
boundaries,
you
have
to
love
them
high
school
middle
school
elementary
and
parents
are
very
passionate.
Their
boundaries
are
very
passionate
about
their
schools.
I
want
to
take
this
time
to
thank
and
I
believe
I
see
a
couple
folks
who
are
on
our
boundary
committee.
It's
a
very
emotional,
stressful
time
and
I
want
to
thank
those
members
for
what
they
do.
AC
I
had
the
opportunity
to
reach
out
and
talk
to
every
single
boundary
committee
member,
with
the
exception
of
one,
and
they
also
relay
and
understand
the
stress
and
emotion
that
goes
through
as
they
go.
We
are
planning
on
having
a
decision
recommended
to
me
by
the
boundary
committee
sometime
in
April
and
at
that
time
then
I
will
look
at
that
recommendation
and
either
forward
their
recommendation
to
the
board
for
their
approval
and
whole
and
or
I
will
make
adjustments
to
that
recommendation
and
forward
it
to
the
school
board.
AC
Hopefully
sometime
in
May
implementation
of
the
Student
Success
act,
we've
heard
a
lot
of
testimony
on
that
I.
Also,
we've
heard
several
stakeholders
come
up
and
talk
about
this
student
investment.
I
want
to
take
this
time
to
thank
our
planning
forward
committee
osea,
the
EA
for
their
participation
in
this,
and
especially
all
our
external
stakeholders,
who
have
weighed
in
and
provided
us
to
make
some
changes.
I
would
say
it's
not
perfect.
It
is
still
under
resourced.
AC
We
have
to
do
this
whole
process
again
next
year,
and
then
we
have
to
do
it
every
four
years
where
we
will
go
through
this
entire
process,
but
this
year
we
will
begin
the
implementation
and
we
have
to
go
through
the
entire
process
next
year.
That
is,
rules,
regulations
and
guidance
by
the
Department
of
Education,
I.
AC
So
we
can
hear
that
regardless
of
the
color
of
your
skin,
your
SES
ethnicity,
language
spoken,
and
so
we
think
it's
a
great
opportunity
not
only
for
the
student
Investment
Act
process
before
the
budget
process
or
a
lot
of
the
other
decisions
that
we
have
to
make
here
on
a
daily
basis.
That
impacts
approximately
the
42,000
students
that
we
serve
as
well
as
approximately
the
5,000
staff
members
we
serve.
That's
all
I
have
a
manager.
F
G
G
So
remember
Tyner.
She
emailed
me
some
specific
questions
based
on
the
submission
that
I
made
so
I
put
those
answers
and
address
those
issues
and
writing
a
little
too
lengthy
to
probably
be
able
to
go
over
item
my
item,
but
one
of
the
things
that
I
want
to
highlight
that
she
specifically
asked
about
that
I
was
actually
expecting
is
so.
First
of
all,
there's
lots
to
celebrate.
That's
your
mark.
G
So
many
of
our
underrepresented,
Emma,
graphic
groups
have
shown
tremendous
growth
over
the
last
three
years.
That
I
am
just
so
proud
and
I've
shared
this
data
with
my
staff
and
our
students
and
my
parent
groups
and
I'm
just
really
proud
of
all
the
hard
work
that
is
going
in
at
Cedar
Park
and
we
have
a
fantastic
supportive
parent
community
and
frankly,
my
teachers
work
very
hard
so
and
that's
where
I
can
really
just
kind
of
celebrate.
Why?
Why
we're
improving
and
growing
so
much?
G
It's
it's
our
teachers
and
our
parents
support
and
then,
of
course,
our
students.
So
a
couple
of
the
things
that
I
want
to
point
out
and
answer
to,
because
it's
concerning
across
the
district,
especially
at
the
middle
school
level,
are
the
number
of
class
days
missed
due
to
suspension
or
expulsion,
and
you
see
a
dramatic
increase.
Their
and
I
think
mr.
G
has
to
also
talk
about
this,
but
it's
it's
significant
and
what
I
can
tell
you
is
that
last
year
we
had
an
unusually
high
number
of
explosions
due
to
a
few
drug
incidents
that
involved
several
students
at
the
same
time.
So
what
the
data
shows
is.
It
looks
like
oh,
my
gosh,
we
had
so
many
incidents,
but
really
we
didn't
have
that
many
incidents.
What
we
had
a
few
incidents
that
involved
several
students,
and
so
their
numbers
for
suspension
and
class
missed,
gets
tally
together.
So,
of
course,
that
adds
up
quickly.
We
had
nine
explosion.
G
Explosions
overall,
which
is
more
than
Cedar
Park
typically
has
I,
will
take
two
of
those
explosions
for
parent
requests,
literally
I
had
parents
say
no
I
want
you
to
expel
my
student,
so
we
do
have
restorative
practices.
It's
very
successful.
I
will
be
honest
with
you.
We
have
had
less
opportunity
this
year
to
engage
in
those
conversations
with
the
loss
of
a
counselor,
an
assistant
principal.
It's
certainly
things
like
restorative
practices.
They're
they're,
really
important,
they're,
really
helpful.
They
work,
but
they
take
two
to
three
much.
G
They
take
twice
or
three
more
times
as
much
time
as
just
a
disciplinary
investigation,
and
so
it
requires
staff
I'm,
not
I'm,
not
making
excuses.
I'm
just
saying,
like
that's
an
important
process,
and
we
have
to
have
the
people
to
do
it
so
so
there's
also
a
breakdown,
a
demographic,
a
racial
demographic
breakdown
of
the
discipline,
expulsion
and
suspension.
That
is
something
that
we
talk
about
every
year
at
them
and
that
we
are
acutely
aware
of
so
I
want
to
also
address
another
thing.
That
came
as
a
shock
to
me
and
I
called
dr.
G
bridges
about
this,
but
parents
reporting
that
they
feel
informed
and
valued
as
active
partners
in
their
child's
education.
I
will
say
specifically
that
I
have
worked
very
hard
to
build,
trusting
engaging
relationships
with
my
parent
community
over
the
last
four
years,
and
what
this
data
shows
is
actually
two
questions
better
put
together,
whether
or
not
a
parent
feels
that
they
are
informed
and
whether
or
not
they
feel
valued
as
an
active
partner
are
two
separate
questions
in
the
survey.
But
when
you
put
those
together,
it
requires
that
those
are
answered
yes
to
both
each
individually.
G
Those
questions
were
answered,
yes,
as
78%
that
parents
feel
informed
and
78%
feel
and
valued
as
an
active
partner
in
their
child's
education.
So
I
would
just
like
to
offer
that
when
you're
talking
about
what
kinds
of
data
you
want
to
see
when
we
start
like
completing
those
questions
together,
it's
not
going
to
be
as
accurate
a
reflection
as
maybe
as
maybe
you're
wanting,
and
then
we
did
have
an
increase
in
staff
reporting.
They
contribute
to
school
decision-making.
G
We
spent
a
lot
of
time
last
year
and
continue
to
do
so
doing
some
book
studies
together
doing
work
on
a
very
transparent
and
collaborative
leader.
If
you
want
to
be
part
of
decision-making
at
Cedar
Park,
all
you
have
to
do
is
come
to
the
table.
There
is
no
requirement
to
be
on
our
leadership
decision-making
team.
A
S
You
so
much
for
responding
and
writing
having
an
opportunity
to
digest
everything.
Ids
have
some
specific
questions
and
I'm,
not
sure
if
one
was
really
addressed
here,
so
maybe
we'll
just
take
it
offline,
just
mostly
about
the
black
students,
because
you
said
that
there
what
the
data
was
not
provided
to
you
so
I'm,
just
kind
of
curious
by
just
asking
I'm
just
curious
how
you
can
help
those
students,
if
you
don't
know
how
to
help
help
them.
You
can't
explain
that
to
me.
So
that's
why
I
was
wondering
well.
G
That's
a
great
question
and
I
think
what
that
requires
is
some
more
time
to
drill
down
into
the
individual
data.
As
you
noted
here
like
on
the
second
page,
it
says
data
is
not
reported
when
there
are
fewer
than
20
students
in
the
denominator,
and
so
our
black
students
make
up
2%
of
Cedar
Park.
So
the
data
that's
presented
to
me
does
not
reflect
that
population.
That
doesn't
mean
that
I
can't
get
it.
I
would
have
to
work
with
mr.
with
dr.
bridges
to
drill
down
into
that
a
little
closer.
So.
S
I
really
wanted
to
apologize.
I
guess
I
was
just
listening.
Looking
for
an
overall
description,
not
necessarily
data,
because
you
know
being
a
teacher
and
a
principal
instructional
leader.
I
was
just
expecting
you
to
speak
to
how
you
approach
that,
based
upon
your
experience
at
the
school
with
these
students,
I
wasn't
asking
for
data
necessarily.
AD
N
AD
Question
in
the
comments
that
you
might
have
signed
either
like
this
or
first
and
foremost,
thank
you
for
your
hard
work
and
focus
on
student
learning.
Achievement.
Ultimately,
I
think
this
is
at
the
core
of
what
we
are
all
about.
Each
and
every
child
needs
to
find
success
and
feel
successful
and
I
received
some
questions
as
well
sent
over
the
weekend.
I'll
do
my
best
to
answer
those
questions
for
you
as
I
share
my
thoughts.
Conestoga,
if
you
didn't
know,
is
turning
25
this
year.
AD
AD
Our
staff
have
attended
and
the
trainings
that
have
focused
on
things
like
liquor
eyes
in
a
classroom,
literacy,
the
content
areas,
writing
for
content
area,
Teachers,
math,
science,
language,
arts,
social
studies,
content
area
conversations,
digital
teaching,
culturally
relevant,
relevant
teaching,
academic
language
student
success
and
much
more
our
goal.
Any
of
your
classes.
The
expectation
that
we
have
multiple
liquor
strategies
used
in
the
every
classroom
every
day.
AD
We
have
four
teacher
led
committees
that
follow
the
avid
principals.
They
are
the
instruction
for
systems
and
leadership
committees.
All
of
them
are
voluntary
and
shared
by
staff
members
who
facilitate
that
work.
After
looking
at
our
achievement,
data
discipline,
data
and
other
data
are
focused
for
this
year
and
I
anticipate
for
the
years
to
come,
learning
focused
on
establishing
systems
that
develop
and
maintain
relationships,
their
equitable
collaborative
solution,
oriented
and
balanced.
As
a
staff,
we
have
spent
a
lot
of
time
developing
and
learning
from
learning
about
trauma-informed
care,
community
circles
and
restorative
practices.
AD
AD
Multiple
students
were
involved
in
multiple
incidents
of
vaping
with
these
chemicals
I'm
pleased
to
say
that
this
year
has
been
much
different
than
the
data
suggests,
we're
moving
a
much
more
acceptable
way,
I'm
hopeful
that
our
work
with
the
community
and
the
information
provided
to
students
and
parents
have
helped
put
that
improvement
in
addition
to
working
with
relationships
that
are
positive
with
staff.
We
have
committed
to
our
teachers
that
we
must
be
literacy
instructors
in
all
areas
in
all
classes
at
all
times.
AD
During
our
last
step
of
staff
development,
for
example,
we
focused
on
strategies
that
encourage
critical
thinking
and
communicating
while
reading
about
issues
of
equity
in
social-emotional
learning.
Following
these
activities,
staff
were
given
on
the
to
develop
shareable
multi-level
text
sets
for
their
specific
areas
of
study
for
upcoming
units.
Lastly,
we've
spent
a
lot
of
time.
Looking
at
issues
of
equity
in
our
school,
we
focus
on
the
attention
in
two
different
areas:
academic,
equity
and
disciplinary,
through
statewide
assessment
data
and
through
data
that
can
be
gathered
and
review
the
district
and
school
s.
AD
We
found
a
lot
of
interesting
things.
Interestingly,
our
academic
data
for
students
of
color,
taking
rigorous
coursework
and
finding
success
in
coursework
has
been
very
positive.
This
is
documented
for
a
state
achievement.
Data
most
of
the
groups
that
are
recorded
through
the
Department
of
Education
are
continuing
to
show
great
individual
growth.
Our
Hispanic
students
have
remained
flat
in
language,
arts
and
math
jumped
up
20
percent
two
years
ago
and
have
since
been
relatively
flat.
We
have
some
work
to
do
in
that
area.
AD
Fortunately,
we
have
found
that
and
monitor
our
students
classroom
achievement
as
they
matriculate
to
both
South
Ridge
and
Mouse,
inside
that
our
students
are,
for
the
most
part,
part
finding
great
success
in
their
freshman
work.
We're
in
the
process
of
developing
student
equity
Council
that
has
been
talked
about
actually
here
is
an
important
need.
That
means
monthly
for
the
rest
of
the
year
and
will
expand
into
next
year.
AD
Specifically,
the
public
stated
goal
of
this
group
is
to
ensure
that
every
child
and
adult
are
working
toward
a
school
that
is
void
of
racist
and
exclusionary
practices,
and
we
will
teach
and
activities
that
inspire
understanding,
encourage
conversations
and
enhance
participation
in
everything
that
we
do.
The
students
who
are
part
of
that
group
will
be
expected
to
share
their
experiences
and
perceptions
of
how
Jesus
cool
are
working
to
make
our
school
better
for
all
kids,
we
will
identify
areas
in
irritation
and,
more
importantly,
explore
solutions
to
these
opportunities.
AD
In
the
spirit
of
equity
and
learning,
we
have
made
conscious
decisions
as
a
school
to
develop
a
master
schedule
that
allows
for
learning
choices
for
our
students.
We
offer
robust
an
elective
offerings,
including
drama
The
Inquirer,
our
technology
band,
along
with
full-day
PD
keiki
for
our
students.
These
are
the
decisions
that
have
been
consciously
by
our
staff
and
are
committed
by
our
staff
to
continue
we're
incredibly
proud
of
what
we've
accomplished
it
comes
over,
but
I'm
never
satisfied.
Folks
know
that
there
is
much
to
be
done
in
the
growing
needs
of
our
kids.
A
AD
A
AE
K
K
G
G
Does
Cedar
Park
have
a
drug
problem?
Well,
I
would
say
that
our
community
needs
to
address
that.
It's
not
like
we're
handing
it
out.
Do
we
have
a
baking
problem
to
some
extent,
but
we're
not
handing
it
out
it's
coming
in
so
so.
How
do
we
address
that?
We
can
address
it
in
our
small
world,
but
there's
a
bigger
community
discussion
that
needs
to
start
happening
from.
AD
My
perspective,
I
think,
is
absolutely
a
community
thing.
This
these
things
are
still
available
and
readily
available
anymore,
that
they
could
be
in
a
moment's
notice,
picked
up
just
about
anywhere
an
example
of
a
student
just
recently
who
has
found
that
a
pen
had
been
collecting
his
own
allowance
for
a
number
of
weeks
and
cash
converted
it
into
a
credit
card
that
he
had
purchased
online
through
Amazon.
He
was
sent
to
his
friend's
house
and
he
had
himself
a
pad
father.
Just
had
no
idea
that
it
was
happening.
AF
G
Just
also
we
don't
like
to
exponents.
Never
do
we
want
to
say
you
don't
want
you
at
our
school,
but
part
of
that
is
a
school
safety
and
a
student
safety
issue,
and
for
that
I
will
always
be
firm.
It's
my
job,
first
and
foremost,
to
make
sure
that
my
students
are
safe,
and
so,
if
there
is,
if
that's
coming
in
we're
going
to
do
everything,
we
can
to
support
that
student
to
make
different
choices
and
if
they
don't
definitely
it's
my
responsibility
to
take
care
of
everybody
else.
AG
F
F
AD
Change,
there's
a
lot
of
them.
I
think
the
one
that
comes
to
mind,
the
most
I
think
is:
maybe
a
student
resilience
I
find
that
when
they
trust
and
when
students
are
challenged
with
something
sometimes
they're
choosing
to
put
up
the
white
flag
and
maybe
giving
up
more
than
they
normally
would,
and
we
need
to
find
ways
to
make
sure
the
kids
feel
empowered
and
capable
to
meet
those
challenges
that
are
presented
to
them.
AD
A
lot
of
being
asked
for
that
more
than
I
think
I
was
asked
when
I
was
in
middle
school
or
junior
high,
and
you
have
to
find
a
better
ways
to
make
those
kids
needs
when
they
feel
like
they
can't
survive
or
exist
or
continuing
with
whatever
they're
being
challenged
with.
We
gotta
find
ways
to
engage
them
in
more
effective
ways.
AH
Taking
charge
in
check
numbers,
the
board
with
this
is
my
fourth
financial
report
for
you
and
finally,
I
have
a
little
bit
of
good
news
work
into
the
numbers.
So
if
you
jump
to
the
bottom
line
on
the
right
hand,
side
which,
which
I
typically
look
at
first
you'll,
see
our
fund
balance
is
now
protect
you
to
be
above
twenty
five
million
twenty
six
point:
four
million
that
primarily
comes
from
two
places
increase
in
revenue
of
about
three
million
and
a
projected
a
little
bit
of
savings
on
the
expenditure
side
of
about
three
million
dollars.
AH
So
that
is
definitely
good
news
from
everything.
In
the
past,
the
additional
revenue
sources
primary
the
state
of
school
fund.
Remember
at
any
given
time.
We
have
three
years
that
were
working
with
so
we're
still
working
with
1819
last
year,
working
with
nineteen
twenty
this
year,
and
so
those
two
numbers
got
a
little
better
in
our
estimate.
If
you
remember
in
the
1819
year,
that's
the
end
of
a
biennium,
the
state
school
fund
will
released
their
twenty
million
dollar
deserve
at
the
end
of
a
biennium.
AH
So
they
expect
to
get
up
up
from
that
and
in
addition
to
that,
in
the
nineteen
twenty
year,
our
actual
funding
for
students
up
a
little
bit.
So
that's
the
good
word
on
this
year.
We
are
going
to
get
one
we're
invited
the
Apple
in
the
next
two
weeks
in
terms
of
getting
our
resources
where
we
think
we
need
to
be
in
preparation
of
presenting
unit
2020
2021
buckets.
AH
K
AH
Of
I
think
weird
things:
dialed
in
Eric,
I
think
from
a
sustainability
perspective,
we're
taking
what
we
have
this
year
work,
that's
instructive
to
building
next
year's
budget
as
well
as
we
roll
step
into
the
new
year.
We
have
an
eye
on
sustainability
for
sure
in
the
out
years.
You
know
we've
been
working
on
a
long-range
financial
plan
and
this
certainly
will
influence
that
as
we
build
budgets
in
the
coming
year.
So
yes,
there's
some.
AJ
Y
A
AK
AK
This
Thursday,
we
are
looking
for
a
preliminary
conclusion
of
the
presented
to,
though
we
are
also
responding
to
a
number
of
questions
that
the
committee
asked
last
meeting.
So
the
report
also
identifies
the
amount
of
public
testimony
public
participation
that
we
do
receive
to
date
on
this
project
and
I'm
terribly
to
talk
about
any
of
the
next
steps
as
a
part
of
this
discussion.
If
you
would
like
to
and
with
that
I
will
end
my
comments
and
answer
any
questions
you
might
have.
F
AE
Steve
will
be
really
I,
actually
don't
have
any
questions,
but
I
do
want
to
take
a
minute
just
to
share
a
few
observations,
because
I
zone,
to
which
I
represent,
has
been
particularly
impacted
by
this
process
and
I've
had
a
lot
of
opportunity
to
meet
with
different
groups
and
I
just
wanted.
This
feels
like
the
right
time
to
update
my
board.
Colleagues.
I
have
had
the
opportunity
to
meet
with
very
large
groups.
Parents.
Z
AE
Know
that,
as
in
the
report,
so
as
Steve
and
other
district
staff
in
general
parents
and
community
members
are
very
engaged
as
I
think
the
dry
report
might
not
let
you
know
that
boundary
committee
meetings
are
overflowing.
If
you
haven't
been
to
the
502
cafeteria,
imagine
you
know
full
to
overflowing.
There's
a
lot
of
engagement
in
this
process.
The
sheer
number
of
comments
has
been
really
I
would
say
almost
over
bombing
for
somebody
who
was
trying
to
read
all
of
them.
AE
I
encourage
our
members
to
make
sure
that
you
take
a
a
peek
at
all
3,000
from
a
single
elementary
school.
That
would
give
you
an
idea,
but
the
kind
of
volume
that
we're
talking
about
the
groups
that
I've
met
with
have
been
particularly
interested
in
understanding
what
the
process
will
look
like.
They
have
been
keenly
watching
the
committee
and
then
they
want
to
know
what
happens
and
specifically,
where
does
the
board
fit
in
and
I
think
they
have
been
reassured
to
understand
exactly
how
this
process
will
go
over
and
what
the
next
steps
will
be.
AE
And
then
I
think
some
third,
the
one
thing
I
would
share
with
Steve
and
the
others
who
are
helping
with
I'm
very
confidently
deleted
this
process
through.
There
is
some
confusion
around
the
objectives
and
so
much
so
that
I
was
almost
relieved
when
I
saw
how
clearly,
we
actually
had
written
them
in
the
first
place
they
objective
of
the
committee.
The
number
one
is
to
create
an
attendance
boundary
that
it
fills
timberland
middle
school.
AE
S
Guess
I
just
wanted
to
make
you
know
another
comment.
Just
to
add
clarity.
I
know,
there's
been
some
comments
made
about
information
that
is
provided
to
the
boundary
committee,
making
and
writing
or
by
email
and
the
inability
to
see.
Maybe
the
comments
in
real-time
but
I
think
we
only
have
one
person.
Maybe
so
you
can
collaborate
that
with
me
or
not
who's,
actually
getting
all
the
data
in
and
posting
them,
and
you
can
tell
by
the
sheer
volume
of
the
comments
that
are
coming
in
it's
kind
of
difficult
to
get
everything
in
quickly.
S
AK
Thank
you
for
that
question.
Yes,
we
have
received
a
huge
volume
of
public
comment
and
we
had
when
we
first
started
if
we
were
going
through
and
formatting
the
email
and
trying
where
the
comments
and
try
to
make
it
nice
and
clean,
and
when
we
started
it,
you
know
the
amount
of
comments
that
we
were
receiving.
We
did
turn
it
around
pretty
quickly
and
then
hiccup
really
large,
and
so
what
we've
done
is
we
stocked
in
the
formatting
and
cleaning
up
the
comments
in
order
to
expedite
posting
as
quickly
as
possible?
AK
K
AK
This
is
the
best
committee
that
I've
worked
with
in
my
career
in
terms
of
representation
of
interests
patterns.
This
is
a
really
good
group
of
thoughtful
considerate
people.
There
are
challenges,
of
course,
anytime
you're,
working
with
sixteen
different
individuals
of
trying
to
you
know,
build
consensus
on
items
in
terms
of
the
committee's
work.
AK
AK
F
AL
Thank
you
so
we're
on
the
take
your
really
quickly
back
through
what
is
the
Student
Success
act
of
a
student
investment
act.
The
student
investment
account
component
of
it
I
know.
Most
people
know
this.
They
won't
try
to
hit
this
really
quickly
for
everybody's
life
and
I
acknowledge
again
the
heavy
lift
that
everybody
in
this
community
and
communities
all
over
the
state
made
in
ensuring
the
passage
of
the
Student
Success
act
in
the
2019
legislative
session.
AL
AL
Notably
for
funding
for
measurement,
eight
financial
success
initiative
and
a
wide
expansion
of
reimbursable
meals
for
school,
nutrition
and
other
items,
and
then
a
20%
investment
in
early
childhood
education
preschool
promise,
Reagan,
headstart,
expansion,
etc.
We
are
talking
about
today
is
the
50%
of
the
measure
that
is
allocated
to
student
investment.
Account.
AL
72
million
dollars
statewide
this
current
year.
This
is
again
ongoing
revenue.
This
is
a
new
revenue
source
for
the
state
through
these
acts
that
should
be.
We
couldn't
be
more
excited
about
the
pressure
released
to
the
system
as
a
whole.
The
manager
allows
for
four
areas
of
expenditure,
reducing
class
size,
well-rounded
education,
instructional
time
and
Health
and
Safety.
I
would
note
that
there
is
legislative
language
under
each
of
these
hub
subheadings
to
broaden
their
scope
to
a
certain
degree,
and
they
do
additional
nuance,
not
belabor
them
here,
but
they
are
broader
than
just
just
simply.
AL
Those
four
packages
listing
those
investments,
however,
are
meant
to
be
targeted
at
two
goals.
One
is
meeting
the
students,
mental
and
behavioral
health
needs,
whether
the
legislature
traveled
around
the
state.
They
were
significant
I'll
project,
as
we
have
seen
here
locally
about
the
both
disruptive
behavior,
but
also
the
true
mental
health
needs
of
our
students
these
days
in
our
system,
not
just
here
but
across
the
state.
The
second
is
increasing
students,
academic
achievement.
A
AL
Reducing
historic
disparities
for
poor
populations
in
the
district
if
those
are
further
defined
as
students
with
special
needs
students
on
IEP,
our
emerging
bilingual
students,
students
experiencing
poverty,
homeless,
students
foster
students,
our
black
students,
our
Latino
students
and
our
agent
Pacific
Native
Hawaiian
students
as
well,
and
our
Native
American
students
listening
those
are
both
defined
in
statute
as
well
as
by
the
Department
of
Education.
You
can
see
some
of
them
listed
here
on
this
page
again.
AL
The
bill
before
by
district
must
meet
certain
requirements,
as
we
discuss
here
from
the
measure
again
focusing
on
those
two
goals.
We
are
in
the
middle
of
this
serpentine
timeline
put
out
by
the
Department
of
Ed.
You
see
this
March.
The
application
window
right
now
is
the
department
is
choosing
to
operate
a
submission
window
which
operates
from
last
Monday
through
April
15th
tax
day
yeah
for
submission,
as
I
understand,
I
think
about
eight
districts
have
submitted
so
far
as
a
Friday
afternoon
is
not
a
race
to
the
top
to
use
a
pejorative.
AL
AH
AL
AL
AL
And
it's
think
it's
fair
to
say
that
we
all
learned
an
immense
amount
throughout
this
process
and
looking
forward
to
more
changes
as
we
go
forward
in
the
future
years
of
as
I,
because
it's
the
gift
that
keeps
on
giving
we'll
do
this
next
fall
and
into
second
Avenue
and
so
forth,
and
so
on.
The
SI.
A
application
has
a
number
of
requirements
listed
here,
as
you
can
see,
lifted
from
the
statute.
Take
into
account
input
from
the
community.
Consider
data
collected
to
make
a
plea
based
decision
through
an
equity
lens.
AL
AL
Commission
I
won't
belabor
that
if
you
have
questions
about
what
that
is,
people
are
free
to
ask
me
afterwards,
but
it's
essentially
a
evidence
based
model
put
forth
by
the
state
to
determine
what's
the
best
and
how
much
it
cost
to
get
students
to
stand
and
then
employ
them
up
to
the
four
uses
and
meet
the
two
purposes
in
statute.
Buritan
is
a
preliminary
estimate.
Was
this
32
million
750
1913?
AL
That
is
an
estimate,
and
a
portion
of
this
comes
off
the
top
as
a
amount
dedicated
to
the
to
charter
schools
operating
the
district,
and
that
is
contained
in
our
application
as
well.
One
last
bit
of
context
standing
for
folks
who
I
know
we've
gotten
this
question
a
lot,
and
this
has
been
a
very
public
process,
putting
together
this
application,
but
it
is
for
32
million
dollars.
Just
give
me
a
sense
of
crispin
big
blue
wedge
there.
AL
The
Packman
portion
of
this
is
the
general
fund
budget
for
the
district
and
approximate
e's
are
rounded
numbers,
approximately
father
and
25
million.
So
when
we
think
about
what
it
is
that
the
district
does
well,
we
believe
the
SI
a
is
a
catalyst
for
change
across
the
district
and
across
the
general
fund.
We
will
be
doing
a
vast
amount
of
work
across
this
district
that
is
really
on
the
entirety
of
the,
but
you
can
see
the
various
fossilizes
compose
very
so.
I
Let's
get
to
the
Community
Engagement
requirements
and
the
activities
that
we
did
to
engage
the
community.
We
did
some
things
differently
and
I
think
that
that
was
really
great
opportunity
for
us
to
be
able
to
dig
a
little
bit
deeper
and
create
an
ongoing
and
intentional
engagement,
particularly
our
populations,
that
this
law
is
intended
to
serve
some
activities
that
we
do
work
a
bit
the
interviews
and
focus
groups.
We
have
that
at
both
of
those
district
level
as
well
as
at
the
school.
We
have
four
large
community
based
forms.
I
As
you
know,
I
continue
to
some
of
those.
We
have
well
over
four
thousand
survey
responses
and,
of
course,
we've
often
said
it's
probably
well
in
excess
of
five
to
six
thousand,
actually
individuals
or
participating
groups,
perhaps
reading
counselors,
how
many
people
were
in
the
group.
But
that's
a
learning
for
us
to
be
able
to
say
was
this
a
group
or
the
individual?
I
The
multiple
in
the
department
amazing
work
with
their
9he
linguistically
culturally,
since
their
focus
groups
that
they
did
with
American
Indian
and
Alaskan
native
latina
or
Arabic
Korean
Vietnamese
Russians
somali
chinese,
japanese,
al
parents.
They
did
18
focus
groups
in
total
in
just
phase
one,
which
was
really
quite
remarkable
and
they
offer
child
care
and
food
and
that's
how
they
do
that
work
and
so
really
kudos
to
chose
to
go
on
her
team
because
they
really
did
a
lot
of
wonderful
work
with
those
families.
I
We
did
enough
with
students
when
we
heard
number
of
students
thousand
took
the
survey
in
phase
one,
and
then
there
were
also
our
Student.
Advisory
Committee
from
the
school
board
also
ran
and
gave
the
district
some
input
as
well,
and
then
our
special
education
parent
advisory
group
provided
input
in
phase
one
and
phase
two.
I
The
student
health
and
safety
organization
that
came
along
alongside
really
looked
at
the
student
in
the
behavioral
mental
health
aspects.
And
we
were
fortunate
to
work
with
Washington
County
with
Nami,
which
is
the
National
Alliance
of
mental
illness
and
just
other
key
partners.
That
really
do
this
work
in
the
community
that
come
alongside
and
share
their
expertise
and
really
ought
to
help
us
understand
the
depth
of
the
problem
and
what
we
could
do
move
forward.
I
We
went
out
to
do
some
deeper
conversations
with
one
community
forum.
We
looked.
We
asked
people
to
really
identify
deficiencies
and
blind
spots
that
we
might
on
it
addressed.
We
were
so
fortunate
to
have
even
a
black
parent
union
step
forward.
They
have
formed
as
well
as
families
for
equity,
and
we
sat.
They
had
a
focus
group
with
them.
I
H
So
I'll
be
starting
with
the
first,
which
is
the
equity
focus
instructional
investment.
This
is
one
that
we're
most
excited
about.
The
the
biggest
bucket
here
is
for
6.8
million
and
it's
to
protect
current
classroom
staffing,
district-wide
catalyst
for
equity
based
reform
of
staffing
allocation
number.
H
So
what
it
will
do
is
it
will
distribute
classroom
staffing
with
weighted
student
formula,
adding
poverty
wait
for
redistribution
of
allocations,
which
would
be
0.25
at
the
elementary
and
point
5
at
the
secondary,
so
you'll
see
that
our
higher
poverty
schools
will
be
receiving
more
resources
for
class
size,
and
in
addition
to
that,
we
will.
We
are
targeting
an
additional
investment
with
the
same
poverty
waiting
for
classroom
teachers
at
grades
K
through
2,
which
comes
to
an
additional
4.3
million.
This
also
and
other
what
we
found
in
the
research
was.
H
It
was
really
important
to
lower
class
size
and,
at
the
same
time
cut
another
couple
it
with
instructional
strategies.
So
many
of
these
strategies
are
meant
to
be
untied.
We
have
our
lower
class
sizes,
which
would
include
the
caseload
reduction
for
emerging
bilingual
students
at
six
hundred
fifty
eight
thousand
early
literacy
intervention
supports
which
we
bring
on
our
title,
one
schools
to
a
full
time,
intervention,
teach
specialist
and
that
comes
mm.
H
Also
again,
making
sure
that
we
have
professional
and
development
patents
and
other
resources
that
are
tied
to
our
lower
class
sizes.
So
we
will
have
professional
development
for
early
literacy
focus
which
includes
the
dyslexia
supports.
It
includes
our
Ald,
our
and
other
assessment
practices
throughout
the
district.
That
is
a
investment
for
308,000.
H
We
will
be
looking
at
culturally
responsive
materials
for
our
libraries
and
classrooms
that
match
and
what
our
students
need
to
see
in
our
classrooms.
At
380
mm
there
will
be
an
extended
day,
extracurricular
opportunity
for
all
of
our
middle
schools,
and
it
is
a
support
that
is
fair
now
for
a
few
of
our
middle
schools,
but
we
will
be
extending
it
to
all
of
our
middle
schools
and
that
will
be
an
investment
and
finally
50,000
investment
for
material
support
for
dyslexia,
implementation.
G
Hello,
thank
you
all,
as
you
can
imagine,
I
am
super
excited
to
be
up
here
right
now
to
talk
about
our
student
success
teams.
So,
in
our
proposal,
what
we
heard
from
the
community
from
our
teachers
from
students
was
about
the
need
to
address
the
social
emotional
needs
of
students
within
the
district.
So
a
large
part
of
our
student
invest,
investment
account
is
going
to
increase
those
supports
throughout
the
district,
so
the
main
part
being
the
development
of
student
success
teams.
G
These
are
multidisciplinary
teams
that
will
have
so
at
the
elementary
level,
we'll
look
at
having
a
counselor,
a
nurse,
a
social
worker,
a
student
success,
coach,
an
intervention
teacher
resource
room,
teacher
and
school
psychologist.
So
this
is
the
team,
a
well
trained
staff
to
come
together
and
talk
about
students
to
plan
for
them
provide
direct
support
to
students,
as
well
as
to
staff
at
the
secondary
level.
We're
looking
at
the
same
kind
of
idea
around
this
student
success
team.
G
However,
they
we
include
the
grad
mentors
there,
because
we
have
that
support
at
the
high
school
level
and
really
what
these
teams
will
be
doing.
Is
this
an
idea
of
a
multi-tiered
support
system
so
we're
starting
with
the
first
tier
and
now
Universal
supports
for
all
students
and
then,
as
students
have
increased
means
we're
able
to
tailor
our
supports
directly
to
them
as
we
work
on
restorative
practices
and
restorative
conferencing
will
now
have
staff
in
the
building
to
be
able
to
dedicate
time
to
do
that.
Work
with
our
students.
G
G
Additionally,
with
these
student
success
teams
we'll
be
looking
at
having
cross
team
affinity
groups,
so
as
we're
looking
at
our
hiring
and
we're
looking
at
this
range
of
counselors
student
success,
coaches,
social
workers,
nurses,
how
can
they
come
together?
If
there's
an
incident
to
respond
to?
You
know
an
incident
of
racial,
racial,
cultural,
linguistic
or
ability
kind
of
fueled
incidents
in
there,
so
they
can
come
together,
but
we
won't
ask
just
assigned
someone
to
them.
That
obviously
will
be
volunteers
who
are
having
an
interest
to
do
that
work.
G
Additionally,
then,
we
part
of
the
Student
Success
team
approach.
That
is
really
interesting
is
that
these
are
going
to
be
teams
that
come
together
and
we're
using
funds
from
sa
a
measure
might
be
a
and
general
time
and
through
those
blending
of
funds,
were
able
to
really
increase
the
number
of
students
who
are
available
for
instruction.
So
one
of
the
pieces
that
we're
seeing
is
that
we
have
students
who
aren't
available
for
instruction,
and
so
then
that
may
disrupt
the
instruction
of
other
students
in
the
classroom.
G
So
we
want
to
have
real
time
people
there
to
do
that.
So
now
we
can
have
more
kids
in
the
classrooms
learning
so
income
with
all
these
funds.
The
big
thing
that
we're
super
excited
about
is
we're
going
to
see
a
full-time
social
worker
in
every
single
school.
We're
gonna
see
a
student
success,
coach
and
intervention
teacher
in
all
of
our
elementary
schools.
We're
seeing
through
we're
gonna,
see
an
increase
of
two
counselors
at
our
larger
elementary
schools.
We'll
have
a
secondary
counseling
ratio,
one
two,
three,
ninety
nine,
which
is
down
from
one
to
four.
G
Ninety
nine
will
see
a
college
and
career
readiness,
counselor
and
flexible
counseling
still
within
our
buildings,
as
well
as
a
behavioral
health
paraeducator
to
support
with
wellness,
centers
and
direct
real-time
instruction
with
students
at
the
secondary
level.
We
are
also
seeing
a
decrease
in
our
special
education
resource
from
caseloads
and
having
a
base
of
a
full-time
resource,
room
teacher
at
every
elementary
school
and
every
option:
school
three
resource
room
teachers
at
every
middle
school
and
four
resource
from
teachers
at
every
high
school
and
reducing
those
caseloads.
So
they
can
provide
direct
support
to
students.
G
Additionally,
we
are
adding
some
school
funds,
so
what
I
would
tell
you
is
our
original
plan
that
came
out
was
probably
about
seventy
million
dollars
worth
of
supports,
and
then
David
said
I
could
have
do
all
that.
That's
okay,
so
we
think
this
plan
is
really
good,
even
though
the
70
million
would
have
been
amazing.
So
what
we
knew
we
had
to
do
was
then
add
some
supports.
G
District-Wide
reduce
some
caseloads,
and
so
with
that
we're
adding
our
full-time
nurses
will
go
from
serve
four
buildings
to
three
buildings,
so
we'll
see
a
reduction
in
that
we're
gonna
see
an
increase
in
school
sites,
time
to
all
of
our
elementary
schools.
It's
a
little
bit,
but
a
little
bit
goes
a
long
way
if
I'm
a
school
site
cannot
split
between
four
buildings.
Baby
now,
I'm
always
split
between
three
we're,
looking
at
increased
speech-language
pathologist
time
across
all
schools,
and
then
we'll
have
we'll
go
from
five
point
to
autism
consultants.
G
To
six
point
two:
we
have
over
850
students
and
in
our
district
who
are
eligible
for
special
education
under
autism
spectrum
disorder,
so
they
will
have
an
increase
of
another
one
to
help
support
directly
with
that,
and
then
the
other
thing
that
our
team
really
felt
like
we
needed
to
invest
in
was
some
drug
and
alcohol
counselors,
as
we
heard
from
zan
and
Shannon
earlier,
this
kind
of
need
to
wrap
around
and
look
at
that
drug
and
alcohol
component
first
ooh.
This
is
huge.
G
Families
now
have
to
pay
for
a
lot
of
their
drug
and
alcohol
assessments
outside,
so
we
will
have
trained
staff
here
who
can
get
to
students
and
get
access
to,
but
and
additionally,
for
that,
there's
other
components
that
we
need
to
add,
and
so
we've
added
through
the
multi
line
apartment
some
additional
support
for
the
Student
Success
teams.
Looking
at
our
are
multilingual
liaisons
to
be
able
to
work
with
families,
so
as
we're
doing
translation
and
interpretations,
we
realize,
if
we're
having
these
needs,
are
we're
having
these
parent
minutes.
G
We're
gonna
see
an
increase
of
that
need,
so
we
added
some
support
in
there
so
that
we
could
be
culturally
responsive
as
we're
having
those
meetings
with
families
and
talking
about
pretty
sometime
topics
that
can
be
off-putting
to
families.
Additionally,
we
will
have
funding
for
professional
development
and
materials,
we're
looking
at
selecting
materials
k12
to
address
the
social-emotional
learning
needs
of
students,
and
then
we'll
also
have
to
invest
in
the
professional
development
of
hiring
over
50
people
into
the
system.
G
We
are
also
going
to
be
out
of
adding
deployable
staffing
in
terms
of
classified
sub
supports
or
when
we
have
kind
of
those
short-term
crises
that
might
happen.
We
had
a
student
who
moves
and
who's
really
needing
some
direct
support
immediately,
so
there
will
be
a
means
for
schools
to
access
that
support
as
we're
trying
to
go
through
the
process
and
figuring
out
as
we're
learning
us
to
do
that,
and
then.
AM
Port,
the
two
items
that
I
want
to
talk
about
are
the
district-wide
equity
training
that
we're
going
to
engage
in
with
the
Oregon
Center
for
educational
equity.
That's
a
group
that
many
of
our
neighboring
districts
have
been
partnering
with
for
a
long
time,
many
of
our
own
staff
have
been
through
some
of
the
seminars
that
they
do.
AM
The
rough
estimate
is
three
hundred
and
sixty-five
thousand
a
year
that
would
provide
for
two
to
three
intensive
five
day
trainings.
That
initially
is
going
to
be
aimed
at
leadership,
because
part
of
that
involves
being
trained
as
facilitators
for
the
in
district
seminars
that
we'll
offer
which
we're
hoping
to
do
four
to
five
times
a
year,
which
would
be
addressed
at
our
be
publicly
above
ninety
people
at
a
time
including
certified
classified
and
administrative
employees.
AA
AM
Led
by
building
administrators
focusing
on
equity,
so
it's
not
that
we
are
only
offering
it
to
those
staff
were
able
to
attend,
but
that
supplemental
work
that
we're
all
also
doing
to
help
with
that.
There
is
the
creation
equity
COSO,
which
would
double
the
population
of
the
office
of
equity
and
inclusion,
which
would
be
very
exciting
and
part
of
that
would
be
to
help
facilitate
those
trainings.
But
a
lot
of
it,
too
would
be
to
help
develop
some
of
the
professional
development
that
we
could
then
offer
to.
S
S
AL
All
right?
Thank
you.
I
would
add
and
I
think
that
the
valuable
resource
here
is
I
talk
about
the
next
two
positions,
though
the
three
positions
here,
along
with
with
Pat,
would
sort
of
function
as
a
cross-departmental
team
that
focus
on
you
know
broad-based
systems,
improvements
in
the
district,
including
the
way
we
approach,
access
and
analyze
data,
along
with
that
data
analysts,
so
really
looking
at
changing
the
way
we
provide
that
data
and
thank
you
so.
A
AL
That
position
will
also
receive
we
put
in
a
small
amount
of
discretionary
funds
that
that
position
we
put
together
our
plan
for
the
use
of
those
funds
as
a
way
to
break
down
financial
barriers
that
may
exist
for
our
internal
workforce
of
color
or
external
candidates,
who
may
face
other
obstacles
in
achieving
their
desired
licensures
or
other
opportunities.
I.
Don't
we
don't
know
exactly
what
this
would?
Look
like
again,
this
would
be
the
first
task
of
that
administrative
position.
AL
This
position
might
assist
with
capacity
building
amongst
those
organizations
or
further
broad
enough
formal
access
point
to
the
school
district,
so
that
we
can
have
a
level
of
engagement
and
then
again,
these
positions
would
operate
as
that
cross-departmental
team,
as
mentioned
the
last
bit,
is
the
allowable
indirect
costs.
This
is
the
statutorily
allowable
amount
capped
at
$500,000,
a
I
believe
we're
allowed.
The
measure
allows
the
source
of
charge,
whatever
their
indirect
rate,
which
could
be
upwards
of
a
million
and
a
half
dollars,
but
it
is
capped
at
$500,000.
AL
These
funds
are
used
to
pay
for
a
variety
of
back-end
services
in
the
district
not
required
to
be
defined
in
here.
Obviously,
we
have
the
additional
work
that
this,
the
staffing
and
hiring
you
have,
that
sort
of
quote
back
office
cost
associated
with
that,
including
some
opportunities
to
expand
back
services
elsewhere
in
the
district.
AN
So,
to
reiterate
what
David
said
earlier,
these
are
just
placeholders.
Ote
has
told
districts
you
have
to
put
in
some
numbers
that
we
are
going
to
code,
develop
or
negotiate
those
numbers
after
your
application
is
approved,
and
those
numbers
that
are
developed
or
negotiated
will
come
back
to
you
for
final
approval
later
this
spring.
So
I
really
don't
want
to
talk
about
numbers
that
we
don't
give
me
approve
just
note
that
districts
have
to
establish
three
goals.
One
is
a
baseline,
which
is
really.
AN
Where
are
you
now
stretch
target
it's
like
if
everything
goes
well
with
our
investments?
What
we
really
like
to
see
in
terms
of
student
outcomes
and
then
the
third
is
a
gap,
closing
goal
so
the
distance
between
the
performance
of
our
a
student
that
is
a
member
of
one
or
more
focal
groups
versus
a
student.
That's
not
any
local
group
that
gap
that
we
have
right
now
needs
to
close
over
the
next
five
years,
so
in
the
Qun
aft
happy
to
answer
any
questions
about
those
numbers.
AL
Think
it's
what's
doable
here.
What
the
department
is
trying
to
do
is
get
away
from
the
sort
of
old
framework
of
adequately
progress
or
other
what
single
point
in
time,
metrics
and
really
trying
to
think
about
the
broad
base
with
which
we
need
both
to
continue
progress
overall,
but
as
well
as
to
close
gaps
in
the
district
and
to
have
multiple.
AL
So
let's
talk
about
the
budget
a
little
bit,
we
obviously
listed
some
of
those
numbers
previously
I
will
apologize.
Some
of
these
numbers
on
these
sheets
have
been
slightly
rounded
for
presentation
purposes,
so
don't
sit
there
and
add
them
up.
The
actual
formal
budget
is
in
the
entire
SIF
of
a
application,
which
is.
AL
These
are
blocked
on
this
chart
here,
based
on
the
three
different
areas
that
we
discussed
today.
Another
way
to
look
at
that
this
is
a
component
of
the
formal
budget
contained
in
your
packet.
It
just
breaks
it
down
by
these
both
statutory
and
Department
defined
allowable
use
categories,
so
you
can
see
where
the
emphasis
is
in
the
district
and
then
the
last
question
that
we
have
received
is
this
question
of
what?
What
are
we
funding
in
the
SAA
that
is
currently
being
funded
in
the
district?
Already?
AL
As
you
know,
we
do
have
a
structural
deficit
in
the
district
and
that's
obviously
been
a
significant
challenge,
as
we
begin
to
think
about
the
budget
for
next
year.
So
I've
broken
this
that
out
into
these
columns
here
that
first
column
is
the
positions
funded
and
then
the
dollar
amount
for
those.
Those
first
two
columns
that
are
current
general
fund
efforts
that
will
be
maintained
by
student
investment,
account
investment
so
about
ninety
eight
positions
maintained
for
about
twelve
point:
nine
million
dollars
of
the
SA
application.
AL
It
is
notable
that
these
were
positions
that
obviously
they're
aligned
with
what
rose
through
our
community
conversations
and
needs
assessment,
work
and
competing
work,
and
then
the
next
couple
columns
are
the
additional
new
investment
from
si,
a
above
the
transfer
from
the
general
fund
components
for
about
one
hundred
and
twenty
nine
overall
positions
or
eighteen
point,
seven
million
dollars.
Getting
into
that
thirty.
Two
point:
two
million
again
that
you
might
ask
the
question
over
here.
AL
This
says:
thirty,
two
point:
seven
and
this
one
says
thirty,
two
point:
two:
the
Delta:
there
is
the
funds
that
will
be
distributed
to
our
two
charter.
Schools
are
copious
and
hope
Chinese
who
are
both
electing
to
participate
in
our
plan
and
they
have
separate
components
contained
within
the
si.
A
application,
the
full
application
is
posted
online.
They
did
their
own
process
to
determine
where
their
investments
fit
and
they
will
be
held
to
the
same
metric
requirements
that
we
are
held
to
as
well
going
forward
as
well
as
reporting
requirements
for
use
of
those
funds.
AL
AL
Forty
plus
social
workers
report
on
public
is
hiring
50
plus
social
workers.
It's
possible
that
we
might
not
be
able
to
completely
staff
that
level
of
the
initiative,
and
to
that
end
the
department
has
encouraged
school
districts
to
think
about
what
is
more
or
less
pejoratively
a
backup
strategies
in
the
in
the
event
that
not
all
of
the
funds
can
be
expended
on
your
primary
toulon
strategies.
The
statute
requires
that
all
the
dollars
be
expended
by
July
1
of
2021.
AL
We
are
allowed
to
apply
for
a
one-time
waiver
to
extend
that
until
September
1
of
2021,
but
that's
not
a
significant
amount
of
time.
There
is
no
carryover
allowed
across
the
biennium,
unlike
our
general
fund
budgets.
So
it
is
important
that
we
have
opportunities
that
can
be
implemented
in
a
one-time,
rapid
implementation
way
that
align
with
the
requirements
of
the
SI,
a
that
can
drive
funds
to
support
students
in
a
variety
of
means
and
I
would
know.
AL
A
variety
of
means
on
these
are
a
wide
swath
of
strategies
from
instructional
strategies,
strategies,
support
for
culturally
responsive
practices,
as
well
as
some
physical
infrastructure
supports
noted
at
the
bottom.
Those
are
all
allowable
expenditures
under
the
SI.
A
the
question
that
will
often
come
up
would
be
luck
process
because
the
disability
district
have
in
place
to
determine
at
what
point
in
time
and
which
of
these
priorities,
which
of
these
tier
2
activities
would
get
funded.
AL
I
would
know
this
is
not
a
prioritized
list
and
we
do
not
currently
have
a
process,
but
we'll
be
putting
together
that
process
the
year
for
both
determination
of
when
and
how
much
would
need
to
be
leveraged
in
a
tier
2
strategy,
and
what
process
would
exist
to
prioritize
within
that
within
that
list.
So
a
little
bit
of
stay
tuned
on
that.
That
is
not
a
required
component
of
the
SI
a
nor
do
we
understand
the
department
to
be
regulating
any
aspect
of
that
at
this
time.
AL
So
it's
not
really
quickly
about
next
steps.
Obviously
the
plan
is
before
you
for
board
approval.
It
is
required
by
statute
to
be
approved
at
a
school
board
meeting
at
which
a
public
hearing
is
held.
It
would
then
go
to
the
Department
of
Ed
for
approval.
They
have
an
online
submission
system.
They
will
be
putting
together
review
panels.
There
will
have
first,
a
staff
review
process
followed
by
a
panel
review
process
of
community
members
from
around
the
state.
AL
Small
C
community
could
be
district
personality
s
D
personnel,
community
members
or
others
who
have
applied
to
be
a
part
of
these
review
panels.
The
department
has
noted
that
no
no
review
family
member
would
review
their
own
districts
plan
if
they
are
a
resident
of
that
district.
So
our
plan
would
be
reviewed
by
a
view
review
panel
composed
of
people
not
from
Beaverton
upon
approval
by
the
Department
of
Ed.
We
would
then
engage
in
a
growth
target
negotiation
process
with
the
department,
as
John
presented.
AL
The
draft
targets
those
would
most
likely
change
as
we
negotiate
with
the
Department
of
Ed
over
what
are
the
appropriate
targets
within
those
statutory
requirements.
Following
conclusion
of
that
negotiation,
that
is
then
required
to
come
back
to
you
for
final
approval
of
the
growth
targets.
Ideally
before
the
end
of
the
fiscal
year,
I
think
I
would
applaud
the
department
with
the
pace
with
which
they
are
approaching.
AL
The
last
thing
I
want
to
note.
The
superintendent
has
directed
us
to
form
what
we're
at
the
moment
calling
an
SAA
implementation
and
Engagement
Advisory
Committee.
This
would
be
a
committee
committee
of
community
members
and
others
that
would
help
us
with
the
implementation
process,
advise
us
on
authentic,
ongoing
engagement,
as
we
think
about
the
process
next
year
for
revising
and
renewing
the
plan
and
review
the
financials
and
other
implementation
aspects,
as
we
present
them
to
the
board
and
to
you
to
the
department
and
to
you
as
a
board.
AL
As
well,
the
other
duties
of
this
committee
remaining
to
be
to
find
that
were
excited
for
this
opportunity
to
create
a
formal
engagement
feedback
loop
with
the
community
and
then
I
just
put
in
next
year,
because,
as
I
said
before
next
beginning
next
fall,
we
will
restart
an
engagement
process
with
the
community
around
RSI
a
plan,
an
application
and
begin
to
have
this
conversation
all
over
again
about
where
we
should
be
most
appropriately.
Placing
these
investments
that
plan
will
be
for
a
four
year
plan
window.
AL
S
H
Great
thing
about
the
student
Investment
Act
is
that
we
can
focus
on
ela
we
in
the
general
fund.
We
have
a
teaching
and
learning
fund
through
through
the
district,
where
we
have.
We
have
several
dollars
set
aside
and
budgeted
for
next
year
in
the
areas
of
math,
because
math
was
our
adoption.
Two
years
ago
we
have
been
able
to
purchase
resources,
have
professional
development
and
we'll
be
able
to
continue
on
until
next
year.
H
We
have
the
advantage
of
having
some
really
strong,
instructional
coaches
for
math,
both
at
the
elementary
and
secondary
level
right
now,
which
are
doing
lesson
studies
in
all
classrooms,
and
with
that
same
time,
you
will
be
able
to
continue
that
process
to
the
next
year.
So
between
the
student
investment
act
with
our
ela
work
and
our
math
work
through
the
general
fund,
it
complements
each.
AE
I
had
a
couple
questions
I
was
surprised
to
see
intervention
teachers
added
in
as
part
of
this
process,
but
the
district
has
a
long
history
of
adding
them
and
then
subtracting
them
and
then
adding
them
and
then
subtracting
them,
and
so,
as
a
part
of
an
innovative
opportunity
to
add
funds.
I
was
frankly
shocked
to
see
them
make
their
way
back
and
I
was
so
curious
to
see
what
might
be
motivating
that
well.
H
A
lot
of
the
feedback
that
we
have
received
from
schools
from
principals
and
from
teachers
are
that
our
intervention
teachers
are
very
needed,
especially
at
the
elementary
level.
We
have
had
several
different
AOR
eyes
on
the
data
for
the
intervention,
teachers
and
I.
Think
what
you're
seeing
is
in
the
past,
not
finding
exactly
what
the
right
data
is
to
support
those
positions.
But
we
know
from
the
feedback
that
we're
getting
from
our
schools
that
these
are
an
integral
part
of
what
we
do
every
day
and
in
our
schools.
AE
G
Our
resource
room
teachers
provide
direct
support
for
students
with
disabilities,
so
these
are
students
who
are
all
eligible
for
special
education
and
so
right
now
we'll
have
students
who
receive
an
intervention,
but
they
might
have
agree,
but
like
two
or
three
students
in
there
they
don't
respond
to
that
intervention
and
a
referred
for
a
special
education
evaluation
and
then
are
found
ineligible
for
special
education.
They
might
need
help
in
reading
writing
and
math
and
right
now,
because
our
caseloads
are
so
high.
G
A
F
F
G
One
of
the
things
is
between
the
addition
of
our
speech-language
pathologists,
our
school
sites,
of
course,
and
the
resource
rooms
of
work
now
ideas.
The
hope
is
so
we
have
60
days
to
be
able
to
evaluate
a
student,
but
a
lot
of
times.
We
have
to
use
that
whole
timeline,
because
the
case,
those
are
so
large
for
our
specialists
that
to
get
through
the
number
of
kids
that
were
referring.
It
just
takes
that
long.
S
A
AE
AM
10
years
is
a
long
time,
one
of
the
things
having
been
in
the
district
two
and
a
half
decades,
I've
seen
initiatives
done
some
well
and
some
not
what
I
worry
about
with
a
an
approach.
That
would
be
a
massive
all
at
once.
Training
is
number
one,
the
capacity
with
the
group
that
we're
partnering
with,
as
well
as
our
capacity
to
provide
guest
teachers
for
which
we
do
the
pain.
It's
not
there
and
as
a
result,
we
would
do
it.
Someone
rashly
a
longer
sustained
approach.
I
think
is
something
that
would
benefit
the
district.
AM
AM
The
leaders
in
the
work
at
the
school
that
are
then
joined
by
other
leaders
over
time
so
that
the
work
is
actually
still
being
done
at
the
school
so
that
at
10
years
is
not
a
time
period
in
which
you're
waiting
for
the
work
to
take
place.
It's
the
time
period
in
which
you're
building
that
it
has
to
be
I
worry
a
little
bit.
Having
experienced
professional
development
initiatives
where
our
goal
is
to
get
as
much
as
we
can
as
quickly
as
we
can.
AM
We
end
up
sometimes
approaching
that
for
more
of
a
checkbox
approach,
which
has
ended
up
having
a
detrimental
impact
because
it's
not
as
long-lasting
versus
a
committed
and
sustained
approach
which
helps
build
not
just
capacity
but
also
build
buy-in.
To
be
quite
honest
that
this
would
start.
We
have
a
number
of
staff
who
have
been
waiting
for
a
long
time
for
this
kind
of
training.
So
you
can
start
intentionally
with
that
staff
building.
AM
AM
AM
M
AM
M
AM
AB
AM
Both
edify
that
work
and
also
expand
it
so
that
those
who
meet
and
of
the
deep
dive
they
haven't
had
the
opportunity
to
go
into
either
a
five
day.
Intensive
learning
experience
or
a
two-day
in-district
workshop
they'd
be
able
to
get
that
as
well.
But
but
it's
not
something
that
would
be
the
only
efforts
at
equity
training
that
we're
doing
it
would
be
alongside
it
and
and
it
would
be
foundational
to
that.
AL
The
only
other
piece
of
that
is,
as
we
know,
that
this
is
an
opportunity
for
us,
both
next
year
and
three
years
from
now
to
review
this
plan.
I
think
as
we
evaluate
effectiveness
of
both
the
individual
partner
that
we're
looking
for
this,
as
well
as
their
capacity
in
our
capacity.
We're
not
we're
not
walked
into
a
10-year
time
line,
should
capacity,
opportunities,
change
or
other
training
opportunities
exist
that
can
augment
that
and
deliver
it
quicker
to
a
William.
Oh,
yes,
I
think
we
are
open
to
those
conversations
as
we
go
forward.
I'm.
AM
A
AM
The
things
they
share
they've
been
done.
This
work
for
twelve
years
they're
about
half
the
size.
We
are
they're
at
about
80%
staff
having
completed
the
training
because
they
have
a
slower
start
to
it.
This
last
year
they
were
able
to
report
100%
graduation
for
their
black
african-american
students.
So.
AM
AM
K
So
this
is
kind
of
like
well
the
first
time
you
kind
of
got
up.
It's
a
lot
of
good
account,
hires
and
different
areas.
You
kind
of
touch
it
a
little
bit,
but
what's
the
strategy
you
have
like
you
realize
you're,
not
the
one
category
you
thought
was
important
because
you
can
eat
enough
people
hired
and
and
how
do
you
prioritize
that
to
the
next
needed
ever
the
next
keeping
up
the
priority
work?
That's.
AL
How
we
would
decide
at
what
point?
Do
you
put
pause
on
the
tier
1
strategy
that
it's
too
late
of
the
year
to
continue
to
implement?
You
know
we
will
inevitably
find
ourselves
on
September
1
with
quote-unquote
dollars
saved,
because
people
weren't
hired
up
until
that
point.
So
that's
three
months
or
you
know
every
day
that
they're
not
hired.
Those
are
dollars
saved.
That
can
then
be
accrued
towards
it
to
your
to
strategy,
again
no
process
for
identifying
that,
but
we
will
develop
that
and
bring
them
back
to
to
you
all
for
your
review.
A
B
B
Many
of
these
comments
have
been
shared
tonight.
That
I
just
want
to
reiterate
them
from
a
board
perspective
and
I
believe
my
colleague
Susan
would
agree
with
most
but
she'll
have
her
own
comments,
maybe
at
a
later
point
in
the
evening,
but
I
just
really
feel
our
district
made
a
great
effort
for
a
robust
outreach
to
our
community
and
consequently
that
brought
us
back
into
our
committee
work
and
we
were
able
to
have
some
really
rich
dialogue
among
all
the
different
participants
that
were
sitting
around
that
table
and
I
watched.
B
That
committee
make
changes
based
on
the
comments
and
the
feedback
that
were
being
received
all
throughout
the
process
and
I
have
to
say
that's
how
hard
thing
to
do
when
you
go
in,
and
you
got
all
this
stuff
to
do
within
a
short
period
of
time.
But
to
me
it
was
authentic
engagement.
Were
we
perfect?
No,
but
we
learned
a
whole
lot
and
we
really
tried
to
be
authentic
in
bringing
that
back
and
making
changes
throughout
I.
Don't
know
how
many
reiterations
we
did
at
the
direct
plan.
Everything
was
addressed.
A
B
Though
I
would
have
loved
to
have
been
able
to
fund
your
$70,000,000
Danielle,
we
realized
pretty
quickly
that
32
million
dollars
doesn't
go
as
far
as
we
had
hoped
it
would.
But
I'm,
not
complaining.
Thirteen
to
two
million
dollars
is
still
32
million
dollars.
I
really
felt
we
tried
to
come
at
it
with
an
equity
lens,
Thank,
You
Toshiba,
for
your
work
on
that
and
Pat
and
others
that
really
try
to
reach
out
and
bring
and
remind
us
constantly
of
that
equity
lens
and
I
thought
it
was
good
work,
good,
listening
and
good
learning.
B
I
think
we
all
learned
something
through
this
and
I
really
do
look
forward
like
David
on
his
slide
about
looking
forward
continued
community
engagement,
we
learned
a
lot.
We
have
a
lot
still
to
learn,
but
I
do
believe
we
built
some
great
relationships.
I
want
to
say
my
finally
in
my
comment,
what
a
joy
it
was
to
be
and
is
to
be
adding
to
our
budget.
B
I
have
been
on
this
board
for
11
years
and
we
have
cut
and
cut
and
cut,
and
we
are
actually
going
to
get
to
add
staff
and
services
that
will
eventually
benefit
our
kids
and
the
kids
that
most
deserve
it.
So
I
was
really
pleased
with
this
work
and
really
or
to
what
will
happen
as
a
result
for
great
outcomes
for
you,
John
and
our
our
targets
and
anyway,
what
a
great
plan
and
I
look
forward
to
the
future.
F
AC
AI
There,
but
that
was
on
disability
I,
want
to
reiterate
what
the
aunt
said:
I'm
very
proud
of
this
collaboration
that
was
done
by
our
community
by
our
unions
by
our
administrators
there's,
multiple
meetings
that
happens
and
if
you're
excited
about
the
potential
for
change
our
difference
and
want
to
thank
everybody
for
their
very,
very
hard
work
done
in
seven
months.
It's
very
amazing
and
I
appreciate
all
of
it.
Thank
you.
F
All
right
with
that,
we
are
going
to
take
a
10-minute
break
and
then
I
just
want
to
let
our
community
members
know
we're
going
to
come
back.
We
have
two
discussion
items
and
then
we're
going
to
have
a
public
hearing
for
those
of
you
that
signed
up,
and
you
will
have
two
minutes
for
the
public
hearing
and
then
we'll
have
our
action
items
to
close
out.
F
F
They're
good,
yes,
so
what
we're
going
to
use
maestro
Simpsons?
You
know
just
do
you
like?
We
do
with
public
participation
called
birth
theme
and
the
second
one,
so
you
can
come
up
to
the
front
to
be
ready
to
go
again.
The
same
thing,
two
minutes
and
folks.
This
is
a
really
important
subject
and
I
appreciate
all
the
panache
and
everyone's
staying
late
with
this
tonight,
but
I'm
really
going
to
keep
you
to
the
two
to
the
two
minutes.
So
please
do
not
think
we
are
being
rude
or
anything.
F
T
Hi,
my
name
is
Katie
gear,
I
teach,
computer
science
engineering
at
sunset,
high
school.
My
classes
are
part
of
our
career
technical
education
offering
and
as
such,
they
are
electives,
not
core
classes.
Because
of
this,
my
students
are
sometimes
treated
as
second
class
students.
Here's
why
I
say
that
involvement
in
CTE
classes
has
regularly
linked
the
increase,
participation
and
retention
at
the
high
school
level.
Students
who
take
the
career
pathway,
CTE
classes
have
a
graduation
rate
of
98%
compared
to
the
original
school
districts
overall,
eighty-six
percent
graduation
rate,
that's
for
the
Student
Success
act.
T
How
did
the
importance
of
CTE
programs
for
student
engagement
for
the
health
of
the
Oregon
economy
and
as
an
important
equity
in
tool,
as
CTE
classes,
often
draw
in
and
support
many
of
those
special
social
populations
most
in
need
of
increased
resources?
Despite
this
zero
dollars
of
this
plan
that
are
directed
to
CTE
programs?
T
In
fact,
it
even
excludes
them
from
the
potential
class
size
relief
by
only
air
marketing
dollars
for
class
size
reduction
for
core
classes,
CTE
classes
and
other
electives
are
already
experiencing
extreme
class
sizes,
engineering
classes
and
40s
computer
science
and
the
high
tech
ease
photography
in
the
50s
etc.
This
is
despite
the
SSA
community
feedback,
identifying
increased
access
to
electives
as
a
major
priority.
Instead,
we're
now
told
to
expect
class
size
increases
next
year.
I
beg
you
to
consider.
The
equity
are
reducing
only
some
class
sizes.
T
AP
Good
evening,
I'm,
Tyrone,
Henry
and
I
am
a
parent
and
also
a
volunteer.
The
school
district
has
an
opportunity
to
embrace
and
define
a
new
legacy
for
a
new
generation
of
their
first
students,
staff
and
community.
The
student
Investment
Act
can
help
the
district
face.
These
TEI
challenges
head-on,
uplifting
and
new,
diverse
generation
by
providing
them
with
the
confidence
and
emotional
support.
They
need
to
express
their
unique
identities
in
society
when
it
comes
to
Dei
leadership
and
employees
alike.
AP
All
seem
to
expect
tangible
results
overnight,
however,
meaningful
as
sustainable
change
simply
takes
time
dei
is
like
a
401k.
If
you
make
investments
early
on
and
keep
contributing,
the
savings
will
compound
and
growth.
In
other
words,
a
lasting
strategy
will
take
time
to
develop
and
execute
in
order
to
develop
and
execute
meaningful
results.
Moving
forward
this
students,
Investment
Act,
is
the
401k
and
I
wanted
to
reflect
our
burgeoning
minority
student
populations.
We
will
need
to
step
up
the
minority
hiring
process.
AP
Research
indicates
that
minority
students
do
better
contemporaneously
in
school
and
likely
in
life
as
well,
when
they
are
exposed
to
teachers
and
administrators
of
their
same
race
or
ethnicity,
because
our
community
has
become
more
diverse.
We
need
to
create
HR
hiring
strategies
based
on
operational
realities,
which
connect
our
communities
and
hiring
people
who
look
like
the.
AB
AP
AQ
First,
thank
you.
First
I
want
to
commend
you
on
all
the
work
you've
already
done
with
make
sure.
Is
that
then,
and
recognize
the
amount
of
work
and
how
hard
this
is
going
to
be
listening
to
the
presentations
already
I've
changed
some
of
the
things
those
are
to
come
up
here.
Talk
about.
One
of
the
things
I
want
to
talk
about,
specifically,
is
around
recruitment,
hiring
and
retention
of
staff
will
cover.
AQ
Specifically,
you
know
we
can
sit
here
and
talk
about
outreach
efforts.
I
could
give
more
details
about
that.
It
sounds
like
there's
some
efforts
being
put
into
that.
The
thing
I
want
to
make
sure
folks
will
recognize.
You
are
going
to
be
doing
something
brand
new
and
there
are
several
other
districts
trying
to
do
the
same
thing.
The
amount
of
staff
out
there
of
color
may
not
be
able
to
fill
the
need
of
all
these
different
positions.
AQ
All
these
different
players
making
sure
you
have
a
secondary
planner
really
clearly
and
one
of
the
things
I
want
to
make
sure
people
hear
me
say
today
is
being
transparent
and
intentional
on
every
step
that
you
do
and
what
I
do
that
is
win
times
many
times
you
can
talk
about
recruitment
and
hiring
the
one
they
always
seem
to
forget
is
retention.
Okay,
and
that's
where
we
talk
about
the
intentional
piece.
I
want
folks
to
really
talk
about
all
right.
Hear
me
set
tip
talk
about
today
for
minimal
staff.
AQ
If
you
get
your
numbers,
you
have
your
target
number
I
doubt
you'll
reach
that,
but
you
may
get
a
low
number.
The
taxation.
That's
going
to
happen
on
those
staff
of
color
coming
into
your
buildings.
You
need
to
be
prepared
for
they're,
going
to
be
looked
at
as
champions
to
the
kids
they're
going
to
be
looked
at
as
champions
to
their
allied
peers.
AQ
That
weight
is
heavy
a
person
of
color
our
staff
of
color
shoulders,
based
on
my
experience,
25
years
work
at
the
school
districts
working
in
non-profit,
culturally,
specific
nonprofits
as
well
as
government
I,
have
watched
that
continue
and
continue
to
take
our
staff
down.
So
as
you
go,
you
have
to
be
intentional
in
your
next
step
of
plans
and
how
that
included
in
your
next
set
of
discussions.
AR
AR
I
was
excited
to
see
some
changes
in
the
plan,
and
this
is
my
first
time
speaking
publicly
so
super
nervous.
I
am
a
parent
in
the
district
I'm.
Also
a
school
district,
employee
I
work
at
BSU,
high
school
classified
staff.
Member
I
am
also
married
to
a
man
who
was
undocumented
and,
and
we
have
four
biracial
children
in
the
district,
we're
very
connected
in
the
Latino
community
in
Beaverton
and
we're
coming
into
the
school
working
in
the
school.
One
of
the
things
that
I
immediately
saw
was
the
disconnect.
AR
Representation
is
important
and
and
having
staff
of
color
is
important
and
and
I
think
that,
as
we
all
know
that
that's
a
big
job
to
do
what
we
have
to
do
it
and
we
have
to
do
it
now,
our
our
community
can't
wait
anymore
and-
and
we
can't
wait
anymore
after
like
ask
ourselves
our
questions
about
what
are
we
missing?
Well,
what
don't
we
know?
Who
can
we
engage
and
do
the
work,
because.
W
Hello:
everyone
I
am
Senora,
Williams
and
I'm
a
licensed
clinical
social
worker
that
provides
therapy
to
primarily
of
the
community
and
children
and
families
with
indicative
school
district.
So
I'm
here
to
stress
the
importance
of
mental
health
services
being
provided
by
American
clinician.
Even
when
you
cannot
get.
W
M
W
Well,
as
definitely
just
being
able
to
address
every
cause
of
anti-black
racism,
that
is
losing
a
lot
of
our
children
to
be
depressed,
anxious
or
feeling
suicidal
in
the
school
environment.
So
we
need
to
be
able
to
work
and
live
up
to
those
pillars
of
collaborating,
as
well
as
being
innovative,
come
on
beep
the
school
district.
We
should
be
able
to
say
we
did
that
we
met
the
glass
students
needs
mental
health
needs.
W
Regarding
the
fact
we
are
a
small
percentage
and
some
may
so
that
we're
not
worth
the
dollars
or
the
investment,
but
those
of
us
in
the
community
and
our
parents,
and
that
provide
care
for
these
kids.
We
will
show
up
and
we
will
do
the
work
for
our
community
and
for
our
students,
because
we
want
them
to
be
willing
to
succeed.
It
is
very.
W
Would
like
the
saying
that
will
benefit
from
making
sure
to
partner
and
involve
American
collisions
if
it
will
reduce
the
mental
health
stigma
which
divided
that
in
the
providing
a
safe
space
within
the
school
district,
could
help
kids
significantly
be
able
to
achieve
their
academic
goals,
which
would
help
close
that
achievement
gap
that
we've
all
here
now
all
right.
You.
C
Student
parents
Union
and
suggestion
one
improving
the
framing
of
the
plan
I
think
it's
really
essential
all
of
these
staff
people
and
the
presence
of
helpful
folks
around
students.
If
the
students
are
there,
they're
people
are
in
the
community.
Okay,
they
may
not
be
teachers,
they
may
not
be
social
workers,
but
they
are
out
there
and
you
may
not
be
able
to
implement
this
in
this
round,
but
the
option
to
reach
out
to
the
larger
community
through
maybe
city
government-
certainly
the
Health
Department
in
the
city-
to
address
this.
C
K
AS
A
AS
Thank
the
Beaverton
black
parent
union
members
are
here
today
have
also
shown
up
have
been
part
of
organizing
throughout
this
entire
process.
We
came
here
two
months
ago
and
spoke
to
you
all
and
said
we're
here
for
partnership.
We
want
to
partner
with
the
beaver,
with
the
beaver
to
the
school
district
in
order
to
see
this
place
improve
for
our
students,
and
so
we
feel
like
this
is
the
beginning
of
something
great
and
it's
one
step.
AS
One
step
forward,
there's
a
lot
more
steps
to
go,
and
so
we
would
agree
that
a
lot
has
been
learned.
We've
learned
a
lot,
it's
clear
from
what
has
been
written,
that
learn
from
the
district
as
well.
Something
that
we
would
like
to
see
is
an
approach.
That's
very
strategic
in
addition
to
being
responsive.
AS
So
what
are
the
ways
thinking
about
packages
mentioned
around
this
ten
year
plan
a
strategic
plan
for
cultural
change
in
structural
change?
We're
going
to
be
looking
for
more
of
that.
How
does
this
district
change
the
culture
right?
Education
is
a
focal
point
of
being
able
to
change
culture
right,
so
we
want
to
continue
to
partner
and
what
we're?
Looking
at
is
really
turning
the
corner
towards
implementation
this
next
year,
the
next
four
years,
the
next
ten
years,
there's
a
lot
of
work
to
be
done,
and
so
we
want
to
partner
with
you
on
that.
AS
We
want
to
actually
help
design
and
be
part
of
those
next
steps
with
you
and
stay
in
conversation.
So
thank
you
again
for
all
that
work
things
for
the
commitment.
It's
very
clear.
We've
seen
something
different
from
the
first
plan
to
today
and
just
to
see
that
growth
has
been
amazing.
So
we're
going
to
continue
to
reach
out
to
this
expect
to
see
us
expect
to
hear
us
and
expect
yeah
for
us.
It
just
keeps
showing
up.
So
thank
you.
AF
The
last
time
I
was
here,
I
was
directed
by
show
senior,
go
to
speak
for
the
equity
pillars,
so
I'm
so
excited
that
we're
here
right
now
with
this
committee,
which
you
guys
presented,
was
amazing
during
president.
That's
a
lot
of
work,
so
hats
off
to
you,
I've
been
watching,
which
of
this
thing
to
email,
student,
a
fantastic
job,
your
stable
to
rate
things
I'm
working
as
last
year
had
some
time
off.
So
I
spent
more
time.
AF
AF
What
you
do
to
address
back
I
had
a
chance
this
last
summer
to
be
in
a
panel
at
Lewis
and
Clark
with
Jonathan
Garcia,
and
he
had
this
fantastic
idea
and
his
district
PPEs
of
having
student
voice
manager
I
think
it's
important
to
have
someone
in
a
position
that
listens
to
students,
because
we
want
to
hear
them
and
follow
them
in
the
litmus
litmus
test
to
see
probably
they're,
reading,
probably
meeting
with
their
needs
or
issues
that
arise.
As
these
students
are
dealing
with
prickling,
their
teachers.
AF
AG
AG
It
was
a
part
of
our
leadership,
part
of
our
fourth
faculty
member
that
are
you
here
today,
people
that
I
don't
have
stuff
by
our
side
through
everything,
just
to
be
disappointed
again
and
again
and
again,
I
want
to
say
that
the
improvements
you
made
to
the
arts,
our
friend,
it's
been
good
right
I.
Thank
you
for
that
I.
Just
don't
think
that
we
are
doing
enough
and
I
know
I
can't
say
all
we
should
do
this.
AG
Everyone
said
there
needs
to
be
more
like
counselors
and
and
yes,
teachers
and
yes
to
everything,
but
as
a
student
I
know
firsthand
going
through
school
feeling
that
fear
especially
being
a
brown
kid
like
feeling
that
fear
of
going
to
school,
like
you're,
surrounded
by
white
kids
24/7,
you
hear
stuff
in
the
hallways
of
all
the
time.
And
what
do
you
do
you
just
have
to
pack
what
you
don't
hear,
because
if
you
do,
you
want
to
go
to
an
administrator?
Who
do
you
go
to
another
white
person?
AG
You
never
get
to
go
to
a
black
concert,
at
least
at
my
school.
You
never
get
to
go
to
even
a
brown
counselor
or
something
that
can
be
next
to
you,
talk
to
you
and
so
I
note
with
the
Tosa
or
thing
that's
just
to
me.
It
sounds
like
white
people,
teaching
white
teachers,
black
culture
and
teaching
the
amount
of
white
history,
books
written
by
white
people
and
it's
just
again
and
again
and
again
the
same
repetitiveness,
but
there's
nothing
to
change
that.
G
And
I
come
to
you
tonight
to
talk
about
gratitude,
hope
and
joy.
My
gratitude
is
that
the
state
of
Oregon.
Finally
in
my
lifetime
is
funding
education.
I'm
morgan,
born
and
raised
went
to
public
school
community
college
and
university,
and
it's
exciting
for
me
the
thing
that
our
state
is
actually
final
evaluates
of
our
students.
I
come
here
with
hope
that
all
of
these
supports
we're
talking
about
are
going
to
help
our
students
and
our
families
feel
connected
to
our
district
they'll
connected
to
our
schools
and
just
support
it
in
the
end
run.
G
G
G
Out
to
community
collaborators
to
make
sure
that
there
are
people
who
look
like
our
youth
that
are
coming
in,
we
can't
hire
them
when
I
do
want
our
community
collaborators
I
want
more
mentors.
I
want
to
be
a
part
of
that
and
I'm
so
excited
for
the
fact
that
I
have
this
opportunity,
possibly
to
help
our
students
just
be
part
of
a
team
to
work
with
my
counselors
to
work
with
my
admin
and
work
with
all
of
our
teachers.
Just
to
help
support
our
students
feel
comfortable.
W
AT
My
son
attended
the
Beaverton
School
District
from
3rd
grade
through
graduation.
He
experienced
racism
bullying
constantly
over
that
time,
starting
with
death
threats
in
third
grade
and
after
the
last
presidential
elections,
kids
came
to
school,
covered
in
Confederate
flags
and
saying
they
were
gonna,
send
him
back
to
the
cotton
fields.
My
son
was
scared
and
with
no
black
counselors
or
teachers,
he
didn't
know
who
he
could
trust.
These
are
students
that
he
had
grown
up
with
and
all
of
a
sudden
he
couldn't
trust
them.
AT
AT
A
nosedive
after
that
there
was
counseling
appointments,
meds
hospitalizations,
as
well
as
multiple
suicide
attempts.
Luckily,
we
were
able
to
keep
him
alive,
but
through
graduation
I'm,
happy
to
say
at
that
post
graduation,
my
son
is
doing
much
better
outside
of
Bearden
school
district.
He
had
time
to
breathe.
He
didn't
feel
constant
pressure
all
the
time
anymore
and
I'm
no
longer
afraid
that
my
daughter
will
come
home
and
find
her
brother's
body.
AT
Adding
more
mental
health
providers
alone
is
not
enough
to
address
the
mental
health
needs
of
black
students.
Being
a
kid
is
hard
enough,
but
it's
even
harder
for
students
facing
isolation,
racism
and
a
lack
of
connection
to
their
school
communities.
I
agree
that
we
need
more
mental
health
providers,
but
we
need
culturally
specific
providers.
This
is
a
systemic
problem.
If
you
really
want
to
make
a
difference
in
the
mental
health
of
these
students,
we
need
to
focus
on
look
less
on
fixing
our
students
and
more
on
improving
education.
AU
Mm
I've
been
a
teacher
in
the
BSD
I
love
teaching,
I'm,
incredibly
grateful
to
be
a
teacher
even
when
exhausted
to
the
point
of
extreme
fatigue.
I'm
energized
by
student
staff
in
the
work
I've
been
incredibly
proud
to
work
for
the
Evy
hearson
School
District
I
congratulate
the
district.
How
much
of
it
it's
not
an
easy
task
and
much
of
the
plan
is
exceptional.
However,
I
am
truly
disappointed,
disillusion
and
baffled
by
the
lack
of
care
and
attention.
AU
The
district
has
given
to
our
students
experiencing
homelessness
I,
employ
you
to
act
intentionally
with
humanity
and
dignity
towards
those
experiencing
homelessness.
The
SSA
directly
mandates
monies
spent
towards
students
experiencing
homelessness,
housing,
insecurity,
poverty.
The
BSD
has
consistently
had
the
highest
number
of
students
experiencing
homelessness
in
the
entire
state
of
Oregon.
Currently,
the
BSD
has
about
1800
students
experiencing
homelessness
since
the
SSA
directs
money
towards
homelessness
and
the
BSD
has
the
most
in
Oregon.
How
is
there
nothing
in
the
SI
a
explicitly
for
homeless
services?
We
need
at
least
one
more
homeless
liaison.
AU
Currently,
the
district
has
been
operating
with
only
two
liaisons,
a
fraction
of
all
of
their
districts
and
putting
them
with
an
average
of
one
liaison
for
every
1,000
students.
Students
experiencing
homelessness,
our
most
vulnerable
student
based
on
every
metric,
the
BSD
is
operating
at
a
point
of
questionable
moral
educational,
malpractice
I
know
several
in
the
community
and
even
co-workers
don't
see
students
experiencing
homelessness
here
on
the
BSD.
They
are
here:
they're
in
shelters,
they've
doubled
up
in
motels
and
cars
without
shelter
and
unaccompanied
youth.
AU
There
are
about
eighteen
hundred
currently
in
the
BSD,
as
of
March
I
was
at
BHS
for
years
and
to
switch
to
MHS
era,
students
experiencing
homelessness
even
at
the
aunt's
new
school
on
the
hill.
Please
please
stop
by
if
you're,
not
sure,
I'll
show
you
the
club
boat
space
and
provides
you
some
details.
They
are
incredible
their
resilience,
students
that
deserve
much
more
than
we're,
providing
they
deserved,
what
the
SI
a
could
and
should
provide.
Please
don't
let
students
suffer
from
misunderstandings
about
my
homelessness.
According
to
the
mckinney-vento
Homeless
assistant
act.
AU
E
My
name
is
Jason
Gilbert,
I
teach,
computer
science,
engineering
and,
since
of
high
school
I'm,
the
teacher
that,
rather
than
telling
the
students,
by
the
way,
they're
plastic
phones,
I
teach
them
how
to
program
them
and
then
I
put
away
their
plastic
box.
I
teach
no
work
when
in
computer
science
program,
which
is
one
of
the
best
in
Oregon
I,
tell
you
this
not
to
brag
but
to
provide
a
contrast
with
a
level
support
I
receive
from
the
view
principal
district.
My
programming
class
sizes
are
in
the
fifties.
E
I
had
one
a
few
weeks
ago
that
reached
60
students,
I
struggled
to
make
sure
I
tell
the
students
with
language
barriers
or
order
to
shine,
raise
their
hand,
there's
not
better
than
it.
It's
not
equitable.
It's
not
just
me
all
of
the
high
school
electors
are
folded.
Personal,
a
witness,
says
the
imaginary
Booker.
What
about
mission
Oda
for
career
technical
education,
you're
being
supported
by
that
right?
Unfortunately,
that
money
only
went
to
new
programs,
and
none
of
our
improvement
programs
got
one
year
support.
E
This
is
in
spite
of
the
fact
that
CT
participants
of
a
95
percent,
graduation
rate
and
CTE
concentrators
of
a
98
percent
graduation
rate,
regardless
of
race
or
anchor
model
about
the
Student
Success
act,
has
the
same
imaginary
burner
a
lot
of
imagination
in
this
top.
This
piece
of
legislation
was
sold
to
the
public,
so
we
can
keep
electives
and
after-school
programs
funded
under
the
current
plan.
My
classes
are
going
to
go
lock
again.
E
There's
good
news
of
this
problem
is
fixable
I'm,
strong
problem.
Solver
we
chose
to
make
up
for
microfinance
policy.
We
do
not
need
so
many
teachers
on
special
assignment.
We
should
probably
cut
some
of
the
business
positions
we
have,
so
those
teachers
can
get
back
to
engaging
the
students
directly
and
we
certainly
shouldn't
add
more.
Second,
we
have
so
need
more
teachers
at
it
so
that
we
can
have
help
all
students
see
success.
E
If
you
move
money
around
to
just
fix
my
particular
situation
or
just
cost
parameter
photography,
classes
of
50
students,
you
shouldn't
increase
the
class
size
of
any
in
high
school
I.
Don't
want
to
be
the
teacher
that
has
to
constantly
shield
my
students
from
district
decisions.
I
want
to
be.
The
teacher
gives
kids
a
great
experience
with
the
support.
K
AO
AO
They
had
to
incorporate
structurally
so
roles
within
a
bag.
I,
hate
n,
also
within
the
general
fund
out
critical,
should
be
funded
and
should
be
stabbed.
It
should
be
appropriately
administered
in
many
different
areas
in
public
and
Human
Services,
from
education
to
after-school
programs
to
intervention
services.
If
something
is
important,
you
put
resources
behind
it,
staff
people,
you
train
them,
you
get
people
who
can
pop
the
administer.
What
they're
doing
and
also
allow
people
to
have
the
prior
to
document
how
well
they
did
their
job,
not
just
showing
up
the
volunteers.
AO
AO
Also
to
close
my
own
statements,
something
was
said
earlier
that
it's
something
our
kids
experience,
often,
which
is
the
weaponization
of
their
all
night,
and
what
I'll
say
is
this,
and
hopefully
you
can
put
the
trash
to
figure
it
out.
Our
kids
are
not
deserving
these
things
based
on
their
character.
AO
They
deserve
the
thing
because
they're
unique
they
deserve
these
things
because
we
benefit
from
them
getting
a
quality
education,
getting
the
support
they
need
to
become
the
folks
that
can
lead
and
build
our
society,
our
community,
our
nation,
it's
not
about
their
character,
it's
not
about
how
they
show
up
London,
it's
not
who
they
are
and
our
buttons.
So
please
put
those
two
pieces
of
information
together
and
remember
that
that's
what
our
children
experience.
J
J
Want
I
went
to
family
elementary
for
almost
five
years
at
the
time
when
I
was
in
seventh
grade,
I
had
no
idea
what
just
Lexia
meant
my
parents
had
a
text
test
me
because
the
school
did
not
I
felt
different
I
couldn't
breathe.
The
word
blurred
and
swim
around
looking
backwards
like
something
in
the
mirror.
In
my
third
grade
class
I
hid
behind
a
bookshelf
and
a
chapter
book
on
the
outside
the
picture
book
on
the
inside
because
they
could
not
read
I
wasn't
shamed.
My
teacher
in
third
grade
did
not
give
me
homework.
J
J
At
this
time,
the
wearing
specialist
or
help
me
flip
through
flashcards
of
words
like
is
or
was
this
did
not
help
me
I
thought
I
would
never
go
to
college.
At
that
time,
I
told
myself:
I
was
dumb,
stupid,
I,
hidden
the
closet
at
my
house.
I
had
no
idea
what
was
going
on.
Why
couldn't
I
be
normal?
I
felt
worried
about
myself
all
over
one
word:
dyslexia
support
that
is
not
getting.
My
parents
made
a
choice.
I
need
to
help
help
to
read.
I
got
a
junior.
J
My
parents
have
to
set
aside
money
for
me
to
learn
how
to
read,
because
it's
cool
to
stick
with
non-permanent
and
the
middle
fourth
grade.
I
couldn't
take
it
I
told
myself.
I
was
dumb
and
stupid
again
and
again,
I
transferred
to
private
school
or
about
the
help.
I
needed
no
more
flashcards.
Some
kids
don't
have
this
opportunity.
They
can't
afford
tutors
before
Department
school.
If
it's
it's
education,
job
to
teach
people
how
to
read.
Not
my
parents
is
money.
It's
the
education
job.
It
is
right
to
learn
how
to
read.
J
K
N
I
am
currently
the
counselor
at
Rock
Creek
Elementary
I
was
a
teacher
for
20
years.
I've
been
a
counselor
for
17
years
and
three
of
those
years
as
a
counselor
I
was
also
an
intervention
specialist.
So
I
can
see
our
schools
from
many
different
lengths
through
the
many
different
lenses.
I
support
the
things
that
have
been
proposed
in
our
Student
Success
act
and
was
part
of
the
behavioral
mental
health
committee
for
the
elementary
level
that
gives
some
input
and
gathered
some
information
from
students,
etc.
N
I
just
want
us
to
remember
that
when
I
looked
at
how
my
students
will
be
out,
it
was
barely
a
drop
in
the
bucket
and
Brits
my
heart,
so
don't
want
us
to
forget,
like
we
are
moving
the
right
direction.
I'm
so
excited
about
that.
But
I
don't
want
us
to
forget
that
this
is
barely
a
beginning
for
what
my
kids
really
need
and
every
day
I
see
what
they
need
and
I
can't
meet
the
need,
nor
can
the
teachers
and
other
staff
in
my
building,
because
it
is
so
overwhelming.
N
I'm
Admiral
running
as
fast
as
we
can
literally
people
see
me
run
down,
though
one
of
the
things
I'm
especially
concerned
about
and
I
hope
that
the
general
budget
will
address
this
is
that
being
at
a
non-title
one
school
and
we
will
only
have
a
half-time
intervention
specialist,
which
is
what
we
have
this
year,
and
that
is
not
enough
to
meet
the
needs
of
our
kids
and
I.
Don't
know
about
you,
but
when
I'm
trying
to
do
work
that
I
have
no
clue
how
to
do
like.
N
My
emotional
regulation
is
not
great,
so
that
really
does
affect
our
kids
and
they
need
that
support,
and
we
also
need
the
help
of
instructional
assistants
Paris
to
help
with
behavioral
support.
Also,
and
we've
had
to
pull
two
of
our
Paris
to
work
with
kids
to
keep
them
safe.
I
saw
that
fencing
on
the
list
for
about
tier
two
and
I'm
like
please
I
had
to
stand
on
the
corner
of
one
hundred
and
eighty
fifth
to
try
to
walk
a
kid
from
running
into
the
street.
G
It's
a
very
lonely
experience,
and
so
by
giving
it
a
voice
by
giving
it
a
line
item
in
SSA.
That
really
shows
that,
it's
being
that
their
thing
is
truly,
it
shows
that
they
matter
and
just
want
to.
Thank
you
for
that.
Moving
forward
in
this
process.
What
we
want
and
we're
asking
for
is,
we
want
to
continue
to
have
an
open
dialogue
in
a
system
in
place
where.
AU
G
G
Dyslexia
difficulties,
but
it
says
providing
resources,
support,
purchase,
materials
and
others
apart.
Curricular
needs
or
the
implementation
of
requirements
for
increased
screening
and
subsequent
identification
of
students
with
dyslexia
reading
difficulties.
It
does
not
match
curricula
and
requirements
for
screening
and
subsequent
identification.
It
doesn't
make
sense,
we're
really
hoping
that
this
money
can
go
to
curriculum
and
training
for
teachers,
I'm,
asking
I'm,
hoping
that
parent
dyslexia,
efficacy
group
can
be
included
and
the
process
of
how
this
money
is
spent.
G
G
Leading
scores
show
this
Lucy
Caulkins
is
not
the
way.
Please
don't
throw
more
money
at
this
program.
It's
not
how
children
learn
to
read.
It
may
be
easy
for
teachers
to
use
and
it
may
be
cute,
but
it
is
not
the
science
of
reading
and
that
needs
to
be
looked
at
and
it
will
help
not
only
dyslexic
students
put
all
students
and
it
will
get
rid
of
or
not
get
rid
of,
reduce
that
tear
to
support
but
intervention
teachers.
A
AJ
Sorry
for
just
inserting
myself,
but
we
do
have
through
our
multi-level
Department
convenience
of
our
diverse
families
through
the
students
in
best
student
Desmond
account
process.
We
do
have
a
couple
of
parents
that
wanted
to
be
here
to
share
their
the
process
and
how
they
were
involved,
but
they
just
couldn't
be
here
at
nine
o'clock,
so
they
did
send
in
funny
email
that
I
just
received.
So
thank
you
for
allowing
me
to
read
it
that
I
feel
it's
important
that
their
voices
are
heard
so
hello.
AJ
My
name
is
davina
vulajin
and
I'm
from
Ukraine
I
have
been
a
parent
children
of
the
Beaverton
School
District
for
22
years
now,
so
when
I
was
invited
to
participate
in
the
community
discussion,
I
was
very
excited.
We
came
to
the
first
meeting
and
very
student.
The
staff
realized
that
the
room
was
too
strong
for
her
group
and
more
parents
were
coming.
We
moved
to
the
bigger
room
and
started
and
started
the
conversation.
Looking
at
all
these
parents,
who
came
to
the
first
meeting,
brought
me
to
the
two
conclusions.
AJ
First,
there
are
a
lot
of
issues
of
problems
that
families
want
to
address
and
hope
to
resolve,
and
second,
the
families
do
believe
that
their
voices
will
be
heard.
The
first
conversation
was
very
productive
and
we
came
up
with
a
list
of
problems
that
we
wanted
to
address
at
the
following
meetings.
We
met
with
other
leaders
and
communities,
and
it
was
very
interesting
to
compare
topics.
Everyone
wanted
to
discuss
very
soon.
I
realized
that
we
have
a
lot
of
common
concerns.
The
whole
process
of
the
community
discussion
was
very
open
and
transparent.
AJ
All
questions
were
answered
and
we
had
enough
time.
It
means
to
come
up
with
some
solutions.
I
do
support
the
proposed
plan
to
the
board.
It
does
address
a
lot
of
issues
that
were
discussed
during
our
meetings.
However,
we
need
to
remember
that
we
still
have
more
room
for
improvement.
I
appreciate
the
opportunity
to
be
part
of
this
process.
I
enjoyed
it
a
lot
and
hope
that
we
can
improve
our
schools
even
more
to
give
our
kids
the
best
environment
and
education
possible.
Thank
you.
AJ
It
was
apparent
from
our
Russian
group
what
more
parents,
my
name
is,
but
at
least
you
know,
I
am
from
Venezuela
I
have
two
daughters
of
Barbara
12
years
old
attends,
Middle
Park,
Middle,
School
and
Sara's
15
years
old
attends
Westview
high
school
I've
been
here
in
the
Beaverton
School
District,
or
for
one
year
three
calls
were
made
several
days
in
advance
for
meetings
with
parents.
There
was
good
there
were
logistics,
offering
snacks
and
childcare
for
young
children
accommodating
the
best
condition.
Today
we
performed
activities
proposed
without
interruptions.
AJ
I
consider
that
it
has
been
an
arduous
task
that
has
been
carried
out
for
several
months,
many
hours
of
analysis
by
a
large
work
team
from
complimented
with
the
opinions
of
parents
and
representatives.
As
a
result,
the
best
possible
proposal
was
achieved
which
I
accept
since
I
feel
it
the
most
important
aspects
for
a
multicultural
student
population
for
address
and
that
their
most
urgent
needs
have
been
heard.
Thank
you.
So
much.
F
AV
AV
Eight
are
proposed
removals
of
transportation.
There
is
one
addition
of
transportation,
and
that
was
due
to
a
transfer
that
boundary
change
from
a
Monica
to
be
breakers,
that
we
recommend
that
we
move
over.
That
actually
is
for
the
addition
of
it
was
immediate
level
of
two
school
buses.
It's
very
busy
street.
AV
They
can't
see
across
part
of
me
the
other.
The
removals
are
primarily
due
to
infrastructure
improvements,
sidewalks
for
the
most
part
and
in
two
cases,
the
completion
of
walk
trails
by
CHP
or
heat
the
net
addition,
the
net
removals,
are
three
buses
equivalent
three
buses
removed.
However,
two
buses
will
be
added
for
those
same
elementary
kids
for
there.
You
talk
about
for
the.
AV
About
half
the
amount
have
a
bus
between
two
schools
and
just
let
you
know
we
did
this
all
in
consultation
with
Washington
County,
with
the
safe
routes
to
school.
Folks,
the
Burton
Police
Department
Washington
department,
city
Burton.
We
sent
letters
to
every
affected
household
potentially
affected.
The
household
excuse
me.
We
spoke
with
each
affected
principle.
Based
on
that
feedback.
We
determined
whether
or
not
we
needed
you
to
take
that
to
community
meetings
for
larger
audience.
In
one
case,
we
we
did
in
one
case
ups
at
West
TV,
based
on
that
meeting.
AV
Y
AW
V
AW
Poverty
and
led
our
project
team
to
present
you
the
final
report.
This
final
report
is
presented
from
our
project
team.
That
project
team
was
consisted
of
teachers,
administrators
community
members,
students
and
and
board
members.
If
you
remember
from
last
year
about
this
time,
you
accepted
and
voted
to
adopt
phase
one
of
the
report
and
so
just
a
reminder.
Phase
one
gave
you
the
position.
AW
For
k-12
science,
the
best
practices
for
k-12
science,
as
well
as
the
learning
targets
and
materials
for
high
school
science,
so
phase
two
that
we're
presenting
for
our
first
reading
tonight
gives
you
the
learning
targets
for
kindergarten
through
eighth
grade.
In
addition,
it
gives
you
specific
learning
targets
for
many
of
our
special
education
programs.
We
have
materials
for
pre-k
and
kindergarten
materials
for
grades,
one
through
five
and
then
another
set
of
materials
for
great
states
there.
AW
Waiting
included
in
that
is
our
plan
for
professional
development
and
an
implementation
timeline,
and
then,
in
the
appendices,
you'll
see
just
multiple
resources
on
give
contacts
through
giving
you
a
program
evaluation
of
science,
the
results
of
our
pilot
projects,
as
well
as
surveys
related
to
the
resources.
It's
a
hundred
page.
AE
And
I
would
think,
especially
with
science,
where
teachers
widely
acknowledged,
especially
in
the
elementary
levels
that
they're
just
plain
not
doing
yet
so
I'm
just
curious
how
it
is
that
we
are
gonna
approach,
trying
to
change
that
culture
of
silence
in
Virginia
and
it
didn't
it
didn't
exactly
like
I
know,
that's
not
exactly
the
same
as
choosing
curriculum,
because
I've
seen
the
baskets.
You
know
I
know.
U
Firstly,
is
that
initial
professional
development
which
we're
doing
by
unit
and
by
grade
level
so
that,
in
that
professional
development,
they'll
have
exactly
what
they'll
be
teaching
in
front
of
them
at
their
grade
level
and
one
unit
at
a
time.
We're
also
going
to
space
out
the
implementation,
so
that
teachers
don't
have
to
tackle
like
everything
at
once
and
to
add
to
their
plate
more
gradually.
U
The
other
component
that
we're
really
excited
about
with
the
instructional
resource
that
we've
chosen,
which
is
called
twig
science,
is
that
it
has
really
fabulous,
embedded
professional
development
in
the
program.
So,
for
example,
they
have
classroom
videos
of
like
real
children
and
real
teachers
teaching
the
lessons
they
have
a
really
user-friendly
interface
that
helps
teachers
see
not
just
how
to
what
to
do,
but
how
to
support
their
language,
their
language,
development
of
their
students,
how
to
support,
how
to
differentiate
and
to
engage
students
and
that
increased
model
of
instruction
so
I'm
excited
about.
U
You
know
the
initial
investment
that
will
do
with
teachers
teaching
the
units,
but
then
also
ongoing
leadership
at
the
district
level
and
school
level,
with
some
like
extra
training
that
will
provide
to
science
teachers
at
every
building,
so
that
people
will
have
a
point
person
to
to
work
with
at
their
building.
Well,
I.
S
Guess
now
that
we've
had
an
opportunity
we
had
in
our
work
session,
we
looked
at
the
data
for
student.
You
know,
students
are
not
achieving
and
it
kind
of
struck
me
and
that's
why
I'm
bringing
this
up
now
that
we
are
failing
our
students
of
color
and
so
especially
there
for
third
grade
fifth
grade
etc.
So
it
seems
to
me
like
we're
just
putting
a
whole
bunch
of
things
on
our
elementary
school
teachers
they
had
to.
S
They
had
the
English
language
arts
adoption
they
have
the
math
adoption,
which
we
all
agree,
they're,
having
difficulty
and
understand
the
concepts
of
these
identities,
to
the
students
and
now
we're
going
to
go
to
this
science.
It
seems
like
it's
just
too
much
considering
they're,
not
whatever
professional
development,
baby
they've
got
and
it
hasn't
translated,
moving
the
dial
for
arts,
our
students,
so
I,
don't
know
how
you
can
respond
to
that.
But
that's
a
really
big
concern
of
mine.
U
They
can
feel
good,
there's
a
lot
of
research
that
shows
that
that
helps
those
students
getting
that
content.
Knowledge
actually
boosts
their
reading,
because
when
you
know
about
something
you
can
actually
read
at
a
higher
level
grade
level
than
your
regular
reading
level
on
something
that
you
don't
know
about
and
so
making
sure
that
su.
We
don't
get
that
content
gap.
S
Just
just
want
to
express
my
concern:
I
still
am
very
much
concerned
because
I
just
think,
there's
just
too
much
for
the
elementary
school
teachers
to
push
out
and
we're
asking
our
students
to
be
proficient.
So
our
teachers
are
not
proficient
that's
not
going
to
help.
The
student
doesn't
translate
into
moving
the
dowel
for
anyone.
So
that's
what
really
comes
in
moving
forward
the
dissident
adoption,
considering
we
have
the
other
two
and
I
guess
I
haven't
quite
heard.
Yet,
but
again
we
can
take
this
offline.
How
this
is
really
gonna
help.
AW
Pragmatically
speaking,
is
there
like
ideas
like
division,
22
requirements
and
making
sure
that
we
have
that
were
responsive
to
the
to
the
state
standards
which
do
include
standards
and
science?
You
know
in
elementary
level,
as
well
as
in
the
middle
and
high
school
level,
so
remembering
that
and
then
yet
talking
in
detail
about
how
we
can
better
support
our
elementary
teachers,
I
think,
is
something
that
we
wrestle
with
with
our
team.
F
I
asked
for
this
over
the
weekend
and
time
to
think
about
it,
but
I
expressed
to
you
I'm
in
the
middle
school
science,
how
we
put
another
puzzle
piece
in
place
when
we're
still
looking
at
the
middle
school
schedule
and
with
what
that
should
look
like
and
when
we
look
at
these
different,
hands-on
sorts
of
things
and
folks
that
are
already
time.
I
can
Eugene
and
remember
the
timeframe
I'm
just
wondering
if
we
go
forward
to
still
look
at
a
model
when
we
don't
know
exactly
what
the
middle
school
schedule
is
going
to
look
like.
AW
Have
to
do
right
that
we
don't.
We
do
a
little
bit
like
a
choice
in
teaching
state
standards
right.
So
what
the
adoption
has
to
do
is
say:
do
we
have
the
you
know,
as
we
do
the
learning
targets
that
our
teacher
required
to
report
on,
and
then
we
have
the
materials
allowing
them
to
teach
those.
So,
regardless
of
what
schedule
comes,
we
have
to
do
that?
AW
AW
What
I
think
you
know
if
what
we
would
have
to
do
to
come
back
to
you
to
say
we
need
to
adjust
this
adoption
would
be
kind
of
one
of
two
things
that
happened.
One
of
the
instructional
minutes
are
just
significantly
different
that
the
matter
with
what
they
are
now
or
if
there
was
some
sort
of
like
change
in
the
number
of
changing
the
standards
that
you
would
want
addressed
by
this
adoption
like
if
you
were
to
go
to
some
sort
of
integrated
model,
because
that
is
adoption,
adjusted
science.
F
B
AE
Would
just
like
to
acknowledge
that
the
plan
is
not
and
that
there
is
a
large
outpouring
of
support
for
the
process,
which
I
find
very
commendable
to
the
members
of
our
district
community
staff,
as
well
as
the
community
members
who
presented
it.
I
would
also
really
struck
by
the
level
of
communication
that
we've
had,
and
the
last
six
months,
I
would
say,
is
the
most
engage
from
a
whole
community
perspective
on
equity
and
with
a
particular
focus
on
hiring.
F
Have
from
that
port
number
collect
prepared
that
he
asked
me
to
read
and
share
with
all
of
you,
so
I
will
do
my
best
to
convey
his
his
thoughts
and
his
passion
here,
but
with
that
I
want
to
thank
the
Burnham
community
in
20
groups
for
all
the
time
and
effort
attending
meetings
throughout
the
fall
and
winter
to
get
important
input
into
this
plan.
A
big
thank
you
to
staff
members
of
the
core
committee
for
their
hours
of
work.
F
The
most
I've
been
hearing
from
a
large
number
of
teachers,
Eric
title
schools
who
have
been
concerned
about
the
effect
high
class
sizes
have
when
combined
with
heavily
impacted
students
and
I'm,
hoping
this
plan
will
help
some
of
our
most
vulnerable
students.
I
also
want
to
highlight
staffs
willingness
to
revise
their
initial
plan
to
take
into
account
feedback
for
a
number
of
community
groups.
This
input,
I,
believe,
has
further
than
the
plan.
F
I
also
know
that
this
is
an
imperfect
plan
and
more
could
be
done
to
provide
well-rounded
education
opportunities,
which
are
the
community
survey,
was
the
top
three
priority
for
almost
every
single
group,
I
believe
with
more
time.
We
could
also
strengthen
the
parts
of
the
plan
that
focus
on
racial
equity
by
providing
more
concrete
goals
and
find
a
finer
honing
of
strategies
and
investments.
F
The
plan
before
us
is
an
I
will
be
voting
YES
on
the
plan
tonight
and
I
believe
it
is
important
that
we
move
quickly
to
secure
si
a
funds
and
begin
recruiting
and
hiring
teachers
as
soon
as
possible.
The
demographics
of
our
staff
do
not
match
the
demographics
of
our
students.
They
serve
with
a
large
number
of
teachers
and
classified
staff,
rather
than
at
this
plan,
I
see
an
opportunity
for
us
to
bridge
that
gap
and
hire
more
racially
and
culturally
diverse
staff.
F
However
I
know
many,
other
districts
will
be
receiving
these
same
funds
and
they
and
we
don't.
We
need
to
move
fast.
The
applicant
pool
we
will
be
a
man
from
will
decrease
one
note
on
implementation.
This
plan
was
created
through
between
the
input
and
that
input
should
not
stop
with
the
approval
of
this
plan.
I
will
encourage
the
district
to
create
these
2020
that
can
track
the
implementation
of
the
plan
and
provide
an
important
input
on
the
many
details
that
sit
below
this
plan.
I
hope.
F
F
These
are
folks
that
went
down
and
testify
and
was
part
of
a
much
larger
plan
to
get
the
Student
Success
Act
passed
in
the
first
place,
I
think
our
teachers
for
putting
things
out
there
to
follow
that
they're
passionate
this.
How
important
this
was
to
to
all
teachers
I
thank
our
businesses
for
stepping
up
and
being
a
part
of
the
commercial
to
these
tasks
so
that
we
have
the
funds
to
do
this.
This
is
a
first
step.
This
is
a
first
step
after
state
for
30
years
and
have
not
been
found
in
public
education
properly.
F
We
cannot
expect
and
one
year
with
one
implementation
that
we're
going
to
turn
everything
around
after
30
years
of
not
funding
public
education
properly,
but
it
is
an
important
first
step
not
only
for
our
state
but
death
old
for
the
Beaverton
School
District.
Does
it
answer
every
ill
that
we
have
absolutely
not
as
who
knows
how
many
millions
of
dollars,
if
we
can
fund
every
single
thing
to
have
every
elective
class?
F
They
have
every
student,
that's
homeless
and
the
resources
that
this
is
the
first
good
step
and
appreciate
that
our
community
worked
with
us
and
will
continue
to
work
with
us,
because
this
is
one
year.
What
we're
really
going
to
be
tested
on
is
that
we
follow
this
plan
and
then
we
come
back
with
with
some
results.
That's
what
that
would
be.
The
real
and
I
appreciate
all
of
the
staff
all
in
the
community.
F
AI
F
F
Think
this
Catholic
in
here
so
late
in
one
week,
especially
on
a
positive
to
dinner,
our
communities
safe
with
on
top
of
everything
else,
a
corona
virus.
So
thank
you
very
much
for
all
your
extra
work.
People
did
it
with
that
look.
This
meeting
is
adjourned.
Our
next
meeting
will
be
a
work
session
on
Monday
April
6
2013
at
3
o'clock.
Ablating
walk
around.